Seventh Five Year Plan 1985-90

For Official Use Onfy SEVENTH FIVE YEAR PLAN 1985-90 Reports of the Sub-Groups Appointed to Formulate Proposals for Sub-Sectors of General Education GroTTeran.a^Q.eaa.’t o f Silclciaara. DEPARTMENT OF EDUCATION fLANNING AND MONITORING DIVISION GANGTOK, SIKKIM INDEX SI, Contents. Page Nos N o^ 1. Introduction . c c . » , . o x 2. Educational Development - 19ij4-& . " - 9 2.1. General Achievements 2 2.2. Significant achievements in school education during the Sixth Plan P e r i o d . ..................................... 3 - 9 i) Enrolments ~ Targets & Achievements of Elementary Education including B.C. 6^ S . T . ...... e, o... o... .......... 3 - 4 ii) Non-Formal Educa ion. ........................ .. 5 iii) Adult Education .... ...... ............ .. 5 iv) Secondary Education .. „ , . „ . o . » . , » . 6 v) Teachers' Training Institute 6 vi) State Institute of Education .......... 6 vii) Sikkim Lavv College 7 viii) Sikl'im Govt, College ...oe.o... ... 7 ix) -ships f. Stipends ...................' x) Pli'/sical Education, Sports & Y o uth '^'êlfaie ........................................... .. 9 x i ) Direction & A-;i]nQinisrratiGn................. 9 .3* L it e r a c y S it u a t io n ........................................... 1 0 4. Approach to the S.,venx.h Plan ...... 11-14 REPORTS OF THE SUB-GROUPS APPOIN TED TO FORIîULATE PROPOSALS FOR SUB SEC'l’ORS OF a ) GENSR.a.L EDUCATION; b ) TECHNICAL EDUCATIONS; AND c) SPORTS & YOUTH VJELFARE. 5. Pre-ScViool Education ..................................... 15 - 18 5 . E lem en tary E d u c atio n .............................. 19 - 33 B.l. Priorities adopted ............................................. 19 6.2. Enrolment targets ............. .......20 - 24 6.3. Improvement of Quality of Ele.iientary E d u c a tio n ......................................................... .2 5 6.4. Te'icher Education . • . o . o . o . c, . , . 26 6.5. Clearance of backlog of phusical facilities including school buil d in g s .... o ..................................... 27 - 29 6.6. Non-Formal Education .............. .. 30-39 NIEPA DC 3 1 ^ ' 7. SGcoridary Education 34 _ 42 7.1. ■,4 ^ 35 7o3o fûalitative Improvemcn : ^ - 38 7.4. ScioncG TGaching .„ o .c.».»,»,.,, o3 - 39 7.0, yoca-ci'.' nal Edacatic^ n o,o„.o,„o., 39-40 7.6e Expansion „ o « ». , , , « » . , , „ 40 42 8 . P ro d u c tic 1 &. Pu.blicatxc^. of Text Books o o o , . o. 43 -44 9. Teachcr Education , 4 5 » ^].9 9.1, Teachers ' TrainnQ Ins c ’.tu+ ^ . 9.2, State Insti-ute of Education 9.3c Open Schco] Prorrramme 10., S d. 11 c a t o n a 1 Te o ii no 1 o Q x D i s t a n t Lea, ,'ning , „ „ , „ ^ _ TC -- 52 11. S.,E.S,E. 53 1 2 . Univc rs ii.y F Lon c * ^ . o ^ , 54 •• S7 1 3 . Sports, Phv;jicj.'1 oil tio~ Youth v:'e_faLO » . o . c . o „ c . „ . , , 1 J:1 7.- ’ 4-. O - S M . o « 13„2. Physica1 Education 5 0 ^ ■’.3. Promotior of Games S-oo"ts of Noia-Studcnr y;jurh . • • 1 3 . 4 „ Youth W(jlfare 52 - 6 5 a) ScoatinQ & Guiding 6 3 b ) N .C .C . 5 4 c) i:.aucational Tours 55 14. Scholarships 6' Strpenas 6 6 - 6 8 15o xMult Educati :n 69 - 70 16. Technical Education 71 17. Mrnitoring & Evaluation. 72 18. Direction 8c Adm inistration .. „ „ . 7 3 - 7 4 (t) GENERAL • •'Education “Education is both '■ pr-.dv. and producer of society and thorij is a close co-relation between trans- foriTiation of socio-economic environment and the structur and means of education ... for centuries educational development had gener'dllv follovv-ed economic growtVi. No w p ro b a b ly fo r the firs^- tirae in tiie h is t o r y of humanity^ development of education a world-wide scale is tendir to precede economic dAivelopment’* „ -LearninQ "To bes UNE'SCO Pax'it] ’•Tf educational expanoio i is any inc.iex of econom.ic yiow - it would appear that; the GLate of Sikkim has undergone socio- economic Jevelopiuei\t at an increasingly rapid pace dar: ng the last Quarter contary. The general Q’^.alj.tr- aiid means of educac, in the ochools of the State, however, >âve still ni;t attained the oiesirea measuie of sa^.is .action, I'u.. .e ruain Leb jons for t’: ander-cLChievcinent are the phenomenal increase in enrolment and Viumber of sche-., pa "'ticula rafter their 1974,. absei.ee of a uniformi system of registration of births in the state resultin in enrolment of a very large percentage of over-age pupils at ■ stages of education, and the unfortunate gap betv/een the need for an increasingly large number of adeQuately trained teacher.'-: and th<-ir a vailability^, If this problem, is not tackled imraediately through a clear identification of priorities, systematic planning, and the introduction of an element of accountability at academic as v/ell as administrative levels^ the damage in terms of sub standard education, resulting ib educational stagnation and wastage now, and in general socio-economic decay in the near future, may become irreparable. Even chough the nature of the problem is significantly serious, its size is still \ small; thanks to the manageable demLographic structure of the state. The main thrust of Plan proposals, in the remaining years of the Seventh Pian, is, therefore, aimed at consolidation and improvement of the existing educational resourGes of the State. and timely prediction and control of further expansion based on progr^^ssive monitoring of the enrolment data Late Shri I’adhusudan Singh, Ex-Director of Education^ Sikkim, (2) EDUCATIONAL DEVHLOPMEMT IN SIKKI'' 0'_VIFG 1954-84. The year 1954, when the rirec co:. ' ■ of Education was set up/ provides a convenient b?se to craie tl;o planned educational development in the State,, E/.jring the J.9-X-84 period phenomenal expansion has taken place in school education. In institutional terms expansion is almost nine-fold, as the number of ediJcation- al institutions rose from. 88 in 1954 to 761 in 1984 including 165 pre-school education cen^.res. The pace of enrolment tisroagh the previous three decades is highxighted by the i.ncrease ^'roni 2 500 pupils in 1954 to 83 337 pupils in 1984 inc?-u.iin^^ 5000 pre-schocl children. Tn 1954^ x Vi f^n the ?a.Hn et'fort. was started, Sikkim began at a . low leve.x, of achieverie‘-_ v/itn 7i> xov/er primrar/ s c h o o ls , 14 up|,.ar p rim ary s c u o d I s , midd.le r ..;'.ioc'ls and 2 IxigL schools accounting for toual errolm.ent ''f z50G Dtai'ij-S. After about two decades, in the year 1975^ when ^Jkkim joined th^ Nat.ic.-al miain^’.treart'' tlie number of schools ro,.e to 266 representing an increase of 302*2 per cent and the enrolmen-|j stepped up to 2 0,959 pupils, registering an increase of 8 38,4 p e r c e n t . In 1980, the first year of the Sixth Five Year Pl#fi, the number of institutions rose to 501 and the enrolm.ent of pwpils in schools escalated to 55,606, The 5||fL educational iiastituti#fl0 comprised 32 0 primary schools, 44 middle schools, 2 9 secofidary schools, 7 senior secondary schools and 100 pare-school nducatigH c e n t r e s . In 1984-85 the terminal year of the Sixth Plan tha number of educational], institutions stepped up from 470 in 1979-80 to 761, during this period the enrolment in school stage increased from 47882 to 78 3 37 the number of teachers escalated from 2 334 to 4265, (3) Significant achievemerits ■ , _ ‘-.or cf school education during the Sixth Plan periods 19 0 f ; ^ ^/blighted as here-in- u nd er . 1 During the 1980-85 period 80 pre-school centres and 174 lower primary schools were established* As against 2 5 pre-school centres the proposed forty fo.;,r pre-sci.ool centres which had developed into lower prirrary schools due to lack of piJimary level educaticnal facilities in the neichbourhood, werv. iii^giaded (converted) to lower primary schools, 100 lower rr imar^^ dc/.-Ools wer.-; upgraded to upper primary schools v/ith the ad'HtJon of c.ass> es iV ana V. Against ^-.he proposed 60 primary scliools 6 3 were upgraded to j ui:dor h'i.gh schools. As aga-'.n.-^t the Junior high schools 16 weL.-? ppg.;.- Jed to high schoo..: , 4 high schools -c:' upgraded to higher d/.ry ^ ..xo ^s, against f ^ l s target only 3 v/ere upgraded,, as in 198‘±-85 no high school was upgraded to higher secondary school. During the 1980-85 p.lan period 80 pre-school teachers (School mothers), 1065 primary teachers, 427 graduate teachers, 39 post-graduate teachers and 331 langi;,age teachers were recruit ed. As against the total strength of 2 334 teachers in 1979-80 the number of teachers increased to 42 74 registering an increase cf 140.87 per cent* Enrolment Targets and Achievements, Elementary Educations To promote the national programme of universalisation of elementary education, a camulative enrolment target of 78^000 and an additi nal enrolment target of 32,000 were fixed to be achieved during 1980-85. Against these targets at the elementary stage cululative enrolment achievement is 76,435, that is, 97.99% and additional enrolment achievemênt is 30,400, that is, 95.00 per cent. (4) StagGwise enrolment tarc/^L* * a' I.evements are pi'esent~ ed in tlie f o llo w in g t a b l e s . Stage ______ Cumulative„ _ ___ ________________________________________________ Additional Target Achievement Percentage Target Acbieveinent per- ALL CHILDREN cent-^ a g e .

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