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1
Empowering Society through Education
State Council of Educational Research and Training
Human Resource Development Department
Government of Sikkim
RESULT ANALYSIS OF STATE TEACHERS’
ELIGIBILITY TEST(STET) - SIKKIM
Sekhar Chettri
SCERT, Sikkim
2
Acknowledgement
This study would have never seen the light of the day but for the tremendous contribution of a plethora
of wonderful people who were instrumental in successful completion of this study.
I am immensely grateful to Director SCERT, Dr Rabin Chettri who entrusted this responsibility on me
despite my limited experience in the field of educational research. With his consistent support and
encouragement, the entire experience turned out to be an invaluable learning curve.
My sincere thanks are due to Dr Genevive Syangbo, Dr Pema Subba, Miss Larissa Lepcha and Mr Rajiv
Philip, esteemed colleagues from SCERT who took time off their awfully busy schedule to chip in with
invaluable help and assistance.
Very special thanks to Examination cell HRDD for providing all the data of STET, without which it was
not possible to move even an inch.
3
1. Introduction
In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council
for Teacher Education (NCTE) vide Notification dated 23rd
August, 2010 and 29th
JULY, 2011 laid
down the minimum qualifications for a person to be eligible for appointment as a teacher for class I to
VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible
for appointment as a teacher in any of the schools referred to in Clause (n) of section 2 of the RTE
Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the
appropriate Government in accordance with the guidelines framed by NCTE.
The rationale for including TET as a minimum qualification for a person to be eligible for appointment
as a teacher is:
1. To establish standards and benchmark of teacher quality in the recruitment process;
2. To improve the performance standards of teacher education institutes and their
products.
3. To send a positive signal to all stakeholders that the Government is serious about the
quality of teachers.
2. TET in Sikkim
Though CTET (Central Teacher Eligibility Test) was initiated by Ministry of Human Resource
Development (MHRD) in 2011 through Central Board of Secondary Education (CBSE) at the central
level, STET was first conducted in Sikkim only in the year 2013. Systemic reforms were brought in the
form of Optical Mark Recognition (OMR) sheets and moderation of questions in the year 2015.
Additionally, answer keys were also made available online for candidates.
3. Eligibility criteria for TET
3.1 For a person who intends to be a teacher for classes I to V (Primary Teacher)
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final
year of 2- year Diploma in Elementary Education (by whatever name known)
4
OR
Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final
year of 2- year Diploma in Elementary Education (by whatever name known), in accordance
with the NCTE (Recognition Norms and Procedure), Regulations, 2002.
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final
year of 4- year Bachelor of Elementary Education (B.El.Ed).
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final
year of 2- year Diploma in Education (Special Education)*.
OR
Graduation and passed or appearing in final year of two year Diploma in Elementary Education
(by whatever name known).
3.2 For a person who intends to be a teacher for classes VI to VIII (Graduate Teacher)
Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by
whatever name known).
OR
Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education
(B.Ed).
OR
Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education
(B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued
from time to time in this regard.
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final
year of 4- year Bachelor in Elementary Education (B.El.Ed).
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed orappearing in final
year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed.
OR
Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special
Education)*.
5
Relaxation up to 5% in the qualifying marks in the minimum educational qualification for
eligibility is allowed to the candidates belonging to reserved categories, such as
SC/ST/OBC/Differently abled.
4. Structure of STET
All questions in TET include Multiple Choice Questions (MCQs), with four alternatives out of which
one answer is correct. Each question carries one mark and there is no negative marking.
There are two papers of TET.
(i) Paper I is for a person who intends to be a teacher for classes I to V (Primary Teacher).
(ii) Paper II is for a person who intends to be a teacher for classes VI to VIII (Graduate Teacher)
4.1 Structure of STET questions
Paper I is for candidates aspiring to teach Classes I to V (Primary Stage):
Duration of examination is for two-and-a-half hours
The different areas include-
Paper No. of MCQs Total Marks
1 Child Development and Pedagogy 30 30
2 Language I (compulsory) 30 30
3 Language II (compulsory) 30 30
4 Mathematics 30 30
5 Environmental Studies 30 30
Total 150 150
Paper II is for candidates aspiring to teach Classes VI to VIII (Elementary Stage)
Duration of examination – Two-and-a-half hours
6
The different areas include-
Paper No. of MCQs Total Marks
1 Child Development and Pedagogy 30 30
2 Language I (compulsory) 30 30
3 Language II (compulsory) 30 30
4 Mathematics and Science ( for Maths
and Science teacher)
60 60
5 Social Studies/ Social Science ( for
Social Studies/ Social Science
teacher)
30 30
Total 150 150
4.2 Qualifying marks
As per NCTE notification No. 76-4/2010/NCTE/Acad Dated 11.02.2011: A person who scores 60%or
more in the TET exam will be considered as TET pass / qualified.
In Sikkim, further relaxation of 5% has been accorded, bringing down the qualifying score to 55%.
5. Rationale of the Study
Poor performance of candidates in exams both past and present, and a trend in the decrease of pass
percentage is a cause for concern because of its inevitable impact on the existing education system.
Identification of hard spots and a detailed enquiry of the exams could result in better outcome and
improved performance.
6. SAMPLING
This research work, has undertaken analysis of STET conducted by Human Resource Development
Department (HRDD) Govt of Sikkim. The study has analyzed the results of the exams held on 21st June
2015, 27th
December 2015 and August 2016.
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7. METHODOLOGY
TET results of June 2015 and Dec 2015 have been sourced from examination cell of Human Resource
Development Department (HRDD) for the research. Demographic data of candidates which include
academic background information and candidate’s specified community have also been used. This
research includes analysis of the following:
Demographic comparative analysis in the following areas of all candidates appearing in June
2015 STET and December 2015 STET
o Community wise - June 2015 and Dec 2015
o Choice of Vernacular option - June 2015 and Dec 2015
o Educational background - Board / University/ Institute - June 2015 and Dec 2015
Result analysis of STET Primary teachers (PRT)– June 2015 and Dec 2015
Result analysis of STET Graduate Arts Teachers (GT- Arts)– June 2015 and Dec 2015
Result analysis of STET Graduate Science Teachers- (GT-Sc) June 2015 and Dec 2015
Comparative result analysis of STET PRT, STET GT (Arts and Science) - Results of June 2015
and Dec 2015
8. DEMOGRAPHIC INFORMATION
Table 1.Total number of candidates who appeared for TET June 2015 and Dec 2015
The table depicts that, across the subjects, GT (Arts) section has the highest number of candidates
whereas GT (Science) has the lowest number of candidates. Across communities, majority hail from
Other Backward Category (OBC) while the representation of Scheduled Caste (SC) is the minimum.
8
Table 2.Board of School Education (XII) /Teacher Institute
JUNE 2015 DECEMBER 2015
CBSE ICSE NIOS OTHERS TOTAL CBSE ICSE NIOS OTHERS TOTAL
139 1 14 5 159 177 1 15 6 189
DIET
MT
C
AR
ME
L W B
BOARD OTHERS TOTAL DIET
MT
C
AR
ME
L DIST
MoDE
OTHERS TOTAL
GA
NG
TO
K
NA
MC
HI
GE
YZ
ING
119 34 3 3 159 78 32 35 48 1 1 189
Majority of candidates are from CBSE background. Most of them have studied Diploma in Elementary
Education (D.El.Ed) in the government run District Institute of Education and Training (DIET).
However, a reasonable number of candidates are from Mt Carmel Teacher Training Institute, Pakyong.
Table 3. University studied
JUNE 2015 DECEMBER 2015
G T (ARTS) G T (ARTS)
S U NBU IGNOU OTHERS TOTAL SU NBU IGNOU OTHERS TOTAL
201 168 15 7 386 178 147 9 4 346
G T (SCIENCE) G T (SCIENCE)
S U NBU IGNOU OTHERS TOTAL SU NBU IGNOU OTHERS TOTAL
40 43 0 1 84 28 45 0 7 80
Majority of the candidates appearing for G T (Arts) are graduates from Sikkim University whereas
candidates appearing for G T (Sc) include graduates from both North Bengal University and Sikkim
University. There are no candidates for G T (Sc) from Indira Gandhi National Open University
(IGNOU).
9
Table 4. Choice of Vernacular
TET HELD
PRIMARY
G T (ARTS)
G T (SCIENCE)
JUNE 2015
N
EP
AL
I
BH
UTI
A
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
NE
PA
LI
B
HU
TIA
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
NE
PA
LI
B
HU
TIA
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
118 16 10
9 4 159 287 19 23 18 39 386 69 3 2 2 8 84
DECEMBER
2015
NE
PA
LI
BH
UTI
A
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
NE
PA
LI
BH
UTI
A
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
NE
PA
LI
B
HU
TIA
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
150 14 11 12 3 189 189 16 11 11 19 346 70 2 1 2 5 80
In all the three categories, majority of the candidates have opted for Nepali as their vernacular. The
other regional languages -Bhutia, Limboo and Lepcha too have healthy representation. A few have
opted for Hindi as well.
9. STET Result Analysis of PRT and GT (Arts And Science)
9.1 Primary
Table 5. Relative Pass % Primary Stet
59.60%
18.50%
29.10%
15.80%
5.20%
13.90%
28.50%
6.90%4.20%
33.90%
1.60%5%
LANGUAGE PEDAGOGY EVS MATHS ENGLISH OVERALL
Jun-15 - PASS ( 21 OUT OF 151)
Dec-15 - PASS ( 9 OUT OF 189)
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A comparative study of the result of primary level held in June and December 2015 shows some
common trends-
1. The pass percentage has declined significantly across all the subjects but Maths where there is an
upward surge.
2. The overall pass percentage has gone down drastically.
3. Surprisingly, the result of English in both the TETs is far from satisfactory.
9.2 GT (Arts)
Table 6. Subject Wise Pass Percentage
26.20%
14%
48%
7%
15%
18.80% 19.70%
47.70%
1.70%
10.40%
LANGUAGE PEDAGOGY S STDS ENGLISH OVERALL
Jun-15 (59 OUT OF 388) Dec-15 (36 OUT OF 348)
The comparative study of result of GT(Arts) category held in June 2015 and Dec 2015 once again
reveals the following (Table 8) –
1. The pass percentage has gone down in all the subjects except in pedagogy where the result has
slightly improved.
2. Social studies has the highest pass percentage in both the exams.
3. Pass percentage in English is the lowest in both the exams.
4. Overall pass percentage has once again decreased.
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9.3 GT (Science)
Table 7: Subject Wise Pass Percentage
38%
21.40%
84.50%
46.40%
11.90%
28.50%
20%
27.50%
60%
16.20%
2.50%6.30%
LANGUAGE PEDAGOGY SCIENCE MATHS ENGLISH OVERALL
JUNE-PASS% (24 OUT OF 84) DEC - PASS% (5 OUT OF 80)
Comparative result of Science and Maths Graduate Teachers show the following (Table 9)-
1. A steep decline in overall pass percentage.
2. Pass percentage is the lowest for English in both the exams.
3. Pass percentage in Science is the highest.
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10. Community wise performance of candidates
A community wise analysis of performance of teachers in STET has also been studied. The following
tables depict the performance level of all categories of teachers according to the community they belong.
Graphical representation of community wise result of Primary STET is shown in the table below-
Table 8: Community wise comparative analysis of STET (PRT)
79
41
28
8106 5
0
100
4340
11
1 3 50
OBC BL ST SC
APPEARED IN JUNE PASSED APPEARED IN DEC QUALIFIED
In both exams, the largest number of candidates belongs to the OBC category while SC candidates are
the least in number. However, the result across all the communities is not satisfactory. It has also been
observed that no candidate from SC category has succeeded in passing STET.
A graphical representation of community wise result in GT (Arts) category is depicted in table 9.
Table 9: Community wise comparative analysis of STET GT (A)
201
76
116
8
30
4
25
0
177
66
101
417
513
1
OBC ST BL SC
JUNE QUALIFIED DECEMBER QUALIFIED2
13
In both the exams, highest number of candidates hails from OBC category. SC again has a very low
representation. Pass percentage wise, however, Bhutia Lepcha (BL) community seem to have done
slightly better than the rest of the communities
A graphical representation of community wise result in GT (S) category is depicted in table 10.
Table 10: Community wise comparative analysis of STET GT (S)
61
18 16
3
19
2 30
44
8
19
23 20 0
OBC BL ST SC
APPEARED IN JUNE QUALIFIED
APPEARED IN DECEMBER QUALIFIED2
OBC are maximum in number though there is a healthy representation of STs and BLs. Result wise
again B L community have again done slightly better than rest of the communities.
11. Vernacular wise Analysis
The study on the vernacular result of teachers has also been conducted. The vernacular subjects include
– Bhutia, Lepcha, Nepali and Hindi
The following table shows the vernacular wise result of PRT in STET.
Table 11. Vernacular wise comparative analysis – PRT
NEPALI BHUTIA LIMBOO LEPCHA HINDI
114
1610 8
3
16
1 2 1 1
JUNE 15
APPEARED PASSED
146
14 11 1133 0 5 2 1
DECEMBER 15
APPEARED PASSED
14
The above graph shows that the majority of candidates have taken Nepali as their vernacular subject.
However, the result indicates that the performance in Nepali is not satisfactory. Relatively few
candidates have opted for other languages with minimum with results not meeting the expected
standards.
The following table depicts the vernacular wise result of GT (A) in STET.
Table 12 - Vernacular wise comparative analysis – GT (A)
NEPALI LIMBOO BHUTIA LEPCHA HINDI
287
23 19 18
93
49
1 2 2 5
JUNE 15
TOTAL APPEARED TOTAL PASSED
NEPALI LIMBOO BHUTIA LEPCHA HINDI
189
11 16 111922
1 41 8
DEC 15
TOTAL APPEARED TOTAL PASSED
The data shows that OBC candidates are maximum in number though there is a healthy representation of
STs and BLs also. Result wise, B L community show a slightly better performance than rest of the
communities.
Table 13.Vernacular wise performance of STET Graduate (Science and Maths ) – June 2015 Dec
2015
70
27
3 2
35
04
0 0
JUNE 15
APPEARED PASSED
72
15 2 24
0 1 0 0
DEC 15
APPEARED PASSED
In June 2015 exam, result of Nepali and Hindi are comparatively better whereas in December 2015
exam, the result is poor across all the languages.
15
12. Comparative Analysis of Pass Percentage among PRT and GT (Science and
Maths) STET, 2013 - 2015
Though this study was confined to the result of June 2015 and December 2015 exams only, yet an effort
was made to compare the overall pass percentage of TET conducted till date.
A quick glance at all the TETs held so far clearly shows certain trends which can be seen in the table
given below –
Table 14. Comparative pass percentage among PRT STET and GT (Science and Maths ) in STET,
2013-2015
TET TILL DATE
ST
AT
US
MO
NT
H A
ND
Y
EA
R
PRIMARY ARTS GRADUATE SCIENCE & MATHS
AP
PE
AR
ED
PA
SS
ED
PA
SS
%A
GE
AP
PE
AR
ED
PA
SS
ED
PA
SS
%A
GE
AP
PE
AR
ED
PA
SS
ED
PA
SS
%A
GE
TE
T 1
NO
V 1
3
272 111 40.8 483 141 29.2 67 23 34.3
TE
T 2
NO
V 1
4
185 63 34.1 418 126 30.1 68 14 20.6
TE
T 3
JUN
E 1
5
151 28 18.5 386 71 18.4 84 24 28.5
TE
T 4
DE
C 1
5
189 09 4.8 346 36 10.4 80 05 6.3
Pass percentage has progressively gone down after each TET. The result of Primary TET has gone down
drastically from a healthy 40.8% in 2013 to a mere 4.8% in Dec2015. A slump is evident in overall pass
percentage of Gt (Arts) from 29.2% to 10.4%. Similarly, the result of GT(Science) has also taken a steep
descent from 34.3% to 6.3%.
13. Findings
There is a sharp decline in overall result across all categories and subjects - a dip from an
average performance of 40.8% to a meagre 4.8%.
Performance in English is a cause of major concern. The poor pass percentage of 1.6% for
primary, 1.7% for G T(Arts) and 2.5% for GT(Science) in English in Dec 2015 exam is
something which invites serious concern and a lot of remediation.
The overall result in Psychology and Pedagogy is also low.
16
Vernacular results show that a majority of candidates have not performed well.
Despite a high percentage in their academic and professional courses, candidates have failed to
secure the minimum cut off percentage in STET.
In both exams, it was notable that GT(Arts) candidates have performed consistently well in
Social Studies which is their main paper.
Maths has been made mandatory for candidates with Bio Science background too.
Among GT (Science) candidates those with Bio Science background have not performed in
Maths as well as those with Maths background.
Among the SC community only one GT (Arts) candidate has passed the exam conducted in June
15 and Dec15. None have passed in Primary and GT(Science).
In the absence of a state specific TET syllabus Sikkim follows the central CTET syllabus.
14. Interventions in 2016
Keeping in view the consistent decline in overall result, DIETs and other teacher training
institutions were advised by SCERT to hold orientation of aspiring candidates for at least a
fortnight to acquaint them with the pattern of questions and other areas of TET, to ensure better
outcome.
Review of pattern of questions in English, Pedagogy and even Psychology where performance
has been the lowest was embarked upon. An analysis of previous years’ question papers in areas
such as objectives, weightage to content areas etc. was undertaken.
Orientation programme of individuals who are entrusted with question framing and moderation
was held under the aegis of SCERT.
Even during moderation, separate team of experts were assigned with the task of moderating
content area and methodology.
Local issues and concerns were appropriately addressed during the orientation.
All the stake holders including teacher training colleges and institutes were invited for
collaborative assessment, discussion and deliberation on pertinent issues.
15. Impact in STET- 2016
15.1 Demographic Information
Table 15.Total number of candidates who appeared for STET 2016
CATEGORY
NO OF CANDIDATES
OBC ST BL SC TOTAL
G T (ARTS) 226 78 150 12 466
G T
(SCIENCE)
79 37 4 3 123
PRIMARY 139 85 58 14 296
17
In all the three categories viz GT(Arts), G T (Science) and PRT, majority of the candidates belong to
OBC community with healthy representation from ST (Schedule Tribe) which includes Tamang and
Limboo and BL (Bhutia, Lepcha). The lowest representation is once again from the SC category.
The total number of candidates appearing STET in all the three categories has remarkably gone up
compared to the two STETs held in 2015.
Table 16. Board of School Education (XII) /Teacher Training Institute
Bulk of the aspiring candidates for Primary STET has passed Class XII from CBSE affiliated schools
with a lone candidate from ICSE and a handful from Open Distance Learning.
There are three state run DIETs in the state which are mentioned above as Gangtok, Namchi and
Geyzing. 77% of the STET aspirants hail from these DIETs with Mt Carmel, the private institute
accounting for 17 %. Rest of the candidates are from IGNOU and other boards.
Table 17. Academic background of candidates appearing for STET
AUGUST 2016
G T (ARTS)
S U NBU IGNOU OTHERS TOTAL
201 168 15 7 386
G T (SCIENCE)
S U NBU IGNOU OTHERS TOTAL
40 43 0 1 84
Sikkim University, a central University recently established in the State of Sikkim accounts for the
majority of aspirants in GT (Arts) category while North Bengal University has a narrow lead in GT
AUGUST 2016
CBSE ICSE NIOS OTHERS TOTAL
274 1 21 0 296
DIET MT
CARMEL
DIST
MODE
OTHERS TOTAL
Gangtok Namchi Geyzing Total
131 64 33 228 50 17 1 296
18
(Science) category. A small number of candidates in GT (Arts) category hail from IGNOU and other
boards.
Table 18. Choice of Vernacular
PRIMARY
G T (ARTS)
G T (SCIENCE)
NE
PA
LI
BH
UTI
A
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
NE
PA
LI
BH
UTI
A
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
NE
PA
LI
BH
UT
IA
LIM
BO
O
LE
PC
HA
HIN
DI
TO
TA
L
205
24
00
32
6
281
345
33
21
26
41
466
105
3
0
3
10
123
Nepali, the predominant lingua franca in the state, has the highest number of takers in all the three
categories of STET, the exact percentage of aspiring candidates in Primary, GT (Arts) and GT(Science)
opting for Nepali as Vernacular being 73%, 74% and 85% respectively. Bhutia, Lepcha, Limboo and
Hindi account for the remaining candidates.
16. STET Result Analysis of PRT and GT (Arts and Science)
Table 19. Subject wise pass percentage in Primary STET
It is absolutely reassuring to see a colossal leap in the overall result of Primary STET from a paltry 4.8%
in December 2015 to a resounding 44.1% this time. Out of 281, a healthy 124 candidates have qualified
language CDPEVS
mathsenglish
overall
50.10%
44.10%
62.20%
45.90%
32.30%
44.10%
19
in STET. Subject wise too, there is an upward trend everywhere as compared to STET December 2015.
An upsurge of 50.1% from 28.5% in language, 44.1% from 6.9% in CDP, 62.2% from 4.2% in EVS,
45.9% from 33.9% in Maths and 32.3% from a mere 1.6% in English.
Table 20: Subject wise pass percentage – GT (Arts) STET
It is once again a huge sigh of relief to see major step up in this category of STET. From 10.4 % pass in
Dec 2015, the overall result has increased to 31.9% which is quite commendable. Though 4.5% does not
at all seem convincing, yet in English, the performance is slightly better as compared to 1.7% in Dec
2015. It is only in Child Development and Psychology (CDP) where the performance has taken a dip
from 19.7% in Dec 2015 to 12.4% in 2016. On the positive side, there is a sharp upward trend in
Language and Social Studies.
languageCDP
S. Stdsenglish
overall
41.40%
12.40%
70.60%
4.50%
31.90%
20
Table21: Subject wise pass percentage – GT (Sc)
G T (Sc) category has also witnessed a tremendous overall improvement from 6.3% in Dec 2015 to
34.1% in 2016. This could be attributed to enhancement of performance in individual subjects. Except
for English, there are visible and significant leap in rest of the subjects. It is worthwhile to mention that
7.3% in English is again a slender enhancement against 2.5% in Dec 2015. Performance is CDP has
once again plunged from 27.5% in Dec 2015 to the existing 18.6% in 2016.
17. Community Wise Performance of Candidates – 2016
Graphical representation of Community wise result of Primary TET is shown in Table 22.
Table 22: Community wise comparative analysis of STET (PRT)
Language CDP Maths Science English Overall
47.90%
18.60%
47.90%
69.10%
7.30%
34.10%
21
Community wise speaking, BL community with 52% pass has a narrow edge over second ranked OBC
with 48% pass. It is heartening to note a marked improvement in the performance of SC community
who rank third with 35%pass. BL have also done well to record 33% pass.
Table 23: Community wise comparative analysis of STET – GT (Arts)
In this category of STET, OBC community with 47% pass lead the group whereas PT with 43% rank
second. BL with 34%, ST with 28% and SC with 15% pass have all improved upon their previous
performances.
139
120
23
14
68
40
12 5
OBC ST BL SC
APPEARED
QUALIFIED
150
78
134
16 12
71
22
46
7 3
OBC S T B L PT SC
APPEARED
QUALIFIED
22
Table 24: Community wise comparative analysis of STET – GT (Sc)
In GT (Sc) category, ST have done relatively better with 43% , Primitive Tribe (PT) with 50% and SC
with 33.3%. OBC with 29% have improved as compared to a single digit pass percentage figure in
2015.
18. Vernacular Wise Analysis
Vernacular wise result of Primary STET is shown in Table 25.
Table 25: Vernacular wise comparative analysis – PRT
Though candidates with Nepali as vernacular are maximum in number, yet the performance in Hindi at
83.3% stands out among the rest. Result in Nepali is 43.1%, Bhutia 28.4%, Lepcha 34.2% and Limboo
25% which are all very good compared to STET Dec 2015.
OBCST
PTSC
81
37
2 3
24
16
1 1
APEEARED
QUALIFIED
218
26 35
12 6
94
10 12 3 5
NEPALI BHUTIA LEPCHA LIMBOO HINDI
APPEARED
QUALIFIED
23
Table 26: Vernacular wise comparative analysis – GT (ARTS)
Hindi with 53.6% pass has once again topped the list here followed by Bhutia 1t 42.4%, Limboo at
33.3%, Nepali at 29.5% and lepcha at 19.2%.
The overall performance across all categories is much better compared to the previous STET in Dec
2015.
Table 27 : Vernacular wise comparative analysis – GT - Sc)
In G T (Sc) category, Lepcha with 66.6% pass have excelled followed by Hindi at 40%, Bhutia at 33.3%
and Nepali at 32.4%. No candidate with limboo as Vernacular could qualify for STET.
342
33 26
21
41
101
14 5 7
22
NEPALI BHUTIA LEPCHA LIMBOO HINDI
APPEARED
QUALIFIED
NEPALI BHUTIA LEPCHA LIMBOO HINDI
108
3 3 2
10
35
1 2 0 4
APPEARED
QUALIFIED
24
19. Performance of Candidates from Teacher Educational Institutes of Sikkim
As per the requirement of MHRD, Govt of India, it was decided to analyse the performances of various
teacher educational institutes in the state.
Gangtok DIET with 45.03% pass have recorded the highest pass percentage followed by Namchi DIET
with 43.75%. Mt Carmel with 36% pass have secured the third spot closely followed by Geyzing DIET
with 33%.
20. Findings
Overall pass percentage has shown remarkable improvement. Result of Primary TET has jumped
from 4.8% in 2015 to 44.1%. Similarly, result of GT(A) has climbed from 10.4% to 31.9% and
that of GT(Sc) from 6.3% to 34.1%.
Performance in English has shown a lot of improvement in case of primary STET from a
miserable 1.6% to a huge 32.3% and a slight improvement from 1.7% to 4.5% in case of GT (A)
and from 2.5% to 7.3% in case of GT (Sc).
The result in Child Development and pedagogy has leaped from 6.9% to 44% in primary STET
but it has sadly plummeted from 19.7% to 12.4% in case of GT(A) and again 27.5% to 18.6% in
case of GT (Sc).
Vernacular results show remarkable improvement.
GT(Arts) candidates have maintained their consistency of doing exceptionally well in Social
Studies which is their main paper.
The performance of GT(Sc) candidates in Mathematics is something to rejoice about. There is a
healthy rise from 16.2% in 2015 to 47.9% in 2016.
131
64
33
50
59
28
11
18
GANGTOK NAMCHI GEYZING MT CARMEL
APPEARED
QUALIFIED
25
The performance of SC candidates has also shown a lot of improvement. While five candidates
have qualified in primary STET, two have qualified in GT(A) and a lone candidate has qualified
in GT(Sc).
The performance of all the DIETs have shown remarkable improvement in this STET.
STET syllabus is yet to be revised.
21. Conclusion
It is worthwhile to re -emphasize that the sole purpose of this research is to identify the factors which
are hindering the desired performance in STET and to suggest appropriate curative measures which
would ensure much improved consequences in the days to come.
Hence, the most significant findings are shortlisted for appraisal and further necessary action to
competent authorities with the hope that proper intervention and concerted effort would be embarked
upon for securing better outcomes in the days to come.