“Empowering society through Education”STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING

SCERT - SIKKIM’S QUARTERLY NEWS LETTER

REFLECTIONS

novel ways of knowing. Information takes precedence overknowledge, lending itself to producing bulky text books,‘quizzing’ and methods of mechanical retrieval rather thanunderstanding and problem solving.This tendency ofmistaking information for knowledge leads to ‘loading’ thecurriculum with too many facts to be memorised. onlyincreases the curriculum load, and perpetuates undesirablecompartmentalisation of knowledge.Fourth, there is the issue of including ‘new subjects’. Theneed for subjects addressing contemporary concerns of societyis important. But there has been a misplaced tendency toaddress these concerns in the school curriculum by ‘creating’new subjects, producing related text books and devisingmethods of evaluation for them. These concerns may be farbetter addressed if they are incorporated in the curriculumthrough existing subjects and on-going activities. Needlessto say, adding new areas as ‘subjects only increases thecurriculum load, and perpetuates undesirablecompartmentalisation of knowledgeFinally, the principles for selecting knowledge for inclusionin the curriculum are not well worked out. There is insufficientconsideration of developmental appropriateness, logicalsequencing and connection between different grades, andoverall pacing, with a few or no opportunities to return toearlier concepts. Further, concepts that cut across subjectareas, such as in secondary school mathematics and in physics,are not placed in relation to one another.

CHILDREN’S KNOWLEDGE AND LOCALKNOWLEDGEThe child’s community and local environment form theprimary context in which learning takes place, and in whichknowledge acquires its significance. It is in interaction withthe environment that the child constructs knowledge andderives meaning. This area has generally been neglected bothin the conceptualisation of text books and in pedagogicpractices. Hence, in this document, we emphasise thesignificance of contextualising education: of situating learningin the context of the child’s world, and of making the boundarybetween the school and its natural and social environmentporous. This is not only because the local environment andthe child’s own experiences are the best ‘entry points, intothe study of disciplines of knowledge, but more so becausethe aim of knowledge is to connect with the world. It is not ameans to an end, but both means and end.This does not requireus to reduce knowledge to the functional and immediatelyrelevant, but to realise its dynamism by connecting with the

These capabilities, practices, and skills of understanding arewhat we seek to develop through the school curriculum. Someof them readily lend themselves to being formulated as‘subjects’ of study such as mathematics, history, science, andthe visual arts. Others, such as ethical understanding, need tobe interw oven into subjects and activities. The basiccapabilities of language require both approaches, and aestheticunderstanding also readily lends itself to both approaches.All these areas require opportunities for project activities,thematic and inter disciplinary courses of studies, field trips,use of libraries and laboratories.This approach to knowledge necessitates a move away from‘facts’ as ends in themselves, and a move towards locatingfacts in the process through which they come to be known, andmoving below the surface of facts to locate the deeperconnections between them that give them meaning andsignificance.In India, we have traditionally followed a subject-basedapproach to organising the curriculum, drawing on only thedisciplines. This approach tends to present knowledge as‘packaged’, usually in text books, along with associated ritualsof examinations to assess, knowledge acquisition and marksas a way of judging competence in the subject area. Thisapproach has led to several problems in our education system.First, those areas that do not lend themselves to beingorganised in text books and examined through marks becomesidelined and are then described as‘extra’ or ‘co-curricular’,instead of being an integral part of the curriculum. Theserarely receive the attention they deserve in terms ofpreparation by teachers or school time. Areas of knowledgesuch as crafts and sports, which are rich in potential for thedevelopment of skill, aesthetics, creativity, resourcefulnessand teamwork, also become sidelined. Important areas ofknowledge such as work and associated practical intelligenceshave been completely neglected, and we still do not have anadequate curriculum theory to support the development ofknowledge, skills and attitudes in these areas.Second, the subject areas tend to become water tightcompartments. As a result, knowledge seems fragmentedrather than interrelated and integrated. The discipline, ratherthan the child’s way of viewing the world, tends to becomethe starting point, and boundaries get constructed betweenknowledge in the school and knowledge outside.Third, what is already known gets emphasised, subvertingchildren’s own ability to construct knowledge and explore

VOL. II NOVEMBER : 2017 No. 6

NATIONAL CURRICULUM FRAMEWORK - 2005RECREATING KNOWLEDGE

REFLECTIONS 2SPECIAL FOCUSSPECIAL FOCUSSPECIAL FOCUSSPECIAL FOCUSSPECIAL FOCUSworld through it. Unless learners can locate their individualstandpoints in relation to the concepts represented in textbooks and relate this knowledge to their own experiences ofsociety, knowledge is reduced to the level of mere information.If we want to examinehow learning relates to future visionsof community life, it is crucial to encourage reflection onwhat it means to know something, and how to use what wehave learnt. The learner must be recognised as a proactiveparticipantin his or her own learning.Day after day children bring to school their experiences ofthe world around them. The trees that they have climbed, thefruits they have eaten, the birds they have admired. Allchildren are alive to the naturalcycles of day and night, of theweather, the water, the plants and the animals that surroundthem. Children, when they enter Class I already have a richlanguage base of small numbers, and the rudiments ofoperations are already in place. Yet rarely do we hear theknowledge that they already have and which they bring intothe classroom. Rarely do we ask children to talk about orrefer to the world outside the school during our lessons andteaching. Instead we resort to the convenience of the printedword and picture, all of which are poor replicas of the naturalworld. Worse still, today in the name of computer-aidedlearning, the living world is being turned into animation stripsthat children are expected to watch on their computer screens.Before starting a lesson on living and non-living, if a teacherwas to take her class out on a walk through a field near theschool, and on returning asked each child to write the namesof ten living things and ten non-living things that she/he saw,the results would be amazing. Children in Mahabalipuram inTamil Nadu may include in their list of things sea shells,pebbles and fish, and those in Chhattisgarh near theDandakaranya forest may include nest, bee hive, and anklet.Instead, children are usually required to look at a drawing inthe textbook, or a list of words, and sort the things out asliving and non-living. During a lesson on water pollution,children could examine the water sources and water bodiesand then connect these with different types of pollution. Thisexercise could also raise issues regarding how lack of safewater affects health. Instead, children are expected to seepictures of polluted water and comment on them. Whenstudying the moon and its phases, how many teachers actuallyask the children to look at the moon at night and then talkabout it the next day? Instead of asking children the names oflocal birds and trees, our textbooks name ‘ubiquitous’ thingsthat seem to belong everywhere and yet belong nowhere. Onlyif children in, say Class VIII, can connect the chapter onphotosynthesis with the real plants around would they thinkof asking questions such as, ‘How do crotons, which havecoloured leaves but no green leaves, manage to manufacturetheir food?’ Only when the living world around becomesavailable for critical reflection within the school will childrenbecome alive to the issues of the environment and nurturetheir concern for it. The local environment is thus a naturallearning resource, which must be privileged when makingchoices regarding what should be included, what concreteexamples should be cited in planning for their transaction inthe classroom. In the case of content selection for the SocialSciences and language, it is important to keep in mind theideals and values enshrined in the Constitution. Inclusion of

the local context in classroom transaction would imply aserious attempt by the teacher to make choices in a mannerthat is pedagogically imaginative and ethically sound. Whenchildren living in Kerala are introduced to the habitat of thedesert in Rajasthan, the descriptions must be rich and detailedso that they can get a feel of the natural world there, in all itsparticularities and diversity, rather than evoking images of thetypical sand dune and the camel. They should wonder how ina place so hot people wear more rather than fewer clothes.They should also be able to compare life there with life aroundthem in their local community, and ask what things wouldhappen in the same way, and what things would happendifferently.The local environment consists not only of the physical andnatural world but also the socio-cultural world. All childrenhave a voice at home, and it is essential for the school toensure that their voices continue to be heard in the classroomas well. Communities also have rich cultural resources: localstories, songs, jokes and riddles, and art, all of which canenrich language and knowledge in schools. They also haverich oral histories. By imposing silence we stifle children.

SCHOOL KNOWLEDGE AND THECOMMUNITYExperiences of the socio-cultural world also need to becomea part of the curriculum. Children need to find examples ofthe plurality of peoples and ways of life represented in thetextbooks. These portrayals need to ensure that no communityis over simplified, labelled,or judged. It may even be betterfor children to study and generate portrayals of the local socialgroups as apart of their social science studies. They can thendirectly interact with the gram panchayat representative, whomay be invited to the school to speak about the extent towhich decentralisation has helped in addressing local civicissues. Local oral history could also be connected withregional history and national history. But the social contextalso calls for a much greater critical awareness and criticalengagement on the part of curriculum developers and teachers.Community-based identities, of gender, caste, class andreligion are primary identities, but they can also be oppressiveand reaffirm social inequalities and hierarchies. Schoolknowledge can also provide a lens through which childrencan develop a critical understanding of their social reality. Itcould also provide them space to talk about their experiencesand anxieties within their homes.Communities may also have questions about the inclusion orexclusion of particular knowledge and experiences in the schoolcurriculum. The school must then be prepared to engage withcommunities to listen to their concerns, and to persuade them tosee the educational value of such decisions. For this, teachersmust know the reasons why something is included whilesomething else is not. They must also be able to win the trust ofparents in matters like allowing children to use home languagein school, or teaching about sexuality and reproduction, or play-way methods in primary school, or encouraging boys to singand dance. It is not a good enough explanation to say that thedecisionswere taken at the state level. If we are to ensureparticipation of children of all groups in our secular education,we will have to discuss our curricular choices with others whoare legitimate stakeholders in education

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REPORT OF ACTIVITIES CONDUCTED BY SCERT – SIKKIM(AUGUST TO OCTOBER, 2017)

1. Academic Support to Different Sections of HRDD and Other Institutions1.1 Academic support to other institutionsThe officials and faculty members of SCERT are invited by the various directorates of HRDD and other institutes asresource persons during several programs organized by them. The table below shows SCERTs participants as resourcepersons in such programs during this quarter-

Table 1Sl. Name of the Programme Name of the Organization Date(s) and Venue Resource Persons fromNo SCERT1. One day orientation on Learning Language Section, HRDD. 1st August 2017, Ms Ranju Pradhan

Outcome on Language Conference Hall, Dr Genevive SyangboHRDD, Gangtok. Dr Pema Subba

Paritosh Pathak2. One day review workshop on Language Section, HRDD 7th August 2017, Ms Ranju Pradhan

Learning Outcome on language Conference Hall, Dr Pema SubbaHRDD, Gangtok.

3. Orientation on Learning Outcome RMSA, HRDD, Gangtok. 19th August 2017 Dr Genevive SyangboLecture Hall,Teacher RecruitmentBoard, Syari,Gangtok

4. Visit to selected schools having a HRDD, Gangtok. Schools visited: Ms Surki Bhutiadecline in performance in AISSCE West Point Sr Sec(Class XII) Examination of 10% or School – 18th

more in 2017 as in 2016 August 2017Govt. Sr SecSchool, Rumtek –19th August 2017

5. One day orientation for all teachers Tadong Sr Sec School, 11th October 2017, Mr Sekhar Chettriteaching mathematics Gangtok. Tadong Sr Sec

School, Gangtok.6. Activity – based learning in SSA, HRDD, Gangtok. 30th -31st Oct. 2017 Mr SekharChettri

Mathematics and Science for upper Community Hall, Mr Parijit Sutradharprimary teachers Pakyong,

East Sikkim.

Few lines from the Editorial Team‘Reflections’ completes one year of its publication with the August 2017 issue. This is the sixth issue of our quarterlynewsletter. We had started this newsletter as a way of keeping in touch with teachers, educationists and students whohave been an integral part of our journey.As most of you are aware, our guiding philosophy should be “hands-on learning” or “learning by doing” and trumpsall other forms of learning. It is fair to say that this philosophy serves us well in making all the students exposed tothese methods take a quantum leap in better appreciating, understanding, learning and remembering the variousconcepts. In the process, our students will realize that learning can be easy, enriching and fun. We are sure that goingforward, their exposure to this pedagogy will serve them well in all their academic and professional pursuits andcareers.By the time this issue reaches you the schools might have been closed and joyful vacation set in after loads of hardwork in 2017. Team SCERT wishes all its readers a fruitful vacation and prosperous 2018.

- Dr. Pema Subba

REFLECTIONS 4SCERSCERSCERSCERSCERT IN T IN T IN T IN T IN AAAAACTIONCTIONCTIONCTIONCTION2. Conference and Seminar2.1 In-House SeminarSCERT conducts in-house seminars for the academic growth and capacity building of SCERT and DIET faculty along withits officials. In this program lectures/presentations are given on contemporary issues related to education by in house mem-bers or invited guest from other institutes. Each presentation is followed by interaction.The list of in-house seminars organized during this quarter is given in table below-Table 2

Sl.No Topic Name of the Presenter Date and Venue1. Video Conferencing with UNESCO Representative from UNESCO - 4th October 2017

for embedment of Sustainable Mr Shankar Musafir SCERT, Gangtok.Development Goals in the state Representatives from SCERT -school textbooks Dr Rabin Chettri, Ms Surki Bhutia,

Ms Malati Rai , Dr Shanti Ram Adhikariand Ms. LarissaLepcha

2. The First Group Learning Session Ms Bidisha and Ms Madhu - 7th October 2017for SCERT officials and faculty Createnet Education, New Delhi. SCERT, Gangtok.

2.2 State Level Science Seminar 2017 organised by SCERTSCERT, Sikkim organised State Level Science Seminar Competition 2017 at Modern Senior Secondary School on10thAugust2017. The topic of the seminar was “Swachh Bharat: Role of Science and Technology Promises and Challenges”. Twelvestudent participants - winners from the district level seminar held at Soreng, Mangan. Namchi and Gangtok last month madetheir presentation before a large gathering of students, teachers and officials from HRD Department. Miss PretishaTamangof West Point Sr. Sec. School was adjudged the best speaker securing 1st position while Chetuk Lepcha from Govt Girls’ Sr.Sec. School, Deorali and Priya Chhetri from Govt. Sr. Sec. School, Tharpu were adjudged 2nd and 3rd best speakers respec-tively. The winner will represent the state at the National level Science Seminar to be held on 9th November 2017 at BirlaIndustrial and Technological Museum (BITM), Kolkata.

3. SCERT’s Participation within the State ProgrammesSCERT- Sikkim also participates in programmes organized by different directorates of HRDD, Gangtok and other organiza-tions within the state of Sikkim. Mentioned below are the briefs of the programme(s) attended by SCERT representativesduring this quarter-

Table 3Sl.No Name of the Programme Name of the Organization Date(s) and Venue SCERT Representative1. Drafting of Policy for Sarva Siksha Abhiyan, 7th August 2017, Ms Surki Bhutia

Children with HRDD, Gangtok Conference Hall, Ms Malati RaiSpecial Needs (CWSN) . HRDD, Gangtok. Ms Anjali Rasaily

2. Meeting to discuss the Sarva Siksha Abhiyan, 19th September 2017, Dr Shanti Ram Adhikariacademic responsibilities HRDD, Gangtok SSA, HRDD, Gangtok.of SSA

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4. SCERT’s Participation in National ProgrammesProgrammes organized by various national institutes and attended by SCERT representatives outside the state during thisquarterTable 4Sl. Name of the Programme Name of the Organization Date(s) and Venue SCERT Representative

No.

1. First Consultative Meeting on NCERT, New Delhi. 4th August 2017, Dr Rabin ChhetriStrengthening of SCERT NCERT, New Delhi.

2. Regional Workshop for SEQI NITI Aayog, New Delhi. 4th August 2017, Mr Suraj Bir SinghGuwahati .

3. National Meet on Promoting Dept of Education of 17th- 18th August 2017, Ms Anjali Rasaily- SCERTUniversal Design for Learning Groups with Special Needs, NCERT, New Delhi. Mr Prem N. Pradhan – SSABased Study Material NCERT, New Delhi. Ms. Candrakala Bhandari

- RMSA

4. Discussion Meeting on School Raman Research Institute, 18th- 20th Aug. 2017, Mr Sekhar ChettriEducation Bengaluru. Raman Research

Institute, Bengaluru.

5. 2nd Meeting on preparation of a NCERT, New Delhi. 21st- 22ndAug. 2017, Dr Rabin Chhetricomprehensive concept paper NCERT, New Delhi.on strengthening of SCERT

6. National Consultation workshop MHRD, GOI. 25th August 2017, Dr Rabin Chhetrion the revision of Centrally Indian Habitat Centre, Ms Tshering L. Bhutiasponsored scheme on Teacher New Delhi. - Principal, DIET (East)education

7. Interactive Workshop for National Population 4th–8th Sept. 2017, Ms Ranju Pradhan - SCERTNational Resource Person Education Cell, NCERT, New Delhi. Ms Parumita Rai - DIET(South)on Population Education NCERT, New Delhi.

8. Four Days National Orientation NCERT, New Delhi. 5th -8th Sept. 2017, Mr Parijit SutradharProgramme on Implementation NCERT, New Delhi.of Environmental Education

9. Orientation- cum- Refresher NCERT,New Delhi. 11th – 29th Sept. 2017 Ms LarrisaLepcha - SCERTCourse for Teacher Educators NCERT, New Delhi. Dr Genivive Syangbo –SCERTof SCERT and DIETs Dr N.L Sharma – DIET (South)

Ms Babita Pradhan -DIET(West)Ms Karma D. Kaleon - DIET (East)

10. Training of District Coordi- Education Survey Division, 12th- 13th Sept. 2017, Mr Suraj Bir Singhnators for National Achieve- NCERT, New Delhi. Guwahati. – SCERTment Survey – 2017Implementation Mr Tshering W. Bhutia

– DIET (East )

11. Consultative meet on concep- MHRD, GOI. 9th October 2017, Dr Rabin Chhetritualizing the idea of Central Howrah, KolkataUniversity of Teacher Education .

12. Workshop for Institutional and Education Survey Division, 11th- 12th Oct. 2017, Mr Suraj Bir SinghAssociate Institutional NCERT, New Delhi NCERT, New Delhi.Coordinators for NAS– Class X- 2017-18 .

13. The National Seminar NCERT, New Delhi. 23rd October 2017, Mr Sekhar Chettrion Sustainable Tourism NCERT, New Delhi.

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Drafting of Policy for Children with Special Needs (CWSN) Orientation cum Refresher Course forTeacherEducators of SCERT and DIETs

Interactive Workshop for National Resource Person onPopulation Education

Training of District Coordinators for National AchievementSurvey – 2017 Implementation

National Meet on Promoting Universal Design for LearningBased Study Material

Four Days National Orientation Programme on Implementationof Environmental Education

5. School Leadership Academy – 2017SCERT as the nodal body of State Leadership Academy conducted “A One Month Certificate Course on School Leader-ship and Management” from 17th August 2017 to 16th September 2017. A total of 30 heads of schools participated in theprogramme –08 participants from east district, 06 from west district, 07 from north district and 09 from south district. Thesessions were facilitated by the State Resource Group (SRG) which comprised of SCERT officials and faculty, seniorPrincipals, DIET faculty, HRDD officials and guest speakers from other departments. The objective of the programme is tobuild leadership capacity of school Heads with the aim of transforming schools to centres of excellence. As part of theprogramme Heads have also prepared individual School Development Plans which is to be carried out as practicum in theirrespective schools. SCERT will organize review and feedback workshop at various intervals along with on-site academicsupport by the SRG as and when needed.

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6. Programs for Professional Development of Teachers and Teacher EducatorsTable 5Sl. Name of the Programme Organizer Date (s) and Resource Persons No ofNo. Venue from SCERT Participants1. One day orientation to ` SCERT- Sikkim in 28th August 2017, Mr Suraj Bir Singh Two heads

Key Resource Person collaboration with SCERT, Gangtok. Mr Paritosh Pathak of Schoolon Learning Outcome SSA, HRDD, Mr Parijit Sutradhar from each

Govt. of Sikkim. Ms Anjali Rasaily blockMs Ranju Pradhan 62 headsDr GeneviveSyangboDr Pema SubbaMs Roshni Sharma DIET (East)Mr Tshering W Bhutia DIET (East)Mr Kuldeep Sharma DIET (West)

2. One day review SCERT, Gangtok. 18th Sept. 2017, Ms Anjali Rasaily- SCERT DIET (East)workshop on prepa- SCERT, Gangtok. Ms Ranju Pradhan – SCERT Faculty- 7ration of D.El.EdResource Material

3. Five Day Training of Organized by SCERT 9th -13th Oct. 2017, Mr Paritosh Pathak - English PGT-28Key Resource Persons Sikkim in collabora- SCERT, Gangtok. Ms Larissa Lepcha- English GT - 19in English and tion with RMSA, Ms Ranju Pradhan- EnglishSocial Science HRDD, Govt of Ms Anjali Rasaily – Social Sc.

Sikkim. Dr Pema Subba – Social Sc.Dr Genevive Syangbo –Learning Outcome

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4. Training Programme for NERIE, Umiam, 9th -13th Oct.2017, Dr Satarupa Palit -NERIE PRT - 29Key Resource Persons in Meghalaya in SCERT, Gangtok. Prof T.K Boman and GT - 01developing oral skills in collaboration Dr Jayati Chatterjee EFLU, Shillong DIET (East )1English at the Primary Level with SCERT, Dr Parvinder Kaur -Sikkim HMs -06for the state of Sikkim HRDD, Govt University

of Sikkim. Ms. Ranju Pradhan -SCERT

7. National Population Education Project7.1 District Level Role play and Folk Dance Competition under National PopulationEducation Project, NCERT, New Delhi -Theme based Role Play and Folk Dance competition was organised by Adolescence Population Cell of SCERT, Sikkim. Thethemes for the competition were:(1) Protection of Environment (2)Equal opportunity for boys and girls: removal of female foeticide (3)Charms and Chal-lenges of adolescence (4)Drug Abuse (5) Respect and care for eldersThe programme was organized by Mr Sekhar Chettri-SCERT and Ms Parumita Rai- DIET (S) for South district, Mr. ParijitSutradhar-SCERT and Ms.Aroona Pradha-DIET (W) for west district, Ms. Ranju Pradhan –SCERT for North district andMr. Tsheringb W.Bhutia - DIET (E) and Ms Ranju Pradhan - SCERT for East district. The details of the Role Play and FolkDance Competition organized at the District Level is given below.

Table 6: District South and WestDate and Venue Name of Judges Selected schools for Role Play Competition4th August, 2017 1. Dr.Ranjay Sinha, Principal, VCGL Ravangla Senior Secondary SchoolNew Sec.School, DIET, Namchi. Namchi Boys Sr. Sec SchoolNamchi,South Sikkim. 2. Mr. Mingma Dorjee Lepcha, Temi Senior Secondary School

Play and Dance Icon. Sadam Sr Sec School3. Shri D.K.Rai, Lingee Sr Sec School

Retd. Deputy Director, HRDD. Rateypani Sr. Sec SchoolNandugaon Sec SchoolPerbing Sec School

Sl. Name of the Programme Organizer Date (s) and Resource Persons No ofNo. Venue from SCERT Participants

Five Days Training of Key Resource Persons in English and Social Science

One day review workshop on preparation of D.El.Ed MaterialTraining Programme for Key Resource Persons in developing

oral skills in English at the Primary Level for the state of Sikkim

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4thAugust, 2017 DIET, 1. Mr. T.B Chhetri, Principal, Dentam Senior Secondary SchoolGeyzing, West Sikkim. DIET, Gyalshing. Lingchom Senior Secondary School

2. Mr. O.P Ghatani, District Yuksam Senior Secondary SchoolCoordinator, Nehru Yuva Kendra, Sombaria Senior Secondary SchoolGyalshing Rinchenpong Secondary School

3. Mr. Ashish Kr. Pradhan, PGT (His), Dodak Secondary SchoolGovt. Girls’ Sr. Sec. School, Chumbong Secondary SchoolKyongsa. Gyalshing. KGBV Secondary School

Table 7 : District North and EastDate and Venue Name of Judges Selected schools for district level

Folk dance competition4th August, Mr Anand Pradhan– Coordinator 1. Mangan Senior Secondary SchoolGovt.Sr.Sec.School, HRDD, North Sikkim 2. Singhik Secondary SchoolMangan. Mr Pem Singi Bhutia HRDD, 3. Phodong Senior Secondary School

North Sikkim 4. Ringhim Secondary SchoolMr Namgyal Lepcha, 5. Hee-Gyathang Senior Secondary SchoolDepartment of Horticulture 6. Tasa Tangey Senior Secondary School

7. Mangshila Senior Secondary School8. Gor Secondary School

23rd August, Modern Dr. Kulzong Lama Health Dept 1. Lower Syari Secondary SchoolSr. Sec School, Gangtok . Ms, Durga Shrestha, Lecturer, DIET(E) 2. Enchey Senior Secondary School

Ms Banita Lagun, Deptt. of Culture 3. Modern Senior Secondary Schooland Heritages, 4. Ralap Senior Secondary School

5. Singtam Senior Secondary School6. Ranka Senior Secondary School7. Dikling Senior Secondary School8. Namcheybong Secondary School

Date and Venue Name of Judges Selected schools for Role Play Competition

South District West District

North District East District

REFLECTIONS 10SCERSCERSCERSCERSCERT IN T IN T IN T IN T IN AAAAACTIONCTIONCTIONCTIONCTIONTable 8: Winner School at District Level

North South West East

1. Mangan Sr. Sec. School 1. Sadam Sr. Sec School 1. Sombaria Sr. Sec.School 1. Modern Sr. Sec. School

2. Singhik Sec. School 2. Temi Sr. Sec. School 2. Yuksom Sr. Sec. School 2. Singtam Sr. Sec. School

7.2 State Level Role Play and Folk Dance CompetitionIn continuation to the district level competitions, SCERT organized a theme based State Level Role Play and Folk DanceCompetition on 30th August, 2017 at Modern Sr. Sec School with the sole aim of creating awareness and developing apositive attitude towards population and developmental issues leading to responsible behaviour among students, teachers,parents and community .Yuksam Sr. Sec School bagged first position in the Role Play followed by Temi Sr. Sec School andSadam Sr Sec School in the second and third position respectively. The first place in Folk dance category was taken byModern Sr. Sec School followed by Mangan Sr. Sec School and Singtam Sr. Sec School in the second and third positionrespectively. Modern SSS and Yuksam SSS will represent the state at the national level in NCERT, New Delhi. A brochureon Adolescence Population Education was also launched by the chief guest in the event. District coordinators were alsofelicitated during the event for organizing the district level competition successfully.

8. SRI SATYA SAI VIDYA VAHINI PROJECT IN COLLABORATION WIYH SCERT, SIKKIMA mid- term review meeting to understand the status of Satya Sai Vidya Vahini Project was held on 20th September, 2017.Participants included Dr. Rabin Chhetri, Director SCERT, officials, faculty members, SSSVV State team and Heads alongwith some teachers of the pilot schools. The Heads of the five schools presented their report on various activities beingorganized and the academic support being extended to their respective schools. The schools also expressed satisfaction andgratitude on receiving support from the academic team. All seven deliverables have been successfully implemented in theschools. The required IT support to schools for the successful implementation of the project was provided by the HonourableMember of Parliament and Zydus Pharmaceautical Company, details of which are below-

Table 9Sl.No. Name of the school Items provided Supporting agencies

1. Nandok JHS 3 Desktop computers, 1 laptop, 1 projector, 1 projector Honorable Member ofscreen (worth Rs 2.5 lakhs) Parliament (LokSabha)

through MP LAD fund.

2. Rongli JHS 2 Desktop computers, 1color inkjet printer, 1 projector Zydus Pharmaceauticalwith stand, 1 laptop (worth Rs. 2.1 lakh) Company

3. Lumsey JHS 1 laptop, 1 desktop computer, 1 color inkjet printer Zydus Pharmaceautical(Worth Rs 80 thousand) Company

4. Adampul JHS 1 laptop, 1 desktop computer, 3 green boards- Zydus Pharmaceautical(worth Rs. 80 thousand) Company.

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9. State level Science, Mathematics and Environment Exhibition 2017-18SCERT, Sikkim in collaboration with NCERT, New Delhi organized a three days State Level Science, Mathematics andEnvironment Exhibition for Children-2017-18 (SLSMEE) from 26th October - 28th October at Sir TNSSS, Gangtok. Thetheme for this year was Innovations for Sustainable Development.A total of 53 Secondary and Senior Secondary schools of the state participated in the event. (East District -20; West district- 11; North district - 06 & South district - 16). Two students with an escort teacher from each school prepared and presentedmodels and displayed the exhibits in the allotted stalls. A mobile app, SLSMEE-2017, designed by SCERT was also launchedfor the event.Following are the top ten winning school teams -Name of Schools Position Name of Schools PositionGovt. Senior Secondary School, Rangpo 1st Sir TashiNamgyal Senior Secondary School 2nd

Deorali Girls’ Senior Secondary School 3rd Namchi Boys Senior Secondary School 4th

Darap Senior Secondary School 5th Lingee Senior Secondary School 6th

Modern Senior Secondary School 7th Singtam Senior Secondary School 8th

Tadong Senior Secondary School 9th Sadam Senior Secondary School 10th

All 10 schools will represent the state in the Eastern India Science Fair to be held next year from 9th January -30thJanuaryatBirla Institute of Technological Museum (BITM) Kolkata

Mid- term review meeting held on 20th September, 2017

Inauguration and Valedictory of Science Exhibition, 2017

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ORGANIC FARMING LAUNCHED IN34 GOVERNMENT SECONDARY AND

SENIOR SECONDARY SCHOOLS OF SIKKIM- Kavita Moktan, Dy. Dir. RMSA

As an initiative of Rashtriya Madhyamik Shiksha Abhiyan,Government of Sikkim, orientation of School Heads and Stu-dents on Organic Farming was launched in 34 GovernmentSecondary and Senior Secondary Schools on 2nd Sept 2017,The programme was launched in the premises of BuriakhopSSS, West Sikkim by Shri. R.B.Subba, Hon’ble Minister,HRDD who was also the Chief Guest. Others present on theoccasion included Shri. O.T.Lepcha, Hon’ble Advisor,HRDD, GOS; Shri.G.P.Upadhyay, ACS, HRDD;Shri.M.T.Sherpa, SPD, RMSA; other Directors from HRDD;

officers from SPO, RMSA/ Districts; Heads ofSchools,Teachers & Staff of Buriakhop SSS and officials fromHorticulture and Cash Crop, Government of Sikkim.The main objective of the programme was to bring aware-ness among the students and sensitize them on organic farm-ing. It also aimed to give them practical and hands on experi-ence on the subject so that they are motivated to pursue or-

ganic farming as a means for gaining employment opportu-nities or pursue careers in the future while sustaining gov-ernment initiatives in the field or organic farming on the longrun.

The Chief Guest, Hon’bleMinister,during the programme,also gave away financial assistance and seeds to 34 pilotschools. There was a distribution of 176 medicinal plants andplantation of saplings for launching of the programme.Theprogramme also included demonstration of rural compost pit.

The Department has plans to further extend similar benefitsto all the remaining Secondary and Senior Secondary schoolsin a phased manner in the future.This initiative by the department is in consonance with thepolicy of the state government to make the state not onlyfully organic but also to sustain it in the long run.During the programme, the viability and process of organicfarming were also dwelt upon in detail among the teachersand students.

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REFLECTIONS 13

LEARNING TOGETHER IS INCLUSIVE EDUCATION- Prem Narayan Pradhan,

State IE Coordinator, SPO, SSA, HRDDInclusive education happens when children with and withoutdisabilities participate and learn together in the same classes.Research shows that when a child with disabilities attendsclasses alongside peers who do not have disabilities, goodthings happen.

For a long time, children with disabilities were educated inseparate classes or in separate schools. People got used tothe idea that special education meant separate education. Butwe now know that when children are educated together, posi-tive academic and social outcomes occur for all the childreninvolved.We also know that simply placing children with and withoutdisabilities together does not produce positive outcomes. In-clusive education occurs when there is ongoing advocacy,planning, support and commitment.These are the principles that guide quality inclusive educa-tion:

1. All children belong.Inclusive education is based on the simple idea that everychild and family is valued equally and deserves the sameopportunities and experiences. Inclusive education is aboutchildren with disabilities – whether the disability is mild orsevere, hidden or obvious – participating in everyday activi-ties, just like they would if their disability were not present.It’s about building friendships, membership and having op-portunities just like everyone else.

2. All children learn in different ways.Inclusion is about providing the help children need to learn

and participate in meaningful ways. Sometimes, help fromfriends or teachers works best. Other times, specially designedmaterials or technology can help. The key is to give only asmuch help as needed.

3. It is every child’sright to be included.Inclusive education is a child’sright, not a privilege. The In-dividuals with DisabilitiesEducation Act clearly statesthat all children with disabili-ties should be educated withnon-disabled children theirown age and have access to thegeneral education curriculum.

The Benefits ofInclusive EducationHere are key findings aboutthe benefits of inclusion forchildren and families:

1. Families’ visions of atypical life for theirchildren can come true.All parents want their chil-

dren to be accepted by their peers, have friends and lead“regular” lives. Inclusive settings can make this vision areality for many children with disabilities.

2. Children develop a positive understanding ofthemselves and others.

When children attend classes that reflect the similarities anddifferences of people in the real world, they learn to appreci-ate diversity. Respect and understanding grow when childrenof differing abilities and cultures play and learn together.

3. Friendships develop.Schools are important places for children to develop friend-ships and learn social skills. Children with and without dis-abilities learn with and from each other in inclusive classes.

4. Children learn important academic skills.

In inclusive classrooms, children with and without disabili-ties are expected to learn to read, write and do math. Withhigher expectations and good instruction children with dis-abilities learn academic skills.

5. All children learn by being together.

Because the philosophy of inclusive education is aimed athelping all children learn, everyone in the class benefits.

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Children learn at their own pace and style within a nurturinglearning environment.

Common Misconceptions about Inclusive Education

Some opinions about inclusive education are based on un-sound information. Three common myths about inclusion are:

Myth 1:Separate is better.

Reality:Segregation doesn’t work. Whether children are sepa-rated based on race, ability, or any other characteristic, a sepa-rate education is not an equal education. Research shows thattypical children and children with disabilities learn as muchor more in inclusive classes.

Myth 2: Children must be “ready” to be included.

Reality:All children have to the right to be with other chil-dren their own age. A child with disabilities does not have toperform at a certain grade level or act exactly like the otherchildren in their class to benefit from being a full-time mem-ber in general education.

Myth 3: Parents don’t support inclusive education.

Reality:Parents have been and continue to bethe driving force for inclusive education. Thebest outcomes occur when parents of childrenwith disabilities and professionals work to-gether. Effective partnerships happen whenthere is collaboration, communication and,most of all, TRUST between parents and pro-fessionals.

Making Inclusion a RealityWhat you can do to promote inclusion for aCWSN child:

1. Encourage the child to participate inactivities where CWSN can meetchildren their same age with different

abilities.When looking for activities,consider the child’s interests.The local school, library, andrecreation or community cen-ters are good places to checkout.

2.Help the child developfriendships withclassmates or otherneighborhood children.Set up opportunities for thechild to be with children helikes or children who show aninterest in him. Teach the childhow to make and keep friends.

3.Share your goals andexpectations for the child.

Help decide upon the child’s Individualized Education Plan(IEP), meet with his teachers, therapists and others to dis-cuss the goals, expectations, and future placement preferencesfor him.

What schools can do to promote successfulinclusive education:1. Consider inclusive education first.Special education services can be provided in many differentsettings. Schools are required to consider the general educa-tion class before considering any other setting for your childto receive special education services.

2. Support each child’s learning.Teachers support learning in inclusive classrooms in threeways.

i. First, they teach so that students with differing abilitiesand learning styles can understand and participate.

ii. Second, they modify curriculum and assignments whenthey are too difficult.

iii. Third, they model respect and encourage friendships.

REFLECTIONS 15SCHOOL PRSCHOOL PRSCHOOL PRSCHOOL PRSCHOOL PROFILEOFILEOFILEOFILEOFILE

TADONG SENIOR SECONDARY SCHOOL - Ms. Larissa Lepcha

Tadong Senior Secondary School, which started as apre-primary school on first of April 1956 has come along way to attain the present status of

a senior secondary school. The idea of theschool, which was conceptualised with the ini-tiative, and vision of a few enlightened mem-bers of the community came into being after alot of pursuance and struggle. The commu-nity school received recognition by the stategovernment in the year 1955 and has notlooked back since. The school, which startedwith 33 students, now has an enrolment of1700 students. Beating all the odds and chal-lenges in terms of its location and infrastructurethe school has made a name for itself, debunk-ing the held perception about governmentschools. Keeping in mind the welfare of the stu-dents and the community at large the school hastaken a few exemplary initiatives.Charity FundA major initiative that the school has takenwith a view to empower school managementis the realisation of the concept of Charity Fundin the year 2014.This project started as a meansto tackle the rising menace of substance abuseand the subsequent need to help the victims ofsubstance abuse with correctional measures. The rehabilitationand post-rehabilitation treatment involved many challenges, notjust in terms of providing them psychological and social sup-port system but also in terms of finances, as many of our stu-dents come from low-income families. For this, the school starteda charity fund with the objective of providing financial supportto the students in need. We believe that every student is preciousand no one should perish for lack of money. The school charityfund is the collective contribution of school teachers, studentsand community members. It is sustained through donations fromteachers, SMC members, community outreach program such asexhibition, fete etc. The School Charity Fund Committee raiseand maintain the utilisation of fund, under the monitoring of theSchool Management Committee (SMC)Pushpawati Guru Garima Award.Another major step taken towards incentivising teachers isthe institution of the Pushpawati Guru Garima Award in theyear 2014. The award, given on the 5th of September everyyear, honours the first teacher of Tadong School, respectedmadam Pushpawati Chettri, The objective behind this awardis to encourage and promote dedication among our fellowcolleagues but importantly to acknowledge their contribu-tion towards the development of the students and the school.The award carries a shawl and a citation.Counselling CellTadong Senior Secondary School has also set up a counsel-ling cell to provide assistance and guidance for students tohelp them overcome their personal and academic problems.The counselling for SAATHI (Sikkim against Addiction to-wards Healthy India) program has also made a great impact

in combating substance abuse, instances of which has greatlyreduced in the school. Various programs are organised under

the initiative of SAATHI involving itsvolunteers.Other innovative practices carried outin the school include:The teachers and administration of theschool have, in the past couple ofyears been involved in various inno-vative classroom practices to createand improve learning environment inthe school. The selection of the schoolas one of the pilot schools for Educa-tional Quality Improvement Program(EQUIP) project has further strength-ened our resolve towards creatingqualitative learning environment inthe school through different methods.These include;1. Peer Observation: Peer Observa-tion is a practice started in the schoolvery recently with the objective to im-prove teaching by observing our peersand giving constructive feedback. Weare very hopeful that this practice willhelp us learn from one another as well

as share our teaching methodologies and experiences. De-spite the initial apprehensions this will help us bond as astrong learning community striving towards a common goal.

2.Pair Teaching: Pair teaching is a practice where two teach-ers teach a topic to one class together. At present, pair teach-ing practice is at a preliminary phase with few teachersdemonstrating its efficiency and viability. Pair teaching re-quires a lot of planning and coordination among teachers.This also ensures better class management and engagementof the class. Our objective is to build on this to deliver thebest to the students.

School achievements:❖ Receipient of State Level Green School Award - 2013❖ Inspire Award - 2015 (Some students visited Japan)❖ State Televised Quiz Show - 2015 (2nd Place)❖ State Level Science Seminar - 2017 (9th Place in State,

participation in BITM, Kolkata)❖ Participated Chess Tournament - 2017 (held at Mt. Zion

School)❖ One of the students has been selected for Republic Day

parade 2018, New Delhi

Established : 1st April 1956School Area : 0.89 acresTotal number of students : 1700Total number of teachers : 80Alumni you might knowMenlom Lepcha (former minister)Ongmu Bhutia-DSP

With inputs from Tadong Senior Secondary School

REFLECTIONS 16PERSONALITY PROFILE

SHRI MAHNANDA POUDYAL - A VERSATILE PERSONALITY- Dr.Shanti Ram Adhikari, Deputy Director

Shri MahanandaPoudyal is an eminent litterateur ofNepali language whohas been recognized as a widelyacclaimed writer both within and outside Sikkim.

Shri Poudyal was born in Kalimpong on 19th January1931.He received his early primary education from St.Michael Roman Catholic School and later on at theScottish Universities Mission Institution.With a schol-arship from the Sikkim Government he completed hisgraduation with BA Honours from Darjeeling Govern-ment College thereafter moved to Sikkim.

Shri Poudyal started his career as a teacher in TashiNamgyal Senior Secondary School, Gangtok and went on to pur-sue his Master of Arts (MA) in Nepali from Tribhuwan University,Kathmandu, Nepal. After completing his education, he rejoined theteaching profession and served the state for 11 years until his retire-ment in the year 1988 as Deputy Director, Department of Educa-tion, Government of Sikkim.

He began his early writing with the poem MitraBarga (MyFriends) in “SUMITE”, the Annual Magazine of Scottish Uni-versities Mission Institu-tion’s in the year 1952.

His works which include various genres of prose, poetry,essay, criticism, editing, travelogue and translation have en-riched Nepali literature. His many publications include:✦ Hamra Kehi Lok Katha (collection of folk stories)1986✦ Chaanda Ra Alankar (1986)✦ Jhumra Ko Putali, (Collection of short stories) 1988✦ Shakespeare Ka Kehi Natya Katha (Translation of

Shakespeare’s dramatic stories),✦ Sano bhai (Translation of Sarat Chandra Chatto-padya’s

mini novel) 1991✦ Bicharan Afnai Chhitiz Bhitra (collection of literary criti-

cisms) 199,✦ Shree Katha (collection of short stories)✦ Nibandha Shree (collection of essays)✦ Bhasha Sahitya Barha Bakhan 2003Shri Poudyal’s body of work also includes manyedited works:

Nava Prabhat (1953); Akash Deep (1982); Janapukar(1986); The Bulletin of All Sikkim Student’sOrganization; Bhanu Smarika (1985-1988); Rasik ka kehiAprakashit Kritiharu (1989); Bhasha ManyatakoPristhabhumi: Sandarva Nepali Bhasha (1990); Sandhan’(2005), ‘Nibandha Shre; Saugat; Dhruba tara, SahityaSankshep (Collection of high level literary articles); Parijaat;Padya Saurav; Gadya Saurav; Sikkim ka Pratham KawiSantabir Limboo-Krititwa Katipaya; Kawi Narendra PrasadKumai Krititwa Ewam Mulyankan

In recognition of his contribution in the field of Nepali lit-erature, Shri Poudyalhas received numerous honours bothwithin and outside the state.1. Nepali Sahitya Sammelan Puraskar by Nepali Sahitya

Sammelan, Darjeeling, 19982. Sikhar Purush Puraskar by Department of Culture & Heri-

tage, Government of Sikkim

3. Bhanu Puraskar by Nepali Sahitya Parishad,Gangtok 1999

4.Shiva Kumar Rai Smriti Puraskar by DakshinSikkim Sahitya Sammelan, Namchi 2004

5.Dr. Parasmani Pradhan Smriti Puraskar byNepali Sahitya Adhyayan Samiti, Kalimpong2006.

6.Basibiyalo Puraskar by Basibiyalo Pariwar,Kalimpong 2009

7.Sahitya Samman by Government of Sikkim inSikkim Samman Sammelan, 2014.

His contributions have also been felicitated on differentoccasions:✦ Agam Singh Giri Pratisthan Saluwa, West Midnapur, West

Bengal, 2013. The programme was held in Pakyong, EastSikkim.

✦ Sahityik Patrakar Sangh, Kathmandu 2004✦ Mahakavi Deokota Satabdi Samaroha Samiti, Kathmandu

2010✦ Nepali Sammelan, New Delhi and Sahitya Akademi, New

Delhi (Joint venture) 2009✦ Bhasha Diwas Celebration, Nepali Sahitya Parishad,

Darjeeling 2009✦ Nepali Department of Sikkim University 2013✦ All Christian Welfare Association (Sanyukta Isai Kalyan

Sanga) 2013✦ Pakyong Palatine College foundation day celebration,

Pakyong, East Sikkim 2013✦ Padri Ganga Prasad Smriti Pratistan, Gangtok, 2015✦ 08/09/2016 Pakyong Youth Forum, an unregistered body,

felicitated Mahananda Poudyal in Pakyong. He was alsothe Chief Guest on the occasion.

His commitment and dedication towards the develop-ment of Nepali language and literature has also been the sub-ject of many books and research work:

Mahananda Poudyal ko Jiwani Byaktitwa ra Krititwako Adhyan by Narayan Bhattarai, Tribhuwan University,Kathmandu 2007

Mahananda Poudyal ani unko Jhumra ko Putali, KathaSanghrako Kriti Parak koAdhyan by Narmaya Dangal,Tribuhan University 2008

Mahananda Poudyalka Katha KritiharookoBislesanatkmak Adhyan ra mulyankan by Deepa Sharma,North Bengal University 2009

A research work done by five eminent writers publishedby Karuna Devi Smarak Dharmartha Guthi ,Gangtok(Mahananda Poudyal : Unka Vivid Kritiharooma) 2008

Mahananda Poudyal Abhinandanan ka of Pardeshi, Aliterary magazine, published by Agam Singh Giri PratisthanSaluwa, West Midnapur, West Bengal. 2013

Through an intensive researched study which included adetailed reading of all the old issues of Udaya, a literary maga-zine of Varanasi which regularly published poems of SantabirLimbu, Shri Poudyal has also been responsible for the recogni-tion of Santabir Limbu as the first Nepali poet of Sikkim. Hiswritings not only reflect the agonies of the have-nots and theweaker section of the society but also create an awareness andsensitization about the need of upliftment of the weak in society.

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AN OVERVIEW ON CURRICULUM AND PEDAGOGY- Sekhar Chettri, SCERT Gangtok

(There are certain terminologies in educational parlance which have been grossly misinterpreted due to the existence of onemore term which appears extremely close by. We commonly make the mistake of using curriculum and syllabus interchange-ably. Pedagogy and teaching are treated as synonyms. Some perceive these terms as merely symbolic with hardly any scopefor actualisation. This article is an effort to expound crisply on practical implication of curriculum and pedagogy.)

‘extra’ about extra-curricular activities which many educationalinstitutes embark upon. Need for rethinking and redesigningactivities which complement each other towards desired goalshas been on the anvil for quite some time. Can we do whateverwe want in the name of co- curricular activity is certainly avery big question to be answered in earnest terms.Pedagogy, on the other hand is the actual trajectory throughwhich young learners undergo to attain the well thoughtthrough objectives envisioned by curriculum framers. It isoften hailed as the art and science of teaching. Though a con-tested term itself, pedagogy involves activities which mustnecessarily evoke changes in the learner.As a sustained process, it also comprises of what teachers doin classroom and more importantly what their ideas, attitudes,knowledge and understanding are with regard to those wholearn, teaching learning process they follow and the prescribedcurriculum that guide them. It is a real bliss to be a part of highly engaging and enrich-ing pedagogical process, a series of experience potent enoughto create propensity towards lifelong learning. Pedagogicalpractices (educational transaction) ought to be authentic andrelevant to the child (something they can relate to their ev-eryday life) and not irrelevant, abstract and fake (which con-fuse them further). For learners to understand what they arelearning it is equally imperative for teachers to understandand plan what they are teaching.Inconsistent pedagogical practices often lead to non compre-hension, a pernicious burden which many children cannotcarry for a long time. If education does not seem purposefulenough, their lives become purposeless; a costly propositionfor India of tomorrow. If there is no joy around learning, itwill be like a ‘job’ for them. Children, as they say, neverreally drop out from the school system. They are either pushedout or they walk out themselves simply because they don’tfind their engagement in school worth their time and effort.Of late, we have been mulling the idea of creating thinkingcitizens. If we really want this idea to emerge, we must havethinking classrooms to begin with, where thinking abilitiesare allowed to foster and flourish. We should be raising think-ing teachers who can create space where people agree to dis-agree, teachers who actually facilitate thinking, assimilatingand containing ideas instead of cramming and rote learning.Can’t we have a complimentary pedagogy which can possi-bly imbibe group skills, team skills and collaboration is an-other question which automatically raises its head.Any curriculum framework realistically addresses socio-eco-nomical issues or real issues concerning our society, some-thing that gives our children new hopes and targets. Embark-ing on experiential learning, constructivist approach with a

Curriculum refers to totality of all the learning experiences a learner gains under the supervision of theschool by involving him / her in various activities and

programmes. Every activity that happens inside or outsidethe classroom falls under its ambit. It defines why, what, when,where, how, and with whom a child should learn.Development of an individual learner again is not the soleaim of curriculum. It aims much higher at national develop-ment by facilitating development of ideal citizenry, modeland moral society and quality human resource. And becausethese dimensions keep on changing, curriculum is also dy-namic in nature.While many rue misconstruing curriculum as syllabus, oth-ers hold obligation to complete the syllabus as main hindrancebehind the execution of what is carefully thought about. Tocite an example, a teacher actually wants to hold debate on acertain topic to elucidate the concept further but feels con-strained as this might hinder timely completion of syllabus.There is real dilemma. Should she go ahead with the debateor should she push it aside and go to the next chapter as thereare many more chapters to be covered.Curriculum had different connotations at different stages ofhuman progress but some of the main focus areas today areon inclusivity, equity and quality. We cannot continue with“select the best and reject the rest” kind of curriculum whereonly the best thrives when inclusivity is the buzz word today.But for inclusivity to be translated into action, we ought tobegin with a host of capacity building and proficiency el-evating exercises which make visible impact on ground zero.We must be more equipped in terms of expertise, mindsetand competencies.Hidden curriculum, a term coined by Philip W. Jackson, isanother implicit factor which determines the extent of actualimplementation of prescribed curriculum in schools. It refersto things which students learn, because of the way in whichthe work of the school is planned and organized. It includesschool climate, classroom management techniques appliedby teachers, culture and ethos prevailing in the school,behaviour of the head, teaching and non teaching staff, rela-tionships formed or not formed between students and otherstudents or even students and teachers, an exceedingly im-portant area where leadership and cohesion in school eco-system play their part in a big way. Institutions savouring thecombined potential of these factors have produced incred-ible results much to the dismay of those who could neverpull their acts together.Some experts vouch to offer a variety of curricular opportuni-ties a bigger platter. They also feel the need to bridge the gapbetween intended and learned curriculum. They cite the ab-sence of ‘co’ about co-curricular and feel that there is nothing

REFLECTIONS 18lot of scaffolding, vocationalisation right from upper primarystage are other tangible alternatives. Upholding the valuesenshrined in our constitution being another directive whichwe can ill afford to ignore.

Setting correct attitude towards environment and elderlypeople and also teaching how to respect all living beings weresubtly or unsubtly an integral part of our civilization sincetime immemorial and cannot be hailed as a novel idea by anymeans. Ironically, circumstances necessitate that we speakaloud on these issues through our curriculum today. This com-pels us to introspect whether we are progressing on somefronts at the cost of regression on such integral domains ofour prosperous culture.

No discussion on curriculum and pedagogy is complete with-out the mention of evaluation. It is ultimately evaluation whichassesses the processes adopted and products shaped. It alsogives appropriate feedback for further refinement. Evaluationof curriculum is therefore an indispensable exercise to exam-ine its effectiveness and to determine whether the best stuffare being delivered and best practices are being implemented.

Too much experimentation on school going children is yetanother subject which cries for intervention and is thereforeinviting the displeasure of many contemporary educationalthinkers today. Live specimen are no longer dissected inschool labs if such acts impinge animal rights but the na-tional phenomenon of subjecting human kids to inconclusiveexperimentation continues unbridled for the last seventy yearsof Indian independence ostensibly in the name of enhancingquality of education.

People have started questioning the legitimacy of an over-whelming number of commissions, national policies on edu-cation, curriculum frameworks and Acts when we still havechildren, with cultural and linguistic lags, when languagesare acting like disjunction rather than conjunction, and thereis uneven transition from primary to upper primary or upperprimary to secondary and so forth.

Continuous Comprehensive Evaluation (CCE) for examplewas a very beautiful idea whose time had actually come butthat time seems to be gone now. We toyed with it for eight -nine years and sadly CCE is on its way out, at least in sec-ondary level. The morally detestable and socially damagingconcept of punitive evaluation which was earlier discarded,denounced and rightly replaced by CCE is ready to jump backfrom its grave; this time on public demand with bigger andimprovised jaws, paws and claws - potent enough to deliverthe knockout punch on several innocent lives to the point ofno return and no hope (probably)!

But in all these whimsical frenzy where and what is the faultof a child? Does the child really have the right to decide whathe / she wants to learn? Is it mandatory for every child to con-struct the same kind of knowledge? If no, do they have theliberty, time and support to follow their own trajectory of learn-ing? Are children the lone real stakeholder in educational sys-tem today? Are we not posing as experts for far too long with-out much credibility to show in terms of visible result?

Successful execution of sound curriculum clearly hinges on

cohesive pedagogy and supportive evaluation. The massiveexodus of children from class IX throughout the nation postRTE Act is a classic example of non coherence of curricu-lum, pedagogy and evaluation. ‘No detention policy’ wasnever a no teaching or no learning policy. There is acutelack of conceptual clarity. We were in a hurry to pluck thefruits without watering the plants. Passing and failing are notthe only reason why children go to school. Scoring 100 outof 100 in a certain subject does not mean that the child knowseverything and scoring 0 out of 100 does not mean that thechild knows nothing.

We can neither quantify nor digitise learning. We shouldhowever try to emancipate our mindset from the blatant nu-ances of Macaulayan philosophy, a selfish policy which neverenvisaged leveraging on education for holistic development.We never recognized the vested interest of Britishers whowere very clear of their expectations while introducing thismodel of curriculum – they wanted to produce clerks, super-visors and managers at the most.

But our priorities are different now. We need technocrats,doctors, administrators, economists, management gurus, sci-entists, scholars, industrialists, entrepreneurs, thinkers, teach-ers, statesman, and leaders and that too with value additions.Does our curriculum and pedagogy align with our expecta-tions? Can we achieve these goals if we still to adhere tobulk of what they had prescribed to prolong their colonialambitions? Can we still afford to remain mystified and be-sieged of their vested design?

For curriculum to be effective and sustainable, it should al-ways be co-created. An outsourced or burrowed curriculumhas always proved counterproductive, largely due to non-contextualisation, an unwanted situation where learners findit extremely difficult to relate classroom transaction witheveryday life situation. Reason why teachers ought to havean equal say in conceptualising future curriculum. But theirparticipation in gatherings which contemplate and articulatecurriculum development will continue to be of cosmetic sig-nificance if they are not given the same democratic space tovoice their opinion or if they don’t utilise the platform prop-erly to voice their genuine, practical concerns.

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❖❖❖❖❖ Ms. Malati Rai, Deputy Director❖❖❖❖❖ Ms. Larissa Lepcha, Resource Person❖❖❖❖❖ Mr. Rajiv Philip, Lecturer❖❖❖❖❖ Dr. Pema Subba, Lecturer❖❖❖❖❖ Ms. Ranju Pradhan (Lepcha), Faculty❖❖❖❖❖ Paritosh Pathak, Resource Person❖❖❖❖❖ Mr. Manoj Limboo, Data Entry

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