Historical
Background
"A" state level Primary School Education Board for which provision already
existed in the Primary Education Act of 1973, has been established. The
Board is supposed to exercise jurisdictional authority on the District
Primary School Councils, The objective is as much to decentralise as to
democratise the primary education system." (Ashok Mitra Commission
1992, Page 39)
Though
the West Bengal Primary Education Act, 1973 West Bengal Act XI, III of
1973 as referred to above by the Commission was passed in the West Bengal
Legislative Assembly as early as on the 20th September, 1974, the West
Bengal Board of Primary Education could be established
as
provided in the Act only in 1990. It actually started functioning on and
from the 2nd July, 1990. Several inhibiting factors were instrumental
for the late implementation of the Act. The Left Front Government with
the assumption of its office took up with the Act and made extensive but
necessary changes in it. But it took a long time for getting assent of
the Hon'ble Governor. Hon'ble Governor, as a matter of fact, sent it to
His Excellency the President of India and the assent of the President
reached after long lapse of several years. But court case again acted
as a stumbling block. Some teachers of the then North 24 Parganas district
filed a case against the said Act. The formation of the Board as well
as the District Primary School Councils as per the revised act was further
delayed. At last on 2nd July 1990 the West Bengal Board of Primary Education
could be established with Prof. Partha De, Ex-Minister, School Education
as its President and Shri Amal Das, the then Additional Joint Director,
Directorate of School Education as its Part-time Secretary. With the establishment
of this Board, unique in the whole country in respect of supervision,
development, management and control of Primary Education in the State,
four segments of education in the State came under four such autonomous
Boards, viz.
* West Bengal Board of Primary Education
* West Bengal Board of Secondary Education
* West Bengal Board of Madrasah Education
* West Bengal Council of Higher Secondary Education
It
is worthwhile to mention in this connection that the Ashok Mitra Commission
set up in August 1991, immediately after the Board was established in
July 1990, suggested not only the exercise of jurisdictional authority
of the Board over the District Primary School Councils but also indicated
its responsibility to induce the District Councils to coordinate effectively
with the district inspectorates of schools and the Panchayet Samitis.
(Ashok Mitra Commission, Page 42)
Introduction
of a Modern and Scientific Curriculum and Syllabuses:
After independence curriculum and syllabuses based mostly on the Gandhian Philosophy of basic education were introduced as early as in 1950. After a lapse of some 31 years a new curriculum and syllabi subject-wise were introduced from 1981. Based on the recommendations of Prof. Himanshu Bimal Majumdar Committee 1978 this curriculum claims an innovative approach on counts more than one. In its bid to seek a total development of child, it kept in mind all the requirements for reaching this goal. With a view to making education life skill oriented and to making it realistic and practical, Co-scholastic subjects such as (a) Direct Experience-based works, (b) Creative and Productive works had been included as the basis of the curriculum. Emphasis was laid on Games, Sports and Physical Education, formation of scientific attitude and promotion of inquisitiveness and power of observation. The system of Continuous & Comprehensive Evaluation along with the policy of No-Detention upto class IV was introducedmaking it realistic and practical, the Directorate of School Education then took the initiative to develop the instructional materials such as text-books and some Guide-books. The SCERT, West Bengal since its inception in eighties took up the initiative to prepare the text-books and the Guide-books. Subject-wise Committees as recommended by the Himanshu Bimal Majumdar Committee were formed for the purpose and the SCERT developed the manuscripts of text books and subsequently some guide books in early eighties. The manuscripts were then handed over to the Department of School Education for publication and distribution. With the introduction of the Continuous and Comprehensive Evaluation (CCE) and the Policy of No Detention as per the new Curriculum it became an imperative on the part of the Government to impart training in all these respects to all the educational functionaries both at the State and District levels and then to the Primary teachers as well. It was the SCERT that took the initiative to impart necessary orientation in all these respects. A three-tier and time bound Orientation Programme could however, be undertaken in 1994 - 1995 after the Primary Board was set up in 1990.
After independence curriculum and syllabuses based mostly on the Gandhian Philosophy of basic education were introduced as early as in 1950. After a lapse of some 31 years a new curriculum and syllabi subject-wise were introduced from 1981. Based on the recommendations of Prof. Himanshu Bimal Majumdar Committee 1978 this curriculum claims an innovative approach on counts more than one. In its bid to seek a total development of child, it kept in mind all the requirements for reaching this goal. With a view to making education life skill oriented and to making it realistic and practical, Co-scholastic subjects such as (a) Direct Experience-based works, (b) Creative and Productive works had been included as the basis of the curriculum. Emphasis was laid on Games, Sports and Physical Education, formation of scientific attitude and promotion of inquisitiveness and power of observation. The system of Continuous & Comprehensive Evaluation along with the policy of No-Detention upto class IV was introducedmaking it realistic and practical, the Directorate of School Education then took the initiative to develop the instructional materials such as text-books and some Guide-books. The SCERT, West Bengal since its inception in eighties took up the initiative to prepare the text-books and the Guide-books. Subject-wise Committees as recommended by the Himanshu Bimal Majumdar Committee were formed for the purpose and the SCERT developed the manuscripts of text books and subsequently some guide books in early eighties. The manuscripts were then handed over to the Department of School Education for publication and distribution. With the introduction of the Continuous and Comprehensive Evaluation (CCE) and the Policy of No Detention as per the new Curriculum it became an imperative on the part of the Government to impart training in all these respects to all the educational functionaries both at the State and District levels and then to the Primary teachers as well. It was the SCERT that took the initiative to impart necessary orientation in all these respects. A three-tier and time bound Orientation Programme could however, be undertaken in 1994 - 1995 after the Primary Board was set up in 1990.
The
West Bengal Board of Primary Education since its establishment in 1990
undertook all these activities and by 19931994 Guide-books in different
subject areas were developed through different workshops involving experts
& teachers along the line followed by the SCERT.
The Guide books developed by the Board were done keeping conformity to the national level approaches.
The Guide books developed by the Board were done keeping conformity to the national level approaches.
Policies,
Functions and Challenges
The West Bengal Primary
Education Act promulgated as early as in 1973 and amended from time to
time vests in the West Bengal Board of Primary Education the development
both in quantitative and qualitative terms, supervision, management and
control of the entire primary education in West Bengal. The Board claims
uniqueness on two distinct counts:
* In the whole country the Board is the only one that has been created and entrusted with the sole authority to manage, supervise, develop and control primary education in the state.
* Quite in tune with the avowed policy of the State Government, the Board, a democratically elected autonomous body, symbolizes democratization and decentralization of the entire primary education in the State. As many as 19 District Primary School Councils in the districts, all democratically elected bodies, work for primary education under the aegis of the Board which is headed by its President, who is assisted by an Executive Secretary.
A resume, however of powers & functions of the Board including those vested in it by the West Bengal Primary Education Act, 1973 is given below:
A resume however, of the powers and functions of the Board including those vested in it by the West Bengal Primary Education Act, 1973 is given below:
* Framing up of the syllabi and curriculum of the Primary Stratum of School education and developing learning competency based text-books for the students of the Primary level.
* Preparing and providing books to be studied in the Primary Schools.
* According approval to setting up Primary Schools on the basis of the quota of the Schools fixed by the State Government.
* Prescribing the curriculum, the syllabus and the Courses of Studies of the Primary Teachers' Training Institutes.
*Granting recognition to Primary Teachers' Training Institutes to be run by Registered Societies without any financial assistance from The Government.
* Conducting Primary Teachers' Training Examination.
* Awarding Diplomas, Certificates, Prizes, Scholarships in respect of any examination conducted by the Board.
* Holding Continuous and Comprehensive Evaluation as school-based evaluation system, an External Evaluation (at the end of Class II) and finally a Diagnostic Achievement Test at the class IV to ascertain gaps in learning-competencies in order to ensure remedial teaching-learning) both at Board level and District level with co-operation from the District Primary School Councils and other district authorities namely District Magistrate, Sabhadhipati, Sabhapati of Panchayet Samity and BDO's (of all the blocks) and other organisations and distinguished persons in the district.
* Conducting need based extensive teacher-orientation programmes to empower teachers for imparting proactive, participatory and joyful instructions.
* Developing teacher guide books / manuals, teacher orientation modules along with Course-books of different classes on different languages at the Primary stage.
* Transferring any teacher or non-teaching staff from a Primary School within the jurisdiction of one Primary School Council to another Primary School Council.
* Transferring any officer or employee other than the Secretary and the Finance Officer, from one Primary School Council to another Primary School Council or to the Board or from the Board to a Primary School Council.
* Exercising general supervision and control over the work of the Primary School Councils and for that purpose to issue such instructions to the Primary School Councils relating to Primary Education and to call for reports from the Primary School Councils on matters relating to Primary Education.
* Advising the State Government on all matters relating to Primary Education referred to it by the State Government.
* Performing such other functions and discharge such other duties as may be prescribed by the rules made or notifications or orders issued by the State Government under the Act of 1973.
* School sports - awarding scholarships, distribution of clothes to the students of Dr. B. R. Ambedkar State Sports School, Banipur, 24 Pgs. (N) before festival.
* Undertaking projects in collaboration with national & international agencies such as NCERT, NIEPA, NCTE, UNICEF, BRITISH COUNCIL, EUROPEAN COMMISSION etc.
* In the whole country the Board is the only one that has been created and entrusted with the sole authority to manage, supervise, develop and control primary education in the state.
* Quite in tune with the avowed policy of the State Government, the Board, a democratically elected autonomous body, symbolizes democratization and decentralization of the entire primary education in the State. As many as 19 District Primary School Councils in the districts, all democratically elected bodies, work for primary education under the aegis of the Board which is headed by its President, who is assisted by an Executive Secretary.
A resume, however of powers & functions of the Board including those vested in it by the West Bengal Primary Education Act, 1973 is given below:
A resume however, of the powers and functions of the Board including those vested in it by the West Bengal Primary Education Act, 1973 is given below:
* Framing up of the syllabi and curriculum of the Primary Stratum of School education and developing learning competency based text-books for the students of the Primary level.
* Preparing and providing books to be studied in the Primary Schools.
* According approval to setting up Primary Schools on the basis of the quota of the Schools fixed by the State Government.
* Prescribing the curriculum, the syllabus and the Courses of Studies of the Primary Teachers' Training Institutes.
*Granting recognition to Primary Teachers' Training Institutes to be run by Registered Societies without any financial assistance from The Government.
* Conducting Primary Teachers' Training Examination.
* Awarding Diplomas, Certificates, Prizes, Scholarships in respect of any examination conducted by the Board.
* Holding Continuous and Comprehensive Evaluation as school-based evaluation system, an External Evaluation (at the end of Class II) and finally a Diagnostic Achievement Test at the class IV to ascertain gaps in learning-competencies in order to ensure remedial teaching-learning) both at Board level and District level with co-operation from the District Primary School Councils and other district authorities namely District Magistrate, Sabhadhipati, Sabhapati of Panchayet Samity and BDO's (of all the blocks) and other organisations and distinguished persons in the district.
* Conducting need based extensive teacher-orientation programmes to empower teachers for imparting proactive, participatory and joyful instructions.
* Developing teacher guide books / manuals, teacher orientation modules along with Course-books of different classes on different languages at the Primary stage.
* Transferring any teacher or non-teaching staff from a Primary School within the jurisdiction of one Primary School Council to another Primary School Council.
* Transferring any officer or employee other than the Secretary and the Finance Officer, from one Primary School Council to another Primary School Council or to the Board or from the Board to a Primary School Council.
* Exercising general supervision and control over the work of the Primary School Councils and for that purpose to issue such instructions to the Primary School Councils relating to Primary Education and to call for reports from the Primary School Councils on matters relating to Primary Education.
* Advising the State Government on all matters relating to Primary Education referred to it by the State Government.
* Performing such other functions and discharge such other duties as may be prescribed by the rules made or notifications or orders issued by the State Government under the Act of 1973.
* School sports - awarding scholarships, distribution of clothes to the students of Dr. B. R. Ambedkar State Sports School, Banipur, 24 Pgs. (N) before festival.
* Undertaking projects in collaboration with national & international agencies such as NCERT, NIEPA, NCTE, UNICEF, BRITISH COUNCIL, EUROPEAN COMMISSION etc.
Making of the Curriculum and Materials
Revision,Modernization and Renewal of Curriculum and syllabuses
After a lapse of some 23 years it became an imperative for the Board to undertake
the task of renewal/revision/modernization of the curriculum and syllabuses
introduced as early as in 1981.
The need for changes:
The change in socio-political and socio-economic condition, rapid advancement of science and technology, changes in the national and international scenario, particularly in the world of education (reference may be made for example, to the Dakar Framework for Action, Delor's Commission etc.) and introduction of English as per recommendations of the Pabitra Sarkar Committee from the second semester of Class II called for renewal and modernization of the existing curriculum and syllabuses. This challenge was meticulously and efficiently met by the Board. Subject Expert groups were formed. Members of each group thoroughly discussed the pros and cons of the existing curriculum and syllabuses and incorporated the necessary changes into it. Suggestions were collected from large number of teachers and experts who participated in the workshops.
The Basic Features:
In the renewed curriculum and Syllabuses along with the contents, hints on the mode of classroom transaction with emphasis on activity-based and participatory group learning (Peer Learning) have been incorporated into and more about writing textbooks and guidebooks, workbooks particularly for co-scholastic subjects have been given.
* Competencies to be attained by the learners from the lessons have been identified and clearly mentioned in the beginning of each lesson of all text books.
* Exercises have been elaborately given not only to promote self-learning but also to facilitate the conduct of evaluation - instant (Sub-Unit based), Unit Based, Periodic and summative; sample evaluation sheets have been given to facilitate the mode of implementation.
* Exercises have been designed in a way that the competencies identified earlier, have been acquired through teaching learning of the specific lesson.
* Views and opinions of erudite persons in the field of education and more than one lakh teachers participating in different orientation programmes were also given importance to.
* Special emphasis has been given on value education and values that are inherent in the lessons have been identified and mentioned. A separate chapter has been added to incorporate into the basics of value education. But no separate book has been prepared for this purpose.
* A separate chapter has also been added to impress upon the clientele, the teachers, the basics of continuous and comprehensive evaluation.
* Another separate chapter has been given on the method of teaching-learning and methodology of preparing text books.
* With a view to promoting health and environmental consciousness special emphasis has been given in this regard in the curriculum.
* Special attention has been paid to imbibe in the curriculum the basic spirit that the four pillars of learning as referred to in the International Commission on Education for the 2151 Century (Delors Commission, UNESCO). Basic educational thoughts of our great thinkers such as Ram Mohan Roy, Vidyasagar, Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, Shri Aurobinda and others have also been kept in mind while giving a shape to the curriculum.
* The update NCERT curriculum and other reports of different Commissions, Committees etc. were taken into consideration before giving shape to the renewed curriculum.
The renewed curriculum has been be introduced from the current session, i.e., the session of 2004-2005.
The need for changes:
The change in socio-political and socio-economic condition, rapid advancement of science and technology, changes in the national and international scenario, particularly in the world of education (reference may be made for example, to the Dakar Framework for Action, Delor's Commission etc.) and introduction of English as per recommendations of the Pabitra Sarkar Committee from the second semester of Class II called for renewal and modernization of the existing curriculum and syllabuses. This challenge was meticulously and efficiently met by the Board. Subject Expert groups were formed. Members of each group thoroughly discussed the pros and cons of the existing curriculum and syllabuses and incorporated the necessary changes into it. Suggestions were collected from large number of teachers and experts who participated in the workshops.
The Basic Features:
In the renewed curriculum and Syllabuses along with the contents, hints on the mode of classroom transaction with emphasis on activity-based and participatory group learning (Peer Learning) have been incorporated into and more about writing textbooks and guidebooks, workbooks particularly for co-scholastic subjects have been given.
* Competencies to be attained by the learners from the lessons have been identified and clearly mentioned in the beginning of each lesson of all text books.
* Exercises have been elaborately given not only to promote self-learning but also to facilitate the conduct of evaluation - instant (Sub-Unit based), Unit Based, Periodic and summative; sample evaluation sheets have been given to facilitate the mode of implementation.
* Exercises have been designed in a way that the competencies identified earlier, have been acquired through teaching learning of the specific lesson.
* Views and opinions of erudite persons in the field of education and more than one lakh teachers participating in different orientation programmes were also given importance to.
* Special emphasis has been given on value education and values that are inherent in the lessons have been identified and mentioned. A separate chapter has been added to incorporate into the basics of value education. But no separate book has been prepared for this purpose.
* A separate chapter has also been added to impress upon the clientele, the teachers, the basics of continuous and comprehensive evaluation.
* Another separate chapter has been given on the method of teaching-learning and methodology of preparing text books.
* With a view to promoting health and environmental consciousness special emphasis has been given in this regard in the curriculum.
* Special attention has been paid to imbibe in the curriculum the basic spirit that the four pillars of learning as referred to in the International Commission on Education for the 2151 Century (Delors Commission, UNESCO). Basic educational thoughts of our great thinkers such as Ram Mohan Roy, Vidyasagar, Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, Shri Aurobinda and others have also been kept in mind while giving a shape to the curriculum.
* The update NCERT curriculum and other reports of different Commissions, Committees etc. were taken into consideration before giving shape to the renewed curriculum.
The renewed curriculum has been be introduced from the current session, i.e., the session of 2004-2005.
Training
and Orientation:
1. Short-term In-service Courses:
With necessary amendment In the Act of 19:h, the Board is now the sole authority
to conduct all sorts of training at the primary education level. The important
training programmes that have recently been conducted by the Board are
enumerated below:
Orientation of teachers in Teaching Science deserves in this connection special mention. A training module in sets has been meticulously developed by the experts basically incorporating into it activity based methods for teaching-learning science with low cost or no-cost materials that are easily available in the locality. A cascadecum-concentric model has been strictly adhered to. A large number of teachers have so far been trained.
It may be mentioned in this connection that the effort on the part of the Board to introduce improved method of science teaching through activity-based module is unique in nature and has drawn wide admiration from the NCERT, the joint Review Mission of DFID which visited us earlier and the UNICEF. The programme created immense enthusiasm and curiosity amongst students, teachers, guardians, educationists and public in general.
For making a study of the impact of the training/orientation already implemented the Board is also thinking to involve trusted organizations for monitoring and feedback. Distribution of science kits also seems to be indispensable.
English Orientation Programme & preparation of English Text Books
Following the recommendations of Pabitra Sarkar Committee for teaching English as second language at the primary level from the second semester of Class II and acting upon the order of the School Education Department, Government of West Bengal, the West Bengal Board of Primary Education introduced the study of English in the year 1999. Thereafter, in 2000-2001, a massive Orientation Programme was conducted by the Board for providing training to more than one lakh primary teachers with the emphasis on the learner's empowerment. In continuation of the previous programme, further initiative was taken by the Board during 2003 in collaboration with the British Council and the English Language Teaching (ELT) experts of our state, i.e, the Institute of English, Kolkata and from other organizations to make the teaching-learning process more effective by empowering the primary teachers so that they may teach English successfully with emphasis on teacher-talk device that may be instrumental to encourage the learners by reciprocating with desired answer.
With that purpose in view the WBBPE arranged for a two-day English Orientation Programme with the ELT experts from British Council and from our State in April 2003 at the AIKATAN COMPLEX Salt Lake City, Kolkata.
The Master Resource Persons discussed in great details the possibilities for exploring specific areas in the text books where teacher-talk could be developed. Following this, a massive training programme was taken up with the warm co-operation and assistance from the British Council Division, Kolkata. The programme was conducted at three phases:
i) School visit from 10.09.2003 to 13.09.2003;
ii) Development of training materials from 14.09.2003 to 19.09.2203 and
iii) Training of the Key Resource Persons from 20.09.2003 to 27.09.2003.
All through this programme, Dr. George Raymond Mackay, the noted ELT Expert from the British Council worked along with other State Experts, conducting very effectively the entire schedule of training in which 75 KRPs took part from all the districts of our State.
Orientation of teachers in Teaching Science deserves in this connection special mention. A training module in sets has been meticulously developed by the experts basically incorporating into it activity based methods for teaching-learning science with low cost or no-cost materials that are easily available in the locality. A cascadecum-concentric model has been strictly adhered to. A large number of teachers have so far been trained.
It may be mentioned in this connection that the effort on the part of the Board to introduce improved method of science teaching through activity-based module is unique in nature and has drawn wide admiration from the NCERT, the joint Review Mission of DFID which visited us earlier and the UNICEF. The programme created immense enthusiasm and curiosity amongst students, teachers, guardians, educationists and public in general.
For making a study of the impact of the training/orientation already implemented the Board is also thinking to involve trusted organizations for monitoring and feedback. Distribution of science kits also seems to be indispensable.
English Orientation Programme & preparation of English Text Books
Following the recommendations of Pabitra Sarkar Committee for teaching English as second language at the primary level from the second semester of Class II and acting upon the order of the School Education Department, Government of West Bengal, the West Bengal Board of Primary Education introduced the study of English in the year 1999. Thereafter, in 2000-2001, a massive Orientation Programme was conducted by the Board for providing training to more than one lakh primary teachers with the emphasis on the learner's empowerment. In continuation of the previous programme, further initiative was taken by the Board during 2003 in collaboration with the British Council and the English Language Teaching (ELT) experts of our state, i.e, the Institute of English, Kolkata and from other organizations to make the teaching-learning process more effective by empowering the primary teachers so that they may teach English successfully with emphasis on teacher-talk device that may be instrumental to encourage the learners by reciprocating with desired answer.
With that purpose in view the WBBPE arranged for a two-day English Orientation Programme with the ELT experts from British Council and from our State in April 2003 at the AIKATAN COMPLEX Salt Lake City, Kolkata.
The Master Resource Persons discussed in great details the possibilities for exploring specific areas in the text books where teacher-talk could be developed. Following this, a massive training programme was taken up with the warm co-operation and assistance from the British Council Division, Kolkata. The programme was conducted at three phases:
i) School visit from 10.09.2003 to 13.09.2003;
ii) Development of training materials from 14.09.2003 to 19.09.2203 and
iii) Training of the Key Resource Persons from 20.09.2003 to 27.09.2003.
All through this programme, Dr. George Raymond Mackay, the noted ELT Expert from the British Council worked along with other State Experts, conducting very effectively the entire schedule of training in which 75 KRPs took part from all the districts of our State.
Orientation
of KRPs in teaching English as Second Language
As the follow-up action of this training programme, the teaching-learning
materials developed in the workshop were further developed for the preparation
of a Training Module at the Board's initiative. A series of meetings were
held with MRPs to give effect to this purpose keeping an eye on the teacher-talk
section. The module has been prepared and printed both in Bengali and
Hindi versions and the copies have been collected by all the District
Primary School Councils.
Thereafter,massive training programmes have been held in as 17 (Seventeen) Districts and approximately one lakh primary teachers have been trained through the cascade cum concentric mode in which about 400 KRPs and 1000 RPs from each District acted as trainers. The training of the large number of primary teachers all over the State has been completed. We are now planning for launching fresh programme for receiving the feedback from the grass root level of the Districts Primary School Council in this regard. We also undertook a key Resource Person Development Programme at the end of October 2005 in the premises of the Board Office for updating the skill of the Key Resource Persons for the forthcoming training programmes.
Another development programme has also been taken up in respect of revising the syllabuses for English language upto Class V. As directed by the Govt. of West Bengal English being introduced from Class I from 2004, the text books of English for Classes I, II and III have been prepared and handed over to the Textbooks Section of Directorate of School Education, Government of West Bengal. The manuscript have been printed and the copies have reached all the District Primary School Councils for distribution amongst the students in time.
The Board is expected soon to arrange for taking up the task for developing all the text books for Classes IV and V in the context of the changed scenario in education and in accordance with the revised curriculum and syllabuses for Primary Section with an emphasis on the development of the competency of the learners in using English through the communicative mode in the class room situationsand in practical situations outside the classroom.
SCHOOL HEALTH PROGRAMME: ORIENTATION PROGRAMME
The West Bengal Board of Primary Education in collaboration with the Department of Health & Family Welfare, Government of West Bengal has launched a massive school health programme (consisting of both physical and mental health components) to promote health consciousness and to imbibe in student the culture of good habits for healthy living. The basic components of the programme are as follows:
* Orientation of Teachers and other stakeholders
* Organization of Health check-up Camps for the students and
* Establishment of the liaison between the teachers and guardians/parents and hospitals and NGOs working in the area thus community mobilization towards health education
* Distribution of Medical Kit and First Aid Box among the schools.
A carefully developed Health Education Module through successive workshops has been distributed among the District Primary School Councils. In the inaugural progamme held on the 3rd and 4th November, 2003 Shri Kanti Biswas, Hon'ble Minister-in-charge, School Education, Government of West Bengal, Shri Surya Kanta Mishra, Hon'ble Minister-in-charge, Health & Family Welfare, Govt. of West Bengal, Shri Protyush Mukhopadhyay, Hon'ble Minister of State, Health & Family Welfare, Govt. of West Bengal and Smt. Eva De, Hon'ble Minister of State, School Education, Govt. of West Bengal graced the occasion. Subsequently four workshops each of 5-day duration were held in January-March, 2004 in four zones involving personnel from all the districts for preparation Key Resource Persons. In the districts 25 camps each consisting of 50 teachers have so far been completed in the districts.
The European Commission's Support
The novelty and utility of this type of progrmme impressed the European Commission and they came forward under the Sector Investment Programme with necessary fund for supporting the implementation of the programme.
Thereafter,massive training programmes have been held in as 17 (Seventeen) Districts and approximately one lakh primary teachers have been trained through the cascade cum concentric mode in which about 400 KRPs and 1000 RPs from each District acted as trainers. The training of the large number of primary teachers all over the State has been completed. We are now planning for launching fresh programme for receiving the feedback from the grass root level of the Districts Primary School Council in this regard. We also undertook a key Resource Person Development Programme at the end of October 2005 in the premises of the Board Office for updating the skill of the Key Resource Persons for the forthcoming training programmes.
Another development programme has also been taken up in respect of revising the syllabuses for English language upto Class V. As directed by the Govt. of West Bengal English being introduced from Class I from 2004, the text books of English for Classes I, II and III have been prepared and handed over to the Textbooks Section of Directorate of School Education, Government of West Bengal. The manuscript have been printed and the copies have reached all the District Primary School Councils for distribution amongst the students in time.
The Board is expected soon to arrange for taking up the task for developing all the text books for Classes IV and V in the context of the changed scenario in education and in accordance with the revised curriculum and syllabuses for Primary Section with an emphasis on the development of the competency of the learners in using English through the communicative mode in the class room situationsand in practical situations outside the classroom.
SCHOOL HEALTH PROGRAMME: ORIENTATION PROGRAMME
The West Bengal Board of Primary Education in collaboration with the Department of Health & Family Welfare, Government of West Bengal has launched a massive school health programme (consisting of both physical and mental health components) to promote health consciousness and to imbibe in student the culture of good habits for healthy living. The basic components of the programme are as follows:
* Orientation of Teachers and other stakeholders
* Organization of Health check-up Camps for the students and
* Establishment of the liaison between the teachers and guardians/parents and hospitals and NGOs working in the area thus community mobilization towards health education
* Distribution of Medical Kit and First Aid Box among the schools.
A carefully developed Health Education Module through successive workshops has been distributed among the District Primary School Councils. In the inaugural progamme held on the 3rd and 4th November, 2003 Shri Kanti Biswas, Hon'ble Minister-in-charge, School Education, Government of West Bengal, Shri Surya Kanta Mishra, Hon'ble Minister-in-charge, Health & Family Welfare, Govt. of West Bengal, Shri Protyush Mukhopadhyay, Hon'ble Minister of State, Health & Family Welfare, Govt. of West Bengal and Smt. Eva De, Hon'ble Minister of State, School Education, Govt. of West Bengal graced the occasion. Subsequently four workshops each of 5-day duration were held in January-March, 2004 in four zones involving personnel from all the districts for preparation Key Resource Persons. In the districts 25 camps each consisting of 50 teachers have so far been completed in the districts.
The European Commission's Support
The novelty and utility of this type of progrmme impressed the European Commission and they came forward under the Sector Investment Programme with necessary fund for supporting the implementation of the programme.
No comments:
Post a Comment