Education :: Incentatives And Innovation For Early Childhood Education

By: S. Tombi Singh *

The Nation in its educational administration and planning, introduced and adopted a new education policy called the National Policy on Education 1986, Universalisation of Elementary Education (UEE) and Operation Black Board Scheme (OBB) in which the objectives of the Governmentís Educational Policy for certain goals are targeted to be achieved. The aims and objectives of the UEE and OBB though in the nationís interest seem to be a boon to the children of the country, yet it required revamping and overhauling in its functioning and enthusiastic implementation. Policy matters, aims and objectives are fair and clear in the theoretical aspects but practically could not achieve the expected achievement.

For degree, Diploma and Certificate courses of teacher education in Manipur, there are two Basic Training institutions, six District Institutions of Education and Training (DIETs) and three higher level Teacher Training Institutions i.e. D.M. College of Teacher Education, Hindi Teacher Training College and Kanan Devi Memorial College of Education, the first and second are government colleges and the later is a private college. This year three more private Colleges for B.Ed are coming up and the NCTE has considered their recognition. They are R.K. Sanatombi Teachers Trainning College.

Trinity Teacher Training College and Thockchom Ibotombi Teachers Training College, Training Institutions under the SCERT, Director of Education (S), Director of Education (U), and its concerned University adopted and implemented policy matters of NPE. The full implementation, optimum output, achievement of UEE and OBB are not satisfactory, rather we may call under achieved incentives.

1. Unable to provide reading materials
2. Unable to provide UEE to those pupils from 6 years to 14 years
3. Unable to fulfill the OBB schemes and its relevant components
4. Unable to provide essential items and infrastructure of OBB & UEE
5. Lack of Teaching materials, teaching aids and articles of Co curricular activities in the government schools
6. Defective appointment system made by the corrupt, egoist officials
7. Failure in the management and planning
8. Wrongly utilization/allotment of educational public money
9. Wrong appointment given to the untrained/unfit teachers
10. Social barriers and ethnic riots in some areas.

Subject to the above main causes of failures parent except from poor family do not like to send their wards for study at government schools. Rather they sent to privately run schools, English schools with full enthusiasm though the private institutions are very costly as compared to the government schools/institutions.

Since the last three decades the performance, skills and results of the pupils of private schools are found ahead of the government schools. There are some drawbacks, loopholes in the teaching of the government school teachers though they are well qualified. If we ask question why, the only reply is the God knows, concerned high officials know, government teachers know the answer. As a result of the ever-increasing achievement of the private schools, despite the huge expenditure, parents used to take more interest on private schools than government schools.

Some sections of the society may blame the private schools as commercialized and profit making institutions but the majority of the parents inclined towards the good private institutions for the study of their sons and daughters tolerating all their financial stringency and bankruptcy. Thus, some social workers, educationalist proposed government schools/institutions to be privatized. Though the private school to some extent favorable in teaching- learning to pupils, are not free from drawbacks and lacunae. In Government schools so many qualified well-experienced teachers are there, but their overall contribution seems to be low in producing good students. There are some retarding and lethargic teachers in the teaching community. For this to whom shall we blame. Govt.? Standard of pupils? Parents? Or curriculum? We are yet to appraise the emerging scenario.

Early childhood care and education (ECCE) has been recognized as an important initial stage input for achieving the goals of UEE by providing necessary motivating force to universal elementary education (UEE), retention and quality of learning at primary stage of education. Here too, parentsí interest and initiative is sine-quo-non. Without it no educational authority, teachers canít impart good education to young children.

Seeing the greater interest and ego of the parents upon their children, private& English Medium schools running all over Manipur require to do certain incentives and innovations for gearing up ECCE system leading up to the last stage of secondary education. Education if properly imparted, well trained from grass root level & primary stage onwards we may produce good and qualitative students who may become parentsí prides.

Learning has no limit; it is infinity till we end at the grave. World is dynamic, no system of education is static. Sound health leads to sound mind and finally lead to creative skill, talent and intelligence. Children are like modeling clay, we can mould into any shape as we like, Due attention is needed for developing a good pupil whose sole responsibility goes to good school, environment, curriculum, infrastructures, teaching and non-teaching staffs and parents.

Any blemish sometimes lodged by parents against the English Medium school and private schools that in principle the alma-mater takes the Medium English but their wards never fluently read speak and write, Such criticisms must either be minimized or rectified.


1. To maintain school complex, school and its infrastructure properly.
2. To follow practically the curriculum made by the Board/School academic improvement committee.
3. To make annual-budget and conformed to expenditure on proper heads of the school.
4. To make constant linkage with SCERT /DIETS/Directorate of education(s) /Directorate of Edu (U) /NGO(s)/Anganwadi centers/Clubs.
5. To hold academic meeting frequently,
6. To hold parent-teacher Association meeting frequently.
7. To make conscious of mother tongue properly and teach Hindi/English as second /third language by action of play way of teaching language or any other modern methodology.
8. To provide /arrange mass orientation programme, refresher course, Workshop, Seminars for teachers.
9. To provide permission of study leave to untrained teachers for undergoing teachersí Training.
10. To train spoken/living English in the classroom, campus etc.
11. Medium of instruction should be in English except Mother Tongue or Major Indian Languages.

Pertaining to the above-mentioned initiatives the following essential and desirable items must be in proper and be provided by the school authority and government authority.

1. Syllabus, textbooks, Teachersí Guide, reference books.
2. Educational Charts, maps and gloves, laboratory equipments, Equipment of Information Technology
3. Studentsí and teachersí sufficient furniture with sufficient rooms
4. Games materials equipments of SUPW etc.
5. Studentsí books in mini-school library etc.

In addition to the above essential things, according to the needs of the pupils, various items must be increased in proportion to the increasing strength of the pupilís development/growth of the schools.

School is a big ship carrying a large number of pupils on the ocean of knowledge. To reach the goal/destination successfully depends upon the teachers-crew and captain of the crew i.e. Principal or Headmaster and his staff under the direction, supervision of the higher authority or managing committee.

* S. Tombi Singh, is the present Principal for Kanan Devi Memorial College of Education, Pangei Imphal-East, Manipur
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