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The Leap, Pathsala (2025)

26/01/2025

Distance Education with special reference to KKHSOU
(Education Beyond Barriers)
By – DHANJIT KARUNA KALITA.

Education is the basic way of leading a life. It can supply the skilled manpower for generating development in a nation. The rate of development of a nation depends on the literacy rate of its population. According to 2011 census, only about 74 percent of Indians are literate. The literacy rate of India in 2023 was 77%. This is a 5% increase from the 2021 census. Although the rate of literacy has increased, it has not kept pace with the rate of increase in population. Besides, socio-economic condition forced many students to drop out of school and colleges. The rate of school dropouts is an alarming 76.6%. Duly 2 percent of the youth join colleges. In order to give an opportunity to the underprivileged, differently abled and women to continue ‘their education at some later stage’, distance education was introduced in the education system. Distance Education has proved a boon who want to improve their qualifications, broaden their horizon and study at their own pace. The basic purpose of Distance Education is to provide instruction to the learners at their doorsteps.
Distance education has become an alternative of learning; providing education at a large scale besides having the conventional system of learning. It means a mode of learning through which education can be accessed by the people irrespective of geographical barriers, physical existence of teachers, space, time, age, etc. Distance education has become an accepted form of education in present stage. Earlier it was known as Correspondence Education. Correspondence Education means the teaching- learning situation where the teacher and learner have no face– to – face contact. They interact only through postal correspondence. Print is the only medium of instruction and the printed lessons are the only source of learning for the learner. To begin with, the philosophy of distance education was not that of openness. It was merely an extension of the formal system with all its digitises except compulsory attendance. The system was designed mainly to absorb the surplus candidates in the Colleges and Universities. Further, it attracted drop outs of the formal system since the same courses were offered in the formal and distance education system. Certain factors led to change in objectives and expectations. These were population growth, distribution of population, inaccessibility of the formal system to people in remote areas, the prohibitive cost of education, changing priorities of the government in respect of education, the prohibitive cost in expanding the formal system. Further, the need for giving equal opportunity in education, need to subsidies education for weaker sections of society and above all the need to create a learned society.
The failure and limitations of the formal system made the educationists expect a complementary and supplementary role of Distance Education. They felt distance education could be an open and flexible system where a student could study at his/her own pace and from their own place. They realised that it was not necessary that every student must rise in the educational ladder passing through the same steps as laid down in the conventional system. Consequently, the idea of open education in India took shape when some Universities took up the idea. The first to do was Dr. B. R. Ambedkar Open University (BRAOU), Hyderabad (formerly known Andhra Pradesh Open University) in 1982. In 1985, Indira Gandhi National Open University (IGNOU) and in 2005 Krishna Kanta Handiqui State Open University (KKHSOU) came into existence. At present, there are 13 State Open Universities in India and only one National Open University -- IGNOU. These universities offer an opportunity to students to join at any age, study at his/her own pace and place.
As per report, Distance education is expanding three times faster than the formal University education. At present, the share of distance education in the Gross Enrolment Ratio is about 23% which is very significant. National Education Policy (NEP,2020) states intend to restrict enrolment in formal education. They have stopped encouraging: growth in the number of colleges and universities. Therefore, distance education has a very bright future. Keeping in view of the demand for higher education, more and more states are opening distance education institutions. Bold experiments are being tried by making use of labs of regular college on holidays and Sundays so that students can do practical work. At some places institutes are opening their own labs so that students can make use of them whenever required. More and more courses are being offered and students are enrolling themselves enthusiastically to improve their skill and qualifications.
In continuing with the aim of building a knowledge based society, Krishna Kanta Handiqui State Open University (KKHSOU) was established to providing quality higher education through the Open and Distance Learning (ODL) mode to reach the unreached section of the society. The University was established with the motto of ‘Education Beyond Barriers’ of age, academic background and geographical boundaries. The main aim of KKHSOU is to develop and provide easily accessible modes of quality higher education and training with the use of latest educational inputs and technology. The university holds the promise of providing equality of opportunities for higher education and bringing into its fold the deprived and denied sections along with the fresh learners.
The programmes of KKHSOU are so designed that it can spread education to all section of the learners. The course structures of KKHSOU have been designed at par with the National Curriculum Framework (NCF). Along with the traditional programmes, the University offers various professional Certificate and Diploma programmes to enable the already enrolled students in various colleges and educational institutions of the state to pursue simultaneously with their regular courses. From the year 2008, the Bachelor’s Degree Programmes are being offered in KKHSOU. The Bachelor’s Programmes include B.A., B.B.A., B.Com, B.S.W. and B.C.A. etc. Apart from these graduate programmes, the University is offering Post Graduate Diploma Programmes in the area of Computer Application, Business Management, Broadcast Journalism, Mass Communication and Human Resource Management. Other Diploma programme of the University include Journalism & Mass Communication, Creative Writing in English, Computer Hardware and Networking, Library and Information Science and Sanskrit Learning. The Master’s Programmes include M.A, M. Com, M.C.A., M.B.A. and M.S.W. Besides these programmes the University is offering M. Phil and Ph. D. courses.
To create entrepreneurs in the vocational areas, KKHSOU has taken a bold step to make the learners trained in the specialised areas by including certificate programmes in Nursery Management, Tea Cultivation and Plantation Management, Security Personnel and Counselling Skills. SLM (Self-Learning Materials) of KKHSOU are specially designed by the teams of subject experts from within and outside the state.
Considering the social responsibility, KKHSOU has performed a unique role in providing education free of cost to the jail inmates across the state of Assam. According to the University, the high walls of the jail should not be the barrier to education. This step is adopted to fulfil its motto i.e. “Education Beyond Barriers.”

(Source : Internet and Reference Books.)
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26/01/2025

STUDY OF THE PROBLEMS OF PROVINCIALISED LOWER PRIMARY SCHOOLS OF BAJALI DISTRICT
PREPARED BY : SRI DHANJIT KARUNA KALITA

1. Introduction :
Education is a lifelong process. It begins at birth and continues throughout the life, till death. Education is the most powerful tool in moulding the character of individual. Besides, it determines the future of the individual. Education has a significant role in the development of the individuality. School is one of the most powerful agencies of education. Primary School is the foundational stage of schooling through formal way. This educational stage started from 6 years to 11 years of children age. At this stage much motivation is needed. In this stage there is the need of the condition of school must be developed, planned and constructed according to the psychology of children. Even though the government is trying its best to uphold basic education for all, some issues remain unsolved. The primary education is considered as the spring board for latter education. The study provides an overview of the progress as well as challenges in Provincialised Lower Primary Schools in Bajali District. In our study we are taking considerations of different conditions of primary stage such as condition of school building, condition of classroom, library facilities, co- curricular activities, time table, sanitation and other facilities, provision of supervision and inspection etc.
2. Importance of Primary Education :
Primary education constitutes an important part of entire structure of education. It is at this stage that child starts going to formal institutions. The education which the children receive from the formal institutions provides the foundation of his physical, mental, emotional, intellectual, and social development. Sound elementary education gives birth to sound secondary and higher education. In a developing country like India, elementary education is regarded as stepping to national educational superstructure. So, in the context of establishment of democratic traditions and values, it is necessary to give opportunity for free and compulsory primary education within ten years of adaptation of constitution for all children between the age group of 6-14 years. After independence, the successive five years plans of the government of India have brought about a phenomenal qualitative growth in the field of education. In the seventh five years plan of India, education has been recognized as a human resource development.
The article -45 of the Indian Constitution states that – ‘the state shall endeauover to provide within a period of ten years from the commencement of the constitution for free and compulsory education for all the children until they complete the age of fourteen years. But till now the drives of the constitution has remained unfulfilled. In order to fulfill this constitutional liability Primary Education becomes the jointed responsibility of the central government, various state governments and local bodies as well as voluntary organization. Keeping in mind the importance of education in general and primary education in particular, the Indian Constitution has incorporated various articles. Article 29 and 30 guarantees certain cultural and educational rights to administer and establish educational institutions. Article 99 provides the rights to conserve the local language, script or culture of any section of citizen. No citizen shall be denied to take admission into any educational institution maintained by the state or religion, race, caste, language or any of them.
3. Progress of Primary Education in Assam :
Primitive time of Assam was famous for teaching- learning. Chinese traveler Hiuen Tsiang came to Assam ( Kamrup) in the time of Kumar Bhaskar Verma in about 643 AD for the perusal of various branches of learning. The Ahom came Assam in 1228 and ruled Assam for about 600 years. The Ahom kings also enhanced education for political, economic and administrative purposes. Before the aggregation of the British, there was a simply home-bred education system. David Scott pushed to thrive and exhibit the home-bred education after he came to Assam in 1826. Wood’s Despatch of 1854 has placed the basis of modern design of Primary education in Assam. After Wood’s Despatch, homespun primary schools received grant-in-aid. Together with these activities of the East- India Company, the Christian Missionaries also commenced elementary schools in their virtuous interests. The Welsh Missionaries also started many primary schools in undulating areas of Assam in 1841. It was the women Christian Missionaries, who established schools for girls at Sivasagar, Nagaon and Guwahati in 1840, 1843 and 1850 respectively (Baruah, 2002). The British Government gave the Assamese language the status of the official language of the law court and schools in 1873. The number of primary school increased from 204 to 1351 in 1871-72, with an enrollment of 38182 in 1882-83 in Assam (Barpujari,2007). After the Government of India Act of 1919, the government of Assam desired to make primary education enforced in the state. The government of Assam imposed the Primary Education Act in 1926 for the development and expansion of primary education in Assam. After the independence, the government of Assam has taken numerous steps for the upliftment of primary education.

4. The Problems of Provincialised Lower Primary Schools in Bajali :
Bajali District encompasses Bajali Education Block, a part of Barpeta Education Block, a part of Bhawanipur Block and a part of Gobordhana Block. We have collected the data only from Bajali Education Block for the convenient of the study. There are 202 ( 182 in Rural Area and 20 in Urban Area) numbers of Lower Primary Schools, 694 numbers of Teachers, and 14283 numbers of Students in the entire Bajali Elementary Education Block of Bajali District.
Primary Education system in Assam is in a sort of paradox. There are many problems which the Lower Primary Schools have to go through daily. These problems have become the indispensible part of the education system in Assam. The main problems of primary education include infrastructure deficit, corruption and leakages, the quality of teachers, poor salary of teachers, teacher absenteeism, high drop-out rates, school merger/amalgamation, low PTR (Pupil Teacher Ratio) etc.

4.1) Infrastructure Deficit:
In school development, the dilapidated ( broken down ) structures, single room school, lack of drinking water facilities, improper boundary wall, lack of playground, separate toilets for boys & girls and other educational infrastructures are grave problem. Most of the LP Schools in Bajali District are facing the problem of infrastructural deficit .
4.1.01 Condition of Classroom:
Most of the LP Schools have single classroom. All the six classes (from Ka- shreni to class- V) are conducted in the single room. It is not suited for the student because it creates a hazard like condition.
4.1.02) Toilet System:
The overall condition of toilet facility in LP School is not hygienic. Toilets in most of the schools are not connected with running water facilities. So, the little children have to carry water from the tube well.
4.1.03) Separate Toilet for Boys and Girls:
There are separate toilet for the girl. But the toilet for the girl is constructed near to the toilet for boys.
4.1.04) Condition of Desk- Bench, Door and Window in Classroom:
Most of the school building is dilapidated. The condition of door and window are very poor.. It affects the classroom management. Besides, ill motive people can easily enter into the classroom. In some schools there is also lack of desk- benches.
4.1.05) Boundary Condition of School Campus:
Boundary wall is very important for the protection of the children. The school without boundary wall has to face many problems from outside. Most of the LP Schools do not have boundary wall.
4.1.06) Drinking water and other facilities:
Drinking water and other facilities like sanitation, health check up etc. are very essential for the maintenance of hygienic environment in primary schools. It shows
that most of the LP Schools which have no proper primary facilities for students as well for the teachers.
4.1.07) Electricity Facilities:
The electricity connection is found in the schools. But the wearing condition is not suited for the school. Besides, the students of those schools suffer badly during the summer season.
4.2) The facilities of Co-curricular activities:
Co-curricular activities play an important role in the present- day school curriculum . But the bitterly fact is that the Lower Primary Schools have no physical teacher.
4.3) The Quality of Teachers:
Few LP Schools have the problems like lack of well trained, skilled and knowledgeable teachers, but over all condition is suitable. The primary Education system which provide the foundation for high quality education system and teacher shortage and poorly qualified teachers are both a cause and effect of poorly paid and managed teaching cadres.
4.4) Poor Salary:
Teachers are paid miserly salary which affect their dedication to work. They will look for other avenues like tuitions or coaching centres and also encourage the students to attend it. This has dual effect, firstly the quality of teaching in school drops and secondly, the poor students are forced to spend money despite constitutional provision of free education.
4.5) Lack of digitalized Classroom:
It is seen that the Lower Primary School has no provision of digitalized classroom. In the 21st century it is utmost necessary for the smooth functioning of Education system as well as for the all round development of the students.
4.6) Teacher Absenteeism:
Absence of teachers during school hours is rampant. The lack of accountability and poor governance structures add to the woes. Now, the Govt. of Assam has been implementing a portal namely ‘Siksha Setu’ to tackle the situation. But it has also some technical errors.
4.7)High Drop-out Rates:
The drop- out rates in schools, especially girls, is high. Many factors like poverty, patriarchal mindset, lack of separate toilets for girls in school, and cultural elements lead to children drop-out from education.
4.8) School Merger/Amalgamation:
Many schools are closed in the name of low student strength, lack of teachers and infrastructure. The competition posed by private schools is also a major challenge to government schools.
4.9) Engagement of teachers in other works:
It is seen that the teachers are engaged in others works also like NRC, Data collection and entry, Flood relief duty, Aadhaar updatation etc. It has proved to be harmful for the entire primary education system.
4.10) Low PTR (Pupil Teacher Ratio):
The govt. has appointed teacher on the basis of 30:1 basis. Except Head Teacher one teacher has been appointed against 30 students. Most of the schools have only 2 teachers. It is almost impossible to teach six classes (Ka shreni to class-v) by two teachers. Besides, there is no provision of Non- Teaching staffs in L P Schools.

5. Suggestion and Recommendations:
It can be worth mentioned that everybody concerned with the Primary Education realizes the need of the development of Provincialised Lower Primary schools in Bajali District. The following recommendation are put forwarded for the smooth functioning of Primary education system in the provincialised schools of Bajali district.
5.01) The infrastructural problems of L P School should be removed. Govt. should stressed on the improvement of the school infrastructure.
5.02) The Quality of Teachers should be maintained in L P Schools. The teachers should be trained well so that they can actively take part in the teaching- learning process.
5.03) Teachers should not be paid miserly salary which affect their dedication to work. Otherwise, they will look for other avenues like tuitions or coaching centres and also encourage the students to attend it.
5.04) School Merger/Amalgamation process should be avoided in the name of low student strength, lack of teachers and infrastructure. Rather the Govt. should adopt effective steps for the development of the schools.
5.05) The govt. should appoint at least 5 teachers in L P Schools. Because it is found that most of the schools have only 2 teachers.
5.06) Govt. may refrain from engaging teachers except in academic related works. It is seen that the teachers are engaged in others works also like NRC, Data Collection, Flood relief duty, Aadhaar updatation etc.

6. CONCLUSION :
Primary Education plays the significant role towards the entire education system. It can be considered as the base or foundation of the entire educational system. Secondary and Higher education mostly depends on primary education. There are so many problems in the primary education system in Bajali District. But we have to overcome all these problems to achieve the goal. In this respect , Government of India has implemented various policies and programmes especially the NEP, 2020 to transform the Indian Education System.
So, it has become the responsibility for both the teachers and parents/guardians to fulfill the basic needs and requirements of the children at the primary stage of education. Between the age of 6 and 14 years the growth and development of children reflects with reference to physical, mental, intellectual, social, spiritual and emotional etc. A teacher has to play a guidance role to lead the students to bring a responsible citizen with understanding the developmental characteristics at this stage and helps them to build a well adjusted personality throughout their life. In the past, the teacher has to bring up ‘literate generation’. Present day the scenery has completely changed. Today the need is to bring out a ‘’sophisticated” and “cultured” generation for the society.
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15/10/2024

"Importance of Teacher Training With Special Reference To NIPUN ASSAM FLN MISSION"

by: Dhanjit Karuna Kalita, Assistant Teacher, 1123 No Amdah Pather L.P. School. Mobile No -- 8822618992............... ...................................................... .....

In our service period as a teacher we have to go through a number of teacher training programs. We sometime feel irritation due to this training. We neglect this teacher training program. But teacher training has an important role for the smooth functioning of teaching- learning process. Before going to discuss the importance of the teacher training program, let usI first know what a teacher training program is. Training is an act of increasing the knowledge and skill of employee for doing a particular job easily and effectively. It can bring an employee into a position where they can do their job correctly, effectively and conscientiously. A teacher training program is a program that equips us (teacher) with techniques and modern pedagogy strategies that help us to better connect with , manage and teach our students in a manner which ensures that all the students are learning and benefitting. Teacher training programs, when conducted in the right manner and with the right content, have the power or capacity to train teachers to such an extent that they go on to positively impact students, not just in academics but also outside of it.
Teaching is a noble profession which needs regular training. But at what level teaching needs the training is an important question. Teacher at any level is done with a view to impart knowledge to the students. Only contents and procedure is changed at different levels of teaching- learning process. Competence and professional skills are the integral part of the teacher training program. The teacher adopted various methods and approaches in the teaching- learning process. Thus, practicing teacher
generally evolves and polishes their own teaching methods and techniques. The teacher acquire technical skills and competencies through training which make their task easy, useful and effective.
Some of the major benefits of teacher training programs can briefly be stated as below ---
First, it improves the professional growth. When teachers go through training programs, it gives them the opportunity for continuous professional development – to learn new ways, methods, techniques, skills and tools.
Secondly, it makes the teaching -learning process child-centric and joyful. It helps the students to take active part in the teaching- learning process.
Thirdly, it helps the teacher to know, manage, understand and analyze students easily and effectively.
Fourthly, teacher training equips teacher with modern pedagogy strategies. Through the teacher training program teacher gather chance to learn new methods and techniques which they can implement in the classroom to better educate the students.
Fifthly, it is important for the teachers to maintain positive relationship with the guardians of the pupils. Teacher training builds better relationship between teacher and the guardians.
Sixthly, teacher training helps the students also. A skilled teacher can go on to impact thousands of students.
According to WHO, more than 55% of children have been suffering from learning poverty. So, the NEP, 2020 has stressed on three points. These are – First, highest priority should be given on Foundational Education (FS). Secondly, suggestion is given to strengthen its foundation a mission should be launched. Thirdly, within 2025 up to class- III (among children of 3-8 years age group) all students must receive FLN. That is why, the Ministry of Education has already launched the NIPUN BHARAT

FLN Mission (the National Initiative for Proficiency in Reading with Understanding and Numeracy) in July, 2021 and a comprehensive implementation guideline for the states to follow to guarantee for that every child in the country will have acquired essential reading and math skills by the end of the 3rd grade by 2026-27. In Assam, the state has developed on 27 th March, 2023. In Assam it is known as the NIPUN ASSAM FLN Mission. The FLN(Foundational Literacy and Numeracy ) are the necessary skills for school and life success for all children. It includes the skills of reading and comprehending text, writing effectively and performing simple arithmetic operation which are needed in our day to day life. Basically, the children lacking FLN skills are at a stage of disadvantage in school and are more likely to drop out. The FLN Mission has stressed on 4 Blocks – a) Oral Language Development (OLD), b) Decoding, c) Reading, and d) Writing. It also provide support for students in grade 4 and 5 who have not yet developed foundational skills. To fulfill the aims of the NIPUN ASSAM FLN Mission the teacher must be trained up so that they can shape the Foundation Stage (FS) properly.
Our education system needs to train teachers regularly so that they can impart knowledge effectively. In the past, the training of teachers was born out of the necessity to bring up ‘literate generation’. Present day the scenery has changed . Today the need is to bring out a ‘’sophisticated” and “cultured” generation.

(Source: Internet and Training Modules.)
_______________________________________________________________

14/10/2024

"Importance of Teacher Training"
by: Sri Dhanjit Karuna Kalita,
1123 No Amdah Pather L.P. School.............................................................................
In our service period as a teacher we have to go through a number of teacher training programs. We sometime feel irritation due to this training. We neglect this teacher training program. But teacher training has an important role for the smooth functioning of teaching- learning process. Before going to discuss the importance of the teacher training program, let us first know what a teacher training program is. Training is an act of increasing the knowledge and skill of employee for doing a particular job easily and effectively. It can bring an employee into a position where they can do their job correctly, effectively and conscientiously. A teacher training program is a program that equips us (teacher) with techniques and modern pedagogy strategies that help us to better connect with , manage and teach our students in a manner which ensures that all the students are learning and benefitting. Teacher training programs, when conducted in the right manner and with the right content, have the power or capacity to train teachers to such an extent that they go on to positively impact students, not just in academics but also outside of it.
Teaching is a noble profession which needs regular training. But at what level teaching needs the training is an important question. Teacher at any level is done with a view to impart knowledge to the students. Only contents and procedure is changed at different levels of teacing- learning process. Competence and professional skills are the integral part of the teacher training program. The teacher adopted various methods and approaches in the teaching- learning process. Thus, practicising teacher generally evolves and polishes their own teaching methods and techniques. The teacher acquires technical skills and competencies through training which make their task easy, usefull and effective.
Some of the major benefits of teacher training programs can briefly be stated below ---
First, it improves the professional growth. When teachers go through training programs, it gives them the opportunity for continuous professional development – to learn new ways, methods, techniques, skills and tools.
Secondly, it makes the teaching - learnig process child-centric and joyfull. It helps the students to take active part in the teaching- learning process.
Thirdly, it helps the teacher to know, manage, understand and analyse students easily and effectively.
Fouthly, teacher training equips teacher with modern pedagogy strategies. Through the teacher training program teacher gether chance to learn new methods and techniques which they can implement in the classroom to better educate the students.
Fifthly, it is important for the teachers to maintain positive relationship with the guardians of the pupils. Teacher training builds better relationship between teacher and the guardians.
Sixthly, teacher training helps the students also. A skilled teacher can go on to impact thousands of students.
Our education system needs to train teachers regularly so that they can impart kwoledge effectively. In the past, the training of teachers was born out of the necessity to bring up ‘literate generation’. Present day the scenary has changed . Today the need is to bring out a ‘’sophisticated” and “cultured” generation.
Source : Internet & Training Module.

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