The term "Pedagogy" has been derived from French and Latin adaptation of Greek that means (boy + leader), literary means a man having oversight of a child, or an attendant leading a boy to school. This meaning is now obsolete. Moreover, the gendering, appropriate in ancient Greece- where the formal education of girls was unusual – is inappropriate for modern times. In simpler form, pedagogy is a science of teaching of children. In educational projects the term deals with a wider scope in present context.

The component pedagogy includes curriculum, syllabus, textbooks, teacher training, teaching methodology, use of teaching learning material/teaching learning equipment, monitoring and supervision, evaluation, regular educational support, innovations etc. that leads to quality improvement in teaching-learning process. In view of aforesaid concept and available modern educational technologies, the council has taken a number of initiatives for ensuring quality teaching and learning in schools. It includes provision of adequate teaching aids and materials that supplements to text books. Apart from that, it also includes capacity building of teachers. The project has also taken measures for creating appropriate environment to facilitate such initiatives.
The key activities that has been undertaken in 2005-06 to ensure quality and pedagogical improvement in schools are as follows –

Apart from the above activities, one major consideration while designing and implementing the programme was that quality teaching depends not only on the knowledge of teachers but depends upon many other factors like communication patterns used in class-room, class-room management, technological devices and practical techniques used in the class-rooms.

Capacity Building of Teacher/Personnel
       
Workshops, orientation programme, trainings, reflections, on-job training, academic support, hands-on experience etc. have been used thoroughly at different levels for capacity building of functionaries involved in ensuring quality aspects at school level.

i) Development of training Module

Training modules were prepared by teachers for imparting effective class-room teaching, improving teaching skills and enriching the teaching methodology of teachers. The training modules have been developed in English, Mathematics and Science subjects in the light of the need of the teachers and Teacher Training Evaluation Study. The training module for implementation of yoga and value based education in schools have been developed. Training of teachers in English is important as English has been introduced as a subject right from class-I. In addition to subject specific training modules, induction training for EGS teachers, training modules for BRC co-ordinators and CRC co-ordinators have also been developed so that the implementation, monitoring and supervision would take place in a cordial manner. All training modules incorporate an essential feature of curriculum coverage plan and on job class-room based experiences i.e. learning by doing. A pre-test and post-test tool has been incorporated in modules to record the impact of training. Suggestions collected from participants at the end of the training guides the further modification of training modules as per need.

ii) Development of Induction Training Module

A large number of Education Guarantee Scheme Centres have been opened to ensure the accessibility to all habitations. Consequently there was an urgent need to train the Community teachers of these schools. A training module was developed with the help of experienced master trainers, teachers, subject experts, VEC members and others. The training modules has its thrust on understanding and development of child psychology, utilization of text books, Multi-grade teaching, Techniques of continuous and comprehensive evaluation of learners, understanding Educational Management Information System (EMIS).

iii) Mathematics Training

Visualizing the need of learning Mathematics in a joyful manner, an innovative training module was developed. Teachers have identified difficult areas in learning of Mathematical concepts. A teaching learning module has been devised and   implemented in all districts of the state to meet such difficulties. Several diagnostic testing procedures have been adopted and used to identify the difficult learning areas and thereupon suitable remedial are planned. A state level core group has been constituted for preparation of remedial on the basis of hard spots which gets identified from time to time. Total 28,973 teachers were trained in teaching of Mathematics.

iv) Science Training

Usually children are inquisitive by nature and they love to learn science by experimentation. Keeping this fact in view, the study of science through experiments has been in practice in the primary classes. A training module has also been devised so that the teacher can teach topics of science through experiment and activities in a very simple manner linking it with the curriculum coverage plan. Simultaneously, efforts have been made to develop the keen observation, critical thinking, problem solving ability and creativity of the children.
This life skill based science training module developed on the above basis aims at inculcating scientific attitude among children and relating education to the day to day activity. Thus the key feature under this intervention includes promoting keen observation, critical thinking, problem-solving and developing creativity in children. Learning science through activity /experiment /project is in practice. Total 22,660 teachers were trained in Science.

v) English Training

Training of teachers in English subject has been introduced as it was introduced as a subject right from class 1. A five-day module for teachers training have been developed with objective of developing teachers’ proficiency and teachers’ professional competency for teaching English. Total 26,886 teachers were trained in English.

Provision of Teaching-Aids

i) Establishment of Library and inclusion of Library Hours

Library has been set up in all the schools and initiatives have been taken to ensure its proper use. The selection of library books is done by children. In addition to that, individual child folder is also maintained for recording abstracts written by children about the books read.   The critical discussions on books are also organized in the class. Thus school libraries facilitate not only the language development of the children, but also it enhances their ability for writing and speaking the languages correctly. Moral story books are in library to address value education aspects as well.

To acquaint and familiarize children with a variety of literature and to promote the habit of self-reading, library hours have been included in the school time-table. This library hour is earmarked with objectives of improving reading skills, developing comprehension skills, promoting self –learning habit. It also facilitates teachers to conduct multi-grade teaching strategies. Children are exposed to variety of literatures. The short story books address the value education aspects.

ii) Teaching Learning Material (TLM) and Teacher Grant

To develop ideas and concepts amongst children, child–centered activities were planned. These are called Teaching–Learning activities. For the implementation of these activities, some equipments/materials e.g. cards, charts, models are prepared called Teaching-learning materials (TLM). TLM makes learning easy and simple. TLM kits have been finalized for Science and Mathematics. TLM grant of Rs.500 to all the teachers have been provided for preparation of Teaching-Learning Materials. 68,609 teachers received TLM grant during 2005-06.

Supplementary Interventions / Innovative Schemes for Pedagogical Improvements

i) Quality Monitoring Tools:   To Ensure Quality Interventions in School

 To ensure the quality aspects in school education, the NCERT has developed a monitoring tool. All the functionaries at district level have been provided training about the use of quality monitoring tool at different level. Prior to this tool, a monitoring tool was developed by the state and it was in use. Keeping in view of uniformity among all the states, the ministry of human resource development has directed to use the Quality Monitoring Tool prepared by NCERT.

  These tools are designed to ensure implementation and monitoring of curriculum coverage plan, learning levels of children, identification of hard spots and arrangement of remedial teaching.

ii) Supplementary interventions for Joyful Learning

Science workshops have been organized to promote scientific outlook in children. Science kits were made available to schools. Child friendly worksheets have been introduced to promote self-learning as well as monitoring the attendance in schools. Activity based learning have been initiated to improve the concept and skill of learners. Activity Bank for schools has been developed.   Math kit, Science kit and Games kit have been made available to schools. 

iii) Exposure Visit

In the primary classes, apart from environmental studies and science, topics related to neighbourhood institutions, support structures and geography are also included. To make a practical and natural exposure of these subjects, the programme of exposure visit has started in schools. Every month children of a particular class visit the neighboring institutions or unit such as post-office, police-station, health centre, panchayats etc. They also visit local bank and other organizations and thereby collect feedback about their structure and functions. Under the aegis of exposure visit, the topographical features of the vicinity like river, mountain, spring, lake, water fall are studied, so that children can gain practical knowledge of such geographical facts.

iv) Constitution of Bal Sansad (Children Parliament))

For familiarization with the country’s democratic set up, children’s parliament (Bal-Sansad) and children’s cabinet (Bal-Mantri mandal) have been set up in all the schools. Various duties and responsibilities have been entrusted to children that would help them in the school management and thereby understanding the democratic values and processes. This also ensures their participation in school management and related activities.

Distance Education: Recurrent Support in Achieving Quality

The Distance Education Programme (DEP) has been envisaged in project as a major area of intervention in elementary education. It emphasizes supporting and strengthening ongoing training programmes of elementary education personnel by providing distance learning inputs and materials. Use of distance education can reach the remotest corners and at the same time, cater to the training needs of a large number of target groups. Since single approach or model would not be feasible for meeting the enormous task of training the teachers and other functionaries, the distance mode of training has been adopted as a viable alternative to supplement the face-to-face mode of teaching.
In the year 2005-06, various distance education programmes were designed by Jharkhand Education Project Council (JEPC). In these programmes, distance education courses and educational radio programmes are most important. Besides this, other programmes have also been introduced, like printed text materials and audio materials with the objective to make them available for the target-groups. Radio is a powerful medium for imparting information because of its easy and economical accessibility.

Four programmes of Indira Gandhi National Open University (IGNOU) through distance mode have been introduced for training of in-service teachers in the government elementary schools under Jharkhand Education Project Council. The courses are Certificate in Guidance (CIG), Certificate in the Teaching of English as a second language (CTE), Certificate Programme in Teaching of Primary School Mathematics (CTPM) and Diploma in Primary Education (DPE). These courses are quite relevant for enrichment and up-gradation of knowledge and skills of teachers working in the schools. Brief descriptions of these courses are as follows –

1. Certificate in Guidance (CIG) 

Objectives: To develop awareness in primary school teachers on child development, child guidance and the processes involved in guiding primary school children.

 Structure: The programme is of 16 credits and offered in English and Hindi. It consists of four courses of 4 credits each. The programme can be completed in a minimum of 6 months and a maximum of 2 years:

        NES-101   Understanding the Elementary School Child
        NES-102   Facilitating Growth and Development
        NES-103   Guiding Children's Learning
        NES-104   Guiding Socio-Emotional Development of                                    Children 
2. Certificate in the Teaching of English as a second language (CTE)

Objectives: This Programme is designed to enhance the school teacher's understanding of the learners, the learning process, and the nature and structure of the English Language. It will also help the teacher to evolve innovative strategies in listening, speaking, reading and writing of English as a second language.
 
Structure: This Programme comprises five courses of four credits each. The programme can be completed in a minimum of 6 months and a maximum of 2 years:

Compulsory
        CTE-1               The Language Learner
        CTE-2               The Structure of English
        CTE-3               Teaching Strategies
Optional (any one)
        CTE-4               Teaching English (Elementary School) 
        CTE-5               Teaching English (Secondary School)

3. Certificate Programme in Teaching of Primary School Mathematics (CTPM)

Objectives: This awareness level Practical-oriented programme provides some strategies for teaching mathematics to children in a way that will make them feel positive about it. The programme is aimed at pre-primary and primary school teachers. The programme will-

 

Structure: The programme can be completed in a minimum of 6 months and a maximum of 2 years. It consists of the following two courses:

 

4. Diploma in Primary Education (DPE)

Objectives: It aims at developing knowledge and understanding of the primary school curriculum, and developing skills in transacting the prescribed curriculum effectively. It also acquaints the participants about the factors affecting child development, and individual differences in the classroom among other issues of child psychology.

Structure: It has three modules.

Module –I     Certificate in Primary Teaching (CPT)
Consists of the following four courses carrying 4 credits each:

ES-201     Teaching Language
ES-202     Teaching Mathematics
ES-203     Teaching Environmental Studies
ES-204     Teaching Health, Physical Education, Art and Work
                Experience,

Module –II   Certificate in Primary Curriculum and Instruction (CPC)
Consists of the three courses (4 credits each) and one Practicals course (6 credits) as listed below:
 
ES-211     Teaching Learning at Primary Level
ES-212     Integrated Learning and Teaching in Primary Schools
ES-213     Foundation in Subjects
Practicals :        School based activities

Module –III  Diploma in Primary Education (DPE)
Consists of 2 courses (4 credits each) and Practicals components of 22 credits:

ES-221     Understanding Children
ES-222     Teaching in Emerging Indian Society

The programme has the following Practical component of 22 credits:

Enrolment of teachers in IGNOU courses

Teachers have been enrolled at IGNOU Regional Centre, Ranchi through their respective posted districts twice a year i.e., January and July sessions. 3917 teachers have been enrolled in July 2004 session and 6135 in January 2005 session. The status of enrolment in CIG, CTE and CTPM district wise in tabular form is as follows –

Total 3166 teachers have been enrolled in CIG, CTE and CTPM in year 2005-06.

Educational Radio Programmes

Learning English is Fun

The educational radio programme and interactive radio instruction "Learning English is Fun" has been implemented under the joint efforts of Education Development Centre  (EDC) Banglore and Jharkhand Education Project Council (JEPC), Ranchi. This programme is implemented in three blocks i.e. Mandar in Ranchi district, Mandu in Hazaribag district, and Rajnagar in Saraikela-Kharsawn district. The programme is for class I & II. The programme is broadcast from AIR, Ranchi. The timings are 12.15pm to 12.45pm on Monday to Friday and 9.30am to 10.00am on Saturday.
In the second year (2005-06), it was introduced in around 6000 schools of five districts, Ranchi, Bokaro, Jamshedpur, Lohardgag and Gumla. The broadcasting was done from primary channel of All India Radio, Ranchi. Centre for Social Welfare was adjudged to monitor the program in five districts of Jharkhand. After two successful years of IRI program, EDC and Jharkhand Education Project Council launched the radio program in all primary section of government schools of Jharkhand.

Distance Education Programme – Sarva Shiksha Abhiyan (DEP-SSA)

Distance Education Programme – Sarva Shiksha Abhiyan (DEP-SSA) is a major national component of  Sarva Shiksha Abhiyan and it is expected to contribute significantly to the attainment of SSA goals.

DEP-SSA has the following major objectives:

 

Major activities in collaboration with DEP are as follows:

 

Co-Curricular Activities: Addressing Non-scholastic areas

To develop the psychomotor domain and overall development of the child, a calendar of co-curricular activities for the entire year have been prepared which starts at the school level (Once a week) and culminates at the state level (Once a month).
For the promotion of co-curricular activities the schedule of weekly “Bal-Pratiyogita” at School-level, CRC, BRC, district level (monthly) state level was formulated.
Extra-curricular activities amongst children in every school have been started on every Saturday. Various competitions and activities like calligraphy, drawing, painting, recitation, song, running race, etc are organized. The list of activities in “Bal-Partiyogita” is as follows: