Introduction

India began its journey towards the goal of universal and free basic education little more than fifty years ago with the Indian Constitution Stating, ‘The State shall endeavour to provide, within a period of ten years from the commencement of this constitution, for free and compulsory education for all children until they complete the age of fourteen years.’
After the advent of West Bengal Municipal Act of 1993, municipality has been entrusted with ensuring and providing education in the sphere of establishing and maintaining pre-primary education; promotion of cultural activities, sports, theatre, music etc; advancement of science and technology; and advancement of science and technology; and advancement of civic consciousness of public health.  Apart from this there are a number of Government Plans and Schemes that are implemented like municipality like Sarba Shikkha Abhijan (SSA), National Child Labour Project, Mid Day Meal, Continuing Education or Adult Education, Balwadis and Aganwadis. However, the following educational service delivery schemes are dependent on physical infrastructure, quality of education, strong administration, coverage and promotion, enrollment-retention and dropout status along with effective monitoring. However, promotion of education coupled with cultural and aesthetic aspects falls under discretionary function, not an obligatory one under 12th schedule of Constitutional Amendment Act, 1992.
After the implementation of West Bengal Primary Education Act, 1973 which is being amended from time to time all Primary Schools of West Bengal (urban and rural) have been brought under one umbrella-the West Bengal Board of Primary Education. The old curriculum and syllabus had been changed in 1981. Such education is given to the children in the age group of 6-10 years of age. Besides government provisions there are number of private schools offering primary education. Mostly in government schools the emphasis on English language is less than that of private school. Further the poorest people who live under substance level cannot afford to be interested in education

In addition to this, Draft National Slum Policy 2001 has demarcated certain responsibilities of ULBs in education sector. Attention and efforts should be focused on increasing the school enrollment at primary level, reducing school drop-out rates particularly for girls and supplementing formal school education with coaching assistance to assist slum children join the formal schooling system. The following specific measures will facilitate this process:

• Primary Education: ULBs should identify all informal settlements that are inadequately served with pre-school and primary school facilities. Funds should then be made available under NSDP and other departmental programmes to address this problem on a priority basis with the most under serviced areas receiving priority assistance. Multi Purpose Community Centers (MPCC) may also be used for primary education where necessary.
• Pre-Schools and Non Formal Education: ULBs should actively promote pre-school/crèche facilities and non-formal education focusing on literacy and vocational training. Multi Purpose Community Centers (MPCC) may be used for preschools/ crèches facilities, non-formal education classes, adult education, recreational activities etc. It is to be emphasized that community management and control on the use of community centers is desirable to avoid misuse of this facility.
• Community Management in Education: Mobilizing the community and use of resource persons from within the community to supervise and monitor the educational activity would greatly enhance the delivery of this service. Contributions by way of space and building would build stakes of the community in the process of creating awareness and demand for this service.
• Education Incentive Scheme: Innovative incentive schemes may be established for those communities that show good performance in improving school attendance particularly in relation to the female child in both the formal and non-formal systems.
• Literacy: A strong emphasis should be placed on developing literacy skills especially for women and children. The ULB should ensure that all slum development schemes are properly integrated into state and national literacy initiatives and campaigns. Community halls and other public spaces may be used for holding literacy classes. NGOs wishing to participate in literacy schemes for slum dwellers should be given access to such halls and other facilities.
• Day Crèche Facilities: ULBs should make provision for establishing day creche facilities in all slums to enable women to participate more fully in the labour market. Community halls may be used for such purposes and parents may be encouraged to contribute to the cost of running and maintaining such facilities.
• The Draft Right to Education Bill, 2005 bestows the local authority the following responsibility subject to the responsibility of the appropriate Government as laid down in Section 10, the Local Authority shall, if empowered by a law enacted in pursuance of Article 243G or Article 243 W of the Constitution, perform the following functions: -

• Maintain the record of all children in its area, who are in the age group of 0-14 years, with special reference to children belonging to 16 each disadvantaged group, and to weaker sections, in such manner as may be prescribe.
• Ensure that every child in the age group of 6-14 years residing within its jurisdiction is enrolled in an elementary school, participates in it, and is enabled to complete elementary education,
• Plan, budget and provide for additional schools, teachers, and other facilities that may be required as a result of the gaps identified through the school mapping exercise for ensuring free and compulsory elementary education,
• Monitor the provisioning of prescribed infrastructure, teachers and supporting facilities for free and compulsory education in all schools in its area imparting elementary education,
• Ensure sustained education of children of migrant families through special steps, including bridge courses, remedial teaching, and such other interventions as may be required.

For moe details please refer to DDP Sub-component 2.4

Primary Education Improvement Plan