Impact of Lifestyle Education in West Bengal

Impact Assessment
Report
on

Implementation of Life Style
Education
in

West Bengal
Prepared by

Page 1

TABLE OF CONTENTS

Page No

Acknowledgements

Preface

Background and rationale of the study

Objective

Methodology

Results

Major findings

Analysis of Data

Tables Used for Tabulating the Data

Report by the surveyors

The needs and gaps as identified by the schools

Conclusion and Recommendations

Appendixes

Page 2

LIST OF CHARTS AND TABLES

Charts:
Page No
1. Chart 1…………………………………………………………
2. Chart 2…………………………………………………………
3. Chart 3…………………………………………………………
4. Chart 4…………………………………………………………
5. Chart 5…………………………………………………………
6. Chart 6…………………………………………………………
7. Chart 7…………………………………………………………
8. Chart 8…………………………………………………………
9. Chart 9…………………………………………………………
10. Chart 10……………………………………………………….

Tables:

1. Table 1…………………………………………………………
2. Table 2…………………………………………………………
3. Table 3…………………………………………………………
4. Table 4…………………………………………………………

Page 3

ACKOWLEDGEMENTS

We sincerely thank the Ministry of School Education Department, West Bengal and
Honorable MIC Sri Partha Dey.

This work could not have been completed without the cooperation of Prof Ujjwal Basu (Ex
President, West Bengal Board of Secondary Education), Smt Mamata Roy (President, West
Bengal Board of Secondary Education), Sri Swapan Sarkar (Secretary, West Bengal Board
of Secondary Education), Sarba Siksha Abhjan (SSA) Cell of West Bengal, and all the
Board Members of West Bengal Board of secondary Education.
A very heartfelt “thank you” is extended to all the school students who responded fully and
cheerfully to the questionnaires and the respective authorities who sincerely participated
and cooperated to organize the study.

Page 4

PREFACE

With the ushering of the nuclear family system, massive explosion in the field
of electronic communication coupled with globalised environment has not
only created opportunities but also developed some flipsides. One of which is
the increasing vulnerability of the adolescence. Changing psychosomatic need,
career pressure flow of the myths and fantasies regarding sex and sexuality
mixed with absence of friendly support system at family is creating havoc in
this age bracket. The result is getting manifested in terms of adolescent
casualty in HIV, Drug abuse and so on. Rescuing and protecting the future
generation is the call of the day, Adolescence Education Programme (AEP)
nationally hence the Life Style Education (LSE) Programme in the state has
been developed as a friend in need to the adolescence. In West Bengal since
last couple of years Government has tried all effort to imbibe the same among
the school students. Resources both financial and Human has been spent.
The process of rolling over, implementation of the same has drawn
acclamation from other states of India. Now the time is to flesh out the
success and failure of the process of implementation.

We are thankful to the School Education Department, Govt. of WB for
allowing us to run the impact assessment survey on Life Style Education
throughout the schools of West Bengal. We are happy to inform that the
work has come to an end and the following pages will take you through the
assessment done.

Bappaditya Mukherjee
Founder and Director, Prantakatha

Page 5

BACKGROUND AND RATIONALE OF THE STUDY

.
West Bengal School Education Department, has started working on Life Style Education
in the state since 2005, thus in 2007 it is completing its three years of the Life Style
Education roll over plan. The main emphasis of the programme remained on empowering
students with a wholistic & out of the book value intensive education programme.
Objective was to equip them in a way that they can face the problem posed by the modern
day society. With nearly withering way of joint family system, emergence of nuclease
families, threats posed by HIV epidemic, drug abuse, educational and careerist rat race the
range of challenges in front of today’s adolescents are enormous. But, as a part of the
responsible welfare state, we cannot sit idle and cannot wait to observe our future being
defeated at the hands of these modern day sicknesses. Thus the need was to impart an
education, which along with the curricular activities will help students like a friend in
need. This worked as the background of the Life style education roll over plan. Though
different states across the country started off with the programme, but due to different
socio-political & cultural reasons failed to keep up the pace, unlike West Bengal where
political will worked hand in hand with the administrative intellect and made an example
in terms of the roll over plan. The main reason for the success of West Bengal lies in
successful structuring of the AEP (Adolescence Education Programme, AEP) in to Life
Style Education under the suggestion of Ranjugopal Mukhopaddhay Committee
recommendation. Which was earlier only a sex education programme, got shaped into a
value based wholistic education full of life skills. Skills important to lead a healthy and
gainful life, skills important to understand vivacity, skills important to built up a better
tomorrow.

Having said this, it is also pertinent to point out that till now, only the success has been
seen in case of the roll over plan of Life Style Education. But whether it has been able to
create any sustained impact in the lives of its target, i.e. among the students, awaits
examination. From that angle, the need of the hour was to conduct a Feedback Study on
the Impact of The Life Style Education on the lives of students throughout the state of
West Bengal. The study needed to be conducted in a way, so that it succeeds to provide
with a representative sample size, giving a proper approximation of the reality, hence help
policy makers understanding the impact in the lives of thousands of students.

Page 6

OBJECTIVE

The objective of the study, as referred in the rationale, is to help in knowing the impact
Life Style Education has been able to make in the lives of the students through West
Bengal. The study hopes to identify the success/failure/pitfalls/ flip sides of the
programme. It needs to be worked out as a close approximation of the reality and needs to
provide with facts and figure, which will help the programme to get sharpened in the days
to come. For that matter, the choice of respondent needed to be made with caution so that
no statistical bias gets the chance to blur the reality. With this mind, we at Kolkata Socio
Cultural Research Institute, proposed to conduct a survey across all the districts of West
Bengal over a period of time having the following demographic & cultural breakups spread
over schools.

Schools

Government Slum Area Minority Area Backward Class Tribal Areas

N.B : Each of these types also includes Boys, Girls and Co-Ed Schools.

Page 7

METHODOLOGY

The methodology of the work has based on the following phases.

1. Project Staff Selection & Recruitment
2. Field testing
3. Staff Training
4. Questioner modification (as suggested by MIC)
5. School Selection
6. Centralized activity roaster development
7. Survey
8. Documentation of survey & training

Phase 1: Project Staff Selection & Recruitment

Segment Overview:

To carry out the project within the given timeframe, organization required a set of serious
and efficient people. We advertised through local networks for selection. Interview has
been organized for 65 numbers of people, who wanted to join the work as project staff.
The number of people the project work required was 26 people. Interview went through
three stages and at the end the final set of people got selected. Names of the selected staff
are as given below

Bappaditya Mukherjee (State Nodal Person)
Satabarta Roy (Accountant)

Shyam Kr Mondol (District Supervisor)
Kartick Chandra Bodhak (District Supervisor)
Koushik Kansa Banik (District Supervisor)
Madhai Basu (District Supervisor)
Moloy Banerjee (District Supervisor)
Uttam Kr Dey (District Supervisor)
Uttam Kr Biswas (District Supervisor)
Sadhan Chandra Dana (District Supervisor)
Ganesh Chandra karmakar (District Supervisor)
Pijush Kanti Dey (District Supervisor)
Dibakar Paul (District Supervisor)
Anjali Kundu (District Supervisor)
Radha Chetri (District Supervisor)

Page 9

Doli Paul (District Supervisor)
Mahadeb Mondol (District Supervisor)
Amalesh Saha (District Supervisor)
Subrata Saha (District Supervisor)
Jayanta Mukherjee (District Supervisor)
Soma Bagchi (District Supervisor)
Anup Saha (District Supervisor)

Subhasree Rana (Analyst and Compilation Officer)
Debduti Basu (Analyst and Compilation Officer)
Sneha Lamba (Analyst and Compilation Officer)
Nandini Mukherjee (Analyst and Compilation Officer)

After this selection process, each staff was assigned their respective work responsibilities. As
the work had different segments like training, survey, documentation, tabulation etc,
depending on the starting times, staffs were assigned time bound work lines.

Phase 2 Field testing

Segment overview:

The objective of the survey, as referred in the rationale, was to determine the impact Life
Style Education has on the lives of the students, all over the West Bengal. The scale of
operation was quite large and the work was quite delicate. Hence before going into the
detail project work, it has been decided to have a field tasting in terms of doing a sample
survey at two schools at two different districts to have a sense of the work and to count on
to the flip sides, if any is present in the way the project execution has been thought of.
After the activity specific suggestions emerged, including that of developing a modified
questioner based on the basic questioner developed.

Phase 3: Staff training:

Segment overview:

We divided the state into 5 zones for methodical intervention. Each zones had 3 or
more districts.

Zone 1 – Kolkata, Howrah, Hoogly, S 24 Pgs, N 24 Pgs, E. Midnapore (training
point Kolkata)
Zone 2 – W. Midnapore, Burdwan, Bankura, Purulia (training point Bankura)

Page
10

Zone 3 – Mursidabad, Nadia, Birbhum (training point Behrampur)
Zone 4 – S. Dinajpur, N. Dinajpur, Malda (training point Buniadpur)
Zone 5 – Jalpaiguri, Coachbehar, Siliguri and Darjeeling Hill Council (training
Siliguri)

The surveyors were also provided with composite training materials for better
understanding of the entire project. Copy of the training materials are given in annexure 1

Phase 4: Questioner modification

Segment overview:

The result of the field testing was quite impressive in the sense that it provided us with new
insights into the entire work including that of the framing of survey questions for the
students. The earlier questionnaire was quite subjective hence creating bit difficulty in
objectifying hence quantifying the results. . Hence, basing on the primary questioner, the
modified version developed and has been approved by Hon’ble MIC & President. The
initial question and the modified question (approved by MIC School Education and Ex
President, Mr Ujjwal Kumar Basu) are given in annexure 2

Phase 5: School Selection

Segment overview:

As per MOU we selected schools across the districts of west Bengal. In selecting the schools
demographic and cultural specifications as provided in MOU has been followed. Also,
with reference to the request by the Secretary, all the elected board members from all the
districts has been contacted and asked for their suggestions regarding the selection of
schools. The following members on behalf of others directly provided us with the
suggestions on the school names. Selected school names are given below:

• Mujibar Rahman High School
• Telinipara Bhadreswar Girls High School
• Krisnabhabani Nari Sikha Mandir
• Saradasadhan Balika Vidyalaya
• Dighara Mallyhati Deshbandhu Vidyapith
• Deshbandhu Memorial Boys High School
• Nayabadh High School
• Mograhat Anglo Oriental High School

Page
11

• Darikanath High school
• Sundarban Adarsha Sikha Niketan
• Baruipur Rashmani Balika Vidyalaya
• Thakurpukur Bratacharini Vidyalaya
• Jaipur Fakirdas Institution
• Tarasundari Balika Vidya Bhawan
• Salkia KBR Girls High School
• Boluhati High School
• Bally Banga Sishu Balika Vidyalaya
• Howrah Zilla School
• Salkia Bikram Vidyalaya School
• Sibpur Bhabani Girls High School
• Bankura Zilla School
• Jhatipahari Pritikalyan Girls High School
• Taldangra Phulmati High School
• Chingani High School
• Khatra Boys High School
• Indus Girls High School
• Krisnanagar Girls High School
• Nandanpur Adarsha Vidyapith
• Karimpur Girls High School
• Palasipara MGS Balika Vidyalaya
• Nagadi High School
• Bangaljhi Swami Vivekananda Vidyapith
• Bhagabangola High School
• Domkal Balika Vidyalaya
• Soluadanga High School
• Sahapur Saintal High School
• Nawabbahadur Institution
• Jemo NN High School
• Rajkumari Santanamoyee Balika Vidyalaya
• Chansarpur Uccha Madhyamik Vidyalaya
• Haldia High School
• Borgodagada Krisna Smriti Vidya Niketan
• Kamarda Bhagabati Balika Vidyalaya
• Babostharhat Adarsa High School
• Naikuri Thakurdas Institution
• Birbhum Zilla School
• Mitrabhum High School
• Gurijori Santal High School
• Bandhgora High School
• Gara Paduma High School
• Jadavpur Bandhab High School

Page
12

• Govt Girls High School
• Pukurgaria Bibhutinath Vidyapith
• Jujur High School
• Raghunathpur Girls High School
• GSD High School
• Belguma G N Vidyapith
• Jenkins’ High School
• Natabari High School
• Suniti Academy
• Mathabhanga High School
• Dinhata Girls high school
• Balurghat Girls High School
• Balupara High school
• Bishrail High School
• Dangarhat High School
• Bangsihari Girls High School
• Kusmandi High School
• Lodhan High School
• Sonapurhat M G High School
• Islampur Girls High School
• Kaliagunge Laxmipur MC High School
• Itahar Girls’High School
• Raigunge Girls High School
• Ratua High School
• Araidanga RNG Girls High School
• Sripur Aanchal High School
• St Thomas Rahutara High School
• Malda Zilla School
• Malda Town School
• Barasat Paricharan Sarkar Uccha Vidyalaya
• Kachrapara RP High School
• Gopalpur Popular Academy
• Kali Krishna girls high school
• Birati Vidyalaya for Girls
• Nahata Sarada Sundari Vidyalaya for Girls
• Rautara Mahendranath Memorial Vidyalaya
• Hindu School
• Belgachia Urdu High School
• Dakhin Kolkata Arya Vidyalaya
• Behala Sarda Vidyalaya
• Sinthi Ramkrishna Sangha Balika Vidyalaya
• Jodhpur Park Boys School
• Jalpaiguri Rastrio Balika Vidyalaya

Page
13

• Rangalibajna MS High School
• Nagrahata Uccha Vidyalaya
• Vatibari High School
• Kadamtala High School
• Jalpaiguri Govt Zilla School
• Narasingha Vidyapith
• Ila Pal Choudhury Memorial Tribal High School
• Dr I.B.Thapa Nepali High School
• Bagdogra Balika Vidyamandir
• Sriguru Vidyamandir
• Torai Tarapada Adarsha School
• Kulut Niharuddin High School
• Burdwan Town School
• Ausgram High School
• Sagarbhanga Govt Spons High School
• Nabagram MPB High School
• Katya Balika Vidyalaya
• Rani Binodmanjari Govt Girls High School
• Manglapota High School
• Khajra SC High School
• Ballygeria HC School
• Moupal Desapran High School
• Atulmani Polytechnic High School
• Silda Saradamoni High School

Phase 6: Centralized activity roaster development

Segment overview:

Managing the activity spread over all the districts in an efficient manner required
centralized scheduling. Supervision of the survey, documentation of the works, all these
called for a well-coordinated approach. Hence the need was to develop one coordinated
activity roaster giving a bird’s eye view of the entire work.

Phase 7: Survey

Segment overview:

Page
14

As mentioned, schools have been selected for the survey, comprising of 6,000 plus
respondents providing 90,000 plus opinion. The complexity of the operation can well be
understood from the volume of work. Given the work volume placed against the time
frame, gave a quite challenging time. At the same time managing permissions from the
schools regarding the survey date was another tough job given the busy academic schedule
the schools have. Yet despite of winter vacation and Madhyamik Exam help from
respective board members along with the support from the board, helped to have the
survey conducted in the required way. As of now, survey has been successfully completed in
schools producing expected 90,000 plus opinion. The completion of this phase is
encouraging given the nature, complexity & the volume of work.

Photocopy of some of the administrative questions filled up by the schools of various
districts are given in annexure 3

Phase 8: Documentation of survey & training:

As previously mentioned in the project, this survey carries huge importance in terms of
uniqueness of the work as well as from the importance of the results achieved by the
School Education Department, West Bengal in comparison to the other state
governments. Hence, proper documentation of the work carried holds utter
importance as “action speaks louder than words”. Hence, from the very beginning, all
the steps were properly documented. Both on camera and paper documentation has
been done.

Page
15

RESULTS
As explained in the “Survey Completion Report”, the survey has been carried out among
different schools across the districts of West Bengal, having specified the demographic
and cultural breakup. A total of 6000 respondents have been interviewed based on the
questionnaire developed, which has 15 questions. Three standards were interviewed,
Standard VIII, IX & X/XII (depending on the academic schedule of the schools). The
selection of schools was mutually decided between Kolkata Socio Cultural Research
Institute and Board of Secondary Education. Active cooperation of elected district
Board Members helped making the inroads to the schools in every case. The selection
of sample space was completely unbiased, not based on parameters, which might
influence the result. Each respondent has given his/her opinion for all the questions
in the questionnaire. Each question had three options, one correct, the second was
partially correct and the third wrong. On the basis of answers given, students are
distributed in five * Slabs/Categories.

Students selecting nearly 80% (11 or more) or more right choices have been classified as
“Good”
“Average”
“Below Average”
“Poor”
Students selecting nearly 30% (less than 4) or less right choices have been classified as
“Bad”

On the basis of the method explained, total 6,000 responses have been divided into the
above mentioned five * slabs. On the basis of the calculation done, the following
number came out

2795 respondents has been classified as “Good” : meaning 47% of the total population
questioned has given nearly 80% or more correct choices in the questionnaire given

2440 respondents has been classified as “Average” : meaning 40.6% of the total population
questioned has given nearly 60% or more correct choices in the questionnaire given

666 respondents has been classified as “Below Average” : meaning 11.1% of the total
population questioned has given nearly 50% or more correct choices in the
questionnaire given

122 has been classified as “Poor” : nearly meaning 2% of the total population questioned
has given 40% or more correct choices in the questionnaire given

Page
16

12 has been classified as “Bad” : meaning nearly 0.2% of the total population questioned
has given 30% or less correct choices in the questionnaire given

Chart 1

Page
17

MAJOR FINDINGS

Issue 1:
Importance of Life style Education in students’ lives:
Nearly 86% of the students know that Lifestyle helps in solving adolescence problem. Yet
quite a large size (14%) still believe Life Style Education helps scoring good marks in exam
(11%) or protects against diseases(3%).

Chart 2

Gaps identified

In Malda
More than 18% of the sample size thinks LSE only helps in keeping them away from
diseases.
Where, more than 14% believes it is only to secure high marks in Examination.

In Burdwan
Nearly 20% of the sample size thinks LSE only helps in keeping them away from diseases.

In Bankura
diseases.

Page
18

In Jalpaiguri
Nearly 17% of the sample size thinks LSE only helps in keeping them away from diseases.
Where, more than 4% believes it is only to secure high marks in Examination.

In North and South Dinajpur
More than 15% and 16% respectively of the sample size thinks LSE only helps in keeping
them away from diseases.
Where, more than 12% and 2% believes respectively of the sample size thinks it is only to
secure high marks in Examination.

In Hoogly
diseases.

Issue 2:
Perception about the physical and mental changes along with growing
up:

Nearly 93% of the students know that the physical and mental changes along with growing
up normal and happening in every bodies life.
Where nearly 7% of the students believes that, it is unnatural and just happening to them
only.

Chart 3

Page
19

Gaps identified

In Burdwan
More than 12% of the entire sample size believes that, it is unnatural and just happening
to them only.

In Bankura
Nearly 12% of the entire sample size believes that, it is unnatural and just happening to
them only.

In North Dinajpur
them only.

In North 24 Pgs
them only.

In South 24 Pgs
them only.

Issue 3:
On relationship with teachers:

Nearly 97% of the students told that their relationship with teachers is friendly and of
philosophical.
Though large number (nearly 3%) of the school students of North Dinajpur, Howrah,
Purulia, Birbhum, Malda think their relationship with teachers of distant and
preaching.

Page
20

Issue 4:
On gender perception:

Nearly 82% of the students think that boys and girls are equally strong in their respective
spheres.
More than 9% of the entire sample size believes that, in all spheres, boys are physically
stronger than girls.
Where nearly 9% of the entire sample size believes that, in intelligence and decision
making girls are superior to boys.

Chart 4

Gaps identified

In Kolkata
Nearly 29% of the entire sample size believes that, in intelligence and decision making girls
are superior to boys.

In Burdwan
18% of the entire sample size believes that, in all spheres, boys are physically stronger than
girls

Page
21


In Howrah
Nearly 16% of the entire sample size believes that, in all spheres, boys are physically
stronger than girls

In East Midnapur
stronger than girls

In North Dinajpur
stronger than girls
In North Pgs
More than 10% of the entire sample size believes that, in all spheres, boys are physically
stronger than girls
More than 12% of the entire sample size believes that, in intelligence and decision making
girls are superior to boys.

Page
22

Issue 5:
Perception on exercise and meditation to get rid of mental pressure
anxiety:

Nearly 50% of the students think that exercise and meditation helps completely to get rid
of pressure and anxiety.
More than 46% of the students think that exercise and meditation helps partly to get rid of
pressure and anxiety.
Where only 4% of the students think that, exercise and meditation did not help at all to
get rid of pressure and anxiety.

Chart 5

Page
23

Issue 6:
Prime influencer in choice of carrier:

Nearly 54% of the students think that, the decision of their parents and elder once is most
important for selecting careers.
More than 39% of the students think that, their own decision is most important for
selecting careers.
Where only 7% of the students think that, the surrounding pressures are most important
for selecting careers.

Chart 6

Gaps identified

In Bankura

In Mursidabad

Page
24

More than 64% of the students think that, the decision of their parents and elder once is
most important for selecting careers.

In North Dinajpur

In Siliguri

In Burdwan

In East Midnapur

Issue 7:
‘Throwing ball’ activity in Lifestyle Education helps in:

Nearly 55% of the students think, it helps in understanding the physical, mental and socio
– emotional changes of adolescence.
Nearly 45% of the students think, it helps increasing the efficiency of catching the ball and
manifestation of self respect.

Chart 7

Page
25

Gaps identified

In Howrah

In Mursidabad

In North 24 Pgs

In Purulia

In Burdwan

Issue 8:
‘Whispering game’ activity in Lifestyle Education helps in:

Page
26

Nearly 35% of the students think that, it is to remove all false beliefs about sex and sexual
consciousness
Nearly 65% of the students think that, it helps in collective decision making and for
building friendships.
Chart 8

Gaps Identified

In North 24 Pgs

In East Midnapur

In West Midnapur

In Purulia

In Burdwan

In Coachbehar

Page
27


Issue 9:
Perception regarding attraction between boys and girls in adolescence:

Nearly 70% of the students think that, attraction between boys and girls in adolescence is
natural and can be controlled.
Where nearly 23% of the students think that, attraction between boys and girls in
adolescence is natural but risky.
And nearly 7% of the students think that, attraction between boys and girls in adolescence
is unnatural and risky.

Chart 9

Gaps identified

In Mursidabad
natural but risky.

Page
28

And nearly 12% of the students think that, attraction between boys and girls in
adolescence is unnatural and risky.

In Purulia
natural but risky.

In North Dinajpur
natural but risky.

In Malda
natural but risky.
And nearly 7% of the students think that, attraction between boys and girls in adolescence
is unnatural and risky.

In Jalpaiguri
natural but risky.
And nearly17% of the students thinks that, attraction between boys and girls in

In Burdwan
natural but risky.

Issue 10:
On basic knowledge of HIV:

Nearly 89% of the students know what HIV means.
Where nearly 11% of the students do not know the meaning of HIV.

Chart 10

Page
29

Gaps identified

In North 24 Pgs
Nearly 31% of the students do not know the meaning of HIV.

In Burdwan

In Siliguri

In North Dinajpur

In Bankura

In South 24 Pgs

Page
30

TABLES USED FOR TABULATING THE DATAS

Table 1

District Schools No of No of No of No of No of No of Bad
Students
Good Avg Below Poor
Avg
No. SW No. SW No. S W No. S W No. SW
% % % % %
Hoogly

Total
%
S 24 Pgs

Page
31

Total
%
…

Total
%
…

Total
%

SW% - School wise %

Table 2

District Schools No VIII & VIII & VIII & VIII & VIII & VIII & VIII &
of
Stu IX IX IX IX IX IX IX
den Qus-1A Qus-1B Qus-1C Qus-2B Qus-5A Qus-9A Qus-9B
ts No S W No S W No S W No S W No S W No S No S
. % . % . % . % . % . W . W
% %
Hoogly

Page
32

Tot
al
%

S 24 Pgs

Tot
al
%

SW% - School wise %

Table 3

District Schools No VIII & VIII & VIII & VIII &
VIII & VIII & VIII &
of
Stu IX IX IX IX IX IX IX
den Qus-10B Qus-11A Qus-11C Qus-12C
Qus- Qus-13A Qus-14C
ts 14A
No S W No S W No S W No S W No S W No S No S
. % . % . % . % . % . W . W
% %
Hoogly

Page
33

Tot
al
%

S 24 Pgs

Tot
al
%

SW% - School wise %

Table 4

District Schools No X & XI X & XI
of
Stu Qus-4A Qus-4A
den No S W No S W
ts . % . %
Hoogly

Page
34

Tot
al
%

S 24 Pgs

Tot
al
%

SW% - School wise %

ANALYSIS OF DATA

Page
35

REPORT BY THE SURVEYORS
More the sample space, more valid the results are. This is the simple law in statistics. The
bottom line remains, getting the true picture of the Life Style Education implementation
resulting into bringing positive changes in the lives of the students. From the field tasting,
it also came out that the attitudes of the schools towards the issue is as important as the
teaching itself. More positive & informed is the attitude towards Life Style Education;
more is the impact of the same on the lives of the students of that school. Understanding
this, we asked surveyors, to prepare a report based on their experiences at the schools they
visited and surveyed. The idea is, this will provide with a better understanding of the
positive sides/pit falls of the implementing pipeline, i.e. of the educational institutes.
These reports are provided here with in annexure 4.

Page
36

THE NEEDS AND GAPS
AS
IDENTIFIED BY THE SCHOOLS

Page
37

CONCLUSION AND RECOMENDATIONS

Page
38

Impact of Lifestyle Education in West Bengal

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (19)

Similar a Impact of Lifestyle Education in West Bengal

Similar a Impact of Lifestyle Education in West Bengal (20)

Más de Prantakatha

Más de Prantakatha (6)

Último

Último (20)

Impact of Lifestyle Education in West Bengal