SARVA SIKSHA ABHIYAN Sibsagar District

SARVA SIKSHA ABHIYAN

Sibsagar District

DISTRICT ELEMENTARY EDUCATION PLAN (DPEP) (2002-2003 to 2009-2010)

AXOM SARBA SIKSHA ABHIJAN MISSION GOVERNMENT OF ASSAM

- 1 - MAP OF SIBSAGAR DISTRICT

2 FOREWARD PREFACE CONTENTS

MAP OF SIBSAGAR DISTRICT...... 2 FOREWARD...... 3 PREFACE...... 4 CH APTER -I DISTRICT PROFILE...... 8 Location...... 8 Boundaries...... 8 History...... 8 Demography...... 10 Administrative divisions...... 10 T o p o g ra p h y...... 11 Natural Drainage (Rivers & Tributaries)...... 11 Economic Conditions Of People And Occupation Pattern...... 11 Population ...... 13 Table 1.3 Number Of Blocks , Villages , GP, Town And Density...... 13 Table 1.4 Distribution Of Population...... 13 Table 1.5 Population Of SC And ST & Their Percentage To Total Population...... 13 Literacy...... 13 Table 1.6 Literates & Literacy Rates...... 14 Table 1.7 Literacy Rates By Caste ...... 14 CHAPTER - II EDUCATIONAL PROFILE OF THE DISTRICT...... 15 Access ;...... 15 Table 2.1 Distance Mapping Of Schools...... 15 Table 2.2 No. Of Primary & Upper Primary. School (Management Wise)...... 15 Table . 2.3 ; - No. Of Primary & Upper Primary. Schools...... 16 Enrollment And Drop O ut...... 16 Table 2.4: 5-13 Age Group Child population, School Going & Not Going Children.....18 Table 2.5; 5-13 Age Group School Going & Not Going Children (In %)...... 18 Table 2.6: 5-8 Age Group Child population, School Going & Not Going Children...... 19 Table 2.7: 5-8 Age Group School Going & Not Going Children (In %)...... 19 Table 2.8: 9-11 Age Group Child population, School Going & Not Going Children...... 20 Table 2.9: 9-11 Age Group School Going & Not Going Children (In %)...... 20 Table 2.10: 12-13 Age Group Child population, School Going & Not Going Children...21 Table 2.11: 12-13 Age Group School Going & Not Going Children (In %)...... 21 Table 2.12: 5-13 Age Group Population, Child Labour & Disabled Children...... 22 Table 2.13: 5-13 Age Group Population, Child Labour & Disabled Children (In %)...... 22 Table 2.14: 5-8 Age Group Population, Child Labour & Disabled Children...... 23 Table 2.15: 5-8 Age Group Population, Child Labour & Disabled Children (In %)...... 23 Table 2.16: 9-11 Age Group Population, Child Labour & Disabled Children...... 24 Table 2.17: 9-11 Age Group Population, Child Labour & Disabled Children (In %)...... 24 Table 2.18: 12-13 Age Group Population, Child Labour & Disabled Children...... 25 Table 2.19: 12-13 Age Group Population, Child Labour & Disabled Children (In %)....25 Table 2.20: Gender Gap In Enrolment Age Group W ise...... 26 Table 2.21: Class wise Enrolment in Govt./Provincialised Schools...... 27 Table 2.22: Class & Caste, Community Wise Enrollment in Govt. / Provincialised Schools...... 28 Table 2.23: Class & Caste, Community Wise Enrollment in Govt. / Provincialised Schools in % age...... 29 Table 2.24: Block Wise Enrollment in Govt. / Provincialised Schools By Caste & Community...... 30 Table 2.25: Block Wise Enrollment in Govt. / Provincialised Schools By Caste & Community In %...... 31 Table 2.26; Block Wise & Class Wise Enrollment in Govt. /Provincialised Schools By Caste & Community In Number & % ...... 32 Table 2.27; Comparative Share of Caste, Community Wise Class I & Class VII Children (Children of Class VI1 / Class 1)...... 54 Table 2.28 ; Teachers Positions In Govt. / Provincialised Primary Schools...... 55 Table 2.29; Teachers Positions In Govt. / Provincialised Upper Primary Schools...... 55 Table 2.30 The position of PTR...... 55 Chapter-111; PLANNING PROCESS...... 56 A. Key Resource Persons Training at State Level;...... 56 B. District Resource Persons Training at Zonal Level;...... 56 C. District Resource Persons Planning Meeting at District Level;...... 57 D. Block Resource Persons Training at Block Level; ...... 58 E. Block Resource Persons Planning Meeting at Block Level; ...... 59 F. Meeting of Gaon Panchayat Functionaries at GP Level;...... 60 G. Gaon Sabha Meeting;...... 61 H. Training of Village Volunteers at GP level...... 62 I. Micro Planning, School Mapping and Other Village Level activities;...... 62 J. Village Mapping And Listing Of Resources;...... 62 K. House To House Survey...... 63 L. Collection Of Information On Religious Madrassa/Tols/Moths...... 63 M. Collection of Information On Venture, Private Schools...... 63 N. Compilation of House-to-House Survey Results...... 63 O. Group Discussion;...... 64 P. Holding of Interview of teachers;...... 65 Q. Constitution of VEC and Survey Sharing Meeting...... 66 R. Constitution of GPEC and survey sharing meeting...... 66 S. First Meeting of Village Education Committee;...... 67 T. Constitution of SMCs;...... 67 U. Constitution of District Planning Team (DPT);...... 67 V. Constitution and Training of District Core Team (DCT);...... 67 CHAPTER IV OTHER EXISTING INTERVENTIONS OF ELEMENTARY EDUCATION ...69 CHAPTER V ; SPECIAL FOCUS GROUP AND AREAS...... 71 CHAPTER VI; FUNCTIONAL AREA WISE STRATEGIES AND INTERVENTIONS...... 73 6.1 Intervention for Out of School Children in unserved Areas;...... 73 Table ; 6.1 .lUn-served Habitation wise Child Population...... 73 6.2. Coverage of Out of School children of Served areas...... 82 Table; 6.2.1 Block wise out of school children and coverage under EGS...... 82 Table; 6.2.2 Distribution of Remaining out of school children Age wise...... 82 Table;6.2.3 Projection of BC centres for 7-8 years...... 83 Table; 6.2.4 Projection of BC centres for 9-13 years...... 83 Table; 6.2.5 Projection of Over all BC centres...... 83 Bridge course for urban area...... 87 Table ; 6.2.6 Projection Of BC For Urban Areas...... 87 6.3 Community Mobilization...... 88 6.4 Quality;...... 92 Table ; 6.4.2 Teachers by Training Status at Primary Level...... 93 Table ; 6.4.3 The position of U.P. School teacher in the district;...... 93 Table ; 6.4.4 Teachers by Training Status at Upper Primary Level...... 93 6.5 Research, Evaluation & Monitoring...... 103 6.6 Management Information System...... 105 6.7 Education Of Children With Special Educational Needs...... 111 Table 6.7.1 District/Block Wise Age Wise Number Of Disabled Children...... 111 Table 6.7.2 Resource; District Special...... 112 6.8 Early Childhood Care & Education ( ECCE)...... 117 6 .9 Media...... 121 6.10 School Infrastructure (Civil Works)...... 124 6.11 Project Management;...... 128 Table No. ; 6.11.1 Proposed Additional Staff...... 129 Annexure-I ; List of Officials and Resource Persons Participated in the Pre-project Activities and Preparation of Perspective Plan...... 130 Table 1.1 ; Officials attended the State Level KRP’s Training...... 130 Table 1.11 ; List of Persons attended the DRP’s Training...... 130 Table 1.111 : List of the members of District Planning Team...... 131 Table I.IV: List of the members of District Core Team...... 132 CHAPTER - \ DISTRICT PROFILE

GENERAL & PHYSICAL FEATURES :

Location

Situated in South bank of the river Brahmaputra of the Eastern Assam of the North East India. Its distance from the state capital, Dispur is 363 Kms and covers an area of 2,668 Sq Kms.

Boundaries

The district is bounded by Dibrugarh District in the North; Nagaland in the South; Tirap District of Arunachal in the East and Jorhat District in the West.

H istory

The Sibsagar district was the seat of power and primary center of administration of Ahom Sargadeos (kings) during Six hundred years of Ahom reign of Assam from 1228 to 1826.The palace Karengghar at Gargaon, Rongghar and Talatalghar at Sibsagar; the tank and temples at Sibsagar, Gaurisagar, Rudrasagar, Joysagar and other places, Moidams at Charaideo; the roads - Dhodar Ali, Dhai All, Bor Ali, Naga Ali etc. across the length the breadth of the Ahom kingdom still bear witness of their glorious p a st. Before the advent of the Ahoms in 1285 the indigenous Community living here were Chutias, Moran, Mishing and Mech .

The Union Jack was first unfurled in Feb 25,1825 atop Karengghar after the East India Company took over the reigns of power defeating Mans; an inhabitant of present day Myanmar (Burma). The East India Company divided the Upper Assam into three administrative Districts - Sivapur , Lakhimpur and Sadia . The original name of Sibsagar district was Sivapur, with Sibsagar as the H.Q . In 1912-13 the Sadar H.Q of Sibsagar was shifted to Jorhat.

Sibsagar district has been also the center of education , culture , language and literature from the Ahoms and the British days. The advent of missionaries and teachers began in 1836 , led by the American Baptists namely Nathan Brown and Oliver T.Cutter , Miles Bronson . The Orunodoi a monthly paper devoted to religion, science and general intelligence was published at Sibsagar in 1846 .

During the rule of the Ahom Kings, Queen Phuleswari and Queen Sarbeswari started the system of education within the palace for girls only. The education of male persons continued at Satras and under Gujah ( learned people ) and different Kakoties specially in admistration. During the reign of King Rajeswar Singha the number of such education systems increased. During the fag end of the Ahom days King Puranananda Singha proposed to start one such School on population basis of one thousand.

During the Company’s rule in Assam, under the advice of Bengali officers, the Assamese education faced a great set - back. In place of Assamese , Bengali language was started from 1836 to 1872 in schools and courts etc.

It was the American Christian Missionaries who strongly opposed the introduction of Bengali in place of Assamese with the help of Ananda Ram Dhekial Phukon and others. Subsequently J. P. Mill supported the idea of re- introduction of Assamese in place of Bengali language.

The Christian Missionary started 14 L.P. standard schools in Sibsagar. The Missionary ladies started to impart education of the common ladies in their own houses.

In 1882, No.1 L.P. School, well-known as Dukhia School was started and 1840 the first M.V. School was started at Sibsagar. Now the following L.P.schools have crossed more than one hundred years : - Sibsagar No.1 L.P. school. Neog Gohain Pukhuri L.P.School, Charing Amguri Gaon L.P.School.

Position Of Literacy As Per Census 1909

Male - 6.7%, Female - 0.4% Christian - 217, Hindu - 4 , Muslim - 2 and others - 1 .

In 1841, Sibsagar High School was started . Sibsagar M.V. School in 1839, Phuleswari Girls’ High School (in the name of Queen Phuleswari Konwari) in 1915, Bezbaruah High School in 1915, Assam Polytechnic Institute,Sibsagar in 1918 late B.C.Gogol. ln1941,Town High School was started by late Thanuram Gogol.

Education For Muslim Students

In 1903 one Muktab school and in 1925 one Junior Madrassa school started at Sibsagar.

Colleges ;- Sibsagar College , Joysagar co-education in 1947,Gargaon College Gargaon) Co-education :- 1959.

Female Education

Phuleswari Girls’ School started in 1915, Kamalalaya girls’ High School in 1961, Kamaleswari girls’ High School in 1967, Dhai Ali ME School in 1983 and Sibsagar Girls’ College in 1964. Similarly No.1 Girls’ L.P. School in 1910, No.2 Town Primary School ( Ganak Patty) in 1922, Nikunjalata Chaliha Anganwadi training center in 1983 and increased its Educational Institutions upto the present status .

The district is inhabitated by tribal people namely Mishings in the riverine areas of the district namely Dishang-Mukh.DihingMukh and DikhowMukh and widely scattered in places like Nemuguri, Santak, Safrai are the Rabha, Deuri, Sonowal, Mech and the tea garden workers who were brought to Assam by the British to work in their tea gardens .They are with their own cultural identity . There are Hindus of different cult and creed i.e. Ahom, Chutia, Brahmins, Kayaystha and Scheduled Cast people, Muslims in almost all parts of the district.

Date Of Establishment

Sibsagar was declared a district in 1913 with Jorhat and Golaghat As its subdivisions . The present day Sibsagar district has three Subdivisions - Sibsagar , Nazira and Charideo. Jorhat & Golaghat became separate districts in 1983.

AREA 2668 Sq.Kms. Demography

Sibsagar district inhabitated by Ahom , Chutia ,Mlshing , Rabha , Kachari , Mech , Muslimi and tea garden labourers shows a distinct demographic pattern. The riverine areas off Dikhowmukh, Dishangmukh and Dihingmukh is inhabitated by mainly Mishing people,, Rabha, Kachari, Mech are scattered in those reverine areas and in places likeSuffrai,, Nemuguri. The most of the tea garden working people live in the tea gardens areas off Charideo Subdivision and in Amguri , Nazira ,Thowra , Demow , and Rajmai. The Ahom andi Chutias are in Demow , Sonari , Amguri , Khelua, Nemuguri , Sibsagar and border areas olf the district . Besides there is a sizable Muslim population living in the urban centers andi areas adjacent to them. Brahmin and kayasthas are mostly in both urban and rural areas.

Population Pattern

As per 1991 census Total population 9,07,983 SC population 32,303 ST population 34,496 Rural population 8,42,294 Urban population 65,689

Age group of 0 - 6 male - 72,363 Age group of 0-6 female - 69,890 Total - 1,42,253 Total literate population — 6,85,949 Literacy rate------75.33 % Major language spoken — Assamese

Other language spoken — (a) Tea garden’s own Language (b) Missing (c ) Hindi Density Population density in Urban areas - 2,179 per Sq. km. As a whole average - 340 per Sq km

Adnninistrative divisions Head quarter Sibsagar To wn Number of sub divisions 3 Number of Circles 6 Names of circles 1) Amguri, 2) Sibsagar, 3) Nazira, 4) Mahmora, 5) Demow/ ,6) Sonari. Name of C.D. blocks (1) Amguri , (2 ) Gourisagar ( 3) Demow (4) Sibsagar (5) Sapekhati (6) Sonari (7) Pachim Abhoypur (8) Lakwa (9) Nazira . Numbers of police 16 Nos. station Number of Anchalik 9 Nos. Panchayat Number of G.P 118 Nos. Number of villages 718 Nos. Number of tea garden 143 Nos. divisions Number of towns 5 Nos. Name of the towns Sibsagar, Nazira , Sonari, Moranhat and Amguri

10 Topography

Most of the areas of the areas of the district are plain areas . The earth of the district is slightly high in the southern part of the district in Assam - Nagaland Border area, as the state of Nagaland is prominently hilly areas .

Natural Drainage (Rivers & Tributaries)

SI. No. River______Tributaries______1. DORIKA 1. Dezoikhana 2. Namsai 2. DIKHOW 3. Dorika 4. Namdang 5. Mitong 3.______DISANG 6. Suffry. Towkak Tiok ^ ______JHANJI RIVER 7. Timon.______

Economic Conditions Of People And Occupation Pattern

Major industnes being oil, tea and forest resource, a sizable portion of the people of the district are employed in these industries and has contributed directly or indirectly to the overall economic development of the district . Major beneficiaries of this lop sided development are educated, privileged, urban people. Ninety two percent of the people still living in the rural areas are yet to receive the share of economic prosperity of the district.

A good number of people are still below . the poverty line . The major occupation of these rural people is mainly agriculture. The other means of liveUhood are pisciculture, poultry , horticulture , sericulture ,rearing of sheep , goats and cattle and Cottage industries like cane- wood and bamboo products . The major crop is the winter paddy. The productions of summer paddy and rabi crops are gradually taking up in certain areas. The tribal people mainly, Mishing , Deori , Rabhas, Kachari and Meach are living in the riverine and flood affected areas of Dihingmukh , Dishangmukh and Dishangmukh They are mostly economically backward and below the poverty line . The depend on pisciculture , pig , goat , sheep & cattle rearing and sericulture for their livelihood .There are 110 nos. of large tea gardens and several thousand people living and working in these tea gardens and bordering forest area have their own distinct cultural identity are mostly poor and deprived of the educational and economic benefits of the state . About thirty two thousand people belong to the scheduled caste community and they are poor ,poverty stricken and are yet to get the benefits of the economic progress.

11 MAJOR ECONOMIC SECTOR Crude oil & Natural Gas , Tea and Paddy Crops.______Crude oil Production 19444MMT Natural Gas 305.8 MMM^ Nos of Tea gardens 110 (large size) and a number of small tea gardens Area under Tea Plantation 40951.45 Hectres Total Tea Production 49813 MT Total cultivated areas 142798 Hectres Total Paddy Crops Production 187322 M.T. Other cultivated Crops Rep and Mustard and Potatoe______

Live Stock And Poultry Product

a) Cattle 394291 nos. (b) buffalo 31437 nos. (c) Goats & Sheep 123268 nos. (d) Fowls & Ducks 1140140 nos. Total fish production Area 919.15 hectors Villages under Sericulture Production 471 nos. Nos. of Sericulture families 25023 nos. Major Fruit Products Citrus group of products. Major Forest Industries Bamboo, Cane, Agar tree and Medicinal Plants.

Industries > ONGCL, Tea ,Coal and small Industries of different kind.

Total electricity consumption - 37779804 KWH Village Electrified - 811 out of total 886 Total Road Length in District -1947 KMS National Highway - 68 KMS Number of Colleges -22 NOS. Number of H.S. Schools -4 0 NOS. Number of High Schools -180 NOS. Number of Middle and Basic Schools -339 NOS. Number of Primary & Lower Basic Schools -1718 NOS. Number of State dispensaries -01 Number Of Govt. Hospitals -01 Number of PHC -08 Number of Mini PHE -19 Number of Sub Divisional Health Centre 05 Number of Sub Centre -207

Number Of Bank Branches

Bank Total Rural Urban Commercial 37 23 14 Regional 21 18 03 Co-operative 05 01 04 jyiajqr Railway Stations Sapekhati ,Bhojo,Lakua, Simluguri , Namti, Amguri. Nearest Airport Roraya (Jorhat) 70 Kms Mohanbari, (Dibrugarh) 110 Kms.

12 P opulation

Table 1.3 Number Of Blocks . Villages, GP. Town And Density.

Sub-Division No. No. Of Inhabitated No. No. Of Density Of Villages Of Town Sq.km Cd GP Rural Urban

Sibsagar 4 380 54 2 545 3260 Charieo 4 338 38 2 359 1707 Nazira 1 155 26 1 158 1049

Year CD Block Educational Villages G.P. Town Block 1991 9 6 718 118 5 2001 9 6 718 118 5

Table 1.4 Distribution Of Population

YEAR All Rural____ Urban _ Sex Grow Male Female Total Tota Mai Fema Total Ratio th Rate 0 I e le _gj CD CD £ < D U_ 1991 476009 431972 907983 N.A N. 842 NA NA 65689 NA NA A. 294

2001 546565 506237 1052802 NA NA 100/ 15.95 926

Table 1.5 Population Of SC And ST & Their Percentage To Total Population

Year Population % of Population Male Female Total Male Female Total 1991 SC 16781 15522 32303 1.8 1.7 3.5 ST 17606 16890 34496 1.9 1.8 3.7

Literacy

Out of the total 907983 population in 1991 census 486547are literate. The overall literacy rates of the district is 53.5 %.

13 Table 1.6 Literates & Literacy Rates

Year Population Literate Literacy Rate Male Femal Total Male Female Total Male Female Total e 1991 476009 431974 907983 286532 200015 486547 71.91 56.14 64.46 2001 546565 506237 1052802 389242 296707 685949 82.02 68.00 75.33

Table 1.7 Literacy Rates By Caste

Year SC St All Male Female Total Male Female Total Male Female Total 1991 61.79 % 34.76 % 48.27% 55.47% 42.45% 48.96% 58.63% 38.60% 48.61'%

14 CHAPTER - II EDUCATIONAL PROFILE OF THE DISTRICT

A cce ss ;

Out of total 4331 habitations of Sibsagar district , 2516 habitation 66.77% are having a primary school within a walkable distance of 1 K.M. . While 1834 habitations 17.93 % are having an upper primary school within distance of 3 K.M.

Table 2.1 Distance Mappina Of Schools.

SI. Name Of NO. Of No. Of Habitations Havng School With Nc). Of N Block Habitat L.P. Stage Habitations O ion Schools5 With Up. SIage Less Between 1.5 More Within More Than 1-1.4 KM Than 3-5 Than 1 Km Km. 1.5 Km Km 5 Km 01 Khelua 615 468 01 25 28 21 04 02 Demow 835 574 01 17 25 45 02 03 Sonari 735 501 04 34 45 55 14 04 Sapekhati 659 424 02 39 47 42 02 05 Nazira 861 601 04 31 33 38 10 06 Amguri 620 365 04 13 32 12 02 District 4331 2933 16 159 210 213 34 Total

Table 2 .2 No. Of Primary & Upper Primary. School (Management Wise)

SI. No. Type Of Primary Middle High / Higher Secondary Management School School School Having Pry / Middle Sections 01. Central Govt. NIL. NIL 3 02. State Govt. 1719 338 136 03. Local Bodies NIL NIL NIL (Municipality etc.) 04. Venture 192 59 41 05. Private 29 5 4

06. Others 19 10 -

15 Table . 2.3 No. Of Primary & Upper Primary. Schools

SI. No. Name Of Primary Middle High / Higher Secondarry Block School School School Having Pry / Middle Sections 01. Nazira 358 56 - 02. Demow 316 67 30 03. Amguri 246 75 28 04. Sonari 271 53 22 05. Sapekhati 250 32 11 06. Khelua 278 55 25 1719 338 116

Enrollment And Drop O ut.

Total No. of School aged children between 6-14 years is 199835 as per the house tto HOUSE SERVEY collected in April 2002 . Among them 160679 are enrolled in schoohs. 7796 have dropped out from the school and 26618 are found to be never enrolled children .

Out of 3.9 % dropped children in the district of 1.9 % are girls drop out.

The highest percentage of drop out 30.4% are in Sonari block followed by 24.6 % in Nazirra block 17.5 in Sapekhati, 15.5 % in Demow, 8.2% in Khelua.

The lowest drop out children is 3.8 % in Amguri block . The Sonari block having highesst dropout of children is predominantly inhabitated by tea garden labourers and Ex. Tea garden labourers .

Following reasons were found for non enrollment during visioning workshops amd meetings at village level.

• One of the reasons for the withdrawal of children from school at any stage before the completion of primary education is the poverty of the people . Children are of help tto their parents in productive occupation , thereby increasing the income of the family . So to meet the family expenses , children are withdrawn as soon as they become big enough to help their parents . » There are some among SC and Tribal People living in riverine and • Tea garden and border areas of the district are not interested in continuing the education of their children because of the social setup . • Most of the parents are illiterate. They don’t understand the importance of educatiom. Therefore, they withdraw the child from school at an early age • They do not look upon the education of their girl children either as desirable or necessary . People are orthodox and prejudiced about the education of the giirl children. Girls help their mothers at home . In order to assist in domestic work , they are prematurely with drawn from school . Moreover, the girls married early. Therefore, they are withdrawn from school. • There are also other educational causes. One of them is that the school curricula is isolated from the real life of the children . It is boring for the children . • The teacher adopt dull and boring method of teaching. • The teachers do not take pain in the work . They are not familiar with the modern method of teaching .They do not attend to their duties punctually . In many school there are lack of adequate teachers whereas the others have plenty needing immediate Rationalization.

16 The individual attention is not paid to the children , whereas , the success lies in the adoption of child - centred education . There is always a great fear of examination in the mind of the children . The adoption of ungraded system from class I to IV and as one teaching unit can help in the universalisation of education restricting much drop out at primary level Children fear the punishment of teachers who have only a rudimentary knowledge of teaching. Our school do not provide part time courses for the drop o u t, never enrolled , child labourers and migratory children . There is a heterogeneous group of students in a class. The students of higher age group is not adjusted in such a group . The Bridge courses can be of help The adoption of play way method and techniques can help to check the drop out at primary level .There is lack of educational equipment and audio-visual material in school. Parents feel that the education of the children cannot give them opportunities for employment and better life because of the prevalence of large scale unemployment before their very eyes . Lack of parent- teacher contact is another cause of drop-out. Over-crowded classroom , lack of educational equipment , unsuitable curricula , inability of the teachers to use play way techniques , poor teaching in the beginning of the enrollment , inadequately prepared teachers , wrong way of examination are the other causes of drop-out of the district. 26.68 % children have shown non availability of schools as the reason for non enrollment

The other reasons of NON- ENROLLMENT are

Poverty is one the major reasons of non-enrollment. Strained by financial difficulties the parents are compelled not to send their children to school . They are much more interested in putting their children at a work place so that they can earn a little more money . In tea garden areas where non-enrollment rate is high , the children earn rupees 8 - 10 a day in peak season . The girl children are engaged in sibling care & household works . The ignorance of the parents is the other reason defeats the every purpose of universalisation of enrollment. The parents are uneducated and not aware of the importance of education . Isolation between school & the local community is the another main reason of non enrollment . The community do not have much confidence in school and this lack of confidence results in the non-cooperation of parents for the universalisation of enrollment.

There are 1391 disabled children in the district.

As per house to house Survey 3351 children are reported as child labour of which 51.9% are girls.

17 Table 2.4: 5-13 Age Group Child population. School Going & Not Going Children

Total Child Population School Going Never Enrolled Dropout Total ouut of school Name of children i Block Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys GBirlis Total Nazira 19005 17540 36545 15610 13642 29252 2360 2899 5259 1035 999 2034 3395 38898 7293 Sonari 20725 19242 39967 16108 13606 29714 3464 4525 7989 1153 1111 2264 4617 56636 10253 Amguri 12733 11797 24530 12141 11151 23292 361 462 823 231 184 415 592 644S 1238 Demow 16346 15039 31385 14385 12761 27146 1401 1679 3080 560 599 1159 1961 22278 4239 Khelowa 13773 13018 26791 12285 11286 23571 1119 1428 2547 369 304 673 1488 117352 3220 Sapekhati 17800 15778 33578 14132 11553 25685 2988 3480 6468 680 745 1425 3668 43225 7893 Total 100382 92414 192796 84661 73999 158660 11693 14473 26166 4028 3942 7970 15721 1J8415 34136

Table 2.5: 5-13 Age Group School Going & Not Going Children (In %)

School Going Never Enrolled Dropout Total out of school Name of children Block Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Nazira 82.14% 77.78% 80.04% 12.42% 16.53% 14.39% 5.45% 5.70% 5.57% 17.86% 22.22% 19.96% Sonari 77.72% 70.71% 74.35% 16.71% 23.52% 19.99% 5.56% 5.77% 5.66% 22.28% 29.29% ; 25.65% Amquri 95.35% 94.52% 94.95% 2.84% 3.92% 3.36% 1.81% 1.56% 1.69% 4.65% 5.48% 15.105% Demow 88.00% 84.85% 86.49% 8.57% 11.16% 9.81% 3.43% 3.98% 3.69% 12.00% 15.15% 13.51% Khelowa 89.20% 86.70% 87.98% 8.12% 10.97% 9.51% 2.68% 2.34% 2.51% 10.80% 13.30% 12.02% Sapekhati 79.39% 73.22% 76.49% 16.79% 22.06% 19.26% 3.82% 4.72% 4.24% 20.61% 26.78%; 23.51% Total 84.34% 80.07% 82.29% 11.65% 15.66% 13.57% 4.01% 4.27% 4.13% 15.66% 19.93% 17.71%

18 Table 2.6: 5-8 Age Group Child population. School Going & Not Going Children

Total Child School Going Never Enrolled Dropout Total out of Nane of Population school children Block Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Nczira 9467 8830 18297 7725 6871 14596 1586 1790 3376 156 169 325 1742 1959 3701 Scnari 10768 10247 21015 8313 7291 15604 2282 2728 5010 173 228 401 2455 2956 5411 Anguri 5710 5407 11117 5467 5128 10595 213 259 472 30 20 50 243 279 522 Denow 8023 7411 15434 7098 6400 13498 833 895 1728 92 116 208 925 1011 1936 Khelowa 6521 6361 12882 5810 5454 11264 669 856 1525 42 51 93 711 907 1618 SaDekhati 9203 8252 17455 7237 6085 13322 1884 2056 3940 82 111 193 1966 2167 4133 Toal 49692 46508 96200 41650 37229 78879 7467 8584 16051 575 695 1270 8042 9279 17321

Table 2.7: 5-8 Age Group School Going & Not Going Children (In %)

School Going Never Enrolled Dropout Total out of school Name of children Bock Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Nazira 81.60% 77.81% 79.77% 16.75% 20.27% 18.45% 1.65% 1.91% 1.78% 18.40% 22.19% 20.23% S)nari 77.20% 71.15% 74.25% 21.19% 26.62% 23.84% 1.61% 2.23% 1.91% 22.80% 28.85% 25.75% Anguri 95.74% 94.84% 95.30% 3.73% 4.79% 4.25% 0.53% 0.37% 0.45% 4.26% 5.16% 4.70% D^mow 88.47% 86.36% 87.46% 10.38% 12.08% 11.20% 1.15% 1.57% 1.35% 11.53% 13.64% 12.54% Kselua 89.10% 85.74% 87.44% 10.26% 13.46% 11.84% 0.64% 0.80% 0.72% 10.90% 14.26% 12.56% Sjpekhati 78.64% 73.74% 76.32% 20.47% 24.92% 22.57% 0.89% 1.35% 1.11% 21.36% 26.26% 23.68% Total ,83.82% ,80.05% 81.99% 15.03% 18.46% 16.697o 1.16% 1.49% 1.32% 16.18% 19.95% 18.01%

19 Table 2.8: 9-11 Age Group Child population. School Going & Not Going Children

Total Child School Going Never Enrolled Dropout Total

Table 2.9: 9-11 Age Group School Going & Not Going Children (In %)

School Going Never Enrolled Dropout Total out of school Name of children Block Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls T(Otal Nazira 86.95% 80.24% 83.70% 7.35% 13.22% 10.19% 5.70% 6.54% 6.11% 13.05% 19.76%) 16.30% Sonari 81.31% 73.08% 77.36% 11.68% 19.78% 15.57% 7.01% 7.15% 7.07% 18.69% 26.92%) 22.64% Amguri 96.55% 95.54% 96.07% 1.91% 2.72% 2.29% 1.54% 1.75% 1.64% 3.45% 4.46% 3..93% Demow 89.77% 85.45% 87.68% 6.42% 9.64% 7.98% 3.81% 4.91% 4.34% 10.23% 14.55%) 12.32% Khelua 90.34% 88.66% 89.52% 6.44% 8.50% 7.44% 3.22% 2.83% 3.03% 9.66% 11.34%, 10.48% Sapekhati 84.22% 76.03% 80.36% 11.83% 18.77% 15.10% 3.94% 5.20% 4.54% 15.78% 23.97%) 19.64% Total 87.62% 82.27% 85.05% 7.95% 12.74% 10.25% 4.44% 4.99% 4.70% 12.38% 17.73%) 14.95%

20 Table 2.10: 12-13 Ape Group Child population. School Going & Not Going Children

Total Child School Going Never Enrolled Dropout Total out of Nane of Population school children BIck Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Naiira 3785 3331 7116 2883 2455 5338 351 398 749 551 478 1029 902 876 1778 Soiari 4034 3524 7558 2979 2317 5296 490 715 1205 565 492 1057 1055 1207 2262 Anrguri 2940 2670 5610 2732 2469 5201 70 102 172 138 99 237 208 201 409 Denow 3493 3106 6599 2951 2497 5448 258 348 306 284 261 545 542 609 1151 Khtlua 2999 2635 5634 2633 2266 4899 176 230 406 190 139 329 366 369 735 Saiekhati 3527 3007 6534 2625 2032 4657 504 576 1080 398 399 797 902 975 1877 Total 20778 18273 39051 16803 14036 30839 1849 2369 4218 2126 1868 3994 3975 4237 8212

Table 2.11:12-13 Age Group School Going & N jt Going Children (In %)

School Going Never Enrolled Dropout Total out of school Nane of children Blo:k Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Naara 76.17% 73.70% 75.01% 9.27% 11.95% 10.53% 14.56% 14.35% 14.46% 23.83% 26.30% 24.99% Sorari 73.85% 65.75% 70.07% 12.15% 20.29% 15.94% 14.01% 13.96% 13.99% 26.15% 34.25% 29.93% Amjuri 92.93% 92.47% 92.71% 2.38% 3.82% 3.07% 4.69% 3.71% 4.22% 7.07% 7.53% 7.29% Denow & .4 8 % 80.39% 82.56% 7.39% 11.20% 9.18% 8.13% 8.40% 8.26% 15.52% 19.61% 17.44% Kheua 87.80% 86.00% 86.95% 5.87% 8.73% 7.21% 6.34% 5.28% 5.84% 12.20% 14.00% 13.05% Sapkhati 74.43% 67.58% 71.27% 14.29% 19.16% 16.53% 11.28% 13.27% 12.20% 25.57% 32.42% 28.73% Totcj 80.87% 76.81% 78.97% 8.90% 12.96% FTo.80% 10.23% 10.22% 10.23% 19.13% 23.19% 21.03%

21 Table 2.12: 5-13 Aae Group Population, Child Labour & Disabled Children

Name of Child Labour Disabled Total C hild Population Block Boys Girls Total Boys Girls Total Boys Girls Total Nazira 275 339 614 95 70 165 19005 17540 36545 Sonari 438 446 884 18 31 49 20725 19242 39967 Amguri 92 84 176 38 42 80 12733 11797 24530 Demow 223 194 417 36 32 68 16346 15039 31385 Khelua 145 146 291 38 35 73 13773 13018 26791 Sapekhati 375 463 838 18 14 32 17800 15778 33578 Total 1548 1672 3220 243 224 467 100382 92414 192796

Table 2.13: 5-13 Age Group Population. Child Labour & Disabled Children (In %)

Name of Child Labour Disabled Block Boys Girls Total Boys Girls Total Nazira 1.45% 1.93% 1.68% 0.50% 0.40% 0.45% Sonari 2.11% 2.32% 2.21% 0.09% 0.16% 0.12% Amguri 0.72% 0.71% 0.72% 0.30% 0.36% 0.33% Demow 1.36% 1.29% 1.33% 0.22% 0.21% 0.22% Khelua 1.05% 1.12% 1.09% 0.28% 0.27% 0.27% Sapekhati 2.11% 2.93% 2.50% 0.10% 0.09% 0.10% Total 1.54% 1.81% 1.67% 0.24% 0.24% 0.24%

22 Table 2.12: 5-13 Age Group Population. Child Labour & Disabled Children

Name of Child Labour Disabled Total C lild Po pulation Block Boys Girls Total Boys Girls Total Boys Girls Total Nazira 275 339 614 95 70 165 19005 17540 3654"^ Sonari 438 446 884 18 31 49 20725 19242 39967 Amguri 92 84 176 38 42 80 12733 11797 24530 Demow 223 194 417 36 32 68 16346 15039 31385 ' Khelua 145 146 291 38 35 73 13773 13018 26791 Sapekhati 375 463 838 18 14 32 17800 15778 33578 Total 1548 1672 3220 243 224 467 100382 92414 192796

Table 2.13: 5-13 Age Group Population. Child Labour & Disabled Children (In %1

22 Table 2.14: 5-8 Age Group Population. Child Labour & Disabled Children

Total Child Name of Child Labour Disabled Population Block Boys Girls Total Boys Girls Total Boys Girls Total Nazira 31 53 84 53 33 86 9467 8830 18297 Sonari 99 97 196 79 75 154 10768 10247 21015 Amguri 11 16 27 28 22 50 5710 5407 11117 Demow 91 67 158 57 51 108 8023 7411 15434 Khelua 25 26 51 45 38 83 6521 6361 12882 Sapekhati 89 118 207 61 58 119 9203 8252 17455 Total 346 377 723 323 277 600 49692 46508 96200

Table 2.15: 5-8 Age Group Population. Child Labour & Disabled Children (In %)

Name of Child Labour Disabled Block Boys Girls Total Boys Girls Total Nazira 0.33% 0.60% 0.46% 0.56% 0.37% 0.47% Sonari 0.92% 0.95% 0.93% 0.73% 0.73% 0.73% Amguri 0.19% 0.30% 0.24% 0.49% 0.41% 0.45% Demow 1.13% 0.90% 1.02% 0.71% 0.69% 0.70% Khelua 0.38% 0.41% 0.40% 0.69% 0.60% 0.64% Sapekhati 0.97% 1.43% 1.19% 0.66% 0.70% 0.68% Total 0.70% 0.81% 0.75% 0.65% 0.60% 0.62%

23 Table 2.16: 9-11 Age Group Population, Child Labour & Disabled Children

Total Child Name of Child Labour Disabled Population Block Boys Girls Total Boys Girls Total Boys Girls Total Nazira 107 125 232 52 35 87 5753 5379 11132 Sonari 154 162 316 59 42 101 5923 5471 11394 Amguri 35 30 65 14 12 26 4083 3720 7803 Demow 48 67 115 24 39 63 4830 4522 9352 Khelowa 59 60 119 33 20 53 4253 4022 8275 Sapekhati 113 151 264 36 35 71 5070 4519 9589 Total 516 595 1111 218 183 401 29912 27633 57545

Table 2.17: 9-11 Age Group Population, Child Labour & Disabled Children dn %)

Name of Child Labour Disabled Block Boys Girls Total Boys Girls Total Nazira 1.86% 2.32% 2.08% 0.90% 0.65% 0.78% Sonari 2.60% 2.96% 2.77% 1.00% 0.77% 0.89% Amguri 0.86% 0.81% 0.83% 0.34% 0.32% 0.33% Demow 0.99% 1.48% 1.23% 0.50% 0.86% 0.67% Khelowa 1.39% 1.49% 1.44% 0.78% 0.50% 0.64% Sapekhati 2.23% 3.34% 2.75% 0.71% 0.77% 0.74% Total 1.73% 2.15% 1.93% 0.73% 0 .6 W 0.70%

24 Table 2.18: 12-13 Age Group Population, Child Labour & Disabled Children

Total Child Name of Child Labour Disabled Population Block Boys Girls Total Boys Girls Total Boys Girls Total Nazira 137 161 298 43 32 75 3785 3331 7116 Sonari 185 187 372 60 55 115 4034 3524 7558 Amguri 46 38 84 19 17 36 2940 2670 5610 Demow 84 60 144 47 33 80 3493 3106 6599 Khelowa 61 60 121 30 29 59 2999 2635 5634 Sapekhati 173 194 367 35 29 64 3527 3007 6534 Total 686 700 1386 234 195 429 20778 18273 39051

Table 2.19:12-13 Age Group Population, Child Labour & Disabled Children (In %)

Name of Child Labour Disabled Block Boys Girls Total Boys Girls Total Nazira 3.62% 4.83% 4.19% 1.14% 0.96% 1.05% Sonari 4.59% 5.31% 4.92% 1.49% 1.56% 1.52% Amguri 1.56% 1.42% 1.50% 0.65% 0.64% 0.64% Demow 2.40% 1.93% 2.18% 1.35% 1.06% 1.21% Khelowa 2.03% 2.28% 2.15% 1.00% 1.10% 1.05% Sapekhati 4.91% 6.45% 5.62% 0.99% 0.96% 0.98% Total 3.30% 3.83% 3.55% 1.13% 1.07% 1.10%

25 Table 2.20: Gender Gap In Enrolment Aae Group Wise

Name of 5-8 9-11 12-13 5-13 Block Years Years Years Years Nazira 3.78% 6.71% 2.47% 2.47% Sonari 6.05% 8.23% 8.10% 8.10% Amguri 0.90% 1.01% 0.45% 0.45% Demow 2.11% 4.32% 4.09% 4.09% Khelowa 3.36% 1.67% 1.80% 1.80% Sapekhati 4.90% 8.19% 6.85% 6.85% Total 3.77% 5.35% 4.06% 4.06%

26 Table 2.21: Class wise Enrolment in GovtJProvincialised Schools

In %aqe Class In Numbers Boys Girls Total Boys Girls Total Ka-Maan 9135 8407 17542 52.08% 47.92% 100.00% Class 1 13070 12185 25255 51.75% 48.25% 100.00% Class II 11626 10067 21693 53.59% 46.41% 100.00% Class III 11260 9578 20838 54.04% 45.96% 100.00% Class IV 9476 8243 17719 53.48% 46.52% 100.00% Class 1 To IV 45432 40073 85505 53.13% 46.87% 100.00% Ka - Maan To Class 103047 52.95% 47.05% 100.00% IV 54567 48480 Class V 7709 6657 14366 53.66% 46.34% 100.00% Class VI 7102 6540 13642 52.06% 47.94% 100.00% Class VII 6408 5915 12323 52.00% 48.00% 100.00% Class V To VII 21219 19112 40331 52.61% 47.39% 100.00% Class 1 To VII 66651 59185 125836 52.97% 47.03% 100.00%

27 Table 2.22: Class & Caste, Community Wise Enrollment in Govt. /Provincialised Schools

General SC ST OBC Class Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Class 1 1528 1392 2920 627 600 1227 761 816 1577 4790 4694 9484 Class 11 1422 1233 2655 548 535 1083 639 63^ 1276 4398 4145 8543 Class III 1381 1247 2628 553 516 1069 645 583 1228 4552 4190 8742 Class IV 1188 1110 2298 476 492 968 572 505 1077 4029 3766 7795 Class 1 To 5519 4982 10501 2204 2143 4347 2617 2541 5158 17769 16795 34564 IV Class V 754 839 1593 436 395 831 421 345 766 3891 3386 7277 Class VI 810 799 1609 392 385 777 452 423 ^878 3623 3446 17069 Class VII 716 660 1376 369 345 714 367 334 701 3418 3231 6649 Class V To 2280 2298 4578 1197 1125 2322 1240 1135 2345 10932 10063 20995 VII Class 1 To 7799 7280 15079 3401 3268 6669 3857 3646 7503 28701 26858 55559 Vll

Muslim Tea Tribe Others Total Class Boys Girls Total Boys Girls Total Boys Gi^-ls Total Boys Girls Total Class 1 799 771 1570 4393 3738 8131 177 178 355 13075 12189 25264 Class 11 756 673 1429 3705 2728 6433 164 119 283 11632 10070 21702 Class 111 747 751 1498 3227 2183 5410 158 111 269 11263 9581 20844 Class IV 696 709 1405 2391 1568 3959 124 93 217 9476 8243 17719 Class 1 To 2998 2904 5902 13716 10217 23933 623 5C1 1124 45446 40083 85529 IV Class V 755 671 1426 1331 931 2262 121 90 211 7709 6657 14366 Class VI 635 647 1282 1117 756 1873 73 8' 154 7102 6540 13642 Class Vll 562 618 1180 904 666 1570 72 6' 133 6408 5915 12323 Class V 1952 1936 3888 3352 2353 5705 498 21219 19112 40331 To Vll 266 232 Class 1 To 4950 4840 9790 17068 12570 29638 889 733 1622 66665 59195 125860 Vll

All SC ST Tea Tribe Class Total Girls Boys Boys Boys Class 1 12185 627 761 4393 17966 Class II 10067 548 639 3705 14959 Class III 9578 553 645 3227 14003 Class IV 8243 476 572 2391 11682 Class 1 To IV 40073 2204 2617 13716 58610 Class V 6657 436 421 1331 8845 Class VI 6540 392 452 1117 8501 Class Vll 5915 369 367 904 7555 Class V To Vll 19112 1197 1240 3352 24901 Class 1 To Vll 59185 3401 3857 17068 83511

28 Table 2.23: Class & Caste, Community Wise Enrollment in Govt. /Provincialised Schools in %aae

Class General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Class 1 11.69% 11.42% 11.56% 4.80% 4.92% 4.86% 5.82% 6.69% 6.24% 36.63% 38.51% 37.54% Class II 12.22% 12.24% 12.23% 4.71% 5.31% 4.99% 5.49% 6.33% 5.88% 37.81% 41.16% 39.37% Class III 12.26% 13.02% 12.61% 4.91% 5.39% 5.13% 5.73% 6.08% 5.89% 40.42% 43.73% 41.94% Class IV 12.54% 13.47% 12.97% 5.02% 5.97% 5.46% 6.04% 6.13% 6.08% 42.52% 45.69% 43.99% Class 1 To IV 12.14% 12.43% 12.28% 4.85% 5.35% 5.08% 5.76% 6.34% 6.03% 39.10% 41.90% 40.41% Class V 9.78% 12.60% 11.09% 5.66% 5.93% 5.78% 5.46% 5.18% 5.33% 50.47% 50.86% 50.65% Class VI 11.41% 12.22% 11.79% 5.52% 5.89% 5.70% 6.36% 6.51% 6.44% 51.01% 52.69% 51.82% Class VII 11.17% 11.16% 11.17% 5.76% 5.83% 5.79% 5.73% 5.65% 5.69% 53.34% 54.62% 53.96% Class V To VII 10.75% 12.02% 11.35% 5.64% 5.89% 5.76% 5.84% 5.78% 5.81% 51.52% 52.65% 52.06% Class 1 To 11.70% 12.30% 11.98% 5.10% 5.52% 5.30% 5.79% 6.16% 5.96% 43.05% 45.37% 44.14%. VII ......

Class Muslim Tea Tribe Others Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Class 1 6.11% 6.33% 6.21% 33.60% 30.67% 32.18% 1.35% 1.46% 1.41% 100.00% 100.00% 100.00%D Class 11 6.50% 6.68% 6.58% 31.85% 27.09% 29.64% 1.41% 1.18% 1.30% 100.00% 100.00% 100.00%i Class III 6.63% 7.84% 7.19% 28.65% 22.78% 25.95% 1.40% 1.16% 1.29% 100.00% 100.00% 100.00%, Class IV 7.34% 8.60% 7.93% 25.23% 19.02% 22.34% 1.31% 1.13% 1.22% 100.00% 100.00% 100.00%^, Class 1 To IV 6.60% 7.24% 6.90% 30.18% 25.49% 27.98% 1.37% 1.25% 1.31% 100.00% 100.00% 100.00%, Class V 9.79% 10.08% 9.93% 17.27% 13.99% 15.75% 1.57% 1.35% 1.47% 100.00% 100.00% 100.00%, Class VI 8.94% 9.89% 9.40% 15.73% 11.56% 13.73% 1.03% 1.24% 1.13% 100.00% 100.00% 100.00%, Class VII 8.77% 10.45% 9.58% 14.11% 11.26% 12.74% 1.12% 1.03% 1.08% 100.00% 100.00% 100.00%, Class V To VII 9.20% 10.13% 9.64% 15.80% 12.31% 14.15% 1.25% 1.21% 1.23% 100.00% 100.00% 100.00% Class 1 To VII 7.43% 8.18% 7.78% 25.60% 21.23% 23.55% 1.33% 1.24% 1.29% 100.00% 100.00% 100.00%,

29 Table 2.24: Block Wise Enrollment in Govt. / Provincialiseo Schools By Caste & Ccmmunity.

General SCST OBC Block Name Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 1747 1708 3455 750 682 1432 376 386 762 4734 4324 9058 DEMOW 768 669 1437 724 649 1373 1920 1813 3733 4225 4086 8313 KHALUA 722 884 1606 383 446 829 290 220 610 4635 474C 9375 NAZIRA 1532 1393 2925 532 471 1003 347 279 626 5230 4759 9989 SAPEKHATI 1066 936 2002 275 252 527 438 405 843 4474 3921 8395 SIVASAGAR 612 500 1112 258 268 526 187 160 347 1090 999 2089 TOWN SONARI 1352 1190 2542 479 500 979 299 283 582 4313 4027 8340 T otal: 7799 7280 15079 3401 3268 6669 3857 ^ 4 6 7503 28701 26858 55559

Muslim Tea Tribe Others Total Block Name Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 602 554 1156 883 655 1538 7 6 13 9099 8315 17414 DEMOW 820 773 1593 2612 2043 4655 88 66 154 11157 10101 21258 KHALUA 641 856 1497 1511 1115 2626 55 51 106 8237 8412 16649 NAZIRA 1489 1352 2841 3324 2494 5818 200 '63 363 12654 10911 23565 SAPEKHATI 182 159 341 3680 2525 6205 280 227 507 10395 8425 18820 SIVASAGAR 503 472 975 61 40 101 147 '29 276 2858 2568 5426 TOWN SONARI 713 674 1387 4997 3698 8695 112 91 203 12265 10463 22728 Total ; 4950 4840 9790 17068 12570 29638 889 733 1622 66665 59195 125860

30 Table 2.25: Block Wise Enrollment in Govt. /Provincialised Schools By Caste & Community ln%

Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls T obtal AMGURI 19.20% 20.54% 19.84% 8.24% 8.20% 8.22% 4.13% 4.64% 4.38% 52.03% 52.00% 52.?.02% DEMOW 6.88% 6.62% 6.76% 6.49% 6.43% 6.46% 17.21% 17.95% 17.56% 37.87% 40.47% 39.).11% KHALUA 8.77% 10.51% 9.65% 4.65% 5.30% 4.98% 3.52% 3.80% 3.66% 56.27% 56.35% 56.5.31% NAZIRA ^ 12.11% 12.77% 12.41% 4.20% 4.32% 4.26% 2.74% 2.56% 2.66% 41.33% 43.62% 42.Z.39% SAPEKHATI 10.25% 11.11% 10.64% 2.65% 2.99% 2.80% 4.21% 4.81% 4.48% 43.04% 46.54% 44.!^.61% SIVASAGAR 6.23% 6.40% 38.14% 38.90% 383.50% TOWN 21.41% 19.47% 20.49% 9.03% 10.44% 9.69% 6.54% SONAR! 11.02% 11.37% 11.18% 3.91% 4.78% 4.31% 2.44% 2.70% 2.56% 35.17% 38.49% 363.69% T o ta l; 11.70% 12.30% 11.98% 5.10% 5.52% 5.30% 5.79% 6.16% 5.96% 43.05% 45.37% 44.4.14%

Others Total Block Name Muslim Tea Tribe Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Tootal AMGURI 6.62% 6.66% 6.64% 9.70% 7.88% 8.83% 0.08% 0.07% 0.07% 100.00% 100.00% 1000.00% DEMOW 7.35% 7.65% 7.49% 23.41% 20.23% 21.90% 0.79% 0.65% 0.72% 100.00% 100.00% 1000.00% KHALUA 7.78% 10.18% 8.99% 18.34% 13.25% 15.77% 0.67% 0.61% 0.64% 100.00% 100.00% 1000.00% NAZIRA 11.77% 12.39% 12.06% 26.27% 22.86% 24.69% 1.58% 1.49% 1.54% 100.00% 100.00% 1000.00% SAPEKHATI 1.75% 1.89% 1.81% 35.40% 29.97% 32.97% 2.69% 2.69% 2.69% 100.00% 100.00% 1000.00% SIVASAGAR 5.14% 5.02% 5.09% 100.00% 100.00% TOWN 17.60% 18.38% 17.97% 2.13% 1.56% 1.86% 1000.00% SONAR\ '5.81% 6.44% 6.10% 40.74% 35.34%13826%l0.91% 0.87% 0.89% 100.00% 100.00% 1000.00% T otal: 7.43% 8.18% 7.78% 25.60% 21.23% 23.55% 1.33% 1.24% 1.29% 100.00% 100.00% 1000.00%

31 Table 2.26: Block Wise & Class Wise Enrollment in Govt. /Provincialised Schools By Caste & Community In Number & %

K-maan Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 239 250 489 118 116 234 60 54 114 527 561 1088 DEMOW 169 164 333 147 130 277 591 625 1216 824 801 1625 KHALUA 90 66 156 54 54 108 30 27 57 360 356 716 NAZIRA 239 219 458 57 49 106 39 36 75 504 511 1016 SAPEKHATI 262 221 483 73 76 149 48 51 99 832 704 1536 SIVASAGAR 0 0 0 0 0 0 0 0 0 0 0 0 TOWN SONAR! 23 31 54 38 32 70 2 0 2 151 158 309 Total : 1022 951 1973 487 457 944 770 793 1563 3198 3091 6289

K-maan Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 73 68 141 212 179 391 1 2 3 1230 1230 2460 DEMOW 171 165 336 605 493 1098 24 10 34 2531 2388 4919 KHALUA 90 82 172 306 309 615 18 18 36 948 912 1860 NAZIRA 178 167 345 577 457 1034 18 14 32 1612 1453 3065 SAPEKHATI 23 24 47 1059 838 1897 36 22 58 2333 1936 4269 SIVASAGAR 0 0 0 0 0 TOWN 0 0 0 0 0 0 0 SONARI 21 21 42 240 241 481 6 5 11 481 488 969 Total ; 556 527 1083 2999 2517 5516 103 71 174 9135 8407 17542

32 K-maan in % Block Name Genera SC ST OBC ' Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls T

K-maan in % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 5.93% 5.53% 5.73% 17.24% 14.55% 15.89% 0.08% 0.16% 0.12% 100.00% 100.00% 100.00% DEMOW 6.76% 6.91% 6.83% 23.90% 20.64% 22.32% 0.95% 0.42% 0.69% 100.00% 100.00% 100.00% KHALUA 9.49% 8.99% 9.25% 32.28% 33.88% 33.06% 1.90% 1.97% 1.94% 100.00% 100.00% 100.00% NAZIRA 11.04% 11.49% 11.26% 35.79% 31.45% 33.74% 1.12% 0.96% 1.04% 100.00% 100.00% 100.00% SAPEKHATl 0.99% 1.24% 1.10% 45.39% 43.29% 44.44% 1.54% 1.14% 1.36% 100.00% 100.00%, 100.00% SIVASAGAR TOWN SONARI 14.37% 4.30% 4.33% 49.90% 49.39% 49.64% 1.25% 1.02% 1.14% 100.00% 100.00%) 100.00% T otal: 6.09% 6.27% 6.17% 32.83% 29.94% 31.44% 1.13% 0.84% 0.99% 100.00% 100.00%) 1®0.00%

33 Block Name Class-1 General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 304 280 584 120 119 239 98 99 197 768 739 1507 DEMOW 151 145 296 127 101 228 427 474 901 748 742 1490 KHALUA 161 136 297 78 82 160 46 56 102 807 827 1634 NAZIRA 340 267 607 112 104 216 68 59 127 799 842 1641 SAPEKHATl 237 234 471 51 47 98 58 60 118 697 664 1361 SIVASAGAR 62 51 113 32 25 57 6 4 10 69 48 117 TOWN SONARI 273 279 552 107 122 229 58 64 122 902 § 3 ^ 1734 Total: 1528 1392 2920 627 600 1227 761 816 1577 4790 4694 9484

Class-1 Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 104 91 195 231 179 410 0 2 1625 1509 3134 DEMOW 150 143 293 756 678 1434 15 11 26 2374 2294 4668 KHALUA 106 108 214 346 296 642 9 8 17 1553 1513 3066 NAZIRA 251 215 466 905 773 1678 43 37 80 2518 2297 4815 SAPEKHATl 25 27 52 878 699 1577 76 79 155 2022 1810 3832 SIVASAGAR 51 63 114 459 TOWN 11 4 15 11 22 33 242 217 SONARI 112 124 236 1266 1109 2375 11A\ 2 5 4 ^ 529QJ 23 19 P Total: 799 771 1570 4393 3738 8131 177 178 355 13075 12189 25264

34 Class-1 in % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls TTotal AMGURI 18.71% 18.56% 18.63% 7.38% 7.89% 7.63% 6.03% 6.56% 6.29% 47.26% 48.97% 418.09% DEMOW 6.36% 6.32% 6.34% 5.35% 4.40% 4.88% 17.99% 20.66% 19.30% 31.51% 32.35% 31.92% KHALUA 10.37% 8.99% 9.69% 5.02% 5.42% 5.22% 2.96% 3.70% 3.33% 51.96% 54.66% 53.29% NAZIRA 13.50% 11.62% 12.61% 4.45% 4.53% 4.49% 2.70% 2.57% 2.64% 31.73% 36.66% 34.08% SAPEKHATI T i .72% 12.93% 12.29% 2.52% 2.60% 2.56% 2.87% 3.31% 3.08% 34.47% 36.69% 35.52% SiVASAGAR 1.84% 2.18% 28.51% 22.12% TOWN 25.62% 23.50% 24.62% 13.22% 11.52% 12.42% 2.48% 225.49% SONARI 9.96% 10.95% 10.43% 3.90% 4.79% 4.33% 2.12% 2.51% 2.31% 32.91% 32.64% 32.78% T o ta l: 11.69% 11.42% 11.56% 4.80% 4.92% 4.86% 5.82% 6.69% 6.24% 36.63% 38.51% 37.54%

Class-1 in % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 6.40% 6.03% 6.22% 14.22% 11.86% 13.08% 0.00% 0.13% 0.06% 100.00% 100.00% 1100.00% DEMOW 6.32% 6.23% 6.28% 31.84% 29.56% 30.72% 0.63% 0.48% 0.56% 100.00% 100.00% 1100.00% KHALUA 6.83% 7.14% 6.98% 22.28% 19.56% 20.94% 0.58% 0.53% 0.55% 100.00% 100.00% 1100.00% NAZIRA 9.97% 9.36% 9.68% 35.94% 33.65% 34.85% 1.71% 1.61% 1.66% 100.00% 100.00% 1100.00% SAPEKHATI 1.24% 1.49% 1.36% 43.42% 38.62% 41.15% 3.76% 4.36% 4.04% 100.00% 100.00% 1100.00% SIVASAGAR 10.14% 7.19% 100.00% 100.00% 1100.00% TOWN 21.07% 29.03% 24.84% 4.55% 1.84% 3.27% 4.55% SONARI 4.09% 4.86% 4.46% 46.19% 43.51% 44.90% 0.84% 0.75% 0.79% 100.00% 100.00% 1100.00% Total ; 6.11% 6.33% 6.21% 33.60% 30.67% 32.18% 1.35% 1.46% 1.41% 100.00% 100.00% H 00.00%

35 Class-ll Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 306 259 565 113 113 226 71 75 146 629 636 1265 DEMOW 120 120 240 100 92 192 341 319 660 597 551 1148 KHALUA 145 126 271 68 56 124 51 65 116 792 763 1555 NAZIRA 254 231 485 94 78 172 54 42 96 704 663 1367 SAPEKHATI 255 229 484 53 59 112 68 68 136 772 675 1448 SIVASAGAR 57 47 129 TOWN 104 29 32 61 4 8 12 68 61 SONARI 285 221 506 91 105 196 50 60 110 836 795 1631 T o ta l; 1422 1233 2655 548 535 1083 639 637 1276 4398 4145 8543

Class-ll Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 90 76 166 190 149 339 2 2 4 1401 1310 2711 DEMOW 105 113 218 500 417 917 5 8 13 1768 1620 3388 KHALUA 98 103 201 309 238 547 8 11 19 1471 1362 2833 NAZIRA 229 183 412 668 454 1122 40 26 66 2043 1677 3720 SAPEKHATI 35 23 58 797 539 1336 66 37 103 2046 1631 3677 SIVASAGAR 54 68 122 11 14 18 24 241 225 466 TOWN 3 6 SONARI 145 107 252 1230 928 2158 25 29 54 2662 224^1W907 1 T otal: 756 673 1429 3705 2728 6433 164 119 283 11632 10070 21702

36 Class-ll In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls TTotal AMGURI 21.84% 19.77% 20.84% 8.07% 8.63% 8.34% 5.07% 5.73% 5.39% 44.90% 48.55% 446.66% DEMOW I 6.79% 7.41% 7.08% 5.66% 5.68% 5.67% 19.29% 19.69% 19.48% 33.77% 34.01% 333.88% KHALUA 9.86% 9.25% 9.57% 4.62% 4.11% 4.38% 3.47% 4.77% 4.09% 53.84% 56.02% 554.89% NAZIRA ] 12.43% 13.77% 13.04% 4.60% 4.65% 4.62% 2.64% 2.50% 2.58% 34.46% 39.53% 336.75% SAPEKHATl] 12.46% 14.04%) 13.16% 2.59% 3.62% 3.05% 3.32% 4.17% 3.70% 37.73% 41.45% 339.38% SIVASAGAR 1.66% 3.56% 2.58% 28.22% 27.11% 227.68% TOWN 23.65% 20.89%) 22.32% 12.03% 14.22% 13.09% SONARl 10.71% 9.84% 10.31% 3.42% 4.68% 3.99% 1.88% 2.67% 2.24% 31.40% 35.41% 333.24% Total: 12.22% 12.24%, 12.23% 4.71% 5.31% 4.99% 5.49% 6.33% 5.88% 37.81% 41.16% 339.37%

1 Class-ll In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Tcotal AMGURI 6.42% 5.80% 6.12% 13.56% 11.37% 12.50% 0.14% 0.15% 0.15% 100.00% 100.00% 1000.00% DEMOW 5.94% 6.98% 6.43% 28.28% 25.74% 27.07% 0.28% 0.49% 0.38% 100.00% 100.00% 1000.00% KHALUA 6.66% 7.56% 7.09%) 21.01% 17.47% 19.31%) 0.54% 0.81% 0.67% 100.00% 100.00% 1000.00% NAZIRA 11.21% 10.91%, 11.08% 32.70% 27.07% 30.16% 1.96% 1.55% 1.77% 100.00% 100.00% 1000.00% SAPEKHATI 1.71% 1.41% 1.58% 38.95% 33.05% 36.33% 3.23% 2.27% 2.80% 100.00% 100.00% 1000.00% SIVASAGAR 2.67% 5.15% 100.00% 100.00% TOWN 22.41% 30.22%, 26.18% 4.56% 1.33% 3.00% 7.47% 1000.00% SONARl 15.45% 4.77% 5.14%j 46.21% 41.34% 43.98% 0.94% 1.29% 1.10% 100.00% 100.00% 1000.00% Total: 6.50% 6.68% 6.58%, 31.85% 27.09% 29.64% 1.41% 1.18% 1.30% 100.00% 100.00% ICOO.00%

37 Class-Ill Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 301 299 600 114 120 234 61 77 138 670 656 1326 DEMOW 115 92 207 106 75 181 322 288 610 603 589 1192 KHALUA 142 128 270 65 63 128 48 50 98 777 777 1554 NAZIRA 271 232 503 97 87 184 65 48 113 795 724 1519 SAPEKHATI 221 203 424 52 48 100 82 55 137 768 611 1379 SIVASAGAR 64 59 136 TOWN 123 28 22 50 6 11 17 83 53 SONARI 267 234 501 91 101 192 61 54 115 856 780 1636 Total : 1381 1247 2628 553 516 1069 645 583 1228 4552 4190 8742

Class-Ill Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 83 85 168 188 142 330 3 1 4 1420 1380 2800 DEMOW 137 117 254 425 291 716 5 6 11 1713 1468 3171 KHALUA 72 115 187 275 181 456 15 7 22 1394 1321 2715 NAZIRA 234 233 467 602 470 1072 38 28 66 2102 1822 3924 SAPEKHATI 37 22 59 658 404 1062 56 34 90 1874 1377 3251 SIVASAGAR 70 49 TOWN 119 9 5 14 21 16 37 281 215 496 SONARI 114 130 244 1070 690 1760 20 39 2479 2008 ^ 7 Total : 747 751 1498 3227 2183 5410 158 111 269 11263 9581 20844

38 Class-Ill In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI ^21.20% 21.67% 21.43% 8.03% 8.70% 8.36% 4.30% 5.58% 4.93% 47.18% 47.54% 4-7.36% DEMOW ^ 6.71% 6.31% 6.53% 6.19% 5.14% 5.71% 18.80% 19.75% 19.24% 35.20% 40.40% 317.59% KHALUA 10.19% 9.69% 9.94% j4.66% 4.77% 4.71% 3.44% 3.79% 3.61% 55.74% 58.82% 5)7.24% NAZIRA 12.89% 12.73% 12.82% 4.61% 4.77% 4.69% 3.09% 2.63% 2.88% 37.82% 39.74% 3J8.71% SAPEKHATl 11.79% 14.74% 13.04% 2.77% 3.49% 3.08% 4.38% 3.99% 4.21% 40.98% 44.37% 412.42% SIVASAGAR 2.14% 5.12% 3.43% 29.54% 24.65% 2’7.42% TOWN 22.78% 27.44% 24.80% 9.96% 10.23% 10.08% S^NARI 10.77% 11.65% 11.17% 3.67%, 5.03% ^4.28% 2.46% 2.69% 2.56% 34.53% 38.84% 356.46% Total; 12.26% 13.02% 12.61% 4.91% 5.39% 5.13% 5.73% 6.08% 5.89% 40.42% 43.73% 4t1.94%

Class-Ill In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls T(otal AMGURI 5.85% 6.16% 6.00% 13.24% 10.29% 11.79% 0.21% 0.07% 0.14% 100.00% 100.00%) 100.00% DEMOW 8.00% 8.02% 8.01% 24.81% 19.96% 22.58% 0.29% 0.41% 0.35% 100.00% 100.00%) 1(00.00% KHALUA 5.16% 8.71% 6.89% 19.73% 13.70% 16.80% 1.08% 0.53% 0.81% 100.00% 100.00%) 100.00% NAZIRA " 11.13% 12.79% 11.90% 28.64% 25.80% 27.32% 1.81% 1.54% 1.68% 100.00% 100.00%) 100.00% s a p e k h a t T1.97% 1.60% 1.81% 35.11% 29.34% 32.67% 2.99% 2.47% 2.77% 100.00% 100.00%. 100.00% SIVASAGAf? [TOWN 24.91% 22.79% 23.99% 3.20% 2.33% 2.82% 7.47% 7.44% 7.46% 100.00% 100.00% 100.00% SONARl 1k.60% 6.47% 5.44% 43.16% 34.36% 39.22% 0.81% 0.95% 0.87% 100.00% 100.00%) 100.00% Total: 6.63% 7.84% 7.19% 28.65% 22.78% 25.95% 1.40% 1.16% 1.29% 100.00% 100.00% 100.00%

39 Class-IV Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 256 263 519 108 113 221 66 58 124 671 581 1252 DEMOW 114 95 209 87 92 179 287 270 557 574 544 1118 KHALUA 106 117 223 64 60 124 48 36 84 794 733 1527 NAZIRA 216 214 430 78 76 154 40 45 85 654 655 1309 SAPEKHATi 213 176 389 35 31 66 69 49 118 647 616 1263 SIVASAGAR 68 67 135 24 103 TOWN 36 60 8 6 14 51 52 SONARI 215 178 393 80 84 164 54 41 95 638 585 1223 Total; 1188 1110 2298 476 492 968 572 505 1077 4029 3766 7795

Class-IV Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 91 75 166 99 103 202 2 1 3 1293 1194 2487 DEMOW 114 130 244 311 242 553 8 6 14 1495 1379 2874 KHALUA 89 99 188 246 129 375 11 7 18 1358 1181 2539 NAZIRA 212 212 424 502 317 819 27 21 48 1729 1543 3269 SAPEKHATI 27 43 70 471 277 748 46 37 83 1508 1229 2737 SIVASAGAR 52 44 96 6 4 443 TOWN 10 14 11 25 223 220 SONARI 111 106 217 756 k96 1252 16 10 26 1870 1500 337^1 Total; 696 709 1405 2391 1568 3959 124 93 217 9476 8243 17719

40 Class-IV In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 19.80% 22.03% 20.87% 8.35% 9.46% 8.89% 5.10% 4.86% 4.99% 51.89% 48.66% 50).34% DEMOW 7.63% 6.89% 7.27% 5.82% 6.67% 6.23% 19.20% 19.58% 19.38% 38.39% 39.45% 3®.90% KHALUA 7.81% 9.91% 8.78% 4.71% 5.08% 4.88% 3.53% 3.05% 3.31% 58.47% 62.07% 60.14% NAZIRA [12.49% 13.90% 13.15% 4.51% 4.94% 4.71% 2.31% 2.92% 2.60% 37.83% 42.53% 40.04% SAPEKHATI 14.12% 14.32% 14.21% 2.32% 2.52% 2.41% 4.58% 3.99% 4.31% 42.90% 50.12%. 4S.15% SIVASAGAR 3.59% 2.73% 3.16% 22.87% 23.64%, TOWN 30.49% 30.45% 30.47% 10.76% 16.36% 13.54% 23.25% SONAR! 11.50% 11.87% 11.66% 4.28% 5.60% 4.87% 2.89% 2.73% 2.82% 34.12% 39.00% 3ffi.29% Total; 12.54% 13.47% 12.97% 5.02% 5.97% 5.46% 6.04% 6.13% 6.08% 42.52% 45.69% 43.99%

Class-IV In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 7.04% 6.28% 6.67% 7.66% 8.63% 8.12% 0.15% 0.08% 0.12% 100.00% 100.00% 1010.00% DEMOW 7.63% 9.43% 8.49% 20.80% 17.55% 19.24% 0.54% 0.44% 0.49% 100.00% 100.00% 1010.00% KHALUA 6.55% 8.38% 7.40% 18.11% 10.92% 14.77% 0.81% 0.59% 0.71% 100.00% 100.00% 1010.00% NAZIRA 12.26% 13.77% 12.97% 29.03% 20.58% 25.05% 1.56% 1.36% 1.47% 100.00% 100.00% 10»0.00% SAPEKHATI 1.79% 3.50% 2.56% 31.23% 22.54% 27.33% 3.05% 3.01% 3.03% 100.00% 100.00% 10)0.00% SIVASAGAR TOWN 23.32% 20.00% 21.67% 2.69% 1.82% 2.26% 6.28% 5.00% 5.64% 100.00% 100.00% 10)0.00% SONARl 1"5.94% 7.07% 6.44% 40.43% 33.07% 37.15% 0.86% 0.67% 0.77% 100.00% 100.00% 10)0.00% T otal; 7.34% 8.60% 7.93% 25.23% 19.02% 22.34% 1.31% 1.13% 1.22% 100.00% 100.00% 100.00%

41 Class-l-IV Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 1167 1101 2268 455 465 920 296 309 605 2738 2612 5350 DEMOW 500 452 952 420 360 780 1377 1351 2728 2522 2426 4948 KHALUA 554 507 1061 275 261 536 193 207 400 3170 3100 6270 NAZIRA 1081 944 2025 381 345 726 227 194 421 2952 2884 5836 SAPEKHATi 926 842 1768 191 185 376 277 232 509 2884 2567 ,5451 SIVASAGAR 251 224 475 113 115 228 24 29 53 271 214 485 TOWN SONARl 1040 912 1952 369 412 781 223 219 442 3232 2992 6224 T otal: 5519 4982 10501 2204 2143 4347 2617 2541 5158 17769 16795 34564

Class-l-IV Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 368 327 695 708 573 1281 7 6 13 5739 5393 11132 DEMOW 506 503 1009 1992 1628 3620 33 31 64 7350 6751 14101 KHALUA 365 425 790 1176 844 2020 43 33 76 5776 5377 11153 NAZIRA 926 843 1769 2677 2014 4691 148 112 260 8392 7336 15728 SAPEKHATI 124 115 239 2804 1919 4723 244 187 431 7450 6047 13497 SIVASAGAR 227 224 451 37 16 53 64 55 119 987 877 1864 TOWN SONARl 482 467 949 4322 3223 7545 84 77 161 9752 8302 18054 Total : 2998 2904 5902 13716 10217 23933 623 501 1124 45446 40083 85529

42 Class-l-IV In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Tcotal AMGURl 20.33% 20.42% 20.37% 7.93% 8.62% 8.26% 5.16% 5.73% 5.43% 47.71% 48.43%. 4S.06% DEMOW 6.80% 6.70% 6.75% 5.71% 5.33% 5.53% 18.73% 20.01% 19.35% 34.31% 35.94%, 3S.09% KHALUA 9.59% 9.43% 9.51% 4.76% 4.85% ^4.81% 3.34% 3.85% 3.59% 54.88% 57.65% 566.22% NAZIRA 12.88% 12.87% 12.88% 4.54% 4.70% 4.62% 2.70% 2.64% 2.68% 35.18% 39.31%, 377.11% SAPEKHATI 12.43% 13.92% 13.10% 2.56% 3.06% 2.79% 3.72% 3.84% 3.77% 38.71% 42.45% 4(0.39% SIVASAGAR 3.31% 2.84% 27.46% 24.40% 2(6.02% TOWN 25.43% 25.54% 25.48% 11.45% 13.11% 12.23% 2.43% SONARI 10.66% 10.99% 10.81% 3.78% 4.96% 4.33% 2.29% 2.64% 2.45% 33.14% 36.04% 34.47% T otal; 12.14% 12.43% 12.28% 4.85% 5.35% 5.08% 5.76% 6.34% 6.03% 39.10% 41.90% 410.41%

Class-l-IV ln% Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls jTo)tal AMGURl 6.41% 6.06% 6.24% 12.34% 10.62% 11.51% 0.12% 0.11% 0.12% 100.00% 100.00%! 10)0.00% DEMOW 6.88% 7.45% 7.16% 27.10% 24.11% 25.67% 0.45% 0.46% 0.45% 100.00% 100.00%! 10)0.00% KHALUA 6.32% 7.90% 7.08% 20.36% 15.70% 18.11% 0.74% 0.61% 0.68% 100.00% 100.00% 10)0.00% NAZIRA 11.03% 11.49% 11.25% 31.90% 2745% 29.83% 1.76% 1.53% 1.65% 100.00% 100.00% 10)0.00% SAPEKHATI 1.66% 1.90% 1.77% 37.64% 31.73% 34.99% 3.28% 3.09% 3.19% 100.00% 100.00% 100.00% SIVASAGAR TOWN 23.00% 25.54% 24.20% 3.75% 1.82% 2.84% 6.48% 6.27% 6.38% 100.00% 100.00%! 100.00% SONARI 14.94% 5.63% 5.26% 44.32% 38.82% 41.79% 0.86% 0.93% 0.89% 100.00% 100.00%> 100.00% T otal; 6.60% 7.24% 6.90% 30.18% 25.49% 27.98% 1.37% 1.25% 1.31% 100.00% 100.00% 100.00%

43 Class-V Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 182 209 391 100 85 185 31 28 59 696 525 1221 DEMOW 88 73 161 115 98 213 192 156 348 603 571 1174 KHALUA 68 187 255 47 57 104 31 28 59 557 527 1084 NAZIRA 155 161 316 55 49 104 41 24 65 822 665 1487 SAPEKHATl 44 33 77 27 26 53 49 43 92 562 496 1058 SIVASAGAR 123 92 215 53 53 106 54 46 100 271 254 525 TOWN SONARI 94 84 178 39 27 66 23 20 43 380 348 728 Total : 754 839 1593 436 395 831 421 345 766 3891 3386 7277

Class-V Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 109 73 182 69 47 116 0 0 0 1187 967 2154 DEMOW 118 126 244 242 166 408 32 16 48 1390 1206 2596 KHALUA 86 132 218 128 99 227 5 7 12 922 1037 1959 NAZIRA 229 182 411 262 194 456 19 21 40 1583 1296 2879 SAPEKHATl 22 17 39 372 250 622 10 12 22 1086 877 1963 SIVASAGAR 101 73 174 10 5 15 42 32 74 654 555 1209 TOWN SONARI 90 68 158 248 170 418 13 2 15 887 719 1606 Total: 755 671 1426 1331 931 2262 121 90 211 7709 6657 14366

44 Class-V In % Block Name* Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 15.33% 21.61% 18.15% 8.42% 8.79% 8.59% 2.61% 2.90% 2.74% 58.64% 54.29% &6.©9% DEMOW 6.33% 6.05% 6.20% 8.27% 8.13% 8.20% 13.81% 12.94% 13.41% 43.38% 47.35% 45.22% KHALUA 7.38% 18.03% 13.02% 5.10% 5.50% 5.31% 3.36% 2.70% 3.01% 60.41% 50.82% 55.:33% NAZIRA 9.79% 12.42% 10.98% 3.47% 3.78% 3.61% 2.59% 1.85% 2.26% 51.93% 51.31% 5)1.65% SAPEKHATI 4.05% 3.76% 3.92% 2.49% 2.96% 2.70% 4.51% 4.90% 4.69% 51.75% 56.56% 53.!90% SIVASAGAR TOWN 18.81% 16.58% 17.78% 8.10% 9.55% 8.77% 8.26% 8.29% 8.27% 41.44% 45.77% 43.42% SONAR! 10.60% 11.68% 11.08% 4.40% 3.76% 4.11% 2.59% 2.78% 2.68% 42.84% 48.40% 45.;33% Total: 9.78% 12.60% 11.09% 5.66% 5.93% 5.78% 5.46% 5.18% 5.33% 50.47% 50.86% 50.!65%

Class-V ln% Total Block Nanrje Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls 1Total AMGURI 9.18% 7.55% 8.45% 5.81% 4.86% 5.39% 0.00% 0.00% 0.00% 100.00% 100.00% 10)0.00% DEMOW 8.49% 10.45% 9.40% 17.41% 13.76% 15.72% 2.30% 1.33% 1.85% 100.00% 100.00%! 100.00% KHALUA 9.33% 12.73% 11.13% 13.88% 9.55% 11.59% 0.54% 0.68% 0.61% 100.00% 100.00%! 100.00% NAZIRA j 14.47% 14.04% 14.28% 16.55% 14.97% 15.84% 1.20% 1.62% 1.39% 100.00% 100.00%; 100.00% SAPEKHATI 2.03% 1.94% 1.99% 34.25% 28.51% 31.69% 0.92% 1.37% 1.12% 100.00% 100.00%. 100.00% SIVASAGAR TOWN 15.44% 13.15% 14.39% 1.53% 0.90% 1.24% 6.42% 5.77% 6.12% 100.00% 100.00%. 100.00% SONARl '10.15% 9.46% 9.84% 27.96% 23,64% 26.03% 1.47% 0.28% 0.93% 100.00% 100.00%. 100.00% Total: 9.79% 10.08% 9.93% 17.27% 13.99% 15.75% 1.57% 1.35% 1.47% 100.00% 100.00% 100.00%

45 Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 202 223 425 103 63 166 29 27 56 667 603 1270 DEMOW 92 73 165 101 106 207 181 186 367 537 554 1091 KHALUA 48 143 191 33 65 98 39 44 83 458 539 997 NAZIRA 173 156 329 48 40 88 45 24 69 785 658 1443 SAPEKHATI 63 25 88 28 19 47 70 87 157 554 446 1000 SIVASAGAR 122 97 219 48 60 108 58 33 91 266 279 545 TOWN SONARI 110 82 192 31 32 63 30 25 55 356 367 723 Total : 810 799 1609 392 385 777 452 426 878 3623 3443 7069

Class-VI Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 60 70 130 63 16 79 0 0 0 1124 1002 2126 DEMOW 95 74 169 214 139 353 10 12 22 1230 1144 2374 KHALUA 100 130 230 123 85 208 2 4 6 803 1010 1813 NAZIRA 197 180 377 226 140 366 19 18 37 1493 1216 2709 SAPEKHATI 22 21 43 268 200 468 15 16 31 1020 814 1834 SIVASAGAR 90 98 188 6 9 15 23 24 47 613 600 1213 TOWN SONARI 71 74 145 217 167 384 4 7 11 819 754 1573 Total: 635 647 1282 1117 756 1873 73 81 154 7102 6540 1364^

46 Class-VI In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Tcotal AMGURI 17.97% 22.26% 19.99% 9.16% 6.29% 7.81% 2.58% 2.69% 2.63% 59.34% 60.18% 5£9.74% DEMOW 7.48% 6.38% 6.95% 8.21% 9.27% 8.72% 14.72% 16.26% 15.46% 43.66% 48.43% 4^5.96% KHALUA 5.98% 14.16% 10.54% 4.11% 6.44% 5.41% 4.86% 4.36% 4.58% 57.04% 53.37% 544.99% NAZIRA 11.59% 12.83% 12.14% 3.22% 3.29% 3.25% 3.01% 1.97% 2.55% 52.58% 54.11% 553.27% SAPEKHAT! 6.18% 3.07% 4.80% 2.75% 2.33% 2.56% 6.86% 10.69% 8.56% 54.31% 54.79% 544.f53% SIVASAGAR 43.39% 46.50% TOWN 19.90% 16.17% 18.05% 7.83% 10.00% 8.90% 9.46% 5.50% 7.50% 444.193% SONARI 13.43% 10.88% 12.21% 3.79% 4.24% 4.01% 3.66% 3.32% 3.50% 43.47% 48.67% 445.96% Total; 11.41% 12.22% 11.79% 5.52% 5.89% 5.70% 6.36% 6.51% 6.44% 51.01% 52.69% 551.82%

Class-Vl In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls TToital AMGURI 5.34% 6.99% 6.11% 5.60% 1.60% 3.72% 0.00% 0.00% 0.00% 100.00% 100.00% 11010.00% DEMOW 7.72% 6.47% 7.12% 17.40% 12.15% 14.87% 0.81% 1.05% 0.93% 100.00% 100.00% 11010.00% KHALUA 12.45% 12.87% 12.69% 15.32% 8.42% 11.47% 0.25% 0.40% 0.33% 100.00% 100.00% 11010.00% NAZIRA 13.19% 14.80% 13.92% 15.14%>11.51% 13.51% 1.27% 1.48% 1.37% 100.00% 100.00% '10)0.00% SAPEKHATI 2.16% 2.58% 2.34% 26.27% 24.57% 25.52% 1.47% 1.97% 1.69% 100.00% 100.00% ■10)0.00% SIVASAGAR' TOWN 14.68% 16.33% 15.50% 0.98% 1.50% 1.24% 3.75% 4.00% 3.87% 100.00% 100.00% ■100.00% SONAR\ 8.67% 9.81% 9.22% 26.50% 22.15% 24.41% 0.49% 0.93% 0.70% 100.00% 100.00% .100.00% Total : 8.94% 9.89% 9.40% 15.73% 11.56% 13.73% 1.03% 1.24% 1.13% 100.00% 100.00% .100.00%

47 Class-VII Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 196 175 371 92 69 161 20 22 42 633 584 1217 DEMOW 88 71 159 88 85 173 170 120 290 563 537 1100_ KHALUA 52 47 99 28 63 91 27 41 68 450 574 1024_ NAZIRA 123 132 255 48 37 85 34 37 71 671 552 1223 SAPEKHATI 33 36 69 29 22 51 42 43 85 474 412 886 SIVASAGAR 116 87 203 44 40 52 103 282 252 534 TOWN 84 51 SONARI 108 112 220 40 29 69 23 19 42 345 32C 665 Total; 716 660 1376 369 345 714 367 334 701 3418 3231 6649

Class-VII Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 65 84 149 43 19 62 0 0 0 1049 953 2002 DEMOW 101 70 171 164 110 274 13 7 20 1187 1000 2187 KHALUA 90 169 259 84 87 171 5 7 12 736 988 1724 NAZIRA 137 147 284 159 146 305 14 12 26 1186 1063 2249 SAPEKHATI 14 6 20 236 156 392 11 12 23 839 687 1526 SIVASAGAR 85 77 162 1140 TOWN 8 10 18 18 18 36 604 536 SONARI 70 65 135 210 138 348 11 5 16 807 688 1495 T otal: 562 618 1180 904 666 1570 72 61 133 6408 5915 123230

48 Class-VII In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Tcotal AMGURI 18.68% 18.36% 18.53% 8.77% 7.24% 8.04% 1.91% 2.31% 2.10% 60.34% 61.28% 6C0.779% DEMOW 7.41% 7.10% 7.27% 7.41% 8.50% 7.91% 14.32% 12.00% 13.26% 47.43% 53.70% 5C0.30% KHALUA 7.07% 4.76% 5.74% 3.80% 6.38% 5.28% 3.67% 4.15% 3.94% 61.14% 58.10% 5S9.40% NAZIRA 10.37% 12.42% 11.34% 4.05% 3.48% 3.78% 2.87% 3.48% 3.16% 56.58% 51.93% 5^.38% s a p e k h a tT 3.93% 5.24% 4.52% 3.46% 3.20% 3.34% 5.01% 6.26% 5.57% 56.50% 59.97% 568.(06% SIVASAGAR 47.01% 4I6.?84% TOWN 19.21% 16.23% 17.81% 7.28% 7.46% 7.37% 8.44% 9.70% 9.04% 46.69% SONARI 13.38% 16.28% 14.72% 4.96% 4.22% 4.62% 2.85% 2.76% 2.81% 42.75% 46.51%^444.48% Total; 11.17% 11.16% 11.17% 5.76% 5.83% 5.79% 5.73% 5.65% 5.69% 53.34% 54.62% 553.196%

Class-VII In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls TQ)tal AMGURI 6.20% 8.81% 7.44% 4.10% 1.99% 3.10% 0.00% 0.00% 0.00% 100.00% 100.00% '10)0.00% DEMOW 8.51% 7.00% 7.82% 13.82% 11.00% 12.53% 1.10% 0.70% 0.91% 100.00% 100.00% '100.00% KHALUA 12.23% 17.11% 15.02% 11.41% 8.81% 9.92% 0.68% 0.71% 0.70% 100.00% 100.00% 10)0.00% NAZIRA 11.55% 13.83% 12.63% 13.41% 13.73% 13.56% 1.18% 1.13% 1.16% 100.00% 100.00% 100.00% SAPEKHATf 1.67% 0.87% 1.31% 28.13% 22.71% 25.69% 1.31% 1.75% 1.51% 100.00% 100.00% .100.00% SIVASAGAR TOWN 14.07% 14.37% 14.21% 1.32% 1.87% 1.58% 2.98% 3.36% 3.16% 100.00% 100.00% 100.00% SONARI 8.67% 9.45% 9.03% 26.02% 20.06% 23.28% 1.36% 0.73% 1.07% 100.00% 100.00%) 100.00% Total: 8.77% 10.45% 9.58% 14.11% 11.26% 12.74% 1.12% 1.03% 1.08% 100.00% 100.00%i 100.00%

49 Class-V-VII Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 580 607 1187 295 217 512 80 77 157 1996 11712 3708 DEMOW 268 217 485 304 289 593 543 462 1005 1703 1662 3365 KHALUA 168 377 545 108 185 293 97 113 210 1465 1 6 4 ^ 3105 NAZIRA 451 449 900 151 126 277 120 85 205 2278 1875 4153 SAPEKHATI 140 94 234 84 67 151 161 173 334 1590 1354J 2944 SIVASAGAR 361 1604 TOWN 276 637 145 153 298 163 131 294 819 785 SONARI 312 278 590 110 88 198 76 64 140 1081 103^1 2116 Total : 2280 2298 4578 1197 1125 2322 1240 1105 2345 10932 1 0 0 ^ 20995

Class-V-VII Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 234 227 461 175 82 257 0 0 0 3360 2922 6282 DEMOW 314 270 584 620 415 1035 55 35 90 3807 3350 7157 KHALUA 276 431 707 335 271 606 12 18 30 2461 3035 5496 NAZIRA 563 509 1072 647 480 1127 52 51 103 4262 3575 7837 SAPEKHATI 58 44 102 876 606 1482 36 40 76 2945 2378 5323 SIVASAGAR 276 TOWN 248 524 24 24 48 83 74 157 1871 1691 3562 SONARI 231 207 ^38 675 475 1150 28 U 42 2513 2 1 6 p 4674 Total ; 1952 1936 3888 3352 2353 5705 266 232 498 21219 19112 40331

50 Class-V-VII In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 17.26% 20.77% 18.90% 8.78% 7.43% 8.15% 2.38% 2.64% 2.50% 59.40% 58.59% 5)9.03% DEMOW 7.04% 6.48% 6.78% 7.99% 8.63% 8.29% 14.26% 13.79% 14.04% 44.73% 49.61% 4-7.02% KHALUA 6.83% 12.42% 9.92% 4.39% 6.10% 5.33% 3.94% 3.72% 3.82% 59.53% 54.04% 56.50% NAZIRA 10.58% 12.56% 11.48% 3.54% 3.52% 3.53% 2.82% 2.38% 2.62% 53.45% 52.45% 52.99% SAPEKHATI 4.75% 3.95% 4.40% 2.85% 2.82% 2.84% 5.47% 7.28% 6.27% 53.99% 56.94% 55.31% SIVASAGAR 46.42% TOWN 19.29% 16.32% 17.88% 7.75% 9.05% 8.37% 8.71% 7.75% 8.25% 43.77% 45.03% SONARI 12.42% 12.86% 12.62%4.38% 4.07% 4.24% 3.02% 2.96% 3.00% 43.02% 47.89% 45.27% Total; 10.75% 12.02% 11.35% 5.64% 5.89% 5.76% 5.84% 5.78% 5.81% 51.52% 52.65% 52.06%

Class-V-VII In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 6.96% 7.77% 7.34% 5.21% 2.81% 4.09% 0.00% 0.00% 0.00% 100.00% 100.00% 100.00% DEMOW 8.25% 8.06% 8.16% 16.29% 12.39% 14.46% 1.44% 1.04% 1.26% 100.00% 100.00% 100.00% KHALUA 11.21% 14.20% 12.86% 13.61% 8.93% 11.03% 0.49% 0.59% 0.55% 100.00% 100.00%. 100.00% NAZIRA 13.21% 14.24% 13.68% 15.18% 13.43% 14.38% 1.22% 1.43% 1.31% 100.00% 100.00%> 100.00% SAPEKHATI 1.97% 1.85% 1.92% 29.75% 25.48% 27.84% 1.22% 1.68% 1.43% 100.00% 100.00%, 100.00% SIVASAGAR TOWN 14.75% 14.67% 14.71% 1.28% 1.42% 1.35% 4.44% 4.38% 4.41% 100.00% 100.00%) 100.00% SONARI 1"9.'19% 9.58% 9.37% 26.86% 21.98% 24.60% 1.11% 0.65% 0.90% 100.00% 100.00%) 100.00% Total; 9.20% 10.13% 9.64% 15.80% 12.31% 14.15% 1.25% 1.21% 1.23% 100.00% 100.00%) 100.00%

51 Class-l-VII Block Name General SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 1747 1708 3455 750 682 1432 376 386 762 4734 4324 9058 DEMOW 768 669 1437 724 649 1373 1920 1813 3733 4225 4088 8313 KHALUA 722 884 1606 383 446 829 290 320 610 4635 4740 9375 NAZIRA 1532 1393 2925 532 471 1003 347 279 626 5230 4759 9989 SAPEKHATI 1066 936 2002 275 252 527 438 405 843 4474 3921 8395 SIVASAGAR 612 500 1112 258 160 347 1090 999 2089 TOWN 268 526 187 SONARI 1352 1190 2542 479 500 979 299 283 582 4313 4027 8340 Total; 7799 7280 15079 3401 3268 6669 3857 3646 7503 28701 2 6 8 ^ 55559

Class-l-VII Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURI 602 554 1156 883 655 1538 7 6 13 9099 8316 17414 DEMOW 820 773 1593 2612 2043 4655 88 66 154 11157 10101 21258 KHALUA 641 856 1497 1511 1115 2626 55 51 106 8237 8412 16649 NAZIRA 1489 1352 2841 3324 2494 5818 200 163 363 12654 10911 23565 SAPEKHATI 182 159 341 3680 2525 6205 280 227 507 10395 8425 18820 SIVASAGAR 503 472 975 61 5426 TOWN 40 101 147 129 276 2858 2568 SONARI 713 674 1387 4997 3698 8695 112 91 203 12265 1046^227281 Total : 4950 4840 9790 17068 12570 29638 889 733 1622 66665 59195 125860

52 Class-l-VII In % Block Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURl 19.20% 20.54% 19.84% 8.24% 8.20% 8.22% 4.13%^4.64% 4.38% 52.03% 52.00% 52.02% DEMOW 6.88% 6.62% 6.76% 6.49% 6.43% 6.46% 17.21% 17.95% 17.56% 37.87% 40.47% 39.11% KHALUA 8.77% 10.51% 9.65% 4.65% 5.30% 4.98% 3.52% 3.80% 3.66% 56.27% 56.35% 56.31% NAZIRA 12.11% 12.77% 12.41% 4.20% 4.32% 4.26% 2.74% 2.56% 2.66% 41.33% 43.62% 42.39% SAPEKHATI 10.25% 11.11% 10.64% 2.65% 2.99% 2.80% 4.21% 4.81% 4.48% 43.04% 46.54% 44.61% SIVASAGAR TOWN 21.41% 19.47% 20.49% 9.03% 10.44% 9.69% 6.54% 6.23% 6.40% 38.14% 38.90% 38.50% SONAR 1 11.02% 11.37% 11.18% 3.91% 4.78% 4.31% 2.44% 2.70% 2.56% 35.17% 38.49%! 36.69% Total : ^ 11.70% 12.30% 11.98% 5.10% 5.52% 5.30% 5.79% 6.16% 5.96% 43.05%45.37%; 44.14%

Class-l-VII In % Total Block Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AMGURl 6.62% 6.66% 6.64% 9.70% 7.88% 8.83% 0.08% 0.07% 0.07% 100.00% 100.00%, 100.00% DEMOW 17.35% 7.65% 7.49% 23.41% 20.23% 21.90% 0.79% 0.65% 0.72% 100.00% 100.00%. 100.00% KHALUA 7.78% 10.18% 8.99% 18.34% 13.25% 15.77% 0.67% 0.61% 0.64% 100.00% 100.00%, 100.00% NAZIRA 11.77% 12.39% 12.06% 26.27% 22.86% 24.69% 1.58% 1.49% 1.54% 100.00% 100.00%. 100.00% SAPEKHATI 1.75% 1.89% 1.81% 35.40% 29.97% 32.97% 2.69% 2.69% 2.69% 100.00% 100.00%. 100.00% SIVASAGAR TOWN 17.60% 18.38% 17.97% 2.13% 1.56% 1.86% 5.14% 5.02% 5.09% 100.00% 100.00%. 100.00% SONARl 15.81% 6.44% 6.10% 40.74% 35.34% 38.26% 0.91% 0.87% 0.89% 100.00% 100.00% 100.00% Total; 7.43% 8.18% 7.78% 25.60% 21.23% 23.55% 1.33% 1.24% 1.29% 100.00% 100.00% 100.00%

53 Table 2.27: Comparative Share of Caste. Community Wise Class I & Class VII Children (Children of Class VII/Class I)

ln% >!ock Name Genera SC ST OBC Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total *MGURI 64.47% 62.50% 63.53% 76.67% 57.98% 67.36% 20.41% 22.22% 21.32% 82.42% 79.03% 80.76% )EMOW 58.28% 48.97% 53.72% 69.29% 84.16% 75.88% 39.81% 25.32% 32.19% 75.27% 72.37% 73.83% [HALUA 32.30% 34.56% 33.33% 35.90% 76.83% 56.88% 58.70% 73.21% 66.67% 55.76% 69.41% 62.67% lAZIRA 36.18% 49.44% 42.01% 42.86% 35.58% 39.35% 50.00% 62.71% 55.91% 83.98% 65.56% 74.53% .’APEKHATI 13.92% 15.38% 14.65% 56.86% 46.81% 52.04% 72.41% 71.67% 72.03% 68.01% 62.05% 65.10% IIVASAGAR 'OWN JONARI 39.56% 40.14% 39.86% 37.38% 23.77% 30.13% 39.66% 29.69% 34.43% 38.25% 38.46% 38.35% otal; 46.86% 47.41% 47.12% 58.85% 57.50% 58.19% 48.23% 40.93% 44.45% 71.36% 68.83% 70.11%

ln% Total Bbck Name Muslims Tea Tribe Others Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total AnGURI 62.50% 92.31% 76.41% 18.61% 10.61% 15.12%koiV/O! 0.00% 0.00% 64.55% 63.15% 63.88% DfMOW 67.33% 48.95% 58.36% 21.69% 16.22% 19.11% 86.67% 63.64% 76.92% 50.00% 43.59% 46.85%, KIALUA 84.91% 156.48% 121.03% 24.28% 29.39% 26.64% 55.56% 87.50% 70.59%47.39% 65.30% 56.23% NxZIRA 54.58% 68.37% 60.94% 17.57% 18.89% 18.18% 32.56% 32.43% 32.50% 47.10% 46.28% 46.71% S/PEKHATI 56.00% 22.22% 38.46% 26.88% 22.32% 24.86% 14.47% 15.19% 14.84%41.49% 37.96% 39.82% SI/ASAGAR TOWN SONARI 62.50% 52.42% 57.20% 16.59% 12.44% 14.65% 47.83% 26.32% 38.10% 29.44% 26.99% 28.26% Tdal; 70.34% 80.16% 75.16% 20.58% 17.82% 19.31% 40.68% 34.27% 37.46% 49.01% 48.53% 48.78%

54 Table 2.28: Teachers Positions In Govt. / Provincialised Primary Schools.

SLNO. Name Of Sanctioned Teachers In Vacant Trained Percentage O f The Block Post Position Post Teachers Trained Teachers 01. Amguri 1446 1391 55 816 58.70 02. Demow 1502 1502 — 670 44.6 03. Khelua 1483 1483 37 1188 80.11 04. Sapekhati 945 927 18 734 77.60 05. Sonari 2079 2051 28 998 49 06. Nazira 1756 1717 39 1320 76.87 District 1^otal 9211 9071 177 5726 64.48

Table 2.29: Teachers Positions In Govt. / Provincialised Upper Primary Schools.

SI.No. Name Of Sanctioned Teachers In Vacant Trained Percentage The Block Post Position Post Teachers Of Traineid Teachers

01. Amguri 1047 1025 22 151 14.73 02. Demow 985 961 24 84 8.74 03. Khelua 680 680 28 97 14.27 04. Sapekhati 391 380 11 70 18 05. Sonari 577 555 22 161 29 06. Nazira 657 628 29 132 21 District Total 4337 4229 136 695 17.62

Table 2.30 The position of PTR L.P. School Upper Primary No of No of PTR No of No of PTR Teachers Enrolment Teachers Enrolment 9071 103077 1:12 4229 53738 1:13

55 Chapter-III: PLANNING PROCESS

A lot of interventions have been made since independence for the Universalisction of the Elementary Education, both in term s of quantity and qusllty, yet the objectives cf UEE has remained illusive. The basic reasons may be lack of concentrated steps for attenpting the problems in a comprehensive manner.

The achievement of UEE depends on the quality and extent of people participation in planning, implementation and monitoring of its various aspects. With a view to decentralize the task for mass participation, a large number of hunran resources were mcbilized for ensuring a perspective & contextual planning in the district. Besides the education department officials, services of the 43 District Resource Person (DRP), 500 Block Resource Person (BRP) and 5317 Village Volunteers (VV) were utilized for carrying out the pre-project activities and preparation of the District Elementary Education Plan (DEEP). Block wise deployment of additional man power is as below

Additional man power were utilized as per details given below;

NO. OF NO. OF NO. OF SL. NAME OF DISTRICT BLOCK VILLAGE NO. BLOCK RESOURCE RESOURCE VOLUNTEERS PERSONS PERSONS 01. Amguri 7 65 828 02. Demow 8 93 1080 03. Khelua 8 69 768 04. Sapekhati 6 97 846 05, Nazira 7 69 828 06. Sonari 7 107 967 District Total 43 500 5317

A. Key Resource Persons Training at State Level:

The planning process of SSA was initiated with the launch of pre - project activities in the month of February when a seven Key Resource Persons (KRP) attended a 3 day State Level Training programme at Guwahati from 11 - 02 - 02 to 13 -02 - 02 . List of officials attended the training programme is given at annexure I —Table U.

B. District Resource Persons Training at Zonal Level:

The second important stage of pre - project activities was the training of the District Resource Persons at zonal level.

The training was jointly conducted by State Resource Persons (SRP) and KRP. The Mission Director’s presence in the training venue was the main source of inspiration

Altogether 52 persons underwent DRP training held from 04/03/02 to 06/03/02 at the Post Graduate Teachers’ Training Institute, Jorhat.

List of District Resource Persons attended the training programme is given at annexure-l Table l.ll.

56 C. District Resource Persons Pianning Meeting at District Level :

After the training of DRP a two-day planning meeting was held at district level on the 7*^ & 8*'' March. The agenda of the planning meeting was extensive and covered following points:

Assessment of Additional BRPs required for Tea garden & Remote areas Preparation of block wise sets of materials and distribution of materials to BMC offices Review of scheduled major works Preparation of a final chart showing the allocation of blocks & GPs for each DRP Finalisation of block wise dates and venue for BRPs Training & information to be given to all concerned. Allocation of DRPs against each block level training venues Preparation of plan for supervisory visits of DMC, ADMC, BMC and other department officials Arrangements to be made for BRPs training. Allocation of villages and Tea Garden Divisions to BRPs. Discussion on session plan of BRPs & Volunteers training Finalisation of dates and venues for GP level meetings Distribution of Materials Assessment of additional materials if any required and submission of requirements to Mission for the same. Activity wise requirement of fund and arrangements made for transfer of fund from DMC to BMC & BMC to BRP Opening of BEEOs bank account & decision to transfer Rs.25000/- to each BEEO/BMC immediately at the end of the planning meeting Also prepare fund requirement for next 1 month for transfer of fund from state office for DMC and each BMC offices against specific activity and proposed implementation schedule. Arrangements made for tea gardens, forest and other remote areas Assessment and identification of the additional manpower for DMC & BMC office.

At the end of the district level planning meeting, DRPs were deployed to different blocks and assigned 2-5 GPs to each DRP. Besides 243 nos. of BRP were selected at the ratio of 2:1 per village except TE division, remote and problematic forest village. DRP-wise allocation of GP & village & BRPs are shown below.

Altogether 611 BRPs were selected for 118 GP of the district for this purpose.. The DRP wise allocation of GPs, villages & BRP is given below:

SI.No. Name Of DRP Name Of No. Of No. Of Villages No. Of Allotted Block GP Within The Allotted BRPs Allotted GPs 01. Kaibi Hasan Ahmed AMGURI 1 8 4

02. Kailash Nath DO 1 8 5 03. Rajen Bora DO 2 10 6 04. Ananta Khanikar DO 2 10 6 05. Premada Hazarika DO 3 21 12 06. TILAK KHAKLARI DO 6 32 16 07. SafiquI Hussain DO 5 32 16

57 SI.No. NameOfDRP Name Of No. Of No. Of Villages No. Of Allotted Block GP Within The Allotted BRPs Allotted GPs 08. Nabul Islam NAZIRA 43 24 09. Budhindra Nath Dutta DO 20 11 10. Lalit Ch. Dutta DO 30 15 11. Harish Ch. Konwar DO 17 10 12. Utpal Gogoi DO 8 4 13. Binud Changmai DO 3 3 14. Bulen Borgohain DO 4 2 15. Deben Gogoi SONARI 31 16 16. Bedajyoti Gogoi DO 3 37 20 17. Banamali Borgohain DO 2 20 11 18. Siben Bordoloi DO 2 22 12 19. Rinju Neog DO 2 21 11 20. Usha Karki Chetri DO 2 20 12 21 . Parul Chetia DO 2 21 11 22 . Janak Giri KHELUA 1 7 4 23.. Satyajit Kar DO 4 21 11 24. Mahendra Sharma DO 4 35 19 25. Dhiren Sharma DO 2 9 5 Wahida Begum 26. Bhoben Mohan DO 2 11 6 27. Dilip Saikia DO 2 15 8 28. Probin Bora DO 4 26 16 29. Mohan Duwari DEMOW 7 51 28 30. Upen Konwar DO 4 36 20 31. Khogen Borgohain DO 2 16 8 32. Tarun Dowerah DO 2 16 8 33. Prakash Chauhan DO 2 14 7 34. Deban Dutta DO 1 12 6 35. Rajen Dutta DO 2 14 7 36. Runumi Handique DO 2 20 9 37. Gonesh Bora SAPEKHATI 3 28 17 Narzi Ara Kalita 38. Tuphan Changmai DO 3 25 16 39. Lakhi Kalita DO 3 18 13 40. Pradip Gogoi DO 3 25 19 41. Bhupen Gogoi______DO 4 44 32

D. Block Resource Persons Training at Block Level:

Followed by DRPs training & planning meeting, training of BRPs was held as per the schedule given below. The DRPs of the concerned block conducted the training of BRPs at block level. The State Resource Person allotted for the district, and DMC & ADMC also supervised and impart training of the BRPs .

58 SI. Name Of Date Of Venue Of No. Of DRPs No. Of No Block BRP Training Conducted The Participants Training Training Attended The Training

01. Amguri 1 ^ to Gaurisagar 9 76 16*" Public Hall March,02 02. Demow DO Demow Girls 10 105 H.S. School

03. Khelua DO Mitha Pukhuri 8 105 L.P. School

04. Sapekhat 13*" to Sapekhati 6 97 16*" Chariali March,02 L.P.School 05. Sonari DO Kachumari M.E. 5 118 School 06. Nazira DO Assam Co. Boys 7 88 L.P. School,

District 45 589 Total

E. Block Resource Persons Planning Meeting at Block Level:

After the BRPs training one day planning meeting was held with the BRPs.

In the planning meeting along with other points the schedule of field level activities was finalized. Accordingly the field activities were executed as per the schedule and targets achieved given below:

Similar to the line of DRPs Planning Meeting, planning meeting of BRPs were also held.

The BRPs were entrusted with the following field level Tasks:

Tasks ______Visiting the assigned GP for giving information for the GP level General Meeting Acting as RP in the first meeting in the assigned GP Submitting the report of the meeting to BMC Visiting the assigned two villages for giving information for the Gaon Sabha Meeting Acting as RP in the first Gaon Sabha Meeting of each of the 2 villages Preparation & sending of the reports of Gaon Sabha Meeting to BMC Training of village volunteers at GP level Visiting villages during survey Undertaking sample checks of at least 10 sample household schedules during the process of collection & after they have been received from villages and affixing signature on the body of the formats. In case of mistakes getting them corrected or re-collected. Compilation of survey data as per format 9 and 10 of the two villages______

59 Conducting group discussion in the assigned villages Conducting interview of teachers of the schools of the assigned villages Ensuring timely collection of reports from fields. Compilation of village survey GP wise and block wise at block level under the supervision of DRP Ensuring the smooth functioning of all village volunteers of the two assigned villages. Acting as RP in the village level meetings for constitution of VEC and sharing of survey findings Filling up the format for approval of VEC/GPEC available at BEEO/DI office Getting approval of BEEO/DI for membership of VEC and GPEC and handing over the approval copies to VEC/GPEC Conduct of First Meeting of Village Education Committee and submission approval of VEC from BEEO to the Member Secretary Assisting VEC in preparation of Village Education Register (VER)______

F. Meeting of Gaon Panchayat Functionaries at GP Level:

A public meeting was conducted in each GP. GP President, Secretary & Members, Gram Sevak’s/ Sevika’s, ANM workers, AWW workers, Head Teachers /Masters /Principals of schools, SI of Schools of that area, Retired Teachers, Gaon Burha’s of the concerned GP area were invited to participate in the meeting.

Altogether 118 GP level meeting were held during the March in which total 9722 people participated.

The concerned BRPs visited the GP area tor giving information to the participants to attend the meeting. Formal Invitation letter signed by the BMC or concerned Dl was given to the participants and also leaflet were pasted in the public places. The concerned BRPs ensured that the participants have received the invitation letters.

If the attendance of the meeting was found poor, the meeting was postponed and held within next three days.

The major agenda of the meetings were:

• Overview of Educational Status in the GP • Issues of the GP which effects Elementary Education • Aims, objectives & targets of SSA • Outline of pre-project activities to be conducted at village level

The procedures for the conduct of meeting and reporting format of the meeting were included in the BRPs training manual. Printed reporting formats were supplied for reporting

Name Of Block No Of GP Period During Which Total Level Meeting Were Held Participants Meeting Held Of The Meetings Amguri 20 28* March 951 Demow 22 22"^“ to 26‘^ April,02 975 Khelua 19 28* March 1501 Sapekhati 16 8* to 11* May,02 2960 Sonari 16 26* to 28* March,02 1200 Nazira 25 28* March 2135 118 9722

60 G. Gaon Sabha Meeting:

In each village a general public meeting was conducted. Altogether 858 Gaon Sabha Mee:ings were held during 23'^'^ March to 27**^ March’02 in which total 58502 persons partbipated and 5317 village volunteers were identified.

For giving wide publicity following means were adopted; Distribution of leaflet giving date, venue and agenda of the meeting Distribution of leaflet signed by Chief Minister and Education Minister of Assam Pasting of the leaflets in public places Announcement of the meeting in the local market Visit of the BRP to the homes of elder persons of the Villages for individual invitation. Visit of the BRP in schools. In schools the BRP will invite the teachers individually and distnbute leaflets to the students for pursuing their guardians to attend the meeting. In case tea gardens the BRP also met the Garden Manager, Welfare Officer and representatives of the labourers and request their participation in the meeting In case of forest villages the BRP also met the Forest Department Officials viz. Forester, Ranger and request their participation in the meeting Special appeal to the mothers, Voluntary Agencies, Club, Mahila Samity of that area to attend the meeting

In order to make effective and ensuring much participants in the meeting, a target of minimum number of attendance of the meeting was fixed 100 for large village & 80 small villages. Significant proportion and not less than 30 percent of the women must present in the meeting. If the participation is less than this the meeting would have to be postponed and organsied within 2 days. Participants must include Guardians, Teachers, Elder village persons, representative of NGOs, Mahila Samity, Panchayat Members, mothers, local une-nployed youths. Student representative etc.

Corcerned BRP of the village conducted the meeting. In this meeting the village volunteers were selected by the villagers themselves for conducting the House to House Survey.

The proceedings of the meeting were recorded in a register supplied by the Mission. This register will now be used as Village Education Committees Meeting register.

The procedures for the conduct of meeting and reporting format of the meeting were included in the BRPs training manual. Printed reporting formats were supplied for reporting of the meeting.

SN o Name Of No. Of Gaon Sabha Period During Which Total Block Meeting Meetings Were Held Participants 01. Amguri 121 24'Ho 2 / ‘’ March.02 2420 02. Demow 176 24^^^ to 27*^ March,02 6160 03. Khelua 124 24'" to 27'" March,02 9672 04. Sapekhati 140 23^*^ to 27'" March,02 17205 05. Sonari 172 24'" to 27‘" March,02 8670 [m . Nazira 125 24'" to 27'" March,02 14375 District Total 858 23^" to 27‘" March,02 58502

61 H. Training of Village Volunteers at GP level

A 3-day training of village volunteers who were selected in the Gaon Sabha meetings was held for conducting the house-to-house survey works. The training was conducted by the BRPs at GP level. The training schedule was staggered to ensure the presence of concerned DRP/BRP .

Altogether 5296 village volunteers were trained during 28^^ March to 1®' May’02.

On the last day of the training, the concerned DRPs/BRPs finalised the schedule of all fieldwork including the day of the survey sharing meeting and constitution of VEC.

SI.N Name Of Block Period Total village 0 During volunteers attended Which Venues the training Training Were Held 01. AMGURI 30^ & 31®* March & Centre of each 828 r* April,02 GP. 02. DEMOW 28*^ to31"‘ March,02 DO 1080 03. KHELUA 30*^' 31®' March & 1®* 19 768 April,02 04. Sapekhati 29*^30*'^April & 1®* Borhat 846 May,02 Purbanchal, Nahar Pukhuri etc. 05. Sonari 3Qth ^ ^ DO 967 April,02 06. Nazira 30'" to 31 March & DO 828 1®‘ April,02 District Total 28"^ March to 1®* 5317 May ‘02

I. Micro Planning, School Mapping and Other Village Level activities:

A detail micro planning and school mapping exercise was undertaken in each habitations, villages and tea garden divisions by the BRPs with the help of identified and trained village volunteers. The objectives of this exercise was to;

Find out educational status of children including those going to school and those who are out of school Find out the existing educational institutions in the village. Finding out the peoples’ view on functioning of these educational institutions. To find out whether there is any specific deprived groups/areas. To identify child labour and disabled children if any in the village

The activities conducted in sequential order are described below;

J. Village Mapping And Listing Of Resources:

The village volunteers carried out this exercise. The BRP remained present during the exercise to assist and guide the group.

62 In Tea Garden areas, each Line was considered as a habitation, and each Division was considered as a village.

The Village Volunteer Group fixed up a date for a general meeting of Community Members covering representatives from all the habitations at a central place, (preferably in schools premises), and completed the following activities through extensive group discussions and sharing. This exercise comprises of the following activities: • A village map showing specifically the habitations, educational institutions, isolated/remote habitations to have an overall picture of the village • Listing of all names of Educational Institutions • Distance listing of schools with respect to three stages of schooling viz. Primary Stage, Upper Primary Stage, and High/Higher Sec Stages. • Listing of households’ habitation wise. • General information of the Village.

K. House To House Survey

After completion of the above activities the village volunteers carried out the work of door to door survey for collection of information of every child. The BRP remained present during the exercise to assist and guide the volunteers group.

Following information of every child was captured in a well-designed format. For each household one format was used.

Name of the Family Head, his/her educational status, caste, mother tongue, occupation. Above 14 years gender wise total members of the family by literacy status, Name of the child, his her sex, age, educational status, name school or other institutions wherein he/she is studying, whether he/she is physically handicapped and nature of disability, whether he/she is child Labour and reason of child labour, if dropped out or never enrolled reasons of drop out or never enrollment.

L. Collection Of Information On Religious Madrassa/Tols/Moths

A lot of children attend in these types of full time institutions wherein only religious teaching takes place. In order to capture the information of all these children a format was designed and information from each of such institutions were collected by the BRPs.

M. Collection of Information On Venture, Private Schools

In order to have a comprehensive picture of all types of institutions the DISE format was simplified and administered in Venture & Private Schools by the BRPs.

N. Compilation of House-to-House Survey Results

The BRPs compiled the survey results as per instruction given in the training manual and use the printed formats. He/she took help of the village volunteers while doing so.

Following guidelines were followed for collection, compilation & submission of formats:

The BRP undertook sample checks of at least 10 household schedules (Format 6) of the two assigned villages during the process of collection of formats. On his satisfaction he put his/her signature on the body of the formats. In case of mistakes the BRP got the format

63 corrected or re-collected. The BRP had specifically checked that information for all the households (listed at Format 4) have been collected.

DRP also undertook sample checks of at least 5 household schedules of at least 10 villages of his/her GPs during the process of collection & certify the correctness of the entries and affix signature on the body of the formats. In case of mistakes the DRP will get them corrected or re-collected

On ensuring the complete collection and sample checks the BRP sat together with the village volunteers and make habitation wise bundle of the Format 6 and start compiling household wise information as per format 9. After completing the compilation as per format 9 the format 10 will be compiled. The DRPs visited villages during the compilation process.

After completion of the compilation the BRPs submitted the formats to the concerned DRPs on a specified date. Before submission, the BRPs checked specifically whether any format was missing or not, whether all formats have been signed by them or not, whether any major inconsistency is there or not etc.

The DRPs fixed a common date for receiving of the formats in the block in a specified venue and scrutinized the same with the assistance of the concerned BRPs. GP wise compilation as per format 10 was also be done at the same time.

The DRPs checked specifically that whether any format is missing or not. Whether all formats have been signed by the BRPs or not, whether any major inconsistency is there or not etc.

DRPs put his/her signature on the formats and make GP wise bundle and submit to tyie concerned BMC with forwarding letter and his her comments if any in separate loose sheet.

All the formats that is except Format 6 to be submitted to the DRPs have been signed by the BRPs

BRPs RETAINED THE FORMAT NO. 6 WITH THEM TILL THE FORMATION OF VEC AND SUBMITTTED TO THE MEMBER SECRETARY OF VEC AFTER THE CONSTITUTION OF VEC

O. Group Discussion:

Group discussion was one of most important pre-project activity. One group discussion was conducted in every village. Separate group discussions with women were organized in such villages wherein due to certain socio-religious reasons women do not participate meetings with male folk.

The Block Resource Person with the help of village volunteers conducted the group discussion

Following questions were discussed in the group discussion:

Functioning of the school Opinion of the Teachers of the school (Regularity, teaching, behaviour with children) Problems in the functioning of the schools School Management Committee Appropriateness of the school Calendar Suggestions for Improvement of the functioning of schools

64 Irregular children Children who are not enrolled in schoo\(kind of families) Most disadvantaged group/ families in the village Measures to ensure that Children do not dropout and attend school regularly

Period During Total SL Name Of Block No. Of Group Which The Participants NO. Discussion Discussion Of The Held Were Held Discussions 01. Amguri 242 26,27,28 April’02 2420 02. Demow 350 18 to 25"' 2850 April’02 03. Khelua 248 18 April to 25*^ 3190 April’02 04. Sapekhati 140 18 to 25’^ 2872 April’02 05. Sonari 133 3 to 12Aprir02 5320 06. Nazira 315 17,18,19'^ 3285 April’02 Total 1428 3^" April to 28*^ 19,847 April’02

P. Holding of Interview of teachers:

In order to collect the opinions of the teachers’ interview of teachers was also conducted as a part of pre-project activities. The BRPs conducted the interview of one Head teacher of LP school and one Head Master of Upper Primary School along with one other teacher from each school. So the BRP conducted interview of four teachers of the schools located in the village, which includes one Head teacher & one other teacher of one LP school and one Upper Primary Schools.

The teachers’ opinion on following areas were sought; The problems in the functioning of the schools School Management committee School Calendar appropriate (schedule of holidays, examinations etc with reference to agriculture seasons, floods, local festivals etc.) The children who are not enrolled in school Irregular Children Improvement of children’s participation Improvement of the functioning of schools

Name of Block Number of HTs interviewed No. of other teachers interviewed Amguri 318 628 Demow 383 821 Khelua 337 307 Sapekhati 282 1050 Sonari 324 240 Nazira 413 753 Total 2057 3799

65 Q. Constitution of VEC and Survey Sharing Meeting

Open meetings were conducted in every villages and tea garden divisions for constitution of VEC/TGEC . in these meetings the survey sharing and discussion on elementary education issues took place. The meeting also took note of the suggestions given by the villagers for improvement of education in the villages.

The concerned BRP convened the meeting. The volunteer Group, which had cariied out the field level activities, informed about the date and venue of the meeting during the conduct of the survey. It was ensured that all the participants who had attended the first meeting are also properly informed

No. Of Nos. Total No. Total No. Of Of Period Participants Name Of Tea VEC TGEC Of Constitution Of The Of Block Total Garden Constitu Constitu Meeting Villages Division ted ted s Amguri 116 5 116 5 22nd April to 27**' April 2420 ‘02 Demow 160 16 160 15 20"^ April to 30'^ 2922 April’02 Khelua 114 10 114 10 22nd April to 27*'^ 9922 April’02 Sapekht 119 21 119 21 23^'* to 27*"^ March ‘02 i 17,205 Sonari 124 48 124 48 22nd to 28'" April’02 10,836 Nazira 107 18 107 18 20*'’ to 26‘^ April’02 3281 District 740 118 740 117 23^'* March to 30‘^ 46,586 Total April’02

R. Constitution of GPEC and survey sharing meeting

Open meetings were conducted in every Gaon Panchayatfor constitution of GPEC. In these meetings the survey sharing and discussion on elementary education issues took place. The meeting also took note of the suggestions given by the villagers for improvement of education in the villages.

The concerned DRP convened the meeting. The BRPs informed about the date and venue of the meeting during the conduct of the survey. It was ensured that all the participants who had attended the first GP level meeting are also properly informed.

SL. Name of No. Of No. Of Period Of Total Participants NO. block Gaon GPEC Constitution Of the meeting Panchayat Constituted 01. Amguri 20 20 27‘^ to 29"^ Aprir02 2792 02. Demow 22 22 29*^ to 30*^ April’02 3752 03 Khelua 19 19 1 to 4'^ May’02 1558

04. Sapekhati 16 16 8 to 1 May’02 2960 05. Sonari 16 16 6 to 8 ‘'^ May’02 2112

66 06. Nazira 25 25 & 28*^ April’02 3785

Total 118 118 27*'’ April to 11*'^ 16959 ______May’02 ______

S. First Meeting of Village Education Committee:

Thojgh the training programme of BRPs covered the know how of the first meeting of VEC. And the details of the meeting was mentioned the BRPs training manual another one day orientation of the DRPs & BRPs was organized for the purpose. The DRPs training was conducted by State Resource Person and District In-charge and BRPs training was conducted by the DRPs.

The BRPs of the concerned villages attended the first meeting to assist the member secretary in conducting the meeting. The main agenda of the meeting was as below;

Besides a printed booklet regarding role & functions of the VEC and other allied aspects was also distributed to all the VECs.

With the constitution of VEC, TGEC & GPEC and holding of first meeting of VEC, TGEC the first phase of Pre-project activities and Preparatory planning exercise were completed.

The second phase of the Planning Process started with following activities:

T. Constitution of SMCs:

SMGs were constituted in each LP & Middle school in open meetings through the Resource Persons. For constitution of SMC the DRPs were trained at district level by the SRP and BRPs were oriented at block level by the DRPs. The DRPs also visited during the constitution along with other departmental officials. This has ensured a participatory formation of this important organ of schools.

U. Constitution of District Planning Team (DPT):

A 44 member District Planning Team was constituted under the chairmanship of Deputy Commissioner. The representative of District Administration, Rural Development, Social Welfare, NGOs and education department were included in the DPT. The list of the members of District Planning Team is given at Annexure-I Table I.Ill

V. Constitution and Training of District Core Team (DCT):

A small core group was constituted from amongst the members of the District Planning Team. The DCT was made responsible for actual production of the perspective plans with the help of DPT & BPT members. Another task assigned to the DCT was to train and guide the other members of DPT & BPT.

Adequate measures were adopted to select such people especially in the district core team who would be able to work continuously for at least one month without bothering for holidays and odd hours and they have good analytical skills, writing abilities, and field knowledge.

67 The district core team was constituted with 28 members. The list of the members of DCT is enclosed at Annexure-I table I.IV

District Core Team Members attended 6- day training on procedure of preparation of perspective plan at State Level.

After the State Level Training of DCT, the training of District Planning Team at district level & Block Planning Teams at Block Level have been organized where detailed discussions on preparation of district perspective plan were held .

Besides, two visioning workshops on community mobilization and quality/schcol improvement were organized at district level where all the DCT members /DPT members and some identified educational thinkers of different areas attended and share their thinking and experiences.

Special Teams were constituted for designing the functional area wise strategies.

The teams visited different problem pockets, interacted with different persons, taken up field level study to find out issues, strategies and interventions, and finally arrived at a consensus on the different aspects.

The functional area wise findings have been shared and fine-tuned at the state level plan writing workshops.

68 CHAPTER IV OTHER EXISTING INTERVENTIONS OF ELEMENTARY EDUCATION

Mid-Day Meal Scheme :

Coverage:

Year -wise status of the implementation of the scheme is discussed below:-

Year Amount Items Supplied Quantity Of No. Of No. Of Received Items Schools Children Supplied Covered Covered 2001 Free Cost 3 Kg Per Rice 1640 72425 Student

Implementation Process : -

The district authority delivers the rice to BDO and SI of schools who distribute it among the students with the help of the head master of the schools as per the list submitted by the BEEO.

Impact On Enrollment And Attendance And Difficulties

The enrollment and attendance show remarkable improvement and the difficulties are bad quality of rice, irregularity and inefficient distribution system.

Operation Black Board

The scheme was started with the following objectives the objective of the scheme was ta provide basic amenities to the schools . The items provided were books, science kit, steel trunk, gymnastics goods, plastic bucket, mug, black board, wall clock , tap recorder, dhool, calculator, steel almirah, table, plastic chair, duster and pencils.

The scheme which began in 1985 was undertaken in 4 different phases in 1985, 1989, 19S3 and 1996.

Year No. Of Teachers No. Of Schools No. Of Schools To Appointed Covered Which Equipment Supplied

1985 — 394 394

1989 620 620 1993 1800 590 590 1996 247 140 140

69 Construction Of School Under MLA /MP Fund

Coverage Name of No. Of new No. Of No. Of school No. Of constituency schools additional provided with schools constructed classroom drinking water provided constructed facilities with Amguri — 02 Nil — Thowra — 02 Nil — Nazira — 17 Nil — Sibsagar — 03 Nil — Mahmorah — Nil Nil — — Sonari — 30 Nil

Construction Of School Under PMGY

Coverage

Name of No. Of new No. Of No. Of No. Of schools constituency schools additional school provided with constructed classroom provided constructed with drinking water facilities Amguri Nil 11 5 — Thowra Nil 11 5 — Naziva 5 — Sibsagar Nil 11 5 — Mahmorah Nil 11 5 —

Sonari Nil 11 5 —

Other Incentive Schemes Viz Scholarship Etc.

Name Of Objective Amount Amount Physical Physical Scheme Of The Received Spent Target Achievem Scheme (Rs.) (Rs.) (Nos.) ent (Nos.) Jr. Basic To Inspire Rs. 15 30. 30 L.P Scholarship The 32,400/= Per Students Month For Three Years Rs.30 Per UP Sr. Basic Do 61,560/= Month 137 137 Scholarship For Three Years

70 CHAPTER V : SPECIAL FOCUS GROUP AND AREAS

Coverage of special focus group is an integral part of Sarba Siksha Abhiyan. Special focus groups means these group on areas where enrolment, attendance as well as quality of students are poor in comparison to other groups of communities. Children from scheduled caste, Scheduled tribal. Tea Garden add Ex Tea Garden labor class, are treated as special focus groups.

Identification Of Special Focus Group Area.

Tea garden and Ex Tea Garden labour communities are larger focus group in Sibsagar district.

Tea Garden Area.

In Sibsagar district there are 118Tea Garden divisions. These communities failed to proceed with the other communities for many circumstantial causes. So elementary education is deteriorated in these areas. Education of Tea Garden communities is the primary focus of S.S..A. in Tea Garden areas.

PROBLEM OF THE AREAS:

The following problems are prevailing in the areas.

Poor enrolment. Low attendance. Non-retent\on. Poor achievements. Child labour. Lack of health care. Alcoholism. High of illiteracy. Superstition. Lack of infrastructure facilities. Poor attendance of teacher and pupils. Dropout. Multi-grade teaching. Lack of sufficient upper primary schools. Lack of sufficient T.L.M. Lack of proper supervision and monitoring. Lack of community participation.

STRATEGIES (TEAGARDEN AREAS):

Community mobilization with the help of lines sarder, local leader and C.B.Os for sensitizing community parents on Childs right for U.E.E. Covering meetings, discussion on the issues of children who are involved in the sibling care, domestic work , wage earner etc. Conduct back to school camp for adolescent girls. Providing anti- alcoholism campaign. Presenting documentary film of education in specific interval. Providing infrastructure facilities including T.L.M. Providing health awareness programmed in short interval. Contact target group discussion.

71 STRATEGIES (SC & ST AREAS);

Providing awareness and motivational programmed. Providing training for C.B.Os. Providing infrastructure facilities. Providing grants for repairing. Mid-day meal, T.L.M. and free textbook.

STRATEGIES (CHILD LABOUR);

Conduct of meeting with functionaries of various departments. Meetings for sensitizing community parents. Formation of MHG & SHG. Conduct of bridge course center.

COMMON ACTIVITIES;

Enrolment drive. Implementation of VER. Training of CBOs. Film show (documentary). Puppet show. Street drama on market day and rationing day at TO. Ethnical function. Posturing. Sishu me^a. Orientation of PRIs

Following Specific Activities have been budgeted under different functional areas

Plan for Special Disadvantaged Areas Enhanced mobility cost NGO mobilisation Engagement of Community based RP for special areas & group Community based RPs - 1 in each block Special mobilsation campaign Special intervention for educationally disadvantaged minority area Intervention for urban disadvantaged children Declaration of 100% UEE block

72 CHAPTER VI: FUNCTIONAL AREA WISE STRATEGIES AND INTERVENTIONS

6.1 Intervention for Out of School Children in unserved Areas:

Introduction:

Elementary Education for children between 6-14 years of age is now a Fundamental Right. Under Sarba Silcsha Abhijan (SSA), ail children are to be enrolled in a Formal School or an Alternative School within 2003.

As a first step to ensure Universal Elementary Education, we have to ensure universal physical access viz. availability of schooling facilities within a reasonable distance. Under SSA (and EGS & AIE) it has been provided that there should be school / alternative school within 1 KM of every habitation.

Many states are already implementing specific interventions to provide access to un-served habitations viz. Education Guarantee Scheme (EGS) of Madhya Pradesh, Rajiv Gandhi Swarna Jayanti Pathsalas (RGSJP) of Rajasthan, Sishu Siksha Karmasuchi Project (SSK) of West Bengal, Community/Maabadi schools in Andhra Pradesh etc.

In Assam, the problem of physical access is limited, but needs to be addressed quickly, if we are to move quickly towards UEE.

Objectives:

To achieve universal physical access, ‘Amar ParhashaWs or attemative schools would be set-up in the un-served habitation, which would provide education of equivalent level as that in formal schools.

The EGS will be a part of the overall DistrictElementary Education Plan (DEEP) Status : Table : 6.1. lUn-served Habitation wise Child Population

Total No. Of un-served Total No. Of Total No. No. Habitation with distance criteria Out of School Of EGS Block Of 1.5 - 2 More than 2 Total children school (AP) GP KM KM (5-13 Yrs.) required Nazira 3 3 3 6 140 4 Sonari 5 13 11 24 437 13 Dimow 6 14 7 21 217 7 Khelua 3 4 4 8 152 6 Sapekhat 9 14 12 26 723 25 I Amguri NA NA NA NA NA NA

Problem and Issues :

General: Total unserved habitations-

Physical access is the major constraints of these areas. Communication specially in the areas like forest, isolated hills, border areas. Parental awareness towards education of their wards.

73 • Adult illiteracy and parental apathy. • Poverty in district 48% of population are under BPL. • Children assisting their parents in different household works as well as in agricultural field, village base cottage industries, fishing etc. • Child labour mostly engaged in daSily waged labour, household labour, tea stall/ shops/garage and in daily market etc

Specific Problems and issues:

Tea - Garden areas: (Village 138) Sibling care Child labour Alcoholic addiction Lack of CO- ordination between garden management and labour community. Lack of Infrastructural facilities

Forest and border areas

• Segregated households • Insurgency • Children are also engaged in collection of minor forest products along with their parents / guardians. • Mobility in those areas itself is a problem. • In case of children living in encroached forest areas, often have to shift from one place to other because of eviction etc.

Flood prone areas

During summer most of the areas are submerged for a longer period Isolated due to lack of communication facilities. Shifting of families during flood time. Ill health of children due to epidemic diseases caused by flood. Loss of schooling days.

Overall EGS Frame Work :

The ‘Amar Parfiashali’ would cover children in the age group of 6-14 years. However, “children with minor disabilities upto the age of 18 years could be included complying with the Persons With Disabilities (Equal Opportunities, Protection or Rights and full Participation Act 1995).”

The ‘Amar Parhashali’s would be completely managed by the Village Education Committee (VEC) or Tea Garden Education Committee (TGEC). The Axom Sarba Siksha Abhijan Mission would provide assistance to the VEC/TGEC for running of Amar Parhashalis. This assistance could be routed to the VEC/TGEC in two ways :

a) Directly by the Axom Sarba Siksha Abhijan Mission. b) Through Voluntary Agencies who would receive financial support from Axom Sarba Siksha Abhijan Mission.

In both cases, Amar Parhashali’ would be implemented as a part of overall district plan of UEE, which will be supported under SSA.

Strategies :

74 • The EGS would be implemented as an integral part of SSA. Hence, the structure and personnel for supervision of ‘Amar Parhashali’s would, therefore be a part of the Mission. • All VA proposals would also form part of the district level EGS proposal. The VA proposals would be approved by state EGS Grant-in-Aid Committee. • These EGS interventions would be funded directly under SSA. The total budgetary allocation under District Elementary Education Plan (DEEP) for both State and VA run EGS proposals would be within a limit of 25% of the overall DEEP budget. • During initial years (2002-03) the ‘Amar Parhashali’s (EGS school) would run for class-1 & II only. But, if in any place, class 111/ IV drop out children are found then in those areas provision would be kept for higher classes. • The ‘Amar Parhashali’s (EGS school) would use the Formal Curriculum and Formal Textbooks used in Primary Formal Schools. • The ‘Amar Parhashali’s (EGS school) would run for a period of minimum 4 (four) hours during day time. • The ‘Amar Parhashali’s (EGS school) would receive the incentives which are specifically meant for primary provincialised/government schools, viz. • School infrastructure grant of Rs. 2000/- per annum. • Mid-day meal facilities (as per government norms)

Eligibility:

I. The habitation must be an un-served area i.e. having no primary formal school within 1 Km. radius. The primary formal school means, the primary schools using formal curriculum recognized by state Government/Boards/Organisations. These primary formal schools are may be any typ®. government/provincialised schools, private and venture schools etc. II. For Tea Garden areas the provisions of ‘Assam Plantation Labour Rules (APLR), 1956’ clearly state the responsibility of the garden management providing educational facilities (primary schools). “Every Employer shall offer children between the age of 6 and 12 in his plantation exceeds 25, provide and maintain a primary school or schools for imparting primary education within a distance of 1 mile from the place where the workers resides. [Sec - 14, Rule 52 and 57 (A) - Pg. 20 & 21]. III. ‘Amar Parhashali’s (EGS schools) will be supported in tea gardens where necessary under SSA only if considered decision is reached between the State Government and the Tea Garden Management about the discharge of responsibilities under the APLR, 1956). III. The minimum number of ‘out of school’ (not enrolled in any school) children in the age group 6-14 years should be 40 for general areas (plains) IV. In case of Reserve Forest & Boarder areas, Isolated Char & Hill areas the minimum number of ‘Out of school’ (not enrolled in any school) children must be at least 25 in the age group of 6-14 years.

Prioritization:

• Priority will be given to support to VEC/TGEC for running of ‘Amar Parhashali’ in Reserve Forest areas. International and Inter-state Boarder areas, Char areas and Tea Garden areas. • Priority will be given to areas of where the number of ‘out of school’ children in 5-9 age group exceeds 25. While supporting VECs/TGECs to run ‘Amar Parhashali’s’ preference will be given to habitations, which have a highest number of ‘un-enrolled’ children.

75 • Priority will be given for habitations from where nearby Primary Formal School is at least 1.5 KM away. Based on micro planning and after approval of State Level Mission Authority each Deputy Commissioner shall notify list of unserved habitations where VECs could propose setting up of Amar Parhashalis.

Pre Conditions:

Micro planning:

• Conduct of micro planning exercises, including House-to-House Survey and identifying the specific age group children who are still unenrolled and mapping of schooling facilities would be a pre-requisite for EGS School.

• This would also be applicable for VA run EGS proposals also. The VAs have to ensure that the proposal is based on the findings of the micro-planning exercises or House-to-House Survey.

Community Demand:

• The respective community could articulate its ‘demand’ for setting up of an ‘Amar Parhashali’s (EGS school) with a request in writing to the Block Level SSA Mission Office through the VEC on a prescribed format. • The proposal should include the list of ‘Un-enrolled’ children in the age group 5-9 & 10-13 years in that habitation. On the basis of habitation based Micro-Planning exercise or House-to-House Survey. • The community also should commit to get all the children (included in the list submitted by VEC a\ong wi1h proposals of ‘Amar Parhashayt) enro^^ed in the ‘Amar Parhashali’. They have to provide suitable accommodation for the school and to ensure regular supervision of the ‘Amar Parhashali’. • The proposals would need to clearly indicate that community mobilization and consultation has been undertaken in all the habitations. • The VAs during submission of EGS proposals have to ensure that mobilization of the community would be done in all habitations.

Guarantee:

• Once the proposal for assistance to VEC/TGEC for running of ‘Amar Parhashali’ has been approved by the State Level Committee, the Axom Sarva Siksha Abhijan Mission (ASSAM) will ensure that the assistance for running of ‘Amar Parhashali’s would be provided to VEC/TGECs within a period of three months from the date of approval of proposal and after providing all necessary inputs.

• If at any point of time it becomes clear that any information provided by the VEC/TGECs are incorrect and the Amar Parhashali’ shou\6 not be supported as per the EGS camp. Then the financial support to VEC/TGEC could be suspended under the SSA. Procedure for approval:

Once unserved habitations are notified the Deputy Commissioner, the VEC and GPEC have to follow due process in sending their demands. The process is attached below:

76 Selection of Siksha Mitras (Education Volunteers):

The Siksha Mitras would be selected by the concerned VEC through a process. The VEC would advertise locally for engaging a Siksha Mitras in the ‘Amar Parhashali’ of the concerned habitation. The advertisement must enclose the notification issued by Deputy Commissioner for setting up an ‘Amar Parhashali’ against the specific habitations. The process of selection of Siksha Mitras can be initiated only after the approval of the Deputy Commissioner/DEEO for and ‘Amar Parhashali’ has been communicated to the VECrTGEC (on receipt of approval of State EGS committee).

Qualification :

The minimum educational qualification of the candidate who would apply for Siksha Mitra must be a Higher Secondary School Leaving Certificates Examination (HSSLC) pass or equivalent from a recognized board/organisation. The candidate with Pre-Service Teacher Training would be preferred. Preference would be to woman candidate with requisite qualification.

Who can apply:

The candidate, who will apply for Siksha Mitra, must be from the concerned Gaon Panchayat area and have adequate knowledge of local language and communities.

Selection committee:

The selection committee would comprise of all the VEC/TGEC members

Selection Process:

The concerned VEC would check, scrutinize and short-list the candidates according to merit (i.e. marks obtained in the HSLC) Examination. The VEC would give first preference to the candidate with the highest marks in the HSSLC examination with PST training.

77 Role of community:

The VEC/TGEC would engage the Siksha Mitra as identified by selection committee in the EGS School on Contract Basis. The contract can be signed between VEC/TGEC & Siksha Mitra in a prescribed Agreement Paper only on successful completion of the 30-day induction level training programme.

The Agreement Paper must have to clearly state that the contract will valid for a period of 10 months only.

The VEC/TGEC would evaluate the perform.ance of the Siksha Mitra after completion of 10 months period and would decide whether the same person would continue for another “Academic Session” or go for a fresh selection.

The VEC/TGEC would receive assistance from the District/Block Level Mission office for running of ‘Amar Parhashali’

The Siksha Mitra will have no claims whatsoever for continuation beyond the contract period or adjustment elsewhere in case the ‘Amar Parhashali’ is closed down for some reason by the VEC or the ASSAM district wise support to the VEC/TGEC for these purpose.

The Siksha Mitra can be removed by a resolution of the VEC/TGEC to be approved by at least 2/3"^ of the members. The resolution can be taken only on the grounds of non performance or poor performance of duties as Siksha Mitra in the ‘Amar Parhashali’.

Training of Siksha Mitra :

Induction level training

The Siksha Mitras would have to undergo an induction level training for a period of 30 days immediately after selection by the VEC to engage them in ‘Amar Parhashalis’. The VEC sign the contract of engagement with the Siksha Mitra on his/her successful completion of training.

Need Based Training/Refresher Training:

The Siksha Mitra would receive 15-20 days refresher training before starting of a new Academic session.

The Siksha Mitras (Education Volunteers) working in ‘Amar Parhashali’s run by Voluntary Agencies would also need to receive similar training.

Teaching Learning Materials (TLMs)

The Amar Parhashalis would be provided appropriate Teaching Learning Materials to help in the multi grade, multi level situation.

Academic Evaluation of learner:

A proper system of Evaluation would ensure a continuous process of evaluation of the learner. The monthly evaluation format would be maintained for each learners and necessary remedial measures would need to be taken to improve the achievement level of the learners.

78 In addition to it, cluster resource centre co-ordinator would also evaluate the performance of the learners two times in a year, viz. half-yearly and annually. The system of evaluation which is prevalent in the state for class (IV) would be applicable in case of ‘Amar Parhashalis’.

Older learner may achieve the required level of competencies of a particular class/grade within 5/6 months, such learners would appear in a test at any time of the year and promoted to immediate next class/grade if they qualify.

Testing, Certification and Mainstreaming:

A system of testing and certification of the children studying in ‘Amar Parhashali’ would be evolved to ensure the accurate assessment of achievement level of a learner. The certificate would be issued to all learner after completion of class IV duly signed by a Resource Teacher/ CRCC/SI of schools.

The children after completion class IV curriculum would be evaluated through the process exactly similar to the system used in Primary Formal School.

A system of Certification would be developed for the learner who wishes to join a Primary Formal School either during or at the end of any Academic Session. The certification by the Siksha Mitra of the Amar Parhashali and countersign by Educational administrators would be considered adequate by the Head Teacher of the Formal School for admitting the student to a particular grade.

Support System:

Academic support:

DIET & MISSION functionaries of Block and Cluster level will provide regular academic support to the EGS School. Regular Monthly Review meetings will be held at Cluster level for Siksha Mitras.

Supervision & Monitoring:

State educational functionaries and Mission functionaries will regularly supervise the EGS schools.

Follow up actions will fc>e taken on the basis of field feedback.

Cost of ‘Amar Parhashaii’s (EGS school):

The overall ceiling of financial support to VECs/TGECs for primary level ‘Amar Parhashaii’s (EGS schools) would be Rs. 745/- per year per learner. The ASSAM may also run certain Innovative Alternative Schools. The maximum ceiling of cost may be Rs. 3000/- per learner per year in case of Innovative Proposals viz. Residential ‘Amar Parhashaii’s etc. This is to be considered only in rare cases where there is a need for such a facility due to remote, dispersed habitations or frequent shifting of families.

The overall assistance to VA would also be the same for primary level. For VAs a management cost for supervision and monitoring would be made available as per guidelines of EGS and AIE scheme. For supervision and monitoring of ‘Amar Parhashalis’ run directly by VECs/TGECs SSA Mission Directly would make arrangements.

79 However, this may be modified as per requirement witii the condition that the payment to the Siksha Mitra out of the fund placed under the VEC/TGEC should not exceed Rs. 1000/- per month.

The total assistance to VEC/TGEC per year for running of ’Amar Parahashali’ would be as follows:

Assistance to VEC/TGEC

SI. Item Costing of Primary level Amar No. Parhashaii (EGS schools). 1. Honorarium of the Education Rs. 1000/- P.M. (for 10 months) Volunteers 2. Teaching Learning Material Rs. 1100/- per Amar Parhashaii equipment in the EGS school 3 Contingency Rs. 100/- Per month

Support from Mission for running of Amar Parhashaii

SI. Item Costing of Primary level Amar No. Parhashaii (EGS schools).______1 Training of Education Volunteers Rs. 1500/-P.A. Teaching Learning Materials for Rs. 100/- Per Learner P.A. the Learner

Supervision & Management Cost would be Rs. 100/- per Learner Per Year.

Specific area Strategy

Community Mobilization for Thinly Populated/ Scattered Area’ :

Residential EGS schools:

Some specific interventions are to be taken for low population density or areas or scattered areas to provide access to the children of those un-served habitations through ‘Residential EGS school’. The minimum number of children to be enrolled in an EGS school (AP) will be 40. The preference will be given for the girl child.

Community will be mobilized to send and retain their children for Residential EGS School. The schools will be facilitated by providing academic support as well as maintenance and logistic supports. The local community and the educational administrators, Mission functionanes will be responsible for monitoring and management of the residential EGS schools.

EGS Schools with Upper Primary Sections:

Under SSA, 50 nos. of EGS schools with Upper Primary sections will be started in the Special Focus Group (SFG) areas like Tea Garden, Boarder, Forest, Isolated Char and Hill areas. Around 2,000 out of school children of age group 10-14 years will be covered under Upper Primary EGS schools. There will be 2 Siksha Mitras for every Upper Primary EGS School. There schools also will be run by the VEC. The financial assistance will be provided to the VEC by the Mission for running of EGS schools. Total cost per learner per year for Upper Primary sections will be 1,200/- per annum. The norms for functioning of EGS school with Upper Primary section will be same as that of EGS schools with primary sections.

80 Special Intervention for Children of Religious Institutions:

There are some religious institutions where the children having access to religious curriculum only. For those children, special inputs on formal curriculum will be provided to the identified religious institutes

The religious leaders, organization’s head will be oriented and motivated towards the needs of formal education for the children of religious institutions.

Trainings will be provided to the ‘Jonabs/ Moulanas’ of identified religious institutions on formal curriculums, teaching learning practices etc.

Special Intervention for ‘Different Linguistic Groups’ :

Translation and adoption of TLMs training modules and other relevant materials should be developed and print for different linguistic groups as per need.

Special Intervention for ‘Isolated Areas’ :

Contact programmes will be organised to motivate the community to send and retain their children in nearby EGS or formal school. Also children level motivational programmes will be conducted time to time.

81 6. 2. Coverage of Out of School children of Served areas

In our society we find that there are a large number of children in age group 6 to 14 years have not enrolled their names in formal schools running in their locality for many socio economic reasons. Sometimes it is also found that some children of that age group were enrolled in schools but could not continue studies due to many a reason. Keeping in mind, the SSA has planned for starting of Bridge Courses of different duration for those out of school children of served area with an objective of mainstreaming of children in formal schools. Thus Bridge Course is the only way to enter into formal school and thus, helps to achieve the goal of UEE.

Our Goal:-

• Mainstreaming all the children who are out of school in the age group 6 - 14 years. • Facilitating the children to acquire maximum learning in a minimum period. • Retaining all children after mainstreaming. • Supporting to achieve the targeted level of learning in stipulated period of time.

Before entering into the details of problems, strategies and interventions, let us have a look at present status of the District.

Present Status

Table: 6.2.1 Block wise out of school children and coverage under EGS

Blocks Overall Out Of School Children Under EGS (5-13 Years) 5-8 Years 9-11 12 13 Total In EGS Balance Years Years Nazira 3,701 1,814 1,778 7,293 140 7,153 Sonari 5,411 2,580 2,262 10,253 437 9,816 Amguri 522 307 409 1,238 - 1,238 Demow 1,936 1,152 1,151 4,239 217 4,022 Khelua 1,618 867 735 3,220 152 3,068 Sapekhati 4,133 1,883 1,877 7,893 723 7,170 Total 17,321 8,603 8,212 34,136 1,669 32,467

Table: 6.2.2 Distribution of Remaining out of school children Age wise

Blocks 5-8 Years 9-11 12 13 Total 5 Yrs 6 Yrs 7 & 8 Yrs 9-13 Yrs Years Years Nazira 3223 1961 1254 6438 770 803 1651 3215 Sonari 4645 2519 1671 8834 1110 1157 2379 4189 Amguri 505 354 255 1114 121 126 259 609 Demow 1780 1079 761 3620 425 443 912 1840 Khelua 1328 853 581 2761 317 331 680 1434 Sapekhati 3354 1843 1256 6453 801 835 1718 3099 Total 14836 8608 5776 29220 3544 3694 7597 14385

82 Table:6.2.3 Projection of BC centres for 7-8 years

2002-03 2003-04 2004-05 2005-06 Blocks No Of No Of Centres No Of Centres No Of Centres Learners New Learners New Old Total New Old Total New Old Total Centres Nazira 990 33 495 17 17 33 - 17 17 - 8 8 Sonari 1,427 48 714 24 24 48 - 24 24 - 12 12 Amguri 155 5 78 3 3 5 - 3 3 - 1 1 Demow 547 18 273 9 9 18 - 9 9 - 5 5 Khelua 408 14 204 7 7 14 - 7 7 - 3 3 Sapekhati 1,031 34 515 17 17 34 - 17 17 - 9 9

Total 4,558 152 2,279 76 76 152 - 76 76 - 38 38

Table: 6.2.4 Projection of BC centres for 9-13 years.

2002-03 2003-04 2004-05 2005-06 Blocks No Of No Of Centres No Of Centres No Of Centres Learners New Learners New Old Total New Old Total New Old Total Centres Nazira 1,929 64 64 32 32 16 16 Sonari 2,514 84 84 42 42 21 21 Amguri 366 12 12 Demow 1,104 37 37 18 18 Khelua 860 29 29 14 14 Sapekhati 1,859 62 62 31 31 15 15 Total 8,631 288 288 144 144 72 72

Table; 6.2.5 Projection of Oyer all BC centres.

2002-03 2003-04 2004-05 2005-06 Blocks No Of No Of Centres No Of Centres No Of Centres Learners New Learners New Old Total New Old Total New Old' Total Centres Nazira 990 33 2,424 81 17 97 - 49 49 - 24 24

Sonari 1,427 48 3,227 108 24 131 - 66 66 - 33 33 Amguri 155 5 443 15 3 17 - 9 9 - 4 4 Demow 547 18 1,377 46 9 55 - 28 28 - 14 14

Khelua 408 14 1,064 35 7 42 - 21 21 - 11 11

Sapekhati 1,031 34 2,374 79 17 96 - 48 48 - 24 24

Total 4,558 152 10,910 364 76 440 - 220 220 - 110 110

Problem and Issues in Served Area

General Problem:

a. Lack of awareness among the parents and guardians of the children. b. Lack of academic support at home specially incase of first generation learners. c. Difference between home and school language. d. Poverty and need to intent support in household activities like sibling care. e. Non-functioning of school leads to dropout

83 f. Socio-religious barrier leads to never enrolled specially incase of girl child

Specific Problems

Tea Garden: 1. Language problem that is .difference between home & school language 2. Lack of cooperation between tea garden management and community. 3. School timing is not supporting the children to attend school during plucking season. 4. Addiction to liquor which effect in the home environment resulting absenteeism and dropout. 5. Child labour.

Border/Forest area. 1. Insurgency problem 2. Lack of communication of all sorts 3. Lack of infrastructure facilities. 4. Language problem (school & home differs). Inadequate facility of medium schools.

Strategy.

Community mobilization - • Create awareness among the community/parents/ZPC members/AP membersA/EC/TGEC/GPEC/NGO and elected peoples representative • Educational functionaries of all level & other relevant agencies. Formation of Dist. Level Task Force comprising off educational functionaries from dist. & block level, Panchayat members, NGO, Dept, of social Welfare etc. to mobilize the community. • Formation of Block level Task Force comprising of educational functionaries from block & cluster level, NGO, GPEC, VEC etc.

Teaching learning practices:

A group RP’s will be trained to raised the quality of BC centers learning. • Various types of training like introductory and refresher training for (Academic Co ordinator) AC and HT’s. • Training for the workers of religious institution ( Madrassa, Moth). • TLM will be provided to each BC centers • After completion of course certification and mainstreaming of BC learner will be done properly by giving financial support to AC of BC centers( @ Rs. 50/- per learner in two phases). • Monitoring supervision and follow -up will be done by BRCC, CRCC and other educational functionaries and VEC /TGEC/ SMC/GPEC. • Exposure visit of AC , HT and VEC members will be under taken. • Grant- in -aid will be given by Mission to willing voluntary organization that intend to run BC centers. • Documentation of the whole process will be done for future modification and alteration. • Translation, adaptation and development of group specific material for various language group of the district.

Different categories of Bridge Course short term bridge course for the age group 7 - 8 years for 45 days to 90 days.

84 • Motivate parents to enroll children for the short ternn bridge course through contact programme. • Motivation camps for children to attract them towards school education. • Opening bridge course center through community support as an extent part of FPS. • Condensed curriculum to be used with relevant TLM. • Certification of children after completion of the curriculum by the HT of the FPS and mainstreaming into FPS.

It is envisaged that various circumstances in which children find themselves often deter them from achieving to their full potential. To help them improve their achievement levels remedial teaching is necessary. This could be done after school, during holidays with the help of academic coordinator.

Long term bridge course for the age group 9-13 years for 8-12 months.

• For 12-13 years aged group children who were engaged in various works will be covered under residential bridge courses • For 5-13 years aged group children who were only studying in religious institute like Maktab, Madrassa (Long term bridge course for 6 - 12 months) • Motivate parents to enroll children through contact programmes. • Motivation camps for children to attract towards school education. • Opening the camps through community support as extended part of FPS. • Condensed curriculum to be used with relevant TLM • Certification of children after completion of the curriculum by the HT of the FPS and mainstreaming into FPS.

Residential Bridge Course for Adolescent Girls

To focus of this motivational/preparatory centers apart from including the girls into the formal system would be to also impart life oriented and gender sensitive education. These learners apart from reading and writing would get information regarding ;legal aid, health care, environment and women’s issue.

Bridge Course for children of migrated families;

Short-term bridge course at seasonal community hostels

Converting the houses of the migrants into hostels to be managed by the community. Provision to be made for boarding, lodging, coaching and care of children who stay back and continue in schools when the parents migrate.

• Short-term bridge course at the place where the people migrates • Remedial teaching will be undertaken at that place by the AC.

Short-term bridge course for children of migrated families.

Organising condensed bridge course for the children on their return to their village to make up for the schooling time lost during the period of migration.

Over all frame works

The Bridge Course Centres are extended part of formal school to provide access to the out of school children of served areas. These centres are run by VEC/SMC, for which they

85 would receive financial assistance from the mission. Also Grant in Aid would be provided to the selected NGO’s to run BC’s.

Strategies

Bridge Courses would be implemented under EGS/AIE Scheme. Every district would prepare a district elementary education plan( DEEP) which would include a range of intervention for school improvement, engagement of AC’s, quality improvement along with intervention for mainstreaming and retention of children.

All VA proposal would also be a part of district level BC proposals which would be approved by state EGS Grant in Aid committees. During initial years BC’s will be run for 7 - 8 years children only targeting to mainstreaming them in class 2 and 3.

In subsequent years the different BC’s will run for 9 - 13 years age group child of 2 - 12 months duration.

Only a few member of age group 5 - 6 years old will be enrolled directly in formal schools. For those age group children motivational activities will be undertaken at village level for a period of 10 - 15 days.( In 2/3 phases).

Eligibility

The minimum number of out of school children in the age group should be 30 or above for opening of one BC Centre. Before starting of a BC the spot verification will be conducted.

Selection Procedure

The AC would be selected by the concerned VEC thro a process. The VEC would advertise locally for engaging a AC in the BC Centres of the concern habitation. The advertisement must be enclose the notification issued by DC for setting up BC Centres against the specification habitations. The process of selection of AC can be initiated only after the approval of the DC/DEEO.

Training

Training on motivation camp Training on academic package for AC. Training of different duration depending upon the term of BC. Training on evaluation and mainstreaming of BC learners by AC.

TLM

The BC centres would be provided appropriate TLM to help in the teaching learning situation.

Academic evaluation of learner

• Pre testing of BC learners will be conducted to identify the level of learning Final Evaluation will be conducted before mainstreaming.

Mainstreaming and Certification

86 The HT of identified school will be responsible for day to day support to the BC Centre evaluation and remedial teaching of BC learners.

A system of certification would be developed for the learner who wish to join a formal school during any academic session. The certification by the HT of the concerned BC and counter signed by educational administrator would be considered adequate by the HT of the formal school for admitting the student to a particular grade.

Bridge course for urban area

Table: 6.2.6 Proiection Of BC For Urban Areas ...... ■■ ' ,!i\:^ssss=s I '=aBaar".rr; r v I “i" , , - m— .■-.■.■■i, ... m\“ “... —sssssssssssl ^ Child Population (5- Out Of School (5-13 No Of BC 13 Yrs)______Yrs)______Centres Nazira 754 134 Sibsagar 3,297 584 19 Sonari 1,055 187 Amguri 420 74 Moranhat 350 62 Total 5,876 1,040 35

Initiatives need to be iaunched in urban areas that the children out of school(dropout and never enrolled), street children, children of sex workers and children of migratory communities.

As this new area for SSA, we need to plan for interventions based on the data of urban population figures of census 2001 and results of the urban survey that would be coming shortly.

Strategy:

General : As of now there are three major strategies that can be adopted for urban areas. They are opening new school where access is the problem, running Bridge course to mainstream children who have dropped out of school, and running early childhood care centers for children under the age of 6. To cover out of school children. Bridge course would be started. At the same community mobilization needs to take is to ensure mainstreaming and retention of children in the formal school. Also in areas where access is a problem EGS may be run by NGOs based on the guidelines that have been by the MHRD.

Strategy for the first year could include identification of NGOs who are working in the area. This should be done with special reference to their capacities, manpower availability, infrastructure and grass root reach. This would necessarily be followed by an orientation of these NGOs to issues of elementary education with regard to these deprived urban children. A Memorandum of Understanding may be signed with these bodies as to the packages that they would provide to the SSA in the district. Issues specific towns would be identified to facilitate specific interventions.

Structure:

For the implementation of these activities the formation of District Resource groups and Town Resource groups who would work actually for the cause of these deprive children thought of. An urban cell would be set up to look after urban initiatives. The member of TRGs would be comprised of representatives of civil administration, Mission functionaries, Municipal bodies, social welfare dept., NGOs etc.

87 6.3 Community Mobilization

Community ownership is the prime motto of SSA and as per house to house pre-project SSA survey, DISE and TRP reports, some areas especially tea garden areas requires special attention for community awareness and involvement in the education matters. It needs mentioning that from the early days the communities were found to run their educational institution smoothly and efficiently. There also found to take all initiative in utilizing their own resources for such institutions. If community mobilization is done as per SSA perspective right from habitation level to the district level, they will definitely agreeable to include the issue of education in their agenda of day- to- day life and they too will be able to use local resources for education within their jurisdiction. More precisely, this sense of belongingness in the mind of the community as one of the partner in educational planning and management is to be inculcated and developed through grass-root level organization and Panchayat Raj Institutions in the context of UEE for getting all the children in the age-group 6 -14 years in to school in the district.

In the light of above experiences and analysis, the following strategies and intervention activities have been sorted out to achieve the goal of SSA under access, enrollment, and quality drive through community linkage as well as participation in different dimensions.

Problems & Issues • Community aware but not willing for UEE • Educated teachers but not active in Teaching Learning Activities • Child labour • Sibling Care • Small School size (over crowed), less facilities. • Gender angle/early marriage of girls. • Socio-economic barrier.

Specific steps for Community Mobilization

The two prime aspects of community involvement in the effort are community based approach taking habitation as a unit of planning and community based monitoring and supervision with full transparency. Involving the Panchayti Raj Institutions, School Committees, Village Education Committees, Parents' Teacher Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grassroots level structures including NGOs in the management of elementary schools has been envisaged as crucial towards achieving community ownership. It has been decided that following committees will be there at various levels:

At School Level; School Management Committees At Village Level; Village Education Committees Tea-Garden Education Committees (in Tea-Gardens) At Gaon Panchayat Level; Gaon Panchayat Education Committees

To enable these Community Based Organisations (CBOs) to initiate certain activities at school-level, certain financial provisions will be made like Rs 2000/- per annum per school as Infrastructure Grant while Rs. 5000/- per school per annum as Repairing and Maintenance Grant for every school every year.

Mothers’ Groups (MG) in each school will be formed who will support the school beyond management issues like health & hygiene, preparation of TLM, care of the children at home

88 etc. To facilitate the element of children’s participation in school matters, Student Governments will be constituted in each school.

To reach the larger masses, the habitation base fora like Mahila Samities/ Maina Parisad/ Clubs will be actively involved. To go into the inner part of the habitation, possibility of involving Namghar/ Math/ Mandir/ Mazjid etc will be explored. Need-based formation of various informal fora like Self Help Groups (SHG)/ Parent Teachers Association (PTA)/ Mother Teacher Association (MTA) will also be done.

A process of sensitizing and orientating sessions for the functionaries would be initiated. The capacity building activities for functionaries will include

• Orientation-cum-sensitisation Sessions • Sharing Meetings • Visioning Workstiops

The major focus areas at this stage would be on advocacy issues decentralised, local-specific and participatory approach. {particularly through involvement in construction/repair/maintenance of the school building, supporting school functioning - both in terms of managerial and academic (as far as possible) etc are the other essential dimensions, which are to be integral in the over-all strategy.) development of feedback mechanism and database,

linkage with PRIs and other systemic entities

Recurring activities for capacity building will be required either as on-line refresher/reinforcement sessions or as induction sessions for new members joining the Mission after reconstitution of the CBOs.

As part of monitoring, visits to blocks and down below will be made by the district functionaries to reinforce the inputs provided in these exercises and also to help the sub district functionaries in designing local-specific approaches being parts of the district-teams.

Certain other activities will also be carried out at various points of times. These will include the following activities.

House to House Survey will be carried out during fifth year of the project period to update the existing database.

Documentation of Local Elements will be an exercise to be taken up by the students of a village to document the local flora, fauna, menu, folklore, various production practices etc. This has been expected to have a three dimensional effect. First, these would provide the teacher a local-specific resource pool. Second, it would bring the children close to the elders while collecting information which would further help in reposing faith of the guardians on the system. Finally, it would help in imbibing the element of environment conservation. Process Documentation, i.e. systematic documentation of processes every year will be carried out. Documentation of good practices will also be done. Exposure trips within the State, dissemination of information, coordination with resource persons and resource organisations etc. will be done as and when necessary.

89 Special Focus Group Interventions

Because of the diverse ethnic and geographical configuration of the district where the progrannme is being implemented specific groups such as the Tribal, inhabitants of riverine and Tea Garden areas will be targeted for special or focussed interventions. These groups who apparently live under conditions peculiar to them have been called the Special Focus Groups under the programme and will have activities alternatively designed for them. Provisioning of additional RPs to concentrate on SFG area issues will be made while specially and contextually designed community mobilization activities would be initiated during initial years

PRIs and Others: • Establish link with the PRIs through RPs/ BRCC/ CRCC • Establish regular dialogue with the communities through departmental functionaries and change agents.

Others: • Holding woman convention at District/ Block / GP level. • Formation of MGs by CRCC and RPs. • Training of change agents/ MGs /NGOs. . Regular training/ Workshops of VEC/ WEC/ GPEC/ TGEC/ SMC. • Composition of drama in local dialect/ Exhibition/ Sishu Mela/ Games and Sports. • Provide active help and voluntary labour for the Infrastructural support of these schools to help the teachers in gearing up of teaching - learning process mono grade/ multi-grade with voluntary teachers/ retired persons. • To upgrade VER, data base and house to house annual survey by VEC/ GPEC/ WEC/TGEC/SMC/ RPs.

Following Specific Activities have been budgeted under the plan

Training for VEC, TGEC, WEC, GPEC and SMC members 2-day training of VEC/TGEC/SMC members at GP level 3-day Trg. of RPs at Block level 3-day Trg. of RPs at District level 2-day training of GPEC members at block level 3-day Trg. of RPs at District level Implementation of VER 8-day Training of RPs, CRCCs & RTs on VER implementation at block level Implementation of VER in General area Implementation of VER in Remote Areas Updating of VER in General areas Updating of VER in special areas village Enrollment Drive 1-day orientation for VEC vice president, MS, SMC President and Gaon Burah at cluster or GP level on enrolment drive 2-day Block level RP training 2-day District level RP training Traveling cost for RPs (4 day) for General areas during actual drive Traveling cost for RPs of Observation of Enrolment drive (4-day) for Special areas Observation of enrollment drive at village level by the VEC/SMC Regular meetings Monthly VEC /TGEC WEC/SMC meeting Monthly GPEC meeting Bi monthly GPEC presidents meet at block level

90 Half yearly general meeting for all VEC.TGEC.WEC, SMC and GPEC at GP level Quarterly SMC President meeting at GP level Regular Grants for the schools School Maintenance Grant School Infrastructural Grant Capacity building for PRIs Exposure visit of PRI members Reconstitution of VEC, TGEC, WEC and GPEC Reconstitution of SMC Gradation of SMC, VEC, TGEC, WEC and GPEC

91 6.4 Quality:

Our Motto -

Every child in school; Every child learning;

Our Goal -

To develop a model school which helps children; •read with comprehension; •communicate orally and in writing; •resolve and apply simple mathematical operations •appreciate good democratic behaviour; •apply their knowledge/skill in real context.

Introduction :

The demand for Primary education from community has increased since 93^'' amendment of the constitution has made elementary education compulsory for all children of the age group 6 to 14 years. This has set the target for drawing up detailed plans to achieve universal elementary education by the targeted year 2010.The entire effort is now centred to cater to the enlarged size of enrolment ensuring quality and retention and also accountability on the part of stake holders at this compulsory level of education. It is a challenge to existing educational machinery. One way ahead may be the sharing the responsibilities among the state, local bodies to achieve community-owned quality education in elementary level. Improving the quality of education in our state implies more than an emphasis on expanding current systems of education. It demands a profound modification of basic education in the light of present focus on child as an active subject who participates in his/her learning process. A shift of emphasis from transmission of information to an emphasis in comprehension and social construction of knowledge may be taken in to consideration. Schools will have to bear the evidence of change in all the related aspects - Curriculum, textbook, teaching learning materials, method, training, supervision and monitoring, research and community participation and evaluation.

The planning team in district and block level interacted with parents, community members and teachers on the different aspects of pedagogy and finally arrived at a common consensus on the issues, their constraining factors, strategies and interventions for quality and school improvement.

Our Basic principles that underscore the pedagogical interventions:

(i) Each school Is a unit of change. (ii) Change cannot be transplanted but can be inducted into the system inducing demand in targeted customer.

Basic strategies before us

(i) Pursue clear objectives related to the overall vision. (ii) Promote advocacy, social mobilization, community participation and stimulation of demand for quality education. (iii) Build commitment to these objectives throughout the system. (iv) Institutionalisation of planning, management and monitoring mechanism at local level.

92 (V) Specific programme for schools in disadvantaged areas. (Vi) Improvement of children learning skills in Ka Sreni, class I before they move to higher classes. (vii) Adaptation of good practices in school through permanent opportunities for in- service training. Status :

SL.NO. Name Of Sanctioned Teachers In Vacant % of Vacant The Block Post Position Post post 01. Amguri 1446 1391 55 3.80% 02. Demow 1502 1502 — 03. Khelua 1483 1483 37 2.49% 04. Sapekhati 945 927 18 1.90% 05. Sonari 2079 2051 28 1.35% 06. Nazira 1756 1717 39 2.22% District 1fotal 9211 9071 177 1.925 Source: DEEO Office ]

Table: 6.4.2 Teachers bv Trainina Status a t,Primarv Level SL.NO. Name Of Teachers In Trained Percentage The Block Position Teachers Of T rained Teachers 01. Amguri 1391 816 58.70 02. Demow 1502 670 44.6 03. Khelua 1483 1188 80.11 04. Sapekhati 927 734 77.60 05. Sonari 2051 998 49 06. Nazira 1717 1320 76.87 District 1rotal 9071 5726 64.48

Table: 6.4.3 The position of iU.P. School teacher in the district: SL.NO. Name Of Sanctioned Teachers In Vacant % of Vacant The Block Post Position Post post 01. Amguri 1047 1025 22 2.10% 02. Demow 985 961 24 2.44% 03. Khelua 680 680 28 4.12% 04. Sapekhati 391 380 11 2.81% 05. Sonari 577 555 22 3.81% 06. Nazira 657 628 29 4.41% District I"■otal 4337 4229 136 3.14% [Source:,DEEO Office]

Table: 6.4.4 Teachers bv Traininof Status at Uooer Primarv Level SL.NO. Name Of Teachers In Trained Percentage The Block Position Teachers Of Trained Teachers 01. Amguri 1025 151 14.73% 02. Demow 961 84 8.74% 03. Khelua 680 97 14.26% 04. Sapekhati 380 70 18.42% 05. Sonari 555 161 29.01% 06. Nazira 628 132 21.02% District 1"otai 4229 695 16.43

93 Problems & Issues:

(1) School Infrastructure : Existence of schools having no building; Existence of schools having building in dilapidated condition; Building having no walls, doors and windows; Over crowded classrooms; Lack of drinking water facilities; Having no sanitation/ toilets; No furniture / sitting arrangement; Having no electricity; Having no black board/ TLM/ Learning corner/ Library. Having no play ground. Having no approach road. Affect of instructional days by flood in flood prone areas;

(2) Teachers : Existence of Single Teacher Schools; PTR is not in proper order; Existence of un-trained teachers; Lack of pre-service training; Recruitment of poor quality teachers; Teachers are not aware of learning out come; Teachers inability to communicate local dialect; Irregular payment of teacher’s salary; Teachers are not given in-service training- Upper Primary Level, Single & Double teacher schools run without academic support; Teachers coming from distance places to attend schools (Hilly areas); Teachers’ indifference towards community; Lack of community participation in TLP; Absence of Teacher-Parent contact; Teacher’s un-equal attention to pupil; Teachers’ irregular attendance; Lack of proper supervision, monitoring and support.

(3) Enrolment Irregular attendance of children; Affects of schools by flood; Existence of child labour; Non-availability of textbook in time; Non-implementation of academic calendar; Affect of instructional days by holidays which are not important to the locality; Confusion of list of holidays published by state and local department. Time table and scheme books are not enforced; Parental apathy. Absence of parent-teacher linkage; High rate of drop-out and non starter. Poor enrolled children, school timing is not suitable in all cases.

(4) Curriculum, Text Book & Teaching Learning Process

• Absence of activity based joyful text books; • Monotonous teaching learning process. TLMs are not prepared and used as per specifications;

94 Ignorance of non- scholastic areas; Difference of quality education in private and public schools; Defective evaluation system. Absence of curricular strategy for multi-grade teaching situation. Text materials offering less scope for local adaptation .

(5) Supervision & IVIonitoring (S&IVI)

Less importance on Supervision & Monitoring by educational functionaries; Lack of special supervising staff for remote, forest and isolated areas; Want of special incentive to supervising staff for remote and focused areas; Lack of special strategy for problematic areas; In-adequate supervising staff; Engagement of supervising staff to other administrative activities; No DIET, and Normal School facilities. Sick condition of existing BTC with only 4 numbers of staff; Un-even distribution of schools to inspecting staff for S&M works.

(6) School Community Linkage: -

Community thinks that the school is not their own; Lack of parent teacher co-ordination; Non functioning SMC; Teachers in-different to the community’ Socio-cultural barrier.

(7) Problems Of Schools In Special Focused Areas

Lack of communication for S&M; Threatening environment/ present status of law & order; Language problem; Non availability of local teachers; Socio-cultural barriers;

(8) Children:-

• Malnutrition • Health problem. • Inadequate psycho -social development. • Lack of motivation and support for learning,

(9). Low quality of school system ( a summary )

• Lack of local level mechanism for information, administration, monitoring and supervision. • Limited amount of time in first 2 classes to acquire the basic learning skills of reading and writing • Cultural shock in transition from home to class I • Rigid calendars and inadequate evaluation system. • Inadequate Pre and In service training of teachers. • Few teachers have participated in active training process, • Schools located in isolated geographical areas do not attract qualified teaches .

95 Permanent transfer of interior/inaccessible area teacher to urban areas.

Strategies and interventions:

The district planning team has sorted out the strategies followed by some interventions in different dimensions to find out the problems that impede in the way of quality / school improvement.

A. Community involvement in school Constitution of community based organization and other forces. Linkage between community based organization and PR). Development of mechanism for regular and effective contact with parents and community. Orientation of various functionaries. Making school level planning more a way forward to village level planning. Involvement of community in quality improvement.

B. Better school supervision and academic support. Establishment of coordination and resource base at Block and cluster level. Convergence of administrative and academic functionaries. Development of effective feed back system.

School development plan. Gradation to judge the internal efficiency of school. Gradation of GP on the basis of the school grade. School base planning and gradation demand for school improvement. Bu\\ci^ng o1 socra\ acceptance to new in innovative.

D. Teachers motivation and training More emphasize upon Ka-Sreni and class 1. Adoptions of whole school approve. Contact support to teacher. Practice oriented training. Co-learner between curriculum, textbook, teachers training and class room situation. Integrating disable children in maintained school Proper use of TLM grant through TLM list and training Special focus for school with limited resources. Formation of teachers resource group at cluster level. Growing the CRC as an in service training center for the teacher.

Pupils evaluation ECE for giving addition limited support. Adequate reporting and sharing with parents about child performance. Public examination for terminal grade. Standardized tools for uniform evaluation.

F. Support to schools with special problem Special intervention for identified pockets (SFG). Strengthening of teachers. Supply of materials. Supervision of monitoring.

Innovation • Special package for early language development in Mono-grade school

96 Special package to M.G.T. school

Specific Strategies undertaken

Preparation and use of Teaching and learning materials:

Core teaching learning materials required for each lesson of the text book will be identified and will be printed in the form of a book. Each school will receive this list and plan for preparation of TLM. Teacher grant will reach the schools before academic tear starts and TLM will be developed in the first 10 days of the first month of the academic year. For these the teacher will receive special training on how to prepare material and how and when to use these. This will be followed by monthly preparation of TLM in the regular teacher meeting. This will be a regular feature in every new academic year. There are some TLMs which can not be developed by teachers easily, Particularly in Class I and II lot of such materials are to be developed. Such materials will be provided to schools. In case of Schools with limited facilities, (MGT, over crowded class room, Teagarden schools. Flood prone areas etc) core TLMs will be provided. The teacher will have to use TLMs by following a daily action plan, which is related to lesson plan. Monthly activity plans and scheme book. In case of Multi grade schools and schools in disadvantaged areas, this planning will be built into the package provided. However, the teacher will get full liberty to develop new TLMs as per local need. The DACG and BACG members will review the use of TLMs in all the schools covered by them.

A check towards repetition and dropout:

The most seriously deprived repeaters attend schools with untrained teachers who are busy vynfri the average pupi\s and have limited beaming materials, in order to help these teachers, special package will be provided with both academic and material and strategy support. In case of other schools, the teacher will keep note of absentees, slow learners or other wise deprived student and give them extra support. Support measures will be discussed and planned in meetings with VEC, SMC, Mothers group. Teacher meet and all other meetings in the line. Children’s progress will be reported to parents regularly.

Early language development in class I and Class II will receive high priority. Necessary learning materials like work sheet, unit test papers, child profile will be provided. Teacher training will be directed towards assisting slow learners. Student Government and Mother group will be strengthened to help the students of class I & II.

Check towards frontal teaching and rote memorization.

Sitting pattern will be changed from row to group type. Instead of benches and desks, learning table will be made from infrastructure grant and community contribution.

Different types of Group activities will be included in the lesson plan to help children think, share, argue and come to a consensus. Lot of project works with community will be provided to apply acquired knowledge /skill in real situation. Unit test papers also will keep elements of group activities so that teachers find it relevant.

Teacher Motivation and Accountability

Reforms and innovation will not take extra time from teachers as inputs will be introduced gradually and keeping in view the limitations. No teacher will be left alone to shoulder the responsibility of changes. The gap between theory and practice will be reduced by helping the teacher to do learning to do material and how to link with others. The trainers are required to practice the theory in practical situation before they go for demonstration. Class

97 room change will be a shared responsibility - govt, functionaries, facilitators, field activists and parents. Gradation of schools will review the Indicators of internal efficiency of schools - completion rate, attendance rate , achievement rate, community participation and children’ participation in learning. This will help take up special corrective measures as weak areas will be identified

School based planning for internal efficiency Village level institution

The school will be the unit of change; the efforts towards improving quality will be conversed to draw resource support from community. The issues like absenteeism dropout, slow learners, change of desk into learning table, mid day meal etc will be converted into actionable plan where the members of community will receive an opportunity to participate in the execution of activities. Thus a school level plan will emerge and priorities will enter the cluster and block level planning. This will set the trend for planning at the grass root level. This will influence all interventions in the Gaon Panchayat level.

School based learning improvement programme

Special package for school level learning improvement will be launched in all the districts keeping in view the involvement community in teaching-learning process and also attacking the quality issues related to development of higher order of thinking in children. This particular strategy is expected to rejuvenate the entire teaching-learning process in schools where quality is not ensured.

Pupil’s evaluation;

Continuous and compre\r\ens'we evaluation m\\ be m the center ot supportive mechanism to help the learners. The number of Unit tests will be reduced and specified and proportionate weight-age will be accorded in relation to terminal examinations.

Each unit test findings will be recorded and discussed thoroughly with co-teachers and in the monthly meetings. Remedial measures will be discussed down the line of academic support structure and support will be provided through DIET, BRC and CRC. Core questions related to learning points will be discussed in length in the meetings and a list of core questions along with different types will be provided to CRCs /schools so that the teacher can set questions with a uniform pattern in mind. Answer sheets will be kept properly so that parents and student can see the mistakes committed previously. Both scholastic and non scholastic achievement will be assessed and student’s performance will be counted in gradation of the school.

School with limited facilities

Multi-grade schools and schools having Ka-Sreni will be given special attention.

Multi grade Teaching package to single and double Teachers school. Special Training of Teachers. Preparation and introduction of learners book. Supply of TLM. Engagement of community Teachers In multi-grade schools.

Special academic support to problem pockets—Remote/Forest/Tea Garden &lsolated areas.

98 There are schools located in some problem areas of the district, which need special academic support to coup with the situations. The remote area, forest area, flood prone areas and isolated areas have their own problems, which are not similar to other general areas. Our aim is to give more academic support to the schools located in these areas .

Strategies :

Communication linkage be developed; Strengthening of local community agencies; Frequent visit by RPs; Additional support to MGT schools and schools with high PTR; Language development programme at the early stage to minimize gap in teacher pupil language; Flexible school timing and action calendar in Tea garden and Punjee areas; Weekly holidays as per local need. Less important holidays be replaced by need based holidays; Provision of tent schools in flood prone areas; Issue of identity card to students; Separate package for supervision and monitoring. Special efforts for school community linkage.

1. Supervision & Monitoring (S & M):

District Academic Core Group.

The District Academic Core Group Includes the following. Principal ,DIET. District Elementary Education Officer. Inspector of Schools . District Mission Coordinator. Faculty members of DIET. Deputy inspectors of Schools. Principal .Normal School. Principal, Basic Training Centre. Block Elementary Education Officers (all). Sub-Inspectors of Schools (all). Block Resource Centre Co-ordinators (all).

The DACG may co-opt 2 two) additional members having experience in academic works at Primary ?Elementary Level.

Roles and Responsibilities of DACG :

The DACG is the apex district level body for quality and school support/ supervision. The DACG will meet once in a month to review and finalise the action plans of the BACGs. The DACG prepares action plan for the joint as well as individual support visits to schools for the next month. Each of the members of DACG undertakes individual visits to schools and members undertake a joint visit once in a month also. The DACG identifies academic problems and issues and take corrective actions at various levels . The school/classroom observations reports are analyzed in detail. The DACG Will assign specific tasks to smaller groups of its members or involve additional persons.

99 Another important assignment to each DACG member is to adopt a school (a school with limited facility) to make it a model school. The convener of the meeting ( Principal DIET or BTC as the case may be) maintain the records of the meetings and also take follow up actions on the discussions.

Block Academic Core Group (BACG):

The BACG shall comprise the following: The BEEO/ BRC coordinator. The DIET faculty in-charge of the Block The sub Inspectors of Schools (Concerned Block). The Cluster Resource Coordinators.

Roles and Responsibilities of BACG:

The BACG is the apex Block level body for quality improvement and school support/ supervision. The BACG meet once in a month. The BACG reviews the reports of field visits and main academic and administrative action points emerging out of the visits to schools. The BACG prepares its action plan for the next month and present the same to the following DACG meeting. Each members takes individual visit to schools, and adopt a school every year. The BACG members attend CRC level teacher meetings on a regular basis. The BACG meeting is convened by the BEEO and S/he maintains all records of the meetings and also initiate follow up action on the discussion.

Strategy of this irvformatiorv and feedback Vmkage:

State level - State Academic Core Group - Monthly Meeting. i 1 1 ▼ District level - District Academic Core Group- Monthly meeting.

Block level - Block Ac ademic (^ re Group - Monthly meetings A 1 Cluster level - Monthly Teacher meeting. Monthly VEC meeting.

Role and functions of Block Resource Centre.

In the BRC, the BRCC along with 6 Resource Teachers (4 drawn from ME/MV or HS/HSS and 2 from LP school level) will run the center.

a). The BRC will keep all relevant data of the block for ready reference . b). Regular meetings of different components will be held in the BRC. The BRC is also a training center for field level functionaries.

Major role of BRC coordinator :

As a planner. b) As a CO ordinator. c) A sa Trainer. d) As a supervisor. e) As a practitioner of good practices.( Adopted school)

100 Role and Functions of Cluster Resource Centre.

The CRC is a regular training center for Teachers, it acts as the planning center also. All relevant data are kept and regularly updated.

Role and functions of Cluster Resource Centre co ordlnators.

The CROC co ordinates monthly teacher meeting. The CRCC undertalces teaching in the schools of the Cluster. The CRCC reviews the progress of activities implemented in the cluster and reports it at BACG regularly The CRCC carries bacl< the remedial proposals / measures discussed in BACG to teachers. The CRCC will adopt a school from the Cluster and convert into a iVlodel school every year.

District Institute of Education and Training (Basic Training Centre)

Role and Responsibilities:

Besides imparting regular training (PSTE and In service), the DIET will perform the following-

Regular analysis of data and review of field level interventions to know the strength and weakness. Orientation of field level Resource persons. (Support to Block and Cluste) Taking up studies and evaluation of important interventions. Development of training modules/ papers and also reading materials. The faculty members will work in Lab schools to verify the effectiveness of strategies to be implemented in schools. Lateral linkage to other DIETs.

The Coordinator DACG will present a comprehensive report to the Monthly SACG meeting, Alternatively one BACG of a District along with the DACG coordinator will take part in the monthly SACG meeting.

Thus this structure is directed towards strengthening of internal efficiency of the academic and supervision system by allowing each member to groom his/her potential as resource person making them accountable and bringing about mutual convergence among the stakeholders in planning and execution.

Proposed Activities for the period from October, 2002 to march 2003. Selection of CRCC Selection of BRCC Monthly BACG meeting Monthly DACG meeting Adoption of school by BACG &DACG Orientation of BACG Training of RP Orientation of BACG Workshop for Gradation of school by DACG List of TLMs to Schools Training of H/Ts Training of RPs Orientation of H/Ts.(Primary and Upper primary)

101 Following Specific Activities have been budgeted under the plan

Setting up of BRC Setting up of CRC Supervision & Monitoring SCHOOL IMPROVEMENT PROGRAMME • Institutional Capacity Building • DACG Monthly Meeting • School Support Visit • Action Research & other research related programmes • Workshop, Seminar & Capacity Building • Documentation • Provision for Community Teachers at Remote Area Primary Schools • Provision for Community Teachers at Remote Area Upper Primary Schools Training of teachers • 8 days training of Lower Primary School Teachers • 8 days training of Upper Primary School Teachers • Training of K-sreni teachers • 15-day District level workshop seminar Evaluation • Teachers diary ( yearly) • Students progress card • Conduct of Public exam for class IV and class VII (yearly) Free Textbook to Children Gradation of School Teacher Grant

102 6.5 Research, Evaluation & Monitoring

Research work on pedagogical analysis and appropriateness of interventions is a very important component. The progress towards objectives and measures to be taken for any terminal corrections can be well understood from evaluation.

With a view to ensure successful implementation of plan and programme of SSA, the institutions and individuals will fc»e encourage to conduct studies in primary level.

At district level the focus will be on conduct of Action Researches by the teachers and other educational functionaries and the project people like Resource Teachers, BRCC, CRCC.

Besides, following studies will be undertaken by Teacher Training Institutes, B.Ed Collages and other institutions The following are the major areas of Research & Evaluation co-insides the SSA activities, particularly at district level, which are proposed to be taken-up.

Student’s achievement test (Base line, mid-term and terminal); Teacher’s diagnostic tests: Social assessment study. Studies on district specific issues like education in special focus areas viz. tea garden, educationally backward areas etc. Studies on classroom situation and other school related issues; Comparison in management between government & private schools. Educational status / back ward ness of tribal / girls / SC / Minority / slum dwellers. Educational facilities to disadvantage group. Role of VECs in uplifting educational status of back wards sections Problems of handicapped / disabled children. Role of PTA / Mother groups in education of children.

Evaluation of different programmes, interventions both in-house and third party is another major agenda under this component. Some of the specific areas on which evaluation studies will be undertaken is given below:

Use of grants to school. Functioning of DACG/BACG Effect of mobilisation activities. Motivation strategy for out of school and working children. Impact of SSA in enrolment & Attendance.. Functioning of village education committees & school management committees Evaluation of managerial structures and processes. Appraisal of school management. Monitoring & Evaluation of assistance to VEC. Teacher training and its effectiveness on teachers motivation and knowledge Longitudinal study to access impact of the programme ( SSA ) on Class room transaction , community participation etc . New teaching and learning methodology its impact on children’s achievement. Gender based teaching and learning materials and its impact on children.

103 Major Strategies

The strategy would be to empower the Teacher Training Institute to handle the research and evaluation related activities. Faculties of the training institutes and some selected Resource Teachers and other interested individuals will be trained at state level. The aim is create a pool of resource people at district level. These pool of Resource Persons will be utilised for training of educational functionaries, teachers and CRCCs for conduct of Action Researches regularly on classroom, school and community related practical issues and problems.

The institutions and NGOs will be assigned to carry out bigger studies and specifically the evaluation studies.

Another major strategy for promotion of research in elementary education will be to share the findings of conducted studies with the stakeholders and midcourse correction of strategies based on the acceptance and implementability of the suggested measures of research findings.

104 6.6 Management Information System

For successful implementation of any time-based programme, collection and disseminatia of information and feedback play a crucial role. The Management Information System Unit \ SSA will be set up to provide information support to all levels of management for planniri and decision making. A silent feature of the progressive plan of MIS would be to provid information support to the Education Planners and Departments. The motto is to bring abot a total change in collection and dissemination of educational statistics.

Background - Why Monitoring and the Management Information System?

Management Objectives and Functions

In a view to improve the quality and effectiveness of educational planning and managemer a variety of data is required in a form that conforms to the requirements of user agencie operating at various geographical and administrative hierarchies. Due to wide geographies dispersion of institutional network representing a variety of school locations an< endowments, the complexity of the multi-level decision-making process and contrc mechanisms increases.

One of the major challenges facing the education sector is the design and management o consistent, efficient and functional information. The task is further complicated as leas priority is given to the development, maintenance and modernization of information systems As a result the outcome is a dysfunctional system of information flows characterized b^ inadequate coverage, time delays, poor quality land having little relevance to the grounc level realities.

It is a common observation that the vital statistics required for day-to-day decision makinc are either missing or may become available only after the critical decisions are made Therefore the pay-off from an improved, consistent and timely availability of data on key and simple indicators of educational health can be enormous as :

It will not only provide the right type of signals to educational administrators and It will help in more sharply focusing the scarce resources for areas/activities where these are most needed.

The cost of implementation and sustaining the information system pays for itself as the benefits start following in immediately and are immense as compared to the initial cost of setting it up.—^THE innovative EMIS

Managing a development project is a complex task. However, the basic core of a manager’s work program should include

(a) development of activities and delivery systems, and determination of the required inputs and outputs; (b) preparation of work plans and schedules; (c) determination of the precise responsibilities of various organizational units and supervision of their performance; (d) maintenance of detailed records of physical and financial performance and establishment of measurable performance indicators; (e) monitoring of the project environment so that implementation can be facilitated of adjustments made; and

105 (f) preparation of periodic reports to responsible central agencies and institutions.

Monitoring is then a tool that a project functionary (or functionaries) uses to help him carry out his/her functions.

Efficient management requires sound monitoring. Conversely, monitoring cannot be fostered and Its integrity protected if the management structure is unsound or the managers ineffective.

Benefits and Role of a Monitoring System

A good monitoring system can provide many benefits to project management. These include

(a) identifying targets and objectives for project implementation, (b) maintaining easily retrievable records of project implementation which can later be used for evaluation,

In addition, the project and supervision missions can greatly benefit from a suitable combination of comprehensive and shorter issue-oriented, accurate, and timely progress reports. These reports reduce the time needed for data gathering, enabling maximum concentration on problem-solving and technical assistance, as required in Project Supervision.

A monitoring and evaluation unit is necessary to carry out the monitoriag fu^ctk>T^, wh\ch depe^nds upon the complexity and scope of the monitoring function and the extent of evaluation requirements. The responsibility for organizing, maintaining, and using a regular flow of information throughout implementation will be included specifically in the terms of reference of the project functionaries.

The need for a separate administrative unit for monitoring will be greatest in the Mission, where project objectives (especially social and institutional) are innovative and/or complex, or in projects with multiple components. Such a unit will be created, and will be integrated into the management structure, since its purpose is to serve the information needs of the implementing agency. The range of the information system and the scale of the monitoring process will be consistent with the staff and financial resources available and will be sustainable as a feature of management procedures within the Mission.

The Role of a Management Information System

Scope. A good management information system (MIS) will contain the necessary data on project activities proposed under implementation, A good monitoring system will also collates and analyses these data regularly and quickly, and communicates pertinent information to project management at all levels. The information covers four areas :

(a) procurement and physical delivery of goods, structures, and services, and the costs incurred: (b) use of the structures and services by the project beneficiaries and their initial reactions; (c) reasons (social economic) for unexpected reactions by the project beneficiaries, when these are revealed by the information obtained in (b) or through other sources; and

106 (d) measurement of output indicators such as productivity gains to the extent that thes^ can be measured during implementation. Projects in different sectors will call fc different emphases among these four areas, with infrastructure projects focusin? more on physical and financial implementation, and service projects emphasizing th< reactions of the intended beneficiaries from the outset.

Design. Design of the information system and its use for monitoring progress require; identification of the primary users, quantification of project objectives, and selection of * minimum core of quantitative and qualitative indicators for monitoring progress toward; these objectives. There can be no standard list of indicators, since indicators are project specific, time-dependent and will be decided upon in consultation with Project functionaries.

From this basis. District MIS Unit, responsible for carrying out monitoring, will establish the frequency and timing of data collection, analysis, and sharing. All sources from whicf relevant data may be obtained without additional surveys will be reviewed, including both project staff reports and sources outside the project. Gaps in the information system will be supplemented by specific data collection. Annual monitoring work plans specify the data tc be collected; when by whom, and how will be analyzed; and to whom information will be reported. These work plans will aim at simplicity and remain sufficiently flexible to al!o\A additional diagnostic studies to be carried out at short notice.

Two major tools of MIS will be the Project Management Information System (PMIS) and Educational Management Information (EMIS).

The PMIS essentially will serve as a progress-monitoring tool. The main objectives of the PMIS are to: -

• Track the progress of delivery of project inputs • Monitor the fund movement • Monitor the physical progress of the project activities • Provide project performance indicators which help the project authorities to take corrective steps for smooth implementation of the project

it will monitor the trends in key project areas such as civil works, appointment of teacheirs, training of personnel, completion of studies, release of funds, expenditure and disbursement claims. The software will also generate quarterly progress reports. Constant efforts will be directed upon for improvement the PMIS such that its efficiency in data generation is enhanced.

EMIS will be a comprehensive software package to assess and monitor, on an annual basiis, the educational scenario at the primary/upper primary stage through key educational indicators. The main objectives to have a state specific EMIS are to :

• Develop a framework for collection of educational statistics from recognized institutions imparting primary education • Create a institution level computerized database at the district level • Provide access to school level database to educational planners, administrators and researchers at district, state and national level and train them adequately to analyse and use the database for future planning. • Provide a programmed solution for the SSA Mission to monitor the progress (Of education at the district/state and national level by monitoring key educations! indicators.

107 Bo)th PMIS and EMIS will be made operational from the project inception year in the District.

Thie detailed analysis of PMIS and EMIS data already undertaken in DPEP districts has hellped in identifying some areas of concern, particularly in terms of teachers’ deployment, condition of school building and availability of equipment and facilities in schools. Using this database, it will be possible to compare the performance level of any two schools located in different locations of the GPA/illage. Similar comparisons are possible at the block and disttrict level itself. In addition to sharing of data with user agencies and stakeholders, it is als

The MIS Infrastructure.

A P’rogrammer and two Data Entry Operators will manage the district unit.

MIS unit will be equipped with latest configured systems and peripheral devices. The connplete integrated on-line and off-line system will facilitate the data and information bfowsing from various spheres of Mission structure as per the needs.

Capacity Building

MIS Staff: The Programmers and Data Entry Operators of the district Mission Offices will be prov/ided in-service training on all the latest updates both in Software and Hardware issues. Besiides, the technical trainings of Software and Hardware, series of trainings v\/ili be conducted for the field level workers, block and district level officials, Stakeholders and State Level officials on usage of MIS as a whole. Following trainings are planned across the years:

1. Monitoring Records, sources of data for interim and terminal evaluations. 2. EMIS Data Capture Formats. 3. PMIS Data Capture Formats. 4. Various DCFs to be used for data collection and compilation. 5. Supplementary data collection and special studies taken from time to time. 6. Basics on use and analysis of raw data. 7. Analysing, Projecting and Disseminating of the derived indicators from the data. 8. Creating general awareness especially social and institutional awareness to share the truth in DCF. 9). Impact evaluation based on a yearly/time series analysis of data from areas in and outside the project.

Oth&rs : The BRCCs, CRCCs and HTs of all primary schools will also be provided training on collection and use of EMIS data. Various level sharing and dissemination workshops will also Ibe a recurrent activity during the Project Period.

Majotr strategies

The (educational database consists of school related information starting from the project inception will be maintained and refined. It will not only facilitate in assessing the progress of the piroject in various parameters but also help in monitoring school wise performance and progress across the years. Besides the unit will also develop and have large storage of infornnation on project functioning areas and interventions.

108 The focus will be to identify the disadvantaged areas based on quantifiable data anc indicators. Micro analysis of the already available ‘Alokar Jatra’ will be done to identify anc monitor the disadvantaged areas. List of disadvantaged areas will be generated and updatec regularly based on out of school children and other school efficiency indicators viz improvement of GER, NER . completion rates and achievement levels etc. List ot disadvantaged areas will include ranking of the schools, VEC, SMC falling in those areas The list will be shared extensively.

Another major activity will be to update the already created Technical School Infrastructure Database. Yearly updation of the same will be carried out after initiation and completion firsi round of civil works activities.

It is also proposed to made extensive use of the already developed teacher database for rationalization and planning the teacher requirement on long-term perspective.

Attempts will be made for streamlining flow of information and also to ensure that a single reliable database is created which can be used for effective educational planning.

Capacity building of field staff for collecting, disseminating and analyzing suitable information on School Information System as well as trend analysis of educational indicators.

Computerization, analysis of information and using it in the planning process and dissemination.

Besides following Major Archives will be Generated/Upgraded

School Directory, Teachers Directory, Village and VEC Directory, ECE Centre and Workers Directory, EGS/BC Centre and Workers Directory, lED Centre and Workers Directory, Project Functionaries Directory, Financial and Physical Progress information. Annual Work Plans & Budgets All other information for Project Monitoring. GIS Monitoring, IT Education in Schools, Educational Home Page,

Monitoring & Follow-up

• The networking of information-flow from habitation/school/institution to Gaon Panchayat, Gaon Panchayat to Block, Block to District and District to State will be developed. The MIS In-Charge at the District will monitor the entire networking of flow of information from down the line to state.

Convergence

• Convergence with NICNET, CIC will be worked out for effective use of MIS Netwoirk. Similarly convergence will be established across the various directorates Director of Secondary Education, Directorate of Elementary Education, District and Block Mission Office.

Following Specific Activities have been budgeted under the plan

109 Upgradation of Systems Annual Maintenance of Systems Intemet & Convergence with NIC/NiCNET MIS Site Setup/Maintenance Consumables to MIS And Office Expenses Training for Data Entry Operators Training for DMC / BMC & other Education Department Officials Training to BRCC, CRCC, HTs and HMs on data collection Data Entry and Mining of Survey, EMIS, Teachers Database etc. Dissemination & Analysis of H2H Survey, DISE etc. 5% Sample Checks of Survey Data Printing of Data Capture Formats Printing of Final Reports for Sharing Salaries to MIS Staff (1 Programmer, 2 DEOs)

110 6.7 Education Of Children With Special Educational Needs.

Background:

Universalisation of Elementary Education cannot be achieved if the children, who have sone physical, intellectual or emotional limitation, are excluded from the general mainstreamof education.

SSA will ensure that every child with special needs, irrespective of the kind, category aid degree of disability, is provided education in appropriate environment. SSA will adopt ‘zffo rejection’ policy so that no child is left out of the education system.

Approaches and options: The thrust of SSA will be on providing integrated and inclusve education to all children with special needs in general schools. It will also support a wde range of approaches, options and strategies for education of children with special neeis. This includes education through open learning and open schools, non formal and alternatve schooling, distance education and learning, special schools, wherever necessary, hone based education, itinerant teacher model, remedial teaching, part time classes, Commurity Based Rehabilitation (CBR) and vocational education and cooperative programmes.

The programmes funds interventions for integrated education of primary school gong children with integrable and mild moderate disabilities. Five categories of disabilities cover9d under the programme are visual, hearing, orthopedic, and learning impairment and mertai retardation.

STATUS

Table 6.7.1 District/Block Wise Age Wise Number Of Disabled Children

No. No. of Disabled Children GP/ 5-8 Age group 9-11 age group 12-13 age group 5-13 agegrop Block Name War Boy Girls Total Boy Girls Total d Boys Girls Total Boys Gris Total s s Nazira 25 53 33 86 52 35 87 43 32 75 148 ICO 248 Sonari 16 79 75 154 59 42 101 60 55 115 198 172 370 Amguri 20 28 22 50 14 12 26 19 17 36 61 51 112 Demow 22 57 51 108 24 39 63 47 33 80 122 123 251 Kheluwa 19 45 38 83 33 20 53 30 29 59 108 87 195 Sapekhati 16 57 51 108 24 39 63 47 33 80 128 126 254 Total 118 319 299 491 206 187 393 246 199 445 771 6£9 1430

It is seen from the above table that there are 1403 disabled children. It may be noted tl'at actual number of disabled children is higher than the number found in the Survey.

From the block wise data it can be seen that Sonari Block has highest number of disabled children and Amguri. Block is having lowest number of disabled children.

111 Table 6.7.2 Resource: District Special

Type of Resources Yes/no Regional Rehabilitation center of NPRD Scheme at No Medical College with trained professionals Civil Hospital with specialist Doctors Yes PHC Yes Dispensary Yes sub center Yes FW center Yes District Blindness Control Society No District Malaria Eradication programme Yes Health Department Yes Social Welfare Dept. Yes NGO ‘S working with disability Yes Public Sector organisation like ONGC, OIL ,NRL , BRPL , Yes etc Govt, special school Yes

Issues

Lack of awareness on disability related issues Dearth of trained Personnel. Misconception on abilities of the disabled Disadvantaged areas Special Areas like Border, Forest, Tea Garden, Flood Prone Are and Remote Others

The Main Objective Of The Programme: • To improve the enrolment, participation and retention of disabled children in general primary schools; • To provide viable support services to general primary school teachers to make them understand the educational needs of all categories of disabled children in integrated setting. • To enhance the competencies and skills of general teachers to meet the educational requirements of children with special needs. • To instruct trained resource teachers, to assist general teachers in classroom management of children with special need by suggesting appropriate curriculum modification and educational intervention. • To provide resource support to children with special education need in the form of resource room in the existing cluster resource center structure and a learning corner in the classroom. • To develop instructional materials and suitable strategies for promoting the education of children with special needs through general school teachers. • To supply aids and appliances to the disabled children for promoting learning in integrated setting. • To mobilize the community to facilitate integration children with special educational needs as in regular schools. • To enhance access by creating a barrier free environment (such as ramps, hand rails and special toilets) to suit the needs of children with disabilities. • To improve the enrolment, participation and retention of disabled children in general primary schools;

112 • To provide viable support services to general primary school teachers to makthem understand the educational needs of all categories of disabled children in intorated setting. • To enhance the competencies and skills of general teachers to meet the educional requirements of children with special needs. • To instruct trained resource teachers, to assist general teachers in clas'oom management of children with special need by suggesting appropriate currulum modification and educational intervention.

Strategies Adopted Re-verification of ‘Alokar Jatra” Data Quantitative expansion in phases Composite area planning Local specific approach Desegregated target setting initially GP level targets fixed School restructuring / reform in construction programme. Making compsory provision of Ramps and other disable friendly elements in school construction Establishing Community school mobilization and linkages Convergence of all existing mechanisms and services Establishing contract with the community Establishing contract with institutions Establishing contract with other functionaries and organizations Survey for identifications Assessment of disabled children Mobilization of resources Training and orientation Integration of children with special needs Facilitating conditions- organizational Facilitating conditions-pupils Facilitating conditions-classroom

Major Activities: The following activities could form components of the programme. Survey: survey was conducted to identify thy the number of children with disabilits , though it is expected to be higher than the projected figure, it is planned that survey wibe conducted every 3 yrs . for reverification and inclusion of unreported cases. Core Group (DRP): Resource groups will be constituted at district levels to underke effective planning and management of the programmes in collaboration with PRIsnd NGOs. An apex level resource group at the national level to provide guidance, technicaind academic support to the children with special needs under SSA will be constituted Formaon of a core team of district administration, health officials, social welfare, educatiial functionaries, NGO’S will be constituted to initiate the activities .The group willDe responsible for awareness and sensitization at different levels, planning, problem sol\y conducted by NGO’s, District core group and change agents of the community mobilizain group.

113 Selection and training of Resource Persons and workers; To conduct the activities at district , blocl^ and cluster /Panchayat level , persons will be selected and engaged to supervise and work with complete job chiart drawn up at state level. The engagement TOR will be on 11 months contractual basis anid temporary. Induction Training of 10 days in the second year and recurrent refresher trainiing every 6 months on need -based areas, such as, use, repair and maintenance aids & aippliances, classroom management, lEP’s etc. will be conducted for the above personnel each year except the final year. With the engagement of increased no. of workers on the 3'^ year along with geographical expansion of coverage the same process will be followed. An intensive training course on different kinds of disability is also planned for some selected personnel. Exposure visits of the personnel for further training to Resource centers will be a form of in-service training and conducted each year for selected persons. Honorarium to BRP’s at block and lED workers at GP level: The temporary engagement of the personnel may be renewed on basis of performance report and an honorarium of Rs. 1000/- ( one thousand ) only P.M. to BRP and Rs. 700/-( seven Hundred) only P.M. to lED workers will be paid. Aids and Appliances: All children who are recommended at the assessment camp for requiring assistive devices will be provided with aids and appliances, obtained as far as possible through convergence with the Ministry of Social Justice and Empowerment, State Social Welfare and DRDA Departments, National Institutions or NGOs. This will be done after each assessment camp held annually except in the final year. Aids Distribution camp & Follow-up: After the type of aids is determined for the children, the same will be acquired and distributed to the beneficiaries with training on use and maintenance of the aids. Regular follow-up measures will be designed to keep track of the use, repair and maintenance of the devices,, which will be conducted by the lED workers. Early detection and identification; a concerted drive to detect children with special needs at an early age should be undertaken throuigh PHCs \CDS, ECCE centers and other school readiness programmes, such as bridge course of AS. Identification of children with special needs should become an integral part of the micro-planning and household surveys. For this a training of the Ka -Sreni teachers , ECE/'ICDS workers is planed in 2003—04 and also in every year till 2007-08. Functional and formal Assessment : For each identified child, assessment camps by trained professionals of National and Regiional Rehabilitation Centres will be carried out every year co-ordinated by the District Mission Office . A team of professionals will conduct camps at every block and recommend miost appropriate placement for every child with special needs. Aids and Appliances : All children requiring assistive devices will be provided with aids and appliances, obtained as far as possible through convergence with the Ministry of Social Justice and Empowerment, State Welfare Departments, National Institutions or NGOs. Fo'llow-up & distribution camp. Educational Placement: As far as possible, every child with special needs will be placed in regular schools, with required support services. This will be an on-going activity Convergence with all govt, and non-govt, agencies : Convergence with social welfare, health, rural development, national institutes ,rehabilitation centers, special schools, organizations working for the disabled, local sanghas, religious and community leaders, mahila samities will contribute to the success of the programme. Hence, networking with these organization at regular basis is a important feature of the plan. Support Services and Resource support:: Support services will be for both in-school and out-of-school children, like physical access, resource rooms ( readiness centers will be opened if necessary to prepare children foir formal placements ) at cluster level, special equipment, reading material, special educational technique(STLM), remedial teaching, curricular adaptation or adapted teaching sltrategies will be provided at district, block and GP level. This will be an on-going activity, as and when required and functional throughout the year. Resource support will be given by teachers working with children with special

114 needs. Wherever this option is not feasible, long term training of regular teachers will e undertaken. Teacher training: Intensive teacher training will be undertaken to sensitize regular teach® on effective classroom management of children with special needs. This training will 8 recurrent every year at block / cluster levels and integrated with the on-going in-servie teacher training schedules in SSA. All training modules at SCERT, DIET and BRC level vil include a suitable component on education of children with special needs. The activ^ expenditure will be booked in the Teachers Training (Quality) component of the plan Individualized Educational Plan (lEP): An IEP(case study) will be prepared every year y the teachers for every child every year with special needs in consultation with parents ad experts. Its implementation will be monitored from time to time. The programme will test tb effectiveness of various strategies and models by measuring the learning achievement >f children with special needs periodically, after developing indicators. Parental training and community mobilization: Parents of children with disabilities vil receive counseling and training twice every year till final year on handling and managemet and basic daily life skills. Intensive advocacy and awareness programmes will form a partf strategy to educate every child with special needs. A component on disability will be include! in all the modules for parents, VEC and community and conducted by trained parent, NGO’s, District Core persons, BRP and lED workers. Strengthening of special schools: Wherever necessary, special schools will ^ approached for resource support like training, supervision & monitoring on TOR basi. These organizations will be strengthened to obtain their resource support, in convergent with departments and agencies working in that area Observance of World Disabled Day : The 3'"^ of Dec is observed as the World Disabid Day internationally. It is planned to observe this day in all levels -district, block, GP. ^ shishu mela will be organized with sports, music, art and other recreational activities for d children with involvement of the community at large. Removal of Architectural barriers : Architectural barriers in schools will be removed fr easy access in convergence with civil work component . Efforts will be taken to provio disable-friendly facilities in schools and educational institutions. Development of Innovativs designs for schools to provide an enabling environment for children with special needs wl also be a part of the programme. Research : SSA will encourage research in all areas of education of children with specii needs including research for designing and developing new assistive devices, teaching aid^ special teaching material and other items necessary to give a child with disability equi opportunities in education. Monitoring and evaluation: On going monitoring and evaluation will be carried out to fin tune the programme Half yearly reports on all activities will be documented. For thi^ appropriate monitoring mechanisms will be devised at every level and field tested at regul? intervals. Girls with Disabilities: Special emphasis will be given to education of girls wit disabilities. As SSA adopts a “zero rejection “ policy on education of children with special needs, no chill will be left out of the education system. SSA plans to ensure that every child with specif needs, irrespective of kind, category and degree of disability, is provided education in at appropriate environment. Activity for the year 2002-2003. Engagement of District co-ordinator Formation of Core Group. Meeting of Core Group. Awareness activities Orientation of District and Block educational functionaries (District Level) 1 day Orientation V.E.C7TGEC/ SMC at Cluster level. 1 day Orientation of BRCC, CRCC,GPEC members at Block level. Selection of BRPs.

115 Selection of I ED workers

Following Specific Activities have been budgeted under the plan

• Meeting of Core Group (District level) • Awareness Programmes o For community members o For Govt, officials • Selection of lED personnel o Selection of BRPs o Selection of I ED workers • Honorarium of RPs o Honorarium of BRPs o Honorarium of lED Workers • Training o 10-day Induction Training of BRPs & lED workers o 7-days Refresher Training of BRP & lED workers o 2-day Training of ECEC/ICDS Workers Ka Sreni teachers (for Early Detection) o 2 - day trg. Of EGS workers • Medical Assessment Camp o Aids and Appliances o Ceremonial Distribution Camp o Follow up on use, repair and maintenance • Special Resource Support to Disabled Children • Material Development(Print, Audio, Audio Visual, Case Study) • Observation of World Disabled day as Sishu Mela • Exposure visit of BRPs/IED Workers

116 6.8 Early Childhood Care & Education ( ECCE)

Introduction: Early Childhood care and Education defined as the care and educatiorof children from birth to eight years. It includes the Early Stimulation Programme, Erly Childhood Education Programme and Early Primary Education Programme as a pahof Primary schooling.

The Educationist of the past liked Friedrich Forebel the originator of the Kinder Garten, Maia Montessori the producer of the Montessori Method, Rachel and Margaret Me Millan the fst establisher of Nursery school etc. were strongly believed that the pre-school stage is ie most significant stage of life in which the demands of all round development are availalie. The leader of the Indian Nation, the creator of the “Buniyadi Siksha” M.K. Gandhi also ga^e high importance in Pre-basic Education.

Again, the NPE and the Ramamurthy Committee report have consider ECCE as the ca'e and education of the children from birth to six years. In such way the world emphasizes )n ECCE since long ago.

Now, in India based on the experiences of DPEP the “SARVA SIKSHA ABHIYAM” reali^s the importance of pre-school learning and early child hood care as crucial inputs in improving the enrolment and participation of the children in formal schooling. The Missionis clear in its sense that the early years are most significant period of life in which tie possibilities of physical, emotional, moral, social and aesthetical development are availabe. The SSA also stresses in the enrolment of girls in primary school by providing substitue care facilities for younger siblings.

Goats and objectives: Goals and objective of early childhood development is the all routd total integrated and balanced development of children from birth up to school age . Ea

1. Enhance the child’s health and physical well being 2. Involve parents and community. 3. Avoid unnecessary burden on all child. 4. Give special attention to the children with special needs.

Status:

1. Ka-Sreni: in the District of Sibsagar Ka-Sreni is attached in the maximum number of L.P schools and a good number of children are studying in those schools without getting proper method, curriculum and guidebook. There is no teacher who can engage them in different type of joyful and meaningful activities by using the TLM (available in the oU side and inside the school) or anything else. The teachers at present are lack awareness and information on how the sreni is to be implemented. They can neither spare time to conduct classes nor to give interest to know the method of handling the children. Even there is no separate classroom and comfortable sitting arrangement for them. So, the children of Ka-Sreni are really deprived from their proper education and whatever they are learning in the sreni, it becomes as over burden to them. Infact, the Govt, of Assan' has notified to attach the Ka-sreni in the provincialised L.P schools but no separate teacher has been appointed or the teacher teaching in the K-sreni are trained specially tc handle the little one. For such type of problems the rich, aristocratic, conscious anc educated families are not interested to send their children to read in such type of school

117 2. I.C.D.S: The ICDS is running through out the district under jurisdiction of Welfare Department. ICDS works through its component AWC. They cover the child of age group three to six (3-6) years. Supplying of nutrition, immunization, medical check -up and pre school learning is the main activities of AWC. The worker AWC is trained in this regard but they are yet not received adequate attention, which need to be addressed under SSA. We often see the gathering of children in the AW Centre when supplying of nutrition are available and in the rest of the period the centre fails to maintain the same retention. So , it is clear that training is giving to the AWC’s worker, the TLM, guide book and method supply to them are not enough and proper. So, there needs a good reforming to the AWCs worker to be engaged them to handle children of Ka-sreni otherwise they will not fulfill the main objective of SSA.

issues: The Govt, of Assam has introduced Sreni as a pre-primary level class in all provincialised schools in the year 2000 and just after 2 years it has been identified the following problems-

Improper infrastructural condition. Lack of proper guideline, books curriculum and method. Use of inadequate age appropriate TLM Negligence of teacher The children of Ka-sreni is neglected at present Over burden for the child of Ka- sreni. Teaching by untrained teacher Lack of awareness of parents on pre-schooi learning and early childhood Sibling care Importance not given to the specific area Distance between teacher and community (parents + Influential leader etc.) Poverty.

Strategies And intervention: In Assam the pre-primary section was not included in the formal school. The formal school starts from class 1 and the school going age starts from 6 years. The need for pre-primary schooling as school readiness was felt and Govt, of Assam through a notification introduced Ka-sreni in all the provincialised schools for the 4-5 years old children.

Ka-Sreni Intervention:

Ka-sreni to be implemented in all provincialised schools. To identity schools with more than four teachers. In schools having less than four teachers, community workers are to be engaged Selection and training of the community worker. Training of the selected teacher from the selected provincialised schools. Infrastructure facility TLM support Curriculum In schools having ICDS center in the same campus the Anganwadi worker can be made to continue in Ka-sreni Training of the selected worker of AWC Honorarium and TLM support to the worker.

Strengtiiening Of icds: The ICDS is the largest ECCE programme at present in the district with the package of supplementary nutrition, immunization, healthy check-up referral services non formal pre-school education and community participation.

118 The early for pre-school education component of the scheme contains to remain one of each weakest area. SSA realizes the importance of pre-school training and early childhood care and its role in improving participation of children in school. In order to facilitate a greater conversion with the ICDS services, effort to strengthen them in the area pre-school education will be made.

Intervention:

• Limited number of ICDS centers to be taken up in experimental basis. • There by expansion to be done phase wise. • One supervisor against 20 centres is to be engaged by SMC • Selected worker is to be trained.

ECE:

The ECCE centre should be established in unserved habitation, remote and isolated area, in flood affected area, in Tea Garden area and in those areas where there is a huge number of 3-5 years children are concentrated. The school should be established in the non-ICDS location too. It is also be proposed to establish ECCE in the forest and border area within the distance of 500 mts.

One energetic person should be engaged from the community to handle the child of ECCE center. The persons should be trained specially with the best of support of using and preparation of TLM.

One worker also be engaged with need based training for each centre. Provision for for bo\h of them. Provision for 1 supervisor for every 20-25 center for classroom activities.

Training/ orientation programme is to be proposed for mothers group.

Supervision and monitoring of D.E.E.O, B.E.E.O, B.R.C.C, C.R.C.C etc. are propose

Special Intervention On Focused Area And Its Strategy:

• ECE centre in flood-affected area during the flood season may be shifted to the place where parents or community will take shelter. • In scattered, isolated habitation where ECE is functioning the little children may be given escort and both communication facilities in jungle path. • In Tea garden area crech centres may be used as ECE where Govt, intervention is necessary and elder children who are engaged in sibling care may be released in regular schooling. • In border area where regular insurgency in going on ECE may be established near by military base camp by involving the military personnel. • Unserved isolated scattered villages/habitation should be given epical facilities relaxing normal rules of SSA. • Special focused like - tribal, SC, ST, and economically backward people need special care for their children as regards health care and flexible rule for ECCE. • Special RP to be engaged.

In all the above given strategy the following steps should be followed-

• Identification • Engagement • Honorarium

119 TLM and other necessary support Importance to specific centre & area Training Follow up Refresher Orientation Opening new centre

Following Specific Activities have been budgeted under the plan

• Opening of ECCE Centre

Honorarium of Workers Honorarium of Helpers Centre contingency Material Cost 10-day Training of workers Centre Supervision

• Support to ICDS

Additional Honorarium to ICDS workers 10-day Training of ICDS workers TLM & Other Play materials • Supervision & Monitoring • Other Programme Activities

120 6.9 Media

Sarba Siksha Abhijan aims at creation of demand for primary education amongst the stakeholders on the one hand and supply of quality teaching on the other. In other words, the programme has the mandate to create an environment for improving the quality of primary education. As the programme has given a lot of emphasis on people’s participation, it has become necessary that the massage of the programme be carried out to the mass through a media mix vehicle.

One of the major objectives of Sarba Siksha Abhijan is to create such a condition that new thinking, new practices on teaching learning and new concepts of education are accepted and welcomed by all stakeholders. All concerned with education system would include the teachers, the children, the education officials and the public representatives who are ultimate policy makers. Responsibilities are vested to Media unit of Sarba Siksha Abhijan , Assam to develop a suitable strategy with need based interventions in appropriate medium for this purpose. A media mix strategy has to be used effectively to continuously disseminate information and also to build a conducive environment for primary education and mobilize local stakeholders to participate in the programme.

The objectives of the media strategy are as follows: • To raise the visibility of SSA as a national programme. • To mobilize the opinion makers, legislator & other non-political social organization such as NGOs and other local bodies and ensure their active participation in the programme.

Strategies:

There are two system of communications that need to be looked at; --

• Within the programme that target the community to address enrolment, retention • And the others that targets policy makers, academicians and larger public. in order to reach to the masses and grass root level functionaries liice teacher, CRCCs etc. the popular media like, AIR, DD, Newspaper will be used.

Strategies will be like: -

Identification of person to make a regular liaison between the DMC, Programme Officers, and BMC, BRC, CRC at grass root level and the media Preparation of yearly activity calendar and to distribute the same to all concerned. To make it confirm to invite the media personnel on important programme related occasions Monthly sharing workshop with target groups/NGO’s/lnstltute etc about convergence with Govt. & Non Govt, institute. Publicity of SSA activities using DDK/AIR/DAVP. Production of films of narrow type like spot films, documentary, story based films etc relating to the various component of SSA and sharing & displaying the same to the state to grass root level. Production of audio materials, which include radio talks in other motivational topics and sharing the same to the masses.

121 Conduct of case studies relating on various functional areas Documenting and sharing success stories through professionals Arrangement of mock exercise and recording the talks, discussion well ahead of time. Organising drama, seminar etc. on community participation at town and village level and to invite media for recording sharing with others.

Interventions:

Public Relation:

Meetings and discussions will be organized at district, block, and Gaon Panchayat level and in the focus areas in collaboration with media personals and others involved in such activities.

Press release of various programmes/workshop/meeting training along with performances of SSA will be released regulady. Radio talks on various programmes will be held. A glimpse on the various activities to be carried out since the inception of project.

Print Media: • Press release of various programmes/workshop/meeting/training both in English and other languages will be published. SSA booklet, which includes SSA overview, outlines of the work done, will be produced in EagUsU, ar\

Electronic Media: • Documentaries, stories, based on Girls Education, EGS, BC, ECE, Tribal Education Tea Garden, need of education, enrolment drive, community participation, short film of UEE and teachers participation will be produced. These films will be used as training materials. Video films show will be organized at the training programmes exhibition. Local Mela etc.

Field Publicity:

• It is proposed to organize Educational exhibitions by putting up stalls with posters, slogans, displaying photograph in suitable places on different occasions. Printing materials for awareness will be distributed to the public and motivational VIDEO film will be screened describing the success of SSA. Radio Programme :

• Radio is the most common & largely attended medium of Mass Communication in communicating the remotest & minor areas & targeted groups at a short span of time. Radio programme are chalked which include. • Interview/Radio talk • Discussion on multifarious issues of UEE, role & responsibility of teachers & community, SHG, BRCC, CRCC, educational administrators. • Discussion on ECE, AS, BC, lED, MG, Teacher training etc.

122 • Child based programme.

Visit of Media Persons to the district:

• To popularize the SSA and for its social acceptance the media persons will b invited to project the several success stories and interventions, dissemination f information, creating of awareness and for spreading the message of primal education.

Following Specific Activities have been budgeted under the plan

Information Booklet Quarterly Press visit Publicity Campaign Other publicity measures Yearly News Letter

123 6.10 School infrastructure (Civil Works)

Introduction:

To ensure universal enrolment, retention/Participation and improvement of quality of education, provision of a good infrastructure with a good school building is a Pre-requisite.

District is proud to present the infrastructure status, which has been collected through a unique Technical infrastructure Survey. It is worth mentioning that the survey was conducted by sending engineers into the school. For every 50 schools one engineer was selected. The State Mission Office had provided the survey design and other technical support. The training of engineers and Computerisation of the survey data was also done at State Mission Office. The district is now in possession of the prioritized list of all schools for construction along with three photographs of each school.

Present Status:

The findings of Technical infrastructure survey report gives a clear Picture of the present infrastructure status of the district, which is not at all encouraging. Following tables explains the status of the district in terms of schooling infrastructure separately for primary and upper primary schools.

Hence, adequate priority is given on development of infrastructures.

124 DISTRICT SUMMARY OF TECHNICAL INFRASTRUCTURE SURVEY OF ELEMENTARY SCHOOL DISTRICT: Sibsagar No. of schools Location Building Toilei Drinking water facilities Source of Drinking Water Electricity Boundary Wall Playground Ramp

s ’ 1 2 E 5 1 ^ S' o *2 C2. z < < i 4 g g 1 £ £ C 1 5 o 1 S i 0 Si O' 55 LP ME uv MEM Total 6 , i II 1 1 i t £ S §) a: o CO i -s 5 g 1 | o S 1 i qI 1 S. 5 -g i2 1 if 1 UJ “ 5 1 5 S- ^ 1 _c t- £ O- 0- = cc 1 i i ...... 1 s 1 1 Amguri 257 53 25 0 335 311 0 2 22 334 0 1 232 103 47 131 204 181 0 23 38 297 201 134 197 138 219 116

2 Demow 332 42 28 0 402 385 0 16 1 400 1 2 296 102 33 151 247 196 9 60 18 380 315 87 183 215 326 72

3 Khelua 303 37 21 1 362 353 0 0 9 358 0 4 265 95 24 95 265 239 4 30 46 314 239 123 202 158 198 162

4 Nazira 373 36 15 2 427 420 4 2 1 423 0 4 317 103 21 217 203 165 7 45 27 393 254 173 234 186 250 170

5 Sapekhati 262 25 9 3 299 295 2 0 2 299 0 0 249 50 24 108 191 174 4 21 21 278 190 109 141 158 265 34

6 Sepon 46 8 3 0 57 57 0 0 0 57 0 0 54 3 2 36 21 21 0 0 0 57 57 0 36 21 55 2 7 Sonari 252 32 13 0 297 295 0 2 0 297 0 0 190 105 52 63 232 218 2 16 17 278 215 82 53 242 182 113 Total 1825 233 115 6 2179 2116 6 22 35 2168 1 11 1603 561 203 801 1363 1194 26 195 167 1997 1471 708 1046 1118 1495 669 Major Issues;

• Large number of Building less schools. • Building in dilapidated condition. • No school has boundary wall/fencing. • Lack of drinking water facilities. • Lack of sanitation/toilet facilities. • Lack of other facilities

Strategies : • Selection of schools as per need base. • Preparation of Plan Estimate on field verification by the technical personals. • Collection of information regarding availability of local resources. • Construction works to be done through school managing committee (SMC) and the village education committee (VEC). • Ensure community involvement in the process of construction works with a view to develop sense of ownership.

Implementation Procedure:

There will be a separate civil works wing at District Mission Office to exclusively deal with the civil works related matters. The wing will have one District Project Engineer and one Junior Engineer for the district and one Junior Engineer for each of the four blocks.

All the works of construction will be executed through the Village Education Committee except \he Conslnjction of BRC building. Before the release of fund agreement will be signed with the VEC regarding the role and responsibilities and other aspects. The members of VECs will be trained on the basics of civil works by the concerned JEs. Besides a Civil Works Manual will be developed in Bengali.

Funds would be released in installments. There will three Installments for major constructions and two installments for the minor construction valued less than Rs. one lakh. Second Installment would be released after the submission of the expenditure statement of at least 70% of the installment. Similarly the third installment would be released after the utilization of the 70% of the & 2"^^ installment. After completion of the construction the VEC will formally hand over the schools to the education department.

Supervision & Monitoring:

Monitoring and supervision part is a key component of civil works for proper implementation and timely completion of works in a qualitative manner. Hence, provision for supervision and monitoring should be well planned. Some outlines of supervision and monitoring are given below: • Selection of schools on priority basis and as per norms of the SSA. • Proper site verification through technical person. • As one of the aims of SSA is the involvement of community. So community based monitoring system will be put into place and for which proper training as regards technical know how to be provided to all SMC, VEC. • District Project Engineer and J.E. will be deployed for constant visit to the site and to supervise the works for quality improvement and to give necessary guidance to the SMC, VEC so that the work proceed accordingly.

126 • The DMC will convene weekly review meeting along with the different blocks. DPR JE for last week performance and to prepare a 15 days action plan. • Over and above, third party evaluation will also be done.

In the event of VECs failure in carrying out the work as per specification, norms and tie schedule warning will be issued to rectify the defects and to submit the utilization of fundn ultimate cases provision has been kept for freezing of VEC accounts and completion of fe work departmentally through Force Account.

127 6.11 Project Management;

Sarva Siksha Abhiyan has not been considered as a separate project and therefore it will t>e implemented through the existing educational machineries. The implementation mechanism is described below:

Diistrict Level:

District Board of Education (DBE) under the chairmanship of Deputy Commissioner and participation of representatives of different development agencies, NGOs, teachers has been notified by the Government Assam. The DBE will perform the advisory role.

Thte District Elementary Education Office will perform the executive role. The District Elementary Education Officer (DEEO) will function as District Mission Co-ordinator (DMC) on ex-officio basis. Besides DEEO, two other officials viz. Deputy Inspector of Schools (Di) Head Quarter and Assistant Inspector of Schools have been designated as Associate District Mission Co-ordinator (ADMC) on ex-officio basis.

Keeping in view the additional workload and availability of existing manpower at the disposal of IDEOO/DMC proposal for additional positions has been made. The detail requirement of additional position is given in the end of this chapter in tabular form.

Block Level:

Block Board of Education (BBE) under the chairmanship of an Educationist of the concerned and participation of representatives of different development agencies, NGOs, teachers has been notified by the Government Assam. The BBE wiW perfonnn the advisory role for block level activities.

The Block Elementary Education Office will perform the executive role. The Block Eleimentary Education Officer (BEEO) will function as Block Mission Co-ordinator (BMC) on ex-officio basis. Besides to assist BEEO in handling specially the academic and other inteirventions Block Resource Centre will be set up in each block.

The Block Resource Centre will have six Resource Teachers for Upper Primary and two Resource Teachers for primary level.

Comsidering the availability of support staff in each block wise decision will be taken for placement of additional support staff.

From each block as per SSA norms Resource Teachers will be selected for deployment as Cluster Resource Centre Co-ordinator.

Cluster Level:

One Cluster Resource Centre (CRC) will be set up in every Gaon Panchayat. In some cases it has been proposed to set up CRC considering geographical barrier and numt>er of schools. It has been kept in mind in one CRC there should not be more than 40 teachers and tthe distance between CRC and no school under the CRC is not more than 7 KM.

One Cluster Resource Centre Co-ordinator (CRCC) will be selected from amongst the existiing LP/Middle School Teachers in every CRC.

The Gaon Panchayat Education Committee constituted during pre-project period will be invol'ved in cluster level activities.

128 Village Level:

No Mission people will be there at village level. The Village Education Committee id School Managing Committees will implement the village level activities, amongst the exisig LP/Middle School Teachers in every CRC.

The proposed Management Structure is aimed at strengthening the above offices for beaag the additional load of SSA is given below:

Table N o.: 6.11.1 Proposed Additional Staff

SI.No Name of position No. of personnel Remarks District Block level Level 1. District Mission Co-ordinator 1 Ex-officio 2. District Academic Mission Co 1 Ex-officio ordinator 3. Associate District Mission Co 2 Ex-officio ordinator 4. District Programme officer 5 5. District Project Engineer 1 6. Programmer (MIS) 1 7. Finance & Accounts Officer 1 8. Jr. Account Officer 1 7 One for each biock 9. Jr. Engineer 1 7 Do 10. Data Entry Operator (MIS) 2 7 11. UDA 1 7 Do 12. Accountant cum Cashier 1 7 Do 13. LDA cum Typist 2 7 Do 14. Receptionist cum Typist 1 - 15. Block Mission Co-ordinator 7 Ex-officio 16. Resource Teacher 20 for each 0 160 CD block (for block and cluster) 17. ' Grade-IV 2 7 1 for each block 18. Night Guard 1 7 Do Total 24 223 19. 1......

129 Annexure-I : List of Officials and Resource Persons Participated in the Pre project Activities and Preparation of Perspective Plan

Table 1.1: Officials attended the State Level KRP’s Training S L NO. NAME DESIGNATION 01. Anwar Hussain DEEO / DMC , SIBSAGAR 02. Punaram Bhuyan D .1. OF SCHOOLS, i/C. SIBSAGAR. 03. Ahmed Hussain BEEO, NAZIRA. 04. Kanak Rajkonwar D.l. OF SCHOOLS, I/C, CHARAIDEOW. 05. Dibya Borgohain INSPECTOR OF SCHOOLS, SDC I/C , SIBSAGAR 06. Biren Bhuyan PRINCIPAL, INCHARGE , DIET, SONARI. 07. Anjan Bora LACTURER, DIET, SIBSAGAR.

Table I. II: List of Perso ns attended the DRP’s Training

SL. NO. Name Designation 01 Mina Kumari Baruah Instructor, BTC. 02 Janak Pd. Giri Sub. Inspector Of Schools. 03 Kailash Nath Vocational Teacher 04 Kaibi Hasan Ahmed Ngo 05 Buddhin Dutta Sub. Inspector Of Schools. 06 Binod Changmai Asst. Teacher 07 Romika Begum Do 08 Bolen Borgohain Do 09 Dipak Das Lecturev ,Dset 10 Bonomali Borgohain S.l. Of Schools. 11 Rinjumoni Neog Non Formal Staff 12 Bedajyoti Gogoi Asst. Teacher 13 Rajen Bora Do 14 Dishan Gogor BTC, Joysagar 15 Ananta Khonikor NGO 16 Tilok Khaklari S.l. Of Schools, Amguri 17 Premada Hazirika Do 18 SofiquI Hussain Do 19 Mohendra Sarmah Do 20 Rajen Dutta Lecturer, Diet 21 Hemada Dutta BEEO , Sibsagar 22 Bhabendra Nath Mohan NGO 23 Dhiren Sarmah Asst. Teacher 24 Wahida Begum Do 25 Satyajit Kar 26 Khagen Gohain S.l. Of Schools , Demow 27 Mohan Duwari Do 28 Upen Konwar Do 29 Deben Dutta Instructor, BTC, Joysagar 30 Prakash Chowhan Asst. Teacher 31 Runumi Handique Do 32 Tarun Duwarah Head Master 33 Mukul Dutta Lecturer, DIET ,Sonari 34 Nabul Islam S.l. Of Schools, Nazira 35 Utpal Gogoi Asst. Teacher 36 Hari Konwar S.l. Of Schools, Nazira 37 Lalit Dutta S.l. Of Schools, Nazira

130 38 Dilip Saikia Asst. Teacher 39 Satyajit Kar S.l. Of Schools, Sonari 40 Probin Baruah Do 41 Shiben Bordoloi Instructor, BTC, Sonari 42 Usha Karkichetri Asst. Mistress 43 Deban Gogoi Retd. Teacher 44 PutuI Chetia Asst. Teacher 45 Tufan Changmai Do 46 Gonesh Bora Do 47 Btiupen Gogoi Do 48 Prodip Gogoi Do 49 Lakhi Kalita S.l. Of Schools, Sapekhati 50 Mira Begum Asst. Mistress 51 Jugen Sahu BEEO

Table l.lll: List of the members of District Planning Team SI. No. NAME DESIGNATION 01 The Deputy Commissioner CHAIRMAN 02 Anwar Hussain DMC, SIBSAGAR 03 A.K. Bordoloi A.D.C., SIBSAGAR 04 Dibya Borgohain 1. S., SIBSAGAR I/C 05 Ajo^al Baruah SDO, PWD, SIBSAGAR 06 B.N.Bhuyan PRINCIPAL, DIET 07 Punya Das PRINCIPAL, BTC. 08 Alok Rajkhowa DIST. SOCIAL WELFARE OFFICER. 09 J. Chetia DAEO 10 K. Jaman D^O, NIC 11 Kanakeswar Borgohain DIPRO 12 Punaram Bhuyan D.I.S., SIBSAGAR I/C 13 Kanak Rajkonwar D.I.S., CHARAIDEO I/C 14 Anwar Hussain D.I.S, NAZIRA I/C 15 Anjan Borah LECTURER, DET 16 Ranjit Borah A.P.O., I.S. , SIBSAGAR 17 Horen Borah A.P.O., D.C. OFFICE, SIBSAGAR 18 Surjya Borah A.P.O., D.E.E.OFFICE, SIBSAGAR 19 All B.E.E.E.O. Sibsagar 20 All S.l. Of School,Sibsagar 21 Juga Gogoi A/T , REPRESENT OF M.E. TEACHERS ASSOCIATION 22. Thanu Gohain A/T. REPRESENT OF L.P. TEACHERS ASSOCIATION 23 Ananta Khonikar DRP, AMGURI 24 Tarun Dowarah DRP, DEMOW 25 Azad Ali DRP, NAZIRA 26 Bhupen Gogoi DRP, SAPEKHATI 27 Deban Gogoi DRP, SONARI 28 Wahida Begum DRP, KHELUA 29 D.Das LECTURER, DIET, SONARI 30 T. Thakuria DO 31 R. Dutta DO 32 Siben Bordoloi INSTRUCTOR, BTC, SONARI 33 Minakhi Boruah DO 34 D. Dutta DO 35 Project Director DRDA, SIBSAGAR

131 36 Aboni Kr. Chetia NYK, CO-ORDINATOR 37 Dipankar Jyoti Konwar BRP, DEMOW 38 Arati Gogoi BRP, NAZIRA 39 Dilip Das BRP, SAPEKHATI 40 Sabitri Behera BRP, SONARI 41 Purnananda Gogoi BRP, KHELUA 42 Nobul Hussain BRP, AMGURi 43 Monika Saikia NGO, SIBSAGAR 44 Hemanta Phukon NGO, SIBSAGAR

Table I. IV: List of the members of District Core Team SLNO.NAME DESIGNATION 01. Jugen Sahoo BEEO , SAPEKHATI.. 02. SofiquI Hussain S.l. OF SCHOOLS. 03. Bedajyoti Gogoi A/T 04. Tilak Khaklari S.l. OF SCHOOLS. 05. Harish Konwar DO 06. Nabui Islam DO 07. Budhin Dutta DO 08. Lalit Dutta DO 09. Utpal Gogoi Sc. T. 10. Khogen Ch. Borgohain S.l. OF SCHOOLS. 11. Mohan Duwari DO 12. Upen Konwar. DO 13. KaIbi Hasan Ahmed NGO 14. Bharat Sarma A/T 15. BanamaW Borgohain S.l. OF SCHOOLS. 16. Kanak Rajkonwar BEEO , SONARI 17. Premada Hazarika S.l. OF SCHOOLS 18. Janak Ch. Giri DO 19. Mahendra Sarma DO. 20. Prabin Boruah DO. 21. Dhirendra Nath Sarma A/T 22. Dilip Saikia AJJ 23. Prasanta Dutta SUBJECT TEACHER, ENGLISH. 24. Lakhi Kalita S.l. OF SCHOOLS. 25. Ganesh Borah AJT 26. Tufan Changmai ATT 27 Rajen Borah A/T 28 KANDARPASARMAH NGO.

132 DISTRICT ELEMENTARY EDUCATION (DEEP) PERSPECTIVE PLAN

2002-03 to 2009*10 DISTRICT: SIBSAGAR

GOlRel. Head of COMPONENTfActivity Desctiplion Unit of Unit cost Unit cost for 2002-03 2003-04 2004-05 ^ 2 0 0 5 ^ 2006-07 2007-08 2008-09 2009-10 Total R em irlit Code account Measures for 02-03 to 05-06 to 06- 04-05 07

Physical Financial Physical Financial Physical Financial Pttyslcal Financial Physical Financial Physical Physical Physical Physical Financial

17 A PROJECT MANAGEMENT 17 A.1 Fumilure & Eauipment Lunwsum 1.00 2.00 1 1.00 1 1.00 17 A.2 Salary Per month 1.5 1.8 12 18.00 12 18.00 12 21.60 12 21.60 12 12 12 84 79.20 17 A3 Office Exoenses Per month 0.03 0.05 12 0.36 12 0.36 12 0.60 12 0.60 12 12 12 84 1.92 17 A4 Hirina of vehicles Per month 0.2 0.24 12 2.40 12 2.40 12 2.88 12 2.88 12 12 12 84 10.56 17 A5 Rent Per month 0.05 o.oq 12 0.60 12 0.60 17 A6 Audit Fees Per year 0.1 0.1S 1 0.10 1 0.10 1 0.15 1 0.15 1 1 1 7 0.50 17 A7 Meetinq Seminar Per year 0.12 0.22 12 1.44 12 1.44 12 2.64 12 1.20 12 12 12 84 6.72 17 A8 TAOA Per month 0.24 0.36 12 2.88 12 2.88_ 12 4.32 12 4.32 12 12 12 84 14.40 17 A9 Salary of 8RC support staff Per montti per 0.22 0.264 7 18.48 7 18.48 7 22.18 7 22,18 7 7 7 49 81.31 BRC 17 A10 Rent for BRC building PerYearPer 0.24 7 1.68 7 1.68 3.36 BRC 17 A.11 Fixed TA for Sis Per person per 0,002 0.003 15 0.36 15 0.36 15 0.54 15 0,54 15 15 15 105 1.80 month 17 A12 Capacity building for Lumpsum 0.6 0.8 1 0.60 1 0.60 1 0.80 1 1 1 1 7 2.00 Educational Functionaries 17 A.13 Media &Publicitv 17 A13.1 Information Booklet Lumpsum 0,15 0.1 1 0.15 1 0.15 1 0.10 1 0.10 1 1 1 7 0.50 17 A 13.2 Quartertv Press visit Per quarter 0.02 0.025 1 0.02 1 0.03 1 0.03 1 0.03 1 1 1 7 0.10 17 A 133 Publicitv Campaign Lumpsum 0,1 0.15 1 0.10 1 0.15 1 0.15 1 0.15 1 1 1 7 0.55 17 A13.4 Other pubtcitv measures Lumsum 1.50 1 1 1.50 1 1.50 1 1.00 1 0.15 1 1 1 7 4.15 17 A 13.5 Yearly News Letter Perbkx* 0 1 0.15 7 0.70 7 0.70 7 1.05 7 0.20 7 7 7 49 2.65 COMPONENT TOTAL 49.37 49.13 58.03 54.09 211.32 14 B COMMUNITY MOBILISATION (CM) 14 B.1 Training for VEC, TGEC.WEC, GPEC and SMC members 14 B.1,1 2-day training of VEC/TGEC/SMC Per person per 0.0001 0.00015 19,866 3.97 19.866 3.97 19866 5.96 19,866 5.96 19,866 19,866 19,866 139,062 19.87 Training will be provided to members at GP level day selected VEC,TGEC.WEC, GPEC &SWC members 14 B.1.2 3-day Trg of RPs at Block level Per person per 0.0004 0.0005 993 1.19 993 1.1# 993 1.49 993 1.49 993 993 993 6,953 5.36 day 14 8.1.3 3-day Trg. of RPs at District level Per person per 0.0005 0.0006 50 0.07 50 0.07 50 0.09 50 0.09 50 50 50 348 0.33 day 14 B.1.4 2-day training of GPEC members Per person per 0.0004 0.0005 1,416 1.13 1,416 1.13 1416 1.42 1,416 1,42 1,416 1,416 1,416 9,912 5.10 Training will be provided to at block level day selected VEC,TGEC,WEC, GPEC & SMC members 14 8.1.5 3-day Trg. of RPs at District level Per person per 0.0005 0.0006 71 0.11 71 0.11 71 0.13 71 0.13 71 71 71 496 0.47 day B.2 Implementation of VER 16 B.2.1 8-day Training of RPs, CRCCs & Per person per 0.0004 0.0005 278 0.89 278 0.89 278 1.11 278 1.11 278 278 278 1,946 4.00 Training will be provided for 2- RTs on VER implementation at day day in four phases block level 16 B.2.2 Implementation of VER in General Per person per 0.0007 0.0008 100 0.49 100 0.49 100 0.56 100 0.56 100 100 100 702 2,11 Visit of one RP per CRC for 7 area day days 16 8.2.3 Implementation of VER in Remote Per person per 0.0015 0.002 18 0.19 18 0.19 18 0.25 18 0.25 18 18 18 124 0.87 Visit of one RP per CRC for 7 Areas day days 16 8.2.4 Updating of VER in General areas Per person per 0.0007 0.0008 100 0.49 56 0.27 56 0.31 56 0.31 56 56 56 437 1.39 Visit of one RP per CRC for 7 day days in three quarter 16 8.2.5 Updating of VER in special areas Per person per 0.0015 0002 18 0.19 18 0.19 18 0.25 18 0.25 18 18 18 124 0.87 Visit of one RP per CRC for 7 villaoe day days in three quarter 16 B.3 Enrollment Drivt 1

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