fvjTcTf 3TT2Tf^cf> corefavR "I'FIICT PRIMARY EDUCATION PROGRAMME
Part - 3
State Specific Information on Mission Objectives
14th Joint Review Mission (November-December, 2001) The volume contains State Specific Information on Mission Objectives.
Contents
S.No. State Page No.
1 Andhra Pradesh 1-29
2 Assam 30-77
3 Bihar 78-143
4 Gujarat 144-158
5 Haryana 159-173
6 Himachal Pradesh 174-194
7 Karnataka 195-207
8 Kerala 208-212
9 Maharashtra 213-224
10 Orissa 225-259
11 Rajasthan 260-268
12 Tamil Nadu 269-322
13 Uttar Pradesh 323-333
14 Uttaranchal 334-339
ANDHRA PRADESH
Oiective 1: Progress towards achievement of programme objectives and outcome iriicators (district-wise information wherever available)
0.1 Out o f School Children'. What is the absolute number and approximate percentage of out of school children in the age-group population? What are the strategies adopted to include out of school children?
The Family Survey undertaken in the DPEP districts revealed that there are about 108.06 lakhs of children in the age group of 5+ to 14 in 19 DPEP districts. Out of which 15.96 lakhs are out of school children. Further the attendance monitoring revealed that about 8.79 lakhs children in the age group of 5 - 14 are irregular. The percentage o f out of schoolchildren is about 17.20 and irregular children are 9.49. The district-wise distribution of Out of school children is at Annexure 1 and 2.
Strategies for mainstreaming of out of school children
• Validating the lists of out of school children habitation-wise and findout the reasons for their non-schooling. • Conduct of awareness campaigns and community mobilisation by involving youth activists and other self help groups for sensitization of community, parents, employers on child labour vis-a-vis child rights and motivating for the education of child labour • Formation of core groups at habitation, cluster and mandal level for taking various activities for community mobilisation and relieving child labour from the employers. • Conduct of Kalajathas, Youth rallies, frequent meetings at habitation-level, cluster-level and mandal-level for the involvement of community and field staff for the schooling of out of school children. • Conduct of Residential bridge courses for child labour, other difficult groups and girls for mainstreaming. • Conduct of Non-Residential Bridge Courses at habitation level for dropouts and mainstreaming. • Conduct of back to school programme during summer for the mainstreaming of dropouts. • Opening of Alternative Schools in the schoolless habitations for improving the Access. • Mainstreaming of child labour through National Child Labour Project Schools.
0 1 2 Enrollment in Schools: What is the enrolment in Class 1 and total (indicate source) disaggregated for gender, social groups and types of schools (alternative, formal, private, government etc.,);
The Class I enrollment in 19 DPEP districts during 2000 - 01 is 16.78 lakhs and 12.84 lakhs during 2001 - 02. Further the Class II enrollment during 2000 - 01 is 12.65 and 13.26 during 2001 - 02. The figures shows that there is a marked decreaise in the enrollment figures of class I for the current year when compared to last year anc enhancement in case of Class II for the current year. This is because of plannied actior taken for discouraging the retention and promoting all the class I into Class II.. Furthei because of decrease in the birth rate the enrollment in class I is low when cormpared tc last year. The enrollment in class I may also be due to opening of ECEs by DPEP anc Anganwadies by ICDS. Thereby the children below 5 years are being getting admitted into ECE till they attain the age of 5+. The district-wise dietails ol enrollment from class I to C lass VII both for the current year and previous year is at Annexure 3.
01.3 What is the Enrollment in A.S / Bridge Courses / Camps and percentage oj transition to formal schools
The Enrollment in Alternative Schools in DPEP districts is 61,937 out o f which 32,121 are boys 29,816 are girls. Further there are about 77 Residentiail Bridge courses function under DPEP and as well as other schemes with an enrollment 7,000 children who are child labour. The details district-wise distribution of Enrollment in Alternative Schools is at Annexure 4 and Bridge Course Camps is at A nnexure5.
01.4 Information on students' attendance and retention class-wise and the overall completion rate (Class I to IV / V); information on progress in reachung and retaining the most disadvantaged groups of children - especially tribals, hiardest to reach groups, children with disabilities, migrating children and urban poor tetc
Attendance monitoring was started in November 2000. The data on students attendance monitoring from class I to V reveals that the class I children o>n roll is 16.45 lakhs and actual attendance at the time of attendance monitoring is aboiut 13.2! lakhs leaving about 3.24 lakhs children who are irregular. The total nuimber of children from Class I to VII who are on roll is 67.51 lakhs against whom 56..58 lakhs arc present during the time of attendance monitoring by MRPs. This reveals tlhat there arc about 10.93 lakhs of irregular children in DPEP districts during 2000 01. The district wise of children on roll and present against class-wise is at A n n exu re (6.
The data pertaining to number of dropouts class-wise during 2001 - 02 shows thai there are 80577 dropouts in Class I and 63491 in Class II. Thus there arc 1 .‘96 lakhs dropouts from class I to VI during 2001 - 02. The district-wise distribution of dropouts against cach class is at Annexure 7.
Further the data pertaining to detentions against each class from Class I to VII reveals that there arc 1.50 lakhs children detained in class I during 2000 - 01. Furthicr there are about 3.06 lakhs children detained from Class I to VI during 2000 - 0)1. The district-wise distribution of detained children against class-wise is A n n exu re 8>.
2 0.5 Information on improvement on students' learning levels, identification of hard spots, improvement in classroom environment, etc. in formal and alternative schools
In the process o f assessing pupil performances in primary classes, achievement tests in Telugu and Maths subjects were developed at SPO, DPEP, Hyderabad in consultation with selected DIET Faculty members, classroom teachers and MRPs. The tests were designed in such a way that they are running tests for classes I to V which can reflect the higher level competencies of children in lower primary classes (Say classes I to 3) and lower level competencies of children in high primary classes (say classes 4 and 5) in each subject. Initially, the tests were proposed for administration in schools of identified Mandals in each District. Already, the tests were administered in 6 districts in July 2001 and data furnished to SPO after consolidation for getting the data computerized for analysis on mandal-wise and district-wise performances in each subject. In the remaining districts, the process of administration o f tests is going on.
Further, it was also decided to conduct the tests in schools of all the uncovered mandals of each district by reducing the number of test items in each subject. Accordingly, the tests were revised and sent to districts for administration in schools on 10 - 11 Sept 2001. The process of administration of tests is in various stages in the districts.
This process is aimed at assessing the level of pupil performance in Language and Mathematics in the context of DPEP interventions on Teacher-training suited to child- centred and activity-based pedagogy and development of textbooks in classes I to V on the same lines and for taking necessary measures to improve the pupil performance levels and thereby the quality of Primary Education.
Hard spots in different school subjects have been identified self instructional material for hard spots is under process of development.
Oj.6 Information on recent improvements made and plans for further development of school as well as household based information systems and use of information; Action taken to support districts / sub-districts which have faced difficulties in setting up a reliable information systems?
It was planned and implemented for the development of accurate database on the total number of children in the age group of 0 - 15 years alongwith in-school and out of school by way of conduct of 'Family Survey' in all the habitations of DPEP districts. The survey data was computerized and the names of the children are crosschecked with other information available and validated in the field level. Now it is planned to utilize this data for planning various activities for UEE. The MIS staff members are regularly visiting the districts for streamlining the data and to enable to share the data between state and districts. Further it is also planned to validate the available database resulted from various sources i.e., Family Survey, Attendance Monitoring and DISE data.
3 Objective 2: Improvement in the quality of primary schooling: (District-wise)
02.1 Type of indicators developed for use, if any, at state and district levels to monito quality;
It was planned and implemented the monitoring of quality in primary schooLs throug involving DIET staff. All the DIET staff were oriented at State level and develops appropriate systems and proformae for academic monitoring of schools and th programme was taken up. The proformae showing indicators for quality monitorin; of given hereunder:
Academic Monitoring for School Improvement - School-wise proformae
Each DIET Lecturer is requested to go through all the aspects given in the proformai in the school which is assigned to him and categorize the school item-wise for all tin items at the time of first visit and monitor the school by way of providing the guidanci and work with the school staff for the improvement i.e., to bring ‘D ’ to ‘C ’ 'C to ‘B 'B' to ‘A’ category. For each visit the DIET Lecturer should discuss the areas fo improvement and give written instructions to the H.M. So that he can review tin progress during the next visit on the items focused in earlier visit. (The category "A refers to Good, ‘B’ refers to Satisfactory, ‘C’ refers to Below Satisfactory and lD refers to Nil).
S. The category in which the school t'al Item No A BC I 1 Maintenance of Database viz., Names of Out of School Children, Dropouts, Irregular Students against Gender and Community from 5-15 years age group children and Names of children in the age group of 0 - 5 in the catchment area. 2. Out of School Children 3. Dropouts 4. Regular Pupil attendance 5 Pupil performance in Reading 6. Pupil performance in Writing (observe pupil notebooks) 7. Pupil performance in Arithmetic 8. Development of TLM 9. Display of Teacher and Pupil work 10. School Premises - Clean and Green 11. School Committee involvement 12. Improvement of infrastructure through community participation 13. Regular conduct of exams / tests and correction of scripts and assignments and issue of Progress cards 14. Conduct of Games and sports competitions 15. Conduct of Other non-scholastic activities such
4 S. The category in which the school falls Item Nc A BCD as SUPW, Moral Education, Art Education, creative activities etc., 16 Utilization of OBB material such as Maths Kit, Science Kit, Mini Tool Kit and other TLM 17 Utilization of Library books and books supplied under OBB and regular issue to children and effective use of ‘Chaduvu - Vignanam’ Magazine 18 Use of Audio Visual Equipment supplied i.e., TV, VCCP, RCCP and Cassettes. 19 Teachers role in the enrollment of out of school children i.e., Never Enrolled and Dropped out 20 Conduct of Parent Teacher meets - Teachers regular meeting the Parents and appraisals. 21 Teacher preparation - Lesson Plans, TLM etc 22. Use o f School and Teacher Grants
Note: The basis for the categorization of ‘A’, ‘B\ ‘C’ and ‘D ’ for particular quantitative items are as follows: • Out of School Children: If the percentage of out of school children is below 10% refers to 'A ’ category, 10 - 15% for ‘B ’, ’15 - 20% ’to ‘C ’ and above 20% is ‘D ' (Calculation = Total No. o f Out o f Schools children in the age group of 5 - 15 / Total No. of School Children in the age group of 5-15X100). ‘ ' • Dropouts: No. of children who are unrolled during 1999 - 2000 in the school dropped out during 2000 - 01 - Less than 10% refers to A ’, 10 - 15% is ‘B \ 15 - 20%> is ‘C ’20% and above is 'D\ • Pupil Attendance: 90% and above is A 80 - 90% is ‘B\ 70 - 80% ‘C\ below 70% is ‘D ’.
02.1 Pupil Teacher Ratio (PTR) trends since project inception;
The Teacher Pupil Ratio (PTR) including vidya volunteers during 1999 - 2000 for DPEP I districts is 48.49 and DPEP II is 45.91 (Annexure 9). Further the TPR during 2000 - 01 DPEP I districts is 35.28 and DPEP II districts is 37.09 (Annexure 10). The district-wise distribution of enrollment, number of schools / teachers / classrooms and School Pupil Ratio (SPR), School Classroom Ratio (SCR), Classroom Pupil Ratio (CPR) and Teacher Pupil Ratio(TPR) for 1999 - 2000 is at Annexure 9 and for the year 2000 - 01 is at Annexure 10.
023 Cumulative teacher vacancies as on June 30, 2001 in DPEP districts since the programme inception; Number of teachers recruited and positioned to fill these vacancies; Number of teachers planned and appointed under DPEP.
The vacancies of teachers as on 31st July 2001 in DPEP I districts is 6340 and for the DPEP II is 19396. The vacancies are notified for recruitment. The recruitment
5 process was takcn-up and the test was conducted and the results are being declared New teachcrs will be in position by the end of November, 2001
The total number of vacancics notified for appointment of secondary grade teacher' since 1996 to 2000 are 78,432 and 62,010 number of SGT are appointed. During 2001 32,129 vacancies are notified out of which 21,069 are SGT posts. Teachers will be ir positioned by end of November 2001.
Teachers Planned and appointed under DPEP
The number of teachers planned under DPEP I is 2710 against which 2386 teachers were appointed so far and with regard to DPEP II districts the total number planned is 3969 teachers out of which 2405 are in position. The remaining teachcr posts planned under DPEP is proposed for recruitment during the current year. The details ol district-wise number of teachcrs planned and positioned is at Annexure 11.
02.4 Total Number of teachers by type in the DPEP districts (para teachers, or contract teachers in formal schools, A S Teachers, regular school teachers etc,); Number and percentage of schools where multi-grade situations exist. Information on teacher attendance and number of actual teaching days per year vis-a-vis the stipulated number, district-wise variations, if any;
The number of teachers by type in 19 DPEP districts is given here under.
Vidya Volunteers (2000 - 01) - 32,313 (Annexure 12). Vidya Volunteers (2001 - 02 - 33,270 (proposed) (Annexure 12) Regular Tcachcrs (2000-01) - 1,73,157 (Annexure 10). Alternative Schools Tcachers - 2750 (Annexure 13) (by 31.03.2001)
Alternative School Teachers - 3938 (Annexure 13) (proposed for 2001- 02)
Further with regard to percentage of schools where multi-grade situation exist is aboui 90% in DPEP districts. The average school teacher ratio during 2000 01 for DPEP I districts is 3.57 and DPEP II districts 3.10 (Annexure 10).
Further it is proposed for the monitoring of teacher attendance alongwith children attendance during current year and is being taken up by MRPs, DIET faculty and other field staff.
All the schools in the state are being run for 220 days in an academic year and there is no variation among districts. This includes actual number of instructional days and as well as examination days.
6 025 Information on the different kinds of teacher training provided and percentage of teachers trained through these; Any training planned to meet specific needs of teachers e.g. on multi-grade teaching, special needs etc.;
It is proposed for 12-day teacher training in 4 spells @ 3-days per spell on following items for the current year i.e., 2001 - 02 as follows.
Spell I - May 2001 - Universalisation of Elementary Education and Teachers' Role. Spell II - Oct 2001 - Newly introduced Textbooks Spell III - Nov /Dec - Pupil Assessment Procedures at primary stage Spell IV - Feb 2002 - Multi-grade / Multi-level Teaching
The first spell of training has been conducted during May, 2001 on various aspects of Universalisation of Elementary Education and teachers' role. The number of teachers attended the training programme is 132254 against a total planned of 138147. Number of teachers trained district-wise is at Annexure 14.
02. i Information on any processes adopted by states, districts, sub-districts for DIETs & MRPs for monitoring and follow up of training in schools; Any state-level analysis / studies on classroom processes in different types of schools (formal government schools, alternative schools, private schools)’ Any evidence of various quality related inputs resulting in better students' learning' What are the states' and districts'/sub-districts' plans and strategies for teacher development in the coming years;
It is proposed to monitor the quality of classroom processes and as well as monitoring the follow up of training in schools by way of constituting a strong group of 50 District Resource Group (DRG). The orientation to the DRGs on the monitoring of various school processes and mechanisms is being taken up at state level. It was planned to monitor 20 schools per mandal during current year by the DRG group. It is proposed for taking up a study on classroom processes and other school management issues of Alternative Schools in the current year.
Further it was planned and taken up School Academic Monitoring by DIET staff. The DIET staff have selected 2 mandals for monitoring of all the schools for improved classroom practices and for pupil achievement. The indicators for quality monitoring of schools is already discussed.
A workbook has been developed for Class II children in (Telugu and Maths) who are promoted class I. This workbook is aimed at bridging the gulf in achieving the required competencies for class I (Telugu and Maths subjects). All the students of class II have completed this workbook. This helped the children to progress in learning of Language and Arithmetic at class II.
7 02, 7 Effective mode to improve functioning of the support structures and Institutes viz., TCs, MRCs, DIETs and SCERT; any initiatives for involving other human resources to work with schools and the above structures and organizations, for example, community groups, NGOs, Universities etc.
The support structures for the improvement children learning and as well as professional development of teachers in the state under DPEP is SCERT at State Level, DIET at District Level, MRC at Mandal Level, Teachcr Centre at Cluster Level. All the support structures are being strengthened by way of providing equipment, furniture, library books and other contingencies alongwith programme support. With regard to Human Resource Development of the above support structures various orientation programmes have been planned and organised alongwith exposure visits.
Further it is planned to build capacities of SCERT faculty and DIET faculty in needy areas through a scheme entitled 'EN H A N C E' proposed by MHRD, GOI, New Delhi.
Objective 3: Programme Management and Implementation:
03.1 Information on process of supervision in district and sub-district management structures give examples if any, of how outcome, process and/or input indicators have been used to tackle district / sub-district specific problems in the implementation and for planning new interventions.
The programme management structures at various levels at State, District and sub district level for supervision and monitoring the various aspects of schools to achieve UEE is given hereunder.
State Level State Project Office and SCERT District Level District Project Office and DIETs Mandal Level Mandal Resource Centres and Mandal Education Committee Habitation Lcve School Committees and Panchayat Education Committee. The above management structures monitor the planning and as well as implementation of activities at various levels for achieving the objectives of the project.
'flic outcome processes arc being improved classroom practices and enhancement of achievement levels of pupils alongwith improved infrastructure facilities at school level. Further the input indicators are being opening of primary schools, appointment of teachers for maintaining proper TPR providing teacher training, opening of ECE Centres, Capacity building of field staff, capacity building of support structures etc. The extent of implementation of inputs and as well as outcome processes arc closely monitored by field staff is regularly feed back at various review meetings held at Mandal, District and State level. This improved the implementation o f activities as per the schedule and solving the issues immediately. This also lead for more attention in the rural, remote and tribal areas for both positioning the inputs and for getting desired outcomes.
8 03.2 Progress in improving the fund flow. Actual cumulative releases by the Govt, of India and the States as on 30.09.2001 DPEP I - (DFID funded districts) Cumulative release by GOI - Rs. 12500.00 lakhs Cumulative release by GOAP - Rs. 1737.290 lakhs DPEP II Expansion districts (Funded by World Bank) Cumulative release by GOI - Rs. 31668.760 lakhs Cumulative release by GOAP - Rs. 7453. 500 lakhs
03.4 Estimation by Phase II States and districts o f availability offunds for the remaining period of the programme and planning for the same
EFC Balance Total Project Expenditure Balance S. approved Total District cost (including upto Baseline No Baseline Project contingencies) 31.08.2001 Cost Cost Cost DPEP I Districts 1 State Project Office 1644.000 2293.443 773.489 870.511 1519.954 2 Vizianagaram 2873.000 4005.987 2317.866 555.134 1688.121 3 Nellore 3387.000 4722.051 2480.099 906.901 2241.952 4 Kumool 2971.000 4143.957 2224.062 746.938 1919.895 5 Karimnagar 3228.000 4500.397 2237.692 990.308 2262.705 6 Warangal 3169.000 4418.521 2791.506 377.494 1627.015 Total 17272.000 24084.356 12824.714 4447.286 11259.642 DPEP II districts 7 State Project Office 1506.300 1887.000 792.909 713.391 1094.091 8 Srikakulam 3970.899 4976.000 2643.348 1327.551 2332.652 9 Visakhapatnam 3998.809 5011.000 2607.857 1390.952 2403.143 10 Guntur 3984.500 4993.000 2432.976 1551.524 2560.024 11 Prakasam 4000.006 5012.000 2802.870 1197.136 2209.130 12 Chittoor 4000.837 5013.000 2941.331 1059.506 2071.669 13 Cuddapah 3975.485 4981.000 2613.815 1361.670 2367.185 14 Anantapur 4002.265 5015.000 2695.630 1306.635 2319.370 15 Mahabub Nagar 3969.210 4973.000 2652.444 1316.766 2320.556 16 Ranga Reddy 3931.659 4927.000 1953.099 1978.560 2973.901 17 Medak 3995.474 5006.000 2143.259 1852.215 2862.741 18 Nizamabad 3933.829 . 4929.000 2327.263 1606.566 2601.737 Adilabad 3986.510 4996.000 2504.831 1481.679 2491.169 I 19 p 20 Khammam 3957.755 4959.000 2896.939 1060.816 2062.061 21 Nalgonda 3936.847 4933.000 2585.325 1351.522 2347.675 Total 57150.385 71611.000 36593.896 20556.489 35017.104 Grand Total 74422.385 95695.356 49418.610 25003.775 46276.746
In view of availability of funds vis-a-vis achievement of project goals suitable programmes are being planned for the current year and subsequent year.
9 A nn exu re 1 Children - In School & Out of School (5-14 years)
Total Children Total Children Out of School Total (Oi s. No. of Irregular Name of the Districts in 5 -1 4 years in schools children School No Mandals Children age group (5-14 years) (5 -1 4 Years) Irreguli DPEP I Districts
1 Vizianagaram 34 423736 368652 55084 34709 8^
2 Nellore 46 369634 271852 97782 28596 i 2(:
3 Kurnool 54 684497 557544 126953 1202 84 247
4 Karimnagar 58 659695 598320 61375 381 50 99
5 Warangal 51 632255 552885 79370 459 54 125
Sub Total 243 2769817 2349253 420564 267693 688
DPEP II Districts
6 Srikakulam 38 487788 424290 63498 14877 78
7 Visakhapatnam 42 480889 399182 81707 52528 134
8 Guntur 57 703708 615301 88407 108170 1 9(>
9 Prakasham 56 534533 476018 58515 83196 141
10 Chittoor 70 677525 622558 54967 16430 71
11 Cuddapah 50 477622 437368 40254 28227 68
12 Anantapur 63 601774 530915 70859 28284 99
13 Mahabub Nagar 64 770874 459486 311388 46894 358
14 Ranga Reddy 37 692274 646796 45478 40757 80
15 Mcdak 45 563962 485725 78237 344X7 112
16 Nizamabad 38 426706 368901 57805 350K9 92
17 Adilabad 52 485075 426758 58317 35065 93
18 Khammam 48 490378 411787 78591 33328 1 1 1
19 Nalgonda 59 643417 555279 88138 54073 142
Sub Total 719 8036525 6860364 1176161 611405 1787
Grand Total 962 10806342 9209617 1596725 879098 2475
10 A nnexure 2 Target for the schooling of Out of School children
Age-group wise children of Out of school, Irregulars Students
Name >f the District 5 + to 7 7+ to 10 10+ to 14 Total
o s I T o s I TOSIT OSIT VPEP'
Wiziamgaram 9801 13014 22815 18933 16925 35858 26350 4770 31120 55084 34709 89793
Nellore 13589 11192 24781 25524 11984 37508 58669 5420 64089 97782 28596 126378
Kumod 20163 47351 67514 39693 57493 97186 67097 15440 82537 126953 120284 247237
Karimragar 13728 21962 35690 17081 9681 26762 30566 6507 37073 61375 38150 99525
Waranjal 19479 32403 51882 20519 5060 25579 39372 8491 47863 79370 45954 125324
Sub Total 76760 125922 202682 121750 101143 222893 222054 40628 262682 420564 267693 688257
DPEP II
Srikakuiam 14479 4248 18727 15153 5826 20979 33866 4803 38669 63498 14877 78375
Visakhipatnam 16304 8401 24705 38209 24234 62443 27194 19893 47087 81707 52528 134235
Guntur 21218 4520 25738 31826 61094 92920 35363 42556 77919 88407 108170 196577
Prakasham 11006 16639 27645 23441 33278 56719 24068 33279 57347 58515 83196 141711
Chittoo- 10776 8934 19710 12100 5444 17544 32091 2052 34143 54967 16430 71397
Cuddapah 3065 8459 11524 7329 12688 20017 29860 7080 36940 40254 28227 68481 1 Anantapur 20330 8115 28445 28429 1 1348 39777 22100 8821 30921 70859 28284 99143
^lahabub Nagar 55204 29854 85058 102527 11944 114471 153657 5096 158753 311388 46894 358282
Ranga Reddy 8679 15743 24422 9514 10300 19814 27285 14714 41999 45478 40757 86235
Medak 19714 19190 38904 10631 10086 20717 47892 5211 53103 78237 34487 112724
■izamabad 17005 5342 22347 18240 14239 32479 22560 15508 38068 57805 35089 92894 r Adilabad 9060 19964 29024 23070 10384 33454 26187 4717 30904 58317 35065 93382
Khammam 14305 7330 21635 21458 10995 32453 42828 15003 57831 78591 33328 111919
Nalgonda 23780 27430 51210 26910 16093 43003 37448 10550 47998 88138 54073 142211
| Sub Total 244925 184169 429094 368837 237953 606790 562399 189283 751682 1176161 611405 1787566
| Grand Total 321685 310091 631776 490587 339096 829683 784453 229911 1014364 1596725 879098 2475823
OS - Out O f School children ; I - Irregular; T - Total
11 Annexure 3 DISTRICT WISE AND CLASS WISE ENROLMENT
Management (State Government, Mandal Praja Parishad, Zilla Praja Parishad & Municipal)
SI. Name of the Class I Class II Class III Class IV Class V Class VI Class VII Total No District 2000-01 2001-02 2000-01 2001-02 2000-01 2001-02 2000-01 2001-02 2000-01 2001-02 2000-01 2001-02 2000-01 2001-02 2000-01 2001-02
DPEP I Districts
1 Vizianagaram 50499 40907 52362 52332 52568 51475 48029 50764 42480 48558 24616 17267 21607 14576 292161 275879
2 Nellore 63768 58413 60412 60123 59944 54123 59035 58432 54440 58001 33442 41692 29495 32293 360536 363077
3 Kumool 104U0 109946 98409 100156 8917! 92773 75994 80661 66794 69177 54241 57100 49136 51215 537855 561028
4 Karimnagar 82749 48584 43823 64091 40386 43101 38797 40873 39814 40532 29946 38508 28343 31834 303858 307523
5 Warangal 134086 81501 55081 79255 50350 53424 46354 47849 37088 45923 33522 41211 31422 36020 387903 385183
Total 435212 339351 310087 355957 292419 294896 268209 278579 240616 262191 175767 195778 160003 165938 1882313 1892690
DPEP II Districts
6 Srikakuiam 58334 54149 62006 59802 57870 59673 56304 56885 57263 55825 34362 48327 30626 36296 356765 370957
7 Visakhapatnam 94773 47423 84119 29710 81988 44425 71165 48360 63115 51998 51743 46896 45990 45630 492893 314442
8 Guntur 88366 55649 80950 62821 74110 57312 63974 53391 58287 49571 40382 28254 34287 23273 440356 330271
9 Prakasam 93077 91731 89165 90473 82641 83775 72712 73994 64137 65646 35879 37673 29077 30531 466688 473823
10 Chittoor 60266 52826 67189 62704 62420 66416 59744 62670 56410 59771 37853 51368 34325 40865 378207 396620
11 Cuddapah 65157 61655 69304 65989 68752 66123 62423 591 S3 54522 59087 32874 39698 29337 34139 382369 385874
12 Ananthapur 94931 88364 102950 98512 96228 104904 86770 97098 83032 87037 57700 81798 46197 58708 567808 616421
13 Mahabubnagar 148080 94263 67891 101669 52459 63586 43110 47680 36906 40587 30301 33475 27523 28803 406270 410063
14 Ranga Reddy 92676 73884 49310 67050 42111 48474 37267 40678 35414 37202 28451 32103 25508 28406 310737 327797
15 Medak 116058 74925 52534 69079 43336 44162 36896 37435 33980 35393 20438 28805 17843 22520 321085 312319
16 Nizamabad 80285 64842 36549 50687 31223 34646 27198 29321 25439 26691 21343 24608 19657 20098 241694 250893
17 Adilabad 87371 42985 57316 79845 41005 53641 32139 38038 28729 30067 21681 26987 17948 20972 286189 292535
18 Khammam 50925 49534 59800 49671 52771 53348 38133 46147 33209 36303 25088 30181 20509 23150 280435 288334
19 Nalgonda 112966 92700 76537 82841 60948 68558 55381 5'628 52202 54214 39807 44954 36591 38136 434432 439031
Total 1243265 944930 953620 970853 847862 849043 743216 748508 682645 689392 477902 555127 415418 451527 5365928 5209380
G rand Total 1678477 1284281 1265707 1326810 1140281 1143939 1011425 1027087 923261 951583 653669 750905 575421 617465 7248241 7102070 District-Hfee Enrolment Particulars (Class-wiise, Caste-wise) of Alternative Schools
enrolment for ALL SI. Name of the Class-I Class-I I Class-Ill Class-IV Class-V Total No. district Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total DPEP-I
472 941 54 100 6 0 6 0 0 0 1 Vizianagaram 469 335 385 720 46 867 900 1767 1427 1445 604 1277 45 0 0 0 2 Nellore 2872 673 20 25 0 0 0 2051 2143 4194 1701 1600 0 0 0 0 0 0 3 Kurnool 3301 553 433 986 0 0 0 2254 2033 4287 509 526 41 69 7 4 11 0 0 0 4 Karim nagar 1035 153 133 286 28 710 691 1401 108 11 5 W arangal 2671 2440 5111 560 416 976 70 38 9 2 0 0 0 3310 2896 6206
Total(DPEP-l) 6780 6480 13260 2205 2040 4245 185 137 322 22 6 28 0 0 0 9192 8663 17855
DPEP-II 924 887 1811 556 472 1028 0 0 0 0 0 0 0 0 6 Srikakuiam 0 1480 1359 2839 1152 394 0 0 0 0 0 7 Visakhapatnam 1140 2292 446 840 0 0 0 0 1598 1534 3132 584 154 0 8 G untur 325 259 201 355 0 0 0 0 0 0 0 0 526 413 939 365 316 261 457 7 4 11 0 0 0 0 0 0 9 Prakasam 681 196 633 516 1149
10 Chittoor 1542 1508 3050 1392 1437 2829 0 0 0 0 0 0 0 0 0 2934 2945 5879 447 473 350 32 0 0 0 0 0 0 11 Cuddapah 920 313 663 17 15 777 838 1615 237 234 471 252 0 0 0 0 0 0 0 12 Anantapur 218 470 0 0 455 486 941 200 36 19 55 107 13 Mahabubnagar 3269 2959 6228 576 361 937 129 71 61 46 4071 3456 7527 2034 147 0 0 0 0 0 14 Ranga Reddy 1796 3830 549 459 1008 78 69 0 2661 2324 4985 623 450 0 0 0 0 0 0 0 15 M edak 1073 176 131 307 0 0 799 581 1380 61 0 0 0 16 Nizam abad 886 837 1723 271 177 448 30 31 0 0 0 1187 1045 2232 32 17 Adilabad 2442 2476 4918 628 622 1250 11 21 0 0 0 0 0 0 3081 3119 6200
18 Kham m am 1077 974 2051 143 132 275 46 35 81 0 0 0 0 0 0 1266 1141 2407
0 0 0 0 0 0 19 Nalgonda 986 943 1929 475 453 928 0 0 0 1461 1396 2857
Total (DPEP-II) 16309 15252 31561 6205 5590 11795 318 246 564 36 19 55 61 46 107 22929 21153 44082
Grand Total 23089 21732 44821 8410 7630 16040 503 383 886 58 25 83 61 46 107 32121 29816 61937
13 Annexure 5
AP DPEP - Residential Bridge Course Camps and Non-Residential Bridge Course Camps
Formation of No. of Long No. ofUEE : No. of No. Yet E x p o su re No. o f Ni s. term Name of the District Mandals Mandals to be Mandal Village Visits to Resident No Residential proposed ! functioning started Cam p: Core Core Core 8rouP C a m p s Groups Groups
1 Vizianagaram 5 5 0 5 5 5 3 0
2 Ncllore 8 8 1 8 8 7 3 0
3 Kurnool 1 1 4 ' 7 4 4 4 9 ' 0
4Karimnagar 4 4 0 4 3 4 o 0
5 W arangal 6 6 0 6 6 6 4 6
T olal 34 27 8 27 26 26 21 6
DPEP II Districts
6 Srikakuiam 5 5 0 5 5 5 6 0
7Visakhapatnam 4 4 1 0 4 4 4 4 ' 0
X ( iuntur 6 5 : 0 5 5 5 0 2
9 Prakasham 5 5 0 5 5 5 3 ' 0
10 C hittoor 10 6 : 4 6 6 6 6 ' 0
1 I Cuddapah 5 5 : 0 5 ' 5 5 0 : 0
12 Anantapur 4 4 1 0 4 : 4 4 ' 0 0
13 Maliabub Nagar 4 3 3 3 0 4 3 0
! 2 14 Ranga Reddy 4 4 ! 0 4 : 4 ’ 4 ’ 1 1
15 M edak ' 4 4 : 0 4 ' 3 4 0 1 0
16 N izam abad 4 4 ' 0 4 ' 4 4 3 10
17Adilabad 4 4 ' 0 4 ! 4 4 2 0
ISKhammam 8 ' 8 0 8 8 8 13 86
19 Nalgonda 1 1 8 3 8 6 6 5 0
T otal 78 69 10 69 63 68 56 100
Grand Total 112 96 18 96 i 89 94 77 106
14 lhuui.hu iviutmofing |uistrict-wa«c«nwit>a»n»w)i fim ro u <& f*resenf) Abstract - 2000 - 01 N o. o f S chools Classes I to VII District-wise N am e o f the S. N o in the district Schools Covered Class - 1 Class - 11 Class - HI C lass - IV C lass- V C lass - Yf Class - Vll T otal D istrict PSUPS HS T otal PS UPS HS T otal O nroll Present O nroll Present Onroll Present Onroll Present Onroll Present Onroll Present Onroll Present Onroll Present
• DPEP I Districts
I Vizianagaram 2557 242 255 3054 2359 182 206 2747 M1-199 42062 52362 43588 52568 43929 48029 40707 42480 36228 24616 21769 21607 19612 292161 247895
2 Nellore 3082 233 256 3571 3080 233 256 3569 6 3 768 52345 60412 50939 59944 51860 59035 51365 54439 48047 33542 29126 29395 26204 360535 309886
3 K um ool 1814 261 264 2339 1787 259 221 2267 103655 74734 97154 69055 87289 62448 74243 538 53 63561 48095 29253 24450 23292 20875 478447 353510
4 K arim nagar 1625 416 379 2420 1577 412 335 2324 82749 66118 43823 36324 40386 33817 38797 32905 39814 34193 29946 25766 28343 24856 303858 253979
5 W arangal 2332 373 341 3046 1911 347 69 2327 120255 96070 44317 36392 40024 33386 36471 30608 34260 28978 9770 8298 8584 7429 293681 241161
T otal 11410 1525 1495 14430 10714 1433 1087 13234 420926 331329 298068 236298 280211 225440 256575 209438 234554 195541 127127 109409 111221 98976 1728682 1406431
DPEP 11 Districts
6 Srikakuiam 2661 299 241 320! 2210 232 85 2527 47444 41168 49823 43526 4S072 42091 46751 41 132 47509 41719 1492S ! 3482 12673 I 1592 267200 234710
7 Visakhapatnam 0 0 8S509 76779 79020 69156 73770 65932 62203 56101 53262 48031 47646 43566 43977 40795 448387 400360
8 G untur 2536 206 262 3004 2454 195 245 2894 76969 57965 68913 52322 65377 50293 55521 43806 50096 40478 32106 26847 26911 23446 375893 295157
9 Prakasham 2903 261 211 3375 2903 261 21 1 3375 89469 65772 84506 63427 78159 59316 6S121 52387 60180 40993 2317! 193S9 18144 15991 421750 323275
10 C hittoor 4130 430 360 4920 4130 430 360 4920 61663 58104 68879 65317 64160 61227 61284 58764 58423 55919 40039 38221 36944 35340 391392 372892
11 C uddapah 3069 390 372 3831 3034 381 356 3771 69031 611 12 71063 6302! 70099 61976 6401 1 55992 56043 49087 32758 29902 29238 26040 392243 347130
12 Anantapur 2498 213 259 2970 2495 213 259 2967 8 1631 74804 89396 82136 82721 75577 74248 68026 7046S 6501 1 45315 431 10 36309 35166 480088 443830
13 M ahabub N agar 1471 275 195 1941 1420 267 188 1875 I547RI 1 3099 66287 50681 51865 40802 42907 34707 36894 29784 15594 1351 1 13781 11988 382109 294572
14 R anga R eddy 1276 298 258 1832 1206 284 212 1702 91305 68620 46680 36342 40017 32201 36132 28825 34513 28148 27995 22822 24832 20660 301474 237618
15 M edak 0 1443 294 290 2027 109715 82831 49983 39122 41053 32835 35360 29056 32506 27155 23533 19067 21246 17706 313396 247772
16 Nizamabad 1177 225 278 1680 1177 225 278 1680 82723 68778 37034 31160 31205 26895 27162 23600 25780 22324 20621 18180 18523 16508 243048 207445
17 A dilabad 3119 269 203 3591 3072 266 201 3539 93627 73733 59126 46572 40980 33695 31998 26088 28S40 23636 18850 15730 15992 1326S 289413 232722
18 K.hammam 2591 343 264 3198 2588 343 264 3195 68442 55514 64976 53909 55440 47007 41099 35420 3c>673 32064 26328 22202 20994 18609 313952 264725
19 N algonda 2343 359 356 3058 2222 349 314 2885 109483 91944 72394 6203? 55831 48977 53479 45691 48425 43243 32906 29880 30062 28328 402580 350100
Total 29774 3568 3259 36601 30354 3740 3263 37357 1224792 990223 908080 758728 798749 678824 700276 599595 639612 553592 401790 355909 349626 315437 5022925 4252308
Grand Total 41184 5093 4754 51031 41068 5173 4350 50591 1645718 1321552 1206148 995026 1078960 904264 956851 809033 874166 749133 528917 465318 460847 414413 67516071 5658739 i
15 Annexure 7 ( Dropouts particulars — District-wise and Class-wise) - 2001 - 02
. . - No. of No. of No. of Dropout children (class-wise) No. of children SI. Name of the mandals mandals Total admitted or joined in Balance No. District in the data dropouts private schools (from dropouts total Class 1-2 Class 2-3 Class 3-4 Class 4-5 Class 5-6 Class 6-7 District received dropouts)
DPEP I Districts 1 Vizianagaram 38 35 1714 2254 2344 2105 3547 1331 13295 3033 10262 2 Neliore 46 24 1676 1636 1491 1105 980 748 7636 1736 5900 3 Kumool 54 48 6287 7618 7690 6468 4873 998 33934 10408 23526 4 Karimnagar 58 58 2159 841 753 622 644 334 5353 1083 4270 5 Warangal 52 52 12034 4029 3289 2380 1737 747 24216 14291 9925 Total 248 217 23870 16378 15567 12680 11781 4158 84434 30551 53883 DPEP II Districts 6 Srikakuiam 39 39 830 1393 1596 1581 2374 1320 9094 1447 7647 7 Visakhapatnam 45 40 2602 2940 2592 2431 1897 854 13316 5334 7982 8 Guntur 59 59 4664 5306 4488 3683 3274 1363 22778 9637 13141
9 Prakasam 59 59 4466 4958 4542 3945 3250 969 22130 9705 12425 10 Chittoor 70 70 1643 2206 2042 1966 3366 1778 13001 2226 10775 11 Cuddapah 52 52 871 1041 1127 995 1881 904 6819 2691 4128 12 Anantapur 70 70 2940 3851 3929 3513 4302 1596 20131 6050 14081 13 Mahabubnagar 65 44 12138 6537 4082 2590 1873 619 27839 6916 20923
H Ranga Reddy 37 24 2739 1635 1147 824 721 254 7320 2637 4683 15 Medak 50 50 7592 3913 2931 2271 2127 106S 19902 5938 13964 16 Ni/amabad 38 38 4790 33X3 2039 ; 629 1415 737 13993 8044 5949 17 Adilabad 57 57 4389 3209 2786 .969 1767 599 14719 376 14343 18 Khammam 4S 48 4795 5452 4509 3057 2656 1352 21821 1 1404 10417 19 Nalgonda 59 26 2248 1289 899 663 550 595 6244 4398 1846 Total 748 676 56707 47113 38709 31117 31453 14008 219107 76803 142304 Grand Total 996 893 80577 63491 54276 43797 43234 18166 303541 107354 196187 Annexure 8 (Children detained particulars - District -wise and Class-wise)
No. of No. of No. of Detained children (class-wise) SI. mandals mandals Name of the District Total Reasons for detention No. in the data Class-1 Class-2 Class-3 Class-4 Class-5 Class-6 District received D PE P I 1 Vizianagaram 38 36 6721 5224 5332 4142 3254 1555 26228 2 Nellore 46 24 1928 1269 1 124 885 578 128 5912 3 Kumool 54 48 14171 10362 8928 6180 3925 681 44247 4 Karimnagar 58 58 7002 293 110 100 108 64 7677 5 Warangal 52 52 22301 377 138 89 116 55 23076 Total 248 218 52123 17525 15632 11396 7981 2483 107140 D PE P II
6 Srikakuiam 39 39 5469 3840 3263 2864 2550 446 18432 7 Visakhapatnam 45 37 4221 3300 2895 2056 1585 581 14638 8 Guntur 59 58 11319 8161 6225 4288 3239 456 33688 9 Prakasam 59 59 8735 6157 5040 3723 3096 410 27161 10 Chittoor 70 70 709 585 443 312 265 119 2433 11 Cuddapah 52 52 636 382 271 228 222 37 1776 12 Anantapur 70 70 5513 4797 3791 2772 2060 411 19344 13 Mahabubnagar 65 44 12395 1480 666 349 232 97 15219 14 Ranga Reddy 37 24 2017 293 141 86 89 51 2677 15 Medak 50 50 18478 2534 1254 708 568 211 23753 16 Nizamabad 38 38 15949 1701 839 350 293 464 19596 17 Adilabad 57 57 3137 466 181 103 75 146 4108 (1) Under age admission (2) Under achievement (3) Migration 18 Khammam 48 48 6366 2454 1235 416 314 540 11325 19 Nalgonda 59 26 3323 753 376 230 294 56 5032
Total 748 672 98267 36903 26620 18485 14882 4025 199182 Grand Total 996 890 150390 54428 42252 29881 22863 6508 306322
17 Annexure 9 School Pupil Ratio (SPR; School Classroom Ratio (SCR); Classroom Pupil Ratio (CPR) - 1999 - 2000
Total No. of School Pupil Total Total No. of Total No.of School-Pupil Classroom S. No Name of the District Teachers Classroom Teacher Enrollm ent Schools C lassroom s Ratio Pupil Ratio (including W s) Ratio ratio D P E P I 1 Vizianagaram 283136 2709 6915 4565 104.52 1.69 62.02 40.95 2 Nellore 299107 3473 8437 5198 86.12 1.50 57.54 35.45 3 Kumool 490974 2365 8770 6149 207.60 2.60 79.85 55.98 4 Karimnagar 458490 2392 7859 4888 191.68 2.04 93.80 58.34 5 Warangal 499624 3032 9913 5160 164.78 1.70 96.83 50.40 Total 2031331 13971 41894 25960 145.40 1.86 78.25 48.49 D P E P II 1 Srikakuiam 326180 3658 8106 5145 89.17 1.41 63.40 40.24 2 Visakhapatnam 390675 3463 9201 6732 112.81 1.94 58.03 42.46 3 Guntur 511510 ' 3212 9373 9382 159.25 2.92 54.52 54.57 4 Prakasham 425859 3294 9734 5928 129.28 1.80 71.84 43.75 5 Chittoor 450119 5038 11531 7647 89.34 1.52 58.86 39.04 6 Cuddapah 335643 3345 7933 6034 100.34 1.80 55.63 42.31 7 Anantapur 436769 3633 10178 1 6627 120.22 1.82 65.91 42.91 8 Mahabub Nagar 411400 2822 9638 5935 145.78 2.10 69.32 42.69 9 Ranga Reddy 448874 2186 5659 5379 205.34 2.46 83.45 79.32 10 Medak 325321 2071 6156 6130 157.08 2.96 53.07 52.85 11 Nizamabad 258106 2205 4904 3978 117.05 1.80 64.88 52.63 12 Adilabad 334392 3335 6235 3742 100.27 1.12 89.36 53.63 13 Khaminam 341140 3049 7432 5282 111.89 1.73 64.59 45.90 14 Nalgonda 436958 2762 12257 8858 158.20 3.21 49.33 35.65 Total 5432946 44073 118337 86799 123.27 1.97 62.59 45.91 Source : DPEP Planning Survey 1999 - 2000 Annexure 10 School - Classroom & School-Pupil Ratio District-wise School, Classroom etc Ratios Total Total Total S. Total Total Total Vidya TPR with TPR with out Name of the District No. of (Teacheers + No. of SPRSCR CPRSTR CTR No Enrollment Teachers Volunteers VV VV Schools YV) Classrooms DPEP I Districts 1 Vizianagaram 2580 327372 6831 553 7384 5151 126.89 2.00 63.56 2.65 1.33 44.34 47.92
2 Ncllore .3215 277075 8703 7,87 9490 8566 86.18 2.66 32.35 2.71 1.02 29.20 31.84
3 Kumool 2374 540954 10546 2154 12700 7516 227.87 3.17 71.97 4.44 1.40 42.59 51.29
4 Karimnagar 2089 325045 6825 1407 8232 5519 155.60 2.64 58.90 3.27 1.24 39.49 47.63
5 Warangal 2825 437555 13763 2509 16272 7342 154.89 2.60 59.60 4.87 1.87 26.89 31.79
Sub Total 13083 1908001 46668 7410 54078 34094 145.84 2.61 55.96 3.57 1.37 35.28 40.88 DPEP 11 Districts
6 Srikakuiam 2864 363455 7431 1437 8868 4987 126.90 1.74 72.88 2.59 1.49 40.99 48.91
7 Visakhapatnam 4251 384014 14899 1696 16595 7964 90.33 1.87 48.22 3.50 1.87 23.14 25.77
8 Guntur 3708 615301 15985 266 16251 10547 1 165.94 2.84 58.34 4.31 1.52 37.86 38.49
9 Prakasham 3171 476018 9027 872 9899 5928 150.12 1.87 80.30 2.85 1.52 48.09 52.73 10 Chittoor 4130 439479 10719 780 11499 7647 106.41 1.85 57.47 2.60 1.40 38.22 41.00
11 Cuddapah 3328 371509 8767 926 9693 6864 111.63 2.06 54.12 2.63 1.28 38.33 42.38
12 Anantapur 3751 613082 17244 3002 20246 6627 163.44 1.77 92.51 4.60 2.60 30.28 35.55
13 Mahabub Nagar 2275 460970 6531 1639 8170 5935 202.62 2.61 77.67 2.87 1.10 56.42 70.58
14 Ranga Reddy 1276 239159 3124 1067 4191 3828 187.43 3.00 62.48 2.45 0.82 57.06 76.56
15 Medak 2308 457993 8469 1770 10239 7191 198.44 3.12 63.69 3.67 1.18 44.73 54.08
16 Nizamabad 1655 277303 6691 1 190 7881 6176 167.55 3.73 44.90 4.04 1.08 35.19 41.44
17 Adilabad 2910 260251 4221 7386 11607 7073 89.43 2.43 36.79 1.45 0.60 22.42 61.66
18 Khammam 2596 262062 6759 1146 7905 5387 100.95 2.08 48.65 2.60 1.25 33.15 38.77
19 Nalgonda 2520 394479 6622 1726 8348 6411 156.54 2.54 61.53 2.63 1.03 47.25 59.57
Sub Total 40743 5615075 126489 24903 151392 92565 137.82 2.27 60.66 3.10 0 7 37.09 44.39 Grand Total 53826 7523076 173157 32313 205470 126659 139.77 2.35 59.40 3.22 1.37 36.61 43.45 SPR - School Pupil Ratio ; SCR - School Classroom Ratio ; CPR - Classroom Pupil Ratio ; STR - School Teacher Ratio ; CTR - Classroom Teacher Ratio : TPR ■ Teacher Pupil Ratio
19 Annexure 11 Opening of New Schools - DPEP - 2000 - 01 New schools Regular Teachers SI. N o. o f Upto 31.3.200 (cumulative) 2001 - 0 2 Upto 31.3.2001 (cumulative) 2001-02 District Name N o. M andals planned / spill planned / spill Total Planned Achieved Total Planned A chieved over over DPEP I Districts 1 Vizianagaram 34 234 234 0 662 585 77 2 Nellore 46 259 259 0 518 518 0 3 Kumool 54 125 125 0 250 250 0 4 Karimnagar 58 280 244 36 560 425 135 5 Warangal 51 360 360 0 720 608 112 Sub Total 243 1258 1222 36 2710 2386 324 DPEP II Districts 6Srikakuiam 38 300 300 0 300 292 8 7 Visakhapatnam 42 292 289 3 292 159 133 8 Guntur 57 189 187 2 189 49 140 9 Prakasham 56 313 313 0 313 313 0 10 Chittoor 70 185 185 0 185 185 0 11 Cuddapah 50 378 363 15 378 335 43 12 Anantapur 63 328 328 0 328 52 276 13 Mahabub Nagar 64 313 313 0 313 280 33 14 Ranga Reddy 37 304 303 1 304 303 1 15 Medak 45 256 256 0 256 0 256 16 Nizamabad 38 290 290 0 290 101 189 17 Adilabad 52 151 149 2 151 63 88 18 Khammam 48 350 349 1 350 175 175 19 Nalgonda 59 320 303 17 320 98 222 Sub T otal 719 3969 3928 41 3969 2405 1564 Grand Total 962 5227 5150 77 6679 4791 1888 Annexure 12 Vidya Volunteers Proposed - 2001 - 02 No. of V.Vs existing V.Vs New Primary V.Vs proposed by District Name M andals Primary Schools Schools (DPEP) Govt, o f A.P DPEP 1 Districts
Vizianagaram 34 -- 871
Ncllorc 46 - - 787
Kurnool 54 -- 2050
Karimnagar 58 -- 2114
Warangal 51 -- 2348 Sub Total 243 0 0 8170
DPEP 11 Districts
Srikakuiam 38 264 264 1926
Visakhapatnam 42 300 291 2320
Guntur 57 192 30 306
Prakasham 56 265 265 1474
Chittoor 70 345 176 181 1
Cuddapah 50 360 270 927
Anantapur 63 500 281 3002
Mahabub Nagar 64 200 313 2623
Ranga Reddy 37 150 272 2337
Medak 45 483 225 1647
Nizamabad 38 748 270 1175
Adilabad 52 757 149 2122
Khammam 48 340 348 1254
Nalgonda 59 488 287 2176 Sub Total 719 5392 3441 25100
East Godavari 59 - - 2921
West Godavari 46 - - 1258
Krishna 52 - - 1373
Hyderabad 16 - - 0
Sub Total 173 0 0 5552
Grand Total 1135 5392 3441 38822
21 A nnexure 13 Initiatives for 2001 - 02 AP DPEP - Access - Opening of New Schools, Alternative Schools & Bridge Course Camps
New schools Alternative Schools
Upto 31.3.2001 Upto 31.3.2001 s. 2001-02 planned District (cumulative) 2001 - 02 (Cumulative) No planned / Total Total Total Freshly Total Achieved spill over Spill Over Planned Planned Achieved Planned Plannei
DPEP I Districts
1 Vizianagaram 234 234 0 123 83 40 0 40
2 Nellore 259 259 0 387 175 212 50 262
3 Kurnool 125 125 0 150 150 0 75 75
4 Karimnagar 280 244 36 50 47 3 200 203
5 Warangal 360 360 0 222 175 47 1 16 163
Total 1258 1222 36 932 630 302 441 743
DPEP 11 Districts
6 Srikakuiam 300 300 0 140 138 2 363 365
7 Visakhapatnam 292 289 3 175 102 73 304 377
8 Guntur 189 187 2 300 42 258 60 318
9 Prakasham 313 313 0 354 132 222 0 222
10 Chittoor 185 185 0 300 263 37 200 237
11 Cuddapah 378 363 15 200 69 131 0 131
12 Anantapur 328 328 0 250 22 161 185 346
13 Mahabub Nagar 313 313 0 537 99 31 64 95
14 Ranga Reddy 304 303 1 438 159 279 0 279
15 Medak 256 256 0 517 1 12 0 297 297
16 Nizamabad 290 290 0 178 61 117 0 117
17 Adilabad 151 149 2 410 251 6 0 6
18 K ham mam 350 349 1 368 260 108 57 165
19 Nalgonda 320 303 17 650 410 240 0 240
Total 3969 3928 41 4817 2120 1665 1530 3195
Grand Total 5227 5150 77 5749 2750 1967 1971 3938
22 Annexure 14 Teacher training Programmes -12 - 23 May, 2001
Percentage of Name of the District T arget Achievement A tten dan ce
D P E P I
Vizianagaram 6 146 6008 97.80
Nellorc 86 8 1 8120 93.50
Kurnool 6634 6421 92.90
Karimnagar 7554 7014 95.70
Warangal 7349 7030 97.90
T otal 36364 34593 95.56
D P E P II
Srikakuiam 7219 7065 97.90
Visakhapatnam 7566 7248 95.80
Guntur 10126 9867 97.40
Prakasham 9024 8819 97.70
Chittoor 10156 10026 98.70
Cuddapah 6867 6543 95.30
Anantapur 8130 7674 94.40
Mahabub Nagar 8087 7745 95.80
Ranga Reddy 4348 4193 96.40
Medak 5598 5391 96.30
Nizamabad 3913 3553 90.80
Adilabad 6104 5724 93.50
K hamm am 6879 6490 94.30
Nalgonda 7766 7323 94.30
Total 101783 97661 95.61
Grand Total 138147 132254 95.59
23 Action taken on the recommendations of 13th JRM
1. Evidence of effective follow-up to Alternative schooling: ensure mainstreaming the children passing out of Alternative Schools and • Alternative Schools are now catering to the chilj Residential / Non-Residential Camps of age group 5 to 14. • The role of Instructor of ALSs is not only teaching to the children of ALS, but mainstreaming the children passing out of AL1 admitting them in the nearby regular Ft ini School. • The HMs of near by Primary / Upper Prirr schools provides constant guidance to the f- Instructor as well as takes the responsibility admitting the children in his / her school who passing out of ALS. • The list of children mainstreamed from the ALS available in the ALS as well as in the For School. • Regular Attendance Monitoring of the chilt has been taken up fortnightly by MRP, so that children who are irregular to the school can brought to school immediately by perusing parents. • Regular achievement tests are being conductec ALS for improving the academic standards of children. The progress reports and marks regis are being maintained. • Many Alternative schools are now converted regular primary schools.
Non-Residential Bridge Course ( Transitional clas
• The Transitional class is being run in the prem of Primary / Upper Primary school for the “ou school children” of the habitation. • The HM of the school supervises the Transitit class and provides guidance to the Instructor f time to time in all respects. • Bridge Course Material is provided to chik according to their levels. • As soon as the children attain competency le according to their age, they are admitted into eligible class in the same school by the Headmas • The Fleadmaster and Teachers regularly support children who arc mainstreamed duly paying spc attention.
Residential Bridge Course Camps:
Residential Bridge course camps are b> organized for boys and girls separately The academic levels of each child are being assc:
24 immediately after joining into the camp through a pre-test. • Basing on the performance of the children, they arc graded into A,B,C,D groups for instructional purpose. • Target class of each child is decided in initial stage itself according to the age of the child. • The Bridge Course materials is provided to the children according to their Grades and they are promoted from one Grade to another Grade basing on their performance in Periodical______Achievement Tests. Children progress reports arc being maintained. • A post-test is conducted after completion of the course. If the performance of the child is found upto the mark, the children arc prepared for mainstreaming. Such children arc introduced to formal textbooks before mainstreaming. • Celebration of mainstreaming day : The camp In charge convenes a meeting with MHO, MRPs, parents of the children who are going to be mainstreamed, HMs of the schools where the children arc going to be admitted, wardens of Hostels where the children arc going to be admitted and volunteers. • The MEO issues a certificate which help in smooth admission of the children in to Formal Schools.
Follow-up Strategies
• The volunteer / MRP is taking the responsibility of follow-up the children mainstreamed from Bridge Course Camp. (This is fixed on the mainstreaming day). • The volunteer / MRP frequently visits the schools and hostels and interacts with the teachers and wardens to sort out the problems of children, if any. • MRP / Volunteer extends full support to the children for their continuity in the school and see that the child completes the cycle of Elementary Education.
Information on how learning of • Each year high dropout rate (ranging from 40 to 50 acceptable quality among children who percent) is being reported by the field functionaries are promoted from class 1 to 2 (as a between class I and class II despite Non-detention consequence of non detention policy) is policy in vogue at primary level. The reasons being assured and monitored reported by Head Teachers in this regard are some children are under-aged and some children are not upto of the mark interms of learning achievement for promotion to class II etc., Govt, of A.P has reduced the minimum attendance to school by each child from 75% to 60% for promotion to next higher class. Further, Govt, have also issued orders that all children must move to next higher class and no child should be detained on the pretest that the child has not acquired all the required competencies.______
25 • To ensure academic standards in children prorc to class II, a workbook has been developed by for Telugu and Maths subjects of Class I stan and supplied to all schools in the state transaction by teachers of class II in the begin of the academic year 2001 - 02 for a period c days. • A handbook has been developed for teac wherein guidelines for using the workbook discussed. • This is a readiness package for class II and br the gulf in achievement of competencies of class • The DPO staff, MEOs and MRPs in each dis were oriented on the purpose of developing su workbook. After supplying the work book schools, a one-day meeting was organised at mandal head quarters to orient the H.Ms teachers of class II on the transaction of the v book. • The feedback from the MEOs, MRPs and other functionaries is that the workbook has been foun be very interesting and useful to the children of c II helping in better learning of class II syllabus. 3. Further concrete steps towards : • This workbook mostly deals with cla developing a coherent pedagogic competencies only. It is a Readiness Package strategy for Multi-Grade Teaching class-II. That is, even though a child sits in clas he/ she would be working on class-I competen only for limited period of time. • Based on the feedback on effectiveness of workb for class II children the same strategy woule adopted for classes III, IV and V to be implcme in all classes at the beginning of academic year Pilot initiative • As a pilot study, similar packages are developec classes III, IV and V. These packages are give 50 teachers in 10 selected schools in Clicv mandal at Ranga Reddy District. The feedl would be obtained by the end of October. « Based on the feed back, upscaling would be done Interventions in Multi-Crade
• In Khammam district, the DPO staff in collabora with DIET staff have monitored a few schools mandals during 2000-2001. During their visits, DIET staff felt it essential to hold one- workshops in every mandal in order to sens teachers on Multi-Grade Teaching. Hence, one- workshops were held wherever necessary, pn feedback obtained and modified their strategics explained the same to selected teachers. The s technique is presently continued in these sele< schools. • Taking this as basis, the Stale Project Office specially redesigned the module on MGT introduced it as one major theme in the Mo<
26 meant for new Teachers. The Time Management is discussed at length with definite examples from Language, Maths and EVS and shown in the Module.______Target group
• For Multi-Level classes, class-II children are the target group throughout the state.
• For Multi-Grade classes, the target group is children of classes I to V in selected schools of Khammam district.
• For the Pilot study in Chcvclla mandal, Ranga Reddy district the target groups are children of cl asses II to V. • At the state level, all the identified District Resource Persons were sensitised on Multi-Grade Teaching & Multi-Level Teaching and this Resource Group is supposed to visit schools and see that Multi-Grade and Multi-Level Teaching is implemented as per the requirement. • During this year, stress is laid on development of Sclf-lnstructional Material (SIM). The Resource Groups were encouraged to develop Self-Instructional Material at TC level for all school subjects and asked to duplicate it in their respective schools, which could be used by children. • Similarly, Activity Frames were developed at Kurnool district. In these about 15 games are transformed into activity frames. Here, for each game activities related to Language, Mathematics and EVS are given. These Activity Frames would be printed and distributed to all schools in Kurnool district. • Based on the feedback, this may be upscaled to the entire state.______
Case Study
• A few case studies were undertaken by Lecturers in DIETs throughout the state. One such study is by Smt. Roja Ramani, a teachcr from Nellimarla mandal of Vizianagaram district. She is handling Multi-Level and Multi-Grade situations very effectively. The practices followed by Roja Ramani in Multi- Level and multi-grade situation will be documented.
Future Plan
• Two more state-level workshops for developing Self Instructional Material for Language and Mathematics are planned during this academic year, which will be of utmost use in dealing with Multi Grade Teaching classes.
27 • Learning Aids will be developed in workshop class I and II.
4. Capacity Building needs for selected : • All DIETs in the state have taken up monitorir DIETs and SCERT in the context of schools during 2000-2001 for which an amoui DPEP. Rs.50,000/- was released from each APC to (The team considers that, in view of the conccmed DIET. After getting encoura considerable advances that have been feedback from DIETs, a similar exercisc is fc made in involving the academic taken up during 2001-2002. Releases arc b institutions in DPEP activities as well as made from APCs. Action Plans are being appn the government's commitment to staff and sent to DIET Principals for implementa DIETs and SCERT, it may be an Most of the DIETs are monitoring all schools in appropriate time to initiate thinking mandals for the first quarter commencing i and some practical steps on capacity August, 2001. The Lccturcrs spend 50% of building with the institutions playing a time on visiting schools and offering on-the primary role in identifying their own guidance; attending TC meetings in ident needs. Instead of developing a mandals and acting as support staff. Sometimes "capacity building" plan in abstract, also give Demonstration Lessons. In Khamn the identification of needs could emerge DIET Lecturers held one-day workshops cspec in the course of participating in various on Multi-Grade Teaching; as it is felt as the nee DPEP initiatives (the support to C the hour. Video recordings were also made du grade schools, residential schools, MGT demonstrations. Most of the DIET Lecti community mobilisation, alternative play the role o f ‘Facilitators’. school etc.,). Such an exercise could be initiated in a participatory manner in a • The present need is mainly to improve \Scl few DIETs and the SCERT with the Effectiveness’ and to concentrate on UEE. Oi help of a facilitator. The final output of school children are being identified and pu the exercise could reflect the thinking of Bridge Courses/ Residential Camps before the> the faculty about the emerging needs of taken into mainstream. At all these levels, C the programme and UEE, the role of staff arc lending their helping hand. the DIET/SCERT in fulfilling these • APC, DEO and DIET Principal are the district needs, the existing weaknesses of the team members who would be meeting quite oftc institution in fulfilling this role. sec that achievement levels of children enhanced. • Subject-wise experts from DIETs and CTEs identified as State Resource team whose major is to get guidance from state headquarters carryout the programme upto grass-root level. • Some of the teachers are floating some innov: ideas in classroom transaction, which are b encouraged by SPO. • Interested teachcrs would be taking guidance 1 DIET staff in carrying out their Action Research* • Dish Antennae has been given to all DIETs. IV programmes are being telecast from central plac subject experts to all DIETs. There are recui trainings to MRPs in distance mode. Recently t were teleconferences on revised DIET curricul Science teaching at Primary stage. • Of late, most of the DIET academic staff vacat: are filled up including that of DIET Principals in most cases, there is no dearth of staff in DIET: • Computers are also provided to DIETs to mair
data banks of the districts.
28 Library books on pedagogical issues are being furnished to DIETs and MRCs. Director, SCERT is the academic head for all the training institutes. The teacher educators from SCERT are also monitoring school effectiveness programmes in the districts. Workshops are being held by DPEP in collaboration with SCERT to develop various teacher training modules. Their services are also utilised in training programmes as Resource persons. A technical and financial sustainability As per the suggestions made by 12lh JRM to plan relating to DPEP interventions (as undertake an independent evaluation of the per the state report of the 12th JRM implementation of DPEP, proposals from various agencies is called for. This evaluation study will enable the SPO to prepare a sustainability plan.______An expenditure plan for both DPEP I In view of availability of funds vis-a-vis and II showing how unspent funds to be achievement of project goals, suitable programmes used through the completion of DPEP are being planned for the current year and forthcoming years.
29 ASSAM
1. Progress Towards Programme Obictives And Outcome Indicators
A. Out of School Children/Dropout
DPEP Objectives Achievement Till Date Reducing Dropout Rate Upto 10% Fully Achieved and Reduced to 9% from 60-70% During The Launch O f ______The Project______
State Summary for 6-9 Years Children Based On House-To-House Survey (January 2001)
TotalChild Population 1089929 Boys 568398 52% Ciirls______521531 48% Total Enrolled Children 817098 75% Boys 422848 52% Gijjs______394250 48% Total Never Enrolled Children 174829 16% Boys 86890 50% Girls______87939 50%
Total Dropout Children 98002 9% Boys 48315 49% Girls 49687 51%
Class Wise Dropout Scenario Class I 31% Class II 27% Class III 22% Class IV 20%
Dropout Prevention Strategy:
An extensive analysis of the reasons of dropouts has been made based on the findings of 1II IS data. Data of one district viz. Bongaigaon is given below :
Total Child Population (6-9 Yrs) 96192 Boys 49466 51.42% Girls 46726 48.58% Total Enrolled Children 76832 79.87% Boys 39761 51.75% Girls 37071 48.25% Total Never Enrolled Children 13045 13.56% Boys 6483 49.70% Girls 6562 50.30% Total Dropout Children 5821 6.05% Boys 2870 49.30% Girls 2951 50.70%
30 Reasons Of Dropout/ Out of Schools: It is seen that majority (nearly 67%) of the children drop from schools due to poverty (36.90%) followed by non availability of schools within walking distance (29.81%). It can also be noted that around 13% of the children are reported to be child worker/labor. The other reasons viz. sibling care, ill health, disability, fear of schools are found to be of insignificant.
Dropout/Out of School Children By Reasons
Reasons Boys Girls Total Child marriage 29% 71%, 0.28% III Health " 39% 61%, 0.40% Shifting 59% 41% 0.52% Disability 67% 33% 0.75% Over age 51% 49% 1.61% Fear of school 48%, 52% 2.59% Sibling care 22% 78% 2.99% Others 50%, 50% 3.09%, Parental apathy 54% 46% 3.65% Child labour/worker 67% 33% 4.55% Children not willing 58% 42%, 4.66%, Household works 49%, 51%, 8.18% No School nearby 48% 52% 29.81% Poverty 55%, 45% 36.90%
Based on the survey findings following major strategies have been adopted:
• Relocation of AS Centers in identified pockets. • Community mobilization. • Extensive Planning under DEEP, SSA. • Focus on Moqtabs to cover minority Muslim girls’. • Observance of Dropout Prevention Week and Retention Drive • Area and reason specific special intervention. • Mechanisms being developed for child to child monitoring based on Computerized 1-1 HS Data. " • Conduct of Bridge Courses
Special Intervention For Dropout Prevention -A Case Study:
Background: The EM1S data indicated that almost half of the repeater students are concentrated in class-1 and dropouts arc also mostly from Class-1. The 1 1th and 12lh JRM also expressed concern about the high repetition and dropout at Class I. The matter was discussed at different level and it was decided to plan for intervention in specific area to contain the phenomena of repetition and dropouts.
The Intervention: The intervention was undertaken as a part of Action Research. The field survey was undertaken at Biswanath Block of Sonitpur district during the month of October 2000. Data were collected on irregular and slow learners in addition to dropout and repeaters in Class 1. The total number of 1295 children were identified and categorized into above four
31 categories. At total of 555 children (Boys 51% and Girls 49%) comprised of 2% SC, 19% ST, 36% Tea Tribe and 43% General Category were sclcctcd for special intervention Out of 555 targeted children, 504 numbers were repeaters and 51 dropout. The dropout children were those who were not engaged in any domestic or other works and free to attend normal school hours. All these children were drawn from 47 LP schools.
Distribution of Children Covered By C aste & G ender
SC ST Tea Tribes Others Grand Total B (i I B G I B G T B G T B G T 3 10 13 59 54 103 111 88 199 110 130 240 283 282 555 23% 77% 2% 57% 52% 19% 56% 44% 36% 46% 54% 43% 51% 51% 100%
A school was selected as the Learning Center so that the children of two to three neighboring school can be covered by one learning center. A total of 29 learning centers were setup. One BLRG and one CLRG were engaged in each learning center to undertake the special intervention. The BLRG members were engaged for the supervision of all activities of the learning centers. The regular teachers of the concerned schools who were not engaged in the Census Operations also participated in this special drive. The CRCC’S were entrusted with the overall responsibility. A special module for improvement of the level of learning was developed. According to the main competencies of Class I Textbook, activities with TLM were developed. A Period of 45 days was planned for the intervention. The actual intervention took place during January-February 2001 when normal functioning of the schools was suspended due to the engagement of teachers in Census 2001 and other environment building activities by DPEP. During the period the RPs took special classes with the help of the module prepared for the purpose.
The Outcome: Out of 555 children, 513 appeared in the special evaluation conducted at the end of 45 days intervention and 496 children were successfully promoted to the next higher class i.e. class-11. The rate of success is 89% and is almost proportionate between both the gender, viz boys-89.75% and girls 89.75%. As regard caste wise performance of the children it was seen that the success rate was 100% for SC, followed by 93% for Tea Tribes, 90% for ST and 85% for General Community students. In 14 learning centers all children came out successfully. The success rate was found to be less than 50% in only one learning center.
Distribution of Children Passed/Promoted - By Caste & Gender
SC ST Tea Tribes______Others______Grand T o tal _____ B G T B G I ...... B G T B G T B G I 3 10 13 58 35 93 103 83 186 90 114 204 254 242 496 23% 77% 100% 62% 38% 90% 55% 45% 93% 44% 56% 85% 51% 49% 89%
Out of 51 dropped out children only 4 children were absent in the evaluation. The marks scored by the dropped children ranged from 38% to 97%
32 Performance of Dropout Children
______Range o f Marks Secured Less Than ___ 80-100% 60-79% _ 40-59% ______40% __ No Of ~ ~ ~ ~ Students 21 17 7 2 % of Students 45% 36% 15% 4%
B. Enrolment in Formal Schools: Based on EM IS 2000-2001 District Class-I over all Enrolment Total Children Class-I-IV % of C'lass-I -enrolment to total enrolment Boys Girls Total Girls Total Boys Girls Total . B o .v s _ Darrang 31525 29372 60897 72193 65871 □ 8064 44% 45";, 44% 1 * 7 0 / Dhubri 44186 40755 84941 93845 87257 181 102 47% 47% 4 / / o Morigaon 13856 13814 27670 38856 39240 78096 36% 35% 35% Karbi 23752 22595 46347 51713 47595 99308 46% 47% 47% Anglong Barpeta 32694 30100 62794 86316 79267 165583 38% 38% 38% Bongaigaon 24061 22740 46801 50741 47979 98720 47% 47% 47% Goalpara 22202 20877 43079 47992 463 17 94309 46% 45% 46% District Class-I over all Enrolment Total Children Class-I-IV % of Class-I-■enrolment to total enrolment Boys Girls Total Boys Girls Total Boys Girls Total Kokrajhar 17547 16225 33772 43170 39540 82710 41% 41 % 41 % Sonitpur 24356 22597 46953 69663 63613 133276 35% 36% 35% Phase-I 1 13319 106536 219855 256607 239963 496570 44% 44% 44% Phasc-II 120860 1 12539 233399 297882 276716 574598 41% 41% 41% State Total 234179 219075 453254 554489 516679 1071168 42% 42% 42%
District Class-I SC Enrolment Total SC Children Class-I-IV % of Class-I SC- enrolment to total SC enrolment Boys Girls Total Boys Girls Total Boys Girls Total Darrang 2661 2504 5165 6483 5701 12184 41% 44% 42% Dhubri 1624 1445 3069 4262 3775 8037 38% 38% 38% Morigaon 2037 2024 4061 5898 5549 I 1447 35% 36% 35%, Karbi 2629 2385 5014 6276 5405 1 1681 42% 44% 43% Anglong Barpeta 2351 2060 441 1 6745 5934 12679 35% 35% 35% Bongaigaon 2990 2715 5705 7043 6163 13206 42% 44% 43% Goalpara 1063 1048 211 1 3032 2852 5884 35% 37% 36% Kokrajhar 82S 76,S 1 596 2389 2253 4642 35% 34% 34% Sonitpur 2431 2 166 4597 7454 6642 14096 33% 33% 33% Phase-1 895 1 8358 17309 22919 20430 43349 39% 41% 40% Phasc-11 9663 8757 18420 26663 23844 50507 36% 37% 36% State Total 18614 17115 35729 49582 44274 93856 38% 39% 38%
33 District Class-] ST Hnrolment Total ST Children Class-I-IV % of Class-I ST- enrolment to total SC enrolment Boys ( iilis Total Boys Girls Total Boys Girls Total Dan aim 6827 6980 13807 15083 14716 29799 45% 47% 46% Dhubri 1 608 1496 3104 3554 3085 6639 45% 48% 47% Morigaon 2357 2279 4636 7157 6765 13922 33% 34% 33% Karbi 1 642 1 1 549 17970 33777 1 7467 5 1244 49% 9% 35% Anglong Barpeta 2357 2403 4760 6082 5994 12076 39% 40% 39% Bongaigaon 4718 4617 9335 8285 7913 16198 57% 58% 58% (ioalpara 5948 5635 1 1583 13402 12774 26176 44% 44% 44% Kokrajhar 645 1 6103 12554 15059 13952 2901 1 43% 44% 43% Sonitpur 4392 4225 86 1 7 10615 9925 20540 41% 43% 42% Phase-1 27213 12304 39517 59571 42033 101604 46% 29% 39% Phase-11 23866 22983 46849 53443 50558 104001 45% 45% 45% State Total 5 1079 35287 86366 1 13014 92591 205605 45% 38% 42%
District Class-I OBC Hnrolment Total OBC Children Class-I- % of Class-I OBC- IV enrolment to total SC enrolment Boys Girls 'Total Boys Girls Total Boys Girls Total Darrang 5564 4941 10505 13680 12010 25690 41% 41% 41% Dhubri 3202 3108 6310 8609 8085 16694 37% 38% 38% Morigaon 946 888 1834 3092 3020 6112 31% 29% 30% Karbi 2726 2349 5075 5423 4625 10048 50% 51% 51% Anglong
District Class-1 OBC Hnrolment Total OBC Children Class-I- % of Class- I OBC- IV enrolment to total SC enrolment Bovs Girls Total Bovs Girls Total Boys Girls Total Barpeta 1906 1876 3782 6230 5851 12081 3 1 % 32% 31% Bongaigaon 4726 4585 93 1 1 1 1876 1 1337 23213 40% 40% 40% Goalpara 524 520 1044 1511 1428 2939 35% 36% 36% Kokrajhar 4122 3784 7906 10900 9730 20630 38% 39% 38% Sonitpur 4223 3808 8031 13086 1 1565 24651 32% 33% 33% Phase-I 12438 1 1286 23724 30804 27740 58544 40% 41% 41% Phase-11 15501 14573 30074 43603 39911 83514 36% 37% 36% State Total 27939 25859 53798 74407 67651 142058 38% 38% 38%
34 C. Enrolment in AS:
District Amar Parashali Amar Kendra Moktab Total Enrolment Darramg 20344 4771 2588 27703
Dhubri 8886 1168 - 10054
Morigaon 9427 5719 - 15146
Karbi Anglong 2284 3474 - 5758
Barpeta 14,591 905 - 15,496
Bongaigaon 12219 1355 - 13574 Gaoalpar 8,399 1,393 1,089 10,881
Kokraj liar 12758 1025 - 13783 Sonitpur 9,668 4,658 1,185 15,51 1 TOTAL : 98,576 24,468 4,862 127,906 Source : Barpeta, Goalpara and Sonitpur as on MAY, 200! Darrang, Dhubri, Morigaon, Karbi Anglong, Kokrajhar, Bongaigaon as on
SEPTEMBER, \2000 "" . . .
D. S tu den ts ’ retention and completion:
District wise Retention and Completion rate as per reconstructed cohort method
Darrang I II III IV Total Boys 40919 19383 13493 10742 84537 Enrolment Girls 37765 17419 11245 8975 75404 Total 78684 36802 24738 19717 159941 Year I 1997-98 Boys 13495 2754 1609 641 18499 Repeaters Girls 12431 2253 1234 475 16393 Total 25926 5007 2843 1116 34892 Boys 35781 18333 15221 111 89 80524 Enrolment Girls 3332116593 12934 9609 72457 Total 69102 34926 28155 20798 152981 Year II 1998-99 Boys 108683101 1719 642 16330 Repeaters Girls 10190 2672 1317 470 14649 Total 210585773 3036 11 12 30979 Boys 34374 16307 14199 1 1964 76844 Enrolment Girls 31782 14840 12440 10568 69630 v cii r Total 6615631147 26639 22532 146474 Uj 1999-00 Boys 108812890 1806 717 16294 Repeaters Girls 9942 2560 1509 544 14555 Total 208235450 3315 1261 30849 Boys 31525 16101 13235 1 1332 72193 Enrolment Girls 29372 14626 1 1896 9977 65871 Yc*i r Total 60897 30727 25131 21309 138064 ‘ 2000-01 Boys 8291 2474 1639 650 13054 Repeaters Girls 7585 2122 1260 512 1 1479 Total 158764596 2899 1 162 24533
35 Boys 15232 13502 10547 Promotees Girls 13921 11617 9139 Total 29153 251 19 19686 Boys 10868 3101 1719 ^ Cal ^ Difference Repeaters Girls 10190 2672 1317 1 1 Total 21058 5773 3036 Boys 14819 2780 1227 Dropout Girls 13654 3130 789 Total 28473 5910 2016 Boys 13417 12393 1 1247 Promotees Girls 12280 1093 1 10024 Total 25697 23324 21271 Boys 10881 2890 1806 IMl'l l^|^ (-'rcn(-'t-’ Repeaters Girls 9942 2560 1509 Total 20823 5450 3315 Boys 1 1483 3050 2168 Dropout Girls 1 1099 3102 1401 Total 22582 6152 3569 Boys 13627 1 1596 10682 Promotees Girls 12504 10636 9465 Total 26131 22232 20147 Boys 8291 2474 1639 Year .. Difference Repeaters Girls . 7585 2122 1260 Total 15876 4596 2899 Boys 12456 2237 1878 Dropout Girls 1 1693 2082 1715 Total 24149 4319 3593 Boys 37.22% 69.66% 78.17% PR Girls 36.86% 66.69% 81.27% Total 37.05% 68.25% 79.58% Boys 26.56% 16.00% 12.74% Year I . . IVcltCS RR Girls 26.98% 15.34% 11.71% 11 Total 26.76% 15.69% 12.27% Boys 36.22% 14.34% 9.09% DR Girls 36.16% 17.97% 7.02% Total 36.19% 16.06% 8.15% Boys 37.50% 67.60% 73.89% PR Girls 36.85% 65.88% 77.50% Total 37.19% 66.78% 75.55% Boys 30.41% 15.76% 11.87% Year ,, ,,, Rates RR Girls 29.84% 15.43% 11.67% II-III Total 30.13% 15.60% 11.77% Boys 32.09% 16.64% 14.24% DR Girls 33.31% 18.69% 10.83% Total 32.68% 17.61% 12.68%
36 Boys 39.64% 71.11% 75.23% PR Girls 39.34% 71.67% 76.09% Total 39.50% 71.38% 75.63% Boys 24.12% 15.17% 11.54%, Y car Rates RR Girls 23.87% 14.30% 10.13% I-IV Total 24.00% 14.76% 10.88% Boys 36.24% 13.72% 13.23% DR Girls 36.79% 14.03% 13.79% Total 36.50% 13.87% 13.49%
Dhubri I II III IV Total Boys 57301 24661 16307 1 1651 109920 Enrolment Girls 55015 22552 14009 9430 101006 112316 47213 30316 21081 210926 Year 1 1997-98 I”'3' Boys 30104 4846 2997 1434 39381 Repeaters Girls 29104 4346 2482 1 104 37036 Total 59208 9192 5479 2538 7641 7 Boys 57586 24884 18661 12698 1 13829 Enrolment Girls 54832 23593 16796 10709 105930 112418 48477 35457 23407 219759 Year H m s - w IolalBoys 25408 4970 2736 1 150 34264 Repeaters Girls 24060 4844 2464 874 32242 Total 49468 9814 5200 2024 66506 Boys 53685 24328 20383 15040 1 13436 Enrolment Girls 50163 23664 18875 13634 106336 Year 103848 47992 39258 28674 219772 1999-00 ^°tal III Boys 23512 6295 4263 1628 35698 Repeaters Girls 23768 6139 3940 1430 35277 Total 47280 12434 8203 3058 70975 Boys 44186 20373 16718 12568 93845 Enrolment Girls 40755 19297 15577 1 1628 87257 Year 84941 39670 32295 24196 181102 2000-01 ^OUil IV Boys 18699 4675 3232 1577 28 1 83 Repeaters Girls 17745 4561 3055 1372 26733 Total 36444 9236 6287 2949 549 U> Boys 19914 15925 1 1548 Promotees Girls 18749 14332 9835 Total 38663 30257 21383 Boys 25408 4970 2736 Year I- Difference Repeaters Girls 24060 4844 2464 | 1 Total 49468 9814 5200 Boys 11979 3766 2023 Dropout Girls 12206 3376 1710 Total 24185 7142 3733
37 Dhubri 1 11 III IV Total Boys 18033 16120 13412 Promotees (iirls 17525 14935 12204 Total 35558 31055 25616 Boys 23512 6295 4263 Year Difference Repeaters Girls 23768 6139 3940 II-III Total 47280 12434 8203 Boys 16041 2469 986 Dropout Girls 13539 2519 652 Total 29580 4988 1638 Boys 15698 13486 10991 Promotees Girls 14736 12522 10256 Total 30434 26008 21247 Boys 1 8699 4675 3232 Year Difference Repeaters Girls 17745 4561 3055 111 - 1V Total 36444 9236 6287 Boys 19288 6167 6160 Dropout Girls 17682 6581 5564 Total 36970 12748 11724 Boys 34.75% 64.58% 70.82% PR Girls 34.08% 63.55% 70.20% Total 34.42% 64.09% 70.53% Boys 44.34% 20.15% 16.78% Year Rates RR Girls 43.73% 21.48% 17.59% !11 ! Total 44.04% 20.79% 17.15% Boys 20.91% 15.27% 12.41% DR Girls 22.19% 14.97% 12.21% Total 21.53% 15.13% 12.31% Boys 31.31% 64.78% 71.87% PR Girls 3 1.96% 63.30% 72.66% 'Total 3 1.63% 64.06% 72.25% Boys 40.83% 25.30% 22.84% Year Rates RR Girls 43.35% 26.02% 23.46% II-III Total 42.06% 25.65% 23.14% Boys 27.86% 9.92% 5.28% DR Girls 24.69% 10.68% 3.88% Total 26.31% 10.29% 4.62%
38 Dhubri I II III IV Total Boys 29.24% 55.43% 53.92% PR Girls 29.38% 52.92% 54.34% Total 29.31% 54.19% 54.12% Boys 34.83% 19.22% 15.86% RR Girls 35.37% 19.27% 16.19% Total 35.09% 19.24% 16.01% Boys 35.93% 25.35% 30.22% DR Girls 35.25% 27.81% 29.48% Total 35.60% 26.56% 29.86%
Morigaon I 11 III IV Total Boys 21095 12848 8387 6197 48527 Hnrolment Girls 20713 12527 7872 5927 47039 Total 41808 25375 16259 12124 95566 Year 1 1997-98 Boys 7534 1577 937 444 10492 Repeaters Girls 7385 1573 777 365 10100 Total 14919 3150 1714 809 20592 Boys 18821 11667 9643 6680 4681 1 Enrolment Girls 18327 11727 9523 6510 46087 Total 37148 23394 19166 13190 92898 Year II 1998-99 Boys 5718 1667 944 387 8716 Repeaters Girls 5686 1676 886 337 8585 Total 11404 3343 1830 724 17301 Boys 15494 10287 8954 7384 42119 Enrolment Girls 15121 10247 9161 7222 41751 Year Total 30615 20534 18115 14606 83870 ‘ 1999-00 Boys 3823 1678 1223 490 7214 Repeaters Girls 3567 1683 1 198 447 6895 Total 7390 3361 2421 937 14109 Boys 13856 9753 8263 6984 38856 Enrolment Girls 13814 9952 8456 7018 39240 Y car Total 27670 19705 16719 14002 78096 (V 2000-01 Boys 3317 1333 925 481 6056 Repeaters Girls 3238 1447 1030 493 6208 Total 6555 2780 1955 974 12264
39 Morigaon 1 II III IV Total Boys 10000 8699 6293 Promotecs (iirls 1005 1 8637 61 73 Total 2005 1 17336 12466 Boys 5718 1667 944 Ye;ir I-.V(T Dmerence Repeaters (iirls 5686 1676 886 i 1 Total 1 1404 3343 1830 Boys 5377 2482 1 150 Dropout Girls 4976 22)4 813 Total 10353 4696 1963 Boys 8609 7731 6894 I’romotecs (iirls 8564 7963 6775 Total 17173 15694 13669 Boys 3823 1678 1223 Year 11- .. Dillcrcncc Repeaters Girls 3567 1683 1 198 Total 7390 3361 2421 Boys 6389 2258 1526 Dropout Girls 6196 2081 1550 'Total 12585 4339 3076 Boys 8420 7338 6503 Promotees Girls 8505 7426 6525 Total 16925 14764 13028 Boys 3317 1333 925 Year rv n . ^ Dillcrcncc Repeaters Girls 3238 1447 1030 Total 6555 2780 1955 Boys 3757 1616 1526 Dropout Girls 3378 1374 1606 Total 7135 2990 3132 Boys 47.40% 67.71% 75.03%i PR Girls 48.53% 68.95% 78.42%, Total 47.96% 68.32% 76.67%, Boys 27.11% 12.97% 1 1.26% Year I ,, Rates RR Girls 27.45% 13.38% 1 1.26% II Total 27.28% 13.17% 11.26% Boys 25.49% 19.32% 13.71% DR Girls 24.02% 17.67% 10.33%, Total 24.76% 18.51% 12.07% Boys 45.74% 66.26% 71.49% PR Girls 46.73% 67.90% 71.14% Total 46.23% 67.09% 71.32% Boys 20.31% 14.38% 12.68% Year 11- TI< Rates RR Girls 19.46% 14.35% 12.58% III Total 19.89% 14.37% 12.63% Boys 33.95% 19.35% 15.82% DR Girls 33.81% 17.75% 16.28% Total 33.88% 18.55% 16.05%
40 Morigaon I II III IV Total Boys 54.34% 71.33% 72.63%, PR Girls 56.25% 72.47% 71.23% Total 55.28% 71.90% 71.92% Boys 21.41% 12.96% 10.33% Y car Rates RR Girls 21.41% 14.12% 11.24%, 111 -1V Total 21.41% 13.54% 10.79% Boys 24.25% 15.71% 17.04% DR Girls 22.34% 13.41% 17.53% Total 23.31% 14.56% 17.29%
Karbi Anglong I II III IV Total Boys 21684 9421 7683 6473 45261 Enrolment Girls 19984 8706 6955 5690 41335 Total 41668 18127 14638 12 163 86596 Year I 1997-98 Boys 3403 1031 761 627 5822 Repeaters Girls 3121 861 813 596 5391 Total 6524 1892 1574 1223 11213 Boys 22254 9974 7923 6586 46737 Enrolment Girls 20453 9106 7007 5799 42365 Total 42707 19080 14930 12385 8 9 102 Year II 1998-99 Boys 4757 829 309 228 6123 Repeaters Girls 4438 409 239 179 5265 Total 9195 1238 548 407 1 1388 Boys 24065 10720 8524 7206 50515 Enrolment Girls 22306 9629 7540 6200 45675 Total 46371 20349 16064 13406 96 190 Year III 1999-00 Boys 6901 967 756 494 9118 Repeaters Girls 6525 914 674 425 8538 Total 13426 1881 1430 919 17656 Boys 23752 1 1647 9061 7253 51713 Enrolment Girls 22595 10733 7909 6358 47595 Total 46347 22380 16970 1361 1 99308 Year IV 2000-01 Boys 7207 641 357 287 8492 Repeaters Girls 6765 521 336 210 7832 Total 13972 1 162 693 497 16324
41 Karbi Anglong 1 11 111 IV Total Boys 9145 7614 6358 Promotees Girls 8697 6768 5620 Total 17842 14382 1 1978 Boys 4757 829 309 Year 1-11 Difference Repeaters Girls 4438 409 239 Total 9195 1238 548 Boys 7782 978 1016 Dropout Girls ■ 6849 1529 1096 Total 14631 2507 2112 Boys 9753 7768 6712 Promotees Girls 8715 6866 5775 Total 18468 14634 12487 Boys 6901 967 756 Year 11-111 DifferenceRepcaters Girls 6525 914 674 Total 13426 1881 1430 Boys 5600 1239 455 Dropout Girls 5213 1326 558 Total 10813 2565 1013 Boys 11006 8704 6966 Promotees Girls 10212 7573 6148 Total 21218 16277 131 14 / Boys 7207 641 357 ^ tai * Difference Repeaters Girls 6765 521 336 Total 13972 1 162 693 Boys 5852 1375 1201 Dropout Girls 5329 1535 1056 Total 11181 2910 2257 Boys 42.17% 80.82% 82.75% PR Girls 43.52% 77.74% 80.81% Total 42.82% 79.34% 81.83% Boys 21.94% 8.80% 4.02% Year l-II Rates RR Girls 22.21% 4.70% 3.44% Total 22.07% 6.83% 3.74% Boys 35.89% 10.38% 13.22% DR Girls 34.27% 17.56% 15.76% Total 35.11% 13.83% 14.43% Boys 43.83% 77.88% 84.72% PR Girls 42.61% 75.40%, 82.42% Total 43.24% 76.70% 83.64% Boys 31.01% 9.70% 9.54% n~Rates RR Girls 31.90% 10.04% 9.62% Total 31.44% 9.86% 9.58% Boys 25.16% 12.42% 5.74% DR Girls 25.49% 14.56% 7.96% Total 25.32% 13.44% 6.78%
42 Karbi Anglong I II III IV Total Boys 45.73% 81.19% 81.72% PR Girls 45.78% 78.65% 81.54% Total 45.76% 79.99% 81.64% Boys 29.95% 5.98% 4.19% Year III- Rates RR Girls 30.33% 5.41% 4.46% Total 30.13% 5.71% 4.31% Boys 24.32% 12.83% 14.09% DR Girls 23.89% 15.94% 14.01% Total 24.11%) 14.30% 14.05%
Barpeta I II 111 IV Total Boys 51550 21867 16983 12831 103231 Enrolment Girls 45747 19422 14446 10267 89882 Total 97297 41289 31429 23098 193 1 I 3 Year 1 1997-98 Boys 13230 1891 1315 588 17024 Repeaters Girls I 1434 1639 1075 427 14575 Total 24664 3530 2390 1015 31599 Boys 51025 22004 17835 13412 104276 Enrolment Girls 46054 20075 15864 1 1635 93628 Total 97079 42079 33699 25047 197904 Year II 1998-99 Boys 14552 2819 1852 730 19953 Repeaters Girls 13148 2618 1550 529 17845 Total 27700 5437 3402 1259 37798 Boys 45041 20832 17336 13723 96932 Enrolment Girls 41781 19671 15958 12323 89733 Total 86822 40503 33294 26046 186665 Year III 1999-00 Boys 18670 4! 29 2829 1058 26686 Repeaters Girls 16995 3746 2499 869 24109 Total 35665 7875 5328 1927 50795 Boys 32694 21688 17736 14198 863 1 6 Enrolment Girls 30100 19741 16632 12794 79267 Total 62794 41429 34368 26992 165583 Year IV 2000-01 Boys 9390 3273 2521 949 16133 Repeaters Girls 8801 3149 2316 804 15070 Total 18191 6422 4837 1753 31203 Boys 19185 15983 12682 Promotees Girls 17457 143 14 I 1 106 Total 36642 30297 23788 Boys 14552 2819 1852 Diiferenc „ Year l-II Repeaters Girls 13148 2618 1550 e Total 27700 5437 3402 Boys 17813 3065 2449 Dropout Girls 15142 2490 1 790 Total 32955 5555 4239
43 Barpeta 1 11 III IV Total Boys 16703 14507 12665 Promotecs Girls 15925 13459 1 1454 Total 32628 27966 241 19 Boys 1 8670 4129 2829 II DifTercnc Year Repeaters Girls 16995 3746 2499 c Total 35665 7875 5328 Boys 15652 3368 2341 Dropout Girls 13134 2870 1911 Total 28786 6238 4252 Boys 18415 15215 13249 Promotecs (iirls 16592 14316 1 1990 Total 35007 2953 1 25239 Boys 9390 3273 2521 Year 111-1 )i ITerenc Repeaters Girls 8801 3149 23 16 1' IV V Total 18191 6422 4837 Boys 17236 2344 1566 Dropout Girls 16388 2206 1652 Total 33624 4550 3218 Boys 37.22% 73.09% 74.67%, PR Girls 38.16% 73.70% 76.88%, Total 37.66% 73.38%, 75.69%, Boys 28.23% 12.89%, 10.91 % Year I-II Rates RR Girls 28.74% 13.48%, 10.73%, Total 28.47% 13.17%, 10.82% Boys 34.55% 14.02% 14.42%, DR Girls 33.10% 12.82% 12.39% Total 33.87% 13.45%, 13.49% Boys 32.73% 65.93% 71.01% PR Girls 34.58% 67.04% 72.20% Total 33.61% 66.46% 71.57% Boys 36.59% 18.76%, 15.86%, Year R R Girls 36.90% 18.66%, 15.75% 111 Total 36.74% 18.71% 15.81% Boys 30.68% 15.31% 13.13% DR Girls 28.52% 14.30% 12.05% Total 29.65% 14.82% 12.62% Boys 40.88% 73.04% 76.42% PR Girls 39.71% 72.78% 75.13% Total 40.32% 72.91% 75.81% Boys 20.85% 15.71% 14.54% Y ear '"-R a.es RR Girls 21.06% 16.01% 14.51% IV Total 20.95% 15.86% 14.53% Boys 38.27% 11.25% 9.03% DR Girls 39.22% 11.21% 10.35% Total 38.73% 11.23% 9.67%
44 Bongaigaon I II III IV Total Boys 36977 12287 9442 7427 66133 Enrolment Girls 34408 11109 8309 6252 50078 Total 71385 23396 17751 13679 1162 1 1 Year I 1997-98 Boys 10196 1363 816 410 12785 Repeaters Girls 9577 1167 722 343 1 1 809 Total 19773 2530 1538 753 24594 Boys 27665 10391 8351 6532 52939 Enrolment Girls 26075 9870 7558 5763 49266 Total 53740 20261 15909 12295 102205 Year II 1998-99 Boys 13202 2243 1522 798 17765 Repeaters Girls 12397 1970 1269 630 16266 Total 25599 4213 2791 1428 3403 1 Boys 28485 1 1303 9414 7517 56719 Enrolment Girls 26302 10635 9027 6749 52713 Total 54787 21938 18441 14266 109432 Year III 1999-00 Boys 13760 2558 1780 720 18818 Repeaters Girls 12859 2396 1696 625 17576 Total 26619 4954 3476 1345 36394 Boys 24061 10929 8687 7064 50741 Enrolment Girls 22740 10093 8495 6651 47979 Total 46801 21022 17182 13715 98720 Year IV 2000-01 Boys 7656 2176 1548 622 12002 Repeaters Girls 7388 2000 1510 547 1 1445 Total 15044 4176 3058 1 169 23447 Boys 8148 6829 5734 Promotees Girls 7900 6289 5133 Total 16048 13118 10867 Boys 13202 2243 1522 Diffcrcnc Year I-II Repeaters Girls 12397 1970 1269 c Total 25599 4213 2791 Boys 15627 3215 2186 Dropout Girls 141 1 1 2850 1907 Total 29738 6065 4093 Boys 8745 7634 6797 Promotees Girls 8239 7331 6124 Total 16984 14965 1292 1 Boys 13760 2558 1780 Diffcrcnc Year II-II Repeaters Girls 12859 2396 1696 0 Total 26619 4954 3476 Boys 5160 199 -226 Dropout Girls 4977 143 -262 Total 10137 342 -4X8
45 Bongaigaon I II 111 IV Total Boys 8753 7139 6442 Promotces (iirls 8093 6985 6104 Total 16846 14124 12546 .. Boys 7656 2176 1548 Year II1 -1)if 1 eienc . . , Kepeaters (nils 7388 2000 1510 Total 15044 4176 3058 Boys 12076 1988 1424 Dropout (iirls 1082 1 1650 1413 Total 22897 3638 2837 Boys 22.04% 55.58%, 60.73%, PR (iirls 22.96%. 56.61% 61.78%, Total 22.48%, 56.07%, 61.22%, Boys 35.70%, 1 8.26% 16.12%, Year I-11 Rates RR (iirls 36.03% 1 7.73%, 15.27%, Total 35.86%, 18.01%, 15.72%, Boys 42.26%, 26.1 7%, 23.15%, DR (iirls 41.01%, 25.65%, 22.95%, Total 41.66%, 25.92%, 23.06% Boys 31.61%, 73.47%, 81.39%, PR (iirls 3 1.60%, 74.28%, 81.03%, Total 31.60%, 73.86%, 81.22%, Boys 49.74% 24.62%, 21.31% Year II-III Rates RR Girls 49.32%, 24.28%, 22.44%, Total 49.53%, 24.45%, 21.85%, Boys 1 8.65%, 1.92%, -2.71%, DR Girls 19.09%, 1.45%, -3.47%, Total 18.86% 1.69%, -3.07%, Boys 30.73%, 63.16%* 68.43% PR Girls 30.77%, 65.68%, 67.62%, Total 30.75% 64.38%, 68.03%, Boys 26.88%, 19.25%, 16.44%, Year III-., ,,, Rates RR Girls 28.09%, 18.81%, 16.73% IV Total 27.46% 19.04%, 16.58%, Boys 42.39% 17.59%, 15.13%, DR Girls 41.14% 15.51%, 15.65%, Total 41.79% 16.58%, 15.38%
Goalpara I II III IV Total Boys 31543 10994 8834 6374 57745 Enrolment Girls 29321 10639 7846 5722 53528 60864 21633 16680 12096 111273 Year I 1997-98 T0,a' Boys 9619 1611 1186 484 12900 Repeaters Girls 9073 1375 991 431 11870 Total 18692 2986 2177 915 24770
46 Goalpara I II III IV Total Boys 29724 10378 8930 6413 55445 Enrolment Girls 27730 10257 8221 5941 52149 Total 57454 20635 17151 12354 107594 Year II 1998-99 Boys 12804 2239 1679 765 17487 Repeaters Girls 12065 2182 1393 563 16203 Total 24869 4421 3072 1328 33690 Boys 30888 10357 8502 6661 56408 Enrolment Girls 29246 10075 8306 6434 54061 Total 60134 20432 16808 13095 1 10469 Year III 1999-00 Boys 11426 1287 878 358 13949 Repeaters Girls 11130 1090 773 343 13336 Total 22556 2377 1651 701 27285 Boys 22202 11214 8370 6206 47992 Hnrolment Girls 20877 1 1058 8221 6161 46317 Total 43079 22272 16591 12367 94309 Year IV 2000-01 Boys 8851 1638 1069 444 12002 Repeaters Girls 8102 1619 1 125 400 1 1246 Total 16953 3257 2194 844 23248 Boys 8139 7251 5648 Promotees Girls 8075 6828 5378 Total 16214 14079 I 1026 Boys 12804 2239 1679 Diff'erenc Year I-II Repeaters Girls 12065 2182 1393 e Total 24869 4421 3072 Boys 10600 1504 1507 Dropout Girls 9181 1629 1075 Total 19781 3133 2582 Boys 9070 7624 6303 Promotees Cirls 8985 7533 6091 Total 18055 15157 12394 Boys 11426 1287 878 v .. ...DifTcrcnc Year 1 I-II I Repeaters Girls 11130 1090 773 0 Total 22556 2377 1651 Boys 9228 1467 1749 Dropout Girls 7615 1634 1357 Total 16843 3101 3106
47 Boys 9576 7301 5762 Promotees Girls 9439 7096 5761 Total 19015 14397 1 1523 Boys 8851 1638 1069 Year 111-1 )i ITerenc Repeaters Girls SI 02 1619 1 125 l\ Total 16953 3257 2194 Boys 12461 1418 1671 Dropout Girls 1 1 705 1360 1420 Total 24 166 2778 3091 Boys 25.80% 65.95% 63.93% PR Girls 27.54% 64.18% 68.54% Total 26.64% 65.08% 66.10% Boys 40.59% 20.37% 19.01% Year -II Rates RR Girls 41.15% 20.51% 17.75% Total 40.86% 20.44% 18.42% Boys 33.60% 13.68% 17.06% DR Girls 31.31% 15.31% 13.70% Total 32.50% 14.48% 15.48% Boys 30.51% 73.46% 70.58% PR Girls 32.40% 73.44% 74.09% Total 31.43% 73.45% 72.26% Boys 38.44% 12.40% 9.83%, Year " “Rates RR Girls 40.14% 10.63% 9.40% 1I 1I I1 Total 39.26% 1 1.52% 9.63% Boys 31.05%) 14.14% 19.59% DR Girls 27.46% 15.93% 16.51% Total 29.32% 15.03% 18.1 1% Boys 3 1.00% 70.49% 67.77% PR Girls 32.27% 70.43% 69.36% Total 31.62% 70.46% 68.56% Boys 28.66% 15.82% 12.57% Year 11''Rates RR Girls 27.70% 16.07% 13.54% IV Total 28.19% 15.94% 13.05% Boys 40.34% 13.69% 19.65%, DR Girls 40.02% 13.50% 17.10% Total 40.19% 13.60% 18.39%
48 Kokrajhar I II III IV Total Boys 33373 9191 7248 5816 55628 Enrolment Girls 31266 8561 6459 4891 51 177 Total 64639 17752 13707 10707 106805 Year I 1997-98 Boys 10433 1677 1059 582 13751 Repeaters Girls 9557 1617 946 472 12592 Total 19990 3294 2005 1054 26343 Boys 31708 10429 7610 6097 55844 Enrolment Girls 29987 9482 7133 5407 52009 Total 61695 19911 14743 1 1504 107853 Year II 1998-99 Boys 14514 2031 1253 646 18444 Repeaters Girls 14105 1867 1 I 1 1 529 17612 Total 28619 3898 2364 1 175 36056 Boys 28960 10804 9 100 7065 55929 Enrolment Girls 26643 9995 8229 6321 51 I8S Total 55603 20799 17329 13386 107117 Year 111 1999-00 Boys 16641 2298 1463 605 21007 Repeaters Girls 15712 2116 1305 449 19582 Total 32353 4414 2768 1054 40589
49 Kokrajhar I II III IV Total Boys 17547 10398 8369 6856 43 170 Hnrolment (iirls 16225 9635 7609 607 1 39540 Total 33772 20033 15978 12927 82710 Year IV 2000-01 Boys 5223 1471 1015 414 8123 Repeaters Girls 4804 1512 944 313 7573 Total 10027 2983 1959 727 15696 Boys 8398 6357 545 1 Promotees Girls 7615 6022 4878 Total 16013 12379 10329 Boys 14514 2031 1253 I )il fcrene Year I-II Repeaters Girls 14105 1867 1 1 1 1 e Total 28619 3898 2364 Boys 10461 803 544 Dropout Girls 9546 672 470 Total 20007 1475 1014 Boys 8506 7637 6460 Promotees (iirls 7879 6924 5872 Total 16385 14561 12332 1 Boys 16641 2298 1463 DiiTerenc \ cai II-III Repeaters Girls 15712 2116 1305 c Total 32353 4414 2768 Boys 6561 494 -313 Dropout Girls 6396 442 -44 Total 12957 936 -357 Boys 8927 7354 6442 Promotees Girls 8123 6665 5758 Total 17050 14019 12200 Boys 5223 1471 1015 Year III - Different: Repeaters Girls 4804 1512 944 iI \ V / n L Total 10027 2983 1959 Boys 14810 1979 i 643 Dropout Girls 13716 1818 1527 Total 28526 3797 3 1 70 Boys 25.16% 69.17% 75.21%, PR Girls 24.36% 70.34% 75.52% Total 24.77% 69.73% 75.36% Boys 43.49% 22.10% 17.29% Year I-II Rates RR Girls 45.1 1% 21.81% 17.20% Total 44.28% 21.96% 17.25% Boys 31.35% 8.74% 7.51% DR Girls 30.53%, 7.85% 7.28% ...... Total 30.95% 8.31% 7.40%
50 Kokrajhar I II III IV Total Boys 26.83% 73.23% 84.89% PR Girls 26.27% 73.02% 82.32% Total 26.56% 73.13% 83.65% Boys 52.48% 22.03% 19.22% Year II-III Rates RR Girls 52.40% 22.32% 18.30% Total 52.44% 22.17% 18.78%, Boys 20.69%, 4.74% -4.1 1% DR Girls 21.33% 4.66% -0.62%, Total 21.00%, 4.70%, -2.42% Boys 30.83% 68.07% 70.79% PR Girls 30.49% 66.68% 69.97%, Total 30.66% 67.40% 70.40%, Boys 18.04% 13.62% 11.15% Year III-„ Rates RR Girls 18.03% 15.13% 1 1.47% Total 18.03%, 14.34% 1 1.30%, Boys 51.14% 18.32% 18.05%, DR Girls 51.48% 18.19% 18.56% Total 51.30% 18.26% 18.29%,
Sonitpur 1 11 III IV Total Boys 34517 18173 16681 12447 81818 Enrolment Girls 30733 15938 13890 10356 709 1 7 Total 65250 341 1 1 30571 22803 152735 Year I 1997-98 Boys 11552 3531 3873 2000 20956 Repeaters Girls 10277 2934 3077 1571 17859 Total 21829 6465 6950 3571 38815 Boys 26903 15073 15502 10841 68319 Enrolment Girls 24334 13616 12818 9152 59920 Total 51237 28689 28320 19993 128239 Year II 1998-99 Boys 7902 2417 2785 1319 14423 Repeaters Girls 7017 2243 2197 1015 12472 Total 14919 4660 4982 2334 26895 Boys 26596 16013 16898 12989 72496 Enrolment Girls 24398 14552 14685 1 1252 64887 Total 50994 30565 31583 24241 137383 Year III 1999-00 Boys 7326 3068 3615 1745 15754 Repeaters Girls 7037 2732 2967 1307 14043 Total 14363 5800 6582 3052 29797
51 Sonitpur 1 11 III IV Total Boys 24356 16064 16345 12898 69663 Enrolment Girls 22597 146X8 14734 1 1594 63613 46953 30752 3 1079 24492 133276 Year IV 2000-01 1(>tal Boys 5114 2400 3019 1408 1 1 941 Repeaters Girls 48X7 2145 2450 1 187 10669 Total 10001 4545 5469 2595 22610 Boys 12656 12717 9522 Promotees Girls 1 1373 10621 8137 Total 24029 23338 1 7659 Boys 7902 2417 2785 Year l-ll 1 )i(Terence Repeaters Girls 7017 2243 2197 Total 14919 4660 4982 Boys 13959 3039 4374 Dropout Girls 12343 3074 3556 Total 26302 6113 7930 Boys 12945 13283 1 1244 Promotees Girls 1 1820 11718 9945 Total 24765 25001 21189 Boys 7326 3068 3615 Year H Di(Terence Repeaters Girls 7037 2732 2967 1 1 1 Total 14363 5800 6582 Boys 6632 -1278 643 Dropout Girls 5477 -834 -94 Total 12109 -2112 549 Boys 13664 13326 1 1490 Promotees Girls 12543 12284 10407 Total 26207 25610 21897 Boys 51 14 2400 3019 Year 111- Difference Repeaters Girls 4887 2145 2450 iTV V Total 10001 4545 5469 Boys 7818 287 2389 Dropout Girls 6968 123 1828 Total 14786 410 4217 Boys 36.67% 69.98% 57.08% PR Girls 37.01% 66.64% 58.58% Total 36.83% 68.42% 57.76% Boys 22.89% 13.30% 16.70% Year I-II Rates RR Girls 22.83% 14.07% 15.82% Total 22.86% 13.66% 16.30% Boys 40.44% 16.72% 26.22% DR Girls 40.16% 19.29% 25.60% Total 40.31% 17.92% 25.94%
52 Sonitpur iT II III IV Total Boys 48.12% 88.12% 72.53% PR Girls 48.57% 86.06% 77.59% Total 48.33% 87.14% 74.82% Boys 27.23% 20.35% 23.32% i rS O Y ear in RR Girls 28.92% 20.06% 23.15% III Total 28.03% 20.22% 23.24%, Boys 24.65% -8.48% 4.15%, DR Girls 22.51% -6.13% -0.73% Total 23.63% -7.36% 1.94%, Boys 51.38% 83.22% 68.00%, PR Girls 51.41% 84.41% 70.87%, Total 51.39% 83.79% 69.33% Boys 19.23% 14.99% 17.87% Yeai- m-n Rates RR Girls 20.03% 14.74% 16.68% IV Total 19.61% 14.87% 17.32%, Boys 29.40% 1.79% 14.14%, DR Girls 28.56% 0.85% 12.45% Total 29.00% 1.34% 13.35%,
Phase I (Total) 1 II III IV Total Boys 140999 66313 45870 35063 288245 Enrolment Girls 133477 61204 40081 30022 264784 Total 274476 127517 85951 65085 553029 Year I 1997-98 Boys 54536 10208 6304 3146 74194 Repeaters Girls 52041 9033 5306 2540 68920 Total 106577 19241 11610 5686 143114 Boys 13444264858 51448 37153 287901 Enrolment Girls 126933 61019 46260 32627 266839 Total 261375 125877 97708 69780 554740 Year II 1998-99 Boys 4675 1 10567 5708 2407 65433 Repeaters Girls 44374 9601 4906 1860 60741 Total 91125 20168 10614 4267 126174 Boys 127618 61642 52060 41594 282914 Enrolment Girls 1 19372 58380 48016 37624 263392 Total 246990 120022 100076 79218 546306 Year 111 1999-00 Boys 45117 1 1830 8048 3329 68324 Repeaters Girls 43802 11296 7321 2846 65265 Total 88919 23126 15369 6175 133589
53 Phase I (Total) I 11 III IV Total Boys 113319 57874 47277 38137 256607 Enrolment Girls 106536 54608 43838 34981 239963 Total 219855 1 12482 91115 73118 496570 Year IV 2000-01 Boys 37514 9123 6153 2995 55785 Repeaters Girls 35333 8651 5681 2587 52252 Total 72847 17774 1 1834 5582 108037 Boys 54291 45740 34746 Promotees Girls 51418 41354 30767 Total 105709 87094 65513 Boys 4675 I 10567 5708 ,. , ,, DifTcrcnc ^ car l-il Repeaters Girls 44374 9601 4906 c Total 91 125 20168 10614 Boys 39957 10006 5416 Dropout Girls 37685 10249 4408 Total 77642 20255 9824 Boys 49812 44012 38265 Promotees Girls 47084 40695 34778 Total 96896 84707 73043 Boys 451 17 1 1830 8048 Year II-DifTcrcnc Repeaters Girls 43802 11296 7321 11II! i L Total 88919 23126 15369 Boys 39513 9016 5135 Dropout Girls 36047 9028 4161 Total 75560 18044 9296 Boys 48751 41124 35142 Promotees Girls 45957 38157 32394 Total 94708 79281 67536 Boys 37514 9123 6153 Year 111-Di ffcrcnc Repeaters Girls 35333 8651 5681 IV e Total 72847 17774 1 1 834 Boys 41353 11395 10765 Dropout Girls 38082 11572 9941 Total 79435 22967 20706 Boys 38.50% 68.98% 75.75% PR Girls 38.52% 67.57% 76.76% Total 38.51% 68.30% 76.22% Boys 33.16% 15.94% 12.44% Year I-11 Rates RR Girls 33.24% 15.69% 12.24% Total 33.20% 15.82% 12.35% Boys 28.34% 15.09% 11.81% DR Girls 28.23% 16.75% 11.00% Total 28.29% 15.88% 11.43%
54 Phase I (Total) I II III IV Total Boys 37.05% 67.86% 74.38% PR Girls 37.09% 66.69% 75.18% Total 37.07% 67.29% 74.76% Boys 33.56% 18.24% 15.64% Year ■1-nRates RR Girls 34.51% 18.51% 15.83% 1 1T1 1 Total 34.02% 18.37% 15.73% Boys 29.39% 13.90% 9.98% DR Girls 28.40% 14.80% 8.99% Total 28.91% 14.33% 9.51% Boys 38.20% 66.71% 67.50% PR Girls 38.50% 65.36% 67.47% Total 38.34% 66.06% 67.48% Boys 29.40% 14.80% 1 1.82% Year II!-., Rates RR Girls 29.60% 14.82% 1 1.83% IV Total 29.49% 14.81% 1 1.83% Boys 32.40% 18.49% 20.68% DR Girls 31.90% 19.82% 20.70% Total 32.16% 19.14% 20.69%
Phase H (Total) I II III IV Total Boys 18796072512 59188 44895 364555 Enrolment Girls 171475 55669 50950 37488 315582 Total 359435128181 110138 82383 680137 Year I 1997-98 Boys 55030 10073 8249 4064 77416 Repeaters Girls 49918 8732 681 1 3244 68705 Total 10494818805 15060 7308 146121 Boys 167025 68275 58228 43295 336823 Enrolment Girls 154180 63300 5 I 594 37898 306972 Total 321205 131575 109822 8 1 193 643795 Year II 1998-99 Boys 62974 11749 9091 4258 88072 Repeaters Girls 58732 10880 7520 3266 80398 Total 121706 22629 1661 1 7524 168470 Boys 15997069309 61250 47955 338484 Enrolment Girls 14837064928 56205 43079 312582 Total 308340 134237 1 17455 91034 651066 Year III 1999-00 Boys 67823 13340 10565 4486 962 14 Repeaters Girls 63733 12080 9240 3593 88646 Total 131556 25420 19805 8079 184860
55 Phase II (Total) I II III IV Total Boys 120860 70293 59507 47222 297882 Enrolment Girls 112539 65215 55691 43271 276716 _ , , , Total 233399 135508 115198 90493 574598 Year IV 200 - Boys 36234 10958 9172 3837 60201 Repeaters Girls 33982 10425 8345 3251 56003 Total 70216 21383 17517 7088 116204 Boys 56526 49137 39037 Promotees Girls 52420 44074 34632 Total 108946 9321 1 73669 .. Bovs 62974 I 1 749 9091 Different „ Year I-II Repeaters Girls 58732 10880 7520 Total 121706 22629 1661 1 Boys 68460 1 1626 1 1060 Dropout Girls 60323 715 8798 Total 128783 12341 19858 Boys 55969 50685 43469 Promotees Girls 52848 46965 39486 Total 108817 97650 82955 rvn. Boys 67823 13340 10565 Year II-Ditferene , Repeaters Girls 63733 12080 9240 III C Total 131556 25420 19805 Boys 43233 4250 4194 Dropout Girls 37599 4255 2868 Total 80832 8505 7062 Boys 59335 50335 43385 Promotees Girls 54790 47346 40020 Total 114125 97681 83405 . , Boys 36234 10958 9172 Year III -Differene „ , Repeaters Girls 33982 10425 8345 IV e Total 7021 6 21383 17517 Boys 64401 8016 8693 Dropout Girls 59598 7157 7840 Total 123999 15173 16533 Boys 30.07% 67.76% 65.95% PR Girls 30.57% 79.17% 67.97% Total 30.31% 72.72% 66.89% Boys 33.50% 16.20% 15.36% Year -II Rates RR Girls 34.25% 19.54% 14.76% Total 33.86% 17.65% 15.08% Boys 36.42% 16.03% 18.69% DR Girls 35.18% 1.28% 17.27% Total 35.83% 9.63% 18.03%
56 Phase II (Total) I II III IV Total Boys 33.51% 74.24% 74.65% PR Girls 34.28% 74.19% 76.53% Total 33.88% 74.22% 75.54% Boys 40.61% 19.54% 18.14% Year II- jjl Rates RR Girls 41.34% 19.08% 17.91% Total 40.96% 19.32% 18.03% Boys 25.88% 6.22% 7.20% DR Girls 24.39% 6.72% 5.56% Total 25.17% 6.46% 6.43% Boys 37.09% 72.62% 70.83% PR Girls 36.93% 72.92% 71.20% Total 37.01% 72.77% 71.01% Boys 22.65% 15.81% 14.97% Year III-n ^ Rates RR Girls 22.90% 16.06% 14.85% Total 22.77% 15.93% 14.91% Boys 40.26% 1 1.57% 14.19% DR Girls 40.17% 1 1.02% 13.95% Total 40.22% 1 1.30% 14.08%,
State (Total) I II III IV Total Boys 328959 138825 105058 79958 652800 Enrolment Girls 304952 1 16873 91031 67510 580366 Total 63391 1 255698 196089 147468 1233166 Year I 1997-98 Boys 109566 20281 14553 7210 151610 Repeaters Girls 101959 17765 12117 5784 137625 Total 211525 38046 26670 12994 289235 Boys 301467 133133 109676 80448 624724 Enrolment Girls 281113 124319 97854 70525 57381 1 Total 582580 257452 207530 150973 1198535 Year 11 1998-99 Boys 109725 22316 14799 6665 153505 Repeaters Girls 103106 20481 12426 5126 141139 Total 212831 42797 27225 11791 294644 Boys 287588 130951 113310 89549 621398 Enrolment Girls 267742 123308 104221 80703 575974 Total 555330 254259 217531 170252 1 197372 Year III 1999-00 Boys 112940 25170 18613 7815 164538 Repeaters Girls 107535 23376 16561 6439 15391 1 Total 220475 48546 35174 14254 318449
57 State (Total) 1 11 III IV Total Boys 234179 128167 106784 85359 554489 Enrolment Girls 219075 119823 99529 78252 516679 ,s. Total 453254 247990 206313 16361 I 1071168 Year IV 2000-01 Boys 73748 20081 15325 6832 115986 Repeaters Girls 69315 19076 14026 5838 108255 Total 143063 39157 29351 12670 224241 Boys 110817 94877 73783 Promotees Girls 103838 85428 65399 Total 214655 180305 139182 . .. Boys 109725 22316 14799 Differene .. . Year 1-11 ^ Repeaters Girls 103106 20481 12426 Total 212831 42797 27225 Boys 108417 21632 16476 Dropout Girls 98008 10964 13206 Total 206425 32596 29682 Boys 105781 94697 81734 Promotees Girls 99932 87660 74264 Total 205713 182357 155998 ,v n . Boys 112940 25170 18613 Year II-Dillerenc . ^ Repeaters Girls 107535 23376 16561 111 ' Total 220475 48546 35174 Boys 82746 13266 9329 Dropout Girls 73646 13283 7029 Total 156392 26549 16358 Boys 108086 91459 78527 Promotees Girls 100747 85503 72414 Total 208833 176962 150941 ^Boys 73748 20081 15325 Year III-Dnierenc „. . Repeaters Girls 69315 19076 14026 IV e Total 143063 39157 29351 Boys 105754 19411 19458 Dropout Girls 97680 18729 17781 Total 203434 38140 37239 Boys 33.69% 68.34% 70.23% PR Girls 34.05% 73.09% 71.84% Total 33.86% 70.51% 70.98% Boys 33.36% 16.07% 14.09% Year -II Rates RR Girls 33.81% 17.52% 13.65% Total 33.57% 16.74% 13.88% Boys 32.96% 15.58% 15.68% DR Girls 32.14% 9.38% 14.51% Total 32.56% 12.75% 15.14%
58 State (Total) I II III IV Total Boys 35.09% 71.13% 74.52% PR Girls 35.55% 70.51% 75.89% Total 35.31% 70.83% 75.17% Boys 37.46% 18.91% 16.97% Year II- Kates RR Girls 38.25% 18.80% 16.92%, 111 Total 37.84% 18.86% 16.95% Boys 27.45% 9.96% 8.51%, DR Girls 26.20% 10.68% 7.18% Total 26.84% 10.31% 7.88% Boys 37.58% 69.84% 69.30%, PR Girls 37.63% 69.34% 69.48% Total 37.61% 69.60% 69.39%, Boys 25.64% 15.33% 13.52% Year III-ri IV Rates RR Girls 25.89% 15.47% 13.46% Total 25.76% 15.40% 13.49% Boys 36.77% 14.82%, 17.17% DR Girls 36.48% 15.19% 17.06%, Total 36.63% 15.00%, 17.12%
E. Improvement in Students’ Learning Levels:
DPEP Objectives______Achievement Till Date Increasing the Achievement Level by 25% Mostly Achieved over the BAS
All districts of Phase-I and II have registered increase in Achievement level over BAS except Dhubri in case of Class-I Mathematics and Kokrajhar in case of Class III Mathematics. It may be noted that in both the cases the Achievement Level measured at BAS was comparatively high.
Achievement Of Class-1 Students in Language
District BAS MAS Increase Over BAS Darrang 58.47 75.45 ” 16.98 Dhubri 59.25 67.3 8.05 Morigaon 66.68 78.1 1 1.42 Karbi 44.5 75.33 Anglong 30.83 Barpeta 36.2 1 74.05 37.84 Bongaigaon 43.15 68.75 25.60 Goalpara 37.56 76.98 39.42 Kokrajhar 58.25 64.14 5.89 Sonitpur 34.07 68.31 34.24
59 Achievement Of'Class-I Students in Mathematics
District BAS MAS Increase Over BAS Darrang 68.53 74.45 5.92 ” ’ Dhubri 78.37 71.55 -6.82 Morigaon 64.61 77.75 13.14 Karbi 62.14 75.36 Anglong 13.22 Barpeta 36.8 76.97 40.17 Bongaigaon 54.5 82.54 28.04 Goalpara 37.6 82.54 44.94 Kokrajhar 63.21 73.48 10.27 Sonitpur 39.4 71.73 32.33
Of Class-111 Students in Language
District BAS MAS Increase Over BAS Darrang 49.32 58.il 8.79...... ’ ” Dhubrf 52.02 57.48 5.46 Morigaon 47.02 58.38 1 1.36 Karbi 41.36 58.01 Anglong 16.65 Barpeta 42.9 55.59 12.69 Bongaigaon 41.48 46.33 4.85 Goalpara 42.4 65.52 23.12 Kokrajhar 5 1.32 52.12 0.80 Sonitpur 38.8 50.47 11.67
Achievement Of Class-Ill Students in Mathematics
District BAS MAS Increase Over BAS Darrang ~ 5 1.8 7 ~~ 59.18 7.31 Dhubri 55.64 61.25 5.61 Morigaon 45.42 55.58 10.16 District BAS MAS Increase Over BAS Karbi 4 1.24 57.27 Anglong 16.03 Barpeta 42.6 57.17 14.57 Bongaigaon 38.28 46.07 7.79 Goalpara 42.1 66.77 24.67 Kokrajhar 50.78 46.53 -4.25 Sonitpur 36.9 54.64 17.74
In March, 2000 in the district of Bongaigaon a study on the Learning achievement of students in the Class-I and Class III has been conducted by the District resource Centre, Bongaigaon covering a total of 41 schools from all the Blocks(5) the district. In the Class-II(competency tested for Class-I) total 646ChiIdren covered while in Class-IV(Competency of Class-Ill tested) total of 464 students were covered. A total of 109 teachers have also been covered in the study under teacher’s questionnaire.
60 Like BAS/MAS test in the study the DRC has formulated questionnaire on their own covering the entire competency required to he tested in both the class-I and III. From the analysis it has been observed that the results are almost similar to that of MAS test conducted through an independent agency in the month of August-September, 2000.
The tables below show the Mean % achieved by students in BAS-1997, Achievement test by DRC(AS)in March, 2000 and MAS conducted through an independent agency in August- Scpt,2000. ^
Table -I Comparison of Gender wise Achievement of students in Class-I in Language in BAS, AS and MAS. ^ ^
Table - II : Comparison of Gender wise Achievement of students in Class-I in Mathematics in BAS, AS and MAS. CQj ” Test o i Girls Achievement 1 ------— - - -...... - conducted 2 " Difference( 1 - 2) N Mean% SD N Mean% SD BAS 293 37.35 16.45 252 39.05 16.95 (-) 1.70 AS 309 66.00 20.17 337 62.00 23.30 4.00 MAS 267 73.52 6.95 238 67.84 7.44 5.68
Table - I I I : Comparison of Gender wise Achievement of students in Class-Ill in Language in BAS, AS and MAS.
Test Bovs Cirls Achievement conductc Diffcrcncc(l-Z) ,l N ~~ IYlcan% SD N M ean% si) ...... BAS 207 43.38 18.91 177 39.25 21.29 4.13 AS 260 53.00 9.38 204 51.00 27.13 2.00 MAS 216 49.58 6.81 196 42.72 6.26 6.86
Table -IV : Comparison of Gender wise Achievement of students in Class-Ill in Mathematics in BAS, AS and MAS.
Test Boys (iirls Achievement conductc DifTercnce( 1 -2) Cl ...... - - — N Mean% SD n ’ Mean% SI) BAS 207 41.47 23.23 177 34.87 18.87 6.60 AS 260 50.00 23.45 204 45.00 23.71 5.00 MAS 216 46.43 7.09 196 45.67 5.75 0.76
I\ Development of School as well as House Hold Information Systems:
The implementation of DISE at the school level has been institutionalised. The schools arc now in a position to supply required information for planning purpose. The training provided to the teachcrs on DISH has yielded positive result in terms of cross verification, sharing and monitoring purpose.
61 So far household information has been collected for three times during the project period the last one being in January 2001. In order to streamline the collection, compilation and analysis software has been developed. To make it a regular yearly exercise all project functionaries including teachers and VEC members were oriented and engaged for collection of household information.
Improvement In The Quality O f Primary Schooling
A. Indicators to Monitor Quality;
Quality development, the thrust area of the pedagogical renewal process has been tried to be monitored through the outcome indicators of the school development plan. < 1 Critical Points Outcomc Indicators Parent & Frequent Planning meet between VEC'/parents Community communication student Govt, members is regularly held support between every month. schoolteachers & Parcnts/VEC members can remember the students and parents. resolutions taken in last meet? Evidence of regular signature by the j parents in the children’s daily progress card. Evidence of use of school Library by teachers. Parents can spell out the objectives of new teaching practices conducted in the school. Financial & Material Evidence of significant monetary ! support contribution. Evidence of TLM & other materials prepared by parents/community members. Health Awareness ‘Mother Group’ has gone to another nearby village to sensitize mothers on Health issues. No evidence of malnutrition among the children. Academic support The resource persons of the village know i about the monthly action plan of the school. Evidence of serving as tutor by the parents/community members in the school. Co-operative Children can participate in small group Learning work. Children can put questions to teachers. Physically disabled children help others to learn.
62 Major Area j _ Critical Points Outcome Indicators Participation of i Attendance Daily attendance in high children in j learning | __ ! Retention ' The number of repeating student in each , class m low.
Completion of course ; The percentage of Class-1 entrants who .successfully completed the last grade is 1 liii'ii
Participation of Planning E\ uience of advance planning clnldi en m organi/ation of . Monitonng Checking of attendance registrar b\ school ac11\ itv. student ( io\ t. Maintenance ofdailx flexible Routine
Preparation ol ll.M : f \ uience ol M ,M developed by children.
Use of TLM ! Evidence of putting and using 11 M in the , learnmu corner
Awareness Evidence of invitation to parents RPs by ; the children to take Class in the school. :
Vane!) of leaching Variety of techniques with direct teaching, strategies group work in the classroom, project , Role and work tint side the class room: drill 1-unction H practice etc. arc evident. 'Teachers (Academic & Social) The teachers (Head master) can describe the goals to others. Awareness The members ol the student (iovt. helps in the nearby schools to form "Student Govt." in a democratic process. ‘ Regular Practice Evidence of recording academic problems while practicing a new practice. ; (Yearly Plan) The school has a comprehensi'. c '.M itten scheme book; _ ' I )ai!v & Monthly Plan Materials both provided and locally developed as denitrified in the scheme book are available & used by teachers. VotessuXial Skill Teachcrs come to the school punctuall\ and regularly. Teachcrs feel that they arc not over burdened. The teachers can identify the basic competencies in cach lesson/ subject...... j
63 M a jo r A rea Critical Points Outcome indicators Regular academic discussion in the school among teachers. Tcachers providing acadcmic support in the CRC meet. Evidence of adaptation nux.liIication and development of new TEM by the teachers. Teachers are proud of i)iu.h reputation of the school Children/Student Govt, report the parents Order & School rules & about late coming of the wards. Discipline regulations Children/student Govt. Control schools activities if the teacher is late for some reasons. The children know the written code of conduct maintained in the school. Adequate Textbooks The children can show the last lesson they Material support completed.
~ ...... Reading materials The children can talk the name of the last book they read. __ _ __ Teacher's All tcachers can show the positive aspects p rac t i c e/gu i de boo k of the guide book. (Samal Sambhar) All teachers can show the last work done according to the guide book. _ _ Classroom equipment There is a usable Black board; TLMs, Pocket Board, Chalks, pencil etc. Paper & Writing Children have with them slates, note- j materials book, pencils etc. __ _ : Frequent student Joint evaluation Parents are given due information about j assessment & | progress made by the child. ! ! feedback. Analysis & outcome Teachers and administrators use examination results to Varity the ettieacy of otherpracticcs. _ Continuous j Teachers check the task given to children j evaluation . tjmely. _ __ _ ' Records Analysis of data & Data regarding attendance, retention, follow-up drop-out, achievement discussed with the parents. ______Incentives Students, teachers know the standard that defines academic success. Economic School taking part in Income levels of students from the school success economic are higher than others not attending reycncration. school. The school earns through its outputs. __
The progress and the feedbacks are taken for discussion at the monthly CRC level teachers meeting for sharing and facilitation of quality development process.
64 B. Pupil Teacher Ratio (PTR)
Districts 1995-96 1996-97 1997-98 1998-99 1999-2000 2000-2001 Darrang 31 39 38 35 33 30 Dhubri 45 54 58 59 60 51 Morigaon 43 40 40 39 36 34 Karbi 35 35 34 33 Anglong Phase I 39 45 43 43 41 37 Barpeta 46 45 39 34 Bongaigaon 42 36 35 34 Goal para 48 46 44 37 Kokrajhar 43 29 31 30 Sonitpur 36 36 31 31 I’hase II 42 38 36 33 State 39 45 43 40 38 35
C. Teacher Appointment And Vacancies
The appointment of teachers rests with the state govt. As per apparent teacher pupil ratio there should not have any requirement of teachers. However existence of almost 18% of single teacher school and large number of multi-grade schools there is a need of redeployment of the teachers. The govt, has been supplied school wise information and being pursued at all levels for rational distribution of teachers.
On the part DPEP no new appointments have been made in the formal schools.
D. Teachers By Type
No para teacher or contract teacher have been engaged by DPEP Assam and state of Assam also. However in AS Sikslia Mitras were engaged on recommendations of the concerned VECs on purely temporary basis.
District wise No. of Regular School Regular Tcachcr and AS Teacher (Sikslia Mitra)in 2000 2001. No. of Formal No. of AS Teachers (Sikslia Mitra) Districts School Tcachcr
Darrang 4537 557 Dhubri 3559 313 Morigaon 2327 476 Karbi Anglong 2954 150 l’hasc-1 13377 1496 Barpeta 4827 448 Bongaigaon 2913 308 Goalpara 2553 294 Kokrajhar 2762 269 Sonitpur 4333 323 Phase-II 17388 1642 State 30765 3138
65 Multigradc Situation in Formal Schools
No of No of No of % of Schools % of Schools % of Schools Schools with Schools with Schools with with 1 with 2 with 3 Districts 1 Teachcr 2 Tcachcr 3 Teachcr Teacher Teacher Teachcr Darning 313 688 347 18% 40% 20% Dhubri 263 820 229 18% 55% 15% Mormaon 81 435 161 10% 5 1 % 19% Karbi Anglong 479 547 208 35% 40% 15% Phase-1 1 137 2492 948 2 1 % 46% 18% Barpeta 288 W7 324 15% 52% 17% Botmaiuaon 101 408 223 10% 4 1 % 22% Goalpara 179 476 167 18% 48% 17% Kokrajhar 112 633 202 110% 58% 18% Sonitpur 152 598 266 1 1 % 42% 19% Phase-11 832 3 102 1182 13% 49% 19% State 1969 5594 2130 17% 48% 18%
E. Different Kinds of Teacher Training
Major 1'cacher Trainin'' Programme held : A glance
SI. Year Phase Persons No. of No. of Subject % of teachers No trained persons days of matter of trained Trained Training training 1 95-96 DPEP 1 District 3 Joyful 100% Programme 17 6 Learning Officer 288 BRCC 9355 CRCC Tcachcr 2. 95-96 DPEP I DPO 3 3 + 4 MLL 61 % BRCC 17 DLRG/ARG 125 member 692 BLRG 288 CRCC 6501 Tcachcr J ■ 96-97 DPEP I DPO 3 5 MLL and 100% BRCC 17 Activity based DLRG/ARG 125 Training members 692 BLRG 288 CRCC 10,715 Teachcr 4. 96-97 DPEP 1 DPO 3 3 New DPEP 6% (pilot BRCC 17 Text book programme) BLRG 692 member 125 DLRG/ARG 288 members 605 CRCC Teachcr
66 SI. Year Phase Persons No. of No. of Subject % of teachers No trained persons days of matter of trained Trained Training training 5. 97-98 DPEP I DPO 3 4 (Need based 100% BRCC 17 training) DLRG/ARG 125 members 692 BLRG 288 members 10,530 CRCC Teachcr 6. 98-99 DPEP I DPO 3 7 (Need based 100% BRCC 17 training) DLRG/ARG 125 members 692 BLRG 288 members 10,530 CRCC Teacher 7. 98-99 DPEP DPO 6 7/9 Whole school 1 00% II BRCC 39 Approach DLRG/ARG 208 members 1712 BLRG 715 members 19,303 CRCC Teacher 8 99-00 DPEP- DPO 9 5 Model school 100% 1 BRCC 56 DPEP- DLRG/ARG 36 II BLRG 1202 CRCC 1003 Head masters 1003 9 99-00 DPEP DPO 9 2/3 Integrated 100% 1, BRCC 39 Text book for DPEP DLRG/ARG 433 Class - I II members 2404 BLRG 873 members 11,537 CRCC Teacher 10 99-00 DPEP I DPO 3 5 Induction of 100% BRCC 17 R.M. DLRG/ARG 125 members 692 BLRG 288 members 10,528 CRCC Teacher 11. 99-00 DPEP DPO 9 (i Transactional 100% I, BRCC 39 Strategy of DPEP DLRG/ARG 437 R.M. on all 11 members 2404 Subjects of BLRG 1003 Class - 1, III
67 i SI. Ye in Phase Persons No. of No. of Subject % ofteachcrs ! .N o trained persons days of matter of (rained Trained Training training members 29833 and IV. C'RCC Student Govt., Teacher CP., Class routine, KaShreni, Eng. Teaching, TLM, " Learning Corner. 12. 00-01 DPI' DPO 9 4 4-day MTT 100% 1, BRCC 39 Transactional 1)1*1- DLRG/ARG 433 Strategy of members 2404 R.M. work BLRG 873 book, Class II members 20,963 Text book, use CRCC of Library. Tcacher 13. 2001 dpi: Teacher 9-1 5 Need based Under progress 2002 i. training dpi; n ___
To meet the specific needs ofteachcrs Need based teachers training has been conductcd in all the districts in phased manner.
The need-based training is conductcd through the following steps:
• Need assessment • Module preparation • Teachers training
F. Monitoring and follow-up of teachers training:
Different level of functionaries including DLRG/ARG members and Education department officials make support visits in schools for follow-up of training. The support visits keep an eye on the implementation of school development plan, which incorporates directly, or indirectly the training inputs. Besides, the follow-up also takes place at the monthly teachers meet at CRC level and meeting of CRCCs at BRC level.
Future Plan for Teacher Development:
The capacity building of the teachers to attain a desired school level change has been initiated holistically through different training programmes and material inputs.
• The model school approach helps the teachers of others schools of the cluster for professional growth • Need assessment and need based training
68 • Implementation of school development plan with the support of different stake holders namely VEC, mothers group , NGOs, CRCC, BRCC & BLRG etc. • Roving teachers support • Conduct of action research • Distance mode of learning (through learning materials developedby DIET) • Preparation of concept notes by the teachers on emerging issues • Monthly CRC level teachers meet • Mass teachers training • Intra and Inter district exposure • Preparation of different academic materials
G. Improving the functioning of the support structures and institutes:
Efforts are made to provide need-based support to all the support structures and institutes. The types of supports provided to different structures may be summarised as below:
CRC:
• Formation of CRC Zone in needy areas • Intra and inter-district exposure • Roving teacher group support • Mobile class • BRC level CRCC meet • Participation as resource person of various training programmes and workshops • Visits of different level resource persons e.g. state, district, block etc. and support provided by them • Initiation of action research • Discussion about the outcome indicators of the school development plan at the monthly teachers meet • Active participation of VEC, NGO • Participation as resource persons in various programmes conducted by DPEP and other agencies • Participation in state level workshops for strategy development • Broadcast of AIR & TV programmes • State level Workshop for identified weak CRCC • Supply of DPEP news letter AIIBAN & other materials
BRC:
• By-monthly BRCC workshop at the slate level • Conduct of VEC forum meet • Initiation of the need-based training nodally at the block level - need assessment, module preparation and training • Participation at the DLRG/ARG meet at DIET • Participation in district review meet • Intra and inter district exposure • Conduct of action research and various studies
69 • Participation as resource persons in various programmes conducted by DPEP and other agencies • Participation in State/National Level Workshops • Broadcast of AIR & TV programmes • Exposure to other Educational Projects viz. Digantar, Bodh, Ekalabya, Rishi Valley etc. in other states • Implementation of block resource centre development plan • Implementation of Project Cluster • Supply of DPEP news letter A1IBAN & other materials
1)11 I
Six DIETs have been established in Assam in the year 1989. During the course of time another thirteen DIETs have been established. Total number of functional DIETsis 18. Seven of the nine DPEP Districts are having DIETs. The DPEP-Districts of Bongaigaon has DRC and the Karbi Anglong district is yet to establish a DIET. A full flagged Basic Training Center is functioning at Diphu.
Apart from their own Pre-Service and In-Service Training Programme, the DIETS of the DPEP Districts with their seven departments (PSTE, INFAC, ET, WE, DRU, CMD, P&M) have been rewarding resource support in the implementation of various DPEP-Activities in the districts.
Efforts Taken for Strengthening of the DIETS:
• Establishment of 70-seated Hostel (five complete and three under construction) • Library books. • TV, VCR. Dish Antenna, Fox, Telephone, Xerox Machine, Vehicle, Furniture etc. • Financial Support in the form of contingency. • Exposure visit both inside and outside the state. • Participation in national and state level training and workshop. • Playing of role as the ARG/DLRG members. • Conduct of action research. • Conduct of various studies. • Field Visits. • ARG/DLRG Meet. • Playing of role as SLRG. • Conduct of training module preparation workshop. • Participation in the strategy training, materials, development workshop both at state and district level. • Financial support for conduct of various activities and training programme. • Allotment of two Bodo Medium lecturers at the DIET Darrang • Allotment of Lab Schools • Initiation of Institutional Development Plan • Supply of DPEP news letter AHBAN & other materials
70 SCERT
• Sharing in different workshops • Sharing of different support materials • Sharing of DPEP experience • Outside state exposure • Participation in National Level Workshops, TV AIR Programmes • Textbook development, • Support material development and strategy framing • Curriculum development • Separate budget head for SCERT to conduct regular academic support activities under AWP&B • Formation & functioning of State Academic Resource Group under SCERT • Supply of DPEP news letter AHBAN & other materials
Programme Management And Implementation
A. Example of outcome, process, input indicators to tackle district /sub-district level issues:
The idea is that the CRC co-ordinator w'ould make an effort to sort the problems in their monthly meeting with the teachers and VECs itself; and the CRC co-ordinator would send a report on the prescribed format to the Block Resource Centre Co-ordinator. If however there arc any problems which could not be handled in the or by the individual effort of the CRC co ordinators he/she would prepare a brief note on the unresolved problems and send it onward to the BRC co-ordinator: This note is discussed in one of the fortnightly meetings of the CRC co-ordinators in the Block Resource Centre. Here too, in this stage the emphasis is 0 1 1 thrashing out the issues with an effort to finding solutions to the problems. On failing to find a solution at BRC level, the BRC co-ordinator sorts out the problems into academic and non academic categories based on the nature of their contents. The academic problems are referred to the District Academic Resource Group and the non-academic to the Block Level Education Committee and BEEO. The BRC co-ordinator also sends a detailed report on the problems being referred, to the District ARG and BLEC respectively to the Districts Project Office. The DPC with the assistance of the concerned programme officers function as facilitator in solving the problems and also process and consolidate the reports for analysis, evaluation and further action. The District Project Office submits a consolidated report to the State Project Officc on which further interaction takes place.
Prompt action at all levels is crucial to the functioning of the entire response mechanism. Once decisions arc taken 0 1 1 any issue at any level, the information and action taken is conveyed immediately along the entire chain especially to that particular school/VEC'/CRC/BRC where the problem originated. It is emphasised that prompt action is taken and the School/VEC is not kept w'aiting for information for more that 1-2 months.
Whenever at the higher level information is received through the feedback mechanism of decision and solutions at the lower rungs which arc either erroneous or detrimental to the programme etc. corrective action is immediately taken and information conveyed to all concerned.
71 Few examples of such situations are demonstrated below:
Situation Level Action taken The VFC of village ‘X ’ lias received a 1. VFC level Corrects nomenclature. cheque of Rs. 2,000.00 but has failed lo encash it as the local bank says the 2. Cluster Matter discussed and cheque is addressed to the ‘X’ Gaon Level BRCC information Siksha Samittce. 3. Block Level
Situation Level Action taken An Asstt. Teacher of a school 1. VFC level Informs CRCC. has been absent without notice for the last 7 (Seven) days. 2. Cluster level Discusses outcome and decides short-term measure. Informs BRCC. 3. Block level Informs BEEO. Discussion in BLEC monthly meeting and also informs DPO and 4. DPO level VEC Informs DIO and DEEO
Situation Level Action taken Because of the new T/L 1. VEC level Informs CRCC AND methods being implemented in Monitors situation. the lower classes, VFC observes 2.Cluster level Discusses and informs that students of the higher BRCC. classes arc being distracted and 3. Block level consequently suffering Makes effort to find solution academically. like additional classroom and seeks clarifications from CRCC. Discusses in fortnightly BRCC meeting, if necessary places it before the ARG. ARG discusses and finds solution. BRCC informs all ...... concerned
B. Fund Release:
Year GOI GOA
DPEP-I Cumulative Till 31/3/ 2001 8911.00 1297.42 July, 2001 500.00 142.70 DPEP-II Cumulative Till 31/3/2001 8069.71 760.00 July, 2001 1000.00 Nil.
72 C. Availability o f Funds for phase-11 districts
The review of expenditure in DPEP Phase-11 districts have been carried out and submitted to the GOI. The district wise availability of fund out of EFC approved cost and requirement of fund for the remaining period (with enhancement of ceiling on Civil Works) of the programme in these districts are as below:
District Fund Available for period Requirement of fund. w.c.f. 1/8/2001 to 30/6/2003 Barpeta 1445.57 1526.21 Bongaigaon 1 128.47 1274.47 Goalpara 952.58 1 1 14.55 Kokrajhar 1031.19 1291.20 Sonitpur 1667.23 1692.51 State Comp-11 727.62 820.00 Total 6952.66 7718.94
Status O f Programmes In Dpep-I Districts
A. Status with respect to DPEP’s development objectives
As regards progress towards achievement of DPEP goals that is ensuring 100% access, reducing disparities amongst social groups to less than 5%, reducing drop out rate upto 10%, increasing the achievement levels of the students by 25% over Base Line achievement level, capacity building and other outcome indicators, substantial progress has been registered by DPEP Assam except in case of ensuring 100%) access.
To assess the status of access, a House-to-House Education Survey was conducted in January 2001. For analysis of the data, software has been developed. Habitation wise entry into the computer is under progress.
The pedagogical renewal process initiated by DPEP for improvement of quality has resulted in increase of the learning levels of the children. The Mid-term assessment survey conducted for both the phase-1 and II districts has shown improvement of performance in all fields.
As regards the goal of' reducing the disparities amongst gender and social groups, it is seen that there are no disparities amongst the gender in case of enrolment. Regarding disparities in learning achievements, it has been found that almost all districts have achieved the goal with minor differences in a few districts.
H. Change in the Primary Education System
Most of the interventions of DPEP have started paying dividends in the over all system of education. Some of such activities, which have attracted attention and contributing towards the change in the schooling processes and school support system, are being replicated in the entire state.
With the renewed pedagogical approach and emphasis on participatory school management, DPEP has brought the teacher to the centre stage as the principal change agent. Efforts made to professionally equip the teachers using a new training strategy; improved instructional material, on-site academic support and institutional capacity building have shown positive results.
73 Along with teachers the focus on child centric learning and child development has also impacted positively. An innovative intervention in this direction is the formation of student govt, in all schools. The student government now takes active and effective participation in the holistic planning process of the school. The students have developed a sense of ownership to the school. They actively take part in the learning process as well as in other non-academic issues like - absenteeism of co-learners, drop-out, holding PTA meet, convergence with other schools of the neighbourhood.
Revised textbooks that match the activity-based, child-centred pedagogy have been introduced. The assimilation of the new pedagogy (activity based, child-centred) in training and material development in an integrated manner has now become the norm. There has been a significant shift in the approach, content, duration and frequency of the in-service teacher training programmes. More than 29,000 teachers have been provided in-service training. The grant to teachers for development of TLM has not only generated a wide variety of TLMs consistent with the new pedagogical approach but has also helped in the process of teacher empowerment by building their confidence, capacity and developing a greater sense of involvement in the classroom processes.
The pedagogical inputs which are evolved during the course of DPEP internets have been incorporated into the pre-service and in-service teacher training programme of the state. The monthly centre meets of the teachers arc also adopted the practice of academic discussion. This seemed to be a dived influence and hovi/.ontal propagation of the monthly CRC level teacher meet.
The increasing involvement of BRC and CRC personnel in training programmes has ensured that training programmes are relevant to classroom requirement. It has also been ensured that the trainings are relevant to the trainers and responsible for regular academic support to teachers. BRC'Cs and CRCCs have also contributed in establishing a regular monitoring and supervision mechanism. Support coming from SRGs and DRGs constituted under DPEP, in the area of training, academic support, supervision and monitoring has ably supplemented the efforts of the BRC'Cs and CRCCs.
Along with these project functionaries DPEP has also developed a strong Resource Persons Group at all levels. The effective use of the services of these groups at various stages of implementation has facilitated the improvement of the over all delivery system.
The involvement of the block and district level education officials during the implementation process especially in the supervision of the programme has been found to be very useful and productive. This has led to a considerable perceptional change amongst the govt, officials.
In order to elicit best results by enabling the programmes to evolve and retain its dynamic character, support interventions such as improved management practices, decentralised planning, research, monitoring, evaluation and supervision go hand to hand with the programme interventions in DPEP. Capacity building and networking have further reinforced the efforts to optimise programme outputs and ensure sustainability. All these have made a positive impact on the management of over all Primary education system. The Research studies conducted have indicated possible areas of interventions needed for further improvement of the educational system.
74 Realising the difference an appropriate management culture could make in achieving t] goals of UEE, DPEP is working towards institutionalisation of the same, across the primal education system by routing the implementation. For example the introduction of MIS hi brought remarkable change in the database management concept and planning based on dal Planning has become much more realistic and contextual because of the introduction EM IS and PM IS and regular flow of information.
The multi-pronged inputs for improving retention have positively impacted the situation ; per studies conducted. Prior to DPEP there was no system of mainstreaming the left o children. Implementation of AS has resulted not only coverage of around 1.27 lacs out i school children but also mainstreaming of a large number of children.
Another new initiative that has resulted changes in the education system is the introduction i Integrated Education for Disabled Children. The integration of the disabled children in tl mainstream schooling through readiness centres and other motivational and orientatic programmes is a new concept introduced by DPEP. The training of teachers on disabilii concept has brought a remarkable conceptual change amongst the mindset of the teacher Besides the training of community members and home visit programmes ol'IED has brougl awareness and better understanding about the concept of disability and need of the educatic of disable children.
Effectiveness of DPEP interventions in regard to community mobilisation and participant seem promising, as the credibility of the programme has found roots in the communit Instances of community’s initiatives arc clearly seen. The community’s enthusiasm meeting some of the essential supply-side issues has been found encouraging. It is seen th retired teachers, community persons also take classes, apart from their participation on oth' development aspects of the school. Instances are these that the teachers, community pcrsoi from the neighbourhood areas turn-up to observe the class demonstration in a school where the Teaching Learning process is carried out ideally. Community members arc also takir part in the running and enrichment of on effective school library.
VECs have performed their roles in retention and reduction of dropouts. In the latter rol they have assisted in strengthening and maintenance of physical infrastructure of the schoc It is anticipated that the VECs would gradually emerge as a viable village institutio addressing a range of human development issues at the village level. The govt, of Assam hi also accepted the viability of the VECs and constituted VECs in the entire state. The recei initiatives of the govt, for entrusting the VECs to implement some of the major central! sponsored schemes can be cited as an example of the success of DPEP in effecting the systei of primary education.
Women’s participation in activities, through VECs and other village-based organisatioi launched by DPEP or Mahila Samakhya has been influential in focusing on the need c Women empowerment and Girls’ education.
Teleconference Programme had been conducted for the first time for the cause of Primal education and this has definitely changed the perceptions of the training options in th educational scenario. Besides, the Self Instructional Materials, Supplementary Readin materials, Video demonstration on Good Classroom Practices developed for the teachers go long way in the efficient handling/management of classroom situations and enhancement c the Learning Levels of the children. The participation of the Educational Administrator:
75 DIET and SCERT faculties has opened new avenues to be explored in future educational endeavours.
The role and importance of Primary Education has got wider dimension because of the extensive use o f AIR (All India Radio ) and TV.
The experience of DPEP has shown that the importance of ECE in realising the UEE objectives and continuous supply of quality inputs to the primary section is enormous. ECE in Assam has proved to be a successful pre school intervention as it has been able to bring about a holistic due & desired change/developments in the children besides school readiness. Various in house studies have shown that there exists a remarkable difference between the children of ECE & non-ECE background. ECE intervention has also resulted in a replicable, viable & successful model. It may be noted that inspite of the absence of the incentive components it has proved more successful than ICDS & parents would prefer bringing their wauls from distant places to admit their children in ECE centres. Most of the community members, MG, SMG have volunteered to continue the ECE centres even after the project period.
For the first time the concept of research in primary education has been introduced and popularised by DPEP. Follow-up and continuance of the research programmes would have a definite impact on the over all education system. The practice of Action Research by the teachers and other practitioners will also impact on the classroom process.
Significant improvement in terms of Infrastructural improvement has been registered. The iitlisation of the 24% of the EFC cost for civil works has a visible impact in the district. For example schools without drinking water facilities has come down to 44% in 2000-01 from 67% during 1997-98. Similarly schools without toilet has come down to 79% in 2001 form 90% in 1997.
C. Implementation Status o f various components:
Most of the major interventions of different components have been successfully implemented so far. However, the irregular flow of fund has caused delay, subsequent rescheduling and reduction of targets in many cases. In-fact in last three years only half the approved budget had been received. The targeted resource institutions viz. CRC, BRC, AS, ECE centres have been opened. Physical and institutional supports are being provided as per need. 90% of the civil works have been completed. The training of teachers and VEC members have been organised on a number occasions. However, due to non-availability of qualified personnel the targeted expansion on IED could not take place. The detailed component wise status has been reported in the JRM State Report Part-I & II.
D. Studies undertaken/planned for final evaluation
Final evaluation studies undertaken by MHRD are being implemented by DPEP Assam. From state level it has been decided to undertake a dropout study.
76 E. Commitments made bv the state Govt, on sustainability:
The Government of Assam in Education Department has already constituted the Village Education Committees in all non-DPEP districts, formed the DLRG taking the DIETs/BTCs as key institutions and BLRG in the Blocks to assist the primary schools in academic matters. The practice of monthly teachers meeting at the CRC level and to discuss academic matters has also been started in the Non-DPEP districts at Block level though in a very limited scale. Further, the GOA has agreed in principle to collect school level data through the DISE format presently used in DPEP and to plan on the basis of the EMIS data thus generated.
In addition to the above which is in a way shows the commitment of the GOA towards adopting the practice in the programme (DPEP), the onset of the SSA will fully integrate the mainstream education to the methodology followed under DPEP.
F. Utilisation of Excess Fund
During 2000-01, a proposal was submitted to GOI to increase the EFC Cost of DPEP-I districts as a whole by an amount of Rs. 286.19 Lacs. The GOI has approved the proposal now. Though there was district wise figure, yet while the Final AWP&B 2001-02 of DPEP-I districts and State component s made, it has been seen that some variation in requirement of excess fund arises. For example while the computation of the cxccss fund requirement was done, it was seen that Darrang will need only 95.28 Lacs in cxccss of already approved EFC while Dhubri will need Rs.223.94 Lacs and State Component Rs. 266.46 lacs. However, after the Final AWP&B 2001-02 is prepared, the actual requirement of fund district wise will be as under:
Darrang- Rs. 157.29 Lacs Dhubri Rs. 266.40 Lacs State Component; Rs. 119.94 Lacs.
Likewise the savings in Morigaon and Karbi Anglong, which was estimated at Rs. 34.77 Lacs & Rs. 264.71 Lacs, respectively which stood at Rs. 136.34 Lacs and Rs. 121.10 Lacs.
The district wise and component wise allocation of the excess fund arc as follows:
Component State Darrang Dhubri Civil Works 27.43 Training Cost 20..00 12.00 55.00 Workshop/Seminar 35.00 5.00 42.00
Books & Libraries 10.00 -- Salaries of Staffs 25.00 92.57 140.00 Consumables ( including School Infrastructure giant, 29.94 20.29 29.39 Honorarium etc) Total 119.94 157.29 266.39
77 Besides above it has also been planned to utilise an amount of Rs.29.90 crores in 14 non- DPEP districts. The summary of the component wise plan of expenditure is given below:
District. Component M ajor Activities. Amount. Programme Additional Staff required 14 Non- Management a)State Consultant- =1 1 12.38 DP EP b)FAO in all Non-DPEP districts-14 Districts: c)BRCC in all 77 Blocks =77 d)C’RCC =1400 Nalbari Teachers Training Teachers Trainiing for Non- DPEP Districts Kamrup 1. Lower Primary School Teachers 595.58 Nagaon 2. Provision of Resource Materials for 64.295 Golaghat DLRG/DIET Faculties etc( Non-DPEP) Jorhat 3. Provision of Work Book for Students 210.48 Sibsagar 4. Carrying Charge for Supplying Resource 14.00 Dibrugarh Materials& Work Books to Blocks of different Tinsukliaa districts. Dhcmaji 5. Workshop for Module [’reparation at SPO, 10.00 Lakhimpu DPEP, Assam r Cacliar Community VEC Members Training( Non-DPEP) 215.922 Karimganj Participation 1 lailakandi Schooling Facility 1. School Infrastructure Grant & TLM Grant to 662.56 North all schools( Non DPEP) Cacliar 2. Library books to school. 440.49 Mills 3. Supply of computer system, TV, VCR & Dish 66.00 Antenna 4. Provision of furniture to existing L.P. School 574.56 5. Strengthening of Library in DIET & BTC in non DPEP Districts 6.00 Supervision and Monitoring 18.00 k Total for 2001-02 2990.267 BASIC INFORMATION Name of the Project District Primary Education Programme - III (DPEP-III) Date of Commencement 2nd October, 1997 Date of Completion 31st March, 2003 Duration 5 Years Implementing Agency Bihar Education Project Council, Patna EFC Approved Cost 435.35 Crores * Districts Covered 11 Educational districts (20 revenue districts) Population Covered 3,79,22,176 (45.75% of State) Literacy Rate : (a) Persons 47.08 % (State : 47.53%) (b) Male 59.58 % (State : 60.32%) (c) Female 33.25 % (State : 33.57%) Highest Literacy Rate - Patna 63.82 % (Non- DPEP District) Lowest Literacy Rate - Kishanganj : 31.02 & ( DPEP District) Average decadal (1991-2001) growth of literacy DPEP districts 10.90% Non-DPEP-districts : 9.88 % No. of Habitations : 33,947 ( 30.57 % of State) Habitations having Govt. School & ALS : 24,091 (70.97 % of State) Total Schools with Primary Classes : 24,335 (DPEP) Total Primary School Teachers in DPEP Districts (In Position) : 67,215 Pupil Teacher Ratio (PTR) : 1:57
* Includes Rs. 2802.350 lakhs o f State Component of undivided Bihar. ( ( In % ag 20.00 25.00 40.00 45.00 30.00 35.00 50.00 10.00 10.00 15.00 Objective 1 Objective 0.00 5.00 ' • Out of School Children; School of Out • Out of School Chidren ( With ALS & Jagjagi ) &Jagjagi ALS (With Chidren School of Out : Progress towards achievement of programme of achievement towards :Progress objectives and outcome indicators outcome and objectives CN Projected Population & Enrolment 11 DPEP-III districts covering 20 revenue districts SI.No. DISTRICTS Project Enrolment Out of % Out of Out of Govt. % Out of Population Govt's Govt's Schools & Govt. (06-11) Schools Schools ALS +Jagjagi Schools & Children Children Children ALS+Jagja gi Children Govt. ALS Jagjagi TOTAL Schools Schools Centres
1 Bhagalpur 527165 383817 5164 388981 143348 27.19 138184 26.21 2 Bhojpur 507922 368503 5731 355 374589 139419 27.45 133333 26.25 3 Darbhanga 443637 262646 2967 949 266562 180991 40.80 177075 39.91 4 Gaya 468259 344951 4883 440 350274 123308 26.33 117985 25.20 5 Munger 548442 398355 4816 403171 150087 27.37 145271 26.49 6 Muzaffarpur 549627 426658 6072 1973 434703 122969 22.37 114924 20.91 7 Purnea 809765 • 419579 5888 425467 386186 47.93 380298 47.20 8 Rohtas 436526 387286 7271 1341 395898 49240 11.28 40628 9.31 9 Sitamarhi 449292 310656 4207 3047 317910 138636 30.86 131382 29.24 10 Vaishali 402720 264570 4363 268933 138150 34.30 133787 33.22 11 West Cham para 399602 247486 7289 2137 256912 152116 38.07 142690 35.71 TOTAL 5538957 3814507 58651 10242 3883400 1724450 31.13 1655557 29.89 • Out of School Children
Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM
Identification of The percentage of Out of Household survey has Household survey Balpanji System out of school Govt's School Children is already been started. initiated to know the will be re children 31% & that of out of Thereafter, enrolment drives, status of children in installed. Village Govfs, Jagjagi & ALS special compaigns, Lok- Govt., ALS & Private Education Plan schools children is 30%. Chetna exercises will be Schools and out of & School The number of children not accelerated to increase school children. Development enrolled in Govt's Schools, enrolment in schools Plan will be Jagjagi & ALS varies prepared from 9.3% in Rohtas to 47% in Pumea. Objective# : Progress towards achievement of programme objectives and outcome indicators
• Enrolment In Schools;
%age Enrolment of Class I w.r.t Total Enrolment
45%
40%
35% | I 30% J
m 1996-97 25% E22 1997-98 m 1998-99 20% ^ 1999-00 ■ 2000-01 15% j
1 0%
5% ■I
0 % r Total Girls SC ST Source : DISE data 2000
S i Enrolment In Schools ( Class-I Enrolment w.r.t. Total Enrolment )
SI. Districts Year Enrolment (All Enro ment (Girls) Enrolment (SC) Enrolment (ST) No. Total Class-I %age Total Class-I %age Total Class-I %age Total Class-I %age
1 Bhagalpur 1996-97 418023 148613 36% 163485 64451 39% 56188 22561 40% 14296 5548 39% 1997-98 427825 127985 30% 170059 53926 32% 55242 17088 31% 12440 4593 37% 1998-99 432927 115539 27% 177745 50136 28% 56302 17138 30% 12129 3902 32% 1999-00 397242 95176 24% 165001 40208 24% 45212 12790 28% 9614 2461 26% 2000-01 383817 103054 27% 159386 44416 28% 49127 13106 27% 11494 3036 26% 2 Bhojpur 1996-97 323660 122286 38% 128496 51140 40% 47115 20194 43% 2661 1165 44% 1997-98 390374 166205 43% 161332 73179 45% 61978 30085 49% 2104 914 43% 1998-99 404318 167342 41% 173733 76203 44% 63785 28688 45% 3066 1389 45% 1999-00 374129 131113 35% 162370 59127 36% 60369 23277 39% 2270 786 35% 2000-01 368503 123710 34% 161970 55369 34% 58761 21799 37% 667 321 48% 3 Darbhanga 1996-97 262435 99200 38% 93758 38204 41% 41417 16843 41% 13 6 46% 1997-98 321988 126187 39% 122099 51504 42% 48025 19652 41% 764 261 34% 1998-99 303604 88972 29% 115755 35360 31% 45631 13677 30% 56 6 11% 1999-00 257166 67559 26% 96582 25884 27% 40414 11409 28% 44 17 39% 2000-01 1 262760 71183 27% 99740 27184 27% 43778 12890 29% 222 40 18% 4 Gaya 1996-97 262308 101018 39% 102213 40891 40% 82156 34894 42% 405 206 51% 1997-98 320872 150040 47% 130358 5 63603 49% 93801 46232 49% 47 23 49% 1998-99 307847 129494 42% 128331 56323 44% 88352 38525 44% 22 16 73% 1999-00 301896 124150 41% 129377 54929 42% 89322 39568 44% 128 82 64% 2000-01 344951 137796 40% 150560 61732 41% 104503 43803 42% 48 24 50% 5 Munger 1996-97 343727 124665 36% 129421 48876 38% 52365 20554 39% 6452 2734 42% 1997-98 352071 126064 36% 134614 50290 37% 53631 21210 40% 7075 2943 42% 1998-99 348166 115129 33% 137874 47862 35% 51285 18067 35% 6504 2373 36% 1999-00 387772 133119 34% 155980 55411 36% 60193 22867 38% 8413 3307 39% 2000-01 398355 122142 31% 164075 51908 32% 62552 21469 34% 7936 2833 36% 6 Muzaffarpur 1996-97 390622 153662 39% 157638 62814 40% 67650 26739 40% 249 76 31% 1997-98 416883 173608 42% 171544 72581 42% 68719 29611 43% 362 144 40% 1998-99 403909 160870 40% 169804 69325 41% 67076 28314 42% 39 17 44% 1999-00 414861 160131 39% 175755 69028 39% 71672 31060 43% 1 1 100% 2000-01 426658 162573 38% 185287 72184 39% 71150 27876 39% 20 15 75% ( Class-I Enrolment w.r.t. Total Enrolment )
SI. Districts Year Enrolment (All Enro ment (Girls) Enrolment (SC) Enrolment (ST) No. Total Class-I %age Total Class-I %age Total Class-I %age Total Class-I %age
7 Purnea 1996-97 399327 128820 32% 137368 48909 36% 55838 18143 32% 14837 4563 31% 1997-98 409518 123948 30% 139792 43765 31% 53405 15623 29% 4398 1139 26% 1998-99 399717 108026 27% 139513 40121 29% 54281 14588 27% 12268 3061 25% 1999-00 413260 120004 29% 146955 45439 31% 54593 16117 30% 11284 3243 29% 2000-01 419579 120229 29% 151569 46375 31% 59993 19872 33% 13954 4718 34% 8 Rohtas 1996-97 352186 124446 35% 146647 53767 37% 70572 27893 40% 3868 1504 39% 1997-98 365784 127611 35% 153899 55519 36% 72293 28251 39% 3791 1350 36% 1998-99 354966 111905 32% 152655 50123 33% 69519 24387 35% 3057 949 31% 1999-00 369031 124299 34% 160186 57332 36% 76201 29313 38% 3279 890 27% 2000-01 387286 127399 33% 171158 57934 34% 83577 30986 37% 3876 1665 43% 9 Sitamarhi 1996-97 339648 158223 47% 126984 63442 50% 47865 20643 43% 0 0 1997-98 354193 150749 43% 133752 60831 45% 45780 18469 40% 2 2 100% 1998-99 298959 116030 39% 113818 47234 41% 34106 13310 39% 2 2 100% 1999-00 300759 98135 33% 115044 39073 34% 37519 12619 34% 2 2 100% 2000-01 310656 102098 33% 120481 4127'3 34% 40495 14162 35% 2 2 100% 10 Vaishali 1996-97 279851 107228 38% 110194 43987 40% 55935 23375 42% 0 0 1997-98 282506 96752 34% 111424 39410 35% 54070 19981 37% 61 27 44% 1998-99 277665 89223 32% 114949 38152 33% 52878 19071 36% 455 150 33% 1999-00 241957 70510 29% 101606 30275 30% 48141 15172 32% 249 76 31% 2000-01 264570 82019 31% 113139 35714 32% 57172 20116 35% 60 10 17% 11 West 1996-97 320816 101157 32% 116367 34887 30% 60974 14401 24% 4323 1382 32% Chamaparan 1997-98 285433 126300 44% 95493 44960 47% 39410 16605 42% 2905 1178 41% 1998-99 257062 100281 39% 89641 37779 42% 36624 13402 37% 2344 678 29% 1999-00 231743 84439 36% 80670 30765 38% 34250 12164 36% 1812 714 39% 2000-01 247486 98163 40% 89010 36920 41% 40061 16327 41% 2150 1030 48% 1996-97 3692603 1369318 37% 1412571 551368 39% 638075 246240 39% 47104 17184 36% 1997-98 3927447 1495449 38% 1524366 609568 40% 646354 262807 41% 33949 12574 37% TOTAL:: 1998-99 3789140 1302811 34% 1513818 548618 36% 619839 229167 37% 39942 12543 31% 1999-00 3689816 1208635 33% 1489526 507471 34% 617886 226356 37% 37096 11579 31% 2000-01 3814621 1250366 33% 1566375 531009 34% 671169 242406 36% 40429 13694 34%
Source : DISE Data Enrolment In Schools
Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM Class-I Enrolment is 1. Lack of Access 1. Opening Alternative Schools & Block wise analysis of To scale-up micro planning showing a EGS Schools trends in enrolment has (Lok Chetna); to strethen decreasing trend been done by DLOs & VEC by providing monthly while population of report disseminated to orientation training 2. Lack of infrastructure in 2. Ciul works wz construction of children is BRCs, CRCs & schools new schools, additional increasing Schools. GOB is in classrooms are expedited process of formalising 3. High PTR; Increased from 52 3. Matter is reported to Gov*. to the Act for appointment to 57 appoint teachers. Govt, is in the of para teachers process of finalisation of para teachers scheme 4. Closure of schools due to 4. Govt's circulars have been teachers strike, general issued not to involve teachers in elections, census & other other works except general survey work. elections & Census
Class-I Enrolment vs Class-I enrolment has come Mid-day meal scheme, Incentive Districts have Village Education Total Enrolment down from 37% in 1996 to 33% Allowance & distribution of free disseminated block Committee will monitor in 2000 w.r.t. total enrolment. text books have been intensified to wise data to BRCs, school activities & their The same in the case of Girls : - increase Class-I enrolment. New CRCs & Schools to management. To invelve 39% to 34%, SC 39% to schools are being contructed to make efforts in PRI in school management 36%, S T 36% to 34%...... retain Class-I enrolment. Special increasing enrolment and enrolment drives Percentage of girls & SC campaigns (Maa-Beti Mela, Bal enrolment is better than the Mela etc.) are being organised to general enrolment achieve gender & social equity. _ sV9dV0H3°N3° iN3WloaN3 N Index of Gender Equity
87
1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 ( ( In thousa Objective T Objective 120000 1 ooooo 0 0 0 0 8 ; 0 0 0 0 4 0 0 0 0 6 20000 %age transition to formal Schools. formal to transition %age • Enrolment in A.S/Bridge courses/camps and and courses/camps A.S/Bridge in Enrolment • 1 5 6 8 5 ALS : Progress towards achievement of programme of achievement towards : Progress objectives and outcome indicators outcome and objectives Enrolment in AS/Bridge Courses AS/Bridge in Enrolment Jagjagi 2 4 2 10 Bal Jagjagi Bal 18300 20421 ECE 107614 iHtlttttf iHHIIill Total ( In %) 40% 20% 30% 50% 60% 70% 80% 10% 0% i rn " ^-i— i nr i n T aeTasto rmA/rdeCusst Fra Schools Formal to Courses AS/Bridge from Transition %age ALS i' Jagjagi 1o2% BalJagjagi 71% 22 ECE % Total 25% ( In absolute num bers) 10000 14000 12000 16000 18000 000 4 2000 6000 8000 0 6777 DO * Includes ALS, Jagjagi, Bal-Jagjagi & ECE Children ECE & Bal-JagjagiJagjagi, * IncludesALS, 8412 0Q 6030 Q SI sz hnrolment in AS/Bridge Courses AS/Bridge in hnrolment 03 ro c C5 ro 8788 6089 I 3 N re Q. zs 6731 Q. □ E a> re 14736 0 JC a W O t 13660 c/3 S E (0 5992 > £ re (A (0 %age transition to formal schools from AS
70% |
59% 60% j
50% |
40% i j
30%
20% :
10% ;
0% Transition from AS/EIridge courses to Formal Schools Districts Enrolment Transition %age T ransition ALS Jagjagi Bal ECE Total ALS Jagjagi Bal ECE Total ALS Jagjagi Bal ECE Total Jagjagi Jagjagi Jagjagi
Bhagalpur 5164 1613 6777 39 39 0% 2% 1% Bhojpur 5731 355 818 1508 8412 87 33 18 417 555 2% 9% 2% 28% 7% Darbhanga 2967 949 980 1134 6030 205 110 315 7% 0% 0% 10% 5% Gaya 4883 440 535 2930 8788 466 751 1217 10% 0% 0% 26% 14% Munger 4816 1273 6089 563 322 885 12% 25% 15% Muzaffarpur 6072 1973 3295 2405 13745 156 550 1256 963 2925 3% 28% 38% 40% 21% Purnea 5888 843 6731 450 450 0% 53% 7% Rohtas 7271 1341 3170 2954 14736 115 1154 6901 518 8688 2% 86% 218% 18% 59% Sitamarhi 4207 3047 4361 2045 13660 832 2625 1461 200 5118 20% 86% 34% 10% 37% Vaishali 4363 1629 5992 92 139 231 2% 9% 4% W.Champarar 7289 2137 5141 2087 16654 402 1986 3383 671 6442 6% 93% 66% 32% 39% TOTAL 58651 10242 18300 20421 107614 2918 6348 13019 4580 26865 5% 62% 71% 22% 25% • Enrolment in A.S/Bridge courses/camps and %age transition to formal Schools
Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM Some of large habitations having i. These schools have various textbooks Under EGS required of Explored the possibility for Rs. 500/- TLM grant children of age group 6-11, have demand developed based on fast pace of learning. centres are planned to be provision of grant to AS prouded in AWP&B 2001 for Formal School Education. Apna Particularly children of 6 -11 age group opened to centre the need of teacher for instructional 02 Schools does not fulfill the asprlations of comparable to class-V of formal schoo!. school children Aid the target group ii. Timing and duration are flexible and depends upon the Mata Samitis iii. Supervrfsion/Evaluation comparable to formal school Apna/Angana School face Most of the Apna/Angana Schools are in Provisions are being made to Provision of school Rs. 2000/- SDG provided in accomodation problem as well as they the habitations of disadvantaged and provide shelter grant & school development grant to AWP&B 2001-02 lack basis activities of sitting, face lilt deprived community. Although Mata Samiti development grant to these instructors etc. which adversely affects the provides space for running of these Apna/Angana Schools. teaching learning process schools, these schools are mostly run either In cattle shed or in the verandah of some person. Time & again the place remains shifting.
Oidis (Instructors) of Apna & Angana Activity based teaching learning, Grant for TLM as in case of Opportunities for the Detailed procedure (or School depend mostly on the actNty particularly In multigrade/multi level school teachers be provided continuation of learning for mainstringing of children based teaching learning. Low cost and situations require very much flexibility on to instructor students from Apna & has been evolved and is in other teaching learning materials are the part of teacher to adopt versatile Angana Vidyalaya being use. adequate to support this methodology methods & measures to themselves explored adequately
Children hardest to reach have no proper Varied nature of the children working in Innovation projects/schools access. difficult clrcumestance require very flexible are to be started viz street timing and proper access strategy children, sex-workers, migrating children, working children etc.
For the qualitative^ equatable Additional reading material & textbooks Provision of additional reading achievement in the children of Apna & based on contexual matter are of help material and regular revision Angana schools complete=set of and trial of textbook are being reading/writing material Is |o be prodded done Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM Out of school Most children are lacking * Introduction of school readiness * Introduction of school c h ild re n school readiness as well as p a cka g e . readiness programme motivation to come to school & their parents also need * Starting Balverg in school * Starting of Balverg in the motivation. campus or adjacent area campus of school or in the vicinity E n ro lm e n t in Where there is ECE/AW * Opening of Balverg in school Opening of Balverg on Opening of Balverg. s c h o o ls centres the enrolment in school campus or adjasent areas pilot basis & merger of Scaling up of ECE centres is high ECE Centres into ICDS after its merger in ICDS * Scalling up of ECE Centres centres (convergence with ICDS P ro g ra m m e )
Enrolment in ECE Where there are ECE Centres/ Opening of more & more ECE Opening of Balverg in Starting of Balverg, c e n tre s & AW Centres the percentage of centres/ Balverg/ Introduction of one CRC & Introduction Introduction of school percentage of transaction to formal schools in school readiness programme etc. of school readiness readiness programmes & transaction to formal very high. The transaction from programme on pilot scaling up of ECE centres sc h o o ls ECE centres districtwise is basis a tta c h e d
Improvement in Children who comes directly in Our strategy is to cover all Convergence with ICDS * After merger of ECE students learning the schools have low level of children under any ECE centres into ICDS/ AW level le arn ing p ro g ra m m e centres scaling up of E C E centres * Opening of Balverg * Starting of school readiness programme.
■?) Jagjagi Centres
Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM Less Information Retention of these learners Constant contact with the A survey in under Special study centres and about children in formal schools need to learners who have enrolled progress to trace each camps for the learners. enrolled in schools be studied. The learners their names in formal schools of the learners who ha\e from these centres need special coaching in from Jagjagi and Baljagjagi enrolled their names in and their retention. this studies. through the medium of the formal schools from Such children find it 'Kishori Manch' and these centres. difficult to cope with ’Balchaman' and the the school standards monitoring with the help of Mahila Samooh. IED Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM Working in limited Need to expand the area of To expand in 4 blocks in each Survey, identification To further expand the no. area w o rk d is tric ts etc. in 4 blocks of each o f b lo c k s district being done
Community & Special inputs on sensitization Special training to be imparted to 3 Resource Persons To sensitize the teachers less to be given teachers/community identified in each district community about the sensitive towards & gi\en special training needs of these children the need of such ch ild re n Lack of Access of Need for special construction in To build such structures which Construction of ramps To identify problem areas school facilities to schools especially for would facilitate access in schools for such & try to address them such children orthopedically handicapped ch ild re n Inadequate supply of Purchase difficult, need to Contacting and liasoning with Obtained positive To increase access to supplementary aids contact other support agencies such agencies/institutions response from such more children to such children supplying such aids institutions, able to obtain aids for children with special needs Objective 1 : Progress towards achievement of programme objectives and outcome indicators
• Information on students attendance and retention class-wise and the overall completion rate (Class I to IV/V); Overall Completion Rate (1996 Vs 2000)
35
30
25
20
( In %) □ 1996 15 @2001
10
0 Total Girls SC Source : Data of 1996 based on Perspective Plan Data of 2000 based on DISE V Transition from Class I to II
68
□ 96-97 □ 97-98
□ 99-00
Girls SC Source : DISE data Transition from Class I to III
Total Girls Source : DISE data Transition from Class I to IV
45 40 40
35
30
T 2 5 □ 96-99 c 3 20 □ 97-00 15
10
5
0 Total Girls SC Source : DISE data '^..naa wis^sveiemiori anc uvem.... i^ompieuon . K a i e ^ i a s s 1 10 j l v a v ;
SI.No. Districts Year Total Enrolment T ransition/Comple tion
I II III IV V l-ll Mil l-IV l-V
1 Bhagalpur 1996-97 148613 83248 69894 60575 55693 1997-98 127985 104214 76826 63392 55408 70% 62% 50% 37% 1998-99 115539 101942 91497 67740 56209 80% 65% 51% 1999-00 95176 86224 83539 73792 58511 75% 67% 2000-01 103054 82590 77190 65894 55089 87% 2 Bhojpur 1996-97 122286 63698 52356 44828 40492 1997-98 166205 73838 58104 49015 43212 60% 52% 42% 37% 1998-99 167342 79828 63136 50269 43743 48% 39% 33% 1999-00 131113 83812 64461 51857 42886 50% 41% 2000-01 123710 77152 68857 54103 44681 59% 3 Darbhanga 1996-97 99200 53518 42676 34977 32064 1997-98 126187 74478 51284 38259 31780 75% 60% 43% 37% 1998-99 88972 77571 59864 42839 34358 61% 43% 36% 1999-00 67559 60347 54754 42718 31788 ' 68% 59% 2000-01 71183 56253 52737 45514 37073 83% 4 Gaya 1996-97 101018 47737 41486 37094 34973 1997-98 150040 56018 44292 37690 32832 55% 46% 37% 35% 1998-99 129494 62160 46227 37621 32345 41% 32% 30% 1999-00 124150 61706 47998 37421 30621 48% 44% 2000-01 137796 71521 56449 44265 34920 58% * 5 Munger 1996-97 124665 63943 56249 51107 47763 1997-98 126064 72325 57432 50339 459111 '• 58% 51% 46% 42% 1998-99 115129 73002 63729 51527 44779, 58% 54% 49% 1999-00 133119 80386 68280 57814 48173 ; 70% 63% 2000-01 122142 89827 72859 61296 52231 ■ 67% 6 Muzaffarpur 1996-97 153662 81186 61995 51695 42084! 1997-98 173608 83192 64641 51159 44283) 54% 42% 34% 28% 1998-99 160870 89645 64580 49270 39544 ; 52% 41% 32% 1999-00 160131 90123 70863 52800 40944 56% 45% 2000-01 162573 94028 71791 55031 43235 59% Source : DISE Data Class wise Retention and Overall Completion Rate (Class I to IV/V)
SI.No. Districts Year Total Enrolment Transition/Comple tion I II III IV V I-II l-lll l-IV l-V 7 Purnea 1996-97 128820 84101 71738 61127 53541 1997-98 123948 93286 75860 63347 53077 72% 62% 51% 41% 1998-99 108026 92548 80217 64668 54258 75% 65% 53% 1999-00 120004 94981 80806 65462 52007 88% 77% 2000-01 120229 97131 i 83097 65976 53146 81% 8 Rohtas 1996-97 124446 71225 ! 59306 51220 45989 1997-98 127611 76102 f 61556 53092 47423 61% 52% 43% 39% 1998-99 111905 77649 64195 53758 47459 61% 49% 46% 1999-00 124299 79217 63040 53641 48834 71% 62% 2000-01 127399 83286 69515 58170 48916 67% 9 Sitamarhi 1996-97 158223 67263 47750 37465 28947 1997-98 150749 78577 53244 39205 32418 50% 31% 27% 22% 1998-99 116030 72212 49097 33963 27657 48% 39% 30% 1999-00 98135 69029 58489 42209 32897 59% 49% ! 2000-01 102098 70400 57377 45966 34815 72% 10 Vaishali 1996-97 107228 59852 43745 36324 32702 1997-98 96752 64144 51420 39114 31076 60% 49% 36% 32% 1998-99 89223 60267 52201 41974 34000 62% 48% 43% 1999-00 70510 55696 46638 38239 30874 62% 57% 2000-01 82019 55785 50525 41464 34777 79% 11 West 1996-97 101157 80230 61484 50909 27036 Chamaparan 1997-98 126300 57076 42435 32611 27011 56% 41% 31% 25% 1998-99 100281 58759 41792 31991 24239 47% 33% 26% 1999-00 84439 50291 41728 31109 24176 50% 40% 2000-01 98163 50465 40501 32976 25381, 60% 1996-97 1369318 756001 608679 517321 441284 1997-98 1495449 833250 637094 517223 444431 61% 49% 40% 34% TOTAL:: 1998-99 1302811 845583 676535 525620 438591 57% 46% 38% 1999-00 1208635 811812 680596 547062 441711 62% 54% SOMU 7nnaan A R d 2R4 R9% I-II I-II! l-IV l-V 1 II III IV V 1 Bhagalpur 1996-97 64451 32128 ' 25769 21748 19389 1997-98 53926 43098 29716 23304 20015 67% 58% 47% 33% 1998-99 50136 43192 37542 26170 20705 80% 65% 50% 1999-00 40208 36911 35206 30044 22632 74% 64% 2000-01 44416 34827 31934 26787 21422 87% 2 Bhojpur 1996-97 51140 25451 20328 17082 14495 1997-98 73179 30623 22895 18748 15887 60% 51% 42% 36% 1998-99 76203 34880 26265 19875 16510 48% 38% 32% 1999-00 59127 37422 27612 21459 16750 49% 40% 2000-01 55369 34826 30404 23077 18294 59% 3 Darbhanga 1996-97 38204 18877 14503 11930 10244 1997-98 51504 28254 18532 13214 10595 74% 59% 41% 36% 1998-99 35360 30620 22548 15405 11822 59% 40% 33% 1999-00 25884 23264 20722 15563 11149 66% 57% 2000-01 27184 21325 20252 17091 13888 82% 4 Gaya 1996-97 40891 18804 16197 13867 12454 1997-98 63603 22645 17325 14495 12290 55% 46% 37% 35% 1998-99 56323 26096 18749 14767 12396 41% 32% 29% 1999-00 54929 27006 20302 15110 12030 48% 43% 2000-01 61732 31426 24422 18739 14241 57% 5 Munger 1996-97 48876 24109 20929 18727j 16780 1997-98 50290 27920 21422 18555 16427 57% 51% 45% 41% 1998-99 47862 29611 248691 19402 16130 59% 54% 49% 1999-00 55411 33476 27238 22001 17854 70% 63% 2000-01 51908 37837 30000 24450 19880 68% 6 Muzaffarpur 1996-97 62814 32859 25791 20338 15836 1997-98 72581 34048 26351 21065 17499 54% 42% 35% 29% 1998-99 69325 37826 26586 19874 16193 52% 41% 32% 1999-00 69028 38863 29710 21740 16414 56% 44% 2000-01 72184 41269 30316 23410 18108 60% Source : DISE Data Class wise Retention and Overall Completion Rate (Class I to 1V/V)
SI.No. Districts Year Girls Enrolment T ransition/Completion Ml Mil l-IV l-V I II in IV V 7 Purnea 1996-97 48909 28790 23591 19557 16521 1997-98 43765 32888 25640 20748 16751 67% 57% 45% 36% 1998-99 40121 33077 275695 21300 17320 76% 64% 52% 1999-00 45439 34590 28134 22042 16750 86% 74% 2000-01 46375 35614 29582 22583 17415 78% 8 Rohtas 1996-97 53767 29559 24543 20783 17995 1997-98 55519 32155 23*57 21974 18794 60% 51% 41% 38% 1998-99 50123 33762 27251 22118 19401 61% 48% 45% 1999-00 57332 34087 26612 22288 19867 68% 61% 2000-01 57934 37128 30520 24911 20665 65% 9 Sitamarhi 1996-97 63442 24702 17623 12117 9100 1997-98 60831 29103 19153 14084 10581 46% 28% 24% 20% 1998-99 47234 27191 17695 12136 9562 45% 36% 28% 1999-00 39073 27195 21829 15540 11407 58% 47% 2000-01 41273 27327 21989 17065 12827 70% 10 Vaishali 1996-97 43987 23572 16879 13732 12024 1997-98 39410 25937 20304 15150 10623 59% 49% 36% 33% 1998-99 38152 25545 21379 16788 13085 65% 50% 44% 1999-00 30275 23870 19564 15688 12209 63% 57% 2000-01 35714 23864 21739 17523 14299 79% 11 West 1996-97 34887 28140 21299 17097 14944 Chamaparan 1997-98 44960 18970 13442 10125 7996 54% 39% 29% 24% 1998-99 37779 20857 13698 9929 7378 46% 32% 25% 1999-00 30765 17776 14343 10202 7584 47% 38% 2000-01 36920 18212 14248 11292 8338 59% 1996-97 551368 286991 227452 186978 159782 1997-98 609568 325641 240237 191462 157458 59% 48% 38% 33% TOTAL:: 1998-99 548618 342657 264277 197764 160502 56% 45% 37% 1999-00 507471 334460 271272 211677 164646 61% 52% n d .nuHJT o a ^ tec ncnr ir OOROOfl •117Q1T7 CCO/. SI.No. Districts Year* SC Enrolment r ransition/iCompletion
I-II l-lll l-IV l-V I II III IV V 1 Bhagalpur 1996-97 22561 10978 8850 7259 6540 1997-98 17088 14407 9450 7795 6502 64% 53% 35% 31% 1998-99 17138 12584 11868 8081 6631 74% 52% 48% 1999-00 12790 9851 8810 7904 5857 57% 58% 2000-01 13106 10756 L_ 10004 8225 7036 84% 2 Bhojpur 1996-97 20194 9089 7070 5774 4988 1997-98 30085 11431 8422 6683 5357 57% 46% 37% 29% 1998-99 28688 13322 9308 6866 5601 44% 34% 26% 1999-00 23277 13708 10303 7500 5581 48% 37% 2000-01 21799 12423 '10682 7901 5956 53% 3 Darbhanga 1996-97 16843 8019 6200 5348 5007 1997-98 19652 11331 7086 5400 4556 67% 57% 38% 34% 1998-99 13677 12137 9610 5669 4538 62% 44% 38% 1999-00 11409 9472 8710 6477 4346 69% 61% 2000-01 12890 9385 8399 7391 5713 82% 4 Gaya 1996-97 34894 14771 11952 10720 9819 1997-98 46232 16146 12715 10228 8480 46% 37% 29% 27% 1998-99 38525 18305 12979 10363 8180 40% 29% 27% 1999-00 39568 17760 13521 10274 8199 46% 43% 2000-01 43803 22494 16433 12391 9382 57% 5 Munger 1996-97 20554 9820 8160 7226 6605 1997-98 21210 11232 8161 6931 6097 55% 46% 40% 35% 1998-99 18067 11142 9398 6915 5763 53% 50% 43% 1999-00 22867 12362 10509 8267 6188 68% 59% 2000-01 21469 14059 10719 9134 7171 61% 6 Muzaffarpur 1996-97 26739 13201 10815 9487 7408 1997-98 29611 13048 10177 8208 7675 49% 38% 31% 25% 1998-99 28314 14582 10050 7737 6393 49% 38% 30% 1999-00 31060 15078 11347 8236 5951 53% 42% 2000-01 27876 15953 11751 8996 6574 51% Source : DISE Data Class wise Retention and Overall Completion Rate (Class I to IV/V)
SI.No. Districts Year SC Enrolment ransition/Completion i I-II Mil l-IV l-V ; l I II III IV V 7 Purnea 1996-97 18143 12134 10166 8165 7230 1997-98 15623 12464 10075 8595 6648 69% 61% 49% 40% 1998-99 14588 12273 11100 8861 7459 79% 67% 58% 1999-00 16117 12071 10512 8917 6976 83% 74% 2000-01 19872 13125 10766 8995 7235 81% 8 Rohtas 1996-97 27893 14343 11171 9257 7908 1997-98 28251 15115 11417 9389 8121 54% 43% 35% 31% 1998-99 24387 15697 11 $81 9604 7950 56% 43% 40% 1999-00 29313 16591 12229 9801 8267 68% 58% 2000-01 30986 18657 14085 11196 8653 64% 9 Sitamarhi 1996-97 20643 8706 7168 7095 4253 1997-98 18469 9705 6713 5705 5188 47% 25% 25% 20% 1998-99 13310 7825 5222 4049 3700 42% 38% 31% 1999-00 12619 8456 7073 5213 4158 64% 54% 2000-01 14162 9353 7219 5638 4123 74% 10 Vaishali 1996-97 23375 11974 8275 6688 5623 1997-98 19981 12821 9594 6851 4823 55% 41% 31% 29% 1998-99 19071 11742 9504 7156 5405 59% 45% 41% 1999-00 15172 11307 9066 7270 5326 59% 53% 2000-01 20116 11840 10141 8245 6830 78% 11 West 1996^97 14401 15685 11900 9917 9071 Chamaparan 1997*98 16605 8131 6033 4687 3954 56% 44% 33% 28% 1998*99 13402 8900 6274 4601 3447 54% 39% 34% 1999^00 12164 7456 6488 4726 3416 56% 46% 2000-01 16327 7913 6127 5594 4100 65% 1996-97 246240 128720 101727 86936 74452 1997-98 262807 135831 99843 80472 67401 55% 44% 34% 30% TOTAL:: 1998-99 229167 138509 107194 79902 65067 53% 41% 36% 1999-00 226356 134112 108568 84585 64265 59% 51% 20004)1 242406 145958 116326 93706 72773 64% QUARTERLY AVERAGE PERCENTAGE OF ATTENDANCE : A CASE STUDY FROM GAYA
QUARTERLY AVERAGE % OF ATTENDANCE (Academic Year- 2000)
BLOCK QUARTER CLASS-I CLASS-II CLASS-III CLASS-IV CLASS-V
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
Jan-Mar 70.97 69.02 69.96 76.27 73.26 75.09 78.14 74.13 77.25 77.05 74.84 75.95 76.03 70.06 76.95
Imamganj Apr-Jun 53.49 52.28 53.22 57.70 55.18 56.84 57.80 52.66 56.39 57.26 55.60 56.43 55.53 51.60 56.63
Jul-Sep 71.39 69.93 70.99 75.52 71.28 74.02 75.56 70.27 74.42 74.33 70.94 72.33 72.68 66.29 74.11
Jan-Mar 67.43 65.36 67.25 72.10 70.57 72.88 73.75 70.58 74.50 71.07 63.38 67.23 69.28 64.08 71.12
Dumaria Apr-Jun 48.41 47.64 49.45 50.39 50.40 51.31 51.45 50.08 52.64 48.72 44.75 46.74 48.19 44.83 49.44
Jul-Sep 70.08 69.65 71.24 74.32 72.04 74.54 75.98 71.74 76.06 71.65 63.02 67.34 70.74 62.21 71.03
Jan-Mar 69.08 65.70 68.21 72.85 71.17 72.11 71.71 69.91 71.18 74.76 69.54 72.15 72.22 70.47 74.75
Bodhgaya Apr-Jun 52.04 49.39 51.60 55.28 53.47 54.49 53.23 51.08 52.94 54.18 51.82 53.00 51.64 53.25 54.00
Jul-Sep 68.49 67.23 68.38 73.30 71.78 72.16 69.45 70.26 70.42 71.87 68.19 70.03 69.22 71.85 72.61
Jan-Mar 64.47 64.59 64.31 69.21 66.65 68.35 67.93 64.37 66.85 67.76 66.61 67.19 66.23 63.12 67.19
Bhanpur Apr-Jun 44.97 45.89 45.11 46.34 44.53 45.63 44.11 43.22 43.77 44.11 44.52 44.32 43.90 40.52 44.12
Jul-Sep 66.79 65.94 66.24 67.98 66.76 67.48 67.19 64.08 66.31 68.72 62.73 65.73 66.20 61.28 66.21
i Q $ • Information on students attendance and retention class-wise and the overall completion rate (Class I to IV/V)
Issue Analysis Strategies Action taken & Future Plan
Followup of 12 & 13th JRM Students Attendance Student Attendance Management Since transition from class I & II is SLO has facilitated the Planning to in s ta ll Information System (SAMIS) is in place only 60%, PRIs & VECs are being process & directed the computer at BRC in the districts. Attendance analysis of oriented & trained to motivate the DLOs to accelerate the through State
Gaya district is as follows : community to improve attendance monitoring of students Educational i of their wards attendance through management
VECs, PRIs, CRCCs & Information System ( a. Average attendance of class-I varies Commynity mobilisation through school teachers SEMIS) p ro je c t of GOB to monitor from 64.3% to 69.96% ...... -...... microplanning, Lok Chetna & other attendance & dropout b. Gap between enrolment & attendance modes have been planned closely and inwlve is about 30.35% i i. 1 i l l VECs & PRI to c. Average attendance of girls is equal to overcome the boys in class-I but decreases in higher problems. classes 1
d. DISE & SAMIS data are matching
Retention Classwise & a. Transition from Class-I & II is a. To check dropout & repetition Focused attention has Cohort Survey is being overall completion rate increasing over the years from 61% to rate at Class-I to provide proper been given to children initiated by SIEMAT. 69% and that of I to III from 49% to 54%. sitting space & infractructures in with special needs by The activity for Overall completion rates 34%. It ranges schools providing aids & inclusive education from 22% in Sitamarhi to 42% in M unger appliances & providing has been scaled up based on DISE data when compared with support of IED resource from one block to four DISE data 1996, teachers. blocks in district b. Girls transition from Class I to II has b. DPEP programme is focused
increased substantially from 59% to 68% towards girls & disadvantage which is at par with boys. The same for groups. More programmes are Class I to III has increased from 48% to being intensified for girls education 52% overall completion rate of girls is & other groups. Angana, Balpanji 33%. The difference w.r.t. boys is only & ECE programmes are being 1%. expanded. Issue Analysis Strategies Action taken & Followup Future Plan of 12 & 13th JRM Civil Works for Total Access required for Planned traget of Ciul works under Space provided/being provided a. For scalling up the Civil Access children in DPEP districts (11 limit of 29%/ conditional 33% cast up till now comp CRC = 447 x Works it was planned that all district) is of 2,66,667 Nos. ceiling under DPEP. 50 = 22350, NSB/BLS = 60 x 2 the pre construction activities x 50 = 6000, ACR = 190 x 50 = like tech. Training to 9500 VEC/BNS, Agreement works, A/c opening should be during the raining season
CRC = 1181 x 50 = 59,050, In progress - b. All the cons. activities of last NSB/BLS=1981x2x50=198100, CRC=466x50=23300, year was to be completed ACR= 1652x50=82600 to be given NSB/BLS=245x2x50=24500, before raining season prefrence in construction ACR=492x50=24600. c. The fund release infi\e installment was reduced to three/two & the good result has started coming Space provided/being provided uptill now for 1,10,250 children Civil Works Total retention required for Toilet & Handpump to be provided Toilet provided in schools Comp.- The remaining target of Toilet Retention children is DPEP district (11 to schools on priority basis 261, In progress - 301 & Handpump has been district) is of 2,66,667 Nos. reappropriated in the const, of ACR/NSB/ BLS
Planned Toilets = 4510 Drinking Water prodded in schools Completed - 244, In nrooress - 53 Planned Handpumps = 5617 Most of the Toilet & Handpump ha\« been provided in 10th Finance Commission
D o Civil
Issue Analysis Strategies Action taken & Followup Future P la n o f1 2 & 13th JRM CiMl Works for Lack of space for teacher's Planned target under 24% ceiling Space provided for nos. of All the BRCs In progress are quality education training/ teacher's meeting teachers Completed - nearing completion \ 1 BRC = 139 x 45 = 6255 BRC= 97x45=4365 CRC = 1181 x 4 5 = 53145 CRC= 447x45=20115 Space planned for one training/one In progress BRC=42x45=1890 CRC=466x45=20970 Space provided/being prodded for one training/one meeting for 6255+41085=47340 No. of Teachers DPEP-III
" Free textbooks are being distributed " State sponsored attendance allowance to children of BPL families " Mid-day meal scheme " Scholarship and stipend from State Government for SC/ST students " 2550 alternative schools with enrolment of 58651 children opened " 460 Jagjagi centres, 460 Bal-Jagjagi centres with enrolment of 28572 children and 619 ECE Centres with enrolment of 20421 children opened " 1257 new schools opened in SC/ST dominated localities " Special textbooks and TLMs developed for ALS, Jagjagi and ECE centres " Mata Samitis, Mahila Samoohs and VECs actively involved in the running ALS/ECE/Jagjagi centres and newly opened schools. " Fair representation of women and SCs given in VECs and Mata Samitis Objective 1 : Progress towards achievement of programme objectives and outcome indicators
• Information on students learning levels, identification of hard spots, improvement in classroom environment, etc in formal and alternative schools BAS Vs MAS ( Class - IV Language) 80 \
W \ E ^
50
_ \ °c 40 \
30
20
AO
g \ ^ l S
0 BOVS ( IN %) 70 OS IL TOTAL GIRLS BOYS BAS s V MAS ( Class : 1 Language ) : Language 1(Class MAS / l J A MEAN !MAS B \ □ BAS MEAN MEAN BAS □ BAS VS MAS (Class IV MATH)
42.50 41.59 42.13
34.41
■ BAS MEAN □ MAS MEAN
BOYS GIRLS TOTAL Category Wise/ Gender Wise Achievement
90 1
80 J
7 0 !
60 i
50 OD BOYS □ GIRLS 40 0 TOTAL '7 W
30 m M 20
10
0 % SC %ST %OBC %OTHERS ( Class -1 : Language)
/ / f Category Wise/Gender Wise Achievement Wise Wise/Gender Category
79.34 S %OBC %ST p c CD '- 1 Cas- : MATHS) -1 (Class . " r 0 0 i \ c CO 0 0 4 0 q i 1"- i \ c CO 0 0 CD h- %OTHERS N- CD o mscs C\l
Category Wise/Gender Wise Achievement
70 CT> in CD p 00 O T— o T- CD CD CD T— 60
50
40 □ BOYS □ GIRLS Z TOTAL 30 i
20
10
0 %SC %ST %OBC %OTHERS ( Class -4 : Language)
! 2 o Category Wise Achievement
6 0 .0 0
CD r-- OO 50.00 CO Tf- id LO L6
40.00
I □ BOYS
30.00 E l GIRLS M TOTAL
20.00
10.00
0.00 %SC %ST %OBC %OTHERS (Class - 4 : MATHS) Class wise/ Subjectwise Percentage Mean Achievement of Student in BAS SL. Class-I Class-IV DISTRICTS NO. Language Math Language Math 1 Bhagalpur 36.10 39.71 37.02 40.95 2 Bhojpur 40.50 41.36 38.61 41.53 3 Darbhanga 47.85 49.93 40.37 39.83 4 Gaya 37.50 41.14 40.04 34.25 5 Munger 44.85 44.07 33.29 29.98 6 Muzaffarpur 51.10 51.28 41.02 31.27 7 Purnia 40.00 43.21 41.64 39.20 8 Rohtas 57.90 57.00 37.23 28.67 9 Sitamarhi 66.15 67.07 45.29 43.72 10 Vaishali 28.00 30.86 40.02 34.63 11 West Champaran 64.45 73.57 40.84 34.57 Source :-Baseline Assessment Study, 1995 & 1996 BEP, Patna T-B
Classwise/Subjectwise Percentage Mean Achievement of Students on Mid Term Achievement test conducted during MAS Class-I (Mean %) Class-IV (Mean %) SL.NO. DISTRICTS Language Math Language Math 1 Bhagalpur 70.15 79.62 51.68 44.76 2 Bhojpur 53.76 65.65 42.92 32.47 3 Darbhanga 20.38 28.11 12.23 6.68 4 Gaya ! 65.27 72.47 48.00 40.28 5 Munger 59.83 68.42 50.65 39.57 6 Muzaffarpur 65.26 t 66.10 51.40 39.38 7 Pumia 62.84 71.86 60.73 56.76 8 Rohtas 71.65 75.35 44.98 39.09 9 Sitamarhi 60.30 67.40 43.11 38.30 10 Vaishali 47.73 51.82 45.47 39.16 11 West Champaran 69.00 72.30 59.30 55.00 Source :-Midline Assessment Study,2000 - 2001 BEP, Patna Gradewise/Subjectwise Comparision of Achievement on the BAS test administered during the Initial Survey and Mid-Term Survey
Districts Class 1 Class IV Language Mathematics Language Mathematics Initial Mid Differen Initial Mid Differenc Initial Mid Differen Initial Mid Differen Survey term ce(MAS- Survey term e(MAS- Survey term ce(MAS- Survey term ce(MAS- Survey BAS) Survey BAS) Survey BAS) Survey BAS)
Mean% Mean% Mean% Mean% Mean% Mean% Mean% Mean% Bhagalpur 36.10 63.90 27.80 39.71 72.76 33.05 37.02 39.16 2.14 40.95 49.36 8.41 Bhojpur 40.50 53.76 13.26 41.36 59.51 18.15 38.61 38.80 0.19 41.53 31.64 -9.89 Darbhanga 47.85 58.13 10.28 49.93 74.33 24.40 40.37 43.41 3.04 39.83 41.43 1.60 Gaya 37.50 39.14 1.64 41.14 53.53 12.39 40.04 43.76 3.72 34.25 40.64 6.39 Munger 44.85 60.38 15.53 44.07 67.08 23.01 33.29 44.24 10.95 29.98 38.34 8.36 Muzaffarpur 51.10 56.23 5.13 52.81 65.07 12.26 41.34 42.22 0.88 31.27 33.96 2.69 Purnea 40.00 62.84 22.84 43.21 71.86 28.65 41.64 60.73 19.09 39.20 56.76 17.56 Rohtas 57.90 57.38 -0.52 57.43 61.34 3.91 37.42 36.04 -1.38 28.67 30.45 1.78 Sitamarhi 66.15 54.96 -11.19 67.83 75.75 7.92 45.63 45.77 0.14 43.72 45.90 2.18 Vaishali 28.00 26.94 -1.06 30.86 33.15 2.29 40.02 43.01 2.99 34.63 44.37 9.74 W.Champaran 64.45 72.33 7.88 70.00 72.54 2.54 41.24 54.76 13.52 34.57 55.51 20.94 TOTAL 46.76 55.09 8.33 48.94 64.27 15.32 39.69 44.45 4.76 36.24 42.58 6.34 T-D
Areawise, Genderwise and Categorywise Achievement Difference of Class- i students in Language and Mathematics
Subject Survey Achi. - Diff. Achi. - Diff. Achi. - Diff. 1 U-R B-G SC,ST - OBC & Others Language BAS -5.33 4.93 -7.61 MAS 0.87 1.25 -2.63
Math BAS -7.51 7.21 0 MAS -0.22 4.41 -2.36
Areawise, Genderwise and Categorywise Achievement Difference of Class-1V students in Language and Mathematics
Subject Survey Achi. - Diff. Achi. - Diff. Achi.-Diff. <3 CO U-R i SC - Others St- Others OBC - Others Language BAS 5.77 0.32 -6.57 -10.22 -1.77 MAS 5.99 0.91 -5.65 -20.97 -3.09
Math BAS -4.76 0.92 -5.76 -12.55 -1.9 MAS 2.54 0.02 -7.99 -14.6 -3.9 Information on improvement in students earning levels. Issue Analysis Strategies Action taken & Followup Future Plan of 12 & 13th JRM Improvement in Overall increase of 13% in It has been planned to provide Steps taken to ensure use of Need based and subject students learning Class-I in Language of MAS training to all teachers for class-ill to TLM and to improve classroom specific training of teachers levels over BAS and 20% in Maths in V through Ujala-ll with a view to transactions specific emphasis planned. Quality of monitoring Class-I as against 4.65% in improve learning levels in class III, IV laid on continuous evaluation. system is being improved. Class-IV in Language and & V children and provide textbooks Need based subject specific Specific parameters to be 7.72% in Maths in Class-IV timely. Need based & subject training modules developed. used at BRC, CRC & school specific training are also to be Parameters for evaluation at level to monitor performance provided t different levels being developed
Need for componentwise To conduct the study through outside Componentwise TOR for To conduct programme programme evaluation felt NGOs programme evaluation prepared, evaluation componentwise awaiting final approval from Govt, of India Need for improvement of Study to be conducted by the State TOR being prepared To conduct special study by performance in IED, ODG and Evaluation Team (SET) SET on IED, ODG and GED GED. for improvement in performance Need for study on classroom Study initiated Field work for data collection on Analyse classroom culture processes and gender issues and processes specially from felt gender prospective to identified hard spots and introduces effective strategies to over come than Report of SET shared with district team Objective 1 : Progress towards achievement of programme objectives and outcome indicators
• Information on recent improvements made and plans for further development of school as well as household based information system and use of information; Information on recent improvements made in Educational IVanagement Information System Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM To know exact Decrease in enrolment in Govt's Household Sur\ey is being Strategies have been Bal Panji Management population of 6-14 formal school & particularly of conducted and Children adopted in line with Information System years children boys shows that there is drift Population Information is being JRM recomendtion (BPMIS) will be developed instead of projected towards private school designed based on household in consonnance with DISE population information
Revision of DISE Previous DISE did not contain The software has been revised & Integration of DISE with Integration of DISE, information on children passing training has been provided in other information BPMIS, SAMIS & PMIS is grade 5, population of children regional workshop. New software system. Action is being under consideration in private schools, details of is being implemented taken individual teachers. Linkages with other information systems.
Student Attendance High dropout & low grade Community is being mobilised Blockwise analysis Expansion of the software transaction are serious concern through PRIs & VECs to motivate should be and tracking of children of DPEP parents to send their children to desseminated to with computerisation at school CRCCs, schools & BRC level
/ 2 f Objective 2 : Improvement in the quality of primary schooling
• Type of Indicators developed for use if any, at state and district levels to monitor quality; • Pupil Teacher Ratio (PTR) trends since project inception; • Cumulative teacher vacancies as on June 30, 2001 in DPEP districts since the Programme inception • Total Number of Teachers by type in the DPEP districts; • Information on the different kinds of teacher training provided and %age of teachers trained through these; • Information on any process adopted by states, districts, sub districts for monitoring and follow up of training in schools; • Efforts made to improve functioning of the support structures and institutes, namely CRCs, BRCs, DIETs and SCERTs; Pupil Teacher Ratio ( trend )
58
57 ;
56 -
55 ■; i i 54 1
53
52 -|'
51 :
50 ■'
49 ------■ i i------,------1996-97 1997-98 1998-99 1999-00 2000-01 Year
n o Trend of Pupil Teacher Ratio (district wise)
SI. TOTAL No. 1996 1997 1998 1999 2000 DISTRICT Total Teach PTR Total Teach PTR Total Teach PTR Total Teach PTR Total Teach PTR Enrl. ers Enrl. ers Enrl. ers Enrl. ers Enrl. ers
418023 53 427825 7793 55 432927 7549 57 397242 7393 54 383817 7200 53 1 BHAGALPUR 7873
323660 45 390374 7048 55 404318 6651 61 374129 6510 57 368503 6488 57 2 BHOJPUR 7126
262435 53 321988 5167 62 303604 5163 59 257166 5018 51 262737 5013 52 3 DARBHANGA 4955
262308 50 320862 5240 61 307847 4830 64 301896 4643 65 344951 4925 70 4 GAYA - 5281
343727 43 352071 7828 45 348166 7744 45 387772 7654 51 398355 7483 53 5 MUNGER 8027
390622 55 416853 7171 58 403909 6957 58 414861 6734 62 426658 6782 63 6 MUZAFFARPUR 7073
399327 47 409518 8539 48 399717 8227 49 413260 8164 51 419579 8077 52 7 PURNIA 8482
352186 49 365784 7050 52 354966 6823 52 369031 6836 54 387286 6902 56 8 ROHTAS 7176
339648 66 354193 5477 65 298959 5206 57 300759 4974 60 310656 4834 64 9 SITAMARHI 5131
279851 57 282506 4883 58 277665 4793 58 241957 4490 54 264570 4663 57 10 VAISHALI 4953 339250 70 285433 4967 57 257062 4585 56 231743 4649 50 247486 4848 51 11 W.CHAMPARAN 4870 TOTAL 3711037 f0947 52 3927407 71163 55 3789140 68528 55 3689816 67065 55 3814598 67215 57 Issue Analysis Strategies Action taken & Future Plan Followup of 12 & 13th JRM Indicators for quality Standard formats are in use in District have been asked to develop A State level workshop School Development Plan monitoring each district which requires School Plan and different formats for planned for developing shall be prepared by each improvement CRC, BRC & district level. Point quality monitoring school and that would be rating system is to be introduced at system closly monitored at CRC various levels. level
Teachers vacancies It has been decided by GOB that The recruitment rule for para teachers All vacancies shall be has gradually existing vacancies shall be filled in framed by the awaits govt's approval filled in by para increased 14519 Due appointment by para teachers teachers to delay in appointment through Gram Panchayat. Newly of teachers through recruited teachers under Basic BPSC training shall be placed in DPEP schools
Pupil Teacher Ration It has gone up from 52 in 1996 to Deployment of teachers from multi Appointment of para trends 57 in 20 00 teacher schools to zero teacher and teachers by Panchayat single teacher schools done through against existing vacancies intensive exercise taken up by the shall improve the position departm ent considerally
Type of teachers in Only regular teachers in formal Newly recruited teachers under Appointment of para formal schools, schools and sahyogi teachers on training are being placed in DPEP teachers against Multigrade Situation, contract in D P E P schools. M ore schools existing vacancies Attendance & Actual than 95% schools have multigrade teaching days situations. Actual learning days varied from 140 to 170 days. Existing vacancies shall be filled in by para teachers and contractual teachers shall be replaced by by regular teachers and para teachers in D P E P schools
/3 ^ Continued.... Issue Analysis Strategies Action taken & Future P la n Followup of 12 & 13th JRM Different kinds of Out of 67215 teachers 65269 Ujala-ll training shall be made Need based & subject Need based subject training plan for need teachers (97% ) Imparted 10 days available to all teachers by November specific training specific training planned based training Ujala - 1 training and 41512 2001. Need based subject specific modules on language, and shall be conducted teachers ( 62%) imparted Ujala-ll training module developed maths & EVS from November onwards. training. Need based training not developed yet started. Number of Teachers in : Formal Schools : 67215 Para Teachers : 1684 ALS Teachers : 2550 Jagjagi Teachers : 460 Bal Jagjagi Teachers : 460 ECE Teachers : 619
Processes adopted for CRCC ^siting schools every month Training modules developed MLL Nearly all teachers Remaining teachers shall monitoring classroom and sharing of experiences in CRC based textbooks developed. TLM given Ujala-I training and be prodded Ujala-ll training processes. Need for meeting, BRC meeting at DIET mela held. Handspots known and 62% of them also got and need based subject quality related inputs Level. No studies conducted so far. being tackled through subject specific Ujala-ll training. Need specific training shaii start Free textbooks to all focus group training. List attached. based training planned November onwards children
Effort made to emprove 152 BRC & 1799 CRC established DRG, BRC & CRG constituted and Efforts are being made Close linkages are being functioning of support and mad6 functional linkages with community established to have full time CRCC established between structuring j SCERT, DIET, BRC and CRC. Objective 3 : Programme Management and implementation
• Information on process followed by supervision of the programme by the state, district and sub-district levels management structures ? Give examples if any, of how outcome, process and/or input indicators have been used to tackle district/sub-district specific problems in the implementation and for planning new interventions; • Information on the implementation progress in the states that the last JRM identified requiring special attention and support (Bihar, the newly formed states, Rajasthan); Issue Analysis Strategies Action taken & Followup of 12 Future Plan & 13th JRM Supervision of the There is in-built meachanism of Weekly review in MTF meetings at All operative strategies are in position and programme by the supervision and monitoring of state level functional state, district and programme implementation at Fortnightly review in DTF meetings sub-district levels state, district 3nd sub-district at district level management levels which is (designed to ' Monthly RPMs of DPCs at state structure facilitate programme level implementation through (i) two Periodic componentwise RPM at way feed back (ft) sharing of state level experiences and sugges Quarterly meetings of Zla Karyakarini (broad based district • executive committee of DPEP) at district level Bi-monthly visit of Internal Supenrfsion Mission (ISM) teams of SLO to districts School >isit by CRCCs and BRC resource persons Monthly recurrent training of teachers at CRC level Interactive teaching in class rooms through Ujala teachers training
Monthly reflection of CRCCs at BRC level Child friendly Bal-Mela and TLM- Mela at school, CRC, BRC and ...... dfsTrictlevels to integrate TLMs with teaching processes Parent, teacher and community interface at VEC level , ; 1 1 Quarterly meetings of the i i ; ; 1 ■ Executive Committee of the BSPP Issue Analysis Strategies Action taken & Followup of 12 Future Plan & 13th JRM Teachers Vacancies (a) About 9000 sanctioned (a) GOB to to appoint para- (a) Recruitment Rules for appointment of (a) To expedite posts of teachers are vacant teachers on sanctioned but vacant Para Teachers already finalised by DOE appointment of para posts of teachers and is being placed before Cabinet for teachers by VECs once approval. It is hoped that the process will rules are notified start \ery soon and vacancies will be filled by para teachers
(b) Vacant teachers posts in (b) VECs to appoint sahyogi (b) 1258 (out of 1783) DPEP schools (b) There is paucity of DPEP schools shikshaks for DPEP schools already opened. These schools are being retired teachers who could pending posting of regular run by 1686 sahyogi shikshaks appointed be appointed as Sahyogi teachers (out of 793 notified) by VECs and 760 regular teachers (out of shikshaks in DPEP posted by GOB. 793 notified) posted by GOB. schools. Therefore VECs have been advised to select and appoint suitable Regular teachers posted by GOB to lady candidates of the DPEP schools have not joined in 6 village of nearby village as districts because of stay by courts. sahyogi shikshaks so that Efforts are on at GOB level to get the teaching ha stay vacated. Gap of teachers in DPEP schools will be filled by para-teachers once rules are notified by GOB. Analysis Strategies Action taken & Followup of 12 Future Plan & 13th JRM 61 key posts and 104 other To complete such legal and (a) Selection process for 3 out of 61 To complete the process of posts are vacant in DPOs which procedural formalities which are vacant posts has been completed appointment and make ha\« been adversely affecting necessary for making apppintment appointment on vacant programme implementation in on vacant posts. Action for 61 posts as soon as the districts. These posts are vacant posts is to be taken at reservation rosters are vacant because of stay by GOB SLO level; action for 104 vacant cleared by GOB. which has since been vacated. posts are to be taken at DLO (b) Remaining 58 vacancies ha\© been To impart orientation and level. notified through newspaper and hands-on training to new applications have been r&ceised appointees and then post them inDPOs (c) Proposals of clearance of reservation rosters have been sent to GOB; roster clearance is awaited
(d) Action for appointment to other 104 vacant posts in DPOs is being taken by DPOs concerned
(e) With a \aew to saving time interwew : letters in respect of 58 \acant posts may be sent (if so advised) to short listed applicants pending roster clearance by GOB. & 13th JRM Low Expenditure Low expenditure level is Level because of following reasons: Non-filling of teachers posts in (a) To fill up teachers in DPEP (a) 1686 sahyogi shikshaks have been DPEP schools schools by sahyogi shikshaks appointed by VECs for DPEP schools. appointed by VECs 760 regular teachers out of 793 notified have joined DPEP schools. This number (b) Posting of newly appointed and will increase on vacation of stay by Court trained regular teachers in DPEP in 6 districts schools Delay in procurement of text (c) Expenditing completion of (b) Procurement of textbooks nearly books procurement oftext-books for completed for year 2001: procurement 2001 and expediting completion of process for year 20 02 is in progress as procurement process for 2002. scheduled. Slow pace of civil works Expanding c o u ra g e of civil works (c) Number of installments for civil works has been reduced from five to three resulting in increased expenditure as well Improving flow of fund for civil as improved perform ance in civil works: works progress of civil works is being closely monitored
Inadequate and irregular release (f) Increasing utilisation ofVEC Ciose monitoring of implementation being of funds by GOI, and and TLM grants done. (g) Streamlining release of fund to DLOs etc.. As a result of coordinated and concerted efforts made after the visit of 13th JRM the expenditure during the first six months of 2001-02 has nearly doubled ( by 199%) as compared to the expenditure during the corresponding period in 2001-02
Shortage of project staff (h) Expediting appointment on Applications obtained from candidates, vacant posts in S P O and D P O s shortlisting being done in anticipation of roster clearance
/ J c f Issue Analysis Strategies Action taken & Followup of 12 Future P lan & 13th JRM Loss of teaching Due to involvement of teachers To pressurise the Govt, to free the (d) Deployment of teachers in non days in non-academic activities teachers from non-academic academic activities has been restricted to activities the minimum through GOB intervention; this has increased availability of teachers • for class room teaching and teaching related DPEP activities resulting in improved programme exp
Restructuring of Low expenditure level and only Selective expansion of activities in Revised Plan for 2001-02 prepared and Project two years left of th$ project has such programme areas where sent to GOI. Formal communication of necessitated restructuring of increased expenditure is feasible approval from Project Board of GOI is the project which hafe also been without losing sight of the aims awaited which is hampering the progress suggested by the JRM. and objective of DPEP of project Restructuring will comprise of Introduction of fresh activities not Plan for 2002-03 and Plan for the (i) restructuring of the Plan of inconsistent with the DPEP proposed extended period of the project 2001-2002, (ii) guidelines I.e. 2003-05 have been prepared and after ' s approval of EC of BSPP sent to GOI. Preparation of revised budget for 2001-02 Preparation of Plan Proposal for the year 2002-03 Preparation of Plan for proposed extention period i.e. 2003-05 within approved EFC Cost. Objective 3 : Programme Management and implementation
• Dates and amounts of the release made by the GOI and State Governments to the state societies in 2001; Actual cumulative releases by the GOI and the State Goverments as on 30.09.2001;
/V Statement of Releases date wise by the funding Agency
Fig. In lakhs SI.No. Date Govt, of Govt, of India Bihar
1 03/04/2001 1500.00 0 . 0 0
2 10/04/2001 0 . 0 0 705.85
3 '24/ 07/2001 2000.00 0 . 0 0 Total 3500.00 705.85
Statement of actual cumulative releases by the funding Agency as on 30.09.2001 ...... Fig. In lakhs Govt, of Unicef Govt, of Total India Bihar 13881.95 1118.70 4032.90 19033.55 RELEASE OF FUND BY FUNDING AGENCIES AND THEIR SHARE IN CUMULATIVE EXPENDITURE AS ON 30-09-2001
Rs in Laces MAR AWP&B OPENING BALANCE RECEIPT DURING THE TOTAL RESOURCES CUMULATVE EXPENDITURE % OF EXPENDITURE UNSPENT BALANCE CURRENT FINANCIAL YEAR AGAINST FUND RELEASE G.O.I. GOB UNICEF G.O.L GOB UNICEF GO.L GO.B. UNICEF GO.L GOB UNICEF GO.L GO.B. UNice GO.L GO.B. UNICEF
1997-1998 3198.00 0.00 0.00 0.00 2717.95 480.05 0.00 2717.95 480.05 0.00 280.93 53.70 23.40 10% 11% 0% 2437.02 426.35 -23.40
]998-1999 10235.751 2437.02 426.35 -23.40 1094.00 0.00 314.77 3531.02 426.35 291.37 3709.68 714.83 341.00 105% 168% 117% -178.66 -288.48 -49.63 l999-2000 13433.75 -178.66 -288.48 -49.63 4000.00 2847.00 261.78 3821.34 2558.52 212.15 4387.18 834.95 344.17 115% 33% 162% -565.84 1723.57 -132.02
2000-2001 * 13666.191 -565.84 1723.57 -132.02 2800.00 0.00 542.15 2234.16 1723.57 410.13 3507.41 650.51 178.79 157% 38% 44% -1273.25 1073.06 231.34
2001-2002 11962.65 -1273.25 1073.06 231.34 3270.00 705.85 0.00 1996.75 1778.91 231.34 2176.95 391.99 44.33 109% 22% 19% -180.20 1386.92 187.01
Note:- Government of India's share for the financial year 2001-2002 includes Rs 1000.00 lacs of 2000-01. The Government of Bihar share of Rs 705.85 lacs relates to 2000-01 .Bihar State has released 14 67 crorc in access of its counterpart shre upto 31.03.2001 COMPARASION OF RESOURCES AND EXPENDITURE
□ RESOURCES a CUMULATIVE EXPENDITURE FIG IN LACS
1 2 3 4 5
□ RESOURCES 3198.00 4248.74 6592.02 4367.87 3894.45
□ CUMULATIVE E>PENDITURE 358.03 4765.50 5566.30 4448.51 2613.27 GUJARAT
Objective 1
• Out of School Children : Out of school children totalling 49422 are enrolled in the v arious schemes of Alternative Schooling System.
Strategy to cover out of school children :
Enrollment Drive (Praveshotsav):
Enrollment drives are organised during month of June every year at the village level, during which all eligible school going children of Class I are enrolled. Each school prepares a list of eligible children to be enrolled in Class I, so as to secure total enrolment. If in case any child is left out, he/she is brought back into schooling system with the help and support of VEC, MTA, PTA members.
Alternative Schooling System:
To cover the never enrolled and drop-out children two schemes are operationalised in Gujarat, i.e. Back to School and Bridge Course.
Back to School Scheme
Under Back to School programme those who are never enrolled & dropped-out due to variety of socio-economic reasons are being covered. The duration of the scheme is maximum 30 months. Children are mainstreamed in regular schools after they achieve adequate levels of learning.
In this programme, the Village Education Committee (VEC) identifies never enrolled and drop-out children and makes a proposal to start a Alternative School/Center for a minimum of 5 and maximum of 20 children . This school has flexible time and location. Intense community involvement, decentralised management and rigorous academic monitoring by AS Supervisors (1 per 20 centers) are ensured. Teaching Learning IMaterial is provided by DPEP and teachers are trained to prepare such materials locally. Relevant books, magazines and other instructional materials are also provided.
Bridge course
The Bridge course is meant for those children who are enrolled in the school but who temporarily discontinue the studies due to migration of their parents. The scheme supports children in a short span of 60 - 90 days to cover the course content they have missed due to migration. This scheme covers the children belonging to seasonal migrant labourers, sugarcane harvesters and children engaged in agricultural activity like cotton plucking.
144 To reduce disparities between social groups, SC, ST and girls in enrollment to less than 5%, tribal and girls specific AS centres have been opened. Mobilization campaigns were launched using local folk media in tribal areas and among communities which normally discourages education of girls.
Local women groups like Mahila Sangam Volunteers in Dangs and Mahila Sarpanches and Mahila Mandals in Panchmahals have played an active role in mobilizing the community to enroll the eligible school going children into school.
• Enrollment in Formal School:
IMPROVEMENT IN ENROLMENT ALL STUDENTS
District 1996-97 1997-98 1998-99 1999-2000 2000-2001 Panchmahal 305435 387060 430505 459994 490191 Banaskantha 282700 322032 344127 376752 396055 Dang 31441 34170 35258 36882 37336 State 619576 743262 809890 873628 923582
Enrollment of girls District 1996-97 1997-98 1998-99 1999-2000 2000-2001 Panchmahal 134689 169303 191304 206408 221841 Banaskantha 103665 123613 136638 153249 164649 Dang 15159 16578 17134 17973 18254 Total 253513 309494 345076 377630 404744
Enrollment of ST students D istrict 1996-97 1997-98 1998-99 1999-2000 2000-2001 Panchmahal 134759 202638 207329 226604 243493 Banaskantha 18941 19761 22631 25739 28308 Dang 29983 32946 34125 35734 36242 Total 183683 255345 264085 288077 308043
Enrollment of SC students
District 1996-97 1997-98 1998-99 1999-2000 2000-2001 Panchmahal 16205 17652 17159 18584 20732 Banaskantha 39013 45270 46968 21384 50228 Dang 648 140 218 133 128 Total 55866 63062 64345 40101 71088
145 • Enrollment in Alternative School:
By May 2001, it was proposed to open 2800 AS centers under Back to School programme. A total of 2282 AS centres were opened, covering 49422 out of school children of which 26657 are girls constituting 53.94%.
Back to School programme (Status as on September C10,’2001) Districts No. of centres Boys Girls Total Banaskantha 890 9819 10509 20328 Panchmahal 1334 12424 15506 27930 Dang 58 522 642 1164 T otal 2282 22765 26657 49422
Transition to formal school
A total of 13460 pupils, after completing course under Back-to-School programme were mainstreamed into formal schools, Out of which 7106 were girls, the detail status is as under:
Districts Boys G irls Total Banaskantha 3132 3383 6515 Panchmahal 3076 3550 6626 Dang 146 ; 173 319 T otal 6354 7106 13460
Bridge Course:
During the current year, a total of 94 Bridge Course centres have been opened enrolling 2311 out-of-school children. During ! year 2000-2001, a total of 2282 students were covered under Bridge Course, out of which 1960 appeared in the examination of which 1706 w ere passed and m ainstream ed inlto formal school.
Taking inspiration from the success of Bridge Course programme in dist. Dangs, provisions for opening o f 1150 such centres in Banaskantha, 1570 centres in Panchmahal fend 150 centres in Dangs have been made in AWP&B for 2001-2002. The Bridge Course centres (2870), are going to cover an approximate 49500 number of children in three project districts. ;
Resource Persons (RP) were trained for three days at the district level. RPs subsequently trained Balmitras at the BRC level. By August 31, 2001, 1259 in Banaskantha, 1385 in Panchmahal and 115 Bridge Course centres were opened.
146 Information on Student Retention
D istricts 1997-98 2000-2001 Banaskantha 92.87 93.70 Panchmahal 90.32 94.12 D angs 112.50 95.93
No doubt, the achievement is satisfactory, still there is room for improvement. Constant efforts are being made to improve retention among children belonging to ST, SC and Girls belonging to conservative communities. Special mobilization campaigns have been launched for improving the retention of the above mentioned categories o f children.
To cover the hardest to reach groups especially the tribals and migrating children, Tribal specific AS centres and bridge course centres have been opened. As many as 1210 tribal- specific AS centres were opened under Back to School programme enrolling 25623 out - of - school children, out of which 13824 are girls.
Completion rate (1996-97 to 2000-2001) Districts Students All SC ST Panchmahal Boys 91.42 82.53 92.09 Girls 79.89 83.16 75.20 Total 86.16 82.83 84.64 Banaskantha B oys 61.69 62.96 38.63 Girls 49.08 49.41 30.14 Total 56.51 56.66 35.40 Dang B oys 59.31 8.85 60.35 Girls 50.77 7.22 50.97 Total 55.04 8.10 55.63
• Students Learning Level
As per the MAS study the learning level of students has been significantly improved. However, students performance of Class 1 in Mathematics and Language has been relatively superior to that of Class III. Faster and updated pedagogical inputs with activity based joyful learning in Class I may have been instrumental in such outstanding results. Similar efforts are being made in case of Class III also.
In regard to the results on gender-wise differences in students achievement in Language and Mathematics in Class I and Class III, the results revealed that in all three project districts the gender bias has been overcome. To maintain the present balance between the genders steps to increase students achievement level are taken.
147 To reduce the gap in achievement level across the social groups, especially the STs and SCs students, specific pedagogical inputs such dictionaries and glossaries of local words were developed to improve the quality of teachers. Contextual literature has been developed using the locally available resources. While explaining the concepts, illustrations and examples were drawn from tribal festivals, ceremonies and tribal culture and their socio-cultural environment, tribal songs, folk tales, legends and riddles from tribal oral traditions are increasingly used in classroom transaction. Lesson cards have been developed based on the formal text books. Activities like story telling, action songs, puppets etc, are extensively used at the centres. Context based supplementary material for Std I to V, in local language have been printed and distributed in all the schools of tribal areas of DPEP districts.
• Identification of hard spots :
The CRC Co-ordinators in their routine visits to schools personally observe the classroom situations and discuss hard spots in various subjects with the concerned teachers and the school headmasters. These hard spots are cleared through demonstration lessons. The CRC Co-ordinator takes the help of Master Trainers of specific subjects as and when required. Similarly, during the in-service teachers training programmes special orientation training has been imparted to teachers at the BRCs.
A Special Orientation for Primary Teachers (SOPT) training was held at DIET, Santrampur, on hard spots of Std. V for subjects. Viz, Mathematics, Science, Gujarati, and Social Studies. A total of 2575 teachers were trained.
• Improvement in Classroom environment
The Classroom environment in schools of project districts has been significantly improved due to availability of required no of teachers, building their competence and motivation level and availability of adequate teaching learning materials at the Block Resource Centres. Following are the indicators of improved classroom environment.
1. With the recruitment 10684 Vidyasahayaks the pupil-teacher ratio has been significantly improved and most of them have completed atleast the first round of in service teachers training. I. Community based teachers have been recruited in case of AS centres. J. For the post of AS Balmitra, 12th pass girls are being given preference. In case of non-availability of female candidate the male member with the qualification is considered. Besides, a lady AS Balmitra is given 10 rupees more in monthly salary than her male counterpart. Steps like this have encouraged more lady AS Balmitras to join AS centres. 4. School grant and teacher grants are being utilized effectively. This is evident in variety of teaching learning materials developed by teachers and their use in classroom transaction. 5. Training imparted to teachers for development and effective use of TLMs.
148 6. Effective supervision by community viz., VEC, MTA, PTA has led to improvement in teacher attendance as well as student attendance. 7. Reforms in textbooks and syllabus with competency based and activity based joyful learning has made the learning stimulating and brought creativity in students. 8. Removal of gender stereo types from textbooks has brought in equity. 9. New schools and classrooms have been built keeping in mind the pedagogical requirements and special toilets for girls have improved the attendance and retention of students particularly girls. 10. Preparation o f Balmitra Vargs for providing joyful learning to students of Std. I and II is a great success in Gujarat. While the State Government provides only a small part of the cost for preparing such classrooms, the teachers have been able to obtain local contribution. A typical Balmitra Varg is a classroom decorated with colourful education charts and paining which act as a teaching learning aids. The lower part of the wall is painted black where children can scribble or draw picture with a chalk stick. 11. At the AS centres burdenless education is promoted. Teaching is carried out through lesson cards. Activities like story telling, action songs, puppets are extensively used at those centres. 12. Tribal songs, folk tales, legends and riddles from oral traditions are integrated into pedagogy to make the learning process context and culture specific.
• Information on recent improvements and plans for further development school as well as household based information systems and use of information.
The ongoing effort is to set up a school as well as household based reliable information system both at the district and sub-district level.
Objective 2 : Improvement in the quality of primary schooling : (District wise)
Pupil - Teacher Ratio :
District 1997-98 1998-99 1999-2000 2000-2001 Panchmahal 38 40 39 39 Banaskantha 44 46 49 42 Dang 34 36 29 31
The pupil teacher ratio achieved steady improvement ranging from 1:31 in district Dangs to 1:42 in district Banaskantha.
149 Cumulative teacher vacancy :as on June 30,2001 D istrict Panchm ahal Banaskantha D ang Teacher Vidyasaha Teacher Vidyasaha Teacher Vidyasahaya Vacancy yaks V acancy yaks Vacancy ks recruited recruited recruited
1997-98 - - 837 - - - • 1998-99 2072 1959 1984 1475 170 170 1999-2000 1270 1224 2061 1257 181 171 2000-2001 1436 1317 2949 2373 211 127
2001-2002 2292 - 773 - 206 -
• Total number of Regular and AS teachers D istrict Regular School Teachers AS Balmitras Panchmahal 14650 1334 Banaskantha 10165 89 D angs 1193 58 Total 26008 2282
• Dil"ferent Kinds of teachers training during Year 2000-2001 S. No. Type of persons No. o f N o. o f Theme of training. trained days o f persons training trained 1. Primary teachers of 8 days (3 4921 Teaching of workbooks and Std.V Phase) flashcards developed for English effectively in classroom and acquiring proficiency skills in English language. ‘ 2. Primary teachers of 5 days 1116 ; Trained on new textbook which is Std I (not covered so competency and activity based. far) 3. BRC and CRC Co 5 days 500 ; On acquiring proficiency skills in ordinators speaking and teaching English. 4. CRC’s and TLM 3 days 250 Preparation and effective use of experts TLM. 5. CRC’s and primary 2 days 50 To inform and educate students 1 teachers about fundamentals of weights and measures. 6. Primary teachers of 3 days 2575 Training on hard spots of subject Std.V like Mathematics, Science, Gujarati and Social studies. 7. Primary teachers of 3 day 868 Training on activity based joyful Std.I learning for teaching Std.I new textbooks.
• Information on processes adopted by the state, districts, sub-districts for monitoring and follow up training in schools-
150 ♦ The Teacher Training Officer from the state visits the district level teacher training programmes conducted by the DIETs.
At the Block level, residential training are being organised for the Ad.BRCs, CRC Cordinators, Headmasters, Block Education Inspector, ALS Balmitras and Vidyasahyaks. The various categories of training includes, subject wise orientation for English, Mathematics, EVS and Social Science, new syllabus training, activity based joyful learning and special training on hard spots o f various subjects.
School level monitoring : CRC Cordinators carry out weekly visit to their respective schools. During the visit, he assesses whether the content based activity based teaching are being carried out by the teachers; teacher grant has been effectively utilised and whether the TLM is effectively utilised in classsroom transaction.
Hard spots of various subjects are discussed with the teacher and headmaster and resolved by the CRC Cordinator himself or with the support of the expert teacher though demonstration lessons. Future meeting details are also discussed during the school visits,
Weekly meetings of teachers at CRCs: Weekly meeting (Friday) for teachers of Various Stds are being held at the CRCs. Shedule of the meeting is as under:
1st Friday-Std.I & II 2nd Friday- Std III & IV 3rd Friday- Std V 4th Friday- Std VI & VII and final consolidation of the training programmes.
Coverage of monthly syllabus, content discussion, locating hardspots and addressing those through demonstration lessons by the subject experts from the cluster Resource Groups are the focus areas of the monthly meetings.
• Efforts made to improve the functioning of the support structures and institutes:
1. Weekly meetings of CRC Coordinators to discuss their problems with regard to training and administrative matters. Requisite orientation and training given by BRC Cordinators and DIET lecturers to address hard spots faced by the teachers on various subjects, i.e., Gujarati, Maths, EVS etc. 2. To measure the capabilities of CRC Cordinators, an achievement test was conducted in 90 CRCs of ( blocks in district Banaskantha during May 2001. The CRC Coordinators filled the questionnaire to be educated by the BRCs to find out their achievement level. On the basis of the assessment, future training interventions were planned. 3. At the state level, BRC and ADD.BRC Coordinators and TRPS were imparted computer training for application in the office work. 4. Monthly meetings of BRCs are held regularly during which the interventions undertaken were assessed, hard spots are addressed and future training interventions decided.
151 5. All the BRCs are well equipped with infrastructures to carry out residential trainings lor BRC, Add. BRC and CRC Coordinators and other educational functionaries. 6. DPEP has provided all the DIETs in the project districts with necessary educational infrastructures. Financial allocations are made for purchasing computers, photocopiers, vehicles, carrying out action researches, and hiring DTP operators, accountants and clerks etc. 7. Given the important role of DIET personnel in planning, module development, TLM preparation and training Master Trainers (MTs) and Resource Persons (RPs), they need adequate exposure. In view of this, the DIET personnel are being invited to participate in various state and national level workshops, seminars etc. 8. M.S University, Baroda, H.M.Patel Institute of English, Ballhav Vidyanagar, Bhavnagar University and host of other academic institutions are closely involved in the pedagogical reform process, carrying out researches etc. 9. NGOs like Sanali Ashram, Palanpur and Andhjan Mandal, Ahmedabad are being actively involved in IED, Tribal specific interventions. 10. VECs, VCWCs, MTAs, PTAs, Parent Councils, PRI institutions, Mahila Mandals, youth mandals, active womens’ groups are playing a key role in various mobilisation and school management activities.
Objective 3: Programme Management and Implementation
Information on process followed by the state, district and sub-district levels management structures.
DPEP Gujarat has established a vibrant information system for regular data collection and analysis and providing necessary feedback for planning, management, supervision and monitoring o f the programme.
* Currently, the MIS unit at the SPO, district and BRC levels are fully operational with sufficient technical and human resources.
• The PMIS report prepared every quarterly reflect the progress of various districts. Data from project districts are collected and collated at the SPO and forwarded to MHRD, New Delhi.. • The EMIS is a detailed school level data based on primary schools which provide programme solution to the DPEP to monitor the progress of primary education by monitoring key educational indicators such as NER, Enrollment, Age and Sex wise distribution o f children, profile o f teachers, facilities available at school etc. • Monthly review meeting is held at SPO regularly to critically review all the activities including financial expenses. The progress is monitored against action plan for each district. • State and district monitoring teams regularly make visits to assess the functioning of various substructures and progress o f activities. • The functions of BRCs are reviewed on a weekly basis. • The CRC Co-ordinators are supervising and monitoring the cluster level activities.
152 • The VECs review and monitor the progress of activities at the school level and provide feedback to the CRCs for appropriate follow up activities.
Example of input indicators used to tackle district/sub-districts specific problems.
Repair Work Management of Gujarat-DPEP
The regular maintenance of the classrooms is essential to ensure that all classrooms can be effectively used for instructional purposes for the whole duration of their life. DISE data is used at the district and the cluster level to identify the schools were the need for the rehabilitation o f the classroom is the most. Subsequently, repair work is initiated for those classrooms.
♦ Date and amounts of the releases made by GOI and State Government to the State Societies in 2001.
Fund Releases by Government of India (2()00-2001) Date of fund release Amount in. Rs 28-04-2000 20,000,000.00 31-05-2000 70,000,000.00 3-01-2001 50,000,000.00 5-03-2001 100,000,000.00 Total 240,000,000.00
Fund releases by Government of Gujarat [2000-2001) Date of fund releases Amount in. Rs 28-08-2000 6,902,000.00 4-09-2000 5,000,000.00 7-09-2000 3,098,000.00 12-09-2000 5,000,000.00 T otal 20,000,000.00
Actual cumulative releases by the GOI as on 30.09.2001 is 7674.67 lacs Actual cumulative releases by the GOG as on 30.09.2001 is 1300.00 lacs.
♦ Estimation by Phase II state, Gujarat and districts of availability of funds for the remaining period of the programme and planning for the same.
Districtwise, Componentwise, and Yearwise, expenditure from 96-97 to 2000-01, in case of Panchmahal, Banaskantha & State Project Office, the total project expenditure, after considering the provision of Annual Work Plan & Budget of 2001-02, exceeds total EFC cost in rupee term. However, it does not exceed in dollar term. It can be seen from the enclosed statement that the expenditure has been exceeded in the following components. See the tables on expenditures attached to this document.
153 ( i'' Civil Works 'It Equipments 3 ) Workshop/ Seminars (■ ) Awareness C a ^ a fc , Tl M development (5) Salary of Staff (6) Office Expenditure
Justification/ reasons for above items:
(1) Civil works:- The provision for the Civil works was 18% in EFC approved layout, whereas we have gone upto 24% in view of the necessity of physical infrastructure, particularly repairing of schools. (2) Equipments:- It seems that the original provision in on very lower side. Moreover, we have equipped the BRCs with Computer, Printer, Photocopier, OHP, TV OHP etc, The same was proposed in the yearly Annual Work Plan & Budget and approved by the Project Board/ Ministry of Human Research & Development. The capacity of the DIET, SCERT and State Project Office has been built up by providing computers, Printers, Photo Copier, Copy Printer, Water Cooler, Air condition etc. (3) Workshop/ Seminars;- Expenditure on Workshop/ Seminars has also increased due to the inclusion of new areas like IED, ALS etc. Which were introduced after the project started in 1996-97. (4) Awareness Campaign, TLM:- With a view to mobilise the community at large, more awareness campaigns have been included in the project. The enrollment drive is being organised at each school of the project every year. Rs. 300/- per school is made available to the Village Education Community for this purpose. The alternative schooling was launched in the 3rd year of the project. The original EFC document does not have this prevision. The cost of TLM in the ALS Centre has also contributed to excess expenditure on TLM as compared to provision in EFC cost. , (5) Salary of staff:- The expenditure on salary of CRCC and BRCC has gone up sharply due to the 5th Pay Commission revision. Which was accepted by Govt, of Gujarat for primary school teachers. (6) Office Expenses:- It seems that the original provision for office expenditure was also on lower side & conservative. For example, in case of Panchmahal Rs. 3 lacs & Banaskantha Rs. 1.20 lacs for 7 years have been proposed. This has gone up sharply and is reflected in the expenditure up to March - 2001.
|The project period is upto June’2003. As per the projection, up to June’2003, the EFC approved limit would cross in all the District & State component in Rupee term. However, this will be well within the limit in dollar term. This increase is , due to the reasons as mentioned above and excess expenditure on school grant and teacher grant in coming years. In view of the above facts and justifications, request has been made to approve the revised expenditures crossing EFC cost.
154 Statement showing Expenditure from 1996 to 2001 (SPO) Sr. no. SUMMARY SHEET 96-97 97-98 98-99 99-00 00-01 TOTAL EFC COST
1 CIVIL WORKS 3.71 3.23 3.76 8.81 12.77 32.28 115.00 2 FURNITURE 3.59 1.11 1.29 3.59 0.16 9.74 33.00 3 EQUIPMENT 19.80 11.04 11.48 18.20 2.84 63.36 15.20 4 VEHICLE 12.39 16.69 0.00 0.00 6.32 35.40 12.00 5 BOOKS AND LIBRARY 0.01 0.16 0.26 0.39 0.25 1.07 110.00 6 LOCAL CONSULTANTS 0.89 2.22 3.35 4.85 15.61 26.92 75.00 7 TRAINING COST INCL TA/DA 1.64 4.20 4.08 9.59 3.24 22.75 47.50 8 WORKSHOP & SEMINAR 6.19 11.30 9.41 11.56 10.87 49.33 52.86 9 AWARENESS CAMPAIGN EXPENSES & TLM 7.19 9.37 34.46 194.46 96.94 342.42 85.70 10 SALARIES OF ADD. STAFF 1.13 25.73 46.41 43.68 38.27 155.22 109.51 11 OFFICE EXPENSES 4.86 13.18 12.76 25.27 29.47 85.54 22.49 12 TEACHERS' GRANT 0.00 0.00 0.00 0.00 0.00 0.00 24.00 13 SCHOOL GRANT 0.00 0.00 0.00 0.00 0.00 0.00 6.00 14 VEHICLE OPERATION & MAINT. 0.00 0.12 0.79 1.21 0.79 2.91 9.60 15 EQUIP OPERATION & MAINT 0.03 0.79 1.24 2.37 2.34 6.77 6.00 16 CONTINGENCY 0.00 2.02 2.63 2.96 3.19 10.80 7.20 TOTAL 61.43 101.16 131.92 326.94 223.06 844.51 731.06 Statement showiriTf Expenditure from 1996 to 2001 (Panchmahal) Sr.no. SUMMARY SHEET 96-97 97-98 98-99 99-00 00-01 TOTAL EFC COST
1 CIVIL WORKS 0.00 86.64 200.64 261.51 346.61 895.40 758.50 2 FURNITURE 1.16 7.74 0.18 14.19 0.72 23.99 50.50 3 EQUIPMENT 0.00 11.84 20.45 17.48 26.31 76.08 1.20 4 VEHICLE 0.00 0.00 0.00 0.00 0.00 0.00 15.00 5 BOOKS AND LIBRARY 0.00 0.00 1.43 123.71 8.45 133.59 145.84 6 LOCAL CONSULTANfS 0.00 0.00 0.00 0.00 0.10 0.10 10.00 7 TRAINING COST INCL TA/DA 0.34 45.08 43.79 106.31 123.71 319.23 500.70 8 WORKSHOP & SEMINAR.... 0.19 2.17 1.80 6.58 1.39 12.13 1.50 9 AWARENESS CAMPAIGN EXPENSES & TLM 45.31 10.08 4.05 113.03 114.69 287.16 182.79 10 SALARIES OF ADD. STAFF 0.39 202.94 420.44 316.67 349.14 1289.58 1515.40 11 OFFICE EXPENSES 1.86 2.73 14.00 9.68 47.16 75.43 3.00 12 TEACHERS' GRANT ..... 0.00 45.50 51.19 56.46 61.49 214.64 287.00 13 SCHOOL GRANT 0.00 64.00 67.53 66.15 68.86 266.54 387.42 14 VEHICLE OPERATION & MAIN' 0.00 0.39 0.62 0.62 0.35 1.98 10.08 16 CONTINGENCY ..... 0.00 0.25 0.69 7.94 11.55 20.43 112.00 TOTAL 49.25 479.36 826.81 1100.33 1160.53 3616.28 3980.93 Statement showing Expenditure from 1996 to 2001 (BK) Sr. no. SUMMARY SHEET 96-97 97-98 98-99 99-00 00-01 TOTAL EFC COST
1 CIVIL WORKS 0.00 119.08 153.93 276.11 226.76 775.88 837.50 2 FURNITURE 0.32 0.46 0.73 15.89 0.42 17.82 22.35 3 EQUIPMENT 0.10 5.03 1.58 39.82 0.51 47.04 21.30 4 VEHICLE 0.00 0.00 0.00 0.00 0.00 0.00 15.00 fZ BOOKS AND LIBRARY 0.00 0.00 6.13 56.56 70.87 133.56 140.80 6 LOCAL CONSULTANTS 0.00 0.00 0.00 0.00 1.77 1.77 8.00 7 TRAINING COST INCL TA/DA 0.26 30.43 50.78 93.71 111.38 286.56 496.93 8 WORKSHOP & SEMINAR 0.83 1.57 1.56 4.96 0.62 9.54 14.95 9 AWARENESS CAMPAIGN EXPENSES & TLM 0.11 3.16 5.00 97.43 42.12 147.82 240.51 10 SALARIES OF ADD. STAFF 1.51 115.24 343.13 278.83 327.99 1066.70 1258.23 11 OFFICE EXPENSES 0.20 5.86 2.42 5.89 5.97 20.34 1.20 12 TEACHERS’ GRANT 28.56 38.50 31.72 38.58 44.28 181.64 240.00 13 SCHOOL GRANT 36.30 39.04 48.04 40.88 41.84 206.10 626.16 14 VEHICLE OPERATION & MAINT. 0.00 0.31 0.45 0.56 0.68 2.00 11.52 15 EQUIP OPERATION & MAINT 0.17 0.10 0.06 0.82 1.60 2.75 3.00 16 CONTINGENCY 0.00 0.13 2.42 3.60 11.90 18.05 5.04 TOTAL 68.36 358.91 647.95 953.64 888.71 2917.57 3942.49 Statement shoMhq Expenditure from 1996 to 2001 (Dang) Sr.no. SUMMARY SHEET 96-97 97-98 98-99 99-00 00-01 TOTAL EFC C O ST
1 CIVIL WORKS 0 13.65 46.48 53.61 64.68 178.42 223.30 2 FURNITURE 0.1 1.31 0.36 2.24 1.47 5.48 5.70 3 EQUIPMENT 0 7.06 0 7.86 1.19 16.11 26.20 4 VEHICLE 0 3.33 0 0 0 3.33 9.00 5 BOOKS AND LIBRARY i 0 0 0.97 12.43 11.99 25.39 29.84 6 LOCAL CONSULTANTS 0 0 0 0 1.12 1.12 34.60 7 TRAINING COST INCL TA/DA 0 8.27 5.95 13.16 24.52 51.9 97.10 8 WORKSHOP & SEMINAR 0 0.36 0.46 0.8 0.85 2.47 4.92 9 AWARENESS CAMPAIGN EXPENSES & TLM 0 14.35 33.08 19.1 7.78 74.31 178.50 10 SALARIES OF ADD. STAFF 0.42 30.85 55.01 47.03 47.62 180.93 201.71 11 OFFICE EXPENSES 1.18 1.93 4 3.33 4.17 14.61 7.20 12 TEACHERS’ GRANT 4.15 4.5 4.87 4.88 6.48 24.88 27.60 13 SCHOOL GRANT 7.46 7.8 7.92 7.9 7.84 38.92 63.00 14 VEHICLE OPERATION & MAINT. 0 0.18 0.49 0.63 0.89 2.19 4.32 15 EQUIP OPERATION & MAINT 0 0.12 0.31 0.61 0.48 1.52 0.00 16 CONTINGENCY ...... 0 1.13 0.27 0.81 0.93 3.14 0.00 TOTAL 13.31 94.84 160.17 174.39 182.01 624.72 912.99
158 HARYANA
Objective 1: Proeress towards achievement of programme objectives and outcome indicators (district wise information wherever available):
Out o f school children'. What is the As per Annexure - 1 attached. absolute number and approximate percentage of out of school children in the age-group population; What are the strategies adopted to include out of school children; Enrolment in schools'. What is the As per Annexure - 1 attached. enrolment in Class 1 and total (indicate source) disaggregated for gender, social groups and types of schools (alternative, formal, private, government etc.); What is the Enrolment in A.S./Bridge 25,000 children are enrolled in the 1500 courses/camps and percentage of transition Alternative Schooling centers and 35% to 40% to formal schools. transition rate to the formal schools in Haryana.
Information on students’ attendance, and For detailed information about the retention retention class-wise and the overall is attached in Annexure - I completion rate (Class I to IV/V); Information on progress in reaching and Gender retaining the most disadvantaged groups of • The gender sensitisation training has been children - especially tribals, hardest to imparted to approximately 8969 JBT reach groups, children with disabilities, teachers, 1582 VEC members, 63 education migrating children and urban poor etc.; administrators and DIET staff using “DASHA” and “DISHA” training package. • Dholak Manjira, Abhibhavak Shala Samagam Samaroh packages relating to women empowerment and promotion of girls education have been reviewed, finalised and distributed at BRC level. • About 4066 new Anganwaris are proposed to be set up in DPEP-II district in convergence with ICDs. • Material for celebration of girl child day, legal literacy package and package for improving the health of children and women is being developed. • Flexible timings have also being introduced in State schools to promote participation of girl child. Children with Disabilities • Nineteen thousand general teachers in seven blocks have been trained.
159 • Formal Medical check-up of more Ilian 15000 disabled children has been undertaken in all seven districts. • A five-day long training programme has been conducted for all the CRCs. • A Two-day long training programme has | been conducted to equip teachers with skills in Integrated Children. • Training has been given to three VECs o f Gurgaon Districts regarding Integrated Education for Disabled Children. • Disabled Children have been enrolled in regular schools • 7535 children have been provided with helping aids in collaboration with NGOs and DPEP. • Survey have been done in all the districts to identify disabled children. • Two-day long orientation programme has been organised for VECs and parents of disabled children at Gurgaon. • Photo Identity Scheme for children with Disabled Children. • Sports meet(State/District/block) level for integrated children. . • Teleconferencing has been organised on 1ED from 18th- 19th December, 2000.
Information on improvement in students’ Mid term Assessment Survey was carried out learning levels, identification of hard spots, in DPEP-II districts to assess the students improvement in classroom environment, learning level. Findings of the MAS is placed etc. in formal and alternative schools. below: Language
Distt. EAS MAS N o. M ean N o. M ean Diff. B hiw ani 608 4 0 .90 785 55.62 14.72 Gurgaon 751 54.75 843 64.87 10.12 M . Garh 6 19 38.30 676 64.75 26.45 Mathematics
D istt. E AS MAS N o. M ean N o. M ean Diff. Bhiw ani 608 31.14 785 56.19 25.05 Gurgaon 751 45.36 843 64.45 19.09 M . Garh 619 36.64 676 66.43 29.79
160 Comparisons between average performance of Class IV/V Students
Language Distt. EAS MAS N o. M ean No. Mean Diff. Bhiw ani 736 36.59 946 45.95 9.36 Gurgaon •786 41.05 794 48.18 7.13 M. Garh 798 32.71 798 50.00 17.29 Mathematics Distt. EAS MAS N o. M ean N o. M ean D iff. Bhiw ani 736 33.3 946 36.44 3.41 Gurgaon 786 34.00 794 37.97 3.97 M . Garh 798 29.28 798 40.84 11.56 Information on recent improvements made Village Education Register is only the strong and plans for further development of school source of information from the house to house as well as household based information and is being utilized at the cluster, block, district systems and use of information; Action and state level. This information is being used to taken to support districts/sub-districts which formulate the village as well as school have faced difficulties in setting up a development plans. EMIS is also the source of reliable information systems? information from grass root to the Cluster, block and district level and this information is also being utilized in the planning process at the State level. There is no difficulty in both the system i.e VER and EMIS at the district as well as sub district level We have very strong linkages from State to the village level through BRC and CRC
Objective 2: Improvement in the quality of primary schooling: (district wise):
Type of indicators developed for use, if any, at state and district levels to monitor Nil auality; J^upil Teacher Ratio (PTR) trends since Year Pupil Teacher Ratio project inception; 1996-97 52.10 1997-98 51.84 1998-99 52.01 1999-00 48.52 2000-2001 49.49 2001-2002 46.23
161 : Cumulative teacher vacancies as on June 10. Position of overall teachers vacancies in the 30. 2001 in DPEP districts since the districts. programme inception; Number of teachers recruited and positioned to fill these vacancies; Number of teachers planned and DPEP-I appointed under DPEP. D istricts Total A ppointed R em arks Planned for 7 vear Primary School 2224 1617 - Teachers Cluster Resource 266 240 00 Coordinator Source : PPI (MIS Unit)
DPEP-I] D istricts Total Appointed R em ark s Planned for 7 year Primary School 1794 1737 — Teachers Cluster Resource • 277 241 — Coordinator Source: PPI (MIS U n it) Total number of teachers by type in the Total number of teachers in formal schools in DPEP districts (para teachers, or contract DPEP districts = 18,432 teachers in formal schools, A.S. teachers, regular school teachers etc.); Number and Proj ect T eachers = 3,450 percentage of schools where multigrade situations exist. Information on teacher A.S Instructors = 1,500 attendance and number of actual teaching days per year vis-a-vis the stipulated Total = 23,382 number; District wise variations, if any; After the appointment of 3450 Project Teachers, the multi grade situation is not very much serious concern in DPEP districts. Actual teaching days in DPEP districts varies from district to district. Most of the schools having 226-250 teaching days in the schools. Information on the different kinds of Different kinds of the Training has been teacher training provided and percentage of provided to the teachers. Initially, we have given teachers trained through these; Any training the motivational training to all .the teachers. 5 planned to meet specific needs of teachers days training on integrated education for the eg. on multigrade teaching, special needs disabled children has also been given to the etc.; teachers. Teachers are also been trained in multi grade situation . Training through teleconferencing has also been given to the teachers on IED, Alternative Schooling and content based. Information on' any processes adopted by Follow up of the training in the schools has been states, districts, sub-districts for monitoring done by CRCs and BRCs. Some studies has also and follow up of training in schools; Any been carried out by the DPEP or some
162 state-level analysis/studies on classroom independent agencies to assess the impact of processes in different types of schools training on the class room processes in different (formal government schools, alternative type o f schools. Mid term assessment survey was schools, private schools); Any evidence of also revealed about the better performance of the various quality related inputs resulting in students learning. States are planning to build the better students’ learning; What are the capacity by providing trainings to the teachers in states’ and districts’/sub-districts’ plans and different managements. strategies for teacher development in the coming years; Efforts made to improve functioning of the A number of efforts have been made to improve support structures and institutes, nam ely functioning of the support structure namely CRCs, BRCs, DIETs and SCERTs; any CRCs, BRCs, DIETs and SCERTs. We have initiatives for involving other human appointed the staff and deputed in the DIETs resources to work with schools and the and SCERTs for the strengthening of these above structures and organisations, for institutes. We have also given the training to example, community groups, NGOs, these staff. We have also appointed BRCs and universities etc.? CRCs and give them a number of training in different areas. Now, this staff are being utilized for monitoring, supervision, research and evaluation and as Master Trainers. In the field of IED we are taking help from NGOs and community members.
Objective 3: Programme management and implementation:
Information on process followed for Supervision has been done at State level as well supervision of the programme by the state, as at the district level. State have the system to district and sub-district levels management supervise the programme by meetings of DPCs ’ structures? Give examples, if any, of how and BRCs, through EMIS data. Feedback of the outcome, process and/or input indicators visit of the SPIU staff. Grass root level workers have been used to tackle district/sub-district can write their problems directly to the specific problems in the implementation component Incharge or to the SPD directly. and for planning new interventions; Every district have their planning teams at district level and these teams visit the schools as well as meet the VEC members to find out the difficulties at the grass root level. CRC have also 1 visit to the schools once in a month and he is also competent person to resolve any academic problem of the teachers. Information on the implementation progress No Comments in the states that the last JRM identified requiring special attention and support (Bihar, the newly formed states, Rajasthan); How have the states and districts tried to tackle the bottlenecks in the implementation; Any issues still remaining?
163 Dates and amounts of the releases made by Details are being given in Annexure - II. the GO! and State Government to the State Societies in 2001; Actual cumulative DPEP-I releases by the GOI and the State AWP&B Funds released State share Governments as on 30.9.2001; including (spill by GOI received. over) Upto 2000-2001 8448.11+50.00* 1473.20 ‘ For pre-project activities entirely bome by GOI. 2001-2002 (till 1000.00 194.12 31/8/2001 TOTAL 9498.11 1667.32
DPEP-II
AWP&B Funds released State share including (spill by GO I received. over) Upto 2000-2001 3919.84 621.15 2001-2002 (till 900.00 229.41 31/8/2001 TOTAL 4819.84 850.56 Estimation by Phase II states and districts of EFC for DPEP-][I = 95.47 crore availability of funds for the remaining period of the programme and planning for Expenditure upto = 49.25 crore the same. 31.7.2001
B alance = ; 46.22 crore Approved AWP&B = 24.08 crore for the year 2 001-2002
B alance = , 22.14 crore
Proposed AWP&B = : 22.14 crore
2002-2003
O bjective 4: Status of programme in DPEP-I districts - in terms of development outcome. sustainability, final evaluation. etc. (Assam. Chhattissarh. Haryana. Karnataka, Kerala, Madhva Pradesh. Maharashtra. Tamil Nadu):
In light of the information provided under States as well as districts assessment of the status the JRM Objective 1, what is the states’ and with respect to DPEP’s development objectives districts’ assessment of the status with is very encouraging. The DPEP gave us a new respect to DPEP’s development objectives; path to rethink about the on-going processes in the field of Primary Education.
To what extent has DPEP been successful in All the research studies which is carried out by affecting change processes in the primary NIEPA, NCERT and some independent agencies education system as envisaged in the DPEP shows that there is a paradigm shift in the field of
164 Guidelines: pedagogy and among the attitude of the teachers after the implementation of DPEP Programme New textbooks have been developed on the basis of child-centred, play-way activities and peer- tutoring methodologies. The role of a teacher is now a facilitator only who will initiate the process of learning in the classroom. A number of trainings have been given to the teachers and the effect of these trainings also affect the changed processes in the Primary Education system .
What is the implementation status of Implementation status of various DPEP various DPEP components. com ponents
T E X T BO O K S
- Text books for class V (A set of three books) developed. The books has been introduced on experimental basis in 850 projects schools during the current year.
- With the introduction of English from class I, text books for class I and II have also been prepared.
TEACHER TRAINING
- In the month of December, 2000 refresher courses for teachers were organized with focus on “Evaluation” benefiting 18,000 primary teachers.
- During summer vacations training was imparted to all the teachers including project teachers on content, aspects of education and teaching of English. 400 Master Trainers were trained to impart training to the teachers.
COMMUNITY PARTICIPATION
- Training programmes were organized for the members of Village Education Committees with a view to acquaint them with their responsibilities and to seek their cooperation.
165 DISTANCE EDUCATION
- 7 rounds of teleconferencing were organized on varied topics like Alternative Schooling, Gender Issues, Early childhood care and education, pedagogical improvements, role o f VECs, A ction research and integrated education for the disabled children benefiting 18,000 teachers and 10,000 community members, parents and educational administrators. 8 rounds of teleconferences for training of teachers on “Teaching learning of English” were organized. 10,400 teachers benefitted from the training.
- Development of support material “MUJHE PA R N A H AI”
ALTERNATIVE SCHOOLING
- 800 more alternative schools have been established. With this the number of A.S centers has gone to 1500. A bout 25,000 children are attending these centers.
- A special programme of mobilisation was launched to give a boost to alternative schooling system in the educationally backward area of Mewat in convergence with Haryana Urdu Academy in the month of November, 2000. The program culminated with a Mushiara at Nuh on 24-11-2000.
- 40 summer camps were organized in DPEP Phase -I districts in rural areas to cater to the yet unreached children and also to those children who are in formal schools but have no way in which they can utilize these vacations in an effective, useful and joyful manner.
INTEGRATED EDUCATION FOR DISABLED CHILDREN
- Medical check ups have been carried out in all the DPEP districts and various aids and appliances provided to disabled children. Sensitisation training has been imparted to parents, VEC members and teachers on the
166 special needs of disabled children
- A State level sports and cultural meet for handicapped children was organized in December, 2000 at Sirsa.
- Tournament for disabled children , I-Card for follow up activities, teleconferencing on IED component & development of a book, PRAYASH. MID TERM ASSESSMENT SURVEY
- Mid term assessment Survey was undertaken in Phase-II districts (Bhiwani, Gurgaon and Mahendergarh). It has revealed that the achievement levels of students in Language (Hindi and Mathematics ) has increased over the baseline level.
BRCS AND CRCS
- Each BRC has been provided with T.V, VCR to make them more effective in the training process.
TEACHING LEARNING MATERIAL
- The teachers have been imparted training in the development of Teaching Learning Material so that they can effectively utilize the teacher grant of Rs. 500 being given to them every year.
CIVIL WORKS
- 2906 toilets, 1280 hand pumps, 656 repair school buildings, 400 boundary walls, 411 additional single rooms, 234 additional two class rooms, 15 additional three class rooms, 405 CRC 1 rooms, 47 BRCs , 155 new school buildings have been completed upto August 2001.
- The approved outlay upto 2000-2001 was Rs. 3339.84 lacs, whereas more than Rs. 3267.00 lacs have been incurred upto 7/2001 on Civil Works and balance Civil Works are in progress. - Due to revised guidelines the allocation for Civil Works for DPEP-I Districts have been revised from 24% to 33.33%. Accordingly, the Action Work Plan for 2001-2002 has been
167 approved for Additional allocation of Rs. 1459.55 lacs.
- In addition to above, planning of Civil Works is being done amounting to Rs. 865.20 lacs in all the balance non-DPEP districts.
- To cater for these additional funds which are to be incurred before 3/2002 planning for Field ‘ Engineers, Vehicles is being done in order to meet with the targets laid down by Government o f India.
- The SIEMT Building at Bhiwani has been completed before the scheduled date . The covered area of this building is 35570 sq. ft. and the cost is approximately Rs. 140.00 lacs including Parking, Boundary wall, Public Health and Electrical estates services. The building is double storey & has adequate provision for seismic loads for earth quakes. Accordingly building is constructed with RCC frame structure. SIEMT building at Bhiwani with a covered area of 28450 Sq.ft and costing about Rs. 140.00 lacs has been com pleted.
What are the studies undertaken/planned for Following studies has been planned for final final evaluation of DPEP. evaluation of DPEP ; 1. Terminal Assessment Survey in DPEP-I districts 2. Mid Term Assessment Survey in DPEP- II districts 3. Co-hart study. 4. Study on factors responsible for drop-out rates. Study on causes o f 5 drop pout rate in certain districts. What are the commitments made, if any, by We have developed textbooks upto Class-V for the State governments to sustain the DPEP DPEP districts. State Government have decided gains; to replace the old textbooks from Non-DPEP districts and these newly developed textbooks will be implemented in these districts. How are the excess funds being targeted As such the Parishad would be spending an (district wise, component-wise, community amount of Rs.2346.65 Lacs over and above group wise etc.) to consolidate the gains EFC cost in DPEP-I districts and the plan for made sofar; What is the implementation this amount has been sent to GOI in the status o f the same. AWP&B 2001-2002..This amount would
168 come from the savings of Rs. 50 crores accruing out of exchange rate variations. This would leave Rs. 2653.35 Lacs out of the said Rs. 50 crores for utilizing educational proposes to do activities as mentioned below
A m ou n t (in la c s )
1. Teachers training to all teachers, of Non- DPEP districts for 10 days at a unit cost of Rs. 2000.00 per teacher Rs. 525.00 Total: 26250 teachers
2. Establishment of Book-Banks in all the schools of Non-DPEP distt. Of the State Rs. 5000.00 Rs. 243.70 Total Schools : 4874
3. Setting up of MIS Centres in /Non-DPEP districts at a cost of Rs. 5.00 lacs per district.
R s.55.00
4. Strengthening of VECs for their active participation in all non-DPEP districts( training and mobilization ) 3861 villages @ Rs. 5000.00 per village. Rs. 193.05
5. Summer Camp schools for street children under A.S. 30 centres for Non-DPEP district totaling 330 @ Rs. 23,000.00 per center.
Rs. 75.90
6. Micro planning in non-DPEP districts. - To be carried out as pre-project activity o f SSA .
7. School Improvement Grant @ Rs. 2000/- per school. 97.48
169 8.Teacher Grant @ Rs.SuO/- per Teacher 131.25
9. Darries @ Rs. 10,000/- per school447.88
10. Capacity Building 16.39
11. Civil Works 867.70
Grand Total 2653.35
170 STATE : HARYANA ENROLMENT INDICATORS AS ON 31.3.2001
DISTRICT BENEFICIARY POPULATION PRIMARY EDUCATION INDICATORS PO PU LA TIO N (6-11 ) Enrol.in grade Enrollment in O ut o f Ant. GER/NER Acht.till date Retention (Cumulative till end o f current 1-5 primary NFE/AS School (Specify till Rate (Ant.acht.rili 31st Plan) Upto 2000-2001 Schools/ Stage Children 31 March,2001). March,2001). ( Ant. cumulative acht.till end of current plan. HISAR TOTAL 286643 193918 1305 91420 67.65 . 54.57 BOYS 155180 101832 631 52717 65.62 57.32 GIRLS 131463 92086 674 38703 70.05 51.67 SC BOYS 48379 38467 449 9463 79.51 49.17 SC GIRLS 40437 32637 482 7318 80.61 40.35 ST BOYS -— - - - ST GIRLS —-- — SIRSA TOTAL 117507 110789 1344 5374 94.28 82.91 BOYS 62607 58398 535 3674 93.28 86.53 GIRLS 84900 52391 809 31700 95.43 79.11 SC BOYS 23132 21845 428 859 94.94 58.87 SC GIRLS 20605 19341 651 613 93.87 53.00 ST BOYS ------ST GIRLS -- —- -- JINDTOTAL 157366 134436 1100 21830 85.43 73.08 BOYS 84976 71111 556 13309 83.68 70.85 GIRLS 72390 63325 544 8521 87.48 75.49 Total SC 39058 34965 593 3500 89.52 57.30 SC BOYS 21319 19079 294 1946 89.49 60.77 SC GIRLS 17739 15886 299 1554 89.55 53.10 KAITHAL TOTAL 115593 90349 6356 18888 78.16 65.03 BOYS 63737 48267 2753 12717 75.73 67.09 GIRLS 51856 42082 3603 6171 81.15 62.65 Total SC 32172 27812 2567 1793 86.42 57.26 SC BOYS 17767 15410 i 1199 1158 86.73 61.36 SC GIRLS 14405 12402 1368 635 86.10 . 52.25 ST BOYS ST GIRLS Note : We do not have the enrollment data of private non-recognised schools.
171 Annexure - II DPEP, Phase-I ( Rs. in Lacs)
Year Total Govt, of State Funds released/ Current year deficit Cumulative deficit Expend % of sanctioned India Govt. received iture expdtt. AWP&B Share Share against available (Fresh) grants (85%) (15%) Govt, of State GOI (Col.3 State Govt. GOI State India Govt. minus col.5) (Col. 4 Govt. minus col.6)
1 2 3 4 5 6 7 8 9 10 11 12 Pre Project 50.00 50.00 50.00 ( Entirely borne by Government of India) Activities 1994-95 917.71 780.05 137.66 261.74 46.19 518.31 91.47 518.31 91.47 26.91 7.52
1995-96 1836.39 1560.93 275.46 518.31 91.47 1042.62 183.99 1560.93 275.46 917.84 97.56 1996-97 2600.20 2210.17 390.03 2420.93 275.46 (-) 210.76 114.57 1350.17 390.03 1792.17 65.90 1997-98 2164.48 1839.81 324.67 813.13 240.00 1026.68 84.67 2376.85 474.70 1930.87 97.50 1998-99 1955.49 1662.17 293.32 2584.00 - (-) 921.83 293.32 1455.02 768.02 1461.13 55.48 1999-2000 1972.48 1676.61 295.87 200.00 511.26 1476.61 (-) 215.39 2931.63 552.63 1444.68 76.70 2000-2001 2864.05 2434.44 429.61 1650.00 308.82 784.44 120.79 3716.07 673.42 2183.00 91.05 2001-2002 4269.21 3628.83 640.38 1000.00 17.65 2628.83 622.73 6344.90 1296.15 646.26 52.44 (1.4.2001 to i 31.7.2001) L/rtf, Phase-II ( Rs. in Lacs)
Year Total Govt, of State Funds released/ Current year deficit Cumulative deficit Expend % of sanctioned India Govt. received iture expdtt. AWP&B Share Share against (Fresh) available grants (85%) (15%) Govt, of State GOI State Govt. GOI State India Govt. (Col.3 (Col. 4 Govt. minus minus col.6) col.5) 1 2 3 4 5 6 7 8 9 10 11 12
1996-97 Out of Pre Project activities of DPEP Phase - I ...... 24.82 49.64
1997-98 1509.49 1283.07 226.42 769.84 75.48 513.23 150.94 513.23 150.94 304.89 36.07 1998-99 2455.44 2087.12 368.32 — -- 2087.12 368.32 2600.35 519.26 496.38 96.27 1999-2000 1996.93 1697.39 299.54 1300.00 148.61 397.39 150.93 2997.74 670.19 1095.04 74.60 2000-2001 1891.93 1608.06 283.77 1850.00 397.06 (-) 241.94 (->113.29 2755.80 556.90 2324.24 88.72 2001 2408.78 2047.46 361.32 900.00 70.59 1147.46 290.73 3903.26 847.63 679.90 53.70 2002 (1.4.2001 to 31.7.2001)
Head Office and District wise details of Receipt and Expenditure of DPEP-I and DPEP-II are at Anncxure ‘C-F (Pages ) and Annexure ‘C - II’ (Pages ) respectively.
Release pattern o f 15% State Share : Under this Project, the funding pattern envisages 15% from the State Government. At present, there is no balance State Share against the Government of India releases till date. Members may kindly see.
173 HIMACHAL PRADESH
)bjective 1: Progress towards achievement of programme objectives and outcome ndicators
)ut o f school children: A House hold survey to identify 6-1 lyrs old out of school children in the DPEP districts was conducted at the time of launching of the programme in 1996-97. This survey revealed the following results.
Out of school children (1996-97)
District Boys Girls Total Chamba 2257 5851 8108 Kullu 923 1742 2665 Sirmour 2607 3612 6219
Lahaul-Spiti - 6 6 Total 5787 10211 16998 Source : House hold survey 1996-97 vbout 16500 of these out of school children brought into the school stream with the help of NGOs, PRIs nd VECs which is reflected in the increase in enrolments in primary classes in the DPEP districts during i7-98 and 98-99. Enrolments
District 96-97 97-98 98-99 99-2000 2000-01 Chamba 57359 64538 66895 66834 66867 Kullu 46331 50532 51998 51334 50626 Sirmour 54551 62027 66492 65640 64605 Lahaul-Spiti 3270 3329 3319 3244 3204 Total 161511 180426 188704 187052 185302 Source : EMIS data
SCER.T Himachal Pradesh had conducted a sample study to estimate the out of school children in the DPEP districts in October, 2000. The results of the study are as follows :
District Sample Sample Total no. of No. of No. of out blocks schools 6-11 yrs. children of school Children in enrolled in children the feeding the school area Sirmour 2 21 1091 1066 25 Chamba 2 20 865 859 6 Total 4 41 1956 1925 31 Source : Study conducted by SCERT October, 2000
174 Details of SCERT study
District Block School Name Total No. of 5 No. of children No. of childre 11 yrs age in the school out of school children in the feeding areas of school Sirmour Dadahu 1 Lohara 33 33 0 2 Chambi 17 17 0 3 Bhenu 27 27 0 4 Chwla 26 26 0 Dapalion 5 Anji Barauna 28 28 0 6 Dhang Katoch 53 53 0 7 Kail 48 42 6 8 Parora 59 59 0 9 Uncha Tikkar 101 95 6 10 Khood 138 126 12 Nahan 11 Nalka 60 60 0 12 Jaitak 10 10 0 13 Dhagera 86 86 0 14 Sattar Bhedon 64 64 0 15 Dandor 37 37 0 16 Surya Nanahan 27 27 0 17Bhood 55 55 0 18 Talon 57 57 0 19 Chakrera 83 83 0 20 Tirmili 46 45 \ 21 Shamsherpur 36 36 0 Chamba Kiani 22 Sei 34 34 0 23 Palehi 35 35
24 Bhalod 47 47 0 , 0 25 Dhanuic 94 94 0 26 Masroond 180 180 0 27 Gurcnta 61 61 0 28 Sanei 35 35 0 29 Dulahar 32 32 0 30 Thanas 29 29 0 Salooni 31 Bhatka 68 68 0 32 Himgiri 27 25 2 33 Birwari 29 25 4 34 Shakrahu 40 40 0 35 Kassar 24 24 0 36 Bhcnt 24 24 0 37 Ja tota 8 8 0 38 Ranjani 21 21 0 39 Dadari 20 20 0 40 Garhctra 38 38 0 41 Diur 19 19 0 Total 1956 1925 31
175 3. Survey of out of school (6-llyrs age)children as on 30.6.2001
The DPEP districts conducted a survey of out of school children (never enrolled and Dropouts ) as on 30.6.2001. The results of the survey are as follows.
D istrict Never enrolled Dropouts Total B oys G irls T otal B oys G irls T otal B oys G irls T otal Chamba 145 227 372 72 110 182 217 337 554 Kullu 14 8 22 1 1 2 15 9 24 Sirmour 71 99 170 145 109 254 216 208 424 T otal 230 334 564 218 220 438 448 554 1002
4. Strategies adopted to include out of school children
Besides effectively enforcing the various incentive schemes of the State/Central Govt., the DPEP H.P. is mainly focussing on the mobilization of Mother Teacher Associations and Village Education Committees (VECs) to achieve the enrolment of out of school children and sustain them within the system for the completion of primary cycle. The provisions of H.P. Compulsory Primary Education Act 1997 can also be helpful in this regard.
Enrolment in schools
1. The year wise enrolment of children in the primary classes in the DPEP districts is as follows. 'otal Enrolment District 96-97 97-98 98-99 99-2000 2000-01 Chamba 57359 64538 66895 66834 66867 Kullu 46331 50532 51998 51334 50626 Sirmour 54551 62027 66492 65640 64605 Lahaul-Spiti 3270 3329 3319 3244 3204 T otal 161511 180426 188704 187052 185302
2.1 Enrolment of Girls in primary classes in DPEP districts.
Year wise percentage of gir s’ enrolment to total enrolment D istrict 96-97 97-98 98-99 99-2000 2000-01 Chamba 45.41 47.13 48.14 48.45 48.75 Kullu 47.70 48.90 49.50 49.79 49.67 Sirmour 47.45 48.65 48.58 48.64 48.63 Lahaul-Spiti 47.95 50.92 51.94 51.76 52.31 T otal 46.81 48.22 48.73 48.94 49.02
176 2.2 Comparison of Sex ratio and girls’ enrolment
D istrict Sex R atio Sex ratio in the Enrolment of girls 2001 age group o f 0-6 per thousand boys p opu lation 2000-01 ’ 2001 Chamba 961 962 951 Kullu 928 960 987 Sirmour 901 940 946 Lahaul-Spiti 804 986 1096 II.P. entire State 927 897
2.3 Index of gender equity 2000-01
District Share of Girls to Share of girls to Index of gender total enrolment total population equity C ham ba 48.75 49.00 99.49 Kullu 49.67 48.00 103.49 S irm ou r 48.63 47.00 103.47 Lahaul-Spiti 52.31 45.00 116.24 Total 49.02 49.00 100.04
3. Enrolment of social groups in primary schools
3.1 SC Enrolment
D istrict 96-97 97-98 98-99 99-2000 2000-01 Chamba 12553 14331 15410 15374 15331 Kullu 15469 17757 18266 18144 18213 Sirmour 17944 21259 22924 23143 22880 Lahaul-Spiti 394 396 412 417 397 T otal 46360 53743 57012 57078 56821
3.2 ST Enrolment
D istrict 96-97 97-98 98-99 99-2000 2000-01 Chamba 12553 18822 19288 19435 19143 Kullu 992 1016 1002 911 877 Sirmour 912 1188 1158 1080 1480 Lahaul- 2877 2835 2797 2647 2591 Spiti Total 17334 23861 24245 24073 24091
177 3.3 Index of Social equity ( Scheduled Castes)
D istrict 1999-2000 2000-01 % o f SC % o f SC In d ex o f % o f SC % o f SC In dex p op u lation en ro lm en t S ocial p op u lation en rolm en t o f to total to total eq u ity to total to total S ocial p op u lation en ro lm en t p op u lation en rolm en t eq u it y C h am b a 19.75% 23.00% 116 19.75% 23.00% 116 K ullu 28.93% 35.34% 122 28.93% 36.00% 124 Lahaul-Spiti 7.11% 12.85% 180 7.11% 12.39% 174 S irm o u r 30.18% 35.26% 117 1.61% 1.65% 102
3.4 Index of Social equity ( Scheduled Tribes)
1999-2000 2000-01 D istrict % o f ST % o f ST In d ex o f % o f ST % o f ST In dex 1999-2000 popu lation en rolm en t S ocial popu lation en rolm en t o f to total to total eq u ity to total to total S ocial p opu lation en rolm en t p opu lation en rolm en t eq u ity C h am b a 28.35% 29.00% 102.29 28.35% 29.00% 102.29 K u llu 3.61% 1.77% 49.03 3.61% 1.73% 47.92 Lahaul-Spiti 76.97% 81.60% 106.01 76.97% 80.86% 105.05 S irm ou r 1.61% 1.65% 102.49 1.61% 2.29% 142.23 Source : EMIS data
Enrolments in private and other schools 2000-01 (Class I-V)
D istrict Enrolment in Govt, schools Enrolment in other schools Schools Enrolment Schools Enrolment C ham ba 1072 66867 45 3888 K ullu 693 50626 59 5532 Lahaul-Spiti 212 3204 5 2! 6 S irm ou r 967 64605 51 5274 T otal 2944 185302 160 14910 Source : district ojjices as on 30.6.2001 % of Govt, school enrolment to total enrolment 92.55% % of other school enrolment to total enrolment 7.45%
178 5. Year wise trend in Class-I enrolment
5.1 Enrolment (Class-I)
D istrict 96-97 97-98 98-99 99-2000 2000-01 Chamba 17743 19837 16969 15214 15177 Kullu 11843 13847 10890 9976 9155 Sirmour 15442 17744 15125 12562 11971 Lahaul-Spiti 793 797 647 632 643 T otal 45821 52225 43631 38384 36946 Source : EMIS data
5.2 Percentage of child population and number of children in 0-6 age groups
District Percentage Number of children in 0-6 D ecadal child age group differen ce population 2001 1991 2001-1991 2001 C h am b a 14.93 68744 73598 -4854 K ullu 13.50 51254 54541 -3247 S irm o u r 14.64 67122 69926 -2804 Lahaul-Spiti 10.90 3622 4331 -709 Source Census o f India 2001Series I Paper - I o f2001Supplement district totals June 2001
• What is the enrolment in A.S./ Bridge courses/ camps and percentage of transition to formal schools.
75 AS ( 25 cach in the districts of Chamba, Kullu and Sirmour) arc being made operational on experimental basis in the current year. The selection and training of AS instructors is under way. The enrolments in the AS is yet to be made. It may treated as nil as on date.
• Information on students’ attendance, and retention class wise and the overall completion rate (Class I to IV/ V); Information on progress in reaching and retaining the most disadvantaged groups of children - especially tribals, hardest to reach groups, children with disabilities, migrating children and urban poor Etc.;
1. Attendance Rates in Selected Districts in H.P. (1998-99)
Distt. Average Attendance Rate in Classes (%)
I II III IVV T otal
Kullu 88.4 90.7 92.7 90.5 92.4 90.9
Sirmour 92.9 90.5 90.3 90.3 92.3 91.2
119 1.2 Category wise percentage of students with more than 80% attendance in Kullu district in 2000-01.
O verall SC ST OBC B oys 95 89 95 98 G irls 95 91 96 97
2.1 Decrease in Dropouts (Class I-V)
D istrict Annu al drop out rate Annual drop out rate 1994-95)* (1997-98)** B oys Girls Total Boys Girls T otal Chamba 31.33 42.54 35.09 2.59 3.52 3.03 Kullu 27.71 39.07 32.31 1.38 0.78 0.01 Lahaul-Spiti 27.30 31.11 29.04 3.49 1.71 2.34 Sirmour 31.68 43.51 36.91 0.37 0.16 0.18 * Source: Perspective plan DPEP State Component ** Source : RESU TSG study 1999
2.2 Study of Drop-outs in Sirmour district (Class-I-V)(1998-99)
N am e o f the B lock B oys G irls T otal Dadahu 22 23 45 Bakras 32 22 54 Nahan 2 2 4 Nohradhar 6 3 9 Sataun 32 33 65 Shillai 7 9 16 Surla 4 0 4 Paonta Sahib 7 6 13 Rajgarh 9 8 17 Sarahan 7 7 14 T otal 128 113 241 i Enrolment during 1998-99 for Sirmour B oys 34192 district Girls 32300 Total 66492 % age Drop-out Boys 0.374% Girls 0.349% Total 0.362
180 Study of Dropouts in Kullu district 1995-96 to 1999-2000
P eriod C lasses % of dropouts 1995-96 to 1999-2000 I-V 2.7 3.0 2.9
Survey of Dropouts in 2000-01 session
E nrolm en t Dropouts in 2000-01 session Boys G irls T otal Boys Girls Total C h am b a 34268 32599 66867 30 37 67 K ullu 25480 25146 50626 18 29 47 S irm ou r 33190 31415 64605 26 20 46 T otal 92938 89160 182098 74 86 160
Repetition rate
District Chamba Kullu Lahaul- S irm our Spiti Y ear C lass Boys Girls Boys Girls Boys Girls Boys Girls 1999-00 I 31.07 30.12 18.93 17.72 9.54 9.45 23.26 21.97 II 20.41 19.00 20.80 19.07 9.84 11.50 21.79 18.78 III 11.43 9.04 13.55 9.80 6.67 6.88 13.51 11.49 IV 9.51 6.84 12.11 8.99 4.47 5.12 12.19 f e o V 3.66 2.84 4.93 4.44 3.77 1.83 5.75 4.35 All 16.24 15.09 14.39 12.33 6.84 7.15 15.80 13.56 2000-01 I 29.97 29.76 12.34 12.04 6.12 9.18 15.99 14.02 II 20.10 20.65 10.45 10.44 9.27 7.55 14.03 12.43 III 15.21 13.35 15.64 13.77 6.80 12.72 11.21 8.98 IV 10.31 7.67 11.64 10.21 7.02 4.93 10.34 7.75 V 5.10 3.77 5.40 4.89 6.10 3.63 6.66 5.37 All 16.79 15.96 11.27 10.46 7.07 7.58 11.64 9.62 Source : EMIS data
Enrolment of disabled children in the Govt. Primary schools
District 1999-2000 2000-01 2001-02 Chamba 632 880 1600 Kullu 330 314 1042 Lahual-Spiti 61 61 55 Sirmour 826 1174 1049 Total 1849 2429 3746 Source : Survey by districts * Information on improvement in students’ learning levels, identification of hard spots, improvement in classroom environment, etc. in formal and alternative sch ools.
MAS study conducted by Dr. Lokesh Koul, Department of Education, H.P. University during October, 1999.
1. Gender and Social differences in achievement
1.1 Declining gender difference in achievement
Class Subject Chamba Kullu Lahual-Spiti S irm o u r B oys Girls Boys Girls Boys Girls B oys G irls II Language 83.32 84.79 79.25 77.60 84.75 82.40 76.45 74.00 Mathematics 83.57 86.17 77.30 76.51 85.25 81.05 75.25 75.50 V Language 63.02 65.37 58.50 58.15 62.52 64.58 59.83 60.92 Mathematics 52.44 56.30 42.10 42.45 51.98 53.50 46.93 47.47
1.2 Declining Social difference in achievement
Percentage mean achievement of the students during MAS ( Oct.,1996)
Class Subject Cham ba Kullu Lahual-Spiti Sirm our SC ST Gen SC ST Gen SC ST Gen SC ST Gen 11 Language 86.41 83.02 82.28 78.60 81.20 78.20 83.35 83.00 92.10 73.10 71.90 75.95 Maths 88.94 86.77 80.52 79.80 89.10 75.10 84.08 82.30 92.10 71..05 83.15 75.75 V Language 62.31 59.37 58.12 51.11 53.88 53.17 57.03 60.08 57.63 52.20 49.43 58.94 Maths 51.24 53.13 53.12 37.93 46.48 44.05 49.90 53.48 46.25 44.87 37.13 49.10
I. Increase in achievement over Baseline.
2.1 Comparison of achievement of class V students in Language on the BAS test administered during the initial survey (BAS) 1996 and Mid -term (MAS) 1999 su rv ey
D istrict Survey B oys G irls SC ST ( M ean ( M ean ( M ean % ) ( M ean % ) %) %) Chamba BAS 46.07 44.83 44.32 46.04 MAS 63.02 65.37 65.35 66.32 Kullu BAS 42.96 41.90 40.79 49.94 MAS 58.50 58.15 56.66 63.66 Lahaul Spiti BAS 49.77 49.38 44.44 48.89 MAS 84.75 82.40 62.26 63.92 Sirmour BAS 44.24 45.38 43.24 58.33 MAS 59.83 60.92 56.93 54.13
182 2.2 Comparison of achievement of class V students in Mathematics or. the BAS tes< administered during the initial survey (BAS) 1996 and Mid -term (MAS) 1999 su rvey
D istrict Survey B oys G irls SC ST ( M ean % ) ( M ean % ) ( M ean %) ( M ean %) Chamba BAS 40.50 36.83 37.73 40.38 MAS 52.44 56.30 51.24 57.13 Kullu BAS 38.50 36.80 35.80 38.73 MAS 42.10 42.45 37.93 46.48 Lahaul Spiti BAS 43.05 41.55 30.80 43.13 MAS 51.98 53.50 49.90 53.48 Sirmour BAS 37.60 38.45 36.63 45.13 MAS 46.93 47.73 44.87 37.13
2.3 Comparison of achievement of class II students in Language on the BAS test administered during the initial survey 1996 and Mid -term (MAS) 1999 survey
District Survey Boys G irls SC ( M ean % ) ( M ean %) ( M ean % ) Chamba BAS 72.85 72.50 72.80 MAS 83.73 76.29 84.25 Kullu BAS 63.55 71.35 63.20 MAS 79.25 77.60 78.79 Lahaul Spiti BAS 81.45 71.25 76.65 MAS 84.75 82.40 83.05 Sirmour BAS 64.30 71.25 64.40 MAS 76.45 82.40 73.83
2.4 Comparison of achievement of class II students in Mathematics on the BAS test administered during the initial survey (BAS) 1996 and Mid -term (MAS) 1999 su rvey
District Survey Boys G irls SC ( Mean %) ( Mean %) ( Mean %) Chamba BAS 68.21 63.79 66.71 MAS 83.57 86.17 87.56 Kullu BAS 63.93 65.07 62.79 MAS 77.30 76.50 80.49 Lahaul Spiti BAS 72.57 64.36 68.71 MAS 85.25 81.05 82.57 Sirmour BAS 66.07 60.86 61.86 MAS 75.25 73.50 71.45
183 3. Kullu district found hard spots in teaching of Mathematics after the MAS and conducted teachers training accordingly after May & June,2000. Thereafter a follow up achievement study was taken up by the district.
Follow up achievement study in Kullu district (Mathematics)in 2000.
Mean achievement level Class II Class V MAS Boys Girls SC/ST Boys Girls SC ST Follow 77.30 76.50 80.49 42.10 42.45 37.93 46.48 up study 83.37 79.38 81.79 63.62 63.20 63.84 60.51
• Information on recent improvements made and plans for further development of school as well as household based information systems and use of information; Action taken to support districts/ sub-districts which have faced difficulties in setting up a reliable information systems?
1. EMIS based on DISE 98 is fully established in all the districts. The data is being collected /compiled and shared regularly with the blocks / district/state and GOI. EMIS data is being used for planning every year. 2. Efforts for the implementation of EMIS based on DISE 2001 have also been initiated and the data is being collected on the revised formats as on 30.9.2001. 3. EMIS was also introduced to all the 8 non-DPEP districts in the state during 2000-01 as an innovation. 4. Sirmour district has already introduced Village Education Registers which consolidate the household data and are updated by the VECs periodically.
Objective 2: Improvement in the Quality of primary schooling:
• Type of indicators developed for use, if any, at state and district levels to monitor quality;
1. Average school size
96-97 97-98 98-99 99-00 00-01 Chamba 72 67 65 63 62 Kullu 109 110 83 74 73 L-Spiti 18 17 16 16 15 Sirmour 86 73 68 68 67 H.P-DPEP-II 79 73 64 64 63 Source EMIS data
184 2. Average class size
96-97 97-98 98-99 99-00 00-01 Chamba 33 33 33 30 29 Kullu 35 36 36 30 30 L-Spiti 7 8 8 7 7 Sirmour 35 36 35 32 30 H.P-DPEP-II 32 33 33 29 28 Source EMIS data
3. School Classroom ratio ( Classrooms per school)
98-99 99-00 00-01 Chamba 1.96 2.07 2.17 Kullu 2.27 2.46 2.46 L-Spiti 2.04 2.16 2.26 Sirmour 2.01 2.11 2.20 H.P-DPEP-II 2.05 2.19 2.26 Source EMIS data
4. Percentage of Single teacher schools ( Multigrade Situation)
98-99 99-00 00-01 Chamba 13 17 15 Kullu 28 21 14 L-Spiti 11 12 19 Sirmour 11 9 10 H .P -D P E P -II 16 15 13 Source EMIS data
5. Number of single teacher schools with enrolment more than 100
98-99 99-00 00-01 Chamba 2 6 2 Kullu 7 10 7 L-Spiti 0 0 0 Sirmour 3 1 4 H.P-DPEP-II 12 17 13 Source EMIS data
6. Percentage of two teacher schools (Multigrade situation)
98-99 99-00 00-01 Chamba 41 38 48 Kullu 33 50 53 L-Spiti 66 64 50 Sirmour 49 50 54 H.P-DPEP-II 44 47 52 Source EMIS data
185 Transition of students from primary to upper primary.
A stucy of 842 primary schools in 10 education blocks in Sirmour district was carried out. This study reveals the following results.
N u m b er o f N u m b er o f Transition rate from Students who students who were primary to upper passed the class-v admitted to class- p rim ary examination in vi in 2000-01 M a rch ,2000 session . B oys 4269 4061 95.13% Girls 4008 3705 92.44% Total 8277 7766 93.83%
Number of Students N u m b er o f Transition rate from who passed the students who were primary to upper class-v examination in admitted to class- p rim ary M a r ch ,2000 vi in 2000-01 session . SC 2573 2344 91.10% ST 139 126 90.64% OBC 1191 1136 95.38% General 4374 4160 95.11% T ota 8277 7766 93.83%
Pupil Teacher Ratio (PTR) trends since project inception;
PTR 96-97 97-98 98-99 99-00 00-01 Charma 24.8 24.3 23.64 24.5 25.32 Kullu 31.8 32.88 30.82 30.8 28.41 L-Spii 7.33 7.78 7.44 7.15 7.02 Sirmojr 31 29.05 25.6 24.9 25.41 H.P-IPEP-II 27 26.71 24.96 25 24.97 Source :EMIS data
Cumulative teacher vacancies as on June 30, 2001 in DPEP districts since the progrimme inception; Number of teachers recruited and positioned to fill these vaean;ies; Number of teachers planned and appointed under DPEP.
Teatchers vacancies in the DPEP districts as on 30.6.2000 D istrict N o. o f Sanctioned Filled as on V acant as Para-teachers schools Posts 30.6.2000 on ap poin ted 30.6.2000 after 30.9.2000 Chamba 1072 3138 2833 305 65 Kullu 693 2133 1692 441 173 Lahaul-Spiti 212 482 437 45 39 Sirmour 967 2893 2636 257 62 T otal 2944 8646 7598 1048 339 Source Directorate of primary’ Education
Teachers appointment under DPEP
Number of teachers appointed through DPEP funds Himachal Pradesh Planned In position Percentage 1616 1589 98%
377 Prc-scrvice trainees will complete their training by Dec.,2001 and they shall be available for appointment in the 2002 academic session in the DPEP districts.
District Chamba Kullu Lahaul-Spiti Sirmour H.P.DPEP Pre-service trainees 113 102 50 112 377
The State Govt, has also formulated a Gram Vidya Upasak Yojna to appoint 10+2 qualified local para-teachers through Gram Panchayats to cater to the teachers vacancies in the formal schools within concerned Gram Panchayats.
Total number of teachers by type in the DPEP districts (para teachers, or contract teachers in formal schools, A.S. teachers, regular schoolteachers etc.); Number and percentage of schools where multigrade situations exist. Information on teacher attendance and number of actual teaching days per year vis-^-vis the stipulated number; District wise variations, if any;
Total number of teachers by type
T otal Regular JBT teachers including C ontract Para- teachers volunteer teachers regularised as tcachers teach ers per education code C h am b a 2641 2156 420 65 K ullu 1782 1334 275 173 L -Spiti 456 350 67 39 S irm ou r 2543 1903 578 62 Total 7422 5743 1340 339 Source Directorate of Primary Education
Number and percentage of schools with multigrade situations as on 30.9.2001
T otal schools with monograde schools with multigrade schools situations situ ation s Number Percentage Number Percentage Chamba 1072 83 7.74 989 92.25 Kullu 693 67 9.67 626 90.33 L-Spiti 212 3 1.41 209 98.58 Sirmour 967 95 9.82 872 90.17 Total 2944 248 8.42 2696 91.57 Source EM IS data
3. Distribution of multigrade schools by number of teachers
Total Schools with % of schools % of schools % of schools schools multigrade with 4 with 3 teachers with 2 & less situations teachers teachers Chamba 1072 989 9.23 18.37 64.74 Kullu 693 626 6.20 16.88 67.24 L-Spiti 212 209 4.24 24.05 69.33 Sirmour 967 872 8.79 16.23 65.15 Total 2944 2696 8.01 17.73 65.86 Source EM IS data
4. Study on actual teaching days by Kullu district
Kullu district conducted a study of the days spent on teaching and other works by the 213 teachers in the district during 2000-01. The results of the study are as under.
District Total Working Average no. Average no. of Details of other works days in the o f days days spent on year utilised for activities other 2000-01 teaching than teaching Kullu 238 186 52 53 teachers performed census duty 61 teachers performed election duty. 155 teachers performed official duty. 57 attended training workshops. 19 teachers were engaged in other duties. Most of the teachers performed more than one other works.
* Information on the different kinds of Teacher Training provided and percentage of teachers trained through these; Any training planned to meet specific needs of teachers eg. on multigrade teaching, special needs etc.;
I. Different kinds of teachers training imparted.
a. Training on school readiness . b. Training on preparation and use of TLM.
188 c. Training on child centered activity based teaching. d. Training on gender sensitization. e. Training on handling of IED children. f. 10 days general teachers training module. g. Content specific training in the subject of mathematics, EVS and language. h. Training on effective use of school libraries. i. Training on handling of multigrade situations in the classrooms. j. Training in actual classroom situations on child centered activity based classroorr processes, k. 21 days training to Vidya Upasaks. 1. Training of ALS instructors.
2. Type of training and teachers trained *.
S.No. T ypes o f training No. o f D u ration participants 1 MTs training 1 ECCE 23 3 days 2 ALS 26 4 days 3 General Sensitization 23 2 days 4 For teaching of Integrated Text Book 130 4 days for classI/II 5 Vidya Upasak training I/II phase 56 4 days 6 Integrated Teacher Training Module 30 5 days II General Teachers 1 General orientation in pedagogical 5922 10 days issues 2 Teaching Learning Material 4983 3 days Development use 3 School readiness 6130 2 days 4 Content Enrichment 3240 3 days 5 Activity based teaching , 6531 3 days 6 Gender Sensitization 6718 2 days 7 IED Trainings 4321 2 days III Capacity building 1 CRCCs 4 days 2 BRCCs 32 8 days 3 DIET faculty 40 4 days 4 BRG 150 3days 5 DRG 118 4 days 6 CRG 318 2 days IV Multigrade Teaching Participants D uration State level 1 Master trainers 26 4days 2 Module development 8 1 day 3 Development of models 48 4days 4 Master trainers 23 3days 5 Master trainers 20 4days
189 District level 1 Master trainers 36 2days 2 Finalisation strategy for MGT teaching 21 Iday Block/cluster level All teachers trained in handling in 7138 MGT
Information is incomplete. District wise detailed information is being gathered. i. Trainings planned to meet specific needs of teachers i.. Training of resource teachers for IED
With a view to strengthen the skills of primary school teachers in handling the teaching learning process of disabled children effectively, an in-service teachers training module has been developed by the State Project Office. It is a 190 sessions long module (each session with 90 minutes duration) spread over 45 days. The first batch of the inservice training was conducted at DIET Nahan w.e.f. 4.1.2001 to 28.2.2001. 36 participants from Chamba, Kullu, Sirmour & Bilaspur took part in it. The second batch of the inservice training was also conducted at DIET Nahan w.e.f 7.3.2001 to 28.4.2001. 30 participants from Chamba, Kullu, Sirmour, Bilaspur and Mandi took part in it. ii. Capacity building in handling of MGT in actual classroom situations.
As 92% schools in the DPEP districts have multigrade situations, the response of the teachers to different trainings revealed the need for capacity building in handling of multigrade in the actual classroom situations. Therefore, the districts decided to take the trainings to the classroom situations at the cluster and lower levels. The focus of trainings and capacity building has now shifted towards child centered activity based teaching learning experiences in the multigrade situations with 2 teachers and 5 classes model. The feed back from the clusters during 2001-02 trainings indicates better response to these trainings from the teachers as well as students.
iii. Training of para-teachers
The DPEP H.P. developed a 21 days long training module for the induction training of Vidya Upasaks (para-teachers) in the state. A training manual titled “ Samarth” was also developed on the basis of this module. All the para-teachers in the state were imparted 21 days induction training in July-August,2000 through the DIETs before their induction into the schools. The induction training has been followed by another in-service training of 30 days during July-August,2001 on the basis of second phase module developed by DPEP.
Information on any processes adopted by states, districts, sub-districts for monitoring and follow up of training in schools; Any state-level analysis/ studies on classroom processes in different types of schools (formal government schools, alternative schools, private schools); Any evidence of various quality related inputs resulting in better students’ learning; What are the states’ and districts’/ sub districts’ plans and strategies for teachers development in the coming years;
Process for monitoring and follow up of training in schools.
190 Monthly meetings of teachers, CHTs and CRCCs are convened at the cluster level by the districts. Different trainings are followed up and discussed in these meetings besides the discussions on various issues. The CRCCs in turn convey the feed back to the block and district level during the block and district level meetings. The evaluation wing of SPO had also taken up a sample study of about 200 schools in Sirmour district to find out about the use of TLM and activities in classroom processes.
Study on classroom processes
A study on classroom processes from the gender perspective has been launched in the state. The data is being collected and compiled. The study is likely to be completed shortly.
Strategy for teachers development.
The districts have planned to build strong cluster resource groups to provide the on site support to the teachers. The focus of trainings has now shifted to handling of MGT in actual school situations. The members of the CRGs shall be conducting the various trainings in live situations.
So far as the Vidya Upasaks (para-teachers) are concerned, a 21 days induction training was imparted to all the vidya upasaks by the districts at the time of their induction into the teaching profession. The induction training is being followed by one month in service training every year during the vacations.
The teachcr training is further being supplemented through the distance mode utilising the services of Radio stations. A teachcr training programme titled “ Gyan Kalash” is aired through the All India Radio station, Shimla every Thursday and Saturday at 7.05 PM to 7.20 PM. A question based on the content of the programme is also aired after every programme to which the registered teachers respond regularly.
Efforts made to improve functioning of the support structures and institutes, namely CRCs, BRCs, DIETs and SCERTs; any initiatives for involving other human resource to work with schools and the above structures and organisations, for example, community groups, NGOs, universities etc.?
DIETs have adopted certain schools as laboratory schools to take up tcachcrs training and related activities. The Kullu district has developed a mechanism for the monthly meetings of BRCCs and DIET faculties wherein various teachers training issues are discusscd and tic ups for resource support are made. DIET Sirmour has created a DPEP cell from amongst the DIET faculties to take up DPEP interventions. MTA of Chhani school in Naggar block in Kullu district enrolled 2 disabled children in school and achieved 100% target of school enrolment. They also prepared children for cultural programme for tournament and achieved 1st prize among 24 schools of the block. The MTA have also provided one teacher in the school. The MTA of Tharku school in Kullu-II block of Kullu district distributed medicines free of cost to the school children with the help of doctors and also provides pcncils, slates & pens to the needy students from time to time. 191 In case of GPS Bhujnoo in Naggar block of Kullu district MTA collected funds to provide a community teacher to the school as the only teacher posted in the school was transferred on promotion. VEC GPS Bandal (Kullu-II) have deputed a teacher in the school from PTA.
Objective 3: Programme management and implementation:
Information on process followed for supervision of the programme by the state, istrict and sub-district levels management structures? Give examples, if any, of how utcome, process and/ or input indicators have been used to tackle district/ sub-district pecific problems in the implementation and for planning new interventions;
. Processes for the supervision of the programme
.1 Review of the externally aided projects (EAP) by the high powered committee chaired by the Chief Minister.
This committee headed by the Chief Minister reviews the performance of various EAPs including DPEP in the state from time to time and it is followed up by the Project Management Unit working in the office of Chief Minister. Last meeting of this committee was held on 17.5.2001.
.2 Quarterly Review of EAPs by the Chief Secretary.
The Chief Secretary reviews the performance of various EAPs including DPEP in the state every quarter. This review is followed up by the EAP cell of planning department.
.3 Review of implementation of DPEP by the Governing Council.
The Governing Council chaired by the Chief Minister and having both official and non official members from state and the GOI monitors the progress of DPEP implementation in the state and provides the policy directions. The last meeting of the Governing Council was held on 8.11.2000
192 1.4 Review of implementation of DPEP by the Executive Committee
The Executive Committee chaired by the Education Secretary and having members from both the state and GOI monitors the progress of DPEP implementation. The last meeting of the Executive Committee was held on 6.6.2001.
1.5 District level review of various schemes by the committee of Secretaries headed by Chief Secretary.
The State govt, in H.P. has formed a committee of secretaries under the chairman ship of Chief Secretary to review the implementation of various schemes of the govt, at the district level. This committee visits various districts and reviews the implementation at the district level. Review of DPEP in Sirmour district along with other schemes by this committee was conducted on 14lh October,2001.
1.6 Bi-monthly monitoring of the DPEP implementation at the district level by the SPO.
The SPO has developed a mechanism for monthly progress updates on the implementation of DPEP from the districts. The district teams come to the SPO bi monthly and the programme is reviewed extensively for two days at the SPO. The last two bi-monthly reviews were held on July 6-7,2001 and October 10-11, 2001. Besides this various interventions are also reviewed during the field visits by the Secretary Education, Mission Director, State Project Director and the various coordinators.
1.7 Monitoring from the analysis of EMIS data.
The EMIS data is analysed at the SPO and various concerns arc shared with the districts and other concerned authorities.
• Information on the implementation progress in the states that the last JRM identified requiring spccial attention and support (Bihar, the newly formed states, Rajasthan); How have the states and districts tried to tackle the bottlenecks in the implementation; Any issues still remaining?
It does not pertain to Himachal Pradesh.
• Dates and amounts of the releases made by the GOI and the State Govt, to the State Societies in 2001; Actual cumulative releases by the GOI and the State Govt, as on 30.9. 2001;
193 1. Releases made by GOI and State Govt. Rs. in lacs Y ear GOI release State share due State share released 1995-96 50.00 8.82 1996-97 729.22 128.69 128.69 1997-98 1874.46 330.79 246.31 1998-99 1476.00 260.47 172.24 1999-2000 1000.00 176.47 172.71 2000-01 1900.00 335.29 511.76 Total up to 7029.68 1240.53 1231.71 31.3.2001 2001-02 1000.00 176.47 T otal upto 8029.68 1417.00 1231.71 30.9.2001 Balance State Share due is 185.29 lacs.
A case for administrative and financial sanction to release Rs. 185.29 lacs out of the budget provision of Rs 600.00 lacs during 2001-02 to the State Society has been moved by the Director of Primary Education to the Administrative Deptt. vide letter No. Shiksha-Pry.-Edu- ; 1 )-4/97-Store dated 27 -7-2001. Administrative and financial sanction is awaited.
» Estimation by Phase II states and districts of availability of funds for the remaining period of the programme and planning for the same.
Rs. in Lacs S. Name of the Total EFC Cumulative Balance Anticipated Anticipated Anticipated No. State/Distri cost expenditure funds expenditure expenditure expenditure cts as on available as for the year for the year for the year 31.3.2001 on 1.4.2001 2001-02 2002-03 2003-04 w.e.f. 1.4.2003 to 30.6.2003 1 State 1502.536 434.52 1068.016 478.27 519.58 70.17 component 2 Chamba 3889.374 2642.77 1246.604 639.73 543.93 62.94 3 Kullu 2965.689 1746.34 1219.349 687.92 487.29 44.14 4 Lahaul-Spiti 1146.922 420.54 726.382 305.41 379.98 40.99 5 Sirmour 3423.590 2304.87 1118.720 518.22 539.32 61.18 1 Total 12928.111 7549.04 5379.071 2629.55 2470.1 279.42
)bjectivc 4: Status of programme in DPEP-I districts - in terms of development outcome, ustainability, final evaluation, etc.
|t pertains to DPEP-1 state only.
194 KARNATAKA it Progress towards achievement of programme objectives and outcme indicators:
Towards Achieving Goals!
1. ENTITY: To provide universal access to the children of 6-11 years of age, schools were provided in 1250 school-less habitations with population 200+. Enrolment has been considerably increased in the first three years. However, there could be seen a declining trend in the enrolment in the year 2000-01; in the phase-1 districts.
Enrolment in DPEP-1 districts Enrolment in DPEP-II districts 1200000 2400000 1180000 196-97 c E 2300000 a> 1160000 E 1140000 m 97-98 | 2200000 o 1120000 2 2100000 c 1100000 §98-99 UJ £ 2000000 1080000 □ 99-00 1060000 1900000 □ 2000-01 Year
Enrolment in standard 1 in phase-1 districts has a decreasing trend over the years. The enrolment was 319404 in the year 1997-98 and 312988 in the year 1999-00 and thus decreasing by 2.04%. However, there was an increase in Kolar and Raichur districts, whereas decrease in Belgaum and Mandya districts. The enrolment in the DPEP Phase-2 districts also shows a decreasing trend, except in Bidar district. The decrease in enrolment is attributed to the decrease in child population. The crude birth rate was estimated as 22.7 in 1996 as per sample registration scheme as against 25.2 during 1991 as per census.
> Determine the extent to which the programme targets have been achieved and identify the remaining areas of difficulty, with special emphasis on:
• Emerging trends and strategies in terms of reaching the out of school children
In-spite of increase in total enrolment, during the house-to-house survey conducted during January, 2001, still 11.12% of children of age group 6-14 are found to be out of school, and 5.06% belong to the age group of 6-11. However, inter-district variations exist. Raichur and Gulbarga districts capture the first and second places having 26.73% and 25.76% of children of age group 6-14 out of school, which causes much concern and warranted immediate measures to bring these children back to school. 'HOUSEHOLD SURVEY' - KARNATAKA'S INITIATIVE: During the month of January 2001, an intensive 'House-to-House Survey' was launched to identify the
- 0-14 age group population - number of school going children - out of school children - both non-entrants and drop-outs; and - population of the children with disability
As a result, a vast data is available which flagged many concerns for immediate interventions. One being the existence of a large number of out of school children in the districts ranging from 1.14% in Udupi district to 26.73% in Raichur district. Overall, the state has 1 1.12% of children of 6-14 years of age out of school. Now, each habitation / village has child-by-child profile which has been documented. A set has been given to the Gram Panchayat, one to Cluster Resource Centre (CRC) and the other to the School for further monitoring. The Data Capture Format (DCF) and the training was designed by the DPEP and supported by the Department of Public Instruction. With the data on hand, the department went with an ambitious plan of bringing I lakh of these out of school children to formal stream through 'CHINNARA A N G A L A ' - A SUMMER BRIDGE COURSE PROGRAMME.
The target for DPEP districts was 80,000, out of which 71071 were on rolls and 67242 of them have been inducted to the formal schooling system. Their retention and achievement is being monitored continuously.
In its second phase, Chinnara Angala covers 611 ccntres in the seven districts of North-East Karnataka to bring 22,244 out of school children of age group 7-1 1 to the formal schooling system during this Octobcr-November. There shall be a constant vigil over these children to sec that all the enrolled attend the formal school regularly and thus 100% enrolment and 100% retention could be achieved.
Bottle-necks:
Some of the bottlenecks in reaching out of school children as identified are as under:
• Spatial range is too large • These are the children of marginalised groups • Demand for labour • 40% of population are self-employed artisans, shop keepers, who do not see value for education and lake the help of their children right from their childhood • 35% of labourers are land-less, who lake the help of their children for supplementing their wages
2. E Q U IT Y Equ ity thrusts on the emerging trends with respect to special groups girls, children belonging to the socially disadvantaged groups in terms of access, retention, repetition and learning outcomes.
*1* In terms of enrolment, the overall increase in enrolment for Boys in Lower Primary Classes (I to IV) is 10.04% during the year1999-2000 when compared with the enrolment during 1997-98; whereas the increase
196 in respect of girls is 12.46%. When gender equity is considered in enrolment, only Raichur and Gulbarga districts have a difference of 6 and 5 respectively during 2000-01 from that of 10 and 11 in the year 1997-98. Increase in respect of SC children is 13.15% and that of ST children is 10.92%. GER in respect boys was at 105 and that of girls at 101 and NER stood at 98 and 96 in respect of boys and girls respectively during 2000 01.
❖ Retention rates have considerably increased vis-a-vis decreasing the drop out rates. The increase in retention rate among girls is significant. The following table gives a bird’s eye view of the retention rates.
Y ear I-IV I-VII Boys Girls Boys Girls 1993-94 71.71 66.01 49.62 44.64 2000-01 85.72 87.68 61.32 56.73
❖ Repetition rate has been considerably decreased. Standard-wise repetition rates are given for the year 200-01.
S tan dard Bo ys G irls 1997-98 2000-01 1997-98 2000-01 I 11.15 4.70 11.61 4.80 II 8.73 3.80 8.75 3.90 III 10.15 4.80 10.38 4.90 IV 8.79 4.50 7.30 4.50 I-IV 9.79 4.45 7.30 4.53
♦> Learning outcomes:
Mid-term Assessment Survey was conducted in DPEP phase-1 districts during 1997-98; and the results show that the gap between the achievement levels of boys and girls and other social group has been decreased considerably.
MEAN ACHIEVEMENT (%) District Category II STAN!DARD IV STANDARD Language Maths Language Maths BOYS 85.70 87.75 49.11 57.73 GIRLS 86.25 86.55 54.80 58.28 Difference -0.55 1.25 -5.69 -0.55 BELGAU GEN 87.10 87.65 59.02 57.25 M SC 74.60 83.95 59.66 62.43 ST 85.00 88.75 59.77 58.23 (G en-SC ) 13.10 3 .70 -0.64 -5.18 (G en-ST ) 2.10 -1 .3 0 -0.55 -0.98
197 BOYS 61.50 61.80 36.43 31.90 GIRLS 60.75 63.20 39.82 3.'.23 D ifferen ce 0.75 -1.40 -3.39 -1.33 1 m GEN 60.40 61.25 75.20 KOLAR SC 60.40 62.55 63.30 6‘.25 ST 70.40 68.40 60.40 6:.95 (G en-SC ) 0.00 -1.30 -8.10 710 (G en-ST) -10.00 -7.15 14.80 9 4 0 BOYS 64.05 63.85 43.20 41.48 GIRLS 65.05 64.80 41.35 4U 3 Difference -1.00 -1.05 1.85 2 3 5 MANDYA GEN 66.80 67.15 42.22 4 .40 SC 61.40 59.30 42.34 41.65 ST 78.40 80.35 47.20 4-.78 (G en-SC ) 5.40 7.85 -0.12 -1.25 (G en-ST ) -11.60 -13.20 -4.98 -:.38 BOYS 66.55 71.65 48.15 4! .93 GIRLS 70.05 71.30 45.85 4".40 Difference -3.50 0.35 2.30 153 GEN 72.20 75.35 41.48 4o.48 RAICHUR SC 63.30 68.25 46.43 4:'. 10 ST 60.40 65.95 51.29 5-. 10 (G en-SC ) 8.90 7.10 -4.9 5 1.3',H I (G en-ST ) 11.80 9.40 -9.81 1
3. EFFICIENCY: This goal aims at reducing overall primary dropout rate for all students to less than 10%. The following table gives a glimpse of dropout rates
YEAR I - IV I-VII BOYS GIRL BOYSGIRLS S 1993-94 28.29 33.99 50.38 55.36 2000-01 14.28 12.32 38.68 43.27
Eventhough considerable achievement is made, still goal is not reached. Efforts are necessary to achieve this goal.
4. EFFECTIVITY: This aims at raising achievement levels among prurary students at least by 25% over measured baseline levels.
Mid-term Assessment Study has been conducted in the 7 expansion districts and writing the report is in progress. Based on the data available, a provisional results arc provided. There is improvement trend in many of the districts and SI) has come
198 down; thus showing the children groups are tend to move towards homogeneous groups from that of heterogeneous ones.
MEAN ACHIEVMENT LEVELS (%) DISTRICT TEST II STA]MDARD IV STA]NDARD Language MATHS Language MATHS BANGALOR BAS 53.35 39.93 44.18 36.70 ERURAL MAS 54.55 66.56 44.46 38.86 BELLARY BAS 32.15 31.43 41.50 25.13 MAS 46.98 56.07 32.48 26.92 BIDAR BAS 34.85 42.29 39.39 25.35 MAS 49.04 54.55 45.44 41.21 BIJAPUR BAS 48.27 44.12 44.10 35.89 MAS 40.25 61.11 32.55 28.30 DHARWAD BAS 47.70 46.30 45.18 43.53 MAS 49.64 64.21 44.19 38.26 GULBARGA BAS 48.20 45.21 42.73 25.50 MAS 48.75 50.99 31.42 28.69 MYSORE BAS 40.35 41.57 36.80 25.70 MAS 59.07 60.26 33.68 55.55
Except in Mandya district, that too, with respect to IV standard mathematics, all other districts show progress. The following table gives comparison of BAS and MAS scores.
MEAN ACHIEVMENT LEVELS (%) DISTRICT TEST II STA]NDARD IV STA]VDARD Language MATHS Language MATHS BELGAUM BAS 61.76 62.40 40.09 46.25 MAS 85.50 87.25 51.63 57.98 KOLARBAS 46.39 40.52 31.70 32.75 MAS 61.15 62.45 37.94 33.98 MANDYA BAS 56.01 46.23 34.66 39.50 MAS 64.50 64.30 42.28 41.30 RAICHUR BAS 57.96 50.40 36.23 38.00 MAS 67.85 71.55 47.26 48.33
In respect of DPEP-1 phase, the terminal achievement study is slated for this year, as the programme period is getting over. In all the districts, eventhough learning achievement levels reached are not that of mastery level, sufficient improvement has been achieved. Perhaps, this is a bumpy road, traversing half a distance is an achievement. Yet much to be done in this regard......
• Emerging trends and progress made in terms of monitoring and tackling attendance, retention, learning levels and completion of the full primary cycle
199 Monitoring attendance:
> 'MINCHINA SANCHARA' - surprise visits undertaken by the district and block functionaries have improved sufficiently the teachers' and students’ attendance, avoiding fake attendance of children in the name of 'Compulsory Primary Education' (CPE). This is an ongoing exercise. Sufficient number of children of age group 6-11 whose names were on rolls in spite of not attending the school for some years on the pretext of CPE were removed from rolls and surplus teachers have been redeployed to the needy schools.
> Many teachcrs do face problems in rural areas and try to take a change to the urban / block head quarters, due to need for a better and higher education for their children.
> The movement of teachers has been curtailed, by introducing the taluk level recruitment from this year.
Monitoring retention:
The following interventions have been by the DPEP to monitor retention of children by providing attractive school environment through community participation through the following progrmmcs.
> SCHOOL ADOPTION PROGRAMME (SAP)': The state has launched SAP in convergence with the institutions / trusts / non-government organisations / philanthropists aiming at the all-round development of the institutions. These organisations can take either one school or more school or all the schools in a particular area / block / district. The department enters into a ToR with such an organisation.
'y 'SAMUDAYADATTA SHAALE': A novel programme launched by the department to rejuvenate the Village Education Committees (VECs). This programmes brings the community nearer to school and develops a sense of ownership among the community "our village - our school - our children" and strengthens the sense of belonging. The programme envisages conduct of VEC meeting and Gram Sabha once a month in which atleast one departmental officer shall participate. The officer observes all the activities of the school right from morning to evening. The officer stays in the village and discusses the strengths and weaknesses of the schools with the community and teachers and provides a forum to come out with an action plan to improve the overall function of the school. A first hand information by issuing progress cards is provided to the parents on the educational levels of their wards and share the shortcomings and progress with them. Cultural activities in the evening provide an opportunity to the children to exhibit their talents.
> However, the bottleneck is that “the real ownership does not exist”
200 Monitoring learning levels:
> Providing Progress cards: Continuous and comprehensive evaluation is a must to keep a watch on the acquirement of necessary competencies; as the Teaching-Learning (T-L) processes are competency oriented and activity- cum-workbooks provided are based on the Minimum Levels of Learning (MLLs). This helps not only to assess the students’ attendance and attainment but also reflects the impact of Teaching-Learning processes. With this in view, Progress Cards were provided to students studying in classes I to V in DPEP districts with the following objectives.
* To identify the learning levels of children both cognitive and non-cognitive * To provide information to parents on the learning attainment and progress of their wards * To help competency-wise analysis and to grade the difficulty level based on the child’s performance * to provide remedial teaching * To enhance self esteem of children
A first hand information is provided to the parents on the educational levels of their wards and share the shortcomings and progress with them in the programme - 4Samudayadatta Shaale' . Is it only a ritual? How many parents take follow up action to improve the performance of their ward? - are the questions still to find an answer.
Supplementary Inputs to improve learning levels:
• 'KELI-KALI' - a radio programme launched during 2000-01, provided a support for the students' learning. This programme launched with the convergence of AIR and DEP-DPEP-IGNOU has provided 60 episodes with a focus on language, mathematics and environmental sciences for the 3rd standard students. However, the target group was the children and teachers of Raichur and Gulbarga districts. Huge efforts had gone in its planning, script development, facilitation and monitoring. A phone-in programme launched after the completion of the programme, has provided a considerable feed back. It also affirms that the programme has been received wholeheartedly by all the target group - children, teachers and the community.
Based on its success, a similar programme for the benefit of 4th standard students has been launched through AIR, Dharwad and Gulbarga to have a wider coverage. Beaming of the first set of episodes is over by the end of September 2001 and the second set goes on air from November 2001. A feed back is obtained by having a teleconference with the clientele. Due to the demand from the clientele, DPEP is beaming the 60 episodes for the benefit of 3rd students from AIR, Dharwad and Gulbarga from November, 2001. Totally ‘Keli-Kali’ will be on AIR on all the six days, except Sunday.
201 Completion Rates:
> 'COHORT ANALYSIS' - a maiden attempt was made during 2000-01 on cohort analysis of all the schools from 1st to 4th standards in all the DPEP districts. The districts have computerised the data and analysed. The average completion rate for the DPEP districts stood at 77.50.
• Emerging trends and strategies with respect to special groups:
> Girls’ Education: To improve the participation of girls in education, they are provided with free education up to +2 stage. > Tribal Education: Soliga tribes, like any other primitive tribe, have a dialect of their own and collection of forest produces as their main occupation. Though Ashram schools arc established by Tribal Welfare Dept, the education imparted in these schools arc not different from mainstream schools. With a view to bring education more closer to their distinct way of life, it was decided to produce text books in Soliga language. Soliga Siddi-1, a text book for standard-1 was prepared through a series of workshops. The book is written with an integrated approach. The book was introduced in the year 1999-2000 and the text book produced for standard-2 was tried out during 2000-01. The mix of Soliga dialect with the regional language is 75:25 in 1st standard and 50:50 in second standard. Gradually, the regional language component gets increased, so that, a child entering standard IV will be receiving education through Regional Language. Along with the workshops meant lor preparation of text book for Standard-1, a hand book on Soliga Culture and an audio cassette containing the tribal folk songs was also produced. Thus a holistic approach has been adopted for the education of soligas. V Migrant Children: To provide education without a break, all the children belonging to migrant families have been provided with '•identity cards’, which facilitate children to continue schooling at the placcs, where they go. > Disabled children: With the enactment of ‘Persons with Disability Act’ every child, irrespective of the nature and severity of disability, has a right to receive appropriate form of education. Considering the number of children with special needs and their distribution over large geographical area, Inclusive Education has become a necessity and a compulsion. Though there arc institutions of Special Education, they are far and few in number and inaccessible to majority of rural children. It is estimated that about 6% of children in the school age group constitute children with special needs for whom Inclusive Education is to be provided. As per data available in Education Management Information System (EMIS), there are only 29,000 children with special needs already studying in our schools. This means that about 1 lakh children with special needs continue to be unattended by the school system.
DPEP Karnataka formulated a pilot project for implementation of Inclusive Education and the same was tried out in Magadi block of Bangalore rural district. The salient features of the project include positioning of two trained Resource Tcachers in each cluster with support materials. A very intensive 2- month training in three phases. Inputs during the training include, facility for functional assessment, parent counseling, community awareness programmes,
202 through songs and street plays, training for arranging medical assessment, sensitization of general teachers and preparation of special teaching aids. These trained Resource Teachers visited every school and were able to identify 759 special children during the first year itself and a medical camp was organised.
Based on the Magadi experience, the programme is extended to all DPEP districts and proposed to train 400 resource teachers through Rehabilitation Council of India (RCI) recognised institutions. With this there shall be one trained resource teacher for every three clusters.
A vision document is being developed with ultimate vision of ‘having every disabled child in the school and to receive appropriate form of education - formal, community and resource room based, etc’.
• Progress in improving school as well as household based information systems and use of information:
> School Information (EMIS): EMIS which has been stabilized in the State, is providing information on several indicators which is analysed and shared with the state, district and block functionaries. This is used not only in judicious redeployment of teachers, but also in improving PTR, institutional infrastructure. The data is also being used to generate GER, NER, Retention Rates and in developing AWP & B of the districts. However, the bottleneck is that, the information is not getting disseminated beyond the block. > Household Information: With an objective to identify 6-14 age group child population by gender, social group, and to identify in school and out of school children, a household survey was conducted during January 2001. The major findings of this survey were:
* Child population of age group 6-14 was 104.23 lakhs * 10.53 lakh children of age group 6-14, amounting to 11.72% were out of schools * More than 60% of out of school children were found in 7 North-Eastern districts of Karnataka * Inter-district variations exist - The percentage of out of school children vary from 1.14% (in Udupi district) to 26.73% (in Raichur district)
With this information on hand, efforts have been made to provide access to all these out of school children in a phased manner through - Chinnara Angala programme (which is discussed in previous paragraphs)
As the 60% of out of school children were found in 7 North-Eastern districts of Karnataka - Bellary, Bidar, Bijapur, Bagalkot, Gulbarga, Raichur and Koppal. To have a close monitoring and implementation of different strategies in achieving the goals of Universalisation of Elementary Education (UEE) a separate Directorate has been established at Gulbarga.
203 2. Improvements in the quality of primary schooling:
• Teacher Recruitment: Karnataka is the front runner in bringing reforms in teachcr recruitment. The State has brought in transparency in recruiting and posting and also in transfers by counseling. As recruitment is done only on the basis of the marks obtained in the qualifying examinations, the candidates may not be having any aptitude for teaching. The computerized counseling introduced for efficiency and transparency in postings and transfers, always keeps the vacancies existing in remote places vacant. To avoid, a Common Entrance Test has been introduced for recruitment and the recruitment is at the block level. • Teacher Deployment: Deployment of teachcrs is done judiciously with a view to improve ‘Active Instruction Time’ (AIT) in the schools. However, ‘Pupil Teacher Ratio’ (PTR) and ‘Standard Teacher Ratio’ (STR) are also in kept in mind while deployment. For this purpose EMIS is made use of. Accordingly, during 2000-01, 4867 primary school teachers were identified as superfluous and redeployed to the needy schools within the districts. Even after doing this exercise, there were identified 2663 primary school teachcr posts as superfluous and were shifted to the districts of North-East Karnataka region for bring equality among the districts. • Teachers’ Attendance: Karnataka is the pioneer in bringing several reforms in education system. One of them being - formation of ‘School Development & Monitoring Committees’ (SDMCs). These committees have been vested with more powers and responsibilities. They arc authorised to sanction casual leave to the institutional heads and recommend other kinds of leave for the teachers in their schools. This helps in monitoring teachers’ attendance in the schools. • Improving PTR: PTR does vary across the districts - it is quite according to norms in the districts of southern part of Karnataka, but vary significantly in the Northern districts of the State. To bring PTR at par with that of existing in the southern part of the state, 5797 teachcrs arc being recruited to the 7 seven districts of North-East Karnataka, in addition to shifting of 2663 primary school teacher posts from the districts where superfluous posts were identified. The recruitment process is on. • Improving ‘Active Instruction Time’ (AIT): In addition to providing necessary number of teachers to school to enhance the AIT, Government of Karnataka has taken a decision not to deploy teachers for any other work, except for election and general census. Besides, the mid term holidays have been reduced to 10 days and that of summer vacation to 40 days to improve teaching-learning time in the schools. • Plans lor and progress in teacher development with particular reference to:
-V efforts to follow-up in in-service training and teacher support activities:
* 'SHIKSHANA SAMVADA' - a bimonthly teachers' magazine provides an ongoing communication net work; through which many issues arc shared with the teachers without communication losses, through editorial, articles, stories, anecdotes. Besides, the
204 magazine contains present issues on education, teaching, learning, evaluation techniques, experience of retired teachers, book reviews, a page for children to 'learn by doing'. This not only motivates teachers but also influences their attendance and professional competencies.
* 'CHAITHANYA' - a new training package developed by the department, incorporating the approach and ethos of DPEP; provides a complementary thrust on the content. * 'TEACHER INTERACTIVE SESSIONS' - provided a forum to exchange their experiences and seek suggestions for the hard spots, which they have identified during practice. Sessions have been also provided to improve their self-reading habits.
Develop a long term vision and strategies for teacher development:
* ‘JNANA VAHINI’ - A programme to improve the academic and professional competence of teachers through distance education mode is on cards. This provides on line training to in-service teachers through a ‘Cafeteria Approach’ using print, audio and video media.
Improve the functioning of the support structures:
* District Institutes of Education and Training (DIETs) are existing in all the districts. In terms of staff and infrastructure the DIETs are reasonably equipped. As DIETs alone cannot meet the continuous demand of providing academic support to teachers at the grass root level in the district, sub-district structures - Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) have been established which provide support continuously to the teachers for their academic and professional competence with the technical resource support from the DIET. This lead to academic development of the school and improved achievement levels among children of all categories. There are close links between the various levels of the structure. Directorate of State Educational Research & Training (DSERT) provides leadership, as it is the apex institution at the state level. * Convergence: To augment a better co-ordination between main stream and DPEP sub-district structures, Block Educational Officer (BEO) has been designated as the ex-officio Block Project Co ordinator and is responsible to plan and implement DPEP interventions in the block and coordinate the activities of BRC and CRCs. 3. Programme management and implementation:
• Programme supervision:
* Evcnthough several structures - like SDMC, B1C, DIC from school to the district level are existing, ‘supevision’ is felt as the weakest link. To strengthen this link, the following activities were taken.
> Job Chart was provided to DPO, BRC and CRC for effective supervision.
> Indicators are developed to enhance effective supervision of classroom T-L processes; which are being used by the supervisory staff when they visit schools.
• Funds Flow: Karnataka is the only state which has utilised funds to the optimum extent, by minimizing advances and maximising utilisation at the various levels.
Particulars DPEP-I DPEP-II (in Rs. lakhs) (in Rs. lakhs) Total allocation (DPEP-1: 1994-2002) 21480.180 (DPEP-2: 1996-2003) 24077.320 Total expenditure up to 30.09.2001 16796.100 20812.100 Funds released from Gol and GoK (cumulative) 17845.1 15 23476.934 (as on 30.09.2001)
• Funds Requirement for Phase-2: The total project outlay for DPEP-2 under IDA credit No. 2876-IN, was Rs. 24077.32 lakhs; and out of which the expenditure as on 31.3.2001 was Rs. 18511.14 lakhs; keeping a balance of Rs. 5566.18 lakhs, with programme to go for two more years till 30lh June, 2003. The Annual Work Plan & Budget (AWP & B) for 2001-02 came to Rs. 7340.32 lakhs. However, keeping in view the balance available for the Phase-2, the Project Board has approved the AWP & B for Rs. 5458.25 lakhs only. It is estimated that outlay for the remaining period (from April 2001 to June 2003) of the programme will be Rs. 8894.83 lakhs. As the Gol has sanctioned Rs. 5458.25 Iaksh for this year, there is a need for additional funds of Rs. 3436.58 lakhs to run the programme for which proposals have been submitted to the Gol lor sanction.
Status of DPEP in anticipation of the Phase-1 nearing its completion:
• Assessment and studies: The following studies which have been commissioned by the Eli Bureau / other organisations are under way.
'y Terminal Assessment Survey > Classroom culture and processes fro ms gender perspective > Evaluation o f ‘Nali-Kali’ approach in Mysore district > Evaluation of DPEP interventions in the state
206 > Pedagogical Interventions > Prc-project Activities for vertical expansion of DPEP interventions
• Utilisation Plans for excess funds:
> The total EFC approved project cost with 3% contingencies is Rs. 134.98 crorcs for the Phase-1 with cumulative expenditure upto March 2000 was Rs. 132.42 crores, leaving a meager balance of Rs. 2.562 crores. The doors of the DPEP Bureau was knocked several times to release additional funds, consequently, the Bureau released Rs. 35.24 crores being the amount available due to exchange fluctuation; with instructions to wait for the EFC approval. When the programme is to be closed by the end of March, 2002; EFC approved Rs. 79.82 crores in its meeting on 17.08.2001 for the remaining part of the period from April 2000. Keeping the budgeted amount for the AWP & B for 2000-01 and 2001-02; the Stale has planned to utilise the savings, accordingly, plans have been prepared for Rs. 39.35 crores.
• Implementation status in phase-1 districts:
> In DPEP Phase-1 districts, the civil works are almost complete. The residual works arc minimum and will be completed during this year. The process of taking over of buildings has been speeded up. Due to fluctuation of foreign exchange, DPEP Phase-1 got an additional funds of Rs 46.77 crorcs; and out of which Rs. 36.00 crores have been sanctioned to continue the funding of the programme for the year 2000-01 and upto September, 2001. The remaining Rs. 10.77 crores have been earmarked for taking up of civil works in the DPEP phase-1 districts. Plans to utilise these funds have been submitted to Government of India for approval.
• Sustainability plans:
r Sustainability plans have been drawn and submitted to the Govt, of Karnataka for continuation of several district and sub-district posts beyond the project period and also to sustain the programmes in DPEP phase-1 districts. In terms of financial requirement, it amounts to Rs. 2450.24 lakhs, which can be absorbed by the State under plan expenditure. Il is expected to receive the approval by the end of December, 2001. However sustaining the tempo, motivation and commitment needs special focus. As the DPEP interventions in phase-1 is getting extended from time to time, it is not very clear when the State has to take over the responsibility of sustaining the interventions; and also il is not clear what may be the interventions which will be governed under SSA.
207 KERALA
Introduction
The 1st phase of DPEP was started in the state during 1994-95 in the districts of Kasaragod, Wayanad and Malappuram. The 2nd Phase was launched in the districts of Palakkad, Idukki, and Thiruvananthapuram during 1996-97. The new curriculum was implemented simultaneously in all the six project districts during 1997-98. The thrust area of DPEP activities in Kerala was to increase the achievement level of children in primary classes.
Objective: 1 Progress towards achievement of programme objectives and outcome indicators
Kerala is a state with near total enrolment. This has been achieved through ensuring access by starting enough schools within 1 Km. of the place of residence of each child. These together with cultural and social factors have contributed in enrolment as well as in retention of almost all children in primary classes. However, there are some pockets where there are no formal schools. DPEP has started Alternate Schools in these pockets using the multi-grade strategy of learning. The details are given below:
Tribal Area Coastal Area Working Children Total
Number Number Number District Number of Number Number Number Number of of of Alternate of of of of Alternate Alternate Alternate Schools children children children children Schools Schools Schools Kasaragod 30 931 9 158 -- 39 1089
Wayanad 22 567 -- 43 754 65 1321 Malappuram 26 623 3 144 29 767
Palakkad 30 594 ---- 30 594
Idukki 79 1640 ---- 79 1640
Thiruvananthapuram 10 167 42 684 -- 52 851 Total 197 4522 54 986 43 754 294 6262
The enrolment of students in various districts and their transition rate is given in the table b elo w .
Students' Transition Over The Years
% in the next higher % in the next higher 1998-1999 1999-2000 class (98-99 to 2000-01 class (1999-2000 to 99-2000) 2000-01)
Class Students Class Students Students Class Students Students 1 191779 11 201844 105% III 206906 103% II 204374 111 206886 101% IV 213106 103%
III 216903 IV 220168 102%
208 Enrolment Of Children In I To IV Classes
Students (Std.I to IV) C lass I Districts 1998-99 1999-00 2000-01 1998-99 1999-00 2000-01 Kasargod 89918 86115 83462 21266 19970 19176 Wayanad 51330 50016 49138 11976 1 1301 1 1545 Malappuram 304283 297122 295558 69081 67748 67663 Palakkad 167158 169810 165841 37971 39008 38981 Idukki 57059 54225 55538 12826 1 1845 13180 Thiruvananthapuram 164175 158073 158846 38659 36591 36686 Total 833923 815361 808383 191779 186463 187231
Student learning level has shown marked improvement with respect to the Baseline Assessment Survey. It may be noted that in DPEP I districts BAS was conducted in 1994 95 and the MAS was conductcd in 1997-98. It was in 1997-98 that new primary school curriculum was implemented in these districts. Since the MAS was undertaken only after three or four months after the implementation of new curriculum some of the scores in MAS have shown a decreasing trend. But when MAS was conducted in DPEP II districts during 2000 -2001 the achievement levels have shown significant increase in all subjects.
In order to meet the learning needs of children with disabilities, DPEP Kerala has developed class specific teachers' handbook called 'Patana Pravarthana Sahayi' (Hand book for Learning Activities.) These books help the teacher to support children with learning / physical disabilities. Also a handbook for teachers w'ith regard to the theoretical basis of the new pedagogy was developed and distributed to schools apart from including the content of this in the training module of this academic year.
In order to improve the quality and effectiveness of the planning and monitoring process, an information system is necessary that offers integration of various levels of activities.
This year onwards, a complete primary school database is being collected as part of the national database. In this, a village education schedule was incorporated to collect the basic data about each village. The main difficulty in setting up of a reliable information system is the lack of manpower in the districts. This has caused a variety of problems during collection, usage and dissemination of the data.
Objective: 2
PTR Of The Project Districts During Various Years
PTR of 1 to IV Classes Districts 1998-99 1999-00 2000-01 Kasargod 28 28 27 Wayanad 28 27 30 Malappuram 31 29 30 Palakkad 28 28 28 Idukki 30 27 28 Thiruvananthapuram 24 26 30 Kerala 28 27 29
209 Number Of Teachers And The Vacancy Position In I To IV Classes
No. of Teachers in I to IV No. of vacancies in I to IV Districts 1998-99 1999-00 2000-01 1998-99 1999-00 2000-01 Kasargod 3190 3108 3061 116 101 78 Wayanad 1669 1734 1630 -21 38 37
Malappuram 10692 10860 9770 259 398 123 Palakkad 5531 6308 5883 179 102 27
Idukki 2024 1953 1995 34 8 35
Thiruvananthapuram 6750 6056 5223 324 339 -3
Kerala 29856 30019 27562 891 986 297
Improvement in the quality of primary schooling
As a part of identifying and monitoring quality at state level the school systems, classrooms, teachers, teaching learning materials, classroom processes, community participation etc. were visioned so as to see that various skills are developed among children. Using these as indicators DPEP Kerala has developed a format for the observation of classroom processes. Also, bodies like Panchayat Monitoring Committee, Block Monitoring Committee etc. were entrusted with the monitoring of classroom processes and school activities. The academic findings of these observations are regularly monitored at the BRC level every week and at DIET level every fortnight, apart from the monthly monitoring exercise undertaken at state level. Besides this regular visits are undertaken to districts by State Monitoring Team to collect field level issues / problems faced by teachers, trainers and other educational administrators. These are also thoroughly discussed at the review meetings held both at district and state levels. The President of the PEDSK monitors the activities of the project districts once in three months.
The new primary school curriculum was implemented in DPEP districts during 1997-98 with an initial 5 day training to all the 30,000 teachers during April-May 1997. The uniqueness of the teacher community of Kerala is that they are all trained teachers with two years of pre-service teacher training or language teacher training. But, since the new pedagogy was a paradigm shift from the old one, thorough retraining had to be undertaken. Hence apart from initial training (5 days) regular cluster level trainings for the teachers were also held every month. This has been a regular practice till date. During this academic year, teachers have been given initial six days training and cluster level training are being given regularly. It is estimated that by now, all the primary school teachers of project districts have obtained at least 90 days of teacher training. The unique feature of teacher training in DPEP, Kerala is that before undertaking each year's training process an indepth study is conducted by the State Resource Group to identify various issues / problems still prevailing in classroom. The study is called Internal Academic Support Mission. Already five such Missions have been in operation.
The content of the training has been, various innovative strategies for classroom transactions, strategies for addressing multi level situations, strategies for avoiding gender biased attitudes of teachers and parents, techniques for meeting the learning needs of children with various learning deficiencies etc.
210 In order to equip instructors and various support structures like CRCs, BRCs, DIETs and SCERT a number of initiatives have been undertaken by DPEP. All the faculty members of SRG have been drawn from SCERT, DIETs, BRCs and actual working teachers. DRGs also have the same constitution as that of SRG. Hence, all the various empowerment activities have strengthened the capabilities of the above institutions. One faculty member of DIETs are designated as Co-ordinator (Academic) in all BRCs of the project districts. During the current year as a part of further empowering the academic capabilities, we have trained all the faculties of DIETs and BRCs with regard to the theoretical basis of the new pedagogy. Various community groups, NGOs and faculty members of universities have been chartered to undertake various research programmes with regard to the issues faced by the project and also to consolidate the gains of the project activities.
Objective: 3 Programme Management and Implementation
Supervision of the programme at all levels was done and managed by a system of collecting feedback from various sources. The monitoring is being done by State/ District offices by constant interaction with various functionaries and by ensuring free llow of information.
On 20-02-2001 Rs.5 crores was received as GOI share for DPEP - I. Again on 20-06-2001 Rs 5 crores was received as GOI share. The cumulative GOI share of DPEP - I as on 30-9 2001 was Rs.7392.39 lakhs (excluding Rs 50 lakhs allotted for Pre-project activities). The cumulative state share for the same period is Rs.968.1 1 lakhs for DPEP - I districts.
Regarding DPEP - II Rs. 8 crores was received on 02-05-2001, and Rs. 7 crores on 02-06 2001 as Government of India share. The total cumulative release by Government of India was Rs. 6793.81 lakhs. The cumulative State share for the same period (as on 30-09-2001) is Rs. 475.3 1 lakhs for DPEP - II districts.
flic balance available from 01-08-2001 to 30-06-2003 under DPEP II is given below.
District EFC Cost Expenditure upto Balancc available 31-07-2001 Palakkad 3058.46 2335.13 723.33 Idukki 2291.06 1391.03 900.03 1 innivananthapuram 3132.61 I 2296.37 836.24 Stale 1016.40 458.82 557.58 Grand Total 9498.53 6481.34 3017.18
This amount will be utilised for the regular DPEP activities under various interventions.
Objective : 4 Status of programme in DPEP districts - in item of development outcomes, sustainability final evaluation etc.
2001-2002 is the last year of the project in DPEP-I districts of the state. The thrust of project activities in Kerala has been on increasing the achievement level among children in various subjects. This has been achieved on a considerable level as can be seen from the data available from MAS of DPEP-II districts conducted in 2000-2001. The Terminal Assessment Survey in DPEP-I districts is underway and data collection is over. With regard to other activities of DPEP viz. access, enrollment and retention, Kerala already had a enviable position in all these fields although there were some pockets in tribal and coastal areas where access was really an issue to be taken up. Hence DPEP has started 294 single teacher Alternate Schools in the six project districts. In DPEP-I districts only 3177 never enrolled children were enrolled in 133 Alternate Schools (Kasaragod-39 centres and 1089 students, Wayanad-65 centres and 1321 students and Malappuram - 29 centres and 767 students.)
As a part of final evaluation of DPEP activities in DPEP-I districts Terminal Assessment Survey is going on. Also Government of India are preparing for an external evaluation of the pedagogic interventions.
The State Government have accepted in principle the SSA Programme which will commit Government of Kerala to share a part of its expenditure as per its guidelines.
In DPIiP-I districts excess funds are available from the changed Rupee Dollar exchange rale and the interest accrued from Banks. Tins will come about Rs.32X0.(JO lakhs. Out of this Rs.396.92 lakhs will be made available to Malappuram district to meet the expenditure as per AWPB of 2001-2002. A detailed plan had been submitted to MHRD for approval for spending it in eight non DPEP districts of the state. Expenditure Finance Committee has approved this proposal.
212 MAHARASHTRA
•fissiom Objectives
Progress towards achievement of programme objectives and outcome indicators :
• Emerging trends and strategies in terms of reaching the out-of-school children.
In 9 DPEP districts in the State there are 1,68,269 out-of-school children, out of which 37,416 students are covered under Vasti Shala and 45,321 under Mahatma Phule Shikshan Hami Yojana.
• Emerging trends and progress made in terms of monitoring and tackling attendance, retention, learning levels and completion of the full primary cycle. The data regarding attendance and achievement levels was collected in EMIS’2000. This was shared on a sample basis with districts. A detailed analysis is in progress. A Cohort Study of children enrolled in Class-I in the year 1996 has been undertaken to find out completion rate by the State. Analysis will be shared with Joint Review Mission (JRM). On the basis of the findings of this study ‘Special Watch’ schools will be identified.
• Emerging trends and strategies with respect to special groups (girls, tribal, scheduled caste, migrants, working children and disabled) - access, enrolment, retention, learning levels and completion.
G irls ’ E ducation
• Cluster Heads. Cluster Co-ordinators, District/Block level gender co-ordinators visit the school, monitoring proformas are prepared to watch attendance, retention of the girls students (proforma attached). • Competency tests are organised at school level. District functionaries monitor the competencies of the children (girls as well as boys). • MTA members discuss the test results and learning levels of girl students in their monthly meeting. Hard spots are identified and solution is sought. • Regular contact of Gender Co-ordinators and MTA members with the school teachers and HMs has improved the school atmosphere, regarding gender, health, learning practices in classroom. Girls’ Enrolment Retention
Sr. D istrict Girls enrolled Girls Retention P ercen tage No. in Grade-I in in Grade-IV in 1997-98 2000-2001 1. Aurangabad 49932 40820 81.75 2. Nanded 53159 44045 82.86 3. Parbhani 48181 39458 81.90 4. Latur 34968 30299 86.65 5. Osmanabad 23076 19371 83.94 6. Gadchiroli 12120 10767 88.84 7. Jalna 33494 25694 76.71 8. Bccd 48153 35681 74.10 Dhule 43613 33489 70.79
Girls’ retention rate varies from 90.09 in Gadchiroli to 60.56 in Beed.
*Source EMIS data 1997-98 & 2000-2001
Improvement in Learning Levels :
The Mid Term Assessment study results in most of the Phase-1 & II districts showed improvement in mean achievement in Language and Mathematics (See Tabic-1) Mother Teacher Association (MTA) has been established at each Primary School and members of MTA have been oriented to monitor for regular attendance of their children in the school and completion of schools as well.
Progress in improving school as well as household based information systems and use of information.
EMIS System is well established in the State.
Additional civil works targets due to rise in ceiling for civil works were finalised on the basis of EMIS data.
Teachcr deployment is also done on the basis of this data.
The household data collected through microplanning was updated in a campaign from December, 2000 to March, 2001.
ALS Schools viz. Vastishala and Mahatma Phulc Education Guarantee Scheme (MPEGS) were opened on the basis of this updated data from July, 2001 and October,2()OI respectively. No. of ALS Schools opened in DPEP districts is as follow s :-
214 D istrict Vastishala MlPEGS C enre Beneficiaries C enre Beneficiaries Aurangabad 273 5350 197 3820 Parbhani 100 2478 486 11002 Nanded 65 2246 124 2480 Latur 55 1194 239 5082 Osmanabad 101 2236 75 2044 Beed 284 7668 321 7865 Jalna 156 3802 215 6529 D hule 487 11531 142 5457 Gadchiroli 88 1402 43 1042 T otal... 1609 37,416 18,421 45,321
Improvement in the duality of Primary Schooling :
• Strategies & Progress in tackling teacher recruitment, deployment and attendance :
At present 4325 schools (23.74%) Schools have PTR more than fifty (see table 2). This is due to large number of vacancy of Primary Teachers in DPEP districts. These vacant posts are now being filled by ‘Shikshan Sevaks’. Shikshan Sevaks are teachers on contractual appointment for three years against a clear vacancy on a fixed honorarium. After successful completion of this period, Shikshan Sevaks will be absorbed in regular primary teachers’ scale against a clear vacancy. The recruitment of Shikshan Sevak is in process in all the districts. No. of schools with high PTR would reduce and teachers deployment would improve once these recruitments are over.
• Efforts to improve the functioning of the support structures and institutes. namelyCRCs/BRCs, DIETs andSCERTs. Efforts to improve Time on Teaching Task :
Due to large no. of vacancies of primary teachers, many schools have multigradc situations. In order to equip these teachers to handle multigrade classes having children at different learning levels, a major programme on LUse of Self Learning Methods at Primary Level’ has been launched. The first introductory teleconference on this issue was held between 15th to 17th March, 2001. Training of all teachers on use of Self-learning Methods for Languages, Mathematics, EVS and project method has been planned. Teachers support material is ready and is at different stages of completion as given below
215 i) Self-learning material for languages printed material ready.
Teleconference (Class-IV) from 1st to 3rd editing workshop planrn November,2001. in November, 2001 ar teleconference planned December,2 001.
ii) Self learning material for M aths Manuscript of teache support material ready.
lii) Self learning material on ‘Use of project Manuscript is read m eth o d ’, Editing planned i December,2001. Pilot Project initiated in 1 schools in Latur to be use as exemplary experictu for teleconference plannc in January,2002 on th project. a) Follow-up of schools in-service training & teachers support activities :
The training in D.P.H.P. is meant for capacity building of various functionaries working at various levels. The capacities built through appropriate training programmes lead to attainment of stipulated targets. For this D.P.H.P. so far has undertaken following in-service training programmes.
1) Training of all primary teachers for competency based teaching for Class-I to IV. 2) Training of all teachers for teaching English from Class-I. So far training of all teachers of Class-I & II is completed. 3) Training and workshops for teachers for preparation & use of Self learning material — .completed in Gatsammclans. 4) Promotion of self-learning methods — to improve time on teaching task. Series of teleconferences planned. 5) Development of question bank and activity banks for use of teachers, with the active participation of teachers through bottoms up approach. Compendium developed & distributed to schools by each district.
216 b) Development of long term vision and strategies for teacher development
1) Daily worksheet for teachers
All the teachers prepare weekly teaching-learning plan based on as per learning ladder. The subjectwise activities to be undertaken during the day are noted on daily worksheet book. These daily worksheets are found to be useful to teachers as well as supervisors.
2) Gatsammelan A monthly meet of teachers at cluster With the inception of D.P.E.P. the State has tried to make the Gat Sammelans active centres of guidance to achieve D.P.E.P.’s goal of quality improvement. Monthly one day meeting is conducted by Cluster Head in one of the schools in the cluster. All the teachers and Head Masters from the cluster - schools come together in the meeting. In this Gatsammelan orientation by subject experts, demonstration of model lesson based on teaching , learning process followed by a detailed discussions are held regularly.
The yearly plan of the Gatsammelan is prepared by BRC. The BRC gives academic support to the teachers of block.
In teacher training emphasis is on improving teachers capacities to develop desired competencies in the students. However, teachers are also oriented for approaching community on various issues.
BRC Support to Cluster Heads :
1. In BRC, every month two meetings of Cluster Heads are held. In the first meeting, demonstrations on the pedagogic practices are given by the subject experts. These are discussed in Gatsammelan by cluster heads. The second meeting at BRC is used to review experiences of the Gatsammelan held on the subject. Further support is planned on the basis of this experience. Subject Expet is also attend Gatsammelan.
CRCs, BRCs, DIET, SCERT:
As mentioned above, BRC plans the teacher support and also follows up the training input. 73 BRCs are being equipped by supplying adequate and useful reference books and materials. Special inputs on various forms of ‘Art’ like painting, drawing, drama clay work etc. are given to BRC Personnel. Training of subject experts from one BRC each completed in October,2001 with the help o f ‘Bal Bhavan’ Mumbai.
Since Nov. 2000 S.P.O. has conducted four workshops at State Level for BRC Personnel for its development as resource centre.
217 D IE T ’s R ole The DIET’s are also conducting in-service trainings for the Primary Teachers such as SMART-PT Training, Training on teaching of English. The S.P.O. has involve! DIET personnel in training through teleconferences. The DIETs Personnel also work as a resource persons in conducting Mid term assessment studies. Three major surveys planned with the help of DIETs.
3. Programme Management & Implementation :
• Progress in improving programme supervision at all levels :
At present, supervision takes place at four levels for improving the schools. The levels are indicated below 1] State Level - SPO, SCERT. 2J District Level - DPO, DIET 3] Block Level - BRC Staff, BEO. 4] Cluster Level -Cluster Head, Head Teacher
The above structure is further strengthened with Resource Groups at State, District and Block levels to monitor and improve the schools.
• Not applicable
• Progress in improving the fund How including actual cumulative releases by Govt, of India and the States
The Funds released and Shares of Govt, of India and Govt, of Maharashtra are as fo llo w s...
DPEP:I ______(Rs. in Lakh) Year Approved Shares Actual Sanctioned Fund Balance AWI'&B Govt, of Govt, of Govt, of Govt, of Govt, of Gov India Maharashtra India Maharashtra India M a liar 1994-95 1965.559 1670.725 294.834 1720.71 294.83 -49.985 -- 1995-96 3446.960 2929.916 517.044 2929.92 517.04 -0.004 1996-97 2931.810 2492.038 439.772 626.88 439.77 1865.158 - 1 997-98 2784.394 2366.735 417.659 4045.00 300.00 -1678.265 1 17. 1 998-99 2614.382 2222.225 392.157 529.00 40.41 1693.225 351. 1999-2000 4151.778 3529.01 1 622.767 2200.00 349.22 1329.01 1 273, 2000-01 697.487 592.864 104.623 2200.00 207.19 -1607.136 -102 13491.253] 2001-02 [5515.076] — --- 1000.00 ... -1000.00 -- (Upto : 9/2001) Total... 18592.37 15803.514 2788.856 15251.51 2148.46 552.004 640. Restricted Approved i:i c■
218 DPEP : II (Rs. in Lakh) Year Approved Shares Actual Sanctioned Fund Balance AWP&B Govt, of Govt, of Govt, of Govt, of Govt, of Govt, of India Maharashtra India Maharashtra India Maharashtra 98 1762.30 1497.955 264.345 988.866 147.33 509.089 117.015 99 3998.10 3398.385 599.715 1820.00 109.41 1578.385 490.305 2000 3868.09 3287.877 580.213 1700.00 533.74 1587.877 46.473 01 3198.461 2718.692 479.769 2000.00 225.04 718.692 254.729 02 2944.845 2503.118 441.727 1500.00 — 1003.118 441.727 : 9/2001) [3645.1041 T o ta l- 15771.796 13406.027 2365.769 8008.866 1015.52 5397.161 1350.249 Restricted Approved EFC
The proposal to release the funds have been submitted to Govt, of India vide Parishad D.O. letter No. MPSP/Accounts/GOI/Funds/2000-01/5360 dated 16.12.2000 and No. MPSP/Dy.Dir(F&A)/Budget/2000-01/645 dated 28.2.2001, and the first installment of fund for the year 2001-02 is sanctioned by Govt, of India for Rs.10 Crores vide letter No. 14-1/2001 DPEP.3 dated 14.5.2001 and Rs.15 Crores vide letter No. 14-2 / 2001 DPEP.3 dated 14.5.2001 against DPEP-Phase: I & II respectively.
The State Govt, was requested to release the state share vide Parishad letter No. MPSP I Dy.Dir (F&A) / 2001-02/Budget/ dated 14.5.2001, No. MPSP/Dy.Dir.(F&A)/ 2001 02/Budget/1733 dated 18.6.2001, No. MPSP / Dy.Dir. (F&A) / 2001-02 / Budget / 2134 dated 25.7.2001, and No. MPSP / Dy.Dir. (F&A)/ 2001-02 /Budget / 2749 dated 19.9.2001.
However the funds are not released by State Govt, against the sanctioned AWP&B for
2001- 02.
• Fund requirements for Phase-11 districts for the remaining project period is being worked out and will be submitted to Govt, of India soon.
Status of DPEP in anticipation of the Phase-I nearins its completion : Status of DPEP in Expansion of Phase-1 nearing its completion
• Utilisation Plan & Priorities in DPEP Phase-I : The Utilisation Plan to meet the additional requirement of the districts as well as the States along with five new districts have been approved by Govt, of India. Formal approval and the funds thereof are awaited. In the Utilisation Plan, civil works upto 29% of the total revised EFC of the district has been planned.
219 Additional Districts : In the Utilisation Plan, about Rs. 35 Crores have been planned for new districts viz. Solapur, Jalgaon, Buldhana, Sangli, Ahmednagar. The programme component in this districts is mainly 26.75% civil works component of 4 Personnel at District level and some minimum programmes in the districts. Infrastructure grant of Rs.2,000/- per school.
Sustainability : The Parishad has submitted Sustainability Plan to Govt, of Maharashtra to take over committed liability on the Phase-I districts from 01.04.2002 & Phase-11 districts from 01.01.2003 on Teachers, Block Co-ordinators and other posts agreed in the project approval. The proposal for the above components for Rs. 178.32 Crores upto to 10lh Five Year Plan (Upto March, 2007) has been submitted to Govt, of Maharashtra. Sanction to the proposal from the Govt, of Maharashtra is awaited.
Upper Primary in DPEP Phase-1 : The State Govt, has received sanction of Rs.65.64 lakh for Upper Primary Programme in DPEP Phase-I. The Plan preparation exercise has been taken up and will be submitted by January, 2002.
At the State level, the impact Assessment Studies and Studies to understand declining trend in enrolment arc proposed during this year. Under Pedagogy, the effort is to promote maximum use of Self-Learning Methods at Primary level. Six Teleconferences on this subject have been planned upto March, 2002. Two Teleconferences arc over while support material (manuscript for three more teleconferences) arc ready for printing.
Assessments & Studies : Studies undertaken by the State are as follows 1. To evaluate infrastructure grant (Rs.2,000/- ) to each primary school under DPEP - 1997. 2. Evaluation of civil work under DPEP-I -1997. 3. Evaluation of enrolment, attendance & retention in DPEP-I districts. 4. Study of migratory pattern in DPEP-II districts of Bccd,Dhulc & Jalna 1999. 5. Social assessment study of DPEP-II district - 1998. 6. Evaluation of NFE Centres established in DPEP-I districts. 7. School efficiency study - 1999. 8. State Finance Study 1997. 9. Training needs of teachers on content enrichment.
220 List of Studies Underway :
1. Cohort study to find out completion and dropout of children enrolled in June, 1996. Data collected and submitted to Govt, of India. Analysis at the State level being done. 2. Study on attendance and achievement included in EMIS’2000. Analysis is underway.
List of Studies Planned :
1. Study on declining trend in enrolment in Grade-I — TOR finalised and submitted to Govt, of India for approval. 2. Impact Study of Multi-grade Teaching on DPEP — TOR finalised and submitted to Govt, of India for approval. 3. Study on Analysis of Health Status of children to understand the issue of marginal disabilities in children enrolled in schools being processed through DIETs.
Maharashtra State Report
Action Taken Report on Recommendation of 13th JRM
Sr. Recommendations Action Taken / Proposed No. 1. A close attention to the pattern of A State level EMIS sharing Workshop was declining enrolments is crucial for organised on 9th , 10th and 11' July, 2001. The the next JRM. It is suggested that districts presented blockwise analysis of trends in DPEP undertakes district wise and Enrollment, Repetition and Dropout. The senior block wise analysis of the trends in fellow from NIEPA, New Delhi Prof. Yash repetition and dropouts. Agarwal and Shri Talukdar, Consultant, Ed.CIL were present for the Workshop. The districts have been asked to prepare a document on access and retention strategies for specific blockwise issues. A study to examine the drop in the enrollment is being floated. TOR has been submitted to Govt, of India for approval. 2. The DPEP ought to launch at the A Cohort Study to analyse the completion rate has earliest the planned cohort study to been launched The study is likely to be completed analyse completion rates. by September,2001. The data collection is over. Preliminary sharing of DATA on completion, dropout with districts held on 6th October,2001. Data has been sent to Prof. Yash Agarwal, Sr. Fellow & Head - ORSM NIEPA for further analysis. State level report is being prepared. Sr. No. Recommendations Action Taken / P rop osed 3. The mission suggests that there is Study on documentation of classroom process aij further analysis & documentation of student learning is being undertaken. classroom processes & student learning to critically assess progress L...... - towards program objectives. 4 - State should undertake specific A specific study to assess the impact of self learning studies and analysis to generate methods in multi-grade, multi-level schools is also good quality information on the being undertaken. TOR finalised and being sent to: impact of the program on student Govt, o f India for approval. learning, 5. | A concrete and systematic plan to | A systemic plan to monitor student learning in tSj monitor student learning in both | regular schools is well established. Specific remedial; regular and alternative school is i programme for the schools with low achievement! crucial. identified from the EM IS data is being taken-up; Similarly, in the Cohort Study, an attempt to find the: achievement levels of the students completing! Primary Education is also being made. 6 . An Action Plan to actively engage An Action Plan to engage DIETs for qualityj institutions such as DIETs (with due interventions for Planning and Management,! links with state level institutions) Alternative Schools, Pedagogic renewal would be! more integrally in DP BP quality developed with SCERT, Pune. interventions such as Planning & Management, Alternative Schools, Pedagogic Renewal. 7. The State Project Office is MIEPA is being requested to prepare a Perspective recommended to present a Plan for MIEPA both in terms o f it’s institutional: perspective plan for MIEPA. inputs in Planning and Management and: ' strengthening capacity of district institutions. Areas: indicated in the Appraisal Report will be considered while to doing so. ; 8. Finalisation of the MOU between MOU between State Government and Government of the State Government and the India finalised. Government of India on DIETs.
9. | The State & Govt, of India resolve The Utilisation Plan has been approved by Govt, of 1 issues regarding programm India. This has been worked out by keeping in view, i expenditure and future outlays in the the additional requirements of the State. 1context of the utilization plan. 10. i The SPO is requested to The matter is being pursued with Govt, of communicate the decision of the Maharashtra. Govt, of Maharashtra on the sustainability plan in the next JRM.
222 MAHARASHTRA PRATHMIK SH1KSHAN PARI SHAD M U M B A I-4
PH A SE - 1
COMPARISON OF MEAN % ACHIVEMENT IN BASELINE SURVEY AND MIDTERM SURVEY lass-I Language
District BAS (1994) MAS (1997) Aurangabad 53.12 70.84 Latur 49.07 64.63 Nanded 37.67 59.01 Osmanabad 44.65 78.91 Parbhani 57.37 58.56
lass - 1 Mathematics
District BAS (1994) MAS (1997) Aurangabad 47.35 66.80 Latur 37.17 65.97 Nanded 41.89 52.09 Osmanabad 32.73 74.85 Parbhani | 49.42 57.79
Class - III Language
District BAS (1994) MAS (1997) Aurangabad 36.49 46.77 Latur 35 40.22 Nanded j 1 37.98 Osmanabad 30.68 43.78 Parbhani 38.60 36.23
Class-III Mathematics
District BAS (1994) MAS (1997) Aurangabad 27.14 36.41 Latur 25.23 26.87 Nanded 29.41 24.73 Osmanabad 25.42 31.90 Parbhani 30.39 23.47 MAHARASHTRA PRATHMIK SHIKSHAN PARISHAD MUMBAI-4
PHASE-II
COMPARISON OF MEAN % ACHIVEMENT IN BASELINE SURVEY AN ) MIDTERM SURVEY
1. C la ss - I L a n g u a g e
D istr ic t BAS (1997) MAS (2000) B eed 6 3 .6 0 7 7 .0 4 D h u le 4 0 .5 5 7 7 .6 9 Gadchiroli 52.00 70.25 Jalna 5 8 .4 5 65.21
2. Class -I Mathematics
District BAS (1997) M A S (2 0 0 0 ) B ccd 5 9 .3 6 7 6 .3 5 D h u lc 4 4 .2 9 7 3 .2 4 G adchiroli 4 1 .6 4 6 8 .9 9 Jalna 6 5 .4 3 6 7 .4 9
3. C la s s -III L a n g u a g e
District BAS (1997) M A S (2 0 0 0 ) B ccd 4 5 .2 0 5 9 .5 8 D h u lc 3 8 .9 3 6 5 .0 3 Gadchiroli 42.23 ' 5 1 .7 5 Jalna 4 5 .2 0 4 7 .0 2
4. C la s s -III Mathematics
D istr ic t B A S (1 9 9 7 ) M A S (2 0 0 0 ) B ccd 3 4 .0 5 5 1 .0 8 D h u lc 2 9 .7 8 6 2 .0 4 Gadchiroli 35.10 3 8 .5 2 Jalna 3 5 .6 8 3 7 .3 6
224 ORISSA
Objective 1.
> Out of School children
The extent and distribution both in absolute number and percentage of out of school children (district-wise and category-wise) can be seen from Table 1 (a), (b), (c) and Figures 1 to 3
The following strategies have been adopted to bring the out of school children into folds of schooling:
□ Tracking each out of school child by name through a special drive ‘ANUSANDHAN’ □ Opening of AS Centre and EGS / AIE Centres to provide access and for mainstreaming. □ Through Community mobilization programme ‘ NINAD’ the identified children (list provided to the respective mobilising team) were enrolled in the schools. □ Community mobiliser / educated Tribal Youth Volunteers have been engaged in difficult areas to bring such children to schools. □ MTA and VEC have been sensitiged to enroll and monitor regular attendance. a In convergence with Department, of SC and ST development, 400 40- seated residential girls hostels have been opened in tribal areas (KBK) to provide primary schooling facilities for tribal girl children.
Enrolment in Schools :
District-wise figures for (i) Total enrolment (management and category-wise)in table 2 (a), (ii) Classwisc enroment figures (management-wise) for SC children in Table 2 (a) and for ST children in 2 (c) have been provided. Besides the district-wise figure for enrolment in class I and total enrolment has also been presented in Table 2 (d)
All the tables demonstrate gender-wise differentiated figures.
Enrolment in A.S. Centres / Bridge Courses.
District-wise figures for the number of AS Centres opened and enrolment in these schools (gender-wise) is presented in Table -3
The enrolment figures of adolescent girls in 28 special camps (residential) is provided m Tables 3 (a)
225 Retention, Completion and Repetition Rates
District-wise and gender-wise figures on completion, dropout and repetition rates along with the percentages of out of school children are presented in Table 4 (a) this was the result of a COHORT Table 4(a)
In addition to the above mentioned rates, the enrolment figures for disabled children (type wise) in different districts are given in Table 4(b)
Data based School Development Plan :
Two broad sets of data relating to primary education of every habitation / school have been collected and consolidated by DPEP Orissa. These are (i) House hold-data collected during NINAD and (ii) Data on School through DISE format.
Form these the following indicators for each school / habitation have been developed:
i. Enrolment vis-a-vis child population. ii. Out of school children by name. iii. Drop-out, repetition and completion rates. i iv. Status of Activity-based practices in the classroom. v. School environment in terms of wall paintings (activities) and child- friendly elements. vi. Participation of community in terms of a. Functioning of VEC b. Involvement of MTA and PTA (frequency of meeting) vii. Frequency of monitoring and on site support.
Based on these indicators, short-term school development plans for each school in being prepared by the teachers, CRC Coordinators in consultation with VEC. These plans are then incorporated in the blocks and districts level annual plans.
The major difficulty faced by the district MIS units i.e. cross-checking the collected data to increase their reliability has been met to a large extent through an intensive on site data verification ‘ANUSANDHAN’. This also helped in additional effort in terms of Cohort Analysis of data over last four years generating reliable indicators of retention, drop out and completion.
This large data base and the stakeholders awareness and confidence in actually using it for planning and monitoring shall increase their cooperation and commitment in future data collection and data use.
Improvement in Students Learning Levels:
The district wise comparative figures between the base line and Mid Term Assessment of learning achievement in the areas of language and mathematics of class I and IV children, (sample study) are presented in table 5 (a) to 5 (b).
From these tables it may be seen that the learning achievement both in language and in mathematics in initial year have shown desirable trend of progress in Bolangir.
226 Dhenkanal, Kalahandi, Bargarh show steady rise. Significantly girls demonstrate higher trend of achievement in Bolangir, Bargarh, Sambalpur (Math) and Dhenkanal (Language). Negligible or no perceptible change could be observed in Gajapati (Maths. & Language), Rayagada (Mathematics) and Sambalpur (Maths.).
Dhenkanal, Bargarh, Keonjhar and Sambalpur have shown high growth in mean achievement in class IV in language and mathematics. No significant progress could be observable in Rayagada, Bolangir and Gajapati districts.
Action Points to Improve Learning Achievements:
Several efforts have already been taken and several more are mooted to give a boost to learners achievement level so as to reach the target of 25% rise above the base line level at the end of the project period.
• Additional inputs for effective classroom transactions through teachers training. • Continuous evaluation of learner’s achievement. • Development of child friendly textbooks and workbooks. • Supplementary materials for teachers and children • Continuous effort for sharing through CRC, newsletters and teleconferencing. Besides strengthening these efforts, it is now stipulated to involve community awareness of learner’s progress and their involvement in enriching classroom transaction. • School - differentiated inputs have to be planned (initiatives have already been made) ' • Teachers are being trained for identifying hard spots of learning and providing learner specific inputs through activity based classroom transaction.
Objective 2
• Improvement in the quality of primary schooling
Type of Indicators developed to monitor quality:
The following indicators have been developed for assessing the quality of the primary schools in the DPEP districts:
(i) Levels o f enrolment (ii) Rates o f dropout/retention and completion
Besides these several other aspects are to be judged while providing on-site support during regular monitoring. A broad based open-ended schedule has been developed consisting of following aspects:
Aspects Indicators
1. Quality of Classroom Transaction (a) Students activity (b) Learning activities (c) Teachers facilitating the activities
227 (d) Appropriate TLMs (e) Use of TLMs by students (f) Students’ product on display (like drawings, paintings, models etc.)
2. Quality of Students’ Learning (a) Performance on unit tests (b) Record on non-cognitive aspects (c) Children’s participation in learning activities
3. Conducive School Environment (a) Cleanliness (b) Wall paintings (activities) (c) Adequacy of supporting M aterials (d) Use of school library
4. Teachers’ Efforts (a) Lesson notes (b) Activity Banks (c) TLMs developed (d) Sharing meeting attended (e) Trainings attended
5. Community Involvement (a) Development of TLMs by Community Members (b) Supporting classroom activity by educated youths (c) Community support in school beautification efforts
Different kind of teachers training provided
*Training of teachers in new Pedagogy:-
N o. o f D uration F ocu s T each ers o f C overed T rain in g Understanding children and their learning process, element of 1st Round(1997- activities 23,602 7 days 98) Teaching Language Math and EVS (75.5% ) through activity-based methods Teaching disadvantaged children Understanding children and their learning process 2nd Round (1998 28,243 Teaching Language, Math and EVS 7 days 99) (90%) in Classes I to II Teaching in Multigrade situations 3r“ Round (1999- Reinforcement of Pedagogical 29.530 7 davs 2000) processes discussed in earlier two (93%) rounds Teaching Language, Math, Social studies and Science in classes III-V in mono and multigrade situations Learner Evaluation. Reinforcement of activity based teaching learning process Transaction of activity based text 4 th Round (2001 books for classes I to II In 7 days 2002) Management of multigrade progress situations Evaluation of learning out comes Academic support form community
936 BRG members,87 Co-ordinators and 264 S.I. of Schools have been exposed to first three rounds of teacher training. Besides exposing the above groups (BRG,BRCC and SI of schools), 114 DRG members have been exposed to the 4th round of teachers training.
Faculty members of DIETs have been oriented to develop need based, cluster level short term training programmes. For this purpose, DIET-BRC- CRC linkage in being strengthened.
12 Programmes in capsular form have been developed to aid the DIET faculty members in conducting short term training programmes for teachers.
All the faculty members of the DIETs and Secondary Training Schools (ETTIs) have been trained in new Pedagogy.
* Monitoring and follow-up of training in schools:-
All the CRR and BRC Coordinators and SI of schools have been exposed to the teachers inputs. They have also been given two rounds of training on monitoring and providing academic support to teachers.
The Headmaster and S.l of schools have been oriented on monitoring and management of school activities through a five days training programme.
A special programme on monitoring of class room activities, community involvement in schools activities and providing on site academic support entitled “AHWAN” has been launched in all districts and blocks.
Data based monitoring of schools (with data an enrolment, retention, completion, achievement, teachers absenteeism, VEC functioning etc) has been initiated from this year.
229 * Studies in Class room Processes
Block level studies and small sample studies have been conducted on the following areas.
Impact of training inputs in the classroom transaction. Effects of Socio- Economic status on learning. Problem o f Education of tribal children. Issues related to girls education Issues related to enrollment, retention and dropout phenomena.
*The findings have been shared with selected teachers, headmasters, CRC and BRC Coordinators
From some of these studies changed in classroom transaction and teachers performance are evidenced.
Midterm Assessment survey also demonstrate the overall process in learners achievement except in some specific areas For providing institutional support to teachers a plan in being developed at the State level establishing close linkage between all the State developments and institutions.
* Plans for Teacher development:-
CRC-BRC -DIET linkage is being strengthened with stress on developing DIETs as District level resource-cum- monitoring center.
To ameliorate the teacher service condition, district level grievance redressal forum has been initiated in which top officials of education department of the State are attending.
All possible modes that is face to face, print, teleconferencing etc are been tapped to empower the teachers on their areas of need .A plan of sustainable teachers development, synchronizing all possible modes and resources is being worked out.
* Improving the functioning of support structures of Institutes:-
BRCs and CRCs are being strengthened as a part of the project activities. Regular cluster level sharing meeting are now being stressed upon.
A development plan for SCERT and DIETs in the DPEP districts is being finalized. As a part of this funds have been provided (Rs 4.71akhs) to each DIET. Executive Committee of OPEPA has also approved further funding (Rs. 23.0 lakhs) to each DIET and SCERT.
A primary education cell with 7-10 resourceful teacher is being created at SCERT to talk up the Pedagogical activities carried out by the DPEP, deepening the understanding of different stakeholders of the State and upscale the activities in non DPEP districts.
230 Linkage between PTAs/VECs-schools-CRCs are now ensured so that community involvement in schools can be further strengthened.
Objective:3
Programme Management and Implementation
Programme Supervision:
The implementation of the DPEP at the State, District and sub-district levels in Orissa are being continuously monitored through different modes:
State Level:
> The Chief Minister, Education Minister who are also the President and Vice-President of the State Society, and the Chief Secretary take periodical reviews of progress made in DPEP. > The Executive Committee of OPEPA reviews the programme at the State by half yearly in its meeting. > The Chairman of OPEPA takes periodical review of different interventions. > The State level monthly review meeting is taken by the State Project Director with all District Project Coordinators and their reporting staff attending the meeting wherein the details of each interventions is specifically reviewed. > PMIS is functional at the State level. > All the reviews are strictly data-based.
District and Sub-district level:
> The State Project Director and/or State level officers during their visit to districts monitor the progress on specific areas. This review is now regularly held each month and are strictly data driven and based on specific field experience. y A monthly review meeting is held in each district with the District Collector in Chair and all district and sub-district level functionaries attend this meeting. The field level progress in activities arc monitored and targets for the next month decided. > PMIS is being made functional at the district level.
Strengthening Data-base:
As can be observed all the programme monitoring activities are basically data- based. The data regarding learners, teachers, schools, materials and management not only provide directions for monitoring, those also are utilized for planning further interventions. Hence, to enhance the reliability of data and to generate further indicators of internal efficiency of school system, a special drive ‘ANUSANDHAN’ has been launched in Orissa DPEP. This has greatly helped in undertaking all monitoring and planning exercises from the school/habitation to state levels. (A brief note an ANUSANDHAN is appended).
A nusandhan
Rationale:-
The need for the exercise ANUSANDHAN was felt during the annual data collection exercise through DISE (District Information System for Education), of While fi ling up the Data Collection Formats of DISE particularly distinctly classifying the repeaters and enrollment figures. This made collected data more error prone. To lave a detailed and accurate figure o f out of children and to generate different indicates of internal efficiency of school system through COHORT analysis, a strong reliable data base was strongly felt accordingly a special; drive entitled ANUSANDHAN was launched. ...
Objective:-
The main objectives of the exercise ANUSANDHAN can be classified into two broad categories namely:
1. To conduct COHORT study to find out:-
(i). The indicators of internal efficiency of each school in terms of • The actual repetition rate in schools. • The actual dropout position. • School wise completion ratio. • Class wise completion ratio
(ii). Classification of schools according to their efficiency, repetition, dropout with respect to social class, sex, geographical condition etc.
2. Identifying each out of school child by name village/habitation wise and creating a database. The exercise, called CHILD TRACKING had the following objectives
• To trace duplicate enrollment. • To trace fake enrollment.
Procedure:-
The district level MIS units were oriented by Jt. Director DPEP, Tamilnadu, Mr Talkudar EdCIL and Prof. Yash Agrawal of NIEPA. Further the State o f Orissa adopted an innovative strategy i.e. to involve outsiders like the NGO personnel & Educated Youth Volunteers (EVY) for-field work.. These educated youth volunteers were selected from a pool of Post Graduate Students of Utka! University. They formed the core group or the State Resource Group (SRG). The State Resource Grcup was trained at the SPO regarding procedures involved in CO H O RT as well as CHILD TRACKING.
232 In the districts the two educated youth volunteers were selected to conduct the exercise, covering each CRC. The EYVs were led by the Center School HM/ CRCC. Thus the three member team was asked to cover all the schools in the CRC. These CRC level team was trained on the exercise ANUSANDHAN by the Core Group or SRG. The ANUSANDHAN team was also supplied with the school codes, child data (0-14 yrs.).
Apart from training the teams to collect the data, a district level training was organized involving the D.I.of Schools, S.I.of schools, BRCCs, DIET faculty etc. on the techniques of monitoring and supervising the exercise. The monitoring officials were provided with mobility by the District Project Offices. The monitoring teams supervised the exercise as per the detailed route chart supplied to them in advance.
F in d in gs:-
The major findings of the exercise are listed below:
• Surprisingly low to moderate drop out rates all over the districts than previously thought. • Astonishingly high repetition rates in all the districts despite no-detention policy of the State Government. • Duplicate Enrolment of the children in nearby schools. • Existence of duplicate enrolment in almost all schools where a near by NCLP school exists. • Detection of fake students who are not existent physically through the child data (0-14 yrs.) and confirming the same at the VEC meetings. • Re-entering of names of the students in the admission register who have attained 14 years or more as a 5 year child.
Sharing:-
The finding of the exercise was shared with the D.I. o f schools, S.I. o f schools, BRCCs. CRCCs. DPO, SPO, SCERT and educational administrators as well as with community in form of discussions about the finding in Gender/Tribal perspective in the pal 1 isabha, Gramasabha involving the Sarpanch & others elected PRIs. This sharing of information has changed the attitude of the community towards the Schools. The remarkable success of mass mobilization campaign N1NAD-1I can be attributed to the sharing of data with the stakeholders (communities).
Based of the ANUSANDHAN data the VECs and the Schools H.Ms of poor performing schools were contacted by the State Project Director and District Collectors of the respect District directly through letters persuading them to take appropriate steps to bring out of school and dropped out children back to school and to improve school conditions (sample letters & Anusandhan analysis Report enclosed)
Planning:-
A multi pronged approach is being adopted to rectify the ills plaguing the system. At the administrative level steps have been initiated to fill up the “age as on June P1 column in the attendance register, so that at the first glance prolong absentee and over age children can be identified. Remedial coaching and training to teachers on remedial coaching and tutorial like classes are being suggested to over come the repetition problems.
Classwise Enrolment Position in Adolescent Girls Camp in Kalahandi District
Class SC ST OBC General Total I 182 194 373 22 771 II 14 34 183 13 244 III 08 12 48 09 77
IV - - 02 04 06 V --- 08 08 Total 204 240 606 56 1106
Funds Received From GOI & GOO Till 20th October, 2001
Year Date Funds Released Funds Released by GOI by GOO (Rs in Lakhs) (Rs in Lakhs) 1995-96 01.03.1996 50.00 1996-97 09.12.1996 872.50 31.03.1997 153.97 06.11.1997 334.80 1997-98 19.01.1998 543.00 19.01.1998 267.84 17.04.1998 969.75 1998-99 19.02.1999 202.17 15.03.1999 1500.00 1999-2000 19.04.1999 240.00 16.03.2000 177.00 19.04.2000 400.00 28.04.2000 27.66 28.04.2000 70.59 2000-01 10.05.2000 400.00 03.10.2000 70.59 28.02.2001 158.82 13.03.2001 400.00 31.03.2001 1000.00 10.05.2001 176.47 2001-02 08.06.2001 2500.00 15.07.2001 900.00 10.11.2001 1000.00 Total Release of Funds to 11137.89 1277.27 OPEPA
234 Source : Child Data 1999-00
TOTAL CHILDREN IN SCHOOL CHILDREN OUT OF SCHOOL CHILDREN % OF OUT OF DISTRICT (6 TO 14 YEARS) (6 TO 14 YEARS) (6 TO 14 YEARS) SCHOOL CHILDREN TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS
BOLANGIR 171841 91715 80126 129061 7 0 9 2 1 58140 42780 20794 21986 25
DHENKANAL 135766 71842 63924 121834 64646 57188 13932 7196 6736 10
KALAHANDI 176340 99180 77160 134135 76100 58035 42205 23080 19125 24
GAJAPATI 74550 4 1 5 5 2 3 2 9 9 8 5 6 3 5 2 31617 24735 18198 9935 8263 2 4
RAYAGADA 89132 47845 41287 6 2 7 8 8 3 5 7 7 2 2 7 0 1 6 2 6 3 4 4 1 2 0 7 3 14271 30
BARAGARH 176927 92317 84610 141435 72930 68505 35492 1 9 3 8 7 1 6 1 0 5 20
KEONJHAR 152594 81129 71465 125162 6 7 5 1 1 57651 27432 13618 13814 18
SAMBALPUR 105586 5 5 4 8 3 5 0 1 0 3 8 4 15 1 4 4 7 6 4 3 9 3 8 7 21435 10719 10716 20
TOTAL 1082736 581063 501673 854918 464261 390657 227818 116802 111016 21 OUT OF SCHOOL CHILDREN (6-14 YRS.) BOLANGIR 40715 21617 19096 28678 15806 12870 12037 5811 6226 3
DHENKANAL 14330 8058 6272 10798 6165 4633 3532 1893 1639 2
KALAHANDI 55420 31144 24276 34824 20343 14481 20596 10801 9795 3
GAJAPATI 35543 19553 15890 24944 14424 10520 10599 5229 5370 3
RAYAGADA 9755 5138 4615 7496 4139 3355 2259 999 1260 2
BARAGARH 40691 21319 19367 32146 16842 15300 8545 4477 4067 2
KEONJHAR 70606 38245 32361 51179 28679 22500 19427 9566 9861 2 OUT OF SCHOOL ST CHILDREN (6-14 YEARS) BOLANGIR 33027,' 17926 15100 25791 14308 11482 7236 3618 3618 2
DHENKANAL 27708 15081 12627 23859 13164 10695 3849 1917 1932 1
KALAHANDI 40524 22006 18518 31286 17484 13802 9238 4522 4716 2
GAJAPATI 11411 6165 5246 8335 4668 3667 3076 1497 1579 2
RAYAGADA 54528 29438 25070 36025 20776 15239 18503 8662 9831 3
BARAGARH 32897 17336 15559 25989 13695 12292 6908 3641 3267 2
KEONJHAR 23262 12603 10659 20205 10938 9267 3057 1665 1392 1 OUT OF SCHOOL SC CHILDREN (6-14 YEARS) DROPOUT OF SC & ST STUDENTS IN D.P.E.P. DISTRICTS
Phase - 1 DPEP Districts SC&ST SC&ST STUDENTS STUDENTS SL.NO. DISTRICT DROPOUT(%) IN CLASS-I IN CLASS-V OF 1996-97 OF 2000-01 1 BOLANGIR 22141 11256 49.16
z DHENKANAL 14649 6854 53.21
3 GAJAPATI 9978 7043 29.41
4 KALAHANDI 27214 10044 63.09
5 RAYAGADA 13254 10010 24.48
Phase - II DPEP Districts SC &ST SC&ST STUDENTS STUDENTS SL.NO. DISTRICT DROPOUT (%) IN CLASS-I IN CLASS-V OF 1996-97 OF 2000-01 6 BARAGARH 17991 12440 30.85
7 KEONJHAR 42998 18276 57.50
8 SAMBALPUR 19567 11256 42.47
TOTAL 167792 87179 48.04 ENROLMENT POSITION CL-I TO CL-V
TOTAL Source: DISE 20 DISTRICT MANAGED BY GEN SC ST BGBG B G
Edu. 72659 69243 16905 15973 16055 15 BARAGARH TRW 3875 3727 870 847 1032
Pvt. 187 128 8 7 4
Edu. 92502 83508 19802 18121 21965 18 BOLANGIR TRW 1633 1236 279 221 779
Pvt. 1532 1103 110 85 77
Edu. 68183 62867 15346 13736 10165 8 DHENKANAL TRW 2391 1644 447 387 1087
Pvt. 2634 1676 140 88 113
Edu. 38383 33113 4279 4273 22243 17 GAJAPATI TRW 3488 1850 105 75 3113 1
Pvt. 952 735 37 24 149
Edu. 81889 71216 17697 16285 24045 19 KALAHANDI TRW 3205 2470 362 344 444
Pvt. 1566 1086 345 209 908
Edu. 102186 92435 13387 13079 52710 44 KEONJHAR TRW 5594 3444 595 462 4304 2
Pvt. 4559 3362 489 447 1471
Edu. 51449 42663 10162 8926 29585 2Z RAYAGADA TRW 1111 1041 123 192 454
Pvt. 6117 2675 960 533 4680 1
Edu. 5350 4553 684 552 1588 1 SAMBALPUR TRW 49371 46594 9983 9289 22723 2C
Pvt. 3812 3079 710 597 1971 1
TOTAL 604628 535448 113825 104752 221665 18C Source : DISE Data 2000-01 CLASS -1 CLASS - II CLASS - III CLASS - IV CLASS - V TOTAL MANAGED DISTRICT BY SC SC SC SC SC SC BGBG B G BG B G BG
Edu. 3996 3754 3541 3529 3293 3154 3187 2927 2888 2609 16905 15973
BARAGARH TRW 181 191 179 179 179 175 181 168 150 134 870 847
Pvt. 2 1 2 1 3 1 1 0 0 4 8 7
Edu. 5316 5145 4197 3924 4006 3678 3317 2900 2966 2474 19802 18121
BOLANGIR TRW 71 67 52 34 63 29 45 55 48 36 279 221
Pvt. 42 33 19 14 21 12 18 11 10 15 110 85
Edu. 4221 3782 3382 3270 2904 2612 2542 2225 2297 1847 15346 13736
DHENKANAL TRW 126 120 102 76 81 92 63 62 75 37 447 387
Pvt. 48 32 32 18 23 7 20 19 17 12 140 88
Edu. 948 984 950 995 894 962 791 741 696 591 4279 4273
GAJAPATI TRW 27 25 29 15 13 16 20 14 16 5 105 75
Pvt. 13 9 9 7 9 6 5 1 1 1 37 24
Edu. 5478 5478 3581 3631 3177 2893 2795 2349 2666 1934 17697 16285
KALAHANDI TRW 123 138 88 89 45 53 50 44 56 20 362 344
Pvt. 94 52 61 38 71 31 58 42 61 46 345 209
Edu. 3911 4097 2848 2934 2435 2290 2181 2001 2012 1757 13387 13079
KEONJHAR TRW 130 113 106 97 119 102 134 81 106 69 595 462
Pvt. 132 116 107 88 97 82 77 88 76 73 489 447
Edu. 2339 2257 2224 2076 2285 2050 1836 1467 1478 1076 10162 8926
RAYAGADA TRW 23 30 97 153 3 4 0 4 0 1 123 192
Pvt. 226 120 233 • 135 203 102 154 101 144 75 960 533
Edu. 254 193 142 121 114 92 88 79 86 67 684 552
SAMBALPUR TRW 2767 2625 2112 2069 1946 1732 1650 1513 1508 1350 9983 9289
Pvt. 150 160 145 142 149 112 130 100 136 83 710 597 TOTAL 30618 29522 24238 23635 22133 20287 19343 16992 17493 14316 113825 104752 ENROLMENT POSITION CLASS-I TO CLASS-V
Source: DISE Data 2000-01
CLASS - 1 CLASS - II CLASS - III CLASS - IV CLASS-V TOTAL MANAGED DISTRICT ST ST ST ST BY ST ST BG BG B G B G BG BG Edu. 4082 3822 3309 3288 3214 3094 2890 2685 2560 2219 16055 15108 BARAGARH TRW 201 239 240 199 187 186 231 169 173 153 1032 946
Pvt. 0 0 1 1 1 0 1 0 1 0 4 1 Edu. 5972 5558 4896 4236 4431 3676 3552 2907 3114 2361 ■ 21965 18738 BOLANGIR TRW 168 127 171 102 159 64 149 85 132 84 779 462
Pvt. 25 26 16 10 14 6 10 6 12 4 77 52 Edu. 2898 2588 2278 2068 1902 1468 1723 1257 1364 916 10165 8297 DHENKANAL TRW 247 156 239 124 206 101 224 93 171 89 1087 563
Pvt. 39 42 35 25 13 6 11 9 15 14 113 96 Edu. 5843 4889 5323 4343 4429 3632 3704 2772 2944 1986 22243 17622 GAJAPATI TRW 706 422 649 340 572 286 626 287 I 560 224 3113 1559
Pvt. 42 26 44 21 34 20 14 18 15 4 149 89 Edu. 7794 7342 4899 4188 4352 3267 3795 2544 3205 1814 24045 19155 KALAHANDI TRW 184 132 124 97 61 49 43 40 32 13 444 331
Pvt. 249 305 188 90 197 86 156 87 118 79 908 647 Edu. 19097 17824 11873 9928 8835 7103 6941 5172 5964 4276 52710 44303 KEONJHAR TRW 1160 625 831 519 800 411 804 389 709 370 4304 2314
Pvt. 446 318 305 210 270 179 261 147 189 122 1471 976 Edu. 7588 6400 7057 5795 6228 5009 4734 3455 3978 2409 29585 23068 RAYAGADA TRW 27 52 412 357 14 14 0 3 1 1 454 427
Pvt. 1134 601 1100 397 975 302 778 226 693 154 4680 1680 Edu. 502 409 371 307 281 230 214 186 220 193 1588 1325 SAMBALPUR TRW 7152 6546 4991 4707 3998 3782 3481 3179 3101 2686 22723 20900 ENROLMENT POSITION
Source: DISE 2000-01 CLASS - 1 TOTAL STUDENT % OF CL-I W.R.T TOTAL STU. MANAGE DISTRICT GEN SC ST GEN SC ST GEN SC ST D BY B G Total Total B G Total Total B G Total Total Edu. 16599 15913 7750 7904 7 2 6 5 9 6 9 2 4 3 3 2 8 7 8 4 5 0 0 5 2 3 2 3 2 4 18 BARAGARH TRW 805 848 372 440 3 8 7 5 3 7 2 7 1 7 1 7 2 6 1 6 21 2 3 22 17 Pvt. 4 2 28 3 0 1 8 7 1 2 8 15 16 2 2 2 2 2 0 0 Edu. 2 3 6 6 2 22359 10461 11530 92502 8 3 5 0 8 37923 54985 26 27 28 21 BOLANGIR TRW 3 8 5 355 138 295 1633 1 2 3 6 5 0 0 1 2 6 8 2 4 2 9 2 8 23 Pvt. 5 2 8 356 75 51 1532 1 1 0 3 19 5 2 2 3 3 4 32 3 8 2 3 Edu. 16926 15342 8003 5486 68183 62867 29082 33832 2 5 2 4 2 8 16 DHENKANAL TRW 577 444 246 403 2391 1 6 4 4 8 3 4 1831 2 4 2 7 2 9 22 Pvt. 7 6 7 5 2 7 80 81 2 6 3 4 1 6 7 6 2 2 8 303 29 31 35 27 Edu. 9 1 6 3 8 3 5 6 1 9 3 2 1 0 7 3 2 3 8 3 8 3 33113 8552 33752 24 2 5 2 3 32 GAJAPATI TRW 7 8 8 5 1 6 52 11 28 3 4 8 8 1 8 5 0 180 3 6 6 3 2 3 2 8 2 9 31 Pvt. 284 244 22 68 952 7 3 5 61 2 1 4 3 0 3 3 36 32 Edu. 2 5 7 9 5 2 5 3 0 3 1 0 9 5 6 1 5 1 3 6 8 1 8 8 9 7 1 2 1 6 3 3 9 8 2 5 4 4 1 3 31 3 6 32 2 8 KALAHANDI TRW 1051 850 261 316 3205 2470 706 1021 3 3 3 4 3 7 31 Pvt. 436 421 146 554 1 5 6 6 1 0 8 6 5 5 4 1621 2 8 3 9 2 6 34 Edu. 32768 31222 8008 36921 102186 92435 26466 88992 32 3 4 3 0 41 KEONJHAR TRW 1456 908 243 1785 5594 3 4 4 4 1 0 5 7 5 7 4 3 2 6 2 6 2 3 31 Pvt. 1 3 0 4 981 2 4 8 7 6 4 4 5 5 9 3 3 6 2 9 3 6 2 4 7 7 2 9 2 9 2 6 31 Edu. 1 2 3 4 6 1 0 9 6 9 4 5 9 6 1 3 9 8 8 5 1 4 4 9 4 2 6 6 3 19088 50477 24 26 24 28 RAYAGADA TRW 2 3 3 1 9 8 53 79 1111 1041 3 1 5 7 6 8 21 19 17 10 Pvt. 1 4 8 4 8 4 0 3 4 6 1 7 3 5 6 1 1 7 2 6 7 5 1 4 9 3 6 4 2 8 2 4 31 2 3 2 7 Edu. 1541 1 2 9 5 4 4 7 911 5 3 5 0 4 5 5 3 1 2 3 6 2 7 8 6 2 9 2 8 3 6 33 .PUR T R W 1 4 0 3 4 13232 5392 13698 49371 4 6 5 9 4 1 9 2 7 2 4 3 1 4 9 2 8 2 8 2 8 32 Pvt. 9 0 5 7 4 9 3 1 0 8 5 7 3 8 1 2 3 0 7 9 1 3 0 7 3 3 4 0 2 4 2 4 24 26 TOTAL 163879 152256 60140 1 2 4 8 6 2 6 0 4 6 2 8 535448 218577 438923 27 28 28 28 TEACHERS IN REGULAR SCHOOLS
TEACHERS IN DISTRICT REGULAR SCHOOL PARA TEACHER AS TEACHERS *
BOLANGIR 5052 257 224
DHENKANAL 3419 326 75
GAJAPATI 1946 35 100
KALAHANDI 4504 472 587
RAYAGADA 3165 61 147
BARAGARH 3525 285 110
KEONJHAR 4924 360 128
SAMBALPUR 3268 155 240
TOTAL 29803 1951 1611
* Source : DISE 2000-01 DISTRIBUTION OF SCHOOLS BY NO. OF WORKING DAYS
Source: DISE 2000-01 NO.WORKING DAYS DISTRICT <125 126-150 151-175 176-200 201-225 226-250 >250 TOTAL
DLANGIR 25 4 0 17 826 1067 1941
HENKANAL 1 0 0 245 857 1105
AJAPATI 35 12 34 326 646 1062
\LAHANDI 24 1104 563 22 1733
\YAGADA 16 30 1471 13 1542
\RAGARH 11 11 1402 1428
EONJHAR 97 17 39 1269 568 2003
\MBALPUR 78 22 251 864 1222
>TAL 287 29 41 125 4062 7438 54 12036 COHORT STUDY 1995-2000
Out of School Completion rate Dropout Rate Repetition rate Children between 6 DISTRICT to 14 years (Source : Child database) Boys Girls Total Boys Girls Total Bovs Girls Total
KALAHANDI 24% 19% 21% 22% 30% 26% 50% 47% 48% 24%
BOLANGIR 18% 17% 18% 11% 13% 12% 39% 41% 40% 25%
KEONJHAR 24% 22% 23% 21% 29% 25% 48% 44% 46% 18%
GAJAPATI 21% 17% 19% 42% 46% 44% 30% 26% 28% 24%
DHENKANAL 34% 28% 31% 16% 10% 13% 42% 58% 50% 10%
BARAGARH 43% 41% 42% 12% 14% 13% 39% 35% 37% 20%
SAMBALPUR 30% 32% 31% 16% 18% 17% 52% 50% 51% 20%
RAYAGADA 28% 24% 26% 31% 30% 31% 41% 46% 44% 30% ENROLMENT POSITION IN AS CENTRES Districts No of A.S. Centres Boys Girls Total rga rh 110 582 587 1169 langir 244 2423 2444 4867 lenkanal 75 1514 1357 2871 ijapati 100 918 826 1744 iahandi 587 10994 8740 19734 onjhar 128 1511 1310 2821
yagada 147 2172 2119 4291 m balpur 240 2799 3231 7030
Total 1631 22913 20614 44527 Table Learning Achievement in Class I Language
B aseline Midterm
M ean Mean Difference in D istrict e c n a ea ple A chieve Sam ple Achieve PercentageSam Size m ents Size ' m ents (in%) (in% )
Boy 230 54.35 65 69.08 14.73 Bolangir Girls 201 45.8 65 71.54 25.74
Boy 298 69.6 70 77.07 7.47 Dhenkanal Girls 225 67.2 81 80.25 13.05
Boy 215 71.5 76 71.84 0.34 Gajapati Girls 117 74.25 . 35 72.71 -1.54
Boy 239 44.2 52 60.29 16.09 Kalahandi Girls 159 48.1 52 62.02 13.92
Boy 277 65.6 71 63.45 -2.15 Rayagada Girls 164 62.55 59 61.53 -1.02
Boy 329 44.55 67 64.25 19.70 Bargarh Girls 304 42.95 137 64.01 21.06
Boy 343 63.2 64 73.36 10.16 Keonjhar Girls 277 62.9 124 71.29 8.39
Boy 270 70.65 51 65.88 -4.77 Sambalpur Girls 222 69.8 110 68.59 -1.21 T a b le Learning Achievement in Classl Mathematics Baseline M idterm Mean M ean Difference in District Sample A chieve Sample A chieve Percentage Size ments Size m ents (in% ) (in% )
Boy 2 3 0 5 3 .2 9 6 5 6 2 .7 4 9 .4 5 Bolangir
Girls 201 44.71 6 5 6 1 .4 2 61.71
Boy 298 69.57 70 79.79 10.22 D h en ka n a l
Girls 225 64.71 81 72.48 7.77
Boy 2 1 5 6 7 .4 3 7 6 6 5 .0 3 -2 .4 G ajap ati
Girls 117 63 35 71.42 8.42
Boy 2 3 9 4 2 .6 4 52 5 3 .8 4 11.2 K alahandi
Girls 159 41.71 52 48.74 7.03
Boy 2 7 7 6 0 71 69 .11 9.11 R a y a g a d a
Girls 164 5 6 .4 3 59 6 9 .2 4 12.81
Boy 3 2 9 3 7 .0 9 67 6 4 .5 27.41 B argarh
Girls 304 32.07 137 6 1 .3 7 2 9 .3
Boy 343 60.79 64 6 7 .6 9 6 .9 K eon jhar
Girls 277 57.29 124 65.03 7.74
Boy 270 6 3 .7 9 52 7 1 .4 3 7 .6 4 S a m b a lp u r
Girls 222 55.29 110 7 2 .4 17.11 Table : Learning Achievement in Class IV Language Baseline M idterm Mean Mean Difference District Sam ple A chieve Sam ple A chieve in Size m ents Size m ents Percentage (in%) (in%)
Boy 2 5 5 4 1 .7 3 51 42.88 1.15 Bolangir
Girls 107 40.18 50 4 0 .2 3 0 .0 5
Boy 285 43.56 80 5 9 .6 4 1 6 .0 8 D h en ka n a l
Girls 2 4 4 4 1 .1 7 7 5 5 5 .4 6 1 4 .2 9
Boy 164 46.35 56 5 3 .7 2 7 .3 7 G ajap ati
Girls 72 4 7 .7 2 9 5 4 .5 5 6 .8 5
Boy 185 3 9 .5 4 3 4 4 .2 6 4 .7 6 K alahan di
Girls 97 43.13 59 41 7 .8 7
Boy 2 6 7 4 4 .6 2 4 7 3 8 .2 7 -6 .3 5 R a y a g a d a
Girls 125 56.39 56 4 2 .0 9 -4 .3
Boy 3 2 4 3 2 .6 9 82 4 6 .4 6 1 3 .7 7 B argarh
Girls 293 29.46 164 4 3 .5 8 1 4 .1 2
Boy 3 6 7 27.44 57 59.98 3 2 .5 4 K eonjhar
Girls 2 6 0 2 6 .0 2 122 5 7 .7 3 1 .6 8
Boy 2 5 8 2 8 .1 3 55 5 4 .9 2 2 6 .7 9 Sam balpur
Girls 2 2 3 2 6 .9 2 96 5 6 .6 2 2 9 .7 s Table Learning Achievement in Class IV Mathamatics Baseline Midterm Differenc ' Mean Mean e in D istrict Sample ;A chieve Sam ple A chieve Percenta Size m ents Size m ents g e ; (in%) (in%)
Boy 2 5 5 35.6 51 39.01 3.41 B olangir
Girls 107 35.13 50 37.15 2 .0 2
Boy 2 8 5 4 1 .5 3 8 0 5 7 .1 2 1 5 .5 9 D h e n k a n a l
Girls 24 4 3 7 .5 5 7 5 5 1 .7 6 14.21
Boy 164 41.53 56 46.16 4.63 G ajap ati
Girls 72 45.4 29 49.13 3 .7 3
Boy 185 3 0 .0 3 43 3 6 .8 6 6.8 3 K alahandi
Girls 97 3 2 .1 5 59 3 5 .5 9 3.4 4
Boy 2 6 7 39.7 47 31.96 -11A R a y a g a d a
Girls 125 4 2 56 36.91 -5 .0 9
Boy 3 2 4 2 9 .5 8 2 4 8 .6 9 19 .1 9 B argarh
Girls 2 9 3 2 7 .0 3 164 4 8 .0 3 21
Boy 36 7 4 1 .3 3 57 5 1 .1 4 9.81 K eon jhar
Girls 2 6 0 4 0 .9 122 - 5 0 .5 9 9 .6 9
Boy 2 5 8 3 9 .3 5 5 4 7 .2 3 7 .9 3 S a m b a lp u r
Girls 22 3, 3 7 .8 9 6 4 7 .5 5 9 .7 5
li > DISTRIBUTION OF SCHOOLS AS PER TEACHERS IN POSITION
Source: DISE'2000-01
NO. OF SCHOOLS UNDER EDUCATION DEPT. HAVING PRIMARY SECTIONS
DISTRICT WITH WITH MORE WITH 2 WITH 3 WITH 4 WITH 5 SINGLE THAN 5 TCHRS. TCHRS. TCHRS. TCHRS. TCHRS. TCHRS. DHENKANAL 243 440 236 126 58 46
KEONJHAR 592 652 343 144 66 65
BOLANGIR 334 991 316 122 72 77
KALAHANDI 273 837 300 111 64 60
GAJAPATI 514 271 67 38 22 25
SAMBALPUR 299 415 159 87 63 61
RAYAGADA 594 587 132 49 29 39
BARAGARH 299 522 320 98 79 38 I TOTAL 3148 4715 1873 775 453 411 TEACHERS VACANCY
Source : DISE TEACH ERS VACANCY 2001-02 (After MSTRICT 1996-97 1997-98 1998-99 1999-00 2000-01 engagement of Para Teachers) JHENKANAL 358 234 287 327 585 585
:OLANGIR 456 415 550 695 754 497
KALAHANDI 780 472 376 410 615 143
5AJAPATI 346 333 474 509 620 585
RAYAGADA 802 549 378 510 701 640
(EONJHAR 455 537 686 1117 587
-.ARAGARH 406 474 417 639 354 iAMBALPUR 237 269 143 441 286 EXPENDITURE PROJECTION TILL JUNE 2003 Name of the Name of the District
Activities Bargarh Bolangir Dhenkanal Gajapati Kalahandi Keonjhar Rayagada Sambalpur S
Project Management 60.00 61.00 62.00 60.00 62.00 65.00 61.00 61.00
Civil works 339.11 625.86 475.10 317.73 450.83 437.32 342.44 352.36 1
Qualitv ImDrovement 978.74 1955.95 1122.05 740.50 1147.53 1553.00 1189.64 1011.51
Trainina to Teachers 45 78.00 48.00 33 48.00 65.00 48.00 41.51 Para Teachers Training 12.74 12.00 8.05 10 12.00 25.00 12.00 8.00 SIG 45 80.00 38.00 30 45.00 60.00 45.00 38.00 TLM 30 40.00 30.00 21 33.00 43.00 33.00 25.00 Issue based Workshops 3 "4.00 4.00 4 2.53 5.00 2.64 4.00 -
End Period 5 10.00 5.00 5 3.00 10.00 3.00 5.00 Achievement Studies Salary to BRC and CRC 225 300.00 227.00 90 275.00 325.00 275.00 266.00
Salary to NPS teachers 120 200.00 200.00 112 187.00 110.00 187.00 98.00 Strengthening of BRC 30 35.00 25.00 18 36.00 32.00 36.00 25.00 Strengthening of CRC 75 80.95 82.00 27 75.00 81.00 75.00 75.00 Strengthening of DIET 5 5.00 5.00 5 5.00 5.00 5.00 5.00 Networking Resource 2 2.00 2.00 2 2.00 2.00 2.00 2.00 Centres Alternative Schooling (Salary and Resouce 42 60.00 85.00 53 45.00 65.00 65.00 45.00 Support) Supplementary 25 67.00 32.00 10 35.00 43.00 41.00 32.00 Materials Reading Writing 32 85.00 32.00 11 40.00 62.00 40.00 20.00 Materials Textbooks to Girls and 70 300.00 105.00 27.5 67.00 333.00 67.00 135.00 Disadvantaged Children
Teachers Hand Book 5 5.00 5.00 5 5.00 5.00 5.00 5.00 Strengthening ECCE 15 56.00 25.00 17 18.00 23.00 18.00 21.00 Centres Special Provisions for 18 25.00 5.00 28 15.00 21.00 15.00 5.00 SC/ST children Research studies 3 5.00 5.00 4 5.00 5.00 5.00 5.00 Evaluation Studies 3 5.00 3.00 4 3.00 5.00 3.00 3.00 Strenqtheninq of VEC 41 58.00 32.00 25 38.00 42.00 45.00 32.00 Strengthening of MTA/ 28 48.00 23.00 30 28.00 33.00 32.00 23.00 SHG Distance Education Materials for all 5 18.00 6.00 6 8.00 10.00 8.00 6.00 categories of Stake Holders Training on IED to 17 39.00 21.00 11 26.00 33.00 27.00 21.00 parents and teachers
Equipments for disabled 12 25.00 12.00 13 12.00 15:00 15.00 12.00 Children ening Resource :s on IED and 5 11.00 7.00 7 8.00 12.00 8.00 7.00 NA cialSchools
\ 3 for migratory 15 200.00 3:00 26 17.00 1 12.00 18.00 3.00 NA )rking children ge Courses 15 38.00 15.00 25 21.00 25.00 23.00 13.00 NA 3dial Camps 13 41.00 15.00 70 16.00 23.00 14.00 14.00 NA jngthening root Planning 10 15.00 10.00 10 10.00 11.00 10.00 • 10.00 NA ocess and ment Structure MIS 7 8.00 7.00 7 7.00 7.00 7.00 7.00 NA Total 978.74 1955.95 1122.05 746.5 1147.53 1548.00 1189.64 1011.51 10 AVAILABILITY OF FUNDS FROM 31.07.2001 TO 30.06.2003 (Rs in Lakhs) Total Project Expenditure till Name of the District Provision for the Unspent Balance 31.07.2001 District Baragarh 2362.07 984.22 1377.85
Bolangir 3919.2 1276.39 2642.81
Dhenkanal 2620.6 961.45 1659.15
Gajapati 1818.2 699.97 1118.23
Kalahandi 2960.71 1300.35 1660.36
Keonjhar 3643.67 1588.35 2055.32
Rayagada 2818.8 1225.72 1593.08
Sambalpur 2281.53 856.66 1424.87
State 550.3 491.91 58.39 Total 22975.08 9385.02 13590.06
AMJOUNT TO BE SPENT UNDER THREE BROAD CATEGORIES QUALITY PROJECT Name of the District CIVIL WORKS TOTAL IMPROVEMENT MANAGEMENT
339.1131 978.7369 60 Baragarh 1377.85 625.856 1955.954 61 Bolangir 2642.81 475.098 1122.052 62 Dhenkanal 1659.15 317.726 740.504 60 Gajapati 1118.23 450.8343 1147.5257 62 1660.36 Kalahandi 576.2911 1414.0289 65 2055.32 Keonjhar 342.444 1189.636 61 1593.08 Rayagada 352.3649 1011.5051 61 1424.87 Sambalpur 10 10 State Total 3489.7274 9608.3326 492 13590.06 USTRICT WISE AND CATEGORY WISE EXPENDITURE TILL JULY'2001
Equipment Salary and Civil Works Consultancy Training Total and Furniture TA/DA Baragarh 440.37 160.54 0.67 255.02 127.62 984.22 Bolangir 667.48 177.89 0.52 223.45 207.05 1276.39 Dhenkanal 389.70 151.65 0.65 247.68 171.77 961.45 Gajapati 282.28 104.53 0.77 137.09 175.3 699.97 Kalahandi 526.20 226.67 0.87 306.7 239.91 1300.35 Keonjhar 626.12 200.8 0.82 407.23 353.38 1588.35 Rayagada 587.76 176.63 0.68 263.12 197.53 1225.72 Sambalpur 400.54 141.99 0.45 145.8 167.88 856.66 State 37.55 62.12 17.13 89.07 286.04 491.91 Total 3958.00 1402.82 22.56 2075.16 1926.48 9385.02 RAJASTHAN
Object 1 : Progress towards achievement of programme objectives and outcome indicator (district wise information wherever available)
1. Out of School Children
The district wise absolute number and percentage of out of school children in the 6-11 age group.
(a) Rural - As per Shiksha Darpan Survey
S.No. Name of district Out of school children Percentage Boys Girls Total % 1. A lwar 19309 56434 75743 12.38 2. Bhilwara 23555 57681 81236 24.25 3. Jhalawar 15579 29393 44972 20.58 4. Jhunjhunu 2522 5380 7902 2.13 5. Kota 6797 12836 19633 11.39 6. Nagaur 31135 70178 101313 18.19 7. Sikar 6507 17766 24273 5.34 8. Sirohi 14479 28821 43300 27.18 9. SriGanganagar 15924 23378 39302 13.66 10. Tonk 12056 41123 53179 23.82 11. Total 147863 342990 490853
(b) U rban
In urban municipal area the total out of school children are about 5 lac.
2. Enrolment in Schools
S.N o. Gender/Social Total enrolment Enrolment in Class 1st G rou ps | FS AS Total FS AS T otal ■l. Male 1693000 8615 1701615 549438 8615 558053 2. Fem ale 937000 7968 944968 423808 7968 431776 3. SC 398000 2678 400678 13892 2678 16570 4. ST 26000 1826 27826 10512 1826 12338 (Source :District Project Office)
260 3. Enrolment in Alternative Strategy
S.N o. T ype o f strategy N u m b ers o f Transition to FS % ch ildren 1. AS - 6 hourly 14529 not determined 2. AS - 4 hourly 2054 not determined 3. Bridge Course 315 not determined
4. Approximately classwise attendance is about 80 % and retention rate for Boys 46( Girls 34%. The details class-wise data is not available we trying to gather froi districts.
5. Improvement in learning levels- Informal school/alternative schools followir measures are taken for improving the learning levels:
i) Effective 9 days teachers in service training & 41 days Para teachers training ii) Providing workbook to students and teacher-guide to the teacher iii) Enriching the TLM in all schools. Alternative school through teache training. iv) Improvement in School Environment. v) Monthly planning and Review meetings at cluster level. vi) Continuous Academic Support through CRCF, DRG, DIETS
♦ Difficult Area in improvement of learning levels:
i) Non academic attitude of teachers. ii) Teachers negative attitude. iii) Lack of teaching learning material. iv) Lack of regular in-service trainings. v) Lack of monitoring and Academic Support.
6. Recent Efforts made for School Improvement.
- Providing Rs. 2000/- as School facility fund for improving scho environment. - Providing Rs. 500/- to the teachers for preparation of TLM. - Monthly meetings of SMC and teacher at cluster. - Improving and providing physical infrastructure.
♦ Future plan for School Improvement.
- Community involvement through regular meetings, academic suppc SMC/MTA - Introducing Joyful learning by Guru Mitra and activity based teaching. - Improving the classroom transaction process.
261 Plan to update and use of Household based informations:
- Every year from 25 June to 14lh July teachers update the Household data and maintain the records by going House to House through a process called “PRAVESOUTSAV”. - The data are being used in Enrolling the out of School Children in every village. - Names of out of school children are exhibited in school and alloted to the SMC members to bring them to schools.
♦ Action taken to develop reliable MIS System.
- Data collected will be validated by external agency. - At district and Block level MIS personnel and Data Entry Operator are in position. - Separate computer at District and on higher basis at block level are to be provided for effective MIS system.
Objective 2:- Improvement in the quality of primary schooling '.(District wise)
1. Indicator develop to monitor quality:- At present quality monitored through - a. Subject-wise achievement in test and annual examinations. b. Use of TLM c. Activity based teaching in classroom. d. Academic environment of classrooms. e. Reading & Writing ability.
2. Pupil Teacher Ratio:-
S.N o. N am e o f D istricts PTR 1. Alwar 44 2. Bhilwara 46 3. Jhalawar 41 4. Jhunjhunu 40 5. Kota 40 6. Nagaur 54 7. Sikar 40 8. Sirohi 39 9. SriGanganagar 44 10. Tonk 40
262 3. Vacancies:-
S.N o. Name of Districts Teacher N u m b er o f Number of vaca vacancies as teach ers filled up on 30.6.2001 required
1. Alwar 800 - 87
2. Bhilwara 226 315 - ' 3. Jhalawar 105 46 -
4. Jhunjhunu -- , 5. Kota 282 166 197
6. Nagaur - - -
7. Sikar 136 - -
8. Sirohi 142 82 - 9. Sri Ganganagar NA NA NA
10. Tonk ---
4. (i) No. of teacher:
S.N o. N am e o f No. of schools No. of teachers d istricts FSAS Regular Para T ot 1. Alwar 1575 5 5306 5 l_5311 2. Bhilwara 1441 65 3657 65 3722 3. Jhalawar 944 25 2840 25 2865 4. Jhunjhunu 960 15 4281 15 4296
5. Kota 575 - 1975 - 1975 6. Nagaur 2008 56 4740 56 4796 7. Sikar 1070 45 6849 45 6894
8. Sirohi 402 - 1138 - 1138 9. SriGanganagar 1139 46 4968 46 5014 10. Tonk 1366 231 2571 231 2802
(ii) Percentage of teachers attendance:- 98% (iii) No. of teaching days:- 243
5. (i) Type of teacher training given:-Induction training for 9 days. (ii) Percentage of teachers trained:- 70% (iii) Any school training plan such as multigrade teaching training:- Not planned here. (IV) (i) Monitoring and follow up processes adopted for training in schools as follows - • By CRCF during school visit. • Followup visit by DRG members & Master trainer. • Review in monthly RPM. (ii) Any study on class room process:- No
263 (iii) Any evidence of betterment in students learning due to quality input, ie. Supply of TLM and teachers training - • Better school physical environment. • Regularity of Children. • Increase in involvement of children in class room process. • Improvement in teacher workshop.
(iv) Future plan of teacher development. a 6 days Refresher training will be given to all regular teachers. ■ 10 days feed back training will be given for AS Para teacher ■ 30 days content based training will be given to AS Para teacher. ■ Explosure visit of primary school teacher.
(v) Efforts made to improve functioning of
CRCs ■ Providing library grant ■ Training to CRCF ■ Monthly meetings of CRCF ■ Providing infrastructural facilities furnitures, motor cycle allowance etc. to CRCF
BRCs
■ Providing library grant ■ Training to CRCF ■ Monthly meetings of CRCF ■ Providing infrastructural facilities, furniture, equipment, etc. to BRCF DIET ■ Convergence in training programme. ■ Involvement of DIET faculties in various programmes. ■ Providing equipment, furniture and civil works.
Involvement of community Groups.
■ Member in SMC ■ Member in MTA ■ Involvement in community mobilisation activities. ■ Orientations of SMC members, MTA members & PRIs ■ Involvement in district governing council ■ Assign the supervision and power to sanction leave of teachers etc.
264 Involvements of NGOs
■ Members in District Executive Council. ■ Members in District Resource Group. ■ Involvement in training programmes.
Involvement of Secondary School Education.
Support in training programme. Support in management structure. Director of secondary education is the member of Stai Executive Council. Providing school campus in training programme.
Objective 3:-Proeramme Management and Implementation:
Supervisory channel at various level is as follows -
At State Level - Director - RCPE ; Programme Officer
All programme officer will supervise the progress and review the programme in the stat- Every programme officer is made incharge o f the district for complete review of all activitie in the district. Bimonthly meeting of DPC and quarterly meeting of programme office ensui the review and implementation.
District Level -
The supervisory pattern in the district include District Project Coordinator and programir officer. They are also supposed to review and supervise all the activities of the district. The are made block incharge to review the progress of the block. Alongwith this there is Governing Council, Executive Council and District Resource Group, the members also goe to the field and supervise and review the progress in the district. Through monthly meeting ( BRCF and CRCF, review is made.
At Block Level -
BRC is the mini DIET so conduct all teachers trainings. They also do the follow up th trainings conducted. At the same time Block Elementary Education Officer also supervise th schools.
At Cluster Level -
Cluster Resource Centre Facilitator is compulsorily supervise and provide academic suppoi to all schools twice in a month. He also organise the monthly teachers and SMC meetings.
265 Information on the implementation Progress
• The Implementation progress since last JRM is good which is annexed.
• The problem of lack of staff is almost solved. Different personnels are joining. It is agreed and orders have been issued to hire retired personnels on vacant post.
• Release of State Share - Details is given below : (Rs. in crore) S. Year Phase AWP&B State Provision Releases by GOI Share GOI Expenditure No. Share as State State Govt. as per Release per plan Budget Agreem ent (15% ) (85% ) 1. 99-2000 I 36.83 5.52 5.50 2.10 31.3055 30.50 1.86 2. 2000-01 I 54.68 8.20 8.20 8.20 46.478 15.00 35.60 3. 2001-02 I 118.82 17.82 8.00 0.00 100.997 25.00 19.26 (upto 31st August.01) 4. 2001-02 11 49.33 7.40 0.00 0.00 41.9305 25.00 0.60 (upto 31st August, 2001)
Action Taken Report on 13th JRM Recommendations (April 22-27,2001)
S.N o. Recommendation Action Taken 1. Survey of out of school children in The survey is in process and will be urban areas by July, 2001. completed by the end of December, 2001. 2. Workshop for the district collectors at One day workshop was organized at state level. Jaipur. 3. Workshop for district level officers of Workshop of all the district level officials Panchayati Raj Department, Education in all the 10 districts have been completed Deptt. and Rural Development Deptt. by 15th Sept, 2001. 4. EMIS results would be validated by ♦ M anager MIS at SPO and MIS Ma), 2001 and preliminary results Incharge at the districi level arc in should be made available to the next position and trained. JRM. ♦ The validated results will be made available by December, 2001. 5. Suitable Mechanism to monitor children Following steps have been taken to not enrolled, enrolled but not regular, monitor the non enrolled and drop out drop out children and low achievers on children the basis of retention and completion ♦ SMC members are given rate. responsibility to bring the non enrolled children in school. ♦ CRCF are closely monitoring by supervising fortnightly attendance and regularity of the children. ♦ Monthly planning and review
266 meetings at cluster level. ♦ Monthly SMC meetings. ♦ Providing TLM, Improving Sch< Environment, Health Check-up et 6. Review of need of additional The need of additional parateachers on 1 parateachers. basis of enrolment has been assessed a accordingly additional parateachers m be given. 7. Strategy to reduce gender gap may be ♦ Review the text books for findi developed. Implemented enclosely the Gender Bias content. monitored by the State. ♦ Developed the ECE Kit.
8. Training of New Staff. Training of DPC, BRCF, CRCF have been completed. 9. Institutional Development Plans of the Plans have been prepared and will SIERT & DIET be prepared and share discussed with the next JRM. with the next JRM. 10. Following evaluation studies may be commissioned. ♦Use of TLM ♦ The commissioning of studies is ♦ School Improvement Grant process. ♦ Functioning of AS & RGSJPs ♦ Quality of Civil Works ♦ Student Attendance repetition and Drop out ♦ Causes of Non enrolment and irregular attendance. ♦ Quality of Parateachers and their teaching performance. ♦ Feed back on teacher training. ♦ Developing performances evaluation formats for parateachers. 11. Girl Child Motivator should be selected, Girl Child Motivators have been selectc trained and in position by the new trained and are in position. academic session in July. 12. Rationalization of CRCs It is in process. 13. Revision of criteria for providing funds The criteria for repairs have been revis< for repairs by SPO and should be made which is on the per room basis and t provision in the Annual Work Plan provision of which have been made in t 2001-02 Annual Work Plan - 2001-02. 14. Review of the desirability and design of It is completed. the proposed AS shed. 15. Finalization of the Financial It is completed. Management System (FMS) by the end 1 of July 31, 2001.
267 DPEP-Rajasthan Physical Progress 2001-02 Strategy Target Achievement Construction of School Building 598 494 Construction of Additional Classrooms ‘669 262 Construction of Toilet 3069 971 Hand Pump 4 7 0 111 PHED Connection 758 31 Construction of BRC 84 1 Construction of CRC 4 0 6 350 Major Repairs 662 381 Minor Repairs 819 318 Organising Bal Melas 1041 242 Organising Mahila Meetings 1041 242 Organising of Kala Jatha 1041 248 TLM for Primary School Teachers 36172 10027 School Facility Grant 12751 2401 Alternative Schools/Madrasa 314 288
Training Target Achievement Batch No. of Batch No. of Trainers Trainers In-service Teachers (9 days) 754 30535 333 13876 In-service Teachers (6 days) 429 20734 0 0 Parateachers Training (41 days) 24 814 8 288 Parateachers Training (30 days) 12 256 6 120 Training of SMC Members 1932 65666 739 25210 Gender 476 13809 11 366 Anagan Wari Workers (AWW) 157 6104 64 2588 Member of Panchayat 985 32715 1 60 Meeting of Resource Group 120 934 17 291 In-service Teachers Meeting 8694 179200 1161 36960 (m onthly) Parateachers Meeting (monthly) 3753 14701 155 1767 Monthly meeting of CRCF 813 37726 352 12449 Monthly meeting of BRCF 120 1008 29 236 BRCF Training 1 40 1 38 Monthly meeting of GCM 40 326 40 326
268 uviective l: Progress towards achieWhient of programme objectives and outcome indicators
1.1. Out Of School Children : What is the absolute number and approximate percentage of out of school children in the age group population? What are the strategies adopted to include out of school children?
Particulars of School-age population and out of school children
School-age population Children enrolled Out of School Children (5+ - 9+) Out of S. Name of the school 5 + - 9 + 5+ - 9+ NE DO % No. District total NE B G TB G TB G 1 T BGT & DO 1. Dhatmapuri 157757 135409 293157 150612 128109 278721 5600 5610 11210 1545 1681 3226 14436 5 2. Thiruvannamalai 107515 102843 210358 103566 98654 202220 3081 3293 6374 868 896 1764 8138 4 3. Villupuram 145566 137701 283267 140141 131117 271258 4125 5099 9224 1300 1485 2785 12009 4 Cuddalore 4. 85811 81865 167676 84488 80442 164930 1053 1099 2152 270 324 594 2740 2 (Only for 12 blocks) 5. Perambalur Not Available 436 461 897 291 320 611 1508 - 6. Pudukkottai 69538 65522 135060 68471 64418 132884 794 795 1589 273 309 582 2171 2 7. Ramanathapuram 58341 55504 113845 57324 54467 111791 801 791 1592 216 246 462 2054 2 Total 624528 578844 1203363 604602 557207 1161804 15454 16687 32141 4472 4941 9413 43056 3.6 Source: Household Survey, February 2001 - as on 01.8.2000 Note: Above data were computed manually.
Strategies: (i) Opening of ALS (ii) Conducting Localised Campaigns 1. As on 1.10.2001, 18983 children have been enrolled in 930 ALS Centres. Attempts arc made to give education to entire out of the school children. 2. In the Habitations where the number of out of school children is less than 20 opening of ALS is not viable. So Localised Campaigns are used as a strategy to enroll them in formal schools. 3. Summer Camps, bridge courses and EGS centres will be started on an experimental basis. 4. To reduce dropout the classroom transactions is being made attractive and learning made joyful in formal schools.
269 1.2. Enrolment in Schools
What is the enrolment in class I and total (indicate source) disaggregated for gender, social groups and types of schools (alternative, formal, private, Government etc). Formal Schools Year: 2000-2001 C lass I S. D istrict E n rolm ent Class l-V Enrolment (All) No. (AH) Dharmapuri 67315 300557 hiruvannamalai 51 197 233312 Cuddalore 44270 216305 4_._ Villupuram 66535 328031 5. Perambakir 27508 124563 6 I’udukkottai 31361 146597 7. Ramanathapuram 30313 .36483 Source: DISE
Enrolment (ALL) - Genderwise
S. Class I Enrolment (All) Class I-V Eli rolmcnt (All) D istrict No. Boys G irls Bovs G irls Dharmapuri 358! 9 3 1496 159233 141324 Thiruvannamalai 26050 25147 118369 114943 3. Cuddalore 2 1899 22371 107025 109280 4. Villupuram 33234 33301 165261 162771 5. Pcrambalur 141 13 13395 63788 60775 I’udukkottai 16047 15314 74557 72040 7 Ramanathapuram 15530 14783 69544 66939 Source: DISE Enrolment (SC) - Genderwise
S. D istrict Class 1 Enrolment (SC) Class l-V Enrolment No. Boys G irls Boys G irls 1. Dharmapuri 6425 5837 27787 25888 2 Thiruvannamalai 6639 63 14 3 1841 30976 3. Cuddalore 9156 9203 42602 41821 4. Villupuram 1 1777 1 1632 58749 571 14 5. I’erambalur 4377 4266 19225 18457 6. I’udukkottai 3399 3 108 15685 15 103 7 Ramanathapuram 3565 3577 16123 15817 Source: DISK
270 Enrolment (ST) - Genderwise
Class [(ST) Class I-V (ST) S. No. District Boys Girls Boys Girls 1. Dharmapuri 1161 1017 4146 3560 2. Thiruvannamalai 1717 1418 6070 4820 3. Cuddalore 262 211 1021 936 4. Villupuram 1244 1079 4991 4456 5. Perambalur 225 211 835 723 6. Pudukkottai 1 0 7 8 7 Ramanathapuram 7 7 30 27 Source: DISE
Enrolment - Formal Schools (Government & Private Schools)
S. Class I - V D istrict Governm ent Total No. Private Schools Schools 1. Dharmapuri 287203 13354 300557 2. Thiruvannamalai 197214 36098 233312 3. Cuddalore 161973 54332 216305 4. Villupuram 255872 72160 328032 5. Perambalur 97999 26564 124563 6. Pudukkottai 123593 23004 146597 7. Ramanathapuram 85747 50736 136483 T otal 1209601 276248 1485849 Source: DISE
1.3. What is the Enrolment in A.S/Bridge course/Camps and percentage of transition to formal schools?
Enrolment in Alternative Schools as on 01.10.2001
S. No. of blocks in No. of Total no. of pupils enrolled District No. which implemented Centres Boys Girls Total 1. Dharmapuri 7 141 1279 1300 2579 ll2. Thiruvannamalai 9 238 2589 2654 5243 3. Cuddalore 5 75 651 690 1341 4. Villupuram 10 291 2521 3329 5850 5. Perambalur 8 68 542 840 1392 6. Pudukkottai 7 38 330 496 826 7. Ramanathapuram 5 79 742 1010 1752 Total 51 930 8664 10319 18983
271 No. of children mainstreamed
S. 1998 1999 2000 2001 - Districts Total No. 1999 2000 2001 2002 1. Dharmapuri 16 8 25 0 49 2. Thiruvannamalai 256 373 179 85 893 3. Villupuram 69 320 183 327 899 4. Cuddalore 261 168 429 57 915 5. Perambalur 0 5 2 69 76 6. Pudukkottai 0 0 26 09 35 7. Ramanathapuram 0 1 22 20 43 Grand Total 602 875 866 567 2910
1.4. Information on students' attendance, and retention - class wise and the overall completion rate (class I to V)
Information on progress in reaching and retaining the most disadvantaged groups of children especially tribals, hardest to reach groups, children with disabilities, migrating children and urban poor etc.
(A) Students’ Attendance, Retention and Completion rate
Attendance Rate: As regular attendance of the children to the schools is proved a vital factor, for retention and completion, by improving attendance the completion and retention can be taken care of. In Tamil Nadu, the average attendance in Phase I and II districts are as follows.
S. No. Name of the district Attendance rate Phase I I. Dharmapuri 89.6% 2. Thiruvannamalai 90.0% 3. Cuddalore 84.7% 4. Villupuram 88.8% Phase II 5. Perambalur 90.0% 6. Pudukkottai 80.0% 7. Ramanathapuram 87.0% Source: AWPB 2001-2002
272 Initiatives have been taken to enhance the attendance rate in general and block and cluster level specific stress has been given referring to their nature of less than the districts average.
(B) Retention
Completion, Repetition and Dropout (Cohort Study)
To achieve universal retention and completion, dropout and repetition should be controlled and arrested. Tamil Nadu has strived hard to realise the goals. The following table furnishes the districtwise indicators and their betterment during the two consecutive cohorts undertaken.
Dropout Rate Completion Rate Repetiti on Rate 1994-1995 1995-1996 1994-1995 Districts 1995-1996 1994-1995 1995-1996 to to to to to to 1998-1999 1999-2000 1998-1999 1999-2000 1998-1999 1999-2000 Dharmapuri 21.8 14.3 50.9 48.8 27.3 36.9 Thiruvannamalai 14.6 11.6 60.5 65.0 24.9 23.4 Cuddalore 13.5 9.4 57.3 61.5 29.2 29.1 Villupuram 18.0 13.8 56.4 65.0 25.6 21.2 Perambalur 18.5 15.0 52.1 56.4 29.4 28.6 Pudukkottai 17.7 13.1 53.7 55.6 28.6 31.3 Ramanathapuram 17.8 14.7 52.2 57.5 30.0 27.8 Source: Cohort Studies - Tamil Nadu DPEP 98-99 and 99-2000.
The completion rate has increased in six out of the seven districts.
Completion Rate, Dropout Rate, Repetition Rate (Cohort Study 94-95)
The following table reveals that in almost all the cases the difference between boys and girls is 1'ess than 5%.
Completion Rate Dropout Rate Repetition Rate Districts B oys Girls B ovs Girls B oys Girls dharmapuri 49.6 52.0 22.4 21.4 28.0 26.6 Cuddalore 56.6 58.1 14.0 13.1 29.4 28.8 Thiruvannamalai 59.9 61.0 14.7 14.6 25.4 24.4 Villupuram 55.8 57.2 18.1 17.8 26.1 25.0 Pudukkottai 52.7 54.8 17.6 17.8 29.7 27.4 Perambalur 51.7 52.5 17.5 19.5 30.8 28.0 Ramanathapuram 49.9 54.8 19.2 16.2 30.9 29.0
273 Disparities among social groups
The following table reveals that the difference in Completion rate of SC children when compared to ‘AH’ is less than 5% in all the districts. But in the ST children except Ramanathapuram district the difference is more than 10%. And it must be noted that the percentage of ST population to be population is less than 2%.
Comparison of Completion Rate of All versus the SC/ST children as per the Cohort Study. 1994-95 cohort) D istricts All SC ST ____ Dharmapuri 50.74 49.23 42.60 _ J Thiruvannamalai 60.44 57.82 ’ 42.79 ~ Cuddalore 57.27 56.16 42.94___ Villupuram 56.44 54.52 53.68 Perambalur 52.05 48.91 38.20 Pudukkottai 53.72 54.74 ~ 44.73 ’ Ramanathapuram 52.26 48.05 69.56
274 1.5 Information on improvement in students’ learning levels, identification of"hardspots, improvement in class room environment etc. in formal and alternative schools
(A) Improvement in students’ learning levels
Ensuring quality education is one of the DPEP gospels. To enhancc the quality the DPEP Tamil Nadu has spared no efforts and initiatives. It has conducted achievement tests for V standard children in the content area of V standard to assess the implications of the various inputs given. The following table provides us the levels of achievement average of five subjects to the maximum score of hundred.
Achievement Levels (Comparison of the attainment of pupils in the common test conducted during April 2000 and April 2001) of Std. V pupils. ______(Average %) Social Districts Tamil English Maths Science S. Science No. 1999 2000 1999 2000 1999 1999 2000 1999 2000 Phasel 2000-2001 2000 2001 2000 2001 2000 2000 2001 2000 2001 1. Dharmapuri 46 50* 41 38 47 54* 53 50 52 48 2. Thiruvannamalai 56 59* 54 49 59 64* 64 59 63 60 3. Cuddalore 49 55* 43 42 50 60* 58 56 55 55 4. Villupuram 55 59* 52 49 58 66* 65 60 63 60 P hasell 5. Perambalur 45 52* 34 34 43 52* 50 50 49 48 6. Puddukkottai 39 53* 27 38* 35 55* 44 53* 41 49* 7. Ramanathapuram 47 49* 37 30 46 50* 52 46 51 44
The average achievement is more than 40% in all the subjects except English in the districts of Dharmapuri, Pudukottai, Perambalur and Ramanathapuram. The average score with asterisk marks shows the increase when compared to the previous years’ score for the subject.
275 (B) Rise in percentage achievement levels from Base Line Assessment Study (BAb) to 'terminal Assessment Study (TAS) in Phase I districts has been furnished below:
__ Risc in Percentage Achievement Levels from BAS to TAS in Phase I Districts______i Language - Std. 1 Mathematics - Std. I Language - Std. IV Mathematics - Std. IV , Districts TAS BAS Difference TASBAS Difference TAS BAS Difference TAS BAS Diffcrcnce j i i
Dharmapuri 82.72 39.55 43.17 82.50 35.29 47.21 70.75 38.4" 32.28 61.26 28.18 33.08
Cuddalore 89.74 40.25 49.49 91.68 34.79 56.89 86.08 36.50 49.58 84.96 27.67 57.29
Thiruvannamalai 91.24 32.45 58.79 93.13 30.64 62.49 91.90 33.73 58.17 90.16 28.83 61.33
Villupuram 76.13 40.25 35.88 81.18 34.79 46.39 67.79 36.50 31.29 62.49 27.67 34.71
- In every class/subject combination, in every district the achievement level has risen from BAS to TAS by more than 25%.
- The range of increase is from 3 1.29% in Language in class IV in Villupuram to 62.49% in Mathematics in class I in Thiruvannamalai. (C) Identification of hardspots
After the conduct of achievement test for the V std. students, the valued answer scripts are analysed in the BRC, for all the five subjects. The questions which are not answered by a high percentage of students are identified and those parts are considered hardspots. In-service training to all the teachers handling V Std. is provided to deal with the hardspots.
During the school visits, AEEOs and BRC personnel come across with hardspots while they observe the classes of the teachers. In the training programme conducted at the BRC these hardspots are discussed and solutions arrived for the teachers to handle the topics. The participants also get an opportunity to get assistance from the trainers to deal with the hardspots they face in their regular classes.
In the CRC meetings, teachers exchange their views to identify and reveal the hardspots to the block level officials who attend the meeting. If they are not clarified there they are included in the training programme.
On site support plays an important role in identifying and dealing with hardspots.
(D) Improvement in classroom environment
In most of the schools low wall black boards have been provided in the classrooms which are used by children to use them for self learning.
TLM pandals have also been arranged in most of the classes where the TLMs have been displayed to be used in the classroom processes.
Children attend the classes in clean and neat uniform with ties which develop some self-confidence in them.
In many of the classes children are engaged in group activities with TLMs which lead to joyful learning experience.
Many teachers adopt activity based teaching methods where the dry lecture method is dispensed with.
A few schools have subjectwise learning comers, which are accessed by children with full freedom.
Walls of the classrooms in most of the schools have been decorated with useful pictures and diagrams and written with matters useful for learning.
277 (E) Achievement levels in Alternative Schools
Achievement Tests are conducted every year to know the learning levels of the students. The following table gives the scores of learners in Alternative Schools in Polur block of Thiruvannamalai district. The test was conducted in the month of May
2001.
Social S tandard Students Tamil English M aths S cien ce S cien ce III 28 53 41 57 73 52 IV 93 61 44 52 40 68 V 180 50 44 44 37 50
No one has joined in regular formal schools in this block.
Similar tests are conducted in all the districts.
1. 6. Information on recent improvements made and plans for further development of school as well as household based information systems and use of information. Action taken to support district/sub-districts which have faced difficulties in setting up a reliable information system.
(A) Household Data
In January, February 2001, household survey was conductcd in all the DPUP districts. The data are being computerised. This data give the following details habitationwise.
1. School-age children (5+ - 9+ , 10+ - 12+) 2. No. of children enrolled 3. No. of children non-enrollcd 4. No. of children dropped out 5. Reasons for non-enrolment/dropout
This information can be consolidated at the panchayat level, cluster level, blocklevel and district level. This data also give the no. o f children to be enrolled in Std. I, in the next three years. This information can be updated every year.
(B) School Based Information:
1. DISH: The DISE format developed by NIEPA is used to get school based information every year. During 2001-2002, the revised DISE to get information for primary and upper primary classes will be used.
2. Cohort Study: The cohort study form developed with the technical support from NIEPA is being used every year by DPEP, Tamil Nadu to calculate the Completion rate, Dropout Rate and RepetitionRate. The data for 1994 95, 1995-96 & 1996 97 cohorts have been obtained and used.
27.X 3. Achievement Tests in V Std.: During 1999-2000 and 2000-2001 achievement tests were conducted for all the students of V Std. by constituting two centres in every CRC. Child specific achievement scores for Tamil, English, Maths, Science and Social Science are available.
These data are used for microplanning at habitation and school levels. Districts and blocks do not face difficulty in collecting, analysing and utilising the data.
279 Objective 2: Improvement in the Quality of Primary Schooling
2.1. Type of indicators developed for use, if any, at state and district levels to monitor quality.
In DPEP, planning has been decentralised. Aggregated data for a district or for a block can provide no adequate information for school or habitation based interventions.
Habitation is used as unit for improving access and enrolment.
School is used as a unit for planning interventions to improve completion and achievement.
The achievement scores obtained by students in V Std. in the achievement tests conducted by DPEP in April 2000 and 2001 are used as indicators to monitor quality. The achievement scores are available for every student in Tamil, English, Maths, Science and Social Science. This information is used to identity low performing districts, low performing blocks and low performing schools. The achievement scores also are taken as indicators of the quality of the teaching learning process.
2.2 Teacher Pupil Ratio (TPR) trends since project inception
Districts 1995-96 1996-97 1997-98 1998-99 1999-2000 2000-01 Dharmapuri 47 48 44 47 44 43 Thiruvannamalai 37 42 39 40 38 38 Cuddalore 42 37 36 35 35 36 Villupuram 45 50 45 45 43 42
Perambalur* — 41 35 38 34 36
Pudukkottai* — 40 37 41 37 40 Ramanathapuram * - 37 35 39 36 36 Source: DISE
* In Phase II districts the project was launched during 1997-98.
Because of deployment of teachers annually by the District Programme co ordinator and appointment of new teachers, the Teacher Pupil Ratio has come down over the years and the average Teacher Pupil Ratio in DPEP districts is around 1:39.
2.3 Teacher vacancies
The Director of Elementary Education has been addressed for this information. It will be submitted soon.
280 2.4. Total number of teachers in the DPEP districts
Teachers’ Information in Phase I and Phase II Districts of DPEP
% of schools Actual Para/ No. of No. of under multigrade teaching Districts Contract ALS Teachers Schools situatioas days per Teachers instructors In Nos. In % year Phase I Dharmapuri 6964 -- 2252 1899 84.33 220 141 Thiruvannamalai 6222 - 1704 1281 75.18 220 238 Cuddalore 5986 - 1403 982 69.99 220 75 Villupuram 7838 -- 2004 1424 71.06 220 291 Phase II Perambalur 3423 - 834 505 60.55 220 68 Pudukkottai 3663 -- 1337 1186 88.71 220 38 Ramanathapuram 3786 - 1136 910 80.11 220 79 Note: Para/Contract teachers are not appointed by DPEP in regular schools. Contract teachers for a short span of time are appointed and paid by schools PTAs.
2.5(A ) Different kinds of training programme provided to teachers
1. Whenever there is a change in the syllabus or new books are developed, the teachers are given training to handle the content of the new textbooks.
2. Hardspots are identified:-
(1) After analysing the achievement tests for all V Std. students of the 7 DPEP Districts.
(2) By interacting with the teachcrs. In order to develop the teaching efficiency of the teachers in the above hardspots booster training is given to them.
3. Every year the teacher vacancies are filled up by the Govt, of Tamil Nadu. The newly appointed teachers are given training to orient the teachers on the following areas.
(a) The various on going activities of DPEP. (b) Handling of different subjects with the use of TLM. (c) Integrating the IED students.
4. All the teachers are given training
(a) in the preparation of TLM (b) Activity Based Teaching and (c) To handle multigrade situation in schools
281 5. Training is given to teachers teaching English for III, IV and V Stds.
6. Training is given to those teachers handling Special Coaching Classes for SC/ST Girls.
7. Training of ALS instructors in Teaching methods and better use of TLM every month.
8. Training planned to meet specific needs:-
(1) Training to teachers on multigrade teaching through using of
(a) ABT - group activity cards for different classcs. (b) Low cost and no cost TLM material that arc available in the school area.
(2) Training on IED to all teachcrs and HMs by spccial teachers to
(a) Identify children with different disabilities. (b) Provide integrated education to them in the normal classcs.
282 2.5(B) Information on the different kinds of teacher training provided
No. of Teachcrs Trained in different kinds of Training N- DPEP S. 2001-02 Name of Training 1994-95 1995-96 1996-97 1997-98 1998-99 1999-2000 2000-01 No. upto Scp’2001 1 Training to I Std. Teachcrs 8480 - - -- 9621 - 2 Booster Training to 1 Std. Teachcrs - 7616 - -- - 5372
3 Training to 11 Std. Teachers - 5357 -- - -- 4 Booster Training to 11 Std. Teachers - - 4896 ---- 5 Training to III Std. Teachers - - 7465 ---- 6 Booster Training to 111 Std. Teachers -- - 9037 2772 -- 7 Training to IV Std. Teachcrs --- 9287 --- 8 Booster Training to IV Std. Tcachers - - -- 4820 -- 9 Training to V Std. Teachers —- -- 11003 -- 10 Booster Training to V Std. Teachers - - --- 9357 - 11 Training to newly appointed Teachers -- 4411 424 3430 1552 440 12 Training to teachers handling English for III, IV
Methodology = Methodology = 14283 - - - 3302 15893 14789 6613 and V Stds. 13 Training to Teachers for SC/ST Coaching Class - ~ 1921 2167 2356 8308 2280 14 Training to teachers handling 1ED Children - ~ - 13562 11631 7107 902 15 Training to ALS Instructors - ~ 819 901 1476 1408 1096
16 Joyful learning and activity-based teaching process MLL Training Teachers to of Stds. to V Content I and - 26500 33671 20295 11931 9899 39 17 Preparation of TLM - ~ 3660 - 15527 - 255
18 Health Education Training - - - - - 6279 42 N ote: 1. All teachers are given training in handling classes and teaching of subjects. 2. Each teacher undergoes training in various aspects for a period of 10 to 15 days every year.
283 2.6. Information on any processes adopted by state. districts. sub-districts for monitoring and follow up of training in schools. Any State-level analysis/studies on classroom process in different types of schools (formal Government schools. Alternative Schools, private schools). Any evidence of various quality related inputs resulting in better quality learning. What are the States’ and districtsVsub-districts, plans and strategies for teacher development in the coming years?
(A) Reviews and visits by State Project Directorate Personnel
Periodical monthly review is being conducted by the State Project Director. During the review, the implementation of the trainings and follow up undertaken by the districts personnel is reviewed. One official from the State Project Directorate is in charge of each DPEP district. Normally each official is visiting the districts for 7 to 10 days every month and monitors the functioning of BRCs, CRCs and schools. During school visits, they observe the classes, usage of TLMs, activities given to children and how the teacher evaluates the children. Small test is conducted and all the observation is recorded in the Inspection book. The next official during this visit will see whether the defects pointed out are rectified.
(B) Visits by District Official
In Districts, the Officials - District Programme Co-ordinator, Assistant District Programme Co-ordinator, Media and Documentation Officer, Women Development Officer and Consultants visit schools and trainings. Since there is no separate official to look after training and follow up activities in schools WDO is given charge to look after the training and follow up activities in school. They also record their observation in the Inspection Book.
(C) Visit by Block Level Officials
In a block, there are 6 Officials (Assistant Elementary Educational Officer, Additional Assistant Elementary Educational Officer, BRC Supervisor and 3 Teacher Educators). The block level Officials during their visit test the reading, writing ability and give small tests and assess performance. It is recorded in the visit book. During the next visit, officials see whether the defects pointed out are rectified and whether there is any improvement. The officials from the BRC give demonstration classes to teachers by using the TLM available in the schools and give onsite support to teachers. Apart from regular visits carried out by block officials each official has adopted 5 low performing schools and try to improve the teaching learning process by having frequent visits and giving more guidance to teachers.
(D) District Review Meetings
Every month, Joint Directors review the district and block officials. During the review, the school visits made and improvement made in schools, improvement in teaching learning processes are reviewed. Specific instructions for improving schools are discussed.
284 (E ) Handling Multigrade Situations
Teachers have acquired the skill in handling classes in multigrade situations through activities. Now teachers are able to prepare TLMs according to the competencies and needs.
In one selected block of each DPEP district, most of the teachers are able to handle classes through activities. In every district, there are teachers who can take demonstration classes. These resource teachers are used for training other teachers in various blocks. The teachers go to the school where the resource teacher is working, sit in the class with children and see how TLM is used, how activities are given, how teacher manages the class and how the teacher evaluates the children. By this, the teacher gets an on spot exposure and guidance. No of Resource Teachers available No. of Resource District Block Teacher Dharmapuri Kaveripattinam 30 Thiruvannamalai Thandrampat 23 Cuddalore Annagramam 25 Villupuram M ailam 44 Perambalur Sendurai 30 Pudukkottai Aranthangi 30 Ramanathapuram Thirupullani 21 Total 203
Now, we have trained 5 teachers in each cluster in all DPEP districts and these teachers have started handling classes through activities. These resource teachers will give training to other teachers working in the schools in their CRC. Block level officials are also oriented in activity based teaching.
(F) Activity Cards
Through series of workshops we have generated 502 activity cards in all subjects in Std. 1, 2 and 3 and can be used to develop competencies in children.
Subject No. of C ards Tamil 77 English 7-1 Maths 130 EVS I 86 EV S II 135 T otal 502
The cards have been field tested and on the opinion of teachers they have been improved again. Our future plan is to print and give a set of activity cards for a group of 5 children in all schools in DPEP districts. All the teachers in a cluster will be given training to use these cards to facilitate effective learning in multigrade as well as monograde situations.
285 2.7. Efforts made to improve functioning of the Support Structures and institutes, namely CRCs, BRCs, DIETs and SCERTs:
The following are support structures that assist in the implementation of DPEP inputs.
(A ) C R C :
CRC is one of the vital components of DPEP and is the specialised unit in the stream of education with the ultimate motive of enhancing the Pedagogical Skills. In the seven DPEP Districts altogether, there are 993 CRC Centres, which are successfully functioning as detailed below
DPI - 180 TVM 191 CUD 111 VPM - 192 PBR - 95 PDK 1 14 RMD - 1 10 T otal - 993
The State Project Directorate has supplied furniture to each CRC and monitoring its activities by deputing its State and District DPEP Personnel.
Structure of CRC: Normally there arc 10-12 Schools in a Cluster and the no. of teachers may be 40-60. There is one CRC Co-ordinator and one Assistant Co-ordinator who are the senior most Headmaster of Middle and Primary Schools of that Cluster. They convene monthly meetings regularly on any one of the convenient Saturday, most probably in the I or II Saturday.
Functions of CRC: This Directorate has given instruction to all CRCs to run the Centres effectively. And also they give training to prepare Cluster Plan so that the CRC Co-ordinator is aware of the various needs of the schools such as building, furniture, compound wall, drinking water facilities, toilet apart from the teachers needed to the schools and in that centre. Adequate training is being given to prepare TLMs and in their use in actual classroom transaction. Rs. 10/- to each teacher as conveyance to attend the centre is also paid to them.
I'ree and frank discussions arc usually taking place on the improvement of pedagogical skills and effective instructions in the classroom transactions. Model Classcs are also being conducted by adopting innovative techniques. Provision has been given to utilise the services of Resource person from outside. CRC Co ordinators take steps to enroll all the school age children, to reduce DR, and enhance the CR.
2X6 (B) BRCs:
BRCs are the training centres to provide various trainings to teachers to enhance their teaching skills. 106 BRCs in 7 DPEP Districts are functioning with the staffing strength of 4 in each BRC. Out of 4 staff one personnel has been appointed as Supervisor in the cadre of B.T. Assistant and the other 3 have been appointed as Teacher Educators in the cadre of Secondary Grade Teachers.
Every centre has been equipped with adequate furniture TV, VCR, OHP, Audio, Video Cassettes and Public Address System. These centres are functioning in the buildings with all amenities built by DPEP.
The BRC Personnel have been given suitable training in the various subjects in std. I and V so that the BRC Staff are able to provide effective training to teachers on the hardspots in all the subjects, in their jurisdiction. BRCs have been trained in calculating and monitoring indicators and using them for microplanning.
(C) DIET:
The DIET is the prime institution for providing training on various subjects, approaches, new techniques in teaching learning process, feedback, evaluation etc., to improve the pedagogical skills of the teachers. They are giving training to the teachers and others to act as Resource Persons. They visit the schools to ascertain the effectiveness of the training they had given and to know the various problems in teaching learning process prevailing among the teachers and the pupils and to find out the remedial measures for the problems.
A vehicle to each DIET for effective visit of schools and other purposes related to Education has been provided. Adequate funds had also been allotted to meet the expenditure for conducting training programmes.
(D) Other Organisations and NGOs:
The community is ultimately the owner of the school. So, DPEP has taken initiatives to involve the public for the betterment of education in their habitation. As a result, PTAs and VLCs have been formed in each and every school, with the noble motive of providing amenities/assistance to the schools. Funds for TLM/Infrastructure have been operated with the help of VLCs. The general public are sensitised about the needs of providing education to all the children. Consequently, the community/public involve themselves in the process of enrolling all the school-aged children in the schools and also to take measures to increase retention, achievement and completion rate and to reduce the dropouts.
They have contributed lands, and constructed building to the schools. They also actively participate in all the school activities such as public functions, ... appointment of teachers on contract basis etc.
287 Contribution of NGOs: In some districts, NGOs have actively involved in the betterment of education. For example, in Dharmapuri district, MYRADA has appointed some teachers in the needy schools and built classrooms. 1ED, one of the components of the DPEP is being implemented in the 7 DPEP districts by utilising the services of the six NGOs with effect from March 1999. They have appointed special teachers in the allotted blocks and monitor the services of the special teachers. They have also conducted medical camps with the aid of medical personnel for screening the level of impairment and taken necessary steps to provide aids and appliances to the needy children which enabled the impaired children to attend school and get education.
District SI Name of the NGOs Blocks No. allotted Little Flower Convent Dharmapuri, Morappur, Nallampalli, 1 (Deaf and Dumb), DPI Uthangarai, Pennagaram, Harur Chennai. Clark's School for Deaf, Sankarapuram, Gingee, Vallam, 2 VPM Chennai. Ulundurpettai, Thirukovilur, Mugaiyur Regional Rehabilitation Training Cuddalore, Kattumarmarkoil, Kurinjipadi, 3 CUD Centre, Chennai - 83. Mangalore, Panruti, Annagramam The Spastic Society of Kilpennathur, Thiruvannamalai, Polur, 4 TVM Tamilnadu, Chennai - 113. Thellar, Cheyyar, Vandavasi Guidance Home for the Adult Pudukkottai, Aranthangi, Kunnandarkoil, 5 PUD Deaf Girls, Chennai - 83. Arimalam, Karambakkudi, Annavasal Guidance Home for the Adult Perambalur, Ariyalur, Veppanathattai, Vepp 6 PBR Deaf Girls, Chennai - 83. Sendurai, Thirumanur Bala Vihar Training School for Thiruppullani, Ramanathapuram, Mandapar 7 the Teachers of Mentally RMD Thiruvadanai, Paramakkudi, Mudukulathur Retarded, Chennai - 10. Objective 3: Programme Management and Implementation
3.1. Information on process followed for Supervision of the Programme by the State. District and Sub-district levels management structures. Give example, if any, of how outcome, process and/or input indicators have been used to tackle district/sub-district specific problems in the implementation and for planning new intervention.
(A) Supervision of the programme at the block level
Cluster Resource Centres are not full time institutions. So supervision of the programmes are done at the block level, district level and state level.
In every block the schools in the block are equally divided by the AEEO and AAEEO. Moreover in every block, there is a block resource centre, which is managed by one supervisor and three teacher educators. These personnel visit schools intensively and during their visits give onsite support to teachers. Moreover, they monitor the usage of TLM grant and infrastructure grant. They also conduct model classes. Apart from visiting schools, they visit SC/ST Special Coaching Classes Alternative Schools and CRC meetings (observe the proceedings and give suitable suggestions for further improvement).
(B) Supervision at the District level
In every district, the DPC, ADPC, MDO, WDO and Consultants visit schools and submit their report to the DPC. Monthly review meetings are conducted by DPC for the block level personnel in which their work is reviewed. The district officials visit BRCs at the time of training.
(C) Supervision at the State level:
State officials review the work of districts every month in the districts
The State Project Director conducts review meetings of DPCs and ADPCs every month and assess the progress of various programmes implemented under DPEP.
The officials of the State Project visit schools, SC/ST Coaching Classes/ALS Centres, BRC, CRC and submit visit reports to the Director.
3.2 Not Applicable to Tamil Nadu
289 3.3 Releases made by Government of India and State Government to the Society upto 30.09.2001
Phase I ______(Rs. In lakhs) Y ear Releases by R elease o f State T otal Government of G overnm ent India Share 94-95 356.750 54.000 410.750 95-96 480.530 84.93 1 565.461 96-97 2138.650 377.409 2516.059 97-98 3771.000 ^ 665.470 4436.470 98-99 308.500 000.000 308.500 99-2000 1425.000 305.911 1730.91 1 2000-2001 2400.000 105.896 2505.896 2001-2002 900.000 000.000 900.000 T otal 11780.430 1593.617 13374.047
Phase II
Y ear Releases by Release o f State Total Government of India G overnm ent Share 97-98 1742.868 307.565 2050.433 98-99 1109.710 000.000 1109.710 99-2000 500.000 284.066 784.066 2000-2001 1300.000 158.841 1458.841 2001-2002 400.000 000.000 400.000 T otal 5052.578 750.472 5803.050
N ote: For the releases made by the Government of India for 2001-2002, Government of Tamil Nadu have issued orders for the release of matching grant and the bills have been presented for the following amounts.
Phase 1 317.617 lakhs Phase 11 70.588 lakhs
290 3.4. Estimation for Phase II States and Districts for the remaining period of the programme and anticipated expenditure upto 30.06.2003.
In Phase II upto 31.07.2001, a sum of Rs.4942.83 lakhs has been spent and there is a balance of Rs.4301.46 lakhs taking the total project cost of Rs. 9244.29 lakhs.
During 2000-2001 a sum of Rs.1298 lakhs has been spent including civil works expenditure of Rs.435 lakhs. Hence the approximate expenditure on programme activities including salary comes to Rs.5,400 lakhs for six years @ Rs.900 lakhs per year approximately. The expenditure on civil works component alone comes to nearly Rs.2800 lakhs.
Hence the anticipated expenditure upto 30.06.2003 will be Rs.8200 lakhs (Rs.5,400+Rs.2,800) for 6 years.
So the total project expenditure will be roughly Rs.8200 lakhs keeping a balance of nearly Rs.1000 lakhs.
The proposal for the anticipated savings in the project outlay in respect of Phase II district is as follows.
291 Table 1 - Proposal for the anticipated savings in respect of Phase II districts ______(Rupees in lakhs)______EFC E xp. U pto Anticipated Anticipated D istrict ap proved T otal 31.07.2001 Exp. savings cost State 917.280 698.946 877.000 1575.946 -658.666
Pudukkottai 2854.190 1580.911 795.000 2375.911 478.279
Ramnad 2862.090 1311.950 866.000 2177.950 684.140
Perambalur 2610.730 1351.023 683.000 2034.023 576.707
Total 9244.290 4942.830 3221.000 8163.830 1080.460
Note : Rs.661 lakhs is for the supply of self learning materials as one time grant to schools to be booked under district expenditure.
292 Table 2 - Statement showing cumulative expenditure incurred upto July 31, 2001 in Phase II Districts
(Rs. in lakhs)
S. Name of the Categ o r y - I Category - II Category - III Category - IV Category - V Total No. State/District Phy. Fin. Phy. Fin. Phy. Fin. Phy. Fin. Phy. Fin. Phv. Fin. 1. State Component - 242.623 14.838 13.S50 427.635 698.946 2. District (i) Pudukkottai 170 845.1203 DPO 181.386 Consultants 4.039 10872 76.730 4 DPO 473.636 1580.91 1 (ii) Ramnad 156 724.9403307 154.552 State & Dt. 5.160 tr + 61.938 34 BRC, 365.360 131 1.950 (iii) Perambalur 151 785.516 schools 128.575 17 5.084 VLC 62.477 CRC & 369.371 1351.023 34 BRC mem. Addl. (a- 5 per Tea. school 1 477 2355.576 707.136 29.121 214.995 1636.002 4942.830 Category I Civil Works Category II Equipment, Vehicle, Books, Furnitures and Materials Category III Consultancy Category IV Fellowship and Training Category V Incremental Salaries, Operational Maintenance
293 3. Statement showing cumulative anticipated expenditure to be incurred from 01.08.2001 to 30.06.2003 under Phasell
(Rs. in lakhs)
S. Category - I C ategory - II C a te g o r y -III ! C a te g o r y -IV Category - V 1 " otal i Name of the State " i No / D istrict Phy. Fin. Phy. Fin. Phy. Fin. Phy. j Fin. Phy. Fin. Phy. Fin.
1. State Component 1 57.000 662.000 5.000 3.000 150.000 877.000 2. District (i) Pudukkottai 14 100.000 160.000 8.000 10872 27.000 500.000 795.000 (ii) Ramnad 13 270.000 3 DPO 140.000 Consultan 8.000tr + 23.000 4 DPO 425.000 866.000 (iii) Perambalur 30 70.0003307 135.000 ts State & 8.000 VLC 20.00034 BRC. 450.000 683.000 schools Dt. 17 mem. CRC & 34 @ 5 Addl.Tea. BRC per school 58 497.000 1097.000 29.000 73.000 ! 1525.000 3221.000
N ote: Rs.661 lakhs included in the State Component is for the supply of one time self learning materials to schools (the expenditure to be booked under the district heads). Table 4 - Anticipated Project Cost including Anticipated Expenditure yearwise upto 30.06.2003
District EFC E xp. U pto Anticipated Anticipated Anticipated Total Anticipated Balance Grant ap p roved 31.07.2001 E xp. F rom Exp. during Exp. From Expenditure upto available cost 01.08.2001 to 2002-2003 01.04.2003 to 30.06.2003 31.03.2002 (12 m onths) 30.06.2003 (8 m on th s) (3 m onths) 1 2 3 4 5 6 7 8 State 917.280 698.946 736.000 110.000 31.000 877.000 -658.666
Pudukkottai 2854.190 1580.911 345.000 360.000 90.000 795.000 478.279
Ramnad 2862.090 1311.950 490.000 300.000 76.000 866.000 684.140
Perambalur 2610.730 1351.023 285.000 300.000 98.000 683.000 576.707
T o t a l 9244.290 4942.830 1856.000 1070.000 295.000 3221.000 1080.460
295 Table 5 - Anticipated Expenditure componentwise and yearwise upto 30.06.2003
Component/Activity/ Anticipated Exp. Anticipated Exp. Anticipated Exp. Total Anticipated Programme From 01.08.2001 to during 2002-2003 From 01.04.2003 to Expenditure upto 31.03.2002 (12 months) 30.06.2003 30.06.2003 (8 months) (3 months) Civil Works 497.000 000.000 000.000 497.000 Equipment, Vehicle, 580.000 370.000 147.000 1097.000 Books, Furnitures and Materials Consultancy 10.000 15.000 4.000 29.000 Fellowship and 25.000 40.000 8.000 73.000 Training Incremental Salaries, 744.000 645.000 136.000 1525.000 Operational Maintenance Total 1856.000 1070.000 295.000 3221.000 Objective 4: Status of programme in DPEP - 1 districts - in terms of development outcome, sustainability, final evaluation etc.
4.1 S ta te s ' and Districts ’ assessment status with respect to DPEPs. development objectives.
(A ) A ccess
The GAR is very high in all the districts. So by opening EGS centres in the habitations having around 15 out of school children in the relevant age group, universal access can be achieved.
(B) Enrolment
The percentage of out of school children is less than 5% in all the districts except Dharmapuri where it is 5%. Already 930 ALS are functioning. By experimenting with non residential bridge courses and residential courses majority of the out of school children can be roped in. In the DPEP districts of Tamil Nadu the problems of access and enrolment are not critical and serious.
(C) Internal Efficiency
C o m p letio n
As generally opined the problem of dropout is not seriously affecting the cohort completion rates as repetition does in DPEP districts in Tamil Nadu. Already a sizeable number of blocks (32 out of 106) have dropout rates below 10%. So, to enhance the completion rates the problem of repetition, which is mainly due to school related factors is to be addressed by improving teachers’ competency and motivation.
Students’ Achievement Levels
The comparison between Baseline and Terminal Assessment studies in Phase I districts shows that the range of increase is form 31.29% in Language in class IV in Villupuram to 62.49% in Mathematics in class I in Thiruvannamalai.
In the V Std. achievement test conducted for the academic years 1999-2000 and 2000 2001 for all children studying in V Std. the average achievement is more than 40% in all the subjects except English in the districts of Dharmapuri, Pudukkottai, Perambalur and Ramanathapuram.
These data reveal that the DPEP districts have almost attained the DPEP objectives in quality improvement, but the concern of the State Project Office and District Project Offices is to ensure that every child enrolled in Std. I should complete primary schooling in five years and that every child should have a high level of attainment in terms of quality. So identifying low performance schools and low performing children has become imperative. Though the road ahead has a lot of obstacles in the form of human motivation and competence, the state has embarked upon, with full vigour, the long journey with focus on every school and individual child.
297 4.2. To what extent has DPEP been successful in affecting change processes in the primary education system as envisaged in the DPEP buildings.
The primary education system has been positively influenced by DPEP.
(A) The need for establishing block level resource institutions was felt intensively and hence Tamil Nadu Government have permitted the opening of BRCs in three non-DPEP districts namely, Theni, Thiruvarur and Sivaganga. 30 BRCs have been established in these three districts. (B) Many capacity building programmes have been implemented for DIET personnel both from DPEP and non-DPEP districts. a) School Mapping: Dr. Zaidi and Dr. Biswal from NIEPA gave an orientation training to DIET faculty (Planning and Management) for three days. b) Classroom observation: Mr. C.N. Subramanian and his colleague from Eklavya, Bhopal trained DIET faculty (DPEP and Non-DPEP districts) in classroom observation. (C) Household survey was conducted m both DPEP and Non-DPEP districts to identify the out of school children and to calculate GER and NER for use in microplanning. (D) Cohort Study initiated in DPEP districts, to assess the Completion Rate, Dropout Rate and Repetition Rate, was undertaken in all the non-DPEP districts in February 2001 for 1995-96 to 97-2000 Cohort. (E) TLM grant Rs.300/- is given to schools with three or less than three teachers and Rs.500/- to schools with five and more than five teachers.
The need for capacity building and using monitoring indicators to assess progress has been felt and assimilated in non-DPEP districts also.
4.3 Implementation Status of various DPEP components
1. Civil Works: All construction works initially planned have been completed. Additional civil works planned due to enhanced ceiling on civil works are in progress. Entire construction work will be completed before 31.12.2001. 2. Opening of new schools : 406 new schools have been opened upto 31.03.2001 3. Appointment of additional teachers: 1026 teachers have been appointed in Phase I districts. For the new schools opened one teachcr is posted in the first year and headmaster in the second year. Based on the strength of the new schools additional teachers are also appointed under DPEP. 4. Opening of ALS Centres: ALS centres are functioning in both the Phases from 1998-99 onwards. During 2001-2002, 930 centres are functioning. 5. Special Coaching Classes: Special Coaching Classes are functioning in both the Phases from 1997-98 onwards. During 2001-2002, 2434 centres are functioning. 6. Integrated Education: Integrated Education for the Disabled is provided m 42 blocks with the help of NGOs working in the field of Integrated Education for the disabled.
298 7. Curriculum Development: Textbooks have been prepared for Stds. IV and V by DPEP. Revised textbooks, prepared by DPEP for stds. I, II & III, have been introduced in all the schools in Tamil Nadu. 8. Training: Training is given to teachers to build their capacity and in making teaching a joyful experience. Activity based teaching and multigrade teaching techniques have been developed by resource persons specially trained for the purpose. 9. Distance Education Programme: Training through distance mode has been undertaken with the assistance of IGNOU by installing sophisticated transmission equipment. Teleconferencing on teaching of Tamil, Maths, IED (Hearing Impaired), Orientation of CRC co-ordinators and community mobilisation was undertaken by DPEP. 10. Media Activities : Awareness campaigns and metric melas are conducted to secure community support and participation. Publishing of district newsletters and quarterly magazine Sudar by the state are undertaken. Annual reports were prepared, printed and distributed. Documentation of various DPEP activities are undertaken. Audio and video cassettes on teaching methods have been prepared and distributed to all the schools and BRCs. 11. Quality Improvement: Class room atmosphere has been changed making learning a joyful experience to pupils. Activity based teaching and multigrade teaching techniques have increased the achievement levels of children. The dropout and repetition rates have come down while the completion rate has increased. 12. Research Activity : Action research programme and formal research activities have been completed. Baseline Studies in Phase II and Mid-Term . Assessment Study in both the Phases have been completed. Terminal Assessment Study in Phase 1 has also been done by DPEP. Training and analysis of EMIS data were undertaken. Cohort study to determine the internal efficiency of schools was undertaken in all the 7 DPEP districts.
4.4 Studies planned for final evaluation o f DPEP
1. A study on enrolment in the project districts over the project period. 2. A study on dropout reduction in the project districts over the project period. 3. A study on the performance on equity front in the project districts over the project period. 4. A study on retention and promotion in the project districts over the project period. 5. A study on achievement levels of children in the project districts over the project period. 6. A trend report on the financial inputs in the different districts over the project period. 7. A study on the performance on the civil works front in terms of financial and physical inputs in the different districts over the project period. 8. Capacity Building at district and sub-district levels. 9. The involvement of community, VLC and PRIs, in improving school performance. 10. Linkage issues at all levels.
299 4.5. Commitment made by the State Government to Sustain the DPEP sains
1. All studies undertaken in DPEP districts have been extended to non-dpep districts also (household survey, School information, cohort study, achievement test etc.).
2. Government of Tamil Nadu has established 30 Block Resource Centres on an experimental basis in three non-DPEP districts.
3. Trainings are being given to teachers at the block level with the assistance of selected, trained resource persons in Non-DPEP districts.
4. Sarva Siksha Abiyan is to be implemented in all the districts in Tamil Nadu and necessary actions have already been initiated in this regard.
5. Hence all the programme components of DPEP will be continued after the project period.
6. Sustainability report finalised by the sub-committee formed by the Government of Tamil Nadu has submitted its report to Government of Tamil Nadu and it is being finalised.
7. Sustainability of DPEP initiatives in the Post-DPEP period in Tamilnadu is far , from being a concern-causing challenge.
The estimates of all major items of recurring cost have been made. The annual commitments including the 10% margin for contingencies of increased outgo is of the order of Rs.30 crores.
300 4.6. Utilisation of excess funds
Total Project Cost and Expenditure inclusive of Budget for 2001-2002
Phase I Districts
(Rupees in Lakhs) EFC Revised C um ulative Balance Project Total Anticipated Grants additionally AWP&B 2001-02 S.No. District/State A pproved Project Cost exp. Upto 31st Cost available Exp. Upto required (Fresh+Spillover) Cost M arch 2001 31.03.2002 1 2 3 4 5 6 7 8 9 1 Dharmapuri 4003.130 5545.956 3828.981 1716.975 1798.922 5627.903 81.947 2 Thiruvannamalai 3893.27q 3893.273 2702.005 1191.268 1187.155 3889.16 -4.113 3 "■Villupuram 4037.566 6754.418 4530.879 2223.539 1433.898 5964.777 206.151 4 "■Cuddalore 000.000 000.000 995.792 995.792 000.000 5 State 663.250 703.572 646.493 57.079 122.369 768.862 65.290 Grand Total 12597.210 **16897.219 11708.358 5188.861 5538.136 17246.494 349.275
Note: * EFC approved cost and cumulative expenditure for South Arcot comprises of Villupuram and Cuddalore Districts. Total anticipated exp. Upto 31.03.2002 includes EFC approved cost and additional grants available due to exchange rate variation.
** Includes additional grant due to exchange rate variation.
301 DHARMAPURI DISTRICT-ACHIEVEMENT LEVEL
ENGLISH MATHS SCIENCE SOCIAL SCIENCE SUBJECTS AVERAGE AI EGIH AH SINE SCA SCIENCE SOCIAL ' SCIENCE MATHS ENGLISH TAMIL CUDDALORE DISTRICT - ACHIEVEMENT LEVEL ACHIEVEMENT - DISTRICT CUDDALORE SUBJECTS 60 30? AVERAGE THIRUVANNAMALAI DISTRICT - ACHIEVEMENT LEVEL ACHIEVEMENT - DISTRICT THIRUVANNAMALAI AVERAGE ILPRM ITIT-AHEEET LEVEL ACHIEVEMENT - DISTRICT VILLUPURAM ;o> PERAMBALUR DISTRICT - ACHIEVEMENT LEVEL
ENGLISH MATHS SCIENCE SOCIAL SCIENCE SUBJECTS AVERAGE TAMIL ENGLISH UUKTA DSRC CIVMN LEVEL ACHIEVEMENT - DISTRICT PUDUKKOTTAI SUBJECTS MATHS SCIENCE SOCIAL SCIENCE SOCIAL ■ YEAR 2000-2001 YEAR ■ 1999-2000 YEAR □ AVERAGE 60 TAMIL ENGLISH MATHS SCIENCE SOCIAL SCIENCE SOCIAL SCIENCE MATHS ENGLISH TAMIL RAMANATHAPURAM DISTRICT - ACHIEVEMENT LEVEL ACHIEVEMENT - DISTRICT RAMANATHAPURAM SUBJECTS ■ YEAR 2000-2001 YEAR ■ 1999-2000 YEAR ■ Dharmapuri District-Rise in Percentage Achievement Levels from BAS to TAS
LANGUAGE -STD I MATHEMATICS - STD I LANGUAGE -STD IV MATHEMATICS - STD IV Cuddalore District - Rise in Percentage Achievement Levels from BAS to TAS
100
91.68 90 86.08 84.96
80
70
60
50
40 36.5 34.79
30 27.67
20
10
0 LANGUAGE -STD I MATHEMATICS - STD I LANGUAGE -STD IV MATHEMATICS - STD IV Thiruvannamalai District - Rise in Percentage Achievement Levels from BAS to TAS
93.13 91.9 90.16
33.73 28.83
LANGUAGE -STD I MATHEMATICS - STD I LANGUAGE -STD IV MATHEMATICS - STD IV Villupuram District - Rise in Percentage Achievement Levels from BAS to TAS
90
80
70
60
50
40
30
20
10
0 AVERAGE 40 50 60 70 20 30 10 49.59' 50.67 OOTSUY-CMLTO RT -GNE DSAIY(949 O 1998-99) TO (1994-95 DISPARITY GENDER - RATE COMPLETION - STUDY COHORT 59.92 X 60.96 ? v 56.47 & 58.08 $ DISTRICTS 55.78 57 t 45 51.68 24 52.66 52.45 OiP L9 Vs 48 54.78 54.83 49.9 □ COMPLETION RATE GIRLS RATE COMPLETION □ BOYS RATE COMPLETION □ AVERAGE OOTSUY- EEIIN AE EDR IPRT(949 O 1998-99) TO DISPARITY(1994-95 GENDER RATE- REPETITION - STUDY COHORT DISTRICTS RPTTO RT GIRLS RATE REPETITION BOYS □ RATE REPETITION □ AVERAGE 25 20 10 15 0 - 5 22.41 20.91 OOTSUY RPU RT-GNE IPRT 19-5T 1998-99) TO (1994-95 DISPARITY GENDER RATE- DROPOUT STUDY COHORT 14 . 6814.59 13.98 13.10 DISTRICTS 8477 17 181417.76 >#■ 4
DHARMAPURI DISTRICT 1994-95 to 1998-99
□ DROPOUT RATE □ COMPLETION RATE 50.90 □ REPETITION RATE
DHARMAPURI 95-96 to 99-00 DROPOUT RATE 14.30 COMPLETION RATE 48.80 REPETITION RATE 36.90
21.80 27.30
DHARMAPURI DISTRICT 1994-95 to 1998-99
□ DROPOUT RATE □ COMPLETION RATE 50.90 □ REPETITION RATE CUDDALORE 1994-95 to 1998-99 DROPOUT RATE 13.50 COMPLETION RATE 57.30 REPETITION RATE 29.20
CUDDALORE 1995-96 to 1999-2000 DROPOUT RATE 9.40 COMPLETION RATE 61.50 REPETITION RATE 29.10
9.40 THIRUVANNAMALAI 1994-95 to 1998-99 DROPOUT RATE 14.60 COMPLETION RATE 60.50 REPETITION RATE 24.90
THIRUVANNAMALAI 1995-96 to 1999-2000 DROPOUT RATE 11.60 COMPLETION RATE 65.00 REPETITION RATE 23.40
11.60
THIRUVANNAMALAI DISTRICT 1994-95 to 1998-99 VILLUPURAM 1994-95 to 1998-99 DROPOUT RATE 18.00 COMPLETION RATE 56.40 REPETITION RATE 25.60
VILLUPURAM 1995-96 to 1999-2000 DROPOUT RATE 13.80 COMPLETION RATE 65.00 REPETITION RATE 21.20
VILLUPURAM DISTRICT 1994-95 to 1998-99 PERAMBALUR 1994-95 to 1998-99 DROPOUT RATE 18.50 COMPLETION RATE 52.10 REPETITION RATE 29.40
PERAMBALUR 1995-96 to 1999-2000 DROPOUT RATE 15.00 COMPLETION RATE 56.40 REPETITION RATE 28.60 PUDUKKOTTAI 1994-95 to 1998-99 DROPOUT RATE 17.70 COMPLETION RATE 53.70 REPETITION RATE 28.60
PUDUKKOTTAI 1995-96 to 1999-2000 DROPOUT RATE 13.10 COMPLETION RATE 55.60 REPETITION RATE 31.30
3 2 t RAMANATHAPURAM 1994-95 to 1998-99 DROPOUT RATE 17.80 COMPEETION RATE 52.20 REPETITION RATE 30.00
RAMANATHAPURAM 1995-96 to 1999-2000 DROPOUT RATE 14.70 COMPLETION RATE 57.50 REPETITION RATE 27.80
I i * - UTTAR PRADESH
ective 1 Progress towards achievement of programme objectives and outcome indicators trict wise information wherever available)
Out of School children: What is • Computerisation of household based Micro the absolute num ber and planning data is complete in 17 districts of approximate percentage of out of UPDPEP-II and is in progress in remaining 5 school children in the age-group districts. As per data of 17 districts, 5.73 lakh population; What are the strategies children are out of school which is 10.2% of 6-11 adopted to include out of school year age group population. In DPEP-III districts, children: micro-planning is going on.
• Strategies to include out of school children:
■ 2057 EGS centres (DPEP-II: 679, DPEP-III 1378) for scattered habitations planned to be established during 2001-02.
■ 2434 AS centers (DPEP-II: 135, DPEP-III 2299) for working children & special category of children planned during 2001 02.
■ 1303 New schools (DPEP-II: 246, DPEP-III 1057) planned to be opened during 2001-02 in unserved habitations.
■ 2280 Summer camps & 6870 Retention marches were organised in DPEP-II &III districts during May-June,2001 which resulted in re-enrolling 75703 children out of which 70163 are girls.
■ School Chalo Abhiyan was conducted during July-Aug, 2001. Out of schools children were identified household wise and their parents were contacted and motivated to send their children to school.
Enrollment in schools: What Enrollment C lass I is the enrollment in class I and (lakhs) (lakhs) total(indicate source) B oys Girls Total Enrolm ent disaggregated for gender,social DPEP-II 32.86 25.20 58.06 16.80 groups and types of schools (22 districts) (alternative,formal,private,gove B oys Girls Total C lass I mment etc.); DPEP-III 43.37 38.31 81.68 22.87 (32 districts) • SC Enrolment (lakhs) Boys Girls Total DPEP-II 9.86 7.81 17.67 DPEP-III 14.83 12.86 27.69
323 Class-I SC enrolment will be made available to Mission on arrival. Figures include Govt./Parishadiya schools and Pvt. Recognized schools only. Source: EMIS -2000-01
3. What is the Enrollment in A.S./Bridge courses/camps and ALTERNATIVE SCHOOLING percentage of transition to formal schools DPEP-II Centres Enrolment Main streamed In Operation 3037 96146 5565 • ShikshaGhar 85 i 31438 4 887 (6-11 years) • Balshala 163 5477 135 (3-11 years) • Prehar Pathshala 89 2849 60 (9-14 years) • Maktab / Madarsa 271 8130 21 (For minorities) • Rishi Valley Model 128 3840 57 (Scattered habitations) • Camps / Bridge Course (Resident) 01 75 58 (Non Res) 08 407 275 • EGS 1526 43930 72 DPEP-III In Operation 1451 42920 514 • AS Centres 278 8360 125 • EGS 1173 34560 389 Total DPEP-II+III 4488 139066 6079
4. Information on students’ Total Girls SC Total SC Girls attendence, and retention class- Dropout 46.82 45.42 38.47 37.86 wise and the overall completion rate (Class I to IV/V)); (EMIS 2000-01) Information on progress in Class-wise Dropout will be made available to the reaching and retaining the most Mission on arrival disadvantaged groups of children- especially tribals, No. of Years Total Girls SC SC Girls hardest to reach groups, for Completion Total children with disabilities, migrating children and urban (1-V) 7.45 7.36 6.95 6.98 poor etc.;
324 • Progress in reaching and retaining the most disadvantaged groups of children
No. of children
- AS/EGS 139066
■ IED Children Identification : 81827
Integration o f children : 51055
Information on improvement in Mid Term Assessment Survey (MAS) was students’ learning levels, conducted in DPEP-II districts during 1999 identification of hard 2000. The findings of MAS have been shared spots,improvement in with GOI/JRMs; The progress in achievement classroom environment, etc. in levels in given below : formal and alternative schools. T.L.M. has been used by maximum no. of teachers in class room transaction. iage Maths Hard spots in Maths identified & Self Instruction BAS MAS BASMAS Material developed. II 46.69 69.61 27.08 74.51 V 41.41 50.48 32.39 44.96 Indicators developed for grading of school performance. Annual teacher training programmes. Annual academic supervision trainings & regular school visits for demonstration lessons.
Information on recent Computerized EMIS is established in all the DPEP- improvements made and plans II & DPEP-III districts. EMIS reports are for further development of generated, analyzed and shared widely every year. school as well as household For the year 2001-2002, the DISE has been revised based information systems and and upgraded to include upper primary level use of information; Action information. The system has been switched to taken to support/sub-districts ORACLE software. which have faced difficulties in Training of SPO & DPO computer personnel setting up a reliable information conducted on revised DCF & operating oracle system ? software. Household based micro-planning data has been computerized and tables on out of schools and reasons of not going to schools have been generated for DPEP-II districts. EMIS data is being increasingly used in AWP&B to plan for particular intervention e.g. Shiksha Mitras, Model Cluster Development Approach, facilities in school, estimation for text-book distribution, EGS centres etc. District level computer staff is provided training every six months to build their capacity in running EMIS. SPO computer personnel visit district to provide guidance and support from time to time.
325 Objective 2: Improvement in the aualitv of primary schoolingfdistrict wise)
• Type of indicator developed for • A 130 point scale of parameters for monitoring use, if any, at state and district of quality at district and sub- district level has levels to monitor quality; been evolved and institutionalized statewide. The Govt, order has been issued in July 2001.
• Main Focus areas are :
■ School and classroom environment
■ Teacher behaviour and child-teacher relationship
■ Use of textbooks, teacher guides TLM etc. ■ Teaching learning practices ■ Evaluation of the child * Role of head master ■ Year 2001-02 has been declared as 'Quality 1 Imprvement Year1 by GOUP and implementation of various activities of quality programme are being monitored in the districts at DIETs, blocks, Nyaya Panchayats and schools.
• Pupil Teacher Ratio (PTR) 1997-98 1998-99 1999-2000 2000-01 trends since project inception; DPEP-II 66 69 70 72 DPEP-III - - 60 56
• Though additional posts of teachers & Shiksha Mitras were created and filled, spurt in enrollment has resulted in increasing PTR.
• During 2001-02, recruitment of 6894 Shiksha Mitras in DPEP-II & 6688 Shiksha Mitras in DPEP-III is planned. Besides, recruitment of 20000 teachers and 20000 Shiksha Mitras has been undertaken by Director, Basic Education i.e. from GOUP funds. The process is underway.
326 • Cumulative teacher vacancies DPEP-II as on June 30,2001 in DPEP DPEP-III districts since the programme • No. of cumulative teachers vacancies as on 30-6 inception; Number of teachers 2001 recruited and positioned to fill 23775 these Vacancies; Number of 19436 teachers Planned and appointed • No. of teachers recruited & positioned (Non DPEP) under DPEP. Under Recruitment 9499
13601 1350
14713
• No. of teachers planned and appointed under DPEP
Shiksha Mitras: • Appointed
Planned (2001-02) 4311 teachers appointed
9 8 8 2
6894 2156 teachers appointed
3543
6688
• Total number of teachers by • Number of teachers by types as on 30-9-2001 type in the DPEP districts ( DPEP-II In position para teachers, or contract • Formal School Teachers59757 teachers in formal schools, A.S. hiksha Mitras 9882 teachers, regular school • EGS/AS Centres Acharyaji/ Instructors 3037 teachers etc.); Number and percentage of schools where DPEP-III multigrade situations exists. • Formal School Teachers 104581 Information on teachers Shiksha Mitras 3543 444444attendance and number of actual teaching days per year • EGS/AS Centres Acharyaji/ 1451 vis-a-vis the stipulated number; Instructors Districts wise variation, if any;
327 • 12334 schools, are single teacher schools where multigrade situation exists. Percentage of schools with multigrade situation is 17 % of total no. of schools. • There is a drive in U.P. for regular teacher attendance and all districts are reporting good attendance of teachers. . • Stipulated no. of total working days in a year is 220 days. A study on Role of Private schooling by IPEM Allahabad shows that school opens for 195 days and actual teaching days are 170. • Information on the different • Three rounds of in-service teachers trainings kinds of .teachers training organized at BRC level in DPEP-II. provided and percentage of • First round of in-service teacher training teachers trained through these; conducted in DPEP-III. Any training planned to meet • 51372 out of 57859 teachers trained in DPEP-II specific needs of teachers eg. third round and 80482 out of 110164 trained in On multigrade teaching, special DPEP-III Is* round. needs etc.; • Both projects received "Sadhan" module in 2000-01 which includes multi-grade teaching inputs & is based on new textbooks. • Information on any processes • Training of BRC-CRC Coordinators for follow adopted by states, districts, sub up of training in schools through 2 days districts for monitoring and additional input added in the training package. follow up training in schools; • On-line supervision of training by SRG Any state-level analysis/studies members, DIET faculty members, Quality on classroom processes in Coordinators and BRC - NPRC Coordinators. different types of schools • MAS reports show the positive changes in (formal government schools, learning achievement of children. alternative schools, private • Implementing ‘Better Educational Support for schools); Any evidence of Teachers,’ an academic supervision system, various quality related inputs grading of schools on the basis of performance. resulting in better students’ • Classroom Observation & Teacher Performance learning; What are the states’ studies being conducted in DPEP II distr cts in and districts’/sub-districts’ 2001-2002. plans and strategies for teacher • AS evaluation study underway in DPEP !I - to development in the coming look at quality factors also. years; • Capacity Building programmes for district and sub-district level institutions to continue. • Efforts made to improve • 5 day SA M A R TH A N module for BRC CRC functioning of the support coordinators about their roles & responsibi ities. structure and institutes, namely • 3 day orientation of BRC-CRC- DIET staff CRCs, BRCs, DIETs and regarding academic support & supervision SCERTs; any initiatives for system. j involving other human • Training of BRC-CRC coordinators on iction ; resources to work with schools research by SIEMAT and the structures and • Reading material “SAMVET “ a despatch from : organisations, for example. SPO for BRC-CRC
328 community groups, NGOs, • DIET's capacity building for newsletters universities etc.? • Two NGOs - Nalanda & BETI helping in 3 districts in capacity building of BRC-CRC & DIET functionaries. bjectives 3 :7 Programme management and implementation: • Information on process • Monthly Review Meetings are organised at SPO followed for supervision of the on a fixed date and review of programme programme by the state, implementation progress is done with DPC's districts and sub-districts levels (Expert Basic Shiksha Adhikaris). Monitoring management structures? Give formats are already developed. examples, if any, of how • Review with Divisional level officers, Assistant outcome, process and/or input Director (Basic Education) on 7th of month. indicators have been used to • Review with DPEP-II districts: tackle district/sub-district Expert Basic Shiksha Adhikari specific problems in the & Asstt. Accounts Officer - 18th implementation and for Expert Basic Shiksha Adhikari planning new interventions; & Principal, DIETs - 19th Principal, DIETs exclusively - 20th • Review with DPEP-III districts: Expert Basic Shiksha Adhikari & Asstt. Accounts Officer - 22nd Expert Basic Shiksha Adhikari & Principal, DIETs - 23rd • Review of EMIS with Computer Operators • Review of SPD with SPO officers Staff Meeting • Review of Programme implementation — Spot visit in districts by SPO officers — Watch list districts visited by Sr. SPO Officers also. — Total 167 visits by SPO Officers. Watch list districts visited 2-3 times. District level • Fortnightly review meeting with ABSAs (Block Education Officers) • Monthly review meeting of BRC coordinators at DIETs • Monthly review meeting of NPRC coordinators at Block level. • EMIS data used. • AWP&B activities monitored. • Financial & disbursement issues monitored. • Information on the Not applicable for Uttar Pradesh implementation progress in the states that the last JRM identified requiring special attention and support (Bihar, the newly formed states, Rajasthan); How have the states and districts tried to tackle the
329 bottlenecks in the implementation; Any issues still remaining? • Dates a6nd amounts of the DPEP-II releases made by the GOI and DETAILS OF GRANT RELEASED BY State Government to the State Societies in 2001; Actual STATE/CENTRAL GOVT. DURING 2000-01 cumulative releases by the GOI and the State Goverments as on (Rs. in crore) 30.09.2001; SL DATE OF RECD FROM RECD FROM TOTAL
NO RECEIPT GOUP GOI RECD. 1 8-5-2000 10.00 10.00 2 27-5-2000 32.00 32.00 3 24-6-2000 5.19 5.19 4 4-8-2000 48.00 48.00 5 9-8-2000 5.19 5.19 6 28-10-2000 5.20 5.20 7 28-2-2001 5.20
5.20
8 5-3-2001 ! 20.00 i 20.00 i ! 9
330 28-3-2001 10.00 10.00 10 12-4-2001 5.64 5.64 11 25-5-2011 35.00 35.00 12 5-9-2001 5.64 5.64
TOTAL 32.06 155.00 187.06
* Cumulative release 67.71 333.99 401.70 (97-98 to 30.9.2001)
DPEP-III
DETAILS OF GRANT RELEASED BY
STATE/CENTRAL GOVT. DURING 2000-01
(Rs. in crore)
SL NO DATE OF RECD FROM RECD FROM TOTAL RECEIPT GOUP GOI RECD. 1 8-5-2000 3.00 3.00 2 27-5-2000 40.00 40.00 3 15-7-2000 8.43 8.43 4 4-8-2000 40.00 40.00 5
331 17-8-2000 8.43 8.43 6 18-8-2000 0.88 0.88 7 18-9-2000 4.32 4.32 8
12- 10-2000 1.73 1.73 9 25-2-2001 4.11 4.11 10 16-3-2001 30.00 30.00 11 28-3-2001 8.44 8.44 12 14-5-2001 7.52 7.52 13 25-5-2001 45.00 45.00 14 14-8-2001 7.53 7.53 15
22 - 8-2001 48.00 48.00
TOTAL 51.39 206.00 257.39
• Cumulative release 51.39 206.00 257.39 (99-2000 to 30-9-2001)______Estimation by phase II states and • Rs. 251.72 crore available for remaining period districts of availability of funds for the from 1-9-2001 to 30-6-2003. “ remaining period of the programme and planning for the same.
332 'biecttive 4: Status of programme in DPEP-I districts- in terms of development outcome. istaimabilitw final evaluation, (Assam. Chhattisearh, Harvana, Karnataka. Kerla, Madxa rade;sh, Maharashtra, Tamil Nadu):------Not applicable for Uttar Pradesh • In the light of the information provided under the JRM Objective I, what is the states’ and districts assessment of the status with respect to DPEP’s development objectives; • To what extent has been successful in affecting change processes in the Primary education system as envisaged in the DPEP Guidelines; • What is the implementation status of various DPEP components. • What are the studies undertaken/planned for final evaluation of DPEP. • What are the commitments made, if any, by the State government to sustain the DPEP gains; • How are the excess funds being targeted (districts wise, component-wise, community group wise etc.) to consolidate the gains made so far; What is the implementation status of the same. UTTARANCHAL
Progress towards achievement of DPEP objectives and outcome indicators
• During the academic session 2001-2002 School Chalo Abhiyan was launched in every village in the month of July & August, 2001 to achieve the goal of universalization of primary education in the state. • In School Chalo Abhiyan, efforts were made to enroll all the children in the age group 6 11 years in primary schools. • In the first phase, the Bal Ganana (Child census) was updated between July 1 to 15, 2001 with the objective of identifying the out of school children prior to the campaign. • The Hon’ble Chief Minister of Uttaranchal sent a letter to all Chairmen, Zila Panchyat, Block Panchyat & Pradhans regarding the School Chalo Abhiyan, this special message added a boost to the ongoing activities. • During 2-5th July 2001, felicitation functions were organized in the schools with active community participation to welcome the new entrants in the school. • Along with Prabhat pheries, Pad Yatras & Meetings, house to house motivational & follow up visits were organized by the teachers, member of VEC, representatives of NGOs NYK, Mahila Mangal Dal, Yuvak Mangal Dal, ICDS workers and multipurpose workers. • During July 10-15, 2001, the children identified as out of school, were enrolled in the nearby schools. • In the month of July and August 2001, Free text books have been distributed to all children, who were enrolled in parishadiya primary school
6-11 Age group children in 06 DPEP districts Total no of children 6-11 age group children 6-11 age gro up out of Name of 6-11 age group enrolled in primary school schoolch ldren District S.NfO Boys Girls Total Boys Girls Total Boys Girls Total 1Bageshwar 19380 19941 39321 19347 19868 39215 33 73 106 2Champawat 16748 16571 33319 16629 16309 32938 119 262 381 3Haridwar 102901 86913 189814 98415 83732 182147 4486 3181 7667 4 Pithoragarh 38296 37029 75325 38114 36781 74895 182 248 430 Tehri 5Garhwal 45593 44725 90318 45137 43885 89022 456 840 1293 6Uttarkashi 24163 23006 47169 23388 22059 45447 773 857 1630 Total 247081 228185 475266 241030 222634 463664 6049 5461 11507 Souirce : District Project Office
• 121 New primary schools have been opened in unserved habitations. • 240 EGS & 43 AS centers are being proposed to be opened in 2001-2002, habitations, for the opening centers have been selected. • In order to improve the enrolment & retention of children in the school system, 211 WMG and 1281 MTA have been constituted & activated in 80 model clusters.
334 • 2674 VECs have been established so far, which have been playing active role in planning, implementation & monitoring o f village schools. • 421 ECCE centers to be opened in 2001-2002. • 10 ECCE with EGS centers will be opened in Champawat in 2001-2002.
Parishadiya Primary School - enrollment in class-I No Name of Boys Girls G*and District General SC ST Total General SC ST Total lotal 1 Bageshwar 1794 1218 12 3024 2311 1323 13 3647 6671 2 Champawat 2668 868 20 3556 3047 995 17 4059 7615 3 Haridwar 14421 6566 38 21025 13387 6621 30 20038 11063 4 Pithoragarh 2366 1961 182 4509 3583 2001 192 5776 10285 5 Tehri Garhwal 95 0 0 3050 3 12553 11267 3265 3 14535 27088 6 Uttarkashi 3609 1892 30 5531 4642 2243 30 6915 12446 Total 34358 15555 285 50198 38237 16448 285 5497d 1)5168
• Education Gurantee Scheme centers (Vidya Kendras) are set up for class I & I within a radius o f 1 Km. where there is no formal school available. • 225 Vidya Kendras under Education Guarantee Scheme are in operations in G6 DPEP districts. • 232 Achrayaji selected by the VECs & trained in the DIETs. • Total no of children enrolled in these EGS centers are as follows S
S. Name No. of General SC ST Tota NO. of District EGS Boys Girls Total Boys Girls Total Boys Girls Total Boys Gils Total Centers
1 Uttarkashi 38 417 477 894 110 95 205 - - - . 527 5/2 1099 2 Champawat 21 236 244 480 33 27 60 --- 269 2/1 540 3 Pithoragarh 35 219 304 523 95 102 197 16 20 36 330 426 756 4 Tehri 71 890 860 1750 257 278 535 --- 1047 1058 2085
5 Bageshwar 50 380 258 638 171 128 299 --- 551 316 937
6 Haridwar 10 252 243 495 108 72 180 --- 360 315 675 Uttatanchal 225 2394 2386 4780 774 7021476 16 20 363084 30)8 6092
• Alternative schooling centers are equipped to handle drop out children in ui served areas or places of scattered population, children in working condition or children receiving only religious education. • 17 AS centers are running in 03 DPEP districts. • In these 17 AS centers 261 boys and 289 girls (total 550 children) are enroliec. • New textbooks for class 1-5 developed under UPDPEP are introduced across the state. • Teacher hand books based on new textbooks developed by UPDPEP and distributed to schools, BRCs, NPRCs & DIETs. • TLM grant provided to 8066 primary school teachers. • Folder for preparation for Teaching Learning Material distributed to all primary schools. • Text books have been provided to all children enrolled in parishadiya primary school from class I-V. • SRG, DRG and BRG formed for strengthening of academic support. • BRC, NPRC coordinators have been oriented about quality monitoring in primary sch o o ls. • DIET faculty working as mentor for the block. • Teachers have been selected as trainers. • P ractice session in actual classroom situation during first round of teacher training. • School trekking and monthly presence chart of children prepared in every school of model clusters. 7 formats have been developed for monitoring the progress in the clusters.
Durinjg SRG meeting held on 03-07 Oct. 2001 at DIET Bhimtal, a process was initiated to identiify the hard spots in content areas being experienced by the teachers. The SRG is comprised of practicing teachers, NPRCc, BRCc, Inspectors/Supervisors and DIET functionaries. They are acquaiintedl with the problem faced by the teachers during classroom transaction. Further the memb>ers o f SRG visited the primary schools and interacted with the teachers. Based on the expedience o f SRG members and discussion with the teachers, the hard spots such as Fraction, LCM, HCF and Decimal in Maths and writing errors, pronunciation in language were identified, to be addressed at appropriate levels.
Trainiing courses in 2001-2002 will be focused on these areas of difficulty.
Improvements in the quality of primary schooling with the special focus on teachers and teachter development
The E)IET, Bhimtal developed some indicators for assessment of school based activities and deterrmined categories of school, based on the above indicators. This was a useful exercise as the school Is were aware of the factors causing hindrance to achieve a better grade and they strived for improwement in their performance.
Durinjg the SRG meeting, it was felt that some tools must be developed to assess over all activitiies of the students. The tools will be so simple as to enable even an ordinary educated guardiiar. or member of village community to assess the performance of his/her ward. Based on these assumptions preliminary exercises were undertaken to develop the tools for school assesssment.
These tools were to be used by the teachers for self-assessment and school assessment, by the supervisor for supervision, by the NPRCc & BRCc for school grading and by the guardian and commiunity at large for the assessment of achievement made by the students.
In a fuirther workshop 2-4th Nov.2001 the school assessment tools will be prepared for the field trial. These tools will be tried out, revised and finalized. After sharing them with the different stakeholder, they will be applied for school assessment.
336 Pupil teacher ratio in 06 DPEP district S. Name of children enrolled in Teachers PTR No District parishdiya primary schools In position 1B ageshw ar 31694 990 32.01 2Cham pawat 30468 712 42.79 3 Haridwar 128672 1720 74.80 4 Pithoragarh 54294 1956 27.75 5 Tehri Garhwal 87781 2578 34.05 6 Uttarkashi 38037 1245 30.55
• In order to improve the availability of teachers in primary schools 625 shiksha nitras or community based teachers have been appointed. Village education commitee has selected the shiksha mitra. • To fill up the vacant posts of teachers in primary schools recruitment for Vishisit BTC and BTC trained teachers is under process.
Cumulative teacher vacancies as on June 30, 2001 in DPEP district S. Name Sanctioned Posts In position Vacant No of District H.M. A.T. Total H.M. A.T. S.Mitra Total H.M. A.T. Total 1 Bageshwar 422 924 1346 397 487 106 990 25 331 356 2 Champawat 247 701 948 207 393 112 712 40 196 236 3 Haridwar 527 1373 1900 427 1229 64 1720 100 80 180 4 Pithoragarh 546 1731 2277 467 1406 83 1956 79 242 321 5 Tehri Garhwal 916 1917 2833 754 1703 121 2578 162 93 255 6 Uttarkashi 252 990 1242 243 863 139 1245 9 -12 -3 Total 2910 7636 10546 2495 6081 625 9201 415 930 1345
Position of regular teacher, Shiksha mitra, Acharyaji and Instructors (AS) S.No Name of District Regular Teachers S.Mitra Achrayaji Instructors
1Bageshwar 884 106 50 - 2Champawat 600 112 21 5 3Haridwar 1656 64 18 5 4Pithoragarh 1873 83 35 7
5Tehri Garhwal 2457 121 71 -
6Uttarkashi 1106 139 37 - Total 8576 625 232 17
• 8 days teacher training programme (1st round), based on new textbooks for tetter & effective classroom transaction and use of material. • Inbuilt 2 days additional input for BRC, CRC coordinators for follow up. • 38 BRCc, 76 ABRCc and 280 NPRCc have been posted and ori _nted. • 8127 teacher trained in the 1st round of teacher training. • 625 Shiksha Mitra and 249 Achryaji/ Instructors have been provided 30 days udiction training in D IE T s . • Untrained primary school teachers trained for 30 days in DIETs under state government schem e. • During the 1st phase of teacher training programme, DIET Haridwar has developed some tools to evaluate the content specific knowledge of primary school teachers in order to develop appropriate training package accordingly.
Programme management and implementations
• State project office established. • 30 posts sanctioned in SPO by the GOI. Applications have been invited for filling up the posts. • Regular monthly meeting of BSAs/ Principal DIETs/ AAOs/ Coordinators held at the SPO level. • Detailed activity wise computerized monitoring performa circulated and minutes issued. • SPO officials frequently undertake field visits to monitor the programme activities and for guidance of field staff. • Monthly meeting conducted in all BRC, in which one DIET lecturer, who is mentor for the block, take part. • Regular monthly meeting of BRCc and quality coordinators organised at the DIET. • During monthly meetings, interaction with teachers facilitates the identification of problems and solution. • The specific academic problems raised in the NPRC and BRC meetings are solved in the meeting organised at the DIET level. • A revised State perspective plan for Uttaranchal prepared after long discussion with expert groups such as people from Ed.CIL New Delhi, NGOs, educationist, DIET faculty, SPO and DPO officials. • Plan formulation workshop held on (a) 7-8lh July, 2001 at SPO, Dehradun (b) 26 27th July, 2001 at SPO, Dehradun (c) l-2nd August, 2001 at Ed.CIL New Delhi. • The functionaries of EMIS unit of SPO and DPO were trained in a workshop held on 8 9th August, 2001 at SPO, Dehradun with the help of Ed.CIL New Delhi. • All account officers, accountants & project coordinators were oriented about the procurement and disbursement rules under DPEP in a workshop organised at State Resource Center, Dehradun from 17-18th Oct, 2001 in collaboration with GOI and Ed.CIL, New Delhi. • DPO and DIET’s have been directed to maintain the budget and expenditure records in a proper way as guided in the above mentioned workshop. The DPO, DIET faculty, BRCc and NPRCc were reoriented about the DPEP activities in 02 day workshop convened at the DIET’s of respective DPEP districts. • Under the capacity building programme a Need Assessment Study for DIET faculty and field level functionaries was conducted by NIEPA, New Delhi. • On the basis of outcomes of the above mentioned study a “Management Development Programme” was organized by NIEPA New Delhi for the SPO, DPO and DIET’s functionaries from 15-20th Oct. 2001 at Academy of Administration, Nainital. • Date wise detail of amount released by GOI & State Govt, to the State Society in 2001 - 2002 and cumulative releases upto 30 Sept 2001
338 (Rs. n akh) Amount released in 2001-2002 up to 30th Sept 2001 ______S.No Date of release Amount released Amount released by Total by GOI State Govt. 1 27 June 2001 600.00 - 600.00 • Rs. 500.00 Lakhs sanctioned by GOI as 2nd installment yet to be received. • Rs. 356.00 Lakhs sanctioned by State Government yet to be received.
Cumulative releases up to 30th Sept 2001 Amount release by Amount release by Total GOI State Govt. 1500.48 260.72 1761.25
In 2000-2001 total releases were made through UPEFA.
339