1 ABBREVIATIONS
ACP ASSISTANT COMPUTER PROGRAMMER
ACR ADDITIONAL CLASSROOM
AE ASSISTANT ENGINEER
AEO AREA EDUCATION OFFICER
AO ACCOUNTS OFFICER
APO ASSISTANT PROGRAMME OFFICER
BAS BASELINE ASSESSMENT STUDIES
BEEO BLOCK EDUCATION EXTENSION OFFICER
JEP JHARKHAND EDUCATION PROJECT
BRC BLOCK RESOURCE CENTRE
BRCC BLOCK RESOURCE CENTRE CO-ORDINATOR
CRC CLUSTER RESOURCE CENTRE
CRG CLUSTER RESOURCE GROUP
DEO DISTRICT EDUCATION OFFICER
DEP DISTANCE EDUCATION PROGRAMME
DIET DISTRICT EDUCATIONAL INSTITUTE & TRAINING
DLO DISTRICT LEVEL OFFICE
DPC DISTRICT PROGRAMME CO-ORDINATOR
DPO DISTRICT PROJECT OFFICE
DRG DISTRICT RESOURCE GROUP
DRP DISTRICT RESOURCE PERSON
DSE DISTRICT SUPERINTENDENT OF EDUCATION
DTF DISTRICT TASK FORCE
EC EXCUTIVE COMMMITTEE
ECCE EARLY CHILD CARE EDUCATION
EMIS EDUCATIONAL MANAGEMENT INFORMATION SYSTEM
FMIS FINANCIAL MANAGEMENT INFOMATION SYSTEM
GER GROSS ENROLMENT RATIO
ICDS INTEGRATED CHILD DEVELOPMENT SCHEME
2 IED INTEGRATED EDUCATION
MGT MANAGEMENT
MIS MANAGEMENT INFORMATION SYSTEM
MLL MINIMUM LEVEL OF LEARNING
MTA MOTHER TEACHER ASSOCIATION
NCERT NATIONAL COUNCIL OF EDUCATION RESEARCH AND TRAINING
NER NET ENROLMENT RATIO
NGO NON-GOVERNMENT ORGANISATION
NIC NATIONAL INFORMATICS CENTRE
NSB NEW SCHOOL BUILDING
OBC OTHER BACKWARD CLASS
PTA PARENT TEACHER ASSOCIATION
RPM REFLECTION CUM PLANNING MEETING
RR RETENTION RATE
SC SCHEDULED CASTE
SOE STATEMENT OF EXPENDITURE
SLO STATE LEVEL OFFICE
SPD STATE PROJECT DIRECTOR
SSA SARVA SHIKSHA ABHIYAN
ST SCHEDULED TRIBES
TLC TOTAL LITERACY CAMPAIGN
TLM TEACHING LEARNING MATERIAL
VEC VILLAGE EDUCATION COMMIT
3
4
GUMLA DISTRICT : AT A GLANCE
Total Population (as per 2011 Census) 1025656 Male population 514730
Female Population 510926
Sex Ratio 993
Population Density 193
Literacy Rate (Total) 66.92
Male Literacy rate 76.87
Female Literacy Rate 56.97
Increase Literacy – 2001-2011 15.35
Boys 79804
6-11 Girls 79198
Total 159002
Boys 35223
Total Population 11-14 Girls 36181
Total 71404
Boys 115027
6-14 Girls 115379
Total 230406
Total Enrolment Boys 145419
6-11 Girls 74734
Total 148902
Boys 33991
11-14 Girls 34915
Total 68906
5 Boys 105732
6-14 Girls 105959
Total 211692
Boys 5069
6-11 Girls 5031
Total 10100
Boys 1232 Total out of School 11-14 Girls 1266
Total 2498
Boys 6301
6-14 Girls 6297
Total 12598
Total No. of Villages 957
Total No. Of Villages Inhabited 955
Total No. Of Panchayats 159
No. of Habitation 4514
Total No. of CD Blocks 11
Total No. of Sub-Divisions 01
Decadal Growth Rate (Population) as per census 2011 23.21
Area in Square Kilometer 5237.94
No of Govt. Primary (Department of Education) 1018
No of Govt. Primary (Tribal & Social Welfare) 3
No of Govt. Aided primary Schools 170
No. of Govt. Middle Schools (Deptt. Of Education) 560
No. of Govt. Middle Schools (Tribal & Social Welfare) 1
No. of Govt Aided Middle Schools having Primary with upper 47 Primary schooling facility
6 No. of Govt Aided Middle Schools having Upper Primary 3 schooling facility
No. of Govt. Schools having Primary with Upper Primary & Sec./ Higher Sec. Schooling facility including Tribal& Social 11 Wel. Deptt.
No. of Govt Schools having Upper Primary with Secondary/ Higher secondary Schooling facility including Tribal& Social 31 Wel. Deptt.
No. Of Madarsa 01
No of collages 08
No of wards in Corporation/ Municipalities 22
No. of functional BRC 11
No. of functional CRC 118
No. of Sanction post of teacher (Govt. & Middle Schools) 2298
No. of teachers in position (Primary & Middle Schools) 1825
No. of Para Teachers in Govt. Schools 3130
No. of functional VEC 1840
7 CHAPTER- I
INTRODUCTION
8
INTRODUCTION TO GUMLA
Blessed with nature’s beauty, the district of Gumla is covered by dense forests, hills and rivers. It is situated in the southwest portion of the Jharkhand State. The District was carved out of Ranchi District on 18th May 1983. Previously it was a sub-division of old Ranchi district. The district lies between 22° 35” to 23° 33” north latitude and 84° 40” to 85° 1” east longitude. The various legends are in currency regarding its name. The most popular one ascribes to its word 'Gumla' in Mundari language, which relates to the occupation of the local Tribes in rice processing work (dhan-kutna). The second legend 'Gau-mela' relates to cattle fair. Cattle fair was weekly held in Gumla town every Tuesday. In rural areas, Nagpuri and Sadri people still call it 'gomila'. Till 30th April 2001, Gumla district consisted on 2 sub-divisions viz Gumla and Simdega. But after the creation of Jharkhand State, a new district of Simdega was carved out of Gumla district on 30th April 2001. Now, Gumla district consists of only one sub-division namely Gumla. Total area of the district is about 5327 sq. km. The total population of district as per 2011 census is 1025656; out of which 514730 is male population and 510926 is female population. There is predominance of tribal people in Gumla district.
HISTORICAL BACKGROUND :- Long ago Gumla was a small hamlet . It was known as a fair place GAU- MELA . This fair took place once in a year and continues for one week. Here all items of daily use, utensils , ornaments, grains, cattle etc were sold & exchanged . Since there was no other alternative to get the items , people make a long list of items required during the year ( whether it is for marriage ceremony or for any occasions ) and buy them in this MELA. People from distant places used to come here for buying & selling cattle such as cows & bullocks for agricultural purposes . Gradually people started to inhabit this place .It grew into a village and got the name GUMLA as a derivative of GAU – MELA. During medieval era Chhotanagpur region was reigned by Kings of NAGA dynasty. BARAIK DEVENANDAN SINGH was given right to rule over Gumla circle. It is said that during the KOLH REBEL in 1931-32 , VAKTAR SAY had played a prominent role . GANGA MAHARAJ, who built the KALI TEMPLE at Sri Ramnagar, had played active role in QUIT INDIA MOVEMENT in 1942. For this great contribution for Independence, he was honoured with LIFE TIME PENSION by government of India. During British rule GUMLA was under LOHARDAGA district .In 1843 it was brought under BISHUNPUR province that was further named RANCHI .In fact Ranchi district came into existence in 1899. In 1902 Gumla became Sub-division under Ranchi district. On 18 MAY 1984 GUMLA DISTRICT came into existence .Sri Jagannath Mishra then ruling chief minister of Bihar inaugurated it and Sri Dwarika Nath Sinha acquired the post of 1st deputy commissioner of the just born district. It is a matter of great regret that GUMLA that is a territory of great historical importance has not been brought under research map.
9
PHYSICAL FEATURE The terrain is highly undulating and there are existence of many rivers and streams. The forest cover of the district is 1.35 lakh hectares out of the total 5.21 lakh hectares of land i.e. round 27% of the total area of the district.
There are three major rivers, which flow through the Gumla district viz. South Koyel, North Koyel and Shankh River. There are various streams/ tributaries to the main rivers on which there are some picturesque waterfalls. Sisai, Bharno and Kamdara blocks have plain lands while other areas are mostly undulating in nature. There is a hill range named as 'Ghera- pahar', which starts from Palkot block area and continues to Bishunpur block area. These elevated plateau areas of Bishunpur and Ghaghra blocks are locally known as 'PAT' area. These PAT areas are made-up of volcanic rock. The average height of these PAT areas is about 2500 ft. to 3000 ft. above the mean sea level.
Gumla district enjoys a good climate characterized by a pleasant cold and temperate weather conditions. The average temperature is about 23 degree celsius. Earlier the average annual rainfall in the district was 1400-1600 mm. but the recent statistics has shown a decline in the average annual rainfall to about 1000-1100 mm..
NATURAL RESOURCES Minerals
In Gumla District the important minerals like Bauxite and Laterite (Aluminium ore) are found in villages of Amkipani, Langdatanr, Chirodih, Jalim, Narma, Bahagara and Gurdari of Bishunpur block, Langatanr, Lupungpat and Chota-Agiatu in Chainpur block and Harup, Serengdag and Jalim in Ghaghra block. The total number of Bauxite mines is Twenty one . Beside these china clay is also found in some part of the district. Other mining activities like stone crusher, Brick kiln and stone chip mining lease are also available in different part of the district. Soil The major component of soil is Laterite, which comes from abrasion of ancient Lava and finally comes into existence in form of Laterite & Bauxite. In fact, there are different types of rocks in the whole district. These rocks are of different Physical, Chemical and organic properties. The humidity of the soil in hilly area is less than that of the plain area. In local language the higher land is known as ' TANR ' where as the lower land is known as 'DON'. Flora & Fauna: Gumla district has about 27% of forest area. Important forest products are Saal seeds, Kokun, Lac, Tendu leaves, Karanj, Chiraunji etc. The major trees are Sal Bija, Gamhar, Kathal, Jamun, Mango , Bamboo , Neem etc. River System There are three main rivers i.e. North Koyel, South Koyel and Sankh. Sankh River emerges from Rajadera village of Chainpur block. DEVELOPMENT INDICATOR Gumla district is predominantly educationally and economically backward district as compared to other district of the State, besides having rich natural resources and climatic
10 conditions. Some of the basic indicators such as human, economic and infrastructure are describing below:-
ECONOMIC Out of 133131 families, about 99512 families are below poverty line as per survey conducted for 1997-2002 five-year plans. Therefore, it is obvious that the majority of the families do not earn enough to provide basic economic necessities to their families. The average income of a family would be around 10000-15000 per annum.
The main economy of the district depends upon agriculture, forest produce, cattle development, mining activities and other commercial activities. Agriculture is in very primitive stage in rural area due to lack of irrigation facilities, scientific inputs, marketing, infrastructure etc. Statistic shows that out of 3.296 lakh hectare of cultivable land only 22056 hectares of land is irrigated. Therefore agriculture is mainly dependent on rain. District has average rainfall of 1000-1100 mm but due to lack of rain water harvesting techniques most of the rainy water is not utilised .
COMMERCIAL SECTOR
The main commercial activities are based on agriculture and forest products .The farmers mainly sale paddy, vegetables, pulses and produces based on forest products. Besides these necessary goods such as clothes, grocery items are imported from different places. Most people of this area are engaged in agriculture, it is necessary to promote the people for commercial activities, so that they can earn money and improve their economic status.
SCOPE FOR DEVELOPMENT AND CONSTRAINTS TO GROWTH. There is lot of scope for development of economic activities in Gumla, Which is described below:-
Creation of irrigation scheme
Watershed management.
Using Scientific methods such as modern techniques, improved varieties of seeds , use of fertiliser, land development programme etc in agriculture. Cattle improvement programme
Cottage and SSI
Using new methods for collection, processing and marketing of NTFP
Food & vegetable processing units
Mineral based industry
The main constraints to growth are:- Sparse population
Difficult terrain
Poor infrastructure facilities
11
Low literacy & education awareness among people.
The habit of drinking and non-saving attitude of tribal poor.
The naxalite and other extremist’s activities.
ELECTRICITY The access to electricity is the back bone for improvement of the living condition of the rural market. The extension of the technological inputs depends on the status of rural electrification. It increases the capacity and capability of the development process. It has major role in poverty alleviation and employment generation. In Gumla District, electricity supply comes from Patratu Thermal Power Station, Hazaribag. Some of the rural habitations of Gumla district are located in hilly and interior areas. The role of non-conventional source of power is very important for the upliftment of the quality of life of the rural people. There is only one Electrical Grid Station situated at Kamdara block. Out of 948 revenue village, only 416 revenue villages have rural electrification and Out of 11 block 2 block namely Chainpur and Dumri do not have proper electrification. Gumla district does not have any thermal power plant, power generation plant and hydro electricity plant. The non conventional energy source is also not available.
MINING In Gumla district there are 23 Bauxite mines and 68 Stone mines. Besides these there is good number of brick makers. A total number of 1549 labourers are engaged in Bauxite & Stone mines. In the mining sector. The per capita income of a labour is about Rs. 65/- per day. In Gumla District the important minerals like Bauxite and Laterite (Aluminium ore) are found in villages of Amkipani, Langdatanr, Chirodih, Jalim, Narma, Bahagara and Gurdari of Bishunpur block, Langatanr, Lupungpat and Chota-Agiatu in Chainpur block and Harup, Serengdag and Jalim in Ghaghra block. There are Twenty one Bauxite mines in Gumla district. Beside these china clay is also found in some part of the district. Other mining activities like stone crusher, Brick kiln and stone chip mining lease are also available in different part of the district.
12 CHAPTER- II
PLANNING PROCESS
13
PLANNING PROCESS
Objectives:-To achieve SSA goals and targets, it is necessary to have interaction with a community in planning process to achieve SSA goals and targets. SSA envisages the bottoms up approach to planning to the top down approach, as it reflects the reality at the grass root level.
PLANNING TEAMS AND THEIR CAPACITY BUILDING
Since SSA focuses community participation even at grass root level the habitation plans have been consolidated at block level and finalized by involving community representatives. The block plans have also been consolidated at the district level and finalized.
In order to ensure the micro planning, core planning team at the habitation, block, district and state level were constituted for preparation of plan document.
District level core team was formed with the participation of Deputy Commissioner, District Programme officer, RDDE, D.S.E., Executive Engineer Drinking Water & Sanitation Department, District Welfare Officer, District Programme officer, ICDS, Representative of MP, Member of DDRC, Member of Literacy Mission, State Resource Person, Member of Minority community, Member of ST/SC community, Assistant Engineer, Accountant, EMIS in charge and C/I of DLO. At block level core planning team was formed under the chairmanship of Block Development Officer with BEEO, BRP, BPO, Block Welfare Officer, Representative of MP/MLA, Member of Literacy Mission BRCC/BEEO, C.D.P.O. resource persons of the concern block, one VEC representative and one teacher’s representative. At cluster level CRP, HM, President &Vice President of VEC, Member of NGO; Member of ST/SC/Minority Community has worked as core planning team. At school kevel HM of local Schools, CRP, VEC President& Vice President, Sanyojika of Aanganbadi Kendra, Member of NGO, Member of ST/SC/Minority Community finalized the plan. At village level HM of local Schools, CRP, VEC President& Vice President, Sanyojika of Aanganbadi Kendra, Member of NGO, Member of ST/SC/Minority Community finalized the plan.
Various participatory planning workshops were organized for the preparation of annual work plan of SSA. In this meeting problem related to plan were discussed. These workshop or meetings were mostly related with ACCESS, RETENTION, and CAPACITY BUILDING &QUALITY IMPROVEMENT. Likewise ideas shared at district level were shared at Block & Cluster level. Different problems related with schools, VEC, Civil works, teachers, CRC, BRC etc. were also discussed and identified. HM of local Schools, CRP, VEC President& Vice President, Sanyojika of Aanganbadi Kendra, Member of NGO, Member of ST/SC/Minority Community. Planning team has tried to address the RTE aspects while preparing the plan for the district.
14
DETAILS OF PLANNING WORKSHOPS FOR AWP&B 2011-12
Sl.No. Date Venue Subject Participants
1 04.01.2011 State Project Workshop on State Level Official, ADPO, Office AWPB 2011-12 ADPO,/APO/ ACP
2 27.01.2011 Divisional A review on ADPO/ACP/AE Project Office AWP & B 2011- 12
4 29.01.2011 District Project Training BEEO, BPO, ACO, JE, BRP office Programme for Block level planning team
4 30.01.2011 to Block level Training on Block Level Officials/ Cluster / 07.01.2011 Offices/ Custer Habitation / School level Planning team level office school Happing and School Level Planning for FY 2011-11
5 7.01.2011 to Each School Training HM of local Schools, CRP,VEC 25.01.2011 Programme for President& Vice President, School Level Sanyojika of Aanganbadi Planning Team Kendra,Member of NGO,Member of ST/SC/Minority Community
PARTICIPATORY PLANNING PROCESS
1. Interaction with community and Target group - Pedagogical visioning were organized at District, block and Village level, Teachers, Trainers, Educationist, Anganbari workers, Member of VEC member of Mata Samiti, general public, Starff officials, Staffs of education department etc. were the participants of this participatory process. In addition Mata Samitis of ICDS Anganbari workers, VEC trainers, and DRG members also found very useful providing correct and objective feed back on the filed work of our on going programmes.
2. Consultative meeting - After successful updation of household survey all information were shared, compared and judged at village, CRC, block and district level with respective core planning teams.
In this way present plan is finally prepared on the basis of suggestions and guidelines given by VEC. . VEC wise plan compiled at CRC level, BRC level & finally at District level.
15 Suggestions & guidelines given by SPO and sharing among programme personnel of DPO consultative meeting at various level are also incorporated in the plan..
Major Issue of Participatory Planning
Planing according to the RTE 2009 norms
1. Universal access –Identification of access less habitation& Provision of Primary Schooling facility to all eligible access less habitations. Identification of habitations that is not eligible for opening a primary school & Provision of AIE Centres.
2. Strategies for bridging and mainstreaming: Identification of category of ‘hard to reach’ Children and appropriate strategies to address their educational needs.
3. Universalization of enrolment
4. Requirement of upper primary schools
5. Bridging the gap in infrastructure
6. Civil works unit
7. Convergence with other departments
8. The Quality Issue
9. How to check teacher absenteeism
10. Mainstreaming of CWSN
SOURCE OF DATA /INFORMATION
As SSA is a time- bond programme and is committed to an overall improvement in elementary education sector with a clear minded to achieve specific goals, importance of use of correct data and information in planning is self justified. Though a major portion of information could be available with schools/ Government department/ MIS. It is essential to conduct household surveys/ Child education plan/ Micro planning in every habitation- rural or urban to track the status of each child therefore we have conducted household survey of every habitation of the district and gathered.
. Population figure of the district –Census 2001/ Census 2011 . Literacy rates- Census 2011 . Updated information on population of target group- BRC Report, February, 2009 (Balpanji) . Educational Statistics- DISE 2010-11 & BRC Report, Upto March 2011 . No. of school by way of management- DISE 2010-11 . Status of numbers of teachers- DISE 2010-11 & BRC Report, upto March 2011 . School infrastructure –DISE 2010-11 and BRC Report , March 2011 . Child population of 6-11, 11-14 in school and out of school- VER, BRC Report March 2011 . Percentage of female teachers - DISE 2009-10 . Percentage of disabled children- DISE 2010-11 and BRC Reports Finding of Participatory workshops
16 Mostly female teachers are posted either in district headquarter, in block headquarter or close vicinity and roadsides. A small number of female teachers are posted in rural areas. All these causes affect the enrolment of girl’s child especially in rural areas. The 50 % Para teachers are selected against PTR and mostly they are female.
Under these circumstances it is proposed that female teacher should be posted in rural areas, which can promote the enrollment of the girls. A rational approach should be taken off or policy should be decided to post teachers in the rural areas judiciously. Definitely this will improve the quality of education and increase the enrollment of girls. In this light suggestion were given that female teachers should be posted in rural area.
Active people participation is an important to achieve the goal of UEE. A suitable plan and policies should be prepared at the government or high level of administration to ensure the active participation of VEC in the activities. They should be strengthen on the basis of number as well as quality of work.
17 CHAPTER- III
DISTRICT PROFILE OF GUMLA
18
Demography
The district has total population of 1025656 and total families of 133131. Out of 133131 families 99512 families live below poverty line i.e. they are BPL families, as per survey conducted in the year 1997. It shows that the poverty ratios are 74.75%. There are only 1929 skilled workers in the district. The details are annexed as annexure-III. The birth rate of Gumla district as per 2011 census growth rate for 2011-12 is 23.21 percent, which was 13.44 percent for 1981-91 against the state average of 23.19% in 1991-2001 and 24.03 in 1981-91. The main cause of low decadal growth rate is high death rate prevalent in these areas due to various reasons. The infant mortality rate is 18 per thousand and the maternal mortality rate is 3.8 per thousand. The main cause of high death rate is due to high intake of the country made liquor among rural people and various endemic diseases like Malaria, TB etc. The entire area is Malaria Prone Zone. Several cases of death are reported due to Malaria every year. Diarhorrea is also prevalent in this area.
19 Demographic feature: Population all community Urban Rural Total . Year Male Female Total Male Female Total Male Female Total
Census 20607 19154 39761 398177 394509 792686 418784 413663 832447 2001 Census 514730 510926 1025656
2011
Area in Sq. Decadal Population Density Sex Ratio KM Growth Rate
Census 2001 156 988 5320.94 16.6
Census 2011 193 993 5320.94 23.21
Administrative Structure
Administrative Division Number No. of Sub-Division 01 No. of Blocks 11 No. of Panchayats 159 No. of Revenue Villages 959 No. of habitate village 957 No. of unhabitate village 02 No. of Habitations 4514
20 No. of Sub-district Units
No. of No. in Educational No. of No. of No. of No. of S. No. Block wards in Blocks (if BRC/UBRCs* CRCs villages Panchayats Urban Area any)
1 GUMLA 2 1 21 109 20 25
2 SISAI 1 1 15 89 0 18
3 BHARNO 1 1 11 70 0 12
4 GHAGHRA 1 1 11 121 0 18
5 BISHUNPUR 1 1 7 69 0 10
6 DUMRI 2 1 9 116 0 14
7 CHAINPUR 1 1 7 86 0 10
8 RAIDIH 1 1 8 61 0 13
9 PALKOT 1 1 13 74 0 14
10 BASIA 1 1 9 88 0 15
11 KAMDARA 1 1 7 74 0 10
TOTAL 13 11 118 957 20 159
21 Educational Management Structure at District
District Zila Parishad District Education Establishment Committee Officer (DEO)
District Inspectoress Sub - Divisional District Superintendent of Education (DSE)
Education Officer
Girls High D y. Supt. Of Range Education of Schools School Education Officer
Upper Primary or Block Education Middle Schools Extension including Basic Officer in Every Schools Education Circle
Schools
A) District Education Officer: - DEO is head of elementary and secondary education in the district . Generally he controls Secondary Schools but indirectly he controls all categories of Schools.
B) District Superintendent of Education :- Primary and Upper Primary Schools are under control of DSE. Administration supervision and observation of elementary education is directly handled by DSE.
C) District Inspectoress of School: - DIS controls girls high school and girls middle school
D) Sub-Divisional Education Officer :- Generally inspection and supervision of high school is done by SDEO. But he can supervise and observe elementry schools.
22 E) Deputy Inspectoress of School :- She is an officer equal rank to sub - division . Supervision of girls high school and elementary girls schools are under her control .
F) Area Education Officer :- AEO is in charge of primary and upper primary school of an area which consist two or three blocks. There are four posts of AEO in the district. All posts are vacant and block education extension officers are in charge of AEO. G) Block Education Extension Officer :- Primary Schools supervision and observation are under control of BEEO. There are 13 posts of BEEO in the District In which 2 posts are vacant.
Literacy Rate
Literacy rate of Gumla according to 2001 Census was only 51.57% is which male literacy was 63.50 % and female literacy was 39.95% according to 2011 census (Provisional) literacy rate of the district is 66.92% in which male literacy rate is 76.87 % and female literacy rate is 56.97%
BLOCKWISE LITERACY RATE 2001
SI. No. Block Name Male Female Total
1 Gumla 69.60 46.80 58.40
2 Sisai 61.1 33.60 47.4
3 Bharno 55.90 28.10 42.2
4 Ghagra 55.10 27.40 41.4
5 Bishunpur 51.90 25.00 38.60
6 Dumri 67.50 45.50 56.70
7 Chainpur 68.80 48.70 58.70
8 Raidih 66.60 42.30 54.30
9 Palkot 59.30 32.10 45.60
10 Basia 65.80 42.00 53.70
11 Kamdara 68.30 42.40 55.10
Total 63.50 39.95 51.74
Source : Census 2001
23
Block wise No. of Govt. & Govt. Aided School
Category Primary Primary with upper primary Govt Aided Tri.& S Central Govt Tri.& S Including Management Govt. Welfaf Total Govt. Govt. Total Aided Welfafe Rec. e Schools Madarsa GUMLA (U) 134 12 146 69 0 2 1 72 SISAI (R) 102 1 6 109 52 2 54 BHARNO (R) 68 5 73 52 52 GHAGHRA (R) 114 3 117 51 1 52 BISHUNPUR (R) 70 1 9 80 39 1 2 0 42 DUMRI (R) 80 0 31 111 55 10 65 CHAINPUR (R) 83 1 18 102 44 0 6 0 50 RAIDIH (R) 82 22 104 47 0 8 55 PALKOT (R) 127 10 137 62 5 67 BASIA (R) 81 22 103 44 7 51 KAMDARA (R) 77 32 109 45 5 50 Total 1018 3 170 1191 560 1 48 1 610
Primary with upper primary & Category Upper primary Only Sec/H.Sec Central Tri.& S Govt Tri.& S Management Govt. Total Govt. Govt Aided Govt. Total Welfafe Aided Welfafe Schools GUMLA (U) 1 1 2 0 SISAI (R) 2 2 0 BHARNO (R) 0 0 GHAGHRA (R) 1 1 0 BISHUNPUR (R) 0 3 3 0 0 0 0 0 DUMRI (R) 0 1 1 CHAINPUR (R) 1 1 0 RAIDIH (R) 1 1 1 1 PALKOT (R) 0 1 1 BASIA (R) 1 1 0 KAMDARA (R) 1 1 0 Total 7 4 1 12 0 0 3 0 3
24
Upper Primary With Secondary/ Category Secondary Only Higher Seconday
Central Tri.& S Govt Tri.& S Management Govt. Total Govt. Govt Aided Govt. Welfafe Aided Welfafe Total Schools
GUMLA (U) 1 2 3 7 1 1 SISAI (R) 2 2 3 1 1 BHARNO (R) 3 3 1 0 GHAGHRA (R) 2 2 2 0 BISHUNPUR (R) 3 0 0 3 0 0 0 0 0 DUMRI (R) 4 1 3 8 0 CHAINPUR (R) 1 6 7 0 RAIDIH (R) 3 1 4 0 PALKOT (R) 5 5 0 BASIA (R) 3 4 7 0 KAMDARA (R) 3 2 5 0 Total 30 1 18 49 13 0 2 0 2
Category Secondary With Higher Secondary Higher Secondary Only Central Tri.& S Govt Tri.& S Management Govt. Total Govt. Govt Aided Govt. Total Welfafe Aided Welfafe Schools GUMLA (U) 1 1 0 SISAI (R) 0 0 BHARNO (R) 0 0 GHAGHRA (R) 1 1 1 0 BISHUNPUR (R) 1 0 0 1 0 0 0 0 0 DUMRI (R) 0 0 CHAINPUR (R) 0 0 RAIDIH (R) 1 1 0 PALKOT (R) 0 0 BASIA (R) 0 0 KAMDARA (R) 0 0 Total 4 0 0 4 1 0 0 0 0
25
Category Total
Tri.& S Central Govt. Management Govt. Govt Aided Total Welfafe Schools
GUMLA (U) 213 0 18 1 232 SISAI (R) 161 1 9 0 171 BHARNO (R) 124 0 5 0 129 GHAGHRA (R) 171 1 4 0 176 BISHUNPUR (R) 113 5 11 0 129 DUMRI (R) 139 1 45 0 185 CHAINPUR (R) 129 1 30 0 160 RAIDIH (R) 134 0 32 0 166 PALKOT (R) 194 0 16 0 210 BASIA (R) 129 0 33 0 162 KAMDARA (R) 126 0 39 0 165 Total 1633 9 242 1 1885
Source : BRC Report March 2011 and DISE 2010-11
26
CHAPTER- V
PROGRRESS MADE SO FAR
27 1. NEW SCHOOLS OPENNING
1.01 Upgradation of EGS into Primary School / New PS opening
Cumulative 2007- 2009 - 2010 - 2003-04 2004-05 2005-06 2006-07 2008-09 Achieveme 08 10 11 nt
SN BLOCK Target Target Target Target Target Target Target Target Target Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement
1 Gumla 19 19 0 0 50 50 17 17 0 0 4 4 0 0 0 0 90 90
2 Sisai 31 31 0 0 32 32 6 6 0 0 5 5 0 0 3 3 77 77
3 Bharno 19 19 0 0 23 23 0 0 0 0 5 5 0 0 8 8 55 55
4 Ghagra 12 12 0 0 35 35 32 32 0 0 2 2 0 0 2 2 83 83
Bishunp 5 15 15 0 0 19 19 17 17 0 0 1 1 0 0 0 0 52 52 ur
6 Dumri 13 13 0 0 28 28 24 24 0 0 5 5 0 0 4 4 74 74
Chainpu 7 21 21 0 0 45 45 16 16 0 0 4 4 0 0 1 1 87 87 r
8 Raidih 13 13 0 0 33 33 17 17 0 0 5 5 0 0 0 0 68 68
9 Palkot 16 16 0 0 33 33 51 51 0 0 2 2 0 0 8 8 110 110
10 Basia 18 18 0 0 30 30 28 28 0 0 1 1 0 0 4 4 81 81
Kamdar 11 23 23 0 0 33 33 32 32 0 0 2 2 0 0 0 0 90 90 a 36 24 TOTAL 200 200 0 0 361 240 0 0 36 36 0 0 30 30 867 867 1 0 Source:- DSE OFFICE, GUMLA , March 2011
28 1.02. Upper Primary Education (UPE)
During the Year 2003-04 & 2004-05 Upper Primary Schooling facility has been provided in 147 & 3 Schools respectively after up gradation of primary school into Middle School. In Year 2005-06, 2006-07 & 2007-08, 2008-09 , 2009- 10 and 2010-11, 34, 6 & 16 & 145, 15 and 59 PS has been upgraded into Middle School.
Details of Up gradation of PS into Upper Primary School
04 05 06 07 08 09 10 11 ------2003 2004 2005 2006 2007 2008 2009 2010
Sl. Cumulative No Block Achievement .
arget Target Target Target Target Target T Target Target Target Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement 1 Gumla 14 14 3 3 8 8 1 1 3 3 6 6 2 2 4 4 41 41 2 Sisai 27 27 0 0 0 0 1 1 0 0 2 2 2 2 6 6 38 38 3 Bharno 22 22 0 0 0 0 2 2 0 0 0 0 16 16 40 40 4 Ghagra 11 11 0 0 0 0 1 1 3 3 26 26 0 0 0 0 41 41 Bishunp 5 12 12 0 0 5 5 2 2 6 6 0 0 4 4 29 29 ur 6 Dumri 6 6 0 0 5 5 1 1 2 2 17 17 3 3 10 10 44 44 Chainp 7 7 7 0 0 5 5 1 1 0 0 15 15 2 2 5 5 35 35 ur 8 Raidih 8 8 0 0 1 1 1 1 2 2 16 16 3 3 4 4 35 35 9 Palkot 20 20 0 0 5 5 0 0 19 19 2 2 4 4 50 50 10 Basia 12 12 0 0 5 5 0 0 13 13 1 1 6 6 37 37 Kamdar 11 8 8 0 0 0 0 2 2 25 25 0 0 0 0 35 35 a 14 14 42 42 TOTAL 147 3 3 34 34 6 6 16 16 145 15 15 59 59 7 5 5 5
Source:- DSE OFFICE, GUMLA ,March 2011
OUT COME:-
1. 1.Saturation of demand of upper primary schooling facilities 2. Increase in Transition Ratio. 3. Increase in enrolment of girls
29
2.TEACHER
Teacher plays a pivotal role in transaction of school curriculum. Quality of education depends on availability of teachers.
Target & Achievement against sanctioned AWP&B 2010-11
Achievement till Target 31.01.2011
Activity Phy Fin Phy Fin
Primary Teachers (Para) Teacher 60 16.20 0 0
Teachers Salary (Recurring)
1674 903.96 1674 903.96
Primary Teachers (Para) (Recurring)
UP Teachers (Para) (Recurring) 838 452.52 838 452.52
Additional Teachers - PS (Para) (Recurring) 618 333.720 618 333.720
Primary Teachers Vacant 0 0 0 0
Upper Primary Teachers Vacant 260 70.20 260 70.20
Total 3390 1760.4 3390 1760.4
Block wise Details of Target & Achievement of Para Teacher in NPS
NO. Of Para ACHIEVEMENT S.N. Block TARGET Teacher to be Till 31.03.11 appointed
1 GUMLA 180 180 0
2 SISAI 154 148 6
3 BHARNO 110 94 16
30
4 GHAGHRA 166 162 4
5 BISHUNPUR 104 104 0
6 DUMRI 148 140 8
7 CHAINPUR 174 172 2
8 RAIDIH 136 136 0
9 PALKOT 220 204 16
10 BASIA 162 154 8
11 KAMDARA 180 180 0
TOTAL 1734 1674 60
Block wise Details of Target & Achievement of UP Teachers
TARGET till 31st March 2011 till March 31st ACHIEVEMENTtill 31.01.11
S.N. Block appointedPara be Of NO.to Teacher 1 GUMLA 111 101 10 2 SISAI 96 86 10 3 BHARNO 72 70 2 4 GHAGHRA 123 69 54 5 BISHUNPUR 75 66 9 6 DUMRI 102 79 23 7 CHAINPUR 90 53 37 8 RAIDIH 93 80 13 9 PALKOT 138 96 42
31 10 BASIA 93 72 21 11 KAMDARA 105 66 39 TOTAL 1098 838 260
Block wise Details of Target & Achievement of Para Teachers Against PTR
S.N. Block T Total TARGET ACHIEVEMEN 1 GUMLA 121 121
2 SISAI 97 97
3 BHARNO 86 86
4 GHAGHRA 100 100
5 BISHUNPUR 39 39
6 DUMRI 33 33
7 CHAINPUR 50 50
8 RAIDIH 32 32
9 PALKOT 19 19
10 BASIA 18 18
11 KAMDARA 23 23
TOTAL 618 618
Outcome:-
1. Decrease in PTR. 2. Better performance in school & classroom transaction.
3.TEACHERS GRANT
The grant has been given to: -
32 (a) Teachers of Government school; and
(b) Teachers of Government aided schools and aided Madarsas.
Teachers have used this grant for preparation and use of TLM
Teachers Grant
ACHIEVEMENT Till TARGET 31.03.2011 ACTIVIT
PHY FIN PHY FIN
Primary Teachers 2607 13.035 2607 13.035
Upper Primary 3138 15.690 3138 15.690 Teachers
Outcome:-
1. TLM was made by teacher for Learning Enhancement Programme “Buniyad”. 2. TLM has been designed for special focus groups children .
4. BLOCK RESOURCE CENTRE
Block Recourse centre is functioning to provide academic support to teachers.BRC is providing teacher training of key subject viz. Math, English, Science and Buniyad.
Target & Achievement
Block Supplementary Total Target ACHIEVEMENT Till TARGET Resource Budget 31.03.11 Centre (BRC)/UBRC PHY. FIN PHY. FIN PHY. FIN PHY. FIN
Salary of Resource 28 35.28 33 10.40 61 45.68 8 9.16 Persons
0 0.00 0 0 0 0 0 0 Furniture
33 Grant
Contingency 0 0 11 5.5 11 5.5 11 5.5 Grant
Meeting, TA 11 3.3 0 0 11 3.3 11 3.3
TLM Grant 11 1.1 0 0 11 1.1 11 1.1
Sub Total 61 45.18 33 10.4 94 55.58 0 41 19.06
3. CLUSTER RESOURCE CENTRE All 118 CRCs is being functioned since 2010-11 in the District.
Achievement Till Cluster Resource Target 31.03.2011 Centres Phy Fin Phy Fin
Salary of Resource 192 207.36 192 207.36 Persons
Furniture Grant 0 0 0 0
Contingency Grant 118 11.8 118 11.8
Meeting, TA 118 14.16 118 14.16
TLM Grant 118 3.54 118 3.54
Sub Total 546 236.86 546 236.86
Appointment of CRP&BRP for Academic Support
To provide academic support in key subject i.e. Math, Science and English, 156 Cluster Resource Person and 08 Block Resource Persons are working. Block wise details is given in table below;:-
Blockwise Sanctioned Post and Working Possition of CRP/BRP
Working Working Sl. No. Block Sanctioned Sanctioned CRPs BRPs 1 Gumla 17 20 3 0 2 Sisai 17 19 3 2 3 Bharno 17 17 3 1
34 4 Ghagra 17 14 3 1 5 Bishunpur 17 10 3 1 6 Dumri 17 10 3 1 7 Chainpur 17 10 3 0 8 Raidih 17 13 3 1 9 Palkot 17 20 3 0 10 Basia 17 10 3 1 11 Kamdara 17 13 3 0 Total 187 156 33 8
6.TEACHERS TRAINING
TARGET ACHIEVEMENT Teachers Training PHY FIN PHY FIN In-service Teachers' 5780 69.36 3619 48.25 Training BRC Level Induction training for Newly Recruit Trained 497 9.94 65 0.97 Teachers Training for Untrained 0 0 0 0 Teachers
Other (DRG/BRG/CRG) 220 2.2 0 0
Sub Total 6497 81.5 3684 49.22
District is providing training to the teachers for improvement of their competency level.
Outcome:-
I. Providing training to teachers in all the key subject areas and pedagogic concerns. II. Better monitoring of school performance. (Comprehensive and continuous evaluation) III. Effective linkages between the programme IV. Identifying the needs of training of teachers. (Need based teacher training);
35 7. INTERVENTION FOR OOSC
ACHIEVEMENT Till TARGET Interventions for OOSC 31.3.2011 PHY FIN PHY FIN Residential Bridge Course( 126 12.60 126 12.19 9 months) Residential Bridge Course( 264 4.19 264 4.19 6 months ) Non Residential Bridge 250 7.50 250 7.44 Course Innovative Scheme ( Per 194 5.82 194 5.52 Child /Per Year)
Madarsa /Makthab 14 0.42 14 0.42
Sub Total 848 30.53 848 29.76
Outcome:-
I. Enrolment of out of school children as against SSA goals. II. Adoption of Zero rejection policy to providing education facilities to disable children. III. Mainstreaming of Out-of-school children IV. Enrolment of disabled, OSC and children of migrant families
9. FREE TEXT BOOK
Free textbook has been provided to Focus group children under SSA and state is providing text book to other boys. State is providing Urdu Text book to Minority children.
ACHIEVEMENT Till TARGET 31.3.2011 PHY FIN PHY FIN Free Text Book (Primary) 137551 206.327 137551 155.55 Free Text Book (Upper 39828 99.57 39828 38.99 Primary) Sub Total 177379 305.897 177379 194.54
BRC Report
Outcome:-
36 I. Availability learning materials to all children II. Availability learning materials to minority children
10. INCLUSIVE EDUCATION
SSA envisages zero rejection policy. Adopting this policy district has included disabled children into mainstream education. Medical checkup facility was provided by district to disabled children. Aids & appliances were distributed among disabled children. District has started a residential bridge course for 20 disabled children.
Target & Achievement
Achievement till Target Activity 31.03.2011 Phy Fin Phy Fin Inclusive 4351 108.78 2406 60.15 Education Outcomes –
I. Enrolment of disable children in school II. Enrolment of out of school disable children in residential bridge camp
11.CIVIL WORKS
Civil works is an important aspect of SSA. In achieving the goal of UEE Civil Works component has an important role and big share in budgetary allocation. Construction of ACR, NSB, BRC, CRC, Toilets and Drinking Water facility is carried out for quality education and retention of children in school. Civil Works Under SSA started in financial year 2003-04 in district. Construction work geared up after appointment of J.E. (on contract) in the district.
Community is actively participating in construction work. Community is monitoring and supervising the quality of construction. The quality of construction under SSA is far better than construction through other scheme.
Target & Achievement
Phy. Achievement Saving Phy. Fin. Phy. Fin. phy Fin. Primary School 73 584.00 8 539.00 65 1.14 (new)
37 Upper Primary 159 1248.13 6 1152.65 153 1.03 (new) @ 3 ACR
Outcome –
I. Increase in physical infrastructure II. Increase in retention rate III. Increase in girls enrolment
12.TEACHING LEARNING EQUIPMENT
TARGET ACHIEVEMENT ACTIVITY PHY FIN PHY FIN
TLE - New Primary 30 6.00 30 6.00
TLE - New Upper Primary 59 29.50 59 29.50
Block wise details of Teaching Learning Equipment(UMS)
SN Block Target Achievement 1 GUMLA 4 4 2 SISAI 6 6 3 BHARNO 16 16 4 GHAGHRA 0 0 5 BISHUNPUR 4 4 6 DUMRI 10 10 7 CHAINPUR 5 5 8 RAIDIH 4 4 9 PALKOT 4 4 10 BASIA 6 6 11 KAMDARA 0 0 Total 59 59
13.MAINTENANCE GRANT
To provide regular maintenance of school infrastructure and to prevent deterioration of school infrastructure, district has provided maintenance grant to all Govt.schools having own building
Target& Achievement
38 Target Achievement Activity Phy Fin Phy Fin Maintenance Grant for Schools 640 32.00 640 32.00 Having upto 3 Classroom Maintenance Grant for Schools 597 59.70 597 59.70 Having more than 3 Classroom Total 1237 91.7 1237 91.7 Outcome-
I. White washing /Colour washing of school II. Painting of Blackboard III. Repair, replacement of doors, windows etc IV. Painting of doors and windows V. Repair/replacement of plaster/pointing etc VI. Repair/replacement of flooring VII. Repair of walling VIII. Any other items relating to maintenance /repair required for the health of school infrastructure 14.SCHOOL GRANT
The grant has been given to: -
(a) Government schools; and
(b) Government aided schools and recognized Madarsa
Target & Achievement
Achievement Till Target Activity 31.03.10 Phy Fin Phy Fin Primary School 1786 89.30 1786 89.30 Upper Primary School 627 43.89 627 43.89 Total 2413 133.19 2413 133.19
Outcome-
1. Availabiliy of basic infrastructure facilities as Tables, Chairs,almirahs, water drums, school registers, Information Board, and TLM, mats etc
39 15.RESEARCH & EVALUATION
For the quality planning and implementation of programmers, setup in the district are as follows:-
1. District research advisory committee 2. Block research and evaluation committee 3. District monitoring committee On recommendation of district research advisory committee block research and evaluation committee is formed.
16.MANAGEMENT COST
Target Achievement Till Activity 31.03.11 Phy Fin Phy Management, Media & MIS 1 193.12 1 144.73
17. INNOVATIVE ACTIVITY
Achievement till Target Activity 31.01.11 Phy Fin Phy Fin ECCE 1 5.68 1 5.66 Girls Education 1 13.03 1 13.03 SC / ST 1 10 1 Computer 1 50 1 Education Minority 1 11 1 9.98 Total
40
Computer Education
Computer Education started in District in.Year.2003-04.Ten Schools selected for Computer Education & Computer and necessary equipment has been provided to these Schools. In these schools Govt. & Para teachers are teaching the students. The District has imparted computer Training of Teachers of concern school with the help of NIC, Gumla.
In F.Y 2004-05, Computer Education also started in ten more Schools & Computer and necessary equipment has been provided to the schools. In these schools Govt & para teachers are teaching the students. The District has imparted computer Training of Teachers of concern school with the help of NIC, Gumla.
During year 2005 – 06 & 2006-07 with the help of M/s Everon Systems India Ltd., Chennai computer education has been started in following 8 schools where computer & accessories with furniture and faculty teacher has been provided by M/s Everon Systems India Ltd., Chennai.
No. of School and beneficiaries under Computer Education
No. of Govt. UP Schools covered under CAL Sl. Name of Govt. No. Revenue Block UP Through Through Through Others Total Schools Everonn Educomp ACES
1 2 3 4 5 6 7 8 1 GUMLA (U) 69 3 1 6 0 10
2 SISAI (R) 52 3 1 1 0 5
3 BHARNO (R) 52 1 1 0 0 2
4 GHAGHRA (R) 51 1 1 2 0 4
5 BISHUNPUR (R) 40 0 1 1 0 2
6 DUMRI (R) 55 0 1 2 0 3
7 CHAINPUR (R) 44 0 0 1 0 1
8 RAIDIH (R) 47 0 1 3 0 4
9 PALKOT (R) 62 0 1 1 0 2
10 BASIA (R) 44 0 1 2 0 3
11 KAMDARA (R) 45 0 1 1 0 2 Total 561 8 10 20 0 38
41 Beneficiaries
In Everonn In Educomp In ACES In Other Sl Block Total Schools Schools Schools Schools
1 2 9 10 11 12 13
1 GUMLA (U) 1164 93 1381 0 2638
2 SISAI (R) 907 96 259 0 1262
3 BHARNO (R) 416 97 0 0 513
4 GHAGHRA (R) 404 101 752 0 1257
5 BISHUNPUR (R) 0 90 242 0 332
6 DUMRI (R) 0 83 195 0 278
7 CHAINPUR (R) 0 0 181 0 181
8 RAIDIH (R) 0 85 492 0 577
9 PALKOT (R) 0 87 483 0 570
10 BASIA (R) 0 83 310 0 393
11 KAMDARA (R) 0 88 49 0 137 Total 2891 903 4344 0 8138
Source :- BRC REPORT, March 11 18.COMMUNITY MOBILISATION
District has provided training on decentralize planning& implementation of elementary education to community leaders. Community leaders has been empowered
Achievement Till Target Activity 31.03.11 Phy Fin Phy Fin VEC/SMC 3 day 3680 11.04 3680 11.04 residential VEC 3 day Non 14720 22.08 14027 21.04 residential Total 18400 33.12 17707 32.08
42 Source : BRCC Report March 11
Outcome-
I. Maximum use of available resources. II. Planning as per local specific needs. III. Better monitoring of schools. IV. Decrease in teacher absenteeism V. Increase in enrolment. NPEGEL
Progress Overview (2010-11)
Status of National Programme for Education of Girls at Elementary Level (NPEGEL):-
SI. No. Name of Block No. of Cluster Under taken NPEGEL
1 GUMLA 13
2 SISAI 9
3 BHARNO 7
4 GHAGHRA 8
5 BISHUNPUR 8
6 DUMRI 9
7 RAIDIH 10
8 PALKOT 8
9 BASIA 9
10 KAMDARA 7
88 Total
No. of Beneficiaries (Out of School & In school Girls)
Category Wise No. of Enrolled Out of School Girls Sl. Total No. Block Name MCS SC ST OBC MIN GEN Total 1 GUMLA 13 11 92 57 77 6 243 2 SISAI 9 8 59 61 14 4 146 3 BHARNO 7 1 120 28 7 6 162
43 4 GHAGHRA 8 4 91 13 6 3 117 5 BISHUNPUR 8 6 87 6 5 0 104 6 DUMRI 9 9 57 2 10 8 86 7 RAIDIH 10 6 55 23 21 0 105 8 PALKOT 8 5 44 9 0 0 58 9 BASIA 9 4 64 14 0 2 84 10 KAMDARA 7 7 37 42 0 0 86 Total 88 61 706 255 140 29 1191
NPEGEL Activity Progress
AWP Phy. & B Budge t Fin. Sl.No Achievemen 2011- Achievemen . Activity process outcome t 12 t 1 Maintenance
1.1 Vocational Vocational • Strenthening 2755 11.88 11.88 Training Training of girls thought Vocational Traning
• Selection of • Enrichment trainer in their Economic Back grow
• Purchesing of • material Thought Enhancement Committee in their life skill
44 • Enrollment of Girls after Counciling
1.2 Raw material for • Enlistment of • Successful 2755 6.16 6.16 vocational training material by trainer Vocational & trainees training
• Purchesing of material thought Committee
1.3 Health Camp • Tieup will • 818 4.4 4.4 Department of Identification health of anemic Girls
• Organised camps • Maintain at block level Medical Record of Girls
• height, weight & • Counciling Blood Check up of about their adolsent Girls personal problems
1.4 Legal Counciling • Tieup legal • Share of 1100 0.44 0.44 advising information organaisation about legal rights of womens
45 • Organiging of • information Camps of Block of indian Level Constitution & lows for women & child
• Counceling about legal rights of women
1.5 Exposer Visit • Selection of girls • 991 8.8 8.8 whose perfomance Enhancement is good of girls self Confidence
• Selection of girls • Knowladge Site for Visit Enhenct
• Hireing of vehicle • Share , loding, fooding Experience etc. with other visiter
• Enhencement in qwality of work
1.6 Meena Manch • Formating of • High 1848 3.52 3.52 mina manch in enrollment of every MCS girls in school
46 • Identification of • No out of nodel teachers school children
• weekly meeting of • Highly munch & Confidence of Identification of Girls OOSC in catchment area
• Proceeding of • Manage of meeting of meena school by munch Children
2 Student/Teachers • Selection of Best • 440 4.4 4.4 award peformer Enhancement Girls/Teacher/Scho in motivation ol in cluster level level of Students/ teachers
• Award ceromany • Knowlage & organised Confidence Enhencement
• Motivation of other Student/teach er to achive the target
47 3 Student Evalution/Remadi al Teaching/Bridge & Alternative School
4 Teachers Training • Module of 3 days • 176 Sensatization Sensatization training of teachers about Gender issuses
• selection of one teacher per school for traning
•Traning Callender
5 ECCE • 1173 6.84 3.74 6 Community • Moblizaton of • Change of 710 2.79 2.1 Mobilization and community leaders mind set of Management cost Community leaders
• Enpanelment of • Successful Volenteers During of programme
• Provision of • maintaining emolments, T.A, of gender D.A Equity
• Stationary
48 •Pumplets, leaflets about gender issues
Grand Total 12766 49.23 45.44
KGBV
Progress Overview (2009-10)
BLOCKWISE NO. OF DROP OUT / OUT OF SCHOOL GIRLS ENROLLED IN KGBV
Classwise Enrolmnet
Enrolment (Class wise) Sl. Block/ Operational No Municipal Area (Yes /No) Class Class Class Class Class Class Class Total VI VII VIII IX X XII XII 1 GUMLA (U) Yes 32 21 40 46 45 22 0 206 2 SISAI (R) Yes 30 24 43 47 46 13 0 203 3 BHARNO (R) Yes 34 30 33 47 45 12 0 201 4 GHAGHRA (R) Yes 32 21 48 49 48 34 0 232 5 BISHUNPUR (R) Yes 36 28 27 49 46 20 0 206 6 DUMRI (R) Yes 27 26 30 37 34 12 0 166 7 CHAINPUR (R) 0 0 8 RAIDIH (R) Yes 20 26 39 25 36 19 0 165 9 PALKOT (R) Yes 28 26 33 37 22 12 0 158 10 BASIA (R) Yes 27 23 33 39 37 25 0 184 11 KAMDARA (R) Yes 32 26 30 45 30 23 0 186 Total 298 251 356 421 389 192 0 1907
Category wise Enrolment
Block/ Enrolment (Social categorywise) Operational Sl. No Municipal (Yes /No) Area SC ST OBC BPL Muslims Others Total
1 GUMLA (U) Yes 8 150 28 163 16 4 206 2 SISAI (R) Yes 10 115 44 177 15 19 203
49 3 BHARNO (R) Yes 9 141 20 142 14 17 201 GHAGHRA 4 Yes 15 158 40 213 11 8 232 (R) BISHUNPUR 5 Yes 9 184 9 206 0 4 206 (R) 6 DUMRI (R) Yes 8 142 7 154 0 9 166 CHAINPUR 7 0 (R) 8 RAIDIH (R) Yes 12 128 0 0 19 6 165 9 PALKOT (R) Yes 12 85 28 56 0 33 158 10 BASIA (R) Yes 17 101 45 105 9 12 184 KAMDARA 11 Yes 10 100 42 123 1 33 186 (R) Total 110 1304 263 1339 85 145 1907
KGBV Building Status
Block/ Hostel Building Status School Building Status Sl. Operational Municipal No (Yes /No) In Area Completed Completed In Progress Progress Earth Not Taken 1 GUMLA (U) Yes Work Up Gr. Flr. - 2 SISAI (R) Yes 1st Flr. - R/L R/L 3 BHARNO (R) Yes Completed Finishing GHAGHRA 4 Yes Finishing 1st Flr. - R/C (R) BISHUNPUR Not Not Taken 5 Yes (R) Taken Up Up Gr. Flr. - Gr. Flr. - Finishing 6 DUMRI (R) Yes Finishing 1st Flr.- 1st Flr. - R/L R/L CHAINPUR 7 (R) Plinth Not Taken 8 RAIDIH (R) Yes Level Up 9 PALKOT (R) Yes R/C R/L Not Not Taken 10 BASIA (R) Yes taken up Up KAMDARA 11 Yes R/C R/C (R) Total
50
CHAPTER – VI
Problems and Issues
51
Problem and Issues
ACCESS RELATED ISSUES Total number of habitation in the district is 4514. All the habitation in the district has been covered with primary and upper primary schooling facility within 01 km and 03 km respectively. Hence access problem has been taken careof. Problems related to out of school children Total population of 6-11 years age group children in the district is 159002. Out of 159002 children 10100 children are still out of school. Total population of 11-14 years age group children in the district is 71404. Out of 71404 children 2498 children are out of school. 346 children from SC and 7641 children from ST require mainstreaming. 390 children who work in difficult circumstances/working, require Alternative and innovative centers (AIE) . Mainstreaming of Out-of-school children Enrolling of disabled out of school children and children of migrant families. Opening of AIE centres in remote and scarcely populated habitations. Convergence of welfare schemes for the benefit of out of school children Competence of Education Volunteers in multigrade teaching. Multiple programme for handling Out of School Children including child labour Problems related to school infrastructure As per RTE norms 678 ACR required in the FY 2011-12. 312 schools required toilet facility for ensuring 100 percent coverage. Efforts are on to cover under Integrated Action Plan (IAP). 282 Schools having no drinking water facilities. Efforts have been made to cover it under Integrated Action Plan of the District.
Problems related to Children With Special Need 4108 children with mild to moderate disabilities require appropriate facilities. 302 children are still out of school & require home based education. A team of medical expert has conducted camps to ascertain to type, nature & degree of disability of children at block level.
52 ISSUES RELATED TO FOCUS GROUP CHILDREN
Gumla district has tribal dominated population. A large number of people live below poverty line. The parents of the children have no awareness about education. Poverty results into involvement of children as Agriculture/Child Labour, Domestic work and other means of livelihood of their parents Academic calendar inconsonance with their needs. Welfare Dept. distributes stipend only to ST and SC students. Stipend is not given to the children on time. Generally stipend is given to the children after completion of academic session.
Socio-Economic Issues Poverty, illiteracy, lack of awareness. Lack of Employment oriented Education. Problem of Child Labour. Migration of children with their parents in search of livelihood. Quality related issue .
1321 teachers of Primary section not fulfill the minimum qualification as per the RTE/ NCTE norms of Minimum Intermediate Trainded 1063 teachers of upper primary section not fulfill the minimum qualification of RTE / NCTE norms of Minimum Graduate Traind. Student’s absenteeism is a common phenomenon in rural areas and children have no opportunities to learn lessons taught on that day. No specific strategies are formulated to address the issue so far Quality of teaching depends upon the availability of teachers. Multi-grade situation is another critical issue in Primary Education. As many as 80% of the Elementary Schools in district function in multi-grade situations. Many strategies are adopted to handle multigrade situations including training programme to teachers. But the results are not encouraging. The primary schools in the district are identical to non-formal education centers. To provide academic support to teachers, BRP and CRP are appointed. Because they are appointed on daily wages they are morally and psychologically very low motivated. It is necessary that resource person giving academic support must have pedagogic vision. Need has been failed for providing capacity building on pedagogic issues and quality management of schools. The motivation level of teachers is very low. There is a lack of Maths, Science and English teachers. All these factors have led to unsatisfactory performance of children. In spite of the availability of all resources the lacuna in quality education continues to exist. This could
53 perhaps because of erroneous teaching methodology, which is ‘Teacher-centric’ rather than ‘Child centric’. The teachers have the potential to teach but need orientation on teaching methodology and adoption of child centric approach. PROBLEMS RELATED TO NAXAL PRONE AREAS Gumla’s 95 % population of total population live in villages. Nearly 49 per cent of the population lives below the poverty line. In the district due to unequal distribution of resources, a group of people have entered into rebelious activity against the set democratic system. Low productivity of land has resulted into unemployment of tribal youths. The naxal ideologies easily atract the unemployed youths. The main reason for above is illeteracy of people of these affected blocks example – Dumri, Bishunpur, Palkot, Kamdara, Ghaghra, Raidih, Basia, Sisai etc. Although total literacy campaign and SSA activities are being going on in the areas but the pace of growth is slow. The difficult ueven geographiocal tarrains and largely forests covered areas further compound the problem. Problem faced in implmentation of SSA activities in the naxal prone and geographical terrain of the district :- 1. Lack of interest of the guardians towards education of their wards. This result into frequent absentism of the children and tendency to drop out in considerable numbers.
2. Difficult geographical terrain and location of many schools in the hilly areas and deep forest locations. They need extra budgetary provisions under civil construction of ACR & NSB in these difficult location schools.
3. The above problem also results into less monitoring of schools situated in scuh difficult areas.
4. Lack of social responsibility and awareness amongs the people towards education.
5. Teachers working in naxal areas should be periodically changed to remove stress on them due to naxal pressures.
Special strategies are proposed in AWP & B 2011-12 1. Community mobilisation :- Special drives of sensitisation of parents through the children studying in various formal schools of these areas shall be done in these areas. Here parent teacher association and child cabinet shall also be sensitized on the need of education and the community shall be mobilized through them.
2. Special session in VEC training shall be introduced for how to mobilize illeterate people of the aeas towards education and a campaign shall be launched in convergence with District Saksharta Samitee for the same.
54 3. Special AIE centres,RBC & NRBC have been proposed in these above affected areas.
4. Special media campaigns, wall writing and districbution of EIC material shall be done in these areas in the media activity head.
5. As the district is largely affected from the problem of naxalism and illeteracy 50% of the budget in the annual work plan has been kept for construction of ACR, NSB etc. to meet the additional requirement of school buildings for proper education of the children in these areas.
55 Chapter VII – A
Strategies & Intervention
56 10.1 Proposal to Access to School
VISION : Access to school is the right of every child in the age group of 6-14 years. The new RTE norms envisages for a primary school in every 1 KM and a upper primary school in every 3 KM area. There should not be any habitation unserved with a primary with a primary school with in 1 KM and a upper primary school with in 3 KM area.
Target :
1. As per the SSA norms of Primary and Upper Primary Schooling facility 1811 schools providing the Primary Schooling and 762 schools providing upper primary schooling facility . On the basis of 2:1 Primary , upper primary schooling facility there is a gap of 234 schools.
Block No.of schools Gap in No.of schools No. of providing providing Primary Gap in UPS as Upper UPS Primary and Upper UPS as per State Primary eligible Schooling Schooling Primary per 2:1 & PS:UPS facility as per 2:1 facility Ratio ratio Ratio (Govt. & ratio (Govt. & norms Govt. Aided) Govt. Aided) GUMLA (U) 1 : 2.91 109 34 34 218 75 SISAI (R) 1 : 2.84 83 25 25 165 58 BHARNO (R) 1 : 2.27 63 8 8 125 55 GHAGHRA (R) 1 : 3.09 85 30 30 170 55 BISHUNPUR 1 : 2.6 63 15 15 (R) 125 48
DUMRI (R) 1 : 2.38 88 14 14 176 74 CHAINPUR (R) 1 : 2.64 77 19 19 153 58 RAIDIH (R) 1 : 2.62 80 19 19 160 61 PALKOT (R) 1 : 2.79 102 29 29 204 73 BASIA (R) 1 : 2.63 78 19 19 155 59 KAMDARA (R) 1 : 2.86 80 24 24 160 56 Total 1 : 2.69 906 234 234 1811 672
2. As per the Habitation mapping exercise under the district in habitations which are unserved by Primary/Upper primary schooling facility as per the RTE norms of primary school within 1 KM and a upper primary school within 3 KM. Based on on the same Habitation and Access tables given below of primary and upper primary the following conclusion have been derived:-
57
Habitation and Access plan of Gumla District
Habitation No. of Habitatio s not Habitation Habitations ns having Habitations having / School No. of having Upper not having No. of No. of Upper Eligible for Sl. Name of Wards Primary Primary Primary Revenue Habitati Primary UPS No. Block Urban Schooling Schooling Schooling Village on Schooling Area Facility with Facility Facility with Facility in 1 KM) with in 3 in 1 KM) with in 3 KM) KM) 400 400 400 0 0 0 1 GUMLA 109 22 413 413 413 0 0 0 2 SISAI 89 0 367 367 367 0 0 0 3 BHARNO 70 0 405 405 405 0 0 0 4 GHAGHRA 121 0 403 403 403 0 0 0 5 BISHUNPUR 69 0 338 338 338 0 0 0 6 DUMRI 116 0 321 321 321 0 0 0 7 CHAINPUR 86 0 309 309 309 0 0 0 8 RAIDIH 61 0 620 620 620 0 0 0 9 PALKOT 74 0 567 567 567 0 0 0 10 BASIA 88 0 371 371 371 0 0 0 11 KAMDARA 74 0 4514 4514 0 Total 159 22 4514 0 0 Source : Habitation Mapping/ BRC Report
1. All the 4514 habitations have been covered with primary school within 01 km and upper primary school within 3 kms. Hance in fy 2011-12 there is no need of opening any Primary School or Upgrading any Primary to Upper Primary.
58 10.2 Universal Retention
Teacher availability is a critical factor in ensuring universal retention. For this is required that following factor should be addressed as per RTE norms :-
1. There should not be any single teacher school.
2. Entitlement of PTR as per RTE norms in Primary and upper primary schools.
Target :
1. The teacher availability status of the district are follows :-
Govt. Primary Teachers Working - 1064
Govt. Upper Primary Teachers Working - 0709
Para Teachers working in primary - 1875
Para Teachers working in upper primary - 1255
Thus in total there are 5871 teachers working upto March 2011.
Requirement of teacher as per RTE norms
RTE norms says that in schools the teacher should be in following number :-
Primary School :
Sl. No Enrollment in School Teacher Requirement 1 Up to 60 2 2 Between 61 to 90 3 3 Between 91 to 120 4 4 Between 121 to 200 5 5 Above 150 children 5 + 1 Headmaster 6 Above 200 children PTRs shall not exceed 1:40 excluding H.M. Upper Primary School :
1. PTR should be 1:35 and subject wise teacher for Science, Math, Social Science and Language.
Requirement of para teacher as per RTE enrollment norms based on PTR.
Requirement of Para Teacher in primary schools as per RTE and Enrollment norm : A summary
59 10. 3. Salary to Teachers
Category wise working & vacant no. of par teachers are as follows
Sanctioned Category Working Vacant post Primary teacher 1734 1674 60
Upper primary teacher 1275 838 437
Upper primary teacher Science & Math 155 155
Upper primary teacher Language 111 111
PTR 618 618
Total 3893 3130 763
Salary proposal for para teachers have been proposed as given below
Salary proposal for para teachers of new primary school
No. of Rs. Per Category Month Total parateacher month
Grd. Trd 112 6000 12 8064000
Grd. Untrd. 521 5500 12 34386000
Inter Trd. 107 5500 12 7062000
Inter Untrd 934 5000 12 56040000
Vacant 60 6000 6 2160000
Total 1734 107712000
Salary proposal for parateachers against PTR
Category No. of parateacher Rs. Per month Month Total
Grd. Trd 298 6000 12 21456000
Grd. 152 5500 12 10032000
60 Untrd.
Inter Trd. 97 5500 12 6402000 Inter 71 5000 12 4260000 Untrd Total 618 42150000
Salary proposal for parateachers in upgraded primary school
No. of Rs. Per Category Month Total parateacher month
Grd. Trd 318 6000 12 22896000
Grd. Untrd. 520 5500 12 34320000 Subject specific Science 155 6000 9 8370000 & Math Subject specific Language 111 6000 9 5994000
Vacant 437 6000 6 15732000
Total 1541 87312000 Salary proposal for new teachers
Hence budgetary provision made for new & recurring para teachers salary for Rs. 237174000.
Accountability
1. Physical verification – Component incharge, APO & BRCC 2. Certificate from BRCC – Component in charge 3. Meeting of District Elementary Education Committee – DPO & Component incharge 4. Selection of parateachers – Component incharge, BRCC, CRP & VEC.
61 10.4. School Grant
As per SSA norms school grant will be provided to –
1. Government Schools 2. Government Aided Schools 3. Primary and upper primary schools will be treated as separate schools for the purpose of school grant even if they are functioning from the same premises.
Block wise No. of Govt. & Govt. aided primary & upper primary schooling facility as below
Block Primary Upper Primary Total GUMLA (U) 219 81 300 SISAI (R) 166 62 228 BHARNO (R) 125 61 186 GHAGHRA (R) 173 59 232 BISHUNPUR (R) 124 51 175 DUMRI (R) 180 72 252 CHAINPUR (R) 153 57 210 RAIDIH (R) 160 61 221 PALKOT (R) 204 72 276 BASIA (R) 153 56 209 KAMDARA (R) 159 54 213 1816 686 2502
Financial provision – Primary section 1816 x 5000 = 9080000 Upper primary section 686 X 7000 = 4802000 Thus total provision made for Rs. 13882000 under School grant
62 10.5. Teachers Grant
Teaching learning material (TLM) is the actual vehicle that helps in delivering the curriculum to the child in classroom. Teaching learning material include wide variety of items such as textbooks, Workbook, teacher guides, teaching aids, learning aids (Concrete material) Educational kits. Supply mentor reading material usable black boards etc, which are either directly or indirectly used by the teacher and or child in the classroom situation. Out of all the above mentioned materials it has been observed that text books is the main or sometimes the only tool which is available and is being used for teaching learning. Since teaching learning materials play crucial role in actual curriculum transaction both at primary and the upper primary stages, it becomes necessary to assess the type availability, suitability and usability of existing materials. Keeping in the mind the above mentioned ideas we have already trained our some teachers of the district in DIET, Ratu Ranchi.
Our further strategies are following: -
1. Training for preparation and use of TLM to master trainers of the district.
2. Training for preparation and use of TLM to members of Block Implementation Group at concern block.
3. Organization of training camp at CRC level for teachers.
4. Organization of workshop for preparation and use of TLM at BRC and DLO level
Separately for primary and upper primary school.
No. of working teachers working in primary / upper primary /upper primary sections of high schools are as follows
Teachers Working in Govt. & Govt. Aided Schools
Upper primary school Including Category Primary Total Higher secondary school
Govt. Teachers 1064 709 1773
Govt Aided 508 372 880
Para Teachers 1875 1255 3130
Tribal & Soc. Wel. 88 88
Working Strength 3447 2424 5871
63 Budgetary provision for Primary teachers grant = 3447 X 500 = 17.235 Lacs
Budgetary provision for upper primary / high schools teachers grant = 2424 x 500 = 12.12 lacs
Hence total budgetary provision made under TLM grant for Rs. 29.355 Lacs.
64 10.6 Maintenance & Repair of School Building VISION:- Regular maintenance of school infrastructure is necessary to prevent deterioration of school infrastructure. In absence of regular maintenance of school infrastructure deteriorated much faster and some of them have to rehabilitate with heavy cost.
The problems of regular maintenance have been addressed in Sarva Siksha Abhiyan by providing Repair &Maintenance Grant. The provision will help to great extent in maintaining the health of school infrastructure. Provision under SSA Following: - To be provided only to Govt. schools with their own building. Not applicable to Government aided schools or other private schools. Only through school management committees/VECs Schools up to three classrooms will be eligible for repair & maintenance grant of Rs. 5,000 per school per year, while schools having more than three classrooms would get a repair & maintenance grant up to a maximum of Rs. 10,000 per school per year. Primary schools and Upper Primary Schools would be treated as separate schools for the purpose. High/Secondary Schools where classes start from VIII onwards having Upper primary up to Class XII are not eligible. Grant will be available only of those schools, which have existing buildings of their own. TARGET: -
65 Block wise No. of Govt. School having their own building
No. of Govt. No. of Govt. Total No. of Govt. Schools Sl. No. Name of Block Schools having Schools having more upto 3 rooms than 3 rooms 1 GUMLA 209 113 79 2 SISAI 158 92 59 3 BHARNO 123 54 55 4 GHAGHRA 168 107 49 5 BISHUNPUR 112 64 42 6 DUMRI 138 87 40 7 CHAINPUR 128 71 46 8 RAIDIH 131 81 40 9 PALKOT 192 127 52 10 BASIA 128 90 34 11 KAMDARA 124 77 38 Total 1611 963 534
STRATEGY: -
1. Need assessment for Repair & Maintenance of school Infrastructure
2. Following items for repair /maintenance will be done as per school requirement; -
White washing /Color washing Painting of Blackboard, Children board etc Repair of leakage of roof, if any Repair, replacement of doors, windows etc Painting of doors and windows Repair/replacement of plaster/pointing etc Repair/replacement of flooring Repair of walling Any other items relating to maintenance /repair required for the health of school infrastructure
3. District will sensitize the community to involve their contribution in Repair & Maintenance of
School infrastructure
Financial Provision:- We propose Rs.48.15 Lacs for 963 schools having up to 3 class room and Rs 53.40 lacs for 534 schools having more than 3 class room.
66 TIME FRAME: -
I. Need Assessment- April 11 to June 11 II. Community Contribution- April 11 to June 11 III. Repair &Maintenance of school infrastructure – July 11 to December 11 IV. Submission of utilization certificates by VEC- January 12 Accountability:-
I. Need Assessment- Component in charge of civil works &J.E. II. Repair &Maintenance of school infrastructure- VEC Submission of utilization certificates- Head Master of concerned school
10.7. BLOCK RESOURCE CENTRE Block Resource Centres act as the most instrumental institution for ensuring quality Education in our Schools.
BRC which is headed by BEEO –cum- BRCC and supported by 6 Resource Persons having specialisation in Science, Math and English.
All the Programmes under SSA are implemented through BRC at Block level which ranges from training of Para teachers and Formal School teachers, ensuring education of out of school children through various modes of alternating schooling, ensuring quality of teaching, helping weak children through remedial teaching, running of NPEGEL activities, gender sensitization etc.
We have 11 functional BRCs in the 11 revenue blocks of the district with following management structure and stipulated roles to play.
Block Level Management Structure:-
1. Block Resource Centre Co ordinator cum BEEO-1 2. Resource Person-6 (English, Math&Science) 3. 2 Resource persons in each BRC for support of children with special need 4. 1 MIS coordinator 5. 1 Data entry operator 6. 1 Accountant cum support staff for every 50 schools Function of BRC:-
67 1. Academic Support to schools 2. Organize training 3. Technical support for construction of school infrastructure 4. Provide support for account maintenance of school of block 5. Organize remedial teaching 6. Support &Monitoring of interventions for out of school children 7. Monitoring & Evaluation of schools of blocks 8. Preparation & implementation of Block Level Plan 9. Monitoring of selection of Para Teachers& Approval of selection of Para teachers 10. Provide updated information of educational statistics of block 11. Organize creative activity, cultural meet etc.
Financial Proposal
As the newly appointed Resource persons have proved their worthiness by performing multifaceted roles in learners evaluation, teachers training, research & monitoring for enhancing efficiency of existing schools, implementing quality package with convergence with etc, the proposal has been made to continue the engagement of 66 resource person.
.Contigency Grant
Contingency grant for 11 BRCs @ Rs. 50000/- per BRC has been proposed to meet essential day to expenses minor repairs, stationery etc.
Meeting & T.A. Grant
Travelling expenses of BPOs, BRPs and BRCCs funds for 11 BRC @ Rs. 30000/- BRC has been proposed in the plan.
TLM Grant
TLM Grant for 11 BRC @ Rs. 10000/- BRC has been proposed.
Summary of Proposed budgetary provision for BRC
Head Unit Phy Fin Salary of Resource Persons: Cost (a) 6 Resource Persons at BRC for subject specific training 1.100 66 72.600 (b) 4 Resource Persons for resource support for children with special needs (Existing) (c) 2 Resource Persons for resource support for children with special needs (Vacant) 1 MIS Coordinator 1.000 11 11.000 1 Datra Entry Operator 1.000 11 11.000 1 Accountant-cum-support staff for every 50 schools 0.50 50 25.000
68 Contingency Grant 0.500 11 5.500 Meeting, TA 0.300 11 3.300 TLM Grant 0.100 11 1.100 Mantainance Grant 1.100 Sub Total 130.600
In this regard Rs.130.60 Lakhs has been proposed for BRC.
Implementation Work Plan of BRC
1. 1. Funds to the BRCs shall be released to the BRC in the second week of May 10 or as soon as the Budget is sanctioned for the district. 2. All the BLOs shall be asked to implement their proposed AWP&B plan for the financial year 10-11. For this meeting of all the BRCCs and BPOs shall be organized the month of 2nd week of April 10 by the DLO. In which they will be asked to implement the proposed monthly implementation schedule of the block and monitoring shall be done as monthly basis. 10.8 Cluster Resource Centre Cluster Resource Centre is an institution where teachers sit together once in a month and discuss the various education problems. They share the new teaching methods of a particular subject/topic and TLM develop by them.
The CRC meeting is helpful to the teachers in: -
Clarification of doubts on the hard areas in the content of the textbooks. Orienting them in preparation of low-cost TLMs. Facing the challenge of handling multigrade situations. Encouraging them to undertake innovative practices.
Proposed budgetary provision for CRC
1. Salary for CRPs: 187 CRP’s are proposed for 1 CRP an average of 18 schools. CRPs have proved themselves very useful in monitoring of schools, learners evaluation, providing remedial teaching to weak children, collecting useful. Implementing quality education package and training of teachers and VECs. They are inputs have also proved useful in development of TLM and planning of lessons by the regular school teachers
69 2. Furniture grant has already been covered under FY 2010-11. Hence not proposed.
3. Contingency Grant for 118 CRCs @ Rs. 10000/- per CRC has been proposed and kept in the budget.
4. Rs. 12000/- per CRC has been proposed for 118 CRCs to meet the traveling expenses (T.A) for CRPs working in the CRCs.
5. TLM grant for 118 CRC @ Rs. 3000/- per CRCs has been proposed. 6. Maintance Grant @ Rs 20000 / CRC has been proposed. As per follows :-
Unit Head Phy Fin Cost Salary of Cluster Resource Persons (on an average of one Resource Person per 18 schools in a block) 0.900 187 168.300 Furniture Grant 0.100 - -
Contingency Grant 0.100 118 11.800
Meeting, TA 0.120 118 14.160
TLM Grant 0.030 118 3.540
Mantanaince Grant 0.020 118 3.540
Total 200.160
Hence budget provision has been made Rs. 200.160 Lakhs for CRC.
Implementation work plan of CRC
1. All CRC coordinating shall be called for a meeting at DLO for 1 day orientation on implementation of cluster level activities of AWP&B 2011-12 and passing due chans and guidelines given to them in the 3rd week of April 11 2. Funds shall be transferred to them in 1st week of May 11 subject to availability and sanction of Budget for Fy 2011-12 3. All the CRC provided with furniture in their CRCs by the end of May 11 4. One direct monitoring meeting every month shall be done by DLO w.e.f April 11 to March 12 to insure effective functioning of CRCs. 5. Block level office shall also ensure regarding monitoring of CRCs on fortnightly basis or as per need basis.
70 10.9 Intervention for out of school children
Introduction:-
Under section 3 of RTE every child by the age of 6-14 will have right free and compulsory education in nabourhood school for completion of elementary education where a child above six years of age has not been admitted in appropriate class according to the age. The children who have never attended the formal school and attended for few days in the month and went back to their homes. There are 12598 out of school children in the district. The education needs of these large numbers of children can be address only through AIE scheme. The AIE center provides flexible and diverse strategy especially suited for the diverse needs of children who are out of school for the various reasons.
The main reason of out of school is lack of interest engage in house hold work, earning compulsion, agriculture work, migration, lack of access and socio cultural reason.
To ensure education facility living in small and unserved habitation, working children migrating children adolescent girls. There are some reasons which are the major factor why children not attend formal school.
Dispersed population in hilly and forest area. Geographical barriers like forest and hill etc. Engaged in parent's occupation for survival. Children work in hotel, garages, domestic work and children of deprived section. Children unable to attend school due to communication problem. Deviance behavior of the children due to social evils.
Objective - Bringing all the children of 06-14 age group in the fold of Elementary Education is the ultimate concern of Sarva Shiksha Abhiyan. But still good number of children is still out of school. To provide from better education it is necessary to strengthen the prevailing interventions and initiating new and innovative ones.
So there are separate strategies should be out lined for bridging and mainstreaming remedial teaching for mainstreamed children and their tracking migrating children, children without adult protection urban and rural deprived minority and other society backward children. The reason of children remaining out of school will be identified clearly for out of school children major activities like no residential bridge course, residential bridge course, public privet partnership, drop in centre and other innovative school CWSN children also.
71 Most of the out of school children are enrolled in formal school and admitted in different special programme center like RBC, NRBC, Public Privet Partnership, drop in center, Evening center and NRBC minority children. At the sometime we focused to mainstream out of school in their age appropriate classes after providing competencies.
Progress of Previous year (2010-11) of Intervention for out of school Children
Progress against the target for coverage of OOSC during 2010-11
In the year 2010-11, we have successfully run the following special training centers for out of school children-
Coverage Sl. Type of Centres/ Target Remarks no. Activity Type Fresh Total
1 7.07 Innovative 196 (1) Night School Ambedkar Nagar, Gumla 25 25 Scheme 9 months (2) SSA Notredam Partnership School night centers 50 50 Gumla (3) Mobile School 25 25 (5) Jail Vidyalaya AIE 46 46 (6) Remand Home AIE 25 25 (6) Utpreran Kendra, Gumla 25 25 Total 196 196
Sl. Type of Coverage Rema Phy. Fin. no. Centres/ rks Activity Type Total
(1) Night School Ambedkar Nagar, Gumla 25
(2) SSA Notredam Partnership School 50 Gumla 7.07 Innovative (3) Mobile School 25 Scheme 9 1 196 5.0 months night (5) Jail Vidyalaya AIE 46 centers (6) Remand Home AIE 25
(6) Utpreran Kendra, Gumla 25
Total 196
72 7.05 264 RBC 264 2 Residential 4.0 13 child lebour schools Bridge Course Recurring Recurring Recurring
9 center child lebour schools where run 7.03 126 RBC in Govt. Aided Minority Schools & 1 3 Residential 12.0 126 Fresh center run by NGO Gramin Shaichnik Bridge Course Avam Seva Sansthan
7.04 Non 4 Residential 250 7.0 17 NRBC run by VEC 250 Bridge Course
5 NRBC Minority 14 .42 1 NRBC run by Recognized Madrsa VEC 14
Innovation 6 508 0 Recurring
Out of School Children 2011-12
Total Population (6-14) : 230406
Total enrollment (6-14) in Govt. & Govt. aided school : 168622
Maximum attendance : 140689
Never enrolled & Drop Out : 12598
Irregular : 27933
Total out of school children : 12598
Out of School Children 2011-12
Enrollment Total Total % of Total No. of % of Age Group Population Enrollment Enrollment OOSC OOSC Boys Girls
06-11Year 159002 148902 74734 74168 93.65 10100 6.78
11-14 Year 71404 68906 33991 34915 96.50 2498 3.63
Total 230406 217808 108725 109083 94.53 12598 5.78
73
Status and age wise breakup of OOSC
NEVER ENROLLED DROP OUT Grand Total 6-14 age 6-8 YEARS 8-11 YEARS 11-14 YEARS Total 6-8 YEARS 8-11 YEARS 11-14 YEARS Total group
Block B G T B G T B G T B G T B G T B G T B G T B G T B G T
GUMLA (U) 482 436 918 45 8 53 261 365 626 788 809 1597 454 471 925 25 18 43 33 9 42 512 498 1010 1300 1307 2607
SISAI (R) 182 167 349 12 11 23 36 95 131 230 273 503 436 418 854 37 28 65 21 14 35 494 460 954 724 733 1457
BHARNO 114 92 206 32 19 51 25 2 27 171 113 284 311 378 689 42 29 71 10 9 19 363 416 779 534 529 1063 (R)
GHAGHRA 208 207 415 16 22 38 19 17 36 243 246 489 386 402 788 81 58 139 5 8 13 472 468 940 715 714 1429 (R)
BISHUNPUR 132 89 221 17 9 26 0 10 10 149 108 257 218 245 463 27 31 58 25 4 29 270 280 550 419 388 807 (R)
DUMRI (R) 155 151 306 28 15 43 9 8 17 192 174 366 266 256 522 28 21 49 3 9 12 297 286 583 489 460 949
CHAINPUR 82 75 157 12 18 30 45 41 86 139 134 273 223 218 441 29 18 47 17 22 39 269 258 527 408 392 800 (R)
RAIDIH (R) 49 89 138 13 2 15 15 12 27 77 103 180 273 268 541 24 8 32 25 21 46 322 297 619 399 400 799
PALKOT (R) 167 132 299 19 11 30 0 8 8 186 151 337 244 238 482 33 21 54 34 92 126 311 351 662 497 502 999
BASIA (R) 112 85 197 18 19 37 0 32 32 130 136 266 245 229 474 38 29 67 0 68 68 283 326 609 413 462 875
KAMDARA 110 81 191 17 15 32 0 13 13 127 109 236 259 265 524 17 25 42 0 11 11 276 301 577 403 410 813 (R)
District 1793 1604 3397 229 149 378 410 603 1013 2432 2356 4788 3315 3388 6703 381 286 667 173 267 440 3869 3941 7810 6301 6297 12598
74
Out of 12598 OOSC 10800 will be mainstreamed and 1798 will be covered through following intervention
Coverage plan for out of school hard to reach children in financial year 2011-12
NRBC RBC Direct mainstream in formal Special Special school/Govt. Aided School/ Pvt. Training Training Innovation School Center Center
For 1 1 AIE Mobile Utpreran 6 night 1 AIE 1AIE Total ppp center at school for Kendra schools center center
Out of
Special recognised maigarery for for at for jail School Training Madrasa out of working working remand in children Center for school children children home mates in for minority children for and 8 age group) age 8 8 age group) age 8 -
Gumla group) age 8 -
- working muslim juvenile their
district group) age 14 - /deprive out of children children 14 age group) age 14
- children schol children KGBV (8 (6 Pvt. School NPEGEL (11 (6 Govt. Aided (6 Govt. School
200 1000 515 4000 5085
12598 10800 475 250 150 75 200 300 248 50 50
75
Implementation Plan 2011-12
Block wise & Reason wise oosc figures are given below:-
No. of Out of School Children with Reason
Non- Flexibility Sl. No. of Lack Social in School No. Out of Lack of Household Earning Block of Migration Failure Cultural Timeing Others School Interest Work Compulsion Access Reason and Children System of School
1 GUMLA (U) 2607 495 12 526 56 475 575 286 39 143
2 SISAI (R) 1457 318 29 274 29 229 302 160 24 92
BHARNO 3 (R) 1063 260 5 180 21 138 212 116 19 112
GHAGHRA 4 (R) 1429 334 8 253 28 259 285 159 18 85
BISHUNPUR 5 (R) 807 235 6 137 16 104 161 88 6 54
6 DUMRI (R) 949 242 3 181 18 141 189 104 9 62
CHAINPUR 7 (R) 800 240 12 136 19 110 160 88 22 13
8 RAIDIH (R) 799 229 5 145 15 123 179 87 0 16
PALKOT 9 (R) 999 259 9 169 11 229 199 109 9 5
10 BASIA (R) 875 242 2 148 17 178 175 96 7 10
KAMDARA 11 (R) 813 232 3 138 5 175 162 89 6 3
Total 12598 3086 94 2287 235 2161 2599 1382 159 595
There are 12598 out of school children identified in the district.
Note- Above figures are calculated by subtracting the total Enrollment of (6-14) age group to the total population of (6-14) age group.
76 Strategies for Mainstreaming children:
The total out of school children are 12598. Among 10800 age group (6-8 ) total 10100 will directly enrolled different school. for this will be organized awareness campaign for enrolled the children through Schools, SMC members and panchayat members in the month of April- may 11. This programme will be conducted for continue in all the habitations of the districts. District to school level activity will be conducted during the enrollment campaign programme. The never enrolled and drop out children will be enrolled in schools during the campaign. Follow up programme can be carried out in first week of the October.
Following activities will be conducted during the campaign :
Day 1 : District level workshop
Day 2 : Block level workshop
Day 3 : School level workshop
Day 4 : Prabhat pheri & Awareness programme
Day 5 : Door to door Counseling
Day 6 : Admission in school
Day 7 : Welcome lunch by Bal-Sansad.
Monitoring Strategies
Sl. Level of Team Team Members Plan of Monitoring
1 District Level DPO, ADPO, APOs, DRPs All APOs will adopt all blocks and they will monitor each centre twice in a month.
2 BRC Level BEEO, BPOs, BRPs Both BPOs will monitoring each centers weekly
3 CRC Level CRCCs, CRPs CRPs will monitor every center regularly, get feedback and inform district level office.
4 SMC Level Teachers/SMC Members Each centre will be attached to nearest SMC and regular monitoring will be done by SMC Members and school teachers.
77
Block wise Recognized maqtab Madarsa OOSC figures are given below:-
Sl. No. Name of Block (8-14) year Total
1 GUMLA 75 75
Total 75 75
There are 01 recognized maqtab/madarsa is running in the district.
Block wise OOSC figure covering in KGBV and NPEGEL Programme:-
Sl. No. Name of Block NPEGEL KGBV
(8-14) year (8-14) year
1 GUMLA (U) 55 30
2 SISAI (R) 50 20
3 BHARNO (R) 50 20
4 GHAGHRA (R) 45 20
5 BISHUNPUR (R) 50 30
6 DUMRI (R) 60 20
7 CHAINPUR (R) 0 0
8 RAIDIH (R) 55 15
9 PALKOT (R) 45 15
10 BASIA (R) 55 15
11 KAMDARA (R) 50 15
Total 515 200
Block wise OOSC figure covering in Pvt. School:-
No. of Direct mainstreaming Sl. children age group 6-8, class No. Block Name of Pvt. School I-II
1 GUMLA NOTREDAM PUBLIC SCHOOL GUMLA 65
78 DAV PUBLIC SCHOOL GUMLA 60
ST. STEPHAN SCHOOL GUMLA 60
SARASWATI SHISHU MANDIR GUMLA 65
BISHOP WESTCOAT GUMLA 60
OXFORD PUBLIC SCHOOL GUMLA 60
SARASWATI SHISHU MANDIR SISAI 60
2 SISAI GYANODYA SHIKSHA NIKETAN KUDRA 50
SARASWATI S.V.M. LARANGO 50
SARASWATI SHISHU MANDIR BHARNO 60
3 BHARNO SARASWATI SHISHU MANDIR KARANJ 60
BIRSHA BAL VIKASH MANDIR BHARNO 60
SAWRUP SARSWATI VIDYA MANDIR 60
4 GHAGHRA GANDHI SISHU NIKETAN PS GHAGHRA 50
CHILDREN ACADEMY PS GHAGHRA 60
SARASWATI SISU MANDIR KUMHARI 60 5 BASIA VIVEKANAND SISU MANDIR BASIA 60
TOTAL 1000
Block wise OOSC figure covering in Govt. Aided School:-
No. of Direct mainstreaming NAME OF BLOCK NAME OF GOVT. AIDED SCHOOL children age group 6-8, class I-II
GUMLA RC PS BARISA 75
RC PS GUMLA 120
RC PS MAHUATOLI 75
RC PS TELGAON 120
RC PS SOSO 120
RC PS TONGRITOLI 75
RC PS KHORA JAMTOLI 120
79 ST.ANNA PS GUMLA 75
RC PS URMI 120
G.E.L.PS JALKA 75
RC PS SOGRA 75
RC MS ROSHANPUR SISAI 120
RC PS SAINDA 75
RC PS AMKULI 70
SISAI RC PS SAMAL 75
RC PS ATAKORA. 75
RC PS KAMALPUR 120
RC PS KOYANJALI 75
RC PS KARANJ 120
BHARNO RC PS KARAUNDAJOR 120
RC MS MARDA 70
RC MS DEVGAON 120
RC MS SUNDARPUR 120 PALKOT RC PS KOLENG 120
RC PS LAUWAKERA 120
RC PS SARUBERA 120
RC PS KARCHA 75
RC MS BANARI 120 BISHUNPUR RC PS RANGE 120
RC PS TUTUWAPANI 75
RC PS BANAI AMBATOLI 75
RC PS DALMADI 70
BASIA RC PS LUNGTU 75
G.E.L.MS SURSANG 75
Raidih RC MS BHALMANDA 100
RC PS KHATKHOR 75
80 G.E.L PS KUSUMTOLI 75
Kamdara G.E.L.PS PIMPI 75
RC PS MURUMKELA 120
RC PS DOKAPATH 75 Chainpur RC PS KEDENG 75
RC PS DINA 75 Dumri RC PS SIRSI 75
TOTAL 4000
Block wise OOSC figure covering in Govt. School:-
No. of Direct mainstreaming children NAME OF BLOCK NAME OF GOVT. SCHOOL age group 6-8, class I-II
RAJENDRA ABHYAS MS GUMLA 125
GOVT. PS SAWARIYA 120
GOVT MS KHORA 120
GOVT MS TOTO 120
GOVT PS CHAHA 100
GOVT PS CHARKATANGAR 120
GOVT PS BELGAON 120
GOVT. PS KOTAM BEHRATOLI 120
GOVT. MS BASUA 120
GUMLA GOVT. MS NAWADIH 120
SISAI GOVT. UPG. MS NAWADIH 120
GOVT MS PUSO 75
GOVT MS SOGRA 75
GOVT PS HESAGUTU 75
GOVT. PS GHAGHRA 75
GOVT. UPG. MS LARANGO 120
81 GOVT. PS KOCHA 120
GOVT. MS BONDO 75
GOVT. MS BARANDA 100
GOVT MS DOMBA 50
GOVT MS KARANJ 75
GOVT PS BANGRU 75
UPG PS CHAMPATOLI 75
BHARNO GOVT PS JIRHUL 75
GOVT UPG MS KUMHARI 50
GOVT MS BANAGUTU 75
GOVT MS MORENG 75
GOVT PS JOLO 75
GOVT MS SASIA 100
BASIA GOVT PS BONGALOYA 100
GOVT MS KANSIR 75
GOVT MS SILAM 82
GOVT PS BAKASPUR 120
RAIDIH GOVT PS PIBO 75
GOVT MS SARANGO 120
GOVT MS SHIVSERENG 75
GOVT MS ADAR 120
GOVT MS TOTAMBI 75
GOVT PS BARRANG 75
GHAGHRA GOVT PS CHUNDRI 75
GOVT PS BANARI 75
GOVT MS BISHUNPUR 83
GOVT MS NARMA 75
BISHUNPUR GOVT PS SATO 75
CHAINPUR GOVT BOYS MS CHAINPUR 120
82 GOVT GIRL,S M/S CHAINPUR 120
GOVT MS TABELA 75
GOVT PS KATARIKONA 75
GOVT MS DUMRI TANGARDIH 75
GOVT MS MAJHGAON 75
DUMRI GOVT PS BARAKATRA 75
GOVT MS KONSA 50
GOVT MS SARITA 75
GOVT MS TURBUL 50
KAMDARA GOVT PS LATRA 75
GOVT MS JHIKIRMA 75
GOVT MS LOTWA 50
PALKOT GOVT MS POJENGA 50
TOTAL 5085
83 Strategies for Special Training
Sl. No. Strategies New target No. of Proposed Total during 2011- centers unit cost Proposed 12 per child financial cost (in lakhs)
1 Age Specific residential 250 9 0.20 50.00 special training
2 Age Specific non residential 475 15 0.06 28.50 special training
3 Innovation PPP Notredam 150 1 0.06 9.00 School 4 Night School 248 6 0.06 14.88
5 AIE Center at Observation 0.06 3.00 Home 50 1
6 AIE Center at Gumla Jail for 50 1 0.06 3.00 Jail inmates/ children 7 1 AIE NRBC center at 0.06 4.50 recognised Madarsa 75 1
8 Mobile School 200 5 0.06 12.00
9 Utpreran Kendra 300 8 0.06 18.00
Total 1798 47 0.68 142.88
84 1. Details of Proposal Of Bridge Course (Residential)
S. No. of Block No. of Children Name of RBC Center No. Centre
St. Patric Govt. Aided School, 1 GUMLA 50 1 Gumla 1 NPS DUMARDIH
2 SISAI 25 1 R.C. M/S Roshanpur Sisai
3 BHARNO 25 1 RC PS KOYANJALI
4 GHAGHRA 25 1 SANT YUDH MS NAWDIHA
5 BISHUNPUR 25 1 RC MS DUMBARPATH
ST. ANNA GIRLS MS MAJHATOLI, 6 RAIDIH 25 1 RAIDIH
7 PALKOT 50 1 RC MS KARAUNDABERA
ST.JOSHEPH BOYS MS 8 BASIA 25 1 NAWATOLI
District Total 250 9
2. Details of Proposal for Bridge Course Non-Residential
Revenue No. of S. No. Block No of children Centre Name of NRBC Center
GOVT. PS KOTAM BEHRATOLI
1 GUMLA 70 2 GOVT. MS BASUA
GOVT. PS GHAGHRA
2 SISAI 65 2 GOVT. MS BONDO
3 BHARNO 140 4 GOVT. MS BARANDA
UPG PS CHAMPATOLI
85 GOVT PS JIRHUL
GOVT MS PABEYA
GOVT MS SARANGO
4 GHAGHRA 70 2 GOVT MS SHIVSERENG
5 RAIDIH 30 1 GOVT MS KANSIR
6 PALKOT 30 1 GOVT MS JHIKIRMA
GOVT UPG MS KUMHARI
GOVT MS SASIA
7 BASIA 70 3 GOVT PS BONGALOYA
Total 475 15
86 3. The school has been identified for running the Innovation special education centers:-
Activity Identify Innovation Center
PPP Notredam Private School Gumla
VEC Urdu M/S Gumla
VEC Urdu M/S Sisai
VEC M/S Gumla Night Center VEC M/S Ghaghra
VEC Girls M/S Bharno
VEC M/S Basia
AIE Center Observation Gumla Home
AIE Center Jail Gumla
AIE NRBC center at Madarsa Faij-a-aam, Gumla recognised Madarsa
Brick Clink and crusor site Dunduriya, Gumla
Brick Clink and crusor site, Dumardih Gumla
Mobile School Brick Clink and crusor site, Chetar Gumla
Slam area Azad basti Gumla
Karamtoli, Gumla
VEC Girls M/S Bharno
VEC Girls M/S Gumla
VEC Govt. M/S Sisai
VEC Govt. M/S Gumla Utpreran Kendra VEC Govt. M/S Ghaghra
VEC Govt. M/S Palkot
VEC Govt. M/S Basia
VEC Govt. M/S Dumri
87 Irregular children:
Out of school Sl. Total enrollment in all Highest attendance in all Block children Remarks No. Govt. school types of Govt. Schools (Irregular children)
1 2 3 4 5 (3-4) 6
Pri. U.P. Total Pri. U.P. Total
1 GUMLA (U) 22755 9463 32218 18108 7856 25964 6254
2 SISAI (R) 17577 6091 23668 13653 5112 18765 4903
3 BHARNO (R) 12960 4370 17330 10226 3498 13724 3606
4 GHAGHRA (R) 17573 5121 22694 14533 4275 18808 3886
5 BISHUNPUR (R) 9347 1710 11057 7668 1480 9148 1909
6 DUMRI (R) 7751 1991 9742 6960 1861 8821 921
7 CHAINPUR (R) 6813 1583 8396 6275 1459 7734 662
8 RAIDIH (R) 7878 2593 10471 7302 2444 9746 725
9 PALKOT (R) 11011 3058 14069 9159 2552 11711 2358
10 BASIA (R) 8002 1923 9925 7045 1601 8646 1279
11 KAMDARA (R) 7120 1932 9052 6045 1577 7622 1430
Total 128787 39835 168622 106974 33715 140689 27933
Strategies for Irregular children:
As per the analyze of the DISE data based on maximum attendance 27933 children are identified irregular in school. These No. of children will verify by school and list will prepare within a month. After finding the actual list of these irregular children plan will be implemented for their regular appearances in school. So there is a great need to identify these type of children .we are trying our best to identify these children with the help of SMC, some NGO, community leaders and block level officials in 30 -45 days. So we are proposing intervention for 1396 children (in anticipation) for 3 months through non res. Spl. Training centers. Thus district has plan to motivational support.
88 Time Frame of the AIE Activities in District
Sl. Activities
No. Jan Dec Feb Nov July Aug Oct June Sept ------March - - - 12 12 11 11 May11 11 11 11 11 11 Apr. 11 11 11 12
01 Identification of target group √
02 Constitution of managing committee at √ √ village, cluster and block level
03 Proposal of target group for GIAC √ √ approval
04 Selection of venue/time for AIE center √
05 Arrangement of TLM,charts, block board, √ learning kit for AIE center
06 Selection of EVs √ √
07 Training of EVs √ √ √
08 Hon. of EVs √ √ √ √ √ √ √ √
09 Enrollment and evaluation of enrolled √ √ √ children (Opening of center)
11 Continuous and comprehensive √ √ √ √ √ √ √ √ √ √ evaluation of child in centers
11 Monitoring & supervision of centers by √ √ √ √ √ √ √ √ √ √ dist. project staff/Govt aided/and recognized school/HM
12 Planning and mainstreaming √ √ √ √ √ √ √ √ √ √ √ √
13 Mainstreaming of children in formal √ √ √ school and follow up for further three months.
Time frame of the AIE activities in District
Sl.No. Activities Time Frame
01 Identification of target group 1st Apr.to 30 Apr.
02 Constitution of managing committee at village, cluster and block 20 Apr. to 30 May level
03 Proposal of target group for GIAC approval 15 Apr. to 30 May
89 04 Selection of venue/time for AIE center 15 Apr to 15 June
05 Arrangement of TLM,charts, black board, learning kit for AIE 1st May to 30 May center
06 Selection of EVs 15 May to 15 June
07 Training of EVs 1st May to 30 Nov.
08 Hon. of EVs 1st June to 30 Jan.
09 Enrollment and evaluation of enrolled children (Opening of 30 Apr. to 30 June center)
11 Continuous and comprehensive evaluation of child in centers 1st May to 30 Jan
11 Monitoring & supervision of centers by dist. project staff/Govt 1st May to Dec 31 aided/and recognized school/HM
12 Planning and mainstreaming 15 Apr to 30 March
13 Mainstreaming of children in formal school and follow up for 1st Jan to 30 March further three months.
Training of Education Volunteers Goal
Capacity building of district, block and cluster level personnel, smc, vec enrolled in running these course on academic and management aspects of the programme.
Objective
Following are the specific objectives of the projects
To established a state level core team for special training on bridge course To ensure that two Nodel NGOs from a team of master trainer To provide training to block master trainer in each district through in house master trainers of the Nodel NGO’s To assess the training skill of the block master train involving the two nodel NGO’s.
Special Training
All the school the age group children including OOSC be admitted into regular school in “Age appropriate Class” RTE 2009. Special training to bridge the gap of learning level Block Education Extension Officer of Nodel authority. OOSC identified during micro planning and migrants survey enroll into the nearest Govt. school The HM of the school assess the requirement of the children.
90 The HM in consultation with determine whether child require special training at the school point in residential or non residential or near by school premises. The BEEO makes appropriate arrangement for providing special training to the children In case accommodation is not available at school point the support of the local community /NGO’s and Gram Panchayat may be enlisted for identifying a place/community center for imparting special training Children requiring BRC or Non NRBC training concern BEEO/NGO’s submit the child wise particular to the district project office. BEEO are responsible for running residential /Non residential center in the block In case of regularity noticed in running special training center s or misuses of funds action is taken to recover the amount sanctioned.
Contents of Training Materials
Highlights of instructor guidebook - PRAYAS
The Guide book has been prepared for bridge course teacher. Based on this guide book the teacher will teach in the centers. It contents
Conceptual note on bridge course Conceptual note on bridge learning process and classroom transaction: ablity based grouping of children, tools to be used to assess competencies of students, methods of teaching, sitting pattern, use of TLE, time table preparation Minimum competencies for Hindi, Maths & English from grades I to V (Based on NSERT curriculum) Condensed lesson prepared by clubbing chapters of text books that dealt with similar competencies for all the three subjects. TLM (Flash card, Charts, Word Alphabets cards, Sentence number card, story card of various specified sizes) for each lesson. Instruction notes on teaching method to be followed by bridge course teacher for each lesson for various ability goops in the class- advanced, average, weak prepared. Writes-ups for bridge teachers on how to use different TLM for different ability groups during various teaching methodology group work, self study, direct teaching etc.
During the trailing the trainers will follow the 15 days training modules that concern broadly on following space
Essential qualities of master trainers, roles and duties of masters trainers. SSA components specially alternative innovative schooling bridge course programme. Child rights, violation of child rights, child labour, children staying out of school, gender discrimination. Pedagogical aspects of bridge course, multilevel/multi grade teaching, base lime assessment of children litracy, classroom, sitting pattern, grouping of children, position of display boards, teaching methodologies. Introducing the text book for bridge course- Prayas, lesson wise discussion on competencies. In depth orrientation on Hindi, Maths and English referring condensed text book focusing competencies contents of lesson, process of teaching to be adopted for each ability group, lesson wise TLM to be used during different method of teaching. Preparation of TLM and developing write ups on how to makes TLM.
91 Calendar for Education Volunteer’s training
Sl. Dates Batch Rounds Period Venue Remarks No es
1 20 May 2011 to 30 1st Round 5 Days BRC District management and block 25 th May 2011 management team has to ensure to meet all requirements 2 1st June to 5th 30 2nd Round 5 BRC related to learning at BRC’s June Traning will be residential hence all residential facilities 3 7th June to 11th 30 3rd Round 5 BRC have to be ensured at BRC’s June To training budget is 110/- per teacher per day. Expenditure 4 15th June to 20 30 4th Round 5 BRC has be utilized within the June bidget provision. District office will ensure 5 23rd June to 27 30 5th Round 5 BRC regular monitoring and June supervision.
Alternative and Innovative Education Model will be applied for special training for the education of out of school children through:- Special training
1. Bridge Course :
Centers can be opened for OOSC in urban and rural areas and the type of centre may be on the basis of their learning level.
Target of Teacher Period of required Age group Mode of training pupil centre competen ratio cy
08-09 (Boys & Girls) Non-residential 09-12 months 1:25 Class 2
10-11 (Boys & Girls) Non-residential 10-12 months 1:25 Class 4
10-11 (Boys & Girls) Non-residential 10-12 months 1:25 Class 5
2. Residential Bridge Course :
OOSC boys and girls in urban and rural areas and the type of special training will be provided on the basis of their learning level. Boys and girls may be provided additional support on life skill education. Arrangement of such children may be as under –
92
Teacher Target of required Age group Type of centres Period of centre pupil ratio competency
11-11 Residential 11-12 months 1:40 Class 5 (Boys & Girls)
12-14 Residential 12- months 1:40 Class 6 (Boys & Girls)
Strategy for competency
• Enrolment of children in age appropriate class • Evaluation –Base line test of children through assessment sheets(Maths, Language, English) • Decision of groups as per the achievement level(e.g.A,B,C,D) • Group A- Part I &II (15 -20 days) • Group B- Part I (20-30 days)Part II &III (3months) • Group C- Part I (3 months) Part II (3- months) Part III (3-4 months) • Group D- Never enrolled Part I (3-4 months), Part II (4 months)
Development of bridge materials upto Class V std
• a) Part I - Class I & II • b) PartII - ClassIII & IV • c) PartIII - ClassV
To achieve Entry level Competency one has to undergo
Part I bridge materials – 3 months (first month includes motivational & cultural activities)
• Part II bridge materials – 3 months • Part III bridge materials – 3 months • Final evaluation after completion of Special training • Mainstream in age appropriate regular class
3. Innovative Education Centre : 1. Deprived Urban Children :
Contact centres or drop in centres/Utprearan Kendra :
These are street based centers required to be initiated in areas where there these street children (rag pickers, working in hotel, children staying in bus stands) conglomerate and are willing to come. The objective of these centers is to build rapport with the children and gain their trust & confidence initially. The centers allow the children to drop in whenever they feel like. The centers act as refuge for the children so workers are trained
93 to provide emotional support to them through love, care and empathy. Care is given to find out their case history. The centers provide facilities like food, weekly health check up, bathing facility, games & sports, drama, music, dance, art as these give therapeutic effects on these children. Once these children develop an attachment with the centers academic inputs are given based on the academic package developed by JEPC.
Strategy:-
• Running Help desk- Bus stand ( bus depot/VEC M/S) Search information about run away children orphan, beggars (Timing- 6:00 a.m. to 2:00p.m. & 2:00 p.m. to 11:00 p.m.), can be done, rescue them & admit at RSTC • Contact Points • Rescue vehicle • Setting of transit homes • Helpline • There is an enforcement team to get information 2 home guards,1 NCLP field officer, 1 from labour deptt, 1 from SSA/Education Deptt) • 4Vehicles roam around to catch working children & admit them in transit home • Counselling for behavioural change in transit home • Admitted in RSTC
Help Desk
1. Help desk is an information centre for children who are on the street
• To keep a watch on the railway platforms and Bus stand to make the first contact with the children to counsel and help • To re-Integrate the child in their own families or to be admitted in transit home • Help desk prevent the children who are new to the city ,getting into the life of the street, become vulnerable to abuse
Activities
• Identify children on the street • Keep a vigil on the new children that come in • Counseling • Tracking missing children • Work closely with Police • Have a resource of working in the district
Contact Points
• Contact points setup at location where children are gathering • The objective of the contact point is to identify street children and start rapport, counsel and rescue children for exploitative situation • First aid kit kept available at contact points with volunteers to help street children in medical emergency • Medical assistance, regular awareness sessions and programmes on emphasizing good health and hygiene
Activity at contact points • Contact point where children are gathered and available • Establish rapport and Carry the Kit containing First Aid for treatment of small medical problems.
94 • Play material like Ludo, chess, Cards, and other games are given to children • Innocuous Education through small flash cards, mostly pictorial, encourage children to think, read • Identify Elder children for rescue and train them for becoming peer educators for new children • After establishing trust and rapport children are referred to transit homes
Rescue Vehicles
Contact points are attached with nearest help desks.Local police station,Taxi stand Traffic police,GRP ,STD booth Coffeeshops are linked with Agency,rescue vehicle and child help line.Areawise awareness programme is done by the agency.Coordinators responsibility is to save and protect the life of the child.Norm of RBC is applied.
Transit Homes
• Transit home is a essential for children on the street as facilatating centre for mainstreaming into society through education, vocational training, long term re-habilitation in homes or restored back home or provided skills for self sustainability • Children stay for 3/4 Months to make ready for mainstreaming into society • Children are referred from help desk and contact points to the transit homes. • Qualified counsellor and mentors of transit home take care of children to understand problems and treating trauma and decide where the child can be sent back to home or referred to re- habilitation home
Night Shelters : These centres are meant for street children/railway platform children, children staying in bus stands, children staying in shops/dhabas/garages etc. Night shelters are meant for those who are orphans or abandoned or runaway children or those who have difficulty to stay in their homes due to various factors. Migrant children who work in shops, garages, dhabas and stay in the shop at night. They are brought in to night shelters. Like drop in centre, these centres provide space to children to sleep, relax, take rest. In addition facilities for bathing, food, health check up, first aid facilities are provided. Other than these it also provide facilities like games, theatre, dance, song, art etc to entertain the children and release their stress. Similarly, education inputs based on the minimum competencies set by JEPC are provided to give them functional literacy and numeracy. There can be some children who might attend night shelter at night and go to nearest drop in centres or bridge course centres during day time.
Convergence:
Public Private Partnership School :
In Jharkhand Govt. aided / recognized schools are involved in the towns /cities/villages to reach out to DUC/hard to reach children.
Most of these schools posses space] infrastructure and teachers who provide education to deprived Urban Children after their school hours. Schools can be supported through AIE pattern of education under SSA. Many of these schools have capacity to provide nutrition support, health facilities and re- creation facilities. Some schools can provide logistic support (space, class room, shelter homes). Schools can tie up with local corporate houses, banks, restaurants, clubs to provide nutrition support to them. The following incentive schemes are implemented by the Govt. of Jharkhand through departments like social welfare, tribal welfare, Labour Dept., Health, PHED and NCLP.
95 Mid day meal scheme Free supply of uniforms Scholarship for SC/ST /BC Children Free medical check up Provision of Drinking water and toilet Facilities for schools Intervention of ECCE integrated with ICDS in coordination with social welfare department.
Education for Children of migratory families
Migratory Children:
A large numbers of families migrate for earning children of such families either never enrolled or leave school during migration period. There are interventions in sending and receiving areas.
1. Seasonal hostel : It is found some school going children are forced to drop out from school when their families migrate. Coming back to village they usually don't join the school. Parents fear to leave these children back in the village without guardian. In these situations, it is advisable to introduce hostel facilities with minimum basic infrastructure and facilities for that school. Children whose parents have migrated will stay in the hostel during night- and will continue to go to school where he/she was studying. The hostel will be manned by a local motherly figure retaining the child in seasonal hostels.
2. Village based net schools :
These schools are set up in villages where there is high concentration of migrant population. Their children due to regular migration every year become out of school. These schools act like a net to stop migration of the children. Any old village member selected by the parents of these children act as the guardian and prepare their food. Sometimes, parents also contribute in kinds (dry ration) against each child. These children are taught here with help of community teachers through bridge course package.
Specific intervention for migratory children
The following steps have been taken for specific intervention for migratory children ;
(i) Migration mapping- to know the number of families who migrate ? (ii) Collection of data on – villages, clusters ,blocks, &districts .
Programme for migrant children
• Migration- Inter district or inter state • The district or state both send as well receive labour • Migration occur in pockets or belts • Districts have enumerated the children of migrant families • The SIS is coordinating with the committee to ensure exchange of information and convergence of activities regarding TLM, education volunteers, tracking , mainstreaming etc.
Migration mapping(inter district/inter state)
• Extent & pattern of seasonal migration
96 • Migratory children with or without their families • Details of migratory families, who migrate, when migrate and for how long they migrate, where & what for do they migrate
Steps for migration mapping
• Mapping through participatory rural appraisal technique(PRA) • Taking help of village functionaries, village chowkidars • Anganwadi workers • PRI members • Teachers of the locality • Other community members contacted for assessing the nature and extent of migration • Listing of children • Linguistic background of children • VEC/SMC to maintain migration register & its updation • Migration certificate for children • Counseling of parents • Textbooks • Arrangement of appropriate Evs • Training modules for Evs • Local administration to monitor coverage , retention & learning of migrant children
97 IDENTIFICATION OF SCHOOLS
MIGRATION MAPPING
IDENTIFYING FACTORS
SENDING AREAS RECEIVING AREAS
DISTRICT DISTRICT
BLOCK BLOCK
CLUSTER CLUSTER
VILLAGE LABOUR FLOWS VILLAGE
REPRESENT ON A MASS ASSESS NUMBERS THROUGH RAPID SURVEY ASSESS OTHER FACTORS CLIMATE 28
Function of CRC
• Information of migratory children in sending location taken from school • CRC to know the name of the village and occupation of the family to locate the child • Data entry in sending area for enrollment of migrant children at CRC level • Cluster coordinator enter feedback • Information of migrant children collected at receiving CRC level • Internet connectivity at BRC level
Pattern & timing of mobility-sending areas
• Seasonal hostels in villages • Community based support • Summer bridge course to retain them in the village & continue their education in regular schools • Seasonal migration may be of :- i) Long duration(for 6months or above) ii) Short duration(for 2-3 months) iii) Constantly moving with shifting worksites e.g. in road or building construction
98 Emerging model for education of migrant children in receiving areas
• Readmission in formal schools • Centres at work sites • Residential bridge course centres • Non residential bridge course centres
To enroll out of school muslim minority children.
Step has been taken to cover out of school muslim minority children in convergence with un- recognised maktab and madarsa. Steps are being proposed to provide additional support like TLM grant to teacher, text book to students, vocational training to interested children.
Coverage under Innovative Scheme
Strategies for Urban deprived children, child labour, migratory children, ST/SC and minority children have been worked out to cover through different interventions under AIE such as residential bridge courses, non-residential bridge courses for never enrolled and drop out children. Net schools, seasonal hostels like interventions are planned for children of migratory families to stop migration. Drop-in-centers and Night shelters are introduced for working children and deprived urban children. Besides these, efforts have been made to explore areas of Public Private Partnership taking the help of Govt. aided/recognized schools to provide elementary education to the children of adjacent slums, urban deprived and children of marginalized social groups of rural area.
Steps to ensure quality in AIE
To achieve the goal of quality education, efforts have been made on quality issue e.g. introducing multi grade and multilevel teaching, through intensive training programme of education volunteers, development of appropriate TLM, evaluation practice, regular academic support to education volunteers.
State has developed –
Uniform academic package based upon state curriculum and text book. Abhyas pustika for Hindi, English, Math and EVS. Worksheets for children to assess the children’s learning achievement Guide book for teachers (Prayas). Training manual for MTs. Training module “Arohan” for instructions developed for education volunteers of Hard to reach children. Training provided to EVs
99 TRAINING OF EDUCATION VOLUNTEERS:
GOAL
Capacity building of district, block &Cluster level personnel,SMC/VECor,NGOs, involved in running bridge course on academic and management aspects of the programme.
OBJECTIVES
Following are the specific objectives of the project:-
To establish a state level core team for special training on bridge course To ensure that the two Nodal NGOs form a team of in house master trainers (20 + 20 master trainers) To provide training to Block Master Trainers in each district through in house master trainers of the Nodal NGOs To assess the training skill of the block master trainers involving the two nodal NGOs
IMPLEMENTING PARTNERS
The project is implemented under a tripartite partnership among JEPC, UNICEF andSMC/VECor NGO. Each partner played a key role in implementation of the project.
1. Identifying personnel from different district to groom them as in SMC/VECorNGOs house master trainers 2. Providing training to in house master trainers (15 days) 3. Providing training to Block Master Trainers in each district (11 + 5 days) 4. Support Block Master Trainers to provide training to instructors 1. Provide technical support to JEPC and the two NGOs from time to UNICEF time to develop training plan and training manual for in house master trainers and block master trainers. 2. Act as resource persons during training of in house master trainers 3. Assist JEPC to develop the frame work of the academic package and management aspect of the programme 4. Act as resource persons during various sensitization workshop for the district personnel 5. Organise review meeting to assess the progress and solve problems (if faced) 1. Instruct DPOs to form Block Master Trainers with selected BRP and JEPC CRPS 2. Follow up with district to ensure formation of Block Master Trainers
100
Special Training
• All the School age children including OOSC be admitted into regular schools in “Age Appropriate Class”RTE 2009. • Special training to bridge the gap of learning. • Block Education extention officer as Nodal Authority. • OOSC identified during micro-planning & Migrants Survey-enrolled into the nearest government school. • The H.M. of the school assesses the requirement of the children. • The H.M. in consultation with B.E.E.O. determine whether child require special training at the school point in a residential mode or non- residential mode or near by school premises • The B.E.EO makes appropriate arrangement for providing special training to these children • In case accommodation is not available at school point, the support of the local community/NGOs; youth groups; SHGS and Gram panchayat may be enlisted for identifying a place/community centre for imparting special training. Support of active NGOs enlisted for identifying suitable volunteer for taking up Special training. • Children requiring Residential Training /Non Residential Training,Concerned Block Educational Officer/ NGOs submit the child wise particulars to the District Project Officer • Block Educational Officer responsible for running Residential/ Non residential centre in the block • District project office ascertains the feasibility of running special training centre in the block • Block Educational Officers involve the services of reputed NGOs approved by the GIAC for running special training centres in residential mode/ Non residential mode • In case of irregularity noticed in running Special Training centres or misuse of funds, action is taken to recover the amount sanctioned. criminal case is also lodged against the persons responsible • B.E.E.Os are responsible for 110% enrolment of all school age children in his Jurisdiction(RTE 2009)
Training of in house master trainers
Intensive residential training (15 days) has to be provided to In House Master Trainers in 2 phases
(11 + 5 days). Who in turn will provide training to black master trainers. Block master trainers will provide training EVs
Contents of the training materials:
Highlights of instructors guidebook –“prayas”
The guidebook has been prepared for bridge course teachers. Based on this guidebook the teachers will teach in the centres. It contains:
• Conceptual note on bridge course
• Conceptual note on teaching learning processes and class room transaction: ability based grouping of children, tools to be used to assess competencies of students, methods of teaching, sitting pattern, position of TLE, time table preparation
• Minimum competencies for Hindi, Maths & English from grade I to V (based on NCERT curriculum).
101
• Condensed lessons prepared by clubbing chapters of text books that dealt with similar competencies for all the three subjects.
• TLM (flash cards, charts, word-alphabet cards, sentence/number cards, paragraph cards, story cards of various specified sizes) for each lesson.
• Instruction note on teaching methods to be followed by bridge course teacher for each lesson for various ability groups in the class – advanced, average, and weak prepared.
• Write-ups for bridge teachers on how to use different TLMs for different ability groups during various teaching methodologies: group work, self study, peer teaching, small group direct teaching etc.
During the training, the trainers will follow the training module. It is a 15 day training module that concentrated broadly on following aspects.
- Essential qualities of master trainers, roles & duties of master trainers - EFA, SSA, Components of SSA especially Alternative Innovative Schooling – bridge course programme - Child rights, violation of child rights : child labour, children staying out of school, gender discrimination, - Pedagogical aspects of bridge course- multi level/grade teaching, baseline assessment of children’s literacy, class room sitting pattern, position of display boards, grouping of children, teaching methodologies - Subject wise competencies, lesson wise competencies dealt in govt. text books - Introducing the condensed text book for bridge course – prayas, lesson-wise discussion on competencies. - In-depth orientation on Hindi, Maths and English referring condensed text book focusing- competencies, content of lesson, process of teaching to be adopted for each ability group, lesson-wise TLM to be used during different methods of teaching - In-depth orientation on Maths referring the condensed text book "Prayas" focusing- competencies, content of lesson, process of teaching to be adopted for each ability group, lesson-wise TLM to be used during different methods of teaching - Discussion on lesson wise worksheets – daily worksheets, weekly work sheets, level based worksheets - Evaluation of children on the basis of level based worksheets - Visit to bridge course centres to observe class room teaching practices following multi grade teaching principles - Preparation of TLM and developing write ups on how to make each TLM
Formation of Block Master Trainers
Block Master Trainers - (1 BRP, 3 CRPs: 1 from Maths, Scienc &, English) with 4 persons in each
block.
Training of Block Master Trainers
A 15 day (11 + 5 days) training module has been developed for Block Master Trainers (BMTs). Each block would have 4 BMTs. The training will be imparted by In House Master Trainers. Each batch of Block Master Trainer consisted of 25-30 heads depending on the total number.
102
Students enrolled in AIE centers are mainstreamed in nearby formal schools who’s Headmaster will monitor the centre and supervise the course.
After completion the education volunteer will track the children for at least three months for their retention.
Mainstreaming strategies
Children are enrolled in nearby formal schools. Special training is being provided through Bridge courses .They are monitored by the headmaster of the regular school and are also linked with the village education committee who often monitors them. The students are evaluated by the headmasters of the school. BRP and CRP are engaged to monitor the centers. The children mainstreamed from RBC and NRBC to the formal schools are monitored by concerned NGOs/Govt. and affiliated schools the education volunteers. They are tracked for a period of 3 months. Remedial teaching and special care is provided to them for their continuance in schools.
Monitoring Mechanism
Since quality is a major concern under SSA, its monitoring is a priority. Indicators for monitoring have been developed as per felt needs in order to track the programme implementation.
The monitoring system has been developed. Appropriate monitoring formats have been developed containing quantitative indicators as well as qualitative indicators.
Monitoring and academic support arrangement are from the state to district, district to block, block to cluster and from cluster to school/centres are as under :
SRG/ MOTHER NGO SPO C/I
DIVISIONAL OFFICE
DRG DPO C/I
BRP BPO BRC BPO BRCC
CRP CRC CRCC
HM SCHOOL VEC
AIE CENTRES
PARTNER NGOS
GRAPHIC RE-PRESENTATION OF MONITORING
103
The monitoring arrangement and reporting formats include quantitative data as well as qualitative information of the centres. One of the most important indicators of effective functioning of the centre is the progression of learners to higher grades with appropriate time frame. The indicators to monitor are as follows:
Quantitative Indicators:
Children's enrolment – SC/ST/Girls Attendance Visits of CRP/BRP/ BPO/BRCC/CI/ADPO/DAPO/RDDE/Mother NGOs/ Partner NGOs Meeting of school VEC No of children who have left the centre. Age distribution of learners Distribution of children across different grades and progression to higher grades Children mainstreamed to formal schools. Qualitative indicators:
Class room environment Volunteer's competency and relationship with children Teaching learning process Periodic assessment children's achievement levels Teaching learning process
Monitoring team have been constituted by state project office for monitoring of the programme who monitor the achievements on the basis of qualitative and quantitative indicators.
Residential Bridge Course
Break up of unit cost for centre of 40 students @ 11,000 per child for year
(a) Recurring 8 – 14 age group S.N. Item of expenditure Total estimate Unit cost amount
1 Hon. of EV Rs 2500 / mth 30,000.00
2 Hon. (cook cum night guard) Rs 1100 / mth 12000.00
3 Hon. counselor cum vocational Rs. 250.00 / visit 6000.00 trainer
4 Food 550 x 42 x 12 277200.00
5 Gas / fuel Rs. 1100.00 / mth 12000.00
6 Teaching learning material Rs. 350.00 / student 14000.00
7 Trg. Of education volunteers (15 Rs. 1500.00 / EV 1500.00 days)
8 Health check up Rs. 3800.00 / center 3800.00
104 9 Contingency Rs. 250.00 / child 3000.00
11 Monitoring & evaluation Rs. 200.00 / child 8000.00
367500.00
(b) Non recurring 1. Trunk / black board/ cup Rs. 6500.00 / center 6500.00 board/ locker/ mug, bucket as per need
2. Bed/ blanket/ pillow/ Rs. 450.00 / child 18000.00 mosquito net etc
3. utensils Rs. 200.00 / child 8000.00
400000.00
Non residential training /Innovative center / Drop in centre
Break up of unit cost for innovative centre of 25 children @ Rs. 3000.00 per child per year
Sl. 8 – 14 age group Item of Exp. No. Unit cost Estimate total cost
1 Hon. of EV Rs. 2500.00 / mth 30000.00
2 Trg. (15 days )of EV Rs. 1500.00 / EV 1500.00
3 TLMs Rs. 350.00 / child 8750.00
Teaching learning equipment 4 Rs. 2000.00 / centers 2000.00 / materials
Vocational Trg (hon. of voc. 5 Rs. 200.00 / visit (24 visit) 4800.00 Teacher cum counselor)
6 Toilet facility Rs. 5.00 / child / mth. 1500.00
Supplementary support Rs. 250.00 / child / mth (22 7 16500.00 (food) days)
8 Health check up Rs. 8.00 / child / mth 2400.00
9 Contingency Rs. 110.00 / child 2500.00
11 Monitoring & evaluation Rs. 200.00 / child 5000.00
74950.00
Public private partnership (Govt. aided/recognized schools) : @ 3000/- per child per annum
105
2 EV for 50 1 Hon. of EV Rs. 2500.00/ mth / EV 60000.00 students
Rs. 2000.00 / 2 Trg. Of EV (20 days) 4000.00 instructure
Reading writing 3 Rs. 150.00 / child 3750.00 material
4 TLM Rs. 2500.00 / centre 2500.00
5 Contingency Rs. 2000.00 / centre 2000.00
Monitoring & 6 Rs. 70.00 / child 1750.00 evaluation
74000.00
Back to school camp/night school : for 25 children @ 3000.00 per child per year for 3 months
Total estimated Sl.No. Item of expenditure Unit cost amt.
1 Hon. of EV Rs. 2500.00 / mth 7500.00
2 Trg. (5 days )of EV Rs. 500.00 / EV 500.00
Supplementary support Rs. 350.00 / child (24 days in 3 6300.00 (food) a mth)
4 Reading writing material Rs. 110.00 / child 2500.00
5 TLM Rs. 500.00 / centre 500.00
6 Contingency Rs. 200.00 / centre 200.00
7 Monitoring & evaluation Rs. 50.00 / child 1250.00
Mobile school
1. In Gumla, 200 children migrate from rural areas of other block of the district to the crushers, urban brick kinlns at 6 different sites of Chetar, Dumardih, Armai, Nagphani, Pugu and Dundaria, They reside there for 9 months.
2. 6 Mobile schools shall be run under innovative head provision of Innovative activity @ Rs. 6000/Child/year.
106 3. Here in tricycle rickshaw shall be remodeled to form a mobile school. One teacher for for each of the 6 - mobile school shall be appointed. Provision shall be made payment of honorarium to E.V. @ 2500.00 for 12 months for 6 volunters.
4. After they return to their village, they will study in the Govt. village schools, where they will be enrolled.
5- For this FY.2011-12, for running 6 mobile schools for 200 children, the financial proposal of 12.0 lacs has been proposed.
Mobile School (6 Mobile School, 200 children @ 6000/child/annual)
COMPILE BUDGET FOR OUT OF SCHOOL CHILDREN
Sl. No. Activity New target No. of Proposed Total during 2011- centers unit cost Proposed 12 per child financial cost (in lakhs)
1 Age Specific residential special 250 9 0.20 50.00 training 2 Age Specific non residential 475 15 0.06 28.50 special training 3 Innovation PPP Notredam School 150 1 0.06 9.00
4 Night School 248 6 0.06 14.88
5 AIE Center at Observation Home 50 1 0.06 3.00
6 AIE Center at Gumla Jail for Jail 50 1 0.06 3.00 inmates/ children 7 1 AIE NRBC center at recognised 75 1 0.06 4.50 Madarsa 8 Mobile School 200 5 0.06 12.00
9 Utpreran Kendra 300 8 0.06 18.00
Total 1798 47 0.68 142.88
Hence total budget of out of school children is proposed for 142.88 lac
107 10.10 Free Text Book
Vision: Free text book will be provided to all focus group children namely girls/SC/ST Children of
(1) Government Schools (2) Government aided schools (3) Makthab Madarsa (4) KGBV While textbook is an important ingredient of quality improvement, it also improves the retention of the students. Text book to focus group has been planned under SSA for focus group children including SC, ST boys and all Girls of class I to VIII. General Boys will be given textbook from state Govt. text book will also provided children of recognized/unrecognized Makhtab and Madarsa. Textbook will be supplied directly to children in schools from state level. A monitoring team at district level will ensure supply of books to by supplier to children. Further, the district plan utilizes the saving provision made for text book. Class wise enrolment is given below: -
SC ST MIN OTHERS TOTAL SUB Class B G B G B G B G B G TOTAL I 1110 1208 20245 20322 851 856 4247 4005 26453 26391 52844 II 738 662 11588 11557 718 672 2332 2524 15376 15415 30791 III 569 573 10430 10577 639 607 2283 2209 13921 13966 27887 IV 523 504 9741 9792 563 645 2178 2203 13005 13144 26149 V 514 510 9331 9284 631 63 2196 2265 12672 12122 24794 Total 3454 3457 61335 61532 3402 2843 13236 13206 81427 81038 162465 VI 380 340 6902 7468 475 581 1788 2043 9545 10432 19977 VII 370 300 6187 6661 433 543 1697 1797 8687 9301 17988 VIII 296 245 4905 5358 379 458 1420 1574 7000 7635 14635 Total 1046 885 17994 19487 1287 1582 4905 5414 25232 27368 52600 Grand 4500 4342 79329 81019 4689 4425 18141 18620 106659 108406 215065 Total
As per SSA norms free text will be given to SC/ST Boys all girls of Class I- VIII. Details are given below Total Class SC Boys ST Boys All Girls Boys Girls I 1110 20245 26391 21355 26391 II 738 11588 15415 12326 15415 III 569 10430 13966 10999 13966 IV 523 9741 13144 10264 13144 V 514 9331 12122 9845 12122 Total 3454 61335 81038 64789 81038 VI 380 6902 10432 7282 10432 VII 370 6187 9301 6557 9301 VIII 296 4905 7635 5201 7635 Total 1046 17994 27368 19040 27368 Grand Total 4500 79329 108406 83829 108406
108
Total Target = 192528
Primary (I-V) – 146030 (All girls+SC Boys +ST Boys+ Govt. Aided Madarsa )
Upper Primary Level (VI-VIII) - 46498 (All girls+SC Boys +ST Boys+ Govt. Aided Madarsa )
Financial Provision:
For Primary Level – 146030× 150 = 219.045 Lacs
For Upper Primary Level – 46498 × 250 = 116.24 5 Lacs
335.29 Lacs
Strategies
Distribution of text book will be ensure up to school after allotment of text book from printers for SC, ST & Girls Student from state Government for general student.
Responsibility: SPO & DLO 10.11 Uniform
Vision: Uniform will be provided to all focus group children namely girls/SC/S Children
(1) Government Schools (2) Government aided schools.
While uniform is an important ingredient to remove the socio- economic barrier among children, it also improves the retention of the students. Uniform to focus group has been planned under SSA for focus group children SC, ST, BPL, Boys and all Girls of Class I to VIII.
A monitoring team at district level ensures supply uniform to the children.
Block Wise Details are given below:
Number of Number of Number of children children Breakup of children not children not No. of Children eligible enrolled in Govt. provided provided uniform by the Sl. Block/Municipal provided uniform for uniforms under SSA schools Class I to VIII uniform by the state scheme No. Area by the state state
SC BPL Boys Girls Boys Girls Boys Girls ST Boys Girls Boys Boys Boys 1 2 3 4 5 6 7 8 9 10 11 14=8 15 = (9+10+11) 1 Gumla 15675 16543 0 929 15675 15614 919 9812 3263 15614 13994
2 Sisai 11534 12134 0 679 11534 11455 198 7957 2230 11455 10385
3 Bharno 8430 8900 0 499 8430 8401 178 6508 1115 8401 7801
4 Ghaghra 11015 11679 0 649 11015 11030 307 8946 1163 11030 10416
5 Bishunpur 5547 5510 0 308 5547 5202 152 5135 171 5202 5458
6 Dumri 4871 4871 0 276 4871 4595 255 3975 423 4595 4653
7 Chainpur 4238 4158 0 235 4238 3923 135 3551 365 3923 4051
109 8 Raidih 5216 5255 0 293 5216 4962 305 3263 1087 4962 4655
9 Palkot 6852 7217 0 400 6852 6817 695 4260 1552 6817 6507
10 Basia 4957 4968 0 278 4957 4690 383 3348 809 4690 4540
11 Kamdara 4377 4675 0 258 4377 4417 204 3151 674 4417 4029
Total 82712 85910 0 4804 82712 81106 3731 59906 12852 81106 76489 This figure is on maximum attendance
Plan out lay
All girls 81106 × 400 = 324.424 Lacs
SC Boys 3731 × 400 = 14.924 Lacs
ST Boys 59906 × 400 = 239.624 Lacs
BPL boys12852×400 = 51.40 8 Lacs
Hence we proposed Total 630.38 Lacs under the head of uniform for students of Govt. Schools
110 10.12 Inclusive Education
….. Let us join hands to bring smile to their lives and integrate and make them self reliant.
111
Inclusive Education for Differently Abled children under IED Inclusive Education
Background note
Inclusive education is an ideology and not a programme. It is a concept of effective schools where every child has a place to study and teachers become facilitators of learning rather than providers of information. Inclusion is the general goal in developing nations and the ways of facilitating inclusion are many.
What is the need for Inclusion?
In addressing the issue of "why inclusion", the reality in our context should be reviewed. Some of the important facts in the Indian scenario are as follows:
1. More than 90% of disabled children are found in the rural areas. The special schools as well as integrated education programmes are only a few in numbers and cannot serve all disabled children. Therefore, inclusive education is needed to provide equal educational opportunities to all disabled children in their own locations.
2. As far as the standardized models of integration are concerned, one specialist teacher serves 8 to 10 disabled children of the same category. This approach is not practical in rural areas. In most villages of the country, disabled children of different categories are present. Therefore, the disabled child has to depend on the general school for education. As a result, inclusion is inevitable for these children from rural areas.
3. The extent of disability in each category ranges from mild to severe and profound cases. The mild and moderate cases are more in number than the severe and profound cases and they depend on the general education system. This calls for the involvement of general education so that the children who are currently left out of schools or those who are at risk can be served.
Therefore, the reality in India focuses the need for inclusive education. However, the general education system is yet to be fully sensitized to the educational needs of children with disabilities and therefore, the general system needs the assistance of specialist teachers for occasional help to make inclusive education work. With the inclusion of special education inputs in general teacher preparation, the pre-service teachers in the future are likely to be equipped with skills to teach children with disabilities too in addition to their general classroom teaching. Therefore, presence of a specialist teacher in the inclusive setting in Indian context would be vital for another decade.
To what extent the education documents emphasize Inclusive Education?
Introduction of education of children with disabilities in India can be traced back to the dawn of 19th century. Special school services in the country were initiated mostly by foreign missionaries. The concept of inclusion has been finding its reference in many national education documents in the post- independent period. The article 45 of the Constitution of India is assuring better services to persons with disabilities. The Education Commission Report (1964-66) recommended placement of the disabled child, 'as far as possible' in ordinary schools. The National Policy on Education (NPE) (1986) included a full chapter on "Education of the Handicapped" and formulated guidelines for action. The NPE strongly emphasized the need for the expansion of integrated education programmes. The centrally sponsored
112 scheme of integrated education for disabled children (IEDC) which was introduced in 1974 got a fillip as a result of the NPE. Therefore, efforts for inclusion were persistently made.
To what extent is inclusion promoted through the Persons with Disabilities Act 1995?
The issue of the services for children with disabilities is treated as human resources development with the introduction of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995. As a result of this Act, services for children with disabilities are no more considered a welfare activity; rather it is treated as the right of the disabled child.
The main purpose of the PWD Act is to define responsibilities of the central governments and state governments with regard to services for disabled persons. The Act also ensures full life to disabled individuals so as to make full contribution in accordance with their disability conditions. Blindness, Low Vision, Leprosy-Cured, Hearing Impairment, Locomotors Disability, Mental Illness, and Mental Retardation are the seven disability conditions covered under the Act. As per the Act, the central and state governments shall ensure that every child with disability has access to free and adequate education till the age of 18. Introduction of non-formal education, functional literacy schemes, provision of aids and appliances, education through open schools and universities, etc., are also stressed in the Act. It also indicates that the Government should create adequate teacher training facilities to prepare teachers for special education. Development of research on assistive devices is also envisaged in the Act. Many schemes are being evolved at the national and state levels to implement this Act. Therefore, the PWD Act 1995 is strongly encouraging inclusive education concepts wherever possible.
What types of Services can be provided in Inclusive Education?
In inclusive education programmes in India, three types of services are directly or indirectly required by the disabled child.
Essential Services:
The most essential services in an ideal inclusive setting are to be provided by the general classroom teachers, non-disabled children and parents as well. The concept of child-to-child learning, cooperative learning approaches, etc., have demonstrated that true learning can happen through interaction between the disabled child and all entities in the general school.
A sample list of essential services is as follows:
Planning on instructional strategies for children with disabilities. Teaching content to them Maintaining attendance for curricular and plus curricular activities. General discipline in the classroom Checking home assignments Conducting examinations Evaluation Facilitating child-to-child learning Taking progress of the child Consulting with special teachers about the plus-curriculum needs of disabled children. Interacting with parents of disabled children.
In an ideal inclusive setting, the general classroom teachers provide these services to disabled children. The terminology "essential services" is used here because the disabled child cannot function
113 well in inclusive setting without these vital services. When these vital services are provided by general classroom teachers, the child would be able to get education in the local school itself even if there is no specialist teacher to attend to him/her.
Support Services:
The second type of service required in inclusion is the support service given by the fully qualified special teachers. These teachers provide necessary material support and occasional academic support to children with disabilities and also provide the needed consultancy to regular classroom teachers. The support materials are compulsory but providing academic support by specialist teacher need not be made mandatory. The support services include the following:
* Identifying children with disabilities in the community
* Teaching skills peculiar to disability wherever necessary
* Assisting general classroom teachers if needed
* Arranging assessment for children with disabilities
* Arranging learning materials for children with disabilities
* Arranging aids and appliances
* Monitoring the progress of the child through classroom teachers
Peripheral Services:
The third types of services are the one-time peripheral services which are adhoc in nature. Agencies such as hospitals, rehabilitation centers, and non-governmental organizations etc., can provide one- time services such as identification, assessment, counselling, etc.
The types of peripheral services are as follows:
* Issuing medical reports
* Providing social benefits
* Arranging sponsorship to educational activities
* Counselling to parents
These peripheral services are to be arranged by the heads of institutes of inclusive education programmes. What factors are vital for the success of inclusive education?
Capacity building in the general education:
For the effective implementation of inclusive education for all types of disabled children, general classroom teachers need training on understanding the educational needs of these children. It is ideal to teach about special needs children in the pre-service teacher preparation course itself. The curriculum framework of the National Council for Teacher Education (1998) indicates that the pre-service teacher preparation course should include content on special needs children. Teachers, thus trained, will be in a
114 position to take care of the educational needs of disabled children too in general classrooms if appropriate disability specific assistive devices are made available. The work of the general classroom teachers may be occasionally assisted by specialist teachers.
Adopting need-based instructional strategies:
Inclusive education does not mean just enrolling a child with disability in the regular classroom. The child should be given help to cope up with the regular class work. Therefore, child-centered approach is needed. The ideal inclusive setting would enroll disabled children of all categories and also of different levels of disability. All of them may not require the same kind of assistance. Some may require guidance rarely whereas some others need continuous help. The children in inclusive education may be classified as follows:
a. Children with mild disabilities who can be handled by general classroom teachers with minimal training.
b. Children with mild/moderate disabilities who need counseling services
c. Children with moderate/severe disabilities who need resource assistance including corrective aids and periodical help in academic areas.
d. Children with severe disabilities who require direct attention/preparatory assistance from the special teachers.
Therefore, need-based instructional strategies are imminent in the inclusive setting. The children under category (d) may require the assistance of special teacher to a large extent at the beginning to learn plus curricular skills. Therefore, the extent of assistance should be decided on the basis of the instructional needs of the child. With the proper understanding of need-based instructional strategies, inclusive education will be successful.
Exchange of manpower and material resources:
The success of inclusive education depends on how effectively all departments concerned in the State and local levels can be involved in the total development of the disabled child. Inclusive education is a community involved programme and therefore, its quality depends upon the extent of interaction between the different functionaries of community development. The District Rehabilitation Centers, local hospitals, braille presses, special schools, etc., are to be closely involved in the programme implementation.
Enlisting parents and community's participation:
Ideal inclusive education programmes strongly insist on the importance of parental involvement in education. Parent-interact groups are important for augmenting the quality of inclusive education. The parental involvement not only enriches inclusion but also brings attitudinal changes about disability in the community.
Improving child-to-child learning:
Though general classroom teachers and special teachers are available for providing services to children with disabilities in any locality, the influences of non-disabled children on the educational achievement of disabled children and vice-versa are noteworthy. In fact, the non-disabled children are the best teachers for enabling disabled children to develop proper concepts. The child-tochild learning also
115 becomes relevant in India where the size of the classroom is fairly large. Inclusive settings should tap the child-to-child learning strategy effectively to improve the achievement of all children including that of disabled children.
Making the programme for children with disabilities an integral part of the general educational system:
As stated earlier, the ideal inclusive education in India would be possible only when all general education teachers are capable of serving children with disabilities. Till then, presence of a specialist teacher for a cluster of schools is inevitable. If inclusion is to be successful, the specialist teacher should also be treated as a part and parcel of the general system.
What are the existing practices of Inclusive Education in India?
Both full-fledged inclusive education programmes and quasi-inclusive programmes are being practiced in various forms by different organizations in India. At present, at least 7 implementing strategies of inclusive education are observed in India.
They are listed as follows:
1. Resource models where children with disabilities study in general schools and stay in hostels meant for non-disabled children.
2. Resource models where children with disabilities study in general schools and stay in hostels of the nearby special schools.
3. Resource models where children with disabilities study in general schools and stay with parents at home.
4. Semi-resource models or cooperative models where children with disabilities are taught only by the resource teacher in a separate class in a general school.
5. Itinerant model where a resource teacher visits the child in his/her local school and the child stays with parents.
6. Multi-category resource model where disabled children of different kinds are educated in a general school by the regular teachers and a specialist teacher.
7. Multi-category itinerant model where one special teacher attends to the needs of disabled children of different categories in a particular locality.
An ideal inclusive education concept aims at facilitating total integration of the child in the community. The upcoming inclusive education programmes in India are avoiding separation of children with disabilities from their families for the purpose of education.
Tangible Experiences:
The Centrally sponsored scheme of Integrated Education for Disabled Children (IEDC) being implemented through government and non-government organizations in the country has mainstreamed nearly 150000 children with disabilities in general schools. The UNICEF through the National Council of Educational Research and Training (NCERT), sponsored a programme called Project Integrated Education for the Disabled (PIED) during the period 1987 to 1994 in 10 selected blocks in the States of Madhya Pradesh, Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu, Mizoram, Haryana, Municipal
116 Corporation Delhi and Municipal Corporation Baroda. The main objectives of the PIED were to prepare general education system to achieve the goal of education for all children including those with disabilities, develop an attitude of acceptance of children with disabilities in the classroom and improve the achievement of all children including the ones with special needs. The PIED emerged as the first indigenous inclusive education programme in India. The District Primary Education Programme (DPEP) of the Government of India implemented in the States also as a special focus to serve children with disabilities in mainstream schools.
The initiatives of international non-governmental development organizations in promoting mainstream education too are also stupendous in India. The CBM International, Germany, one of the leading International Non-Governmental Organizations initiated inclusive education in South India in the year 1980. It organized a series of orientation programmes for general classroom teachers and administrators about inclusive education. This enabled hundreds of general schools to enroll children with disabilities, mostly visually impaired children. The CBM also helped local organizations in India to develop mechanisms for providing support services in the form of preparation of Braille books, supply of aids and appliances, teaching aids, etc., to enrich the educational experiences of children with disabilities. Similarly Sight Savers supported many itinerant programmes for visually impaired children in the northern part of the country. Many voluntary organizations in the country are implementing resource models for serving children with visual impairment.
Sarva SHiksha Abhiyan and Right to Education have made it mandatory to provide universal education to all upto elementary level including the CWSN. These special need children has the first right of getting equal opportunity to education.
Right to Education (RTE)-
After the inclusion of right to education, it is mandatory and compulsory to provide free & compulsory education to all children under age group of 6-14 i.e. up to elementary education.
Under RTE it is provided that a child suffering from disability, as defined in clause (i) of section 2 of the Persons with Disabilities (Equal opportunities, protection and full participation)Act 1996 shall have the right to pursue free and compulsory elementary education in accordance with the provisions of chapter V of the said act.
Inclusive education in Gumla
Inclusive education has always been a focal issue in budgetary plans of Gumla district. All out efforts have been made to provide equal opportunity to CWSN to get education in inclusive way. Lots of initiatives have been made in F.Y. 2010-11 and many more have been proposed in this plan of F.Y. 2011- 12
117 Progress Overview of F.Y. 2010-11
In the year 2010-11, under Inclusive Education, Salient activities were carried out in District.
(A) Physical Target
Sl Name of No. of Total No. for No. No. No. No Prov No. No. No. No. Prov Provisi No. No. No. of No. of No. of No District CWSN Budget( Medic for for for for ision for for 3 for for ision on of of of Resour Parental Commun @3000/ al Aide Min HBE esc of foun days Mult Child of Inclusi Sport RBC ce Counselli ity -) Assess & or ort RT dati traini i Cabin Ram ve s Room ng Counselli ment Appli Surg allo on ng disa et ps Toilets ng ances ery wen cour bilit Orien ce se y tation trg. trg.
10 Gumla 4351 108.78 11 329 21 128 60 44 10 1000 44 1300 55 5 11 100 11 75 CRC 75 CRC
Out of the 4351 CWSN, 4108 has been enrolled in schools/special training.
(B) Achievement (Block Wise) 118
Sl. Name of No. of No. for No. for No. for No. No for Provision No. for No. No. for No. for Provision Provision No. No. of No. of No District CWSN Medical Aide & Minor for escort of RT foundation for Multi Child of of of Resource Parental Assessment Appliances Surgery HBE allowence course trg. 3 disability Cabinet Ramps Inclusive RBC Room Counselling days trg. Orientation Toilets trg.
1 GUMLA (U) 471 1 67 4 24 8 1 0 0 1 58 5 1 15 1 8 2 SISAI (R) 417 1 47 2 28 6 1 0 0 1 64 5 1 17 1 6 BHARNO 3 (R) 458 1 0 2 6 4 0 0 0 0 86 5 1 6 1 5 GHAGHRA 4 (R) 402 1 0 1 5 4 0 0 0 0 64 5 1 4 1 7 BISHUNPUR 5 (R) 391 1 0 1 5 3 0 0 0 0 55 5 0 22 1 5 6 DUMRI (R) 350 1 0 2 4 5 0 0 0 0 74 5 0 5 1 5 CHAINPUR 7 (R) 301 1 44 3 4 4 0 0 0 0 68 5 0 7 1 7 8 RAIDIH (R) 361 1 0 2 6 4 0 0 0 0 43 5 0 9 1 9 9 PALKOT (R) 355 1 54 2 15 6 1 0 0 1 88 5 1 3 1 6 10 BASIA (R) 324 1 71 1 6 6 0 0 0 0 84 5 0 4 1 3 KAMDARA 11 (R) 278 1 46 1 25 10 1 0 0 1 56 5 0 8 1 6 TOTAL 4108 11 329 21 128 60 4 0 0 4 740 55 5 100 11 67 Cause for less achievement in teachers training – The non availability of teachers due to Census, Election, Para Teacher strike etc. Cause for less achievement in foundation course training - Due to non availability of training centers. Resource rooms center have not been yet to be developed as residential facilities.
119 Financial Target vs Achievement (District Wise)
Sl. No. Name of Fin. Target Fin. Ach. % of Ach. District (in Lac) (MAR.10) 10 Gumla 108.78 45.86 42.15 % Total 108.78 45.86 42.15 %
Financial achievement a little low due to delay in completion of appointment of resource teacher and technicians and the same shall be completed in April 2011.
120
Annual Plan Proposal and Budget for F.Y. 2011-12
(A) Salient activities with target
Sl Name of No. of Total No. for No. No. No. No Prov Prov No. No. No. No. Prov Provisi No. No. of No. No. of No. of No District CWSN Budget( Medic for for for for ision ision for for 3 for for ision on of of Resou of Comm sports @3000/ al Aide Min HBE esc of of foun days Mult Child of Inclusi RBC rce Pare unity -) Assess & or ort RT Tech dati traini i Cabin Ram ve Room ntal Couns ment Appli Surg allo nicia on ng disa et ps Toilets Coun elling ances ery wen ns cour bilit Orien sellin ce se y tation g trg. trg.
80 80 10 Gumla 4410 132.30 11 410 25 150 150 29 11 10 1000 44 1500 100 20 50 11 11 CRC CRC
In the year 2010-11, major focus is placed on identification of CWSN to meet the gap as per national average and providing academic support to CWSN in particular as well as in general. All the activities are planned in Financial year 2011-12 to ensure 100 percent enrollment of CWSN in schools through Education by Inclusive method.
121 (B) Block wise salient activities with target
Inclusive Toilets Inclusive Sl No Sl Survey No. of RBC of No. No. forHBE No. study center study No. of CWSN CWSN of No. Name of Block Nameof Inclusive Sports Inclusive Documentation Assessment Camp Assessment Distribution Camp Distribution Aids & Appliances’ & Aids days teacher training days teacher Parental Counselling Parental 3 3 Ramps with Hand Rails Rampswith Training of PearTrainingof Groups Counselling Community No for escort allowence forescort No 10 days training caregiversdays training 10 15 days across disability trg. daysacross disability 15 Provision of Provision Workshop/Meeting/Seminar No. for foundation course trg. course for foundation No. Strengthening of resource roomresourceof Strengthening Honorarium to RT & Technicians & RT to Honorarium upgradation of resorce room/BRC asroom/BRC resorce of upgradation Construction of model resource roomresource model of Construction 1 GUMLA (U) 518 1 1 38 194 14 14 120 9 4 1 1 1 10 2 8 17 16 4 1 1 2 SISAI (R) 453 1 1 24 139 7 8 120 11 4 1 1 0 9 2 9 22 18 4 1 1 BHARNO 3 (R) 411 1 1 34 102 7 8 80 2 4 0 1 0 9 1 3 11 10 4 1 1 GHAGHRA 4 (R) 434 1 1 49 146 7 6 80 3 4 0 1 0 9 1 3 10 9 4 1 1 BISHUNPU 5 R (R) 418 1 1 43 96 6 5 80 3 4 0 1 0 9 2 3 8 8 4 1 1 1 1 6 DUMRI (R) 386 1 1 48 131 6 7 80 3 4 0 1 0 9 2 3 12 13 4 1 1 CHAINPUR 7 (R) 338 1 1 44 118 5 4 80 3 4 0 1 0 9 2 2 11 12 4 1 1 8 RAIDIH (R) 402 1 1 45 144 7 6 120 4 4 0 1 0 9 2 2 13 9 4 1 1 9 PALKOT (R) 381 1 1 25 181 9 8 80 8 4 0 1 0 9 2 8 18 14 4 1 1 10 BASIA (R) 347 1 1 36 122 7 6 80 2 4 0 1 0 9 2 3 9 15 4 1 1 KAMDARA 11 (R) 322 1 1 24 127 5 8 80 12 4 0 1 0 9 2 6 19 26 4 1 1 441 41 150 100 10 15 15 Total 0 1 11 11 0 0 80 80 0 60 44 2 11 1 1 0 20 50 0 0 44 10 11 1
122
Major Thrust
1 Strengthening of Identification Process :- In each of the 11 blocks 1 identification camps shall be organized and for which mass publicity shall be done through Nukkad Natak, and other mass media 2 Providing Academic Support to CWSN through inclusive methods and special TLMs for CWSN. Capacity building of teacher shall also be done on inclusive methods of teaching. 3 Coverage status of CWSN in Gumla
Sl. Name of Total No. of CWSN % of CWSN Remarks No. District pop in (11-12) (11-12) 6-14 10 Gumla The percentage of CWSN children 230406 4410 1.91 % has increased from 1.74 % of F.Y. 10-11 to 2.07 % in F.Y. 11-12 The CWSN number in age group of 6-14 has increased 4351 has increased to 4410.
Sl. No. Name of Total pop in No. of CWSN % of CWSN Pop No. of CWSN % of CWSN % Increase District (10-11) (10-11) (11-12) (11-12) 10 Gumla 250295 230406 4410 1.91 0.17 % 4351 1.74
Coverage plan for CWSN in F.Y. 11-12
Sl. No. Name of No. of CWSN In School Out of Coverage of Out of Prov. Under Direct District School School Oosc Mainstreaming
HBE RBC
10 Gumla 4410 4108 302 150 50 15 87
Block wise Enrollment F.Y. 2011-12 (All type of schools – Govt., Aided, Pvt., Special schools, EGS/AIE) sl. LV TB HI SI OI MR 123 CP MD LD ASD TOTAL Block No. B G B G B G B G B G B G B G B G B G B G B G T 1 GUMLA (U) 33 19 8 12 29 24 40 26 56 51 23 18 31 17 51 38 45 29 11 11 327 245 572
2 SISAI (R) 25 22 12 14 31 21 37 21 61 41 34 21 25 20 42 33 37 36 8 12 312 241 553 BHARNO 3 8 13 5 3 14 10 19 8 26 19 15 14 14 13 23 10 20 15 3 3 147 108 255 (R) GHAGHRA 4 12 11 4 5 15 12 15 12 22 24 13 13 16 12 27 24 18 12 4 2 146 127 273 (R) BISHUNPUR 5 9 10 7 6 17 13 21 9 17 21 12 16 12 15 24 17 22 9 5 3 146 119 265 (R) 6 DUMRI (R) 10 9 3 2 12 15 16 13 14 20 11 12 19 11 25 25 17 13 3 2 130 122 252 CHAINPUR 7 13 17 4 4 11 13 23 8 16 15 19 13 17 12 28 11 18 14 4 1 153 108 261 (R) 8 RAIDIH (R) 10 14 3 3 13 11 19 4 21 18 16 12 15 11 25 16 19 13 2 1 143 103 246
9 PALKOT (R) 29 23 12 7 31 21 39 25 48 42 29 21 28 20 45 37 46 23 12 7 319 226 545
10 BASIA (R) 9 10 7 4 10 12 19 8 27 21 12 16 16 15 24 20 22 17 6 4 152 127 279 KAMDARA 11 27 27 15 6 42 18 42 33 56 52 37 24 23 17 42 45 41 39 15 6 340 267 607 (R)
Total 185 175 80 66 225 170 290 167 364 324 221 180 216 163 356 276 305 220 73 52 2315 1793 4108
124 Block wise coverage figure for Out of school Children F.Y. 2011-12
LV TB HI SI OI MR CP MD LD ASD TOTAL sl. No. Block B G B G B G B G B G B G B G B G B G B G B G T 1 GUMLA (U) 4 2 1 3 5 4 2 2 15 8 4 2 0 0 1 1 2 1 0 0 34 23 57
2 SISAI (R) 2 3 2 4 3 5 2 1 12 6 5 2 0 0 1 1 1 1 0 0 28 23 51
3 BHARNO (R) 1 1 1 1 1 1 1 1 4 1 1 1 0 0 0 0 0 0 0 0 9 6 15
4 GHAGHRA (R) 1 1 1 1 1 1 2 2 1 1 0 0 0 0 0 0 0 0 5 7 12
5 BISHUNPUR (R) 1 1 1 1 2 1 1 1 1 1 1 0 0 0 0 0 0 0 0 6 6 12
6 DUMRI (R) 1 1 1 1 1 2 1 1 5 1 1 1 0 0 0 0 0 0 0 0 10 7 17
7 CHAINPUR (R) 1 1 1 1 1 1 3 1 1 1 0 0 0 0 0 0 0 0 7 5 12
8 RAIDIH (R) 2 1 1 1 1 1 1 1 6 3 1 1 0 0 0 0 1 0 0 0 13 8 21
9 PALKOT (R) 3 1 1 3 5 4 2 3 8 5 5 2 0 0 0 1 1 1 0 0 25 20 45
10 BASIA (R) 1 1 1 1 1 1 1 4 1 1 1 0 0 0 0 0 0 0 0 8 6 14
11 KAMDARA (R) 3 2 1 5 4 3 2 2 10 6 4 2 0 0 0 1 1 0 0 25 21 46 Total 20 15 10 22 25 24 12 14 70 35 25 15 0 0 2 4 6 3 0 0 170 132 302
125 ACTIVITIES PLANED IN ANNUAL WORK PLAN & BUDGET 2011-12 SL. ACTIVITIES UNIT UNIT COST TOT TOTAL REMAR N AL BUDGET KS O TAR GET 1 SURVEY 1 0.50 1 50000
2 ASSESSMENT CAMP NO. OF BLOCK 0.15 11 15000
3 DISTRIBUTION CAMP NO. OF BLOCK 0.05 11 5000
4 AID & APPLIANCES AS PER 0.02 PER CHILD 410 820000 REQUIREMENT 5 Training of peer groups No. of schools 0.005 per school 1500 750000
6 Parental counseling No. of cluster 0.01 per cluster 80 80000
7 Community counseling No. of cluster 0.01 per cluster 80 80000
8 3day teachers training 1000 per district Rs.300.00 per 1000 300000 teacher 9 10 days Training of care As per no. Rs. 2000 per care 60 120000 givers givers 10 15 Days Across AS PER NO. OF RT Rs. 3000.00 per RT 44 132000 DISABILITY TRAINING PLANNED 11 UP-GRADATION OF 2 RESOURCE 1.00 PER 2 200000 RESOURCE ROOM/BRC ROOM/BRC PER RESOURCE AS STUDY CENTRE DISTRICT ROOM/BRC 12 STRENGTHENING OF ALL BLOCK (OLD RS. 0.50 PER 11 550000 RESOURCE ROOM & NEW) BLOCK 13 CONSTRUCTION OF ONE AT DISTRICT 10.00 1 1000000 MODEL RESOURCE H.Q ONLY ROOM 14 WORKSHOP/MEETING/ 0.50 1 50000 SEMINAR 15 RAMPS WITH 100 PER DISTRICT 0.10 PER RAMP 100 1000000 HANDRAILS 16 INCLUSIVE TOILETS 20 PER DISTRICT 0.25 PER TOILETS 20 500000
17 RBC AS REQUIRED 1.00 PER MONTH 50 900000 (1 RBC FOR 50 CHILDREN center 50 children each for 9 months)
126 18 HBE(HOME BASED As per Rs. 500 per child 150 900000 EDUCATION) requirement per month 19 Escort Allowances As per Rs. 500 per child 150 900000 requirement per month 20 Hon. To RT & AS PER 0.13 PER MONTH 44 6864000 Technicians SANCTIONED UNIT(3-RT & 1 TECHNICIAN PER BLOCK INCLUDING OLD & NEW BLOCK) 21 FOUNDATION COURSE 10 TEACHER PER 0.055 PER 10 55000 TRAINING DISTRICT TEACHER
22 INCLUSIVE SPORTS AS PER BLOCK 0.15 PER BLOCK 11 165000
23 DOCUMENTATION/DEV. AS PER 0.15 LUMPSUM 1 15000 OF IEP REQUIREMENT
TOTAL 15451000
Details of Activities to be carried out in F.Y 2011-12
1. Identification of CWSN-
In the year 11-12, we have planned to ensure identification of each and every CWSN residing in our District. To ensure this, our planning is to make separate survey as well as co-ordination with other concerned department such as Social Welfare, State Disability Commissioner Office, Health Department etc. to insert age wise column and category of disability in their survey format. We have also planned to make advocacy to include disability in the Census-2011. At district level these survey will be conducted by Resource Teacher, Foundation Course
127 Trained Teacher. A team of Volunteers will be identified and they will be trained at block level on identification processes.
After survey, 5% sample check will be done by the district incharge and after verification of data it will be up graded in the data base which is web enabled.
Support from State Office-A detailed survey format will be developed at state level. One orientation training will be organized at state level. Expert services will be hired for this purpose and uploading on web will be done at state level.
Time Line- April 11 to June 12
Accountability- State IE Co-ordinator, District Incharge & RT
Outcome- All children will be identified irrespective of category of disability.
2. Assessment & Distribution of Aide & Appliances-
By providing, aide & appliances to CWSN means to provide an opportunity of mobility as well as coming closer to the universe. In the year 11-12 our planning is to consider all CWSN irrespective of category and severity. We have planned to organize two camps in each block so that all children can be assessed. This camp will be organized by the help of ALIMCO and other experts who will be hired for the camp. The aide & appliances will be provided under ADIP-SSA scheme. 11 identification and 11 distribution camp shall be organized in each of the 11 blocks.
Support from State Office- One expression of interest will be called at state level to hire the services of Experts for the assessment of Visual, Mental Retardation, Hearing and speech disabled. One camp calendar will be prepared at state level covering the entire 247 block in consultation with ALIMCO & other experts. We have planned to procure MR Kit from NIMH for the mentally challenged.
Time-Line- 1st phase of camp will be organized from April-May 10 while 2nd phase will be organized from Nov-Dec 10.
Accountability- State IE Co-coordinator, District Incharge, Block officials & RT
128 Outcome- All the children will get required appliances which mean a first step towards inclusion.
3. Appointment of Resource Teacher -
In the Year 10-11, we had advertised for the deployment of 33 RTs, in which 8 RT have been deployed till now. In Gumla district, it is in process and it is likely to be completed by the end of April 11.
In the year 11-12, we have planned to recruit another 3 resource teacher in each block which means 1 resource teacher of each major category for a block. We have also planned to enhance the present honorarium from Rs. 10000/- to 13000/- which can be helpful in getting trained personnel into the system.
Apart from this, 11 technicians shall be recruited in April 2011 to establish a wing of technician i.e. - Physiotherapist, Audiologist, etc. in one each of every block.
Time Line- April-May 11
Accountability- State IE Co-coordinator, District In charge
Outcome- All the CWSN will be provided academic support as well as other supportive activities.
4. Capacity Building Programme- Training of General teachers(3 days)- In the Fin. Year 11-12, we have planned to train 1000 general teacher. This training will be organized at BRC level. The training will be completely residential. The mode of training will be participatory as well as activity based. A pool of resource person will be developed consisting of Resource Teacher, Foundation Course Trained teacher and local NGOs. The purpose of training is to develop common minimum understanding of disability and the right of these children to be enrolled in formal schools. Besides this, the aim is to expedite the "Inclusion" mode of education as earliest. Training of general teachers disability specific(7 days)- We have also planned to train the general teachers on disability specific. The purpose is to train those teachers who are handling special children in their classes. A data base is already developed for this purpose and district wise it is planned. This training will be able to develop better understanding in handling these
129 children in general classes and also their proper academic plan can be developed by these teachers. A total no. of 240 teachers will be selected from schools having 20 or more CWSN children and shall be given training under training head of 7 days of specialized residential training. Foundation course training to teachers- This year our planning is to expedite the 90 days training to 10 teachers in the financial year 2011-12. The feedbacks of those teachers who are trained earlier are very encouraging. It has changed the attitude of teachers and they are now making advocacy for the Inclusive Education. The major constraints with us are that we have only two study centre in our state. Due to this less no. we are able to train only 10 teachers. The planning is to increase the number of study centre and keeping in view, we have planned to train five teachers from each block this year. So in F.Y. 11-12 There will be 55 teachers trained under this programme. Training of Child Cabinet (Peer Sensitization)- A Child needs affiliation with their peer group. A peer group can help these children in many ways. It may be from identification to their enrollment and also their retention in the classes. This group can change many more myth related to disability among society as well as family. It can be used as changing agent and keeping in view, we have planned to train our child-cabinet which are very active in all 1828 schools across the district. The training will be organized at school level. For this purpose a pool of resource person will be developed at district level and they will be trained. In the present year we have planned to train 1500 child cabinet across the district. Family/Parental & Community training- In the present year, we had organized parental counseling in 50 cluster of the district. The experience was highly encouraging. We invited Parents of Disabled, community people, local NGOs and some cobbler with cycle repair vendors. The objective was to aware the parents regarding education, community awareness and also on the repairing of aide & appliances. Based on prior experience, we again plan to organize these activities in the district. In the Fin. Year 11-12, 80 no. of training will be organized. Support from State- Module development, Vetting and pilot testing will be done at state level. A pool of resource person will be deployed in the training of master trainers scheduled at district level. Documentation of these training will be done at state level. Time Line- April-July 10
130 Accountability- Accountability- State IE Co-coordinator, District In charge & RT Outcome - Better understanding among teachers, community, parents and providing qualitative academic support to CWSN.
5. Provision of RBC In our district, as per survey provided by the blocks, the number of Blind/MR children is 50 It is difficult to include these children in formal schools. These children need special curriculum and also trained hands in Braille script. Our school is lacking in this facilities. It is also difficult to train general teachers in Braille script in one go. Therefore, we have decided to open some RBC especially for the blind/MR/Physically Challenged. We have planned to run-1 RBC in the district.
Support from State- Training of Resource Teacher, NGO head, monitoring will be done by state. Time Line- May 10 onwards Accountability- State IE Co-coordinator, District In charge & RT Outcome- Providing academic support to CWSN as per their need.
131
10.13. MONITORING, RESEARCH AND EVALUATION
Introduction Several interventions are being carried out at deferent level under SSA. It is necessary to take stock of impact thereof for making them more effective and meaning full. Provision for research work has been made in this regard as per the guidelines. Similarly to assess the learning achievement of pupil it is evaluate them regularly. Evaluation of other intervention is also needed hence the plan has been like wise.
Objective It is necessary to conduct several types of research and evaluation work at different levels to take stock of the impact of the implementation of various interventions and activities. This includes case studies, assessment studies and impact study and learns evaluation. For this purpose the project internet to undertake many activities as described bellow.
Target Proposal for Monitoring Research, Evaluation of school and updating of house hold data/Balganana, implementation of DISE, Comprehensive & Continuous Evaluation etc under Research and Evaluation for 1798 school. Provision for printing & supply of Report card & other asseseries , Quality monitoring tools is being made available in this budget. Details are activities under MRE.
Plan Proposal for 2011-12 Sl.No. Activity Strategy Time Frame 1 Monitoring 1. Formation of monitoring team. NGO’s member retired Every Month Prof/Teach/Unemployed youth) 2. Monitoring by DPO/ADPO/APO/(5 School in a Month),BPO (40 school in a month), BEEO (25 school in a month) 3. Aware and empowerment of SMC 2 Study Work 1. Updating of household survey Upto Oct 2011
3 Topic for a. Impact of teacher's training Upto Jan 2011 Research b. Study on effectiveness of BPO/BRP/CRP c. Study on effeteness of SMC d. Impact of Community (Para) Teacher 4 Evaluation of 1. Quarterly/Half yearly evaluation of learner Upto Oct 2011 Programme 2. Base line assessment study of classroom learning 5 Learners 1. Annual evaluation at district level of govt. school Mar-11 Evaluation 6 CCE 1. Comprehensive & Continuous Evaluation of student (I- Every Month VIII)
132
Expenditure Under Monitoring, Research & Evaluation Head Expected Expenditure Monitoring 4.00 Research & Evaluation 4.00 Comprehensive & Continuous 18.50 Evaluation Total 26.5
Accountability :- District & Block
Outcomes From the above mentioned activity the district team will be in the position to know the gaps between planning and implementation. On this basis further rectification would be required. We will also in the position to see the impact of the activity in the community and data would be updated Create the conducive environment among the teacher and school children and also enhance their confidence level under extra curriculum activity. A new shelter would be created the awareness of the programme and also enhance that the impact of the activity and easier to implementing the programme.
Sl. No. Activities Unit Cost Physical Target Financial 1 Research & Evaluation 0.015 1798 26.97
133
10.14. PROJECT MANAGEMENT
Project Management has an important role to play in effective running of project activities in the district. For this effective staffing arrangement, regular capacity building of district, block and cluster level offices in required.
We in the district follow the decentralized system of Project Management starting from VEC at the village and School level to cluster level management at CRC and Block level Management at the Block level Office of BRC. At the district level there is a sovereign District executive body chaired by the Deputy Commissioner. District Executive Committee and District Task Force Supervise from project planning to Project Implementation. District Project Officer Cum DSE as secretary of above organizes regular meeting DEC and DTF. DTF meeting is to held every month.
District Management Structure:_ The district project office will be equipped with technical, professional, Support and Auxiliary staff headed by district programme officer: -
Sl.No. Designation Sanction Working Vacant Total emoluments Post Post Post ( Rs. Per month)
1 A.D.PO 1 1 0 23484.00
2 Account Officer 1 1 0 16744.00
3 Assistant Engineer 2 1 1 16744.00
4 APO 4 4 0 16744.00
5 ACP 1 1 0 12836.00
6 Accountant 1 1 0 12431.00
7 Stenographer 1 1 0 9612.00
8 Data Entry Operator 2 0 0 9612.00
134
Block Level Management Structure
Sl.No. Designation Sanction Post Working Vacant Total emoluments Post Post ( Rs. Per month) 1 BPO 22 22 0 12836.00 2 JE 11 11 0 11888.00
3 Accountant 11 11 0 9612.00
4 IV th Grade 11 11 0 6390.00
(A) In this AWP&B, the following main provision have been made under project management head-
Sl.No Activities Expected Expenditure (Rs.) 1 District Level Staff 2337540
2 Block Level Staff 7070184 3 Honorarium to DRG & BRC 840000
4 Provision of EPF 60000 Sub Total 10307724 Expected increasement of Salary @ 40% 4099090 for all Project Employees Grand Total 14406814
(B) Management Cost of District Level office
1 Ex-Gratia Staff welfare 10000.00 2 Liveries to staff 50000.00 3 R&M of Equipments 80000.00 4 R& M of Furniture 20000.00 5 Administrative and Operating Cost 100000.00 6 Bank Charges 20000.00 7 Books and Peripherals 36000.00 8 Stationery 150000.00 9 Office Expenses 50000.00 10 Meeting Arrangement 100000.00 11 Telephone and Fax 150000.00 12 Hiring of Vehicles 240000.00 13 T.A/D.A to Staff 120000.00 14 Office contingencies 280000.00
135 15 Staff Training 50000.00
Sub Total 1456000.00
(C) Strengthening of Block Level Office
1 Provision of Laptop to 11 BRC cum block 550000.00 Level Office @ 50000.00 each. 2 Provision of Telephone expenses @ 2500.00 330000.00 x 11 Block x 12 Months each of the 11 BLOs 3 Provision of Maintenance of office 792000.00 equipments @ 6000.00 X 12 months of the 11 BLOs 4 Provision of handicap to each of the BLO @ 275000.00 25000.00 to each of the 11 BLOs 5 Traveling Expenses to BLO officials like 396000.00 BPOs, Accountants and J.Es @3000.00 /month 6 Office contingencies expenditure for 264000.00 running of the 11 BLOs @ 2000.00/Months Sub Total 2607000.00
Grand Total of A, B and C = Budget under Management Head is Proposed to be Rs. 184.69814 lacs
136 10.15 Management Information System (MIS)
Management Information System (MIS) is a major Component under Sarva Shiksha Abhiyan Programme. MIS provides necessary supports in terms of Collection, Compilation, Analysis and Dissemination of data/information required for monitoring and evaluation of the project activities and to facilitate implementation and achievements of goals of SSA.
MIS has three branches - EMIS, PMIS and FMIS.
The EMIS primarily provides following information
1. Access, Retention and Quality related issues.
2. Intervention wise progress.
3. Schooling scenario of children is target group
4. Progress of AIE related issues.
5. Assessment of enrolment
6. GER/NER
7. Collection of data of All type/All Categories of Schools.
8. Training of related personnel.
9. Modification of D.C.F.
10. Computerization of Data.
11. Report Generation & Analysis
12. Recording and compilation of Balpanji
13. Database Creation/Report generation
137
Financial Management Information System
The Accounting System has been computerized with Tally 9.0 ERP version and Commerce Graduates with knowledge in operating Tally system (ACO) have been appointed and latest Tally Version is required in Block Level Offices.
Under FMIS maintain day-to-day expenditure data according to activities and budget.
STRATEGY:
1. MIS cell has been established in District office with 01 ACP and 2 Computer Operators.
2. To monitor Program activities in terms of set Physical and Financial Target, Project Monitoring information in place. 3. To monitor financial achievement we are using latest accounting S/w TALLY. 4. To monitor the progress of school environment and Quality of Education a tool has been developed by NUEPA, New Delhi (National Institute of Planning and Educational Administration). As per the guidance of MHRD, District Information System for Education (DISE) is in place.
Educational Management Information System (EMIS) is used for tracking the Performance Indicators like GER, NER, Transition Rate, and Completion Rate which are used for preparation of AWP&B and its implementation.
DISE data is updates every year by collecting from each & every school Data Capture Format, (DCF) as designed & developed by NIPEA, New Delhi.
NECERT has developed a tool for monitoring of Quality Education namely Quality Monitoring Tools in which we collect data from schools every quarter and compile and analyse it. Apart from the above following monitoring mechanism has been developed in the district as per the project need to provide Support in Plan Preparation, implementation and monitoring. Balpanji Information System - to collect information regarding out of school children Cohort information system - to analyze year wise promotion, Repeaters, Dropout rates etc Annual Examination monitoring system - to collect & compile data required for a annual learners evaluation etc. To develop MIS /Data Centre at Block level Offices 04 set of computer system, Printer, UPS, Table, Chair etc has been provided to each BRCs which serves as a resource centre in the block. 3 System is Provided to each BRCs. To operate and maintain school level information at the Block level Offices an Accountant –cum-Computer operators for every BRC has been placed
138 Activities Proposed under AWP & B 2010-11 Survey of out of school children. Updation of DISE data and dissemination of 2011-12 data up to +2 school level For data dissemination from BRC to District office and vice versa telephone, Fax and internet connectivity has been provided.
139 Jharkhand Education Project, Gumla
Budget Proposed for District & Block Level Offices under MIS for FY 2011-12
per per per per -
Internet, -
Cost towards AMC Cost Contingencies Consumables
& Others -
Sl. participant
District Name HHS of on Total
No.
School per per le Check @ 50/ le Check - @ Rs.22/
Data @Rs. 2 @Rs. Data school by district by school district by school Upgradati @ 50/ offices Capacity Building Training Building Capacity Old Block Old Block 25% 25% Samp DISE DCF & Mannual Printing Printing Mannual & DCF DISE 10% Sample Check @ 200/ Check 10% Sample Block Block offices Block offices District office District office District office District Publication Printing @Rs 40 Per Per 40 @Rs Printing Publication on DCF at District & Cluster level level Cluster & at District DCF on DISE Data dissimination & Trining Trining & dissimination Data DISE District 1.00 1.00 0.60 0.39780 0.55000 3.54780 0 Office 1 GUMLA (U) 0.25 0.50 0.36 0.06679 0.03450 0.33800 0.09660 0.97515 2.62105 2 SISAI (R) 0.25 0.50 0.36 0.04332 0.02238 0.28950 0.06265 0.53259 2.06043 BHARNO 0.25 0.50 0.36 0.03509 0.01813 0.27250 0.05075 0.38622 1.87269 3 (R) GHAGHRA 0.25 0.50 0.36 0.04404 0.02275 0.29100 0.06370 0.51819 2.04969 4 (R) BISHUNPUR 0.25 0.50 0.36 0.03267 0.01688 0.26750 0.04725 0.28330 1.75759 5 (R) 6 DUMRI (R) 0.25 0.50 0.36 0.04622 0.02388 0.29550 0.06685 0.34850 1.89095 CHAINPUR 0.25 0.50 0.36 0.03945 0.02038 0.28150 0.05705 0.29531 1.80368 7 (R) 8 RAIDIH (R) 0.25 0.50 0.36 0.04066 0.02100 0.28400 0.05880 0.29657 1.81102 9 PALKOT (R) 0.25 0.50 0.36 0.05203 0.02688 0.30750 0.07525 0.36425 1.93590 10 BASIA (R) 0.25 0.50 0.36 0.04090 0.02113 0.28450 0.05915 0.31985 1.83552 KAMDARA 0.25 0.50 0.36 0.04017 0.02075 0.28300 0.05810 0.28819 1.80021 11 (R) Districts Total 1.00 2.75 1.00 5.50 0.60 3.96 0.48134 0.24863 0.39780 3.19450 0.69615 0.55000 4.60812 24.98653
140 Implementation Shedule
1. Collection & Compilation of DISE Data- September 2011 to January 2012 and as per the State Implementaion schedule. 2. Compilation of House Hold Survey Updation – November 11 to December 11 3. Training of personnel - Jun 11 & December 11
Accountability
1. DPO/ ADPO, MIS In charge, BRCC & Computer Operators.
Management Information System
Thus for MIS activities Financial Outlay of 24.99 lacs (Twenty four lacs ninety nine thousands) have been proposed in the FY 2011-12
141 10.16. Innovative Activity
10.16.1 Early Childhood Care and Education Under Innovation :- Early childhood education is a support programme for the accomplishment of the goal of universlization of primary education in Gumla district the dropout rate is very high in the class 1. It is only because of non availability of pre schooling 03-06 years is scientific age of the children to admit them in school because this is the age when mental skill develops. The children who are enrolled in ECCE center develop a habit of sitting. The learn how to interact with the other sites like teachers and other people. The child to sare things with other children of the same age group and to interact with others. After completing pre schooling child doesn’t have any short of afferied from school which increases the retention. As in order to ensure absolute enrollment in elementary formal education these gap act as failure group. It we get successful.
Progress Overview:
In the financial year 2010-11 the fund of ECCE innovation activity have been utilized by the running previous 71 ECCE under SSA no. of children benefited in Gumla district is 1845.
Progress Overview of ECCE children for 2010-11 under innovation activity
Sl. Total no. of Financial Achievement Target No. ECCE center Achievement (in Lac)
1 71 1845 5.61 5.00
Strategy:
It is pertinent to add here that 864 ICDS centers (anganwadi centers) are being run in the district through ICDS programmes. In addition to this 71 ECCE centers are being run under SSA in the financial year. The coverage under ICDS programme is summarized as under –
142
Block wise No. of Anganwadi Centre
Name Of No. of Anganwadi Sl.No. Block Centres
1 Gumla 150
2 Sisai 101
3 Bharno 66
4 Ghaghra 112
5 Bishunpur 22
6 Raidih 85
7 Chainpur 62
8 Dumri 95
9 Palkot 87
10 Basia 90
11 Kamdara 79
Total 1002
1932 children in the age group of 3-6 are covered in SSA run 72 centers and 48792 children of the age group are covered under ICDS run 1002 centers .
The greatest challenge before us is to bring the children to the ICDS run aanganwadi centers on SSA run ECCE centers. Although, the areas are covered under the program, these groups of children are still not coming to the centers.
Proposed New ECE No. Of Sl. No. Of Centre in AWP&B 10-11 Name Of Block running ECE No. Children (Where ICDS Centre is not Centre running) 1 Gumla No fresh proposal of opening ECCE under SSA is proposed 22 716 in the F.Y. 2011-12
2 Sisai 6 156 3 Bharno 9 241 4 Ghaghra 6 120 5 Bishunpur 4 164
143 6 Raidih 2 56 7 Chainpur 7 118 8 Dumri 7 172 9 Palkot 2 53 10 Basia 0 0 11 Kamdara 6 136 Total 71 1932
PROPOSALS IN AWP&B 2011-12
1. Support in Jail
We plan to open Anandayi Kaksh in jail at Gumla district which is to be open in 2011-12. Aims of open Anandayi Kaksh in jail to educate the 3 to 6 years children & to provide better educational environment to them.
Sl. No. Activity Amount
(Rs.in Lacs)
1 Wall painting in anandayi kaksh 0.30
2 Border of the anandayi kaksh 0.20
3 Strengthening of anandayi kaksh 0.40
4 Instructor ( 2 X Rs. 5000 X 12) 1.20
5 Light Food ( Rs. 5 X 25 X 365) 0.46
6 Contingency 0.20
Total 4.56
Grand Total 17.515 + 4.56 = 22.075 we proposed budget 2011-12 for 71 ECCE center and Anandayi Kaksh in jail.
Time line – June July 2011
2. PROVIDING STANDRISED LEARNING KIT IN 10 PRIMARY SCHOOL
Providing standardized leaning kit in primary school in F.Y. 2011-12 we plan to provide standardized learning kit in primary school for 3 to 6 yrs. Age group children
144 on point basis for readiness of the schooling habit to children and children learn by playing and learning method.
Budget : @ Rs. 1000/- X 10 school for standardizes learning kit for primary school = 10000/-
Time line June July 2011
3. Training for Anganbadi Sewika : Training for Anganbadi Sewika training organized to make them more sensitive about child learning.
Budget: Training to Ananganbadi Sewika @ Rs. 50/- X 4 days X 100 = 0.20 lac
COMPILE PROPOSED BUDGET FOR ECCE F.Y. 11-12
Sl. No. Activity Budget Remarks
1 ECCE center in Jail 4.56
2 Standardized learning kit in .10 primary school
3 Training for Anganbadi Sewika 0.20
Total 4.86
145
10.17.2. COMPUTER AIDED LEARNING (CAL)
COMPUTER AIDED LEARNING (CAL)
VISION: - The reduction in drop out and repetition rate, enhancement in the achievement levels and making learning joyful are some of the objectives of SSA. The use of computers in the form of Computer Aided Learning (CAL) might help in achieving the said objectives under SSA. Teaching through multimedia offers an interactive environment for all subject and skills. Young children respond quickly and naturally to appropriate technologies.
TARGET: Over the years, under SSA, 28 Middle Schools and 10 KGBVs have been taken up for Computer Aided Education detail as follows -
No. of Govt. UP Schools covered under CAL Sl. Name of Govt. No. Revenue Block UP Through Through Through Others Total Schools Everonn Educomp ACES
1 2 3 4 5 6 7 8 1 GUMLA (U) 69 3 1 6 0 10
2 SISAI (R) 52 3 1 1 0 5
3 BHARNO (R) 52 1 1 0 0 2
4 GHAGHRA (R) 51 1 1 2 0 4
5 BISHUNPUR (R) 40 0 1 1 0 2
6 DUMRI (R) 55 0 1 2 0 3
7 CHAINPUR (R) 44 0 0 1 0 1
8 RAIDIH (R) 47 0 1 3 0 4
9 PALKOT (R) 62 0 1 1 0 2
10 BASIA (R) 44 0 1 2 0 3
11 KAMDARA (R) 45 0 1 1 0 2 Total 561 8 10 20 0 38
146
No. of Beneficiaries under CAL
No. of Beneficiaries in CAL Sl. Name of Revenue In In In ACES In Other No. Block Everonn Educomp Total Schools Schools Schools Schools 1 2 3 4 5 6 7
1 GUMLA (U) 1164 93 1381 0 2638
2 SISAI (R) 907 96 259 0 1262
3 BHARNO (R) 416 97 0 0 513
4 GHAGHRA (R) 404 101 752 0 1257
5 BISHUNPUR (R) 0 90 242 0 332
6 DUMRI (R) 0 83 195 0 278
7 CHAINPUR (R) 0 0 181 0 181
8 RAIDIH (R) 0 85 492 0 577
9 PALKOT (R) 0 87 483 0 570
10 BASIA (R) 0 83 310 0 393
11 KAMDARA (R) 0 88 49 0 137
Total 2891 903 4344 0 8138
1. EVERON India Provided 5-7 computer system in each of the 8 above schools. Schools has been covered with telephone with internet, teachers, generator, educational CDs and primers (I, II, III) and other stationary items. 2. Computer Aided Learning of these schools are running by the school authority and Govt/ Para teachers trained by the Eveonn Ltd. after completion the contract of EVERONN Ltd. by Jan 11. 3. Educomp provided 5 computer systems, 01 Computer Teacher in each of the 10 KGBVs. 4. In the 20 Middle schools of the district CAL has been provided by the JEPC Ranchi / District office where 01 teacher in each school has been provided by the ACES India Ltd.
147 Proposal for the CAL for FY. 2011-12 Intervention of 8 Middle schools where CAL were provided by EVERONN
In the 08 of already covered upper primary schools shall be provided continued support under CAL through the following –
(1) By providing 01 of Computer qualified Part time teacher for 3 hours per day in each schools. Hence the salary of the teacher can be proposed @ Rs. 5000/ month for 11 months for 08 schools. (2) Provision for conducting of Practical Classes fuel is required to conduct 02 practical class in a week of each class (VI-VIII) of 01 hr. hence the financial proposal @ Rs. 55/Lt per practical classes for 1 hrs. per day for 240 days . (3) Stationary Items like Printer ribbon, paper, CDs etc @ Rs. 5000/year per school
Provision for CAL in 20 Upper Primary Schools running by JEPC/ District Office
1. 02 Nos. of Computer sets have been provided to each of the 20 middle schools under the district in the FY 2004-05 2. Presently as per the reports of concern HMs and monitoring by the district /block officials maximum nos. of computers are not in working condition. Hence the AMC is required for the proper maintenance of the systems.
Intervention in 10 Kasturba Gandhi Balika Vidyalayas 10 of the KGBV run in 10 Blocks table which have been provided CAL through innovation funds under Innovative Education shall be provided with recurring expenditure requirement of stationary, educational study material and honorarium to computer teachers.
20 New schools have been identified to start Computer Education & Computer Aided Learning in this Fy. 2011-12 as follows –
No. of Schools to be covered Sl. No. Name of Revenue Block this year (List to be attached)
1 2 3
1 GUMLA (U) 7
148
2 SISAI (R) 1
3 BHARNO (R) 2
4 GHAGHRA (R) 2
5 BISHUNPUR (R) 1
6 DUMRI (R) 1
7 CHAINPUR (R) 2
8 RAIDIH (R) 1
9 PALKOT (R) 1
10 BASIA (R) 1
11 KAMDARA (R) 1
Total 20
(3) Support to Previously SSA run 20 school covered for CAL
These computer lab of these school is divided of many essential equipments needed for smooth running of CAL So they will be provided with 3000/-p.m. for 12 months i.e. 6.0 lacs shall be kept for the same under this head.
List of Newly proposed CAL schools for F.Y. 2011-12
Sl. No. Block School Name
1 CHAINPUR GOVT GIRL,S M/S CHAINPUR 2 BISHUNPUR GOVT GIRL'S UPG MS BISHUNPUR 3 BASIA GOVT MS NAREKELA 4 BHARNO GOVT UPG MS DUMBO. 5 RAIDIH GOVT UPG MS LODAM KOTHATOLI 6 SISAI GOVT UPG MS NAGPHENI 7 GUMLA GOVT UPG MS PUGUGHANSITOLI 8 DUMRI GOVT UPG MS RATASILLI 9 PALKOT GOVT.BASIC MS BAGHIMA 10 GUMLA GOVT UPG MS DUMARDIH
149 11 GUMLA GOVT MS MURKUNDA 12 GUMLA GOVT URDU MS KOTAM 13 GUMLA GOVT MS DUMARLA 14 GUMLA GOVT MS SISHI 15 GHAGHRA GOVT GIRLS MS GHAGHRA 16 GHAGHRA GOVT MS TOTAMBI 17 KAMDARA GOVT MS LOYANGA 18 BASIA GOVT MS MORENG 19 BHARNO GOVT MS KARANJ 20 SISAI GOVT MS PUSO
150 10.16.3 Innovative Minorities Introduction:
Child population muslim communities 6-14 age group boys 5243, girls 4854, total 10098. Enrollment muslim communities children 6-14 age group boys 4698, girls 4349, total 9047.
Objective:
Enhance literacy level to the Muslim community. Sensitize the minority community toward education. Improve performance of teachers working in recognized and unrecognized Makab/ Madarsa. To give them technical and economic support. To give special attention towards minority girls. Develop and promote facilities to provide access to elementary education for minorities children. Facilities retention of minorities in schooling system. Ensure greater participation of minority girls in education. Improve quality of education. Stress upon the relevance and quality of minority girls education for their empowerment.
Progress Overview 2010 - 11
In the F.Y. 2010-11 under the head of innovation minority education many activity are taken and supporting financially and motivationally. Some activities are taken like recognized Madarsa 01 (Faiz- A- Aam, Gumla Enrolled 63 children), under the innovation head 14 out of school muslim minority children are enrolled in recognized madrasa. Under the innovation head run mobile school in Gumla district in working site area covers and motivated towards primary education 50 children’s are benefited through night school and NPEGEL enrolled 20 minorities’ girls. Affiliated madarsa 01(Madarsa Basua Gumla Enrolled– 150 Children). SSA interfere in the F.Y. 2010 – 11 and in 01 affiliated madarsa district have supported by providing subject specific resource person, Urdu/Hindi, G.K. books, Urdu/Hindi news paper in library and 12 minority children of district had been taken for education tour.
Sl. Financial Target Achievement up to Jan Remarks No. (in laces) 2010
1. 11.04 4.37
151
For F.Y. 2011 – 12 Proposed Budget
In F.Y. 2010 – 11 Running Computer Education Recurring Project:
1. The Recognized Madarsa Faiz- A- Aam, 0.58 Lacs shall be provided to meet the recurring expanses’ of running the computer aided education as per follow : -
Sl.No. Activity Unit Cost Financial
1. Honorarium to computer @Rs4500.00/- per 54000/- instructor month for 12 months × 1 Instructor
2. computer stationary and allied @ Rs 4000.00/- 4000/- annum
Total 58000/-
2. Computer education in Govt. Aided Middle School :
Target School: -
(i) Lutheran MS Gumla.
(ii) St. Anna MS. Majhatoli, Raidih.
(iii) RC MS Roshanpur, Sisai.
This selected school would be provided computer education.
Sl. No. Activity Unit Cost Proposed Budget
@Rs 50000 × 2 set × 3 1. 02 Computer set in each school Govt. minority aided 300000/- school.
@Rs 4500 per month Honorarium for computer 2. × 12 month × 3 162000/- instructor instructor
@Rs 10000 × 3 school 3. Computer stationary 30000/- Per annum
@Rs 10000 × 3 per 4. Hardware peripherals & Furniture 30000/- annum
2000 × 3 school per 5. Contingency 6000/- annum
152 Total 528000/-
3. Provision of excursion visit for children of district level:-
Sl. Budget Activity Unit Cost Education Tour Plan F.Y. No.
District office, Banks, Per School Rs Excursion Per child 300/- Dist Park, Science @ 300/- × 500 1. district 150000/- X 500 children Centre Dist Museum children level etc.
4. awarnance Campaign:-
In Minority District Block/CRC where children for enrolment and Retention awarnance, Campaign drive.
Minorities pockets Block sisai, Gumla, Bharno, Chainpur, Dumri, Bishunpur where children enrolment and retention awarance campaign drive should be done.
Nukar Natak Activity, Mobile van campaign activity should be done. Mobile van flex/banner loudspeakers Recoder sound material regarding subject of RTE Rule of responsibility of community Mobilized community in the day of Hatt/Bajar in the Dist.
Sl.N No. of Activity Block Unit Cost Fin o. Block
Sisai, Gumla Nukad Bharno, RS @5000/- × 7 1. 07 35000/- Natak Chainpur, Dumri, Blocks Bishunpur, Raidih
Sisai, Gumla Rs @ 5000 fuel Moble Bharno, sound system 2. campaign 07 35000/- Chainpur, Dumri, and pomplate × van Bishunpur, Raidih 07 Block
Total 14 70000/-
153 Total Minority innovation Budget: -
Proposed for Sl. No. Activity Remarks F.Y. 2011-12
Honorarium to computer Recurring expanses’ for Faiz- A- 1. 58000/- instructor, computer stationary and Aam, Gumla allied.
Providing computer education in 2 528000/- Gov min Aid School
3 Excursion visit for children 150000/--
4 Awareness Campaign 70000/-
Total 806000/-
Total Proposed Budget for Innovation Minority Education 806000/- (Eight Laces Six Thousand) Rupees only.
154 10.18 COMMUNITY PARTICIPATION AND ENVIROMENT BUILDING
VISION:-Decentralization of powers to community namely village education committee, school managing committee under RTE and Panchayti Raj local representatives is a part of implementation strategy of SSA. People participation is must for universalisation of elementary education. SSA also envisages a decentralized approach of planning in the way of top to down approach. It reflects the reality at grass root level.
Right to Education :- “Right of child to free and compulsory education” emphasizes the need of Village Education Committee /School management committee consisting of the elected representatives of the local authority, parents or guardians of the children admitted in school. The RTE rules stresses on following functions of VEC /SMC :- Prepare and recommend school development plan. Implementation of school development plan. Monitor the working of the school. Monitor the utilization of the grants released – TLM, TLE Repair & Maintenance grants, school development grant. The school development plan is the basis for preparation of CRC/BRC & district level AWP&B. OBJECTIVE :- To motivate community through various advocacy measures for participation like campaigns and awareness generation activity. To empower communities to play an effective role in universalization of elementary education. To make the community aware of education for hard to rich children such as child labour, migrant, minority and children with special need. To develop sense of ownership To establish social audit mechanism at school level through VEC so that transparency in programme implementation under SSA could be ensured. To motivate community for the ownership of the SSA programmes and management of schools. Steps taken:- Community has been oriented on following as through residential, non residential and one day orientation at district, block and cluster level on following issues:- A. Improvement of Quality Education by motivating them for ensuring use of lesion plan, curricullam and TLM by the teachers at the school. B. Improving teacher attendance by SMC, VEC. C. Improving student attendance by SMC, VEC. D. On need of regular metting of VEC/PTA/MTA for management of schools. E. Sensitization of parents and SMC for ensuring girls enrollement and education.
155
Progress over view of F.Y. 2010-11
At cluster level and school level the members of village education committee and school managing committee who are newly constituted as per RTE where oriented by the CRPs and HMs at cluster and school level. At block level members of Mata Sammittee and Saraswati Vahini were oriented by the block level BPOs/BRPs.
One day orientaion of SMC Members (04 from each of the Govt. Schools) were organized at district level on 29.03.11 in which all 1805 VEC Presidents participated. Diputy commissioner and state officials also participated covering 6564 members of the SMC and VEC out of the community head of management head.
i. Fiancial Progress Overview of 2010-11 Community Residential Training as on 31/03/2011 PAB Approval Achievement Percentage % (2010-11) Phy Fin Phy Fin Phy Fin 8582 11.04 3680 11.04 3680 11.04
Community Non Residential Training as on 31/03/2011 PAB Approval Achievement Percentage % (2009-10) Phy Fin Phy Fin Phy Fin 14720 22.08 14720 22.08 14720 22.08 Thus out of the financial provision of 33.12 lacs, the expenditure till 31.03.2011 is also the same.
156
Proposal for Financial Year 2011-12
For Community Participation following activities will be taken:- 1. Community Moblization Activities 1. Maa Beti Mela at cluster level: for ensure community participation maa beti mela in every CRC in the month of Aug.11 right to education act and improvement of girls education in the mean focus area of maa beti mela will organizing because of full filling gender gap and woman literacy rate as census 2011 literacy rate male – 76.87 % and fem ale literacy rate – 56.97 % total 67.92 in Gumla sex ratio – 993. 2. Bal Mela at school level: Bal Mela will organized at school level in the month of Nov. through Bal Mela parents of children also suppose to involved to the system of education. Co curricular activity, quality education and right to education act will be the main focus area of the Bal Mela. 3. Wall writing at school level: Through wall writing community will be aware and mobilization of community SMC members right to education act. and role and responsibility of community regarding education subject based wall writing in Kurukh and Hindi language will be done in each and every habitation of district. 4. Nukkad Natak at CRC level: For the mobilization of community right to education act and role and responsibility of community regarding education subject based Nukkad Natak and cultural activity with the help of Kurukh, Nagpuria at CRC level and local hat bazaar in district level. B. Monitoring Mechanism forCommunity Mobilization activities
Sl. Community Mobilization Monitoring Mechanism No. Activity District Block Community mobilization DPO/ADPO/APO/DRP will monitor BEEO/BPO/Resource Person will 1 residential training at BRC at least 100% training prog. monitor 100% Training Prog.
Community mobilization non DPO/ADPO/APO/DRP will monitor BEEO/BPO/Resource Person will 2 residential training at CRC at least 100% training prog. monitor 100% Training Prog.
DPO/ADPO/APO/DRP will monitor BEEO/BPO/Resource Person will 3 Maa Beti Mela at least 100% training prog. monitor 100% Training Prog. DPO/ADPO/APO/DRP will monitor BEEO/BPO/Resource Person will 4 Bal Mela at least 100% training prog. monitor 100% Training Prog. BEEO/BPO will monitor 50% wall DPO/ADPO/APO/DRP will monitor 5 Wall Writing writing and Resource Person will at least 100% wall writing monitor 100% wall writing
157 BEEO/BPO will monitor 50% wall DPO/ADPO/APO/DRP will monitor 6 Nukkad Natak writing and Resource Person will at least 100% wall writing monitor 100% wall writing DPO/ADPO/APO/DRP will monitor BEEO/BPO/Resource Person 7 Flex Hording at least 100% flex hording monitor 100% flex hording
1. Regular monitoring & follw of the for activities by state/Division and District level. 2. Quterly Aam Sabha/ Social Audit through PR institutions, NGOs and public. we are planning to ensure quarterly execution of aam sabha & social audit for building managerial & educational environment in village. In aam sabha social audit of school managing front of every community about education system of catchment area. ii. Detailed process to the enrolled in community leaders training for 2011-12 (District to Grass root level) Sl. Block No. of No. of Total No. of Total No. Total No. of Cluster School Existing of Nagar Panchayat SMC Panchayats Wards 1 Gumla 20 226 226 25 20 2 Sisai 15 165 165 18 3 Bharno 11 124 124 12 4 Palkot 13 189 189 14 5 Basia 9 156 156 15 6 Kamdara 7 126 126 10 7 Raidih 8 168 168 13 8 Chainpur 7 156 156 10 9 Dumri 9 178 178 14 10 Bishunpur 8 115 115 10 11 Ghaghra 11 170 170 18 Total 118 1773 1773 159 20
158
SMC Detail : Sl. Block No. of No. of Parents No. of No. of PRI No. of Bal SMC Member Teachers Members Members Male Female Members
1 Gumla 226 1200 1260 452 226 226 2 Sisai 165 1042 950 330 165 165 3 Bharno 124 736 740 248 124 124 4 Palkot 189 1113 1155 378 189 189 5 Basia 156 742 806 312 156 156 6 Kamdara 126 736 776 252 126 126 7 Raidih 168 749 847 336 168 168 8 Chainpur 156 745 803 312 156 156 9 Dumri 178 842 826 356 178 178 10 Bishunpur 115 678 666 230 115 115 11 Ghaghra 170 998 1030 340 170 170
Total 1773 9581 9859 3546 1773 1773
Training Strategy : 1. At district level 118 resource person who will be primarily DRP shall be given 3 days non residential training for issues related to community mobilization. For providing training to them master trainers trained at state level shall be used. Training shall be given in 2 batches in the month of May 2011. 2. The CRPs trained by district level shall 3 days training for capacity building of SMC members out of which :- 3 days non residential training for 16 SMC member shall be given at CRC level. Detail of the plan for non residential training of cluster level : Sl. No. Name of Name of Cluster Total Number of Block Batch 1 BASIA GOVT. U.M.S DAKEYA 1 2 GOVT.BOYS M/S,BASIA 6 3 GOVT.GIRLS M/S,BASIA 6 4 GOVT.M/S, SASIYA 4 5 GOVT.M/S,BANGALKELA 6
159 6 GOVT.M/S,ETAM 3 7 GOVT.M/S,MORENG 4 8 GOVT.M/S,NAREKELA 6 1 BHARNO GOVT GIRLS MS BHARNO 4 2 GOVT.BOY'S M/S,BHERNO 5 3 GOVT.M/S,AMALIYA 2 4 GOVT.M/S,AMBERA 3 5 GOVT.M/S,DOMBA 6 6 GOVT.M/S,KARANJ 4 7 GOVT.M/S,MAHADEO CHENGARI 2 8 GOVT MS PABEYA 3 1 BISHUNPUR GOVT M.S DUMBERPAT 2 GOVT UMS MANGIRA 3 3 GOVT,P/S, BANARI 5 4 GOVT.M/S,BANALAT 6 5 GOVT.M/S,BISHUNPUR 6 6 GOVT.M/S,NARMA 6 7 GOVT.M/S,TUMSE 6 1 CHAINPUR GOVT M.S BESNAPAT 4 2 GOVT.M/S,BENDORA 7 3 GOVT.M/S,CHAINPUR 7 4 GOVT.M/S,SILPHARI 8 5 GOVT.M/S,SIVIL 8 6 GOVT.M/S,TABELA 6 1 DUMRI GOVT P.S AMAGAON 3 2 GOVT.GIRL'S M/S.JAIRAGI 11 3 GOVT.M/S,DUMRI TANGARDIH 8 4 GOVT.M/S,HARIHARPUR 7 5 GOVT.M/S,KHETALI 5 6 GOVT.M/S,MAJHGAON 6 7 GOVT.M/S,SISI PATRATOLI 5 1 GHAGHRA GOVT MS BARWATOLI 5 2 GOVT MS HAPAMUNI 4 3 GOVT MS TILSIRI 6 4 GOVT.M/S,ADAR 8 5 GOVT.M/S,GHAGHRA 5 6 GOVT.M/S,SARANGO 7 7 GOVT.M/S,SHIVSERENG 6 8 GOVT.M/S,TOTAMBI 5 1 GUMLA GOVT MS ARMAI 6 2 GOVT MS DHIDHOULI 4 3 GOVT MS KARUNDI 3 4 GOVT MS KESIPARA 3 5 GOVT MS MURKUNDA 4 6 GOVT MS RAJENDAR ABHYAS 3 7 GOVT PS KADAMTOLI 3 8 GOVT. M/S , GARHTOLI 3
160 9 GOVT. M/S,BASUA 2 10 GOVT. M/S,FORI 4 11 GOVT. M/S,GUMLA 3 12 GOVT. M/S,TOTO 6 13 GOVT.M/S,ASANI 3 14 GOVT.M/S,KARAUNDA 5 15 GOVT.URDU M/S ,KOTAM 6 1 KAMDARA GOVT.BUNIYADI SCH,KAMDARA 6 2 GOVT.M/S,HAFU 6 3 GOVT.M/S,LOYANGA 6 4 GOVT.M/S,MORHATOLI 12 5 GOVT.M/S,TITHI 7 6 GOVT.M/S,TURBUL 6 1 PALKOT GOVT .M/S,KENDTOLI 5 2 GOVT.BASIC M/S,BAGHIMA 7 3 GOVT.BOY'S M/S,PALKOT 4 4 GOVT.M/S, MARDA 6 5 GOVT.M/S,JHIKIRAMA 6 6 GOVT.M/S,KHARWADIH 5 7 GOVT.M/S,LOTWA 6 8 GOVT.M/S,NATHPUR 6 9 GOVT.M/S,POJENGA 3 10 R.C.M/S,KARAUNDABERA 7 1 RAIDIH GOVT,M/S KONDRA 7 2 GOVT,M/S SALKAYA 5 3 GOVT.M/S,BANSDIH 5 4 GOVT.M/S,BIRKERA 5 5 GOVT.M/S,KANSIR 5 6 GOVT.M/S,KEMTA 5 7 GOVT.M/S,PATRATOLI 5 8 GOVT.M/S,SILAM 5 1 SISAI GOVT BOY'S M/S,SISAI 7 2 GOVT.M/S,BARRI 4 3 GOVT.M/S,CHHARDA 7 4 GOVT.M/S,MURGU 5 5 GOVT.M/S,NAGAR 5 6 GOVT.M/S,PUSO 6 7 GOVT.M/S,SISAI(H.Q.) 5 8 GOVT.M/S,SOGRA 5
161
Budget Proposal for 2011-12 community training Sl. No. Activity Unit Cost Target 2010-11 Phy Fin 1 3 Days Block level Non 0.003 50 15000 Residential Training DRP 2 3 Days Cluster level Non- 0.003 28368 8510400 Residential Training for 16 Parents Member X 1773 SMC 3 2 Days residential local 0.004 817 326800 panchayat level 817 member Total 9234600
ix. Budget Proposal for Community Mobilization Target 2010-11 Sl. No. Activities Phy Fin 1 Maa Beti Mela 91 Cluster x Rs. 2500 227500 Used school development 2 Bal Mela 1773 school grant fund Rs. 300 per School X 1773 3 Wall Writing 1773 school School = 531900.00 Other if any Rs. 1000 per Block X 11 4 (Nukkad Natak) 1773 school Block = 11000.00 Documentation & Rs. 15 per School X 2000 5 Publication 2000 school School = 30000
Total 800400
162
x. Calender of Activities planned for F.Y. 2011-12 Sl. Apr' May' Jun' Jul' Aug' Sep' Oct' Nov' Dec' Jan' Feb' Mar' No. Activity 11 11 11 11 11 11 11 11 11 11 11 11
Mobilization Activities
1 Maa Beti Mela 2 Bal Mela
3 Wall Writing 4 Other
Community Training Training of Resource 1 Person at District Level Capacity Building Training of SMC Member Non-
Residential 16 member including President at 3 Cluster Level Monitoring Regular monitoring & Follow up of the all activities by State/Divisional/District 1 Level: Quarterly Aam 2 Sabha/Social Audit Documentation & Publication
Documentation of each 1 activities of the plan Half yearly publication of News letter at State 2 District
C. Documentation & Publication 1. Documentation of each activities of the plan. For the proper analysis for SMC/VEC role, community mobilization activity, achievers and suffer in the field of achieving the good of elementary education proper documentation of every activity under taken by SMC/VEC, block & district is a need of hour. In this regard we are planning to make a documentation plan.
163
2. half yearly publication of news letter at state and district level. we are planning to publish half yearly publication magazine “BIHAN” expectally for community member in Kurukh, Mundari, Kharia, Nagpuri & Hindi language. Detail of every grant and use & process of expenditure of grants, success story and good practices of some SMC/VEC, information manual for implementation of all programme would be publishing in the magazine.
164
Chapter – VII – B Quality Improvement - LEP
165
Chapter – VII – B Quality Improvement – LEP Gumla.
166 QUALITY IMPROVEMENT VISION: The main indicator of the quality of elementary education can be visualized in terms of its product – the learners’ achievement in various subjects of study. Improving the quality and efficiency at the school/classroom level is a major thrust area under SSA as it aims to provide education of a’ satisfactory quality’ in achieving the goal of education for all. Merely focus on access, enrolment and retention may not result in better school effectiveness. The efforts towards achievement of quality need to go hand-in-hand with efforts directed towards increasing access, enrolment and retention. Pedagogical improvement interventions are the crucial and most difficult area to plan, appraise and implement.
Quality Education - Expanded Definition A learning and personal development program characterized by:
a) Processes wherein students are fully engaged with: 1. Academically challenging experiences; 2. Active and collaborative learning/teaching styles; 3. A talented, accessible and responsive faculty; 4. Enriching and diverse educational experiences; 5. A supportive campus environment. b) Value added outcomes for students such as: 1. Subject matter mastery of major and general education curriculums; 2. Critical thinking abilities; 3. Written, oral and interpersonal communication skills; 4. Understanding, appreciation and tolerance of diverse people and ideas; 5. Psychological and physical well being; 6. Commitment to civic/public service; 7. Passion for life-long learning. Comprehensive Quality Framework Desired outcomes at the level of children -
(1) Right to education emphasizes that every child who has attained the age of 6 years shall have the right to participate in full time elementary education and to complete it. Provided free and compulsory education in such school, in the manner provided in this Act Provided that a child who, due to her severe or profound disability, or disadvantage, or nature of occupation of her parents, cannot be provided elementary education in a neighborhood school, shall have the right to be provided education in an appropriate alternative environment as may be prescribed.
(2) A non-enrolled child who is in the age group 7-9 years have the right to be admitted to an age appropriate grade in a neighborhood school.
(3) A non-enrolled child who is in the age group 9-14 years shall in addition to the right specified to be provided special programmes within the neighborhood school to enable her to join, as early as possible, but in any case within three years.
(4) A child who, though enrolled, is not able to participate in elementary education, shall have the right to be provided with suitable conditions, as may be decided by the appropriate government to enable her participation.
167 (5) No child shall be held back in any grade or expelled from a school until she completes elementary education, except through an Order of the School Management Committee (SMC)/ VEC.
(6) A child must achieve the minimum learning level
(7) He/she must be eager to come to school and love to learn.
(8) A student must actively participate in school works other than regular classes.
(9) Group formation of the students must take place to share the learning experience and uplift their backward counterparts.
10. Members of the Bal Sansad should play active role in cumulative performance of school.
11. The number of students must decrease in grade D & E and increase in A grade.
Desired outcomes at the level of teachers
(1) Regularly attend school for its full duration,
(2) Transact and complete the curriculum.
(3) transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority,
(4) Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the constituted SMC
(5) Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child,
(6) Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed.
(7) Default by a teacher in the performance of a duty, shall be liable to be punished in accordance with the provisions of the disciplinary rules applicable.
(8) Teachers must play a role of facilitator.
(9) They must have the managerial quality, so that they can improve students’ performance in limited resources.
(10) They must regularly update their knowledge to cope up with changing syllabus and modern day requirement.
(11) They must have class prior preparation for effective teaching.
(12) Teachers must have teaching practice with TLM & TLE (experimental teaching method), so that students can gain practical knowledge.
(13) Teachers have complete knowledge of learning level of their students’; hence they can make groups for sharing.
168 (14) They must do regular evaluation of pupils so that their performance level may increase.
Desired outcomes at the level of School
Schools shall provide free and compulsory elementary education to all children of 6-14 age groups
(1) Attendance should be increased to 80-100% against the enrolment.
(2) The number of students must decrease in grade D & E and increase in A grade.
(3) Community must actively participate in terms of teaching, learning, check the dropout, enhance retention and all other activities carried out at school level.
(4) VEC must check the quality in education through Lokvachan.
(5) VEC members must actively play the role of supporter in the development of school.
Desired outcomes at the level of support systems, and District level
(1) To ensure the availability of a neighborhood school for every child within a period of three years
(2) To ensure that every child is provided free education in the school
(3) To institute and implement a mechanism for regular monitoring of enrolment, participation and attainment status of every child, and taking corrective steps wherever necessary, so that every child completes elementary education.
(4) To ensure that children in schools receive education.
(5) To ensure that economic social, cultural, linguistic, gender, administrative, location, disability or other barriers do not prevent children from participating in, and completing elementary education.
Monitoring mechanisms: -
(1) Headmaster should be fully responsible for monitoring teaching strategy of teachers. He should also provide time to time guideline and academic support to them. The same duty should be performed by BPO, BEEO, APO, ADPO and DPO in turn. CRP, BRP, BPO &BEEO will take care of schools coming under their area.
(2) Currently changes in classroom processes towards more active learning are on line in the District.
(3) Teachers have been heavily engaged in works other that teaching and learning. Number of Government teachers is less in the district as many posts are still vacant. This is the main obstacle in the road to achievement of quality in schools.
Comprehensive Quality Framework
Desired outcomes at the level of children -
(1) Right to education emphasizes that every child who has attained the age of 6 years shall have the right to participate in full time elementary education and to complete it. Provided free and
169 compulsory education in such school, in the manner provided in this Act Provided that a child who, due to her severe or profound disability, or disadvantage, or nature of occupation of her parents, cannot be provided elementary education in a neighborhood school, shall have the right to be provided education in an appropriate alternative environment as may be prescribed.
(2) A non-enrolled child who is in the age group 7-9 years have the right to be admitted to an age appropriate grade in a neighborhood school.
(3) A non-enrolled child who is in the age group 9-14 years shall in addition to the right specified to be provided special programmes within the neighborhood school to enable her to join, as early as possible, but in any case within three years.
(4) A child who, though enrolled, is not able to participate in elementary education, shall have the right to be provided with suitable conditions, as may be decided by the appropriate government to enable her participation.
(5) No child shall be held back in any grade or expelled from a school until she completes elementary education, except through an Order of the School Management Committee (SMC)/ VEC.
(6) A child must achieve the minimum learning level
(7) He/she must be eager to come to school and love to learn.
(8) A student must actively participate in school works other than regular classes.
(9) Group formation of the students must take place to share the learning experience and uplift their backward counterparts.
10. Members of the Bal Sansad should play active role in cumulative performance of school.
11. The number of students must decrease in grade D & E and increase in A grade.
Desired outcomes at the level of teachers
(1) Regularly attend school for its full duration,
(2) Transact and complete the curriculum.
(3) transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority,
(4) Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the constituted SMC
(5) Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child,
(6) Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed.
170 (7) Default by a teacher in the performance of a duty, shall be liable to be punished in accordance with the provisions of the disciplinary rules applicable.
(8) Teachers must play a role of facilitator.
(9) They must have the managerial quality, so that they can improve students’ performance in limited resources.
(10) They must regularly update their knowledge to cope up with changing syllabus and modern day requirement.
(11) They must have class prior preparation for effective teaching.
(12) Teachers must have teaching practice with TLM & TLE (experimental teaching method), so that students can gain practical knowledge.
(13) Teachers have complete knowledge of learning level of their students’; hence they can make groups for sharing.
(14) They must do regular evaluation of pupils so that their performance level may increase.
Desired outcomes at the level of School
Schools shall provide free and compulsory elementary education to all children of 6-14 age groups
(1) Attendance should be increased to 80-100% against the enrolment.
(2) The number of students must decrease in grade D & E and increase in A grade.
(3) Community must actively participate in terms of teaching, learning, check the dropout, enhance retention and all other activities carried out at school level.
(4) VEC must check the quality in education through Lokvachan.
(5) VEC members must actively play the role of supporter in the development of school.
Desired outcomes at the level of support systems, and District level
(1) To ensure the availability of a neighborhood school for every child within a period of three years
(2) To ensure that every child is provided free education in the school
(3) To institute and implement a mechanism for regular monitoring of enrolment, participation and attainment status of every child, and taking corrective steps wherever necessary, so that every child completes elementary education.
(4) To ensure that children in schools receive education.
171 (5) To ensure that economic social, cultural, linguistic, gender, administrative, location, disability or other barriers do not prevent children from participating in, and completing elementary education.
Monitoring mechanisms: -
(1) Headmaster should be fully responsible for monitoring teaching strategy of teachers. He should also provide time to time guideline and academic support to them. The same duty should be performed by BPO, BEEO, APO, ADPO and DPO in turn. CRP, BRP, BPO &BEEO will take care of schools coming under their area.
(2) Currently changes in classroom processes towards more active learning are on line in the District.
(3) Teachers have been heavily engaged in works other that teaching and learning. Number of Government teachers is less in the district as many posts are still vacant. This is the main obstacle in the road to achievement of quality in schools.
Outcomes Present situation Process Actions/steps Budgeter Time Support (Desired) (Strategy) y fram needed Proposal e 2011-12
Children talk - Role of children - Teacher as Implement activity Teachers Whol school freely and in co curriculum a facilitator, based learning in each Grant & e level, express activities listener and school year CRC themselves School values Identify performance level, logically and - Interaction with indicators of classroom Grant. effectively children, BRC other (school as process and children's while enabling achievement in the level. well as own interacting them to beginning and use as a with peers, surroundings) construct baseline to compare at teachers or knowledge the end of 6 months. - Group work (oral others. They by Have scope to use local demonstrate activities based themselves language, local games. their verbal learning) child friendly evaluation. and skills while Celebration and supporting questions, - Talkative in local function involvement of answering, language in them in the community as well as discussing community process. children. and debating. related work. Recognize creating -Collective expressions of children, activities. oral written drawing or any other.
172
Children - Gradation and - Student Develop activity Teachers DO DO read and tracking of collaborate learning framework with Grant & comprehend student and s in the teacher participation all kinds of School school wise. learning taking into account textual feasibility in terms of process Grant. materials number of children and - Habit of reading (Books, though a space available in Magazines, in library. variety of school. newspaper activities in Generate activities - Group work (oral etc) and group related to immediate activities based describe, situations. environment [this is modify or learning) important and often not narrate - All the done] (Speech - Talkative in local stakeholder Use a variety and range and writing) language in of activities s share and the reading community Encourage peer plan for materials in related work. learning, with changing state pedagogica peer leaders language l Time limits given for (Hindi and improveme work should be flexible, regional nt at monitored by children languages with different English). levels.
- Teachers and learners prove themselves as equal partners in learning process and collaborate then for quality improveme
173 nt.
Children DO Using of ELPS learning Teachers DO DO develop process with examples. Grant & their abilities Providing the for opportunities to use School mathematiz mathematical Grant. ation. They knowledge in daily life. utilize their existing knowledge of mathematic al concepts that they use in their daily life for learning the formal mathematic al concepts. They develop computation al skills related to arithmetic, algebra, geometry and menstruatio n. Children - Condition of DO Develop a programme Teachers DO DO develop the session plan for teachers to get to Grant & skill of regarding know their children; e.g. scientific School scientific and in the cluster meeting inquiry/temp each teacher will share practically used. Grant. erament, at least one child's demonstrate profile ... or bring it to - Opportunity to d for training. Make this an example use of TLM and active part of their through local resources mind-set and they will keen in text book and slowly get to know observation, curriculum typically left-out children critical as well. thinking, - What is the Use of local resources analyzing, nature of and local materials interpreting activities, Reframing the format of and problem teaching time [earlier, in classroom solving. the teacher centered They have process in situation teacher had a the skills to regarding to different way of using utilize locally critical thinking, time] available analyzing, Have a situation where materials interpreting and participants can choose and people problem what they will learn as Material available to all, solving? resources in differentially according their to needs of all. process of Teacher should create learning in opportunities to class room. promote constructivism and utilize children's
174 existing knowledge Teacher maintains individual child profiles. Use projects, innovative activities to generate originality They begin - What is the Children take Give responsibilities to Teachers DO Do to extend nature of collective children, each child in Grant & their sense present responsibili active learning process. of School evaluation ty in the Experience - Lesson responsibilit plans that are designed system to learning Grant. y and such that they are appreciation identify the process achievable as well as of an inter- quality of civic through a challenging. An dependent sense and social variety of important part of the relationship value? activities in training of teachers to to the state, group deliver this, is to build national and -What situations their skills regards in international opportunities are identification of what levels. They given by might be achievable demonstrate and what is challenging curricular and co as - Student profiling/ understandi curricular Learner Profiling ng of the system to School environment cause and enhance the and how it provides effect civic sense and opportunity for higher relationship social values in order learning should in their children be assessed too. How society needs to be explored. (including Is the understanding of developing concepts taken to the civic sense level of application? and social Use simulation values). exercises, role play, debates, scope to ask question in classroom. In social sciences, field trips to the environment. Use learning corners. Use projects, innovative activities to generate originality Identify community RPs or groups on any of the topics who can provide inputs in classroom Organize co-curricular activities or programmes; using cultural practices/ heritage of the area [incentive in the form of recognition for parents] Involve mother's group's help to enhance parent participation [as before; however, educate the mothers on importance of and issues related to education]
175 Selected Outcomes - Primary Education (Class V)
Outcomes Present situation Process (Strategy) Actions/steps Budgetery Time Support (Desired) proposal frame needed 2011-12
Children & cPps nksLrksa & cPpksa dh cPps dk ?kjsyw Teachers ,d o"kZ {ks=kuql talk freely ds chp ?kjsyw ?kjsyw Hkk"kk Hkk"kk dk egRo Grant & kj and express Hkk"kk dk mi;ksx esa ckr djsaA nsrs gq, mudh f'k{kdksa themselves School d{kk esa@ds Hkk"kk esa ckrphr dk well in djukA Grant. ckgj@f'k{kd ds & izR;sd cPpk dk inLFkkiu whichever d{kk esa lHkh language vuqifLFkfr gSA nSfud thou dh ?kVukvksa dks cPpksa dh they are lgHkkfxrk lqfuf'pr interacting. & vkSipkfjd :i ls iBu cksyus dk volj djukA They ikBu dh izfØ;k nsuk mudh d{kk dh xfrfof/k interact esa cPps tqM+rs ckrksa dks esa iw.kZ with peers, gS rc viuh egRo nsuk ,oa teachers Hkkxhnkjh lqfuf'pr and others le>@ukle> dks muds }kjk fd;s djuk ,oa muds without O;Dr ugha djrs x;s dk;ksZa dh dk;ksZa dh ljkguk any fear or gSA ljkguk djukA djukA hesitation. f'k{k.k ds Øe esa & cPps Hkh ?kjsyw & xfrfof/k vk/kkfjr mudh dfe;ksa dks ysdj mUgsa Hkk"kk dk egRo f'k{k.k dks grksRlkfgr ugha f'k{kd d{kk esa c<+kok nsukA djukA ugha nsrs gSaA & f'k{k.k lkexzh & fo|ky; esa lHkh dk mi;ksx cPps cPpksa dh djsa bldk volj ckrksa ,oa nsukA dk;ksZa dh ljkguk ugha dh tkrh gSA
Children & f'k{kd] cPpksa dh & fo"k;xr f'k{k.k fgUnh@vaxzsth Teachers learn how ?kjsyw Hkk"kk dk esa ?kjsyw lh[kkus esa cPps Grant & to use their mi;ksx Hkk"kk dk dh ?kjsyw Hkk"kk home School fgUnh@vaxzsth mi;ksx djsaA dk mi;ksx djukA language ,slh xfrfof/k;ksa dk Grant. i<+kus esa ugha for learning vk;kstu djuk tgka Hindi and djrs gSaA & {ks=h; ?kVukvksa] cPpksa dks [kqydj English. cksyus] fy[kus dk They use & {ks=kuqlkj xhr] dgkuh dks volj feysA their home f'k{kdksa dk cksyus dk volj {ks=h; Hkk"kk dk languages vHkko ¼{ks=h; iznku djsaA fluently (in tkudkj f'k{kdksa dk Hkk"kk dk fu;qfDr speaking, & lkaLÑfrd reading and tkudkj½ cky lqyHk iBu dk;ZØe] writing lkefxz;ksa dh wherever & ,slk volj dk t;fUr;ka vkfn miyC/krk lqfuf'pr medium of vHkko tgka esa cPpksa djukA instruction cPpksa dks dks cksyus dk and scripts [kqydj cksyus] volj iznku djsaA exist in that fy[kus dk volj language). & cky lqyHk They take feysA iqLrdksa dks interest in
176 reading & f'k{kd cPps dh i<+us dk volj textual Hkk"kk ugha nsaA materials. le>rs gS ,oa They read cPps f'k{kd dh & cPpksa ds and write l`tukRed fodkl (in Hkk"kk ugha preferred le>rs gSA dks c<+kok language) nsus ds fy, with & cky lqyHk iBu Hkk"kk understand lkexzh dk vHkko izfr;ksfxrk ys[k ing and are izfr;ksfxrk vkfn able to dk vk;kstu djsA express it in their own words. Children & 'kq:vkr esa f'k{kd & izkjaHk esa xf.kr f'k{k.k esa Teachers use the xf.krh; vo/kkj.kk fodflr ewrZ oLrqvksa dk Grant & basic vo/kkjk.kkvksa djus esa ewrZ mi;ksx djuk content School dks Li"V djus ds oLrq dk mi;ksx vFkkZr ewrZ ls areas of vkewrZ dh vksj Grant. fy, ewrZ djsaA school tkukA mathemati oLrqvksa dk & ELPS dks /;ku E-experience ewrZ cs for mi;ksx ugha djrs esa vuqHko djuk abstraction esa j[kdj lh[kus gSA L- Language ewrZ - use of lh[kkus dh oLrqvksa dk ELPS & xf.krh; izfdz;k dks (Experienci viuh@ lcdh vo/kkj.kkvksa dks viukosA ng concrete Hkk"kk esa fooj.k things- le>kus ds fy, djuk P- Picture fp= & xf.krh; Language ELPS izfØ;k dk ewrZ oLrq ;k use for mi;ksx ugha djrs lafdz;kvksa esa izfØ;k dks fp= }kjk comprehen gSA fuiq.krk iznku iznf'kZr djukA S- sion- djus ds fy, vf/kd Symbol - izrhd Pictorial & cPps nSfud thou ls vf/kd vH;kl vuqHko] Hkk"kk representat esa O;ogkfjd djus dk volj nsa dh fp=ksa dks ion - izrhdksa }kjk Symbolizing xf.krh; izfØ;k dk ,oa nSfud thou vfHkO;Dr djukA ). They mi;ksx djrs gS ls tqM+h xf.krh; lafØ;kvksa apply and ijUrq oxZ d{k esa leL;kvksa dks dks djus esa fuiq.k integrate blds lkadsfrd gy djokukA djuk ,oa nSfud basic Lo:iksa dks thou dh xf.krh; mathemati iznf'kZr ugha dj leL;kvksa dks gy cal dj ikus esa l{ke operations ikrsA cukuk gSA (compariso
n, estimation, approximat ion, addition, subtraction , multiplicati on and division) in day to day activities. Children & cPpksa dks Vh- rnSo ladqy cSBdksa Teachers rnSo rnSo begin to ,y-,e- rFkk esa cPpksa dks Grant & demonstra le>us ds rjhds ij
177 te an ?kjsyw ,oa vklikl ppkZ djukA f'k{kd School appreciati dh oLrqvksa ds fdlh ,d cPps ds Grant. on of the iz;ksx dh tkudkjh izksQkby ds mutually laca/k esa ppkZ iznku djukA supportive djukA ftu cPpksa relationshi p between & Dykl :e fØ;k fof/k dks le>us esa dfBukbZ;ka gksrh themselve dks mudh izd`fr s and their gS mUgsa fdl immediate ds vuqlkj le>kuk izdkj izksRlkfgr surroundin rkfd leL;kvksa ds fd;k tk, rkfd cPps gs lek/kku esa mudk fo|ky; ls ckgj u (including iz;ksx fd;k tk ldsA tk,aA the physical and social environme nts). They have the skills to utilize locally available materials and people as resources in their process of learning in class room. Children & cPps vius LokLF; & cPpksa dks cPpksa dks dj ds Teachers iwjs lQkbZ] choose to rFkk LoPNrk ds LoPNrk ds lh[kus gsrq Grant & o"kZ dhV take care izksRlkfgr djukA of their ckjs esa iw.kZ :i laca/k esa School ;Fkk& personal ls /;ku ugha nsrs tkudkjh iznku Grant. >kMw] health and gSa rFkk okrkoj.k djuk rFkk MLVohu hygiene as fdl izdkj LoPNrk ls ] well as keep their lkQ&lqFkjk jgs bl gksus okys ckxokuh surroundin ckr ij Hkh /;ku ykHk ds ckjs gsrq gs clean ugha nsrs gSaA esa ckr djukA [kqjih] and eco- dqnky friendly. & okrkoj.k fdl vkfn dh izdkj nwf"kr O;oLFkk gksus ls cps bl djukA ckr dks izksRlkfgr djus gsrq muds }kjk QSyk;h tkus okyh xanxh dks lkQ djus gsrq izksRlkfgr djuk rFkk fo|ky; esa iz;qDr LoPNrk laca/kh dhV dk mi;ksx ij cy
178 nsukA
179 Strategies proposed to address the above issues in this years: -
Learning through activities, discovery and exploration in a child-friendly and child-centred manner. Making the child free of fear, trauma, and anxiety and helping the child to express views freely. All-round development of child, Development of physical and mental abilities to the fullest extent
(i) Use of Media/Educational CD for English language learning (spoken) inUPS.
Computer added learning programme is already operational in 38 upper primary schools of the District. Education CD for elglish learning (spoken) can be used in these schools for improving the English communication skill among the students of these schools. This will also build confidence among the students. Print media is also useful to primary section where we can not introduce the video sharing like cards pumplets etc. This activity will be done through out the year and it will be done by language teacher.
No. of schools to be coverd = 38 Unit cost per school – Rs 500/- per school Total cost = 19000/-
(ii)Establishment of language lab in PS and promotion of local language for learning in Hindi and English.
Learning of language using home language for learning Hindi and English in one of the major concern in primary and upper primary students. Similarly dectionaries of local language will also improve the learning abilities of the students. Establishment of language lab in school with different kind of locally made TLM will improve the Hindi and English learning abilities among the students. Teachers will use the local resources for using the local vocabulary and weekly discuss with the teacher. For this one special class will be organized by school in a week so that all teachers as well as children can share the local things.
No. of schools to be coverd = 05 schools per cluster = 590 TLM provided to teacher would also be utilized for this purpose.
(iii) Provision for Newspaper/children magazine and periodicals in all school.
For promoting reading habits among the primary and upper Primary students reading promotion cell/library has been established in primary and upper primary schools. Continuous supply of newspaper, periodicals and new magagine is essential to maintain the continuity among the students.it will improve the reading skill among the students. The teachers will use the school development fund to purchase of comics, interesting books so that student can take keen interest in these and also it will help to increase the reading habit.
No. of schools to be coverd = All primary and upper primary Govt. schools = 1814
180 Unit cost per school – Rs 100/- per school Total cost = 181400/- (iv)Establishment of ECO club and their activities in UPS.
Enviromental degradation, conserving the natural resources and biodiversity is one of the burning concerns of the world. Knowldge on these topics among the students is essential. Establishment of Eco Club will facilitate by teacher. It also helps to understand the eco system in the world as well as society. Local exposure will also help to shpw these things. Teacher will organize exposure for this.
No. of schools to be coverd – all upper primary govt. schools = 623 Unit cost per school – Rs 500/- per school Total cost = 311500/-
(v) Collection and use of folk stories and lores to connect local history and geography and other learning area.
Understanding of local and past history is important for the students to develop the sence of local geographical situation and past history and heritage among the students. Collection of folk stories and lores by students and teacher will enculcate the sense of local geography and heritage. The books provide to children by SSA copy right of NCERT. This book reflect national level coverge but not localally so that there is need of such of books will develop by collection of local events and geographical secinerio.
No. of schools to be coverd = All Upper primary Govt schools = 623 Unit cost per school – Rs 1000/- per school Total cost = 623000/-
(vi)Math lab in all school for (ELPS) experiencing concrete things language use for comprehention pictorial representation and symbolizing.
The subject mathematics is not to understand in the class if it is not pictorial and symbolizing so there is need of making the math lab in the campus where the children can learn practical way and the different manner. Teachers will responsible to form the lab in school andin the math session it will use that time. It will helps to child to understand easily and practical way with high order learning.
No. of schools to be coverd = All Upper primary Govt schools = 623 Unit cost per school – Rs 8500/- per school Total cost = 529500/-
(vii) Organizing community based local history, geography learning through traditional folk stores tellets using puppets and others.
181 This activity will help to understand the local eco system as well as social traditional based system. Monthly a meeting will be organized by teachers and invite some entrepreneours farmers and women to share their experiences. It will help children to enhance the knowledge power.
(viii) Organizing local exposure visit for understanding and experiencing E.V.S and Social Sciences.
Local exposure will be organized as per the need of the class. It will help children to learn seeing by doing and think at higher order learning. Science practical can be used to move local area and connect to the subject.
(ix) Provision of preprimary learning related materials like cards and PLM for younger children enrolled in class I.
For making the condusive environment and cheering the class of one student playing learning materials cn be used. Teachers will make the cheerful environment and warm welcome to such student. Workshop will be organized for this at block level.
(X) Room to Read programme at Chainpur, Bharno, Dumri Sisai and Gumla in FY 2010-11 has run very successfully in 295 Schools (Sisai – 149 Dumri – 46 Chainpur – 25 Gumla – 50 Bharno – 50) Fund to be provided in convergence with Room to reed programme.
Inerventaion for primary level –
182
Activities under LEP ( UP. Primary Schools)
Activities Learning Learning Children School Unit Total Responsbili Time gap enhancement coverd coverd cost Cost ty Fram Sl in % e No.
1. Establishment of 1765 0 0 HM, CRB, Apr – language lab in PS BRP, May
and promotion of 11 local language for 33 % ) 33
learning in Hindi and –
English. 30
–
2. Provision for % EVS 35 1191 100 1429200 Astt. Apr Newspaper/children – Teacher, 11 magazine and HM, CRP, periodicals in all BRP school. 35% Math 32 Math 35%
–
3. Organizing 1191 0 0 Astt. Thro community based Teacher, ugh local history, HM, CRP, out geography learning BRP the through traditional year folk stores tellets using puppets and others.
4. Provision of 1765 0 0 Astt. Thro Decrease in Grade D & E Students by 20% in each subjects in each 20% by Students & E D Grade in Decrease preprimary learning Teacher, ugh related materials HM, CRP, out like cards and PLM BRP the
for younger children 33 Language % 50 ( < scoring %students of year enrolled in class I.
Total 1429200
Inerventions for upper primary level
Promoting experiment based science teaching.
Promotion of Experiment.
Promoting of social science teaching.
Provision of library & language fluence Mela & talent search, exposure visit, children activity (exhibitions) and promotion of social science.
183 Activities Lear Lear Childr School Unit Total Cost Responsb Time Frame ning ning en coverd cost ility Sl gap enh cover No anc d . eme nt in %
1. Use of 38 500 19000 HM, Asst. Apr – May Media/Educational CD Teacher. 11 for English language CRB, BRP, learning (spoken) inUPS.
2. Provision for 623 100 747600 Astt. Apr 11 Newspaper/children / Teacher,
magazine and scho HM, CRP, periodicals in all school. ol BRP 33 % ) % 33 3. Establishment of ECO – 623 500 311500 Astt. Through out 30 30 club and their activities in Teacher, the year – UPS. HM, CRP, BRP 35 % EVS % EVS 35
4. Collection and use of folk – 623 1000 623000 Astt. Through out stories and lores to Teacher, the year connect local history and HM, CRP, geography and BRP other learning area. 33% Math 32 Math 33% – 5. Math lab in all school for 623 8500 5295500 Astt. Through out (ELPS) experiencing Teacher, the year concrete things HM, CRP, E Students by 20% in each subjects in each 20% by E Students language use for BRP comprehention pictorial representation and symbolizing.
6. Organizing community 623 0 0 Astt. Annual based local history, Teacher, geography learning HM, CRP, through traditional folk D & in Grade Decrease BRP stores tellets using puppets and others.
7. Organizing local 30 Language % 50 ( < scoring students of % All the 1 300000 Astt. Through out exposure visit for studen center Teacher, the year understanding and ts of coverin HM, CRP, class g all BRP, BPO experiencing E.V.S and VI, VII the BEEO & Social Sciences. & VIII middle district of the school team district of the district Total 7296600
Under LEP for quality enhancement in learning 87.258 lacs have been proposed under AWP&B 2011-12
184
Progress overview of learning enhancement programme in 2010-11 In the financial year 2010-11, the following activities have been done under Learning Enhancement Programme:- Sl. Activity prosed No of No. of Unit cost Financial Remarks No. schools teachers/ Achievement covered children to (in Lac) benefited 1 Buniyad training 1749 1749 @50/day 3.49800 LEP funds to two teachers of every elementary school. - (4 days Non residential) - At CRC level - For class I&II 2 Buniyad plus 1749 1749 @50 3.49800 LEP funds training of teachers/day teachers @2 teachers of every elementary school - 4 days Non residential - At CRC - For class III&IV 3 Library to schools 1749 All children @1100/school 19.239 lacs LEP funds @Rs. 1100/school of 1749 schools 4 Magazine to 1749 All children shools of 1749 schools 5 Room to Read 150 All children Fund to be programme at 2 Dumri of 150 provided in Block Dumri and - 46 schools convergence Sisai in FY 2010- school with Room 11 has run very Sisai - to reed successful.. 104 programme. school) 6. MGML 25 1. Fund for Funds under Programme in 25 schools training of convergence schools at Gumla of teachers with unicef and Raidih Gumla, TLM has and school Raidih been R&M Grant provided by under SSA. Unicef. 2. Child friendly class room development
185 has been done under school Grant and R&M grant of their 25 school 7. Creation of 503 All children 8500/School 42.75500 Funds science lab in schools of the class proposed each of the 503 VI, VII & under LEP. Upper primary VIII schools
186
Cluster Resource Centre Cluster Resource Centre is an institution where teachers sit together once in a month and discuss the various education problems. They share the new teaching methods of a particular subject/topic and TLM develop by them.
The CRC meeting is helpful to the teachers in: -
Clarification of doubts on the hard areas in the content of the textbooks. Orienting them in preparation of low-cost TLMs. Facing the challenge of handling multigrade situations. Encouraging them to undertake innovative practices.
Proposed budgetary provision for CRC
7. Salary for CRPs: 134 CRP’s are proposed for 1 CRP an average of 18 schools. CRPs have proved themselves very useful in monitoring of schools, learners evaluation, providing remedial teaching to weak children, collecting useful. Implementing quality education package and training of teachers and VECs. They are inputs have also proved useful in development of TLM and planning of lessons by the regular school teachers
8. Furniture Grant: Out of 118 sanctioned CRC’s, 91 old CRC’s has been provided with furniture grant of Rs. @10000/-. In f.y. 2010- 11, 27 new CRC’s established & need furniture grant @ Rs. 10000/- each.
9. Contingency Grant for 118 CRCs @ Rs. 10000/- per CRC has been proposed and kept in the budget.
10. Rs. 12000/- per CRC has been proposed for 118 CRCs to meet the traveling expenses (T.A) for CRPs working in the CRCs.
11. TLM grant for 118 CRC @ Rs. 3000/- per CRCs has been proposed.
Unit Head Phy Fin Cost Salary of Cluster Resource Persons (on an average of one Resource Person per 18 schools in a block) 0.900 134 120.600 Furniture Grant 0.100 27 2.700
Contingency Grant 0.100 118 11.800
Meeting, TA 0.120 118 14.160
TLM Grant 0.030 118 3.540
Total 152.800
187
Hence budget provision has been made Rs. 152.800 Lakhs for CRC.
Implementation work plan of CRC
6. All CRC coordinating shall be called for a meeting at DLO for 1 day orientation on implementation of cluster level activities of AWP&B 2011-12 and passing due chans and guidelines given to them in the 3rd week of April 11 7. Funds shall be transferred to them in 1st week of May 11 subject to availability and sanction of Budget for Fy 2011-12 8. All the CRC provided with furniture in their CRCs by the end of May 11 9. One direct monitoring meeting every month shall be done by DLO w.e.f April 11 to March 12 to insure effective functioning of CRCs. 10. Block level office shall also ensure regarding monitoring of CRCs on fortnightly basis or as per need basis.
10.7. BLOCK RESOURCE CENTRE
Block Resource Centres act as the most instrumental institution for ensuring quality Education in our Schools.
BRC which is headed by BEEO –cum- BRCC and supported by 6 Resource Persons having specialisation in Science, Math and English.
All the Programmes under SSA are implemented through BRC at Block level which ranges from training of Para teachers and Formal School teachers, ensuring education of out of school children through various modes of alternating schooling, ensuring quality of teaching, helping weak children through remedial teaching, running of NPEGEL activities, gender sensitization etc.
We have 11 functional BRCs in the 11 revenue blocks of the district with following management structure and stipulated roles to play.
Block Level Management Structure:-
7. Block Resource Centre Co ordinator cum BEEO-1 8. Resource Person-6 (English, Math&Science) 9. 2 Resource persons in each BRC for support of children with special need 10. 1 MIS coordinator 11. 1 Data entry operator 12. 1 Accountant cum support staff for every 50 schools Function of BRC:-
13. Academic Support to schools 14. Organize training 15. Technical support for construction of school infrastructure
188
16. Provide support for account maintenance of school of block 17. Organize remedial teaching 18. Support &Monitoring of interventions for out of school children 19. Monitoring & Evaluation of schools of blocks 20. Preparation & implementation of Block Level Plan 21. Monitoring of selection of Para Teachers& Approval of selection of Para teachers 22. Provide updated information of educational statistics of block Organize creative activity, cultural meet etc.
Financial Proposal
As the newly appointed Resource persons have proved their worthiness by performing multifaceted roles in learner’s evaluation, teachers training, research & monitoring for enhancing efficiency of existing schools, implementing quality package with convergence with etc, the proposal has been made to continue the engagement of 66 resource person.
.Contigency Grant
Contingency grant for 11 BRCs @ Rs. 50000/- per BRC has been proposed to meet essential day to expenses minor repairs, stationery etc.
Meeting & T.A. Grant
Travelling expenses of BPOs, BRPs and BRCCs funds for 11 BRC @ Rs. 30000/- BRC has been proposed in the plan.
TLM Grant
TLM Grant for 11 BRC @ Rs. 10000/- BRC has been proposed.
Summary of Proposed budgetary provision for BRC
Head Unit Phy Fin Salary of Resource Persons: Cost (a) 6 Resource Persons at BRC for subject specific training 1.100 66 72.600 (b) 2 Resource Persons for resource support for children with special needs (Existing) 1.560 4 6.240 (c) 2 Resource Persons for resource support for children with special needs (Vacant) 1.000 18 18.000 1 MIS Coordinator 1.000 11 11.000 1 Datra Entry Operator 1.000 11 11.000 1 Accountant-cum-support staff for every 50 schools 1.000 35 35.000 Contingency Grant 0.500 11 5.500 Meeting, TA 0.300 11 3.300 TLM Grant 0.100 11 1.100
189
Sub Total 163.740
In this regard Rs.163.740 Lakhs has been proposed for BRC. Implementation Work Plan of BRC
3. 1. Funds to the BRCs shall be released to the BRC in the second week of May 10 or as soon as the Budget is sanctioned for the district. 4. All the BLOs shall be asked to implement their proposed AWP&B plan for the financial year 10-11. For this meeting of all the BRCCs and BPOs shall be organized the month of 2nd week of April 10 by the DLO. In which they will be asked to implement the proposed monthly implementation schedule of the block and monitoring shall be done as monthly basis.
190 11.1 TEACHERS TRAINING Objectives: - In-service teacher training will be organised for achieving the following broad objectives: To upgrade the qualifications of under-qualified and/or untrained on the-job teachers. To upgrade the professional competence of serving teachers. To prepare teachers for new roles. To provide knowledge and skills relating to emerging curricular changes - content, process and evaluation. To make teachers aware of critical areas and issues, like, competency- based learning, multigrade, multi-level and multi-channel teaching, teaching students of disadvantaged groups, meeting educational needs of children with learning problems, developing inquiry skills, use of mass media in education, community participation and educational development of dyslexic children. To overcome gaps and deficiencies of pre-service education. Teacher’s Training a) In Service Teacher’s training i) PROGRESS OVERVIEW i) Progress Overview of In Service Training conducted during FY. 2009-10 at BRC Level (Residential Basis)
SNo Focus Area Type Target Duration Physica Achievemen % . Group / in l target t Achievemen which t month 1 Learning 5 days All Nov to 5643 4655 83% Managemen Residentia teacher’ Dec 09 t l (BRC s level)
2 Active 5 days All Feb 10 to 5643 4655 83% Learning (BRC level) teacher’ March 10 Methods. s 3 Buniyad (for 5 days 02 May 09 3450 3450 100% class I&II) Non teacher’ to June residential s of 09 at CRC every level school
b. Residential basis
191 c. 5 days duration d. An module developed by SLO e. Learning management training was given to teacher’s for increasing the motivation level of teacher so that they take interest in class room not merely as duty rather than with interest from within. f. Training on Active learning methods were given to all the teacher’s to improve the quality of the class room transaction where teacher and student both pay equally active role in the class room. g. Buniyad and Buniyad plus training is given to class I&II and class III&IV on activety based training using TLMS. Impact 1. After giving training to teacher’s the team of DRG ,BRG and the CRP’s and BRP’s were sent to study the actual impact in the class room setting and whether the training given to the teacher’s has brought same position change or not. 2. feed back from DRG and BRG CRP’s says that there is definite move towards positive direction. But still there is much scope for improvement and more frequent monitoring and class room support is required to teacher’s to tackle the hard spots in subjects. More use of TLM in class room has also been suggested by the Resource groups. 3. Need for further straightening of resource groups at cluster and Block level has been feet. Challenges. 4. Paucity of Govt. teachers in school is also feet and many schools require subject specific teacher’s in old Govt. schools. So rationalisation of teachers on this issue has also been suggested. 5. Module for the training should be developed in time so that the training of teachers could be done in the early months of May-June rather than Nov-Dec of the financial year. 6. Buniyad and Buniyad plus methodology of training has been found very useful in schools where they have adopted the Buniyad and Buniyad plus concept of teaching in letter and spirit. But filed reports says that many of the schools are still sticking to the old method of teaching in their schools. So it is needed that this method of teaching be made compulsory in all the schools of Jharkhand including Gumla rather than it is as percieved by majority of teachers as optional method of teaching. Need of more monitoring of Buniyad and Buniyad pius programme is also feet at cluster level.
Proposal for in service traning of teachers in the AWP&B 2010-11.
A. Target : All the working Govt. and Para teachers shall be given 20 days in service training. In addition to this the para teacher who will be appointed in newly created primary school and upper primary school shall also be given in service training.
Teachers position
Govt.
Sl. Category Sanctioned Working Primary Upper
192 No Primary 1 Matric Trained (Govt.) 2090 1582 360 1222 2 Graduate Trained (B.A)- 80 34 - 34 Govt. B.Sc (Govt) 52 22 - 22 3 H.M 118 29 - 29 4 Govt. Aided Primary - 191 191 - 5 Govt. Upper Primary - 208 - 208
Total 511 1515 Para Teacher
Sl. Type of Teacher No. of Para No. of Para Para Teacher Para No Teacher Teacher working in Teacher . (Sanctioned) (Working) Primary working in upper Primary 1 Para Teacher working in 1098 1098 - 1098 UMS 2 Para Teacher working in 1674 1674 1674 - NPS
3 Para Teacher working 47 47 47 - on the basis of PTR (Primary)
4 Para Teacher working 572 572 - 572 on the basis of PTR (Upper Primary)
5 Para Teacher (New 177 To be - 177 UMS) (in F.Y. 2010-11) appointed in F.Y. 2010-11 6 Para Teacher (New) 60 To be 60 Primary School (in F.Y. appointed in 2010-11) F.Y. 2010-11 Total 1781 1847
Thus in total there are 5694 teachers shall be working in F.Y. 2010-11 in which 2332 teacher shall be primary and 3362 teacher shall be upper primary.
Strategy :-
During the F.Y. 2010-11, 20 days training to all the teachers shall be provided in the 11 Blocks of the district.
10 days in service training would be residential at BRC level and 20 days training would be non- residential at CRC level. A total no of 5694 number of teachers will be provided in service training at BRC level.
193 Similarly, the teachers will also be given 10 days non-residential in service training at CRC level.
Intervention :
1. As per decision of the JRM and regional workshop 10 days residential training will be organized in two phases (5-5 days at BRC level as organized during the F.Y. 2009-10. Existing training module developed on Learning Management and active learning methodology will be continued for imparting training against the teachers of the district.
2. Duration of all training modulus will be 5 days. In the first phase, 5 days training will be conducted on Learning Management and in second phase again 5 days training on Active Learning Methodology will be conducted at BRC level.
3. Similarly at the CRC level, Buniyad and Buniyad Plus modules will be followed in two different phases on 5-5 days non-residential basis. Two teachers of every elementary school i.e 1749 x 2 i.e. 3498 teachers shall be given training on Buniyad. Similarly 2 teachers of every 1749 schools shall be given training on Buniyad Plus.
4. And rest 5 days training for primary and upper primary teachers shall be done in the following manner :- a) To 2332 primary teachers 5 days non-residential training shall be given to teachers SSHE (1 day) + Child Cabinet (1 day) + Academic planning (1 day) + Gender sensitisation (1 day) + TLM (1 day). b. To 3362 upper teachers, 5 days training shall be given as per following:- i) Social Studies - 1 day ii) Language (Hindi) - 1 day iii) Math - 1 day iv) SSHE - 1 day v) Child Cabinet - 1 day
Thus, summary 20 days in service training shall be as per follows:
Sl. No. Type of Teacher Type of Training No. of Teachers Remarks 1 Primary teachers + Learning Management 5694 Upper Primary (5 days residential at BRC Level)
2 Primary teachers + Active Learning (5 days 5699 Upper Primary residential at BRC Level) 3 Primary (I & II) Buniyad (5 days, non 3498 MGML in (2 Teachers x 1749 residential at CRC Level) MGML 25 School) Schools
194 4 Primary/Upper Buniyad plus (5 days, 3498 SLM in 75 Primary) non residential at CRC MGML schools (III & IV) Level) (2 teachers x 1749 schools) 5 Upper Primary Learning Method in S- 3362 ST, Maths Language, SSHE & School Cabinet 6 Primary SSHE, Child Cabinet, 2332 Academic, TLM Planning Financial proposal for in service training in F.Y. 2010-11
In the F.Y. 2010-11, 20 days in service training will be provided for 5694 teachers and para teachers @ Rs. 100/day per teachers for residential training and Rs. 50/day per teacher non residential training. 5694 teachers shall be provided 10 days residential training amounting to 56.94 Lacs. Similarly 5694 teachers shall be provided 10 days non residential training amounting to 28.47 Lacs. So total out lay of 85.41 Lacs have been kept under the service training.
Pre-training activities for training of teachers
1. Name wise list of in service and induction training shall be kept ready for BRC level and CRC level training.
2. List for teachers for leaning enhancement programme to teaching of I to IV shall be kept ready by March 10.
3. List of masters’ trainers and TOTS shall be kept ready for orientation for each category of training the resource persons list which will include CRPs, BRPs shall also be kept ready for deliverers training.
4. Resource person training shall be againsed in the months of April. 10.
Perspective plan for F.Y. 2010-11
Sl. No. Year Planed Activity 1 2010-11 Training on Learning Management and Active Learning 2 2011-12 Training on Hard spots (in subjects – Maths, science, English, Hindi, Social Science) 3 2012-13 Training on Class room transaction methods.
Module for F.Y. 2010-11 has been developed already. Module for training on hard spout shall be developed in F.Y. 2010-11 for implementation in F.Y. 2011-12. Similarly for special training methodology for developing class room transaction shall be developed in F.Y. 2011-12 and will be implemented in F.Y. 2012-13.
Perspective plan for Training for untrained teacher
195 In Gumla district for the F.Y. 2010-11, 150 teachers will eligible for training with IGNOU at the cost of Rs. 6600/teacher. Hence budget for 9.90 lacs have been proposed in F.Y. 2010-11.
(b) Teacher’s Performance Tracking
1. Teacher’s performance shall be analyzed by tagging 40 students of each teacher performance of teacher shall be analyzed by performance of children linked with the teacher.
2. Regular academic monitoring of teachers shall be done by BRPs, CRPs, DRGs, BRGs, CRGs and education Deptt. official by regularly visiting the school and analyzing the teacher’s performance in actual class room situation.
Training for BRPs and CRPs
1. In the year F.Y. 2010-11, training programme shall be organized for all BRPs and 192 CRPs. The purpose of organizing training for BRPs and CRPs is to involve them more with academic support to ensure improved classroom transaction process and also to inculcate sense of accountability and to ensure active classroom learning and learning out comes.
Interventions:
1. is always training programme will be organized for 28 BRPs at the state level on the existing saksham modules.
Similarly 192 CRPs shall be given 15 days residential training at district level on exiting having module of classroom and 5 days additional at modified saksham module at CRC level. The training modules shall be modified with support of SLO. Pre test and post test questionnaire will be incorporated in the training module to evaluate the learning levels of BRPs and CRPs. The process will help us to identify the gaps and at the same time to address the gaps. Identified Resource persons (Master trainers) will extend their technical support when the training will run at district and CRC level.
Sl. No. No. of BRPs Duration Modules 1 BRPs 28 15 Days Sakham (at district) 2 CRPs 192 15 Days Sakham (at district) 3 BRP & CRP 220 5 Days Sakham I (at CRC) Financial proposal for BRPs, CRPs training @ cost of Rs. 100/day for residential and Rs. 50/day for non-residential training has been kept under training head. 220 for residential training of 220 BRP and CRP for 15 days will cost 3.30 Lacs. Similarly non residential training for 5 days at CRC level for 220 BRP and CRP will cost 0.55 Lacs. Hence budgetary proposal for 3.85 Lacs have been kept for of training of BRP and CRP.
196 Chapter – VIII Civil Works
VISION:- Civil Works is an important component under the Sarva Shiksha Abhiyan . School infrastructure helps in providing access to children, and also helps in their retention, both of which are important objectives of the SSA. Similarly, infrastructure provision for Resource Centres at sub-district levels helps in creating academic support, which acts as a catalyst towards quality improvement. According to the guideline of the SSA, construction will be executed through VEC. Efforts will be taken to form an engineering cell in the district.
Block wise detail of NSB
No. of NSB Sl. No. Block No. of NPS Achievement Sanctioned
1 Gumla 90 90 90 2 Sisai 77 77 77 3 Bharno 55 55 55 4 Ghagra 83 83 83 5 Bishunpur 52 52 52 6 Dumri 74 74 74 7 Chainpur 87 87 87 8 Raidih 68 68 68 9 Palkot 110 110 110 10 Basia 81 81 81 11 Kamdara 90 90 90 Total 867 867 867 25 new primary schools which will be opened in FY 2011-12 have been proposed. Block wise detail of new primary school to be opened as below
Sl. No. Block No. of NPS to be opened 1 Gumla 2 2 Bharno 11 3 Bishunpur 2 4 Dumri 6 5 Palkot 2 6 Basia 2 Total 25
Hence budgetary provision made for 25 schools @ 8.0 lacs = 200.00 lacs.
2. Proposal of ACR to newly upgraded Meddle School in F.Y. 2011-12
197
Based on habitation & access (upper Primary) Gumla district have 4501 habitations. Out of which 9 habitations are not covered with upper Primary schooling facility within 3 KM area. Hence 9 primary school shall be upgraded into meddle schools hence provision has been made for 9 three room ACR for upper primary schooling facility. With a total cost of @ Rs. 7.42 Lacs/3ACR amounting to 66.78 Lacs.
Blockwise no. of schools as follows No. of School to be Sl. No. Block upgraded 1 Bharno 1 2 Ghaghra 2 3 Bishunpur 3 4 Basia 3 Total 9
Proposal for construction of Additional Class-room in F.Y. 2011-12
As per the RTE norms 678 rooms is required for primary & upper primary schools. Block wise list of schools with no. of rooms required is annexed with plan.
Out of 678 rooms 599 rooms to be proposed for construction of additional class rooms in f.y. 2011 - 12 & 819 rooms to be proposed for construction in F.Y. 2012 - 13. Block wise No. of rooms to be constructed in f.y. 2011 - 12 is given below
Room Category Total No. of school Total No. of Rooms
Signle Room ACR 225 225
Two Rooms ACR 84 168
Three Room ACR 54 162
Four Room ACR 11 44
More than 4 Rooms 16 69
390 678
List of schools is annexed with plan.
Budgetary provision –
198
Head Unit Cost Phy Fin
Signle room ACR 2.99 225 672.75
Two room ACR 5.10 84 428.4
Three Room ACR 7.42 54 400.68
Four Room ACR 10.28 11 113.08
599 1614.91
Rest of the 69 ACR shall be proposed in the next Fy 2012-13.
199
Number of schools Number of facilities provided after 30-9- Proposal for 2011-12 Proposal for 2012 Block/ without 2010 Sl. Municipal Drinking Drinking Drinking No. Boys toilet Girls toilet Boys toilet Girls toilet Area Drinking Boys Girls water water water Water toilet toilet SSA DWM SSA TSC SSA TSC SSA DWM SSA TSC SSA TSC SSA DWM 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 1 GUMLA (U) 33 53 55 0 0 0 0 21 0 0 17 0 27 0 27 0 16 2 SISAI (R) 16 59 69 0 0 0 0 48 0 0 8 0 30 0 35 0 8 3 BHARNO (R) 25 37 47 0 0 0 0 11 0 0 12 0 19 0 23 0 13 4 GHAGHRA (R) 40 63 101 0 0 0 0 35 0 0 20 0 32 0 50 0 20 BISHUNPUR 5 (R) 18 43 57 0 0 0 0 22 0 0 9 0 21 0 29 0 9 6 DUMRI (R) 51 77 95 0 0 0 0 27 0 0 25 0 39 0 47 0 26 CHAINPUR 7 (R) 34 56 54 0 0 0 0 24 0 0 17 0 28 0 27 0 17 8 RAIDIH (R) 25 34 49 0 0 0 0 48 0 0 12 0 17 0 25 0 13 9 PALKOT (R) 16 63 89 0 0 0 0 40 0 0 8 0 32 0 45 0 8 10 BASIA (R) 16 46 59 0 0 0 0 30 0 0 8 0 23 0 30 0 8 KAMDARA 11 (R) 8 64 77 0 0 0 0 15 0 0 4 0 32 0 38 0 4 Total 282 595 752 0 0 0 0 321 0 0 140 0 300 0 376 0 142
As per the RTE norms of Every schools should be covered with the Handpump and toilet facility. All the above requirement will be covered through TSC & DWM.
200
Chapter – IX Girls Education 1. KGBV 2. NPEGEL 3. Girls Education (SSA)
201 1. KGBV
KASTURBA GANDHI BALIKA VIDYALYA Objective: -
Gender disparities still persist in rural areas and among disadvantaged communities. Looking at enrolment trends, there remain significant gaps in the enrolment of girls at the elementary level as compared to boys, especially at the upper primary levels. The objective of KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by setting up residential schools with boarding facilities at elementary level.
The KGBV is one of the major interventions made by the government to root out illiteracy among girls at elementary level and to bridge the educational gaps generally occurs between the boy and girls. The main objective of Kasturba Gandhi Balika Vidyalaya is to ensure the quality education to the most disadvantage section of our society.
TARGET: - Ten KGBV schools are running in the district.
No of KGBV sanctioned and operational : –
Agency No. of Sl. No. of KGBV KGBV Other Total No. Operational SSA Mahila Govt. Others sanctioned Society Samkhaya Agency
1 Gumla 1 1 1
2 Kamdara 1 1 1
3 Basia 1 1 1
4 Palkot 1 1 1
5 Bharno 1 1 1
6 Sisai 1 1 1
7 Bishunpur 1 1 1
8 Ghaghra 1 1 1
9 Raidih 1 1 1
10 Dumri 1 1 1
Total 10 10 10
202 PROGRESS OVERVIEW OF THE ACTIVITES OF FINANCIAL YEAR 2010-11
1. Civil construction:-
a) Out of the sanctioned 10 KGBV the constriction has been started in all KGBV accept Basia and Bishunpur. .
b) Status of civil construction can be seen as follows:-
The progress of construction (Model wise & Year wise) and expected date of completion of construction of KGBV:- Civil Work of KGBV
Physical Status Of Work Agreement Agreement Agreement Actual Sl Name Of Name Of no./Date Of Value (Rs. Date Of Date Of Remarks no. K.G.B.V Agency Work Order In Lakh) Completion Start Building Ground 1st 2nd Portion Floor Floor Floor
Hostel The Agency for Earth Work Building construction has initially started the construction School but the Building construction has been stopped by the Agency. The M/S R.K 14F2/2008- Last Week 26622452.00 Staff Qtr. agency has 1 Gumla Mishra & 09 15 month Of Sep. (5%Above) been show co.Ranchi (19.02.2009) 2009 caused but despite that he has not started Boundary the work. The work should be Wall reassigned to some other agency after canceling the work order. Hostel Roof Level
Building @ M/S Lions 22F2/2008- Last Week School Roof 26622452.00 Roof Casted 2 Sisai Construction, 09 (19-02- 15 month Of May Building Casted (5%Above) Ranchi 2009) 2009 Staff Qtr. N.T Boundary Finishing Wall Hostel Roof Casted Building M/S Lions 12F2/2009- 15 month Last Week School Roof Level 3 Palkot Construction, 10 (29-07- 25354716 Of July Building Ranchi 2009) 2009 Staff Qtr. Lintel Level Boundary Finishing Wall Hostel N.T Building M/S Dev 36F2/2009- School
4 Basia Enterprises, 10 (01-09- 25354716 15 month Building Ranchi 2009) Staff Qtr. Boundary
Wall Hostel Roof Level Building M/S Dev 36F2/2009- School 05 Oct. Roof Casted 5 Kamdara Enterprises, 10 (01-09- 25354716 15 month Building 2009 Ranchi 2009) Staff Qtr. N.T Boundary Brick work
Wall 1600 Fit Hostel Plinth Level Building School M/S 65F2/2009- Earth Work 6 Raidih shashidhar 10 (29-01- 25354716 15 month Building Construction 2010) Staff Qtr. Boundary Earth Work Wall M/S Adarsh 44F2/2009- 1st Week Hostel Roof Roof 7 Ghaghra 25354716 15 month Finishing Enterprises, 10 (15-09- Of Oct. Building Casted Casted Lohardaga 2009) 2009 School Roof Casted Building Lintel Staff Qtr. Roof Casted Level
203 Boundary Brick Work
Wall In Progress Hostel N.T Building School Land Available Tender Not 8 Bishunpur 0 month Building At Rehe, Yeit Staff Qtr. Bishunpur Boundary
Wall
Progress of KGBV Status Name of Building Enrollment of girls Total Mod of Sl.No KGBV status girls Remark Block el(I/II implem . (Start/ (comp/no Mi enrol s /III) enting Othe not t comp) ST SC OBC BPL nor led agency rs Start) ity 1 Gumla I 150 8 28 163 16 4 206 2 Sisai I 115 10 44 177 15 19 203 3 Bharno I Start not comp. 141 9 20 142 14 17 201 4 Ghaghra I Start not comp. 158 15 40 213 11 8 232 Bishunpu Through 5 r I VEC Start not comp. 184 9 9 206 0 4 206 6 Dumri I Start not comp. 142 8 7 154 0 9 166 Dev Constru 7 Raidih I ction Start not comp. 128 12 0 0 19 6 165 Not Not 8 Palkot I Start Comp. 85 12 28 56 0 33 158 M/S Adarsh Enterpri Not 9 Basia I ses Start Comp. 101 17 45 105 9 12 184 10 Kamdara I Start 100 10 42 123 1 33 186 Grand Total 1304 110 263 1339 85 145 1907
204
Class wise Progress of KGBV Class wise Enrollment of girls Total Sl.No. Block Model(I/II/III) girls Remarks VI VII VIII IX X XI enrolled 1 Gumla I 32 21 40 46 45 22 206 2 Sisai I 30 24 43 47 46 13 203 3 Bharno I 34 30 33 47 45 12 201 In the FY 4 Ghaghra I 32 21 48 49 48 34 232 11-12 the 5 Bishunpur I 36 28 27 49 46 20 206 stength of 10 KGBV 6 Dumri I 27 26 30 37 34 12 166 shall be 7 Raidih I 20 26 39 25 36 19 165 2000 8 Palkot I 28 26 33 37 22 12 158 after new 9 Basia I 27 23 33 39 37 25 184 admission 10 Kamdara I 32 26 30 45 30 23 186 Grand Total I 298 251 356 421 389 192 1907
Class wise Progress of KGBV Class VI- VIII Class wise Enrollment of girls Total Sl.No. Block Model(I/II/III) girls Remarks VI VII VIII enrolled 1 Gumla I 32 21 40 93 2 Sisai I 30 24 43 97 3 Bharno I 34 30 33 97 In the FY 11-12 the 4 Ghaghra I 32 21 48 101 stength 5 Bishunpur I 36 28 27 91 of 10 6 Dumri I 27 26 30 83 KGBV 7 Raidih I 20 26 39 85 shall be 1000 28 26 33 8 Palkot I 87 after new 9 Basia I 27 23 33 83 admission 10 Kamdara I 32 26 30 88 Grand Total I 298 251 356 905
Enrollment:- a) In all the Schools altogether 1907 girls has been enrolled in 10 KGBV. b) In enrollment process in our district we have tried our best to enroll those girls who come from the most deprived and disadvantage section of society. c) As result of that 36 primitive tribe girls (PTG) are enrolled in year 2009-10 and in 2010 – 11 38 PTG in enrolled in 10 KGBV along with poor, orphan and some special needed girls. d) Enrollment strategy for the year 2011-12 will be as follows as per the state guidelines –
205 (i) Class VI – 34 Girls
(ii) Class VII - 33 Girls
(iii) Class VIII - 33 Girls
* Advertisement for enrolment through pamphlet distribution / newspaper advertisement / announcement in Hat –Bazar in local market * Information about enrolment to all the HM during Guru Gosthi to deliver the message at root level * Involvement of VEC * Door to door visit by the CRP of the block in their cluster * A committee consisting of BWO,BEEO & Warden of the school will be set up to look after transparency in enrolment drive * A help in survey through Gram Rojgar Sewak will be taken * This drive will be organized in the month of Apr-May’2010 so that enrolment of the child can be finished before Summer Vacation
1. Plan / Process of enrolment Class VI
Sl. No. Name of School (Block) No of Students
1 Gumla 9 2 Sisai 10 3 Bharno 9 4 Ghaghra 12 5 Bishunpur 10 6 Raidih 9 7 Dumri 10 8 Palkot 10 9 Basia 10 10 Kamdara 11 Total 100 *Note: Out of school source.
Civil Work Status of KGBV
206 Completed In Progress Work Not Model Target (Cumulative) Total (Cumulative) (Cumulative) Started
10 I 0 07 03 10
0 II
0 III
10 Total 0 07 03 10
Financial Status of KGBV for the Year 2010-11
Sl. Block Outlay Total Fund Expenditure % of Unspent No. Approved Available Till 31st Expenditure Balance march Against AWP&B
1 Gumla 254700000 2330000.00 2100000.00 82.44 230000.00
2 Sisai 254700000 2330000.00 2100000.00 82.44 230000.00
3 Bharno 254700000 2330000.00 2100000.00 82.44 230000.00
4 Ghaghra 254700000 2330000.00 2330000.00 91.48 0.00
5 Bishunpur 254700000 2330000.00 2330000.00 91.48 0.00
6 Dumri 254700000 2330000.00 2100000.00 82.44 230000.00
7 Raidih 254700000 2330000.00 2100000.00 82.44 230000.00
8 Palkot 254700000 2330000.00 2100000.00 82.44 230000.00
9 Basia 254700000 2330000.00 2100000.00 82.44 230000.00
10 Kamdara 254700000 2330000.00 2100000.00 82.44 230000.00
TOTAL 2547000000 23300000 21460000 1840000
207 PROGRESS OVER VIEW 2010-11
No. of Training Name of block Total Participants Training Provided on Organized Gumla 1 1 Sisai 1 1 Basia 1 1 16.06.10 to 17.06.10 at Gumla Hygiene Dumri 2 2 English Teaching by UNICEF 15.06.10 - 17.06.10 20.10.10 - palkot 2 2 27.10.10 Bharno 1 3 BRC Bharno Bishunpur 1 1 Rukka, Ranchi ghaghra 1 1 BRC COMP.Training Edcom Unicef kamdara 3 3 BRC, Kamdara UDAN Raidih 1 1 Menstrial Hygine
PLAN PROPOSAL FOR TRAINING 2011 - 12
No. of Training organized Training Schedule Out Come Total Participants and date
Warden’s liability & Warden Cum Teacher 10 April 2011 responsibility .How to run your school.
How to maintain Accountant Training 10 April 2011 your account in a proper way.
Guards Training Guard’s liability and 10 May 2011 responsibility.
Understand your Bal Sansad Training 165 May 2011 liability & responsibility
How to cook in a proper way? How to Cook Training 10 May 2011 maintain your kitchen neat and clean.
208 Teacher’s availability in KGBV
a. All teachers’ sanctioned strength of 50 is working. b. Similarly 30 Non teaching personnel are also working as state as below TEACHING & NON TEACHING STAFF IN KGBV FULL TIME STAFF SL. Physical NIGHT NO. BLOCK ENG SST MATH SCIENCE Teacher Accountant GUARD COOK Total 1 GUMLA 1 1 1 1 1 1 1 1 8 2 SISAI 1 1 1 1 1 1 1 1 8 3 BHARNO 1 1 1 1 1 1 1 1 8 4 GHAGHRA 1 1 1 1 1 1 1 1 8 5 BISHUNPUR 1 1 1 1 1 1 1 1 8 6 DUMRI 1 1 1 1 1 1 1 1 8 7 RAIDIH 1 1 1 1 1 1 1 1 8 8 PALKOT 1 1 1 1 1 1 1 1 8 9 BASIA 1 1 1 1 1 1 1 1 8 10 KAMDARA 1 1 1 1 1 1 1 1 8 TOTAL 10 10 10 10 10 10 10 10 80 State Govt. and SPO has provisioned the following Additional teachers and support staffs for each KGBV keeping view of the no. of students, quality education and better management of the KGBVs as follows -
NON TEACHING STAFF ADDITIONAL TEACHER (Part Time) (Part Time)
NIGHT ENG SANS MATH SCIENCE VOCATIONAL COMPUTER Total COOK GUARD
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
1 1 1 1 1 1 6 1 1
10 10 10 10 10 10 60 10 10
209
The following emolument/ honorarium is being given as per state norms and guidelines –
1. The 4 additional part time teachers shall be given - Rs. 150 day for a class of 90 minutes and they are supposed to take 2 classes in a week.
2. Similarly 1 additional cook cum helper and one additional Night guard cum peon has been provisioned on minimum daily wages basis.
The above expenditure shall be made from the Salary head of the KGBV budget of AWP&B 2010-11
3. Computer Teacher has been provided from the computer education head of the SSA.
Some additional permanent teaching staffs likely to be recruited in the FY 2011-12 keeping view of Upgradation of KGBVs to secondary school enhancing the total strength of 25 teaching & Non-teaching staff/KGBV.
Grade of KGBV Enrolment Class VI - VIII Class VI Class VII Class VIII Total Sl. No. BLOCK A B C D E A B C D E A B C D E A B C D E 1 1 GUMLA 0 1 7 13 4 4 4 4 4 9 19 6 3 1 13 24 17 18 18 1
2 SISAI 5 10 5 6 0 4 8 5 7 0 11 15 10 4 0 20 33 20 17 0
3 BHARNO 3 13 17 0 0 4 7 14 0 0 5 13 10 0 0 12 33 41 0 0
4 GHAGHRA 4 21 2 3 0 5 12 3 0 0 22 17 5 0 0 31 50 10 3 0
BISHUNPU 5 10 13 7 6 0 8 13 5 2 0 9 11 6 1 0 27 37 18 9 0 R
6 RAIDIH 20 0 0 0 26 0 0 0 0 31 7 0 0 0 77 7 0 0 0
7 DUMRI 2 16 9 0 0 4 10 12 0 2 5 5 10 7 8 31 26 10 7
8 PALKOT 12 6 0 0 0 9 10 3 4 0 1 18 10 4 0 22 34 13 8 0
9 BASIA 0 5 5 0 18 0 7 8 6 2 3 14 11 2 3 3 26 24 8 23
10 KAMDARA 3 13 10 0 0 2 16 7 0 0 0 0 19 8 0 5 29 36 8 0
2 2 11 1 21 30 TOTAL 59 98 62 31 66 87 61 6 93 82 32 205 81 48 6 3 9 1 8 4
Training/Capacity building
210 One special training has been organized for all accountants cum computer operators of KGBV at District level to boost up there accounting capabilities by chartered accountant. One day orientation workshop is to be arrange of all teachers working at KGBV till the end of Oct. 11. We are going to organize inter KGBV sports cum vocational training display competition at district level by the end of Feb 12. After the annual examination a science festival cum cultural programme competition will be arrange at district level. The child cabinet of each KGBV shall be oriented @ Rs. 100.00 /child cabinet . Strategy for 2011-12 Financial Management - To uplift the quality of accounting procedure in KGBV a special training of all accountants-cum-computer operators will be arrange on computer programme TALLY till the end of Jun 11. Capacity building of teachers - In the summer vacation to improve the quality and make more sensitive to the growing age girls student, we will organise a special 5 days residential training on active learning methods shall be done under training head of the SSA. 3 days motivational and administrative training to all teachers shall be done at district level with financial provision of Rs. 100 per teacher per from the capacity building head of each KGBV. Inter KGBV sports cum vocational training workshop shall be organized with the financial provision of Rs. 5000.00 per KGBV at the district level from the capacity head of the KGBV. After annual exam 2011science festival cum cultural programme competition will be arrange at district level from the PTA cum school function head.
* Quality: A quality teacher training under RTE, based on effective classroom teaching will be provided to the teachers during district level teacher training programme. To ensure quality education of KGBVs the teachers of KGBV shall be trained on Motivation and Active Learning methods in convergence with training programme of the SSA. 2 month bridge course shall be organized for newly enrolled girls in KGBVs with financial provision of Rs. 2500.00 per part time remedial teacher per month for 2 months of bridging for each KGBV from the salary head of the KGBV. The bridge course shall be organized in the KGBV campus itself.
To provide education through audio/video aids and CAL subject specific computer CDs are required for which provision can be made from Computer Education of SSA funds to the tune of 3000/- per KGBV shall be provisioned from CAL. 1. Convergence a) Health department
i) Arrangement of one doctor from PHC in each KGBV who do periodic checkup of
KGBV girls.
ii) Also provided Medical Aid Box. iii) Special liason shall be kept for block administration, local police, district administration and child welfare committee for safety and counseling of girls. iv) Availability of at least two night guards for security point of view with the help of nearest police station.
211 v) Convergence with Fire Extinguished Deptt. in emergency as well as to train the children about Fire Extinguisher apparatus vi) Plantation in school premises with the help of MANAREGA vii) Skill Development
Under the provision of KGBV norms, 50000 per KGBV has been provisioned for vocational training and skill development. Out of this head in each KGBV provision for Sports, Karate, Yoga, Painting and other vocational skills like candle making, embroidery, cookery, jwelary making etc. as per following details –
No. of support/ Financial Provision Sl. Name of vocational/ Skill Remar Duration Honorarium Est. Total No. Skill development ks material teacher Cost
1 Home 2 Months 1 teacher @ 5000/- 5000/- 5000/- Decoration 25000/- per month
2 Karate 2 Months 1 teacher @ 2000/- - 2000/- 1000/- per month
3 Yoga 2 Months 1 teacher @ 2000/- - 2000/- 1000/- per month
4 Painting 8 Months 1 teacher @ 8000/- 5000/- 13000/- 1000/- per month
5 Music 10 1 teacher @ 10000/- - 10000/- Months 1000/- per month
6 Cookery 1 month 1 teacher @ 1000/- 5000/- 6000/- 1000/- per month
7 Candle 1 month 1 teacher @ 1000/- 2000/- 3000/- Making / 1000/- per month Envelope making & other paper craft
8 Jewelry/ 3 months 1 teacher @ 3000/- 2000/- 5000/- bamboo 1000/- per month craft/ mushroom
9 Gardening 2 months 1 teacher @1000/- 2000.00 2000.00 4000/- per month
Total 50000/-
212 Evaluation: There shall be 3 quarterly and 1 annual evaluations for each class. Based on the achievement level of girls remedial classes shall be organized for those girls whose score ‘D’ and ‘E’ in different subjects. Blackboard test and Oral test for the children of class VI Monitoring process * Warden will monitor all the activities and management at school level * Nearest VEC president to visit the school once in a month * Weekly monitoring by BEEO/BPO at block level * Monthly visit of ADPO / Component in charge/Accounts Officer at district level to monitor the attendance of teacher and children, Quality of education/food, management of accounts (Cash book, Bank book, Voucher verification, Stock register etc) and other facilities avail by the children
Activity Calendar
Sl. Implementatio Activity Time line Responsibility Outcome No. n Level
April-May Drop out girls will get enrollment 1 Enrollment School Level Warden/B.E.E.O /B.P.O/BGC 2011 and proper education.
Students will acquire skills Vocational May-January 2 School Level Trainer through various vocational Training 2012 training during the period
Drop out girls will acquire May-January 3 Special Classes School Level Warden and All Teachers education as per their age & 2012 requirement.
4 Film Show School Level June 2011 Warden and All Teachers To acquire education.
December 5 Legal Advice School Level Legal Advisor 2011
Game For the skill development and 6 School Level August 2011 Warden and All Teachers competition encouragement.
Moral improvement, to generate Annual Parent's September 7 School Level Warden/B.E.E.O/B.P.O respect to the elders. Day 2011
For encouragement to the works Award to best 8 District Level October 2011 A.P.O/A.D.P.O/D.P.O of the concerned person & teachers/school institution. Inter Class November To get the feeling of competition, 9 science quiz School Level Warden/B.E.E.O/B.P.O 2011 develop thinking ability. and debate
213 Children will get the knowledge 10 Exposure Visit School Level Dec 2011 Teachers/B.E.E.O/B.P.O of surroundings. Health 11 Awareness School Level Jan-Feb 2012 Warden/B.E.E.O/B.P.O /M.O.I.C Awareness about health. Programme Balika Children will get the Sammelan cum Teachers/B.E.E.O/B.P.O 12 District Level March 2012 encouragement the selling of self Science /A.P.O/A.D.P.O/D.P.O made product. Exhibition
Financial Proposal for FY 2011-12
(Class 6 to 8)
A. Non recurring activities:
1. No fund is proposed for civil construction of 8 KGBVs excluding Dumri & Bharno is proposed this year as the same as has been already sanctioned from the KGBV construction grants
2. In Gumla District 2 KGBV has been provided with funds of construction of building @ Rs. 40.0 lacs per school whereas the construction of school building is being done @ Rs. 256.0 lacs per school building with support from KGBV & 12 finance scheme. Hence there is a gap of Rs. 216.0 lacs per KGBV in KGBV of Dumri & Bharno. Hence the gap 432.0 lacs for 2 above KGBV will be made from 12 finance scheme.
B. Recurring activities:-
In FY 2011-12 or 10 KGBV 254.70 Lacs of rupees have been proposed to meet recurring activities expenditure of 10 KGBVs with a unit cost of Rs. 27.27 lacs per KGBV per annum as per detail given bellows -
Fresh Proposal 2011-12
Unit Cost Total Activity Out come (in lacs) For 10 Fin (in girls/KGBV Phy lacs)
Non Recurring
1 Building Boundary wall has been 4 Bedding proposed for old estimate 5 Boundary Wall 3.5 2 7.0 7.0 buildings of
214 Dumri and 6 Boring / Handpump / Water Supply 0 0 0 0 Bharno.
TOTAL 7.0 7.0
Recurring Costs per annum
Retention of 1 Maintenance per girl student per month @ Rs. 900 10.8 10 108.0 108.0 Girls Child
2 Stipend for girl student per month @ Rs. 50 0.6 10 6.0 6.0
Availability of Course books, stationery and other Educational Educational 3 material @ Rs. 50 per month 0.6 10 6.0 6.0 Matterials
4 Examination fee 0.020 10 0.20 0.20
Salaries: ( State as per state Norms 1. Warden cum teacher 2. Full time teachers (For model I & II only) 3. Physical Teacher 4. Part time teachers
5 5. Support staff - (Accountant/Assistant, Peon 12.00 10 120.00 120.00 Chowkidar and Cook) Development of Vocational 6 Vocational training/specific skill training 0.5 10 5.00 5.00 Skill
7 Electricity/water charges 0 .600 10 6.00 6.00
8 Medical care/contingencies @ Rs. 750 child 0.750 10 7.50 7.50
(a)Miscellaneous including maintenance .400 10 4.0 4.00
9 (b) Miscellaneous .400 10 4.0 4.00
10 Preparatory camps .150 10 1.5 1.50
11 PTAs/school functions .150 10 1.5 1.50
12 Rent 0 10 0 0 0
215 13 Capacity Building 0 .300 10 3.0 3.0
TOTAL Recurring 272.7 272.7 0
Grant Total (Rec. + Non- Rec) 279.7 279.7 0
Hence total outlay of Rs. 279.7 lacs have been proposed for 10 KGBVs up to class VIII
Monitoring: Regular monitoring shall be done by the district and block level education deptt. and project officials at block level BPOs shall be regular monitoring the affaires of the KGBV and sending the report to the District Gender Co-ordinator and the DPO. The BEEO shall act as Incharge Officer of the KGBV. In addition to this the School Managing Committee through monthly meeting shall monitor the KGBV.
Implementation Schedule
1. Completion of enrollment by April. 2011.
2. Starting of vocational training by May 2011.
3. Training of Accountants for enhancement in accounting procedure July 2011.
4. Stipend for all girls in first week of the every month.
5. Exposure visit by the end of second terminal exam. Accountability
1. Enrolment of girls – Warden, BRCC, BPO, Component incharge.
2. Teacher training on Gender – Component incharge.
3. Training of Accountant – Component incharge.
4. Stipend release – Warden, Accountant.
5. Exposure visit – Warden, BRCC.
216
NATIONAL PROGRAMME of EDUCATION for
GIRLS
AT
ELEMENTRY LEVEL.
N P E G E L VISION: - Universalisation of elementary education entails a special thrust on girls’ education, given their traditionally low participation in elementary education.
Major Objectives of this programme are following: -
a. Develop and promote facilities to provide access
b. Facilitate retention of girls
c. Ensure greater participation of women and girls in education
d. Improve quality of education
e. Stress relevance and quality of girl’s education for their empowerment. f. To enhance the enrolment in secondary schools. g. To reduce the no. of out of school girls h. To increase the achievement level of girls
217
TARGET:-
The following group of girls will be targeted under this programme:-
Out of school girls Drop outs girls Over age girls, who have not completed elementary education Working girls Girls from marginalized social groups. Girls with low attendance. Girls with low levels of achievement
During year 2010-12, 88 Model Cluster were functional. The following table shows block wise coverage under NPEGEL:-
SI. No. Name of Block No. of Cluster Under taken NPEGEL
1 GUMLA 13
2 SISAI 9
3 BHARNO 7
4 GHAGHRA 8
5 BISHUNPUR 8
6 DUMRI 9
7 RAIDIH 10
8 PALKOT 8
9 BASIA 9
10 KAMDARA 7
88 Total
* Strategy for 2011-12
Gumla being tribal dominated district with majority of the people belonging to minority community (Christians and Muslims). Out of the 11 Blocks, Ten blocks namely Gumla, Sisai, Bharno, Ghaghra, Bishunpur, Raidih, Dumri, Palkot, Basia and Kamdara are educationally backward blocks. (EBB) Where 88 MCS cluster have been already running upto F.Y. 2009-10 and hence in the
218 Financial Year 2010-11 these MCS centers shall be further taken up for running recurring actives as per NPEGEL guideline. The block wise status is given here below. In this financial year 2010-11 based on our experience of previous year proposal of activities is block specific keeping view of specific need of each of the block with a shift from cluster based strategy of previous years. In this FY 2010-11 block is taken as a unit for NPEGEL activity. Funds shall be proposed for each block with a upper ceiling of rupees 60 thousands per MCS, but under this ceiling variation in fund allocation shall be done keeping view of specific requirement of MCS with a particular block. In order to access the status of model cluster school in the light of girls education, the cluster wise the status of MCS are given below and our strategy for each of the cluster shall also depend on this data apart from Socio-Cultural matrix of the block and specific hindrances in way of girls education and empowerment. Enrollment of OOSC in NPEGEL Cluster
Category Wise No. of Enrolled Out of School Girls Sl. Total No. Block Name MCS SC ST OBC MIN GEN Total 1 GUMLA 13 11 92 57 77 6 243 2 SISAI 9 8 59 61 14 4 146 3 BHARNO 7 1 120 28 7 6 162 4 GHAGHRA 8 4 91 13 6 3 117 5 BISHUNPUR 8 6 87 6 5 0 104 6 DUMRI 9 9 57 2 10 8 86 7 RAIDIH 10 6 55 23 21 0 105 8 PALKOT 8 5 44 9 0 0 58 9 BASIA 9 4 64 14 0 2 84 10 KAMDARA 7 7 37 42 0 0 86 Total 88 61 706 255 140 29 1191
Ø vkn'kZ ckfydkvksa tkfr 0 iz[k.M ladqyk dh la[;k vfHk;qf Total Total la dk uke s dh IN OUT Dr SCHOO SCHOO ST SC OBC MIN GEN 0 la[;k L L 14 1 xqeyk 13 307 243 550 550 301 11 89 3 6 10 2 fllbZ 9 117 146 263 263 112 10 7 26 8 3 Hkjuks 7 30 162 192 138 1 32 15 6 192 ?kk?kj 4 8 204 117 321 321 k 252 6 48 8 7 fo'kqui 5 8 143 104 247 247 qj 230 6 6 5 0 6 jk;Mhg 10 159 86 245 144 21 35 33 12 245 7 Mqejh 9 139 105 244 169 10 42 22 1 244 ikydks 8 8 153 58 211 211 V 109 24 78 0 0 9 cfl;k 9 168 84 252 167 14 59 5 7 252 dkeMkj 10 7 144 86 230 230 k 112 26 92 0 0
219 173 12 275 dqy 88 1564 1191 2755 588 257 47 4 9 5 Source:- BRC Report Dec 10
Progress Overview 220
Phy. AWP & B Fin. Sl.No. Activity process outcome Budget 2011- Achievem Achievement ent 12 1 Maintenan ce 1.1 Vocational Vocational Training • Strenthening of 2755 11.88 11.8 Training • Selection of trainer girls thought 8 • Purchesing of material Vocational Traning Thought Committee • Enrichment in • Enrollment of Girls after their Economic Counciling Back grow • Enhancement in their life skill
1.2 Raw • Enlistment of material by • Successful 2755 6.16 6.16 material for trainer & trainees Vocational training vocational • Purchesing of material training thought Committee
1.3 Health • Tieup will Department • Identification of 818 4.4 4.4 Camp of health anemic Girls • Organised camps at • Maintain Medical block level Record of Girls • height, weight & Blood • Counciling about Check up of adolsent Girls their personal problems
1.4 Legal • Tieup legal advising • Share of 1100 0.44 0.44 Counciling organaisation information about • Organiging of Camps of legal rights of Block Level womens • information of indian Constitution & lows for women & child • Counceling about legal rights of women 1.5 Exposer • Selection of girls whose • Enhancement of 991 8.8 8.8 Visit perfomance is good• girls self Selection of girls Site for Confidence • Visit• Hireing of vehicle , Knowladge loding, fooding etc. Enhenct• Share Experience with other visiter • Enhencement in qwality of work
221 1.6 Meena • Formating of mina • High enrollment 1848 3.52 3.52 Manch manch in every MCS of girls in school • Identification of nodel • No out of school teachers children • weekly meeting of • Highly munch & Identification of Confidence of Girls OOSC in catchment area • Manage of school • Proceeding of meeting of by Children meena munch
2 Student/Te • Selection of Best • Enhancement in 440 4.4 4.4 achers peformer motivation level of award Girls/Teacher/School in Students/ teachers cluster level • Knowlage & • Award ceromany Confidence organised Enhencement • Motivation of other Student/teacher to achive the target
3 Student Evalution/ Remadial Teaching/B ridge & Alternative School 4 Teachers • Module of 3 days • Sensatization of 176 Training Sensatization training teachers about • selection of one teacher Gender issuses per school for traning •Traning Callender
5 ECCE • 1173 6.84 3.74 6 Communit • Moblizaton of • Change of mind 710 2.79 2.1 y community leaders• set of Community Mobilizatio Enpanelment of leaders• Successful n and Volenteers• Provision of During of Manageme emolments, T.A, D.A• programme• nt cost Stationary•Pumplets, maintaining of leaflets about gender gender Equity issues
Grand Total 12766 49.23 45.44
222
Proposal for Financial Year 2011-12
Keeping view of the above following proposal is made in F.Y. 2011-12
Proposal for recurring activities in 88 old MCS
As per NPEGEL norms and new guideline , the funds shall be provisioned in Block Resource centre of the district –
Annual Work Plan 2011-12
No. of Sl. No. Detail of activities planned Unit Cost for district MCS Total Cost
Recurring grant for MCS
Recurring grant for promotional of girls education, Maintenance of school and engagement of part 1 time instructor. 20000 88 1760000
2 Award to School/Teacher 5000 88 440000
Student evolution, Special Class, Bridge Course, 3 Alternative Schooling 20000 88 1760000
4 Learning through open School 5000 88 440000
5 Teachers training on gender aspects 4000 88 352000
6 Child Care Centers 6000 88 528000
Total 60000 88 5280000
Schedule for Training Programme
Sl.No Month Programme Participant Remarks . One day Training Programme for May 2011 1 MCS H.M HM 2 day Training Programme for Teachers/MCS First Week of June Resource Person 2 VT/Cordinator Coordinator 2011 through NGO One day Training Programme for Last Week of June 3 MCS Girls MCS Children 2011
223
Block Wise Budget
Sl. No. Block Total MSC Unit Cost Total Cost (in Rs) Remarks Name
1 Gumla 13 60000 780000 Details of Budget of
2 Sisai 9 60000 540000 each blocks in annexed 3 Bharno 7 60000 420000
4 Ghaghra 8 60000 480000
5 Bishunpur 8 60000 480000
6 Dumri 9 60000 540000
7 Raidih 10 60000 600000
8 Palkot 8 60000 480000
9 Basia 60000 540000 9 10 kamdara 7 60000 420000
Total 88 5280000
We have 1191 Out of School Children girls MCS under NPEGEL in 2010-11 who attended the Vocational training.
According to the survey of MCS we have 1191 Out of School Children girls who are enrolled in MCS under NPEGEL in 2010-11 in addition to this in F.Y. 2011-12 another 150 OOSC girls shall be enrolled in MCS. 150 new girls shall be given speciall non-residential training under the head OOSC activity these girls along with the previous enrolled 1191 girls shall be given vocational training and those girls who are in the age group 06-14 years shall be enrolled in age appropriate class of the formal school.
Category Wise No. of Enrolled Out of School Girls Sl. Total Vocational No. Block Name MCS Training SC ST OBC MIN GEN Total 1 GUMLA 13 13 11 92 57 77 6 243 2 SISAI 9 9 8 59 61 14 4 146 3 BHARNO 7 7 1 120 28 7 6 162 4 GHAGHRA 8 8 4 91 13 6 3 117 5 BISHUNPUR 8 8 6 87 6 5 0 104 6 DUMRI 9 9 9 57 2 10 8 86 7 RAIDIH 10 10 6 55 23 21 0 105 8 PALKOT 8 8 5 44 9 0 0 58 9 BASIA 9 9 4 64 14 0 2 84 10 KAMDARA 7 7 7 37 42 0 0 86 Total 88 88 61 706 255 140 29 1191 224
Block specific plan (2011-12) for NPEGEL –
In the financial year 2011-12 we have adopted the strategy of keeping block specific plan where over all fund the block shall be @ Rs. 60000.00 (Recurring grant) to each of the MCS which comes to be as follows :
Block Specific Annual Work Plan 2011-12 Gumla
Sl. Name List of activities selected for Block Block Total Cost No. of Specific Block activity per Block
Basia block has a specific problem of out migration form Basia to other parts of the Country including Delhi for employment. Female exploitation, early marriage is characteristic of the place. Hence our strategy shall be enroll all the adolescent girls to MCS and then and then focus will be on providing gender sensitization trainings, special emphasis on Tailoring, 1 Basia employment oriented vocational training. stitching , food 540000.00 Health education shall also be given to processing reduce early marriage and minimize the hazards of early marriage. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
The major problem of dropout girls in Gumla block is due the girls getting engaged in domestic help activities in houses. Taking help of labour authorities, child welfare committee rescue of girls is being taken up and the girls who have Jute Crafting, dropout after class 5 education shall be Bamboo 2 Gumla admitted in KGBV . Crafting, 780000.00 Candle Maintains of school, part time instructor making award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
3 Bharno In Bharno block providing remedial Jute Crafting, 420000.00 teaching intensely so that they could get Bamboo
225 basic education and them employment Crafting generating vocational training so that they earn while they learn. Effort shall be made for marketing of good prepared by MCS girls so that they could share profit also. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
Bishunpur is inhabited by many primitive tribes like Birhor, Asur. Keeping view of the specific cultural and social ethos of primitive girls who are still not interested in study, emphasis shall be given to provide basic education to adolescent girls, vocational training based on there cultural and social ethos and after providing Candle Bishun compressed bridge course they shall be 4 Making, 480000.00 pur examined for class 5 exam and incase Papad Making they achieve competency they shall be mainstreamed in KGBV. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
Dumri is inhabited by many primitive tribes like Birhor, Asur. Keeping view of the specific cultural and social ethos of primitive girls who are still not interested in study, emphasis shall be given to provide basic education to adolescent girls, vocational training based on there cultural and social ethos and after providing Food compressed bridge course they shall be Processing, 5 Dumri 540000.00 examined for class 5 exam and incase Tailoring they achieve competency they shall be Stitching mainstreamed in KGBV. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
Ghaghra block has a specific problem of Bee Keeping, out migration form Ghaghra to other parts Ghagh Jute Crafting, 6 of the Country including Delhi for 480000.00 ra employment. Female exploitation, early Bamboo Crafting marriage is characteristic of the place. Hence our strategy shall be enroll all the
226 adolescent girls to MCS and then and then focus will be on providing gender sensitization trainings, special emphasis on employment oriented vocational training. Health education shall also be given to reduce early marriage and minimize the hazards of early marriage. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
Maintains of school, part time instructor award to school/ teacher, students Kamda evolution, remedial teaching, bridge Tailoring, 7 420000.00 ra course, alternative schooling, learning Stitching through open school, teachers training, child care centers
Maintains of school, part time instructor award to school/ teacher, students Papad evolution, remedial teaching, bridge Making, 8 Palkot 480000.00 course, alternative schooling, learning Candle through open school, teachers training, Making child care centers
The major problem of dropout girls in Raidih block is due the girls getting engaged in domestic help activities in houses. Taking help of labour authorities, child welfare committee rescue of girls is being taken up and the girls who have dropout after class 5 education shall be Tailoring, 9 Raidih admitted in KGBV . 600000.00 Stitching Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers
In Sisai block providing remedial teaching intensely so that they could get basic education and them employment generating vocational training so that they earn while they learn. Effort shall be made Jute Crafting, 10 Sisai for marketing of good prepared by MCS Bamboo 540000.00 girls so that they could share profit also. Crafting Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training,
227 child care centers
Total Cost 5280000.00
As per State guideline Annual Work Plan 2011-12
As per State guidelines in the FY 2011-12, out of the total MCS in a block 5 to 6 Model Cluster Schools have been proposed for focused activity. But the out of school girls of other MCS school shall be covered partially at their MCS center and partially at the near by focused MCS choosen for the block. Within a MCS, the activities will be run at 3-4 sub centers in a school under MCS to cover all the focused girls within a MCS.
The list of focused MCS within a block is enumerated below -
Sl. NO. NO. of Name of Focused MCS for Major No of Foa Block activities . MCS MCS Remarks
Govt MS. Toto, Govt. Urdu MS. Amboa, Govt. Urdu MS Kotam, 1 GUMLA 13 6 Govt. MS. Murkunda, Govt. MS. Gumla, Govt. MS. Karounda, Govt.MS. Charka Tangor
Govt. Girls MS. Sisai, Govt. MS. 2 SISAI 9 5 Murgu, Govt MS Puso Govt MS. Sakrouli, Govt. MS. Chharda,
Govt. Girls MS. Bharno Govt. MS, 3 BHARNO 7 5 Amalia. Govt. MS. Karanj, Govt. MS. Jura, govt. MS. Domba,
G.M.S. Ghaghra, G.M.S. Aadar, GHAGHR 4 8 5 G.M.S. Tilsiri, G.M.S. Totambi, A G.M.S. Shivsereng
G.G.U.M.S. Bishunpur, G.M.S. BISHUNP 5 8 4 Tumse, G.P.S. Banari, G.U.M.S. UR Marwai
G.M.S. Sisipatratoli, G.G.M.S. Block H.Q. Dumri, G.M.S. Khetli, 6 DUMRI 9 8 G.M.S. Hariharpur, G.M.S. Kamalpur
228 G.M.S. Birkera, Govt. M.S. Kemte, 7 RAIDIH 10 6 G.M.S. Patratoli, G.M.S. Silam, G.M.S. Kasir, G.M.S. Bansdih
G.G.M.S. Palkot, Govt. Basic 8 PALKOT 8 4 School Baghima, G.M.S. Jhikirma, G.M.S. Tangeria
G.M.S. Moreng, G.M.S. Eetam, G. 9 BASIA 9 4 G. M.S. Basia, G.M.S. Bangarkela
G.M.S. Turbul, G.M.S. Loyenga, 10 KAMDARA 7 4 G.M.S. Hafu, G.M.S. Tithi
Total 88 51
Proposal for Additional Incentive (Uniform/Stationary/Workbook etc.
1. Proposal for uniform to each of the 1464 out of school girl who will be enrolled in MCS shall be provided @ Rs. 600 per girl amounting to Rs 8.784 lacs
2. Proposal for stationary and note books to 1464 out of school girls @ Rs. 150 per girl per annum amounting to Rs. 2.196 lacs.
Thus the total outlay of 10.98 lacs has been proposed as additional incentive.
Proposal for Community mobilization and Management for FY. 2011-12
1. Community mobilization (mobilization for enrollment, retention and learning etc shall be done in convergence with community mobilization activity of SSA.
Strategy for 2011-12
For community mobilization a Block Resource Person along with a core group will be formed at Block Level and as well as cluster Level. The above core group comprising of woman workers, volunteers and mother parents etc. The main objective of this core group will assist in bringing girls form the villages, as well as monitoring their achievement, attendance, retention etc.
Training of the community/resource groups involving Mother-teacher association, woman managements groups, sanghas etc. will also be taken up under this component.
This core group will play one of the most critical roles in the programme in terms of planning mobilization and implementing the programmes packages of the activities. It’s role will help the
programme to truly evolved and local context and community ownership.
Management cost :
In FY 2011-12 as per NPEGEL norms of 6% of total proposed fund Rs 52.80 lacs i-e 3.168 lacs for
229 management activities have been proposed in the AWP&B 2011-12.
The following activities shall be done under this head. a) Salary of NPEGEL of block coordinator @ 2500.00 x 10 x 9 = 225000.00 b) Salary of District Resource Person @ 9000.00 x 9 months = 81000.00
c) For monitoring from district level, hiring of vehicles and office expenses & documentation etc. Rs. 10000 funds shall be kept.
STRATEGIES:-
I. Parental counseling will be done. II. Seasonal community hostels with arrangement for boarding, coaching and care of children who stay back and continue in schools III. Setting up of a school at the site of migration IV. Condensed, bridging courses for children on their return to their village to makeup for the schooling time lost during the period of migration. V. The duration of course will be one year. VI. All migratory children of 6-14 years age group will be enrolled in Bridge course Residential. VII. Parents of these children will be linked with Rojgar Guarantee Scheme. VIII. BRCC and BPO will be responsible for opening of Residential Bridge Course. IX. 10.BRCC, BPO and CRC Secretary will ensure that the Children who will come in to Non – Residential Bridge Course are out of School. X. After completion of course BRCC and BPO will submit the mainstreaming report.
1. Furniture for Model Cluster :- Furniture will be provided to Model Cluster through the fund of 12thFinance Commission. Expenses on RBC will be done from SSA budgetary Head of AIE. 2. Coaching Classes for Girls:-Per Model Cluster 01 Coaching class will be provided for female child for 03 Month. 3. Meena Muppet Show:-Will be presented by KALA JATHA.Kala Jatha has been formed in the District. Per show Rs. 2000/- will be Paid. Components of Plan Proposals :
A) Model Cluster School (MCS):
Eighty-eight Model Clusters are running in the district. District will strengthen the running Model Clusters.
(B)Recurring Grant to Model Cluster Schools:
Recurring grant will be provided to BRC For Clusters level programmemarch @20,000/- for following activities: -
1.Vocational training will given on following:-
a). Tailoring b). Handicrafts
c) Painting
d) Area specific vocational needs
2.Maintenance of Model Cluster
230 3. Coaching classes for girls
In this regard Rs 17.60 Lacs has been proposed for all 88 Model Clusters. (d)Awards to Schools/Teachers:
One award per year @ Rs. 5,000/- (in kind, like shawl, Dictionary, Books, Different Kits etc.) will be provided to a school/teacher at cluster level for achievements in enrolment, retention and learning outcomes of girl students. Proposed for all 88 clusters in the district, provision of Rs 4.40 Lacs has been made for this head.
(e)Student Evaluation, Remedial Teaching, Bridge Courses, Alternative Schools: .
Special Class for ‘D’ & ‘E’ Grade Girls:-
A maximum amount of Rs. 20000/- per annum can be provided to each cluster for low achievement level and irregular girls. Provision has been made for Rs 17.06 lakhs for all 88 clusters.
(f)Learning through Open Schools:
Overage & class eight passed fifty girls will enroll through NIOS to complete their education at secondary level. In this regard Rs 4.40 lacs has been proposed.
(g)Teacher Training:
Twenty teachers per cluster will trainned for gender sensitization. In this regard Rs. 3.52 Lacs has been proposed for 88 clusters. (h)Child Care Centres:
To relieve girls from the burden of sibling care two Child Care Centers per cluster are running through community. In this regard Rs.5.28 Lakhs has been proposed for 176 centers. TIME FRAME-
Sl. Programe Duration Accountability No.
i Identification of girls March-april 1Identification of girls-Component In charge, CRP,HM Of concerned CRC
ii Completion of ACR Completion of ACR- JE, AE & VEC of concerned CRC
iii Vocational Courses April - Dec
iv Awards to School Teacher Sep Awards to School Teacher - Component In charge; VEC of concerned CRC
v Remedial Teaching
231 vi Teacher Training on gender Aug. Teacher Training on gender- Component In charge
vii Enrolment in NIOS- May 2010 & Enrolment in NIOS- VEC of concerned CRC November 2010 May 2010 & November 2010
Thus total financial proposal for NPEGEL activity are summarized below: -
Proposal for 2011-12
Sl. Spill Total ACTIVITY Fresh Proposal No. Over Proposal
Fin. Unit Cost Phy. Fin. Fin.
No. of EBBs
No. of Urban Slums
No. of covered clusters
No. of clusters in urban slums
A Civil Works
0.00 1.54 40 0.00 61.6 Const. of addl. Classrooms including 1 toilets, drinking water, electrification
B TLE
One time grant of TLE, Library, Sports, 1 Vocational training etc.
C Recurring
Maintenance of schools, part time 0.40 88 17.60 35.20 instructor to MCS, provision of life skills, 1 bicycles, vocational training, transportation charges etc.
2 Award to best School/teacher 0.0500 88 4.40 4.40
4 Learning through Open Schools 0.0500 88 4.40 4.40
6 Child Care Centres for 2 centres 0.0600 88 5.28 5.28
7 Other 1
232 Sub total 0.00 0.6000 52.80 52.80
Additional Incentives (Uniform D stationery, workbook, escorts in difficult areas etc.)
1 Primary 0.00 0.00
2 Upper Primary (Uniform for girls) 0.0060 1464 8.78 8.78
Upper Primary (Stationary & note books 2.20 2.20 0.0015 1464 etc for girls)
Sub Total 0.00 10.98 10.98
Community Mobilization & Management 3.168 E Cost 0.0015 3.168
Sub Total 0.00 3.168 3.168
Total (NPEGEL) 0.00 58.308 58.308
233 3. GIRLS EDUCATION Education of Girl (Under SSA) All approaches, strategy and outcomes of our plan have been made in the light of improvement of learning levels and regular participations of girls in school. Special initiatives for increase in retention increase in transition from primary to the upper primary level, reduction in gender and social category gapes and reduction in out of school girls.
Total Girls Population (6-14) : 115379
Total girls enrollment (6-14) in Govt. & Govt. aided school : 109083
Never enrolled & Drop Out girls : 6297
OBJECTIVES
Facility retention of girls Ensure greater participation of women and girls in education Improve quality of education Stress relevance maximum quality of girls education for their empowerment
BASIC INFORMATION
Sl. Total Enrollment of Girls in Gumla District Block Total No. Class 5 Class 6 Class 7 Class 8 1 BASIA 1003 871 771 520 3165 2 BHARNO 1120 953 861 726 3660 3 BISHUNPUR 732 514 415 364 2025 4 CHAINPUR 888 657 718 644 2907 5 DUMRI 1027 783 684 503 2997 6 GHAGHRA 1491 1188 1073 816 4568 7 GUMLA 2836 2688 2553 2293 10370 8 KAMDARA 901 681 542 460 2584 9 PALKOT 1113 923 834 666 3536 10 RAIDIH 907 813 632 555 2907 11 SISAI 1601 1360 1233 1121 5315 Total 13619 11431 10316 8668 44034
234 Progress Overview 2010-11:
AWP&B Sl. Activity Phy F.Y.2010-11 Expenditure No. (in Lac)
English specking course in 11 KGBV and selected CRC, game and sports organized in block level, CRC level 1 100 13.00 13.00 and school level. Meena manch organized in each CRC level, exposer visit held in school level.
Activities to be done under girls education
1. special coaching for girls :- Those middle schools in which the number of girls in class VI-VIII is higher, the provision is giving for special coaching of 30 days in 15 schools each block to teach Math, Science and English subject with the help of school management committee. The school management committee will take the support of 3 different subjects retired teacher/teacher of private school/graduate/intellectual person of that region for special coaching as EV. The class will run for 1:30 hour on Saturday and Sunday from twelve to 1:30 pm for 30 days because before of after school time no one students as well as guardian want to stay at school or in support for staying .For this parents member and member of SMC/VEC would be sensitized and given monitoring charge. The honorarium of EV can be paid at the rate of 100 Rs per working days.
Block wise detail where Special Coaching for the girls of Class VIII will be implemented:
Sl. No. of Name of Block No. of EV Financial Provision No. Schools
1 GUMLA (U) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00
2 SISAI (R) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00
3 BHARNO (R) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00
4 PALKOT (R) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00 Total 60 03X60= 180 Rs. 540000.00
235 3.PROVISION OF EXCURSION FOR GIRLS OF CLASS VIII:
Provision will be made of excursion for girls of class viii. The girls of those schools which are situated in remote area will be given priority. Excursion will be organized at district level for 100 girls per block.
Financial Target :- 100 girls x Rs 200 x 4 blocks = 0.80 Lac.
4. Cultural meet : A cultural meet would be organized in month of November in each block. Quiz, debate, essay writing, speech, singing etc. extra co- curriculum activity will be organized in this session. 100 girls of each block selected from school level/cluster level would be participate in it.
Financial Target :- 100 girls x Rs 200 x 11 blocks = 2.20 Lac.
IMPLEMENTATION SCHEDULE
Sl. Activity Strategy Level Responsibility Time Outlay Line
1 Identification or No of Schools will School/ CRP/BRP/ selection of be selected in SMC BPO/BEEO teachers/instruct Block wise where ors July 2011- no, of girls of Class 12 VI,VII & VIII will be Maximum.
2 Running of Maximum 3 Classes School CRP/BRP/ 5.40 special coaching will be run in the BPO/BEEO classes /VEC/HM subject Math, Aug – sept. Science & English 2011 by the Instructor selected by VEC.
4 Exposure visit For the awareness District BPO/BEEO/ 0.80 APO/ADPO Sep. 2011 of girls Exposure visit will be
236 organized to see the Historical places, Religious places, Govt. offices etc.
5 Cultural meet For the awareness Block BPO/BEEO/ 2.20 of girls cultural APO/ADPO meet will be Nov. 2011 organized in block level
5 Monitoring All the activity will District BPO/BEEO/ July- feb be monitored by APO/ADPO 2011-12 the Block & District level.
Total :- 8.40
Accountability:- Component-in-charge, AO , DPO will be accountable for proper monitoring and support.
OUTCOME:
Enhancement in of learning level of girls Decrease dropout rate of girls Mainstreaming of girls in the field of general education and improvement in their co- curriculum activity.
237 CHAPTER XII
CONVERGENCE & LINKAGE
238 CONVERGENCE & LINKAGE
Convergence and linkages within the various programmes of SSA and other outside government programmes and non governmental agencies has been the guiding factor while formulating the AWP&B 2010-11 for the district. The convergence and Linkages have been enumerated below which has been done in this year AWP&B 11- 12
Sl Programme Intervention under Proposed Linkage/Convergence Remarks . SSA
1 Civil work under SSA plan proposed
140 Handpump with support of DWSN Handpump
376 Girls Toilet shall be constructed in Girls Toilet convergence with TSC in the FY 2011-12
285 schools shall be provided toilet with support from TSC Toilet
2 Community mobilization Linkage shall be established in such trainings for gender sensitization with . NPEGL, IED under SSA and convergence shall be established for use of youth volunteers of IVP programme of UNICEF and SWASTHH PLUS programme of UNICEF
239 4 Girls Education NPEGEL and Girls education component of SSA has planned their efforts jointly
under the AWP&B 2007-08
NPEGL to support KGBV in quality improvement in girls education and girls tracking of drop out girls.
Girls Education (innovation) shall support five NPEGL CENTRES for COMPUTER education.
UNICEF is supporting KGBV and NPEGL in quality aspects.
MP/MLA funds will be garnished for construction of boundary walls of KGBV newly constructed and also providing computer etc. with support of MP fund to all the KGBVs.
240
CHAPTER XI
Special Focus Group
241 COMPONENT: - INNOVATIVE ACTIVITY TRIBAL INTERVENTION (SC/ST)
INTRODUCTION
The national policy of education 1986 and programe of Action 1992 also envisage promotion of education of ST/SC/PTG by introduction teaching in mother at least in the primary levels.
Multilingual educations builds on the knowledge and experience that child bring to school. It is based in language and culture of the child. The district focuses on tribal language Kurukh.
Child population 6-14 years in Gumla 230406 density purpose per sq. km. 193. Child population ST community 6-14 age group boys 74863, girls 75132 total 149996. Enrollment ST Community 6-14 age group boys 71078, girls 71278 total 142355.PREVIOUS WORK IN THIS INTERVENTION
PROGRESS OVERVIEW
Sl. No. Activity Fin
1. Organizing School Level & CRC Level games and 10.0 sports, cultural activities, exposure visit district level.
School mapping- in financial year 09-10, 10-11 school have been identify where teacher know tribal language.
TARGET
6-14 years ST/SC child. 50 Selected school of Gumla & Sisai block.
OBJECTIVE
To bridge the gap of learning barrier among ST/SC community. To supplement in quality learning of ST/SC community. Introducing tribal language as a medium of instructor in early stage of school.
241
ACTIVITIES- PROPOSAL IN 11-12
Sl. Activities Strategy Time Out Comes Est. Cost/Budget No. Frame
1 Language Survey format will be 11-May How Many 20000 Mapping in all developed printed and children blocks distribution and speaks mother collection of survey tongue format 2 Selection of 1. Identification for Apr – 2011 School 0.00 School MLE School. identified 2. Five schools in each block with 1 or 2 cluster 3. Only class 1 & 2 strart. 3 Collection of 100 community June – Rs.150 X 100 folk songs and members basically Jully 2011 member = tells parents and children 15000.00 along with the 6 RPs will be collected. 4 Arrangement 06 known resource June – Available of 06 RPs×12000×3 of Resource person of Kurukh, Jully 2011 Master month = 216000 Teacher Mundari, Kharia Trainer & language will be Quality selected & haired for Improvement three months and honorarium will be provide in the district level. this RPs will develop required multilingual/bilingual TLMs, collect folk songs & teles, develop by bilingual dictionary, teacher training guide book & support in class to teacher as well as trained the teacher 06 selected 50 schools. 5 Residential 1. 50 Teachers of May-11 1. Capacity (Res.) 50 per X Teacher’s Kurukh, Nagpuri building of 100 Rs. = 5000 Training language who have teachers in (T.A.) 50 per X been identified before tribal 200 Rs. = 10000 will be given 2 days language. Stationary = 5000 residential training for 2. Cont. = 5000 quality enhancement. Development 25000 2. Teacher Training of confidence will be conducted at and cultural Gumla District. identifies. 3. APO/BRCC will monitor the training 4. Master Trainer of State level will give the
241 training to teachers. 5. Expenditure will be conducted from Teacher Training Head.
6 Workshop for 1. Five days Jun-11 TLM/Primer 300000 TLM/Primer residential workshop development. dictionary will be conducted at develop by district level with district RPs district RPs & 50 and 50 Teachers, 80 sets of resource TLMs/Primer dictionary tracher teacher guide book will be develop/printed
7 2 days 1. The district will June – July Kurukh 100000 finaisation conduct 2 days 2011 Magazine workshop for workshop for Developed Kurukh magazine. magazine 2. Resource person/teachers and students will to collect the article of the magazine. 3. Ten (10) teachers including resource person will edit the article. 4. The Magazine will be published by district level and will be distributed among the children of identified schools and teachers. 8 Printing, 1. Two times haflf July 2011 Collection of 70000 Editing, yearly programme will & Dec 2011 Folk songs. Compilation be conducted through and resource person at publication of district level. folk song and 2. Teachers and folk tale. student will participate in the programme 9 Development 1. Words will be Dec – 11 to Dictionary will 100000 of bilingual collected to develop Jan – 12 be developed dictionary bilingual dictionary by teachers and resource person.
241 10 Progress 1. A regular Apr 2011 to 1. Promotion review and monitoring system will march of monitoring of be developed to 2012 comprehensiv programme. support the full e & programme. continuous 2. Monthly progress evaluation review meeting will be will help to conducted at district understand level. the 3. CRP/BRP/BEEO and knowledge component in charge ability of the will take part in the children. monitoring and support. TOTAL 846000
ACCOUNTABILITY:
Decrease of dropout rate of SC/ST children. Increase the retention of SC/ST Children. Will bring more children who are out of school. Better class room transaction. Glorification of indigenous art and culture can be made possible. Preservation of ethnic identifies.