ANNUAL PLAN
JIS I RIC l LLIiMliN'l'ARY EUUCAHON PLAN
DISTRICT:: DARRANG
YEAR-2003-04
AXCN4 SARBA SIKSHA ABHIJAN MISSION Annual Work Plan and Budget- 2003>‘04 iiL N l SSA, DARRANG DPEF*
A. INFORMATION: a) Demographic Information:
Geography Location Situated in the North-east region of India in between 26° 12’ and 20" 57' N laliludo and 91" 42’ E and 92" 22' E longitude. Distance from the state capital 78 Km lOt;)! Ai(;a ;VUS5 3 S(] Km Major rivers Nanoi, Nowanoi. Mangaldai Nadi, Pachnoi, Mora Dhansiri, Jia Dhansiri and mighty Barhmaputra. Total Forest Cover 152 hectare Total Crop Area 288851 hectare Actual Cultivated Area 163309 hectare Multi Crop Area 125542 hectare Double Corp Area 75300 hectare Triple Crop Area 50242 hectare Under Tea Plantation 44126 hectare Administration Head quarter Mangaldai Town No ()l r^ul) (llVIMOII'i / (Mangaldai and lidalgiin) No. ol Ruvefiue Ci(clus/!t‘lisils 10 Name of Revenue Circles/Tehsils Mangaldai, Kalaigaon, Sipajhar, Patharighat, Dalgaon Pnrl-I, Dalgnon Part-ll, Marbat, Harisinga, Udalguri and Klioirabari. No. of CD Block 11 Name of CD Block Sipajhar, Kalaigaon, Pub-Mangaldai, Pachim- Mangaldai, Bhergaon, Khoirabari, Dalgaon Sialmari, Bechimari, Rowta, Mazbat and Udalguri. No. of Zila Parishad 1 Name of Zila Parishad Mangaldai Zila Parishad No. of Zila Parishad Constituency 28 Name of Zila Parishad Constituency Bihudia, Syampur, Bechimari, Dhula, Lakhimpur- Tengabari, Bananguri-Kabirali, Barkola-Syamtila. Mowamari-Puthimari, Rangamati, Chapai, Bhergaon. Atherighat, Bamunjuli, Khoirabari-Kunhiarkuchi, Deomornoi-Patharighat, Lalpul. Dhansiri, Orang, Rowta, Uumunicliuwki Kuiua, Liipajli.ir UobdnaiKla, IJipila Uiini, Janghalpara, Sonaigaon, Bar-nagaon, Harisingha. Hntigarh ,md Knjiamati. No. of Police Station. 10 Names of the Police Station Mangaldai, Sipajhar, Kalaigaon, Tangla, Khoirabari, Panery, Udalguri, Dalgaon, Dhula and Mazbat, No. of A.P. 11 Name of A.P Sipajhar, Kalaigaon, Pub-Mangaldai. Pachim- Mangaldai, Bhergaon, Khoirabari, Dalgaon Sialmari. Bechimari, Rowta, Mazbat and Udalguri No. of GP 155 (Mangaldai Sub-Div,-87, Udalguri Sub-Div.-68) No. of towns 4
Pa ire-1 Annual Work Plan and Budget- 2003-‘04 N' 51 1 SSA. DARRANG MimAMeDF-’EP I
N.'iiiii; of till! fowii Mannaldai, Ktiarupetia, iJdalguri and Tanqla NaiDU of low ii Cofninilloe Khaiupfilid I own Cummitl(!(,’, Dddkjun lown (/oniinilli;*; and Tangla Town Committee Name ol Municipality Mangaldai Municipality Board Major language Assamese No of revenue villages 1305 (including 32-numbers of Tea Divisions, 24 numbers ofWECs), No, of tea garden 30 (Khoirabari-12, Mazbat-10, Udalguri-6, Dalgaon-1, Kaiaigaon-1), Total PWD road length 1366.061 Km. Major Railway Station Tangla Railway Station Nearest Airport Gopinath Bordoloi International Airport, Barjtiar, Guwahati Health Infrastructure Civil Hospital (200 bed) Mangaldai No. ofCHC (30 bed) 7 Name of CHE (30 bed) Sipajhar, Bazna Patties Deomornoi, Khoirabari, Tangla, Udalguri and Kharupetia. No, of [^HC (6 bed) / Name of PHC (6-bed) Sipajhar, PatharighM, Jaljali, Khoirabari, Udalguri, Kharupetia and Orang. No of State Dispensaries 12 No, of Medical Sub-centers (General) 32 No. of FW Sub-centers 273
Census related iniormation-.
Population Census 1991 2001 Total Population 12,98,860 1503943 Male 6,70244 773982 1 0,28,010 729961 Muslim 415323 Hindu 786332 Rural 1234876 1430099 Urban 63984 73844 SC 64350 ST 224957 Density of Population 373 432 Sex Ratio (perlOOO male) 942 946 Literacy rate 42.00 55.92% Literacy rate (male) 50.80 64.32% Literacy rate (female) "■ '32.53' ...... 46.95%'
P uire-: Annual Work Plan and Budget- 2003-‘04 \ SSA, DARRANG OPtf> MftKAHC
Topographical atvd Demographic information of Darrang-
lii ■'.iiiniiK'i M .K'.on il is. i'X|)oii('nr.(,'(l hy ho,ivy i.mil.ill wilh liK]h lovc'l ol liiiinulily llu? .iiinii.'il laiiikill IS liiOU iiiiii (cip[jiux ) aiuj huiiiidily dboul 70% 80‘'/u. I wiiitor the cliinatu is cold and dry. 1ho cold IS intense mainly in December and January, The maximum temperature 26^ to 32^' C and minimum temperature is 9° C (approx).
Demography
As per Census 2001 the total population of district is 15038943 (persons) out of which 773982 persons are ma'e and 729961 persons female. The district is showing the decadal growth rate is.....and the literacy rate is 55.92% with 64.32% male and 46.95% female.
Adrninislrativo Divisions: Table. 1.1: No, CD & Educational Blocks. -GP & Villages
Year No. of CD No. of No. of No. of GPs No. of Towns Blocks Educational census Clocks Villages * ’ 1991 11 6 1328 ; 155 4 2001 11 6 1341 155 4
Population and its division:
The population of the district nas increased from 12.98860 lacs in 1991 to 15.03943 lacs in 2001 by registering an increase of 14%. The growth of female population of the district is slightly higher than their male countei part. The female population has increased by 14% and the male population has increased by 13%.
Table 1.2: Population of the District by Area and Sex
Y(Mf 1 All ...... Rural Urban i Male Female ' Total Male Female Total Male ! Female Total 1991 ! 670244 ^628616 ! 1298860 635725 599151 1234876 .34519 ; 29465 J__639^^^^ 2001 ! 773982 '729961 11503943 1 !...... 1 j [... 1 ...... i
Table 1.3: Population by Caste & Sex
Year 1 Caste i Population % of Population j 1 I Category i Male Female Total Male Female Total 1 1991 i SC 33531 30819 64350 52% 48% 5% I ST 113567 111390 224957 ' 50.48% ^9.52% 17.3% 1 1 I 2 0 0 V T ’s c “''“...... “T” i 1 — ...... , j ■ ------1 1 1 i . i ! i i i
Pagc-3 Annual Work Plan and Budget- 2003-‘04 N SSA, DARRANG DPEP mHANO (b) Educational Information;
Literacy Rate:
Out of the Total 1503943 population 694570 are literate as per 2001 census. The overall literacy rate of the district has increased from 42% in 1991 to 55,92% in 2001. It is lower than the state average. The literacy rates of urban population are higher than the rural population.
The literacy of SCs & STs is lower than the genera! population as per 1991 Census.
Table-1.4 Total Literates and Literacy Rates
'h vll ljtOMl(KS l.ih'iacy Ra 1 0 s iVUiio t-emdle iotal Mcile Female Tola! Male Female Total 1991 570244 623616 1298860 50 80 32,53 42,00 2001 773982 729961 1503943 412510 282060 694570 64.32 46.95 55.95
The table above shows that there are more illiterates than literates in the district. However, the gap of female literacy rate with male is almost remaining the same over the decade, although the rate of foinnlo litor.-icy has boon chaiiqod by 14,42 fiotn 1991, but the in comparison n)ale the margin has been clianyod dbout to 0.90 than the previous census. Besides, it is also noticeable that the female literacy rate (46.95%) of the district is lower than the state female literacy rate.
Table showing Total Child Population (6-14 age group) as per Village Education Register of VEC(s) ( onduclcd in IIk,* yi.Mi ? iW '>i lo l.'it dl VI R li,i'> bciin coii'iiduMMl r; (i M a()(; (jioup in IIkj cuim.'mI y(,Mi 2003 Table-1: Total Child Population (6-14 age group) as per VER 2002. SI. No. BLCCK Total Child Population (6-14 age Group) Boys Gjrls Toial (B+G) SIPAJHAR ie T ig T4921 31240'"^“ .. K A L A I^ O N 28988 "26173 ‘ 55T61~“" DALGAON^” 46;023 '4 l8 3 6 " 8 7 ^ 9 f'M Z B A T '"’ '2 .W 9 2245T '46430* I jd a lg ^ i ' 21426 41496 ------j KHOIRABARI 2190^ 20275" 42184 'd a r r a n g (58644 145726 304370 TaWe- 2.^ Enrolment in School (6-14 age group) as per VER 2002^ SI. No. BLOCK _ _ Enrollment (6-14 age Group) Girls T Total i ’1 :SIPAJHAR ! 14592 1 13391 27983 : 2 ;KALAIGAON 23140 1 21048 44188 j 3 'd a l g a o n 26285 i 25524 51809 ; 4 Im a z b a t 17016 ! 15411 32427 j ...s' u d a l g u r F' ...... 18193 ' .....'I 6 7 9 r ’ '34986 ^ 6 (KHOIRABARI 18869 1 17190 36059 ; PARRANG 118095 109357 227452 Annua! Work Pian and Budget- 2003-‘04 N SSA, DARRANG I DPEP I Table-3^ Block wise Tota^Out-of^cho^childjan (6-14 years age group) iSI.No. iBLOCK Out-of-School Children (6-14 Vo age of Out-of-school children aaainst total Population Boys Girls Total Boys Girls Total 1 SIPAJH^R 1536 ' “1530'“ ....3066' " ' ”9% To% .....10% V |k AI AIGA(;N 1)84 H !;12() 109/3 20'/o 20% 20% 3 Id a l g a o n 19738 16312 36050 43% 39% 41% 4 Im AZBAT ...... “ 6963 " ■704C~"‘ 29% 31% 30% f) liDALGURI i' 3233 3277 6510 15% I6‘X> 16% () KHOIRABARI 3040 j 1' 3085 6125 14% 15% 1i 15% DARRANG ^ 40358 i 36369 1 76727 ! 25% : 25% 1 25% Tabled 1 Numbers of LP, UP and Composite schools in the district (Darrang) 81. B L O C K Category wise Numbers of schools N o . T o ta l j R e c o g n i z e 1 T o ta l 1 T o ta l j S e c o n d a r y H i g h e r r T o t a l T o t a l ! j 1 Middle d MES ! Schools i M i d d l e I SecondaryiComposife s c h o o l s 1 i j j (including ( L P S + M V schools j schools in c lu d in g MVS) ! S ) C o m p o s i t e 1 1 ! s c h o o l s i S I P A J H A R 2 1 1 .... ’ .....'^0 5 5 2 9 ‘ ~ ' 2 7 2 9 2 1 i I'AI AK.Anii /'II) '.'1 '111 KM I d ' i 111 1 0 II. 4 M ,( j |UAI.{;A(JN m A) 2 2 4 4 1 10 .5 2 6 0 4 'm a z b a t 2 0 0 2 6 2 0 2 0 0 4 6 8 4 4 \ ...... 2 5 0 UDALGURI 2 8 8 ’ ...... 3 9 ' i ^” 2 5 ^ .. ’ 2 9 6 ~ ’ |" ~ 6 4 ^ .. 1 0 6 ....¥ ^ 3 6 2 ‘ |6 'k h o i r a b a r i I 2 8 2 i 2 6 i 3 4 2 8 7 6 0 1 6 2 1 5 3 5 9 j • 1 DISTRICT ! 2 \ 0 _; 1 5 8 1 1535 I 369 9 1 j 3 1 ■ [ 1 9 4 3 : . ^ 9 9 _ 7 6 Table- 4.2: Alternative Schoolinq Centers, BAC, Private & Venture Schools 81. No. BLOCK I Number of ' BAC Private Venture Total Schools ! AS centres Schools 1 schools schools (including BAC/Venture & Private) 1 iSIPAJHAR i 30 0 4 62 66 : 2 II^LAIGAON J 55 , 50 ^ 2. 46 98 ^ 3' IDALGAON " i * ' 7 i 5 4 49 67 4 ;MAZBAT ; 105 33 5 24 62 : ^ 5 lUDALGURI 55 1 42 ! 10 43 95 1 6 jKHOIRABARr j‘ 100 46 'l .... ’...... 66 ...... Ti 3 ■] iDARRANG I 460“ ~ 185 26 290 501 : ra,'C-5 Annual Work Plan and Budget- 2003-‘04 SSA, DARRANG WRWATtfOPEP B. Progress Overview of the District during DPEP period: The National Policy of Education. 1986 ( as updated in 1992) and the Programme of Action( POA) resolves that free and compulsory education of satisfactory quality should be provided to all children up to 14 years of age before India enters 21^' century. The NPE emphasizes on three aspects' I, Universal access and enrolment: il IJdivorsal rolontion of childrnn up to 14 y(\irs of and 111 A iinpiovoiitt'nl ill t]u.ility o! I'tluc.ilioii to ciijhlo .ill cliiklKMi lo achieve essential level ol learning The experience since independence for achieving UEE established that UEE is contextual and varies across the country, its needs local area planning with disaggregated targets and decentralized planning & management, resources are important but not the sufficient conditions for achieving UEE. Based on the above experierice the District primary Education programme(DPEP) was launched in 1994 initially in 8 states . Assam was one of the states where the programme was started initially with 4 districts and later expanded to another five districts having female literacy rate below the national average. The principal objectives of the programme were: I. Universal access of educational facility for primary education; II. Universal enrolment of children in primary schools, III. Reducing the gender disparity, disparity amongst social caste, community etc. to below 5%: IV. Reduction of drop out to less than 10% and retention of all children enrolled in schools: \/ Ra'is’iPig \he 'leve'i o‘ learning by 25% over the baseline level. The progress in access& enrollment, retention, reduction of drop out rale and raising the level of learning in the District is as follows; Table-1: Block wise numbers of un-served habitations ;SI. No. iBIock Name |Nos. of Population Children in Percentage of 6-10 Years i Habitations the age child to total population. i igroup 6-10 f i ; 1 ■SIPAJHAR 1 12 1301 ! 751 58% 2 KALAIGAON ' 31 12908 i 2191 17% Ij ' ’d a l g a o n ’ ” T"'...l2 1 ~ '^ '" ^ 70255 i 14067 20% ' 4' ' ’ Im a z b a t r ” ....' i r ' ~ ! 5937 W10 17% : 5 iUDALGURI 1 59 15687 1995 13% ■...... 6... ^KHOIRABARI : 22 ; 5420 781 14% iDARRANG i 262 : 111508 20795 ’ 19% 1 fable- 2: Numbers o( Alternalive Schooling and ECE centers functioning in the district; Sl.J^o. Block Numbers of AS centers ECE centers 'l 3IPAJHAR _30 37 ^ 2 KALAIGAON^ ...... 43 3 d a l g a o n ' T i 5 "'30...... ‘^'MAZBA f ' '105 ' ' 30^ ,nnual Work Plan and Budget- 2003-‘04 I SSA, DARRANG D P t(' JDALGURi 55 13 KHOIRABARI 100 17 DiSTRICT 460 170 As figurfi mentioned in the table-2, DPEP Darrang has introduced 460 (including 120 numbers NFE centers which have been converted later as AS centers) numbers of Alternative schooling centers (Arnar Parhashali) for non-school going and d opout children of G-14 years age group. The curriculum of the system is so desig'icd i;o as lo fulfill the leedsof the students and timetable of tlie system is also very flexible depending on the convenience of :he learners. DPEP HAS also introduced a new concept of Bridge Course to cover the out of school, diupout an(i iicvei oiiiuiled children in Hif3 alreiidy existing primary scliools lo acliieve 100% enrolment in school. Specific intervention has been given in the char, tribal blocks, tea garden, and forest and boarder areas More than 90‘!o children of AS and Bridge Course (short-term) centers have been mainstreamed into formal schools. DPEP also opened 170 numbers of ECS Centers (Mukulika Kendras) in different areas in order to provide school readiness and create an environment for all round development of the children of 3-6 years age group, to free the girls from sibling care, etc, Nov^, all 170 Mukulika centres are functioning well by 367 numbers of ECE workers including '7 numbers of Supervisors in the District. Alternative schooling and ECE centers have been increased the position of enrolment in schools and at the same time also able to impro/e the classroom transaction in the schools. AS centers able to covere the out-of-school children of many un-served areas and at the same time ECE centers able to covor many under aq/xl (;hil(lr(m of 3-6 in m w . \hf) workoTS o1 AS and ECE centois also heltjod Iho school loactiors by cofKlucting classes at formal school set up because of high PTR in the schools, T3bl0-3; CpmmunitY Forums in the district. Ol. BLOCK VEC TGEC ' r WEC^ ’ Total r GPEC^...rSMC Including MES j ,No. 1 1 0-.- - - - il JSIPAJHAR 143 1 0... 21 256 i jl^LAIGAON 237 ..... o " .. 247 2 8 '^ ' 351 i 0 ,o P A L G ^ N ^ '" 200^ I 4 ! 205 23 242 i k" iMAZBAT ^ .....11 0 I 2 2 6 ' 226 ! K a l g i^ i ”247"* 7 ; 10 i 264 30 327 i 6 KHOIRABARr 207’ .. i 0 1 220 i 28 308 I ^DISTRICT 1249 i 24 I 1305 j 155 1710 The table-3, implies that 1249 VECs, 32 numbers of TGECs, 24 numbers WECs have been constituted along with 155 numbers oi Education Committees at Gaon Panchayat level and 1710 numbers of School Managing Committees in all elementary schools. Village Education Committees {VEC} are responsible for administration of the delegated programmes in the field of education at village level. The major responsibility of the VECs is operationalisation of Micro planning in the village through systematic house-to-house educational survey or Village Education Register of VEC{s) and periodic discussion with the parent & community. It PcIL'C- 7 Annua! Work Plan and Budget- 2003-‘04 N •M SSA, DARRANG should be the endeavor of the committee tfiat every child in every family participates in primary education. There is no doubt that VEC/TGEC/WEC(s) have been performing well at grass root level from the inception of DPEP and played an anchor role and considered as the leading machine in supervision and monitoring of all activities of the programme and the officio in implementation of the policies, Similarly, GPEC and SMC has also been involved through orientation/ training and workshops at different level during the period of programme although the GPEC has been fonned lately due to political reasons and SMC has been reconstituted by giving more autonomy in every school activity, Inteiventioiis for Disabled Children: DPEP provide access to the educationally disadvantaged children as also those with special needs. It has been given the attention to integrate them by giving them the opportunity to join school through opening readiness centers in different areas under the component head of 'Integrated Education for Disabled Children (lED)', It further stressed the need for concerned efforts to expand and Total 60 (sixty) numbers of readiness centers have been opened after completion of the survey at block level conducted through block resource persons/ local youths. Medical camps has also been organized with the help of Health Department and NGOs to identify the type of disabilities to introduce them in readiness center (s) and later provided aids and appliances to them according to their needs. Total 60 numbers of children of readiness centers have been mainstreamed into forma! schools and given them special attention through specially trained resource persons and teachers of these schools. 60 numbers of trained resource persons have been engaged at block level to run the readiness centers. Home visits and supervision and monitoring in the villages/ schools has been empowered the people particularly parents of the respective disabled children and motivate them about the rights of these CniidTeu, uRr's, Consultants and educational functionaries have been given support visit to the schools wIkmi' (1i‘ m' i1)1(mI childion h;ivf! ni;iiM'ili(.‘,lined r)()i,‘(:i;il Toiictiinfj Ic.'uniiifj in.'ilf.'ri.'il*: h.'i'; hofMi pi()vi(l(.'(l to thusi.' :,cjooIl; with udvniico piopniiitiun of !;rosoii plan ayaiiiot oach child accoidiny to the type of disability. Tables are given below may be seen - Table-4: Numbers of readiness centers and enrollment in readiness centers. ^ SI, ‘ Block 1 Vi’ i HI 01 1 LD 1 MR ! Total j Numbers 1 Numbers of i 1 ji fjri. i • • rjf Centres Children in RC i'l 1 Sipajhar ! 81 ' 249 ' 120 1 13"”..... "13"" ‘476 ...... \2 '^..... l o o ...... "! : 2..... i Kalaiaaon '5 7 ...... r22b ! 140 r i6 ...... r3 3 ”..... '475 1 9 88 ' ^ ---3 - ,! Dalqaun ^ 98 1 221 256 63 80 718 23 300 4 i Mazbat 63 "234 ’ r'178’.... ”26 ”2 7 ' ' 528 160 I Udalguri 33’ >6 ’ ' [ 4 6 ' l i ' " ;”8 184 ” ' ... .. 0"'..... 0 ! ! 6 Khoiraban ,^38 142 i 103 132 14 429 , 5 ! 42 ! DARRANG ! 370 1151 i 843 271 185 2810 '60^ 790 j Table-4,2: Aids and appliances provided to disabled children. i Category 1 Number of children given 1 Number of children given aids Total i aids through DPEP through convergence 1 Aids for VI ; 10 38 48 Aids for HI ; 48 1 200 248 j Aids for 01 ' ...... 2 47 ^ 49 I Total ‘ 60 287 345 N n N.itionnl liistilnto of llo.'iiiiKj lni(),'iiMMl niul Coiiipoiiilu RiKjioiial Coiitro, Guw;ili;iti has pioviikid Ihoso aids and appliaiicss under (lie provision of Ministry of Social Justice and Empowernr^ent, Govt, o( India. U ; Annual Work Plan and Budget- 2003-‘04 1'^ u'j SSA, DARRANG I Dl-Lf' i Page-9 A n n H ii Work Plan and Budget- 2003-‘04 ■'sr SSA, DARRANG DPEP Table-5; Numbers of BRC. CRC, Additional Classroom. Construction of existing school building, repairing of school building etc. (Up dated cumulative figure of Civil Construction activities during DPEP period) state Activity Physical Target Work started Work not started Completed In Progress m ent No. ^ 94-95 95-96" 96-97 ^------Total 94-95 95-96 96-97 Total r~94’'-9 5 'r 95-9 6 T 96- ^ 1 Total 94-95 " 95T 6'r 9<^~97^'! Total 1 94-95 ; 95-96 : 96-97 \ Total A BRC Building \J■5 3 0 0 6 o 3 0 6 i 0 I 0 : 0 0 i 3 3 ' 0 6 0 1 0 0 : 0 A 70 Bedded Hostel 0 1 0 1 0 1 0 1 1 ~ o' " ' ■ 0 0 i 0 . 1 : 0 1 0 ] 0 0 h- - ■ - ^ 0 B CRC Building 5 23 i 108 23 ’’ 108 i - y - T 5 80 0 0 I 5 : 80 ; 221 107 0 i 0 ’""'~1 ■ 1 ' C Existing School 78 80 0 164 6 78 80 164 i 0 0 0 66 ; 58 130 0 I 12 22 : 34 1 BIdg. i _ D Addl. Class Room . 5 10 15 30 5 10 15 30 “ “ o * ' I 15 :. 30 “T ... 0 . _ .... ; 0 ’ Repairing of school 6 Q - -■ ^ ’‘ 40...... ~ 4 6 ... ' " 6 l 5^ ’ ’o ’" 4 1 1 0 ' 0 ’ ■ 35" 1 41 1 I ' o '' 0 ' building ! I ® ----- I 1 F Toilet 103 42 157 12 93 37 142 i 0 10 i 5 15 'r 12 ; 89 , 35 1i 136 0 T 4 ■ 2 G ^ECE Building 20 20 “ ‘ ' 4 0 ..... 0 20 20 40“ ' 0 ‘ ' Y ' : ■■o‘" c ’ ; 20'"^ " 2 0 i 40 r^o" ' r 0 .. H Existing Char Area 0 10 0 10 9 0 9 ^ 0 0 0 : 9 1 0 i 9 0 r 0 0 ; Q ' School Building ir .. ■ -; New Schools in 4 o” ' ' " ~ '"1 0 0 ^ "“o'" o"’ 6 4 '" " " 10 ’ 0 i 1 0 ' 0 " r'”o“'J“ '0 I 0 ’.....o ' " school less village i I r “ .J 1 ; I Urban Resource 0 0 1 1 0 0 0 0 0 ;! 0 ; 1 1 ^ 0 , 0 0 1 0 y 0 ^ 0 ; O’ - 1 Centre ] 0 i 1 I i! 1 ! Darrang 43 ..... 349 181 ~ ...... 573 37 329 ]n 75~ ' m i " 1 20""! ' 32 “ 37 ^ 313^" 1^ 1 5 0 ] ’ ^ o o " jL o ‘"r 1 6 - .....25~ It's clear from the table-5 that 573 numbers of physical targets of different civil construction activities had been fixed at the start, but work had been started for 541 numbers in the form of BRC, CRC, existing and additional classroom, repainng, etc. during this project period. Out of 541 numbers 500 buildings have been completed and balance got delay due to lack of fund and allotted fund against each category of 41 numbers of building have been released for all these activities and it is expected to complete within June 2003. Pane-10 Annual Work Plan and Budget- 2003-‘04 N| I -*r I SSA, DARRANG DPEF^ I School Tdchn'cal Infrastructure Survey and prioritization of Construction works: With the increase of the amount for Civil Construction due to raised ceiling limit of Civil Works from 24% of the EFC approved cost to 33.3% the total amount for construction w/orks in the district has been increased by Rs. 260.036 Lakhs. As there are large number of schools yet to be covered by any kind of construction works, a technical school infrastructure survey of all elementary schools was taken up during the year 2002-03 and completed in the month of September of the same year to ascertain the actual infrastructure status of school regarding the condition of its buildings, boundary wall, toilet and drinking water facilities etc. so as to prepare a prioritized list for selecting the schools for providing grants for new construction renovation, repairing, providing additional class room etc. In thij priority list for selecting the schools for providing grants for new construction, renovation, repairing, providing additional classroom, etc. In this prionty list, schools without buildings are given priority, while the schools regarding renovation are put in the Priority-11. The schools requiring major roof and wall repairing fall under Pnorit/-lll followed by the schools having very low space per child and so on. As mentioned above, the entire civil works taken up in AWP&B-2002-03 with the budget provisiojn of Rs.260.036 lacs a jid the updated expenditure made so far are shown in the following table- i SI. lActivities Target jstarted Completed In i Updated Remarks j 1 1 ! No. : (2002- 1 ProyresslExpenditure 03) 1 1 iup to March I i 2003 (Rs. 1 i j 1 In Lacs) i j i 4r3 44 0 44 I ..... 72.78 1 1 11? 1 111 : 0 111 *...... 1in 8G 1 numbor no! 'iioiity III lo 1 Slilllod (llll! |(j 1 1 1 nori-haviuy (atid [ 1I : i ...... j ... ^ documents. 3, 'Additional Class room for Bridge ! 4 .....0 1 ! I Course Centres 1 i 4. iChild Friendly Elements ^*259... ’ 259~ 239 [ 24.99 i Total ' 424 " 418~ 20 398 i 220.99 1 ’ i 1 ' ...... i C. Quality Improvement: 1. Major activities conducted for improvement of quality: • Mass teachers trainings on joyful learning, content based, activity based, need based, actual class room teaching, multi grade teaching, transactional'methodology of existing text books, continuous and comprehensive evaluation of teachers and students, orientation, workshops, seminars at district, block, cluster, VEC levels have been done during the period. • Intervention of remedial teaching course helped in promoting about 98% of students from class-1 to class-11 and class-11 to class-ill. In this respect, MTT has been successfully conducted where 2987 numibers of Assamese medium teachers have been trained at block level. • Workshop on preparation of question paper for self-promotion test to learners, workshop on competency, content and skill based drawing and drawback of drawing, workshop on question bank, workshop on modification and finalization of question bank. • Constitution of 1249 numbers of VECs (Village Education Committees), 32 numbers of TGECs (Tea Garden Education Committees), 24 numbers of WECs (Ward Education Committees) in all revenue villages of the district, conduction of micro planning exercise at village level, ...... ~Pagi-n : : Annua! Work Plan and Budget- 2003-‘04 SSA, DARRANG Conduction of house-to-house educational survey, maintenance of village education register, organizing sishu me!a, sishu sadan, training of RPs in various fields like- for conduction of workshop, training, survey/exercise, community awareness programmes through VECs, village level medical & health check up camps, etc. Constitution of 155 numbers of GPECs (Gaon Panchayat Education Committee), re-formation of 1710 numbers of School Managing Committees (SMC) in all Govt, and Provincialised LP .111(1 lir scIkk'I , li(,'l|»‘(l in ';up('ivi!;if)n niifl iiioniloiiiK) of;ictivity iiiipl(,'(iK;nt;itif)n u\ villrigo lovol I iiipowi.'iniiMii ()l in Page-1: Annual Work Plan and Budget- 2003-‘04 SSA, DARRANG OPEP I sharing and monitoring of other school related activities have been performed by MIS unit iiiider DPEP durinq the project period. All these different kind of activities have been conducted during the project period as per provision of the Annual Work Plan and Budget and as per norms/ target of Prospective Plan of the project prepared for the district (s) under special guidance of State project personnel’s and as per the framework and guidelines for implementation of DPEP, 2. Supply of textbooks, workbooks for children, resource materials for teachers/ resource persons, learning books for MGT school teachers, ELDP intervention, etc, • Workshop for children and resource materials (Samal Sambhar) for teachers have been supplied during the project period and used. Impact/ Utilization of Samal Sambhar has seen lack of interest among some of the teachers due to more activities in each lesson and sometimes th3y have been preferred the workbooks are more useful than the resource materials or samal sambhar froin the point of view learning. Many a times it’s also seen that majority oi teachers did not know the practical use of samal sambhar, • Learning book was 1^' introduced in 6 MGT project clusters namely- Kharupetia town, Niz- udalguri, Rowta Chariali, Sungorloi, Beltala and Niz-kunwari of the district; later same have been implemented for about 5000 pupils of 62 numbers of MGT schools although mono-grade schools implemented it but not as per learner. • Study conducted through CRCCs in proposed clusters understood that learning book is a good book but it cannot be utilized without the help of teachers, vyhicii would be fruitful for gifted child only where PTR is low. From the study it is also clear that textbook should be improved with good activities instead of learning book. Study conducted by outdoor team regarding evaluation of leaning has also reported the same. • Distiibution of textbooks of Class-1 to IV has been taken up in each education block of the district ia controi o( respec\ive elementary biock in-charge. Advance block wise schedule has been prepared and informed it all block for distribution of textbooks. As per requisition respective Cluster Coordinator/ Centre Secretary has been specifically given the responsibility to take textbooks and distribute the same into the schools under his/her jurisdiction. Process is still going on. • ‘Bidyajyoti’ Programme has been launched on pilot basis under the special School Improvement Programme (S'°) in 120 numbers of mono grade schools of Sipajhar block to develop the quality of Class-1 students. It's an effort. • Study conducted for Class-i on Natun Path through resourceful teachers also revealed that competency based subject wise textbooks is better than the integrated one. • DPEP Darrang ahs formulated a handbook on competency, content and skilled based drawing for Class-1 tf IV and distributed to the CRCC and DACG/ BACG members and as directed through discussion has been done on its implementation in the classroom in CRC level teachers meet by resourceful teachers/ CRCC. • 18 numbers of resourceful teachers has been conducting research in school related specific problems. • Due to formation of DACG/ BACG, Core Groups, Block Review Missions (BMRj, Cluster Academic Committees (CAC) activities like- school visits, supervision and monitoring and implementation of other training programmes have become more faster and smooth then earlier. Annua! Work Plan and Budget- 2003-‘04 SSA, DARRANG ’WWW'! Dpfcp ! Evaluation of the Improvement in Learning Achievement; Three Assessment Tests were conducted during the project period to assess the learning levels of students o^ initial class- Class-1 and penultimate class-ill. The mean% of students achievements and the raise in the levels is indicated below; Tabie-I: Gender wise comparison of achievement of ClaoS-i students in Language on BAS and MAS and IAS conducted during 1995-96,1998-99 and 2001 -02respective!y. bistnct 1 Gender ! Achievement% 1 Improvement i Improvement ! total during BAS j % BAS to ‘ % MAS to 1 Improvement i 1 i TAS{+)or(-) ! TAS(+)or(-) 1 (%) BAS to i TAS 1 Darrang jL __Boys ...... 60.50^ r [+11640 1 W 7.46 i (+) 24.96 1 Girls i "5 6 ^ 0 0 (+) 18.00 i (+) 9.94 i (+) 27.94 ! Total i 58.47 (+) 16.98 ! (+)8.69 ! (+) 25.67 Table-2: Gender wise comparison of achievement of Class-1 students in Mathematics on BAS ano MAS and TAS conducted during 1995-96,1998 -99and 2001-02 respectively, I District 1 Gender i Achievement% ! Improvement ! Improvement 1 Total i during BAS % BAS to I % MAS to i Improvement j i i j 1 TAS(+)or(-) 1 TAS{+)or(-) 1 (%) BAS to I 1 I !_ 1 1 1 TAS Darrang [ Boys ! 71.42 i H3.18 1 (+)4.22 1 (+) 7.40 1 T" Girls 65,00 i (+)8.50 : (+) 5.48 ; (+) 13.98 Total 68‘ 5 3 ...... ! (+j5.92 : (+)4 45 ... Table-3; Gender wise comparison of achievement of Class-Ill students in Language on BAS and MAS and TAS conducted during 1995-96,1998-99 and 2001-02 respectively. 1 District I Gender ; Achievement% i Improvement ! improvement i Total 1 ! 1 during BAS 1 % BAS to i % MAS to i Improvement 1 1 ! i TAS(+) or(-) ! TAS(+) or(-) (%) BAS to i ! TAS 1 , ! .. 1 Darrang Boys 50,22 ! (+)8.52 1 ‘ 7:33 ' ..... (+^15.85 Giris 4 84 0'" 1 (+)8.95 1 + )8 7 5 ' ' {+) 17.80 1 , ...... i Total 4 9 ^ 2 '“ ' [' (+j"8,78' ; ... Table-4: Gender wise comparison of achievement of Classll-I students in Mathematics on BAS and MAS and TAS conducted during 1995-96,1998-99 and 2001-02 respectively. 1 District I Gender ; Achievernent% Improvement i Improvement Total during BAS % BAS to I % MAS to Improvement | TAS(+)or(-) ; TAS(+) or(-) (%) BAS to . _ 1 TAS j Darrang | Boys ‘ l+ )6 '8 5 " ' ■' “(+) 8.44 (+) 15.29 ; Girls 50.75 I W 7 .7 3 ; (+) 8.36 ' (+) 16.09 ! ! Total 51.87 i (+) 7.30 ; (+)8.37 ; (+) 15.67 ! Pinrc-14 Annual Work Plan and Budget- 2003-‘04 SSA, DARRANG iiOt’fcp I D. Financial Imormatiof): 1. Total approved EFC Cost and expenditure: EFC Outlay (Revised) Expenditure Up to March 2003 Total 4028.37 3751.577 Civil Works 1046.176 979.007 Project Manage.Tient 241,70 202,765 2. Cumulative Total Expenditure till March 2003 (from inception of 1994 to 2003 DPEP Darrang} Component Head 994-95 il 99^96^ _ 11996-9^ 1997-98 1996-99 1999-00 i 2000-01 11-02 2002-03 Total ExpendiiurejExpenditur^xpenditure Expenditure Expenditure ExpendituieiExpenditureiExpenditure Expenditure Expenditure Upto (1994-20031 1 MARCH March) I 2003 jPROJECT MAf'jAGEMGIir 4 800 M,195 2.') <'i40 24 ,'j94. 25,989 '28,/95j 24,07/i 21,/43 .... T6,'/31 ^ " 202T76'5 0,/30[ _,15,Jb5 6 !j20 5.430 _____ 8,046 9,853| 2,774! 1,159 0.000 49 677 |BLOCK>"ESduRCE...... 0,0001 11,429! 2Z640! 9,781 ”T8,538 17 5121 2G176I 87,228 ...... 72749 260,053 'c e n tr e iCLUSTER F^SOLiRCE ’ 6 5 5 5 ..... ’ 1 ) 9 ’6 M : 7 6 T w 1 ! 0 4 6 2 3 ,j 1 2 4 2 4 i T 7 1 6 , 8 8 2 ! ) 1 5 , 4 6 7 !1 90.662! 7 5 4 8 2 3 1i ,7 ' P CI! M J r1 f *! LP 1 m j ...... ■ • ...... -1 ioiS TR lcf iNoTITUTE P'T'R ' 1 ‘" 4 i n i 1 •11 0 , 4 1 Ui 2 , % 7 1 3 , 6 1 2 1 5.618 3 1 . 9 6 3 EDUCATION & TRAINING i1 j SCHOOLING FACILITIES | 0,000 J A P J l 8 9 . 4 9 0 7 5 . 3 7 0 8 4 . 7 4 3 5 8 . 0 8 9 1 __6_1J4_7[ _ 55.26_2 0,000 4 7 3 . 8 1 6 TEACHERS INVOLVEMENT j 16.9I 3 2 2 . 8 6 0 7.147 36.663 1 7 . 4 1 2 1 'll.g T /r " 18.166 7 8 . 5 0 4 2 0 9 , 5 8 3 & T R A I N I N G , NON-FORMAL EDUCATION i 3 . 6 1 4 8 . 8 3 0 8 , 5 7 0 3 7 . 9 8 8 9 9 . 7 8 9 ! 108.373 75.072 83,736 4 2 5 . 9 7 2 [e a r l y C H I L D H O O D 0,200] 2 4 2 6 9 . 4 4 0 8 . 3 7 2 3 8 . 6 3 3 3 2 . 7 0 6 1 3 3 . 8 5 3 :1 28.747 33.164 187.540 EDUCATION j ' W O M E N development /i ■ ’ 0’|20I 2.800!1...... 1 * 3 7 9 2.105 0.851i 1.2501' 0^98 ...... 0.000 9J03 ! iGlRLS' EDUCATION 1 IVILLAGE EDUCATION 6 603! 11850 7 . 1 3 8 3 3 5 3 5 7 . 1 1 1 : 5.545; 5 . 5 0 7 2 0 . 4 2 7 9 7 . 8 0 8 ■ f ' M M : ^ T :: c 1 L. ------1 'MANAG b J e NT ’ j' ’ * 4 7 8 o !...... ^ 0 7 7 0 1 i ' 1 4 1 0 1 2 ^ 9 0 6 1...... 4 2 3 8 5 ' 2 5 2 ; ' 4 5 3 1 : 5.810 7,565|1 3 8 2 6 1 j :iNFCRMATlON SVSTEf.t | ; I |a CTION RESEARCH | 0 . 5 4 4 0.778; 4.849 ^ : , 0 , 4 ^ 0.000 ...... 9.402 ______1 T 7 4 0 | ...... — 1 ’ 0 . 5 0 9 1 ' 0 0 jlNNOVATION ! 0.711 0 . 1 0 0 ! [ 0 . 2 1 2 0 1 3 9 : " 0000' 0 4 1 5 0 , 0 0 0 1 . 5 7 7 iEDUCATIONAL 1 1 , 0 4 9 1 I. 390I ! 0 , 9 5 4 ; 0.000; 0,000: ' ’ ^ 0 000 ..... '' 3,393 I iADMINISTRATION * ...... i j ^MAHiLA SAMATA ' 0 112': 06^ 0 ' ' ' 0 0 0.000; '“ " O M O ' ...... _ ,. J ' o ’o o o 0 , 1 1 2 ^CONSTRUCTION | 17.43C! 446 441 2 5 4 . 9 l o j 0 . 1 1 7 | 12,066 2.665! 2: 783! 35,880i 188,714 '"'9797007 ’SPECIAL CAMPAIGN ^OR 0 427' 0,818 O .O O O i 0 4 8 6 : 0 , 1 1 6 0 , 0 0 0 1 , 8 4 6 I S F G [ ! i 1I IlNTEGRATED EDUCATION i [------i ! 2 . 8 > 5 t 3 ' 2 5 0 i 3 , M 7 7 1 4 7 i 3 'DISTANCE EDUCATION ! 0,000! a COO!'~’~Toooj 0.000 O . p O O l , A 1 5 3 : _ q.poo ' ''^ 0.000 0 7 i_ 5 3 jGRAND TOTAL | 644.638j 524.860i '231.1981 418.10l| 411.210! 4^7871 6X3J22 3751.577 i Annual Work Plan and Budget- 2003-‘04 I SSA. DARRANG E.jTransition Strategy from DFEP to SSA; The DPEP Iwiil be closed in the district on 30»' June, 2003 and on that day . as per the requirement of the project agreement. MOA etc. all liabilities tiave to be cleared and accounts closed. As regards the programme, it is observed that mucii o! activities targeted under DPEP could not be fulfilled under the programme. For example , a large number of Lower primary schools were left out frofn coverage under the Civil Construction programme due to ceiling in the fund allotted for CW.A large number of school less habitations are lo be covered under Alternative schooling strategy as the govt of Assam, could not provide any schooling facilitates in these areas due lo financial constraints faced by the Govt. The intervention for disabled children also remains incomplete, as they are ongoing one and needs to be continued. The commi nity mobilization programme is also continuing one as community members have to be oriented-reonented again and again so thai they are not left to law of inertia. ' The quality improvement programme is also a continuous process and needs to be done in the SSA. The transiuon from DPEP to SSA in terms of administrative and management issue is not a problem at a!' as both the SSA and DPEP is presently looked after by one set of administrators. However, tliere will be some change in the sub- district structure of the Programme in SSA and DPEP, Under DPEP almost all the CRCCs were persons drawn from Primary School teacher cadre where as , in view of the coverage of Upper primary sector, the CRCCs will be drwn from both Lower Primary as well as upper primary school teacher cadre. Further, in DPEP the BRCC were independent of the BEEO and separate persons while unoer SSA the 3EE0 have beea designaled as Ihe B\ocH Mission Coorainator, Under the BEEO Cum BMC there will be one ABRCC who are primarily belongs to Upper primary. High and Higher secondary teacher cadre. He will be assisting the BMC in academic maters. In addition to the ABRCC. every Block will be having 6 Resource teachers drawn from UP, HE and HS teacher cad^e to deal with specialized subjects like Mathematics, General Science, EVS and English/Hindi. Achievement under the Annual Plan 2002-03 under SSA: Tfie Annual Plan 2002-03 under sarva Siksha Abhiyan in the districts where the District Primary Education programme is running and implementing interventions for lower primary schools includes the following interventions; A. School Improvement Grant to Upper primary schools and Teacher Grants to teachers of Upper primary schools: The School Improve,ment grant for Lower primary schools has already been included in thp DPEP Annual Plan 2002-03 and as such under SSA plan the amount © Rs. 2000/- per schools for upper Primary including the upper primary sections of composite schools have been included . The amount has already been '...... 'rii^ e -l6 -•v i Annual Work Plan and Budget- 2003-‘04 I SSA, DARRANG OPEC released to schools. Likewise the teacher grant @ Rs, 500/- each teacher for lower primary teacher was inclLideri in DPEP^ AWP&B 2002-03 and as such the grant for upper primary teacher was included in Annual Plan 2002-03 of SSA and the amount has been released to teacher with a guidelines for utilization of the am ount. B. Teacher Training: Under DPEP AWP&B 2002-03 the traii'iii'ig of Lower priniary tearher !iys been included anc; the same has been conducted in the month of February-March, 2003. Two training viz. 5 day training of resource teacher training and 8 day training ot teacher of upper primary schools have b .en included in the Annual Plan 2002-03 of SSA . As the Resource teachers appointment is delayed , the training could not be conducted and like wise the training of up;)er primary teachers also could not be held. Therefore the amount will be spilled over to year 2003-04. C. IViaintGnance Grant; The maintenance & repair grant to schools was not there under DPEP. However, as the SSA schemes include the same for both Lower primary and Upper primary schools and amount released under Annual Plan 2002-03 of SSA, the amount has been released to schcols 'v'vilh d e a f gu'deVirves tor uViVizalion ot the sam e. D. Free textbooks for SC, ST and girl Children of both Lower Primary & Upper primary schools children: The Govt, of India introduces the schemes for supply of free textbooks for children studying in both lower and Upper primary schools and amount earmarked under the Annual Plan 2002-03 of SSA. The scheme was not implemented under DPEP. The textbooks has been printed , published and distributed to schools through the mainstream functionaries of education department. E. Innovation: Innovation fund was sanctioned in both DPEP as well as under SSA. While the innovation fund under DPEP has been spent mainly on innovation in civil construction( for lED children) in DPEP Assam, the innovation fund under SSA Annual Plan 2002-03 has been allotted under four major head. Viz. (l)Reading skill development for ST children, (ll)support to girl child,. (Ill)suppcrt to tea oaroen/special area schools, and (IV) Computer Aided Learning. The innovation fund could not spent in full amount in the district as the principal attention in the period was on completion of DPEP . However, the works under all the categories has started . A /i'i'-/" Annual 'A'ork Plan and Budger- 2003''04 I ; SSA, ’ DARRANG i OPLI' 'OA^tiANC F. Civil Works: The civil construction under DPEP was a massive exercise as 33.3% of the total project cost per district lias been allottee for civil construction v/orks. Hovyever, considering the huge needs for repair/renovation/constru ction of school building, provision of drinking water facilities . toilets facilities besides construction of BRC and CRC building , the amount was too meager. There still large number of school building in LP school sector yet to be renovated/constructed. Under the Annual Plan 2002-03 of SSA two principal schemes was included i.e. (l)Construction of additional Classroom for UP schools, and (ll)Construction of dilapidated UP school Building, The amount against ti’ie two schemes has been allotted !o districts and w work IS in progress{ around 65%), G. Research Evaluation , Supervision & Monitoring; In DPEP there was no specific item under v\/hich the supervision 7 monitorung could be done or expenditurte booked. In SSA under the head- of Research & Evaluation, the supervision & monitoring is allowed. Against every school Rs. 1400/- is allowed to spent on this head. As the supervision is generally booked under Project Management in DPEP maximum expenditure on supervision & monitoring head for activity both for DPEP and SSA hrtb been booked under this head and the allotted amount is almost fully spent. H. Block Research Center: The BRC in DPEP district is functional. The BRCCs are also in place and working. AS per the SSA norms up to 20-resource teacher could be appointed in each CD block. However, in Assain it is proposed that 6-resource teacher will be appointed in each block to look aft(5r special su )jects m Upper primary sector However, due to delay in appointmient of Resource teacher, the amount could not be spent and the amount allotted under SSA Annual F^ian 2002-03 for the district will be saved. Puiic-lS Annual Work Plan and Budget- 2003-‘04 i., : SSA, DARRANG i U»'hP j D. Strategy and Issues to be taken up under Annua! Work Plan 2003-04 (July 2003-to March 2004). (a)Access and Enrollment; As (H!i the I’i.iiiu'woik o! Hk; Ih'iiv.i r>ik:,hii Ahhiyan tlio diiiliict will (MUulltxl .ill !lu; oiil (if-‘..(;liool (,liii(lf(jM of (j-14 yociis ago yiuup by (lu; y(,*(ii 2U03, lo lullill this pujiiiiut' ooA UiIIuhhj will ddoj)! llu; following strategies to provide access of schooling facilities in un-served habitations - • The district will continue all the existing 460 numbers of Alternative Schooling centers to enroll out-of-school children of un-served areas, 3 The district will give more emphasis in the special focus areas which have been considered as un-served like- Char/Riverine, Tea garden, forest, boarder and otfior horizon areas/ basties, etc. It has already been clear that most the cut-of-school children are belong to these areas, so it is decided that 262 numbers EGS schools will be start in these villages/ habitations. ® To enroll the higher age children of 10-13 years which have been remaining out of school due to social, economic and other reasons, it is proposed to open 131 numbers of long-term bridge course centers to prepare them for school. Each center will contain 20 children. • To enroll and to reduce the numibers of more than 14000 dropout children, 250 numbers of short-term bridge course centers will be opened in the district. Most of these centers will be in special areas. • Residential bridge course centers will be started to enroll the girl child, particularly at char area. 2 num.bers of centers will be started soon in Dalgaon block where 100 children per center will be enrolled. Required recurring and non-recurring expenditure will be incurred against each learner to fulfill the purpose. • Child labour wiil be enrolled and their parents; guardians will be motivated towards education with the help ot VEC/ TGEC/ WEC and local community. 1. Enqagemont of NGOs undei Alternative Innovative Education schemes A proposal of pilot project has been prepared to launch for 100% enrollment in char area of Bandia Gaon Panchayat with the help of local Self Help Group (SHG) named- 'MUKTI'. It is seen that most the out-of-scf joI cnildren are available in char areas and major portion among them are child laboiir. So. UEE is a thrciat in these areas, it IS expected that with tiie help of the members of MUKTI (SHG) parents/ guardians of these child labour will be motivated towards education and this effort will be continued unless they have been prepared and mainstreamed/enrolled in any school. It's a challenging task for r^lUKTl to make 100% access of the GP and fulfill the goal of UEE. In this respect, necessary fund will be provided from the concern authority and budget fias been submitted to initiate their activities. 2. Strategy for tackling the problems of dropout ana repetition in schools • identified from the VER information that the district still has about 76000+ out-of-school children, out of which more than 14000 are dropout (may be repeaters, then dropped). • Enroll of these dropout children (as stated above) should have been covered in short-term tndge course and after prepared them, they may be mainstreamed to any formal school/AS. ...... Atiniinl Work Pl.ni nnd Budfjot- 2003- 04 SSA, UARKANG uri.i* [ • Space per child in these schools oiay be seen depend upon the necessity. 3. Strategy for girl child education and reduciny gender gap includmg child labour • Convergence programme with district unit of Mahila Samata is proposed to empower women and resultantly or at the same time girl child would be given emphasis towards education. • Residential bridge course center may be started soon in few more numbers and girl child should have been given importance for that. • Child labour ir utilization of household/ hotels, etc may be reduced if it is not possible to stop, particularly the girl child who have been kept for sibling care at house (mostly seen in urban areas). They may be given opportunity towards education through RBC. 4. . Interventions for Community mobilization/ sensitization towards enrolment, retention and need for education. • Community mobilization would be responsible for administration of the delegated programmes in the field of education at village level. In this respect, major .''espoiisibility may be performed by VL_Oi) iu CACIUlot; Ul piUlilnny u, u iO ...... educational survey and periodic discussion with the parent and community. It should be the endeavour of the committee ihat every child in every family participates in primary education. • Conduction of awareness programme, sensitize on the issues like- enrollment, retention and importance of education, girl education, may be implemented through different education committees, SHGs. • Strengthening of SHG and Mothers Groups for better awareness aiid education. 5. Strategy for management of schools (role of SMC/ VEC/ GPEC/ TGEC etc.) • Coiiductiun of iiu;(;li(ifj willi local cofiimuiiily, looking u() IIk; iii.illci (jf all (.'ducatioii folat(Kl activities like- student enrollment, checking up of attendance of students and teachers, selection teacher and appointment, etc. • Maintenance of village and school related information/ data, communicating with upper agencies are might be considered the role of VEC/SMC, etc 6. Plan for construction of school building, additional classroom, repairing, etc (as per prioritization plan) to be taken up under Civil Works. • On the basis of prioritization, district will undertaken the construction^ work of 5 numbers of New school building of Priority-! & II for Upper primary schools, 6 numbers of Additional Classroom/ Renovation/ Repair and Renovation in Upper Primary School under Priority- III & VII, 69 numbers of Additional Classroom/ Renovation/ Repair and Renovation in Lower Primary Schools of Priority- ill & VII, provision of 20 numbers Additional Classroom for Computer Aided learning in Elementary Schools and Construction of 20 numbers of Girls' Toilet have been decided to be start during the Annual Plan 2003-04 (July-03 to 04) under SSA. (b) Improving Quality of Education: 1. Qualification of teachers/ motivators. Siksha Mitra/ Siksha Karmi. etc. • To ascertain that the quality of education imparted to students in the district the required minimum qualification for Siksha Mitra/ Siksha Karmi to conduct classes of bridge course. Annual Work Plan and Budget- 2003-‘04 SSA, DARRANG o i'i.r remedial teaching and assistance to MGT schools, etc. are fixed as higher secondary (12 standard passed), in case of non-availability of persons in iemote areas the qualification of 10 standard passed preferred. 2. Training of Teachers (Mass teachers training) including orientation/ sensitization towards education of SC/ ST/ Girls/ Minorities children. • All teachers of different 03109017 schools including the teachers of Venture schools would be imparted training. • Special emphasis will be given in the schools of special focus areas and its teachers including tea garden managed schools. BAC area schools and tribal/ backward area schools, where SC/ST and minority children will be given top priority to bring them school. Emphasis of girl child is must. Respective VEC/ TGEC/ SHG and respective GPEC will be involved. • More importanje ’.vill be given to the Upper primary schools by providing induction level and content-based training to teachers. • Importance will be given for preparation of TLM and its utilization. • Training/ worlvshop for teachers on evaluation of pupils, activation of resource persons/ groups at cluster level, training of all head teachers on planning and management of school activities, training on newly prepared subject wise textbook (to the teachers of schools), training on drawing and school development plan, remedial teaching for Class-ll, provision of pre-service training, etc. 3. Sensitization and orierMion of teachers/ resource persons/motivators for disabled children. • To giving the same equity and opportunity of disadvantage groups both in-school (ISK) and out-of-school (OSK) children will be identified through village level survey (which has already been completed during DPEP), although villages where such survey has not conducted, it would be done from and their disabilities would be identified through medical check-up/ camps. • l or the in-school disable children vouchers of ttiese school would be given residential training at block level, which will be conducted through trained persons from NGOs or other external agencies. • Awareness campaign and convention at cluster/ village level would be done to sensitize the parents/ women/ guardians, particularly who have disabled children and orient them through DRPs and other experts (through video campaign). Emphasis will be given in special focus areas. 4. Sensitization and orientation of teachers/ resource persons/ motivators, etc. • Based on the need and area specific data (of SFG) E3S schools will be started in these areas where respective VEC/ TGEC/ SMC/ SHG will be involved to enrolled children. Each SMC will look after the matter of enrollment of children in the school, checking of attendance and other academic related issues. » SHG/ local youths will be engaged with trained DRPs from district will sensitize and orient them about education. o For high age group children (10-13 years) long-term bridge course center will be started. As mentioned above each center will contain 20 children. If necessity a.nse RBC center would be started. Functioning of BRC and CRC and their role in quality improvement • Block Resource Centre is the block level resource institute for pedagogic issues. BRC has been constituted in decentralized pattern and may be termed as DIET at the Block level. These are localized academic institution at the block level for elementary education. BRC has been Annual Work Plan and Budget- 2003-‘04 N: O l ' t P 1 given academic support to schools and teachers, conduction of regular in-service teacher training. Besides that, review, supervision and monitoring, taking feedback and submitting report to higher authority, etc. is done by BRC. • Cluster Resource Centre in the grass-root institution for training of teachers and delivery of new inputs in elementary education. All teacher trainings are being held at CRC level, CRC is the vital agency for Supervision at sub-block level. It is the centre for preparing Teaching Learning Materials, Educational devices and other Supporting materials tor improving pedagogy. 6. Role of DIET. BTC. DACG. BACG. etc in improving quality. Conducting of pre-service and in-service training, academic support to the schools and conduct of research are the jsic function of DIET. Besides, DIET will perform the following activities- • The concern block in-charge will be responsible for academic support of the block. He/She will co-ordinatp with DiET, BMC, DMC and other SSA I'unctionaries to expedite ihe activities. • The entire academic plan will be prepared by block in-charge with the heip of BACG members. » Principal DIET is to expedite the function and activities of DACG besides his own duty. To implement all the activities details to be discussed in the DACG meeting. 7. Mechanism (or collection up-gradation and management of different educational data including EMIS. • In case of collection of any education/ school related information/ data district MIS unit should have been given full responsibility and development of any sorts of formats required for it at different level. • Elementafy statistical unit should have been given the responsibility to cooperate in the whole process of data collection. • Block elementary officer/ 81 of schools should be instructed to develop/ keep all educata related information of his/ her block in respective office. They may also be given the responsibility of data collection to reduce the work burden of BRCC and CRCC, Issues relating to infrastructure of MIS • Infrastructure of the working site should have been perfect, so that work could not be pending due to lack of infrastructure facilities. In this respect, block should have been provided Computer System with Professional(s) as there have been no such facility or persons who have involved/ engaged from rarlier are not skilled enough. Provision may be kept in Annual Plan. • Many a times it is seen that MIS personnel have been busy with other office activity and hardly very short period of time available for them to process and prepare a good database. 8 Supervision and monitoring of various components • Every member of DACG/ BACG and resource groups should conduct regular visit to schools for S&M and academic support. • Feedback and follow up action should be taken during the very next visit for each last visit, • Resource persons should be engaged to poor and moderate standard schools to up-grade their schooling activity. • Joint supervision with educational functionaries for academic visit of schools and during period of any programme, it will be done for health and hygiene issues with health and social welfare department. XXXXXXXXXXXXXXXXXX