V !7 /(P A 19 PM IK puty t ommliiioncr, m •mil, the 23'“ h U \ , 2001 Manilt District, Mamil

P R E F A C E

riiis District Llcnientary Education IMaii (DEliP) for Mainit I>istiict is roniiulatcd within and in accordance with the Framework of Sprva Shiksha Abhyaii for achieving Quality Fleinentary Education in the District (luougli Uie various inter vention of S.S. A

I lie Plan reflects both annual work plan & bud[’ci for tlie current year (2002-2003) and a perspective work plan & budget for 2001-2010.

The Aiuuiai plan for 2002-2003 contains tlie prioritized tasks and activities to be taken up during the current year and tiie l^MSjM!ctivc work plan & budget clearly reflects the activities to be carried out during 2001 -2010

fins plan, which aims at providing Quality Eleiiv ntary l.ducation to all children of the age group of 6-14 years rs the result of the snicere and de

Fuuher, I w'ould like to mention that this perspective plan can be as it is today due to the hard labour and dedicated service of Pu I "hanmiawiu Kawhii, Circle Eduction Officer, Matnit Circle who, with his colleagues, work day and lu'ght to fomiulate arui compile this plan within the stipulated time

1 wish and hope that ttieir endeavor will be put into action and bring desirable changes in the quality of Elementary liducation in the di trict

( NGHAKL’ANrvlAWlA Chatnnan, Distri I Unit, Sarva Shiksha bhiyarr Mission, Marnit Dif’i let, MizoiTim MAMIT DISTRICT AT A GLANCE

Name of District Mamit District

Name of Keadquarters Mam it

Area 3,025.75 Sq Km

Population 59,890 Male 31,534 1 emale 28,356

Density of Population 20 per Sq. Km

No. of Villages/Habitations 84

No. of Towns 2

No. of Primary Schools (including Pvt) 128

No. of Middle Schools {including Pvt) 68

No. of Govt. High Schools 25

No. of (jovt. Higher Secondary Schools 2

No. of ('ol leges 2

No. of Hducation Chcles 4

No. of Hducational Clusters : 13

No. of R.D. Blocks :• 3 " r \\ / K ^ s s » f r >

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'•’'*'• p/s ’ >■<;' rn|s - — • 1^(1 IT Wf’a^hf'f YoncJ--- /o J S e . c l f c ' . INDEX

Chapters Contents Pages

1 Demographic Profiles 1 - 8

11 Education Profile 9 - 54

IH Planning Process 55 - 60

IV Major Issues & Innovative Strategies 61 ^ 65

V Access, Enrolment & Retention 66 - 76

VI Oiiality Improvement 77 ^ 83

Vll Special Focus (iroups 84 - 89

Vlll Innovations & Strategy 90 97

IX Management Structure 99- 115

X Research, Evaluation, Monitoring & Supervision 116- 119

XI Civil Works 120- 122

XII Perspective Work Plan & Budget 123- 126

XIII Annual Work Plan & Budget 127- 157

— Annex ure

‘^.17/0? RnflPM (HAPTEKI

DEMOCRAIMIIC PROFILE

1.1 Introduction:

Mamil District is one of tiie eiglit districts of Mizoram. It is created only in 1998 vide (iovt notification No 6001 1/21/95-GAI) of 1 1th March 1998. It is situated in the western most part ol the state bordering Fripura and Bangladesh. 1 he district can be broadly divided into river valleys and uphills. Two big rivers, llawng river and I,angkaih river flow in the eastern and western border respec­ tively and 1 eirei river flows in the middle of the district. The temperature is generally high and rainfall is heavy and due to this, the district is endowed with U\\ck naUual toresl and rich in natural vegetation.

1.2 (vcographical background :

1 he district is in between 92.15 Degree East and 92 45 degree Hast longitude and 23 15 degree North and 24.15 degree North latitude, I'he t ropic of Cancer passes through the district crossing Phuldungsei village and Darlung I he district is boimded by Tripura and Bangladesh in the west, Aizawl district in the F^ast, Cachar district of Assam in the North and Lunglei district in the South. The total area of the district is 3,025.75 Sq Km with a population of 62,311 persons in­ cluding the population of Lengpui town as per 2001 ccnsus. It may be mentioned here that Lengpui (notified town) with a population ol 1,232 males and 1,191 lemales, n total of 2,423 persons were included in Aizawl district via (jovern- ment of Mizoram notification No.A 60011/2l/95-GAll^Pt Dated Aizawl, the 7th Sept 1999. Due to this population ol the district in exclusion of f.engpui town dilfers from Census operation 2001 and Hconomics handbook 2000, P £ £ P Afa/fut

1.3 Adiiiinistrutive Structure :

Maniit Uislrict is a new district created vide Goveriinient of Mizoram notification no.F.20016/2/99-GAD Dated Aizawl, tiie 3rd June ‘99. slicing it out from the tlien Aizawl District. Prior to this, the whole district was one of the sub-division of Aizawl District with one Sub-Divisional Officer, a senior state Civil Service Ofiicer looking after the administration. Now, the district is functioning as a District with Deputy Commissioner stationed at Mamit and the district is now divided into three Sub-Divisions viz. Mamit Sub-Division, Kawrthah Sub-Division and West Phaileng Sub-Division, fhere are 84 villages/ habitations in the district among which two (2) villages are recently declared as notified towns by the State Authorities.

Of the 84 villages/habitations 70 are with a village level authority called Village Council/Court (here in after refer to as V/C) and 14 are without V/C. These villages/habitations without V/C are administered by Circle Assistant (C.A.) iron\ the stale Local Administration Department (L.A.D) with the help of Village Advisory Committee.

1 he I able below shows the numbers of villages/habitations within the district in detail.

Table I.l Area, No. of Inhabited Village & Towns and total population of the district

Area in l otai Population No oflia- No of Villages/ No of habilatioi No of fown5 SqICM Male Female r r bitations I’own witJi V/C without V/(' 3025.75 31534 28356 59890 84 70 14 2

^!^otc : ^ i^ u r e 0 iveti is exclusion oj popu fat ion of<^nflpui town,

^ourcc: ^statistical handiwok oj (/^{lEoratn 2000, ( ensus operation 2001 and iSiS A yiffa^c survey on ^{u^ust 2001 Mainit IMslricl covers the three existing Rural Development Blocks, Reiek RD Block, West Phaileng Rl) Block and Zawlnuani Rl) Block. It may be men tioned here that these three Rural Development Blocks are already in existence prior to the creation of Mamit District in 1998. As such, l.enpui town, which use to be a part and parcel of the District in all statistical records have to be excluded in the figures as it is now in Aizawl District.

The 1 able below shows Rural Development Blocks, Block wise population (excluding l engpui town) in detail ;

I able 1. 2. Showing Rl) Jilock, Blockwise Population etc.

Marne of POPULATION (1991) POPULATION (2001) LI rERATKS(lOOI) Block Male emale lotal Male "emale lotal Male "emale Ibtal 1u ] RMHK R 6353 5775 12128 6018 5485 11503 4900 4297 9197 T 6353 5115' i r i ^ s ' 548^ 17503 4^00 I 297

WF-ST. U ------I’HAI- R 11903 9686 21591 10978 9S64 20542 6170 3847 10017 I-ENG I 'U905™9686” "11)978"' 95774 2aM2 ”(iT7'0 '38'47‘" ioCHT"

U 03581 03420 07001 4434 3946 8380 3584 3168 6752 ZAWL- R 12308 11544 23852 10104 93(11 19465 7185 6082 13267

NIIAM ' iT8"89 14964' '308?3' T 453T ' f3"307 ~21US l0 7 ^ ) 92T 0” ” 0(Ti 9

M A M I T D 1 S T R I C T

MAMn U 03581 03420 07001 4434 3946 8380 3584 3168 6752 DIST. R 30566 2700S 57571 27100 24410 SISK) 18255 14226 32481 T 3414/ 30425 64572 n534 ;S356 S9890 21839 17394 39233

^P(ote : (^hc aboveJi^ure is excfusive o f iJen^pui {(IJrban) of ^T(eiek <^Jjlock ^ource : (Jcusus n;c)i and iwoi & Book of l^{ieorani zooo.

4.-^4 »Vv( Pr^fUe P£fP Mamft

1.4 Socio Economic and Cultural back ground :

Majority of the district population are Mizo. I here are many others 1 ribal Communities like Chakma, liru, Pang, Chorai, Darlawng etc. who are still, very backward and have a long way to go so far as socio cultural development is concerned. I his may be due to communication problems and differences in the way of living among the different tribes living in the district. Most of the villages and habitations are cut off during the long rainy season due to poor communica­ tion facillities as many villages and habitations are linked with fair weather roads only.

As the district is situated on the border of Bangladesh and Tripura, the way of living and practices of the people living in the border villages are very similar to that of Bangladesh and 1 ripura I'ood habits, religious practices, traditions ami customs, cultural practices of the people living in this remote villages are quite dift'erent from the Mizo custom and practices that it is very difficult for the district to march forward a long with the other districts of the state towards development.

However, the presence of different tribal customs, traditional practices and different religious practices have enriched the district. Christianity is the major religion and there are a number of other religion like Buddhist, Muslim, Hindus etc.

Some name of the villages and places show (hat the District had been the home of the Rajas ol Tripura, who are known as ‘Reng’ by the Mizo people. Rengdil, a small lake and Reng Puk, a cave in Rengdil village are the signs that the Rajas of Tripura had been here long ago. As the district is inhabited by many difierent tribal groups, there is a little language barriei but majority of the population speaks Mizo language.

«>‘; a Marr*\ 0 7 tifiS -t <4 PM {pefnfifra/ctAi'e

Table 1.3 ; Showing vlll coiniiiuiiication, essential facilities, available in the district :

No of I INK ROAD No ofEleclritlec No otW itm x Habitation Habitatior Habitation Village I'air Jcepahlc Fiiickable villagC/liabitn with police with PI 1C PIIE water Telephone

llabtn millia station/outposi /Si*><'aitrc supply (acilities

Yes No Yes No Yes No Yes No Yes No

84 24 18 42 63 21 9 75 37 47 40 44 5 79 i^ourcc: iS \S 4 survey’ on y{uffust sooi

Tlie above (able shows that out of the 84 villages /habitations 24 villages are cojinected with fair weather roads only, and 18 habitations are connected with jeepable roads only. These roads are narrow and are not useable during the long rainy reasons.

It can be seen from the above table, Marnit District, though sharing in­ ternational border with Bangladesh, has only 9 Police Stations/Out Posts and only 5 villages are linked with telephone facilities. Out of the 84 villages, 21 habitations are yet to be electrified and 47 villages/habitatitms are without any health care facilities. Most of the villages are without proper drinking water supplies. 44 habitations depend either on rain water or sping water. The 40 habitations who are given PIIE water connections also have to collect water from a certain PHE water points with pots and tins etc.

1.5 Occupations ;

The main occupation of the people is agriculture and horticulture. The district is endowed with a number of rivers whicii enables wet rice cutivatlon. Jhum cultivation is also still practiced in most of the villages.

Hie rivers of the district provides occupation to many families. Fish, sea- shell, crabs etc. are still found in abundance. 1 he rich natural forest also provides limbei, bamboos and other forest products on which many people depend their lively hood. As the climate is wet and warm, it is very suitable for plantation of teak and other trees, for timber which are found in abundance. Besides, oranges, lemon, hatkora, betelnut, ginger etc are planted in many parts of the district which feeds many families.

On the other hand, the sucess of agriculture and horticulture in the district, the rich natural vegetation and rich forest resources has greatly hampered the development of Education as most of the adult population are busy in the jungle and even engage the children to help them in their works. Due to poor communication facilities, many families of the villages have to stay in the jungle during the short working season to avail longer working hours and took their children to the jungle that many children lost their chance of schooling due to the occupation of their parents.

Table 1.4 ; Showing Economic status and Occupation of families within the district.

Cluster Centre No of No of liconomic Status 0 C C U P A T 1 0 N vill. / fami­ (lOVt Pvt Culti- Aiti Busi CotUi liibo Religious liab. lies I.OVV Miildlc \Wg\\ gpivin* ser\'lce on sans ntss acio) ler func- tioiieries

Mainit 10 1491 1274 209 8 277 091 0942 04 28 03 137 09

Kawrtethaw- 08 1474 1170 301 3 201 079 1064 02 30 02 092 08 veng Zaniuatig ~ 7032 ■"0^0 l 4 f “ 064 0(R“ '"0W2“ l T “ 2 T ~ 0T2“ 0 T " ~ ~

Zawlnuam 07 1190 0995 193 2 193 069 0761 13 41 02 106 05

KawpiiichJiip 11 1021 0743 278 - 081 029 0839 01 17 - 053 01

W.Phaileng 08 ~ 1152 0961 m ~ - 128 079 0820 03 20 01 066 35

Plmldiingsei 06 0678 0597' o s T ” 039 018 0586 - 1 1 01 021 02

Mar|iara- ‘S’ 03 0788 0754 034 - 032 0I7~” 0690 01 06 — 027 iT

-— - Tiiipuibari 06 07*50 0741 009 024 025 0654 09 02 i)25~ 01

Pukzing 0^ 0542 0523 020 - 014 002 0523 - --— 03

Reiek 04 O5T 8 0358 "2I6 4~~ 074 lil ~ 0360 01 oT 01 007 O?"” —— Kiuighmun 03 0256 1)084 I n " - 039 057 O1T 5 oT ” o1T2~ . — — — ^ ----- Darhing o T ~ 03”^) 03"06^ 040 052 ’ 083 ~0\2\ 060 o l ”

(l.Total 84 II3IH 9415 1885 18 1218 669 8413 25 ?I8 34 648 93

Pcrtentagc 83.19 16 65 0 16 10.76 5.92 74 34 0>. 19? 0.3 5.72 0 82 ____ ^^ourcc (ScS- 4 survey* on ^{u^usf 2 0 0 1

S/1 v n p 4 34 (>M riie above table clearly shows lhal 81.19% t'amilies are of low economic status, 16.66% are middle status and only 0.15% are of high economic status.

Out of the total families of 11,318, 8,413 lamilies which is 73.34 % are cultivators 1 here are still 648 families who are labourers or daily wages earners. Ihis clearly shows that the district is backward in economic point ol view. I his economic [)roblem cannot be solved immediately through economic tneasures, but only through the imparting of quality elementary education to the future citizens of the district.

l.f) ; Flora and Fauna

As stated earlier, Mamit district, though very backward in economic and communication, has many important places worth mentioning. Some of these are listed below :

• Suangsau river llowing towards western Kolasih emerge in a large hole and entered vuulerground for 400 metres and reappear on a hole 85 feel down the ground. The area covered by water in the hole is about 30 \ 16 feel. I he river flows for 2 Kms west-ward where it meets I uidai river. 1 his is one of the many places which attract tourist from within and outside the state.

b) Pukzing Puk ; This is a natural cave, about IKm far from Pukzing village 1 lie mouth of the cave is about 70 Ft high and 105 Ft wide atid about 120 Ft deep. According to Mizo folktale, the cave was curved by 'Mualzavata' with his hair-pin.

• A cave curve out of a solid rock about 10 Ft high and 10 Ft deep near Rengdil village.

faitesena fhlan : I aitesena was one of the most popular hero, he was known lor his bravery, wlio selflessly served the Chief and died while lighting lor iiis village and community. His grave is near Serhniun village now preserved liy Young Mize Association, Chhawrpial (rroup.

I’M c) LyjlKP 11 ujijim 1 : A big stone erreclioti, 7Ft high and 5 Ft wide on which pictures of dilfeient animals were carved. Its peculiarity and popularily is that all the pictures bulges out from the surface of the stone. It is near Pukzing village.

0 E e k k Kham : A mountain cliff which is 4,868 Ft high, it is told in a Mizo falk tale that it is the home ol fairies and demons. It is on the western side of Reiek mountain, the highest peak of the district. I'ourism department. Government of Mizoram is now constructing a Tourist resort on the peak.

B) Wild life Sanctuary : Dampa wildlife sanctuary and l iger reserved forest is in the district covering 500 Sq Kms and is properly maintained by Environment and Forest Department of Mizoram.

10 lietiiiliisib_: Fhis is a triangular pilar on the border of Mizoram, Bangladesh and fipura. This pilar is seen in the map of India as well as in the World Atlas.

r./is/n? 4-MPM ( ^ d u c a t l 0 n P r o f i l e i W P ^ A m 4 t

CllAPTFK 2 %

EDIK ATION rUOl ILE

2*1 As had been mentioned in the preceeding chapter, Mamit district is one of the most educationally backward district in Mizoram. This is mainly because of the diverse cultural, socio-economic background and the language barrier that exist within the district. I his can be seen from the various tables put below :

rhe number of schools within the district is as:-

Table 2.1 : Type/Management wise institution in circles.

1 ype/Managernent Primary Schools Middle Schools Ciovl VriviUe Ciov\ MAMIT CIRC I F, 40 16 28 9 W.PHAILENG CIRCLE 31 15 13 7 LF.NGPUI CIRCLE 13 2 6 I

REIEK CIRCLli 14 - 8 2 TOIAL 99 33 55 19

^ o u vc e / cSiS-H survey on \ u 0 ust 2001 NO! h : It may he noted that Block Wise (R. D.) classi fication does not conform with Circle Wise classification of Sub-Division. So, clusters are made in accordance with circle classification.

2.2 rhe schools within each Blocks are further classified into cluster in accordance to their accessbility and management. 1 his can be seen Irom the table given below :

P [B dacatU n Profile

I able 2.2: (a) Clusters Schools wiUiiii each Circles. Reick Circle (in cluster)

Name of Village No of IVS No of M/S

Govt - J ’-YL „ Govt Pvt

REIEK Centre 2 _ 1 I

Ailawng 1 - 1

W l.ungdar 1 - 1 Khawrihnini 1 _ 1 Sub-lbtai 5 0 4 1

KANGIIMUN Centre 2 1

Lungphun 1 - 1 nreichuk 1 _ Siib-l'otal 4 0 2 0

Name of Village N o o f F/S No of M/s Covt Pvt Govt Pvt Darliiiig Centre 2 1 S. Sabual 1 1 liawlte 1

Bawngtliali 1 - 1 Sub-Total 5 0 2 1

lahle 2.2 : (h) JVIamit Circle in cluster

1. Maniit Centre 7 1 4 2 2. Dampui 1 1 3. Pliaizau 1 . 4. N.iSabual 1 . 5. Tlangkhang 1 _ 6. Chilui 1

7. Pathiantlang - _

8. Dalak 1 — 1 9. I^awngva 1

10 Nalzawl 1 - ] Su h-1’otaI 14 2 6 3

;SA 0 7 nri*i V1S/n7 4 .1.1 (>M {^^eatU n ProHU

Name of Village No of ]IVS No of M/S (iov< Pvt (»ovt Pvt 1. Kawrte-

lliavvveng (.'eiitre 3 1 2 -

2. Serhimin 1 “ 1 -

3. Bunghinun 1 -I -

4. Sotapa - - “ - 5 rhaidawr - I - 1 - -

6 I haidawr - 11 - 1 - - 7. l uidam 1 1 1 1 8. Kawrthah 4 2 2 2 Sub-Total 10 6 7 3

1 .Zamuang ( ’ciitre 1 1 1 1

2. Saikhawthlir 1 1 1 -

3. Chuhvel 1 - 1 - 4 SuarhUap 1 - 1

5. Hriphavv 1 1 I -

6. Rengdil I 1 2 - 7. K.Sarali --- -

8 K.Mualthuam - 1 - - 9. Tumpangliii - - "-

10 Sihthiang - 1 - - Sub-lotal 6 6 7 1

1. Zawlnuaiii ( ciitre 3 2 2. Zawlniiaiii 1 luKinipui I I 1 1 3, Bawrai I- 1 - 4. Zawlpui 1 > 1 - 5. Kaiihniun 2 1 1 1

6. Lushaicherra 1 - 1 -

7. Hungthiiaiii 1 1 - Suh '1 olal 10 2 8 2

Pa^e r r {td u c a tio tt P rofile

Table 2.2 : (c) LENGPUI CIRCl.E in cluster Name of Village No of p/s No of M/S (iovt Pvt”™ Govt Pvt 1. Rawpuiehliip Centre 1 1 - 1 2. 14 !Ti u n n u i i. -

3. Lengte 1 - 1 -

4. W. Serzawl 1 - 1 -

5. Nghalchawm 1 - - -

6. Saillaw 1 - -- 7. Dapchhuah 1 1 1

8. Dilzawl - - -- 9. Rul})uihlini 1 - 1 - 10 Chungtlang 1 - --

11 1 uahzavvl 1 - 1 - Sub-Total 13 2 6 1

Table 2.2:(il) W. IMIAll ICNCi IIR C LK in cluslei 1. W.PIfAlLl'NG Centre 3 1 1 - 2, W.Phailcng Dinthar 2 2 1 - 3. lOaniparengpui 3 1 1

4. I'eirei Forest 1 - -- 5. Tuirum 1 - - - 6. Khawhnai 1 - 1 -

7. Chhippui 2 - 1 " 8. Salem Boarding - 1 - 1 Sub-Total U) 7 5 2

1 .IMiulduiigsei Centre 3 1 1 1 2. Saithah 1 - 1 - 3. Lallen 1 - t 1 ...... ■■ 4. W.Phulpui - i j1 5. Parvalui — 1 ' 1 6. Zopui - i Sub-1 otal ! 7 L I 4 1 (id u e aticn Profile

Name of Village No of IVS No olr'M/s Govt Pvt Ciovt Pvt

1. Murpani -S 1 2 1 2

2. Marpaia - N 2 1 ■ - 1

3. llruitluk I ~ -- Siih-I'otal 4 3 1 3

1 .'[iiiliiiiliari-ll 2 2 1 1

2. Itiipuibari ' I 1 1 _ -

3. IJiuieiniaiiik 1 - - -

4. Belkliai 1 > - -

5. Khantlang 1 - - -

6. Clilkha » _ __ Sub-lotal 6 3 1 1

1. Piikzin^ 1 1 - 2. Pukzing Vengthar I _- 3. Silsuri 1 1 1 - 4. Hiiahva 1 - Sub- I’otal 4 1 2 Grand I'otal 99 33 55 19 Qource: viffa^c survey on ^\ufjust 2001 Note : It may be noted that there are some pvt schools. Out of the 52 private schools, 10 schools are run by individuals, 42 schools are Mission schools run by different denominations.

2.3 ; ENROLMKNl hnrolmeiit in Maniit district is comparatively low compared to the density ol population between 6 -1 4 years of age. fliis may be attributed by the poor economic condition and lack of awareness ol the importance of education on the part of the parents and children themselves. Since, universal enrolmcnl is an important component of IJl-’E a detailed analysis of enrolment is taken This can be seen from the table given below.

S/ISm ' 4 A i PM (^fducati^ti PrcfU e

Table 2.3 (a) Po mlation

Circle Total Popin School Going (_)ut ofSdit)ol I )isablc I^ S cIkx)I (0-14 Yrs) (Govt, only) (including pvt enrolment) Vll]ag£^ _ _ M _____I* _ _ M ______M_____F______M__ M F _ MiUuU______- W,Pliaileng ij&92„^>2D5_ _ _ ii7_aa. _ Lengpul 0,901 0,916 0,458 0.493 173 0,163 02 02 09 05 Keiek 1,100 1,041 0,674 0,640 018 0,026 05 05 -

Total 11,869 10,926 5,763 5,018 ,690 1,759 30 37 82 59

Qource I iS cS ^ viffage survey on r^u^ust saoi ^Alptff t <7« t/ie totaf o f schoof ffolng chUdren, it m ay Be noted that Q)isa9fe ^choof Qhififren are aiready included.

I able 2.3 (b) Class Wise Enrolment Govt. School (Circle Wise)

Circle Pre-ScluK>l Cl I - VII Cl VIII - X Total -~r- -“P: M 1 n M TV M ,1 rr M TT Mam it 33 I 20 I 53 2590 J2331J 4921 99 J l 14 J 213 2722 p465|S187 ^ ^ ___ L *JLI _^l_l 27_|To J ^ 7 l9()? (1479 [3328 Lenfiiuii_____ ^ i_5 J ^ 8 j _ A l _4:^ 1_493 L92.I Rfikk______4_U__I__7__ _67lbliJl3J^_ Total 148 I 91 l2i9 5449 14703! 10152 166 1224 I 290 5763 |5018j0781 ____I------1 _ _ _J _____I L ___ J _____ •1------r - -1------n '■“1------r™ - .....1 ...... T...... Private M |F 1 FT M |F 1 TI M |F 1 rr M 1 F 1 IT School Total - 1. 1. 825 l670 1 1495 . 1- 1 - 825 l670 1 1495 .. . .L J .... ,...1...... J...... ___L____ L...... 1------1------....— 1------r- -I------r 1 Crand Total 148 91 239 6274 5373 11647 166 224 290 6588

1 1 - ...... ±.. -.1...... - 1

L,Source survey on y\u^ust 2001

In some villages, angafiwacli centres do not funclion properly as it should, while in some villages it is non existence at all. In such cases, parents sent their children to school thoi4gh they have not attained 6 years of age and the teachers have no alternative hut to admit them to prepare them for their schooling. As such pre-school in the form of class -1 (B) is formed where these children are seated, exams are also conducted arul if they passed, they are admitted to class II in the following year. This also accounts for the large no of drop-out and stagnation in class - / level os many do not attend the full academic year while some have to remain in class 1 again. For these children ECE centres may he opened. f4

;a M.vrJi n? nfifi SI I sn-y A M I’M POPULATION OF 0 - 14 YRS (Circle Wise) LENGPUI CIRCLE 4 Yrs SI Habitations 1 Yt & below 2 Yrs 3 Yrs 5 Yrs 6 Yrs 7 Yi; 8 Yrs9 11 Yrs Yrs 10 Yrs L2Yrs 13 Yn .13 TOTAL

B G B i G TT B G TT B I G | tt BIG ^'B:G!TT’B G TTi B T I B , G TT j B I I f— TT( B I G ! TT B I G ' Tt! B TT ; QiUNGTlANG T2 14 12 .6 7 i6 hi I- i4 X__ L ,70 70 MO n : DAPCHiLAH | n 13 ,3 114 j i i 13 I II (7 ! 10 III DtLZAV-L III |6 |5 [6 26 |9 i tt

5 il£NGTE m j n 'a '2 jj 19 ho j 3 ;2 I 3 1 eo 17Z ■ n i ,... H— h 6 INGHALCHAVliM 111 t« :w i- i2 1 1 U iD 32 17 RAWUICHHIP 19 2* i 47 I U j M 27 I 16 16 19 I 17 36 (4 I n 31 » : I* ‘13 ? 31 in j 21 j 3* ‘-13 j 17 12 I 19 (31 I 15

! I IRULPUIHLIM lo l6

!9 SMIIAW h ii 12 '---- K> TUAHZAVrL III ; 3 ; Q 13 i 75 16* ! U iVfESTSEKZAWL 11 8 (2 12 j 6t ,51

TOTAL M S Z20 51 <2 U27 !49 65 133 (» j 61 I 13D f 50 i 60 | 1 |C ( 49 ! 60 | IW f» ' t5 ! W i «1 . tnn

R IE I B — — 1— ID 24 19 t i7 1 jio 7 17 n j ii 9 n 9 10 21 i>^ 1 » I n 15 i t j 21 i !3 i 2: u < 14t 294 jBfciH; 9 ! = !>> ! » 1 i " 1 6 ! 1 1’ 1 " 1" 4— r h ' r ! 1 " 4 I 7 i2 1[uUNCffWUN 5 10 5 3 t 3 1 2 7 I 9 3 4 7 1 1 6 I 2 i e t ;5 js 3 Is t (9 6 : 15 l a ' 2 *5 •'7 136 t* !‘ 1 1’ i ® !<« 1 1 1 T T”...... ■1— 7 4 u 5 I 6 5 2 7 2 2 4 '5 3 It 14 i6 i !C 2 4 | t 3 i6 106 '3 1Ibavvlte l6 6 It2 1 ^ It I 3 |3 h 1 h i* I-* 13 h h i I 51 ! j J______r 1' ! f 1 !, 1 14 Is 16 6 6 u 6 4 K a 4 a 1 3 !! 4 3 7 4 3 j7 (13 I 11 I9 1 20 !: f 4 ) it 14 [3 '* 9t ^ 1 s. SABIJAL. I 20 | i ! " P 1 - !’ 1 ^ : 7» 1 t 1 1 i" * 1" 1------r ' *7 t T 1 s s t 16 11 6 17 to 4 5 6 4 i 10 h ! j c ‘ 4 ' m iI 12 !5 6 10 |16 1 7 ^ 1 ’* !” i ’ '2 ' 'C X ;r ;» . KK 1 n 194 1 1 1 ■ * i “ t ' 1 ! •4 5 7 12 t ? 9 14 12 6 It 4 | u 3 7 10 |7 ! 9 K) i t : It 9 26 234 illAV.RiHNIM |7 1 “ 19 7 12 j 19 S 6 , i 16 ! i ‘ j 19 , III ; ; 1 r r 1 ” ! “ i ■ I ! i ** t ■< 4 s II 10 21 s t 16 9 I n : 2D 1 10 14 i > " 1C M 7 j 21 i It 12 ; t 2D |U 4 1? WLUNGDAJ? 1 10 ! u 11 6 6 12 5 j !12 1 ” . urn 232 i'> j— — I r U — i------L P j ,.,. K- ....jt------1 ^ I f !E ■7 14 12 10 1 3 n u t It i n ‘ 9 »3 l3 If T9 tea aiiW JGTHAH 1* 1I5 I d 1* l-r 1< u . 11 12 6 i *■ ^ 1 I3 b ' tt . .. 1—...... 1 ^___ i_!I .....J1 i ■ ” i ‘ I 1" ------'i 1 .... ! ,-J _ i ------* . 2 16 j s 4 2 2 |3 ' 6 7 4 HRHCHLx 7 - - 1 * '2 h ' '1 C 2 j2 46 1 j ^ 1 i.. r 1 1 ' 1 I * . i ‘ l ‘ 1 i ' 1 i ' !• 1■' 1r ' I ^ r r ! ” ir 16 2 j g j 9 17 15 26 7 !1 M 9 1 13 r 12 ! 16 1 10 il9 ‘ 10 1. 9 ’ 2} 10 1 KANGHMli7'< 17 .0 111 21 12 5 1 1 11 9 1 1 2i ■ ' 16 ‘ 2 , 132 : 120 252 ! ^ 1*, 1 " ! !^' 1 ! 1“ I i •J 16 29 6 n 11 19 ’ 1 10 1 17 14 14 a 9 D ' r 2 29 14 |7 21 ) 16 13 j 29 12 Wt 15 u i 13 1 1 i 156 146 302 ! n l !l>\RLUNG |2D j!12 132. 1 10 ! 1 23 - ! « 1 * 1 1 i 1* 1 I u , 1 V r ------1 ------i - J ------1 ...... i.J : M ■ : - ^ - ----1--- 1 !— 1 72 51 123 no 91 1J9 72 C 154 ■M t1 155 S5 1 130 19! i K i :72 i l l B M 1 II - 161 ' 4: ton 2141 r TCTTAl h i : l»9 ao i57 i » M4 «i «■ i » 1 ! '« Im ;.,ix 1 1 1 i ®' ^ i * 1 , j 1 1 1 I : ' — ■ ■ ' 1 1 ! 1 1 1 ! 1 i 1 I 1 ..... i ------;------^ ^ ^ ^ — i- -i - .....- - ; 1 J :

^aurarSSA ^uryvr or? y{u^usr 2001 Table 2.4 (b, POPULATION OF 0 - 14 YRS (Circle Wise) WEST PR4ILENG CIRCLE SI H abitation. , Yr & beiow 2 Y i 5 3 Yn 5Yrs 6Yrs 7Yrs 8 Yrs 9 Yrs 10 Yrs 11 Yrs 12 Yrs 13 Yrs 14 Yrs ~OTAL

BiGlTTi BlGiTTl BiG.TT G ! TT 8 ^ G TT G 'TT B G I T T I B G B i G T T B i G I TT: B G I T B.GiTTiBiGiTTI B TT 1 I VMPHAILENC j32 ;29 |61 j25 !lO |35 |8 jl9 [77 2 4 17 41 15 19 ! 34 150 3 0 8 0 2 6 £ 7 32 2-4 56 22 114 36 jl3 j45 jl9 23 4 2 130 26 |56 | 23 129 |52 I ID |23 33 |343 302 645

*2 i w m < a x N C « rn H » 3 9 l3 4 '"C' l2 9 2 2 i s i *29 '2 2 51 2 5 22 47 25 37 i32 17 49 22 18 3 0 127 57 |17 jl2 29 30 20 jsO |23 |l3 3 6 2 9 16 45 118 22 i40 15 no 25 1363 2 67 63 0

14 3 0 i31 61 3 ’4« ,33 ’8! .‘15 ',2; 3 6 i5 28 4 3 21 ,1 9 4 0 37 31 |24 !55 17 16 33 12 il2 2 4 19 22 Ul U !i2 2 0 |2 4 23 4 7 11 12 lr< 12 '20 l282 2 7 9 561 ; . i------L _ —i------1------1------1------^------— ^— ! 4 TTHIOPOMST 12 ! l 3 13 <9 n 4 1 ,7 j2 il i3 !52 4 7 |9 9

5 ti j6 16 \5 f - t r f | 6 16 ;1 2 II 16 10 13 6 i 6 j l2 7 j5 (3 |8 |68 (48 !116 !■ -I ---- 1---- 1— |8 ‘ 7 il5 1 |3 j4 |4 l6 |l0 !5 3 8 10 3 12 ,'5 il |4 2 jl 3 |3 13 16 (3 |3 !l il \2 146 |3 9 85

|]4 ir '25 112 l6 i l 8 ! 7 18 4 5 !I 3 15 10 22 6 14 18 26 13 9 122 9 14 9 |2 0 I9 (7 jl6 |7 15 !22 '5 |8 '13- Il38 117 1255

’ S\LE> KMKDINC 4I---1- 13 11 j 4 ‘1 1 12 (8 14 22 '9 ,2 6 ,2 b '52 ,18 i 18 |36 i2i i20 j41 ,18 18 (36 16 i'23 39 24 j !4 38 l2 9 13 4 2 17 22 39 22 '18 40 18 114 i32 26 ,119 145 i l 4 16 ' 30 125 122 U7 14 , 22 , 36 , 288 265 j553 J----!----1------i~ - I I------U— ------i------;------1______1 I j9 j 7 j l 6 <7 !2 '9 j6 |6 jl2 ’6 l6 '12 6 *3 9 U ^6 llO -9 14 3 6 ,'9 i3 ;8 :8 |3 |7 ,10 3 ,3 ,6 162 j65 1127

111 |LAIXE> 1I2 !13 !2 5 |6 llO !1 6 ! 13 16 '2 9 7 ‘’0 :io '1 2 I? 14 10 i l 4 8 |'14 20 ,13 ;33 9 |6 jl5 jlO jlO |20 il7 :U 28 9 18 (17 1142 Il47 |289

12 f w PHi xm 15 i!7 ’32 '7 12 18 19 ilC if il5 ‘l! il2 23 5 '8 i 13 II l8 il9 l3 j l 2 |6 |4 jlO \1 |7 114 13 Is |8 l 7 |9 116 ! 4 | 7 11 8 (98 '114 1212 '3 u ! 13 I WkHVATO 10 !5 111 i7 13 ;iO j6 4 lio (5 14 |9 15 |3 *8 i6 U lie '6 U ilO ‘5 60 i6 2 *131 — ------■(------4 - '- ' 1 -H------1— 4 i H----- t — 1 f ^ 1- ’ 2 H ------’’ 1^ jo rv - :i r I- - |i h j l j l - i l 1- 1- I2 I2 1- 2 1- 6 6 ] 1 ' i ' | i 4—— t 1 1 ^ ;5 : V MAJOPSWA |68 ,54 :'23 125 [48 28 23 151 |22 31 53 i31 125 '56 I I l23 I 44 i27 20 15 23 |38 l23 ;50 ;i4 (35 133 !33 '21 2 47 ‘27 fl5 129 '34 32 lee , ' 22 36 28 J 9 '47 ,353 ,334 |687 i it------J»___ i _ .... ‘ -T-' I 1 i6 }S. 141 ;5 i j92 |43 |31 |74 i36 '28 164 33 33 |66 i26 26 52 122 I 33 '55 l26 (23 49 !35 22 57 il8 ;40 ,29 ?24 ;53 |28 :26 ’54 ;I7 ,2C ]37 24 19 43 ,397 i363 |760 i r J____ I 4— i " Iq 9 18 1 17 j HREIDUK h '9 |l8 |!3 *22 ;I3 '11 l24 h o l5 Il5 !io 4 14 12 \ l ! 19 10 u |!8 113 ;29 .13 i»2 114 ,26 {6 i2 18 il9 |I7 |36 155 1118 |273 4._I .. J...... J------1* 1^ J____ 1'^ i " j 1 8 1 TUPLIIBAIU - I] ■ !7 :'23 i4 0 i22 '26 ;4« 120 121 U l :36 127 63 24 125 j4 9 i37 |73 34 (25 i37 |38 45 37 |37 |74 j29 |38 167 131 !30 !61 |40 135 75 (40 H 9 !59 ; 44 '34 78 '447 U l5 |862 j I 1 T1 1 j ! 9 Tl/ln.iTBAlU - ' 32 |54 ' 15 '30 23 i38 20 j 9 19 28 iI9 133 19 111 i30 j is |23 38 9 i9 18 il2 119 |31 7 !15 )13 ll7 ^30 '!i 5 |7 3 13 \6 '207 I i414 ;, „ - 207 1 ' t I" i - " 1 '' 1 1 20 ANDCTMANIK ; "1 ;i4 •26 ;9 ! 126 9 8 jl7 !8 . 33 114 (2? jl5 |1I }26 i9 ilO !19 13 |8 :2 i '5 I 26 I 9 '5 'l4 '10 ‘ 6 16 11 '■1 I 18 164 124 '288 f 1, 1 I" i'= ( i 1 1 I T 1 iZ i iE-KHM i5 4 19 8 i n ;3 jlO jl3 1 7 *5 ! 10 ■1 h 3 !|7 :15 |5 11 6 |5 ! i l ;i3 (4 117 ;4 c 9 17 (16 ,5 6 ,5 3 8 ;84 76 |160 i* |6 1 1 1 - i " .. 1' i 1 1 1 L 1 ' ’ 1 L I j 22 , aHKRii '1 n 2 '1 - i l i l \2 ’ 3 i - ■ 1 ; X \- 1 1 i- i'l j l i l j l !-- 1 • i- •- |9 :5 jl4 f j- 1 i i ‘ r r !• . ■) j 23 j fTWTN'C |'3 |2 5 J 9 i l 2 15 \e ! n 1!,e 6 ' 16 ‘^5 !^2 17 !|3 u 7 »6 8 24 . ! 7 8 |4 '6 jio \7 1 1- i l j 6 16 ’12 13 |2 ;5 2 1 3 167 |71 S138 \ 1 JI—— r 1 12-i 1 rtKziNC srsumAR I 5 ' !G 15 3 ,2 ‘5 13 :5 '8 6 ' 1 ' 4 17 2 2 i 4 1!4 3 7 - 2 2 2 i3 12 u !4 |2 |6 i. I 2 2 1 '■ .3 U 2 *49 i91 1 i 1 1 1 ! 1 1 " J 1 ' 1 1^ 1'^ i \-^ ! "T' ! I l25 soja»^ j65 126 |41 14. > j38 |42 (80 1;44 37 81 1158 j40 |98 j26 33 I 59 J48 40 88 38 28 166 43 '22 tfi5 '120 20 140 144 28 i'72 I 22 !14 l36 19 i'!9 1535 ■472 h007 1 ______li 1 1 1 i 13S i31 ,18 i i26 j 20 i n j37 10 18 18 120 !18 |38 jl4 i11! i 25 ‘ 20 17 37 10 7 ! !7 ! i 8 I26 1'2 3 ,s 6 24 \2 f 16 |!98 ; 2t; 1 HNAifVA j23 i '.5 j ‘ 16 : 15 .. I h 1 L 1 1 I- 1 4 T ‘ -t j 27 j KIIANTLVNG ; 50 i 19 '6 14 IlO ilO 1l5 i! i 5 U 1- i4 2 1 i4 1It ';3 15 18 ! 13 ' 6 JO 4 : I! 3 Is - 10 |6 |2 *2 4 |62 1131 19 1 '6 ------i i. . iI_J ' P ii= i i " i 1 I ; i [ ! 1 1 1 i ! ' 1 ! 1 1-.....i .... i 1 i 1 i i i 1 ! i i — ‘ ! 1 1 j j TOTAL I T I I i338 ''296 1634 I337 348 1685 ! 352 i305 657 ! 3 P ! 306 623 1417 35' - 6 8 1338 j = 9 i| 629 375 3 5 i| 726 281 j24) 1522 |379 |285 |6 6 4 | 224 195 |'419j369 j 305 | 674 ,261 |493 |231 |239 470 |4692 |42D5 (8897 4 3 4601933 1 ^ ^

on y ju ffu s t 2001 Page He 16. ' X l O J L j i 1. A W X ' “ 'O’ A T MAMIT CIRCLE si Hafailaucns I Yr & below 2 Yrs 3 Yrs 4 Yrs 5 Yrs 6 Yrs 7 Yrs 8 Yrs 9 Yrs 10 Yrs 11 Yrs lA Yrs TCTiAL Table 2.4 fd) POPULATION PROJECTION 2001 - 2011 1 1 Pre Primary/ECCE Primary School Stage Upper P/S Stage Total Toiai ! ----L------. Anganwadi Stage C lass I - IV & above Cl V - VII & above i 1 BELOW 3 YRS j 3 - 5 YRS 6- 10 YRS 11- 16 YRS 1 16 - 14 YRS 0-14 YRS j \EAR 1 BOVS GIRLS 1Ur4L BOVS GIRLS TOTAL BOVS GIRLS T0DVL BOVS GIRLS TOTAL BOVS GIRLS TOTAL BOVS GIRLS TOTAL

‘2001-2002 12097 1946 4043 2426 2285 4711 3468 3138 6606 3878 3557 7435 7346 6695 14041 11869 10926 22795

(I20C2 - 2003 2595 2412 5007 2469 2339 4808 3520 3207 6727 3958 3548 7506 7478 6755 14233 12542 11506 24048 {2003 - 2004 ■2669 2480 5149 2914 2T70 j5684 3438 3115 6553 4136 3688 7824 |7574 6803 14377 13157 12053 25210 1 'L j : 2004 - 2005 12743 !'2548 5291 3413 3169 !6582 3384 3197 6581 4118 3634 7752 7502 6831 114333 13658 j112548 26206 1 i ! 1 1*2005 - 2006 1|2817 i2616 ^5433 3948 3669 17617 3244 3042 *16286 1 4404 3916 8320 7648 6958 14606 I44I3 13243 27656 r ' j j 1 1 ^2006 - 2007 ;'2891 j26^ i5575 i 4059 3771 j 7830 3748 13528 I- 7276 4243 3841 18084 *7991 ' 7369 !15360 14941 !13824 28765 i I j I 200"-2008 1|2965 5717 ; 4170 3873 j 8043 4230 3993 8223 4354 i3965 18319 8584 j 7958 !16542 15719 i14583 i30302 1 ! 2008 - 2009 13039 7870 ;5859 14281 3975 I8256 4766 j 4426 9192 4255 I3939 j8194 9021 I8365 ; 17386 16341 j 15160 {31501 i ! 15879 !32924 2000-2010 i3113 j2888 J 6001 i 4392 4077 I8469 5338 1 4960 10298 4202 | 3954 j 8156 9540 8914 118454 117045 ; i 1 2010 - 2011 3187 j2956 16143 14503 4179 j 8682 5486 :5096 10582 4523 4r^i i8754 10009 *9327 ' 19336 !17699 I 16462 i34161 1 1 i i 1 i 1______i i

.^ourcc: S3-A. ^urvcv on ^qust 200j P m ftfto 78 (idueation PrefiU fiffP /V>/VirW)

2 .‘I Population Pi ojcction ; I able 2.4 a,l> ^ c shows population of 0 14 yrs williiii tlie district during 2001 as per village survey conducted duritig August 2001. Population is shown Circle Wise as Lengpui Circle, Reiek Circle, West Phaileng Circle and Maniit Circle

lablc 2.4 (il) is a projection of children’s population The base year for projection is 2001 1 he decadal growth rate of population of Mi/.orani as per census operation 1991 ami 2001 is 20.90 %, Thus, the annual jiopulation growth rate of Mizoram is 2.9 %. Basing on that calculation, the population of ( hildren between 0 -1 4 Yrs within Maniit district is calculated.

2.5 ; MFASIIKINC I IIK FJ)l)CATl()NAL A( C ESS Hy measuring the educational access, we mean interaction between Demand and Supply. Demand and Supply in education means children of a specific age group utilising the educational facilities, which is termed as ‘supply’. 1’he indicator of measuring educational access are the indicators of coverage. The following indicators ol access are generally used in finding out educational coverage. i) Admission rate ii) Enrolment rate Hi) Transition rate

2.5 (a) Adinissioii rate :

I he first important indicator of educational access is admission rate or the entry rate. Admission rate plays an important role to know the covet age ol child population (age 6) in an education system.

When enrolment is analysed in a particular grade (grade - 1), two types of student - a) New entrants and b) Repeaters are noticed, but while computing the admission rate, only the new entrants arc considered, as the repeaters are already included in the system the prt'vious year Admission rate plays important role to know the status of the disti icl w ith lespect to other districts of the state and can also be computed separately for boys and girls, ruial and urban, scheduled caste and scheduled tribe. It also plays a signilicant role in enrolment projection in the higher grades.

A (>M Tabie 2.5 (a) REPEATERS AND NEW ENTRANTS IN THE CLASS

Class Age j Totai population Enrolment in the Class Repeaters of the dass I New Entrants in the Class Enrolment of the Age Grouo

Boys ! Girls : Totai Boys I Girls 1 Total Boys; Girls, Totai Boys ; Girls ; Total Boys ! Girts Total

958 912 1S7C 1834 1593 3427 258 ! 224 502 1576j 1349j 2925 576 583 j 1159 ____ I____ j ____ 871 ! 7421 1613 1129 i 922 j 2C51 84 j 72 i 156" T045T "85^ T895 S 9' 175 399 1------1------1------j------i 916 I 8 5 ^ 1766 894' 68C I 1574- 98 48 T 146 7 9 6 5 3 ^ 1428 86 133 1^219 _ i L ' IV 9 723 I 6341 1357 j 739 | 6331 1372 > 50 I 43 j 93 6891 5901 T 2 7 9' 65 81 146 — ' * — ■" I — — — —t ^ — -1 I to IV 6 to 9 3468 j 313ej 6606 j 4596 j 3828 j 8424 , 490 | 407 j 897 4IO6T 3421! 7527 951 972 1923 . I ^ ------; ------^ J------

V 10 936 I 778, 1714' 749 635 1384 21 728, 614j 1342 135 119 254

VI 11 j^672 I 6301 1302 I 566 1 528! 1 0 9 ^ '<8! 2 2 ! 40 54Sl 5061 1054 106 90 I 196 1------f ■1“ VII 12 889 r 796 , 1685 363 j 382 j 745 I 38 j 36 j 74 325 ‘ 346 ! 671 63 46 i~ 109 J v to v¥ 10 to 12r2497T2204[ 4701 ^ 1 6 7 ^ 1545 1^223^ 7 F r~ 7 9 1~ 156~ 1601 I 1466 3067 304 255 r 559 ------j------.|------1------.j------1------,------1------K - i

VIII 13 738 1 710 1 1448 123 1 176! 299! « I ____i_____ I____ ------1------i------j. - ----1---- IX 14 643 I 643 I 1286 28 j 45 j 73J I

X 14 15 i 3 i 18 ! 1 T — j------f------^------i - 4-. - U VIII to X 13 & 14 1381 , 1353 ! 2734 166 I 2241 390 ------j------J------' ------h

* 1 to X 6 to 14 ' 7346 j S695 j 14041 S640 j 55791 12037)567 [ 486 j 1053 5707 1 48871 10594 1255 I 12271 2482 ______^______I______i------1------1------/ia 20 Table 2.5 b AGE SPECIFIC ADMISSION R A T E (ASAR)

New entrants = Enrolment(-) Repeaters of the Class Age Specific Adrrasscn Rate = New entrants in the crade X 100 popuiation of the age group * ! Tota* DCDi of the Total enrolment I Repeaters of New entrants iscnooi gomg cJStaefi Age Specific Admission Rate Percentage ! j age group in the class jthe class in the class jof the age gnajc lu-l Age 3oy^ Giris 'Total Bov^ Gins'Total Boysj Girls 1 '!"ota Boys| Girts jTotai |Boys‘ Girls|Totsi ? BOYS GiRLS i lOTAL 1 I 1 L_ _1 958 j 1_ i l 5 ^ ____ !____ 2 5 ^ !____ 1______1______iL27_|_____j______u S _ l ______|112_|______l 1343| [ _ _ } 2 4 ^ | ____ ,l0 9 9 i 1 ,5 6 3 . >1301 x 100 =135 8 i 099“ l0 0 “="l2T]24dOx“ 0 ^ 1 2 0 4 1 1 j2902 , ;5G2 ; ,T4G0 ; ■T090' 95S 912 11870 ------r— ...—<— ... i .... 1 ...... ^ 371 1 ! 989 1 !_ M ' 1 905 i ____^82 L . :____ L- ' 7 1 [742 L _ j 823 . .^S-i , ;535 , 1905 x IOC =^03.9 75^ “xT0“ ='^Tll6M" x“ 0T=TcZS6 r i ( ; fT603 ~ ■------pT8T2 ■ ^5B|“ : T217|871 ?42 “ (tF’3 i Z sZ .850 . . 612 ■ ^ Us ' p''^l564 tj^3 x1C0=tt,33" 5 ^ ~ ^C”=655lt 2TTxT oF ^ 2.3l‘ ‘ T756! ' 'id23 1 ' 146 1 ' •“ ^4"! 9 1 5 85C ?76S U------!------1------i------1------1------i— ^— ------1------^------1------i------i------^------1------1------1------1 ____\J22. ------i------W m ------1------I______I____iJQ21-|____ i------l57Z_i------j____ j------!------i------9 5 3 4 .1____ j_____, J74_,____ _ 4 3 ______1 3 I _ ,_____,_____j496.^ _ ^62: _xJ0^^5^9^5^ _xiGC_=83 J|!15^xJ.qO_^4J9j ^35^* ’ '^245 ' *93 ' ■ ‘i"52; 1068:^23 634 f!357 ------!------^------L------1------^------1____ !------1------^------1------i------1— ------____ !______!____ !21_1____ i____ 321.1_____1______!____ I [V'____ 10 7 7 ^ ,' ____ 549 ,____ I ,21 i I i5 2 ^ i____ i_____J26_j____ 311 Z xT o F ^^e H sjill 15 3 p E = 1 j 3 mi_xj.00_=f67_15 T714 1133 “ 42“ “ T151, ■ '1255 ■ 936 1778 1714 ___!____ ^_____! 1 ! > 1 ! 572 1 8 ' i ! 459 ! ' I57O I ]_ I Ivr 11 ■^3^: ------:T2“ !------!------]4^~ >------'------1459 ~ x ~ Q ^ ^S 3 143^ "3iT0^^=||‘4lg9C“ 3 C T ^ 8 3 5 " ‘ I I ‘ hfD9B "^6/2 ~153^ |l'3T)2~

1____ 389 ____,____ i 2 9 ^ _____i____ 795_ ^ _ ; _ I ] ^ ^ . ____ ^^— |T6“ ' I“ “ !Ti3 !“ *T83 ^ "^60 X 1 0c =29.243^3 X ICC =393^73 x V :€ _ ^ 2 2 ^ ^685! > ^ 7 ------i------l“ 4 ~ l ------i------t j i T !------*------^53 rs^ ^96 W86

.1____ 738 ,|------i------• u - l _____ P 4 _ | _ _ 1 ___ j 13 710 .1------1- I------1------I— I— I— •!t i 73

,( _ _ i ------|455-i 14 :4i9 : ! |--fT286F^ ^ ■i------r r~ [373 r ____ L____ I I I____ ! J_____L

^ o u r c e : ( 5 ( 5 H y < { u ^ s i 2001 PoftlfoZI (i^ c a tU ti Profile

1 he above table shows total population 6-14 years, enrolment in class I - X iiicliiding enrolment of bolh government schools and private schools.

I rom the above table computation ol'admission rate in the district is presented below

Tabic 2.6 Apparent Admission Rale (A AH) ; (where new entrants means total enrolment minus repeaters)

New entrants in the Grade Apparent Admission Rate = ...... x 100 (i) Population of the age group

Age Class Boys Girls I'otal

1576 1349 2925 6 yts 1 ...... xlOO -164.50% ...... x 100= 147.91% ...... X100= 156.41% 958 912 1870

1045 8*^0 m s 7yrs II ...... xlOO =119.97 % ...... -X 100=1 14.55% ...... X100= 117.4 8 % 871 742 1613

796 632 1428 8yrs III ...... XlOO =86.89 % ...... X100 74.35% ...... XlOO 81,13 % 916 850 1760

689 590 1279 9yrs IV ...... XlOO =95.29 % ...... X 100=93.05% ...... X 100=94 .25 % 723 634 1357

728 614 1342 1 Oyrs V ...... xlOO =77,77 % ...... X 100=78.92% ...... X 100=78,29 % 936 778 1714

548 506 1054 1 lyrs VI -...... XlOO -81.54 % ...... X 100=80.31% ...... XlOO-80.95 % 672 630 1302

325 146 671 I2yrs VII ...... XlOO -36 55 % ...... X 100=43.46% -.r- .-x 100=39 82 % 889 796 1685

5707 4887 10594 6-1;? l-VII ------xlOO 228 55 % - - X 100-22 1.73% ...... X 100=328.69 % yrs 2497 220 1 3223

.! :\.l PM (jE ducatictt P rofile lahle 2.7 Specific Admission Ua(c (ASAH) : (where new entrants means total enrolment minus repeaters)

New ciiliaiits the age group in the grade Age Specific Admission Rale = —>— -...... -...... -...... -...... x 100 (ii) Population of the age group

A^e Class Hoys Girls I'otal

576 583 1159 6 yrs ...... xlOO =60.12% ------X 100-63.92% ...... XlOO 61.67% 958 912 1870

224 175 399 7yrs ...... xlOO =25.71 % ...... XlOO- 23.58% ■X100=24 73 % 871 742 1613

86 133 219 8yrs III ...... XlOO -9 18 % ...... XlOO- 15 64% ...... X 100= 16 42 % 916 850 1760

65 81 146 9yrs IV ...... xlOO 8 99 % ...... XlOO-12 77% ...... XlOO-10 75 % 723 634 1357

135 254 I Oyrs ...... XlOO -14.42 “/o -XlOO-15 29% ...... XlOO- 14 81% 936 778 1714

106 90 196 I yrs VI ...... XlOO =15.77% ...... XlOO 14.28% ...... X 100-15 05 % 672 630 1302

63 46 109 12yrs Vll ...... XlOO =7 08 % ...... X 100-5.77% ...... XlOO- 6.46 % 88<) 796 1685

679 1227 1906 6-12 1-VII ------\100 -27.46 ".b ...... XlOO 55 67% ...... XlOO 59,n % yrs 2497 2204 3223

I he admission rate presented above indicate that Apparent Admission Rate consider new entrants in grade J irrespective of ages wliich means children above and below the age ot 6 years are included in enrolment which may, in some cases resulted into rate more than 100 per cent. I his is why the rate is known as ( iross Admission Rate ((lAR) and is a Crude indicator ol access and may not present the true picture ol coverage. 1 herefore, Age Specific Admission (ASAR) is computed

Pafff JtJ (^Bdtuatloit Profile ~~ P£fP^a^/rut P/sfrU^ which is considered belter than the gross entry rate. Age Specific Admission Rale cannot cross 100 % because of its consideration of new entrants of age ‘6’ in grade I which means over age and under age children are excluded in grade I enrolment and so on.^

riiis rate has a serious policy implication and unless it is brought to 100 %, the goal of Universal Primary Education (UPE) caimot be achieved.

As shown in the above computation, it is seen that 6 yrs children in grade I is only 61.97 %, which is a serious problem. Maniit District, being a backward district, will have to give extra effort to bring the level to 100 % enrolment of all 6 yrs children to school by 2003 through the various interventions under Sarva Shiksa Abhiyan.

2.5 (b) Knrohiieiit Rate/Ratio :

HurnlmciU ratio is simply division of enrolment by population which gives extent to which the education system is meeting the need of child population. We have to consider the enrolment of each level and population of each age group. In order to understand statistics on enrolment, Ihe following enrolment ratios are to be considered: i) Over All Enrolment Ratio (OAER) ii) Age Specific Enrolment Ratio (ASliR) iii) Level I'nrolment Ratio (LER)

i) Over-All Enrolment Ratio : The first indicator of coverage is Overall linrolment Ratio (OAER) which present an over-all picture oi the education system under consideration. In Mizoram the l-lemenlary Education consist of class 1 to IV as Primary and class V to VII as Middle or Upper Primary Schools, as such lor Mainit district, we will consider total enrolment of classes I to Vll and age group of 6 to 14 years as they are the uirgct group of SSA programme.

rwism? 4 PM ( BdueatUtt Pr0fU9

Total Hniolincnl OAVR X 100 l*opulation of 6 - 14 yrs

Boys Uirls lotal OAKU 6274 5373 11647 Mamit X100-85 40% -----X 100=80.25% -...... X100 82.94% histrict 7346 6695 14041

riiere are 166 boys and 224 girls a total of 390 children who are of 6 - 14 years already in high school i.e., class VIII - X. 'I here are 148 boys and 91 girls a total of 239 children of the age group of 6 - 14 years are in pre-school i.e., class I Section ‘y\’ who, even after passing their grade will still be in class 1 due to absence of Anganwadi Centres iti some habitations.

In some cases, the OAb'R crosses 100 % due to over age and under age population. In the case of Mamit District, there are 173 boys and 1S8 girls, a total of 331 children are below 6 yrs but already in class 1.

If the age-grade How is to be calculated as : 6 yrs - Class I 7 yrs - Class 11 8 yrs - Class 111 9 yrs - Class IV 10 yrs - Class V 11 yrs - Class VI 12 yrs - Class VII

Then those class VII students who already attained the age of 13 or 14 yrs are to be counted as ovei age. If so, the OABR will be

647 OAltR X 100 = 103.00 %

3 0 7

- .'M P/Jl { S d a e a tlo n ProflC$ P £ £ P

il) Age Specific Enrolment Kafio (ASER):

I he next indicator of coverage and a more reliable one is Age Specific luirolnient Ratio (ASHR). it gives enrolment ratio for a particular age or age group, it is simply division of'enrolnient in a year (2001) in a particular age group in all the levels of education in any grade by a population of a particular age in that year. ASER is not free from error, but it is useful for a planner when information on coverage and children not enrolled in a particular age group is required. Age Specific Enrolment Ratio for the district is computed below :

Enrolment in a year (200 ASER X 100 Population of the age group

Talile 2.8 : Age Specific Enrolment Ratio (ASER):

Year Hoys Cirls Total 648 669 1317 6 yrs — -xlOO =67.64 % ...... xlOO - 73.35% ...... xlOO =70.42 % 958 912 1870 820 646 1146 7 yrs ...... xlOO -94.14% -...... xlOO 87.06% ...... -xlOO =90.88% 871 742 823 750 1573 8 yrs ...... xlOO =89.84% ...... xlOO -88.23% ...... xlOO =89.07% 916 850 1766 659 561 1220 9 yrs ...... xlOO =91.14% ...... xlOO =88.48% ...... xlOO =89.90% 723 850 1357 793 582 1375 10 yrs ...... xlOO =84.72% ...... xlOO =74.80% ...... xlOO =80.22% 936 778 1714 656 585 1241 1 1 yrs ...... xlOO =97.61% ...... xlOO =92.85%) ...... XlOO =95.31% 672 630 1302 738 634 1372 1 2 yrs ...... xlOO =83.01% ------XlOO -79.64% ...._..xlOO =81.42%. 889 796 1685 659 582 1241 1 3 yrs ------xlOO =89.29% :------xlOO =81.97% ...... xlOO =85.70% 738 710 1448 471 430 9^)1 1 4 yrs ------XlOO =73.25% ...... xlOl) =66.87% ------xlOO -70.06% 64 3 643 1286 6440 5597 12(137 6-14 ...... xlOO =87.66% ...... \IO(l =8^.59% ...... xlOO -85.72% yrs 7346 6695 14041

;SA M ilt, h I p |^; 4 ^<1 PM (itL u eaU m Pre file

From the above computation it is seen that, out of 7346 boys and 6695 girls of the age group of 6 -14 years, only 6640 boys and 5597 girls are enrolled in school i.e., out of 14041 children of the age group of 6-14 years only 12037 children are emolled in school which is 52.80 per cent only. It may also be noted that there are 141 boys and 129 girls, a total ol 270 children who are below 6 years but already in class 1.

Age Specific Enroiment Ratio □ 6 14 Yrs Boys and Girls not enrolled ■ 6 -14 Yrs Boys and Girls enrolled 27.43%

72.57%

iii) Level luirnhnent Ratio (LKR) :

Level Enrolment Ratio is an improved version of OAHR which gives enrolment ratio level wise. There are two types of ratio Cirows Enrolment Ratio (GliR) and Net f nrolment Ratio (NER).

^0 Ql'oss hnrolmeut Ratio (GER) : (iross Enrolment Ratio is a division of enrolment in a class in a particular year by a specific age group enrolled in that particular year 1 he GER of Primary and Upper Primary Level of Education within Mamit District during the year 2001 is computed below :

lotal Enrolment in the class (2001) ( H R - X 100 I’opulalion of the age group 2001 (jEducaticnProfile

'I’able 2.9 ; Gross Enrolment Ratio (GER)

Age Class Hoys Girls Total

1834 1593 3427 6 yrs 1 ...... X100 =191.44% ...... x 100= 174,67% ...... X 100=183.26% 958 912 1870

1129 922 2051 7yrs li ...... X100 =129,62 % ...... xl00=124 25% ...... xlOO-127.15 % 871 742 1613

894 680 1574 8yrs III ...... xlOO =97 59 % ...... x 100=80.00% ...... x l00=89.12 % 916 850 1760

937 633 1372 9yrs IV ...... XlOO =102.21 % ...... x 100=99.84% ...... xl00=101.10 % 723 634 1357

4596 3828 8424 6-9yr.< 1-IV ...... XlOO =132.52 % ...... xlOO=122.37% ...... X100= 127.52 % 3468 3138 6606

749 635 1384 iOyrs V ...... XlOO =80,02 % ...... XlOO 81.61% ...... XlOO 80 74 % 936 778 1714

566 528 1094 1 1 yts VI ...... XlOO -84.22 % ...... X 100-83.80% ...... X100-84 02 % 672 630 1302

363 382 745 I2yrs VII ...... XlOO "40.83 % ...... X 100=47.98% ...... X100=44 21 % 889 796 1685

1678 1545 3223 10-12 V-VIl ...... xIOO -67.20 % ...... X 100=70,09% ...... X 100=68 .55 % yrs 2497 2204 4701

6274 5373 11647 (.-12 l-VM ...... XlOO -105.18 % -...... *100“ 100.58% ...... X100= 103.00 % yrs 5965 5342 11307

riie above coniputntion shows tha( G!^R Primary I.eve! i.e., class I - IV of the age group of 6 - 9 years is 127.52 per cent and (ihR Upper Primary level i.e., class V - VII ol the age group of 10 - 12 years is 68.55 per cent and GER of I'lcnientary Education i.e., class I - VII, 6-12 years is 103 00 per cent.

wi's/n? 4:^4(>M (idaeatUn PrcftU A f a m i t

^) /Vi*^ Ewolmeru Ratio (NER) : Net Eiuolnienl Ratio is an improved versioti of OliU, the dilTerence between the two is in the consideration ol enrolment In NBR, over age and under age children are excluded from enrolment and then ratio to the respective age specific population are obtained. One ol the limitations of the Nl^R is that it excludes over age and under age children iroin enr(dnient though they are very much in the system F3espite this limitation, the ratio seems to be more logical than the Gf'R. NBR is age specific and is reliable data. The computation of NER Mamlt District is given below : Enrolment class I -VII, 6 - 12 years (2001) NltR - - X 100 Population of 6 12 years 200

Table 2.10 : Net Enrolment Ratio (NER) ---- Arc Class Boys Gil Is 'total

576 583 1159 6 yrs I -...... X100-60,12% ...... X 100-63.92% ...... X100=61 97% 958 912 1870

108 247 555 7yis \1 ...... -...... xlOO=33 28Vo - ...... X 11)0-14 40 % 871 742 1613

184 181 365 8yrs ill ...... xlOO =20.08 % ...... X 100=21 29% ...... X 100=20 66 % 916 850 1760

115 124 329 9yrs IV ...... xlOO 15.90% ...... X 100= 19 55% ------X100=17 61 % 721 634 1357

1183 1135 2318 6-9yrs f-iV ...... XlOO-34.11% ...... X100=36 16% ...... X 100=35 08 % 3468 3138 6606

156 140 296 lOyrs V ...... XlOO-16.66% -...... X 100= 17 99% ...... X 100=17.26 % 936 778 1714

124 112 236 11 yrs VI ...... xlOO -18.45 % ...... XlOO-17.77% ...... X100=18 1 : % 672 610 1302

101 82 183 12yrs vn ------xlOO -11.36 % - — XlOO 10.30% ------X100 10.86 % 889 796 1685

381 3 34 715 10 12, V-VII ...... X100 -15.25 % ...... -xlOO 15 15% ------X 100 15.20 % yi s 2497 2204 4701

1564 1469 30J3 6-12 l-Vll ------xlOO =26.21 % ...... XlOO 27.49% ...... -X 100=27.48 % yrs 5965 5342 11307 P a^ e^ P {jEdacaU ott P rofile P f f P

I he data available with us is of Itducalion Survey 2001 and NER is computed for Primary and Upper Primary as below .

Number of enrolment in class I - IV, 6 - 9 years is 2914 boys and 2598 girls, a total of 5512 children. Po|)ulation of the age group 6 - 9 years in 2001 is 3468 boys and 3138 girls, a total of 6606 children.

p:nrolment of children in classes 10 - 12 yrs, V - VII in 2001 is 942 boys and 869 girls, 1811 children. The population of 10 - 12 years children during the year 2001 within the district is 2497 boys and 2204 girls i.e., 4701 children. NER lor Primary school and Upper Primary school in the district is computed below

NER {Primary)

Boys Girls Total

2914 2598 5512 ...... X100 =84,02% ...... X 100 82.79% ...... X 100-83.43% 3468 3138 6606

NER (Upper Primary)

Boys Girls fotal

942 869 1811 ...... X100 =37.72% ...... X 100 39.42% ...... X100* 38.52% 2497 2204 4701

fhe computation ol NER above shows that 84.02 per cent of the boys, 82.79 per cent of the girls, 83.43 per cent of the specific age group of 6 - 9 years have access in Primary schools and 37.72 per cent of the boys and 39.42 per ceni ol the girls, 38.52 per cent of the specific age group of 10 - 12 years are enrolled in Upper Primary School i.e., class K VI & VII

1 he NER given above is a reliable data. The ditterence between OER and NEH both in Primary and Upper Primary level, as mentioned earlier, is due to Ihe presence of over age and under age population enrplmenl in schools. 7'he compntaiion ofNhR consider class 1 efjrolment of 6 years only, class II ent olment of 7 years only and so on. The Age Urade Matrix given below will clearly show the population of over age and under age children enrolled in school.

S S A M a h I i iP 6-14 Y e a r s - Class I - X CL.^SS ^1-2 yrs 3-5 yrs 6 Year 7 Years 8 Years Years 10 Years II Years 12 Years 13 Year 4 Year T0TAL Table 2.12 L ^ D E R AGE AND 0 \ T R A G E E N R O L M E N T RATIO

j T Clas^Age! Population in Enrolemnt Enrolemnt I Under age Overage Age + Grade Underage Overage i j i the aae aroup in the class Aae+Grade 1 Enrolemnt enrolemnt Percentaae Percentaae Percentage BoysJ G iris 1 Total Boys( Girlsj Total Boysj Girlsj TOta!! BoysJ Girlsj Total BoySj Girls Total Boysj Girls 1 Total Boysj Girlsj Total Boysl Girls j Total j 1 ■ ------i------i I ! : 1 1 6 1958 ^912 ^1870 1 3 3 4! 1593! 3427 576 583 j 1159 173 |l5 8 * 331 1085 js52 1937 31,40 j 36.50 j 33.82 9.43 i 9.92 1 9.66' 59.16 ! 53.48 1 56.52 -______\:_____ 1______;____ i------i — 1 ______i 1 1129| 92^ 2051 308 247 j 555 69 142 752 |602 1354 1 i ' S71 j842 j1613 1 ^ 1 27.29 j 26.79 j1 27.05 6.11 1■ 7.92 1 6.93 66.60 1 65.29 [66.02 i S 8 11916 1850 il766 8941 68ci 1574 184 181 i 365 47 1 48 ! 95 663 I 4 5 I 1114 20.51 1 26.61 23.18 15.25 7.05 6.03 74.16 i 66.32 1 70.77 1 1 j ______^------f------f 1 1 { 1 ! 1 [ 1 t_ 1 1 1 ' 1 1 iV i s 723 |634 |l357 739 1 633| 1372 115 124 2391 48 , 97 I1575 |461 1036 15.56 j 19.58 1i 17.41 ! S.53 17.58 [ 7.06 77.80 ‘ 72.82 ■75.51 ; - i 1 ’ V MQ i'936 1778 ! 1714' 7491 53d 1384* 156 140 ! 2961 33 I 25 1 58 1IseO 1470 1030j 2 0 .8 2 1 2 2 .0 4 1 21.38 14.40 i 3.93 14.19 74.76 174.01 174.42 ! i i v'l |672 j630 ,1302, 566, 52c; 1094(124 112 , 236| 22 ; 27 i 49 420 1*389 8O9I2I.9O ! 21.21 ' 2^57 ;3.88 ! 5.11 *4 47 74.20 ! 73.67 , 73.94 ’ ______u _____ 1 1 1 1 VII h2 389 j795 ! 1685! 363! 382j 745 Hoi 82 ! 183 18 i 2 0 1 38 I244 1280 524 27.B2 i 2146 1 24,56 i 4.95 I 5.23 15.10 67.21 1 73.29 170.33 1 i j Viil i13 738 |710 , 1448| 123 ; 176 299 40 59 109j 16 72 1102 174 22.52 ! 3S.20 ! 36.46 18.94 ' 2.8^ *5.35 58.54 157.96 J58.19 ' "! 5 i 1 .. . \ i j i j643 j1286| 28! 45 j 73 17 34| 51| 22 60.71 1 75.55 1 69.86 30.14 I IX :5 4 3 ( 1 1 1 i 39.29 124 45 1 1 1 1 I i 1 4 1 151 s i 18 \ 8 2 i 1 4j 7 1 1 1 8 53.33 i 56.67 * 77.78 46.67 133.33 144.49 : 1 ^ 1 ' ‘ ' _ i i ------■-<______[ ! '

^ourcc: iS iS ^ (JJiffax ^urvcv m j^u ^st 200f 32 l^ £ P M a m it P i f t n c t [id aeatio n ProfUe

The table above shows the details ol children who are in lilenienlaiy bducalion system (Class I -VII) in the district As per the present situation, 0 yrs child are to be in class 1, 7 yrs in class 11 and so on

The previous calculation of eniolinent was of Government schools only and now, enrolment ol children In the 33 Private Primary School and 19 Private Upper Piimary School are included.

2.6 OUT OF SCHOOL CHILDHKN

Fhe calculation of over age and under age children plays an important role (0 work out the out of school children which is an important component of planning exercise. For obtaining out of school children, first, enrolment is refinetl with particular reference lo estimate of over age and under age children fhus, the corresponding percentage of over age and under age children have been taken out from enrolment and the refined enrolment is obtained. Ihe balance of age specific population and refined ci\rolmeu\ is \etmevl as ou\ of school childien. I able below shows out of school children within the district during 2001 2002 session.

Fable 2.13 :Out of School Children

Sl.NoI Particuairs Boys Girls Total 1. Population of 6-14 yrs (2001 survey) 7346 6695 14041 2 . Enrolment of 6-14 yrs in Pre-School (('1 1 Sec A) 148 91 239

3. Enrolment ol 6 14 yrs in class I - VII 6101 5215 i n i6 4. Enrolment of 6-14 yrs in High School (Cl VIH-X) 166 224 390 5. Enrolment of below 6 yrs in Class I - VII 173 158 331 6 . Enrolment of (1 1 Sec A - (^1 X below 6-14 yrs (i e., all school going children in the district) 6588 5688 12276 7 Enrolment (

(Population ol'6-14 yrs minus ('1 1-X enrolment) 1079 1256 ;335

P a^0 J J {Cdu^UonPrMe /Ifamie ffMriet)

I lie complication of the above compulation is that there are 6-14 years children who are still in Pre-School i.e., Class I Section A who will still be in class I even after completion of the grade. There are children who are already in class I belore attaining the age of 6 years. There are also children of 6-14 years already in High School who may not be covered by the project in regards to free uniform and free text books etc. 1 he above computation includes enrolment of children both in Government Schools and Private Schools.

Prom the table above 14.68 per cent boys and 18.76 per cent girls, a total of 16.62 per cent children are yet to be enrolled in school to attain UEE which will be achieved by 2003 as per SvSA guide lines through different interventions.

It may appear strange that lots of children between the age group of 6 - 14 years are in Pre-School stage (Class 1 Section A). These children are of the habitations in remote areas who are without Anganwadi Centres. It may be good to note that children of some minor communities have to go to the jungle along with their parents during all working season after getting admission tu schuol. Vhey gel re-admitted the next year in the same grade without proper education. I heir age grows and their mentality remain the same.

It may also be noted that the above figures are enrolment figure and not a figure of learning children i.e., parents admit their children in school but not in the learning situation due to lack of interest in their children’s career that enrolment ot attendance in school goes down as time passes.

Not enrolled ■ Enrolled

Not enrolled Enrolled, , 27.43% 72.57%

S 4

M.lr h n’’ SMSA17 i 34 l>M \idu^eatUti ProfUt

The abuve ligures/tables shows that most ot the cl»ildren within the district are in school witii 16 62 per cent out of school. But to provide quality education as the project desired, there are many steps to be taken, many stones to be turned, which will, through the various interventions ot'the project SSA, be tackled and by 2003, all children of the age group will be in school and by 2007 children of the age group of 6-14 years will be in school with good quality education.

2.7 DROPOUT

Mnmit district faccd a number ofptoblcins regarding Drop Outs and Out of School population problems. I here arc many children who do not avail education and those who do, Drop Out or leave school due to one reason or another. Survey has been conducted in order to find out at which level, Drop Out occurs most and the reason why they left school.

lahle 2.14 (a) DROP OUT (ill (jrcle clusters) ( luster ( 'entre C lass in which dropped 1 11 111 IV V VI VU M FM F M F M F M I M 1' MF

Mamit 7 13 5 9 7 2 7 8 2 2 I 2 - I

Kawilethawveiig 9 11 6 2 I 5 2 4 3 - •2 2 6 - I Zamuang I 2 11 7 7 5 2 5 2 4 1 2 3 I

Zavvlnuam 7 5 5 3 4 5 3 5 1 5 - I - 2 Sub-Total 24 31 27 21 19 17 14 22 8 I T 11 3 5

W.Phaileng 26 29 5 11 2 4 4 6 2 3 - - 1 -

Phuldungsei I 3 2 2 2 2 3 5 3 3 - 2 - 1

Pukzing 6 3 10 2 II 1 -----

Mar para 5 I 6 2 I -- 1 - - I - _

Tuipuibari 6 3 16 9 8 3 2 I 2 ---- Sub-Tot al 44 .39 39 26 14 9 10 14 7 6 1 2 1 1

L/cngpui 8 5 4 9 7 5 3 8 3 4 3 - 3

Reiek 1 4 I 1 2 7 5 3 1 5 - 2 -

Kanghmun - - - - -• 2 1 " 1 - - 1 --

Darlung 1 2 - I 1 2 1 I 4 ---

Sub-fotal 2 6 1 1 3 8 9 5 2 9 3 - Craitd Iotal 77 79 71 57 42 38 32 47 19 28 5 18 4 9 (^C daeation P rofile

iSourcc t tS(5>'4 survey on ^\ufjust sooi Note : We can see from the above data that the total Drop Out between ('I I - VII amounts to 526.i Drop Outs occurs most at the level of Class I - IV. The reasons of drop-out are indicated in the next table

u III IV V V I V II (Class in which dropped) Bar Chart sliowiiig at which level Dropped Out in the most.

Table 2.14(b): Fable showing no. ot Drop Out and reason for Drop Out REASONS FOR DROP OUT (Circ le Clusters) - . C luster ( ’eiitre 4-» * T j l - s to G w t/5 § ^ ‘§.1 p C3 I ^ § 0 1 0 § Dw .S S .S :z; .B 1 Mam it 4 12 12 28 - 1 " 6 ^ 3 Kawrtelhawveng - 21 4 24" 3 - 2 Zamuang 1 10 2 24 2 2 1 11 Zawhiuani 1 18 1 22 4 - -- Sub-total 14 61 11 98 9 3 7 16 W. Fliaileng 11 32 3~'~ 47 - I’huldungsei 5 12 3 8 " 1 - - I’ukzing I 3 18 2 -- Marpara - 3 I 8 2

Tupiiibari 4 2 6 38 - Sub-Total 21 52 16 119 5 o ' 0 1 F~ Lengpui .... IL! 7 9 23 T 2 Reielt *■ - 5 1 6 * ’ 3 Kangiiniuii - 1 3 - V ------... Dailung 1 2 10 ...... ■ Sub-Iota 1 1 8___ 19 L - j ... I j I (.'.Total S3 128 37 259 15 8 10 16

^^ourcc: cS'(S.4 viffa^c survey on ^ 2001

P a y e

• i»n ’ wv (jK^eaHon Prcftl§ ^^P A fafiat

Note : Drop Out rate in Mamil district is quite high. From the Survey conducted, it is found that the highest cause of Drop Out is poverty 2S9 children drop out of school due to poverty while 8 children Drop Out due to Disability which is the lowest cause Measures to provide text hooks and uniforms may be undertaken to solve drop-out at the elementary stage As mentioned before (liere are quite a large number of Drop Out plus Never Attending ( hiidren in this district. I he age level which had the most Drop Out can be seen below : -

I able 2.14 (c) ; AGE WISK DROP OUT (6-14 Yrs)

( luster Centre 6 Yrs 7 Yn 8 Yrs 9 yrs 10 Yrs 11 Yrs 12 Yts 3 Yrs 14 Yrs M F IM F M F M F M F IM F M h MF MF Mam it 1 1 1 2 I 3 1 3 3 2 1 3 3 7 7 7 11 9

Kawrtethawveng 0 0 0 3 1 2 2 1J) _2 1 0 5 3 3 12 11 i _ Zamuang 0 0 0 0 0 1 0 1 2 2 1 1 4 8 6 7 14 6 /awluuam 0 0 1 \\ 0 2 2 2 i) 4 2 1 7 3 6 5 8 Sub-Total 1 1 6 3 6 5 7 7 6 7 6 13 25 19 32 41 31 W.l’hailen^ 4 4 5 3 3 10 2 4 5 9 3 3 6 9 8 8 4 3 Phuldungsei 0 1 0 0 1 0 0 0 1 1 1 5 4 4 7 U 2 Pukzine 0 0 7 4 5 1 4 1 1 0 0 0 0 0 0 0 I 0 Marpara 0 0 0 0 0 0 2 0 0 0 1 0 2 3 3 0 s 1 Tuipuibari 0 0 2 1 4 1 4 3 6 5 2 S 2^ 3 1 8 I

Sub-Total 4 5 14 8 1 1 13 12 8 12 15 7 6 18 18 18 16 18 7 Lcngpui 3 1 2 1 3 2 3 2 1 6 2 4 5 8 5 7 1 6 Rciek 0 1 I) 0 0 0 1 0 1 0 0 0 1 0 4 3 4 Kanglimun 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I 2 1 0 Darlung 0 0 0 _ 0__ 0 0 0 0 0 0 1 1 1 2 3 3 J 1___ Sub-Total 0 1 () 0 (1 0 0 1 0 1 1 1 1 3 4 9 5 5 (i. lotal 8 8 IM 15 20 21 20 18 20 28 17 17 37 54 46 64 65 49

iSourcc: S S - ’i survey on y{u0 ust 2001 From the above statement it can be seen that there are 526 Drop Outs and Drop (hit occurs most between the age of 12 - 14 Yrs of age.

J/ [id a e a tio tt Profile

2.8 : TRANSITION HATE :

I lie next indicator of coverage is transition rate wiiich is base on Student Mow Analysis, which start at tlie point where student enter into an education cycle. 1 he flow of student into, through and between an educational cycle is determine by the following factors :

i) Population of Admission Rate (6 years) ii) Student Flow into the system : The Admission Rate iii) Student Flow through the system '.Promotion, Repetition and Drop Out Rate iv) Student Flow between system : The Transition Rate

riie rates mentioned above are important to understand the Education System which can also answer a variety of typical questions, such as, at which grade in the cyclc is the repetition or drop out rate highest?, who tends to drop out and repeat more frequently, boys or girls ? and what is the total accumvilaVed iosV of student through drop out ? 1 he answer of these questions can be obtained if How rates for different target groups and for each grade are completed.

Since, admission rale of the district is already presented in detail, there are three possibilities in which the student will flow.

□ □ Students have been promoted to the next higher grade (Promotees). □ □ Students have to repeat their grade (Repeaters). □ □ Students have drop out o f the system (Drop Outs).

i Drop Out □Promotion BE Repetition

Repetition Drop Out 9% 11 %

Promotion 80% JS

',SA MntrH 05 ii(>S .S/IS/dT A r\/i l^M Table 2.15 FLOW DIAGRAM

YEAR GRADES III IV VI VII VIII TOTAL Repeater 2001-2002 552 218 155 74 42 87 I'! 59 4 Drop Out G > r Enrolment 2000-2001 2'^60 1300 I 1529 1450 300 471 ___ k Repeater 2001-2002 J ^ ( ^ ) \ C l S ^

FLOW RATE

\ “I— — ...... I ------r- 1 Cl IV - V Cl V . VI Cl VI - VII ( Cl VI -VIII j Total j \ 1 1 Cl I- II CI II - III 1 Cl 111 - IV u ! Promotion Rate ^ 68.65% 79.33% 1 33.73% I 92.55% 90.10% 33.88% i 72.18% i 80.26% { ‘ 1 1 1 1 } \ 1 1 3.58% 5.00% ! 15.72% 1 10.56% i 2 1 Repetition Rate ! 18.18% 8.67% 1 9.54% 6.41% * i 1 1 1 1 \ ! 3 1 Drop Out Rate i 13.17% 12.00% 1 5.73% 1 1.04% 6.32% 11.12% 1 12.10% 1 9.18% 1 ! I f f !------...... 1 1 1 i 1 Total 1 100.00% 1 100.00% 1 100 00% 1 100 00% 100,00% 100.00% ! 100.00% ' 100.00% 1 „ I 1 L ...... -I _J...... -I !

£ource : ^Vf^aqc ^Sunrr on ^ugust 20Ci pQ^e tto 39 (j^d acatictt P rofile

Flow Diagram (ii)

Drop Outs 363 (13.17 %) Enrolment in Grade I

2760 students Promotees 1895 (68.65 %) Repeaters of Grade 1 502 (18.18 %)

a) Promotion Rate :

Promotion Rate is to be computed separately lor all classes. The main task is to obtain numbers of promotees who are promoted to the next class using the following formulae

No of Students Promoted to class 11 (2001) Promotion Rate = ...... 100 No of Students In Class 1 (2000)

Thus, Promotion Rate of class I - II in the district during 2000 and 2001 is as below

1895 Promotion Rate = ...... x 100 = 68.65 % 2760

I)) Repetition Rate ; Once Promotion Rate is computed the next indicator to be computed is Grade to Grade Repetition Rate. Since, the number is already given, the computation of the rate is a division ol number of Repeaters in a grade to enrolment in the previous year in the same grade.

No of Repealers in class 1 (2001) Repetition Rate = ...... 100 No of Students in Class I (2000)

502 Repetition Rate = ...... x 100 - 1K.18 % 2760

>A 0> A ^A PM (idaeaticn Pt'cfUe

c) Drop Out Uate : It is clear tlial tlie balance of Proniotion Rale and Repetition Rale is Drop Out Hale as they are excluded from the system i.e., they are neither promoted to class II nor repealed class 1.

No of Drop Out in class I (2000) Drop Out Rate •X 100 No of Students in Class I (2000)

363 Drop Out Rale = ...... x 100 = 13.17 % 2760

Promotion rate, repetition rate and drop out rate are to be computed for each class separately to know the coverage of children by education system.

lablel.Ki Fl o w RATE

Cl |.|| Cl II III Cl HI-IV Cl IV - V Cl V - VI Cl VI-VII Cl VI -VIII Total

Promotion Rate 68.65% 79.33% 83.73% 92.55% 90 10% 83 88% 72.18% 80.26%

Repetition Rate 10.18% 8.67% 954% 6.41% 3 58% 5.00% 15.72% 10.66%

Drop Out Rate 13.17‘K 12.00% 6.73% 1 04% 6 32% 11.12% 12.10% 9.18%

1 he above computation clearly shows the student flow rates into the system, within the system and out of the system.

In our district :

,------— — — — —

I UU Completion/Promotion Rate I I IJIJ Repetition Rate is 10 56 % 1 Promotion Repetition Dfop Out j U U Drop Out Rate is 9. % 80 26% 10 56% 9 18%

S'Wi/n..- 4 :i« PM (^educattcH, Profile ______/ i f g g fiiitMef)

2.9 Vision and Mission :

l lie main objective of SSA is to enroll all school age children by 2003. By way of improving school facilities and facilities in school, we can achieve 100 % enrolment.

As shown in the above table Promotion Rates within the school system is 80.26 % which is to be brought up to 100 %. Repetition Rate is to be brought down to 0 % by way of improving the quality of teaching in class rooms. Community mobilisation drive have to be launched so that Drop Out Rate which is 9.18 % will be brought down to 0 %.

By providing school building to the 7 schoolless habitations and 23 habitations who are yet to have Upper Primary School within the district during the current year through SSA will make all the 84 habitations within the district educationally accessable.

1 he project SSA will give solution to the economic problems of parents in the district by providing /rt'e text books and free uniforms to all the students admitted in school by 2003.

As all the teachers will be given In-Service Training, students will receive quality education. With a well maintained school building and a well adjusted school environmcnl, all children of the district will rcceive good Quality Universal Elementary Education by 2007,

2.10 ACCESS :

In Mamit District, 93 % of the rural population has access to Primary schooling facility within a walking distance of I Km and 97 % has access to Middle schools or U|)per Primary school within 2 Km.

s/ui/n? 4:x4PM \Bducatlcn ProfiU

1 here are two Higher Secondary Schools Om* in Kawrthah village and the other is in Maniit village and is allached lo Mamit College.

\ iiere are 7 villages/habitations withoul any school, 7 villages where there is only private school, 19 villages without Middle schools and 7 villages with Private Middle School only.

lable : 2.17 Schoulless Village

I'otal No. ol Habitation/Village Village with only Village without iiabitalion withoul school Pvt.IVS Pvt M/S M/S___ 84 19 00 % 8.33 % 8.33 % 8.33 % 22.61 %

survey on ^ufjust 2001

i'roni the above lable it is seen that out of 84 habitations, 7 habitations i.e., 8.33% are without access to Primary School and 19 habitations i.e., 22 61% are witiiout access to Middle School this may be one of the reason of the high Drop Out rates.

7 habitations with no access to Primary School and 7 habitations with only Private Primary School will be given Government Primary School by 2002 - 2003 and 19 habitations without access to Midlle School and 7 habitations with only Private Middle School will be given upgraded Primary School which will eventually be a full Hedged Middle School after 3 years by opening one class every year beginning from 2002 - 2003

2.11 TFACllKRS

leachers are one of the most important actors in the iield of education. I heir empowerment and competency are significant factors on which lay the quality of education in a particular school. In Mamit District, there are still quite a large no ol untrained teachers specially amongst the Chakmas. Their dialect is different, moreover, many of them do not possess the required qualification which make it hard loi them to undergo and pass the training. However, under SSA scheme, special instructions may be engaged for them

4J

>^t\ 4 .'^/l PM (j£ducaU oft P rofile

I here are 268 teachers in the Prifnary Section and 306 teachers in the Middle Section. Out of it, 417 are Male and 157 are l^emale. In the IVS section 94.77 % are of SAF and 5.22 % are S/C while in the M/S section 95.09 % are S/T and 4.91 % are ol S/C. I here are also 38 NFH Instructors and 156 Anganwadi workers.

1 here are 83.95 % and 87.90 % Trained teachers in the P/S and M/S sections respectively and 16.04 % in the IVS section and 12.09 yo in the M/S section are untrained.

Regarding teachers qualification, 22.47 % are (iraduated, 24.04 % are PIJC, 35.07 % are llSl-C and 18.46 % are under HSLC.

Table 2.18 CASTE WISE AND TRAINED & UN I RAINED l EACllER

(luster 1‘KIIMARY SFX TION MIDDLE SI'CTION

Centre SC ST OTHERS IRAIN UN 1 R SC s 1 OTHERS IRAIN IINIR

M F M F M \ M 1- M F M I- M 1' M F M 1 MF

Mamit 0 0 19 17 0 0 17 17 1 0 0 0 21 7 0 0 18 5 3 2

Kawrte- 0 0 25 19 Q 0 13 15 1 A 0 0 34 H 0 0 34 4 0 4 thawveiiK

Zamuang 0 0 12 9 0 0 8 8 4 1 1 1 34 6 0 0 31 4 4 3

Zawlnuam 0 0 7 23 0 0 7 23 0 0 0 0 M 9 0 0 34 8 0 1

Sub- Iota 1 0 0 63 68 0 0 55 63 7 5 1 1 123 30 0 0 117 21 7 10

W Phaileng 0 0 17 10 0 0 11 5 6 5 0 0 26 6 0 0 26 6 0 0

Pliuldungsei 0 0 It 4 0 0 11 2 0 2 0 0 19 2 0 0 18 1 1 1

Pukzing 4 0 3 0 0 0 2 0 5 0 5 0 5 1 0 0 5 1 5 0

Marpara 5 0 1 0 0 0 3 0 3 0 4 0 0 1 0 0 3 1 1 0

Tuipuibaii 5 0 2 1 0 0 3 1 4 0 4 0 0 0 0 0 4 0 0 0

Sul) Ibtal 14 0 J4 15 0 0 30 8 18 7 13 0 50 10 0 0 56 9 7 1

Leiigpui 0 0 29 7 0 0 26 5 3 A 0 0 27 7 0 0 23 3 4 4

Keiek 0 0 11 4 0 0 11 4 0 0 0 0 il 3 0 0 19 2 2 1

Kaughmun 0 0 6 5 0 0 6 5 0 0 0 0 7 2 0 0 7 2 0 0

Dailung 0 0 10 2 0 0 10 2 0 0 0 0 8 3 0 0 8 2 0 1

S»il»- lotal 0 0 27 11 0 0 27 11 0 0 0 0 .^6 8 0 0 34 6 2 2

(M’otnl 14 0 153101 u 0 I3H 87 28 14 14 I 236 55 0 0 230 39 20 17

^ o u r c c : c S S ^ survey on ^ {uflitst 2001 [^dueatien ProHU

2.12 IVnclierl ruining: As seen in table above, there are 167 male and 101 female teachers in I’rimary section, 250 male and 56 female teachers in Middle section 1 he preser»t strenght of teacher in Blementary School is 574 teachers in 154 schools, I here are 42 untrained teachers in Primary section and 37 untrained teachers in Mitidle section 1 hese untrained teachers will be given sixty days training as pei vSSA norms along with the newly apointcd teachers of 14 unserved habilations and 23 upgraded l*rimary Schools. 20 days training will be given to all teachers every year and 30 days training will be provided to the newly recruiled teachers of the new Primary School and upgraded Primary Schools.

lable 2.19 TEACIIKR’S QlJALIFlCAl ION

PmMAUY SE( TION MIDDI K SFCnON

PG n A PU HSLC Cl VIII PG BA PU HSLC Cl VIII

M 1 M 1 M F M F M I M F M f M 1 M F M F

Mainil 0 0 1 I 3 2 II 8 3 6 0 0 9 5 7 1 5 1 0 0

Kawrte- 0 0 1) 1 4 6 16 3 5 9 0 0 14 1 10 3 5 3 5 1

lliawveng

/amuang 0 0 0 0 1 I 7 2 4 6 0 0 16 1 8 2 8 3 4 0

/avvlnuam 0 0 0 0 1 I 6 12 0 10 0 0 11 2 !1 3 9 4 3 0

Sub-Total 0 0 I 2 9 10 40 25 12 31 0 0 50 9 36 9 27 11 12 1

VV.l’haileng 0 0 I) 3 3 I 10 4 4 2 0 0 10 0 8 2 5 2 4 1

I’huldungsei 0 0 1 0 4 0 6 2 1 1 0 0 7 1 5 0 5 1 2 0

I'ukzing 0 0 0 0 1 0 4 0 2 0 0 0 3 1 4 0 2 0 1 0

Marpara 0 0 0 0 0 0 6 0 0 0 0 0 1 0 3 0 0 1 0 0

liiipuibari 0 0 0 0 1 t) 4 1 2 0 0 0 2 0 1 0 1 0 0 0

Sub Total {) 0 1 3 9 I 30 7 9 3 0 0 23 2 21 2 13 4 7 1

1 ciigpiii 0 0 6 0 1 3 17 2 5 2 0 0 14 2 6 2 6 3 1 0

Heiek 0 0 0 0 0 0 5 3 6 1 0 0 10 0 11 3 0 0 0 0

Kaiighiniin 0 0 0 1 0 0 1 2 5 2 0 0 ) 0 s 2 0 0 0 0

lliarlung 0 0 0 0 0 0 3 1 7 1 0 0 2 1 () 2 0 0 0 0

Sub-lotal fl 0 t) 1 0 0 9 6 IK 4 0 0 14 I 22 7 0 0 0 0

(i.lotal t) 0 8 6 19 14 96 40 44 40 0 0 lot 14 85 20 46 18 20 2

Source ; viffa^c survey on ^oor (fcU icatio tt P rofile P £ f P A f a / f u t

rahle 2.20 : STA'I'IJS OF TEACHERS (Circle Wise)

C ircic Primary Middle

Regular Officiating Regular Officiating Ibtal

M I- M F M I- M F

Mam it 55 63 7 5 119 23 5 8 286

W Phaileng 37 11 11 4 63 10 .0 0 136

Leiigpiii 25 5 4 2 27 4 0 3 70

Keiek 27 1 1 0 0 36 8 0 0 82

lot ill 144 90 22 11 245 45 5 11 574

y^ource : iScS-4 viffafje survey on y‘\u 0 u s t 2001

Tttblc 2.21 ; 'rtnii.'licr Per School and Teacher Pupil Katio ( I PS «& I PR)

Name ol ( luster No of ScIi(M)Ls No of I cachei's 1 I’ S 1 P U P/S 1 M /s IVS j M /s IVS \ M /S IVS |M/S Maiiiit 14 1 6 36 1 2» 1:2.6i 1:4.6 1:23 tl:IO 1 ^ 1 j j Kawrlelliawveng 10 1 7 44 1 42 1:4.4| 1:6.0 1:21 |1:10 Zamuaiig 06 i 7 4 . 21 1 12 l:3.5n:6.01 1:22 ll:R1 Zawliiijaiii 11 ± J ...... 30 1 43 1:2.7| 1:5.3 1:19 |l:6 W Phaileng 10 27 j 32 1:2.7j 1:6.4 1:16 jl:8 1 ^ Pliuldungsei 07 1 4 15 1 21 1:2.11 1:5.2 1:30 |l:9 Marpara 04 [ 1 06 j 05 1:1.5j 1:5.0 1:15 jl:2 'I'll i pui bar i 06 1 1 OK 1 04 l:1.6| 1:4.0 1:28 |l:6 Pukzing 04 07 ~[ II 1:1.7] 1:5.5 l:28~|l:2 1 ^ Kawpuiclihip 13 1 6 36 1 14 1 12.81 1:5.6 1:26 11:9 Reiek 05 4 1 15 J 24 1:3.o| 1-6.0 1M ^I:7

Ivanghniuii 04 1 2 II 1 09 1:2.61 1:4.2 T : I l

Dari ling 05 12 j II 1:2.4~| 1:5.5 m 1 2 7 7 | | : I I lolal 99 1 55 26h1 5(16 l:2.,7l 1:5.6 i:2 0 ll!« j_. „ ...... J____

^^ourcc : viHdtje survey on -{iK^usf 2 0 0 1

<1 W PM (c re a tio n ProfU*

Note • From the above table, it is clearly seen that enrolment drive is very much necessary in most villages I he community has f(t he sensitized of the importance of education so that all the children can avail education. Rationalization oj teachers is also very much needed. The present norms oj teachers qualification is HSLC for P/S and Graduate for M/S. However, Work Education Teacher’s qualification is Class VIII passed.

2.13 S( IlOOI. BUILDINC AND FA( IUHICS :

Scliool building plays an important role in determing the stability and progress of the school. It creates an amiable school atmosphere. I he condition of (he schools under Mamit district are as below ;

Table 2.22 lable 2.23

Sciiool Building School having separate rooms ('luster C’enlne ’ucxa Senii-I’uct:a Kutcha Separate Mdjn Room Sepaiute T eachers Room IVS M/S IVS M/S

Yes N o Yes No Yes No Yes No IVIaniit 8 10 2 1 n 3 3 11 3 6 0 Kawrte.. 0 16 1 2 08 3 4 10 0 7 0 Zamuang 1 11 1 0 06 1 6 06 0 5 2 Zawlnuam 2 15 2 2 09 2 6 10 1 7 1 W Phaileng 0 15 0 2 08 4 1 07 3 5 0 Phuldungsei 0 11 0 0 07 3 1 06 1 4 0 Pukzing 0 05 1 0 04 0 2 03 1 2 0 Marpara 0 05 0 2 02 1 0 02 2 1 0 Tuipuibari I 06 0 1 05 0 "T* 01 5 0 1 i^awpuichhip I 17 1 2 11 4 2 12 1 6 0 Reiek 0 09 0 T ~ 04 2 2 05 0 4 0 Kanghmun 0 06 0 0 04 1 1 04 0 2 0 Oariung 0 07 0 0 05 0 2 05 'T' 0 Total 13 133 8 13 86 24 31 82 17 51 4

i^ourcc : tSiS'H survey on 2001 Note From the above table 7 7.?. we learnt that there are only 13 schools having Pucca Huifdiny^s, 133 schools are Scmi-Tucca. Fhere are still as many as (V Kutcha liuildin^s at present.

Pa^e 4 / (^SdueaU ottProflU

Prom table 2.14, m'(? cau see (hat there are as many as 117 schools having no separate rooms for Head incharge while 21 schools have no Teacher !v i'ommon Room. At least a separate room for teachers common room is a must where in a teacher can prepare for his lessons and rest. As per provision of project SSA, separate rooms for Headmaster, Upper Primary School and (Common rooms for teachers will be constructed @ Rs 80,000/-.

2.14 Additional ( ’lass Rooms ; The number oi class room each school have diflers. While some schools have 4 rooms, others have only 2 rooms. Ihis is mostly out convenience because ol the dearth of teachers and partly because of lack of infrastructure. 1 here are 8 schools with 2 rooms, 10 schools with only 3 rooms and 81 schools with 4 rooms. So there is a requirement of 26 additional rooms to accomodate all classcs in a separate rooms which will be provided through SSA @ Rs 81),000/- per room.

2.15 UEQIIIRFMKNT OF FIJUNITURFS

Most o( the schools within Mamil disVrict aie in need of additional and new furniture as shown below . Some school use make shift bamboos for table while in some schools, the furnitures are very old and needs replacement.

Table 2.24 Hequireiiient of Furnitures

C luster C’eiitre Bench Desk Table C h a ir HlackRoarc Mamit 192 194 70 73 46 Kawrtelhawveng 339 353 53 63 34 ZamuauR 223 218 67 61 32 Zawinuam 124 123 36 38 20 115 _... ,102 39 J1 29 Phuldunysci 107 100 39 41 _ _ .„ ,J J 6 ___ I’ukzing 076 076 29 29 13 Marpara 041 029 10 16 09 fuipuibari 086 067 19 ^ 20 09 Kawpuichhip 111 117 33 44 13 Reiek 087 087 42 42 25 Kanglunun 09() 098 31 33 17 Darhmg 048 049 21 25 03

Total 1665 161 ^ 489 5 .U 254 ......

t S 3 4 y i f f i T f j e s u r v e y on ^{u^ust 2 0 0 1

S/1S/09 4 .^4 PM (jEducation Pt'oflie

Table 2.25 : IIAVIINC; ACAHKMlt EMDIPMI^N 1 (V-^Ves; N ^No)

('iii'le Cluster I'ype Writte 1 hqi Mid HU! Kadio/ra|X‘. Notice IkxMxl ( up Hoard PS MS PS ! MS I’S 1 MS PS 1 MS PS [ MS

Y N Iy N Y N Iy NY N 1 Y N Y N 1 Y NY N I y N 1 1 1 1 4. Mam it 2 12j4 2 0 14jO 6 1 5 1 n ,2 4 3 4 '■V l U L . . Kawi te.. 2 8 I4 3 1 9 ll 6 0 7 4 6 I 3 4 4 6 1 6 1 1 1 1 1 Zamuang 1 5 |5 2 0 6 |0 7 2 4 |() 7 3 3 |f, 1 2 4 ,1 6 /awlnuam 2 9 7 1 1 loll 5 2 9 I2 6 1 loi."! 5 7 4 1^2 6 1 1 1 1 W.l’haileng 3 7 3 ”"2 0 I0|2 3 1 9 |() 5 3 7 |3 2 4 2 I’huldungsei 2 5 4 0 0 7 Ij 1 1 6 H) 4 2 5 (T 1 2 5 l l 3 1 4 - 1 1 . l*ukzing 0 4 0 2 0 4 |() 2 0 4 |l) 2 0 4 |2 0 0 4 |() 2

Marpara 0 4 0 1 0 4 •() 1 1 3 lo I I 3 I0 1 0 4 l() I 1 j iMlpnlharl 0 6 0 1 0 6 |() 1 0 6 |0 1 0 6 |() 1 0 6 1 0 1 Ravviiuichhip 7 6 5 1 1 I2I3 3 1 i 2r r 5 5 8 >6 0 7 6 U 2 1 1 1 1 Keiek 2 3 2 3 2 |2 2 0 5 |0 4 0 5 |4 0 2 3 |2 2

Kfuighmun 0 4 I2 0 0 4 Ti 1 0 4 I, 1 0 4~^2 0 2 2 l l I 1 \ 1 1 Darlung 0 5 I 0 5 |l 1 0 5 1() 2 0 ^ |2 0 3 2 ,2 0 (M o la l 21 78|.^7 iH 6 9.V 16:^9 9 ^ 0 20 7 ?3() 19 36 63 1 24 31 ____i

^ o u r c e ; S S ' \ viKa^c survey on , <{u0usf Pooi

hiote : From the above table M e can see that most of the schools are without academic equipment that are needed in the schools. Reinforcement of the above written facilities are much needed.

2.16 Basic Aniciiitics : Most of the govemnient schools in Matiiil district are without basic amenities hke Type Writer, Duplicating Machine. l aboratory, Library, Workshed, Drmking Water facilities, Toilet, b.leclricity, Fencing etc. These facilities are proposed to be proviiled vvhc le ever necessary through the present project of SS/V,

Hie aim of SSA being creating a situation of joyful learning that it is proj)osed to provide play materials like See-Saw, Swing, Slides etc. to all schools having open yards and construct Work-shed and Sciriece Laboratory where students will learn with enjoyment.

4 9 Table 2.26 : HAVING ACADEMIC EQUIPMENT

Circle Clusteri Type Writter Dud. Machine Radio/Taoe Notice Board Cup Board

PS MS PS MS PS MS PS MS PS MS

Y N1 I Y N Y NN Y N Y N N Y N Y N i------1 — -f -F J Mamit ! 2 12 I 4 14 13 I 1 1 13 11

■1- Kawrte.. 8 10 ' 0 7 4 4 4 ------{— Larriuang 4 j 0 7 ^ ' 1

Zawlnuam I 2 9 ' 7 1 10 ' —10 'j------3 ------1------i------— f r 1 Hi i- _ I _i ____ \ 12A _L, 4 0 1 1 1 1 j^Phuldungse||^ 2 5 ------^------—-F------+ — Pukzmg 0 4 __j 0 2 2 I 0 ^ _ [ _ 0 ___? |_ 0_ ±_°_ Marpara j 0 4 * 0 1 1 1 I------^ - h — i TuiDuiban i 0 6 ' 0 1 6.J. J-_ 3 _ j Lengoui | 7 5 ; 5 1 12 i 1 12

I Reiek : 2 3 ; 2 2 L Kanghmun 0 4 ^ 2 1 1 ! 0 4 ' 1 1 ! 0 4 ‘ 2 _2_ 1 - - f ------!------1------i ------H _5_ J _0 3_ _2_ _0_ j^Dariung J _ 0 _____5 ______^1 ;ir i l . _ L ^ J - i - A ± _ 2 _ G.Totaf 21 18 93 16 39 90 5 50 ! 20 79 I 36 19 36 63 I 24 31

Ptbfe Mo 50 l^££P A fa-au^/district Table 2.27 ; Basic Amenities :

Almost all the schools are without Basic Amenities that are needed in th e schools facilities like Laboratory, Library etc are parctically nil as shown in the table 16.

! 1 T...... T--- j Laboratory Library Workshed Canteen Drinking water Toiiet Fencing Electnc 1 L,„ ------•! \ Cluster Centre PS j MS PS j MS PS , MS PS ; MS PS j MS PS I MS. PS j MS PS , MS 1 y V N 1 Y N ! Y N I y N Y N 1 N 1 V N ^ V N V N i Y H Y N ! Y N i N 1 Y N Y n I Y N 1 1 - Mam It 14 1 14j 0 4 13, 4 1 j G 1 5 i 0 14 1 1 5 M 13| 0 6 0 14j 0 6 8 6 1 3 3 0 6 111 13j 2 1 2 T n Kawrtethawveng lo 10 ! 0 7 j 0 10 ' 0 0 id ' 0 7 0 1 0 * 0 9 1 1 5 2 1 9 5 1 6 i14 6 1 6 1 u i d 1 0 7 ------J I • Zarnuang 0 6 1 0 7 ! 0 6 j 0 7 0 5 1 0 7 ! 0 6 i 0 7 ! 4 2 i 3 4 0 6 I 1 5 : 0 6 i 3 4 1! 0 6 1 1 6 t ■ j Zawlnuam G :i ' i i Un ; I G ■’ 9 2 i 4 4 1 1! 0 3 1 2 9 1 4 4 3 8 j A 4 f 0 8 0 11 0 8 11 0 8 11 0 8 J ! ° 1 I i Tw. Phaileng 0 ^0 j 0 5 0 10 j 1 4 0 1Gi 0 5 1 ^ 9 1 Q 5 7 3 i 5 0 1 1 9 , 1 3 7 , 3 2 1 2 3 1 S | 6 i 2 7 1 0 4 ' t^huldupgsei 1 0 7 ' 0 4 1 6 ' 0 4 0 7 I 0 4 i 0 7 i 0 4 i 6 1 i 3 1 {1 ° 7 1 1 3 1 2 1I 0 “ i- H “T ^Pukzing { 3 4 ,0 4 |3 2 0 ^ 2 | 0 0 4 i 0 2 4 0 1 " 1 1 ^ 4 j^U 2 0 2 i ' 1 - n \ Maroara ! 0 4 i 0 1 0 4 I 0 1 0 4 1 0 1 ! 0 4 ' 0 1 !' 2 2 1 0 1 0 4 1 0 0 4 1 1 0 4 ' 0 1 0 0 1 i Tuipuiban j 0 6 |0 1 0 6 j_0 0 6 1 0 6 ,i 0 1 0 6 I 0 1 0 6jJD 1 1 5 j 0 1 I 0 1 - 12 i 2 9 i 1 5 I 1 121 1 5 1 Rawpuidihip 13 1 0 6 1 12 * 0 5 ^ 0 . 1 3 ! ^ 5 _|0 13^ 0 6 5 7 l 5 1 4 ! 4 - 1 -! i 1 Reiek ! 0 5 j 0 4 0 5 1 0 4 I 0 5 1 0 4 0 5 ( 0 4 2 3 I 4 0 0 5 ! 0 4 1 0 5 ! 0 4 1 0 5 I 0 4 ^ f 1 {I 1 1 1 - 4 * 1 2 2 2 1 2 0 3 2 4 1 0 U 4 ; 1 j Kanahmun 0 4 I 0 2 0 1 1 1 0 4 1 0 2 0 4 * G 1 1 0 0 — ---- j------1----- AJ . _ ““ — ------— t------j ---- . — 4” —— -----— i— — ^ 1 I^Dariung 2 5 i 0 2 1 4 ] 0 0 5 | 0 2 2 0 2 3 | 1 1 s0 5 j 3 2 0 u 2 5 1 0 0 ” 2“ 3 1 2 ^ 1 - 97 ' 3 54 98* 0 55 58 41 '37 18 6 931 9 46 I20 7 9 ‘ 23 32 6 93' 11 44 j Total I 0 99 > 1 54 2 52 2 9 7 ! 1 1 i 1 1- 1 i------1 ^ourcc • 3 5 ^ ^Jiffaac ^ u rv c v on ^ u ^ s t 2001 Fagt Mo 57 P £ £ P T a b l e 2 . 2 8 TEACHING LEARNING MATERIALS

Cluster Centre Mao Chart Globe Science Kit Maths Kit Text Book Guiter Drum

PS I MS MS PS MS PS MS PS MS PS MS PS MS ! PS MS H n I y n ^y n I y n Y N*Y NIY n Iy N Y n I y N f Y N l Y N Y N I Y N Y N I Y N ______-I- Mamit 4 10 15 1 3 11,5 1 0 U 1 “IS I 3 3 8 6 0 14 I 0 6 0 14 1 0 6 Kaw'tethawveng 9 i 6 9 I 6 5 16 1)3 714 3 9 1 I 7 0 1 9 10 7 ------j------j— IZamuana 3 3 I 5 2 3 3 j^4 3 1 5j^5 2 3 4 4 2 ^ 6 0^07 0 6.0 7 j------1 ------jZawinijann 6 5 I 8 5 6 15 3 4 7 16 2 1 10 I 6 2 1 10 I 2 6 8 3 I 7 0 11 I 0 8 0 11 ! 0 8 \------1— ------L- W P'laile^.c ; 6 4 I 5 0 j 1 3 7 I 4 1 5 5 1 5 0 0 10 I 0 5 3 7 , 2 T tPhuldungsei 5 2 14 0 3 4 13 1 5 2 U 0 : 1 6 1 4 0 4 3 I 4 0 5 2 14 7 10 4 4 ------!— ----^------j------1 _ — I----— -l------j— ._J______^jionng 2 2 ^ 2 0 2 2 ^ 2 0 1 3 1 2 0 10 4 ! 2 0 1 ^1 1 2 2 - 2 4 I 0 2 2 iMarrpara 1 3 ! 1 0 ' 0 4 11 0 1 3 ! 1 Oj^1 3j^1 0 0 4 I 1 0 1 3 1 0 3 10 1 1 3 i 0 1 ------!— " " f ------1------U------h ~ [luipuiban 0 6 I 0 1 I 0 6 j_1 0 0 6 : 1 0 I 0 6 ! 1 0 0 6 1 1 0 0 6 ! 1 ^ 1 0 0 6j^1 0 ------j------1------Pawpuichhip a9 4 !' o6 G 9 4 j 6 0 4 9 16 0(01315 1 2 11 1 4 2 10 3 16 0 0 13 I 6 0 1 12 I 0 6 ------T" -----1------— -r ■ ReieK 4 1 - 4 0^5 0 I 4 0 3 2*4 0*2 3T"3 ^ 0 ^ 3 1 5 Q IE ^ 0 4 C 5 j^O 4 Kangnmun 0 i 3 1 I 2 0 2 2 I 2 0 4 12 0 0 4 I 0 2 4 0 I 1 4 10 2 0 4 10 j------j------j----- bariunc 0^ 2 3 I 2 0 1 2 1 4 I 2 0 0 5 j 0 2 0 5"rG 5 I 0 2 ! 0 5 I 0 I------£ J IG. Total 48 51 I 50 5 40 59 I 46 9 28 71 iso 5 Il4 85 I47 816 83 >30 25 61 38 147 8 : 2 97 ! 7 48 ^ 5 94 I 3 52 *

^ourcc : ;^urvcv on 2001 P££P M oifut P istnct Table 2.29 : PLAY M A TE R IA L

Foot Ball Volley Ball Basket Ball Hockey Badminton i Taole Tennis Draugnt Board [Chinese ChecKer|

Cluster Centre PS MS PS MS PS MS PS MS PS MS PS MS ^S MS PS I MS Y N N Y N_j_Y N Y N Y N Y N,Y N Y n|y NtjY n|y N Y N * Y N Y N N ------1------1 ------j------, ------1------,------—[ Mamit 9 5 5 1 1 13[4 2 0 14[ 0 6 ! 0 14! 0 6 0 14 I C 6;T 14 i 1 5 0 14 JO 6 2 12 j 0 6 ~r “f Kawrtettiaw'i/eng 7 3 6 1 1 9 5 2 0 I 0 1011 0 10-0 7 ! 0 10' 0 7 0 1 0 ' 1 6 1 “h - f - ^ r^ a n g 5 2 ^_4 J_6_ 6 ! 0 0 _ ^ _ 2 0 6 10 7

Zawfnuam 8 3 8 0 0 11 ' 1 7 I 1 10*0 8 1 10 0 11 ' 0 8 0 11 ; 0 8 4- 4- W. ^haileng f s " 1 9 13 2 0 101 0 5 0 I0i 0 5 0 10 2 3 ! 0 101 0 5 1 9 I 2 3 9 ! 3 2 *

Phuidungsei 5 2 0 4 10 7 ' 0 4 1 6 f 1 3 1 6 1 1 3 i 1------—I------1------1------71 ^ l^ n g ____ |_0_4 1 1 1 3 10 2 i 3 ! 1 Marpara ! 0 4 l _ o 0 4 . 0 0 4 :0 1*0 0 1

TulDui^rj___ ! 0 0 1 o__6 j_q_2_ o _ U _ o 9 ^ J .L P — L - U -2 .— 0 6 Ra^^uicnhip 0 13: 0 5 0 13! 0 6 0 13! 1 5

_^iek Kanghmun ^rlung

G. TOTAL 52 47 46 9 14 85 43 12 11 88 10 45 98 1 54 1 98 2 53 0 99 9 46

^ o u r c e : t^urvev on August 2001 Page if 0 53 lf££PM asutP£gtnci (^£ducaUott ProfiCe P £ £ P

2. {1 Kxistiii^sclicmes for (lie iiiiprovenieiit uri

1. Free supply of Text Books and Uniforms lor poor students : 'Fliis is a scheme adapted by Ihe slate government. Its ensure UE1-’ in the slate level.

2. Mid Day Meal: 1 his is a national programme provided for Primary Sections.

3. Operation Black-Board Scheme ; Operation Black Board is a Centrally Sponsored Scheme lor the improvement ol the schools. This scheme is gieatly benefited by this district. O.B, Schemes provide additional teacher to single teacher, leaching L.earning Materials and lumds for construction ol'school buildings.

L'ujliniunily..V0Ilf^(p(Hh2.n : Community Participation at all levels in the field of education is felt needed for the improvement and maintainance of school bukling. Bearing this in mind, Parent leacher Association (P I’A) is formed in every village and function actively in promoting the vvellare of the school. Besides this, school Building Committee is constituted in every village, fhe main function is to

see Ihe physical aspect ol (he school, its maintainance and construction and welfare of the school

^ • Jl js given to gilted children who secure high position in public examination, at the rate of Rs 120 00 per student per month.

^ £[(i L ^ ’h o I a rs h i p : This scholarship is awarded to poor student recommended by the head of the institution to the student at the rate of Rs 720.00 per year per student.

P a ^eS 4

‘A vf O ' S /IS ftP 4 ^A PM P r o c e s s 1 > £ ^ P

C IIAI’IKR III

IM.ANNING PROCESS

As already nienlioned in the earlier chapter, Mamit district is comprised of dilfereiil people with ethnic and cultural background. The people residing tiear the border of Bangladesh and Iripura are mostly Brus and Chakmas whose culture and traditions greatly dilter irom the other inhabitants ol the district More-ever, they are poor economically. Because of this diversity in culture, language and social life, Mamit district needs special consideration for the achievment of IJETl. For this, the quality and the extend of community participation in planning, implementation and monitoring is greatly essential in the various steps the district is taking. Until and unless community owns the realisation and spirit of the itu\^o\U\ucc of edwcftUon, Ul E tannot be fuWy achieved.

In order to bridge the gaps that exist and to ensure universal enrolment and retention, the district is launching a new scheme named Sarva Shiksha Ahhiyan, a programme with a clear time Irame

I his Sarva Shiksha Ahhiyan is to provide useful and relevant elementary education for all children in the age group of 6 - 14 Years irrespective of caste, creed, religion etc by 2010.

I hc objectives of Sarva Shiksha Abhivaii :

1. All children in school. Education (luarantee Centre, alternate school, 'hack to school' camp by 2003

2. I Ini versal retention by 2010.

3. Bridge all gender, icgional and social gaps at primary stage by 2007 and elementary education level by 2010,

/ h f f S S P r o e e s t

4. I'ociis ofclcincnlary cdiicalioii ofsnlisractoiy quality willi cinpliasis on education for lile.

5. All children complete 5 Years of primary schooling by 2007.

(). All children complete 8 Years of elementary schooling by 20 10.

I'or the achievement of U12B in the district, variuos core groups are formed at various levels, fhese core groups are the various functionaries in planning moni­ toring and implementation of the schemes at various levels.

3.1 D ISTRICT C O RE (JROUP

A district core team was constituted with the District Bducation Officer (A-W) as District Project Co-Ordinator and SDEO (W-il) act as Convener

file District core team members are

Chairman • D.!{.() (A-W) Secretary SDfX) (W 11) Members 1. C'.F.O i/c Mamit Circle 2. C.B.O i/c W.l’haileng Circle 3. CMi.O i/c Lengpui ('ircle 4. C.B.O i/c Kciek (Jircle

I hese members act as adhoc body as [district ('ore I earn and will hold oflice lor SSA till such time regular appointment by appropriate authority is done, 'fhe order of this adhoc body was issued by the Director, School Bducation vide off ice Order No B. 1201 8/5/2001 Dte (HDN) of 11 th July 2001.

I he District Core Groups met several times under the Chairmanship of the DFO (W) to discuss and plan for UBB at the elementary school level. The team decide on how to develope formats for household and school survey

RRA M rtfrh 0 7 S / \ S / n .> 7 0 \ P M (p lan n in g Process M A / i u t

3.2 Circle Coi c (iroiip :

Circle (’ore Group was also constituteii. riie concerned SDFO acts as C'hairitum. The Core members are

Cliairmaii ; SDt:0 (W - II) Secretary 1. C.E.O i/c Mamit (,’ircle C.!'..() i/c W Phaileng Circle CJ!.() i/c l engpiii Circle C.Ei.O i/c Reiek Circle Member Headmaster, appointed as Co-Ordinator in the village Head Teacher, appointed as Co-Ordinator in the vill. Representative of leacher Association of every vill.

Note The CEO's will act as Secretary in their own circles and the other LhO will be Ex-Officio members.

^ here are as many as 84 villages/habitations within Mamit District. Village Core (iroups also khown as Village Hducation Committee are formed in each village comprising the following members.

Chairman President, Village Council Vice Chiarman President, Parent-leacher Association Secretary Headmaster/Head I'eacher (Co-Oidinator) N4embers 1. Ml IP Representatives (NOG) 2. MHIP Representatives (NCK)) 3. YMA/YCA Representatives (NGO) 4. 1 leadmasters and I lead I'eachers of every schools 5. Prominent member of the locality 6. Anganwadi workers of the locality.

s/ts/fli 7 f« PM {P la ititiitg Process

3.4 School Managing Committee/ School Building ( oniniittee :

School Building Comniitlee is constituted for tiie smooth functioning of the sciiool. Members are

Ciiairman : President, Village Council or Prominet member Secretary : Headmaster/Head Teacher of the school Ireasurer : May be selected amongst the teachers Members 1. YMA Representative (NCIO) 2. VC Representative 3. Teacher Representative 4. PTA Representative 5. SDliO Representative 6. BDO/AC) 7. Secretary, V/C.

3.5 J)evelopnient of the Data Base :

Conduct ol family survey : For planning of UEE, accurate details of children who are in and out of school, the particulars of out of school children, why they dropped out of schools along with their family background is very much necessary. Fhis can form the basis to work out various strategies to provide education facilities for schooling for out of school children in the age group of 6 - 14 Years.

f or this, family survey was planned and conducted to reflect the children of 0-14 Years of every villages. School survey and village survey was also conducted as well. The re(iuired information collected are then consolidated and tabulated as requireil. fhe survey was conducted during July and August 2001.

SS

M n irh O ' (planning Proetss

.hb I rraiiiiiig for ( apacity Kuitding i

In order to carry out the above mentioned plans sucessfully, identifying reliable surveyor is neccessary. l or this, training at dilfernt levels are conducted as : -

a) I raining ol Histrict i.cvcl C’ore leain was conducted at the Cx)nference Hall at Directorate of School Education on 12"'July 20()land 13"’ July 2001 by State Level Resource feani comprising of Senior l ecturers ironi SCTRT who had been trained by Resource Group from NIBI’A and NCIiR f.

b) District Level ( oie feam again trained Village Level Core leain in a One Day Orientation Programme at different circles for conducting the surveys at the district levels, selected reliable teachers were again trained by the District C'oie (iroups at selected places at Lengpui, W.Phaileng, Mamit and Kawrthah on 6"',7"',8"' ,9"'and 10"' August 2001 respectively. Survey materials were distributed to the surveyors (luring this training Collection of Data on Mouse Hold, Family, Village and School Information was done and completed during August itself . 270 surveyors were appointed for this These datas were consolidated at district level as the tiinctioneries of different level were not yet properly functioning Consolidating and tabulation of the datas were done by the District Core Team w ith the help of selected teachers who were given thorough training.

Table 3.1 Holding of Survey 1'raining

SI No Venue Date No of trainees Resource Perisons 1. Kanan P/S 6.8.2001 61 C.l lmingth:uiga Dl-0 2. Lengpui IVS 7.8.2001 38 lU iillhitinili;uti SDI'X) 3. W,PlviilcngM/S 8.8.2001 6.S RosangaUalle Cb'O

4, Mamit M/S 19 8.2001 29 I -alrammawia Kawini CEO 5. Kawrthah M/S 10.8.2001 77 I iillianzuali Bawithing CEO 1 olal 270

In all 270 tearhers attended the survey training. In addition of survey training they were sensitised to the principles and spirit of SSA These 270 surveyors, in turn, spread the idea of SSA (o every nook and corner of ihe dislrict

Page S9

' n ' I’M (j^ laitn ln g Process

3.7 ; Community Mobilisation :

In order to achieve UFJ! fully, community participation at all levels of the plan and management is necessary. In order to enhance this, meeting ol the VEC at the village level and at cluster level are organised. In this, members of the District Level Core Groups also participated. Members ol different levels share their ideas and views openly and from the inter-action, members from different clusters learnt from each other programmes and proposals that are under taken at the village level are reviewed and examined by the District Core Groups whenever possible.

3.8 ; Development of Village Educational Plan ;

I'he entire process of generation of data, based on children between 6-14 Years ol age,School going, Out of school. Disable etc. with their family background have been developed from the House Hold survey report. Beside this, village information and school intbrmation that had been taken during the survey were consolidated at different levels and were linally submitted to the office of the Db'(^ (W) for further necessary actions. From the survey findings, district plan was formulated and finalised by the District (’ore Groups.

3.9 : Development of District Elementary Educational Flan :

Planning for District Fleuientary Fklucational Plan is not an easy task. It needs careful consideration and planning. The District Core Teamactively participated in the meeting at the village level, cluster level as well as in district level meeting and finally develop District F.ducalional Plan in conformity with the guide lines laid out for SSA.

The DEliP represents the perspective plan that, gives a frame work of activities over a long term frame to achieve UFF. Annual filan and budget estimate for 10 Years (2001 - 2010) is also worked out

R55A M airh 07 nTin H/1'l/n? 7 09 PM ts m ts A Strt^U^Us fif£P Afa^m^t

CHAPTER IV

MAJOR ISvSUFS AND INNDVAIIVIC SlRAlECilES

I or the improvement of Elementary Hducation to achieve the national goal of UEE under SSA, the following major issues and iruiovative strategies emerged as a result of the surveys made by the planning teams of all level viz., Village/Habitation, Cluster, CMrcle and District Level and Ihrough their inter-action with leaders of the community, parents, teachers and NGOs.

Major issues and strategies have been framed to the present educational scenario on the key pertomance indicators viz., Access, Itnrolment, Retention, Achievement and (Qualities.

4.1 : Access:

In Mamit Histrict 93 % of the population have access to Primar>' School facility within a working distance of 1 Km and 97 % have access to Middle School or Upper I’rimaiy within 2 Km. I he household survey conducted for SSA on August ?0()1 shows that 1 % of the 6 -1 4 age group population have no access to Primary School facilities. '1 here are 7 schoolless habitations, 7 habitations where there aic onl) Private Primaiy Schools and 23 habitations without Middle School/Upper Primary- School

In villages where there are no schools, it is proposed to open new schools viz., formal P/S, Alternative School and Pre-Primaiy School to provide schooling facilities within a radius of I Km.

It is proposed to upgrade the existing Primary Schools to Dpper Primary and also upgrade Ihe Primary Schools proposed in this plan gradually to provide access to Upper Primaiy School lacilities.

P afie {M ajor hsM s A Strate^s P££P/Ifamif

4.2 Eiiioiiiienf

In Mainil District eiirolnieiit rate is comparatively low compared to the density of population. Inspite of the continous effort for mass enrolment, there are still some children who never attends school among the poor families and remote areas, fhis may be attributed by the poor economic condition of the parents and lack of the awareness of the importance of education on the part of the parents and children themselves.

□ □ Conduct of campaigns involving Village I-ducation Committee (VFC), teachers and inleresled personals to sensitise Out of School Children and their parents on the value of education, objective of SSA (I IHIi) and thereby convincing them to be enrolled in schools.

□ □ Conduct of different duration bridge camps for mainstrejiming Out of School children, Never enrolled children and Dropped Out children.

□ □ Opening of hi 'Cb, centres for childicn in the uge gvovip of } 5 Yrs to iiave access to pre-schooling facilities.

LJIJ Specific interventions for the enrolment of children with special educational needs viz.. Integrated Fxlucational Activities.

4.3 Retention:

In Mamit District there are many drop out students starting from Class 1. Tins is mainly due to the poor economic conditions of the parents and due to the ignorance on the part the parents and the children themselves of the impoitance of education. Thus, the parents even encouraged their children lo stop schooling so that they may help them in their cultivation. I he main occupation of the people is cultivation, which hardly meets their needs. Many students discontinued their studies afler completion of Primary School (Class IV) as there is no Upper Primary School facilities in their own habitation or nearby.

7 1 7 I 'M rV>r (stacf A Sttxiiegies M a /iU t

□ □ Supply ol Text Rooks, Fxcrcise Books, I Iniibmis and olhei leaching leaiiung niateiials either Tree or on subsidised rale.

□ □ 1 raining of teachers, parents and those involved in Elementary Education.

□ □ Conducting Retention drives to put regular pressure on parents and the school system to ensure Retention of all children.

IJIJ Metlerment ol school infra-structure adopt remedial and innovation measures and making the school learning almosphere attractive.

4.4 Acliieveiiieiit :

In Mamit District achievment is comparatively low Majority ofthe teachers in the extreme western part ol the dislricts are Brus and ( hakmas f hese teachers face many problems ia legavds \o then profession and service matters. They are comparatively low in regards to their qualification. Most programmes and trainings are conducted in Mizo language which they find it hard to follow and understand.

There are also 15 single teacher schools in the district. I^oth in Primary School and Middle School there are a number of untrained teacher. Also, the level of motivation is veiy low in most ofthe teacher. Low achievment may also be due to uninteresting school enrolment, curriculum and evaluation system

□ □ Preparation ot teacher training handbooks for the Non-Mizo teachers.

□ □ Organising training and orientation of teachers in cluster resource centres for quality improvement and maintaining higher competency.

□ □ Creation of congenial learnmg environment lor all children irrespective of catego ries/proverty. (^M ajor hsues A innovfiUv^e S trateg U t ______/ ’S f i y

IJIJ Developing tools and lesls for monilonng students achievement and keeping syslenialic record

□IJ Iraining of remedial programmes or classes by VHC/P FA/Teachers for selected needy children who are not faring too well at school.

□ □ Training of supervisors of teachers regarding monitoring and evaluation of pupils achievement and other quality aspects of Elementary Education.

□ □ Establishment of Circle Resource Centre (CRC) and formation of C’ircle Resource leam with appoinment of Resource persons to assist the Circle Education OHtcer for monitoring, supervision and academic achievement oi the circle.

4.5 Quality Measures

Many steps have been taken by tl\c slate govt, towards quality YiH, the district has not been able to provide universal access. There are habitations witfiout schools besides a number of single teacher schools, fhe infrastructure facilities are less than adequate with most of the schools without proper building and other facilities like drinking watei, separate toilet for boys and girls, play ground etc. A number of teachers both in Lower Primary and Upper Primary are untrained. The teacher’s level of motivation is also very low. And community participation is mostly quite low. School environmeni and curriculum is uninteresting,

□ □ Conducting orientation training to teachers for effective class room leaching

□ □ b.stablishment ofCluster Resource Centre (CLRC) for professional exchange among teachers within a cluster.

□U Strengthening of ( 'ircle Resource Centre (CRC) by way ol providing infrastructure facilities like building, furniture, ecjuipment and contingencies on a recuiing basis.

c;s/v M.irr-h OT riT.r, r./i,s/n? 7 iq PM (^Mojor /sfuet A /nnoiHi^tiue H ra te g itt /ffa m it l ¥ t t n c i \

LIU hstabllshment of Mini HIR1 al Mamit I )islrict which moiiitoi tlie academic activities ol tlie schools and take up various capacity building programmes to the teachers.

□ □ Upgrading 23 Primary Schools where there is no access to Middle School.

LJU I loviding facilities like lype Writer, C'yclostyle Machine and play materials to schools. So that, children will enjoy school.

□•J Provision of grants such as School grants, Teacher grants and Grants to CRC in the agency circle.

□ □ Provi(fing 11 .M to the Primaiy and Upper Primary Schools.

Conslruction of building to new schools.

□ □ (.’onstruction of additional class rooms to the existing schools.

□ □ Maintainance and repair of school buildings.

□ □ Providing toilet f acilities to the Primary and Upper Primary Schools

□ □ Construction of building for all C’ircle Resource Centres aiid Clusters Resource Centre proposed to be established.

□ □ Conduct of Pupil Achievement Survey.

□ □ Provision of library facilities.

Children of today arc Jeaders of tomorrow

7 1 7 P M (^Access, enrolm ent A RetetiU on P £ ^ P

CHAI*TKR V

ACCESS, ENROLMENT AND RETENTION

From the course of micro phmning exercise conducted in all the liabitations of the 4 Circles under Maniit District for active involvement of teachers, NGOs find the community from which suitable interferences were framed at habitation level and the other level which were analysed at the Circle level as well as District level made up the District Hlemcntary Plan.

Mamit District plan was formulated so as to address the problems and projiosed strategies in the following areas

□ □ Access, Envolmenl utid Retention. □ □ Free lext Books for poor students etc □ □ Supply of ILM. □ □ Shod grant □ □ hnprovement of school environment. □ □ Early Childhood Care and Education (BCCE)

5.1 Access:

As mentioned in the previous chapter, Mamil District faced a lot of probleins re­ garding Elementary Education viz.,

a) 1 here are 7 schoolless habitations where chihlren do not have access to Primaiy schooling facilities as well as 7 habitations which have only jirivate Primary School facilities runned by dilTerent religious denominations.

7 (l.T PM i^Aectfs, C nrplm tnt A R tU n tU n

b) I here is a high occuraiice ot Urop Out rate and chiUlren Not Atiendin)^ school in the 6 - 14 Yis age groups especially in the 12 -14 Yis age groups I his may be attributed mainly to the inaccessibility oT Upper Primary School in this own habitation I here are no I Ippei (iovt- Primary Schools in 23 habitations, while there are 3 habitations with only Private Upper Primary Schools.

c) 1 here are also 20 habitations with no Pre-Schooling facilities which hamper quality education in Elementary stages.

I able 5.1 C.lrcle Wise Position of Access and Accessless Habitations

Name of lofal fNo No of No of No of No of No of No of riicic of liab. hah. with liat),wi(li hah with lial).wi(ti- liah.wUli hah.witli-

IVS out tvs Upper PAS oul Upper Pvt P/S oiit Pvt

IVS IVS

35 11 4 26 09 5 3

W.Phaileng 27 25 2 15 12 2 0

Lengpul II 10 1 08 03 0 0

Reiek II II 0 09 02 0 0

Ibtal 84 77 7 58 26 7 3 i^ourcc: on August 2001

To realise the objectives of SSA, bJementary Education facilities has to be provided to all the children within a walking distance of 1 Kin. It is, therefore, proposed to open new formal Primary Schools in all th(' sch(M:>l-less habitations, upgrade the existing Primary Schools to Upper Primar>', open new Primai7 Schools in all the habitations with only Privately runned Primary Schools and open Pre Primary Schools/ECE C'entres in the areas where llicre are no Anganwadi Centres.

0 » [Aeeestf Enrolment A Reteittion

5.1(a) New IVIiiiary School :

It is proposed to open new I’riinaty Schools in all the 7 school-less habitations and 7 habitalions where there is only Private Primary Schools, runned by dilTerent religious denominations. In each new Primary School 2 teachers will be provided as per SSA norms.

1 he details may be seen in the following tables

rahle 5.2 : School-less llnbitatioiis for New IVS and requirement of Teachers :

Name of llabitntlon Name of Cluster Population of No of Teachers for new P/S 0 -1 4 age gr. required Pathiantlang Mamit 15 2 Sotapa Kawrtethawveng 38 2 K.Sarali Zamuang 67 2 lunipanglui Zamuang 22 2 Dilzawl Rawpuichhip 72 2 Zopui Phuldungsei 12 2 Chikha I'lipuibari -1 2 Tola! 241 14

^ourcc; viffaffe survey on y{u0ust 2001

lable 5.3 Habitations with only Pvt P/S lor new P/S :

Name of Habitation Name of Cluster Population of No of Pvt P/S Teachers for new P/S 0-14 age gr. re(|uircd iiinned by Ihaidawr -1 Kawrtethawveng 240 4 Presbyterian. Thaidawr - IV Kawrtethawvefig 094 2 IVesbyterian. namparengpiii W Phailen.g 558 4 Presby,Baptist,SA Salem Hoanling W.Phaileng 023 2 Presbyterian. Sihthiang Zamuang 084 2 Presbyterian. K Mualthuam Zamuang 165 2' Private Nalzawl Mamit 090 2 Sain. Army Total 1254 18

^oiircc: SS- ( surw y on , {uffiist 2001 P a g e

>A M v r h ( n SMn/fP 7 0.1 PM ^4ec0fSf in rclm in t A R t t m t U n

New buildings and lurnituies are also proposed to be provided to all these 14 new Primal^' Schools. I he local leaders a«id community has consented to provide adequate free land tor the new Schools and lor the construction of school buildings.

5.1 (b) Upgradation of IVS to Upper F/S :

In Maniit district many cliildren discontinued their schooling alter completion of class IV in their own habitation due to the absence of Upper Primary School facilities. 1 bus, the local leaders and conmiunity of many habitations are very eager for the upgradation of their Primary School, so that their children may continue their education in their own habitation.

Considering the many problems of the community regarding their children 2 } Pri­ mary Schools are proposed for upgradation into Upper Primary Schools. The upgradation process is proposed to be implemented in a gradual phase manner. In the first year the upgraded schools will be given I room, next year 1 more room and the next year another 1 room. U is also proposed lo upgiadc the new Primary Schools proposed in this plan by the year 2004, this should also be done in a gradual phase manner.

5.2 leacher Requirement

To run the Upper Primary Schools 1 Headmaster, 3 Graduate Teachers, 1 Hindi Teacher and I IV Grade are required. Therefore, 5 Teaching Staff and Non l eaching Staff are proposed for each of the upgraded Primary' School to be implemented in a gradual phase manner.

5.3 : Infrastructure

I )uring the micro-planniiig it is observed that some of the P/S in the district possess 2 or 3 rooms instead of the usual 4 rooms. All the grades have to adjust themselves in the rooms, creating noise and disturbances in the child and a child cannot concentrate in such situation causing inconvenience both to the student and the teachers. As per SSA norms, Qteeets, fn ro lm m t A Retenticn P fi'P ^ //u Y

addilional rooms may be constructed in order to create meaningful class room atmosphere. All the Primary Schools do not have adequate Class Rooms to accomodate the Upper Primary Sections. As such 3 additional class rooms for Upper Primary Sections viz. Classes V, V! & VII are proposed for each of the upgraded Primary Schools plus I room each tor Headmaster. One room is to be constructed each year.

Table 5.4 Circle Wise Upgradatioii of P/S to Upper P/S.

Name of No of P/S No. of staff required Noof Addl. Room for Cluster to be Hdm Teachers liindi IV . class room Hdm. upgraded (eaclicr grade required Mamit 05 05 15 05 05 15 05 W.Plmileng 11 11 33 11 11 33 11 Rawpuichhip 04 04 12 04 04 12 04 Reiek 03 03 09 03 03 09 03 I'otal 23 23 69 23 23 69 23 Qourcc; sur\'e^ on ^ugust 2001

Table 5.5 Habitation Wise Upgradation

Habitation where Name of Circle No. of staff required Noof AddLi Hdni to upgrade P/S Hdm I leaehei?! j Hindi | IV class nmm 1 n)oii] T'1 iteadierierade 1 Phaizau Mamit 1 1 MM1 1 3 1 1 Sabual Mamit 1 1 3 1 1 11 3 1 1 riangkhang Mamit 1 1 3 1 1 11 3 1 I Cliilui Mamit 1 1 3 1 1 11 3 1 1 Bawngva Mamit 1 1 3 1 1 11 3 ! 1 Pukzing Vengthai W Phaileng 1 I 3 1 1 T | ” 3 p 1 1 Inahva W.Phaileng 1 ! 3 1 1 j 1 3 1 I'eirei Forest W. Phaileng 1 3 I I 3 1 Tuirum W.Phaileng 1 3 ' 3 1 W.Phulpui h W.Phaileng 1 3 1 llruiduk ' ' W.Phaileng 1 3 3 1 f’upuibari 1 ' ' - W.Phaileng 1 3 3 1 1 1 Indermajiik W.Phaileng 1 1 3 ' • 3 1 1 Belkliai 1 W.Phaileng 1 1 3 II'M 1 3 1 1 Khantlang W.Phaileng 1 1 3 1 1 1 1 3 I 1 Marpara North W.Phaileng 1 1 3 1 1 1 1 3 ! 1 Nghalchawm Iengpui 1 3 1 1 1 1 3 I i Dapchhuah I .engpui 1 1 3 1 1 1 1 3 1 1 Chungtlang I.engpui 1 1 3 1 1 1 1 3 1 1 Saitlaw Lengpui I1 3 1 1,1] 3 1 1 Hawngthah Reiek 1 I 3 "T 1 T] 3 1 Rawlte Reiek 1 ! 3 ! • !• 3 ! 1 llreichuk Reiek 1 3 -4 ' ' 3 1 1 Ibtal 23 1 ^>9 09 y 23, ____ SSA /

,SA M.iirh nRf< VlnO? ?n n P M £nrolm€tit A R^tmtUn

5.4 l^iiroliiiciit Hnil UctcMitioii

In Mainit district enrolment rate is conijmraliveiy low compared to the density ol population Inspite of the continous etVort lor mass enrolment, there aie still some children who never attend school amon^ the poor families and remote villages. Many children discontinue their studies after completion of Primary School as there is no access to IJppei Primary School iacilities in their own habitation or nearby. Drop Out rate, thus, is high which may also be attributed to the poor economic conditions of the parents as well as the ignorance on the importance ol education on the part of the parents and the children Ihem.selves.

I he details ol children who are in school and out ol school in the age group of 6 - 14 Yrs may be seen in the following tables

Tahle 5.6 ( ’ircle Wise Drop Out Rates in the 6 -14 Yrs age group

Name of Children Drop Out

Circle 6 14 Yrs 6-14 Yrs

M 7 . — p T M 1 F 1 - ■ Mainit 3238 1 2987 1 6225 099 1 120 1 219 ---- -L...... 1 1 1 W.Phaileng 2888 j 2472 | 5360 116 1 097 1 213 Lengpui 0532 1 0570 1 1102 025 1 037 1 062 1 1 Reiek 0693^ 0669 ~|^ 1362 010 I 022 , 032

Total 7351 1 6698 1 14049 250 1 276 1 526 1 1

4 survey on ^\uffust 2001

5.4 (a) InteiTeiitions for ICnrohnent and Retention;

0 Pjyvision oj Additional Teachers : The Habitation l^ducation Plan re vealcd the requirement of 15 regular teachers to the existing Primary Schools where there is only I teacher as per SSA norms to provide alleast 2 teachers in Primary Scliools. Accordingly estimation are worked out for positioning 15 regular teachers additional to the existing schools ol single teacher. ' £ttroCment A Ret$ntUn

I heie is a requirement of tcacliers for llie new F/S for 14 liabitalioiis. SSA provides a norms for providing one teacher for one class room. During 2002, the 14 new P/S will be provided with two teachers eacii for class I and II i.e., 28 teachers. By next year, class 111 will be given to these 14 schools with one teacher each and by 2003 they will become a full Heged IVS.

One class room for each of the 23 Upgraded P/S with one teacher each is proposed to be provided during 2002 and adding up the sairie number till 2004 when these 23 P/S will become a full fleged M/S.

riie 14 new P/S will also gradually be upgraded to M/S in the same patern till 2005 and by 2006 the whole 84 habitations within Mamit district will be covered with P/S and M/S in all the habitations.

Fable 5.7: Requirement ot AddUionai reachers

Name of Schools Name of Chister Circle Addittimal Teaciier 1 langkhang P/S Mamit Mamit I Chihli P/S Mamit Mamit 1 Marpara P/S Marpara W.Phaileng 1 I'apachhora P/S Marpara W.Phaileng 1 I'uirumP/S W.Phaileng W.Phaileng 1 W. Phaileng P/S IV W.Phaileng W.Phaileng 1 W.Phaileng P/S V W.Phaileng W.Phaileng 1 Khawhnai P/S W.Phaileng W.Phaileng 1 Ptirvatui P/S Phuldungsei W.Phaileng 1 Andermanik P/S luipuibari W.Phaileng 1 Belkhai P/S Tuipuibai i W.Phaileng 1 Khajitlmig P/S iiiipuibaii W.Phaileng 1 Puk^Jng Vcngtliar P/S Pukzing W.Phaileng 1 llnahva P/S Pukzing W.Phaileng J Hawngthah P/S Darlung llciek 1 rota! 15

i^ource: iS iS t v///<7^r sun'cy on ^{u^iist 200t

l.irrh n? SMfirtP ?(«PM (^Acctstf fttrclm ettt A R H entU n

ii) Provision of Addilional Class-rooms : A large number oi Primary Schools do not have adequate classroom accomodations. There aie instances where 2 teachers are sharing 1 class room which caused much inconvenience to the teacliei as well as the students. As per SSA norms a room for each class in Primary and Upper Primary Schools is worked out to create meaningful class room atmosphere. 1 here are 15 Primary Schools needing additional class rooms.

I’able 5.8 ! Requirement of Additional Class Rooms

Name of Habitation Name of Circle Existing P/S with AddI m|uiremetit 2 rooms 3 rooms Of Class rooms. Mamit Mamit 2 1 5 Ziuiiuang Mamit 0 1 1 Marpara N W.Phaileng 1 0 2 liiipuibari - IV W.Phaileng 0 2 2 Andemianik W.Phaileng 1 0 2 Reikliai W.Phaileng 1 0 2 Khajillang W Phaileng 1 0 2 Reiek Reiek 0 1 1 Ailawng Reiek 0 1 1 1 leichuk Reiek 0 1 1 Kanghmun Reiek 0 1 1 l^arlung Reiek 0 1 1 Bawlte Reiek 0 I 1 Nghalchawm I.engpui 1 0 2 Chungtlang Lengpui 1 0 2

Ibtal |Room Requii ^i\ ~26 ~ t^ourcc: (5 « S 4 siir\*cy on ^r \ii(just 2oof

lable 5.9 Requirement of School Furnitures can be seen below :

Name of Circle Bench Desk Table Chair B«Roard Mamit 878 888 226 23 S 132 W Phaileng 445 374 136 157 066 Lengpui 111 117 033 044 013 Reiek 231 234 0^4 100 043 Ibtal 1665 1613 489 536 254

i^ourcc: viflagc sur\*cy on ^u^ust 2001

/J

■> r t.i P M Q ^eeifi, fnrolm eitt A R H tntU n

Jn Mizoram, Govt, used la sanction ftmds for grants in schools, hut, furniture grant had been stopped from the past few years as such many of the furnitures need replacement as there is no provision in buying new furnitures.

j”) Provision o f Additional Rooms for Headmaster and Teacher As per SSA norms it is also proposed to construct additional rooms for Headmaster’s room In 31 Upper Primary Schools, Teacher’s room in 17 Primary Schools and 2 Upper Primary Schools. Those 2 Upper Primary Schools do.not have I'eacher’s Common Room as they were recently damaged due to cyclone.

I able 5.10 : Requirement of Add!. Rooms for l lcadniastcr and Teachers

Name of Circle No of Hdni’s room No of Teacher’s room for Upper P/S P/vS Upper P/S Maniit 19 ’ 7 )T 0 W.JMiaileng 05 12 2 Lengpui 02 01 0 Reiek 05 00 0 Iblal 31 17 2

(Source; (5 < S ^ survey on ,^u0ust 200/

tr e e Text Books : I he Govt of Mizoram used to supply free text books to the children of all Primary and Upper Primaiy Schools focusing those children of poor iainiiy background and disabled children belonging to all categories to encourage them in Iheir regular schooling till 1999. But, due to financial constraint, the Govt, of Mizoram could not continue to supply free (ext books since the academic session o f2000 - 2001. As per SSA norms it is proposed to give free text books to all the students of Primaiy Schools and Upper Primary Schools @ Rs 1 SO/- per sludent aruuially.

A M n rrh O'- (^eetts, A Retmticn

l able 5,11 : Uequimnent of Free Text books in P/S and Upper P/S

Name of Circle No of No of Total no of students P/S Upper P/S P/S & Uppei P/S M r r ^ i IT 41 28 2623 I 2351 I 4974 t W.Pliaileiig 06 I8K2 1379 I 3261 Lengpui 31 l l 0443 I 0465 I 0908 -4^77^1 Reiek 14 08 0649 0599 1248 Total 99 ' 55 5597 I 4794 I UB**! ____ .1______L______Qourcet village survey on .^{ugus/ soot

v) Supply of Teachma Learning Materials flLM) : In Mamit district quality hlementary l:dacation cannot be achieved mainly due to to the lack of adequate l eaching Learning Materials. As per norms ol SSA Rs 10,000/- per Primary Schools and Rs 50,000/ - per Upper Primary Schools is proposed to all the 14 New Primary Schools and 23 upgraded Primary Schools . riie procviremcnl of Tl .M i\eiws wiU be based on selected base on the requirement to be determined by leachers and School Committees. The grant will also be given to all existing 154 schools in Mamit district as per SSA norms

Fable 5.12 No of P/S and Upper P/S in Cluster Wise

Name of Cluster No of P/S No of upper P/S Majnit 14 6 Ka\vrtetha\weng 10 7 Zamuang 06 7 Zawlnuam 11 8 W.Phaileng 10 5 Phuldungsei 07 4 Mar para 04 1 luipuibari 06 I Pukzhig 04 2 Rawpuichhip 13 6 Reiek 05 4, Kanghmun 04 2 Darlung 05 2 Ibtal 99 55

Source: sur\*ey on ,^u^ust 200!

hn? nfiR 7 n‘. Pfi (AeeetSf Biirolment it Rttmtioit P f f P ^ a m 4 t

vi) School Grant and Improvement: School grants are proposed lor the following items as per SSA norms : (3-0 Construction of New Scliool buildings cCl C'onstruction of Additional Class Rooms cC' Construction of 1 leadmaster’s Room Construction of Circle Resource Centres (iD Provision for separate foilet facilities to Girls (^1 Provision for Drinking Water facilities Provision for Play Materials Provision for Repair/Renovation of all existing schools i-lf3 Replacement of Non-Tunctional school equipments

5.5 Introdiictioii of Hrid^e Course or Back to School Caiii|).

In Mamit District, there are as many as 2335 out of school children between the age group of 6-14 years. Out of these 526 are dropout and 1809 are never attending school. Siiicc Univer^sal Elementary Education is the main policy of the SSA, a bridge course or back to school camp ,is proposed for these children as Education o f Out o f School children under Education o f Focus Groups II. AIE pr()grarrmie could not be launched as there are less than 10 children. 1 liere are 26 villages where NFE was already introduced which will be abolished as the programme of SSA is launched. There are still as many as 29 villages where there were no non fomial liducation scheme. In these 55 villages, along with the above 26 habitations, 'Bridj^e Course or Back to School Camp ’ will be organised during the current year 2002.

As the programme of SSA aims at Universal Enrolment by 2003, these out of school children will have to be mainstreamed by engaging teachers to Conduct Camps, Morning classes mid Fvening (Masses without disturbing the nomial routine work. For these centies 64 instructors will be engaged where-in 9 villages have more than 40 childrens, so additional 9 instructors will be engaged in these centres as perniissible under AIE norms. With the extra elTorts rendered by teachers, it is hope and expected that all these children will be in school by 2003.

;SA M.irrJi n? n T v S 70 S/IO/O? ? fi:\ PM C H A rrK U VI

QUALITY IMPUOVEMEN1

6.1 Problems:

i^arva Shiksha Abhiyan aims at a 1 iolislie mul Comprehensive approach to tlie issues of quality 1 lie National Policy on P'ducation emphasises the need for substantial improvement ol the quality of essential level of learning. Past experiences including DF.HP has indicated (hat the equity cannol be achieved without quality. Quality issues iti elementary education is connected with the quality of infrastructure and support ser-vices, opportunity, time, teacher competencies, curriculum. TI M, monitoring and evaluation. I he education which is imparted should be relevant to the child family and society as well and which should be worth taking. Without quality, education would he considered a waste of resource and energy both for the teachers and the students, in order to ensure a quality education, a well planned intervention IS a must.

lliere are many key factors which influence quality in education. In order to ensure a good learning environment, the physical aspects of the school plays ar» important role. I he teacher should also know how to create an amiable teaching learning atmosphere. In order to create a good learning atmosphere, many f actors have to be considered. Firstly, in order to grasp his lesson easily, the quality of the pre-school plays an important part. If he is well prepared, he will fieel more at home in his new surrounding. The tamily support that he received also play an important part. Another major factor is the status of the child’s health. Unhealthy body and weak mind cannot receive lessons properly, likewise a healthy mind and healthy body are able to concentrate clearly and focus on their learnings more easily

Another aspects to be considered in order to create a quality education is incentives provided to students. In order to ensure that all students received education, ensure retention, I promote enrolment, incentives and beneficial measures like distribution of text books, uniforms, scholarships, mid day meal etc, may be given. In order that students learn more of personal hygiene and cleanliness, (acilitics like toilet and drinking water facilities may also be considered (jlu tU U Y tntprov^m stti

lieside this, curriculum also plays an iinportanl part. 1 he curriculum should be child centred ajid environmental based which could increase and arouse their creativity amd tliinking potentiality. In this, the teacher plays a great role. On them lay a great responsibilty of creating a happy learning atmosphere. I^or this the teacher should be well equipped with teaching learning materials, have proper trainings, deep and Tar insight with a clear vision.Moreover he should be dedicated to his job and loyal.

Another key point which influence the quality of education is the evaluation process. The perfoniance of the child may be evaluated fairly. The t>'pe and measures of evaluation system he used may be of various ways, fhe fact that his performances will be evaluated will make the child aware and beware of his day to day activities, in-still in him a sense of responsibility and deligence.

Many steps had been taken towards lines end by the State Ciovernment, yet, the District has not been able to provide universal access. There are 7 habitations without any access to Primary Schools and 7 habitations with only Private P/S and no Ciovt. P/S. 1 here are 23 habitations with no Govt. M/S, besides this, there are 12 habitations with single teacher P/S. The infrastructure facilities are less than adequate with most of the schools without proper building and other facilities like drinking water, separate toilet for girls, play ground etc. A number of teachers both in IVS and M/S are untrained. The level of motivation in most of the teacher is very low. All these problems have led to a high percentage of Stagnation ajid Wastage. J he reason could be attributed to uninteresting school environment for the pupils and for the teachers as well.

P afg /V

w ift/n? p S3 PM fmprov^ment

Tabic 6.1 Habitation with No (Jovt. IVS ami No Govt M/S. :

Name of Cluster lotal Pophi. Total no of Habitation lotal no of Habitation 0 16 Vrs with no (iovt. P/S with only Pvt M/S Mmiiit 2518 2 3 Kawrtethawven^ 2992 3 3 ZaniuauR 2322 4 1 Zawltiuam 2108 0 2 WPhaileng 2429 2 2 I’hulduiigsei 1332 1 1 Marpara 1723 0 3 Tiiipuibari 1839 1 1 i'ukzing 1574 0 0 Kawpuichliip 1817 1 1 Reiek 1009 0 1 Kanglimun 0444 0 0 Darlung 0688 0 1 lotal 22795 14 19

Qourcc: 4 sury*e^> on 2001

Table 6.2 Single Teacher Primar>’ Schools

Name of Habitatlon/V'illage Name of Cluster riangkhang Mamit Chilui Mamit Nalzawl Mamit T\iirum WPhaileng Khawhnai W.Phaileng Parvalui Phuldungsei Andemiaiiik Tupuibari Belkhai Tuipiiibari KJmiitlang Tiiipuibari Pukzing Venglhat Pukzing linahva Pukzing 13awnglhah Oaiiung

^ourcc: survey on y\ii^fiis( 2001 P a fe rP [Q uaU tY fmprov^emsnt

Table 6.3 Trained and Untrained Teachers

Name of Cluster No of Trained No of Untrained P/S I M/S P/S 1 M/S Maiiiit 34 1 23 2 “T ~ 5 ”T~™“ 4 Kawrtethawveng 38 1 38 6 Zamuaiig 16 \ 33 5 ! 7 Zawlnuaiii 30 42 0 ; 1 W.PIiaileng 16 1 ^2 11 1 Phuldungsei 13 1 19 2 1 2 Mai para 03 1 4 3 1 1 I ’uipuibaii 04 1 4 4 1 0 Piikziiig 02 5 ! 5 ' T ® Rawpiiichhip 31 ] 26 5 1 8 Reiek 15 1 21 0 1 Kanghmun 11 1 9 0 1 0 Darluiig 12 1 10 0 1 1 Total 225 I 269 43 ~ T 37 ...... J__ - 1 -...... ^ource: vUfa^e surwy on ^ufjust 2001

Table 6.4 No of Schools requiring Drinl^ing Water and Toilef Facilities

Name of Cluster Total no of Schools Total no of Schools with no Drinking Water with no separate Toilets F/S 1 M/S M/S 1 Marnit 6 3 . 6 Kawrtethawveng 1 1 2 6 Ziunuang 2 1 4 6 Zawlnuam 2 1 4 8 W.PIiaileng 3 T ~ 0 4 Phuldungsei 3 Mai para 2 1 1 1 luipuibaii 6 i 1 1 Pukzhig 3 1 1 2 Rawpuicliliip 7 1 1 4 Reiek 3 1 0 4 Kanghmun 2 ; 0 0 I )ai lung 3 “ ] 0 1 1'o(al 41 1 18 46

i^ourre: villa g e survey on _,\u^ist aooi

Mn

I’alilt' 6.5 Ueqiiiii‘iiieii( of Additional Rooms :

Nsinii* o( ( luster No of Class Rooms No of lldni Rooms No ol Ibiclicr’s Room

M/S IVS 1 M/S 1 Mamil 5 3 3 1 " Kawrtethawveng 0 4 0 - T - „ 1 Zamuang 1 6 0 1 2 Zawlnuam 0 6 1 I " W I’haileng 0 1 3 1 0 Phuldungsei {) 1 1 T Marpaia 2 t) 2 1 " Tuipuibari 8 1 5 1 ^ Pukzing 0 2 1 1 0

Ravvpuichhij) 4 2 1 “ 1 0

Reiek 2 2 0 1 0

Kafiglunun 2 1 0

Omlung 2 2 0 1 0 1 lolnl 20 17 1

^ o i/r r c : vifffifjc si/f’vcy (Vi {uffitsf 2001 f».2 Vision

I'he District plan aims at solving all the problems by way ol providing sufficient iniVastructurc to the existing schools, providing schools to the schoollcss villages and all other facilities thereby providing an universal access to the children between 6-14 Yrs.

These schools should be provitled with adequate qualified, trained teachcrs who could provide a healthy academic en\ ii(Miment (or joyful learning. ThiseiVorts cannot be successful without proper motivalion ofthe parents. Suppt»rt in the foim olM D M free text l)ooks, free uniforms, special scholarship to the weaker sectioji should be pro\ ided.

TI^AfKf a lfLD«t“ Kf i h f I I IE RJGMT WAY AKfD Wl lEK? D ID TMEY W fli MOT ^TRAY

if/ (jl^u alitY tm prov^em ent

6.3 Stia((*|»y

I’o achieve the above goals, Ihe district plan proposes a strategy to proviile universal access along willi a proper teaching learning environment with a proper support system.

The following are the steps in these directions

a) l b j)rovide universal access.

b) lb provide 1 Middle School to every 2 Prinmry Schools.

c) To provide adequate qualified teachers.

d) lb organise training/orientation programmes for all teachers ofM /S and IVS

e) lb strengthen the monitoring and supervision with active jiarticipation of

local committee.

f) lb form Circle Resource Group (CRG) at every circles with 3 Resource

Persons and the Circle Officers.

g) The C’ircle Resource Persons will visit every schools at a regular intervals,

extend academic sup()ort, protcssional assistance and on jobs support. They

will register their imptession on a register which will be kept in the schools.

6.4 ActivHics

The 1 )istrict Plan j)ropose the following programmes of Activities

a) TI M development

i) workshop for 1 LM development for Primary Schools

ii) workshop for I I -M development for Middle Schools.

iii) |)rovidc teacher grant at Ihe rate of Rs 500/- per teacher cvc'-y year

as pel SSA norms.

iv) provide one lime fl .M grant oI Rs 10,000/- to the newly oj)ened

schools as per SSA norms

V ) provide 11 ,M grants of Rs 50,000/- for existing schools as per SSA

ffhe ffbur o f ^ o d U th* beginning of ^U d»m

S/ {Oua^UtY fm pfcv^em ent

h) Tvachei Irainin^

i) t)i ieiitalioM pigrainnu*s lor (eacliers ol IVS ajul M/S sepanitely, pliase- wise lo! 10 (lays lor H)0 leacliers at a (iine to he coiiducletl by l)IUi/C'R(i. ( H) days training for all IcachiMs was coiulucli'd diiritig ?()()! ■2()02), ii) in service training for existing teachers for 20 days in a year. 100 teachers at a time to be conducted by I )IUj/( R( J Ibr Primary Schools, in! in-service traiiiitig lor existing teachers loi 20 days in a year. 50 teachers at a time to be conducted by DRO/CKG for Middle Schools. iv) 10 days training programmes lor the newly appointed teachers to be conducted by l)R(r/(’R(r. \) bO days in-service training lor ficshly recruit teachers

c) Monitoring and hvaluation :

i) training/awareness programme lor parents and community teachers ii) training lor school committee members. iii) loi niation of watch-group compi ising ol local leaders, NCiOs and prominent citizens. iv) lormation ofXMrcle Resource (iroup with 3 Resource Persons undei the leadership of CI'X)s. v) training lor Circle Resource Persons. vi) sell evaluation by teachers mid-tenn and annual. vii) (’RG evaluation mid-term and annual. viii) conduct school based Action Research.

ix) ctinduct based level learning survey.

.'1 A /0 7 ? r>*; (^SpeeiaC focus Groups ______

( IIAI»I I<:K VII

SPECIAL F()( IIS (iROlJPS

7.1 : Disabled ( hildicii:

In a pic-projcct laiiiily survey aclivilies a policy orZe/o ivjection is aciopleci so that

no ciiiid is left out of (he education system. 1 he list of disabled children has been generated

based on the survey. The thrust is on providing integrated and inclusive education to all

children with special needs in general schools, open learning system and open schools, Non

I'ormal alternative schooling etc.

7.2 : IVfiiiiiKfrt'iiiiiiiig of ilnn(licap|)cd Children ;

Under SSA schcnie, it is hoped to niainstreani as many handicapped or physically

disabled cliiklren to regulai school

In a school, sometimes, it is hard for the teachers and even lor (he children themselves to delect their areas ordeleclion, eg. those with ear and eye defectiveness - s(udcnts with

|)hysical defection are cjisily de(cc(cd find can be (rea(cd as such. A( piesen(, these children arc under the llll )C cell ol SCM^RT where teachers are specially trained to look after these childien ofsjiecial needs.

in order in detect studen(s with defection, medical camps or detection drive may be field in every schools, where they may be treated accordingly.

P upa (SptHal foeut ercufs

111 view ()l guidelines provided iiiider SSA, the Inllowing activities could form components ol the programme l iiis could be done in collahoratit)n with IEI)(' cell from SCMrU r :

1. l*ai ly (.letection and identifu alion ol children with early Special lulucalion Needs.

2. I'unctional and formal assessment of'each identified child in all the habitations of the cluster.

3. Mainstreaiuing of Disabled ( hildren into special schools depejiding upon the type and extent of disability.

4 . If possible, every child with special needs be placed in regular school with needed support services

5. Assistance devices, aids and appliances be obtained as fast as possible through convergence with deparltnent such as 1 lealth. Social Welfare etc.

6. Developiuent of l i.M and other training materifds for the teachers as w'ell as pupils.

7. Providing of resource support to schools through Resource Teachers.

8. IntiMisive teacher training be undertaken to sensitize regular teacher on rlTectivc class room management ofchildrcn with special needs

9. An individualised educatioiu\l plan (IIU^) be jireparcd by the teacher for every child with special needs in consultation with parents and experts. Table 7.1 EDUCATION OF THE DISABLED (lED)

DISABLED CHILDRENi ATTENDING SCHOOL

31 Habitctionr 1 Yr & beiow 2 Yrs 3 Yrs ^ Yrs 5 Yrs 6 Yrs ^ Yrs 8 Yrs 9 Yrs 10 Y ts 11 Y n 12Yrs 13 Yrs 14 Yrs T O T A L ■ 1__ ■ ’ ^ i __ — — ; 5 B G - j 3 G • 5 j G G ‘ ‘ B G 3 i; G i B j G i 1) B i G 1 B i1 G i 1 B j G TTi G i < { G B 1 - r 1 ' 1 G 1 ® ! G I i ? 1 !; !. - -- 1 ii I - - - -i - - I ^ ' ' r i' h 1 f ! ' i i ■ ■ 'I 1 2 'LENGPCI ! ! i M M ___1------...... ,, i I ! 1 I i i ! 1 ! 1 3 ‘ j 1 1 1 i' i,1 - 1- l2 i- I 2 - 1 1I 2 i7 ..... L i, i...... I i I'" i- J ‘ ^ . h 1 1 s ^ WPHAJLESG : : , i i i i ! M M i 1 ' : ; i il : h j- 1 - - - '- I ! 1- - !- - 1i- i* !- ! 1 ! 1 i ‘ ' 1 1 i 1 ; i i i 1 ; 1 : ■ i i 1 j 1 ! ’ ! ! ' i 1 1 i l 1 i f ! , U 1 U i I \I 2 l2 '1 ! i 11 ' \2 U j!i i 1 ' total ! I i ! i ‘ i j 1 1 1 i !i 1 1 ! 2 h i i1- ^2 ! 1 12 10 ; i I i I ) 1 ; ! ' : 1 1 M M M 1 ! ------i------1 . . i— ------— 1— iL-— ■ , ,1, 1...... - i ■ 1 !----- I D I I : SiAl Bi L 1 Ejo! C H I L D EH 1 m Io Iti IA T !t |E I Ni D IN G i !S i c I h 10 0 i 1 ! 1 ^ ■ i G ! G TTl B G! B 1 Gj^! Bi G TT !1 B [rr's B 1 G TT1 3 0 ! s TTi B: G ^ B ' G GB' G — B ^ G — 1 i B i B 1 G 1 G i ^ G 1 ' ~l 3 i 1 ' ! 1 1 ! 1 ; LENGPU h h !- I 1 1 ! ■ , ^ , 1 :1 !■- 1 . .. 1 1 .!...... i...... _L. . .. ! ■ . ; i 1 ! i ...... ; ! I' 1 1 I ! 1 1 2 ' REUiK. - 4 1- j i 1 i i l i - 1' i i i i i t 1 ^ i i i 1 i I ' ! 3 : 'V.PHAiL2^ i 2 ii ' 1 - 1 •- - i- i- 1- M i i- 1 i 2 ^6 i I- 1- ' l- i- i- ii il i I' U i* i- !* 1 1 !' 1' 1 I 2 4 MAMTT I - h 1 1 i.: \\ ! ■: |2 ji i! 1 ! ! I ! 3 ! - r i- !- !- i ! 1 1 1 i 2 i- ‘2 i 1 '- j 14 12.' 1 ' . . i-' !- 1 ! : i 1 1 ! ■ 1 i ! ! i ■ J ' : ; : ‘ M : , ! : ! ' : i ^ ' ■ 1 L u • 'ITTTU '3 ^3 '1 : '3 2 ' 1 2 ,'3 ' 3 ^ 1 2 5 [3 !:• 1 -1 '2 '3 ;3 ■ 4 - 3 I 2 I 3 !1- 2 18 i - I 45 t...... 'il— 1' , L—j 1------ii.... l1 _ J

Survey coiidiuMrd during I’re Piojrcl arlivitic.s reveals that there arc 67 children

\vh(i ate disabled ( )ul ol which lOaic hoys and V/ aic jiirls I’rojei l/hndgel 2002 is ptepared

basin(i on these lignres as pei SSA niMnis.

If may a|>pear strange that there are only (i7 disabled children within the district The

number is likely to be increased when detection camp or assessment drive is launched during the cm rent year I he pei sonnel engaged in the task ol conducitng survey during the pie- project activities were teachers and not trained loi detection ol the disables

I he ( lovernment ol Mizoram, thiough SCb'IM inidei School luiucation Dcpaitmcnt is launching a progrannne ai afed hc/ncmion for (lie Pisahlc (IKD) in some selected rural development bloi ks of the state. Unluckily. Mamil district is among the uncovered block. As such innovative interventions have to be deviced lor mainstreaming the Disabled

( hildren through the project ol SSA.

Assessment camp under trained personnel Doctors, Psychcdogists, Socijil Workers,

Teachers and I ocal K adeis will be held with tools and et|uipnienls from I lealth I )epailment.

Social Wellare Dep^utnuMit and SCT.R T, Ciovernment ol Mizoram. I he team ol b'xpcrts will assess the disables and facilities for their education will be provided according io theii needs through the programme of SSA.

7. ^ : l<3(lui'tiHoti of O ut of vSchooi Cliildt'i'ti ;

I he calcuhition ol (>\ er ag>‘ and under age childien plays an imporlMut role

1o work out the out of school chiklren w hich is an impoi taut ct)mponent orplaiming cxi'rcise. h\)r obtaining out of school children, lirst, enrolment is refined with particular reference to estimate of over age aiul under age children. Thus, the corresponding percentage ol over age and undei age children have been taken «uit from enrolment and the refined enrolment is obtained. I he balance of age specific population and rcHned enrolment is ternied as out ol school children, iidile below sh( ws out of'school children within thedistiicl during 2001 - 2002 session.

fi/in/0'’ 7 f'M (^ p eeial focus Groups P££P Plsfnci^

I’ahli* 7.2 : Oiil of'Scliool C^liildreii

SI.No Piirticuali's Boys Girls Fotal 1. Population of 6-14 yrs (2001 survey) 7346_ 6695 14041 2. iMiioIment of 6-14 yrs in Pre-School (C'l 1 Sec A) 148 91 239 3. Enrolment of 6-14 yrs in class 1 - VII 6101 5215 11316 4. iMirolment ol’ 6-14 yrs in High School (C’l Vlll-X) 166 224 390 5. I'liiolment of below 6 yis in Class I -Vll 173 158 331 6. ITirolment of ( ’1 1 Sec A - Cl X below' 6-14 yrs (i.e., all school going children in the district) 6588 5688 12276 7. ITnolment of 6-14 yrs Cl I - X 6267 5439 11706 8. ( hildren to be enrolled to achieve UliP (Population of 6-14 yis minus Cl 1-X enrolment) 1079 1256 2335

The cDinplicalioii of the above comjiiUatioti is lliat there are 6-14 years childien who aie still in Pre-School i.e., (’lass I Section A wiio will still be in class 1 even alter completion ol the grade. 1 here are children who are already in class I before attaining the age of 6 years. There are also children of 6-14 years already in High School who inay not be covered by the project in regards to free uniform and Iree text books etc. The above computation includes ciu(jlnient ol children both in (lovcrntneiil Schools and Private Schools.

I nun I III I id 111 HIM I \ I I I (t M | n i i m l I h i \ 11 li u I • il ii I 111 I pel e cMl cliiklien aie yel to be eniolled in school tt) iiltain 1 Jl'd( which will l>e achieved by 2003 as per SSA guide lines through dilTerent interventions.

It niny appear strange that lots of childien between the age group c)( 6-14 years are in Pre-School stage (Class I •Section A). These children are oi the habitalions in remote areas who are without Angainvadi < eiitres It may be good to note thal children ol some minor coiumunities have to go to the jungle along with their paieiits during all vvoi king season after getting admission to school. They get re-admitted the next year in the same grade without jiroper education fheir age grows and tiicir mentality remain the same.

P a g e

A M u r h 07 {Sptcial Ftcut Orcttflt______/VfP P u M e t )

It may also bo notfcl Ihal liu* above figures are enrolment ligurc ami not a

ligiiic of learning i hiidren i.e., parents admit tlieir children in school but not in the

learning situation due to lack ol interest in their children’s career that enrolment or

atlendanee in schot)l goes down as lime passes.

[!1 Not enrolled ■ Enrolled

Not enrolled Enrolled, , 27.43% 72.57%

I he above llguies/tables shows that most of the children within the district

Mi(* ill M('iioni wilh pc'i <’rn( tuil ol mcIhh»I. Hut (o prnvldt* (piiilily iMbiciilion as

*h'‘ (M uji ( ( ||, -;j,, ,1 III, II IIM ll('UI\ ■:(. (.1 (

200^, all chililien ol the age group will be in school and by 2007 children of the age group of b - 14 years will be in school with good quality education.

SP

SMn/n' 7 PM & Strategy

( HAIM i:U VIII

INNOVAI ION Si SI RAI ECY

8.1 : Compufcr Education :

liitrocliiclion of coiupiilcreclucalion in school ilscH isnot an iiiovalion. But its introduction in Middle School stage is an inovation. As seen in the Village information schedule, many ol the villages within the district are yet to be electiified that vve can not propose introduction ol coniputer education in all the schools.

As a pioneer project, it was proposed that computer education or computer learning centre be started at Mamit town and West Phaileng town during 2001-2002 and was granted by hoiwd.

C’oiislruction ofaddilionai room for computer is proposed at (he rate ofRs 0.800 lakhs, procuremenf of a full set computer at the rate of Rs 0.600 lakhs and furniture for one computer room will he given @ Rs.0.500 lakhs.Salary of computer oj)erator / teacher is proposed lo be fixed al Rs,8500/- per month which will be co-terminus with the project SSA.

N.2 : (lirl iCdiiCiilioii ;

I'here are as many as 6/04 girls child in Mamit District between the age ol 6-14 Yrs, out of which 1681 are eniolled in school where the rest are either never aitendiiig school or drop out ofschool. As liad already been mentioned In the proceeding chapter, the reason why they are out of school is mainly because ol' poverty and ignorarce of the importance of cducalion on Ihc pcUt of children and parents themselves. 111 O l d e r U) iipliH them Ironi IhcirptedicHivKMil, umhi SSA scluMne, icsideiiliul liostcl

wiu'iehy lliry can p,e( (icc t-cUicalion is projiosctl l it'c imilbiins and text hooks will be piovidcd lo lluiii and (hey will Ix undtT the Hdininislration of a capable warden With this innovative seheine, il is hoped that universal education will he achieved

(>irh PopiihiHoii

(luster Name I’olal 110 of School lofal no. of Oii< lotal no.of Out of children 6 - 14 Yrs ofschool diihlreii school girls

Mfunit ~ I38( 265 138 Kawrtethawveng 1676 207 116 Zaniuang 0977 ‘ 422 96 Zawlnuani _ fl5.3 144' 072 W.Phaileng 1287 197 [03 Pliuldungs('i 07j1'} 060 ~038 Pukzing 0119“ 4^1 2 ^ Mai para 0137 352' luipuibari 0542” 654 326 I engpni 0951’ 152 078 Reiek 0 ^ 029" 018 Kanghmnn 0^70 006 ()03 llailuiiig, 0401 (ijl (I rand I'olal 10781 .^269 1681 ^^ourcc: cS^» 4 survey on y^uffust 2001,

I hr primal) locus ol SSA being the education ofi'irls espt'cially those belonging the SC', S l and 0!M \ Ihe following sralegics are proposed lor mainstreaming ol girl t hildren within the age group of 6 - 14 Vrs who are out ofschool

V y Mobilisati(Mi of the habilation/villagc, urban slum levels using N( iO and

other Sell I lelj) ( iroups to create awartMicss ol the coiumunity, parents etc.

VD ( ’onduct ofhabitation based alternative schools, exclusively for girls ol

various minoi ily group

r v Monitoring oT school children es)iecially ['it Is lor Ihcir regular schooling.

I j (.li\’c special focus on deprived pockets such as remole ininorilicshabilation .

I' 7 Selling up of Kesidenlial 1 loslel for girls w here free boarding and lodging

and free educational facilities will be pro\ ided.

pr

'i/n? rif)4PM (fnnov^atlcn A S trategy

8.3 : Rcsidt'iifiiil llosfel Tor (fil ls ;

As ll)c prognirninc of SSA aims at providing equal o|)portuiiily In all children irrespective ol Sex, Casle i>r Creed, it is very essenlial to creale an inlervenlion for the ediicalion ofa girl child as Ihey are the weaker section ol the po|)ulalion.

It is proposed lluil Kesidenlial hostel for girl children in the disli id be established in the district head(|uar(ers, Mainil for 40 girl child and provide them with basic amenities lor their education.

It may he good to note that girls in Mizo society are engaged in household works

IVom very tender age lhal they hardly get (he chance to study that special drive or thrust have to lie put ill I'or mainslicaming them,

1 he Kesidenlial hostel building, construclcd with I'und Irom 2002 budget lor 40 girls and fumilure, kitchen ecjuijitmcnl will junction with the lollovving stalf

Matron will be engage to look after the girls and will be paid a iixed pay ot

Rs 6500/- per month. She will be an administrator and Mother to the girls.

I wo lemale wardens will be engage to lielp and aid the Matron and will be

paid a (Ixed pay of Rs.5500/- per month. 7 he warden will stay with the girls

ill the hostel and guide them day and night

'! hree (jrade IV will be engaged on a fixed pay of Rs,3000/- per month to

cook, wjisli and act as chowkider.

Ivngagement of employees are j)ioposed on fixed pay basis as the pioject ol SSA is for It) years and all employees/personels engaged lor the scheme are to be co-temiinus with the scheme. Educuliiin is mil a pn’|iurntifMi u( £ 006. but t;t( m tif Ion ilSBtf Is XIOJG

1\M) n 0 4 I M l>£fP4faM ie

N* ♦ ' r>ai ly ( liilclluMul I jni' niid rdiKsifioii (l ('CI )

In Mninil disli’u l, l'( ’(’i ;, ,'illhour’ll an iiHpoitnnl iiiilialivt's loi ncl«ii*viiijj, (lu* \ II I* hy

tcdiK ing the gjips in enrolnuMil, I )iop ( )ul and I enrninfi a< hicv«MiiLMi( Iu'Iwcl'ii y^cndcr and

social fMoiips, the njMMu y Ibi ils sinoolh (nnclioninj* is lacMng in insliaslructnrc

I he loiemosi aim oI iIil’ IUX’I' is lor (he school readiness of the children in the age

group of 3 5 Years as well as a snjiporl service for working women ol the clisadvanlaged

seel ion ol lhe socicly

In Mi/otam, Ihc I )c parhncnl ol Social Wellaie is prescnily innning Anganwadi

( 'enlrcs which arc Innclioning iindei Inlegraletl ( 'hild DevclopmenI Schemes Mnmil disli ici

has I 5() Anganwadi ( '(‘iilrcs 1 hcsc centres catered the needs ol the ( hildien in the 3 - 3 age group I hey provide lulucalional (iiiidancc and Health ( ’are. In sotiie rural areas ov'cr the age group o f 6 Yrs attend these centres.

I he Anganwadi ( ’cnties faced a number of (Mohlcms specially in preparation of schooling facilities The Anganwadi ('entres do not really prepare the children for entering into I'ormal lulucation And (here aie 20 habitations which do not have Anganwadi (l*C( ’b:)

('entres.

It is, therefore, proposi'd to provide provision to set up early childhood centre with trained and competent workers, supply play materials, better equipment in furnitures and buildings and open l'('('I c('ntres in the Anganwadiless habitations and pro\ idc voluntary workers and hclpiM in ('ai li I ( ( ’I ccntres

‘^U^ithoHt a know ledge o f Joints,

the E ducator is like a ja ilo r w ho does not

know his destination and the child

is in a rudderless vessel w ith the sailor,

drifting along som ew here ‘

PJ (fnttov^aUon A ^ rateg y P f f P / H a m / f

rulilc 8.2 : ( ’liisfer Wise Ui‘(|iiirciii('ii( of IO('('IC < 'ciiIits tiiiil Wiu kcrs :

Name of < 'ii i*le INo of No ol 3 - 5 \'is Poplll l

( luster Mahitii. ( 'eiities woi kers

M I II Aiiganwadi pioposed required Mnniil 4 IS 1()2‘) 93 1 1960 44 13 26 WPIiailcng 5 27 0993 964 1957 62 06 12 l-eiigpiii I 11 0194 161 0355 20 02 04 Rcick 3 11 0207 109 0316 30' 00 00 lotal 13 84 2423 210 54588 156 21 42

^ ou i’cc: i5lS-1 yiflnfjc survey on , 2001.

I able 8.3 : Cluster wise list ol eliildi en vvifli iige gi oiip 3 - 5 yeai s and l*'CC I'' ceiiti cs,

Allman wadis proposed.

Cluster Name Name, of No. of eliildreii ECCE An [^anwadis 1 lahitatioiis 3 - 5 Yrs I'otnl Pioposed existiuK

Mnnii! N.Sahnal 17 1 1 Mninil 1 h»ngkhai)g 04 1 - Mnmit ( 'liiltii 05 1 - Mnmil I’alhiaDllaiig 07 1 - Mninil Hawngva 34 1 - Mamil Na/iiwl 20 1 - Kawrtelliawvcnp iSotapa 09 1 - Kawrlethawveng riiaidawf 1 46 1 - Kavvrlclliawvcng I hawidavvr IV 22 1 - /.ainuang k.Saiail 08 1 - Zanuiaiig K.Miiallhiiain 29 1 1 - /amiiaiig liimpanghii 05 1 1 - /amiiang Sililliiaiig 17 1 1 1 : 1 ciigpni Saillaw 06 1 1 1 _ 1 rngpui 1 )il/iiwl______22 1 „ 1 W.Pliailciig Salem lUninliiig 01 1 1 _____ 02 IMuikiiingsei /npiii • 1...... : ...... rui|iuil)aii 1 nipiiihari 1 97 2 1 - ] 1 1 iiipnihari Hcikhai n 1 Tuipuibari ( ’hikha 03 1 1 - Total 2t» 385 j ' l

^ o iH ’cc: lS .^ ^ vHltitfc survey lUt {iiffust l*ook

;SA n ) i>r/\ ♦W ir.^ f. n i ^ a m i t /ICnVr^

I'!il>le8.4 llahilsHions Kt'tpiii iii^ l

INaiiii' 4)i Ihihitalioii Niiiiie 4>r fiicle ^ - 5 Vi ,s N<» «r I0( 'Cl*' 1 enti cs 1 langkliang Man lit 04 1 ('hilni Maniit 05 1 Nal/awl Mainil 20 1 N.Sahual Maniil 17 1 I'alhianllang Mannt 0 7 1 hawngxa Mamil M 1 Solapa Maniil 09 1 1 haidawi -1 Maniil 46 1 1 liai(fawr - 1V Mamil 22 1 K Saiali Maniil OK 1 K Mnallluiani Maniil 29 1 1 nnipangini Maniil OS 1 Sihlhiang Mainil 17 I ____ Salem Konrding W.lMiaileng 08 " 1' ' Kliawlinai WIMiaik-ng 02 1 1 npuihari - 1 W.IMiail(‘iig 97 Hclkluii W.IMiailcng ^1 1 Cliikha W.Phailcng 03 1 Sail law 1 cngpni 06 1 1 )il/iiwl 1 cngpni 22 1

I'otal 392 ...... 2 1 '^' ' “

^^ourrc: surwy

8.5 ln|Mi(s niidci r.('< T.

I'slnblishnicnl (il new cciilres in tlie hnhilnlioiis whcrc-cvcr K'DS

Aimninvndis me no! in exislcni'c.

iScckingMssistiincc o( volimtaiy oinanisations Inr llu* coiultKi ol l't C lucnhcs

Stt 0 H}>lhcning of pic-scliool coinponcMils and (o piov icio a stinuilating

rn\ inmincnl loi (he pioselidol cliildicn,

Knnning o( Pic-School/Anganwailis in scIjooI picniiscs niulci llic s»ipci vision

o( I Icail rcaciiers/l Icadinaslci

- . . PS (jntun^atlott A S trategy P f f P / f f a m i i

8.6 : Spi'cial IC(hic3i(ioii Ifir S( ’ AS r C'hildiTii :

As nlrcikly mcnlioiiocl, llu* clislrici Is inliahilcd hy SclictliilccI l i ihc niulolhci

l)ackvvai(l cliissc.s who arc very backward socially and economically. Such lhal an inovalivc

measures lor (heir nplidmeni is very much esscnlial So,(he inlervenfion of |irovi(^ing a

s|iecial scholarship lo Ihe poorest ol (he poor childien and merit scholarship to the meritorions

children ol Pi imary Schools and Mitltih' Schools are proposed (o l>e launched through the

prograniine ol SSA,

Mental ability can not be build and tieveloped when a child is not econon ically

ec|uipt. I lence, provitling a llnancial help in (he Ibtni ol scholarship will be a very iisclul

measure lo solve the economic problem ol a child. It is [iroposed that merit scliolaiship (o

meritorious children ud, Rs. 1200/- per chilil per year lor 350 I’rimary School childrin and

250 Midtlle School chiklrcn. Special scholarship lo poor children (a), Ils720/- per child per

year be given as economic support lo the children

I he intei vention is one of (he on going projecls ol the stale which will be

laken over by SSA as Ihe state plan luiul (or the same is Ibr only very lew childicn, not (o

speak ol lnc\ \Ihmc ;\ve haidly a child who iceeivcd an im cuKvc c(i\h (nuiril'm the

ibnn of meril .scholarship within the district during the past ten years. Such (ha(, in(roduction

of (he iiilervention is very much essential for the uplirtnient ol the condition ol (he districl.

8.7 : O difi lliicliM Jinl

Mami( dis(i ic( has a si/eable popula(ion ol ininoi ides ol whit'h (he mos( prominent

are the ( hakma aiul (he Hiu I hese minoii(ies grouj) used theii own dialci ts and d(tcs not

have

liaiiglatlcshi Bengali, (ho hrus are not iiuich so. I he C'iiakma, thererore, opted loi lU ngali

medium ol instruction and sits lor the sann* in the Public Ivxamination. ( )l ln(e, rcali/ing (he

ru(ili(y ol'biiri ing and impai ling Hangali language, (or (he post years (hc> havr iiitinduc(‘d

linglish ns a medium ol instruction and hopeil lo sit lor public examination I'or iIk* Mi ii, the

problem is more dillicull Although (hey appear lor the M i/o vernaculai exam nation in

Public I*.xamina(iuon, as it is not their mother (ong.ue, ihc'y ha\e (o lace a lot o( hatdship

I here arc as such as 272^ ( ’hakmas and 550 Mrus s(uden(s in the tlistri( t

KRA M iirii irfi'v m -./uwi * n (m I'M A ^ r a te g y

As |Ik‘ ediicnlioual dcvclopmtMit o( chililrcn hcloupjn^ U> (lie ininorilies a s|u*cinl

ItKHis ill llic Sarvd Shiks/ui Ahhivan, llu* lollowiiig s(rafcy.ics will In* ackiplctl ini the inipmvrmuiil ol (Ikmi childicirs education and to ensure Ulsl* in the stipulated time.

('anjpaignsand tnohilisalion in luinoi ities habitation with a ibeuson schooling

needs ol childien

('*«^| InvolveinenI ol volunlaiy oi|’anisa(ions loi providing* altcrnalive scho(»ling

facilities in un served habitations.

1^1 Academic nioniloi ing Ihrough Dlh I’,

iwi ( )inanisin|i Iraininj’ pr(»giainine lor motivation lor scluM*lin(i, ensminf.' sense

olOwnership ol school by (he respective comnMini(ies.

(w| I Isinj! communi(y (eachei as lai as possible oiganinirj^ special Irnining loi non-minori(y (eachei inchiding knowled{i,e ol (he ininoM(y's dialet (.

(&j I’cxt books in mother tongue foi children of'priinary education where they

do not untlerstand (he main regional language.

iw| Special phin lor (hese semi-nomadic communities

iwi Supply oi riee (e\( b(U)ks, unilbrm, I l,M e(c.

wui/d:’ r. (M I'M Almograph of School Education Department as it is today.

^DIRECTOR OF SCHOOL EDUCATION - 1y

J.D.S.E (EU - 1 1 J.D.S.E (Sec) - 1 J.D.S.E (Aault) -1 I . PRINCIPAL DIET - 2 i J.D.S.E (SCERT) - 1

DDSE3-' I I DEC-4j =^INC:FAL H.S.3 - 20: D.D.S.E-1 (AcutfV, ; VICE PRINCIPAL DIET-2 1 j D.D.S.E. 'S S B ^r |P.D.S.E (SPV1 j|CHIF^iTCP-1 PROFESSOR-3!

S C.E.O-'0KA.D,£ O-4tiH.PO - ' i SCHOOL - 352!! =.E.O.-V D0.{R.FLE)-^liD^A.E.0-3 iC.E 0 -23 A,H F C - i SUPERVISOR!! C./i E 0 -2C ^EC^’JRER (DfET! LECrjRER (SCERT-■

MIDDLE SCHOOL-728 PE.T.-11 CO-ORDINATOR - 1

pRif/ARY SCHOOL - -2:5 =-.SST CO-O RDINATO R

i COUNSELLOR-1

A.VG.0-1

fUDIO PRODUCER-2 I

IS.PLEDUCATOR-1

-SPECIAL EDUCATOR-21 I

E .R .0 .-1

TUTOR - 2

Sc ie n c e c o n s u l t a n t

PROJECT OFFtCER - 3

!ASSTOROJE:T OFFICER-3 !

9 8 [Managetntnt Structure P f f P ^ a m it

i iiAni’u i\

IM AfNA(;i:M riN I S I R IK I iim o

1 ! rxisfiii^ adiiiiiiisti alive sef up •

In llic present coiilexUelemeiilniy ediicalion is iiiuler Ihc Dirci lorateol School

I'cliiciilion eoinpiisiiig Ivl'Miieiilaiy I {liitalion. Secondaiy I dncalioii, Adiill I tkicalion, Hindi luliiealion. Physical I 'diu ali(»ii, S( TRI vvilh its vmiiios wings and I )![• Is. I he chail showing

(he existing adtninis(iali\ c sel-np(»( School hdncalion I )irecloiale is given as I'ig. K. I

2 : Maii{igeiii<‘ii( iictiirc ofSSA in Mi7(»i am :

I he Slate Mission Aulh Registration Act, 1H60, tor planning, implementation and monitoring the piojects loiinnlated lor achieving the objectives ol the

SSA as outlined in the pmjects documents ol the state and various districts in line with the frame work Ibi injplementation ol'SSA as prescribed by the Ministry of! himan Resource

Development (Ml IRD).

As prox'ideil in the frame wotk. the organisational structun of' the mission is decentralised so as lo n'ai h the glass loot levels on thi‘ basis ol micro-level phuining. The nussion consists ol the ccnUaliseil hieriuchical managemant structure al various levels vi/.,

()o\erning Hody and IM cutive Committee at the State l ,e\’cl. I district Unit and Distiict

C'ore Team at the district level, C’ircle I'Alucation ('ommittee and Ciicle Resource (houps and C^hister Resouice ('cntie and ('lustei Resource Persons at Circle and Cluster levels respectively. At the bottom, there w ill be Village Fdueation Committee and School Committee i'he management structuie ofthe mission has been ilesigned so as to ensure a partieipatoiy mode ol plantiing and implementation in a holistic ,'ipproach to ailed proper d('centralisation of powers and lunction through various inter ventions at variuos levels 99 (jM anagem ent Structure

I hc SSA Mission is dcccnlraliscd willi clear cut job-assigiiinenf and well defined powers and responsibililies al dillerenl levels of (he set up. II may however be noted that the existing organisational structure will retain status-quo and ollicers shall functi(»n as the execuling of ficer at various level in conibinalion with the SSA bodies. In short, i^ may be made clear lhat Ihe preseni oUlcials oi'the Deparlmcnt shall continue to be corner-slones of

SSA activities in a defined and revitalised form.

9.3(ii) ; riic State Mission AiHliority :

riie nussion consists of a Ooverning ikidy with Ihe following memliers;-

I’residcnt : C’hief Minister of'Mi/.oram

Vice {’resident : Minister, School lulucalion.

Menibers :

A. 1. C'hiel Secrelaiy of Mi/oiam

2. I'ommissioncia/Secretaiy of fhe following I )eparlment.

(a) IManning Department

(b) l inance Department.

(c) School I'ducalion Deparlmenl

(d) Social welfare Depaitjnent

(c) I lejdlh and I'amily Welfare Depailmenl.

(I) I ,ocal Adminislrjilion Deparlmenl.

(g) Inlormalion Sl I’ublic delations I )eparlmenl.

(h) Rural Development Deparlment.

3. Director/.ll Director, SCiiR I'

4 I’residenI, Mi/oram Hoard of School bxlucation

It NoiiiiniHeil Mniibers

1. Pre-l’rimary, Primary Si Nl'l* I’ersonncl 1

(al IcasI I lo Ik' wotniin)

2. j*|{Mnenlaiy leachcr luiucalors - !

3. luiucutionists ■ 2

4. Vohinlary Agencies (at laist Ito be woman) - 2

5. Distinguished l’crst)ns in Ihc area ol luiucation

loi I )isabled ( ’hildren * ^

I’M (M an a$em ent Structure

6. Women working in Women Devclopnu ni - 2 7. SiK'ial Wtnkers - |

H I

( M 'n H i’iil (t'ovn iiiiiciil's INoiiiiiit'c.s

I Uepiesenlati ves of Central ( lovt nofninaleci by

Ihc Minislry olHiiniHn i^.esonrce Dev. - 3

2. Repiesenlalivesonhe following ealegoricsnominalaibytln'CeiiliaKiovt

i) Iklncalionists - .]

ii) Vohinlary Agencies }

iii) Dislingnished Women - 2

3. I )liec(or. N( 'MM or his nominee

Direelor, NIM ’A or liis noniinee

I>. I’wo persons fiotninaled by Ihe (Miairnian, I'.xecnliveCommiltee from amongst the C’liairman and )s of’l )islriet and Uloek I Inils of the Soeiety

Membei Seeretaiy : Slate I’loiecI Direeloi

9.3(li) : iMiiu'fioiis of'tlu'Mis!sioii :

To achieve the aims and objectives of the SSA, the mission shall pcrlbi m the lollowiiig functions, viz.,

i) to suggest norms for opening alternate school/schools

ii) to improve district plans

iii) (o evaluate perfomance of vaiious executive hietarrhics vi/,. Distric t,

( 'irele. C 'luster. Village aiul School levi'l.

iv) to monitor implementation ol'vniious st lu ines lelaliiif (o I H'l’

V) to eusute the time How of level

vi) to mobilise financial resource.

7 7ni>M \Jianagemeitt Structure

9J(c) IViwers of the Mission :

In orclei to caii-y oiil its I'niicdon Ihc Mission is cntruslecl witli (he i'ollowiiig powers

i) (o create duly empowered ndiiiinistrative mechanism throuyh such participntion as may be ilcemed neccssary of various departments

and autonomous agencies of the (’entral and State (lovernment

for the acliievcmcnt of (he object of (he Mission,

ii) to establish various struc(ure as lor (he implementation ol SSA, adminis(ralive arranpemcnt ori)is(ric(. Circle, C’lus(er aiul Village

levels and lo delegate (o (hem necessary powers (o enable them to

discharge (heir responsibilities.

iii) to create academic, technical, administrative, managerial and other

responsibilides in the mission by converting existing posts in

(he {Education Sector.

iv) to make l ulcs a!ul rcgula(ions lor conduct ol (he allairs ol (he mission

(uul to amend, vary or lescind (hem Ironi (ime (o time, in consiilla(ion

with (he S(ale ( lovernment,

V) lo accep( gran(, securities or propel(y ol any kind and to inulertake

(he nmnagemen( of atiy endowment, trus(, fund or donalion not

inconsis(ent vvidi (he dbjeclivesofdie mission. vi) (o purchase, hire, (ake on lease, exchange or odier wise acquire proper(y, moveable or immoveable and to constinc(, aller and

main(ain any building oi buildings as nuiy be necessay lot carrying

oiit (he objec(s ofdic mission.

vii) (o delegale (o (he excculive committee or to any ol (he (»(licer and

an(hori(ies ol (he mission such powers tuul impose such ilulics as i(

deems |iKiper.

viii) (o consider (lie annual repor( prepared by (he lixecutive ( iHiuiiidee.

i.x) (o undeilitke all such activi(ies and (o (ake all such aciiou as may

appear necessary oi inciden(al lor fichievemen( oldie j'nals and

ob(ec(s (d (lu‘ mission.

Mnrrh 07 ri(W 7 Alt I’M {^M ana^em ent Structure

*>.3(cl) : O nifcrs <»1 Uu* Mission :

I ho ( )IIk i *is o ( (he M ission slinll he >

i) I l»o l*icsick‘iil ol lhc ( lovi'ining li(uly

ii) I ho Vico I’icsidciU ol'tlie (lovcmitig liody

iii) I hi' Chnimuin ol (he Itxcculivc ( 'oimnitlec

iv)

V) The S(nlc l*iojcc( Director

( oiiiiiiiH i’C'

I he I'xei’iiliv I* ( 'omini((ee ol’die Mission is rcspoiisihle (oi mlininis(erin{.' (he ndnirs ol (he M ission will* vas( p ow ei anil (\ine(ions.

I he l{xeen(ive( oninii((cc eonsis(s of

C'hairinan : ( hiel’Secretary, ( )ov(. ol Mi/.orani

VioL'(’hniin\nn ; Secretary, 1'. h. IIRI) Department, Oovt. ol Mizoram

M einbeis

a) ( larttnents

i) Planning

ii) I'inance

iii) Social Welfare

h) Directoi/.K. Directoi SCIiU r

c) ^ nR'mhers I'lom any ol'personal lomi

i) I'lenienlary Teachei I'diiciHions

ii) I ilncationisis

iii) N’ohmtaiy Agencies

i\) I’re-Primary and Ni l' Personal

v) Distinguished persons in lidneation of Disabled children

ajnongsl the mendicrs drawn lioni above categories, one

shonltl be a woman

(I) I Inee repiesentatives off'entral (rovt. nominated by MI IRD, I )ept

ol I ihication

e) I hree members ol the Mission representing the lollowing categories (^anagement ^m cture P££P/ffam iY

i) I'diKiilioiiisIs

ii) Vnliml.'iiy Aj'ciu ics

iii) I )isliiij>,iiishc(l VV'oiiR'n

I) ( )iic person iioininnletl by (he ( 'luiirni;in (Vom {iMi(>iij.!,.s( nuMiibcrsol'

llu' mission hclonging lo I )is(i ic(, ( 'iiric, ( 'liislci imils o( (he S(»eii(y.

g) Menihei Secie(Miy S(a(e I’rojecl I )irce(oi

hi Mi/oumi, (he l)irec((»r o( School ethie.'Uioii is ,'i|)|)oiii(e(i as (he S(ale l'roice(

|)iiec(oi o( (heSSA Mission

‘^.5 : I'"iiiK'tioiis (»r Clio I'Aft'iillve ( ’(iiiiiniHt'i’

1( shiHI he (lie responsihin(y ol (he l'xcen(ive ( ’oinmi((ee (o emleavoiir (o aehieve the

ohjec(s o( (he mission and (o (hsehai jj,e all his lnne(ions suhjec( (o Knies anti Ke{>nla(ionsor

Mi/oram

(a) : l*OM ri s of (Ik'M vc'i iilivi'( 'oiniiiiKrc

I lie lixecudvc C'ommidee shall :

n) cxeiciseall a(lniitiislia(ivc, llnnncial and academic power iiieluflinf.'

powers (o lalionalise poslsol'all tlesctip(ion in, (he l‘diiea(ion setloi

h) con(rol (he niana|iemen( ol all (he allairs and Innds ol'(he mission

e) have powers and responsil)ili(ies in res|iee( oldie I ol lowing,

i) (o Iranie ieiMila(ions in eonsnl(a(ion wi(h (lu‘ S(a(e ( lov(,

ii) (o liame M\e-la\vs lot (he eoiuhie( (»l ae(ivi(ies ol (Ih*

mission in rnrlherinji, i(s ohjee(s.

d) ha\'e poweis (o en(ei in(o agieemen(s wi(h odiei Puhlie or I'rivaie

( )iganisa(ion or indi\’idiials lor luHheranee of i(s siihiec(s

e) li;i\e poweis Ii' sec ure anti aeeep( endo\\'men(, gran' in aid, do!i;;!ii*»s

or giKs (o (he mission on mu(u{illy agreed (erms imd condi(inns,

pio\ ided (ha( eondi(ions oTsni’h }man( in aids, dona(ion oi I'iKs

shall no( hi* inronsis(('nl oi in c'(»nlli( I \vi(h (he ohjec ( ol llu' mi' siini

Ol \M(h (he pu'v isu)iis ol these rnies.

-X M Ml li ()■'iil’.'i 107 • lO I'M [ Manajemmt Structure /tfamit

•) powtMs l(t l;iko o\ L'i iiiul tU (|uiic by |hih hnsc, }^*iH (H <»(Ium wiso

Ifom }• H rinmi til and other puhli( bodies, Imm p«ivn(c* iiuliv itluals,

mo\ ('able aiul iimiuu cable piofiei lies (»i olher liiiids (oj',elliei w ilb

aii>' {ilteiulanl obHfialions and cngageiiieiil nol iiieotisisleiil wilb Ibe

objeels ol lhe mission and Ibe pro\ isions ol Ibese inles

fl) bave powejs lo nndeilakcs oi {'J\e conliael forlonsliuelion ol building

ie(|nired loi use ol Ibe mission, and lo ae<|uiie sloies and sei \ i( es

ie(|niied lor Ibe disebarjie ol Ibe Innelions ol llu nn'ssion.

b) bave snbjeel lo Ibe jirovision ol Ibe Arliele ol Ibe Memorandum ol

Assoeialion power lo sell oi lease Jiny moveable and immoveable

properly ol Ibe mission, piovided, bowevei Ibal noasselsol Ibe mission

eiealed onl ol ( ioveinmeni ( jiani sball wilboul pi ioi approval ol Ibe

( jovernmenl. be disp<»sed on eiuumbered or niibsed lor purposes

olber Iban llujse loi wbieb Ibe grani sanelioned.

i) bave pt)\vers lo eonsliliile slanding/adboe commillees or lasl< forces/

groups ele lor vai ioiis areas <»l iSW/ va Shiksha Ahhiyan and decided in

legard lo Ibeii nit iiibeisbip power and Innelions

j) bave powers lo appoint Advisory Hoards or olber special comniillees

lor sucb purposes and w itb sncb powers as (be bxcenlive ( 'ommillee

ma> Ibink lil and to diss(»lve ai\y sucb ( 'ommillee or Hoard

k ) ba\ e pow ers Uulelegate lo Ibe ( ’bait man, Vice ( 'bailman. Stale I’rojecI

I )irei l

olbei ollieer ol'Ibe mission sncb administrative, Unancial junl

academic ptnveis ami impose sucb duties

prescribe limitations witbin wbieb Ibe powers au'1 duties sli.ill be

exeicisi'd ordiscbarged

9.6(h) : (o iiinki Ucguhitioiis :

SubjecI to any specillc direclion ol the mission and keeping in vi(‘W the ovet Jill advise ol the ( ’enlral and Stale ( Mn einments. the {•'xecutive ( ’ommiltec sball have |iowers lo bam c and amend Regulations, not inconsistent with these lUihts, lor the ndministration and mnnagcnient ol the allairs ol Ibe mission and wilboul prejudice lo Ibe geneialily ol Ibis provision sucb regulations mav p!(U ide lor the following matters

•W./f)’ / I'M (^an agent m t Structure /framie

i\) Sci vico nuidcrs pciliiiniiijj (o ( Xlircis imd Sind iiK liid iiif crcnlion o(

p osts, <|ii;ililit':i(inns, sclct lion |ii(h ‘C(Iiiic'S, scm vice coiklit ion s, |)iiy

!iiul iMiiolumrnls, dicipliiic niul conltol mk-s.

lO liiipoi limi liiuincinl nspocls iiiclnilin/i limiiulMlioii o( hu(l}',c(, piiirliast'

pioc ecliiif, (Iclcgdlion o( (liiiiuciiil powcMS, invcsliiKMil o( (nitds,

inuinlniiuincc ornccoiinis nnd niidil, TA and DA ndcs cMc mul

c) Such olluM innllci as may Ik* m-ccssary loi (hr lut lhciaiK’C o( (hr

ohjci’(s and (ho proper adminis(ra(ion o( (he allaiis of (he mission.

9.6 (c) : INmvoi- (o Irjime by Ian' :

.Siihjec( (o (he speeille chreclions o( (he mission and (he |)rovisions m (hese rules and

regula(ions (o he liamed (herennder, (he i'lxeculive C'ommi((ee shall have [lowers (o IVaine

and amend Rye I avvs lor (he eondne( ol ae(ivi(ies t)l (he mission for aehievemeiil ol'i(s ohjee(s and (hese bye laws may inelnde n»a((ers rela(in}.» (o :

a) l^s(ablishmen( ofonieesol Rhnk and Dis(iic( llni(s.

h) ( ondiietsol hussinessol (he mission, l'-x<*cn(ivc ( 'ommittee and odiei

( ’ommlKees and Siih ( ’ommi((ees.

e) ( !ian(-in-aid (o vohin(ary agencies

(I) Involvement ol indiviiiuals and coiHiacdial ari;inp,enien(s wi(h (Ih'm)

e) School mappiii).* and es(ahlishmen( ol new schools, Nhl'' ('enlus

and otherelemen(ary education lacililies.

I) I'acilKies anti inceii(i\ es to he provided (o improve access tuid par(ici

pation ol children in elemenlaiy education,

j-’) All aspects ol tcchnic(il lesouice support,

h) Sui'h other activ itii's as ma\ he necessars' lor in»plenien(ation ol I i<‘ Siirvd Shil\\/iii ihhl\ (in ‘^•7 : l*on CI S iKi l<^iiii( (idiis oldll'( luiii iiuiii ;

’»)Shall cnsiiiv (luil (lu* allaits ol lln‘ mission iiic inn cilit icnll> and in

ai'coidantc with Hu- piovisions ol llic Stiwa S/nks/ui.\hhivnn. and

Mcinoiandiim ol Assoi ialion, Uulcs, Rrgiilalions and liyc l .awsol

the mission

b) Shall presides over the meelingol the I'xeenlive ( ’omnn'tlee

Mi'N hinisell call, or hy a rc‘(|uisilion in \vrilinj> sif^ned by him may

retniire (he member Seerelaiy to call, a mc'elinj* ol lhe I'xeenlive

( ’ommillee al any lime

d) In case I he voles lor and afainsl a pailiciilai issue aie c(pial may

cM'ic isi‘ hiscasliii}' \(ties,

e) Shall be- Ihe sole and absohile anihorily lo pidge Ihc validily ol (he

\o le casi by memlxMS al all (he mee(in^! o( (he b'xecnlive ( 'ommiKees

I) Shall be I'niilled (o in\ ilc any olher peisons (o a((end ;my meelinp, ol

Ihe 1‘xccnlive ( 'ommillee piovided (Ihi( such peisons shall have no

p(>\\{ I \(*(inj»

dcU y;Ue (o ((\e Vive s\u iu>i Iuh \\u\c\ions and p ow ns

as he ma\ deem lil

: INnvers l iiiu lioiis o( (lie l*iojc‘tt l)in‘t'(<»r (STD) :

I he Slalc I’rojecl \ y\\cnUn S(tt V(t Shiksha Ahivnn shall be appoin(ctl

by Ihe Sla(e ( lo\’(. which shall prescribe his renumeialion am! olher conditions ol sei vicc.

He/She may be Ihe I’loject Hiicclor already appointed niuiei DIMR oi an Odlcer oflhe

nepailmeni ol l-dncalion. as max be decided b> the concerned Stale ( iovi

b) Ihe Stale I’rojccl I )nector shall be Ihe ( 'hii'T I iM'cnliv e < )Hk;ci ol

(he M ission atid shall be icsp(M;silile lor Ihe proper administration ol th(' adaiis and Initds ol

Ihe M ission and implcmciii.'iiit'ii d( ils \ ai ious activities in M ission moilc niulcr the direction and gnidant e ol the ( hairman (^l lhe l‘.\ecuti\'e ( onmiitlt'e

c) I nr ilu- I'lleclixe dischaigc ol his rnnction, he shall ha\ e power to >

i) rdiislilnte stearing pionps, with Ihe approval ol Ihc ( 'haiiman,

loi eai'h o( Ihe pioj>iamme c(Mn|mncnts and lunctional ai teas.

'W.'i-' ' UH’M (jM anagem eitt Structure

ii) tonsliliilc i\ Tnsk lorcc, comprising licnd ol Ihc sicji ing

jMDiips, which would liinclion as ti cohcsivc Icniii (oi

achicvciiiciil ol’lhc ohjccls ol (his Mission.

iii) nppoini with the approval ol (he ( ’hairiiKin. ( ’onsiil(ai(s and

Kcsonrci’ Persons.

iv) prcscrihc (he (Julies ol all ollicers anti s IjiIIOl (he Miision.

V) excieise such supeiA ision and disciplinary control il

nc( essiiy.

\ i) CO ordinate and exetcise gcMieial supervisi<»n over ai (i\ ites ol

(he M ission including i(s branches/units set up in (he I Islrict/

b lo ck s.

vii) airange niee(ingol the Mission and its |{xeculive(\)niniit(ceand

keep a lecord ol'proceetlings ol these meetings in acctidance

w ith these rules and

viii) discharge such other liinctions jis may be assigned to himby (he

l'\ccuti\ e ( 'ommittee in lui theranee of the objects ol the

M ission

9.9 i)is(rir( IMainigeinciH Sh iiiliiK’:

Ji) lOxisfiiig Sh iK'liii (>: I he existing management stiucluie ol (heS( hool I'xlu-

calion l)ep(. a( the Distiict, Siib-I )i\isional and ( 'ircle levels need to be stieiij'lluned to

accomplish all the tin»e bound pioji'cts anti objects ol SSA. The lollowingchai( depicts the

existing administration structme (d School I'tlut'alion I)ep(. a( the I )istrict. Sub I )i vsional

anti down the line

("ni'OiW) )

(Al )l{() (\acan(7) )l'() (Mamil^

( ’l( ) r 1 ci*o {'l-O ^Mamit C’ircle ^ I’hailcnt'. ( 'ircl(^ ^ Lengpui ( ’iieie ^ ^ Keiek C’irjl^

A M, I. n ’ (Ma Struetur*

As shown ill IIk’ nlun c c hai t, llu* Dli() is li>e nclniinistralion luuul ol lhc luluciitioii

Districl I Ic hns no otic (o assist him I lieic is I A1 ll’( ) in (he I )istrirt ( )irtci* who is nuiinly

ics|Hinsil)lc l(»r snptM vision of I lindi lulni alion ol Scconchiiy Si liools. A( |m ‘scn(, llu' I )isli id

( )llici* is main!}' rcsponsihic lor Secondary l ihicalion

Al (he Snh I )ivision level, (he SDI'C) is (he ovei all lulininislralion I lead ol l lenicnlay

i'dncalion having a sc|iar}Hc ollice ol i(s own. I he Snh-Idivision is 4 CPX)s who are respiuisihle

lor ins|iec(ion and supervision ol l!le!ncn(aiy schools widiin (heir rcspeclive circles.

In a Snh-l)ivision, (heie is normally Inspeelor of Slalislic but (his Snh-I )ivision has

no Inspeclor ol S(ji(islie as (here is no sanction pos( (ill now I here are \ 11| )( 3 LI >C and

3 IV (hade

I he SI )l{() is (he over all administiation I lead ol l lcmentaiy School while (In' I )li()

is responsible loi S(*conda!y Inlncation compiisiiig High School and llighei Sec

School m M i/oram al present.

h) SNA l)is(rk’( Unif of (he Mhsioii

\ s iMoviiieil m ll\e SSA liame work lor implementations, it has been felt highly necessary to strengthen the existing set up in vaiious respect. The tiistrict unit was thus rornied with the loliowing membei >

Ciiairman : Deputy C\)mmissioner - Mamil

Secretary : D B ) Aizawl West

Members : AIISDIt()s

: A II(’F.()s

AIISI)()((^)

: SI)() (Sadnt) Maniil

; AllDl'Os

: AIIHDOs

A IK ’DPOs

: Principal, Mamit Zawhiam ( ’oileges

; I member each Irom N(K )s (YM A,MI III\MZi*,Ml II*)

: I lady member nomin.'ited by Stale Project I )ireclor

: I )islric( Adul( I'ducalion ( >Hlc('r.

n / t r > / 0 7 } J’ M (Management Structure ~~

riie main duties to be performed at this level is

X To prepare a District Elementary Education plan (DfiEP of the district in consultation with the Circle, Cluster and Village level agejicies of the K4ission. X C'o-ordination tind C'o-operation at the various levels of management set up in the implementation of the programmes. X Identification of the requirement on property and need based iind to purchase, procure and supply materials for various resource centres and schools through the Circle level committee/VEC. X Receipt of funds from Executive Committee/State Project Ijrectoi and liisbursement to all concerned. X Encuring projier How of fund and utilisation of the same at different level with the help of Circle Cluster and Village level agencies. X Arrangement of training, exposure visits and on site inspections for resource groups, administrator and teachers.

X Evaluation oi the aehievenienl and progiejis oi the activitiesol tiie Mission in the district. X Perform clusters as prescribed by the State Project Director orExecu- tive Cominitee as the case may be.

c) Di.stricf Core Team :

In order to stream line and co-ordinate the programme of the Mission, a group of persons having vast experiences and training in matters relating to personal management, teacher education, school administration etc. will be appointed as Core Team. The team members are ; -

District Project Co-Ordinator DEO Aizawl West Asst.District Project Co-( )rdinator SDEO Aizawl West - II All CEOs ( W est-II) Principal, Mamit & Zawlnuam Colleges CDPO W.Phaileng, Zawlnuam & Reiek Block Selected Headmasters and Mead leachers fr a c tu r e P £ £ P

I he Core Team al tlie liistrict level is the real dynaino of SSA. Due to their vital position ill the Held, hierarcliy and supervision, the member o( the Core leam have more advantages in tlie district prouiamme and eventually in the District Plans. This Core Team is the backbone of the Mission lor planning implementation, monitoring and evaluation ol SSA activities in the district.

(1) Circle Education Committee :

At the Circle level, there shall be an executive agency viz., CEC. The composition, power and liinction of the CEC may be as enumerated as below

Chairman : SDEO West - II Secretary : CEO i/c Mamit Circle : CEO i/c W.Phaileng Circle : CEO i/c Lengpui (]'ircle : CEO i/c Reiek Circle Members : Circle Oftlcer, Social Welfare Dept : YMA representative (NGO) MHIP representative (NGO) : Selected Headmasters Selected Head I'eachers Note The CEOs M ill act as Secretary in their own circle and the other CEO will act as Adhor members.

Powers and Functions:

The CEO shall perform the following functions :

a) to identify the problein and suggest measures for their solutions b) to sensitise the community and mobilise the man power resources c) to identity the needs of the circle in the tield of Training of Resource (iroups, I'eachers arid Community leaders and arrange training accordingly. d) to ensure identification of educational needs of special focus groups like S I7SC. educationally backward class society, disabled children, out ol school children etc. and suggest measures for the same. e) leceipt ol funds from District Project Co-Ordinator fmd disbursement and utilisation of funds for the purpose in accordance with the DEI^P, 1) to supervise monitor and evaluate the programme ol the Mission m the circle. fTT (M anagem ent Structure

rhe significance of (lie role and j)osition of the CEC in the SSA programmes can never he over emphasised in the sense that it is the life link between the district and the village level set up.

e) CIus(er Level Cominittee

The Cluster l .evel Education (Committee may also be established to ensu*e imple­ mentation of SSA in ternis of enrolment, retention and reduction of drop out rates. The Committee Body may be fomied in such a way so as to allow participation of comm inication in the programme. I’he Committee Body shall include

Chairman VCP of the Cluster Centre Secretary Headmaster (Co-ordinator) of Cluster Cen.re Members 1. All Head oflVS and M/S 2. All Chairman of PTA 3. YM A representati ve 4. MHIP representative 5. CnO of the concerned circle 6. Social Welfare 13epartmeni represenlalive

The main task of the Cluster ( 'omrnittee will be :

To monitor and support IVS and M/S in academic field. Emphasise on academic supervision, training of teachers and community leaders Provide early child hood education hiiproving enrolment, retention and quality of the school Campaign an awareness programme amongst parents and o,it of school children

Table 9.1 ; Circle Wise Cluster ;

SI No. Name of Circle No.of Cluster No. of Village I . Mamit 4 35 2. W.Phaileng 5 J7 3. Lengpui 1 11 4. Reiek 3 11 13 N4

7 P M ( Management fracture Pf£P

The Cluster unit level is a viable arrangement to monitor and support P/S and M/S in academic iteki. The (^luster (.’ore Groups will emphasise on academic super\ ision of trainings oi teachers and community leaders, sensitisation and mobilisation ofcommunily and giving of professional support to elementary school teachers. 1 he Cluster (?ore Group is also designed to assist the Circle Project Co-Ordinatot in the implementation of the SSA programme and necessaiy advise and suggestions will be given to the Circle Project Co- Ordinator for necessary action, CRG is also to give advise and suggestion to Village Level Committee and School Committee for fuillierance of the aims of SSA in the mea.

‘MO : Village Education ComiiiiUee :

The VPX] is the basic unit for planning, implementation and evaluation of the SSA aclicvities in the grass-root level viz.. Village and Schools.

The VEC consists of (^hairman : VCP (Village Council President) Vice Chairman : President, Parent Teacher Association Secretaiy : Headmaster/ Head Teacher (Co-Ordiiiator ) Member ; MUP representative : MHIP representative : YMAy YCA representative : Headmaster/Head Teacher of ever>' schools : Prominent member of the locality : Anganwadi worker of the locality

The VEC shall pertorm the following functions

a) planning of the programme at village and school level b) implementation of \ ai ious project at the village c) monitonnr, and evaluation of the activities under tfiken at \ illage level. d) motivation, mobilisation of the public and other available resources for the pursuit of the SSA programmes. e) receipt, ret orti and utilisation ol'the fiind fiom SSA Mission and oilier sources. f) constniction, repair nnd maintainace of school building, compounds and lurnuures in collaboration with the school committee and the school statf. rrs (^M anagem ettt Structure ~ ______P £ £ P M a m t f

‘).ll (a) : Capacity BuildifiR

I’he SSA mission emphasise quality improvement of Elementaiy Education for vhicii it neccessitates resource groups and responsible centres from national to village level, liese groups would over see the policy planning, implementation and monitoring of all quality related intervention advice and assisting various levels in curriculum development, pedigogy improvement, teacher education/training and activities relating to the class room transaction shall be the major role of the resotirce groups. Fherefore, resource groups shall be setup at various operational level to facilitate a decentralised mode of education.

9.11(b) : District Resource Group (l)RG) :

The proposed DRG members shall be : H Principal, DIET H DEO H SDEO )( Resource Persons from SCERT ){ Resource Persons from DIET H c i:o s H CDPOaCDS) 9.11(c) : Circle Resource (iroups (CRG) :

The proposed C'RG members shall be ; 0 SDEO 0 CEOs S Resource Persons from SCER f 0 Resource Persons from DIET 0 Representative from NG(^s

0 Lecturers from Colleges

0 Project Ofiicer lED.

9.11(d) : Cluster Resource (Groups (CLR(i)

The proposed CLRG members shall be : ^ CEOs ^ Representative from NGOs ^ VCP oT Cluster Centre 5^ Headmaster of Govt. H/S C.O. (ICDS)

P a ^err4 (^/Hana^emen t Structure /¥am/Y

9.11(f) j Villn^e UrsoiiiTi (fioiip.s (VH(«)

I he prop(»scii i mi'inhcis shall he *** SekH lcd I It'iulinashM s luul I leiid I rnt Iums oI M S and IVS *** 'P (II ivprcst'Mlalivi* *1* ( 'hail man/Vice ( 'haii man o( V h (' •> ('haiiinan/Vit c ('haiiman oi l’ l A *** Uepicscntalive Iroin N(K)s *t* {>ne promincnl pci son ol lhe locjilily

9.12 : M om of riiiids

a) rniuls (low Iroin DIM ) (o I )l'() (I )l’( ’) hy romniilk'e Accoiinl I’nyec ( 'hc(|iic or Acrounls I’ayec 1)1) as per annual work plan and hndj'ct piovision h) all liinds from I )P() (|)|’( ') to execuling cgt'iicics like ( ’I ( ’C L K ( ’,S(' (hrough Aceoiinl Payee ( ’hecjiie on Account I’ayee 1)1 >. c) AcconnI will he mainlaiiied as per Ihc statiilory leqiiiicincnl for societies. d) reporls will he sen! lo S1’0/(J( )l as per requirenicnl

9. II : A II d I (

a) preaudil h> A \( ^ ol I )IM) ollice ol all expenditnie^; h) statulory audit every year h\ the Auditor appointed hy h i ' c) annual audit h\ ( harted Account (icncral.

( I*A1M lOR FLOW OF I UNI)

fSSA I'uiid Ccnti al Govl.) - - r r r : — {^tate (io\J^

State huplenientation Society)

(rircle lulucation Cominiltec^ (l )istricl Rcsouk l t oniinitt^

Village I'ducation ( ’oniniittee/ ((’ircle Resource Ca ntic) ,J^’arent I’eacher A ssociathi^ ,

rrjf

r 'X! I'M ^ ResearchyBv^aluaHoityM otiUorittg ASuper^ision P f f P

( I I A n i'-K X

RI:SI:AKC M, ICVAI JIAI IOIN, IMONI l()UI[N<; AINI) SlirKKVISIOIN

!(>. I Ucsraifli

In dkIci (t) Innncli llu’ proji.'cl ol SSA siioccssliilly, icsoaich iiiKlcr (lie piojcci will be

viewed as a guiding Ibrce Ibr taking up ol various lunv inilialives, in this ellort the rde ol

community assumes paramount significance. Tor this, the community needs It) be sensitised

on issues related to research, monitoring and evaluation ol children’s progtess and )ther

quality related school activities. Mainstreaming ol out ol school children, provision ofgood

school building equipments, leaching learning materials, education ol locus groups like S/( \

S/I etc., arc the main focus in tins pioject.

leacheis will be encoiiragcil (o f{ike up action lesearches to solve problem laced in

their day to day vvoik. Research groups at the District and other level aie also constluted

and necessary training will be given to them aiul they would work in collaboratior with

SCI'RT, Dliri, ( ’R( i etc.

Iiipiil

Sponsoring icnscaic h studies.

( 'ondni t orscliiiol ninpping and micro planning exacrcise.

I’lovision ol lra\ cl giant and honorarium lor the personal in\ c)l-ed in

re.seiuches and iiiiu)\ alion.

SSA M u rh O ’ of-.' tn/lP M \\ PM Qfef$arc^,fuA(uation,/Honitoring AXufert^iflon 4 ta M /Y

10.2 lOMiliiiiHdii iis|)«'t’(s

IivahiiilioM ()l llic iinplt nuMiUilioii, pr(»p.ti*ss ami achicvcmciU (lu ohji iiisc ol

SSA will h(' (loiif ill ic|Milm ink'i wils I vnlunlioii st'ivrsns n soil o T rclk'clion iis vvi ll ms coiisolidnlion (»l \ ;iii<»iis inilinlivcs bolli in (nin (il progress and (UikoiiKv I valuation ol

lollowinp, asjii'i Is will lu‘ lakrn up dm inp llio projcrt.

♦ I nnciional aspcc is oi x ai ions inilialivcsand Ihcii impact

♦ l*io{'icss in Icnns ol a( hu \ (‘inrnl ol ohjcclivi's ol SSA.

^ I’ailicipalory cnalualioti lliioufili coininunily pailit ipation.

} ( ondut'ts ol pnpil ac hicvcnuMil surveys i.c . base litic and mid k’rm sni vcy.

liipiH

(P ( ’.'ipac'ilv hniklinj’ ol field slall

(I) ( 'ondtu'l

Ci) ( )i iiMiUilion locominunilv manafU'tncnl sirutinics Ibi pailicipaloiy c\aln;tlion

10.3 Siipi*i visM»ii jiihI MoiiHorinf*

Ihc cMlcac) and eHicirnc\ ol I)ld*l\ Mamil woiiKl greatly depend on continual monitoring and supei vision. Hie feedbai ks IVom this monitoring and supervision would serve as an input Ibr rnrtther progress ;intl dex elopment in the achievement ol the goals ol'SSA.

I he present s\ stem ol monitoi inu. super\ ision and evaluation oreiementaiy education aie as \iiuler -

a) Inspection and super\ ision olschools by I Sl)l^( > and 4 ('!•() of each sihooh

tw ice a vear.

b) Submission (d'(,Ui;ii 1(1 i\ I’epoiland \nnu:il Kcpoil b> each scIuk^Is

I') Mcf ininal esamiiiMlKu) . aiuM mid-term CNaminalions williin an :u ademi(

N'car lo acci'ss pupils (noiMess

(I) A s\slem (d Ictlcr of ipprecialion to good pei lorming schoob: based (mi lb-,

pel Ibi maiice ol pu|'il ; in public ex ami nation.

c) I ace to lace meetini' with public Iciulers (-speciaily leaders ol managing

( 'ommitlee/ nnildiiii' ( nmmiltee. Village ( fumcils at their village al llu time

(d inspei lion and siipcrv tsion (d schools

r r / \^Researck,£i^a(ua tiott,M oititonng ASupen^ision P £ f P A f n m i f

All IIk.’ nbovi* inoniloMii}^n«*(ivilics l.'iy iikmc (hmsi on physicnl ms|kt(so( llic schools.

Ac’ddcmic moniloi in|' ivccivc scc'ond.'uy iidciilion I Icncc, iiimIci SSA, moiiiloi iiij', will he I Mil inly on nc.ulcMnii: Jiml t|iiMlily ns|K'c(s with the julivc p.niicipnlion ol Ihc loinmmiilics.

Nii|>ci vision ;iirI nionilorinf* ol the proj»i:iniini* itnpicincntcd will he supervised hy <’iiele Rc'sonii-e (honps, Mislriel Kesouree (ironps in nddilion lo coniinnnily hnsed eonnnillees. The ('K(' juul ('iiele Kesonree (ironp will visil die schools once in every 2 niondis nnd leview il on ipiidily hnses I he I )U( i will visil die schools on ii hnli yc'Jii ly hiises hy p;iyin|» snipi ise visil (o nl lensl one Ihird ol lhe schools. In ordei lo enhnnce comninnily

ow nership, Ihe exisling Vl'('s. I* I A, Sl'('s etc sIkmiIcI he involved in Ihe process oi lesenrch, nioniloi iiijj, ;iiul ex nhiiilion h) orp.iinisinji monlhly nuH'liiigs in Ihe school

I'iiiiincinl moniloring will also he im iniporlnni nspecl. All linnnciiil moniloring luis lo

work w ithin m s\ sleni of socinl moniloring wilh I'nll liMnspiirency iind Ihe sliiU’inenI of i‘.\pt'iKlilnre in e:u h scho»d mii\ he niiule ;i pnhlic tlocninenl. Andilors may hi* apjioinled hy DislricI lulncalion ('ominillee and icpoii will he seni lo Slale (iovernmenl Ihioiigh Slale Implenu’niin}', Socii‘l\

l(). t l stt'iii (l*'.MiS) :

SSA will have a coninumily based I dncalion ManagemenI Inroimafioii Syslcm which will incorporale piovisions (or co-rehilion ol school level dnin willi comnniiHly hnsed iidormalion Irom micro planniiif.' and surveys. Inloi million regaidin^i, [,'ranls in aid received, dahis relaliiifi lo sindenis enrcdmenl. rck-nlion elc. may he displayed in Ihc school I he I'MIS w ill he proposed U* he si'l up al I )islri( I level and lal;e np (ollowing profjammcH.

hasic inloimalion on schools like inlraslMiclnre lacililies, leaching leal niiij' nialei iai, rnrniliiie. ci|iii|»menl i-lc al I’l imary and Middle Schools lolal ( hildren in Ihe age group o! () - 14 Vis w ilh Iheir name. IeacluM inlorinalion I’lipil achitwemeni in various school suhjecls. leacluM pupil ralio, school pujiil lalio, class room pupil ralio, I'uiolmcnl, relenlion and acliial complelion rale oI school.

I’k egress in lei ms ol |nojccls arliv il ies, {|iianlilali\ c dal a and !ina lysis. I I pda I ion ol availahli' data hasid ( rami! s sni ve \ s) as a i esiill ol miliali ve ol SSA

iir’.A M tu iio’iJ’.'i i >i ‘.nii/u' M II I'Ki A Target Setting P£'£‘P Ptsffu^

< IIAI'li:!! XI

(iOAi.s AND iAiu;i;i siori in <;

I'lcinenlary luliii alioii heitig (lie (biindatioii of piogrcss, lonn the hasis ol lhe ciilire sliiiclurc ol education. l*oriiHil I'diicalion ofa child starts at tijc age ol 3 - 5 ycais wIkmc a child start attending Anganwatli ( 'ciitrc Mementary liducation lays the loiiiKhjtion oT a child's (KMsonahty. II the childien’s interest in learning are encouiageil an puisne education in the highi‘r grades I he goveminent entleavour to provide {•’lenienlMry lulucfition to nil childien remains an ehisivi' goal till now So, the programme ni Saini Shik.ui /thhiyaii had bt'cn lauu( hed.

Sarva Shiksa Abhiyan cherishes the noble vision ofproviding joylul, uselul and life oiientcd Mementary rducation for every child in the country ol the age group of 6 I'l years by ?()l() A I)

District 1‘leuR'ntai v I clucalion Plan, Mamit distiict chei ishes the following vision to accomplish Universal b'lemantaiy bilucation by ^>010 A.I), which is not IcasabK' tinough the eUbrts of govenunent and its otricers only. Universal Mlementary Inlucation can be achicNcd through the joint dibits of the Ciovernment, its fiinctionaiies, N( iO s, ( 'ommunil> leaders and active participation ol the community

Objeclivc's :

^ lb ensuie educali(Mu\l access to all children (d'6 - 14 years b\ 7()(n. f To ensuie 100 "n enrolment. f lb ensuie that all childien eomjiletc years ol I’liiuaiy Kducnlion by 2007 f lb enc(Hiiage children to complete H years ol continuous schooling and t(» provide quality bJcmentary I'ducalion fbrall by 2010.

f lb stiive ft)r 0 “n Repetition and 0 % Droj) (hit from 2 0 0 . 1 ouwaids. To facilitate 100% Ri'tention in nil the schools within the disti ict.

rr9 W o r k s P £ £ P

( IIAI'H R XII

< IVIL WOUKS

CD l^nililiiig lor school-less linhilnlioiis

(I) Ailditioiinl loom Ibf IVS niid MAS

Cj) Scpnrnlc looiii lor I Icniliuaster

d) l oilol liicililics lor girls

G) Dislrict, ('ircle and (Muster Resource Centre

(1 ) I'CX'I'Centres

(1) Repair luid niaintenatice of school building

12.1 Scliool-lcss

Several measiues have been taken up Ibi the inipioveinenl ol the existing inrrastruclural raeilities. Such provision includes construction ol building to school less habitations, drinking wafer lacilities, toilet facilities, class room lacilities etc. C’hss room

Schools and its surrounding must be attractive lor pupils.

SSA suivey shows thal theie are 7 habitations wilhoul any access to school and there are 7 habilalions where there is only private IVS as shown in table 'S, I in paf^e V’. It is proposed thal a building., 7 rooms with vfiiaiulah be con.sit ueled to these villages I heie are

26 habilalions without access to M/Ss which are to be creat('d by u|igrading I’/Ss in a gradual phase manner, conslriicting 1 class room each e\ei) year.

The newly eonslrueted i-l IVSs in the scliool-less !ia!iilati(?ns w'ill re(|ui!c u(.niad:ilion to M/S standard al'lei 4 years consliiicling 1 additional class room each every \^ar.

M n I'M { Civil iTorkt

rsil)lc* I ?. I I sililf sliiMviiiu sriiool-lrss lisil>i

No.ol u ilhout wilh no with no school with no S( hool u ith no

1 labilations acci'ss (lovt IVS (iovi M/S teachers rooni 1 Idm loom

84 7 7 2 ^ 17 1 1

^OMVcc ; tStS ( survey on, {u^usf 20(Jf

I licTc ,'uc ils {IS I 7 scliodls wilhonl ji sopnialc room (oi Icnchc'i.s, mid llicrt* nrc

1 N 1/S I IcjkIiumsIcis wilhoul ;i scpMHilc room, rciK luMS common room is vimy much cssciilini

(or smoolh and cKccli\ c Mdminislralion, separate looni lor I Icadmaslci is very esseulial lor adminis(ra(i\ e pin pose and m dealing! wilh discipliiiiiiy aclioii {tjiainsl U'acliing stall and children whenever n('ei’ssai\

(2.2 Krsoiii rc ( ’riihrs

Mjimil I )islricl is (.livided into 4 circles with ('ircic l'dncati(*n < Xlicer (( M C)) looking’ aKei it tlu‘ I )isti i( t is di\ ided into I } ( 'histers. As Kcsonrce ( enties aie to he constructed as per SSA norms It is proposed tiiat 4 ( 'ircle Resource Centres (('lU ') be consti ucied and 11

C’hislcr Resource ( 'enlres (CM.RC") be constructed These Resource ('entrcs will be manned and et|uiped as pei SS/\ norms

(^>nstructi(>n ol 1 )ll*' I building is also an essential requirement loreirectivc training programme but Is not rellccted in (he butlget proposal as it is to be met Irom the State component.

12.3 MniiHcnaiicr ori^iiildiug

Survey reveals that existing schools need continuous repair/reno\ation and niiuntenace, lor whit h ihe pr('gramme ol'SSA has prtn ided lunds (or the same I he local people in Ihe habilation- are w illing to contribute ^0 % ol u hate\ .'v provided thr(uij'h tlie programme either in i a ;!i (u in kind (social w'orks, materials etc)

*,M- /n ’ M :u PM (jUv^U Works /ffamU

12.4 ICjii ly ('liildiiood (’h it iind lildiicafioii ( eiitrx's (l

As pet SSA norms, cliildieii hclwecn (he aj^c o( () - 6 Yrs could nol be igiiorcd as

lliey are (he fiHiire ci(i7,ciis. Survey reveals (ha( (here are 21 hahi(a(ions who arc \vi(hoii(

Angainvadi ( ’eii(rcs. lb (hese hnhi(a(ioiis, i( is proposetl (o cons(rne( additional rooms in

schools and et|nip( (hem wilh I I I*’etc jis per exis(ing iK>rms along vvi(h improvemcnl ol (he

exis(ing Anganwadi C’en(res.

12.5 roilel I acilitles

As pel (he lliuling of SSA school survey, no schools in (he dislric( have separate

(oile( I'oi girls. I hercl’oic, i( is jiroposccl (ha( separa(e (oile( I'acililies be given (o all (he 154

e\is(ing schools Hv 2007. (he numluM ol schools \vi(hin (he dis(i ic( will grow np t(* 20'S as

a resnU oTupgradadon ol IVS (o M/S I hese new M/Ss also will have (o be piovidi'd wi(h

(oilc( and drinking water facilities.

12.6 I'lxociifidii of ( il Woi Us

I he school commiKee will be given (he responsibili(ies o( construction works,

lepairing and renovati(»n works, as such, community will have active and effective

par(icipa(ion in (^ivil Works of Ihe school

I’ai(i('ipation o( the community in ( 'ivil Woiks will be the followiiij;, forms :

(D ( 'ontribution ol land for construction of school building with adc(|uate space.

CJ) 50 "o contributioti ol \s hat ever sa nclioned from SSA scheme either in

cash Ol in kind.

(J) ( 'ollection and cotitriinilion of locally available materials (or coustruc(ioii

of building

(D Providing man power component in any construc(ion works.

(D lb reiulci fullco

/ j y

S<5A M .urh 07 Iins tyr, r,Mr./O'* n U f'M (^erfffeetive W ork H an A Budget /Kr/Vri?/)

1 iiAi’1 i<:k - XIII

rr.RSPix’i ivi: WORK n an iiiirn.icr (2001 - 2011)

13.1 : hilervt'iitioii Wise ('lai ificutidn of Perspt'ctive Woi k I’lan & Hiid^ef :

The Idllowiiig arc proposed hnsed on (he lequireineiit rcllettcd through villiJgc level pinii and ('liislei level retjiiiremenl

13.2 : C 'h il Works :

Addilioiial class room for upgraded iVS

ileadinasler room

IVS Um less v\l\i\gc/hahiU\\’u>n

^ IbikM foi girls

( lass r(K>m lor IVS

( 'iicle Rcsouiee C 'entres

^ C’hisler Kesoiiice ('enlres

readier's common room lor M/S

^ leaehcr’s comnnm room lor IVS

^ l eacher's common room for new npgiadcd M/S

I loadmaster nxMn lor new M/S

^ Maintenance and repair ol'sciiool hiiiiding.

Additional rcn>m loi I CH'I' centres.

0 ( 'onslrnction ol'mini I )II T building and Disillriel I kps.

^ Atlditional room lor Scince Laborator)’

( 'onslruclion ('»(’boundary wall around tlic school.

^ (^)nstruclion ofplay materials- See Saw, Swing, Slides etc.

( onslruclion of Work-Shed lor M/S.

P a ^ e r Z f

1 >l't I f l f M f ’M (Perspeetli^e W ork P latt A Budget l ^ £ '£ ‘P i;^.3

O l-umiliirc niul cc|iii|)(iHMil fi)i I )l’() ollicc iiKiinleiiiicc nnd opcifilioii

O I liiing c luiigc* o( vfliicics loi moiiilui iiig niul siipci visioii-iiKiiiilcnacc

nnd opcialioii (il vcliiclcs.

O kcplaceincnl orcoiuJeiiiiict! IMkes ol’Cl'Os

O lYniniiig ol Rcsinirce Persons on Planning & Management, School Mipping

& Micro Planning.

O Oinsiillancy

O DPO oHice consunicables

O Salary lor ( ’oinputcr ()pcr;»lors

O Video ( 'aniera, Slill ( 'aineia. Operation ik Mainlenace.

1.^.4 l*e

'I raining ol'teachers and ninlti level activity based training

School grant lo all schools

1 1 1 -. leaehei gianl

I I I- grant lor npgiaded P/Ss lo M/Ss

rM* lor new P/Ss

Qiiarlet ly academic review meeting (Cluster Wise)

I'ninilnre lor ("K('

I'uinilnre lor ( ’LH( ’

( 'onlingency ( iranI lor C MU'

( ’dnlingenc}' Ciraiil lor ( 'I ,R('

I )t‘vel(ipmenl anti jirinling ol niodnles

Ivxposiire visits

('luster level I I M devehipmenl work shop

Salaiy lor new teachers nf neu P/S

Salary lor new tacchers ol npgarded schools

Siilarv lof Resonice I’eisons

( 'onsnltancv [^PertpicH»t Work Plan & Badget /Vstn^

1^.5 : ( oiiununity Mobiiisatiuii & rurticipation j

Orientation and training for VHC members, 1 ocal leaders & NGOs once in a year

1 : Research, Evaluation, Monitoring & Supervision :

G) Action research G) Pupil achievement study, Mid term and Ammal 0 Supervision and monitoring by DRG O Supervision and monitoring by CRG (S) Education Management Iformation System (EMIS) 0 Contingent expenditure for monitoring- OIIP. Sketch Pen, Visual. Monitoring system etc.

13.6(a): Fducation of the Focus Group - I (Education of the Disabled)-.

Assessment camp Training of teachers on lEI). Procurement and purchase of Aids for lEl ). TLE. ^ Campaigns and Seminars T raining of Resource Groups on If^D.

13.6(h): Education of the f ocus Group -11 (EduCiition o f Out o f School Children):

& Bridge Course/ Back to School Camp & Supply of full set Text Book of Class I -VII to all CRC & CI .RC & Renumeration of T eachers. & Free T ext Books to all Out of School Children S Uniform Grants to Out of School Choldreii (3. Rs 250/- per child

r ^ s

in f)4 r>M (YerspecUv^e W ork Plan. A BucLget P££P/Ha/nU

13.7(a): Innovations - I (Computer Education for M/S)

i3||l Additional room for Computer class ^ Supply of furniture for Computer class 1^ Procurement & maintenace of Computers Salaiy lor Computer Instructors

13.7(b); Innovations - II (Girl Child Education)

(9 Residential Hostel building (9 Furniture for 40 Girls - procurement & maintenance 6) Diet charges (9 Free Uniform & Free 1 ext Books (9 lele-Vision, Computers, Sport goods. 6) Contingencies 6^ Salar)' for Staff

13.7(c): Innovations - III (Earlv Childhood Care & Education)

& Orientation lor Anganwadi workers and helpers (Villaagc Wise) & Induction training oI'ECCE, instructors and helpers (Village Wise) & Training of NGOs and Mother Association (MHIP) & TLM for i^CCli centres & Flonorarium for HCCE workers and helpers & TLM for existing Anganwadi centres. & Nutrition support to E(XE Centres & Maintenace & rej)air of building & Contingencies.

13.7(d): Innovations - (Special Education for SC/ST Children)

[ 3 Merit Schi)hirship to meritorious children 1 3 Special Scholarship to poor children.

.SA M.irrii n? nfiS 17Q ‘^/in/OV 10 04 PM W orkPlM i A (fOCi-iOOS)

c HAP h ^:r - XIV

ANNUAL WORK PLAN & HUDCIi: I 2002-2003

14.1 Pro jei't-wise Activities

I he following activities are proposed to be implemented during 2002-2003 based on the requirement reflected in tlie village level plan and cluster level plans.Detail proposed activities have already been discussed.hitervention-wise work plan and budget for 2002- 2003 is as under;

14.2 Civil work:

H Construction of teachers con\mon room 1) Maintenance and repairing of school buildings (1 Construction of BRC/C'RC and CLRC m Construction of Headmaster Room m Construction of new P/S (1 Separate l oilets for girls m Additional Class Room for upgraded P/S (1 Additional Class Room for existing and new^ P/S (1 felescopic DIE F building [11 Teacher’s Common Room (M/S & P/S) II Science Laboratory (1 Orinkmg water facility.

w i7 /(V irj nqpM {A nnual Work Plan A Budget (ZOOZ^ZOOS) P££P A fam it

\ 4.3 Project management:

\ r’uiniture and equiptnienl for l)PO office- maintenance and operelion \ I liring of vehicle for monitoring and supervision. Replacement of condemned Bikes ^ Maintenace of vehicles (DPO, SDEO & CEO) ^ Iraining of Resource persons ( Planning & Mgt., Mapping & M icro-planning) \ TI.M development workshop ^ Exposure visit \ Video Camera, Still camera, Slide Projector & maintenance. \ Consultancy \ 1)1*0 office consumables. ^ Planning exercise.

14.4 Fcdagog> and school improvement:

Salary for new teachers (new P/S & M/S) ^ School grant to all schools. T IJi grant to all teachers. TLR grant to new P/S ^ TI vF grant to existing school for replacement of outdated TIvEs. Development and printing of Modules. ^ Teacher Training (60 days, 30 days & 20 days) Annual house hold survey (material development, training, honor^irium) Contingency grant to HRC/CRC & CLRC Salary for Resource persons ^ Free lext Books lo all SC/ST children. ^ Furniture grant to new schools Supply of Type Writer & Cyclosetyle Machine.

P a f 0 W

M.trrji n ? tififi 1.11 S/17«)? 10 1R MM [AniUMi Work Nan A Budftt (lOOi-tOOS) P £ fP

^4.5 Commiinit> mobiliNafion and participation :

Orientation Sl training. Community contact programme.

14.6 Uesearch, Evaluation, Monitoring and SupeiTision :

(fei Pupil achievement survey-mid tenn and annual. ife) Supervision by District Resource (iroup (L)R(j) (#] Supervision by Circle Resource Group (('RO) is] HMIS (#1 C'ontingent expenditure. Action research/school base research.

14.7. Education of Focus (vroups :

■i/fi Disable assessment camp. "V® Procurement cretches, glasses, hearing aids, wheel chair etc "Wi Back to school camp 'bridge course for out of school children. ^ Supply of text books to Resource centres lext Books and Uniform for Out of School children. ^ Remuneration for teachers during bridge course

14,8 Innovations - 1 (Computer Education fo r M/'S)

^ Additional room for Computer class ^ Supply of furniture lor Computer class ^ Procurement & maintenace of Computers 1^ Salary for Computer Instructors IVcrk Plan A Budget (iOOZ’2003) P£fPAfamif

14.9. Innovations -1 i (Girl Child Education)

C9 Residential I loslel building (9 Furniture for 40 Girls - procurement & maintenance Q Diet charges (S> I^ree Uniform & Free Text Books (S> I'ele-Vision, Computers, Sport goods. 6) Contingencies (9 Salary for Stafl'

14.10. Innovations - III (Early Childhood Care E^ducation)

& Orientation for Anganvvadi workers and helpers (Villaage Wise) d Induction training of B( ’CH, instnictors and helpers (Village Wise) & Training ofNGOs and Mother Association (MHIP) d FLM for BCCli centres & Honorarium for ECCE workers and helpers 5 I’l .M for existing Angauwadi ceiilres. 6 Nutrition support to E'CCE Centres & Maintenace & repair of building & Contingencies.

14.11. Innovations - I V (Special Education for SC/ST Children)

1 3 Merit Scholarship to meritorious children ^ Special Scholarship to poor children.

'1^

i m r - m * h

1 “ Rousseau

.SA Mnrrh f)3 nfi5 fi/i7/n-5 inai i’m (^§arif Budget (iOOUtOlO) 's t n e t ^

YEARLY lUJDGEl BREAK-UP (Rupees in Lakhs)

Year lotal Hudget Civil Works Management Quality | Budget Cost Cost Inipnivement

1 2001-2002 I(n.l67 Budget 26.700 2,000 74.467 Percentage 25.88% 1.94% 72.18%

2 2002-2001 504.072 Budget 159.650 29.058 315.364 Percentage 31.67% 5.76% 62.56 %

3 200.1-2004 534.7(2 Budget 111.250 19.956 223.506 Percentage 31.36% 5 63 % 63.01 %

4 2004^2005 36(K469 Budget 96.900 20.756 242 813 Percentage 26.88% 5.76% 67.36 %

5 2005-2006 376.964 Budget 85.650 21.317 265.997 I*ercentage 23.78% 5 63 % 70.56 %

6 2006-2007 373.950 Budget 81.050 21.166 271.734 Pen'entage 21.67% 5.66 % 72.67 %

7 2007-2008 361.915 Budget 53.250 20,466 288 199 Percentage 14.71% 5.65% 76.63 %

8 2008-2009 373.6S3 Budget 63.950 21.066 288.67 Percentage 17.11% 5.64 % 72.25 %

9 2009-2010 341.697 Budget 32.750 19.266 289.681 Percentage 9.58% 5.64 % 84.78 %

10 2010-2011 340.020 Budget 29.850 19 166 291.004 Percentage 8.78% 5.64 % 85.58 %

2(H)I-20I1 3490.649 Budget 745.000 194.217 2551.432 Percentage 21.34% 5.56 % 73.10 %

P afe r j f NAME OP INTERVENTION ! INTERVENTION WISE BUDGET ESTIMATE (Rupees in Lakhs)

UNIT 001- 2002 , 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006 2006 -2007 2007-2008 2008-2009 2009 - 2010 2010-2011 TOTAL ITEMS COST

Civii works 26.700 159.650 111.250 96.900 89.650 81.050 53.250 63.950 32.750 29.850 745.000

Project Manaaement 02.000 29.058 19.956 20.756 21.317 21.166 20.466 21.066 19.266 19.166 194.217 L 3. Pedagos*-’ and imDrovement - I 3 080 99,420 83.500 117.880 139440 146.720 161.000 161.000 161.000 161.000 1234.040 h- Pedagogy and improvement - II j 30.590 122.884 87 669 72.281 77.343 I 71.754 73.723 73.995 75.009 76.332 761.580 ■i— ------1------Community Mobilisation and ' 0,404 0.404 0 404 0.404 0.404 0 404 0.404 0.404 0.404 0.404 4.040 ParticiDation

Research . Evaluation I 462 2.352 2.325 2.352 2.674 2.674 2.674 2.870 2.870 2.870 25.150 &. Manitorinfi

Education of Focused Groups ; I - Education of the Disable (lED) 0.804 0.804 0.804 0.804 0.804 0.804 0.804 0.804 0.804 0.804 8.040 .1- Out of School Children 39.558 39.558

S. innovanons I -.Computer Education for M/S 12.080 12.640 14.680 14.710 15.000 12.900 12.900 12.900 12.900 12.900 133.610 II- Girl Educanon (Residential Hostel) 12316 13.420 12J20 13.520 14.920 11.920 11.920 11.920 11.920 11.920 126.296 IH-Eariy Childhood Care & Education 14.135 10.202 10.202 10202 10.202 10202 10.202 10.202 10.202 10.202 105.953 IV-Speciai Education for S/C & S/T 13.680 11.779 11.564 9.964 14.760 14.976 14.976 14.976 14.976 121.551

G.Total 103.167 504.072 354.712 360.469 376.964 373.950 361.915 373.683 341.697 340.020 3490.649 NAME OF INTERVENTION CIVIL WORKS (Rupees m Lakhs)

UNIT 2001- 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005-2006 12006 - 2007 ( 2007-2008 2008 - 2009 >2009-2010 2010-2011 TOTAL ITEMS COST P h ^ Fin. P h ^ Fin. PIt^ Fin P h ^ Fin. Phyj Fin. jPhyj Fin. | Phyj Fin. Pfay ! Fin~" Pfay j Fin. | Phy j Fin, j Phy j Fin. I I____(^smictiqn_qfB^^^ 4.00_^ . J.00______j____ I__16.000______2. C cai^ctio^f QJIC f 13 Ousters) -! ------— r - '!------i------____ ------j — _l^ _30.00(^ ------\ i— !------J..5. Construction ucuuil HeadmasternwaUiliulCi ivuuiuRocjm • 'J.8Cj.oK. j ^ 20 16.00 " i l — i— '31|_24^80(^ I------!------i _4. Construction jf Mew P'S |T6C J_4 - i - “ 1— r " t “ ------■ }— —4--- — _ i^ — r ------f J 5. Construction o f seperaie Toiiet 0.15 100' 15.00 68 * 10.20 ~23^“ 3.'^! s 14 2.10 j2br> 32.850 facility for Giris. I i i I 6. Construaion o f add) class rooms 0.80 1 18.40 23~T 18.40 ■23I 18.40 I I' r - r — h n ' 3^ 55.200 _ for upgraded P-^S__ 1 Construction of addl class rooms 0.80 2 6 ~ i 20.80 14T 11.20 i n 11.20 i n 11.20 I' “ [■ n 54.400 for ^isto^& new^'S ______^ I _____ I-----r 8. Construction of mini DIET LSn i . 50 T 2.50 1 2.50"T 2.00 “ F n 9 500 _ building at Distnct Hqrs. __ I 9. Construction of teacners 0.80 4 I 3.20 4 1 3.200 common room for M/S J _J __ J. J J, J J ___ 10. Construction of teachers common 0.80 17 I 13.60 I r j 13.600 room for P/S ! J. __I___ J. J _J, J i i 11. Construction of teachers common 0.80 23 j 18.40 !4 { 1L20 14 j 11.20 14 j 11.20 55 j 52.000 ____ room for upgraded P/Ss______-LJ-I J -J-- I ; 12. Construction o f separate room 0.80 j 23 j 18.40 j 14 I 11.20 3“ I 29.60 _ for Headmaster, upgarded P ^S__ -I ------1------4 i------i------!-i -_J ____ 13 Maintenace and repairing o f 0.05 154 I ''.70 154 I 7 700 168! 8.40 168 I 8.40 168 j 8.40 1191IQi Ij q9.55 nj 191 o i jI 9.55 205-j 10.25 205 J 10.25 205 I 1025 205 j 90.450 school buildings 4 — —j. — - i -4 ■4 -I 14 I 11.20 92 j '^.600 14, Construction of addl room 0.80 t ” 15 j 12.00 3 0 1 24.00 33 j 26.40 f - I _ for Science laborator>^^ for W S ----(■------H ------4 ------J - L - l ------! 5, Construction of drinking water 5 r j 8.850 14 J 2.10 23 , 3.451 , 14~! 2.10 110I :6.500 I ! facilities - _ j ------.-4- . 4 —i. ■i— i 6. Construction of play material j 0.50 30 15.00 30 j 15.00 25 j 12.50 15 j "5.00j 175 j 102.500 ____ see-saw. swings , slides etc _____ ^______- i ~ - ___IT^Cgnsfri^on of worics^ for M/S j 0.1_5_ "1 I I ■{”5^ 8_25 3.45 _ i ^ _ 2 j o _ ____ p S _ 2 J p { i i ^ J_5i29Q- . i___'8. Fencing of school buiidmg with bncks | 0.50 30 j 15.00 4 ^ 20.00 35^ _ 17 7 ^ _20J jp^l__20_^ JP;^ _20_j jp^jjp5_; 1 ^^0_ i Total ; 26.700 |lS9.65q “t IIIJISO 89.650 81.050 53.250 32.750 *29.850 745.000

^^rsfteetivm ( z QQI-ZOIQ) PSS 0 i s t r i e t NAME OF INTERVENTION PROJECT MANAGEMENT (Rupees in Lakhs)

i UNIT 2001 - 2002 2 0 0 2 -2 0 0 3 2003 - 2004 2 0 0 4 -2 0 0 5 2005 - 2006 2006 -2 0 0 7 2007-2008 2008-2009 2009 - 2010 1 2010-2011 1 TOTAL ITEMS I COST 'i— Furniture & Equipment DPO office 1.000 0.500 0.500 0.500 0.500 0.500 0.500 0.500 0.500 i 0.500 5.500 maintenace & ooerations !2 Consultancy-TA'T).A, Honorarium 0.500 2.000 1.000 1,000 i^oo" i^oo" ’i^ o " 'ilobo" olibo" 0.500 T sob' i____for experts, raining paper eic._____ 3 DPO Office consumables 0.500 1.500 1.500 1.500 1.500 1.500 1.000 1.000 1.000 1.000 12.200 + 4 Hiring ciiarge of Veiiicles for 5.400 5.400 5.400 5.400 5 400 5.400 5 4 0 0 5.400 5.400 48.600 __mspg::^n_& supervision______5. Replacement o f CMictenn«d Bikes ’zlbo" ’ T 400' ___L± ^ 6. MaintenaceofDPO’s vehicles L500 0.500 0.500 0.500 0.500 0.500 0.500 0.500 0.500 I 5.500 & CEO's Bikes ! _____ 7. Training of Resource Persons on 0.140 0.140 0.140 0.140 0.140 0.140 o jio ” 0.140 0.140 T 1.260 sdiooi mapmg & micro piannmg (40 X 5 X 70 ) 8. Tratmng of Resource Persons on 0.140 i 0.140 0.140 0.140 0.140 0.140 0.140 0.140 0.140 1.260 ___ management planning (40 x 5 x 70) 9. TLM development workshop 1.078 1.176 1.337 1.386 L386 1.386 1.386 1386 1.386 11.697 I____(2 teachers each from all schools)___ I 10. Docoraentation at DPO’s office 0.500 0.500 o J o T 0.500 0.500 1.000 0.500 0.500 OJOO 5.000 I------X ------11. Saiafv' for computer Operators at 7.800 7.800 7.800 7.800 7.800 7.800 7.800 7.800 j 70200 DPO’s office f(3) Rs 6500 D rnfaed] 12. ExDoser visit ~2'Jocr s^obF ’iToo” ’i!obo” bJoo” b J o ^ ’” T6ob r 13. Procurement o f Still Camera. Video 3.000 0200 0.200 0.200 0.200 0.200 I 0.200 I 0200 ___ Camera. Slick r^oiector etc.______14 Planning exercise ■ h ' "ITOO” ~1^0~ " i i b r ’ IJ O ^ ITOO^ 'iTbo” 1.100 1.100 fl.io o 9.900 L • U .

G T otal 2.000 29.058 19.956 20.756 21 31 7 21.166 20.466 19.266 19*166 194.217

^ a g r e f 3 4 S f ^ a m i t S f i s t r i c t NAME Qf= INTERVENTION PEDAGOGY AND SCHOOL IMPROVEMENT ■ I (Rupees in LaKhs)

UNIT 2001 - 2002 2002-2003 a003 - 2004 2004-2005 P005 - 2006 2006 - 2007 2007 - 2008 2003 -2009 2009 - 2010 poio- 2011 TOTAL ______COST Fin. Fin. [Ph^ Fin. Pfe^ Fin. Ph> Fin. Ph^ Fin^ Fin_ Fin. ' I ' — — » I — I* ^ -H-- PRIMARY SCHOOL ! I

]. TLE srani to new P/S 0.100 14 1 .4 0 0 14 1 .4 0 0 u - r -I -1 - t ' -1 ' •i------\ -I' “1 2. TLE grant to existing P<'S for 0.100 9 9 9 ,9 0 0 9 9 9 .9 0 0 replacement of outdated TLEs

T "T ------I ■ " 1 ------—!------1----- 3. School grant to all existing P/S 10.020 9 9 1 .9 8 0 9 9 1 9 8 0 9 9 I 1 .9 8 0 9 9 1 .9 8 0 9 9 I ! .9 8 0 99 I 1 .9 « 0 9 9 1 .9 8 0 9 9 I 1 .9 8 0 99 I 1.980| 99 1 9 .8 0 0 j------i - - — r ------f ------4. School Erant to all new P/S f 0.020 14 0 .2 8 0 14 ; 0 .2 8 0 14 0 .2 8 0 14 ! 0.280 14 i 0 .2 8 0 14 0 .2 8 0 14 , 0 .2 8 0 14 , 0.2801 14 2 .5 2 0

•i------5. Saiar>' for 14 new P^S 282 1 .8 4 0 42 ! 32.760 56 4 3 .6 8 0 56 j 43.680 56 j 43.680 56 4 3 .6 8 0 5 6 6 8 0 56 j 43.680 5 6 1 4 3.680 5 6 3 6 J 6 0 faiRs 6500/- p.m. fixed J J _J ____ J ____

MIDDLE SCHOOL

!. TLE grant to 23 & 14 upgraded 0 .5 0 0 1 1 .5 0 0 14 ‘ 7 .0 0 0 37 18.500 sch o o l I 4 -I 4 -4 ^ 4 ------4 - i . 4

2. TLE grant to existing M'S for 0 .5 0 0 5 5 2 7 .5 0 0 :7.500 rcpiaccmcnt of outdated TLEs

------^ ------— }■------1------I------h------!------3. Schooi grant to alt existing M/S 0 .0 2 0 55 LlOO 55 1.100 5 5 i 1 .100 55 1.100 55 I 1.100 55 i 1.100 55 i 1.100 55 LlO O 5 5 I 1.100 5 5 I 1 100 5 5 11.000 H ------F ------I H' - f 4, Schooi grant to al 1 new M/S 0 .0 2 0 23 0 .4 6 0 23} 0 .4 6 0 2 3 i 0 .4 6 0 23 0.460 37 I 0.7401 37 | 0.740 37 j 0.740 0.740 37 I 0.740 3 7 I 0 .7 4 ® 3 " 5 .8 2 0

H ------^ ------4 4 ------^ ------^ ------5. Salary for upgraded M/S 23 2 3 .4 6 0 46 j 46.920 69 7 0.380 $3 I 84.66(1 97 \ 98 94 0 111 I 113.220 111 113.220 111 j : 13.220 111 |:i3.22f! ill ^.240 1 @ Rs 8500/- p.m. fixed I f - r “T 1 "T h n - G.Total 3.080 99.420 83.500 117.880 |161.060 I |161.000 1234.040 ____ L -I_____L ( 2 0 0 1 2 0 1 0 ) f S S £ ! f i s t r i c t NAME OF flMTERVENTION ! PEDAGOGY AND SCHOOL IMPROVEMENT - II (Rupees in Lakhs ------\------UNIT j2001 - 2002 12002 - 2003 2003 - 2004 52004 - 2005 12005 - 2006 2006 -2007 2007-2008 2008-2009 2009 - 2010 ,2010-2011 TOTAL C O S T lP h y ; Fin. ______Phy jFin. jPhy jpin. Phy fPin. myPhv |rm.IPin. Phy I Pin. P h y _ j^ P h ^ j ^ _ Phy I Pic. |phy jPiZ __ PR IM A R Y & MIDDLE SCHOOL I I i I ! i l l 0 ^ ^ training for aii te th e r s__j 10x70 574 \ 4 .0 1 8 _i___1___ I__ __ I___ ------i------1------i------1______! ____ I______i_____ L^Zil_i-^8_ r ■20 days irainmg for a iiisa f t o s ______i t - _ 5 I : L . _64S. U,Q221-^62. L 2 ,^ j_^221_2.4M l_62a i_2-^ _62£LL^^ _ 6 2 a U ^ _62a 1.2, ^ |_62fi. LSi - 12i4_ 3 . _60 cays training for untrained teachersj 60x70 ______[ L. •^[2.3_18j_37[_L5^ , _ ^ L L -^ |_ 37 jj.5_M J_ 14 |_0.5_88 _ l i L£-588 _____ !______I___!___ j_9.244_ 4. 3v- aa>s tra ining fo r new teancers______[ ____ iL Ll-ZZJ 1_ I I ,_37|j|.72ji_ 14 _ 14 i_0.^ _ l£j_0.294 ____!______!______il-Zl?. 5. Teacher grant to ail teachers @ R s 500 5 7 4 j _Z870 _6n_ i 64^!i_2f0 1 6 ^ [_3.3_10 626 U-3_80 _690 j_3-4^ 6 9 0 |J .4 _ ^ 690|_3_,4_^ _690 Q.4_^ _6% i 33.205 6. Annual household survey lo; Rs 3/- _ u _ . i ______[ ____ mi8_|_o.:^Ei3_i£L2:34o_ u3_i^|__o. ^ J i l 3 2 i j _ o . : ^ L 2 3^0 l_o.:^ 11318 I 0.340 H32i Preparation of survey schedule j^.500 ^ ______j_L5_00! ___ j j . 5 _ ^ 5_^ J_5_00 _ M . 5 _ 0 0 _ U - 5 _ 0 0 1 .5 0 0 ______8 2 aays training of teacher for survey 2x70 2 5 2 I 0.353 p 2 5 2 I 0.353 5 2 I 0 .3 5 3 ”252 j 0.353 2 5 2 0 .3 5 3 252 ! 0.353 2 5 2 r o .3 5 3 2 5 2 0 .3 5 3 252 1 0.353! 2521 3.177' 13 teachers for each habitations) _ 1 — 1 r I BRC or CRC & CLRC i I I I ! ' ! I I _9_ Furniture grant to BRC/CRC f4) 4_000 _4|_4.000 - i — — 1— -I ___ — !______.1____ -I ____ _U_ JO.' Furniture grant to CLRC (O'!______0,I0pj_J3_4 2 3 ^ — j— I— j— ~ l ------i — , _ i ------— j------I ------_ Hj_1.300^ Contingency grant to BRC/CRC (4) 0 .1 2 5 j _4_^.500! _4|_0_500 2 1 . L i J_ j_0.5_00 _4 |_0.5_00 _ _4 i_0.5_W^___ i ___ i j_0-500 _4i_0;500 _4 j_0.5_00 12. Contingency gran' to CLRC (13) 0.0251 13' 0.325 13 1 0.325 13 10.325 13 |_0.325 13 ! 0.325 ^ 13 j_0-325 13 : 0325 13 I 0325 :3 [ 0325 ^ ’3 j_3.250" U ■ lii- 13.' Salary for Resource persons o f BRC 3.022 40 i31.200 40 131200 40 131.200 40 I31.20C 40 I3I200 40 |31.200 40 131.200 40 131.200 40 |3:.200 40 1283.822 I ^'1 I Rs 6500<- p.ai. for 40 persons ■ 4 -I— -I ----- ■ U - i ------r • r ■I- I BASIC AMEMTIES 4 ■ U . 1—

> ]A Free Text Books to all SC'ST children 0_00^5 14233J, ,21.350 14377 [21.566 14333 121.500 165^ |24.^ £73^^.079 18454 | 27.681 19336,29.004 ^ 1 _ ^ 7 I------; : Supply of cyciostyie machine to all 3.250 132 ,33.000 37^ 2 5 0 I 4 j T 5 0 0 : i46 45.750'" i schooi not having cyclostyle !------I ------1------!------1------'------1------• ‘ A Suppiy of Type Writer to aii 0,1 80 96 17.280 37 6 .6 6 0 ~ T4|2~520 2 6 . ^ 0 " ! I schoois not having Type Wnter !------1------{------Furniture grant to new schools 0 .0 5 0 3 7 1 1 .8 5 0 3 7 1 .8 5 0 3 7 1 .8 5 0 ~~ u t e o o 14 0 .7 0 0 14 0 .7 0 0 l . i J o "

; 1 4 t 2 3 = 3 7 ) ^ R s 5000/- per room !______- h - t - ■ - ! ------

G.Total 3 6 .5 W 11 2 2.884 87 .6 6 9 72.281 77.343 ‘71.754 7 3 .7 2 3 73.995 75.009 ! 76.3321 761.580

^^eni»eetive budget (ZQQI-ZOtO) S f i s t r i c t NAME OF INTERVENTION ! COMMUNITY MOBIUSATION & PARTICIPATION ( R u p e e s in L a k h s )

...... 1 1 ------1- ...... i 1------2001 - 2002 2002 - 2003 2003 - 2004 2004-2005 bo05-2006 2006 -200" 2 0 0 7 -2 0 0 8 2 0 0 8 -2 0 0 9 2009 - 2010 2 0 1 0 -2 0 1 1 TOTAL ITEMS UNIT COST P h ;^ Fin. P h ^ F in- P h>^ Fin. Ph;^Fin. Fm- P h ^ F i n . F * h ^ Fin. P h ; ^ Fin. P h ^ Fin. Phy Ipin. Phy 1 Fin.

I. Orientation and tramning 2x8x30 84 1 0.404 84 ' 0.404 84 i 0.404 84 J 0.404 M J 0.404 84 10.404 84 1 0.404 84 J 0.404 84 > 0.404 84 10.404 8 ^ ^ 4.040 conuniinity contact prog. 1 1 i 1 ' i 1 * 1i ' 1 (2x8x30x84J_ 1 1 1 I 1 1 1 1 ' 1 L 1 ^ 1 1 1 ! ^ 1 i i 1 1 ! 1 1 1 1 1 ' ' 1 1 1 > i ^ TOTAL 2x8x3( 84 I 0.404 84 1 0.404 84 1 0.404 84 I 0.404 14 1 0.404 84 1 0.404 84 1 0.4041{84 |0.404i84 i 0.404 84 | 0.404|84 | 4,040 I 1 1 ...... 1...... i...... - .____1______1______i------i------i______i______1i____ 1______1[ f i ^ i

^rsf^ctive b u d g e t (29Q1-2Q1Q) d i s t r i c t \

NAME OF iNTERVENTiON I RESEARCH, EVALUATION, MONITORING & SUPERVISION (Rupees in LaKhs) i ...... r...... ■ '"Ir ...... 1 UNIT 2001 - 2002 2002 - 2003 2003-2004 2004 - 2005 2005 - 2006 2006 -2007 2007 - 2008 2008-2009 1 2009 - 2010 2010-2011 .1 TOTAL ITEMS COST 1i 1 0.500 0.500 0.500 0.600 0.600 0.600 iI 0.650 !j 0.650 0.650 j1 5.712 1. Pupil achievement study- 0.462 1 (mid-term & araiuai) iI 1 i 1

2 . :>uper\ isiun, monitoring & 0.500 0.500 OJOO 0.500 0.500 0.500 0.500 1 0.550 1 0.550 0.550 S 5.150 evaluation by CRGs i 1 i I 4- 1 - + ------j 3. Contingent expenditure ] 0.500 * 0.152 0.152 0.152 0.174 0.174 0.174 ! 0.170 I 0.170 0.170 1.988 .1j (OHP visual aids etc.) 1

4. EMIS, computer penpherals 0 2 0 0 0 2 0 0 0 2 0 0 0.200 0200 0200 0 2 0 0 0 2 0 0 0 2 0 0 1.800

5. Supervision, monitormg & 0.500 0_500 0.500 0.500 0.500 0.500 0.500 j 0.500 0.500 4.500 evaluation by DRGs !

j 6 . Action research/school base 0.500 0.500 0.500 0.700 0.700 0.700 0.800 0.800 0.800 6 . 0 0 0 activities

1 1 G.Total (Rs 1400/- per school) 1.462 2 J 5 2 2 3 5 2 2 3 5 2 2.674 2.674 2.674 2 ^ 7 0 1 2.870 1 2.870 25.150 I i1 i ...... J1______i i ...... 1____

iifiSliiiiiMii fsooi-soio) i33 ^H am it S fistriet NAME OF INTERVENTION ! EDUCATNDN OF FOCUSED GROUPS - 1 (Rupees in Lakhs) Education of the Disabled HED)

UNIT j 2001 - 2002 2002-2003 2003-2004 2004 - 2005 12005 - 2006 |2006 - 2007 |2007 - 2008 2008 - 2009 2009-2010 2010-201! TOTAL TOST Fin- P h ^ Fin. P h ^ Fin. P h ^ Fin. Fin. H iy I Fin. P h ^ Fin. ‘Phy j Fin Phv iFin. ______S^Lj. Z“__.

I Cluster Wise Disable 13 0.260 I 13 0.I04' 13 ! 02 6 0 0.624 _ assesment camgs __ 2. Training o f 1 teacher each -1 i - -1 - r “ 1 !— r “7 from all P/S for lED teachers 0.700 : I 0.700 1.400 ____ xJ^O }^ ______ProcureTnent^purchase o f ■|------“T 1 n - !— r Crutches, Glasses, Hearing Aids. 0.544 0.104 I 0 J 8 4 0.420 0.654 0.400 2.506 Wheel Chair, etc. I 4. Develomient/procurement of "T n T — I ------TLE for identified Disabled LS 1 0.104 t 0.104

I______CililKSEi______I- i 5 Campaign on lED and develop- “I ment of posters/banners/sign LS 0 2 3 4 0.384 0.404 I 0.124 1.146 boards etc i- 6. Milage level meeting wih tea­ — r — 1 1 n — I chers community leaders, mothers 0.005 S4 I 0.420 : 84 I 0.420 I 84 I 0.420 1260 I I______I L ^------r ------7. Refreshers training for lED n n 0.700 1 “T — 0"7W teachers h 8. Training o f Circle Resource I 10.300 Group/Cluster Resource 0.150 I 0.150 _ Group on lED ______L J _L _ i LJ, J, J J. ^ ! ! 0.8d4 I 10J)a4 8.MG TOTAL 0.804 I 0.804 I I 0.804 0.804 ; 0.804 I 0.804 0.804 i OiM)4 i ■ i___ I______^Ksum t S fistriet NAME OF INTERVENTION ! EDUCATION OF FOCUSED GROUPS - II (Rupees in Lakhs) Education of Out of School Children

UNIT 2001 - 2002 2002 - 2003 2003-2004 2004-2005 2005 - 2006 2006 -2007 2007-2008 2008-2009 2009-2010 2010-2011 r o T ^ I ____ ITEI^S______COST Phy j Fin. Phy I Fm Phj^ 1. Phy j Fin. Piry j Fin. Phy | Fin. Phy j Fin. Phy I Fin. P h ^ jF ^ r1. Bridge Course/ Back to school camp for Out of School Children 0.100 2335 1.300 1.300 Cluster wise (13 clusters) _ i _L J J J J 2. Supply of Text Books, Cl I - VII to all CRC & CLRC I 0.357 0.357 (4 - 3 3 = 17) 2 sets each -I -I- -I -4 -I -I - i ------i------3. Renumeration for teachers of Bridge course (3 teachers per 462128.560 28.560 scnooi for 6 months) ------j------—I - f - f _ l I------4. Free text books to Out of School 2335j 3.503 2.503 Children @ Rs 150/-

- 1 ------1------r - i “ t -I -I - t - i -I 5. Uniform grant to all Out o f Schoo 2335i 5.838 5.838 Children (2> Rs 250/-

- r t -! 1 - 1

G.Total 39.558 39.558

^enp4BCtit>4t ^ u d jfet (2Q Q 1-2Q 1Q ) ^ iU u n it S fis tric t NAME OF INTERVENTION ! INNOVATIVE EDUCATION -1 (Rupees in Lakhs) Computer Education for Upper Primary School

UNIT 2001 - 2002 2002 - 2003 2003 - 2004 2004 2005 t o -2006 &006 - 2007 2007-2008 2008 - 2009 2009 - 2010 2010-2011 TOTAL ______CO^ P h ^ Fin_ Fm^ P h ^ F m _ Fin. Phy ^ Fin. Riy I Fin. P h ^ Fin. Pby , Fin. Phv Fin. Fm. Ph\' iFin. i ^ t------Addi room for Computer class 0.800 2 ! 1.600 1 J 0.800 1 ^ 0.800 1 0.800 j 1 * 0.800 1 I 1 1 6 J 4.800 ____ I _____ -J. _____ - i -I ------1------i------a I

2. Furniture for Computer room 0.500 2 I 1.000 1 I 0.500 1 I 0.500 0.5001 i I 0.5001 I 6 I 3 ,000 ------^ ------h------]-- ^-- I-- i-- . - - 4 ------1------!------}------3. Procurement of Computers 0.600 12 i 7.200 6 j 3.600 6 I 3.600 1.8001 3 I 1.800 i I ! ~ l 30 j 18.000 ------U ------1------“t ------i — 1— r — ----- 1------I------i- “ 1------4. Maintenace of Computers 0.090 1 2 j 1.080 18 j 1.620 24 j 1.620 27 2.430 pO j 1.700 30 I 1.700 30 I 1.700 30 I 1.700 30 1.700 30 I 1.700 30 J 21.950 ------^------^------1 ------

5. Salary for instructors (fixed) 0.085 1.200 6 I 6 . 1 2 0 8 J 8.160 9.180 flO . 1200 10 I 1.200 10 I 1200 10 1 1200 10 1.200 10 1 1.200 10 j 85.860 J n 1 n -

G .T otal 12.080 12.640 14.680 14.7101 15.000 lZ90e 12.900 |l2.900 12.900 12.900 ! 133.610

^rsfiM iom ^u d ^t (2001-2010) t40 NAME OF INTERVENTION ! INNOVATIVE EDUCATION - II (Rupees in Lakhs) Girl Child Education (Residential Hostel)

UNIT 200^- 2002 2002 - 2003 2003 - 2004 2004-2005 '005-2006 2006 -2007 2007 - 2008 2008 - 2009 2009 - 2010 2 0 1 0 - 2 0 1 1 TOTAL ITEMS co^rj^h^jn^ Phy j Fin. Phv Fin. P h ^ _Fii^ Phv_|^ _Fm^ P hyy Fin. Phy ~|~Fin.

I 1, Construction of Hostel building 4.000 1 1^000 1 ! 4.000 j _L ______i J J J J J J ___I____ 2 Farmture for 40 gjris @ Rs 2500/- LOOO 1.000 1.000 2.000

3. Fumitjre for Staff rooms 1.000 11.000 2.000 - 1 -1 - 4 - j -J-I u _____ 4. Kitchen equiDments L.S. 1.641 I 1.000 2.641 --1 -- a - I _! 5. Matress, bed sheet etc for i.0001 I 11.000 1.000 2.000

40 giris ^ R5 ^ 0 ^ - ______i I 6 . Diet charge for 40 giris Rs 70/- i 3mthd 2.520 8.400 8.400 8.400 8.400 8.400 8.400 8.400 8.400 8.400 78.120 _ per day for 1 0 months ^approx.) JJ 7 Purchase of TV. Video. Computer 10.200 1.500 0.600 0.600 2.900 Sport goods for Hostel_____ L. _ l J J JJ JL. Free Uniform & Text Books 0.100 10.100 0.100 0.100 0.100 0.100 0.100 0.100 0.100 0.100 0.100 1.000 for 40 sirls falRs 250/- . U . _ a -I a -I a - I - J Contingency HTelephone, j 0.060 T.240 T i4o ‘o!2‘^ 0.240 0.240 0 2 4 0 0.240 0.240 2.220 Water. Electricit\' Bills etc.) _ -I - i J _L -J 10. Salary for Hostel Staff (fixed) a.) I Matron,^Rs 6500/-pm j0 .1 9 5 0.780 0.780 0.780 0.780 0 .7 80 0 .7 8 0 0 .7 8 0 0 .7 80 0 .7 8 0 7.215 b) 2 Female Wardens @ Rs 5500 j 0 .3 3 0 1.320 1.320 1.320 1.320 1.320 1.320 1.320 1.320 1.320 12.210 c) : Female Cook @Rs 3000/-pm 0 .0 90 0.360 0.360 0.360 0.360 0 .3 6 0 0 .3 6 0 0 .3 6 0 0 .360 0 .3 60 3.330 d) 1 Chowkider@ Rs 3000/- pm 0 .090 0.360 0 3 6 0 0.360 0.360 0 .3 6 0 0 .3 60 0 .3 6 0 0 .360 0 .3 60 3.330 e ) 1 Washer-woman@Rs 3000/- '^090 0.360 0.360 0.360 0.360 0 .3 60 0 .3 60 0 .3 60 0 .360 0 .3 60 3.330 J _[ -J J J

G.Tota! ^2316 13.420 12^20 13^2fl 14.920 10.20i 11.920( 11.920 11.9201 11.920| 126.296

budget AZO01-2010)_ 1 4 2 J S f i s t r i c t NAME OF INTERVENTION I INNOVATIVE EDUCATION - III (Rupees In LaKhs) Early Childhood Care and Education (ECCE)

UNIT 2001 - 2002 i 2002-2003 _—,------1------,------2003 - 2004 2004 - 2005 2005 - 2006 12006 - 2007 12007 - 2008 2008-2009 2809-2010 2 0 I0 -2 0 II TOTAL _ m M s______COST Phy I Fin, j Phy | _Fjn^ _Ph^ I Phy j Phy j Fin. P hvT Fin. — H ------I * I Orientation for Anganwadi 312 0.219(312 0.219 312! 0.219 312 ! 0.219 312; 02191312 I 0219I312 ! 0219|3I2 0.2:9 3!2 0.219 312 0.219312 j 2.190 workers and helpers f 156x2x70) I !-LJ- - i- - 4 — L t 2. Induction training o f ECCE 1 ------“I " 1 n instructors and Helpers 42 • 0.029 42 ' 0.029 42 ^ 0.0291 42 ^ 0.029 42 I 0.029 42 I 0.029 42 0.029 42 0.029 42 0.029 42 * 0.290 (21x2x70) I 'H - 4 — i ------I 3 TLM for 21 ECCE centres 0.0251 2 1 1 0.525 I 21 I 0.525 --4-- -I -I -4 -4 -4 4 Honorarium for ECCE workers 0.005 211 0.105 I 1.260 I 1.260 I 1.260 1260 I 1260 I 1.260 1.2601 1.260 1260 11.455 ---- f.------_ | ------1----- H ------Honorarium for ECCE helpers 0.002 211 0.042 I 0.504 ! 0.504 I 0.504 0J04 I 0.504 I 0.504 0.504 0.504 0.504 4.578

---- ^----- H ----- I ---- [------I ------i TLM fbr existing Anganwadi 0.010 1561 I 1.560 I I 1.560 I centres I r - — T“ ‘ ---- 1------" t ------” “1 ------1------' ” t ------“1 7. Contmgency for ECCE Centres 0.005 21 j 0.105 21 1 0.105 21 j 0.105 21 j 0.105 21 I 0.105 21 j 0.105 21 j 0.105 21 0.105 21 0.105 21 0.105 21 I 1.050 ------f------t " “ 1------" ~ t ------"”1------“ “ f ------8. Nutrition support to ECCE centres 0.030 2I 1 21 i 7.560 21J 7.560 21 j 7.560 21 I 7.560 21 I 7.560 21 I 7.560 21 7.56a 21 7.5601 21 7.560 21 ! 68.040 --T-- - | - r “I - r I- 9. Construction of addl room for ECCE centres m existing P/S 0.550 21 j 11.550 I I 21 11.550 where no anganwadi existed. J — j — I— r — 10. Mamtenace & repair o f Duiidmg 0.025 21 0.525| 21; 0.525 21 0.5251 21 , 0.525 21 0.525 21 j 0.525 21 0.525 21 0.525 i 21 0 J 2 5 4.725 ■H ------1------1 ------^— ! — 1 G .T otal 14.135 I 1 0 . 2 0 i I 1 0 ^ 2 1 1 0 ^ 0 3 IQJ202 10.202 10.202 10.202 105.953

fxooi-toim) NAME OF INTERVENTION I INNOVATIVE EDUCATION - IV (Rupees in Lakhs) ! I 1 Special Education for SC/ST Children ti ------1------UNIT 2001 - 2002 2002-2003 2003-2004 2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 (2008-2009 2009-2010 2010-2011 TOTAL ______IT E M S ______TOST 1 _Fii^ Phy j Fin. Phy j Fin. Fin Phy j Fin. jphy j Fin. j P h ^ Phy j Fin. ___

! 1 1 1 1 1 I I ! i i1 1 1 I. Memt Scholarship/Iiicentive 1 1 1 1 j 1 1 1 1 1 1 cash award to Meritorious 0 . 0 1 2 1 350 4.200 350 4.200 350 4.200 350 4.200 350 4.200 350 4.200 350 4.200 350 4.200 350 4.2001350 37.800 1 1 I 1 1 1 1 1 1 SC/ST children fP/S) I 1 1 i1 j1 1 1 1 1 1

“[ ------1 — T n ------i ------f n ^ - i 2 Memt Scholarship/Incentive ------1 1 j 1 1 1 1 1 j 1 1 1 1 cash award to Meritorious 0 . 0 1 2 I 250 3.000 250 3.000 250 3.000 250 3.000 250 3.000 250 3.000 250 3.000 250 3.000 250 3.0001250 27.000 SC/ST children (M.'S) 1 1 1 I 1 1 1 1 1 ' 1 • 1 1 1 1 1 1 1 1 1 I 1 1 1 1 1 1 1 1 I 1L ■ ------1 — r 1 ------f ------i ------[ n 1------i i 3. Special Scholarship to very 1 j 1 1 1 1 1 1 h n - 0.0072 1 900 1 6.4S0 636 > 4 J 7 9 606 « 4364 370 I 2.664 1050l 7.560 10801 7.776 IO8 0 I 7.766 IO8 OI 7.776111080' 7.76611080'56.751 poor SC/ST children (M/S&P/S) 1 1 I 1 1 1 1 1 ^ 1 , I 1 1 1 1 1 - 4 ' — r I h - r — 1 ------1 n ! 1 111.564 1 9.864 ! 14.760 114.976 Il4.97( 1 14.97611 114.9761 1 21.551 G .Total 1i 1 Il3.68fl 111.779 1 1 1 1 1 1 i 1 I i i i I 1 1 1 1 j i 1 1 1 1 1 1 L. - 1 I i . . 1 . . J I J . 1i______L — — - - .....^ i ! . , J L J .... J

A ^ O i g e t 4 4 ^K am it S fis tric t {^/mpUmentatUn SektdtUe

e \ (. 7 \ i IM irP IU IM lK Tim Tra® iKJ

' R I c s f l -JC i n D W M

P ^ t r 4 S NAME O - INTERVENTION CIVIL WORKS (Rupees in Lakhs)

UNH' 200! - 2002 2002 - 2003 2003 - 2004 2004-2005 12005-2006 2006 - 2007 2007 - 2008 Z008-2009 2009 - 2010 >2010-2011 | TOTAL ITEMS :osT i_

I___1. Canstnjaion of BRC/CRC (4)__j______2. Ccaisrmcnon o f CLRC (13 Ciustiers)| j______v l L ^ 3. Constnictioii Headmaster Rooro j______j______L. ______j__ 'v ^ h L 5. Consmiaion of seperate Toiiet j _ faciirtv for Girls.______j L i - 6. Construction o f addl class rooms for upgraded P'S L " Construction of addl class rooms for existin 2 & new P/S 8. Construction o f mini DIET r buildins at District Hars i Construction of teachers r i - common room for M/S v l . r 10. CcMistruciion o f teachers common roam for P'S L i - 11. Construction o f teachers common __rooTT. for jpgraaed P/Ss______v " i - ^ 12. Constroaion of separate room I- for Headmaster, upgarded P /S __ h I- ■ I- 13. Maim;enace and repiairmg of _sciiool Duiidmgs______•/ I- i4. Consiraaion o f addi room _ _ fo £ ^ C T ^ e laboratorY_fpr_MZS. Y I- l _ 15. Construaion o f drinking water facihties L L_ i 0. Construction of piay matenal _ see-saw. swings . slides ^ _____ ------^ 17 Construction of workshed for M/S _____ : ______i______j_____y l _ _ i ______L _ r _ _ ------U-

18. ^encinE of school buildine with bncks — I- MAME OF INITERVEN'^ION PROJECT MANAGEMENT (Rjpees in Lakhs)

UNIT - 2001 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006 2006 -2007 2007 - 2008 200« - 2009 ITEMS COST 2009 - 2010 2010-2011 TOTAL

Furniture & EamDment DPO office ___^a^enac£jS^{>«;E^m______V " ' v ^ i Consultancy- TA;T)A, Honorarium 1“ ___ for experts, training paper etc.______! DPO Office consumables

4. H iring charge ofVehicte for ____ ^spec^n_& s^ervisiojn ______5. ReDiacement of condemned BiRei

____ o f Q j i£ Cto Qj X ^ i 6 . Maintenace of DPO's venicies &. CEO's Bikes Training of Resource Persons on school maping & micro piaraimg v / . v X H O JL^ 20)______8 trainmg of Resource Persons on ___ nanaggnent «^Diamingt:40 x 5j^ 70) 9 TLM develoument workshop __U- — T ___ (2 to c h e rs each fr^ j a l j schools)__ 10. DocumentaticMi at DPO’s office — r-'^—-'^-■1-—J— ------I_v^__v^_l_v^_ri 1 1 . Satan' fur compuwOperators at ___ DPO's office ((Si. Rs 65Q€ p.m.fix^} 12. Exposer visit

13. Procurement of St31 Camera, Video | ___Cainera^Sjide^T^^re^______j______i V " I 14. Plannmg exercise j 1------

(2Wi1~2010) f 4 7 't s t n c t NAME OF INTERVENTION ! PEDAGOGY AND SCHOOL IMPROVEMENT - i (Rupees in Lakhs)

UNrr 2001 - 2002 2002 - 2003 2 0 0 3 -2 0 0 4 2004 - 2005 2005 - 2006 2006 -2007 2007-2008 2008-2009 2009 - 2010 ! 2010-2011 ! TOTAL t ITEMS COST L i PRIMARY SCHOOL ! 1i 1 . TLE grant to new P'S

7 TLE grant to existing P/S for rcDlacement c f outdated TLEs r 3. Sdiool grant to all existing P/S v "

4. Sdioai erant all new P 'S 1

5 Sdar\' for 14 new P/S (§Rs 6500/- pjn, fixed

MIDDLE SCHOOL

1 . TLE grant to 23 & 14 upgraded sch ooi

X. TLE grant to existing M /S for replacement o f outdated TLEs

i I ^ t 3. School grant to ali existmg M/S ------

4 School grant to all new M/S ! V V VV V V

5 Salary for upgraded M/S Rs 8500/- p.m. fixed

G.Total T • NAME OF INTERVENTION I PEDAGOGY AND SCHOOL IMPROVEMENT ■ ii (Rupees in Lakhs)

j U N IT j 2001 - 2002 2002 - 2003 *2003-2004 2004 - 2005 2005 - 2006 j 2006 - 2007 | 2007-2008 | 2008-2009 2009 - 2010 2010-2011 [TO TAL _____ n ] E M S ______iC O S T i f - PRIMARY & MIDDLE SCHOOL r

_ days training for ■U -_ 2 . 2kuaig irsinmg for aiUeadiei:^ y______— h , u . 60 days training for untrained teachere v l y i > r ' - h ■L, __30 days training for new teahcers _ V V _____ Teacher grant to all teachers @ Rs 50C y_ I--;- ” 7 “ “ ’ __.Annual household survey (a), Rs 3/- r ______/ ______r Preparation of survey schedule y _ y _ y_ 1 ^ r 8. 2 days training of teacher for survey • r (3 teachers for each habitations) H BRC or CRC ii CLRC

9,__Furniture grant to BRC/CRC (4) J Qi_Furniture grant to CLRC (13)__ 11. Contingency grant to BRC/CRC (4) 12__Contingency grant to CLR.C (13)__ 13 Salaiy for Resource persons of BRC @ Rs 6500/- p.m. for 40 persons u i BASIC AMENITIES i -

14. Free Text Books to all SC/ST i 15. Supply of cyclostyle machine to ail senooi not having eyeiosiyle ______h ■ U 16. Supply of Type Wmer to all ____schools not having Type Writer__ ■U 17._Furniture grant to new schools ~ 7 V' ____' I4+23=37)@ Rs 5000/- per room

G.Total

(29Q1-2019) ^fU anit 0 istrie t NAME OF INTERVENTION ! COMMUNITY MOBILISATION & PARTICIPATION (Rupees in Lakhs) i ! 2 0 0 ! - 2 0 0 2 2002 - 2003 2003-2004 2004 - 2005 i005-2006 2006 -2.007 2007-2008 2008-2009 2009 - 2010 2010-2011 TOIAL i IT E M S UNIT COST 1

i It I. OrientanoTi and trairmmg i1 cominuiiiTy contact prog, f2x8x30x84') _J l _ 1i ' ^ 1 k ! 1 1 I 1 1 I i 1 !1 1 1! 1 i \ ! 1 i1 I 1 1 ii 1

^efsp'&ctive budget (2001-2010) t S O ^ fta m it d is tric t NAME OF INTERVENTION ! ? RESEARCH, EVALUATION, MONITORING & SUPERVISION (Rupees in LaKhs)

! UNIT 2001 - 2002 2002 - 2003 2003-2004 2004 - 2005 2005 - 2006 1 2006 - 2007 ! 2007 - 2008 200S-2009 2009-2010 1 2010-2011 TOTAL ITEMS COST I ------T------! Pupr achievement stud: I fmid-rcrm & annual; ! v / i 2. Supeivisran, monitoring & I evaiusawMi by CRGs

-4- 3. Zcstdaaeai expenditure (OHP vCTai aids etc.) i -I------t" 4 . Er^nS. computer perioherais

5. SutJervis»wi. monitoring & evaluaticm by DRGs v /

6. ^cdoo researcli^schoo! base activities v / v / v / - r

(ZOOt-lOtO) ^fU unit d istric t NAME OF INTERVENTION ! EDUCATION OF FOCUSED GROUPS - (Rupees in Lakhs) Education of the Disabled (lED)

UNr 12001- 2002 2002 - 2003 2003-2004 2004 - 2005 2005-2006 12006 -2007 2007 - 2008 2008 - 2009 2009-2010 2 0 1 0 - 2 0 1 1 ItO T A L ITEMS COST ! ■h- t - h auster Wise Disable assesmeri^ camps __ Training o f 1 teachcr each from ah P.'S for lED teachers da vs X Rs 701. Procurement/purcnase of Cruicnes. Glasses. Heanng Aids, Wheel Chair, etc I- E>evelopment'Drocurement of for ’dentified Disabled ______Campaign on lED and deveiop-

ment o f Dosters/'bim ners/sign boards etc village level meeting wih tea­ chers coramuniiy leaders, mothers etc on disability fRs 500 per vill.) Refrestiers training Sdt IED leachcp______Training o f Circle Resource •r Qroup/Clustc Resource _Grou2_on_I^______■h NAME OF INTERVENTION ! EDUCATION OF FOCUSED GROUPS - II (Rupees in Lakhs) Education of Out of School Children

UNIT j 2001 - 2002 j 2002 - 2005 { 2003 - 2004 |20Q4 - 2QQ5 12005 - 2006 2006 - 2007 !2007 - 2008 j2008 - 2009 2009-2010 2010-2011 [rOTAI ITEMS

1. Briage Course/ Back to school j camp for Out of School Children \ Cluster wise (13 clusters) j t - 2. Supply o f Text Books, CII - VII to all CRC & CLRC (4 - 13 = 17) 2 sets each

3 Renumeration for teachers of r Bridge course (3 teachers per school for 6 months)

4. Free text books to Out of School Children {al Rs 150/-

5. Uniform grant to all Out of Schoo r Children @ Rs 250/- r

perspective (2001-2010) S f i s t r i e t

NAME OF INTERVENTION : INNOVATIVE EDUCATION - II (Rupees in Lakhs) Girl Child Education (Residential Hostel)

UNIT I 2001 - 2002 2002-2003 2003 - 2004 2004 - 2005 2005-2006 2006 -2007 12007-2008 2008 - 2009 2009-2010 ]2010-20n i TOTAL COST ITEMS f - r • h 1. Construction of Hostel buiidmg •f- r 2. furniture for 40 girls (3, Rs 2500/- i f - i - . j 3. Furniture for Staff rooms i - r 4. Kitchen equipments • k 5 Matress, bed sheet etc fior 40 sirls (a: Rs 2500/- Diet charge for 40 girls Rs ’’O' - jjer da\ for 10 months ( apprg>:) f ------i------t - Purcnase o f T\^, Video, Computer Snort 200ds for Hostel ------1------S. Free Uniform & Text Books for 40 2irls ;5).Rs 250/- 9. Conimgency (Telephone, T Wmer, Eiectricitv Bills ett.) I- To~*Sai^' for Hostel Staff (fixed) a) i Matron@Rs 6500/-f»n

d) 2 Female Wardens @ Rs 5500 c) 1 Femaie Cook (3.Rs 3(KK)/-Dm d> 1 Chowkider@ Rs 3000^- pm e) 1 Washer-woman(2).Rs 3000/- r L

perspective budget (2991-iiOIO) f S S ^ ^ *u n it S fis tric t NAME OF INTERVENTION ! INNOVATIVE EDUCATION - III (Rupees in Lakhs) Early Childhood Care and Education (ECCE)

UNIT 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005-2006 2006 -2007 2007-2008 2008 - 2009 1 2009-2010 12010-2011 ! TOTAL ITEMS COST r

I. Onemation for Anganwadi woncers and helpers (156x2x70) i

induction training o f ECCE instructors ana Heipers (21x2x70)

5. iLM for 21 tC C E centres

4. Honoranum for ECCE workers v / I 5 Honoranum for ECCE heipers v / r ------1------• t - 6. TLM for existing Anganwadi centres x / ------1------u . 7. Contiri£enc>' for ECCE Centres v / v /

8. Nutrition support to ECCE centres

9. CqnstTJcnon o f addl room for ECCE centres in existing P.'S wiiere no anganwadi existed. u 'I-' iO. Mamtenace ii repair of building NAME OF INTERVENTION ! INNOVATIVE EDUCATION - IV (Rupees m Lakhs) Soecial Education for SC/ST Chilaren

UNTT 2001- 2002 j20(X2-2003 2 0 0 3 -j2004 2004 - 2005 12005 - 2006 [2006 - 2007 200^ - 2008 20.10-^011 12008 -2 0 0 9 | 2009 I TOTAL - 2010 ITEMS :OST ; ! -I r - t ------j— i -

L Merrit Scholarship/Incentive cash award to Meritorious i \ / SC/ST children (P/S) I i - “F t - n n 1 n - ~T n 2 Merrrt Scholarship/incsntive cash a^^'ard to Meritonous n / ! v / I v / v / SC'ST children (M/S)

“ i 1 3. Spi-ciai Schoiarship to very 1 1 T Door SC/ST children (M.'S&P/S) y ! v / | iv / i v / i

n n 1 n “T

JImpeetive budget (ZOOI-tOtO) fsr ^ i s t r u t HOUSE HOLD SLT^'vIY

OF'H.L ...... NAME OF ,IF.\D OF KA.MfLV

^ ■ i , 1 c i Cliffcrer! 'Zcr Aga "sthers Norne &. C'':crj’^-ution \ No. c f j Ul'rters!- LS-iEL 0^ | i ; I'GJva Coes EHCDOCATOi i POR DRC^^ CLT STUDB’iT I • I * i irx;i-rc..’S !------1:------^------^------i ------T“— 14 W5;i: I 'l33s atlendfidj Class in ij Age when | Rsrc«i f a dror i (tor going j ( dni^ppsd | c-in \cKr-e Cods Gchoc!) I dropC'#^-d j No)

■S^'lXJi^^^\TO?OUT ■ wT'Ttn r,c- u

L). o^yW. I -Cnitt;. of Sur'/fe>^r

ixC'fi.TS! J* y : ^ ltv X>3l FAM (LY iNFCRr,l«,T; OR

*_W •iC/'ii.-'r- ■ i : ' ^ ' C' I f

I yp6 or ncu^e iPucca. Se/n/ Pl-cc£. Kincha)

E'ectricity ’n t e Hcuce VO:-T>;

Teie-none yeivf-to .<■ vVrie? Cannecticn Y eatic 1 ^^e\-r’cn ’

f f'm-2 K.7i'.'7rp^fh5n2hn^i

1 Ki'1/2 Kf’V niofe 2 Km

' ‘^n:ecfC''r3rn t-ric^ 14 ve^;\: ‘i " i3rr\- Ncm? Scnooi

b.

Name of Surveyor De£:gr.-:r{fQn Date % TLLAG i: INFO RM ATIO N

N A fv *" * L L - G E ! -■! G t-i ! PCPULAT:a^ NG GF nCUSES

C lir'E S AVAILABLE IN THE VILLAGE.

>, -l::r

-'“^E Ccrrrcrior or ScLrze cf -orab’e

'‘r'-X ’jor.svonw'ip.-n viaagsc '-us'axi.A u::'

EaiC3'!C^''. !nz:L::cns iincmci^g crp/cis;

i -;0 OT n ig i 'j^Cf'OCt

Mr- . - Tr:— ■' ' — r '

'■lo

1 ! . Public L^brarv ('YMA,L;braiv)

C -0

Nsme cf Snrveycr ;