Sarva Shikshana Abhiyan Karnataka ANNUAL REPORT 2012 - 13 SARVA SHIKSHANA ABHIYAN SAMITHI - KARNATAKA NEW PUBLIC OFFICES, NRUPATHUNGA ROAD, BANGALORE - 560 001 TELEPHONE : 22483040 FAX: 22126718 E-MAIL: [email protected] Website : www.schooleducation.kar.nic.in OUR MISSION Provision of relevant and useful Elementary Education of satisfactory quality for all children, with full concern for social and gender equity and regional parity with vibrant pariticipation of the community in the management of schools EDUCATIONAL MAP OF KARNATAKA Maharashtra Andhra Pradesh Kerala Tamil Nadu North Indian - Ocean CONTENTS FOREWORD PAGES CHAPTERS 1. PERSPECTIVE : 1 2. PLANNING AND FINANCE : 11 3. ACCESS AND ENROLMENTS : 25 4. RETENTION and TRANSITION : 67 5. QUALITY INITIATIVES : 81 6. SPECIAL FOCUS GROUPS : 157 A. GIRLS’ EDUCATION : 158 B. INCLUSIVE EDUCATION 7. INNOVATIONS : 235 8. CIVIL WORKS : 261 9. RESEARCH, EVALUATION, MONITORING & SUPERVISION : 269 10. CHALLENGES AHEAD : 305 11. AUDIT REPORT : 311 FOREWORD The Sarva Shiksha Abhiyana Mission, Government of Karnataka, has managed to facilitate uni- versalization of elementary education in the State in full measure since 2001-02. In particular, it has facilitated universal access by opening new schools in unserved and eligible habitations, upgrading lower primary to higher primary level likewise, and up-gradation of 1 to 7 HPS as 1 to 8 HPS through provision of additional classrooms and teachers. Several strategies for full enrolment and retention of children, empowerment of local communities for management of schools through financial support and capac- ity building programmes and especially quality schooling through infrastructure and human resource support have been perpetual efforts of SSA. In all these efforts, SSA has always kept gender, social and spetial equity in explicit focus. In the process, pupil-classroom and pupil-teacher ratios have recorded ratios well below the RTE Norms. RTE A and Rules of the State thereon have been absorbed by SSA in letter and spirit during 2012-13, as the State formally adopted RTE A and released the rules thereon in April 2012. SSA has come a long way since 2001-02 in provision of full support to the Department of Education in realisation of all the objectives of universalization except ensuring quality with equity in schooling. Section 29 of the RTE Act is eloquent in quality elementary schooling and SSA is guided by this section. Other mandates of quality schooling of RTE A are addressed during 2012-13. A systematic assessment of all the government schools of the State by teams of all the 8000 plus educational officers of Department of Education of the State was a highlight of Internal Monitoring and Supervision of schools during July 2012, in the programme known as ‘Shalegagi Navu-Nivu. Media hype was observed for this programme as it was inaugurated by the Chief Minister through a one day-stay at a Government school and interactions with children. The CM was joined by the Education Minister, the District Ministers and other peoples’ representatives at all levels in this effort. School / Cluster / Block / District level report cards on quality of schools were published through this exercise. This assessment was supplemented by a external monitoring of schools known as Shiksha Ka Haq Abhiyan involving NGOs that consummated in the celebration of 11.11.2012 as birthday of Sri. Maulana Abul Kalam Azad. Variety of circulars and Government Orders on compliance to various sections of RTE were issued to schools. Admissions of disadvantaged children under section 12 (1) (c ) of the Act to nursery and I standard of elementary stage of the private unaided sector / private aided sector schools was completed. Out of school children and children with special needs continued as thrust areas, apart from learn- ing enhancement initiatives. Supply of Geography kits to Higher Primary Schools, customised drawing books and crayon box to I / II / III standards kids of all Nali-Kali schools are highlights of 2012-13. Learning standards from 1 to 10 standards in all subjects were developed through subject workshops. School-grading of 1040 sample schools on variety of parameters was taken up. New textbooks for 5th and 8th standards had been issued by the government. The SSA supported this initiative by commissioning the development of work books for new KCF 2009 curriculum of 1 to 8 standards as well as printing and supply of workbooks to 5th and 8th standard children. All the 300 DIET faculty were given training for 05 days on Research Methodology. In addition, 30 principals of DIETs were given training in Research Administration. It is fulfilling to observe that the government schools supported by SSA provide schooling for over 80 percent of total SC / ST children in State. More than 80 percent of rural children study in government schools. In effect, SSA supports a government school system which has always leaned towards gender, social and regional equity without giving up in pursuit of excellence. A faithful record of the achievements of SSA during 2012-13 as well as challenges identified for 2013-14 are being presented in this Annual Report of 2012-13. (Sd.) ADONI SYED SALEEM, I.A.S. State Project Director CHAPTER 1 PERSPECTIVES 1 Annual Report Right to Education Sarva Shiksha Abhiyan 2012-13 Let us learn - Let us all Grow PERSPECTIVES The Constitution of India, adopted in 1950, provisioned for Universalisation of Elementary Education (UEE) to children upto the age of 14 years and located it under Directive principles of State policy as article 45. Keeping in view the tardy progress of UEE and bowing to the demand for Union Government’s responsibility for education, the Indian Parliament placed education under ‘Concurrent List’, a joint responsibility of the Union and the States through the 42nd Constitutional Amendment in 1975. Following this development and recognising the snail’s pace of progress of literacy in India, the National Policy on Education (NPE), 1986 was ado pted by the Indian states. The NPE, 1986 accorded the highest level of priority to UEE. Two national level programmes to improve the infrastructure / human resources and capacity building for teachers were lanuched in 1988 known as Operation Black Board (OBB) and District Institutes of Education and Training (DIET). A National Literacy Mission Authority was also set up in 1988 treating the district as a unit of planning and address the concerns of adult literacy. During the post 1991 liberalisation phase in India, a quality improvement initiative was launched in several states in 1995 known as District Primary Education roect DE At the same time standards of schooling were set through specifications of Minimum Levels of Learning (MLL) to ensure attainments and quality schooling. The DPEP was spread across only educationally backward districts of the country. It was a time-specific programme which ended by 2002 Several structures for capacity building of teachers and educational administrators had been created by the DPEP known as Cluster and Block Resource Centres - CRCs & BRCs. New schools had been opened in schoolless villages. Teacher and school support materials were supplied to all the schools. Teachers had been appointed for the new schools and buildings had been constructed. DPEP initiatives had proved to be quite useful. They had to be sustained and upscaled. The Government of India launched the Sarva Shiksha Abhiyan Mission in 2001-02 which not only absorbed all DPEP initiatives and centrally sponsored schemes but also spread to all the parts of the country - all districts and not just backward districts. 2 Annual Report Right to Education Sarva Shiksha Abhiyan 2012-13 Let us learn - Let us all Grow There was another concomitant development. A global meet of Education Ministers / National Representatives of 156 countries met at Jomtien, Thailand in 1990 and resolved to provide ‘ Education for All’ within a period of ten years, by 2001 AD. A global review of this resolve in 2000 AD at Dakar, Senegal revealed that the resolve had been very poorly honoured. Nation states had to race against time for UEE. This global concern also strengthend the initiatives in regard to setting up of the SSA Mission. The East Asia Miracle, resounding success of economies in South Korea, Thailand, Malaysia, Indonesia and Japan revealed that these countries had accorded a high pedestal to elementary education since the 1960s along with poverty alleviation in their growth strategies. India could not afford to ignore elementary education. The United Nations Development Programme, UNDP, a development wing of the UN, began the publication of comparative standing of nations on their levels of human development. They used an index to measure the level of human development known as the Human Development Index, HDI. India has been recording a very low HDI rank among the comity of nations, the rank is oscillating in the 124 to 128 range. This is a matter of serious concern for a nation which has mounted itself on the path of industrialisation and accelerated economic development. Education is one of the indicators of HDI. UNDP compares nations on Mean Levels of Education (MLE) also, which is quite low for India. Barro and Lee estimate of MLE for India for 15+ Total Population in 2010 was 5.200 years. The estimate for females is 4.067 years [cf www. barrolee.com /data/BL (2010) MF 1899.xls]. Unless intensive efforts are made for UEE, the MLE will not go up. MLE is also affected by a largevolume of illiterates in highend age slabs and rising life-expectancy among them. [Note : MLE for Afghanisthan, Nepal, Pakisthan, Bangladesh, Maldivs, Srilanka and China are : 5.78, 6.139, 5.530, 4.339, 3.971, 5.593 and 8.167 respectively. In the face of intense public demand for fundamental right status to the Constitutional provision for UEE and being reinforced and supported by the Supreme Court in one of its judgements (cf.