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Siotfo £>’ ogd«6sSoo: 20 ©^oo 6. 3a3<2)3 (©s5*db) £o&p6s 4 ©^oo o 7. $>©T) 3oo£o s ©p. 8 ^00 67 rt>odxj*db-2 5*o*ge$^ 25©§®0d-2 1. :-££gcp^ rrofa ar’&s* cpgoodo Sbdddoo esdoco CPgCP 8D& 8D0&>&) aj°£)£0 ^dfr’CSo J? (pDSPdo - £>©§od 2. os? £oo:- 1. rpo & ap£)do cpgocdo £ddo [cgp&^d' £P©So& £) dorp i^&Sd^Dod6 2. -& S^d^OC^ d& & 8Jt>£)£o&, 83CP5(5s £9 do co <5* t^c6^ d ds°c co co oG * ^d^cc^ ddd5 ®£p£)dodb doespd^dd^D - ^cs’odo ^©^»§^doO 3.5*0 6© 08:- 2 ^cco 4. ggffgOfod SdefoOQ! [ob^d^, &©£r)d^ &&&> $s>£)(6>c&) "^ddcs, $£> 5. £totio £>’ oddddoo: 20 ©^co 6. 3tt5dg (©sftfc) £ofo*6: 4 ©^co o 7. «pdo^ 3boe$o s do*. 10 d5oo 68 Reference Books 1. National Policy on Education - 1986 2. Programme of action -1992 3. National Curriculum Frame Work - 2005 4. DIET Guidelines 5. A Report of the Training Porgramme for the DIET faculty of Karnataka on the concept of Lab Area and Planning of activities under lab area for implementation, RIE, Mysore 69 PARTICIPANTS I. 1. Sri. K.Ananda Kishore, Director, SCERT, Hyderabad. 2. Proff. G.T. Bhandage, Principal, RIE, NCERT, Mysore - 6 II. DIET faculty, A.P. (1st Workshop) 1. Sri. Pratap Reddy, Principal DIET, Haveli Ghanapur, Medak. 2. Mohd. Moizuddin, Lecturer, Govt DIET, Neredmet, Hyderabad. 3. S.Viswanath Rao, Senior Lecturer, Govt, DIET, Adilabad. 4. N.Ayyub Hussian, Lecturer, DIET, Kumool. 5. Rafia Aijaz Siffiqua, principal, DIET, Karimnagar. 6. Mr. Quamar Sultana, Principal Govt DIET, Hanumakonda, Warangal. 7. Dr.M.jehanara Begum, Principal Govt, DIET, Mahaboobnagar. (2nd Workshop) 8. Y. Venkatachalam, Sr. Lecturer, DIET, Dubacherla, West Godavari. 9. S. karimulla Bashan, Principal DIET, Rayachoty, Kadapa 10. N. Raghu Kumar, Sr. Lecturer, DIET, Boyapalem, Guntur 11. Adinarayana Murtu, Principal, DIET, Tekulapalli, Khammam 12. K. Satyanarayana, Sr. Lecturer, DIET, Angaluru, Krishna 13. M.V. Lokanadham, principal, DIET, Karvetinagar, Chittoor 14. Rehana Rafath, Principal, DIET, Nalgonda 15. R. Vidya Sagar, Lecturer, DIET, Nalgonda 16. K. Munaiah, Principal, DIET, Bukkapatnam, Anantapur III. SCERT Faculty (1st & 2nd workshop) 1. Prof. K.Sudhakar Rao, Dept. of Teacher Education, SCERT, Hyderabad. 2. Dr.S.Vijaya kumar, Professor, SCERT, Hyderabad. 3. A.Narendra, Lecturer, SCERT, Hyderabad. 4. Sri.Surendranath, Lecturer, SCERT, Hyderabad. IV. Resource Persons (1st workshop) 1. Dr.K.Sesidhara Rao, Rtd.Principal, IASE, Masab Tank, Hyderabad. 2. Dr.V.Lalitha, NIRSA, Hyderabad. (2nd work shop) 3. Prof. V. Ramakrishna, University of Hyderabad, Hyderabad 4. Prof. G.Sudarshanam, Professor, Dept. of Political Science, University of Hyderabad. 5. Dr. B. Krishna Reddy, Head Department of Folklore, Dravidian University, Kuppam. V. RIE Faculty Dr. Malli Gandhi, Regional Institute of Education, Mysore 70 Draft Report Training Package on Lab Area concept for DIETs of Andhra Pradesh NCESERT RIE, Mysore Abbreviations 1. DIET District Institute of Education and Training 2. UEE Universal Elementary Education 3. NLE National Literacy Mission 4. EFA Education for all 5. TV Television 6. CLAPS Children learning acceleration programme for sustainability 7. KGBV Kasturibai Gandhi Baliki Vidyalaya 8. ECE Early Childhood Education 9. NPEGEL - National programme for Education of Girls at Elementary level 10. CLIP Children language improvement programme 11. READ Read enjoy and develop 12. CAL Computer aided learning 13. EDUSAT - Education Satellite 14. AEP Adolescence Education programme. 15. NPE National Policy on Education 16. SCERT - State Council of Educational Research and Training 17. RIE Regional Institute of Education (Mysore) 18. SC Schedule Caste 19. ST Scheduled Tribe 20. NFE . - Non-formal Education 21. AIE Alternative Innovative Education. 22. EGC Education Guarantee Centre 23. GVVK - Girijanavidya Vikas Kendram 24. FE Formal Education 25. FGD Focused Group Discussion 26. TLM Teaching Learning material 27. MDM Mid Day Meals Preface Education is a science of Human Growth. A well trained teacher can discharge the responsibilities and duties entrusted to him in achieving the desired goals. In this context there is onus responsibility on the part of the teacher educational institutions to train the teachers in a befitting manner. As envisaged in NPE 1986, DIETs were established to provide academic and resource support to Elementary School Teachers and for personnel working in non-formal and Adult Education. One of the objectives of DIET is to act as a centre of experimentation and research. It has to provide policy advice to educational planners, administrators, District boards of Education regarding UEE and NLM. Further new ideas and innovative practices need to be tested which demands the need for a testing ground.. In order to test the innovative and experimental ideas for their acceptability and applicability Lab Area concept has come into existence. Lab area is an area identified by the DIET for conducting field research studies and evaluation studies, and Action research for the improvement of quality in Elementary Education In this context a two 4 day workshops were conducted by RIE Mysore in collaboration with SCERT and DIETs in AP from 15-18 October 2007 and from 4-7 February 2008. The present training package is the net out come of the efforts of the participates in the workshops. The package contains eleven basic components relating to Lab Area. These include • Concept of Lab area • Criteria for selection • Activities of Lab Area • Methodology to be adopted in conducting Lab activities. • Formats for taking up projects etc. The package provides insights and direction to DIETs to take the Lab Area activities in a right spirit. We hope that this package material will provide impetus for DIETs to plunge into action and take the Lab area activities. The manual is not exhaustive. However, the opinions of the educationists, lectures and other field functionaries are invited for improvement and future changes. LAB AREA CONCEPT BFORE AND AFTER Theme Paper The National policy of 1968 marked a significant step in the history of education in the post Independence India. Since the adoption of the 1968 policy there has been considerable expansion in the educational facilities all over the country at all levels. The general formulations incorporated in the policy did not, however, get translated into a detailed strategy of implementation accompanied by the assignment of specific responsibilities and financial and organizational support. As a result, problems of access, quality, quantity, utility and financial outlay accumulated over the years have assumed such massive proportions which need to be tackled with the utmost urgency. Education in India stands at the cross roads today. Neither normal linear expansion nor the existing pace and nature of improvement can meet the needs of the situation. The National Policy of Education 1986 mentions that in Indian way of thinking, a human being is a positive asset and a precious national resource, which needs to be cherished, nurtured, and developed with tenderness and care, coupled with dynamism. Each individuals growth presents a different range of problems and requirements. In this context education has to perform its catalytic role. Life in the coming decades is likely to bring new tensions together with unprecedented opportunities. To enable these people to benefit the environment will require new designs of human resource development. In the National perception education is essentially for all. This is fundamental to the overall development material and spiritual. Education is a unique Investment in the present and the future. This cardinal principle is the key to National Policy on Education 1986. There are three important components in the educative process, the teacher, the pupil and the subject matter or the content of education or curriculum to be transacted. Of these three components teacher is undoubtedly the most important one. Teacher is the centroid or the pivot of the educative process. No better tributes have been paid to anybody on earth than to the teacher. East and west everywhere he has been respected and worshipped. If in ancient India he was ranked next to God, in the west he has been iii called the "architect of the nation", “the maker of man" and the" maker of history". Like a gardner caressing the plants, he caresses young human beings and looks after their physical, mental, and social growth and development. It is the teacher who turns the child from animalism to specialized human form. The teacher turns the base metal of children into gold. It is his teaching skill, his personal influence, his character, his dynamism and his life force that turns the pupils to be truly human, contributing their best to humanity. Books may teach a child but the teacher educates him, Such is the importance of teacher in the system of education. Like all other professions, teaching is also a specialized vocation needing special knowledge, skill and coaching. So a teacher must have some professional training. As John Adams said "the verb teaching governs two accusatives — the subject and the pupils." Hence the teacher before he attempts to teach, must acquire thorough knowledge of the pupils (i.e.) the child psychology and the subject matter or methodology and the contents. The teacher must clearly know the objectives of teaching, the psychological principles of learning, the psychological principles governing the behavior of the child, the techniques of teaching, the art of questioning and answering, the use of audio-visual aids, the method of explanation and elucidation, the mode of assessment of the achievement of pupils, the organization of curricular and co curricular activities and all other tricks of the trade If a child is to be educated, the teacher must know whom to educate? why to educate? Who is to educate? Where to educate? What to educate? How to educate? and when to educate? All these questions demand a sound system of Teacher education programme. The National Policy of Education 1986 regards teacher education as a continuous process and its pre-service and in-service components are Inseparable. It recommends that the system of teacher education needs to be overhauled. The policy suggests the establishment of District Institutes of Education and Training (DIETs) with the capability to organize pre-service and in-service courses of elementary school teachers and for the personnel working in non-formal and adult education iv As envisaged In the NPE 1986, the programme of restructuring and re organization of teacher education was started in 1987. As a consequence of this DIETs were established to provide academic and resource support to Elementary school teachers, District administration and other field functionaries As a centrally sponsored scheme the government of India launched this programme with the following twin objectives- • Creating sound Infrastructure • Providing sound academic support to the elementary school teachers. The DIET has to perform three important functions: • Training both induction level as well as in-service. • Resource support, extension/ guidance, development of materials, teaching aids, evaluation tools etc. • Action Research. DIET Programmes are designed to train the teachers, instructors in transacting curriculum and keeping the learners at the centre of the teaching - learning process. The total of the DIET staff includes 31 faculty members and 7 administrative staff. The DIET has been conceived as a vibrant instrument for bringing about change in the quality of life of the community through education. It aims at emerging the educational climate of the district by providing rich training and resources and improving the professional competence of teachers and other educational functionaries. It has the following major objectives: • To provide pre-service and in-service education of Elementary School teachers • To provide teacher induction and the continuing education of instructors and supervisors for non-formal education and the provision of resources to support them. v • To provide planning and management support for District Boards of Education (DBE), School complexes and educational institutions. • To serve as an evaluation centre for primary and upper primary schools as well as for non-formal and adult education centres. • To act as a resource learning centre for teachers and instructors. • To act as a centre of experimentation and research and • To support educational technology and computer educational programmes in the district To perform these functions effectively the DIETs. have the following seven academic branches; 1. Pre-service teacher education (PSTE) branch 2. Work Experience ( WE) branch 3. District resource group (DRU) branch 4. In-service Programmes, filed Interaction and innovation, co-ordination ( IFIC ) branch 5. Curriculum material development and evaluation (CMDE) branch 6. Educational Technology (ET) branch 7. Planning and Management ( P & M) branch. As mentioned above one of tile objectives of the DI ET is to act as a centre for experimentation and research. It has to provide policy advice to educational planners, administrators. District boards of education, regarding UEE and NLM. For this purpose it has to take up experimentation and research duly selecting one or two educationally backward pockets Of the district which may be chosen within the reach of the DIET These pockets may be called as "Lab area" Lab area means "Laboratory". It means a room or building fitted out for scientific experiments, research, teaching or the manufacturing of drugs and chemicals .As such Lab. Area is the area selected in the district by the DIET to conduct different types of vi experiments and studies. The DIET has to help the educational administrators, planners and other educational functionaries Including teachers of formal, non-formal and adult education, in realizing their purposes relating to UEE and NLM. by conducting different types of Experimentation studies, research and evaluation and Action research programmes, It is also required to conduct different types of experiments and studies for its own development and the development of its faculty members For this purpose as stated one or two educationally backward pockets of the District which are within the reach of the DIET are to be specially chosen for conducting need based studies and action research activities. However a lot of studies and action research can be concentrated in the lab area, they would not be necessarily confined to this area, and other suitable areas would be chosen depending on the nature of work involved. Some of the areas for such studies are -- • Enrolment, retention, and regularity in attendance of children and Adult learners (especially females, SC / ST , minorities, handicapped, slum dwellers, and other disadvantaged groups) various factors affecting them • Effect of various interventions including incentives on the above issues. • Community participation and participation in the process of basic education. • Development of norms, criteria and techniques for evaluation of Institutions (schools, and AE / NFE centres) of the district • School mapping • Micro planning • School complexes formation and their activities. • Institutional evaluation etc. Besides these need based problems some of the programmes being implemented can also be taken up for the study to help district administration and the planners. These may be the following: • Implementation of the mid day meals scheme vii • Functioning of the bridge courses, residential and non residential • Alternative schools like E.G. centres, GVVks, integrated schools, door step schools, boat schools, schools on the sand etc • Functioning of schools for minorities, • Functioning of adult education centres: • Impact of facilities provided under inclusive education, Effect of Incentives on enrolment and retention • Tribal friendly classrooms • Girl child friendly environment in schools • Bilingual education in tribal schools • Utilization of library books in schools • Impact of class teacher system • Functioning of school complexes • Impact of school complexes on the academic development of teachers • Head teacher academic monitoring in schools • Academic support to teachers at the door step • CLIP • CLAPS • Utilization of play materials • Sex discrimination in schools • Evaluation practices adopted in schools • Co-curricular activities in schools • Utilization of Grants to teachers, schools, TLE grant Impact of Question box scheme • Utilization of running boards in schools • Construction of child friendly classroom • Community participation • Diary writing by students in schools • Impact of chaduvu magazine etc viii In this connection the following action plan is suggested under the scheme of Lab area Programme • Assess the needs and requirements of the CEE / NEM programmes (EE/NEE/AE ) with regard to access, enrolment, retention and quality concerns • Select the problem for the study ( Research I Evaluation) • Prepare the proposal for the study • Select the area for conducting the study based on feasibility, access, financial resources, manpower etc, • Conduct the study • Eind out the results • luioi m the lcsults to those for whom they are meant For conducting the studies the following formats are suggested. Research Study Proposal 1. 1 itle of the project 2. Statement of the problem (brief Introduction significance and the need of the problem) 3. Objectives of the study 4. Scope and limitations of the study 5. Hypothesis 0. Ovci view of the literature 7. Theoretical frame work 8. Research questions 9. Expected outcomes and educational implications. 10. Design of the study ( type of the study, method of the study, sample of the study) 11. Methods of data collection (Questionnaire, interview, observation, documentary analysis, case study, FGDs, Village mapping etc) 12. Data analysis 13. Results, Findings, conclusions, and suggestions ix 14. Time budgeting 15. Cost estimates. Action research proposal: 1. Title of the project 2. Problem area 3. Specific problem 4. Causes of the problem 5. Most possible causes of the problem 6. Problem Hypothesis 7. Action design 8. Evaluation of the Impact 9. Time budget 10. Cost Evaluation Study Proposal 1. Title 2. Introduction 3. Significance and need 4. Objectives of the evaluation study 5. Sample of the evaluation study 6. Scope and limitations of the study 7. Tools of the evaluation study 8. Collection of data 9. Analysis of the data 10. Findings and conclusions of the evaluation study x References: 1. National Policy on Education (NPE) 1986 2. DET document 3. School administration and organization - RN Safaya and Shaida, Danpatrai Publishing company New Delhi. 4. Modem Indain Education and its problems - Suresh Bhatnagar and Anamika Sexena - R Lall book depot Meerut. Dr. K. Sesidhara Rao, Retd. Principal, IASE, Masabtank, Hyderabad xi Index SI. No. Contents Page No. I Abbreviations i II Preface ii III Lab Area concept before and after iii Theme paper 1 Backdrop of Lab Area 1-2 2 Concept of Lab Area 3 3 Need for the Lab Area 3-5 4 Criteria for the selection of Lab Area 6 5 Lab Area Activities 7-9 6 Methodology 10 7 Tools of Study 11-12 8 Formats - proposals 13-16 9 Generation of Reports (Documentation) 17 10 Suggested list of problems 18-19 11 Measures to activate Lab Area activities 20-22 12 Action Plan for implementation of Lab Area Activities 23-54 13 List of Participants 54 14 Reference Books 55 xii 1. Back drop In free India for the first time, the National Policy of Education was announced in the year 1968. The general formulations incorporated in this policy did not get translated into a detailed strategy of implementation. As a result, problems of access, enrolment, retention and quality remained unsolved to the optimum level. This situation prompted the revision of National Policy of Education 1968 and, consequently, the Policy was revised in 1986. The 1986 policy regards teacher education as a continuous process and its pre service and in-service components are inseparable. It recommends that the system of teacher education needs to overhauled. The restructuring and reorganization of teacher education was started in 1987. As a consequence of this DIETs were established by upgrading the Teacher Training Institutions, with the follow ing objectives. • To provide pre-service and in-service education for Elementary school teachers. • To provide teacher induction and the continuing education of instructors and supervisors for non-formal education and the provision of resources to support them. • To provide planning and management support for District Boards of Education (DBE), school complexes and educational institutions. • To serve as an evaluation centre for Primary and Upper Primary schools as well as for non-formal and adult education centres. • To act as a resource learning centres for teachers and instructors. • To act as a centre of experimentation and research and • To support education technology and computer educational programmes in the districts. 1 As mentioned in the aforesaid paras, the important objective of the DIET is to act as a centre for experimentation and research. It has to provide policy advice to educational planners, administrators, District Board of Education in the district and also academic assistance and support to classroom teachers, in regard to UEE and NLM by conducting different types of Experiments, Research Studies, Evaluation Studies and Action Research programmes. For conducting theses studies one or two educationally backward pockets of the Districts within the reach of the DIET need to be chosen. These pockets are called as “Lab Area” 2 2. Concept of Lab Area As per the DIET guidelines mentioned in the document 1989, one of the important functions of the DIET is to help in achieving the quality at Elementary level in the district. This demands the constant need for the teacher educators working in DIET to think and evolve new ideas, and innovative practices for adoption in the field of Elementary Education. All these new ideas and innovative practices need to be field tested. As already stated, for this purpose one or two areas in the district based on the need are to be identified, which form the Lab areas. A Lab area can be defined as follows 1. “A Lab Area is an area in the district identified by DIET for conducting field level, research studies, evaluation studies, action research for improvement of the quality of Elementary Education”. 2. “A Lab Area is a testing field identified by the DIET for experimenting new ideas and innovative practices”. 3. “A Lab Area is a place where teacher educator can take up all research type of activities for his professional growth and supporting the educational functionaries at all levels in the District including District Board of Education”. For this a module for research methodology is needed. A module consisting of the methods of data collection, data analysis and report writing 4. The Lab Area consists of a few schools (10-15) alongwith the habitation within the proximity of DIET where the DIET faculty implements their new and innovative ideas and its impact on various educational phenomena. 5. It is a platform for the teachers to take up their action research studies to solve the problems confronted in teaching and learning process and in their day to day activities. 6. It is a testing ground of innovative ideas in the actual classroom to find out alternative modes of implementation. 7. It is a place selected for conducting experiments and studies based on ones own experiences and in-depth observations made within the classroom and out side. 3. Need for the Lab Area Teacher is the main dynamic force in the system of education. He is the centroid or the pivot of educative process. Like all other professions teaching is a specialized vocation needing special knowledge, skill and coaching. In this respect much depends on the initiative and the skill of the teacher educator who trains the teacher for the ever changing society. The teacher educator must always keep himself abreat of new developments in the filed of his specialization and pedagogic developments. He must always think of new practices in the light of new developments taking place in the field of education and the society at large. He must try to put his new ideas and innovative practices for experimentation. Besides this there is need for the teacher educator to conduct different types of studies in the fieled of Access, Enrolment, Retention and Quality in achieving UEE. Hence the need for lab area. For achieving UEE & Total literacy, a number of programmes have been launched by the centre and state governments, since independence through various programmes. Inspite of launching of various programmes the objective of EFA is elusive. Hence some more programmes such as, mid-day meals, free textbooks, joyful learning, Radio lessons, TV lessons, CLAPS, alternative schooling facilities, etc. are being implemented in the field. For effective implementation of all these programmes there is need to make Status studies and Evaluation studies. DIET faculty has to take up these studies, for which there is need for lab area. Further, the teacher educator may come across different types of problems in his day to day activities in transacting with the curriculum and in classroom management. He is required to find out the ways and means to solve these problems himself. He has to solve not only his problems but also help the classroom teachers in solving their day to day problems. Here comes the need for taking up different types of action research programmes. For conducting research studies, evaluation studies and action research in different fields there is a need for lab area. 4 The Purposes of Lab area can be stated as follows: • It is an identified area within the district. • It is used for field testing and experimentation • It should consist of various institutions related to UEE/NLM. • More than one area can be identified for the purpose of lab area. • Lab area activities are specific in nature. • Lab area activities are to be identified by the faculty members by converging all the resources. • It is meant for all the faculty members to undertake studies. • It is a testing ground of innovative ideas. 5 4. Criterion for selection of Lab Area In selecting the Lab area the following criteria is to be considered. • Lab Area should be preferably close to DIET, where testing, research and experimentation can be taken up by the faculty without interruption to their routine work. • The identified Lab Area should have all types of elementary level institutions such as Primary School, Upper Primary School, Multigrade school, KGBV, Tribal School, Minority School, ECE, Anganwadi, Continuing Education centre, Open school in order to take up experiments, Evaluation studies, Action research and experimentation of Innovative ideas. • Educationally backward areas have to be identified, i.e. where enrolment, retention, transition and achievement levels are not up to the level. • Places where on going Educational programmes at elementary level viz., NPEGEL, CLIP, CLAPS, Midday meals, READ, Radio lessons, Mana T.V. are being implemented. • Lab area should consist of all categories of population i.e different religions, castes, economic status, occupations etc. • In the selection of Lab Area the field co-operation factor should also to be taken into account. • Social issues such as child labour, early marriages, parental superstitions, sex bias, etc. need be given priority in the selection of Lab area • Lab area can provide an opportunity for the student teacher to take up the project works, as a part of teacher education curriculum. 6 5. Lab Area Activities Broadly Lab area activities can be categorized into three. These are 1. Institutionalized 2. Specific need based and 3. On going programmes. Institutional Lab Area activities: Institutional lab area activities can be taken up by all the faculty members of DIET after identifying the problems confronted by the institution. Institution as a whole undertakes these problems after thorough deliberations with the support of like minded people in the community. The institution derives benefit in terms of collective leadership and finding solutions to the problems confronted. Some times if necessary the institution can invite suggestions from the local experts who are working on them. These problems can be identified in the review meetings held at the District level and at mandal level. Some of the suggested problems of institutional Lab area activities include: 1. Assessing dropout in selected schools. 2. Improving retention levels among gender and social groups. 3. Implementation of specific schemes of DIETs including CLAPS. 4. Trying out DIET curriculum and suggesting probable changes. 5. Developing institutional plans in collaboration with community. 6. Conducting specific programme on co-curricular activities for improving the motivational levels of students. 7. Developing specific projects related to child study etc. 8. Strategies for implementation of Midday meal programme. 9. Introducing Human Rights Education and Environmental Education. 10. Strategies to solve the problems of Girl child. 11. Strategies for improving the attendance and retention of SC/ST and children coming from poor back ground. 12. Strategies for educating the children of migrant labourers and child labourers. 13. Strategies for improving the school conditions keeping in mind the special needs of the girl children. 7 14. Strategies for Teacher motivation. 15. Preparation of tool kits. 16. Improving achievement levels of Students. Specific need based activities: The policies and problems of education in general change from time to time keeping in view the demands and needs of the community. Specific needs of the children need to be studied to find out solutions for implementation. In this context specific needs of the child in the classroom context need to be studied. These needs may vary from district to district. Some suggested activities under this category may be 1. Child tracking 2. Cohort studies 3. Using locally available materials 4. Tribal child education issues 5. Study of time table and content 6. TLM 7. Grants 8. Gender issues etc. 9. Classroom problems 10. Problems relating to curriculum transaction in different subjects On going programmes: Now the DIET has been given a special status for monitoring and implementation of some on going schemes of the centre and the state. There is dire need to implement these programmes in letter and spirit. These schemes need to be evaluated for their betterment. Thorough understanding of these schemes is crucial for their effective implementation and bringing necessary changes. In this regard the problems relating to the following activities are suggested for taking studies under Lab area. - CLAPS - READ 8 Children Literature Class teacher system Peer group teaching Multilingual Textbooks School Complexes School Management committees Right to Information Act and its implementation NPEGEL programmes CAL Project Mana T.V Vindam Nerchk undam EDUSAT E-learning Grading Multi grade teaching Wall Magazines Diary Writing Post box Red ribbon clubs AEP Library as resource of learning Cluster models in girls education Teacher Research Forums KGBVs Residential schools for tribal and social groups Mid Day Meal Scheme Integrated approach 9 6. Methodology Classroom transaction, school enrirovement, parental co-operation, local community etc. and also review meetings conducted at institutional, Mandal and District level will form the sources for identification of problems for experimentation. Methods of Research for the problem chosen for study in Lab area, differs from problem to problem. Methods of Research according to one school of throught are divided into two categories - quantitative and qualitative. Quantative methods focus on scientific designs. On the other hand the qualitative methods focus on interpretative ethnographic designs based on direct observation. In depth studies are important for studying the problems taken up in the Lab area. Depending on the problems, different methods are to be used either independently or collectively. A few methods in this context include. - Historical method, what was? (Previous happening) - Descriptive method, what is? (Survey) - Experimental method, what will happen? (One group, Parallel group etc.) - Case studies (in depth study) - Community studies (Demand survey, Market surveys etc.) - Correlation studies. 10 7. Tools of Study For the studies taken up in the Lab area based on the problem chosen, different tools of data collection, need to be adopted. These include. Inquiry forms (Questionnaire, Schedule, Check list, Score card, Rating scales and Attitude scales) Observation (Participant, Non-participant, direct, in-direct) Interview (Structured, Unstructured, Non-directive) Documentary analysis (Registers, Records, Documents, Autobiographies, Monographs) Sociometry - Tests (Achievement tests, Performance tests, Interest inventories, Intelligent tests, Personality assessment) - Focused Group Discussions (FGD) - Participatory Rural Appraisal (PRA) Rapid Rural Appraisal (RRA) - Matrix - Time frames Line Diagrams 11 7 (a) Research Methods Teacher should be trained in Research methodology so that he/she will be able to carryout their ideas and innovative programmes. 1. Data Collection methods: a. Primary Sources b. Secondary sources 2. Methods of Primary Data Collection: a. Sampling method b. Case study method c. Observation method 3. Methods of secondary data collection: Collecting data from books, journals and reports of institutions. 4. Data Analysis: Content analysis 5. Report writing: Preparing a report which is the outcome of the data collected and analyzed from different sources and arriving at certain conclusions. 12 8. Formats Formats (proposals) help in understanding the problem chosen for lab area. They also facilitate in the administration and compilation of the data. Before taking up the problem it is necessary to develop suitable proposals based on the realities. It is essential to collect the data in a scientific manner without giving any scope for missing vital information. Generally 3 types of formats (proposals) are used to conduct the studies in the lab area. 1. Evaluation Study 2. Action Research Study 3. Experimentation Evaluation Study: In the education system there are various innovative programmes sponsored by the government and other organizations to improve enrolment, retention and quality according to the needs and demands of the society. In this context there are several educational programmes which are being implemented in the state. They include MDM programme, enrolment drives, cohort studies, CLAPS programme, Read enjoy and develop program (READ), grading system, CAL programme, NPEGEL programme etc. These programmes are being implemented in Andhra Pradesh with the support of DIETs and other field functionaries. There is a dire need to conduct lab area studies to evaluate the impact of these programmes in accordance with the objectives set forth by the educationists. The following format for the evaluation study proposal is suggested as a guide line to take up the study. 1. Title 2. Introduction 13 3. Significance and the need 4. Objectives of the evaluation study 5. Sample of the Evaluation study 6. Scope and limitations of the study 7. Tools of the evaluation study 8. Collection of Data 9. Analysis of the data 10. Findings and conclusions of the evaluation study 11. Time Budget 12. Cost estimate Action Research: Action Research is a scientific study of the problem felt by the teacher in the classroom context. Action Research helps the teachers to solve their problems by themselves. Lab area provides an opportunity for the teacher to examine cause and effect factors which are responsible for the problem. Action research facilitates the teacher and teacher educators to develop their professional skills, thereby the learning problems of the students can be solved. Continuous efforts to improve the existing situation necessicitates a critical inquiry in the field of education. Action research provides a direction to the teacher in this context. To take up micro level action research problems Lab area provides a platform for the teachers to improve upon their daily teaching learning process. It also improves the level of courage and confidence of the teacher to face the specific problems of students. Specially action research helps the practioner to find solutions to the problems confronted by him/her in his/her day-to-day activities. The suggested format to take up action research in lab area is as follows: 1. Title of the Project 2. Problem area 14 3. Specific problem 4. Causes of the problem 5. Most possible causes of the problem (those causes which can be manipulated by the researcher) 6. Problem hypothesis 7. Action design 8. Evaluation of the impact 9. Time budget 10. Cost Experimentation / tryout studies: Experimentation aims at understanding the cause and effect phenomena of the selected problem. The lab area provides the significant ground for the DIET faculty to experiment their own innovation ideas to test its feasibility. Most of the time the innovative ideas are implemented without understanding their rationale and context. Lab area gives an opportunity to test them for their validity. Untested idea is equal to undigested idea which does not make any sense for educationist. There is a need to explore the new ideas or imagination of teachers, teacher educators in the lab area. The abstract ideas can be concretized through experimentation in the educational lab. It is difficult to conduct experiment in education as education is directly related to human beings. The teacher comes in to direct contact with students who are more vulnerable to situation created by the teacher in the teaching learning process. Therefore before the new ideas are implemented, they should be experimented in the lab area identified for the purpose. Not only the ideas and innovative practices can be tested in the Lab area but also some research studies can be taken up whenever problems are identified. 15 The suggested experimentation format is as follows: 1. Title of the project 2. Statement of the problem 3. Objectives of the study 4. Scope and limitations of the study 5. Hypothesis 6. Research question 7. Expected outcomes and educational implications 8. Methods of the study - Experimental Design. 9. Experimentation and data collection 10. Data Analysis 11. Findings and suggestions 12. Time budgeting 13. Cost estimates 16 9. Generation of Report Documentation of the study is crucial for recording the events and dissemination of information. Written information with regard to statement of problem, process and actual implementation and feedback will go a long way in studying and solving the problem in a scientific manner. Dissemination is crucial with regard to, • Systematic recording of events of selected Lab Area problems and understanding the issues involved in it. • Continuous collection of information, verification, implementation and action, will help the Lab area team to focus on the issues and analyzing them periodically. • Human memory has its own limitations. Recording of events and continuous action should figure in documentation. • There are two aspects of recording of Lab Area problems 1. Action in the field 2. Systematic analyzing and interpretation The format for adoption in the Documentation process is as follows: 3. Introduction 4. Genesis of the Problem 5. Objectives 6. Lab Area Activities a. Institutional b. Specific c. On going programmes 7. Methodology (Method adopted, sample) 8. Formats used (tools used) 9. Analysis of the data 10. Observation, findings, conclusions and suggestions 17 10. Suggested list of problems There are different tribal and non tribal communities which are still unreached with educational facilities and these children education is affected to a greater extent. The status of education, bringing the children to the educational institutions and their retention are the important areas of present time to study and sort-out suitable solutions. Besides these there are a number of problems which need solutions to achieve UEE/NLM some of these are as follows: 1. Low enrolment, low retention and low achievement among the children belonging to SC, ST and Minorities, Slum Area, etc. 2. Problems of Education of migrant children, urban deprived etc. 3. Impact of SSA programmes on learning achievement of children, CLAPS in the subjects like language and mathematics. 4. In some BC groups there is a total non participation in education. Why? 5. It is stated that out of 1,47,036 children enrolled in ECE centres only 76,548 enter class I (Transition). What happened to remaining? 6. In general, enrolment in Government and government aided schools has been decreasing over the years from 2001-2002 to 2006-07 year after year while enrolment in Private unaided schools is increasing. Why? 7. Transition of children from lower primary to upper primary (Say from class I to class VI) has been steadily increasing over the years from 2000-01 to 2006-07, but why it is not 100% or nearing 100%? 8. When observed regionwise profile, in AP, Telangana has lower literacy rate, larger out of school children, lower retention rate in PS/UPS compared to Coastal Andhra and Rayalaseema. What steps are to be proposed to address this problem. 9. Impact of bilingual text books in 8 tribal languages developed for tribal children in classes I & II on their achievement and on enrolment retention. 10. Impact of door step schools for urban deprived children on enrolment and retention. 11. Why KGB Vs are not attracting Muslim girls who are out of school while they are attracting SC, ST, & BCs? 12. Impact on learner achievement due to teaching by Vidya Volunteers in schools 18 13. Impact of leadership of lead schools (School Complex) on member primary and Upper Primary Schools. 14. A survey of library facilities in schools. 15. Methods of Teaching Mathematics. 16. The leisure activities of school children. 17. The hobbies of a 5 years old boy / girl child. 18. Reading habits in general English. 19. Writing correct mother tongue with correct punctuation, without any mistake. 20. Lack of mapping skills in social studies. 21. Time sense among primary school children. 22. Story Telling is not being taken place in most of the I, & II classes though it is an integral part of early child Education: why? 23. Lack of effective communication between the teacher and I class children in maintaining Health & Hygiene. 24. Home work / assignments / projects in schools. 25. Teacher out-of-school activities. 26. Pressures of community on school- functioning. 19 11. Measures to activate Lab Area activities Surveys conducted at different levels show that in the initial days of the establishment of DIETs, the Lab Area activities were organized efficiently, may be due to the full complement of staff and other resource support. As the time passed it is found that efforts on this important activity were not made to the expected level. Presently only the studies entrusted to the DIET, through external agencies like APPEP, DPEP, SSA, RVM are being taken up by the DIETs. Hence there is every need to revitalize this important activity which helps in the elevation of the DIETs and its faculty. Lab Area approach is an innovative approach. It has the potential to bring out the creativeness and innovativeness of the individual teachers. Teaching is such an activity where the innovativeness of the Teacher determines the value and quality of education. Generally, teachers in the schools feel that they have to teach the aspects that are there in the text book only. They think that teachers have no role to play to decide about the content of teaching, method and mode of teaching. Here the Lab Area approach helps the teachers to overcome this feelings. We recommend that this innovative approach of lab area activity should become part of B.Ed. course or B.Ed. colleges. This will provide an opportunity to the future teachers of Secondary Schools to become creative and innovative in teaching and evaluation. Both at the DIET institutions and B.Ed. colleges, introduction of research methodology should be made compulsory. This will enable the teacher trainees to go to the field and experiment with their ideas. They will also be equipped with the knowledge of data collection, data analysis and report writing. All these measures will go a long way in improving the teaching standards in the schools. The new innovation coming out of the lab area approach can be used to solve the problems of school education such as low enrolment, low retention, high dropout and the gender gap, rural urban gap in education. For the successful implementation of Lab area approach one should have clear understanding of the approach and the issues involved in its implementation. To start with the Lab Area should be understood as the villages and schools near by the DIET. We should identify the problems in the schools and study them with the intention of finding solutions to the problems. The problems can be dropout, non entry into the 20 school, lack of basic infrastructure in the schools, problems of the children of SC/ST/Minority/girls children. Money and time should not be considered as a constraint to carry lab area activity. The persons involved in it should have a positive thinking and commitment to the problems of the society. They should acquaint themselves with the environment in which the schools are working in the area. Then try to understand some of the important problems in the lab area. The successful working of the lab area approach requires people who can think differently. The narrow and routine thinking should be given up. One should use his or her own creativity and innovativeness in the implementation of lab area activity. DIETs should become the centre of activity and prime institution at the district level to motivate all the educational institutions (Schools) in the district. The DIET should provide leadership to all the schools in the district. In this regard the commitment from the Principal and faculty of the DIET in an important factor for the lab area approach. However, they may come across practical problems which can be stated as follows: 1. Funding 2. Lack of mobility including transport 3. Lack of monitory incentives 4. Lack of co-operation from other agencies 5. Lack of sufficient staff 6. Lack of plan of action 7. Lack of regular assessment 8. Lack of awareness and motivation 9. Lack of tools, guidance, methodological knowledge. They should study the problems within their reach and then slowly move to other areas. They must try to overcome the difficulties which they may come across in the smooth implementation of this program. 21 In this connection the following measures are suggested to activate the Lab Area activities. 1. Lab Area activities should be treated as self motivated activities. 2. Staff meeting should be utilized for the identification of Action Research problems. 3. Principals should hold a meeting of the Headmaster of Primary Schools of the vicinity and identify the problems faced in UEE for taking up under Lab area activity. 4. DIETs to help the local schools by deputing their trainees to run classes in the absence of regular teachers. 5. DIETs to arrange for extension lecturers for the academic benefit of teachers in the vicinity. 6. DIET staff to attend the school complex meetings and identify the problems to provide solutions through research. 7. DIETs to utilize the district level review meetings to identify problems to seek solutions. 8. DIETs to prepare the list of problems for study, under monetary and non monetary for LAB Area activities. 9. SCERT to surprise the Lab Area activities of DIETs and provide academic and financial support. 10. Strengthening the DIETs to facilitate the execution of Lab area activities. 11. Adoption of surrounding villages to achieve sent-percent enrolment by involving the teacher trainer. 12. Imparting moral education through story telling may be an activity under Lab area 13. Promoters of lab area activities to be honoured on Teachers Day. 14. To equip the DIET libraries with the literature on Research, Evaluation and Action Research studies. 15. Space may be given for this important activity of Lab area, in the institutional plan of the DIET. 16. The principal may take the lead in activating the lab area activities by taking up, one or two need based studies to motivate the faculty. 17. Local resource persons may be tapped to equip the DIET faculty in conducting research, evaluation and action research programme and in experimenting innovative ideas and alternative modes of implementation 18. ET cell of the DIET and SCERT should taken up one activity in lab area in- terms of developing plans and telecast materials and disseminate the same. 22 12. Action Plan for Implementation of Lab area activities Hyderabad -1 Lab area One Mandal in the district Problem : Impact of CLAPS Programme on achievement levels of V class children in Urdu Language Duration : 60 days Objectives : To study the achievement levels of listening skills of class V children. To study the achievement levels of speaking skills of class V children. To study the achievement Levels of Reading Skills of class V children. To study the achievement Levels of writing skills of class V children Implementation / Execution: Field visit : 30 days Jan ‘07 to Feb’07 Sample Selection : 30 schools Methodology adopted : Skill wise performance test for children Preparation of Tools : One week Dec’07 Data Collection : 35 days Jan’07 & Feb’07 Analysis : One week Feb’ Last week Report writing : Two weeks March Moth Supporting staff : 2 members Cost estimated : Rs. 25,000/- 23 Hyderabad - 2 Lab area : One Mandal in the district Problem : Impact of innovative programmes introduced by SSA, A.P., at Primary Schools (i.e., School Post Box, wall magazine, children’s diary, classroom Library, Children’s Literature) Duration : 3 Months Objectives : i). To study the standards of children’s at Pre implementation of Innovative programmes ii) To study the innovative programme how much supporting on the achievement levels of children iii) To study the childrens opinions on innovative programme, whether it is joyful or not, to them iv) To suggest the results to take necessary steps for further development. Implementation / Execution:- 1. Preparation of Tools - One week ( 2nd week of January, 07) 2. Sample Selection - 30 Schools in a mandal (Random) (V the class) 3. Methodology adopted - Performance test to children - Observation schedule for children - Descriptive method 4. Field visit for data collection - 30 days ( February months) 5. Analysis -1 week 6. Report writing -1 week 24 Supported staff : 2 members (DIET faculty) Cost estimate i) Preparation of Tools - Rs. 3,000/- ii) Field visit - Rs. 20,000 ( TA bill Dist Level) iii) Analysis - Rs. 3000 (City level) iv) Report writing - Rs. 2,000 v) Stationary & Misc - Rs. 5,000 25 Adilabad -1 Problem : Enrolement of Muslim girls in KGB Vs Objectives : 1 .To assess the status of Muslim girls enrolment in KGBVs. 2. To encourage Muslim girls enrolment in KGBVs. 3. To pass on specific recommendations to the authorities for making necessary efforts 4. To mobilize the Muslim community for enrolling girls in KGBVs Implementation: Sl.No. Implementation / Execution No. Month Supporting staff Cost of days 1. Field Visits 10 October MEO/HMs/Communtiy leaders (Muslim)/Trainees of Urdu medium 2. Sample Selection (20 girls October CMO/ASO of SSA DPO, out of schools identified in MEO house to house survey) 3. Methodology Adopted October DIET, faculty and trainees 1. Meeting the girls ofU/m 2. Questionnaire 4. Preparation of tools 7 October DIET, Faculty Rs. 1,000.00 days 5. Data Collection 10 October DIET - Trainees (U/m) Rs.5,000.00 days 6. Analysis of Data 3 November DIET faculty and trainees Rs. 1,000.00 days 1st week 7. Report Writing 3 November DIET faculty Rs.2,000.00 days 2nd week 26 Adilabad - 2 Lab Area Utnoor Mandal Problem : A comparative study on achievement of children using bilingual textbooks (Gondi -Telugu) and Telugu medium books. Duration : 6 Months Objectives - To study the advantage of Bilingual Textbooks - To study the improvement in the percentage of attendance of the children - To study confidence levels of the children - To study the improvement in learner friendly atmosphere in the schools Implementation: Sl.No. Implementation / Execution No. of Month Supporting staff Cost days 1. Field Visits 10 Novemeber MEO, SCRP, Rs.3,000.00 3,dand4lh HM week 2. Sample Selection (5schools MEO, SCRP implementing Bilingual Textbooks + 5 Schools using general textbooks) 3. Methodology Adopted 1. Performance test papers 2. Questionnaire/openionnaire 4. Preparation of tools 2 weeks October Rs.5.000.00 last week and Novemeber 1st week 5. Data Collection 10 days November MEO, SCRP, Rs.3,000.00 3rd and 4th HMs weeks 6. Analysis of Data 2 Weeks December MEO, SCRP, Rs. 1,000.00 2007 HMs 7. Report Writing 2 weeks January 1st Rs.3,000.00 and2n° week n Adilabad - 3 Lab Area : Adilabad mandal Problem : Impact of introducing joyful learning activities on attendance of children in class-I Objectives : 1 .To develop internet among the children for attending the school regularly 2. To improve the child friendly class room situation 3. To encourage active participation of children in learning 4. To develop team spirit among the children (Working together - dignity of labour) Implementation: Sl.No. Implementation / Execution No. of Month Supporting staff Cost days 1. Field Visits Twice June/ July HMs and School in a Teachers week 2. Sample Selection (Two schools one in urban and the other one in rural area) 3. Methodology Adopted HMs, 1st class Rs.5,000.00 1. Direct Interaction with teachers and DIET (Material) children 2. Interaction by trainees trainees with children 4. Preparation of tools May (10 DIET-Trainees, Rs.5,000.00 1. Play way material to days) Artist, painter provide training to sensory organs 2. Rhymes and Story books 5. Data Collection 40 June / July Teachers of class-I - days 6. Analysis of Data 07 August 1st - - days week 7. Report Writing 07 August 2nd DIET faculty Rs. 1,000.00 days week Total Rs.11,000.00 28 Medak -1 Lab Area : Ausula Pally School complex, Medak Dist. (PS & UP Schools in Ausulapally complex) Problem : Study of Problems in organizing school assembly effectively in primary and upper primary schools. Duration 3 Months Objectives : 1. To know the causes, which are effecting in organizing school assembly from teachers point of view. 2. To find out the causes which are effecting in organizing school assembly from students point of view. 3. To find out the causes which are effecting in organizing school assembly from Material point of view. 4. To suggest the ways and means to organize schools assembly effectively. Implementation /Execution: Sl.No. Implementation / Time duration Cost estimates Execution 1. Field Visit 10 working days December 1st and 2nd Rs.2000.00 weeks 2. Sample Primary ad Upper Primary Schools of Ausulapally School Complex in Medak Mandal, Medak Dist 3. Methodology Qualitative Study - 4. Preparation of Tools One week December 1st week Rs.2.000.00 1. Observation schedule 2. Interview 5 Data Collection 20 workings days December month Rs.5,000.00 6. Analysis One month January 2008 Rs. 1,000.00 7. Report Writing February 2008 Rs.2,000.00 Total Rs.12,000.00 29 Medak - 2 KGBV are functioning in districts to improve girls enrolment and retention they are focusing on girls educational problems. However the present study attempts to study KGBV in two ways. 1. How they are functioning in-terms of enrolment of girls 2. Why Muslim girls are not attending the KGBV schools. Objectives: 1. To study why girls (Muslim minorities) are not enrolled in the schools 2. To study whether all girls of that local area are attending I enrolled in the KGBV schools. Duration : 3 Months 1. Field visit Visit to Medak 2. Sample of Selection KGBV schools of medak (rural) 3. Methodology Adopted Qualitative (observation questionnaire) 4. Preparation of tools Observation and questionnaire 5. Data Collection DIET Lecturer -2 6. Analysis Analysis of Data to find out the causes 7. Report Writing Documentation of report 1. TA/DA for visiting 5000.00 2. Workshops for conduct 5000.00 3. Documentation 1000.00 Total 11,000.00 30 Mahabubnagar-1 Lab Area ; Yedirg, Mandal Mahabubnagar Name of the Investigators : 2 Lecturer of DIET, Mahabubnagar Problem : Attendance of girl children in 7th class is low. Duration : 3 Months Objectives : 1. To identify the problems of girl children for their irregular attendance in 7th class 2. To improve the attendance percentage of girls children of 7th class 3. To find out the relationship between attendance and achievement levels of 7th class girls children. Sl.No. Implementation / Time Supporting staff Descriptive of Cost Execution duration the resources estimates and material 1. Field Visits 2 days HM and Class Actual TA/DA to Rs.500.00 November 1st teacher 2 investigators week 2. Sample Selection 2 days 7 class students in 10 students November 1st 5 sample schools 10 peers week 10 teachers 10 parents 3. Methodology Interviews 10 students Adopted 10 peers 10 teachers 10 parents 4. Preparation of tools 1 week Interview schedule 10 students Rs.2000.00 Novemeber for students 10 peers 2nd week - Teachers 10 teachers - Peers 10 parents - Parents 5. Data Collection 2 weeks III Interviewing the TA/DA to Rs.3,000.00 and IV students, peer, investigators november teachers and parents 6. Analysis of Data 2 weeks Technical support Clerical charges Rs.2,000.00 December I & Faculty support Typing charges II week 7. Report Writing 2 weeks in Technical support Clerical charges Rs.2,000.00 January 2008 Faculty support Typing charges Total Rs.9,500.00 31 Mahabubnagar- 2 Evaluation study / Impact study: Investigators : 2 faculty members of DIET, Mahabubnagar Lab Area : Mahabubnagar Mandal Problem : Impact of CLAPS programme on achievement level of class V students in Telugu Duration : 3 Months Objectives : 1. To find out whether students of class V are able to read the text with comprehension 2. To assess the ability of students in reproducing the text in their own words after it has been read 3. To examine the level of improvement in writing ability of students. Implementation / Execution Sl.No. Implementation Time Supporting staff Descriptive of Cost / Execution duration the resources estimates and material 1. Field visit 2 days - 2 faculty Rs. 1,000.00 members 2. Sample 1 week 3 primary schools students of V 2 faculty - Selection class, class teachers, H.M. members 3. Methodology - Interview and observation - - adapted 4. Preparation of 2 weeks - Interview schedule for H.M. Rs.2,000.00 tools and teachers - Observation schedule - Achievement test 5. Data Collection 2 weeks - Interview schedule for H.M. TA/DA Rs.3,000.00 and teachers - Observation schedule Achievement test 6. Analysis 2 weeks - Clerical staff Stating, Rs.3,000.00 - Technical Staff 1 or 2 faculty Xeroxing, members Typing etc. 7. Documentation 2 weeks - 2 faculty members - Rs.3,000.00 (Report Writing) 8. Miscellaneous - - Rs.500.00 Total Rs.12,500.00 32 DIET Warangal & DIET Karimnagar Lab Area 1. Timmapur Mandal (KRM) 2. Hanamkonda Mandal (Warangal) Problem : Preparation and utilization of TLM and its impact on academic achievement of class IV students in science subject.(Experimental Study) Duration : 3 months Objectives: 1. To develop knowledge of subject content among of students 2. To develop observational skills among students through artistic approach. SI.No. Implementation / Execution No. of Month Supporting Cost days staff 1. Field Visit (distance) selection of 3 November DIET, Rs.2000.00 schools within 8 Kms distance Lecturers, M.E.Os 2. Sample Selection (No. of Schools) 5 Primary schools for Lab Area 3. Methodology adopted a. Experimental study b. Comparative study between 5 Ps 4. Preparation of tools 3 weeks November Art Teachers Rs.5000.00 a. Low cost, no cost materials concerned (@ Rs. 100/- b. Required materials for TLM subject teachers, Per school) preparation DIET, Lecturers c. Workshop for collections 5. Data Collection (To conduct 4 week December Art Teachers Rs.4,000.00 workshop for preparation of TLM in 5 concerned Primary Selected schools) (Exhibits subject teachers, verities) DIET, Lecturers 6. Data Analysis: To conduct Exhibition 2 week January School complex Rs.4,000.00 for prepared TLM exhibits before HMs, MEOs, Judges, to select meritorious DEOs 7. Report Writing: 2 week January DIET, Rs.5,000.00 a. Information Lecturers, b. Arrangements of Data and Teachers finalization c. Photographs d. Documentation Total Rs.20,000.00 33 West Godavari Distrct - Action Plan: 1 Lab Area: One Mandal in the District (Schools near to DIET within 5km) Problem: Impact of CLAPS programme on achievement levels of 1st class Children in Mathematics. Duration: 30 days Objectives: • To study the achievement levels of recognition of natural numbers in Mathematics of class-I children. • To study the achievement levels of‘addition’ skills of class-I children. • To study the achievement levels of ‘substraction’ skills of Class - I children • To study the achievement levels of ‘drawing’ skills of class-I children. • To study the achievement levels of ‘oral’ skills of class-I children. Implementation / Execution: 1. Field visit 15 days, 20th February to 20th March 2008 2. Sample Selection 15 Schools 3. Methodology adopted Skill wise performance test for children 4. Preparation of tools One week February 2008 5. Data Collection 15 days 6. Analysis One week March last week 2008 7. Report writing Two weeks April first two week 2008 8. Supporting staff 2 members 9. Cost estimated Rs. 6000/- a. TA/DA 2000/- b. Schedules 1000/- c. Report writing 2000/- d. Stationary, etc. 1000/- 6000/- 34 West Godavari Distrct. - Action Plan: 2 Lab Area: One Mandal in the District (Schools near to DIET within 5km) Problem: A study on the participation of ‘Society’ in the school development programmes. Duration: 30 days Objectives: 1. To study the participation of ‘society’ in giving infrastructure facilities to school. 2. To study the participation of ‘society’ in mid day meal programme. 3. To study the participation of ‘society’ in admitting the dropouts and OSC the school. 4. To study the participation of‘society’ in Adult Education Programme. Implementation / Execution: 1. Field visit 15 days, 15th February to 1st march 2. Sample Selection 10 Schools 3. methodology adopted Observation and Documentary analysis 4. Preparation of tools One week February 2008 5. Data Collection 10 days 6. Analysis One week March 3 rd week 2008 7. Report writing Two weeks March 4th week 2008 8. Supporting staff 2 members 9. Cost estimated Rs. 4000/- a. TA/DA 1500/- b. Schedules 1000/- c. Report writing 1000/- d. Stationary, etc. 500/- 4000/- 35 Khammam District - Action Plan - 1 Lab Area : 1 Khammam (urban mandal) Investigators : DIET-Faculty Sr. Lecturer I Lecturers. Problem : A comparative study on the achievement levels of children who are coming from welfare hostels (BC/SC/ST) Duration : 60 days Objectives: 1. To compare the achievement levels of children coming from welfare hostels. 2. To study the attendance status of the children 3. To find-out relationship between attendance and achievement levels among the students. Implementation /Execution: 1. Field visit 30 days (15th February to 15th March) 2. Sample Selection 10 schools of Primary/ Upper primary schools 3. Methodology / Achievement tests conducted by school teachers adopted and by Researchers. Documentary evidences, School registers, records 4. Field visit for data 30 days Collection / 5. Analysis of data 1 week 6. Report Writing 1 week 7. support staff 2 members (DIET faculty) Budget estimates 1. Preparation of tools : 3000/- 2. Field visits - TA/DA : 6000/- 3. Analysis of data : 3000/- 4. Report Writing : 2000/- 5. Stationary & Miscellanious: 3000/- 36 Khammam District - Action Plan - 2 Lab Area : Khammam urban mandal Investigators : 2 Sr. Lecturers / Lecturers. Problem : “A study on the reasons for academic backwardness among C&D. grade children in class I & V in selected schools”. Duration : 60 days Objectives: • To Know the reasons for academic backwardness of children. • To know the personal problems of children which causes academic backwardness. • To know the home problems of children, which causes backwardness. • To know the teaching learning process which causes backwardness among the children. Implementation I Execution: 1. Field visits : 30 days (15th February to 15th March) 2. Sample of study : 10 Primary Schools in khammam Urban Mandal 3. Methodology : Tests conducted by Teachers , interview schedule adopted for students, teachers and peers 4. Field visits for : 30 days Data collection 5. Analysis of Data 1 week 6. Report writing : 1 week 7. support staff : 2 members (DIET faculty) Budget estimates Preparation of tools : 3000/- Field visits - TA/DA : 6000/- Analysis of Data : 3000/- Report Writing : 2000/- Stationary & Miscellaneous : 3000/- 37 Guntur District - Action Plan - 1 1. Title of the Project:- “A study on impact of midday meals on enrolment”. 2. Statement of the problem: • As a part of Govt. Schemes, State Govt, is running midday meals scheme in Primary Schools in entire state. • Some of the children are dropping out from the schools due to their poverty. Parents are unable to feed them properly due to financial constraints. • In search of their livelihood, they are migrating from place to place in search of livelihood. • The children who lost their parents fully and partially, are dropping out from schools in search of food. • The drop out rate is very high in rural areas when compared to urban areas. 3. Objectives of the study: • To know the impact of midday meals in reducing the drop out rate • To study how the scheme is influencing the orphans and semi orphans children to enroll in the schools. 4. Scope and limitations of the study. • Children are not attending schools, when their parents migrate for their livelihood. • Children are working in the firms and fields in thriving their livelihood. • In search of their livelihood, they are being dropped out from their schools. • Orphans and semi orphan children are not attending to schools due to their starvation. 5. Most possible causes of the problem: • Midday meals is one of the instruments to attract the children to schools. • Nutritious and healthy food attract the children more to attend the schools. • Classroom environment is also important to attract the children. 6. Problem Hypothesis: • There is a significant difference in attendance of primary class children due to effective management of midday meals programme. • There is no significant difference in the enrolment, attendance of rural area children of primary schools in the District. 7. Methods of the Study: a. Sample size: Two Primary schools in each mandal and taken ten mandals in the district (i.e. 2 x 10 = 20 schools) b. Tools of Research: In order to collect the information from the field a questionnaire to the children, teachers, parents, cooking agencies etc. may be given. 38 8. Experimentation and Data Collection: a. Question? b. Interviews c. Check list d. Attendance monitoring etc. 9. Data analysis: a. Data regarding children enrolment - classroom attendance. b. Collection of data from the questionnaire given to the children. 10. Findings and suggestions: • Dropout rate is slightly decreased due to the Midday meal scheme. • Children are coming to schools regularly. 11. Time duration: The entire research will complete within 6 weeks 12. Budget TA/DA = 4000/- Stationary = 2000/- Miscellaneous = 2000/- 8000/- 39 Chittoor District - Action Plan - 1 The Primary and Upper Primary schools which fall under grade C and D. The schools are graded as A, B,C, D based on their performance and C and D also last grade schools respectively. Problems : upgradation of C and D grade schools in Karvetinagar mandal, Chittoor Objectives: 1. To develop ‘C’ & ‘D’ grade schools to B and A Grade schools. 2. To improve the learning skills of children in C and D grade schools. 3. To encourage community participation for the improvement of status of school Duration : 3 months 1. Field visit to schools Visit to Karvetinagar mandal schools for 3 days. 2. Identification of C & D grade schools In consultation with Mandal Education Officer and teacher 3. Preparation of tools Performance tests and achievement tests pre-test and post test material. 4. Methodology adopted 1. Visits and discussions with H.T. and class teachers 2. Interaction with children 3. Handling classes whenever necessary 4. Competitions to children 5. Data collection 3 weeks 6. Analysis of date 2 weeks results, achievement test 7. Report writing 2 weeks 8. Cost analysis a. TA& DA, Transport etc : 4000/- b. Preparation of tools workshop 2000/- c. Development of TLM 2000/- d. Documentation 1000/- e. Miscellaneous 1000/- 10,000/- 40 Chittoor District - Action Plan - 2 Lab Area : Puttur mandal in Chittor Dist. Problem : A study on implementation of school post box and its effectiveness Duration : 3 months Objectives 1. To study about the implementation of school post boxes in Puttar mandal 2. To study and classify the topics written and dropped by children in SPB 3. To study the action plan of the teachers to solve the issues raised by children Implementation: 1. Field visit : 30 days visits to schools in Puttur mandal 2. Sample selection : 25 schools in puttur mandal on random selection 3. Methodology adopted: 1. visits to schools questionnaire 2. Developing collection of material from SPB 4. Data Collection : 2 weeks and school records 5. Analysis of Data : 1. Analysing the data after classifying SPB information 2. No. of schools giving importance for redressay of SPB 6. Report Writing : 2 weeks 7. cost Analysis : Field visits - TA& DA : 10,000/- Tools Development : 3,000/- Analysis : 2,000/- Report writing : 2,000/- Miscellaneous : 1,000/- 18,000/- 41 Nalgonda District - Action plan -1 Lab Area : One mandal within district. Problem : A study on the effect of CLAPS in improving learning achievement of class V Duration : 60 days Objectives : 1. To find out the effectiveness of CLAPs programme on learning achievements of pupils of class V in selected schools of Nalgonda. 2. To know the perception of the teachers on the programme. 3. To collect the opinion of parents on the programme. Implementation / Execution 1. Field visits 30 days (February to April, 2008) 2. Sample Selection 20 schools 3. Methodology adopted 1. By giving questionnaire and interviewing the teachers and school complex H.Ms. 2. By observing the classroom transactions, TLM display and other things in the school 3. By assessing children’s progress in all the subjects 4. Preparation of Tools One week (February 2008) 5. Data collection 25 days (February to March 2008) 6. Analysis One week (March Last week) 7. Report writing Two weeks (April 2008) 8. Supporting staff 2 members’ 9. Cost estimates Rs. 20,000/- 42 Nalgonda District - Action Plan 2 Problem : To study the problems of the dropout children in the Lab area of Thipparti mandal Duration : 60 days Objectives : 1. To study the Home related causes for the children’s dropout. 2. To study the family related problems. 3. To study the personal problems of the dropout children. 4. To study the school academic problems 5. To study the problems school infrastructure Implementation / execution : 1. Field visit : 30 days (February to April 2008) 2. Sample Selection : 30 schools 3. Methodology adopted: Interview and observation 4. Preparation of tools: One week 5. Data Collection : 30 days 6. Analysis : One week 7. Report writing : Two weeks 8. Supporting staff : 2 members 9. Cost estimation : Rs.25,000/- 43 Guntur District - Action Plan - 2 1. Title of the programme: “A study on impact of KGB V scheme on Quality education in VII class Girls” 2. Statement of the problems: • To study the impact of Kasturba Gandhi Balika Vidyalaya scheme on girls enrolment. • How this scheme is attracting the girl children towards education. 3. Objectives of the study; • To know the impact of the KGBV schools on girls enrolment • To know the quality of education being provided by the KGB Vs on par with other educational institutions in the State. • To study how far the KGB Vs are fulfilling the needs and necessities of girls dropout. • To know the difference between educational standards of the KGBV scheme on par with other residential institutions in the State. 4. Scope and limitations of the study: • Kasturba Gandhi Balika vidyalayas are established in the year 2004-05, in Andhra Pradesh • The main motive of this scheme is to maintain the girl dropouts to continue their studies. • To provide valuable and qualitative education for dropout girls and to create interest among themselves. • To provide vocational skills among the girls on par with other children studying in urban corporate schools. 5. Hypothesis: • there will be a significant difference between the standards of the KGBV’s and other RBCs run by SSA project. • There is a difference between accomotion and other facilities provided to KGBV girls and other girls students studying in rural areas. • There is no significant different between the students of KGBV and other corporate schools on scholastic achievement areas. 6. Research Question: Is there any difference between KGBV schools and the other schools run under Govt. Sector and other corporate schools in view of academic, standards, infrastructure and other facilities? 7. Expected outcomes and educational implications • If the dropout of girls properly guided, they will become talented in all aspects. • Dropout girls are not incompetent • If the circumstances are favourable, they can also prove their efficiency. 44 8. Methods of the study: • Questionnaire method • Experimental method Experimental design: Selection of 5 KGBV schools in Guntur Dist and comparative study with other residential schools in the district. 9. Data Analysis: • Data will be collected by questionnaires • DISE data • Other records available in the institutions • Achievements tests • Aptitude tests 10. Findings & suggestions: • In all respects dropout girls are not incompetent and non-achievers 11. Time and Duration: • 6 weeks will be taken to taken up for conducting and completing this research 12. Budget: TA & DA - 2000/- Printing formats & questionnaire - 3000/- Other expenses - 5000/- 10,000/- 45 Kadapa District - Action Plan -1 Proposal for action research in Lab area: Title: To study the problems of irregulars primary school going children in the five schools of the lab area. Statement of the problem: In most of the formal primary schools the rural area there are not les than 10% irregular children who we have to take care. Their educational achievements too are very poor. Hence there is a need to study their problems. Objectives of the study 1. To locate the children where parents are daily wages labourers 2. To study their family background. 3. To Study the lower level pre-primary teachers and their school conditions 4. To develop a plan of their daily habits / activities 5. To study the ways and means for their upliftments. Duration 2 months Methodology 1. Performance test to children 2. Observation schedule for children Data Collection : 20 Days Analysis : 7 days Report writing : 4 days Cost : Rs.20,000/- 46 Kadapa District - Action Plan - 2 Proposal for A.P. Title : To study the achievement levels of writing skills of class III children in 3 Primary schools in the Lab area Objectives : 1. To study the letter writing patterns 2. To rectify the mistakes in writing of children 3. To study the handwriting in the firs quarter 4. To use the four line pattern in writing. Sample Selection : 3 formal primary rural schools Methodology : Performance test for children Data collection : 25 days Analysis : One weeks Report Writing : Two weeks Cost estimation : Rs. 10,000/- 47 Anantapur District - Action Plan -1 Lab area : Bukkapatnam, Kothacheruvu and puttapari mandals Name of the problem : A study on the impact of co-curricular activities on attendance and achievement. Name of the investigator: Dr. G.Saiprasa, Lecturer, DIET, Bukkapatnam Co-investigators : 1. K.R. Subba Rao, Lecturer, DIET, Bukkapatnam 2. S. Ramakrishna, Lecturer, DIET, Bukkapatnam 3. Five students trainees. Duration : 35 days Objectives of the study: 1. To study the impact of minor games, Art education activities, physical education activities on the attendance of children. 2. To study the minor games, Art Education activities and physical education activities on the achievement levels 3. To suggest the importance of co-curricular activities in the school curriculum. Problem Hypothesis: 1. These is a significant difference in attendance due to the impact of co-curricular activities 2. These is a significant difference in the achievement of children during to the impact of co-curricular activities. Implementation / Execution: Sample Selection 10 schools (Primary) in Bukkapatnam (m) Duration 35 days Methodology adopted 1. Preparation of Pre-test and conducting, pretest based on Telugu, Maths, EVS 2. Taking attendance particulars (baseline) 3. Designing minor games, Art Education activities and Physical education activities 4. Training to the Student trainees. 5. Conducting activities in the schools @ 1 hour per day for 20 days. 6. Taking attendance particulars (At the end of the programme) 7. Conducting post test based on languages, Maths, EVS Analysis 1 week (8 days) Report writing 1 week (7 days) 48 Budget estimates 1. Preparation of pre test /post test question papers : 2000/- 2. Field visits (TA/DA) : 6000/- 3. Analysis : 2000/- 4. Report writing : 2000/- 5. Stationary and miscellenous : 2000/- 14,000/ 49 Anantapur District - Action Plan - 2 Lab area : Bukkapatnam, Kothacheruvu and puttapari mandals Name of the problem : A study on the impact of Self Learning Material (SLM) on the achievement of children in class III in mathematics. Name of the investigator : K. Munnaiah, Principal, DIET, Bukkapatnam Co-investigators : 1. K.R. Hanumathu, Lecturer, DIET, Bukkapatnam 2. Dr. G. Saiprasad, Lecturer, Bukkapatnam 3. Four students trainees. Duration : 45 days Objectives of the study: 1. To compare the achievement levels of children in class III before and after using SLM. 2. To find out the improvement in attendance of class III children after using SLM. 3. To study the impact of activity in the classroom. Limitations of the study: 1. The study is confined to 15 schools only 2. The study is confined to class III children only. 3. The study is confined to mathematics subject. Problem Hypothesis: 1. There is a significant difference in the achievement due to implementation of SLM cards. 2. There is a significant improvement in the attendance due to use of SLM cards in the classroom. Implementation / Execution: 1. Field visit Tool preparation : 10 days Field experiments ; 20 days 2. Sample selection 5 schools (primary) in each mandal Total 15 schools in Bukkapatnam, kothacheruvu, Puttaparthy mandal 50 3. Methodology adopted: 1. preparation of pre test in one topic in class III 2. Conducting pre test 3. Preparation of SLM cards in the topic identified 4. Teaching through SLM cards with the help of students trainees @ 1 hcui per day 5. Preparation of post test 6. Conducting post test 7. Analysis of results 4. Analysis 1 week (8 days) 5. Report writing 1 week (7 days) Budget estimates 1. Preparation of Pretest / post test question papers : 2000/- (Printing/Xerox) 2. Preparation of SLM cards (Printing/ Xerox) : 2000/- 3.Field visits (TA/DA 5000/- 4. Analysis : 2000/- 5. Report writing : 2000/- 6. Stationary & Miscellenious : 1000/- 14,000/- 51 Krishna District - Action Plan -1 Lab area : One mandal within the district Problem : A study of the impact on learners achievements due to the teaching of vidya volunteers in the (Primary and Upper schools) schools Duration : 60 days Objectives : 1. To findout the impact on learner achievement alone to teaching vidya volunteers in schools 2. To know the standards of the learners 3. To collect the opinion of HMs, Teachers and parents in the teaching of vidya volunteers. Implementation / Execution: Sl.No. Implementation / Execution Time duration Cost estimates 1. Field visits 30 days (February to 4000/- Arpil 2008 2. Sample selection 20 school 3. Methodology adopted By giving questionnaire and interview schedule to the teachers and school complex H,Ms 4. Preparation of tool March 2008 4000- 1. Questionnaire 2. Interview schedule 5. Data collection 20 days 6000/- 6. Analysis One month 2000/- 7. Report writing April 2008 4000/- Total 20000/- 52 Krishna District - Action Plan - 2 Lab area : One mandal within the district Problem : Impact of leadership of leas schools (School complex) on member primary and upper primary schools Duration : 3 days Objectives : 1. Study of organization of School complexes. 2. To find out the teachers participation in school complexes. 3. To find out the impact of leadership of lead schools (School complex) on member primary and upper primary schools Implementation / Execution: Sl.No. Implementation / Execution Time duration Cost estimates 1. Field visits 2 months (10 working 6000/- days) 2. Sample selection Primary and Upper Primary schools of VJS (V) 3. Methodology adopted Qualitative study in school complexes 4. Preparation of tool 2 weeks 4000/- 1. Observation and schedule Questionnaire 2. Interview 5. Data collection 20 working days 6000/- 6. Analysis One month 3000/- 7. Report writing April 2008 6000/- Total 25,000/- 53 PARTICIPANTS I. 1. Sri. K. Ananda Kishore, Director, SCERT, Hyderabad. 2. Proff. G.T. Bhandage, Principal, RIE, NCERT, Mysore - 6 II. DIET faculty, A.P. (1st Workshop) 1. Sri. Pratap Reddy, Principal DIET, Haveli Ghanapur, Medak. 2. Mohd. Moizuddin, Lecturer, Govt DIET, Neredmet, Hyderabad. 3. S.Viswanath Rao, Senior Lecturer, Govt, DIET, Adilabad. 4. N.Ayyub Hussian, Lecturer, DIET, Kumool. 5. Rafia Aijaz Siffiqua, principal, DIET, Karimnagar. 6. Mr. Quamar Sultana, Principal Govt DIET, Hanumakonda, Warangal. 7. Dr.M.jehanara Begum, Principal Govt, DIET, Mahaboobnagar. (2nd Workshop) 8. Y. Venkatachalam, Sr. Lecturer, DIET, Dubacherla, West Godavari. 9. S. karimulla Bashan, Principal DIET, Rayachoty, Kadapa 10. N. Raghu Kumar, Sr. Lecturer, DIET, Boyapalem, Guntur 11. Adinarayana Murtu, Principal, DIET, Tekulapalli, Khammam 12. K. Satyanarayana, Sr. Lecturer, DIET, Angaluru, Krishna 13. M.V. Lokanadham, principal, DIET, Karvetinagar, Chittoor 14. Rehana Rafath, Principal, DIET, Nalgonda 15. R. Vidya Sagar, Lecturer, DIET, Nalgonda 16. K. Munaiah, Principal, DIET, Bukkapatnam, Anantapur III. SCERT Faculty (1st & 2nd workshop) 1. Prof. K.Sudhakar Rao, Dept. of Teacher Education, SCERT, Hyderabad. 2. Dr.S.Vijaya kumar, Professor, SCERT, Hyderabad. 3. A.Narendra, Lecturer, SCERT, Hyderabad. 4. Sri.Surendranath, Lecturer, SCERT, Hyderabad. IV. Resource Persons (1st workshop) 1. Dr.K.Sesidhara Rao, Rtd.Principal, IASE, Masab Tank, Hyderabad. 2. Dr.V.Lalitha, NIRSA, Hyderabad. (2nd work shop) 3. Prof. V. Ramakrishna, University of Hyderabad, Hyderabad 4. Prof. G.Sudarshanam, Professor, Dept. of Political Science, University of Hyderabad. 5. Dr. B. Krishna Reddy, Head Department of Folklore, Dravidian University, Kuppam. V. RIE Faculty Dr. Malli Gandhi, Regional Institute of Education, Mysore 54 Reference Books 1. National Policy on Education - 1986 2. Programme of Action -1992 3. National Curriculum Frame Work - 2005 4. DIET Guidelines 5. A Report of the Training Porgramme for the DIET faculty of Karnataka on the concept of Lab Area and Planning of activities under lab area for implementation, RIE, Mysore 55g5g£>& cbdo^gedo &0£i£.dodddoj. £)cpg ^c&pqi^6 &&>£>gedb £)#d