A y v > ft / V n o o a a p SARVA SHIKSHANA ABHIYANA A L o KARNATAKA n 7 H' *r> . *1 It , 2 0 / /H£s 0 2 SarvaShikshaAbhjyan Let us learn • Let us all Grow 0 SARVA SHIKSHANA ABHIYANA MISSION / KARNATAKA / E-Mail : [email protected] W ebsite : www.schooleducation.kar.nic.in Right to Education Sarva Shiksha Abhiyan Let us learn - Let us all Grow SARVA SHIKSHANA ABHIYANA-KARNATAKA ANN UAL REPORT - 2010-11 SARVA SHIKSHANA ABHIYANA SAMITHI - KARNATAKA New Public Offices, Nrupathunga Road Bangalore - 560 001 Telephone : 080 - 22483040 FAX 080 - 22126718 E-M ail : [email protected] Website : www.schooieducatson.kar.nic.in OUR MISSION Provision of relevant and useful Elementary Education of satisfactory quality for all children by 2012, with full concern for social and gender equity and regional parity and with vibrant participation of the community in the management of schools. EDUCATIONAL MAP OF KARNATAKA fi^avBk ' ' N f t < : j Sh-hrK., >lu. 0chijgiii 1 I BfLAOJ^I / \ kMfiil^d ! \ M Jwutw4l A ■•n S W [ c‘ ■ V A n kc Kumla^* , A ) (lonavsit^SkJdBpar^^ ^VAfi« ■ ^ # iir ^ChNanpfil git^ flMlagAial V T^-V, < ? % , « k H ^ ' c?‘ Xne^O tdMwtfimrr A>UL-Jgf**" Ml luniwatai * IAN) xi' kaptJfB .unu lAt) |^V«l8nduf Inai CONTENTS F o r e w o r d Pa g e s CHAPTERS 1. PERSPECTIVE 6 - 13 2. PLANNING AND FINANCE 1 4 - 3 3 3. ACCESS AND ENROLMENTS 3 4 - 7 7 4. RETENTION and TRANSITION 7 8 - 91 5. QUALITY INITIATIVES 9Z - 135 6. SPECIAL FOCUS GROUPS 136 - 197 A. GIRLS' EDUCATION B. INCLUSIVE EDUCATION 7. INNOVATIONS 198 - 223 8. CIVIL WORKS^ 224 - 2 2 9 9. RESEARCH, EVALUATION, 2 3 0 - 2 6 5 MONITORING A SUPERVISION 10. CHALLENGES AHEAD 2 6 6 - 2 6 9 11. AUDIT REPORT 2 7 0 - 382 l \ 1 FOREWORD Quality schooling has been the chief and most significant concern oi Sarva Shiksha Abhiyan Mission in the State since a long time. By 2008-09, the Sarva Shikslia Abhiyan could, by and large, facilitate universalisation of access to scliools and facilities therein, full enrolment and retention of children and empowerment of local conmiunities for management of schools. In all these effotts Sarva Shiksha Abhiyan has alt along valued concerns of sex and social ecinity as well as n^gional ptjrity. As such, scholastic attainments among childien gained foc ussed attention since 2009 10. This attention gained momentum during 2010-11. It is noted with considerable satisfaction that the efforts of Sarva Shikslia Abhiyan have met with suc cess as revealed through several parameters of acc'ess, participation, retention, provision of infrasti uc ture facilities and organised monitoring systems. Major initiatives accorded special em])hasis during 2010 11 were: attainment of basic skills of reading, writing and numbc^r work in all children and development of library in all the 45677 government scIiooIh 2010 I 1 was devoted to the development ot a mind set in the whole department for welcotning a new era associated with the Right to Bklucation A.^'t, 2009, which was given effect from April ”010 Apart from a variety of ro\itine activitief; in the areas of infrastructure development, teacher em|iowerment, girls education, inclusive educ ation, attention to and c.ate of 0» )SC, digital technology, student tourism, media and docuirnentation, researc'h and evaluation, there were a number of RTE specific initiatives, riensitisatioii of teachers and departmental officers about democrat isation of schooling processes and educ'ational management, child-friendly classrooms, neighboinhood schooling and other c'oncerns was one such initiative. Issue of circulars to ill sc hools regarding child-friendly s* hooling such as eschewal of screening, corporal punishment, rigour in insistence of birth certificates for admission of c hildren and deti-ntion uf children in the* same c lass is another RTIC-.‘Specific exercise c'.ompleted during 2010-1 I . Preparatory work for formulation of draft rules, estimation of RTE related teacher, infrastructure and financial requirements were all taken up during 2010 -1 1. There was a marginal increase in the number of out of school children ciuring 2010-11 This increase may have been the result of intensive efforts in identification of out of school ciiildren so as to honour the RTE to the last child, It is noted that, as usual, the share of SC / ST eni olments in govet nm--nl sector schools is 84.90 perc:ent. This figure for rural children is 84.38 percent In the proverbial trade off between ecjuity and excellence, public sc hool system in the Dtate has always leaned towards ec juity and regional parity, along with organised efforts for pursuit of excellence. While achievement in the direction of equity is a matter of satisfaction for the public system ol educahon in the State, it also implies renewed commitment for quality sc h(«oling to all cirildren. TUSHAR GIRI NATH, i a s State Project Director i r C h a p te r 1 PERSPECTIVES The Constitution of India, adopted in 1950, provisioned for Universalisation of Elementary ICducation (UEl^) to cliildren apto the age of 14 years and located it under Directive principles of State policy as article 45. Keeping in view thf* tardy progress of UEE and bowing to the demand for Union Government's responsibility for education, the hidian Parliament placed education iinder 'Concurrent List', a joint responsibility of the Union and the States through the 42nd Coiistitutional Amendment in 1975. Following this development and recognising the snail's pace of })rogress of literacy in [ndia, tlie National Policy on Education (NPE), 1986 was adopted by the Indian states. The NPE, 1986 accorded the highest levei 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 (])peration 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 liberalisatioQ phase in India, a quality improvement initiative was lanuched in several ntatt s in 1995 known as District Primary Education IVoji Ct (DPEP). At the same time standards of schooling were set through specifications of Minimum Levels of Learning (MLL) to ensure altainmetits and quality st‘h<K)ling. The DPEP was spread ac ross only educationally backwar d 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 wliich 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. rhere 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 AH' within a period of ten years, by 2001 AD. A global review of Ihis resolve in 2000 AD at Dakar, Senegal revealed that the resolve had been very f)oorly honoured. Nation states had to race against time for (JEE This global concern also strengthend the initiatives in regard to setting up of the SSA Mission. 1'he East Asia Miracle, resounding success of economies in South Korea, “Hiailand, Malaysia, Indonesia and Japan revealed that these coutitties 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 himian development. They used an index to measure the level of human development known as the Human Development Index, HDl. 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 lias 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 K5+ 'Potal Population in 2010 was 5.119 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 large volume of illiterates in highend age slabs and rising life- expectancy among I hem. [Note : MLE for Afghatiisthan, Nepal, l^akisthan, Bangladesh, Maldvies, Srilanka and China are : 5.7794, 6.139, 8.443, 4.339, 3.971, 5.593 and 8.167 respectively.] In the face of intense piablic demand for fundamental right status to the Constitutional |)rovision for UEE and being reinforced and supported by the Supreme Court in one of its judgements (cL Unnikrislinan Judgement, 1993), the Indian state relocated UEE from its earlier article 45 tatus to article 21A, a fundamental right, in 2005.