%«TT i . Annual Report 2 0 1 1 - 1 2 Bihar Education Project Council, Shiksha Bhawan, Rashtra Bhasha Parishad Campus, Saidpur, Rajendra Nagar, Patna - 800 004 BIHAR (District IVlap) NEPAL WEST BENGAL ® state Capital • District Headquarter JHARKHAND ------ State Boundary International Boundary f?T§TT cI5T fllSTT 3IRT2M Fo r e w o r d 1st April 2012 marked the completion of tine second year of the RTE Act. While the Act is seminal- each child in the age-group of 6-14 years now has the right to go to school and obtain elementary education - the implementation can by no means be said to be complete/:^everal initiatives have been taken in the State to further the objectives of the Act, including; (a) notifying the State RTE Rules; (b) constitution of SCPCR; (c) issuance of notifications prohibiting corporal punishment; (d) issuance of notifications prohibiting screening for admission and capitation fees; (e) issuance of notifications prohibiting expulsion and detention; (f) issuance of notification banning Board examinations till completion of elementary education; (g) notification of the Academic Authority. Notification of teacher qualifications under section 23 of the RTE Act, Teacher Eligibility Test (TET) organised by the State was other significant development pursuant to the RTE Act becoming operative in the State. These policy initiatives have contributed to a new vibrancy, meaning and urgency in the State's efforts to universalize elementary education, and are expected to infuse new life in the schooling system in the years to come. There has been substantial spatial and numerical expansion of primary and upper primary schools in the state (32 % increase in number of school as compared to 2005-06) and the access and enrolment at the primary stage of education have reached near universal levels. Nonetheless, there remains an unfinished agenda of universalising education at the upper primary stage. The number of children, particularly children from disadvantaged groups and weaker sections, who drop out of school before completing upper primary education, remains high, and the quality of learning achievement is not always entirely satisfactory even in the case of children who complete elementary education. Gender parity index (GPI) has also shown significant increase, particularly at the upper primary level. The primary level GPI improved from 0.80 in 2005-06 to 0.97 in 2011-12. Also, GPI at upper primary level increased from 0.64 in 2005-06 to 0.95 in 2011-12, mainly due to the gender gap having already been reduced considerably with the SSA. Transition Rate from primary to upper primary is also improved significantly from 67.11 in 2006-07 to 78.42 in 2011- 12. The transition rate for girls (80.81) is also slightly higher than that for boys (76.28). Decline in the percentage of out of school children has taken place across gender and all social categories; nonetheless, Muslim, SC and ST children need greater and focused attention. The number of out of school children aged 6-14 years has decreased from 21.14 lacs in 2006 to 2.82 Iacsintheyear2012. There is no doubt that there has been significant progress in several areas after the inception of SSA and the RTE Act.^4ven so, there is a long way to g ^ lt is our ardent hope that the State achieves the set targets. ^ Rahul Singh State Project Director Bihar Education Project Council (SSA-RTE) : Page 1 : Annual Report & Audited Accounts 2011-12 f?T«Tr cI5T 3#cI517 1 Introduction SSA was officially initiated in Bihar in 2001- 02, in partnership between the Salient Features of the RTE Act, 2009 Government of India and the State i. The right of children to free and compulsory educotlon till competlon of elementary education government. About eleven in years has In a neighbourhood school. passed since the inception of SSA and II. It clarifies that 'compulsory education' means during this period the Bihar Shiksha obligation of the appropriate government to Pariyojna Parishad [Bihar Education provide free elementary education and ensure compulsory admission, attendance and Project Council] has been working completion of elementary education to every tirelessly to extend elementary education child in the six to fourteen age group. ^Free' to every corner of the third most populous means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent state of India. Bihar is rapidly getting on him or her from persuing and completing track towards achievement of the SSA-RTE elementary education. Goals. lii. it mai(es provisions for a non-admitted child to be admitted to an ageappropriate class. There have been some significant iv. it specifies the duties and responsibilities of appropriate Governments, local authority and achievements if^-the—^Fevteus- -years, in parents in providing free and compulsory particular the massive increase in education, and sharing of financial and other responsibilities between the Central and State enrolments, the elimination of gender Governments. disparity in primary enrolments and the v. it lays down the norms and standards relating recruitment of additional teachers. Further inter alia to Pupil Teacher Ratios (PTRs), buildings and infrastructure, schooi-working days, teacher- progress has been made in expanding working hours. access to all groups and habitations and in vi. it provides for rational deployment of teachers by ensuring that the specified pupil teacher ratio is delivering infrastructural improvements. maintained for each school, rather than just as an With greatly increased enrolment of average for the State or District or Block, thus ensuring that there is no urbanrural Imbalance in children aged 6 to 14 years in Bihar, the teacher postings. It also provides for prohibition key challenges now are firstly to of deployment of teachers for non'educational work, other than decennial census, elections to accommodate these larger numbers local authority, state legislatures and parliament, comfortably in school, particularly the and disaster relief. Class I and II students, bring the all out-of- vii. it provides for appointment of appropriately trained teachers, i.e. teachers with the requisite school children into the system, improve entry and academic qualifications. attendance and reduce dropout, vili. it prohibits (a) physical punishment and mental harassment; (b) screening procedures for particularly among girls, SC, ST and admission of children; (c) capitation fee; (d) Muslims, increase access to the Upper private tuition by teachers and (e) runnif^ of schools without recognition, Primary level, eliminate all remaining ix. It provides for development of currfculum in infrastructure gaps and to improve the consonance with the values enshrined in the quality of education, which remains an Constitution, and which would ensure the all­ round development of the child, building on the area of considerable concern. hild^s knowledge, potentiality and talent and making the child free of fear, trauma and anxfety The Sarva Shiksha Abhiyan has created a through a system of child friendly and chikf centred learninff. major awareness among the masses regarding the importance of elementary Bihar Education Project Council (SSA-RTE) : Page 2 : Annual Report & Audited Accounts 2011-12 %«TT 3?f3T^ ^ education and the newfound enthusiasm among villagers in school a managements very encouraging. SSA has brought primary education to doorsteps of millions of children, particularly the deprived children and enrolled them, first generation learners, through successive fast track initiatives in hitherto unserved and underserved habitations. In short, the state is yet to achieve the elusive goal of Universalization of Elementary Education (UEE), which means 100 percent enrolment and retention of children with schooling facilities in all habitations. It is with a view to fill this gap that the Government has launched the Sarva Shiksha Abhiyan to achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach in partnership between centre & states. The Right of children to Free and Compulsory Education Act came into force from April 1, 2010. This was a historic day for the people of India as from this day the right to education was accorded the same legal status as the right to life as provided for by Article 21A of the Indian Constitution. Every child in the age group of 6-14 years will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighbourhood. With a view to enabling to meet the requirement of RTE Rule, Sarva Shiksha Abhiyan was used as the vehicle and hence certain modifications have been made in the framework of Sarva Shiksha Abhiyan. The year 2011-12 was remarkable as several provisions were made in the budget of Sarva Shiksha Abhiyan in accordance with the Constitutional commitment to ensure free and compulsory education. The right to education is recognized as a human right and is understood to establish an entitlement to free, compulsory elementary education for all children, a responsibility to provide basic education for individuals who have not completed elementary education. The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. As per RTE, education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial budgetary resources and regulating the provision of educatioiyThe pre-eminent role of the state in fulfilling the right to education is enshrined in the i966 International Covenant on Economic, Social and Cultural Rights. Traditionally, education has been the duty of a child's parents. However with the rise of systems of education, the role of parents has diminished. With regards to realising the right to education the World Declaration on Education for All, adopted at the 1990 World Conference on Education for All states that "partnerships between government and non-governmental organisations, the private sector, local communities, religious groups, and families are necessary.