i

ii

AN ANALYSIS OF ACTIVITIES AND RESOURCE UTILISATION OF BRCS & CRCS: A CASE STUDY OF BETUL DISTRICT OF

MADHYA PRADESH

YAZALI JOSEPHINE

EDUCATIONAL ADMINISTRATION UNIT

NATIONAL INSTITUTE OF EDUCATIONAL PLANNING

& ADMINISTRATION 17-B, Sri Aurobindo Marg, New Delhi - 110 016

July `99

iii

PROJECT TEAM

Prof. N.V. Varghese, Project Advisor

Ms. Yazali Josephine, Project Director

Mr. Alekha C. Mohanty, Project Assistant

Mr. Rajest Nautiyal, Project Secretary

e-Book –processed by Ms.Parveen Kapoor

CORRESPONDENCE: y_josephine@hotmail.com

iv

II

Acknowledgements

The Research Study on "Effectiveness of DPEP Academic Resource Institutions: An

Analysis of Activities and Resource Utilisation of BRCs & CRCs- A Case ofBetul District of

Madhya Pradesh" is the first study on Effectiveness of Resource. Institutions of DPEP in India.

The study is unique in its own way.

It is not only analysed the Academic, Financial; Administration and other aspects of

Resource Institutions and - cost effectiveness, but also highlighted its effectiveness on Tribals,

Women and Village Panchayats. The study is supported with the few pictures of many

successful cases especially at the Village Level.

The present study is funded by DPEP-Bureau, Delhi. The study was under taken by

NIEPA with the help and active involvement of the RGPS, Madhya Pradesh, BRC Office of

Betul. I would like to acknowledge the contribution of various people who responded our

request and provided all kinds of help made this report possible.

Firstly, I would like to acknowledge DPEP Bureau Officials for given an opportunity to investigate this particular area.

I will be failing my duty if I don't acknowledge the NIEPA Director, Prof. B. P.

Khandelwal and Prof. M. Mukhopadhyay, (Senior Fellow & Educational Administration Unit

Head) for their cooperation. I gratefully acknowledge the cooperation extended by Mr.

Champak Chaterjee, (IAS) the then director of NIEPA.

v

Herewith, I convey my gratitude to Shri S. Jaju (AS) for his cooperation and necessary

instructions to the district level officials about the study and our visits. Our thanks are also due

to Sarve Shri S. P. Srivastav, S. K. Mishra, Bijayakar, F. Verved and Kale for their

cooperation and companion during our filled visits. They also have cleared us on each and every

aspects of the institutional frameworks, general administration and financial management of the

DPEP system at the district level.

Mrs. Pachery has also given some valuable information on Girls' enrolment and the

problems of women in the tribal regions. We strongly apprise Shri R. K. Katare, AS-Instructor,

Mangarodi for his help in taking some photographs of schools.

Thanks are also due to Sarve Shri Budhiram and Manhor for they have guided us to the

exact location of schools and CRCs.

I gratefully acknowledge the contribution of Prof. N. V. Varghese, HEP (Paris), who

played key role in designing the study timely and valuable guidance.

Thanks are due to Dr. S.M.I.A. Zaidi for his valuable suggestions for construction of

Questionnaire.

My sincere thanks are also due to Shri Alekha C. Mohanty (Project Assistant), the main

investigator and co-author of the report for his sincere and dedicated work.

I gratefully acknowledge, the work of Shri Rajesh Nautiyal (Project Secretary), who

worked tirelessly and ensured possible good work.

Shri P. R. R. Nair, Registrar (NIEPA) and his staff Shri P. Mani (Section Officer), Shri

R. C. Sharma (Section Officer) & Mrs. Usha (Assistant) for provided the necessary

administration help and I gratefully acknowledge Dr. Y. P. Aggarwal, (ORSM Unit Head), Mr.

Srinivas, (System Analysis), Ms. Ekta Nahar, (Computer Programmer) deserve a special

mention for their cooperation.

I am thankful to each and every one involved in the project in one way or the other. I

vi

thank the NIEPA Library staff and Documentation Centre for providing me necessary documents

from time to time. My thanks are also due to Mr. Tapan R. Mohanty for his contribution in the

assimilation of secondary data during the initial stage of the project.

Last but not the least, it would be a half way home if we do not commemorate our thanks

to the teachers of various primary schools and innumerable general inhabitants of the region for

their support and cooperation during the course of our visits.

YAZALI JOSEPHINE

Project Director

Ednl. Admn. Unit (NIEPA)

vii

TITLE

PROJECT TEAM

ACKNOWLEDGEMENTS

LIST OF TABLES/GRAPHS

ACRYNEMOUS USED THROUGH OUT THE TEXT

CHAPTER -I 1.1 Introduction

1.2 Decentralisation Policy : the Context

1.3 Role of Resource Institutions in Teachers Training

1.4 Rationale of the Study

1.5 The Main Objective of the Study

CHAPTER - II METHODOLOGY

2.1 The Sample of the Study

2.2 Tools of the Study

2.3 Study Plan

CHAPTER - III DISTRICT ANALYSIS "Functions & Activities"

3.1 Betul: A Profile

3.2 Educational Scenario of Betul

viii

3.3 Institutional Frame Work for Primary Education in the Sample District — Block Chicholi

3.4 Organisational Structures of Resource Centres in Betul

3.5 Teachers Training

3.6 Block Resource Centres

3.7 Academic Monitoring

3.8 Financial Administration of the Resource Institutions

CHAPTER - IV

EXPENDITURE ANALYSIS OF THE DISTRICT

4.1 Analysis of Recurring Expenditure of 1 District

4.2 Distribution of Recurring & Non-Recurr: Expenditure

4.3 Allocation and Utilisation of Funds on various Resource Institutions: Betul

4.4 Object-wise Analysis

CHAPTER – V BLOCK ANALYSIS (II)

5.1 Profile of Chicholi Block

5.2 The BRC in Chicholi

5.3 Training Programmes at Chicholi (BRC)

5.4 An Analysis of Teachers' Training: Chicholi

5.5 Progress of Teachers Training Programmes

5.6 Cost Analysis of the Training Programmes

ix

CHAPTER - VI BLOCK ANALYSIS (II)

6.1 Profile of Amla Block

6.2 Cost Analysis

6.3 Evaluation of Teachers' Training in Amla Bloi

6.4 A Comparative Analysis of Teachers Training between the Two Blocks (Chicholi & Amla)

CHAPTER - VII CLUSTER ANALYSIS (I)

7.1 An Analysis of Activities in Chicholi Block

7.2 An Analysis of CRC Activities in Amla Block

7.3 Comparative Analysis of CRC Activities in the Two Sample Blocks (Amla & Chicholi)

CHAPTER - VIII

FINDINGS OF THE STUDY

8.1 Achievements at the DIET

8.2 Achievements at the BRC Level

8.3 Achievements at the CRC Level

8.4 A Comparative Analysis of Achievement at various Resource Institutions

8.5 Diagnosis of the Problems in Training

8.6 Problem at DPO Level

CONCLUSION

BIBLIOGRAPHY

x

LIST OF TABLES

Table No. 1.1 Utilisation Pattern at Resource Centres in Madhya Pradesh

Table No. 1.2 Inter-District Variation in Utilisation of the BRCs' Funds in Madhya Pradesh.

Table No.2.1 Identification of Under-Achieved BRC

Table No. 2.2 Sample of the Beneficiary Teachers, BLOCK -CHICHOLI.

Table No. 2.3 Sample of the Beneficiary Teachers, BLOCK- AMLA

Table No. 2.4 (a) Total Sample Unit from the Two Samples Blocks

Table No. 2.4 (b) Sample Schools in Percentage

Table No. 3.1 Educational Institutions in Betul

Table No. 3.2 Composition of Student Caste wise and Gender wise in Madhya Pradesh.

Table No. 3.3 Year-wise Literacy Rate of Betul

Table No. 3.4 Number of NFE Centres:

Table No. 3.5 Teachers in Betul District:

Table No. 3.6. DIET Capacity:

Table No.3.7 Status of Sikhna Sikhana Package Training for Teacher of Class 1, 2 & 3 (1997-98)

Table No. 4.1 Analysis of Recurring Expenditure of the District

Table No. 4.2 (a) Distribution Non-Recurring Expenditure on Different Heads of the District

Table No. 4.2 (b) Analysis of Non-Recurring Expenditure of the District on Different Heads

Table No. 4.3 Utilisation of Funds in Various Resources Institution in Betul (In %)

Table No. 4.4 Allocation and Utilisation of fund at the BRCs

Table No. 4.5 Object Wise Analysis of (Recurring) Allocation and Utilisation of fund at DIET

Table No. 4.6 Object Wise Analysis of (Recurring) Allocation and Utilisation of

xi

fund at CRCs

Table No. 4.7 Object wise Analysis of (Recurring) Allocation and Utilisation of Fund at DPO, BETUL

Table No. 4.8 Normal Unit Cost and Effective Cost of the Training Programmes at the Betul District

Table No. 4. 9 Unit Cost Analysis of the Training Programmes Organised at the DIET

Table No. 5.1 Number of Primary Educational Centre in Chicholi Block

Table No. 5.2 Training Programmes Organised at the BRC-Chicholi

Table No. 5.3 Year of Appointment of the Teachers (In Sample Schools)

Table No. 5.4 Subject Teachers Availability (Chicholi)

Table No. 5.5 Teachers Training (Chicholi)

Table No. 5.6 Selection of the Teacher for the Teachers Training Programme

Table No. 5.7 Teaching Learning Materials during Training

Table No. 5.8 Incentives to the Teachers during In-Services Training

Table No. 5.9 Sources of Expenditure of the Trainees during the Time of the Training

Table No. 5.10 Destination of training programmes

Table No. 5.11 Multiple response of teachers' participation in various training programmes at Chicholi.

Table No. 5.12 Personal Observation of the Utilisation of the Training Programmes by the Teachers

Table No. 5.13 Problems in the Teachers Training Programmes

Table No. 5.14 Details about the Problem Faced by the Teachers during Training

Table No. 5.15 Multiple Responses of the brief of Teachers-training to the Student (Block Chicholi).

Table No. 5.16 Choice of most Viable Training Programme by the Teachers

Table No. 5.17 Need for Reforms in the Training Programmes

Table No. 5.18 Multiple Response on the Reforms on the Training Programmes (Block- Chicholi).

xii

Table No. 5.19 Year wise Allocation and Utilisation of Fund on Training Programmes

Table No. 5.20 The Variation of the Normal and Effective Cost for the Training Programmes at the Chicholi (BRC)

Table No. 5.21 Normal and Effective Cost of the Training Programmes Organised by the BRC at Chicholi

Table No. 5.22 Annual Budget of the BRC, Chicholi

Table No. 6.1. Facility at the Amla Block

Table No. 6.2 Programmes Organised at the BRC AMLA

Table No. 6.3 Year wise Allocation and Utilisation of Fund

Table No. 6.4 Unit & Effective Cost of the Training Programmes Organised by the BRCC at the BRC, Amla

Table No. 6.5 Annual Budget of the BRC, Amla

Table No. 6.6 Year of Appointment of the Respondents

Table No 6.7 Teaching Level of the Respondents

Table No. 6.8 Teachers Training

Table No. 6.9 Multiple Response Regarding the Training Programmes at Amla Block

Table No. 6.10 Multiple Response for Location of Teachers Training Programmes

Table No. 6.11 Teachers Selection for the Training Programmes

Table No. 6.12 Multiple Response the Area of Improvement of Teachers Skill due to Training

Table No. 6.13 Personal Observation of Teachers Skill

Table No. 6.14 Incentives during Training

Table No. 6.15 Learners on the Teachers Training Programme

Table No. 6.16 Need for Reforms in the Training Programmes

Table No. 6.17 Multiple Suggestions made by the Teachers for the improvement of the Training Programmes

Table No. 6.18 Suggestion for the most viable Programme for their Region

Table No. 6.19 Multiple Response of Teacher Participation at various Resource

xiii

Centre

Table No. 7.1 Qualification of the CRC Head (CRCC) Block Chicholi

Table No. 7.2 Experience of the CRCCs at Chicholi Block

Table No. 7.3 Total Primary Schools in the Sample Clusters -Block Chicholi

Table No. 7.4 Allocation of Funds to the Sample CRCs -Chicholi Block

'Table No. 7.5 Allocation of Fund to the CRCs for Training Programmes at Chicholi

Table No. 7.6 Multiple Responses for the Causes of Non-achievement of financial targets - Block Chicholi

Table- No. 7.7 Multiple Responses of the Findings from the Evaluation of community training by the CRCs

Table No. 7.8 Multiple Responses for Problems Faced while organising the Training Programmes - Block Chicholi

Table No. 7.9 Multiple Responses for Suggestion to over come the Lacunas Faced - Block Chicholi

Table No. 7.10 Most viable programme for their respective localities - Chicholi Block

Table No. 7.11 The Seniority of the teachers in Amla Block

Table No. 7.12 Educational Qualification of the CRCC - Amla Block

Table No. 7.13 Primary School System at the Sample Clusters Table No. 7.14 Annual Sanctioned Fund to the 10 CRCCs

Table No. 7.15 Training Activities at the Cluster Level -Block Amla

Table No. 7.16 Multiple Response of the Result of the Community training in the Block-Amla.

Table No. 7.17 Multiple Responses of Difficulties in Fund Disbursement on Training - Block Amla

Table No. 7.18 Multiple Response to the Lacunas faced conducting training Programmes

Table No. 7.19 Suggestions to overcome the Lacunas in the Training Programmes

Table No. 7.20 Most Viable Training Programme for the Local Area, Block-Amla.

Table No. 7.21 Structure of Primary Schools in the Two Samples Blocks

xiv

Table No. 7.22 Sanctions of Fund for CRC Activities

Table No. 7.23 Training at the CRCs

Table No. 7.24 Beneficiaries in the Training Programmes

Table No. 7.25 Wastage in the Training Programmes Table No. 8.1 Over All Physical Achievement of the DIET Table No. 8.2 Utilisation Rate at various DPEP Institutions

Table No. 8.3 Unit and Effective Cost of Training Programmes at various Resource Institutions

LIST OF GRAPHS Figure No. 2.1 Variation in the Physical target Set in the Two Sample Blocks.

Figure No. 2.2. Variation in the Achievement of Physical target in the two sample Blocks

Figure No.2.3. Composition of the beneficiary teachers in the sample block (Chicholi).

Figure No.2.4. Composition of the beneficiary teachers in the sample block (Amla). Figure No. 2.5. Composition of the total sample in the two sample blocks. Figure No. 2.6. Composition of the sample on gender basis.

Figure No. 4.1. Utilisation pattern of total fund on various Resource Institutions.

Figure No. 4.2. Recurring Allocation of Funds at BRCs.

Figure No. 4.3 Component-wise Allocation of Funds at BRCs.

Figure No. 4.4 Allocation of Fund at DIET.

Figure No. 4.6 Utilisation of Fund at CRCs. Figure No. 4.7 Allocation of Funds at CRCs.

Figure No. 4.8 Normal Cost & Effective Cost Variation of Training Programme at Betul District.

Figure No. 5.1 Targets and Achievement of Various Teachers Training Programmes at the BRC (Chicholi).

Figure No. 7.1 Target & Achievement in the Sample Blocks.

xv

Figure No. 7.2 Performance of the Sample Blocks.

xvi

ACRONYMS USED THROUGH OUT THE TEXT

DPEP District Primary Education Programme

DIET District Institute of Education & Training

BRC/s Block Resource Centre/s

BRCC Block Resource Centre's Coordinator

CRC/s Cluster Resource Centre/s

CRCC Cluster Resource Centre's Coordinator

VEC Village Education Committee

MT Master Trainer

SSP Sikhna Sikhana Package

ICDS Integrated Child Development Scheme

EGS Education Guarantee Scheme

PS Primary School

NPS New Primary School

AS Alternative School

CTE Council for Teacher's Education

SSK Sishu Sikha Kendra

TLC Total Literacy Campaign

SCERT State Council for Educational Research & Training

DPO District Project Office

DPC District Project Coordinator

DTDO District Tribal Development Officer

SC Schedule Caste

ST Schedule Tribe

DRG District Resource Group

xvii

O&M Office Management

RGPSM Rajiv Gandhi Prathamik Sikha Mission

0

1

CHAPTER – I

11..11 IINNTTRROODDUUCCTTIIOONN::

DPEP is an externally funded grandeur project to give minimum level of education to the

deprived areas of the country. It is an effort to operationalise the commitment to the POA 1992.

The main objective of DPEP is to provide Universal access to primary education to reduce the

dropout rates; to reduce the gender gap at the primary level and to strengthen the capacity of the

state; district and block level resource Institutions. SCERT, CTEs, DIETSs and BRCs will

mainly be responsive for organising various programmes and to provide academic support for

quality improvement. The major strategies to achieve those long-term goals. The short-term

goals are targeted for 2 years and medium for 3 to 4 years. Establishment of BRCs was under

short-term goal. Block Resource Centres were aimed to make functional for providing academic

support to teachers as a continuous basis at the block level.

On the plight of the DPEP are to provide Universal access to primary education and

improve school functioning and quality of education, various strategies have been charted out.

Access is improved mainly though creating additional schooling facilities. Quality is expected to

be improved through focusing on teaching learning activities at the school level. The DIETs are

established at the district level to provide academic support to primary schools. The new

institutional arrangements like BRCs and CRCs are envisaged and established to provide regular

and continuous academic support to the schools at the block and cluster level respectively. In a

nutshell, the whole mechanism is designed on the basis of decentralisation.

11..22 DDEECCEENNTTRRAALLIISSAATTIIOONN PPOOLLIICCYY:: TTHHEE CCOONNTTEEXXTT::

Decentralisation as a political phenomena is interpreted as a means to make the state more

responsive and acceptable to the local needs than that it could be with concentration of

administrative power and responsibility of the state. More specifically, decentralisation is

referred to as a process of sharing of powers by the central ruling groups with other groups, each

2

having authority within a specific area or the state. From the view point of norms, it means

presence of formal political structures for each defined area representative with combination of

local as well as central of interest, who exercises the powers of decision making at the local level

and such allocation of powers is protected by formal as well as formative rules accepted by the

centre. The process of decentralisation involves both administration and the Government as it

involves delegation of powers to the lower levels in the territorial hierarchy; this could be within

the state or in the offices of the large scale Organisation. Thus, the whole mechanism of DPEP

is also based on the decentralisation.

Keeping in view the need for decentralisation and increasing the involvement of teachers

in various education related processes, it has been decided to set up resource centres at block and

clusters levels of the district for the improvement of teacher edcuation.

The Govt. of Madhya Pradesh chosen nineteen districts in non-tribal areas for the

implementation of the DPEP. In early 1993. Till date there are so many areas of success and

failures. In the case of the DPEP, paucity of funds is not posing a problem but certain districts

are facing the chronic problem of under utilisation of funds. The targets3of DPEP revolves round

the following aspects.

a) Improving enrolment and retention.

b) Quality improvement for better achievement.

c) Equity issues.

d) Strengthening management system.

e) Innovations.

f) Evaluation, Research and Study.

Under the DPEP an intensive training programme has been envisaged and the District

3

Institute of Education and Training (DIET) will serve as a principal professional support agency

in the district level. The DIET has been assigned to organise in-service training for the teachers,

AS-Supervisors and NFE Investigators. In the context of DPEP, DIET will provide adequate

support to the Block Resource Centres (BRCs) and Cluster Resources Centres (CRCs). These

BRCs and CRCs are established at block and cluster levels so as to extend regular and

continuous support to the schools.

For DIET the crux of the elementary education process is that of teachers’ training. To

equip the DIET with sharper teeth to handle such type of cumbersome process of teachers’

education, provisions have been made to provide additional furniture, equipment, books and

vehicle. Funds will also be provided for paying fees and honorariums to the professionals for

conducting training programmes, training materials, carrying out micro projects, innovations and

study etc.

In the case of DPEP in M.P, the approach is very much decentralised. A grass root level

approach has been adopted to formulate district educational plans, which started right from the

village level. Village plans are formulated and based on the village plans only. Consolidating on

the block plans, the Block plans develop. This process attracts local participation to evolve

district plans.

The experience of DPEP phase-I, planning process in M.P shows the following points.

i) Motivation of Community.

ii) Participatory Approach.

iii) The training of planning groups from top to bottom should be comprehensive, in-

depth and rigorous.

iv) Orientation of VEC members to the DPEP in order to make them understand their

responsibilities.

4

Under DPEP, more emphasis have been laid down on the improvement of teachers’

training so as to enhance in the standard of education. Thus teachers’ training under the DPEP

hankers an elaborate disclosure.

BBlloocckk means a development block which is the present unit for the administrative and

development machinery of the state Government. Cluster means the group of all primary schools

situated approximately which 8 Kms. of a selected centre school.

The following objectives have been set for the BRCs and CRCs.

1. To be close to the real life situation of the teachers and to monitor their felt

needs.

2. To provide easier access to the teachers to academic resources.

3. To increase the participation of teachers and thus, their motivation.

4. To function as links of a district level system of monitoring and feedback.

11..33 RROOLLEE OOFF RREESSOOUURRCCEE IINNSSTTIITTUUTTIIOONNSS IINN TTEEAACCHHEERRSS TTRRAAIINNIINNGG

1.3.a. ROLE OF BRCS AND CRCS IN THE IMPROVEMENT OF TEACHERS’ EDUCATION:

Under the DPEP, the DIET is the sole responsible establishment to impart teachers

training. However, in order to make the process comprehensive and decentralize the system more

local teachers’ participation is needed. The Block Resources Centres at the block level and the

Cluster Resources Centres at the cluster levels have been established so as to make possible the

participation of local teachers in various training programmes.

5

At each block there is one BRC and under each BRC, there are ten CRCs functioning to

facilitate local teachers’ participation in teachers’ training.

The BRCs performs its functions under the Block Education Officer (BEO). Each BRC is

having the building, equipment and staff of its own. It is funded by DPEP. So far as teachers’

education and training is concerned, BRC plays a predominant role. It has an upward link with

the DIET and a down ward link with the CRCs. The functions of BRCs as has been charted out

are as follows.

i) Training for primary school teachers, AS Instructors, CRC heads, Academic

coordinators and Resource person for VEC members.

ii) Organising monthly meetings for CRC (Cluster Resource Coordinators) and

CACs (Cluster Academic Coordinator).

iii) Mobilisation of public support for awareness.

iv) Preparation, Implementation and Monitoring of block plans.

v) Coordination with different departments and functionaries at block level.

vi) Providing Academic support to CRCs.

vii) Assisting DIET in developing materials, Field testing and Innovations.

viii) Coordinating in School-Mapping and Micro planning.

ix) Organising field interactions.

To assist BRC there are CRCs working at cluster level. A CRC for all primary schools

6

falling within a radius of 10 kms. will be established. Minimums of ten schools within a vicinity

of 10 km. will come under one CRC. It locates in a primary school or in a middle school having

a primary section. The head master of the concerned school will be the head of the CRC.

One Master Trainer(MT) will be attached to the CRC to motivate primary teachers. There

will be one coordinator to concentrate on academic supervision of all the schools at the cluster.

The functions of CRC are as under:

i) To arrange monthly meetings of the teachers to discuss academic issues like

achievements, developmenting teaching aids and preparation of school calendars.

ii) To work as a resource centre for the teachers and EGC teachers.

iii) Facilitate training for the VEC members and provide resource support.

iv) To provide assistance for environment building for UPE.

v) Providing feed back on academic problems and achievements.

Though the rationale behind BRCs and CRCs is quite up to the mark, still there are inter-

district disparities in functioning of BRCS and CRCs, allocation and utilisation of funds. In the

subsequent sections more insight is being made to examine the same in one identified district.

The methodology of identifying the back logging district is explained in the following chapter.

11..44 RRAATTIIOONNAALLEE OOFF TTHHEE SSTTUUDDYY

At the beginning of the Project in the state it was targeted to open 198 Block Resource

Centers by the end of ’95 in the State level, it was not achieved. During 1995-96, around 188

center were opened.

The expenditure incurred or utilised out of the sanctioned money during 1994-95 was

7

87.85% , 77.84% during 1995-96 and 66% during 1996-97. The rate of utilisation of the

financial resources are in a declining trend (See Below Table No. 1.1).

TTAABBLLEE NNOO.. 11..11

Utilisation Pattern of Resource Centres in Madhya Pradesh

ACTIVITY 1994-95 1995-96 1996-97

1 Block Resource Centre (BRC) 87.84 77.84 66.00

2 Centre Resource Centre (CRC) 97.41 98.55 66.00

3 DIET 71.13 59.04 42.00

As the state itself shown declining trend in uitlisation of funds, it has caused interest to

explore the problem deeply at the district level. The first round DPEP districts (19) of Madhya

Pradesh also shown inter-district variation in the capacity to achieve the DPEP objectives.

However, in their particular study we are not going to explore the reasons for under utilisation of

funds at the state level. The study is proposed to restrict to one district where utilisation rate of

BRCs has declined. Since it is a central linking institution with the DIETS and CRCs.

The District wise analysis shows that (See below Table No 2) nine districts out of 19

districts shown decreasing trend in Utilisation. The names of the districts which has shown

decreasing trend in utilisation are Betul, Bilaspur, Tikamgarh, Raigarh, Sarquja, Raisen, Satna,

Rajagarh and Rajnandgoan respectively

Keeping this fact in mind, Betul district has been identified for the in-depth study of

functions and activities of Block Resource Centres (BRCs). Simultaneously, it has also been

planned to study the other functional resource centres, like CRCs and DIET, their allocation and

utilisation pattern side by side their inter-institutional cooperation.

8

Table No. 1.2

Inter-District Variation in Utilisation Table No. of BRC Funds in Madhya Pradesh

RANGE OF UTILISATION

YEAR WISE UTILISATION RATE

1995-96 1996-97

Above 100% Bilaspur (125.74) Nil

75 to 100% Mandsaur (79.94); Ratlam (99.10) Bilaspur (90.2); Ratlam (86.57)

Raigarh (71.74); Sarguia (93) Guna (80.360; Shahdal (74.09)

Raisen (81.40); Satna (81.03) Mandusaur (78.58)

Rajgarh (79.96); Tikamgarh(86) Rajgarh (79.86)

Rajnadagaon (75.49)

50 to 75% Betul (60.73); Shahdal (71.16) Betul (55.9); Raisen (71.69)

Chhatarpus (64.65); Shahdol (80.6) Chhatarpus (66.6); Rewa (61.94)

Dhar (67.60); Rewa (74.14) Dhar (65.19); Sehole (60.13)

Guna (59.53); Sidhi (55.01) Punna (52.79); Sidhi (71.66)

Punna (56.83) Rajgarh (66.72); Tikamgarh (61.4)

25 to 50% Nil Rajnandgaon (46.38)

Sarjula (45.62)

Satna (48.60)

Below 25%

Nil Nil

11..55.. TTHHEE MMAAIINN OOBBJJEECCTTIIVVEESS OOFF TTHHEE SSTTUUDDYY AARREE AASS FFOOLLLLOOWWSS::

1) The main objectives of the study are to study the participate process of BRCs with CRCs and

DIETs in Betul district.

2) To measure the physical targets and achievements of Training Programmer in terms of cost

and to study the utilisation pattern.

9

3) To pinpoint the area where the DPEP funds has been wasted.

4) To study the impact of teachers' training on the final beneficiaries.

10

CHAPTER – II

METHODOLOGY

No study before the present one has focused on the financial management of the DPEP

resources centers upholding the wastage emerging thereof due to the non achievement of the

physical targets in imparting not only the teachers’ training but at the same time some

community based training programmes as well. So far as the purpose of the present study is

concerned, the main aim is to examine the functions of various institutional frame works under

the DPEP and their process of resources utilisation in Betul district of Madhya Pradesh. The

main plank has also been to examine the training procedure and the causes of wastage.

Betul district has been chosen amongst the DPEP districts of Madhya Pradesh following

the logic that Betul is lagging behind of the other DPEP districts in the utilisation of funds

sanctioned by the DPEP. Till to the end of the year 1996, the district was able to utilise only up

to 58% of the total fund sanctioned for various purposes from the DPEP (refer table no 1.1).

Notwithstanding, Betul is a tribal district, the target and achievement for the teachers training

shows a decreasing trend. In the year 1995-96, the achievement was 81.22% and decelerated to

79.70% in the year 1996-97(refer table 2.1).

Betul has ten Block Resource Centers (BRCs), Viz. Adhner, Amla, Betul, Bhenshdehi,

Bhimpur, Chicholi, Ghodadongri, Multai and Prabhat Pattan respectively. To match to the

purpose of the study two blocks have been selected on the basis of three axioms.

1. The selected block should have been a diffident block, as compared to the target and

achievement.

2. The block should not be nearer to the district head quarter.

3. From the two selected blocks one must be a tribal one.

On the basis of these three facts two blocks have been selected. One is Chicholi the

tribal block and the other is Amla a non-tribal block. The table no. II.2 shows their targets and

11

achievements during the year 1995-96 and 1996-97.

Table No.2 .1

IDENTIFICATION OF UNDER-ACHIEVED BRC

11 99 99 55 -- 99 66 11 99 99 66 -- 99 77 SS LL .. NN OO

NN AA MM EE OO FF TT HH EE BB RR CC ss TT AA RR GG EE TT EE DD

BB EE NN EE FF II CC II AA RR II EE SS

AA CC HH II EE VV EE MM EE NN TT (( II NN %% ))

TT AA RR GG EE TT EE BB EE NN EE FF II CC II AA RR II EE SS

AA CC HH II EE VV EE MM EE NN TT (( II NN %% ))

01 Betu l 456 95 .18 578 92 .73 02 Shahpur - - - - 03 Chichol i 143 94 .41 152 79 .61 04 Ghodadongr i 294 68 .37 575 50 .43 05 Mul ta i 253 63 .24 334 72 .75 06 Amla 235 91 .49 274 89 .42

07 Prabhat Pa t tan 239 60 .67 281 81 .85 08 Bhenshdehi 257 97 .28 265 100 .38 09 Adhner 215 93 .49 246 75 .61 10 Bhimpur 177 57 .63 197 99 .49

TOTAL 22 22 66 99 88 11 .. 22 22 22 99 00 22 77 99 .. 77 00

Figure No. 2 .1 , 2 .2

The table shows the rate of achievement as well as the trend. The achievement was

much less in case of tribal blocks in comparison to the non-tribal blocks. Five out of 10 blocks

viz. Betul, Chicholi, Ghodadongri, Amla and Adhner shows decreasing trend and the rest five

have got the increasing trend in the achievement of the target. Amongst the all blocks, the block,

which is showing the decreasing has been selected trend. The name of the block is Chicholi,

Variation in the achievement of physical target in the two sample blocks

135 121

215245

050

100150200250300

1995-96 1996-97Year

Ach

ieve

men

t

Chicholi Amla

Variation in the physical target set in the two sample blocks

143 152

235 274

050

100150200250300

1995-96 1996-97Year

Targ

et

Chicholi Amla

12

which is a tribal block and the trend of its’ achievements also lagged behind the target, so far the

teachers’ training is concerned. The trend decelerated by 14.8% between the years 1995-96 to

1996-97. The other one chosen for study from the under-achieved BRCs is Amla, which is

farthest from the district headquarter and a non-tribal one as well.

2.1 THE SAMPLE OF THE STUDY

The sample size of the study is 10 per cent and utmost care was made to incorporate the

female teachers in to the sample so as to grasp their views. Out of 22 teachers selected from the

block Chicholi 5 are women. The figure in the bracket given in the table is the no. of teachers

taken for the study. For the sake of convenience the Navin Prathmic Salas of New Primary

Schools (NPSs) and the Primary Schools (PS) have been clubbed together and considered as one

category. In the nine clusters there are 88 NPSs & PSs, nine teachers have been taken for study,

taking one teacher from each cluster of this category. Bighwa and Nasirabad Clusters have no

facility for Education Guarantee Schemes (EGS) and there are three clusters from which sample

units could not have been taken. Out of the total 19 EGS in all 4 teachers (21.05%) have been

taken for the study and out of 15 Alternative Schools (Ass) in these nine clusters, 9 Instructors

have been inducted as sample units.

From the chicholi block sample units of teacher have been taken from each cluster. The

block Khapadia, which was left owing to certain unavoidable circumstances like the non-

availability of the teachers at the time of the arrival of the investigator and also due to long

distance. The table no II.2 depicts the procedure of the sample selection in greater detail.

Table No. 2.2,

SAMPLE OF THE BENEFICIARY TEACHERS, BLOCK-CHICHOLI

SSLL.. NNOO

NNAAMMEE OOFF TTHHEE CCRRCCss

NNOO.. OOFF NNPPSS++PPSS

NNOO OOFF EEGGSS NNOO OOFF AASS

TTOOTTAALL SSCCHHOOOOLL

TTOOTTAALL SSAAMMPPLLEE

01 MALAJ PUR 6(1) 3(1) 1(1) 10 3

02 PATHAKHEDA 9(1) 3(1) 1(1) 13 3

03 CHICHOLI 15(1) 1 3(1) 19 2

13

04 BIGHWA 8(1) -- 2(1) 10 2

05 HARDU 8(1) 1 2(1) 11 2

06 HARDAWADI 7(1) 2(1) 2(1) 11 3

07 KURASNA 12(1) 3 1(1) 16 2

08 NASIRABAD 11(1) - 2(1) 13 2

09 CHIRAPATLA 12(1) 6(1) 1(1) 19 3

10 KHAPADIA -- -- -- LEFT LEFT

TTOOTTAALL 8888((99))

((1100..2222%%)) 1199((44)) ((2211..0055%%))

1155((99)) ((6600%%))

112222((2222))

2222 ((1188..0033%%))

Note: The figure in the brackets shows the unit of the sample selected.

The same methodology was followed while collecting information from the Amla

block. Amla, which is a non-tribal and educational block, is having only two types of primary

school systems. The NPS & PS constitute the major portion of the total school. However, there

are few EGSs, which have come in to operation after the advent of the DPEP system in the

concerned block. The schools are hence not very new and the composition of fresh teachers to

the total in the block in question is very low. Owing to local holidays and morning classes in the

EGS the actual sample size has fallen short of the target as has been purposed to take one teacher

from each type of primary school from each cluster. The educational block Amla has 13 clusters.

The table given below II.3 gives the detail about the sample size and selection from Amla block.

Table no . 2 .3

SAMPLE OF THE BENEFICIARY TEACHERS, BLOCK AMLA

SS LL ..

NN oo ..

NN AA MM EE OO FF TT HH EE

CC RR CC ss

NN OO .. OO FF

NN PP SS ++ PP SS

NN OO OO FF EE GG SS TT OO TT AA LL

SS CC HH OO OO LL

TT OO TT AA LL

SS AA MM PP LL EE

0 1 H A R N Y A 1 8 5 2 3 0

0 2 R A T E D A K A L A N 1 6 - - 1 6 0

0 3 B A R A G A O N ( 2 ) * * * * 2

0 4 S O N E G A O N 1 3 ( 1 ) - - 1

14

0 5 T O R O N W A D A 1 4 ( 2 ) 2 ( 1 ) 1 6 3

0 6 C H I P A N A Y A P I P R I Y A

2 1 ( 1 ) 9 ( 1 ) 3 0 2

0 7 S O S U N D R A 1 0 ( 2 ) - - 1 0 2

0 8 K H E D L I B A Z A R 1 0 ( 2 ) 3 1 3 2

0 9 B A S I C A M L A 1 5 ( 2 ) - - 1 5 2

1 0 J A M B A D A 1 6 ( 2 ) 5 2 1 2

11 11 JJ AA NN PP AA TT RR AA II LL WW AA YY 11 33 (( 22 )) -- -- 11 33 22

TT OO TT AA LL 11 44 66 (( 11 66 )) 22 44 (( 22 )) 11 77 00 11 88

Note : ** Denotes the non ava i lab i l i ty of da ta .

- - Denotes the Clus te r has no ins t i tu te of the concerned

ca tegory .

Figure No. 2 .4

Composi t ion of the benef ic iary teachers in the tota l Sample

The block Amla has no ASs and the primary schools have been categorised in to two

groups. The NPSs and PSs have been clubbed together and regarded as one category. At the

same time the EGSs are kept aside. The table shows, out of 146 NPS & PS (as the number of

schools in one cluster Bargaon is not available due to the non availability of the CRCC) 16

teachers(11%) have been selected. Information could only be collected from 2 EGSs teachers out

of the 24 centers in the block. The great disparities in the sample and the population is only due

to the fact that the schools were closed due to certain local holidays and morning classes in the

EGS centres. The total sample size is as per the information given in the table no II.4 below.

Table no. 2.4 (a)

Sample Composition in the Chicholi Block

PS & NPS41%

EGS18%

AS41%

PS & NPS EGS AS

composition of the sample teacher in the sample, block Amla

PS & NPS89%

EGS11%

PS & NPS EGS

15

Total sample unit from the two sample blocks Block NPS+PS

TEACHERS %

TO TOTAL

AS TEACHERS

% TO TOTAL

EGS

TEACHERS %

TO TOTAL

CRCCs % TO

TOTAL

TOTAL

TEACHERS %

TO TOTAL

SAMPLE SIZE

CHICHOLI 9 9 4 9 31

AMLA 16 -- 2 10 28

TOTAL 25 9 6 19 59

Table No. 2.4 (b): SAMPLE SCHOOLS IN PERCENTAGE Block NPS+PS

Teacher

AS Teacher EGS Teacher CRC Total

CHICHOLI 29.03 29.03 12.91 29.03 100

AMLA 57.14 -- 7.14 35.71 100

Figure No. 2.5

Composition of the total sample in the two sample blocks

Notwithstanding, care has also been taken to incorporate the female teachers in to the

sample unit. Out of the 59 teachers interviewed in the two blocks (including the Cluster

Resources Centers’ Coordinators), 11 were female teachers. (See below Figure No. 2.6).

Sample composition in the two sample Blocks

916

9

04 2

9 10

31 28

0

10

20

30

40

CHICHOLI AMLAblock

Sam

ple

size NPS & PS

AS

EGS

CRCC

TOTAL

16

Figure No. 4

Composition of the sample on gender basis

The detail picture regarding the general administration and financial management,

right from the DPO to the Cluster level has been elaborately highlighted in the subsequent

chapters. Comparative study of the two blocks so far as teachers’ training, fund allocation and

utilisation, non-achievement problems are concerned. These points have got their place in proper

place in the report as well.

2.2 TOOLS OF THE STUDY:

To get the first hand informations from the various institutional frameworks under the

DPEP for the purpose of the study, well-structured schedules of questions have been prepared.

Both open-ended and close-ended questions have been incorporated to get special informations

from the respondents. Separate schedules are prepared for the principal of the DIET, for the

District Project Coordinator (DPC), the Block Resource Coordinators (BRCs), the Cluster

Resource Coordinators (CRCs) and for the teachers of the primary schools, the ultimate

beneficiaries of the teachers’ training programmes. A meeting of the Cluster Academic

Coordinators (CACs) has also been organised at the BRC to grasp the problems of teachers’

training programme and their prospectives.

Composition of male and female in the sample

Male81%

Female19%

Male Female

17

Special care has been made to get the profile of the principal of the DIET and the

DPC. Questions and tables have been drafted in order to collect the informations on financial

administration. Questions about the shortcomings of various programmes and difficulties in their

implementation have not been lopsided. Special open-end questions have been devised for their

suggestion.

Attention has also been paid to get the informations from the BRCC and CRCC

on financial and administrative matters. Questions regarding the adequacy or otherwise of the

funds, staff, instruction materials, teaching learning aids and the application of electronic media

have been incorporated for them. Quarries have been made to know the slowness in the

utilisation of the sanction funds and suggestions have been hankered for the improvement of the

teachers’ training programmes, their accessibility and the achievement to the totality.

For the teachers, focus has been laid on the various shortcomings and problems

that they faced during the training time. Only those teachers, who have got training have been

picked up for the study. The impact of training on the enrollment and personal observation of the

teacher’s skill has also been recorded. Lastly the teachers are asked to suggest the most viable

training programme for their respective region and points to overcome the difficulties that they

faced while getting various training.

2.2 STUDY PLAY:

The study is divided into 10 chapters. The first chapter is devoted for introduction,

second for the Methodology, the third chapter is devoted for the Analysis of the District and the

fourth id devoted for District expenditure analysis. The fifth and six chapters are devoted on

Two Sample Block Analyses. The seventh chapter is devoted for Cluster Analysis. The eighth

and ninth chapters are devoted for Achievements and Diagnosis for the problem respectively.

18

CHAPTER - III

DDDIIISSSTTTRRRIIICCCTTT AAANNNAAALLLYYYSSSIIISSS “““FFFUUUNNNCCCTTTIIIOOONNNSSS &&& AAACCCTTTIIIVVVIIITTTIIIEEESSS”””

333...111 BBBEEETTTUUULLL ::: AAA PPPRRROOOFFFIIILLLEEE

Betul is one of the marginally located southern district of Madhya Pradesh, lying almost

wholly on the stature plateau. It occupies nearly the whole width of the Satpura range between

the valley of the Narmada on the North and the Berar plains on the South. It forms the southern

most part of Bhopal Commissioner’s Divisions. The district events between 21’22’ and 22’24’

north latitude and 77’04’ and 78’3’ East longitude and forms a compact shape, almost a square

with slight projection on the east and the west. Two small enclaves of the districts, Betul Blocks

of the Governments forest like to the rest between the districts of Nimar (East) and Amraoti.

Their enclaves like on the northern back of the Tapti. Their extent from west to east is between

the Meridians 76’59’ and 77’2’.

The district is bounded by by Hoshangabad district on the north, on the South by Amraoti

district of Maharashtra State, on the east by Chhindwara district. The Southern boundary of the

district runs almost along the southern foothills of the Meghat range but excludes Hattighat and

Chikalda hills in Amraoti district. The western boundary is associated for some distance with

the Ganjal River (Southern) a tributary to the Tapti, and then with the water shed line between

the Morand and the Ganjal (Northern) the tributaries of the Narmada. The northern boundary is

marked by the course of the Morand river, and by the Tawa river beyond Dhodra – Mohar

Railway Station. The eastern boundary runs through small streams and hills among which

Khurpura and Rotia nallas are of some significance.

The greatest length of the district as about 161 Kms. east to west whereas it measures only

about 106 Kms. from north to south. The total area of the district in 10,059.47 Square

Kilometers. The district headquarters is located on the Nagpur Harsi, section of the Delhi-

Madras (Chennai)main line of the central railway. A first class road, lately declared as NNaattiioonnaall

HHiigghhwwaayy, also traverses the district almost parallel to the railway line. The district is also

19

accessible from other directions on Parasia Amla section of the central railway, and on the road

from Ellichpur to Betul, Harda to Betul, Chhindwara to Multani and Warud to Multani∗.

TTAABBLLEE -- 33..11

EEEddduuucccaaatttiiiooonnn IIInnnssstttiiitttuuutttiiiooonnnsss iiinnn BBBeeetttuuulll:::

SCHOOLS 11999944--9955 11999955--9966

Pre-Primary/Primary Schools 8149,000 8847,000

Middle 3014,000 3277,000

High School/Higher Secondary (10+2) 1355,000 2394,000

SSoouurrccee:: SSttaattee HHaannddbbooookk,, 11999988

There are 1318 primary schools and 502 NFE Centres at present in the whole district of

Betul. The enrolment figures of the primary schools and NFE Centres are given as below:

TTaabbllee –– 33..22

Composition of Student Caste wise and Gender wise in M.P. AARREEAA AALLLL SSCC ST

Boys 92365 11744 30379

Girls 78085 10622 20735

Total 170450 22366 51114

333...222 EEEddduuucccaaatttiiiooonnnaaalll SSSccceeennnaaarrriiiooo ooofff BBBeeetttuuulll

In the Betul district there are 1318 primary schools of which 1269 schools are managed by

State Government, 01 by local body, 11 are aided and 37 unaided. The enrolment in these

schools is 1,56,279. There are 54 schools located in the urban area and 1264 in the rural area.

The teacher pupil ratio in the district is 1:41. There are 1236 schools with less than one

teacher per class. 182 schools are without building.

∗ SSoouurrccee:: GGzzaaeetttteeeerr ooff MM..PP..

20

TTAABBLLEE NNOO.. 33..33

YYEEAARR WWIISSEE LLIITTEERRAACCYY RRAATTEE OOFF BBEETTUULL

YYeeaarr--wwiissee LLiitteerraaccyy RRaattee ooff BBeettuull

11996611 16.59

1971 22.44

1981 27.95

1991 36.45

SSoouurrccee:: CCeennssuuss ooff IInnddiiaa 11999911 The literacy of the district shows it is still below the literacy rate of the state i.e. 44.2.

Table No. 3.4

NNUUMMBBEERR OOFF NNFFEE CCEENNTTRREESS::

CCaatteeggoorriieess NNuummbbeerr

1. Total 502

2. Co-education 283

3. Girls only 219

4. Urban 19

5. Rural 483

6. Primary 473

7. Upper Primary 29

SSoouurrccee:: DDiissttrriicctt PPrriimmaarryy EEdduuccaattiioonn PPrrooggrraammmmee,, BBeettuull ((MM..PP)) {{11999944--9955 ttoo 22000000--0011}}

There are 502 functional NFE Centres out of 600 centres in the Betul distirct. Six blocks

in the district are covered by ICDS and the Social Welfare Deparment sponsor the DDaallttaakk PPuuttrrii

YYoojjaannaa.

21

TTTAAABBBLLLEEE NNNOOO... 333...555111

TTTeeeaaaccchhheeerrrsss iiinnn BBBeeetttuuulll DDDiiissstttrrriiicccttt:::

Total Teachers 3580

Trained 2572

Untrained 1008

DIET Staff (Trg.) 9

TTTaaabbbllleee NNNooo... 333...666

DDDIIIEEETTT CCCaaapppaaaccciiitttyyy:::

DIET Training Staff 9

Maximum Courses 8

Maximum Teachers 500

MMMaaannnaaagggeeemmmeeennnttt DDDaaatttaaa:::

BEOS 10

A.D’s 20

Schools 318

SSoouurrccee:: PPllaannnniinngg HHiigghhlliigghhttss aanndd WWoorrkk--ppllaann DDPPEEPP,, MMaarrcchh,, 11999944..

333...333 IIINNNSSSTTTIIITTTUUUTTTIIIOOONNNAAALLL FFFRRRAAAMMMEEE WWWOOORRRKKK FFFOOORRR PPPRRRIIIMMMAAARRRYYY EEEDDDUUUCCCAAATTTIIIOOONNN IIINNN TTTHHHEEE DDDIIISSSTTTRRRIIICCCTTT:::

There are four types of institutions working in the primary education i.e. PSs (Primary

Schools), NPSs (New Primary Schools), Ass (Alternative Schools) and EGSs (Education

Guarantee Schemes) operating in Chicholi block to impart primary education.

aaa))) PPPSSS aaannnddd NNNPPPSSS::: There are 94 PSs and 12 NPSs operating in Chicholi the PSs and NPSs are

more or less same. There are senior teachers and are well paid as well. I have taken these twos

as one category. 1 Planning Highlights and Work-plan DPEP, March, 1994

22

bbb))) AAASSS::: The system of Alternative School is a novelty of the DPEP and has brought a sea of

change in the total educational sphere in the state of Madhya Pradesh. These schools are mainly

aimed at bridging the gap between PSs. There is a provision for two teachers and out of two one

must be a lady.

The process of selection of teacher: is quite interesting. The Village Panchyat’s members

headed by the Sarpanch make a panel. They forward application of the candidates to the DRB

(District Requirement Board), where the Collector is the Chairman and the District Tribal

Development Officer (DTDO), DPC etc. are the members. They short-list the candidates on the

basis of the qualification and marks obtained send him/her for training. It is a mandatory for any

AS teacher to go later for 21 days AS-training before joining as a teacher. They are paid Rs.

1000/- p.m. after they joined as an AS-Instructor.

ccc))) TTThhheee EEEGGGSSS::: The Education Guarantee Scheme is a substitute of AS system. The AS’s

instructors are paid one thousand per month, which costs of Rs. 2,000/- p.m. for two teachers. In

contrast to this in one EGS there is a provision of one Guruji, paid Rs. 500/- p.m. The person

is merely from the same village. The process of recruitment is the same as that of AS’s

instructors. Now the management is giving sanction for EGS instead of AS. The problem of

EGS teachers is that they are under paid.

ddd))) The SSKs: There is another system of SSK but not in Chicholi. This is aimed at

bringing those children who are compelled to be at their home for the sake of keeping their

younger. The problem of the SSK teachers is the same that of the Guruji of EGS.

Besides, there are private English medium schools functioning at the district head quarters

as well.

33..33..AA.. FFIINNAANNCCIINNGG SSYYSSTTEEMM::

The DIET is being given funds for recurring and non-recurring expenses by the DPO

23

(District Project Officer). The BRCs also gets that directly from the DPO. CRCs are getting

funds from BRC for organising monthly meetings and procuring furniture and training etc.

33..33..BB.. PPUURRCCHHAASSEE PPRROOCCEEDDUURREE::

Purchase is made for DPO and BRCs through the District Purchase Committee. Where

Collector is the Chairperson. Quotation is made for the purposed items and order is placed to the

least bidder. For the CRCs it has also a Purchase Committee of it own consisting of teachers.

They go to the market, record the rates at various shops and decide where to purchase at what

price to the item in question and accordingly they produce their desired item.

3.3.c. Monitoring:

The schools are not only involved in teaching but at the same time keeping a record of its

achievements and day to day work also. They are to manage at least 12 registers. The AS-

Supervisor, the CAC and lecturer of the DIET are entitled to make surprise visits.

333...333...ddd TTTeeeaaaccchhheeerrrsss TTTrrraaaiiinnniiinnnggg:::

So far as teachers training is concerned there are various packages viz. Approach based,

Competency based, Soft, Evaluation and AS training, etc. The Sikhna Sikhana package

(SSP/Learning Teaching Package) hankers most popularity amongst the teachers. The content of

the package is made to attract the memory of the students. It contents how to teach students

while playing, telling stories and giving examples on environment. The most aim of the package

is to bring the children to school. This is only possible when students don’t fear to the teachers.

333...444 OOORRRGGGAAANNNIIISSSAAATTTIIIOOONNNAAALLL SSSTTTRRRUUUCCCTTTUUURRREEESSS OOOFFF RRREEESSSOOOUUURRRCCCEEESSS CCCEEENNNTTTRRREEESSS IIINNN BBBEEETTTUUULLL:::---

The District Project Office is the management head in the district level under the DPEP

system. There is one DPC to laid the office and control the entire institutional framework sent

24

for teachers’ training. The organisational structure of the whole system and the functioning is

explained below:

SSSTTTRRRUUUCCCTTTUUURRREEE

⇓⇓⇓

DDDIIIEEETTT ⇒⇒⇒ DDDiiissstttrrriiicccttt LLLeeevvveeelll

⇓⇓⇓

BBBRRRCCC ⇒⇒⇒ BBBllloooccckkk LLLeeevvveeelll

⇓⇓⇓

CCCRRRCCC ⇒⇒⇒ CCCllluuusssttteeerrr LLLeeevvveeelll

⇓⇓⇓

VVVEEECCC ⇒⇒⇒ VVViiilll lllaaagggeee LLLeeevvveeelll

aaa))) TTThhheee DDDIIIEEETTT :::--- The DIET is the highest institute of the district level for teachers training.

The activities, which are proposed to carried out are given below:

AAA...111... AAACCCTTTIIIVVVIIITTTIIIEEESSS OOOFFF DDDIIIEEETTT IIINNN BBBEEETTTUUULLL:::

1. Carrying out Surveys and Studies.

2. Taking up Micro projects.

3. Conceptualising and Identifying Innovation and disseminating them.

4. Training of:

a) Master Trainers.

b) NPE Supervisor.

25

c) BEOs, ADISs and Other Supervisory Staff.

d) Resource Personnel.

e) Head of TRCs.

f) Members of NGOs.

5. Publication of Bulletin, Teacher’s Guides, Supplementary reading material and other District

specific materials.

6. Monitoring of Training Programmes.

7. Environment Building.

8. Mobilizing voluntary Agencies and Teachers’ Organisations.

9. Development Educational Management Information Services.

Right from the introduction of the BRCs system, the importance of the DIET has been

relegated to the background. The DIET had been lopsided in all respects because of its

iinnccoommppeetteennccyy in impacting teachers’ training programmes. For the past two years. It has no

principal. It has only six lecturers, which is not sufficient for imparting the conventional training

as well as the various training programmes asked by the DDPPEEPP. When asked how could they

manage the various programmes, it was told that they did not have staff still then they had made

a conciliatory effort to accomplish the training programmes, which seemed to be an impossible

one. For the last four years, they are getting money from DPO as grants to manage all the

training programmes and consumables etc.

bbb))) TTThhheee BBBRRRCCC ::: The Block Resources Centre is an apex Institution at block level. It is

being chaired by the BEO (Block Education Officer) and the BRCC to look after all the training

26

programmes and general administration for primary education in the block. For the last two years

all the training programmes are being organised in the BRC building which has a good

infrastructure. One lecturer from DIET comes as a Block Academic Coordinator (BAC) and the

Cluster Academic Coordinator (CAC) work as Master Trainer (MT) in all the training

programmes. Nonetheless, the BRC chicholi, has sanctioned a grant of Rs. 2,000/- to each

cluster to impart training to the VEC members. The Amla BRC has also granted funds to the

CRCs of its region for the same purpose.

The recruitment of the BRCC is quite on the basis of personal judgement of the DDDPPPCCC . The

DPC adorn any person for the chair of BRCC, whom he thinks quite talented. More than four

BRCCs and found them good as they are capable to undertake the managerial work and are

learned person. Generally, senior headmaster and highly qualified persons are recruited for the

post.

ccc))) TTThhheee CCCRRRCCC::: --- At the cluster level the CRC is more functional headed by the Cluster

Resource Centres’ Coordinator (CRCC). There is one CAC in each cluster to work as a master

trainer. The CAC also works as a supervisor of the schools in their respective cluster. In this

process the work of CRCC is to organise meetings once in a month and does some postal works.

ddd))) TTThhheee VVVEEECCC::: The Village Education Committee has nothing to do with teachers training

programmes but to inspire people to send their children to school. To preserve the school

building in good condition is their another responsibility. Due to their training and participation

in the primary educational system Chicholi has got the tangible result.

33..55 TTTEEEAAACCCHHHEEERRRSSS TTTRRRAAAIIINNNIIINNNGGG

33..55..aa.. TThhee TTeeaacchheerr TTrraaiinniinngg AApppprrooaacchh aatt tthhee DDiissttrriicctt LLeevveell::

The training plan for primary school teachers is part of a total academic plan of revitalizing

the teaching learning process to make it more motivational and to promote the achievement of

competencies. The training programme is based on:

27

A participatory and interactive approach. Talented and experienced teachers are involved

in planning and training. As such training is through resource groups with a Trainer.

A methodology that aims at stimulating group interaction activities and analysis and thus

replaces the conventional lecture mode based on a fixed set of documented directives.

This implies the use of creative resource materials for training rather than confining

training to a written manual.

Decentralisation where in resource groups are delineated at different levels: State

Resource Group, District Resource Group, Block Resource Group and eventually cluster

Resource Centres. This approach also facilitates the involvement in the training

programme and so enables training of large numbers within given time schedules.

Something, which would be impossible if only the DIET faculty were to handle the entire

trainee group.

333...555...bbb IIImmmpppllleeemmmeeennntttiiinnnggg ttthhheee TTTrrraaaiiinnniiinnnggg PPPlllaaannn:::

A continuous process of teacher training has been planned in progressive academic phases,

each addressing a range of academic issues. The training programme has been planned in 3

packages.

SSStttaaatttuuusss ooofff SSSiiikkkhhhnnnaaa SSSiiikkkhhhaaannnaaa PPPaaaccckkkaaagggeee TTTrrraaaiiinnniiinnnggg fffooorrr TTTeeeaaaccchhheeerrr ooofff CCClllaaassssss 111,,, 222 &&& 333 (((111999999777---999888)))

SSrr..

NNoo

DDiissttrriiccttss DDIIEETTss TTeeaacchheerrss TTrraaiinneedd

((MMTTss ++ TTeeaacchheerrss))

1 Betul Prabhatpattan 2092

TTToootttaaalll 2092

28

333...666... BBBllloooccckkk RRReeesssooouuurrrccceee CCCeeennntttrrreeesss (((BBBRRRCCCsss))):::

Under DPEP, this is a major intervention for strengthening the decentralisation of support

systems to the Block Level. The concept involves block level institution building through

infrastructure support, staff and staff development. TThhee BBRRCC tthhuuss,, iiss aa mmaajjoorr ddiissttrriicctt lleevveell

iinntteerrvveennttiioonn. The functions of the BRC are envisaged as both ccoooorrddiinnaattiinngg pprroojjeecctt mmaannaaggeemmeenntt

aass wweellll aass facilitating academic interventions at the block and sub block levels.

BRC coordinators along with District Project Coordinators and Gender Coordinators of all

19 districts have got 5 days training on how to evaluate the achievement of learners of AS, SSKs

and EGS centres.

The idea behind these visits and meetings is to reinforce on a regular basis the skills and

strategies imparted during training, induce interest and discussion on academic issues among

teachers, and obtain a feedback on the inputs, to improve upon them in the future. The whole

process has been seen as an extended training, as well as creation of information channels.

29

The cluster coordinators along with academic monitoring also visit different civil works

spots and EGS Centres coming in their cluster area and give feed back in a pre-designed format

to DPO through BRCC, where data analysis of the same is done by DMIS, which is very helpful

in monitoring EGS Centres.

33..77.. AAccaaddeemmiicc MMoonniittoorriinngg::

Since the state will be providing intensive academic inputs over the years, it is very

necessary to monitor what is actually going on in the classroom and provided constant inputs

where these are needed. Over the next three years, through a system of academic monitoring we

intent to ensure that maximum benefit to these inputs is made available to the students.

The cluster coordinators visit schools and collect information on basic issues affecting

teacher’s performance and the teaching learning process. The information is collected in

predestined formats. It is discussed in cluster meeting and then sent up to the block through it to

DIET and SCERT.

333...888... FFFIIINNNAAANNNCCCIIIAAALLL AAADDDMMMIIINNNIIISSSTTTRRRAAATTTIIIOOONNN OOOFFF TTTHHHEEE RRREEESSSOOOUUURRRCCCEEE IIINNNSSSIIITTTUUUTTTIIIOOONNNSSS

333...888...AAA... FFFUUUNNNDDD FFFLLLOOOWWW SSSYYYSSSTTTEEEMMM:::

The FFuunndd FFllooww SSyysstteemm operationalised in the resource centre are briefly discussed

below:-

1. At the State Level

The state implementation society has developed its financial system with the frame work

of the ‘FFiinnaanncciiaall aanndd AAddmmiinniissttrraattiioonn RRuulleess’ of the Mission, which was approved by is Executive

Committee. These rules give the Mission financial autonomy with the control of clear norms

and procedures that guide project implementation.

22.. AAtt tthhee DDiissttrriicctt LLeevveell::

30

The district budget is released to the DPO in a joint account of DPC and DEO. The budget

for DIET related activities are released directly to the DIET from SPO with intimation to

DPO.

33.. AAtt tthhee BBlloocckk LLeevveell::

Block Education Officers (BBEEOO) of DPEP districts have been designated as Block Project

Officers so as to enable them to carry out certain activities of DPEP at the Block Level. For this

the BEO will operate the budget through a joint account of BEO and BRC Coordinator. CCiivviill

WWoorrkk BBuuddggeett at block level is released to the BBlloocckk NNiirrmmaann SSaammiittii by the DPO in a joint account

of the JJaannppaadd PPrreessiiddeenntt and the BBEEOO.

44.. AAtt tthhee CClluusstteerr LLeevveell::

Cluster expenditures are met by budget disbursed from the DIET to the CRC. For this

joint account are opened for CRC Head and the Head master.

At the village level, funds for Civil Work is released by the DPO to the VViillllaaggee NNiirrmmaann

SSaammiitti. For VEC it is released to the joint account or Sarpanch and Teacher.

55.. SSCCHHOOOOLL CCOONNTTIINNGGEENNCCYY TTOO VVEECC::

A sum of Rs. 3,000/- per school is given to the VEC for school contingency. This includes:

aa.. TTeeaacchhiinngg AAiiddss::

Teaching aids play a vital role in the making learning an enjoyable activity. Under DPEP,

each primary school has been provided Rs. 1,000 (Rs. 500/- to each teacher, maximum 2

teachers). In 1997098, 34006 schools have been provided school contingency fund.

31

There is no prescriptive list of aids to be made. It is left to the ingenuity and creativity of the

teacher to use the funds in the most effective manner. However, suggestive list of items to be

used as teaching and material in primary schools has been circulated for guidance.

The following chart explains the flow system of recurring and non-recurring grants to

various authorities.

DDIIAAGGRRAAMM--II

RREECCUURRRRIINNGG && NNOONN--RREECCUURRRRIINNGG GGRRAANNTT

Recurring Grant

OOrrggaanniissiinngg OOrrggaanniissiinngg SSaallaarriieess TTrraaiinniinngg

MMeeeettiinngg WWoorrkksshhoopp PPrrooggrraammmmee

Non-Recurring Grant

FFuurrnniittuurree EEqquuiippmmeenntt BBuuiillddiinngg CCeennttrree EEdduuccaattiioonn MMaatteerriiaall

333...888... CCCLLLUUUSSSTTTEEERRR RRREEESSSOOOUUURRRCCCEEESSS CCCEEENNNTTTRRREEESSS (((CCCRRRCCCSSS))):::

The CRC is also a major district level intervention initiated/under DPEP. Ten to Twelve

Primary schools located within a radius of 8 Km have been attached to a CClluusstteerr RReessoouurrccee

CCeennttrree. A CRC will function as a centre for providing peer group academic assistance to the

teachers. Teachers discuses school related management issues discuss and resolve their

academic problems by sharing their experiences, prepare school calendars, development teaching

aids with locally available materials, discuss students achievement levels as well.

32

Each Cluster level Resources Centre has been provided a non-recurring grant for

purchase of furniture, equipment and educational materials and recurring grant for organising

monthly meetings, workshops etc. Budgets for training costs have been released by SPO. For

procurement of materials for CRCs a purchase committee at block level headed by Chairman of

JJaannppaadd EEdduuccaattiioonn SSoocciieettyy has been constituted. The CRCs have been provided recurring grants

as per norms. The number of CRCs has increased in some districts due to many reasons e.g.

opening of new primary schools, geographical barrier, long distance factors. Keeping in view

the responsibilities of a CRC Head teacher is designated as a Cluster coordinator for each cluster

who ultimately assist and discharge the duties and functions of CRC Head. The cluster academic

coordinator has been relieved of his teaching duties (posts for SShhiikksshhaahh--kkaarrmmii have been

sanctioned instead). The cluster academic coordinator visits all schools of his clusters at least

once in every month. This visit lasts the whole day: he observe the classroom process the

demonstrates in the classroom by teaching and conducting some the right academic inputs at the

right time, and evolving need-based strategies.

In the following chapters an elaborate analysis of expenditure has been made.

SSSTTTAAATTTEEE PPPRRROOOFFFIIILLLEEE::: MMMAAADDDHHHYYYAAA PPPRRRAAADDDEEESSSHHH

Number of Revenue Divisions 12

Number of Revenue Districts 45

Number of Tehsils 324

Number of Blocks 459

Number of Tribal Development Blocks 174

Number of Towns 465

Number of Total Villages 76220

Number of Inhabited Villages 71526

33

Number of District Panchayat 45

Number of Sanapad Panchayats 459

Number of Gram Panchayat 30,922

Number of Municipality Camp. 18

Number of Municipal Items 103

Number of Nagar Panchayats 281

LLLiiittteeerrraaacccyyy RRRaaattteee:::

Males 58.4

Females 28.8

Total 44.2

RRRuuurrraaalll LLLiiittteeerrraaacccyyy RRRaaattteee:::

Males 51.0

Females 19.7

Total 35.9

UUUrrrbbbaaannn LLLiiittteeerrraaacccyyy RRRaaattteee:::

Males 81.3

Females 58.9

Total 70.8

SSSccchhheeeddduuullleee CCCaaasssttteee (((SSSCCC))) LLLiiittteeerrraaacccyyy RRRaaattteee:::

Males 50.5

Females 18.1

Total 35.1

SSSccchhheeeddduuullleee TTTrrriiibbbeeesss (((SSSTTT))) LLLiiittteeerrraaacccyyy RRRaaattteee:::

Males 32.2

Females 70.2

Total 21.5

34

CHAPTER-IV

EXPENDITURE ANALYSIS OF THE DISTRICT In this chapter an attempt has been made to find out the extent of utilisation of funds for

the different activities. The funds are given under Recurring and Non-recurring account. By

analysing the allocation and utilisation pattern, the neglected areas may be traced and over

attention to certain other pleads also will be found.

TTAABBLLEE NNOO.. 44..11

AANNAALLYYSSIISS OOFF RREECCUURRRRIINNGG EEXXPPEENNDDIITTUURREE OOFF TTHHEE DDIISSTTRRIICCTT

Year Academic Training

BooksTeaching Materials

Maintenance Consultation Contingencies

1994-95 5468% 39.80% 05.52% 00 00 75.68% 10.42% 00 13.90% 00

1996-97 71.70% 02.89% 11.55% 2.31% 11.55%

The pertinent fact that the table No.4.1 depicts an uneven allocation of resources on

various components over the years. Out of the total expenditure of Rs. 55,72,800/-, 58.60 per

cent has been disbursed in the year 1994-95 on all the five components. In the year 1994-95,

major portion has been diverted for academic training. The point is worth mentioning that the

expenditure on Books/Training and Learning materials goes on decreasing over the years. The

Maintenance expenditure is quite a reverse to that extent. So far as expenditure on Consultation

charges are concerned, it has decreased from 13.90 per cent in 1995-96 to 2.31 per cent in the

year 1996-97.

Table No. 4.2 (a)

Distribution Non-Recurring Expenditure on Different Heads of the District

(Year-wise)

YEAR CML WORK

EQUIPMENT

FURNITURE

EDUCATIONAL MATERIALS

TOTAL

1994-95 72.93% 12.49% 12.88% 1.70% 100 1995-96 78.12% 0.680% 1.13% 20.07% 100

35

1996-97 00 00 00 100% 100 1997-98 00 00 00 100% 100

Table No. 4.2 (b)

Analysis of Non-Recurring Expenditure of the District on

DDIIFFFFEERREENNTT HHEEAADDSS Y E A R

CIVIL WORK

EQUIPMENT

F U R N I T U R E

EDUCATIONAL MATERIALS

1994-95 46% 94% ** ** 1995-96 53% 5% ** ** 1996-97 00 00 ** ** 1997-98 00 00 ** ** TOTAL 100 100 ** **

(** Denotes the non availability of data)

The table No. 4.2 (a) and 4.2 (b), depicts the non-recurring expenditure of Betul district

on different heads, stretching from the year 1994 to 1997. It is quite clear that within this period,

the dominant portion of the total outlay went into the Civil Works component. For the year 1996-

97 and 1997-98, the major portion went for the development of educational materials depicts an

increasing trend. Though the total outlay is quite less for the year 1997-98 in comparison to

1996-97, but the percentage outlay is the same on the development of educational materials. One

fact is categorically stated in the above table is that, the percentage of non-recurring expenditure

for the entire time span, only 74.20 per cent has been utilised for the development of Civil

works. 6.25 per cent been devoted for Equipment, 6.68 per cent for procuring Furniture and

12.87 per cent went for the development of Teaching materials and various teaching aids.

4.3. Allocation and Utilisation of funds on various Resource Institutions - Betul

Table No. 4. 3

UUTTIILLIISSAATTIIOONN OOFF FFUUNNDDSS IINN VVAARRIIOOUUSS RREESSOOUURRCCEESS IINNSSTTIITTUUTTIIOONN IINN

Betul (In %)

YEAR

% of UTILISATION (BRC)

% of UTILISATION (CRC)

% of UTILISATION (DIET)

1994-95 100% 100% 68.07%

36

1995-96 100% 100% 67.57% 1996-97 100% 100% 56.95% 1997-98 100% 100% 55.40%

(The utilisation of funds include both the recurring and non-recurring

expenditure)

From the above table No. 4.3 and Figure 4.1 it is clear that the funds remained as

unutilised at DIET and the trend is increasing. The BRC and CRC have utilised fully the funds

sanctioned to them. The DIET has not received any money on non-recurring head till 1997-98.

Only in the year 1998-99, DIET has received Rs. 1,00,000/- on non-recurring head and able to

spend up to Rs. 90,0007-out of that.

FFIIGGUURREE NNOO 44..11

Utilisation Pattern of total Fund at various Resource Institutions

0.00%20.00%40.00%60.00%80.00%

100.00%120.00%

1994-95 1995-96 1996-97 1997-98

Year

Perc

enta

ge o

f U

tilis

atio

n

%of utilisation (DIET) of utilisation (BRC) % of utilisation (CRC)

The short fall in the utilisation of funds by the DIET may be attributed to non-availability

of staff, who could have drawn their salary, lack of purchase of computer stationary due to non-

operational of the computers. Last but not the least, the lack of initiative on the part of the DIET

staff contributed a lot.

4.4 Object-wise Analysis:

The table 4.4 depicts the resource allocation and utilisation on various components at the

10 BRCs of Betul district of Madhya Pradesh. The maximum fund was diverted on training in all

these years, besides the year 1995-96. In that year the maximum amount (46.61) was allocated

on salary. Over these years the utilisation of funds on the development of Educational Materials

37

as well as Professional Fees is nil. During the year (1994-95) only the fund was sanctioned on

two heads i.e. Procuring Furniture and Equipment. The utilisation was 99.84per cent and 100 per

cent. The rate of utilisation of fund on training shows an increasing trend over these years except

the year 1995-96, which signifies a better participation of the trainees at the BRCs level. The rate

of utilisation of fund on salary is more or less constant which may be attributed due to the lack of

fresh appointment of staff at the BRCs level over these years. The expenditure on 0 & M has

increased leaps and bound. So far as the total yearly utilisation rate is concerned the BRCs are

recovering very first from the deep sea of under utilisation. In the very first year of the

introduction of the CPEP, the rate of utilisation was 60.14 per cent and decelerated to 30.79 per

cent in the year 1995-96, during which the rate of utilisation is lowest as well. After that the

utilisation pattern of the BRCs have increased to 73.19 per cent in the year 1997-98

Table No.-4.4

ALLOCATION AND UTILISATION OF FUND AT THE BRCs

1994-95 1995-96 1996-97 1997-98

Total Components

A(%) U(%) A(%) U(%) A(%) U(%) A(%) U(% A(%) U(%) Salary 12.68 - 46.61 19.85 37.02 11.67 27.84 10.6 28.06 11.62 O&M 5.85 - 12.71 55.56 8.23 55.00 5.46 100 7.18 53.95

Equipment 18.20 1005 - - - - - - 5.29 100 Edn.Mtrl. 2.28 0 3.53 - 0.82 - 0.55 - 1.51 - Furniture 20.48 99.84 - - - - - - 5.95 99.84 Books 1.95 100 0.71 100 1.23 100 1.37 - 1.42 66.67 Proofe. Fee 1.30 - 5.65 - 1.65 - - - 1.51 - Training 37.26 52.36 30.79 4472 51.05 50.77 64.78 100 49.08 73.05

Total 100 100 100 100 100 100 100 100 100 100

**A = Allocation, U= Utilisation, DPO Betul, (M.P)

Figure No. 4.2 Recurring Allocation of fund at BRCs

38

Recurring Allocation of fund at BRCs

0

10

20

30

40

50

60

70

1994-95 1995-96 1996-97 1997-98Year

Allo

catio

nSalaryO & MEquipmentEdn. Mtrl.FurnitureBooksProofe. FeeTraining

Figure No. 4.3 % Allocation of fund at the BRCs

% Allocation of funds at the BRCs

19.85 11.67 10.69

55.56 55100

1005

099.84100

100 100

52.3644.72 50.77

100

0%10%20%30%40%50%60%70%80%90%

100%

1994-95 1995-96 1996-97 1997-98Year

Allo

catio

n

TrainingProofe. FeeBooksFurnitureEdn. Mtrl.EquipmentO & MSalary

Table No. 4.5

OBJECT WISE ANALYSIS OF (RECURRING) ALLOCATION AND UTILISATION OF FUND AT DIET

1994-95 1995-96 1996-97 1997-98 Total Components A(%) U(%) A(%) U(%) A(%) U(%) A(%) U(%) A(%) U(%)

Salary 1.02 0 3.48 83.33 9.83 33.33 12.70 100 3.44 60.47 O&M 7.27 0 14.51 30 71.72 1429 66.13 100 20.02 36.00

Equipment 34.3 32.63 - - - - - - 18.91 32.63 EdnMtrL 1.45 0 3.63 0 10.25 0 13.23 0 3.81 0 Furniture 2.91 0 - - - - - - 1.60 0 Books 7.27 0 3.63 0 2.05 0 - - 5.21 0 Profe.Fee 10.47 0 20.90 0 2.05 0 - - 11.73 0 StaffDev. - - - - - - - - - - Study 0.73 0 - - - - - - 0.4 0.73

Training 1.82 0 53.85 5.39 - - - - 15.86 5.05 Vehicle 32.73 100 - - - - - - 18.02 100 Workshop - - - - - - - - - -

39

EEC - - - 41 0 0.15 0 1.00 0 Total 100 100 100 100 100 100 100 100 100 100

A-Allocation, U= Utilisation

Source: DP.O., Betul, Madhya Pradesh.

Figure No. 4.4

Allocation of fund at DIET

01020304050607080

1994-95 1995-96 1996-97 1997-98Year

Allo

catio

n

Salary

O & M

Equipment

Edn. Mtrl.

Furniture

Books

Proofe. Fee

Staff Dev.

Study

Training

Vehicle

Workshop

Figure No. 4.5

Utilisation of Funds at DIET

83.33

33.33

100

30

14.29

100

32.63

5.39

100

0

20

40

60

80

100

120

1994-95 1995-96 1996-97 1997-98Year

Util

isat

ion

SalaryO & MEquipmentTrainingVehicle

It is categorically stated in the table No. 4.5, that the rate of utilisation of funds of DIETs

over these years is quite volatile. Only in the year 1997-98, the maximum amount (78.84per

cent) of the total fund has been utilised. The total utilisation of the fund over these years is only

34.28 per cent, which is less than the rate of utilisation at the BRCs (51.40 per cent). The total

fund on development of Educational Materials, Furniture, Books, Professional Fees and IEC

remained unutilised. The utilisation on the component of Salary and Vehicle were quite up to

mark, besides no tangible achievement on expenditure on training and study related aspects have

40

been accrued, which is the sole motto of the DIET. Baring six items the fund remained totally

unutilised on other five components. No fund has been sanctioned for Staff Development and

Workshops.

Figure No-4.6

Utilisation of Funds at the CRCs

83.33 60100 100

10092.36

100

100

96.97

100

0

100

200

300

400

500

600

1994-95 1995-96 1996-97 1997-98Year

Allo

catio

n BooksEdn. Mtrl,FurnitureO & MSalary

Figure No. 4.7

Allocation of Funds at the CRCs

32.08

44.85

31.33

100

63.5

53.27

1.091.09 1.88

68.67

2.24

0

20

40

60

80

100

120

1994-95 1995-96 1996-97 1997-98Year

Allo

catio

n

BooksEdn. Mtrl,FurnitureO & MSalary

41

As the DIET failed to utilised the fund on various heads let alone sanction of more funds.

Steps may be taken to make the DIET more transparent and up to the mark so as to achieve its

objective as an apex institution for the teachers training at the District.

Table No. 4.6

Object Wise Analysis of (Recurring) Allocation and Utilisation of fund at CRCs

1994-95 1995-96 1996-97 1997-98 Total Components A% u% A% u% A% u% A% u% A% u%

Salary . . . . 3208 83.33 4485 60 2416 68.75 O&M 3L33 100 100 100 63.50 100 53.27 92.36 60.58 97.75 Furniture - - - - 1.09 100 - - 0.31 100 EdnMtrl 68.67 100 - - 1.09 96.97 - - 13.71 99.93 Books - - - - 2.24 100 1.88 0 1.26 50 Total 100 - 100 - 100 - 100 - 100 -

A= Allocation, U= Utilisation

Source: DPO, Betul, Madhya Pradesh

The table No. 4.6 depicts that the CRCs has not received fund regularly prior to 1996-97.

The utilisation of fund is the maximum on office and management (O&M). The utilisation of

cent percent on the purchase of furniture only on books and salary the utilisation is not upto the

mark. Except that, the expenditure on all other heads is quite higher as the total utilisation of

funds on all the components taken together is as high as 90.45per cent. This is obvious from the

above table that the trend of utilisation of funds at the CRCs is decreasing one. The over all

decreasing trend may be attributed to the deceleration in the utilisation on salary and expenditure

on books.

TABLE NO. 4.7

OBJECT WISE ANALYSIS OF (RECURRING) ALLOCATION AND UTILISATION OF FUND AT DPO,

BETUL

1994-95 1995-96 199&-97 1997-98 Total COMPONE NTS A% U% A% U% A% U% A% U% A% U% Salary 37.31 0 62.07 26.39 50.12 27.67 54.07 34.95 50.29 23.98

O&M 12.95 34.67 16.16 100 20.27 68.00 21.87 79.20 17.93 71.25

Equipment 22.02 56.86 - - - - - - 5.71 56.86

42

Furniture 423 1224 - - - - - - 1.11 12.24

Books - - - - 0.41 100 - - 0.11 100

Profe.Fees 06.22 0 7.76 0 1.62 40.00 0.87 10 3.9 5.17

StaffDev. . . _ . 0.81 0 . . 0.22 0

Study _ _ _ . 0.81 40 . . 0.22 40 Training - - - - 4.06 54 - - 1.12 54

Workshop 04.32 0 0.54 0 1.62 50 0.44 20 1.79 13.75

Mobi.(IEC 12.95 78.67 2.69 56 12.17 100 14.0 100 10.87 90.93

Innovation - - 10.78 0 08.11 0 8.75 0 6.73 0

TOTAL 11.58 27.81 09.28 33.94 12.33 44.28 11.43 50.39 44.62 39.40

A= Allocation, U= Utilisation Source: DPO, Betul (Madhya Pradesh)

The table No. 4.7 depicts an increasing trend of expenditure on Office Management. The

utilisation rate on books is cent percent. The maximum amount (50.29per cent) has been

sanctioned on salary over these years. The trend of expenditure on various components shows an

increasing trend over these years but the rate of change is very low. The utilisation of fund on

IEC is augmenting. Only in the year 1996-97 fund has been sanctioned on training and 54per

cent has been utilised as well. The fund remained unutilised on innovation and staff

development. The total utilisation of funds over these years on various components is less

than SOper cent of the total

sanctioned money.

Table No. 4.8

Normal Unit Cost and Effective Cost of the Training

Programmes at the Betul District

YEAR

SANCTIONED FUNDS (Lakhs)

TARGETED PERSON

ACHIEVE-MENT

NORMAL UNIT COST

EFFECTIVE COST

1994-95 11.46 -- - - - 1995-96 8.071 1661 1111 485.91 726.46 1996-97 10.633 1708 1776 622.54 598.70 1997-98 30.7090 2940 2940 1044.52 1044.52 TOTAL 49.413 6309 5827 2152.97 2369.68 (Source: Office of the DPO, Dist Betul, Madhya Pradesh)

43

Figure No. 4.8

Normal cost and Effective cost Variation of the Training programmes at Betual District

1661 17

08

2940

1111

1776

2940

485.

91 622.

54

1044

.52

726.

46

598.

7

1044

.52

0

500

1000

1500

2000

2500

3000

3500

1 2 3 4 5 6Year

Cos

t

YEAR TARGETED PERSON ACHIEVE-MENT NORMAL UNIT COST EFFECTIVE COST

The table no.4.8 depicts that the data regarding the target and achievement for the year

1994-95 is not available, but the tendency of the total expenditure on training programmes,

besides the year 1995-96 is showing an increasing trend. The trend of unit as well as of the

effective cost shows the same trend, baring the year 1996-97. There is no increase in the

effective cost for the year 1997-98, as the achievement is cent percent. Though the unit cost

shows an increasing trend over the years, the effective cost is not reciprocating, which signifies

better participation and stable management. The difference between the unit and effective cost

on total expenditure for the year 1996-97 is negative due to better participation.

Table No. 4. 9

Unit Cost Analysis of the Training Programmes Organised at the DIET

YEAR NO. OF PROGRAMMES

SANCTIONED MONEY

TARGET

ACHIEVE MENT

UNIT COST

EFFECTIVE COST

1994-95 3 292740 - - - - 1995-96 4 795113 2269 1843 350.42 431.42 1996-97 4 1182084 2902 2313 407.33 511.06 1997-98 4 1805104 - - - - TOTAL 15 4075041 5171 4156 757.75 942.48

From the table No. 4.9, it is clear that the total sanctioned fuilds over the years have been

increasing. The data pertaining to the target and achievement in the various training programmes

for the year 1994-95 and 1997-98 are not available. The unit cost of the training programmes has

shown an increasiilg trend. In the year 1995-96 the unit cost was Rs. 350.42 per participant and

44

increased to Rs. 407.33 (0.16per cent) per participant in the year 1996-97. The effective cost of

the training programmes for the year 1995-96 is Rs. 431.42, which is more than the unit cost for

the same year by 23.12per cent. The effective cost for the year 1996-97 is higher than the unit

cost for the same year by 25.47per cent. Hence the net increase demonstrate the wastage of the

DPEP funds and administrative slackness at the DIET.

In the following chapter Block Level analysis are made to understand the trend and the problems

faced in achievements of targets.

45

CHAPTER-V

BLOCK ANALYSIS- (I)

5.1 PROFILE OF CHICHOLI BLOCK:

On the basis of the information received from the DIET, Betul district, the Block

Chicholi, which is a tribal one is lagging behind the target so far as the teachers training is

concerned, laid us to chose. In the year 1995-96 the target and achievement in the concerned

block was 143 and 135 (94.40%) and decelerated to 121 (79.60%) by the year 1996-97.

All the nine clusters have been taken besides Khapadia cluster, which was left due to

certain inconveniences. Out of 88 NPs and PSs in the 9 clusters, 9 teachers have been taken (one

unit from each cluster). Bighwa and Nasirabad clusters have no EGS and there are three clusters

from which sample could not have been selected. Out of the total 19 EGS in all 4(21.05%)

teachers have been taken for the study and out of 15 ASs, 9 instructors have been taken as

sample units.

Chicholi is a tribal block the main occupation of the inhabitants is agriculture. Side by

side people are also getting their livings from business and Government jobs, people are

enjoying their village life. The houses of the villagers are mostly Kucha and roofed by bended

clay tiles. People are very simple and speak "Gonda", the colloquial language of the tribe. They

grow mainly wheat in their soil, besides, mize and Soya-been has also been grown. This year the

area shows a bumper crop of Mangoes.

In the mean time the so called "Mahua" an input used in making country wine plays a

predominant role in the day to day activities of the people of tribal area. People are getting a rich

harvest out of the "mahua" collection.

After the introduction of the DPEP, the attitudes of the people have changed towards

education. It is a surprise to see the impact of the DPEP in the area, which is far-reaching &

pragmatic as well. So far as the personal observation is concerned, the officials in the district and

46

block levels in general and the District Project Coordinator (DPO) in particular have made

brilliant effort to implement the DPEP in all vigor.

Metaphorically, in every nock and corner of the sample block the footprints of the DPEP

are found. People have more oriented towards education due to the pioneering efforts of VEC

members. There are some glaring examples of public cooperation in the sample region; as the

AS buildings which have been built to present status could be valued upto Rs. 2.5 Lakhs.

Surprisingly, only Rs. 50,0007- was sanctioned for each building.

5.2 THE BRC (BLOCK RESOURCE CENTER) IN CHICHOLI

Chicholi has 10 clusters and it has been decided to take one sample from each category of

primary school system. So far as Chicholi Block is concerned there are three types of primary

educational system. They are Primary Schools (PSs), New Primary Schools (NPSs), Education

Guarantee Schemes (EGSs) and Alternative Schools (ASs).

The primary educational system in the block has been given in a tabular form in the next

page (Table No.5.1).

Table No. 5.1

Number of Primary Educational Centre in Chicholi Block

Year No. of CRC

No. of NPS+PS No. of EGS No. of AS TOTAL

1995-96 10 83 - - 83

1996-97 10 88 - 10 98

1997-98 10 94 23 20 137

It is categorically stated in the above table that the total numbers of schools are only 137

till to the end of the year 1997-98. At any standard the number of schools are not enough. Hence

some primary schools are needed in the concerned block. Notwithstanding, the process of

opening of some EGSs has been started in the block.

47

The ratio of fresh teachers to the old teachers in the concerned block is also high

following the composition of the primary school system. The block has only 78 primary schools

till to the end of the year 1995-96. Now the total number of school is 137. That is to say the new

schools opened so far in the block is 59 (nearly 76:100), till at the end of the year 1997-98.

5.3 TRAINING PROGRAMMES AT THE CHICHOLI (BRC)

From the advent of the DPEP system various teachers training programmes have been

commenced at the BRC. The BRC has good infrastructure to cope with necessary requirements

for a training programme. It has a well-built building and furniture like chairs, tables and selves

etc. are available as well. These are quite sufficient to accommodate twenty five to thirty

participants at a time.

Not only the teachers training programmes, but at the same time various community

awareness campaigns have also been organised at the BRC level for their participation at grass

root level. The only difference in the community based programmes and teachers training

programmes is that the former was organised in the sole discretion of the BRCC and the latter by

the DIET at the BRC. The lecturer of the DIET was the sole authority of the teachers training

programs. In the table No. 5.2, information about the various programmes, which had been

organised at the BRC has been depicted.

Table No. 5.2

Training Programmes Organised at the BRC-Chicholi

Year

No. of Programmes

Name of Programme

1995-96 1 VEC Training

1996-97

2

VEC Training & Female Education Comparison (Mahila Siksha Aviyand)

48

1997-98

3

VEC Training, let us come to school (School Chalo) Girls Education (Balika Siksha)

For all the training programmes the BRC has received funds from the DPEP through the

DPO. So far the impact of these programmes are concerned, the block gives a glaring example of

community cooperation and participation. The cooperation in the construction of the AS

buildings, cooperation during the training programmes, cleanness of the school environment and

the preservation of the school building are note worthy. As the BRCC Chicholi says, "due to the

Mahila Siksha Avoyan the achievement in the female enrollment is cent percent". The VEC

members are very well informed about their role and responsibility and more oriented towards

the educational system.

5.4 AN ANALYSIS OF TEACHERS' TRAINING IN CHICHOLI

Under the DPEP, retention is the most important goal, just second to universal primary

education. To realise the goal for retention, the teachers training programmes are envisaged.

Various methods and packages have been developed to make teachers more conversant with the

changing curriculum. Besides, the conventional degrees and diplomas (pre-services teachers

training on education or other wise called pre-service teachers training) on teaching, so many

packages have also been introduced for the teachers who are in service as well. In the case of

Chicholi block, the teachers training packages comprise of:

a) Alternative School Teachers Training,

tb) Soft,

c) Competency base,

d) Approach base,

e) Sikhna Sikhana Package,

f) Evaluation &

g) Activity base.

As per the purpose of the study is concerned, twentytwo teachers have been interviewed,

from various types of primary schools (i.e. form PS & NPS, EGS & AS) operating in the

49

concerned block. The total sample from the block comprises of 5 female and rest (17) are male.

For the teachers who have been incorporated into the sample are mainly the trained teachers,

who have got some kind of training in the DPEP system.

Table No. 5.3

Year of Appointment of the Teachers (In Sample Schools)

Year % age of Teachers

1964 4.5% 1976 4.5% 1989 9.1% 1993 4.5% 1995 9.1% 1996 4.5% 1997 45.5% 1998 18.2% Total 100

In the table given above, it is obvious that maximum appointments (45.5%) were in the

year 1997. Which states that most of the teachers have been recruited in the year 1997. This hike

in the rate of the appointment may be attributed to the fresh appointment in the EGSs, ASs and

NPSs∗, as the teachers in these types of school are fresher. All the teachers interviewed (22 in

all) in the Chicholi Block, the maximum percentage 95.5% are teaching on multi-level pattern,

and detail about their teaching subject can be grasped from the table 5.4.

Table No. 5.4

Subject Teachers Availability (Chicholi)

Block Class % of Teacher

Class 1 - Class 3 90.9%

Class 4 — Class 5 9.1%

Total 100

Chicholi

Component Yes No Total

∗ EGS - Education Guaranty Schemes AS - Alternative Schools NFS - New Primary Schools

50

Multi-Level / Multi-Grade Pattern of Teaching

95.5% 4.5%

100

Another fact also come out of the table is that maximum sample teachers (90.9%) are

teaching within the range of class 1 to class 3 and only 9.1 per cent of the teachers are teaching

in class IV to class V. The figure is so because of the inclusion of EGS & AS teachers, who are

mostly teaching within the class 1 to class 3. Besides, some primary schools are also not having

upto class V as well. To support the conclusion, 95.5 per cent of the teachers who were

interviewed expressed that they are teaching in multi-grade or multi-level pattern. This fact led

us to believe that the schools are small and mostly are upto class 3. Few teachers have been

appointed to teach at all classes for all subjects (Hindi, Math. Environment and Drawing) in a

room.

Teachers training, which hankers a predominant position under the DPEP is a matter of

observation in the selected tribal block Chicholi. This has been depicted in the table no. 5.5.

Table No. 5.5

Teachers Training (Chicholi)

Block Component %age of Teachers

After Service only 77.3%

Both after and before Service

22.7%

Chicholi

TOTAL 100

All the teachers despite their before service training (Conventional degree/diploma before

service) have also been asked to attain various teachers training programmes organised from

time to time. There were maximum teachers who have not got any training before joining the

services, have also been .trained through various packages under the DPEP system. Out of the

total 22 teachers interviewed in Chicholi block only 22.7 per cent of the teachers had got any

before service teacher training and they were also given training after they joined in their

services. The maximum teachers (77.7%) had no prior training and have been trained under the

51

DPEP sponsored programmes.

All the participants who come for training were given tea, tiffin & books during the

training time. However, the BRCC denounced about any cash payments towards TA, during the

training time. In other way, the Block Resource Center's Coordinator came forward to suggest a

day's remuneration should be paid to the participants as they were mostly rural small farmers and

from the poor section of the community, should get their transfer payment for attaining the

training programmes. As he says "It is the root cause of the lower physical achievement in the

community based training programmes".

So far the selection procedure of the teachers for the training programmes in the block is

concerned, the Block Resources Centre (BRC) and the Panchayat members play a vital role.

Mainly, the Panchayat panel precipitated in the selection of the AS. Instructors for the training

programmes and percentage of 'teachers selected on this basis are 45.5.

Table No. 5.6

Selection of the Teacher for the Teachers Training

Programme

Block Resource Centre %age of Respondent

PANCHAYAT PANNEL 45.5% BRC 50.0% RGPSM 1% OTHERS 3.5%

Chicholi

TOTAL 100

There are 50 per cent teachers selected for the training programmes through the BRC and

the contribution of Rajiv Gandhi Prathmik Shikha Mission (RGPSM) constitute 4.5 per cent to

that respect.

All the teachers interviewed say, they had got the teaching learning materials, during the

time of training. Mostly the teaching & learning materials comprise of pen, pencils, books,

copies & cards etc. which were given during the time of the training.

52

Table No. 5.7

Teaching Learning Materials during Training

Block Teaching Learning Material Yes No

Chicholi

100% 0%

Not only that the teachers have got certain other facilities such as lodging etc. at the time

of training.

Broadly the teacher have been given two types of incentive during the training

programmes. These are incentives in cash and the other being in kind.

Table 5.8

Incentives to the Teachers During In-Services Training

Block Components Teachers (%)

No Incentives 4.5%

Incentives in kind only 9.1%

Incentives in cash only 0%

Chicholi

Incentives cash & Kind 86.4%

Incentives in kind encompasses, free lodging, free fooding and tea and tiffin. Where as

incentive in cash is given in terms of TA. This was in conformity with the T.A bill of the

teachers from the place of residence to the place of training.

Out of the 22 teachers interviewed in the Chicholi block 4.51 per cent of the teacher have

got no incentives and 9.1 per cent got incentives in kind only. The remaining 86.41 per cent of

the total teachers interviewed have got the incentive in both cash and kind. The rational behind

the non-receipt of any incentives on the part of the teachers is that they were staying nearest to

the training centre and neither were they getting any benefit like TA, lodging & fooding nor any

tea or tiffin as well. The teachers, who have got incentives in kind only, are given tea and tiffin

53

and no TA for their journey. As there is a provision that no TA will be given to the teachers

residing within eight ' kilometers radius of the training center. It is observed that maximum

participants (86.4%) have got both types of incentives.

On the respect of attaining the training programmes, 95.5 percent of the teachers say they

did not have to spend any thing from their own source and every thing such as lodging, fooding

etc. were free at the training center.

Table No. 5.9

Sources of Expenditure of the Trainees during the Time

of the Training

Block Categories Teachers (%)

Every thing was free 95.5%

Spend from own sources (cash) 4.5%

Spend from own sources (kind) 0%

Chicholi

Total 100

Only 4.51 per cent of the teachers say they had to spend some cash from their own

sources. This is only due to the fact that the teachers who were residing within eight kilometers

of radius were not getting any TA and had to incur some expenditure on this head.

Till date, all the teachers training (in service) programmes have been conducted at two

resource centres, at the DIET & BRC. Not only the selection of the teachers but at the same time

the BRC has been the main location for various training

programmes, so far been conducted for the teachers on this respect, Table No. 5.10 has embodies

the detail.

Table No. 5.10, Destination of training Programmes

Block Training Location Teachers Attendance (%)

54

Training at the DIET only 18.2%

Training at the BRC only 27.3%

Training at both, BRC & DIET 54.5%

Chicholi

TOTAL 100

Out of the 22 teachers interviewed 54.51 per cent of the teachers have got their training,

both at the DIET and BRC as well. 18.21 per cent of the teachers say that they have got the

training from DIET and 27.31 per cent say their location of training was at the BRC. This fact

demonstrates the undisputed locations for the maximum programmes, which have been

manifested at the BRC.

As per the training programmes are concerned the teachers of the concerned region

(Chicholi Block) are quite buoyant towards some packages introduced under the DPEP system.

Below given their multiple response on the packages meant for

them.

Table No. 5.11

Multiple response of teachers' participation in various training programmes at Chicholi.

% of Respondent Attended the Programme

Name of the Programmes

Yes No Total

1 Approach base

22.7%

77.3%

2 Activity base 4.5% 95.5%

3 AS Training 40.9% 54.5%

4 Competency base 27.3% 72.7%

5 Evaluation 13.6% 86.4%

6 Soft 13.6% 86.4%

100

55

7 SSP 63.6% 36.4%

The table shows the maximum (63.6%) participation of teachers in the Sikhna Sikhana

Package (SSP), and next to that is 40.9% on AS Training. One thing must be clear that the

participation in the SSP is only due to its content, approach & its utility to the teachers in

teaching in the classes. It is the most popular package now a day amongst the teachers. If the

increased participation in the SSP is deep to its practical

implications, then the participation in the AS training programmes has nothing to do with the

content. It is a compulsion for any AS Teacher to go for the training before

joining the service, after their selection through Panchayat panel is completed.

All the teachers who have been interviewed have no complaint against the academic

staff. To them the academic staff were good on the respect that the teachers/instructors had in-

depth knowledge and did not leave any portion untouched.

The teachers' opinion regarding the improvement of their skill due to the training is

magnificent. All the teachers (22 Nos) who have been interviewed say there is an improvement

in their skill only because of the training. They are emphatic on one training programme i.e.

Sikhna Sikhana Package (SSP), which brought a sea change in the procedure and methodology

of their teaching. As they say after they got the training their approach towards the students have

changed a lot.

They have discarded the idea that only fear can make a student concentrate on study and

come to school regularly. Rather they realised the fact that Children would be brought to school

only when a teacher shows some love and affection for them. To catch the imagination of little

students they resort to give examples from the environment and mostly demonstrated and some

times act before the student so as to make the student understand. They teach in strict adherence

to the training that they have got, and have ousted fear from the hearts of the student towards the

teacher. The teachers have got ample knowledge on lesson planning and accordingly they

prepare themselves for the class.

56

The personal classroom observation of teachers' skill saves the above mentioned

proposition falling to fire. The table below focuses is on the personal judgement on the

improvement of teachers' skill while teaching the students.

Table No. 5.12

Personal Observation of the Utilisation of the Training Programmes by the

Teachers

Block Categories Teachers (%)

Very Good 54.5%

Average 45.5%

Chicholi

Poor 0%

The effectiveness of the teaching has been adjudged on the light of the approach of the

concerned teacher towards the student. How he/she is able to catch the sentiment and the

imagination of the students at the tender age. The judgement has also engulfed to the extent of

57

the demonstration of the teachers and giving examples while teaching any lesson. From the table

it is observed that 54.51 per cent of the teachers interviewed are using the above mentioned

techniques quite effectively and rest just less than 501 per cent are graded of having average skill

to that respect. While adjudged in the light of the above mentioned parameters. However, there

were no respondents fond to be least graded (Poor).

No human strategy is free from any error on one stage or at the other. Like-wise the

teachers' training programmes. Nonetheless, a conciliatory effort by the educational planners and

policy makers for various training programmes; the final beneficiaries of the programmes

(teachers) are facing certain difficulties. The table No. 5.13 shows 36.41 per cent of the teachers

interviewed are facing some problems in the teachers training programmes in one way or the

other. Overall analysis of teachers' problem have been given in separate head.

Table No. 5.13

Problems in the Teachers Training Programmes

Block Facing Any Problem

Yes No Total CHICHOLI

36.4% 63.3% 100

As most curious mind will wander for finding the lacunas of the programmes for which

the teachers suffered. In the table No. X-12 details about the problems have been depicted.

Table No. 5.14

Details about the Problem Faced by the Teachers during

Training

Block

Type of Problems Respondent

1 Failed to understand certain words during the Training

Programmes 12.5%

2 Due to shorter duration of the training the staff (academic) did not let them out

12.5%

58

3 The Training Process in math is not in-depth and transparent

12.5%

4 Question sheet on filling the blanks type are not accompanied with answer sheet

12.5%

5 No Training on How to Convince the student about the construction of word

12.5%

6 The DIET is too far for any training programmes

12.5%

7 For married ladies and also those who having children is too tedious to stay at the DIET for the training

12.5%

8 Lodging and light problem 12.5%

TOTAL 100

The very aim of teachers training is to cerate a daring spirit in the heart of the teachers to

involve in the grass root level of social empowerment. The utility of teachers training is realized

when the students are benefited out of that. The utility of teachers' training indirectly realised

from its utility to the student in return. The utility of teachers training to the student has been

depicted below in a tabular fashion.

Table No. 5.15

Multiple Responses of the Brief of Teachers-Training to the Student (Block Chicholi)

From the above table it is clear that maximum teachers are of the view that students are

Type of Benefit

%Achiev ement

%Not Achieved

Total

Demonstrative way of teaching

54.5

45.2

Teaching while playing 27.3 72.7

Teaching resorting to telling stories

22.7 77.3

Teaching by giving examples of environment

45.5 54.5

Teaching as per competency of the student

36.4 63.6

Developed dare ness in heart of the student

54.5 45.5

100

59

able to gain as they resort to demonstrative way of teaching. To be very precise when the teacher

demonstrate before the student about various circumstances and objects, the student understand

better. The same proportion also say the fear in the heart of the students have been faded away as

the teachers are not teaching with cane but with kind.

The taste of anything can only be better judged by the person who has already

consumed/used the good or service in question. Likewise it goes beyond saying that non but it is

the teachers who could be the better judge for the training programmes, which would swell well

to them. Below given their choices for various teachers training programmes for their region.

Table No. 5.16

Choice of most Viable Training Programme by the

Teachers

Block Category % of teachers No Comments 13.6%

SSP 63.3%

AS Training 9.1%

Community, based Training

9.1%

Programme for school administration & students evaluation

4.5%

Chicholi

Total

100

From the table it is pertinent that 13.6 per cent of the teachers interviewed are cut in a

cub-web and unable to adjudge which one is still better. Mostly these teachers are new (AS &

EGS teachers) who have not been accustomed to all types of training programmes in the region.

The support for SSP is as huge as 63.3 per cent of the respondent were in favour of the

programme for their region. Next to that are AS Training and community-based training, which

hankered equal weightage.

The teachers are very much eager on certain changes and certain innovations in various

60

programmes. Below given the table depicting the responses of the teachers on the convention of

the programmes in their present form or otherwise.

Table No. 5.17

Need for Reforms in the Training Programmes

Block Options

% Respondents

Continue in it present form 54.5%

Need certain changes 45.5%

Chicholi

Total

100

The data given in the table shows just less than fifty percent of the total respondents are

in favour of changes. Now it seems to be rational to go for their views on what respect they want

to change the training programmes.

Table No. 5.18

Multiple Response on the Reforms on the Training Programmes (Block-

Chicholi).

Categories %age

Training at the Cluster level 9.1 Training at the BRC level 27.3 Training at the DIET level - At the District Headquarters - Duration of the training should be enhanced 31.8 TA should be paid 27.3 Should commence twice 18.2 Dichotomization of the Time Schedule 27.3 Introduction of Electronic Media 4.5 Commence during vacation 9.1 Commence during classes 4.5 Introduction of tribal languages 9.1 Proper monitoring - No comments 9.1

61

Lesson planning should be at the end of the programme 13.6 Class-wise training 13.6 Specialised group of trainers for each group 9.1 Programmes on school administration and students evaluation 4.5 The first part be little softer then the second part 4.5 TOTAL 100

The table shows the multiple responses of the respondents on the various training

programmes. The maximum numbers (31.8 per cent) reveals that the duration should be

enhanced by 15 to 20 days so that they may get more time to grasp the training. 27.3 per cent of

the teachers were also of the opinion that the training programme should commence at the BRC

level. The rationale behind this view is that the DIET is not accessible to the teachers and it is

located in one corner of the district. So far BRC has been developed to such an extent that the

teachers did not face any problem in any respect. Surprisingly, no respondents reported for any

programme to be conducted at the DIET. The same percentage (27.3%) were of the view that the

teachers residing less than eight kilometers radius should be paid TA and the programme should

be enhanced and dichotomized in to two parts. Where as 4.5 per cent of the respondent were of

the view that the first part should be little easier and the second part should be as usual.

As the teachers are not aware of the utility of electronic media, only 4.5 per cent of the

respondent prefer for the same. The teachers who are teaching in schools where there are two or

more than two teachers prefer class-wise training. Lest, the school will have to be closed during

the time of training. Besides, there is a high demand for tribal language to be introduced in to the

teachers training programmes so that the non-tribal teachers may not face any problem in

teaching to the tribal student.

The process of education and school administration has been changed a lot after the

introduction of the DPEP system in MP. The teacher not only teachers in the class but at the

same time has to perform certain administrative works, keeps records of the concerned school

and also corresponds with CRCs on meetings and other issues. The teachers as such, are debar of

all shorts of managerial skills and administration from funds to functions. On this respect the

teachers also require training on school administration and process of students evaluation. About

62

4.5 per cent of the respondent support this argument.

So far as the problems of lady teachers are concerned, they want to enjoy their family life

during the time of vacation and do not prefer any training daring that time. The case of male

teachers on this issue is quite opposite. They rather want to concentrate on training if it will be

organised during vacation when they do not have to go to classes for teaching. Out of the total 22

respondents 9.1 per cent suggested, the training programme should commence during vacation

and 4.5 per cent suggested the programmes be commenced during classes (when school is open).

There is a heavy demand (27.3 per cent of the respondent) for TA to be paid to the person

residing within eight kilometer of radius of the training centre. As no provision of TA been

introduced for these category of teachers. The popularity of the training programmes led some

teachers (18.2 per cent of the total respondent) to suggest the training programmes should

continue and commence twice in a year. Though the training programmes (Teachers training) at

CRCs are not visible due to certain administrative, infrastructural and monitoring problems, still

then 9.1% of the respondent dare to suggest for the same.

5.5. PROGRESS OF TEACHERS TRAINING PROGRAMMES

1. Owing to the teachers' training programmes, the teachers have been made familiar with

the latest development in teaching methodology.

2. By evaluating teachers' skill the most loopholes comes out and accordingly plans are

charted out to clarify the same.

3. The teaching and learning materials are developed by the ' process of cooperation and

the materials are distributed to other schools where the teachers have failed to develop

their own.

4. Due to effectiveness of the training, teachers have become regular.

5. The interaction among the teachers during the training and the time of various cluster

63

meetings the fear to speak at public on the part of the teachers faded away.

5.6. COST ANALYSIS OF THE TRAINING PROGRAMMES

For all the training programmes mentioned in the table No. V.2, the BRC has got funds

from the DPEP and no other Government; Semi-Government or Autonomous Bodies have

provided any financial assistance to the BRC in imparting training. The details are given below

about the allocation of fund and their utilisation.

Table No. 5.19

Year wise Allocation and Utilisation of Fund on Training

Programmes

Year Allocation Total Utilisation Balance 1995-96 18100/- Fully (100%) Nil

1996-97 8000/- Fully (100%) Nil

1997-98 4700/- Fully (100%) Nil

TOTAL 73100/- Fully (100%) Nil

The average fund sanctioned per year for the training programme is Rs. 24,366.67 and

the fund so sanctioned on this head is exhausted. Though the beneficiaries were well short of the

targeted numbers, still then the BRCC says the preparation was for the targeted numbers and

when the people failed to turn out to the training programme, then there was wastage. One thing

is very much clear that the plight in the DPEP system to make the community to participate for

their own cause is plausible. As more fund has been sanctioned to orient them towards the

educational system over these years.

It is logical to state the effectiveness of the training programmes organised at the BRC by

the sole discretion of the BRCC. In the table No. 5. the unit and effective cost of the training

programmes has been depicted.

Unit & effective cost of the training programme organised by the BRC in the sole

64

direction of the BRCC. In the table No. 5.20, the unit and effective cost of the training

programmes has been depicted.

Table No. 5.20

The Variation of the Normal and Effective Cost for the

Training Programmes at the Chicholi (BRC)

Year

No.of Programmes

Sanctioned Funds

Targeted Persons

Achievement (Beneficiary)

1995-96 1 18100 10000 4500 1996-97 2 8000 2000 1300 1997-98 3 47000 8000 5575 Total 6 73100 20000 11378

FIGURE No.5.1

TARGETS AND ACHIEVEMENTS OF VARIOUS TEACHERS TRAINING PROGRAMMES AT THE BRC

(CHICHOLI)

0

10000

20000

30000

40000

50000

1995-96 1996-97 1997-98

Funds Targeted Achievement

From the above data it is pertinent that the trend of participation in various training

programmes is increasing in BRC level. The unit cost of the training programmes at the BRC is

less as the participants were coming from their own living place. It goes beyond saying that the

lower effective cost over the years suggests a better management of funds, a sound

administration and greater public participation, who came forward voluntarily helped the

officials in making meals, . arranging firewood and availed drinking water at the BRC

during the training.

65

Table No. 5.21

Normal and Effective Cost of the Training Programmes Organised by the BRC at Chicholi

Year

Total Cost

Unit Cost of Beneficiary

Effective Cost of the Beneficiary

1995-96 18100/- 1.81 4.02

1996-97 8000/- 4.00 6.15

1997-98 47000/- 5.88 8.43

TOTAL 73 100/- 11.69 18.60

The effective cost of the programme is quite higher in comparison to the normal unit cost

by 58.98 per cent (on the average basis) following the features of the participants to turnout as

they were expected. Nevertheless, the coefficient of variation is less (29.04 per cent) for the

effective cost than that of their unit cost (42.68 per cent). The cost variation is still more on the

absolute amount (67.85 per cent) than the effective and unit cost of the programmes. This facts

postulates that, there is a greater discrepancy in setting the targeted beneficiaries for which the

unit cost variation is more. The lesser variation in the effective cost and the unit cost lead us to

believe that the participation of the community in various training programmes is not fluctuating

leaps and bound if compared to the sanctioned money.

Besides for the training programmes, the BRC has also been sanctioned funds for many

other purposes. Funds on recurring head met with expenditure on repairing, development of

teaching learning materials. T.A. and other consumables. The money sanctioned on non-

recurring head devoted for the development of the BRC such as procuring chairs tables,

furniture, TV, VCR & Tape-recorders, Self- almerahs, Fans and other office automations. Below

given the allocation of funds on these two head over the year 1995-98.

Table No. 5.22 Annual Budget of the BRC, Chicholi

Year Recurring

Non-Recurring Total

66

1995-96 538100/- 130000/- 668100/-

1996-97 672280/- 55000/- 727280/-

1997-98 1964670/- 97648/- 2062318/-

TOTAL

3175050/-

282648/- 3457638/-

Here the table is focusing on the general annual budget of the BRC. The block Chicholi

states the variation is more in the recurring than the non-recurring grants. Though the variation

in both the components is very high. For all the training programmes at the BRC level the MTs

Worked as the Academic staff for the BRC and the BRCC is the only administrative person. The

coordinator stated some difficulties he faced while conducting all the training programmes. The

problems were: -

i) There is a dearth of non-academic staff to perform all the secretarial work while the

training is going on.

ii) A photocopy machine is needed for the accurate and quicker passage of any circulars

amongst the participants.

iii) There is a requirement of computer for the processing of huge date of the entire block.

iv) One vehicle may be provided for the super vision and urgent work, as the block is a hilly

area and the roads are not in a good condition (even no roads to some areas), which

stands in the way of efficient visits and monitoring.

The sanctioned fund for the purpose of the training was quite adequate and the BRCC

urged for the introduction of electronic media in to the teachers training.

67

CHAPTER –VI

AMLA BLOCK ANALYSIS -(II)

6.1. PROFILE OF AMLA BLOCK:

AMLA is an Educational Block, the educational scenario of Amla is quite gloomy as it

had been a lofty town during the British rule. The life and economic status of the general people

in overall perception, is average.

So far education is concerned, the block came under the DPEP planning. as early as in

the year 1995. The physical strength of the primary educational system was solely depended

upon primary schools (old primary schools) before the advent of the DPEP system. Now there

are some New Primary Schools added to the number of primary school and the Educational

Guarantee Scheme has also been introduced in the block. The block has no Alternative Schools

(Ass) and the system for Child Education Centre (Sisu Siksha Kendra/ssk).

The detail primary educational system in the Amla Block is given in the table below.

Table No. 6.1, Facility at the Amla Block Year No. of NPS+PS No. of EGS Total

1995-96 173 ** 173

1996-97 176 ** 176

1997-98 177 29 206

In the Amla Block there were not much initiatives before the year the year 1997, to open

some new schools. The Block Resource Centre functioning at the block headquarters has been

engaged in various block level activities since the year of its establishment (1995-96). The

schools are old and the ratio of experienced teachers to fresher are quite high following few fresh

appointments. The fresh appointment is low in the block owing to the option for the EGS instead

of AS.

68

TRAINING PROGRAMMES AT THE AMLA BRC

Various community based training programmes have also been organised at the BRC

besides the teachers' training programmes. The teachers' training programmes, which had been

organised at the BRC level,was in the sole discretion of the DIET. Almost all the programmes,

which have so far been introduced in the Amla block, have been executeed at the BRC level. The

BRC was not given any fund till date to conduct any teachers' training programme of it's own at

the BRC level. The BRC had been given funds only to impart training to the community. The

organised programmes at the BRC level has been given in detail in the table no.6.2.

Table No. 6.2 Programmes Organised at the BRC AMLA

Year

Name of the Programme

No. of Programmes

Conference of Panchayat Members

V.E.C. Members Training

Conference of the female Panchayt Members

1995-96

Training to the MT to train to the VEC members

4

Training on Expenditure and Accounts to the CAC

1996-97

Monthly Meetings of the CACs at the BRC

2

V.E.C. Training

1997-98

Accounts Training to the CACs & CRCs

2

For all these training activities, the BRC has been getting funds from the DPEP, through

the DPO. The table no 6.3 gives the details about the allocation of the funds to the BRC, Amla

from the DPEP.

69

6.2. COST ANALYSIS

It is obvious from the table given below that the BRCC is not getting funds from any

other source besides from the DPEP, through DPO. The BRC is of the view that the BRC is able

to spend the entire sanctioned amount and only a marginal amount of money has been remained,

unutilised, which was sanctioned to the CRCs for imparting training to the VEC members. The

factual data regarding the actual residual is yet to be consolidated from the CRCs. However, the

money sanctioned to the BRC to spend at the BRC level has been disbursed fully.

TABLE No. 6.3,

YEAR WISE ALLOCATION AND UTILISATION OF FUND (In Rupees)

Allocation

Year

From DPEP

From Other

Total

Utilisation

Balance

1995-96 22000 ** 22000 Fully **

1996-97 12400 ** 12400 Fully **

1997-98 76500 ** 76500 Fully **

Average 36966.67 ** 36966.67 ** **

The unit and effective cost of the training programmes which had been organised at the

BRC for which fund was sanctioned and performed by the BRC only has been depicted in the

above table. The table (6.4) reveals that average cost of the programme year wise is Rs.

36,966.67. The unit and effective cost of programmes in the year 1996-97, is quite high

following the lowest numbers of targeted and actual beneficiaries despite the lowest sanctioned

amount.

TABLE No. 6.4

UNIT & EFFECTIVE COST OF THE TRAINING PROGRAMMES ORGANISED BY THE BRCC AT THE

BRC, AMLA

Year,

Total Cost

Unit Cost Per Programme

Unit Cost per Trainee

Effective Cost per Trainee

1995-96 22000/- 5500/- 10.81 13.35

70

1996-97 12400/- 6200/- 45.59 50.00

1997-98

76500/- 38250/- 1R67 2470

Total Cost 110900/- 110900/-(W)* 75.07 88.05

Weighted Total (the number of programmes taken as Weightage)

The unit and effective cost of the training programmes which had been organised at the

BRC for which fund was sanctioned and performed by the BRC only has been depicted in the

above table. The table (6.4) reveals that average cost of the programme year wise is Rs.

36,966.67. The unit and effective cost of programmes in the year 1996-97, is quite high

following the lowest numbers of targeted and actual beneficiaries despite the lowest sanctioned

amount.

The cost variation is more in the case of unit cost in comparison to the effective cost per

beneficiaries. Nevertheless, the variation in the unit and effective cost is less in comparison to

the total cost.

The BRC in question has also been sanctioned fund for the other developmental purposes

from DPEP as well. Below given the year-wise sanctioned money to the BRC for purpose other

than training.

TABLE No. 6.5

ANNUAL BUDGET OF THE BRC, AMLA

YEAR RECURRING NON-RECURRING TOTAL

1995-96 617550/- 162500/- 780050/-

1996-97 677000/- 976450/- 1653480/-

1997-98 728000/- -- 728000/-

Total 2022550/- 379660/- 3161530/-

The recurring grants is made for school contingencies, CRC Development, Development

of teaching learning materials, T. A. and other consumable are also included in this segment. The

non-recurring grant has been made available to the BRC for its development. So far, it is a one-

71

time capital expenditure.

The discussions with the Block Resources Coordinators reveal that the programmes,

which were implemented by the BRC were cost effective in the sense that: -

i) The Village Education Committee members are much oriented towards Education

and other education related activities.

ii) Preserved school buildings and follow-up the general people to send their

children regularly.

iii) Increased regularity of the teachers.

iv) These programmes inspire the general people and bestow certain confidence in

them to come forwarded and take part in the educational activities.

The programmes are not devoid of any shortcomings. The coordinator reported the main

constraints faced during the implementation of the programme, is due to the lack of motivation

and indifference of the Village Education Committee. To add to the problem of the Block

Resources Coordinator, no instructions for the spending pattern has been provided, which was

required during the time of VEC Training. Last but not the least, the funds sanctioned on the

head of office and management is quite less and that should be enhanced so as to cope with the

changing demand of the BRC.

The participants were given tea & tiffin during the time of training. At the same times

T.A. was also paid to the participants, who were travelling eight kilometers from the place of

their residence to the training location. In certain programmes working lunch was also given to

the participants. In this way the BRC has been able to utilise the entire fund sanctioned on this

head.

As it has been pointed out earlier that Amla in an educational block. Hence there is more

72

demand for certain programmes which should be specially designed for the urban areas. Like

wise the EGS programmes in the rural areas.

6.3. EVALUATION OF TEACHERS' TRAINING IN THE AMLA BLOCK

Out of eighteen teachers taken from Amla block, six were female and the rest were male.

The table given below shows the year of appointment of the respondents (Teachers).

Table No. 6.6 Year of Appointment of the Respondents

Block Year % of Appointees

1963 5.6 1964 5.6 1970 5.6 1972 5.6 1974 5.6 1974 5.6 1981 5.6 1983 16.6 1986 5.6 1992 11.0 1997 22.0 1998 5.6 1999 —

AMLA

TOTAL 100

From the Amla block, conciliatory effort has been made to include the experienced

teachers, as the sample size is small. Ironically speaking, only the experienced teachers who may

be small in numbers may provide some valuable information all about the problems and make

some viable recommendations to over come the lacunas. However, the table sows 22.2% of the

teachers have been appointed in the year 1998. These teachers have been selected on the basis of

their reputation in the local area as good teachers and quite few of them are cluster Academic

Coordinators (MT). Besides, the second highest number (16.7%) of the teachers have been

appointed in the year 1986. Above all, the table shows an over all selection of experienced

teachers.

73

So far as the teaching pattern and level is concerned the maximum teachers (50%) teach

in class IV and V in the concerned block (Amla). The table no 6.7 gives the detail picture of the

teaching patterns of the sample teachers.

Table No 6.7 TEACHING LEVEL OF THE RESPONDENTS

Block Category % of Teachers

Class 1 - Class 3 44.4%

AMLA Class 4 - Class 5 50.0%

Literature only 5.6%

TOTAL 100

As there were so many primary schools in Amla, hence Amla has few EGSs and no AS.

EGSs have one teacher, which does not affect the seniority composition of the teachers as a

whole in Amla (because the EGS system is new and mostly the teachers in this type of schools

are new appointees). The minimum (44.4%), of the total respondents are teaching in class one to

class three level.

So far as the multi-grade and multi-level pattern of teaching is concerned, 14% of the

total respondent reported they still adhere to the said pattern.

As there are less number of newly opened schools in Amla, maximum teachers have already attained

training before they joined in their service. However, they have also been asked to attain the training programmes

conducted at times.

Table No. 6.8 Teachers Training

Block Components % of Respondent

Before Service

After Service 38.9%

AMLA

Both Time 61.1%

74

TOTAL 100

There are 38.9 per cent of the respondents reported to have been trained under the DPEP

system, who had no formal training before joining as a teacher. Though the maximum 61.1 per

cent had some formal training before joining.

The teachers have been given training on various packages introduced under the DPEP

regime. The table below shows the composition of the respondents getting training on various

packages.

Table No. 6.9

Multiple Response Regarding the Training Programmes

at Amla Block

Block Name of the Respondents TOTAL Programme Received Training

Approach base 44.4%

Activity base 5.6%

AS Training 100

AMLA SSP 94.4%

Competency base 55.6%

Conventional 61.1%

Degree & Diploma

The table No. 6.9 shows maximum (94.4%) of the respondents have been trained on

Sikhna Sikhana Package (SSP) and next to this is the Degrees and Diplomas (Before Service

Training Programmes mainly organised at the DIET). As the block has no alternative schools,

hence no training programmes to that respect. About 55.6% and 44.4% of the respondent have

participated both in Competency base and Approach base training programmes, respectively.

The institutional support for the training programmes as has been observed, is mostly at

the BRG level. The table given below categorically depicts the fact.

75

Table No. 6.10

Multiple Response for Location of Teachers Training

Programmes

Block

Location of the Training Programmes

Respondents Participated

TOTAL

Training at the DIET only

5.6%

Training at the BRC only 33.3%

Training at the CRC only 5.6%

Training at the BRC, CRC & DIET only 5.6%

Training at the BRC & CRC only 11%

AMLA

Training at the BRC & DIET only 38.9%

100

From the above table No. 6.10 it can be grasped that the DIET has less prominence in

organising training programmes. However, the response of participation at the DIET is only

owing to the fact that the inclusion of maximum experienced teachers who had got some before

service training like: BTI. All the before service training (The Degree and Diploma for

education mostly for the Profession of Teacher) have been organised at the DIET. However, at

Amla, the role of CRCs can never be lopsided. Out of the total respondents, 11.1% reported to

have got training both at BRC and CRCs level. 5.6% of the respondents have got training at the

CRC level only and other 5.6% reported to have been trained at the DIET and CRC only.

BRC not only extended institutional support for organising training programmes, at the

same time it played a predominant role in the selection of teachers for various training

programmes as well.

Table No. 6.11 Teachers Selection for the Training Programmes

Block Resource Centre % of Respondents

76

By the Panchayat Pannel

5.6%

By the BRC 72.2%

AMLA By the CRC 16.6%

By the DIET 5.6%

TOTAL 100

As Amla has no AS; only few percentage (5.6%) of the respondents reported as the

Panchayat Pannel had selected them. The BRC has selected the maximum portion of respondents

for the training programme. The process of the selection of teachers under the BRC regime is

that a letter is issued to the concerned teacher displaying the type of training, location and

duration of the training. The criterion for choosing a teacher is solely on class basis. As some

training ment for teachers teaching in class I-III and some are still ment for the teachers teaching

in class IV and V. The teachers who have attended the training programmes say they have got

the teaching learning materials like pen, pencil, books, copies and certain drawing instruments.

No body has made any allegation against the instructors (Academic Staff of the Training

Programmes) and the administrative staff so far. All the teachers who have got the training say

there has been some improvement on their teaching skill after they got the training. As they

stated they have improvised on the field of teaching skill. They say prior to training the process

of teaching was mere utterance and now changed to understanding. They do not leave any

possible means to make the student understand the fact (lesson).

The utility of teachers training can be grasped from the achievement of the student. The

table No. 6.12 shows the multiple response of the teachers (respondents) as how they emulate

student towards study and make them understand in inost lucid way. As per the teachers view the

area covered due to training is on demonstrative way i.e. to demonstrate before the student

resorting to certain teaching learning aids developed by the teachers and giving example, telling

stories etc.

Table No. 6.12

77

Multiple Response the Area of Improvement of Teachers Skill due to Training

Block Description Teachers

AMLA

Demonstrative way of Teaching

Teaching while playing

Teaching resorting to telling stories

Teaching by giving example on environment

Teaching as per competency of the student

Development of dare ness in the term of the student

Good Manner

77.8%

27.3%

33.3%

27.8% .

33.3%

66.7%

50.0%

It can be deduced from the above table that the teachers in general teach in strict

adherence to the Sikhna Sikhana Package (SSP). The area of improvement in skill matches the

principle of the concerned package.

The personal observation of teachers' skill on the above mentioned Proponents Stated in

the following table (No. 6.13).

Table No. 6.13 Personal Observation of Teachers Skill

Block Grade Percentage

Very Good 94.4%

AMLA Average 5.6%

Poor 0

TOTAL 100

The data in table No. 6.12 shows there is a high level of teaching in Amla Block. This is

mainly due to the inclusion of experienced teacher and the block has a few new teachers

following non-existence of new type of primary school system like AS.

All the respondents reported have got the incentive in one way or the other and they did

78

not have to spend anything from their pocket. The table no. VI. 13 shows the detail about the

incentives given to the teachers during the time of training.

Table No. 6.14 Incentives during Training

Block Type of Incentive Respondent

Incentive in Cash only 0

AMLA Incentive in Kind only 16.7%

Incentiveboth Cash & Kind 83.3%

TOTAL 100

Maximum numbers of the teachers had got incentive both in cash and in kind. There were

no respondent found who have not received any incentive.

During the time of training the teachers have faced certain lacunas in the process of

training. The table No. 6.15 gives a view of the problem.

Table No. 6.15 Learners on the Teachers Training Programme

Block Category % of Respondent

Faced some problems

No problem faced

16.7%

83.3%

AMLA

TOTAL 100

The problems faced by the teacher are that (1) the books, which were given in two parts,

should be merged in to one and the picture thereof may be made coloured. (2) The deficiency of

teachers must be eradicated. (3) As the teachers have to keep so many records and also go far

training besides their assigned work of teaching, an additional teacher is required for maintaining

all shorts of secretarial and correspondence works. (4) Some have the opinion that the DIET is

closer to them than training at the BRC, which just consumed their time and "burdened them

with some strain.

79

The teachers are the best judges for the programme ment for then. Out of the total 18

teachers interviewed in the Amla block '83.3% of the teachers were eager to persist with the

present status of the teachers training programme. The table below shows the detail.

Table No. 6.16 Need for Reforms in the Training Programmes

Block Category Respondent

AMLA

Continue in its present form Need

certain changes

83.3%

16.7%

TOTAL 100

To make various schemes for better, for all the teachers of their respective region, the

following suggestions were give by the respondents.

The programmes under the DPEP system made the work of teacher a cumber some one.

Hence the teachers need ready made teaching learning materials to demonstrate before the

student while teaching. They wanted these materials be provided during the time of training as

well.

The teachers were emphatic on the Sikhna Sikhana Package of teachers training while

suggesting the most viable programme from their region.

Table No. 6.17

Multiple Suggestions made by the Teachers for the improvement of the Training

Programmes

Block

Suggestion

Teachers (Respondent)

Training should be at the Cluster level 22.2% Training at the BRC level 11.1% Training at the DIET -

Training at the District Headquarter -

80

Duration should be enhanced 22.297o TA should be paid to all 27.8% Commence twice in a year 27.85 Dichotomization of the time Schedule - Introduction of Electronic Media 5.6% Should commence during vacation - Should commence during classes - Introduction of tribal language 16.7% Proper maintaining 27.8% Lesson Planning should be at the end of the training period 5.6%

Class wise training 27.8% Specialised group for each subject of training 16.7% Programmes on school administrating and students

evaluation should be introduced

16.7%

The first part of the programme be little softer and the second

part of the programme should be as usual

The teaching learning materials be made available ready

made during the time of the training

33.3%

No comments 11.1%

Table No. 6.18

Suggestion for the most viable Programme for their

Region Block Name of the Programme % of Respondent

Approach base 11.1 Competency base - Soft - SSP 88.9 AS Training - Community based -

AMLA

Total 100

As there is no AS system of primary school the teacher have not suggested for the

programme. The rational behind the high demand for the Sikhna Skihana Package (SSP) is that

the package made the process of teaching easier and helped the teachers develop dearness in the

heart of the students. The teachers say now-a-days the teachers are not able to teach any lesson

81

without structural demonstration. It helped the teacher to make the student understand the

subjects in more convenient way.

In the following section comparative analysis of teachers training between the two

sample blocks are made.

6.4. A COMPARATIVE ANALYSIS OF TEACHERS TRAINING BETWEEN THE

TWO BLOCKS (CHICHOLI & AMLA)

So far as the teachers training, the problems, suggestions for various modifications and

implementations are concerned, there are points of difference and similarities between these two

blocks.

First of all, the composition of the type of primary schooling system differs between

these two blocks. Chicholi has three types of primary schools viz. New primary schools and

primary schools, Education guarantees schemes & Alternative school system. The difference in

the composition of the primary schooling system makes a difference in the composition of

teachers i.e. the experienced and the fresher. In the Alternative schools, where there is a

provision of two teachers and adds more numbers of fresher in to the profession. Where as, in an

EGS, there is a provision of single teachers. On this front, Chicholi has more fresh appointment

than Amla. Amla has all types of primary school system besides Alternative schools.

Not only the composition of primary schools system but the difference also exists in the

composition of trained and untrained teachers as well. As there are lesser number of fresh

appointment in Amla block, the number of pre-service trained teachers simply out step the

number of untrained teachers (though they have got training on various types of teachers

training programmes sponsored by the DPEP). In the case of Chicholi, there are lessor numbers

of pre-service trained teachers in comparison to the in-service trained teachers. By far, Chicholi

is a tribal block and Amal is an educational block.

82

So far as the training programmes are concerned there are lessor number of packages

introduced in Amla in comparison to Chicholi block. The programmes like Activity base, Soft &

A.S Training have not been introduced in Amla. The selection procedure also differs in the two

blocks. In the case of Amla block there is a predominance role of the BRC in the selection of

teachers for the training programmes. Where as, in the case of Chicholi, it was the Panchayat

members, who played a pivotal role in the selection of teachers for the training programmes. The

BRC in the concerned block (Chocholi) though had an equal footing to that respect.

The difference between the two blocks also emerges on the ground of institutional

support of various training programmes. In the case of Amla some teachers training programmes

have been organised in the Cluster level where as no such programmes been organised at cluster

level in Chicholi. The table given below clarifies the statement.

Table No. 6.19

Multiple Response of Teacher Participation at various

Resource Centre

Categories

Amla Respondent

Chicholi Respondent

Attained the Programme at the DIET only 5.6% 18.2%

Attained the Programme at the BRC only 33.3% 27.3%

Attained the Programme at the CRC only 5.6% -

Attained the Programme at the BRC & CRC only

11.1% -

Attained the Programme at the CRC & DIET only

5.6% -

Attained the Programme at the BRC & DIET only

38.9% 54.5%

TOTAL 100 100

Though programmes have been conducted at the CRCs, the CRCs have no discretion in

the training programmes. It is the lecture of the DIET, who comes as a Block Academic

(Coordinator, spends the money on training, get the entire vouchers and impart training through

the assistance of MT. But still then the condition of CRCs are not upto mark to cope with any

83

training programmes. Hence, the CRC may be strengthen so much so that, the place may become

congenial for any training programmes.

The teachers in the Amla block demanded for the teaching learning materials to be

provided at the time of training. Though the teachers in Chicholi aloft the view in a separate

way. To them it is too tough for some of the teachers to make all shorts of teaching learning

materials for their schools.

So far the most viable training programme for their region is concerned the teachers in

both the blocks favoured the Sikhna Sikhana Package (SSP). The personal observation in both

the blocks stem to state that the girls' education in Amla is far better than that of Chicholi. As the

former is having some schools specially ment for the girls while in the latter there is no such

facilities. The standard of living of the general masses in Amla is little bit better up than that of

Chicholi as well. No teacher in either block was against the training programmes, which has

improved their skill.

84

CHAPTER-VII

CLUSTER ANALYSIS (I)

7.1. AN ANALYSIS OF ACTIVITIES IN CHICHOLI

7. l.a. OVERVIEW

Under the DPEP system the CRCs are the bottom level educational framework to support

and promote primary education in their respective regions. So far as the study is concerned two

blocks have been covered. There are 10 clusters in Chicholi, the tribal block and 13 clusters in

Amla, the non-tribal and educational block. Out of these 23 clusters, 9 clusters in Chicholi and

10 clusters in Amla, have been covered, 4 clusters have been left due to certain unavoidable

circumstances. As the main plank of the study is to observe the financial management &

institutional support to the primary education, it is rational to state the profile of the Cluster

Resources Centres' Coordinator (CRCC).

7. 1.b. CLUSTER PROFILE:

The Cluster Resources Centres' Coordinator is the administrative head at the cluster level.

Side by side the coordinator also look after all the financial disbursement, organise training,

allure community to come forward and participate in the educational activities. Nonetheless, the

coordinator also corresponds with the Block Education Officer and the Block Resource Centres'

Coordinators pertaining to various educational issues and development. The table no. 7.1 shows

the educational qualification of the CRCs.

Table No. 7.1 Qualification of the CRC Head (CRCC) Block Chicholi

Block Class % of the Teachers

Class 8th to 10th

Class 11th to 12th

Graduate Post Graduates

55.6 22.2 -- 22.2

Chicholi

TOTAL 100

85

The cluster Academic Coordinator is the only academic staff at the cluster. So far

administrative staff is concerned, the CRCC, is the only man to manage all the works of the

concerned cluster. From the above table it is observed that most of the CRC heads are not so

qualified. However, those who were graduates during the time they joined in the service, have

completed post graduation privately or are perusing the same. Those teachers, who are not so

qualified are just managing the centre resorting to their past experience in the field of primary

Education. Below given the table depicting the service particular of the teachers or so to say the

coordinators.

Table No. 7.2 Experience of the CRCCs at Chicholi Block

Block

Total Years in Service

% of Teacher

Years in service as a CROC

%of Teacher

10 11.1% 12 11.1%

1 11.1%

13 11.1% 19 11.2%

2 11.1%

28 11.1% 38 11.1%

3 11.1%

40 22.2% 41 11.1%

4 66.6%

Chicholi

TOTAL 100 100

The total primary schools in the sample cluster of Chicholi block have been depicted in

the table No. 7.3. The table shows more schools have been opened during the DPEP regime.

That is to say the system like EGSs and ASs have been added to the total primary schools over

the year 1995-98.

Table No. 7.3

Total Primary Schools in the Sample Clusters - Block

Chicholi

Year

Total No. NPS+PS

Total No. of EGs

Total No. of AS

Total

86

1995-96 1996-67 1997-98

81 87 88

-- 03 19

-- 06 13

81 96 120

From the table no. 7.3, it is obvious that the numbers of EGs and AS constitute 27 per

cent of the total primary schools in Chicholi Block. Out of these three forms of educational

system under the DPEP the system of the EGS & AS have got all new teachers. There are 19

EGs teachers and 26 AS teachers in the sample clusters in question.

7.1.c. RESOURCE UTILISATION IN CRCs

For the management of the CRC, development of library and infrastructure, for the

development of teaching learning materials and organising monthly meetings of the teachers at

the cluster; the CRCs have been granted funds on both recurring and non recurring heads. The

year-wise allocation of funds to the sample CRCs has been given in a tabular form.

Table No. 7.4 Allocation of Funds to the Sample CRCs -Chicholi Block

Year Recurring Non- recurring Total

1995-96 32.14% 99.12% 50.93%

1996-97 36.23% 0% 26.07%

1997-98 31.63% 88% 23%

TOTAL 100 100 100

The data shows a decreasing trend in the allocation of funds to the CRC in Chicholi. It

has become 23 per cent of the total sanctioned fund in the year 1997-98 in comparison to 50.93

per cent in the year 1995-96. The main cause in the shrinkage of the sanctioned fund may be

attributed to the lack of necessity for any non-recurring expenditure at the BRC level. Chairs,

tables, selves and books for the library purpose have already meted out from the fund sanctioned

in the year 1995-96. Notwithstanding, the allocation of fund on recurring head also shows some

volatility in the Chicholi block. The maximum amount of sanctioned money was on recurring

87

head and it was decelerated was from 36.23 per cent to 31.65 per cent in the year 1997-98.

However, the variability in the sanction of funds is not that much over the year 1995-98.

The clusters have also been granted fund for imparting training at the cluster level. The

fund on this head was only ment for the community training and the training to the VEC

members. The table No. 7.5 depicts it in greater detail.

Table No. 7.5

Allocation of Fund to the CRCs for Training Programmes at Chicholi

Type of Incentives Beneficiaries Total Fund Sanctioned Cash -- Kind 88.9% 18,000 Non-applicable 11.1% TOTAL 100 18,000/-

In Chicholi block each CRC has been granted Rs. 2,0007- for organising training

programmes at the cluster level. Mostly no beneficiaries were given any cash incentives but they

were just served with tea & tiffin and at certain places working lunch as well.

The entire sanctioned fund, which was ment for training purpose was not spent fully due

to certain reasons. In Chicholi block out of the total 10 clusters 9 were interviewed. In these nine

clusters, a total of Rs. 2,2007- remained unutilised (12.2 per cent of the total fund) the reason

behind this failure has been summarised as below:

Table No. 7.6

Multiple Responses for the Causes of Non-achievement of financial targets - Block Chicholi

Causes Respondents

Targeted person had not turned out 33.3%

Non-availability of proper expenditure guide 55.6%

Due to public participation in the preparation 4.1% of meals etc.

88

Not applicable (the fund was fully spent) 11.1%

TOTAL 100

All the CRCs interviewed in the Chicholi block said they had evaluated the activities of

the community or so to say the members of the village education committee after they got their

training. The findings have been depicted in a tabular form below.

Table No. 7.7

Multiple Responses of the Findings from the Evaluation of community training by the CRCs

Blocks Findings Respondents (CRCCs)

Attendance increased 88.9% Bridged the gender gap 77.8% Cleanness in the school 33.3% Chicholi environment

Preservation of the school 88.9% building

Persuasion to the General 88.9% people

TOTAL 100

The evaluation has nothing do with any magnitude. The Cluster Resources Centres'

Coordinators just confess it from their personal observation when ever they been to schools.

During the time of conducting the training programmes atthe CRCs the CRC

Coordinators have faced so many problems these problems are categorised and depicted in the

table below.

Table No. 7.8

Multiple Responses for Problems Faced while organising the Training Programmes - Block

Chicholi

Block Categories Respondent

89

CHICHOLI

Non availability of ample fund

Failure of the participants to turn out

Non-availability of proper infrastructure

Lack of ample staff

No problem faced

44.4%

22.2%

11.1%

11.1%

55.6%

TOTAL 100

Majority of the cluster responding by saying no problem faced. However, the amount Rs.

2,0007- to each cluster for organising the training programmes is not a big amount. If there were

no public cooperation and the targeted person if turned out as were targeted then it would have

been a tick leash job on the part of the CRCCs to manage the budget. In order to pvercome the

above mentioned problem the Cluster coordinators suggested the following measures.

Table No. 7.9

Multiple Responses for Suggestion to over come the Lacunas Faced - Block Chicholi

Categories Respondents Public awareness programmes for the VEC members 33.0% Provision for T A 77.8% Remuneration to the VEC members 77.8% Proper infrastructure 22.2% Provision for Lodging and Boarding at CRC 11.1% More staff at the CRC 11.1% More funds to be sanctioned 33.3% No Comments 22.2%

The Coordinators have also suggested certain most viable programmes for their own

regions as well. The table No. 7.10 gives it in greater details.

Table No. 7.10 Most viable programme for their respective localities - Chicholi Block

Type of Programmes Positive Responses

VEC Training 11.1% Teachers Training 33.4% Community based Training 22.2% Electronic aid in Teachers Training 11.1% No Comments 22.2% TOTAL 100

90

From the above table the CRC coordinators are quite emphatic on the teachers training

programmes that to be commenced at their respective clusters. Following certain monitoring

problems and certain administrative stakes, like arrangement of lodging for the participants, the

teachers training programmes at the cluster level may not be so successful.

91

CLUSTER ANALYSIS - (II)

7.2 ANALYSIS OF CRC ACTIVITIES IN AMLA BLOCK

7.2.a. CLUSTER PROFILE:

Amla block is one of the educational blocks amongst the 3 educational block in Betul

district of Madhya Pradesh. There are 13 clusters operating in the concerned block and the block

has also 13 clusters academic staff for the block. In all the teachers training and community

training these academics coordination have played a major role in imparting training.

From the block Amla 10 clusters have been taken for the study and the remaining three

clusters could not have been covered owning to certain unavoidable circumstances. Each cluster

is having a cluster head, the CRCC (Cluster Resources Coordinator) and a CAC. Mainly the

CRCCs are experienced person and some CRCC are also teaching in the classes.

The teachers in the Amla block are experienced persons and the other part of the table

shown in the succeeding page shows the years in service as a CRCC.

Table No. 7.11

The Seniority of the teachers in Amla Block

Total Years in Service

%of Respondent

Years in Service as a CRCC

%of Respondent

13 10

16 10

17 10

1

30

18 10

25 10

28 10

2

10

31 10 4 60

92

33 10

35 10

39 10

The educational qualification of the teachers (CRCCs) have been gjven in the table No.

7.12

Table No. 7.12

Educational Qualification of the CRCC - Amla Block

Categories Respondent

Class 1 to Class 10

Class 10 to 12

Post Graduation

40%

40%

20%

TOTAL 100

This block in is not having the system of any alternative schools. The primary school

system in the block comprises of two categories. The new primary schools (NFS) & the primary

schools (PS). These two have been categorised as one for all-purpose. There is also another

system of primary school and this is the Educational Guarantee Scheme (EGS). The EGSs

system has been taken apart from the other two viz. NFS and PS for the matter of clarification.

The system of EGs is having one teacher and the teachers at all circumstances resort to

multilevel pattern of teaching. Where as in the other twos the NFS and PS which have been

categorised as one are more than one teacher in most of the schools. The teaching system in the

NFS and the PS system is not that of multi-grade/Multi-level pattern of teaching at all schools.

The total educational structure at the 10 clusters has been given in the table No. 7.13

Table No. 7.13 Primary School System at the Sample Clusters*

Year No. ofNPS+PS No of EGs Total

1995-96 142 -- 142

1996-97 145 08 153

93

1997-98 146 23 169

TOTAL 433 31 464

*This information constitutes the primary school system in the 10 clusters, out vf'the 13 clusters in the concerned block Amla.

The number of NPSs & PSs though have increased over the years are not having an

increasing trend rather have got a stagnant one. However, the number of EGs have occupied a

dominant place in the recent times due to its comparative cost advantage over all other forms of

primary school system.

To manage the cluster centre and perform certain training programmes at the cluster level

the CRCs had been granted funds under two heads. These are recurring and non-recurring. The

table No. 7.14 gives the information in greater detail.

Table No. 7.14

Annual Sanctioned Fund to the 10 CRCCs

Year Recurring Non-recurring Total

1995-96 37.73% 52.75%

1996-97 29.77% 112500/- 22.59%

1997-98 32.50% 24.66%

TOTAL 100 (353850/-) 100 (112500/-) 100 (466350/-)

From the above table it is quite categorically stated that the maximum amount of money

was sanctioned to the 10 CRCs in the year 1995-96. The trend is quite volatile over these years

(1995-1998). The amount sanctioned in the year 1996-97 was very low. However, the trend

revised in the year 1997-98 and about 24.66per cent of the total fund was sanctioned to these

CRCCs. As the CRCCs are working at the bottom in the DPEP system, the centres should not

face any resources crunch at any circumstances. However, the one time sanction of fund on non-

recurring head has full filled the requirement for furniture, selves, and some amount was also

diverted for availing the library facility at the cluster level as well.

From the advent of the DPEP system to till date the CRCCs have been given some grants

94

to conduct certain community training programmes at the cluster level. However, so many

teachers training programmes have also been organised at the cluster level but for these

programmes the CRCs have not been granted any fund. It was the lecturer of the DIET, who

performed as the sole authority in the teachers training programmes and took the responsibility

of all the disbursement with him.

In the table No. 7.15 a detect picture of the average fund per programme money to the

CRCs; which were ment for community training such as training to the VEC members in the

cluster area.

Table No. 7.15

Training Activities at the Cluster Level - Block Amla * Total Fund No. of Times Training Average Fund per

Organised Programme 195507- 15 Rs. 1303.33

*This figure encompasses the period 1995-98 for the 10 clusters in Amla. All the cluster academic coordinators applause the cost effectiveness of all these

programmes. However, 20 per cent of the CRCCs responded negatively when asked adequacy of

the fund ment for training programmes. Where as 30 per cent of the respondent were of the view

that they failed to utilised the sanction fund due to some reasons. All the participants were paid

some incentives in the form of tea & tiffin and at times served with working lunch. However, no

incentive in cash was given to any participant.

7.2.b. IMPACT OF THE TRAINING ON COMMUNITY

The benefit of the training that had been imparted to the VEC members can not be

undermined. As per the views of the CRCCs; the improvement in the educational system after

they (the VEC members) had been given the training are as follows.

Table No. 7.16

Multiple Response of the Result of the Community training in the Block-Amla.

Training Categories

Respondents Total

95

Attendance increased 80% Bridged the gender gap Cleanness within the school environment

40% 60%

10 CRCs

Preservation of the school building 90% Persuasion to the general people 90%

The reason behind the residual of the fund sanctioned for the training purposes can be

epitomised into the following. The multiple response table No. 7.18 gives the fact in a greater

detail.

Table No. 7.17 Multiple Responses of Difficulties in Fund Disbursement on Training - Block Amla

Problems Respondents

Targeted person had not turned out Non availability of proper expenditure guide Not applicable*

30% 20% 70%

TOTAL 100

* These CRCC have utilised the total sanctioned fund on training.

The CRCs are lacking by the proper infrastructure for the training and paucity of fund as

some also responded. There were various problems faced during the time of training have made

the training process at the cluster level cumbersome activities. The CRCC have however, pointed

the difficulties they faced during the time of conducting the training programmes. The facts have

been summarised in the table No. 7.18.

Table No. No-18 Multiple Response to the Lacunas faced conducting training Programmes

Problem Type Respondents

Non-availability of ample fund Failure of the participant to turn out Non-availability of proper Infrastructure Lack of ample staff No problems faced

10% 20% 10% 10% 50%

From the above table it is obvious that 50 per cent of the clusters had faced some

problems in one way or the other. The most important problem as the CRCCs told is the failure

of the participants to turn out to the training programmes. Nonetheless, the CRCs are not build

96

like that of the BRC's buildings to cope to any training programmes, let alone, the community

training, the one like the VEC training. Hence, the CRCs are demanding to have furniture and a

congenial place for any training programmes.

To overcome these lacunas, the CRCCs have suggested some measures. Their

suggestions have been epitomised in a tabular form below:

Table No. 7.19 Suggestions to overcome the Lacunas in the Training

Programmes Block

Suggestions

Responses

1 Public awareness programmes 20%

2 Provision for T A to the participants 40%

3 A day's remuneration to be paid to the participants 50%

Amla 4 Proper infrastructure 20%

5 Proper guidelines training expenditure 10%

6 Regularity to the training 20%

7 More staff at the CRCs 30%

8 More funds should be sanctioned

30%

From the above table it is observed that the absence of the VEC members rules the roots.

In order to bring them in to the purview of the training programmes more funds should be

sanctioned for their T A. As the members are farmers, they have to forego a day's wage in order

to participate in the training programmes. In order to make good the loss they must be paid on

incentive equivalent to their transfer earning so that they may feel comfort to come and take part

in all the training programmes ment for them.

The scheme that is most viable for their respective cluster area has been responded in the

following way.

Table No. 7.20 Most Viable Training Programme for the Local Area,

Block-Amla.

97

Category

Respondents

1 2 3

VEC Training Community based Training other then VEC members Both VEC Training and Teachers Training

10% 20% 70%

TOTAL 100 The table reveals that the main preference was given to the VEC training programmes.

The consciousness and empowerment of which might bring the success in the TLC.

98

COMPARATIVE ANALYSIS 7.3. COMPARATIVE ANALYSIS OF CRC ACTIVITIES IN THE Two SAMPLE BLOCKS

In the two sample blocks 19 CRCs have been interviewed. In these two blocks the

difference occurs in the primary school system. Chicholi block has NFS & PS, AS & EGs

system where as Amla, the educational block is not having the AS system. The structure of

primary school system also differs a lot. There are more primary schools in Amla in Comparison

to Chicholi.

Table No. 7.21

Structure of Primary Schools in the Two Samples Blocks* Block NPS+PS EGs AS Total

Amla 146 23 — 169

Chicholi

88

19

13

120

TOTAL

234

42 13 289

*Data covers upto 9 CRCs in Chicholi & 10 CRCs in Amla. The total number of primary schools in Amla taking all categories of Primary schools all

together exceeds the numbers of primary schools in Chicholi as well. It signifies the relative

strength of Amla block over Chicholi block in the availability of schooling facility.

So far as the financial aspect in concerned, the block Chicholi is also lagging behind

Amla.

Table No. 7.22

Sanctions of Fund for CRC Activities* (1995-98) Category Chicholi Amla Total Recurring 290800/- 353850/- Total Non-recurring 113500/- 112500/- Total Fund Sanctioned 404300/- 466350/-

*The data covers the years 1995-96 and 9 clusters in Chicholi and 10 cluster in Amla. From the data the block Chicholi is lagging behind Amla in the respect of total

sanctioned funds by 15 per cent. Both the blocks have utilised the total sanctioned fund

effectively in purchasing furniture and development of CRCs.

99

Not only the difference occurs in the absolute amount of fund sanctioned on recurring

and non-recurring heads but the difference also exists in the sanction of funds on the head of

imparting training at the CRCs as well.

Table No. 7.23 Training at the CRCs*

Blocks No.of Items Total Fund Sanctioned for Training

Training Programmes Conducted

Average Cost per Programme

Amla Chicholi

19550/- 18000/-

15 09

1303.33 2000/-

TOTAL 37550/- 24 1564.58

*The data covers 9 clusters in Chicholi and 10 clusters in Amla block over the year 1995-98

It is clear from the table that though the fund sanctioned to Chicholi is lower than that of

Amla but the cost per programme at Amla in less than that of Chicholi.

The of wastage of the DPEP fund on training programme can be calculated as the

difference between the effective and the unit cost per participant.

Table No. 7.24 Beneficiaries* in the Training Programmes

Block Targeted Actual Achievement

Beneficiaries Beneficiaries % Chicholi 2282 1496 66% Amla 1059 761 72% TOTAL 3341 2257 68% *The data covers 9 clusters in Chicholi and 10 clusters in Amla block over the year 1995-98

The over all achievement being 68 per cent, the clusters of block Chicholi is not upto the

mark in achieving the targeted beneficiaries in the training programmes. This is only due to the

fact that Chicholi, which is a tribal block and majority of the population are tribe. The people in

the tribal area are mainly manual worker and they do not pay any attention towards the training

programmes. They don't turn out to the cluster for any training programmes as they consider

100

daily earning is more than the training. This is the main cause attributed for the wastage in

money, which was sanctioned for imparting training to the VEC members at the cluster level.

The wastage per participant has been depicted in the table No. 7.25. The wastage may be

attributed to lack of managerial foresight or to some unforeseen problems.

Table No. 7.25

Wastage in the Training Programmes

Blocks

Unit Cost

Effective Cost

Wastage Per Participants

Chicholi Amla

6.92 13.27

10.56 18.46

3.64 5.19

TOTAL 20.19 29.02 8.93

Figure No. 7.1

Target and Achievement in the sample block

1059761

2282

1496

0

500

1000

1500

2000

2500

Targeted Actual Components

Targ

et

AmlaChicholi

Figure No. 7.2 Performance of the two sample blocks

Performance of the two sample blocks

13.27

18.46

5.196.92

10.56

3.64

0

5

10

15

20

Unit cost Effective cost Wastage

Parameters

Cos

t and

Tar

get

AmlaChicholi

101

Though Chicholi had got more funds than Amla block (per programme) still then from

the above table, it goes beyond saying that the wastage per participant is quite high in Amla in

comparison to Chicholi block. It is also obvious that the numbers of participant in Chicholi block

is more than that of Amla block, both in target and achievement. This fact goes to suggest that

the overall performance of the tribal block is better than the educational block.

The problem faced during the implementation of the programmes is not the same for

these two blocks. The main problem faced in Chicholi block is the absence of the participants

but in the case of Amla block the crux of the problem is the non-availability of proper guidelines

for incurring expenditure during the training time.

102

CHAPTER VIII

FINDINGS OF THE STUDY 8.1. ACHIEVEMENTS AT THE DIET

In this chapter the findings of the study are divided in to two categories, like

achievements and problems. The gist of achievements has been given below. The achievement of

the DIET may be grasped from the educational training & support extended to the resource

persons under the DPEP. It is also the prerogative of the lecturer of the DIET to monitor all the

primary school system within the district.

The greatest achievements of the DIET lie in training. After introduction of the DPEP

system more programmes have been introduced at the DIET. The table given below shows the

achievement rate of the DIET, Betul district.

Table No. 8.1

Over All Physical Achievement of the DIET

(Year wise in %) 1995-96

1996-97

1997-98

Achievement % to Target

100%

93.31

102%

The figures in the above table encompassed not only the number of beneficiaries

(community) who have been given training at the DIET. Notwithstanding, the paucity of teaching

staff at the DIET. It has managed to perform all the programmes, which have been introduced

under the DPEP regime.

The monitoring task though has been assigned to the DIET, but DIET has failed to

optimise the goal. Some of the other important achievement of the DIET lies in the structural

clarifications to the teachers. Forwarding and supporting the demands of BRCCs before the

competent authority worked as a Block Academic Coordinator (BAC) at the Block Level.

103

8.2. ACHIEVEMENTS AT THE BRC LEVEL (in the two sample blocks)

The role of BRCs under the DPEP system is very crucial. The worthiness of the BRC has

been proved on various grounds. The Achievement at the BRC level may be analysed under

three heads, administrative transparency in the system, resource utilisation and as a block level

resource institution.

8.2. a. ADMINISTRATIVE TRANSPARENCY IN THE SYSTEM:

It has become easier on the part of the DIET and the DPO to take quick decision on the

basis of the information available at the block level. Major work of the DIET being solved at the

BRC level, which could have made the task of the farmer more, cumbersome. It not only

provides the administrative help but also has the infrastructural base to accommodate the training

programmes. The dichotomization of the system proved financially cost effective and viable on

training aspect as well.

8.2.b. RESOURCE UTILISATION:

The sample BRC have utilise all the fund they have been sanctioned on recurring and

non-recurring heads. The funds sanctioned on training in Amla block remained unutilised to

some extent. Overall the financial utilisation of fund is maximum at the district level.

8.2.c. ACHIEVEMENT OF COMMUNITY SUPPORT:

After the introduction of the DPEP system the BRCs are befog given grants to impart

training to the community. Besides, regular teachers training programmes, various community

based training were also conducted. The onus of these teachers training programmes lies with the

lecturer of the DIET, who serves as the BAG during the time of training. The cost per physical

unit of participant in the training programmes is also low in the case of BRC in comparison to

other type of training institute like DIET. As the VEC members and other general community

have been trained, they help in the retention, preservations, cleanliness and participating in every

104

sphere of the primary schooling system. The system of MT is quite productive as they teach at

the training programmes and do monitoring the activities of trained teachers.

8.3. ACHIEVEMENTS AT THE CRC LEVEL:

The CRC being the grass-root level resource institution to support and implement the

DPEP policies have allured the community to take an active part in the primary educational

system. Development of teaching learning materials at the CRC level, convention of monthly

meetings of the teachers at the CRCs, keeping correspondence with the higher authority (BRC &

DIET) on behalf of the cluster and last but not the least, the Organisation of training programmes

for the VEC members and general community may be considered as the most important

achievement of CRC system in the concerned district.

Public participation in the construction of school buildings, retention of children at

schools going age etc. are the positive consequences of the community training. The

development of common teaching method through common participatory approach is prize-

worthy.

105

106

SELECTIVE CASES OF ACHIEVEMENTS

1. The changing approach in the mannerism of students of AS (Chicholi).

2. SSP (Sikhana Sikhana Package) able to bridge the gap between the teacher and

student (Chicholi).

3. VEC has shown laudable results in the construction of AS buildings (Chicholi)

8.4. A COMPARATIVE ANALYSIS OF ACHIEVEMENT AT VARIOUS RESOURCE INSTITUTIONS

The achievement of the resource institutions on financial ground may be examined

keeping in view of the three academic ' support institutions viz. The DIET, BRCs & CRCS.

Though there has been eye-catching development in the primary educational system after the

introduction of the DPEP in Betul. The institutions support the educational system at various

level are having some problem in the financial disbursement. Below given the district picture of

the former equal disbursement of DPEP institutions from district to cluster level.

Table No. 8.2

Utilisation Rate at various DPEP Institutions Year

Utilisation rate at DPO

Utilisation at the DIET

Utilisation at the BRC 1*

Utilisation at the CRC 1*

1994-95 1995-96 1996-97 1997-98

66.54% 73.79% 74.68% 100.1%

68.07% 67.57% 56.95% 55.40%

100% 100% 100% 100%

100% 100% 100% 100%

* Only the sample BRCs and CRCs have neen included. 1: As early amount has been left which was sanctioned on improving training to the VEC members. However, the fund on this head has already been allocated to the CRCs from the BRCs. a: The utilisation of fund include both the recurring and non-

recurringexpenditure.

From the above table it is obvious that the fund, which was remained, unutilised to some

extent at the DPO (1994-97), has been over stepping the allocation amount by the year 1997-98.

The cause behind the high amount of unutilised fund during the year 1994-97 and maximum

107

utilisation during the year 1997-98 has been explained below.

a) During the year 1994-95, the DPC, was not taking his salary from the DPO, rather he

was drawing his salary from his parental department. Still today the District Women Coordinator (DWC) is drawing her salary form the Department of Education, Government of Madhya Pradesh. The post of Peons who are working for the DPO, still then getting salary from there respective departments. The fund during the year 1996-97 was not utilised fully, following non-appointment of staff.

b) No procurement of any kind was made till 31st March 1996.

c) No civil work was started till September 1996.

The BRCs and CRCs have achieved cent percent target so far as the financial expenditure

is concerned. So far as the cost of training programmes are concerned, it is found that the DIET

is well ahead of the BRCs and CRCs.

Table No. 8.3

Unit and Effective Cost of Training Programmes at various Resource Institutions Year DIET BRC* CRC*

Unit Cost

Effective Cost

Unit Cost

Effective Cost

Unit Cost

Effective Cost

1995-96

350.42

431.42 3.33 6.52 --

--

1996-97 407.33 511.06 8.98 13.20 -- --

1997-98

--

— 25.22 8.931

13.221

*: Include the sample BRCs and CRCs in Betul District of Mahdya Pradesh. 1: Based on the total funds sanctioned to the sample CRCs over the years 1994-95 (Rs. 29850/- total to the sample CRCs). The same logic followed

for Targeted and effective beneficiaries cluster level. (Total Targeted 3341 & Effective 2257 No. of person respectively)

The table shows the comparative advantageous position that the BRC is having so far as

the unit & effective costs are concerned. Though the cost of training (unit & effective) is very

low, in the case of CRC in comparison to BRC, still then the training programmes (teachers

training) at the cluster level is not visible due to lack of infrastural facility. Nevertheless, it goes

beyond saying that the cost of the programmes at the DIET can never be comparable to the cost

at the BRC. As it has a higher difference.

108

8.5. DIAGNOSIS OF THE PROBLEMS IN TRAINING There are various problems in the implementation of the DPEP sponsored training

programmes in the Betul district of Madhya Pradesh. After the introduction of the DPEP, the

importance of the DIET as premier teachers training institute in the district level lost its

relevance. The BRCs have been shaped as a Mini DIET at the block level. Till date there are so

many types of teachers' training programmes, which have been introduced in the concerned

district besides the conventional degree and diploma programmes ment for the teachers. After

the introduction of the DPEP in M.P. certain in service training programmes nave become

popular amongst the teachers of the region. Notably, these are Approach based, Competency

based, Soft, Evaluation and the most popular in the present juncture is the Sikhna Sikhana

Package (Learning Teaching Package). Till date though much have been done for the

improvement of the programmes still then the programmes are proned by so many problems. The

various problems that the teachers have faced during their training may be epitomized in to four

heads, viz. Academic, Financial, Administrative and others. Below given special insight to each

of the problem.

8.5. a. ACADEMIC PROBLEMS

This type of problem incorporates the inadequacy of teachers' training materials

(electronic), non-availability of quality instructors, non-availability of electronic teaching

learning devices and inconveniences of the participants for the time period of the training (total

duration of the training and the timing of the classes in a day). So far as Betul is concerned the

teachers of the region are facing the following academic problems while getting their training.

1) There is lack of adequate number of teaching staff at the DIET to impart training to the

huge numbers of teachers as well as to the augmenting numbers in each year. The DIET has only

six lecturers and out of them one has to depute for the principal, as it has no principal for the last

two years. Hence it is not only a tough task but at some angle it seems to be impossible for them

to cope with the increasing demand.

2) Though there is no dearth of teaching learning materials but the teachers demand for

109

the introduction of electronic teaching learning aid in to various packages, especially to the most

popular Sikhna Sikhana Package (SSP). As the DIET has no non-technical (academic) staff, let

alone technical personnel?

3) The district in general and Chicholi block in particular is a tribal one. Children speak

Gonda as their colloquial language. Hence there is a greater need for teaching to the teachers

about the concerned language so as to bridge the communication gap. Till date no provisions

have been made to cater this problem.

4) During the time of training, making subject plan consumed most of the time of the

trainees so that a scantly time is left ' for the training and learning. According to the beneficiary

teachers, this task should be done at the end of the training programmes thereby they could get

enough time to grasp the training to its last content.

5) It has been observed that most of the teachers are teaching on multi-grade or

multilevel basis. It is up to the teachers to grade the students and make their class promotions. In

the training no provision has been made to laid down certain criteria that the teachers should

follow in order to grade the students. Side by side process has been laid down for their

evaluation i.e. how to prepare questions and all sorts of preparation for the examination.

6) Through the popular teachers training package (SSP), the teachers have been taught

how to express the absolute pronunciation of a word before the student. It is silent to the extent

of the formation of the word. For example there is a picture of fish and below written machhi

(Fish) but the teachers has no option but to instruct the student as this word is called machhi. The

process is quite silent as how to convince the little student about the formation of the word.

7) The duration of the training especially of the popular SSP is only for 12 days and the

teachers have the opinion to enhance the duration up to 25 days. As within this short span of

time they failed to grasp the training fully.

8) There are certain difficult words in the text (teaching learning materials). For the

teachers it is very hard to understand.

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9) The duration of the training was shorter, the Academic Staff (in the DIET) did not let

the teachers out till from 9 A.M. to 6.30 P.M. which was quite horrible on the part of the

participants. It will not be an exaggeration to say that a boring mind can hardly grasp any

novelty.

10) For the AS training procedure no answer sheets had been accompanied with the

question sheet (mainly filling the blanks type). It had become a tough job for the teachers to

rectify their answers while practicing.

11) The master trainers (MT) have been trained only for 12 days at DIET, which is quite

insufficient to cope them with the changing curriculum. They should be given training in each

year to acquaint them with the latest development.

12) For the training programmes, there may be some specialised group of

master trainers. For example the teacher, who usually teaches literature in the class will face

difficulties to teach the problems involving in mathematics while teaching the teachers as a MT.

13) For the teachers it is not possible to grasp the content of the -course within the short

span of time. It could be better if the duration may be enhanced and be dichotomized in to two

parts and training provision be made for each component separately.

14) In the cluster level, it is mandatory for the teachers of the concerned cluster to

assemble at the cluster once in a month and discuss various problems pertaining to teaching. To

this context the observation is something otherwise. Most of the time of the monthly meetings

diverted for the postal matters and after that they don't get any time to discuss their common

problems. So the very purpose of the cluster is not fulfilled.

8.5. B. FINANCIAL PROBLEMS

So far as the financial aid to the various institutional heads is concerned, the flow does

not make a matter. What matters is its utilisation. Prior to 1999, due to certain structural mal

adjustment like non-availability of proper BRC buildings, the teachers' training programmes

were impaired. Now the problem i£ not that of the building but that of TA to the beneficiary

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teachers. The various financial problems can be summed up in to the following heads:

1) The beneficiary teachers who live within eight-kilometer radios of the training place

are not paid any TA. It paves the way for dissatisfaction amongst the teachers. After all eight

kilometers is not a little distance and for that reason they may be paid.

2) As per the high demand of the teachers to organise various teachers training

programmes at the cluster level at least once in a year, the CRCs buildings may be made unlike

the BRC buildings and necessary funds may be sanctioned to arrange training programmes. For

the last four years besides one VEC training programme the CRCs have not done any training

programmes till date. However, to organise the training programmes at the cluster level is a

ticklish affair and need a sound monitoring.

3) The salary of the EGs teachers is only Rs. 500/-. To give them certain morale boost

training is not enough. They should be well paid otherwise the very purpose of the teachers'

training will wander in vain. For that matter the teachers may not take any initiative on the

education of the children. He may teach as per the routine but not with love and affection, which

is a bare necessity for the primary education.

8.5.c. ADMINISTRATIVE PROBLEMS

The administrative problems relate to lodging and boarding and necessary arrangements

for the beneficiaries during their stay at the training spot. The procedures of choosing teachers

for the training are also incorporated under this head.

1) The water problem at the DIET is very acute as the DIET is having only one tank

and is not sufficient during the time of training. In the year 1997-98 the first batch for AS

training faced certain accommodation problem for 12 to 15 days and after that there is no such

type of problems.

2) Lack of teaching infrastructure is another problem for the teachers training. The

DIET is having a lab, which has no use whatsoever. The BRCs are not having any lab. There is

no electronic teaching aid for teachers' training. There is no computer for first and accurate

processing of study materials and data pertaining to training. There is no photocopier at the BRC

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level and an un-repaired dysfunctional one at the DIET, hinders the first circulation of any

notice, matter, addendum pertaining to the training programme. There is no hostel facility at

least for the female teachers at the BRC to stay and complete their training.

3) Another very important problem is that there may be a p£nel for the teachers to get

their training. That is to say how much and who also should get the training in a particular year

be made clear. Compulsion of universal training results in ultimate close session of schools,

which having one to two teachers. Side by side, there should be provision for transfer of the

teachers. Suppose a teacher is in a school, which had facility up to 5th class, and the teacher is

trained for fifth class curriculum. In the course of time, it has been observed that the concerned

teacher had been transferred to a school, which has not the facility up to fifth class. So the

external benefit to the society of the concerned teacher of his training has turned to be zero

(BRCC, Betul).

4) There is a dilemma and diversion of purpose about the timing of training. Some

teachers (mainly female) are of the opinion that the training programmes should not commence

during the vacation, as they want to enjoy their family life during that time. Side by side the

other group of teachers (male) is in favour of the training, which they want should commence

during vacation. So that they could be free from the teaching process and mindfully attain the

training * programmes. A deep insight in to the problem suggests that the training programmes

may commence during vacation so that there would not be any close down of schools because of

training. It goes beyond saying that if the students who were not coming to school regularly once

if accustomed to this type of leave (frequent leave due to training), then the very inclination of

coming to school may not be there following irregularity of the teachers (due to training).

8.5.d. OTHER PROBLEMS

Besides the above -mentioned factors there are also certain other factors need an

elaborate elucidation

1) The training programme (SSP) which is for just 12 days or 10 days in a year might

lose its grip on the teacher. The training programmes should have more frequency, dichotomized

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and may be commenced two times in a year (each part once).

2) Training is not the end in itself, How effectively the training is utilised matters

much. For that matter, more insight is hankered on monitoring. The monitoring activities have

been assigned to the DIET and to the Cluster Academic Coordinator (CAC). As the DIET has no

staff for training and one vehicle, which is not available all the time, let alone monitoring. For

the CACs, as they are not paid any T.A to travel within their respective cluster, which is within 8

kilometer of radius, are not taking any initiative. Their indifference can be observed from the

verification registers of the primary schools.

3) There should be certain specialised group of trainers so as to teach each subject

during the teachers' training.

4) To the teachers, if the teaching & learning materials were made available by the

state Govt., then it could have preserved the time and more time could have been diverted for

training.

5) There should be a provision for incentives/awards for the CACs, as they have

become specially trained and doing something special than their normal duty of teaching. TA

should be paid to them as they do certain inspection job also. TA is not being given to them

following the fact that the CACs are travelling within 8 kilometers. They argue that 8 kilometers

is not a small distance.

6) In the selection of the AS Instructors, it was found too much of politicisation and

nepotism.

7) Teachers should be made apart of many non-teaching activities viz. Data collection for

the poverty line estimation, Literacy, Pulse Polio and making Ration Cards etc. Hence they are

not getting enough time to concentrate on their own duty of teaching.

8.6.. PROBLEM AT DPO LEVEL

The DPO faced some hindrance while implementing the policies and programmes.

These obstacles also stood as a stumbling block before the financial flow from the DPO.

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These lacunas have been explained as:

1) The DPO did not get any cooperation form the DIET.

2) Sometimes the Village Sarapanch did not pave the way in the smooth progress of the civil

works following certain political motives.

3) Lack of proper monitoring also played its role in delaying the disbursement. Though the

lectures of the DIET and the CACs have been assigned the job of monitoring, still then,

they are not doing the work properly. Metaphorically, there has become utmost

requirement for monitoring the monitors.

For the successful implementation of the DPEP system to realise the universal primary

education, much also depend upon the monitoring of the system not in the sanction of money. To

avoid the dysfunctional monitoring system, the general people should be made conscious

through various community-based training programmes. That will help them to know their role

and benefit. After that the targeted beneficiaries of the programme may get the tangible result

and the goal of the DPEP may be realised.

Though there are various problems in the process of teachers training, still then no body

can afford to lopside the viable part of social empowerment. To uplift the rural destitute from the

pangs of poverty, education is the first step and to realise the goal ahead, teacher's education is

an absolute necessary. Madhya Pradesh has made an indelible mark to that extent.

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CONCLUSION

It is the teacher training that plays a pivotal role in the upliftment of the quality of

education. The good teachers embodied with the skill and efficiency can achieve success by

making some renowned persons. To make the primary education programme a successful, there

is a paramount need for improvement in the quality of teachers. Madhya Pradesh to achieve this

purpose implemented the centrally sponsored scheme of DPEP. The efforts of the state were

quite pioneering. The overall responsibility of the training programme for primary school teacher

was mainly upon DIET. So many strategies were carved out like creation of DRG Group,

Identification of the Master Trainers, Teachers Training at Block Level, Development of

Electronic Teaching & Learning Materials. However the funds allotted for these activities shown

less utilised, which may be because of lack of capacity to use the funds for the above mentioned

strategies or may be other reasons. To understand this particular problem of local Resource

Institutions, this present study has taken up and investigated the .working pattern and utilisation

pattern of resource institutions in Betul District. It is one of the districts, which has shown

decreasing trend in utilisation of funds on BRCs and CRCs.

After three years of implementation it has shown certain constraints and limitations in

the implementation of the programme. The study has shown that only very less amount of

money is spent on quality improvement programmes of the Amla Block of the District.

It was found from the study that there is an inadequacy of Teaching Training Materials in

electronic method; nonavailability of Quality Instructors, non-availability of Electronic Teaching

Learning devices for the instructors.

However, the establishment and functioning of BRCs proved financially cost effective

and viable on training aspect.

In Betul various efforts were made at the local level to have a positive impact and making

the programme need based and realistic. The mobilisation efforts at the local level especially in

Chicholi block have indeed generated a new awareness regarding the need for sending children

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to schools. The micro planning efforts initiated in many villages attempted and retained in many

schools. Similarly, the frequent in-service training of teacher envisaged under DPEP and

delivered through the Block Resource Centres indeed changed the nature, content and pattern of

training imparted to the primary school teachers.

The role of BRC under DPEP is very crucial. In the Betul District major work of DIET is

being solved at BRC level, it not only provided administrative help but also for the training

programmes. It proved Financially Cost Effective. Though there are certain weak areas, which

need to be strengthened. The system of Master Trainer proved quite productive as they do

training as well as monitoring.

The CRC being the Grass-root Level Resource Institution to support DPEP Policies like

to make the community to take active part in the primary education development of teaching

learning materials, convention of monthly meetings etc. The organisation of VEC meetings and

training to VEC is the more important achievement of CRCs of the Sample Blocks. However,

few problems like DA & CAC and strengthening the monitoring system is essential.

The Cluster Academic Coordinators as they are not paid DA to travel within their

respective cluster, which is within 8 kilometer of radius are not taking much initiative to

monitor. Therefore, to strengthen the monitoring system, it is essential to rectify the lacunas.

Efforts towards decentralisation can be successful and sustained only when local level

capacity to plan and manage educational activities, which are to be developed and

institutionlised. In absence of developing local level capacity, decentralisation may become an

excuse for non-performance and wastage of resources. Therefore, local capacity building

becomes an essential condition for success of the DPEP activities and training is one of the

dominant modes of facilitating capacity building at the local level. Therefore, organisational

arrangements to institutionalise local level capacity building activities need to be given an added

emphasis in DPEP in the years to come.

The success of decentralisation efforts and participatory process will depend upon how

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frequently the Village Education Committees (VEC) meet to the discuss education issues. If

VEC becomes effective in the functioning then it is a guarantee to ensure better functioning and

performance of schools. These changes introduced by DPEP is to be strengthened more and

sustained.

The decision making process at the local level has become more information based and

participatory in nature. These are significant changes that have taken place in the district.

At the local level it is important to make a distinction between professional academic

support and guidance required and the role of community support. The study proves that the

CRC and BRCs have provided the possible necessary professional academic support but still

there are gaps.

It is increasingly realised that at local level the community gave more support to teachers

and schools than control and inspection by the inspection squad.

The organisational arrangements to sustain local capacity building activities are rather

weak. These areas need to be strengthened more to sustain.

The CRC being the grass-root level resource institution to support and implement DPEP

policies have allowed the community to take an active, part in the primary education system.

Development of teaching learning materials at the CRC level, convention of monthly meetings

of the teacher at the CRCs. Keeping correspondence with the higher authority (BRC & DIET) on

behalf of their cluster, training of VEC member and general community can be considered as the

most important Achievement of CRC system.

The training of VEC members and other general community have helped in the retention;

cleanliness and participating in very sphere of the primary schooling system. The system of

Master Trainers is also quite productive as they teach at the training programmes and do

monitoring the activities of trained teachers.

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Improving the pay and conditions of service of teacher is an important aspect of the

improvement of the system in DPEP specially in the segment of EGS. Provision of satisfactory

services for teacher is a measure essential for the effective system of education of the district.

Since the DPEP is providing intensive academic inputs over the years, it is very

necessary to monitor what is actually going on in the classrooms and provide constant inputs

where these are needed. The Cost Effective Studies and follow up action are utmost important.

An academic monitoring and administration monitoring is utmost essential to ensure the

maximum benefit of the cost to the students community and policy makers.

Monitoring activities have been assigned to the DIET and to the cluster academic

coordinator (CAC) as the DIET has no staff for training and sufficient vehicles, for monitoring.

Therefore, DIET in the Betul District is unable to perform up to the expectation. In other words

Effective Cost is very high.

Since the expectation of the DIETs was of wider quantitative coverage as well as

qualitatively better support for these institution as it would be more close to the field level

problems and needs. In the training of teachers at DIET Level in order to enhance the quality,

competency and commitment of teachers, assumes added significance.

Systematic information system and widespread sharing of information among the

programme planners, implementers and beneficiaries of other districts or blocks is necessary for

improve the project performance. To implement the Effective Accountability System of officials

is only a means to achieve the objectives of DPEP.

Systematic monitoring and evaluation will provide feedback for introducing necessary

correctives from time to time.

Monitoring and evaluation mechanism should get built at the national and state project

levels, so the feedback has to be used for introducing of correctivness.

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Involvement of field workers and academicians could legitimize the evaluation and

monitoring.

As experts in the failure of a project of scheme could be attributed to one of the various

factors like:

1. Faulty Planning.

2. Inadequate or excessive infrastructural facilities.

3. A weak delivery system.

4. Poor targeting resulting in spreading the benefits widely and timely.

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5. Inadequate management skills at middle level resulting poor supervision and

monitoring.

For better monitoring development of key factors are necessary like input output

techniques impact measurement methods and development indicators.

For this purpose some of the key issues are essential like:

Conceptual Clarity of the Programme at each Administrative Level

Trained Manpower to monitor

Adequate Budgetary Allocation to implement actions and flexible rules.

Development of Indicators of Stock Nature and Flow information,

Establishment of timely Appropriate Reporting System is the organisational requirements

for better Monitoring.

At the Bureau Level the reports of the DPEP Programme generally should categories in

form of Cost Effective studies or studies on Financial Achievements and Physical Achievements.

These categories of information can be used internally to take corrective action.

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