Mukesh Kumar State Projecr Director · Jharkhand Education Project Council, Ranchi 3 ECCE Early...
Transcript of Mukesh Kumar State Projecr Director · Jharkhand Education Project Council, Ranchi 3 ECCE Early...
Jharkhand Education Project Council, Ranchi 1
Jai Sankar Tiwary, IAS
State Projecr Director
Jharkhand Education Project Council New Co-operative Building, Shyamali Colony,
Doranda, Ranchi, - 834024
The 86th Constitutional Amendment Act 2002 made elementary education a Fundamental Right
for children by providing that “the State shall provide free and compulsory education to all children of the
age of six to fourteen years in such manner as the State may, by law, determine”.
Free and Compulsory Child Right to Education Act 2009 came into force with effect from 1st April,
2010. Presently, we are moving ahead to make universalization of Elementary education and putting our
best effort to make school education more meaningful.
Jharkhand Education Project Council is an autonomous body registered under the Societies
Registration Act 1860. The Council has been established for bringing about a fundamental change in the
elementary education system and directly influence the overall socio-cultural scenario. The Council was
registered on April 12th, 2001 and since it’s inception it has been actively implementing various
Projects/Programmes like Sarva Shiksha Abhiyan (SSA), National Programme for Education of Girls at
Elementary Level (NPEGEL) and Kasturba Gandhi Balika Vidayalaya (KGBV).
Through, this Annual Report, we are attempting to detail out the various activities undertaken by
various components of JEPC and it also includes the audited accounts for the financial year 2014-15. The
overall progress recorded during financial year 2014-15 is noteworthy representing JEPC’s strong
commitment to the field of elementary education. The achievements made during the year have been a
result of year long systematic processes and procedures spread across the entire year.
The targets set for individual components in Annual Work Plan were systematically implemented
and tracked through the entire year for ensuring adherence to Work Plan. Systematic monitoring and
review mechanisms were in place for ensuring compliance to approved plan. As a result of these efforts
the enrollment of children has improved and dropout rates as well as social and gender gaps have been
reduced. The changes brought about in these indicators indicative of considerable progress towards the
Government’s commitment for improving the status of education in the State.
(Mukesh Kumar)
Mukesh Kumar
State Project Director
Foreword
Annual Report 2014-15
2 Jharkhand Education Project Council, Ranchi
Abbreviations
ACR Additional Classroom JRY Jawahar Rojagar Yojana AIE Alternative and Innovative
Education JS Joint Secretary
AS Alternative Schools JSM Joint Supervision Mission ASRG Academic Support cum Resource
Group KRPs Key Resource Persons
ASRP Academic Supervisory and Resource Person
LAN Local Area Networking
ATR Action Taken Report LCM Least Common Multiple BAS Baseline Assessment Studies LJP Lok Jumbish Project BC Backward Class MAS Midterm Assessment Study BEEO Block Education Extension Officer Med Media BLRG Block Level Resource Group MGT Multi grade Teaching BNS Bhawan Nirman Samiti MHRD Ministry of Human Resource
Development BRC Block Resource Centre MIS Management Information System BRCC Block Resource Centre Co-
Ordinator MLL Minimum Levels of Learning
BRG Block Resource Group MOU Memorandum of Understanding BRS Bank Reconciliation Statement MS Mahila Samakhya BTI Basic Training Institute MTA Mother Teacher Association CIET Central Institute of Education
Technology NCERT National Council of Educational
Research and training CRC Cluster Resource Centre NCTE National Council for Teacher
Education CRCC Cluster Resource Centre Co-
ordinator NDC National Development Council
CRG Cluster Resource Group NFE Non-Formal Education CTE College of Teacher Education NGO Non-Governmental Organization DEC Distance Education Coordinator NIC National Informatics Centre DEO District Education Officer NIOS National Institute of Open Schooling DEP Distance Education Programme NLM National Literacy Mission DIET District Institute of Education and
Training NPE National Policy on Education
DL Distance Learning NSB New School Building DLO District Level Office NUEPA National University of Educational
Planning and Administration DPC District Programme Co-ordinator OBB Operation Black Board DPE Diploma in Primary Education OBC Other Backward Class DPEP District Primary Education
Programme PARM Pre Appraisal Review Mission
DPO District Project Office PFE Primary Formal Education DRC District Rehabilitation Centre PIC Programme Implementation
Committee
DRDA District Rural Development Authority
PMIS Project Management Information System
DRG District Resource Group POA Programme of Action
DRP District Resource Person PRA Participatory Rural Appraisal
DRU District Resource Unit PTA Parent Teacher Association
DSE District Superintendent of Education
PTTC Primary Teachers Training College
DTF District Task Force RPM Reflection cum Planning Meeting
EC Executive Committee RPs Resource Persons
Jharkhand Education Project Council, Ranchi 3
ECCE Early Childhood Care and Education
RR Retention Rate
ECE Early Childhood Education SC Scheduled Caste
Ed. CIL. Education Council of India Ltd. SCERT State Council of Education Research and Training
EE Elementary Education SDMC School Development and Monitoring Committee
EFA Education for All SIEMAT State Institute of Educational Management and Training
EGS Education Guarantee Scheme SIM Self-Instructional Material
EMIS Educational Management Information System
SLM Self-Learning Material
EMPC Electronic Media Production Centre
SLO State Level Office
EMRC Educational Media Research Centre
SOE Statement of Expenditure
EVS Environmental Studies SOPPT Special Orientation Programme for Primary Teachers
FGD Focus Group Discussion SPD State Project Director
FMIS Financial Management Information System
SPO State Project Office
GE Gender Education SRC State Resource Centre
GED Girl Education SSA Sarva Shiksha Abhiyan
GER Gross Enrolment Ratio ST Scheduled Tribes
GOI Government of India TLC Total Literacy Campaign
ICDS Integrated Child Development Scheme
TLE Teaching Learning Equipment
ICT Information and Communication Technology
TLM Teaching - Learning Material
IED Integrated Education TRI Tribal Research Institute
IEDC Integrated Education for Disabled Children
TT Teacher Training
IGNOU Indira Gandhi National Open University
UC Utilization Certificate
Inv Innovation UEE Universalisation of Elementary Education
IRDP Integrated Rural Development Programme
UNICEF United Nations International Children's Emergency Fund
ISM Internal Supervision Mission UPE Universalisation of Primary Education
ISRO Indian Space Research Organization
UT Union Territory
JEPC Jharkhand Education Project Council
VEC Village Education Committee
JGSY Jawahar Gram Samridhi Yojana ZSS Zila Saksharta Samiti
JRM Joint Review Mission
Annual Report 2014-15
4 Jharkhand Education Project Council, Ranchi
IIInnndddeeexxx
Topics Pages
01. Introduction 5
02. Jharkhand at a Glance 6-8
03. Management Structure 9-12
04. Sarva Shiksha Abhiyan-RTE 13-16
05. Activity wise achievements during 2014-15 17-18
06. School Establishment 19
07. Intervention for Out of School Children 20-29
08. Pedagogical Improvement Initiatives in Jharkhand 30-36
09. Academic Support through Block Resource Centre/ Cluster Resource Centre
37
10. School Sanitation And Hygiene Education 38-43
11. Community Participation 44-45
12. Inclusive Education for Children with Special Needs 46-51
13. Civil Works 52-53
14. Monitoring, Research & Evaluation 54-55
15. Management Information System 56-61
16. Kasturba Gandhi Balika Vidyalaya (KGBV) 62-69
17. Audited Accounts (SSA & KGBV) 70-114
Jharkhand Education Project Council, Ranchi 5
000111... IIInnntttrrroooddduuuccctttiiiooonnn
Education has continued to evolve, diversify and extend its reach and coverage since the
dawn of human history. Every country develops its system of education to express and promote
its unique socio-cultural identity and also to meet the challenges of the times.
World Declaration on Education for All (1990) stressed upon the need to provide
expanded educational opportunities that will translate into meaningful development. According
to the declaration meeting, basic learning needs constitute a common and universal human
responsibility.
In response to the growing international commitment to education for all Government of
India unveiled its National Policy on Education. The National Policy of Education 1986, as revised
in 1992, had indicated three thrust areas in elementary education:
(i) Universal access, enrolment;
(ii) Universal retention of children upto 14 years of age; and
(iii) A substantial improvement in the quality of education to enable all children to achieve
essential levels of learning.
The 86th Constitutional Amendment Act 2002 made education a Fundamental Right for
children in the age group of 6-14 years by providing that “the State shall provide free and
compulsory education to all children of the age of six to fourteen years in such manner as the
State may, by law, determine”.
Government of India in partnership with State Governments has made several attempts to
meet the challenge of providing elementary education to all children in pursuance of directive
under Article 45 of Constitution which has been reiterated in the National Policy of Education in
1986.
Sarva Shiksha Abhiyan has been one such initiative of Government of India. Sarva Shiksha
Abhiyan is an effort to universalize elementary education by community-ownership of the school
system. It is a response to the demand for quality basic education all over the country. The SSA
programme is also an attempt to provide an opportunity for improving human capabilities to all
children, through provision of community-owned quality education in a mission mode.
In Jharkhand, the Jharkhand Education Project Council is the implementing agency for
Sarva Shiksha Abhiyan.
Annual Report 2014-15
6 Jharkhand Education Project Council, Ranchi
000222... JJJhhhaaarrrkkkhhhaaannnddd aaattt aaa GGGlllaaannnccceee
Jharkhand is a newly formed state and was carved
out of erstwhile Bihar through the Bihar Reorganization
bill passed in the Parliament of India comprising of 18
districts. Since then, 6 new districts have been formed to
cater the administrative needs of the state. Presently, the
state has 24 districts, 260 Revenue blocks and 30757
villages.
It came into existence on the 15th of November
2000 as the 28th state of the Republic of India. Jharkhand
is predominantly a rural state with 78% of it’s population
living in 32,000 rural settlements. Only 22% of the
population resides in 43 urban settlements.
As per Census 2011, the Jharkhand has a total population of 3,29,88,134 of which the male
population is 1,69,30,315 while the female population of the state is 1,60,57,819.
Population (as per census 2001 & 2011):
Census 2001 Census 2011
All Community Male 13885028 16930315
Female 13060801 16057819
Total 26945829 32988134
SC Male 1644545 2043458
Female 1547775 1942186
Total 3192320 3985644
ST Male 3566263 4315407
Female 3520805 4329635
Total 7087068 8645042
Minority Male 1942075 NA
Female 1817017 NA
Total 3759092 NA
Sex Ratio 941 948
Decadal growth rate 23.19 22.34
Literacy Male 67.30 76.80
Female 38.87 55.40
Total 53.56 66.40
Jharkhand Education Project Council, Ranchi 7
Educational Profile of Jharkhand
In Jharkhand State, the literacy rate is increased significantly between 2001 to 2011. The Increase
can be seen in the below table.
Increasing Enrollment in Jharkhand
Status of Out of School Children in Jharkhand
Educational Data
Total No. of Schools 46774
Number of Govt. & Govt. Aided Schools 40174 + 1148 = 41322
Govt. Teachers (PS + UPS) Sanctioned 69522
Working 34052
Para teachers Sanctioned 122678
Working 78554
Population 6-14 yrs. 6668027
Enrolment 6-14 Yrs. 6345559
Out of school Children 322468
Dropout Rate Elementary Level 2 years Avg. (I-VIII) 5.31
GER Elementary Level 98.09
NER Elementary Level 92.58
Gender Parity Index in Enrolment Elementary Level 0.97
5494777
5645851
6896729
6644160
6603106
6668027
2663366
3382278
6393787
6356838
6358993
6345559
0
1000000
2000000
3000000
4000000
5000000
6000000
7000000
8000000
2001-02 2002-03 2011-12 2012-13 2013-14 2014-15
Population (6-14) Enrolment (6-14)2
83
14
11
22
63
57
3
50
29
42
28
06
17
24
41
13
32
24
68
0
500000
1000000
1500000
2000000
2500000
3000000
2001-02 2002-03 2011-12 2012-13 2013-14 2014-15
Out of Schools (6-14)
Annual Report 2014-15
8 Jharkhand Education Project Council, Ranchi
District-wise enrolment in the formal schools (including private schools) in Class I-VIII has been shown in
the table given below.
Enrolment in government and government aided schools 2014-2015 (Class I - VIII)
DISTRICT
NAME
Gen SC ST OBC TOTAL Enrolment
MUSLIM out of Total
Enrolment
Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Total Boys Girls Total
BOKARO 5247 6642 20743 21703 19641 20489 56324 63984 101955 112818 241773 12137 13643 25780
CHATRA 5573 6216 45878 44041 5193 5462 51433 54277 108077 109996 218073 7979 8817 16796
DEOGHAR 8381 9011 20335 19629 18294 17918 86301 89334 133311 135892 269203 30615 30833 61448
DHANBAD 6172 7386 28841 30608 19882 20549 74028 83066 128923 141609 270532 24234 26517 50751
DUMKA 1338 1332 7732 7485 51598 51886 54974 56249 115642 116952 232594 9200 9248 18628
GARHWA 5298 5536 38235 37545 26278 26513 69114 71052 138925 140646 279571 18725 19690 38415
GIRIDIH 14145 14939 34061 34424 29721 28692 137969 151430 215896 229485 445381 36949 43020 79969
GODDA 3782 3724 12555 11848 24309 23358 38433 83548 124079 122514 246593 29976 30329 60305
GUMLA 2438 2420 4144 4089 66281 69230 15498 17036 88361 92775 18136 3255 3600 6855
HAZARIBAG 4498 5477 28338 30063 11338 11769 68010 79660 112184 126969 239153 13229 14943 28172
JAMTARA 2263 2335 6789 6925 22218 21955 35952 36896 67222 68111 135333 16719 16790 33509
KHUNTI 606 732 2789 2915 34131 34462 4756 5850 42282 43959 86241 641 808 1449
KODARMA 3674 4175 12156 12379 905 781 39044 45729 55779 63064 118843 7100 8086 15186
LATEHAR 1604 1703 21363 20510 37082 37554 15969 16885 16018 16652 152670 4438 5158 9596
LOHARDAGA 1359 1502 1782 1898 24649 26816 10017 11625 37807 41841 79648 6699 7471 14170
PAKAUR 1348 1379 2405 2503 30056 30504 40250 42584 74059 76970 151029 28783 31197 59980
PALAMU 13033 13648 70757 69369 27229 26904 96584 99497 2076036 209418 417021 10069 15064 15978
PASHCHIMI
SINGHBHUM 592 658 5362 5619 101716 98253 25160 26434 132830 130964 263794 1237 1444 2618
PURBI
SINGHBHUM 8836 9446 6963 7194 45934 47146 34430 38252 96163 102038 198201 5167 5767 10934
RAMGARH 1304 1797 8066 8347 16086 17239 24364 27422 49820 54805 104625 6472 6786 13258
RANCHI 4291 5655 11438 12424 68836 76705 43382 50444 127947 145228 273175 15015 16939 31954
SAHIBGANJ 2137 2238 7680 7612 32031 30230 75676 77564 117524 117644 235168 34125 44961 88086
SARAIKELA-
KHARSAWAN 1881 2097 5619 5568 35252 34711 32188 33762 74940 76138 151078 3732 3753 7485
SIMDEGA 830 828 5474 5340 37035 37374 7191 7650 50530 15592 101722 - 1453 1453
JHARKHAND
TOTAL 100630 110876 409505 410038 785695 796500 1137047 1270230 4286310 2492080 4929557 326496 366317 692775
Source : U-DISE -2014-15
Jharkhand Education Project Council, Ranchi 9
000333... MMMaaannnaaagggeeemmmeeennnttt SSStttrrruuuccctttuuurrreee Jharkhand Education Project Council (JEPC) is an autonomous body registered under the
Societies Registration Act, 1860 on 12th April 2001 with its own service regulations and financial
rules. It functions as the State Implementation Society (SIS) to pursue the goals of universalisation
of elementary education (UPE) which has received weight age under the National Policy on
Education (NPE) adopted in 1986 and consequently updated in 1992. The NPE provides a frame
work for the development of education and plan of action, for assigning specific responsibilities
for organizing, implementing and financing education, giving it an unqualified priority.
The council has since then, been involved in implementing various programmes like The
Sarva Shiksha Abhiyan (SSA), Kasturba Gandhi Balika Vidyalaya (KGBV), National Programme of
Education for Girls at Elementary Level(NPEGEL).
Organizational & Management Structure:
JHARKHAND EDUCATION PROJECT COUNCIL
GENERAL COUNCIL
EXECUITIVE COMMITTEE
STATE PROJECT OFFICE
STATE MISSION TASK FORCE
DISTRICT LEVEL OFFICE
DISTRICT EXECUTIVE
DISTRICT TASK FORCE
BLOCK RESOURCE CENTRE
CLUSTER RESOURCE CENTRE
SCHOOL
VILLAGE EDUCATION COMMITTEE MOTHER'S GROUP
DIET
DIVISION LEVEL OFFICE
SCHOOL MANAGEMENT COMMITTEE
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10 Jharkhand Education Project Council, Ranchi
GENERAL COUNCIL
General Council is a apex body of JEPC. The Chief Minister of Jharkhand is the Ex-officio
Chairman of JEPC, Minister of Human Resource Development, Jharkhand as the Ex-officio vice-
chairman and the State Project Director as the Ex-officio Member-Secretary. Following are the
Members of the General Council:
Members of General Council:
Sl.
No Designation Status in General Council
1. Chief Minister (Jharkhand) Ex-Officio Chairman
2. Minister Human Resource Development (Jharkhand) Ex-Officio Vice- Chairman
3. Chief Secretary, Government of Jharkhand Member
4. Secretary (Rural Development) Member
5. Finance Secretary Member
6. Three persons including one women from NGOs, engaged in
educational activity is nominated by the State Govt. Member
7. Three Heads of State Level Technical Institution engaged in
Technical Resource Development are nominated by the State
Govt.
Member
8. Representative of Teachers, nominated by the State Govt. Member
9. Two Headmaster of Primary Schools (Known for the Leadership &
Motivation) Member
10. Two renowned pedagogues nominated by the State Govt. Member
11. Other Ex-Officio Representative of Jharkhand Govt. Member
12. Three Representatives of Central Govt. nominated by Govt. of
India Member
13. A Representative of UNICEF Member
14. Two renowned persons known for their contribution towards the
education of Scheduled Caste, Scheduled Tribe & Handicapped,
among them one is nominated by the Central Govt. & other is
nominated by the State Govt.
Member
15. Three renowned women working in the field of Primary
Education, Informal Education and Adult Education among them
two are nominated by the State Govt. and other is nominated by
the Central Govt.
Member
16. All other Members of Executive Committee not included in above
mentioned list Member
State Project Director Member Secretary
Jharkhand Education Project Council, Ranchi 11
EXECUTIVE COMMITTEE OF JEPC
Executive Committee of JEPC is empowered to monitor, co-ordinate, facilitate
implementation of the programme. The Chief Secretary, GOJ is the chairman of the State
Executive committee and State Project Director, JEPC is the Member-secretary of the Executive
Committee. The following are the members of the Executive Committee:
Members:
Sl.
No Designation
Status in Executive
Council
1. Chief Secretary, Jharkhand Government, Ranchi Chairman
2. Secretary, Human Resource Development, Jharkhand Member
3. Finance Commissioner, Jharkhand Member
4. Director, Primary Education, H .R .D, Jharkhand Member
5. Director, Mass Education, Human Resource Development Member
6. Director, Welfare (Including Women & Child welfare) Jharkhand,
Ranchi.
Member
7. Two district Programme officers Member
8. Two Heads of District Committee Member
9. Three Representatives of Central Govt., Ministry of Human
Resource Development, New Delhi
Member
10. Two Directors, Academic & Technical Institution Member
11. Two Pedagogues Member
12. Representative of UNICEF Member
13. Two Representatives from Teachers Association Member
14. Two Women Member
15. Two Representatives from Voluntary Organization Member
16. State Project Director Member Secretary
MANAGEMENT STRUCTURE AT VARIOUS LEVELS
STATE LEVEL: State Project Director is the Chief Executive Officer of the Jharkhand Education
Project Council. State Project Director is assisted by specialist of various component, i.e. Specialist
Pedagogy, Specialist Education, Specialist MRE, MIS Coordinator, Expert EMIS, Expert Women and
Child Welfare, Executive Engineers, each responsible for their respective area of specialization
with Senior Programme Co-ordinators along with State Programme Officer.
MISSION TASK FORCE (MTF): All Officers of State Level Office meet once in a month. It is an in-
house discussion on programmes involving State Level component in-charges regarding progress
and issues so as to workout future planning for every component. The Task Force reviews and
Annual Report 2014-15
12 Jharkhand Education Project Council, Ranchi
regularly tracks the progress of various component against the target Annual Work Plan and
Budget. Financial status is also reviewed.
REFLECTION-CUM-PLANNING MEETING (RPM): It is chaired by the State Project Director of
Jharkhand Education Project Council. It is held once in a month. Participants include District
Programme Co-ordinators/Officers and State level component in-charges.
During the meeting, progress of various programme are reviewed, implementation related
issues are discussed; experiences and suggestions are shared for facilitating programme
implementation in better way.
DIVISION LEVEL OFFICE- To ensure effective monitoring of SSA activities, Divisional structure
established in the Year-2009.Reigional Deputy Director of Education (RDDE) is nominated as
Divisional Programme Officer and Divisional Additional Programme Officer, Executive Engineer,
Divisional Accounts Officer; Divisional Computer Programme is placed under SSA. The state has 5
Division and in all division this has been established.
DISTRICT LEVEL: There is an effective and broad based District Level Executive Committee to
monitor the implementation of programmes, it provides necessary direction time to time
consistent with programme guidelines and procedures, also facilitate convergence with other
related departments of the Government at the district level with a view to ensure support and
timely implementation of the programme. Deputy Commissioner of the district is the Ex-officio
Chairman of District Executive Committee. The District Executive Committee comprises of officers
from the department Primary Education, Mass Education, Health, DWSD & Welfare Departments
of the district. In addition teacher representative, Parents, School Management Committee (SMC)
and NGOs are involved in this committee.
DISTRICT LEVEL OFFICE (DLO): District Programme Officer (DPO) is executive officer.DPO is
assisted by Additional District Programme Officer(ADPO) and Specialist of various components
such as Asst. Computer Programmer (ACP), Account Officer(AO), Asst. Programme Officers, each
responsible for their respective area of work assigned to them.
DISTRICT TASK FORCE (DTF): DTF is constituted in all DLOs. Deputy Development Commissioner is
the Chairman of District Task Force. District Programme Officer, District heads of Education and
heads of other related departments and programme personnel in DLO are members of District
Task Force. It works as an organized team to promote programme implementation. It is primarily
concerned with monitoring of the progress of programmes as per annual work plan and help in
making convergence with other concerned departments to strengthening programme activities.
BLOCK LEVEL STRUCTURE- Block level structure is established in all 259 blocks to decentralize the
planning and execution of activities under SSA. Block Education Extension Officer (BEEO) is
nominated as Coordinator of Block Level Office while 2 Block Programme Officer, 1 Junior
Engineer, 1 Accountant cum Computer Operator and 1 Peon is placed under SSA.
Jharkhand Education Project Council, Ranchi 13
000444... SSSaaarrrvvvaaa SSShhhiiikkkssshhhaaa AAAbbbhhhiiiyyyaaannn---RRRTTTEEE
The role of Universal Elementary Education (UEE) for strengthening the social fabric of
democracy through provision of equal opportunities to all has been accepted since the inception
of our Republic. The original Article 45 in the Directive Principles of State Policy in the
Constitution mandated the State to endeavour to provide free and compulsory education to all
children up to age fourteen in a period of ten years. The National Policy on Education (NPE),
1986/92, states: “In our national perception, education is essentially for all… Education has an
acculturating role. It refines sensitivities and perceptions that contribute to national cohesion, a
scientific temper and independence of mind and spirit - thus furthering the goals of socialism,
secularism and democracy enshrined in our Constitution”
Over the years there has been significant spatial and numerical expansion of elementary
schools in the country. Access and enrollment at the primary stage of education have reached
near universal levels. The number of out-of school children has reduced significantly. The gender
gap in elementary education has narrowed and the percentage of children belonging to
scheduled castes and tribes enrolled is proportionate to their population. Yet, the goal of
universal elementary education continues to elude us. There remains an unfinished agenda of
universal education at the upper primary stage. The number of children, particularly children
from disadvantaged groups and weaker sections, who drop out of school before completing
upper primary education, remains high. The quality of learning achievement is not always entirely
satisfactory even in the case of children who complete elementary education.
The Constitution (Eighty- sixth Amendment) Act, 2002 inserted Article 21-A in the
Constitution of India to provide free and compulsory education of all children in the age group of
six to fourteen years as a Fundamental Right in such a manner as the State may, by law,
determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which
represents the consequential legislation envisaged under Article 21-A, means that every child has
a right to full time elementary education of satisfactory and equitable quality in a formal school
which satisfies certain essential norms and standards. The need to address inadequacies in
retention, residual access, particularly of un-reached children, and the questions of quality are
the most compelling reasons for the insertion of Article 21-A in the Constitution of India and the
passage of the RTE Act, 2009 in the Parliament.
Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act
incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a
child who has been admitted by his or her parents to a school which is not supported by the
appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may
prevent him or her from pursuing and completing elementary education. ‘Compulsory education’
casts an obligation on the appropriate Government and local authorities to provide and ensure
admission, attendance and completion of elementary education by all children in the 6-14 age
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14 Jharkhand Education Project Council, Ranchi
group. With this, India has moved forward to a rights based framework that casts a legal
obligation on the Central and State Governments to implement this fundamental child right as
enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.
SALIENT FEATURES OF SSA-RTE
A programme with a clear time frame for universal elementary education.
A response to the demand for quality basic education all over the country.
An opportunity for promoting social justice through basic education.
An effort at effectively involving the Panchayati Raj Institutions, School Management
Committees, Village and Urban Slum level Education Committees, Parents' Teachers'
Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root
level structures in the management of elementary schools.
An expression of political will for universal elementary education across the country.
A partnership between the Central, State and the local government.
An opportunity for States to develop their own vision of elementary education
AIMS OF SARVA SHIKSHA ABHIYAN-RIGHT TO EDUCATION
The Sarva Shiksha Abhiyan is to provide useful and relevant elementary education for all children in the 6 to 14 age group by 2010. There is also another goal to bridge social, regional and gender gaps, with the active participation of the community in the management of schools.
Useful and relevant education signifies a quest for an education system that is not
alienating and that draws on community solidarity. Its aim is to allow children to learn about and
master their natural environment in a manner that allows the fullest harnessing of their human
potential both spiritually and materially. This quest must also be a process of value based learning
that allows children an opportunity to work for each other's well being rather than to permit
mere selfish pursuits.
Sarva Shiksha Abhiyan realizes the importance of Early Childhood Care and Education and
looks at the 0-14 age as a continuum. All efforts to support pre-school learning in ICDS centres or
special pre-school centres in non ICDS areas will be made to supplement the efforts being made
by the Department of Women and Child Development.
OBJECTIVES OF SARVA SHIKSHA ABHIYAN
All children in school, Education Guarantee Centre, Alternate School, ' Back-to-School'
camp by 2003;
All children complete five years of primary schooling by 2007
All children complete eight years of elementary schooling by 2010
Focus on elementary education of satisfactory quality with emphasis on education for life
Bridge all gender and social category gaps at primary stage by 2007 and at elementary
education level by 2010
Universal retention by 2010
Jharkhand Education Project Council, Ranchi 15
RATIONALE FOR HAVING A FRAMEWORK FOR IMPLEMENTATION
To formulate context specific guidelines within the overall framework
To encourage districts to reflect local specificity
To promote local need based planning based on broad National Policy norms
To make planning a realistic exercise by adopting broad national norms.
BROAD STRATEGIES CENTRAL & STATE TO SSA PROGRAMME
Institutional Reforms - As part of the SSA, the central and the State government are undertaking
reforms in order to improve efficiency of the delivery system. The state is on way to make an
objective assessment of their prevalent education system including educational administration,
achievement levels in schools, financial issues, decentralization and community ownership,
review of State Education Act, rationalization of teacher deployment and recruitment of teachers,
monitoring and evaluation, status of education of girls, SC/ST and disadvantaged groups, policy
regarding private schools and ECCE.
Sustainable Financing - The Sarva Shiksha Abhiyan is based on the premise that financing of
elementary education interventions has to be sustainable for a long -term perspective on
financial partnership between the Central and the State government.
Community Ownership - The programme calls for community ownership of school-based
interventions through effective decentralization. This has been augmented by involvement of
women's groups, VEC members and members of Panchayati Raj institutions.
Institutional Capacity Building -The SSA conceives a major capacity building role for national,
state and district level institutions like NUEPA / NCERT / NCTE / JCERT / SIEMAT / DIET.
Improving Mainstream Educational Administration - It calls for improvement of mainstream
educational administration by institutional development, infusion of new approaches and by
adoption of cost effective and efficient methods.
Community Based Monitoring with Full Transparency - The Programme have a community based
monitoring system. The Educational Management Information System (EMIS) correlate school
level data with community-based information from micro planning and surveys.
Habitation as a Unit of Planning - The SSA works on a community based approach to planning
with habitation as a unit of planning. Habitation plan is the basis for formulating district plans.
Accountability to Community - SSA envisages cooperation between teachers, parents and PRIs,
as well as accountability and transparency to the community.
Priority to Education of Girls - Education of girls, especially those belonging to the scheduled
castes and scheduled tribes and minorities, are one of the principal concerns in Sarva Shiksha
Abhiyan. National Program for Education of Girls at Elementary Level (NPEGEL) and Kasturba
Gandhi Balika Vidyalaya (KGBV) are two such significant programmes under the umbrella of SSA
with a distinct entity focusing on girls' education.
Annual Report 2014-15
16 Jharkhand Education Project Council, Ranchi
Focus on Special Groups - Focus on the inclusion and participation of children from SC/ST,
minority groups, urban deprived children disadvantaged groups and the children with special
needs, in the educational process are the significant activities.
Pre-Project Phase - SSA was commenced with a well-planned pre-project phase with a large
number of interventions for capacity development to improve the delivery and monitoring
system, which include provision for household surveys, community-based micro-planning and
school mapping, training of community leaders, school level activities, support for setting up
information system, office equipment, diagnostic studies, etc.,
Thrust on Quality - SSA lays a special thrust on making education at the elementary level useful
and relevant for children by improving the curriculum, child-centered activities and effective
teaching learning strategies.
Role of teachers - SSA recognizes the critical and central role of teachers and advocates a focus
on their development needs. Setting up of Block Resource Centres/Cluster Resource Centres,
recruitment of qualified teachers, opportunities for teacher development through participation in
curriculum-related material development, focus on classroom process and exposure visits for
teachers are all designed to develop the human resource among teachers.
District Elementary Education Plans - As per the SSA framework, each district prepares a District
Elementary Education Plan reflecting all the investments being made and required in the
elementary education sector, with a holistic and convergent approach. There is a Perspective Plan
that gives a framework of activities over a longer time frame to achieve UEE. There is also an
Annual Work Plan and Budget that prioritize activities to be carried out in the year. The
Perspective Plan is also a dynamic document subject to constant improvement in the course of
Programme Implementation.
Elementary Formal Education
The objective of the Jharkhand Education Project Council is to achieve the goals of Universal
Elementary Education (UEE). Universalisation of Elementary Education aims at achieving universal
participation, universal retention and universal achievement. Enrolment drives and rallies were
organized in all the districts to achieve universal access. Schools having 100% enrolment of
children in their feeder area hoisted the SSA flags for public knowledge and transparency.
Jharkhand Education Project Council, Ranchi 17
000555... AAAccctttiiivvviiitttyyy wwwiiissseee aaaccchhhiiieeevvveeemmmeeennntttsss ddduuurrriiinnnggg 222000111444---111555 State Total
(Up to 31 March 2015)
2014-15
Sl No.
Activity Spillover
Target Fresh Total
Achievement up to 31
March 2015
Opening of Schools
1 New Primary School Opened / No. of EGS upgraded into Primary School* 1 43 44 4
2 No. of Primary School to be Upgraded into Upper Primary Schools * 0 82 82 67
3 No. of Residential Schools functioning
5 5 5
4 No of Children Studying in Residential Schools 0 500 452
5 No. of Students belonging to Economic and social disadvantage group admitted in recognized private schools under RTE 25% Quota (fresh)
11089 11089 1561
Appointment of Teachers
6 No. of Teachers appointed in New Primary Schools / Upgraded Primary Schools
4101 86 4187 -307
7 No. of Teachers appointed in Upgraded Upper Primary Schools 9804 246 10050 -703
8 No. of Para Teachers appointed in Formal Schools As per 1 : 40 ratio 4650 0 4650 -289
9 No. of Science & Mathematics Teachers in Upper Primary Schools As per RTE
3301 0 3301 -55
10 No. of Language Teachers in Upper Primary Schools As per RTE 2463 0 2463 -4
11 Teacher as per RTE (PTR) for Primary 16165 0 16165 0
12 Head Teacher as per RTE (PTR) for Primary 1950 0 1950 0
13 Selection of Part Time Instructor for Art Education 1666 0 1666 0
14 Selection of Part Time Instructor for Health & Phy. Education 3663 0 3663 0
15 Selection of Part Time Instructor for Work Education 3670 0 3670 0
Release of Grants
16 TLE to New Primary School (Rs.20,000/-) 0 0 0 0
17 TLE to Upgraded Upper Primary School (Rs. 50,000/-) 0 0 0 0
18 School Repair & Maintenance Grant
17593 17593 17508
19 School Development Grant @ 5000/- (No. of Schools) 40741 40741 40425
20 School Development Grant @ 7000/- (No. of Schools) 14667 14667 14040
Interventions for Out of School Children
21 Special Training of Out of School Children Residential (Fresh) 12 month
0 0 0
22 Special Training of Out of School Children Residential (Fresh) 9 month 4704 4704 3500
23 Special Training of Out of School Children Residential (Fresh) 6 month 1195 1195 705
24 Special Training of Out of School Children Non-Residential (Fresh) 12 month
162 162 16
25 Special Training of Out of School Children Non-Residential (Fresh) 9 month 10592 10592 4146
26 Special Training of Out of School Children Non-Residential (Fresh) 6 month 22788 22788 14762
27 Special Training of Out of School Children Non-Residential (Fresh) 3 month
58002 58002 29350
Training
28 Refresher 2 Days Inservice Training at BRC Level for Class I-II (Non-Residential)
51909 51909 44028
29 Refresher 3 Days Inservice Training at BRC Level for ClassIII-V (Non-Residential)
65096 65096 39532
30 Refresher 4 Days Inservice Training at BRC Level for ClassV I-VIII (Non-Residential)
12368 12368
762
31 Cluster Level Meeting/training 2 Days Inservice Training at BRC Level for Class I-II (Non-Residential)
51909 51909 7862
32 Cluster Level Meeting/training 3 Days Inservice Training at BRC Level for ClassIII-VI (Non-Residential)
65096 65096 3193
33 Cluster Level Meeting/training 2 Days Inservice Training at BRC Level for Class VI-VIII (Non-Residential)
12368 12368 0
Annual Report 2014-15
18 Jharkhand Education Project Council, Ranchi
34 Training of Untrainined Teachers to Acquire professional qualification Over a two year period
5347 5347 0
35 No. of SMC Members Trained Non-Residential (3 Days) 241206 241206 158810
36 Implementation of CCE in Primary Schools (No. of Schools) 18726 18726 18715
37 Implementation of CCE in Upper Primary Schools (No. of Schools) 8591 8591 8742
38 Use of Science/Math lab (No. of School) 5131 5131 2489
39 Use of Science/Math lab (No. of Children) 423137 423137 227494
Kasturba Ghandhi Balika Vidiyalaya (KGBV)
40 No of KGBV Functioning 203 203
41 No of KGBV running in it's own KGBV Building 203 125
42 No. of Teachers Working ( VI- VIII) @5 1015 750
43 No. of Support staff Working (VI- VIII) @3 609 467
44 No. of Girls Enrolled in KGBV (Academic, Year-2013-14) 60900 48592
Inclusive Education
45 Aid & Appliance to CWSN 27002 27002 9483
46 Construction of Ramps with Handrail 84 0 84 0
47 Construction of Inclusive Toilet 613 0 613 596
48 Construction of Model Resource Room 17 0 17 0
49 Surgery 139 139 35
50 Training 11212 11212 797
Block Resource Centre /Cluster Resource Centre
51 No. of BRPs Working
487 487 438
52 No. of CRPs Working 2872 2872 2758
53 No of MIS Coordinators in BRCs/UBRCs 74 74 65
54 No of Data Entry Operators-MIS in BRCs/UBRCs 107 107 98
Source: Monthly Physical Progress Report
Civil Work
Sl No.
Activity
2014-15 (Target)
Complete In
Progress Not
Started Spillover Target
Fresh Total
55 No. of BRC Building Construction 0 0 0 0 0 0
56 No. of CRC Building Construction 5 0 5 0 3 2
57 No. of ACR Construction 31420 0 31420 10562 10212 10646
58 No. of UPS Building Construction(3 rooms) 549 82 631 8 458 165
59 No. of New School Building Construction 505 43 548 55 283 210
60 Construction of KGBV 62 0 62 16 36 10
61 No. of Toilet/Urinals/ Common Toilet Construction
35 0 35 18 17 0
62 Separatet Girls Toilet Construction 4267 0 4267 3358 909 0
63 No. of Hand Pump (Water facility) Construction 112 39 151 122 29 0
64 Boundary Wall (In Mtr.) 99018 0 99018 0 0 99018
65 Office-cum-Store-cum-Head Teacher's Room (Primary)
321 0 321 0 0 321
66 Office-cum-Store-cum-Head Teacher's Room (Upper Primary)
1042 0 1042 0 0 1042
67 Major Repair (Primary) 76 85 161 0 0 161
68 Major Repair (Upper Primary) 613 0 613 596 17 0
69 CWSN Toilet 613 0 613 596 17 0
70 Ramps 84 0 84 0 84 0
* Note : No. of Teachers completed set time period of Training.
Source : Monthly Physical Progress Report
Jharkhand Education Project Council, Ranchi 19
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Ensure Primary School at a distance of 1 K.M. During 2014-15 - 39 new Primary Schools
and 81 upgraded Primary School were established against an annual target Primary 43 and upper
Primary 82.
Providing School Grant :
The project provides a grant of Rs 5000/- to each Primary School and Rs. 7000/- to each
Upper Primary School on annual basis. This grant is utilized by the schools for meeting its day to
day requirements as well as on white washing, for procuring furniture, making/repairing black
boards, procuring etc. During the year (2014-15) 40425 Primary schools and 14040 Upper
Primary Schools were provided with school grant.
Providing Repair and Maintenance Grant
The project provides a grant of Rs. 5000/- to each Primary school and Rs. 10000/- to each
Upper primary schools on annual basis under Sarva Shiksha Abhiyan. This grant is utilized by the
schools on repair and maintenance of school building. During the year (2014-15) 38254 were
provided with Repair and Maintenance grant.
Annual Report 2014-15
20 Jharkhand Education Project Council, Ranchi
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Out of School Children
The effort to provide access to out of school
children and ensure their regular participation and
completion of elementary education with satisfactory
levels of learning is a part of Universal Elementary
Education. Planning was in a comprehensive manner to
cover all children (6 to14 age groups) through schools or
alternative arrangements.
Vision
The focus was on ensuring participation of all out
of school children living in small, un-served habitations and other categories of children like
working children, migrating children and deprived urban children. In addition considerable stress
was given on quality issues such as introduction of appropriate child- centered , multi-level
teaching strategies through intensive teacher training, development of appropriate TLM, pupil
evaluation practices and regular academic support to Education Volunteers. Besides this
innovative education component take the support of Govt. and Govt. added school, Private
schools to run non-residential/residential Special Training courses. The groups of out of school
children are heterogeneous one. Such diverse conditions and differing needs of out of school
children cannot be addressed through a single strategy. Therefore Strategy for heterogeneous
group of out of school children with their differing needs ware formulated separately. The nature
of out of school children were categorized as follows:
Out of School Children :- Nature of the group
children living in remote/access less
habitations/never enrolled
children of families who migrate
children engaged in non-wage earning
labour
children engaged in wage earning labour
children from deprived urban communities
Never enrolled/drop outs
STEPS FOLLOWED TO DEVELOP STRATEGIES FOR OUT OF SCHOOL CHILDREN IN THE YEAR 2013-
14
Survey and Identification of Out of School Children :-
Survey and data updation were taken place .
VER/WER is maintained at school level
All the data collected during survey is computerized at block level.
Jharkhand Education Project Council, Ranchi 21
Feeder area of the school was identified by the local authority by the help of teachers. A
guideline was issued by the state regarding this. The feeder area was approved by the local
authority and on this basis it was notified by the district. In this way all schools were tagged
with feeder area and it was verified to overcome the overlapping. After the notification of
feeder area, Shishu Panji was prepared. Feedbacks were collected and formats were modified
accordingly. Training to fill up the data was provided to district & block personnel at division
level and at CRC level teachers were trained. SMC were involved in the process and it was
closely monitored by CRPs.
Never Enrolled and Dropped out children are included in the number of out of school
children.
Children absent continuously for 01 month are treated as drop out.
A list of such children is prepared at school level by the teachers with help of SMC and it is
submitted to CRC level and CRC submit it to the block level. At block level data is being
analyzed and it is further reported to the district authority and at the same time block and
CRC takes proper steps for retention.
Out of school children have been identified through Demarcation of Feeder Area of Schools and
house hold survey and up-dation of data. People from District/block/cluster/school/local
Authority/ SMC or VEC Member/ PRI members and state level functionaries were associated in
Identifying OOSC. Data of OOSC collected at different levels are disseminated to make it
transparent .Sample checking is done, data sharing with the community also happens for data
validation. The teacher were made responsible for the data collected by them. SMC involvement
also ensured to check the data frequently in the concerned feeder area.
Block wise/urban agglomeration area wise number and % of out of school children with age
and gender breakup and updated Village Education Register (VER) at school level were taken
into consideration.
Pockets within each block and urban areas of these out of school children identified.
Social categories of out of school children (ST/SC/OBC/Muslim) determined.
Need assessment and reasons for being out of school and other background details of these
out of school children were considered in formulating their education intervention,
strategies.
In addition, children who are attending the following types of schools like: Madarsa/Makhtab
where only Dini Talim/Majhabi Talim/ religious education is being given was estimated.
Interventions in following habitations/pockets for specified categories of children were also
taken:
a) Habitations with high concentration of ST/SC/OBC out of school children
b) Out of school children of Muslim communities especially adolescent girls.
c) Habitations/pockets where the enrolment rate of girls is very low
d) Habitation / pockets where the proportion of out of school children is very high
compared to district average
e) Children belonging to the most vulnerable groups. e.g.- hard core wage earning child
labour, migrant children from rural areas, deprived urban children (street children, rag
pickers/beggars/hawkers, railway platform children, children working in
shops/dhabas/hotels in cities and towns)
Annual Report 2014-15
22 Jharkhand Education Project Council, Ranchi
Interventions :
Non- residential Special Training for different duration (3/6/9 months) for children who are
out of school (6+-13+) and for slum children (8+-13+) of urban areas
Residential Special Training for 6, 9,& 12 months for both boys and girls (8+-13+ years)
Non residential Special Training centers :
These are the temporary centres (attached to schools) where over aged out of school
children of age group 7+ to 13+ years are motivated to join. They are helped to acquire their age
specific competencies through an accelerated teaching learning method within a short duration
so that they can be mainstreamed to age appropriate classes in the formal schools with which it is
attached. These types of centers run in rural areas as well as in urban area for out of school
children.
Operationalisation of Non-Residential Special training
Non-Residential Special training centers are
operationalsed from 10 am to 4 pm in the
school premises with additional Class room In
same school Premises or Special Training
Centre Meant for such Training.
Non Residential Special training will be
conducted for 7+ to 13+ age group children by
teacher/ EV.
Teacher/ EV will take all responsibilities for
facilitating the activities related to special
training.
Special training will be conducted during school hours.
Special training class for literacy & numeracy will be conducted in separate class
The children undergoing special training will be put in the regular classes in case of social
science and natural science.
The children receiving special training will participate in co-curricular with other children
Baseline assessment will be conducted to know the competency level of each child in each
subject
Teacher will decide the teaching
methodology and learning materials
according to the baseline assessment.
The learning package will be decided after
the baseline.
After final assessment progress will be
compiled to capture the progress of the child.
The data will be collected from school/centre
to CRC level, CRC level to District level and
finally from District to State level.
Jharkhand Education Project Council, Ranchi 23
Education volunteers, their honorarium, training of education volunteers, Documentation and
cultural activities are the part of the programme
Residential Special Training centers:
These are the residential centres for hard to reach children, adolescent girls. They are helped to
acquire age specific competencies in residential mode. This centres are run in rural areas as well
as in urban areas. Children of primitive tribes, ST, SC and Children from minority community
(Muslim) are given priority.
Identification of center/schools for Residential Special training-
1. School having sufficient class rooms
2. Schools having minimum 3 teachers in place
3. Schools having adequate space to run residential batch
4. Schools having safe premises
5. Schools having adequate number of toilets & safe drinking water facilities.
6. Special training will be conducted for 7+- 13+ age group children. Priority will be given to
children with long learning gap.
7. Centre will run in the premises of the school with sufficient space. In case of non
availability of sufficient spaces in the school, venue for special training can be determined
by community/villagers.
Annual Report 2014-15
24 Jharkhand Education Project Council, Ranchi
Selection and Orientation of Teachers-
Regular teachers/Para teachers are engaged to provide special training. EVs are engaged on
Basis of PTR or In Residential Special Training.
Qualification of EVS Minimum Intermediate
One Day Orientation programme for H.M/Regular teachers are held at CRC level.
Preparation and Record Keeping of child:- All records of a child for special training are kept
through Child Profile. In this child profile following information are recorded-
Sl.No. Particular Objective 1 Mother Tongue of the Child It will help to know the interest of child. At the
starting of centre conversation should be in his/her Mother Tongue. It will reduce his/her hesitation
2 Family Background Understanding their family background makes easy to come up with the issues when one convincing/discussing with parents as we assures free and compulsory education up to elementary level.
3 Reason of drop out/ Any other problem which effect the child to continue his education
Knowing the problems of child, it will be easy to short out.
4 Level of Learning It is an important part for any child. Once this is identified by a learning level system which is given in Bridge Materials named ANKUR, ABHYAS/PRAYAS.
5 Subject/ Topic to be taught Knowing their learning level it is easy to prepare
subject wise child specific plan. What is his/her level and where he/she has to be at specific age, and what are the topics he/she has to be taught.
6 Date of Commencement Most of the time we are delay to start the programme. For smooth running it is very important that Centre should be opened in stipulated time. Than only we can able to complete our programme in a stipulated time frame.
Jharkhand Education Project Council, Ranchi 25
Provision and supply of bridge materials/Text books/work books and other TLMs
a) Supply of adequate number of special training materials & workbooks;
b) Supply of adequate Text Book
c) Supply of Educational Materials;
d) Supply of TLMs (Flash cards, picture cards, graph paper, map, chart etc.)
Discussion with parents and community for mainstreaming & child tracking
After successful completion of the Special
Training Centre for out of school children it
is the major responsibility of the Centre or
personnel (EVs ) to mainstreaming the
children. It is necessary to involve their
parents and community to mainstream out
of school children. Once the child is
mainstreamed tracking is necessary for
every month to overcome drop out. It will
be made by the help of parents, school
teacher respective EVs & PRIs member.
A record will be kept at the Special
Training Centre in a prescribed format which reflects child’s history (weaknesses and strong
points). This will help concerned class teacher to focus on him/her and help them from being
dropout
Drop- In- Centers for hard core wage earning child labourer:
A recreational and education centre will be established which will open from 7:00 AM to 7:00 PM
(drop in centre named as UTPRERAN KANDRA) from 10:00 AM to 2:00 PM in drop in centre these
children can come to the centre any time as per their convenience. In DUC these children can
come to the centre in proper time. The centre will be equipped with all kinds of recreation
materials like indoor games, video games and outdoor sport equipment etc. children will be also
provided with meal (mid day meal) and having assess to inculcate a sense of hygiene and clean
habits in them. They will gate and opportunity to play and be children while also learn and
educate them through using non formal and joyful methodology of teaching. The centre will be a
safe environment within which the children get an opportunity to be themselves, learn through
fun and game and help grow to be responsible citizens. The beneficiaries for the centre will be
the deprived out of school children and child labor in these areas. These centers target hard core
wage earning child labourers who are unwilling to leave their jobs. Outreach workers interact
with their employers and request them to send the children to drop-in-centers near the work site.
This drop-in-centers runs for at least 8 hours. Initially children are motivated to drop-in whenever
they feel like as per their convenience. However, besides educational inputs given at the centre,
rapport with these children are built and various attractive activities like games, art & craft,
origami, excursion are introduced. Method of teaching is activity based and through project mode
based on the minimum competencies that they are required to acquire. It is to be noted that all
Annual Report 2014-15
26 Jharkhand Education Project Council, Ranchi
children may not come to the centre at one time. The name explains the nature of the centre i.e.
children can drop in whenever they feel like.
Objective :-
To build rapport with the children and gain their trust & confidence.
To act as shelter for children and full fill their social and educational needs.
For giving emotional support to them through love, care and empathy.
To provide facilities like food, weekly health check up, bathing facility, games & sports, co-
curricular activity for development of cognitive and psychomotor domain.
To ensure Primary level Education for all identified Children Through play and joyful Method.
To ensure the community participation in the process.
To capacitate local teachers and community people.
Contact Points :-
Contact points setup at location where children are gathering
The objective of the contact point is to identify street children and start rapport, counsel and
rescue children for exploitative situation
First aid kit kept available at contact points with volunteers to help street children in medical
emergency
Medical assistance, regular awareness sessions and programmes on emphasizing good health
and hygiene
Activity at contact points :-
• Contact point where children are gathered and available
• Establish rapport and Carry the Kit containing First Aid for treatment of small medical
problems.
• Play material like Ludo, chess, Cards, and other games are given to children
• Innocuous Education through small flash cards, mostly pictorial, encourage children to think,
read
• Identify Elder children for rescue and train them for becoming peer educators for new
children
• After establishing trust and rapport children are referred to transit homes
• Contact points are attached with nearest help desks. Local police station, Taxi stand Traffic
police, GRP ,STD booth Coffee shops are linked with Agency, rescue vehicle and child help
line. Area wise awareness programme is done by the agency. Coordinators responsibility is to
save and protect the life of the child. Norm of NRST is applied.
• Drop-in-Centre is a essential for children on the street as facilitating centre for
mainstreaming into society through education, vocational training, long term re-habilitation in
homes or restored back home or provided skills for self sustainability
Jharkhand Education Project Council, Ranchi 27
• Children stay for 4/6 Months to make ready for mainstreaming into society
• Children are referred from help desk and contact points to the transit homes.
• Qualified counselor and mentors of Drop-in-Centre take care of children to understand
problems and treating trauma and decide where the child can be sent back to home or
referred to re-habilitation home .
Migratory Family Children
Introduction:-
A large numbers of families migrate for earning. Children of such families are either of
never enrolled group or leave school
during migration period. The children who
are affected by seasonal migration leave
for different states and Districts for 5-6
months of the year with their parents and
other family members
The seasonal hostel have been set up in
the affected Panchayat so that children are
able to stay back and attend school in
their respective villages while their parents
go for work to different states and
different districts of Jharkhand.
Seasonal residential Hostel
According to free and compulsory right to education act, 2009 universalization and
ensuring elementary education is mandatory. It is found some school going children are forced
to drop out from school when their families migrate. Coming back to village they usually don’t
join the school. Hence it is proposed to set up Seasonal Hostels with minimum basic
infrastructure facilities for those children whose parents have migrated will stay in the hostel and
will continue their studies. The Hostel will be managed by a local community member retaining
the child in seasonal hostel. Support of NGOs working in this field will be taken to mainstream
them. Besides the school teacher in the school the children may be supported by the community
teachers (EVs) through special training package.
Survey:-
School Management Committee member, CRP/BRP, Teacher and Local NGOs team were
engaged for this survey, started in the month of OCT to DCE. The team have to visited villages ,
attended village meetings and participated in group interactions. Team also made house visits,
meeting with important stake holders such as Panchayat leader, Anganwari workers and school
teachers. Such meetings helped in collecting informations which was helpful in understanding the
pattern of migration.
The following steps have been taken for specific intervention for migratory children:
Annual Report 2014-15
28 Jharkhand Education Project Council, Ranchi
Migration mapping was done to know the number of families occur in pockets or belts who
migrate. Help in this regard was taken from village functionaries,
community members, PRI members, teachers of the locality,
other community members contacted for assessing the nature
and extent of migration.
Extent and pattern of migration-Details of migratory families are
collected as who migrate, when migrate and for how long they
migrate, where and what for do they migrate?
Listing of children: Children are listed as per the linguistic
background and age.
Role of VEC/SMC: Responsibility has to be given to VEC/SMC to
maintain register and its Updation
Counseling of parents: Parents fear to
leave their children without guardian
during migration period, hence
counseling of parents is felt essential.
Teaching Learning process- Seasonal
hostels will be established to retain them
in the village and continue their
education in regular schools.
Monitoring: Coverage (State level
Convergence With HRD, Social Welfare
Dept. and Labour Dept) , retention and learning of migrant children will be monitored at
cluster Block and District level. Local administration (PRI) will also monitor the coverage.
Major activities to be done:-
a. Special training to be imparted to the children as per the need of the children to accelerate
learning.
b. Different curricular and co-curricular activities to be conducted regularly
c. Creative writings like short stories ,poems, riddles,drawing, collage making etc.
d. Celebration of important State,National and international days
e. Moral education by the teachers/professionals
f. Exposure visit to nearby places of historical importance
g. Session for Yoga and Physical education each day
Support to Maktabs/Madarsa
Apart from children who are currently not doing schooling of any form, children attending
Madarsa/Makhtab in which only religious education is given where children are not taught,
mathematics, EVS and other subjects are also categorized under not attending school. They are
supported under SSA. Children reading in recognized Madarsa/Makhtab are covered by
Teachers training
TLM grant to teachers
School development grant
Jharkhand Education Project Council, Ranchi 29
Free text book
Additional teachers
Children reading in unrecognized Makhtab/Madarsa are covered under AIE intervention by
providing
Honorarium to Education Volunteers
Free text book
TLM grant to teachers
Training to teachers
Interventions carried out:
1. Development of resource group
Supporting different types of centers
Development of academic package for heterogeneous group of children
Development of training package for instructors
Academic package for children with vocational education
Development of monitoring and evaluation package
2. Capacity building of DPO/BPO/Personnel
The following activities were undertaken during Fin. Year 2014-15 to cover out of school
Children:
S.N Intervention No of Out of School Children
Covered Under Special
Training and Direct
Enrollment(Fresh and
Continued) in 2014-15
1 Residential special training (Fresh and Continued) 4205
2 Non-Residential special training (Fresh and Continued) 48274
3 Seasonal hostel(Children of Migratory Families) 64
4 Drop in –center 450
5 Direct enrolled CWSN Children 6086
6 Direct enrolled KGBV 5951
7 Covered Through NCLP School 454
Residential School :-
One residential School each in 5 Districts namely Bokaro, Ranchi, Dhanbad, Hazaribagh
and East Singhbhum was proposed to be established in the financial year 2010-11 (Approved
supplementary AWP&B). These schools are running in the pattern of as KGBV running in the
STATE. The capacity of enrollment in each school was 100. Earlier it was instructed to run these
schools in the unutilized Govt. buildings if found , in this situation construction of building would
not be needed. These schools have classes I-VIII to run for the children
Annual Report 2014-15
30 Jharkhand Education Project Council, Ranchi
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To ensure of arrangement of teacher's training, syllabus, text book, teaching learning material
and equipments and their utility is defined under pedagogical changes.
SSA under Right to Education act aims to improving efficiency of the delivery system for
quality education at elementary level and bridging social, regional and gender gaps with active
participation of the community in the management of the schools. The component pedagogy
includes curriculum, syllabus, text books, teachers training, methodology, use of TLM, TLE,
monitoring and supervision mechanism from school to state, continuous and comprehensive
evaluation, improving regular educational support system, innovations etc. that leads to quality
improvement in teaching learning process. In view of aforesaid concept the state has taken a
number of initiatives for ensuring quality teaching and learning in schools and it also includes
capacity building of teachers, CRP, CRCC, BRP, BRCC and functionaries engaged in enhancing
quality placed at different levels.
Approaches for better learning:
After the State notification on Right
to Education Act, 2011, practice like
corporal punishment, mental
harassment, detention and exclusion of
children in the class room has been
stopped in the schools of state.
Awareness and orientation programs
have been organized for the teachers,
parents, community and children to
better understand the rules and norms
of right to education act. State has
already promoted to bring child friendly
atmosphere within the class room
transaction and schools. Both Scholastic and co-scholastic areas of a child are being considered in
the class room transaction. CCE is likely to be implemented in the classes of VI to VIII in the
financial year 2012-13, for that the teachers training module for classes VI to VIII on the subjects
Mathematics, Science and Language (Hindi) has been developed. Teachers training module has
been field tested in 40 schools of Ranchi district. After the field testing state has already
conducted Master trainers and Block Level Training Teams training at the state level.
"Samavesh" training module and worksheet has been introduced for the primary teachers of
classes I to V in the state, through which these teachers are able to provide child free
environment and free from fear, trauma and anxiety and i.e. why children are able to express
their views freely. Active learning approach is being promoted across the state in order to involve
the children in teaching learning process in the class room.
As per the direction of Right to Education Act, 2011, state intends to implement Continuous and
Comprehensive Evaluation Pattern all across the schools of state for evaluating the children's
Jharkhand Education Project Council, Ranchi 31
learning. More over in order to reduce subject load or burden of the children state has been
planning to develop the supplementary materials for text book and syllabus and at the same time
to ensure child learning in the class room. During the year 2012-13, state will ensure that all
materials used and developed will be supplementing to the text book and syllabus. The
experience, knowledge and language of a child will be used by the teachers to teach the lesson.
Practical and activity based mathematics and science teaching will be promoted all across the
schools of state to make the children familiar with mathematics and science subject. In this
process, there are some schools in the state, they have adopted very good mathematics and
science teaching practices, may be replicated in government schools of Jharkhand.
CURRICULUM, SYLLABUS & TEXT BOOK:-
Ever since the inception of Jharkhand State, NCERT's curriculum, syllabus and textbooks are
intorduced Textbooks are printed every year by
JEPC with copyright permission from NCERT.
To create the children’s own version of
knowledge as they go out to meet the world of
bits, images and transactions of life, we need to
give children space for understanding so that
he/she would be able to learn more effectively.
Such a taste would make the present of our
children wholesome, creative and enjoyable;
they would not be traumatized by the excessive
burden of information that is required merely for a short time before the hurdle race we call
examination.
The curriculum enables children to find their voices, nurture their curiosity—to do things, to ask
questions and to pursue investigations, sharing and integrating their experiences with school
knowledge—rather than their ability to reproduce textual knowledge. Reorienting the curriculum
to this end must be among our highest priorities, informing the preparation of teachers, the
annual plans of schools, the design of textbooks, learning materials and teaching plans, and
evaluation and examination patterns.
The existing curriculum has a holistic approach to learning and development that is able to see
the interconnections and transcend divisions between physical and mental development, and
between individual development and interaction with others.
The state is currently following NCERT's curriculum, syllabus, and textbooks which will be revised
in a phased manner to make it compatible to the situation of Jharkhand and address to the needs
and specifications of RTE as well. It is intended to keep the essence of NCF 2005 alive and develop
the support materials accordingly. To reduce the content load, local contexts have been added
and the textbook has enough exercises in it to serve as a textbook cum workbook.
Some of the key initiatives taken by JEPC to ensure quality and pedagogical improvement
in Schools are as follows:
Annual Report 2014-15
32 Jharkhand Education Project Council, Ranchi
(A) LEARNING ENHANCEMENT PROGRAMME
It is a comprehensive learning improvement programme
for the children of classes I and II. It focuses on the development
of 3Rs among all the children of Jharkhand reading in Classes I
and II. It also ensures active participation of Parents in children’s
learning.
After many efforts and interventions, learning outcomes
in most of the schools are not satisfactory. A study was done on
various parameters and based on its findings, it was decided to
start a learning improvement programme for the children of
classes I & II with achievable targets and necessary competencies.
The major objectives for the programme are as follows:
- To ensure retention, achievement and basic skill
development among all students.
- To identify and support lagging behind children in Reading, Writing and Arithmetic
calculations.
- To develop a learning environment in classroom in which children learn mutually, in
groups and by self- learning.
- To empower teachers, CRPs, BRPs and district level volunteers/ officers so that they
participate actively in programme implementation.
- To ensure continuous tracking of learning and updating of teaching learning records.
- To involve community members and parents in children's learning.
- To ensure life-skill based education so that the children can use their knowledge in day-to-
day activities.
To ensure the fulfillment of these objectives, a strategic planning was done and various
materials were produced to support the programme.
(B) ESTABLISHMENT OF LABORATORY IN MIDDLE SCHOOL
Provision for establishment of small laboratory
in all middle schools in the state was made under LEP
programme in AWP&B 2011-12. In the early classes
children were enjoying the learning by doing himself,
which leads their enhancement of learning capacity.
Most of the topics in the subject of Environmental
science are based on the learning by doing method. It is
necessary especially in project work that required
material should be available in their school for the
children. Materials are purchased by the village
education committee in consultation with Science
teacher of the school as per the requirement of the
school as well as students.
Jharkhand Education Project Council, Ranchi 33
The laboratory is established in a separate room or in a part of a separate room whatever
is available with the school. The following materials were included in the laboratory –
1. Decimeter cube vessel
2. Sun dial
3. Polyester cloth
4. Rods with holder
5. Claw hammer
6. Magnifying glass
7. W-tube
8. Glass tube
9. Copper Sulphate
10. Zinc
(C) BAL PRIYA BAL SAHAJ VIDYALAYA
The education system in Classes I and II
is stereotype and teacher dominated. The
present classroom scenario is of multilevel
and no individual child tracking system
exists in the classroom except learners’
evaluation which is only conducted
annually. The sitting arrangements are also
not flexible. The traditional mind set of
teachers is still persistent. The teachers use
TLMs just for the sake of using it. There is no
use of remedial approach for teaching
except in some schools. There is absence of
conducive environment of teaching learning in these classes.
Keeping in mind the above said situation, JEPC in collaboration with UNICEF, Jharkhand has
introduced multi grade and multi level teaching in schools of Jharkhand in Ranchi, East
Singhbhum, Gumla and Hazaribagh districts. MGML is basically a process based joyful and
effective teaching technique. It covers class I and II children at a time by providing sufficient
opportunity to the children in learning at their own pace. In this concept children learn in groups,
peers and by self learning process also. The programme assumes that Children learn at their own
pace, each child gets attention from the teacher and/or peers, children learn to be self reliant and
less dependent on the teacher. Each child knows her/his level without feeling compared with
others. Children learn to cooperate, especially at the level where peer help is needed or sought.
Once the teacher has mastered the system, children are is in full command of the situation and
teacher doesn’t find any difficulty about dealing with so many children at individual levels. The
groups are not formed on achievement levels and minimize the classifications based on of caste,
class and gender are minimized. The learning ladder/ cards methodology is child effort oriented,
not teacher-instruction oriented, Changes in the learning content are possible because of the card
system. Evaluation through games and as part of the daily routine makes testing a painless
experience for children.
Annual Report 2014-15
34 Jharkhand Education Project Council, Ranchi
For implementation of this programme, in the first phase a group of teachers by SPEED
project visited Rishi Valley for studying alternative ways of providing quality education to the
learners of Class I and II. Other than SPEED project, JEPC has also developed some materials for
the initiation of programme in the state with active collaboration of UNICEF. A set of materials
has been developed for introducing the programme (as pilot project) in East Singhbhum and
Ranchi districts through SWASTHH PLUS project.
In second phase, a series of workshops were organized to develop various materials for this
programme. The types of materials are of self learning. In this phase, competencies for class I and
II were prepared (Math and Hindi), Learning ladder and activates based on ladders were
developed and so were Cards and other materials for activities. A Teachers guideline and training
module has been developed and was tried out in 235 schools of Ranchi, East Singhbhum, Gumla
and Hazaribagh.
In third phase, a team consisting 12 persons visited Karnataka for revisiting the developed
materials and compared it with other state’s materials for modification and up gradation. The
materials have been already modified and procured during the financial year 2011-2012.
During 2011-12 self learning materials have been introduced in class 3 and 4 in the same
schools. The teacher's training (2 teachers from each school) has been organized with the
collaboration of UNICEF.
Effort is in process to develop schools towards nature of whole school as desired in Right to
Education Act 2009. This type of effort is being made in 235 schools of Ranchi, Gumla, E.
Singhbhum and Hazaribagh to develop schools as child friendly school with the help of UNICEF.
(D) ESTABLISHMENT OF LIBRARY IN SCHOOLS
The Norms and standards for a school (see The schedule
under sections 19 and 25) set under the Right of Children To
Free and Compulsory Education Act, 2009 states, “There shall
be a library in each school providing newspaper, magazines and
books on all subjects, including story-books.”
Library has been set up in all schools that enable children
in enhancing their reading skill, development of reading culture
and all round development. Initiatives have been taken to
ensure its proper use by creating provision for library hours. A
wide range of books have been distributed to schools that will
help children in develop their interest in reading and
inquisitiveness.
All elementary schools have been provided annual
subscription of children magazine “Champak” and all secondary schools have been provided
annual subscription of children magazines Chandamama. Teachers have been provided training
on importance of library, library management and book based activities for better usages of
library books. Children (including BAL Sansad) are involved in maintenance and distribution of
books in 2014-15.
Jharkhand Education Project Council, Ranchi 35
Partners in Library program
To acquaint and familiarize children with a variety of literature and promote the habit of self
reading, Library has been established with the following objectives.
To promote reading as a foundational skill.
To enhance reading opportunities and skills in
children.
To enable the child in becoming a competent reader.
To help children explore and process information
that would develop their interest in reading by
successfully inculcating reading habits in children.
To collect and develop reading materials for
children.
To train and orient teachers in reading pedagogy.
To device strategies for establishment of school
libraries (reading corners, reading hours) and
functional/organizational setup.
To create awareness in the community for developing book reading book reading culture.
To publish magazines, periodicals, modules and self
learning materials for and by teachers as well as
students.
To undertake researches/projects in the area of
Reading Pedagogy.
To create awareness about reading disorders like
dyslexia and work for its remedies.
Collection and development of grade wise reading materials for children.
Making reading hours and reading corners (library) functional in school.
Development of training packages for teachers.
Training of teachers in reading pedagogy.
Involvement of community (SMC, VEC, PTA, and MTA) in reading programme by children.
Annual Report 2014-15
36 Jharkhand Education Project Council, Ranchi
(E) TEACHERS TRAINING
Implementation of Active Classroom Processes through teachers training:
Teacher-Training based on Active
Learning process was initiated in Jharkhand in
2009. A five-day training package "PAHAL" was
developed in the state by State Resource Group
in consultation with national level resource
persons. To impart the training in cascade mode,
master trainers were trained and developed in
the state. Block level Trainers of Teachers were
trained at the state level by master trainers to
minimize transmission loss and finally these ToTs
trained the teachers of their respective BRCs on Active Classroom process. Due to the non
availability of teachers due to census, election etc. all the teachers couldn't be trained in 2009-10.
In 2010-11, Active learning package was modified by adding the sessions on RTE Act, CCE,
and Inclusive Education. The teachers who were earlier trained through the active learning
package, "PAHAL" were oriented on the added content whereas other teachers were trained on
the modified training package of seven days.
Since 'PAHAL" focused more on the basic concepts and understanding regarding Active
Learning, there was a need to train the teachers with advanced inputs related to Active Learning
which may have a connection of Active Learning process with different subjects (Mathematics,
EVS - Science, Language – Hindi, English, Other) of different levels. It was therefore planned to
develop an advanced training package on active classroom process which would aim at the
holistic development of children. It included the key elements of knowledge construction through
active learning process at all levels (pre-primary, Lower Primary, Upper Primary). It was therefore
desirable to develop a training package (which may include training session plans, teachers'
reading material and supportive tools/resource material) and develop trainers at State level in
collaboration with national level experts / organizations. It will be followed by the 7-day
residential teacher-training in BRCs. (Development of Training Package – Trial of the Training
Package - Training of Master Trainers - Training of Block level trainers – Training of Teachers).
Jharkhand Education Project Council, Ranchi 37
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Block Resource Centre and Cluster Resource centre are established at the field level with
objective to provide onsite support to the teachers as well as school as an institution. Block and
Cluster resource centre is an implementing agency for the implementation of different programs of
SSA. It has a major role in acting as a nodal centre for providing academic support and resource
centre for academic activities and training of human resources like teachers, cluster resource
persons and other program functionaries.
Block resource centre and Cluster resource centre basically emphasize on the quality
education of children. Some of the key interventions of block resource centre and cluster resource
centre done in the financial year 2014-15 are listed below:-
1. Adequate support to schools as well as children to provide quality education.
2. To improve quality level of children enroll in govt. and govt. aided schools of class I to
VIII.
3. Support to curricular and co-curricular activity in schools.
4. To ensure the updation of village education register, enrollment of children in schools
of the age group of 6 to 14, tress the drop out children and to plan for their Special
support for education.
5. Organize in service and induction teachers training.
6. To train the teacher for development of teaching learning material for the class I to VIII.
7. Sharing of teachers knowledge and provide input to enhance it.
8. Use of quality monitoring tools and DISE Report which facilitates implementation of
curriculum coverage plan and redressal of hard spots.
9. Collection, compilation and analysis of school level data.
10. Facilitate school level activity and monitoring of such activity.
Status of Resource centre:-
Resource Centre Sanction Functional
Block Resource centre 264 264
Cluster resource centre 2264 2264
Status of Man power in resource centre:-
Post Working
Block Resource Person 438
Cluster resource Person 2762
Two resource person for CWSN at each BRC 374
MIS coordinator 65
One data entry operator in each BRC 98
One account-cum-support staff for each block 69
Total 3806
Source: AWP&B 2014-15
Annual Report 2014-15
38 Jharkhand Education Project Council, Ranchi
111000... SSSccchhhoooooolll SSSaaannniiitttaaatttiiiooonnn AAAnnnddd HHHyyygggiiieeennneee EEEddduuucccaaatttiiiooonnn (((SSSSSSHHHEEE)))
There are nearly 1.7 billion cases of diarrheal diseases every year globally. Diarrheal diseases
cause death of an estimated 760,000 children each year. A significant proportion of diarrheal
diseases can be prevented through safe drinking water and adequate sanitation and hygiene.
It is estimated that 443 million school days are lost each year due to water related illness (UNDP-
HRD-2006). Schools are more than places for learning. They are places for imbibing good habits
and hygiene which provide the foundation for life. Children who learn and imbibe proper hygiene
practices are able to influence their siblings, parents and the community to adopt such practices.
Jharkhand Education Project Council introduced the School Sanitation and Hygiene Education
(SSHE) programme in schools in the year 2006-07. This pilot project, supported by UNICEF, was
initiated in the districts of East Singhbhum, Ranchi, Lohardaga, Latehar and Sindega. The
programme was scaled up across the 24 districts of the state in partnership with Total Sanitation
Campaign (TSC) under Drinking Water & Sanitation Department.. UNICEF has continued to
support the Education Department for SSHE programme.
In Jharkhand, progress on installation of WASH (Water Sanitation and Hygiene) facilities in schools
in the last 7 years has been quite impressive: over 91% schools now have drinking water facilities,
86% schools have boys toilet and 88% schools have separate toilet for girls. Water for drinking,
hand washing and toilets is available mainly from hand pumps and piped water supply.
However, challenges exist in the SSHE
Schools meeting the following RTE Norns (WASH Components) 2010 2011 2012 2013 2014
Drinking Water
No facility for drinking water 15.8 11.1 9.5 10.3 9.5
Facility but no drinking water available 10.4 8.3 12.5 11.6 10.3
Drinking water available 73.8 80.6 78.1 78.1 80.2
Total 100 100 100 100 100
Toilet
No toilet facility 18.0 19.1 16.4 16.7 10.9
Facility but toilet not useable 55.2 43.5 46.6 42.8 36.2
Toilet useable 26.8 37.5 37.0 40.5 52.9
Total 100 100 100 100 100
Girl's Toilet
No separate provision for girls toilet 29.7 23.4 25.3 22.7 17.4
Separate provision but locked 24.6 18.3 19.3 15.4 13.6
Separate provision, unlocked but not useable 24.8 21.8 23.4 25.5 21.0
Separate provision, unlocked and useable 20.9 36.6 32.0 36.4 48.0
Total 100 100 100 100 100
programme with regards to maintenance of facilities and continued availability and use of
consumables. The annual Survey of Education Report (ASER) 2014 facilitated by PRATHAM
indicates that Jharkhand, 80% schools have adequate drinking water facilities, 53% of toilets are
usable and 48% girl’s toilet are usable. There is a lack of latrines in the community and this
possesses a challenge for the SSHE programme in schools to be complete in its success.
Lacks of toilet and drinking water facility not only affect the learning environment, but also causes
absenteeism, especially among girls. Also, there seems to be a lack of awareness of hygienic
practices due to age-old habits and unawareness. Hygiene education is an area that needs utmost
Jharkhand Education Project Council, Ranchi 39
attention as merely providing water and sanitation facilities may not lead to a change in the
attitudes and the practices related to hygiene.
JEPC is committed towards the goal of providing all its children in the government schools with
safe drinking water and sanitation facilities. Not only this, requisite efforts will be made to make
the school surroundings clean and green in order to create an enabling environment for joyful
learning in the schools.This calls for acceleration in behavioral changes and hygienic sanitation
coverage on sustainable basis for achieving the goals of MDG.
10 STEPS TO LOOK AFTER THE TOILET 1. Make sure there is water and soap available 2. Pour some water in the pan before and after use 3. Wash your hands with soap after you have used it 4. Use a brush to clean the toilet 5. Wash the urinals slab, squatting plate and pan regularly
with the brush, soap powder and water 6. Make sure the door is close after using a toilet and easy
to lock and open 7. Keep the Urinal and water drainage clear of wings and
leaves so that it won’t get blocked 8. Keep the area surrounding the toilet clean and plant
trees near the urinal soak pit 9. Maintain the building, fix damages and paint the walls 10. Check the pit after 3 years and use a new pit before it is
completely full.
Children’s participation
Child cabinet is a part of the school education system. A guideline for child cabinet regarding their
functionality with reference to sustaining good hygiene behavior was developed by JEPC. Child
cabinet has been formed in all schools.
Hygiene Education and Practices:
JEPC follow NCERT text books and the assignment given in the
text book are followed in all schools by students under
supervision and guidance of teachers. The curriculum till the
elementary stage includes competencies relating to water,
sanitation and hygiene. A supplementary material developed
to address on WASH related issued during classroom
transaction more effectively and in focused way by teachers for
children. The training of teachers monitored at CRC level,
monthly review by cluster resource persons. There is a guidelines develop to ensure that children
wash hands before they eat their mid-day meal.
Operation and maintenance
Child Cabinet members motivate all children for proper cleaning of toilets after use. SMC/VEC
used to maintain the water supply infrastructure and also supervise the maintenance of water
Annual Report 2014-15
40 Jharkhand Education Project Council, Ranchi
and sanitation facilities in the school. Children involved in actual
maintenance of facilities and in keeping school environment clean
as a routine practice.
The SMC/VEC was responsible for Installation of the facilities in
the school. Funds were leveraged from NBA and SSA Programme
for construction of separate toilet for girls and boys in schools.
The children with the help of teachers and SMC/VEC members
will be responsible for the maintenance of the facilities. In routine maintenance following
activities are done by groups of students on rotation basis -
1. The surroundings of the hand pumps are cleaned.
2. Toilets and urinals are cleaned by pouring water daily and with broom etc as per the need
3. Classrooms are cleaned and the provision of dustbin outside the classroom
4. Premises are cleaned in the morning and the waste dumped in the garbage pit.
5. The garbage pit when it is full is covered and other is dug. A school where lack of space is
there the garbage is burnt on weekly basis.
Every school receives funds annually for repair and maintenance of schools. These funds can be
very effectively utilized to include major repair, if needed, for the school toilet and urinals.
Boundary Wall / Fencing / Hedging:
All the school, where there’s no boundary wall, will be motivated for Boundary Wall / Hedging /
Fencing through bamboos. It will help in safeguarding the physical environment and facilities of
the school. In some schools, as the VEC and community decide, boundary wall will be made with
bricks or clay with contribution from the community. The VEC will be responsible for mobilizing
the community for this.
WASH activities in schools: a. Renovation of toilet complex and retrofitting of inclusive
components of toilet b. Installation of additional water point attached with existing
hand pump c. Improved platform for hand pump with proper drainage
system d. Safe disposal of solid and liquid waste e. Rainwater harvesting f. Incinerator for safe disposal of sanitary napkins g. Smokeless chulha h. Wall writing and writing on key hygiene messages i. Dinning shed
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Department of Education, HRD has formed Inter Supervision
Mission (ISM) for the monitoring of activities implemented at
school level to understand the challenges faced by the school
authorities and the benefits arrived at through SSA intervention.
The Mission also studies the actual situation of grass-root realities
of the schools. Based on the recommendation of the visiting
team, the policy decision will further be made for the betterment
Jharkhand Education Project Council, Ranchi 41
of the schools and compliance as per the guideline of RTE act, 2009.
In the above context two member team of ISM, Mr. Gaurav Varma, state Coordinator, SSHE and
Md. Anwar Ali, Divisional Additional Programme Officer, Ranchi visited Upgraded Middle School,
Chandra on 24th December, 2013. The team found school well maintained and functioning all the
activities of SSA and was recommend as a Model school for the district. Under the leadership of
Head teacher of the school, Mr. Mukul Prasad Sinha, it presents a role model to inspire others
and promote best practices and experiences in all other similar schools.
WATER, SANITATION AND HYGIENE EDUCATION IN SCHOOLS (WASH)
The campus of the school was found to be very clean and
organized with boundary wall, planted flowers. As
informed the entire plantation have been done by the
students of the school under supervision of the teachers.
Child Cabinet formed in the school was also found to be
very active. Every member is oriented towards their roles
and responsibilities. Child Cabinet members play very
good role in involving fellow children in maintenance of
facilities like, water, sanitation, campus cleaning, plantation/ gardening etc. With their efforts
the campus is clean and organized. They also are involved in checking of the personal hygiene
of fellow children and in case of need, suggest/ assist the fellow children, ways to maintain
the same.
A very good hand washing facility consisting of taps,
water tank and electric pump was found to be in practice
for the students to wash their hands with soap before
meal and after toilet.
The school constructed toilets within one month from
the receipt of the grant. The toilets were fitted with tiles,
basin, tap etc.
There were 3 units of toilets present in the school, one
for boys, one for girls and one for teachers. All the toilets were found to be clean and no bad
smell.
During the current year Rs.5,100/- was utilized for maintenance of WASH facilities.
The three hand pumps installed in the school were found to be in working condition. The
surrounding area was also found to be clean. There were sock pits installed near the hand
pumps and the same are maintained at a regular interval.
There was a very god kitchen garden near the kitchen was created with vegetables. These
vegetables are used in the preparation of Mid-Day-Meal. The kitchen garden in also
maintained by the children under supervision of the teachers.
MANAGEMENT OF THE SCHOOL
The school has their own dress codes for the children, teaches and Saraswati Wahini.
Annual Report 2014-15
42 Jharkhand Education Project Council, Ranchi
The mike, sound system etc. were found in use by the
teachers for better management of day to day group
activity.
The Mid Day Meal arrangement was found to be
adequate. The recommended norms of nutrition,
hygiene and discipline were found to be practiced for
the meal. A separate register is maintained to record the
details of the testing done for the meal before serving to
the children.
The SMC and Saraswati Wahini were found to play very active role related to school activities
and the education of the students.
All the necessary documents and registers were found to be updated and well maintained. All
the grants received were properly utilized and the utilization report was also found to be
maintained properly.
All the Para teachers are being paid the honorarium regularly.
FEW OF THE REMARKABLE ACHIEVEMENTS
The facility of Smart Classes has been made in the school
and it has generated more enthusiasm among the student
to learn new subjects.
Other than the academics, there are weekly games,
cultural activities, general knowledge sessions are
organized. These activities have helped in developing
feeling of healthy competition among the students.
The schools were declared as the Best School of the Block and in the year 2013 ten students
of different schools visited this school to learn the best practices.
One of school student has created a model to produce diesel, petrol, kerosene oil from
polythene waste. This has been kept in the Science Laboratory.
Since 2006, the dress code for student and teachers has been in place.
With the help of the Development Fund Grants, almirah,
the table, chair for teachers and head master was
purchased which was not there before.
Appointment of three Para Teachers for Science was
done with the help of Gram Siksha Samiti (VEC). Right
now there are seven Para Teachers giving their services
to the school.
The school was provided with an Appreciation Letter by
Principal Secretary on 06.03.2014 for the excellent work being done at the school. The school
has been rated as a model school by the Principal Secretary.
Jharkhand Education Project Council, Ranchi 43
THE CONTRIBUTING AGENCIES AND AUTHORITIES
The villagers have always played a positive role in the development of the school. There was a
donation for 25 decimal of land for Middle School and 30 decimal for proposed High School was
organized with the help of the villagers. The various Government agencies related to school
education, the Gram Sabha, Panchayat, UNICEF etc. also have contributed towards the
development of the school.
LEARNING AND GOOD PRACTICES
a. Since a dedicated staff for cleaning and maintenance is not provisioned, Child Cabinet is given
this mandate. The cabinet has a schedule of cleaning and maintenance and the assigned
group. In case of some major maintenance outside person/agency is engaged and the
payment is done from school fund.
b. This not only helps is regular cleaning and maintenance of
the toilets, but also makes the children responsible and
aware about their duties and contributions. Also the
brotherhood and division of work makes the environment
better also the self confidence is bettered.
c. During The morning the inputs, personal experience related
to general hygiene and importance and relevance of WASH is
conducted on a regular interval involving the Child Cabinet
and the teachers and or guests. This is a good way of reminding children about WASH and
sharing of personal experiences helps in coming out of taboo and myths.
d. The regular communication/ demonstration on WASH help the children to relate the
academics and the practical.
e. Regular competition and group activities develop team building and sense of mutual
cooperation.
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44 Jharkhand Education Project Council, Ranchi
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Community Participation makes easier to do any complicated work. To involve the
community in education School Management Committee formed according to the Right of
Children to Free and Compulsary Education Act.2009 provide ample power and deligation to
manage the School. Some how SMC has success to enroll the children age group of 6-14 in school,
but they neither able to reten them in school nor able to complete their Elementary level. To
strenghthen the SMC and community various activities such as Training and mobilisation
activities been has conducted in the state.
Activities were taken in financial year 2014-15:
1. Non -Financial Activities:
Monthly Meeting: For the effective
implementation of VEC regular monthly
meeting is going on. In this meeting
quality education issues as well as civil
work related issued were discussed.
Child Cabinet: Each school has active Child
Cabinet. Child Cabinet helps students to
involve in educational as well as co-
curricular activities. Members of the
cabinet were trained by the district level.
2. Financial Activities:
i. Training of School managemnt Committee- In financial year 2014-15 SMC training has
been conducted through Module "Sawamya". This training as conducted at cluster
level. Before conduction of SMC training at cluster level training of trainers have
been conducted at various level
First Step- All district level
Community Programme
component Incharge were
trained as a master trainer at
state level.
Second Step- District level
trainer were trained by state
level trainer . These trainers
were trained SMC/
Community at cluster.
Third Step- Trainers trained
from district were conducted School Management Committee members
training and local Authority member at CRC level.
Jharkhand Education Project Council, Ranchi 45
In financial year 2014-15 total achievement of SMC training is as follows-
Target Achievement
Physical Financial Physical Financial
241206 723.62 158810 388.86
ii. Account Keeping by Block Office- School Management Committee account books
updated by Block Level Accountant at least once in a year.
iii. In this financial year 2633 SMC/ VEC has been audited.
iv. Community Mobilisation Programme-
Nukkad Natak - We have conducted awareness campaign through nukkad natak by
kala jatha member which give information about RTE to concerned habitation of
schools. After three days non-residential training almost every SMC have know
about the basic provision of RTE Act 2009. But for effective implementation we
require monthly meeting based on educational agenda. For this we have
developed site support and monitoring of SMC meetings through resource person
and monitor involved in SMC training. They were support in conducting agenda
wise meeting and proceeding writing. They were also help SMC to prepare work
plan for effective and better functioning of schools.
One day orientation programme on RTE for PRIs and administrators at blocks have
been conducted by district level officials for clearing the doubts and effective
implementation of the program.
Wall writing has been done all public office campus, public places and at school
campus regarding the provision of RTE acts 2009. Name of SMC members, PRI
members and role and responsibility of SMC and PRI will be written at school level
for effective implementation of the RTE act 2009.
Preparation of IEC materials like flex, poster, pamphlets, leaflet at district have
been done and fix it to public places and distribute among the public for
awareness. IEC materials should be developed in local language.
Annual Report 2014-15
46 Jharkhand Education Project Council, Ranchi
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Background notes on Inclusive Education-
Background note
Inclusive education is an ideology and not a programme. It is a concept of effective
schools where every child has a place to study and teachers become facilitators of learning rather
than providers of information. Inclusion is the general goal in developing nations and the ways of
facilitating inclusion are many.
What is the need for Inclusion?
In addressing the issue of "why inclusion", the reality in our context should be
reviewed. Some of the important facts in the Indian scenario are as follows:
1. More than 90% of disabled children are found in the rural areas. The special schools
as well as integrated education programmes are only a few in numbers and cannot serve all
disabled children. Therefore, inclusive education is needed to provide equal educational
opportunities to all disabled children in their own locations.
2. As far as the standardized models of integration are concerned, one specialist
teacher serves 8 to 10 disabled children of the same category. This approach is not practical in
rural areas. In most villages of the country, disabled children of different categories are present.
Therefore, the disabled child has to depend on the general school for education. As a result,
inclusion is inevitable for these children from rural areas.
3. The extent of disability in each category ranges from mild to severe and profound
cases. The mild and moderate cases are more in number than the severe and profound cases and
they depend on the general education system. This calls for the involvement of general education
so that the children who are currently left out of schools or those who are at risk can be served.
Therefore, the reality in India focuses the need for inclusive education. However, the
general education system is yet to be fully sensitized to the educational needs of children with
disabilities and therefore, the general system needs the assistance of specialist teachers for
occasional help to make inclusive education work. With the inclusion of special education inputs
in general teacher preparation, the pre-service teachers in the future are likely to be equipped
with skills to teach children with disabilities too in addition to their general classroom teaching.
Therefore, presence of a specialist teacher in the inclusive setting in Indian context would be vital
for another decade.
To what extent is inclusion promoted through the Persons with Disabilities Act 1995?
The issue of the services for children with disabilities is treated as human resources development with the introduction of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995. As a result of this Act, services for children with disabilities are no more considered a welfare activity; rather it is treated as the right of the disabled child.
The main purpose of the PWD Act is to define responsibilities of the central governments and state governments with regard to services for disabled persons. The Act also ensures full life to disabled individuals so as to make full contribution in accordance with their disability conditions. Blindness, Low Vision, Leprosy-Cured, Hearing Impairment, Locomotors
Jharkhand Education Project Council, Ranchi 47
Disability, Mental Illness, and Mental Retardation are the seven disability conditions covered under the Act. As per the Act, the central and state governments shall ensure that every child with disability has access to free and adequate education till the age of 18. Introduction of non-formal education, functional literacy schemes, provision of aids and appliances, education through open schools and universities, etc., are also stressed in the Act. It also indicates that the Government should create adequate teacher training facilities to prepare teachers for special education. Development of research on assistive devices is also envisaged in the Act. Many schemes are being evolved at the national and state levels to implement this Act. Therefore, the PWD Act 1995 is strongly encouraging inclusive education concepts wherever possible. What types of Services can be provided in Inclusive Education?
In inclusive education programmes in India, three types of services are directly or
indirectly required by the disabled child.
Essential Services:
The most essential services in an ideal inclusive setting are to be provided by the general
classroom teachers, non-disabled children and parents as well. The concept of child-to-child
learning, cooperative learning approaches, etc., have demonstrated that true learning can
happen through interaction between the disabled child and all entities in the general school.
A sample list of essential services is as follows:
Planning on instructional strategies for children with disabilities.
Teaching content to them
Maintaining attendance for curricular and plus curricular activities.
General discipline in the classroom
Checking home assignments
Conducting examinations
Evaluation
Facilitating child-to-child learning
Taking progress of the child
Consulting with special teachers about the plus-curriculum needs of disabled
children.
Interacting with parents of disabled children.
In an ideal inclusive setting, the general classroom teachers provide these services to
disabled children. The terminology "essential services" is used here because the disabled child
cannot function well in inclusive setting without these vital services. When these vital services are
provided by general classroom teachers, the child would be able to get education in the local
school itself even if there is no specialist teacher to attend to him/her.
Support Services:
The second type of service required in inclusion is the support service given by the fully
qualified special teachers. These teachers provide necessary material support and occasional
academic support to children with disabilities and also provide the needed consultancy to regular
classroom teachers. The support materials are compulsory but providing academic support by
specialist teacher need not be made mandatory. The support services include the following:
Annual Report 2014-15
48 Jharkhand Education Project Council, Ranchi
Identifying children with disabilities in the community
Teaching skills peculiar to disability wherever necessary
Assisting general classroom teachers if needed
Arranging assessment for children with disabilities
Arranging learning materials for children with disabilities
Arranging aids and appliances
Monitoring the progress of the child through classroom teachers
Peripheral Services:
The third types of services are the one-time peripheral services which are adhoc in nature. Agencies such
as hospitals, rehabilitation centers, and non-governmental organizations etc., can provide one-time
services such as identification, assessment, counseling, etc.
The types of peripheral services are as follows:
Issuing medical reports
Providing social benefits
Arranging sponsorship to educational activities
Counselling to parents
These peripheral services are to be arranged by the heads of institutes of inclusive education programmes.
What factors are vital for the success of inclusive education?
Capacity building in the general education:
For the effective implementation of inclusive education for all types of disabled children, general
classroom teachers need training on understanding the educational needs of these children. It is ideal to
teach about special needs children in the pre-service teacher preparation course itself. The curriculum
framework of the National Council for Teacher Education (1998) indicates that the pre-service teacher
preparation course should include content on special needs children. Teachers, thus trained, will be in a
position to take care of the educational needs of disabled children too in general classrooms if appropriate
disability specific assistive devices are made available. The work of the general classroom teachers may be
occasionally assisted by specialist teachers.
Adopting need-based instructional strategies:
Inclusive education does not mean just enrolling a child with disability in the regular classroom. The child
should be given help to cope up with the regular class work. Therefore, child-centered approach is needed.
The ideal inclusive setting would enroll disabled children of all categories and also of different levels of
disability. All of them may not require the same kind of assistance. Some may require guidance rarely
whereas some others need continuous help. The children in inclusive education may be classified as
follows:
a. Children with mild disabilities who can be handled by general classroom teachers with
minimal training.
b. Children with mild/moderate disabilities who need counseling services
c. Children with moderate/severe disabilities who need resource assistance including corrective
aids and periodical help in academic areas.
Jharkhand Education Project Council, Ranchi 49
d. Children with severe disabilities who require direct attention/preparatory assistance from the
special teachers.
Therefore, need-based instructional strategies are imminent in the inclusive setting. The children
under category (d) may require the assistance of special teacher to a large extent at the beginning to learn
plus curricular skills. Therefore, the extent of assistance should be decided on the basis of the instructional
needs of the child. With the proper understanding of need-based instructional strategies, inclusive
education will be successful.
Exchange of manpower and material resources:
The success of inclusive education depends on how effectively all departments concerned in the
State and local levels can be involved in the total development of the disabled child. Inclusive education is
a community involved programme and therefore, its quality depends upon the extent of interaction
between the different functionaries of community development. The District Rehabilitation Centers, local
hospitals, braille presses, special schools, etc., are to be closely involved in the programme
implementation.
Enlisting parents and community's participation:
Ideal inclusive education programmes strongly insist on the importance of parental involvement in
education. Parent-interact groups are important for augmenting the quality of inclusive education. The
parental involvement not only enriches inclusion but also brings attitudinal changes about disability in the
community.
Improving child-to-child learning:
Though general classroom teachers and special teachers are available for providing services to
children with disabilities in any locality, the influences of non-disabled children on the educational
achievement of disabled children and vice-versa are noteworthy. In fact, the non-disabled children are the
best teachers for enabling disabled children to develop proper concepts. The child-to child learning also
becomes relevant in India where the size of the classroom is fairly large. Inclusive settings should tap the
child-to-child learning strategy effectively to improve the achievement of all children including that of
disabled children.
Making the programme for children with disabilities an integral part of the general educational
system:
As stated earlier, the ideal inclusive education in India would be possible only when all general
education teachers are capable of serving children with disabilities. Till then, presence of a specialist
teacher for a cluster of schools is inevitable. If inclusion is to be successful, the specialist teacher should
also be treated as a part and parcel of the general system.
What are the existing practices of Inclusive Education in India?
Both full-fledged inclusive education programmes and quasi-inclusive programmes are being
practiced in various forms by different organizations in India. At present, at least 7 implementing
strategies of inclusive education are observed in India.
They are listed as follows:
1. Resource models where children with disabilities study in general schools and stay in hostels
meant for non-disabled children.
2. Resource models where children with disabilities study in general schools and stay in hostels of the nearby special schools.
Annual Report 2014-15
50 Jharkhand Education Project Council, Ranchi
3. Resource models where children with disabilities study in general schools and stay with parents at home.
4. Semi-resource models or cooperative models where children with disabilities are taught only by the resource teacher in a separate class in a general school.
5. Itinerant model where a resource teacher visits the child in his/her local school and the child stays with parents.
6. Multi-category resource model where disabled children of different kinds are educated in a general school by the regular teachers and a specialist teacher.
7. Multi-category itinerant model where one special teacher attends to the needs of disabled children of different categories in a particular locality.
An ideal inclusive education concept aims at facilitating total integration of the child in the
community. The upcoming inclusive education programmes in India are avoiding separation of
children with disabilities from their families for the purpose of education.
Tangible Experiences:
The Centrally sponsored scheme of Integrated Education for Disabled Children (IEDC)
being implemented through government and non-government organizations in the country has
mainstreamed nearly 150000 children with disabilities in general schools. The UNICEF through the
National Council of Educational Research and Training (NCERT), sponsored a programme called
Project Integrated Education for the Disabled (PIED) during the period 1987 to 1994 in 10 selected
blocks in the States of Madhya Pradesh, Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu,
Mizoram, Haryana, Municipal Corporation Delhi and Municipal Corporation Baroda. The main
objectives of the PIED were to prepare general education system to achieve the goal of education
for all children including those with disabilities, develop an attitude of acceptance of children with
disabilities in the classroom and improve the achievement of all children including the ones with
special needs. The PIED emerged as the first indigenous inclusive education programme in India.
The District Primary Education Programme (DPEP) of the Government of India implemented in
the States also as a special focus to serve children with disabilities in mainstream schools.
The initiatives of international non-governmental development organizations in
promoting mainstream education too are also stupendous in India. The CBM International,
Germany, one of the leading International Non-Governmental Organizations initiated inclusive
education in South India in the year 1980. It organized a series of orientation programmes for
general classroom teachers and administrators about inclusive education. This enabled hundreds
of general schools to enroll children with disabilities, mostly visually impaired children. The CBM
also helped local organizations in India to develop mechanisms for providing support services in
the form of preparation of Braille books, supply of aids and appliances, teaching aids, etc., to
enrich the educational experiences of children with disabilities. Similarly Sight Savers supported
many itinerant programmes for visually impaired children in the northern part of the country.
Many voluntary organizations in the country are implementing resource models for serving
children with visual impairment.
Sarva Shiksha Abhiyan and Right to Education has made it mandatory to provide universal
education to all up to elementary level including the CWSN. These special need children has the
first right of getting equal opportunity to education.
Right to Education Act (RTE)-
Jharkhand Education Project Council, Ranchi 51
After the inclusion of right to education Act, it is mandatory and compulsory to provide
free & compulsory education to all children under age group of 6-14 i.e. up to elementary
education.
Under RTE it is provided that a child suffering from disability, as defined in clause (i) of
section 2 of the Persons with Disabilities (Equal opportunities, protection and full
participation)Act 1996 shall have the right to pursue free and compulsory elementary education
in accordance with the provisions of chapter V of the said act.
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52 Jharkhand Education Project Council, Ranchi
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1. Introduction
School Infrastructure development is a comprehensive exercise for developing school building
along with its indoor and outdoor spaces in ways that contribute to the goals of universal access,
retention, equity and quality in education. Since the infrastructure design and development
contributes towards learning of children in the school it is not to be viewed narrowly as a building
construction / repair/ maintenance activity alone. School infrastructure will have to be well
thought-out physical learning environments and seen as integrated systems. They are no longer
to be visualised as mere physical structures of collection of rooms. Each school component and
space, existing as well as new, to be viewed from the angle of right of the child and their learning
needs.
The school building has to ensure easy access to all children including children with special need.
Consideration of equity in physical access must inform all interventions for school infrastructure
development as well. The classroom design must ensure equity and quality in educational
transactions.
The schedule to RTE Act lays down the norm and standards for a school building. There is
paradigm shift from entitlement based to right based approach for school infrastructure
development. School infrastructure needs to be comprehensively planned from the perspective
of the mandatory provisions of the Right of Children to Free and Compulsory Education (RTE) Act
2009. A school building should be an all weather building comprising of:-
One Classroom for every teacher
Office-cum-store-cum-HM room
Barrier free access
Separate toilets for boys & girls
Safe & adequate drinking water
Arrangement for securing the school buildings with boundary wall or green
fencing.
Kitchen for cooking MDM.
Playground
Library
2. Situational Analysis:
There are 40201 Govt. Schools in the state out of which 25812 are primary schools having I-V
classes and 14389 Upper Primary Schools having VI-VIII classes. Analytical overview based on
DISE data 2012-13 and 2013-14, School-wise Infrastructure plan and need assessment based on
School Development Plan of all the schools of the state gives the percentage status of school with
mandatory infrastructure provisions as per RTE.
Jharkhand Education Project Council, Ranchi 53
The percentage of school with infrastructure as per RTE indicates huge gap in Ramp, Boundary
Wall & Playground parameters and marginal gap in other parameter. Necessary steps are been
taken to make for making our schools RTE compliant through convergence With DWSD and other
schemes like IAP,MSDP and MP/MLA LADS during this AWP. Availability of land has been the
major constraint for making our schools RTE Compliant. Further restriction in first floor
permanent vertical expansion by LWE is also an area of concern for the state.
The state proposes to go for Whole School Development Plan in schools located in urban area
having insufficient land. Multi storied school building as per RTE requirement will be constructed
in phased manner. Further where there is restriction in First Floor Construction portable prefab
school building construction will be taken up in LWE affected areas.
3. Progress Overview:
The physical progress of AWP&B 2014-15 is given in the table below:-
PROGRESS OVERVIEW TILL 31-03-2015
Civil Work
Sl No.
Activity
2014-15 (Target)
Complete In
Progress Not
Started Spillover Target
Fresh Total
1 No. of BRC Building Construction 0 0 0 0 0 0
2 No. of CRC Building Construction 5 0 5 0 3 2
3 No. of ACR Construction 31420 0 31420 10562 10212 10646
4 No. of UPS Building Construction(3 rooms) 549 82 631 8 458 165
5 No. of New School Building Construction 505 43 548 55 283 210
6 Construction of KGBV 62 0 62 16 36 10
7 No. of Toilet/Urinals/ Common Toilet Construction
35 0 35 18 17 0
8 Separatet Girls Toilet Construction 4267 0 4267 3358 909 0
9 No. of Hand Pump (Water facility) Construction 112 39 151 122 29 0
10 Boundary Wall (In Mtr.) 99018 0 99018 0 0 99018
11 Office-cum-Store-cum-Head Teacher's Room (Primary)
321 0 321 0 0 321
12 Office-cum-Store-cum-Head Teacher's Room (Upper Primary)
1042 0 1042 0 0 1042
13 Major Repair (Primary) 76 85 161 0 0 161
14 Major Repair (Upper Primary) 613 0 613 596 17 0
15 CWSN Toilet 613 0 613 596 17 0
16 Ramps 84 0 84 0 84 0
Annual Report 2014-15
54 Jharkhand Education Project Council, Ranchi
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A. Monitoring
Monitoring is a continuous process of scanning the programme implementation and
required outcomes on regular basis. The project has a well laid monitoring arrangement and
processes at different levels. In addition to internal monitoring mechanism, the progress is
monitored independently by the mission/agency identified by the Government of
India/Funding Agencies.
The arrangements for internal monitoring include-
1. General Council.
2. Executive Body.
3. Mission task force.
4. Reflection cum-planning meeting.
5. District Executive.
6. District Task Force.
i) General Council
General Council is the apex body of the Jharkhand Education Project Council. The Honorable Chief
Minister of Jharkhand is the Ex-officio Chairman of JEPC. At least one meeting of the General
Council is to be held every year.
ii) State Executive
State Executive, Jharkhand Education Project Council help resolve the policy issues and oversees
the implementation of the programme undertaken by the JEPC.
iii) Mission Task Force
Mission Task Force (MTF) is headed by the State Project Director and includes all component in-
charges and other project staff of State Office. Monthly meeting is organized regularly to assess
achievement towards project goals through participative process of planning, monitoring and
evaluation.
iv) Reflection-Cum-Planning Meeting
Reflection-cum-planning meeting (RPM) is held once in a month under the chairmanship of State
Project Director. The District Programme Co-ordinators/District Programmes Officer, attend this
meeting in which the progress is reviewed, implementation related problems are discussed,
experiences and suggestions are shared for facilitating programme implementation.
v) District Executive
At the district level, there is a Zila Karyakarini headed by Deputy Commissioner to monitor the
implementation of programmes, to provide necessary direction consistent with approved
Jharkhand Education Project Council, Ranchi 55
guidelines and procedure and to facilitate convergence with other departments of the State
Government with a view to ensure timely implementation of the programme.
vi) District Task Force
The Deputy Development Commissioner (DDC) is the Chairman of District Task Force DTF
functions as an organized team to promote programme implementation. It is primarily concerned
with implementation of the approved Annual Work Plan and Budget
B. Research and Evaluation
The programmes have to confront numerous challenges during implementation process,
so this requires research based solution to problems emerging in the field.
In the year 2014-15 following studies were approved by the Government of India –
1. State level achievement survey for class III, Class-V and Class –VII
2. 5% sample checking of U-DISE
The study could not be completed in the year 2014-15 due to paucity of fund.
Annual Report 2014-15
56 Jharkhand Education Project Council, Ranchi
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Smooth information flow and the effective analysis of data is the key of success for any project.
Corrective measures can be taken well in time based on the analysis of the history and present
data so obtained.
Unification of data systems
Since year 2012-13 the unified data system is being used throughout the state. This year also we
had adopted only one system-U-DISE for data collection from all schools running any classes
between Class I to XII. U-DISE DCF is printed using U-DISE software for last several years.
Data analysis, sharing and dissemination
U-DISE 2013-14 and it’s inferences along with trend analysis is shared withly State, District and
Block officials directly from state. Worst and best cluster/block/district in terms of educational
indicators is also high lighten during sharing
Block wise data entry took place at block/district level. Before submitting the U-DISE 2014-15
data at state level the block and District MIS coordinators shared the compile data with District
and Block officials. All major issues are discussed and high lighten during sharing.
After getting the data from District, U-DISE data analyze at state level. The outcomes are already
shared with District personnel's. It is further shared with different component in-charges and with
officials of Department of Education from state level.
Trend analysis on different Educational indicators is done.
It is further shared U-DISE data 2014-15 and its inferences with District and Block level officials
during 2014-15. Divisional workshops were conducred for this purpose.
The state report card and District report card were distributed during divisional level Data sharing
workshop. The trend analysis and position of District/ Block with respect to State/District report
were also shared and disseminated.
All the data will be made available at jepc official website for common uses.
Implementation of Aadhaar Friendly DISE
In 2012-13 Aadhaar friendly child wise DISE was collected as per the instruction of MHRD. State
asked Gujarat for providing the source code of their CTS software, but due to their reluctant
approach State DOIT, GoJ has decided to develop our own CTS keeping 2012-13 Aadhaar friendly
child wise DISE as base. JSAC have already started the development process. Data updation will
take place at block level during 2015-16.
Details about Jan-Vaachan.
For last 5 years Jan-Vaachan is being practiced during data collection through DISE DCF. This is
being used as social audit of the information being filled/provided by the school. This year also
Jan-Vaachan is carried out in all the schools.
Need
Jharkhand Education Project Council, Ranchi 57
It was observed that the quality of DISE/U-DISE data can be ensured only at it's origin place, i.e. at
the school level, from where it is generated/filled. Filling and authentication of data through
teachers is always remained questionable. CRCs were least accountable for the quality of data, in
spite of the fact that 100% data can be checked only from the CRC level. A third party control on
false and manipulated data was always required to ensure quality data.
Concept
All the schools are divided within CRPs in such a way that no
school across the state is left. After imparting training on U-DISE
Data Capture Format(DCF) they are instructed to visit each school
allotted to him. A meeting called JANVACHAN is scheduled at the
school where members of SMC/VEC/SMDC along with teachers
and local residents participates. Headmaster reads out the
information filled in the DCF in the open meeting. CRP verifies
each information based on physical availability and records
present in the school. An participating member can raise
objections regarding false or manipulated data filled by the
headmaster. Once all the members present are satisfied by the
information filled in the DCF the countersign the filled DCF and
handed over to CRP for further process.
Outcome
All the filled DCF are ensured to checked 100% at school level through a committee in which
SMC/VEC/SMDC members and local residents are present. This way a social Audit of data is
ensured, where society can raise objections in filling wrong/false or manipulated data. CRPs are
bound to crosscheck filled DCF with the physical verification at the school level.
Quality of data has improved a lot during few years. Enrolment is almost matching the population
figures. Actual availability of Classrooms, Toilets, Hand pump, CWSN children enrolled is reflected
in the data.
Annual Report 2014-15
58 Jharkhand Education Project Council, Ranchi
Staff Position of MIS
MIS Positions at State Level
Sl.
No. Name of the Post
Number
Sanctioned Number in Position
1 State MIS Coordinator 1 1
2 Expert -MIS 1 0
3 Computer Programmer 1 0
4 Asst Computer Programmer 1 1
5 Computer Operator 2 0
MIS Positions at District Level
Sl.
No. Name of the Post
Number
Sanctioned
Number in
Position
1 Assistant Computer Programmer 24 13
2 Computer Operator / Data entry operator 72 32
MIS Positions at Block Level
Sl.
No. Name of the Post
Number
Sanctioned
Number in
Position
1 Block MIS Coordinator 264 65
2 Data entry operator-MIS 264 98
Infrastructure Development
MIS units at State, division, District and Block level offices are fully equipped with all the
necessary Hardware and software.
State office is equipped with necessary hardware and softwares which include – P4 desktop
computers, Broadband connectivity, SPSS software, Oracle 10g, 8i, MS Sql Server, Reporting
services, etc. State office computers and other devices are fully connected to LAN and to the
internet. The Wi-Fi zone has been created inside the office to provide internet facility, network
resource sharing using Cisco Switches, Firewall etc.
Hardware at state office
All the Sate Coordinators are provided with Desktop facility to enhance their working capacity
and efficiency.
Computers along with Oracle 10g and 8i are available throughout the Division and districts.
Districts are having computers based on criteria:-
If no. of Blocks is up to 10 then 4 computers for MIS and 6 computers for programme and
accounts along with all necessary software
Jharkhand Education Project Council, Ranchi 59
If no. of Blocks is more than 10 then 6 computers for MIS and 6 computers for programme and
accounts along with all necessary software
Each district is equipped with Internet facility through BSNL’s Broadband or Jharnet (SWAN).
PMIS
Timely and effective implementations of the activities are the prime concerns of the project.
Structures and processes for monitoring the progress against given target are as hereunder.
Annual targets are broken into monthly targets both in physical and financial terms. This process
ensures the close and effective monitoring and gives scope for mid-course corrections.
The progress against target is reviewed every month at State level meeting known as Reflection-
cum-Planning Meeting (RPM). Besides reviewing the progress, problems are shared and sorted
out in this meeting and strategies arrived at for bettering achievement. Following reports are
generated at the state level for use by the management-
Monthly physical progress report was used by the project to monitor the progress of districts
against month wise financial and physical targets.
Quarterly progress report was prepared at the state level in the format prescribed by the
government of India
Civil works progress report as per requirement of State & Government of India.
Districts are being assisted to provide the required information to GOI through Web based MIS
(SSA).
A software is being developed to monitor the physical and financial progress of SSA online. DoIT,
Govt. of Jharkhand is developing this software as per the need of JEPC.
Web Portal
The responsibility of data entry into web portal of SSA is been given to following persons at
district level-
Data Entry - Accounts Officer or In-Charge Accounts
Data Approver - Addl. District Program Officer
Technical support is being provided by District MIS in consultant with State Office and NIC Delhi.
EMIS
Under the Educational Management Information System data are collected, compiled and
analyzed on yearly basis. Taking 30th Sept. as reference date every year, information regarding
students, teachers and schools at the district level is compiled and analyzed through software
(District Information System for Education). The data are shared at the district, block and school
level so that the status could be known to all stakeholders and intervention be planned to
overcome the shortcomings. Data received from Educational Management Information System is
being utilized to prepare the Annual Work Plan.
The challenge before the project was to implement EMIS in districts. Following activities were
under taken to build the capacity of districts.
Provision of computer hardware and software in Blocks.
Training to Districts and Blocks level MIS personnel on Data Analysis, Oracle working of MIS.
Training to District level Computer personnel on U-DISE software & Unified DCF.
Annual Report 2014-15
60 Jharkhand Education Project Council, Ranchi
Training to BPOs, CRC & BRC coordinator on using data for effective planning, implementation
and monitoring at block and cluster level.
Ensuring support from District unit of National Informatics Centre (NIC).
Regular monitoring of the MIS work.
U-DISE data 2014-15 has been collected from all 24 districts and submitted to Govt. of India with
necessary certificate.
Capacity Building
Capacity building of the MIS personals at State, District & Sub district level is found very essential.
They participate in different training workshops at National / Sate level.
All 24 District MIS Coordinators attended the 8th and 9th Quarterly National Review Meeting on
MIS.
State programmer and planning coordinators attended the 5th Quarterly National Review
Meeting on MIS.
State programmers attended the various workshop organized by NUEPA on educational
Indicators, DISE s/w and DCF along with RMSA MIS i/c .
State has organized two state level training workshop on DISE
State has organized one day training on Oracle DBA for all division and division programmers.
State has organized one day training on Web-Portal to train & equip the district & sub district
level personals.
Further every district has also organized training to train their Block & field level functionaries on
functioning and uses of MIS, DISE DCF, etc
Capacity Building Programme during 2014-15
Level of
Workshop
Theme of the
workshop Resource persons Date Place
Total No. of
participants
State Level
1
Sharing of inferences :
U-DISE 2013-14 with
District ranking
State MIS Co-
ordinator 16.10.2104
Executive
Committee
meeting
15 Executive
Committee
members
2 Sharing of inferences :
U-DISE 2013-14
State MIS Co-
ordinator
Ast. Com.
Programmer
13.05.2014 SPO, Ranchi 48
3 Sharing of inferences :
U-DISE 2013-14
State MIS Co-
ordinator
Div. Com.
Programmer
Ast. Com.
Programmer
16.05.2014 Hazaribag 102
4 Sharing of inferences :
U-DISE 2013-14
State MIS Co-
ordinator 20.05.2014 Palamu 56
Jharkhand Education Project Council, Ranchi 61
Level of
Workshop
Theme of the
workshop Resource persons Date Place
Total No. of
participants
Div. Com.
Programmer
Ast. Com.
Programmer
5 Sharing of inferences :
U-DISE 2013-14
State MIS Co-
ordinator
Div. Com.
Programmer
Ast. Com.
Programmer
23.05.2014 Chaibasa 45
6
District and Block
ranking as per major
educational indicators
State MIS Co-
ordinator
Ast. Com.
Programmer
15.01.2015 JAC , Ranchi 600
7 U-DISE 2014-15 : DCF
State MIS Co-
ordinator
Ast. Com.
Programmer
28.08.2014 SPO, Ranchi 48
8 U-DISE 2014-15 :
Software issues
State MIS Co-
ordinator
Ast. Com.
Programmer
08.09.2014 SPO, Ranchi 48
9
Sharing of Major
findings : U-DISE 2014-
15
State MIS Co-
ordinator 03.03.2015 SPO Ranchi 48
District
1 U-DISE 2014-15 : DCF Asst. Comp.
Programmer
23-24 Aug.
2014
All 24
districts 528 (approx)
2 U-DISE 2014-15 :
Software issues
Asst. Comp.
Programmer
5-10 Sept.
2014
All 24
districts 100 (approx)
3
Sharing of Major
findings : U-DISE 2014-
15
Asst. Comp.
Programmer
1-15 Feb.
2015
All 24
districts
2640
(approx)
Block
1
Sharing of Major
findings : U-DISE 2014-
15
Asst. Comp.
Programmer
Block MIS
Coordinator
20-30 Jan.
2015
All 264
blocks 528 (approx)
Annual Report 2014-15
62 Jharkhand Education Project Council, Ranchi
111666... KKKaaassstttuuurrrbbbaaa GGGaaannndddhhhiii BBBaaallliiikkkaaa VVViiidddyyyaaalllaaayyyaaa
Background
Gender disparities still persist in rural areas and among disadvantage communities looking
at enrollment as well as retention trades there remain significant gaps at the elementary level as
well as in upper primary level. To ensure an equal opportunity and to provide a barrier free
environment for girls the Govt. of India has introduced a Kasturba Gandhi Balika Vidyalaya
scheme for setting up residential schools with all facilities at elementary level for girls belonging
predominantly to and schedule tribe, SC, OBC, and Minority community. These schools are
established in educationally backward blocks, where female literacy rate is less than average
national literacy rate and gender gap is more than national average. These schools are up-graded
up to class XII by initiative of State government.
Objective of the programme
To access education for girls establish residential school in educationally backward blocks
upto elementary level.
To provide quality education.
To provide life skill education.
Awareness on gender sensitization.
Facilities available at school
Free education to girls.
Residential school with complete infrastructure.
Teaching learning material and educational support.
Establishment of library.
Computer education.
Free textbook and uniform to girls.
Life education to girls.
Evaluation of learning level of girls on the basis of curriculum and textbook for
government school.
Working/manpower arrangement in the school
School management committee.
School purchase committee.
Five fulltime teacher.
One accountant-cum-computer operator, one guard and one cook.
Jharkhand Education Project Council, Ranchi 63
Enrollment of Girls (Class VI-VIII)
No. of
KGBV
Category wise
SC ST OBC Others Minority Total
203 2776 7986 5592 2074 1385 19813
Enrollment of Girls (Class IX-XII)
No. of
KGBV
Category wise
SC ST OBC Others Minority Total
203 4586 11591 8891 2361 1748 29177
Some of the important activities conducted during 2014-15
A total of girls get enrolled in 203 KGBVs from class VI to VIII.
Sports kit provided to all 203 KGBV by the support of UNICEF, Jharkhand.
Training provided to 30 master trainers (sports teachers/block programme officer/resource
teacher of CWSN/district component in charge) on Sports for Development programme.
Adolescence education programme started in KGBVs that includes gender, life skill, counseling
etc.
Girls participated in district level competitions on cultural activities, games and sports
By the support of State government all KGBVs are getting support for secondary and higher
secondary education.
In the academic year 2014-15 total 7808 girls appeared in secondary examination, out of
which 7122 girls succeeded.
Total 4773 girls appeared in higher secondary examination, out of which 4471 girls succeeded.
Participation in flag hosting, parade, cultural activities programme on 15th August and 26th
January at distict level
Different celebrations takes place in KGBV-
- School day
- Parents day
- National days
- Jayanti day of great personalities
Exposure visit of girls
District level meet of KGBV girls
Life skill training on different vocations
Focus was on to improve the academic level of girls with various co-curricular activities.
For this various academic, extracurricular, skill development and other initiative undertaken to
enhance the confidence level and to improve performance of the girls of KGBVs. Those initiatives
are -
Annual Report 2014-15
64 Jharkhand Education Project Council, Ranchi
Skill development of girls
Adolescence Education Programme (AEP) running in all KGBVs with the support of external
agency ‘CEDPA’.
This includes Gender issues, Life Skill, Food habit, Legal Counseling, Abuse, Friendship,
growing age, Sexual harassment, Family and society, Health and hygiene, Values, savings and
security.
Classes conducted twice in a week by the school teachers who are trained as master trainer
and nodal teachers at state level.
Once in a week session for creative writing, Debate, Quiz, conducted at school level.
Self-defense training (Martial Art/Karate) provided to girls.
Counseling of girls ensured by the teachers and required suggestions provided to girls.
Cultural activities, celebration of important days, celebration of jayanti of great personalities
take places in each KGBVs
Activities that support to enhance confidence level and to create interest among girls, some
practice incorporated as regular classroom activity that includes project work, group work,
group presentation, practical work, debate, creative writing, peer learning etc
Training on different vocations provided on madhubani painting, Board framing, sculpture art
by plaster of parries, Painting, dokra art etc. For the training, trainer would be identified as
local level. Institution/organization who are working in this field and have experience are
given priority.
Games and sports activities
Sports and games activities included as co-curricular activities.
There is one physical teacher in each KGBV who are responsible for the games and sports
activities in school.
1-2 hrs. fixed as play hour.
At morning time session for Yoga is fixed. After school hour at evening time, time fixed for
indoor and outdoor games..
Sports competition at school, block and district level organized.
Bal Samagam organized at school, block, district and state level which provide an opportunity
to children
Training also provided to all physical teacher on ‘Sports for development’ which emphasize
that how girls can learn through games and sports activities supported by UNICEF, Jharkhand.
Workshop on safe and secured menstruation
District where Mahila Samakhya is working is covered through a workshop on safe and
secured menstruation by the support of Mahila Samakhya.
Girls of class VIII were covered under this..
Jharkhand Education Project Council, Ranchi 65
Counseling of girls
Each and every teacher counsels the girls at each level.
Teachers identify the need and problems of girls
They gather information related to girls problem, address misconception, facilitate in making
plan to solve the problem, review the success of the plan.
Cultural activities
List for national days and event celeberation provided to school along with holiday list.
National days, Jayanti day of great persons and all the local festivals celebrated in school.
On this day teaching activities not taken place.
Teachers were responsible to collect all the information, story, picture related to the
celebration and to tell and discuss in detail about the specific celebration with the girls.
In organizing cultural activities, programme on local folks emphasized. It l helps girls to
become aware and to get know the local culture by celebrating of local festivals. It helps the
girls to be culturally strong.
Celebration of Jayanti day is very important. Girls able to know about the great persons and
history related with them. It also helps to enhance girl academically.
Adolescent Education Programme
With the support of external agency CEDPA, Adolescent Education Programme will be
implementing in all the KGBVs. Activities under this, activities will be as follows-
- Curriculum development (for teachers training)
- Development and distribution of handouts (written material on adolescent health and life
skill)
- Training to master trainer/nodal teachers (two teachers from each KGBV)
- Organize session on Adolescent Education Programme in schools (twice in a week)
- Training of master trainer and nodal teachers takes place at state level.
- All the technical support and material will be provided by CEDPA.
Special training for girls
To acquire the age specific competency level of girls, special training conducted for girls.
Training conducted by the school teachers during the school hours.
Girls for special training need were seated in a separate place while providing education for
developing their basic skills (literacy and numeracy).
One to one baseline assessment done for each girl to define her competency level in each
area.
After the baseline the learning package used for each child from the point where the learning
level has been assessed.
Annual Report 2014-15
66 Jharkhand Education Project Council, Ranchi
Then accordingly the learning material Ankur (class 1-7) and PRAYAS (condensed material of
class 1-5) and PRAYAS abhyas pustika are being used. This package transacted and completed
in required time period.
Comprehensive and continuous Evaluation (CCE) of girls
To bring about an improvement in the quality of education and the holistic development of
girls, evaluation process takes place to have adequate focus both on scholastic as well as co-
scholastic areas.
While implementing CCE in the schools, focus made to evaluate girls in their scholastic and co
scholastic areas in actual class room situation.
As per the notification/direction of MHRD, GOJ no detention and corporal punishment should
be made to the children at the elementary level. Keeping into this mind, democratic
evaluation process, where children as well as parents were also the part of evaluation
process.
No formal examination conducted rather children evaluated by various means like project
works, group discussions, quiz/ debates.
It is ensured that each and every class will maintain the progress cards and record it in register
in order to ensure the performances of the girls.
Training of the teacher provided for implementing CCE in the actual class room situation and
teachers also oriented for Formative assessments of the girls.
Teachers training
Subject training on Mathematics
Training provided with the convergence of teachers training component under SSA.
5 days residential training provided to all 142 math teachers.
Inclusive Education and Continuous and comprehensive Evaluation
Training provided with the convergence of teachers training component under SSA.
Total 753 teachers are covered through continuous and comprehensive evaluation (CCE).
Training provided on cascade mode.
Teachers have been given training on maintaining report cards and registers to develop and
maintain the performance profile of the children.
Moreover teachers are oriented to Formative assessments of the children while implementing
CCE
Training on Adolescence Education Programme
Training provided on Adolescence Education Programme (AEP) to draw attention on gender
issues, life skills, counseling and right of girls.
606 teachers get trained as nodal teacher.
Jharkhand Education Project Council, Ranchi 67
Training provided at state level.
Training on Accounts
5 days training provided to all accountants on data record keeping and documentation.
Running of Smart Class
To bring a new dimension to using technology in the classroom transaction Smart class
started in 8 KGBVs of Bokaro district
It is started by the initiative of district administration.
Each school provides by equipment that includes desktop, projector, DVD player, audio
system etc.
Learning materials used for this are developed to keep in mind the hard spots area which
teachers faced difficult to teach. S
Learning materials/kit developed on science, mathematics and English subject.
One resource teacher provided to each school for six months.
Resource person also provides training to school teachers on use of learning
material/equipment along with conducting smart class for girls.
Practices as best learning
To make and create interest among girls towards learning and to enhance their creativity and
ideas, some practices adopted as best learning.
Teacher ensures these activities during class period and also ensures participation of girls.
Some of the practice are as follows:-
- Group work and presentation
- Project work
- Collection of Important news and reading it in assembly time
- Open session for questions and answers related to general knowledge at assembly time
- Celebration of important days and jayanthi of great personality. Teachers collect the
related information and tell to girls
- Smart class
Beside above activities/initiatives, focus was also on safety, security and health issued of Girls. For
this various guidelines issued and convergence made at local level. These are -
School instructed that after 5.00 pm no visitors are allowed to enter the school premises.
School instructed to no visitors other then parents will allow visiting without the permission of
district office or state office.
Visiting register maintaining in all schools.
All schools have placed one guard
All school tie-up with local police thana and they round the school once in a week.
Annual Report 2014-15
68 Jharkhand Education Project Council, Ranchi
Schools having boundary wall
All school having generator facility in case of there is light problem.
Each school contact number provide to local police thana, district administration, district
project office and state project office.
Health and hygiene issues of girls are the prime focus.
All schools are tagged with near Primary Health Centre (PHC).
Girls are taken weekly to these PHCs for regular check-up.
Supplementary tablets like iron goli etc. are being provided to girls.
Girls are providing sanitary napkin as safe and secure menstrual.
Health card maintained of each girl.
Convergence Made at State
All KGBV upgraded up-to class XII and 27722 girls enrolled in class IX-XII by the initiative of
state government.
Full financial support providing for the girls of class IX-XII by Secondary Education, Human
Resource Development, Jharkhand Government.
For KGBV school building provision made from 13th finance commission.
For hostel building provision made from RMSA, where scholl building existing of 40.00 lacs.
With Integrated Action Plan at district level. KGBVs are getting boundary wall, transformer,
hostel building, hand pump, provision for smart class etc
Tie-up with Primary Health Centers at block level. Girls are getting supplementary goli, free
health check –up, doctors visit at school etc.
With district administration –
- District level Integrated Action Plan for infrastructure support for KGBV
- Local police thana as security issue
- Primary health centers as health issue
NGO –
- CEDPA, India for Adolescence Education Programme (AEP)
- UNICEF, Jharkhand (Sports for development programme)
Community level -
- School management committee formed in each school.
Monitoring of KGBVs
Monitoring becomes essential for proper and smooth function of KGBVs. To ensure proper
monitoring, district MIS and state MIS maintained. Monthly review meeting of warden, teachers
and accountant at district level, monthly review meeting of component in charge and district
programme officer at state level takes place. Beside this, school visit at each level takes place.
Jharkhand Education Project Council, Ranchi 69
MIS
A proper MIS system exists at district and state level. Each month data related to KGBV are
updated. As per district MIS report, data analyzed at state level. Data includes enrollment
number, status of teacher and non teaching staff, infrastructure status etc.
Review meeting
Each month review meeting of warden and accountant is being organised at district level.
Issues like enrollment of girls, academic facilities for girls, residential facilities and proper
account maintenance are discussed and necessary instruction provided to teachers.
Review meeting at state level also take place for district component in charge of KGBV and for
district programme officers separately. Detail on data analyzed. Issues if any, are discussed
and guideline provided to districts.
Monitoring Committee at each level
Block level
Strategy: At block level, a monitoring group of Block resource person, Block Programme Officer,
Cluster Resource Person, Block Extension Education Officer and District Component In-charge of
KGBV has been formed. A Monitoring format also prepared. Every week these persons visit the
KGBV once. Issues regarding function of school, academic facilities, residential facilities and
financial issues are observation point during the visit. If any problems/issues found it was short
out immediately on the spot by the visiting person. If issue prolong than it was informed to
district office for necessary action. A visit report also submitted to district office.
District level
Strategy: At district level, monitoring ensured by District Programme Officer, Additional District
Programme Officer and District Component In-charge of KGBV. Every month at least minimum of
3 KGBV visited by these officials. During the visit of KGBV, Issues regarding function of school,
academic facilities, residential facilities and financial issues are the prime focus. A visit report
submitted to state office.
State level
Strategy: At state level, monitoring ensured by state level Officials. Every month at least 2 district
and minimum of 3 KGBVs of each district visited by the officials. During the visit each and every
aspects related to function of school were the focus point. Necessary action or decisions takes
place, if required. A visit report was prepared and according to that, guideline provided to district
so that necessary action can be taken.
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