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ABBREVIATIONS

ACP ASSISTANT COMPUTER PROGRAMMER

ACR ADDITIONAL CLASSROOM

AE ASSISTANT ENGINEER

AEO AREA EDUCATION OFFICER

AO ACCOUNTS OFFICER

APO ASSISTANT PROGRAMME OFFICER

BAS BASELINE ASSESSMENT STUDIES

BEEO BLOCK EDUCATION EXTENSION OFFICER

JEP JHARKHAND EDUCATION PROJECT

BRC BLOCK RESOURCE CENTRE

BRCC BLOCK RESOURCE CENTRE CO-ORDINATOR

CRC CLUSTER RESOURCE CENTRE

CRG CLUSTER RESOURCE GROUP

DEO DISTRICT EDUCATION OFFICER

DEP DISTANCE EDUCATION PROGRAMME

DIET DISTRICT EDUCATIONAL INSTITUTE & TRAINING

DLO DISTRICT LEVEL OFFICE

DPC DISTRICT PROGRAMME CO-ORDINATOR

DPO DISTRICT PROJECT OFFICE

DRG DISTRICT RESOURCE GROUP

DRP DISTRICT RESOURCE PERSON

DSE DISTRICT SUPERINTENDENT OF EDUCATION

DTF DISTRICT TASK FORCE

EC EXCUTIVE COMMMITTEE

ECCE EARLY CHILD CARE EDUCATION

EMIS EDUCATIONAL MANAGEMENT INFORMATION SYSTEM

FMIS FINANCIAL MANAGEMENT INFOMATION SYSTEM

GER GROSS ENROLMENT RATIO

ICDS INTEGRATED CHILD DEVELOPMENT SCHEME

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IED INTEGRATED EDUCATION

MGT MANAGEMENT

MIS MANAGEMENT INFORMATION SYSTEM

MLL MINIMUM LEVEL OF LEARNING

MTA MOTHER TEACHER ASSOCIATION

NCERT NATIONAL COUNCIL OF EDUCATION RESEARCH AND TRAINING

NER NET ENROLMENT RATIO

NGO NON-GOVERNMENT ORGANISATION

NIC NATIONAL INFORMATICS CENTRE

NSB NEW SCHOOL BUILDING

OBC OTHER BACKWARD CLASS

PTA PARENT TEACHER ASSOCIATION

RPM REFLECTION CUM PLANNING MEETING

RR RETENTION RATE

SC SCHEDULED CASTE

SOE STATEMENT OF EXPENDITURE

SLO STATE LEVEL OFFICE

SPD STATE PROJECT DIRECTOR

SSA SARVA SHIKSHA ABHIYAN

ST SCHEDULED TRIBES

TLC TOTAL LITERACY CAMPAIGN

TLM TEACHING LEARNING MATERIAL

VEC VILLAGE EDUCATION COMMIT

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GUMLA DISTRICT : AT A GLANCE

Total Population (as per 2011 Census) 1025656

Male population 514730

Female Population 510926

Sex Ratio 993

Population Density 193

Literacy Rate (Total) 66.92

Male Literacy rate 76.87

Female Literacy Rate 56.97

Increase Literacy – 2001-2011 15.35

Total Population

6-11

Boys 79804

Girls 79198

Total 159002

11-14

Boys 35223

Girls 36181

Total 71404

6-14

Boys 115027

Girls 115379

Total 230406

Total Enrolment

6-11

Boys 145419

Girls 74734

Total 148902

11-14

Boys 33991

Girls 34915

Total 68906

6-14 Boys 105732

5

Girls 105959

Total 211692

Total out of School

6-11

Boys 5069

Girls 5031

Total 10100

11-14

Boys 1232

Girls 1266

Total 2498

6-14

Boys 6301

Girls 6297

Total 12598

Total No. of Villages 957

Total No. Of Villages Inhabited 955

Total No. Of Panchayats 159

No. of Habitation 4514

Total No. of CD Blocks 11

Total No. of Sub-Divisions 01

Decadal Growth Rate (Population) as per census 2011 23.21

Area in Square Kilometer 5237.94

No of Govt. Primary (Department of Education) 1018

No of Govt. Primary (Tribal & Social Welfare) 3

No of Govt. Aided primary Schools 170

No. of Govt. Middle Schools (Deptt. Of Education) 560

No. of Govt. Middle Schools (Tribal & Social Welfare) 1

No. of Govt Aided Middle Schools having Primary with upper Primary schooling facility

47

No. of Govt Aided Middle Schools having Upper Primary schooling facility

3

6

No. of Govt. Schools having Primary with Upper Primary & Sec./ Higher Sec. Schooling facility including Tribal& Social Wel. Deptt.

11

No. of Govt Schools having Upper Primary with Secondary/ Higher secondary Schooling facility including Tribal& Social Wel. Deptt.

31

No. Of Madarsa 01

No of collages 08

No of wards in Corporation/ Municipalities 22

No. of functional BRC 11

No. of functional CRC 118

No. of Sanction post of teacher (Govt. & Middle Schools) 2298

No. of teachers in position (Primary & Middle Schools) 1825

No. of Para Teachers in Govt. Schools 3130

No. of functional VEC 1840

CHAPTER- I

7

INTRODUCTION

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INTRODUCTION TO GUMLA Blessed with nature’s beauty, the district of Gumla is covered by dense forests, hills and rivers. It is situated in the southwest portion of the Jharkhand State. The District was carved out of Ranchi District on 18th May 1983. Previously it was a sub-division of old Ranchi district. The district lies between 22° 35” to 23° 33” north latitude and 84° 40” to 85° 1” east longitude. The various legends are in currency regarding its name. The most popular one ascribes to its word 'Gumla' in Mundari language, which relates to the occupation of the local Tribes in rice processing work (dhan-kutna). The second legend 'Gau-mela' relates to cattle fair. Cattle fair was weekly held in Gumla town every Tuesday. In rural areas, Nagpuri and Sadri people still call it 'gomila'. Till 30th April 2001, Gumla district consisted on 2 sub-divisions viz Gumla and Simdega. But after the creation of Jharkhand State, a new district of Simdega was carved out of Gumla district on 30th April 2001. Now, Gumla district consists of only one sub-division namely Gumla. Total area of the district is about 5327 sq. km. The total population of district as per 2011 census is 1025656; out of which 514730 is male population and 510926 is female population. There is predominance of tribal people in Gumla district.

HISTORICAL BACKGROUND :- Long ago Gumla was a small hamlet . It was known as a fair place GAU- MELA . This fair took place once in a year and continues for one week. Here all items of daily use, utensils , ornaments, grains, cattle etc were sold & exchanged . Since there was no other alternative to get the items , people make a long list of items required during the year ( whether it is for marriage ceremony or for any occasions ) and buy them in this MELA. People from distant places used to come here for buying & selling cattle such as cows & bullocks for agricultural purposes . Gradually people started to inhabit this place .It grew into a village and got the name GUMLA as a derivative of GAU – MELA. During medieval era Chhotanagpur region was reigned by Kings of NAGA dynasty. BARAIK DEVENANDAN SINGH was given right to rule over Gumla circle. It is said that during the KOLH REBEL in 1931-32 , VAKTAR SAY had played a prominent role . GANGA MAHARAJ, who built the KALI TEMPLE at Sri Ramnagar, had played active role in QUIT INDIA MOVEMENT in 1942. For this great contribution for Independence, he was honoured with LIFE TIME PENSION by government of India. During British rule GUMLA was under LOHARDAGA district .In 1843 it was brought under BISHUNPUR province that was further named RANCHI .In fact Ranchi district came into existence in 1899. In 1902 Gumla became Sub-division under Ranchi district. On 18 MAY 1984 GUMLA DISTRICT came into existence .Sri Jagannath Mishra then ruling chief minister of Bihar inaugurated it and Sri Dwarika Nath Sinha acquired the post of 1st deputy commissioner of the just born district. It is a matter of great regret that GUMLA that is a territory of great historical importance has not been brought under research map.

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PHYSICAL FEATURE The terrain is highly undulating and there are existence of many rivers and streams. The forest cover of the district is 1.35 lakh hectares out of the total 5.21 lakh hectares of land i.e. round 27% of the total area of the district.

There are three major rivers, which flow through the Gumla district viz. South Koyel, North Koyel and Shankh River. There are various streams/ tributaries to the main rivers on which there are some picturesque waterfalls. Sisai, Bharno and Kamdara blocks have plain lands while other areas are mostly undulating in nature. There is a hill range named as 'Ghera-pahar', which starts from Palkot block area and continues to Bishunpur block area. These elevated plateau areas of Bishunpur and Ghaghra blocks are locally known as 'PAT' area. These PAT areas are made-up of volcanic rock. The average height of these PAT areas is about 2500 ft. to 3000 ft. above the mean sea level.

Gumla district enjoys a good climate characterized by a pleasant cold and temperate weather conditions. The average temperature is about 23 degree celsius. Earlier the average annual rainfall in the district was 1400-1600 mm. but the recent statistics has shown a decline in the average annual rainfall to about 1000-1100 mm..

NATURAL RESOURCESMinerals

In Gumla District the important minerals like Bauxite and Laterite (Aluminium ore) are found in villages of Amkipani, Langdatanr, Chirodih, Jalim, Narma, Bahagara and Gurdari of Bishunpur block, Langatanr, Lupungpat and Chota-Agiatu in Chainpur block and Harup, Serengdag and Jalim in Ghaghra block. The total number of Bauxite mines is Twenty one . Beside these china clay is also found in some part of the district. Other mining activities like stone crusher, Brick kiln and stone chip mining lease are also available in different part of the district.

Soil

The major component of soil is Laterite, which comes from abrasion of ancient Lava and finally comes into existence in form of Laterite & Bauxite. In fact, there are different types of rocks in the whole district. These rocks are of different Physical, Chemical and organic properties. The humidity of the soil in hilly area is less than that of the plain area. In local language the higher land is known as ' TANR ' where as the lower land is known as 'DON'.

Flora & Fauna:

Gumla district has about 27% of forest area. Important forest products are Saal seeds, Kokun, Lac, Tendu leaves, Karanj, Chiraunji etc. The major trees are Sal Bija, Gamhar, Kathal, Jamun, Mango , Bamboo , Neem etc.

River System

There are three main rivers i.e. North Koyel, South Koyel and Sankh. Sankh River emerges from Rajadera village of Chainpur block.

DEVELOPMENT INDICATOR

Gumla district is predominantly educationally and economically backward district as compared to other district of the State, besides having rich natural resources and climatic

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conditions. Some of the basic indicators such as human, economic and infrastructure are describing below:-

ECONOMIC

Out of 133131 families, about 99512 families are below poverty line as per survey conducted for 1997-2002 five-year plans. Therefore, it is obvious that the majority of the families do not earn enough to provide basic economic necessities to their families. The average income of a family would be around 10000-15000 per annum.

The main economy of the district depends upon agriculture, forest produce, cattle

development, mining activities and other commercial activities. Agriculture is in very primitive stage in rural area due to lack of irrigation facilities, scientific inputs, marketing, infrastructure etc. Statistic shows that out of 3.296 lakh hectare of cultivable land only 22056 hectares of land is irrigated. Therefore agriculture is mainly dependent on rain. District has average rainfall of 1000-1100 mm but due to lack of rain water harvesting techniques most of the rainy water is not utilised .

COMMERCIAL SECTOR

The main commercial activities are based on agriculture and forest products .The farmers mainly sale paddy, vegetables, pulses and produces based on forest products. Besides these necessary goods such as clothes, grocery items are imported from different places. Most people of this area are engaged in agriculture, it is necessary to promote the people for commercial activities, so that they can earn money and improve their economic status.

SCOPE FOR DEVELOPMENT AND CONSTRAINTS TO GROWTH.

There is lot of scope for development of economic activities in Gumla, Which is described below:-

Creation of irrigation scheme

Watershed management.

Using Scientific methods such as modern techniques, improved varieties of seeds , use of fertiliser, land development programme etc in agriculture.

Cattle improvement programme

Cottage and SSI

Using new methods for collection, processing and marketing of NTFP

Food & vegetable processing units

Mineral based industry

The main constraints to growth are:-

Sparse population

Difficult terrain

Poor infrastructure facilities

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Low literacy & education awareness among people.

The habit of drinking and non-saving attitude of tribal poor.

The naxalite and other extremist’s activities.

ELECTRICITYThe access to electricity is the back bone for improvement of the living condition of the rural market. The extension of the technological inputs depends on the status of rural electrification. It increases the capacity and capability of the development process. It has major role in poverty alleviation and employment generation. In Gumla District, electricity supply comes from Patratu Thermal Power Station, Hazaribag. Some of the rural habitations of Gumla district are located in hilly and interior areas. The role of non-conventional source of power is very important for the upliftment of the quality of life of the rural people. There is only one Electrical Grid Station situated at Kamdara block.Out of 948 revenue village, only 416 revenue villages have rural electrification and Out of 11 block 2 block namely Chainpur and Dumri do not have proper electrification. Gumla district does not have any thermal power plant, power generation plant and hydro electricity plant. The non conventional energy source is also not available.

MINING

In Gumla district there are 23 Bauxite mines and 68 Stone mines. Besides these there is good number of brick makers. A total number of 1549 labourers are engaged in Bauxite & Stone mines. In the mining sector. The per capita income of a labour is about Rs. 65/- per day. In Gumla District the important minerals like Bauxite and Laterite (Aluminium ore) are found in villages of Amkipani, Langdatanr, Chirodih, Jalim, Narma, Bahagara and Gurdari of Bishunpur block, Langatanr, Lupungpat and Chota-Agiatu in Chainpur block and Harup, Serengdag and Jalim in Ghaghra block. There are Twenty one Bauxite mines in Gumla district. Beside these china clay is also found in some part of the district. Other mining activities like stone crusher, Brick kiln and stone chip mining lease are also available in different part of the district.

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CHAPTER- II

PLANNING PROCESS

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PLANNING PROCESS

Objectives:-To achieve SSA goals and targets, it is necessary to have interaction with a community in planning process to achieve SSA goals and targets. SSA envisages the bottoms up approach to planning to the top down approach, as it reflects the reality at the grass root level.

PLANNING TEAMS AND THEIR CAPACITY BUILDING

Since SSA focuses community participation even at grass root level the habitation plans have been consolidated at block level and finalized by involving community representatives. The block plans have also been consolidated at the district level and finalized.

In order to ensure the micro planning, core planning team at the habitation, block, district and state level were constituted for preparation of plan document.

District level core team was formed with the participation of Deputy Commissioner, District Programme officer, RDDE, D.S.E., Executive Engineer Drinking Water & Sanitation Department, District Welfare Officer, District Programme officer, ICDS, Representative of MP, Member of DDRC, Member of Literacy Mission, State Resource Person, Member of Minority community, Member of ST/SC community, Assistant Engineer, Accountant, EMIS in charge and C/I of DLO. At block level core planning team was formed under the chairmanship of Block Development Officer with BEEO, BRP, BPO, Block Welfare Officer, Representative of MP/MLA, Member of Literacy Mission BRCC/BEEO, C.D.P.O. resource persons of the concern block, one VEC representative and one teacher’s representative. At cluster level CRP, HM, President &Vice President of VEC, Member of NGO; Member of ST/SC/Minority Community has worked as core planning team. At school kevel HM of local Schools, CRP, VEC President& Vice President, Sanyojika of Aanganbadi Kendra, Member of NGO, Member of ST/SC/Minority Community finalized the plan. At village level HM of local Schools, CRP, VEC President& Vice President, Sanyojika of Aanganbadi Kendra, Member of NGO, Member of ST/SC/Minority Community finalized the plan.

Various participatory planning workshops were organized for the preparation of annual work plan of SSA. In this meeting problem related to plan were discussed. These workshop or meetings were mostly related with ACCESS, RETENTION, and CAPACITY BUILDING &QUALITY IMPROVEMENT. Likewise ideas shared at district level were shared at Block & Cluster level. Different problems related with schools, VEC, Civil works, teachers, CRC, BRC etc. were also discussed and identified. HM of local Schools, CRP, VEC President& Vice President, Sanyojika of Aanganbadi Kendra, Member of NGO, Member of ST/SC/Minority Community. Planning team has tried to address the RTE aspects while preparing the plan for the district.

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DETAILS OF PLANNING WORKSHOPS FOR AWP&B 2011-12

Sl.No. Date Venue Subject Participants

1 04.01.2011 State Project Office

Workshop on AWPB 2011-12

State Level Official, ADPO, ADPO,/APO/ ACP

2 27.01.2011 Divisional Project Office

A review on AWP & B 2011-12

ADPO/ACP/AE

4 29.01.2011 District Project office

Training Programme for Block level planning team

BEEO, BPO, ACO, JE, BRP

4 30.01.2011 to 07.01.2011

Block level Offices/ Custer level office

Training on Habitation / school Happing and School Level Planning for FY 2011-11

Block Level Officials/ Cluster / School level Planning team

5 7.01.2011 to 25.01.2011

Each School Training Programme for School Level Planning Team

HM of local Schools, CRP,VEC President& Vice President, Sanyojika of Aanganbadi Kendra,Member of NGO,Member of ST/SC/Minority Community

PARTICIPATORY PLANNING PROCESS

1. Interaction with community and Target group - Pedagogical visioning were organized at District, block and Village level, Teachers, Trainers, Educationist, Anganbari workers, Member of VEC member of Mata Samiti, general public, Starff officials, Staffs of education department etc. were the participants of this participatory process. In addition Mata Samitis of ICDS Anganbari workers, VEC trainers, and DRG members also found very useful providing correct and objective feed back on the filed work of our on going programmes.

2. Consultative meeting - After successful updation of household survey all information were shared, compared and judged at village, CRC, block and district level with respective core planning teams.

In this way present plan is finally prepared on the basis of suggestions and guidelines given by VEC. . VEC wise plan compiled at CRC level, BRC level & finally at District level.

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Suggestions & guidelines given by SPO and sharing among programme personnel of DPO consultative meeting at various level are also incorporated in the plan..

Major Issue of Participatory Planning

Planing according to the RTE 2009 norms

1. Universal access –Identification of access less habitation& Provision of Primary Schooling facility to all eligible access less habitations. Identification of habitations that is not eligible for opening a primary school & Provision of AIE Centres.

2. Strategies for bridging and mainstreaming: Identification of category of ‘hard to reach’ Children and appropriate strategies to address their educational needs.

3. Universalization of enrolment

4. Requirement of upper primary schools

5. Bridging the gap in infrastructure

6. Civil works unit

7. Convergence with other departments

8. The Quality Issue

9. How to check teacher absenteeism

10. Mainstreaming of CWSN

SOURCE OF DATA /INFORMATION

As SSA is a time- bond programme and is committed to an overall improvement in elementary education sector with a clear minded to achieve specific goals, importance of use of correct data and information in planning is self justified. Though a major portion of information could be available with schools/ Government department/ MIS. It is essential to conduct household surveys/ Child education plan/ Micro planning in every habitation- rural or urban to track the status of each child therefore we have conducted household survey of every habitation of the district and gathered.

Population figure of the district –Census 2001/ Census 2011 Literacy rates- Census 2011 Updated information on population of target group- BRC Report, February, 2009

(Balpanji) Educational Statistics- DISE 2010-11 & BRC Report, Upto March 2011 No. of school by way of management- DISE 2010-11 Status of numbers of teachers- DISE 2010-11 & BRC Report, upto March 2011 School infrastructure –DISE 2010-11 and BRC Report , March 2011 Child population of 6-11, 11-14 in school and out of school- VER, BRC Report March

2011 Percentage of female teachers - DISE 2009-10 Percentage of disabled children- DISE 2010-11 and BRC Reports

Finding of Participatory workshops

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Mostly female teachers are posted either in district headquarter, in block headquarter or close vicinity and roadsides. A small number of female teachers are posted in rural areas. All these causes affect the enrolment of girl’s child especially in rural areas. The 50 % Para teachers are selected against PTR and mostly they are female.

Under these circumstances it is proposed that female teacher should be posted in rural areas, which can promote the enrollment of the girls. A rational approach should be taken off or policy should be decided to post teachers in the rural areas judiciously. Definitely this will improve the quality of education and increase the enrollment of girls. In this light suggestion were given that female teachers should be posted in rural area.

Active people participation is an important to achieve the goal of UEE. A suitable plan and policies should be prepared at the government or high level of administration to ensure the active participation of VEC in the activities. They should be strengthen on the basis of number as well as quality of work.

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CHAPTER- III

DISTRICT PROFILE OF GUMLA

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DemographyThe district has total population of 1025656 and total families of 133131. Out of 133131

families 99512 families live below poverty line i.e. they are BPL families, as per survey

conducted in the year 1997. It shows that the poverty ratios are 74.75%. There are only 1929

skilled workers in the district. The details are annexed as annexure-III. The birth rate of Gumla

district as per 2011 census growth rate for 2011-12 is 23.21 percent, which was 13.44 percent

for 1981-91 against the state average of 23.19% in 1991-2001 and 24.03 in 1981-91. The main

cause of low decadal growth rate is high death rate prevalent in these areas due to various

reasons. The infant mortality rate is 18 per thousand and the maternal mortality rate is 3.8 per

thousand. The main cause of high death rate is due to high intake of the country made liquor

among rural people and various endemic diseases like Malaria, TB etc. The entire area is Malaria

Prone Zone. Several cases of death are reported due to Malaria every year. Diarhorrea is also

prevalent in this area.

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Demographic feature :

. Year

Population all community

Urban Rural Total

Male Female Total Male Female Total Male Female Total

Census 2001 20607 19154 39761 398177 394509 792686 418784 413663 832447

Census 2011

514730 510926 1025656

Population Density Sex Ratio Area in Sq. KM

Decadal Growth Rate

Census 2001 156 988 5320.94 16.6

Census 2011 193 993 5320.94 23.21

Administrative Structure

Administrative Division Number

No. of Sub-Division 01

No. of Blocks 11

No. of Panchayats 159

No. of Revenue Villages 959

No. of habitate village 957

No. of unhabitate village 02

No. of Habitations 4514

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No. of Sub-district Units

S. No. Block

No. of Educational

Blocks (if any)

No. of BRC/UBRCs*

No. of CRCs

No. of villages

No. in wards in

Urban Area

No. of Panchayats

1 GUMLA 2 1 21 109 20 25

2 SISAI 1 1 15 89 0 18

3 BHARNO 1 1 11 70 0 12

4 GHAGHRA 1 1 11 121 0 18

5 BISHUNPUR 1 1 7 69 0 10

6 DUMRI 2 1 9 116 0 14

7 CHAINPUR 1 1 7 86 0 10

8 RAIDIH 1 1 8 61 0 13

9 PALKOT 1 1 13 74 0 14

10 BASIA 1 1 9 88 0 15

11 KAMDARA 1 1 7 74 0 10

TOTAL 13 11 118 957 20 159

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Educational Management Structure at District

A) District Education Officer: - DEO is head of elementary and secondary education in the district . Generally he controls Secondary Schools but indirectly he controls all categories of Schools.

B) District Superintendent of Education :- Primary and Upper Primary Schools are under control of DSE. Administration supervision and observation of elementary education is directly handled by DSE.

C) District Inspectoress of School: - DIS controls girls high school and girls middle school

D) Sub-Divisional Education Officer :- Generally inspection and supervision of high school is done by SDEO. But he can supervise and observe elementry schools.

of Schools

Schools

District

Education

Officer

(DEO)

Zila Parishad District Establishment

Committee

District Superintendent of Education (DSE) Sub -Divisional Education Officer

District Inspectoress

Girls

High

School

D y. Supt. Of Education

Range Education Officer

Upper Primary or Middle Schools including Basic

Schools

Block Education Extension

Officer in Every Education Circle

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E) Deputy Inspectoress of School :- She is an officer equal rank to sub - division . Supervision of girls high school and elementary girls schools are under her control .

F) Area Education Officer :- AEO is in charge of primary and upper primary school of an area which consist two or three blocks. There are four posts of AEO in the district. All posts are vacant and block education extension officers are in charge of AEO.

G) Block Education Extension Officer :- Primary Schools supervision and observation are under control of BEEO. There are 13 posts of BEEO in the District In which 2 posts are vacant.

Literacy Rate

Literacy rate of Gumla according to 2001 Census was only 51.57% is which male literacy was 63.50 % and female literacy was 39.95% according to 2011 census (Provisional) literacy rate of the district is 66.92% in which male literacy rate is 76.87 % and female literacy rate is 56.97%

BLOCKWISE LITERACY RATE 2001

SI. No.Block Name Male Female Total

1 Gumla 69.60 46.80 58.40

2 Sisai 61.1 33.60 47.4

3 Bharno 55.90 28.10 42.2

4 Ghagra 55.10 27.40 41.4

5 Bishunpur 51.90 25.00 38.60

6 Dumri 67.50 45.50 56.70

7 Chainpur 68.80 48.70 58.70

8 Raidih 66.60 42.30 54.30

9 Palkot 59.30 32.10 45.60

10 Basia 65.80 42.00 53.70

11 Kamdara 68.30 42.40 55.10

Total 63.50 39.95 51.74

Source : Census 2001

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Block wise No. of Govt. & Govt. Aided Schoo l

Category Primary Primary with upper primary

Management Govt. Tri.&

S Welfa

fe

Govt Aide

d Total Gov

t. Tri.& S Welfafe

Govt Aided

Including Rec.

Madarsa

Central

Govt. Schoo

ls

Total

GUMLA (U) 134 12 146 69 0 2 1 72SISAI (R) 102 1 6 109 52 2 54BHARNO (R) 68 5 73 52 52GHAGHRA (R) 114 3 117 51 1 52BISHUNPUR (R) 70 1 9 80 39 1 2 0 42DUMRI (R) 80 0 31 111 55 10 65CHAINPUR (R) 83 1 18 102 44 0 6 0 50RAIDIH (R) 82 22 104 47 0 8 55PALKOT (R) 127 10 137 62 5 67BASIA (R) 81 22 103 44 7 51KAMDARA (R) 77 32 109 45 5 50Total 1018 3 170 1191 560 1 48 1 610

Category Primary with upper primary & Sec/H.Sec Upper primary Only


S Welfaf

e

Govt Aide

d Total Gov

t.

Tri.& S

Welfafe

Govt Aided

Central

Govt. Schoo

ls

Total

GUMLA (U) 1 1 2 0SISAI (R) 2 2 0BHARNO (R) 0 0GHAGHRA (R) 1 1 0BISHUNPUR (R) 0 3 3 0 0 0 0 0DUMRI (R) 0 1 1CHAINPUR (R) 1 1 0RAIDIH (R) 1 1 1 1PALKOT (R) 0 1 1BASIA (R) 1 1 0KAMDARA (R) 1 1 0Total 7 4 1 12 0 0 3 0 3

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Category Upper Primary With Secondary/ Higher Seconday Secondary Only


S Welfaf

e

Govt Aide

d Total Gov

t.

Tri.& S

Welfafe

Govt Aided

Central

Govt. Schoo

ls

Total

GUMLA (U) 1 2 3 7 1 1SISAI (R) 2 2 3 1 1BHARNO (R) 3 3 1 0GHAGHRA (R) 2 2 2 0BISHUNPUR (R) 3 0 0 3 0 0 0 0 0DUMRI (R) 4 1 3 8 0CHAINPUR (R) 1 6 7 0RAIDIH (R) 3 1 4 0PALKOT (R) 5 5 0BASIA (R) 3 4 7 0KAMDARA (R) 3 2 5 0Total 30 1 18 49 13 0 2 0 2

Category Secondary With Higher Secondary Higher Secondary Only


S Welfaf

e

Govt Aide

d Total Gov

t.

Tri.& S

Welfafe

Govt Aided

Central

Govt. Schoo

ls

Total

GUMLA (U) 1 1 0SISAI (R) 0 0BHARNO (R) 0 0GHAGHRA (R) 1 1 1 0BISHUNPUR (R) 1 0 0 1 0 0 0 0 0DUMRI (R) 0 0CHAINPUR (R) 0 0RAIDIH (R) 1 1 0PALKOT (R) 0 0

BASIA (R) 0 0

KAMDARA (R) 0 0

Total 4 0 0 4 1 0 0 0 0

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Category Total

Management Govt. Tri.& S Welfafe

Govt Aided

Central Govt.

Schools Total

GUMLA (U) 213 0 18 1 232SISAI (R) 161 1 9 0 171BHARNO (R) 124 0 5 0 129GHAGHRA (R) 171 1 4 0 176BISHUNPUR (R) 113 5 11 0 129DUMRI (R) 139 1 45 0 185CHAINPUR (R) 129 1 30 0 160RAIDIH (R) 134 0 32 0 166PALKOT (R) 194 0 16 0 210BASIA (R) 129 0 33 0 162KAMDARA (R) 126 0 39 0 165Total 1633 9 242 1 1885

Source : BRC Report March 2011 and DISE 2010-11

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CHAPTER- V

PROGRRESS MADE SO FAR

271 . NEW SCHOOLS OPENNING

1.01 Upgradation of EGS into Primary School / New PS opening

SN BLOCK

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009 -

102010 -

11

Cumulative Achieveme

nt

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

1 Gumla 19 19 0 0 50 50 17 17 0 0 4 4 0 0 0 0 90 90

2 Sisai 31 31 0 0 32 32 6 6 0 0 5 5 0 0 3 3 77 77

3 Bharno 19 19 0 0 23 23 0 0 0 0 5 5 0 0 8 8 55 55

4 Ghagra 12 12 0 0 35 35 32 32 0 0 2 2 0 0 2 2 83 83

5 Bishunpur 15 15 0 0 19 19 17 17 0 0 1 1 0 0 0 0 52 52

6 Dumri 13 13 0 0 28 28 24 24 0 0 5 5 0 0 4 4 74 74

7 Chainpur 21 21 0 0 45 45 16 16 0 0 4 4 0 0 1 1 87 87

8 Raidih 13 13 0 0 33 33 17 17 0 0 5 5 0 0 0 0 68 68

9 Palkot 16 16 0 0 33 33 51 51 0 0 2 2 0 0 8 8 110 110

10 Basia 18 18 0 0 30 30 28 28 0 0 1 1 0 0 4 4 81 81

11 Kamdara 23 23 0 0 33 33 32 32 0 0 2 2 0 0 0 0 90 90

TOTAL 200 200 0 0 361 361 240 24

0 0 0 36 36 0 0 30 30 867 867

Source:- DSE OFFICE, GUMLA , March 2011

28

1.02. Upper Primary Education (UPE)

During the Year 2003-04 & 2004-05 Upper Primary Schooling facility has been provided in 147 & 3 Schools respectively after up gradation of primary school into Middle School. In Year 2005-06, 2006-07 & 2007-08, 2008-09 , 2009- 10 and 2010-11, 34, 6 & 16 & 145, 15 and 59 PS has been upgraded into Middle School.

Details of Up gradation of PS into Upper Primary School

Sl. No

.Block

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

Cum

ulati

ve

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

Targ

et

Achi

evem

ent

1 Gumla 14 14 3 3 8 8 1 1 3 3 6 6 2 2 4 4 41 412 Sisai 27 27 0 0 0 0 1 1 0 0 2 2 2 2 6 6 38 383 Bharno 22 22 0 0 0 0 2 2 0 0 0 0 16 16 40 404 Ghagra 11 11 0 0 0 0 1 1 3 3 26 26 0 0 0 0 41 41

5 Bishunpur 12 12 0 0 5 5 2 2 6 6 0 0 4 4 29 29

6 Dumri 6 6 0 0 5 5 1 1 2 2 17 17 3 3 10 10 44 44

7 Chainpur 7 7 0 0 5 5 1 1 0 0 15 15 2 2 5 5 35 35

8 Raidih 8 8 0 0 1 1 1 1 2 2 16 16 3 3 4 4 35 359 Palkot 20 20 0 0 5 5 0 0 19 19 2 2 4 4 50 50

10 Basia 12 12 0 0 5 5 0 0 13 13 1 1 6 6 37 37

11 Kamdara 8 8 0 0 0 0 2 2 25 25 0 0 0 0 35 35

TOTAL 147 147 3 3 34 34 6 6 16 16 145 14

5 15 15 59 59 425

425

Source:- DSE OFFICE, GUMLA ,March 2011

OUT COME:-

1. 1.Saturation of demand of upper primary schooling facilities2. Increase in Transition Ratio. 3. Increase in enrolment of girls

29

2.TEACHER

Teacher plays a pivotal role in transaction of school curriculum. Quality of education depends on availability of teachers.

Target & Achievement against sanctioned AWP&B 2010-11

Activity

TargetAchievement till

31.01.2011

Phy Fin Phy Fin

Primary Teachers (Para) Teacher 60 16.20 0 0

Teachers Salary (Recurring)

Primary Teachers (Para) (Recurring)

1674 903.96 1674 903.96

UP Teachers (Para) (Recurring) 838 452.52 838 452.52

Additional Teachers - PS (Para) (Recurring) 618 333.720 618 333.720

Primary Teachers Vacant 0 0 0 0

Upper Primary Teachers Vacant 260 70.20 260 70.20

Total 3390 1760.4 3390 1760.4

Block wise Details of Target & Achievement of Para Teacher in NPS

S.N. Block TARGET ACHIEVEMENT Till 31.03.11

NO. Of Para Teacher to be

appointed

1 GUMLA 180 180 0

2 SISAI 154 148 6

3 BHARNO 110 94 16

4 GHAGHRA 166 162 4

30

5 BISHUNPUR 104 104 0

6 DUMRI 148 140 8

7 CHAINPUR 174 172 2

8 RAIDIH 136 136 0

9 PALKOT 220 204 16

10 BASIA 162 154 8

11 KAMDARA 180 180 0

TOTAL 1734 1674 60

Block wise Details of Target & Achievement of UP Teachers

S.N. Block

TARG

ET

ACHI

EVEM

ENT

till 3

1.01

.11

NO

. Of P

ara

Teac

her t

o be

app

oint

ed

till 3

1st M

arch

201

1

1 GUMLA 111 101 10

2 SISAI 96 86 10

3 BHARNO 72 70 2

4 GHAGHRA 123 69 54

5 BISHUNPUR 75 66 9

6 DUMRI 102 79 23

7 CHAINPUR 90 53 37

8 RAIDIH 93 80 13

9 PALKOT 138 96 42

10 BASIA 93 72 21

31

11 KAMDARA 105 66 39

TOTAL 1098 838 260

Block wise Details of Target & Achievement of Para Teachers Against PTR

S.N. Block

TARG

ET

Tota

l AC

HIEV

EMEN

T

1 GUMLA 121 121

2 SISAI 97 97

3 BHARNO 86 86

4 GHAGHRA 100 100

5 BISHUNPUR 39 39

6 DUMRI 33 33

7 CHAINPUR 50 50

8 RAIDIH 32 32

9 PALKOT 19 19

10 BASIA 18 18

11 KAMDARA 23 23

TOTAL 618 618

Outcome:-

1. Decrease in PTR.2. Better performance in school & classroom transaction.

3.TEACHERS GRANT

The grant has been given to: -

(a) Teachers of Government school; and

32(b) Teachers of Government aided schools and aided Madarsas.

Teachers have used this grant for preparation and use of TLM

Teachers Grant

ACTIVITTARGET

ACHIEVEMENT Till 31.03.2011

PHY FIN PHY FIN

Primary Teachers 2607 13.035 2607 13.035

Upper Primary Teachers

3138 15.690 3138 15.690

Outcome:-

1. TLM was made by teacher for Learning Enhancement Programme “Buniyad”.2. TLM has been designed for special focus groups children .

4. BLOCK RESOURCE CENTRE

Block Recourse centre is functioning to provide academic support to teachers.BRC is providing teacher training of key subject viz. Math, English, Science and Buniyad.

Target & Achievement

Block Resource Centre (BRC)/UBRC

TARGETSupplementary

Budget Total Target ACHIEVEMENT Till

31.03.11

PHY. FIN PHY. FIN PHY. FIN PHY. FIN

Salary of Resource Persons

28 35.28 33 10.40 61 45.68 8 9.16

Furniture Grant

0 0.000 0 0 0

0 0

33Contingency Grant

11 5.50 0 11 5.5

11 5.5

Meeting, TA 11 3.3 0 0 11 3.3 11 3.3

TLM Grant 11 1.1 0 0 11 1.1 11 1.1

Sub Total 61 45.18 33 10.4 94 55.58 0 41 19.06

3. CLUSTER RESOURCE CENTRE All 118 CRCs is being functioned since 2010-11 in the District.

Cluster Resource Centres

TargetAchievement Till

31.03.2011

Phy Fin Phy Fin

Salary of Resource Persons

192 207.36 192 207.36

Furniture Grant 0 0 0 0

Contingency Grant 118 11.8 118 11.8

Meeting, TA 118 14.16 118 14.16

TLM Grant 118 3.54 118 3.54

Sub Total 546 236.86 546 236.86

Appointment of CRP&BRP for Academic Support

To provide academic support in key subject i.e. Math, Science and English, 156 Cluster Resource Person and 08 Block Resource Persons are working. Block wise details is given in table below;:-

Blockwise Sanctioned Post and Working Possition of CRP/BRP

Sl. No. Block Sanctioned Working CRPs Sanctioned Working

BRPs1 Gumla 17 20 3 02 Sisai 17 19 3 23 Bharno 17 17 3 14 Ghagra 17 14 3 15 Bishunpur 17 10 3 1

346 Dumri 17 10 3 17 Chainpur 17 10 3 08 Raidih 17 13 3 19 Palkot 17 20 3 0

10 Basia 17 10 3 111 Kamdara 17 13 3 0

Total 187 156 33 8

6.TEACHERS TRAINING

Teachers TrainingTARGET ACHIEVEMENT

PHY FIN PHY FIN

In-service Teachers' Training BRC Level 5780 69.36 3619 48.25

Induction training for Newly Recruit Trained Teachers

497 9.94 65 0.97

Training for Untrained Teachers 0 0 0 0

Other (DRG/BRG/CRG) 220 2.2 0 0

Sub Total 6497 81.5 3684 49.22

District is providing training to the teachers for improvement of their competency level.

Outcome:-

I. Providing training to teachers in all the key subject areas and pedagogic concerns.

II. Better monitoring of school performance. (Comprehensive and continuous evaluation)

III. Effective linkages between the programme

IV. Identifying the needs of training of teachers. (Need based teacher training);

357. INTERVENTION FOR OOSC

Interventions for OOSCTARGET ACHIEVEMENT Till

31.3.2011PHY FIN PHY FIN

Residential Bridge Course( 9 months) 126 12.60 126 12.19

Residential Bridge Course( 6 months ) 264 4.19 264 4.19

Non Residential Bridge Course 250 7.50 250 7.44

Innovative Scheme ( Per Child /Per Year) 194 5.82 194 5.52

Madarsa /Makthab 14 0.42 14 0.42

Sub Total 848 30.53 848 29.76

Outcome:-

I. Enrolment of out of school children as against SSA goals.II. Adoption of Zero rejection policy to providing education facilities to disable children.

III. Mainstreaming of Out-of-school childrenIV. Enrolment of disabled, OSC and children of migrant families

9. FREE TEXT BOOK

Free textbook has been provided to Focus group children under SSA and state is providing text book to other boys. State is providing Urdu Text book to Minority children.

TARGET ACHIEVEMENT Till 31.3.2011

PHY FIN PHY FIN

Free Text Book (Primary) 137551 206.327 137551 155.55

Free Text Book (Upper Primary) 39828 99.57 39828 38.99

Sub Total 177379 305.897 177379 194.54

BRC Report

Outcome:-

36I. Availability learning materials to all children

II. Availability learning materials to minority children

10. INCLUSIVE EDUCATION

SSA envisages zero rejection policy. Adopting this policy district has included disabled children into mainstream education. Medical checkup facility was provided by district to disabled children. Aids & appliances were distributed among disabled children. District has started a residential bridge course for 20 disabled children.


ActivityTarget Achievement till

31.03.2011Phy Fin Phy Fin

Inclusive Education 4351 108.78 2406 60.15

Outcomes –

I. Enrolment of disable children in school II. Enrolment of out of school disable children in residential bridge camp

11.CIVIL WORKS

Civil works is an important aspect of SSA. In achieving the goal of UEE Civil Works component has an important role and big share in budgetary allocation. Construction of ACR, NSB, BRC, CRC, Toilets and Drinking Water facility is carried out for quality education and retention of children in school. Civil Works Under SSA started in financial year 2003-04 in district. Construction work geared up after appointment of J.E. (on contract) in the district.

Community is actively participating in construction work. Community is monitoring and supervising the quality of construction. The quality of construction under SSA is far better than construction through other scheme.


Phy. Achievement Saving

Phy. Fin. Phy. Fin. phy Fin.

Primary School

(new)73 584.00 8 539.00 65 1.14

37Upper Primary

(new) @ 3 ACR159 1248.13 6 1152.65 153 1.03

Outcome –

I. Increase in physical infrastructureII. Increase in retention rate

III. Increase in girls enrolment

12.TEACHING LEARNING EQUIPMENT

ACTIVITYTARGET ACHIEVEMENT

PHY FIN PHY FIN

TLE - New Primary 30 6.00 30 6.00

TLE - New Upper Primary 59 29.50 59 29.50

Block wise details of Teaching Learning Equipment(UMS)

SN Block Target Achievement1 GUMLA 4 42 SISAI 6 63 BHARNO 16 164 GHAGHRA 0 05 BISHUNPUR 4 46 DUMRI 10 107 CHAINPUR 5 58 RAIDIH 4 49 PALKOT 4 4

10 BASIA 6 611 KAMDARA 0 0 Total 59 59

13.MAINTENANCE GRANT

To provide regular maintenance of school infrastructure and to prevent deterioration of school infrastructure, district has provided maintenance grant to all Govt.schools having own building

Target& Achievement

Activity Target Achievement

38Phy Fin Phy Fin

Maintenance Grant for Schools Having upto 3 Classroom 640 32.00 640 32.00

Maintenance Grant for Schools Having more than 3 Classroom 597 59.70 597 59.70

Total 1237 91.7 1237 91.7Outcome-

I. White washing /Colour washing of school

II. Painting of Blackboard

III. Repair, replacement of doors, windows etc

IV. Painting of doors and windows

V. Repair/replacement of plaster/pointing etc

VI. Repair/replacement of flooring

VII. Repair of walling

VIII. Any other items relating to maintenance /repair required for the health of school

infrastructure14.SCHOOL GRANT

The grant has been given to: -

(a) Government schools; and

(b) Government aided schools and recognized Madarsa


ActivityTarget

Achievement Till

31.03.10

Phy Fin Phy Fin

Primary School 1786 89.30 1786 89.30

Upper Primary School 627 43.89 627 43.89

Total 2413 133.19 2413 133.19

Outcome-

1. Availabiliy of basic infrastructure facilities as Tables, Chairs,almirahs, water drums, school registers, Information Board, and TLM, mats etc

15.RESEARCH & EVALUATION

39For the quality planning and implementation of programmers, setup in the district are as follows:-

1. District research advisory committee

2. Block research and evaluation committee

3. District monitoring committee

On recommendation of district research advisory committee block research and evaluation

committee is formed.

16.MANAGEMENT COST

ActivityTarget Achievement Till

31.03.11Phy Fin Phy

Management, Media & MIS 1 193.12 1 144.73

17. INNOVATIVE ACTIVITY

ActivityTarget

Achievement till

31.01.11

Phy Fin Phy Fin

ECCE 1 5.68 1 5.66

Girls Education 1 13.03 1 13.03

SC / ST 1 10 1

Computer

Education1 50 1

Minority 1 11 1 9.98

Total

40

Computer Education

Computer Education started in District in.Year.2003-04.Ten Schools selected for Computer Education & Computer and necessary equipment has been provided to these Schools. In these schools Govt. & Para teachers are teaching the students. The District has imparted computer Training of Teachers of concern school with the help of NIC, Gumla.

In F.Y 2004-05, Computer Education also started in ten more Schools & Computer and necessary equipment has been provided to the schools. In these schools Govt & para teachers are teaching the students. The District has imparted computer Training of Teachers of concern school with the help of NIC, Gumla.

During year 2005 – 06 & 2006-07 with the help of M/s Everon Systems India Ltd., Chennai computer education has been started in following 8 schools where computer & accessories with furniture and faculty teacher has been provided by M/s Everon Systems India Ltd., Chennai.

No. of School and beneficiaries under Computer Education

Sl.

No.

Name of

Revenue Block

No. of

Govt.

UP

Schools

Govt. UP Schools covered under CAL

Through

Everonn

Through

Educomp

Through

ACESOthers Total

1 2 3 4 5 6 7 8

1 GUMLA (U) 69 3 1 6 0 10

2 SISAI (R) 52 3 1 1 0 5

3 BHARNO (R) 52 1 1 0 0 2

4 GHAGHRA (R) 51 1 1 2 0 4

5 BISHUNPUR (R) 40 0 1 1 0 2

6 DUMRI (R) 55 0 1 2 0 3

7 CHAINPUR (R) 44 0 0 1 0 1

8 RAIDIH (R) 47 0 1 3 0 4

9 PALKOT (R) 62 0 1 1 0 2

10 BASIA (R) 44 0 1 2 0 3

11 KAMDARA (R) 45 0 1 1 0 2

Total 561 8 10 20 0 38

41Beneficiaries

Sl Block In Everonn Schools

In Educomp Schools

In ACES Schools

In Other Schools Total

1 2 9 10 11 12 13

1 GUMLA (U) 1164 93 1381 0 2638

2 SISAI (R) 907 96 259 0 1262

3 BHARNO (R) 416 97 0 0 513

4 GHAGHRA (R) 404 101 752 0 1257

5 BISHUNPUR (R) 0 90 242 0 332

6 DUMRI (R) 0 83 195 0 278

7 CHAINPUR (R) 0 0 181 0 181

8 RAIDIH (R) 0 85 492 0 577

9 PALKOT (R) 0 87 483 0 570

10 BASIA (R) 0 83 310 0 393

11 KAMDARA (R) 0 88 49 0 137

Total 2891 903 4344 0 8138

Source :- BRC REPORT, March 11

18.COMMUNITY MOBILISATION

District has provided training on decentralize planning& implementation of elementary education to community leaders. Community leaders has been empowered

ActivityTarget

Achievement Till

31.03.11

Phy Fin Phy Fin

VEC/SMC 3 day

residential3680 11.04 3680 11.04

VEC 3 day Non

residential 14720 22.08 14027 21.04

Total 18400 33.12 17707 32.08

Source : BRCC Report March 11

42Outcome-

I. Maximum use of available resources.II. Planning as per local specific needs.

III. Better monitoring of schools.IV. Decrease in teacher absenteeismV. Increase in enrolment.

NPEGEL

Progress Overview (2010-11)

Status of National Programme for Education of Girls at Elementary Level (NPEGEL):-

SI. No. Name of Block No. of Cluster Under taken NPEGEL

1 GUMLA 13

2 SISAI 9

3 BHARNO 7

4 GHAGHRA 8

5 BISHUNPUR 8

6 DUMRI 9

7 RAIDIH 10

8 PALKOT 8

9 BASIA 9

10 KAMDARA 7

Total 88

No. of Beneficiaries (Out of School & In school Girls)

Sl. No. Block Name

Total MCS

Category Wise No. of Enrolled Out of School Girls

SC ST OBC MIN GEN Total1 GUMLA 13 11 92 57 77 6 2432 SISAI 9 8 59 61 14 4 1463 BHARNO 7 1 120 28 7 6 1624 GHAGHRA 8 4 91 13 6 3 1175 BISHUNPUR 8 6 87 6 5 0 104

436 DUMRI 9 9 57 2 10 8 867 RAIDIH 10 6 55 23 21 0 1058 PALKOT 8 5 44 9 0 0 589 BASIA 9 4 64 14 0 2 84

10 KAMDARA 7 7 37 42 0 0 86Total 88 61 706 255 140 29 1191

NPEGEL Activity Progress

Sl.No. Activity process outcome

Phy.AWP & B

Budget

2011-12

Fin. Achievement

Achievement

1 Maintenance

1.1 Vocational Training

Vocational Training

• Strenthening of girls thought Vocational Traning

2755 11.88 11.88

• Selection of trainer

• Enrichment in their Economic Back grow

• Purchesing of material Thought Committee

• Enhancement in their life skill

• Enrollment of Girls after Counciling

441.2 Raw material for

vocational training• Enlistment of material by trainer & trainees

• Successful Vocational training

2755 6.16 6.16

• Purchesing of material thought Committee

1.3 Health Camp • Tieup will Department of health

• Identification of anemic Girls

818 4.4 4.4

• Organised camps at block level

• Maintain Medical Record of Girls

• height, weight & Blood Check up of adolsent Girls

• Counciling about their personal problems

1.4 Legal Counciling • Tieup legal advising organaisation

• Share of information about legal rights of womens

1100 0.44 0.44

45• Organiging of Camps of Block Level

• information of indian Constitution & lows for women & child

• Counceling about legal rights of women

1.5 Exposer Visit • Selection of girls whose perfomance is good

• Enhancement of girls self Confidence

991 8.8 8.8

• Selection of girls Site for Visit

• Knowladge Enhenct

• Hireing of vehicle , loding, fooding etc.

• Share Experience with other visiter

• Enhencement in qwality of work

1.6 Meena Manch • Formating of mina manch in every MCS

• High enrollment of girls in school

1848 3.52 3.52

46• Identification of nodel teachers

• No out of school children

• weekly meeting of munch & Identification of OOSC in catchment area

• Highly Confidence of Girls

• Proceeding of meeting of meena munch

• Manage of school by Children

2 Student/Teachers award

• Selection of Best peformer Girls/Teacher/School in cluster level

• Enhancement in motivation level of Students/ teachers

440 4.4 4.4

• Award ceromany organised

• Knowlage & Confidence Enhencement

• Motivation of other Student/teacher to achive the target

473 Student

Evalution/Remadial Teaching/Bridge & Alternative School

4 Teachers Training • Module of 3 days Sensatization training

• Sensatization of teachers about Gender issuses

176

• selection of one teacher per school for traning

•Traning Callender

5 ECCE • 1173 6.84 3.746 Community

Mobilization and Management cost

• Moblizaton of community leaders

• Change of mind set of Community leaders

710 2.79 2.1

• Enpanelment of Volenteers

• Successful During of programme

• Provision of emolments, T.A, D.A

• maintaining of gender Equity

• Stationary

48•Pumplets, leaflets about gender issues

Grand Total 12766 49.23 45.44

KGBVProgress Overview (2009-10)

BLOCKWISE NO. OF DROP OUT / OUT OF SCHOOL GIRLS ENROLLED IN KGBV

Classwise Enrolmnet

Sl. No

Block/ Municipal Area

Operational(Yes /No)

Enrolment (Class wise)

Class VI

Class VII

Class VIII

Class IX

Class X

Class XII

Class XII Total

1 GUMLA (U) Yes 32 21 40 46 45 22 0 206

2 SISAI (R) Yes 30 24 43 47 46 13 0 203

3 BHARNO (R) Yes 34 30 33 47 45 12 0 201

4 GHAGHRA (R) Yes 32 21 48 49 48 34 0 232

5 BISHUNPUR (R) Yes 36 28 27 49 46 20 0 206

6 DUMRI (R) Yes 27 26 30 37 34 12 0 166

7 CHAINPUR (R) 0 0

8 RAIDIH (R) Yes 20 26 39 25 36 19 0 165

9 PALKOT (R) Yes 28 26 33 37 22 12 0 158

10 BASIA (R) Yes 27 23 33 39 37 25 0 184

11 KAMDARA (R) Yes 32 26 30 45 30 23 0 186

Total 298 251 356 421 389 192 0 1907

Category wise Enrolment

Sl. NoBlock/

Municipal Area


Enrolment (Social categorywise)

SC ST OBC BPL Muslims Others Total

1 GUMLA (U) Yes 8 150 28 163 16 4 206

2 SISAI (R) Yes 10 115 44 177 15 19 203

3 BHARNO (R) Yes 9 141 20 142 14 17 201

49

4 GHAGHRA (R) Yes 15 158 40 213 11 8 232

5 BISHUNPUR (R) Yes 9 184 9 206 0 4 206

6 DUMRI (R) Yes 8 142 7 154 0 9 166

7 CHAINPUR (R) 0

8 RAIDIH (R) Yes 12 128 0 0 19 6 165

9 PALKOT (R) Yes 12 85 28 56 0 33 158

10 BASIA (R) Yes 17 101 45 105 9 12 184

11 KAMDARA (R) Yes 10 100 42 123 1 33 186

Total 110 1304 263 1339 85 145 1907

KGBV Building Status

Sl. No

Block/ Municipal

Area


Hostel Building Status School Building Status

Completed In Progress Completed In Progress

1 GUMLA (U) Yes Earth Work Not Taken

Up

2 SISAI (R) Yes Gr. Flr. - R/L 1st Flr. - R/L

3 BHARNO (R) Yes Completed Finishing

4 GHAGHRA (R) Yes Finishing 1st Flr. - R/C

5 BISHUNPUR (R) Yes Not

Taken Up Not Taken Up

6 DUMRI (R) Yes

Gr. Flr. - Finishing1st Flr.-R/L

Gr. Flr. - Finishing1st Flr. - R/L

7 CHAINPUR (R)

8 RAIDIH (R) Yes Plinth Level Not Taken

Up9 PALKOT (R) Yes R/C R/L

10 BASIA (R) Yes Not taken up Not Taken

Up

11 KAMDARA (R) Yes R/C R/C

Total

50

CHAPTER – VI

Problems and Issues

51

Problem and Issues ACCESS RELATED ISSUES

Total number of habitation in the district is 4514. All the habitation in the district has been covered with primary and upper primary schooling facility within 01 km and 03 km respectively. Hence access problem has been taken careof.

Problems related to out of school children

T otal population of 6-11 years age group children in the district is 159002. Out of 159002 children 10100 children are still out of school.

Total population of 11-14 years age group children in the district is 71404. Out of 71404 children 2498 children are out of school.

346 children from SC and 7641 children from ST require mainstreaming.

390 children who work in difficult circumstances/working, require Alternative and innovative centers (AIE) .

Mainstreaming of Out-of-school children

Enrolling of disabled out of school children and children of migrant families.

Opening of AIE centres in remote and scarcely populated habitations.

Convergence of welfare schemes for the benefit of out of school children

Competence of Education Volunteers in multigrade teaching.

Multiple programme for handling Out of School Children including child labour

Problems related to school infrastructure

As per RTE norms 678 ACR required in the FY 2011-12.

312 schools required toilet facility for ensuring 100 percent coverage. Efforts are on to cover under Integrated Action Plan (IAP).

282 Schools having no drinking water facilities. Efforts have been made to cover it under Integrated Action Plan of the District.

Problems related to Children With Special Need

4108 children with mild to moderate disabilities require appropriate facilities.

302 children are still out of school & require home based education.

A team of medical expert has conducted camps to ascertain to type, nature & degree of disability of children at block level.

52

ISSUES RELATED TO FOCUS GROUP CHILDREN

Gumla district has tribal dominated population. A large number of people live below poverty line. The parents of the children have no awareness about education.

Poverty results into involvement of children as Agriculture/Child Labour, Domestic work and other means of livelihood of their parents

Academic calendar inconsonance with their needs.

Welfare Dept. distributes stipend only to ST and SC students. Stipend is not given to the children on time. Generally stipend is given to the children after completion of academic session.

Socio-Economic Issues

Poverty, illiteracy, lack of awareness.

Lack of Employment oriented Education.

Problem of Child Labour.

Migration of children with their parents in search of livelihood.

Quality related issue

.

1321 teachers of Primary section not fulfill the minimum qualification as per the RTE/ NCTE norms of Minimum Intermediate Trainded

1063 teachers of upper primary section not fulfill the minimum qualification of RTE / NCTE norms of Minimum Graduate Traind.

Student’s absenteeism is a common phenomenon in rural areas and children have no opportunities to learn lessons taught on that day. No specific strategies are formulated to address the issue so far

Quality of teaching depends upon the availability of teachers. Multi-grade situation is another critical issue in Primary Education. As many as 80% of the Elementary Schools in district function in multi-grade situations. Many strategies are adopted to handle multigrade situations including training programme to teachers. But the results are not encouraging. The primary schools in the district are identical to non-formal education centers.

To provide academic support to teachers, BRP and CRP are appointed. Because they are appointed on daily wages they are morally and psychologically very low motivated. It is necessary that resource person giving academic support must have pedagogic vision. Need has been failed for providing capacity building on pedagogic issues and quality management of schools.

The motivation level of teachers is very low. There is a lack of Maths, Science and English teachers.

All these factors have led to unsatisfactory performance of children. In spite of the availability of all resources the lacuna in quality education continues to exist. This could

53perhaps because of erroneous teaching methodology, which is ‘Teacher-centric’ rather than ‘Child centric’.

The teachers have the potential to teach but need orientation on teaching methodology and adoption of child centric approach.

PROBLEMS RELATED TO NAXAL PRONE AREAS

Gumla’s 95 % population of total population live in villages. Nearly 49 per cent of the population lives below the poverty line. In the district due to unequal distribution of resources, a group of people have entered into rebelious activity against the set democratic system. Low productivity of land has resulted into unemployment of tribal youths. The naxal ideologies easily atract the unemployed youths. The main reason for above is illeteracy of people of these affected blocks example – Dumri, Bishunpur, Palkot, Kamdara, Ghaghra, Raidih, Basia, Sisai etc. Although total literacy campaign and SSA activities are being going on in the areas but the pace of growth is slow. The difficult ueven geographiocal tarrains and largely forests covered areas further compound the problem.

Problem faced in implmentation of SSA activities in the naxal prone and geographical terrain of the district :-

1. Lack of interest of the guardians towards education of their wards. This result into

frequent absentism of the children and tendency to drop out in considerable numbers.

2. Difficult geographical terrain and location of many schools in the hilly areas and deep

forest locations. They need extra budgetary provisions under civil construction of ACR &

NSB in these difficult location schools.

3. The above problem also results into less monitoring of schools situated in scuh difficult

areas.

4. Lack of social responsibility and awareness amongs the people towards education.

5. Teachers working in naxal areas should be periodically changed to remove stress on them

due to naxal pressures.

Special strategies are proposed in AWP & B 2011-12

1. Community mobilisation :- Special drives of sensitisation of parents through the

children studying in various formal schools of these areas shall be done in these areas.

Here parent teacher association and child cabinet shall also be sensitized on the need

of education and the community shall be mobilized through them.

2. Special session in VEC training shall be introduced for how to mobilize illeterate

people of the aeas towards education and a campaign shall be launched in

convergence with District Saksharta Samitee for the same.

543. Special AIE centres,RBC & NRBC have been proposed in these above affected areas.

4. Special media campaigns, wall writing and districbution of EIC material shall be done

in these areas in the media activity head.

5. As the district is largely affected from the problem of naxalism and illeteracy 50% of

the budget in the annual work plan has been kept for construction of ACR, NSB etc. to

meet the additional requirement of school buildings for proper education of the

children in these areas.

55

Chapter VII – A

Strategies & Intervention

56

10.1 Proposal to Access to SchoolVISION : Access to school is the right of every child in the age group of 6-14 years. The new RTE norms envisages for a primary school in every 1 KM and a upper primary school in every 3 KM area. There should not be any habitation unserved with a primary with a primary school with in 1 KM and a upper primary school with in 3 KM area.

Target :

1. As per the SSA norms of Primary and Upper Primary Schooling facility 1811 schools providing the Primary Schooling and 762 schools providing upper primary schooling facility . On the basis of 2:1 Primary , upper primary schooling facility there is a gap of 234 schools.

Block No.of schools providing Primary

Schooling facility

(Govt. & Govt. Aided)

No.of schools providing

Upper Primary

Schooling facility

(Govt. & Govt. Aided)

Primary and Upper

Primary Ratio

No. of UPS

eligible as per 2:1

ratio

Gap in UPS as per 2:1

ratio

Gap in UPS as

per State & PS:UPS

Ratio norms

GUMLA (U) 218 75 1 : 2.91 109 34 34

SISAI (R) 165 58 1 : 2.84 83 25 25

BHARNO (R) 125 55 1 : 2.27 63 8 8

GHAGHRA (R) 170 55 1 : 3.09 85 30 30

BISHUNPUR (R) 125 48 1 : 2.6 63 15 15

DUMRI (R) 176 74 1 : 2.38 88 14 14

CHAINPUR (R) 153 58 1 : 2.64 77 19 19

RAIDIH (R) 160 61 1 : 2.62 80 19 19

PALKOT (R) 204 73 1 : 2.79 102 29 29

BASIA (R) 155 59 1 : 2.63 78 19 19

KAMDARA (R) 160 56 1 : 2.86 80 24 24

Total 1811 672 1 : 2.69 906 234 234

2. As per the Habitation mapping exercise under the district in habitations which are unserved by Primary/Upper primary schooling facility as per the RTE norms of primary school within 1 KM and a upper primary school within 3 KM. Based on on the same Habitation and Access tables given below of primary and upper primary the following conclusion have been derived:-

57

Habitation and Access plan of Gumla District

Sl. No.

Name of Block

No. of Revenue Village

No. of Wards Urban Area

No. of Habitati

on

Habitations having

Primary Schooling

Facility with in 1 KM)

Habitations having

Upper Primary

Schooling Facility

with in 3 KM)

Habitations not having

Primary Schooling

Facility with in 1 KM)

Habitations not

having Upper

Primary Schooling

Facility with in 3

KM)

No. of Habitation

/ School Eligible for

UPS

1 GUMLA 109 22 400 400 400 0 0 0

2 SISAI 89 0 413 413 413 0 0 0

3 BHARNO 70 0 367 367 367 0 0 0

4 GHAGHRA 121 0 405 405 405 0 0 0

5 BISHUNPUR 69 0 403 403 403 0 0 0

6 DUMRI 116 0 338 338 338 0 0 0

7 CHAINPUR 86 0 321 321 321 0 0 0

8 RAIDIH 61 0 309 309 309 0 0 0

9 PALKOT 74 0 620 620 620 0 0 0

10 BASIA 88 0 567 567 567 0 0 0

11 KAMDARA 74 0 371 371 371 0 0 0

Total 159 22 4514 4514 4514 0 0 0

Source : Habitation Mapping/ BRC Report

1. All the 4514 habitations have been covered with primary school within 01 km and upper primary school within 3 kms. Hance in fy 2011-12 there is no need of opening any Primary School or Upgrading any Primary to Upper Primary.

58

10.2 Universal Retention

Teacher availability is a critical factor in ensuring universal retention. For this is required that following factor should be addressed as per RTE norms :-

1. There should not be any single teacher school.

2. Entitlement of PTR as per RTE norms in Primary and upper primary schools.

Target :

1. The teacher availability status of the district are follows :-

Govt. Primary Teachers Working - 1064

Govt. Upper Primary Teachers Working - 0709

Para Teachers working in primary - 1875

Para Teachers working in upper primary - 1255

Thus in total there are 5871 teachers working upto March 2011.

Requirement of teacher as per RTE norms

RTE norms says that in schools the teacher should be in following number :-

Primary School :

Sl. No Enrollment in School Teacher Requirement1 Up to 60 22 Between 61 to 90 33 Between 91 to 120 44 Between 121 to 200 55 Above 150 children 5 + 1 Headmaster6 Above 200 children PTRs shall not exceed 1:40 excluding H.M.

Upper Primary School :

1. PTR should be 1:35 and subject wise teacher for Science, Math, Social Science and Language.

Requirement of para teacher as per RTE enrollment norms based on PTR.

Requirement of Para Teacher in primary schools as per RTE and Enrollment norm : A summary

59

10. 3. Salary to Teachers Category wise working & vacant no. of par teachers are as follows

Category Sanctioned post Working Vacant

Primary teacher 1734 1674 60

Upper primary teacher 1275 838 437

Upper primary teacher Science & Math 155 155

Upper primary teacher Language 111 111

PTR 618 618

Total 3893 3130 763

Salary proposal for para teachers have been proposed as given below

Salary proposal for para teachers of new primary school

Category No. of parateacher

Rs. Per month Month Total

Grd. Trd 112 6000 12 8064000

Grd. Untrd. 521 5500 12 34386000

Inter Trd. 107 5500 12 7062000

Inter Untrd 934 5000 12 56040000

Vacant 60 6000 6 2160000

Total 1734 107712000

Salary proposal for parateachers against PTR

Category No. of parateacher Rs. Per month Month Total

Grd. Trd 298 6000 12 21456000

Grd. Untrd. 152 5500 12 10032000

60

Inter Trd. 97 5500 12 6402000

Inter Untrd 71 5000 12 4260000

Total 618 42150000

Salary proposal for parateachers in upgraded primary school

Category No. of parateacher

Rs. Per month Month Total

Grd. Trd 318 6000 12 22896000

Grd. Untrd. 520 5500 12 34320000

Subject specific Science & Math 155 6000 9 8370000

Subject specific Language 111 6000 9 5994000

Vacant 437 6000 6 15732000

Total 1541 87312000

Salary proposal for new teachers

Hence budgetary provision made for new & recurring para teachers salary for Rs. 237174000.

Accountability

1. Physical verification – Component incharge, APO & BRCC2. Certificate from BRCC – Component in charge3. Meeting of District Elementary Education Committee – DPO & Component incharge4. Selection of parateachers – Component incharge, BRCC, CRP & VEC.

61

10.4. School Grant

As per SSA norms school grant will be provided to –

1. Government Schools2. Government Aided Schools3. Primary and upper primary schools will be treated as separate schools for the purpose of

school grant even if they are functioning from the same premises.

Block wise No. of Govt. & Govt. aided primary & upper primary schooling facility as below

Block Primary Upper Primary TotalGUMLA (U) 219 81 300SISAI (R) 166 62 228BHARNO (R) 125 61 186GHAGHRA (R) 173 59 232BISHUNPUR (R) 124 51 175DUMRI (R) 180 72 252CHAINPUR (R) 153 57 210RAIDIH (R) 160 61 221PALKOT (R) 204 72 276BASIA (R) 153 56 209KAMDARA (R) 159 54 213

1816 686 2502

Financial provision – Primary section 1816 x 5000 = 9080000Upper primary section 686 X 7000 = 4802000 Thus total provision made for Rs. 13882000 under School grant

62

10.5. Teachers GrantTeaching learning material (TLM) is the actual vehicle that helps in delivering

the curriculum to the child in classroom. Teaching learning material include wide variety of items such as textbooks, Workbook, teacher guides, teaching aids, learning aids (Concrete material) Educational kits. Supply mentor reading material usable black boards etc, which are either directly or indirectly used by the teacher and or child in the classroom situation. Out of all the above mentioned materials it has been observed that text books is the main or sometimes the only tool which is available and is being used for teaching learning. Since teaching learning materials play crucial role in actual curriculum transaction both at primary and the upper primary stages, it becomes necessary to assess the type availability, suitability and usability of existing materials. Keeping in the mind the above mentioned ideas we have already trained our some teachers of the district in DIET, Ratu Ranchi.Our further strategies are following: -

1. Training for preparation and use of TLM to master trainers of the district.2. Training for preparation and use of TLM to members of Block

Implementation Group at concern block. 3. Organization of training camp at CRC level for teachers.

4. Organization of workshop for preparation and use of TLM at BRC and DLO level

Separately for primary and upper primary school.

No. of working teachers working in primary / upper primary /upper primary sections of high schools are as follows

Teachers Working in Govt. & Govt. Aided Schools

Category Primary

Upper primary school Including

Higher secondary school

Total

Govt. Teachers 1064 709 1773

Govt Aided 508 372 880

Para Teachers 1875 1255 3130

Tribal & Soc. Wel. 88 88

Working Strength 3447 2424 5871

63Budgetary provision for Primary teachers grant = 3447 X 500 = 17.235 Lacs

Budgetary provision for upper primary / high schools teachers grant = 2424 x 500 = 12.12 lacs

Hence total budgetary provision made under TLM grant for Rs. 29.355 Lacs.

64

10.6 Maintenance & Repair of School BuildingVISION:- Regular maintenance of school infrastructure is necessary to prevent deterioration of school infrastructure. In absence of regular maintenance of school infrastructure deteriorated much faster and some of them have to rehabilitate with heavy cost. The problems of regular maintenance have been addressed in Sarva Siksha Abhiyan by providing Repair &Maintenance Grant. The provision will help to great extent in maintaining the health of school infrastructure.

Provision under SSA Following: - To be provided only to Govt. schools with their own building. Not

applicable to Government aided schools or other private schools. Only through school management committees/VECs Schools up to three classrooms will be eligible for repair & maintenance

grant of Rs. 5,000 per school per year, while schools having more than three classrooms would get a repair & maintenance grant up to a maximum of Rs. 10,000 per school per year.

Primary schools and Upper Primary Schools would be treated as separate schools for the purpose.

High/Secondary Schools where classes start from VIII onwards having Upper primary up to Class XII are not eligible.

Grant will be available only of those schools, which have existing buildings of their own.

TARGET: -

65Block wise No. of Govt. School having their own building

Sl. No. Name of Block Total No. of Govt. Schools

No. of Govt. Schools having upto 3 rooms

No. of Govt. Schools

having more than 3 rooms

1 GUMLA 209 113 792 SISAI 158 92 593 BHARNO 123 54 554 GHAGHRA 168 107 495 BISHUNPUR 112 64 426 DUMRI 138 87 407 CHAINPUR 128 71 468 RAIDIH 131 81 409 PALKOT 192 127 52

10 BASIA 128 90 3411 KAMDARA 124 77 38

Total 1611 963 534

STRATEGY: - 1. Need assessment for Repair & Maintenance of school Infrastructure

2. Following items for repair /maintenance will be done as per school requirement; - White washing /Color washing Painting of Blackboard, Children board etc Repair of leakage of roof, if any Repair, replacement of doors, windows etc Painting of doors and windows Repair/replacement of plaster/pointing etc Repair/replacement of flooring Repair of walling Any other items relating to maintenance /repair required for the health of

school infrastructure

3. District will sensitize the community to involve their contribution in Repair & Maintenance of School infrastructure

Financial Provisi on :- We propose Rs.48.15 Lacs for 963 schools having up to 3 class room and Rs 53.40 lacs for 534 schools having more than 3 class room.

66

TIME FRAME: - I. Need Assessment- April 11 to June 11II. Community Contribution- April 11 to June 11III. Repair &Maintenance of school infrastructure – July 11 to December 11

IV. Submission of utilization certificates by VEC- January 12 Accountability:-

I. Need Assessment- Component in charge of civil works &J.E.II. Repair &Maintenance of school infrastructure- VEC

Submission of utilization certificates- Head Master of concerned school

10.7. BLOCK RESOURCE CENTRE

Block Resource Centres act as the most instrumental institution for ensuring quality Education in our Schools.

BRC which is headed by BEEO –cum- BRCC and supported by 6 Resource Persons having specialisation in Science, Math and English.

All the Programmes under SSA are implemented through BRC at Block level which ranges from training of Para teachers and Formal School teachers, ensuring education of out of school children through various modes of alternating schooling, ensuring quality of teaching, helping weak children through remedial teaching, running of NPEGEL activities, gender sensitization etc.

We have 11 functional BRCs in the 11 revenue blocks of the district with following management structure and stipulated roles to play.

Block Level Management Structure:-

1. Block Resource Centre Co ordinator cum BEEO-12. Resource Person-6 (English, Math&Science)3. 2 Resource persons in each BRC for support of children with special need4. 1 MIS coordinator5. 1 Data entry operator6. 1 Accountant cum support staff for every 50 schools

67

Function of BRC:-1. Academic Support to schools2. Organize training3. Technical support for construction of school infrastructure4. Provide support for account maintenance of school of block5. Organize remedial teaching6. Support &Monitoring of interventions for out of school children7. Monitoring & Evaluation of schools of blocks 8. Preparation & implementation of Block Level Plan9. Monitoring of selection of Para Teachers& Approval of selection of Para

teachers10.Provide updated information of educational statistics of block11.Organize creative activity, cultural meet etc.

Financial Proposal

As the newly appointed Resource persons have proved their worthiness by performing multifaceted roles in learners evaluation, teachers training, research & monitoring for enhancing efficiency of existing schools, implementing quality package with convergence with etc, the proposal has been made to continue the engagement of 66 resource person..Contigency Grant

Contingency grant for 11 BRCs @ Rs. 50000/- per BRC has been proposed to meet essential day to expenses minor repairs, stationery etc.Meeting & T.A. Grant

Travelling expenses of BPOs, BRPs and BRCCs funds for 11 BRC @ Rs. 30000/- BRC has been proposed in the plan.TLM Grant

TLM Grant for 11 BRC @ Rs. 10000/- BRC has been proposed.Summary of Proposed budgetary provision for BRC

Head Unit Cost Phy Fin

Salary of Resource Persons:

(a) 6 Resource Persons at BRC for subject specific training 1.100 66 72.600(b) 4 Resource Persons for resource support for children with special needs (Existing)

68(c) 2 Resource Persons for resource support for children with special needs (Vacant)1 MIS Coordinator 1.000 11 11.000

1 Datra Entry Operator 1.000 11 11.000

1 Accountant-cum-support staff for every 50 schools 0.50 50 25.000

Contingency Grant 0.500 11 5.500

Meeting, TA 0.300 11 3.300

TLM Grant 0.100 11 1.100

Mantainance Grant 1.100

Sub Total 130.600

In this regard Rs.130.60 Lakhs has been proposed for BRC.

Implementation Work Plan of BRC 1. 1. Funds to the BRCs shall be released to the BRC in the second

week of May 10 or as soon as the Budget is sanctioned for the district.

2. All the BLOs shall be asked to implement their proposed AWP&B plan for the financial year 10-11. For this meeting of all the BRCCs and BPOs shall be organized the month of 2nd week of April 10 by the DLO. In which they will be asked to implement the proposed monthly implementation schedule of the block and monitoring shall be done as monthly basis.

10.8 Cluster Resource Centre Cluster Resource Centre is an institution where teachers sit together once in a month and discuss the various education problems. They share the new teaching methods of a particular subject/topic and TLM develop by them.

The CRC meeting is helpful to the teachers in: - Clarification of doubts on the hard areas in the content of the textbooks. Orienting them in preparation of low-cost TLMs. Facing the challenge of handling multigrade situations. Encouraging them to undertake innovative practices.

Proposed budgetary provision for CRC

691. Salary for CRPs: 187 CRP’s are proposed for 1 CRP an average of

18 schools. CRPs have proved themselves very useful in monitoring of schools, learners evaluation, providing remedial teaching to weak children, collecting useful. Implementing quality education package and training of teachers and VECs. They are inputs have also proved useful in development of TLM and planning of lessons by the regular school teachers

2. Furniture grant has already been covered under FY 2010-11. Hence not proposed.

3. Contingency Grant for 118 CRCs @ Rs. 10000/- per CRC has been proposed and kept in the budget.

4. Rs. 12000/- per CRC has been proposed for 118 CRCs to meet the traveling expenses (T.A) for CRPs working in the CRCs.

5. TLM grant for 118 CRC @ Rs. 3000/- per CRCs has been proposed.6. Maintance Grant @ Rs 20000 / CRC has been proposed. As per

follows :-


Salary of Cluster Resource Persons (on an average of one Resource Person per 18 schools in a block) 0.900 187 168.300

Furniture Grant 0.100 - -


Meeting, TA 0.120 118 14.160

TLM Grant 0.030 118 3.540

Mantanaince Grant 0.020 118 3.540

Total 200.160

Hence budget provision has been made Rs. 200.160 Lakhs for CRC.

Implementation work plan of CRC1. All CRC coordinating shall be called for a meeting at DLO for 1 day

orientation on implementation of cluster level activities of AWP&B 2011-

7012 and passing due chans and guidelines given to them in the 3rd week of April 11

2. Funds shall be transferred to them in 1st week of May 11 subject to availability and sanction of Budget for Fy 2011-12

3. All the CRC provided with furniture in their CRCs by the end of May 11

4. One direct monitoring meeting every month shall be done by DLO w.e.f April 11 to March 12 to insure effective functioning of CRCs.

5. Block level office shall also ensure regarding monitoring of CRCs on fortnightly basis or as per need basis.

71

10.9 Intervention for out of school children

Introduction:-Under section 3 of RTE every child by the age of 6-14 will have right free

and compulsory education in nabourhood school for completion of elementary education where a child above six years of age has not been admitted in appropriate class according to the age. The children who have never attended the formal school and attended for few days in the month and went back to their homes. There are 12598 out of school children in the district. The education needs of these large numbers of children can be address only through AIE scheme. The AIE center provides flexible and diverse strategy especially suited for the diverse needs of children who are out of school for the various reasons.

The main reason of out of school is lack of interest engage in house hold work, earning compulsion, agriculture work, migration, lack of access and socio cultural reason.

To ensure education facility living in small and unserved habitation, working children migrating children adolescent girls. There are some reasons which are the major factor why children not attend formal school.

Dispersed population in hilly and forest area. Geographical barriers like forest and hill etc. Engaged in parent's occupation for survival. Children work in hotel, garages, domestic work and children of deprived

section. Children unable to attend school due to communication problem. Deviance behavior of the children due to social evils.

Objective - Bringing all the children of 06-14 age group in the fold of Elementary Education is the ultimate concern of Sarva Shiksha Abhiyan. But still good number of children is still out of school. To provide from better education it is necessary to strengthen the prevailing interventions and initiating new and innovative ones.

So there are separate strategies should be out lined for bridging and mainstreaming remedial teaching for mainstreamed children and their tracking migrating children, children without adult protection urban and rural deprived minority and other society backward children. The reason of children remaining out of school will be identified clearly for out of school children major activities like no residential bridge course, residential bridge course, public privet partnership, drop in centre and other innovative school CWSN children also.

72

Most of the out of school children are enrolled in formal school and admitted in different special programme center like RBC, NRBC, Public Privet Partnership, drop in center, Evening center and NRBC minority children. At the sometime we focused to mainstream out of school in their age appropriate classes after providing competencies.

Progress of Previous year (2010-11) of Intervention for out of school Children

Progress against the target for coverage of OOSC during 2010-11

In the year 2010-11, we have successfully run the following special training centers for out of school children-

Sl. no.

Type of Centres/ Activity

Target

Coverage

Remarks

Type

Fresh Total

1 7.07 Innovative Scheme 9

months night centers

196 (1) Night School Ambedkar Nagar, Gumla

25 25 (2) SSA Notredam Partnership School Gumla

50 50 (3) Mobile School 25 25 (5) Jail Vidyalaya AIE 46 46 (6) Remand Home AIE 25 25 (6) Utpreran Kendra, Gumla 25 25 Total 196 196

Sl. no.

Type of Centres/ Activity

Phy. Fin.Coverage Rem

arksType Total

1 7.07 Innovative Scheme 9 months night centers

196 5.0 (1) Night School Ambedkar Nagar, Gumla 25

(2) SSA Notredam Partnership School Gumla 50

(3) Mobile School 25

(5) Jail Vidyalaya AIE 46

(6) Remand Home AIE 25

73(6) Utpreran Kendra, Gumla 25 Total 196

27.05 Residential Bridge Course Recurring

264 RBC Recurring 4.0 13 child lebour schools

264 Recurrin

g

37.03 Residential Bridge Course

126 RBC Fresh 12.0

9 center child lebour schools where run in Govt. Aided Minority Schools & 1 center run by NGO Gramin Shaichnik Avam Seva Sansthan

126

47.04 Non Residential Bridge Course

250 7.0 17 NRBC run by VEC 250

5 NRBC Minority 14 .42 1 NRBC run by Recognized Madrsa

VEC 14

6 Innovation Recurring 508 0

Out of School Children 2011-12

Total Population (6-14) : 230406

Total enrollment (6-14) in Govt. & Govt. aided school : 168622

Maximum attendance : 140689

Never enrolled & Drop Out : 12598

Irregular : 27933

Total out of school children : 12598

Out of School Children 2011-12

Age GroupTotal

Population

Total Enrollmen

t

Enrollment % of Total Enrollmen

tNo. of OOSC

% of OOSCBoys Girls

06-11Year 159002 148902 74734 74168 93.65 10100 6.78

7411-14 Year 71404 68906 33991 34915 96.50 2498 3.63

Total 230406 217808 108725 109083 94.53 12598 5.78

Status and age wise breakup of OOSC

Block

NEVER ENROLLED DROP OUT

Grand Total 6-14 age group6-8 YEARS 8-11 YEARS 11-14 YEARS Total 6-8 YEARS 8-11 YEARS 11-14 YEARS Total

B G T B G T B G T B G T B G T B G T B G T B G T B G T

GUMLA (U) 482 436 918 45 8 53 261 365 626 788 809 1597 454 471 925 25 18 43 33 9 42 512 498 1010 1300 1307 2607

SISAI (R) 182 167 349 12 11 23 36 95 131 230 273 503 436 418 854 37 28 65 21 14 35 494 460 954 724 733 1457

BHARNO (R)

114 92 206 32 19 51 25 2 27 171 113 284 311 378 689 42 29 71 10 9 19 363 416 779 534 529 1063

GHAGHRA (R)

208 207 415 16 22 38 19 17 36 243 246 489 386 402 788 81 58 139 5 8 13 472 468 940 715 714 1429

BISHUNPUR (R)

132 89 221 17 9 26 0 10 10 149 108 257 218 245 463 27 31 58 25 4 29 270 280 550 419 388 807

DUMRI (R) 155 151 306 28 15 43 9 8 17 192 174 366 266 256 522 28 21 49 3 9 12 297 286 583 489 460 949

CHAINPUR (R)

82 75 157 12 18 30 45 41 86 139 134 273 223 218 441 29 18 47 17 22 39 269 258 527 408 392 800

RAIDIH (R) 49 89 138 13 2 15 15 12 27 77 103 180 273 268 541 24 8 32 25 21 46 322 297 619 399 400 799

PALKOT (R) 167 132 299 19 11 30 0 8 8 186 151 337 244 238 482 33 21 54 34 92 126 311 351 662 497 502 999

BASIA (R) 112 85 197 18 19 37 0 32 32 130 136 266 245 229 474 38 29 67 0 68 68 283 326 609 413 462 875

KAMDARA (R)

110 81 191 17 15 32 0 13 13 127 109 236 259 265 524 17 25 42 0 11 11 276 301 577 403 410 813

District 1793 1604 3397 229 149 378 410 603 1013 2432 2356 4788 3315 3388 6703 381 286 667 173 267 440 3869 3941 7810 6301 6297 12598

75

Out of 12598 OOSC 10800 will be mainstreamed and 1798 will be covered through following intervention

Total Out of School childre

n in Gumla district

Coverage plan for out of school hard to reach children in financial year 2011-12

Direct mainstream in formal school/Govt. Aided School/

Pvt. School

NRBC Special Trainin

g Center

RBC Special Trainin

g Center

Innovation

KGBV

(8-1

4 ag

e gr

oup)

Pvt.

Scho

ol (6

-8 a

ge g

roup

)

NPEG

EL (1

1-14

age

gro

up)

Govt

. Aid

ed (6

-8 a

ge g

roup

)

Govt

. Sch

ool (

6-8

age

grou

p)For 1 ppp

Special Trainin

g Center

for workin

g /depriv

e childre

n

1 AIE center at recognis

ed Madrasa

for minority muslim out of schol

children

Mobile school

for maigarery out of school

children

Utpreran

Kendra for

working childre

n

6 night schools for

working

children

1 AIE center

at reman

d home

for juvenil

e childre

n

1AIE center for jail

in mates and their

children

200 1000 515 4000 5085

12598 10800 475 250 150 75 200 300 248 50 50

76

Implementation Plan 2011-12

Block wise & Reason wise oosc figures are given below:-

Sl. No.

No. of Out of School Children with Reason

Block

No. of Out of School

Children

Lack of Interest

Lack of

Access

Household Work

MigrationEarning

CompulsionFailure

Social Cultural Reason

Non-Flexibility in School Timeing

and System

of School

Others

1 GUMLA (U) 2607 495 12 526 56 475 575 286 39 143

2 SISAI (R) 1457 318 29 274 29 229 302 160 24 92

3BHARNO (R) 1063 260 5 180 21 138 212 116 19 112

4GHAGHRA (R) 1429 334 8 253 28 259 285 159 18 85

5BISHUNPUR (R) 807 235 6 137 16 104 161 88 6 54

6 DUMRI (R) 949 242 3 181 18 141 189 104 9 62

7CHAINPUR (R) 800 240 12 136 19 110 160 88 22 13

8 RAIDIH (R) 799 229 5 145 15 123 179 87 0 16

9PALKOT (R) 999 259 9 169 11 229 199 109 9 5

10 BASIA (R) 875 242 2 148 17 178 175 96 7 10

11KAMDARA (R) 813 232 3 138 5 175 162 89 6 3

Total 12598 3086 94 2287 235 2161 2599 1382 159 595

There are 12598 out of school children identified in the district.

Note- Above figures are calculated by subtracting the total Enrollment of (6-14) age group to the total population of (6-14) age group.

77Strategies for Mainstreaming children:

The total out of school children are 12598. Among 10800 age group (6-8 ) total 10100 will directly enrolled different school. for this will be organized awareness campaign for enrolled the children through Schools, SMC members and panchayat members in the month of April-may 11. This programme will be conducted for continue in all the habitations of the districts. District to school level activity will be conducted during the enrollment campaign programme. The never enrolled and drop out children will be enrolled in schools during the campaign. Follow up programme can be carried out in first week of the October.

Following activities will be conducted during the campaign :

Day 1 : District level workshop

Day 2 : Block level workshop

Day 3 : School level workshop

Day 4 : Prabhat pheri & Awareness programme

Day 5 : Door to door Counseling

Day 6 : Admission in school

Day 7 : Welcome lunch by Bal-Sansad.

Monitoring Strategies

Sl. Level of Team Team Members Plan of Monitoring

1 District Level DPO, ADPO, APOs, DRPs All APOs will adopt all blocks and they will monitor each centre twice in a month.

2 BRC Level BEEO, BPOs, BRPs Both BPOs will monitoring each centers weekly

3 CRC Level CRCCs, CRPs CRPs will monitor every center regularly, get feedback and inform district level office.

4 SMC Level Teachers/SMC Members Each centre will be attached to nearest SMC and regular monitoring will be done by SMC Members and school teachers.

78Block wise Recognized maqtab Madarsa OOSC figures are given below:-

Sl. No. Name of Block (8-14) year Total

1 GUMLA 75 75

Total 75 75

There are 01 recognized maqtab/madarsa is running in the district.

Block wise OOSC figure covering in KGBV and NPEGEL Programme:-

Sl. No. Name of Block NPEGEL KGBV

(8-14) year (8-14) year

1 GUMLA (U) 55 30

2 SISAI (R) 50 20

3 BHARNO (R) 50 20

4 GHAGHRA (R) 45 20

5 BISHUNPUR (R) 50 30

6 DUMRI (R) 60 20

7 CHAINPUR (R) 0 0

8 RAIDIH (R) 55 15

9 PALKOT (R) 45 15

10 BASIA (R) 55 15

11 KAMDARA (R) 50 15

Total 515 200

Block wise OOSC figure covering in Pvt. School:-

Sl. No. Block Name of Pvt. School

No. of Direct mainstreaming children age group 6-8, class

I-II

1 GUMLA NOTREDAM PUBLIC SCHOOL GUMLA 65

DAV PUBLIC SCHOOL GUMLA 60

ST. STEPHAN SCHOOL GUMLA 60

79

SARASWATI SHISHU MANDIR GUMLA 65

BISHOP WESTCOAT GUMLA 60

OXFORD PUBLIC SCHOOL GUMLA 60

2 SISAI

SARASWATI SHISHU MANDIR SISAI 60

GYANODYA SHIKSHA NIKETAN KUDRA 50

SARASWATI S.V.M. LARANGO 50

3 BHARNO

SARASWATI SHISHU MANDIR BHARNO 60

SARASWATI SHISHU MANDIR KARANJ 60

BIRSHA BAL VIKASH MANDIR BHARNO 60

4 GHAGHRA

SAWRUP SARSWATI VIDYA MANDIR 60

GANDHI SISHU NIKETAN PS GHAGHRA 50

CHILDREN ACADEMY PS GHAGHRA 60

5 BASIASARASWATI SISU MANDIR KUMHARI 60

VIVEKANAND SISU MANDIR BASIA 60

TOTAL 1000

Block wise OOSC figure covering in Govt. Aided School:-

NAME OF BLOCK NAME OF GOVT. AIDED SCHOOLNo. of Direct mainstreaming

children age group 6-8, class I-II

GUMLA

RC PS BARISA 75

RC PS GUMLA 120

RC PS MAHUATOLI 75

RC PS TELGAON 120

RC PS SOSO 120

RC PS TONGRITOLI 75

RC PS KHORA JAMTOLI 120

ST.ANNA PS GUMLA 75

RC PS URMI 120

80

SISAI

G.E.L.PS JALKA 75

RC PS SOGRA 75

RC MS ROSHANPUR SISAI 120

RC PS SAINDA 75

RC PS AMKULI 70

RC PS SAMAL 75

BHARNO

RC PS ATAKORA. 75

RC PS KAMALPUR 120

RC PS KOYANJALI 75

RC PS KARANJ 120

RC PS KARAUNDAJOR 120

PALKOT

RC MS MARDA 70

RC MS DEVGAON 120

RC MS SUNDARPUR 120

RC PS KOLENG 120

RC PS LAUWAKERA 120

RC PS SARUBERA 120

BISHUNPUR

RC PS KARCHA 75

RC MS BANARI 120

RC PS RANGE 120

RC PS TUTUWAPANI 75

BASIA

RC PS BANAI AMBATOLI 75

RC PS DALMADI 70

RC PS LUNGTU 75

Raidih

G.E.L.MS SURSANG 75

RC MS BHALMANDA 100

RC PS KHATKHOR 75

Kamdara G.E.L PS KUSUMTOLI 75

81G.E.L.PS PIMPI 75

RC PS MURUMKELA 120

ChainpurRC PS DOKAPATH 75

RC PS KEDENG 75

DumriRC PS DINA 75

RC PS SIRSI 75

TOTAL 4000

Block wise OOSC figure covering in Govt. School:-

NAME OF BLOCK NAME OF GOVT. SCHOOLNo. of Direct mainstreaming children

age group 6-8, class I-II

GUMLA

RAJENDRA ABHYAS MS GUMLA 125

GOVT. PS SAWARIYA 120

GOVT MS KHORA 120

GOVT MS TOTO 120

GOVT PS CHAHA 100

GOVT PS CHARKATANGAR 120

GOVT PS BELGAON 120

GOVT. PS KOTAM BEHRATOLI 120

GOVT. MS BASUA 120

GOVT. MS NAWADIH 120

SISAI

GOVT. UPG. MS NAWADIH 120

GOVT MS PUSO 75

GOVT MS SOGRA 75

GOVT PS HESAGUTU 75

GOVT. PS GHAGHRA 75

GOVT. UPG. MS LARANGO 120

GOVT. PS KOCHA 120

GOVT. MS BONDO 75

82

BHARNO

GOVT. MS BARANDA 100

GOVT MS DOMBA 50

GOVT MS KARANJ 75

GOVT PS BANGRU 75

UPG PS CHAMPATOLI 75

GOVT PS JIRHUL 75

BASIA

GOVT UPG MS KUMHARI 50

GOVT MS BANAGUTU 75

GOVT MS MORENG 75

GOVT PS JOLO 75

GOVT MS SASIA 100

GOVT PS BONGALOYA 100

RAIDIH

GOVT MS KANSIR 75

GOVT MS SILAM 82

GOVT PS BAKASPUR 120

GOVT PS PIBO 75

GHAGHRA

GOVT MS SARANGO 120

GOVT MS SHIVSERENG 75

GOVT MS ADAR 120

GOVT MS TOTAMBI 75

GOVT PS BARRANG 75

GOVT PS CHUNDRI 75

BISHUNPUR

GOVT PS BANARI 75

GOVT MS BISHUNPUR 83

GOVT MS NARMA 75

GOVT PS SATO 75

CHAINPUR GOVT BOYS MS CHAINPUR 120

GOVT GIRL,S M/S CHAINPUR 120

83GOVT MS TABELA 75

GOVT PS KATARIKONA 75

DUMRI

GOVT MS DUMRI TANGARDIH 75

GOVT MS MAJHGAON 75

GOVT PS BARAKATRA 75

KAMDARA

GOVT MS KONSA 50

GOVT MS SARITA 75

GOVT MS TURBUL 50

GOVT PS LATRA 75

PALKOT

GOVT MS JHIKIRMA 75

GOVT MS LOTWA 50

GOVT MS POJENGA 50

TOTAL 5085

84Strategies for Special Training

Sl. No.

Strategies New target during

2011-12

No. of centers

Proposed unit cost per child

Total Proposed financial cost (in lakhs)

1 Age Specific residential special training

250 9 0.20 50.00

2 Age Specific non residential special training

475 15 0.06 28.50

3 Innovation PPP Notredam School

150 1 0.06 9.00

4 Night School 248 6 0.06 14.88

5 AIE Center at Observation Home 50 1 0.06 3.00

6 AIE Center at Gumla Jail for Jail inmates/ children

50 1 0.06 3.00

7 1 AIE NRBC center at recognised Madarsa 75 1 0.06 4.50

8 Mobile School 200 5 0.06 12.00

9 Utpreran Kendra 300 8 0.06 18.00

Total 1798 47 0.68 142.88

85

1. Details of Proposal Of Bridge Course (Residential)

S. No.

Block No. of ChildrenNo. of Centre

Name of RBC Center

1 GUMLA 50 1St. Patric Govt. Aided School, Gumla

1 NPS DUMARDIH

2 SISAI 25 1 R.C. M/S Roshanpur Sisai

3 BHARNO 25 1 RC PS KOYANJALI

4 GHAGHRA 25 1 SANT YUDH MS NAWDIHA

5 BISHUNPUR 25 1 RC MS DUMBARPATH

6 RAIDIH 25 1ST. ANNA GIRLS MS MAJHATOLI, RAIDIH

7 PALKOT 50 1 RC MS KARAUNDABERA

8 BASIA 25 1ST.JOSHEPH BOYS MS NAWATOLI

District Total 250 9

2. Details of Proposal for Bridge Course Non-Residential

S. No. Revenue

Block No of childrenNo. of Centre Name of NRBC Center

1 GUMLA 70 2

GOVT. PS KOTAM BEHRATOLI

GOVT. MS BASUA

2 SISAI 65 2

GOVT. PS GHAGHRA

GOVT. MS BONDO

3 BHARNO 140 4 GOVT. MS BARANDA

UPG PS CHAMPATOLI

GOVT PS JIRHUL

86

GOVT MS PABEYA

4 GHAGHRA 70 2

GOVT MS SARANGO

GOVT MS SHIVSERENG

5 RAIDIH 30 1 GOVT MS KANSIR

6 PALKOT 30 1 GOVT MS JHIKIRMA

7 BASIA 70 3

GOVT UPG MS KUMHARI

GOVT MS SASIA

GOVT PS BONGALOYA

Total 475 15

873. The school has been identified for running the Innovation special education centers:-

Activity Identify Innovation Center

PPP Notredam Private School Gumla

Night Center

VEC Urdu M/S Gumla

VEC Urdu M/S Sisai

VEC M/S Gumla

VEC M/S Ghaghra

VEC Girls M/S Bharno

VEC M/S Basia

AIE Center Observation Home Gumla

AIE Center Jail Gumla

AIE NRBC center at recognised Madarsa Madarsa Faij-a-aam, Gumla

Mobile School

Brick Clink and crusor site Dunduriya, Gumla

Brick Clink and crusor site, Dumardih Gumla

Brick Clink and crusor site, Chetar Gumla

Slam area Azad basti Gumla

Karamtoli, Gumla

Utpreran Kendra

VEC Girls M/S Bharno

VEC Girls M/S Gumla

VEC Govt. M/S Sisai

VEC Govt. M/S Gumla

VEC Govt. M/S Ghaghra

VEC Govt. M/S Palkot

VEC Govt. M/S Basia

VEC Govt. M/S Dumri

88Irregular children:

Sl. No.

BlockTotal enrollment in all

Govt. schoolHighest attendance in all

types of Govt. Schools

Out of school

children (Irregular children)

Remarks

1 2 3 4 5 (3-4) 6

Pri. U.P. Total Pri. U.P. Total

1 GUMLA (U) 22755 9463 32218 18108 7856 25964 6254

2 SISAI (R) 17577 6091 23668 13653 5112 18765 4903

3 BHARNO (R) 12960 4370 17330 10226 3498 13724 3606

4 GHAGHRA (R) 17573 5121 22694 14533 4275 18808 3886

5 BISHUNPUR (R) 9347 1710 11057 7668 1480 9148 1909

6 DUMRI (R) 7751 1991 9742 6960 1861 8821 921

7 CHAINPUR (R) 6813 1583 8396 6275 1459 7734 662

8 RAIDIH (R) 7878 2593 10471 7302 2444 9746 725

9 PALKOT (R) 11011 3058 14069 9159 2552 11711 2358

10 BASIA (R) 8002 1923 9925 7045 1601 8646 1279

11 KAMDARA (R) 7120 1932 9052 6045 1577 7622 1430

Total 128787 39835 168622 106974 33715 140689 27933

Strategies for Irregular children:

As per the analyze of the DISE data based on maximum attendance 27933 children are identified irregular in school. These No. of children will verify by school and list will prepare within a month. After finding the actual list of these irregular children plan will be implemented for their regular appearances in school. So there is a great need to identify these type of children .we are trying our best to identify these children with the help of SMC, some NGO, community leaders and block level officials in 30 -45 days. So we are proposing intervention for 1396 children (in anticipation) for 3 months through non res. Spl. Training centers. Thus district has plan to motivational support.

90Time Frame of the AIE Activities in District

Sl.No.

Activities

11 A

pr.

11 M

ay

11-Ju

ne

11-Ju

ly

11-A

ug

11- O

ct

11-N

ov

11-D

ec

12-Ja

n

12-F

eb

12-M

arch

01 Identification of target group √

02 Constitution of managing committee at village, cluster and block level

√ √

03 Proposal of target group for GIAC approval

√ √

04 Selection of venue/time for AIE center √

05 Arrangement of TLM,charts, block board, learning kit for AIE center

√

06 Selection of EVs √ √

07 Training of EVs √ √ √

08 Hon. of EVs √ √ √ √ √ √ √ √

09 Enrollment and evaluation of enrolled children (Opening of center)

√ √ √

11 Continuous and comprehensive evaluation of child in centers

√ √ √ √ √ √ √ √ √ √

11 Monitoring & supervision of centers by dist. project staff/Govt aided/and recognized school/HM

√ √ √ √ √ √ √ √ √ √

12 Planning and mainstreaming √ √ √ √ √ √ √ √ √ √ √ √

13 Mainstreaming of children in formal school and follow up for further three months.

√ √ √

Time frame of the AIE activities in District

Sl.No. Activities Time Frame

01 Identification of target group 1st Apr.to 30 Apr.

02 Constitution of managing committee at village, cluster and block level

20 Apr. to 30 May

03 Proposal of target group for GIAC approval 15 Apr. to 30 May

04 Selection of venue/time for AIE center 15 Apr to 15 June

9105 Arrangement of TLM,charts, black board, learning kit for AIE

center1st May to 30 May

06 Selection of EVs 15 May to 15 June

07 Training of EVs 1st May to 30 Nov.

08 Hon. of EVs 1st June to 30 Jan.

09 Enrollment and evaluation of enrolled children (Opening of center)

30 Apr. to 30 June

11 Continuous and comprehensive evaluation of child in centers 1st May to 30 Jan

11 Monitoring & supervision of centers by dist. project staff/Govt aided/and recognized school/HM

1st May to Dec 31

12 Planning and mainstreaming 15 Apr to 30 March

13 Mainstreaming of children in formal school and follow up for further three months.

1st Jan to 30 March

Training of Education VolunteersGoal

Capacity building of district, block and cluster level personnel, smc, vec enrolled in running these course on academic and management aspects of the programme.

Objective

Following are the specific objectives of the projects

To established a state level core team for special training on bridge course To ensure that two Nodel NGOs from a team of master trainer To provide training to block master trainer in each district through in house master

trainers of the Nodel NGO’s To assess the training skill of the block master train involving the two nodel NGO’s.

Special Training

All the school the age group children including OOSC be admitted into regular school in “Age appropriate Class” RTE 2009.

Special training to bridge the gap of learning level Block Education Extension Officer of Nodel authority. OOSC identified during micro planning and migrants survey enroll into the nearest

Govt. school The HM of the school assess the requirement of the children. The HM in consultation with determine whether child require special training at the

school point in residential or non residential or near by school premises.

92 The BEEO makes appropriate arrangement for providing special training to the

children In case accommodation is not available at school point the support of the local

community /NGO’s and Gram Panchayat may be enlisted for identifying a place/community center for imparting special training

Children requiring BRC or Non NRBC training concern BEEO/NGO’s submit the child wise particular to the district project office.

BEEO are responsible for running residential /Non residential center in the block In case of regularity noticed in running special training center s or misuses of funds

action is taken to recover the amount sanctioned.

Contents of Training Materials

Highlights of instructor guidebook - PRAYAS

The Guide book has been prepared for bridge course teacher. Based on this guide book the teacher will teach in the centers. It contents

Conceptual note on bridge course Conceptual note on bridge learning process and classroom transaction: ablity based

grouping of children, tools to be used to assess competencies of students, methods of teaching, sitting pattern, use of TLE, time table preparation

Minimum competencies for Hindi, Maths & English from grades I to V (Based on NSERT curriculum)

Condensed lesson prepared by clubbing chapters of text books that dealt with similar competencies for all the three subjects.

TLM (Flash card, Charts, Word Alphabets cards, Sentence number card, story card of various specified sizes) for each lesson.

Instruction notes on teaching method to be followed by bridge course teacher for each lesson for various ability goops in the class- advanced, average, weak prepared.

Writes-ups for bridge teachers on how to use different TLM for different ability groups during various teaching methodology group work, self study, direct teaching etc.

During the trailing the trainers will follow the 15 days training modules that concern broadly on following space

Essential qualities of master trainers, roles and duties of masters trainers. SSA components specially alternative innovative schooling bridge course

programme. Child rights, violation of child rights, child labour, children staying out of school,

gender discrimination. Pedagogical aspects of bridge course, multilevel/multi grade teaching, base lime

assessment of children litracy, classroom, sitting pattern, grouping of children, position of display boards, teaching methodologies.

Introducing the text book for bridge course- Prayas, lesson wise discussion on competencies.

In depth orrientation on Hindi, Maths and English referring condensed text book focusing competencies contents of lesson, process of teaching to be adopted for each ability group, lesson wise TLM to be used during different method of teaching.

Preparation of TLM and developing write ups on how to makes TLM.

93

Calendar for Education Volunteer’s training

Sl.No

Dates Batches

Rounds Period Venue

Remarks

1 20 May 2011 to 25 th May

2011

30 1st Round 5 Days

BRC District management and block management team has to ensure to meet all requirements related to learning at BRC’s

Traning will be residential hence all residential facilities have to be ensured at BRC’s

To training budget is 110/- per teacher per day. Expenditure has be utilized within the bidget provision.

District office will ensure regular monitoring and supervision.

2 1st June to 5th

June30 2nd

Round5 BRC

3 7th June to 11th June

30 3rd

Round5 BRC

4 15th June to 20 June

30 4th

Round5 BRC

5 23rd June to 27 June

30 5th

Round5 BRC

Alternative and Innovative Education Model will be applied for special training for the education of out of school children through:-

Special training1. Bridge Course :

Centers can be opened for OOSC in urban and rural areas and the type of centre may be on the basis of their learning level.

Age group Mode of training Period of centre

Teacher pupil ratio

Target of

required compete

ncy

08-09 (Boys & Girls) Non-residential 09-12 months

1:25 Class 2

10-11 (Boys & Girls) Non-residential 10-12 months

1:25 Class 4

10-11 (Boys & Girls) Non-residential 10-12 1:25 Class 5

94months

2. Residential Bridge Course :

OOSC boys and girls in urban and rural areas and the type of special training will be provided on the basis of their learning level. Boys and girls may be provided additional support on life skill education. Arrangement of such children may be as under –

Age group Type of centres

Period of centre

Teacher pupil ratio

Target of required

competency

11-11

(Boys & Girls)

Residential 11-12 months 1:40 Class 5

12-14

(Boys & Girls)

Residential 12- months 1:40 Class 6

S trategy for competency • Enrolment of children in age appropriate class • Evaluation –Base line test of children through assessment sheets(Maths, Language,

English)• Decision of groups as per the achievement level(e.g.A,B,C,D)• Group A- Part I &II (15 -20 days)• Group B- Part I (20-30 days)Part II &III (3months)• Group C- Part I (3 months) Part II (3- months) Part III (3-4 months)• Group D- Never enrolled Part I (3-4 months), Part II (4 months)

Development of bridge materials upto Class V std

• a) Part I - Class I & II• b) PartII - ClassIII & IV• c) PartIII - ClassV

To achieve Entry level Competency one has to undergo

Part I bridge materials – 3 months (first month includes motivational & cultural activities)

• Part II bridge materials – 3 months• Part III bridge materials – 3 months• Final evaluation after completion of Special training

95• Mainstream in age appropriate regular class

3. Innovative Education Centre :

1. Deprived Urban Children :

Contact centres or drop in centres/Utprearan Kendra :

These are street based centers required to be initiated in areas where there these street children (rag pickers, working in hotel, children staying in bus stands) conglomerate and are willing to come. The objective of these centers is to build rapport with the children and gain their trust & confidence initially. The centers allow the children to drop in whenever they feel like. The centers act as refuge for the children so workers are trained to provide emotional support to them through love, care and empathy. Care is given to find out their case history. The centers provide facilities like food, weekly health check up, bathing facility, games & sports, drama, music, dance, art as these give therapeutic effects on these children. Once these children develop an attachment with the centers academic inputs are given based on the academic package developed by JEPC.

Strategy:-

• Running Help desk- Bus stand ( bus depot/VEC M/S) Search information about run away children orphan, beggars (Timing- 6:00 a.m. to 2:00p.m. & 2:00 p.m. to 11:00 p.m.), can be done, rescue them & admit at RSTC

• Contact Points• Rescue vehicle• Setting of transit homes• Helpline• There is an enforcement team to get information 2 home guards,1 NCLP field officer,

1 from labour deptt, 1 from SSA/Education Deptt)• 4Vehicles roam around to catch working children & admit them in transit home• Counselling for behavioural change in transit home• Admitted in RSTC

Help Desk

1. Help desk is an information centre for children who are on the street

• To keep a watch on the railway platforms and Bus stand to make the first contact with the children to counsel and help

• To re-Integrate the child in their own families or to be admitted in transit home • Help desk prevent the children who are new to the city ,getting into the life of the

street, become vulnerable to abuse

Activities

• Identify children on the street • Keep a vigil on the new children that come in • Counseling

96• Tracking missing children• Work closely with Police

• Have a resource of working in the district

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

Rescue Vehicles

Contact points are attached with nearest help desks.Local police station,Taxi stand Traffic police,GRP ,STD booth Coffeeshops are linked with Agency,rescue vehicle and child help line.Areawise awareness programme is done by the agency.Coordinators responsibility is to save and protect the life of the child.Norm of RBC is applied.

Transit Homes

• Transit home is a essential for children on the street as facilatating 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

• Children stay for 3/4 Months to make ready for mainstreaming into society• Children are referred from help desk and contact points to the transit homes.• Qualified counsellor and mentors of transit home 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

Night Shelters :These centres are meant for street children/railway platform children, children

staying in bus stands, children staying in shops/dhabas/garages etc. Night shelters are meant for those who are orphans or abandoned or runaway children or those who have difficulty to stay in their homes due to various factors. Migrant children who work in shops, garages, dhabas and stay in the shop at night. They are brought in to night shelters. Like drop in centre, these centres provide space to children to sleep, relax, take rest. In addition facilities for bathing, food, health check up, first aid facilities are provided. Other than these it also provide facilities like games, theatre, dance, song, art etc to entertain the children and release their stress. Similarly, education inputs based on the minimum competencies set by JEPC are provided to give them functional literacy and numeracy. There can be some

97children who might attend night shelter at night and go to nearest drop in centres or bridge course centres during day time.

Convergence:

Public Private Partnership School :

In Jharkhand Govt. aided / recognized schools are involved in the towns /cities/villages to reach out to DUC/hard to reach children.

Most of these schools posses space] infrastructure and teachers who provide education to deprived Urban Children after their school hours. Schools can be supported through AIE pattern of education under SSA.

Many of these schools have capacity to provide nutrition support, health facilities and re-creation facilities.

Some schools can provide logistic support (space, class room, shelter homes). Schools can tie up with local corporate houses, banks, restaurants, clubs to provide

nutrition support to them.The following incentive schemes are implemented by the Govt. of Jharkhand through

departments like social welfare, tribal welfare, Labour Dept., Health, PHED and NCLP.

Mid day meal scheme Free supply of uniforms Scholarship for SC/ST /BC Children Free medical check up Provision of Drinking water and toilet Facilities for schools Intervention of ECCE integrated with ICDS in coordination with social welfare

department.

Education for Children of migratory families

Migratory Children:

A large numbers of families migrate for earning children of such families either never enrolled or leave school during migration period. There are interventions in sending and receiving areas.

1. Seasonal hostel :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. Parents fear to leave these children back in the village without guardian. In these situations, it is advisable to introduce hostel facilities with minimum basic infrastructure and facilities for that school. Children whose parents have migrated will stay in the hostel during night- and will continue to go to school where he/she was studying. The hostel will be manned by a local motherly figure retaining the child in seasonal hostels.

2. Village based net schools :

These schools are set up in villages where there is high concentration of migrant population. Their children due to regular migration every year become out of school. These schools act like a net to stop migration of the children. Any old village member selected by the parents of these children act as the guardian and prepare their food. Sometimes, parents also contribute in kinds (dry ration) against each child. These

98children are taught here with help of community teachers through bridge course package.

Specific intervention for migratory children

The following steps have been taken for specific intervention for migratory children ;

(i) Migration mapping- to know the number of families who migrate ?(ii) Collection of data on – villages, clusters ,blocks, &districts .

Programme for migrant children

• Migration- Inter district or inter state• The district or state both send as well receive labour• Migration occur in pockets or belts• Districts have enumerated the children of migrant families• The SIS is coordinating with the committee to ensure exchange of information and

convergence of activities regarding TLM, education volunteers, tracking , mainstreaming etc.

Migration mapping(inter district/inter state)

• Extent & pattern of seasonal migration• Migratory children with or without their families • Details of migratory families, who migrate, when migrate and for how long they

migrate, where & what for do they migrate

Steps for migration mapping

• Mapping through participatory rural appraisal technique(PRA)• Taking help of village functionaries, village chowkidars • Anganwadi workers • PRI members • Teachers of the locality• Other community members contacted for assessing the nature and extent of

migration• Listing of children• Linguistic background of children• VEC/SMC to maintain migration register & its updation • Migration certificate for children• Counseling of parents• Textbooks • Arrangement of appropriate Evs • Training modules for Evs • Local administration to monitor coverage , retention & learning of migrant children

99

Function of CRC

• Information of migratory children in sending location taken from school• CRC to know the name of the village and occupation of the family to locate the child• Data entry in sending area for enrollment of migrant children at CRC level• Cluster coordinator enter feedback• Information of migrant children collected at receiving CRC level• Internet connectivity at BRC level

Pattern & timing of mobility-sending areas

• Seasonal hostels in villages• Community based support• Summer bridge course to retain them in the village & continue their education in

regular schools

100• Seasonal migration may be of :-

i) Long duration(for 6months or above)ii) Short duration(for 2-3 months)iii) Constantly moving with shifting worksites e.g. in road or building construction

Emerging model for education of migrant children in receiving areas

• Readmission in formal schools• Centres at work sites• Residential bridge course centres• Non residential bridge course centres

To enroll out of school muslim minority children.

Step has been taken to cover out of school muslim minority children in convergence with un-recognised maktab and madarsa. Steps are being proposed to provide additional support like TLM grant to teacher, text book to students, vocational training to interested children.

Coverage under Innovative Scheme

Strategies for Urban deprived children, child labour, migratory children, ST/SC and minority children have been worked out to cover through different interventions under AIE such as residential bridge courses, non-residential bridge courses for never enrolled and drop out children. Net schools, seasonal hostels like interventions are planned for children of migratory families to stop migration. Drop-in-centers and Night shelters are introduced for working children and deprived urban children. Besides these, efforts have been made to explore areas of Public Private Partnership taking the help of Govt. aided/recognized schools to provide elementary education to the children of adjacent slums, urban deprived and children of marginalized social groups of rural area.

Steps to ensure quality in AIETo achieve the goal of quality education, efforts have been made on quality issue

e.g. introducing multi grade and multilevel teaching, through intensive training programme of education volunteers, development of appropriate TLM, evaluation practice, regular academic support to education volunteers.

State has developed –

Uniform academic package based upon state curriculum and text book. Abhyas pustika for Hindi, English, Math and EVS. Worksheets for children to assess the children’s learning achievement Guide book for teachers (Prayas). Training manual for MTs. Training module “Arohan” for instructions developed for education volunteers of

Hard to reach children. Training provided to EVs

102TRAINING OF EDUCATION VOLUNTEERS:

GOAL

Capacity building of district, block &Cluster level personnel,SMC/VECor,NGOs, involved

in running bridge course on academic and management aspects of the programme.

OBJECTIVES

Following are the specific objectives of the project:-

To establish a state level core team for special training on bridge course To ensure that the two Nodal NGOs form a team of in house master trainers (20 + 20

master trainers) To provide training to Block Master Trainers in each district through in house master

trainers of the Nodal NGOs To assess the training skill of the block master trainers involving the two nodal NGOs

IMPLEMENTING PARTNERS

The project is implemented under a tripartite partnership among JEPC, UNICEF

andSMC/VECor NGO. Each partner played a key role in implementation of the project.

SMC/

VECorNGOs

1. Identifying personnel from different district to groom them as in house master trainers

2. Providing training to in house master trainers (15 days)3. Providing training to Block Master Trainers in each

district (11 + 5 days)4. Support Block Master Trainers to provide training to

instructors

UNICEF1. Provide technical support to JEPC and the two NGOs from

time to time to develop training plan and training manual for in house master trainers and block master trainers.

2. Act as resource persons during training of in house master trainers

3. Assist JEPC to develop the frame work of the academic package and management aspect of the programme

4. Act as resource persons during various sensitization workshop for the district personnel

5. Organise review meeting to assess the progress and solve problems (if faced)

JEPC1. Instruct DPOs to form Block Master Trainers with

selected BRP and CRPS2. Follow up with district to ensure formation of Block

Master Trainers

103

Special Training

• All the School age children including OOSC be admitted into regular schools in “Age Appropriate Class”RTE 2009.

• Special training to bridge the gap of learning.• Block Education extention officer as Nodal Authority.• OOSC identified during micro-planning & Migrants Survey-enrolled into the nearest

government school.• The H.M. of the school assesses the requirement of the children.• The H.M. in consultation with B.E.E.O. determine whether child require special

training at the school point in a residential mode or non- residential mode or near by school premises

• The B.E.EO makes appropriate arrangement for providing special training to these children

• In case accommodation is not available at school point, the support of the local community/NGOs; youth groups; SHGS and Gram panchayat may be enlisted for identifying a place/community centre for imparting special training. Support of active NGOs enlisted for identifying suitable volunteer for taking up Special training.

• Children requiring Residential Training /Non Residential Training,Concerned Block Educational Officer/ NGOs submit the child wise particulars to the District Project Officer

• Block Educational Officer responsible for running Residential/ Non residential centre in the block

• District project office ascertains the feasibility of running special training centre in the block

• Block Educational Officers involve the services of reputed NGOs approved by the GIAC for running special training centres in residential mode/ Non residential mode

• In case of irregularity noticed in running Special Training centres or misuse of funds, action is taken to recover the amount sanctioned. criminal case is also lodged against the persons responsible

• B.E.E.Os are responsible for 110% enrolment of all school age children in his Jurisdiction(RTE 2009)

Training of in house master trainers

Intensive residential training (15 days) has to be provided to In House Master

Trainers in 2 phases (11 + 5 days). Who in turn will provide training to black master

trainers. Block master trainers will provide training EVs

Contents of the training materials:

Highlights of instructors guidebook –“prayas”

The guidebook has been prepared for bridge course teachers. Based on this

guidebook the teachers will teach in the centres. It contains:

104

• Conceptual note on bridge course

• Conceptual note on teaching learning processes and class room transaction: ability based grouping of children, tools to be used to assess competencies of students, methods of teaching, sitting pattern, position of TLE, time table preparation

• Minimum competencies for Hindi, Maths & English from grade I to V (based on NCERT curriculum).

• Condensed lessons prepared by clubbing chapters of text books that dealt with similar competencies for all the three subjects.

• TLM (flash cards, charts, word-alphabet cards, sentence/number cards, paragraph cards, story cards of various specified sizes) for each lesson.

• Instruction note on teaching methods to be followed by bridge course teacher for each lesson for various ability groups in the class – advanced, average, and weak prepared.

• Write-ups for bridge teachers on how to use different TLMs for different ability groups during various teaching methodologies: group work, self study, peer teaching, small group direct teaching etc.

During the training, the trainers will follow the training module. It is a 15 day training module

that concentrated broadly on following aspects.

- Essential qualities of master trainers, roles & duties of master trainers- EFA, SSA, Components of SSA especially Alternative Innovative Schooling – bridge

course programme- Child rights, violation of child rights : child labour, children staying out of school,

gender discrimination, - Pedagogical aspects of bridge course- multi level/grade teaching, baseline

assessment of children’s literacy, class room sitting pattern, position of display boards, grouping of children, teaching methodologies

- Subject wise competencies, lesson wise competencies dealt in govt. text books- Introducing the condensed text book for bridge course – prayas, lesson-wise

discussion on competencies.- In-depth orientation on Hindi, Maths and English referring condensed text book

focusing- competencies, content of lesson, process of teaching to be adopted for each ability group, lesson-wise TLM to be used during different methods of teaching

- In-depth orientation on Maths referring the condensed text book "Prayas" focusing- competencies, content of lesson, process of teaching to be adopted for each ability group, lesson-wise TLM to be used during different methods of teaching

- Discussion on lesson wise worksheets – daily worksheets, weekly work sheets, level based worksheets

- Evaluation of children on the basis of level based worksheets- Visit to bridge course centres to observe class room teaching practices following

multi grade teaching principles- Preparation of TLM and developing write ups on how to make each TLM

105

Formation of Block Master Trainers

Block Master Trainers - (1 BRP, 3 CRPs: 1 from Maths, Scienc &, English) with 4 persons

in each block.

Training of Block Master Trainers

A 15 day (11 + 5 days) training module has been developed for Block Master Trainers (BMTs). Each block would have 4 BMTs. The training will be imparted by In House Master Trainers. Each batch of Block Master Trainer consisted of 25-30 heads depending on the total number.

Students enrolled in AIE centers are mainstreamed in nearby formal schools who’s Headmaster will monitor the centre and supervise the course.

After completion the education volunteer will track the children for at least three months for their retention.

Mainstreaming strategies

Children are enrolled in nearby formal schools. Special training is being provided through Bridge courses .They are monitored by the headmaster of the regular school and are also linked with the village education committee who often monitors them. The students are evaluated by the headmasters of the school. BRP and CRP are engaged to monitor the centers. The children mainstreamed from RBC and NRBC to the formal schools are monitored by concerned NGOs/Govt. and affiliated schools the education volunteers. They are tracked for a period of 3 months. Remedial teaching and special care is provided to them for their continuance in schools.

Monitoring Mechanism

Since quality is a major concern under SSA, its monitoring is a priority. Indicators for monitoring have been developed as per felt needs in order to track the programme implementation.

The monitoring system has been developed. Appropriate monitoring formats have been developed containing quantitative indicators as well as qualitative indicators.

Monitoring and academic support arrangement are from the state to district, district to block, block to cluster and from cluster to school/centres are as under :

SPO

DPO

BRC

CRC

SCHOOL

AIE CENTRES

SRG/ MOTHER NGO

DRG

BRP

CRP

HM

PARTNER NGOS

C/I

C/I

BRCC

CRCC

VEC

DIVISIONAL OFFICE

BPO BPO

106

GRAPHIC RE-PRESENTATION OF MONITORING

The monitoring arrangement and reporting formats include quantitative data as well as qualitative information of the centres. One of the most important indicators of effective functioning of the centre is the progression of learners to higher grades with appropriate time frame. The indicators to monitor are as follows:

Quantitative Indicators:

Children's enrolment – SC/ST/Girls Attendance Visits of CRP/BRP/ BPO/BRCC/CI/ADPO/DAPO/RDDE/Mother NGOs/ Partner NGOs Meeting of school VEC No of children who have left the centre. Age distribution of learners Distribution of children across different grades and progression to higher grades Children mainstreamed to formal schools.

Qualitative indicators:

Class room environment Volunteer's competency and relationship with children Teaching learning process Periodic assessment children's achievement levels Teaching learning process

Monitoring team have been constituted by state project office for monitoring of the programme who monitor the achievements on the basis of qualitative and quantitative indicators.

Residential Bridge Course

Break up of unit cost for centre of 40 students @ 11,000 per child for year

(a) RecurringS.N

.Item of expenditure 8 – 14 age group

Unit cost Total estimate

107amount

1 Hon. of EV Rs 2500 / mth 30,000.00

2 Hon. (cook cum night guard) Rs 1100 / mth 12000.00

3 Hon. counselor cum vocational trainer

Rs. 250.00 / visit 6000.00

4 Food 550 x 42 x 12 277200.00

5 Gas / fuel Rs. 1100.00 / mth 12000.00

6 Teaching learning material Rs. 350.00 / student

14000.00

7 Trg. Of education volunteers (15 days)

Rs. 1500.00 / EV 1500.00

8 Health check up Rs. 3800.00 / center

3800.00

9 Contingency Rs. 250.00 / child 3000.00

11 Monitoring & evaluation Rs. 200.00 / child 8000.00

367500.00

(b) Non recurring1. Trunk / black board/ cup board/ locker/ mug, bucket as per need

Rs. 6500.00 / center 6500.00

2. Bed/ blanket/ pillow/ mosquito net etc

Rs. 450.00 / child 18000.00

3. utensils Rs. 200.00 / child 8000.00

400000.00

Non residential training /Innovative center / Drop in centre

Break up of unit cost for innovative centre of 25 children @ Rs. 3000.00 per child per year

Sl. No. Item of Exp.

8 – 14 age group

Unit cost Estimate total cost

1 Hon. of EV Rs. 2500.00 / mth 30000.00

2 Trg. (15 days )of EV Rs. 1500.00 / EV 1500.00

3 TLMs Rs. 350.00 / child 8750.00

108

4 Teaching learning equipment / materials Rs. 2000.00 / centers 2000.00

5Vocational Trg (hon. of voc. Teacher cum counselor)

Rs. 200.00 / visit (24 visit) 4800.00

6 Toilet facility Rs. 5.00 / child / mth. 1500.00

7 Supplementary support (food)

Rs. 250.00 / child / mth (22 days) 16500.00

8 Health check up Rs. 8.00 / child / mth 2400.00

9 Contingency Rs. 110.00 / child 2500.00


74950.00

Public private partnership (Govt. aided/recognized schools) : @ 3000/- per child per annum

1 Hon. of EV Rs. 2500.00/ mth / EV 60000.00 2 EV for 50

students

2 Trg. Of EV (20 days) Rs. 2000.00 / instructure 4000.00

3 Reading writing material Rs. 150.00 / child 3750.00

4 TLM Rs. 2500.00 / centre 2500.00

5 Contingency Rs. 2000.00 / centre 2000.00


74000.00

Back to school camp/night school : for 25 children @ 3000.00 per child per year for 3 months

Sl.No. Item of expenditure Unit cost Total estimated amt.

1 Hon. of EV Rs. 2500.00 / mth 7500.00

109

2 Trg. (5 days )of EV Rs. 500.00 / EV 500.00

3 Supplementary support (food)

Rs. 350.00 / child (24 days in a mth) 6300.00

4 Reading writing material Rs. 110.00 / child 2500.00

5 TLM Rs. 500.00 / centre 500.00

6 Contingency Rs. 200.00 / centre 200.00


Mobile school1. In Gumla, 200 children migrate from rural areas of other block of the district to the

crushers, urban brick kinlns at 6 different sites of Chetar, Dumardih, Armai, Nagphani, Pugu and Dundaria, They reside there for 9 months.

2. 6 Mobile schools shall be run under innovative head provision of Innovative activity @ Rs. 6000/Child/year.

3. Here in tricycle rickshaw shall be remodeled to form a mobile school. One teacher for for each of the 6 - mobile school shall be appointed. Provision shall be made payment of honorarium to E.V. @ 2500.00 for 12 months for 6 volunters.

4. After they return to their village, they will study in the Govt. village schools, where they will be enrolled.

5- For this FY.2011-12, for running 6 mobile schools for 200 children, the financial proposal of 12.0 lacs has been proposed.

Mobile School (6 Mobile School, 200 children @ 6000/child/annual)

COMPILE BUDGET FOR OUT OF SCHOOL CHILDREN

Sl. No.

Activity New target during

2011-12

No. of centers

Proposed unit cost per child

Total Proposed financial cost (in lakhs)

1 Age Specific residential special training

250 9 0.20 50.00

2 Age Specific non residential special training

475 15 0.06 28.50

3 Innovation PPP Notredam School

150 1 0.06 9.00

1104 Night School 248 6 0.06 14.88

5 AIE Center at Observation Home

50 1 0.06 3.006 AIE Center at Gumla Jail for

Jail inmates/ children50 1 0.06 3.00

7 1 AIE NRBC center at recognised Madarsa

75 1 0.06 4.50

8 Mobile School 200 5 0.06 12.00

9 Utpreran Kendra 300 8 0.06 18.00

Total 1798 47 0.68 142.88

Hence total budget of out of school children is proposed for 142.88 lac

111

10.10 Free Text BookVision: Free text book will be provided to all focus group children namely girls/SC/ST Children of

(1) Government Schools(2) Government aided schools(3) Makthab Madarsa(4) KGBV

While textbook is an important ingredient of quality improvement, it also improves the retention of the students. Text book to focus group has been planned under SSA for focus group children including SC, ST boys and all Girls of class I to VIII. General Boys will be given textbook from state Govt. text book will also provided children of recognized/unrecognized Makhtab and Madarsa.Textbook will be supplied directly to children in schools from state level. A monitoring team at district level will ensure supply of books to by supplier to children.

Further, the district plan utilizes the saving provision made for text book.Class wise enrolment is given below: -

ClassSC ST MIN OTHERS TOTAL SUB

TOTALB G B G B G B G B G

I 1110 1208 20245 20322 851 856 4247 4005 26453 26391 52844

II 738 662 11588 11557 718 672 2332 2524 15376 15415 30791

III 569 573 10430 10577 639 607 2283 2209 13921 13966 27887

IV 523 504 9741 9792 563 645 2178 2203 13005 13144 26149

V 514 510 9331 9284 631 63 2196 2265 12672 12122 24794

Total 3454 3457 61335 61532 3402 2843 13236 13206 81427 81038 162465

VI 380 340 6902 7468 475 581 1788 2043 9545 10432 19977

VII 370 300 6187 6661 433 543 1697 1797 8687 9301 17988

VIII 296 245 4905 5358 379 458 1420 1574 7000 7635 14635

Total 1046 885 17994 19487 1287 1582 4905 5414 25232 27368 52600

Grand Total 4500 4342 79329 81019 4689 4425 18141 18620 106659 108406 215065

As per SSA norms free text will be given to SC/ST Boys all girls of Class I- VIII. Details are given below

Class SC Boys ST Boys All GirlsTotal

Boys GirlsI 1110 20245 26391 21355 26391II 738 11588 15415 12326 15415III 569 10430 13966 10999 13966IV 523 9741 13144 10264 13144V 514 9331 12122 9845 12122

Total 3454 61335 81038 64789 81038VI 380 6902 10432 7282 10432VII 370 6187 9301 6557 9301VIII 296 4905 7635 5201 7635

Total 1046 17994 27368 19040 27368

Grand Total 4500 79329 108406 83829 108406

112Total Target = 192528

Primary (I-V) – 146030 (All girls+SC Boys +ST Boys+ Govt. Aided Madarsa )

Upper Primary Level (VI-VIII) - 46498 (All girls+SC Boys +ST Boys+ Govt. Aided Madarsa )

Financial Provision:

For Primary Level – 146030× 150 = 219.045 Lacs

For Upper Primary Level – 46498 × 250 = 116.24 5 Lacs

335.29 Lacs

Strategies

Distribution of text book will be ensure up to school after allotment of text book from printers for SC, ST & Girls Student from state Government for general student.

Responsibility: SPO & DLO

10.11 UniformVision: Uniform will be provided to all focus group children namely girls/SC/S Children

(1) Government Schools(2) Government aided schools.

While uniform is an important ingredient to remove the socio- economic barrier among children, it also improves the retention of the students. Uniform to focus group has been planned under SSA for focus group children SC, ST, BPL, Boys and all Girls of Class I to VIII.

A monitoring team at district level ensures supply uniform to the children.

Block Wise Details are given below:

Sl. No.

Block/Municipal Area

Number of children enrolled in Govt.

schools Class I to VIII

Number of children provided

uniform by the state

Number of children not

provided uniform by the state

Breakup of children not provided uniform by the

state scheme

No. of Children eligible for uniforms under SSA

Boys Girls Boys Girls Boys Girls SC Boys ST Boys BPL

Boys Girls Boys

1 2 3 4 5 6 7 8 9 10 11 14=8 15 = (9+10+11)

1 Gumla 15675 16543 0 929 15675 15614 919 9812 3263 15614 13994

2 Sisai 11534 12134 0 679 11534 11455 198 7957 2230 11455 10385

3 Bharno 8430 8900 0 499 8430 8401 178 6508 1115 8401 7801

4 Ghaghra 11015 11679 0 649 11015 11030 307 8946 1163 11030 10416

5 Bishunpur 5547 5510 0 308 5547 5202 152 5135 171 5202 5458

6 Dumri 4871 4871 0 276 4871 4595 255 3975 423 4595 4653

7 Chainpur 4238 4158 0 235 4238 3923 135 3551 365 3923 4051

8 Raidih 5216 5255 0 293 5216 4962 305 3263 1087 4962 4655

1139 Palkot 6852 7217 0 400 6852 6817 695 4260 1552 6817 6507

10 Basia 4957 4968 0 278 4957 4690 383 3348 809 4690 4540

11 Kamdara 4377 4675 0 258 4377 4417 204 3151 674 4417 4029

Total 82712 85910 0 4804 82712 81106 3731 59906 12852 81106 76489

This figure is on maximum attendance

Plan out lay

All girls 81106 × 400 = 324.424 Lacs

SC Boys 3731 × 400 = 14.924 Lacs

ST Boys 59906 × 400 = 239.624 Lacs

BPL boys12852×400 = 51.40 8 Lacs

Hence we proposed Total 630.38 Lacs under the head of uniform for students of Govt. Schools

11410.12 Inclusive Education

….. Let us join hands to bring smile to their lives and integrate and make them self reliant.

115

Inclusive Education for Differently Abled children under IED

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 the education documents emphasize Inclusive Education?

Introduction of education of children with disabilities in India can be traced back to the dawn of 19th century. Special school services in the country were initiated mostly by foreign missionaries. The concept of inclusion has been finding its reference in many national education documents in the post-independent period. The article 45 of the Constitution of India is assuring better services to persons with disabilities. The Education Commission Report (1964-66) recommended placement of the disabled child, 'as far as possible' in ordinary schools. The National Policy on Education (NPE) (1986) included a full chapter on "Education of the Handicapped" and formulated guidelines for action. The NPE strongly emphasized the need for the expansion of integrated education programmes. The centrally sponsored

116scheme of integrated education for disabled children (IEDC) which was introduced in 1974 got a fillip as a result of the NPE. Therefore, efforts for inclusion were persistently made.

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 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

117classroom 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:

* 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, counselling, 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

118appropriate 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.

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-tochild learning also becomes relevant in India where the size of the classroom is fairly large. Inclusive settings should tap

119the 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.

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

120general 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 have made it mandatory to provide universal education to all upto elementary level including the CWSN. These special need children has the first right of getting equal opportunity to education.

Right to Education (RTE)-

After the inclusion of right to education, 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.

Inclusive education in Gumla

Inclusive education has always been a focal issue in budgetary plans of Gumla district. All out efforts have been made to provide equal opportunity to CWSN to get education in inclusive way. Lots of initiatives have been made in F.Y. 2010-11 and many more have been proposed in this plan of F.Y. 2011-12

121

Progress Overview of F.Y. 2010-11

In the year 2010-11, under Inclusive Education, Salient activities were carried out in District.

(A) Physical Target

SlNo

Name of District

No. of CWSN

Total Budget(@3000/

-)

No. for Medic

al Assessment

No. for

Aide &

Appliances

No. for Minor

Surgery

No. for

HBE

No for escort allowence

Provision

of RT

No. for

foundation

course

trg.

No. for 3 days traini

ng

No. for Mul

ti disabilit

y trg.

No. for

Child Cabin

et Orientation

Provision

of Ram

ps

Provision of

Inclusive

Toilets

No. of

Sports

No. of

RBC

No. of Resour

ce Room

No. of Parental Counselli

ng

No. of Commun

ity Counselli

ng

10 Gumla 4351 108.78 11 329 21 128 60 44 10 1000 44 1300 55 5 11 100 11 75 CRC 75 CRC

Out of the 4351 CWSN, 4108 has been enrolled in schools/special training.

122

(B) Achievement (Block Wise)Sl. No

Name of District

No. of

CWSN

No. for Medical Assessm

ent

No. for Aide &

Appliances

No. for

Minor Surge

ry

No.

for HBE

No for escort

allowence

Provision of

RT

No. for foundati

on course

trg.

No. for 3

days

trg.

No. for Multi

disability trg.

No. for Child

Cabinet Orientati

on

Provision of

Ramps

Provision of

Inclusive

Toilets

No.

of RBC

No. of Resour

ce Room

No. of Parental Counselli

ng

No. of Commun

ity Counselli

ng

No. of

sports

1GUMLA (U) 471 1 67 4 24 8 1 0 0 1 58 5 1 15 1 8 6 1

2 SISAI (R) 417 1 47 2 28 6 1 0 0 1 64 5 1 17 1 6 8 1

3BHARNO (R) 458 1 0 2 6 4 0 0 0 0 86 5 1 6 1 5 5 1

4GHAGHRA (R) 402 1 0 1 5 4 0 0 0 0 64 5 1 4 1 7 6 1

5BISHUNPUR (R) 391 1 0 1 5 3 0 0 0 0 55 5 0 22 1 5 8 1

6DUMRI (R) 350 1 0 2 4 5 0 0 0 0 74 5 0 5 1 5 4 1

7CHAINPUR (R) 301 1 44 3 4 4 0 0 0 0 68 5 0 7 1 7 6 1

8RAIDIH (R) 361 1 0 2 6 4 0 0 0 0 43 5 0 9 1 9 8 1

9PALKOT (R) 355 1 54 2 15 6 1 0 0 1 88 5 1 3 1 6 5 1

10 BASIA (R) 324 1 71 1 6 6 0 0 0 0 84 5 0 4 1 3 4 1

11KAMDARA (R) 278 1 46 1 25 10 1 0 0 1 56 5 0 8 1 6 5 1

TOTAL 4108 11 329 21 128

60 4 0 0 4 740 55 5 100

11 67 65 11

Cause for less achievement in teachers training – The non availability of teachers due to Census, Election, Para Teacher strike etc.

Cause for less achievement in foundation course training - Due to non availability of training centers. Resource rooms center have not been yet to be developed as residential facilities.

123

Financial Target vs Achievement (District Wise)

Sl. No. Name of District

Fin. Target(in Lac)

Fin. Ach.(MAR.10)

% of Ach.

10 Gumla 108.78 45.86 42.15 %

Total 108.78 45.86 42.15 %

Financial achievement a little low due to delay in completion of appointment of resource teacher and technicians and the same shall be completed in April 2011.

124

Annual Plan Proposal and Budget for F.Y. 2011-12

(A) Salient activities with target

SlNo

Name of District

No. of CWSN

Total Budget(@3000/

-)

No. for Medic

al Assessment

No. for

Aide &

Appliances

No. for Minor

Surgery

No. for

HBE

No for escort allowence

Provision

of RT

Provision

of Technicia

ns

No. for

foundation

course

trg.

No. for 3 days traini

ng

No. for Mul

ti disabilit

y trg.

No. for

Child Cabin

et Orientation

Provision

of Ram

ps

Provision of

Inclusive

Toilets

No. of

RBC

No. of Resou

rce Room

No. of

Parental

Counsellin

g

No. of Community Counselling

No. of sports

10 Gumla 4410 132.30 11 410 25 150 150 29 11 10 1000 44 1500 100 20 50 11 80 CRC

80 CRC 11

In the year 2010-11, major focus is placed on identification of CWSN to meet the gap as per national average and providing academic support to CWSN in particular as well as in general. All the activities are planned in Financial year 2011-12 to ensure 100 percent enrollment of CWSN in schools through Education by Inclusive method.

125

(B) Block wise salient activities with target

Sl N

o

Nam

e of

Blo

ck

No.

of C

WSN

Surv

ey

Asse

ssm

ent C

amp

Dist

ributi

on C

amp

Aids

& A

pplia

nces

’

Trai

ning

of P

ear G

roup

s

Pare

ntal

Cou

nsel

ling

Com

mun

ity C

ouns

ellin

g

3 da

ys te

ache

r tra

inin

g

10 d

ays t

rain

ing

care

giv

ers

15 d

ays a

cros

s disa

bilit

y tr

g.

upgr

adati

on o

f res

orce

room

/BRC

as

stud

y ce

nter

Stre

ngth

enin

g of

reso

urce

room

Cons

truc

tion

of m

odel

reso

urce

room

Wor

ksho

p/M

eetin

g/Se

min

ar

Ram

ps w

ith H

and

Rails

Prov

ision

of I

nclu

sive

Toile

ts

No.

of R

BC

No.

for H

BE

No

for e

scor

t allo

wen

ce

Hono

rariu

m to

RT

& T

echn

icia

ns

No.

for f

ound

ation

cou

rse

trg.

Incl

usiv

e Sp

orts

Docu

men

tatio

n

1 GUMLA (U) 518

1

1 1 38 194 14 14 120 9 4 1 1 1

1

10 2 8 17 16 4 1 1

1

2 SISAI (R) 453 1 1 24 139 7 8 120 11 4 1 1 0 9 2 9 22 18 4 1 1

3BHARNO (R) 411 1 1 34 102 7 8 80 2 4 0 1 0 9 1 3 11 10 4 1 1

4GHAGHRA (R) 434 1 1 49 146 7 6 80 3 4 0 1 0 9 1 3 10 9 4 1 1

5BISHUNPUR (R) 418 1 1 43 96 6 5 80 3 4 0 1 0 9 2 3 8 8 4 1

6 DUMRI (R) 386 1 1 48 131 6 7 80 3 4 0 1 0 9 2 3 12 13 4 1 1

7CHAINPUR (R) 338 1 1 44 118 5 4 80 3 4 0 1 0 9 2 2 11 12 4 1 1

8 RAIDIH (R) 402 1 1 45 144 7 6 120 4 4 0 1 0 9 2 2 13 9 4 1 19 PALKOT (R) 381 1 1 25 181 9 8 80 8 4 0 1 0 9 2 8 18 14 4 1 1

10 BASIA (R) 347 1 1 36 122 7 6 80 2 4 0 1 0 9 2 3 9 15 4 1 1

11KAMDARA (R) 322 1 1 24 127 5 8 80 12 4 0 1 0 9 2 6 19 26 4 1 1Total 4410 1 11 11 410 1500 80 80 1000 60 44 2 11 1 1 100 20 50 150 150 44 10 11 1

126

Major Thrust

1 Strengthening of Identification Process :- In each of the 11 blocks 1 identification camps shall be organized and for which mass publicity shall be done through Nukkad Natak, and other mass media

2 Providing Academic Support to CWSN through inclusive methods and special TLMs for CWSN. Capacity building of teacher shall also be done on inclusive methods of teaching.

3 Coverage status of CWSN in Gumla

Sl. No.

Name of District

Total pop in 6-14

No. of CWSN % of CWSN Remarks(11-12) (11-12)

10 Gumla230406 4410 1.91 %

The percentage of CWSN children has increased from 1.74 % of F.Y. 10-11 to 2.07 % in F.Y. 11-12

The CWSN number in age group of 6-14 has increased 4351 has increased to 4410.


Total pop in No. of CWSN % of CWSN Pop No. of CWSN % of CWSN % Increase(10-11) (10-11) (11-12) (11-12)

10 Gumla 250295 4351 1.74 230406 4410 1.91 0.17 %

Coverage plan for CWSN in F.Y. 11-12


No. of CWSN In School Out of School

Coverage of Out of School

Prov. Under Oosc

Direct Mainstreaming

HBE RBC

12710 Gumla 4410 4108 302 150 50 15 87

128Block wise Enrollment F.Y. 2011-12 (All type of schools – Govt., Aided, Pvt., Special schools, EGS/AIE)sl.

No. BlockLV TB HI SI OI MR CP MD LD ASD TOTAL

B G B G B G B G B G B G B G B G B G B G B G T

1 GUMLA (U) 33 19 8 12 29 24 40 26 56 51 23 18 31 17 51 38 45 29 11 11 327 245 572

2 SISAI (R) 25 22 12 14 31 21 37 21 61 41 34 21 25 20 42 33 37 36 8 12 312 241 553

3 BHARNO (R) 8 13 5 3 14 10 19 8 26 19 15 14 14 13 23 10 20 15 3 3 147 108 255

4 GHAGHRA (R) 12 11 4 5 15 12 15 12 22 24 13 13 16 12 27 24 18 12 4 2 146 127 273

5 BISHUNPUR (R) 9 10 7 6 17 13 21 9 17 21 12 16 12 15 24 17 22 9 5 3 146 119 265

6 DUMRI (R) 10 9 3 2 12 15 16 13 14 20 11 12 19 11 25 25 17 13 3 2 130 122 252

7 CHAINPUR (R) 13 17 4 4 11 13 23 8 16 15 19 13 17 12 28 11 18 14 4 1 153 108 261

8 RAIDIH (R) 10 14 3 3 13 11 19 4 21 18 16 12 15 11 25 16 19 13 2 1 143 103 246

9 PALKOT (R) 29 23 12 7 31 21 39 25 48 42 29 21 28 20 45 37 46 23 12 7 319 226 545

10 BASIA (R) 9 10 7 4 10 12 19 8 27 21 12 16 16 15 24 20 22 17 6 4 152 127 279

11 KAMDARA (R) 27 27 15 6 42 18 42 33 56 52 37 24 23 17 42 45 41 39 15 6 340 267 607

Total 185 175 80 66 225 170 290 167 364 324 221 180 216 163 356 276 305 220 73 52 2315 1793 4108

129

Block wise coverage figure for Out of school Children F.Y. 2011-12

sl. No. BlockLV TB HI SI OI MR CP MD LD ASD TOTAL

B G B G B G B G B G B G B G B G B G B G B G T

1 GUMLA (U) 4 2 1 3 5 4 2 2 15 8 4 2 0 0 1 1 2 1 0 0 34 23 57

2 SISAI (R) 2 3 2 4 3 5 2 1 12 6 5 2 0 0 1 1 1 1 0 0 28 23 51

3 BHARNO (R) 1 1 1 1 1 1 1 1 4 1 1 1 0 0 0 0 0 0 0 0 9 6 15

4 GHAGHRA (R) 1 1 1 1 1 1 2 2 1 1 0 0 0 0 0 0 0 0 5 7 12

5 BISHUNPUR (R) 1 1 1 1 2 1 1 1 1 1 1 0 0 0 0 0 0 0 0 6 6 12

6 DUMRI (R) 1 1 1 1 1 2 1 1 5 1 1 1 0 0 0 0 0 0 0 0 10 7 17

7 CHAINPUR (R) 1 1 1 1 1 1 3 1 1 1 0 0 0 0 0 0 0 0 7 5 12

8 RAIDIH (R) 2 1 1 1 1 1 1 1 6 3 1 1 0 0 0 0 1 0 0 0 13 8 21

9 PALKOT (R) 3 1 1 3 5 4 2 3 8 5 5 2 0 0 0 1 1 1 0 0 25 20 45

10 BASIA (R) 1 1 1 1 1 1 1 4 1 1 1 0 0 0 0 0 0 0 0 8 6 14

11 KAMDARA (R) 3 2 1 5 4 3 2 2 10 6 4 2 0 0 0 1 1 0 0 25 21 46

Total 20 15 10 22 25 24 12 14 70 35 25 15 0 0 2 4 6 3 0 0 170 132 302

130ACTIVITIES PLANED IN ANNUAL WORK PLAN & BUDGET 2011-12

SL.NO

ACTIVITIES UNIT UNIT COST TOTAL TARGET

TOTAL BUDGET

REMARKS

1 SURVEY 1 0.50 1 50000

2 ASSESSMENT CAMP NO. OF BLOCK 0.15 11 15000

3 DISTRIBUTION CAMP NO. OF BLOCK 0.05 11 5000

4 AID & APPLIANCES AS PER REQUIREMENT

0.02 PER CHILD 410 820000

5 Training of peer groups No. of schools 0.005 per school 1500 750000

6 Parental counseling No. of cluster 0.01 per cluster 80 80000

7 Community counseling No. of cluster 0.01 per cluster 80 80000

8 3day teachers training 1000 per district Rs.300.00 per teacher

1000 300000

9 10 days Training of care givers

As per no. Rs. 2000 per care givers

60 120000

10 15 Days Across DISABILITY TRAINING

AS PER NO. OF RT PLANNED

Rs. 3000.00 per RT 44 132000

11 UP-GRADATION OF RESOURCE ROOM/BRC AS STUDY CENTRE

2 RESOURCE ROOM/BRC PER DISTRICT

1.00 PER RESOURCE ROOM/BRC

2 200000

12 STRENGTHENING OF RESOURCE ROOM

ALL BLOCK (OLD & NEW)

RS. 0.50 PER BLOCK

11 550000

13 CONSTRUCTION OF MODEL RESOURCE ROOM

ONE AT DISTRICT H.Q ONLY

10.00 1 1000000

14 WORKSHOP/MEETING/SEMINAR

0.50 1 50000

15 RAMPS WITH HANDRAILS

100 PER DISTRICT 0.10 PER RAMP 100 1000000

16 INCLUSIVE TOILETS 20 PER DISTRICT 0.25 PER TOILETS 20 500000

17 RBC AS REQUIRED 1.00 PER MONTH FOR 50 CHILDREN

50 900000 (1 RBC center 50 children each for 9 months)

13118 HBE(HOME BASED

EDUCATION)As per requirement

Rs. 500 per child per month

150 900000

19 Escort Allowances As per requirement

Rs. 500 per child per month

150 900000

20 Hon. To RT & Technicians

AS PER SANCTIONED UNIT(3-RT & 1 TECHNICIAN PER BLOCK INCLUDING OLD & NEW BLOCK)

0.13 PER MONTH 44 6864000

21 FOUNDATION COURSE TRAINING

10 TEACHER PER DISTRICT

0.055 PER TEACHER

10 55000

22 INCLUSIVE SPORTS AS PER BLOCK 0.15 PER BLOCK 11 165000

23 DOCUMENTATION/DEV. OF IEP

AS PER REQUIREMENT

0.15 LUMPSUM 1 15000

TOTAL 15451000

Details of Activities to be carried out in F.Y 2011-12

1. Identification of CWSN-

In the year 11-12, we have planned to ensure identification of each and every CWSN residing in our District. To ensure this, our planning is to make separate survey as well as co-ordination with other concerned department such as Social Welfare, State Disability Commissioner Office, Health Department etc. to insert age wise column and category of disability in their survey format. We have also planned to make advocacy to include disability in the Census-2011. At district level these survey will be conducted by Resource Teacher, Foundation Course

132Trained Teacher. A team of Volunteers will be identified and they will be trained at block level on identification processes.

After survey, 5% sample check will be done by the district incharge and after verification of data it will be up graded in the data base which is web enabled.

Support from State Office-A detailed survey format will be developed at state level. One orientation training will be organized at state level. Expert services will be hired for this purpose and uploading on web will be done at state level.

Time Line- April 11 to June 12

Accountability- State IE Co-ordinator, District Incharge & RT

Outcome- All children will be identified irrespective of category of disability.

2. Assessment & Distribution of Aide & Appliances-

By providing, aide & appliances to CWSN means to provide an opportunity of mobility as well as coming closer to the universe. In the year 11-12 our planning is to consider all CWSN irrespective of category and severity. We have planned to organize two camps in each block so that all children can be assessed. This camp will be organized by the help of ALIMCO and other experts who will be hired for the camp. The aide & appliances will be provided under ADIP-SSA scheme. 11 identification and 11 distribution camp shall be organized in each of the 11 blocks.

Support from State Office- One expression of interest will be called at state level to hire the services of Experts for the assessment of Visual, Mental Retardation, Hearing and speech disabled. One camp calendar will be prepared at state level covering the entire 247 block in consultation with ALIMCO & other experts. We have planned to procure MR Kit from NIMH for the mentally challenged.

Time-Line- 1st phase of camp will be organized from April-May 10 while 2nd phase will be organized from Nov-Dec 10.

Accountability- State IE Co-coordinator, District Incharge, Block officials & RT

133Outcome- All the children will get required appliances which mean

a first step towards inclusion.

3. Appointment of Resource Teacher -

In the Year 10-11, we had advertised for the deployment of 33 RTs, in which 8 RT have been deployed till now. In Gumla district, it is in process and it is likely to be completed by the end of April 11.

In the year 11-12, we have planned to recruit another 3 resource teacher in each block which means 1 resource teacher of each major category for a block. We have also planned to enhance the present honorarium from Rs. 10000/- to 13000/- which can be helpful in getting trained personnel into the system.

Apart from this, 11 technicians shall be recruited in April 2011 to establish a wing of technician i.e. - Physiotherapist, Audiologist, etc. in one each of every block.

Time Line- April-May 11

Accountability- State IE Co-coordinator, District In charge

Outcome- All the CWSN will be provided academic support as well as other supportive activities.

4. Capacity Building Programme- Training of General teachers(3 days)-

In the Fin. Year 11-12, we have planned to train 1000 general teacher. This training will be organized at BRC level. The training will be completely residential. The mode of training will be participatory as well as activity based. A pool of resource person will be developed consisting of Resource Teacher, Foundation Course Trained teacher and local NGOs.The purpose of training is to develop common minimum understanding of disability and the right of these children to be enrolled in formal schools. Besides this, the aim is to expedite the "Inclusion" mode of education as earliest.

Training of general teachers disability specific(7 days)-We have also planned to train the general teachers on

disability specific. The purpose is to train those teachers who are handling special children in their classes. A data base is already developed for this purpose and district wise it is planned. This training will be able to develop better understanding in handling these

134children in general classes and also their proper academic plan can be developed by these teachers. A total no. of 240 teachers will be selected from schools having 20 or more CWSN children and shall be given training under training head of 7 days of specialized residential training.

Foundation course training to teachers-This year our planning is to expedite the 90 days training to 10

teachers in the financial year 2011-12. The feedbacks of those teachers who are trained earlier are very encouraging. It has changed the attitude of teachers and they are now making advocacy for the Inclusive Education. The major constraints with us are that we have only two study centre in our state. Due to this less no. we are able to train only 10 teachers.

The planning is to increase the number of study centre and keeping in view, we have planned to train five teachers from each block this year. So in F.Y. 11-12 There will be 55 teachers trained under this programme.

Training of Child Cabinet (Peer Sensitization)-A Child needs affiliation with their peer group. A peer

group can help these children in many ways. It may be from identification to their enrollment and also their retention in the classes. This group can change many more myth related to disability among society as well as family. It can be used as changing agent and keeping in view, we have planned to train our child-cabinet which are very active in all 1828 schools across the district.The training will be organized at school level. For this purpose a pool of resource person will be developed at district level and they will be trained. In the present year we have planned to train 1500 child cabinet across the district.

Family/Parental & Community training-In the present year, we had organized parental

counseling in 50 cluster of the district. The experience was highly encouraging. We invited Parents of Disabled, community people, local NGOs and some cobbler with cycle repair vendors. The objective was to aware the parents regarding education, community awareness and also on the repairing of aide & appliances.Based on prior experience, we again plan to organize these activities in the district. In the Fin. Year 11-12, 80 no. of training will be organized.

Support from State- Module development, Vetting and pilot testing will be

done at state level. A pool of resource person will be deployed in the training of master trainers scheduled at district level. Documentation of these training will be done at state level.

Time Line- April-July 10

135Accountability- Accountability- State IE Co-coordinator, District In charge & RTOutcome - Better understanding among teachers, community,

parents and providing qualitative academic support to CWSN.

5. Provision of RBCIn our district, as per survey provided by the

blocks, the number of Blind/MR children is 50 It is difficult to include these children in formal schools. These children need special curriculum and also trained hands in Braille script. Our school is lacking in this facilities. It is also difficult to train general teachers in Braille script in one go. Therefore, we have decided to open some RBC especially for the blind/MR/Physically Challenged. We have planned to run-1 RBC in the district.

Support from State-Training of Resource Teacher, NGO head, monitoring

will be done by state.Time Line- May 10 onwardsAccountability- State IE Co-coordinator, District In charge & RTOutcome- Providing academic support to CWSN as per their need.

136

10.13. MONITORING, RESEARCH AND EVALUATION

IntroductionSeveral interventions are being carried out at deferent level under SSA. It is

necessary to take stock of impact thereof for making them more effective and meaning full. Provision for research work has been made in this regard as per the guidelines. Similarly to assess the learning achievement of pupil it is evaluate them regularly. Evaluation of other intervention is also needed hence the plan has been like wise.

ObjectiveIt is necessary to conduct several types of research and evaluation work at

different levels to take stock of the impact of the implementation of various interventions and activities. This includes case studies, assessment studies and impact study and learns evaluation. For this purpose the project internet to undertake many activities as described bellow.

TargetProposal for Monitoring Research, Evaluation of school and updating of house

hold data/Balganana, implementation of DISE, Comprehensive & Continuous Evaluation etc under Research and Evaluation for 1798 school. Provision for printing & supply of Report card & other asseseries , Quality monitoring tools is being made available in this budget. Details are activities under MRE.

Plan Proposal for 2011-12Sl.No. Activity Strategy Time Frame

1 Monitoring 1. Formation of monitoring team. NGO’s member retired Prof/Teach/Unemployed youth)

Every Month

2. Monitoring by DPO/ADPO/APO/(5 School in a Month),BPO (40 school in a month), BEEO (25 school in a month)

3. Aware and empowerment of SMC

2 Study Work 1. Updating of household survey

Upto Oct 2011

3 Topic for Research

a. Impact of teacher's training Upto Jan 2011 b. Study on effectiveness of BPO/BRP/CRP c. Study on effeteness of SMC d. Impact of Community (Para) Teacher

4 Evaluation of Programme

1. Quarterly/Half yearly evaluation of learner Upto Oct 2011

2. Base line assessment study of classroom learning5 Learners

Evaluation1. Annual evaluation at district level of govt. school Mar-11

6 CCE 1. Comprehensive & Continuous Evaluation of student (I-VIII)

Every Month

137Expenditure Under Monitoring, Research & Evaluation

Head Expected ExpenditureMonitoring 4.00Research & Evaluation 4.00Comprehensive & Continuous Evaluation

18.50

Total 26.5

Accountability :- District & Block

Outcomes From the above mentioned activity the district team will be in the position to

know the gaps between planning and implementation. On this basis further rectification would be required.

We will also in the position to see the impact of the activity in the community and data would be updated

Create the conducive environment among the teacher and school children and also enhance their confidence level under extra curriculum activity.

A new shelter would be created the awareness of the programme and also enhance that the impact of the activity and easier to implementing the programme.

Sl. No. Activities Unit Cost Physical Target Financial1 Research & Evaluation 0.015 1798 26.97

138

10.14. PROJECT MANAGEMENT

Project Management has an important role to play in effective running of project activities in the district. For this effective staffing arrangement, regular capacity building of district, block and cluster level offices in required.

We in the district follow the decentralized system of Project Management starting from VEC at the village and School level to cluster level management at CRC and Block level Management at the Block level Office of BRC. At the district level there is a sovereign District executive body chaired by the Deputy Commissioner. District Executive Committee and District Task Force Supervise from project planning to Project Implementation. District Project Officer Cum DSE as secretary of above organizes regular meeting DEC and DTF. DTF meeting is to held every month.

District Management Structure:_The district project office will be equipped with technical, professional, Support and Auxiliary

staff headed by district programme officer: -

Sl.No. Designation Sanction Post

WorkingPost

VacantPost

Total emoluments

( Rs. Per month)

1 A.D.PO 1 1 0 23484.00

2 Account Officer 1 1 0 16744.00

3 Assistant Engineer 2 1 1 16744.00

4 APO 4 4 0 16744.00

5 ACP 1 1 0 12836.00

6 Accountant 1 1 0 12431.00

7 Stenographer 1 1 0 9612.00

8 Data Entry Operator 2 0 0 9612.00

139

Block Level Management StructureSl.No

.Designation Sanction

PostWorking

PostVacant

PostTotal

emoluments ( Rs. Per 1 BPO 22 22 0 12836.00

2 JE 11 11 0 11888.00

3 Accountant 11 11 0 9612.00

4 IV th Grade 11 11 0 6390.00(A) In this AWP&B, the following main provision have been made under project

management head-Sl.No Activities Expected Expenditure (Rs.)

1 District Level Staff 23375402 Block Level Staff 70701843 Honorarium to DRG & BRC 8400004 Provision of EPF 60000

Sub Total 10307724Expected increasement of Salary @ 40% for all Project Employees

4099090

Grand Total 14406814

(B) Management Cost of District Level office1 Ex-Gratia Staff welfare 10000.002 Liveries to staff 50000.003 R&M of Equipments 80000.004 R& M of Furniture 20000.005 Administrative and Operating

Cost100000.00

6 Bank Charges 20000.007 Books and Peripherals 36000.008 Stationery 150000.009 Office Expenses 50000.0010

Meeting Arrangement 100000.00

11

Telephone and Fax 150000.00

12

Hiring of Vehicles 240000.00

13

T.A/D.A to Staff 120000.00

14014

Office contingencies 280000.00

15

Staff Training 50000.00

Sub Total 1456000.00

(C)Strengthening of Block Level Office

1 Provision of Laptop to 11 BRC cum block Level Office @ 50000.00 each.

550000.00

2 Provision of Telephone expenses @ 2500.00 x 11 Block x 12 Months each of the 11 BLOs

330000.00

3 Provision of Maintenance of office equipments @ 6000.00 X 12 months of the 11 BLOs

792000.00

4 Provision of handicap to each of the BLO @ 25000.00 to each of the 11 BLOs

275000.00

5 Traveling Expenses to BLO officials like BPOs, Accountants and J.Es @3000.00 /month

396000.00

6 Office contingencies expenditure for running of the 11 BLOs @ 2000.00/Months

264000.00

Sub Total 2607000.00

Grand Total of A, B and C = Budget under Management Head is Proposed to be Rs. 184.69814 lacs

141

10.15 Management Information System (MIS) Management Information System (MIS) is a major Component under

Sarva Shiksha Abhiyan Programme. MIS provides necessary supports in terms of Collection, Compilation, Analysis and Dissemination of data/information required for monitoring and evaluation of the project activities and to facilitate implementation and achievements of goals of SSA.

MIS has three branches - EMIS, PMIS and FMIS.

The EMIS primarily provides following information

1. Access, Retention and Quality related issues.

2. Intervention wise progress.

3. Schooling scenario of children is target group

4. Progress of AIE related issues.

5. Assessment of enrolment

6. GER/NER

7. Collection of data of All type/All Categories of Schools.

8. Training of related personnel.

9. Modification of D.C.F.

10. Computerization of Data.

11. Report Generation & Analysis

12. Recording and compilation of Balpanji

13. Database Creation/Report generation

142

Financial Management Information System

The Accounting System has been computerized with Tally 9.0 ERP version and Commerce Graduates with knowledge in operating Tally system (ACO) have been appointed and latest Tally Version is required in Block Level Offices.Under FMIS maintain day-to-day expenditure data according to activities and budget.

STRATEGY:

1. MIS cell has been established in District office with 01 ACP and 2 Computer Operators.

2. To monitor Program activities in terms of set Physical and Financial Target, Project Monitoring information in place.

3. To monitor financial achievement we are using latest accounting S/w TALLY.

4. To monitor the progress of school environment and Quality of Education a tool has been developed by NUEPA, New Delhi (National Institute of Planning and Educational Administration).

As per the guidance of MHRD, District Information System for Education (DISE) is in place.

Educational Management Information System (EMIS) is used for tracking the Performance Indicators like GER, NER, Transition Rate, and Completion Rate which are used for preparation of AWP&B and its implementation.

DISE data is updates every year by collecting from each & every school Data Capture Format, (DCF) as designed & developed by NIPEA, New Delhi.

NECERT has developed a tool for monitoring of Quality Education namely Quality Monitoring Tools in which we collect data from schools every quarter and compile and analyse it.

Apart from the above following monitoring mechanism has been developed in the district as per the project need to provide Support in Plan Preparation, implementation and monitoring.

Balpanji Information System - to collect information regarding out of school children

Cohort information system - to analyze year wise promotion, Repeaters, Dropout rates etc

Annual Examination monitoring system - to collect & compile data required for a annual learners evaluation etc.

143 To develop MIS /Data Centre at Block level Offices 04 set of computer

system, Printer, UPS, Table, Chair etc has been provided to each BRCs which serves as a resource centre in the block. 3 System is Provided to each BRCs.

To operate and maintain school level information at the Block level Offices an Accountant –cum-Computer operators for every BRC has been placed

Activities Proposed under AWP & B 2010-11 Survey of out of school children. Updation of DISE data and dissemination of 2011-12 data up to +2

school level For data dissemination from BRC to District office and vice versa

telephone, Fax and internet connectivity has been provided.

144

Jharkhand Education Project, Gumla

Budget Proposed for District & Block Level Offices under MIS for FY 2011-12

Sl. No. District Name

AMC Cost Cost towards Consumables

Internet, Contingencies

& Others

DIS

E D

CF

& M

annu

al P

rintin

g @

Rs.2

2/-

25%

Sam

ple

Che

ck @

50/

- per

sc

hool

by

dist

rict

10%

Sam

ple

Che

ck @

200

/- pe

r sc

hool

by

dist

rict

DIS

E D

ata

diss

imin

atio

n &

Tr

inin

g on

DC

F at

Dis

trict

&

Clu

ster

leve

l @ 5

0/- p

er p

artic

ipan

t

Publ

icat

ion

Prin

ting

@R

s 40

Per

Scho

ol

Cap

acity

Bui

ldin

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aini

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Upg

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of H

HS

Dat

a @

Rs.

2

TotalD

istri

ct o

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Old

Blo

ck

offic

es

Dis

trict

off

ice

Blo

ck o

ffic

es

Dis

trict

off

ice

Blo

ck o

ffic

es

0 District Office 1.00 1.00 0.60 0.39780 0.55000 3.54780

1 GUMLA (U) 0.25 0.50 0.36 0.06679 0.03450 0.33800 0.09660 0.97515 2.621052 SISAI (R) 0.25 0.50 0.36 0.04332 0.02238 0.28950 0.06265 0.53259 2.06043

3 BHARNO (R) 0.25 0.50 0.36 0.03509 0.01813 0.27250 0.05075 0.38622 1.87269

4 GHAGHRA (R) 0.25 0.50 0.36 0.04404 0.02275 0.29100 0.06370 0.51819 2.04969

5 BISHUNPUR (R) 0.25 0.50 0.36 0.03267 0.01688 0.26750 0.04725 0.28330 1.75759

6 DUMRI (R) 0.25 0.50 0.36 0.04622 0.02388 0.29550 0.06685 0.34850 1.89095

7 CHAINPUR (R) 0.25 0.50 0.36 0.03945 0.02038 0.28150 0.05705 0.29531 1.80368

8 RAIDIH (R) 0.25 0.50 0.36 0.04066 0.02100 0.28400 0.05880 0.29657 1.811029 PALKOT (R) 0.25 0.50 0.36 0.05203 0.02688 0.30750 0.07525 0.36425 1.93590

10 BASIA (R) 0.25 0.50 0.36 0.04090 0.02113 0.28450 0.05915 0.31985 1.83552

11 KAMDARA (R) 0.25 0.50 0.36 0.04017 0.02075 0.28300 0.05810 0.28819 1.80021

Districts Total 1.00 2.75 1.00 5.50 0.60 3.96 0.48134 0.24863 0.39780 3.19450 0.69615 0.55000 4.60812 24.98653

145

Implementation Shedule

1. Collection & Compilation of DISE Data- September 2011 to January 2012 and as per the State Implementaion schedule.

2. Compilation of House Hold Survey Updation – November 11 to December 11

3. Training of personnel - Jun 11 & December 11

Accountability

1. DPO/ ADPO, MIS In charge, BRCC & Computer Operators.

Management Information System

Thus for MIS activities Financial Outlay of 24.99 lacs (Twenty four lacs ninety nine thousands) have been proposed in the FY 2011-12

146

10.16. Innovative Activity

10.16.1 Early Childhood Care and Education Under Innovation :-

Early childhood education is a support programme for the accomplishment of the goal of universlization of primary education in Gumla district the dropout rate is very high in the class 1. It is only because of non availability of pre schooling 03-06 years is scientific age of the children to admit them in school because this is the age when mental skill develops. The children who are enrolled in ECCE center develop a habit of sitting. The learn how to interact with the other sites like teachers and other people. The child to sare things with other children of the same age group and to interact with others. After completing pre schooling child doesn’t have any short of afferied from school which increases the retention. As in order to ensure absolute enrollment in elementary formal education these gap act as failure group. It we get successful.

Progress Overview: In the financial year 2010-11 the fund of ECCE innovation activity

have been utilized by the running previous 71 ECCE under SSA no. of children benefited in Gumla district is 1845.

Progress Overview of ECCE children for 2010-11 under innovation activity

Sl. No.

Total no. of ECCE center Target

Financial Achievemen

tAchievement (in Lac)

1 71 1845 5.61 5.00

Strategy: It is pertinent to add here that 864 ICDS centers (anganwadi

centers) are being run in the district through ICDS programmes. In addition to this 71 ECCE centers are being run under SSA in the financial year. The coverage under ICDS programme is summarized as under –

147

Block wise No. of Anganwadi Centre

Sl.No. Name Of Block

No. of Anganwadi Centres

1 Gumla 150

2 Sisai 101

3 Bharno 66

4 Ghaghra 112

5 Bishunpur 22

6 Raidih 85

7 Chainpur 62

8 Dumri 95

9 Palkot 87

10 Basia 90

11 Kamdara 79

Total 1002

1932 children in the age group of 3-6 are covered in SSA run 72 centers and 48792 children of the age group are covered under ICDS run 1002 centers . The greatest challenge before us is to bring the children to the ICDS run aanganwadi centers on SSA run ECCE centers. Although, the areas are covered under the program, these groups of children are still not coming to the centers.

Sl. No.

Name Of Block

No. Of running

ECE CentreNo. Of

Children

Proposed New ECE Centre in AWP&B 10-

11 (Where ICDS Centre is not

running)1 Gumla

22 716

No fresh proposal of opening ECCE under SSA is proposed in the F.Y. 2011-12

2 Sisai 6 156 3 Bharno 9 241 4 Ghaghra 6 120

148

5 Bishunpur 4 164 6 Raidih 2 56 7 Chainpur 7 118 8 Dumri 7 172 9 Palkot 2 53

10 Basia 0 0 11 Kamdara 6 136

Total 71 1932

PROPOSALS IN AWP&B 2011-12

1. Support in Jail

We plan to open Anandayi Kaksh in jail at Gumla district which is to be open in 2011-12. Aims of open Anandayi Kaksh in jail to educate the 3 to 6 years children & to provide better educational environment to them.

Sl. No.

Activity Amount

(Rs.in Lacs)

1 Wall painting in anandayi kaksh 0.30

2 Border of the anandayi kaksh 0.20

3 Strengthening of anandayi kaksh

0.40

4 Instructor ( 2 X Rs. 5000 X 12) 1.20

5 Light Food ( Rs. 5 X 25 X 365) 0.46

6 Contingency 0.20

Total 4.56

Grand Total 17.515 + 4.56 = 22.075 we proposed budget 2011-12 for 71 ECCE center and Anandayi Kaksh in jail.

Time line – June July 2011

149

2. PROVIDING STANDRISED LEARNING KIT IN 10 PRIMARY SCHOOL

Providing standardized leaning kit in primary school in F.Y. 2011-12 we plan to provide standardized learning kit in primary school for 3 to 6 yrs. Age group children on point basis for readiness of the schooling habit to children and children learn by playing and learning method.

Budget : @ Rs. 1000/- X 10 school for standardizes learning kit for primary school = 10000/-Time line June July 2011

3. Training for Anganbadi Sewika : Training for Anganbadi Sewika training organized to make them more sensitive about child learning. Budget: Training to Ananganbadi Sewika @ Rs. 50/- X 4 days X 100 = 0.20 lac

COMPILE PROPOSED BUDGET FOR ECCE F.Y. 11-12

Sl. No. Activity Budget Remarks

1 ECCE center in Jail 4.56

2 Standardized learning kit in primary school

.10

3 Training for Anganbadi Sewika

0.20

Total 4.86

150

10.17.2. COMPUTER AIDED LEARNING (CAL)

COMPUTER AIDED LEARNING (CAL)

VISION: - The reduction in drop out and repetition rate, enhancement in the

achievement levels and making learning joyful are some of the objectives of SSA.

The use of computers in the form of Computer Aided Learning (CAL) might help in

achieving the said objectives under SSA. Teaching through multimedia offers an

interactive environment for all subject and skills. Young children respond quickly

and naturally to appropriate technologies.

TARGET: Over the years, under SSA, 28 Middle Schools and 10 KGBVs have been

taken up for Computer Aided Education detail as follows -

Sl.

No.

Name of

Revenue Block

No. of

Govt.

UP

Schools

Govt. UP Schools covered under CAL

Through

Everonn

Through

Educomp

Through

ACESOthers Total

1 2 3 4 5 6 7 8

1 GUMLA (U) 69 3 1 6 0 10

2 SISAI (R) 52 3 1 1 0 5

3 BHARNO (R) 52 1 1 0 0 2

4 GHAGHRA (R) 51 1 1 2 0 4

5 BISHUNPUR (R) 40 0 1 1 0 2

6 DUMRI (R) 55 0 1 2 0 3

7 CHAINPUR (R) 44 0 0 1 0 1

8 RAIDIH (R) 47 0 1 3 0 4

9 PALKOT (R) 62 0 1 1 0 2

10 BASIA (R) 44 0 1 2 0 3

11 KAMDARA (R) 45 0 1 1 0 2

Total 561 8 10 20 0 38

151

No. of Beneficiaries under CAL

Sl. No.

Name of Revenue Block

No. of Beneficiaries in CALIn

Everonn Schools

In Educomp Schools

In ACES Schools

In Other Schools Total

1 2 3 4 5 6 7

1 GUMLA (U) 1164 93 1381 0 2638

2 SISAI (R) 907 96 259 0 1262

3 BHARNO (R) 416 97 0 0 513

4 GHAGHRA (R) 404 101 752 0 1257

5 BISHUNPUR (R) 0 90 242 0 332

6 DUMRI (R) 0 83 195 0 278

7 CHAINPUR (R) 0 0 181 0 181

8 RAIDIH (R) 0 85 492 0 577

9 PALKOT (R) 0 87 483 0 570

10 BASIA (R) 0 83 310 0 393

11 KAMDARA (R) 0 88 49 0 137

Total 2891 903 4344 0 8138

1. EVERON India Provided 5-7 computer system in each of the 8 above schools.

Schools has been covered with telephone with internet, teachers, generator,

educational CDs and primers (I, II, III) and other stationary items.

2. Computer Aided Learning of these schools are running by the school authority

and Govt/ Para teachers trained by the Eveonn Ltd. after completion the

contract of EVERONN Ltd. by Jan 11.

3. Educomp provided 5 computer systems, 01 Computer Teacher in each of the

10 KGBVs.

4. In the 20 Middle schools of the district CAL has been provided by the JEPC

Ranchi / District office where 01 teacher in each school has been provided by

the ACES India Ltd.

152

Proposal for the CAL for FY. 2011-12

Intervention of 8 Middle schools where CAL were provided by EVERONN

In the 08 of already covered upper primary schools shall be provided continued

support under CAL through the following –

(1) By providing 01 of Computer qualified Part time teacher for 3 hours per

day in each schools. Hence the salary of the teacher can be proposed @ Rs.

5000/ month for 11 months for 08 schools.

(2) Provision for conducting of Practical Classes fuel is required to conduct 02

practical class in a week of each class (VI-VIII) of 01 hr. hence the financial

proposal @ Rs. 55/Lt per practical classes for 1 hrs. per day for 240 days .

(3) Stationary Items like Printer ribbon, paper, CDs etc @ Rs. 5000/year per

school

Provision for CAL in 20 Upper Primary Schools running by JEPC/ District Office

1. 02 Nos. of Computer sets have been provided to each of the 20 middle

schools under the district in the FY 2004-05

2. Presently as per the reports of concern HMs and monitoring by the

district /block officials maximum nos. of computers are not in working

condition. Hence the AMC is required for the proper maintenance of the

systems.

Intervention in 10 Kasturba Gandhi Balika Vidyalayas

10 of the KGBV run in 10 Blocks table which have been provided CAL through

innovation funds under Innovative Education shall be provided with recurring

expenditure requirement of stationary, educational study material and honorarium to

computer teachers.

20 New schools have been identified to start Computer Education & Computer Aided

Learning in this Fy. 2011-12 as follows –

Sl. No. Name of Revenue Block No. of Schools to be covered this year (List to be attached)

1 2 3

153

1 GUMLA (U) 7

2 SISAI (R) 1

3 BHARNO (R) 2

4 GHAGHRA (R) 2

5 BISHUNPUR (R) 1

6 DUMRI (R) 1

7 CHAINPUR (R) 2

8 RAIDIH (R) 1

9 PALKOT (R) 1

10 BASIA (R) 1

11 KAMDARA (R) 1

Total 20

(3) Support to Previously SSA run 20 school covered for CAL

These computer lab of these school is divided of many essential equipments needed

for smooth running of CAL So they will be provided with 3000/-p.m. for 12 months i.e.

6.0 lacs shall be kept for the same under this head.

List of Newly proposed CAL schools for F.Y. 2011-12

Sl. No. Block School Name

1 CHAINPUR GOVT GIRL,S M/S CHAINPUR

2 BISHUNPUR GOVT GIRL'S UPG MS BISHUNPUR

3 BASIA GOVT MS NAREKELA

4 BHARNO GOVT UPG MS DUMBO.

5 RAIDIH GOVT UPG MS LODAM KOTHATOLI

6 SISAI GOVT UPG MS NAGPHENI

7 GUMLA GOVT UPG MS PUGUGHANSITOLI

8 DUMRI GOVT UPG MS RATASILLI

9 PALKOT GOVT.BASIC MS BAGHIMA

154

10 GUMLA GOVT UPG MS DUMARDIH

11 GUMLA GOVT MS MURKUNDA

12 GUMLA GOVT URDU MS KOTAM

13 GUMLA GOVT MS DUMARLA

14 GUMLA GOVT MS SISHI

15 GHAGHRA GOVT GIRLS MS GHAGHRA

16 GHAGHRA GOVT MS TOTAMBI

17 KAMDARA GOVT MS LOYANGA

18 BASIA GOVT MS MORENG

19 BHARNO GOVT MS KARANJ

20 SISAI GOVT MS PUSO

155

10.16.3 Innovative MinoritiesIntroduction:

Child population muslim communities 6-14 age group boys 5243, girls 4854, total 10098. Enrollment muslim communities children 6-14 age group boys 4698, girls 4349, total 9047.

Objective:

Enhance literacy level to the Muslim community. Sensitize the minority community toward education. Improve performance of teachers working in recognized and

unrecognized Makab/ Madarsa. To give them technical and economic support. To give special attention towards minority girls. Develop and promote facilities to provide access to elementary

education for minorities children. Facilities retention of minorities in schooling system. Ensure greater participation of minority girls in education. Improve quality of education. Stress upon the relevance and quality of minority girls education

for their empowerment.

Progress Overview 2010 - 11 In the F.Y. 2010-11 under the head of innovation minority education

many activity are taken and supporting financially and motivationally. Some activities are taken like recognized Madarsa 01 (Faiz- A- Aam, Gumla Enrolled 63 children), under the innovation head 14 out of school muslim minority children are enrolled in recognized madrasa. Under the innovation head run mobile school in Gumla district in working site area covers and motivated towards primary education 50 children’s are benefited through night school and NPEGEL enrolled 20 minorities’ girls. Affiliated madarsa 01(Madarsa Basua Gumla Enrolled– 150 Children). SSA interfere in the F.Y. 2010 – 11 and in 01 affiliated madarsa district have supported by providing subject specific resource person, Urdu/Hindi, G.K. books, Urdu/Hindi news paper in library and 12 minority children of district had been taken for education tour.

Sl. No.

Financial Target (in

laces)Achievement up to Jan

2010 Remarks

1. 11.04 4.37

156

For F.Y. 2011 – 12 Proposed Budget

In F.Y. 2010 – 11 Running Computer Education Recurring Project:

1. The Recognized Madarsa Faiz- A- Aam, 0.58 Lacs shall be provided to meet the recurring expanses’ of running the computer aided education as per follow : -

Sl.No. Activity Unit Cost Financial

1. Honorarium to computer instructor

@Rs4500.00/- per month for 12 months × 1 Instructor

54000/-

2. computer stationary and allied @ Rs 4000.00/- annum

4000/-

Total 58000/-

2. Computer education in Govt. Aided Middle School :

Target School: -

(i) Lutheran MS Gumla.

(ii) St. Anna MS. Majhatoli, Raidih.

(iii) RC MS Roshanpur, Sisai.

This selected school would be provided computer education.

Sl. No. Activity Unit Cost Proposed Budget

1. 02 Computer set in each school@Rs 50000 × 2 set × 3 Govt. minority aided

school.300000/-

2.Honorarium for computer

instructor

@Rs 4500 per month × 12 month × 3

instructor162000/-

3. Computer stationary @Rs 10000 × 3 school

Per annum 30000/-

4. Hardware peripherals & Furniture @Rs 10000 × 3 per

annum30000/-

5. Contingency 2000 × 3 school per

annum6000/-

157

Total 528000/-

3. Provision of excursion visit for children of district level:-

Sl. No.

Activity Unit Cost Education Tour PlanBudget

F.Y.

1.Excursion

district level

Per child 300/- X 500 children

District office, Banks, Dist Park, Science

Centre Dist Museum etc.

Per School Rs @ 300/- × 500

children 150000/-

4. awarnance Campaign:-

In Minority District Block/CRC where children for enrolment and Retention awarnance, Campaign drive.

Minorities pockets Block sisai, Gumla, Bharno, Chainpur, Dumri, Bishunpur where children enrolment and retention awarance campaign drive should be done.

Nukar Natak Activity, Mobile van campaign activity should be done. Mobile van flex/banner loudspeakers Recoder sound material regarding subject of RTE Rule of responsibility of community Mobilized community in the day of Hatt/Bajar in the Dist.

Sl.No.

Activity BlockNo. of Block

Unit Cost Fin

1.Nukad Natak

Sisai, Gumla Bharno, Chainpur, Dumri, Bishunpur, Raidih

07RS @5000/- × 7

Blocks35000/-

2.Moble

campaign van

Sisai, Gumla Bharno, Chainpur, Dumri, Bishunpur, Raidih

07

Rs @ 5000 fuel sound system

and pomplate × 07 Block

35000/-

Total 14 70000/-

158

Total Minority innovation Budget: -

Sl. No. ActivityProposed for F.Y. 2011-12

Remarks

1.Recurring expanses’ for Faiz- A- Aam, Gumla

58000/-Honorarium to computer

instructor, computer stationary and allied.

2Providing computer education in Gov min Aid School

528000/-

3 Excursion visit for children 150000/--

4 Awareness Campaign 70000/-

Total 806000/-

Total Proposed Budget for Innovation Minority Education 806000/- (Eight Laces Six Thousand) Rupees only.

159

10.18 COMMUNITY PARTICIPATION AND ENVIROMENT BUILDING

VISION:-Decentralization of powers to community namely village education committee, school managing committee under RTE and Panchayti Raj local representatives is a part of implementation strategy of SSA. People participation is must for universalisation of elementary education. SSA also envisages a decentralized approach of planning in the way of top to down approach. It reflects the reality at grass root level.Right to Education :-

“Right of child to free and compulsory education” emphasizes the need of Village Education Committee /School management committee consisting of the elected representatives of the local authority, parents or guardians of the children admitted in school.The RTE rules stresses on following functions of VEC /SMC :-

Prepare and recommend school development plan. Implementation of school development plan. Monitor the working of the school. Monitor the utilization of the grants released – TLM, TLE Repair &

Maintenance grants, school development grant. The school development plan is the basis for preparation of CRC/BRC &

district level AWP&B.OBJECTIVE :-

To motivate community through various advocacy measures for participation like campaigns and awareness generation activity.

To empower communities to play an effective role in universalization of elementary education.

To make the community aware of education for hard to rich children such as child labour, migrant, minority and children with special need.

To develop sense of ownership To establish social audit mechanism at school level through VEC so

that transparency in programme implementation under SSA could be ensured.

To motivate community for the ownership of the SSA programmes and management of schools.

Steps taken:-Community has been oriented on following as through residential, non residential and one day orientation at district, block and cluster level on following issues:-

A. Improvement of Quality Education by motivating them for ensuring use of lesion plan, curricullam and TLM by the teachers at the school.

B. Improving teacher attendance by SMC, VEC.C. Improving student attendance by SMC, VEC.D. On need of regular metting of VEC/PTA/MTA for management of

schools.E. Sensitization of parents and SMC for ensuring girls enrollement and

education.

160

Progress over view of F.Y. 2010-11

At cluster level and school level the members of village education committee and school managing committee who are newly constituted as per RTE where oriented by the CRPs and HMs at cluster and school level.

At block level members of Mata Sammittee and Saraswati Vahini were oriented by the block level BPOs/BRPs.

One day orientaion of SMC Members (04 from each of the Govt. Schools) were organized at district level on 29.03.11 in which all 1805 VEC Presidents participated. Diputy commissioner and state officials also participated covering 6564 members of the SMC and VEC out of the community head of management head.

i. Fiancial Progress Overview of 2010-11Community Residential Training as on 31/03/2011

PAB Approval(2010-11)

Achievement Percentage %

Phy Fin Phy Fin Phy Fin8582 11.04 3680 11.04 3680 11.04

Community Non Residential Training as on 31/03/2011PAB Approval

(2009-10)Achievement Percentage %

Phy Fin Phy Fin Phy Fin14720 22.08 14720 22.08 14720 22.08

Thus out of the financial provision of 33.12 lacs, the expenditure till 31.03.2011 is also the same.

161

Proposal for Financial Year 2011-12

For Community Participation following activities will be taken:-

1. Community Moblization Activities1. Maa Beti Mela at cluster level: for ensure community participation

maa beti mela in every CRC in the month of Aug.11 right to education act

and improvement of girls education in the mean focus area of maa beti

mela will organizing because of full filling gender gap and woman literacy

rate as census 2011 literacy rate male – 76.87 % and fem ale literacy rate

– 56.97 % total 67.92 in Gumla sex ratio – 993.

2. Bal Mela at school level: Bal Mela will organized at school level in

the month of Nov. through Bal Mela parents of children also suppose to

involved to the system of education. Co curricular activity, quality

education and right to education act will be the main focus area of the Bal

Mela.

3. Wall writing at school level: Through wall writing community will be

aware and mobilization of community SMC members right to education

act. and role and responsibility of community regarding education

subject based wall writing in Kurukh and Hindi language will be done in

each and every habitation of district.

4. Nukkad Natak at CRC level: For the mobilization of community right

to education act and role and responsibility of community regarding

education subject based Nukkad Natak and cultural activity with the help

of Kurukh, Nagpuria at CRC level and local hat bazaar in district level.

B. Monitoring Mechanism forCommunity Mobilization activities

Sl. No.

Community Mobilization Activity

Monitoring Mechanism

District Block

1 Community mobilization residential training at BRC

DPO/ADPO/APO/DRP will monitor at least 100% training prog.

BEEO/BPO/Resource Person will monitor 100% Training Prog.

2 Community mobilization non residential training at CRC

DPO/ADPO/APO/DRP will monitor at least 100% training prog.


3 Maa Beti Mela DPO/ADPO/APO/DRP will monitor at least 100% training prog.


4 Bal Mela DPO/ADPO/APO/DRP will monitor at least 100% training prog.


5 Wall Writing DPO/ADPO/APO/DRP will monitor at least 100% wall writing

BEEO/BPO will monitor 50% wall writing and Resource Person will

162

monitor 100% wall writing

6 Nukkad Natak DPO/ADPO/APO/DRP will monitor at least 100% wall writing

BEEO/BPO will monitor 50% wall writing and Resource Person will monitor 100% wall writing

7 Flex Hording DPO/ADPO/APO/DRP will monitor at least 100% flex hording

BEEO/BPO/Resource Person monitor 100% flex hording

1. Regular monitoring & follw of the for activities by state/Division and District level.

2. Quterly Aam Sabha/ Social Audit through PR institutions, NGOs and public. we are

planning to ensure quarterly execution of aam sabha & social audit for building

managerial & educational environment in village. In aam sabha social audit of

school managing front of every community about education system of catchment

area.

ii. Detailed process to the enrolled in community leaders training for 2011-12 (District to Grass root level)

Sl. Block No. of Cluster

No. of School

Total No. of Existing

SMC

Total No. of

Panchayats

Total No. of Nagar Panchayat

Wards1 Gumla 20 226 226 25 202 Sisai 15 165 165 18 3 Bharno 11 124 124 12 4 Palkot 13 189 189 14 5 Basia 9 156 156 15 6 Kamdara 7 126 126 10 7 Raidih 8 168 168 13 8 Chainpur 7 156 156 10 9 Dumri 9 178 178 14

10 Bishunpur 8 115 115 10 11 Ghaghra 11 170 170 18

Total 118 1773 1773 159 20

163

SMC Detail :Sl. Block No. of

SMCNo. of Parents

MemberNo. of

Teachers Members

No. of PRI Members

No. of Bal Members

Male Female

1 Gumla 226 1200 1260 452 226 2262 Sisai 165 1042 950 330 165 1653 Bharno 124 736 740 248 124 1244 Palkot 189 1113 1155 378 189 1895 Basia 156 742 806 312 156 1566 Kamdara 126 736 776 252 126 1267 Raidih 168 749 847 336 168 1688 Chainpur 156 745 803 312 156 1569 Dumri 178 842 826 356 178 178

10 Bishunpur 115 678 666 230 115 11511 Ghaghra 170 998 1030 340 170 170

Total 1773 9581 9859 3546 1773 1773

Training Strategy :1. At district level 118 resource person who will be primarily DRP shall be given 3

days non residential training for issues related to community mobilization. For

providing training to them master trainers trained at state level shall be used.

Training shall be given in 2 batches in the month of May 2011.

2. The CRPs trained by district level shall 3 days training for capacity building of

SMC members out of which :-

3 days non residential training for 16 SMC member shall be given at CRC level. Detail of the plan for non residential training of cluster level :Sl. No. Name of

BlockName of Cluster Total Number of

Batch1 BASIA GOVT. U.M.S DAKEYA 12 GOVT.BOYS M/S,BASIA 63 GOVT.GIRLS M/S,BASIA 64 GOVT.M/S, SASIYA 45 GOVT.M/S,BANGALKELA 66 GOVT.M/S,ETAM 3

164

7 GOVT.M/S,MORENG 48 GOVT.M/S,NAREKELA 61 BHARNO GOVT GIRLS MS BHARNO 42 GOVT.BOY'S M/S,BHERNO 53 GOVT.M/S,AMALIYA 24 GOVT.M/S,AMBERA 35 GOVT.M/S,DOMBA 66 GOVT.M/S,KARANJ 47 GOVT.M/S,MAHADEO CHENGARI 28 GOVT MS PABEYA 31 BISHUNPUR GOVT M.S DUMBERPAT 2 GOVT UMS MANGIRA 33 GOVT,P/S, BANARI 54 GOVT.M/S,BANALAT 65 GOVT.M/S,BISHUNPUR 66 GOVT.M/S,NARMA 67 GOVT.M/S,TUMSE 61 CHAINPUR GOVT M.S BESNAPAT 42 GOVT.M/S,BENDORA 73 GOVT.M/S,CHAINPUR 74 GOVT.M/S,SILPHARI 85 GOVT.M/S,SIVIL 86 GOVT.M/S,TABELA 61 DUMRI GOVT P.S AMAGAON 32 GOVT.GIRL'S M/S.JAIRAGI 113 GOVT.M/S,DUMRI TANGARDIH 84 GOVT.M/S,HARIHARPUR 75 GOVT.M/S,KHETALI 56 GOVT.M/S,MAJHGAON 67 GOVT.M/S,SISI PATRATOLI 51 GHAGHRA GOVT MS BARWATOLI 52 GOVT MS HAPAMUNI 43 GOVT MS TILSIRI 64 GOVT.M/S,ADAR 85 GOVT.M/S,GHAGHRA 56 GOVT.M/S,SARANGO 77 GOVT.M/S,SHIVSERENG 68 GOVT.M/S,TOTAMBI 51 GUMLA GOVT MS ARMAI 62 GOVT MS DHIDHOULI 43 GOVT MS KARUNDI 34 GOVT MS KESIPARA 35 GOVT MS MURKUNDA 46 GOVT MS RAJENDAR ABHYAS 37 GOVT PS KADAMTOLI 38 GOVT. M/S , GARHTOLI 39 GOVT. M/S,BASUA 210 GOVT. M/S,FORI 411 GOVT. M/S,GUMLA 3

165

12 GOVT. M/S,TOTO 613 GOVT.M/S,ASANI 314 GOVT.M/S,KARAUNDA 515 GOVT.URDU M/S ,KOTAM 61 KAMDARA GOVT.BUNIYADI SCH,KAMDARA 62 GOVT.M/S,HAFU 63 GOVT.M/S,LOYANGA 64 GOVT.M/S,MORHATOLI 125 GOVT.M/S,TITHI 76 GOVT.M/S,TURBUL 61 PALKOT GOVT .M/S,KENDTOLI 52 GOVT.BASIC M/S,BAGHIMA 73 GOVT.BOY'S M/S,PALKOT 44 GOVT.M/S, MARDA 65 GOVT.M/S,JHIKIRAMA 66 GOVT.M/S,KHARWADIH 57 GOVT.M/S,LOTWA 68 GOVT.M/S,NATHPUR 69 GOVT.M/S,POJENGA 310 R.C.M/S,KARAUNDABERA 71 RAIDIH GOVT,M/S KONDRA 72 GOVT,M/S SALKAYA 53 GOVT.M/S,BANSDIH 54 GOVT.M/S,BIRKERA 55 GOVT.M/S,KANSIR 56 GOVT.M/S,KEMTA 57 GOVT.M/S,PATRATOLI 58 GOVT.M/S,SILAM 51 SISAI GOVT BOY'S M/S,SISAI 72 GOVT.M/S,BARRI 43 GOVT.M/S,CHHARDA 74 GOVT.M/S,MURGU 55 GOVT.M/S,NAGAR 56 GOVT.M/S,PUSO 67 GOVT.M/S,SISAI(H.Q.) 58 GOVT.M/S,SOGRA 5

166

Budget Proposal for 2011-12 community trainingSl. No. Activity Unit Cost Target 2010-11

Phy Fin1 3 Days Block level Non

Residential Training DRP0.003 50 15000

2 3 Days Cluster level Non-Residential Training for 16 Parents Member X 1773 SMC

0.003 28368 8510400

3 2 Days residential local panchayat level 817 member

0.004 817 326800

Total 9234600

ix. Budget Proposal for Community Mobilization

Sl. No. ActivitiesTarget 2010-11

Phy Fin1 Maa Beti Mela 91 Cluster x Rs. 2500 227500

2 Bal Mela 1773 schoolUsed school development grant fund

3 Wall Writing 1773 schoolRs. 300 per School X 1773 School = 531900.00

4Other if any (Nukkad Natak) 1773 school

Rs. 1000 per Block X 11 Block = 11000.00

5Documentation & Publication 2000 school

Rs. 15 per School X 2000 School = 30000

Total

800400

167

x. Calender of Activities planned for F.Y. 2011-12Sl.

No. ActivityApr' May' Jun' Jul' Aug' Sep' Oct' Nov' Dec' Jan' Feb' Mar'11 11 11 11 11 11 11 11 11 11 11 11

Mobilization Activities

1 Maa Beti Mela

2 Bal Mela

3 Wall Writing

4 Other

Community Training

1 Training of Resource Person at District Level

3

Capacity Building Training of SMC Member Non-Residential 16 member including President at Cluster Level

Monitoring

1

Regular monitoring & Follow up of the all activities by State/Divisional/District Level:

2Quarterly Aam Sabha/Social Audit

Documentation & Publication

1Documentation of each activities of the plan

2

Half yearly publication of News letter at State District

C. Documentation & Publication1. Documentation of each activities of the plan. For the proper analysis for

SMC/VEC role, community mobilization activity, achievers and suffer in the field of

achieving the good of elementary education proper documentation of every activity

under taken by SMC/VEC, block & district is a need of hour. In this regard we are

planning to make a documentation plan.

168

2. half yearly publication of news letter at state and district level. we are

planning to publish half yearly publication magazine “BIHAN” expectally for

community member in Kurukh, Mundari, Kharia, Nagpuri & Hindi language. Detail of

every grant and use & process of expenditure of grants, success story and good

practices of some SMC/VEC, information manual for implementation of all

programme would be publishing in the magazine.

169

Chapter – VII – B

Quality Improvement - LEP

170

Chapter – VII – B

Quality Improvement – LEP

Gumla.

171

QUALITY IMPROVEMENTVISION: The main indicator of the quality of elementary education can be visualized in terms of its product – the learners’ achievement in various subjects of study. Improving the quality and efficiency at the school/classroom level is a major thrust area under SSA as it aims to provide education of a’ satisfactory quality’ in achieving the goal of education for all. Merely focus on access, enrolment and retention may not result in better school effectiveness. The efforts towards achievement of quality need to go hand-in-hand with efforts directed towards increasing access, enrolment and retention. Pedagogical improvement interventions are the crucial and most difficult area to plan, appraise and implement.

Quality Education - Expanded DefinitionA learning and personal development program characterized by:

a)Processes wherein students are fully engaged with :1. Academically challenging experiences;2. Active and collaborative learning/teaching styles;3. A talented, accessible and responsive faculty;4. Enriching and diverse educational experiences;5. A supportive campus environment.

b) Value added outcomes for students such as :1. Subject matter mastery of major and general education curriculums;2. Critical thinking abilities;3. Written, oral and interpersonal communication skills;4. Understanding, appreciation and tolerance of diverse people and ideas;5. Psychological and physical well being;6. Commitment to civic/public service;7. Passion for life-long learning.

Comprehensive Quality FrameworkDesired outcomes at the level of children -

(1) Right to education emphasizes that every child who has attained the age of 6 years shall have the right to participate in full time elementary education and to complete it. Provided free and compulsory education in such school, in the manner provided in this Act Provided that a child who, due to her severe or profound disability, or disadvantage, or nature of occupation of her parents, cannot be provided elementary education in a neighborhood school, shall have the right to be provided education in an appropriate alternative environment as may be prescribed.

(2) A non-enrolled child who is in the age group 7-9 years have the right to be admitted to an age appropriate grade in a neighborhood school.

(3) A non-enrolled child who is in the age group 9-14 years shall in addition to the right specified to be provided special programmes within the neighborhood school to enable her to join, as early as possible, but in any case within three years.

(4) A child who, though enrolled, is not able to participate in elementary education, shall have the right to be provided with suitable conditions, as may be decided by the appropriate government to enable her participation.

172

(5) No child shall be held back in any grade or expelled from a school until she completes elementary education, except through an Order of the School Management Committee (SMC)/ VEC.

(6) A child must achieve the minimum learning level

(7) He/she must be eager to come to school and love to learn.

(8) A student must actively participate in school works other than regular classes.

(9) Group formation of the students must take place to share the learning experience and uplift their backward counterparts.

10. Members of the Bal Sansad should play active role in cumulative performance of school.

11. The number of students must decrease in grade D & E and increase in A grade.

Desired outcomes at the level of teachers

(1) Regularly attend school for its full duration,

(2) Transact and complete the curriculum.

(3) transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority,

(4) Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the constituted SMC

(5) Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child,

(6) Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed.

(7) Default by a teacher in the performance of a duty, shall be liable to be punished in accordance with the provisions of the disciplinary rules applicable.

(8) Teachers must play a role of facilitator.

(9) They must have the managerial quality, so that they can improve students’ performance in limited resources.

(10) They must regularly update their knowledge to cope up with changing syllabus and modern day requirement.

(11) They must have class prior preparation for effective teaching.

(12) Teachers must have teaching practice with TLM & TLE (experimental teaching method), so that students can gain practical knowledge.

(13) Teachers have complete knowledge of learning level of their students’; hence they can make groups for sharing.

173

(14) They must do regular evaluation of pupils so that their performance level may increase.

Desired outcomes at the level of School

Schools shall provide free and compulsory elementary education to all children of 6-14 age groups

(1) Attendance should be increased to 80-100% against the enrolment.

(2) The number of students must decrease in grade D & E and increase in A grade.

(3) Community must actively participate in terms of teaching, learning, check the dropout, enhance retention and all other activities carried out at school level.

(4) VEC must check the quality in education through Lokvachan.

(5) VEC members must actively play the role of supporter in the development of school.

Desired outcomes at the level of support systems, and District level

(1) To ensure the availability of a neighborhood school for every child within a period of three years

(2) To ensure that every child is provided free education in the school

(3) To institute and implement a mechanism for regular monitoring of enrolment, participation and attainment status of every child, and taking corrective steps wherever necessary, so that every child completes elementary education.

(4) To ensure that children in schools receive education.

(5) To ensure that economic social, cultural, linguistic, gender, administrative, location, disability or other barriers do not prevent children from participating in, and completing elementary education.

Monitoring mechanisms: -

(1) Headmaster should be fully responsible for monitoring teaching strategy of teachers. He should also provide time to time guideline and academic support to them. The same duty should be performed by BPO, BEEO, APO, ADPO and DPO in turn. CRP, BRP, BPO &BEEO will take care of schools coming under their area.

(2) Currently changes in classroom processes towards more active learning are on line in the District.

(3) Teachers have been heavily engaged in works other that teaching and learning. Number of Government teachers is less in the district as many posts are still vacant. This is the main obstacle in the road to achievement of quality in schools.

Comprehensive Quality Framework

Desired outcomes at the level of children -

(1) Right to education emphasizes that every child who has attained the age of 6 years shall have the right to participate in full time elementary education and to complete it. Provided free and

174

compulsory education in such school, in the manner provided in this Act Provided that a child who, due to her severe or profound disability, or disadvantage, or nature of occupation of her parents, cannot be provided elementary education in a neighborhood school, shall have the right to be provided education in an appropriate alternative environment as may be prescribed.

(2) A non-enrolled child who is in the age group 7-9 years have the right to be admitted to an age appropriate grade in a neighborhood school.

(3) A non-enrolled child who is in the age group 9-14 years shall in addition to the right specified to be provided special programmes within the neighborhood school to enable her to join, as early as possible, but in any case within three years.

(4) A child who, though enrolled, is not able to participate in elementary education, shall have the right to be provided with suitable conditions, as may be decided by the appropriate government to enable her participation.

(5) No child shall be held back in any grade or expelled from a school until she completes elementary education, except through an Order of the School Management Committee (SMC)/ VEC.

(6) A child must achieve the minimum learning level

(7) He/she must be eager to come to school and love to learn.

(8) A student must actively participate in school works other than regular classes.

(9) Group formation of the students must take place to share the learning experience and uplift their backward counterparts.

10. Members of the Bal Sansad should play active role in cumulative performance of school.

11. The number of students must decrease in grade D & E and increase in A grade.

Desired outcomes at the level of teachers

(1) Regularly attend school for its full duration,

(2) Transact and complete the curriculum.

(3) transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority,

(4) Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the constituted SMC

(5) Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child,

(6) Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed.

175

(7) Default by a teacher in the performance of a duty, shall be liable to be punished in accordance with the provisions of the disciplinary rules applicable.

(8) Teachers must play a role of facilitator.

(9) They must have the managerial quality, so that they can improve students’ performance in limited resources.

(10) They must regularly update their knowledge to cope up with changing syllabus and modern day requirement.

(11) They must have class prior preparation for effective teaching.

(12) Teachers must have teaching practice with TLM & TLE (experimental teaching method), so that students can gain practical knowledge.

(13) Teachers have complete knowledge of learning level of their students’; hence they can make groups for sharing.

(14) They must do regular evaluation of pupils so that their performance level may increase.

Desired outcomes at the level of School

Schools shall provide free and compulsory elementary education to all children of 6-14 age groups

(1) Attendance should be increased to 80-100% against the enrolment.

(2) The number of students must decrease in grade D & E and increase in A grade.

(3) Community must actively participate in terms of teaching, learning, check the dropout, enhance retention and all other activities carried out at school level.

(4) VEC must check the quality in education through Lokvachan.

(5) VEC members must actively play the role of supporter in the development of school.

Desired outcomes at the level of support systems, and District level

(1) To ensure the availability of a neighborhood school for every child within a period of three years

(2) To ensure that every child is provided free education in the school

(3) To institute and implement a mechanism for regular monitoring of enrolment, participation and attainment status of every child, and taking corrective steps wherever necessary, so that every child completes elementary education.

(4) To ensure that children in schools receive education.

176

(5) To ensure that economic social, cultural, linguistic, gender, administrative, location, disability or other barriers do not prevent children from participating in, and completing elementary education.

Monitoring mechanisms: -

(1) Headmaster should be fully responsible for monitoring teaching strategy of teachers. He should also provide time to time guideline and academic support to them. The same duty should be performed by BPO, BEEO, APO, ADPO and DPO in turn. CRP, BRP, BPO &BEEO will take care of schools coming under their area.

(2) Currently changes in classroom processes towards more active learning are on line in the District.

(3) Teachers have been heavily engaged in works other that teaching and learning. Number of Government teachers is less in the district as many posts are still vacant. This is the main obstacle in the road to achievement of quality in schools.

Outcomes (Desired)

Present situation Process (Strategy)

Actions/steps Budgetery Proposal 2011-12

Time frame

Support needed

Children talk freely and express themselves logically and effectively while interacting with peers, teachers or others. They demonstrate their verbal skills while questions, answering, discussing and debating.

- Role of children in co curriculum activities

- Interaction with other (school as well as own surroundings)

- Group work (oral activities based learning)

- Talkative in local language in community related work.

- Teacher as a facilitator, listener and values children, enabling them to construct knowledge by themselves and supporting them in the process.

-Collective activities.

Implement activity based learning in each school

Identify performance indicators of classroom process and children's achievement in the beginning and use as a baseline to compare at the end of 6 months.

Have scope to use local language, local games.

child friendly evaluation. Celebration and

function involvement of community as well as children.

Recognize creating expressions of children, oral written drawing or any other.

Teachers Grant & School Grant.

Whole

year

school level, CRC level, BRC level.

177

Children read and comprehend all kinds of textual materials (Books, Magazines, newspaper etc) and describe, modify or narrate (Speech and writing) the reading materials in state language (Hindi and regional languages with English).

- Gradation and tracking of student and school wise.

- Habit of reading in library.

- Group work (oral activities based learning)

- Talkative in local language in community related work.

- Student collaborates in the learning process though a variety of activities in group situations.

- All the stakeholders share and plan for pedagogical improvement at different levels.

- Teachers and learners prove themselves as equal partners in learning process and collaborate then for quality improveme

Develop activity learning framework with teacher participation taking into account feasibility in terms of number of children and space available in school.

Generate activities related to immediate environment [this is important and often not done]

Use a variety and range of activities

Encourage peer learning, with changing peer leaders

Time limits given for work should be flexible, monitored by children


DO DO

178

nt.

Children develop their abilities for mathematization. They utilize their existing knowledge of mathematical concepts that they use in their daily life for learning the formal mathematical concepts. They develop computational skills related to arithmetic, algebra, geometry and menstruation.

DO Using of ELPS learning process with examples.

Providing the opportunities to use mathematical knowledge in daily life.


DO DO

Children develop the skill of scientific inquiry/temperament, demonstrated for example through keen observation, critical thinking, analyzing, interpreting and problem solving. They have the skills to utilize locally available materials and people as resources in their process of learning in class room.

- Condition of session plan regarding scientific and practically used.

- Opportunity to use of TLM and local resources in text book and curriculum

- What is the nature of activities, classroom process in regarding to critical thinking, analyzing, interpreting and problem solving?

DO Develop a programme for teachers to get to know their children; e.g. in the cluster meeting each teacher will share at least one child's profile ... or bring it to training. Make this an active part of their mind-set and they will slowly get to know typically left-out children as well.

Use of local resources and local materials

Reframing the format of teaching time [earlier, in the teacher centered situation teacher had a different way of using time]

Have a situation where participants can choose what they will learn

Material available to all, differentially according to needs of all.

Teacher should create opportunities to promote constructivism


DO DO

179

and utilize children's existing knowledge Teacher maintains individual child profiles.

Use projects, innovative activities to generate originality

They begin to extend their sense of responsibility and appreciation of an inter-dependent relationship to the state, national and international levels. They demonstrate as understanding of the cause and effect relationship in their society (including developing civic sense and social values).

- What is the nature of present evaluation system to identify the quality of civic sense and social value?

-What opportunities are given by curricular and co curricular system to enhance the civic sense and social values in children

Children take collective responsibility in the learning process through a variety of activities in group situations

Give responsibilities to children, each child in active learning process.

Experience - Lesson plans that are designed such that they are achievable as well as challenging. An important part of the training of teachers to deliver this, is to build their skills regards in identification of what might be achievable and what is challenging - Student profiling/ Learner Profiling

School environment and how it provides opportunity for higher order learning should be assessed too. How needs to be explored.

Is the understanding of concepts taken to the level of application? Use simulation exercises, role play, debates, scope to ask question in classroom.

In social sciences, field trips to the environment.

Use learning corners. Use projects, innovative

activities to generate originality

Identify community RPs or groups on any of the topics who can provide inputs in classroom

Organize co-curricular activities or programmes; using cultural practices/ heritage of the area [incentive in the form of recognition for parents]

Involve mother's group's help to enhance parent participation [as before; however, educate the mothers on importance of and issues related to education]


DO Do

180

Selected Outcomes - Primary Education (Class V)Outcomes (Desired)

Present situation Process (Strategy) Actions/steps Budgetery proposal 2011-12

Time frame

Support needed

Children talk freely and express themselves well in whichever language they are interacting. They interact with peers, teachers and others without any fear or hesitation.

& cPps nksLrksa ds chp ?kjsyw Hkk"kk dk mi;ksx d{kk esa@ds ckgj@f'k{kd ds vuqifLFkfr gSA

& vkSipkfjd :i ls iBu ikBu dh izfØ;k esa cPps tqM+rs gS rc viuh le>@ukle> dks O;Dr ugha djrs gSA

& cPps Hkh ?kjsyw Hkk"kk dk egRo f'k{kd d{kk esa ugha nsrs gSaA

& fo|ky; esa lHkh cPpksa dh ckrksa ,oa dk;ksZa dh ljkguk ugha dh tkrh gSA

& cPpksa dh ?kjsyw Hkk"kk esa ckr djsaA

& izR;sd cPpk dk nSfud thou dh ?kVukvksa dks cksyus dk volj nsuk mudh ckrksa dks egRo nsuk ,oa muds }kjk fd;s x;s dk;ksZa dh ljkguk djukA

& xfrfof/k vk/kkfjr f'k{k.k dks c<+kok nsukA

& f'k{k.k lkexzh dk mi;ksx cPps djsa bldk volj nsukA

cPps dk ?kjsyw Hkk"kk dk egRo nsrs gq, mudh Hkk"kk esa ckrphr djukA

d{kk esa lHkh cPpksa dh lgHkkfxrk lqfuf'pr djukA

d{kk dh xfrfof/k esa iw.kZ Hkkxhnkjh lqfuf'pr djuk ,oa muds dk;ksZa dh ljkguk djukA

f'k{k.k ds Øe esa mudh dfe;ksa dks ysdj mUgsa grksRlkfgr ugha djukA


,d o"kZ

{ks=kuqlkj f'k{kdksa dk inLFkkiu

Children learn how to use their home language for learning Hindi and English. They use their home languages fluently (in speaking, reading and writing wherever

& f'k{kd] cPpksa dh ?kjsyw Hkk"kk dk mi;ksx fgUnh@vaxzsth i<+kus esa ugha djrs gSaA

& {ks=kuqlkj f'k{kdksa dk vHkko ¼{ks=h; Hkk"kk dk

& fo"k;xr f'k{k.k esa ?kjsyw Hkk"kk dk mi;ksx djsaA

& {ks=h; ?kVukvksa] xhr] dgkuh dks cksyus dk volj iznku djsaA

& lkaLÑfrd

fgUnh@vaxzsth lh[kkus esa cPps dh ?kjsyw Hkk"kk dk mi;ksx djukA

,slh xfrfof/k;ksa dk vk;kstu djuk tgka cPpksa dks [kqydj cksyus] fy[kus dk volj feysA

{ks=h; Hkk"kk dk tkudkj f'k{kdksa dk fu;qfDr


181

medium of instruction and scripts exist in that language). They take interest in reading textual materials. They read and write (in preferred language) with understanding and are able to express it in their own words.

tkudkj½

& ,slk volj dk vHkko tgka cPpksa dks [kqydj cksyus] fy[kus dk volj feysA

& f'k{kd cPps dh Hkk"kk ugha le>rs gS ,oa cPps f'k{kd dh Hkk"kk ugha le>rs gSA

& cky lqyHk iBu lkexzh dk vHkko

dk;ZØe] t;fUr;ka vkfn esa cPpksa dks cksyus dk volj iznku djsaA

& cky lqyHk iqLrdksa dks i<+us dk volj nsaA

& cPpksa ds l`tukRed fodkl dks c<+kok nsus ds fy, Hkk"kk izfr;ksfxrk ys[k izfr;ksfxrk vkfn dk vk;kstu djsA

cky lqyHk iBu lkefxz;ksa dh miyC/krk lqfuf'pr djukA

Children use the basic content areas of school mathematics for abstraction - use of ELPS (Experiencing concrete things- Language use for comprehension- Pictorial representation - Symbolizing). They apply and integrate basic mathematical operations (comparison, estimation, approxima

& 'kq:vkr esa f'k{kd xf.krh; vo/kkjk.kkvksa dks Li"V djus ds fy, ewrZ oLrqvksa dk mi;ksx ugha djrs gSA

& xf.krh; vo/kkj.kkvksa dks le>kus ds fy, ELPS izfØ;k dk mi;ksx ugha djrs gSA

& cPps nSfud thou esa O;ogkfjd xf.krh; izfØ;k dk mi;ksx djrs gS ijUrq oxZ d{k esa blds lkadsfrd Lo:iksa dks iznf'kZr ugha dj ikrsA

& izkjaHk esa vo/kkj.kk fodflr djus esa ewrZ oLrq dk mi;ksx djsaA

& ELPS dks /;ku esa j[kdj lh[kus lh[kkus dh izfdz;k dks viukosA

& xf.krh; lafdz;kvksa esa fuiq.krk iznku djus ds fy, vf/kd ls vf/kd vH;kl djus dk volj nsa ,oa nSfud thou ls tqM+h leL;kvksa dks gy djokukA

xf.kr f'k{k.k esa ewrZ oLrqvksa dk mi;ksx djuk vFkkZr ewrZ ls vkewrZ dh vksj tkukA

E-experience ewrZ esa vuqHko djuk L- Language ewrZ oLrqvksa dk viuh@ lcdh Hkk"kk esa fooj.k djuk P- Picture fp= ewrZ oLrq ;k izfØ;k dks fp= }kjk iznf'kZr djukA S-Symbol - izrhd vuqHko] Hkk"kk dh fp=ksa dks izrhdksa }kjk vfHkO;Dr djukA

xf.krh; lafØ;kvksa dks djus esa fuiq.k djuk ,oa nSfud thou dh xf.krh; leL;kvksa dks gy dj ikus esa l{ke cukuk gSA


182

tion, addition, subtraction, multiplication and division) in day to day activities.

Children begin to demonstrate an appreciation of the mutually supportive relationship between themselves and their immediate surroundings (including the physical and social environments). They have the skills to utilize locally available materials and people as resources in their process of learning in class room.

& cPpksa dks Vh-,y-,e- rFkk ?kjsyw ,oa vklikl dh oLrqvksa ds iz;ksx dh tkudkjh iznku djukA

& Dykl :e fØ;k fof/k dks mudh izd`fr ds vuqlkj le>kuk rkfd leL;kvksa ds lek/kku esa mudk iz;ksx fd;k tk ldsA

rnSo ladqy cSBdksa esa cPpksa dks le>us ds rjhds ij ppkZ djukA f'k{kd fdlh ,d cPps ds izksQkby ds laca/k esa ppkZ djukA ftu cPpksa dks le>us esa dfBukbZ;ka gksrh gS mUgsa fdl izdkj izksRlkfgr fd;k tk, rkfd cPps fo|ky; ls ckgj u tk,aA


rnSo rnSo

Children choose to take care of their personal health and hygiene as well as keep their surroundings clean and eco-friendly.

& cPps vius LokLF; rFkk LoPNrk ds ckjs esa iw.kZ :i ls /;ku ugha nsrs gSa rFkk okrkoj.k fdl izdkj lkQ&lqFkjk jgs bl ckr ij Hkh /;ku ugha nsrs gSaA

& cPpksa dks LoPNrk ds laca/k esa tkudkjh iznku djuk rFkk LoPNrk ls gksus okys ykHk ds ckjs esa ckr djukA

& okrkoj.k fdl izdkj nwf"kr gksus ls cps bl ckr dks izksRlkfgr

cPpksa dks dj ds lh[kus gsrq izksRlkfgr djukA


iwjs o"kZ

lQkbZ] dhV ;Fkk& >kMw] MLVohu] ckxokuh gsrq [kqjih] dqnky vkfn dh O;oLFkk djukA

183

djus gsrq muds }kjk QSyk;h tkus okyh xanxh dks lkQ djus gsrq izksRlkfgr djuk rFkk fo|ky; esa iz;qDr LoPNrk laca/kh dhV dk mi;ksx ij cy nsukA

Strategies proposed to address the above issues in this years: -

Learning through activities, discovery and exploration in a child-friendly and child-centred manner. Making the child free of fear, trauma, and anxiety and helping the child to express views freely. All-round development of child, Development of physical and mental abilities to the fullest extent

(i) Use of Media/Educational CD for English language learning (spoken) inUPS.

Computer added learning programme is already operational in 38 upper primary schools of the District. Education CD for elglish learning (spoken) can be used in these schools for improving the English communication skill among the students of these schools. This will also build confidence among the students. Print media is also useful to primary section where we can not introduce the video sharing like cards pumplets etc. This activity will be done through out the year and it will be done by language teacher.

No. of schools to be coverd = 38Unit cost per school – Rs 500/- per schoolTotal cost = 19000/-

(ii)Establishment of language lab in PS and promotion of local language for learning in Hindi and English.

Learning of language using home language for learning Hindi and English in one of the major concern in primary and upper primary students. Similarly dectionaries of local language will also improve the learning abilities of the students. Establishment of language lab in school with different kind of locally made TLM will improve the Hindi and English learning abilities among the students. Teachers will use the local resources for using the local vocabulary and weekly discuss with the teacher. For

184

this one special class will be organized by school in a week so that all teachers as well as children can share the local things.

No. of schools to be coverd = 05 schools per cluster = 590TLM provided to teacher would also be utilized for this purpose.

(iii) Provision for Newspaper/children magazine and periodicals in all school.

For promoting reading habits among the primary and upper Primary students reading promotion cell/library has been established in primary and upper primary schools. Continuous supply of newspaper, periodicals and new magagine is essential to maintain the continuity among the students.it will improve the reading skill among the students. The teachers will use the school development fund to purchase of comics, interesting books so that student can take keen interest in these and also it will help to increase the reading habit.

No. of schools to be coverd = All primary and upper primary Govt. schools = 1814Unit cost per school – Rs 100/- per schoolTotal cost = 181400/- (iv)Establishment of ECO club and their activities in UPS.

Enviromental degradation, conserving the natural resources and biodiversity is one of the burning concerns of the world. Knowldge on these topics among the students is essential. Establishment of Eco Club will facilitate by teacher. It also helps to understand the eco system in the world as well as society. Local exposure will also help to shpw these things. Teacher will organize exposure for this.

No. of schools to be coverd – all upper primary govt. schools = 623Unit cost per school – Rs 500/- per schoolTotal cost = 311500/-

(v) Collection and use of folk stories and lores to connect local history and geography and other learning area.

Understanding of local and past history is important for the students to develop the sence of local geographical situation and past history and heritage among the students. Collection of folk stories and lores by students and teacher will enculcate the sense of local geography and heritage. The books provide to children by SSA copy right of NCERT. This book reflect national level coverge but not localally so that there is need of such of books will develop by collection of local events and geographical secinerio.

No. of schools to be coverd = All Upper primary Govt schools = 623 Unit cost per school – Rs 1000/- per schoolTotal cost = 623000/-

185

(vi)Math lab in all school for (ELPS) experiencing concrete things language use for comprehention pictorial representation and symbolizing.

The subject mathematics is not to understand in the class if it is not pictorial and symbolizing so there is need of making the math lab in the campus where the children can learn practical way and the different manner. Teachers will responsible to form the lab in school andin the math session it will use that time. It will helps to child to understand easily and practical way with high order learning.

No. of schools to be coverd = All Upper primary Govt schools = 623Unit cost per school – Rs 8500/- per schoolTotal cost = 529500/-

(vii) Organizing community based local history, geography learning through traditional folk stores tellets using puppets and others.

This activity will help to understand the local eco system as well as social traditional based system. Monthly a meeting will be organized by teachers and invite some entrepreneours farmers and women to share their experiences. It will help children to enhance the knowledge power.

(viii) Organizing local exposure visit for understanding and experiencing E.V.S and Social Sciences.

Local exposure will be organized as per the need of the class. It will help children to learn seeing by doing and think at higher order learning. Science practical can be used to move local area and connect to the subject.

(ix) Provision of preprimary learning related materials like cards and PLM for younger children enrolled in class I.

For making the condusive environment and cheering the class of one student playing learning materials cn be used. Teachers will make the cheerful environment and warm welcome to such student. Workshop will be organized for this at block level.

(X) Room to Read programme at Chainpur, Bharno, Dumri Sisai and Gumla in FY 2010-11 has run very successfully in 295 Schools (Sisai – 149 Dumri – 46 Chainpur – 25 Gumla – 50 Bharno – 50) Fund to be provided in convergence with Room to reed programme.

186

Inerventaion for primary level –

Sl No.

Activities Learning gap

Learning enhancement in %

Children coverd

School coverd

Unit cost

Total Cost

Responsbility

Time Frame

1. Establishment of language lab in PS and promotion of local language for learning in Hindi and English.

% o

f stu

dent

s sc

orin

g <

50

% (

Lan

guag

e 33

– 3

5% M

ath

32 –

35

% E

VS –

30

– 33

% )

Dec

reas

e in

Gra

de D

& E

Stu

dent

s by

20%

in e

ach

subj

ects

1765 0 0 HM, CRB, BRP,

Apr – May 11

2. Provision for Newspaper/children magazine and periodicals in all school.

1191 100 1429200 Astt. Teacher, HM, CRP, BRP

Apr 11

3. Organizing community based local history, geography learning through traditional folk stores tellets using puppets and others.


Through out the year

4. Provision of preprimary learning related materials like cards and PLM for younger children enrolled in class I.



Total 1429200

Inerventions for upper primary level

187

Promoting experiment based science teaching.

Promotion of Experiment.

Promoting of social science teaching.

Provision of library & language fluence Mela & talent search, exposure visit, children activity (exhibitions) and promotion of social science.

188

Under LEP for quality enhancement in learning 87.258 lacs have

Activities under LEP ( UP. Primary Schools)

Sl No.

Activities Learning gap

Learning enhancement in %

Children coverd

School coverd

Unit cost

Total Cost

Responsbility

Time Frame

1. Use of Media/Educational CD for English language learning (spoken) inUPS.

% o

f stu

dent

s sc

orin

g <

50

% (

Lan

guag

e 30

– 3

3% M

ath

32 –

35

% E

VS –

30

– 33

% )

Dec

reas

e in

Gra

de D

& E

Stu

dent

s by

20%

in e

ach

subj

ects

38 500 19000 HM, Asst. Teacher. CRB, BRP,

Apr – May 11

2. Provision for Newspaper/children magazine and periodicals in all school.

623 100 / school

747600 Astt. Teacher, HM, CRP, BRP

Apr 11

3. Establishment of ECO club and their activities in UPS.



4. Collection and use of folk stories and lores to connect local history and geography and other learning area.

623 1000



5. Math lab in all school for (ELPS) experiencing concrete things language use for comprehention pictorial representation and symbolizing.

623 8500



6. Organizing community based local history, geography learning through traditional folk stores tellets using puppets and others.


Annual

7. Organizing local exposure visit for understanding and experiencing E.V.S and Social Sciences.

All the students of class VI, VII & VIII of the district

1 center covering all the middle school of the district

300000 Astt. Teacher, HM, CRP, BRP, BPO BEEO & district team


Total 7296600

189

been proposed under AWP&B 2011-12

Progress overview of learning enhancement programme in 2010-11In the financial year 2010-11, the following activities have been done under Learning Enhancement

Programme:-

Sl.No.

Activity prosed No of schools covered

No. of teachers/ children to benefited

Unit cost Financial Achievement (in Lac)

Remarks

1 Buniyad training to two teachers of every elementary school.- (4 days Non

residential)- At CRC level- For class I&II

1749 1749 @50/day 3.49800 LEP funds

2 Buniyad plus training of teachers @2 teachers of every elementary school- 4 days Non

residential - At CRC- For class

III&IV

1749 1749 @50 teachers/day

3.49800 LEP funds

3 Library to schools @Rs. 1100/school

1749 All children of 1749 schools

@1100/school 19.239 lacs LEP funds

4 Magazine to shools

1749 All children of 1749 schools

5 Room to Read programme at 2 Block Dumri and Sisai in FY 2010-11 has run very successful..

150 Dumri - 46 school Sisai -104 school)

All children of 150 schools

Fund to be provided in convergence with Room to reed programme.

6. MGML Programme in 25 schools at Gumla and Raidih

25 schools of Gumla, Raidih

1. Fund for training of teachers TLM has been provided by Unicef.2. Child friendly

Funds under convergence with unicef and school R&M Grant under SSA.

190

class room development has been done under school Grant and R&M grant of their 25 school

7. Creation of science lab in each of the 503 Upper primary schools

503 schools

All children of the class VI, VII & VIII

8500/School 42.75500 Funds proposed under LEP.

Cluster Resource Centre Cluster Resource Centre is an institution where teachers sit together once in a month and discuss the various education problems. They share the new teaching methods of a particular subject/topic and TLM develop by them.

The CRC meeting is helpful to the teachers in: -

Clarification of doubts on the hard areas in the content of the textbooks.

Orienting them in preparation of low-cost TLMs. Facing the challenge of handling multigrade situations. Encouraging them to undertake innovative practices.

Proposed budgetary provision for CRC7. Salary for CRPs: 134 CRP’s are proposed for 1 CRP an average of 18

schools. CRPs have proved themselves very useful in monitoring of schools, learners evaluation, providing remedial teaching to weak children, collecting useful. Implementing quality education package and training of teachers and VECs. They are inputs have also proved useful in development of TLM and planning of lessons by the regular school teachers

8. Furniture Grant: Out of 118 sanctioned CRC’s, 91 old CRC’s has been provided with furniture grant of Rs. @10000/-. In f.y. 2010- 11, 27 new CRC’s established & need furniture grant @ Rs. 10000/- each.

9. Contingency Grant for 118 CRCs @ Rs. 10000/- per CRC has been proposed and kept in the budget.

191

10. Rs. 12000/- per CRC has been proposed for 118 CRCs to meet the traveling expenses (T.A) for CRPs working in the CRCs.

11. TLM grant for 118 CRC @ Rs. 3000/- per CRCs has been proposed.


Salary of Cluster Resource Persons (on an average of one Resource Person per 18 schools in a block) 0.900 134 120.600

Furniture Grant 0.100 27 2.700


Meeting, TA 0.120 118 14.160

TLM Grant 0.030 118 3.540

Total 152.800

Hence budget provision has been made Rs. 152.800 Lakhs for CRC. Implementation work plan of CRC

6. All CRC coordinating shall be called for a meeting at DLO for 1 day orientation on implementation of cluster level activities of AWP&B 2011-12 and passing due chans and guidelines given to them in the 3rd week of April 11

7. Funds shall be transferred to them in 1st week of May 11 subject to availability and sanction of Budget for Fy 2011-12

8. All the CRC provided with furniture in their CRCs by the end of May 11

9. One direct monitoring meeting every month shall be done by DLO w.e.f April 11 to March 12 to insure effective functioning of CRCs.

10.Block level office shall also ensure regarding monitoring of CRCs on fortnightly basis or as per need basis.

10.7. BLOCK RESOURCE CENTRE

Block Resource Centres act as the most instrumental institution for ensuring quality Education in our Schools.

BRC which is headed by BEEO –cum- BRCC and supported by 6 Resource Persons having specialisation in Science, Math and English.

All the Programmes under SSA are implemented through BRC at Block level which ranges from training of Para teachers and Formal School teachers, ensuring education of out of school children through various modes of alternating schooling,

192

ensuring quality of teaching, helping weak children through remedial teaching, running of NPEGEL activities, gender sensitization etc.

We have 11 functional BRCs in the 11 revenue blocks of the district with following management structure and stipulated roles to play.

Block Level Management Structure:-

7. Block Resource Centre Co ordinator cum BEEO-18. Resource Person-6 (English, Math&Science)9. 2 Resource persons in each BRC for support of children with special need10.1 MIS coordinator11.1 Data entry operator12.1 Accountant cum support staff for every 50 schoolsFunction of BRC:-

13.Academic Support to schools14.Organize training15.Technical support for construction of school infrastructure16.Provide support for account maintenance of school of block17.Organize remedial teaching18.Support &Monitoring of interventions for out of school children19.Monitoring & Evaluation of schools of blocks 20.Preparation & implementation of Block Level Plan21.Monitoring of selection of Para Teachers& Approval of selection of Para

teachers22.Provide updated information of educational statistics of block Organize

creative activity, cultural meet etc.

Financial ProposalAs the newly appointed Resource persons have proved their worthiness by

performing multifaceted roles in learner’s evaluation, teachers training, research & monitoring for enhancing efficiency of existing schools, implementing quality package with convergence with etc, the proposal has been made to continue the engagement of 66 resource person.

.Contigency Grant

Contingency grant for 11 BRCs @ Rs. 50000/- per BRC has been proposed to meet essential day to expenses minor repairs, stationery etc.

Meeting & T.A. Grant

193

Travelling expenses of BPOs, BRPs and BRCCs funds for 11 BRC @ Rs. 30000/- BRC has been proposed in the plan.

TLM Grant

TLM Grant for 11 BRC @ Rs. 10000/- BRC has been proposed.

Summary of Proposed budgetary provision for BRC


Salary of Resource Persons:

(a) 6 Resource Persons at BRC for subject specific training 1.100 66 72.600(b) 2 Resource Persons for resource support for children with special needs (Existing) 1.560 4 6.240(c) 2 Resource Persons for resource support for children with special needs (Vacant) 1.000 18 18.000

1 MIS Coordinator 1.000 11 11.000

1 Datra Entry Operator 1.000 11 11.000

1 Accountant-cum-support staff for every 50 schools 1.000 35 35.000


Meeting, TA 0.300 11 3.300

TLM Grant 0.100 11 1.100

Sub Total 163.740

In this regard Rs.163.740 Lakhs has been proposed for BRC.Implementation Work Plan of BRC

3. 1. Funds to the BRCs shall be released to the BRC in the second week of May 10 or as soon as the Budget is sanctioned for the district.

4. All the BLOs shall be asked to implement their proposed AWP&B plan for the financial year 10-11. For this meeting of all the BRCCs and BPOs shall be organized the month of 2nd week of April 10 by the DLO. In which they will be asked to implement the proposed monthly implementation schedule of the block and monitoring shall be done as monthly basis.

194

11.1 TEACHERS TRAININGObjectives: -

In-service teacher training will be organised for achieving the following broad objectives:

To upgrade the qualifications of under-qualified and/or untrained on the-job teachers.

To upgrade the professional competence of serving teachers.

To prepare teachers for new roles.

To provide knowledge and skills relating to emerging curricular changes - content, process and evaluation.

To make teachers aware of critical areas and issues, like, competency- based learning, multigrade, multi-level and multi-channel teaching, teaching students of disadvantaged groups, meeting educational needs of children with learning problems, developing inquiry skills, use of mass media in education, community participation and educational development of dyslexic children.

To overcome gaps and deficiencies of pre-service education.

Teacher’s Training

a) In Service Teacher’s training

i) PROGRESS OVERVIEW

i) Progress Overview of In Service Training conducted during FY. 2009-10 at BRC Level (Residential Basis)

SNo.

Focus Area Type Target Group

Duration/ in which month

Physical target

Achievement

% Achievement

1 Learning Management

5 days Residential (BRC level)

All teacher’s

Nov to Dec 09

5643 4655 83%

2 Active Learning Methods.

5 days (BRC level)

All teacher’s

Feb 10 to March 10

5643 4655 83%

3 Buniyad (for class I&II)

5 days Non residential at CRC level

02 teacher’s of every school

May 09 to June 09

3450 3450 100%

b. Residential basis

195

c. 5 days durationd. An module developed by SLOe. Learning management training was given to teacher’s for increasing the motivation level of teacher so that they take interest in class room not merely as duty rather than with interest from within.f. Training on Active learning methods were given to all the teacher’s to improve the quality of the class room transaction where teacher and student both pay equally active role in the class room.g. Buniyad and Buniyad plus training is given to class I&II and class III&IV on activety based training using TLMS.Impact1. After giving training to teacher’s the team of DRG ,BRG and the CRP’s and BRP’s were sent to study the actual impact in the class room setting and whether the training given to the teacher’s has brought same position change or not. 2. feed back from DRG and BRG CRP’s says that there is definite move towards positive direction. But still there is much scope for improvement and more frequent monitoring and class room support is required to teacher’s to tackle the hard spots in subjects. More use of TLM in class room has also been suggested by the Resource groups.3. Need for further straightening of resource groups at cluster and Block level has been feet.Challenges. 4. Paucity of Govt. teachers in school is also feet and many schools require subject specific teacher’s in old Govt. schools. So rationalisation of teachers on this issue has also been suggested.

5. Module for the training should be developed in time so that the training of teachers could be done in the early months of May-June rather than Nov-Dec of the financial year.

6. Buniyad and Buniyad plus methodology of training has been found very useful in schools where they have adopted the Buniyad and Buniyad plus concept of teaching in letter and spirit. But filed reports says that many of the schools are still sticking to the old method of teaching in their schools. So it is needed that this method of teaching be made compulsory in all the schools of Jharkhand including Gumla rather than it is as percieved by majority of teachers as optional method of teaching. Need of more monitoring of Buniyad and Buniyad pius programme is also feet at cluster level.

Proposal for in service traning of teachers in the AWP&B 2010-11.

A. Target : All the working Govt. and Para teachers shall be given 20 days in service training. In addition to this the para teacher who will be appointed in newly created primary school and upper primary school shall also be given in service training.

Teachers position

Govt.

Sl. Category Sanctioned Working Primary Upper

196

No Primary1 Matric Trained (Govt.) 2090 1582 360 12222 Graduate Trained (B.A)-

Govt.80 34 - 34

B.Sc (Govt) 52 22 - 223 H.M 118 29 - 294 Govt. Aided Primary - 191 191 -5 Govt. Upper Primary - 208 - 208

Total 511 1515 Para Teacher

Sl. No.

Type of Teacher No. of Para Teacher (Sanctioned)

No. of Para Teacher (Working)

Para Teacher working in Primary

Para Teacher working in upper Primary

1 Para Teacher working in UMS

1098 1098 - 1098

2 Para Teacher working in NPS

1674 1674 1674 -

3 Para Teacher working on the basis of PTR (Primary)

47 47 47 -

4 Para Teacher working on the basis of PTR (Upper Primary)

572 572 - 572

5 Para Teacher (New UMS) (in F.Y. 2010-11)

177 To be appointed in F.Y. 2010-11

- 177

6 Para Teacher (New) Primary School (in F.Y. 2010-11)

60 To be appointed in F.Y. 2010-11

60

Total 1781 1847

Thus in total there are 5694 teachers shall be working in F.Y. 2010-11 in which 2332 teacher shall be primary and 3362 teacher shall be upper primary.

Strategy :-

During the F.Y. 2010-11, 20 days training to all the teachers shall be provided in the 11 Blocks of the district.

10 days in service training would be residential at BRC level and 20 days training would be non-residential at CRC level. A total no of 5694 number of teachers will be provided in service training at BRC level.

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Similarly, the teachers will also be given 10 days non-residential in service training at CRC level.

Intervention :

1. As per decision of the JRM and regional workshop 10 days residential training will be organized in two phases (5-5 days at BRC level as organized during the F.Y. 2009-10. Existing training module developed on Learning Management and active learning methodology will be continued for imparting training against the teachers of the district.

2. Duration of all training modulus will be 5 days. In the first phase, 5 days training will be conducted on Learning Management and in second phase again 5 days training on Active Learning Methodology will be conducted at BRC level.

3. Similarly at the CRC level, Buniyad and Buniyad Plus modules will be followed in two different phases on 5-5 days non-residential basis. Two teachers of every elementary school i.e 1749 x 2 i.e. 3498 teachers shall be given training on Buniyad. Similarly 2 teachers of every 1749 schools shall be given training on Buniyad Plus.

4. And rest 5 days training for primary and upper primary teachers shall be done in the following manner :-

a) To 2332 primary teachers 5 days non-residential training shall be given to teachers SSHE (1 day) + Child Cabinet (1 day) + Academic planning (1 day) + Gender sensitisation (1 day) + TLM (1 day).

b. To 3362 upper teachers, 5 days training shall be given as per following:-

i) Social Studies - 1 day

ii) Language (Hindi) - 1 day

iii) Math - 1 day

iv) SSHE - 1 day

v) Child Cabinet - 1 day

Thus, summary 20 days in service training shall be as per follows:

Sl. No. Type of Teacher Type of Training No. of Teachers Remarks1 Primary teachers +

Upper PrimaryLearning Management (5 days residential at BRC Level)

5694

2 Primary teachers + Upper Primary

Active Learning (5 days residential at BRC Level)

5699

3 Primary (I & II) (2 Teachers x 1749 School)

Buniyad (5 days, non residential at CRC Level)

3498 MGML in MGML 25 Schools

198

4 Primary/Upper Primary)(III & IV) (2 teachers x 1749 schools)

Buniyad plus (5 days, non residential at CRC Level)

3498 SLM in 75 MGML schools

5 Upper Primary Learning Method in S-ST, Maths Language, SSHE & School Cabinet

3362

6 Primary SSHE, Child Cabinet, Academic, TLM Planning

2332

Financial proposal for in service training in F.Y. 2010-11

In the F.Y. 2010-11, 20 days in service training will be provided for 5694 teachers and para teachers @ Rs. 100/day per teachers for residential training and Rs. 50/day per teacher non residential training. 5694 teachers shall be provided 10 days residential training amounting to 56.94 Lacs. Similarly 5694 teachers shall be provided 10 days non residential training amounting to 28.47 Lacs. So total out lay of 85.41 Lacs have been kept under the service training.

Pre-training activities for training of teachers

1. Name wise list of in service and induction training shall be kept ready for BRC level and CRC level training.

2. List for teachers for leaning enhancement programme to teaching of I to IV shall be kept ready by March 10.

3. List of masters’ trainers and TOTS shall be kept ready for orientation for each category of training the resource persons list which will include CRPs, BRPs shall also be kept ready for deliverers training.

4. Resource person training shall be againsed in the months of April. 10.

Perspective plan for F.Y. 2010-11

Sl. No. Year Planed Activity1 2010-11 Training on Learning Management and Active Learning2 2011-12 Training on Hard spots (in subjects – Maths, science, English, Hindi,

Social Science)3 2012-13 Training on Class room transaction methods.

Module for F.Y. 2010-11 has been developed already. Module for training on hard spout shall be developed in F.Y. 2010-11 for implementation in F.Y. 2011-12. Similarly for special training methodology for developing class room transaction shall be developed in F.Y. 2011-12 and will be implemented in F.Y. 2012-13.

Perspective plan for Training for untrained teacher

199

In Gumla district for the F.Y. 2010-11, 150 teachers will eligible for training with IGNOU at the cost of Rs. 6600/teacher. Hence budget for 9.90 lacs have been proposed in F.Y. 2010-11.

(b) Teacher’s Performance Tracking

1. Teacher’s performance shall be analyzed by tagging 40 students of each teacher performance of teacher shall be analyzed by performance of children linked with the teacher.

2. Regular academic monitoring of teachers shall be done by BRPs, CRPs, DRGs, BRGs, CRGs and education Deptt. official by regularly visiting the school and analyzing the teacher’s performance in actual class room situation.

Training for BRPs and CRPs

1. In the year F.Y. 2010-11, training programme shall be organized for all BRPs and 192 CRPs. The purpose of organizing training for BRPs and CRPs is to involve them more with academic support to ensure improved classroom transaction process and also to inculcate sense of accountability and to ensure active classroom learning and learning out comes.

Interventions:

1. is always training programme will be organized for 28 BRPs at the state level on the existing saksham modules.

Similarly 192 CRPs shall be given 15 days residential training at district level on exiting having module of classroom and 5 days additional at modified saksham module at CRC level.

The training modules shall be modified with support of SLO. Pre test and post test questionnaire will be incorporated in the training module to

evaluate the learning levels of BRPs and CRPs. The process will help us to identify the gaps and at the same time to address the gaps.

Identified Resource persons (Master trainers) will extend their technical support when the training will run at district and CRC level.

Sl. No. No. of BRPs Duration Modules1 BRPs 28 15 Days Sakham (at district)2 CRPs 192 15 Days Sakham (at district)3 BRP & CRP 220 5 Days Sakham I (at CRC)

Financial proposal for BRPs, CRPs training @ cost of Rs. 100/day for residential and Rs. 50/day for non-residential training has been kept under training head. 220 for residential training of

220 BRP and CRP for 15 days will cost 3.30 Lacs. Similarly non residential training for 5 days at CRC level for 220 BRP and CRP will cost 0.55 Lacs. Hence budgetary proposal for 3.85 Lacs have

been kept for of training of BRP and CRP.

200

Chapter – VIII

Civil WorksVISION:- Civil Works is an important component under the Sarva Shiksha Abhiyan . School infrastructure helps in providing access to children, and also helps in their retention, both of which are important objectives of the SSA. Similarly, infrastructure provision for Resource Centres at sub-district levels helps in creating academic support, which acts as a catalyst towards quality improvement. According to the guideline of the SSA, construction will be executed through VEC. Efforts will be taken to form an engineering cell in the district.

Block wise detail of NSB

Sl. No. Block No. of NPS No. of NSB Sanctioned Achievement

1 Gumla 90 90 90

2 Sisai 77 77 77

3 Bharno 55 55 55

4 Ghagra 83 83 83

5 Bishunpur 52 52 52

6 Dumri 74 74 74

7 Chainpur 87 87 87

8 Raidih 68 68 68

9 Palkot 110 110 110

10 Basia 81 81 81

11 Kamdara 90 90 90

Total 867 867 86725 new primary schools which will be opened in FY 2011-12 have been proposed. Block wise detail of new primary school to be opened as below

Sl. No. Block No. of NPS to be opened1 Gumla 22 Bharno 113 Bishunpur 24 Dumri 65 Palkot 26 Basia 2

Total 25

Hence budgetary provision made for 25 schools @ 8.0 lacs = 200.00 lacs.

2. Proposal of ACR to newly upgraded Meddle School in F.Y. 2011-12

201

Based on habitation & access (upper Primary) Gumla district have 4501 habitations. Out of which 9 habitations are not covered with upper Primary schooling facility within 3 KM area. Hence 9 primary school shall be upgraded into meddle schools hence provision has been made for 9 three room ACR for upper primary schooling facility. With a total cost of @ Rs. 7.42 Lacs/3ACR amounting to 66.78 Lacs.

Blockwise no. of schools as follows

Sl. No. Block No. of School to be upgraded

1 Bharno 1

2 Ghaghra 2

3 Bishunpur 3

4 Basia 3

Total 9

Proposal for construction of Additional Class-room in F.Y. 2011-12 As per the RTE norms 678 rooms is required for primary & upper primary schools. Block wise list of schools with no. of rooms required is annexed with plan.

Out of 678 rooms 599 rooms to be proposed for construction of additional class rooms in f.y. 2011 - 12 & 819 rooms to be proposed for construction in F.Y. 2012 - 13. Block wise No. of rooms to be constructed in f.y. 2011 - 12 is given below

Room Category Total No. of school Total No. of Rooms

Signle Room ACR 225 225

Two Rooms ACR 84 168

Three Room ACR 54 162

Four Room ACR 11 44

More than 4 Rooms 16 69

390 678

List of schools is annexed with plan.

202

Budgetary provision –


Signle room ACR 2.99 225 672.75

Two room ACR 5.10 84 428.4

Three Room ACR 7.42 54 400.68

Four Room ACR 10.28 11 113.08

599 1614.91

Rest of the 69 ACR shall be proposed in the next Fy 2012-13.

203

Sl. No.

Block/ Municipal

Area

Number of schools without

Number of facilities provided after 30-9-2010 Proposal for 2011-12

Drinking Water

Boys toilet

Girls toilet

Drinking water Boys toilet Girls toilet Drinking

water Boys toilet Girls toilet Drinking water

SSA DWM SSA TSC SSA TSC SSA DWM SSA TSC SSA TSC SSA DWM1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

1 GUMLA (U) 33 53 55 0 0 0 0 21 0 0 17 0 27 0 27 0 162 SISAI (R) 16 59 69 0 0 0 0 48 0 0 8 0 30 0 35 0 83 BHARNO (R) 25 37 47 0 0 0 0 11 0 0 12 0 19 0 23 0 134 GHAGHRA (R) 40 63 101 0 0 0 0 35 0 0 20 0 32 0 50 0 20

5BISHUNPUR (R) 18 43 57 0 0 0 0 22 0 0 9 0 21 0 29 0 9

6 DUMRI (R) 51 77 95 0 0 0 0 27 0 0 25 0 39 0 47 0 26

7CHAINPUR (R) 34 56 54 0 0 0 0 24 0 0 17 0 28 0 27 0 17

8 RAIDIH (R) 25 34 49 0 0 0 0 48 0 0 12 0 17 0 25 0 139 PALKOT (R) 16 63 89 0 0 0 0 40 0 0 8 0 32 0 45 0 810 BASIA (R) 16 46 59 0 0 0 0 30 0 0 8 0 23 0 30 0 8

11KAMDARA (R) 8 64 77 0 0 0 0 15 0 0 4 0 32 0 38 0 4

Total 282 595 752 0 0 0 0 321 0 0 140 0 300 0 376 0 142

As per the RTE norms of Every schools should be covered with the Handpump and toilet facility. All the above requirement will be covered through TSC & DWM.

204

Chapter – IX

Girls Education

1.KGBV2.NPEGEL3.Girls Education (SSA)

205

1. KGBV KASTURBA GANDHI BALIKA VIDYALYA

Objective: -

Gender disparities still persist in rural areas and among disadvantaged communities. Looking at enrolment trends, there remain significant gaps in the enrolment of girls at the elementary level as compared to boys, especially at the upper primary levels. The objective of KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by setting up residential schools with boarding facilities at elementary level.

The KGBV is one of the major interventions made by the government to root out illiteracy among girls at elementary level and to bridge the educational gaps generally occurs between the boy and girls. The main objective of Kasturba Gandhi Balika Vidyalaya is to ensure the quality education to the most disadvantage section of our society.

TARGET: - Ten KGBV schools are running in the district.

No of KGBV sanctioned and operational : –

Sl. No.

No. of KGBV

sanctioned

No. of KGBV Operational

Agency

TotalSSA Society

Mahila Samkhaya

Other Govt.

AgencyOthers

1 Gumla 1 1 1

2 Kamdara 1 1 1

3 Basia 1 1 1

4 Palkot 1 1 1

5 Bharno 1 1 1

6 Sisai 1 1 1

7 Bishunpur 1 1 1

8 Ghaghra 1 1 1

9 Raidih 1 1 1

10 Dumri 1 1 1

Total 10 10 10

206PROGRESS OVERVIEW OF THE ACTIVITES OF FINANCIAL YEAR

2010-11

1. Civil construction:-

a) Out of the sanctioned 10 KGBV the constriction has been started in all KGBV accept Basia and Bishunpur. .

b) Status of civil construction can be seen as follows:-

The progress of construction (Model wise & Year wise) and expected date of completion of construction of KGBV:-

Civil Work of KGBV

Sl no.

Name Of K.G.B.V

Name Of Agency

Agreement no./Date Of Work Order

Agreement Value (Rs.

In Lakh)

Agreement Date Of

Completion

Actual Date Of

Start

Physical Status Of Work

Remarks

Building Portion

Ground Floor

1st Floor

2nd Floor

1 GumlaM/S R.K Mishra & co.Ranchi

14F2/2008-09

(19.02.2009)

26622452.00 (5%Above)

15 monthLast Week

Of Sep. 2009

Hostel Building

Earth Work The Agency for

construction has initially started the

construction but the

construction has been

stopped by the Agency. The agency has been show caused but

despite that he has not started the work. The

work should be reassigned to some other agency after canceling the work order.

School Building

Staff Qtr.

Boundary Wall

2 SisaiM/S Lions

Construction,Ranchi

22F2/2008-09 (19-02-

2009)

26622452.00 (5%Above)

15 monthLast Week

Of May 2009

Hostel Building

Roof Level @

School

BuildingRoof Casted

Roof Casted

Staff Qtr. N.T Boundary

WallFinishing

3 PalkotM/S Lions

Construction,Ranchi

12F2/2009-10 (29-07-

2009)25354716

15 month Last Week Of July 2009

Hostel Building

Roof Casted

School

BuildingRoof Level

Staff Qtr. Lintel Level

Boundary

WallFinishing

4 BasiaM/S Dev

Enterprises,Ranchi

36F2/2009-10 (01-09-

2009)25354716 15 month

Hostel Building

N.T

School

Building

Staff Qtr. Boundary

Wall

5 KamdaraM/S Dev

Enterprises,Ranchi

36F2/2009-10 (01-09-

2009)25354716 15 month

05 Oct. 2009

Hostel Building

Roof Level

School

BuildingRoof Casted

Staff Qtr. N.T

Boundary Wall

Brick work 1600 Fit

6 RaidihM/S

shashidhar Construction

65F2/2009-10 (29-01-

2010)25354716 15 month

Hostel Building

Plinth Level

School

BuildingEarth Work

Staff Qtr. Boundary

WallEarth Work

7 GhaghraM/S Adarsh Enterprises,Lohardaga

44F2/2009-10 (15-09-

2009)25354716 15 month

1st Week Of Oct. 2009

Hostel Building

FinishingRoof

CastedRoof

Casted

School Building

Roof Casted

Staff Qtr. Roof CastedLintel Level

207Boundary

WallBrick Work In Progress

8 BishunpurTender Not

Yeit 0 month

Hostel Building

N.T

Land Available At Rehe,

Bishunpur

School Building

Staff Qtr. Boundary

Wall

Progress of KGBV

Sl.No. Block

Model(I/II/III)

Name of

implementing agency

Status of

KGBV (Start/

not Start)

Building status

(comp/not comp)

Enrollment of girls Total girls

enrolled

Remarks

ST SC OBC BPLMinority

Others

1 Gumla I 150 8 28 163 16 4 206 2 Sisai I 115 10 44 177 15 19 203 3 Bharno I Start not comp. 141 9 20 142 14 17 201 4 Ghaghra I Start not comp. 158 15 40 213 11 8 232

5Bishunpur I

Through VEC Start not comp. 184 9 9 206 0 4 206

6 Dumri I Start not comp. 142 8 7 154 0 9 166

7 Raidih I

Dev Construction Start not comp. 128 12 0 0 19 6 165

8 Palkot I Not Start

Not Comp. 85 12 28 56 0 33 158

9 Basia I

M/S Adarsh Enterprises Start

Not Comp. 101 17 45 105 9 12 184

10 Kamdara I Start 100 10 42 123 1 33 186 Grand Total 1304 110 263 1339 85 145 1907

208

Class wise Progress of KGBV

Sl.No. Block Model(I/II/III)Class wise Enrollment of girls Total

girls enrolled

RemarksVI VII VIII IX X XI

1 Gumla I 32 21 40 46 45 22 206

In the FY 11-12 the stength of 10 KGBV shall be

2000 after new admission

2 Sisai I 30 24 43 47 46 13 2033 Bharno I 34 30 33 47 45 12 2014 Ghaghra I 32 21 48 49 48 34 2325 Bishunpur I 36 28 27 49 46 20 2066 Dumri I 27 26 30 37 34 12 1667 Raidih I 20 26 39 25 36 19 1658 Palkot I 28 26 33 37 22 12 1589 Basia I 27 23 33 39 37 25 184

10 Kamdara I 32 26 30 45 30 23 186Grand Total I 298 251 356 421 389 192 1907

Class wise Progress of KGBV Class VI- VIII

Sl.No. Block Model(I/II/III)Class wise Enrollment of girls Total

girls enrolled

RemarksVI VII VIII

1 Gumla I 32 21 40 93

In the FY 11-12 the stength

of 10 KGBV

shall be 1000

after new admission

2 Sisai I 30 24 43 973 Bharno I 34 30 33 974 Ghaghra I 32 21 48 101

5Bishunpur I 36 28 27 91

6 Dumri I 27 26 30 837 Raidih I 20 26 39 858 Palkot I 28 26 33 879 Basia I 27 23 33 83

10 Kamdara I 32 26 30 88Grand Total I 298 251 356 905

Enrollment:-

a) In all the Schools altogether 1907 girls has been enrolled in 10 KGBV.

b) In enrollment process in our district we have tried our best to enroll those girls who come from the most deprived and disadvantage section of society.

c) As result of that 36 primitive tribe girls (PTG) are enrolled in year 2009-10 and in 2010 – 11 38 PTG in enrolled in 10 KGBV along with poor, orphan and some special needed girls.

d) Enrollment strategy for the year 2011-12 will be as follows as per the state guidelines –

209(i) Class VI – 34 Girls

(ii) Class VII - 33 Girls

(iii) Class VIII - 33 Girls

* Advertisement for enrolment through pamphlet distribution / newspaper advertisement / announcement in Hat –Bazar in local market

* Information about enrolment to all the HM during Guru Gosthi to deliver the message at root level

* Involvement of VEC* Door to door visit by the CRP of the block in their cluster* A committee consisting of BWO,BEEO & Warden of the school will be set up to look after

transparency in enrolment drive* A help in survey through Gram Rojgar Sewak will be taken* This drive will be organized in the month of Apr-May’2010 so that enrolment of the child can

be finished before Summer Vacation

1. Plan / Process of enrolment Class VI

Sl. No. Name of School (Block) No of Students

1 Gumla 92 Sisai 103 Bharno 94 Ghaghra 125 Bishunpur 106 Raidih 97 Dumri 108 Palkot 109 Basia 10

10 Kamdara 11

Total 100

*Note: Out of school source.

Civil Work Status of KGBV

210

Model Target (Cumulative) Completed (Cumulative)

In Progress (Cumulative)

Work Not Started Total

I10

0 07 03 10

II0

III0

Total10

0 07 03 10

Financial Status of KGBV for the Year 2010-11

Sl. No.

Block Outlay Approved

Total Fund Available

Expenditure Till 31st march

% of Expenditure

Against AWP&B

Unspent Balance

1 Gumla 254700000 2330000.00 2100000.00 82.44 230000.00

2 Sisai 254700000 2330000.00 2100000.00 82.44 230000.00

3 Bharno 254700000 2330000.00 2100000.00 82.44 230000.00

4 Ghaghra 254700000 2330000.00 2330000.00 91.48 0.00

5Bishunpur 254700000 2330000.00 2330000.00 91.48 0.00

6 Dumri 254700000 2330000.00 2100000.00 82.44 230000.00

7 Raidih 254700000 2330000.00 2100000.00 82.44 230000.00

8 Palkot 254700000 2330000.00 2100000.00 82.44 230000.00

9 Basia 254700000 2330000.00 2100000.00 82.44 230000.00

10 Kamdara 254700000 2330000.00 2100000.00 82.44 230000.00

TOTAL 2547000000 23300000 21460000 1840000

211PROGRESS OVER VIEW 2010-11

Name of block No. of Training Organized Total Participants Training Provided on

Gumla 1 1Sisai 1 1Basia 1 1 16.06.10 to 17.06.10 at Gumla

Dumri 2 2 HygieneEnglish Teaching by UNICEF

palkot 2 2 15.06.10 - 17.06.10 20.10.10 - 27.10.10

Bharno 1 3 BRC BharnoBishunpur 1 1 Rukka, Ranchighaghra 1 1 BRC

kamdara 3 3 COMP.Training Edcom Unicef BRC, Kamdara UDAN

Raidih 1 1 Menstrial Hygine

PLAN PROPOSAL FOR TRAINING 2011 - 12

No. of Training organized Total Participants Training Schedule and date

Out Come

Warden Cum Teacher 10 April 2011Warden’s liability & responsibility .How to run your school.

Accountant Training 10 April 2011How to maintain your account in a

proper way.

Guards Training 10 May 2011 Guard’s liability and responsibility.

Bal Sansad Training 165 May 2011Understand your

liability & responsibility

Cook Training 10 May 2011

How to cook in a proper way? How to

maintain your kitchen neat and

clean.

212Teacher’s availability in KGBV

a. All teachers’ sanctioned strength of 50 is working.b. Similarly 30 Non teaching personnel are also working as state as below

TEACHING & NON TEACHING STAFF IN KGBV

SL. NO. BLOCK

FULL TIME STAFF

ENG SST MATH SCIENCEPhysical Teacher Accountant

NIGHT GUARD COOK Total

1 GUMLA 1 1 1 1 1 1 1 1 82 SISAI 1 1 1 1 1 1 1 1 83 BHARNO 1 1 1 1 1 1 1 1 8

4 GHAGHRA 1 1 1 1 1 1 1 1 8

5 BISHUNPUR 1 1 1 1 1 1 1 1 86 DUMRI 1 1 1 1 1 1 1 1 87 RAIDIH 1 1 1 1 1 1 1 1 88 PALKOT 1 1 1 1 1 1 1 1 89 BASIA 1 1 1 1 1 1 1 1 8

10 KAMDARA 1 1 1 1 1 1 1 1 8TOTAL 10 10 10 10 10 10 10 10 80

State Govt. and SPO has provisioned the following Additional teachers and support staffs for each KGBV keeping view of the no. of students, quality education and better management of the KGBVs as follows -

ADDITIONAL TEACHER (Part Time)NON TEACHING STAFF

(Part Time)

ENG SANS MATH SCIENCE VOCATIONAL COMPUTER TotalNIGHT GUARD

COOK

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

1 1 1 1 1 1 6 1 1

10 10 10 10 10 10 60 10 10

213The following emolument/ honorarium is being given as per state norms and guidelines –

1. The 4 additional part time teachers shall be given - Rs. 150 day for a class of 90 minutes and they are supposed to take 2 classes in a week.

2. Similarly 1 additional cook cum helper and one additional Night guard cum peon has been provisioned on minimum daily wages basis.

The above expenditure shall be made from the Salary head of the KGBV budget of AWP&B 2010-11

3. Computer Teacher has been provided from the computer education head of the SSA.

Some additional permanent teaching staffs likely to be recruited in the FY 2011-12 keeping view of Upgradation of KGBVs to secondary school enhancing the total strength of 25 teaching & Non-teaching staff/KGBV.

Grade of KGBV Enrolment Class VI - VIII

Sl. No. BLOCKClass VI Class VII Class VIII Total

A B C D E A B C D E A B C D E A B C D E

1 GUMLA 0 1 7 11 13 4 4 4 4 4 9 19 6 3 1 13 24 17 18 18

2 SISAI 5 10 5 6 0 4 8 5 7 0 11 15 10 4 0 20 33 20 17 0

3 BHARNO 3 13 17 0 0 4 7 14 0 0 5 13 10 0 0 12 33 41 0 0

4 GHAGHRA 4 21 2 3 0 5 12 3 0 0 22 17 5 0 0 31 50 10 3 0

5 BISHUNPUR 10 13 7 6 0 8 13 5 2 0 9 11 6 1 0 27 37 18 9 0

6 RAIDIH 20 0 0 0 26 0 0 0 0 31 7 0 0 0 77 7 0 0 0

7 DUMRI 2 16 9 0 0 4 10 12 0 2 5 5 10 7 8 31 26 10 7

8 PALKOT 12 6 0 0 0 9 10 3 4 0 1 18 10 4 0 22 34 13 8 0

9 BASIA 0 5 5 0 18 0 7 8 6 2 3 14 11 2 3 3 26 24 8 23

10 KAMDARA 3 13 10 0 0 2 16 7 0 0 0 0 19 8 0 5 29 36 8 0

TOTAL 59 98 62 26 31 66 87 61 2

3 6 93 119 82 32 1

1218

304 205 81 48

Training/Capacity building

214 One special training has been organized for all accountants cum computer

operators of KGBV at District level to boost up there accounting capabilities by chartered accountant.

One day orientation workshop is to be arrange of all teachers working at KGBV till the end of Oct. 11.

We are going to organize inter KGBV sports cum vocational training display competition at district level by the end of Feb 12.

After the annual examination a science festival cum cultural programme competition will be arrange at district level.

The child cabinet of each KGBV shall be oriented @ Rs. 100.00 /child cabinet .

Strategy for 2011-12 Financial Management - To uplift the quality of accounting procedure in

KGBV a special training of all accountants-cum-computer operators will be arrange on computer programme TALLY till the end of Jun 11.

Capacity building of teachers - In the summer vacation to improve the quality and make more sensitive to the growing age girls student, we will organise a special 5 days residential training on active learning methods shall be done under training head of the SSA.

3 days motivational and administrative training to all teachers shall be done at district level with financial provision of Rs. 100 per teacher per from the capacity building head of each KGBV.

Inter KGBV sports cum vocational training workshop shall be organized with the financial provision of Rs. 5000.00 per KGBV at the district level from the capacity head of the KGBV.

After annual exam 2011science festival cum cultural programme competition will be arrange at district level from the PTA cum school function head.

* Quality: A quality teacher training under RTE, based on effective classroom teaching will be provided to the teachers during district level teacher training programme.

To ensure quality education of KGBVs the teachers of KGBV shall be trained on Motivation and Active Learning methods in convergence with training programme of the SSA. 2 month bridge course shall be organized for newly enrolled girls in KGBVs with financial provision of Rs. 2500.00 per part time remedial teacher per month for 2 months of bridging for each KGBV from the salary head of the KGBV. The bridge course shall be organized in the KGBV campus itself.

To provide education through audio/video aids and CAL subject specific computer CDs are required for which provision can be made from Computer Education of SSA funds to the tune of 3000/- per KGBV shall be provisioned from CAL.

1. Convergence a) Health department

i) Arrangement of one doctor from PHC in each KGBV who do periodic checkup of

KGBV girls.

ii) Also provided Medical Aid Box.iii) Special liason shall be kept for block administration, local police, district

administration and child welfare committee for safety and counseling of girls.

iv) Availability of at least two night guards for security point of view with the help of nearest police station.

v) Convergence with Fire Extinguished Deptt. in emergency as well as to train the children about Fire Extinguisher apparatus

215vi) Plantation in school premises with the help of MANAREGAvii)

Skill Development

Under the provision of KGBV norms, 50000 per KGBV has been provisioned for vocational training and skill development. Out of this head in each KGBV provision for Sports, Karate, Yoga, Painting and other vocational skills like candle making, embroidery, cookery, jwelary making etc. as per following details –

Sl. No.

Name of Skill

Duration

No. of support/ vocational/ Skill

development teacher

Financial Provision

Remarks

Honorarium Est. material

Cost

Total

1 Home Decoration

2 Months 1 teacher @ 25000/- per month

5000/- 5000/- 5000/-

2 Karate 2 Months 1 teacher @ 1000/- per month

2000/- - 2000/-

3 Yoga 2 Months 1 teacher @ 1000/- per month

2000/- - 2000/-

4 Painting 8 Months 1 teacher @ 1000/- per month

8000/- 5000/- 13000/-

5 Music 10 Months

1 teacher @ 1000/- per month

10000/- - 10000/-

6 Cookery 1 month 1 teacher @ 1000/- per month

1000/- 5000/- 6000/-

7 Candle Making / Envelope making & other paper craft

1 month 1 teacher @ 1000/- per month

1000/- 2000/- 3000/-

8 Jewelry/ bamboo craft/ mushroom

3 months 1 teacher @ 1000/- per month

3000/- 2000/- 5000/-

9 Gardening 2 months 1 teacher @1000/- per month

2000.00 2000.00 4000/-

Total 50000/-

Evaluation:

216 There shall be 3 quarterly and 1 annual evaluations for each class. Based on the

achievement level of girls remedial classes shall be organized for those girls whose score ‘D’ and ‘E’ in different subjects.

Blackboard test and Oral test for the children of class VIMonitoring process* Warden will monitor all the activities and management at school level* Nearest VEC president to visit the school once in a month* Weekly monitoring by BEEO/BPO at block level* Monthly visit of ADPO / Component in charge/Accounts Officer at district level to monitor the attendance of teacher and children, Quality of education/food, management of accounts (Cash book, Bank book, Voucher verification, Stock register etc) and other facilities avail by the children

Activity Calendar

Sl. No. Activity Implementatio

n Level Time line Responsibility Outcome

1 Enrollment School Level April-May 2011 Warden/B.E.E.O /B.P.O/BGC Drop out girls will get enrollment

and proper education.

2 Vocational Training School Level May-January

2012 TrainerStudents will acquire skills through various vocational training during the period

3 Special Classes School Level May-January 2012 Warden and All Teachers

Drop out girls will acquire education as per their age & requirement.

4 Film Show School Level June 2011 Warden and All Teachers To acquire education.

5 Legal Advice School Level December 2011 Legal Advisor

6 Game competition School Level August 2011 Warden and All Teachers For the skill development and

encouragement.

7 Annual Parent's Day School Level September

2011 Warden/B.E.E.O/B.P.OMoral improvement, to generate respect to the elders.

8 Award to best teachers/school District Level October 2011 A.P.O/A.D.P.O/D.P.O

For encouragement to the works of the concerned person & institution.

9Inter Class science quiz and debate

School Level November 2011 Warden/B.E.E.O/B.P.O To get the feeling of competition,

develop thinking ability.

217

10 Exposure Visit School Level Dec 2011 Teachers/B.E.E.O/B.P.O Children will get the knowledge of surroundings.

11Health Awareness Programme

School Level Jan-Feb 2012 Warden/B.E.E.O/B.P.O /M.O.I.C Awareness about health.

12

Balika Sammelan cum Science Exhibition

District Level March 2012 Teachers/B.E.E.O/B.P.O /A.P.O/A.D.P.O/D.P.O

Children will get the encouragement the selling of self made product.

Financial Proposal for FY 2011-12

(Class 6 to 8)

A. Non recurring activities:

1. No fund is proposed for civil construction of 8 KGBVs excluding Dumri & Bharno is proposed this year as the same as has been already sanctioned from the KGBV construction grants

2. In Gumla District 2 KGBV has been provided with funds of construction of building @ Rs. 40.0 lacs per school whereas the construction of school building is being done @ Rs. 256.0 lacs per school building with support from KGBV & 12 finance scheme. Hence there is a gap of Rs. 216.0 lacs per KGBV in KGBV of Dumri & Bharno. Hence the gap 432.0 lacs for 2 above KGBV will be made from 12 finance scheme.

B. Recurring activities:-

In FY 2011-12 or 10 KGBV 254.70 Lacs of rupees have been proposed to meet recurring activities expenditure of 10 KGBVs with a unit cost of Rs. 27.27 lacs per KGBV per annum as per detail given bellows -

Activity

Fresh Proposal 2011-12

Total

(in lacs)Out come

Unit Cost

PhyFin (in lacs)

For 10 girls/KGBV

Non Recurring

1 Building Boundary wall has been proposed for old estimate buildings of Dumri and Bharno.

4 Bedding

5 Boundary Wall 3.5 2 7.0 7.0

6 Boring / Handpump / Water Supply 0 0 0 0

218 TOTAL 7.0 7.0

Recurring Costs per annum

1 Maintenance per girl student per month @ Rs. 900 10.8 10 108.0 108.0 Retention of Girls Child

2 Stipend for girl student per month @ Rs. 50 0.6 10 6.0 6.0

3Course books, stationery and other Educational material @ Rs. 50 per month 0.6 10 6.0 6.0

Availability of Educational Matterials

4 Examination fee 0.020 10 0.20 0.20

5

Salaries: ( State as per state Norms

12.00 10 120.00 120.00

1. Warden cum teacher

2. Full time teachers (For model I & II only)

3. Physical Teacher

4. Part time teachers

5. Support staff - (Accountant/Assistant, Peon Chowkidar and Cook)

6 Vocational training/specific skill training 0.5 10 5.00 5.00

Development of Vocational Skill

7 Electricity/water charges 0 .600 10 6.00 6.00

8 Medical care/contingencies @ Rs. 750 child 0.750 10 7.50 7.50

9

(a)Miscellaneous including maintenance .400 10 4.0 4.00

(b) Miscellaneous .400 10 4.0 4.00

10 Preparatory camps .150 10 1.5 1.50

11 PTAs/school functions .150 10 1.5 1.50

12 Rent 0 10 0 0 0

13 Capacity Building 0 .300 10 3.0 3.0

TOTAL Recurring 272.7 272.7 0

Grant Total (Rec. + Non- Rec) 279.7 279.7 0

219

Hence total outlay of Rs. 279.7 lacs have been proposed for 10 KGBVs up to class VIII

Monitoring: Regular monitoring shall be done by the district and block level education deptt. and project officials at block level BPOs shall be regular monitoring the affaires of the KGBV and sending the report to the District Gender Co-ordinator and the DPO. The BEEO shall act as Incharge Officer of the KGBV. In addition to this the School Managing Committee through monthly meeting shall monitor the KGBV.

Implementation Schedule

1. Completion of enrollment by April. 2011.

2. Starting of vocational training by May 2011.

3. Training of Accountants for enhancement in accounting procedure July 2011.

4. Stipend for all girls in first week of the every month.

5. Exposure visit by the end of second terminal exam.

Accountability

1. Enrolment of girls – Warden, BRCC, BPO, Component incharge.

2. Teacher training on Gender – Component incharge.

3. Training of Accountant – Component incharge.

4. Stipend release – Warden, Accountant.

5. Exposure visit – Warden, BRCC.

220

NATIONAL PROGRAMME of EDUCATION for

GIRLS

AT

ELEMENTRY LEVEL.

N P E G E L VISION: - Universalisation of elementary education entails a special thrust on girls’ education, given their traditionally low participation in elementary education. Major Objectives of this programme are following: -

a. Develop and promote facilities to provide access

b. Facilitate retention of girls

c. Ensure greater participation of women and girls in education

d. Improve quality of education

e. Stress relevance and quality of girl’s education for their empowerment.

f. To enhance the enrolment in secondary schools.

g. To reduce the no. of out of school girls

h. To increase the achievement level of girls

221

TARGET:-

The following group of girls will be targeted under this programme:- Out of school girls Drop outs girls Over age girls, who have not completed elementary education Working girls Girls from marginalized social groups. Girls with low attendance. Girls with low levels of achievement

During year 2010-12, 88 Model Cluster were functional. The following table shows block wise coverage under NPEGEL:-

SI. No. Name of Block No. of Cluster Under taken NPEGEL

1 GUMLA 13

2 SISAI 9

3 BHARNO 7

4 GHAGHRA 8

5 BISHUNPUR 8

6 DUMRI 9

7 RAIDIH 10

8 PALKOT 8

9 BASIA 9

10 KAMDARA 7

Total 88

* Strategy for 2011-12 Gumla being tribal dominated district with majority of the people belonging to

minority community (Christians and Muslims). Out of the 11 Blocks, Ten blocks namely Gumla, Sisai, Bharno, Ghaghra,

Bishunpur, Raidih, Dumri, Palkot, Basia and Kamdara are educationally backward blocks. (EBB) Where 88 MCS cluster have been already running upto F.Y. 2009-10 and hence in the Financial Year 2010-11 these MCS centers

222shall be further taken up for running recurring actives as per NPEGEL guideline. The block wise status is given here below.

In this financial year 2010-11 based on our experience of previous year proposal of activities is block specific keeping view of specific need of each of the block with a shift from cluster based strategy of previous years.

In this FY 2010-11 block is taken as a unit for NPEGEL activity. Funds shall be proposed for each block with a upper ceiling of rupees 60 thousands per MCS, but under this ceiling variation in fund allocation shall be done keeping view of specific requirement of MCS with a particular block.

In order to access the status of model cluster school in the light of girls education, the cluster wise the status of MCS are given below and our strategy for each of the cluster shall also depend on this data apart from Socio-Cultural matrix of the block and specific hindrances in way of girls education and empowerment.

Enrollment of OOSC in NPEGEL Cluster

Sl. No. Block Name

Total MCS

Category Wise No. of Enrolled Out of School GirlsSC ST OBC MIN GEN Total

1 GUMLA 13 11 92 57 77 6 2432 SISAI 9 8 59 61 14 4 1463 BHARNO 7 1 120 28 7 6 1624 GHAGHRA 8 4 91 13 6 3 1175 BISHUNPUR 8 6 87 6 5 0 1046 DUMRI 9 9 57 2 10 8 867 RAIDIH 10 6 55 23 21 0 1058 PALKOT 8 5 44 9 0 0 589 BASIA 9 4 64 14 0 2 84

10 KAMDARA 7 7 37 42 0 0 86Total 88 61 706 255 140 29 1191

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Total

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vfHk;qfDrIN

SCHOOLOUT

SCHOOLST SC OBC MIN GEN

1 xqeyk 13 307 243 550 30

1 11 89143 6

550

2 fllbZ 9 117 146 263 112 10

107 26 8

263

3 Hkjuks 7 30 162 192 13

8 1 32 15 6192

4 ?kk?kjk 8 204 117 321 25

2 6 48 8 7321

5 fo'kquiqj 8 143 104 247 23

0 6 6 5 0247

6 jk;Mhg 10 159 86 245 14

4 21 35 33 12245

7 Mqejh 9 139 105 244 16

9 10 42 22 1244

8 ikydksV 8 153 58 211 10

9 24 78 0 0211

9 cfl;k 9 168 84 252 16 14 59 5 7 25

2237 2

10

dkeMkjk 7 144 86 230 11

2 26 92 0 0230

dqy 88 1564 1191 2755

1734

129

588

257 47 27

55

Source:- BRC Report Dec 10

Progress Overview

Sl.No. Activity process outcomePhy. AWP & B

Budget 2011-12

Fin. AchievementAchievem

ent1 Maintenan

ce

1.1 Vocational Training

Vocational Training • Selection of trainer• Purchesing of material Thought Committee• Enrollment of Girls after Counciling

• Strenthening of girls thought Vocational Traning• Enrichment in their Economic Back grow• Enhancement in their life skill

2755 11.88 11.88

1.2 Raw material for vocational training

• Enlistment of material by trainer & trainees• Purchesing of material thought Committee

• Successful Vocational training

2755 6.16 6.16

1.3 Health Camp

• Tieup will Department of health• Organised camps at block level• height, weight & Blood Check up of adolsent Girls

• Identification of anemic Girls• Maintain Medical Record of Girls• Counciling about their personal problems

818 4.4 4.4

1.4 Legal Counciling

• Tieup legal advising organaisation • Organiging of Camps of Block Level

• Share of information about legal rights of womens• information of indian Constitution & lows for women & child• Counceling about legal rights of

1100 0.44 0.44

224women

1.5 Exposer Visit

• Selection of girls whose perfomance is good• Selection of girls Site for Visit• Hireing of vehicle , loding, fooding etc.

• Enhancement of girls self Confidence • Knowladge Enhenct• Share Experience with other visiter • Enhencement in qwality of work

991 8.8 8.8

1.6 Meena Manch

• Formating of mina manch in every MCS• Identification of nodel teachers• weekly meeting of munch & Identification of OOSC in catchment area• Proceeding of meeting of meena munch

• High enrollment of girls in school• No out of school children• Highly Confidence of Girls• Manage of school by Children

1848 3.52 3.52

2 Student/Teachers award

• Selection of Best peformer Girls/Teacher/School in cluster level• Award ceromany organised

• Enhancement in motivation level of Students/ teachers• Knowlage & Confidence Enhencement• Motivation of other Student/teacher to achive the target

440 4.4 4.4

3 Student Evalution/Remadial Teaching/Bridge & Alternative School

4 Teachers Training

• Module of 3 days Sensatization training• selection of one teacher per school for traning•Traning Callender

• Sensatization of teachers about Gender issuses

176

5 ECCE • 1173 6.84 3.74

2256 Communit

y Mobilization and Management cost

• Moblizaton of community leaders• Enpanelment of Volenteers• Provision of emolments, T.A, D.A• Stationary•Pumplets, leaflets about gender issues

• Change of mind set of Community leaders• Successful During of programme• maintaining of gender Equity

710 2.79 2.1

Grand Total 12766 49.23 45.44

Proposal for Financial Year 2011-12

Keeping view of the above following proposal is made in F.Y. 2011-12

Proposal for recurring activities in 88 old MCS

As per NPEGEL norms and new guideline , the funds shall be provisioned in Block Resource centre of the district –

Annual Work Plan 2011-12

Sl. No. Detail of activities planned Unit Cost for districtNo. of MCS Total Cost

Recurring grant for MCS

1

Recurring grant for promotional of girls education, Maintenance of school and engagement of part time instructor. 20000 88 1760000

2 Award to School/Teacher 5000 88 440000

3Student evolution, Special Class, Bridge Course, Alternative Schooling 20000 88 1760000

4 Learning through open School 5000 88 440000

5 Teachers training on gender aspects 4000 88 352000

6 Child Care Centers 6000 88 528000

226Total 60000 88 5280000

Schedule for Training Programme

Sl.No. Programme Participant

MonthRemarks

1 One day Training Programme for HM MCS H.M

May 2011

Resource Person through NGO2 2 day Training Programme for

VT/CordinatorTeachers/MCS Coordinator

First Week of June 2011

3 One day Training Programme for MCS Children MCS Girls

Last Week of June 2011

Block Wise Budget

Sl. No. Block Name

Total MSC Unit Cost Total Cost (in Rs) Remarks

1 Gumla 13 60000 780000 Details of Budget of each blocks in annexed

2 Sisai 9 60000 540000

3 Bharno 7 60000 420000

4 Ghaghra 8 60000 480000

5 Bishunpur 8 60000 480000

6 Dumri 9 60000 540000

7 Raidih 10 60000 600000

8 Palkot 8 60000 480000

9 Basia 9 60000 540000

10 kamdara 7 60000 420000

Total 88 5280000

We have 1191 Out of School Children girls MCS under NPEGEL in 2010-11 who attended the Vocational training.

According to the survey of MCS we have 1191 Out of School Children girls who are enrolled in MCS under NPEGEL in 2010-11 in addition to this in F.Y. 2011-12 another 150 OOSC girls shall be enrolled in MCS. 150 new

227girls shall be given speciall non-residential training under the head OOSC activity these girls along with the previous enrolled 1191 girls shall be given vocational training and those girls who are in the age group 06-14 years shall be enrolled in age appropriate class of the formal school.

Block specific plan (2011-12) for NPEGEL – In the financial year 2011-12 we have adopted the strategy of keeping block specific plan

where over all fund the block shall be @ Rs. 60000.00 (Recurring grant) to each of the MCS which comes to be as follows :

Block Specific Annual Work Plan 2011-12 Gumla

Sl. No.

Name of Block

List of activities selected for Block Block Specific activity

Total Cost

per Block

1 Basia Basia block has a specific problem of out migration form Basia to other parts of the Country including Delhi for employment. Female exploitation, early marriage is characteristic of the place. Hence our strategy shall be enroll all the adolescent girls to MCS and then and then focus will be on providing gender sensitization trainings, special emphasis on employment oriented vocational training.

Tailoring, stitching , food processing

540000.00

Sl. No. Block Name

Total MCS

Vocational Training

Category Wise No. of Enrolled Out of School Girls

SC ST OBC MIN GEN Total

1 GUMLA 13 13 11 92 57 77 6 243

2 SISAI 9 9 8 59 61 14 4 146

3 BHARNO 7 7 1 120 28 7 6 162

4 GHAGHRA 8 8 4 91 13 6 3 117

5 BISHUNPUR 8 8 6 87 6 5 0 104

6 DUMRI 9 9 9 57 2 10 8 86

7 RAIDIH 10 10 6 55 23 21 0 105

8 PALKOT 8 8 5 44 9 0 0 58

9 BASIA 9 9 4 64 14 0 2 84

10 KAMDARA 7 7 7 37 42 0 0 86

Total 88 88 61 706 255 140 29 1191

228Health education shall also be given to reduce early marriage and minimize the hazards of early marriage. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers

2 Gumla

The major problem of dropout girls in Gumla block is due the girls getting engaged in domestic help activities in houses. Taking help of labour authorities, child welfare committee rescue of girls is being taken up and the girls who have dropout after class 5 education shall be admitted in KGBV .

Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers

Jute Crafting, Bamboo Crafting, Candle making

780000.00

3 Bharno

In Bharno block providing remedial teaching intensely so that they could get basic education and them employment generating vocational training so that they earn while they learn. Effort shall be made for marketing of good prepared by MCS girls so that they could share profit also. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers

Jute Crafting, Bamboo Crafting

420000.00

4 Bishunpur

Bishunpur is inhabited by many primitive tribes like Birhor, Asur. Keeping view of the specific cultural and social ethos of primitive girls who are still not interested in study, emphasis shall be given to provide basic education to adolescent girls, vocational training based on there cultural and social ethos and after providing compressed bridge course they shall be examined for class 5 exam and incase they achieve competency they shall be mainstreamed in KGBV. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through

Candle Making, Papad Making

480000.00

229open school, teachers training, child care centers

5 Dumri

Dumri is inhabited by many primitive tribes like Birhor, Asur. Keeping view of the specific cultural and social ethos of primitive girls who are still not interested in study, emphasis shall be given to provide basic education to adolescent girls, vocational training based on there cultural and social ethos and after providing compressed bridge course they shall be examined for class 5 exam and incase they achieve competency they shall be mainstreamed in KGBV. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers

Food Processing, Tailoring Stitching

540000.00

6Ghaghra

Ghaghra block has a specific problem of out migration form Ghaghra to other parts of the Country including Delhi for employment. Female exploitation, early marriage is characteristic of the place. Hence our strategy shall be enroll all the adolescent girls to MCS and then and then focus will be on providing gender sensitization trainings, special emphasis on employment oriented vocational training. Health education shall also be given to reduce early marriage and minimize the hazards of early marriage. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers

Bee Keeping, Jute Crafting, Bamboo Crafting

480000.00

7Kamdara


Tailoring, Stitching

420000.00

8 Palkot


Papad Making, Candle Making

480000.00

9 Raidih The major problem of dropout girls in Tailoring, 600000.00

230Raidih block is due the girls getting engaged in domestic help activities in houses. Taking help of labour authorities, child welfare committee rescue of girls is being taken up and the girls who have dropout after class 5 education shall be admitted in KGBV .


Stitching

10 Sisai

In Sisai block providing remedial teaching intensely so that they could get basic education and them employment generating vocational training so that they earn while they learn. Effort shall be made for marketing of good prepared by MCS girls so that they could share profit also. Maintains of school, part time instructor award to school/ teacher, students evolution, remedial teaching, bridge course, alternative schooling, learning through open school, teachers training, child care centers

Jute Crafting, Bamboo Crafting

540000.00

Total Cost5280000.00

As per State guideline

Annual Work Plan 2011-12

As per State guidelines in the FY 2011-12, out of the total MCS in a block 5 to 6 Model Cluster Schools have been proposed for focused activity. But the out of school girls of other MCS school shall be covered partially at their MCS center and partially at the near by focused MCS choosen for the block. Within a MCS, the activities will be run at 3-4 sub centers in a school under MCS to cover all the focused girls within a MCS.

The list of focused MCS within a block is enumerated below -

Sl. No.

Name of Block

NO. of

MCS

NO. of Foa MCS

Focused MCS for Major activities

Remarks

1 GUMLA 13 6Govt MS. Toto, Govt. Urdu MS. Amboa, Govt. Urdu MS Kotam, Govt. MS. Murkunda, Govt. MS. Gumla, Govt. MS. Karounda,

231Govt.MS. Charka Tangor

2 SISAI 9 5Govt. Girls MS. Sisai, Govt. MS. Murgu, Govt MS Puso Govt MS. Sakrouli, Govt. MS. Chharda,

3 BHARNO 7 5Govt. Girls MS. Bharno Govt. MS, Amalia. Govt. MS. Karanj, Govt. MS. Jura, govt. MS. Domba,

4GHAGHRA

8 5G.M.S. Ghaghra, G.M.S. Aadar, G.M.S. Tilsiri, G.M.S. Totambi, G.M.S. Shivsereng

5BISHUNPUR

8 4G.G.U.M.S. Bishunpur, G.M.S. Tumse, G.P.S. Banari, G.U.M.S. Marwai

6 DUMRI 9 8

G.M.S. Sisipatratoli, G.G.M.S. Block H.Q. Dumri, G.M.S. Khetli, G.M.S. Hariharpur, G.M.S. Kamalpur

7 RAIDIH 10 6G.M.S. Birkera, Govt. M.S. Kemte, G.M.S. Patratoli, G.M.S. Silam, G.M.S. Kasir, G.M.S. Bansdih

8 PALKOT 8 4G.G.M.S. Palkot, Govt. Basic School Baghima, G.M.S. Jhikirma, G.M.S. Tangeria

9 BASIA 9 4G.M.S. Moreng, G.M.S. Eetam, G. G. M.S. Basia, G.M.S. Bangarkela

10 KAMDARA 7 4G.M.S. Turbul, G.M.S. Loyenga, G.M.S. Hafu, G.M.S. Tithi

Total 88 51

Proposal for Additional Incentive (Uniform/Stationary/Workbook etc.

1. Proposal for uniform to each of the 1464 out of school girl who will be enrolled in MCS shall be provided @ Rs. 600 per girl amounting to Rs 8.784 lacs

2. Proposal for stationary and note books to 1464 out of school girls @ Rs. 150 per girl per annum amounting to Rs. 2.196 lacs.

Thus the total outlay of 10.98 lacs has been proposed as additional incentive.

Proposal for Community mobilization and Management for FY. 2011-12

2321. Community mobilization (mobilization for enrollment, retention and learning etc shall be done in convergence with community mobilization activity of SSA.

Strategy for 2011-12

For community mobilization a Block Resource Person along with a core group will be formed at Block Level and as well as cluster Level.

The above core group comprising of woman workers, volunteers and mother parents etc. The main objective of this core group will assist in bringing girls form the villages, as well as monitoring their achievement, attendance, retention etc.

Training of the community/resource groups involving Mother-teacher association, woman managements groups, sanghas etc. will also be taken up under this component.

This core group will play one of the most critical roles in the programme in terms of planning mobilization and implementing the programmes packages of the activities. It’s role will help the

programme to truly evolved and local context and community ownership.

Management cost :

In FY 2011-12 as per NPEGEL norms of 6% of total proposed fund Rs 52.80 lacs i-e 3.168 lacs for management activities have been proposed in the AWP&B 2011-12.

The following activities shall be done under this head.a) Salary of NPEGEL of block coordinator @ 2500.00 x 10 x 9 = 225000.00b) Salary of District Resource Person @ 9000.00 x 9 months = 81000.00

c) For monitoring from district level, hiring of vehicles and office expenses & documentation etc. Rs. 10000 funds shall be kept.

STRATEGIES: -

I. Parental counseling will be done.II. Seasonal community hostels with arrangement for boarding, coaching and care of children

who stay back and continue in schools III. Setting up of a school at the site of migrationIV. Condensed, bridging courses for children on their return to their village to makeup for the schooling

time lost during the period of migration. V. The duration of course will be one year.VI. All migratory children of 6-14 years age group will be enrolled in Bridge course Residential.

VII. Parents of these children will be linked with Rojgar Guarantee Scheme.VIII. BRCC and BPO will be responsible for opening of Residential Bridge Course.

IX. 10.BRCC, BPO and CRC Secretary will ensure that the Children who will come in to Non –Residential Bridge Course are out of School.

X. After completion of course BRCC and BPO will submit the mainstreaming report.

1. Furniture for Model Cluster :-Furniture will be provided to Model Cluster through the fund of 12thFinanceCommission. Expenses on RBC will be done from SSA budgetary Head of AIE.

2. Coaching Classes for Girls:-Per Model Cluster 01 Coaching class will be provided for female child for 03 Month.

3. Meena Muppet Show:-Will be presented by KALA JATHA.Kala Jatha has been formed in the District. Per show Rs. 2000/- will be Paid.

233

Components of Plan Proposals :

A) Model Cluster School (MCS):

Eighty-eight Model Clusters are running in the district. District will strengthen the running Model Clusters.

(B)Recurring Grant to Model Cluster Schools:

Recurring grant will be provided to BRC For Clusters level programmemarch @20,000/- for following activities: -

1.Vocational training will given on following:-

a). Tailoringb). Handicrafts

c) Painting

d) Area specific vocational needs

2.Maintenance of Model Cluster

3. Coaching classes for girls

In this regard Rs 17.60 Lacs has been proposed for all 88 Model Clusters.

(d)Awards to Schools/Teachers:One award per year @ Rs. 5,000/- (in kind, like shawl, Dictionary, Books, Different Kits etc.) will be provided to a school/teacher at cluster level for achievements in enrolment, retention and learning outcomes of girl students. Proposed for all 88 clusters in the district, provision of Rs 4.40 Lacs has been made for this head.

(e)Student Evaluation, Remedial Teaching, Bridge Courses, Alternative Schools: .

Special Class for ‘D’ & ‘E’ Grade Girls:-

A maximum amount of Rs. 20000/- per annum can be provided to each cluster for low achievement level and irregular girls. Provision has been made for Rs 17.06 lakhs for all 88 clusters.

(f)Learning through Open Schools:

Overage & class eight passed fifty girls will enroll through NIOS to complete their education at secondary level. In this regard Rs 4.40 lacs has been proposed.

(g)Teacher Training:

Twenty teachers per cluster will trainned for gender sensitization. In this regard Rs. 3.52 Lacs has been proposed for 88 clusters.

(h)Child Care Centres:

To relieve girls from the burden of sibling care two Child Care Centers per cluster are running through

234community. In this regard Rs.5.28 Lakhs has been proposed for 176 centers.

TIME FRAME-

Sl.No.

Programe Duration Accountability

i Identification of girls March-april 1Identification of girls-Component In charge, CRP,HM Of concerned CRC

ii Completion of ACR Completion of ACR- JE, AE & VEC of concerned CRC

iii Vocational Courses April - Dec

iv Awards to School Teacher Sep Awards to School Teacher - Component In charge; VEC of concerned CRC

v Remedial Teaching

vi Teacher Training on gender Aug. Teacher Training on gender- Component In charge

vii Enrolment in NIOS- May 2010 &

November 2010 May 2010 &

November 2010

Enrolment in NIOS- VEC of concerned CRC

Thus total financial proposal for NPEGEL activity are summarized below: -

Sl. No. ACTIVITY

Proposal for 2011-12

Spill Over Fresh Proposal Total

Proposal

Fin. Unit Cost Phy. Fin. Fin.

No. of EBBs

No. of Urban Slums

No. of covered clusters

No. of clusters in urban slums

A Civil Works

235

1Const. of addl. Classrooms including toilets, drinking water, electrification

0.00 1.54 40 0.00 61.6

B TLE

1One time grant of TLE, Library, Sports, Vocational training etc.

C Recurring

1

Maintenance of schools, part time instructor to MCS, provision of life skills, bicycles, vocational training, transportation charges etc.

0.40 88 17.60 35.20

2 Award to best School/teacher 0.0500 88 4.40 4.40

4 Learning through Open Schools 0.0500 88 4.40 4.40

6 Child Care Centres for 2 centres 0.0600 88 5.28 5.28

7 Other 1

Sub total 0.00 0.6000 52.80 52.80

DAdditional Incentives (Uniform stationery, workbook, escorts in difficult areas etc.)

1 Primary 0.00 0.00

2 Upper Primary (Uniform for girls) 0.0060 1464 8.78 8.78

Upper Primary (Stationary & note books etc for girls)

0.0015 14642.20 2.20

Sub Total 0.00 10.98 10.98

E Community Mobilization & Management Cost 0.0015 3.168

3.168

Sub Total 0.00 3.168 3.168

Total (NPEGEL) 0.00 58.308 58.308

236

3. GIRLS EDUCATIONEducation of Girl (Under SSA)

All approaches, strategy and outcomes of our plan have been made in the light of improvement of learning levels and regular participations of girls in school. Special initiatives for increase in retention increase in transition from primary to the upper primary level, reduction in gender and social category gapes and reduction in out of school girls.

Total Girls Population (6-14) : 115379

Total girls enrollment (6-14) in Govt. & Govt. aided school

: 109083

Never enrolled & Drop Out girls : 6297

OBJECTIVES Facility retention of girls Ensure greater participation of women and girls in education Improve quality of education Stress relevance maximum quality of girls education for their

empowerment

BASIC INFORMATION

Sl. No. Block

Total Enrollment of Girls in Gumla District Total

Class 5 Class 6 Class 7 Class 81 BASIA 1003 871 771 520 31652 BHARNO 1120 953 861 726 36603 BISHUNPUR 732 514 415 364 20254 CHAINPUR 888 657 718 644 29075 DUMRI 1027 783 684 503 29976 GHAGHRA 1491 1188 1073 816 45687 GUMLA 2836 2688 2553 2293 1037

08 KAMDARA 901 681 542 460 25849 PALKOT 1113 923 834 666 353610 RAIDIH 907 813 632 555 290711 SISAI 1601 1360 1233 1121 5315

Total 13619 11431 10316 8668 44034

237Progress Overview 2010-11:

Sl. No. Activity Ph

yAWP&B

F.Y.2010-11 (in Lac)

Expenditure

1

English specking course in 11 KGBV and selected CRC, game and sports organized in block level, CRC level and school level. Meena manch organized in each CRC level, exposer visit held in school level.

100 13.00 13.00

Activities to be done under girls education

1. special coaching for girls :- Those middle schools in which the number of girls in class VI-VIII is higher, the provision is giving for special coaching of 30 days in 15 schools each block to teach Math, Science and English subject with the help of school management committee. The school management committee will take the support of 3 different subjects retired teacher/teacher of private school/graduate/intellectual person of that region for special coaching as EV. The class will run for 1:30 hour on Saturday and Sunday from twelve to 1:30 pm for 30 days because before of after school time no one students as well as guardian want to stay at school or in support for staying .For this parents member and member of SMC/VEC would be sensitized and given monitoring charge. The honorarium of EV can be paid at the rate of 100 Rs per working days. Block wise detail where Special Coaching for the girls of Class VIII will be implemented:

Sl. No.

Name of Block

No. of Schools No. of EV Financial Provision

1 GUMLA (U) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00

2 SISAI (R) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00

3 BHARNO (R) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00

4 PALKOT (R) 15 03X15=45 3EVsX100Rs.X30DaysX15School=135000.00

Total 60 03X60= 180 Rs. 540000.00

2383.PROVISION OF EXCURSION FOR GIRLS OF CLASS VIII:

Provision will be made of excursion for girls of class viii. The girls of those schools which are situated in remote area will be given priority. Excursion will be organized at district level for 100 girls per block.

Financial Target :- 100 girls x Rs 200 x 4 blocks = 0.80 Lac.

4. Cultural meet : A cultural meet would be organized in month of November in each block. Quiz, debate, essay writing, speech, singing etc. extra co-curriculum activity will be organized in this session. 100 girls of each block selected from school level/cluster level would be participate in it.

Financial Target :- 100 girls x Rs 200 x 11 blocks = 2.20 Lac.

IMPLEMENTATION SCHEDULE

Sl.

Activity Strategy Level Responsibility

Time Line

Outlay

1 Identification or selection of teachers/instructors

No of Schools will be selected in Block wise where no, of girls of Class VI,VII & VIII will be Maximum.

School/ SMC

CRP/BRP/ BPO/BEEO

July 2011-12

2 Running of special coaching classes

Maximum 3 Classes will be run in the subject Math, Science & English by the Instructor selected by VEC.

School CRP/BRP/ BPO/BEEO /VEC/HM

Aug – sept. 2011

5.40

4 Exposure visit For the awareness of

District BPO/BEEO/ Sep. 0.80

239girls Exposure visit will be organized to see the Historical places, Religious places, Govt. offices etc.

APO/ADPO

2011

5 Cultural meet For the awareness of girls cultural meet will be organized in block level

Block BPO/BEEO/ APO/ADPO

Nov. 2011

2.20

5 Monitoring All the activity will be monitored by the Block & District level.

District BPO/BEEO/ APO/ADPO

July- feb 2011-12

Total :- 8.40

Accountability:- Component-in-charge, AO , DPO will be accountable for proper monitoring and support.

OUTCOME:

Enhancement in of learning level of girls Decrease dropout rate of girls Mainstreaming of girls in the field of general education and

improvement in their co- curriculum activity.

240CHAPTER XII

CONVERGENCE & LINKAGE

241

CONVERGENCE & LINKAGEConvergence and linkages within the various programmes of SSA and other outside government programmes and non governmental agencies has been the guiding factor while formulating the AWP&B 2010-11 for the district. The convergence and Linkages have been enumerated below which has been done in this year AWP&B 11-12

Sl.

Programme Intervention under SSA

Proposed Linkage/Convergence Remarks

1 Civil work under SSA plan proposed

Handpump

Girls Toilet

Toilet

140 Handpump with support of DWSN

376 Girls Toilet shall be constructed in convergence with TSC in the FY 2011-12

285 schools shall be provided toilet with support from TSC

2 Community mobilization

.

Linkage shall be established in such trainings for gender sensitization with NPEGL, IED under SSA and convergence shall be established for use of youth volunteers of IVP programme of UNICEF and SWASTHH PLUS programme of UNICEF

4 Girls Education NPEGEL and Girls education component of SSA has planned their efforts jointly under the AWP&B 2007-08

NPEGL to support KGBV in quality improvement in girls education and girls tracking of drop out girls.

Girls Education (innovation) shall support five NPEGL CENTRES for COMPUTER education.

242UNICEF is supporting KGBV and NPEGL in quality aspects.

MP/MLA funds will be garnished for construction of boundary walls of KGBV newly constructed and also providing computer etc. with support of MP fund to all the KGBVs.

243

CHAPTER XI

Special Focus Group

244

COMPONENT: - INNOVATIVE ACTIVITYTRIBAL INTERVENTION (SC/ST)

INTRODUCTION

The national policy of education 1986 and programe of Action 1992 also envisage promotion of education of ST/SC/PTG by introduction teaching in mother at least in the primary levels.

Multilingual educations builds on the knowledge and experience that child bring to school. It is based in language and culture of the child. The district focuses on tribal language Kurukh.

Child population 6-14 years in Gumla 230406 density purpose per sq. km. 193. Child population ST community 6-14 age group boys 74863, girls 75132 total 149996. Enrollment ST Community 6-14 age group boys 71078, girls 71278 total 142355.PREVIOUS WORK IN THIS INTERVENTION

PROGRESS OVERVIEW

Sl. No.

Activity Fin

1. Organizing School Level & CRC Level games and sports, cultural activities, exposure visit district level.

10.0

School mapping- in financial year 09-10, 10-11 school have been identify where teacher know tribal language.

TARGET

6-14 years ST/SC child. 50 Selected school of Gumla & Sisai block.

OBJECTIVE

To bridge the gap of learning barrier among ST/SC community. To supplement in quality learning of ST/SC community. Introducing tribal language as a medium of instructor in early stage of

school.

245

ACTIVITIES- PROPOSAL IN 11-12

Sl. No.

Activities Strategy Time Frame

Out Comes Est. Cost/Budget

1 Language Mapping in all blocks

Survey format will be developed printed and distribution and collection of survey format

11-May How Many children speaks mother tongue

20000

2 Selection of School

1. Identification for MLE School.2. Five schools in each block with 1 or 2 cluster3. Only class 1 & 2 strart.

Apr – 2011

School identified

0.00

3 Collection of folk songs and tells

100 community members basically parents and children along with the 6 RPs will be collected.

June – Jully 2011

Rs.150 X 100 member = 15000.00

4 Arrangement of Resource Teacher

06 known resource person of Kurukh, Mundari, Kharia language will be selected & haired for three months and honorarium will be provide in the district level. this RPs will develop required multilingual/bilingual TLMs, collect folk songs & teles, develop by bilingual dictionary, teacher training guide book & support in class to teacher as well as trained the teacher 06 selected 50 schools.

June – Jully 2011

Available of Master

Trainer & Quality

Improvement

06 RPs×12000×3 month = 216000

5 Residential Teacher’s Training

1. 50 Teachers of Kurukh, Nagpuri language who have been identified before will be given 2 days residential training for quality enhancement.2. Teacher Training will be conducted at Gumla District.

May-11 1. Capacity building of teachers in tribal language.2. Development of confidence and cultural identifies.

(Res.) 50 per X 100 Rs. = 5000(T.A.) 50 per X

200 Rs. = 10000Stationary =

5000 Cont. = 5000

25000

2463. APO/BRCC will monitor the training4. Master Trainer of State level will give the training to teachers.5. Expenditure will be conducted from Teacher Training Head.

6 Workshop for TLM/Primer dictionary develop by district RPs and 50 resource tracher

1. Five days residential workshop will be conducted at district level with district RPs & 50 Teachers, 80 sets of TLMs/Primer dictionary teacher guide book will be develop/printed

Jun-11 TLM/Primer developmen

t.

300000

7 2 days finaisation workshop for Kurukh magazine

1. The district will conduct 2 days workshop for magazine.2. Resource person/teachers and students will to collect the article of the magazine.3. Ten (10) teachers including resource person will edit the article.4. The Magazine will be published by district level and will be distributed among the children of identified schools and teachers.

June – July 2011

Kurukh Magazine Developed

100000

8 Printing, Editing, Compilation and publication of folk song and folk tale.

1. Two times haflf yearly programme will be conducted through resource person at district level.2. Teachers and student will participate in the programme

July 2011 & Dec 2011

Collection of Folk songs.

70000

9 Development of bilingual dictionary

1. Words will be collected to develop bilingual dictionary by teachers and resource person.

Dec – 11 to Jan –

12

Dictionary will be

developed

100000

10 Progress review and

1. A regular monitoring system

Apr 2011 to march

1.

Promotion of

247monitoring of programme.

will be developed to support the full programme.2. Monthly progress review meeting will be conducted at district level.3. CRP/BRP/BEEO and component in charge will take part in the monitoring and support.

2012 comprehensive & continuous evaluation will help to understand the knowledge ability of the children.

TOTAL 846000

ACCOUNTABILITY:

Decrease of dropout rate of SC/ST children. Increase the retention of SC/ST Children. Will bring more children who are out of school. Better class room transaction.

Glorification of indigenous art and culture can be made possible. Preservation of ethnic identifies.

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