Jharkhand Education Project Council, Ranchi · Annual Report 2015-16 6 Jharkhand Education Project Council, Ranchi 0022.. J JJhhha aarrrkkkhhaannnddd aattt aa GGGlllaannccceee Jharkhand

Jharkhand Education Project Council, Ranchi 1

Jai SankarTiwary, IAS

StateProjecr Director

Jharkhand Education Project Council

JSCA, Stadium Road, Sector-3, Dhurwa, Ranchi - 834004

- 0651-2444501, 2444502, Fax - 2444506 e-mail : [email protected]

The 86th Constitutional Amendment Act 2002 made elementary education a Fundamental Right

for children by providing that “the State shall provide free and compulsory education to all children of the

age of six to fourteen years in such manner as the State may, by law, determine”.

Free and Compulsory Child Right to Education Act 2009 came into force with effect from 1st April,

2010. Presently, we are moving ahead to make universalization of Elementary education and putting our

best effort to make school education more meaningful.

Jharkhand Education Project Council is an autonomous body registered under the Societies

Registration Act 1860. The Council has been established for bringing about a fundamental change in the

elementary education system and directly influence the overall socio-cultural scenario. The Council was

registered on April 12th, 2001 and since it’s inception it has been actively implementing various

Projects/Programmes like SarvaShikshaAbhiyan (SSA), National Programme for Education of Girls at

Elementary Level (NPEGEL) and Kasturba Gandhi BalikaVidayalaya (KGBV).

Through, this Annual Report, we are attempting to detail out the various activities undertaken by

various components of JEPC and it also includes the audited accounts for the financial year 2015-16. The

overall progress recorded during financial year 2015-16 is noteworthy representing JEPC’s strong

commitment to the field of elementary education. The achievements made during the year have been a

result of year long systematic processes and procedures spread across the entire year.

The targets set for individual components in Annual Work Plan were systematically implemented

and tracked through the entire year for ensuring adherence to Work Plan. Systematic monitoring and

review mechanisms were in place for ensuring compliance to approved plan. As a result of these efforts

the enrollment of children has improved and dropout rates as well as social and gender gaps have been

reduced. The changes brought about in these indicators indicative of considerable progress towards the

Government’s commitment for improving the status of education in the State.

(Mukesh Kumar)

An ISO 9001:2015 certified

Mukesh Kumar

State Project Director

Foreword

Annual Report 2015-16

2 Jharkhand Education Project Council, Ranchi

Abbreviations

ACR Additional Classroom JRY JawaharRojagarYojana AIE Alternative and Innovative

Education JS Joint Secretary

AS Alternative Schools JSM Joint Supervision Mission ASRG Academic Support cum Resource

Group KRPs Key Resource Persons

ASRP Academic Supervisory and Resource Person

LAN Local Area Networking

ATR Action Taken Report LCM Least Common Multiple BAS Baseline Assessment Studies LJP LokJumbish Project BC Backward Class MAS Midterm Assessment Study BEEO Block Education Extension Officer Med Media BLRG Block Level Resource Group MGT Multi grade Teaching BNS BhawanNirmanSamiti MHRD Ministry of Human Resource

Development BRC Block Resource Centre MIS Management Information System BRCC Block Resource Centre Co-

Ordinator MLL Minimum Levels of Learning

BRG Block Resource Group MOU Memorandum of Understanding BRS Bank Reconciliation Statement MS MahilaSamakhya BTI Basic Training Institute MTA Mother Teacher Association CIET Central Institute of Education

Technology NCERT National Council of Educational

Research and training CRC Cluster Resource Centre NCTE National Council for Teacher

Education CRCC Cluster Resource Centre Co-

ordinator NDC National Development Council

CRG Cluster Resource Group NFE Non-Formal Education CTE College of Teacher Education NGO Non-Governmental Organization DEC Distance Education Coordinator NIC National Informatics Centre DEO District Education Officer NIOS National Institute of Open Schooling DEP Distance Education Programme NLM National Literacy Mission DIET District Institute of Education and

Training NPE National Policy on Education

DL Distance Learning NSB New School Building DLO District Level Office NUEPA National University of Educational

Planning and Administration DPC District Programme Co-ordinator OBB Operation Black Board DPE Diploma in Primary Education OBC Other Backward Class DPEP District Primary Education

Programme PARM Pre Appraisal Review Mission

DPO District Project Office PFE Primary Formal Education DRC District Rehabilitation Centre PIC Programme Implementation

Committee

DRDA District Rural Development Authority

PMIS Project Management Information System

DRG District Resource Group POA Programme of Action

DRP District Resource Person PRA Participatory Rural Appraisal

DRU District Resource Unit PTA Parent Teacher Association

DSE District Superintendent of Education

PTTC Primary Teachers Training College

DTF District Task Force RPM Reflection cum Planning Meeting

EC Executive Committee RPs Resource Persons


ECCE Early Childhood Care and Education

RR Retention Rate

ECE Early Childhood Education SC Scheduled Caste

Ed. CIL. Education Council of India Ltd. SCERT State Council of Education Research and Training

EE Elementary Education SDMC School Development and Monitoring Committee

EFA Education for All SIEMAT State Institute of Educational Management and Training

EGS Education Guarantee Scheme SIM Self-Instructional Material

EMIS Educational Management Information System

SLM Self-Learning Material

EMPC Electronic Media Production Centre

SLO State Level Office

EMRC Educational Media Research Centre

SOE Statement of Expenditure

EVS Environmental Studies SOPPT Special Orientation Programme for Primary Teachers

FGD Focus Group Discussion SPD State Project Director

FMIS Financial Management Information System

SPO State Project Office

GE Gender Education SRC State Resource Centre

GED Girl Education SSA SarvaShikshaAbhiyan

GER Gross Enrolment Ratio ST Scheduled Tribes

GOI Government of India TLC Total Literacy Campaign

ICDS Integrated Child Development Scheme

TLE Teaching Learning Equipment

ICT Information and Communication Technology

TLM Teaching - Learning Material

IED Integrated Education TRI Tribal Research Institute

IEDC Integrated Education for Disabled Children

TT Teacher Training

IGNOU Indira Gandhi National Open University

UC Utilization Certificate

Inv Innovation UEE Universalisation of Elementary Education

IRDP Integrated Rural Development Programme

UNICEF United Nations International Children's Emergency Fund

ISM Internal Supervision Mission UPE Universalisation of Primary Education

ISRO Indian Space Research Organization

UT Union Territory

JEPC Jharkhand Education Project Council

VEC Village Education Committee

JGSY Jawahar Gram SamridhiYojana ZSS ZilaSakshartaSamiti

JRM Joint Review Mission



IIInnndddeeexxx

Topics Pages

01. Introduction 5

02. Jharkhand at a Glance 6-8

03. Management Structure 9-12

04. SarvaShikshaAbhiyan-RTE 13-16

05. Activity wiseachievements during 2015-16 17-18

06. School Establishment 19

07. Intervention for Out of School Children 20-29

08. Pedagogical Improvement Initiatives in Jharkhand 30-36

09. Academic Support through Block Resource Centre/ Cluster Resource Centre

37

10. School Sanitation And Hygiene Education 38-43

11. Community Participation 44-45

12. Inclusive Education for Children with Special Needs 46-51

13. Civil Works 52-53

14. Monitoring, Research & Evaluation 54-55

15. Management Information System 56-61

16. Kasturba Gandhi BalikaVidyalaya (KGBV) 62-69

17. Audited Accounts (SSA & KGBV) 70-117


000111... IIInnntttrrroooddduuuccctttiiiooonnn

Education has continued to evolve, diversify and extend its reach and coverage since the

dawn of human history. Every country develops its system of education to express and promote

its unique socio-cultural identity and also to meet the challenges of the times.

World Declaration on Education for All (1990) stressed upon the need to provide

expanded educational opportunities that will translate into meaningful development. According

to the declaration meeting, basic learning needs constitute a common and universal human

responsibility.

In response to the growing international commitment to education for all Government of

India unveiled its National Policy on Education. The National Policy of Education 1986, as revised

in 1992, had indicated three thrust areas in elementary education:

(i) Universal access, enrolment;

(ii) Universal retention of children upto 14 years of age; and

(iii) A substantial improvement in the quality of education to enable all children to achieve

essential levels of learning.

The 86th Constitutional Amendment Act 2002 made education a Fundamental Right for

children in the age group of 6-14 years by providing that “the State shall provide free and

compulsory education to all children of the age of six to fourteen years in such manner as the

State may, by law, determine”.

Government of India in partnership with State Governments has made several attempts to

meet the challenge of providing elementary education to all children in pursuance of directive

under Article 45 of Constitution which has been reiterated in the National Pol icy of Education in

1986.

SarvaShikshaAbhiyan has been one such initiative of Government of India.

SarvaShikshaAbhiyan is an effort to universalize elementary education by community-ownership

of the school system. It is a response to the demand for quality basic education all over the

country. The SSA programme is also an attempt to provide an opportunity for improving human

capabilities to all children, through provision of community-owned quality education in a mission

mode.

In Jharkhand, the Jharkhand Education Project Council is the implementing agency for

SarvaShikshaAbhiyan.



000222... JJJhhhaaarrrkkkhhhaaannnddd aaattt aaa GGGlllaaannnccceee

Jharkhand is a newly formed state and was carved out of erstwhile Bihar through the Bihar

Reorganization bill passed in the Parliament of India comprising of 18 districts. Since then, 6 new districts

have been formed to cater the administrative needs of

the state. Presently, the state has 24 districts, 260

Revenue blocks and 30757 villages.

It came into existence on the 15th of November

2000 as the 28th state of the Republic of India.

Jharkhand is predominantly a rural state with 78% of

it’s population living in 32,000 rural settlements. Only

22% of the population resides in 43 urban settlements.

As per Census 2011, the Jharkhand has a total

population of 3,29,88,134 of which the male population

is 1,69,30,315 while the female population of the state

is 1,60,57,819.

Population (as per census 2001 & 2011):

Census 2001 Census 2011

All Community Male 13885028 16930315

Female 13060801 16057819

Total 26945829 32988134

SC Male 1644545 2043458

Female 1547775 1942186

Total 3192320 3985644

ST Male 3566263 4315407

Female 3520805 4329635

Total 7087068 8645042

Minority Male 1942075 NA

Female 1817017 NA

Total 3759092 NA

Sex Ratio 941 948

Decadal growth rate 23.19 22.34

Literacy Male 67.30 76.80

Female 38.87 55.40

Total 53.56 66.40


Educational Profile of Jharkhand

In Jharkhand State, the literacy rate is increased significantly between 2001 to 2011. The Increase

can be seen in the below table.

Increasing Enrollment in Jharkhand

Status of Out of School Children in Jharkhand

Educational Data

Total No. of Elementary Schools 47441

Number of Govt. & Govt. Aided Schools 40202 + 1134 =

Govt. Teachers (PS + UPS) Sanctioned 69422

Working 46346

Para teachers Sanctioned 122678

Working 72061

Population 6-14 yrs. 6477852

Enrolment 6-14 Yrs. 6276122

Out of school Children 201730

Dropout Rate Elementary Level 2 years Avg. (I-VIII) 6.59

GER Elementary Level 100.68

NER Elementary Level 94.48 Gender Parity Index in Enrolment Elementary Level 0.97

5494777

5645851

66

03

10

6

66

68

02

7

6477852

2663366

3382278

6358993

6345559

62

76

12

2

0

1000000

2000000

3000000

4000000

5000000

6000000

7000000

8000000

2001-02 2002-03 2013-14 2014-15 2015-16

Population (6-14) Enrolment (6-14)2

83

14

11

22

63

57

3

28

06

17

24

41

13

32

24

68

20

17

30

0

500000

1000000

1500000

2000000

2500000

3000000

2001-02 2002-03 2012-13 2013-14 2014-15 2015-16

Out of Schools (6-14)



District-wise enrolment in the formal schools (including private schools) in Class I -VIII has been shown in

the table given below.

Enrolment in government and government aided schools 2015-2016 (Class I - VIII)

DISTRICT

NAME

General SC ST OBC Total Enrolment Muslim (Out of Total

Enrolment)

Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Total Boys Girls Total

BOKARO 6203 7392 21216 21948 19427 20164 53616 61133 100462 110637 211099 11701 13234 24935

CHATRA 5431 6240 46323 45402 5664 5511 48062 52261 105480 109414 214894 7403 8401 15804

DEOGHAR 8212 8809 21136 20558 18450 18237 86302 90401 134100 138005 272105 32084 33221 65305

DHANBAD 7028 7501 29384 31076 19583 20157 70573 79343 126568 138077 264645 22866 24897 47763

DUMKA 1449 1441 7739 7582 53088 52544 55115 56540 117391 118107 235498 7545 8034 15579

GARHWA 5315 5523 36608 36155 24782 24645 66149 68952 132854 135275 268129 17709 18667 36376

GIRIDIH 12977 14458 35772 36437 29752 29336 133914 148285 212415 228516 440931 31108 34053 65161

GODDA 3345 3530 13049 12335 24210 22993 82007 85238 122611 124096 246707 28708 30504 59212

GUMLA 2171 2189 3940 3863 65635 69163 15283 16866 87029 92081 179110 1938 2401 4339

HAZARIBAG 5003 5628 28882 30658 11603 12045 65421 76402 110909 124733 235642 9930 10921 20851

JAMTARA 1779 2012 6749 6745 21009 20825 35997 36842 65534 66424 131958 17217 17581 34798

KHUNTI 468 641 2826 2832 34318 34913 4772 5666 42384 44052 86436 545 655 1200

KODARMA 3822 4049 12006 12263 1308 1115 38187 44790 55323 62217 117540 6279 7245 13524

LATEHAR 1589 1640 21439 20879 36729 36862 15050 16151 74807 75532 150339 4598 5140 9738

LOHARDAGA 1222 1319 1859 1971 25165 27221 9691 11206 37937 41717 79654 6847 7626 14473

PAKAUR 1355 1277 2476 2452 31700 31755 41213 43493 76744 78977 155721 26146 27706 53852

PALAMU 12271 12580 70521 69672 26831 26576 95085 98938 204708 207766 412474 19066 20071 39137

PASHCHIMI

SINGHBHUM 1244 1256 5146 5319 102880 101300 24422 25892 133692 133767 267459 1724 1763 3487

PURBI SINGHBHUM

9446 10270 7112 7433 45747 46858 33527 37062 95832 101623 197455 5028 5856 10884

RAMGARH 1874 1986 7719 8148 16025 16869 22836 25288 48454 52291 100745 6109 6040 12149

RANCHI 5276 6338 11766 12712 69378 77265 43050 51245 129470 147560 277030 15435 17786 33221

SAHIBGANJ 2019 2228 8134 7800 28809 27662 75212 77090 114174 114780 228954 40007 41688 81695

SARAIKELA-

KHARSAWAN 1649 1882 5069 5158 34830 34386 30102 32227 71650 73653 145303 3165 3325 6490

SIMDEGA 668 783 5038 5044 37001 36883 7422 7881 50129 50591 100720 1010 1024 2034

JHARKHAND TOTAL

101816 110972 411909 414442 783924 795285 1153008 1249192 2450657 2569891 5020548 324168 347839 672007

Source : U-DISE -2015-16


000333... MMMaaannnaaagggeeemmmeeennnttt SSStttrrruuuccctttuuurrreee Jharkhand Education Project Council (JEPC) isan autonomous body registered under the

Societies Registration Act, 1860 on 12th April 2001 with its own service regulations and financial

rules. It functions as the State Implementation Society (SIS) to pursue the goals of universalisation

of elementary education (UPE) which has received weight age under the National Policy on

Education (NPE) adopted in 1986 and consequently updated in 1992. The NPE provides a frame

work for the development of education and plan of action, for assigning specific responsibili ties

for organizing, implementing and financing education, giving it an unqualified priority.

The council has since then, been involved in implementing various programmes like The

SarvaShikshaAbhiyan (SSA), Kasturba Gandhi BalikaVidyalaya (KGBV), National Programme of

Education for Girls at Elementary Level(NPEGEL).

Organizational & Management Structure:

JHARKHAND EDUCATION PROJECT COUNCIL

GENERAL COUNCIL

EXECUITIVE COMMITTEE

STATE PROJECT OFFICE

STATE MISSION TASK FORCE

DISTRICT LEVEL OFFICE

DISTRICT EXECUTIVE

DISTRICT TASK FORCE

BLOCK RESOURCE CENTRE

CLUSTER RESOURCE CENTRE

SCHOOL

VILLAGE EDUCATION COMMITTEE MOTHER'S GROUP

DIET

DIVISION LEVEL OFFICE

SCHOOL MANAGEMENT COMMITTEE



GENERAL COUNCIL

General Council is a apex body of JEPC. The Chief Minister of Jharkhand is the Ex-officio

Chairman of JEPC, Minister of Human Resource Development, Jharkhand as the Ex-officio vice-

chairman and the State Project Director as the Ex-officio Member-Secretary. Following are the

Members of the General Council:

Members of General Council:

Sl.

No Designation Status in General Council

1. Chief Minister (Jharkhand) Ex-Officio Chairman

2. Minister Human Resource Development (Jharkhand) Ex-Officio Vice- Chairman

3. Chief Secretary, Government of Jharkhand Member

4. Secretary (Rural Development) Member

5. Finance Secretary Member

6. Three persons including one women from NGOs, engaged in

educational activity is nominated by the State Govt. Member

7. Three Heads of State Level Technical Institution engaged in

Technical Resource Development are nominated by the State

Govt.

Member

8. Representative of Teachers, nominated by the State Govt. Member

9. Two Headmaster of Primary Schools (Known for the Leadership &

Motivation) Member

10. Two renowned pedagogues nominated by the State Govt. Member

11. Other Ex-Officio Representative of Jharkhand Govt. Member

12. Three Representatives of Central Govt. nominated by Govt. of

India Member

13. A Representative of UNICEF Member

14. Two renowned persons known for their contribution towards the

education of Scheduled Caste, Scheduled Tribe & Handicapped,

among them one is nominated by the Central Govt. & other is

nominated by the State Govt.

Member

15. Three renowned women working in the field of Primary

Education, Informal Education and Adult Education among them

two are nominated by the State Govt. and other is nominated by

the Central Govt.

Member

16. All other Members of Executive Committee not included in above

mentioned list Member

State Project Director Member Secretary


EXECUTIVE COMMITTEE OF JEPC

Executive Committee of JEPC is empowered to monitor, co-ordinate, facilitate

implementation of the programme. The Chief Secretary, GOJ is the chairman of the State

Executive committee and State Project Director, JEPC is the Member-secretary of the Executive

Committee. The following are the members of the Executive Committee:

Members:

Sl.

No Designation

Status in Executive

Council

1. Chief Secretary, Jharkhand Government, Ranchi Chairman

2. Secretary, Human Resource Development, Jharkhand Member

3. Finance Commissioner, Jharkhand Member

4. Director, Primary Education, H .R .D, Jharkhand Member

5. Director, Mass Education, Human Resource Development Member

6. Director, Welfare (Including Women & Child welfare) Jharkhand,

Ranchi.

Member

7. Two district Programme officers Member

8. Two Heads of District Committee Member

9. Three Representatives of Central Govt., Ministry of Human

Resource Development, New Delhi

Member

10. Two Directors, Academic & Technical Institution Member

11. Two Pedagogues Member

12. Representative of UNICEF Member

13. Two Representatives from Teachers Association Member

14. Two Women Member

15. Two Representatives from Voluntary Organization Member

16. State Project Director Member Secretary

MANAGEMENT STRUCTURE AT VARIOUS LEVELS

STATE LEVEL: State Project Director is the Chief Executive Officer of the Jharkhand Education

Project Council. State Project Director is assisted by specialist of various component, i.e. Specialist

Pedagogy, Specialist Education, Specialist MRE, MIS Coordinator, Expert EMIS, Expert Women and

Child Welfare, Executive Engineers, each responsible for their respective area of specialization

with Senior Programme Co-ordinators along with State Programme Officer.

MISSION TASK FORCE (MTF): All Officers of State Level Office meet once in a month. It is an in-

house discussion on programmes involving State Level component in-charges regarding progress

and issues so as to workout future planning for every component. The Task Force reviews and



regularly tracks the progress of various component against the target Annual Work Plan and

Budget. Financial status is also reviewed.

REFLECTION-CUM-PLANNING MEETING (RPM): It is chaired by the State Project Director of

Jharkhand Education Project Council. It is held once in a month. Participants include District

Programme Co-ordinators/Officers and State level component in-charges.

During the meeting, progress of various programme are reviewed, implementation related

issues are discussed; experiences and suggestions are shared for facilitating programme

implementation in better way.

DIVISION LEVEL OFFICE- To ensure effective monitoring of SSA activities, Divisional structure

established in the Year-2009.Reigional Deputy Director of Education (RDDE) is nominated as

Divisional Programme Officer and Divisional Additional Programme Officer, Executive Engineer,

Divisional Accounts Officer; Divisional Computer Programme is placed under SSA. The state has 5

Division and in all division this has been established.

DISTRICT LEVEL: There is an effective and broad based District Level Executive Committee to

monitor the implementation of programmes, it provides necessary direction time to time

consistent withprogramme guidelines and procedures, also facilitate convergence with other

related departments of the Government at the district level with a view to ensure support and

timely implementation of the programme. Deputy Commissioner of the district is the Ex-officio

Chairman of District Executive Committee. The District Executive Committee comprises of officers

from the department Primary Education, Mass Education, Health, DWSD & Welfare Departments

of the district. In addition teacher representative, Parents, School Management Committee (SMC)

and NGOs are involved in this committee.

DISTRICT LEVEL OFFICE (DLO): District Programme Officer (DPO) is executive officer.DPO is

assisted by Additional District Programme Officer(ADPO) and Specialist of various components

such as Asst. Computer Programmer (ACP), Account Officer(AO), Asst. Programme Officers, each

responsible for their respective area of work assigned to them.

DISTRICT TASK FORCE (DTF): DTF is constituted in all DLOs. Deputy Development Commissioner is

the Chairman of District Task Force. District Programme Officer, District heads of Education and

heads of other related departments and programme personnel in DLO are members of District

Task Force. It works as an organized team to promote programme implementation. It is primarily

concerned with monitoring of the progress of programmes as per annual work plan and help in

making convergence with other concerned departments to strengthening programme activities.

BLOCK LEVEL STRUCTURE- Block level structure is established in all 259 blocks to decentralize the

planning and execution of activities under SSA. Block Education Extension Officer (BEEO) is

nominated as Coordinator of Block Level Office while 2 Block Programme Officer, 1 Junior

Engineer, 1 Accountant cum Computer Operator and 1 Peon is placed under SSA.


000444... SSSaaarrrvvvaaaSSShhhiiikkkssshhhaaaAAAbbbhhhiiiyyyaaannn---RRRTTTEEE

The role of Universal Elementary Education (UEE) for strengthening the social fabric of

democracy through provision of equal opportunities to all has been accepted since the inception

of our Republic. The original Article 45 in the Directive Principles of State Policy in the

Constitution mandated the State to endeavour to provide free and compulsory education to all

children up to age fourteen in a period of ten years. The National Policy on Education (NPE),

1986/92, states: “In our national perception, education is essentially for all… Education has an

acculturating role. It refines sensitivities and perceptions that contribute to national cohesion, a

scientific temper and independence of mind and spirit - thus furthering the goals of socialism,

secularism and democracy enshrined in our Constitution”

Over the years there has been significant spatial and numerical expansion of elementary

schools in the country. Access and enrollment at the primary stage of education have reached

near universal levels. The number of out-of school children has reduced significantly. The gender

gap in elementary education has narrowed and the percentage of children belonging to

scheduled castes and tribes enrolled is proportionate to their population. Yet, the goal of

universal elementary education continues to elude us. There remains an unfinished agenda of

universal education at the upper primary stage. The number of children, particularly children

from disadvantaged groups and weaker sections, who drop out of school before completing

upper primary education, remains high. The quality of learning achievement is not always entirely

satisfactory even in the case of children who complete elementary education.

The Constitution (Eighty- sixth Amendment) Act, 2002 inserted Article 21-A in the

Constitution of India to provide free and compulsory education of all children in the age group of

six to fourteen years as a Fundamental Right in such a manner as the State may, by law,

determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which

represents the consequential legislation envisaged under Article 21-A, means that every child has

a right to full time elementary education of satisfactory and equitable quality in a formal school

which satisfies certain essential norms and standards. The need to address inadequacies in

retention, residual access, particularly of un-reached children, and the questions of quality are

the most compelling reasons for the insertion of Article 21-A in the Constitution of India and the

passage of the RTE Act, 2009 in the Parliament.

Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act

incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a

child who has been admitted by his or her parents to a school which is not supported by the

appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may

prevent him or her from pursuing and completing elementary education. ‘Compulsory education’

casts an obligation on the appropriate Government and local authorities to provide and ensure

admission, attendance and completion of elementary education by all children in the 6-14 age



group. With this, India has moved forward to a rights based framework that casts a legal

obligation on the Central and State Governments to implement this fundamental child right as

enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.

SALIENT FEATURES OF SSA-RTE

A programme with a clear time frame for universal elementary education.

A response to the demand for quality basic education all over the country.

An opportunity for promoting social justice through basic education.

An effort at effectively involving the Panchayati Raj Institutions, School Management

Committees, Village and Urban Slum level Education Committees, Parents' Teachers'

Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root

level structures in the management of elementary schools.

An expression of political will for universal elementary education across the country.

A partnership between the Central, State and the local government.

An opportunity for States to develop their own vision of elementary education

AIMS OF SARVA SHIKSHA ABHIYAN-RIGHT TO EDUCATION

The SarvaShikshaAbhiyan is to provide useful and relevant elementary education for all

children in the 6 to 14 age group by 2010. There is also another goal to bridge social, regional and gender gaps, with the active participation of the community in the management of schools.

Useful and relevant education signifies a quest for an education system that is not

alienating and that draws on community solidarity. Its aim is to allow children to learn about and

master their natural environment in a manner that allows the fullest harnessing of their human

potential both spiritually and materially. This quest must also be a process of value based learning

that allows children an opportunity to work for each other's well being rather than to permit

mere selfish pursuits.

SarvaShikshaAbhiyan realizes the importance of Early Childhood Care and Education and

looks at the 0-14 age as a continuum. All efforts to support pre-school learning in ICDS centres or

special pre-school centres in non ICDS areas will be made to supplement the efforts being made

by the Department of Women and Child Development.

OBJECTIVES OF SARVA SHIKSHA ABHIYAN

All children in school, Education Guarantee Centre, Alternate School, ' Back-to-School'

camp by 2003;

All children complete five years of primary schooling by 2007

All children complete eight years of elementary schooling by 2010

Focus on elementary education of satisfactory quality with emphasis on education for life

Bridge all gender and social category gaps at primary stage by 2007 and at elementary

education level by 2010

Universal retention by 2010


RATIONALE FOR HAVING A FRAMEWORK FOR IMPLEMENTATION

To formulate context specific guidelines within the overall framework

To encourage districts to reflect local specificity

To promote local need based planning based on broad National Policy norms

To make planning a realistic exercise by adopting broad national norms.

BROAD STRATEGIES CENTRAL & STATE TO SSA PROGRAMME

Institutional Reforms - As part of the SSA, the central and the State government are undertaking

reforms in order to improve efficiency of the delivery system. The state is on way to make an

objective assessment of their prevalent education system including educational administration,

achievement levels in schools, financial issues, decentralization and community ownership,

review of State Education Act, rationalization of teacher deployment and recruitment of teachers,

monitoring and evaluation, status of education of girls, SC/ST and disadvantaged groups, policy

regarding private schools and ECCE.

Sustainable Financing - The SarvaShikshaAbhiyan is based on the premise that financing of

elementary education interventions has to be sustainable for a long -term perspective on

financial partnership between the Central and the State government.

Community Ownership - The programme calls for community ownership of school-based

interventions through effective decentralization. This has been augmented by involvement of

women's groups, VEC members and members of Panchayati Raj institutions.

Institutional Capacity Building -The SSA conceives a major capacity building role for national,

state and district level institutions like NUEPA / NCERT / NCTE / JCERT / SIEMAT / DIET.

Improving Mainstream Educational Administration - It calls for improvement of mainstream

educational administration by institutional development, infusion of new approaches and by

adoption of cost effective and efficient methods.

Community Based Monitoring with Full Transparency - The Programmehave a community based

monitoring system. The Educational Management Information System (EMIS) correlate school

level data with community-based information from micro planning and surveys.

Habitation as a Unit of Planning - The SSA works on a community based approach to planning

with habitation as a unit of planning. Habitation plan is the basis for formulating district plans.

Accountability to Community - SSA envisages cooperation between teachers, parents and PRIs,

as well as accountability and transparency to the community.

Priority to Education of Girls - Education of girls, especially those belonging to the scheduled

castes and scheduled tribes and minorities, are one of the principal concerns in

SarvaShikshaAbhiyan. National Program for Education of Girls at Elementary Level (NPEGEL) and

Kasturba Gandhi BalikaVidyalaya (KGBV) are two such significant programmes under the umbrella

of SSA with a distinct entity focusing on girls' education.



Focus on Special Groups - Focus on the inclusion and participation of children from SC/ST,

minority groups, urban deprived children disadvantaged groups and the children with special

needs, in the educational process are the significant activities.

Pre-Project Phase - SSA was commenced with a well-planned pre-project phase with a large

number of interventions for capacity development to improve the delivery and monitoring

system, which include provision for household surveys, community-based micro-planning and

school mapping, training of community leaders, school level activities, support for setting up

information system, office equipment, diagnostic studies, etc.,

Thrust on Quality - SSA lays a special thrust on making education at the elementary level useful

and relevant for children by improving the curriculum, child-centered activities and effective

teaching learning strategies.

Role of teachers - SSA recognizes the critical and central role of teachers and advocates a focus

on their development needs. Setting up of Block Resource Centres/Cluster Resource Centres,

recruitment of qualified teachers, opportunities for teacher development through participation in

curriculum-related material development, focus on classroom process and exposure visits for

teachers are all designed to develop the human resource among teachers.

District Elementary Education Plans - As per the SSA framework, each district prepares a District

Elementary Education Plan reflecting all the investments being made and required in the

elementary education sector, with a holistic and convergent approach. There is a Perspective Plan

that gives a framework of activities over a longer time frame to achieve UEE. There is also an

Annual Work Plan and Budget that prioritize activities to be carried out in the year. The

Perspective Plan is also a dynamic document subject to constant improvement in the course of

Programme Implementation.

Elementary Formal Education

The objective of the Jharkhand Education Project Council is to achieve the goals of Universal

Elementary Education (UEE). Universalisation of Elementary Education aims at achieving universal

participation, universal retention and universal achievement. Enrolment drives and rallies were

organized in all the districts to achieve universal access. Schools having 100% enrolment of

children in their feeder area hoisted the SSA flags for public knowledge and transparency.


000555... AAAccctttiiivvviiitttyyy wwwiiissseee aaaccchhhiiieeevvveeemmmeeennntttsss ddduuurrriiinnnggg 222000111555---111666 State Total

(Up to 31 March 2016)

2015-16

Sl

No. Activity

Spillover

Target Fresh Total

Achie

veme

nt up

to 29

Feb

2016

Achiev

ement

up to

31

March

2016

Opening of Schools

1 New Primary School Opened / No. of EGS upgraded into Primary School* 40 0 40 13 18

2 No. of Primary School to be Upgraded into Upper Primary Schools * 15 0 15 8 14

3 No. of Residential Schools functioning

5 5 5 5

4 No of Children Studying in Residential Schools

500

510

5 Enrolment of BPL students in recognised Pvt. School (against 25% Quota

under RTE) 22716 22716 2154

Appointment of Teachers

6 No. of Teachers appointed in New Primary Schools / Upgraded Primary

Schools 4494 0 4494 -2276 -2298

7 No. of Teachers appointed in Upgraded Upper Primary Schools 10753 0 10753 -2200 -2145

8 No. of Para Teachers additional in govt Schools As per 1 : 40 ratio 4939 0 4939 -1744 -1765

9 No. of Science & Mathematics Teachers in Upper Primary Schools As per

RTE 3356 0 3356 0 -17

10 No. of Language Teachers in Upper Primary Schools As per RTE 2467 0 2467 0 -290

11 Teacher as per RTE (PTR) for Primary 16165 0 16165 0 0

12 Head Teacher as per RTE (PTR) for Primary 1950 0 1950 0 0

13 Selection of Part Time Instructor for Art Education 3666 0 3666 0 0

14 Selection of Part Time Instructor for Health &Phy. Education 3663 0 3663 0 0

15 Selection of Part Time Instructor for Work Education 3670 0 3670 0 0

Release of Grants

16 Relese of Maintenance Grant 39144 39144 36802 36802

17 School Repair & Maintenance Grant @ 5000/- (No. of Schools) 40622 40622 39246 39246

18 School Development Grant @ 7000/- (No. of Schools) 14494 14494 14026 14026

Interventions for Out of School Children

19 Special Training of Out of School Children Residential (Fresh) 12 month 100 100 100 100




23 Special Training of Out of School Children Non-Residential (Fresh) 12

month 0 0 0 0


month 3703 3703 1363 1363


month 26533 26533 15671 15766


month 190546 190546 90178 90178

27 Special Training of Out of School Children Specil Hostel 6 month 948 948 589 589

Training

28 Block level in-service 2 days training for class I & II (Non Residential) 49849 49849 44802 45747

29 Block level in-service 3 days training for class III, IV & V (Non Residential) 63036 63036 54398 55792

30 Block level in-service 4 days training for class VI, VII & VIII (Non

Residential)

11550 11550 4663 6698

31 Cluster level in-service 2 days training for class I & II (Non Residential) 49849 49849 27132

32 Cluster level in-service 3 days training for class III, IV & V (Non

Residential) 63036 63036 25500

33 Cluster level in-service 2 days training for class VI, VII & VIII (Non

Residential) 11550 11550 2706

34 Training of untrained teacher by NIOS under RTE (2012-14) First batch 8099 8099 3199

35 Training of untrained teacher by NIOS under RTE (2015-17) Second batch

(enrolment) 5347 5347 2274



36 No. of SMC Members Trained Non Residential (3 Days) 241044 241044 146221 198069

37 Implementation of CCE in primary schools. 40622 40622 27762 27762

38 Implementation of CCE in Upper primary schools. 14494 14494 10700 10700

39 Distribation of Teachers guidelines for class I & II 54720 54720 27612 30045

40 Distribation of Teachers guidelines for class III, IV & V 63033 63033 33658 34791

41 Lab in school for science & Math. 14494 14494 4344 4344

42 No. of studence using Lab in school for science & Math. 360003 360003 301424 301424

Kasturba GhandhiBalikaVidiyalaya (KGBV)

43 No of KGBV Functioning 203 203

44 No of KGBV running in it's own KGBV Building 203 152

45 No. of Teachers Working @5 per school 1015 678

46 No. of Support staff Working @3 per school 609 461

47 No. of Girls Enrolled in KGBV (Academic, Year-2014-15) 71050 59058

48 Functioning of residential Girls school. 57 44

49 No. of Girls Enrolled (VI) 2015-16 @ 50 per schools. 2850 2039

Inclusive Education

50 Aid & Appliance to CWSN

33625 33625 1314 13532

51 Construction of Ramps with Handrail 84 0 84 84 84

52 Construction of Inclusive Toilet 531 0 531 0 531

53 Construction of Model Resource Room 17 0 17 0 0

54 Surgery of childeren under IED

70 70 5 5

55 Training under IED 21528 21528 6511 11073

Block Resource Centre /Cluster Resource Centre

56 No. of BRPs Working 438 438 408

57 No. of CRPs Working 2762 2762 2682

58 Appointment of MIS Coordinators in BRCs/UBRCs 65 65 62

59 Appointment of Data Entry Operators-MIS in BRCs/UBRCs 98 98 85

Civil Work

Sl

No. Activity

2015-16 (Target)

Complete In

Progress

Not

Started Spillover

Target Fresh Total

60 No. of BRC Building Construction 0 0 0 0 0 0

61 No. of CRC Building Construction 5 0 5 0 3 2

62 No. of ACR Construction 20858 0 20858 7774 12963 121

63 No. of UPS Building Construction(3 rooms) 623 0 623 145 407 71

64 No. of New School Building Construction 493 0 493 189 259 45

65 Construction of KGBV 46 0 46 0 36 10

66 Toilet 17 0 17 17 0 0

67 Toilet of Girls 909 252 1161 1161 0 0

68 Handpump 29 0 29 29 0 0

69 Boundary Wall 99018 0 99018 1171 93580 4267

70 Office-cum-Store-cum-Head Teacher's Room (Primary) 341 0 341 2 319 20

71

Office-cum-Store-cum-Head Teacher's Room (Upper

Primary) 1042 0 1042 167 835 40

72 Major Repair (Primary) 0 89 89 265 0 -176

73 Major Repair (Upper Primary) 0 150 150 299 0 -149

74 CWSN Toilet 531 0 531 531 0 0

75 Ramps 84 0 84 84 0 0

* Note : No. of Teachers completed set time period of Training.

Source :Monthly Physical Progress Report

mailto:ch-vkh-lh-@lh-vkj-lh


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Ensure Primary School at a distance of 1 K.M. During 2015-16 - 39 new Primary Schools

and 81 upgraded Primary School were established against an annual target Primary 43 and upper

Primary 82.

Providing School Grant :

The project provides a grant of Rs 5000/- to each Primary School and Rs. 7000/- to each

Upper Primary School on annual basis. This grant is utilized by the schools for meeting its day to

day requirements as well as on white washing, for procuring furniture, making/repairing black

boards, procuring etc. During the year (2015-16) 40195 Primary schools and 14377 Upper Primary

Schools were provided with school grant.

Providing Repair and Maintenance Grant

The project provides a grant of Rs. 5000/- to each Primary school and Rs. 10000/- to each

Upper primary schools on annual basis under SarvaShikshaAbhiyan. This grant is utilized by the

schools on repair and maintenance of school building. During the year (2015-16) 37474 were

provided with Repair and Maintenance grant.



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Out of School Children

The effort to provide access to out of school

children and ensure their regular participation and

completion of elementary education with satisfactory

levels of learning is a part of Universal Elementary

Education. Planning was in a comprehensive manner to

cover all children (6 to14 age groups) through schools or

alternative arrangements.

Vision

The focus was on ensuring participation of all out

of school children living in small, un-served habitations and other categories of children like

working children, migrating children and deprived urban children. In addition considerable stress

was given on quality issues such as introduction of appropriate child- centered , multi-level

teaching strategies through intensive teacher training, development of appropriate TLM, pupil

evaluation practices and regular academic support to Education Volunteers. Besides this

innovative education component take the support of Govt. and Govt. added school, Private

schools to run non-residential/residential Special Training courses. The groups of out of school

children are heterogeneous one. Such diverse conditions and differing needs of out of school

children cannot be addressed through a single strategy. Therefore Strategy for heterogeneous

group of out of school children with their differing needs ware formulated separately. The nature

of out of school children were categorized as follows:

Out of School Children :- Nature of the group

children living in remote/access less

habitations/never enrolled

children of families who migrate

children engaged in non-wage earning

labour

children engaged in wage earning labour

children from deprived urban communities

Never enrolled/drop outs

STEPS FOLLOWED TO DEVELOP STRATEGIES FOR OUT OF SCHOOL CHILDREN IN THE YEAR 2015-16

Survey and Identification of Out of School Children :-

Survey and data updation were taken place .

VER/WER is maintained at school level

All the data collected during survey is computerized at block level.

Feeder area of the school was identified by the local authority by the help of teachers. A

guideline was issued by the state regarding this. The feeder area was approved by the local


authority and on this basis it was notified by the district. In this way all schools were tagged

with feeder area and it was verified to overcome the overlapping. After the notification of

feeder area, ShishuPanji was prepared. Feedbacks were collected and formats were modified

accordingly. Training to fill up the data was provided to district & block personnel at division

level and at CRC level teachers were trained. SMC were involved in the process and it was

closely monitored by CRPs.

Never Enrolled and Dropped out children are included in the number of out of school

children.

Children absent continuously for 01 month are treated as drop out.

A list of such children is prepared at school level by the teachers with help of SMC and it is

submitted to CRC level and CRC submit it to the block level. At block level data is being

analyzed and it is further reported to the district authority and at the same time block and

CRC takes proper steps for retention.

Out of school children have been identified through Demarcation of Feeder Area of Schools and

house hold survey and up-dation of data. People from District/block/cluster/school/local

Authority/ SMC or VEC Member/ PRI members and state level functionaries were associated in

Identifying OOSC. Data of OOSC collected at different levels are disseminated to make it

transparent .Sample checking is done, data sharing with the community also happens for data

validation. The teacher were made responsible for the data collected by them. SMC involvement

also ensured to check the data frequently in the concerned feeder area.

Block wise/urban agglomeration area wise number and % of out of school children with age

and gender breakup and updated Village Education Register (VER) at school level were taken

into consideration.

Pockets within each block and urban areas of these out of school children identified.

Social categories of out of school children (ST/SC/OBC/Muslim) determined.

Need assessment and reasons for being out of school and other background details of these

out of school children were considered in formulating their education intervention,

strategies.

In addition, children who are attending the following types of schools like: Madarsa/Makhtab

where only DiniTalim/MajhabiTalim/ religious education is being given was estimated.

Interventions in following habitations/pockets for specified categories of children were also

taken:

a) Habitations with high concentration of ST/SC/OBC out of school children

b) Out of school children of Muslim communities especially adolescent girls.

c) Habitations/pockets where the enrolment rate of girls is very low

d) Habitation / pockets where the proportion of out of school children is very high

compared to district average

e) Children belonging to the most vulnerable groups. e.g.- hard core wage earning child

labour, migrant children from rural areas, deprived urban children (street children, rag

pickers/beggars/hawkers, railway platform children, children working in

shops/dhabas/hotels in cities and towns)



Interventions :

Non- residential Special Training for different duration (3/6/9 months) for children who are

out of school (6+-13+) and for slum children (8+-13+) of urban areas

Residential Special Training for 6, 9,& 12 months for both boys and girls (8+-13+ years)

Non residential Special Training centers :

These are the temporary centres (attached to schools) where over aged out of school

children of age group 7+ to 13+ years are motivated to join. They are helped to acquire their age

specific competencies through an accelerated teaching learning method within a short duration

so that they can be mainstreamed to age appropriate classes in the formal schools with which it is

attached. These types of centers run in rural areas as well as in urban area for out of school

children.

Operationalisation of Non-Residential Special training

Non-Residential Special training centers are

operationalsed from 10 am to 4 pm in the

school premises with additional Class room In

same school Premises or Special Training

Centre Meant for such Training.

Non Residential Special trainingwill be

conducted for 7+ to 13+ age group children by

teacher/ EV.

Teacher/ EV will take all responsibilities for

facilitating the activities related to special

training.

Special training will be conducted during school hours.

Special training class for literacy & numeracy will be conducted in separate class

The children undergoing special training will be put in the regular classes in case of social

science and natural science.

The children receiving special training will participate in co-curricular with other children

Baseline assessment will be conducted to know the competency level of each child in each

subject

Teacher will decide the teaching

methodology and learning materials

according to the baseline assessment.

The learning package will be decided after

the baseline.

After final assessment progress will be

compiled to capture the progress of the child.

The data will be collected from school/centre

to CRC level, CRC level to District level and

finally from District to State level.

Education volunteers, their honorarium, training of education volunteers, Documentation and

cultural activities are the part of the programme


Residential Special Training centers:

These are the residential centres for hard to reach children, adolescent girls. They are helped to

acquire age specific competencies in residential mode. This centres are run in rural areas as well

as in urban areas. Children of primitive tribes, ST, SC and Children from minority community

(Muslim) are given priority.

Identification of center/schools for Residential Special training-

1. School having sufficient class rooms

2. Schools having minimum 3 teachers in place

3. Schools having adequate space to run residential batch

4. Schools having safe premises

5. Schools having adequate number of toilets & safe drinking water facilities.

6. Special training will be conducted for 7+- 13+ age group children. Priority will be given to

children with long learning gap.

7. Centre will run in the premises of the school with sufficient space. In case of non

availability of sufficient spaces in the school, venue for special training can be determined

by community/villagers.



Selection and Orientation of Teachers-

Regular teachers/Para teachers are engaged to provide special training. EVs are engaged on

Basis of PTR or In Residential Special Training.

Qualification of EVS Minimum Intermediate

One Day Orientation programme for H.M/Regular teachers are held at CRC level.

Preparation and Record Keeping of child:-All records of a child for special training are kept

through Child Profile. In this child profile following information are recorded-

Sl.No. Particular Objective 1 Mother Tongue of the Child It will help to know the interest of child. At the

starting of centre conversation should be in his/her Mother Tongue. It will reduce his/her hesitation

2 Family Background Understanding their family background makes easy to come up with the issues when one convincing/discussing with parents as we assures free and compulsory education up to elementary level.

3 Reason of drop out/ Any other problem which effect the child to continue his education

Knowing the problems of child, it will be easy to short out.

4 Level of Learning Itis an important part for any child. Once this is identified by a learning level system which is given in Bridge Materials named ANKUR, ABHYAS/PRAYAS.

5 Subject/ Topic to be taught Knowing their learning level it is easy to prepare

subject wise child specific plan. What is his/her level and where he/she has to be at specific age, and what are the topics he/she has to be taught.

6 Date of Commencement Most of the time we are delay to start the programme. For smooth running it is very important that Centre should be opened in stipulated time. Than only we can able to complete our programme in a stipulated time frame.


Provision and supply of bridge materials/Text books/work books and other TLMs

a) Supply of adequate number of special training materials & workbooks;

b) Supply of adequate Text Book

c) Supply of Educational Materials;

d) Supply of TLMs (Flash cards, picture cards, graph paper, map, chart etc.)

Discussion with parents and community for mainstreaming & child tracking

After successful completion of the Special

Training Centre for out of school children it

is the major responsibility of the Centre or

personnel (EVs ) to mainstreaming the

children. It is necessary to involve their

parents and community to mainstream out

of school children. Once the child is

mainstreamed tracking is necessary for

every month to overcome drop out. It will

be made by the help of parents, school

teacher respective EVs & PRIs member.

A record will be kept at the Special

Training Centre in a prescribed format which reflects child’s history (weaknesses and strong

points). This will help concerned class teacher to focus on him/her and help them from being

dropout

Drop- In- Centers for hard core wage earning child labourer:

A recreational and education centre will be established which will open from 7:00 AM to 7:00 PM

(drop in centre named as UTPRERAN KANDRA) from 10:00 AM to 2:00 PM in drop in centre these

children can come to the centre any time as per their convenience. In DUC these children can

come to the centre in proper time. The centre will be equipped with all kinds of recreation

materials like indoor games, video games and outdoor sport equipment etc. children will be also

provided with meal (mid day meal) and having assess to inculcate a sense of hygiene and clean

habits in them. They will gate and opportunity to play and be children while also learn and

educate them through using non formal and joyful methodology of teaching. The centre will be a

safe environment within which the children get an opportunity to be themselves, learn through

fun and game and help grow to be responsible citizens. The beneficiaries for the centre will be

the deprived out of school children and child labor in these areas. These centers target hard core

wage earning child labourers who are unwilling to leave their jobs. Outreach workers interact

with their employers and request them to send the children to drop-in-centers near the work site.

This drop-in-centers runs for at least 8 hours. Initially children are motivated to drop-in whenever

they feel like as per their convenience. However, besides educational inputs given at the centre,

rapport with these children are built and various attractive activities like games, art & craft,

origami, excursion are introduced. Method of teaching is activity based and through project mode

based on the minimum competencies that they are required to acquire. It is to be noted that all



children may not come to the centre at one time. The name explains the nature of the centre i.e.

children can drop in whenever they feel like.

Objective :-

To build rapport with the children and gain their trust & confidence.

To act as shelter for children and full fill their social and educational needs.

For giving emotional support to them through love, care and empathy.

To provide facilities like food, weekly health check up, bathing facility, games & sports, co-

curricular activity for development of cognitive and psychomotor domain.

To ensure Primary level Education for all identified Children Through play and joyful Method.

To ensure the community participation in the process.

To capacitate local teachers and community people.

Contact Points :-

Contact points setup at location where children are gathering

The objective of the contact point is to identify street children and start rapport, counsel and

rescue children for exploitative situation

First aid kit kept available at contact points with volunteers to help street children in medical

emergency

Medical assistance, regular awareness sessions and programmes on emphasizing good health

and hygiene

Activity at contact points :-

• Contact point where children are gathered and available

• Establish rapport and Carry the Kit containing First Aid for treatment of small medical

problems.

• Play material like Ludo, chess, Cards, and other games are given to children

• Innocuous Education through small flash cards, mostly pictorial, encourage children to think,

read

• Identify Elder children for rescue and train them for becoming peer educators for new

children

• After establishing trust and rapport children are referred to transit homes

• Contact points are attached with nearest help desks. Local police station, Taxi stand Traffic

police, GRP ,STD booth Coffee shops are linked with Agency, rescue vehicle and child help

line. Area wise awareness programme is done by the agency. Coordinators responsibility is to

save and protect the life of the child. Norm of NRST is applied.

• Drop-in-Centre is a essential for children on the street as facilitating centre for mainstreaming

into society through education, vocational training, long term re-habilitation in homes or

restored back home or provided skills for self sustainability


• Children stay for 4/6 Months to make ready for mainstreaming into society

• Children are referred from help desk and contact points to the transit homes.

• Qualified counselor and mentors of Drop-in-Centre take care of children to understand

problems and treating trauma and decide where the child can be sent back to home or

referred to re-habilitation home .

Migratory Family Children

Introduction:-

A large numbers of families migrate for earning. Children of such families are either of

never enrolled group or leave school

during migration period. The children who

are affected by seasonal migration leave

for different states and Districts for 5-6

months of the year with their parents and

other family members

The seasonal hostel have been set up in

the affected Panchayat so that children are

able to stay back and attend school in

their respective villages while their parents

go for work to different states and

different districts of Jharkhand.

Seasonal residential Hostel

According to free and compulsory right to education act, 2009 universalization and

ensuring elementary education is mandatory. It is found some school going children are forced

to drop out from school when their families migrate. Coming back to village they usually don’t

join the school. Hence it is proposed to set up Seasonal Hostels with minimum basic

infrastructure facilities for those children whose parents have migrated will stay in the hostel and

will continue their studies. The Hostel will be managed by a local community member retaining

the child in seasonal hostel. Support of NGOs working in this field will be taken to mainstream

them. Besides the school teacher in the school the children may be supported by the community

teachers (EVs) through special training package.

Survey:-

School Management Committee member, CRP/BRP, Teacher and Local NGOs team were

engaged for this survey, started in the month of OCT to DCE. The team have to visited villages ,

attended village meetings and participated in group interactions. Team also made house visits,

meeting with important stake holders such as Panchayat leader, Anganwari workers and school

teachers. Such meetings helped in collecting informations which was helpful in understanding the

pattern of migration.

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



Migration mapping was done to know the number of families occur in pockets or belts who

migrate. Help in this regard was taken from village

functionaries, community members, PRI members, teachers of

the locality, other community members contacted for assessing

the nature and extent of migration.

Extent and pattern of migration-Details of migratory families are

collected as who migrate, when migrate and for how long they

migrate, where and what for do they migrate?

Listing of children: Children are listed as per the linguistic

background and age.

Role of VEC/SMC: Responsibility has to be given to VEC/SMC to

maintain register and its Updation

Counseling of parents: Parents fear to

leave their children without guardian

during migration period, hence counseling

of parents is felt essential.

Teaching Learning process- Seasonal

hostels will be established to retain them in

the village and continue their education in

regular schools.

Monitoring: Coverage (State level

Convergence With HRD, Social Welfare

Dept. and LabourDept) , retention and learning of migrant children will be monitored at

cluster Block and District level. Local administration (PRI) will also monitor the coverage.

Major activities to be done:-

a. Special training to be imparted to the children as per the need of the children to accelerate

learning.

b. Different curricular and co-curricular activities to be conducted regularly

c. Creative writings like short stories ,poems, riddles,drawing, collage making etc.

d. Celebration of important State,National and international days

e. Moral education by the teachers/professionals

f. Exposure visit to nearby places of historical importance

g. Session for Yoga and Physical education each day

Support to Maktabs/Madarsa

Apart from children who are currently not doing schooling of any form, children attending

Madarsa/Makhtab in which only religious education is given where children are not taught,

mathematics, EVS and other subjects are also categorized under not attending school. They are

supported under SSA. Children reading in recognized Madarsa/Makhtab are covered by

Teachers training

TLM grant to teachers

School development grant


Free text book

Additional teachers

Children reading in unrecognized Makhtab/Madarsa are covered under AIE intervention by

providing

Honorarium to Education Volunteers

Free text book

TLM grant to teachers

Training to teachers

The following activities were undertaken during Fin. Year 2015-16 to cover out of school Children:

S.N Intervention No of Out of School Children Covered Under

Special Training and Direct Enrollmentin

2015--16

Target Achievement

1 Non-Residential special training (9

Months)

3703 1363


Month)

26533 15766


Month)

19546 90178

4 Residential special training (12 Month) 100 100




8 Seasonal hostel(6 Month) 2296 1606

9 Drop-in-Centre (9 Month) 948 589

10 Direct Enrollment 72178 72178

11 KGBV 7684 7684

12 CWSN 8896 8896

Residential School :-

One residential School each in 5 Districts namely Bokaro, Ranchi, Dhanbad, Hazaribagh

and East Singhbhum was proposed to be established in the financial year 2010-11 (Approved

supplementary AWP&B). These schools are running in the pattern of as KGBV running in the

STATE. The capacity of enrollment in each school was 100. Earlier it was instructed to run these

schools in the unutilized Govt. buildings if found , in this situation construction of building would

not be needed. These schools have classes I-VIII to run for the children



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To ensure of arrangement of teacher's training, syllabus, text book, teaching learning material

and equipments and their utility is defined under pedagogical changes.

SSA under Right to Education act aims to improving efficiency of the delivery system for

quality education at elementary level and bridging social, regional and gender gaps with active

participation of the community in the management of the schools. The component pedagogy

includes curriculum, syllabus, text books, teachers training, methodology, use of TLM, TLE,

monitoring and supervision mechanism from school to state, continuous and comprehensive

evaluation, improving regular educational support system, innovations etc. that leads to quality

improvement in teaching learning process. In view of aforesaid concept the state has taken a

number of initiatives for ensuring quality teaching and learning in schools and it also includes

capacity building of teachers, CRP, CRCC, BRP, BRCC and functionaries engaged in enhancing

quality placed at different levels.

Approaches for better learning:

After the State notification on Right

to Education Act, 2011, practice like

corporal punishment, mental

harassment, detention and exclusion of

children in the class room has been

stopped in the schools of state.

Awareness and orientation programs

have been organized for the teachers,

parents, community and children to

better understand the rules and norms

of right to education act. State has

already promoted to bring child friendly

atmosphere within the class room

transaction and schools. Both Scholastic and co-scholastic areas of a child are being considered in

the class room transaction. CCE is likely to be implemented in the classes of VI to VIII in the

financial year 2012-13, for that the teachers training module for classes VI to VIII on the subjects

Mathematics, Science and Language (Hindi) has been developed. Teachers training module has

been field tested in 40 schools of Ranchi district. After the field testing state has already

conducted Master trainers and Block Level Training Teams training at the state level.

"Samavesh"training module and worksheet has been introduced for the primary teachers of

classes I to V in the state, through which these teachers are able to provide child free

environment and free from fear, trauma and anxiety and i.e. why children are able to express

their views freely. Active learning approach is being promoted across the state in order to involve

the children in teaching learning process in the class room.

As per the direction of Right to Education Act, 2011, state intends to implement Continuous and

Comprehensive Evaluation Pattern all across the schools of state for evaluating the children's


learning. More over in order to reduce subject load or burden of the children state has been

planning to develop the supplementary materials for text book and syllabus and at the same time

to ensure child learning in the class room. During the year 2012-13, state will ensure that all

materials used and developed will be supplementing to the text book and syllabus. The

experience, knowledge and language of a child will be used by the teachers to teach the lesson.

Practical and activity based mathematics and science teaching will be promoted all across the

schools of state to make the children familiar with mathematics and science subject. In this

process, there are some schools in the state, they have adopted very good mathematics and

science teaching practices, may be replicated in government schools of Jharkhand.

CURRICULUM, SYLLABUS & TEXT BOOK:-

Ever since the inception of Jharkhand State, NCERT's curriculum, syllabus and textbooks are

intorduced Textbooks are printed every year by

JEPC with copyright permission from NCERT.

To create the children’s own version of

knowledge as they go out to meet the world of

bits, images and transactions of life, we need to

give children space for understanding so that

he/she would be able to learn more effectively.

Such a taste would make the present of our

children wholesome, creative and enjoyable;

they would not be traumatized by the excessive

burden of information that is required merely for a short time before the hurdle race we call

examination.

The curriculum enables children to find their voices, nurture their curiosity—to do things, to ask

questions and to pursue investigations, sharing and integrating their experiences with school

knowledge—rather than their ability to reproduce textual knowledge. Reorienting the curriculum

to this end must be among our highest priorities, informing the preparation of teachers, the

annual plans of schools, the design of textbooks, learning materials and teaching plans, and

evaluation and examination patterns.

The existing curriculum has a holistic approach to learning and development that is able to see

the interconnections and transcend divisions between physical and mental development, and

between individual development and interaction with others.

The state is currently following NCERT's curriculum, syllabus, and textbooks which will be revised

in a phased manner to make it compatible to the situation of Jharkhand and address to the needs

and specifications of RTE as well. It is intended to keep the essence of NCF 2005 alive and develop

the support materials accordingly. To reduce the content load, local contexts have been added

and the textbook has enough exercises in it to serve as a textbook cum workbook.

Some of the key initiatives taken by JEPC to ensure quality and pedagogical improvement

in Schools are as follows:



(A) LEARNING ENHANCEMENT PROGRAMME

It is a comprehensive learning improvement programme

for the children of classes I and II. It focuses on the development

of 3Rs among all the children of Jharkhand reading in Classes I

and II. It also ensures active participation of Parents in children’s

learning.

After many efforts and interventions, learning outcomes

in most of the schools are not satisfactory. A study was done on

various parameters and based on its findings, it was decided to

start a learning improvement programme for the children of

classes I & II with achievable targets and necessary competencies.

The major objectives for the programme are as follows:

- To ensure retention, achievement and basic skill

development among all students.

- To identify and support lagging behind children in Reading, Writing and Arithmetic

calculations.

- To develop a learning environment in classroom in which children learn mutually, in

groups and by self- learning.

- To empower teachers, CRPs, BRPs and district level volunteers/ officers so that they

participate actively in programme implementation.

- To ensure continuous tracking of learning and updating of teaching learning records.

- To involve community members and parents in children's learning.

- To ensure life-skill based education so that the children can use their knowledge in day-to-

day activities.

To ensure the fulfillment of these objectives, a strategic planning was done and various

materials were produced to support the programme.

(B) ESTABLISHMENT OF LABORATORY IN MIDDLE SCHOOL

Provision for establishment of small laboratory

in all middle schools in the state was made under LEP

programme in AWP&B 2011-12. In the early classes

children were enjoying the learning by doing himself,

which leads their enhancement of learning capacity.

Most of the topics in the subject of Environmental

science are based on the learning by doing method. It is

necessary especially in project work that required

material should be available in their school for the

children. Materials are purchased by the village

education committee in consultation with Science

teacher of the school as per the requirement of the

school as well as students.


The laboratory is established in a separate room or in a part of a separate room whatever

is available with the school. The following materials were included in the laboratory –

1. Decimeter cube vessel

2. Sun dial

3. Polyester cloth

4. Rods with holder

5. Claw hammer

6. Magnifying glass

7. W-tube

8. Glass tube

9. Copper Sulphate

10. Zinc

(C) BAL PRIYA BAL SAHAJ VIDYALAYA

The education system in Classes I and II

is stereotype and teacher dominated. The

present classroom scenario is of multilevel

and no individual child tracking system

exists in the classroom except learners’

evaluation which is only conducted

annually. The sitting arrangements are also

not flexible. The traditional mind set of

teachers is still persistent. The teachers use

TLMs just for the sake of using it. There is no

use of remedial approach for teaching

except in some schools. There is absence of

conducive environment of teaching learning in these classes.

Keeping in mind the above said situation, JEPC in collaboration with UNICEF, Jharkhand has

introduced multi grade and multi level teaching in schools of Jharkhand in Ranchi, East

Singhbhum, Gumla and Hazaribagh districts. MGML is basically a process based joyful and

effective teaching technique. It covers class I and II children at a time by providing sufficient

opportunity to the children in learning at their own pace. In this concept children learn in groups,

peers and by self learning process also. The programme assumes that Children learn at their own

pace, each child gets attention from the teacher and/or peers, children learn to be self reliant and

less dependent on the teacher. Each child knows her/his level without feeling compared with

others. Children learn to cooperate, especially at the level where peer help is needed or sought.

Once the teacher has mastered the system, children are is in full command of the situation and

teacher doesn’t find any difficulty about dealing with so many children at individual levels. The

groups are not formed on achievement levels and minimize the classifications based on of caste,

class and gender are minimized. The learning ladder/ cards methodology is child effort oriented,

not teacher-instruction oriented, Changes in the learning content are possible because of the card

system. Evaluation through games and as part of the daily routine makes testing a painless

experience for children.



For implementation of this programme, in the first phase a group of teachers by SPEED

project visited Rishi Valley for studying alternative ways of providing quality education to the

learners of Class I and II. Other than SPEED project, JEPC has also developed some materials for

the initiation of programme in the state with active collaboration of UNICEF. A set of materials

has been developed for introducing the programme (as pilot project) in East Singhbhum and

Ranchi districts through SWASTHH PLUS project.

In second phase, a series of workshops were organized to develop various materials for this

programme. The types of materials are of self learning. In this phase, competencies for class I and

II were prepared (Math and Hindi), Learning ladder and activates based on ladders were

developed and so were Cards and other materials for activities. A Teachers guideline and training

module has been developed and was tried out in 235 schools of Ranchi, East Singhbhum, Gumla

and Hazaribagh.

In third phase, a team consisting 12 persons visited Karnataka for revisiting the developed

materials and compared it with other state’s materials for modification and up gradation. The

materials have been already modified and procured during the financial year 2011-2012.

During 2011-12 self learning materials have been introduced in class 3 and 4 in the same

schools. The teacher's training (2 teachers from each school) has been organized with the

collaboration of UNICEF.

Effort is in process to develop schools towards nature of whole school as desired in Right to

Education Act 2009. This type of effort is being made in 235 schools of Ranchi, Gumla, E.

Singhbhum and Hazaribagh to develop schools as child friendly school with the help of UNICEF.

(D) ESTABLISHMENT OF LIBRARY IN SCHOOLS

The Norms and standards for a school (see The schedule

under sections 19 and 25) set under the Right of Children To

Free and Compulsory Education Act, 2009 states, “There shall

be a library in each school providing newspaper, magazines and

books on all subjects, including story-books.”

Library has been set up in all schools that enable children

in enhancing their reading skill, development of reading culture

and all round development. Initiatives have been taken to

ensure its proper use by creating provision for library hours. A

wide range of books have been distributed to schools that will

help children in develop their interest in reading and

inquisitiveness.

All elementary schools have been provided annual

subscription of children magazine “Champak” and all secondary schools have been provided

annual subscription of children magazines Chandamama. Teachers have been provided training

on importance of library, library management and book based activities for better usages of

library books. Children (including BAL Sansad) are involved in maintenance and distribution of

books in 2014-15.


Partners in Library program

To acquaint and familiarize children with a variety of literature and promote the habit of self

reading, Library has been established with the following objectives.

To promote reading as a foundational skill.

To enhance reading opportunities and skills in

children.

To enable the child in becoming a competent reader.

To help children explore and process information

that would develop their interest in reading by

successfully inculcating reading habits in children.

To collect and develop reading materials for

children.

To train and orient teachers in reading pedagogy.

To device strategies for establishment of school

libraries (reading corners, reading hours) and

functional/organizational setup.

To create awareness in the community for developing book reading book reading culture.

To publish magazines, periodicals, modules and self

learning materials for and by teachers as well as

students.

To undertake researches/projects in the area of

Reading Pedagogy.

To create awareness about reading disorders like

dyslexia and work for its remedies.

Collection and development of grade wise reading materials for children.

Making reading hours and reading corners (library) functional in school.

Development of training packages for teachers.

Training of teachers in reading pedagogy.

Involvement of community (SMC, VEC, PTA, and MTA) in reading programme by children.



(E) TEACHERS TRAINING

Implementation of Active Classroom Processes through teachers training:

Teacher-Training based on Active

Learning process was initiated in Jharkhand in

2009. A five-day training package "PAHAL" was

developed in the state by State Resource Group

in consultation with national level resource

persons. To impart the training in cascade mode,

master trainers were trained and developed in

the state. Block level Trainers of Teachers were

trained at the state level by master trainers to

minimize transmission loss and finally these ToTs

trained the teachers of their respective BRCs on Active Classroom process. Due to the non

availability of teachers due to census, election etc. all the teachers couldn't be trained in 2009-10.

In 2010-11, Active learning package was modified by adding the sessions on RTE Act, CCE,

and Inclusive Education. The teachers who were earlier trained through the active learning

package, "PAHAL" were oriented on the added content whereas other teachers were trained on

the modified training package of seven days.

Since 'PAHAL" focused more on the basic concepts and understanding regarding Active

Learning, there was a need to train the teachers with advanced inputs related to Active Learning

which may have a connection of Active Learning process with different subjects (Mathematics,

EVS - Science, Language – Hindi, English, Other) of different levels. It was therefore planned to

develop an advanced training package on active classroom process which would aim at the

holistic development of children. It included the key elements of knowledge construction through

active learning process at all levels (pre-primary, Lower Primary, Upper Primary). It was therefore

desirable to develop a training package (which may include training session plans, teachers '

reading material and supportive tools/resource material) and develop trainers at State level in

collaboration with national level experts / organizations. It will be followed by the 7-day

residential teacher-training in BRCs. (Development of Training Package – Trial of the Training

Package - Training of Master Trainers - Training of Block level trainers – Training of Teachers).


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Block Resource Centre and Cluster Resource centre are established at the field level with

objective to provide onsite support to the teachers as well as school as an institution. Block and

Cluster resource centre is an implementing agency for the implementation of different programs of

SSA. It has a major role in acting as a nodal centre for providing academic support and resource

centre for academic activities and training of human resources like teachers, cluster resource

persons and other program functionaries.

Block resource centre and Cluster resource centre basically emphasize on the quality

education of children. Some of the key interventions of block resource centre and cluster resource

centre done in the financial year 2015-16 are listed below:-

1. Adequate support to schools as well as children to provide quality education.

2. To improve quality level of children enroll in govt. and govt. aided schools of class I to

VIII.

3. Support to curricular and co-curricular activity in schools.

4. To ensure the updation of village education register, enrollment of children in schools

of the age group of 6 to 14, tress the drop out children and to plan for their Special

support for education.

5. Organize in service and induction teachers training.

6. To train the teacher for development of teaching learning material for the class I to VIII.

7. Sharing of teachers knowledge and provide input to enhance it.

8. Use of quality monitoring tools and DISE Report which facilitates implementation of

curriculum coverage plan and redressal of hard spots.

9. Collection, compilation and analysis of school level data.

10. Facilitate school level activity and monitoring of such activity.

Status of Resource centre:-

Resource Centre Sanction Functional

Block Resource centre 264 264

Cluster resource centre 2264 2264

Status of Man power in resource centre:-

Post Working

Block Resource Person 416

Cluster resource Person 2712

Two resource person for CWSN at each BRC 365

MIS coordinator 63

One data entry operator in each BRC 86

One account-cum-support staff for each block 0

Total 3642

Source: AWP&B 2016-17



111000... SSSccchhhoooooolll SSSaaannniiitttaaatttiiiooonnn AAAnnnddd HHHyyygggiiieeennneee EEEddduuucccaaatttiiiooonnn (((SSSSSSHHHEEE)))

There are nearly 1.7 billion cases of diarrheal diseases every year globally. Diarrheal diseases

cause death of an estimated 760,000 children each year. A significant proportion of diarrheal

diseases can be prevented through safe drinking water and adequate sanitation and hygiene.

It is estimated that 443 million school days are lost each year due to water related illness (UNDP-

HRD-2006). Schools are more than places for learning. They are places for imbibing good habits

and hygiene which provide the foundation for life. Children who learn and imbibe proper hygiene

practices are able to influence their siblings, parents and the community to adopt such practic es.

Jharkhand Education Project Council introduced the School Sanitation and Hygiene Education

(SSHE) programme in schools in the year 2006-07. This pilot project, supported by UNICEF, was

initiated in the districts of East Singhbhum, Ranchi, Lohardaga, Latehar and Sindega. The

programme was scaled up across the 24 districts of the state in partnership with Total Sanitation

Campaign (TSC) under Drinking Water & Sanitation Department.. UNICEF has continued to

support the Education Department for SSHE programme.

In Jharkhand, progress on installation of WASH (Water Sanitation and Hygiene) facilities in schools

in the last 7 years has been quite impressive: over 91% schools now have drinking water facilities,

86% schools have boys toilet and 88% schools have separate toilet for girls. Water for drinking,

hand washing and toilets is available mainly from hand pumps and piped water supply.

However, challenges exist in the SSHE

Schools meeting the following RTE Norns (WASH Components) 2010 2011 2012 2013 2014

Drinking Water

No facility for drinking water 15.8 11.1 9.5 10.3 9.5 Facility but no drinking water available 10.4 8.3 12.5 11.6 10.3

Drinking water available 73.8 80.6 78.1 78.1 80.2 Total 100 100 100 100 100

Toilet

No toilet facility 18.0 19.1 16.4 16.7 10.9 Facility but toilet not useable 55.2 43.5 46.6 42.8 36.2

Toilet useable 26.8 37.5 37.0 40.5 52.9

Total 100 100 100 100 100

Girl's Toilet

No separate provision for girls toilet 29.7 23.4 25.3 22.7 17.4

Separate provision but locked 24.6 18.3 19.3 15.4 13.6 Separate provision, unlocked but not useable 24.8 21.8 23.4 25.5 21.0

Separate provision, unlocked and useable 20.9 36.6 32.0 36.4 48.0 Total 100 100 100 100 100

programme with regards to maintenance of facilities and continued availability and use of

consumables. The annual Survey of Education Report (ASER) 2014 facilitated by PRATHAM

indicates that Jharkhand, 80% schools have adequate drinking water facilities, 53% of toi lets are

usable and 48% girl’s toilet are usable. There is a lack of latrines in the community and this

possesses a challenge for the SSHE programme in schools to be complete in its success.

Lacks of toilet and drinking water facility not only affect the learning environment, but also causes

absenteeism, especially among girls. Also, there seems to be a lack of awareness of hygienic

practices due to age-old habits and unawareness. Hygiene education is an area that needs utmost


attention as merely providing water and sanitation facilities may not lead to a change in the

attitudes and the practices related to hygiene.

JEPC is committed towards the goal of providing all its children in the government schools with

safe drinking water and sanitation facilities. Not only this, requisite efforts will be made to make

the school surroundings clean and green in order to create an enabling environment for joyful

learning in the schools.This calls for acceleration in behavioral changes and hygienic sanitation

coverage on sustainable basis for achieving the goals of MDG.

10 STEPS TO LOOK AFTER THE TOILET

1. Make sure there is water and soap available 2. Pour some water in the pan before and after use

3. Wash your hands with soap after you have used it 4. Use a brush to clean the toilet

5. Wash the urinals slab, squatting plate and pan regularly with the brush, soap powder and water

6. Make sure the door is close after using a toilet and easy to lock and open

7. Keep the Urinal and water drainage clear of wings and

leaves so that it won’t get blocked 8. Keep the area surrounding the toilet clean and plant

trees near the urinal soak pit 9. Maintain the building, fix damages and paint the walls

10. Check the pit after 3 years and use a new pit before it is completely full.

Children’s participation

Child cabinet is a part of the school education system. A guideline for child cabinet regarding their

functionality with reference to sustaining good hygiene behavior was developed by JEPC. Child

cabinet has been formed in all schools.

Hygiene Education and Practices:

JEPC follow NCERT text books and the assignment given in the

text book are followed in all schools by students under

supervision and guidance of teachers. The curriculum till the

elementary stage includes competencies relating to water,

sanitation and hygiene. A supplementary material developed

to address on WASH related issued during classroom

transaction more effectively and in focused way by teachers for

children. The training of teachers monitored at CRC level,

monthly review by cluster resource persons. There is a guidelines develop to ensure that children

wash hands before they eat their mid-day meal.

Operation and maintenance

Child Cabinet members motivate all children for proper cleaning of toilets after use. SMC/VEC

used to maintain the water supply infrastructure and also supervise the maintenance of water



and sanitation facilities in the school. Children involved in actual

maintenance of facilities and in keeping school environment clean

as a routine practice.

The SMC/VEC was responsible for Installation of the facilities in

the school. Funds were leveraged from NBA and SSA Programme

for construction of separate toilet for girls and boys in schools.

The children with the help of teachers and SMC/VEC members

will be responsible for the maintenance of the facilities. In routine maintenance following

activities are done by groups of students on rotation basis -

1. The surroundings of the hand pumps are cleaned.

2. Toilets and urinals are cleaned by pouring water daily and with broom etc as per the need

3. Classrooms are cleaned and the provision of dustbin outside the classroom

4. Premises are cleaned in the morning and the waste dumped in the garbage pit.

5. The garbage pit when it is full is covered and other is dug. A school where lack of space i s

there the garbage is burnt on weekly basis.

Every school receives funds annually for repair and maintenance of schools. These funds can be

very effectively utilized to include major repair, if needed, for the school toilet and urinals.

Boundary Wall / Fencing / Hedging:

All the school, where there’s no boundary wall, will be motivated for Boundary Wall / Hedging /

Fencing through bamboos. It will help in safeguarding the physical environment and facilities of

the school. In some schools, as the VEC and community decide, boundary wall will be made with

bricks or clay with contribution from the community. The VEC will be responsible for mobilizing

the community for this.

WASH activities in schools:

a. Renovation of toilet complex and retrofitting of inclusive components of toilet

b. Installation of additional water point attached with existing hand pump

c. Improved platform for hand pump with proper drainage system

d. Safe disposal of solid and liquid waste e. Rainwater harvesting

f. Incinerator for safe disposal of sanitary napkins

g. Smokeless chulha h. Wall writing and writing on key hygiene messages

i. Dinning shed

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Department of Education, HRD has formed Inter Supervision

Mission (ISM) for the monitoring of activities implemented at

school level to understand the challenges faced by the school

authorities and the benefits arrived at through SSA intervention.

The Mission also studies the actual situation of grass-root realities

of the schools. Based on the recommendation of the visiting

team, the policy decision will further be made for the betterment


of the schools and compliance as per the guideline of RTE act, 2009.

In the above context two member team of ISM, Mr. GauravVarma, state Coordinator, SSHE and

Md. Anwar Ali, Divisional Additional Programme Officer, Ranchi visited Upgraded Middle School,

Chandra on 24th December, 2013. The team found school well maintained and functioning all the

activities of SSA and was recommend as a Model school for the district. Under the leadership of

Head teacher of the school, Mr. Mukul Prasad Sinha, it presents a role model to inspire others

and promote best practices and experiences in all other similar schools.

WATER, SANITATION AND HYGIENE EDUCATION IN SCHOOLS (WASH)

The campus of the school was found to be very clean and

organized with boundary wall, planted flowers. As

informed the entire plantation have been done by the

students of the school under supervision of the teachers.

Child Cabinet formed in the school was also found to be

very active. Every member is oriented towards their roles

and responsibilities. Child Cabinet members play very

good role in involving fellow children in maintenance of

facilities like, water, sanitation, campus cleaning, plantation/ gardening etc. With their efforts

the campus is clean and organized. They also are involved in checking of the personal hygiene

of fellow children and in case of need, suggest/ assist the fellow children, ways to maintain

the same.

A very good hand washing facility consisting of taps,

water tank and electric pump was found to be in practice

for the students to wash their hands with soap before

meal and after toilet.

The school constructed toilets within one month from

the receipt of the grant. The toilets were fitted with tiles,

basin, tap etc.

There were 3 units of toilets present in the school, one

for boys, one for girls and one for teachers. All the toilets were found to be clean and no bad

smell.

During the current year Rs.5,100/- was utilized for maintenance of WASH facilities.

The three hand pumps installed in the school were found to be in working condition. The

surrounding area was also found to be clean. There were sock pits installed near the hand

pumps and the same are maintained at a regular interval.

There was a very god kitchen garden near the kitchen was created with vegetables. These

vegetables are used in the preparation of Mid-Day-Meal. The kitchen garden in also

maintained by the children under supervision of the teachers.

MANAGEMENT OF THE SCHOOL

The school has their own dress codes for the children, teaches and SaraswatiWahini.



The mike, sound system etc. were found in use by the

teachers for better management of day to day group

activity.

The Mid Day Meal arrangement was found to be

adequate. The recommended norms of nutrition,

hygiene and discipline were found to be practiced for

the meal. A separate register is maintained to record the

details of the testing done for the meal before serving to

the children.

The SMC and SaraswatiWahini were found to play very active role related to school activities

and the education of the students.

All the necessary documents and registers were found to be updated and well maintained. All

the grants received were properly utilized and the utilization report was also found to be

maintained properly.

All the Para teachers are being paid the honorarium regularly.

FEW OF THE REMARKABLE ACHIEVEMENTS

The facility of Smart Classes has been made in the school

and it has generated more enthusiasm among the student

to learn new subjects.

Other than the academics, there are weekly games,

cultural activities, general knowledge sessions are

organized. These activities have helped in developing

feeling of healthy competition among the students.

The schools were declared as the Best School of the Block and in the year 2013 ten students

of different schools visited this school to learn the best practices.

One of school student has created a model to produce diesel, petrol, kerosene oil from

polythene waste. This has been kept in the Science Laboratory.

Since 2006, the dress code for student and teachers has been in place.

With the help of the Development Fund Grants, almirah,

the table, chair for teachers and head master was

purchased which was not there before.

Appointment of three Para Teachers for Science was

done with the help of Gram SikshaSamiti (VEC). Right

now there are seven Para Teachers giving their services

to the school.

The school was provided with an Appreciation Letter by

Principal Secretary on 06.03.2014 for the excellent work being done at the school. The school

has been rated as a model school by the Principal Secretary.


THE CONTRIBUTING AGENCIES AND AUTHORITIES

The villagers have always played a positive role in the development of the school. There was a

donation for 25 decimal of land for Middle School and 30 decimal for proposed High School was

organized with the help of the villagers. The various Government agencies related to school

education, the Gram Sabha, Panchayat, UNICEF etc. also have contributed towards the

development of the school.

LEARNING AND GOOD PRACTICES

a. Since a dedicated staff for cleaning and maintenance is not provisioned, Child Cabinet is given

this mandate. The cabinet has a schedule of cleaning and maintenance and the assigned

group. In case of some major maintenance outside person/agency is engaged and the

payment is done from school fund.

b. This not only helps is regular cleaning and maintenance of

the toilets, but also makes the children responsible and

aware about their duties and contributions. Also the

brotherhood and division of work makes the environment

better also the self confidence is bettered.

c. During The morning the inputs, personal experience related

to general hygiene and importance and relevance of WASH is

conducted on a regular interval involving the Child Cabinet

and the teachers and or guests. This is a good way of reminding children about WASH and

sharing of personal experiences helps in coming out of taboo and myths.

d. The regular communication/ demonstration on WASH help the children to relate the

academics and the practical.

e. Regular competition and group activities develop team building and sense of mutual

cooperation.



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Community Participation makes easier to do any complicated work. To involve the

community in education School Management Committee formed according to the Right of

Children to Free and Compulsary Education Act.2009 provide ample power and deligation to

manage the School. Some how SMC has success to enroll the children age group of 6-14 in school,

but they neither able to reten them in school nor able to complete their Elementary level. To

strenghthen the SMC and community various activities such as Training and mobilisation

activities been has conducted in the state.

Activities were taken in financial year 2015-16:

1. Non -Financial Activities:

Monthly Meeting: For the effective

implementation of VEC regular monthly

meeting is going on. In this meeting

quality education issues as well as civil

work related issued were discussed.

Child Cabinet: Each school has active Child

Cabinet. Child Cabinet helps students to

involve in educational as well as co-

curricular activities. Members of the

cabinet were trained by the district level.

2. Financial Activities:

i. Training of School managemnt Committee- In financial year 2015-16 SMC training has

been conducted through Module "Sawamya". This training as conducted at cluster

level. Before conduction of SMC training at cluster level training of trainers have

been conducted at various level

First Step- All district level

Community Programme

component Incharge were

trained as a master trainer at

state level.

Second Step- District level

trainer were trained by state

level trainer . These trainers

were trained SMC/

Community at cluster.

Third Step- Trainers trained

from district were conducted School Management Committee members

trainingand local Authority member at CRC level.


In financial year 2015-16 total achievement of SMC training is as follows-

Target Achievement

Physical Financial Physical Financial

241044 723.13 202532 557.32

ii. Account Keeping by Block Office- School Management Committee account books

updated by Block Level Accountant at least once in a year.

iii. In this financial year 2633 SMC/ VEC has been audited.

iv. Community MobilisationProgramme-

NukkadNatak - We have conducted awareness campaign through nukkadnatak by

kalajatha member which give information about RTE to concerned habitation of

schools. After three days non-residential training almost every SMC have know

about the basic provision of RTE Act 2009. But for effective implementation we

require monthly meeting based on educational agenda. For this we have

developed site support and monitoring of SMC meetings through resource person

and monitor involved in SMC training. They were support in conducting agenda

wise meeting and proceeding writing. They were also help SMC to prepare work

plan for effective and better functioning of schools.

One day orientation programme on RTE for PRIs and administrators at blocks have

been conducted by district level officials for clearing the doubts and effective

implementation of the program.

Wall writing has been done all public office campus, public places and at school

campus regarding the provision of RTE acts 2009. Name of SMC members, PRI

members and role and responsibility of SMC and PRI will be written at school level

for effective implementation of the RTE act 2009.

Preparation of IEC materials like flex, poster, pamphlets, leaflet at district have

been done and fix it to public places and distribute among the public for

awareness. IEC materials should be developed in local language.



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Background notes on Inclusive Education-

Background note

Inclusive education is an ideology and not a programme. It is a concept of effective

schools where every child has a place to study and teachers become facilitators of learning rather

than providers of information. Inclusion is the general goal in developing nations and the ways of

facilitating inclusion are many.

What is the need for Inclusion?

In addressing the issue of "why inclusion", the reality in our context should be

reviewed. Some of the important facts in the Indian scenario are as follows:

1. More than 90% of disabled children are found in the rural areas. The special schools

as well as integrated education programmes are only a few in numbers and cannot serve all

disabled children. Therefore, inclusive education is needed to provide equal educational

opportunities to all disabled children in their own locations.

2. As far as the standardized models of integration are concerned, one specialist

teacher serves 8 to 10 disabled children of the same category. This approach is not practical in

rural areas. In most villages of the country, disabled children of different categories are present.

Therefore, the disabled child has to depend on the general school for education. As a result,

inclusion is inevitable for these children from rural areas.

3. The extent of disability in each category ranges from mild to severe and profound

cases. The mild and moderate cases are more in number than the severe and profound cases and

they depend on the general education system. This calls for the involvement of general education

so that the children who are currently left out of schools or those who are at risk can be served.

Therefore, the reality in India focuses the need for inclusive education. However, the

general education system is yet to be fully sensitized to the educational needs of children with

disabilities and therefore, the general system needs the assistance of specialist teachers for

occasional help to make inclusive education work. With the inclus ion of special education inputs

in general teacher preparation, the pre-service teachers in the future are likely to be equipped

with skills to teach children with disabilities too in addition to their general classroom teaching.

Therefore, presence of a specialist teacher in the inclusive setting in Indian context would be vital

for another decade.

To what extent is inclusion promoted through the Persons with Disabilities Act 1995?

The issue of the services for children with disabilities is treated as human resources development with the introduction of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995. As a result of this Act, services for children with disabilities are no more considered a welfare activity; rather it is treated as the right of the disabled child.

The main purpose of the PWD Act is to define responsibilities of the central governments and state governments with regard to services for disabled persons. The Act also ensures full life to disabled individuals so as to make full contribution in accordance with their disability conditions. Blindness, Low Vision, Leprosy-Cured, Hearing Impairment, Locomotors


Disability, Mental Illness, and Mental Retardation are the seven disabili ty 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 pos sible.

What types of Services can be provided in Inclusive Education?

In inclusive education programmes in India, three types of services are directly or

indirectly required by the disabled child.

Essential Services:

The most essential services in an ideal inclusive setting are to be provided by the general

classroom teachers, non-disabled children and parents as well. The concept of child-to-child

learning, cooperative learning approaches, etc., have demonstrated that true learning can

happen through interaction between the disabled child and all entities in the general school.

A sample list of essential services is as follows:

Planning on instructional strategies for children with disabilities.

Teaching content to them

Maintaining attendance for curricular and plus curricular activities.

General discipline in the classroom

Checking home assignments

Conducting examinations

Evaluation

Facilitating child-to-child learning

Taking progress of the child

Consulting with special teachers about the plus-curriculum needs of disabled

children.

Interacting with parents of disabled children.

In an ideal inclusive setting, the general classroom teachers provide these services to

disabled children. The terminology "essential services" is used here because the disabled child

cannot function well in inclusive setting without these vital services. When these vital services are

provided by general classroom teachers, the child would be able to get education in the local

school itself even if there is no specialist teacher to attend to him/her.

Support Services:

The second type of service required in inclusion is the support service given by the fully

qualified special teachers. These teachers provide necessary material support and occasional

academic support to children with disabilities and also provide the needed consultancy to regular

classroom teachers. The support materials are compulsory but providing academic support by

specialist teacher need not be made mandatory. The support services include the following:



Identifying children with disabilities in the community

Teaching skills peculiar to disability wherever necessary

Assisting general classroom teachers if needed

Arranging assessment for children with disabilities

Arranging learning materials for children with disabilities

Arranging aids and appliances

Monitoring the progress of the child through classroom teachers

Peripheral Services:

The third types of services are the one-time peripheral services which are adhoc in nature. Agencies such

as hospitals, rehabilitation centers, and non-governmental organizations etc., can provide one-time

services such as identification, assessment, counseling, etc.

The types of peripheral services are as follows:

Issuing medical reports

Providing social benefits

Arranging sponsorship to educational activities

Counselling to parents These peripheral services are to be arranged by the heads of institutes of inclusive education programmes.

What factors are vital for the success of inclusive education?

Capacity building in the general education:

For the effective implementation of inclusive education for all types of disabled children, general

classroom teachers need training on understanding the educational needs of these children. It is ideal to

teach about special needs children in the pre-service teacher preparation course itself. The curriculum

framework of the National Council for Teacher Education (1998) indicates that the pre -service teacher

preparation course should include content on special needs children. Teachers, thus trained, will be in a

position to take care of the educational needs of disabled children too in general classrooms if appropriate

disability specific assistive devices are made available. The work of the general classroom teachers may be

occasionally assisted by specialist teachers.

Adopting need-based instructional strategies:

Inclusive education does not mean just enrolling a child with disability in the regular classroom. The child

should be given help to cope up with the regular class work. Therefore, child-centered approach is needed.

The ideal inclusive setting would enroll disabled children of all categories and also of different levels of

disability. All of them may not require the same kind of assistance. Some may requ ire 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 -to child learning also

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

child-to-child learning strategy effectively to improve the achievement of all children including that of

disabled children.

Making the programme for children with disabilities an integral part of the general educational

system: As stated earlier, the ideal inclusive education in India would be possible only when all general

education teachers are capable of serving children with disabilities. Till then, presence of a specialist

teacher for a cluster of schools is inevitable. If inclusion is to be successful, the specialist teacher should

also be treated as a part and parcel of the general system.

What are the existing practices of Inclusive Education in India? Both full-fledged inclusive education programmes and quasi-inclusive programmes are being

practiced in various forms by different organizations in India. At present, at least 7 implementing

strategies of inclusive education are observed in India.

They are listed as follows:

1. Resource models where children with disabilities study in general schools and stay in hostels

meant for non-disabled children.

2. Resource models where children with disabilities study in general schools and stay in hostels

of the nearby special schools.



3. Resource models where children with disabilities study in general schools and stay with parents at home.

4. Semi-resource models or cooperative models where children with disabilities are taught only by the resource teacher in a separate class in a general school.

5. Itinerant model where a resource teacher visits the child in his/her local school and the child stays with parents.

6. Multi-category resource model where disabled children of different kinds are educated in a general school by the regular teachers and a specialist teacher.

7. Multi-category itinerant model where one special teacher attends to the needs of disabled children of different categories in a particular locality.

An ideal inclusive education concept aims at facilitating total integration of the child in the

community. The upcoming inclusive education programmes in India are avoiding separation of

children with disabilities from their families for the purpose of education.

Tangible Experiences:

The Centrally sponsored scheme of Integrated Education for Disabled Children (IEDC)

being implemented through government and non-government organizations in the country has

mainstreamed nearly 150000 children with disabilities in general schools. The UNICEF through the

National Council of Educational Research and Training (NCERT), sponsored a programme called

Project Integrated Education for the Disabled (PIED) during the period 1987 to 1994 in 10 selected

blocks in the States of Madhya Pradesh, Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu,

Mizoram, Haryana, Municipal Corporation Delhi and Municipal Corporation Baroda. The main

objectives of the PIED were to prepare general education system to achieve the goal of education

for all children including those with disabilities, develop an attitude of acceptance of children with

disabilities in the classroom and improve the achievement of all children including the ones with

special needs. The PIED emerged as the first indigenous inclusive education programme in India.

The District Primary Education Programme (DPEP) of the Government of India implemented in

the States also as a special focus to serve children with disabilities in mainstream schools.

The initiatives of international non-governmental development organizations in

promoting mainstream education too are also stupendous in India. The CBM International,

Germany, one of the leading International Non-Governmental Organizations initiated inclusive

education in South India in the year 1980. It organized a series of orientation programmes for

general classroom teachers and administrators about inclusive education. This enabled hundreds

of general schools to enroll children with disabilities, mostly visually impaired children. The CBM

also helped local organizations in India to develop mechanisms for providing support services in

the form of preparation of Braille books, supply of aids and appliances, teaching aids, etc., to

enrich the educational experiences of children with disabilities. Similarly Sight Savers supported

many itinerant programmes for visually impaired children in the northern part of the country.

Many voluntary organizations in the country are implementing resource models for serving

children with visual impairment.

SarvaShikshaAbhiyan and Right to Education has made it mandatory to provide univers al

education to all up to elementary level including the CWSN. These special need children has the

first right of getting equal opportunity to education.


Right to Education Act (RTE)-

After the inclusion of right to education Act, it is mandatory and compulsory to provide

free & compulsory education to all children under age group of 6-14 i.e. up to elementary

education.

Under RTE it is provided that a child suffering from disability, as defined in clause (i) of

section 2 of the Persons with Disabilities (Equal opportunities, protection and full

participation)Act 1996 shall have the right to pursue free and compulsory elementary education

in accordance with the provisions of chapter V of the said act.



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1. Introduction

School Infrastructure development is a comprehensive exercise for developing school building

along with its indoor and outdoor spaces in ways that contribute to the goals of universal access,

retention, equity and quality in education. Since the infrastructure design and development

contributes towards learning of children in the school it is not to be viewed narrowly as a building

construction / repair/ maintenance activity alone. School infrastructure will have to be well

thought-out physical learning environments and seen as integrated systems. They are no longer

to be visualised as mere physical structures of collection of rooms. Each school component and

space, existing as well as new, to be viewed from the angle of right of the child and their learning

needs.

The school building has to ensure easy access to all children including children with special need.

Consideration of equity in physical access must inform all interventions for school infrastructure

development as well. The classroom design must ensure equity and quality in educational

transactions.

The schedule to RTE Act lays down the norm and standards for a school building. There is

paradigm shift from entitlement based to right based approach for school infrastructure

development. School infrastructure needs to be comprehensively planned from the perspective

of the mandatory provisions of the Right of Children to Free and Compulsory Education (RTE) Act

2009. A school building should be an all weather building comprising of:-

One Classroom for every teacher

Office-cum-store-cum-HM room

Barrier free access

Separate toilets for boys & girls

Safe & adequate drinking water

Arrangement for securing the school buildings with boundary wall or green

fencing.

Kitchen for cooking MDM.

Playground

Library

2. Situational Analysis:

There are 40201 Govt. Schools in the state out of which 25812 are primary schools having I -V

classes and 14389 Upper Primary Schools having VI-VIII classes. Analytical overview based on

DISE data 2012-13 and 2013-14, School-wise Infrastructure plan and need assessment based on

School Development Plan of all the schools of the state gives the percentage status of school with

mandatory infrastructure provisions as per RTE.


The percentage of school with infrastructure as per RTE indicates huge gap in Ramp, Boundary

Wall & Playground parameters and marginal gap in other parameter. Necessary steps are been

taken to make for making our schools RTE compliant through convergence With DWSD and other

schemes like IAP,MSDP and MP/MLA LADS during this AWP. Availability of land has been the

major constraint for making our schools RTE Compliant. Further restriction in first floor

permanent vertical expansion by LWE is also an area of concern for the state.

The state proposes to go for Whole School Development Plan in schools located in urban area

having insufficient land. Multi storied school building as per RTE requirement will be constructed

in phased manner. Further where there is restriction in First Floor Construction portable prefab

school building construction will be taken up in LWE affected areas.



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A. Monitoring

Monitoring is a continuous process of scanning the programme implementation and

required outcomes on regular basis. The project has a well laid monitoring arrangement and

processes at different levels. In addition to internal monitoring mechanism, the progress is

monitored independently by the mission/agency identified by the Government of

India/Funding Agencies.

The arrangements for internal monitoring include-

1. General Council.

2. Executive Body.

3. Mission task force.

4. Reflection cum-planning meeting.

5. District Executive.

6. District Task Force.

i) General Council

General Council is the apex body of the Jharkhand Education Project Council. The Honorable Chief

Minister of Jharkhand is the Ex-officio Chairman of JEPC. At least one meeting of the General

Council is to be held every year.

ii) State Executive

State Executive, Jharkhand Education Project Council help resolve the policy issues and oversees

the implementation of the programme undertaken by the JEPC.

iii) Mission Task Force

Mission Task Force (MTF) is headed by the State Project Director and includes all component in-

charges and other project staff of State Office. Monthly meeting is organized regularly to assess

achievement towards project goals through participative process of planning, monitoring and

evaluation.

iv) Reflection-Cum-Planning Meeting

Reflection-cum-planning meeting (RPM) is held once in a month under the chairmanship of State

Project Director. The District Programme Co-ordinators/District Programmes Officer, attend this

meeting in which the progress is reviewed, implementation related problems are discussed,

experiences and suggestions are shared for facilitating programme implementation.

v) District Executive

At the district level, there is a ZilaKaryakarini headed by Deputy Commissioner to monitor the

implementation of programmes, to provide necessary direction consistent with approved


guidelines and procedure and to facilitate convergence with other departments of the State

Government with a view to ensure timely implementation of the programme.

vi) District Task Force

The Deputy Development Commissioner (DDC) is the Chairman of District Task Force DTF

functions as an organized team to promote programme implementation. It is primarily concerned

with implementation of the approved Annual Work Plan and Budget

B. Research and Evaluation

Following Research and Evaluation work has been assigned in the year 2015-16

1. Achievemnt survey of class III, V and VII.

2. 5% Post Enumeration survey of U-DISE. 3. Study on Administrative and Cultural Interventions for Inclusion of Muslim Children. 4. OINDICS (Teacher Performance Tracking Indicators) 5. Evaluation of Inclusive Education Interventions. 6. Impact study of Training of SMC Members.



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Smooth information flow and the effective analysis of data is the key of success for any project.

Corrective measures can be taken well in time based on the analysis of the history and present

data so obtained.

Unification of data systems

Since year 2012-13 the unified data system is being used throughout the state. This year also we

had adopted only one system-U-DISE for data collection from all schools running any classes

between Class I to XII. U-DISE DCF is printed using U-DISE software for last several years.

Data analysis, sharing and dissemination

U-DISE 2013-14 and it’s inferences along with trend analysis is shared withly State, District and

Block officials directly from state. Worst and best cluster/block/district in terms of educational

indicators is also high lighten during sharing

Block wise data entry took place at block/district level. Before submitting the U-DISE 2014-15

data at state level the block and District MIS coordinators shared the compile data with District

and Block officials. All major issues are discussed and high lighten during sharing.

After getting the data from District, U-DISE data analyze at state level. The outcomes are already

shared with District personnel's. It is further shared with different component in-charges and with

officials of Department of Education from state level.

Trend analysis on different Educational indicators is done.

It is further shared U-DISE data 2014-15 and its inferences with District and Block level officials

during 2014-15. Divisional workshops were conducred for this purpose.

The state report card and District report card were distributed during divisional level Data sharing

workshop. The trend analysis and position of District/ Block with respect to State/District report

were also shared and disseminated.

All the data will be made available at jepc official website for common uses.

Implementation of Aadhaar Friendly DISE

In 2012-13 Aadhaar friendly child wise DISE was collected as per the instruction of MHRD. State

asked Gujarat for providing the source code of their CTS software, but due to their reluctant

approach State DOIT, GoJ has decided to develop our own CTS keeping 2012-13 Aadhaar friendly

child wise DISE as base. JSAC have already started the development process. Data updation will

take place at block level during 2015-16.

Details about Jan-Vaachan.

For last 5 years Jan-Vaachan is being practiced during data collection through DISE DCF. This is

being used as social audit of the information being filled/provided by the school. This year also

Jan-Vaachan is carried out in all the schools.

Need

It was observed that the quality of DISE/U-DISE data can be ensured only at it's origin place, i.e. at

the school level, from where it is generated/filled. Filling and authentication of data through


teachers is always remained questionable. CRCs were least accountable for the quality of data, in

spite of the fact that 100% data can be checked only from the CRC level. A third party control on

false and manipulated data was always required to ensure quality data.

Concept

All the schools are divided within CRPs in such a way that no

school across the state is left. After imparting training on U-DISE

Data Capture Format(DCF) they are instructed to visit each school

allotted to him. A meeting called JANVACHAN is scheduled at the

school where members of SMC/VEC/SMDC along with teachers

and local residents participates. Headmaster reads out the

information filled in the DCF in the open meeting. CRP verifies

each information based on physical availability and records

present in the school. An participating member can raise

objections regarding false or manipulated data filled by the

headmaster. Once all the members present are satisfied by the

information filled in the DCF the countersign the filled DCF and

handed over to CRP for further process.

Outcome

All the filled DCF are ensured to checked 100% at school level through a committee in which

SMC/VEC/SMDC members and local residents are present. This way a social Audit of data is

ensured, where society can raise objections in filling wrong/false or manipulated data. CRPs are

bound to crosscheck filled DCF with the physical verification at the school level.

Quality of data has improved a lot during few years. Enrolment is almost matching the population

figures. Actual availability of Classrooms, Toilets, Hand pump, CWSN children enrolled is reflected

in the data.



Staff Position of MIS

MIS Positions at State Level

Sl.

No. Name of the Post

Number

Sanctioned Number in Position

1 State MIS Coordinator 1 1

2 Expert -MIS 1 0

3 Computer Programmer 1 0

4 Asst Computer Programmer 1 1

5 Computer Operator 2 0

MIS Positions at District Level

Sl.


Number

Sanctioned

Number in

Position

1 Assistant Computer Programmer 24 13

2 Computer Operator / Data entry operator 72 32

MIS Positions at Block Level

Sl.


Number

Sanctioned

Number in

Position

1 Block MIS Coordinator 264 65

2 Data entry operator-MIS 264 98

Infrastructure Development

MIS units at State, division, District and Block level offices are fully equipped with all the

necessary Hardware and software.

State office is equipped with necessary hardware and softwares which include – P4 desktop

computers, Broadband connectivity, SPSS software, Oracle 10g, 8i, MS Sql Server, Reporting

services, etc. State office computers and other devices are fully connected to LAN and to the

internet. The Wi-Fi zone has been created inside the office to provide internet facility, network

resource sharing using Cisco Switches, Firewall etc.

Hardware at state office

All the Sate Coordinators are provided with Desktop facility to enhance their working capacity

and efficiency.

Computers along with Oracle 10g and 8i are available throughout the Division and districts.

Districts are having computers based on criteria:-

If no. of Blocks is up to 10 then 4 computers for MIS and 6 computers for programme and

accounts along with all necessary software


If no. of Blocks is more than 10 then 6 computers for MIS and 6 computers for programme and

accounts along with all necessary software

Each district is equipped with Internet facility through BSNL’s Broadband or Jharnet (SWAN).

PMIS

Timely and effective implementations of the activities are the prime concerns of the project.

Structures and processes for monitoring the progress against given target are as hereunder.

Annual targets are broken into monthly targets both in physical and financial terms. This process

ensures the close and effective monitoring and gives scope for mid-course corrections.

The progress against target is reviewed every month at State level meeting known as Reflection-

cum-Planning Meeting (RPM). Besides reviewing the progress, problems are shared and sorted

out in this meeting and strategies arrived at for bettering achievement. Following reports are

generated at the state level for use by the management-

Monthly physical progress report was used by the project to monitor the progress of districts

against month wise financial and physical targets.

Quarterly progress report was prepared at the state level in the format prescribed by the

government of India

Civil works progress report as per requirement of State & Government of India.

Districts are being assisted to provide the required information to GOI through Web based MIS

(SSA).

A software is being developed to monitor the physical and financial progress of SSA online. DoIT,

Govt. of Jharkhand is developing this software as per the need of JEPC.

Web Portal

The responsibility of data entry into web portal of SSA is been given to following persons at

district level-

Data Entry - Accounts Officer or In-Charge Accounts

Data Approver - Addl. District Program Officer

Technical support is being provided by District MIS in consultant with State Office and NIC Delhi.

EMIS

Under the Educational Management Information System data are collected, compiled and

analyzed on yearly basis. Taking 30th Sept. as reference date every year, information regarding

students, teachers and schools at the district level is compiled and analyzed through software

(District Information System for Education). The data are shared at the district, block and school

level so that the status could be known to all stakeholders and intervention be planned to

overcome the shortcomings. Data received from Educational Management Information System is

being utilized to prepare the Annual Work Plan.

The challenge before the project was to implement EMIS in districts. Following activities were

under taken to build the capacity of districts.

Provision of computer hardware and software in Blocks.

Training to Districts and Blocks level MIS personnel on Data Analysis, Oracle working of MIS.

Training to District level Computer personnel on U-DISE software & Unified DCF.



Training to BPOs, CRC & BRC coordinator on using data for effective planning, implementation

and monitoring at block and cluster level.

Ensuring support from District unit of National Informatics Centre (NIC).

Regular monitoring of the MIS work.

U-DISE data 2015-16 has been collected from all 24 districts and submitted to Govt. of India with

necessary certificate.

Capacity Building

Capacity building of the MIS personals at State, District & Sub district level is found very essential.

They participate in different training workshops at National / Sate level.

All 24 District MIS Coordinators attended the 8th and 9th Quarterly National Review Meeting on

MIS.

State programmer and planning coordinators attended the 5th Quarterly National Review

Meeting on MIS.

State programmers attended the various workshop organized by NUEPA on educational

Indicators, DISE s/w and DCF along with RMSA MIS i/c .

State has organized two state level training workshop on DISE

State has organized one day training on Oracle DBA for all division and division programmers.

State has organized one day training on Web-Portal to train & equip the district & sub district

level personals.

Further every district has also organized training to train their Block & field level functionaries on

functioning and uses of MIS, DISE DCF, etc

Capacity Building Programme during 2015-16

Level of

Workshop

Theme of the

workshop Resource persons Date Place

Total No. of

participants

State Level

1

Sharing of inferences :

U-DISE 2013-14 with

District ranking

State MIS Co-

ordinator 16.10.2104

Executive

Committee

meeting

15 Executive

Committee

members

2 Sharing of inferences :

U-DISE 2013-14

State MIS Co-

ordinator

Ast. Com.

Programmer

13.05.2014 SPO, Ranchi 48


U-DISE 2013-14

State MIS Co-

ordinator

Div. Com.

Programmer

Ast. Com.

Programmer

16.05.2014 Hazaribag 102


U-DISE 2013-14

State MIS Co-

ordinator 20.05.2014 Palamu 56


Level of

Workshop

Theme of the

workshop Resource persons Date Place

Total No. of

participants

Div. Com.

Programmer

Ast. Com.

Programmer


U-DISE 2013-14

State MIS Co-

ordinator

Div. Com.

Programmer

Ast. Com.

Programmer

23.05.2014 Chaibasa 45

6

District and Block

ranking as per major

educational indicators

State MIS Co-

ordinator

Ast. Com.

Programmer

15.01.2015 JAC , Ranchi 600

7 U-DISE 2014-15 : DCF

State MIS Co-

ordinator

Ast. Com.

Programmer

28.08.2014 SPO, Ranchi 48

8 U-DISE 2014-15 :

Software issues

State MIS Co-

ordinator

Ast. Com.

Programmer

08.09.2014 SPO, Ranchi 48

9

Sharing of Major

findings : U-DISE 2014-

15

State MIS Co-

ordinator 03.03.2015 SPO Ranchi 48

District

1 U-DISE 2014-15 : DCF Asst. Comp.

Programmer

23-24 Aug.

2014

All 24

districts 528 (approx)

2 U-DISE 2014-15 :

Software issues

Asst. Comp.

Programmer

5-10 Sept.

2014

All 24

districts 100 (approx)

3

Sharing of Major


15

Asst. Comp.

Programmer

1-15 Feb.

2015

All 24

districts

2640

(approx)

Block

1

Sharing of Major


15

Asst. Comp.

Programmer

Block MIS

Coordinator

20-30 Jan.

2015

All 264

blocks 528 (approx)



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Background

Gender disparities still persist in rural areas and among disadvantage communities looking

at enrollment as well as retention trades there remain significant gaps at the elementary level as

well as in upper primary level. To ensure an equal opportunity and to provide a barrier free

environment for girls the Govt. of India has introduced a Kasturba Gandhi BalikaVidyalaya scheme

for setting up residential schools with all facilities at elementary level for girls belonging

predominantly to and schedule tribe, SC, OBC, and Minority community. These schools are

established in educationally backward blocks, where female literacy rate is less than average

national literacy rate and gender gap is more than national average. These schools are up-graded

up to class XII by initiative of State government.

Objective of the programme

To access education for girls establish residential school in educationally backward blocks

upto elementary level.

To provide quality education.

To provide life skill education.

Awareness on gender sensitization.

Facilities available at school

Free education to girls.

Residential school with complete infrastructure.

Teaching learning material and educational support.

Establishment of library.

Computer education.

Free textbook and uniform to girls.

Life education to girls.

Evaluation of learning level of girls on the basis of curriculum and textbook for

government school.

Working/manpower arrangement in the school

School management committee.

School purchase committee.

Five fulltime teacher.

One accountant-cum-computer operator, one guard and one cook.


Enrollment of Girls (Class VI-XII)

Total No.

of KGBV

Class

VI VII VIII Total

(VI-VIII) IX X XI XII

Total

(IX-XII)

Total

(VI-XII)

203 10254 9518 9290 29062 9529 8618 6936 5882 30965 60027

Some of the important activities conducted during 2015-16

A total of girls get enrolled in 203 KGBVs from class VI to VIII.

Sports kit provided to all 203 KGBV by the support of UNICEF, Jharkhand.

Training provided to 30 master trainers (sports teachers/block programme officer/resource

teacher of CWSN/district component in charge) on Sports for Development programme.

Adolescence education programme started in KGBVs that includes gender, life skill, counseling

etc.

Girls participated in district level competitions on cultural activities, games and sports

By the support of State government all KGBVs are getting support for secondary and higher

secondary education.

In the academic year 2014-15 total 7808 girls appeared in secondary examination, out of

which 7122 girls succeeded.

Total 4773 girls appeared in higher secondary examination, out of which 4471 girls succeeded.

Participation in flag hosting, parade, cultural activities programme on 15 th August and 26th

January at distict level

Different celebrations takes place in KGBV-

- School day

- Parents day

- National days

- Jayanti day of great personalities

Exposure visit of girls

District level meet of KGBV girls

Life skill training on different vocations

Focus was on to improve the academic level of girls with various co-curricular activities.

For this various academic, extracurricular, skill development and other initiative undertaken to

enhance the confidence level and to improve performance of the girls of KGBVs. Those initiatives

are -

Skill development of girls

Adolescence Education Programme (AEP) running in all KGBVs with the support of external

agency ‘CEDPA’.



This includes Gender issues, Life Skill, Food habit, Legal Counseling, Abuse, Friendship,

growing age, Sexual harassment, Family and society, Health and hygiene, Values, savings and

security.

Classes conducted twice in a week by the school teachers who are trained as master trainer

and nodal teachers at state level.

Once in a week session for creative writing, Debate, Quiz, conducted at school level.

Self-defense training (Martial Art/Karate) provided to girls.

Counseling of girls ensured by the teachers and required suggestions provided to girls.

Cultural activities, celebration of important days, celebration of jayanti of great personalities

take places in each KGBVs

Activities that support to enhance confidence level and to create interest among girls, some

practice incorporated as regular classroom activity that includes project work, group work,

group presentation, practical work, debate, creative writing, peer learning etc

Training on different vocations provided on madhubani painting, Board framing, sculpture art

by plaster of parries, Painting, dokra art etc. For the training, trainer would be identified as

local level. Institution/organization who are working in this field and have experience are

given priority.

Games and sports activities

Sports and games activities included as co-curricular activities.

There is one physical teacher in each KGBV who are responsible for the games and sports

activities in school.

1-2 hrs. fixed as play hour.

At morning time session for Yoga is fixed. After school hour at evening time, time fixed for

indoor and outdoor games..

Sports competition at school, block and district level organized.

BalSamagam organized at school, block, district and state level which provide an opportunity

to children

Training also provided to all physical teacher on ‘Sports for development’ which emphasize

that how girls can learn through games and sports activities supported by UNICEF, Jharkhand.

Workshop on safe and secured menstruation

District where MahilaSamakhya is working is covered through a workshop on safe and

secured menstruation by the support of MahilaSamakhya.

Girls of class VIII were covered under this..

Counseling of girls

Each and every teacher counsels the girls at each level.


Teachers identify the need and problems of girls

They gather information related to girls problem, address misconception, facilitate in making

plan to solve the problem, review the success of the plan.

Cultural activities

List for national days and event celeberation provided to school along with holiday list.

National days,Jayanti day of great persons and all the local festivals celebrated in school.

On this day teaching activities not taken place.

Teachers were responsible to collect all the information, story, picture related to the

celebration and to tell and discuss in detail about the specific celebration with the girls.

In organizing cultural activities, programme on local folks emphasized. It l helps girls to

become aware and to get know the local culture by celebrating of local festivals. It helps the

girls to be culturally strong.

Celebration of Jayanti day is very important. Girls able to know about the great persons and

history related with them. It also helps to enhance girl academically.

Adolescent Education Programme

With the support of external agency CEDPA, Adolescent Education Programme wi ll be

implementing in all the KGBVs. Activities under this, activities will be as follows -

- Curriculum development (for teachers training)

- Development and distribution of handouts (written material on adolescent health and life

skill)

- Training to master trainer/nodal teachers (two teachers from each KGBV)

- Organize session on Adolescent Education Programme in schools (twice in a week)

- Training of master trainer and nodal teachers takes place at state level.

- All the technical support and material will be provided by CEDPA.

Special training for girls

To acquire the age specific competency level of girls, special training conducted for girls.

Training conducted by the school teachers during the school hours.

Girls for special training need were seated in a separate place while providing education for

developing their basic skills (literacy and numeracy).

One to one baseline assessment done for each girl to define her competency level in each

area.

After the baseline the learning package used for each child from the point where the learning

level has been assessed.

Then accordingly the learning material Ankur (class 1-7) and PRAYAS (condensed material of

class 1-5) and PRAYAS abhyaspustika are being used. This package transacted and completed

in required time period.



Comprehensive and continuous Evaluation (CCE) of girls

To bring about an improvement in the quality of education and the holistic development of

girls, evaluation process takes place to have adequate focus both on scholastic as well as co-

scholastic areas.

While implementing CCE in the schools, focus made to evaluate girls in their scholastic and co

scholastic areas in actual class room situation.

As per the notification/direction of MHRD, GOJ no detention and corporal punishment should

be made to the children at the elementary level. Keeping into this mind, democratic

evaluation process, where children as well as parents were also the part of evaluation

process.

No formal examination conducted rather children evaluated by various means like project

works, group discussions, quiz/ debates.

It is ensured that each and every class will maintain the progress cards and record it in register

in order to ensure the performances of the girls.

Training of the teacher provided for implementing CCE in the actual class room situation and

teachers also oriented for Formative assessments of the girls.

Teachers training

Subject training on Mathematics

Training provided with the convergence of teachers training component under SSA.

5 days residential training provided to all 142 math teachers.

Inclusive Education and Continuous and comprehensive Evaluation

Training provided with the convergence of teachers training component under SSA.

Total 753 teachers are covered through continuous and comprehensive evaluation (CCE).

Training provided on cascade mode.

Teachers have been given training on maintaining report cards and registers to develop and

maintain the performance profile of the children.

Moreover teachers are oriented to Formative assessments of the children while implementing

CCE

Training on Adolescence Education Programme

Training provided on Adolescence Education Programme (AEP) to draw attention on gender

issues, life skills, counseling and right of girls.

606 teachers get trained as nodal teacher.

Training provided at state level.

Training on Accounts

5 days training provided to all accountants on data record keeping and documentation.


Running of Smart Class

To bring a new dimension to using technology in the classroom transaction Smart class

started in 8 KGBVs of Bokaro district

It is started by the initiative of district administration.

Each school provides by equipment that includes desktop, projector, DVD player, audio

system etc.

Learning materials used for this are developed to keep in mind the hard spots area which

teachers faced difficult to teach. S

Learning materials/kit developed on science, mathematics and English subject.

One resource teacher provided to each school for six months.

Resource person also provides training to school teachers on use of learning

material/equipment along with conducting smart class for girls.

Practices as best learning

To make and create interest among girls towards learning and to enhance their creativity and

ideas, some practices adopted as best learning.

Teacher ensures these activities during class period and also ensures participation of girls.

Some of the practice are as follows:-

- Group work and presentation

- Project work

- Collection of Important news and reading it in assembly time

- Open session for questions and answers related to general knowledge at assembly time

- Celebration of important days and jayanthi of great personality. Teachers collect the

related information and tell to girls

- Smart class

Beside above activities/initiatives, focus was also on safety, security and health issued of Girls. For

this various guidelines issued and convergence made at local level. These are -

School instructed that after 5.00 pm no visitors are allowed to enter the school premises.

School instructed to no visitors other then parents will allow visiting without the permission of

district office or state office.

Visiting register maintaining in all schools.

All schools have placed one guard

All school tie-up with local police thana and they round the school once in a week.

Schools having boundary wall

All school having generator facility in case of there is light problem.

Each school contact number provide to local police thana, district administration, district

project office and state project office.

Health and hygiene issues of girls are the prime focus.



All schools are tagged with near Primary Health Centre (PHC).

Girls are taken weekly to these PHCs for regular check-up.

Supplementary tablets like iron goli etc. are being provided to girls.

Girls are providing sanitary napkin as safe and secure menstrual.

Health card maintained of each girl.

Convergence Made at State

All KGBV upgraded up-to class XII and 27722 girls enrolled in class IX-XII by the initiative of

state government.

Full financial support providing for the girls of class IX-XII by Secondary Education, Human

Resource Development, Jharkhand Government.

For KGBV school building provision made from 13th finance commission.

For hostel building provision made from RMSA, where scholl building existing of 40.00 lacs.

With Integrated Action Plan at district level. KGBVs are getting boundary wall, transformer,

hostel building, hand pump, provision for smart class etc

Tie-up with Primary Health Centers at block level. Girls are getting supplementary goli, free

health check –up, doctors visit at school etc.

With district administration –

- District level Integrated Action Plan for infrastructure support for KGBV

- Local police thana as security issue

- Primary health centers as health issue

NGO –

- CEDPA, India for Adolescence Education Programme (AEP)

- UNICEF, Jharkhand (Sports for development programme)

Community level -

- School management committee formed in each school.

Monitoring of KGBVs

Monitoring becomes essential for proper and smooth function of KGBVs. To ensure proper

monitoring, district MIS and state MIS maintained. Monthly review meeting of warden, teachers

and accountant at district level, monthly review meeting of component in charge and district

programme officer at state level takes place. Beside this, school visit at each level takes place.

MIS

A proper MIS system exists at district and state level. Each month data related to KGBV are

updated. As per district MIS report, data analyzed at state level. Data includes enrollment

number, status of teacher and non teaching staff, infrastructure status etc.


Review meeting

Each month review meeting of warden and accountant is being organised at district level.

Issues like enrollment of girls, academic facilities for girls, residential facilities and proper

account maintenance are discussed and necessary instruction provided to teachers.

Review meeting at state level also take place for district component in charge of KGBV and for

district programme officers separately. Detail on data analyzed. Issues if any, are discussed

and guideline provided to districts.

Monitoring Committee at each level

Block level

Strategy: At block level, a monitoring group of Block resource person, Block Programme Officer,

Cluster Resource Person, Block Extension Education Officer and District Component In-charge of

KGBV has been formed. A Monitoring format also prepared. Every week these persons visit the

KGBV once. Issues regarding function of school, academic facilities, residential facilities and

financial issues are observation point during the visit. If any problems/issues found it was short

out immediately on the spot by the visiting person. If issue prolong than it was informed to

district office for necessary action. A visit report also submitted to district office.

District level

Strategy: At district level, monitoring ensured by District Programme Officer, Additional District

Programme Officer and District Component In-charge of KGBV. Every month at least minimum of

3 KGBV visited by these officials. During the visit of KGBV, Issues regarding function of school,

academic facilities, residential facilities and financial issues are the prime focus. A visit report

submitted to state office.

State level

Strategy: At state level, monitoring ensured by state level Officials. Every month at least 2 district

and minimum of 3 KGBVs of each district visited by the officials. During the visit each and every

aspects related to function of school were the focus point. Necessary action or decisions takes

place, if required. A visit report was prepared and according to that, guideline provided to district

so that necessary action can be taken.

Documents

Jharkhand Education Project Council, Ranchi · Annual Report 2015-16 6 Jharkhand Education Project Council, Ranchi 0022.. J JJhhha aarrrkkkhhaannnddd aattt aa GGGlllaannccceee Jharkhand