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About Sarva Siksha Mission (SSM)
Sarva Shiksha Abhiyan (SSA) is Government's main programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right. In the present phase of SSA, it is mandatory to ensure that the approach and strategies for universalising elementary education are in conformity with the rights perspective mandated under the RTE Act. The RTE Act provides that ‘Every child of the age of 6-14 years’ shall have a right to free and compulsory education in a neighbourhood school till completion of elementary education.
Its overall goals include universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children. SSA provides for a variety of interventions, including inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, periodic teacher training and academic resource support, text books and support for learning achievement and strengthening of the academic support structure at a cluster, block and district level. SSA seeks to provide quality elementary education including life skills. SSA has a special focus on girl's education and children with special needs. SSA also seeks to provide computer education to bridge the digital divide. These provisions are aligned with the legally mandated norms and standards and free entitlements mandated by the RTE Act.
ACTIVITIES UNDER INCLUSIVE EDUCATION
As per guideline, two sets of uniform have been provided to all girls student, all SC, ST & BPL boys of Class I to Class VIII with in a ceiling of Rs. 400.00 per child per annum. As per the order by The State Project Director, PBSSM, 2,39,290 number of girls, 84,883 number of SC boys, 19,267 numbers of ST Boys and 69,406 number of BPL boys have been provided fund for uniform grant in the year 2013-14. As such, uniform grant was provided to 4,12,846 numbers of all girls, SC boys S.T. boys and BPL boys of Class I to VIII in the year 2013-14.Total financial involvement is Rs. 1,651.384 Lakh.
Apart from this, as per the guideline issued by the State Project Office, PBSSM, for utilizing the State Govt. fund for providing school uniform for the General Boys at elementary level, this District has provided school uniform to 68,816 students belonging to General Category. Total financial involvement is Rs. 275.264 lakh.
FREE TEXT BOOK:
As per AWP&B 2013-14, Free Text Book Grant was provided to 1,90,725 numbers of students of Class VI to Class VIII of upper primary schools and 15,673 numbers of students of MSK. As per the order by the State Project Director, PBSSM, 74,800 numbers of students of class VI, 71,500 numbers of students of class VII and 65,100 number of students Class VIII have been distributed the Free Text Books which are printed and supplied by WBBSE in the academic year 2014.
In service all teachers training of both Primary and Upper Primary Teachers including Para Teacher, Sahayak / Sahayika of SSK, Special Educators and Samprasarak / Samprasarika of MSK could not be arranged in the financial year 2013-14 due to unavailability of guideline issued by the State.
In the academic year 2013-14, school grant @Rs 5,000.00 was provided to 2405 no of primary schools and @ Rs 7,000.00 was provided to 589 no of upper primary schools in our district. Total financial involvement Rs. 161.48 Lakh.
By maintaining the guideline criteria, 1,281 schools have been provided maintenance grant @ Rs. 5,000.00 and 1,621 schools have been provided maintenance grant @ Rs. 10,000.00 in the academic year 2013-14. Total financial involvement Rs. 226.150 Lakh.
LEARNING ENHANCEMENT PROGRAMME (LEP):
Under Learning Enhancement Programme 7 (Seven) upper Primary Schools were identified for Model/Resource Schools by the DI Secondary, Birbhum in 2012-2013. The schools are as follows:-
· Bolpur Nichupati N.B High School.
· Ahamadpur Joydurga High School.
· Panchra High School.
· Joy Krishnapur High School.
· Protappur High School.
· Laldaha Sarbanandapur High School
· Krinahar Shibchandra High School.
The main activity of the Model / Resource schools are:-
· Selected Teachers from such selected schools will be oriented on aims and objectives of LEP, methods of activity based learning and capacity building on the same.
· Immediately after orientation workshops are completed, the Teachers shall initiate intensive classroom transactions in their respective schools to improve the quality of Science and geography learning. This process shall continue for 3 (three) months.
· Students from different classes will come into Activity Room, do activity with resource materials and ‘Kajer Majhe Bigyan’ workbooks and back after completing the specific activity based designed worksheet.
· Teachers will facilitate the students to perform the activities. After that they will evaluate the worksheets and maintain the records as a part of CCE.
· The activities performed in the Activity Room shall be monitored by a Quality Monitoring Team.
· There shall be Pre-programme Impact Assessment at the beginning and Post-programme Impact Assessment at the end of the third month.
· Gradually above Model/resource schools along with their unique Activity Room will be converted into Science Education Resource Centres (SERC).
· Model / Resource schools shall share their experiences with the nearby schools to form active School Clusters tied up with SERC.
· Subsequently, all the schools belonging to School Clusters will have their own Activity Rooms in second phase.
· The phase II of Programme will start with the second round of Teachers orientation. It will be followed by 3 (three) months intensive classroom practices monitoring, impact assessment and intermediate review.
The whole process will continue for 2 (two) years and SCF, Kolkata will work as Nodal Agency to coordinate this.
AUGMENTING BRC/URC AND CRC:
The BRC and CRC are the most critical units for providing training, ensuring regular school visit and onsite academic support to address pedagogic issues and other issues related to school development. Given the significance of these structures, and academic support system will be developed at BRC and CRC level.
There are 19 BRC and 197(179 Nos. of CRCs are in operation) CRCs in the district. The salary of Block Level Accountant, Siksha Bandhu etc. was allotted to BRC/ CLRC as well as salary of Siksha Bandhu of CRC level was allotted to CRC.Apart from this support, various grants for BRC and CRC (viz. contingency grant, meeting/TA grant, TLM grant and maintenance grant, furniture grant, replacement of furniture/computer grant) was allotted as usual course. The total financial involvement is Rs. 75.53 lakh for BRCs and Rs. 149.585 lakh for CRCs respectively in the financial year 2013-14.
In the year 2013-14 as per AWP&B there is a budget provision of Rs. 95,000/- and in PAB Minutes it was mentioned that the amount provided for Girls Education under innovative head is utilized for Nirmal Vidyalaya Puraskar.
On 12th February 2014 at District Level Award Ceremony Nirmal Vidyalaya Puraskar was awarded to one Primary and one Upper Primary school in each of 32 CLRCs.
Kasturba Gandhi Balika Vidyalaya (KGBV)
With a view to address of gender gap at elementary level and to promote girls education specially among the disadvantage groups (SC, ST, OBC & Minority Communities) a new scheme called Kasturba Gandhi Balika Vidyalaya (KBV) has been launched in Educationally Backward Blocks (EBBS) and in the Blocks where Rural Female Literacy Rate is below them the National Female Literacy Rate (46.13) in West Bengal.
The objective of KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by sitting up hostel facilities (KGBV Hostel) at existing Upper Primary Girls / Co-education Schools.
In view of the targeted nature of the scheme, 75% girls form SC/ST, OBC and Minority Communities would be accorded priority for enrollment in such Residential Schools and thereafter 25% girls from below poverty live and emphasis will be on girls, especially, adolescent girls who are unable to go the regular school.
While enrolling girls in KGBVs the following shall be given priority:
· As the KGBV Hostel are located in the Premises of existing Upper Primary Schools (High / HS) Schools only girls for Upper Primary Classes are to be admitted;
· Girls belonging to the jurisdiction of concern Block where the Residential Hostel is set up.
· Girls who have dropped out or never enrolled in schools and aged between 10-14 years.
· Orphan or semi orphan girl children.
· Girl children with special need.
our district at present 5(five) nos. of KGBVs is running in the following
schools and Blocks with enrollment capacity as follows:
The following facilities are provided to the Boarders of KGBV Hostels:
· Daily Fooding (Breakfast, Lunch, Tiffin and Dinner).
· Stipend @ Rs. 100 per head per month.
· Other Educational Stationeries.
· Medical Care system.
· Toiletries/Sports Wear/sports equipment / etc.
· Physical / Self-defence Training.
Every year with the children of each KGBV hostel District Level Sports Meet and Cultural Exchange Programme has been organized to promote sports and cultural activities among the Boarders of KGBVs.
Community Mobilization (CM)
Mobilization and awareness building cannot be considered as one time activity and will have to sustain in the context of RTE Act, 2009.To achieve the goal of the act community participation in inevitable. For the Community Mobilization the following programmes were taken throughout Birbhum District was as follows:
· To implement the RTE Act, 2009 compilation of Child Register Programme was taken.
· To highlight the concept of RTE Act, advertisements had been given in some souvenir, displaying Banners and Posters in Mela, etc.
· Observation of Independence Day, National Education Day, Book Day etc.
· The Broadcasting Programmes were also taken regarding RTE Act, Bhartikaran Karmasuchi, Siksha Ka Haq Abhiyan and other activities of SSM through All India Radio FM Service.
Special Training for mainstreaming of Out of School Children (OOSC)
As per Right to Education Act, all the Out of School Children are to be enrolled in neighbouring formal school to their age appropriate classes for providing Special Training to them because it is expected that Special Training can prepare the student much better to be at per with others.
As per AWP&B 2014-15 the total Out of School Children in Birbhum is 7834. Among them 4018 no. of children are in Primary level (Boys-2317, Girls-1701) and 3816 no. of children are in Upper Primary level (Boys-2446, Girls-1370). At present the enrolment activity of the Out of School Children is going on in different neighborhood schools and 712 no. of OOSC (Boys-431, Girls-281) have already been admitted so far for Special Training. The enrolment of the rest OOSC will take place very soon.
In the year 2013-14, fund for 30 Nos. New Set up Upper Primary has been released @ Rs. 4.55 Lakh as per Annexure-5(a). Fund for 06 Nos. New Set up Primary has also been released partly @ Rs. 3.95 Lakh as per Annexure-5(b).
In the Year 2014-15, fund for Civil construction has not yet come on SSM head. State Govt. fund for 22 Nos. Upper Primary Schools @ Rs. 9.582 Lakh for 02 ACRs each has been released as per Annexure-5(c). State Govt. grant for all Primary School @ Rs. 6,418.50 for Wooden Book Rack has also been released.
Unified District Information System for Education (U-DISE) is a very important component of Management Information System (MIS). Data collected from Sishu Siksha Kendra, Madhyamik Siksha Kendra, Primary School, Upper Primary School, Madrasah Siksha Kendra, Kendriya Vidyalaya, Jawahar Navodaya Vidyalaya and Private Institutions throughout the district. After data entry at district level various kind of reports are prepared by MIS Cell and disseminates to all concern. (Annexure-6).
To make the learning process easy and qualitative improvement of teaching learning process at classroom level Computer Aided Learning (CAL) is a very effective tool. In 2013-14, SC /ST /Minority concentrated 22 nos. Upper Primary School was selected for implementing CAL Programme in Birbhum district. 04 nos. of Desktop Computer with speaker, 4 nos. UPS, 2 nos. of Projector & one Headphone is provided in those selected schools among which one computer is for the trained teachers for preparation of CAL material at staff-room and other three computers and 2 projectors is for showing CAL presentation at Classes VI to VIII.
During 2013-14, six days residential RP training were organized by the State Project Office and the Birla Industrial & Technological Museum (BITM), Burdwan Unit at Burdwan for 88 nos. teachers from those selected 22 nos. CAL Schools which was very interesting.
Also one day orientation of Head Teachers from those 22 CAL schools was done jointly by the State Project Office and BITM Kolkata at BITM, Kolkata.
School Efficiency Study: Cohort Study (Upper Primary)-2009 (Annexure-8)
Observations at a glance
Under the guidance of PBSSM the District Sarva Siksha Mission-Birbhum has been conducted the School Efficiency Study in all the 406 Upper Primary Schools, through True Cohort Method. Enumerators had collected data in prescribed format from Schools. After computerization of the same data in software, a preliminary report has been prepared for overall discussion with the entire stakeholder; so that, we can assess the progress of our School efficiency in order to achieve the goal of UEE.
The children who were admitted in class V in the year 2005-06 have been covered by the study:
· Total enrolled students in class-V in 2005-06 was75,520, but out of them 56,363 (74.63%) students had covered by the study.
· Gender-wise coverage à Boys: 52.72%, Girls: 47.28%.
· Cast-wise coverage à General: 22.6%, SC: 31.5%, ST: 5.6%, Minority: 40.2%.
Completion Rate in Four Years (CRF)
The main indicator of the study is how many students had completed the Upper Primary level within four years. The present study reveals that overall 57.67% of student has completed it within four years. Out of them boys are 56.38% and girls 59.11%. Gender and caste-wise percentage in detail has given below:
· The performance of girls is better than that of boys.
· Completion rate among ST, SC and Minority students is poor than that of General students.
· Highest CRF observed in Nalhati East CLRC of the district, being 84.28%.
· Detailed analysis shows that, there are two CLRCs having CRF more than 80%,11 CLRC have such rate between 60 to 80%,17 CLRC have such rate between 40 to 60% and only 2 CLRC have CRF below 40%.The lowest CRF found in Rajnagar CLRC that being 38.16% only.
Ever Completion Rate in Five Years (ECR5)
Overall ECR5% in the district is 12.06%.It has found from the study that the highest ECR5 rate in Sadar East CLRC being 21.63% and the next that of in Nanoor CLRC being 20.3%.Only 9 CLRC have ECR5 rate in above 15%.
It has been observed that the dropout rate is gradually decreasing in comparison with previous studies in the district. The study of this year shows that the overall dropout rate is 19.5%.Gender and Caste wise percentage has given below:
· Dropout rate of the boys (20.60) is more than that of girls (16.65).
· Dropout rate is very high of the student of ST (36.08) as well as SC (22.70) and Minority (20.57) students.
· Detailed analysis shows that 50% CLRCs are over the district average (19.52%) and 50% CLRC are below of that average. Total number of the CLRC in the district are 32.
· The highest dropout rate found in Paikar CLRC that being 40.40% and the lowest rate found in Mayureswar CLRC that being 4.16%. There are only 7 CLRCs having dropout rate below 25%.
Overall Repetition rate in the district is 7.40% .The study reveals that highest Repetition rate in Rampurhat South CLRC that being 20.44% and lowest Repetition rate in Nalhati East CLRC that being 0.11%. There are only 10 CLRC having the Repetition rate is above 10%.
The study shows that the overall Migration percentage is 2.96%.The highest Migration rate in Bolpur Intensive CLRC that being 9.50% and lowest rate in Sainthia CLRC that being 0.14% only. There are 18 CLRC having Migration rate below 3%, in 9 CLRC having that rate in between 3 to 5% and only 5 CLRC having Migration rate above 5%.
Comparative status of 3 years
A comparative picture on overall CRF, ECR5, Repetition, Dropout, Migration of the Cohort Study Report of 2004, 2007 and 2009:
The study reveals that the Efficiency of the Upper Primary Schools in the district is gradually increasing .But there are long way to go to achieving the goal of UEE. Special care should be given on ST, SC and Minority students to increase the CRF decrease the dropout rate and increase the overall School Efficiency.
Report of the Study on the Achievement in between CAL and Non-CAL School
CAL program is a very important program under SSM. Birbhum SSM has taken this program in 10 Upper Primary School per year since 2006-07.The number of school under CAL program has reached to 30 in the year 2008-09. In the year 2009-10 SSM, Birbhum has conducted the Study on the Achievement of CAL as well as in the Non-CAL Schools .CAL School means the School where the computer aided program has already been started and the Non-CAL School means the school where the computer aided program yet to be started. As an input, five computers have been installed in a school and some educational CDs were supplied for use in the classroom. Study have been conducted in 30 upper primary schools where CAL program is running and 30 Non – CAL school in same area covering 23 CLRCs in the district.
Siksha Bandhus worked as the enumerators for the study. They were properly
trained for the study and they collected data from schools in the format
supplied from the State Project Office, PBSSM, and West Bengal. On
compilation of those data report has been prepared for CAL Schools as shown
Table -3. Direct Effect on School for initiated CAL Activity:
· A good impact of CAL activity upon those schools has been found in Table-3. Changes have been noticed in the sphere of teacher’s attendance, student’s attendance, conception in using computer and effective classroom situation.
C. Attitudinal Change for using the computer:
· The CAL program has brought slight change in the attitude of teacher, student, parents as well as members of the MC towards education through more involvement in the school activities. Table-4 shows these observations in more specific manner.
Table -5.The Teacher
· Perception of teacher towards CAL program as effective tools in the classroom is not crystal –clear as we see in the Table-5. Wherein, we see the nature of response has come in a mixed manner.
Table-6. The Students:
· Perception of student towards CAL program in the classroom situation is rather positive than that of the teachers. Table-6 shows that in details the nature of response of the students.
· Data as distributed in Table-7 reveals that parents have perceived the CAL program as effective tools. They have better acceptance of the program than that of students and teachers.
Table-8.The M.C. Members:
· Perception of members of the Managing Committee has come in a peculiar nature. CAL program as a tool towards making the classroom teaching effective is less important to members of the MC rather, they are satisfied with the CAL program so that it has enriched the present infrastructure of the school. Students enrolment, attendance, better involvement of the teachers these phenomena have been noticed by the members of the MC as direct effect of CAL program in the school.Table-8 gives the nature of response on questions in more specific way.
2. The study report of 30 Non-CAL schools of same CLRCs given hereunder side by side:
· In 30 Non-CAL schools have 335 teachers, out of them 117 are science teacher. They have not taken any computer training except one school. The study found that only Dubrajpur Girls High School has been arranged the computer literacy program for their own interest.
· The teacher, student, parents and members of the MCs of these schools have a positive view towards CAL program. They have claim that the SSM, Birbhum have to introduce the CAL program in these schools as early as possible.
It is clear from the study that the CAL program has a good impact on the Teaching Learning Process. In those schools wherein CAL program has been introduced we can see better involvement of teacher as well as students in the classroom situation. It has promoted the interest of students towards study of subject, building clear conception of the learned matter in a better way. Attitudinal change has been noticed among the parents and members of the Managing Committees in the schools where CAL program is going on. They have an opinion in general that CAL has brought slight change in the learning process of the school and it has an impact on school education. The study on CAL shows that there is a general acceptance of the program among all respondents and it will make the path for using modern technology in the learning process.
Abstract Research Report of the Study on the Status of CWSN-2009-10
As per approved AWP&B 2009-10 the Sarva Shiksha Mission, Birbhum has been undertaken the Study on the Status of CWSN. Fifty seven Primary Schools were selected for the study covering 19 blocks and 32 CLRCs in the district. Report was prepared on the basis of analyse data in respect of 55 Primary Schools. Shiksha Bandhus worked as investigators in this study. They were trained up at district level; thereafter they have collected the data from selected primary Schools through a data capturing format developed by the State Project Office of PBSSM. Analysis of the data shows the following picture:
(A)Enrolment and other information
(B) Year wise enrolment and retention picture
· A number of students migrated to other schools or places.
(C) Category wise and class wise present status of enrolled CWSN
· Out of total enrolled students in 55 Primary Schools only 2.45% students are CWSN. They were assessed through assessment camp regularly and their attendance is very regular in school.
· Slight weakness in distribution of aids & appliances and grants was located. 87.27% CWSN are receiving grants regularly.
· It has emerged from the study that 31% of total teacher are not trained on disability. Rest of teachers is trained on disability.
· There is satisfactory development in construction of ramp with handrails. 92.73% schools have ramps with handrails. But some ramps with handrails are not scientific and CWSN friendly.
· The VEC/WEC members were trained up on disability and 100% schools are covered by Mid-day meal programme.
· It has emerged from the table-B that there are more development in qualitative aspect. The passing rate and retention rate are increasing, on the other hand the dropout rate are decreasing gradually.
· Numbers of CWSN who are passing with marks more than 60% are increasing. A little number of CWSN is migrating.
Overall observation is that, much development has come in the education of CWSN through the intervention of SSM. The parents are aware about the rights of the CWSN. It has found that there are many changes in the attitude of the teachers as well as the community members towards the education of CWSN. Now we are waiting for a bright morning when all the CWSN will come to the school and learn in a CWSN friendly environment with their full rights.
· In 2011-12, Action Research was undertaken in 10 Primary Schools by the teachers with the financial support from Sarva Siksha Mission, Birbhum and reports already been submitted to the State Project Office. A compilation of the said reports has been printed by Sarva Siksha Mission, Birbhum.
· In 2012-13, Action Research was undertaken in 13 Primary Schools & 10 Upper Primary Schools by the teachers with the financial support from Sarva Siksha Mission, Birbhum and reports already been submitted to the State Project Office.
Studies and other works undertaken by ‘Pratichi (India) Trust’ in 2010-11 and report printed in 2011-12
· Analysis the DISE Report of the district of the last five years.
· Overall impact of SSA in the district
· Impact of SSA on girls education
· Impact of SSA on girls education
· Impact of Science education
· Pedagogical impact of SSA
· Proposal for preparing a supplementary reading for the Primary Children by compiling and editing from the children’s magazine ‘Tepantar’ brought by the BDPSC and SSM ,Birbhum last four years
· Proposal for teacher’s workshop on documentation
Studies conducted by the External Agencies in 2010-11
with the financial help of SSM, Birbhum
Karate Training Programme in Girls’ Upper Primary Schools as pilot basis
Sarva Shiksha Mission, Birbhum has been launched an activity namely Karate Training at Girls’ Upper Primary Schools in the district considering the improvement of self defence power of girls students at present social context. The duration of the training course for one year and it is purely pilot basis. Total 41 Girls’ Upper Primary Schools have been selected in the district. Maximum 50 girl student per school participated in the training, which has to be selected by the concerned school.
In this regard, several meetings with the HM/ TIC of concerned Girls’ Upper Primary Schools were arranged presided by the ADM (Dev.), Birbhum. It has decided in the last meeting that the Karate training has to be started in the initiation of the new academic session of 2013 and it has learnt that all the schools have already been started the training programme except Rampurhat Girls’ High School, after selection of training agency.
All expenditure i.e. tuition fees, costume purchase and evaluation cost in 2012-13 financial year were borne from the Innovative Activity head under SSM budget and in the financial year 2013-14 Stare Project Office, PBSSM was released the grant for three months. All the schools are very enthusiastic to continue this programme.
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