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6. School Mapping under RTE Act For this purpose 11 different formats have been developed and on that basis detailed mapping is being carried out to identify the areas eligible as per RTE norms for having a school. The SPO SSA plans to convert these maps into GIS format in the months of April/ May 2011. The formats used are:
(1) Village/ ward wise, habitation related information of centers.
(2 and 3 )Availability of primary / upper-primary schooling facility in the habitations.
(4) Village/ ward-wise distance map of centers.
(5) Distance matrix showing the inter-habitation distances
(6and 7) zero/ one matrix for primary ( within one and half kms of habitation) / upper primary schooling (within three Kms of habitation facility.
(8) proposals for primary schooling facilities (within one and half kms of habitation) in the centre .
Block wise proposal of new primary schools in catchment areas.
(10) Centre wise proposal of upper primary schools
(11) Block wise proposal of upper primary schools in catchment areas.
7. Action taken on RTE implementation The State RTE Rules have been notified and action on these rules, like the recognition of school including withdrawal of recognition, special training for age appropriate admissions, community participation, etc. will be initiated with immediate effect.
The Deputy Director and Block Elementary Education Officers have been delegated power of recognition.
Similarly the State Advisory Council on RTE implementation will also be in position by the middle of the year 2011.
For proper infrastructure in the schools as per RTE norms the State is using both, its own resources as well as the grants under SSA/RTE .
The teachers recruitment is going on through Subordinate Services Selection Board. Teachers rationalization has been completed in 11 Districts out of 12 Districts. For ensuring teachers availability and continuity the new retirement policy, transfer policy and placement policies have been adopted.
State is constituting REPA in accordance with RTE Rules.
The State is expected to become almost 100% RTE compliant by the end of the current year.
8. RTE implementation Right Based policies The State already has eight years elementary cycle.
No detention policy till 8th level has been issued.
No Board exam policy till 8th class notified and implemented.
Instructions issued for banning all types of corporal punishments in the schools.
The State has implemented CCE in classes 1st to 8th and the NCERT has been requested to evaluate and refine the system of CCE as the same is based on NCERT source books.
9. RTE implementation contd. Right Based policies For Out of School Children the emphasis has been on mainstreaming. But where extremely necessary, the strategies of mobile schools, NRBC centres etc are also being resorted to.
State already has 236 academic days and more than 800/1000 instructional hours per annum which is more than the limit given in the schedule.
For the teachers the working hours are likely to go up keeping in view the preparation time for TLM, Lesson plans etc and also the time required to fulfill the CCE registers and other records maintained at the school level.
10. School Management Committees Constituted in all the schools and most of the members are parents.
Not only the powers to implement different programmes under SSA have been delegated to them but the powers regarding the existing programmes of the department have also been delegated for instance, monitoring the progress of the children, checking teachers attendance and time on task, making entries in teachers ACRs, providing support to the school when needed etc.
Most of the trainings have been completed and in 2011-12 we propose to under take most of the trainings in April to June.
As in H.P. most of the secondary and senior secondary schools also have upper-primary classes attached with them, the emphasis has been on extending the field of operation of these SMCs to all classes up to senior secondary level.
2010-11 being the first year of existence of the SMCs, some initial problems were noticed but this year the process has already been started in the winter-closing schools and will be shortly undertaken in the summer-closing schools also.
For ensuring greater linkage with the Panchayats, it has been made mandatory for the SMCs to send their reports on quarterly basis to the Panchayats.
11. Shift in Classroom processes Use of activity based and participative methods of learning instead of Rote learning so as to improve the understanding with ultimate aim of transfer of knowledge for practical usage. For this purpose both the teachers and the Community is being suitably oriented.
The students to be evaluated through CCE and the learning gaps to be removed as and when noticed. For this purpose the Child Progress Tracking system based on CCE will also be used and the teachers will be made more accountable for the learning levels of children.
The teachers will be trained to improve the classroom processes and required focus will be given to both the general and the subject specific trainings.
Involvement of school, community and the PRIs in the planning and implementation processes. Improvement in learning level with regular monitoring and support by the District and Block level functionaries and for that purpose the capacity building of the Block and Cluster level functionaries is going on.
12. Civil Works under RTE The gaps identified on the basis of DISE are being addressed
The State has also undertaken the exercise to construct the Rainwater Harvesting structures in all its schools through the State Budget.
Proper infrastructure along with BaLA features and CWSN friendly elements. In this years AWP we have proposed a slightly higher component to civil works as we are interested to complete the infrastructure as per RTE norms before the completion of FY 2012-13, i.e. the year within which is the limit fixed by the RTE Act.
13. Civil Works under RTE For the constructions of the toilets and proper usage of the same norms have been laid down on the basis of enrolment.
Instructions have also been issued to make the toilets disabled friendly and also to have separate girls toilets. In the Girls toilets the incinerators are also being attached for promoting proper menstrual hygiene, especially in upper-primary schools in convergence with NRHM.
14. Civil works All the civil works have been proposed with Safety features with reference to fire, earthquakes and similar other natural calamities.
As per Honble Supreme Courts directions the proposal includes the requirement of water, toilets and the electricity facility in the schools.
The Civil works have been proposed as per the revised schedule of rates applicable in the State and the rates notified by the State Government.
It is difficult to bring all the estimates of repair of the schools at National level. The state may be authorized to sanction repair works as per the guidelines of GOI. The proposal of the State for repair works may be approved or all the estimates can be made available in supplementary plan.
The Office cum store cum Headmasters rooms have been proposed as per RTE provisions . Existing other rooms have been accounted for and no extra HM room has been demanded in such schools.
15. Teacher requirement in RTE plan year 2010-11 In State of Himachal Pradesh, almost half of the Upper-primary schools are either part of the Secondary or Senior Secondary schools.
The TGTs who teach Science, Math or Arts take care of all classes from 6th to 8th and same is mostly the case with the language teachers/ OTs.
In order to be RTE compliant the State has to carryout special recruitment in relation to Language, physical education, Work experience and Art/Craft teachers. Total no. of part time teachers required is 2841, but state has not proposed part time teachers as these are being recruited on regular basis.
Despite good PTR of 14 at upper-primary level, there are such upper-primary schools in our state where the number of sections required as per RTE norms will be more than one per class. The details have been given as per the format provided by the GOI and the school vise details are also available. Hence, we have requested to sanction 962 posts of TGTs(Science & Math), 475 social science teachers(TGT Arts) and 229 language teachers.
16. Teacher requirement in RTE plan year 2010-11 The state has a policy for appointing Head Master(CHT) on a cluster of schools due to low enrolment in the Primary section around 2000 teaches have been shown to be over and above the RTE norms. However it is due to the institutions of Head teachers which are existing in the primary schools with a view to ensure proper supervision and support to the primary teachers.
The Policy in the State has been to provide one teacher in those primary schools in which the strength of students is less than 15.
But now as per RTE mandate we have to provide minimum two teachers in these schools also and we have 915 schools in which such additional provision has to be made.
The existing teachers who have been shown to be surplus as per the calculation made under DISE are not actually surplus and are working as Headmasters or Centre Head Teachers in primary schools.
The State has already carried out rationalization of teachers and deployed around 1000 teachers who were found in excess, in the schools where they were required as per RTE norms. In 11 out of total 12 districts, the process is already complete and the rest is likely to complete in the current year. This has been done both for primary and upper-primary.
17. Progress for 2010-11 GOI approved an outlay of Rs. 24464.87 lakh for AWP&B-2010-11. There was an unspent balance of Rs. 2460.56 lakh as on 1st April, 2010.
Out of this total amount of around Rs.168.34 lakhs has been utilized till Jan 2011, which is around 66% of the funds available as per approved AWP&B.
State has consistently maintained a good investment level in primary education and overall per child expenditure on elementary education is coming to around Rs 18,800 per annum.
The total allocation to education in the State budget is more than 17% which shows the high priority accorded by the State Government to Education .
The gap in expenditure and the actual allocations received till now is due to the late receipt of the second installment.
For the year 2011-12 the State has proposed a plan size of Rs 416.26crores under SSA/RTE. Provision for State Share has been made in the State Budget.
18. Proposal for 2011-12
19. Research and management Under REMS the state has sought Rs 200 per school for REPA which is being established under the Education Department shortly.
The State Advisory council will also start functioning very shortly and all logistical support for this will be provided by the State SSA mission.
State has used most of the existing REMS funds for activities like the COHORT study, for developing the Child Progress Tracking System based on CCE, for developing the material related to CCE, for developing the Resource material for teacher training, and also for curricular development.
These studies are being carried out in active collaboration with the SCERT and HP University and the DIETs.
The CTS is being extended to all the blocks after its initial piloting in Kandaghat block of District Solan has been found to be successful.
Studies are also being conducted on CWSN achievement levels, KGBVs learning levels of OOSC brought into NRBCs etc.
20. The State has sought support for BRCC and CRCC strengthening based on the latest norms received from the Government of India and the same has been recommended by the appraisal team also.
The state has proposed 622 posts of CRCCs @ 18 schools per CRCC. However, keeping in view the Hilly terrain of HP it is likely to be very difficult to CRCC to visit all the 18 school even once in a month.
Under civil works component proposal is being moved for creating additional accommodation in the BRC buildings which were created during the DPEP time.
The Data Entry operators and the Accounts Assistant at the Block level are being appointed and the process is likely to be complete by Mid March 2011.
21. Steps Ahead in relation to OOSC The Bridge Course material for NRBCs has been prepared and the recruitment of the 57 NRBC instructors has been completed. There are also 23 Mobile NRBCs. Rest 39 are the EGS centres converted into the NRBCs. These total 119 centres are catering to 2340 children.
The mobile NRBCs are taking care of 462 children belonging to migrant Gujjar (muslim) community.
The main emphasis has been on mainstreaming of the children and for that the bridge courses are also being given in the regular schools.
Proposal has been made in the State rules for payment of Escort/transportation allowance to the students.
As the process of identification of such eligible children is not complete, it is difficult to give the exact number, but the State has sought assistance @ of Rs 200 per child in relation to the estimated eligible children. The final claim will be made shortly.
22. Taking care of Special Children The State has been able to recruit 146 special educators and the process is on for remaining 186 special educators. The State Government will try to post some of these special educators at or near the district/ block headquarters so that the services of qualified persons are also available at the district/ block levels.
Out of total 18211 CWSN, 15,700 have been mainstreamed in normal schools. Out of the remaining 2511 severally disabled children, who are being given home based education, 550 are being taken care of by the NGOs.
6 districts have been proposed for BRC up gradation(Kullu, Mandi, Solan, Kinnaur, Hamirpur, Una)and proposal is being moved to MHRD for re-appropriation from Resource Teachers salary Head.
23. Strengthening the Support structures and Curricular Development SCERT and SIEMAT are being equipped for meeting the latest training requirements.
The curriculum will be transacted in an activity based manner and to that end the textbooks will be supplemented by a workbook giving an indicative list of activities and the teachers and the taught will be encouraged to explore their own ideas related to various concepts through trainings. The CCE pattern of evaluation has been adopted in the State as per RTE 2009 and accordingly the curriculum is being suitably adapted to this end.
The Adhaar and Samvridhi material has been integrated with the curriculum and we propose to continue Adhaar and Samvridhi as part of Learning enchancement programme.
The English will be taught with emphasis on day to day spoken/ expression skills, while confining to simple conversational skills.
Introduction in addition to NCERT syllabus , in each of the 6th, 7th and 8th class, one text book which comprises Yog Shiksha , a brief introduction on the Himachals culture, heritage and environment, Himachals economy , school safety plan and climate change. Children are to go through the mock drills in relation to protection from various natural disasters
24. Quality initiatives In addition to Adhaar/ Samvridhi programmes the Activity based learning is being proposed to be started on Pilot basis in 50 schools. The recommendations of NCERT evaluation team for improving the Adhaar programme are being complied with in toto.
For promoting regular experiments in Science subjects, the upper-primary schools of Districts Una, Hamirpur and Bilaspur will be brought under mobile lab concept of Agastya foundation attuned to HP specific requirements .
For providing regular trainings the resource groups at District, block and cluster levels will be provided regular orientation and trainings so that they can provide the required support.
As SMCs are becoming more and more active, effort is also being made to rope in the Community in improving the quality of education and also to use the Community Knowledge in the regular curriculum.
Accountability mechanism for the teachers has been put in place for the teachers and the support agencies
25. Quality initiatives The State Quality plan finalised after consultation with Central teams of consultants and the field functionaries of SSA and the same has been submitted as part of the AWP 2011-12
The Teachers are being trained on activity based methods of teaching while using the CCE as a tool for encouraging the students to participate actively.
Through Adhaar programme at the primary level and Samvridhi at the Upper- primary level, the learning gaps of the students are also being addressed.
Active involvement of SMCs is being ensured in Child progress tracking, teachers performance appraisals, and monitoring of attendance.
Library movement is being strengthened by constituting Children Book Clubs in each of the schools
26. The components of the action taken/proposed are as follows:
Taking the views of teachers, parents, academicians and public at large.
The views of teachers were organized through a series of workshops.
This is to be followed by identification of teachers (practicing) for development/ revision of new curricular components.
Orientation of groups in relation to the basic tenets of NCF 2005 and activity based learning.
Development of curricular components.
Finalization after discussion with the specialized agencies like NCERT, SCERT, Educationists, Psychologists.
Suggestions/ good practices etc received through workshops at the National and International level.
The Curriculum revision will be followed by Text Book development/ adaptation as per the new curriculum adopted by the State.
For this purpose a specialized group of text book writers will be identified/ oriented and sensitized with the help of experts from NCERT and State. The whole process will be spread over a series of workshops.
Field trial of the textbooks, taking of feedback and then finalization of the textbooks after incorporating the suggestions received from the field.
27. Innovations The PMIS system is being developed for quality improvement and managing the teachers problems.
Uniform academic calendar is being introduced from the current session thus removing the distinction between the winter-closing and summer closing schools.
The new retirement policy and transfer policies are ensuring that the teachers are available for the complete academic session.
All trainings are focusing on the Activities in the classes.
SMCs have been given a greater role and the State is moving towards community ownership of the schools.
28. Issue Areas The Education Development Indices are not in tune with RTE Act and also do not take into account the peculiar topographical realities of the States. The focus is on inputs rather than the outputs.
All existing vacancy of teachers as per the RTE norms after 1-4-2010 should be filled up under RTE/SSA plan because of financial constraints the State is facing.
It is difficult to bring school wise estimates of the repair works to the national level. It is requested that the powers should be delegated to the State within the norms and guidelines prescribed by the GOI.
The State has a policy having one Head Master(CHT) in cluster of schools. The GOI format needs to be revised for the State with small school size.
Guidelines on minimum number of working days / instructional hours is already being complied with. The GOI guidance is solicited on, how to fulfill requirement of 45 hours per week
State is considering to keep the childrens learning time to presently existing level as it has been felt that increasing the time from present levels may not lead to any positive addition in terms of learning outcome.
There is requirement of a provision for providing boys toilets and storage tanks for drinking water under SSA.
29. Thanks
