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Evaluation of Implementation of IEDSS in India

Evaluation of Implementation of IEDSS in India. IEDC to IEDSS. Government Initiatives. CABE Committee- Universal Secondary education-universal access, equality and social justice, relevance and development, and structural and curricular considerations-common school system

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Evaluation of Implementation of IEDSS in India

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  1. Evaluation of Implementation of IEDSS in India

  2. IEDC to IEDSS

  3. Government Initiatives CABE Committee-Universal Secondary education-universal access, equality and social justice, relevance and development, and structural and curricular considerations-common school system Comprehensive Action Plan, 2005-Secondary school system would adopt structural,curricula & pedagogical reforms for extending the access RMSA-removing gender, socio-economic and disability barriers, providing universal access to secondary level education by 2017, & achieving universal retention by 2020. 12th Plan- Addressing issues of coverage & quality in holistic manner, IEDSS to be merged

  4. Source: 7th AISES, NCERT

  5. The Study Rationale • Major Drop out • Gap in Enrolment from Upper Primary to Secondary • Review of Literature • Ministry Concerns • Voices of Activist Groups • Parents' Concerns

  6. Objectives To assess • Impact of the scheme on enrolment, access, retention of students with disabilities • Resource support in terms of trained (general and special) teachers, assistive devices, appropriate teaching materials and learning environment etc. • Good practices of inclusive education • Role of State Government in planning, implementation and monitoring of the scheme • Special needs of girl students with disabilities and of students with disabilities belonging to SC,ST

  7. Methodology

  8. The States Administrative Cells Andhra Pradesh Delhi Gujarat Haryana Karnataka Kerala Madhya Pradesh Maharashtra Manipur Mizoram Odisha Rajasthan Sikkim Tamil nadu Tripura Uttarakhand West Bengal

  9. Findings • Enrolment Increase- Andaman & Nicobar Islands, Andhra Pradesh, Assam, Gujarat, Haryana, Karnataka, Kerala, Madhya Pradesh, Odisha, Rajasthan, Tamil Nadu, Uttarakhand & West Bengal Decrease- Bihar, Daman & Diu, Manipur & Tripura No Clear Trend- Delhi, Mizoram, Puducherry & Punjab

  10. Overall decrease in enrolment of girl students with disabilities from 43.57% in 2009-10 to 43.07% in 2010-11, 41.51% in 2011-12, and 40.21% in 2012-13.

  11. Four States Haryana, Tamil Nadu, Nagaland and Andaman & Nicobar Islands show increase in drop out rates. One State, Odisha shows decrease in drop out in the second year but again increase in drop out in the third year.

  12. Resource Support • Removal of Architectural Barriers: Steps already undertaken by the States/UTs: Delhi, Haryana, Kerala, Odisha, Puducherry, Uttarakhand. Steps initiated/planned by the States/UTs: Assam, Bihar, Gujarat,Karnataka, Madhya Pradesh, Nagaland, Tripura, West Bengal • Model Schools: Only two States, Haryana and Kerala reported setting up model schools under this scheme. • Aids, Assisstive Devices & TLM: Kerala has given maximum variety of aids covering most of the disabilities followed by Odisha. The other States are Daman & Diu, Assam, Gujarat, Mizoram, Tamil Nadu, Tripura, Sikkim, Puducherry, Karnataka, Madhya Pradesh, Maharashtra, Nagaland, Manipur and Haryana. Remaining 11 States, have not provided any aids and assistive devices and the reason, according to them, is lack of funds.

  13. Twelve States have appointed special teachers (In Manipur 49 special teachers are continuing since IEDC. Major problem for appointing special teachers is lack of trained teachers & recruitment policies of the states.

  14. General teachers trained in only 12 states Only 3 States have provided training for more than 5 days to general teachers.

  15. Odisha and Madhya Pradesh have constructed resource rooms at school level and rest of the States at block/cluster level.

  16. Relaxation in Evaluation Only seven States-Gujarat, Karnataka, Kerala, Manipur, Odisha, Punjab & Tripura- have given relaxation in evaluation procedures in terms of time, type of questions, and grace marks/reducing passing percentage and weightage to co- curricular activities. Relaxation in Procedures • Relaxation in admission Only six states- Haryana, Odisha, Delhi, Kerala, Karnataka & Gujarat- have given relaxation in admission in terms of age of admission, reservation and Zero rejection policy. As Indicated by States

  17. Special Measures for disadvantaged groups

  18. Aids, assistive devices & TLM Assam, Daman & Diu, Gujarat, Haryana, Karnataka, Kerala, MP, Maharashtra, Manipur, mizoram, Nagaland, Odisha, Puducherry, Sikkim, T.N & Tripura Alternative modes of Evaluation Gujarat, Karnataka, Kerala, Manipur, Odisha, Punjab &Tripura Innovative Practices Haryana, Odisha, Tamil Nadu and West Bengal Model School Haryana, Kerala IEDSS AT A GLANCE Environment Building Daman & Diu, Delhi, Haryana, Karnataka, Kerala, M.P., Odisha & West Bengal Relaxation in Admission Proceture Delhi, Gujarat, Haryana, Karnataka, Kerala and Odisha Architectural Barriers Assam, Bihar, Delhi, Gujarat, Haryana, Karanataka, Kerala, M.P., Nagaland, Odisha, Puducherry, Tripura, Uttrakhand & West Bengal Special Teachers appointed Assam, Gujarat, Haryana, Karanataka, Kerala, Madhya Pradesh Maharashtra, Meghalaya, Mizoram, Nagaland, Odisha And Tamil Nadu. Special Teachers Appointed Daman & Diu and Odisha Traning of General Teachers Assam, Delhi, Haryana, Kerala, Manipur, Meghalaya, Mizoram, Nagaland Odisha, Puducherry & West Bengal Resource Rooms H.P,Kerala, M.P, Manipur, Nagaland, Odisha, Puducherry, Punjab,Tripura ana Uttarakhand

  19. Input by Students Almost all the students with disabilities (99%) liked coming to the school. and half of them (49%) reported that they did not face any difficulties. Majority of the students with disabilities (83%) did not specify the facilities being provided to them. While 6.5% of students with disabilities like all aspects of the school, 18.2% like studies, 15.3% like teachers, 12.7% like classmates and friends, 11.3% like reading, 8.4% like games and sports and the rest like other aspects of the school like library, art & craft etc. The students liked the most those classmates who helped them in their daily activities. Nearly half of the students (44.5%) expressed the need for special attention from their teachers Majority of students with disabilities (87.3%) attend classes regularly. Almost half of students with disabilities (55%) get adequate chance of participating in extra-curricular activities.

  20. Inputs by Teachers Only 35.1% of teachers identify the needs of students with disabilities. Only 29% of teachers face difficulty during the classroom teaching. Majority of the teachers (88.1%) gave no response to the question regarding the strategies used for meeting the SEN of students in the classroom. More than half teachers gave no response to the question regarding the how they included these children in their regular day to day teaching. More than half of the teachers (57%) have not received any training for meeting the special needs of children in the classroom.

  21. GOVERNMENT INITIATIVES 100 % Provision 27 States Active Awareness & Enforcement Strengthening At Primary Level Administration Gender Gap Quality of Education Attitude Training & Resource Support Very few Students in schools Drop out from 8 lakh students to less than 1 lakh

  22. Ignorance......is a guarantee to Marginalization

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