Interventions of SSA Sri U. K Chakma , State Project Director, SSA Rajya Mission, Tripura
Structure of Presentation 1. Organisation Structure 2. Basic Statistics 3. Enrolment of Children ( 6 – 14 years) 4. Access & Retention – Textbooks & Uniform Grant 5. Civil Works 6. Kasturba Gandhi Balika Vidyalaya(KGBV) 7. Inclusive Education (IE) 8. Academic Support through URC/BRCs/CRCs 9. Annual School Grant / Maintenance Grant 10.Teachers Training 11.Publicity & Community Mobilization 12. Research, Evaluation, Monitoring & Supervision (REMS) 13. Educational Management Information System (EMIS)
Organisational set-up - State level Minister, School Education Principal Secretary State Project Director Additional State Project Director Joint State Project Director System Analyst Coordinators Finance Controller
Organisational set-up – District & Block levels District Project Coordinator (District Education Officer) EMIS Unit Coordinators Block Project Coordinator (Inspector of Schools, State) Joint Block Project Coordinator Special Block Project Coordinator (Inspector of Schools, TTAADC) (Inspector of Schools, Deemed) Village Education Committee (Panchayat/TTAADC/Village level) School Management Committee (School level)
Monitoring Mechanism Governing Body Executive Committee District Level Education Committee Block Level Education Committee Village Education Committee School Management Committee 5
Basic Statistics Primary Upper Primary Total habitations in the State (In No.) : 7872 7872 Habitations covered by schools (In No.) : 7285 7268 Habitations uncovered by schools (In No.) : 587 604 Habitations eligible for schools (In No.) : 26 41 Habitations to be covered in 2014-15 (In No.) : 23 15 Tripura: Tripura: National: INDICATORS 2004-05 2013-14 2013-14 GER (Primary) 114.39 112.70 101.36 GER (Upper Primary) 90.18 95.29 89.33 NER (Primary) 94.85 98.97 88.08 NER (Upper Primary) 83.52 87.35 70.20 Transition Rate (Pry to Up Pry) 81.12 93.23 89.58 Pupil-Teacher Ratio (Primary) 27.54:1 19:1 25.00:1 Pupil-Teacher Ratio (Up. Pry.) 15.29:1 16:1 17.00:1 Drop-out Rate (Primary) 19.68 2.42 4.67 Drop-out Rate (Up. Pry.) 29.86 2.71 3.12 6 Source: UDISE
Status of Educational Indicators in NE States (2012-13) Drop Retention PTR Out GER NER GER NER Rate State Rate All Elmtry Pry Pry Pry U Pry U Pry Tripura 14 2.52 79.99 112.70 98.97 95.29 97.35 Assam 20 6.54 76.09 113.43 N/A 93.13 76.49 Arunachal 16 12.88 42.96 128.46 N/A 113.94 88.29 Manipur 15 8.79 64.19 149.15 N/A 113.31 N/A Meghalaya 17 9.50 57.51 135.35 95.28 110.97 64.87 Nagaland 14 7.91 79.20 118.78 99.39 102.68 74.26 Mizoram 12 22.62 57.55 125.96 N/A 118.72 83.93 Sikkim 9 3.44 92.77 124.42 83.54 138.84 59.90 Source: “Elementary Education in India – Progress towards UEE” by NUEPA
Goals of SSA • Enrolment of all children (6-14 years) in School. • Retention of all children till completion of elementary education. • Bridging of gender and social category gaps in enrolment, retention and learning. • Substantial improvement in the quality of education to enable all children to achieve essential levels of learning.
Planning Process State Plan District Plan Block Plan Village Plan School Development Plan
Enrolment • Under SSA, a lot of activities are undertaken throughout the State so that no child is left outside the schooling system. • A large- scale household survey is conducted, taking 30 th June as the base date, to identify the children, who are still outside coverage of education. • After the said identification process, a list of all such children (by name, habitation etc) is prepared for the entire state. • Then the list is shared with the SSA functionaries at various levels. • After this, massive efforts are taken up to bring these out-of- school children under the canopy of education. • In order to materialize this, a large-scale enrollment drive programme - “Vidyalaya Chalo Abhiyan” is organised throughout the state.
Enrolment • In this entire process, SSA functionaries, Teachers, community people, PRI members, parents and guardians, educational administrators and public representatives take active part. • Due to the successful implementation of these initiatives, the number of identified Out-of-School Children (OoSC), i.e., 93971 in the year 2001-02 has come down to 957 as identified through House-Hold- Survey conducted in 2014. • Subsequently, during the special enrolment drive programme Vidyalaya Cholo Abhiyan 2015, a total of 775 out-of-school children could be enrolled in school. • The remaining 182 children are profoundly disabled who are not able to attend regular school.
Retention State RTE Rules specify: “The areas or limits of neighborhood within which a school has to be established by the State Government shall be as under:” - In respect of children in classes I- V , a school shall be established within a walking distance of 1 km of the neighborhood. - In respect of children in classes VI- VIII, a school shall be established within a walking distance of 3 km of the neighborhood. • Primary schools opened : 1222 (ADC: 789, Non-ADC: 433) • Primary Schools upgraded to Upper Primary: 1003 (ADC: 654, Non-ADC: 349)
Retention • Special Training: – As per RTE Act, Special Training is provided to out- of-school children, admitted in age-appropriate classes, for bridging their learning gap – Provided in either residential or non-residential mode – At present, there are 3928 children undergoing Special Training (791 in 23 residential centres and 3137 in 65 non-residential centres).
Retention • Distribution of Free Textbooks: – All children, enrolled in Classes I to VIII in Government and Government-aided Schools are eligible for free textbooks – In the year 2014-15, textbooks have been distributed to the children on the very day of declaration of result of Annual Examinations • Provision of Uniform Grant: – All girls and All boys except APL General Category, enrolled in Classes I to VIII in Government Schools are eligible for uniform grants @ Rs. 400/-
Civil Works • Items of work: – Construction of BRCs & CRCs, – Upgradation of primary to upper primary – Construction of Primary School, – Additional Classroom, – Girls’ Toilets, – Common Toilets, – Toilets for disabled, – Ramps with handrails, – Handrails in existing ramps – Boundary Wall – Office-cum-Store-cum-Head Teacher’s Rooms – Major repairs for upper primary schools / sections
Swachh Bharat Swachh Vidyalaya Abhiyan • A massive and comprehensive plan has been developed to construct separate toilets for boys and girls as per UDISE 2013 – 14 data. Apart from fund available under SSA, Central Public Sector Undertakings like ONGC, NBCC, AAI, REC, UBI, SBI, TGB, JCI, NEEPCO have been coming forward for this purpose. • A total of 252 Girls Toilet , 177 Boys Toilet, 91 Dysfunctional Boys Toilets and 87 Dysfunctional Girls’ Toilet are planned to be completed by June, 2015
Kasturba Gandhi Balika Vidyalaya (KGBV) • KGBV Hostels are set up in where the level of rural female literacy is less than the national average as per Census 2001. Year Sanctio Sl. Present District Block establishe Name of attached school ned No. strength d strength Durbajoy Choudhury 1 Dumburnagar 2004-05 100 80 Para High Dhalai 2 Chawmanu 2004-05 Hezacharra High 100 80 3 ganggaran 2010-11 Ganganagar High 50 50 4 Damcherra 2006-07 Paiza Govt. High 100 100 North Tripura 5 Dasda 2011-12 Barcherra SB 50 50 6 Ampi Nagar 2006-07 Haripur High 100 80 Gomati 7 Karbook 2006-07 Patichari High 100 80 (formerl y, South 8 Shilachari 2006-07 Hezachari High 100 80 Tripura) 9 Killa 2006-07 Laxmanpara High 100 70 TOTAL 800 670
Inclusive Education • Rs. 3000/- per child is sanctioned for following categories of Children With Special Needs (CWSN) for taking educational care : Mental Retardation (MR), Low Vision (LV),Blind (TB),Hearing Impairment • (HI),Speech Impairment (SI),Orthopedic Impairment (OI),Cerebral palsy (CP),Autism,Multiple Disability (MD) •SSA provides Aids and Appliances, Escort/Transport allowances to CWSN •For creating architectural barrier free environment in schools CWSN friendly toilet are constructed. •Home Based Education (HBE)is provided to severely disabled children
Roles & Responsibilities of URPs/BRPs •Providing direct/on-site academic support to schools. •Providing curricula support to teachers – particular progress with syllabus. The manner in which textbooks and other materials are used, development of TLM and the manner in which CCE is being put into effect. •Making involvement of PRI appropriately so that the “ Local Authority ” can discharge their functions under RTE Act. •Attending meeting/training at BRC •Recording main observations following school visits in a register that is maintained in each school. •HM/TIC to take action on the visit note. •Submission of fortnightly report as per format to BRC coordinator and BPC/Joint BPC.
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