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Sarva Shiksha Abhiyan Andhra Pradesh Welcomes The Chairpe...

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1. 1 Sarva Shiksha Abhiyan Andhra Pradesh Welcomes The Chairperson and Members of Project Approval Board 2010-11

2. Present Scenario

3. Demography

4. Literacy Rates

5. Schools : 2009-10

6. Teachers : 2009-10

7. 7 Major Reforms Financial Reforms Monthly Bank reconciliation made mandatory. Online Transfer of funds to the institutions i.e., BRCs, CRCs, Schools and individual recipients through RTGS. Funds operation through single bank account system at all levels. Internal audit instituted by appointing chartered accountants at State, district and sub district level. All the financial transactions routed through ?Tally Software? at state and district level.

8. 8 Contd? Administrative Reforms Monitoring of Programme implementation through Teleconference (MANA TV Network) with all district, sub-district level field functionaries. Formation of Academic Monitoring Committees with parents at every school headed by Sarpanch to improve functional aspects of schools. Internet facility provided to all BRCs to monitor the attendance of teachers, children and their performance.

9. Major Reforms contd? Decentralized planning Planning teams have been formed at Habitation, Mandal, District and State level. Capacity building of teams ? A film on effective community participation in planning produced to guide the community. Bottom up approach followed in formulation of plans. Grama Sabhas conducted in all the habitations across the state for formulation of Habitation Education Plans. Accordingly Mandal Plans, District Education Plans have been developed.

10. contd? Academic Reforms 1. Comprehensive quality initiatives viz., Learning Enhancement programme at elementary level focussing on five important areas viz., Achievement of class specific, Subject specific essential learning out comes. Time on task: Increased engagement of children in learning tasks and activities ? improved teaching learning processes Strengthening of school libraries by providing children literature developed by the DIETs duly utilizing 50% of school grants during 2008-09 and implementing reading development programme in schools. Improved assessment procedures which are competency specific ? Oral, written and performance ( Based on NCERT source book) Performance indicators for individuals and institutions across systems level ? Teachers, Headmaster, MEO, MRPs, DIET Staff ?CRCs, MRCs, DIETs & DPOs.

11. 11 Community Monitoring of Schools

12. 12 AMCs contd?. Sufficient representation is given to the focus groups i.e., SC, ST, OBC and Minorities. The Sarpanch of the Grampanchayat is the Chairperson and the Headmaster of the concerned school is the Member Convenor. AMC?s meet every month to review and discuss progress in Children Performance, Teachers and Children attendance, Grants Utilization, Quality of mid day meals, School infrastructure, basic amenities etc., with teachers & other stakeholders. Meeting of AMC are being conducted on monthly basis with review from SPO

13. Academic Monitoring Committee Meeting

14. 14 Goal-wise Status and Proposals for 2010-11

15. 15 Access Status: Total No. of Habitations : 74,946 No. of Habitations Covered by Primary Schooling Facility: 71,885 (96%) No. of Habitations Covered by EGS : 2,892 (3.8%) No. of Habitations Covered by UP Schooling Facility : 74,102 (98.8%) Uncovered habitations covered by attaching to near by Ashram Schools. Progress Overview: 17 EGS Centres upgraded as Primary Schools. 20 New Primary Schools opened. 15 Primary Schools upgraded as Upper Primary Schools as against the approval of 26 UP Schools. 2819 EGS Centres were opened covering 57,804 children.

16. Access ? Contd. Strategies: Electronic mapping of Schools through GIS. Steps to be taken to ensure access to all habitations with more than 40% SC, ST and Muslim population. Optimal utilization of KGBVs to ensure social and gender access to all Girls belonging to marginalized groups. Opening of EGS Centres in the habitations not eligible to open new schools as per norms, so as to provide access to all the children. Relaxing norms for opening of new schools especially in Tribal Sub-Plan Areas. Contemplating to start 1st and 2nd Classes in Ashram Schools to provide access to Sporadically populated habitations in Tribal Areas

17. Access ? Contd. Proposal for 2010-11: Upgradation of 16 EGS Centres as Primary Schools including 4 Schools for Muslim Minority Children. Opening 4 New Primary Schools. Upgrading of 5 Primary Schools into Upper Primary Schools. Continuation of 2803 EGS Centres to cover 56,900 children. Opening 230 New EGS Centres(222 Primary Level, 8 Upper Primary Level), of which 14 EGS Centres proposed exclusively for Muslim Minority Children in Nizamabad District.

19. Enrolment

20. Gross Enrolment Ratio

21. Net Enrolment Ratio

23. Relieving of Orissa Child Labour

24. Enrolment of 5+ age Children in 1st Class during enrolment drive proposed to be taken up in the month of June, 2010 Enrolment of Out of School children in the age appropriate class in the light of RTE Act. Conducting School readiness programme to the children below 8 years age and recent dropouts. Organizing Special Training (Residential/Non-Residential) to Out of School Children to enable achievement of age appropriate and grade specific competencies. Support to Madarsas to implement formal curriculum. Providing Home based education (HBE) to severe and profound children.

25. Opening Worksite Schools to the children of migrant labour with in the state and from other states like Orissa, Chattisgarh, etc. Running of special residential bridge course centres to the out of school CWSN. Conducting survey in three million plus cities to identify out of school children. Opening of Transit homes to street children, rag pickers and slum children in urban areas. Starting of helpline to cover all out of school children in tribal and urban areas. Mapping of migration with the help of reputed NGOs. Inter-State Coordination Committee to address the education of children of migrant families.

27. It is proposed to cover all 1.27 lakhs out of school children identified through the following strategies.

29. Madrasas

30. Annual Flow Rates (Primary)

31. Transition Rates (PS to UPS)

32. Retention Rates - Primary

33. Running of Seasonal hostels for the children of migrant families. Regular monitoring of Children attendance by academic monitoring committees (AMCs). Re-deployment of teachers to ensure PTR at 40 in all the schools and no single teacher schools in the state. Implementation of Child Tracking System to track the education of all the children. Fixing responsibility on Head Masters of Primary Schools to transit all the Primary Graduates to Upper Primary Stage. Construction of Child friendly toilets to CWSN. Positioning of required number of Resource Teachers under Inclusive Education. Supply of Braille Books to blind children.

34. Quality Initiatives - 2009-10 Progress overview LEP-Implementation of Learning Enhancement Programme Grading Schools grading is being done based on children performance i.e., A, B, C, D categories. Performance Indicators ?School process grading Performance indicators have been introduced for school as an institution and for teachers. 25 performance indicators have been identified to improve the school processes and make schools more functional. Innovative activities Certain innovative activities have been introduced for providing space to children to think, express and grow viz., classroom libraries, wall magazine, student?s diary, school postbox, honesty box, children?s committees etc.

35. Contd? Assessment of children's performance competency-wise, on quarterly basis and child-wise and online report generating from Mandal level onwards. Academic monitoring of schools by state, district and mandal level groups and review of performance at all levels on monthly basis Children literature & strengthening of classroom libraries to develop reading among all the children at elementary level using school grants.

36. Other Quality initiatives Subject forums established at State, District and Mandal level in Maths, Science, Social Studies, Language, Urdu etc., to provide training and continuous on job support to teachers. in 8 tribal languages under SPO and upscaling into all Mono Lingual schools across Tribal Sub Plan areas. Conduct of talent search programmes for the children at primary and upper primary level Conduct of Children conventions at mandal and district level to share their experiences, ideas.

38. Subject wise Performance in Base line and Quarterly Test-2009-10

39. Distance Education Radio Lessons broadcast through All India Radio from 11.15 A.M to 12.00 Noon under ?Vindam Nerchukundam Progamme? on all school days Broadcast of interactive programmes for teachers, Resource Persons etc. Teleconferences with field functionaries on academic aspects, training skills, monitoring, utilisation of grants, preparation of plans, conduct of melas etc. Video and Audio C.Ds on school subjects developed and supplied to MRCs and CRCs.

40. Computer Aided Learning Computers provided to 920 UP Schools during 2009-10 So far, 2500 schools covered under CAL Programme covering about 25000 children 12 CDs having 64 titles replicated and provided to all CAL centres.

41. Quality proposals ? 2010-11 Focus on enabling conditions to implement three year comprehensive quality plan ? Development of State curriculum frame work and revising the existing text books reflecting NCF 2005 and RTE 2009 in collaboration with SCERT Development of trainers cadre to improve the quality of training and implement in decentralized way. Reducing levels in existing cascade system of training. Institution building of DIETs, BRCs and CRCs to make them effective training cum resource centers and for improved academic monitoring of schools and support. Making schools accountable to parents and community. Implementation of performance indicators for individuals and institutions across system level reflecting RTE

42. Quality Initiatives ? 2010-11 contd?

44. Areas of Teachers? Training - 2010-11 Primary Foundational areas ? Child, learning ? beliefs and assumptions about child, learning, teaching learning processes etc, RTE implications ? social and gender discriminations Early reading and Maths programme for class I & II grades. Multi grade and Multi level teaching Implementation of SNEHABALA programme - SLIM Cards Upper Primary Subject specific improvement programmes (Maths, Science, social and languages) Foundational areas ? Child, learning ? beliefs and assumptions about child, learning, teaching learning processes etc, RTE implications ? social and gender discriminations

45. contd.....

46. Partnership with NGOs

47. Tribal Education

48. Rajiv Vidya Mission A.P. Hyderabad Dictionaries in 8 Tribal Languages

49. Research and Evaluation ? Major Studies and surveys ? 2010-11

50. Bridging Social and Gender Gaps ? 2009-10

51. Bridging Social and Gender Gaps Contd?

52. Bridging Social and Gender Category Gaps Conducting vocational and life skill programmes to Girls under NPEGEL in tandem with Mahila Samakyas and Jana Shikshana Samstha. Organizing Girls Empowerment programmes. Opening of ECE centres to relieve Girls from Sibling Care. Setting Mandal-wise indicator-wise targets and outcomes in respect of Girls. Optimal utilization of KGBVs to cover all out of school girls. Engaging community mobilizers at CRC level to mobilize out of school girls. Providing support to overaged girls to appear for open school examinations. Organizing mobile health clinics. Organizing career guidance & counseling to adolescent girls Awareness programmes on legal rights, girl child trafficking, early child marriages and other social issues

53. Kasturba Gandhi Baalika Vidyalaya at Yalal, RR Dist.

54. Bridging Social and Gender Category Gaps Conducting Enrolment drives and motivational camps for the enrolment of SC, ST, Minority and Urban deprived Children. Providing the Remedial material and stationary to all the children Regular monitoring of Children attendance in Tribal areas in convergence with Tribal Welfare Department Priority in providing infrastructure facilities to the schools.


56. 56

57. Civil Works Progress ? 2009 - 10

58. 58 Civil Works proposed

59. Community participation

60. State Preparedness on RTE Act District level consultations conducted on RTE Act, 2009 in November / December, 2009. Preparatory activities viz., orientation of SMC?s on special training for OSC and evolving school Development planned in April/May 2010. Special training ? residential and non-residential proposed for Out-of-School Children. Community training to be strengthened with focus on implementation of RTE Act.

61. Convergence with stakeholders Good convergence achieved between RWS(TSC) and SSA in providing basic amenities in schools. All stake holder departments viz., School Education/SSA, ICDS, Labour dept., Panchayat Raj, etc., are involved in the massive enrolment drive (Badibata). Reputed NGOs like AIF, Dr. Reddy Foundation, Action Aid, etc. involved in out of school children activities. Azim Premji Foundation, Microsoft, NIIT associated with CAL programme.

62. Funds Flow 2009-10

63. Proposed Outlay ? 2010 - 11

64. Intervention-wise Physical and Financial proposals

65. Contd??

66. 66 Issues

67. 67 Thank you

68. Teacher Trainings Conducted

69. Community Participation Academic Monitoring Committees (AMCs) Considerable progress has been made in achieving universal enrolment and retention with the active participation of community. The focus has, therefore, now shifted to achievement of ?Quality? with community participation. Academic Monitoring Committees (AMCs) have been constituted in all the schools for this purpose. AMCs consist of parents of best performing and least performing children @ 2 per class. Sufficient representation is given to the focus groups i.e., SC, ST, OBC and Minorities. The Sarpanch of the Gram Panchayat is the Chairperson The Head Master of the concerned school is the Member Convener.

70. Contd.. AMCs meet every month. Review and discuss issues of ?Quality?, Infrastructure, basic amenities etc., with teachers & Other stakeholders. Demonstration of children performance to the AMC members Reading Writing Arithmetic etc. Discussion on utilization of various grants Monitoring the quality of mid-meal Children, Teachers attendance etc.

71. Planning and Management

72. Learning Enhancement Programme (LEP) Under LEP it is proposed to focus literacy and numeracy in early primary grades and Maths, Science and English at upper primary level. The focus is on providing appropriate learning material to facilitate independent and individualized learning. The activities under LEP are as follows: Primary : Developing and providing workbooks and graded children reading material to the children to address multi grade and level classrooms Strengthening of reading cell in the DIETs and development, printing of children magazine Development and providing self learning and interactive material cards for class I, II and III to develop competencies in language and maths Conduct of children talent search in language, maths

73. LEP contd? Focus on development of children literature in Telugu, Urdu and tribal languages Schools of excellence ? identifying some of the ?A? grade schools to develop as schools of excellences. Upper Primary Mobile Science Labs Development of Maths and Science Labs material and make accessible to children Development of Science and Maths kits through teachers in the workshops Conduct of children talent search activities i.e., both creative and subject specific competencies Schools of excellence ? identifying some of the ?A? grade schools to develop as schools of excellences. Professional magazine to the teachers like issues in science education, maths education etc.

74. Educational Development Index and National Level Ranks

76. The following activities were taken up in 5765 Model Cluster Schools under NPEGEL Imparted vocational trainings to girls in preparation of sanitary napkins, greeting cards, embroidery, toy making etc. and life skill training. Self Learning material provided to slow learners. 14.10 lakh girl children benefited from the programme. All the 395 KGBV Schools were made operational with an enrolment of 41843 girls. 7778 Girls have been relieved from Sibling Care by opening of 1548 ECE Centres. Education of Focus Groups (SC, ST, Minority & Urban Deprived): Enrolment drives conducted for the enrolment of SC, ST, Minority and Urban deprived Children. Remedial material and stationary supplied to all the children Motivational Camps conducted to the parents and community members.

77. Proposed to take up the following activities under NPEGEL Organizing vocational and life skill programmes in convergence with Mahila Samakya and Jana Sikshana Samsthan. Providing Self Learning material to slow learners. Sensitization of Teachers on discriminatory practices in classrooms. Conducting girls empowerment programmes. Optimum utilization of KGBVs capacity. Opening of 1480 ECE Centres. Education of Focus Groups (SC, ST, Minority & Urban Deprived): Conducting Enrolment drives and motivational camps for the enrolment of SC, ST, Minority and Urban deprived Children. Providing the Remedial material and stationary to all the children Regular monitoring of Children attendance in Tribal areas in convergence with Tribal Welfare Department.

78. 78

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