State  SSA mission

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Himachal Fact Sheet. Area 55,673 sq kmPopulation60,77,248 30,85,256 (m) 29,91,992 (f)Density109 persons per sq kmSex Ratio968 women per 1000 menAltitude 350m to 7000mDistricts 12Rural population90%ST population04%SC population24%. The literacy rate which was 32%

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State SSA mission

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2. Himachal Fact Sheet Area 55,673 sq km Population 60,77,248 30,85,256 (m) 29,91,992 (f) Density 109 persons per sq km Sex Ratio 968 women per 1000 men Altitude 350m to 7000m Districts 12 Rural population 90% ST population 04% SC population 24%

3. Literacy and Gender Gap

5. 10,713 Primary Schools, 27171 teachers, 4,40,990 students SC: 35.66%, ST: 6.47% 4,334 Upper Primary Schools, 21967 teachers, 3,26,882 students SC: 32.00%, ST: 6.36% Women teachers 41.18% (Primary), 29.46% (Upper Primary) Key indicators

6. Key indicators Pass Percentage Primary Boys (97.39) Girls (97.83) Upper Primary Boys (72.63) Girls (71.34) Repetition Rate Primary (4.39) Boys (04.82) Girls (03.97) Upper Primary(10.30) Boys (11.28) Girls (9.28) Dropout Rate (class I-VIII) Primary Boys (0.29) Girls (0.33) Upper Primary Boys (0.26) Girls (0.38) Out of School Children 2854 (0.33 % of eligible population)

7. Key indicators Pupil Teacher Ratio: 16 Primary (16) Upper Primary (15) Average Classroom Size: 16 Primary (14) Upper Primary (20) Average School Size: 51 Primary (41) Upper Primary (75) Percentage of girls: All schools: 47.37% , Govt. Schools :49.53

8. NORMS FOR SCHOOLS PRIMARY SCHOOLS Walk able distance of 1 Km to 1.5 Km in hilly area & 1.5 Km to 3 Kms in other areas. Population not less than 300 (as a special case for difficult/backward hilly area not less than 200). In terms of Access Indicators of EDI we have gone down from 6th to 16th position mainly because nearly 20% habitations are too small to justify to opening/sustaining the school. Still to cover the OOSC of these remote areas we propose to provide transportation facility at pre determined rates. UPPER PRIMARY SCHOOLS Walk- able distance of 3 Km. Enrolment in the terminal class not less than 15 children. Keeping in view the very small student classroom ratio we are mostly proposing giving of transportation facilities instead of opening new schools in all the areas. However, on the basis of detailed school mapping exercise which is almost completed in the state some underfed areas have come up, the schools have been proposed in the AWP 2010-11 for these areas only.

10. Vocational Trainings to CWSN and Girls in \NPEGEL blocks Remedial teaching under CWSN and girls education, Providing Escort/ Transport Allowances to the parents of CWSN. In view of the revised norms now we can provide a special educator for every child for ensuring personal care. Home Based Programme(HBP) first train the students with severe disabilities in various life skills and then try to bring them into the mainstream of education. In this HBP 450 children have been adopted by the NGOS ( total 21 NGOs) and rest are being taken care of by the specially trained teachers who regularly visit these children at their residences and give them the required treatment and counseling. Strengthening ECCE in convergence with Social Justice & Empowerment Department Organisation of counseling Camps for the parents of CWSN Strengthening infrastructural facilities in Schools Convergence with NRHM,TSC, Swajal Dhara, Jalmani.

13. A proper coordination amongst all the agencies involved in teacher training, development of curriculum and research is a must and this has been institutionalized in H.P. Now the DIETs are full fledged district implementation agencies and will sustain most of the SSA interventions even when SSA ceases to be there. Similarly the SCERT, State Board of School Education and SIEMAT have been working together for quality improvement. Thus, we were able to impart training to all the principals in relation to SSA within two months period at state level when the job was divided evenly between the SCERT, Government College for Teacherís Education and SIEMAT.

14. State and DIET coordinators are being oriented at National and State level in various interventions from time to time. Exposure visits are also being organized from time to time. The training of Educational Administrators like the Deputy Directors of Education, the Block Elementary Education Officers etc, will be taken up during next year on RTE. All BRCCs will be provided eight days training at Zonal level through four successive sessions of two days each. The State Project Office organizes these trainings to avoid the transmission loss due to cascading model of implementation. The SPO will also carry out the direct capacity building of all 2102 CRCs by organisation of 3 days training programme at SIEMAT.

15. Vision The goals of universal access, enrolment, retention, are to be achieved through the following: Enrolment of all eligible out of school children in schools. Increase in enrolment share of special focus groups proportionate to their share in population by providing Scholarship and other incentives. Nil Drop Out Rates so as to get universal retention. Increase in Transition Rate from 5th to 6th Class from 96% to 100% . Increase in Promotion rate by a significant percentage every year so as to ultimately take it to 100%.

16. Vision Improvement in learning level with regular monitoring. The aim will be to increase the number of students scoring more than 60% marks by at least 75% from the earlier levels over the next five years period. Use of participative methods of learning instead of Rote learning so as to improve the understanding with ultimate aim of transfer of knowledge for practical usage. Proper infrastructure along with BaLA features. The teachers need to be trained to improve the classroom processes and focus on subject specific trainings. Involvement of school, community and the PRIs in the planning and implementation processes. The students to be taught through activity based methods and evaluated through CCE and the learning gaps to be removed as and when noticed.

17. State vision of quality and learning achievement After 5th class the child must be having following competences : In Math, the child must be able to read and write the numbers up-to 9 digits Do addition and subtraction up to 7 digit numbers, multiplication of five digit number with four digit numbers and division up to eight digit numbers by up-to four digits numbers. Inter-conversion of fractions ,decimals and percentages, multiplication and division of decimal numbers. In addition, in geometry the child must be able to know about the measuring instruments and their usage, constructing lines, angles rectangles, circles using these instruments. The child should also be able to find out the area based on these measurements The state will ensure preparation of baseline by the end of April and thereafter take care to ensure 10-15% improvement by the end of September 2010 so that by the year end we are able to achieve an improvement of 20-25%. Teacherís role as facilitator while treating the child as the focal point of classroom transaction is emphasized in all trainings. The use of activities and workbooks for learning concepts by children is recognized.

18. Primary level, Language and EVS The child passing 5th class must have the skills for listening, speaking , reading and writing and more specifically she should : Be able to read fluently and write sentences neatly, comprehend the meaning and should be able to tell stories. Be able to communicate properly and express her thoughts (c) In EVS the student must know about soil conservation, soil fertility, living and non-living things , uses of water, pollution, cleanliness forest wealth, manmade things, matter and its states, means of transportation, parts of body, balanced diet, yoga , geographical characters of Himachal Pradesh, duties and fundamental rights, traffic rules, telecommunication, basic tenets of world geography etc. (d) In co-scholastic areas the values like working with community, health and hygiene, importance of the state level fairs, participation in co-curricular activities like music, dance, honesty , confidence, sincerity, concentration etc are being evaluated and encouraged. (e) The teachers will be trained in removing the learning gaps as and when these are noticed by himself carrying out action research.

19. Training needs We need to train the teachers in various participatory methods of teaching and learning and this will be done through activity based training. In all trainings one session per day is now specifically kept for activities in real classroom situation. The use of Comprehensive Continuous Evaluation has been institutionalized and it has become more systematic. Though the performance in exams is also taken into account, yet the emphasis is on grades instead of marks. The exams are not totally done away with.

20. Training needs The Multigrade situation in the State is a reality and is to stay there. Accordingly bigger stress is on inculcating such skills in the teachers wherein they can deal with multilevel/ multigrade situations in the class and learn to focus on individual child as per her specific learning level through CCE. The untrained teachers in the system are being imparted two month training in two phases of one month each from Teacher Education Scheme. Two third of total trainings will take place at cluster level. The %age of trained teachers at primary level will be improved from 93% to 100%. Need based teacher training module has been developed and implemented . The vacant posts of teachers have been filled up through appointment or rationalization .

21. State Vision - Upper-Primary Though the syllabus prescribed by NCERT is being followed and the class specific curriculum will be taken as required competence for that class, yet, a child passing 8th class will be expected to have some minimum competences in Languages, Math and Science, as follows. In languages she would have developed ability to take care of simple grammar including tenses, comprehend basic literature, should be able to translate various sentences and also to communicate his ideas in Hindi and English language. In Science the child must have understood the basic concepts related to science like growing of crops, temperature, heat and energy, friction, structure of atom, cell, electricity flow symbols etc. In Math the child will be able to do addition, subtraction, multiplication and division of fractions, exponents, solving exponential numbers algebraic sums, percentages, identification of mathematical figures, construction of mathematical figures using compass, properties of closed figures

22. Training Needs: problem areas As per the information collected so far it has been found that the teachers face following problems in relation to teaching : Sometimes the students have not developed competencies corresponding to the class in which they are studying. Bridging this learning gap is essential before the teachers can actually make the child understand the class-specifics. Teachers are very resistant to the modern Teaching/ learning methods and still the use of TLM/ Activity or project based models of learning is minimal. Teachers do not like the material which is given to them from the top and hence they need to be involved in development of the material for learning enhancement. The curriculum being followed is the NCERT curriculum and at times the teachers find it difficult to transact the concepts as these are perceived to be of a higher level. Less community understanding of the classroom processes.

23. Improved classroom processes Teacherís instructional time and studentís learning opportunity time is proposed to be increased significantly from present level . The teacherís absenteeism as per the study conducted by the State has been found to be around 11 percent. The time on trainings will be used in the classroom itself. The Bal-Melas and the sports tournaments will be converged to ensure that both the teacher and the taught are available for a greater time in the school. The SMDCs are being empowered to monitor teacherís attendance also. The newly constituted SMDCs will be given a greater role in monitoring and ensuring the attendance of children. Overall we expect to bring down the teacher and studentís absenteeism by at least five percent and this way our instructional time will be average 220 days(out of 232 days) which is highest in the country. The material of LEP i.e. the cards, workbooks will be made available in the classrooms by the end of April 2010 so that these are actually used by the teachers in the normal classroom processes. The admissions will be carried out through special enrolment drives so that the teacherís time is not wasted on carrying out admissions year around.

24. Curriculum integration and renewal The review process for curriculum from class 1-5 has been started with the active participation of SCERT and HP Board of School Education and will be completed before May/ June 2010. The material is simple and takes care of play way methods of learning. As it was developed about seven years back, we have already started the process of its review with active involvement of SCERT and The HP Board of School Education. NCERT help has also been taken. At Upper Primary level, for giving a touch of local context and resources, one additional book on Yog and Culture has been developed which tries to ensure a better linkage between the students and the community. Rest we propose to follow NCERT curriculum keeping in view the concept of same curriculum in core subjects propounded by GOI.

25. Curriculum integration and renewal The Adhaar and Samvridhi programmes have been now completely integrated with the curriculum. The material developed for learning enhancement has now been given the shape of workbooks and is not an add on as per the discussion held in the quality workshop at Shimla and then at Chandigarh. These workbooks just give the child an additional opportunity to learn and cement his concepts through activities in relation to what is contained in the textbook. In Samvridhi, the project method of learning is being followed for Math and Science.

26. For improving the performance of teachers voluntarily, the SPO is encouraging them to fix indicators of performance for themselves. There are about 40 indicators which have been identified for improvement of teacherís performance. During their orientation at SIEMAT, the CRCs have been asked to choose 5 to 6 indicators every year and the performance of CRCs is being judged on the basis of these. The idea is that it is easy to focus on few but clear, simple and quantifiable indicators, which have been suggested by the CRCs. Once we achieve these, we can aspire for higher ideals. The indicators selected are, first the use of TLM in the classroom for making the teaching enjoyable, second the availability and use of toilets and clean drinking water to be made available, Thirdly, use of libraries by the schools in day to day manner, fourthly, the community involvement and the Comprehensive Continuous Evaluation. Recently, the Government has framed a result policy and the same contains provisions for incentives and disincentives depending on the results in terms of learning achievement which are being given by the teachers. Once we have the Child Performance tracking system in place it would be feasible to implement this system of teacherís accountability in a better way.

27. CCE being implemented in all the Schools up to 7th Class. Efforts will be made to cover 8th Class during the next year. This will be accompanied by massive teachers training and material development will be undertaken to make CCE a success. Research studies based on the programme implementation, impact studies and the studies which are remedial in nature will be under taken. For regular sharing of views with teachers under programme Vimarsh, the website of the SSA HP has been given a special link and the Helpline is also being launched in near future. Analysis, Publication and Dissemination of DISE at the BRC and CRC level will be emphasized. The State has gone for unification of Select Education Statistics and DISE and this year the DISE data will be published as an official document of the government. The other publications like analytical report, pocket book and flash statistics will be continued.

28. Akkar Bakkar, a monthly magazine for children is being brought out in colour prints on a regular basis. The material received from teachers and students is incorporated in the magazine. Nav Jyoti Programme focuses on one specific area of SSA on every Sunday. However, presently put on hold due to exhaustion of funds. One special feature on SSA achievements is being published in Giriraj on quarterly basis to reach all the Schools and Panchayats.

29. Community Involvement Keeping in view the spirit of RTE 2009, and for ensuring community ownership of education, the State has already initiated the process of reconstitution of the School Management and Development Committees. Since having a dual structure leads to confusion at the ground level, hence we intend to merge all the existing institutions like VECs, PTAs, MTAs into this SMDC. Systematic development of School Development Plans and its implementation through community will be ensured. Community Mobilisation and PRIs training will be undertaken. The three days residential training for members of Executive Committee of SMDC will be taken up at block level while the non-residential training of the other SMDC members will be held at cluster level. The real powers as per the mandate of the RTE 2009 are being transferred to these SMDCs where the parents, especially the mothers have been given a bigger stake.

30. Monitoring cell constituted at the state level. Each coordinator along with one DIET faculty and the concerned BRC is visiting at least two blocks and minimum 5 schools every month in order to monitor the implementation of various SSA interventions at BRC, CRC and School level. Every month the findings of the monitoring team is shared with the Deputy Directors and DPOs in the monthly meeting. The process was started last year and till now 60 educational blocks and 624 elementary schools have been visited. Emphasis is being given to blocks with poor education development indicators.

32. Financial Progress

33. Financial Progress & Proposals

34. Financial Proposals Furniture to children has been proposed @ Rs. 700/- per child to ensure quality of desks. Free text books/work books have been proposed as per the norms. 52 existing EGS/Mobile schools are proposed to be continued till the policy to convert them in regular school is framed. OOSC are to be covered through NRBC/ One to One strategy. 7 Upper primary schools are proposed for L&S district which fall in SFD-A category. 6 days training at district/Block level and 9 days training in Cluster/Schools level are proposed to ensure that training are translated in the actual Classroom. All the intervention under SSA have been planned in a way that they ultimately helps in quality improvement.

35. The audit of Accounts of SMDCs (presently VECs), CRCs, BRCs and DPOís are being conducted internally as well as through Chartered Accountants as per the instructions of GOI. For addressing the problem spots identified during audit, training programmes have been proposed for SMDCs/ CRCs. For sensitizing the community in general and SMDCs in particular, Live phone in programmes are being organised through Electronic Media. The State is working on establishing a helpline for getting regular feedback and also to redress the public grievances Manual on Financial Management and Procurement of SSA has been adopted in the state with the approval of Executive Committee. Copies of said manual have been provided to all coordinators in SPO, districts offices and auditors. More accountants are being appointed on contract. Regular monthly reviews are held and the information is also being loaded on the Web Portal in a routine manner.

36. AWP&B for the year 2010-11

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