Sarva Shiksha Abhiyan was a flagship programme of Government of India to universalize Elementary Education in the country for 10 years i.e. 2001 to 2010. The programme continued after 2010 also as launching vehicle for RTE Act in the country. SSA during its implementation has four major areas of concerns:
a. Access
b. Enrolment
c. Retention, and
d. Quality
SSA at its inception stage, targeted the access and enrolment of the children of the age group of 6 to 14 years. Later on after 2005, it emphasized on retention and from 2008 began to focus on quality.
While planning for Quality related interventions under AWP&B 2009-10, the State identified 10 core parameters of Quality Elementary Education covering almost all aspects. These parameters were as under:
■ Students’ achievement level
■ Learning difficulties in each subject
■ Teaching learning methods
■ Development and Use of TLMs
■ Active student participation
■ Continuous and comprehensive Assessment
■ Community involvement in quality aspects
School environment
■ Teacher and student attendance, & regularity and punctuality
■ Teachers’ performance against ADEPTS indicators
However in the succeeding year, the parameters were refined further and made more diversified which were adopted in the preparation of State Quality Perspective Plan 2010-2013. The parameters are listed as under:
★ Learning Processes and Learning Outcomes
★ Comprehensive Quality Vision and Framework
★ Minimum Enabling Conditions
★ Vision-based Curriculum and Teaching Learning Materials
★ Learning Assessment Systems
★ Teacher Effectiveness Framework
★ Academic Support & Monitoring Systems
★Community & Civil Society Partnerships
The 157 paged State Quality Perspective Plan 2010-2013 elaborately included activities under every parameters. The planned activities which are started from 2010 on parameter-wise are given below:
1. Learning Processes and Learning Outcomes: The plan of teaching/learning through activities, discovery, exploration and dialogue is one of the major activity planned under Teaching Learning Process. This plan carried over in State Quality Perspective Plan 2014-2016 also. The teaching/learning through activities was first in 2011 along with Continuous and Comprehensive Assessment. The institutionalization of culture of discussion in the classroom where children freely express their views and questions in Primary Classes and all children have learnt basic reading and writing by Grade 2 were another two targets under this parameter.
2. Comprehensive Quality Vision and Framework: Under this parameter, the State started working on harmonization of curriculum with syllabus, Textbooks and TLM at classroom level. Another major activities undertaken under this parameter is harmonized implementation of LEP (Learning Enhancement Programme) for languages and mathematics in Pre-primary, Class I and Class II wherein colourful illustrative books were developed and distributed to the schools.
State conducted Baseline Assessment Survey in 2010 to identify the children’s learning levels in different subjects and subject specific learning difficulties. The findings of the assessment survey was also used in identification of thrust areas for short term teacher training.
In 2013-14, to enhance language and maths learning among early graders, State developed reading materials for classes pre-primary and I under Early Literacy and Numeracy Programme. The materials were printed and distributed to all government schools recently. These materials are to be kept in reading corners of the schools to provide easy access of colourful books to children.
3. Minimum Enabling Conditions: To ensure minimum enabling conditions to run the schools in the accessless habitations, SSA provided two-roomed school building with verandah for newly established primary schools along with 2 general teachers and necessary teaching learning equipment. For upgraded upper primary schools, four roomed school buildings along with three graduate teachers were provided. The teaching leaning equipment worth Rs. 50 thousands is provided to these schools. Till now, there are 63 SSA established primary schools and 94 SSA upgraded upper primary schools are running in the State. Library is established in 100% government schools to provide learning environment for the children attending elementary level. After the enactment of RTE Act, the schools having more than 100 children at upper primary level are given part time instructors for Art Education, Work Education and Physical & Health Education. At present, there are 324 part time instructors are working in different government schools of the State.
SSA emphasized in the development of learners-friendly and barrier-free infrastructure to make schools inviting for the children. Lump sum grant for free textbooks and uniform are also provided to children to improve retention.
Adhering to the RTE mandates, State issued various notifications pertaining to elementary education like No Detention in elementary classes, notifications banning board examination, corporal punishment, raising of capitation fees, specified annual working days, weekly working hours for teachers, etc.
4. Vision-based Curriculum, Syllabus and Teaching Learning Materials: State revised the curriculum, syllabus and textbooks in the line of NCF 2005 in 2007-08 and after the enactment of RTE Act 2009, the State again revised the same to accommodate the mandates of RTE Act. The Term Books are developed for primary classes to reduce the burden of the textbooks. The language textbooks including English is planned to revise this year.
The present age is the computer age. As such, SSA started using computer as learning aid in the classes IV to VIII and termed as CAL (Computer Aided Learning). Almost all government upper primary schools were provided computer hardware and peripherals and given training to teachers to use computer as learning aid in the classroom.
5. Learning Assessment: Shift in learning assessment is one of the major happening in elementary education after the enactment of RTE Act. The situations brought by the RTE Act compelled the State to adopt Continuous and Comprehensive Assessment as an instrument to sustain quality of learning among the children of elementary classes.
In 2010, Pedagogy Cell constituted under SSA developed a booklet called “Guidelines for Continuous and Comprehensive Assessment” which consist of class-wise and subject-wise syllabus, broad learning indicators, sample activities, sample report card, grading for both scholastic and co-scholastic areas. The booklet was distributed to all government schools and training of teachers on CCA was conducted simultaneously.
The said booklet is revised once again in 2012 to include the suggestions from the field level educational workers and distributed to schools.
At present, 100% government schools adopted CCA as learning assessment tools.
6. Ensuring Teachers’ Capacity and Effectiveness: Sarva Shiksha Abhiyan places great emphasis on preparing the teachers for teaching, by building their capacity through a series of training programmes. It is expected that this training should cover several pedagogical issues, including content and methodology, to improve teaching learning transactions at classroom level. Teacher training under SSA emphasizes child-centred pedagogy and competency based teaching learning. Effectiveness of teachers depends on the effectiveness of process of teacher preparation, effective trainings and effective follow-up processes. This is the major parameter that SSA has concentrated upon since its inception. The following categories of different types of trainings for teachers are being planned under this parameter to enhance the efficiency of the elementary education system in the State:
》》10-day BRC Level Training of in-service teachers: Earlier this category of training was of 20 days. However, it was cut down to 10 days. This training is mainly for bringing shift in teaching-learning process as per renewed context. The teachers were trained for effective implementation of CCA, use of LEP materials to support learning of children, how to conduct teaching activities in the classroom, etc. For this academic session, PAB has approved 6-day training in three separate categories of teachers – (i) For the teachers teaching Classes I & II on “Effective use of Early Literacy materials to enhance language and Maths learning in early learners; (ii) For the teachers teaching Classes III, IV & V on English, EVS & Maths Teaching through activities; and (iii) For the teachers teaching Classes VI, VII & VIII on Science and Maths teaching through activities.
》》10-day CRC Level Training of in-service teachers: This category of training as well was of 20-day earlier. Now it is 10 monthly academic meetings of the teachers at cluster level. PAB has approved 6 monthly meetings for this year. The various subjects related to quality improvement are discussed in these meetings. The main subjects are the following:
♥ Discussion and review of progress in students’ learning achievements as per last meeting’s resolutions
♥ Feedback and impact of In-service Teacher Training conducted earlier
♥ Discussion of sharing patterns of children’s achievements with parents adopted by feeder schools
♥ Feedbacks on the basis of findings of QMTs
Sharing of innovative/good practices adopted by the schools to improve scholastic and co-scholastic achievements of the school
♥ Development of school campus as learning friendly environment
♥ Preparation of school development plan and thrust areas included to improve learning of children
♥ Sharing and discussion on various learning activities carried out by the teachers during last month and children’s reactions on that.
♥ Resolutions and identification of activities to be conducted in the schools for next month
》》30-day Induction training for newly recruited teachers: The induction training was conducted previously when there were huge lot of recruitment under SSA. Now-a-day, this training not being conducted.
》》Lump sum financial help to untrained teachers to acquire 2 years B.Ed. or D.El.Ed. professional course: MHRD provides lump sum amount of Rs. 6000/- per head to each untrained teachers undergoing 2-years D.El.Ed. or B.Ed. professional course included in the AWP&B.
7. Academic Supports and Monitoring: Teaching as a profession requires a constant touch with academics i.e. one is a ‘learner for life’. It is essential that a teacher keeps himself abreast of the constant advancements in the “Knowledge-World” and thus updates his own knowledge base. However, it is also equally important that how s/he is being provided with academic supports in the way of making herself updated as a teacher and how her works are being monitored. The support providers and monitoring personnel are to be equally updated and equipped with recent development of educational processes.
The effective monitoring and support system depends not only on updated monitoring officials, it also requires systemic arrangements to facilitate these officials to carryout effective monitoring and support activities. As such, SSA recognized every block (now GVK) as Block Resource Centre and School Complex as Cluster Resource Centre. Considering block as main level to coordinate the educational activities, the Block Resource Centres are provided office equipment like desktop computer, laser printer, dotmatrix printer, laptop, photocopier, etc. The centres are also given full time manpower like BRC Coordinator, MIS Coordinator, Data Entry Operator and Accountant-cum-Support Staff along with Rs. 50,000 lump sum annual grant. Below the BRC, there is another level called Cluster Resource Centre. These centres are provided with one each full time coordinator and annual grant of Rs. 10,000. At the lowest level i.e. at school, there is School Management Committee. These SMCs are given Annual grants like maintenance grant and School grant. In this way, there are four levels of monitoring and academic support system in action in a district viz. District Level, Block Level, Cluster Level and School Level.
The monitoring officials posted at Block and Cluster levels are given trainings on various aspects of school supervision and management information system in phase-wise manner. The office staff appointed in blocks were also provided trainings.
As a part of monitoring, SSA has conducted different research studies in different areas. The research studies conducted by the state on quality management so far are as under:
◆ Assessment Study on School Performance in 2006-07. (South District)
◆ Reasons of failure and repetition at primary level in government schools of South District of Sikkim in 2007-08 (South District)
◆ Low achievement level of students in mathematics, Science and English in Class V in June 2008 (West District)
◆ Impact of MDM Scheme on retention of Children at Primary Level in 2008 (West District)
◆ Teachers Absenteeism in 2008 (State level)
◆ Baseline Achievement Survey 2010
SSA conducts DISE Survey every year to maintain database on school education which covers all the educational institutions catering school education irrespective of types and managements.
Since 2013, SSA is also implementing Quality Monitoring Tools in the State to monitor quality activities being conducted at various levels of school education.
8. Community and Civil Society Partnership: It is expected that local community, teachers and management committee will, in partnership with local non-governmental organizations, prepare and implement plans for school activities, maintain records, monitor and evaluate the school activities. Community is the major agency to facilitate the enhancement of quality education as the family is considered the first school of a child.
The State, in the initiative of SSA Cell, has constituted School Management Committee in each government school as prescribed by RTE Act under Section 21. More than 7000 SMC members covering 100% government schools of the state, were trained on the process of preparation of School Development Plan and sensitized on various mandates and provisions laid by RTE Act. This training is given to PRI members and parents also.
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a. Access
b. Enrolment
c. Retention, and
d. Quality
SSA at its inception stage, targeted the access and enrolment of the children of the age group of 6 to 14 years. Later on after 2005, it emphasized on retention and from 2008 began to focus on quality.
While planning for Quality related interventions under AWP&B 2009-10, the State identified 10 core parameters of Quality Elementary Education covering almost all aspects. These parameters were as under:
■ Students’ achievement level
■ Learning difficulties in each subject
■ Teaching learning methods
■ Development and Use of TLMs
■ Active student participation
■ Continuous and comprehensive Assessment
■ Community involvement in quality aspects
School environment
■ Teacher and student attendance, & regularity and punctuality
■ Teachers’ performance against ADEPTS indicators
However in the succeeding year, the parameters were refined further and made more diversified which were adopted in the preparation of State Quality Perspective Plan 2010-2013. The parameters are listed as under:
★ Learning Processes and Learning Outcomes
★ Comprehensive Quality Vision and Framework
★ Minimum Enabling Conditions
★ Vision-based Curriculum and Teaching Learning Materials
★ Learning Assessment Systems
★ Teacher Effectiveness Framework
★ Academic Support & Monitoring Systems
★Community & Civil Society Partnerships
The 157 paged State Quality Perspective Plan 2010-2013 elaborately included activities under every parameters. The planned activities which are started from 2010 on parameter-wise are given below:
1. Learning Processes and Learning Outcomes: The plan of teaching/learning through activities, discovery, exploration and dialogue is one of the major activity planned under Teaching Learning Process. This plan carried over in State Quality Perspective Plan 2014-2016 also. The teaching/learning through activities was first in 2011 along with Continuous and Comprehensive Assessment. The institutionalization of culture of discussion in the classroom where children freely express their views and questions in Primary Classes and all children have learnt basic reading and writing by Grade 2 were another two targets under this parameter.
2. Comprehensive Quality Vision and Framework: Under this parameter, the State started working on harmonization of curriculum with syllabus, Textbooks and TLM at classroom level. Another major activities undertaken under this parameter is harmonized implementation of LEP (Learning Enhancement Programme) for languages and mathematics in Pre-primary, Class I and Class II wherein colourful illustrative books were developed and distributed to the schools.
State conducted Baseline Assessment Survey in 2010 to identify the children’s learning levels in different subjects and subject specific learning difficulties. The findings of the assessment survey was also used in identification of thrust areas for short term teacher training.
In 2013-14, to enhance language and maths learning among early graders, State developed reading materials for classes pre-primary and I under Early Literacy and Numeracy Programme. The materials were printed and distributed to all government schools recently. These materials are to be kept in reading corners of the schools to provide easy access of colourful books to children.
3. Minimum Enabling Conditions: To ensure minimum enabling conditions to run the schools in the accessless habitations, SSA provided two-roomed school building with verandah for newly established primary schools along with 2 general teachers and necessary teaching learning equipment. For upgraded upper primary schools, four roomed school buildings along with three graduate teachers were provided. The teaching leaning equipment worth Rs. 50 thousands is provided to these schools. Till now, there are 63 SSA established primary schools and 94 SSA upgraded upper primary schools are running in the State. Library is established in 100% government schools to provide learning environment for the children attending elementary level. After the enactment of RTE Act, the schools having more than 100 children at upper primary level are given part time instructors for Art Education, Work Education and Physical & Health Education. At present, there are 324 part time instructors are working in different government schools of the State.
SSA emphasized in the development of learners-friendly and barrier-free infrastructure to make schools inviting for the children. Lump sum grant for free textbooks and uniform are also provided to children to improve retention.
Adhering to the RTE mandates, State issued various notifications pertaining to elementary education like No Detention in elementary classes, notifications banning board examination, corporal punishment, raising of capitation fees, specified annual working days, weekly working hours for teachers, etc.
4. Vision-based Curriculum, Syllabus and Teaching Learning Materials: State revised the curriculum, syllabus and textbooks in the line of NCF 2005 in 2007-08 and after the enactment of RTE Act 2009, the State again revised the same to accommodate the mandates of RTE Act. The Term Books are developed for primary classes to reduce the burden of the textbooks. The language textbooks including English is planned to revise this year.
The present age is the computer age. As such, SSA started using computer as learning aid in the classes IV to VIII and termed as CAL (Computer Aided Learning). Almost all government upper primary schools were provided computer hardware and peripherals and given training to teachers to use computer as learning aid in the classroom.
5. Learning Assessment: Shift in learning assessment is one of the major happening in elementary education after the enactment of RTE Act. The situations brought by the RTE Act compelled the State to adopt Continuous and Comprehensive Assessment as an instrument to sustain quality of learning among the children of elementary classes.
In 2010, Pedagogy Cell constituted under SSA developed a booklet called “Guidelines for Continuous and Comprehensive Assessment” which consist of class-wise and subject-wise syllabus, broad learning indicators, sample activities, sample report card, grading for both scholastic and co-scholastic areas. The booklet was distributed to all government schools and training of teachers on CCA was conducted simultaneously.
The said booklet is revised once again in 2012 to include the suggestions from the field level educational workers and distributed to schools.
At present, 100% government schools adopted CCA as learning assessment tools.
6. Ensuring Teachers’ Capacity and Effectiveness: Sarva Shiksha Abhiyan places great emphasis on preparing the teachers for teaching, by building their capacity through a series of training programmes. It is expected that this training should cover several pedagogical issues, including content and methodology, to improve teaching learning transactions at classroom level. Teacher training under SSA emphasizes child-centred pedagogy and competency based teaching learning. Effectiveness of teachers depends on the effectiveness of process of teacher preparation, effective trainings and effective follow-up processes. This is the major parameter that SSA has concentrated upon since its inception. The following categories of different types of trainings for teachers are being planned under this parameter to enhance the efficiency of the elementary education system in the State:
》》10-day BRC Level Training of in-service teachers: Earlier this category of training was of 20 days. However, it was cut down to 10 days. This training is mainly for bringing shift in teaching-learning process as per renewed context. The teachers were trained for effective implementation of CCA, use of LEP materials to support learning of children, how to conduct teaching activities in the classroom, etc. For this academic session, PAB has approved 6-day training in three separate categories of teachers – (i) For the teachers teaching Classes I & II on “Effective use of Early Literacy materials to enhance language and Maths learning in early learners; (ii) For the teachers teaching Classes III, IV & V on English, EVS & Maths Teaching through activities; and (iii) For the teachers teaching Classes VI, VII & VIII on Science and Maths teaching through activities.
》》10-day CRC Level Training of in-service teachers: This category of training as well was of 20-day earlier. Now it is 10 monthly academic meetings of the teachers at cluster level. PAB has approved 6 monthly meetings for this year. The various subjects related to quality improvement are discussed in these meetings. The main subjects are the following:
♥ Discussion and review of progress in students’ learning achievements as per last meeting’s resolutions
♥ Feedback and impact of In-service Teacher Training conducted earlier
♥ Discussion of sharing patterns of children’s achievements with parents adopted by feeder schools
♥ Feedbacks on the basis of findings of QMTs
Sharing of innovative/good practices adopted by the schools to improve scholastic and co-scholastic achievements of the school
♥ Development of school campus as learning friendly environment
♥ Preparation of school development plan and thrust areas included to improve learning of children
♥ Sharing and discussion on various learning activities carried out by the teachers during last month and children’s reactions on that.
♥ Resolutions and identification of activities to be conducted in the schools for next month
》》30-day Induction training for newly recruited teachers: The induction training was conducted previously when there were huge lot of recruitment under SSA. Now-a-day, this training not being conducted.
》》Lump sum financial help to untrained teachers to acquire 2 years B.Ed. or D.El.Ed. professional course: MHRD provides lump sum amount of Rs. 6000/- per head to each untrained teachers undergoing 2-years D.El.Ed. or B.Ed. professional course included in the AWP&B.
7. Academic Supports and Monitoring: Teaching as a profession requires a constant touch with academics i.e. one is a ‘learner for life’. It is essential that a teacher keeps himself abreast of the constant advancements in the “Knowledge-World” and thus updates his own knowledge base. However, it is also equally important that how s/he is being provided with academic supports in the way of making herself updated as a teacher and how her works are being monitored. The support providers and monitoring personnel are to be equally updated and equipped with recent development of educational processes.
The effective monitoring and support system depends not only on updated monitoring officials, it also requires systemic arrangements to facilitate these officials to carryout effective monitoring and support activities. As such, SSA recognized every block (now GVK) as Block Resource Centre and School Complex as Cluster Resource Centre. Considering block as main level to coordinate the educational activities, the Block Resource Centres are provided office equipment like desktop computer, laser printer, dotmatrix printer, laptop, photocopier, etc. The centres are also given full time manpower like BRC Coordinator, MIS Coordinator, Data Entry Operator and Accountant-cum-Support Staff along with Rs. 50,000 lump sum annual grant. Below the BRC, there is another level called Cluster Resource Centre. These centres are provided with one each full time coordinator and annual grant of Rs. 10,000. At the lowest level i.e. at school, there is School Management Committee. These SMCs are given Annual grants like maintenance grant and School grant. In this way, there are four levels of monitoring and academic support system in action in a district viz. District Level, Block Level, Cluster Level and School Level.
The monitoring officials posted at Block and Cluster levels are given trainings on various aspects of school supervision and management information system in phase-wise manner. The office staff appointed in blocks were also provided trainings.
As a part of monitoring, SSA has conducted different research studies in different areas. The research studies conducted by the state on quality management so far are as under:
◆ Assessment Study on School Performance in 2006-07. (South District)
◆ Reasons of failure and repetition at primary level in government schools of South District of Sikkim in 2007-08 (South District)
◆ Low achievement level of students in mathematics, Science and English in Class V in June 2008 (West District)
◆ Impact of MDM Scheme on retention of Children at Primary Level in 2008 (West District)
◆ Teachers Absenteeism in 2008 (State level)
◆ Baseline Achievement Survey 2010
SSA conducts DISE Survey every year to maintain database on school education which covers all the educational institutions catering school education irrespective of types and managements.
Since 2013, SSA is also implementing Quality Monitoring Tools in the State to monitor quality activities being conducted at various levels of school education.
8. Community and Civil Society Partnership: It is expected that local community, teachers and management committee will, in partnership with local non-governmental organizations, prepare and implement plans for school activities, maintain records, monitor and evaluate the school activities. Community is the major agency to facilitate the enhancement of quality education as the family is considered the first school of a child.
The State, in the initiative of SSA Cell, has constituted School Management Committee in each government school as prescribed by RTE Act under Section 21. More than 7000 SMC members covering 100% government schools of the state, were trained on the process of preparation of School Development Plan and sensitized on various mandates and provisions laid by RTE Act. This training is given to PRI members and parents also.
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