SARVA SHIKSHA ABHIYAN
SUSTAINABLE DEVELOPMENT GOALS
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VISION: 2017-2030
(From the perspective of Execution of RTE Act. 2009 in the State)
VISION STATEMENT:
“ALL CHILDREN IN THE AGE GROUP OF 6 TO 14 YEARS HAPPILY ATTEND SCHOOLS WHERE A QUALITY INCLUSIVE LEARNING ENVIRONMENT THAT IS RESPONSIVE TO CHILDREN’S VOICE AND FUTURE REQUIREMENT EXISTS.”
Mission Statements:
Attainment of Universal Enrolment
Quality assurance in elementary education
Shift in school monitoring system
Optimum involvement of community and civil society in school management
A. UNIVERSAL ENROLMENT
Expected changes at School Neighbourhood Area level
Every school has its neighbourhood area
Schools have detail records of children of their respective neighbourhood areas
Every village or Gram Panchayat Unit has the practice boosting on being “Zero Dropout Village” or “Out of School Children Free Village”.
All schools are in easy access to all categories of children including children with special needs
Zero overage and underage children in the classrooms
Schools, Cluster, Districts and State analyse the information collected through U-DISE (ASMITA) to track children’s participation in schools
Strategies for 2017-2024
a) School Neighbourhood Mapping
b) Rationalization of existing schools OR make alternative arrangements for enrolment as per the Rule 4 of the Right of Children to Free and Compulsory Education Rules, 2010 (State RTE Rules, 2010) aligning with findings of School Neighbourhood Mapping
c) Provision of barrier-free and children-friendly environment in all schools to promote retention
d) Special provision for the enrolment of children of floating population in nearby schools
e) Implementation of Section 12 of RTE Act, 2009
f) Development of effective child tracking mechanism
g) Special Training (Bridge Courses) for out of school children (OoSC) to put them in age-appropriate class
h) Use of U-DISE (ASMITA) to track children’s attendance in schools (Web-based children tracking)
Action Plan for 2017-20
(i) To earmark school neighbourhood area of each and every State government school which are established to provide access to schooling for the children up to the age of 14 years
(ii) To issue instructions to all the District HRDD office to carry out the school neighbourhood mapping activity within 2017-18 and update Village Education Register in 100% schools taking the jurisdiction of their respective neighbourhood area
(iii) To identify the habitations or hamlets from where the children are attending their nearest schools beyond the distance limit as specified by State RTE Rules, 2010
(iv) To chalk out the actions to address the issues identified under Sl. No. (iii) taking following three options -
(a) Arrangement of safe and free transportation facility
(b) Provide free residential facility OR
(c) Rationalization of schooling facility (shifting of schools)
(v) To identify the children belonging to weaker section and disadvantaged group in the school neighbourhood
(vi) To make a list of recognised private unaided schools and private aided schools with their intake capacity in LKG and admission of children [identified under Sl. No. (v)] in such schools as per Section 12 (1) (c) of RTE Act, 2009
(vii) To calculate the expenditure to be reimbursed in account of the children [identified under Sl. No. (v)] studying in private unaided and private aided schools
(viii) To provide ramps, handrails, disable-friendly toilets, hand wash area and drinking water area in 30% existing schools
(ix) To include ramps with tactile patterns and hand rails in new school building plans
(x) To include provision of barrier-free elements in all the new infrastructure plans
(xi) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.
B. QUALITY ASSURANCE IN ELEMENTARY EDUCATION
Expected Changes at the Classroom Level
Materials enriched classroom & school [Libraries, Dolls Corner, Reading corner, Mathematics corner, Display boards, Subject-wise walls, etc.]
Flexibility – space and time – as per requirements of active learning
Planning – assessment of available materials & developments of new materials to conduct active & appropriate learning
Involvement of all the students of the classroom in active learning – increase in engagement time – idea of inclusive activity
Formation of activity bank according to subject & units with the help of CRP/BRP
Scope for students to create new activity on the basis of experiences/activities conducted by teachers.
Identification of cognitive variation of children/ learner with supports of DIETs/RPs at block level
Spare scope for teachers to work on active learning to make it more active at classroom level - (Teaching load reduction)
All teachers develop a sensitivity to the children’s emotional needs and provide a range of suitable and appropriate learning opportunities for the all round development of every child
Strategies for 2017-2024
a) Learner-friendly infrastructure/school design which supports students’ learning
b) Optimum use of reading corners, learner-friendly environment, library, school campus, laboratory, locally available materials, etc. to provide learning opportunity to children
c) Use of Learning Indicators in teaching learning processes
d) Provision of platform for teachers in schools to share their training experiences as soon as they join schools after attending in-service trainings/ workshops/ orientation programme
e) Effective implementation of School Twinning Programme
f) Peer Classroom Observation among teachers
g) Guardian Teacher System in schools
h) Sharing of good classroom practices at Cluster level and Block Level meetings by teachers
i) Establishment of regular sharing of students’ performances with parents/guardians
j) Analysis of teachers’ performance through the information collected through PINDICS, QMTs and U-DISE (ASMITA) by schools, Clusters, Blocks, Districts, State and SCERT/DIETs and re-design the support activities
k) Strengthen Teacher Performance Appraisal through learners
l) FORMATIVE ASSESSMENT be made a tool to collect regular feedback of children’s holistic development (not only scholastic)
m) Regular in-service teacher training duly identifying relevant training needs
n) Establishment of strong connection between activities (includes projects also) and learning
o) Teachers focus more on giving the learning opportunities/ learning experiences (focus on making children learn) than on teaching (covering syllabus)
p) Use of ICT in teaching learning process
q) Rational deployment of teachers
r) Appointment of subject-wise teachers for primary classes
Action Plan for 2017-20
(i) To establish Inclusive Education Cell in DIETs and SCERT
(ii) To establish Research Study Cell in SCERT which recommends areas of in-service teacher training
(iii) To encourage and support teachers to use reading corners, learner-friendly environment, library, school campus, laboratory, locally available materials, etc. during classroom practices
(iv) To instruct schools to carry out School Twinning Programme with appropriate and relevant objectives
(v) To orient teachers to implement Learning Indicators
(vi) To implement ‘Guardian Teacher System’ in 100% schools
(vii) To instruct school heads to provide platform for teachers to share their training experiences
(viii) To implement ‘Peer Classroom Observation system’
(ix) To organise series of trainings to in-service teachers on the use of Formative Assessment to enhance children’s learning and help them to gain mastery on different scholastic and co-scholastic areas
(x) To start the culture of sharing between teachers and parents on regular basis
(xi) To provide SMART classrooms to 90 schools with elementary classes along with internet connection
(xii) To train teachers teaching at elementary levels on effective use ICT in teaching learning process
(xiii) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.
C. SHIFT IN SCHOOL MONITORING SYSTEM
Expected shift in School Monitoring System
All the monitoring officials posted at different levels are appropriately updated in educational planning, implementation and pedagogy
Cluster Resource Centres have full-fledged Cluster Resource Centre Coordinators equivalent to the rank of Assistant Education Officer
Block Resource Centres have full-fledged Block Resource Centre Coordinators equivalent to the rank of Assistant Director
Monitoring officials posted at different levels have short term/ long term School Monitoring Plans
One each standby monitoring vehicle at Block Resource Centre
School monitoring provides on site pedagogical and academic supports
Adequately qualified Block Level Subject Specific and Inclusive Education Resource Persons (Block Level RPs) conducting regular academic monitoring
Strategies for 2017-2024
a) Placement of full-fledged Cluster Resource Centre Coordinators in Clusters and Block Resource Centre Coordinators in Blocks
b) Monitoring of schools with school specific pre-identified parameters by lower level monitoring institutions like Block Resource Centres/ Cluster Resource Centres
c) Conduct of academic monitoring of schools in random by DIETs and SCERT on regular interval
d) Preparation of level-wise school monitoring plan and Monitoring calendar
e) Allocation of a monitoring vehicle to BRC
f) Placement of Subject Specific and Inclusive Education Resource Persons at Block Levels (Block Level RPs) who regularly visits schools and provide academic and pedagogical feedbacks to system levels officers including DIETs and SCERT
g) Capacity building of Block Level RPs to compensate the lacunas of in-service teacher training conducted for pedagogical reforms
h) Analysis of information collected through Quality Monitoring Tools, PINDICS and U-DISE (ASMITA)
Action Plan for 2017-20
(i) To appoint full-fledged Cluster Resource Centre Coordinators in Clusters and Block Resource Centre Coordinators in Blocks with appropriate role definitions
(ii) To capacitate every Block Resource Centre as the centre for in-service teacher training
(iii) To instruct BRC/CRC Coordinators to hold monthly academic meetings of schools/cluster heads respectively wherein they can organise one each model classroom teaching by a teacher who has recently attended in-service teacher training
(iv) To organize capacity building programme for Cluster/Block Coordinators to identify various issues that exist at school and cluster levels
(v) To instruct Cluster Coordinators, Block Coordinators and District Officials to identify the parameters for school monitoring according to identified school, cluster and block specific issues
(vi) To instruct School Heads, Cluster Coordinators, Block Coordinators and District Officials to prepare School Monitoring Plan and calendar
(vii) To instruct school heads, cluster coordinators, block officials, districts officials and State officials to analyse the information collected through PINDICS and establish a system of chain appraisal mechanism to provide continuous feedback to teachers improvement
(viii) To provide a monitoring vehicle to every block resource centre
(ix) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.
D. OPTIMUM COMMUNITY AND CIVIL SOCIETY PARTNERSHIP IN SCHOOL MANAGEMENT
Expected partnerships of Community and Civil Society in School Management
Community and Civil Society involve themselves in planning for their school
School Management Committee places their School Development Plan in Gram Sabha and asks for approval
Community, PRIs and Civil Society check attendance of teachers and students in schools
Parents visiting schools, checking drinking water safety, maintenance of toilets, observing their ward’s classroom and testing mid day meal
PRIs put education of children upto the age of 14 years in priority list
Strategies for 2017-2024
a) Encourage and involve community and civil society in planning processes of their neighbourhood schools
b) Make it compulsory for all schools to submit their School Development Plan to their respective Gram Prashasan Kendra (Gram Panchayat Unit)
c) Instruct all school heads to constitute School Management Committee as mandated by RTE Act, 2009
d) Schools be made most accessible places for parents and community leaders
Action Plan for 2017-20
(i) To train all school heads on the process of Preparation of School Development Plan and Community Management Skills
(ii) To train local authorities about their roles and responsibilities as per the mandates of RTE Act, 2009
(iii) To instruct School Management Committee to involve community and civil society in the planning process of their school
(iv) To instruct School Management Committee to place their School Development Plan in Gram Sabha and encourage community and civil society to advocate the plan thus submitted
(v) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.
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