karnataka - rie mysore
TRANSCRIPT
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4th
Half Yearly Monitoring Reports of RIE, Mysore, Karnataka ,
on SSA for the State of Karnataka for the period of
1stMay 2012 to 31
st October, 2012
Prof. C.G.Venkatesha MurthyNodal Offi cer, & Coordinator
Dharwad
Dr.Asha K.V.D.KamathAsst. Professor & Coordinator
Madhugiri
Dr. T.V. SomashekarAsst.Professor & Coordinator
Chikkodi
Regional Institute of Education, (NCERT)Manasagangotri
Mysore2012
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Contents
Page
No.
General Information 03
Coordinators and Field investigators 06
Proceedings of Report presentation 07
Executive Summary of III Districts‟ 08
SSA Reports & Tables of III Districts‟
1. Dharwad District:
Report 35
Tables 66
Schools and DISE Code 94
2. Madhugiri District:
Report 96
Tables 143
Schools and DISE Code 173
3. Chikkodi District:
Report 175
Tables 197
Schools and DISE Code 226
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General Information
NO Information Details
1 Period of the report 1st May 2012 to 31st October2012
2 No, of Districts allotted Three
3 District‟ name 1, Dharwad
2. Madhugiri
3 Chikkodi
4 Month of visit to the District/ Schools (Information is to be given district wise i,e District 1,District 2, District 3 etc)
4.1 District 1. (Name of the District): 1, Dharwad
Date of visit to schools in district: F I
M o
2/7/2012 to 2/9/2012
16/8/2012 to 23/8/2012
4.2 District 2. (Name of the District): 2. Madhugiri
Date of visit to schools in district: F I
M O
2/7/2012 to 2/9/2012
6/8/2012 to 14/8/2012
4.3 District 3. (Name of the District): 3 Chikkodi
Date of visit to schools in district: F I
M O
2/7/2012 to 2/9/2012
5/11/2012 to 10/11/2012
5 Total number of the elementary school(primary and upper primary to be countedseparately ) in the District Covered by MI(Information is to be given district wise I,eDistrict 1, District 2, District 3 ect)
District LPS UPS Total
1. Dharwad 339 810 1149
2. Madhugiri 812 637 1449
3 Chikkodi 805 1055 1860
6 Number of elementary schools monitored
(primary and upper primary to be countedseparately) Information is to be given districtwise I,e District 1, District 2, District 3 ect)
Dharwad Madhugiri Chikkodi
LPS 19 21 15
UPS 19 18 23
KGBV 02 01 02
Total 40 40 40
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7 Types of school visited
a) Special training center (Residential)
(a) Dharwad 0
(b) Madhugiri 0
(c) Chikkodi 0
b) Special training center (Non Residential)
(a) Dharwad 0
(b) Madhugiri 0
(c) Chikkodi 0
c) School in Urban Areas
(a) Dharwad 7
(b) Madhugiri 8
(c) Chikkodi 8
d) School sanctioned with civil work
(a) Dharwad 6
(b) Madhugiri 6
(c) Chikkodi 8
e) School from NPEGEL Blocks
(a) Dharwad 3
(b) Madhugiri 4
(c) Chikkodi 2
f) School having CWSN
(a) Dharwad 4
(b) Madhugiri 6
(c) Chikkodi 6
g) School covered under CAL Programme
(a) Dharwad 4
(b) Madhugiri 4
(c) Chikkodi 8
h) KGBVs
(a) Dharwad 2
(b) Madhugiri 1
(c) Chikkodi 2
i) Gender Gap
(a) Dharwad 4
(b) Madhugiri 0
(c) Chikkodi 0
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j) Only SC schools
(a) Dharwad 4
(b) Madhugiri 5
(c) Chikkodi 3
k) Only ST schools
(a) Dharwad 3
(b) Madhugiri 6
(c) Chikkodi 3
l) Only Flood (a) Dharwad 1
(b) Madhugiri 0
(c) Chikkodi 0
m) Drop out
(a) Dharwad 1
(b) Madhugiri 0
(c) Chikkodi 0
8 Number of school visited by Nodal Officer ofthe Monitoring Institute
(a) Dharwad 8
(b) Madhugiri 16
(c) Chikkodi 15
9
Whether the draft report has been sharedwith the SPO: YES/NO
Yes
10
After submission of the draft to the SPOwhether the MI has received any commentsfrom the SPO: YES/NO
Yes
11
Before sending the report to the GIO whetherthe MI has shared the report with SPO:YES/NO
Yes
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Coordinators and Field Investigators
No Coordinator Field Investigator Blocks Covered
1 Prof. C.G.Venkatesha Murthy
Dharwad
1 Sri Mahadevaswamy Dharwad
kalgatagi2 Sri Mahesh H.S
2 Dr. Asha Kamath, V.D.
Madhugiri
1 Sri Gangadar Madhugiri
Koratagere
Pavagada
Sira
2 Sri Nagendra.M
3 Dr. T.V.Somashekhar
Chikkodi
1 Sri Hanumaiah.C Chikkodi
Hukkari
Athani
Mudalagi
Raybage
Gokak
2 Sri Shivanna.K
Mrs M.S Anitha Computer
Assistance
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Proceedings of the meeting of the presentation of district
reports with the state
As per the schedule, the monitoring reports of the three districts of Dharwad,Madhugiri and Chickodi were presented on the 20th of November 2012 at the office
of the State Project Director, Karnataka Bangalore under the Chairpersonship of the
State Project Director, Karnataka. It was attended by the DDPI's of all the three
districts, DIET Principals of all the three districts, Dy PCs, APCs, and the midday
meal team comprising the Joint Director of Mid-day meals in Karnataka, his office
staff, and that the district officers of the midday meal programme.
In the forenoon, issues related to the SSA were discussed at length based on
the reports presented by the monitoring institution. The State Project Director was
present for the whole presentation and took immediate corrective steps by way of
directing the district officials to look into the issues and to bring about systemic
changes to the extent possible. The entire discussion was very useful.
In the afternoon, issues related to the midday meal were discussed at length
based on the reports presented by the monitoring institution. The Joint Director of
the midday meal noted the salient features of the report and discussed with the
district implementing agency to ensure that the quality of the midday meal
programme should be upheld and enhanced further.
After the presentations, the districts took about a week's time to give their
views and feedback on the monitoring reports presented by the monitoring
institution. Based on the feedback and observations the monitoring institutionincorporated them in their reports under the heading „the district says…..‟. At the end
of every section of the report, the district's view on the observations of the
monitoring institution is presented in the report.
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SSA Executive Summary of Dharwad, Madhugiri &
Chikkodi Districts of Karnataka- 2012
Sl No. Intervention
& Sub activity
Strengths Weaknesses
1 Access:
1.1
Physical
Access:
Dharwad (1) 95% of the schools had
the children coming from the
close by habitation within 1 km
radius from the school.
(2) 76% of the sampled
schools had other elementary
schools located which were alsoserving the habitation. Among
them 97% of them are
government schools.
(1) 24% of the schools had this possible
impediment, including heavy traffic in
around 90% of the cases and near one
school there was an open well.
Madhugiri (1) Most of the students are from
within a radius of one Km. from
the habitation.
(2) There are several elementary
schools in the neighborhood.
(1) More than 60% of the schools have
danger of vehicles.
Chikkodi (1)The 74% of students come toschool within 1 kms of their
habitats.
(2)There is at least one HPS
within the range of ½ km to 1
km
(3)87% the habitats have
government elementary schools.
(1)While 3% of the students come to schoolas far as 5 kms,
(2)13% of the habitats do not have
elementary schools.
(3)26% of the schools have threat to safety
of children & it is from heavy traffic and tank
bunds.
1.2
Quality
of
Access:
Dharwad (1) Majority of the schools
have adequate classrooms and
their condition is not bad.
(2) Student classroom ratio
is also good in majority of the
schools.
(3) Light and ventilation is
(1) Size of the classroom and space per
child is inadequate in 13% of cases.
This requires the attention of the
district.
(2) Student teacher ratio is above the RTE
norms in 11% of the schools.
(3) Furniture is not adequate in 50% of the
schools.
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good in all schools.
(4) Building designs are
child friendly.
(5) Ramps are functional.
(6) All schools havedrinking water facility.
(4) Quality black board is an issue. As
majority of them are not good quality
boards.
(5) 13% of the schools do not have
separate toilets for girls.
(6) In 32% of schools toilets areinadequate.
(7) 34% of toilets are not maintained well.
(8) Understanding of CWSN toilet is very
poor.
(9) None of the schools have incinerator
facility.
(10) Cleanliness of drinking water is not
maintained in 29% of the schools.
(11) Out door activities are not organized in
14% of the cases.
(12) Sports and games materials are notadequate in 31% of the schools. A huge
gap.
Madhugiri (1) Size of the classroom in
relation to student strength is
adequate in 67% of the schools.
(2) Light and ventilation is good
in majority of schools.
(3) All the schools except one
have blackboards and are placed
suitably to the benefit of all the
children.
(4) Ramps are constructed in
56% of schools. (5) Majority of
schools have separate toilets for
boys and girls.
(6) Drinking water facility exists
in 92% of the schools and
majority of the schools havemaintained water source well.
(7) Playground does not exist in
56% of the schools.
(8) 59% of the schools organize
(1) Rooms are inadequate in 38% of the
schools.
(2) One or the other element of school
building is not child friendly in more than
50% of the schools.
(3) Up gradation of the quality of
blackboard is needed in more than 70% of
the schools.
(4)None of the ramps are as per civil work
norms.
(5) Ramps are functional in only 5% of the
schools.
(4) Running water is not available in 51% of
the schools.
(6) Maintenance of toilets is poor in 46% of
the schools.
(7) CWSN friendly toilets are not available
in 5% of the schools
(8) Incinerator facility is not available in any
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outdoor activities regularly. of the schools.
(9) 72% of the schools do not have adequate
play materials.
Chikkodi (1) Majority of the classrooms
are adequate with student
classroom ratio; classroom
size; & seating availability.
The student classroom ratio
is good and overall PTR in
the district is 1:28
(2) The quality of furniture is
good (97%) in majority of
the school.
(3) Lighting and ventilation is
good in all the schools.
(4) Majority of schools have
child friendly building
design and blackboard in
average condition.
(5) Majority of schools have
ramps and some of them are
functional. Separate toilets
for boys and girls in
adequate numbers inmajority of schools are
available. Schools have
drinking water facility
within it. The major source
being hand pump &tap
water. ¾ of schools have
adequate playground with
adequate sports materials.
(1) Lack of availability of teachers at HPS,
(2) 3% of the schools have inadequate
furniture.
(3) 50% of the school building, gates are
not child friendly.
(4) In all the schools the quality of
blackboard needs to be enhanced.
(5) 21% of schools do not have ramps.79%
of the ramps are not in accordance with
civil work norms and are not functional.(6) 8% if the schools do not separate toilets
for boys & girls.63% of the toilets have no
running water facility
(7) All the toilets in the schools are not
CWSN friendly.
(8) Some schools (26%) do not have
playground and 26% of schools are
having inadequate sports & games
materials.
1.3 Social
Access
Dharwad (1) Social composition is good in
Dharwad schools.
(1) SC, Muslims and OBC children absent
more.
Madhugiri (1) Most of the schools have
children belonging to different
castes and economic status.
(2) Pattern of habitation‟s
population and enrolment in the
(1) Very few children belonging to SC, ST and
Muslim are not regular to school mainly due
to migration of the parents.
(2) There is a need to reduce absenteeism
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school is satisfactory. among
the students
Chikkodi (1) All the schools have children
coming from different
religions, different caste,
gender & economic
background. 61% of schools
have CWSN. All the schools
are catering to all sections of
the society and there is no
disparity in providing access
to the school. The district has
urdu medium & marathi
medium schools run for the
specific groups.
(2) The school attendance
register and MDM reflect the
same attendance pattern.
1.4
Addition
al Items
in the
context
of RTE.:
Dharwad (1) On social cohesiveness among
students, and between students
and teachers is good.
(2) Classroom seating
arrangement encourages
intermingling of students.
(1) School mapping remains in one third of
the schools.
Madhugiri (1) All schools as an agency of
social cohesiveness are found to
be satisfactory.
(2) Seating arrangement
supports mixing of children of
different social groups in all the
schools.
(1) School mapping is not done in any of the
schools.
Chikkodi (1) Teachers communicate
equally well with studentsof different- social groups;
economic groups; castes;
religion; gender; CWSN and
Habitations and vice-versa.
(2) The seating arrangement in
the schools is intermixing of
children of all categories.
(1) 97% of schools did not have school
mapping with them.
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2
Special
Training
(for Out
of
School
Children
)
Dharwad (1) There are efforts to cover out
of school children through
different measures.
(1) The spirit of Special Training Centres
has not been understood by the district.
Madhugiri (1) There is a need to provide special
training depending on the needs of
children.
Chikkodi (1)For the year 2012-13 the
district has following OOSC
programs.
12 months RST
centres in 4 Blocks at
present 19 centres
are functioning.
SBT centers at
Hukkeri & Nippani
Block.
3 months Chinnara
Angala in 11 centers
– 5 in Chikkodi & 6
in Raibagh.
Proposed to open
tent schools.
3 Quality Issues
3.1
Enabling
Conditio
ns
Dharwad (1) Science, maths and language
teachers are available in all
schools.
(2) None of the teacher is un
trained.
(3) Training programmes are
useful to all teachers.
(4) All teachers are aware of RTE
act.
(5) A large majority of schools
have textbooks and TLMs.
(1) There are no teacher available for each
class in 37% of the schools.
(2) There were shortage of some titles in 21%
of schools.
(3) School grants and teacher grants have not
been given within two months of
commencement of schools.
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(6) All schools have received
textbooks within one month.
(7) Teachers use TLM while
teaching.
Madhugiri (1) Most of the teachers have
received training and inputs have
been useful and helpful to the
teachers.
(2) All the teachers know about
RTE Act.
(3) Supply of textbooks has been i
time in all the schools except one.
(4) Charts, Globes, Models andFlash Cards are used as TLMs in
the schools.
(1) 7 posts are vacant
(2) 26% of the schools have separate teachers
to teach Science and Languages but none of
the schools have separate teachers to teach
Maths.
(3) The receipt of School Grant and TLM
Grant has been late i.e. not within two month
after the reopening of the schools in 46%of
schools.
Chikkodi (1) There are 116 male and 108
female teachers in the
sampled schools. The ratio
of male and female teacher
is almost 1.07:1
(2) Pupil teacher ratio as per
school records is 1: 28
(3)
There are no untrained teachers
in the schools.
(4) All the teachers (224) have
attended in-service training.
It was non-residential
(5) 60% schools have received
TLM grants and school
grants within the 2 months
of the reopening of school
(6) The awareness about RTE
among the teachers throughdepartment of education.
(7) All the schools received text
book within a month of
reopening
(1) There are 15 vacancies existing in the
schools
(2) 61% of the schools do not have
mathematics, science and 47% of
schools do not have language teachers.
(3) 40% of schools have not received TLM
grants and school grants within the 2
months of the reopening of school,
during the current academic year.
3.2
Teaching
Dharwad (1) Teachers understand the
primacy of learners.
(1) Teachers‟ talk dominates in classes.
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Learning
Process:
(2) Teachers provide concrete
experiences to learners.
(3) Teachers engage learners in
learning.
(4) Teachers do think that
quality mathematics is every
learner‟s right.
(5) Teachers are aware of
possible use of community
resources in teaching-learning.
(6) Teachers get onsite support.
(7) parents are happy about
progress of their children.
(2) Teachers dictate notes to students.
(3) Divergent thinking development
has little role to play.
(4) English is taught through
translation method.
Madhugiri (1) All the teachers know that bot
teachers and students are
important in the teaching learning
process.
(2) Most of the schools give
importance to learner and follow
activity based learning.
(3) All the teachers are aware of
use of community resources in the
teaching learning process and in
all the schools, students participat
happily in the teaching learning
process.
(4) Most of the schools follow CCE
as well as Grading system.
(5) On site academic support is
available to all the schools.
(6) Parents have noticed positive
change
in the teaching, learning and
evaluation in only around 20% of
(1) Teacher talk is dominating in all the
schools.
(2) 97% of the schools dictate notes.
(3) There is a need to improve learner
centeredness and allow for divergent thinkin
and discourage rote memorization though it
is at average level in nearly half of theschools.
(4) While teaching English, translation
method is mainly used in majority of schools
and emphasis on speaking ability is poor in
79% of schools which needs to be improved.
(5) While teaching Maths, there is a need to
emphasise on thinking and reasoning as it is
not found in 95% of the schools. (6)Parents
have not noticed positive change in the
teaching, learning and evaluation in around
80% of the schools.
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the schools.
(7) Classroom management is
satisfactory as the seating
arrangement is flexible and all the
schools support mixing of student
as well as freedom to ask question
and express freely.
Chikkodi (1) All the teachers consider
that the learner is important
in TLP.
(2) All the teachers provide
adequate concrete
experiences in the
classroom.
(3) The learner centeredness,
learner autonomy, learner
active participation,
divergent discussion, use of
language ability, non-
insistence of rote memory
and scope of thinking
provided was good to some
extent (42.5%),
(4) All the teachers use
translation method while
teaching English.
(5) All the teachers believe that
quality mathematics is every
child’s right.
(6) All the teachers know how
to use community resources.
All the children happily
participate in TLP. In all the
schools, CCE, Grading &
Marking is being followed.
(7)
The noticeable change observed
is children are better reading
and writing performance.
(8) All the students sit in small
groups & have flexible
seating arrangement.
(9) In all the schools there is
(1) All the teachers dictate notes
(2) The majority of teachers understanding
of constructivist approach to teaching is
not clear
(3) The essence of NCF and its guiding
principle are to be understood by all
teachers in true spirit
(4)
The development of speaking ability needs
to become the top priority in the teaching of
language
(5) Majority of teachers do not consider
both teacher and students are important
in deciding the classroom ethos.
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inclusive seating
arrangement for disabled
and disadvantaged students.
All the students are treated
as equal in the class.
(10) In all the schools students
are free to express their
opinions and free to ask
questions.
3.3 Issues
in equity
in quality
Dharwad (1) Seating arrangements are
flexible and all children
participate without any
discrimination.
(2) There are no gaps in
achievement levels of SC, St
minority and girls.
(3) Co curricular activities are
used well.
(4) Teachers do understand the
challenges and advantages of
diversity in classrooms.
Madhugiri (1) No gap is observed in the level
of achievement of the learnersbelonging to SC, ST, minority and
girls except in two schools.
(2) Morale of the students is
boosted in most of the schools
(95%) by co curricular activities
like Prathibha Karanji, Quiz and
cultural programmes.
(3) Efforts are being made to
emphasize on relating textbook tochild‟s experience from socially
disadvantaged groups and
contributions made by different
socio cultural groups to the
society.
(1) Gap in the learning achievement is seen
in 5% of the schools among SC, ST, Minorityand Girls.
(2) The reasons for gaps are language
problem and negligence of the parents.
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Chikkodi (1) All the schools records do not
show any noticeable gaps in
learning achievement level of
SC, ST, Minority and Girls.
(2) There is no noticeable
discrimination of SC, ST,Minority and Girls either by
friends or by the teachers in
all the schools.
(3) co-curricular activities are
used to boost morale and
self-esteem of the children
from weaker section
(4) Majority of teachers make
efforts to highlight the
contributions of different
socio-cultural groups to thesociety.
4
Compute
r Aided
Learning
:
Dharwad (1) In 57% of the schools,
computers are kept n classrooms
and used.
(2) Computers and accessories
are safely maintained.
(3) There is no seepage of water
in these rooms.
(4) 93% of computers are
functioning.
(5) Around 86% of teachers have
knowledge of operating a
computer.
(1) In 43% of the schools it is not kept in
classrooms.
(2) 50% of the schools do no have digitized
multi media materials.
(3) Only 43% of teachers use digital multi
media materials.
(4) Around 80% of teachers are not able to
develop their own digital TLM.
Madhugiri (1) All the equipments received
under CAL are physically
available in the schools.
(2) All the computers and
accessories are functioning in 33%
of the schools.
(1)Doors and windows of the rooms are not
safe and computers are not functioning in
17% of the schools.
(2)In majority of schools to repair the system
average time taken is more than a month.
(3)There is a need to make available the
subject wise and topic wise list of
digital/multimedia materials in all the
schools as 50% of the schools do not have
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them.
(4) Teachers are to be insisted on using CAL
as it is used only in 33% of the schools.
(5) In 50% of the schools none of the teachers
have received training. Therefore
arrangements have to be made to train the
teachers.
(6) IN 83% of the schools none of the teachers
know to develop their own digital TLM. So
intensive training will have to be given with
hands on experience.
Chikkodi (1) Majority of schools(76%),
computer & its accessories
physically available and inworking condition in
separate rooms
(2) Majority of schools have
subject wise multi media
materials and only few
teachers know about them.
Nearly 70% of teachers use
some of these materials for
their classroom transaction
(3) Majority of teachers had
some basic operating
knowledge about computers
(4) Some of the teachers were
able to apply their
knowledge of CAL to
develop their own TLM
(5) 88% of teachers have
received training and use
CAL in their classrooms
(1) 25% of school did not have computer in
working condition.
(2)
The average time gap for gettingcomputer functional varies from 15 days
to 2 months
(3) Majority of teachers(62%), are not aware
of availability of subject wise multi
media materials in the school. 12% of
teachers do not use any digital materials
in their classroom teaching.
5
Girls
Educatio
n:
Dharwad (1) Gender gap is not an issue inNPEGEL schools.
(2) There is problem of
prolonged absenteeism of girls.
(3) Emergency medical kits are
available in all schools.
(1) More boys absent schools in Dharwadthan girls.
(2) The coverage of parents and community
members on gender sensitization is only
around 50%.
(3) Adequate toilets for girls do not exist in
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NPEGEL: (4) In one school rest room for
girls existed. Let it grow in all
schools.
(5) There is no discrimination of
girls. They have equal
opportunities in all activities.
(6)Girls are participating actively
in schools.
75% of schools.
(4) Water is not available in toilets in 88% of
schools.
Madhugiri (1) None of the girls were absent
for more than 10 days at a
stretch.
(2) All students have passed
final exam of final year in the
school.
(3) All schools have taken up
special initiatives to encourage
enrollment and retention of girls
in schools.
(4) 80% of the schools do not
have any physical barriers to
girls to come to schools.
(5) Both boys and girls
participate actively in groups.
(1) Gender gap in enrollment and attendance
is reasonably high and when asked for
reasons schools could not respond.
(2) Many toilets are not in usable condition.
(3) Separate toilets for girls are inadequatein all the schools.
(4) None of the schools have separate rest
room for girls and incinerator facility.
(5) Emergency medical kit is found in only
40% of the schools.
(7) MCS is operating as a useful mechanism
only in 20% of the schools.
(8) In 60% of the schools girls are asked towelcome the guests.
(9) In 20% of the schools girls are asked to
sweep and clean classrooms.
Chikkodi (1) All the teachers; some of
parents & community have
the training on gender
sensitization.
(2) There are no stereotyped
practices against girls.
(3) The participation levels of
girls is good and non
discriminatory.
KGBV: Dharwad (1) Teachers receive training and
academic support from CRC and
(1) SDMC meets irregularly.
(2) There are problems with infrastructure.
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BRC.
(2) Campus is Ok in one but in
the other.
(3) Fund flow is smooth
They include drinking water problem,
electricity problem, toilet problems, and
bedding problem.
Madhugiri (1) Meetings of the SDMCs ar
held regularly.
(2)Funds are released on time.
(3) Accounts are up-to-date.
(4) Children participate in man
cultural activities.
(5) Performance in Kannada i
satisfactory.
(1) Campus, playground and toilets are in
average condition.
(2) Dormitory needs to be kept clean.
(3) Beddings are in poor condition.
(4) Only one teacher has received gender
training and subject training by BEO. But
training needs to be extended to all.
(5) Quality of food as well as variety needsimprovement.
(6) School needs to work more to improve
learner performance especially in English and
Mathematics.
Chikkodi (1) The Centers have good
enrolment.
(2) The SDMC are functioning
effectively and have regular
meetings(3) Regular review meetings are
held
(4) Infrastructure facilities are
good in one of the centers
(5) Funds flow has no problem
(1) Infra structure facility and quality of
civil work is very poor in one of the
centre.
6 Inclusive Education with Special Reference to CWSN
6.1 In the
classroom
Dharwad (1) CWSN children are regular to
classes.
(2) Classroom seating
arrangements are inclusive in
nature.
(3) Teachers encourage CWSN
(1) CWSN friendly TLMs do not exist in
73% of the schools.
(2) 33% of teachers have not received
training to handler CWSN children. A huge
target.
(3) No teacher is clear about Individualized
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children and they participate
actively in all activities.
(4) Interaction and support of
peers is very encouraging.
(6) All aids and appliances are
in working condition.
(7) Home based education goes
on for two hours on an average.
Educational Plans (IEPs).
(4) 20% of schools do not have resource
teachers.
Madhugiri (1) 63 CWSN are enrolled in the
school.
(2) Inclusive seating arrangement
is found in all the schools and
teachers encourage participation ostudents in the classroom.
(3) Assistive devices supplied
are in working condition in all
the schools.
(1)Type of disability varies and there is high
number of PH and MR and a large number of
them have severe disability.
(2) CWSN TLM is available only in 8% of the
schools. i.e. Abacus, shoe model and gilaki.
(3) Assistive devices have not been supplied
to
29% of the schools.
Chikkodi (1) There are 77 CWSN enrolled
in the school
(2) There is no student’s
irregularity.
(3) Types of disabilities noticed
are MR, VI, HI, PH & speech
impairment
(4) In all the schools inclusive
type of seating arrangement is
there for CWSN in the
classroom
(5) 91% of CWSN actively
participates
(6) In all the schools, teachers
encourage CWSN to
participate in the classroomprocesses.
(7) The peer interaction with
CWSN is friendly
interaction.
(1) The medical certificate indicating the
disability of the children were not
available in any of the schools.
(2) There are no CWSN friendly TLM in
89% of schools.
6.2
Teachers:
Dharwad (1) Teachers are very supportive
to all CWSN children.
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Madhugiri (1) Peer interaction and support to
CWSN
is encouraging.
(2) CWSN children are cared well
in all the schools. (3)Teachers have
received in only 54% of the
schools.
(1) IEPs are not prepared in any of the
schools. (2)There is a need to insist on
preparation of IEPs in all the schools.
(3)Only teachers of 67% of the schools who
received training on teaching CWSN feel it as
adequate. Training needs to be extended to al
the teachers.
(4) There is a need to involve teachers of all
the schools in the training programme and
attempts may be made to provide sufficient
training.
(5) RT/Volunteers visit the schools/ Home
based CWSN in all the schools but thefrequency of visit and its duration is required
to be fixed depending upon the need of
CWSN children.
Chikkodi (1) All the teachers show normal
behaviour and pays special
attention towards CWSN
(2) 42% of teachers have received
training on teaching CWSN &
opined that training was
adequate.(3) There are resource teachers
(IRT) available in each
school/ Cluster and their
frequency of visits is once in a
month.
(1) 58% teachers are yet to receive
training
6.3
Parents:
Dharwad (1) All parents have received
counseling training.
(2) All parents are aware of the
availability of resource
teachers.
Madhugiri (1) RT/Volunteers visit the
schools/ Home based CWSN in al
the schools.
(2) 92% of CWSN attend medical
camps regularly. (3) Counseling of
(1) Counselling of the parents of CWSN must
be done in all the schools as it is not being
done in 8% of the schools. .
(2) In 69% of the schools, parents do not kno
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parents is done in 92% of the
schools
the Resource Teacher.
(3) In 77% of the schools parents do not know
the volunteer.
(4) There is a need to develop awareness
among the parents about the RTs and
Volunteers.
Chikkodi (1) 42% CWSN parents are
aware of availability of
resource teachers
(2) All the parents have received
counseling
(3) There are 3 CWSN who
requires home-based
education support. All of
them receive HBE support
through IRT or volunteer
(1) Majority(84%) are yet to receive the
medical certificate
(2) While remaining 40% of them were not
supplied with devices
(3) The diagnosed CWSN (16%) were not
provided assistive devices.
7
Civil
works:
Dharwad (1) There are no big issues
in this district.
(2) Majority of schools had
community manuals
and drawings and are
being used.
(3) SDMCs are trained
adequately.
(4) Training modules were
available in all cases.
(5) Separate accounts are
maintained and updated
in all schools.
(6) Standard items are used
for construction in all
cases.
(1) Accounts related things are not put
up on board for community to see in
79% of the cases.
(2) Funds are received after 2 to 5 months
from the commencement of school
though through e transfer.
(3) Daily account of cement is not
maintained in 14% of the schools.
(4) Third party evaluation did not exist in
29% of the cases.
Madhugiri (1) All the schools have started
the civil works sanctioned to
them and 38% of them have
completed the work and the rest
are still to complete.
(2) Block Engineer has visited
(1) Schools should be instructed to complete
the work within time.
(2)Details of accounts have to be notified for
the public in all the schools as it is not being
done in any of the schools.
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the sites in all the schools.
(3) In all the schools the work is
taken up by SDMC and MOU is
signed only in 92% of the
schools.
(4)Work plan is available with
77% of the schools/SDMC.
(5) SDMCs have received
training in 77% of the schools
(6) Financial records are
maintained in 92%the schools
and updating is done in 85% of
the schools.
(7)Quality of work and
infrastructure is fairly good in all
the schools.
(3) Third party evaluation has to be made
compulsory in all the schools as this is
practiced only in 54% of the schools.
(4) SDMC training modules are available
only with 62% of the schools.
Chikkodi (1)
30% of them are
construction of HM room;
8% of them are construction
of toilets; 8% of them for
construction of boundary
wall; 54% of them for
construction of additionalclassrooms
(2) work status are as follows:-
8% work is temporarily
abandoned ; in 69% of the
work is in progress and in
8% the work has been
completed.15% the work is
not yet started.
(3) 85% of schools have copies
of the community manual
and in majority of schoolsbuilding plan and training
manual were available.
(4) 85% of SDMC have been
adequately trained.
(5) In all the schools had
separate account maintained
and updated. It is
(1) In majority of the cases, the civil work
has not been assigned to any agency
(2) 15% doesn‟t have MOU signed between
SSA & SDMC.
(3) While 15% SDMC did not have any
training
(4) No schools have displayed the details offund received on the notice board.
(5) In all the schools there is no third Party
evaluation of building work
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maintained by HM and the
fund is received through
bank (e-transfer)
(6) The block engineer visits the
site and imparts technical
instructions & thefrequencies of visits were 6
to 8 times during the
construction of the
buildings.
(7) In all the schools where civil
work grant are allotted &
construction is in progress,
all of them are using quality
materials having ISI/BSI
mark & they had approved
building plan with them(8) The majority of community
perceives that the materials
used in the building
construction were of good
quality and work is also of
good quality
(9) The impression of MI about
the quality of work/school
infrastructure was good
(10) Wherever the SDMCcomprises of educated
members, they monitor the
civil work at all stages and
also provides their support
in completion of quality
building on time.
8
Community
Awarenes
s:
Dharwad (1) SDMCs are constituted in all
schools as per guidelines.
(2) All members are aware of
their roles and responsibilities
and they have guidelines
books too.
(3) Meetings are held once a
(1) SDMC members are not aware of VER
or WER.
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information about activities of the schools.
(8) Community participation in school
activities needs to be increased.
Chikkodi (1) In all the schools SDMC has
been constituted as per RTE
act guidelines.
(2) In all the schools the
president and vice-president
are from the parent council
(3) All the members knows
their roles and
responsibilities and have
been oriented on their roles
and responsibilities
(4)
The frequency of meeting of
SDMC in all the schools is
once in a month.
(5) The awareness of SDMC
members about specifics
about details of SSA, MDM,
Funds, their roles and
responsibilities are fair in all
the schools
(6) Teachers and students;
through other SDMC
members; followed by other
community members
(7) All the SDMC members
know the guidelines
regarding school
development plan
(8) All the SDMC members
have received training. The
duration of training was 1 to
2 days and it was useful to
them(9) Majority of SDMC members
visit school daily once;
Whenever they visit, they
observe,- basic amenities of
the school, teacher &
students attendance register,
MDM activities.
(1) The details about the school
development plan, RTE act, School
facilities, DISE capture format and
VER/WER is very fair among all the
SDMC members.
(2) Very rarely they monitor the classroom
process
(3) While in two school SDMC is not
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(10) Ensuring students regularity
in schools
(11) Textbook distribution timely
to every child
(12) Teacher‟s absenteeism;
Fundamental needs, Midday meal programs are
monitored by them
(13) Glasses& plates; plastic chairs;
trunks-have been donated to
schools.
(14) In all the schools the minutes
of SDMC meeting are
available.
(15) Donated land for school
building, furniture Glasses&
plates; plastic chairs; trunks. (16) In majority of schools the
minutes of SDMC meeting
are available
constituted. The reason being the school
comes under aided category.
9
EMIS/DIS
E:
Dharwad (1) All schools have supplied
data.
(2) All schools have a copy of
the filled in data.
(3) All schools had training to
fill data.
(4) Jan vaachan is done in all
schools.
(5) All schools have received a
copy of the school report
card.
(6)
School report card datamatches what was
supplied.
(7) All school records are
maintained and updated
regularly.
(1) No school has displayed school report
card.
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only with 95% of the schools.
(2)Transfer of funds is done
through e-transfer in all the
schools.
(3)All the schools received
Teacher Grant, School Grant and
Maintenance Grant between
June and July 2012.
(4)Grants have been released in
the beginning of the year to
carry on the work smoothly for
which they are sanctioned.
school documents to their homes.
(2) Only 33% of the schools got the SDMC
account audited and 28% of the schools
shared the audit observations with the
community.
(3) Every school should be instructed to get
the SDMC accounts audited and share with
the community.
(4) It must be made mandatory to share the
proposals of expenditure and statements of
expenditure with the community as this is
not being done in 31% of the schools.
Chikkodi (1) In all the schools, the
financial records and
registers are being updated
regularly.
(2) In all the schools the cash
book and passbook are
available, while majority of
schools have stock register
(3) The majority of the schools
receive the funds from
district/ state level throughe-transfer.
(4) The schools received teacher
grant, school grant,
maintenance grant, library
grant and civil work grant
(5) 61% of SDMC accounts are
audited internally
(6) 61% of the SDMC have
shared the proposals for
expenditure and
expenditure statements with
the community.
(1) While in 39% of SDMC, accounts are
not audited.
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SSA Report of Dharwad District in Karnataka state for theperiod 1st May 2012 to 31st October, 2012
Background: In Dharwad district 40 schools including 2 KGBVs are considered for
the monitoring work. The present report is based on the data collected from above
schools.
I Access: Among the 38 schools, 18 schools are Lower Primary Schools while 20
schools are Higher Primary Schools. Among them all the lower primary schools had
classes from 1-5, while among the higher primary schools, there were 10 schools
with classes 1-7, and 10 schools with classes 1-8. Father all the schools were in
government schools.
1A1.1
The fieldwork of the above schools was undertaken during June 2012 to August 2012.
All the observations that are presented are based on the observations made during the above
period.
1.A Physical Access: As regards the habitations served by the schools, it was
found that 95% of the schools had the children coming from the close by habitation
within 1 km radius from the school, while around 2% of the children came between 1
to 2 km of radius from the school, 1% of them came from 2 to 3 km of radius, and 2%
LPS (1-5)
48%
HPS (1-
7)
26%
HPS (1-
8)
26%
Category of schools
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of the students came from over 4 km of radius. It was also found that in 76% of the
sampled schools had other elementary schools located which were also serving the
habitation. Among them 97% of them are government schools and the remaining are
government un aided schools. As regards the features in the vicinity which may
pose some danger or threat to the safety and health of the children, it was found that
around 24% of the schools had this possible impediment, while 76% of the schools
have easy access without any impediments. These impediments include heavy traffic
in around 90% of the cases and near one school there was an open well. It is desirable
that the district negotiates with the administration in ensuring that the heavy traffic
does not pose a danger to the access of the children and the open well issue can also
be handled by the district. It was also found that near the Lower Primary Shools, the
nearest HPS was with the minimum distance of half a kilometre and a maximum
distance of 12 kilometres. There were around 19 such higher primary schools.
District says: (1) GHPS Tegur Tq Dharwad is the only school which has well near the school
but it is in gram panchyat premises. Intimated to gram panchyat PDO to cover with steel
gallery (welded mesh). If there are any such type works, it will be seen that they are covered
with welded mesh
0-1 KM
95%
1-2 KM
2%
2-3 KM
1%
4 KM
above
2%
Habitations served by the school
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1B: Quality of access: As regards the quality of access, there were around 181
children on an average in all the schools with boys in slightly more than girls. As
regards the number of classrooms in schools, on an average there were around 6
classrooms in each of the schools, and around 87% of the school classrooms were
adequate while 13% were not. It is desirable that the district focuses on these schools
where classrooms are not adequate. As regards the condition of the classroom, it
was seen that around 58% of the classrooms are average, 39% of the classrooms are
good and only 3% of the schools are poor. It indicates that the condition of the
classroom is not a major issue. Nonetheless, there has to be attention to the condition
of the classroom by all the schools and by the districts because it has the capacity to
decide many aspects of quality. With regard to the student classroom ratio, it is seen
to be adequate in 97% of the cases and not so in only one school. Meaning, the
student classroom ratio is not an issue in the district. On the issue of the size of the
classrooms in relation to student strength, it was found to be adequate in 87% of the
cases and inadequate in only 13% of the cases. This is an issue where the district
needs to look at the classroom sizes and make necessary arrangements of the children
to sit comfortably in order to facilitate their learning better. With regard to the
availability of the sitting space per child, it is found to be adequate is in 87% of thecases and inadequate in 13% of the cases. This is a serious issue. The district needs
to pay full attention to this issue. As regards the student teacher ratio, it is adequate
in 89% of the schools, while it is not in the other 11% of the cases. As regards the
furniture and its adequacy, it is found to be adequate in half of the schools while it is
not adequate in the remaining half. Among those schools where it is adequate, it is
average in 79% of the cases and good in the remaining cases. In no school it is poor.
With regard to the light and ventilation it is heartening to note that the lighting and
ventilation in the classrooms is proper in all the schools and so is the ventilation. On
the issue of lighting and ventilation schools are very comfortably positioned. As
regards the building design, the school structures are child friendly in terms of the
gates, door latches, stairs, floors, windows, furniture, and pillars. All features in the
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building are child friendly. As regards the blackboards in the classroom it was
found that they are available in all schools and all children can benefit from them.
With regard to the quality of the blackboards it is good in 24% of the schools and
average in the remaining schools. It means there is a need on the part of the district to
pay attention to the quality of the blackboards on a priority basis. It is heartening to
note that all the blackboards are suitable to the classroom where it is visible to all
children. All the blackboards are located centrally in the class rooms. As regards the
ramps, they do exist in 87% of the schools and in 85% of the schools ramps have
handrails. All ramps are functional. Apparently, 87% of the ramps appear to be in
accordance with the civil work norms while it is not in accordance with the norms in
13% of the schools. This has to be seen by the district. With regard to the toilets in
schools, it is found that separate toilets for girls and boys exist in only 87% of the
schools but not in the remaining 13 % of the schools. This requires an urgent
attention by the district. As regards the adequacy of the number of toilets, they are
adequate in 68 % of the schools and it is not adequate in the remaining 32 % of the
schools. This is a big agenda before the district. All students are allowed to use
toilets. Paradoxically running water is not available in 58% of the schools. This also
requires attention by the district. Wherever there is no possibility of running water,
it is arranged from the nearby tank. As regards the maintenance of the toilets, it is
found to be well maintained only in 66% of the schools but not in one third of the
schools. The understanding of CWSN toilets is very poor in Dharwad and almost all
toilets are CWSN non-friendly. The district needs to understand the requirement of
CWSN friendly toilets. None of the schools have incinerator facility. This can be an
agenda for the next year.
As regards the drinking water facility in schools, it is heartening to note that
all schools have this facility. The main source of water is tap to the tune of 87% of the
cases, and it is hand pump in 10% of the schools and it is pond in 3% of the schools.
As regards the use of drinking water facility children use in 95% of the schools but
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(10) It is informed to all school HM’s to maintain cleanliness of drinking water by providing
steel tank.
(11) We will take necessary action to improve the Out door activities
(1)
This year separate grant is released to purchase the sports materials.
1B1.3 1B.8.ii
1B.4.Viii 1B.5.iii
I C Social access: As regards the composition of the children in different
schools, it is found that all schools have children coming from different castes and in
97 % schools children belong to different religions and in 84% of the schools both
Hand
pump
10%
Tap
87%
Pond
3%
Source of drinking water
Good
24%
Average
76%
Quality of Black board
Good
39%
Average
58%
poor
3%
Condition of classrooms
1
27%
2
73%
Non childfriendly buildingfeatures1)Yes,2)No
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boys and girls come, and in 82 % of the schools one finds CWSN children. It is also
happy to note that children representing different hamlets attend all schools. In one
of the schools children belonging to one religion attend. In one school only boys
attend as it is only boys‟ School. As regards the irregularity o f attendance by the
children, it is found that the children belonging to scheduled castes, Muslims and
OBCs absent more. The causes for their absenteeism is because they are doing
labourer‟s job, they are joining their parents in the work and there are some children
who are migrant children.
District says; (1) SC, Muslims and OBC exclusive programmes have been chalked out in
Awp&B, District is strengthening the monitoring process.
Additional items in the context of RTE: It was found that teachers communicate
equally well with students of different social groups, economic groups, castes,
religions, gender groups, and habitations. Interestingly it was also seen that children
belonging to different social groups, economic groups, castes, religions, gender
groups and habitations also communicate equally well with their teachers fearlessly.
So on the issue of social cohesiveness there are no problems in the district. The
seating arrangements in the classrooms are also quite encouraging as it motivates
intermingling of students in all classes. The school mapping activity has happened in
only two third of the schools but not in the remaining schools.
District says: 1) Remaining school mapping is already started.
II Out of school Children: The progress of Out of school, children:
During 2012-13, 1520 children are out of school. Among them 895 children
have been mainstreamed using different strategies as follows.
(a) 3 months Special Non Residential Chinnara Angala Training Programme:
During 2012-13, 13 centres have been functioning out of 18 centres with the target of
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295 students. In total 411 children have been mainstreamed. The district needs to
explain this.
(b) 3 months Residential Chinnara Angala Programme: During 2012-13, out of 9
sanctioned centres, 7 centres are functioning with 164 children. Out of them 149
children have already been mainstreamed.
© 12 months Residential Bridge course: During 2012-13, 9 centres were approved
with the target of covering 317 children. Out of 12 RST centres are functioning under
two organizations where 160 children are enrolled.
(d) Madrasas: During 2012-13, three Madrasas have been funded to provide formal
education along with religious education. A student target of 75 is fixed for three
madrasas. There is an effort in mainstreaming at least 50 children among them.
(e) NCLP schools: During 2012-13, one centre has been opened in Hubli with 22
children, which has a target of mainstreaming children.
(f) Urban Deprived Children (UDC): During 2012-13, two centres are opened with a
target of 100 children. There are 99 children in them.
(g) Special Enrollment Drive: There was a target of mainstreaming 299 children
through special enrollment drive. Out of that, 88 children have been identified by the
SDMC, teachers and organizations who are to be mainstreamed.
District says; District officials are going to get capacity building programme in IED. More
stress would be given.
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III Quality issues: As a part of the monitoring work it was found among the
schools that there were 214 teachers and among them there were 74 men and 140
women. Pupil teacher ratio on an average works out to be 1: 42. There were also
teacher vacancies to the tune of 14 in the district. As regards the availability of the
teachers for each class it was found that it existed in 63% of the schools only but not
in the remaining 37% of the schools. This needs to be attended to by the district on a
priority. With regard to the science teachers‟ availability in schools it was found that
all schools had them and so was true with maths and language teachers. It is a
matter of happiness to note that none of the teachers is untrained in the district.
As regards the training received during the academic year, it is found that allteachers have received non-residential training under the guidance of DIET, BRC and
CRC. All of them have found that these training programmes were useful to them
and they helped in transacting better. As regards the teachers‟ awareness of the RTE
act 2009, it was found that all teachers were aware. Their main source of information
was from the Department of Education. With regard to the textbooks and TLMs, it
was found that in 95% of the schools, textbooks were received within one month of
the reopening of the school in the current academic year but not in the 5% of the
schools. As regards the distribution of textbooks in all subjects it was found to be
distributed in 79% of the schools but not in the remaining 21% of the schools. It
means on the issue of the textbook distribution there are still some gaps in the
district. The district needs to focus on this. As regards the TLMs and its use in the
schools, it was found that teachers use maps, charts, globes, models, maths kits, and
science models.
As regards the grants, it was found that the school grants had not reached
within two months of the reopening of the school in any school. This situation is
something which needs to be immediately attended to and such a thing should not
happen in the next year. Consequently school grants were not used within first two
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months because there were no funds. The same thing is true with the TLM grants
also for teachers. Teachers did not receive the teacher's grants within the first two
months of the opening of the school. The very purpose of giving teacher grants gets
defeated if it is not listed by the teachers within first two months. The district needs
to take this issue seriously and improve the situation.
3.2 Teaching learning process: With regard to the understanding of constructivist
approach to teaching, it was seen that teachers do understand the primacy of the
learners in most of the cases and yet the teacher talk time predominates the class.
Meaning the hegemony of the teacher continues in the class. Teachers do provide
concrete experiences to learn and also tried to relate personal experiences in learning.
It means teachers are concerned about learning and learners but the participation of
learners is much less in the classroom processes. Teachers do ask questions and try
to engage learners. Yet the teacher dominates the classroom. Added to this it is also
noticed in all the schools that teachers dictate notes. This practice is seen in all the
schools. This is totally detrimental to the constructivists approach.
As regards the teachers’ understanding of National Curriculum
Frameworks’ concerns related to teaching of language and science subjects the
following was noted. The classroom observations indicated that teachers do
understand the importance of learners in class and they also understand that
students‟ autonomy is important and they try to actively ensure participation of
learners. There is little scope for promotion of divergent thinking. The promotion of
use of language abilities is much to be desired. There is no conscious effort to the
non insistence of rote memory among learners. The classrooms do provide chance for
them to think but the situation must improve.
As regards the approach to teaching English it was found that the teaching
methodology emphasizes on the development of listening ability, speaking ability,
reading ability and writing ability. Paradoxically, English is also taught through
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translation method in all the schools. As regards teaching-learning approach to
mathematics it was noted that the teaching methodology does enhance the ability to
think logically, attempt to develop abstractions & thinking, and reasoning abilities
among learners. Mathematics teachers do think that quality mathematics is every
child's right.
It is heartening to note that teachers are aware of using community resources
in teaching learning process in all schools. It was also noted that the involvement of
children in teaching-learning process was very encouraging as they were very happy.
School teachers are aware of continuous and comprehensive evaluation and they are
also aware of grading system and marking system. It was also learnt that teachers do
get on-site academic support from the officials of the education department.
As regards the understanding of the parents and community members on
teaching-learning and evaluation processes, the data indicates that only 18% of the
parents have noticed change, while 82 per cent have not. Further those parents who
have found some change have indicated at teachers ask questions to children and
teachers allow children to benefit from the TLM. Parents have also noticed a change
in the learning among learners in 66% of the cases. They indicated that children do
bring home work, work on them and show interest in learning. All parents have
indicated that there is some change in the evaluation happening in the school and
they seem to be happy about the progress of their children.
As regards the classroom management it was noticed that children do sit in
small groups in all lower primary classes as Nali Kali is what is being practiced inKarnataka. In all classes between 1 and 3 it is multigrade schools and all classes from
6 to 8 are single grade schools in Dharwad. All sitting arrangements of flexible in all
the schools. There is no segregation or separation of disabled disadvantaged
children in any school. All children of free to express their opinions asked questions
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and they are encouraged to express their opinions and increased to ask questions
freely without any fear. The classroom ethos is being decided by both the teachers
and students.
As regards Equity in quality issues, there are no gaps in achievement levels of
SC,ST, minority and girls as per records. There is no noticeable discrimination direct
or indirect of the SC, ST minority or girls by either friends or by teachers. Co-
curricular activities are used to boost the morale and self-esteem of children from
weaker sections through various activities conducted by schools. Apparently,
teachers have a good understanding of challenges and advantages of diversity in the
classroom. They do initiate efforts to connect the textbook lessons to the knowledge
and experience of the children from socially disadvantaged groups and their efforts
to highlight the contributions of different social cultural groups to society. Therefore
on the whole on the issue of the equity in quality issues, there are no problems in the
district.
District says: (1) The teacher absenteeism is taken very seriously. Steps have taken to recruit
guest teachers.
(2) All titles have been supplied to concerned schools.
(3) There is instruction given by State Office to open account in SBI, hence it is delayed.
(4) In Nali-Kali standards class is student centered. In higher class as per RTE training
have been planed by the DSERT to make teaching as student centered.
(5) In-depth training on English is planned by British Council at DIET
4. Computer aided learning: As part of the monitoring work, 14 schools
were seen by the monitoring team. The report is based on the observations in these
schools. It was noticed that the computers and other accessories are kept in separate
rooms in 43% of the cases and they were kept in classrooms and 57% of the cases. All
the equipments received under CAL are physically available in all the schools. As
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regards the condition of the room where the computers and its accessories are kept, it
was found that they were under safe doors and windows. There was no seepage of
water in any of the schools and the electrification work had good earthing and it was
in a satisfactory condition. It was also heartening to note that 93% of computers are
functioning. One computer monitor is not in working order. The complaint has been
lodged. It normally takes 1-2 months to get repaired.
As regards the subject wise and topic wise list of digital multimedia
materials’ availability, it was found to exist in 50% of the schools but not in the
remaining 50 % of the schools. As regards the knowledge of teachers about the
topics of the digital multimedia materials, 93% of the teachers had some knowledge.
Around 43 % of the teachers use the digital multimedia materials as part of classroom
teaching. This situation needs to improve. As regards the teacher training and their
comfort level, all teachers have received some training related to CAL. Around 86%
of the teachers have the basic knowledge of operating a computer. Around 20% of
the teachers can apply the knowledge of computer operations and skill to develop
their own digital TLM , while a majority to the tune of almost 80 % are not able to do
this. This situation must improve in the district.
District says: (1) As per State norms CALC Schools have one Separate computer room.
(2) Multi media kit is provided by Azeem Premji foundation.
(3) Initially the Science teachers and HM are provided with 5 days training so that other
teachers of that school are empowered by these trained teachers. The district has planned
exclusive training for other teachers also.
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enrolment at local level in all the schools. These initiatives include Meena
programme, singing programmes, visiting homes and such. The MCS is operating as
a useful methods of a gender sensitivity to the tune of 50% only in the district. While
the reasons could not be elicited as it was not forthcoming. The MCS coordinator in
one of the centres is active in addressing to the needs of girls through a variety of
activities and programmes. The schools are located in a distance as prescribed by the
norm. There are no problems or barriers of the girls to come to schools from their
residences.
With regard to the infrastructure, health and sanitation facilities, it was found
that there was separate toilet facilities for girls in all the schools but they were
adequate only in 25% of the schools. As regards the usability, it was found to be
usable in two thirds of the schools but not in one third of the school. The greatest
problem was the availability of water in these toilets. Only around 12 % of the
schools the water was available, but it was not available in the remaining 88% of the
schools. However, emergency medical kit was available in all the schools. It was
interesting to note that in one school there was a restroom meant for girls but not in
other schools.
With regard to the participation level of girls in curricular and co-curricular
activities and the stereotypes, it was noticed that children are made to sit on desks
and in some schools on floor and there are no discrimination. It is heartening to note
that the girl children are not used to either welcome guests or to serve the snacks or
sweep and clean their classrooms or the toilets in any of the schools. To that extent it
is totally a non-discriminatory attitude and girls are not looked down upon. Girlshave equal opportunities to participate in curricular activities as well as in co-
curricular activities. They are given equal opportunities to ask questions and learner
groups comprised both boys and girls. It was heartening to note that the
participation of girls is in active mode.
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District says: (1) The MHRD team visited during harvesting and Festival season. In rural
areas parents are dependant on their children.
(2) Parents and community member are not only trained by SSA but also by other
Departments (WCD,ZP,etc.,)
Further, the district is planned for few more awareness campaigns to hard to reach parents
and community.
(3) Required Schools are provided with Additional Toilets as per NABARD norms.
(4) Due to Draught.
KGBV: The monitoring team visited two Kasturba Gandhi Balika Vidyalays in
Dharwad. These KGBVs are housed in their own buildings run by the State
government. There were 58 students in Class 6, 72 students in class 7, and 67
students in class 8 taking the total to 197. Different steps are taken to mobilise
dropouts of never enrolled girls in this KGBVs including visiting homes, and Meena
Munch activities. The school management meets irregularly. The last two meetings
were held on 31st of May 2012, 26 of June 2012 and 5 of July 2012. In these meetings
issues related to children's enrolment are discussed. Total number of teachers
sanctioned was 9, total number of teachers deployed was also 9, the number of
teachers trained was also 9. Teachers do receive in-service training and academic
support by CRC and BRCs. They have also received gender sensitivity training
twice. The duration of this training programmes ranges from one to two days. Only
one review meeting has been held in the current academic year. In these meetings
issues related to children's enrolment and improvement of their education, issuesrelated to the maintenance of the playground are discussed.
As regards the infrastructure issues there are problems in the KGBVs. These
include drinking water problem, electricity problem, building problems, problems of
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District says; (1) Monitoring strategy will be changed so that the SDMC meets regularly.
(2)
Separate estimation has been proposed to meet out the facility lapses.
6: Inclusive education with specific reference to CWSN: As apart of the monitoring work, 99 children who were CWSN were seen by the team.
Among them 64 boys and 35 were girls. On the day of our visit to the school, 88
children were present out of 99. Among them are, 26% of them are very regular,
70% of them are regular and only 4% of them are irregular. But on the day of the
visits the absenteeism was found to the tune of 10%. As regards the composition
of the CWSN, 38% of them are PH children, the second highest being MR children
to the tune of 31% followed by speech problem, eye problem and hearing problem
among boys. Among the MR children there were more who was moderately MR
compared to minor and severe levels. As regards the PH also there were more
moderate children followed by minor and severe degrees. With regard to the
speech problem also there were more in the moderate category followed by minor
and severe levels. Among the hearing-impaired, also there were more in the
moderate level than in the minor degrees. Among the visual impaired children
there were more who were in the moderate level followed by minor and severe
levels.
Among girls, a large proportion belonged to the PH category followed by a
visual impairment and MR. Among the MR girls, relatively more were moderate
followed by minor and severe degrees. As regards the LDs, there was only one
child who was at the moderate degree. Among the PH students more were in the
severe category followed by moderate and minor degrees. Among the speech
problem, there was only one girl with the moderate impairment. Hearing
problem girls were two and they both worked at the moderate degree. As
regards the visual impairment there were nine children and all the girls were at
the moderate degree. Thus, boys outnumbered the girls in this category.
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As regards the seating arrangements, it was inclusive in nature and there
was no segregation based on the disability. It was also nice to see all the CWSN
children participating actively in the classroom processes and it was also noticed
that the teachers encouraged CWSN to participate in classroom processes. As
regards the availability of the CWSN friendly TLM, it was found to exist in only
27% of the schools but not in the 73% of the schools. This is something which is to
be taken up seriously by the district where the material's exist at it includes beats
and alphabet chariots. It was heartening to see that the type of interactions that
were existing in all the schools with the peers of the CWSN was very friendly and
friends were very supportive of all the CWSN. The friends of the CWSN children
provide friendly support during teaching-learning activities, co-curricular
activities, recess hours, apart from travel to and fro the school. Thus, friends are a
big support to the CWSN children in the district.
As regards the teachers‟ behaviour towards the CWSN children, there is no
discrimination and in fact in some schools they pay special attention to the
children also. As regards the training received by the teachers to handle CWSN
children, only 67% of them have received training but not the remaining 33% of
the teachers. Therefore there is a need to provide training to handle CWSN
children better. As regards the adequacy of the teacher training, teachers have
felt that they were adequate enough in all cases. With regard to the preparation
of individualised Educational plans to CWSN children none of the school teachers
had a clue about it. As regards the availability of the resource teacher, it was
found that they existed in 80% of the schools for the CWSN children but not for
the remaining 20% of the children. Teachers visit the schools two days in a monthin all cases.
With regard to the awareness of parents about availability the resource
teachers it was found that all parents know that there is a resource teacher and all
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parents also know who the caregivers or volunteers for the children are. This is a
matter of great satisfaction. It is also noted that all parents have received
counselling regarding their CWSN. With regard to the medical camps it was
found that 80% of the CWSN have attended the medical camps and among them
83% of them have received disability certificates, and 70% of them have been
diagnosed to be in need of some assistive device, and among them 79% have got
these aids and assistive devices. Father, it was noted that all the assistive devices
provided are in working condition. With regard to the requirement of home-
based education, it was found that 50 % of them require home-based support.
The resource teacher or a volunteer visits these homes in all cases on almost a
daily basis in some cases, once a week in 40% of the cases and twice a month in
47% of the cases as reported to the visiting team. Normally, they spend around
two hours in a majority of the cases. These children are provided life skills.
District says: (1) There is no provision yet.
(2) All the teachers are provided training to handle CWSN Children. Still more trainings
are planned for remaining 33% teachers.
(3) Already IEPs training is provided to the concerned. Still district is planning to give
IEP training in phased manner.
(4)
All the schools are having the Resource teachers. But They have taken transfer. These
School Teachers are provided Resource Training.
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6IE.3
Status of Attendance
6IE.21
7. Civil works: As regards the civil works, the monitoring institution could
see 14 schools in the district where civil works were going on. Out of them, 36%
of the work selected to Headmasters room, 29% of the construction work related
to toilets and 36% of the civil work related to additional classrooms. As regards
the status of the work, 7% of the works were temporarily abandoned, 57 % of the
works were ongoing and 36 % of the civil works were completed. The civil
construction work has been assigned to the SDMCs. The MOU were signed
Every
Day13%
/----1--
days a
week
40%
/---2--
days a
month
47%
Frequency of the visit
1-2
Hours/
40%
. 2 Hours
60%
Duration of each visit
Very
regular
(>75%),
23
Regular
(60-
75%), 62
Irregular
(
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between SSA and the SDMC in all cases. Therefore there is no scope for any lapse
on the part of the district on this issue. As regards the availability of the
community manuals and the records, the following were noted. The community
manuals were available in 93% of the schools and they also had the designs and
drawings or plans for the construction. While in 7% of the cases they did not
have them. They did not give any reason as to why they do not have them either.
As regards the training of SDMCs, it has been noted that they have been
adequately trained in all the cases by the block resource persons. The training
modules were available with the SDMCs in all the cases. As regards the
accounting procedures and transparency, it is heartening to note that separate
accounts are being maintained in all the schools and they are updated and
balance tallied in all the schools. These accounts are being maintained by the
Headmasters of the schools but these details are shown on a board in the school
campus only in 21 % of the cases but not in 79% of the cases. This aspect of
transparency needs to be focused by the district so that all schools start displaying
the accounts part of the details to the community. This amounts to social
auditing. All these funds are received by the SDMCs through e transfer in all the
cases. Paradoxically, schools have also reported that they had to wait for 2 to 5
months to get these funds. This is a confusing report. If they have received funds
through e transfers, it should not taken so long. On this issue the district needs to
explain.
As regards the quality of the materials used in civil construction work, it was
found that the daily account of cement is maintained and authenticated in only
86% of the cases but not in the remaining 14 %of the schools. This needs to bechecked and the situation must be improved by the district. These accounts are
maintained by the Headmasters in all the cases. Different items like steel, pipes,
fittings etc or of be BIS/ISI mart only in all cases. As regards the branded quality
of paint, of reputed companies, it was found to exist in only 29% of the cases but
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not in the remaining 71% of the cases. This is because the civil works were not
complete in many cases. The painting work is the last part of the civil works
therefore this needs to be understood from that perspective. As regards the
approved drawings being used in sites, they are in use in the construction in all
cases. The third-party evaluation also existed in 71 % of the cases but not in the
remaining 29% of the cases. As regards the perception of the community about
the quality of the material used in the civil works, they feel that 36% of the
materials are good, 57 % of these materials is fair and in 7% of the construction it
is poor. The monitoring team also has its own impression about the quality of the
school construction work. Accordingly, 36% of the construction is a good, 57% of
the construction is fair and 7% is poor. There is a need on the part of the district
to pay more attention to the civil works and ensures that is the objectives are
achieved.
District says: (1) The Account related things will be put up on the board during this year.
(2) Due to delay in opening of account in SBI the funds are received late by Schools.
(3) In future, it will be seen that 100% schools maintain materials at site account
regularly.
(4) The 3rd party evaluation started their work in late July. Most of the schools selected by
the MHRD team are not the works allotted during 2010-11 RTE and 2011-12.
7CW.1.1 7CW.7.1
Tempor
arily
abando
ned7%
Ongoin
g
57%
Comple
ted
36%
Status of work
Good
36%
Fair
57%
Poor
7%
Perception of the community
about the quality of the
material
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7CW.8.1
8 Community Awareness: As regards, community awareness, in
Dharwad district, the SDMCs have been constituted in all the schools as per the
guidelines. On an average delays one aches officio member, there are nine elected
members from the parents Council, there are two to three elected from the
students Council, there are two to three nominated members. The ex-officio
member has always been the headmaster. The nominated members were taken
into this committee either because they have donated lands, or they are education
lovers, or they are gram panchayat members, or they are Anganwadi members, or
they are the members of the health Department. The post of the President and the
vice president are always held by the parents in all the schools. The total number
of members belonging to different categories are as follows. On an average there
are three women in each of the SDMCs, two to three from the Scheduled Castes
community, two to three each from Scheduled Tribe community, two to three
each from minority communities. As regards the awareness of residents and
members about their roles and responsibilities as notified by the government, it
was found that all the members are aware. And all the members have been
provided with a copy of the guidelines. All of them have been oriented towards
the roles and responsibilities