DISTRICT BLBMBNTARY EDUCATION PLAN 3003-10

ANDANNUAL PLAN 3003-03

DISTRICT; KORAPUT

Dspartment of School and Mass Education Government of Orissa

SARVA SHIKSHA ABHIYANORISSA PRIMARY EDUCATION PROGRAWIWE AUTHORITY

ORISSA, BHUBANESWAR.NIEPA DC

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CONTENTS

DISTRICT PROFILE

CHAPTERIl EDUCATION PROFILE

CHAPTER-IIf PLANNING PROCESS

CHAPTER-rV ISSUES AND STRATEGIES

ClIAPTER-V MAJOR INTERVENTIONS

CHAPTER-Vl PHASING AND COSTING 2002>20t0

CHAPTER-VII BUDGET FOR 2002-2003

CHAPTER - 1

DISTRICT PROFILE

C H A P T tk 1

l . l INTRODUCTION:

Korapul district popularly known as “SABAR SRJKHETRA” is famous for its rolling

mountains, sleeping green valleys, enchanting streams and waterfalls Here, in painted

spring and shmihering summer golden autumn and misty mornings, nature and man view

with each other lo make living joyous, Koraput, with her tribes who enjoy the joys of life

to-day as they ever did before, living in then* hamlets hidden in arbors in scenic valleys and

yet accepting the new comers provide education and entertainment for the Intellectuals,

f'ducationisl and Anthropologists. Indeed, Koraput is a museum of old and new in nature

and human endeavor. Had one been merely a lover of firre Sceneries of nature and of

mankind he/shc would have felt little desire to seek a elsewhere its gratification,.

! .2 HISTORK A1. BACKG ROUND :

7 he histofy of Korapul is vividly clear from the 1.5* century A.D. with the ascending of

throne by the Suryavansi King Binayak Deo in the princely state of Nandapur in the year

1441 A.D. In the middle o f 17‘*’ Century, King Vikram Deo-II of the same dynasty shifted

his Administrative Headquarters from Nandapur to Jeypore. The British occupied Jeypore

in the year 1776 and pennanent settlement was introduced by them in the year 1802. The

British established their Ifeadquarters at Koraput hi the year 1870 due to its favourable

climatic conditions. Th*' erstwhile Koraput district was formed with effect from 1.4.1936

and kept under the charge of a Collector and District Magistrate with headquarters at

Koraput. The Sub Divisional of erstwhile Koraput District i) Rayagada and Gunupur ii)

Malkangiri and lii) Nowrangpur were organized with new di.stncts as Rayagada,

Malkangiri and Nowrangpur respectively with effect from 2.10.92. The present Koraput

District squeezed to Koraput and Jeypore revenue Sub-Divisional only.

p

Koraput is located between 18*' 44’ 12”M to 14’ 2()”N l.alitudes and S2 ' ( ) r - ) v ’|

Longitudes It is boiincied by Ravagada Dkstrn t (Onssa) and Vizianagaram & Snkakiilani

District (A.P) in the Hast; Baster disdicl ((.'lihattisgarh) in the west, Malkangin

District(Orissa) and Vizianagaram and Vishakapatnani Districts (A.P) in the south and

Nowrangpur and Kalaliandi Distiicts(Orissa) in the North Heographical area oftlie dislni t

is 8807 Sq. Kms. I'he distiict hes on a section ot the liastern (ihats It consists of Iwo

distinct Sub Divisional namely i) Korapul and li) Jeypore

Koraput Sub-Division is situated ai 3000 ft. (excepting Narayanpatna and Bondivigam

Block) and Jeypore Sub-l^ivision is at 2000 ft above the sea-level. Koraput Sub-divisitiri t

has more hilly, unhealthy, forests and intenor pockets in comparisons with Jeypore Sub

Division. However the district is lull ofgif\s on Nature and well known foi its sceiiic

beauty. Deomali, situated at a height of 5486 ft above the sea level is the liighest peak in

Onss? as well as of the Eastern ( itiats, This highest plateau (Kora[Mit ) experiences loss

Temperature during summer

The average rainfall of the district is about 1700 mm. It receives liighest rainfall during

July and August months, Flumidity is generally high in the monsoon months and in the

other months the afternoon is drs The district is a source of many n \ ers and perennial

streams. The major rivers are Indravati, Kolab and Machhkund. Konjpiit is rich with its

flora and founa Its forests an* famous for Sal and l eek trees Rut d'lc 1o mdiscrirninale

tree felling, forests are now mosil\ ban'en c.xceptmg a few palchos in interior pockets of

Boipariguda, Narayanapafna and Bandhugani Blocks

The district is rich in mineral wealih like Bauxite and I imestone lit*side workable

deposits of manganese. Mica and (jr.iphitc aie lomid m several | sIh< c: ,

1.3 GEOGRAPHIC AI FEA IIJRFS :

1.4 S(K IO ( ULTURAL PRO FILF ;

Korapul district is thickly populated with schedule tribals (S.T) and Schedule Castei (S.C).

The S .C (14.20%) and the S.T (49.20%) population together constitutes 63 .60% o f the

district total. The district comes under the Tribal Sub-Plan area. Principal tribes live in the

district are Paraja, Kandh, Gadaba, Bhumia and Bliatra. Honda and Dume tribals are also

found in some limited pockets o f the districl.

N4ajor spoken tribal dialects o f the district are Kuvi (Kandha) and Gutap (Gadaba). I’hese

dialacts have no scripts o f Iheir own. I >esia {Paraja) is the link language between the tribes

and tht- non -tribes. Languages spoken by the tribes can be broadly divided into 3 groups.

1 ) Asstro-Asiatic ii) Dravidians and iii) Indo Aryans. The Language pattern o f Tribes

spoken in the district cfin be well understood from the following table:

Dravidian

TCentralMunda

Astro-Asiatic (Mundri)

Indo Aryan

SouthernMunda

4Bonda

Soura Kuvi Gordhi Koya(Kondha)

Desia Bhop (Paraja)

Jharia

IDida\'i Gotep

((jadaba)

P - 3

I hoLigh, Desia is tlie link Language Oriya ianguag. is understood by all ( ategorit s uf

people living in the districi, People living ni the boarder area adjacent to Andhra l^radesh

(Af^) speak Telugu Language in addition lo Oiiv:* Tribals o f the interior pockets of the

district do not understand pure Oriya 1 anguage (l>ook 1 anguage).

All the tribes have their ow'n ciiltuie, cusloms, tradition and practices in connection with

the rituals of birth, marriage and death. Hie main tribal festivals observed in the district are

t'haiti Parav, Pushpunei and Mandei Parav Non tribals festivals observed are Car-festival,

Dashara, Sibaratri, Nuakhai, Holi and Dewali, “Shakti Piija” during Tuesdays of the month

Chaitra ( march-April) is also obsei'ved in different places ot the district both by tribals and

Non-Tribals. I he uniue feature o f the frivals and Mon Triabals is the observance o f festive

and religious occasion with dance, music, hunting and merriment. The main Tribal dances

are Gadabe Natch, Dhemsa Natch and Riniddi, Rehgious belief of Tribals are specific \o

each group. Besides Hinduism, the other two major leligions exist in the district are

( Imstiaiiity and Muslim.

1.5 W O M EN :

In tnbal community women are the mam working force. I hey work in the fields and do all

agricultural works except ploughing. Family incoiric mainly comes from various subsidiary

activities undertaken by the women folk Tliey gatlier forest produces, sell vegetables an<1

work as labourers. While the tribals ladies engage themselves in multifarious income

generating activities, they employ iheir girl in taking cate of home and youngsters. Even

though they work hard, and contribute sul)staiiUallv to (he family income on the whole,

they depend on their men tor their m a i n t e n a n c e . However in few tribal societies like

Godbas and Schedules Caste like Monibs., tlie woirit n enjoy equal status with men in then

society

P

Koraput district, though rich in natural resources, mineral deposits, water resources etc; is

still economically backward. Large section of the people, especially the schedule caste and

Schedule Tribes live below poverty line (B.P L) . Out of 2, 74,356 families o f the district;

2, 17,123 (79.14%) families live below poverty line (house hold servey-1999). This

indicates the poor economic condition of the people living in the district. The main cause o f

poverty is the existing land ownership pattern, rapid deforestation, convential methods o f

cultivation, pressure of population over land and above all mass illiteracy, Various

Ciovernment and Non Govenimenl agencies implement many poverty alleviation

programmes in the District, However, all those have not made much effect in this situation.

L7 ADMINISTRATIVE STRUCTURE :

Koraput District is divided into two Sub Divisions, seven Tahasils, fourteen C.D.Blocks and

four Urban Local Bodies. There were 197 Gram Panchyats covering 1866 inhabited revenue

villages and 2328 hamlets. Twenty six new Gram Panchyats are created imder reorganisation

of Gtam Panchyats in the State increasing the total to 226 Uihan Local Bodies consists 77

wards altogether. The following tables vividly represent the administrative structure o f the

District.

The above table reflects that the percentage of male population of the district is decreasing.

In 1981 it was 50.30% and decreased to 50.22% in 1991 and forther decrease is notices in

2001 which stands at 50.04%. The decrease rate in male population during the decade 1981-

91 was 0,08% where as it is 0.18% during the decade 1991-2001,

1.6 Et:ONOMICS FEATURES :

si.lsfoi Name of the iJ.L.B No. of W ards No. of Slums Total

1 Jeypore Municipality_ . „

” - -

2 Koraput N.A.C .... \s ......18'^........... .

3 Kotpad N.A.C ........ ......... 0 6 .. ‘ ' l 7 ”

~ 4 ' Sunabeda N.A.C 24“ 33" ' 57 ”

^ Total:- 77 ..... 63 140 "

Source District Statistical Hand Book I9‘)7 and NINM) (2001)

1.8 DEM OGRAPHIC PRO FILE

population

Table no 1 3(A) (Population distribution)

SI

No.

Class 1981 Census

PopulatioD Percentage

1991 Census

Population Percentage

2001 Census

Population Percentage

1. AJI Community-------mufT---^

... ■Male 4H861 50J()% M7054 50.22% 589438 50.4%

Female 426645 '4 9 70% 5T252f ~ ~49 7go/" ■ ~5885l6^ ’ ~49796«r

Total 858506 100%' ' '1029T 77 ” 100% 1177954^ ' ~ 1 W % ”

2. Sdie. .... .Male 53514 6,23' /n 69257 6 .73% ^ 83738 7,11%

Female 52927 6.17°o '()89r2 ~ 6J9% ~ '83494 ' ' 7 09%

Total 106441 “ ~i2~40 , ,r 138169““1

13.425% ' T672l2~

3. Schedule Tribes \

Male 223677 26.05^, 1” 25925 25.18% ~ 288021~ ~ '2 4 ’4S%

Female ' 22 '59l6 ' ~ 26J2"u 262598' " K 5 1 % ' ' '293886 ~ 24 95< o

Total 449593 “ l2 ;V /"o V2'1849~ ~ 1()^95 ~ 5kT907~ 4'). 4

Souri Ci nstfs , IhuHa 2001 NfNAD JI athd DSHH and /V 9'

The above table reflects that the pe rcentage ot male population o f the district is decreasing.

In 1981 it was 50.30% and decreased to 50.22% in 1991 and further decrease is noticed in

2001 which stands at 50 04% 1 he decrease rate in male population during the decade 1981

91 was 0.08% where as it is 0 18% during the decade 1991 2001

The percentage of female population of the district is increasing. It was 49.70%inl981 and

increased to 49.78% in 1991 and further increased to 49 96% in 2001. The increase rate

during the decade 1981 9 1 was 0 08% and during the decade 1991-2001 it is 0.18%. It is

obvious that the increase in female population and decrease in male population in the district

are coterminous

The percentage of S.(' population in the district is increasing. It was 12”.40% in 1981 and

increased to 13.42% m 1991 and further increased to 14.20% in 2001. It is noticed that

dunng the decade 1991-2001 it >s further increased by 1.02% and during the decade 1991-

2001 it is further increased by 0,78%. In both the sex of the S C population increasing trend

is noticed.

The percentage of S.T Population in the district is decreasmg. It was 52.37% in 1981 and

decreased to 50.69% in 1991 and further decrease is noticed in 2001 which stands at 49.20%.

The decrease rate o f S.T population during the decade 1981-91 is 1.68% and during the

decade 1991-2001 is 1 29% The female population o f the S.T community is higher than that

o f the male. It was 0 27 higher in 1981, 0.33% higher in 1991 and 0.5 higher in 2001.

Decadal G row th: - The population of Koraput has grown steadily during the last century

except a decrease during the decade 1911-1921. The growth rate has been remarkably higher

during the last three decades a decreasing trend in the rate of growth as population is noticed.

Koraput contributes 3.2 l°/o to the state population. The following table shows the percentage

decadal variation in population since 1901 for State and District.

(>

Table 1.2(B) (Pecceritage Decadal Verififafion)

's i No Slate/ iTlT ~ r92l “ 1 41 - 195f "~ F>6i “ 1971-" 'l9 '8 r 199f

District 11 21 31 41 SI 61 71 81 91 011 ~ Orissa 1 r0 44 ’ 1.94 + 1 f94~ 10.22 ~<6’.38’ ' ( l9 82 ' r25 ’5 ' 4 20 17 +20 06 f l5 94 '

~2 Koraput “ 12022^ T 12 ~ “+18 55 ' n i T i ' i^oT T n )3 f ^2a()5‘ “ ♦19^ "cm 41 '

Source ( ensus 2001 (Part I)

Sex ratio is one of the most important demographic indicated for studing the population trend.

The number of female per 1000 males is called sex ratio. I’he sex ratio of Koraput district was

lowest in the year 1901 with 966. It constantly uicreased and in the year 1931 it reaches 1004

which was the highest sex ratio. Once again it declined up tu 1971 and ailer wards it is

increasing. The sex ratio of the district in 2001 is 998 Sex ratio of the district sincc 1901 along

with that o f the state is reflected in the fallowing table

T able 1.3(c) (Sex Ratio)

SI.

No.

1

State/

District

Orissa

Koraput

1901

T037

966

1911

T056'

99^

1921

T o86'

Toon

193!

T o6~7

l0 0 4 '

1941

To53

9%

1951

10^

1961

Tool

9 8 l

1971

988

978

1981

981

988

1991

977

997

2001

9 ^

9 9 i

Sotin e ( ensus 2001 (Part-1)

Population Denslty:-

The density of population (Per Sq. K m s.) of KnrafRi! was 97 in the year I ‘ 01 which increased to

117 in 1991 and iurther increased to 134 in the year 2001 The density of population per Sq. Kin

for the state is 236 in 2001. I he follov\ing tabic reflects the |)opuIation densily of (he district and

state since i 981.

I able No. 1.3(1)) (Populfitloii I> *nsity)

s T "State/ District

Population Density Increase in Density

No, 1981 1991 2001 1981-91 1991-01'

1 Orissa l 6 9 ~ 2oT ' 236 34 33

2 Koraput 97 T l7 134 20 T l

Literacy:-

Literacy is one o f the important characteristics for demographic analysis. A person is deemeci as

Uterate if he/she can read and write with understanding in any language. Children below seven

years of age are treated as illiterates during census since 1981 Hence the term literacy rate relates

to population aged seven years and above.

Table No. 1.4(A) (IJteracy Rate)

1971 1981 % o f , 1991 % o f 2001 % o f

Census Census Increase Census Increase Census Increase

Nation 29.4.5 36.17 6.72 ‘ 52,21 16^04“ 65.38 ‘ i T n “

State 26.18 34.23 8.05 "4^09 "6 l6 T “ “ 14 .5 2 ~

District 11.29 17.77 6748“ ... 24.64 6.87 36.20 ^ 11,.56

The above table reflects increase in the literacy rate at National, State and District level since

1971. The trend o f growth in Literacy rate in the district is 6.48% during tiie decade 1971-81 and

6.87% during the decade 1981-91. Then a sudden change in increase rate is noticed since 1991.

The trend o f growth during the decade 1991-2001 in literacy rate o f the district is 11.56%. This

is because o f introduction o f T.L.C in the district during 1993.

Fable No. 1.4(B) (IJlciary nitf bv f asfe, Sex and Area

SI.

No.Class Rural

1991

Urban lofal Rural

2001

Urban Total

"%~of

Increase

(Total)

I. All ■1 j i I I M I H I

Male 24.61 77 89 33 99 ~ ~ 39.55 83.60 47.58 13,59

Female 7.17 55 56 \ 5 T5 ~ ^ 1609 66.75 24.81 ~9 66

Total 15.89 67,17 24 64 27.75 75.43 36.20 ~1 r56

2. S.C. Coramimily 'iMale 25.89 55.10 ^?0 93 " 35.99 76.08 43.30 12.37

Ff»male 5.62 ~2Kbi ~ "'>.25 ^ 8 2 T 5T 5 ~5 90

Total 15.83 4 LOO ~ 20 18 ' 22.73 61.78 29.65 9 47

3. S.T. Commimity .>

Male 13.53 33.71 ~14M 17.00 35 93 20.45 1^84

Female 1.57 12.30 2,27 9.43 3 50 1 ,3 6 ’ ‘

Total 7.52 1 2 ^ 9 ^ ' h 34"’ 9.39 25.52 i i i r ~ ~39\

Source: fJ.SIfli 1997 and NINAD-2001 and Census 200J

From the above table not only the Hteracy rates of total persons, males and females can be seen

but the disparity exist in literacy rate by caste, sex and area can also analysed.

Male literacy rate of the district is highei than that of the females even in respect of S C

and S T community. As for as literacy rate is com <’i iied S C Community is in a better position

111 comparison to S T. Commimity.

l iteracy rate of the District is increased b\ 1 l .56"o during the last decade. Tlie niaie

percentage is increased by 13 59 where as the leina)> pert entage Ijy 9.66 Similarly literacy rates

o fS .( ' ( ommunity is increased by 9.47‘'o dunn:’ the dc( ade 1991 OT Male literacy rate of tiie

same coinnu'nity if increased by 12 37% ami tliat of the lemales liy 5.90%. l iteracy rates of S T

conmumity in the district is the lowest. Though its literacy rate is increased by 1.91%. during

the last decade Male literacy rate o f S .T C’ommunity is increased by 5 .04% where as that o f the

female rate is increased by only .16% during the last decade.

The literacy rate in urban sector is better placed than the niral sector Urban literacy rate

o f the District stands at 75 43% in 2001 where as the mral literacy rate at 27.75%. A huge gap is

noticed in this regard. Regarding males, the urban literacy rate is 83.60% and the literacy rate is

39.55% Similarly female literacy rate of urban sector is 66 75% and the rural sector is 16.09%

in the year 2001.

Literacy rate o f S.C. males in urban sector is 76 08% and m rural sector it stands at

35 99% As for a literacy rates of females are concerned, the urban sector denotes its rate by

40.76% and the mral sector by 9 82%.

The overall literacy rates o f S,1 Community in the District is heail touching one. Male

literacy rate o f this cominunit> in urban sector is 35.93% where as thal of rural sector is 17 00%.

Literacy rates of S. I', females is the lowest one in the district. Urban sector o f the district carries

literacy rate of S T. females b \ 9 42% and rural sector denotes by 2.27% only.

1-9 INTER BLOCK PlSPfeRITY

Population Rural population of the district is 83.18% to the District total. The urban

population is only 16.82%,! l ." l% of S.C. population lives in rural sector where as 2.49% live in

urban sector. Rural S T. population o f the district is 46.73% to the District Total. Urban S.T.

population is 2 67%

Borigumma Block o f Koraput district contributes highest population to the district Total

which stands at 11 05% Similarly, Narayasnpatn contributes the lowest population to the

district, total which is 3 18% In urban sector Jeypore Municipality contributes 6.50% of

population to the District w4iich is the highest 20.85% of S.C. population to the Block Total

II

lives is Jeypore Block wliicit is llie }iighes( IVdtangj Block represents the lov/est Populatioii

percentage which is 5 49% to the respective liiock Total. Similarly Narayanpatna Block

represents highest S T. population to its respective Block Total which is 7‘>.71. Koraut Block

represents the lowest S T population v, hich is 43 23%.

The Female population in nine Blocks, such as Bandhugam, Boipanguda, Bonguma,

Dasamanthpur, Koraput, Kundra, Lasnitaput, l axmipur and Semiliguda exceeds male populton.

In urban sector, Kotapd NAC cairies more female than male population. In 12 Blocks of the

district the female S.T population surjiasses the male population In two other Blocks such as

Kotpad and Hottangi Block the S. I . male population is higher than females.

The following table can vividl> reflects Block/IJLB, caste and sex wise population of the

Districi with percentage of S.C. and S T. population to their respective Block/^UT.BS total

population.

TABLE 1.5

STA TE:

ORISSA

DIST:-

KORAPUT

1SI

.... ............... .....................Nan^ of the

AH Clafsw S.C. Community *i

S.T. |---------- r

of 1 % ^ I% of *

j11 Noi

Block/ULBMale Female M»lc ;

i.. . . . . . I

Fenwrte j1! Totai 11 >

1

Male 1

1

Female 1jj

Total 1

i

1SC 1 ST

1

SC & 1

ST I

! 1!

' 'V 2 - 6 7. . . . . . 1

-8 i1 .. - i

9- I 1

10 1 12 1i

13 1 14 • i

! i ! 1..... i

BONDHUGAM 24032 25005 49037 2256 [ 2329 1 4585 j 18218 ij

18952 !j

37170 9.35 ’i ^5.80 ; 85.15 ,I 7 I 3LIPARIGUDA j 44665 1

i45131 189796 5613 I

. . . . .....I,5611 i 1 1 2"'4. '

1 ' 126540 , 26898 I 53438 12.50 1i 59.51 *j

72.01 i! 3 11 1BORIGUMMA !

:................... !648S4 165242 j 130126 10880 t 10669 121549 1

I 132130 !

i32673 ! 64803 ; 16.56 I 49.80 I 66.36 ;

! ^ 1i DASMANTHPUR 134642 11

I 35600 1702421

3894 ' 4043 1 '937 1 18937 1 19647 1 38584[ 1

1 11.30 1f i

54.93 '[ i

66,23 .r :1 ; JEYPORE I 47921 47687 1 95608 10021 !

■ ■ 19913 ! 19934 '

] i! 23096 '1 1

23513 j 46609 1 20.85 i1 48.75 i 69.601 I

! 6 1 KORAPUT1

28785 29462 58247 4680 1 4797 1 9477 11 12107 !1 ' ^

13073 1 25180 ! 16.27}

43.23 ;1 59.50 i

1 1 KOTPAD j 39986j

39559 79545 6402 16254 j 12656 ,1 23865 j 23695 47560 1 15.91i ■ ' i

i 59.791 i

■'5.70

! '1 KUNDRA 29643 29928 59571 5350 1

. . 15212 1 10562 ^

1 . - !' 14456 'i 1

14746 29202 17.73 i 49.02 ;t. - . . . . . . I

66.75 1i. . . . . ,1

! 91

LAMTAPUT 26122 27110 53232 4S69 j 5000 ! 9869 !1 11803 !j

12465 24268i

18.54 45.59 54.13 1i

I i O LAXM M JR 28138j

28145 156283 4393 4365 j 8758 18582 j 19234 1j 37S16 15.56 i 67.19 ;I .. j

82.75i. .. -. . . . . ;

i M!

NANDAPUR 41887 42467 1 84354j . ^

5088 1.

5102 1 10190I _ _ _ _ _ _ _ _

21995 ! . . . . . . . .

22519 'j

44514 ;1 12M 52,77 iI 1 . . . . . . i|1 64.85 ii _ _ _ _ i

! 121

f NARAYANAPATNA1 . . . . . . . . . . . . . . . . . . . . . . . -

18829 1S656 1 37485 1653 1 1522 j 3175 ! 14939 1L _________ __i

14940 ii

! 29879L , J

8.47i 1

! 79 !1 :j ^i- -

1 iS.lS ;

U 3 i POTTANGI1 1

! 30359 1 29918j

60277 i 1698 i - .......

! 1611j

1 33091

21010 1

j

! 208701 *

41880 !

1

5.49 69.48!

1 74.97 i

1 i

, 14 i SEMILIGUDA 1 27842 28190 56032 , 2322 1 2357 1 4679 14764 1 14832 29596 1

j

8.35 ! 52.80 1 61.17 j

TOTAL R U R 4L ' 487735i

1 4921&0j

979835 69119 ! 6T785i.

! 137904t

272442 1 278057 5 ^ 9 9 !j

14.071

! 56.18!

' 70.25 1

! 1

15 i DAMAN;rODI(C.T) I 4607 3868 I 8475j

i 421 I 3154---

! 736 557 1 465 1022 ii i

i 8.69[

! 12.06 ! 20.75 1

; 1 6 JEYPORE(MPLTY) ' 3889€i

1 3767011

76560 , 4148 j 4396 1 8544 4074 1 4358 |8452 I 11.16 I 11.84 I 22.20

M 7 1 KOR.\Pi:rr(NAC)■ j

* 2C569I

i 18954j

j

! 39523 ' 3066-i. —

1 2918j

i 59841

3546 1 35401

1 7086 1

i 1

' 15.14i ..

* 17.931

i 33.07 Ij 1

* 18 I KOTPAD(NAC) i 7400 j 7514 14914 . 1014 i 10801

1 2094 1598 1 1702 j 3300 ii 14.04 1 22.13 ! 36.17

, i ASiiiiJ'AiilNAC j 3023''1

! 28410 ; 58647 , 5970 i 6000 , 11970 5784 5764 ; 11548 ; 20.41 1 19.69 ' 40.!0 * ' i

' TOT 41. l^RBAN 101736 96416 198119j

14619 ' 14'^09 ’ 293281

15579i

! 158291

' 31408 14.80 ' 15.851

! 30.65 !

1 1

, GRAND TOTAL , 589438 J 588516 1 1177954 83738 j 83494J____ — _____

I 167232 1 2880211

t 293886 581907J 14.20 ) 49.40 , 63.60 ,

LITERACV I he lileracy rate atnong women in the distrirt is abysmal i.e. only 24.81%

against the state average of 50 97% Jeypore Block has the highest literacy rate in the district

which is 38.28%/. Boipariguda Block stands at the lowest with literac^y rate c f 18.95%. As for

as literacy rate among men is concerned Koraut stands at the top with 51.99% and Semiliguda

Block stands at the bottom with 6.91%

Regarding literacy rate o f S.C. ! Community, Naiyanpatna Blofl< has the highest

percentage with 42.27% and Kiindra has the lowest with 10 25% Male Ikiuteracy rate o f S.C,

Community is highest in Laxmipur Block with 68 17% and lowest in Kundra Block with

17.43% I'he Female literacy rate in Naraynpoatna Block of S. I . ( 'umniunity is the highest with

21.37% and Kundra comes at the bottom with 2 55%

T he literacy ra^e of S. I . Commnity in Kotpad Block with 14.61% comes at the top o f the

District and Dasamanthpur stands in the lowest with 5 41%. Again in Kotpad Block the S.T.

male literacy rate is the highest with 26.74% and Dasamanthpur Blokck represents the lowest

rate with 9.65% . The literacy percentage of S.T. women is the highest ion Jeypore Block with

3 41% and lowest in Boipariguda Block wih 1.29%

Inter Block disparities are high through out district. Looking at the overall illiteracy rate

o f females in the district we get a very Sony picture. Analysis o f tribal literacy gives us still a

worst picture. The S.C population is Iso not in an advantageous position. This reflects the grave

intensity of backwardness o f the district in the fields o f Education. This is rimarily because o f

lack o f communication, poor health and sanitry condition, large numbet of families are living

below poverty line and above all poor dehvery system c f Education.

The following table show s Block wise, cast wise and sex wise literacy rate o f the district

with rural and urban proximity.

TABLE Mo. 1.6 UTBIACY % OF THE DfSTRICT

STATE : ORtSSA DISTRICT: KORAPUT

1 1 All ! S.C CoiniTtuiirty S .T .C om m unity '

SI No Name o f the Block/ULB \ i F « fm te 1 Total Male 11

Feinaie I Total !j

Male I1

Femalei

Total !

1 2 1 ^i 4 ! 1 . !

5 6 1 7 a 9y 1 10 1 n 11 B0NT5HUGAM 1 37.71 1 16.81 ; 24.78 59.37 I 12.13 1 35.65 ' 13.39 ; 3 2 " 7 95 '

-1: 2 6 .9 3 , ; 0. C? (' 1 18.95

i i i 2 1 .6 2 ; 4 .3 5

j 1 i 13 .04 1016 ' 29 ' 5-57 :

3 . BORIGUMMA ' 5 1 .1 2 ' 2 1 ,7 ! 3 6 .2 2 3 4 .2 " '; 1 9.59 ' n -r i 2 3 .7 , ' . 7 - . 12 -4d

- iJ ''S N' A NT HP R ; 29.51 1 1 ,44 ' 20.34 33 71 '■ 14.15 ' 2 3 16i

‘ 9 65 ES ' ii 'n; ' 5 1 .0 4 2 5 ^ 6 : 3£ 3 5 .9 2 . 'i 1 .32 j ii. o , 2 2 .8 2 3 .54 - ' ^ 34 .

, L. i ' 51.99 i 22 .96 '; i

37 08 * 37 53 '1 ■ . i

1Q.61 ’ 23,61i

"8,56 ^1 ;

2.S::. .4

■ KOTPAD1, 44.1 ; 13.S i 29.53 1 31.79 ! 4.87 1 18.7

1. 26.74 . 2,79 ' M,6'i '

1 ;, 8 ■ K^L.rNDRA 1 33.23

i' 14 99 *} -..... i.

23.93 ' 17.43 ’1 I

2.55 1 10.25 ' 1 3 .44 1 1 1.56 i 7 .3 2 ;

; LAMTAPUT 1 40.19 i 14.67 1i 1

27.31 i 26.08 iI i

6.88 ! 16.25i... .

' 15.34 'i. . !

2,07 ' 8,38 '! 1

o I L,AXMIPl"K 5 43.621 ; 15.53 I1 ^ 29.81 1 68.17 i 15.6 1 41.91 i 13.57 , 1.63 i 7.35 1

11 ■ NANDAPirR i 38.79 i 1 2 .4 5 't - ‘

25.81 * 46.25 !i (

16.65 ’ 30.571 : 20.81 1 2.2 1 11-16;

1 NAR-AYAJn'APATNA 1 33.33 1 19.1 i 25.6 i 63.32 1j 1

21.37 ! 42.27„ , i

' 12.8 'i '

2.98 7.65 !! i

' 131

POTTANGI1

1 27.5 1 10.68\ ‘

19.98 1 34.36 1t ! 14.66 i 24.25 j 14.29 1 3.11 1 8.48 11

i . 14 i SEMILIGUDA 1 31.32i ^

i 6 91 1 19.73 i 30.3 i1, . . i

5.33 i 17.8 f 13.65 '1 1 1 76 7,6^ 'i i

! TOTAL RURAL 39.55 16.09 :1 27.75 1 3 5 . ^ 1 9.82 1 22.73 I 17 2JZ7 jj

9 ^1

1 D j DAiviANjODl(C.T; 98.07 ! 93.84 i....... 1

96.15 !1 j 89.83 '. 1

57.3 ' 1 78.75 j 42.15 13.24 i11 32.53 i1 '

' 161 i JEYPORE(MPLTY) 86.27 09.59 1i 78.05 1 78.51 1

)42.49 !

i63.92 1 37.07 9.82 ,I 26.41 ,

I 171

1 KORAPUT(NAC) 85.19 €7.4 '1: ^6.71 77.53 j 41.16 1 62.82 1 36.S1

19.51

1 1I 25.95 :

t 1 KOTPAD(NAC) 78.21 56.97 11! 67.51 !1.- ........ 1

71 17 i 34.79 ij 55.29 ’ 33.61 11 8.04 11 22.84 1

.......... 1i 191

j SUNABEDA(NAC) 78.34 61.47 i1 70.19 j 71.29 j 37.53 1 57.49 iJ

33.671

8.i7 23.75 ;

!i

TOTAL URBAN 83.6 66,75 75.43 j 76.08 1 40.76 §1.78 I 9.42 7 5 g ? I1

! ■1 :

TOTAL 4T.5S 24.81 43^ 15.15 ^.6 5 ! m M 3 J tZJS

SOURCE Census'2001 and NINAD-II’2001

-u

CHAPTER - II

EDUCATION PROFILE

C H A PTER - II

EDUCATION PROFILE OF THE D ISl RIC 1

l.I Introduction:

There is aii old-age relationship between school ant! society. Fhe tievelopment of

sotMcty depends upon school and vice-versa. Fiducation is a process by which the

progress ol society comes up. It is a pre-requisite foi development of quality of

life rime and again efftjrts are being made to provide educational facilities to the

people of tlie district.

During the last quarter of 19* century primary and vernacular schools were

established in limited areas of the district like Koraput, Jeypore and Kotpad under

the Jeypore Zamindari as per instnictions of the British Government to mark the

100 years of the British Rule. Christian Missionaries opened vernacular schools

at leypore and Kotpad for the spread of primaiy education The progress was

indeed uninspiring considering the population of the district. That it was

inequitable under the circumstances. The bulk of the population was composed of

aboriginal tribes Although complete antipathy to education among the hill tribes

was not found, still the general attitude in the villages was out o f complete in

difference. Eiesides, schools were opened for obvious reasons of policy in the

larger villages w ere the best attendance could be expected. But, the hill tribes live

in smaller settlements. The unhealthy climate coupled with the existence of vast

areas inaccessible hilly and forest behs kept this district out of the light of modem

civihzation for a long time.

During post Independent era, the educational facilities spread over the district

with enactment of Article 45 of the constitution of India, which committed to

provide free and compulsory education to all children in the age group 6 4 4 years.

Special finHnrial allocations were made for opening o f new primarv' schools

during (he years 1955 to 1965. Privale organizalions like J lilC (Jcypoie

Evangelical Lutheran Churcli) was eiicouraged to open schools for cdiicafion of

minority communily Non fomial education system was introduc ed during the

year 1989-90 to educate out of school children. Total Literacy ( ’anipaign was

launched in the year 1993 to educate adults m the age group of 1 5 - 3 years with a

view to creates awareness for ed\ication. The National Child l abour Project

Schools were started operating in the district with effect from 1995 96 in order to

mainstreaming child labourers in the age group o f 6 14 years. Some other

schemes like Operation Black Board, SOFT, MDM etc were introduced in the

district and with an increasing expenditures, attempts have been made to achieve

the goals of UEE. But unfortunately it is still remained an elusive goal. Now,

time has comes to review the achievement of the district in the field of education.

An attempt has been made to present the educational scenario of the district in this

chapter.

1.2 Educatlonai Institutions of the District:

Education is a cooperative effort Elementary Education does not function in

isolation leaving otlier educational institution, as these institutions facilitate

vertical and horizontal mobility of learner. The quantitative magnitude of

educational institutions of the district is reflected in the following:

1.3 Educational Pattern:

Educational pattern in t h e district can b e categorized in four types;

I. Pre-schooling cducntion,

2 Primary cdu(’aiion.

3 T Jpper primary educntion.

4 Secondary edi i< alien.

Pre-schooling t'ducation: It is one of the weakest sections in the district f )nly

two organizations have been carrying out tliis type of education in the district One

through the depaitment of Women and Child Development, Government of Orissa and

the other through English medium schools mn by private organizations Ihe Women

and Child Welfare Department undertakes fimctioning of Anganwadi (Centres at village

level for the Welfare of children in the age group of H to 4 i years providing nutritional

support. The English medium schools run LICG and \ )KG pattern under school

readiness programme for the same age group children.

Prim ary Education: The minimum age required for a child to step into this

education is 5 +. It has five-year schooling starting from C’lass l to Class-V. Access t<)

this tyjie ot education can be availed in primar}' schools ((Mass 1 to Class-V), Upper

primary schools (Class-I to Class-VII) Secondary schools (Class 1 to Class X) and

Higher Secondary schools (Class-I to Class-XII). I hese institutions run by both

Govcmment agencies and Non-Government organizations in the district.)\f

U pper Prim ary Education: It has two years schooling system (Class-VI to

Class-VII). A child can avail the opportunity of entering this institution only after

successful completion of primary eduation. Access can be availed to upper primary

schools having classes I to VII and Classes VI to VII, to Secondary Schools having

Classes I to X and Classes VI to X and to Higher Secondaiy schools having Classes 1 to

XII.

Secondary Education; This education provides three years schooling system

(Class VIM, IX and X). After completion of Upper Primai'y Education, a child can enter

into this education Access can be availed in secondary srhools having classes I to X, VI

to X and VIII to X, in Higher Secondary schools having classes I to XII

/ 2 1

1 he rxadeniic session starts from first June to Thirty First May o f the subsequent

year

School Timings: Normally, schools start functioning from 10.00 a m to 4 00 p.m.

in all working days excepting Saturdays During Saturdays it starts from 6.30 a.m. to

11OO am Timing for pre-schooling centres however fixed from 6.30 a.m. to 10 00 a.m.

oil each working days. Some non-government organizations have changed their school

liniings according to their local needs.

Ifolidpys; Sundays are treated as weekly holidays. Besides primary and upper

priinciry schools avail 83 holidays in festive occasions. Similarly, Secondary schools

uvail 86 holidays m a calendar year. Out o f these holidays, summer vacation is the

longest one followed by Puja holidays. In addition to this teachers can avail 15 days

casual leave and one day optional. Private organizations have their own holidays. Total

orkiiig days of an institution should not be less than 210 days in total

1.4 Management Structure:In the district schools nm by the foltewing m ^agem ent:

1 Government Schools.

2. Non-Government Schools.

I. Schools run by Government:

Central Government; Government o f India has taken the responsibility of

running two schools through an Autonomous Body named Kendriya Vidyalaya

Samsthan (KVS). One is the central school having classes I to XFI and the other

IS Novodaya Bidyalaya having classes VI to XII. Both the schools are located in

Koraput town area. They follow the courses prescribed by Central Board of

Secondary Education (CBSE) and Central Board o f Higher Secondary Education

(CBHSE).

Stafe Government: Majority of schools in the dislriil are run by the State

(jovermnent througli the Department of School and Mass Education and the

Welfare Departnient.

School & Mass Education Departnient Ihis Department o f the State

Govemment looks after the education upto Secondary level (Class X) It nms

primary, upper primary and High Scht)ols in the State These schools follow the

curriculum prescribed by the Board of Secondary Education (BSE), Orissa The

management structures o f these institutions are reflected in the following table.

Table- 2.2

si7 Level Administrative Authorit>' Academic Authority Category of

No. Schools

1 District Circle hispector o f Schools, Circle inspector of High Schools

Koraput & Jeypore Schools, Koraput &

Jeypore

2 ^ Sub-Division District Inspector of Schools, District Inspector of Primary &

Koraput & Jeypore Schools, Koraput & Upper Primary

Jeypore Schools

T lM ock /u ll3“ District Inspector of Schools, Sub Inspector of Schools Primary

Koraput & Je>pore/ Schools

Block Development Officer

4 ~ histilution Block Development Officer Headmaster Primary &

Upper Pnmaiy

Schools

WeUaie Department: Fur educating tribal people this department has opened

some Sevashram, Ashram and High Schools in the remote areas of the district.

The Sevashram is a primary equivalent and the Ashram is a upper primaiy

equivalent of the education department. These schools follow the syllabus

prescribed by the BSE (O). fhe management structures o f these institutions are

reflected in the following table.

Table 2.3

SI.

No,

Level

Districl

Sub Division

Block

Institution

Administrative Authority

Distiicl Welfare Officer

District Welfare Officei

Block Development Officer

Block Development Officer

Academic Authority

Circle Inspector

Schools, Koraput

District Inspector

Schools

of

of

Sub-Inspector of Schools

and Welfare Extension

Officer

Head Sevak

Category of

Schools

High Schools

Ashram &

Sevashram

Schools

Ashram &

Sevashram

Schools

Ashram &

Sevashram

Schools

2. Schools nm by Non-Government Agencies: Schools run by Non-

Govemment Agencies can be divided into three groups:

1. Private Individual Body (PIB)

2. Non-Govemment Organization (NGO)

3. Autonomous Organizations ( AO)

p .

Private Individual Body: A group ot piivate individuals formed a coimnittee, got

it registered and mn some pr1m r> upper primaiy and high scliools in the dislricl.

Most of tlic schools run by these bodies at primary stage are Convent type (if

schools located m urban areas only. Al upper primary and higher stage they nin

limited schools.

Non-Government Organization; Some NGOs run schools in the district j)ertaining

to {)rimaiy education. No upper orimar}' and high schools are run by NCiOs in the

district. Their area of operation is entirely in rural areas only Provisionally they

were engaged in mnning Non-Formal Education (NFE) centres in (he district,

Afler abolition of NFE system in the state they are interested now to run EGS

AIE schools. Lists of NGOs ?t present actively engaged in the district prior to

2000 are reflected in the following table with their bio-data

Table 2.4

SL Name of the NGO Area of Registration Address

No. Operation Number

1 Rastriya Seva Samiti (RSS) Nandapur lT 7i98rC hittor~ At/Po-Padwa, Via-

Block (A.P.) Nandapur, Dislnct -

Koraput.

Bright Carrer Academy Jeypore Block STWI5/90-9 r " Al/Po J'>ypore,

(BCA) Koraput District - Koraput

Gandhian Institute of L am at a pul [920171/91/92 At/Po Laintaput,

Tribal Advancement Block Cuttack District Koraput

(GITA)

4 " ^ Centre (or Youth and Boipaiigiuia Hi 8047591/81-82 1 5/2 PWD IH Road,

Social I )evelopment K undra Block Puri Al Pu noi{)ai igiid;*

(CYSD) PRAY AS Disti ic4 kotaj)Ut

^ . 2 <

s Rural DevelopmeiU Borigumma 551/112/89-90

Agency for Backward Block Koraput

People (RDABP)

6 Human Resource Borigumma 19960/188/95- At-Dengapadar, Po-

Development Council Block 96 Cuttack Mirganiguda, Via-

(HRDC) Borigumma, District

Koraput

7 ..... Social Welfare Awareness Lamtaput, 21027/166/99 At-sunaput, Po-OMP,

( irouj) for Appropriate Koraput, 2000 Cuttack District Koraput.

lnl>e.s(SWA(TAT) Nandapur and

Pottangi Block

"a n k iir a n Narayanapatna ^19037/T;jr88~89 At/Po-Toyaput, Via

Block Koraput l.axmipui. District

Koraput.

9 ^ Society for Health, Laxmipur iy7/38/84~85 ~ At/Po-Toyaput, Via

Education & Development Block Koraput Laxmipur, District -

(SHED) Koraput.

10 Gangamma Nehru Yubak Semiliguda 432/62/88-89 At-Kulab, Po-Subai,

Sangh (GNYS) Block Koraput Via-Nandapur, Dist.

Koraput

Satya Sambhu Kundra and 2502/14/96-97 At/Po-Boiparigua,

Organization (SSO) Boipariguda Koraput District “ Koraput.

Block

f) 2i>

Autonomous Organizations:

Sikliya Vikash Parishad: This organization nni some Sishu Mandirs and Vidya

Mandiis in the district. Sishu Mandii is an elementaiy school and Vidya Mandir is a

High School. They follow their own system of liducalion besides the course prescribed

by BSH Orissa I heir area o f operation mamiy confirmed to urban areas and some block

headquarters only. I'hey are based on the philosopliy ot ancient culture and moral

traditions.

Sri Aurobindo Integrated Education: This organization impart education

basing on the philosophy of Sri Aurobindo. I'hey run elementaiy and high schools in the

district. Most of which confined to urban areas. Phey follow the courses prescribed by

the BSH Orissa

Dravid Anglo V 'edic: This organization runs a public school at Sunabeda town

staring from l.KG to Class-XII and two high schools starting from ciass-Vl to

class-X. They follow the syllabus of ( and (BflSE.

Delhi Public School: This organization r uns a public school at Damanjodi census

town starting from LKG to Class XIf. They lf)llow tlie courses o f CBSE and

{ BHSIl

1.5 Existing Schemes and Programmes Implemented in the

District*.

1 Mid day meal Sctieme: Wiili \\\r a sislanct; of the Cenlrai Government,

this scheme has launched in iii: distiici by the (lovernmenl of Orissa

during the year 1995 in order ii> pro\ ide nutritional support to childien in

) '■

the age group 6 11 years (Class I to Class V) The main aim of this

programme is Universahzation of Elementary Education (IJEB) Foi

improving enrolment and to check dropout, this programme is

implemented covering all Government and Private Aided Schools besides

schools nm by National Child Labour Project. Under this scheme, a child

can have the following distribution daily on each working day.

Rice 125 gms Free

Dal 30 gms. Rs.O 90

Oil 0' gms. Rs.O.15

Spices Rs.O, 10

Vegetables Rs.1,00

Fuel Rs.0.36

lo ta l Rs.2.50

In rural areas, cooked food is being provided and in iirtian areas 3 kgs of

rice IS being supplied per child per month subject to 80% of minimum

attendance m a month.

2. Operation Black Board Sehemes: This s c h ^ e is taken up in the district

from the year 1990 for the improvement o f school situation. It is a

centrally sponsored scheme Provision of additional teachers, construction

o f additional classrooms and supply o f teaching learning materials are the

major items included in this scheme,

3. Early Childhood Care and Education; This is a school readiness

programme fuiicnoning in the district under the Department of Women &

Child Development Welfare, Govenmient o f Orissa tlirough ICDS

(Integrated ("hiId Development Scheme) projects. These project rumiing

Anganwadi Centres in the district. These centres are catering to the

children m the age group o f 3 to 5 years along with health needs and

- I f f

preparing (lieni for the |iriiiiaiy schooling 1 hese centrcs alsu set free the

school aged childien especially girls from sibling rare, at present 1328

A.W. centres (1289 in Rural and 39 in Urban) are hinciioning in the

district.

4. National Child l.abour Project Centres: These centres are opened in tlie

district in the year 1995-96 under the sponsorship o f Labour Ministry,

(fovernment of hidia for the welfare o f child labourers and their

rehabilitation I here are 20 centres at present iunctiontng in the district

with an intake capacity of 50 children per Centre. I'hese centres impart

non foiTnal education to the child labourers tluough semester system

evaluation for a period of 2 years and make them ready for equivalent

classes under formal education system. Besides, these centres are also

impart vocational euucation to these children Free textbooks, mid-day

meal, reading writing materials, free medical check up and monthly

stipend are prov ided to these children.

5. Total Literacy f ampaign: TIC programme in launched in the district in

the year 1993 to prov ide education to adults in the age group of 15-35

years Mforeover this programme also created awareness among general

public for education. Al present, the centre for continuing education in the

district also appio\ es post literacy programme,

6 District Primary Fducatioii Programme (DPEP): This programme is

started in tlie disfric! from the year 2001-2002 for providing useful and

relevant education lo ihe children in the age group of 6-14 years (Class I to

( "lass V) co\ ei ing <ili [irimar) schools. Main objectives of this |)rogramnie

for attaining the ain! > '1 ff'F. are;

(a) l o nrovide access to all children in the age group of 6 11 years.

(b) l o undertake universal enrolment of all such children and their

retention til! their completion of five year (Class I to Class V)

primary education.

(c) To provide free and compulsory education of satisfactory quality

to such childrlen

Education G uarantee Scheme and A lternative & Innovation

Bvducation: This scheme has started in the district from the year 2001-

2002. The unique feature o f this scheme for providing elementary

education is sharing of responsibility by the Government as well as by the

community acknowledging the right of all children to learn.

The BGS centres aims for providing access to children in the age group of

6-14 years primary and upper primary cunicuhim equivalenl to tbrmal

schools and mainstreaming this to formal system o f education. I his

scheme specially meant for never enrolled children o f backward areas and

urban deprived slums. Local community has to demand for a

primary/upper primary school under this scheme where such schools not

justified with in the State norms. If the community demand is justified,

then the Government will provide a school for the community with in 100

days. The community will provide space for the centre, water facility and

nominate a local Education Volunteer for the school. The Government in

tum provides aid and equipments for the school. NGOs can also avail the

opportunity o f opening schools under EGS & AIE Scheme.

Ihe AIH centres aim for providing education to dropout children and

adolescent girls children for mainstreaming them through bridge course,

back to school camps etc. othei conditions of FGS satisfied AJE centres

also.

1.6 Financial Provision for Development of Education for

S(7ST C hildren:

l or the upliflment o f education for SC/ST community the following

agencies are undertaken a good number of activities in the district

I KBK Project; fhis pnijei^t is meant lor eistwhile undivided districts

Koraput, Bolangir and Kalahandi The project has under taken to

constmct 105 number o f 40 seated ST Guis hostels in the district. Rs 8.5

lakhs per hostel out o f which 103 nuinbeis of hostels were already

compleAed. K\ present 77 numbers of hostels are m operation. Balance of

28 hostels shall be operationalized during the academic session 2002-03.

For running these hostels this project has l>ecn extending financial support

@ Rs.325/~ per ST girl child through ITJ)A f inancial allocation for the

year 2000 2001 is given hen under.

ITDA Koraput Rs.2S,70,000 00

ITDA .leypore Rs.21.55,000 00

Source: 11 DA Koraput & Jey|H)re

I, I. ' ' 1 T' ' 1- :

2. Integrated Tribal Development Agency (ITDA): This agency has two

separate ofTicers in Koraput district One is located in Koraput for

Koraput Sub-division and the other one is located at Je>T3ore foi Jeypore

Sub-Division 1 his agency is meant tor the upHftment of tribals of the

district For eduation ol S F community this agency has undertaken the

provision o f following incentives covering Sevashrams, Ashram and High

Schools

(a) Beds, utensils, blankets, mosquito nets elc.

(b) ITeahh measures

(c) Small nurseiy and Agricultural Development

(d) Book bank and libraiy books

(e) Games and sports

(f) Science equipments

(g) Furmlare to schools

(h) Classroom facilities

(i) Hostel superintendent allowances

(j) Garment

(k) Maps and charts

(1). Oftlce contingencies

(m) C’elebration of annual day

(n) Prize scheme

Expenditure sanctioned on the above items for last 5 years by this agenc\- is

reflected in the followmu table.

ITIM Koraput

1997-98 1998-99 1999 2000 2000 iOtll 2001-2002

' Rs 23,59^5 7 ^ Rs, 19,80,397/- Rs 15,39,854/ R sJ5 li/)837 ^

ITDA Jeypore

1997-98 1998-99 1999-2000 2000-2001 2001-2002

Rs 2 5 j7 ^ 0 6 A ” "Rs.'2"7,S,896 Rs 24,84,666/ " ~Rs. 18,6^9,90IV Rs;24,o6,334/-

Source; ITDA Korapiit & Jeypore,

In addition to above facilities the ITDA has also been |)roviding pie inatric

scholarships to boarder students ot SC/ST category. Details ot whu h retlerted

here under.

ITDA Korapiit

1997-98 1998-99 19'99-2000 2000-2001 2001-2002

Rs.5 1,79,800/- ’Rs.88,'M,800 - ^ Rsrr,2lT5^00f)r RsT9r40,obo7 ’ Rs,i .rr,00,000/

ITDA Jeypore

1997-98 1998-99 1999-2000 2000 2001 2001 2002

^ s!4 6 ,f6 ,5 3 ^ ^ 'Rs.60,85,92( ) 11s792;11”5 W ^ Rs.'88,20,000/- " Rs l.Ol .98'0/5/

Source: n ’DA Koraput A; Jeypore

V SC /Sl Development Dtpartment; This Department has been extending

pie matric scholarships to day-scholar SC/SI students o f the district in

addition to provision o f salary for teaches o f SC7ST Development

Department schools Financial allocation of this department towards PMS

for lasts three years in given below.

199‘) 2001) Rs.55.40,000 00

2000 2001 Rs-49,10,545.00

2001 2002 Rs 73,51,000 00

Source: DWG, Koraput.

National Child Labour Project (NCLP); 20 NCI P Centres are functionmg

in the district witli an intake capacity of 50 in each centre for

mainstreaming child labourers in the age group of 6-14 years. Provisions

of the following items are undertaken by this project.

(a) Salary to centre staff

(b) Nutrition (MDM)

(c) Stipend

(d) House rent to school buildings

(e) Educational materials

(t) School contingencies

(g) Vocational matenals since 2001-2002

under,

Allocation proviileil on the above items l)y N( I P is i effected here

1997-98 1998-99 i999-2n00 Tooo 2001 2001 2002

Rs7i 6,20,5347- “ Rs724T9l222A ” R s1m s7i97/- ' Rs 287’5,9 M/-' * R s '27,75 J75 /-“

Source: N( 'I P, Koraput.

5. Scliooi and M ass Education Department: This department has been

awarding merit scholarsiiips to students uncier ihe follownig categories

sT. Category No7 of Rate per

No. aw ards award

17 Lower Primary Scholarships at the end of (’lass lit 60 niuiibers @ Rs. 10 -

1 Piimary Scholarships at the end ol Class A'' 9S numbers R s 20/ '

Upper Primary Scholarships at the end of ( ’lass V(I

«) 500 ME Merit Scholarship scheme 18 numbers @ Rs.20/

ii) 1452 MR merit Scholarship srheme 50 numbers @ Rs.20/*

lii) NR'FS merit scholarship sclienie N A @ Rs.30/

iv) 628 ME merit scholarship schemc 2H numbers @ Rs.20/

No. 1 and No.2 scholarships mentioned above an juvaidf d by concerned District

Inspector of Schools where as No.l is awarded by tin c oncerned bispectors of

Schools.

(Snnric: !) !. of ! !v«irapiii & Jeypoie,

Inspector ol Fi ho(»H. i o ia |iu l Jeypore)

;(3-Fr2^'3

6 District Social Welfare Department: District Social Welfare Department

has been undertaking the following two programmes in the district.

(a) Mid day meal programme

(b) Supplemenlaiy Nutritional Programme

Under MDM Programme detail financial provision is given hereunder.

Year No. of No of No. of students Financial Expenditure

schools students covered under provision

covered enrolled MPM

19^7 -98~ ~ T hT i 1,K).027 ~ JsAOO R s.l,15,72,400 R s.l,01,35,570/

1998^99~ ~ i s u 7,30 ,027 ~ 85^10 Rs. 1,00,86,000 Rs.99,13,437/-

T 9 ^ -^ W 0 ' 1814 8 4 ^ 7 Rs^7‘3 ^ ^ ) ~R ^89,^^05/-

2 0 ^ - Y m " 1816 r5T ,^)o ^ ^ 4 9 ^ ~ Rs.42,36,883/-

200T-2002' 1857 T ,56 .7 i6 ~ %,563 “Rs.9IJ37)00 'R78T,02,T7i/-

(Source: DSWO, Koraput)

Under supplementary Nutritional Programme this department has been

undertaking the following categories o f items.

1. SNP to children in the age group 6 months to 3 years - 62,796.00

2 SNP to children in the age group 3-6 years - 54,976.00

3 SNP to pregnant mothers - 10,960.00

4. Incentive to nurseiy mothers -13,102.00

Total beneficiaries - 1,41,834.00

P 3 L

FiiiaiiLial provisions for (he al)o\e iteiiis are given hereunder

Year

T998~9^ ~

Tq^ -Y ooo

2000-2001

20m^2062

Financial Provision

Rs f0,57,l/^)0()

Rs 5^2^51,000

Rs 3 3 0 JLOGO

Rs 29,95,000

24,78,000

Expenrtlture

R slo,'57,87.000

Rs 5,21,51,000

3 j b j 1,000

Rs 27,39J66 '

R s2 ? ,5 1 ^ ^ i~

7.

(Source; DSWC), K oraput)

District Rural De\ elopment Agency (DRDA): This depailmenl has been

extending civil work support to education department out of funds

available with them under Operation Black Board (OBB) scheme.

Physical and financial provision of this department is reflected hereunder

Year Opening Physical Financial ( in lakhs)Balance Target Total Achiev

ementBalance Opening

BalanceReceipt Total Expend

iturcBalance

1993^4 ~ ~ 24 " l 4 ~3? ’ 27 n I 4 .O8 " ' 35 73 M> 8 f ’ 7i 5 ^ ’ 28.25 I

1994-95 11 l l IS 33 28.25 ~ 32 66 ~ 60 9 l ‘_ - - -

36.20 1

1995-96 33 14 47 1 2 ... ' 15 ' ~36 20 ~ 10 80 47.00 ' 15.98 31.02

T9“96^9'7 15 I T 3 12 3 ro 2 n 20 ~ “ 4I . 2 2 " “' n 6 l ” 30.57

1997^98 12 12 T 2' l a s 7 ~ ~ ? io sr " 33 l l ~ -2.59

1 9 ^ 99~ * - "56 ^ 6 ~17 3 7 .... .. ’ " 2T5O 11.60 3 1 01 “ ^36 22 ~ -5,21

7 9 9 9 -2 0 ^ ' 39 65 I 04 “ 26 - - “ 5721 '^179.81” ri4760~ 738791' 75.69 i

2000 2001 78 w 1 (7 ~ 48 T 5T69 39 30 7 i4.35 70.64 '

20()N2002^ 48 36 84 ’ s r ...... ()3 7 oT64 ^2735 ~ ' 122 61 ” -24.02

2002-2003 ” 3 3 2 o f -24.62 1 7 3 6 ~ (>774~ 1>.74......

(Upto

July)................... ]_______ J ... J

(Source: DRDA, Kora|)ul)

Rural Water Supply and Sanitation (RWSS) Ihis Department has been

undertaking water supply and Sanitation of Rural areas. Receiving

financial assistance ttoni Tenth Finance Commission From the year

20(H 2002 it has started receiving funds from Prime Ministers Gramodyog

Yojana (MPOJ) and Central sponsored plan scheme (CSPS) foi schools.

Detail financial and physical position o f this department is reflected here

under

Physical Financial (in lalihs)

10'" FC P M C l < SPS 10 Finance Commission PIMGJ CSPS

70 .............-PS

^ ‘)2

UPS

— 2 ~ ■

Total

' 4 I 8 4 ~

PS' U P S~ lota l ’ PS’ UPS Total

169. . -- -- ' ~ ■— — _ _

T24---------- _ -- -- -- ----- ----- -------- ------ ... --

199 79 92 9.00 88.92

■ 84' - 2^0 1.24 1 3 73

l o 'T ol 42 9.36 4.68 14.04 12.72 12.04 24.76 8.04 5.69 14.33

(Source: RWSS, K oraput)

1.7 Educational Scenario of the District:

Koraput district is dominated by backward community 63.6% of its total

population are from SC/ST community besides other backward classes.

Educational scenario o f this tribal dominated district can be represented in the

following major heads:

p - 3 B

(i) Access

(ii) Teachers

(iii) Bnrolment

(iv) Retention

(v) Quality Education and

(vi) Infiastructnal facility

(h) Access: The district has got 1702 primary schools out ot which

1530 are run by School & Mass Education Department, 115 are

run b> SC/ST Development Department and six are niii by Water

Resource Department. JELC Management has been running 21

primary schools, which are aided by S&M E Department, and rests

30 are managed by private bodies.

There are 221 upper primary schools m the district out ot which

191 are under the direct control of the S & M B. Department, 11

are under the control of SC/ST Development Departinent, JELC

management takes the charge of 04 UP Schools. There are 04 UP

Schools aided by S & M E. Department and the rest 11 schools are

ninning by private bodies

Out of 116 Secondary Schools, 54 schools are lun by S & M.E.

Department, 22 by SC & ST Development Department, or by

JELC' management S & M.E. Dcparlmenl aid 05 Secondary

Schools and pnvate bodies run the rest 31

__________________________________Table - 2.1_________________________________BLOCKAJLB WtSE DISTRTBimON EDUCATFONAL tNSTrTLmONS BY MANAGEHEPrT

N ane of ttw Block/ ULB

Primary Schools1

U pper P rin w y Schools ScKuwahwy Sdsoste---------------------1

Total j Insitutions

SS

I

S&M E0SC/ST

D.DWRD JE L C

PrivateAided

Privateunaided

totalPS

S&MED

iSC/ST 1

D.DPrivateAkfed

!Private 1

unaidedTotal ! UPS

s w ili s c /s t !ED ! D.D

i 1

PTnwifeBAided

1Private

tim iG MT o ^

SS

dc^'Ktu^Bfn 79 3 1 83 13 13 7 ' o ! 1 *• 1 5 101 1

99 8 1 10B 11 2 2^ . 5 128 i

16 2 1 158 22 2 24 s 1 ^ 2 10 192

O a ifT^ th p jr 124 7 7 13A 15 15 4 i 2 2 8 ” 31

Jeypore 102 8 2 1 1 114 19 2 1 22 5 1 2 1 6 144Koraput 88 7 2 2 2 101 9 1 2 12 5 4 3 § T22Kotoad 93 5 1 99 18 1 19 2 2 6 124Kundra 80 5 1 86 10 2 12 2 2 f 3 7 tos

Lamtaput 103 6 1 110 8 8 4 4 122Laxmipur 74 5 1 • 80 14 14 3 3 7 toi

Niandapur 125 15 12 152 8 1 9 4 1 4 9 17DNarayanapatna 74 7 1 1 >83 10 10 3 1 4 97

Pottangi 108 8 116 12 1 13 2 2 1 5 134

Semitiguda 98 7 2 Tor 8 2 1 1 F 1 1 1 1 1 5 124

Rural Total t386 1tJ7 4 17 21 ' « 3 9 177 to 2 9 W8 47 21 1 3 20 92 1825

.^yporeMunicqa^ity

36 2 2 1 3 44 4 1 1 5 1 2 1 5 9 58

58 2 1 ei 5 1 2 8 2 1 1 2 6 75

m f o a m c 12 1 2 15 1 1 ■( 3 2 1 1 4 o

m 6 3 47 4 1 1 1 7 { 3 5

\M tm 7 s(b A 144 8 2 4 9 i4 1 2 4 2 23 7 1 3 2 11 34 214

I G r a m iT o ^ 1 6 ^ 115 6 21 30 . H IM 11 4 i 221 54 22 4 5 31 11« 2 0 ^

& Jaf]K»re

Table - 2.2Block wise Access Ratio of Habitattons

!slame of thePlrtir If

No. of habitations1 k tn e is ^n c e

No. of unserved habitations

Population sisb of unserved! habitafons

% of AccessD iOCK

RevenueViltaqe

Hamlet TotalR m m m av m m

H iw n ^ Totalf^>v«nue

Hamlet TotalWore

than 300200 to

300less tttan

200ratio

Bondhugam 160 24 184 96 10 106 64 14 78 AS 11 66 57.61

Borpanguda 211 258 469 89 99 j 188 122 ...^59 281 20 3 258 40.08Bongumma 14S 223 372 134 194 328 15 29 ; 44 15 16 13 88,17

Dasmanthpur 154 174 328 120 92 212 34 82 1' 116 16 100 64.63Jeypore ' 113 1: 236 349 ji 100 129 j 229 13 107 120 8 9 103 65,62Koraout | 101 105 206 j1 9^- 76 167 10 29 39 4 10 25 81 07Kotpad , 146 i 24? jj B3 139 222 13 7 20 0 18 92,15Kundra ’ .... 83...

.2/0 j1 168 222 29 22 51 1 ' 39 1 31.32'

Lamtaoul ^ 85 2 5 5 I 111 83 194 59 2 61 6 ■i 55 1 75.08Laxmtpur ^ 97 82 ^7Q 'i ’ ' i 70 69 139 27 13 40 3 5 1 32Nandapur !' 2U 264 I; 478 [ 135 110 245 79 154 233 7 22 1 204 ' 5126

Narayanapatna 134 58 I 2Q2 ^ 95 7 102 39 61 100 3 3 ! 94 ’ 50 49Pottanai 1 100 333 11 433 75 92 167 : 25 241 266 11 I 255 'f 38 57

Semiliguda *! 84 142 ’ 226 76 98 174 8 44 52 2 4 i 46 76,99Rural Total 1 1866 2330 ' 4t96 1 3 3 2695 537 964 1501 66 145 1 12M 64.25

JeyporeMunicipality

! 25 0i 25 25 6 6

i. . .2 i 4

i30,64

iKoraput NAC i 15 18 33 15 18 33 ...................i i . 100Kotpad NAC I 13 5 18 13 13 5

I ^i 3 I- ■ ’ ; 68,42

Sunateda NAC 1 24 j 33 57 24 26 44 13i ^

5I - -

j / f .19

I Urban Total 1 77 i 6 2 139 1 77 ! 38 115 1 24 1 24 i 5 10 I 9 i 82.14

Source: DPO Koraput BOO all Block. EO al! ULBS

Hlock/ULB wise distribution of the above schools by management

is reflected in the following table;

Schools mentioned in the above table cater the needs o f primary schooling o f

2695 habitations out of 4196 numbers o f habitations exist in the district. Rest 1501

habitations in the district do not have primary schooling facility. Regarding UI.Bs, 24

numbers of slums and periphery habitational access ratio of the district for rural areas

stands al 64.25% and that of urban areas at 82 14% BlockAiLI^ wise access ratio of

habitations is reflected in the fbllowing table.

Further it is to be note worthy that 537 nimibers of Revenue villages do not have

access to primar>' schooling facility and similarly 62 Grampanchayats have also do not

have access to upper primary schooling facility. Priority is to be given to these factors

while considering access.

(ii) Teachers: There are 4366 numbers of teachers working at present in the

district pertaining to primary and upper primar>' education 3570 numbers

of teachers are trained and rest 796 are untrained. The quality of

education is constrained by deficiencies in teacher’s skill, understanding

of cotitent and poor mobilization due to existence of sizeable numbers of

\mtrained teachers, which constituted 18.23% of total teachers. Hence

pre-service and in-service training programme is needed for the teacher

community. Male and female teacher ratio of the district stands at about

2:1 Around 40% of female teachers are working in urban areas, which

constitute 80° o o f the urban area teacher’s population. A smaller share of

teachers represents from SC/ST community though total populations of

these two communities constitute 64% of the district population. Their

representation is less than 25%.

p

Tafate - 2.3

TEAChffiRS POSITIONOttvers SC ST

! SI. Name of the T rained T rained Trip le d Trwtoed Traile d j Trained T rained Traif*ed j------------- 1

1! fOo.1

Block/ULBMale i........

Fern. Male Fern. Mate fem . Mate Fem. Mate Fem.i..... .. . 1

Adate Fem. MaleFem

Total Male 1... . 1

Fem.1Total

Mate 1

1[ Fem.1

Totai jt

i Bondhuaam n Jiu, 18 13 2 26 6 4 12 1 23 2 139 19 158 42 3 50 181 1 208 i1 2 Boipariguda '28 56 16 3 6 5 6 10 8 2 144 61 205 30 7 ! 37 174 ■ 66 242i 3 Goriaumns 87 1 J' 12 16 3 10 6 25 20 1 258 90 348 43 19 1 62 301 109 1 ii 4 „Basmanthpur - 3 41 24 8 30 3 20 6 7 'I 13 8 150 45 195 57 22 79 207 67 ! 2~'4 ' 1 1i 5 ^ Jeyoore 166 106 - 9 3 1 3 11 2 6 3 186 113 299 27 10 37 213 123 3364'i 6 Koraput j 142 I 90 1 1 10 20 5 5 5 4 2 166 96 261 24 15 39 190 110 300 Ji 7 Kotpad ’ 129 ^ 41 1

1 i Q 1 9 5 4 2 16 i 16 7 154 47 201 39 10 49 193 1 25c ;I 6 i Kundra I 101 24 ! 2 , 1 7 1 12 2 9 ‘ 1 23 4 117 26 143 56 7 63 173 1 33 f 206! 9 i1 Lamtapu! 139 32 1 9 1 1 ^ 2 10 8 9 2 29 1/ 157 36 193 48 16 64 205

1

i 10 i Laxmipur 93 26 16 4 44 ■ 7 15 1 18 4 2 4 155 37 192 33 9 42 ! 188I, 46 ! 23^ 1

i 11 i Nandapur 132 55 ' ^1 1 IS 9 10 7 18 4 31 6 169 68 237 52 14 66 j 221 ' 32 1 303i ^1

i Naravanapatn1 a

!i

1 !1 ^ I 14

jn

i 1'* - ni 'J 1 15 3 1 94

113 i 10? 1

22 1 4!i wJ

1i

t"".......j ‘7

TI i j J ;

i i Pottangi i 158 1 33 26 1 2 1 10 1 9 11 18 6 ^6 4 186 46 232 51 1 68 237 i 63 i 300 'i Semtiiguda A 109 1 44 14 ! 6 I .«7 10 13 12 13 7 4 1 139 54 193 34 1 22 56 173 1 .76 ! 249 i; RuraS T o ta l 1 1798 { BBS j 220 1 56 23fi S2 127 69 180 1 23 211 55 I 2214 750 2964 558 ! 180 738 2772 ! 930 ! 3702 Si „

j > w j Jeypore (M) I 1 141 ' 2 ! 12 1 11i I “I ! ! 28 142 170 2 14 30 i 154 ! 184 1

' 16 . Korapul NAC 1 59 1 158 i 6 i 11 1 1I i J . 1_ 59 158 217 6 1 - i 65 i 169 1 234 *

1 ‘<otpad NAC 1 ' I 34 i 2 i 1 ^ 1 ! ' ' i 1 1 i 21 35 ! 56 i ^ ! 2 I 23 1 35 j 58 I1•

1 o 3 u “ C S' \A C 1 !

; 21----------i

t----------( 2 . 3 ( 2 i K 1

1. .........1 2 j >5 1 130

Ij 163

tj 5

II -Q i. ' r.. ..

1 25 1 39i

! '<49i...

i ^88 i1 i1 * U r b a n ^ oiai

1— ------ ■ 451 1 14 i 37 4 1 7 2 3 : 3 1 7 i ^ 2 141 1 465 1 806 ! 16 ! 42 ; 58 1 157 j 507 j 664 ii ! Grand Totai ' 1932 ; 1116 , 234 i 93 ! 240 * 89 ! 129 ' 72 ! 183 1 30 i 211 57 2355 il215 1 3570 f 574 ! 222 1 796 1 2929 i 1437 1 4366 1

All Category Total G r a n d T o ta l

Source: N(NAD-lf, 2001DIS Koraput & Jeypore, DWO Koraput

BlockAJLB wise number of teachers at primary and upper primary Ie\ el

with category, sex and caste is represented in the following table.

Teacher Pupil Ratio (PTR):

Block wise Teacher Pupil Ratio is furnished below The table indicates

that PTR of the district stands at 3* ; I . It is highest in Kotpad NAC with 55:1 and

lowest in Koraput KAC with 2 :1 As far as rural area is concerned the TPR is

highest in Kotpad Block with 49; 1 and lowest in Pottangi Block with 30:1.

Table No.2.4

Block/ULl» wise Teachers Particulars

SI. Name of the Block/ULB No. of Schools No. o fT rs. No of PTR 1

No. PS UPS Total Working

at present

Students1

1 Bondhugani 8 2 ^ - u 95 210 8036 38:1

2 Boipariguda 107 13 120 224 10479 43:1

3 Borigumma 155 24 179 408 18548 45:1

4 Dasmanthpur 138 15 153 ~ 2 ^ 12086 44:1

J Jeypore 21 134 336 15908 47:1 ,1

6 Koraput 99 10 109 292 9211 30:1 j

7 Kotpad 99 19 118 273 12489 49:1 I

Kundra 85 10 95 206 8990 43:1

9 Lamtaput no 8 118 257 8979 34:1

10 Laxmipur 79 14 93 234 9800 41:1

11 Nandapur l4 ( ) 8 148 276 10888 36:1

12 ~ Narayanapatna 82 10 92 139 4270 32:1

13^ Pottangi7 4 ~ Seniiliguda

l otal Rural

l 5~ ~ Jeypore (M)

16 Koraput (NAC)

17 ^Kotpad (NAC)

18 Sunabeda (NAC)

Urban Total

Grand Total

116

T()7

7512

4 r

13

44"

I s 8^

T670

1 i

Y r

4

6

2 ^

1 T

206

129

118

T/OI

4 5 ’

L 5 '_ _ _

r?5

TB76

2 9 9

249^

3679

179~

230

58

’4T3T

9039

rH)(\

147429

9942 '

5I 94

3239

6470 ~

25045^

1T 2474

3 0 : 1

35T

39?!

54ri

23^

55H

34~1

34:1

39T

(Source: D. I. o f Schools, Koraput and Jeypore, DWO,

Koraput)

There are 488 teachers’ posts lying vacant in the district. These posts are to be

filled iti by the State Government for improving quality education.

1.8 Chiid Population:

Child population in the age group of 0-14 years of the district according to their

age slab 0-3 years, 3 6 years, 6-11 years and 11 14 years is reflected in the

following table.

I able No.2.5

Slab wise Child Popiilailoti of Ihe District

Age Slab All C om m unities SC C^ommunity ST C om m unity

Boys Girls T o ta l Boys GirTs ' f o t a r Boys G i r h ^ Total

0- 3 years 5031(.'’ ^50088 ~ 10041)4“ ” ^852, ~ 662] ~ 0 4 7 3~ :’ 2"()S7r ~ ^ 2 m 6 ' i3 4 8 7 ^

years 4667S 42(138 929 n ~ 6200 ~ ~ 6~406 ~ " f260() 2’3473' ” 243^)~ 47823 ^

0-6 years 96991 96327) ~ ~^I3052~ “ i 3 o r / ~ ~ 2607^) 50044“ ~ 5 i2 ( ^ ' ' 101310

( ) 1 1 years ’ k4428~ "740S8 " T 5 8 4 8 ( r ~162 n ~ ~141^5~ ~30U ()~ ~45722~^ l 9 7 f 8 ' 85440

11-14 years 1 ^ 0 7 1 ~ ~ 6 r9 6 3 ~_ _

“ 5T9Y ~ ” lT ll4 ~ ~ 1^S97~ ~ ~ -‘ 287’lO~

6 14 years 1 I 7 4 9 'r ’ 22^449~ ~22172” ~ 1 ^ 2 ^ ~ ” 4T 47(r ~ 6 T 3 l9 ~ ~5283T' ~ \ \ 4 \ T q ^

(Source : NINAD-II, 2001)

Nutrition Status of Cliildreo In The age group 0-6 years:

Out of total children 193317 in the age group o f 0-6 years, 177443 children are

weighed. Normal children are found 59358. Rest children are under malnutrition

It is obsen ed that 5^460 numbers o f children in the age of 0-3 years and 56969

children in the agi' group of 3-6 years are found to be malnutrition. 1848 children in the

age group 0-3 yean, and 1808 children in the age group o f 3-6 years found under Se\ er

malnutrition. The following table represents slab wise nutritional status o f children. It is

note worth to mention here that the child mortality rate of the district stands at 90 per

1000

I'able No.2 6

Slab Wise Nutritional Status of Children

SI Age Slab Total Children Normal Grade- Grade (irade- Grade

No. children weighed I -II III IV

1 0-3 years 100404 ~ ~88962~ ’ 27654 31172 26288 ~17l4 " ~ T'34

2 ~ 3-6 years 92913~" ^88481 29704 ” l 0 9 ? i ~ 2 5997 ~i^/5 n f ~

3 0-6 years(Total

lf2 )

r 9 3 l l7 ” ~ iT7443 ~ 5 9 ^ 8 ’ ~ 62T5O ~ 52279 "3389 267 "

(Source: DSWO, Koraput)

1.9 Pre-Schooling Enrolment:

Pre-school education plays an important role in setting a base for primary

education. It creates favourable environment in developing readiness for primary

school. In the district o f Koraput the fr)llowing agencies Ijave taken care of pre-

schooling education,

1. The District Social Wclfirc Agency under the management ol State

Women and ('hiId DevelopiTieiit Department through Integrated C'hild

Development Scheme (K ’DS)

2. Convent and Central Schools ruti by private bodies and autonomous

agencies respective!), and

Sisliu Mandirs riin b\ Sishii V il as Pat ishad and Sri Aiirobindo piirnanno

Sikhyakendra run b\ Sri Aiiiobindo Integral Education Society

1 he above agencies cater the educational needs ot children in the age group of 3-6

yeai s. No.2 and No.3 agencies are mainly located in Urban areas of the district

only; where as No.l (ICDS) centres are located in rural areas Block/ULB wise

enrolment of children in the age group of 3-6 years in pre-schooling centres are

reflected in the following table

Table No.2.7

EDrolment Position In Pre-schooling Centres

SI Name of the Block / No. of Enrolment No of Enrolment Total

No. V h h AWC other

agencies

enrolment

r ~ ' Bondhugam 77 ^ 0 0 4400

2 Boipariguda T o4 T ~37 6270

i .... Borigumma T 47 m 9 1)2 "85~ ~ ~ ^324

4 Dasmanthpur 111 4824 4824

5 Jeypore 122 6832 1 42 6874

6 Koraput 82 3162 5 203 3365

7 Kotpad T i 4 ^ 5565 1 47 5612

Kundra m ' 1 ^ 8 7 T I 3 4030

Lamtapnt ~ 4^4 "482?

1C laxm ipur ^76 3932 1 39 3971

Nandapur 101 ^ 0 1 6 “?¥ i 6

12 Narayanapatna 52 ~ 2 fn I T § ~ 2 m

13 Pottangi 90 4479 1 46 4525

I 4" ~ Semiliguda 84 . 4189 1 53 ~4242

Total Rural '7195^ 15 633 '72586

T f Jeypore (M) ll ' 453 453 ~

l 6 ~ Koraput (NAC) 6 237 237 ~

~17 ~ Kotp^dlNAC) ~ ’3" ~ I 35 I 35 ' ~ ~

I s" ~ Sunabeda (NAC) 39 157? ’ 4" 171 “ l743~ ” ~

Urban Total 39 1572 ^ 996 25 m

Grand Total '1328 ~ 73^25 ” ' " 39 ' H^29 75m

The above table reveals that out of total 92913 children in the age group o f 3-6

years, 75154 children have been enrolled in pre-schooling centres. Rest children

i e. 17759 need attention for their enrolment in A. W. Centres or its alternatives.

Enrolment in Primary Schools:

Total child population in the age group 6-11 years at the district is 1,58,486. This

age group is meant for primary education starting from Claj s I to (^lass-V, Class,

caste and sex wise enrolment of children o f all ages and age group 6 11 years are

reflected in the following two tables.

Class, Caste and Sex wise £nrolmeitt of Children of all ages

Table No.2.8

SI.

No.

1

3 ~

4

5 ’

6 ~

Class

Class-I

d a ^ - n ~

Ciass~III

d a s s

CUass V

T ^ a T ffv )

All Communities

Boys

245 iT

2 m 5

16060

[3742

TT363'

H726l~

Girls

23913

' m n

T 2513

93 3 r

70671

Total

48429

39096

2857F

2307.5~

r87’59”

15^32

SC Community

Boys Oirls

46874144“

3Q64'

2619 '

\6(^6

4506

3308

2358~

J yS 4 ^

T m r

T m i

Total

7452 '

5422

4373

'3584

2^)88

ST Community

Boys

13219

l l6 8 9

8 6 4 ;r

73^ 7“

6099 ~

47037

Girls

l i m )

9 3 3 7

6 6 '5 f

4 ^ r

3^ 3“

37578

Total

2 5 ^ 9

21026

l530()

12338

io o r2

84615

(Source: NINAD-II and D. I. of Schools Koraput

& Jeypore, DWG, Koraput)

Talile No.2,9

Class, Caste and Sex wise enrolment of children in the age group of 6-11 years

1 Class-1 20761 17450 38211 3986 3316 T3'02 11243 9358 20601

' 2 Class-Il 18359 15432 33791 3525 2932 6457 9942 - 8276 18218

’ 3 Class-Ill 13578 11413 24991 2607 2169 4776 7353 6121 1.3474

4 Class-IV 11608 9757 21365 2229 1854 T o ^ ~ ' "6 i8 ^ 5233 11519

Class-V ^ 5 8 5 8057 17642 1840 1530 3370 5191 4321 9512

6 lo ta l (I V ) 7389i 62109 136000 14187 11801 25988 40015 33309 73324

(Source: NINAD-II and D, I. of Schools Koraput

& Jeypore, DWO, Koraput)

Table f4o.2.10Class and Bfock/ULB wise Enrolment in Primary Schoofs of all Aqes

Si.No.

! Name of the 1 Biock/ULB

Cl-ass - i Ctass4l 1 C^iss-Hi1

Class-rV1

Class-V Total (Class I to V)

_________i_______ ___________ _____________Boys Girls Total Boys Girte Tdtail Boys Girls Total Boys Gtrte Total Boys Gtrte Total Boys Girls i Total

1 1 Bondfiugam 1268 983 2251 1087 7 ^ 1873 991 745 1736 600 335 935 510 281 791 4456 3130 7586j Boipanguda 1811 17Q2 3513 1493 1015 2508 986 732 1718 831 456 1287 631 346 i 977 5752 4251 10003

3 j Bongumma ^ 2487 2556 5043 2294 2109 4403 1900 1438 3338 1531 1113 2644 1291 889 2180 9503 8105 176084 j Dasmanthpur 1868 1859 3727 1610 1265 2875 1138 801 1939 955 ' 599 1554 801 484 1285 6372 5008 113805 i JevDore ! 2560 i! 2534 1f 509 1 j 2058 1511 3 ^ 9 1439 1028 2467 1174 704 1878 965 556 1521 8196 6333 14529^5 j Koraput i 1210 1! 1208 •' 2416 1077 961 2038 795 652 1447 746 510 1256 652 418 1070 4480 1 3749 i 8229 1

i Kotpad 1 1811 1858 3 ^ 9 !! 1682 1444 3126 1168 910 I 2078 910 568 1578 802 493 1295 6373 5373 i! 117468 , j Kiindra ! 1227 1123 235C 1142 948 2090 896 635 1531 706 474 1180 590 356 946 4561 3536 I1 80979 , Lamtaput i 1262 1417 2679 ' 1168 987 2155 864 611 1475 802 522 1324 592 372 jI 964 i 4688 3909 1I 3597

s r 1 i Laxmipur 1 12.28 1264 2492 925 , 926 1851 878 695 1573 877 1 684 ' 1561 1 563 486 ;j 1049 i 4471 1i 4055 j 6526

i ' ^ ; Nanaapur i 1733 1 41 3 ‘i 3146 1 "596 ;208 :i 2804 1099 j 685 1784 1i 983 1 546 1529 740 412 1 1152 j 6151 1 4264 L10415

\ 1 Narayanapatna j '67 i 768{1 ■’ 535 i 559 1 550 1 1 475 i 436 911 I 423 i 400 ' 823 380 . 322 702 j 2604 I 2476 1 5070

j r'oiiangi 1 1328 i 1193 ' 25” ■'269 ! '087 2356 1 830 j 571 1401 812 443 [ 1255 612 i 357 969 4851 1 3651 ! 8502y- Semmguda j 1262 L 1443 i 2705 1 1091 787 I 1878 j 5'99 j 516 1115 666 I 381 1047 1 652 315 967 4270 1 3442 1 77121

1i Rural Total i 21822 21321 ’ 43143 19051 j 15584 34635 1 14058 110455 24513 12016 1 7835 19851 9781 6087 15868 76728 1161281 i13»010

1 15 ' Jevpofe I'M'- t , ja z 1 i1 1796 926 i 512 143B 769 '1 733 1502 627 ^ 554 1181 ,523 iI 470 993 392^ ' 2983 ‘ 6910

! ^6 i Koranut NAC ! 547 53- ■177 1 574 ji 522 1096 485 '1 429 914 457 398 855 411 11 337 : 748 11 2474 1‘ 2316 1 4790j ' KotDad NAC i '

1"'".... "..... ]1 306 627 267 ii 264 531 1 252 '1 453 705 214 197 411 225 171 !1 396 11 1279 ' 139^ '! 26^0

fi ' Su’naDeda NAC 739 j 947 i 1686 767 * 629 1

j j 1396 496 , 443 939 428 349 !1 777 423 331 !f 754 2853 2699 1 55521-------1

J‘ Urban Total i 2689 i 2597 1 5286 2534 1 1S27 '1 44^1 2 ( m 2 ^ 8 4060 1726 1498 3224 1582 S 1309 ! 2891 10533 1 9389 j 19922

\--------i_________

■ ..........., Grand Totai i 24511 j 23918 1 48429 21585 ! 175t1 1 16060 12513 28573 13742 9333 23075 11363 ! 7396 !18759 87261 !i 70671 1157932

Source: NINAD-li, 2001DIS Koraput & Jeypore, DW O Koraput

The two tables reveal that 21932 numbers of children ai e h)und excess according

te) age class placement m classes I to V. Most of them are over aged and retained

in primary classes for more than one year. Similarly 11291 numbers o f ST

children and 4000 numbers of SC children are found excess according to age class

placement.

The following table shows Blocks/I JLB and class wise enrolment of children of

all ages. lable No,2.10 reveals that excepting blocks such as Nandapur,

Narayanapatna, Pottangi and Semiliguda other blocks exceeds enrolment than the

respective age group child population i.e. 6-11 years Similarly Kotpad NAC has

the abn{)mial enrolment

ICnrolmenf in U pper Prim ary Classes;

Though Class VI and Class-VII comprised Upper Primary schooling m the State,

class-VIII is also to be considered in upper primary classes as per age class placement.

The age group for upper primary classes are 11-14 years. The following two tables

represents class, caste and sex wise enrolment of all ages in class VI to VIII and

BlockAJLB wise enrolment o f children in the age group 11-14 years in these accesses.

TaWeNo.2.11

Class, Caste and Sex wise enrolm ent o f children bf ail ages

SI. Class All Comm unities SC Community ST Community

JNo. Boys Girls Total Boys Girls Total Boys Girls Total

1 Class-Vl 7804 4215 12019 1324 713 2037 3464 1802 5266

2 Class-VII 6202 3510 9712 1051 594 1645 2752 1501 4253

3 Class-VIII 4709 2684 7393 454 1251 2090 1147 3237

4 Total

(Class VI -

18715 10409 29124 3172 1761 4933 8306 4450 12756

V lll

Table No.2.13

3L0CK/ULB WISE ENROLMENT OF CHILDREN IN UPPER PRIMARY CLASSES OF ALL AGES (CLASS VI-VIII)’

Si. I Name of theNo. I Block/ULB

.1 - ........

Class - V! CJass-VIl Class-Vltl Total (Vl-Vni| 1

Boys i Gfrts Total Boys Girte T<^l Boys Girts j Total Boys Girts Total I Eondhugam | 361 168 529 259 161 420 155 144 j 299 775 2482 3257

Boipariguda | 389 159 548 323 146 469 157 84 1 241 869 2612 34813 Borigumma i 63B 256 894 591 231 822 582 184 i 766 i 1811 9450 11261 14 Dasmanthpur ! 310 | 190 500 257 134 391 116 59 j 185 683 2750 34335 Jevpore | 678 325 1003 577 309 341 169 510 1596 2009 3605

1 6 ! Koraput 602 262 864 391 201 592 317 157 I 474 1310 2223 3533 ,i 7 1 Kotpad 592 3i}4 1 896 507 257 764 338 179 517 1437 8779 10216 j

8 Kundra j 479 277 I 756 3 ^ 185 531 234 160 394 1 1059 2357 3416 ji 9 Lamtaput 203 79 282 172 68 240 89 5i 140 464 1206 1670 ji 10 j LaxrTiif)ur ‘m ! 332 928 230 696 286 64 350 1348 1603 2951 ii 11 j Naridapur 328 I 157 485 227 100 327 233 94 327 788 8039 8827 ii 12 1 Narayanapatna 242 ! 105 347 215 90 305 99 43 142 556 1735 I 2291 11 1 3 ) Pottangi 398 1 97 I 495 215 73 288 101 45 146 714 1008 1722

\A 1 oemiiioudB 457 355 812 229 131 360 188 60 248 874 977 1 1851 — - "T'----------- ------ ----I 1 Rural Total 6273 3066

I _ _ 9339 4775 2316 7091 3236 1503 4739 14284 76881

219721 C; ' ^ Jeypore (M) 599 1 418 1017 611 525 11:^ 567 554 1121 6208 1497 7705' 16 Koraput NAC | 323 | 249 572 325 282 607 313 262 575 19676 793 20469! Kotpad NAC j 263 | 178 j 441 213 155 36a j 142 98 240 618 431 1049< 18 S u n a b e d a N A cI 438 | 311 | 749 363 2 ^ 649 ! 274 206 480 1075 803 i 1878!I Urt>an Totaj 1623 1 1156 2779 1512 27S0 1296 1120 2416 4431 3524 1 7955 •i 1' j Grand Total j 7 896 4222 12118 6 ^ 7 3S84 9®51 4532 2623 7155 18715 10409 1 29124 |

'vA

Source:NINAD-ll, 2001

Table No.2.12

Class, Caste and Sex wise enrolment of children of age group 11-14 years

I Class VI 6568 “ 3434 10002 1182 “ 617 1799 3098 l 5 5 8 ~ ~ 4656

2 c F a s i-W f ~ 5278 2 8 6 ( 7 ’ 8()78 gjg~ ~ 514 ~ 1453 2 4 6 f 1298 T 7 5 ‘T

i C iass-V lff 3962 ^ I 8 f r " 6148 713 393 1868" 992 l 8'6 (7 ~

4 1 otal *T5748~ ^ 4 8 0 ~ ^ ’ 2'42^8~ ' 2’834 ~ 1524 ~ ”4358 ” — 27 3848 1T27'5

(Class VI ~ 1

VIII

On comparing above two tables, it reveals that in upper piiniary classes 48‘ 6

numbers o f overaged/underaged children are found. In case o f SC it is 575 and in case of

ST it is 1481. This abnomial age enrolment is applicable both Boys and Girls of all

communities

The following table further shows class, blockAJLB wise enrolmenl of children of

all ages The table reveals that Kotpad NAC has abnormal enrolment in upper primary

classes.

1.10 Gross and Net Enrolment Ratio:

Ciross and net enrolment ratio pertaining to primary and upper primary schooling

o f respective age group 6-11 years and 11-14 years is reflected in table No.2.14.

The said table indicates that GER in 9 blocks accedes 100% excepting in five

such as Dasmanthpur, Nandapur, Narayanpatna, Poltangi and Semiliguda block in

respect o f primar> schooling. fCotpad NAC has abnormal GER especially for

girls. For upper primary schooling again Kotpad NAC has abnormality in case of

boys (lER, lowest GER is noticed in Narayanapatna block in respect of 6-11 age

Table No.2.14

GER i NERG' '

I Gross Enroinrent Ratio in th€ age gno^p Net Enrolment Ratio in the age groupi Q \ r \ n \ ^ l \ H Q L 6-11 Vrciars (Primary) 11-14 Y e a f s l^ 1 6-11 years (Primary) | 11-14 Years UPSI

l3fOCK/UL.tj 1 Boys 1 Girte Tolarf S o y s „ i Girls Total j Boys Girts Total j Boys 1 Girts j Totali ! Bondhuaam j ■113 61! 96 93! 106 08 4 9 9 35,61 43,31 j 87.5 79.4 83.84 2 7 .1 7 } 19.571 23,67

\ 2 i Boipanquda i ^06 241 104 ^ 3 ! 105 59 45 14 20,45 3 2 ,3 7 ' 86.82 84 45 85.78 36 .25 j 14.24 25.32i 3 1 Boriaumma i K)7 02 104 27 105 "^4 45,37 19,78 33,81 89.52 9 r 0 7 90.24 29 .55 13.8 22.271 4 1 Dasmantnpur i 97 74 84 09 91 22 39,82 24 33 32.31 82.63 79.05 80.92 31.31 18.14 24,92i 5 jevpore ! 101 77 100,8.2 , ^01 36, 5 1 ,2 6 ^ 27 36 40.01 ^ 9 1 .9 2 39.23 " 9C. / 4 1 38.35 i 20.64 29.34

I 5 ! Korapu; I 104,72 j 98,21! 101651 87 5 58,71 75 .59 89 .45 87 88 3 5 3 .9 2 1i 43.75 55,58{ 7 I Kotpaa ! 115,74) 111 7i! 113 86 44,2^ 27 61 36 7 84.39 90,72 87.34 39.34 19.81 30,51

i ^ i Kundra | 113,37|1 95.28 104 69 58,28 41 38 50,63 93,73 85 69 89.87 . 53.93 30,2 43.19

i 5 ! Lamtaput j 114.28 105.22 109.97 31,01 1643 24 5 34.97 95.2 95.08 38.43 12.19 25 .73

i t LBxmipur j 168.15 104.45 106.36 85.1 44.49 65.99 95.79 94.35 95.09 58.27 38.87 49.14

I •* 1 Nanoapur i 97.83 75.45 87.24 46.29 27 59 38.29 83.91 70,55 77.59 37.66 21.69 30.83

i i Narayanapaina i 73.02 81.1 76.74 52.25 2461 39,09 72.6 76-77 74.52 32.7 20.57 26.93i 13 POttBriQ: j 96.13 80.57 88.77 38.99 15 84 29.14 82.6 75.67' 79.32 34.29 8.91 23.49

■4 Serniitguda j 96.54 83.46 ^ 90.23] 73.56 53 58 64 34 y 88.57 68.45 / 78,91 63.63 47.79 56,32

1 Rural Total 1 103,47 94.87 1 99.47 5 1 .^ 29.19 41.29 87.55 83.65 85.73 40.11 21.67 31.6215 1 Jeypore (M) ! 107,82! 91.3,3' 100.02 95,17 38.47 91.99 92.69 86.16 89.6 88.1 76.18 82.4310 1' Koraiput NAC | 97 13j 93.27 ^ .2 2 62,04 55.49 58.89 81.07 84.01 82.52 41,7 29.67 35.93i 7 i' Kotpad NAC 1 132,12 ' 182.06 154,15 162.2 85.85 118.79 92.45 79.71 86.83 874 78.081 82,1rs '! Sunabeda NAC ’ 91 47 91 36 31.42 67.61 4 7 .5 5 j 57 .34 84.32 86,93 85 59 32.64 2 1 5 ! 26 96

1 ’i

f ... !. jrba n Total lOZ.si 99.17 i 10Q.9 82.25 S6 39 ! 74.38 87.25 1 85.31 86.32 58.34 46.51

!i 52.47

j i Grand Total 103.35 ■ 95.42 ! 99.65 56.59 36.02fi 47 87.51

T 1 'j 83.86j 8 5 .^ 43.08 26.231 35.22

Source;NINAD-ll, 2001

group which stands at 76 74% Naiidapur statids lowest for girls GER Similarly

for the age group 11-14 years (Upper primary schooling) lowest GER is 24.50%

in I amtaput Block. Pottangi block has lowest GER for girls i.e 15 84%

As far as NER is concerned relating to age group 6 11 years (primary schooling)

there is no abnormality is noticed. However, lowest NER i.e. 74.52% is

represented by Narayanapatna Block and lowest NER for girls i.e 70.55% stands

against Nandapur Block. NER relating to upper primary classes (age group 11 \4

years). Borigumma Block stands at the bottom with 22.27% and 8.91% NER for

girls is noticed in Pottangi block.

Further as per GER anti NER analysis is noticed that gender gap exist with high

magnitude in blocks like Nandapur, Narayanapatna, Pottangi, Dasmanthpur and

Boipariguda. 1 hese blocks need special and immediate attention to bridge gender

gap. Similarly Kotpad NAC shows abnormality which needs redressal. Again,

the gap between GER and NER is very high. This factor is also looked into

properly.

1.11 Out of School Children:

NINAD-II, survey conducted during 2001 reveals that in Koraput district 62,621

children in the age group 6-14 are found out of school either by way of drop out

or for being never enrolled in schools. In the age group o f 6 11 years, out o f

school children are 22486 and in the age group of 11-14 years such children are

40135. Out of 158486 children in the age group 6-11 years, 136000 children are

found in schools. Similarly, out of 61,963 children in the age group o f 11-14

years 21828 children are ertfolled in schools. Total enrolment o f children in the

age group 6-14 years is 157828 out o f 220449 children. Table No,2.15 and 2.16

indicates Block/l ILB and sex wise educational status o f children in the age group

6-11 years and 11-14 years respectively.

Table No.2.15

BLOCK/ULB WISE EDUCATI0 4AL S TA TU S OF CHILDREN WfT H AGE GROUP 6-11 YEARS!

SI. No, 1 t

Mame of the Btock/ULB

Totai chiJctrcn in ttie age group S-11 years

Enrofted chrtdren in ttie age grcup 6-11 years

!Out of sctiool children in the

age group 6-11 yeafs

........... 1% of out 1 school

. ....... i Boys Girts TotaJ Bays Girts i Total Boys Girts Tolal i Bondhugam 3922 3229 7151 3432 2564 5.996 490 665 1155 16 15

2 j Boipanguda 5414 405S 9473 4698 3428 8126 716 631 1347 14 21

^ 1 Borigumma 8879 7773 16652 7949 7079 15028 930 694 1624 9.75^ 1 Dasmartthpur 5515 5955 12474 5387 4708 10095 1132 1247 2379 19.07

1 .5 Jeypore 8053 6281 14334 7403 5605 13008 650 676 1326 9.251 ....6 Koraput 4278 I1 3817 8CB5 3827 3321 7148 451 496 947 11,69

! ' 1 Kolpad 55CX jI 4810 10316 4647 4364 9011 859 446 1305 Ii 12,65I a Kundra 402L ji 3711 7734 3771 3180 6951 252 531 783 i 10,12

i ®Lamtaput 4102 j1 3715 7817 3896 3537 7433 206 178 384 j. 4.91 ,

- I I

i i Laxmipur 4134 j1 3882 8016 3960 3663 7623 174 219 393 i' ;i ' ' 1 Nandapur j 5287 ;i 5651 11938 5276 3987 9263 1011 1664 2675 j1 1■ 1 i ' i Narayanapatna ; 3566 1 3053 661B 2589 2344 4933 977 709 j 1 6 ^ i 25,47' •■ ■■! !‘ ■ I -cttana^ ! 5046 , 4531 9577 4168 i '^429 7597 878 1102 i 1980 ;• ■■■■ 2 -6 7 ■r 7, t Sen~:!!ig.uaa ! -^423 ....■ 3547 3922 i 2823 6745 501 130': ^ - 8 0 2 j 21 08 ■1 11 f Rurai Totai ' 74148 6 4 ^ 1 13S743 64925 j 54032 118957 9227 10559 ' 19786 14.26 '* ^5 1 Jeypore fM) * 3642 3266 6908 3376 2814 C190 266 452 ’ 718 ' 10.3S *i - 1 C I Koraout NAC 2547 * 2483 5030 2068 2086 4151 482 397 ' 379 !' 17,4^ *i -17 1 Kotpad MAC ' 968 ! 704 1732 895 609 1504 ■ 73 155 !I 228 I' "3,16 •1 i1 ■' ‘ Sunabeda MAC ' 3119 1 2954 6073 2630 ! 2568 5198 489 386 ! 875 ’1 14.4 1i i Urban Total I 10276 ! 9467 i 19743 1 8969 i 8077 17043 1310 1390 [ 2700 ! 13.67 i1 i Grand Total 1 84428 * 74058 1 158486 1 73891 1 62109 136D00 10537 I 11494 I 22486 ! 14.18 i

’vT,

Source:NINAD-n. 2001

Table No.2.16

B L O C K / U L E WISE EDUCATIONAL STATUS OF CHILDREN WITH AGE GROUP 6-11 Y FA R S

Si. No.

1

Name of the Block/ULB

Total children in the age group 6-14 years group 11-14 years | age group 11-14 years

!..... ...... -

1 % of outischool

Boys . Giris Total Boys Gtrte i Total Boys 1 Giris TotiriBondhugam 1553 1328 2881 4221 260j 682 1131! 1068 2 1 ^ 76 32

2 Boipariguda 1925 1902 3827 6981 271j 969 1227| 1631 2858 74.673 Borigumma 3946'. 3391 7339 11671 468 1635i1 2781! 2923 5704 77 724 Dasmanthpur 1715 1615 3330 537 293j 330| ii7 8 j 1322 2500 75,075 Jeypore 3113 2882 5995 1194 ! 595; 1782, 'i9'(9| 77R7 i 42C6 70 150 I Koraput 1497 1056 1 2553 957 ^62| 1419j 540i 594 1134 44 417 j K()tf)ad 3251 2680 5931 1279 53^1 ,3101 1972i 2149 ^121 69 488 j Kundra 1817 1503 3320 980 454 1434j 8371 1049 1886 56.89 j Lamtaput 1496 1205 r 2701 575 147 ^221 921 1058 1979 73.26lO j Laxmipur j 1584 1407 2991 923 6471 M70; S6 I ; 860 1521 50 8511 1 Nandapur j 1702 1272 2974 641 276 9'’ - 10611 9^ 2057 69.1612 j Narayanapatna j 1064 967 2031 348! 199 5 1 ^ ■’ 161 7681 1484 73.0613 Pottangi j i831 1357 3188 628 121! 74S! 1203! 1236 ?4:^q 76.5

1 Semiiiquda j 1138 1019 2207 756 487| '124^ 4321 532 964 43.67, Rural Total j 27684 23584 51268 11105 5I I 1 I 16216 16579 18473 3SJ52 SB.J71 ' Jeypore (Mj 1867 1 1692 3559 1645 12891 2934! 222 403 625 17.56

16 Koraput NAC 1549 1429 2978 646 4241 1070| 903! 1005 1908 54.i *7 Kotpad NAC 381 502 883 333 3921 725! 48 110 158 17.89.18 Sunabeda NAC 1590 1685 3275 L 51^ 364| 883! 1071 1321 2392 73.03

Urban Total 5187 530» t0695 3143 24691 5612! 2244 f 2839 5 1 ^ ^ 47.521 G n im iT ^ i 33071 28t92 ®t«63 14248 7S80| 21828! 18823 21312 40135 64.77

Source:NINAD-ll, 2001

l .axmipur Block (4 90%), Lamtaput Block (4.91%) and Jeypore Block (9.25%)

have single digit percentage o f out of school children in respect o( 6 11 years ol

age group. Percentage o f out o f school children in respect of Narayanapatna

Block is the highest with 25,47%. Pertaining to age group 11 14 years out of

school children percentage is lowest in Koraput block with 44 41% and the

highest in Borigumma block with 77.72%. In Sunabeda NAC and Koraput NA('

percentage of out of school children is abnormal with 73 .03%) and 64.06%.

Table No.2.15 and No.2.16 indicates the magnitude of out o f school children ni

respect of age group 6-11 years and 1114 years respectively.

1.12 Dropout Children:

Dropout is a major problem in the district. Generally ST girls dropout at

the age o f 9 in order to aid and assist their parents in income generating activities

and to look after their younger kids. SC & ST children dropout after completion

o f clasS“V education. This is mostly due to non-availability of Upper primary

education with in 3 kms distance from their habitations. Most dropout occure in

clasges-IIJ, V and VII. Special c ^ e is to be taken for ST girls LDropouty "N

percentage in the distance stands « 64 .78^ at the end of upper primary stage. In

the age group o f 6 -14 years, 186l3^€hildren have dropped out of schooling

facility. In primary stage (Class I-V) dropout children are^fouiid 10876 and at

upper primaiy st?ge (class VI to VII) such children are 7739.

p - 1

Table No.2.17

ED UCA TIO N AL S TA TU S OF CHILDREN IH TH E AGE GROUP 6-14 YEARS

SI. I NoJ

Name of the Block/ULB

Total child population in the age group 6-14

Nt). of enrolled Out of school children in th« age group S-i ^ ,, ^— I Total oyt of schoolchildren tn the age ) DROPOUT MEVER ENROLLED chiidren

! 1 Boys Girls j Total B o t i 1 Girts 1 Total 1 Boys Girls 1T o ta l! Boys 1 Girls 1T otal Boys Gkts ! Total ;! ! Bondhugam 5475 4557 10032 3854 1 2824 I 3678 j 4^8 384 1 832 ! 1173 1 1349 1 2522 1 1621 1733 3354 j

i 2 ! Boioariguda 7339 5961 13300 5396 ! 3699 j 9095 1 593 I 474 1 1067 ! 1350 1 1788 ^ 3138 ! 1943 4205 ,! 3 ! Borigumma I 1282-" 11164 ! 2399^ 3 - 6 1 7547 I 6660 1 . i43_! 1273 i 2416 1 2568 ! 2344 ! 4912 1 371 i 3617 7326 j1 4 1 basmanthDLi!' ' 8234 ■7570 1 1 5804 5924 1 5001 10925 1 993 504 j 1^97 1 1317 j 2065 ! 3382 1 2310 2 .^9 j 467S ;1 5 ! Jeypore _/ 11166 9163 20329 859-^ 6200 1 l 86j 2703 >■ 1383 j 1446 ! 2829.J, 2569 2963 i 5532! 6 1 Korap t i t 4R73 10G4M ' 4 7H4 3783 189^ 1UO j 397 1 dC2 1 900 ! 1702 i 991 1090 !, 2 08‘ ;

1 !Kotpad 8757' 7490 16247 5926 4895 ^0 8 2 1 229 626 j 855 I 2602 1 1969 4571 1 2.831 2595 5426 ;

1 8 ! Kundra 5840 5214 11054’ 4751 3634 3385 j 335 331 ] 666 754 1 1249 ■2003 1089 1560 2669 ;

1 9 ! Lamtaput 5598 4920 10518 4471 3684 8155 412 439 851 715 ji 797 1512 1127 1236 2363 1

! 1 Laxmtpur 5718 5289 11007 4883 4210 9093 57b 421 999 257 I 658 915 835 1079 1914 i

1 ' MNandapur 7999 6923 14922 59^7 4263 10180 626 ^20 1346 1456 j1 1940 1i 3396 2D82 ^ 0 4742 t

i ' 2 iNarayanapatna 4630 4020 8650 2937 2543 6480 253 261 514 1440 j 1216 j 2656 1693 1477 3170 1

[ 1 3 , 1 Fottangi 6877 5888 12765 4796 3550 8346 291 344 535 1790 1i 1994 i 3784 2081 2338 4419 1

i ./Semiligutia 5611 5143 10754 4678 3310 7988 .174 875 104 ^ ' :’59 958 1717 933 1S33 2 7 6 6 ^r— 1i Rural Total 101846 88175 190021 76030 59143 135173 74S0 8359 1582? 18366 W&39 i r n m 2a&32 54848 !

15 Jeypore (M) 5509 4958 10467 5021 4103 9124 101 450 551 387 405 732 855 1343 !16 Koraput MAC 4096 3912 8008 2711 2510 5221 941 1030 1971 444 ! 372 316 1385 1402 2787 !

! 17 Kotpad NAC 1349 1266 2615 1228 1001 2229 38 150 188 33 ! r s 198 121 265 386 i1 18 Sunabeda MAC 4709 4639 9348 3149 2932 6081 49 67 116 1511 ! 1640 I 3151 1560 1707 j 3267 i1 Urban Total 15663 14775 30438 12t09 t0546 22655 1129 1697 2826 2425 I 2532 4957 3S54 4229 1 7?»3 i

f I Grand Total 117509 102950 220459 88139 69689 157828 8579 10056 18653 20791 f 23205 43996 29370 3 m i i 62€31«^f

O>

Source:NINAO-n, 2001

Table Mc.2.18BLOCK/ULB WISE REPEATERS A T PRflHARY AND UPPER PRIMARY STAG E

Si. No.!

Name of the Block/ULB iPrimary State Upper Primary Stage | Total

RepeatersGirls 1 Totai Boys I Girts Total j1 Bondhugam 1024 566 1590 1 213 566 2156L. Boipanguda 1054 323 ! 1877 17 ' 118 289 2166

1Borigumma 1564 1026 ! 2580 644 203 847 3427

\ ^ Dasmanthpur I 9S3 300 1 1283 » 146 100 246 1529j Jeypore |1 793 728 1521 ' 402 208 610 2131

5 i Koraput |1 553 428 1081 353 158 511 j 1592- 1 Kotoad i1 1726 1009 2735 158 209 367 3102

! Kuridra 790 356 1146 79 168 _ ...247 1393! udi’, taput 792 372 1164 111 51 152 1326

' U ' Laxmipu: 511 392 903 425 79 504 'I 14071 ! Nandapur 875 277 1152 147 ! 75 i1 222 11 1374

1 Narayiinapatna 1 15 132 147 208 i1 ,39 247 394: ' ottaoQi j 683 222 905 86 1i 94 180 1085; Semiiiauda 1 348 619 11 967 / 118 i1 59 177 1144i Rural Totai 11801 72S0 11 19051 3401 i 1774 5175 24226

c, ! JevDore (M) 551 169 ii 720 132 j 208 340 10601,6 1 Koraput NAC ! 409 23C 63£ 315 369 684 132317 ! Kotpad NAC 384 7S2 116^ 285 39 324 149018 1 Sunabeda NAC 223 121 354 556 439 995 1349

1 Urban Total 1567 13t2 2B7S 1288 1055 2343 5222I Grand Total 13370 8562 21932 I 4689 2829 7518 j 29450

Source: Dl of Schools, Koraput & Jeypore

Never Enrolled Children;

Due to lack ot educational facilities within the walkable distance, 44006 numbers

of children in the age group 6-14 years never enrolled in schools out of total

children 220449. I heir percentage in the dislrici stands at 19.96% The district

has to provide access (o these children either through fomial schools or through

its alternative within a distance of I km from their habitation

The following tab’e No.2.17 indicates the magnitude o f dropouts and never

enrolled children in the age group of 6-14 years

The following Table No.2.18 indicates that out of 29450 repeaters found in

different schools of the district, 21932 numbers of children are in primary schools

(class~I to V) and 7518 numbers of children are m upper primary schools (Class

VI to VII). Special care has to be taken o f these children in such a way so that

they should not become dropouts in coming years

1.13 Transition Rate:

The Table No.2.19 indicates those 18759 numbers of children at primary stage

arid 9851 num.berjs o f children at upp-i primary stage are about to pass out. Their

enrolment in next higher classes are essential. Therefore, the district has to plan

for suitable access to these children during the session 2002-2003. Further, access

is to be provided to children already passed out during the session 2001-2002.

Such students, as reported by D.l. o f Schools, Koraput and Jeypore stands at

16790 in primar>' stage and 7017 at upper primary stage.

p ^ 2-

Tabte No.2.19i BLOCK/ULB WISE TRANSITION RATE AT PRIMARY AND UPPER PRIMARY STAGEi i Ql Kii-\ Name of the ! Primary Stage (Gli»»-V) Upper Primary Stage (Class-VII)

Ol. NO,i ! Block/ULB iBoys 1 Girls Total Boys 1 Girls Total! 1 I Bondhugam ! 5101 281 791 2591 161 420i 2 1 Boipariguda 1 6311 346 977 3231 146 4691 3 1 Bongumma | 12S1I 888 2179 59 ll 231 822: 4 1 Dasrrianthpur | 801 i 484 12851 257| 134 3911i ^ i Jeypore | 9651 556 1521 j 5771 309 886i i Korspdi j 6521 418 1070| 391 j 2011 592

i j Kotpad j 302 493 1295jI t)07| 257 i 764

i i Kjrinra ■ 590 _ 356 94 6 j 185|I 531! ♦i ) LcJinlapui j ■j 92 J / z 9()4 i (2 68 240

' -- A r-. ----^i ' w 1.

— .........!i-Bxmipur ■ j 563 486 1049 466 230 696

! ^ . I Nandapur 740 412 1152 227 100 327j - - - - - - - - - ^I i Narayanapatna 380 323 703 215 90 305 VT t Pottangi 612 357 969 215 73 288* 1 4 IL .. ' J

Semiiiguda 652 315 967 229 131 3601 1 Rural Total 9781 6G87 1 5 ^ 4775 2316 7091

{c; • ^ i Jeypore (M) 523 470 993 611 525 1136i 16 ! Koraput NAC 411 327 738 325 282 607! 1^ I! Kotpad NAC 225 171 396 213 155 3681 18 !! Sunabeda NAC 423 331 754 363 286 649i Urt»an TotaJ 1 1582 1299 2881 1512 1248 2760i i Grand Total 1 11363 7396 18759 6287 3564 9851

Source: Dl of Schools, Koraput & Jeypore

1.14 Working Children:These children are out o f school children. Some of them are dropout children and

others are never enrolled children. For mainstream these children, National Child

Labour Project school are functioning in the district. No. of such centres are 20.

T hese centres are run by NCLP. The execution head o f the project is the Project

Director

In the district ot Koraput 13558 children in the age group o( 6 14 years are

identified through survey conducted by NCLP Till date 942 children were

mainstreamed through NCLP centres and in this year 1000 children are enrolled

in NCLP centres Rest children 11616 are to be taken care o f by opening extra

centres under All .

Table No.2.22 piesented below indicates the status of child laboujers in the

district

1.15 Disabled Children:

Recent survey conducted by the District Social Welfare Department, Koraput

under the aid o f State W & C D Department, 3619 numbers of'disabled children are

identified in the district in the age group o f 6 -14 years out o f total disabled persons o f all

ages numbering to 16359. Out o f 3619 disabled children, 365 ch’^uicu arc found to be

totally blind and they need special care througn blind school located at Koraput. Further,

4 io numbers of deaf, 2>8 numbers of dumb aiid 221 numbers o f both categor> children

are also need special attention through deaf and dumb school located at Sunabeda Rest

2359 numbers o f disabled children are to be integrated into formal schooling system

through special provisions

Magnitude o f disability in the district is reflected in Table No.2.21.

p -

Table No.2.20INFORWATiON ON NCLP

! 31.N o .'

!

Name of the ; Biock/ULB

1

Total Child Labourerj Identified

SilanceFICU P....1Children

No. of NCLP

Centres

Present EnrolmentTotal NCLP Children! to be Mainstreamed i

No. of further j NCLP Centres j

Boys Girfs Total Boys Grrts Total Boys Girts 1Total Boys 1 Girls 1 Total i RequiredBondhugarr j 295 215 510 270 197 467 1 26 24 50 244 1 173 1 417 8c50ip3riQU03 \ 355 297 652 321 285 606 1 22 28 50 299 j 257 j 556 1 1Borigumris j 615 446 1061 552 409 961 2 51 49 100 501 360 j 861 1 t

4 Dasmantnpur 678 559 1237 643 544 1187 1 28 22 j 50 615 522 1 1137 23Jeypore 646 588 :334 602 546 1248 2 32 68 i 100 570 578 1148 23

i KoraDut 1 716 385 ^60^ 685 866 1551 21 29 1 50 664 837 1 1501 30 Kotpad 1 524, 441j 965 497 421 918 31 19 j; 50 466 402 ! 368 1 i1 Kunarr- ; 358 1 O / I

j 57B _ 340 195 535 - 29 ' 50 311 174 * 485 10Lat’Uapu' ! ? i;4 4 /3 234 180 423 1 23 Z f j bO 211 162 j 373 7

Laxmipur * 540 498 1038 514 479 993 r '• 25 25 ! 50 489 454 ^ 943 1911 ' Niandaour 771 824 1595 748 797 ' 1545 .4 18 32 1 730 765 1 1495 30i 2 * Naravanapatna 250 249 499 230 225 455 28 22 i 50 202 203 ! 405 3•1 o' u ! Pottangi 257 186 443 232 156 398 ’! 1 22 28 '! 50 210 138 I 348 714 Semiliauda 309 283 592 285 257 542 ' 1 16 34 1! 50 269 223 i 492 10

' Ruraf Total 6568 1 6010 ! 12578 6153 5676 11829 16 372 428 11 800 5781 5248 i 11029 220i 15 1 Jeypore (Mi i 242 ! 167 i 409 213 147 360 1 1 31 19 1 50 182 128 I 310 5\ 16 1 Koraput NAC i 1^1 1 130 j 241 85 106 191 ! i 32 18 50 53 88 141 3i 17 1 Kotpad NAC j 62 j 61 j 143 47 52 99 1 ! 26 24 50 21 28 49 1\ 18 1 Sunabeda NAC 1 115 i '2 i 99 38 137 1 1 24 26 50 75 12 87 I 2f ..j i Urban Total 1 550 j 430 i 380 444 343 787 4 1 113 87 200 331 256 587 12

, Grand Total i 7118 i 6440 i 13558 6597 6G19 12616 20 i 485 515 1000 6112 5504 11616 232

vr.

Source:DSW O, Koraput

Table No.2.21B L O C K / U L B W IS E M A G N IT U D E O f D IS A B L E D C H IL D R E N IN T H E A G E G R O U P 5-16 Y E A R S

Visually Im pairhg & Listening implMental RetardedSl.jNo.j

1

Name of the I Block/ULB 1 1

OH

!Total j Blind

^ ^ ‘ loe af! Shna j j

1

Dumb ^jBothj

r

MP 1

i

iCP 1

iSP

1

Muttipie 1 Dssabiitty j

1 !■

Totaf

1 1 Bondhugam j 77 14 5 1 21 12 ' 12 ! 1O o i I"" ■ • '/ ...... 11 i 18 ' i

2 1 Boipanguda 117 35 20 1 32 14 ! 12 i i 5 ! 1 > 1 \ 259 ,

3 j Borigumma 144 28 ! 35 1 38 16 ! 21 ^ ^5 * 6 ! 1 !1 i 327 ,4 1 Dasmanthpur 95 42 51 1 22 12 ! 16 1 16 ' 8 ! f 14 ! '7P"’ ;. J5 Jeypore j 117 26 28 i 35 11 ! 19 i 16 ! 4 1 \ ?1 1 1 i 2^8 i

^ 1 Koraput j 84 24 28 j 36 18 ! 15 1 16 ! 7 i 5 i IQ 1• - W j 252- f ‘ 1 Kotpa-j j 97 20 2 1i 20 20 7 ! 8 ! B i ■’ i 3^ ! 242 ;8 Kundra j 114 L 29 31 58 12 11 ! 16 ! 4 1 i -Q I 294 J

Lamtaput 79 38 20 21 38 11 ) 18 1 n S 6 1' 9 ?i wI a i i i Laxmipur 65 15 21 1i 19 16 18 1 ^ I! 24 ! 5 1 5 j' 194 !

Nandapur 89 12 2~i j 15 14 '' ' I 6 i1 4 j! 6 ! 5 !I 109 51 19 ! Narayanapatna 46 10 3 I1 20 10 3 ! 14 !! *

1 i *2 125 ^! -- T 11 I f^ottang' |

\------------HI . ' ‘ I... . '..'r',. :1 21 j 1 !U .1 9 1! 2 1! I 11 170 '

! ^4 1 Semiligucy 38 , 2 5 I . -i 39 9 16 11 i 1 I 11 220 1

r 1 Rura! Total ' 1283 334 320 1 213 1 1 ,177 I 83 1 51 1 202 i 3252 1r^5 * Jeypore {M' I 42 9 j - 9 f c L .y . . q a ■:

1 I 0 1 ^ 1 i 14 I 103 i16 ' Koraput NAC 1 31 10 1 5 r T

1 i1 11. r c.I ■ ‘

f1 1 ^ 1 82 i

17 Kotoad NAC 28 4 * 4 5 4 ! ? j w j 4 j 11 1. 70. 1

18 Sunabeda NAC 40 8 9 ! 7 I 2C ! n 1 i i 9 1

I '' -NI ^ i ° t J ^2 i

Urban Total 141 31 I 26 1 19 ! 45 ! 2^ 'i 1 2 4 I 7 -?I 1 38 i 367 1

Grand Total 1424 365 346 ! 416 ! 258 ! 221 I 201 1 90 : 58 i...._ ... i 3619 !

Source.DSW C.

L16 Quality Edueation:

F^aseline Assessment Study has been conducted in Koraput district during tlie year

2000 to study the prirnar>- level educational status of the childien with the

following objectives.

1. l o measure the average students achievement in the competency based

achievement tests in language and mathematics at the end o f Class-I and

(lass-IV.

2. 1b study the achievement clifferences with regard to location, gender and

social groups.

3. l o study the effect of variables like school, teacher, and classroom

practices incentive scheme etc. on students’ achievenien<^.

4. 10% of the schools w ere selected from the sampled blocks and urban areas

using the table o f random numbers.

Ih e following Blocks LJI B were taken for this study.

(i) Kotpad, Jeypore, Semiliguda and Nandapur Blocks

(ii) Jeypore .Hid Kandapur urban areas.

Block/liLB wise distribution of total sample (students & teachers) and

ictiools are reflected in the following table.

Block/IJLB

Katpad

Jeypore

Semiliguda

Nandapur

I Irban

Total

No o f Schools

10

[o

12

8~

10

50

No. of Students

Class I

Boy Girl

- -26 “ "

n 23

59 1 ^ ”

52 39

96 62 ~

3 ^ 166

C:iass-lV

Boy

56

19

66

'53

6S

322

Girl

J\~

46~

33 ~

3 9 ~

52" ~

2 0 l‘

No. o f I'eachers

Male

24

~17

~\1

T f1%

Female

()

1

^ 5

Assessment of Students Achievements:

Performance of Class-I Learners

Lanirnage MattiematicsMean Percent Standard Mean Percent Standard

deviation deviationTotal 54.16 5.34 47.58 3.63 1Boys 57.24 5,4-J 49.91 3.62Girls 49.23 L I - 2 " ^ 43.86 3.64Rural l l l .7 2 5,39 46.36 3.54Urban 62.J3 15 30 51.67 3.84SC 44.58 ~8.39 45.90 4.05ST 35.02 6^89 40.05 3.55Others 42.97 7.91 49.46 3.67

Performance of C lass-1 V Learners

Lan| uage MathematicsMean Percent Standard Mean Percent Standard

deviation deviationTotal 48.48 13.49 40.12 7.79 'Boys 48 88 12.91 39.92 7.87Girls 47 70 14.49 40.52 7'61Rural 45.49 r j 1.94 39.25 8^20Urban 55.26 15.39 42.10 6.68SC 42.60 12.23 44.58 839ST 45.71 11.90 35.02 6'89Others 53.06 14.40 42.97 7.91

Analysis

1, Poor perfomiance in mathematics in comparison to language

2. None of the learners performance is more than 60% in both (he subjects.

3 Gender differences in achievement of Class-I learners stands 801 for language

and 6.05 for mathematics

4 Gender difference in achievement of Class - IV learners stands 1.18 for language

and 0.6 for mathematics.

5. Performance ol urban learners is better than that o f rural learners in both the

subjects.

6. Performance of SC learners are better than that o f ST learners.

7. In comparison to the perfonnance of students of other categot y the ST students

showed a poor *cve' ;‘ »^^brmance.

^ 7

MlildbuitlM-MlturiMte in

•-•n ju in e MathematicsNumber R«fige Number Range

80% & above 140 26.77 34 6.560% to 79 % 73 13.96 133 25.43

Class 1 50% to 59% 75 14.34 102 19^50^J O ^ j 4 9 % _ 1*47“ T s.T i i 72 ” ^ 32,8920% to less 80 16.32 82 15.68 ~80% & above ^41.......... 7.95 25 4.8460% to 79 99 19.19 64 12 4

( lass IV 50%'to 59% 85 16.47. 52

10 08”’212............. 41.09 217 '42.05

20% to less 79 15.31 158 30.62

Analysis

1 In (I!Iass-I language 2h.77% o f students perfonned at 80% or above level and in

Mathematics 25 43% of students performance at 60% to 79%.

^ In (^lass-I and Class-I normal performance o f majority students a( 30% to 49%)

^ Overall performance o f students in Mathematics is less than satisfactor)^

School faculties at Primary and Upper Primary stage :

Primai-y stage: The facilities that are available in primary schools with respect to

buildings and classrooms are detailed m the following table.

p i

l able No. 2.22

Block /ULB w i^ df sU jbution of schools by No. of class rooms

SI

No

2

3

4

6

T

8"9~

10

iT

12

iT

'14

' i T

16Y f

]H

Name o f the

Block/IJIB

Bondhugam

Boipariguda

Boriguiiia

Dasmantpur

Jeypore

Koraput

Kotpad

Kundra

Lamtaput

Laxmipiir

Nandapur

Narayanpatna

Pottangi

Semiliguda

Rural Total

Jeypore

(Municipality)

Koraput NAC

KotpacfNAC

SunabedH

NAC

I frban Total

District Totnl

Buif 01 '()2...... . 03 " 1)4 05 ”06 More Total

ding room rooms rooms rooms rooms rooms than 6

less rooms- - - - -

~6 6 4 3 i

“l4 ^ ~ 64 - 24” I T 3 ~ ..... 1 ~ ~ “n 9

~29 ” ~ 31 ~9 8 .. 2 ‘ 172

l9 ~ ” ~;3 2 - - ~rs2

I s ” ’ 16 ~iT__ ^

’ 3 4 - j 2 7 '

1 l 6 - - — - Tl ~ ” 1 ~ 6 T 1T?~ ~

r 1 ~62 25 T 2” 9 ~3 - " i n

?6 ~6 9 1 -

~9 ~69 2^ lo ^ I 1 T ’ l2"l...

- 2 8” " 'IT 17 1 3 ~1.~ ... r

51 ""1 Ti 1 2 ~2 ~ - 2

1 l 9 50 4 T 1 "1

9 31 ” 69 13 2 T ”2 - "1 T3I

6 32 1 69 4 2 ” ~ '2 T i 5

~55~ 185 ~ 1 9S6 221 80 ’ 5 7^ ” I 9 ' \ 7 ' "

.......... .

'“|V79|”' ~

5 3 ! 1 1 6 T .. 6 - 4>r

, 5 ^ - 4

I

4 ' r ~ 3 ’ ' r) 69

f ~ ', -■

2 ' "4 - 3 14

61iI

- - 0 4')

28' 7/1

~i2 ' 10 ~\ 1 3 ........ 19 175

291 j p i l l ’ 233 ‘)0 ” ’ 68 22 36 1K66

(Ither common facilities available in primaiy schools of the district such

as Book bank, Boundaiy wall, electricity, toilets, sckates ball first aid, wall clock,

furniture for students and teachers and drinking water facility are reflected in the

following table no. 2.21

After describing the present educational scenario of the district in detail,

now the next chapter shall be followed with, the planning process to be adopted in the

district for plan preparation, programme implementation and monitoring

T a l^ flo.2.23

rNFORMATtON OF TYPES OF FACILITY.. ----------------------" ' i ........ "1 -----------1— 1—Si. : Name of the | Book | Boundaj Efectri | Girls I

" ' T"'— ..School 1 First Wad

Clock

Bench & D%k C h i^ for Te«:her Tables for Teachers!

1j Water1 facilityi

No.; 3ioCK./ULB 5 Bank j ry Walt 1 city: ! i i ........

Toilet aiToitet Bfiti j Aid For

allFor

same Total Forail

Forsame Total For

allFor

same Total i1

Koraput 6 8 8 52 10 3 8 11 25 41 66 23 43 66 67o Semiliauda 3 1 4 1 2 2 3 53 8 2 5 7 15 10 25 10 8 18 443 ' ‘ottangi 3 1 S 2 2 3 122 14 0 5 5 20 56 76 18 51 69 454 Nandapur 5 ! 3 1 1 5 122 4 0 9 9 83 ?9 12? 71 43 114 585 I Lamtaput 1 ! 2 3 4 1 4 4 ei 5 0 6 6 18 53 71 29 50 79 506 1 Dasamanttipur 3 1 2 4 1 2 3 115 10 0 41 1 9 72 81 8 71 79 277 I Laxmipur 1 0 4 2 7 3 63 8 2 1 3 12 13 25 9 11 20 508 j Narayanapatna 2 4 4 1 1 5 47 9 0 6 6 22 29 51 14 31 45 31S t Bamfhugaon 1 1 0 1 0 0 47 -j 3 1 4 28 ' 33 61 26 29 55 4810 Jeypore 3 7 4 2 4 2 m 9 8 4 12 22 23 45 10 36 46 4111 Botperigutia 3 7 6 1 3 3 111 6 5 4 9 14 17 31 11 16 27 3712 KundiFa 2 0 5 \ 1 3 84 9 0 2 2 18 38 56 17 34 51 1213 Bor^umma 5 12 11 4 9 5 151 21 3 2 5 75 50 125 34 100 1114 Kc^ad 5 4 8 1 4 4 108 13 2 2 4 65 33 63 30 93 5

I Rural Total 41 62 75 29 48 S2 1234 127 28 56 M 507 933 375 487 862 1 52615 j Konapyt NAC | 3 2 6 7 8 4 16 9 4 3 7 7 3 10 16 10 26 j 516 j Sunai>eda NAC [ 5 5 1 9 5 5 5 49 9 5 2 a 25 10 35 25 10 35 i 1117 1 Kotpad NAC 1 1 . . 2 1 . 2 . 1 2 0 5 5 2 1 3 3 4 7 5 2 1, 318 ! JevDore(M^ 1 4 1 14 1 6 4 11 4 40 20 6 2 3 10 33 43 15 20 35 1 119 ! Damanjodi CT 0 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1 Urban Total 13 23 23 17 13 110 43 18 8 26 45 50 95 61 42 103 20! Grand Total 54 1 85 46 74 65 1344 170 46 64 110 471 557 436 529 9BS ! 546

Source; School Survey by EMtS

CHAPTER - III

PLANlsriNG PROCESS

C H A P T E R Hi

PLANNING PROCESS

3 1 INTRODUCTION;

Planning is a systematic tind continuous process It is not a panacea to

cure all the ills in the system. It involv es identification of needs and problems; set objectives and

strategies and addresses them within the available resources, examining the alternative use of

resources and choosing the best out ot them. It also involves continuous consultations betw^een

various constituent units. Since the aim ot “San^a Shiskh^^a Abhiyan (SSA)” is to provide useful

and relevant Elementaiy Education for the children in the age group o f 6-i4 years by 2010

bridging social regional and gender gaps uath the active participation of the community in the

process of planning and management of schools; the planning process of the District must

envisages the bottoms-up approach reflecting the reality o f the grassroot level. Hence, in ol der to

make the plan area specific, need based and realistic; due care and attention has been given

taking the needs and aspirations of people at the grassroots level into account in a decentralized

and participatory approach.

The District perspective Elementary ltducation plan (D E E P) has been prepared basing

on opinions, suggestions, discussions and consultations with various functionaries working in the

district both from Government Sector and from Non-Govemment Organisation involved in the

lield of education.

The following steps have been follo^ythi lor preparation of DEEP.

7 f

h i FORMA I ION Ol< OISTRICT ADVISORY BOARD:

In order to aid and advise, suppoit and suggest the district core planning team, and

advisory body at the district level was constituted under the Chairmanship of the Collector and

District Magistrate as its administrative head The other members o f the district advisory board

are as follows

1 Inspector of Schools, Jeypore

2 hispector of Schools Koraput

3 Principal, D lE 'l, Jeypoie

4 Chief District Medical Ol ficer, Korapul

5. District Social Welfare Officer, Koraput

6 District Welfare Officei, Korapul

7 Project Directoi, DRDA, Koraput

8 Project Directoi, National Child

Labour PiOject, Koraput

9. District Developmeni Officer, Koraput

10 District Inspector o f Schools, Jeyfiore

11 District Inspector of Schools, Koraput

12. Dist. Project Co-Ordinator, DPEP, Koraput

13 Executive Engineer, RWSS, Koraput

14 Director, COATS, Koraput

15 ALOKA, Koraput

Member

Member

Membei

Member

Member

Member

Member

Member

Member

Member

Member

Member Convenor

Member

Member

Member

This body will meet once in tliree months to provide ‘Convergence’ and help removing

bottlenecks, if any, not only in collection of information but also at the time of implementation.

3.3 DISTRICT CORK FI ANNfNG TEAM:-

In order to develop the plans as per tlie procedure laid down in the SSA framework by

adjusting the various proposals emanating from various levels; n tore planning team at the

district level was constituted with the following members

1 Sn Jugal Kishore Mislira, I eacher Hducator, DIET, Jeyjiorr'

2 Sri Ramesh Chandra Mishra, S.I. of Schools, Boipariguda

3 Sri Trilochan Choudhury, S .I of Schools O/o the dist. Inspector o f Schools, Koraput

4 Sri Siba Sankar Patnaik, Dist. Co-Ordinator, DPRP, K»)raput

5 Sri IJdaya Chandra Mishra, Dist. Co-Ordinator, DPEP, Koraput

6 Sri Sobha Sundar Panda, Dist. Co-Ordinator, DPEP, Koraput

7. Smt. Shanti Pradhan, Headmaster, UGME School, Pujariput

8. Smt. P.Padma, Shairperson, Panchayat Samiti, Bondhugam

9. Sri Chandra Sekhara Panda, Dist. Co -Ordinator (Planning) DPEP, Koraput.

rhis team will meet once in a month and fimction according to the advice of the District

Advisory Board I he DPC,DPEP, Koraput shall be the executiv*’ head o f this team The team

wi)l formulated the plans gathering infomiation collected by the Block / ULB level members.

Educationist, VECs, l eachers and parents.

3.4 BI.OCK/ VIM PLANNING TEAM:-

Ih e Block / ULB level planning team was constituted vvilh the representation ot the

lollowing category of people.

1 Sub InsnecJor of Schools

2 Block Resources Co-ordinafor

3 Block Resource Person

4. Headmaster of upper P j imarv Si'hoof

C .D P O

f- - r -

() vVellare Extension Ottlcer

7 Social Education Organise!

8. U ualN .G .O.

9 P R.I. Member,

10. romnninity leader.

11 Self Help Group.

12 ( rram Panchayat Extension Oflicer.

13 One Active VEC President.

14 One Ai tive PTA member

15 One Active MTA member.

16. One Active l eacher Representative.

The learn will function under the direct supervision ol the Block Development Offlcei /

E'xecutive Officer and will meet once in a month for undertaking Block / ULB level plarming

activities. The team shall gather infomiatioii’s from the ( lusters / G.Ps for plan formulation.

3,5 Cl LISTER / G P / WARD LEVEL Pi.ANNING TEAM:

There shaU be a planning team at the cluster / G.P. level. The team shall be

Constituted with the following representations:-

1. Headmasters o f Primiuy / Upper Primary School.

2. P R. I member.

3. One active Self Group member

4. One V.E.C. President.

5. One local N.G.O. member.

0. L V .L .W /V LW.

7 . I.C.D.S. Supervisor.

8. Cluster Resource Co-ordinator.

P - 7 ?

The team shall meet once in a mouUi and formulate planning for the chister / (I.P. / Wards. Phe

C.R.C Co-ordinatoi shall act as the team ("o ordinator.

3.6 VILLAC^E LEVEL FLANNINC; IEAM:

I he aim of constituting this team is to involve the parents and the community

leaders in the education of the children. Fhe team shall provide wider representation to

grassroots level structures such as PRls. VE( s, PTA, MTA, Community Leaders, Teacher,

Parents and workers of A.W. centers. Headmaster of the local primary / Upper primary

institution shall be the member co-coordinator of this I earn. They shall meet once in a month

and share the norms for providing school facilities. The team shall further collect latest

infonnations from the grassroot level and prepare village level plans. They also undertake

activities like Micro Planning and School Mapping NINAD, Survey, and formulate village plans

Accordingly.

3.7 CAPACITY BUILDING OF PLANNINCJ1 EAMS:-

Imparting training to planning team is of paramount importance. Planning team

should be a acquainted with norms foi providing school facilities. Prior to development of first

draft plan, tlie planning team should be orienteci about the aims and objectives o f SSA. The team

should also be acquainted with collection of information; norms and strategies of the programme

for plan formulation. The second round o f training should be imparted after preparation of first

draf\ plan. Ibis will provide an opportunity to the planning team to improve upon the plans hy

having discussions with district teams.

I'he district core planning team has already been oriented at State level by the

State Resource Group. In turn they shall impart training to Block / ULB planning team. The

Block / Ul.B team shall take the responsibility of imparting training to cluster / CiP / Ward and

village planning team

Detlicated members from \hc liistm l / Block / IJl.B / Cluster level planning team

shall personally visit villages along vMtli the village level planning team for on the spot

1 '■

iiileractioii with the community and the target groups to identity the needs issues at the

grassroots level. Accordingly they shall fomnilate strategies to address the identified needs and

issues wid reflect them in the plans. Selected members from the planning t^ n i are also to be

exposed to different workshops, onentations programmes and trainings conducted at State and

national level.

A number of pre project activities have been undertaken in the district to make

real involvement of people ad to generate a demand for quality elemental^ education in the

locality.

HOUSE TO HOUSE SURVEY: Hetore going for planning, it was felt necessary to collect

information on school going children, out of school children, dropouts, unserved habitations,

number of disabled children and other relevant data. For the purpose, a house to house survey of

all habitations has been conduc ted in collaboration with 7eachers, Anganbadi workers and local

youth through a standardized fomiat developed and supplied by OPEPA. The whole process was

conducted in the district from 15.10 2001 to 19.10,2001 simultaneously in all blocks and ULBs

covering all habitations. These collected dates were compiled at village level, G.F. level,

Block/ULB level and district level with the active participation o f field ftinctionarics in the

department o f education.

SCHOOL SURVEY The Technical Consultants and the Dist. Coordinators o f the District

Project Oflficer have taken up a n\assive school survey programme in two phases from 22-25

April,2002 and 23-31 July, 2002 covering all primary and upper primary schools in the district to

ascertain the update school conditions in respect of infrastructural facilities available.

NINAD I & H This is an unique village level awareness programme conducted in the district

in two phases from 10.12.3000 to 16.12.2000 and 15.10.2001 to 19.10.2001. The focus o f the

programme was to sensitise people and enable them to involve themselves towards massive

enrollment, checking dropouts, monitor the proper functioning of educational institutions and

also create demand for elementaiy education. The entire District Administration was mvolved in

these programmes chalking out an action plan for its sucoessftil implementation. Update data was

P - f ')

collected ftorn eaci) habjtalion on enrollnienl, dropouts, never enrolled and disabled children

pertaining to age group 0 ! 4 years and also literacy data for the age group 6 35 years.

The above three exercises have helped in building a strong database for planning.

COMMIJNH Y M OmiJSATION:

During the course o f household sun ey, school sur\^ey and NINAD programine,

awareness campaign have been conducted at District and Sub Distiict levels covering all

habitations. Posters, pamphlets have been circulated to make people and teachers aware of the

programme and suggestions, opmions were invited from general public. The message of SSA

was displayed through flash cards. DEEP cells have been opened in all BlockAJl B headquarters

and at the district headquarters as w ell to make people query clear. Cultural Team for district as

well as all Blocks/DLBs have been formed and entrusted with the task o f wide publicity of SSA

message through cultural programmes such as Dhemsa Dance, Dcsia Dance, Street plays

puppetry shows organized at village level, G.P./Ward level, Block level and district level as well

as at weekly markets and public gathenng places. Teachers have been mobilized in the process.

Rallies of students at cach and even ' school ponit across the district have also been organized.

Conventions o f PRi members and administrative officers were also organized both at District

and Block/ULB level Slots through tribal dialects(Desia) from All India Radio, Jeypore

broadcasted regarding aims, objectives and norms of SSA. Further, in cultural prgrammes of tlie

PARAB,2001 message of DEEP was made wide publication to mobilize public. Exhibition stall

was installed with the aims, models o f DEEP all along with video show and puppetry dance to

mobilize the commuity which was appreciated by one and all.

FOCUI . GROUP DIS( USSION

Focus gioup discussions and workshops under NINAD-II at different levels

starting from village to District were also conducted randomly with the participation of VliCs,

Mahila Mandals, Self help groups, NGOs, PRls, Iribals leaders, Anganbadi workers, 1’eachers

During the c»>urse of discussion, area specific issues and problem were invited.

j)

CONVERGENCF MEETIN(;S :

( oiivergetue meetings both at District level and BlockAJLH level also conducted

with members orCiovt. agencies and non-(iovt. sectors to share the different project activities for

optimum utilization ot available resources avoidmg repetitions and wastage

IN DEPTH STUDIES;

Ihiee studies on district specific problems have been undertaken at District level to probe int(»

the extent and causes of Socio ei onomic barriers towards eiementaiy education. The titles o f the

topics arc:

I) Hducational problem of Paraja tribe ofKoraput District,

ii) Constnnls of girls enrolment in maccessible areas of Korapul

District.

lii) Socio-economic barriers in elementary education

The finding of three micro-sludfes have thrown some light on causes o f low rate of girls

enrolment and socio-economic barriers that exist in the district, which have paved way for

planning as the findings have got wide applicability.

BASE LINE ASSESSMENT STUDY: -

A base line assessment study was undertaken in 50 primary schools from 6 9.2000

to 20.9.2000 which have been identifies in different Block / IJLB areas of the district. This study

was entrusted to SCBRT, Orissa on behalf of the Govt, o f India(M H R D) with a basic objective

to measure the achievement level of students in Class-I and C'lass- IV in mathematics and

language and to assess the influence o f various school related, Teacher related etc. variables on

the leamers achievement. Findings of this study have immense help for planning to bring out

improvement in the level of learnes achievement. It sen^es as critical indicator for providing

quality education.

P -

( ONSUI/I A I IONSt

1 he district core planning Team has consulted various research articles and

reports (in tribal education, available in the distric I Irorn the sources like;

A (Jouncil of Analytical Tribal Studies, Koraput (COA TS) deals with research on

social living and culture of tribals.

B Reports and research findings available at P G Oeptt. of education, DAV College,

Koraput, College o f Teacher l lducation, Koraput and DIIiT, Jeypore have been

consulted along with several maga7ines, journals, periodicals published on

educational scenario at Koraput.

C District specific Book like Koraput Gazetteer, District Statistical Hand Book -

1997, Action plan for Total L iteracy campaign.

D Books like primary educaiion in India by Sri Amarjeet Siiiha, Census-2001 (part-1

Director of census operation, Orissa

E (i) Reading materials like “Educational Attainment” taken from the National

Family Health Survey reort published in October, 2000;

(ii) Sarva Shikhya Abhiyan a frame work for implementation’, M H R D,

Govt of India, department of Elementary Education and Literacy.

(iii) ‘Plan Fonnulation by Shn N V Varghasa, DPEP, NIEPA, New Delhi,

1997

()v) "Comniumly rnobili/ation and participation’ note to fourteenth joint

Review Mission, ■’(KM <ioN t of fndia

F 8

1 he above t'xercise and ailicles have given inmience scope lo understand the problems,

need and asfiiiatuMis of people as emerged through various consultations, conventions, group

discussions and interactions with conununity members

PLANNING STRUCTURE IN THF DISTRIC T

Level

District

Rlock / ( f l B

Dist. Advisory Body

(Core Planning i'eam)

nlocK / 1JLB planning

learn

(i.P / ('^luster/Ward ' Clustei Planning Team

Village/Poda/Sahi Village Planning Team

Head of Agenc)*('ollector and Dist.

Magistiate

Block Development

Officer / Kxecutive

Officer

Cluster Resource

Person

President, VBC

ImpkMnenttiil AgencyDist. Project Office

Dist. Project Office Center

(^luster Resource Centre

V.E.C

P - 8 3

CHAPTERJV

ISSUES AND STRATEGIES

CHAPTER - IV

Artlvttlii;

4.1 Introductton"

During post Independent period a lost of attenrjpt, operations,

divergent approaches have been made to achieve the goal of

Universal Elementary Education (UEE) But the dream has not yet

been realized. The outcome of group discussions, convefitions,

convergence meetings, workshops and in depth studies conducted

at various levels as mentioned In previous chapter throw some light

on some of the major issues that still exist in the district despite

various approaches to bring the benefits of education to the

children in the age group of 6-14 years. These identified issues

can broadly be classified in major heads as detailed below :

Access, Enrolment, Retention, Quality Education.

4.2 Access:

SSA envisages that children of every habitation in the age group of

6 - 14 years should have access for primary schooling with in one

K.M. distance.

f> -

Issues -

(i) In the distfict 15i 5 habitations do not have access to

primary schooling. Out of these habitations 1501 habitations

are located in rural areas and 24 habitations are located

urban periphery. These habitations Include 537 revenue

villages. Population distribution of these habitation are as

follows:

a) 300 and more - 71

b) 200 to 300 = 155

c) below 200 =1299

Tola! -1525

(ii) Physical barriers like hills, forests, seasonal streams between

school and habltacion.

In order to address these above major issues the following

strategies are suggested.

Strategies:

(i) 7j two teachers' new primary schools are to be opened in

habitations tiaving population 300 and more covering 106

tinseived liabitations. These schools are refle( ted in DPEP

(ii) 155 single teachers' new primary schools are to be opened

in habitations having populations ranging between 200 to

300 covering 210 unserved habitations. These schools come

under DPEP. Due to celling on civil work as well as project

cost single teacher schools with single room Is proposed

under DPEP. 155 additional teacher alongwlth 155

additional classrooms are to be covered under SSA in order

to bridge the gap.

(iii) 741 EGS primary centres covering 94S unserved habitations

are to be opened under SSA in the habitations having

population less than 200 with child population 20 or more.

(iv) It is proposed to open 132 cluster EGS centres covering 264

unsen/ed smaller settlements (habitation) with child

population less than 20 under SSA.

The above distribution for covering 1525 unserved habitations Is based on

the month long on the spot verification during September, 2002. Block-wise

distributions of the above schools are reflected in the following table.

SI. Name of the Total Unserved habitationsi

No Block/ ULB Nos.

2 Teachers NPS

SingleTeachersNPS

EGSPrimaryCentre

ClusterEGSCentre

— — - — - - ------------— - ---------- -------- - ---------- - ■ -■ ------------- . . . ------------- ~ -■

1 Bondhugam 78 01 11 25 08

2 Boipariguda 281 20 03 130 37-------- ---------------------- — _ — ----------- ------------------------- ------------------------- --------------------------

3 Borlgumma 44 15 16 13------- --------------------------------- ---------------- ..— ------------------- - — — -------— ---------- --------------- - - -----------------

4 Dasmanthpur 116 - 16 64 06-------- --------------------------------- --------- --- - ---------------------- ---...---------------------- — ---------------- - -------------- - -

5 Jeypore 120 08 09 60— ..- --------- ------------------------ -..— ..— - ---------------------- ■---------- --------------- — ..— ~ - - ----------------------

6 Koraput 39 04 10 25 1-------- ---------------------------- - ----------------- ------------------- - •------------ -------------- -------------------------- --------------— --

7 Kotpad 20 02 18 -i

-------- --------------------------- ---- -------------- -------------------------- ------------------------- ------------------------- ------------------------

8 Kundra 51 01 11 39 ----------------------------------- ----------------- -------------------------- -------------------------- ------------------------ - ---------------------

9 Lamtaput 61 06 55 --------- ...- ------------ --------------- ----------------- - ..— ............. ------------ ------------- ------- --._... _. - ------------------ ---

10 Laxmipur 40 03 05 32 '■ - ..... - ..... - ....... . — -------- --— .... - -................. ----------- --- — -

i

11 Nandapur 233 07 22 108 31~ - - - ------------------— — -------- ---------------- . . - - ... - ~ -- — -----------

j12 Narayanapatna 100 03 03 40 15

----------- ------------- -- - ... .... _ ---------------- .- ------ ---------- -- - — ............ ..... -

13 Potfangi 266 - IJ 95 35

h i

14

16

17

18

Semiliguda

Rural Total

JeyporeMunicipality

Koraput NAC

Kotpad NAC:

Sunabeda NAC

Urban Total

52

IS O l

06

05

13

24

02

66

^ Grand Total 1525

01

04

05

71

04

145

02

03

05

10

155

46

732

04

01

04

09

741

132

132

Requirement of Teachers and EVs:

(i) 142 teachers are required for 71 two teachers new primary schools under

DPEP.

(ii) 155 teachers are required for 155 new primary schools under DPEP and

155 teachers are required for 155 new primary schools under SSA.

(iii) 741 Education Volunteers are required for 741 EGS Centres under SSA.

(iv) 132 Education Volunteers are required for 132 Ouster Schools under SSA.

Buildings:

(i) 71 two roomed sctiool buildings for 71 two teachers new primary schools

to be constructed under DPEP.

(ii) 155 single rooms to t)e constructed for 155 primary schools under DPEP

and 155 single room to be constructed for 155 primary schools under SSA.

(iii) Community should provide accommodation for 741 EGS Centres and 132

Cluster EGS Centres.

Where there is Government land construction work will be taken up in due

consultation with the concerned authority and in case of non availability of

Government land community should provide accommodation for running

of the school/Centre*

Upgradation of Existing Primary Schools to Upper Primary School:

During the preparatory planning exercise, it was observed that children

were discontinued their studies, especially tribal girl children after completion of

Class-V for non-availability of Upper Primary schooling facility with in a walkable

distance i.e. 3 Kms.

As per SSA norms, one upper primary school should be there for every

two primary schools. In me distiict 1645 primary schools are mere. Under DPEP

another 226 new primary schools are going to be opened and thus the total

comes to J871 for which 935 upper primar/ schools are needed (at tlie rate of

1:2). But the district felt it necessary to open upper primary schools at the

norms 1:3 which will totally to 18/1/3=624. At present, the district tias 221

7

upper primary schools and 51 High Schools having upper primaf^ section tailing

to 272. Therefore, the district further needs (624 272) 352 upper primary

schools.

It Is decided to open 62 upper primary schools In the district by way of

upgrading the existing primary schools In those Gram Panchayat which do not

have upper primary schooling facilities shall be provided by way of opening EGS

upper primary centres which are to be converted to regular upper primary

schools after 2 years in a phased manner.

Block/ULB wise distribution of upper primary schooling facilities is reflected

hereuriii-^f.

Block-wise Upper Primary Schooling Facility

SI.No.

Name of Block/ULB

the

Bondhugam

Bolpariguda

Borigumma

Dasmanthpur

leyport'

Korapul

U|igrailed or primafy to UPS

03

05

07

05

EGS/UPSSchools

13

25

32

07

7 Kotpad 02 12

8 Kundra OS 14

9 lamtaput OS 19

10 Laxmipur - 12

11 Nandapur 12 25

12 Narayanapatna 01 14

13 Pottangi 05 29

14 Semiliguda 04 24

Rural Total 62 276

15 Jeypore Munldpality 03

16 Koraput NAC 03

1/ Kotpad NAC - 02

18 Sunabeda NAC - 06

( Urban Total - 14

Grand Total 62 290

teachers:

1 Upgraded 62 upper primary schools are to be provided with 186 teachers

out of which 62 are trained graduates and rest 124 are trained

matriculates, at the rate of I teachers per school for languages,

mathematics and Science and EVS.

2. 290 EGS upper primary schools are to be provided with 580 Education

Volunteers to be engaged by the community iinder Education Gurantee

Scheme.

Building:

1. 62 upgraded UPS are to be provided with 124 rooms alongwith a

Headmaster rooms In the initial stage.

2. Community shall provide accommodation for 290 EGS Upper Primaiy

Schools.

3. Government site shall be used for construction of school buildings.

4. In case of non-availabiiity of Government land, the community will donate

land for construction of school buildings and other infrastructural setups.

f

4.3 Enrolment:

One of the main objectives of SSA Is that each and every child In

the age group of 6 - 1 4 years be in schools, Alternative schools, EGS

centres or back to school camps by 2003.

Issues:

62621 children in the age group of 6-14 years are at present out of

school. Out of these children 18615 children are dropouts and 44006 are

never enrolled children. These children include 11616 working children.

365 blind children, 895 deaf and dumb children and 10991 adolescent girl

children.

As the problem found by the above children are quite different

from one group to the otheSr, they need divergent approaches.

Strategies:

1. Education of worl<ing cliildren

It is proposed to establish 232 AJE centres in the district to cater the

needs of working children. These centres shall continue for 2 years at par with

existing National C hild l abour Project Schools. Five semester examinations shall

be conducted for them and at the end they shall l)e mainstreamed to normal

schools. The Project Director, N(LP shall take responsibility of smooth

f - 3

functioning of these centres in addition to relocating existing no sucti centres and

funds shall be placed with NCI P under SSA as per AIE norms for 2 years.

Block/ULfci wise number of centres and working children are reflected In

the following table:

Special Centres for working chiidren

S INo.

Name of tiie Block/ ULB

No. of working children

No. ofCentres

No. of EVs required

1 Bondhugam 417 08 08

2 Boipariguda 556 11 IJ

3 Borigumma 861 17 17

A Dasmanthpui 1137 23 23

5 Jeypore 1148 23 23

6 Kora put 1501 30 30

7 Kotpad 868 17 17

8 Kundra 485 10 10

9 Lamtaput 373 07 07

10 Laxmipur 943 19 19

11 Nandapur 1495 30 30

P -

13

14

12

15

16

18

Narayanapatna 405 08 08

Pottangi 348 07 07

Semiliguda 492 10 10

Rural Total 11029 220 220

Jeypore Municipality 310 06 06

Kora put NAC 141 03 03

Kotpad NAC 49 01 01

Sunabeda NAC 87 02 02

Urban Total 587 12 12

Grand Total 11616 232 232

2. Residential camps for adolescent girls:

21312 cadolescent girls children in the age group of 11 14 years are at

piesent out of schooling system out of which 4817 such children left their

h.jbitations for other places on marriage. Rest 10971 adolescent girls need

special attention for their education. So, the district has decided to open 220

residential camps for 2 years with lady education volunteers in order to bring

tliese (hildren back to school. Ttiese centres shall run at par with AIE scheme.

Distributions of these children alongwith number of centres are reflected in the

following table. The community shall provide accommodation for these centres.

S(.

No.

Name of the

ilock/ULB

No. of

adolescent

girls

No. of residential

AIE C en ta l

No. of

EVs reqi

1 Bondhugam 695 14 14

Boipariguda 874 17 17

3 Borigiimma 563 11 11

4 Dasmanthpur 800 16 16

5 Jeypore 709 14 14

6 Koraput 302 06 06

7 Kotpad 747 15 15

8 Kundrai875 18 18

9 Lamtaput 896 18 18

10 Laxmipur 406 08 08

p '

11

J2

13

14

IS

16

17

18

Nandapur

Narayanapatna

Pottangi

Serniliguda

Rural Total

JeyporeMunicipality

Kora put NAC

Kotpad NA(

Sunabeda NAC

Urban Total

Grand Total

231

103

898

309

8408

27'

917

82

1309

2583

10991

05

02

18

06

168

06

18

02

26

52

^ 2 0

05

02

18

06

168

06

18

02

26

52

220

3. Education of children with speciai needs:

3619 children with speckii nt'eds witliin age group of 6 - 14 years are

identified in ttie distrirt: flurinq lecent survey ronduded by District Social Welfare

Depaitment during August 2002 ()ut of these children 365 are totally blind and

P - V

89S are deaf and dumb. Ttie rest 23S9 aie in ttie category ot rnild and

moderate

In order to address the educational problems of 365 total blind and 940

deaf and dumb children, the district has decided to open 10 and 15 special

centres respectively in the district at par with AIE scheme. These centres are to

be handed over to NGO sector working in their field and funds shall be placed to

them under SSA l)istril)utions of centres are reflected In the following table.

A. Education of Totally BHiid Children

S I

No

Name of the

Block/ULB

Bondhugam

Narayanapatna

Laxmipur

No. of

Children

14

TO

Boipariguda

Dasmanthpur

leypore

15

35

4?

2 b

Total

Children

39

35

47

35

Location of

ths Centre

Narayanapatn

a

Boipariguda

Dasmanthpur

Jeypore

No. of

Centre

01

01

01

01

No. of

Instru

ctor

01

01

01

01

No. of

Helpers

01

01

01

01

I

10

11

12

13

14

15

16

17

18

Jeypore Mplty,

Koraput

Koraput NAC

Kotpad

Kotpad NAC

Lamtaput

Nandapur

Bohgumma

Kundra

Pottangi

Semiliguda

Sunabf^da

Grand Total

09

24

10

20

04

38

12

28

29

16

25

08

365

34

24

50

28

29

Koiapul

Kotpad

Lamtaput

49

365

Borigumma

Kundra

Semiliguda

I

01 01

01 01

01 01

01 01

01 01

01 01

10

- - -...1

10

01

01

01

01

01

01

10

V - ' n

B. Education of Deaf & Dumb Childrsn:

SI.

No.

Name of the

Block/UU

No. of

Children

No. of

Centres

No. of

Instructors

No. of

Helpers

1 Bondhugam 45 01 01 01

2 Bojpariguda 58 01 02 01

3 Borigurnma 75 01 02 01

4 Dasmanthpur 50 01 01 01

5 Jeypore 65 01 02 01

6 Jeypore Mptty. 21

•7 Koraput 47 01 02 01

8 Koraput NAC 13

9 Kotpad 47 01 02 01

10 Kotpad NAC 13

u Kundra 81 01 02 01

12 Larntaput 70 01 02 01

U Laxmipur 53 01 02 01

Nandapur 46 01 01 01

15 Narayanapatna 33 01 01 01

16 Pottangi 48 01 01 01

17 Senniliguda 62i

01 02 01

IB Sunabeda NAC 37 01 01 01I

1

Grand Total 89S 15 24 15

___ i _ ________

4 Education of other category of out of school

children

otal out of school childl eii 626? J

Educational provisions made for children 23867

Balarice out of school childrei 3H754

r I

These 38/754 out of school children are to be enrolied In newly created

primary schools, upgraded upper primary schools, primary and upper primary

EGS Centres alongwlth existing schools. Community awareness campaign of

village level shall be taken up every year through NINAD programme and 5

lots in tribal language shall be broadcasted through local AIR for enrolment of

children and their retention.

4.4 Retention:

SSA laid stress on completion of primary schooling by 2007 and

elementary schooling by 2010. Further it envisages universal retention by

2010 bringing ail gender and social category gaps of primary and

elementary stages.

Issues:

1. Absence of community awareness.

2. Poor economic condition of parents.

3. Lake of proper infrastructure facility in schools.

4. Absence of pre-schooling habit.

5. School curriculum is not interesting and does not cater to the needs

and life style of tribals.

f C 1 -

6. Teaching learning process is not attractive.

/. VEC is not active.

8. Girls children are engaged in house hold works and sibling care.

9. Language gaps exist between teacher and taught.

10. Absence of co-curricular activities.

11. School timings and holidays do not suit to local conditions.

12. Bad health condition of students.

Strategies:

1. Community awareness camps shall be organized at

village/habitation, cluster and block level on regular basis.

2. All SC, ST and girl students are to be provided with free textbooks

and reading writing moterials.

3. Buildings are to be constructed for buildingless schools, repairs are

to be undertaken for iinsuited school buildings, toilets especially for

girls children, safe drinking water facility and child friendly elements

are to be provided tor schools.

4. In orcier to deveiof> pre schooling habits among children, existing

Anganwadi < entres are to lie stiengthened.

5 Are specific and need based curriculuni should be developed which

will suit the life style of tribals.

6. Teaching learning process shall be received on activity based, child

centres, joyful learning and teachers are to be oriented on new

pedagogy accordingly.

7. Village Education ( ornmittee, PTA fk MTA are to be strengthened

and oriented on regular basis.

8. Provision of school mother shall be introduced In order to help the

girl child from sibling care.

9. Special training of teachers on local language shall be taken up.

10. Development and preparation of bi-lingual primers for lower

classes.

11. Sishumelas, sports science exhibitions, games are to be organized

at cluster, block and district level on regular basis. At school level,

two functions in a year i.e. school welcoming day and pass out day

shall be organized.

12. School timings and holiday list shall be prepared according to local

need.

13. Regular medical ciieckups shall be taken up in schools.

14. Child friendly elements in schools shall be provided.

4.5 Special Coaching for Repeaters:

29450 repeaters are identified out of whirh 21932. are reading in primary

schools and 7518 are reading in upper (primary schools. These children need

special coaching for a per iod of six months otherwise there is every possibility of

their dropping out of schooling system. These coaching centres shall be located

in existing primary schools and upper primary schools run by Government

organizations and either the teacher of the concerned schools or and educated

youth of the locality shall be entrusted with the task with a nominal

remuneration of Rs.200/ P.M. for 6 months in 1866 schools (1645 primary and

221 UPS). This will tielp checking further dropouts.

4.6 Quality Education:

SSA focus on elementary education of satisfactory quality with emphasis

on education foi life. Improvement of quality both in terms of classroom process

and pupil achievement is an important objective of the programme to be

achieved.

The Planning Team Members interacted at various levels with parents and

community members on the aspects of quality education and pupil achievement

during planning process. According to them the quality in terms of pupil output

for various grades is as follows.

i;

Graii€-I They expect their children to learn whole of the alphabets,

numbers, simple addition and subtraction and memorize

short rhymes with discipline decorum and cleanliness.

Grade-II To learn comparisons, small valuations, extensive numbers

of songs, consolidation in numbers with additions,

subtractions and read small sentences.

G rade-Ill Reading of letters, pamphlets, stories, development of good

habits, social behaviors.

Grade IV & V Illiterate family depend upon their children for simple

calculations, reading letters, collecting information for them.

Parents expect children to tell tfiem regarding school,

teachers and day to day activities happening around them.

Higher Grades Transition of their children from primary to upper primary

level will be a promotional acfivity for'parents. They feel

proud of it and started looking into the educational need of

their children.

These perceptions will be taken up for consideration by

developing proper strategies for the improvement of quality.

Strategies:

J , Revision of curriculum and textbooks.

2. Teachers Training

3. Development of teaching learning materials and other pupil interactive

materials.

4. Pupil-assessment procedures reflecting pedagogical renewal.

5. On job support to the teachers through BRC and CRC and DIET.

6. Evolving pedagogy as child centres and activity based with pupil

participation.

7. Constitutions of academic groups such as DRG, BRG CRG for

pedagogical planning and field interaction.

8. Professional exchange among teachers through conduct of clusters level

meetings of teachers.

9. Teachers forum and not working for motivation and commitment.

10. Capacity !)uilding of DIEls, BRCs and CRCs for providing academic

support to schools and teachers

11. language, science and niatTiematics improvements programme

diagnoses and follow up

p

12. Programme for sensitizing the commiinity on educational Issues.

For monitoring, supervision and academic support Block/ULB wise

distribution of BRC, CRC, BRPs and CRPs are reflected In the following

table. The district needs 280 additional teacher posts In order to adjust

BRPs and CRPs.

Block/ULB wise distribution of BRC, CRC, BRPS AND CRPS

Si.

No

Name of

Bioclc/ULB

Bondhugam

Boipariguda

Borigumma

Dasmanthpur

Jeypore

Kora put

Kotpad

Kundra

the No. of

BRCs

01

01

01

01

01

No. of

CRCs

16

01

01

01

16

16

16

13

12

15

16

Total

17

17

17

17

No. of

BPPs

03

03

03

03

13

16

17

03

03

03

03

No. of

CRPs

17

17

17

Total

17

14

13

16

17

20

20

20

20

17

16

19

20

p - ( o S

10 Laxmipur

11 Nandapur

12 Narayanapatna

13 Potlangi

14 Semiliguda

Rural Total

15 Jeypore Municipality

16 Kora put NAC

Kotpad NAC

Lamtaput 01

01

01

01

01

; 01

14

17

18 Sunabeda NAC

Urban Total

Grand Total 14

16

16

16

13

213

03

04

01

03

11

224

17 03 17 20

17 03 1/ 20

17 03 17 20

17 03 17 20

17 03 17 20

14 03 14 17

227 42 227 269

03 03 03

04 04 04

01 01 01

03 03 03

11 11 11

238 42 238 280

■> ' r:*' '1

CHAPTER-V

MAJOR INTERVENTIONS

INTERVENTION WISE PLANNING FOR MAJOR COMPONENTS

1 HAPTER-V

5 1 Situational analysis in tiie previous chapter indicates that the state of elementary

education in the district is very poor To ensure Universal Elementary liducation for all its to get

population (6-14 years of age group) which is a mandatory constitutional provision . different

interventions pertaining to Access, Enrolment and Retention, Pedagogical Improvemeiii,

capacity building and quality improvement need to be planned in the planks of decentralisation

and contextual ity.

5 2 Major objectives of the district

1 To ensure 100% enrolment among all children m the age group of 6-14 years by

2002-2003.

2 To reduce the existing dropout rate to 10% by the end of the project period

3 To raise the learning achievement m basic school subjects such as language,

mathematics and EVS by at least 40%j over the existing overage achievement

4 To provide schooling facility or its alternative to all children with a walkable

distance.

5 To raise the pedagogical and supervising capacity of the personals involved m ihe

developmemt of Elementary Education i.e. Teachers, Headmasters, S I. o f

Schools, VEC members. Faculty members of DIET through continuous

6 T o im prov ise and d e \ e lo p leam m g materials e .g . T e x tb o o k s , w ork hooks eic

befitt ing to Ihe laneu .ige reach, resources and a b o v e all the cultiin- o f tribal

learners.

7 T o form and strengthen village/habitation leve l structures such un

s/l* f A S /M I A s so as to ascerlaiii co i i in iun ity deinand aiul co r n n u ii i i i .

ow nersh ip in E lem enla i y Education sector

p -

8 lo allow the attention of various officials, departn\evUs belonging to both

Governmental and non Governmental agencies towards the elementary education

of this area througli conlinuoiis convergence.

lo promote preparation and execution of village/Gram panchayat/Block level

Educational Development Plan through participatory planning process

10 t 'ontinuous efforts to undertake reform in Educational Administration to make it

responsive to public demand.

Basing on the set objectives intervention wise activity plan is prepared below with

its targets to achieve the desired goal

p - / / /

5 3 QUALITY IM PROVEM ENT.

SSA categorically higiilights !he to provide education of a satisfactory

quality in achieving the goal of education for all Therefore, it is imperative that ef forts towards

achievement of quality need to go hand in hand with efforts directed towards increasing access,

enrolment and retention

The programme for pedagogical improvement in planned giving emphasis certain

major components that contribute significantly towards quahty improvement within schools and

class norms. They are ;

i) Curriculum ii) l eaching-leamiiig materials iii) Teacher training

iv) Teaching-leaming process and v) Monitoriug o f quality aspects.

i OiiEcmulum >

Presently elementar\ ciirricular become textbook and teacher centred. Children

are over burdened with more textual materials with more and more information added in

repeated textbook revisions. The model of conveying of textual information by the

teachers and memorisation of concepts on the part of children without understanding is

evident in almost al! the schools This snubs the creativity and thinking potential of

children

Therefore, iinic has ciimc to review, relbrm and renewal of curTiculum within the

broad framework ol ilic naiirmal policy on education, 1986 to suit the Icaining needs ol

the children.

n 2

Undei DPI P, cumculum revision has already been taken place Grade I, II and

III ha\e been provided with activity-based textbooks and field testing is on its way. For

grade IV \ revision ol cuniculum was finished and new script was prepared foi

implementatitHi.

Steps shall be taken for review, reform and lenew'al of Upper Primary cumculum

classes VI to VII in the coming years The ibllowing activities are proposed under

SSA lor making the t fpper Primary curriculum decentralisetl and relevant to the local

spec illc conlc xl withm which each child lives. Review, Reform and Renewal of

cuniculum foi Upper Piiinary classes shall be a( par with the National ('umculum

h amework loi school education, 2000 developed by N(!ER I .

Proposed Activities

1 Ideiiiirication o f experts/groups at district level for review o f Upper Primary

cumculum.

2 Capacily building of these groups regarding reviev. process already planned by

the State.

3 Conducting workshops on review, reform and renewal o f curriculum to make it

more U^al context specific keeping in view the “New Pedagogic Vision”.

4. Preparation o f gcnpt and its field texting.

5., Publication of revised Textbooks and its distribution

i 1. Teachinu Learning Materials :-

For classroom transaction. Teaching Learning Materials play a vital role besides

textbooks. These includes workbooks, teachers guides, teaching aids, learning aids, educational

kits, supplementarx rtading writing materials, usable blackboards etc. Under SSA there is a

provision for an annual grant of Rs.500/ to e\'ery teacher for the purpose o f Teaching Learning

Materials. DPEP covers preparation of Teaching Learning Materials for primary schooling

Under SSA the following acti\ ities shall be undertaken for preparation and proper usage of

1 eaching Learning Materials at l/pper Primary stage.

p - H3

Proposed activilies :

1 Identification ol experts for preparation and usage of 1 LM

2 Orientation (or experts

3 Conducting workshops/Trainings for teachers on lowest TLM preparation and

proper usage

4 Supply of Tl .M to children of special focus groups, girls and children with special

needs.

hi. Teacher fraining

hiiprovement of quality within classroom entirely depends on the teacher who

plays a vital role in the teaching learning process. For effective and quahty transaction,

teachers competency is highly essential. Competency depends upon knowledge, skill and

adopted pedagogical practices in class-room setting. In addition to this, pedagogy of

affcction and tolerance, motivation, interest, commitment and ability to interact with

community are also necessarx for a teacher. Therefore, to increase the competency of a

teacher, prc-scr\ ice and insen ice tiaining programmes are necessary to fact the new

challenges in the classroom.

Training programmes for primary school teachers have already been covered

under DPEP. Under SSA. training programmes shall be convened for Upper Primary

teachers.

Activities proposed :

1. Visioning test lor identification of DRG and organisation of their training ;tl

district level by the SRG

2 . Identification of Block Resource Group and their training at block level by IJRG

K i'raining o f leachcrs ai cluster level by the HRG

' 1

i) 20 days inservicc lefieshei course training for all teachers each year in 3

phases (74 7+6 days each)

ii) 60 days refreshct course traming tor untrained teachers in 4 phases (IS

days each)

lii) 30 days niduction training to newly lecruited teachers in 2 phases (15 days

each)

iv) 7 days training of teachers in contact area in one phase (Maths, Science,

EGS and language for Upper Priniai > School 1 eachers only)

V ) Workshop for preparation o f training module shall be taken up by the

State Project Office

Type of training, duration and liequency with no. of participants is reflected in the

following table.

sT. Type of training Duration Irequency No. of1

No participants_

Refresher course training to 7 days ~4366

teachers

* 2 ' - Induction training to newly 15 days

recruited teachers

Refresher course training to 15 days 4 796j

untrained teachers4 “ “ Training to Upper Primary 7 days Once 424

Teachers in content area

Block/LILR wise trainees to be covered under teacher trainings is reflected in the

following table.

p 11

BLOCK/IJLB WISE niSTW BllTION OF EXISTING AND NEW 1 EACHERS

PRIMARY TEAC HERS UPPER PRIMARY T EACHERS TOTAf. TEACHERS (PRIMARY U P.)

SI.

No

3

”5 " '

?)~

1 '^

l o '

i f

\2

*13

"14

‘ l5

l 6

18

Name of

Block/ULB

BOMW UGAM

the

BOIPARIGUDA

BORlGilMA ~

DASMANTPUR

JE^TORE

K O E \P in

KOfPAl3~

KUNDRA

LAMTAPIJT

NANDAPUR

NANDAPIJR

NARAYANAPATNA

POTTABGU

SENIJKUGUDA

T O T ^ L R lJR A tr

7 e YP0RE(1VI)

K ORA PIJTNA C'

KOTPADNAC

SUN ABED A N AC

TOTAL IJRB AN

(}RATsfD T(T1 Ai r

Primary teachers

Existing

T s T

216

^62

244 2 ^ - -

280 “ "

21^

”186 ”

2A\

206

287

Ti 3

T16

’233

l348 '

164

2 0 9

165

594

3942

New

2 4

4 6

62

’3 2 “

'34

2 ^

4(T

24”

IT

16

58"

12"

'22

Y 2

42I '

0 4

0 8

IS?

1 0

4 5 2

Upper

teachers

Existing

26 ~ ~

48 ~ ~ ~

30

42~

20 ~

36 ”

20~

15 ’

28~

T 6 ”

20~

2 4 ”"

16 ~

3 5 4

20~

25 ’’

(isfT

20 "

7 0 "

424

Primary

New

2 2 ^ .....

26

43 ~ "

30

2 S ~ ~

24

2 2 ^ '

25

23

14

44~

1 3 '

2 0 '

341

341

Total teachers (primary f

upper primary)

Existing

208 ”

242

410 ' ~

"214

336

lo b

250

206

2?7

234

3()3 ~

I 33 '

l o o '

249 ’

Y io l

184 '

234 ■

l 8 8 ..

1^64 ~

436r)

New

4~6 ”

72 '

T05~

62”

6 2 ~

52 ~

62 ~

49

35 “

30 ~

10 2 '

49 '

32

76 V

04

08

18

30

79 V

Total

2 5 4 ^

3 1 4 ’

”5 15 '

3 3 6 ~

3 5 2 "

I 12 ^

2 5 5

2 9 2 "

2 , 6 4 ^

4 0 5

l 5 8 ~

3 4 9 '

I s l '

4 4 6 5 ”

’2 1 4 ^

6 6

2()(:i

6 9 4

5 1 5 9

iv. Leachin.u-learning process ;

It is obvious that the more effective the classroom process the better the learning outcomes. Therefore, the following activities are to be looked mto to strengthen the classroom teaching-learning process.

I Rationalisation o f teacher as per TI’R ( I 40)z Classroom organisation and managemi'Mli Childrens participation in classroom activities4. Provision of facilities for effective teachmg leaming process within classrooms.

Improving teaching strategies by orienting teachers on the new teaching learning processes.

fi. I'onnation of quality circle of teachers at Block level and organisation of workshops are innovative teaching and ac tion research

/. Strengthening o f support institution like DIRT, BRC', ("RC at district and sub- distiict level for conductmg trainnig programmes, monitoring and providing onsite spot school based support to teachers in implementmg the new teaching- learning processes.

V. Moni tonne of quality aspects :

Monitoring of quality aspects is an integral part of planning in teims o f inputs, ongoing process and outputs. This would help in making mid-term corrections an<i modifications to further boost quality improvement interventions. Therefore, it is highly essential to look after school to school and cetitre to centre monitoring system in the district. The following activities are proposed for monitoring of quality aspects.

\ . Preparation of context specific, quality indicators and appropriate usable tools to facilitate the monitoring process

2 . Formation o f PTA and MTA in schools.3. Formation o f Village Education Committee for each school.4 Orientation o f members o f PTA, MTA and VEC on institutional supervision and

monitoring.Establishment o f Cluster Resource Centres, Block Resource Centres to aid and assist teachers, institutions and the community in respect of academic and monitoring process.

(). Strengthening DIET and providing mobility support for academic pur^ioses.7. Orientation of DIET faculty members, Dist. Resource Group, Block Resource

Group and Cluster Resource Grouin sub-hispector of Schools, Headmasters and Resource Centre Coordinators on moiiitoring and supervision.

Activities proposed with objectives and strategies to be followed on quality improvement are reflected hereunder.

p - / 1

INTERVENTION ; PEDAGOGICAI. IMPR( >\ I M FNI

SI. Activity Objective

No._

Orientation of To acquaint them with

Teachers on DEEP DPEP goals

2 " Orientation To impart training to

Trainees on DEEP teachers on DEEP it block

level

3 ~ ^ Intensive Trainmg To acquaint with leaching

progrpmme for AS skills

Instnictor on

Pedagogy

4 Trainiag of To refresh teacliers on

teachers on teaching skills, acquaint

activities based them techniques nf joyful

child centred training

pedagogy

5.. . Training of I ’o acquaint untiauxid

untrainsd teachers teache'rs with ii'ai hmg

on Pedagogy skills

Strategy

All primary school teacher of the

listrict re to be oriented in 2 days

luration at CRC level consisting dF 40

teachers in 1 batch

I ’d be oriented by SPO in three pliases :

Each for 1 day duration. S.I of

Schools/HMME Schools shall act as

R? (210 members)

To be trained at the district le\ el in 3

phases ; each for 3 days duration 38 in

each batch (7 batch in a year)

I o be trained at the BRC level in five

phases ; each for 3 days duration

covering 882 teacher in each year in 11

training programme.

To be organised at the disUm

level/BRCf’ level during all vacation,,

namely summer and puja (5 6 week )

comprising 40 teachers in 7 d<i\s

duration in each year.

/ /

() Tiaining of lo enhance teachers All teachers o f the district lo be trained

teachers on basic competency in content for duration of 7 days in each subject at

school subjects : areas the block level followed bv refreshei

languages, maths training courses.

and BVS,

1 Training and To enable the teachers to The teachers are to be oriented by the

workshop of identify problem in class Master trainers at the district level 2S

teachers on the room process teachers shall be oriented in 2 days

development of duration 8 programmes

teaching learning

materials

Training of To develop teachcFS

teachers on action innovative skills

research technique

Orientation o f To enable nil teachers to All teachers should be oriented of

teachers on multi- know the multi-level three(3) days duration covering 882

grade and multi­ multi-grade teaching teachers in each year in 22 train mg

level teaching technique programmes

10I

Orientation of To acquaint them on To be trained at the SPO District leve

DIET faculty DEEP goals and to act as master trainer o f district level

members, BRC intei-vention training 40 members.

Coo rdi nators,CRC

Coordinators.

' M ~ Provisions of To facilitate continuous The cards to be prepared by the DPO

11

cumulative record and comprehensive and supply the schools

card for each evaluation of students

student

I"- i n

12 R<;s< heduling of

holidays

13

14

15

16

17

Preparation of

institulional plan

by each primary

school

Strengthening the

existing EGS

centres

Deployment of

Telugu knowing

Oriya teachers in

Andhra Orissa

boarder schools

I'raining of

Teachers on

Health, Nutrition,

Hygienic practice

and allied issues.

Child’s right.

Teacher grant

Weekly nolidny shall be

matched with local market

day rather than Sunday

To make scliool mn

systematically

To facilitate education of

drop ouis and unserved

habitations.

To help students whose

mother tongue is l elugu

To promote good health

habits o f sTudents

Weekly holidays of all primary schools

in a (r.F. should be the same. In

consultation with local people Rainy

vacation shall be introduced instead of

summer vacation subject of approval of

the S & M E deptt.

The plan is to be prepared according

the teaching protocol and in

consuhation with the VEC At cluster

level(one day programme)

Orientation o f EGS [nstnictors and

Supervisors. Provision of honorarium

for extra hour of work.

Identification and transfer of such

teachers

To assisi teachers to

prepaie i e,; 1 u n u -1 earning

materials ’o mak«.‘ their

leaching jctivily leased

and atlrai I) c

A supplementary training module will

be developed in collaboration with the

Health Department one day

sensitisation programme shall be held

at BRC level convergence with Health

Department

Orientation on preparation of content

related low cost materials of Ks SOO.OO

per teacher per annum

19

20

21

HtNOVATIONS

Skill exchange

programme

(leacher

Teacher)

Exposure visit of

teachers lo other

DEFP district

Competition

among teachers on

innovative

teaching, action

research,

Development of

Teaching-Learning

Materials, bringing

out excellencc m

learning

achievement,

enrolment and

retention in their

schools.

Formulation of

quality circle of

teachers at Block

Level

l o enhance pedagogic skills and

content knowledge of teachers

To boost teachers foi their

involvement in the programme

and gain experience

encourage teacheis ui their

professional growth

innovative ideas among the

teachers are to be displayed in

centre classes and in other

schools.

20 teachers in a group will move

leachers would be awarded in

special occasions, e.g Teacher’s

Day at the District level after

screening at Cluster and Block

level. Best school award on

Independence day.

To improve the levels of

Professional growth. To develop

teaching protocol professional

code o f conduct.

10 teachers of a Block will form

a circle on voluntary basis and

meet at least once a month

(BDOs and SI of Schools

involved.)

p

22 Fonnulation of lo develop school supervision 10 .^-l.s of Schools of the district

quality ciici(‘ of protocol will form a circle on voluntary

S.I s of Schools at basis to meet at least once in a

the District level month. (C.I S. and D.l s to be

involved)

23 Organisation of Skill exchange and development To be organised at the Block

Science exhibition of Scientific tempei . level once in ever>' yeai

24 Provision oi lo assist teachers within the Reference books should be

Library at CRC. cluster for the reference. procured.

25 Provision of Mini fo help students in Model schools as well as some

Library in Primary supplementary reading selected schools should be

Schools. provided. Supplementary reading

by the students.

^26~~ Provision of Book I’o help poor students (General The textbooks purchased out of

Bank in primary hoys) to borrow books. DPEP fiind plus the books

schools collected from the pass out

stutients.

Organisation i>f Skill Hxchange

Material Mela

28 Identification of To identify the areas of training Workshop of three days duration

training needs ’ at the district level

29 ~ Analysis of To identif, leaching difficult Workshop.

tCKtbooks contents.

l o ~ Emphasis on Orientation of teachers on

Physical Education l'hysi( al F.diication one day

like Yoga programme

' T \ ~ EmphasiK of 1 0 develop sports activities Block Level/District l evel, fo

Sishumela niolivate the child to come to

s(1h>o1

/ 2

M .... Preparation ol lo lacilitate the monitoiing days wt)ik8hop at District

context specific process. I evel in 2 phases.

quality indicat{HS

and appropriiite

usable tools

Orientation ol 1 o improve quality etiucation in 2 days training in a phased

members of institutions manner covering 8 membeis

VE(yi»TA/Ml A from each village (1866 villages)

on monitoring and

supervision

M ~ Development of 10 bridge the language gap Workshop of 7 days foi

printer tor ti ibal bcTAeen the teacher and the preparation (primers for tnbai

children target. children(42 number)

(Kondh/Parojan)

for class I & II

p . }2 3

I he in-deplh study entitled “constraints of Girls enrolment in accessible areas”

conducted recently in the context of preparation of perspective plan revealed various problems

in the education of gnls like

(a) Social environment, not supportive in favour of girls education.

(b) Illiteracy of parents.

(c) Poverty of parents.

(d) High rate of drop out irregular attendance in the school etc.

The district planning team felt in appropriate to plan to address the issues through

different intervention such as communitv' mobilization and paiticipation, research and evaluation,

access and alternate schooling, VEC training and civil works. Besides, the specific programmes

like establishment of girls hostel, appointment of lady attendant, appointment of school mother,

awards for schools with more enrolment and retention, exposure \ is\t and special enrolment

dnve have been planned

5 4 GIRL’S EDUC A I ION

sF. AC 1IVITY O BJE€TIVE STRAfEGY

No.

' r ^ I'^ormation and training To look into promotion of girls Tlie group must contain

of DRG & BRG education in the district. both official and non

officials members being

fo iiTipart training to different selected on the basis of their

funcnonaries, officials & non uivoivement aiid

officials involved in education commitment to Ihe wellare

of L’lris, ol .vnman/giris ! raining

programme to be conducted

at the district level, master

P

Free supply o f

textbooks, reading and

writing materials to

general girls

Appointnienl o f a lady

attendant m the existing

low cost hostel:, attached

to primary schools

Appoint o f s c h o o ls

Mother

I'o attract parents of girls to

come to school

I'o attract gn Is to say in schoo l

hostels

1o promnic and retention of

Ciirls

Awards to schools with

more girls with more

girls enrolment and

retention.

Exposure visit of Girls

To promote enrohnent and

retention.

To promote retention among

girls

To build confidence among

girls

trainers shall be oriented by

SPO and BRG shall impart

training to teachers at the

district

80% of the girl children

general girl and financial

status of their parerjt.

The continuance of

attendant will depend upon

the enrolment or orientation

of girls in the hostel To be

appointed in selected hostels

on experimental basis in the

initial phase preferably m

the in t^ o r pockets

The appointment will be

made experimervt.aUy m

selected schools preferably

in schools with high school

drop out and less

attendance

At BRC level. The schools

from among the high

emolment ratio of girls will

be selected.

A group o f girls along with

guide teachers of whom

must be a lady, are to more

in groups.

/ z >

Holdings

meetings/seminars on

Girls education

10

Trainings of NGOs and

women members of

VEC

Special enrolment drive

for girls(giii child week)

(Sept. 21-26)

Organisation of special

cultural programmes for

girls

12

Preparation and display

of audio and video

cassettes on girls

education

Special coaching for

girls

I'o detect issues in the girl’s

education

To identify activities for the

promotion ol enrolment among

the girls.

To motivate the members

informing girls education.

Training of women members

ofV EC.

To ensure enrolment and

retention of girls

To artracts children to school

To enhance learning

achie’\ enictit

Teachers, PR! members,

ICDS workers (AWW)

Supervisors will particijiate

in the seminar to be held at

block level

Training to be organised at

the (!RC level integrated

with VEC training at PPI.

To be conducted after the

general enrolment drive lor

a period o f 2 day on door

survey basis at the village

level.

Programmes should be local

specific and to be organised

at cluster level.

Cassettes should be

prepared basing on local

districts.

(1) Members of loca lly

available NGO and

Manila Mnndal are to

be oriented

(2) As educated [leisoiis

preferably w om an ot

the village to be

engaged on pavrncn! oi

honoiarium on

/-2 ^

14

15

16

Undertaking in'depth

study on girls education

Formation of Mother

Teacher Association in

each primary schooi

with Mahila Mandal

Supply of school

unifonn to girls

7o identify the problems &

prospects in girls education.

Orienlation of Maliil

Mandal

To ensure enn^lment and

retention

To sensitive lady members.

experimental to be

selected by VEC

Typical villages are to be

selected for the study

Meeting and orientation of

MTA 2 days duration twice

in a year,

I pair unifonn to each child

belonging to BPL category

once in every year.

Mahila Mandal o( the

village shall be oriented

(one duration at block

level)

5 INTEGRATED EDUCATION FOR T ill: DISABLED (lED)

Integrated education of the disable<i children is considered as a component of

District Elementary Education Programme (DP^EP) as the ideals ot 1 Jniversalisation of

elementary education will only be a myth if sociallv vulnerable group of children are not brought

under the fold of Elementary Education Ih e basic objective o f this component to extend

educational opportunities of disabled children especially those with moderate and mild degree

and to integrate them with other children in regular schools. Two residential specials schools one

Ibr blind and the other for deaf and dumb children are functioning at Koraput and Sunabeda

through non-government Organisation like Red Cross and Rotary Club and these are in Urban

areas. Since the number of such schools is very low and rather veiy inuch expensive this mode

of education as generally failed to achieve objectives o f quantitative as well as qualitative

educational inputs leading to comprehensive development of disabled children. Hence it is

proposed to identify the category o f children \Mth mild and moderate category of hearing

impaired, speech impaired, visual impaired, oithopedically impaired, learning disability and

children with low level of intellectual flinctioning (mild category of mentally retarded) Recent

survey has revealed that 3619 children of such category are available in the district. Hence it is

necessary to level them through a comprehensive exercise. An Advisory Committee is to be set

up comprising of medical expert, ps\chologist, neurologist and special educators. The board

shall examine, identify and suggest steps for their general Elementary Hducation. to provide

access and to enroll them, retain liiem uplo Class-VIl, to achieve qualitative lilementar>’

Hducation, attempts have been made. It is proposed to undertake a serie:, o f activities like

• Provision on aids and appliance to clukiren with disabilities.

• Imparting pre-integration skills to children with moderate disabilititjs to that they acquired

.some basic functional and coinmunication skills before they can he mainstreamed into

regular schools

• General teaclicis nccii be oriented in the area of IFi),

• Removal ol arctiitcctural baniers in the sclioul.

if

• Resoun e room shall be conslructed in CRC buiUling wh -ire magnitude of such categviry ot

children is high

• lED should make an important part of all on-going community mobilization programme

• Ifichision of a parent of a disabled child in the VEC of the school where the student ol such

category of children are to be admitted.

Besides, above convergence with Women and Child Development Department, shall be

held At present one N( iO called “ALOK” is taking initiative in this field. Convergence with this

N(K) shall be held. The activities, strategy to be taken up in this programme component is

discussed as under

S I

No.

' \

a c t i v i t y

Identification of the

children with mild and

moderate disability like

visual unpaired (VI),

hearing impaired (HI),

Orthopedically

handicapped (OH) and

learning disability (LD),

Mental retardation(MR)

Fonnal assessment of

disabled children

OBJECTIVE

To enroll to bring the

disabled children in fold of

IJEE.

STRATEGY

House to house sur\ ey

micro plarming in

convergence with other

intervention

lingagement of resource

teachers for JED centres

To level the children as

disabled.

To impart special education

for the disabled

Through camps with help

o f Specialist/Doctors. 200

children per batch in seven

phases. The existing lED

centres are to be

strengthened.

Recruitment of special

teachers, convergence

with NOG

Provision for supply of

reading, writing materials

and aids and appliances to

the children with disability

For Integration skills of

disabled children.

10

Orientation of general

teachers in the area of lED

To cater to the needs of

disabled children.

Training of Anganwadi

w orkers for two days.

Orientation o f parents o f

To enable them to identify

children with mild and

moderate disability.

To assist thv! lED teachers to

disabled children. Removal | handle disabled children inI

of architectural barrier. I primary school

Furnishing resource room j To motivate parents of

I disabled children

I (Counseling serv'ice)

Incentive to disabled

children

Sensitisation programme To assist the disabled

for VEC member and PR Is. children for easy access to

classroom.

Working in the fielu of

I ED the list ol the

teaching learning

materials is to be decided

in an workshop consisting

of the experts.

Anganwadi workers, HI E

facilitators are to be

oriented of two days

duration.

Organisation of

orientation programme at

block level for 5 days

duration.

Consisting o f 42 teachers

in one batch comprising

BRC in each year

Existing two schools shall

be given due emphasis

The disabled children

shall be given @ Rs 100 -

per annum.

One day training

programme shall he

organised consistnij? o l

participants in each b a tc h

E M iC A I lO N ^ S C

Korapiit is a tribal sub-plan district with concentration on about 64% of SC & S I

population to the total population of the district. The district possess some primitive an(i

backward trible like Paraja, Gadeba, Bhatada, Bhumia etc. Equalization of educational

opportunities to all is a mandatnrv, therefore education of children of disadvantaged group like

SC & ST group needs special focus Also it is seen that they still lives in with their primitive

ideas, dogmas and their poveris restricts them to send their children to school Social

environment also does nol perniil the girls of this group Further, it is seen that majority of

teachers working in primary ediic;ition sector belong to non-tribe anti non SC Section and have

come from neighbonng district It results in communication problem between teacher and pupil

bad teacher and operant It was fell that such teachers need orientation in majoi tribal dialogues

for their effective ftmctioning. The text book prepared in Oriya language at a state level also

don’t suit to the children particularly ST category. Therefore, some amount of change in the

existing textbooks for beginners is needed for which preparation o f bi-language primers

Preparation of picture cards has been suggested The teachers are to be acquainted and oriented

with life style, learning pattern of these category of children by which the attitude of teachers,

guardians, parents can be regained The plan for education of SC & ST children, their enrolment

and retention in school m a massive manner was thought and described hereunder with activity

and strategy keeping in view traming/orientation o f teachers on culture, life style, needs and

aspirations of tribal.

EDUCATION OF SC & ST CHILDREN

SI. ACTIVITY OBJECTIVE STRATEGY

No.

~ I Provision of free supph To meet requirements of text The student those who have

of textbooks, reading books reading writing not been covered with free

writing materials to tune materials children belonging supply of textbooks, reading

of 60% of total SC’ & ST for category. writing materials by H &

students. T.W. deptt. The book shall

p - / 3 I

Training o f teachers on

tribal (Desia) language

(Atfitudinal motivation

training)

Development of bi­

lingual primer for needy

students(Class MI).

Publication of hi lingual

primer, modules

Exposure visit of tribal

children to nearby cities,

hisiorical places.

Publication of picture

card

Preparation and

publication of (eachers’

handbook

Development of

organisational cliniale in

Ashram School

District/Block level

tribal convention to

sustam trihai e(!uc;'.tion

1 o enable tlie teachers to

effectively communicate with

tribal students and parents and

{ hange of attitude of

leachers/motivation of

teachers

To enable the pupil

understand the contents o f the

te.Klbook written in their own

language

To acquaint them with the

concept of Bank, Post Office,

Traffic, Police Station etc.

To make teaching enjoyable

To help teacher to prepare

himself on method of teaching

and using primer.

To create healthy atmosphere

of residential Ashram School.

To retain the tribal education

in llie district.

be collected fioni student

each academic year is over

Training programme shall

be organised at block level

fribal experts are to imparl

training. The training shall

be 1 days duration

Textbooks shall be

developed by the experts in

woikshop comprising 20

l^rticipants

To move in a group o f facts

children with a guide

teacher on experimental

basis.

Workshop

Workshop

Each Asliram S ch oo l shall

b e furnished with

con^ en 'e n c e with S ( 7 S T

Dejilt.

( onventinn shall be

oi gtinised comparing 30

inentbers opinion

ntakcrs/N< i() and folk

group.

t) Study on Iribal 1 o prolie the tribal education 1 1> he t onducted after the

educati(Mi and to innovate alternate general enrolment drive for

strategies. a period o f 2 day on door

survey basis at the village

level.

10 ’ Training of Master To prepare them to teachers W orkshoptoining by SP(3

Trainees on on attiludinal change

Iribal(TRG)

, / 3 3

5 / EDUCATION OF URBAN DEPRIVED CHILDREN

Kdiicaling urban deprived cliildren is a very difficult task. Their problems arc

complex and varied. They belong lo di\erse ( uliural backgrounds, speak different language.

Absence of social security institutions make them more vulnerable and insecure. 1 he hardship of

urban living compound their problems further They are often abused and suffer ill health and

have none to look after them, (^ontact with their lamilies are restricted to occasions only. Major

stock of these children are engaged in tlifferent works with an oral agreement for low payments.

Especially adolescent boys and girls come under their category. ’Fhey are always concerned

about supporting their family. Education in the ii' (\s of these children is a day dream. Moreover,

the cost ol urban education, lack o f schooling taci'ities with proper infrastmcture and absence of

a comprehensive strategy in most of the towns deprive these children of their education. These

children are a heterogeneous group and can be i lassitled into different categories such as ;

i I "hi Id labour

li. Working adolescent girls

lii ( hildren with special needs

iv. Street children

V . Children living in slums

In Koraput district, there are hnit uiban areas. They are ;

I Jeypore Municipal!!y

II Koraput NAC

III Kotpad NAC

iv, SunabedaNAC'

/

riiese towns constitute with many periphery villages whose living condition of

the people run at par with other niral villages Population with literacy rate of these four

urban areas are reflected in the following table

A Popiilalion and literacy rate ofU rhaii Areas,

Si All cat ego IT - _ -

M;il(‘ Female fotal Male Female Total Male Femal lotal

N e

0

T " Populali

on

TorvS) ~ 964167 ^ I98l 19 ” l46Ui'~ 14709 ' 29328~ l5 5 7 t)~ r5^29~ l l 4 ^ ’

2 ' Literacy 83.6()~ 66 7 ~ 75 43~ '"76.0'8 ^ 40?76~ ~ T i ,78“ I s ' . 93 ” 9~42 ~25^52 ~

I _ _Rate

Source ; Census 2001 and NINA D II 2001

The above table indicates that the ST females are most neglected one as for education is

concerned. Most o f the tribal women after attaining the age o f 9+ started helping their family

engaging themseh^s in income generating activities. They are either never enrolled or drop outs.

B. Educational status of children in the age group 6-14 years.

Sl.~ Texpore Koraput Kotpad Sunabeda Total

No i_ _ _Total Children

1

1046"’ 8008 2615 9348 11 3043¥”

Total Enrolled ^.21 ~2229 2265^

i. Fresh 8064 3898 739 4732 17433

ii. Repeatersi 1060 1323 1490 1349 5222

3 lotal out of-sc hoc] l?43 2787 386 '32<^7 ttS

i Dropout 551 1971 188 116 2826

p / 3 >

ii Never ~792 ' 816 198 3151 4957

enrolled

4 G E R

i, 6-11 years 100.02 95 22 154 15 91.42 100.90

ii, 11-14 years 91 ‘)9 58 89 118.79 57.34 74 38

ne¥ ~

i. 611 years 89,60 82,52 86.83 85.59 86 32

ii. 11-14 years 82.43 35 93 82.10 26.96 52,47

Source ; NINAD-11,2001.

The above table ‘B’ indicates thal Koraput NAC and Sunabeda NAC show abnormaUty

in GER and NER. These Iwo towns stand at the top for out of school children.

C. ("ategory-wise distribution of out-of-school children

Sl.~ Jeypore Koraput Kotpad Sunabeda Total

No

1 Working children

(Child labourer)

’ 3I 0 ” iTl 49 87 587

2 Adolescent guls

engaged in Income

generating

activities

' 2 7 5 ’ 917' 82 1309 25S3> ~

T ~ Children v.ith

special needs

103 ~82 ~ 7 (r~ ~|T2 ,f67~ ~

J ~ Street children 97 ’ 66 23’ 82 268* ~

5 ” Children living in

slums and olli! is

558^ 1581 ' 162 3 ,)7'8 "

Total [343 ^86 ~3267 7783 ’

Source : N I N A D 11 Sur^M'y, 2 0 0 !

I) Provision made under SSA for l<lducation of out-of-school children.

I Working Children :

It IS ( lecided to o p en A ll' centres for the Education ot w o rk in g children in urban

ateas (oi mainstieatvnng them T o w n -w is e distribution of such centres are reflected b e lo w ;

SI. N o N a m e o f the T o w n N o o f children N o 'o f A l i i No'.

centres instructors.

1 Jcypore M u n ic ip a li iv ~3\0 () 6

Koraput N A C T 4I ’3

Kotpad N A C ~49 I T

~4 Sun abeda N A C ¥ 7 2 2Total 587 12 12

of

7 A dolescent girls :

Residential camps at par with AIE centres are to be opened in towns as detailed

below for mainstreaming the adolescent girls.

SI. No. Name of the Town

1 Jcypore

2 Koraput

3 i Kotf>ad

4 I Siinabeda

I Total

No. of Children

275

917

No. of Camps

6_

2

26

52

No. ofEVS

T8

~2

2 6

~52

3 Children with special needs

Magnitude of children with special needs are reflected in the following table.

s r Name o \ f V H u . 1 MR Multi Total

no of the Com Part lotal I"Deaf Dumb Both lotal pie

fown plete ial 11 disabi

lity

Jeypore 42 .. 9 "8_ _ _

8 ' I 4" ~ l0 3 ~

Koraput - -l o ‘ l5 ~ 3 I 3 6 “ '22 ~ ~ n

i ~82~ ^

3 ' Kotpad 4 ' 4 4 5 " ' 13 11 l l -Q -

4 ' Sunabe 40 8 I ? Yo ’ 37 n ~ 6 ~H 2 “

da

Total m T_1_

26~^~ - -

" 1 9 ...... 45 29 ” ' - - - - 38 ~ I s ~ W 1 ”

Source ; NTNa D-11 Survey, ’001

There are two schools in Koraput district for providing education (o children wifh

s]^ecial needs One is located at Koraput for the education o f bhnd children and the other is

situated at Sunabeda for the education of deaf and dumb. Under SSA, steps shall be taken to

provide financial and material support to these two institutions at par with All' Scheme in order

to slrengllien them for accomodation ot 31 ( Oinplete blind children and 93 deaf and dumb

ctiildreii identified in the district after proper mcdiciil ( heck up. Rest children wifh special needs

shall lit: inainslreanied through cxistinii schools after proper medical ( lici:k up. Aids ami

a|)plian('cs ate to be supplied, infrastrucmre facililirs shall be provided foi theii movcnienls in

S( liools and teachers are to be sensitised tor thrir education.

4. Street Chitdreii •

268 nos of street children are identified in the district Hving in four urban areas.

I hey need special treatment ( ontact centres are to be opened in four tow ns and

residential camps are to be set uf) for their education and accommodation Help of

NGOs shall be taken 1 own wise contact centres and Residential camps are reflected

lielow

SI " ^ Nami‘ ol the No of No. o f contact “No of No! ’ ’ of

No. Town ( hildren centres residential Institutions

camps required.

f ley pore ^97 2_

4

2 ~ " - - -

Koraput ~66 2 1 3

Kotpad ~23" 1 I I

4 Sunabeda l i 2 3

Total 1 ^ 8 7 11 Ti

5.

Source : NTNAD - II Survey, 2001.

Children living in Slums :

These children shall be mainstreamed through existing schools. Opening o f new

primary schools and EGS Primary and Upper Primary Schools. Town-wise no o f

children living in slums and no. of institution required are reflected hereunder

SI Name of the No. of No. o f New No. o f EGS No. of EGS

No. Town Children Primary' (Primary) (Upper Primary)

School centre centre

1 ■ley pore 55S 2 4

2 Koraput_ i „ r

- - T

3 Kotpad 4 1 2

4 Sunabeda ~\611_

~4 6

rotal 15 9 14

Source ; NTN AD l l Sun'ey lo m T

f .:> - 1 3 1

r'acli and every habitation of Korapnt NA(" has got primary schooling facihty

within the hal)itations itsell I herelorc, opening of New Primary Schools or RGS Priniaiy centres

are not necessary lor this town l:i8l children living in slums aiid periphery villages ol Koraput

NAC are to be broiiglit l)a( k to nonnal schools through special enrolment drive Primary

Schooling access of urban areas is reflected hereunder.

SI

No

Name of

the Fown

Jeypore

Koraput

Kotpad

Sunabeda

Total

No. of

wards

25

15

iT

24

11

No. ot

village

s/slum

s

6

18 '- -

6^

total

31

33

18

's i

Wards

25

f5

l3

24

77

Served

V ilia g

es/slu

ms

18

20"

38'

I'otal

25

3T

13

44^

Wards

Un served

Villag

es/slu

ms

6 ~ ”

~5

Y a ...

Total

5

U

24

Source ; Bxcculive (3fticer, ULBS

In addition to above the follow ing infrastructural facilities shall be provided to schools

situated in urban areas

s F N a m e Scho(>l A ddili Drink Com p I'Jccti B lack T oilet Repaid H eadm ast |

N o o f the building onal ‘ m g ound ificati board s er room

T o w n for B L

S ch o o ls

( l a s s

room

water wall on

M iiio

r

Major

for U l ’S

i Jeypore 5 1‘) 19 32 ~ 36- ~ -

'23~ ' ’ 24 26.

10 5

2 Korapu

t

K()tpad

16 3 0 ...... "40 - 3 ‘)

i

33~ .... 18 8

3 ’ 1' 8 ” 12 ~ ^ 10 ^ [4 " 13

ir , .7 16 "l5 )

4 ^ ..... S unabe

da

6 27 ' 16 T l ~ ~ T b ” '! 1 '20 i T ~ f)

Total 28 84 . 62 11 ^ 86 46 101 S4 21

t. oun e' M I N M ) n s iirvey 2(iC11 and fi(?ld survey by l ( , diiriiig Septf'ml )et,2o0^-

■t

M S L Y C l

Barly childhood education is a support programniie to achieve the target of

UniversaHsation of primary education The main objective of the programme is to prepare the

( hiId to accept the formal way of receiving instruction outside his own home. It helps m

developing schooling habit. It prepares the child particularly first generation learners for primary

edncntion So school readiness programme can be planned through HCCB Although the idea of

early childhood education is an old concept but the importance o f this component is tell as an

miportant mtervention. It is seen that gsiierally women folk of the district engage themselves in

multifarious income generating activities lik ? selling of agricultural products, in weekly market,

as labourer in agricultural field, daily labour of different activities They use to employ their

absencc at home To get rid o f this early childhood education facilitates the girls in primary

schools by relieving them from sibling care responsibilities. The importance this has been rightly

felt by all. The project namely Integrated Child Development Scheme (ICDS) has set its fool for

impaitiiig early childhood education besides its five othei activities for children of 3 to 6 years

age group Under this project pre-school education is bring imparted through Anganwadi

centres. But the survey re\'eals that there are number of habitation still remains unserved with

Anganwadi ( 'entres. Further, the pre-school component in existing Anganwadi Centres is being

neglected as the Anganwadi Workers are giving more stress on development o f nutritional status

ot children and immunisation. There is also shortage o f play material in these centres. The

Anganvv'adi Workers are not aware o f their role and importance o f pre-school education and its

impact on child for school readiness programme. Hence it is proposed.

• lo train Anganwadi Workers, other ICDS functionaries like CDPOs, Supervisors about the

aims and objectives of DEEP in general and functioning of Anganwadi Centres in particular.

• The timing o f Anganwadi Centres shall be synchronized with timing of school, E^xtra

remuneration @ 100/ per month for extra timing will be paid on Anganwadi Workers for

this purpose.

p - I ' l l

• New [ ( Cl' Centres shall be opened where demand lor such centres come from community

with willingness to provide space and volunteers

• Training to new volutiteers ofi pedagogy

• Workshop is to be organized for development of low cost toys and teaching learning

mateiials,

• Play materials are to be supplied for AWC

• Local specific songs, shall be developed through workshop by local posts, artists,

• Block Resource Group shall be fomied in each block to train Anganwadi Workers at block

level

This programme component needs convergence with ICDS project of the district run

through Women and ( ’hild Devei-^pment, ( lovemment o f Orissa and State Resource Centre and

State Project Office. The detailed activities, objectives and strategies are given below.

E.C,C,E.

S ir ACTIVITY OBJECTIVE ‘ STRATEGY 1

No.

" 1 ^ 1’raining of AWW on child f o enhance the nkill of The programme are to be

centered pedagogy. AWW and to make their organised at the block

classroom process attractive. level in two phases eacli

for a duration of 6 days

comprising 35 AWWs at

block level.

2 Supply of play materials to f o attract childfen to the The list o f materials one tn

A.W Centres Lciitres be ascertained for I Iki

concerned centres. 1IEstablishment ECCE ^ To provide ECC'I’' facilities,I To be identified durinu

centres in unserved 1 micro planning and school

lianitiiiions1i mapping centres shall be

J _ ^ _ ......... .opened through converp(\

i

I M t

■ 4 ^' ' Supply of play inalerials ti» l o attract children tt> the The list of materials to be

new H('Cl- centres centres prepared by the experts in

a w'orkshop

.....~3 ' Training ol insliuclion of I'o acquaint the instructions An intensive training

new HC("b centre. with child centres leaching programme is to be

techniques organized at the disticl

level in two phase each

for a duration of 10 days.

6 Orientation ol Anganwadi To acquaint them with the The progranmie is to be

Supervisors and CDPOs on DEEP goals and importance organized a( the district

DREP of ECE intervention centre level for one day only

DEEP. once in a year.

~ 7 ~ Organisation ofBalmeLT at Exchange of skills among To be organized at cluster

cluster level (Baby show ) AW workers. Motivate the level for one day only on

children encourage the experimental basis

parents.

~ i - Training and workshop ( f To develop the skill among To he organised at the

AWW and instruction ol the AWW & mstruction of block level of three day

newly ECCE centre on newly opened ECC’E centers. for three years.

development o f low cost

toys and teaching learning ■V

materials._ _ _ _

Convergence meeting To share with other activities Once in a year for each

o f DEEP intervention year shall be held.

/> - I '-1 3

5 9 COMMUNITY MOBILISATION AND PARTICIPATION

No school improvenieiit programme will succeed if the community does not

generally involve itseli in what happens in primary school. In other words the stronger the

linkage between the school and neighbonng community, the greater is the elfectiveness ;with

which the schools function.

Hence conmiunity mobilization and participation is considered as one of the

major intervention too active the goal ot DEEP. As per 2001 census the overall literacy rate of

the district is 36.20% and female literacy rate is quite low i.e 24.81% which is the third lowest in

the state it Hot in the count’v. It mdicates that parents are not aware o f their children. The same

findings were also revealed during r^pecial focussed group discussions with female, SCs and STs.

It is observed that unless people were mobilized or made aware of different objectives o f DEEP,

their rol j in sending a child to school, ow nership of school, the success of the programme cannot

be dreamed. So, the community must be sensitized through organisation of different meetmgs,

workshops and cultural progranune To ensure to achieve the targets ot enrolment, retention and

quality of education. People participation is required. It is planned that a grassroots level, village

education committee is to be strengthened through various activities. These institution shall play

vital role in sending children to school and own the school- Parents teacher association. Mother

teacher association shall be lormed and these associations should be involved in the process

through a series of acliviiies Various conimunity mobilization activities such as exposure visits

training of VEC, MTA and PTA have been planned

-- ■—.... . ■SI A c n v n v O aiE C T IV E SIR A TEG Y

No.. _

I'ormation of DP.U and ~To train VI'C, PTA & M Ta ” The members ol 13R(i and

BR(j community BR( j will he selected on

niobilizalion. 11the basis ol their

1expcnen( e and

conimitnient.

Training of O R(j& BRG 1 o enable them to imparl

training tor VKC, P I A,

MTA effectively

Oricnlation on N( K)s in

community mobi lisation

activities

Capacity buildings of

NGOs on mobilization

activities,

For better community

mobilization on DEEP.

Identification of

consultants.

Bxposure visit o f DRG &

DRG members to

neighboring DEEP

districts/states.

To familiarize the NGOs

with DISTRICT

EI-EMENIARY

EDUCATION PLAN roles

and spirit.

To impart timely effective

and quality guidance for

implementation, monitoring

and evaluation.

To create grassroot

stiucture for community

To acquaint them with the

type, progress and quality of

community mobilisation

acti\ ities in neighboring

state/districts.

To mobilize community at

the grass roots

1 he memoer;* will traiited

at the district level by the

experts State Project

Office and districts. DRG

shall consists of 11

members and BRG with

members. Orientations

shall be of 3 days duration

for DRG and 4 days foi

BRG

The NG( )s working in the

distnct will be selected on

the basis o f their

experiences and expertise.

The training will be

organized at the District

level and will be of

participatory in nature.

The consultants will be

selected on the basis of

their antecedents.

A group o f members will

move.

VEC, PTA, MTA will

be formed by the

T I M V

mobilization

10

1 1

Training of VEC, PTA &

MTA

Exposure visit of VEC &

MTA members to the

neighbouring DEEP

programme districts.

Development of

supplementary package for

orientation of VEC &

MTA.

Organization of studenl

rallies at the village level

with placards and slogans

conveying the message on

District Elementary

Education Plan on differeiu

occasion.

1 C'onmiunity

Mobilisation drives

village level

To motivate them to help

them in promotion of

enrolment, retention and

learning achievement in the

field of primary section.

To make them to know their

own ftmction and power.

To impart efYective training

to the members of VEC,

PTA & MTA.

1 o motivate the villages drop

out and out of school

children.

villagers meeting,

Anganwadi worker to

be taken at special

invitees in the VEC

meeting.

• VE( - meeting shall be

held every fortnight.

The members will be

trained at the cluster/block

level in phased manner by

the BRG.

Selected members will

visit in groups in phased

manner.

The package will be

developed at the district

level through a series ol

workshops and meetings

at SPO.

The teachers of the

concerned school will be

provided financial

assistance from SIG gram

to organize tlie

programme with the

village following some

innovative methods

I M L

12

13

IS

16

2 Enrollment drive

Organization of Sisumela

A.wareness campaign fo!

community pai1icipatioi\

Organisation of rncvnthly

meetings of PRi/NGO.

Orientation of folk media

participation in community

festival.

Organisation o f

convergence meeting.

Physical development,

excliange of experiences,

development sportsnnaii sprit.

1 0 make aware of the

community regarding their

role in plan formulation,

programme implementation

and process monitoring.

To view the progress of

Distnct Elementary

Education Plan activities and

tor community moHilisation.

To be organized at CRC

level with the active

participation of the

community once in a year.

BRC level, C M level,

Education district level.

To be organised at block

and district level.

To motivate the community

and building community

participation.

1 7 Broadcasting slots on AIR

through local tribal

language on the goals of

DEEP.

The programme shall be

organised at block kvel to

share the activities with

different department.

To be organized at district

level once m every month.

Foi two year and half

yearly for rest three years.

The programme shall be

organized at Block level

with four days duration for

1®‘ three years.

fo create awareness among

tribals generating demand for

education.

The meeting shall be held

one day at district level

once in a year for five

year. At block level once

in 1*‘ year at G.P, level

once in T’ three years

Broadcasting DEEP goals

through A.IR, leypore

once in two months

p . iH 'f

f) 0 liESEARC H AND EVALUATION

Research is an important ( oniponeni of any progianime for qnalit> improvement I he

precise objectives of researclj and evaluation inter\'ention under DIS'I RIC 1 lilJtME-N'l ARY

hiDU(-ATION PROGRAMME are provide relevant supports for preparation of (perspective as

well as annual plan and their effective implementation and evaluation at different phases of

programme implementation. The district specific needs of this inter\^ention rise from the affeci

that the district suffers from multifarious problems relating to education o f girl child, that tribal,

education in hilly and inaccessible areas, low rate of retention and achievement etc' Keeping

these districts specific problems m view, the activities such as undertaking action reseaich

f>rojects, study of effectiveness of various intervention, evaluation o f teacher training

piogramme’s etc have been planned. The objectives, activity, strategy and physic..’ target have

been outlines as fellows :

S I ACTIVITY OBJECTIVE ...... STRATEGY............

No- - -

Understanding Actior To assess the strength and Before assigning the projects

Research Project by the weakness of intervention and to the teachers tliey are to be

primary school teachers to gain feed back trained on the te( hnique

through workshop.

2 Orientation programme for Improving class room At district Icvrl 2 days

action research process to orient the programme At book level 3

researchers days pro grain me

To study the effectiveness To assess the impacts to The researcii projects

ofdifferent intervention impro\ e and monitor the proposals are to be invited

programmes relating to programme fioni the p r a t i t i n g tcacher

access and enrolment researclieis a n d e x p e c t s

retention and learning respective ones issue based

achievement (Impact research studit's,

study)

4 " Evaluation of teachers T o a s s e s s the impacts t o The ))rogi a n i n i i s a r e to b(‘

training programme and impi os e and monitor the evaluated b) the

V'

other training programmes programme internal/external researches

to be conducted from time ageticies through same

to time standard as bill on

programme specific tools.

5 ’ Providing for progress l b enhance the spirit o f the A record o f teachers

record for evaluation of competition among the activities are to be

teachers competency teachers. maintained in a schedule

perfomied at BRC

Sharing workshop To acquaint the teachers,

District Planning I eam

BR( 7CRC Coordinators to

share the finding of the

research.

Workshop shall be organised

taking 40 members with

three days duration

_ - -Studies on block specific To identify specific problems Two studies to be undertaken

problem of the block and suggest the

remedial measures

in each block

Community based To evaluate the functioning Evaluation is made by VEC

evaluation of school of different component of m accordance witli the set

effectiveness school programmes indicators.

9 Internal evaluation DEEP To monitor the DEEP To be done by a temn o f

mid term assessment activities on the basis of the experts consisting o f retired

studies. feedback. teachers, exports, journalists,

members o f NGOs. It should

done at the mid of the project

penod.

~10 Organization o f orientation To onent the personals in 1 wo days programme with

programme BRC/DIET evaluation work, 40 participants in each

and selected coordinators programme at district level.

and consultancy services

I f Publication on research To acquaint with the issues N early the findings shall be

findings and to get feed back. published.

p - m

6 1 MANACiEMENT INFORMATION SYSTEM (MIS)

The project management is a challenge before the project coordinator. To collect

iipto date data, dissemination and effective use of data generated is a time bound activity. Hence,

it is necessary to equip the project management with full information. The Managemeni

Intonnalioii System (MIS) in DEEP has two components,

1) Educational Management Information System (EMIS) provides information about

educational issues and management of schools

2) Project Management Information System (PMIS). It provides information about

project management.

The EMIS data are to be collected as 30‘‘‘ September of each year comprising ot

mfonnation on enrolment, retention etc. and its analysis can be done Irom different angle. MIS

unit at the district level shall be equipped with trained manpower, hard ware, soft ware and other

I elated infrastructure.

The detail strategy, activity and objective o f activity are discussed as below.

ACTIVITY ^ OBJECTIVE STRATEGY

No.

1 ..... Training for collection of To create an uplo date and The data are to be

DlSEand PMIS data | rehable dnla base. collected jointly by the

teachers and computer

personnels1 Monitoring and I'o ensure aci Jiacy iii tlie A team of expeits/squad

supervisjon ol data process of dal a (ollcrtion. of experts to make

collection. surprise field visit.

/ S

3 F M IS & P M IS ” l o store the data in tbr Data entry is to be

selection of teachers unifbntily done by the

training/planning/distrtbution trained data entry

of different provision. operator.

.....4.... Availability of the school To use the data for selection The report is to be

level data at BRC & CRC ol teachers prepared and made

training/planning/distribution available at the BRC and

of different provision. CRC

Updating liMIS and FMIS To make the data upto date The data shall be updated

data every year basing data of

30'^ September.

!>■ / ‘T l

DPEP commits ilself for llniversalisation of quality Blementary Education.

Despite impressive growth in provision o f formal elementary schools, a large number of

children (62621) remain out of schools m the form of both ‘drop out’ and ‘non-enrolled’ and a

majority o f them engaged as child labourers and street children. They (the out of school

children) constitute 28:40% of the (6-14) age group. The environment o f the formal educational

system and ior some distance factor force them away from schools.

Recent NINAD-II Surv^ey conducted in the district reveals that 1501 habitations in

rural areas and 24 habitations in urban areas (Total 1525) are without schooling facilities. Out

of these 1525 habitations, 226 habitations have population inore than 200 and 1299 habitations

have population less than 200. Moreover, these unserved habitations include 537 schaol-less

Revenue villages. This figure gives an idea to build up and accelerate Government responses by

providing access to these habitations through opening o f both formal scliools and alternative

schools. Therefore, the district felt it necessary to open 226 formal schools in the habitations

having population more than 200 These habitations also ftilfil other State Govt nomis

There new schools v-iW provide access to 276 unserved habitations. For

habitations less than 200 population; it is proposed to open 741 EGS primary centres which can

cover 891 unserved habitations. It is also proposed to open 132 cluster I'GS primary centies

covering 264 unserv'ed smaller settlements with child population less than 15.

A total o f 290 IZGS IJppcr piiniary schools in the district to cater the need o f pass out

children from primary schools.

From the survey it is found that there are 62 gram panchayats in Koraput which do not

have upper primary schools There are no ma^nculates in these Gram panchayats. In the first

phase 62 new upper piiiriary schiK)l.s will be opened in the identified iininary schools having

space and accessible to tht* children r.f that Gram Panchayats. In these < iPs, there is a proposal to

6.2 ACCESS & ALTERNATIVE SCHOOLING

open ()S H(jS (UI^) Schools After at least 2 years of their existence these KGS schools will

be upgraded to tbrnial ITp Schools depending on the viability with highei retention rate at

primary schools, theie will be tremendous pressure on the existing and new Upper Primary

Schools. The average strength o f Class V is likely to increase by 3 folds in 4 years with the

improvement \\\ retention rate and with below 5% repetition rates

Fnirthei n is det ided to open 232 AIE centres for working children, 220 Residential AH'

centres for adolescent girls, 10 AlH centres foi complete blind children, 15 AIE centres for deaf

and dumb children.

Block/l 11 B wise distribution of new schools and Alternative Schooling centres under

EtjS and AHl Scheme opted b> the State Govt is reflected in the following table.

SI Name ot the No. of No. o f No. N a of ~ ~o{ No. No. of No. of""a IH fbi

No Block/ULB new pry. FGS of EiGS AIE for of cluster children with

Schools Pr> new UPS working AIE EGS special needs

Centre UPS children for primary Blind Deaf &

s adole

scent

centres dumb

_ _girls

Bondhugam ]?. 25 3 13 1 T 4 ~ ~_

- 1

Boipariguda 2^ 130 5 ,25 11 17 37 T3 " Boriguma 31 ~32 ~17 11 - 1 1

Dasmantpur 1(1-

“64_

~7J 16 6 T ” 1- y - Jeypore ~60 y ~25 “ 23 T 4 - 1 1

Koraput 14 25_

30 6 - T 1Kotpad "20” - 2 ~\2 I 7 ~ Ts - T ' 1

Kundra '1 2_ _ _

"I'O 18 - TLamtaput 6 55 5 19 7 T§ - T

T o ~ Laxmipur - 12 u ~i

i l ” Nandapur 29 lOS T 2 ~25 '3'0 i r

/ 5 ^

13

~\4

Is

T i'

Th

12

Pottangi

S em il ig u d a

Rural I ola l

Jeypore

(Municipality)

Koraput N A C

K o tp a d ls fA C ^

Sunabeda

NAC:

Urban Total

Dislrict Total

N arayanpatna

II

f)

2 \ \

2 ~ ”

()

4

~ 9 ~

I s

~226

95

46

732

4 '

40

9

741'

1

y

4 ~

~62

2 9

2 4

' 2 7 6

2

14

1 4

2%

8

-

H) ~

h i)

()

12

2 3 2~

18

16 8

6

~18

2 - ” " '

~26

52~

2M

2

35

15

132

132

1

To

10

14

IS

It is proposed to upgrade 311 ECtS primai-} schools to regular primary schools and 2 9 0

HGS Upper Primary School to regular uppei primary schools from the 3* year onwards and

decided to provide tmancial assistance to these schools under TLH @ Rs. 10,000/- per primai>

school and Rs 50,000/ per upper primary school

SI. Activity Objective Strategies

No

.i Micro planning and • to provide ai cess to the unserved The exercise shall h e

school mapping habitations. undertaken at villai’c

exercise • School development plans and level.

educational development plan of ( t P s .

■; Opening of new fo provide access lo un.served habitations do

primary schools. lia\ ing population h ss than 200.

3 Opening of EtjS I d provide a c c e s s l o iinsei^ed habitations -ilo

t.'entres ha\ ing populatimi h ^ s s than 200

4 v)pcning of Ciusler lo provide a< c c s s l o smaller habitations 'do

1 GS ( entres hav ing child [lOpulalioii less than 20,

/ 'I

5 Opening of AIE lo provide access to working cliildren. NINAD 11

centres adolescent girls and drop out children

6 Opening of special I o provide access to complete blind and C'onvergence with

AIE centres for deaf and dumb children. NGOs

disabled children

with severe quahty

7 Special Coaching lo provide Remedial leaching to One centre foi each

( entres repeaters school for SIX months.

Concerned school

teacher/village youth

shall be engaged foi this

purpose.

‘8 ~ Workshop on To enable the out of school children to District level w'orkshop

preparation of receive quality Elementary Education for 7 days.

textbooks for ATE

centres.

/

3 CIVIL WORKS

('ivil work need priority in the distrirt like Korapiit for attaining the basir

objectives of the project i.e improv ing a< cess and retention and to bring about quahtative

improvement From recent NINA I ) 11 Survey conducted in the district m the recent past and on

the spot verification made by the lecluHcal (Consultants, the followmg lequirements are

identified besides the existing facilities available

1 Building for building less schools ~83 ~

Additional class l oorns ~702~

3 Drinking water facilities 647

Boundary wall 1424

’”'5 Black board 609

"6 Electricity 963

"7 Toilets ~J4]S

J Major repair — - -

Minor repair loOT^

"10 Headmaster room for existing UPS

11 Building and Headmastei room for new UPS ~62~ "

T2 Teachers Barracks in inaccessible GPs 62 '

T 3 MIS room 1)T ^

T a New School building and Headmasters rooms for

upgradation oi EOS UPS in formal U ^S after 3* year

on wards

290

"'15 New School building for npening of New Primary

School

~226 ^

' 1 6 New School building (01 uiigradation (in.GS primary

to formal primary scliool- jtter 3"’ year onwards.

I f l ~

The district has also proj)osed to construct a training hall near the <listrict project

office tor conducting various u iiiiings, ‘cniinars and workshops peitaining to dilferent

interveniions under SSA

B l o ( k / l il R w i s e n i i ' i a s t m i ' t i i i a l r t - q i n r c t n e n t a t t h e d i s t n c t ts r e t l e c t u i t h e

I b l l o w i n g t a b l e .

I "j c-

BLOCK/ULB MiTRASTRUCTURAL FACILmES REQUIRED FOR THE DfSTRTCT! .......!jSi.jNo.

i

Name of the B1ock/ULB

Buildingforbuildingles s schools

AdditionalClassroom

Drinkingwaterfacility

Boundarywatl

Electricity

T“ "Ii !Black L ,

tofletsboara j

1

! ^1 \ilViinor j major1 repair (repair

! !

H eadm astL ^ p s i ,3ers room . .... l-r ^ u

(buidimg j Teachers ifw newwitti HMs ! Barracks Iprv

existing 1 i p room ! i schools.

1(

1B O N D H U G AM 4 21 37 82 69

!57| 81

I !

521 25 1 13

!

3

T ..... . . . . . . -----------------------

3 ! 12 ;

2BO IPARIGUR1 i 36 27 89 46 25

!

105

1 1

1 81i 22* 13 5 5

■r.................. 1!

233 BO R IG UM A 3 67 73 109 97 33 124| 91! 30! 24 T 3 31

4D A SM AN TP UR 9 47 59 132 58 59 119 85

1i

29 15 5 5 165 JE Y P O R E - 86 28 99 76 28 86 112 38 21 3 3 176 K O R A P U T 1 37 25 65 56 44 85 55 36 to 5 5 147 K O TP A D 1 50 37 96 82 6 81 17 52 19 2 2 208 KUN DRA • 0 34 25 89 45 30 80 71 5 10 5 5 ^29 LAIVTTAPUT 6 22 20 93 30 44 83 62 27 8 5 5 6

10 LAXMrPUR 52 47 85 65 34 86 71 15 14 0 4; 611 NAM DAPUR 8 59 66 108 105 65 126 67 26 8 12 71 29

12m R A Y A f ^ ATHA 8 32 . 46 82 61 25 82 47 15 10 1 6

16

13 P O TTA N G I 9 33 44 m 53 71 105 59 26 13 5 51 11

14 SEM ILIG U D A 6 42 51 93 34 42 74 421

331ii 1 0 4 4 ti

'1'if

■1

T O T A LRURAL 55 618 585 1311 877 563 j ^317 912 379I 188 62 62 211

15 JE Y P O R E (M ) 5 19 19 32 36 23 34 26 10 4I

2

16K O R A P U Tme 16 30 15 40 20 0

f

301 33 18 5

T .....j

17K O TP A Dme 1 8 12 10 14 13 isf 16 5 1

S 4

18SUM ABEDANAC 6 27 16 31 16 10 22 20 11 4 9

IT O T A LURBAN 28 84 62 113 86 46 101 95 44 14

115

■1'i

G R AN D ST O T A L 83 702 647 1424 963 , 609 1418 1007| 423 202 62 62 226

Af

c iv il WORKS

SI.

No

T "

Activity

Constniction of new primary and upper

primary school buildings

Construction o f additional classrooms

for primary aad upper primary schools

Repair of school buildings

Constniction o f BRC building

Objectives

fo provide schooling

facility in unserved

habitations.

Constniction of CRC buildina

Tube wells for drinking water

To provide adequate

chiss rooms for better

teaching learning

pr(^cess

fo make the

classroom usable

fo set up Block

Resource Centre at

Block level.

Strategies

VHC shall take up the

constniction work

ascertaimng the need

of school through

micro planning and

school mappmg.

-do-

fo assist schools and

teachers under the

cluster for academic

and monitoring

p u ip o - .c s

lo provide safe

(Iniikinu water

-do-

To improve quality in

academic, monitoring

and supervision

purposes.

To set up a cluster

resource centre for on

the spot support to

schools.

Identification of

needy schools and

sinking of tube wet!

t h roi I gh CO n verge nc: e

with RWSS.

{

1 Constriu tion of toilets fnr girls To provide comfort to (Convergence with

girl child and NAC/Block office.

maintain sanitaiy

condition.

(Construction of building foi building To provide building VEC shall lake up the

less schools for building less work.

schools for better

interaction

<) C’onstrnclioH of MlS room To fncilitate data-base The MIS room shall

at the district level be attached to HPO.

10 ~ Construction of 1 raining hall at district To provide bv?tter The hall shall be

level. facilities for different attacncl to the

trainings, workshops, District Project

meetings and Office.

!i«nmars.T )- - Construction o f Headmasters room for To provide better To attached with

upper primary schools facility for official school.

work in school

management and

supervision

12 Construction o f compound wall and To provide safe^ to VBC shall take up the

provision o f electricity. school envirormient work with converging

and to make teaching other agencies.

learning process

better.

p -

6 4 PROJECT MANAC;EMENT

STRUCTURE:

The proposed project shall be managed in a decentralized nianjier. In the district

of Koraput four levels of management system shall be introduced for effective implementation of

the programme Those are

1. Village Level Structure

2. Cluster I evel Structure

3. Block Level Structure

4 District Level Structure

1. Village Level Structure :

To manage the programme at grassroot level i e. village level a Village Education

Committee (VFC) is to be constituted and to be strengthened for each school as per

Government Notification No 1963/School Hi Mass Bducation Department, Orissa

Dt 17/01/2001 with the folloN ing members (09).

a. Ward Member/Councilor-1 Member

b. Guardian of students 6 members (Male rnembers-3 and Female

members 3 out of which S(",ST and OBC members

must be 3)

c. M em ber o f Voluiitui . Organisation ] M em ber

d. Head Master of F’nniary/Upper Primary School/High School - 1 Member.

Menibi-rs shall elect one ot thf above ineml)crs as President. This connnittce

shall be the real grass-ioo! level ;tniciiut- to manage the Lleineiilaiy Rducation at the

i i (

lowi'sl level. Hence the eomniittee shall be strengthened with due training ami

,mentation on its roles and responsibilities.

VR( will be empowered to take up eonstniction o f schools, utilisation of

M, hool improvement grants(SIG), school management, preparation of Village

I development Plan, supervision of schools and Anganwadi Centres, repair and

maintenance of schools located in their village

( luster I evel Structure :

School clusler nonnally consisting of 14 15 primary and upper primary schools

will be set up with an exception to geographically difficult areas. The cluster will be

headed by a Cluster Resource Coordinator who will be basically responsible for

pioviding academic input to the teachers and act on a liason person between school and

the community He will also link the school with the BRC! and District Office, Cluster

Resource Coordinator is expected to form a team of resource person for the cluster from

VEC', MTA PTA, tea. hers and villagers o f his area. His team will act as catalyst for

enrollment and retention checking up drop outs m his area by empowering community

and teac\\ers. \be office of the cluster will be called on Cluster Resource Centre and a

building will be constructed to impart training and maintain the office.

Block Level Structure :

At the Block le\ el. a Block Resource Center shall be set up which will be headed

^ »i Block Resource C oordinator to provide academic support to the teachers. A Block

r#tvfl Monitoring C’ommittee may be fonned to act as model agency in implementing

Flementaiy Education Programme (DEEP) works in the concerned block.

p - I i> 1

The Block Level Monitoring ( ommiltee may be formed consisting of the

following members,

1, Chaimian, Panchayat Sami I i

2 . Zilla Parishad Member(s) of the IMok

3 Block Development Officer

4 S I. of Schools and

5 Selected Headmasters of Upper

Primary Schools

6 ( DPO, ICDS Project

1. Social Extension Officer

8. Welfare Extension Officer

9. Jimior Engineer (Civil)

10 Block Resource Coordinator

Chairman

Member

Member

Member

Member

Member

Member

Member

Member

Member

4. District Level Structure :

The programme shall be implemented tluough the DISTRICT PROJECT OFFICE

at the district level. The Distnct Project Coordinator shall remain in charge of the

programme at the district level. A committee has been formed under the Chairmanship of

CoUector and District Magistrate, Koraput to guide the District Project (Oordinator in

planning and implementation o f the programme.

The members of District Planning C omintttee are :

1 Collector & District Magistrate Chairman

2 ADM, Koraput in charge DEEP Vice Chairman

Sub-(’ollector, Koraput Memlier

4 .... S ub-( '011 ector, Jeypoi e Member

1 Inspector of Schools, Koraput Cirde Member

61 Inspector of Schools, lev pore Circle Member

! 71 Principal, DIET, Jey])ore Member

8 District Inspector o f Schools, Koraput Member

9 District Inspector of Schools, Jeypore Member

10 ' District Welfare Officer, Koraput Member

11 ~ DSWO, Koraput Member

12 CDMO, Koraput Member

" iT ' Project Director, DRDA, Koraput Member

14 District Plannmg Officer, Koraput Member

I s " ” District Informatics Officer, Koraput Membei

16 District Project Co-ordinatoi Member Convener

This C ommittee shall be the decision making authority a( the District Level for

successful implementation o f DEBP in Koraput

A core planning team has been tomied and entrusted with the task of preparation

of perspective as well as Annual Plan.

Sub-Committee will be formed at the district level for Recruitment, improvement,

monitoring, supervision and evaUiation, Besides, several intervention specific District Resource

Groups will be formed with experts in the line to guide the project activities.

6.5 PLANNING AND MANAGEMENT

Implementation o f the proposefl project depends upon careful planning and

continuous monitoring. Unless, adequate review meetings are held and supervision strategies are

formulated; the implementation o f the programme may suf fer. Hence, it is proposed that annual

work plan shall be prepared in each scheduled year The annual work plan shall indicate

monitoring, supervision and feed back strategies I his annual work plan shall be reviewed at the

end of each academic year. Before making the annual work plan for the forth coming year, major

gaps in plamiing process Target fixed in the previous year and its achievements, intervention

wise progress, strengths and weaknesses o f the programme shall be reviewed and feed back will

be obtained, liasin on the feed back and in consultation with Educational Officers and District

Administrators as well as State Project Office (if required), half yearly revie\\

meetings/workshops both at Block level and at District level o f two days duration shall be

organized.

It is proposed that at BRC level a half yearly bulletin containing the information or

enrollment, retention, VEC/MTA/PTA meetings, jirogress of civil works, visit of officers to the

school, utility of Teachers Grant, SIG, problems of teachers, vacancy position, achievements and

all other progressive indicators will come out. The format for this be prepared by the District

Planning l earn and will be supplied by the DPO. This shall be helpful in reviewing the progress

at CRC level, BRC level and as well as District level and the follow up action can be suggested

accordingly to wipe out the short comings in the system The follow up activities shall be

suggested by VEC/MTA/PTA/Teachers/BRG/DRG members or District Planning Team. This

may spring up activities for coming 6 months CR( level activity chart will be scrutinised to

judge the progress.

In order to access the day to-day progress of (lie programme, monthly CRC and BRC

meetings will be held. In addition to his, quarter!) review meetings of two days duration at

P -

Dislnct'Blork level shall ae lield in each year to ovci view the progress in achieving the targets

The review ineetings/workshops at 13istrict 1 evel and Block Level shall be held on the basis of

flovv oi information fiom CR( level. This will liacilitate interaction between CRG/BRG arul

DRCi, Saipanches, VBC Presidents, Community Volunteers, MTA members and members of

other disadvantaged groups can be invited to share the progress in their respective areas Ways to

reduce educational disparity will be discussed and remedial measures will be thought of and

implemented

Similarly, at the Distiict Level monthly r e v i e w meetings ol Planning Committee shall be

held regularly. To over view tlie progress and achievement of targets, half yearly review

meetmgs shall also be held

I hc District is expected to undertake Micro Planning in the entire district by the end of

July, 2002 Progress of habitation level and (j.P. l.evel institutional plan will be assessed from

time to time keeping community awareness, ownership and bearing responsibility in view ll

shall be a further clue for half yearly BR( activity chart. There will be a mechanism to follow

the progress of proposals for other departments as generated by Micro Planning.

CHAPTER VI

PHASING AND COSTING 2002-2010

DISTRICT : KORAPUTSTATE ; ORISSA

YEAR WISE c o n s o l id a t e d STATEMENTS FORPERSPECTIVE PLAN UNDER SSA FROM 2002-10 (fts. m Lakhs f

S;NO, No. .

or A c ^ tty

"isicsr'Jr«i Phystea l Cost Targ*t Ftnanciaf O u liay O u ttc y

T »ro«tfin m crn O vfO a j <^n«Rcla! O u r j y

T » r o «O M Iiv

T » * « O b II^> T « * «F h u n c M

Otmay

Sun TeUI (WOT G r jr - . To(»l aO Bji

Re«*arch & Evaluation

; ( iN* N . Actiort R e w a rc n a 0200 2 0 400 C 030 0 2 0 0 9CX> 20 0 600 20 o teo . 0 6 0 0 2W ?0 0 6 0 0 20 o e o o 2 0 G.ttOO MK5t

. N-v, *5 /vnrt.sr-oo ■♦>*!r«»fcri MuCi'v■ (

7 ^ ?ft« 7 0 16ft 0 0 166 o .M a 2 0 t* » o . t m 2 0 1M 9SA 4 • 1 * 4

1

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1

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i n ?n< 0 4 W 1 too l ?0( ( tu n i ?o( 0 4 0 0 10 0 4 0 0 ' JOO

1 ' I t

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o.oooi O.OOOI OOOOj o.oooi 0.000 0.0c J S .ooo 3.000 3.C0C<

1 - - ^ - i - ■

1 5 I 00 0 5 0 ] 207fl| 10 39511

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2.13SI' o.oooi 2 - i a ^ 610i 2,1351 o .o s tf fftO 2.135' 4 .270 t 4 m

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2 0 0 , 1 ^ Q.OBO 2 0 C s j m 3.42*;

N M !6 Conor, Staov/Cnuo Traadoe 0 0020 22«sl 4 530 O.OO20I 2327! 4.a54f 292«! sast>. ms 2S28f saM 2Km 2KBi SaM '■”1Com puteiisamn oi C e-rw vcn*! 6812 \0 0 0 0 t; i ,000. i 0000. I.oecj

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-• I

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DISTRICT K O R 4PITSTATE : ORISSA

YEAR WISE CONSOLIDATED STATEMENTS FORPERSPECTIVE PLAN UNDER SSA FROM 2002-10 (Rs. in Lakhs)

i D e s c r ip t io n o f A c tiv ity

I

U n itC^ost

* ^ » » '“ ' F h « « C a l 0 .r t ta yir^pvr

U n ttC o s t

P t ry s l c a tF f fw n c tia O sillftv!

P n y s lc a l j r » 9 ^ .

- . . ., ......... : S » B T a W < » W .F h t n e l r t O u B w i F ln a o e la l O u B ty ! ! F h u w c ta l O u tla y 07 )

1 . i... . /

T a r g e tF ln » n c u it O u tla y

P t» y « c a lT a r e « t

F ttw rrc U lO u tla y

® hy»*caiT a r o e t

S u b T o u i {2007 G ra n d T o ta l (

O iitlay

i f o r

i ‘ idaW ification * SiM vey m ro u g h

i

P 1000' O.QOO 0 2000 o .ooo ; o .o o d 0 .00^ ) o.oooi 0.00CK 1 ; 0.200 li 0.200 0.200 0 .8 0 0

i T », M , *° t e a c h e r s (Pri &U P) on■ ' lED & E G S in stitm e

0 003 5 0.000 0.0035 6 iO 2 135

1 !

O.OOOi 0 7 a 3 .W 5 | 0.000

!

910. 2 .1 3 5 a70. 3 0 4 5 ‘ GOOO 5.160

i o K. K. , c w e a ic a a s s e s s m e n t c a m p s tor 0 to o o 0,000. 0. l a.ooc c 000 0.000 0 000 a .o e o u 40C - ■ -iOG - ' 40 0 4 .2 0 0

1.................................................................................. ' ■ ■

i M N i ' i ^ f i s a B e r a s r t c< J i^ e so i jr c s i le a c n e r s (V I.O H .M R i a t O P O level

c ;o o c i 0.30C J 32 X C,96C 0 9 6 0 0 960 ' i 0 9 80 4 .1 4 0 0 9 60 3 0 9 6 0 3 3 9 6 0 2 8 80 7

i

i ‘ ‘ . Mi l , . )i#»i - i, .'■•ii ■) f>fx; 0 fKKV 0 (MK) 42 1 ^ ? 3 0 n 730 -

(■: '-i ; :,a p ac itr - Duaam g c! D » G s on IE !'

10 02B' :) o oo ' 3' 0 028 0 000, 0 .0 S 6 8 0 0 2 8 0 000: 8 0 0 2 8 0 .05 6

1 . S u o p N o f a id s a n d a p o lia n c e s to s e v w e a s s a a e a cnHttwn

i

0 0200 a o o o C 0200 500 10 000; 5oa »0 0 0 0 ' 2 6 0 5 .2 0 0 500! 1 0 .0 0 0 3 5 J2 0 0 o .o o a 0 0CX31 DOOO n 000 3.*’

i .5 K , c • S tre n g th e o in o o l E insiing S p e c ia l S c n o o f i

1

0 ,5 0 0 0 3' 1.500: 3i 1.500' 0 .0 0 0 ‘ 3; ;.50& 4.50011

O.DOO C OQO ■: o o c c .o o c -

1 a p e e c n t r a m m s 10 p a re n ts o H i 1 9 N , n 15 0 0 0 3 0 OOOG U D 030 995 2 .685; 995, 2 a « 5: SG6 2 . tm 895 . 2 .68S 1 0 . 7 ^ S9S 2 .3 0 5 985 2 965 395 2 ,385 a.0 5 5 10.

1------------------------

i : Sm flica l C a m p lo r 0 ,. C h io re n ■: ^ixK? o .o o o ' o o o a OOB& ' O-O0O 9 .0 0 ^ u ' 1,400* 14' 1 4 0 0 14 1 400 | 4 .7 0 0 4

1 , ^ . 'S u o o lv o f rB *dm aQ la»* a n dswiniBB tB a a w w o fV ) GdilBrer

1

0 0O 30 0 000 0 0 0 3 0 U& 0 .438i 2 4 f t 0 7 3 » 0 .0 0 0 0 .0 0 0 1 .1 7 6 346; 1 03e> 3 4 6 t 0 3 6 3 4 6 036 2.1 1 * i

i 12.N N .13 I cWMU»n0 ,0307 393& 2 755 0 0007 5 7 3 6 4,015 , 5736 . 4 .0^ 5 , $ 7 3 6 4 .0 1 5 5736 . 4 O tS 1 6 .8 1 6 5 7 3 6 4 01S 5 7 3 6 4 015 5T 36 i a i5 12 .046 30.

’ . , j. T iie m e ^ m e c a m e fO n c e -tt thrw* G 0 2 9 0 42 ' ! 176:

1

42 ' 1 ^T6t *2: 1176^ 421 1 .1 7 6 4 .7 0 4 ' 42! 1 176‘ 4 2 1 176: 42 1 ,176 3 .528 8

I .4 M . c ' 3 * 0 a y s P r e im e g ra tio n c a m o s for " o t s a t t e d t::niidrgr

I

0,0021 5736- 12.046 . 5736 , 12 .046 ' 3 0 0 0 5 3 0 0 573® 1 2 .0 4 6 4 2 .4 3 T 5736( 12 .046 5 7 3 6 T2 0 4 6 4 0 0 0 B 40C' 32.491 i.

, ^ -o a v s o n e n ta f to r to o is tn c t >pve I :fj N 15 I o ffice rs

:: 02 3G 0.028 . > 0 0 2 6 0 0 ^ ; ' 0 0 26 0 .112:

i 1

0 0 2 8 0 .028 ' 1' 00281 0 .0 8 4 0.

1 C o n v e rg e n c e i-neettng quarier+v ■ v « :r Q fS W O /H esati d ro rr 6^ > c : s r ,, c ^ ; r 0.11? d 0 .1 1 2 4' 0 ,112 . 0.446i 4i 0 ,112; 4i 0 .112 4' 0.112: Q.336 X-

i D R G s

S e ttin g a t Resoarse C e n tre s j '7 N N ’ 5 ( C a n o s ) for s e v e r e d is a b te o 0 :50>3 3 .5 0 0 H 3 .5 0 0 3 ,5 0 0 M- 3 .500 1 4 .0 0 0 28 ’ 000 28; ■’ 000 28 * 000 21 OQO 35.:

c ttti^ ren1.................................................. ..... ■■, .D osfiT vaien OT 'O te m a t^ n a f <iaw 1 d isa b le d

C 3 00 n 3 0 0 0 3 0 0 ' d.200- - j o o ' 0 .3 0 0 ’ 0.300 0 300 0 .9 0 0 2.1

! T o u t 3 ,349 3 b /'23 3 7 .0 6 0 4 0 .5 7 9 X .Z k 2 156.233 , 3 4 .5 2 3 3 5 .405 41.ST2 ' t- r .so c 2 ''8 .t

DrSTRlCT : KORAPUTSTATE : ORISSA

YEAR WISE CONSOLIDATED STATEl'^NTS FORPERSPECTIVE PLAN UNDER SSA FROM 2002-10 (Rs. in Lakhs)

2 0 0 2 -0 3 2 0 (0 -9 4 M P S ------------------------- 28Q 6-0e z m s-0 7 2 Q C 7 ^ 2 M - O T 2Se«*1G

!

j N o NO,

1

, i> « s c r ip tto n o i A c t iv n y J n u : P h y s ,c a . C o s t T a ro e t

U nttC o s t

P h y u te a tT a rg e t

F in a n c ia l O u tla y F in a n c ia l O u tla y :Ptrysica.(^

T a rg e tF in a n c ia l O u tta y ;

Su£> T a a j i2J02- 07) 1 Pfiy« tc« t

T a r u «F in a n c ia l O u tta y

P » iy»rcalT a # » r t

rinanetAij o t t a y

P h y w c a ;S u e

< ^ in an cu tO u tto y

T o ta i -’ ■'3C710)

G ra n d T o ta l (:"0 ,

, C f v i ! W o r k s

j I N N . BBuUdtfig j o f a u e d jn g « s s ScfKX)l5.(P r i) '

j . o o o a 0 ,0 0 0 .) 0 0 0 0 23; d ^ .o o a 30 9 0 .0 0 0 a 0 0 0 o.cx>c - » .0 0 0 : 3 OOO J.OOO r- rK>G f>OC 15 '“

j 2 N N 6A ddifionat R o o m s for N ew P ilm a ry S d w ^

i s o o o ' 0 ,0 0 0 3 .0 0 0 0 65 196 000i 5 » ISOOOO' 0 ,0 0 0 o o o o 3 4 5 .0 0 0 0 .0 0 0 15 4 S 0 0 0 45 00 0 « 6 00C 435

I 3 U N t-S t r i n g for u p p e r P rrm af'/ S c h o o ls

s o o o rvy: A 15 '*.7 5 0 0 30 13S OOO 0 0 00 76 5 0 0 27 9 .0 B 0 OOOO 0 ,0 0 0 DOOC s .o o o 27fi

j 4 N N li A(>t)rtjrHiat ; i ‘{irii.ity; . n '.11 l»>tl ?.11,080' .Ht (Ifv 97 5 0 0 I*" 5 00 72% m }

! 5 N . N 6

j

A O dlM nal C la ss ro o m { u p p e r P n m prv)

! .5 0 0 a 0 ,0 0 0 1 500 0 75 112,500i 75 112,500: 0 .000; 32 76 0 0 0 io s .o o a 0 0 0 0 0 .0 0 0 0 .0 0 0 0 .0 0 0 303

f ---------- - -■j S . N N 6 T i* e W eii 0 4 0 0 0 50 20 0 00 0 4 0 0 0 5 0 2 0 .0 0 0 ' 50' 2 0 ,0 0 0 3 0 ,0 0 0 SO 2 0 .0 0 0 1 0 0 .0 0 0 ■00 iC 0 0 0 •0 0 4-0 QOC 9^ 38 8 00 n « . a o e 2 ie

f " “ " ■ --------j N. 6 ■ ToK ets (Girts; 0 2 0 0 0 ' 100 2 0 0 00 0 2000. loo l 2 0 0O0i SGO 6 0 0 0 d Z 8 6 ‘ 57 200! ^00 2 0 0 0 0 177.2Q0i ^00 2 G 0 0 0 5 0 ; o o o o ■3 0 0 0 3 0 .9 0 0 207

; BKi N. e 1

CofTiDouao w p l 0 TSOO 0 .0 0 0 0 7500 ' o .o o J 0,000! oooof 0 0 00 ' 0.fi00i DOOO 200! 1 50 0 0 0 2oe> > 5 0 0 0 0 30 0 .0 0 0

!■■■■■■...............f 9 ' N . N e i

HM r a o m s te r U P Sctxjo*s ! 0000- 0 0 0 0 1 0 0 0 0 2 0........... — r

20 .00C 2 0 2 0 0 0 0 ' 2« 24 000^ 50 50 0 0 0 1 14 .000 ' 50 5 0 .0 0 0 5 0 5 0 0 S 0 50. 5 0 0 0 0 t ^ . a o o J.M

f ......

j lO iN .N .6S u iU n g to r t ^ w a a s U ’ E G S

I c e n trv s to p r tm a ry s c h o o ls3 .0 0 0 0 3.200 2 OOOC 0 0 .0 0 0 0 0 0 0 6 '' *83 ,000

L,

5C ^50.000 ^ r i . o o c 5C. '8 0 OOC ■'OO 300 0 0 0 .r . 2 0 0 0 0 dOQ.OOG 933

11 N . N 6; BuiKtlng lo r uppgraOed E G S UPc e n tr e s to U o p er p n m a rv se h o a te

4 5 0 0 0 0 0 0 0 4 5 0 0 0 a o.ooo" o o o t f f«ooi 450 .000 ( 6 0 2 7 0 0 0 0 7 2 0 .0 0 0 60 270 000 4 0 J8 0 00D 30 13S000 s& ,o ec 1305

12 N .N 6 T aacH B ts B arad 'J OCX.) 5 00 0" T3 0 45 000, 22

<* 8 0 0 0

1 i

GOflO' Q.OOO, 93JOOO l-QOa aOQO OOOC ^ .0 0 0 93

13IN .N .6 1 C o n s l ru a io n o f C R C buHdmg 2 .0 0 0 0 2 .0000! 110* 2 2 0 ,000 j 91^ 180,0001 a 0 9 0 |

i

o .ooo j 4 m o m 24 4 0 OOOC 0 .0 8 0 DOOO ^ j B m 4 4 i ;

U ^ N N . e E tecM ficoH an o f s c n o o ls1

0 0 6 0 01

o ,oock'

1

o .o e o i s d ' lOQOj 50-! 3 ,0 0 0 ' IM O I 2fW izo o o i 413! 2 4 ? m o m 42

f 13,DOOO 3 .a eo i

1

---- h

10,QO(^ Q t m o .aoo i a W O.Q0& o .a m 3 j m Q j m 3

T tfN .N .6 |C t1« lvF f1W *H va*m «n t; t

Q.a30O‘ A 2 00 '. i

e.OQC^ 2 0 ^i -

€.0001 9 0 0 18,300! 34.1401 100 a .a a o 3.000 20 0 6 0 0 0 -^zjom 46

i T o a i 4 0 .0 mi

M 7 .t4 0 j T 4X 20ft n s . W 3 2 S 7 .3 4 0 S53.flBB wmas z t m u m s m i

H4-ST-

DISTRICT : KORAPt TSTATE : ORISSA

YEAR WISE COP^CWL®ATEB STATEMENTS FORPERSPECTIVE PLAN UNBEII ^ A FROM 2^2-10 (Rs. in Lakhs)

is c r2004Si N o rm

NC «^0.□ • s c r l o t i o r a f A c ttv ifv U n it P h y s ic a l

C o s t " 2trg»if^<Ttancia« O u tta y

UnU P h y s ic a l - o s t T arge 'i

f f n a r t c ia t O d tfa yPftystoai. ' S u b T o w (20B I-

n m n e i a i O u t t ty i 07) ! ' T ^ “ ' 1 Financial OuttayS u b T o ta M M O ? G ra n d T o u u r

T * f » i t ' A i t t a y ' T s ro M O iK O y

R « f » f r & M a M T t e n a n C T o f S c h T O i B u i i c N n g

1 . . 1 ^ , , R e p a ir G ra n t R) e a c t i sc ftoo i i ' f P S + U P S * H S i

0 0 5 » 2155; 1 0 7 .7 5 0 0 0 5 0 0 2 2 1 7 t i o . e s a 2217 ; 1 1 0 8 5 0 2B18> 140.80© 2 » t8 i 140 .900 , « 1 1 ^ 2818:\

MO.SOOi 281& U 0 .9 0 & 2 9 1 8 ■>40 9 6 0 4 2 2 .7 0 0 1 0 3 3 . : :

1 T o ta l 107 .7S0; i t o . t s o : 140.90<^ «11 .2S 0 |,

140.900;I

t4Q .«0& 1 4 0 .» 0 0 4 2 2 .7 0 0 1 0 3 3 . : :

DISTRICT : KORAPUTSTATE : ORISSA

YEAR WISE CONSOLiDA IEO S 1A i i r (UJtvPERSPECTIVE PLAN UN0ER SSA FROM 2C02-10 (Rs. in Lakhs)

2 sa a ^ 20e3r«4 ........... 2005-M 2006-0? 2007-06 >oaMi 3sm io

No 0«»crtp«on of Acthrtty iMh . Cost Flnancfaf OultayTarget

: 1

^{^^iF in inciiii Outteyi Phy»*c«i 'Sub Total ( n2‘ FInanctM Out^: Outlay'Target ^

PHiiateti' Tufgtt !

fimmmrniOstUmy

mtfrnUa*Tangm

wtemmmovmf

SitbT9SM BK7 Gr»Mf1101

f>rat«ct ManatURMtt

liN.N.:? _SiWw»tora=OSta« 0.330C: 6 1 960' 0 1300' 12 J aee 12-' 3.960' •2 3,980' 12 3.960 17.W 48 1S.940? 48i t5M3i 4ft 4T.m

ZiN.N. i? ^Fjm(ture<orDPO :.O00O: 0 000 1 oooo : 0.000 O.OOCf O.OOB 0.000 S.QS& r 1 oacK aooei 0.008 1;80B

3 N N.17 ,Equipmirt for OPO 2.0Q&0 0X300 2.0000j 0.000; o.ooo‘ o.tm 0,000 3.000 V 2.000 0.009 0.000 2 ^

4.N N 17 iConsumaWettof DPO o.osoa oooo 0 2000; oeea < 0800 4 0.800 i asoo 3-200 2.400 12 z4oe 2.4G0 7 ^

fi N N 17 <<« IX'O IliXffl 11 '*1 j /lit) 4: ? 200 4 * ?no ' 200 4.80C IGOO 3.060 -X .1000 10.880

SIN.N.17 iEJacMdtyi WaterCtargn 1 o.otooj1 ‘ oooa, o.ioort 4j U40ffi i fi ««i 4(Kt t m i ,'mi ’ ■ 3.800

iWftfaiiftDfl cost : 0.020a ; o.oooi 0200ff| 1 o.dooj o.msof', 4, asea .i.! i 1 0.800 SJtSO. 2sm T2; 2,<0tt T2 2400

8|n.N.17 tHouseRantlbrOPO \ O.OSOOj i o.ooc o.oeooj 0.24( 0,240( 4; D.a^ Q.240^ 12; 0,720! t2l 0.770! ■z 0.720 2,180

9Inn 17 1ta/DA for DPO staff f oozoci 1 ooooj 0.2000!1

osooj 4j“•"1

4( aaac^ 4| o.&eoj 12, 2.40® 21 2.m 12 2.400 7 ^

IO'n N 17 lHitecha<8*»o(ve»iietes ; oieoq j o.ocx i.oeooj '1 I.OBoj 1| 1.(W 1, 1-otti ii 4.320| 4 . » <i 4.32SI 4 4.3m 12J880[

11 N N. t ' Iconsultancy fees 0 1800 ! oooo! 2,0000( 1! 2.0O0j 2.00^ 1! 2009f i; 2.000| ftOOOj 4.00^ Z 4.000i z 4 000, 12.000,

12;N.N.17 iBooks and .toumaB for DPO 0 2000] o.ooo! o.oooi O.OODI 1 a.oooi atmoi ■I 0.2001 I; QZOOi 1: CJOO O M

13-N.N.17 ;Ex0C&ureto ouMae 1 0000 i: 1.000* li 1.000; 1 1.00O 1; J.OOOi 4.00ff *! i.OSOi Ij i,aooi ■i; s.ooo: ijaw.

14 N N *** Mairtenanoe of " :Exj»m»»«*s 0 3000 ! 0000= o.oooj o.ooo: oooo o.ooa 2i o.aooi 2) o.ooo z 0.60Q 1.300

TMaf 1.9ft0 12.2»d 12.2M 12.280' 12.280 51.100; 4 i .« r 38.8a0< 38t880 tlfeMO:

1

MSTRiCT : KORAPLTTST ATE : ORISSA

YE.4R CONSCM.0&ATED STATEMENTS FOR PERSPECTIVE PLAN tJNBER SSA FROM 2002-10 (Rs. in Lakhs)

DISTRICT : KORAPUTSTATE ; ORISSA

YEAR WISE CONSOLIDATED STAT£^ ENTS FORPERSPECTIVE PL-4N UNDER SSA FROM 2002-10 (Rs. in Lakhs)

H4OD

STATE : ORISSA DISTRICT : KOR4PUT

(Rs. in Lakhs)

CONSOLIDATED STATEMENTS FOR PERSPECTIVE PLAN UNDER SSA FROM 2002-2010

1

jS l. N O . Namt* o f the In te rs entron

i

F ina nc ia i F ina nc ia l FinaiiciaJ F im m d a l Financia! O utlav ! 2f>02 O attay (2003- O u tlay (2 W 4 Owttay (2 0 9 S O utlay (2006

03) 04} 05) ©6) 07)

Sub To ta l {7 m 2-01 }

F'tnancial F inanc ia l F inancia l O atfay f20O7- O atlay {2008 O utlay (2009

08) 99) IG)

Sub To ta i (2007-2010)

G rand To ta l !■2002-10! % 1

11j QuajiT} impTxjvement 57,186 i8 ! .3 0 0 ' 2 ! 3-666' 275.98'^ 281.603 ! 009 .742;

1

5 2 1 .8 i l ; 463.533 445,766^ 1431.109 2440.851 13% 1I

i; _ intiovation I

i8 .i6 0 > 49.528 49.437 49.73 '" 49.387 216JM « 49.982 i 50.282 4 9.222 ' 1 4 9 ^ 5 365.733

--------- 1

2%\j

i< ! E B

i

3 3 4 9 : 38.923 37 060 40.579 36.322 156.233, 34.5231 35.405 41,972-' 111.900 268.133 !% I

1 ‘ Intcn'cniiMii 'n ' v.ii 1 S i iuMti'.

■: a'. • U'} \ . V,M >1 |i) 111) \K ' 5‘)2,'S35: -1 iS <777,304 7H07.942 44% I 1

1

i ': : ■’ -1 </,-T :.'i2 .J25 4 . ,;9 7 , 3 9, i 3 44 124.52"^ 2.^6,'’ 5 : < !

!1 . ; 2 ,2S(, : : ?xn '2 ,280 !2 2X0 51.! 00 4 i 680 38.680 38,680; 119.040 ’ ■'0.140(

i-50 ; ;;;.850 ! 10.850 '4 0 .9 0 0 ' 1 ^ .9 0 0 611.250

1140,900

!i40.90C i 40.900- 422.7001 1033.950' 6% i

1

! CK-^5Worfo ■iC ouo. 8 8 7 .^ 0 911.500 743.200' ■’ I S , 500' 3 29 7 3 4 0 653.0001 900.280, 642.300; 2195.5801 5492.920 i' i

30% \I

* ® Ccm TTiun'n M obilisa iion

i i-

') 000 i 9.939 22.328 i 26.314! 2 ! 516 ' 90.097* 22.959i

2 6 ,i9 7 2 6 . i9 T .!

75>J53, 165.4501 l%\

1 To ta ! 1

850 .TP4 3546.465 3599.080 1 8 6 0 J 5 4 iJ

1828.180

...... . .....11685.073 2D9‘*.486 2286.844 2021.668 6406.998 18092.071

. ------ 1

\no% 1

-------- ^! ' i : j , f

I;n C’v, .; W'orKs ;max.

1 33%'.1

25% 2fi% 40%; 39% 2 8 % 31% ;

i

39% 32%' 3 4 % 3 0 %I

1

\ — — --- --------------

j % in Proiecr Management . :m jx . Q/'O/

.'S . 0“/.. 0% ! 0/ 0 “ « 2 - , ' 2%, 2% 2%.1

1%

1

i

)

Ii V oo fO u ;iiii\

1 .................................. - -

“*C0. , -4-„ 59% 'O0%: 71% 67% ; 50% 69%ii

. . 1

CHAPTER - VII

BUDGET FOR 2002-2003

DISTRICT ; KORa PUTs t a t e : ORISSA

YEAR WISE COSTING AND BUDGET FOR 2002-03(Rs. in taKhs)

I SI.No.(

NormNo.

Description of ActivityUnit

CostPhysical

TargetFinancial

Outlay Period Remarks

!j Research & Evaluation( .... ... . . ........ ..................................... ........................

Research

1 N N 16 Action Research 0.0200 20j 0.400i. . i

Nov

N.N.16 . V Vo rK sho p o n research stu d y 0.0840; 2 0.168 Nov i

1 31

N N /le Small scale classroom based research 0.0100,' 20: 0.200i Feb i(

1*4 N.N.16 Terrninai Assessment study

iNov B y S C E R T

!!

5 N N 16Common Annual Examination forevaluation of children

0.0050' 2079.1

10.395 Mar----- j

11

Planning & Management |

6 ' N N.16Preparation of GPA/iilage profile (Format print'ng)

0.0001; 2106 0.211 i1

Nov 1J

i N.N.16 Cohort Study/Chiid Tracking 0.0020' 2265 4.530| Jan!ii

QsJ N N 16 Comiputerisation of Co-hort/'child data 1 .0000I 1i I.OOOiJan

----------- 1jj

M.f.S. 0.000j

i

9 N.N 16DiSE data coiiection & scrutiny (School & E G S C )

0.0010 962 0.962 O c t , Nov-.. i

j!

D IS T R IC T K O R A I'L T Y E A R W IS E C O S T I N G A N D B U D G E T F O R 2002-0:S T A T E . O R ISSA

! ------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ;

’ Monitoring and Supervision ■

!

1 10 1

Development and production of monitoring and Evaluation formats

0.1000 1 0.100 Oct<

1

r

!

1 11Monitoring & Supervision

N.N.16 (TA/DA/HONORIUM/CONVEYANCE to DRGs/BRGs & meeting)

0.5000 1 0.500' Oct - Mar

— “ ■ ............ i

i

1

I

! '

1

N.N,'6 Monthly meeting of DRGs/BRGs/CRGs NF 6 Oct - Mar

1

I ' '

TOTAL 18.466!

DISTRICT : KORAPUTSTATE : ORISSA

YEAR WISE COSTING AND BUDGET FOR 2i#2-03^Rs in iakhs)

' SI. NormNo.

Description of ActivityUnit

CostPhysicaJ

T a i ^ tFinancral

OiftlayPeriod Remarks

i1

1 Quality hTtprov^neiTt !1 51 ' I ! Teachers Training 11 11i ‘ N . iN. 12

7 dsvs "^rsininQ to tGSchGrs cf UP sections

0.0028 424 1.187 Nov

. . . . — — ji11

ii

N.N.12Training to teachers i3 days) on TLM fUP Section)

0.0021 424 0.890 Nov1f!

iI

Teachers...... ... .......................... !

i1

!1 3 i

N . N . 1Sa!ar\' to Add>. "’"eachers in place of

Vesource teachers0.0900 280 25.200 Oct - Mar

1I

f- ......... !

' Grants ^' ' ’ !

4!

N N 10School improvemeni Grant to Govt. Schools (Pn , UP, h .S .)

0,0200 278 5.560“;

Nov1!i

1, 5\

N.fsi.11 T l M grant to teachers of Pnmary, UP 0.0050 424 2.120 Nov11

1i N.N.11

T L M gram to teachers of H.S. for Class- VI!'

0.0050 228 1.140

.... ........... (!i

1 ‘ ( BRCs/CRCs !

j ,

i 6c

N.N.19Development of Resource teachers (20

^ e r block = 230 Nos.)-

0.000 Oct!!

u .... . .

1 ' N.N..19Meeting & T A Rs.500/- to B R C per month

0.0300 56 1.680 Oct - Mar For 6 months'■(

j

j

1-----

' B N.N 19Aliowance Rs^ 200.'- to C R C C s per month

0.0120 224 2.688 Oct - Mar For 6 months11

j ISTRICT ; KORAPUTJ TATE : OMISSA

YEAR WISE COSTING AND BIT>GET FOR 2002-03fRs. in lakhs!

9 N.N.19 Contigency to BRCs 0.1250 14 1750 Oct

\ 10 N.N.19 Contigency to CR( 0.0250 224 b.600 O ct

11 N.N.19 Monthly meetina of CRCs/BRC;

Text boolcs

N.N.5Free Text book to SC/ST & general

!girls children (UPS)

T O T A L

NF ct - Mar

0.0005 18741 9.37-

57.186

OISTRICT ; KORAPUT-STATE ; ORISSA

YEAR WISE COSTING AND BUDGET FOR 2§02-O3fRs in iakhs

I SI.1 No.

NormNo.

Description of ActivityUftit

Qsst TargetFfftancral

Outlay ;Period

jRemarks j

* ! s Innovation i! 1

i Giris Education ,

Community MoDiiiser on Girfs i

i i i

N . N . 18 Education m weaker clusters (Remu ration)

0.D400 43 1.720^ Dec-MariI1

!i 2i . .

N.N 18 ' ! raining to Community Mobilisors 0.0014 43 0.060; Nov 1I

\ i N.N.18 Meeting of iady V t C presidents 0.0007 lOOi 0.070i Feb

” ~—...—11I

1i 4f

N N . 1 9^Montiiiy meeting of D R G s on Giris Education

NF 01

for SIX months *i

S C & S T Education

i ^(

n: -‘ 3 Engagement of Youths in weaker areas of SC^STs

0.0400 50 2,000 Dec-Mar \

)1

6 N N "IST'raining t o Y o u t n s o n S C /S T issues regarding retention,aropout)

C. 0 0 1 4 0 O' u.u / U Nov('

E C C E

i N- Qi < , ; V . ; ^Suppfy of ore school kit to A W C s / E C C E centres

0.0050 48- 0.240 1!!

Com puter Education it ■■ — *■

* 8 '(

N.N, 18 Cornpute!" Exposure t o U P S 1.0000 14 14.000:!I

J

i T O T A L 18.160 !— ............. 1

T?

DISTRICT : KORAFl TSTATE : ORISSA

YEAR WISE COSTING AND BUDGET FOR 2002-03 f'R'

Si.No.

NormNo.

DescrrpSon of ActivftyUnit Physical

Cost TaitietFinancial

OutlayPeriod Remarks

t

Ecteicatiwi for disabled11!

1 N.N.15Engagement of 3 Resource teachers

,(V i,O H ,M R )a tD P O ie ve i0.1000 3 0.300^ Nov

!!

1iN.N.15

Training to Resources teachers (3 per 'biock on lED)

0.0070 42 0.294 Feb'Mar

,5

ii

!!

N.N.15 'Counselling of parents of !ED children 0.0007' 3936 2,755' Dec

!ji

T O T A L ' 3.349 (1

< 5 0•>

DISTRICT ; KOR.4PUTSTATE : ORISSA

YEAR WISE COSTING AND BLTDGET FOR 2002-03(Rs. m lakhsj

\ S I i No,

Description of ActivityUnit Physical

Cost T a r ^ tFinancial ^

OutlayRemarks !

I

Civil W orks i1 !ii i N.N.6 Tube VVeii 0.4000 50 20.000 Oct - Mar

11\

! 2iIiI

N.N.5 Toilets ^'Girls)

Total

0.2000 100 20.000 Oct - Mar

40.000

---------------------- ------------

1i

......... 11I

! * i 'i , : „ !1 SI. ! No

Description of ActivityUnit Physical

C < ^ TargetFtnancial

^ Pencd Outlay

Remarksi!

! ■ " ! i Repair & M a in ^^a iice of School BuMdtng i! .... !tj 1 . N . 7

Repair Grant to each school 'P S ^ U ^ S ^ H S ;

0.0500 2155 107.750 Jan1!1j-----------

1!

T O T A L A ' 107.750i1

D IS T R IC T K O R A P IT YEAR WISE COSTING AND BUDGET FOR 2002-03S T A T E . O R I S S A lakh^

, SI. _ . r A Unft Physical Financia! r, ^! , Description of Activity ^ Period RemarksI No. ^ Cost Target Outlay

Project Management

N N 17 Salaries for DPO Staff 0.3300 6 1.980 Seot - Mar

T O T A L 1.980

DISTRICT t KORAPUTSTATE : ORISSA

YE AR WISE COSTING AND BLTBGET FOR 2002-03fRs. in lakhs)

! SJ' Nc,

NormNo.

Description of ActivityUnit

CostPhystcaiT s M ^ t

FinancialOutlay

Period Remarks Ii1

Intervention for Out of School Children 1

E-.G.S.

ii[

N.N.20E G S Priman/ (873 centres for 21825 children)

0.0085 21825 134.421 Dec - Mar

1

1I

\

i 2 N.N.20E G S Upper Pnmary (290 centres for

'^462 children)0.0400 7462

1

1

296.480' Dec - MarjI11

' ' i i V 'AJ .E. 1J ' i . ■

? ■

f - 3 1 -

N.N.20A !-E centres < 0 for 365 blindchildren)

0.0300; 365' 10.950 Oct-Mar!

1

i

! ' .

1 ■■i 'h . 1 'M

A.i.E. centres (10 for 895 date and dump children^

0.0300; 8951

26.850* Oct-Mar1

ii

I ';,■■■■

* • c ; N N-20A.i.E. centres (11 centres for 268 street' ,cniidren;

0.0300i 268^ 8.040i1

Oct-Mari1i

( ■ A.I E, centres ('1866 Remediai !

!i1 ■ ^

( ■

i •

M M.20 coaching centres ^epeaters/slow jearners)

0.0240' 1853 44.472' Oct-Mar jj

i •

I ■New Schols

1

1

1

Ij--------1 ■ ^

i •

N N . 2

,Salar>' to Addi. Teachers for new Upper Primary Schools

0.0900 186'..... _ j —

16.740'i (

1

1

f -

i 8 :

1

N.N.2'Salary to Add!, Teachers for new primary Schools

0.0900: 155. 13.950 Dec - Mar 1

....................................... J

i

\ Totai @03.^311

i

DISTRICT : KORAPUTC'T 'T'.f- , ntOTQQ ASTATE : ORISSA

CONSOLIDATED STATEMENTST-^r» i^OTTCTJ- T>1 4 I'X m iT 'D QC 4 TIMFOR FRESH PLAN UNDER SSA IN 2002-03

f/h-. Hijgkhs)

<c>

! i

a

a ' .

^ 3E • 1

5F

«■

3 ■-»» ^

%jo

!! S I . NoI

Name of Intervention Financial Outlay % i

1! i V ' u a i i t v i r n p r o v e n ‘ ) e n i . 1 8 6 ^ 6 . 7 2 % 1

' ' 7 1

I n n o v a t i o n j 3 , i 6 0 2" "" i

2 . 1 3 % . 1

' 1 j I J L D . a 3 4 0 2 0 . 1 9 % ^

!

1 4 E d u c a t i o n f o r O u t o f S c h o o l C h i l d r e n 6 0 3 . 9 0 3 2 5 7 0 . 9 8 %

5 R e s e a r c h & E v a l u a t i o n 1 8 . 4 6 6 ■<

2 . 1 7 % i i

6 P r o j e c t M a n a g e m e n t ] 9 8 A , 9 ' ? 0 / ; *

1 7i

! R e p a i r & M a i n t e n a n c e g r a n t t o S c h o o l s : 1 0 7 J 5 ’ 1 2 . 6 6 % 1!- - - - - - - -! 8 1

C i v i l W o r k s 4 0 4 . 7 0 % i{:. . . . - - - - - - - - - - - - - - - - - - - - - - - - - - f

1 ^ 1 C o m m u n i t y M o b i 1 i s a t i o n 0 0 . 0 0 % 1

ji

Total 850.794 i m % 1