UNIVERSALISING ACHIEVEMENT

Quality Improvement Initiatives States’s Vision of Quality for 3 years Universal achievement is a major goal of all quality interventions to bring a change within the class room transaction/management and to ensure that every child attains a satisfactory level of achievement. Improving the Quality and efficiency at the school & classroom level is a major thrust area since the SSA categorically highlights the need to provide education of a ‘satisfactory quality’ in achieving the goal of UEE. The ultimate goal of all quality directed interventions is to make the classroom teaching learning processes effective so that every child attains satisfactory level of achievement. State’s Strategy to achieve this Vision In recent years, the State has made tremendous gains in terms of enrolment of children. However a major challenge for the State continues to be addressing the issue of quality of education. Many interventions to increase the achievement level of students are being implemented. A holistic approach has been adopted involving all quality dimensions of elementary education. This includes focus on: 1. Improved Pedagogical Processes

a. Curriculum Reform/ renewal b. Improved classroom practices and processes

• Active Learning Processes • Increase in time on task and learning opportunity time • Development and use of appropriate TLMs • Effective use of Teacher's Grant

c. Efforts to Improve Language, Science, Mathematics, Social Science and Art teaching d. Strengthening Learning Assessment e. Remedial Teaching f. Incorporation of Extra Curricular Activities g. Establishment of Libraries in schools with support from Raja Ram Mohan Roy Foundation h. Reading Cell i. Computer Aided Learning – Expansion in the use of Information Communication Technology, Head Start

2. Learning Enhancement Progammes a. Dakshata Samwardhan b. Activity Based Learning (ABL) in Primary Schools c. Active Learning Methodology (ALM) in Upper Primary schools d. Encouragement to Exploration and discovery in a child friendly and Child Centred manner – Aas Pas ki Khoj

3. Strengthening Learning Assessment: a. Continuous and Comprehensive Evaluation - Reform in Examination System: b. Remedial Teaching

4. Child Friendly School System

a. Development of a child friendly school system - Making the child free of fear, trauma, and anxiety b. Improving basic infrastructure with Building as a Learning Aid (BaLA) c. Academic calendar d. Involving community members more in quality improvement in schools –SMC, School Development Plan,

Sampoorna Shikshit Gram Yojana and Accreditation System

5. Capacity Building of Academic Support System a. Strengthening the Academic Support Structures – Resource groups and Subject Expert forums b. Improved Academic Monitoring based on ADEPTS, Classroom Observation Tools & Quality Monitoring Tools c. Capacity Building of Educational Managers & Monitors d. Revitalization of DIETs e. Regular Monthly Meetings at all levels for academic review.

6. Teacher Efficiency a. Teacher provisioning & teacher availability b. Capacity development of teachers - In Service Teachers Training & Induction Training c. Professional Training to professionally untrained teachers d. Adequate teacher preparation – On site teacher support based on ADEPTS

7. Collaboration with Non Government partners with partners. 8. Goals for Quality

Over a period of three years the State’s vision for quality is to achieve the following: • 100% Enrollment of all children and attendance levels over 90%. • Teacher attendance of over 90%. • Over 60% children attaining the requisite learning levels. • Completions Rates 75% • Transition to Upper Primary 80%.

The above mentioned quality initiatives implemented so far will be continued in 2009-10 also. The achievements made in the year 2009-10 and the proposed activities to be implemented in 2010-11 are discussed below. 1. Improved Pedagogical Processes a. Curriculum Reform/ renewal

Status and process of Curriculum renewal in light of NCF 05 To follow the recommendations of National Curriculum Framework (NCF-05), a national workshop was conducted by Azim Premji Foundation. In this workshop guidelines were prepared, according to which the work started in districts. Work initiated at the District level In the first step subject groups were identified. The subject groups developed a questionnaire, to find the gaps in existing curriculum. This questionnaire was applied in 20 schools in each district by DIET persons. After analysis the compiled reports were submitted to the state office. Work initiated at the State level The state compared the learning continuum with the NCF-05 and identified the linkages and gaps between them. Review of syllabus on the basis of district reports and this comparative study was done at the State level, emphasizing on the gaps addressed in context to the needs of the state. From this process the elementary level syllabuses has been revised by RSK and secondary level syllabus has been revised by the Board of Secondary Education office. A draft curriculum was prepared for class I to XII in this way. Status of text books renewal- NCF-05 reinforced to construct knowledge with daily life experiences and activities, At present the spirit of NCF-05 has been transacted into the states textbooks in the following manner- • Lessons have been developed with different activities and project work. • Textbooks have been designed with number of examples of local environment.

However the syllabi and textbooks of the state will be internally reviewed in the light of NCF-05. Thus the books will be reviewed in a gradual manner as given below- Year Class level Subjects area Mode 2010-11

• Curriculum Review according to NCERT orientation • Finalise the strategy of books review .

Languages + other subject

Through two workshops

2011-12 Textbooks of class I to III will be revised .

Languages + other subject Total books 24

Through 3-4 workshops & Trialing

2012-13

Textbooks of class IV to V will be revised .

Languages + other subject Total books 20

Through 3-4 workshops & Trialing

2013-14

• Teacher resource book for primary level will be developed. • Textbooks of class VI will be revised .

Languages + other subject Through 3-4 workshops & Trialing

2014-15 Textbooks of class VII to VIII will be revised .

Languages + other subject Through 3-4 workshop & Trialing

2015-16 Teacher resource book for Upper primary level will be developed.

Languages + other subject Through 3-4 workshop & Trialing

b. Improved classroom practices and processes Active Learning processes The State fully shares and endorses the vision as stated in The Right of Children To Free And Compulsory Education Act, 2009 which under 29(2e) provides that the academic authority, while laying down the curriculum and evaluation procedure shall take into consideration learning through activities, discovery and exploration in a child friendly and child centred manner. This will be brought into practices through methodologies like Activity Based Learning at the Primary Level and Active Learning Methodology at the Upper Primary Level. Active Learning processes have been accepted for improvement of classroom practices and processes. Activity Based Learning and Active Learning Methodology have been taken up in the State for this. ABL and ALM have been discussed in details further in the chapter.

Strategies proposed to address the above issues in the next 3 years, as well as to ensure changes in classroom processes as laid out in the RTE Act Increase in time on task and learning opportunity time Study on Time on Task will be carried out and mechanism will be planned for monitoring and measuring mechanisms will be designed and implemented. Development and use of appropriate TLMs Teaching Learning Materials (TLMs) are the actual instruments that help in curriculum transactions. It includes textbooks, workbooks, teacher's guide teaching aids (concrete material) supplementary reading material etc. Though there are various types of TLMs, it has been observed that textbooks are the main or sometimes the only tool available with the teacher and are used for teaching learning. Teaching-learning material and teaching aid plays the important role in the classroom process to inculcate desired knowledge, concepts, understanding and skills in children. It was observed earlier that the teacher grant was not effectively utilized by some teachers. A multi pronged strategy was taken up. One, the use of teaching aids was dealt with through teacher training programmes second TLM handbooks ‘TLM Pothi” have been developed for all classes and all subjects. This is a collection of subject and lesson wise proposed teaching aids, detailing their development process and suggestive ways for its effective use in the class rooms. These pothis have been developed with the help of teachers and cluster coordinators. The copies of ‘TLM Pothi’ are being used as training material for teachers. In order to provide support to teachers in using these TLM hand books. Model Labs for Science and Mathematics are being established. The idea behind this is that the CACs and BACs during their monthly meetings will train the teachers on how to develop and use the TLMs and aids on the basis of TLM Handbooks. The teachers will also be encouraged to borrow the TLM and aids available in the Resource Room for their schools and return them back after their work is over. Teacher Grant worth Rs. 500 per teacher per annum is distributed to all teachers of Government Primary and Upper Primary level Schools. Teacher Grant worth Rs. 500 per teacher per annum will be distributed to 2 teachers of all Madarsas registered with the M.P. Madarsa Board. Teacher Grant worth Rs. 500 per teacher per annum will be distributed to 2 teachers of all Sanskrit Schools registered with the M.P. Sanskrit School Board. Teacher Grant will be released in the PTA Bank Account. The PTA will provide the amount to the teachers. The teachers will develop teaching aids from this amount as per need. The teachers training will also focus on development of teaching aids from the Teachers grant and its utilization.

Teaching Learning Materials have been developed on a large scale under ABL, ALM and Dakshata Samwardhan. Development and use of these has been a major issue in the Teachers Training. Effective use in the classrooms and functionality of TLM is being monitored by CACs, BACs, BRCs and DIET faculty. Effective use of Teacher's Grant Teacher grant (Rs.500 per teacher) was distributed to all the teachers of Government primary and upper primary schools. The decision to use the Shala Shiksha Kosh will be taken by the PTA in consultation with the teachers. The teacher training will focus on the development and use of teaching aids. The teacher grant will be used for this purpose. Proposal for 20010-11 • Teacher grant of Rs 500 each will be given to the teachers for supplementing the TLM by developing and using teaching

aids in class room teaching. c. Efforts to Improve Language, Science, Mathematics, Social Science and Art teaching Language learning Steps have been taken to identify specific learning difficulties in English where children score low. Identification of specific learning difficulties in different subjects where children score low has been done through DIETs and the findings have been discussed below: Class English – Learning Difficulties I & II

• Difficulty in recognizing and writing the following alphabets: P,R,E,F,M,W,N,Z,U & V and c, e, b, d, p, q, g, m & w,

• Learning Spellings • Pronunciation of Words

III • Writing Comprehension • Use of capital letters, punctuation marks • Prepositions • Possessives • Articles

IV • Comprehension of Questions • Degrees of Comparison • Contracted forms • Verbs • Message Writing

V • Nouns • Pronouns • Letter Writing • Tense • Question Framing • Comprehension (Unseen Passage)

VI • Adverbs • conjunction • Narration-I • story writing & picture description

VII • Tense-I • Voice-I • Narration-II

VIII • Voice –II • Tense-II • Narration-III • Modal Auxiliary • Essay Writing

Some common hard spots found in almost all the classes are: Vocabulary, Pronunciation, Grammatical items and expression - oral and written.

Efforts to address the specific problem areas related to Language teaching in the Primary and Upper Primary Schools will be done as follows: • This will include continued efforts for attainment of reading and writing competencies through Dakshata Samwardhan

Programme in classes 2 to 5. • Dakshata Samwardhan will be continued in the present form in Upper Primary Schools. • Programme will be developed to do away with the afore mentioned difficulties. Special Efforts are being made for

English Learning in various classes. • English Relay Programme will be initiated with partners like ILFS and support for capacity building for the same from

Unicef in KGBVs and Girls Hostels. English teaching will be an important issue in the In Service Teachers Training and Induction Training of newly appointed teachers.

Science and Mathematics learning

Steps have been taken to identify specific learning difficulties in Science and Mathematics where children score low. Identification of specific learning difficulties in different subjects where children score low has been done through DIETs and the findings have been discussed below:

I to VIII Maths's • Place value.

• Expended form. • Decimal. • Fraction • Geometrical constructions• Man Surations

I to VIII Science • Structure and Function of plants.

• Structure of Atom • Chemical reaction • Carbon • Reflection & Refrection of light • Electricity

Efforts to address some of the specific issues related to Science and Mathematics teaching in the Upper Primary Schools have been discussed below. The challenges for the state to improve mathematics and science teaching are as follows:

• Enhance teachers’ competencies as well as knowledge to teach these subjects using appropriate pedagogy. • Provision of laboratories at the upper primary schools and also link with High Schools to provide teachers the

necessary academic support. • Identified Upper Primary schools be developed as resource centers and models for the other schools. • Build capacities of teachers to shift from rote learning methods to Construction of knowledge as outlined in the

NCF-2005. • Make Upper Primary Schools Resource rich to create an enabling learning environment for these subject areas

including use of ICT. • Provide opportunities for children to participate in co-curricular activities which promote learning in science and

maths as well as link these to real life. Implementation Strategy The State to achieve its goal of improving Science and Mathematics Teaching plans to do the following:

• Provision for Science and Mathematics Laboratories in all the Upper Primary Schools. • Develop a pool of resource persons for providing requisite academic support to teachers in the State. It will include

exposure visits to Homi Bhabha Centre for Science and Mathematics Education, and other institutes in consultation with NCERT good practices in other States and also link with Mathematics and Science Olympiads.

• Develop every DIET and Block Resource Centre to have a Science and Mathematics Resource Centre. Five DIETs and 13 BRCs will be developed with UNICEF support.

• Study tours and capacity building programs will be undertaken as part of In-service and ongoing training programs.

• Work with a local University to design specific learning modules for school teachers with support from UNICEF. Social Science learning

I to VIII Social Science • Movement of earth & its effects, forces of earth.

• Regional geography and Mappings work • Tides and current. • British policies and Act in India. • pressure Belt. • Latitudes & Longitude. • United Nation & Longitude. • United Nation & their function • Economic Development. • Teaching of History and Political Science

The State to achieve its goal of improving Social Science plans to do the following:

• ALM will be scaled up. • Develop a pool of resource persons for providing requisite academic support to teachers in the State. • Develop every DIET and Block Resource Centre • Study tours and capacity building programs will be undertaken as part of In-service and ongoing training programs.

Use of above analysis will be done to address these learning difficulties, through appropriate training for teachers and development of additional TLMs on these specific competencies, to make them simpler for children to understand. Apart from this support to education of disadvantaged groups will be ensured with unicef support for the following: • Study on status and barriers to learning achievements of children from the tribal areas. • Support learning opportunities and innovative practices and interventions to reach out to migrant and other

disadvantaged group and mainstream as per RTE • Support Mechanism for monitoring of key education indicators pertaining to disadvantaged groups. • Five DIETs and 13 BRCs and selected CRCs will be developed with UNICEF support. • d. Incorporation of Extra Curricular Activities - Introduction of games period in the school calendar - Yoga - Bal Mela in every month to coincide on the day of PTA meeting - Bal rang - Mogli Utsav – Activities related to forest and environment awareness - Science exhibition at block level. - Drawing/ Painting competition, Sports, Debates, Maths Mela, Quiz competition, etc. at school, JSK, block, district and

at state level e. Establishment of Libraries in schools with support from Raja Ram Mohan Roy Foundation f. Reading Cell in the State There is a need to develop a program to promote reading among school children. NCF-2005 has also highlighted the need for opportunities for individualized reading. This is to be systematically developed over the school years. The State has initiated the establishment of a Reading Cell in Rajya Shiksha Kendra, Bhopal. The cell will have the following objectives:

• Develop graded reading materials for class I and II Hindi and English. • Design and create a reading corner in each of the selected schools. • Create awareness among teachers and community for developing a reading culture. • Publish Children’s magazine • Documentation of best practices in the area of reading.

g. Computer Aided Learning – Expansion in the use of Information Communication Technology, Head Start This has been discussed further in details in the Chapter ‘Innovations’

2. Learning Enhancement Progammes (d) Dakshata Samvardhan

Objectives

• All children to be able to read and write by the end of academic year 2009-10

• All children to achieve basic literacy and numeracy skills/competencies that are expected

• Develop reading habit and to make children as independent readers

• Establish effective monitoring system to focus on quality classroom transaction and pupils' achievement on a continuous basis

Dakshata Samvardhan: 2010-11

The results of Dakshata Samvardhan initiated during 2008-09 and 2009-10 have been encouraging. There is still a need to continue the programme in 2010-11. It has been expanded to include English language and enhanced competencies in reading , writing and Mathematics.

Dakshata Samwardhan will continue across the State for classes II to V. In the year 2010-11,

Dakshata Samvardhan will also be carried out in all Upper Primary Schools during 2010-11. Under this monthly tests will be taken targeting competencies. Monitoring system will be developed to ensure school wise attainment of competencies. This will include diagnostic and remedial measures for time bound attainment of classwise competencies. This is being done with the help of an online software. This ensures class wise monthly achievements of competencies as prescribed in the curriculum.

Class room processes will be introduced for ensuring the achievement of the same. Evaluation note books have been introduced ensuring monthly evaluation of each child. Questions asked will be based on the competency of that month in that subject.

Analysis of evaluation and child wise achievement will give child wise class wise position of achievements in each competency. Data entry on this basis will be done class wise teacher wise in the online software on the website. Monthly review of BRCCs and CACs will be done through Video Conference. This will give a picture as to which schools, class and teachers have good performance and which do not. This will result in special efforts from all levels through monitoring and on site resource support for poor performing schools, classes and teachers.

Review • School level review with the teachers on every Saturday by HM; monthly review of each school by concerned HM on

28th of each month. • CRC (Jan Shiksha Kendra) level review on 29th of each month by CRC (Jan Shiksha Kendra) • Block level review by BEO and BRCC with BRPs on 2nd of each month • District level review with divisional monitoring teams 5th of each month • State level review with district observers, DEOs, DPCs and APCs once in a month

School wise class wise Software based monitoring system has been developed. This is done with the help of online software. Monthly school wise achievements are entered in the software at the block level. Block wise monitoring based on poor and better performing school basis is done by the block and district level. Video Conference with CRC and BRC level functionaries is done by the State level functionaries on monthly basis. This is also corroborated by the functionaries from State, District, Block and Cluster level every month.

Monitoring • Support to teachers from block (including sub block level) and district level groups on a continuous basis with focus on

progress monitoring • Ensuring children attendance on regular basis - Meetings with parents and home-visit of irregular children • School wise class wise Software based monitoring system has been developed. This is done with the help of online

software. Monthly school wise achievements are entered in the software at the block level. Block wise monitoring based on poor and better performing school basis is done by the block and district level. Video Conference with CRC and BRC level functionaries is done by the State level functionaries on monthly basis. This is also corroborated by the functionaries from State, District, Block and Cluster level every month.

Monitoring and review at all levels o School Level :

- Regular monitoring by the School Head Master - Weekly review of performance of teachers and children. - School level review with the teachers on every Saturday by HM; monthly review of each school by concerned

HM on 28th of each month. o CRC level :

• Regular monitoring by the CACs of all primary schools in their jurisdiction • Monthly review of performance of teachers and children at CRC (Jan Shiksha Kendra) level review on 29th of each

month by CAC (Jan Shiksha Kendra) o Block level review:

• Monitoring by Block level officers (BEOs, BRCCs, BACs), CACs and Resource Persons. • Uploading of teacher wise, class wise, school wise data every month in the online software on the website from the

block level. • Block level monthly review by BEO and BRCC with BRPs on 2nd of each month Review on the basis of block wise

uploaded data and feedback of the field visits by BRCCs, BACs and CACs. o District Level :

` Monitoring teams constituted with DEO, DPC, APCs & DIET faculty. Distribution of blocks among these monitors to monitor the school and review the performance at Block level. Schools for monitoring assigned by the State MIS to each OIC for crosschecking of validity of data uploaded by the blocks on website.

• District level monthly review by DEO, DIET faculty and DPC with BRPs on 2nd of each month. Review on the basis of block wise uploaded data and feedback of the field visits by DEO, DIET faculty, DPC and APCs.

o State level :

- Monitoring teams constituted of OICs (State level officers-one incharge of each district) and SCERTfaculty. Monitoring done by OICs during a week long visit to concerned district through school visits and review of Block level monitors findings during field visit. Schools for monitoring assigned by the State MIS to each OIC for crosschecking of validity of data uploaded by the blocks on website.

• District level monthly review by DEO, DIET faculty and DPC with BRPs on 2nd of each month. Review on the basis of block wise uploaded data and feedback of the field visits by DEO, DIET faculty, DPC and APCs.

• Review on the basis of block wise uploaded data and feedback of the field visits by BRCCs, BACs and CACs in monthly videoconference by RSK attended by all BRCCs, BACs and CACs of the State. Review of performance of schools, blocks, DIETs by the SRG and district OICs of RSK along with State Project Director in these monthly videoconference.

Proposal for 2010-11

• Continue the implementation of Dakshata Samwardhan across the state

• Dakshata Samwardhan through monthly assessments hard spots of children will be identified and remedial teaching will be continued in all upper primary schools.

Tracking of Teacher Performance Tracking of Teacher performance on the above basis is done on the above basis by the head Masters, Cluster Academic Coordinators and DIET every month..

b. Activity Based Learning in Primary Schools ABL approach is expected to not only improve the quality of classroom transaction but also address the issue of multi level classrooms. Prior to introduction of ABL an assessment was carried out on the classroom processes and the following gaps were identified: • Teacher dominated classrooms. • Rare/Non usage of teaching learning materials. • Use of rote learning methods.

• Teaching to a class without taking into consideration the differential learning pace among children. • No scope to cover the loss of learning during the period of absence of children. • Teaching to the texts. • Above all lack of children’s involvement in the classroom processes. The ABL approach does away with all the above. This is inspired by the methodology used in Rishi Valley. Under the ABL approach competencies have been divided in small units further coming together as milestones. These milestones are placed in Learning Ladders. Learning Ladders have been developed for each subject for classes 1, 2 and 3. ABL has been implemented in 4000 primary schools in all the 50 districts of the State. This was done in two phases. In the first phase ABL was introduced in 2000 schools across 24 districts for classes 1 and 2 in February 2008. In the second phase ABL was introduced in another 2000 schools in remaining 26 districts in the State in classes 1 and 2 in July 2009. ABL approach has been taken up for classes 1 and 2 for all subjects viz. Hindi, English and Mathematics. Preparatory/Capacity building Phase (2005-09) • ABL approach has been taken up in the state following study visits to Rishi Valley in 2005-06 with support from

Unicef. • In the following year the State had initiated the development of activity cards with support of UNICEF as part of the

multi grade teaching approach. • This was followed by study tours to Municipal Corporation Schools of Chennai in Tamil Nadu and ABL schools in

Raipur Chattisgarh in 2008-09. • The entire resource material for classrooms was originally developed in-house at the State level in Madhya Pradesh. • Development and printing of the ABL materials for classes I and II has been done with support from UNICEF. Materials

were developed for English, Hindi/EVS and Mathematics. • Workbooks have been developed for children for all subject areas. • A training module was developed for the teacher’s training. The module focused on understanding of competencies,

milestones and learning ladders as well as classroom procedures, methodology and use of material developed including cards.

• Apart from this module a TOT Module for trainers was also developed and used in these trainings. • The ABL kits developed and prepared for classes I & II with the help of UNICEF were also distributed to these selected

schools. Pilot Phase (2008-2010) • In the first phase ABL was introduced in about 2000 schools of selected 24 districts for classes I and II in February 2008. • Teacher’s training was organized for 2 teachers from each these 2000 schools in February 2009 in the beginning of first

phase. • In the second phase ABL was introduced in another 2000 schools in remaining 26 districts in the State. In this phase

ABL was introduced in classes I and II of these schools in July 2009. • Training of 2 teachers from each of these 2000 second phase schools has been conducted for in June 2009. • Training has been imparted to all the concerned CRC and BRC level functionaries in February 2009 for the first phase

and in June 2009 for the second phase. • DIET faculty has also been trained. • Workbooks have been tried out and feedback has been taken from teachers. Extension Phase Extension phase of ABL will be carried out in 2010-11. Activities under the same have been discussed under Proposals for 2010-11. Activity Based Learning: Outcomes Activity Based learning was started in 4000 Primary Schools in 2009-10. As a result following changes were successfully introduced in classroom processes:

o Children have freedom to learn at their own learning pace o There is no gap in learning continuum if the child is absent for some days from the classroom and the pressure of

lagging behind or recovering the left out course is not there among the children. o Children learn by doing activities

o Children learn as per their own levels o Multi Grade and Multi level teaching has been possible o Joyful learning has been possible due to learning through interesting activities and play. o Inbuilt system of evaluation has led to absence of fear of examination o Teacher has opportunity to focus on children needing more attention o Burden of school bags could be done away with o More opportunity for the children for practice o Peer group learning could be increased. o Abundant Teaching Learning Material and ensured use of the same o Child friendly classroom processes and environment o Teachers are better aware of the learning difficulties of each child milestone wise

Proposals for 2010-11 Activities relating to Extention Phase of ABL will be carried out during 2010-11. This will include: • ABL methodology will be implemented in classes 1, 2 and 3 during 2010-11 in all 6000 primary schools taken up

during Pilot Phase. • ABL will be expanded in all Primary Schools in following 8 blocks of selected 6 districts as follows in collaboration

with Unicef: i. Blocks Sehore and Budni of district Sehore

ii. Blocks Burhanpur and Khaknar of district Burhanpur iii. Block Kolaras of district Shivpuri iv. Block Kotma of district Anuppur v. Block Guna of district Guna

vi. Block Dhar of district Dhar • 2 ABL Teachers from each of these primary schools will be trained in ABL methodology. • Capacity building of CACs, BACs and DIET functionaries will be done for better handholding of ABL teachers. • Recurrent reviews and training of ABL and ALM teachers will be organized for supporting them and their capacity

building. • Support in monitoring and on site support of ABL classes will be continued in collaboration with Unicef collaboration. • Visits of good ABL schools of those teachers will be carried out who are lagging behind in implementation of ABL due

to their doubts in the methodology. This will make them see for themselves and feel the strengths of these methodologies.

• Sanitation in selected ABL schools will be taken up in convergence with partners like Unicef. • Process documentation of ABL with Unicef collaboration will be done.

c. Active Learning Methodology (ALM) in Upper Primary schools Active Learning Methodology is primarily based on Concept/ thematic teaching maps and the content area reading approaches such as SQ4R (Survey, Question, Read, Recite, Review and Reflect). ALM is expected to have widespread impact on all the subject areas taught in the Upper Primary Schools (Language/Mathematics/Science and Social Studies). ALM has been developed based on the State context. The method is aimed at improving the education quality in Standards 6 to 8. This approach enables children to make conceptual/ thematic linkages and is expected to enhance their understanding of concepts. The difference between the ALM in the State and other places is basically that thematic/concept maps are used for lesson plans for teachers and these also serve as ‘Advance Organizers’ for children to enhance their conceptual understanding. A whole gamut of content area reading approaches are used to support this. Implementation ALM was introduced in 500 schools across the state in the first phase. These schools will now serve as the training hubs for teachers from other schools.

Proposal for 2010-11 All schools of 8 blocks. 80 schools per block.

The major activities during 2009-10 have been as follows: • A series of workshops were organized on Active Learning Methodology, to develop the teacher materials. • A set of Lesson plans in Science, Mathematics, Social Studies, Language English, Hindi and Sanskrit) have been

developed as samples in collaboration with teachers. • This was followed by teachers training in which more thematic/concept based lesson plans were developed based on the

textbooks. • These were then taught by teachers in the academic year. • Teacher support book has been developed. • Training has been imparted to all the concerned CRC and BRC level functionaries. • DIET faculty has also been trained. • Plan for supportive supervision to be in place. Outcomes Active Learning Methodology was taken up in 500 Upper Primary Schools in 2009-10. As a result following changes were successfully introduced in classroom processes:

o Lesson Plans could be developed for each topic in all subjects. o More prepared teachers o This approach enables children to make conceptual/thematic linkages o It has enhanced their understanding of concepts. o Content area reading approaches have been possible such as SQ4R (Survey, Question, Read, Recite, Review and

Reflect) Proposal for 2010-11 • ALM methodology will be adopted in upper primary schools of 2 blocks of each district in the State. These schools will

be established as resource rich classrooms. The state over the next three year (starting with 2010-11) will scale up ALM to all schools.

• Support to this expansion of ALM will be sought from partners like Unicef. This will include development of support material for teachers. This will also include making classrooms resource rich to engage student in the entire learning process and creating an enabling environment for the implementation of ALM. In the middle schools where there is access to computers (through Headstart centers), electronic resource will also be provided. Resources will include dictionaries, encyclopedias, atlas, science experiment kits, athematics kit, and literature and class library. Develop every DIET and Block Resource Centre to have a Science, Language and Social Studies and Mathematics resource Centre.

• Visits of good ALM schools of those teachers will be carried out who are lagging behind in implementation of ALM due to their doubts in the methodology. This will make them see for themselves and feel the strengths of these methodologies.

• Capacity building of CACs, BACs and DIET functionaries will be done for better handholding of ABL teachers. • Support in monitoring and on site support of ABL classes will be continued with Unicef collaboration. • Recurrent reviews and training of ABL and ALM teachers will be organized for supporting them and their capacity

building. • Five DIETs and 13 BRCs will be developed with UNICEF support. • Reformulation of the assessment of children will be done to include child friendly assessment techniques. • Process documentation of ALM will be done with Unicef collaboration.

d. Encouragement to discovery & exploration in a child-friendly & child-centered manner The State fully shares and endorses the vision as stated in The Right of Children To Free And Compulsory Education Act, 2009 which under 29(2e) provides that the academic authority, while laying down the curriculum and evaluation procedure shall take into consideration learning through activities, discovery and exploration in a child friendly and child centred manner. This will be encouraged through programmes like Aas Pas Ki Khoj

Aas Pas Ki Khoj

This programme has been piloted in the form of enquiry and search in project mode by the elementary school children in which efforts have been made to bring forth the interrelationship of local environment, history and ecology. The children in the guidance of teachers accomplished this in the form of an activity in order to understand the local Jana (people), Jal (water), Jungle and Zamin (including livestock). This activity lead to preparation of a document on local ecology, history and day-to-day life. The children will leave this document in their class when they pass out only to be picked up by the next batch of students in that class for preparation of the next edition of the same.

It was found that the understanding of Jana, Jal, jungle and Zamin leads to better understanding of immediate environment and its relationship to the overall environment as a whole. This activity also leads to the mapping of local micro contexts of environment. By understanding which children may understand the changes taking place in the environment and its impact on day-to-day life. This is also an effort to make it implicit that there are other sources also other than the book from which learning can take place, e.g., the village elders, local artisans, etc. Above all this this process promotes joyful and independent learning among the children wherein the teachers become facilitators. The activity was taken up in past years on a pilot basis in 10 schools in the state. The activity resulted into the following among the children:

Self Awareness; Social Awareness; Environment Awareness Enhanced Self Esteem; Self Confidence; Assertiveness Listening and Communication Skills Ability to establish relationships Ability to plan and set goals Learning to learn Acquisition of knowledge related to specific contents Decision making; Problem Solving Creative thinking; Critical thinking Spatial Orientation; Time Orientation

Coverage and Budget for Learning Enhancement Programme in 2010-11

Coverage N. Major activities under LEP

Type of materials required No. of

districts Schools children

Unit Cost

Total Cost

I. Primary Level 1. Dakshta Samwardhan Teachers resource book,

TLM 50 83034PS

29559MS

7459996 500 \-Ps 1000\-Ms

1914.570

2. ABL Activity card, ladder, TLM etc

50 5758 107900 10000\-old 15000\-New

663.700

II Upper Primary Level 1. ALM Teachers resource book,

dictionary etc 50 9354 139560 5000\-

467.700 2 Strangthning of library with the help of

Raja ram mohanrai Books 50 4000 1070000 5000\-- 80.000

3 Reading cell Books for class 1 &2 50 3034 - 1000\- 830.340 4 AAspas ki khoj - 50 5000 200000 500\- 250000=00

3. Strengthening Learning assessment

Continuous and Comprehensive Evaluation Monthly evaluation system for continuous assessment and half yearly/ yearly assesment for comprehensive evaluation has been implemented in schools. Evaluation note books have been supplied to schools to maintain all the evaluation records of children throughout the year. Diagnosis of assessment outcomes is expected to be followed up by remedial action. This is to be done at all levels starting from school to JSK, Block, District and State to evolve clear methods to provide academic support to the schools. Difficulties captured through the analysis of learner evaluation are expected to enable the teachers to focus on problem areas so that remedial action can be taken at the school level. Periodic external evaluations are introduced in order to create a more detailed understanding of factors that promote quality of learning. The periodic evaluation can also give the clear cut data, how many children or in different grades and the teacher can think to improve class to transaction and use of teacher learning material. This policy is expected to enable the teacher to undertake remedial action for low achievements.

To bring the state into main stream of country 5th and 8th board examinations have been abandoned. The evaluation process has been revised to ensure that learner’s evaluation is not just a test of basic text based competencies but also a process of appraising the quality of teacher-pupil interactions and the overall cognitive development of the learners. The District Examination Board for class V and VIII has been done away with from 2007-08 academic session to reduce mental fear of board exam in students and to increase retention and completion of rate at elementary level. Now As per RTE only assessments will be done at school level but assessment tolls will be provided to school from DIET of same standard and quality.

This process has been further strengthened by making the class V and VIII evaluations more rigorous, more reliable to test the achievement of competencies prescribed for primary and upper primary levels. More weightage is given to basic competencies in quarterly evaluations. The development of question papers for classes V and VIII was done at the State/SCERT level whereas for remaining classes it was done at the DIET level. Valuation of class V and VIII answer books was done at Cluster Resource centre level. Also appropriate arrangements have been made for ensuring fair examinations with transparency under this revised policy. Evaluation notebooks have been supplied to schools to maintain all the evaluation records of children throughout the year. Achievements of students at upper primary level (classes VI to VIII) will be monitored through continuous evaluation through monthly tests. Monthly Achievements in Grade will be decided on the following basis-

A- 80 % and above B- 60 to 79 % C- 50 to 59 % D- 49 to 33 % E- below 33 %

Weak areas will be identified and remedial teaching will be ensured to increase the performance level of each student in specific subjects. profile of each student will be recorded. Subject wise class wise answer books will be provided to each child. The last page of these answer books has a page which shows child monthly progress Monitoring of this process will be ensured through CRCC BRCC, DIET & state level personnel software will also be developed to monitor the process and achievements. This will be display on SSA website Blue Print for class 1 to 8, model question papers for class 3 to8, annual exam question papers for class 5 to 8 have been developed by RSK. Special efforts have been done to enhance achievements in mathematics and science.

The M.P. Jan Shiksha Adhiniyum, 2002 and related M.P. Jan Shiksha Niyum, 2003 provide for preparing and sharing the People's Education Report (Jan Shiksha Prativedan) on a quarterly basis with the PTA. This report is also placed constituency-wise in the State Vidhan Sabha. This ensures regular monitoring of learner achievement at all levels. The People's Education Report presents the status of education, specially learning outcomes. Thus, Madhya Pradesh is preparing itself according to the National Standards. Abandoning 5th and 8th board exams is a major decision to improve the quality of education. It focuses on teaching, learning. And evaluation becomes a self learning tool rather than a fearsome monster. Through Activity Based Learning and Dakshta Samvardhan Programme M.P. is preparing to make learning a joyful and competency based education. 9.2 Achievement levels 2009-10 (based on examination analysis i.e. A, B, C, D grades)

The present status of examination result of class I to V, class VI to VIII and comparison of examination results at the State level in given in the tables below:

Table No. 35 - Comparison of Examination results in the State Year 2007-08

Pass % ACADEMIC YEAR BOYS GIRLS TOTAL ‘A’ Grade Achievers

V examination 2008-09 93.57 93.67 93.62 23.27 2007-08 81.8 81.2 81.5 22.5 Increase 11.77 12.4731 12.1247 0.77

VIII examination 2008-09 90.85 91.68 91.26 15.44 2007-08 71.2 71.9 71.5 17.3 Increase 19.65 19.7764 19.7556 -1.86

• The result is 93.62% at primary level and 91.26% at upper primary level.

• Comparing the above table with the result of 2007-08, the results show that achievement has been enhanced in class V and VIII. Result of 2009-10 is being compiled.

• At the primary level the increase in the number of children achieving “A” grade is significant. At upper primary level the percentage of children passing the exam shows a significant increase.

The present status of examination result (Class V to VIII) of 2008-09 is given in following table:-

Results of Class-V & VIII Examination

‘A’ Grade Achievers (%) Academic Year 2008-09 Total children Passed Boys Girls Total

V examination 1098694 23.53 23.03 23.27 VIII examination 610747 14.59 16.32 15.45

• There is an increase of 0.77% in children achieving A grade. Regular analysis of quarterly examination at school level

to identify low performing children was done. Remedial teaching classes were initiated to improve competencies of these learners.

• The State will target a minimum 10% increase in the percentage on children scoring above 60% in class V and VIII Annual Examinations in next year.

Learning Achievement in Baseline Achievement Survey (BAS) and Mid-term Achievement Survey (MAS) of Class-V Student Mean achievement %

BAS MAS Subject MP National MP National

EVS 54.09 50.30 56.62 52.19 Language 58.25 58.87 58.82 60.31 Mathematics 49.03 46.51 46.52 48.46 Overall 53.79 51.89 53.99 53.65

NCERT Survey Learning Achievement of class III students in M.P.

Findings of NCERT study on learning achievement (Round I and Round II) The NCERT study on learning achievement of students at the end of class III, V, and VII/ VIII reveals the following picture.

Language Maths EVS Social Science BAS MAS BAS MAS BAS MAS BAS MAS Class III 45.21 36.94

National Average 63.12 58.25

Class V 58.25 58.82 49.03 46.52 54.09 56.62

National Average 58.57 60.31 46.51 48.46 50.30 52.19

Class VII

National Average

Class VIII 50.63 36.14 43.50

National Average 52.45 38.47 45.00 Source : NCERT's BAS and MAS

Annual Status of Education Report (ASER)-2009

SSttdd II--IIII MMPP NNaattiioonnaall SSttdd IIIIII--IIVV MMPP NNaattiioonnaall

% Children who CAN READ letters, words or more 95.4 78.5

% Children who CAN READ Level 1 (Std 1 Text) or more 87.5 64.2

% Children who CAN RECOGNIZE NUMBERS 1 to 9 or more

94.4 78.7 % Children who CAN DO SUBTRACTION or more

81.9 56.3

% Children who CAN READ LETTERS or more in ENGLISH 70.8 54.6

% Children who CAN READ Sentences in ENGLISH 18.5 16.7

For independent and reliable pupil assessment grade wise, subject wise competency based Question Papers will be set at BRC/JSK/DIET levels in a workshop mode. Competency based, unit based Question banks have been developed for all classes and all subjects and given to teachers. This will enable them in framing competency based question papers for use during classroom teaching and also during tests. Evaluation notebooks will be supplied to schools to maintain all the evaluation records of children throughout the year. This will be ensured and closely monitored during 2010-11. b. Remedial Teaching Strategies In order to ensure Continuous and Comprehensive Evaluation and diagnostic & remedial teaching of each enrolled child and to develop his/her 'Learning Records', an Evaluation Note Book will be provided for each child to the school. This will be done at the time of Free Text Book distribution only. The child will write all monthly/quarterly exams in his/her Evaluation note Book. The evaluation Note Book will also have Progress Report of the child in it. This will also be maintained as learner records by the teacher. Strategies for identifying learning difficulties and providing Remedial support are being worked out for:

o Mainstreamed children o Higher age group children o Other children

Remedial Teaching will also focus on: • Identification of children who are scholastically weak by analysing the results of first quarterly Exams by the Concerned

CAC, Head Master and teachers. • The teachers will make special efforts for children mainstreamed from bridge courses. Performance linked honorarium

will be given to Remedial Teachers at the time of mainstreaming of children from bridge courses. • Approach for remedial teaching will focus on ensuring that this does not become an undue burden on children.

The Plan for Remedial Teaching in 2010-11 will include identification and development of innovative methods/ materials that actually aid in enhancing students’ learning. This will be done in monthly review meetings at DIET, BRC and CRC with the teachers.

4. Child Friendly School System

a. Development of a child friendly school system - Making the child free of fear, trauma, and anxiety The Right of Children To Free And Compulsory Education Act, 2009 which under 29(2) provides that the academic authority, while laying down the curriculum and evaluation procedure shall take into consideration making the child free of fear, trauma, and anxiety and helping the child to express views freely. The State proposes to achieve this by making efforts for ensuring the establishment of a Child Friendly School system. This will make the child free of fear, trauma, and anxiety and helping the child to express views freely. Child Friendly School system will also ensure an all-round development of child, Development of physical and mental abilities to the fullest extent. This will be further promoted by making schools to volunteer for participation in the School Accreditation System discussed further in the chapter. Preparation by the school for which will not only enable quality education but also make the child free of fear, trauma, and anxiety and helping the child to express views freely. The basis of this system also happens to be issues related to Child friendly School System. Developing a Child Friendly School System The Right of Children To Free And Compulsory Education Act, 2009 presumes fulfillment of a child’s right to have a child fiendly school system. Outlines of Child Friendly School System and enabling Accreditation Syatem has been developed in convergence with Unicef. A Child Friendly School System will help the school in increased attendance and retention of students. It will also ensure the rights of children in an institutional situation. A child-friendly school and system will reflect the following: a. Rights based, proactively inclusive and gender responsiveness

• Does not exclude, discriminate or stereotype on the basis of difference. • Promotes gender equality in enrolment and achievement. Guarantees facilities, curricula, textbooks and teaching

and learning processes that are friendly to girls. • Socializes girls and boys in a non-violent environment. • Provides education that is free and compulsory, affordable and accessible, especially to families and children at

risk. • Respects diversity and ensures equality of learning for all children, including working children, children of ethnic

minorities and those living with or affected by HIV/AIDS, children with disabilities, and child victims of exploitation and violence

• Responds to diversity by meeting the differing circumstances and needs of children based on gender, social class, ethnicity and level of ability.

b. Promotes quality learning outcomes relevant to children’s need for knowledge and skills • Promotes good quality teaching and learning processes. This includes individualized instruction appropriate to each

child and active, cooperative and democratic learning methods. • Provides structured content and good quality materials and resources which reflect the diversities of the country and

the State. • Provides diagnostic and remedial teaching. • Enhances a teacher’s capacity, morale, commitment, status and income and their own recognition of child rights. • Promotes quality learning outcomes by defining and helping children learn what they need to know and teaching

them how to learn. c. Healthy, safe and protective environment:

• Is hygienic and safe from drugs, corporal punishment and harassment. • It is equipped with adequate water and sanitation and provides health services such as nutritional supplementation

and counselling. • Provides life skills-based education. • Promotes both the physical and the psycho-socio-emotional health of teachers and students. • Helps defend and protect all children from abuse and harm. • Provides a positive experience for children. • Does away with pressures, tensions and anxiety which may come up in the process of education. • Fear and trauma free environment which helps child to express views freely.

d. Actively engaged with children, families and communities • Child-centred, promoting child participation in all aspects of school life. • Family-focused, working to strengthen families as the child's primary caregivers and educators and to help children,

parents, and teachers establish harmonious relationships. • Community-based, encouraging local partnership in education, acting in the community for the sake of children and

working with other actors to ensure the fulfillment of children’s rights. Steps being taken to ensure that curriculum, textbooks, TLMs, teacher training and assessment systems are all in sync to support the above changes in classroom practices Teacher training will include the above discussed Child Friendly Schools norms. Also training of BRC and CAC will include the above discussed Child Friendly Schools norms. This will enable monitoring of schools/ classrooms with a view of Child Friendly Schools norms. Efforts will be made to ensure that curriculum, textbooks, TLMs, teacher training and assessment systems are all in sync to support the above changes in classroom practices. b. Improving Infrastructure with Building as a learning Aid (BaLA) There is a need for interventions related to use of school buildings for improved learning environment. Hence, it has been decided to use the concept of BaLA towards qualitative improvement in education. This will be done through intervention in school building infrastructure as an improved Learning Environment. The program proposes to redesign and transform the primary school into an exciting child sensitive space. This will also enable better management of muiltigrade situation by creating alternative learning space and self learning educational aids within the environment of school. This has been discussed in details in the chapter dealing with 'Civil Works'. c. Academic Calendar An academic calendar will be included in the Text books. Month wise, subject wise competencies will be given in the textbook. Academic Calendar will help in giving subject wise academic support to teachers. This calendar will indicate month wise distribution of lessons to be taught and social and cultural activities to be carried out in the academic session. It will also include suggestive time table for primary and upper primary schools. This will also be helpful for the monitors in academic monitoring. d. Involving community members more in quality improvement in schools: Following strategies will be pursued for involving community members more in quality improvement: • Establishment of Community Structures for school management - School Management Committee in each school • Training of SMC members • Development of a School Development Plan for each school • Community and SMC will take up opportunity for quality improvement and enhancement in schools through voluntary

participation in Accreditation Programme.

The Right Of Children to Free And Compulsory Education 2009 provides under 21 (2) (b) and 22 (1) and 22(2) that The School management Committee shall prepare and recommend School Development Plan as may be prescribed School Development Plan so prepared shall be the basis of the plans and grants to be made. There will be link between school development plans and visioning at school level for quality. The Madhya Pradesh Jan Shiksha Adhiniyam 2002 and related Madhya Pradesh Jan Shiksha Niyam 2003 provide for preparation of a Jan Shiksha Yojana of the habitation. This Plan is a consolidated Plan for all the schools in the village. Jan Shiksha Yojana is prepared every year during School Chalein Hum Abhiyan. It is generated at the village level through a participatory the micro planning process. The PTAs, PRI members and other stakeholders are involved in this process. During School Chalein Hum campaign Village Education Registers (VERs) are updated during a door-to-door contact campaign by teachers and PTA members. This helps in capturing latest household wise educational data of children in the age group of 3-14 years. This data becomes the basis of Jan Shiksha Yojana (People's Education Plan) for the habitation. During this process the educational gaps and needs are also identified by the PTA members and area specific strategies were formulated. PTA members are trained every year to prepare these plans (Jan Shiksha Yojana) for their habitations After this process the Jan Shiksha Yojana is approved and adopted by the PTA. Thereafter, it is presented by the PTA to the Village Panchayat's Committee for Education. The plans thus developed at the village level were further compiled at cluster, block and district level giving Cluster Plans, Block Plans and District Plans, respectively. Apart from the preparation of Jan Shiksha Yojana yet another strategy has been formulated to encourage schools to prepare their own exclusive School Development Plans by voluntarily participating in an Accreditation process discussed further in the chapter. Encouragement / promotion of best PTAs: Sampurana Shikshit Gram Yojana(SSG) To mobilise and encourage local community awards will be given to Villages PRIs which fulfill the following Criteria :

– 100% enrolment of 5-14 age group – At least 80% attendance of all children – 100% children should appear in examination – At least 80% children should clear the examination

Villages who fulfill the above criteria will be awarded. Incentives will also be given to PRIs which will work for retention and educational development. Rs 10000 will be provided to such PTAs for exposure visits. In 2009-10 the above-mentioned would be based performance of schools/PTA under Dakshata Samwardhan Programme. Accreditation of Elementary Schools Madhya Pradesh has initiated work on Accreditation in the year 2008-09 in partnership with Unicef to develop Child Friendly and Inclusive Schools by developing a perspective School Development Plan. There will be a link between school development plans and visioning at school level for quality. It is expected that accreditation system will help optimum use of SSA funds and ensure quality education. Rajya Shiksha Kendra and Unicef have undertaken a joint endeavour to introduce and opertionalise the accreditation sytem for the state in this five year plan. This accreditation will work in tandem with the State’s Sampurna Shikshit Gram Yojana in the AWP of 2009-10. As per The Right of Children to Free and Compulsory Education Act, 2009 it has been envisaged that a School Development Plan will be developed exclusively for each school. It is expected from the Primary and Upper Primary schools that they should ensure: • Enrollment and regular attendanceof all children belonging to 5 to 14 years age group • Quality education of all enrolled children • Overall development of all these children • All essential facilities in the school • Better maintenance of school School Education Department and SSA have made adequate provisions and have started various programmes for the attainment of these goals. It will not be wrong to believe that a school can achieve all the aforementioned goals with the help of these provisions. The fact remains that there are still quite a few schools wherein these goals have not been achieved as yet. One of the main reasons for this is that schools do not play a procactive role in planning of themselves, rather they rely on planning and instructions from the above level. Therefore in the absence of contextual planning addressing to the actual local specific needs the aforementioned aims are not achieved.

It is important to understand that accreditation is a process wherein a school – • Develops ability to carry out its own evaluation to make professional judgement so as to understand what all is needed

for its improvement. • On the basis of this self evaluation the school is encouraged to develop a School Development Plan • With the help of this School Development Plan the concerned school

o Is encouraged to pursue continual excellence. o Focuses on learning and overall development of students. o Makes available quality education of good quality to children. o Develops in a child friendly school

Accreditation of a school may ensure many more advantages, but its main objectives are as follows: • Parents and community are informed about the quality levels of education and facilities provided at the local school. • Encourage schools to plan and improve the quality of education offered by them. • Ensure overall development of children. • Enable the Education Managers to understand the grassroot level problems and provide a solution to the schools on a

case to case basis. • Develop schools as Child Friendly Schools Process of Accreditation Widespread Publicity of Accreditation Programme will be done. The School Management Committee, Head Master and Teachers together in a meeting will decide if the school wants to participate in the Accreditation process. The school will then submit the duly filled up Application to the The Zila Shiksha Kendra. The Zila Shiksha Kendra will arrange orientation of all Stakeholders by forming a team of CACs, BACs and DIET functionaries on the Accreditation System including Self Evaluation, preparation of School Development Plan and school improvement. Thereafter, the SMC, Head Master and Teachers will attempt self evaluation to find out as to what are the areas needing improvement in the school system. The above team will monitor the school during self evaluation. The Head Master, Teachers and SMC will together develop a ‘School Development Plan’ on the basis of problem areas and shortcomings emerging in this self evaluation. The above team formed by the district level and comprising of the CACs, BACs and DIET lecturers will cooperate with the school in this. Timelines and process of improvement will be clearly stated in this Plan vividly. This Plan will also clearly state the demand and expectations of the school regarding enabling resources and support from higher levels. The School Development Plan developed in this way will be made available to Zila Shiksha Kendra, Block Resource Centre and DIET through Jan Shiksha Kendra. Jan Shiksha Kendra, BRC, ZSK and DIET will forward all physical and financial support under the existing provisions of School Education Department and SSA as expected by the concerned school in its School Development Plan. Thereafter, on the basis of this School Development Plan the Head Master and Teachers along with the Parent teacher Association will make efforts for improvement in the education imparted by the school. On the completion of time line as defined in the School Development Plan, a Peer Assessment of the school will be undertaken. This assessment will be carried out by a Peer Assessment Team formed by the district level comprising of teachers, CACs, DIET lecturers, retired teachers, etc. This evaluation will also be on the basis of the pre determined points on which the self evaluation had been done by the school. An External evaluation of the best 20 schools found on the basis of by Peer Assessment will be done. This assessment will be carried out by an External Assessment Team formed by the State level comprising of independent educationists, specialists, members from NGOs, etc. This evaluation will also be on the basis of the pre determined points on which the self evaluation had been done by the school. The external evaluation will make it clear as to which school has actually attained all such essential areas qualifying itself as a good school. Such a school will be taken as on ‘Level 1’ i.e. Essential level. The school which attains excellence in all the areas will be designated as an ‘Excellent School’. Such a school will be taken as on ‘Level 2’ i.e. Effective Level. The schools found on Level 1 will be declared as ‘3 Star School’ whereas the ones on Level 2 would be declared as ‘5 Star School’. ‘3 Star Schools’ and ‘5 Star Schools’ along with the teachers of these schools will be honoured and awarded. Main Issues included in Accreditation are School Management, Infrastructure, Classroom Management, Teaching Learning Process, Diagnostic assessment and Remedial Teaching, Achievement levels of children, Health, Hygiene and Child Protection and Enrolment and Retention. Incentives to school The schools (PTA) achieving Level 1 and Level 2 and the teachers will be given the award/reward as decided by the Government. Moreover these schools will be designated as ‘3 Star School’ and ‘5 Star School’.

Action plan for introduction of Accreditation in the State Draft document is ready and consultation with the State Resource Group has been done. Development of dissemination materials and accreditation tools has been done. Accreditation Process is proposed to start accreditation in one block in each district in July 2010. Simulataneously development of accreditation System for Ashram Shalas, KGBVs and Girls Hostel will also be done with Unicef collaboration. 4. Capacity Building of Academic Support System a. Strengthening the Academic Support Structures

Academic Resource Groups & Subject Expert Forums The Distt/State has attempted to strengthen its academic resource groups at different levels. the following table indicates the structure of these resource groups and their major activities; Information about Resource Groups at different levels

Sl. No.

Resource Groups (RGs)

Whether constituted (Yes / No)

(Pl. indicate no. of Resource Groups against total number of

districts/ blocks/ clusters)

Number of members per

Resource Group

Number of meetings held

this year

3 Key activities undertaken by the Resource Groups this year

1. State Resource Group (SRG)

48 +7 Academic consultants

15 04 Need assessment for English and Maths in Primary Teacher & English/Maths & Science for Middle School Teacher.

Refresher Training of all Primary and Middle Schools Teacher in English and Maths.

DIP Training (Dakshata Improvement Programme)

2. District Resource Groups (DRGs)

288 288 03 • BRC training • ABL Material Development. • Dakshata Samvardhan Training and

Monitoring. 3. Block Resource

Groups (BRGs/ URGs)

939 939 03 • Monitoring of Dakshata Samberdhan and SSA intervention.

• On site support to teacher. • Monthly training to Middle teacher.

4 Cluster Resource Groups (CRGs)

6630 6630 03 • Monitoring of DIP. and SSA intervention.

• On site support to teacher. • Monthly training to Middle teacher

Contributions of Resource Groups to quality improvement

• State level district resource group and State resource group are developed training material and text books. • They worked as a trainer at district level. • They are monitor in BRC level, CRC level and School level. • They worked as on side support during academic season to teachers. • They do different types of researcher work.

Activities and Performance tracking indicators for CRCs, BRCs, DIETs etc. against set learning goals have been developed as follows: Nature of mechanisms for Quality monitoring in the State at different levels Following table shows the structure and mechanism of Academic support/ monitoring structures:

S.No Level Functionary Activity 1. Cluster resource Centre (On

every 15-20 schools) Cluster Academic Coordinator • Academic Monitoring of School

• On Site resource Support to Schools • Monthly Academic Review of schools in monthly

meeting

S.No Level Functionary Activity • Academic Planning for the cluster schools • Working as Resource Person • Linkage for the schools with BRC and DIET • Identification of needs, problem areas • Training of teachers • Research & Study

2. Block Resource Centre • Block Resource

Coordinator • Block Academic

Coordinator

• Academic Monitoring of Schools • On Site resource Support to Schools • Monthly Academic Review of schools in monthly

meeting • Academic Planning for the block • Working as Resource Person • Linkage for the schools/ CRC with DIET • Identification of needs, problem areas • Training of teachers • Research & Study

3. DIET Lecturers/ Subject Experts • Academic Monitoring of Schools • On Site resource Support to Schools • Monthly Academic Review of schools in monthly

meeting • Academic Planning for the district • Working as Resource Person • Linkage for the schools/ CRC with DIET • Identification of needs, problem areas • Training of teachers • Research & Study

4 PGBT & IASE As Above

Expected academic activities/ roles at various levels CRC • Develop a clusters improvement plan on basis of cluster context need, priorities in terms of stages of achievable. • Set short term objectives for each school with time lime. • Decides on performance indicators based on capacity buildings activities undertaken cluster with teachers. BRC level • Cordial relationship with CRC ,HM,DIET, community, teacher DPC others • Recognize the efforts of teachers and appreciate the hard work and share the outputs with other teachers. • Effective linkages with other departments such as health etc. • Aware of the current status of block in UEE ,clear understanding and plan for increasing enrolment, Access, retention

and quality education. • Develop educational vision of block involving on stake holders, in all stages working towards the vision, including

monitoring. • Awareness of SSA norms ,scope, resources and funds available. • Develop + administer checklist for self assessment and critically look at results. • Develop indicators to assess status of schools ,teacher training, vec ,community contribution. DIET level • Initiates planning in consultation with DPO/ DEO/Boards. • Involving key institutional stakeholders (DIETs,SCERT, SPO, DPO, BRC, CRC, Teachers, NGOs, Experts, others) are

involved in all stages from planning to implementation. • Regular visits to CRC, BRC and Schools. • Schools adoption as a means to make a model school for demonstration effect. • Regular monthly review meeting, at BRC, CRC level on basis previous meetings/ discussion/ findings/ emerging issues. • Using various networks to get proper feed back.

• acquire current information, TLM update. • Analyses various reports provided.

Role of DIET • Teacher's Training will be organized and implemented through DIET. The funds for training for the same will flow

through the DIET from DPO. DIETs will report for this to the State Project Office. • DIET will conduct studies including action researches. These will lead to framing further strategies to do away with

problems pertaining to different goals and objectives of SSA. • DIET will also play a pivotal role in learner's evaluation, development of evaluation tools, question papers and material

through workshop mode. • DIET will have a pivotal role in all round assessment of student through their performance in cognitive and non

cognitive areas like sports& games, project work, participation in activities of Art creativity and value education skills. • DIET will organize Capacity building programs regarding evaluation for teachers at block and cluster level. • DIET will organize teachers’ orientation programs regarding remedial teaching classes at different levels to improve

quality of C & D grade students. • DIET will organize the programs to strengthen the teachers for research work for improving achievement rate. • Each lecture of all DIETs has been assigned 10 urban schools for monitoring and improvement.

b. Improved Academic Monitoring Academic monitoring includes data based monitoring, field based monitoring and review based monitoring. During 2008-09 this came up in a vibrant and very organized form under the Learning Enhancement Programme ‘Dakshata Samwardhan’. This has opened new vistas for understanding how academic monitoring can be carried out in a more objective and subjective manner. Dakshata Samvardhan Programme was initiated in the year 2008-09. While the main focus of this programme was on improving basic competencies of children (classes 2 to 5) a key component was to improve monitoring of student learning levels and teacher performance. Baseline for each school (and every child) was mapped and subsequent monitoring was done against these baseline indicators. A software was also developed and the information on all children (their learning levels) is available currently education portal of the SSA. Monthly school wise, class wise, children wise and teacher wise status of progress in the form of data is being uploaded at the block level on the website. On the basis of this and field visits analysis of data is being done at all levels. Monthly meetings at school, CRC, BRC and district level is held for followup action based on these findings. Monthly video conference from the State level directly with district, block and cluster level functionaries is being organized. DIET lecturers have been integral part of the implementation of Dakshata Samwardhan Programme. Research and Studies have been undertaken. Classroom observation tools – Quality Mapping Tools Cluster Academic Coordinators have been put into place under SSA for academic monitoring of all schools in Jan Shiksha Kendra. Their role includes at least once a month monitoring of all the Primary and Upper Primary Schools in the jurisdiction. The whole idea has been to monitor shifts in classroom processes as a result of various quality related interventions. It also aims at ensuring the required on site academic and resource support to the school and teachers for ensuring quality education and desired outcomes. Hand holding of the school teachers also happens to be a major job expected from the CACs. The experience in this regard has been that though the CRCs have been doing the monitoring regularly still the quality of on site academic and resource support and handholding needs a lot of improvement. The monitoring has been successful in improving grass root level management and administrative problems but not in providing solutions to grass root level quality and academic issues. Similarly it was felt that tools are required for classroom observations for assessing the shifts in classroom processes for better achievement of children. This problem has been mainly due to a number of facts. First of this being that although there is a very elaborate monitoring system well in place in the State, yet the academic and resource support issues could not be addressed by it. Secondly CRCs’ understanding of monitoring of classroom processes, quality of inputs, achievement outcomes and important academic issues

needs clarity. The On site resource support as well as handholding of teachers by the CRCs in this regard also needs clarity and support. Thirdly there needs to be a system of academic monitoring and analysis of related data. This calls for the need of a complete package of capacity building for quality monitoring, data analysis and support cum improvement action in the schools/classrooms as per the findings of analysis. With this view, CRC level Quality Mapping Tools have been developed with support from Unicef. This has been done for supporting routine monitoring of classrooms practices and learning among children and tracking gaps in availability of infrastructure and human resources. These tools include school quality mapping tools as also classroom observation tools for monitoring quality of teaching learning and classroom processes. These tools have been field tested and improved on the basis of feedback received from field workers. Training has been imparted to …….Cluster Academic Coordinators in ……districts with the help of Unicef Resource Persons and trainers to enhance their understanding of quality education issues and also how to monitor them and bring about improvement in classroom processes, on site resource support and handholding of teachers.

Quality Monitoring Tools State has adopted the quality monitoring tools developed by NCERT. Monitoring and review based on these tools at all

levels is being done with the help of these tools. These have been adopted in the state after incorporating state specific requirements. Details of this have been discussed further in the chapter dealing with 'Management & Monitoring'. Mechanisms for analysis of QMT data and for feeding back to improve the system at different levels It is now proposed that each CAC will monitor at least 2 Primary School and one Upper Primary School in his/her jurisdiction in the first week of each month with the help of the CRC monitoring tool. For this the CAC will remain for one whole day in each of these schools. The CAC will do the school mapping and classroom observation making use of the techniques as per the training received. The report of this observation of 3 schools in the CRC Monitoring Tools will be then made available in the original by the CAC to the District Project Coordinator of Zila Shiksha Kendra in the second week of the month on the prescribed date. The DPC will make these original school wise reports available to the division level monitoring hub in the second week of the month on the prescribed date. The data entry of the same will be done for all the districts in the division in the second and third week of the month and will be made available to the State level monitoring hub. Analysis of trends will be done by the State level monitoring hub in collaboration with the State Level Academic Cell of RSK. This will include quality issues pertaining to school management, teacher and student attendance, classroom process, academic issues, hard spots, etc, A quality score will also be generated reflecting on school, CRC, BRC and district performance. Consequently action on emerging issues will be suggested at the State level Academic Cell. Sharing of issues and solutions will be also be done with all the concerned. In the year 2010-11 monitoring hubs will be established with support from Unicef at the State and district level. For this a monitoring hub will be developed in the MIS of Rajya Shiksha Kendra. Similarly a monitoring hub will be also established in the MIS of ZSK in each division headquarter district. The monitoring hubs will have Data Entry Operators working under the guidance of MIS Programmers of the ZSK. This will also have Resource Persons drawn from among retired outstanding teachers and educationists.

Quality management for Quality assurance Performance indicators for teachers, monitors and trainers for 2009-10 have been developed as follows:

Performance Indicators for teachers and trainers (Adepts Indicator) Major performance indicators identified

for schools teachers 2009-10 Major performance indicators

identified for CRC Personnel 2009-10 Major performance indicators identified for

BRC Personnel 2009-10 • Understands background of children

, as well as their different academic levels.

• Teachers understands curriculum, content and TLM into teaching learning processes.

• Develops/ identifies appropriate TLM connected with curricular objectives.

• Ensures learning for all/ creates a classroom for all.

• Undertakes assessment and

• Generates effectives relationship and motivation to perform through regular visit to schools (friendly, addressing known non needs, sympathetic manner)

• Recognizing teachers in different ways.

• Involves teachers as RPS in teachers training.

• Safe motivated dynamic and others.

• Regulars interaction

• Involving key institutional stakeholders (DIETS,DEO-admin staff, inspectors- NGOs, experts, teachers, CRCs, others)+elected people's representatives are involved in all stages from planning to implementation

• Active participation in block and dist level programmes as well as cluster and school level, (only thought participation can they motivate others)

• Sharing of acquired knowledge within the block and clusters and schools and

Major performance indicators identified for schools teachers 2009-10

Major performance indicators identified for CRC Personnel 2009-10

Major performance indicators identified for BRC Personnel 2009-10

evaluation and uses outcomes to improve learning.

• Promotes development of values and enables over all development of children.

• Establishes himself as a resource for the cluster.

minifying according to local needs. • Implement a team approach of working on

block level problems9e.g. involve RPs and NGOs fro various subjects.)

• Supports clusters in developing locally relevant intervention strategies for sustaining motivation.

• Relationship with teacher, HM, SMC/community, CRC, DIET, DPC, DPC, others sustained and live interaction - exchanging views.

• Involve other stakeholders & help them take ownership & work twds common goal from planning execution monitoring and evaluation.

• Recognise the effort of teachers and appreciate the good work and share the outputs with other teachers.

• Effective linkages with others depts. such as health ICDS etc.

c. Capacity Building of Educational Managers & Monitors Information about SIEMAT SIEMAT has been established in the State as a wing of Administrative Academy, Bhopal. Role of SIEMAT will be to impart Educational Management Training to all Administrative Officers and functionaries involved in management of school education. A corpus of Rs. 3.00 crores will be made and fees will be taken charged for the courses from the concerned departments. Tribal Welfare department will also contribute funds to SIEMAT. The infrastructure of Administration Academy will be used for SIEMAT. A Director has been posted for SIEMAT. Faculty will be outsourced as per requirement. The course content and modules for trainings will be prepared in consultation with School Education Department and field officers in Hindi. Attending of courses will be mandatory for the field officers. A Board of Directors under the chairmanship of Hon’ble Minister for School Education and an Executive Committee have been made for SIEMAT.

d. Revitalization of DIETs This will be done with Unicef support in selected 5 DIETs in the state.

e. Regular Monthly Meetings at all levels for academic review.

6. Teacher Efficiency

a. Teacher provisioning & teacher availability In order to ensure teacher availability following measures will be taken up:

• Zero single teacher schools

• Recruitment & Rationalization of Teachers

• Teacher recruitment and postings on vacant posts

• Ensuring teacher presence.

• Ensuring teacher accountability

• Regular system of recording teacher and student attendance

• Provision of Guest Teachers where the number of teachers is less than minimum provision.

• Monitoring of teacher attendance in school by PTA, JSK, JPSK & ZSK to check teacher Absenteeism and attendance

• Teacher Motivation through awards : Acharya Samman

• Multi Grade/Multi Level Teaching PTA has been entrusted with the responsibility of ensuring teacher attendance under MP Jan Shiksha Adhiniyam 2002. The attendance of teacher is certified by PTA. Certification is required for release salary of teacher. State has taken initiatives to

ensure non deployment of teachers in non-teaching tasks as per M.P. Jan Shiksha Adhiniyam 2002 provisions by issuing orders to all District Collectors from the state Government level. The State made all efforts to fill up the vacant posts along with revision of salaries. Samvida Shikhaks (Contract Teachers) services were regularized. It was further ensured that the state does not have any single teacher schools. Monitoring of teacher absence continued to be the focus. An alternate system of monitoring of teaches absence and functioning of school was initiated in Guna through toll free number with UNICEF support. Village kotwars were provided with mobiles for instant information to the district and block officials to address issues related to functioning of schools and teacher absence. Teacher Recruitment Teacher recruitment under SSA in Madhya Pradesh is done for the following two categories for Government Elementary Schools: • Contract Teachers (Samvida Shikshak) Grade III – for primary schools • Contract Teachers (Samvida Shikshak) Grade II - for upper primary schools

The minimum qualification required for Contract Teachers Grade III is Higher Secondary (10+2) pass, whereas for Contract Teachers Grade II is Graduation. Weightage is given to candidates having professional qualification like D. Ed. and B. Ed.

• Combined Eligibility Test (CET) is conducted by professional examination board for selection of teachers. • Through examination candidates evaluated on subject knowledge and their teaching aptitude. • Final selection on merit basis i.e. marks obtained in CET, marks of desired qualification. • Additional Weightage to professionally trained candidates. • 50% posts reserved for female candidates. • There is a provision of reservation for persons with disability, SC, ST and OBC candidates as per State norms. • After 3 years of contract period, performance of appointees is evaluated objectively. One being found suitable on

objective evaluation, the teachers are regularized in the regular pay scale as employees of PRIs and ULBs. Recruitment status –

Sanctioned posts filled Vacancies Primary school teachers 52855 52111 744

Upper Primary school teachers 45432 42634 2798 Due to repeated operation of modal code of conduct, recruitment has been delayed. The process of recruitment to fill the remaining vacancies will be completed immediately after the elections to panchayat are completed in January 2010.

b. Capacity development of teachers - In Service Teachers Training & Induction Training Teachers Training: 2009-10 In-service Teacher Training: Teacher is the key factor to facilitate the academic inputs in School. Training of Teachers helps in making education experience qualitative and bringing about an attitudinal change among Teachers. Teachers training plays a key role in making qualitative education and improving attitudinal, behavioral change of our teachers with new methodology, class room transaction. Following trainings have been undertaken in the State during 2009-10: • In Service Teachers Training • Professional Training to professionally untrained teachers Nature and focus areas of Training Modules (for Trainers and Teachers) developed in 2009-10: Training Content Training was be experiential and focused on facilitating teachers to address learning gaps in own classrooms in an organized manner. Content of In Service Teacher Training of Primary Teachers will include the following - • Dakshata Samvardhan Programme

o Language : Reading & Writing o Mathematics: Understanding of numbers (Place values, expanded notations, 4 fundamental operations viz.

addition, subtraction, multiplication and division) o English

• ABL Programme: o In remaining 26 districts o Training module has been developed in Mathematics, Hindi and English for Class I & II.

o Competencies have been divided in small units comprising millestones which have been further developed into class wise & subject wise learning ladders.

• General Areas – o Primary level research, ADEPTS, o IED o Evaluation o Yoga o Reading development

The training will also focus on pedagogical issue, class room transaction, activity based learning, group learning, peer group learning, Continuous and Comprehensive Evaluation of children, Diagnostic & Remedial Teaching, etc. Content of In Service Teacher Training of Upper Primary Teachers included the following: • Active Learning Methodology (ALM) in 500 Upper Primary Schools for all subjects • Development and use of TLM • ADEPTS Processes involved in developing these modules 1. Training modules were developed with the help of subject wise experts and state resource group at state level. 2. Development of Training Modules was preceded by Need Assessment. This was done as follows:

• Subject wise & class wise assessment of needs by DIETs, College of Teacher Education and Institute of Advanced Study in Education

• Feedback of field visit observations of classrooms done by block, district and state level. • Making use of findings of Research & Studies conducted during previous years.

3. Training was organised in cascade model as follows: • State Resource Group and District Resource Group/ District level Master Trainers were trained at State level • Block level Master Trainers were trained at district/DIET/CTE level. • Upper Primary School Teachers were trained at DIET level • Primary School Teachers were trained at DIET level at Block level

4. Training was imparted in face to face mode. 5. Training follow-ups were done through Video Conferencing. 6. Field visits and on job training was also included in Dakshata Samvardhan and ABL training. Modules were developed for teachers and trainers modules are developed in workshop mode at state level. S.No. Focus Areas Target group (Type of teacher) Duration/which month conducted Physical Target Achive-ment %

Hindi English Maths

1

General Areas

Primary Teacher June 2009 10 days at block level 10 days follow up at JSK level.

187342 157021 84%

Maths English Science So.Science

2

General Are's

Upper Primary teacher June 2009 10 days at block level. 10 days follow up at DIET/Block level

78266 60321 77%

Processes of training 1. Training modules were developed with the help of subject wise experts and state resource group at state level. 2. Development of Training Modules was based on Need Assessment. This was done as follows:

• Subject wise class wise assessment of needs by DIETs, College of Teacher Education and Institute of Advanced Study in Education

• Feedback of field visit observations of classrooms done by block, district and state level functionaries. • Result analysis for identification of class wise wherein support is needed. • Making use of findings of Research & Studies conducted during previous years.

3. Training was organised in cascade model as follows:

• State Resource Group and District Resource Group/ District level Master Trainers to be trained at State level • Block level Master Trainers were trained at district/DIET/CTE level. • Upper Primary School Teachers were trained at DIET level • Primary School Teachers were trained at Block level

4. Training will be imparted in face to face mode. 5. Field visits and on job training will also be included in Dakshata Samvardhan and ABL training. The selection of Master Trainers and DRGs was done at district level with the help of CTE. The selected Master Trainers were trained at State level by State/National level experts. They were train the district level BMTs at DIET level. Follow up & Impact on classroom practices Monitoring and followup of teachers training at all levels by:

• State level Officer In Charge, • State Resource Group • DIET, • College of Teacher Education - Academic Staff • Institute of Advanced Study in Education • District, Block and CAC level staff of SSA • District Education Officer & BEOs

Review of above mentioned monitors was done at the district and state level. Monthly Video Conferences were organized for review. Class Room processes were monitored after training to assess the use of skills and knowledge acquired by teachers in classroom situation. This was done to assess the impact of teachers training on classroom processes. Impact assessment Study on In Service teachers Training, Dakshata Samvardhan Training and Activity based Learning have been taken up. Impact Researchs/ studies were conducted by DIET level to understand the impact of training on classroom practice. The feed back was: • Training should conducted below the DIET to avoid transmission loss which occurs in cascade mode. • Selection of Master Trainer is poor. The selection process needs to be improved. • Training of teacher needs inputs for attitudinal change and behavior change. • Training should focus more on teaching methodology rather than subject matter. • Use of TLM with appropriate content.

Major challenges/issues related to teacher training in 2009-10

Strategies for Addressing these issues in 2010-11

Mass level training is not fruitful. In 2010 only 33% target of teachers are selected for training. During these years C and D grade teacher will be selected in the first year then next 33% percent teacher in 2011-12. Remaining 33% will be trained in 2012-13. In this way three year prospective plan has been made.

Transmission loss during training in cascade model. All training will be conducted at DIET level in face to face mode by DRGs (District Resource Persons)

At clock/ JSK level Master trainer are not competent. Selection process has been revised. In this year academically strong/ experienced trainers will be selected through advertisement process.

District specific needs vary from district to district. This year district/ each DIET has planned training on the basis of district specific need.

3-Year plan for Teacher Training in 2010-2013 Changes desired in teachers (ADEPTS

benchmarks)

Topics of Training to be offered

Training Processes/ methodology

Timeframe (over next 3 years)

Follow-up mechanism to ensure impact on classrooms

1- Effective use of TLM

2- Teaching methodology in condition of multigrade and multilevel teaching. 3- Continuous and comprehensive evaluating.

• Activities • TLM • About Child • Multilevel

Multigrade • Classroom

Management • Plan

DRG are train in state level than they train teachers to DIET. On the Methodology of Adepts base on Adepts module.

33% teachers will train in 2010-11 Next 33% teachers will train in 2011-12 Remaining 33% teacher will train in 2012-13. to Adepts performances stander.

By the core group at different level such as - state Resource Group, Zone Resource Group, District Resource Group, Block Resource Group, Cluster Resource Group

Changes desired in teachers (ADEPTS

benchmarks)

Topics of Training to be offered

Training Processes/ methodology

Timeframe (over next 3 years)

Follow-up mechanism to ensure impact on classrooms

4- Teaching plan for children with special need.

5- Activity Base teaching.

6- Co-curricular activities.

7- Classroom management. 8- Mainfanance of record.

9- Health and hygiene.

10- Use and display of subject wise learning corners.

• Evaluation • School

improvement • Self

improvement

Progress of Induction Teacher Training (2009-10) Induction training could not be conducted in 2009-10 because teacher recruitment could not be completed due to recurrent Model Code of Election. The process is going on. Innovative changes planned for revamping teacher training programs 2010-11 • Selection of master trainer through Advertisement process. Good and competent master trainer are selected at state level

and district level. Those are responsible for different types of training. • All year DIET are busy in training. • About 33% of elementary level teachers are targeted in this year. • Mostly C, and D grade school teachers are poor performance in Dakshata Samvardhan Schools teachers are focused in

this year. • All training are conducted at DIET level. Not any training organized blow DIET level. So the training loss/transmission

loss is very few. • ABL and ALM selected blocks teachers are not included in this training. They have taken separate ABL/ALM training. • Only 1 lac (33%) teachers are train in this year. 75000 primary teacher and 25000 middle teachers. • 20 days Inservice training is divided into two phase. Ist phase from April to June is common for General Area. DRG are

trained at state level. Then they train the teacher at DIET level. Training module is prepared by state level and train DRG through SRG at state level. There DRG will train teacher directally. By face to face mode participatory, activity base method.

• Strengthen of ever DIET fro physical dimensions like hostel are repaired, water facility, height facility, training hall, toilet etc. for the training purpose. Because all over the year training are conducted in DIET in different batches. One training batch is about 200 teachers. 4 classes are run simultaneously at a time.

• Remaining 33% teachers are involved in next 2011-12 teacher training then next remaining 33% teacher are take inservice teacher training in 2012-13. In this way state make three year prospective plan.

• In this way the huge number of teacher are not train whole target will be completed in three year prospective plan. • Different district have subject wise different need, so state planned IInd phase 10 days training need base subject wise

district specific for this training DIET/District identified the teachers need. The total target of subject wise is compiled at district level. Only 33% of teachers the selected in 2010-11 year, then need 33% 2011-12 and remaining 33% are taken in 2012-13 year.

• The training material like capsular module are prepared at DIET level with the help of subject expert. • District specific training is organised by district/DIET through the year at DIET level. Selected master trainer and DIET

experts both are responsible for training material and teacher training. Training material • Common material for all district in general subject will be prepared at state level. It involve teacher effectiveness,

attitudinal change, Adepts performance indicators, RTE, Class room process, TLM, IED, Research, ABL, ALM, Dakshata Samvardhan.

• ABL Activity base learning for class I, II & III are also prepared at state level for Primary level ABL block teacher. • ALM (Active Learning Methodology) for middle level subject wise module are prepared at state level for ALM block

teacher.

• All training material will be completed in March 2010. Training Methods/ Process - At state level • State resource group train selected SRG for different subject. They train district level DRG at state level. Then DRG

train teachers to DIET level. • Teacher are direct ally train face to face, activity base and participatory mode. • After training when teacher teaches in class room. That time Jan Shiksha Kendra resource group, block resource group,

district resource group are going on monitoring that time resource group observed the class room and on side support to the teacher and monitor the follow up of training with in class room observation by tools. Then do by research to impact of training.

• Impact of training be tracked and shared with MHRD by out sourceAgency. Proposal for induction training to be undertaken in 2010-11 Induction Training Subject wise training module has been prepared by state. In 2010-11 All new recruited teachers will be given Induction training. Training module are already prepared at DIET level face to face mode training will be organised in May 2010. At state level DRG are train by state resource group. Then they train teacher at DIET level by face to face mode in July month. 20 days training will organis in Ist phase then remaining 10 days is follow up of training during monthly meeting at JSK level. Content of training 10 days subject specific module for primary and upper primary level and 10 days General Area like RTE, Adepts, ABL, ALM, attitudinal change, Class room process, Research, IED, Dakshata Samverdhan ,education portal. c. Professional Training to professionally untrained teachers

Training of Untrained Teachers The State designed and implemented a Diploma In Education Course called Operation Quality through distance mode to

complete the backlog of untrained teachers at elementary leve. Upto 2008-09, 80635 untrained teachers completed the diploma course (D.Ed) whereas those teachers who could not qualify in final examination of Operation Quality. These will be given a second chance. These teachers will be supported through additional inputs and made again to appear for examination.

Progress of Training of Untrained Teachers (during 2008-09) Stage Total No. of Untrained

teachers Target for 60 days

training Teachers trained during

2009-10 Percentage of achievement

Primary 17240 Not taken up - - Upper

Primary 7660 Not taken up - -

Proposal for 2010-11 It has been observed that teachers working in remote areas of the state even if willing could not enhance their academic qualification and at the same time could not get training in subject of their choice. An MOU has been prepared between Rajya Shiksha Kender and Indira Gandhi National Open University to –

• Empower the Government school teachers/contact teachers/Adhyapak • Provide opportunities to their to enhance their academic qualifications • Improve the process of teaching and learning at every level. Various certificate courses will be organised under this

scheme. • To enrich the knowledge of English language. • Inculcate interest in EVS. • Make the teaching of Mathematics interesting.

For B.Ed course an amount up to the limit of 6000/- and for all other remaining courses total fee will be paid by Rajya Shiksha Kender at the government level. These courses will be useful for the capacity building and qualitative improvement in teaching process following courses will be organised-

S.N Courses Name of Institution Traines No Course Peried 1 B.Ed All DIETs & PGBT in State 100 per Institution Min.2 Years & Max. 4 Years 2 DPE All DIETs in State 100 per Institution Min.2 Years & Max. 6 Years 3 CFE All DIETs in State 50 per Institution Min. 6 Month & Max. 2 Years 4 CTPM 05 DIETs Selected by RSK 50 per Institution Min. 6 Month & Max. 2 Years 5 CES All DIETs & PGBT in State 50 per Institution Min. 6 Month & Max. 2 Years

MOU has been signed between RSK and IGNOU to train 800 teachers B.Ed. and D.Ed. per DIET and 100 teachers for

M.Ed. in SISE Jabalpur and SISE Bhopal. This will be a 2 year course. The syllabus will include papers on: • Education in Indian Society • Educational Psychology • School Administration • Content and methodology of teaching Mathematics, Environmental Sciences • Educational Evaluation • Information and Communication Technology • Content and methodology of teaching English, Science, Social Sciences, Sanskrit/Urdu

The papers on Educational Evaluation and Information and Communication Technology are especially designed and taught for the benefits of teachers of the State.

Overall progress and targets for teacher training

Target for training in 2009-10

Achievement % of achievement Target for 2010-11 Type of training

Physical Financial Physical Financial Physical Financial Physical Financial In-service 275721 4135.82 261430 3252.95 95% 79% 290674 2127.40 Induction 45588 824.96 - - - - 45255 678.825 Untrained 5905 354.30 3326 198.94 56% 56% 5905 354.30 Trg. of BRCs, CRCs

6440 64.40 64.40 38.48 74% 71% 7045 70.45

Sanctioned Sl. No. Activity Physical Finance

Teacher Training 1. In-service teacher training of DIET/ BRC/ (PS) 8 days 80607 644.856 2. In-service teacher training of Cluster level (PS) 8 days 204458 817.832 3. In-service teacher training of DIET/ BRC/ (UPS) 8 days 39981 319.848 4. In-service teacher training of Cluster level (UPS) 8 days 86216 344.864 5. Training of Untrained teachers – 60 days 5789 347.340 6. Induction Training – PS – 15 days 24684 370.260 7. Induction Training – PS – 15 days 20571 308.565 8. Training of BRC Coordinators – 10 dsy 7045 70.45

Total 469351 3224.015

d. Adequate teacher preparation - Teacher support based on ADEPTS ADEPTS

Enrolment and retention to some extent have been achieved through the SSA. But, the area of concern is enhancing the learning achievement of children and the performance of the teacher.

Hence, review of teacher development was considered as a priority area. MHRD initiatives in partnership with Unicef have been taken up/adopted to identify the Standards for Performance of Teachers. This also lays emphasis on the shifts in classroom processes which are required for desired outcomes.

On the basis of these standards, tools were developed for class room observations. The observers gave feedback on what

the teachers actually do in class and what measures should be taken by the CRCs, BRCs and DIETs to enable improvement in teachers’ performance. This program was called as “Advancement of Educational Performance through Teacher Support”. In view of the above, the State adopted and developed standards and tools on teachers’ performance for class room

observation in the year 2008-09. These tools were useful in identifying the needs for teacher training and desired shifts in classroom processes.

Strategy Training needs were identified by applying these tools on sample basis. This was done by each Block Academic Co-

ordinator of DIETs. Sample

Three schools of each block from 1 cluster were covered for this program as under: • One upgraded EGS, • One PS and • One MS

The data was obtained and analysed at DIETs. The shifts required in classroom processes were identified and the need for teachers’ training and areas for support to CRCs and BRCs were identified. Findings of ADEPTS 1. Lack of effective use of TLM, preparation of TLM and the functionality of TLM while teaching. 2. Training need based on teaching methodology in condition of Multi Grade Teaching and Multi Level Teaching. 3. Conceptual clearance of the content specifically in Science, Maths and Sanskrit at Upper Primary Level and English,

Maths at Primary Level. 4. Lack of continuous evaluation and its conceptual clearance. 5. Teaching plan for children with special need (CWSN) 6. Lack of understanding regarding content and competencies in different subjects. 7. Lack of Toilets (separate for girls), Electricity facility and lack of boundary wall in schools. 8. Lack of academic support CAC, BAC and BRC. 9. Lack of follow up of instructions given by different agencies during the monitoring. 10. Mostly teachers are using traditional methods of teaching and the participation of pupil is also lacking. 11. Improper classroom process is going on. 12. Lack of co-curricular activities. 13. Preparation and use of subject wise SLM. 14. Lack of understanding related to hidden curriculum. 15. Need of strengthening of academic co-ordination among BRCs, BACs, BEOs and DIETs. 16. Need of training on Action research and maintenance of cumulative records. 17. Use and display of subject wise learning corners.

On the basis of the above the focus of the training and classroom observation will be on:

• Class room processes • Addressing Multi Grade and Multi Level situation • Active learning Methods • Various teaching learning techniques • Constructive approach • Effective communication • Development and appropriate use of TLM • Teaching Plan and Class room organization • IED • Development of Core Competencies like reading, writing and basic operations of Mathematics • Capacity development of CAC, BRCC, BAC and DIETs on the basis of Training Need Assessment through ADEPTS

tool