EDUCATIONAL PROFILE

 

     Literacy status

 

The state literacy presently is 64.11 per cent, which is close to the national literacy rate 65.35 per cent. While the female literacy has considerably improved over the last decade, a great disparity persists in the literacy rates of males and females. Some blocks such as Alirajpur, Karhal, Jhimiya, Sendhwa, Jobat & Bajna have literacy rates below 35. The female literacy is below 20% in two blocks i.e. Karhal (15.1) of Sheopur district and Alirajpur (19.9) of Jhabua district. The district wise details of literacy rate are given at annexure -1

 

Literacy Rate over the decade

 

 

 

2.2               Elementary Education Status

 

The   status  of elementary  education   in  terms  of major educational   indicators  is described below.

 

 

(a)              The school facilities available in M.P. are as follows:

 

Table no. 2 - School facilities in Madhya Pradesh

 

S.No	School Facilities	Numbers
1.	Government Primary schools	82296
2.	Aided Primary schools	961
	Private Primary schools	13221
4.	Government Middle schools	24293
5.	Aided Middle Schools	370
6.	Private Middle schools	11236
7.	Ashram Shala (Elementary level)	878

 

The district wise details given at annexure - 2.

 

(b)               In addition to the formal schools, primary education facilities have been started to ensure that the children who are out of the ambit of formal education, also get an opportunity to education facility that will ultimately lead to their mainstreaming in the formal education stream. The details and status of these alternative facilities are given below:

 

 

Table no. 3 - Alternative Educational facilities in M.P.

 

 

S.No	School Facilities	Numbers	Number of beneficiaries.
1.	Non Residential Bridge courses	6595	1,56,260
2.	Residential Bridge courses	602	37,187
3.	Madarsas under 'Modernisation of Madarsa' scheme.	2734	1,51,775
4.	Sanskrit Schools	96	2,846
5.	Human development centres for Urban Deprived Children.	306	12,011
6.	Transitional Education Centres (TEC) under INDUS project.	400	2000
7.	State Open School centre	-	17138

 

c)   The status of enrolment in primary and upper primary levels in terms of GER is

as follows:

 

(f)                The status of learner achievement is reflected in terms of grades achieved in the annual exams of class 5^lh and 8^th board.

 

Table no. - 4 - Pass Percentage in Class-V  VIII  Board Examination

 

Academic Year 2005 - 2007	Boys	Girls	Total
V Board Examination	78.8	78.0	78.4
Viil Board Examination	60.6	62.0	61.1

 

(Source - District Results 2004-05)

 

Table no. - 5 - Results of Class-V & VIII Board Examination

 

	A grade Achievers
Academic Year 2005-06	Boys	Girls	Total
Vth Board Examination	21.5	20.9	21.2
VIIIth Board Examination	12.2	13.6	12.7

 

The district wise details given at annexure 9 & 10.

 

The status of teacher's availability and their status of professional trainings is given in the table below:

 

 

Table no. 6 -Teacher details

 

	Teachers	Numbers & % of untrained teachers
Primary	171020	82903 (48%)
Upper Primary	72988	27995 (38%)
Total	244008	110898(45%)

 

Table no. 7 - Pupil Teacher Ratio

 

 

PTR in Govt. Primary School	48
PTR in Govt. Middle School	36.8

 

District wise details of teachers & PTR is Given at annexnre-11.

 

 

1.      Administrative Structure of Education

 

(Directorate of Public  Instruction)

 

Education System.

 

 

 

Director Public Instruction (DPI)

  DEO (upto – 12)                                        Director                       State Project Director

                                                                     SCERT                                         

              

              

 

BEO (upto –12)                                             DIET                    District Project Coordination        

 

 

        Schools.                                                                                            BRC, BAC

 

 

                                                                                                                   

                                                                                                                 CRC, CAC.

 

Tribal Commissioner at District level for Looking for ward Tribal School Education.

 

2.                  System of Education.

 

1.   Schooling System

 

(A)       Primary School – Std. 1 to 5
           

            End of 5^th Std. Board Exam Conducted  Examination paper prepared & porovided by Rajya Shiksha Kendra Bhopal

(B)              Middle School – Std. – 6,7,8 End of 8^th Std. Board Exam Conducted  Examination Examination paper prepared and provided by RSK Bhopal

(C)              Secondary School Std. – 9 to 10

(D)               Higher Secondary –11 to 12

3. Primary & Middle schools located in state as per standard norms described by national level.

 

State Team Visited Following District

(15 Dec. 06 to 23 Dec. 06)

 

District	Block	School	CRC	BRC/BAC	DIET	SCERT
1	2	3	4	5	6	7
Raisen	1. Aubadullan Ganj	1. Berkheda Tola EGS	Barkheda	BAC	-	-
		2. Piplani  khurd P.S.
	2. Udaipura	1. M.S. Gorkhpur	Gorakhpur	BAC	-	-
		2. P.S. Dungaria Jageer
	3. Badi	1 M.S. Janakpur	Kamtone	BAC
		2 P.S. Salaiya/
Betul	1. Ghoda Dongari	1. Kanhabadi P.S.	Ghoda Dongari	BRC
		2. Ghoda Dongari P.S.
		1. Shantipur P.S.	Chopna
		2. P.S. Chopna
		1. P.S. P.S. Baspur	Banspur
		P.S. Ghodgaon,
	2. Shahpur	1 Mayawadi	1. P.S. Mayabadi	BRC
			P.S Silpati
		2. Maura	P.S. Maura
			P.S.G. Maura
		3. Dodhara Maw	1. P.S. Doctaramanu.
			2. P.S. Romakota.
	3. Chicholi	1. Chicholi	1. P.S. Chicholi	BRC
			1. P.S. Gondigola
		2. Khaparia	1. P.S. Khaparia
			2. P.S. Dhadari
		3. Kursana	P.S. Kursana
			P.S. Hardu.
Hoshangabad.	1. Babai.	1. Babai	1 New P.S. Babai
			2. SBSBabai	BAC
		2. Sikhad	1. P.S. Sikhad
		3. Bachwada	2. P.S. Kuhhwada
			1. P.S. Bachwada
			2. P.S. Panjarakhurd
	2.Sohagpur	1. Semari Harchand	1. P.S. Kachhipura
			2. P.S. Jamunia	BAC
		2. Gujarkhedi	1. P.S. Nagtara
			2. P.S. Kalameshra
		3. Sohagpur	1. P.S. Sohagpur
			2. P.S. Mata pura
	3. Kesala	1. Kesala	1. P.S. Kesala
			2. P.S. Gomtipura
		2. Taku	1. P.S. Taku	BAC
			2. P.S. Chipapura
		3. Teekhad	1. P.S. Peepaldhana
			2. P.S. Teekhad

 Chapter– 2

Background

 

The Schools which were visited some are in tribal area, city area & some of the them are located in remote areas. Madhya Pradesh has 48 districts, Blocks 313 & Tribal Blocks 8. out of 48 distrcts 3 districts are identified as sample districts for pilot study. From 3 districts.  Betul is a Tribal District Hoshangabad & Raisen are Non Tribal District.

 

Hoshangabad , Raisen non Tribal districts.

 

Positive things

1.                  It is general observation that enrollment of Children and retention in schools is satisfactory .

2.                  Community Participation through PTA

(i)                  Awareness found strong and co-operative .

(ii)                Decisions are made in the field of Schools and academic progress.

(iii)               Community provides remedial teachers for additional academic help in schools.

(iv)              In some schools community people help school to develop & make school environment attractive, like gardening, cleaning campus, painting and maintenance of school building.

(v)                Mid day Meal School running successfully with the help of Panchayats.

3.                  The state government gave  importance to English and implemented it as compulsory subject from std. 1 To make it easy and joyful they have started English is fun radio programme for std. 1 to 3.

4.                  Head Start centers are running for computer aided learning as one of the tools of Self  Learning and Self Evaluation.

5.                  RBC & NRBC are the supporting system for those children who are droppers or never enrolled due to some of social & economic reasons.

6.                  Ashram Schools runniny under tribal commissioner to decrease the member of dropout & migrating parents. children.

7.                  As per the norms of NPEGEL of SSA Kasturba Gandhi Balika Vidhyalaya running successfully in all the districts taken for the pilot study.

8.                  In some of the visited school were found running scout and guide activities. Were found rnning

Teachers –

Background

            There are two types of schools running in Elementary education scctor. Primary school, onttrained with std 1 to 5 & middle School which consits of std 6.7.8. Most of the primary classes running & shown MGT.

(i)                  Teachers recruitment of contact teachers through entrance exam conducted by Viyavasaik Pariksha  Mandal M.P.

(ii)                Professional Qualification of Teacher is given weight age in the recruitment.

(iii)               Due  to two dimensims Primary & Middle School, teachers divided in different category like Shiksha Karmi 1,2,3 & Samveenda  Shiksha 1,2,3.

(iv)              In RBC & NRBC & KGBV instructors named as swayam sewak work as a facilitator.

(v)                Continuation Evaluation trend is being followed for the quality education.

(vi)              In-service teacher trainings continuously conducted on various aspects for teachers enrichment.

(1)               Methodology

(2)               Subject wise Hard sports.

(3)               Multigrade teaching.

(4)               Use of teaching learning materials.

(5)               Class room process

(6)               Class room management

(7)               General Areas

(8)               Planning & Management of Schort. 

 

 

Chapter – 3

State Team Visit

Taken as pilot study core group members  undergone the field visit in different districts Intensive visit in different Blocks and cluster draws the precious outcomes to depict the Picture of the area on different performance –

 

Expectations according to levels of  Complexity –

 

Scenario of the Expectations drawn from 42 Schools taken for the Study –

 

Physical Back ground –

• Adequate Number of rooms – 39
• available in 39 schools.
• Urinals / Toilets are present in 39 schools.
• Drinking water facility available in 41 schools.
• Playground available in 23 schools.
• Facility of Electricity is in only 8 schools

 

I.                    Physical Dimension of a School –
  (Physical Environment as a enabling factor)

1.   The teacher facilitates a clean environment. On the basis of sample study following outcome explains the results.

 

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV
1.1	15-36%	2.1	15 (36%)	3.1	(60%) 25	_

 

 

 

At Level – I

(1) Above result shows that 36% schools is fulfilling the expectations of Level – I in which teacher encourages children towards overall maintenance and tidiness of the class room.

 

At Level –II

(1) Only 36% of Schools falls in Level 2 showing the expectations from teacher to create congenial teaching learning environment  with participation of all. Enables Clealiness, creates hygienic environment, usage of toilets, availability of safe drinking water for all children in school in convergence with community.

 

At Level – III

(1)        60% of schools are of level 3. which ensures maintenance of basic infrastructures. And sensitizes children to maintain.

 

(B) Creates a Conducive Environment

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	17 (40%)	2.1	32 (76%)	3.1	33 (79%)	4.1	42 (100%)
		2.2	22 (52%)	3.2	22 (52%)
		2.3	42 (100%)	3.3	10 (24%)
		2.4	25 (60%)

 

At Level – I

(1) According to the results drawn only 40% of schools denotes the expectations of level I as teacher displays children work in the class. 

 

At Level –II

In level II on different percentage of activities conducted by the teacher as –

1. In 76% schools teacher creates colorful and attractive physical environment.
2. In 52% schools safety. aspects in the environment is ensured.
3. In 100% schools teacher ensures management of mid-day meals scheme effectively
4. Only 60% of schools facilitate beautification of classrooms, conducive for effective teaching learning situation.

Under the same expectation oly few schools are enlisted according to the above results as under

At Level – III

1. Only 79% of schools improves child  friendly elements and barrier free environment.
2. Only 52% of schools make logistical arrangements as per pedagogical and special needs of children.
3. Only 24% of schools facilitaties beautification of schools campus conductive for effective teaching learning situation.

     iv.            24% of schools ensures that sitting arrangement is movable.

As  we talk about the level 4  only 100% of schools ensures safe environment for the children.

 

Cognitive Dimensions of A School

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.0	27 (64%)	2.1	29 (69%)	3.1	12 (29%)	4.1	7 (17%)
1.2	16 (38%)	2.2	19 (45%)	3.2	9 (21%)
		2.3	27 (64%)	3.3	17 (40%)
		2.4	23 (55%)	3.4	10 (24%)

 

 

 

1.  Understands Children and relates with them -

 

According to this expectation the level of complexity is as under -

At Level – I

         i.            Only 64% of schools have under standing of background on children as well as their different academic levels.

       ii.            Only 38% of schools appreciate children’s work and display them in the classroom.

 

At Level –II

1. Level II reflects four different expectations as under-
2. Only 69% of schools identifies children’s individual strengths, weaknesses and talents for their quality improvement.
3. 45% of schools keeps the record of family background, socio-economic conditions and the linguistic background of children to motivate them for their improvement.
4. 64% of schools allow children to ask questions and encourages for the clearance of their queries.

       v.            55% of schools do not use the negative comparison and also do not use the discouraging works.

Under the same expectation according to the level of complexity results drawn as follows –

 

At Level – III

1. 29% of schools identifies that how children have individual differences in bearing.
2. 21% of schools maintain profile of each and every child based on health, attendance, background and baseline.
3. 40% of schools Interact with students as his own children affectionately.
4. 25% of schools acts as participant in the teaching learning process in the classroom.
5. If we conclude the observation we can say that only 17% of schools are of level IV because very few schools motivate or inspire children in their times of difficulty.

 

2- Understands curriculum, content and prepares accordingly –

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	42 (100%)	2.1	27 (64%)	3.1	15 (36%)	4.1	15 (36%)
1.2	42 (100%)	2.2	19 (45%)	3.2	15 (36%)	4.2	7 (17%)
1.3		2.3	27 (64%)	3.3	15 (36%)	4.3	0 (0%)
1.4		2.4	23 (55%)	3.4	10 (24%)	4.4	5 (12%)

 

 

In relation to this expectations the level of complexity is resulted as under afte the field visit –

At Level – I

         i.            It has come to know that in 100% of schools teacher possesses and utilizes good under- standing of textbook and TLM.

       ii.            In 100% of schools teacher incorporates adequate understanding of content into teaching learning process.

At Level –II

1. Only 64% of schools are a  ware of the need to enable children to construct their knowledge, prepares  accordingly and helps them by using textbooks and material towards this.

• Level of complexity III is seen as -
  1. Only36% of schools have understanding of constructivist approach and is aware of age appropriate learning objectives, levels and milestones, textbooks and material as well as syllabus. And prepares accordingly.
  2. 36% of schools have teachers with good understanding of curriculum, principles of Learning and give children enough opportunity of learn from environment or surrounding.
  3. In relation it level IV-only 36% of schools teacher adapts curriculum to local situations as well as incorporation of local content.
  4. 17% of schools teachers plans for pedagogical processes of school and tune with the aims of education.

 Only 12% of Schools displays accountability regarding ensuring learning.

 

3-       Generates effective learning experiences usesoses contemporary methods with a fous on relationship and diversity.

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	14 (33%)	2.1	9 (21%)	3.1	4 (10%)	4.1	4 (10%)
1.2	18 (43%)	2.2	8 (19%)	3.2	16 (38%)	4.2	8 (19%)
1.3	16 (38%)	2.3	13 (31%)	3.3	6 (14%)	4.3	8 (19%)
1.4	12 (29%)	2.4	11 (26%)	3.4	8 (19%)	4.4	8 (19%)
1.5	17 (40%)	2.5	13 (31%)	3.5	5 (12%)	4.5	13 (31%)
		2.6	6 (14%)	3.6	7 (17%)	4.5	11 (26%)
		2.7	6 (14%)	3.7	7 (17%(
		2.8	7 (17%)	3.8	18 (43%)
		2.9	8 (19%)	3.9	5 (12%)
				3.10	03 (7%)
				3.11	03 (7%)

 

 

At Level -I

Under this expectation if we talk about the Level I schools the can say that-

1. Only 33% of Schools do the interesting and enthusiastic activities which enables children to construct knowledge by using examples. given in the textbook.
2. Only 43% of Schools have awareness of different learner oriented teaching learning practices
3. Only 38% of Schools involves children in work both individually and groupes.
4. 29%  of Schools follow the Cchild Centered Approach and activities.
5. 40% of Schools in values the learning out comes during the morning prayer session.

Level – II  Under this expectation.

1. 21% of Schools enable children to construct knowledge by asking simple & appropriate question.
2. 19% of Schools understands the ability children already have and builds on it.
3. 31% of Schools enable inter active teaching learning in a planned manner, ensuring the participation of all.
4. 26% of Schools functions as a facilitator ie leads children into experience & knowledge.
5. 31% of Schools aerate opportunity for pear/group learning, self learning.
6. 14% of Schools motivate children by correlating topics with daily life and cites relevant and in interesting examples from there experience. And immediate environment.
7. 17% of Schools uses the different types of activities with form on construction of knowledge.
8. 19% uses local data/ information for enriching classroom process.

 

At Level -III

 

Under the above stated expectation we can ensure about the level III on the basis of the following out comes-

 

1. 10% of Schools enables children to construct knowledge by using a range of strategies, including the uses of task & activities. 
2. 38% of Schools enables children to do it for themselves.
3. 14% of schools enables interactive teaching learning process.
4. 19% Schools shows that teacher functions as a facilitation.
5. 12% of Schools teacher enhances thinking ability of children, questioning power and discussion capacity
6. 17% of Schools have awareness of and actually uses different learner oriented teaching learning practices on the basis of need.
7. 43% of Schools promotes pear learning.
8. 12% of Schools provide references and teacher too learns while teaching.
9. 7% of Schools teacher uses reflective Practice and participates in different types of activities.
10. 7% of Schools teachers participate in projects, surveys with a foam on the construction of knowledge.

 

At Level –IV

 

In  continuation of the above expectation we can draw the schools under Level  IV It is inferred that –

1. 10%  of Schools enables children to construct knowledge by using a mix of thought provoking question and tasks.
2. 19% of Schools teacher ensures the participation of all by taking into account of individual differences.
3. 19% of Schools promote peer learning.
4. 19% of Schools use the chiliad’s context and culture while teaching.
5. 31% of Schools teacher ensures the involvement of all by incorporating an element of challenge.
6. 26% of Schools teacher ensures that children provide reference from local situation.

 

Effective Use of Materials

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	23 (55%)	2.1	11 (26%)	3.1	3 (7%)	4.1	2(5%)
		2.2	12 (29%)	3.2	3(7%)	4.2	_
1.2	11 (26%)	2.3	39(93%)	3.3	38(90%)	4.3	_
		2.4	01(2%)			4.4	_

 

 

To ensure the effective use of materials following results highlight the levels of complexity

At Level – I

 

         i.            55% of schools develop and  identifies appropriate TLM. Displays initial use of TLM ie. at least uses it himself, as demonstration.

       ii.            26% Schools maintains the School library and teacher motivate children to read.

At Level – II

         i.            26% of Schools uses TLM in a purposive way and ensures that students handle it.

 

       ii.            29% Schools makes groups, understand the need for group learning and works with them.

 

      iii.            93% of Schools motivates children by correlating topics  with daily.

 

     iv.            2% of Schools uses local date/ information for enriching classroom processes.

 

At Level – III

Under the expectation of Effective Use of Materials some Schools are found in Level III under different conditions

         i.            Only 7% Schools use well identified TLM from environment.

 

       ii.            Only in 7% Schools Teacher prepares and utilizes TLM as SLM’S effectively.

 

      iii.            In 90% Schools Audi Video material (Radio, tape recorder are available & teachers use them wlike teaching.

At Level – IV

In this area only 5% of schools found in level IV because only few teachers incorporate technology into teaching. Learning process effectively, Through self created material.

Ensures Learning for All/Creates a Classroom for All-

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	15 (36%)	_	_	3.1	8 (19%)	4.1	4(10%)
				3.2	13(31%)	4.2	4 (10%)
				3.3	13(31%)	4.3	2 (5%)
						4.4)	2 (5%)

 

In this Expectation different percentage of Schools found in different levels of complexity or implementation –

At Level – I

         i.            In level I only 36% of Schools revealed that it is ensuring for each child to get ample learning opportunities.

At Level – II

If we discus about the level – II following results show the schools in different situation –

 

(i)                  Only 19% of Schools give attention to those who need greater/ Specific support and enable them to optimize/maximize their learning.

(ii)                Only in 29% of Schools help the children to achieve desired comprehension and provide appropriate opportunities to develop child’s potential.

(iii)               93% of Schools involve all the students in process of learning irrespective of level, ability social background and gender.

 

 

At Level – IV

In Continuation of this expectation it results that.

(i)                  Only 19% of Schools provide opportunities to all during interaction.

(ii)    In 10% Schools inclusion of Children with disc ability / multi lingual other contexts.

(iii)   Only 5% of Schools identifies individual differences, gives differential opportunities to each child according to their need.

(iv)   Only 5% of schools give specific attention to each & every child.

 

Effective Communication

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	26 (62%)	2.1	16 (38%)	3.1	6 (14%)	4.1
1.2	23 (55%)	2.2	9 (21%)
		3.2	3 (7%)

 

At Level – I 62% schools are found

(i)  Teacher Communicates in simple language and interact in the language of children.

(ii) 55% Schools have teachers with friendly attitude to the children.

In Level – II

(i)                  In 38% of Schools teachers give prior information / hints aboutment learning.

(ii)                In 21% Schools teachers shares experience and views with about what is happening at various levels as children  teachers / parent.

(iii)               In 07% of Schools teachers use hum our to make complex content to simple.

At Level – III

(i)                  Only in 14% of Schools teachers are found who link present teaching with next learning.  

7.    Collaboration with children -

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	20 (48%)	2.1	15 (36%)	3.1	5 (12%)
		2.2	12 (29%)
		2.3	6 (14%)

 

Under this expectation different levels of complexity found as –

(i)                  In 48% of Schools teachers work with children as teachers team mates and also conduct the activities require teachers and children to work to gether.

At Level – II results are as under  –

(i)                  Only in 36% of Schools teachers work with children as teachers team mates & also conduct the activities reuired by the children to help each other in learning with shows that teacher is not the sole source of knowledge.

(ii)                Only in 14% of Schools teachers use talent of children to support process.

At level – III results are as –

(i)                  Only 12% of Schools teachers work with children as teachers’s team mate and are able to establish common goods with children which make them one team.

Creation of Conducive learning environment / relates with children

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.2	31 (74%)	2.1	5 (12%)	3.1	10 (24%)	-	-
1.2	7 (17%)	2.2	6 (14%)	3.2	10 (24%	-	-
1.3	17 (40%)	2.3	14 (34%)	3.3	7 (17%)	-	-
				3.4	2 (5%)	-	-

With reference to this expectation results found as –

At Level. –I

(i)                  In 74% of Schools teacher recognizes children and calls them by name.

(ii)                Only in 17% of Schools teachers display positive attitude towards children.

(iii)               In 40% of Schools teacher ensures cleanliness and personal hygiene of children.

At Level – II

(i)                  Only 12% of Schools teachers establishes rapport with children to create cordial environment & make all children feel welcome.

(ii)                In 14 % of Schools teachers enables children to both ask and answer the questions in an environment where asking questions is safe and children have a right to ask any kind of question.

(iii)               In 34% of Schools teachers encourage children directly to ask and answer each other doubts. And also get children to work in groups with positive interaction.

At Level – III

(i)                  Only in 24% of Schools teachers create encouraging conditions and space for all children to express themselves.

(ii)                In 24% of Schools teachers keenly observe, motivates children for participation and asking questions  and appreciate them.

(iii)               17% of schools teachers empathizes with children, see this world view.

(iv)              In 5% of Schools teachers display innovation in class room and outside and also uses hum our in teaching, contextually and appropriately.

 

 

Management and organization of classroom to optimize learning –

In relation to this expectation the levels of implementation are found as -

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	27 (64%)	2.1	11 (26%)	3.1	7 (7%)	4.1	4 (10%)
1.2	13. (31%)	2.2	9 (21%)	3.2	8 (19%)
		2.3	9 (21%)
		2.4	10 (24%)
		2.5	10(24%)
		2.6	9 (21%)
		2.7	10 (24%)
		2.8	9 (21%)

 

At Level – I

(i)                  In 64% of schools teachers move around in the class, understanding children and their work and use effective verbal/nonverbal cues.

(ii)                Only in 31% of Schools teachers organize class sitting arrangement according to the need of the activity / learning technique.

At Level – II

(i)                  Only in 26% of Schools teachers provide equal opportunity to all children to play their roles and undertake responsibilities.

(ii)                Only in 21% Schools teachers attend to every child, and support different groups in the class moving around as and when necessary. .

(iii)               Only in 21% of Schools teachers maximizes learning time for children.

(iv)              In 24% of Schools teachers manage time to consolidate learning of the period.

(v)                Only 24% of Schools teachers shore responsibilities of running the class or school activities with children.

(vi)              Only in 21% of Schools it is found that teachers organize the classroom, including the seating arrangement, according the needs of learners and the lesson.

(vii)             Only in 24% of Schools teachers are aware of rotation in sitting arrangement so that no group continues to get advantage of being close to the front.

(viii)           Only in 21% of Schools different learning corners or clubs are organized.

At Level – III

(i)                  In 17% of schools teachers create congenial teaching learning environment with participation of all.

(ii)                Only in 19% of Schools it is found that teachers ensure better management – acts affectionately. Counsels, recognize effort, interact with parents to apprise them about students activities/progress and relations.

At Level – IV

Only 10% of Schools show that teachers promote self learning among the students.

 

 

10 - Plans for enabling learning –

With reference to this expectation the levels of implementation found as

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	7 (17%)	2.1	11 (26%)	3.1	8 (19%)	4.2	2 (5%)
		2.2	11 (26%)	3.2	8 (19%)	4.2	2 (5%)
1.2	7 (17%)	2.3	10 (24%)	3.3	7 (17%)	4.3	2(5%)
		2.4	0 (0%)	3.4	6 (14%
		2.5	11 (26%)

 

At Level – I

(i)                  Only in 17% of schools teachers undertake some preparation before teaching.

(ii)                In 17% of Schools teachers make short term plan on basis of understanding of text book and TLM.

 

At Level – II

      With the analysis of the results found it has drawn that –

(i)                  Only in 26% of Schools teacher profile each/all children according to background & learning levels.

(ii)                Only in 26% of Schools the teacher plans, designs and implements the lesson according to clear goals/ objectives.

(iii)               Only in 24% of Schools teachers plan in specific lessons, and especially those involving fundamental  concepts, diagnoses children’s need, to ensure that lesson is organically linked to previous knowledge of children.

(iv)              None of the schools teachers are making long term plans on basis of emerging undertaking of curriculum and syllabus.

(v)                Only 26% of Schools teachers are aware of the need for flexibility.

 

At Level – III

(i)                  Only in 19% of Schools teachers plan and teaches according to student profile developed by him so that differential approach can be visible.

(ii)                Only in 19% of Schools teachers prepare and implement a plan that includes activities/ learning experiences that are according to the levels. And paces of children.

(iii)               Only in 17% of Schools teachers plan for children falling below their optimal level of learning or tending to fall behind others.

(iv)              Only in 14% of Schools teachers plan and address needs of children. Who are not able to attend regularly and brings in those children who are at risk of dropping out. Also incorporate sufficient flexibility as needed.  Plans are updated according to time and context. 

 

At level – IV

      With area of level IV the following conditions are responsible for it –

(i)                  Only in 5% of schools teachers plan and prepare for class in terms of children’s needs.

(ii)                Only in 5%  of Schools teachers plan in corporative other aspects such as health improvement.

(iii)               Only in 5% of Schools teachers take into accident the emerging issues in class room , prepares accordingly to facilitate learning of all children in the class, including direct experience/exposure to sites/ resource materials.

 

11.     Teacher undertakes assessment and evaluation, and uses outcomes to improve learning-

            With reference to this expectation field visit drawn the schools at different levels of complexity on the basis of different conditions and situations as under –

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	8 (19%)	2.1	4 (10%)	3.1	8 (19%)	4.2	3 (7%)
		2.2	20 (48%)	3.2	8 (19%)	4.2	10 (24%)
1.2	6 (14%)	2.3	4 (10%)	3.3	20 (48%)	4.3	8(19%)
		2.4	4 (10%)	3.4	8 (19%)
		2.5	2 (5%)
		2.6	12 (29%)

 

At Level – I

(1)      Only in 19% of Schools teachers integrates evaluations in the regular/daily teaching learning process.

(2)      Only in 14% of Schools teachers keep records to monitor progress in each key area.

At Level -II

(i)            Only in 10% of Schools teachers integrate evaluation in the regular teaching learning process and use complex  order questions.

(ii)          Only in 48% of schools teachers corrects students work regularly.

(iii)         Only in 10% of Schools teachers give regular and constructive feed back to individual children and parents about attainment and the other information.

(iv)        Only in 10% of Schools teachers make extra effort for those falling behind.

(v)          Only in 5% of Schools teachers partneres with parents to make assessment more effective.

(vi)        In 29% of Schools teachers maintain records, analyses, monitoring and evaluation.

At Level – III

(i)                  in 19% of Schools teachers assess process and learning as it is happening and modifies further work or interaction as needed.

(ii)                                  In 19% of Schools teachers prepare and uses competency based test items.

(iii)                                 In 48% of Schools teacher do follow-up of evaluation, keeps record of progress.

(iv)                                Only in 19% of Schools teachers takes for further follow up action emerging from evaluation, to address different learning needs of children.

At Level – IV

(i)                                    Only in 7% of Schools teachers enable child to evaluate herself/himself. Promote per evaluation process.

(ii)                                  Only in 24% of Schools teachers make the child responsible for own learning.

(iii)                                 Only in 19% of Schools teachers organize public demonstration of children performance.

2.      Social Dimension of A Schools

[Relationships, values (esp. equity) and emotional environment also amongst peers)]

This is the very different versatile aspect of expectation which effects the attitude of teacher and learning of Student.  With reference to this results found are as follows-

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	8 (19%)	2.1	12 (29%)	3.1	16 (38%)	4.2	2 (5%)
1.2	6 (14%)	2.2	9 (21%)	3.2	8 (19%)	4.2	2 (5%)
1.3	8 (19%)	2.3	8 (19%)	3.3	8 (19%)	4.3	2(5%)
		2.4	10 (24%)	3.4	7 (17%)	4.4	2(5%)
		2.5	11 (26%)	3.5	8 (19%)

1-         Values children, their cultural context, and relates with then in a non-discriminatory manner

At Level – I

(i)         Only in 19% of Schools teachers create fear free and encouraging classroom environment.

(ii)                Only in 14% of Schools teachers  display positive / friendly attitude towards. Children.

(iii)               Only in 19% of Schools teachers create warm and attractive emotional environment

At Level – II

(i)         In 29% Schools teachers know family background, socio eccentric conditions of each child.

(ii)        In 21% of Schools teachers identifies strength/weakened of learners give special attention to those needing it.

(iii)         In 19% of Schools teachers demonstrate affection for children and makes all children feel welcome.

(iv)        In 24% of Schools teachers motivate children by correlating topics with daily life and citing relevant and interesting examples.

(v)          In26% of Schools teachers model the values/habits/attitude they want students to develop e.g. protection of environment/public assets, culture, change is traditions.

At Level – III

(i)            Only 38% of Schools maintain profile of each and every child.

(ii)           Only 19% of Schools display sensitivity to the needs of different children. Sensitizes children towards each other.

(iii)         Only 19% of Schools use the child’s context and culture wile teaching.

(iv)        Only 17% of Schools are aware of ‘hidden curriculum’ possibilities.

(v)          Only 19% of Schools teachers show concern/care for each child.

At Level –IV

(i)            This is very discouraging to know that only 5% of Schools work, besides academic aspects, address social and emotional problem of students

(ii)          Only in 5% of Schools take on in inclusive approach: non-discriminatory, greater attention to those who need it.

(iii)         Only in 5% of Schools teacher guide/nurtures the child through the different stages of learning /growing up.

(iv)        Again only 5% of Schools create a class room based on trust.

2       Promotes Co-curricular activities, development of values and enables overall       development of Children-

         This is the one of the most important activities which promotes and motivate the students for over all development. The results reveals the different levels as under –

 

Sub Areas Level I	No. of Schools of Level –I	Sub Areas Level II	No. of Schools of Level –II	Sub Areas Level III	No. of Schools of Level –III	Sub Areas Level IV	No. of Schools of Level –IV
1.1	10 (24%)	2.1	7 (17%)	3.1	9 (21%)	4.1	14 (34%)
1.2		2.2	9 (21%)	3.2	8 (19%)	4.2
		2.3	8 (19%)	3.3	9 (21%)	4.3
		2.4	7 (17%)	3.4	42 (100%)	4.4
		2.5	0 (0%)

At Level – I

 (i)    Only in 24% of Schools teachers organize and participater in sports, games and cultural activities, quiz and other competitions

At level – II

(i)            Only in 17% of Schools teachers conduct and participate in co curricular activities.

(ii)          Only in 21% of Schools teachers actively promotes universal values such as kindness, honesty, respect for each other

(iii)         Only in 19% of Schools encourages children in activities for overall development of children.

(iv)        Only in 17% of Schools includes the opportunities presented by morning assembly.

(v)          0% of Schools keep record to monitor progress in each key area for over all development

 

At Level – III

(i)      Only in 21% of Schools heath campaigns are organized.

(i)            Only in 19% of Schools guide children in activities for overall development of children.

(ii)          Only in 21% of Schools promote healthy relationship thorough personal example demonstrates qualities of citizenship  and socially acceptable behavior

(iii)         In 100% of Schools government facilitates the students.

Conclusions –

Following  conclusions are drawn after the analysis of the results found from the field visit.

Conclusions are also specified as the baseline of the proposed plan for the program of academic year 2007-08 as per  to the sequence of the Expectations according to the levels of complexity conclusions  are drawn in which there in need of improvement.

1-      Physical Dimensions of a School –

(i)            Teacher should be sensitized to create congenial teaching learning environment with participation of all.

(ii)          It should be ensured that sitting arrangement should be moveable.

2  Cognitive dimension of a School-

(i)            Teacher  should be motivated to appreciate the childrens work and display them in the classroom.

(ii)          Teacher should confirmly play the role of participants in the teaching learning process in the classroom.

(iii)         Development of understanding of constructivist approach and the awareness of age appropriate learning objectives, levels and milestones is necessary

(iv)        Children should be given enough opportunity to learn from environment or surrounding.

(v)          Pedagogical process plan should be compulsory on the part of the teacher with the incorporation of local content.

(vi)        Teacher should given freedom to work as a curriculum designer keeping with the context and needs of the students.

(vii)       Knowledge constructing approach by asking simple and appropriate questions should be followed strictly.

(viii)     Schools should strongly function as a facilitator, into experience & knowledge.

(ix)        Schools must be motivated to ensure the corelating of topics with daily life and cites relevant.

(x)          Interactive teaching learning process should be followed strongly.

(xi)        Teacher should ensure the participation of all by taking into account of individual differences.

3-   Effective use of material –

(i)            Well identified TCM from environment should be used while teaching. 

(ii)     Teachers should be encrusted to incorporate technology into teaching learning process effectively including through self created material.

4-    Ensures Learning for All

(i)            Schools should give attention to those who need greater/ specific support and enable them to optimize their learning.

5-  Effective Communication –

(i)            Communication skill of teachers should be enriched during trainings.

(ii)          Teachers should be motivated to share their experiences and views about what is happening at various levels.

(iii)         Teacher should be promoted to link present teaching with next learning.

6-           Collaboration  with children –

(i)            Teacher should use the talent of children to support the process of learning.

(ii)          Teacher should act as a team mate to establish the common goods with children.

7-    Creation of conductive learning environment with children.

(i)            Teacher  should display positive attitude towards the learners.

(ii)          Teachers should strongly be motivated to establish rapport with children to create cordial environment.

(iii)         School teachers should create encouraging conditions and space for all children to express themselves.

8-  Management and organization of class rooms to optimize learning-

(i)            Time management skill should be developed in the teachers for proper implementation of the expectation.

(ii)          Teacher should act affectionately, counsels, recognize effort, interact with parents to apprise them about students activities, progress and relations.

(iii)         Self learning among the students should be encouraged.

9- Plans for enabling learning -

(i)            Teachers Should be well prepared before teaching

(ii)          Teaching plan, design and implements according to clear goals Should be followed.

(iii)         Teachers should take into account the emerging issues in classroom, prepares accordingly to facilitate bearing of all children in the class, including direct experience/exposure to sites/resource materials.

 

 

10   Teacher undertakes assessment and evaluation and uses out comes            to improve leering-

(i)            Teacher should play the role of partner with parents to make assessment more effective.

(ii)          Analyses of the results should be done and  teaching plan should follow the weak areas of the students.

(iii)         Teacher Should promote the child to evaluate herself / himself for making learning easy.

11- Social Dimensions of a School. –

(i)            Profile of each and every child should be maintained & updated.

(ii)          Teacher should use the child’s context and culture while teaching.

(iii)         Teacher should be made aware of the hidden curriculum possibilities

(iv)        Schools should strongly follow the inclusive approach, non-discriminatory, greater attention to those who need it.

(v)          School should create the classroom based on trust.

(vi)        Health campaigns should be organized.

(vii)       School should organize such activities which activate the overall development of children.

(viii)     School should promote healthy relationship through personal example demonstrating good qualities of good citizen ship and socially acceptable behavior.