2002-03 state component - orissa planning
TRANSCRIPT
DEEP -2002-10
And
ANNUAL PLAN - 2002-03
STATE COMPONENT - ORISSA
PLANNING DEPARTMENT
GOVERNMENT OF ORISSA
BHUBANESWAR
U N H I
PR()(iRAMME OVERVIEW
1 HE PROGRAMMK:
. ii;vjse National Polic\ on Hdiication and Programme ol Action 1992 provides the
oasic policy framework for central and state investment in primary education developmenl I he
objectives for primary education in ordei ol priority are to reduce drop out. improve learning
achievement anti expand acccss foi unsen'cd children (iirls, SC and SI students are to be given
priority attention, decentralisatii»n ol rrsjionsibility lor planning and nianagenienl (hi primary
education development programmes at the district level and strengthening of school community
organisations are advocated as a means of developing linkage, specific strategics and
implementation plans and of in reasing ownership for schooling by communities 1 he policy
framework is thus vvell alien witl; principal sub-sectoral constraints.
Ihe D PfP is impleme ited in Orissa In 8 districts namely, Baragarlt, Bolangii,
Dhenkanal, Gajapali, Kalahaiidi Kconjiiar, Rayagada & Sambalpur. And now tlie programme
has been extended to anotlier 7 iistriots namely, lioudh Kandhamal, Nuapada, Nawarangpui,
Koiaput, Malkangiri, Sonepur Ntayurbhanj Under SSA all 30 districts ot Orissa has been
covered.
PREVIOPIJS EXPERIENC E:
In DPHP, a substantia! i: crease m making provision for access, enrolment, retention,
community empowermenl, teachc. ; empowerment, capacity building and quality improvement in
the i^rimary education sector hav e been noticed.
• All the teachers o f DPP P districts have received three rounds of training in the impro\ ed
teaching - learnmg proem's,
• There is a strong coinergence between SPO and Directorate o f TI iSi SCERT,
lilemcntar} education, Ne..ondai7 Education, SlE'f, Textbook Produ»:iion, Women and
Child Welfare, Social W e'Lire, SC & ST development and F*anchayatinij
• Streng,thening academic 'Ui)porl and monitoring/ supervision systems.
• Data based (FMIS ITII Sun ey) AWPH lormulation in a participator) motle.
NIEPA DC
DIRIs are now stfengthened ITiere are Ljfforts fo bring acadeiiiit ally resourceful
persons to DIHT E iuipmenls and programme support and promotion of research activities in
the issues specific to tlie district are some of the steps. Secondary I raining Schools are upgraded
to liecome full-fledged DIHT in the district without D lin . The better lot in DIl'T staff are
chosen RPs and ( ore-mastei trainers for various progiainnie
Academic support system at the block/Cjl* level have been considerably improved with
f\>ll time BHC! coordinators, ( R ( ' Coordinators and IMock Resource Group members, llie
findings in HMIS reports, liousehold survey have become the major basis for |)reparation o f
AWP<&B and allocation ol funds and planning activities for each inlbrmation as well as
feedback for convergence 1 eacher rationalisation exercise has been taken on the basis of liMIS
data and filed reports. Tlie dissemination or HMIS report has load to growth o f positive public
demand lor education and to reduce the inequities in the distribution o f educational facilities
access districts
Since VE( ’ (Uri c'.Iy manages the affairs of these centres and have been authorised with
adequate powers to discipline and piomote the educational process have this has also resulted in
better academic atmosphere m adjacent schools with parents threaten to transter their children to
neaiby As centres Ei iS Centres
Conventions and orientation programs for MTA have been hekl lo empower them and
make them more respousivt* h l M s have been associated with need as.sessment ami in teacher
and acudeunc woikshops
Connnimily niobiiisation dri\es and t;niolment drives, encouragement ol VHCs in
participating scluK^lmanagement affairs have improved (he accountability and responsibility o f
functionaries and stakeholders
The ongoing mass av/areness catnpaign “NINAD” has rcsuiled in /nore responsive
administrative se! u(» ;it !h( block iiid OP level, fht; orientation and paitlcipation of local
influential persons, oiniiioi! niiiki.i as v/ell as stake holders has helped in creating an
atmosphere condueix e lo ilie spiead nf education and much more responsiljlc agents of cliangc
Partieipaloiy a\vaie!ii.*ss campaign along with (|uick and responsible pjess, media
coverage and free foium lor slakelioldcrs where their participation have >- ()ntnl)uted to tangiblf
cltanges in the atniospht ic has leiiiJtiiCv-d peoph;’s faith in the change loi the hetlerinent
1 his ecitaiiliv iMiiii':, ' guiieiaiLS lOiiducivc haiiciioii auu pii .^.un ini nit piograinmeT
and retojins *TU .Ia)ii iliiiiiv li'MDiiiur. the cnnsidetalion of both tin- < io\'cinnient and the
( onimunily, \vliei(' !ht' (ii cisinu gr.idually leads lo th»' idflcient ashitinn and resi)urce shaiin;.*
and utilisation which i- iiioir sustainable in tlie long lun
EDITCATIONAI PROFILE OF 1 HE STAI E:
Tliere an* M) Revenue disliicts in O m ua which have been sub divided into 15 education
distru ts headtxl By District Inspectors oi School There are 48,904 primaiy schools with 97,676
leai hers and 4189 lakh studetits 1 he l eachers Pupil Ratio (TPR) Ibr the state 'voiks out to be
1 4^. \ little less than Va th ol tire relevant age group children are outside the ambit of primary
education Besides non-enrolled children the extent ol drop out is still causing serious concern
I he incidencc ol drop out is over compounded by the tk t thal the level o f drop out is
sigiutu aiuly high in case o f children coming fioni socio economically disadvantaged
conununitv To address these issues the tbcus of planning in DPBP in Orissa has been shifted
from eiirolmenl to retention thiough capacity building during successive plan periods, likewise
quality ol primar)' education is primarily dependent upon two variables, that is. School related
variabh and ( Oimimnity related variable which have bci ii ^.jvcn due impoilance during planning
foi a( tivitii'S
Some indicators basic indicators arc given briow
■3bie-i
I Name of the i district
No.of blocks
--------
ULBs...................^
! No.of j clusters !
1 4
Mo.of inhabited viiiaqes
No.of G.P.s
11 Total ! Population I SC in 0
\
1
ST in %
; 1 i Literacy jf Rate ji i
lAngyS 8
p.....................3 1635
!209 ! 1139341 1 ‘ 6.8 “ -58|
f ------ijBaiasore 12 4
r
2041 2586 289
!
1 2023056 I . . . 6.39 I 70.94
iBhadrak 7 2 119! 1177 193I
1332249 I 23.5 1.9 74.64i '
Icuttack 14 4 200 ! 1865 342 2341000 13.05 5.86 76-13I...... ..... .........
lOeogarh 3 ‘ ■ + 744‘ 53 274095
j
! 18.36 30.87 50.7S!1
jjajpur I . . 2 '*70' 156q I 280 1622868
!
19.5 6.32' 62.8i1 1 iGanjam '
....... ' ' “I
22l ^8 324 ‘
1
2762
\i1 465* 3136937'1 19.76
.... .... !3.O5 I
' " ! 62.94j
\ ..... ......... 1;Uagatsinghpur ’
18i 9 j
T~
' 123*
I
^391!
[ !
1 194I 1056556""""....... . .... i
29,7|r .... ... 'i 0.06!i 79.61 i
\
jjharsuguda ; 5| 3!
1
1 55 ^
]
353!
1 1 1 79 !
i .......I 509056
j
17.23!
i i
‘ 27.671 ! ! 52.64|
iiKendrapara !
s9
12 i
i! ^53»
1389
!
2301
130185611 1 ! 19.83!
! * 0.4!i 77.33I
(Khurda t 10 5
1 ri87» 1355 164 1874405
I 113.08 j
I \
4.94\! 80.19i
Nayagarh | 8 2)
126i 1511 183 863934 16 1 li 5.641i 71.02i1
Puri i 111 4i
I87f 1584 232 149860411
1 16.2i 0.2
I1
jSundargarn |1
l~i 4>
3201 1688 170|1
i 15736171 !
8.8j 50.7!
78.3j
65.221! |T o ta ip 4S S A ) i
it.144 j 56
i2355 i 21600
130831 20547574 243.191
i156.681 912.54 I
SI. No. Wame of the district
No. of new Primary
Schoois to be opened/Upgra
ded during SSA
No. of New UPS to be
opened/Upgra ded during
SSA
Total Additional Teaqchers
Required in SSA plan periods
(Primary)
Total Additional Teaqchers
Required in SSA plan {periods
(Upper Primary)
I Building for ! building ? less ■ Schools
Requirement! I of Drinking \ j Water facitity
Requirement of toilets
1 jAngui 105 57 14931 1265! 69! 585 1063;
'BalasoreBhadrak
83285
2550
143 3516!54!
2131:
1431325
1205 1055!745 6501
4 Cuttack 84 25 818 7111 12 3 m
Deogarh 26 16 172l BO d6 140 110
Gsmjam 73 130 2977 34071 411 1043 1 ^ 1
Jagatsinghpur 50 793 155 711 200 2001
Jajpur 330 67 3355 344 »5 6711 626Jharsupida 36 134 472 268 15 118 176!
10 Kendrapara 240 107 1708 345 150 1(K)4| 56211 Khurda 236 69 2020 622 108 275 120oi
12 jNayagarh 162 88 1996 6881 43 300 320113 iPuri 90 20 1963 542! 23 30014 jSundargarh____
iTotal (14 SSA)
330
2130
50
933
2066
25899
980j------- ~ T11602i
33
1214!______L
100
6986
3001
8453i
Requirement of Teachers in the State as penr Teacher Rationalisation Plan in 1st year
Name of the Revenue District
Total Number of
Sanctioned post as per DEE data
Total No. Sanctioned Post as per Teacher Rationalisation
Plan
Total Teacher
Required as per 40:1 PTR
Norm
No.of Teachers in
Position
No of Surplus Teacher
No. of Teacher Required
Nererequirr
afteRatationa
on
Anugul 4829 4361 3001 2358 87 646 642Balangir 6724 6325 6863 5250 1007 1931 161Balasore 6910 7059 9373 6743 234 I 1785 2631Bargarh 5142 5142 1686 1494 1C8 190 192Bhadrak 4823 4456 6456 4107 91 2365 234:Boudh 1852 1825 1998 1687 76 274 311Cuttack 8332 6522 7956 6614 293 1458 134:Deogarh 1368 1279 1252 1169 13 83 83Dhenkanal 4554 5255 5516 4576 164 1099 940Gujapati 2777 1629 2552 1857 96 801 695Ganjam ' 11405 9344 12564 8496 191 4078 406;Jagatsinghpu 4555 4651 4474 3642 218 1038 832Jaipur 6470 4812 7498 5830 r 458 I 1806 166iJharsufluda 2329 1661 1775 1 1539 94 430 236Kaiahandl 5869 5869 4223 5145 620 418 ■ -
Kendrapada 5612 5177 5994 4435 202 1760 r i55iPhulbanl 4745 1 4745 3718 3249 223 692 469Keonjhar 7151 7151 5529 1 5521 951 901 254Khurda 5353 5020 5928 4568 323 1519 136(Koraput 5170 4865 4749 4194 315 638 555Malkangiri 2364 1913 2204 1745 71 487 j 459Miyurtihanj 10377 9443 10085 7597 310 2796 248£Naupara 2378 1810 1698 1440 133 337 258Nawarangpur 3543 3151 3947 2618 40 1329 132CNayagarh 3322 2356 3632 2687 81 1026 945Purl 5353 5317 ~ 5909 4618 ” 2T 4 1287 1291Rayagada 3894 2872 3096 2751 93 392 345Sambalpur 3425 3387 3619 3005 231 519 ” 614Sonepur 2542 2216 2706 2058 69 919 648Sundargarh 6992 6029 5869 5386 333 816 483
rand Total 150160 135642 145870 116379 7339 33820 2949
Requiremsiit Resource Persons as per SSA norms as BRCs/CRusState : Orissa Table-4
SI. No.
1
2
District
Bargarh
Bolangir
Dhenkanal
Gajapati
Kalahandi
Keonjhar
Rayagada
Sarr»balpui
DPEP Total
Boudh
Kandhamal
Koraput
Malkanagiri
Mayurbharij
Nawarangpui
Nuapada
Sonepui
DPEP (Expansion) Total
Angul
Ko. of blocks
1214
8
7
13
13
11
9
87
3
12
14
7
26
10
5
6
83
No. of Re»pource Persons requirement as per SSA norms as BRCCs/CRCCs
BRCCs65
75
27
36
59
46
59
48
415
10
83
86
37
176
50
24
3 7
503
26
ORCOs175
205
133
104
171
214
151
132
1285
50
157
194
93
344
120
76
83
1117
134
T o t a l240
280
160
140
230
260
210
160
1700
60
240
280
130
520
170
100
120
1820
160
Balasore 12 40 200 240
Bhadrak
Cuttack 14
21
60
119 140
220
Deogarh
Ganjam
Jajpur
22
8
9
97
28
51
280
60
343 440
132 160
8
9
I 10 I 11
l l 2
13
14
Jagatsinghpur
.lharsuguda
Kendrapara
Khurda
Nayagarh
Pui 1
Sundergarh
14 SSA Total
Total (30 districts)
10
5
9
10
8
11
17
144
314
33 167 200
30
27
45
34
47
95
592
1510
70 100
153
155
116
173
245
2278
4680
180
200
150
220
340
2870
6190
Nifmber of SofTools and Teachers rn Elementary Educatic n Sector of 14 SSA dls.:ricts
Si No,. Name of the d is tric t
1 Angui
2 Baiasore
No.of Schools No.of Schools(Primary)
1078
1 5 6 0
(UPS)No. of High
Schools
No.ofbuildingfess
Schools
No.of Teachers No.of Teachers! (Primary) (UPS) =
294
761
121
2 5 6 i
69
143:
2 5 0 9
4 9 7 3
11 3 2
2341
o Bhadrak HTQ 45S 240' 325 2787 1460
4 Cuttack 1678 604 372 14 4674 2150ti 5 Deogartt 355 107 52 961 835' 385
iI Jajpur 1328: 602; 333, 85 3496i 1920
i -7j Ganjam 2631 296 388 41 7440' I 312I
i 8 Jagatsinghpur 859 355 259' 7^ 3049’ 315I
^narsuguaa 445 128 128 15 1165 31511
K era ’-apars ^ q 50C wU ; ^r. 3063,....."""i16391
1 1 Khurda 1063 3"7g 219 108 300^ W . ;1t Nayagarh 731 245 216 43 -^949 925*1 . 1
P u r 1257 4-* i 235 23 33lui 15l1i
! Sundargarh 1536' 43^ 175' 33' 3898 'S84!\\ Toiai (14 SSA) 16888 5607 3295 1216 46152 19401*
S.NO. DISTRICTS Child Population Total Enrollment ENROLLMENT (Govt and Govt 1 (XITOFS€fctf)OLC^ILBMei, 6-11 11-14 Tot^ e-11 11-14 Tottai 6-11 t l -M Total i 6^1 u m 1[ M i l
1 Angut 141200 76933 2 2 0 1 3 8 11107a 60204 1 7 1 ^ 111078 ' 6 0 ^ r n a J m m
Baiasore 273315 151729 425044 227249 145416 372665 248269 I 115292 363561 I 46066.............. . 1------------1 53131 5237M 1 i
'' Bhadrak 168066 108709 276775 148428 92839 241267r ....... ..
145641!! 68077 j 2137181 196381 15870^ 355C8
i 1 1 i
■ ^ Cuttak 266734 138050 404784 222482 104567 327049 194476! t 1 ! ; ■ 1 878501 2S232S\ 44252i 334831 53121
Deogsrh 38888 19983 5aS71 34522 :^932 424541 i
34731,1 1 j 28987;
I1 63718
51 4366j 12051 ; 56303
iGnninm 387470 232510 619980 339358 1 431904 308900
i
:i?921jii 4 ^ 2 1 46112 139964
h '1 188076
7 Ijaaatsinahpur '1 *' 1
''29749 119002 248751 116774'.. 'JL.....
''76711'1 -^-6774 59937 1 176711 12975 590651 72043
8 Ijajpur i 1 I
201251 105240 306491 18156711
1
s 85294! 2668611 g52"^3 ■"8187' 2 6 3 4 ^1
19684i
I9946j 39630I 1
9 jJharsuguda j 62468 42340 104808 559301I 36239 921691I
47085!1I 55981 1!
6538 610' !I 1263£I ...................... f
10 iKendrapara | 198145 94388 293133 172664j 77052 249716!1
129446111 537021I ■ i
183148 25481 17936i1 43417
1 j 11 iKhordha
i !257188 131087 388275
!222231i 102732
!324963{ 222231!I 1027321
i J3249631
i 1i 349571
2835£i1 633121
12 jNayagaftt 128800 52941 181741 107595 35020 142615|1
1075951! 1 i 35020|1 1426151I 21205 179211
11 39126i
13 j Pun j 185878 113615 302423 187344 750071
2623511
1 187344|f '
1 75007j 262351I1 -1466 386081j 37112
14 Sundargarh j 236179 116545 352724 190610 90254 280864 1137521 I1 52149]
r......... ..........1 1 6 ^ 1
!45569 26291 71860
(Total 1 2675336 1505672 4183938 2317832 1 1065039 3382871 \ 2152595 9506631
3103258 35TKH 4 4 ^ 3 ^ 813409
Civil Works for Primary and Upper Primary Schools
! Total in! ^eads of Civis Works
;oan'a>^ inio.- fKhurdai' «y®0®’ ICutteckI m ihDur i
Batasore Bhadrak !Pur Smaerg jDeogar |Jnarsu,i lars j art’s Innna , 'ja ra g u a a
■ Buidiingiess ‘ 'i-r-.p-gr,. anc Upper ‘
3C"'0C'£i
---------r
- .uj i
--------r -1
0| 41
-------------- ;
‘1
r - "1
! 54i i1 .......—i
j
143* 1 ii ....... 1
i !
325!1 1j. . .. 1
i
1 24I1 !
1 i50i1i ■ j
! j
! 33Ii i
1 961j ; I II.. ■■ i
i <1 18011 j
i
I
i11 1469
i uOGracec; Pnmarv i ocnooiS
i. I
i 15:1 .....es:
i i i......... ’ S5|
1! 100* L „■ ,J! 25' f—, —tr j . 32^
! i
I 100!
i 1
! 36|
1 i
■ 105 1475ivjogracec ^Doe: jPnmaPv Scnoois i 0 ; “ U , 43 . ... 11 - 2i
ii...........'T.ij L , . _
1 ! i i 1 20,
[1 i 1-----------rj
i ! ii 50
1 I
32'
i 1 i -I
I
' 57|I 481(New P 'imarv !5'.cnoois i 'J i
j/■ 1 ' U M 33j
i 11 .......M j
i i i ..
1 i i . ...;Q0i
i 1 1 -
1 i n ,1.......... i i
i26'
! j 34;1 -- i
1
ol
!
! 363|New UDoer Pnmaryi jSchoois
i401 29! 451
i1 43i
r-- ;i i
2511 i 1 Oi
! i i 95!
1 1 0!
! i ! 50|
i1............. 0 ie |
■‘ i
67j
1 1i 1 I 0
!1 410
i Adc! Classroom ^or ‘ Schools ^ 2572!
1580 i
........ “T"'453 i
110201
1 i1 425!
I ^1500
i 1 1 1210j
i ! i 4501
i i I 1386
1 i 599 j
11 956 168
!
141|i 786 12246lAdd! Classroorr for' 'liDpe" °rj?Tiar\ ! Schools including il-'o- Class Vi!f ! MTsj
1Ij
250!
(j
5421
!)(i
380
i 1 ! i i I
215
1 !i1 1 1 1
250
i i i !
i i 910
! i i 1 1 i
150i! 375
1
322
I
890
Ij65
i - 50
' j 1 1
514j
i1
6101'Headnaster-Rocrr i U \ 400! 2001 150 227 480 0 501i 140 396 452 60 210 Oi1 2765i3RC '79 1Q| 11! 3 S h 14 12 7 ! 9 17 3 5 8|1 145CRC ... f 37*1! 170! 187! 126 126 ^ 200' 214 50 187 153 292 50 60 139! 2328 ; eacners SarracK 50 j ' J •' 1 0 . ^ J i1 ° 0 17 0 0 011 67JvllS Room ,
-"'I—1 1 ‘ 1
! - 'i * 1
! 1 I ' i ’
i ^! 1i 1
I !\ ‘ i
1 i 1i! 14.DriPKing Water :raciiities ,
----------1—jt:DO' f 300 i 38T’ ■2;
ji '' i 8641! 1004*! 100!
I I
1401[ ■" " ' '
! 001! i
1 585111 6420
■'” 01(61 ' ■' 59 ' *“ 1 DOD: :200| 855;1 -’053!1 ^625.! '891;! 650 9471’ 562'1 300:! 110!1 795 1063 1 13198'Conp.^nc Wall ' i
6501 260 j 2001i 1049;j 10/U,I ^8241i 300 i1 1 i ■
I 1' A c n ;11 ! 1. 2 '2;' 250^‘ 2931 O' 5620
^CniiG Pnendiv , ieiemeni .
Iw 1
/20001
I3|
11428,
i1 886
i ] 1
1I
\ .... ' ' . . . 1 1 i-j8|
J
ii i i 214':
1i ^S5C 200** ■’ 24S '
! 1■ ' ^“ 498
iElectnfication or , i Schools
1406 j
1400 i
1500!
1
2301ij 1070
i i j 2/1 i 4 i ; 50
! 1 L '"S,1 ■ '
E ;
L... , i J - .ii ..
1' i
' -46^
f“ ---
' 5945!
UNIT II
SARVA SHIKSHA ABHIYAN IN ORISSA
BACK GROlfND :
With the success of DPEP in (lovt. of ln<Ua has luiirhed Sarva Shiksha Abhiyan (SSA)
in all (lislricts of th( country tor UniversalisaMon of ElementaryEciuf.atiou witli stress as quality
education In Orissa besides the 16 DPEP districts, SSA has also been lunched in other the non
DPFP districts i.e on Angul Balesore, Bliadrak, Cuttack Deogarh Ganjam, Jajpui,
JugatSHighpiir, Jhrsuguda, Kendrapada, Kiiurda, Nayagarli, Puri, Sundargarh There has been
vertical expansion (i.e from class to VlIJ) in area of intervention. Univcrsalisation at
Eleineiitaiy Education for the age group (6 14) in th( specified time period in the main
olj>jective 1 he plan tor 16 DPEP districts are also prepared accoiding to the guidelines
C'ontexluality o f the strategies and measures suggested for the educational development o f the
area has been the strength of the planning in all the intervention. Convergence with other
GovtMnmcnl Departments and NGOs are emphasized wliili drawing the plans. Projection of
chUorcn, leachci requirements, disadvantages pockets oF each block is identified
Accordingly the best basic information report was prepared and submitted to the DPEP Bureau
in the > ear 2001-2001 and than rev ised plan in 2002-2003.
PRi:-PROJECT ACTIVITIES:
The district planning teams and Core planning teams have been formed in the proposed
expansion districts and sub-strucmres viz. block level gram panchayat level and village level
Planning and coordination committees were formed and the Village Education Committees were
revitalised. I ’he planning team members were oriented by three rounds of training imparted by
National level Experts and State level Expeits Ih e process o f environment building and
c(^mmunily mobilisation have been intensified even at the cluster and village level. The calendar
of aoti\ iluis to be taken up as pre-projected activities were prepared and the functionaries of
School ai)d Mass ltducation Department from state to district and sub-district level were
engaged to develop a contextual, need-based, holistic and implementable district perspective
plan 1 he details ol which can be obtaine<i from the plans of the districts submitted to the
G«n ernnient of [n(ha
ISSUES IDENIIFIED DURING PRE PROJECT STAGE
SINo.
MAJOR JNTERVEN1 I()N
Access
lleleiilion
( apacity Building
hly Inyiroveiilent
ISSUES IDENTIFIED
HabilaHons withou^sdiqol^Habitations qualifying for formal schools as perstate n o m i s ___ ____ ____ _________M i^ n g ^ h o o J ajttractiyeIsolated habitation without any school facility _Reasons for not attending s c h o o l s ___ __ _ _Possible solution for cent percent enrolment Type o f Alternative Schooling Facilities needed^hikh;enj^\^l»jTii^^ moderate d i^aW il^___Non eniolled girls (including over aged)
Orphans, streel, children, slum chiidien, rhildl^boiir^ _____ _________ ____ _____Strengthening pre school programmes._____ ____
_____ ___________
Identification qt’r e a ^ i^QI3 ____
__________Strengthening ^ i]rtn2i»nity-(^clpr rclatwn^hip
Toilet f'^rj^iHSj^aiWitioruiUi^ssj'oonis ProvisKiu tor pay materials _ _ _ _ _ _Activities (Youth, opinion mothers, Q\m
l^a^ersj _ _ _ _ _ _ _ _ _ _ _ _ _I^acjit^ Iraiiiiri^
Establishing ( RCs, BRC^s, DPOs MIS _ 'Strengthsnmg Rt-^urc^si^|X)ryin^titotu^ _
i* * P *1 Programme Implementation Management d^c^)pjnej)t
Preparation of tr_ainin^ modules _ _ _Woikshops on T1 M preparationl extbook £ci^w_al_Multiround rcfiesher c ourst; for in ser\Mce Jeacheis
j)J'-- >t‘rvice teachei training syljahus Studi^! e\al!!a!JO!i__M oder 11 h,,11 i<»n (>f x 1 sti ii].» st 1 ut:! ure
Frobleiiis, Issues and Strategies
ProblemArea
AccessRelated
I No. of iinsei ved villages/ habitations in each district as regards schooling facilities
11 Schools with inadequate intra.strucliiR
III Builtling less school
IV Migrator) population, child laboui childreji of special focus groups and girls
V . Soc\al Isolation and Povcrtv
Strategies
'i . 'i l otalii No of settlements justifying scht>ols as per state nonnsiii. Nos. with ItGSCs/AWC etciv. Nos. without l;GSCs/AWC and do not qualify for a fomial schools as pei state norms (opening of new scliool. A S. Centres, E(X'E C’entres)I f ..............................................i. Additional classroomii Repairiii Boundary wall/ toileliv Fumilure/Alniirahv ^ /^ d ^ a n d ^ p p li^ ice s______ ___
III Building for schools
r Alternative schools li. ( ’ommunity Mobilisationiii. Strengthenmg VBCiv, M'fA/Pl A
i. Environment buildingii. Empowerment
________________
Problem A m i___
Enrolment & retention related
Issues
I. Enrolled children
II. Non dropouts
i iirolied and
Strategies
I.i. Textbook renewalii. Improved classroom
transactioniii Pedagogical renewal iv. Improving school
infrastnictureII.i. Eniolment through non
mobilisationii. Motivate VEC, FT A,
M l A, Opinion maker ol Tribal and Religious leader
hi. Supply of textbooks and 1 LM free of const.
Ill ( rirls enrtdinerit a n d
retPiitjon
{Jiivirojiibeni oJ )nal<<* tl a ttactive
nri Fimpowenneat of wtimen
( oninuinityii. Provision tor a ‘School
Molher’ fbi sliarmg th<' workload on girls like sibling case etc.
tii Provision of a lady teacliei in each school,
iv Toilet for girls V. Free hooks / 11M lor
ProblemA r ^
Qualityeducationrelated
Issues
Pupil evahialion
IV '.t!t:nrtheniiigId S t ltU lli Mi.il S m IIIH K I
Strategies^ _ . . _ -
i. Prcscribinp standard < riterin for pupil evaluation
II Renewalof text book? keeping ui view national integration, gender bias, local specific interventions
I At^ivjty t)i^ed approachIII.New Pedagogy
Iiaining and orientatit>n ol tc‘acl»eis, AS Itistructors and Supf.Mvisors Imparting updated rlassroo.n transaction skillProvision of on-site siippod ihrough ( , BRC, BKG etc.Provision o f Radio/ ^?apt: Recorder / I V ui schools I'LM/ Boo! liank Training on fl M Preparation Provision of self Insfruflional Material for lea( h(‘r_s
”i v ....1 inkage hetwf^en S' hool ccnln s< hool
c- Dll T STS & S( 1{RI to be rcvilalised.Provision ol reinloi' CiiK’Ml itaming loi learliers rentol)' Irjichcis, niaslcf tiauieis.
U.obleinArea
I apaL'it> Buiiding related
Issues
1 Capacity building ol Bducational Adniiiiistralois Planners and Supei \ isorB
11 Capacity building <d 'lea< her 1 raining
Ml. C apHcity Iniilduig (»f 1( av hei
IV CapHcitv building of others
Strategies
Orientation C’ourse for Education Administrators at all levels
- Orientation ot district level educationoffersOrientation of Block/ ( ’luster level Inspectois/ Supervisors lixercising CjP level and village level Education Development plati withcommunity^ __________________
l l .............. ....... ..................• Refresher course for DIM
Faculty and SecondaiyTraiMing_School if*aclKM _ _ _ ______
111.
- Training cum Orientation of teachers on new Pedagogical
_ _____________ ______________I V , ........... —
Orientation of other functionaries.< ^mputerisation o f data base Provides of aids and appliances at al! levelsStrengthening supervision and inonitoring mechanism rimely l'valuatit)n of Prmmry I ducat ion Programine._____________
U N IT III
PLA N N IN G 1 O R EACH IN T E R V K N ] ION
S T A T E IN T E K V E N I JON
Hie Slate Pioject Offi(,;e would piovide fiec«ssary support Hei vi( e.s Id «lislri< ts in
|)lanninji; und iinplenienting strategies and activities to (aken up al llie titdd level While
(‘xteiidiiig support services the main focus would be to empower drstiict.s to handle theii own
jiroblenis and oveicome bottlenecks Other major objertive would be to keep a close watch t)n
(he sustamabilily issues. One time interventions, vmnecessary uKiease of majipower, mrs
utilisation ol financial and human resouices are to be discouraged. Tlie state will always
( ndeavor h) sustain ihe project spirit m Ihe interest of aitainiug target in the scheduled time
sca le
I hi re will be ('ertam new' institutions, which will h>- piomted ui the interest ol acadi^nuc
progress of children and teachers. 1 he H R l’ and CR( s(rui lute, empowering VHC. P l'A, MT/\.
ihe necessarv monitoring and continuous feedback (inlei cvchanges) mechanism have tt> be
i volvc'd and jiromoied, I Uihzation o f training funds, schi>ol improvement giants. fl M grants as
well as v»>rkshop jm^visions.. documentation and discussion i)l the same lo generate ))ositi\e
public ileniaud I'oi timely execution o f the programme aic some td’ (he most tmpoilant
objectives.
It) (»rdcr to attain ta/geted NER across social grouji,. l'romot(* community patlicipatioii
spiiit !o help suslaming Ihe pioeess ot (ievelopmeut the Sl*(» has to i ontinuously support and
give v siiin (o ihr district project offices. Instifntions’ ai block ■ lii itei and village levels to do the
needful acliviiies Another leajor responsibility would b'- to convince and arrange ( onveigence
ol sup|K)il .<*1 vices from related depaitm -nts and also tu c.siciid oui support system to them to
scrv^- i!n: iai)'c!rti population m a bettei uny with optimal i florl .. and lesources.
In shoii Sp() will try to pr<mu)ii> n^sponsive and I'sponsible DI’O, ( R(' and ■ illage
m;inagenK ni cumimllet'S. In the lirst y^ar ol the Piojei | I )!■ i Project < >flic(“-; will br ibjr to
give vision lo liKtck planning teams Hlo k (ilanning tcair!:, iNuig with liRCi mi'ntbeis will liel))
chisli i', to (iicj)at<' and follow thcnr pi,in o( aeliou lo r Ic clopinent ol (nliication With
Vl'( / M l , ' naniing Ihi- vou t" n( iht- jk» holdt*!-. iH !v liioi; ifcijUfiitK’ lis'aid whuli .‘ ill
hdj) in till ijiici |j(Mi of dci enliali7t:d planninp
Ki >'pini: lliis ill muid SP<) has rex irwed disuiri j -ci p -li t j)laie and dc agiied it:- own
plan lo suppl'-nionl and suppoil iht chc( niion ol th*- disl'ici pi in
P E D A (.O C lC A l IM P R O V E M E N l
Helping every child to t oinplelc pnniaiy education cycle with high level i»I achievement
is the focus of the District Primary Hducation Frograinine as well as o f Sarva Shiksha Abhiyan
In that consideration pedagogical jniproveinent as an intervention occupy an important place in
the pn>ject The strategies tor pedagogical improvement in SSA stems from following
statements of its objectives
(i) To focus on elemenlary education ol satistactory (juality with emphasis on education
foi life
(ii) Fo bridge all gender anti social categoiy gaps both of primaiy and elementaiy stages
I d achieve these objectives the continuing efioits of DPEl* in tiansfomiinj! tlie teacher
central I'lassrooms to a clulti centred, participatory classrooms providing loyful atmosphere
to thi learnei I he efforts (o be mad<; to bring about such a Iranstormation and to reach the
targets are
I lo bring at'oiit an altitudinal change in teachers towards child friendly,
a( tivity-bascd approaches of classroom practices.
II. To empowei ihe teachers in developing appropriate and ei'fu ient jiedagogical
practices
III. 'I o provide continuous academic supports to each tcachcis
IV To provide n.aterials support for effective classroom transaction and ensuring
children’s in\ olvement in self learning.
V To bring ab<^ut holistic changes in cuniculum and textbooks appropriate to
the new pcdaeogy
r.ESSONS FROM IIPEP
Fhc experiences gained I'rom the implementation o f DPEP programmer in the state have
been varied and mixed They provide insight foe developing a comprehensive strateg\' lor
pedaj^>ogical improvement in the SS A.
• The teachers accepiaiice of activity-based approaches has been slow but steady
• The participatoiv' appioach in teaciier training is no quite famdiar to all teachers and
they are now opening up to discuss academic matters freely and with conlidence.
• Hie oa >cade ol (eacht r iraining has be"n liniiled to < on; i jiiiiif-r fV-ain l i lo r k
Hesourt e iroups J eacbers, thus minimizing the cascadc etfects llirougli lliis Oiissa
has successfiillv completed three rounds of teacliei trainnig
• Resource group at the Stale and lllcick levels are active in planning and < onducting
teachci training piogianurics I liey have also desigbed (raining progrannnes for <"RC
& BKf Coordinators
• Resourc e Centre ( oordinatf trs parti( ularly al elustei level were deployed arui made
funrlional in (he nndvv;i\ .*( (he projert inipletrH*n(ation This has affected
Ciinsiderably in the percolation of (raining input to the classrooms.
• Considerable delay m coni cp(u:di7ing a viable irumitonng and acadennc support
system has affected in bun Mng about desirable changes in the classroom practices
Inspite ot it then; is < on^iilcrable i hange stbservable m the classrooms across ihe
schools ol DPF'P ilistricts
• There is a j'rowmg awaie.iess that tiainhig of teachers monitoring na pro\iding
academic support to le.icliei - should be made are gular feature foi quahlativi* giowtli
ofpiinuuy education in th< MaU'.
• lire incompatibility betvvt en ihe training inputs the stlye of presentation oi cunicular
materials in the te^^tbook'^ in cirating contusion in ihe classroom transaction. To
resolve this pn^bU nvs arti\ ii -l>.\scd textbook have been developed upto class V stiigc
with teacheis hand Ijooks an i ctfcctive transaction ot the text books.
• riK‘re is a growmp intMC . iinong (eaeheis in sharing experiences ol classroom
practices
In brief, the Di’t P lias pr'., i jcd ticli experience m the process ol capacity l/uilding,
developing strat(-gies loi r> ui'u .u()port. insights in creating resource devel* pnient aii(i
academic linkaf'es itioi- : |)r,w (o identify prci})lems and .s<-!ve ih 'in in >i
partii ipatory i'pproac h.
S I RAT i:(;iES FOR PI DA< MC Al IM PROVI MI NT
So fat pedagogical iiiipio > in. < t.iiM ciiH'tl (he primaiy stakeholdcic ujt: ihc It.'nn'rs
I cacheis aic. the next iiii[»urlaiil of stakeholdeis 1 lies el on';, al! (he e! forts o!
Pt'dagogK a! improvnnt Hi mt :hi: -i nds iiijprnvmg thr h ,iimng M)n(hlioii> ihn , <iti,)Clin)>
th<‘ leaint rs (o the .chool and nitnn:;'-H vnliaii'ing, the ai h!cvi*m(fnt levels ol le irn'-i • I hr
maj!)i rftoils in (his diriM iion n* rd (<> inn ;it
■ Making the elasstoinm and school child c entred
■ Adopting activity based child -centred teaching leaiTung piactices
■ Piovi(iing contextual and activity-based curiiculai and co-curriculat materials like
textbook, ri Mb, supplementary reading materials. compatitiof\s in games, sports, fme
arts and performing arts etc.
■ ( 'ontinuous and comprehensive assessment of learners progress.
I eachers are the main agents of planning implementing and bringing such efforts into real
piKClicr
I hnrefore, with the experience gained from the earlier implementation o f DPEl* anti
considering giound realities existing in the distrii ts the majoi components of the total
slral(igv lor Pedagogical iinjirovement can be as lblK»ws
a I oi (nation and capacity building of Resource ( iroujis.
b I eachers-empowerment
c ( iirriculitm and fextbook dev(ilopnieiit / reiiewal
d /\ system o f l .earners. Assessment
e Monitoring and Academic Support System
f Provision of Resource Materials
g Support to V Children o f Disadvantaged <jrou)>s
1) Strengthening Resource Units/ Centres
Strengthening 1)1 Hi’s & SCHR f 1 i Mstance Education Prosramme
A FORMATION AND CAPACITY BUILDING OF RESOURCE
GROUPS
With strong and \ ibrant resource groups at the State, District and Block levels,
almost all the Pedagogical activities like identil'ying teachers needs planning for capacity
biiilding conducting training visioning and imi»iementing innovative parties, etc can
lunctiona! in reality, l l ie constitution and functions ( f resource groups at different levels
havt^ been piesented in the follow'ing tabie
Stole
Hesoiirct*
Uloik
1 State Resouice (iroup (SRG)
2 ( ’ore 1 rainer Team ( ( ’IT )
Disti ict 1S 10R esouvi'C 7\) mCiioup eacli(DRG) distnci
Block kcsoiu' e (jioiip(HKtV)
( lu ac!
No.
5060
3040
to
to
( 'onsfitiitioii
M eni bers f i on i S( E K1, RIE, SIHMAT DDT:, S Pss, SI of Sf'hools i m and r'RC ( oo.dinalOTs and Prunary and Elementary Scho(»lteachers
Selected membcrs q< SRO 5 lo 6 mensiH'is fVoiii m \ i \ and SVS KCR( oordinytois, SI of Schools priniMiv and Elementary cl too Iteachers (All the SK() menilxTS trom lln dishu! and selected hrhiIici . from BRrj shall ctnstitiit' DR(j)
10-1 S r iU C oordinah'ii s( h c ledin each Piinuirv / I 1'rvvniar 1ilo( k Si hool i
3 ti) ’ Sf lcf ted piiin.ii ind
Fiinrtion
I*olicy framework tor pedagogical improvement Planning ofdifferent activities Reviewing function of resource groups activities ("urriculum textbooks devlopmeni Planning It^acher training jirogrammes Preparation of training [)arkages and training master trainersDiiect m(mitormg of Pedagogical nnprovement activities
PlanningPc(iagogica)activities liketrainingdevelopmentSuperviseimplementation of different programme Monitoring and icview of activities on regular basis ol I I.M and n admg materials sernmarv
y ic _ _
< 'onductmg tea( hei iramitig at r luster i.-vclI’lanning acliviUes HI the block Provide help to i ip rx iniiionitiiring and
I lelping CIU
Resource f iroiip
in each clustej
F.lementaiyIcachers
school ("ooniinalois in school visits andother peiiagogical activities of theclustci
IMajor Components:
• Formation »>f State, District and Hlocks Resource Groups
• Idejitilication of t kne Trainer I’eani (( ’ r i ) comprising initially 30-40 members from
S R tr
• Strengthening Pedagogy Umt at the State Project Office hy selecting a l(*afu of 4-3
resourceful, active ni(?rnbcrs, preferably from DIE I s,
• Oiientation/ frainnis! ol Rrsouice ( it lups
• Buildirjg ( apacity oi i )R( i and faculty' members of DUiTs in identilving trauung
need^; and development o f short tei ni trainmg packages.
B) I ejiclier Empowerment:
Since teaf hers are the main agents of pedagogical inrprovensent process iheir
empowemienl, i.e makm|.' ihe?n more resourceful and thus capable (c takuig appropitale
decision in academic matt* !-, m the essential items in the oveiall stralegv of Pedagogical
renewal process
Pro/isions shall be made foi continuous teacher training progranunes with
Iheines to n\eet their classroom needs Particularly when activity-bascd classroon\
transaction is being stressed because of its potentiality m making leanung more child
centred, the training of teachers in the new pedagogy need to be recmTcnt and mtense in a
participatory mode.
( arcade of Teacher Training:
For an efficient system o f teacher training programme not only the resource groups are
strengthened but their levels be appropriately planned so that there would be least less due to
transmission It is quite ob\ ious that to conduct training o f large number of teachers i e.
nearing 1,20 Lakhs dispei^eo: ac ross the state with vaiying needs requires ap['roiiriately large
network o f resource persons u different levels starting fiom state to clustei 4 he nmst logical
cascade of such a configui ati^’n would be;
SR(i DRG BRCi ------ > CRG I eachers(C n !
( luslei Rtsoiin e ( fi(»U]» h use »o he involved in iniparling teacJief fiajning hi t to provide
support to C IU C in improving academic clirnatc; ofllie scliools
Major r ’oinpoiients:
• C onlmuous/ Recum-nl tradiei oiientalicui in activity based methods of classroom
tnmsaclions
• Sliarmg good practices and innovative ideas (Ihiough periodical meetings at MRC.
( R( and DIB I s and thiougfi r nvs letters and supplemental^ reading materials)
• Fiiabling teachers lo de' ei ip Uarning activities and contextual teaching learning
materials
• Hui'iding capacities ol ica hers to handle multigrade and multilevel classroom
situation Tliis has bet;n enipted by building stiategies for such situations in a
participative approa( h .in<l \> is integrated in the teacher training programmes
• I'xposure visits uf seU cU'd teacherr (specilically members o f HPJi and ( IRG) to
(»ther areas (dislrii ts and siast t(» observes lietter classtoom practices and stiategies.
1'eachi‘r 1 raining Pro|»i aninies:
It has been experienced tiia' ariJ-iionng o f the new pedagogy base<! on aclix Hy based
teaching leainiug ap|)ro<ich is slu\^ and the teachers’ acceptance is not instantaneous, ilcnce,
teaiher (raining has to be letiiricm l urtlier to generate and aciommodalc ininualiv(‘
practices, tiaming of teachers need 'o be continuous and keeping in the these aspects there is
provision ot JO days <>f iraming ot cachers every year
While ,hort-team efforts dun, the f)roject period aims to enafde the teaclicrs to
appreeiale and j)racti< e the n/n' r j igogical components, the long-ten i (*bjective > need to
strengthen the icacheis and rcsefii e centres/groups in identifying their needs Ikjih hm r l>>
Uiiie and in finding ,o!ulie)ii. iliii .udi sharing innovative practices. Thendore lite prnjeet
also aims il deveiopidg a self su 1,1 nable system ol teacliei oiieniation
Majo! C (unponenlsi
• In the initial veai oj ilii | o i e c l . g enera l l o u n d s o f li:‘ach(‘i t i a in ing ioi a>'ii iaintii ig
(eaehers witli nt'Vv [led.i^ has b ee n I' l ivisaged- fh e s e ( n o i n . n i i n u -. tri- to l><
dcnigi ied by ilie St' i j (( i 1 ■ , rn i i a l l y m a pariicipatiirv appnia'' h
• I' lnm ill' Nccund i.ai ( m,\ uds . as a f o l l o w up measures , the DKXi pLue. hoit U'lm
p i o g i a n m i e s tf) n-i id'cice t ) i ' i i a in ing inputs
\fter the mid teim a .s< .snu e,t (hall the prnjeit |)enotl) the l)Rt i BK(i shall be
rm|)0 vvered in .assess Hie specdu tiiiiiung net'-ds in tlieii it"S)ie(iive distii(ls/ blocks aiiil lo
vlevelop teacher tiaining progiammes with assistance fVons & I l ls Ihis elYbit aims to
stieijgtleii lesin^n c groups at the tlisuiti ami sub distrii t levels tbi a sustiiinable and continuous
teachei tiainuig piograjnnie
c) C urrlculuin of Textbook Development/ Renewal
As has been mentiored earlier, the activity based text book have been developed for
prunary school classes i e. upto class V With the introduction of need Pedagogical practices at
(he l leinentaiy stage, the curriculum and textbooks for ( lass VLVll and VIII shall be revised as
|»ei the need
Major components:
• Rfvision of existing v:urn- uluni for l^lementar> St hool to make it more compatible with
tlir It'aiiiers’ nec^ds
• Drvclopmenl td' textbooks for lileinentar>' classes suitable to the new pedagogical
pioccsses.
• III ' ision orcurriculutn textbooks for Primar> School classes based on their suitability
lo Ihc chissroom process emerging leaniers' needs and the local specilicifies.
d) Svslem of Learners' Assessment :
(hn ('f the major effort- o f DPEP is the substantial improvement o f learners’ overall
achiex eineiU levels during the project period, the targets have been specified i.e., 25% increase
(wer ba ehne status in cognitive areas and 40% increase m-non cognitive areas. The same shall
be targeted foi the first live years lor SSA programme. Besides, continuous and comprehensive
evolution ol learners’ progress is the essential component ol any pedagogical process, rherefore,
this has been planned to be incon^oiated with the regular u,-achers’ training programme.
Major t oinponents:
* vr ioping strategies for ontinuous and eomprehensi\ e evaluation of ieam(*rs progress
boih in i o^^nitive and non-, ognitive areas.
• Iiaiiiing of (eachers in the prcx ess Jecliriiques oi cvaliialiori, rHcrxditig the oulcoiiies
and its muhiple utility (i e. ref>oiting to parents modifif atinn of classroom processeH
Taking caie o f fast and slow learners cU )
• £)eveloprnent o f t(tols & techni(|iies of evahiation & tbim its for recording and reporting
the ouli orneH
All tliese ( oniponents have so tar been incoiporaled in the teacher Iraimng packages, nu-
same strategy has lieen proposed to be adopted in tlie SSA I’rogramme
h’) Monitoiing and Academic Support Systems :
As has been elaborated earlien re-.Gurce groups at difft rent levels are to be formed as a
part of developing a sound monitoring and academit supi>0 !t ^ystem. Under dpep two sub-
distfici structures ij*. ( 'RC & BRC ha\ e been i leated iu addition to e; ;stmg I).I. and S.l o f
Schools lor contmuous monitoring and jiroviding acadeinir support to teachers which is very
\ ital and the earlier experience o f DPEP has been that p<>oi Monitoring t‘<c lark of adequate
academic support have led to considerable loss ol the academic uiputs provided to teacher
through various yirograimnes. Ilie entnusiasm demonstraied bv icachers just after the training
gtadually fades due to lack o f academic suppoit and litile leiocaituMi ot good efforts Theielore,
it has b<'cn pvoposed to create the Nuh-d\stiicl s\T\5.:t\iVL, hki ( R i : & BR( , ap))omt the
( oordHiators, lormation of resource gioups. establishing lini as'e l)elwcen existing structures at
the block and district levels and linking them vvith ! )li I ;uid SCI^R I lor a fimrtional
niomiof ing and academic system in the expansion distri' Is I his stmctiue is presented m the
following tigurt:s
Pi o|)oseil Monlt<»riiig and Academic Support System
evel Institutions Resource Group Existing Stiiicture
Stale
I )is(rict
Bloik
.'ItisU'r level
S('ER1 & S l’O
D i i n / s i s
BRC
SHG
DRCi
BRPs
► Dl oI school'
SJ ol school
Schools
While CRC Coordinator a uh the support o f ( 'CRG and available HRG mcmbeis in the
clustei shall havr exclusive role i:i monntoring and providing academic help to teachers as and
v hen requited, the RRC Coordin iiors shall be helping the C'RC (Coordinators in nn^nitormg and
resimrc e support and shall act a the vital link in the ^ o\ o f information fions clustei to the
DlFTs 01 DRG. BRC Coordinate r als< with help of BR(f members are expectcd to monitoi the
school activities on a sample ba i> regularly. The existing stmctures ol Sis of schools at the
block level and D l. of school at :hr distiicl level shall provide the administrative support \\ hile
becoming integral parts of the BRi 'i and DR( t respectively
Major ( orapoiients :
“ ^'rating CRCs & BR( s .n srlcrtum ofCR( Cs and BRC('s
* rraimng ( RC( s & BRv C , along with 1)1 & S.I o f Schools ii> the proc( ss of
mcHiiloring and acasenii^ suppoil svsteni
• iinipoweri/ig resotirce groufj j at <JifTeM‘iil J« V‘‘ls . »aeiiif)crs a i DIM & STS faculty,
members o f SCliPT in i)roviiiing academic suppoil to teachers.
■ Making provisions for regular scho<»l visits, uioullily meetings, seniinar.s and workshops,
exposure visits, library facilities foi the resource coordinators and it^source groups.
F) PROVISION OF RESOUIU E MATKRIAI S
Pioviding resource mateiials lo reinforce the training inputs to visden tiie acadcmic
visions and thus empowering tlie teacliei , and resource groups is also being addressed in Dl’El'.
lo continue this and to iinther strengthen it, development o f (ollowing materials ha\e l)een
proposed in tht‘ plan
■ Activity-based cuiTiculuni catering to the local group specific needs.
■ Activity-ba: 'd textbooks / \\ oikshops on the above mentioned ( urriculum
■ I eaching-leaniing mat(*rials
■ Supplementarv' reading matrrials loi students, teachers, resource group inembcis
■ (}uarterly newsletter for shanng academic inlbrmali(m and innovative > iassiooin
practices
■ Supplementary materials loi ri ;n!onmg \ arious leai hei -tiaiinng inputs
G, Support to children of l)isa*is rl < groups
( hildien belonging to so 'iall} dr,advantaged groups particularly (hose of S I arid S( and
( j i f \ (hildren i^onslitufe a large (>rop< riujn oi the total learners. Diey have been the \ i' linis of
social discrimination, poverty jivi ’ it i'lect I ven in the ( lassmoms. they ate sul'jrct' d lo
teachers prejudi('es i inanaling liriiii Ji cp st aled social discrimination Then toic lollownig
stiategies have been proposed lo acMi - ihe piobleins of sueh ehildren
[VIiijor C oniponeiits
• Attitudinal change ol li a ii > lowaids these chlldten through training < I lil'-il in
f ducalion n f <'<■ S I ( inMi ■ muI ( in 1 s I duralMin)
■ Providing t niilcxuial - i r k u l ' d iii Hihn at)<>n of S< S I ( liildii id
■ I’rovi s io i i o f h e r t( xi!)0 >4. ■ j d rciidiiig mid vvnlinii materials to all pir! cl i i l i ircn itiid to
SC U> S I c hi ldren lioi c(> t. ict' und* r iicli s e h e m e s n f Wr lfare IJepait i i ient .
• Removing gendi r l>ia-. iinni ; ‘^ibnoV ti aching leaining mateiials * lassi'XHii jn ‘l schnol
practiees
■ Strengthening M l As foi ensuring enrolment , retention anil quality education ot girl
t hildien
H S r u t NGI HKNING RESOIJRC E UNI IVS / ( ENTRES :
Capacity building o f teachers and resource groups entails equipped resource centres
within the leach ot the stakeholders. For this DPEP is tiynig to build resource centres at block
(BRC ) and cluster ((’RC) level and also strengthening the existirrg resource institutions like
I M T I S at district level and S( BRT and resource unit at SIH > at the state level.
I he following component have been addiessed in the perspective plans to strengthen the
lestujire centres at SPO S( r,R l DIE PS BRCs and CRC s llir details of provisions for DIl l S,
HRi s & ( K( s hiivt been made in the district plans
M a j o r (^onipcH ients
® f-quipnients for resown e units at SP(), SC liR I\ D! li 1 s BR(.' and ( ’R(
** Sirengthening 1 ibrary tacilities at the resoiir e iimis / ceulKis.
* I’stablishrnent functional hnkage among the fesoue e units / centres
S t i eiigdienin^ SCERT
Idcnlilving areas o f refonnation in SC-FR 1
* Creating a Cell with m o members and tin supporting staff for coordinating and
luiisoninu DPEP intei-Vf niion at S< 'ER'f
* C apacilv building of resource persons in ( SER I
Fioviding support tor rev>rganization of infvastriu ture facilities (like providing suppovi
for building a training hall, providing fiirmtuie and materials)
* Sirengthening resource unit with equipments, liliraiy and laboratory facilities.
* Establishment strengthening a Documentation Linit
I IHSTANC E EDUCATION PROGRAMIMI: :
The niajoi objectives o f Distanc e Education as a DPI P intervention are:
« l o reinforce the inputs given through different intei-ventions through distance mode
like print audio, video media.
« I o build capacities ot different categories of resource personal like. Master trainers
DRG,ERG,(^RC and BRC coordinators, faculty members o f DIETs and other
super\ ising staff in handling dista.*ce learning materials.
lo build capacitie.^ ot resource person in (ievelopment, production and deliver) of
1 )L materials.
1 0 stn ngth(m the i souree centers at the state and district levels with equipment and
inaterials foi transactif)n o f distance education programmes.
Major ( oinpoiieiits:
• D<:veIoj)ing |)rjiil materials like poster, cliails. guiphirs < (c Itn use by Inachers in the
classroom
• Developing sell iiistiuctional materials lor teachers as e(Kit(“nl ait<i jMOcess hand spoils
• Conducting teleconference on academic issues,
• Using media like I V and Radio for dissemination and inletaciion on innovative practice.
• Developing distance learning materials like Audio and id< o < assettes
INNOVATIONS(iirl’s Education
(jendei intervention is a \ital coniponent of the oveiall DPHP strategy ot securing equity
and social justice in educatit)n All efforts under (lender intervention are directed to reduce
difference in enrolment, drojH>ut and learning achievement among gendei and social groups
to less than five percent, W hen the initial thrust was on increasing enrolment o t girls and
checking the dropout rate among them particularly in S(,’, S I' ('ommunity. the shift has now
been changed to minimise thr gender gap in achievemenl.
Piiture Activities at the Stat(‘ level
• Hridgt course is lo be designed tor adolescent girls m the age grouj' 9 14 ;il llie distiict
l<‘vel in collaboration \s ith State head quarters.
• Mother escorts are lo be appointed lo facilitate the educatitm of girls
• Audio ( Hssettes are to b. d('V(‘loped for use m M I'A meetings.
• L)R(j is to be trained ai the state head quteis to take up BRG level iiieefing m their
rosjiectivr districts.
• 1 lostels for adolescent izirls are to be constructed in the ( anipiis of
• Sports mateiials are lo he provided to ST girls staying in hostel.
• MTA module is to be printed and distributed.
• (lender gap m achiex emeiu is to be studied and minimised
(lender ( omptment in each intervention will play crucial role in the initialixes under
taken to improve the education ol girl children. ST girl hostel adolescent girls camps , co-
curricular and vocational educ uion , health education. Retention of girl child in lormal schools,
I 'GS Sc AIR centres will be losed be monitored.. Through R&E , achie\ement level of girl
children belonging to general ■>( & ST will be monitored comparative analysis with otiiei social
groups and assessment ol itnpro\ ement w'ill be monitored,
Improvement to M l \\ ill play influential roles. VbCs will be oriented ti» take initiative
111 itjtaining children.
CiP level educational lex elopinent plans will be developed \\illi >pLi iai cmphasi.- oti
gjrls. Model village approach • i)i also be followed.
1 actors responsible for Jo\ female Hterac)':
I ow girls eiirolnienl (< i} R iSc NPR)
High rate of girls diopoiits
I ow luarning acliievenient*^ of giils
1 ow U'vel ol'niaterjal and human inputs in primary schools lor girls
I ht niajoi objt'ctives o( DPIiP inlei vmtion irs Ihese {lislricts is to wipe off the sti(»nia of
l)ackwar(int‘ss b y
1) Mapping g> nvier disparities in access, enrolmtMit retenti«in and
a< hievetrieni
Identify ( nu es for non enrolment, dropout and low achievement uf
girls
V) Assess simaiion ofnon ien in eac)i district on the Itasis nT so( lal and
dcmogia|ilii ihJu alters
I) Collect ink)! ination of gender bias in
lextbooks
\ eacher training
( uniculnm universat! >n
I eac lu IS aiouiid
Ad\u\iwstrjit\)r vc( av. d
5) Identify supporlive commimi tnictnres e g.
Women’s grouf)s
Vli( s
l*an( hayals
MT As/P I As
1 t acheis organi/.<iii(>n
Youlh I liisters/N( iTi . !
(>) Idtnliiy and laeilitate (.on -.n gence of services of dilforent d«‘pnr(me!U li i
uni\cisalisaium oi ditcaiKMi !ion)< gnis eg , li( ( , l ‘, health vvcltaro c!c
h Assc parlicijtalion of in ailniiiiisUalivc niid otiiei dt cision making ii'xli- ,
K) Dcn e!op monilo! ini'e\ainaiio ;
9) < hfilk e* iniialion siialegii s lo ic* ess the < t'fica' y of tlu' inlei vention ■
Interventions for ensuring gender equity:
1) (ieiider sensitization ut teac lieis anil administrators through training
and of community members and other government liinctionaries
2) I ree textbooks and readingwriting materials for girls
3) Revision of textbooks and cuirii ulum to make it free from gendei
bias
4) ( iiiis toilet and drinking water facilities in every school
H) AHitiidinal change among the parents through awareness campaign
to promote girls education as a priority area lor action, educate
fannlies about the benefits t)f girls education and motivate them to
sent! then daughlt^r to schools
0) ( onmuinity involvcincnl in scliool jiroj'rainineN
/) l o piepart training modules, teacliei handbooks for gender
sensitization
8) W omen’s education winy in S
‘>) SI'C) and SCERT
10) Appointment of female teachers in required schools
11) Make schools jiirl-chiKI Inendly
12) iJe^elop specific slratcgics for disadvantaged girl;, rural, tubal,
urban, slum
13) Conduct reseaich studies on gender issues
Formation o f state resource groups and dclinc iheir role evaluate, monitor train the
iiiasici tiainers and module and material preparation
EDIJ( A I IO N O F SC & S P ( IIII DRJ N
C’liihiien belonging lo society disadvantaged groups are being spec iaily focussed in I )PI‘P as
well as m SSA Parliciilaily children belongnig to S ( ' and S I ( onmiunitif^s lace age old social
discrnnnialion in all walks of life and to bring them lo educational mainstream three major
eltorls are needed
• Ihingmg attitudinal change in parents and teachers
• Developing learner friendly, conteKtiial teaching learning mau*riids
• I )evelopmg awareness of all stakeholders towaids education «>f lk li > hildren
In Orissa, the concentiation ol & SI |)opulati(m vuies region-wise. While in
southern and northwi stem regions the ST population is more thai ‘ ' is pronounced in coastal
dislrats Hien foic, the provisiors lor educatum ot such chiidicn would vary fiom district to
district consid( ling iheir specitic needs While tribal children \v,i\c. both cultural, socio
economic and linguistic variations, the Si ch'ldren an* more bvsti with socio-economic
problems. These have found ample reflections in the distrii i {)laiis
At the stale lc\el the fidlowmg acti\ Hies have been pr(>posc(t i iciiitatiug llv distnct level
aclivities:
• I'ormatioii and stienjftliemng ol State Resource (in>up.
• 1 Jev(?lopnient o f tiaimng modules on anitudinai issue
• D e v e l o p n i e u t n f s i ra ieg i e s for c o n t i n u o u s inoni loriug s y s l e i n ‘
• ( ondu i tuiji si in i i i ai s and w o r k s h o p s (o raise awaK-.ness n r'iirdinji ;ui s Oi ed uca t ion o l
d isadvnnt . i grd ginujs
• I )cv«'|(>pnienl ofConlextual materials tor Iracheis and l( .inii. r
K A R I V C H l l D H O O n C A R F A N D K D l i t A r i O N ( E t C K )
Harly cliildhood care and educatioii(ECC'E) has beeti recognized as a cr\icial input for
achieving the goals ot URE by providing necessary inputs to universal enrolment retention and
quality oi learning at primary stage of education . Also it which can help children develop the
necessary readiness tor school along with health care
Ihe integrated Child development sei^ices (IC'DS) is the major EtX'B programme in our
c(»untr> This is a centrally sponsored programme which attempts to directly reach out to
Lluldreu liom vulnerable and leniole areas with and integrated programme of health nutrition
and earlv childhood education hs |)at kage ol services includes.
• lmmunisati(m
• Nutrition
• 1 lea 1th check-up
• Helenal services
• Prental & post natak ar^
• Preschooi education
KCCE IN DPKP CONTEXT:The nodal agency lor coordination and monitoring ol its scheme at the state level is
women & child department
ECCE hah assumed priority m OPBP primary as a vital input with the following t)bjecii\ cs;
• Preparing children, panicularly first generation learners, for school
• Facilit>' participation o f girls in the pnmar)' education by providing substitute care
facility for theii y(>ui;gcr siblings. This frees them from the chores of sibling to attend
school,
• It helps children de\ e l o p e d necessary experiential readiness, .social and academic tbi
meeting the demands ot primar> level curriculum.
IVIAJORSlRAIEGrES
I In convergence with ICI >S al iliffeiciil If vels liy ( oiistitulmg cooidiiialion comtnillee
A cti v it}
Constitution of SR( j
Development and printing o f iiiodule.s
1‘nnting ol reading Mateiial
Printing ol hand book
rraining ol Master Iraint rs
Meeting ol SRG
1:: nosure visit
Attending national level \s t irk shop and Seminar
Pragati Kendra news letter
l^diicational Kits
2 1 raining module - \ training package has been developed on H('C li by DIM P The
nunibei ol training package aiid ir tnuiig module will be Tixed as per rrquireinmt
3 Mo(Vu^e Voi AW Helper.s / <)i a' li^e sub-i entevh So tav no v^iod\ik 'vei n
developed for the helpers ol Aiiy sn vydi < enters, A module will be develoj)ed foi 'he AW
helpers in a 6 days ^vorkshop . Aiiet IIk- development o f Ihe module they will he uintK d ^n
the basis o f the module at district \ ■ 1
4 Sln ngth< nmg oi existing l( IJ) pioi>ramme m teims of
1 I'xIens'Mn i>f linung of AWC to syMchromes witli the loc;!l hrininiy
school ■ iili |)iovision for honorarium lo AWW and lielpi i ,
? r i a m i n - and orientat ion o f 1C 1)S funct ionari es
^ I rainm ti* A i ig . inwad i w o i k e r s o n pre S( hooi ed uca t ion
4 Supph- if I ire s c l iool b d u c a l i o u kit lo the AvV( s
5 < )pi"nmg ol ii(Mv l<( ( 'I ccui- i m tin- an as yef to bc Sf rv fd by (hr K l./S.
a I h ie t cnl t ’r n il! b»’ opt-nt-d w i ih the UiMii of
, ‘ ( i ) I )e|iaHiii< i)i Uiat such c« ii(i i 41 iio
111 4h intatfd 'Viih iCl alter ih f pr<)ji ct pf.ai(' I : c!
b ' oiiiniuiutv topio"' id' spai fu Iht i;(iitri’
I Opening of crcaches for bdovv three year age group with
comnuuiity participatioji
(> Up gradation and strengthening of sub centers/miniangainvadi
' Training of hidy supervisors, CDPOs on Supervision and monitoring
Strategies
(onveigence with K 'DS and other deparliiKMits like Ih ‘allh, welfare etc at different
levels (bi effective iniplementalicn of prt‘ prinmry b!ducati(^n along with other
fncilities in AW center^
Strengthening exrstmg AW('s in learns of I xtension of liming m AW(/s with
provision for honoranum to AWW and lielpeis
frainiiig and Orientafioii field level K L>S luri< linnaries.
Training to A W Ws on pre school liducaiioii
Supply of r i M to AW {'enters.
Supply o f play matenah to the childnm of W /G
(2) Opening of New ECCE Center?*.
These centers will be opened m the areas yet t»> be served by IC'DS.
These centers will be opened in convergent e with W & CD department, so that these
centers will be amalgamated with the ICOS alier the project period is ovei.
Up gradation o f sub-centres.
iDrientation to ICDS timctionaries on moniloring and siiper\ ision.
liarly identification ot disability through AW orkers
In valuitig local women (MTA) in pre-school aciivities and developing "1 LM for the
AW children.
\ware the communit) regarding the importani e of pre-primary education,
1 ormation o f District Resource (iroup counseling i UFT faculty, ICDS personals and
& working in the held of pre primar}' F.ikication
Progress iind<‘r DPEf^
The Stale lesouice gioup on E( C li lias been loriiietl with ]>ersons from the fieM
1-C H,W(^CI ),l INK Br and hs( .Os
A l i a i n i n g p a c k a g e has l»een ( ie v e lo p e d fo r the t ra in in g o l A W W s i m p r t p i in ia r y
I d n c a l io i i at the A W i enters
Preschool lidiicalion kit has been di'veloped and siipj)lk(l lo come selec ted AW
( enters.
Adviser manual of pre-school 1aIu( ation kit has been piepared and supplied to AW
eenfeis along with (he kit
A supervision tx)miat has bt en dcveloj)ed
Key tiaineis had been onenie<l and tramed the mater tranu rs a< the slate level,
1400 Workers had l)et'n trami d on pre-sehool edui atiun by the master trainers at the
I )istrict level
19 N e w li( C i centers a re c>pt ne<i in the dislri<;ts
IH a ii o f Ai't ion
T ia in in g ic> \ )\l\ i D isb ic^ U e s o u K e g io w p on l i ( V'i \y\\\ h c uv ;\i live disVvKt le v e l
h a v in g 1 0 /1 5 ir fcm b ers p e r di::>tJicl f'he D f f H tac n in e fhe I ( 1)S lu n c t io n a r ie s
, i n s tn jc lo r / in s l i i i c ' fe s s o f A W l T and t l ie distric t ( ie n d e r i ; )M i(hn.itor w i l l be the m e m b e r
o l D R ( i I h c y w i l l be (ra ined at tfie state leve l for 10 d a \ - c-n |)r< s> hoo l t ra in e d at the k e y
t ra ine rs an d in lu in .vill t ia in the l^ R G b lo ck reso un e at Hi. d li ici le v e l f i n a l l y the H R ( i
w i l l tn n n th' A W v o rk e is at the H lo ( k leve l t ra in in g in n d i ' l . Im d been d e v e lo p e d u n d er
l )IM P.
h a i n i n g lor AVV l lvlpi rs S o tai 'i«) t raming has l)cci) : i:i In led toi the A W l l e lp e i s . A
m o d u le wi l l b-' d- v c lo p e d l u r tlv' i i . i i n m g cif A W l l e ipc i . m » v o tk s h u p l o o k i n g m to the
n e e d s n f A W l l e l | ) C i s . Astei the tie o lo p m e iit o l l lu niodnh si- \V. h c l]K * is wil l be t i amed
on the bas i s m1 ihe niodi i l e at the c i H d i c I le v e l
Meeting t»t SR( t Ihe State Resource Ciiv)up constituted ten DPllF^ will also act as the SR( i
tor SSA. riia SR(i will meet at least twic^e every yeai I h e SR(i will look after the pro|>ei
implementation of EC’H under SSA.
Development ot work: A work book will be developed for the children of AW centers. Fhis
workbook will he developed in a workshop in the state level and will be used by the ( hildit*n
m th( AW centers
Rt'fresher liHining to DR(i: I he DR(i will be imparted refresher training in 2 year gap tor
days on pre school education at the slate level
Scleclion o f pla\ rnatenals - Play materials will be supplied to the i hildren oi AW centers at
(hr district level I hese m aien a l . will he selecled in a < day vvorkshop at the stale le v e l
Research Studies;- Researcli studies will be undertaken to assess the mipact of ECCIi
intcrviMitioii.
( I) I ffeteness of AW workers tiaining exposure on the achieve of the children m
primary school
(2) Need of training for AW Helpers
IN T E R A IE D E D U C A I lOBN OF T H E D ISA B I.E D (lE D )
In a denio< ratio and developing country like India, basic- education to all is considejed as
a fimdamental necessary Paitit ulariy ensuring the ronipletion o f clenientary edu( at'on
1 herefore after independence several steps have been taken for uni versa lisation of elejnentary
education (IJEE) i.e. providing access ensuring enrolment and retention and to iiuprovnig
quality in learning achievement by almost ail children. I'here has been imprecise develojinient in
primary education during last tifity years m terms ol increase ni numbers of schools numbeis ol
teachers student population budget allocation et(- Hut these developments the phenomenon t>l
uicieasing dropouts in absolute term, decrcasuig standards in the quality of learning and wide
disparities m access enrolment and retention and ijualities o f learner achievement imiong
geograplncal legions and gender gnmps have made goals o f UliE quite elusive.
This intervention look after childieu with nuld to moderate level disability who^.c ,pi cial
requirement have been neglected as teachers are ignorant of their j)rob!ems. Ihjwi vn ihcii
learning disability can be drasticaliv reiluced with littler efforts from parents and more
understanding towards these children.
n ITURK STEPS:
• Medical AssessimMit o f the ideniil icd children, certification and supj)lv of aids aiui
appliances
• ( onvergenc(-‘ with NGOs working' in the field of If D in SSA districts
• Identification and medical assessiiienl of < hildren reading in upper pnmaiy scliools in
UPEP districts.
• Parent counselling and teach'/r iiaiiiiitg in t;xj)ansion and SSA districts
• Providing barriers free ac(x.*-ss In primary tor the disabled children in SSA districts
S tr a te g ie s
•t* P^xpansion ol the State ( ore ( iruiiff on li D
*t* Infrastriicfure fur IIJ) at the i level,
Idenlihcation a id inedii al ;is ;v ntt n! u{ di:>ai)itd chiMn*!!.
*1” < )Neiitalion to dislnct level fun> noiiane:
*1* Facilitalin)', the arrangement -f ioi tois ;il the iinie cd' medic al assrssmcnt
*X* C 'tn\eigence w ith othei ( io \r 1 lejiaiimi nis
*t* l(i (. leate awar*'ness among people toi the edu' atiop of disableil cliildrcii
Anatiging Biidge course tiBiiiing on IV'D for the imtraineil teacners
I !onvergeiu e with other scheme on Hill
Fai'iHlating the tiaintng and otlentation oF master trainers
Supervision and monitoring ol'the IBI ) work at district level
Strengthening existing S{)ecial schools at District/Block level
Supply of Aids and Appliances to disabled children.
Engagement o( IKD in charge at district level.
Progress on FED Under DPEP*> i'ngagenient ol District level functionaries
Identification of in school and out ot school disabled cliihhen
Medicid assessment oi identified disabled cliildren
*1* I nrnlnienl kP intcgrablt and mild to moderate disabh d < hildren in Prunary Schools
❖ ( onimunity A\/arencss Programme
l ive day ^lainmg to primary School teachers on IPD (( lass room management (»f
disabled children)
*1* Parent i-oiinseling on h(mie managemeril.
*!♦ 1 raining to AWWs on early identification an«! pre-integration skill o f disabled children.
*1* Printing', and distribution o f poster and leallets on li^J)
*1* r)islribittion of aids and appliances.
•** Providing bamer free access to disabled children to Priinarv Schools.
*> Involvement o f local NCjOs/ Special Schools in lED activities under IHPEP
Strengthening o f special School to enhance intake capacity
*1* Organising theme based camps at district/ block level
Sensitisation programme on has been completed in 14 S S A districts and identitlcation is
in progress.
Plan of Action
Meeting of SRC:
I'lie Sl;ite Cor e Group (SRG) on lED has been l ortned lor DPEP, will also act as the
SIKi (or .‘iS The SR(i wil l n i e e l a( every sic months to l e v i e w the progress on lED and advise
for Iht e l f e a i v e im pl em e n t a t i o n and supervision. It wil i alsu be involved in developing the
AWPc'wB
Orientation to District Level Functionaries:
Ihe district l eve l f’uiictionHries will l>e trained and oilented at the Slate Level lor 2 days
every year. Iliese persons will work as Spec ial teachers on II'D
Orientation to DRG:
Ih e members of ihe Districts Kesouice Groups will be oriented on Il D at the State level
I hey will looked at the su|>ervi.sion, momlormg at the district level T hey will also held the
district planning team loi development of Annual Work Plan
Review IVIeeting:
Quarterly Review and Planrjing Meeting of field fnm tionai le . on IRI) will be held at
SP()- In this meeting district wise progress will be reviewed Monthly planner will l)e developed
fV>r effective implementation and supervision.
1'rainlng <o Master 1'rainers:
Master I r a i n e i s ( o m p r i s i n g o f teachers n i l ' f facul iy and NHC> p er son ne l w i l l be
t i a ined af the stale l(“V( 1 to unpart t ra in ing to (he teachers ai tint l i lock/C luster level . 'I here wil l
b e 10 -12 Ma s ter f ramers pet district
Purchase, Trairsiation and Printing of Books:
S o u i c e b o o k s on di f ferent c a t e g o r i e s o f disal»ihty pertairi’D^ to Ircal incnt, s y m p t o m s ,
p i e v c n t i o n s p r o g n o s i s h o m e m a n a g e n i e n t and c l a s sro om inaiKii'einctit wi l l 1 e p io c u r c d and
printed aftei triuislation for disli ibu^ion a m o n g teachers / ])areiit‘
Hriclge ("out se training (o Ifat hi rs:
5 :el(’Cl ed tenr luM-- p<‘r f d o c k W'lll b e l r ; i i n e d foi 4^ d a y - oi i f * u M di t i< u i oitrsi;: o n l l i l ) at fUatr'
l e v e l i n s t i t u t i o r c ; . 1 u i d i c r t h e y vvjH a> t d ic’s o u i c e l eai -htTh o n II I ■ in ih ir l e jx-i t i ’* e b l o c k
Pl iiitiiig ol Posters/ Leaflets:
l* o s le is m u i leatlets will W dcvclopcil and collected IVoin ditteient sorires oh dii’ii'rent
I alegt>ries t>f disabilily lor distribution anuuig the districts It will also he used during training
[>rogramme of VltC', PTA, M l A and spec ial enrolment drive
I H s l i i c t Visit:
A group consisting members ot the State t ore (itoup / State level official will make tiled
visit fjH supervMsion and monitoring of IHf) Programme in different districts
Attending National Worksliop:
The Stale ' District le\el ottu(*s will participate in National level sharing w o r k s l i o p
seminars orgamsed by MHRD / N'( 'FR I al different States
Research Studios:
I wo Research Studie.s v. ill he commissioned for assessing the impact of 11 D
(ntt;n enfion al the field level.
Convergence Meeting:
Meetings will be held with different Govt. Deptts. And NGOs working in Die field of
(iisability for convergence in llED \s ork al the Govt level as well as m the field level. Slate Offu e
vvqil be converge with other schemes on IHD.
I N I f RVEN H O N I O H OUT OF SC I fOOi . C H n J I K K N
(E,C.S. <&A.1,E.)
I he national policy of I .ducHlion (NI'I ) I9K6 and (he programme of A( (ioii(l’OA) \^ W
gavf* priorily fo IJnivfTsalisation of Meuienlar> Education Despite an impressivt grovvtli ni
})iOvision ol fomial schools the achievement li^vel is not enccmraging Qnitt' a large niirnbcr »ff
si h(toi~age children a>e available m iheir neighbourliood. Furthei children of iemote and in
accessible areas having no ))nniary schooling facilities in near by localities < ithei find it difficult
to get themselves enrolled or remain non enrolled These (tut of school children generally are
lioiu the most deprivt d section of the socii^ty I he important reasons loi whi< h (hey lomain out
nf school are;
1) I >vert>' ol thf‘ parents
2) Unsuitable timing o f the formal scho<tls
3 ) Unw'illingness of the drop« l u i s and o\ crages children to att<nKl fomial s c 1 u k » I s
4) riieir inability to scope nf vviili iigid tormal schools expectation.
5) Lack of access (o schi ol due lo geographical constraints like distancr natuial
barriers
(j) birsi geneiaiion U arnei di. i awavcucss fov education in certain social gioup .
N
A n«‘ed w a s then fore (eh n ,i|jpropriat>' p r o g ra m m e of s< h n o l i n g to r out o l ehoo !
ch i ldren w i th ou t the s h o r l c o m i n g s f ihr I JFI' sch( ;me and ihe rigidity o f the (o imni cho o l
systf.'m I f IS d e a l that mo re o p e n n ' Inrnial s c h o o l s is not the so lu t ion . l o en sure tii.u ( acl)
ch i ld alterids si h oo l l l ieip has In 1 ■ i v. r ious st*arch for a l ternat ive irranj/einents lli.il \t>uld
ei i snrc hi l l pail icip,ni(>n o f out ‘ ii . . hi ldrti i and a sat is factory q i i ah ly ol edui i f iii tni
them, fh i s has h‘d to ini t iat ion o' ili>‘ a l tcrnal ivc sc h oo l i n g p r o g r a m m e iS (“v /Ml Ihi -
}>roi'ramme is laii>elv Isased on th - ni| i 'hn( s p i o v i d c d m the P O A o l tlu* N P b J \
H r * Rf iS A i l C atci to o u t o l < h i id ie n m tin () I \ yca is ag( g io n p In I ( . .'
\ l l piu^ U \ 1 givi.Mi lo .m a l l an^i h a lu ta i io i is w i th at leas! ou i ^ f i h i l l iM i
(lol h a v in g s c ho o l fa c i l i t y w i t h i n 1 k in rad ius T h e v a r io u s stra teg ies a d o p te d u n d e i the
a l te r n a t iv e - c h o o l in g p r n g ia n im * n i i f i ' - i . nt states < an b ro a d ly bt- ( lassiluu) at cn rd i i i i to the
i o l l o w i n e r n ! a t i -gon t s o f ih* il l r t n thev addn-s>
P la n o f Vction
Besides the salnr)' and processing equipments (br rcsoun e l enlre’s the major areas ot
acli vity can be
a) 1 raining and capacity building o f Resource persons/groups
b) Development, production and Distribution o f Distance learning materials
c) Research and Hvaluation
d) Workshops and Seminars
t ) Documentation
a) Trainfng and C iipacity Building
• Onenlalion o f field hinctionarics lik< OJin Incully.I)R( i,BR( X .CRCC
legarding dislanre iiducation
• I'rainnig on Auiiio Video script writing
• Triiuimg HI dc' elopmg print materials like Self Instructional Materials
Posters, ("harti' ere
• rniiniiig in telec(-nferencmg
• Vraunng of Resource Groups m DL materials
fo) Development, production and distribution of distance learning materials.
• Developmenl o f pi ini audio Sc video materials
• Din elopment o f muhimedia package, software lor ieleconfercncing
c) Research and Evaluation
• Condurting need assessment suiveys
• Monitoring and evaluaiion of DL materials
• Conducting impact studies of practices/activities
d) Workshop and services
• Condut ling workshops for planning Distance learning acti\ itics.
• Seminal on innovati\ e practices/ideas on DL models.
• Ciiiklrcii of rcnioteanaccessible habitations
• Cliildrci i of migrate f uriilics.
• Cliildrcii engaged m house-hold chores.
• Children engaged iis 'vage labour
• Children to whomc ai,ce'>s is restramed due to religious belicft and practices
Adolescent girls
r)ver~aged drop-out cliildren
The namre of out school children being divers a variety of stratej’ies and
alternative schooling approaches will bf require^! to fulfill the education needs of
these children Strategies should be designed keeping )ii vievv llie specifu ity of the
situation and sufficient flexibility has to he provided in the j)rogramine to
encourage diversity.
For this purpose a decentralized management structure is needed to be created
A fresh habitation wise assessment o f the simation involving the local community
is needed for proper plannmg.
EGS & AIE
The foremost challenge in Universalisation o f lilemenlary I ducation is lo ensure participation of all children o f the age group 6-14 years in Prunar>’ and Upper Primary Schools. Despite a huge expansion in the formal schooling system, a large number (tf children in this age group are still out of school.
The Directive principles contained in Article 45 o f the constitution of India enjoin that the State shall endeavour to provide free and compulsory' education f»>r all children until they reach the age of fourteen years
The National Policy on liducation (NPE), 19‘)6 and Us Progianunc o f Action (PC)A) gave priority to Universalisation Vllenientary Education India has io ichie\e this target ot universal elementary education after 54 years of independence Ahoiit i.O crores of children, of 6 1 4 years o f age aic still out of school, in })ur.suance of the spirit o< ihc ( onstitution, Orissa has made remarkable ; irides in the expansion of Filementary l:duc ition during post-independent period. Ironically, the State has also one of the country’s larjzcst uunibcr o) out-of-school children and adult illiterates
Among liic o u t o f school children are children who hav'- ncvei enrolled at school because of lack of schooling facilities in their small remote habitat.on There are also sizeable no o f children who simply do not join schools for a variety r.l ic; .ons including household work, migration ol lannlies, religious beliefs and customs that [)m-' ent enrolment of girls in certain communities, cni'agement in economic activities, exticni * )»o crty, living on the stieets ( tc
l o picivide | )rob. ible so l u t i on s to p ro b l e m s thfit bes^ t j i ini iaiy d i ic a t io n m O n s s a today, vvc need to take a I i o I i s I k :, analyt i ca l !i> o k at both our a th i c ven i t nl: vlucl i are 'ruly imj ire ss ivein m a n y in s tances anii ■ Musidenible d i s rance w e still have lo ! i, i c l 1(‘ rt;icli the goa l o f U I ' l ' . In this con tex t , it is c .sciilii il lo l;ike bo th the t urrent s c e n a r io .siul (1. tci g i i . and into accDunt.
That IS ‘A'hy the main aims S S A is to i)rovide ii.'-'lei jik) relevant c-ducatioii fnr all children of the o-i \ ag e group by ^OIU
The most important things m 4 are :
• All children in school, education guarantee centre, A.Uernate school, 'Back to s- hool’camp by 2003
• All children complete five years ot primaiy schooling by 200 /• All children complete eight years of elementary schooling by 2010
For Universalisation o f Filernentary Education in a stipulated time limii and to provide |)hysical access to all categories o f children ol age group 6 14 in the State, the State Itovt has implemented the new centrally sponsored scheme liGS & AIE from I 4 2001 and the scheme has been launched in the State w.e.f. 6.7.2001. Since, it is a new Schernp, the review of the pi ogress in the field level is essential in order to ascertain the up-to-date progress month wise Sit It is felt that, the review meeting among HPCs and DPOs at all DPEP, expansion district and in>n DPEP districts to be done at the regular interval of two months. Accordingly, the budgetary pm vision may be made Such review meetings is not only indicate the progress, but also expetlitc lurthei development in the respective districts, fhat is why the by monthly review ol fifld fimctionaries has beeu planned.
rhiougli panel (iiscussion, exjdoi^mg electronic media will help to cairy the progiaminelo the people It also tele-casybroadcast the up-to-date trends for the schemr
framing package prepared on Bridge Course, requires to be tried out among tue larget group for whom it is meant. After field testing of those dor.uments will be moditied and sujigestion > be inserted to give it a final shape
BRPs and ( RPs require some guideline to monilor and sup ;rvise the scheme of l:C iS & All at their level. So they should be trained on the matter, fhe short training of 3 days lia\e l>e< n thought on and the training package a< cordingly be <leveloped.
Although initially the districl level officers have been sensitized on PGS & All^, occasional sensitization is require tor them to bring home to them the new' trends and dex elopment in the scheme, that is wh\' lurthei sensitization is felt necessaiy atleast (nice in yeai.
30 days induction training tor EVs m a year is not sufficient to enable them to maintainI. iassroom activities, they should havt' some clear cut idea on the textbooks, they are lo deal w itli. So a guide book will helji the liVs to perlbrm their w'ork efficiently.
SINo
Activities
State level Review meeting of DPOs on EGS & AIE.Panel discussion on I V o n j^ S ^ A I lL Radio, TV talk on BGS/AIFiPrinting and distribution o f some posters relating to conmiunit}' awareness on ECiS/AIEState leve l Executive Committee meeting onE G S ^ & ^ .___________
State G1A( ’ meeting onEGSj^Vm^___________
Orientation of NGOs on EGS/AIE
Physical ] arget
10 ~ ~
3 0 , 0 0 0
02
1 Inii Cnsl Financial IniplymcniingOutlay Agency
f‘ ]o~ T oo MC.S~P(1 '
- D E ( "
- D E C
'^^00 3.00 M C SP()
"o.To 0 20 MC. SPO
0 ,10" 0 50 M.C SP~0" '
\ ) 2 { f 0 40 MX’ SP()"
Plan for 2003-04SI,No.
Activities Ph\ sica1 lai^et
State Level Review 8meetmg at DPCs on liGS& AliiTjy out o f training packagc 1on bridge course and liVsfor residential adolescent
_ __ __Development of 3-days I ~ ~training packagc for CRPsof Et iS/AIE on monitoringand supervisionDevelopment of 3-days 1training package for BRPson monitoring andsupervisionState Executive Conunittei' 2meetin|»State GIAC meeting^ 3Pnntnig of training ] ■ 1 H i(Jpackage for HRPsPrinting of tiaining 1£ackaj>e for ( F PsRevi<;vv meeting of NGO 1i-on E;( I S/A IE
Unit ( k)st
0. \2
Financial Outlay 0 9 6
ImplementingAgency
-.............. -- "m c , d p o
O./O 0 70 l i e , S P O ~ ~
0,7() 0 70 M CSPO
!
" .10 0 20 MC\ SPO ^
0 10 S ill)
0 30
5 0 0MC, SPO SPO
l.ili) 3 0 0 SPO ^
0’ ‘0 0 40 ...... SPO
SI At tivities Physical Unit Cost Financial ImjilementingNo larget Outlay A^eney^1 State lixecutive Y 0.10 OJO " SPO
l ommittee meeting onBGS & A ll
2 state GIA( meeting on '1 0.10 ^ 1)30"~ SPOEGS/AIJi
\ Development o f refieshei training module for EVs.
'"1 ....... ()^0 " o l o ” ~ SPO '
4 ...... DRG traimng on training package for
\ ................. o.sd 0 50 SPO
BRPs oil n'iinagementDRCj trnming on r i .............. (r5d 1 ) 5 0 ' SPOtraining package tV)r 1( RPs on monitoringand supervision 1
_______(> Exposure visit of State
level and Distiict level official^
i 1!
~i7oo’ T o o ”SK)~
jReviev, meeting o f NG')s managed
T 0 4 ( r ~ s p i r
EGS/AIE centres
rii.No
'l ~
~2 ~
"3 ~
~4 ~
~ 5 ~
_____ __________ Plan for 20Q5-06Activides Physical______________________
Stale Lv?vcl Review 4meeting o FPPCs ____________________________Radio, TV talk on 1E G S/A IE___________________Stale Executive ICommittee meeting onE ( ^ /^ 1 E ____________________
Stale GI \C meeting 2o ^ G S /A IH __________________Printing of revised 60,000train m|.> module lor^V_s_______________________
Sensitisation ot district Ilevel functionaries including DPOs andm l i e r ^ _________________
Meeting with NGO 2personnel on liGS &AIE
~S1. ' A c t iv i t i e s F*hysical Un it ( osl F inancia l I m p le m e nt in gNo-
1 R e v i e w m e e t i n g o f
I a i £ e t0 /15 ’
Out lay
0 4 5A g e n c yS P O
J :> P ^ s cm E G S / A I E"2 S la te G I A C m e e t in g r OJO" 0 10 ^ s p 7 ) '
o n H ( j S / A I l 'D R G training on re v i s ed training m o d u l e on l iVs .
"l ' 2 0 ,0 0 20^00 S P O
4 Pry ou t o f the training
m o d u l e on IW
r l ) P O
5 E x p o s u r e v is i t o f S lat e and Dis t r ic t l eve l
T^oo’ "l.OO c;p() '
o f f i c i a l
6 ~ ^ M e e t i n g w i t h N G O 2 ' 0 2 5 1 )^50^ ^
p ers onn e l o n E G S / A I E .
Plan for 2007 08S1 Activities Physical Unit (>ist I'inanf'ial ImplementingNo. Target Outlay Aj>ency1 Review meeting of 2 ........ 0 20 0.40 SPO
DPCs on hGS/AlE2 State Executive
Commitlee meeting on6 10 (MO SPO
_3 ... . State GlAC meeting
on E(iS/AIE0 10 ’o.Yo s rv )
4 Tele-confeiencing progranmie on EGS/AIE
1 ^ ^ ^
_ „
1)1 p
5 Developiiienl of training [)ackage for
1 O.HO ;^,,Q '
BRPs^_______
6 Develo))m<*nt of training |)ackage lor
1 .......... 0 80 0,80 SPO
! g i P s i
7 Piintin^,’ ot liainiiig 7.00 /.<)0 SPO£ackaj»e lor BRP
8 ~ ” Printing oj training Ys^oo*) ' 00 7,00 SPOpackage* for ( HPs
9 Rcv iinv m ee t ing
N( iO s j i c r s o nu e i ’s m a n a g i n g A IE C cn i i e s
7 0 2^ 0 - 0 SPO
1
JCto loi 2008-09SI Activities Physical Unit Cost Financial ImplementingNo Target Outla)^ Ay^ency^f DR(j training on ~ r ............. ^ O M s p d
training package ofBRPsDRG training on 0 60 ' ' S P (Ttraining package o fCRPs ____Review meeting of ' T ... (i'2(r 0 20 SPG
EOS/Ml^-1 vState Executive ' 1 o T s ..... 0 f s ' ' s p o ~....
( onniiiltec meeting onE G S/A IK ________
(> Tele conferencing ! - DEC ~progianmie onB jS/AlE _ _ _ _ _ _ _ _ _______
1 "7 1 / Mijeting with NGOs 1 ~ ~ ~ " ~0 l b ~ "'(125 ^PO
; - - - on El}S/A IE__________- - ■ ----- --------- ---------- ------------------ ----------------------
Plan lor 2009-10! S i . ~ Activities Physicfd Unit Cost f'inancial Implement in <
N m, 1 1 arget (M lay_ /^,enc^1 1 ~ ^ DRG trainmg on 0,70 " 0.70 * 'SPGi training package o f
EVi ") j
1V \ .
Review meeting o f ;TI
0.20 1)!20 ”s¥ ()i DPCs on EGS/AIE____
!
r State level Executive r i d l J ~o T 5 "SP()( 'ornmittee meeting 1
.1 State Level GIAC 1 o7 i 5 ~sF()meetin^^on EGS/AIE
_ _
~Radio, TV, Tele - DECconferencing 1
j
1 programme on EGS / 11
i AIEMeeting o f State Level F 'i 0 . 3 0 0 30 SPO
i and District level1j
L l L Jv4eetmg^with NGOs E ’Z Z T I 7o j o3 7 ~ ~ ~ I Z Z I
N e w Schools EGS Centres and Additional Teachers requirement m 14 SSA districts
Schooi proposed EGS proposed Ad-iitionai Teacher!
D t s f i c :1
1
i
P r im ary' U p g rad e d * i P S f ro m ' i E G S ^i 1
U p p e rP rim ary
' U p g rad ed ' U PS f ro m I E G SI
i
T o ta l 1 (P S + U P S ) i
1
-----------------------r
1t o t a l j
P S ^ U P S ) U p g rad e d
.............. ...4.
P n m a r ,
1 i
* U p p e r i i P r im ary i
i '* i
Tota l
1 i
1 i j P r im ary j
i 1
i i
! U p p ^ r i ° f l m a r y
:
i !
Total
!
1 Anaui C"'
1 1
( -inc ! Q
1I
^52 547 t * 1 “ ‘ 1 604 * . '
j 'i 28c 11 (i . 1 2434
I
iBaiasore t Q f 0
\ f
1J 989
r f
! ; 10151 i
2 7 5 6 ' 4216
iBnaarak 100
i i
‘ 175 ^ 125 I 48
1!
0 2 *-
!
223 * 398
1 1
i .0 it I 746
1 1
1 3042 1
........... ...... . 1
■:94i 1 •^983,iCuitacK 64
1 f
{ ("I 1 25
1
i 0
i
■1 AO i
1
1 ■'OC
r !
L , .3C ; : 8C
1 ‘i i
■400
------- i -
25C * '‘ 650
iUeogarn I.)
I
100 ! 15
i
! 60
i
42 '
1
150 *
[ 1
i o r • 30C
t~ — ................'♦i I
......... ..... .. — f-
1262
jOc3nj3n 1 i ' ! L’i ' i 130 i 0 ' 203 * 50C
1 1
i i -70 1 572
1 ......... ! I
2 9 3 7 ' 572S
. i
*-j1
J 1 T"1 !
1 0 1
i
43 1
1
0 1
i
645 i
i i
1 0 ' 545
1 !
* 590 ‘
1
155 * 3-^5
1 >I :::;5
ii ........1 40
i i 1 27
1
125 1
1
202 i 575 I
1 1
i 35 ' 610
i i
' 3009 '
!
30C !
1
3309 ^
i :
1 ' ‘ '
1 1
■ i 124i1 u I
1158 1
i0 j
i
159 1
i 1
i 11 1 170
1 «
' 300 '1
100 !1
400
i . I•'‘'■.enarsoara
f 1 1 ( 50
I _ i1 ^ ‘
1'90 i
10 1
1
8 08 i
i 1
1 57 i 865
1 i
' 1308 '
/
23-^ i 1539 !j I ^ ti ____ i i *
j Ii
90 j1
__ _ .215 . t 311i
80 i 391i 1
t 2042 i
1
600 ( 2642 !i ' 1
^-lavaaa-h ‘ - n * * .1 c ! , 1 4o i
i
: 15 )I
i vio j 4 'i31
98 1 5111 ! 1 2 118 1
i
300 ii
2418 ii 1
lp,,r: < P
T " ■" I
' ^00 ‘ p.
! '
2 C '!1
1-- r._____K'-. 1043
1.. 25 1 1068
1 1 j 1763 j
i502 ,
—----------- -.. ^
22651 1
* S'. nT^fiTia’" ^
i i i '^cr^ i n
i 1
' iC '1 i
39C!
1
i50 j 1052
i i i 2 006 1
i980 j 2986 !
i 1
iTotal ' 602 1345 504
i 1
465 ' i 1 37
!
1810 ' 8 6 6 0 1___ i
943G1 i , 2 3 3 84 12293 ! 35671^ !
RKSEAR( H AND KVAl 1)41 ION
RESEAIU H
Saiva Siksha Abhiyan provides major on improving the quality clementaiy education.
In an etfoi t (o realize (lie objectives of SSA, strategies need to be database and target specific
rherefore, it lays considerable emphasis on research based initiatives. During the
un|)lemenlation of SSA, efforts will be made to develop partnership between with the research
institutions in order to bi ing improvement in the quality o f monitoring and research activities
I he objectives of the research and evaluation at^fivities under SNA would be
■ l o conduct research and evaluation studies in the areas of elenientaiy education
■ l o ( oiiduct ncliicvenient tests (BAS, MAS/1 AS)
■ l o build rapacity of personnel on Action Research.
■ lo conduct impat t asM's.sment studies lo assess the strt n^'lh weakness of various
proj.»raMillie inputs.
■ Analysinfi data at sub-districts / district and slate |t‘V( I.
■ Nct\vorkirig witli other research institutions in devitiopiiig effective tof)ls for
c(»n(lu( ling at hicvenient tests, monitoiing c|uality aspects of programme
implementation, evaluaiion.
" I n provide research snidies support to district level teaiii o h K'search activitie.s.
■ '] <1 clisiicminatc th(* research findings through booklet, tiaiiuno etc
1 hus the broad area o f implementation of the Research l A aluation activities are for
■ Developing designs for various research projects on problems in elementar>^
education.
■ t 'apacity building o f researche workers
■ Academic assessment of Pupils learning achievement.
■ l)e\ eloping training packages for capat:it)' building of research groups and
lieM Itwel functionaries.
■ ( ouducting trainmg programmes for the participants an Action Research.
T h e s t r a t e g i e s f o r l i e s e a r c l i & K v a l u a t i o T i a f t l v i t i e s a r e
1 ! Jndettaking / sponsoiing ol
• Status Surveys
• Hvaluation Studies
ii. Programme I'valuation
iii. Short-temi impact assessment
iv. I arge scale mipacl assessment studies
V Large-scale research studies
2 Achievement Survey
i Baseline Assessment Survey
ii Mid term Assessment Survey
iii Terminal Assessment Survey
3. Capacity building ol'lhe state district / block level / school level t'unclionaries
i. Need assessment and package development
ii Orientation / training ot the target groups.
iii. Support materials like handbook an research methodology data analysis and
evaluation etc.
iv Exposure to various seminars, national level institutions.
V C c n d u c l i n g o f c o n t e x t nased p ro g r a m m e s hkt p re p a ra t io n t ra in in g
modules, evaluations teehmque pvepnrutiou ot \1103v\J pi;u-\ cU ,
4 Disseminaliof) orruiding through
i. I'ublication
ii Sliarmg Workshops
iii l>le( onl'erencing.
P r o p o s e d A c i h it ies
Meeting of the State Resource ( iroups
State resouici= group will be tonned among the faculty i.s ul IT & St TiRl , IM li,,
XIM, Uiii^crsity, l<esearch instilutes and educalioiiis!^^ < ic i hc SK< j will )ne|)are action
|)lan llit ai tivatcs plan, moniloi the progranun** mijilenieHiiiiioii, and |)iovidc research
support Ml ;iii lh>- at tivities of K Iv
II. f i j iu lu c t C f tm ru is s io n m 'j o l research aud c i l i id t ion , itidi':s
At tlie state level, institutes will be made to take up (iistricts speiiiles, block
specitic studies in the target areas ol enrolment, retention, uropout and
achievement.
Baseline. Assessment Suia ey is Pre-requisite for the enrichment ol quality education for
pupils both at the primary and upper primary levels. This surv^ey shall provide basic indicators /
f( cdbat'k regarding statues o f achievement level, so that necessary connective steps shall be
up lor pedagogical improvement It will help in improving the classroom pro< ess througli
uiipnrting content based training ttt the teachers
It will provide a basis to compare the injptoverneni in the achievement level when med
term Assessment Survey u ill be contlucted
Mid term Assessment suivey shall be condu( ted aftei < years of pro|ect
implementations
rcimm il Assessment sur\ey shall also be condui ted during the final stage ol project
imjilementation
St .‘ps also will be taken up for conducting studies lor academic evaluation o f <hr
projects
The small ^ cale, large-scale research studies will be conducted at the state level ihioiigh
Researcli institution, imrversity ui the various t riticnl areas to provide valuable inputs.
Formation of District Research Group and Capacity Building o f the Resource Groups
At the district level, a Resource ( iroup will be formed with the personnel from 1)1 HI >
good and resourcefid H.Ms. / Sis / BRCs in each district. I lie group will over see the R 1
activities at the district level like - conduct ol small-scale studies, activities research projects,
documentation and dissemination etc.
To buikl-the capacity o f district Research groups, the following activities will be taken
up :
Training t(* DRCj on Action reseaich methodology by the SRG . DRG will then pio\ ide
training to the block resource groups to built the capacity of the primary school teat hcis and
other field functionaries to undertake action research projects.
Acadeiiik Support
■ Steps shall be taken to make need assessment survey to assess the ex i‘ ting slatus in
various areas relating to elemenlar}' education like teachers training, textbooks
currirulum, FGS elc.
■ Orientation / Training Programme will be organized for all DIE 1 / S I Faculty members
Tliis progranmie will be conducted in the areas like Research Methodology, Data
analysis, technique of d^ta collection etc Due to this programmes, Pool of lesearch
persons will be made available in the districts to undertake various research aclivities.
■ Dissemination of research findings.
The studies conducted at Stale and distrii:t level need to be disseminated to the
tunctionaries at all level lor the better implementation o f the [)roject activities
StiJte level sharing, workshops District level and Blo< k level sharing w<trkshops
will be organisied from lime to time Steps also will l)e taken to make
teleconferencing lo reach maximum numl)ers o f stakeholders.
■ Fvaluation o f the various programmes under taken under the project activities will be
taken up to provide feedback
i3ev<‘lopnient of Research Materials
■ Pre])aration of module on Action Researcii, Data analysis etc
■ Preparation ol Booklets on ti\e rnulings ot the studies
Analysis of DISE Data
Data captured through DISE form.its ^vlll be analysed to provide indicators an enrolnu nt
retentions dropout and completion rate etc
I he reports will be generated a'ld studies wiil be taken up an the basis ol DISE data .
Pl.ANNING AND M ANAC EM IM
In DPEP the approacii in planning is bottom up rather top down i.e. from village upv I' k. ))ro( ess
and (planning m DPIiP focus on tramnie and rapacity building o f functionari<*s at vaiious level ‘<i identity
Lssuf s relating to universalisatlon of piiinaiy tdiication, stiategy building and prescription of ai Ir The
planning inechanism involves the plannini' te am , at * luster, Ulock district and State i( vcl I h< vsio'es . ol
planning ni Orissa diiring the last llirt'c e us of DI'BP passi;s through the following stagr ;
C i ip a c i t y F x e r c is e
* Fomiution ol dedicated planiunii tr am at SPG and DPO
« Tiaimns' by experts from national m d siati level institutions
■ Acqi.iriug analysis and inter|5retations skill oi available inlv>iination
• I 'ooidination l)el\veen technical suppuit institutions at vaiiovis levtjls
■ Convergence of services with vanous govenmient
■ Monitor on feedback mechanism
■ Deliberation al village level, CLP. block and district level
• Identification o( issues, short listing of contextual issues.
Assessment oi net ds and its sharing with various agencies
■ Frequent meeting -vith stakeholders,
Iiiformatioii Base
• Inforinalion about the schools, students and teachers, infiastruitural fac ilities lollected through DISC
toimist
• Househc i ld survt y d a l . i
" I )ala toim (‘xi^ting or^'anizaiionai netwoik of elementary education.
• I'indings ol statu . reports
■ I'ducalioii survey
■ 1 >iscussion with siakeholdeiN
■ Financial iniphcalions lor different institution.
Major Strategies
■ ( apacity Buiklini' tlirough training and orientation
• Sharuxy, wovksbop
• Orientation programme for project functionaries
• Monitoring and rexiew <>f programme implementation
• Perspective, plan and amtual w oik plan preparation
■ Mid year rc vievN
" Strengthening of institutional linkage putting delivery system in place
■ Developing monitoring mechanism
Organising cn^ss district ' state learning
■ Promoting deeentratized planning at IMock GP and Village b\ giving content support and directing to
district, bloek inil cluster planning team.
‘romotion ol school development and educational development ol a locality. Ihrough
larticipation appioaeh with stake holders
M.LS
M.I..S cell is already put in place at fiPO. r ’ollection , roiiipilaiiori, analysis and
dissemination of data and integration in the planning process is envisaged to be like scope ol
M.l S. the M i s. priinarly assisjt SSA by providing infoiniation on
Access,retention and quality related issues
Intervention-wise progress o f SSA iinpleinentati(»n
Schooling scenario of children in like target group
Progress of E(iS/A l.IL related issues.
Besides the M l.S. acts as a decision support system for SSA
DISET he districi intbrmation system tor eilucation ( DISH) is c('nc « ived as like backbone of
an integrated educational management infonnaiion system operatuig at the districts and slate.
Under SSA DlSIi data collection system has been extend lo all tin .10 dislriiis and DISB data
will e treated as oflicial <iala from 20i 2 on vvaids hlSH coveis all its.Kgnisi d schools imparting
elemental^ education upto class VH. A standard Data Coilectimi Forniat has l>ecn devel(»ped
and esigned by NIBPA in consultation with MHRD and experts . Now state is plannii\g lo
translate it into Driya lor facilitating this data collection and tiaintn!' oi u adicis The reference
date for data colleciioi! is O'*' September cach year. As the (juality iicld data will determine
the quality and reliQability of performanc e indicators derived Iroiii .m h data, care has been
laken to obtain corrcci and upto date data from the schools Ihroiigli' ; o s . \ alidalion sysfenis.
The DISE d<'.la wi re collccted by two lof'al educated per school/’ ill ig<‘. Allcr selecting Ihese
educated youths, they have been trained for 4 days about the data t tiun nrocedure, including
Iwo days practical al field level Tliese youths are collecting thi,- '-'linll ji vei and village levfd
data in 2days/ village along with the CIIC (' of (he same cluster llicv aic ' olleclmg the sclioob
based information, disciissmg with t!ie VTi and also crossch'ci .*ii data 1 lius a l()0'*o
crosschecking is ai ,o lieuij* done
The HRrC .md fhe SI of Schools havt* visiled a»ound 7() S'l": .i thi srhools lor landoni
( becking ol the daia Hir Dala < olle* tui onlli.. ‘sehools lleadin,i lu < lx< ( . UR< X and SI of
Schools counlersigii ni Ihe Dala ( ’olle 'tion loinnils
Apart trom this, tlic mrinliers of Ihe Di.stiici soun e «jrou[i, liit liutin'' ilie l)P(_' visit U)
scliools ( 111 landoin) for i*nsuic the quality i)f thi- data staii b v I n-ain dso ‘ isits 1(.)
schools randondy Imallv, the D P ( provider a thm ‘ f(iO% schools have heeit
('(H'eted in D lSk and ali the dam provided are authentiv'\ H ie DISK data o f ail 8 districts
been coiiected and com puterized.
I he features included in DISE 2001 are
SciiQol Data
• School Particuliir• School Building, 1 quipinentSs Furniture and other Data• Teacheis• New Adnrissions and Hansfer cases• linrohnent as on lo'*’ Sept’ 2001• Only fbi S I Students as on 30**’ Sept’ 2001• linroiinent in ( lureiit academic session (By A.gc ( irade)• linioirneiU in rurrent academic session (By medium ot instniction)
\ illaj'e Information Schedule• Basic data• Bdncationai institutioDS within tiie village/ward• /\S/E( iS profile• Pre-primary education• Population (current year)• Population (household smvcys)
I'sanies of DISE_Pjta i The DISE data are bt inji used fur• i'reparation o f village !ev«*l planning as well as AWP &B.• Rationalisation of teachers .• Distribution of Textbooks & other materials.• Repeaters Issue.• Civil work i.e. construction oi building for buildingless schools, toilets, additional
classroom, major repair.• Random sampling in BAS & MAS.• Action Research Projects.• Planning for special programmes like ‘NINAD’, “Community Mobiliser” .
^ Management Iiiformation Svstenv Majoi interventions, activity and sub-activity wise physical and financial targets (as per
NSAR and AWP&B) and achiesements arc being monitored through the PMIS. Imant lal
ijuarter wise reports are being generated at both District and State level.
A state specific PMIS Packagc i, imdei development. Detail financial tranNaeti >ns
including Advance Monitoring System v\ ill b* integrated in this system. Civil Work Monitoring
' ysteni will be a major feature of the s\ st(.'ni l!’s a web based monitoring systeiiK vvh(Tc any
1^RC( can log in to the site with its own fiassvvord key and he/sht' has to fil! up rertaiii fnnns
and tci post it. This will be done weekly T lie database will autoinatically generate; block, district
and state level reports The centrally based database will be accessible by the authorized officer
at difjeieiit level at any pait uf Ihe worUl. I'oi exa'iiple, tin* Dinxtor wa/its to know (lie cufrpnt
.stalus al Dclln, he can log in to tlic suite and can gel all the dala lequiied I his system will l>e
operatio’ial by 10 *' April 2002
Shilling:
I he finding of exercise was shared with the t) I. of Schools, SI of Schools. BRC ( s, ( 'R( X s. DPO SPO S( HK I' mid ediicalional admniistiatioii as well as with conimiiniry in foim o( discussions about Ihe finding in (iender/frihal peispectivr in (lie pallisahha. Gramasabha involving the Sarpam h and other elect(‘d RPs This sharing of informalion has charged the aitended of cominiinity towards Ihe schools Tlie remarkable ‘;uccess of mass mobilization campaign NINAD-ll can be alttibiiled to the shaitng of data with the stakeholder (community )
____ B a s e i L y l Lh A N.li_S A N i i i i A N d a ta _V E Cs a n d th e Sc ho o] H M s
yj[ yi>L B e r l ^ r j m i j i s c h v > i > L w c o n t a c t e i b t l i ^ t a i t e _ _ P ip je c t
D i r e c to r a iid s_t i j c t_ C o i 1 t o r s ij f t h e _r es p_e c l J )j s 11 ic t _ dj re tit 1 y_
t h i o u g h l e t t e r s p e r s u a jd in g _ tjic ine tj) t a k e a p p r o p r i a t e s j e ^ ^ t o b r i n g
y i l i—.ili o J l i iy l A lliJ _ d ropjK^d o uj c ly Idi eii_ b a c k _ to <2o i J Ud _J o
i i n i l i o v ^ iu>qJ _cvuid o j iL ld j i i jD 1 e lelUX^: J l l ld ^ A j iu s jy id h a n _ a n a jy s is
l ie Pi) rt e iic 1 p s e dJ
I eachers da tabase :
I hc Service Books & Giadation hsi ot all ilie teachers both Piimary and Upper I’riniaiy
o f all U) district ol Osussa has bcei I h s will help Ihc ddmiins!ja^<>i loi leaclieis,
rationalisalion , rransfei Fosling, disbuisemenl ol salary, imparting training etc Ih is database
is a big databank for the Pedagogy Unit dnd (li(.‘ SCI R 1
(;isA (jeographical Injornialion Sv^le^l for Keonjhat is being developed m a pilot
basis l)y DPl'P, Oiissa I he village houndafy wise block maps of all DPRP ^ exjiansioii
disli K (s have l)een digiti/ed through ORSA.r \ < dobal Positioning System (GPS) Survey to gt (
file exact location o f the all (he edueatii inai msiitiiiions have been condiicled at DPEP, Keon|liai
Ml the e,xisling databases includin!.' DlSe h,ivt been linketl vvilh (he (ilS, The di!>il;il
jiholographs o f all (he educational instilunons ha >e dso l)een taken and hnked with ihe ( jlS f!)i
optMiing o! FGSC. icachei’s latiunaii/iimn i ducauonaliy baekvvard (iPs wen' ideiitilieil
lliroiigli ihe (iP.'i A sample analysis hu: !ii i n d'lnr' through Ihe GfS & fiPS to strtaij'tlf-n lli'-
vv'eifaie Schonfs (residiaitial).
INTERNET & INTRAN :
DPBP, ( hissa has launched theii website in 1998. Ihe result the Secondary Kducation
Orissa has been pubhshed in this website. This is the fnst website of Dl*El‘ in India.llie vSPO
of Dl’EF, Onssa has been connected to the INTERNE! through 64KBl’S Ieased line, provided
by Sotltware 1 echnology Part; , Dept, o f H , and Govl. of India, All the DPOs are connected to
the net through dial up hne 1 )a(a & Mail sharing is being done through the system for a quick,
cct»nomical & sei ured service TTic Online connection oj DPOs has been tested Voice
( onferencuig will he a major objective ot this service.
(Iflice Syi^eni;
Ihe ollices ol Sl'O, l)p()s. Department of School and Mass liducation, Directorate o f
Menientaiy Education have been computerized and networked for office automation purposes
All (he above oiliccs are equij)ped with Ihe DlSl , v^hildren Piofile leachcis' Profile and (ilS
el*-., lor quick dccision-inaldng.
I ' le S r E R l \ DIET, D! ol Schools and BRCC/SI of Schools will be computerized very
soon All the liloi'k kesource ( eiiters will be connected with the Distiict l\oject Office as well
as with (he State Proj(‘c! Office ior smooth implementation an(t monii.oring o f project.
J002 (for 8 l^^xpansion districts & 14 non I>PEP districts)
• Master trainers (SRGs) selected and trained for DISE data collection.
• DRCrs selected and trained by the SRGs at the District le\ el
• Tender Process of Prmting ol formats completed and a suitable biddei is to oe placed
ordei for printing of the foi ms.
Project Management
I he project expendituie under this interventions shows the nianagcnienl cost o( the
project Ibr the SPf ) the major components under this mter\'cnlions includes salary .f the core
staff, whose main task is to (o-ordinate and manage activities at the SPO and Dl’C) level. To
give resource support lo different interventions we also have it‘commeiided inclusion of
programme assistants whose elforts will be directed towards i apacily building of these
interventions Hence their salary shown in the respective interventions. Similarly we also
need services o f additional training assistants who will be attached to different iiiter\ entions
to fac ilitate and speed up the efforts in capacity building
rhis is Ihe most economic use of resources since we plan to giM target oriented and
expeiienced persons foi different work. In short, arrangement and utilization of manpower in
the state plan has three component, lliey fall into (i) Project Management (6(0%)(ii)
Consultancy anangement under civil \\orks (24%) (iii) Consultanc\ and stafl arrangement
under other intervention (70‘ (l).
The other aclivities which lia\e been coasted projecf managt m»‘nt include furniture,
equipment, contingent, < onsiimables and books and journals which is e sential for the office.
Telephone and vehice expenses for running the pro)ect are also slio'vn in this intei vcntion
Supervision and IMoiiitorlng Strategies.
I. I here will l)e monthly review meeting with , .uid nllirr project
functinnarii s \vhich \wU give us necessary mformatio!! tn li.jvc in close watch
on Ihe piogiess of] )P1 P activities.
II I h f sa inr n se th od o lo gs w ill al so be ap | )hed l)y eai h mti r r ntioi is
III I hi sf ! ( c tion o f BHC and ("PC ( ’oordiuators wil l In- iii iK i i ict l iodical w h er e
■ ipait IVr.nt a( adernic inpu l s reijuiied ' piiif (»f ;ui ;i. li i .l, pe i sona l i t y and
l eader ,hi )) wi l l a lso br '.w e ighed .
IV I ht re wi l l be morr i f e u l a r l inkage wi th district an t k plaiunni* t'-ani and
their act ouutabi l i ty w i l l be made more tb<. usetl
V RH< t and I »R<i i n e m b e i s w i l l a l so be promot<-d lo c ihemst'b es d i i e c t l y
!u il ie H(*ld apiirt fb»m n a m i n g
V I. Joint levtew, external review mid yeai review and regula» progress overview
will be undertaken ti) assess physical progress and ntaintenance o f accounts
VII Apart from this, there will be direct fields visit by the SPl X
VUl Quick dissemination of the fuidmgs o f BMIS data in the fiels as well as quick
response to PMIS will be another mechanism Data dissemination amd
communication facility will be upgraded
IX DPEP leatlets and magazines will be other mechanisms where success and
tailure stories w ill alsi* be carries out.
X l o stiengthen the implementation capacity and regular supervisions a nelwtiirk
of good conunumcation systems will be mainbiincd between
Vl‘( 7('RC/BKC D( )P/SrO fo r this vacancy in key posts and ]>ositions wnll
l)e discouraged, llic SP() will aKvays this vacancy in key i)0sts and positions
will be Manpovver relation at SPO will be more methodical.
XI T he SPO will also try to promote conveigence o f efforts/ manpower of oiher
departments in supervision and monitoring o f the progranimt* at State, Disirit t,
block, cluster and village level
Regular Executive Committee*. Meetings and (ioverning Body meeting will aisio
la( I'ita te the [jrocess.
At SPO / District I evel
Restructuring SPO / Setting up DPO. MIS BR( and CRC in expansion distri .t.s
Recruitment o f Staft
Procurement ot fiimituie. Vehicle, equipment etc.
Orientation and training ofproject staff
Strengthening DIET / STs
Convergence of services
Formation o f DRG and resource pool and their orientation,
Sourt:ing, modification and preparation o f different packages, modules, Hand Book ei c
Sharing workshop on B \S / MAS DISH data ' IIH survey data
Review and preparation ot plan estimate of civil works activitie.s and ex(;cutive '»n pritDiit} basis
Resource mobilization troin non DPI'P source to achieve the target on access as |!ei tin- AWP&B
District level training to BRG nKmibers / M Is foi different inter\ ention.
Block-wise target settinii,jHp/iff ? si!' I '
i ( l - 3
Block Level
Locating liRf ’ on temporary basis and appointment ot BR( ('
Induction training to HRCf S
Roles and res|)onsibility of BHC< SIS
1 linkage between BRC and Blo< k
Formation of BRG and Block le\ el resourre pool and their training.
Resource mobilization at block level through ( onvergent e
Constniction of BRC building
Compilation of BRC profile on ihe basis ot DISI '/ HH survey data
Piiontistion and execution o f civil works activities
Community awareness programme at block level
( luster Level
Strengthening of centre schools and linking those with (IK s
I ocating the C’RCs and appointment.; ( s
1 laining of ('RCCs, fIMs, Sis
Ionnation of ( 'histei level resource pool a.id :hcir orientation
( IM l WORKSli is proi)()sed to improve existing infiastnu tuie tacilities oi piimary education in the
t xpansioii districts, lixcept BRC and MIS building (including tube wells), all other activities
\vill be undeilaken by the VKC’ The services ol junior engineeis will be hired tor the puq>ose,
who will supervise the wotk and will give all ncv'essary technical assistance and relevant
in formation to VIaC foi timely execution o f these works T*he plaj\ aims to finish all the civil
works component as per the scheduled. The major portion exceyM tor the upgraded primar>'
and upper pr imary school will be over by 4*'' years of the- project
Field ofactivities
riie civil w'oik unit has planned to undertake followuig Hcl»ediilf of activities in onlei
t(» achirve its end
i. I’lannmg for eacii component
li. Dislrilmi on ol workload among ,IEs
lii Su{)ervis!on and monitoring in the field
St.ifling Pattern a( the SPO / DPiO level
St.'iie Level
I)istrict Level
Block Level
Consultants One Asst. Engineer
_____ ____ ; ___One District Project Engineer
_1 ___ ________________One Junior Engineer for one block work under his supervision, depending on the volume of the work for 5 years
Procedure for Execution
I he Junior Engineer at site will prepare detailed estimate for the works coming under
his block. Technical sanction upto Rs. 3.00 lakh shall be accord(?d by the District Project
Imgineei ai distiici level. For the works costing more than 3.0(* lakh, the estimate shall be
processed lo Slate Project C oordinator (C.W.) w ho will accord technical sanction after
scrutiny of the estimate at his office. The works costing less than 6.5 lakh should preferably
be executed through V E ( '. Works o f higher value shall be expe?iditure at the State Level.
05, Plan and Budget :
underBRt: 6'oOLakh( RC _ 2.00Addl.classn»ojn 1- 5 lakhBilding less school 15 lakhNew School L5 lakh
jv fi .s^ 7 r r 1 1 1 15 lakhi 1 raining hall 3 60 lkh
Ihe unit cost of ;int other building Ihnt shall he involved in the r»rogiarnme shall he
finalized by the state Project Engineer
N.( and in its failure through N.S.P The DPC at district level will fijnc tion as ( o ordinator
between the te;chnical wnig at district level and state level. Ilie 1)P(' and DPP will be solely
responsible for irnplenientafion o f the programme. All these activities will be undertaken by
VE(’ (In site support and training requirement will be given by JEs 1 Ise of local specific
materials and useful technology will be employed for this puipose
Monitoring and Supervision:'The Engineers at stiite level shall provide necessary technical guidan( e lo Ihe DI’FP at
district level on reference. His guidance will be required tor slru(Uiires costing more that 6
lakh The DPE shall I'malise the plan and design ot olliei buildings of less cost. If necessary
he may need the assistance and guidance ot Slate Engineers for \vorks costing below Rupees
6 5 lakhs
The Junior Engi.iee: at the block level shall be solely rcsponsihie for inipleinentatiou
and progress of tlifferent works under his jurisdiction. In this legard hr shall work according
to instruction/ guidanci* of the DPE and for the design ol VE<
Posting and Training to the Engineers:-It may not be possible io obtain experienced hands tor cx(‘cution o f the woiks. So (he
unemployed Diploiwi/ l>'gvee cngiiu'eib wi)) be liiri d or engaged wiili due lenmneration for
the puipose The Juinoi Pjigmeers at block level may lie appointed on i oiitraci basis and the
fjPEs may be brought Iroin willing Asst Enginerrs ol govt, on dcpiUadcu) basis cither trom
works Dept or R D I)ept. In case o f mexperienccfl Jlis, they will he oncnled by SPO and
I3PO about diflcrcnl feasible allernafive conslniction design and tc( hno|t)^>v hjr cost effective
construction aclivih’es. Besides this the M .C mentbeis >hould also ()<' gi-’< n :.iope for similar
training.
Supervision and jXlonitoring of Works:
I h e Junior E i igni eer at the B l o c k l evel shal l lie (l irecl ly n spi-n ;i!)lc lor e.xeci it ion o f
d i l f e i en t w o r k s in CDnMilhil ion w i th the 1)P}' Ihc DPI' ill siip- r\ i ,c ill the w o rk s o f his
d i s h i c t and provi i l e t Insc n in n i lo i i ng >'n j )rngicss nl . a( li voik 1) h ill lUhniit delai ltxl
prog res s rcj)ort io S P O State P io j ec l Enginet^r:: at state l t \ c l shal l \ til - i nvolvef l tr<'hi)ical
ma t te i s A))arl l i on i ihis ijhy ai al vei i t ! . al ioi i the l ennel s aii<l ill a lso carrv the
progr es s o f the se ac l i vHie s at the f ield l eve l E \ e n the IE « v ill al o lu (nadr ansvve iab le lo
V l H N apart f i o m the iC{!ortt*d h i f i a r ch v
0PH1‘, v>ussa has been strengthening the physical infiastnieture o f the primary school systemas pci need subject to tiind limitations All the constructions are planned and taken up inconvergence with other departments’ availability ot resources.
• Activities o f civil works aie need based and locused on items like, Additional classrooms, Buildings for New Schools and Buildingless schools, major and minor repairs o f existing buildings. Cluster Resource C entres, l oilets and Drinking water facilities
• Bxcept tor majoi constructions like BR(' liuildings all the civil works are directly taken up through VbC's.
• Ihc constructions like BRC buildings are taken up through Mational C ompetitive Biddings
• I ocal specilic alternativi* teclinologieh havi“ been adopted in several l)uildings, some oi these are S1 Ul^ foimdation't, brick arches, slanting pyramidal roof, filler slabs, corbelled ()l arches and roofs etc. l liese have been proved to be cost effective and considerai>le savings (nearly 16%) of the total outlay foi the item involved in roof, tbundation etc.
• Alteinative designs have also been used iti buildings in place of regulai rectangular hcKagonal room m new pnmar> schools. Savings made through use of' altemati\e designs could produce additional room tor head masters in schools.
• l o encourage regulai attendance of the children through improving school climate, Chil<i friendly elements like slides, swings, and see-saws etc. have been constructed in 3030 out of targeted 4644 schmvls which is as encouraging results.
« Construction o f SIBMT building at Bhubaneswar is going on in full swing and the rool'oithe fust floor has been cast It is expected to be completed by Novembei 1002,
• I be disUkls have developed District Inliastruclure Plans taking schools as the unit. 1 his includes Infrastrucmre Plan for Primary Schools in Urban areas also.
• Thf civil works have been taken up in the eight-expansion district, A seminar was conducted during Januar> 2002 and some alternative design for the school buildings have been finalized and circulated to the districts m reference.
• Alternative designs with different tloois areas for the BRC Buildings have been prepared and sent to the districts for constniction
• In the initial stage tiained technical persons have been deployed in these districts. They have been taking regular \ T C training In all the districts first round o f VEC'! Training is c(mipleted. SPO has given its suppoit in the said training.
• The mason training, hands in training iiave been conducted in Koraput and Nabarangpur districts and are being planned Ibr oiher districts. Iliese type o f training are being undertaken by constructing some model cc-nslructions ast suitable places simultaneously.
« Site selections of new priniaiy schools and building for buildingless chools are inprogress. A few of the constructing are already completed The work has picked Uj3 momentum after the rainy seasons.
• The initial work o f the SSA progrannnv k also started Othei then the DPEP and expansion districts drained Fechnicul PeisonneFs are engaged in some of the district .. They have prepared the initial plan Inlrasinieture plan, site selection work etc. In some distrii ts like lagatsinghpur, (janjam the lavout of school buildings are also given fhe DPO and 1 raining Halls are made ready loi the oftlee, training etc.
PHYSICAL STAI US 01 ( IVIL WOllKSSINo. 1 ' Block Resource
I’ersotis _ _ _ ( luster Resource ( entresAdditional ( lass Room
Building foi Buildir^lessJ)(^ool _ New Primary School
1 oilel
Drinking Water
Repair
C'hild Friendlylllements_ _ ________
Heads of Civil Works
Building less Primary Aittl yP-P^L*’l!*IL ry Sj'hool^ _ _ _ Upgraded Primar>' Schools
Upgraded Upper Primar}^Schools
I New Primary Scht)ols
' New ( Ipper Primary Schools!I Addl. f lassroom for Primary i SchoolsI Addl. < lassroom lor Upper Pi iniary Schools including fori ch iss^y il l__________I Headmaster room
I HR(
! ( lU ’
' I i^achcrs Bai rack
’ i l l s R<u)in
r>iinking Water racilities
{ o m p o i n i d Wal l
( In id I ruMidly l i l emen i
r i e( Iri l ication
large!
8 7 ’ '
H )27“
1160"
270 ~
7^4 -
l24(i~
298 ~ '
201 ()'
^644'^
Achlevemenl
67
8H2
642
K)6 ^
279
Y7 5 0 '
30 3()
T otal in Plan
l 4 6 ^~........
'l47Q
48l
663
4 ro ~
7 2 2 4 6 ........
6101
'2 76^
1 4 ^ ................
232 '
7 ) 7
]4
f)4 ::-
‘nV/'v
<)(> •'!
fiO
Injgrogress20
145
518 '
l 0 4
63
~257
1614 ^
% ofC onipletiqn7 7 ^
s C i
o f 4 '
' /5 <r
')3 6
’h7
'()5.3
MFDIA AND ( OMMIINITY MOBII ISATIONThis is the most important intervention for the success o f DPHP objectives I'his
iiitewention assumc!i important e as it tries to generate public demand foi ptimary education
and for the sustamability of the process TTie main focus will be to empower the villages
through VE(^ training. M l /VIHA training, dissemination of information regarding relative
depiivation in ediicational infrastructure across the area. This mechanism has started bearing
pt»sitiv< impacts in the DPI P districts The villagers and other stake holders slowly
undcrstar»<l the i(»le and ai countability o( the functionaries appointed by the Govt and
piiVHte agcjH ies I«m- ihr dt‘velojimenl of the area
Tlie activilie and th< sirategies for media and communitv rnohihzation inter-vention
an; dravvn to siippoi t rmil stic figthen district endeavour to prMniot(‘ community ownership
feelings The proposed envinDnment building / community mobilizalion activities are
expci tc<l fo setlmjj (S slrengthen mechanisms for ccmmiunity participation.
fhc problem causes v hich ael as bottlenecks m the developnienl and spread of
ediicati<m is muitidiniensional. Though, education helps in im p r o v i n g the standard of living
in a g iv e n environinent, it v 'an nn t grow q ( its own. In Other words, Isolated and partial
attempts to bring ab(Hit change in the educational scenario will not be successful, unless and
until other related fac to rs are anempted to.
Hence, the charactvr and composition o f the State Resource ijroups will be changed
to suit cmi requircmc nts. 4p .m from specialist, activists in educatioii we are inviting health
employment, market s<Kial group specialist and activists in the state resource group. Apart
from them, each disti id will also be represented in SRG to facilitate forward and backward
linkage with reduocvl transmission loss. The activities and cost details are given in the
following table.
IMriin I< ocms• Prepar ing inastei trainers (DRG) foi training ofBRCr (VEC) members.
» Review anil boaiding of the contents in VE(' training module.
• Relresht r iraining to inastei trainers.
• fat ilitatiiig SSA TRI mterface.
• Worksllop on VH<' / I’l A / M l NSI G / opiiiion miirktTS in lind out alternative
effective and feasible approach to emi)oweiment
• Production ot new training package on coniniiinity participation
• Sample evaluation of the working of these system (VfC\ P I A , Kfl A)
• Apart troin this empowerment will also be carried out through auiiio video, radio,
television, newsleller and leaflets.
• Teleconferencing will strengthen the movement to empowers tltroiigh direct approach
to right to information.
b i e c l i \ c s
Strategies
The strategies liave been presented in order to empowei and guide the district and
block functionaries so that they can educate the stakeholders Kjgariling the benefits from
being a part of the educational development process
State resource gioup or the state core group v%iil also have conim<m members with that
District group Resourcetul activists are taken at the time of foimation o{ these groups Then
interaction with V'TC /TT A''M TA as w ell as their observation icgardini', ii vel of participation
and functionary will be discussed in SR(j/DHG meeung. I ht' implicaiions ot the proposet!
training programmes m the fit;ld, t)ie level of awareness among p' Ople regarding the steps
that (iovernnient underlake to develop their lot will also lie d iscnss 'd/deltatf'd in these
meetings. 1 he findings of such meetings at the district le\(^i and i! ,o the district h^vel
tonvergence meeting vvill be discussed in the state convergence mcetui}'
Community niobihzation process in other devf-lofiinini.i! ptojccls centre their
education and its inijjlenieiilations for our project viij n^ed m ciMinars and workshop.s
1 his vvill also lacilitaic Ih'.' ilestinati<)ns and j)-'irti( ipanls for expo uic isits I he level of
Vl"( Vf’ f A & M fA av.an ncss and (heir fes()Oiisil)i]ily and parti'-ipaiion ij! oin pn»ject will b<"
evaluated to iiulge llii Uairiing ncfds arro:;s distrii Is ()■ (>!ga)ii anon Ibis 'Vill lie |onitlv
hold by SIH) and 1)1’* ) as well as b\ NCi< ) : Issue based le- isid tr niMiji nicxinirs will br
jtrepared both al llie ;l.jie and district le eL hcic Ih- v vili ;“n <airagrd !o put tlien
genuine publir i*w ud rJe^'s ItMler a! ibe stale and disfnti l< v’< ! lil lai^liliglit ou? success
and failure stories as \\< W as the response v>f other ageiK it .. I bis ill also b*’ disseminated
through banners posti rs and leaflets. Press bnefinj.'. radi'i inid televisi >n ooveiage vvill sjaeed
up the proce.ss of udonns that is needed lo attain ih* said lasgLls / pait lioni liaining and
niieiattion with stake holders, inastei tiaineis will also art as Iieartless spokespersons ti>
furlhei (he piot ess ol conimunily participation the advises of opinion makers NG( )s will also
b> iiictuporateii in our training module Interface with PHI will n\ake both the parties more
rcspt^nsive to the l ause of the disadvantaged section as people
I'ommunity mobilizalion drives, environment diives as planned in District I*!an will
master process of reforms C onstruction activities by V l iC \ management o f school affairs, in
ajipointment of Para / AS teachers, mobilization of school improvement grant will encourage
iht ir dci ision making power with financial position The model approach will facilitate this
process in selected areas which w ill have ils positive spread effect to make community more
emptnverecl and responsive to the needs of their school
INSTITMTIONAI . DFVELOPIMICNl SlJFPORl Pf 4N
FOR
SI ATE INST[ riJTION OF EDIK AlTONAL fVlANACEMENl ANJ) TRAININC; (S IE M A I )
SIEMAT af (he state level will fa( ilifnte pfolessloiial guidance and support to
edncaliotial plannin}' and management (adniinistiation) Irom primaiy to higher education in
the line of NIEPA at (he national level The paucity of funds to sustain such an institute at the
s(a(e level has delayed the efforts to make it legistered and lully autonomous. But then
association with DPI*? Ortssa, in key inlervcnlions (especially in Planning Management,
Keseaich and Hvaluat.on) have buili up the capacity of this Institute (ihougli not regisicred)
I'Oi DPEP expansion districts, SIEMA f will r.outinue to take ep educational planning,
educational administration and leseaich activities and visioning workshop legaitlmu
t'easihility and sustainability issues With the termination of su( h externally funde 1 |>ro)ei I
SIEM A 1 either will be taken over b> Slate ( .o' t. oi will stand as indei>endent aulononioiis
organisation with specialist core staff with lots of s-xpertise, exposure and experi<Micc tif
haudling, huje tanjiM i>nent pioie^ts as lluuk tanks for veitical expansion of sinuln
j)n>gfaii)mes.
Structure and Function of SIEM I
Oi gai i i sat iona l S t iuc turc o l the S I E M I ill d( pcnd on the spe c i f i c i ( ;quircments o f the stale
S o m e ( ( f t h e expc( led fiUK t ions o l rh; S l l M l
• Suppor t to p o l i c y j j lanning likt c .u l v i i i g norms ot set t ing up ed uca t i ona l msl i t i i i i ' mc
n or m s l eg ar d in g l e c iu i t n i cn i and r i i i ona l i / a t i on o f teachers j tost ing as scs s i in lii si
p c r l b i i na n ce o f ed u ca l i o i i j l ni- i n u h n n ; Ni tiiiifr n u n n s loi ut'oviding ml ias i sih UiKC
faci l i t ies
• r)c,velo|)iiig competencies loi c->'ling ol eduitalional plan;-, and rnoiuli-aliurs 'p i
utilisation ol resources inclmimi' jucpai ttiun <>f Inidgi ts
• Fieparation and planning toi n*w liiiijei ts
» M om ^ oi in ^ anti eva lua t ion oiiu'nn)' i-KCitM is .n >i|| Is vc ls o l rducati '*n
« ( ondiu'tiiig oiienlaluiti programmes ami refresher I'ourse* tui educational
atiniinistrators at all levels on effect programme implementation, planning
management and resoutce mobilization and utilisation.
• I Indertakmp, researcli on key issues.
• ( reation of database on all levels of education to provide information support to
government
• Undertaking research in souices of limding in education
« l f » introduce and highlight indicators of resource allocation
• Undeiiaking reseaich on resimrce insufficiency issues
7 h( SIEMA 1, Orissa has following units.
• f ducational Planning I Jmt
• I ducalional Ma;, ipcnient Unit (to he incor))oratetl)
• Reseaich & Evahiaiioit I Inil
• f'diicational Financt I ’nil
• Management Infonnaiion Syst(mis. (0J*E1’A)
Areas (d' fnferventions
SdiMAT win mainly advise iu the at:ca (if educational planuiu^ and managemciU \v\
primar>’ education t(* spa and the State Cjovt. in its initial years. Especially with its association
with District Primary Education Programme the capacity building efforts for SIEMT has
already started showing results particularly in planning and management The efforts o f its
Research and 1'valuation wing in modifying the plans to make them more need-base is also
encouraging Ho\N'ever. the feedback and resourcefrUness o f these units arc still at nascent
stage when w e think of its prtDjccted . ole for the state.
Fducational Planning
The rnaior emphasis w ill be to promote decentralised planning with higher degree o f
accountability m ea. h stagi o f hierarchy. The stake-holders interests or genuine demand
should be proniolt- to inchidc them in the development process.
In O ld e r to facilitate the prey^aiation of paiticipatoiy need-based planning, SIEMAT will give
emphasized to distrirt, block and cluster planning team members.
Ih e stake holdiTs represent m differeni planning teams as well a ; resource groups and their
a( ti\ e jiarlicipation will bt given additional emphasis to make plan:, more people oriented.
'I heie will be regular interaction with distiict and block plaiuiing team inenibers I hey will
orient cluster team member where the sensible VbX members will facilitate f)articipatory
planning process
The S I H M A T also plans to facilitate school development plan and t ommunity action
plan for educational development at the grass root level. Here the role of botli DPliP and
non~DPF'P interventions for different socio-economic t ircumstances will find true reflections.
Micro-Planning will also be made inbuilt with VEC ' training SlIiMAT will undertake some
experimental field studies on this aspect. Apart fioni this, SlEMAl wdl also evaluate tlie
strategies |>roposed or implemented liy different interventions to britig back the children m
the age group of (611) into schools
In^ititutional Aims
fhe specific objectives o f the SIHMA T (planning) in the untial y(*aj will be
1. T»> intioduci' the concept o f diagnosis of educational plannmg \vhi('h mainly
depend on:
• l aclors pertaining to the inputs into the system
• f actors pertaining to the functioning of the syslem
• I actor pertaining to the ef ficiency and outcomes of the cducalional process.
II l o (lisi u ss ind ica tors and in e lh od s o f d ia g n o s in g the educa t i on a l sy s t e m w h ic h
d ep e n d on;
• Factors per ta i inng m eas ur ing input s in t eaching learning '<inc( ,s
• Fac tors per!;nning to mten ia l m a n a g e m e n t o f s c h o o l s
• Factors p c i t a n u n g to m a n a g e m e n t support Ironi co i iunun itv
• Fac tors p e t l a m n ig to s tudent e \ aluat inn
111. ii) !hc i o!!CCj)l iiiM !!? plMnnini’ m *d n i aiusn
• Fac tors pertrnnnig to const ran i s in operat ional piof c s .
• f a c i l i t a t in g ihe use o f ed uca l in na l rcjaied fai l o i s (si h(>ul, h«'US' link! ( u m m n m l y ) by
ground level edni atumal p lanners
• Facilitaling pailit ipating people’s appioai h in developvnenl and implementation ol
educational development plan at the micmdevel.
F'diicati iiial Management
H ie role for the project
I'frcclivt nianagemenl of piimary schools, adoption ol progrensive management thoughts at
a ll le x e ls o f management as well as positive administrative pcdicy difference tt> prepare
peojijc litendly and accountable administiative system s are the tocused objective of this
i i ite rv ( iition I he proposed measures/ activuies are to he weighed to reduce the current turn
e tt tision (delaying) phenomenon by promotnig bnlh accountability and delivermg system
H e n c e restructuring ot educational management wiil be in the direction to facilitate bottom
up iip p ro n c ii in management with devolution of tlnancial and man-power planning. Apart
i io rn n e w area o f institutional management will be HR(^ Hl CRC, so that it ccmtmues to
b('Ci>nii effecti\ e resource centies
\ li( training ntodules and mechanism will be majors strategy to involve stak(;-holders and
use thi teed-back mechanism to be as BP.Cj, DRG & DPO to put into the j)ractice ot
atlmmistiative reforms. VE( -PRl interface, convergence at all levels and dissemination ot
intbrmation to stake-holders w'ill generate determine public demand to scale down
educational disparity which will boast the efforts ot distiict functionaries to help spread of
education across all social groups and the district more equitably. For that SIEMT has also
proposed for headmaster / S.l.s / D.I s training in both institutional and community
mnnagement S.l.s / D.I.s / BDOs l ahasildars will also be oriented in the live of envisaged
supervision, monitoring and administrative reforms
Besides. bv3tl\ planning and management unit SIEM'l will hold regular i^onvergence meeting
to facilitate sharing of intbrmation between depaitrnents to arrive at better manpower and
optimal resource planning to reach the target group
Die specific objectives oftlie SIHMT (nmnageinenl) in the. initial year will be:
1. l o introduce tlie concept of diagnosis of educaliniial nianagenienl 'vlii« h tnainly depcfid
on
a. Factors peftaining lo management hierarchies
b hactors pertaining to functioning of the system and lioltlenecks
c. 1 'actors pertaining to approach and implication of decisions
d Factors pertaining to the etficiency and ouicomes ol the educational process
e Fiictors pertaining to school, institutional inanagement and support system for educalional
p i o c e s s
f Factors pertaining (o capacit)' building in management in decentralised stiucture and
elfectivc institutional linkages.
Research and Evaluation
Rcseaich and evaluation unit in SH MA I has l)een conceptualized lo extend relevant
academic in|)uts, support mechanism for i nnchmcut ot programmes under and io ouici
external agencies in (jovt and n on Cinvl scc lor through continuous evaluation o f Iht
j)rogramnies input and research studies. Ilic unit shall provide relevant support lor c a p a r i j ,
building at different levels (e.g Suie , histiicf, lUock) and for developing acumen and
potcnliai of teachers f^R( ' ( s, facull;- menif icrs of 1 WiF i's, Sfs , other institutes etc. fur Uikinr.
up Research project through extensi%c tmininiJ matciial development follow up measuit's cl*
I he o lhcr o b jec t i ve shal l be Ihe t l f c c n v e m o n i lo i in g o f p t o g i e s s through con l iuunu ,
! va lua t ion at di f ferent p h as e s o f progr imin!- mipl* inenlati<m
i hiTelortt, a c l i v i l i e s o f l e s earch e i lnal ini i uinl shal l lie l evel spc c i l i c . p h a se spcc i l i c .in 1
;nca spet itlc.
I e \ c l Scl iool h vel, i lu>.lei level , I ■ k h - 1. .ji . incl lc\ c f slale lc\ cl and na t ional I' Vt I
FIk^ c ( i) Fr< -IMaunmg and p la iu n n g ph iS'
Ili) l iu[) lemei i lat ioi i phaeu
* Initial ph as e o f unf^lciuri i i tiiou.
• Latei phase o f iiuplen\ev»tatioii
(lii) Post iaipleincntatitm phase
AlP‘U‘D§search needed at tliese |)hase
I Vre planning and planning phase
Assessment ot local specifii and distriil specific needs on various
nitcrventional inputs in ser ial sectois like health, education, welfare etc
I'Xisting stcitus ot tlic districl in respect of project inputs
Assessnif'nl ot existing social condinons.
Issues relating linkage between hiputs and outjiuls in various set toral growth
. lm|ilementation phase*
Hflecliveness of dilTerent mtei ventions programmes in terms of anainment of project
objectives
Innovations (e g inno\ ative management structures, teaching pracdci^s etc
( ostbencfi! among is of programmes.
( o n c i i iT c n t evalu t t io n o f m p u t s .
Analysing o f emerging issues arising from data indicators.
Post implemeniation e\ aluation with reference to the baseline status o f the project.
Besides undertaking reseaich evaluative studies, the unit shall be engaged in building
capacity to generate a resoujce pool for meeting the future challenge Capacity ouilding shall
be initiated in the form ol training, seminars, symposiums, sharing m the workshops,
material development consuliative meetings lor the target groups.
Research and Evah»a<ioi» at tivities are conceptualized to be undertaken in the foUowing
msinner
1. Status Survey: I he e lyp ’ of studies t(» be conducted in line with the l^aseline Survey to
assess the existing slaiiis of in>titutions, functioning of schemes, operational systems, input
deliver) mechanism <mc 1 he>e surveys shall be conducted during Ihe initial period o f
projec.t miplementiition lo identify the starting levels prevailing in different areas of primary
eiiucatioi) I hese will acf as reference points o f ( oiiipanson ufiMOgn ss due; I ) prngrammt
mtervenltons during tlie project peri<jd
2. Evaluative Study • Tliere are o f I wo types:
a Programme Evaluation,
b Short term impact analysis
Programme evaluation is the t ontinuous and comprehensive evaluation cl tiie on going
programme like tlie [irogiamme design, session management, choice o f Resource Persons,
logistics etc. to provide qa platibrm lor miproving the programme anangement and expected
outcomes These will be inbuilt in each and every programme conducted by (he interventions
at SPO
Short-tenn impa( t assessment study will be conducted in the aica with small samples and
during the 2"* year of the project implementation. Hence this will basically be dependent on
the DISFi data indicators to recheck tlie data mconsistencies and also to pioblem in greater
detiiils about the recurrent problem'^ in specific pockets of the di s l r i t i s Shoil-tcmi studies,
therefore, will form regular exercise from second year onwards
• Dissemination of information through publication, slsanng ot n- w ukas l\iudii\g.
• fixposure to various seminars, national level institution
• Organisatirui of National seminar in collaboration with nation.il icvel uistitutiona like
NIHPA, Nf FRl . RESU etc.
• ( ondiictm!' of content liest progianirnes like preparation of training module,
evaluation technique, [iiepnration of project plan, lOR etc loi short duration.
Innovation.
Resource Support
N at iona l l eve l i M I I R I ), : Dv Vi l op ing l e s c a i c h desicn.s, l i i i j ' lciuentation strategic'
i ’ JC. 1:1* I , a i n j t o o l s
! i'JIhPA
1 raining o f l e s ca i c h w or k e r .
I raining o f ie.‘ oi irce groups ;inil n sour! e vvcukcrs
Slate level
I ' l s t )Id leve l
SCEHl
RlXl^”
)dM
Sharing i*i‘5ovating ideas
Resouice Institution tbr conducting niajoi studies like
BAS, MAS & input studies.
Providuig resource peisons Ibi different activities o f R
i & E
U N ivn I
l^s■^T^’' 1 ........
C ollege Deplt. i^onducling medium ((Hins piojects nhd studies on
I difterent problems
DIF' r ; Identifies problem areas through district interac^tion wilh
different stakeb(»lderh uf the dislrii I and subdistrict
! levels.
I Designing conductmy res(‘arch studies on differeiit
problems
Monitoring the action research activity in the direct
I througlj the resean h I'cll.
Tiaming potential teachers, research workers inI
I conducting research anti providing resource support to
I them
j Sharing researc!) fmdmgs incoq^orating those in district
I plans for further miprovements in respective
interventions.
('onducting evaluatmg stirdies
STHATFGIES FOR IlESEARCH AND EVAHIATION ACTIVITIES.
1. iorniation of Resource Group
• I ormatinn of State, district and Block Kesou' ce Groups
Sta!<; Rcsouri r ( iroup will b<“ fonned Irorn anionj' the ta'’ulty members of RIE, S C ld l l ,
XIM, ! JiHvt'rsily Research Institute and retned e<iucationists working in the field ol Piimary
Educalion
I)is1ricl Resource nroiips comprising of S 8 persons espe<;ially from 1)0 '! , SFS faculty
members good and resouiceful BRCC / ( R f '( / Primary School leachers, faculty from G«»vt
( oileges universities.
Block Resource Groups will be constituted by Inking 2 good ( P ( ! ( ' ol each Block,
• Capacity Building of the Resource Groups
Orientation Tiainmg ofresoun e groups
District Resource groups will get orientation on action research methodol»)gy I'V (he Slaic
Resource groups to provide trainmg to the lesource groups to built then capacity to iindertaki'
Acliori Research Piojects. llie process will be initiated to built their capacity of the pi intaiv
school teachers to undertake Actuni Research Project through receivnig training from HR' i
from 2"*' year onwards.
Aeademic .Suppt»rt System
• Need assessment survey a ill be <Ofiducted (o develop capacity could up of the 1)1! I /
S f faculty in the area ol reseanJi and evaluation
• ( )rientation / 7 raining progianinic v iii be conducted for Dlf^T / S f faculty ineinl)- r in
the area of need identified
• Preparation of District le el piofijf nf (cs»‘archers / rescan h iistitutions ,
• Dissemination ol Resear. [i tiiidifii’s
Developing of resource materials
• Preparatiuii ol module uii imn re ■.arch methodology
• Development of the ab iracl n purl -.ii the finding of ;i BAS/MAS loi tit*', ■ It’)mm;;
iu'bt atfirs fVillow uf at tion
(ondue li i ig / Sponsoring iteseai ch Studii s
• lit'seanli and I valuatuni Studies will be t,uuducle<l on assessing the status ol \he
ciitical aiea like tribal problems etc and to asses the impact o f ditTerent interventional
inputs to l)e (provided durmg the course o( the project period
The unit will sponsoi research institute within the state and outside
Proposed Activities:
(( is pioposed to imdertake Ihv tollowing activities nn tegular basis in the C(tnl( xl oI research
and evaluattoii
• Meetinj' ol'the Stale Rv oun c ( iroup on research and evaluation
• Identification ol Distiici level master trainers (DRCi and BKG foimations).
• Linkage with other alh "d institutions with H.l B., SCER'l, Universities, XIM at thc
lev(;l and DPFP Bureau. MHRD NCMRT, NIEPA and I S t i , Hdl^lL at the national level
and with Dil l s / S i s at the district level for developing a to iistenancio-ordinatal
approach and strengthening Research He Evaluation in the sector of primary education.
• ShfHi term Orientation training programme for capacity buikUu^; of distviut \eve\
master trainers to undcitake short term research studies and research projects.
• Undertake programme e valuation o f different training programme conducted at SPO
• Conducting status suv\ev. short-teiTn input assessment studies evaluative studies on
its own or on behalf of SPO
• Dex'eloping ol need asse ssment survey formats for knowing the areas of strengthening
ol'the district level (unctiona ies.
• Material development for the capacity building ot the master frainers i.c modules
supplementary reading maici iais journals etc.
• Sponsoring research >uidies tor evaluation o f programme inputs through e.Ktemal
agencies to make the assessment.
• Kendeiing academiL siipport to the SPO, DPC) functionaries lor conducting research
and evaluation t Ctivities oi ibe districts.
• Prepanng the Abstract re|)orl on the tindings of the studies undcilakeii.
• Shaiing and disscminaiing the finding of the studies at all levels state, distru't, block,
cluster levi 1,
Lessons learnt from DPEP iDipleinentanon
During tlie period of project implement in l!ie Dl^PtP (lislri( ts it has been observed lhal
adequate attention was not given on the intervention research and evaluation at the district
level due to lack of monitoring by the s))a, Tlierefore. it lias been planned for monitoring of
the same through meetings field visits
Need for capacity building at the district level foi undertaking research studies has been
experienced.
It has also l>een observed that there is need for adequate dissemination of lesearch findings
I his unit will also undertake studies management especially for AIli / E(iS centres, schools
with para teachers to suggest measures to overcome resourct^ insurticiency (if any) and equity
in educational base tor students. Utilisation and mobilization of resource lor stdiools at
village level, f)articipation (»f \ 1 C and Panchayats in resource allocalion for education will
be analysed The alternative sustainability strategies will be developed with its financial
implication for stakeholders Govt, and other agencies.
Ediicatiuiial Finance
I he major emphasis in this unit will be to analyse sources of linances tor education. Flow’ of
both eKtenial and domestic finances to sustain primary education process m Orissa will be
ihorougVily studies in the conte.xt decentralised structure ol administration, l.oca) sources of
finances for district municipalities saniitis villages and other from Govt empowerments, gift,
aids, loans, general taxes, education less tuition fet‘s and (xivatc contribution and donation
etc will be taken into account while analyzing input output inalysis with respect to area wise
products ot e{iucatif)nal processes. ITie unit also plans tf* sufigt’sf alternative viable inter and
intia-sectoral resource allocation in the principle of ' .|ui marginal returns to ledut e
achievement (lisjianties and will also suggest allocation inon: l e s o u r c e s to tliat sector, wliere
the investment yields ma.Kimuin social benefit in the inteic: i (>1 (lovl. stake holders, teaclieis
and othei funclioiiaiies involved in the jirocfss
I he spei ifit’ ob je c t i v e s o f the S l b M A ’f ( f inance) in tli*' miHa! v ;irs w ill be to int roduce ihi*
co nc ep t or i l i a ! !uo s i s o f t i n an ces loi (•dnctilion e h id i ma in lv k fn'rid on
a. 1 Jt-lo.i jertaining. U) ^naxe:, ot liiuduij!
• Central Govt
• Slate G ov i
1 ocal Bodies.
Non govtimmental sector
Houseliolds
Rest of the community
Bi'lateral and multi lateral aid
Education
I actor j ie r ta m i^ to resource allocation
I (ml cost
( )p|iortunity cost
Marginal social return'
Intel sec1(»ral allo( ation oI resources
lntr<) sectoral alloeatioii ol resources for education
Intra functional allocation ol resources.
‘ I §t;tor pe r tamuig to (^fficiiyit utiiisati()ti g l resoLurces
• 1 lie degree of Ireedom in allocution and utilisation of resources.
• IndeK o f utilisation o f financial resources.
• Idea of utilisation of teachers
• Index o f utilisation o f physical/other resources.
f ictor pertaminu to mobilisation o f resources
• Resouice norms for ed\icati(^nal planners.
• Resource mobilisation with respect to demand for educadon.
• Resource mobilisation and equity in education.
Analysis of area specific supplementar> resource requirement
JANSHAl A PROC.RAMME
Janshala Programiiie in Orissa has jtrogressptj a good deal since some liine now altei
some ups and downs due to two very seiiotis natural disasters, tlie super cyclone and the
unprecedented flood. Although there has been a drift in the original goals and pursuetl
objectives as observed by the Standmg C on im i t l e e at national level have l)een made to return
to the three major objectives of the programme like
(i) to enhance and sustain t omniuiiity p;u1it ipation in t^frcclive school
management and the protection of t:hild r ights
(li) to improve performance of tcacheis ui the use ol intei active, child centicd
and gender sensitive method ; of teaching in multi-grade classrooms
(iii) to reduce social constraints whu h af lt'cl attendance and perfomiance of the
school aged which (mainly girls) m selected blocks
Without causing any serious dislocation to the on-going activities.
It is heartening to note thai ihe vSlanding, < omniiltee at the national level in its last
nu‘eling held on 21.1l.^’001 have kuidly appreciated the delay in the start oi the
pvoy,vammc. In Ovissa m udilition to lh'‘ delay in stalling the pn>i»ramm<\ the State proji < i
has also suffered due to cliangc in flie blocks where f’re p/ogfamme activities vverc
undertaken during 1997 98, Howevcj, looking at the progress in spite of ilicse
shortcomings, there is every reason to ri'cl that giving an extension beyond 2002 the
programme will attam its < heri>hed goal t<> a laige extent
At the t ime o f l au n ch in g l ansh . i l a m 7 Blor'ks and Urban s l u m s in Oir - .a it
w a s p lanned for undertak ing a t : t i . i l i f s (ihilci 3 niajoi ob jec t i ve s o f the p i o g i a m n i e llii c
ac t iv i t i es w ere p lanned p i i n i a n b lo * nihin; e ft a c l i e i s ’ coinpet i ri( e through pcdafrnsri^ ij
iniprovi :ment , c o n im n n i t y mob i l i . i i ion ami liiipKivi p lann ing and inanagcr ial cap;u;H ,
i chicaiuii ial lun c t io i i a i l e s at d i l l c ru M li'* !
l or the sca i ,’001 ’0O2 th*' \nnu; i l W n i Flan and Budge t hn Ori s sa has envi.^HM’d
ac t iv i t i es lor c o m m u n i t y m o b i l i z Hion eu'. (loiinn ni bu i ld ing, tei ioher /' e m p o w d n i i ni cind
olhe i ac f i v i t i e s as df' lai led later ar an snni;sle!l cost ol P s 6^,4f ) ,hOO- o f w h ic h ai ti i l ies
have been »indei1akei\ utilizing Rs.1,05/20,000/ by the end of Fobiuaiy, 7 W l Utilization
levt'l is anticipated to list* to Rs.l,70,0t),000/~ by the end of March, 2002
Details o f these activities an<i (Hher activities and other activities with estimated cost and
level o f completion and utilization are indicated objective wise in the following table
Blocks/Urban shun area
1 C’littack slum area
2 Alhagada
3 Mahanjja
4 N Kais«‘
5 Puri iirli'iH slum
6 Kruslma Piasad
7 Puri Sadar
8. Brahinagin
9, Bhubant^swar urban slum
10. Niligiri
JANSHALA PROGRAMME - ORtSSA AB STR ACT OF BLOCK-WISE ANNUAL WORK PLAN & BUDGET - 2002-03
' S; Activity Nc, '
1 CTK Slum Attiagarh j Mahanga N.Koiti 1 PuriSlum
1 Puri j Sadar
1 Brahmagiri ji_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1
j Krushna ' Prasad
1 Nilagiri BBSR ’ Slum '
Total
' A. ' Rs. Rs Rs. Rs. 1 Rs. 1 Rs. 1 Rs. ;* Rs. '■ Rs!" Rs. ^( '
iiv h&iocK iev6i training of RPs
1 *fo!" cluster ieve trainina for SC 144.75 14475 ' 1-^475i
14475 * 14475!i 14475
( ! j i i 14475 i
1 i i 14475 1
i i i 14475 1
j t i *: U 4 7 5 . 144750 !
' 'Cluster teve! training of SC
. memDers : 31200C 320460
i
I 415700
!
341100 j 97740
!
1 67500
1 i 1 j 1 23340
i !
157220 !
! I
; 153000 :
; !
' 214300 ! 2102360 '
i 2 ‘ ii,iBlock ievei PTA Meeting fori ■p‘ A -2 ia v ?
> 1 * 14475 ^ 14475
t
! 14475i
14475 i 14475 'ii 14475 1
i i 14475 i
I i '14475 1
1 i 14475 S
1 i
14475 ‘ 144750 !
* n ii' 'Giuster ievB' PTA meeting' !
55550 ; 318825 261600 1 42600 '!1 . . . ‘ 1 23400 1 25200 114000 ! 33900 ■ 385075 =I—I-—A—.1
1 2 tii iOne aay meeting at School/* 'CRC »eve*
■ i i
52095 i 318825 261600 I1
75600 i1
1 11 " 11 1
i 50500 i1 i
63000 i1
114000 1!
49220 ii
98484C ;
’ '^adavstrE ’ 26600 ' 30200 ) i _ i ! * 4 26400 '' 26800 '' 23400 ' 25200 ' 195600 * i 354200 '
t _exposure viSits oT oarpancrijS-- , JViemDers to Distncty'Biock
’ ! !
’ 15000 1 15000
r .. ' ii i i 15000 j
\ 1 i i i 15000 i
\15000 1
! '".. 1i
: 15000 i
! 1
15000 1
....... .......1
15000 1
1!
15000 1 15000 j 15000C ,'6 'Door^.c Door camDaicn and' ‘'ii'' ' :ie'"tnca*io"'. 3* 5cr"'cc! d f d “e ‘‘
1-'-TO-'.O ^ 00000
! i
' inQQOP '
i i
' 109600 '
i
33750 ^
1
100000 '
I
120000 '
1
158200 '
!
168760 ■
i
00000 ' 10758101....... ....... ......... ' ' — ...^ ,o*5riu ivlfcia
' ........ 7-ODOC. , 'i vOu'J
i 1 j 066OC ;, 31600 , 5500 26800 I
1 1z.«i4wL j 1400G 1 51800 ; - 24"30C
! & (ih'fvieetma w th Members a: ' ’Block teve' 1 1 11 . i i
i4500 i
i
6500 *1
40600 '
{
34800 s
i
86400
5 (i; '“ "aininc oi Sarpancnes! 1 1 1
- 1 23A00 ' 23400 !1
_ _ _ _ _ _ _ _ 1_ _ _ _ _ _ _ _ _ 1ij
i 1 1 6960 ' 53760 '
, *:Gvii iiMicro-Dianning/VER Maintenance
1 'and College maopinq> 1 \ - i 62070
t i i 106000 i
1 1 i 94600 1
1i
12610 i
\\
15800 j1
23400 i
11
16920 !
!tI
ff
18000 i 349400 5!iI.'i'V '”eiecon%rencinG ^roararnme 1 1
-i _ ii _ 1 34425 ^ 59500 ! 13940 ! I 1 27000 * 134865 ^
r-— — ........... .. ' ^ ^,12J.y;nealth/Medicai check up camps
- i ............. . " 1i “ i 45300
i i 1 ■ i; 49500 ;
(, ‘ ..... j 33500 j
1...........___ _i
1. ...... ... j 15000 ! 54000 ^ 197300 '
1
* ' TO TAL - AI
i 1 486350 '1 1
738625
1 I
' 1373600 i! 1
1 i' 1216a50 *t i
1376575 *
i
!378350 i
1
i351830 i
i
1544290 i
I
1i
890910 S!
1547330 •
(
16904810 ^
i SI-(No.
Activity j CTK SlumI
1 Athagarh 1 Mahanga!
1 N.Koili!
' Puri * Slum
S Pur * Sadar
’ Brahmagiri !T“ ". 'Krushna 1 Prasad
Niiagin
1
j 3B3R 1 Slum
Total
iL B. Rs. Rs. Rs. j Rs. ! Rs. ’ Rs. i Rs. , Rs. r Rs. 1 Rs.2(H) Monitoring/Supervision regularly
at the District/Block level 38400 45000 ! 51600 1 51600!1 18300
1I 46200
1 ....
1 22500
i-------------i1 72000 1 33000
i28500
f " ' .—f4071 (X)
(iM) Special Monitoring AWHAN 9000 I ! 20000 ! 20000 i 5075 , 10000 , 10475 , 12640 i 13620 12600 1134104(1!) 7-days 3rd Round teachers training
at the Block levef 341250 285500r “...........j 460100
I394300
I1 168870 j 309000
1j 260240
1! 179800
i! 208890 i 403700 1 3011650
6(H) H^dmasters training 15500 30600 88200 88200 j 4680 i 29700 j 32100 ! 21280 i 39600 1 180^ 3679207(8) ^3Ck level TLM workshop 9965 88950 I 60000 56000 1 4000 I 6930 [ 22000 i 13735 r "1 1 150010 1 4115909(i) Free distribution of Textbooks for
■Qass-1 to V , 1687140 1179780
1
1281300 1485840!
1220100!i 1175700
1! 932460 ! 749340
r ..........1 90738C 2 1 1 0 ^ j 127298^0
10(Hi] Training of BRCC/CRCC-7-days 6475 17014 - 25545 8500 1 11400 ! 11400 ! 12640 ! 14000 13885 12085911(0) TraininQ of Para Teachers - 17000 13000 13000 6000 1 13268 ! 13268 15500 ! 17000 13268 121304 1
|l2(i)!
Preparation/Printing and distribution of lEC materials 1 20000 20000 1 20000 20000 1! 20000
1* 20000
1' 20000
r" .........1 20000
1-------------
j 20000 ;I 20(K30 20000013(i) School improvement Grant j1 665000 755000 ! 965000 79000d11 220000 ! 670000 585000 . 420000 j 570000 11 565000 6205000
i (") TLM Grant to Teachers |1 342500 , 245000 i 276000 24950oH! 149000 1 217500 1 161500 , 117500 1 200000 jI 350000 2 3 0 ^ 0i ('”) Library/Sports Grant to schools 133000 151000 I 193000 158000 ' 44000 ! 134000 , 117000 j 84000 1 114000 i1 113000 1241000i (iv)ij-------
Free distribution of reading/writing materials to children ! 702975
1
491575 'I1 533875
161910G
[508375 I 489875
1388525 ! 312225
1 ( 1 378075 i
i i 1 879500 i 5304100
|l4(ii)j_.
Sensitisation of field functionaries ! on lED ! 3000 3000
" ---- 1
3000
1
3000
• 1 i ! , 3000 1
i1 3000
!! 3000 !
r ' ' .....1 :1 - !
1 1 i - i 2100C
1 (iv) i
One day training of AW & identifica- tkMi of disabled children 5800
1
25000
1 ■ ' ' i 1
25000 1 23300I 1 1 15800
!16700
! ! i 12900 1
I 1i
I"'"" ' 'i 25300 1 1 / ^ 0
(V) 45-days training of teact>ers on lED 40000 - 25000 25000 i 40000 1 40000 40000 40000 in "■'"1i 40tXX) 1 29CKXX)(vi) ^^ ica i Assessment camp 10000 - 8000 8000 j 10000 1 12000 8000 1 12000 11 QtiSUfS wOOv j 76650(vii) 5-days training of teachers j 9035 - 324200 277920 ! 13000 1 15000 12000 ! 11800 1 5000 ! 66795515(i) Science Exhibition 9000 - 25000 15000 1 15000 ! 32000 10000 f 15000 I1 1 i' I
i 121000
ii i
TOTAL - B ii
4048040 1!3326419 4372275 4325005
!2481200
[3251373 *
12666168
f ! 1 2125360 IL, ............ 1
1 j251556s}
i47572731
............j33^8678
ABSTRACT OF BLOCK WISE AWP B 2002-03
: SI., No.
Activityi
CuttackSlum
! Athagarhl A/lahangal1 1 I
N.Koili i Puri 1 Slum
PuriSadar
Brahmagrrij Krushna 1 Prasad
1 Nftagirii
' BBSR ' ! Slum 1
Totai
: C. t Rs. Rs, 1 Rs. ! Rs. > Rs. Rs. Rs. i Rs. Rs. i„ Rs. ' Rs.
I
i: Opening and aperaiicnaiisation of 1 AS Centres 5C7000
i j ■ 528125 !
11
422500 1 422500
1! 1 * 739375 i 338000
!1
633750 ) 908375
1iI 633750
1 f 1 2408250 1
17541625
i 'n. IsG-davs traininc of AS ’nstructors 43500 1 45000 i 37500 j 37500 j 60000 31500 52500 1 72000 37000 I 177000 1 593500
1 (V- I Monitonnq/Supervision 5000 i 5000 * 5000 i 5000 i 5000 11 5000 5000 1 5000 5000 1 5000 I 50000* O /' '■' "'f I ndy Mohilisp''s 15000
j ij 18000 I 137000 ! 130000 I 60000 !1i ■ ; 16500 I 50000 - 1 77500 j 504000!--—
) 3vihi
-!----.............................. .....................iODeniHQ snc introGuciny Oi B' 'u j'cCourses 27264
i 1 1 ( 1 " i
1!i
i 11 1* 53250 '
1 1i i 34080 '
1 1 ' 1 i 42000 1
iii! 102240
! i 1 Ij 276900 1 535734
. V ■ 1,rx;sncn Meia ai UR3 «eve: ' ^9000 1 i! - i 9500 i1 i L___... . „..i - i 14000 '' 25000 1 18000 * 85500 j
* MM 'Minontv Communitv Sisnu Mesa1 ' j
1......■. . I1 50000
1i . jI - 1
• 1! - i
1.. - .. j
i i , 18000 i 68000 1
; 'Kishar' Mela selected pockets it — fi1 ' i
1■ . j
i 1 i ..... ■. . , i
f _ 1 h- ■ - ”.....-|
1 _ 1 1-................ f i1
! 1 1 10000 1 1000C
( D . i >!n.emeQi3i ctsss !1 ! 22950 * 16000 i 16640
5 1j 48000 I1 84000 1
1 ;1 i 32000 j 25600 28800 ‘ 273990
* •Engaaement of Escort Mothers ii( ii ■ 1
fj * 1 _ 1i . i1 25000 ! ii \ '
j. - i 25000
. ~ X‘/L ■■■“■ ■ ■ 1;Keguiar (vl < A meeiinas : 133650 ! - i 1 -
' 1t ........... - J1 167500 ! 1
i 63000 i i „ i 364150! 8
“*— --------------------- “ ....... .1'Health & Sanitation Programme
t-------i
* 1 1 ’ 1
I 1 30050 ii . i! - i-- ■" ■" ..... 1
!i !
t .....* 1 20050' c , !
jCpeniHi; of ECCE centres ‘' 50000 1 - i!
50000 i 50000* 1 j 25000 j1 50000 335000 1 50000 i' 25000 ! 250000 1 885000
i10 M!ITraintng of ECCE instructors . 73560 ■ 73600 1 36800 1 36800 i 36800 ji 110400 61640 I 73600 ; 36800 ! 73700 ! 613700
'P ess Conference at the Biock level 'i 2000 i 2000 i 2000 1 2000 I 2000 2000 2000 ' 2000 ii 2000 ! 2000 I 20000r ----1 ' iiViSGiS worKsnop ai tne Dioci**’ i—vt'" ' 3000 ‘ 3000 ^ 3000 i 3000 1
I3000 3000 j 3000 i !! 3000 1 3000 1 30000
j ' Refreshed' course or weak teacners -i Ii . 1
1' 1 . i i------------- 1
1.———........j i' r .... .......... - I..4
j14420 ! 1
! " 4- 1442C1------
i TOTAL - Ci
i , ■ . . . . . . . . . . . ' . . . . . . . . . . . . . . . . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
, 859974 , 716675’ (i i
709800 ij......-1.
753440
! 1 s 1 1071975 i1 1 i i
1i
825480 i
1
! 1
1
1176390 1
i i
i
1272975 1
1
909810i i
I 3348150 *
1 i11644669
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1
j SI. No.
1 ActivityiIICTK SlumlAthagarhlUahanga
i 11 i }N.Koili 1 Pun
, Slum1 Pun I Sadar
iBrcnmagiri! Krushna ! Prasad
? I iiiagiri 1 BBSR 1 [ Skim j
Total
D.11 j Rs. 1 Rs. ! Rs. Rs. Rs. * Rs. ' Rs.
fI Rs. Rs, i Rs. Rs.
Mi) Lit>rary grant to BRCs I 2 0 0 0 1 2 0 0 0 2 0 0 0 2 0 0 0 , 2 0 0 0 i 2 0 0 0 1 200C " 200C ; 2 0 0 0 1 2 0 0 0 ; 20000 1Monthly R e v i e w M e e t i n g o f S R C C . 3600 ! 3600 3600 3600 i 3600 I 360C ' 360C 1 3600 ! 3600 1 3600 i 36000 i
(ill) Office Contingencv t o BRCs 1 12000 i 12000 1 2 0 0 0 12000 1 1 2 0 0 0 i 1200G 1 12000 ! 12000 i - 1 2 0 0 0 ' 1 2 0 0 0 1 " 2 0 0 0 0
(iv) Maintenance & P O L for Mo to r C y c l e 3600 1 3600 3600 3600 i 3600J 1 I I I - 1 > 1
( 3600 i 3600 : 360C i 3600 ; 3600 i 3600012(i) Librar/ Grant to CRCs 9000 18000 15000 14000 I 3 0 0 0 15000
11 11000
)I 14000 I 15000 i 15000 ' 135000
("} Offtce Contingency to CRCs 32400 64800 54000 50400 ! 26800 57600 39600 = 50400 < 54000 1 54000 I 486000 !
(iii) Monthly Review Meeting of GRCCs 9000 19000 14000 12200 1 8000 15000 1 1 0 0 0 s 14000 !i 15000 15000 ! 133200 !3(i) Para Teachers remuneration 1 234000 j 414000 324000 324000 1 2 1 6 0 0 0 11 360000 1 270000 * 324000 1 3 4 2 0 0 0 1 342000 1 3150000 i4(i) Computer Maintenance at Districty' i 7200 ) 7200 7200 3600 ? 7200 ! 3 6 0 0 ! 3600 i 3 6 0 0 7200 I 7200 i 57600 *
Btodc level ! * 1 I i ! . ! 1
. (iv) Engagement of Computer Operator 1 8300 8300 1 8300 !I 8300 !i 8300 8300 ! 8300j 1 : 3300 ; 8300
1 ! i 8300 i 83000 !
;7(i) Engagement of Accountant at D.l. Of Schools office
1I
30000 30000
1 ' 1 1
300001 i! !
I1
30000 1i
11i
1 ! i !t ' 30000
1 !i i I 30000 ;
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11
1 8 0 0 0 0 1
h o!
Office contingency to D.i . Of School i 3 6 0 0 3 6 0 0 7 2 0 0 - 14400 i! (1 . . . . . . . . . . . . . . ■
I i ' 1 3 6 0 0 i 3 6 0 0 i 3 6 0 0 0 1
fiii) iiIi
iMobilitv SuDDort to D ! 0 Schools 'i1
1
i 42000!i 1 1 I
42000
1 ! I 1
360001 1 1 1
36000 I1 1 1 1 1 1
30000 I
1 i ! i
1 30000 I 30000!11
' 30000 I1 1
11 s
420001
[ 1 ! 42000 ;I ! i i i *
360000 1is
I
1 !TOTAL - D 1
..... .. 1I 1 1 396700
r" .... — 11 1
628100 1
! --------- 1
516900
1-------— ]1
469700 i
1
371900 1 512700
i i
1 394700
! ' i ?
465500 ii
538300
! ---------------1
* ! ^ 8 ^ I
1
1
GRAND TOTAL |! 5791064 5 4 0 ^ 1 9 1 §972575 6765095 i 4301650 1 4967903 ! 4589088 i1 4 4 0 8 1 2 5 1 9 1 M ^ | 57250957 i
^ T R A C T OF BLOCK WISE AWP B 2002-03
(Rs. in Lakhs)C O N S O L I D A T E D S T A T E M E N T S F O R
P E R S P E C T I V E P L A N U N D E R S S A F R O M 2 0 0 2 - 2 0 1 0
S T A T E C O M P O N E N T ( O R I S S A )
' S!, NO
Nam e o f the InterN/ention
rinanciaiULitlay
^20G2-C3':
FinancialCutiaj
:2003-04;
rinanciaiOutlay
^2004-05]
FmanciaiOutlay
/2005-06)
FinancialCutiay
,2006-07}
Cub Total <2002-071
FinancialOutlay
(2007-08)
FinancialOutlay
{2008-09^
Financial Outlay
(2009-10) ^
Sub Total (2007-2010)
Grand Total! (2002-10)
i%
t
, 'i r'SdSQOCiCc■'~Drcvernen‘ 1 3.8C0 20.30C 21.800 22.300 24.30C 109.000 38.900 39.900 37.900 116.700 225.70G fO%l
' 2 Innovation 11 500 22.200 17,700 22.200 17.500 91.100 26.800 21.300 23.300 71.400 162.5001 7% i
i
icn 2.700 8,400 8.900 4 400 4 900 29.300 6.400' 4.900 6.400 17.700 47.000 i1
2 % j
I
In iervention lor Caj; ci bcnoois
100 00.4 00 noo 11 800 7 400 52.700 16600' 6,200' 6 700' 29.500 82.200'
........... 1
4 % \
.....j
iResearch i. Evaiuatic'-^ ■: 9 C'G .5 -iOC 39,400 ■40 40C 37 400 171 700 51.200' 48.200' 86.200 185.600 357.300' 1 6 % ^
)
P 'c tec . M anags-Tie"’ •iC.SCC 55,300 95 30C 95. SCO 39.300 427,700 140,630 ^36.580' 136.580 414.040 841.740 3 8 % \
. !
Citfi! '■■vorKS J, ''Qf: 3C.20D 2C.20C 30,000 2C.00C 100.500 20.D0C' 30.000 30,000 BC.OOO 180.600 s % \
1
i,,cnrMuruiy r - i . . ; ‘ s 2c : 4.04:? 6,4 5C - _30C 0.820 35,410 5.54C 2.500 4,250 12.290 47.700;i
2 % li
10 SIEMT '.,uGC. 76C 14.760 '.4,760 14.750 59.040 62.000 62.000 52.00C 186.000 245.040:i
11% li
> Totai 109.100 252.600 232.010 252.960 229.880 1076.550 368.120 351.680 393.430 1113.230 2189.780\
1 0 0 % 1
V ddiridna ' -c :jiiT cn-e ;K s V ’’ S S A i-- liil ’ 0 d is tr ic ts o f O n s s a
I SL ' No.I! 1I
I 2
I 3I! zi !I -I ^II 6 !
I ^!I 9I---------I 1 0
Total
F O R . F R E S H P L A N U N D E R S S A I N 2 0 0 2 - 0 3
Q T ’ 2s. T 'T • '^'p t" c c 71
N a m e o f I n t e r v e n t i o n F i n a n c i a l O u t l a y %
P e d a g o g i c a l I m p r o v e m e n t ^ 9 , 8 1 8 . 1 5 %
I n n o v a t i o n 1 1 . 5 1 0 . 5 4 % 1
l E D 2 J 2 . 4 7 % i
I n t e r v e n t i o n f o r O u t o f S c h o o l s 5 . 5 9 % i
R e s e a r c h & E v a l u a t i o n 1 9 .1 1 7 . 5 1 % 1
P r o j e c t M a n a g e m e n t 4 0 . 5 3 7 . 1 2 % '
C i v i l W o r k s n 9 0 „ 1 8 % 1
C o m m u n i t y M o b i l i s a t i o n 9 . 2 8 . 4 3 % ii;
S I E M T 0
1 0 9 . 1 0 0
i
0 .0 0 % ^!
1 0 0 %
YEAR WISE CONSOLIDATED STATEMENTS FOR PERSPECTIVE PLAN UNDER SSA FROM 2002-10
STATE COMPONENT (ORISSA)2004-05 200Ji-«6
'Rs in Lakhs^
2«»-07
nx Actn
Worksmr ana iJ' vetoDmer'.! c training moOules including :ry out train:
-mancia; T argei Outlay
2 ' T-- irsun
t fTjr rraifwrx 3 ) - „ ;'Cordinators n days) c ' io r ira infnG of C R C C». o rd in a lo r ’: l a v i '
eacrter;. i :' aays, ’ iXRX
lOCXX)
1 0000d ) fo r tra in in o o f S i -v a s « ' ! . :yr E c u ; . a i K , n , ) i ....................... ’ !.i ■ ■
c'i lot U;iliiitRt ol VI ,/M 1 A T > e m D e r i : j O i i V i Formation of Resoiirrft Grouos j r t o e ' S S ii
Wnrkshoti 'nr 'inf'tation SF!" \ C " i on r>ey« peaagogy inciuding
s e c t io n ' lav:-;
R e in lD rce m e frt w o rK sn o p in ne«v oeaajopv 'n' i-RG C~ m e m tje rs 15 d a vs )
cposure v isii of State Resource'irr,UD:
worxnsoD and OeveioDment of '-later: si
a: riews letters
bi teachers suoixir! materislt Dana Doo>e>, escurre oocws.
Tiodel tessc". olans. . ftr '
’ t:> dtSDfay Tialenals rcnarts positers. 'noaete, _
titste _ev’«*' or-,annc 'VorKswp ; DeoagOQv for UP section
Strpor-'h»"ir'i'Uo n»
icquipmen:. rurniture. Materials:a n n n q e rc 'o
i r ; ! ( i r u : H K ; - v k . - t ' p f t j O t K l i f X .
i jijOL
■ JOO:'
J .5 00 0
. 2007-08 200B-09 ~ ^009-10 ------------------"T o ia l j
tCost '^trwnciai f*hys*cai Firvaftcwi Pttysial FinancWl Physical Ftnjinciai Physical Financial Physical Financial Physical FInanctal Z *f“ i Total (2002.' iTarget Outlay Target DuHav Tara^ Outlay TarBet Otrtlay Target Outlay Jarvet Oatkty T a t^ t Outlay -’ O’ ,q j ;2002-
i>ecia909>cal iimprowemen!
' OOC ■ oo oc
■ 000 1 oo oc
1 OOCi 1 o o o c
DOC :: oooc
:ioc ' i/ooc
0 GOO C 5000
/'.I.
0,000OOCX)
0000
1 .)
1 0 500
;,'joo
' ooc
1 000
1 000 0 000■3 000
.1(XK)
2000
■ ooc-
1 000
:: 000
0 000• 000' -XC
0
-000
’ 000
- -
1 000 3 000
oooc ZOOO
QDOC' J.OOC
(KK) 7 000
J roc 3,50C
• ooc 3,500
2,000 4.000
-,OOC If:.000
00.', 5 000
2,000 10.000
1,000. 4.000
1 000 4 000
2 000 S TOO
,.A C: OCO
..'5,000
1.50G
v o o c
: 000: o x
'■DOO
1 , 1 , 0 0 0 ,
2 30c '
:■ J TO(,i
ooc
1 1.000:
; ,o o c
,: JOT
•XIC -.000 6.000
OOOD 2.000 4.000
2.000 .000 XOOG -J' i x i noo ^000
2 .100 5.600;
2 000 3.000 10,000 icj
ilOOO 12.000, 22.000 1 tj
ooc i.ooo s.ooo a
6,000 '6.000
1 000 3.000! 7.000
: 000 6.000 10.000 J
OOC’ 12.30C 20.300
joo o.ooo s.ooo
i 10:: .50,000 -SS.OOC
90C., 2.70C, .20C J------------^ ^ ^ _________ I
Rs . in L . a ^ J i s )
vw jfK snoo O'T " r e o a ra n o r o! Z _ m a te ria ls
i ;
; 0 .2 0 0 0 ! 0 2 0 0 0.2CXX) 1 0 2 0 0 0 200' ■ .'.’.COP .Boe J 2 0 0 . 0 .2 0 0 C‘,200, c j a e .800 t
j ^2 O nefna tion lo ta a lita to rs ot■ te teco n fe fe rc ir-as
1
0 200^' ' 0 ' 'XiC 0 2 0 o r . . . ; . x c ^■JOC 2.0 0 0 10.000 0 2 00C •0 I'OOC ■c 1.000 f>.eoo "6 .000 «
1 . , "elecontl^ru-l;;!'!'! (C! I fie
1
1 rJ'O :■ 1 000 - OO-'J ■- s 0>3r: ■ ::o - :..oo(. -.0 0 0 J.OOO vi.ooo: "iS
1 O n e n is tic n r ; P P £ j ” leleconfefeficir>g
I ........ - ■
u.tiXK,! t 0 100 0 1000 1 0 IDO 1 0 1C3 • -.SOC . X U 'O O 0 100 0.30C C'.SOC: £
i
10 'B rondcnM iiifl of TV, /ilR
____ L _ ................. ..........'■.(KK!
I■ I '.o il 0 M l 2 500 1 ■150C' •;.50e 4 .000 e
17 ■ B re « fc J» lin e Oi “ V . AIR 0.50(x; ;-i.50c- 0 .50001
0.500; 1 0.500, < 0 5 00 1 C.500 2.500 ,-,500' 0 .5 0 0 0.50C - .s e e ; 4 .0M I e
1T o ta l
1 1
19 .800 1 2 0 .800 21 .800 2 2 .300 24 .300 :o« .o<o 38.900 3S .M 6 J T M O : 118.780, 229.700^
200.V06 2006-07 2007^51 ~ 2008-09 | 2009-10 ' ToUl
snciai ‘’hvsicaf Financial PhySiCol Financial Pfiyslcal Financial Physica! 'financial ^ tivsicai financial Total (2007- TarvjetOof lav Target 0./tlay > ..........
Descnpilon ot Activity
Gills Education
: Matenai OaveKjpment fa r MTAs n- ‘..iP' jcnoct!
f’ >-iysica- -'nanc.aiT srgel Outlay
■''raining modules tor MTA training on SSA / WorksnBt) jBcumenlalion)
, WorKsnop tor training moause. " T r s r a t e n n t ! ' O ' r r a t s f o r - . ' i r r ’ m i / n / h . ' mowiisori
WorH»/r X« 11
! Orientation io SRG'DRG
Meeting witn opinion maKefs. ? exoorts, 3 i“ ;«r.Liiwe;,. m"'
■ issues
s s a s e - e v e * ' . " . o f x s r i o n " i issues tor UP sections
( SC & ST Education
■ l-eveiDDn->er'i -.raininc, moauit* ■ on aBltudir al Issues lor UP^ ^ C T O T I 5
.. yVofKsnop on susilaininc' ‘ ’ attitudinal issties
i WorKsfiop on (Jevelopmenl of training moauies. moniiorfnc, ,
' packaQes for iritial youths as area_ specr t ic ____
‘ Deweloomen* rif bilingual , pnmers/tvanc aooKs
. ' aeniimr ■>’> noucaliori.il nrohlern', o; aisanvar-ta-ae'j srouoi
s i a K e t ' O i o e r i j i i c e r a r n ' c : r . i ; . d1 o
-communities regaroing loiendc'.
“ f l n a n c i a i ^ ^ v s i c a Target Outlay Target Outlay Targ«t DLitlav ''arget Outlay ' Target
.•CO ‘30CC:
DOC ' OOOO
I 000 i OOOC
) soc- j 500<;
: =or ■: s a x
0 OOC' 2 ,0000
,0I‘ i.')(«*)
1 2 000
4 2,000
M)C
OOOO 1.000
>000 1.00C
a aoo 2.000
0 oon 0,800
OOOO 1.000
• "XX! 4.000
_ 'Of a.500
[DOC- 8.S00
5, DOC 2e.aoo
0.000 1.500
0.500 2.5C 3
» '• 4 50C
1 fW 4 000
1. 1.000
1 1,000
1. 1.000 ,
i2002-’0)
C 000 '• .000 2.0CO
OOOO I.OOOi 2.000
;,ooe, 1.000
320C O.MO
3 000 9.000 1 7.500 35
oor 9.000 i7,5oy
; 1r.200l 25.100 51.900
JCKX VOOC 2.50C
:;5CKJ !.500! 4.000
XOOO: T500; 15
QOO| 6.000, 14.000
i 000, 3.000 7 50C 15
.OQC s.aoo 'c'lo i<tj
!----------------CinvergenCE meeung witf S
! ’ departmenls/NGOs on SC 8. S" i .eaicaeon ;r"Bnaor,j
0 5000 1 0 500 0,5000 2 ' 000 2 1,000 2 1 000 2 ■ 000 4 f QC ' :3on ’ ,000 r. ' -300 1.380 '.SOu 15
1 < Onentauon to SRGs. DIET ’ ® faculties, DWOs. •'iGOs or SCiS! I education of SSA
n 5tX)C 0,500 1,0000 ’ 000 ’ 000 ■ 'X1C> ; ' i -XX3 4.500 30C ;,ooo' ;,aoD' XflOC! 7.S00: £
1 9 MonthI! review meeting of SRGs
I ' Development of special pacKages ■ ot mooef vitlafes on SC'S"! ■'0 etJucatioft fWorkshop. j DocumentatKjn. Matero 1 Wveiopment!
2C000 V 2 000 oooo 1 2 000 0000 4.000 ' 2 000 0.000 2.000 A jm SJWO 4
Total
i
3.000 10.500 7.500 S.SBO ’ 50C 3S.00G '0.500 7.500 a jm 27.300 S S .;^ c
1c
! 'I iiy' (Kiw: t'nc ■> 000 :, XX- :i ixx: -S. BOO : DOC- 3.000 :l.Ot» 9.000, 24.0''0 ;
1: ,, . rainciQ ic: S'asw' - j AWW training . ju/C 1 J,OOG Z.OOQ 000 0,000 1 ooo 2.000 4.000 4
i 2 State levet devetopmentai 1 viiorkshOD on ore schoo! eriucalK-n 'j._._ .
07000 1 0 700 0 7000 2 1 400 2 1,400 2 1,400 2 1,400 6.300 P ' 400 2 400 1 400: 4J06 ■!0.s«c ic!
j ISelectionof play materialsi iwofKsfroc
0 4000 0400 0,4000' 1 0 400 1 0 400 0 400 0 400' 2.000 0 80C- 2 ".300 2 3,aoo' 4.40C 11
i Convergence meeting «iln SRG ' 5 members aiKi W4CD j ,aepartments
0,20313 1 0.200' 0,2000* r 0,200 0,200 (1200 0-20C 000 a 400 ; 0.4K - 0.40C' ■.200 IJiOO- 1 ,
j ; Total 4.300 6.000 S.OOO e.000 5.000, 28.300 e.eoo 5.M 0 <.0001 f«JOO' 4stm > c
1 imervention Total 11.500' 22.200 17.700 22.200 17.580 91.100 26.aeo 21.3T0 23J00 ■n.«C' le z jo o c
YEAR WISE CONSOLIDATED STATEMENTS FOR PERSPECTIVE PLAN UNDER SSA FROM 2002-10
STATE COMPONENT (ORISSA)200«-0>2004-0 2007-08 200W M _ 2 0 0 ^ 1 0 T o U i :
“hysicD > 'nancia! , , . _ -’tivsica ^mancis! Phvsicai ‘ ‘nanclal *»hvslca! Financial PhyllcaJ Financial Pi.yilcal Financial Physical i Financial | Ph^icai Financtal ; Total (2002- Targe-vJnfi. Cos. TvrnAf T T ^ r a * t ^ ’ ’ Outiay "Target OutUiY ''’afflet Outlay * I'tntn.
jescripJior: oi ftctivni
:o u ;-c 2003-04 2005-06 200&-10
Tarqel Outlay largel Oullay Target Outlay Tatytt Outiay Target OutUy
Inteoratetl Educatnon <of diiatoled
10( !2002- i--- 101 .
Oneriatior-. u: Sfstnc: 'eve-, /^ct}onar♦e?
: ::kx; u ,OOC; r 20*1 - : 2(x.' 2«! 0 20C’ O.SOO 2' Q 200 2' n.200' 2. 0,200 0.600: 1.400 '1
•:X.: :■ -*lK. ? 40C- i 0 400 0 400 1.8C0 4 0 400 4 0,400, a,400 1JOO 2.Q00 3a),
- ..... : .oo :■ 0 : no 3 0 30C' 3 0 300 1.500 3 0.30C 'S. C300 C 300 0.900 2400 24|
„ v „ . .■ 1 . i< K • !!()!»• ! ^0(1 . . . . . . .. : V»l OOO J.300
‘ Sriripe 'rot.irsp ‘rainina to teacher*; ?0000 000 2 OOCO 4 .xx ; - - cxx XKi ooof, 'o .a o c : .30; 0 000 3.000 o.ooo! 10.000 5j
i:j rTrr‘’'T' r ■ c r ■ rt! n-: i ;-i r:
[ 5 puoiishinq cT posters <i jeafieis or; • OOUJ <:■ ■; a<x;c ! o X jOC • ooc. 4.000 1,000 ■ 1 000’ 1 1 OOO 3.000: 7.000
. -i
''■taiiors-. -Vo'xsrK.r,- a:iC i . IOC , » ■ ' ooo : ooo 2CXX) 1 2 000 4.000 1 2.000 0.000': .i.300 4.000 s.ooc JJ!
Stat<» Ls\'A< Sharirw Workshop on ■EZ tc' ->r Sections
. .'CV.X. HOC ■ 0000 t ' 000 1 000 1 i 000 5 1 000 4.000 - 2.000 - 2.000 :;o c» s.aoo i 0.000
’ 9 exposure vis.'is ^0000 C -100 ■ cOOC XiC .'OOC ooc a ooc 2.000 DOOC' ’ ooo' Q.OOO 1.0001 3000.!
1 -Rev»ew Meetings ana Quarten'y
__ I _ ____ ;__ ___ __ _..
. . . Jd
9.A0C S.MO 4400 4.900 29.300 6.403, 4.900: fi.400 17.700^ 47.0tJ0 1
1
2B&i-TC T55T«%y.
(20M-10)_
2002-03 2003-04 ~J0PS-06
Description of Activity' Sub TouiiJ
Physical Financial ,, ^ Physical Financtal Physical Financial Physical' Financial ci^anciai ” h»*icaiUnit Co5! __ , - Un« CCSI _____. - ____- _ - ___ _Tiuttay Target Outlay target Outlay Outlay iarg it Outlay Targe! Targe?
<2007-1011
Cof'trnge^'v rot SGS
I 2 !Consumat)les for EGS
3 ufniNifO Inr I ( i',
4 jMooitrty
Hosoitalily/Monilortria cJiarae* o ■ ;R.P.s/SRGs etc
g i State level review meetine of OFOs on EGS & A)E prograss
_ ' Pnnting and CBSinD ufior c- ooslers' :o n E G S *
g , State level executing committee ‘ meeting on EGS & AiE
■ AIE; GIAC rneetMig or EGS S
10O n e n t a a o n t c N G O s o n E G S
;W E. ." i 1 i ^ e v i e w o i N G Q s o n t G i A l t
12
: t4
Ty ou: o( 'Siiiina pacKagei u; ■ ‘ b r i ^ e co u rse s (A I'E s)
;Oeyetoptnera ot iraining patNage 3 (o r m o n iio r in g a n c suD<?n/isor
i{BRPs/CRPs) . _° r i r ^ a t trairnrKj oscKage 'c- BRPs/CRPsDeveioorr>ent or ' “Iresner :i-^ning
I module for Evs
:DRG trair«ng on BRPs/CRPs on 16 managemems monreortnc a n c
• supervision
17 Exposure visit ot officials
0 300 0 10(X!
0.600 0 10CO
T •'(XC
0.0001
0 1000
■}.100C
0.2000
u.^OOu
30000
2
' Printing of revised Iraming moCute :tor Evs
jSensmsauon a( aisina iev& functionarieE
■ DRG training on revised training jmodute to E.V .s inclydtng try oux
rjooc
0,000
J.OOC*
3.000 0.0001
0.200 0 1000
1 OOl'-)
0.000
0.200' 2.000
D.500, G.1000
0.200 0.2000
0.000 0.2000
0.000 0.20a2
n OOi'' "^'KiO
0.000 a.OOOO
0 000 0.5000
J.500C;
1 OOOC'
J.0001
0.300,
0.000
0.200
0 200
• aO"
10.000 ,
0.000
0.000
3.000
1 000
1.000
0.000 0 2000
0 000 : o o o o
6.100
3.000^
0.000
?000
Intervention (or Out o( School Children
1,000
3.000
0000
0,200
0 300
0 200
0200
0000
C O '
0,000
0500
aooo
1.000
0.000
0 000
0.0X3
1.200 3.M0' S.790 90
1 000
DSOC
nooo
C 20C
0.000
0000
0 200
o .oor»
X - ,
0 000
0 000
3.000
CCX3C'
dOOO
0.200
J.OOO
1.000
0.400
0.000
10C
0.1 OO’
0.000
0.200
cooc
:.oovj
4.000
J.OOO
3.000
n.90C
1J00
Q.400
o.soo
0.20C
..40t
0.000 10.000
0.000 0.500
0.000
- .OK
0.000
0000
i.OOO
1.000
2.00C
6 000
OJOO
i.OOO,
• ooc-
0400
■} 000
:
0.100
c.ooo
0.000'
::,ooC'
.■iOO
'0 000
o o c
0 000
3.00C
0.000
:;ooo
0.000
3.0001 MMWMM
0.300
aW3.000
D.MD' .200 300C
2jtaoi 1.0H0
•;0C»
GOOC-
1.000
3.000,
O.OOff
a.ooc
0 000
J.OOO ia.086-
O,O0C- 2.08C
2J0B 4 000
2tJ.''W) 4,000
ts.m ■■ .ooc
0.000 0.0M0.000 O M
0 400 Q.4M 3 .0«
ZjH O ' Z O u C
S.700I 2 t.W 0 l S 2 ^
2002^03
Phvsica!
2003-04 2004-05 2005-*o 2006-07 200758 2008-09 ^ Qrano “n>
Physicr' Fmancial Physical Financial Physic. Financia; Ptiyii al Financial ^2002^71 Fmancta; Ptrysicai BnancHi , Ptiywcai Rranciai ^ , 7 . 0.' Tanjet Iirp e ; .:^rge
* esearcr 4 t
<j» r u M i iv u i i i 'y iiM f\7 \ r 7Miaiiw»0< r ^Outla> Tarcje' Outlay T rg«t Outlay Target OutUy ' Tarflet Outlay 10) , (2002-
! Research
! Facilitation o( Achie-zefnent ofAss«smi~'l ijn-.'t'v'BAi'
I IAS)
' Conduc1ina/Scx>nsorinq otI screames
Onentatran lo DRGs on researcri <6 oerson? pe' disTrir =" S' persons 5 programmes |
j'X ■■■ :xx!C
? 50C ■" 5000
0000 10.000
9 000 41,00t)
1 0.500 2.530,
3 -iO.OOC 50.000 80.000 13
3.CXX! ZTmO 68.000 68
.000 XOOO 2.500 V
rty h. group!. U ilc iij
> ■' 4(1(1 J400] 2 4<X) 7.21K); 16.1 26!
Dissemination of research (indinps'Snarmc wiordsrKjp octok le:
'o r 'n fin a »e‘® ''o n *e r*^ n c im i
000 5.000 1 1.000 1, 1.000 : 1 1.000 3.000; 8.000
000 4.000 1 tooo ! looo: 1.000 3.000 7.000
jrientalion oi Project Stall on
1 000 4.000
XX; 0.000
1 l.OOC OOC, 3.000 ■ 30C
r. DOC J.aoo
M2 2.30C ; MC
Workshop on oreoaration oi AWP 2 000 8.000 ... x ; i.o o o a.ioc ''4i
AWP >L R P'-rinar.ntion on SSA 1 1 OOC 1 ■'■xn 1 rooo 4.000, :> OOC' t-,000 "0.3OC
Mirrootar>ninq ^ School Maooino ijP bernon -/■ f no
'VA/f'fV-rKnt 1 oo(x:i 1 1000 1 OOC- s.ooo OOC 3.D0C 8.000
<jecehlralis€ic) olanning o<' IP sections iVVoiKsnops, -ter,;;rr’prtstiO '' ‘ieW •sstinr-;
Sharino 'Aynrt- Kio or) findiiK;*. nf
'f'c n 5000 2 1 000 4.000 2 1 000 2 1 000,
' ryin 5,000
3.000 ' , 00c '4
3.000 8.00''
I 000 4.000 1 ! 000 i 000 a.ooo, ' OOC
cducanonai BeveiODfnen: =!ar 'r 14 ;Sct)ools/GP/BlocKs
(\%ntehop.-'SeTTiinars0 5000 1 0500 05000 2 1 000 0000 2 • ooc 0,000 2.500 ; ■;«: .OOC _,ooc 5JMC ~.soc
1
0.000 '
-............... !
•?'30C C.QOO *.000 3iiac.
upgraaaiion'ProcuK-nieiv; ot M 'i lequaxnents 0.000 50000 0 000 0 000 1 5 000 oooo' 5.000 : ooc J.OOO i.OOO tQ.see !5.I>00
---------------------- ------------------- . . . . . . .. . . . . . -------- .
16 iMainlenarx:e of hardware 1 0000 1; 1.000 1 OOOO 1 1.000 ' 1.000 1 000 1 QOc‘ ?.000 acK- ooc. .000 xooo t.eeo)
f1 17 j Computer Consumatsles U5000 1 0.500 05000 1 0.500 1 0.500 0500 1 0500 2.500 ■ 50C .500 ' 50C 4.5M '.000; 14
!3 amemci UIXJI) U j OOO U(X)() iKa) OIXXI OOOO - ':. 'iOf’ ' '>W ’ .see. ’ .sen
,,, State lev(j wof.srejii in;-U<1or tM!S, 4 tor t^MlS in ftH.'ti v(N’r 1 U.400 u acx) c’ 0 400 1.600 1 20C: 'i ' 300 " ■ .20C 3.SOO s j» e 2e
2C i-evf.conierenteibc'tiiiCci!. .vornsi.opi j.vAA.' j.aoo oooo i ,1000 OOOO 3.000 i.oec
1 Training of MIS staff on rnode'n 'software 0 00!) 500C ■■ 5 Of .o - :3CK :.ooo u.SOO U.500, 0.500 !JOO x » o -
22 lExposure visi! of MiS personnets 0 500C‘ ' D.500 0 500C 9 50C’ ; 0 50C C.50C' 2.S0C 50C J.500. ; 0.500 1.SOO' 4.000 a
1jDocumentatron/ printing ana 'puiaHca&sns o' reports * o.ooo: voooo' 1 rooo' ’ 000 • coo ' 33C 4.00C ax' .000 ' i.OOO 3.900i 7.800
— -.5
1'Stanrg Workshcw of QlSE
24 1 reports at State level (2 at SPO. 1 tefeoonterenang
0.2000 ' 3 0.600 0.2000 3' 0 600 3 0 600 3 0600 3 0 600 3.000 aeoc Q.600 5 .3.SOO. i.a w 4 je o
2S , Development of software 0.000 2.0000 1 2.000 1 2000 1 2000 1 2000 8.000 : y>: r.'OOO I.OOC s.eeo ''i 0801
.Honaonng mroupr. 3RG anc- ! quarterly meetings
)
i
|fetonnonng and Supervtwon 0.000 0.000 0,000 "000 OMO 0.0«s
a!
i DevetODmeni anc proaucsior. c- monitoring and Evaiualion formats. ,.0000 I 1.000 1.0000 1 1.000 1 1.000 1 1,000 1 1 000 5.000 1 1 000 vooo^ *' • ODD' xa e o a.ag e
!
1.. . ._j
?Jl
VVoiMi 1 , ;2B suDe™sion a' ail i>!i"'v“r!ion' ,'10
,iraef¥eiiitoii-.,r it /' UK'n ,n ( OCX) 0 ■ 'W 4 50!? .:>:ir ■ o o c ■C 1 CXX! xoeo': ■.’ .S80;
1 1 Monitoring S Supervision 29 'fTA,I>A/HONORAR!UM
1 ILOGISTICS/CONVEYANCE )- 300C: • 000 ;;00C - d oco •! VX ~ x c - Xk< 'T.OO;, ■i.ooe 4,0C», 4 4.000 12.0001 29.00S J
1
*I 1..................................................
19.100 35.400 39.400 4a.40<j,
40C ;-'1 7DC 51.20C 46J00 86.200 1BS.6S0 3S7.300
2003-04 2 0 0 « 5 2005-06 2006-07 2007^8 2 0 0 ^ 2009-^0
Suo Tot3),. f ^ Physicai Financial Physical financial Physical Financial Physical Financial #2002^7> P^y**cal Financial Physical i Financial . Physical Jnit ,.os ‘ argef Outlay "ar^et Duttav ^arget
Oescnption or Activity
Srtlary- "f
Ssiar-. "• '.rf.:!,-(PedagoQv. ^lanmrtq General
ce r. - TC'?,
Saiarv ot Financial Aavisoi
i . lla rv of r.r, orrliii.i!of- )■ < < . r * - - ,
C M ■' 'V -
"?■ -r!njn!<.tra«v#i D ce-
2002-03
Physical Financial ’ arge’ Outlav "arget 3uHav 'a rg e i CXrflay Target Dottay Target Outtay
Pro/ect Manayemem
0 000 0 000 Q.OOOoooo
bOOO
0 000
6 000 6000 6000 24.000
3 000 12.000
OttiGrand ®hy.
Financial IOuttay ' 10\ (2002- '
. - - - - :......................... -L............ ............ _ ,1
•3 000 9.000
12 000 3S.OOO
;ooo ».ooo
800 S.400
60.000 2Ct
:• oo:.' 5.A0C 30fJ iAOO 10.800
E..'eruTi-.f-
' Sala^' ■’’ecnnicat Consultants
; » .Saiarv or AssJ Engjneef
14 Salary of Data Emrv Oi.n'rators
0 (X)0 ' 2000
uOOu 18000
"DO ‘ aOGO
0 000 1 ?ooo
2 iOO 9.600
1 1 200 4.800
0 000 0,000
i so t r.2oo
’ 400 ■’.200' 16.800
.ia iarv a: i- o ’M Unic.e-
20C 4.80C
3CXX) OOOO
0 000 0.000
C720 2.880
eOL- 7.200
1 1.200
1 l.BOO
1 1 200
1 1 200 1 200 3.600, 8.400
; .800 5.400 ii.400
: 60C "C.80C ’.S.OOt
_’0-D ^.600 M 400
■ 300 5 400
V 1.200
4 2.880
1 1 200, 3.6001 3.600 3|
— ------i1.880 8.640 il.520 -q
: 30C 5.400 12.600
baiar. ;; «rcjnia 4.80C ,20r, O.600 S40C
■.280 -JI.MO 34J
■ 320 ■',580 .'■•SO "f.2*0' 34.960 2fl|
.Rs
J---------------------------------------------------------
j 19 ‘ Salary of Slenoorapner 0000 08400 4 3360 4 3,360 4 ? 360 4 3 360 12 44C - 5 ; 04C - ; OiC "5 120 2 t.S «
1
"“i1j 20 Salary oi Oftice mss. O.tXK) U./200 o 4 320 6 4.320 6 4 320 6 4.320 17.280 e i 320 « J 22c ‘-.32C '2.MC
i
j ' .-jweepr, vVc,icnn-.,i .. - - I, J.CMO d .ymo. S 3,a»o 1-?.520 -I5.3SO■■ i
1
130!. Qc ...600 3.600 10.800: 10.800 ■J
! 23 LOrtiUl'JSi'C .I
v:oo:x. ■: - '.2i aoc :X'y' .5 ao(j 25.000, ’ 5.000 200.0001aii
j ?4 'S.llarv n( J! {[ ! . » Al! ^ r, (»'(i :uk)i) <x»i ’ff! ■' • ? mHj ‘m i , iXX) «.000 i 1.30011
j „ Saary ot Asst. Jireciof JEGS J. I ^ \AIE!
i
oooo 1 4400 1. 1.440 1.440 1 440 1 440 5.78C ■ ajlO ■A4C 44G h.320 10.8M: 7
! Salan,- o* “ ■rqram'^f : £GS !I 28 Ia IE) ' 0.000 1.2000 1; 1.200 1 1 200 1 1,200 1 1 200 4.80C ’ • 200 < '.200' - ■•.200' 2 jm a.400.
„ 'Salwv of Steno-cu.-n-OEO 'EGS & " |AIE) 1 0.000, a.a400. i. 0.840^ 0.840 ' 0.840 0.840 3.380 I o:B40 r 0.840 1' 0.840 2J20! 5JM '
_ ! Madia & Advocacy indudlnp 5 000C 5.00C 5 oooo' 5 000 5.000 ■5 OOC 5,000 25.00C £.000 5.000 n 3.(X» 1 S ^ 40.MSi
29 !Tele^Tone/Fa>. Charges__I _____
C2000 5'
,J..1.200 1 0000' 4 .1000' < 4,000 i 4 OOC ■: OOC ■:~.20C i.'DOr, d.OOO; 6 o.OOC i8.moi 3SJ0C H1
30 :t A0 A (or SPG staff 0.3000 ' 6 1 800 0 5000' 12' 6.000 12 6 000 12 fiOOC 12 5 000 25.800 24 2.000 - 2.00c 24 ; 2,000: %.aoo S-SJBC'1
MJ
31 i Vehicle Maintenance & POL 1 5000 1: 1.500 1.5000 4' 6 000 4 6.000 4 6.000 4 6.000 25.500 5 9 000 6 9.000 6 3.0GO ir m a . 52JKS' 132 iConangenc> .^5000 J.jOO 0.700C u. 4.200 4.200 b 4.200 to 4.200 19.800 12 a,4oo' 12'' 9 400 •2 8.40C 2 5 ^ ' 4&M0 &F
i3? j Consumaciei-, ; 500C i ooc :,:ooc- 203 4.20c -1,20C 3 4.20c iB.aoo, a.400 '■2 8400 12 8400 2&2OOI 4&000
— i
6^)1
134 B ooks , anc Jou.-ratt iof D^C 0 400: .; ooc nooc J ;x)C .3 OOC: ;voofi 4!X ,J 400 0,400 IJWO (JOO
_J
35 i Hiring of vetiides
i .- .‘ .2Q00’ 4' 4.800' 4' 4 800 - 4,800 i 4 80C '9J00 4 BOC- ■.acn 4.800 s i jm
36 !Fumlture/EquiDment for SPC 4 0000' 0000' 0000 0 000 1' 4,000 4 00(J 4.OOC: a.ooo' 0,000' 4Jm: *.000 !
__ jfctonlhty Revwv* meetings oi SRGs/Districts/interventionj 0.5000 121 6.000; 12 6.000 12 6.000 12 6 000 24.000 t2 6 000 ■*2 6,000' 12; 6.000' 1BJM 4..aoo 34;!
I 38 iPnnting ana puDiisntng i 2.0000 ) 2,000 1: 2.000 1 2.000, i. 2.000 8.000 1i 2.roo 1 2.00ft 1 2 .a » tMAi Mjieo ji
. -'X' : 'vvi ; a'K: * axi i v / . e.uoo : S)c 2 000 • :o c r s.ooo ■14,000 7
Iw 'atra''at'd M3.m<*nr...cr'f -;2,000 20.000 10
^Ctsl 4C.500 35SOO 95«0C 95,800 99.M0 427.700 140.M0 1 36.680 1 36.680 414.040 841.740
YEAR WISE CONSOLIDATED STATEMENTS FORPiR§PiCTlVi PUN U W E R § § A FRO M 2002-10
STATE COMPONENT (ORISSA)
,_r. ,_aK_a.3
2002-03
“ hyslcal Financial
2004-05 looS T"D e s c n p t io n o f A c f lv l t v
2003-04
Physical ‘ Financiali Sub Total
Physical Financial Physical Financial Physical Flnancia! Phystaaf F in m ic ia l »hy»4e»iTarget Outlay > Target , Outlay Target Outlay i ‘ Target Outlay , Target OuCtay Taroel OuHay
SiibTalal ^ 'T m « H I{2wr.ie* , i
_________ __________ _ 101 I
H4aB«enance a f O tlic e /S IE M T ^ ! l)u ild in g ( in c lu d in g c o n s tru c t io n
• o r t B . a te a n a tv . w s m & san ita rv 'c o n n e c tio n s . lOQistics e tc .)
; , B w w B W H io n /E x te n s io n o f O P g P A I jb u ild in g
I , !T ra in«)Q m J E s oruT>rHl<;iii
I i
0000 4 0000
3.000 ',0.0000
n?oo'
20.0X BO.OOO'
QOOO: 20 .000 ,
2 0 .0 0 0 1 0 0 .6 0 0
10.0001 20.0M 40.000
30.0M aejieo
IiSs
Rs . i n Lakhs .
200*-®6 2806-0:’ 200B-09 2009-1C
Descrtption o( Aclivit/ Physical■"argev
FinancialDutiav
Sue TotalPhysical Financial Physical Financial Physical Financial Physical Financial (2002^7) Physical Financial
Tote‘ Grand
T a rg e t O u tla y Targe! Outlay Targe* Outlay
Commur'rty Mobilisation
Target Ouliay
SubTotti . T 1Physical Financial : Physical , Financial (2007-10) !'arget 3utta> “ arge- Dutlay * ' ‘ j.
Training to DRG members on
^ . State Level Workshop on womrr^untiy
0 7500
' ' -^000
1 0,^50
10 7500
^4000
0000 ■I 0 400 1 000
0.000 0 400
o.ooc
1 0 400 3
0.0001200
0.750
2.300 3
0000 1 200 2
o.oooi
0.800 1
oooo:
0400
0.000,
2.400|
Q.750
5.200' f g
^'^Dar3l!or‘ rc ' .VECyMTAs/FTAs
' XKX, - :>Gi ; .JQ0C‘ C O.QOC 000 ■. 300 o.ooc 2.IW0 j.OOC : ooc' o.ooc' s.ooo' i.aoo■ ' H
3,50(|~ra<ning to ORG nemDt'-rs Of i
'v'ECs/MTAa/FT
»i i xn<)suf<‘ VI?.11 <i( I
8 Workshop on SSA (PR! interface)
' x o o n 0 000 onoo I ooo' 0 000 1500
i . W2,100|
1 M O;
2.250
O.OCX) oooo 1 1 ooa 1.0001 3.500!
0 ISO/,
04500 i 0 4bu 0 45CXJ
C X f i
■i 0.450
:i (X U
•i DOO
■■ c»o
IK ittI
0 45C
5 000* :t 0 4f(0
11 !*»)
1 0.450
n
1
0 ooo'0 450
11 IXH!
0.450
"^o o b ' ...0000,
;) !liX'.
0.000. 1
o.ood '0.45oj '
,) (*K)
0.450,
OOOO!o'odoi'
.iiXXi
a.ooo
a.ooal0.450|
3*0013.450
'(LilbbI'2.M0j
: 100
l .T fK .
■’ !xx |i
‘-.ooci..... - i
■ State Level Women convention ' i Worhsnops eic ,
no-r-C' C- 300 T -300 DOCC 0 500 1.500' 0.500' 1' 0 500' 1- 0.500' 1.500' 3.0001
e.ocoj
'■-ainiesc'..J D r ' . ' c u , ' . ■ Saraoanchs
,, iVtonmfy Review c ‘ ’ SRGs/DRGf
Teleconferencing on community MCDJiisaito:
1 OOOij .X/C ! ;:XXK' ■'..xx: GOOC’ 0 000, 0.000 2 000 1 1 000 ; 000—I - - i -
Q.'DOC,1
-.,300 :.ooo ' oocj
1 C.,x:i
i i i o . o j
V'£C&:■ 40CX' IXX’. : x c ooc 0.400
_______ i ^ . _____' -ooc:
11
: ooc ::iooo' 3.000‘I
0 400 '■ ooq
14 Press Release 0,1000 4 0,400 0.000 0.000 4 0.400 o.aoo, 3j 0.300 3, 0.300| 3, 0.300| 0«00, ;.roo, '0 0 ( j.......i
\trr^sac.iht- .. ctsyfS'e- - 219-' ' .X3C! 0 30c' 0.220 5 . W
- - 1- --
0 440 oooo' ooocy D,44o! r io o ' s.occj
i6 Printing oi new fetter C 00C2 JOOO 300COOC. 0 600 0.000 3000 U.600 1.200 O.'JOf’ C.OOO, 3 iX €1 i'SOO.1-f-
3.60C1 aoom
' Impact studies on community ' •^oihsatio^-
0 5000 oooo ’ 000 ^■;oo 0 000 0 000 0 50011' 0.500 o o o d
-~-1 ................. :■ - ■D.OOO,
i
OOOOl o.sool 1.000 2.00C- ._ i
,... vVorKsriop r:':' 3e‘v'^p-'>er- , rosters leaflets ptc on C M
: oa: ■ i.xx . J45C GOOO c.ooc 0.450 j.OOO1
,’ 4501
i,4S0 0.900
12 .00c|
-1 ryyyy 0T)0 1 r><i ■I 000 1 T 000 0 000 6.000 0 000 O.OOO! O.OOOi 0.000' B.OOO 2.000|
_;OCJ^erU«UOi yOOO■ J ( ; - . o c ; : 'jOc x c ‘
i;.ooo ,'.300
........... ?
: ooc|... — ^
^ , Preparation oi audio cassettes on '■ m )0 0 o a :) nooo 1 ! 000 0 000 1.000 o o o o 0.000 O.OOu; 0.000, 1.000 ■ o o d
'■ a;a-'- . .3 0 C ;,.a2>: 35.,4ie 5.341.: 2.50C -;.25c'
i■2.290 -!7 ,'00 j
YEAR WISE C O N 5U L IU A I t u 1A 1 tw i tM . r o K PERSPECTIVE PLAN UINDER SSA FROM 2002-10. .. c*T-,»i.-rT” jr%OtQCA'
STATE COMPONENT (ORISSA)
1 OescriDtton ot Activifv 1 NC-j
...nit Cos'
iOOI-OJ
Physicalarae
FinancialDuilax- Orif Cos!
i003-04
Physical“ arget
FinancialDutiay
2004.05
Physical Financial*arge* "utlay
o » ^
Hnysicai Financial "farge Outlaw
Physical Financial Targe' Outla\
iuc 'Otar (2002-071
2WS7-08
PMysicai ‘financial T arge! Quiiav
200M 9
Physical Financial Target Ootiav
Physical Fir»t«3al Tarflet CWUay
Sul: T o t a l
(2007-im '
..... " T o s r ’ ia a n e P'-y.
Total ('Dyi'; Target '01 i-2002-
10)
• Saiarv o’ DirectO' SlEMT' Tc. i OOOC C 3000' i 1 20<0 4 1.200 d \20Q i 1 200 4.SOO 12 3 500 ■2: J.800, I2i 3.600' iQ.aoo 1S.60CI 52
.......... .. ■ ' f *1 Sauan< oi Addtuonal Qireoor (2 1 0000 02500 8 2 000 8 2 000 & 2.000 a 2.000 3.roo 24 §.00C' 24' 6.000 24, 8.0(»; 1 8 ^ 1 2S.00T. 104
------ , ....... ._.. - .. . . ... ^ _ ■ r- 11 , Salary of Assi. OirecsDf ;P;arsning, ! £ % M) !2 nos' 0.000 0.200C 4 O.800 4, J.800 - .aoc; s n.STO 2.2QC ;4 4 30C ja 4.900 24 4.800, 14.400^ 17.800 a t
1 ■
1 /Kesearch X Ertni ■■:n nos)j ..... , . . .
,i i;iKi .; , ' m ■ ■. ' 4’H'- 9,600 •4 4 .■4 4 800 M.4SG 24JOO' 12C
I
j 5 , Salary 0! “ 'ogranmef '*j) QCK' '■ 'c j o : ’ ■ i o i ; ■ ' ' 200 2'y i ' 20C 4. BOO ' 20C ’ .J ■ 20c ■ 2 ; .200' 3 j a e 8.400 «
1 6 Satarv O'~'Birnnr >iss . .. ro; 0 OOC ' 1000 ■5 ■ 20C-' ' 200 *; i 2f.>' •2 ' 2iX 4.80u 36 '.!.60C’ 38' 3.300 36 3600 10.800 1SL800 '5€
iI ' Sawrv O' Lcrw^;’ ■ V.' !
0 ' ’Ov" r lO'OO 12 1 200 12 1 200 ■' 1 200 '2 1 200 4.800 •>2 '2 0 0 ■2 2 X 12 .200 :i.600 S.400 3A
f Salary ot uaui bnuj ^per;nof » i .1 000 (' !XilXi 0 i'm l i 'J . 20 - ...880 fc . Z\. .2 'J.720 :2 0.720 2.180 b.t)40 (H4
t --------
j 9 Saiar/ 0* Stenograorier (3 (X3S) - - ;.36£' -4 66C' 24, ■ S80 5.040 _.400 12c
1
j 10 Saary or Office «ssi j2iW6| :} j ( x : :: i^C< ■: - ; r ... .: : -:c ",S8C 4 ias'. ':4 440 24 ' 44C 4.320 ■’ .200 12C
S a l a r y o f f>eo«W<'3tchmar>-a/rn- ; s w e e p e r (2 nos)
D.OOO ;040c 12 Oisn ■" 0 480 1/ 0 48C 12 0 48C •S.S20 24 ■' 960 24 0.960 24: 0.96Q 2 j m 4.aaoi iz t
^ ■ P la n n in g . P r o g r a m m e C o m o o n e n I
3. Mwasemeni ior SIEW^ 0 0 0 0 ’0.0000 0 000 0 000 o o o o 0.000 0.000 ’■ ItlOOO, ! ; 0.000 1 10.000! ».oooi 30.000, ::
i, , |ResrarcJi ano Evaiuaoon and
educational finance forSIEMT0 .000 , 10.0000, 0.000 0.000 3 OOL. .) OOC' 3.00C ’fi.ooo •0.000 10.000; 30.000 30.000 3
C 0risurn3O*€ & Conenegncte ' ■ including T« t3A tor SIEMT
1
0 i » C . : , O T €
'
r OOC zcoo 2 . OOC: 2.30C !,0(k: , :o o c - 2.000: : 2,C»0’ S.SOO 14 .9 00 ' 7
IS ramfic 10. 'aiEf* ■' oooo ■0 0000 0.000 o o o o 0.00'' o o o o 0.000 1 10 000 1 10,00c 1 • o .o o t f 30 j m 3
T o ta * 0.000 5 4 '6 0 1.1 760 ’ 4 .76C 14 7SiJ 59.04C S2.00C U .O O D S2 J B 0 r a f i j x n 24S .iM 0 :
■ A d d it io n a l P r o p o s a l l a S S A m a ll J O d i s l n a s u t O n s s it i-------------------------------------------------------------------------------------------------------------------------
NIEPA DC
M I M M H i lD11731