File

SARVA SHIKSHA ABHIYAN (HIMACHAL PRADESH)
MICRO
STUDIES
COMPLETED
DURING- 2006-07
MAIN FINDINGS OF THE MICRO STUDIES
1
LIST OF MICRO STUDIES CODUCTED
DURING 2006-07
INDEX
Sr.
No.
Contents Page
1.
COHORT STUDY AT PRIMARY LEVEL IN FIFTEEN
SCHOOLS OF BACKWARD AREA PANCHAYATS OF
DHARAMPUR EDUCATIONAL BLOCK
DISTRICT SOLAN (H.P)
1
2.
IMPACT OF IN-SERVICE TRAINING ON TEACHERS
PERFORMANCE AT ELEMENTARY LEVEL IN
EDUCATION BLOCK NAHAN, POANTA,
DADAHU AND SARAHAN IN DISTRICT
SIRMOUR
7
3.
AN EVALUATIVE STUDY OF MULTI GRADE
TEACHING SYSTEM IN PRIMARY SCHOOLS IN
DISTRICT SIRMOUR
10
4.
EDUCATION BLOCK CHAMBA, BANIKHET,
MEHLA & TISSA IN DISTRICT CHAMBA
13
5.
MULTIGRADE TEACHING SYSTEM:AN
EVALUATIVE STUDY IN DISTRICT CHAMBA
16
6.
EDUCATION BLOCK AMB, BANGANA,
GAGRATE-1, UNA, DISTRICT UNA
22
7.
EDUCATION BLOCK NADAUN,HAMIRPUR,
BHORANJ, BIJHARI,SUJANPUR, IN DISTRICT
HAIMRPUR
26
8.
EDUCATION BLOCKS BHAWARNA,
27
2
BAIJNATH, CHADHIAR,DADA- SIBA,
DHARAMSHALA, DEHRA, FATEHPUR,
JAWALI,KANGRA, NAGROTA BAGWAN,
NAGROTA SURIAN, PALAMPUR,
PANCHRUKHI, RAKKAR, RAIT , NURPUR
&INDORA IN DISTEICT ANGRA
9.
EVALUATIVE STUDY IN DISTRICT KANGRA
28
10.
DISTRICT BILASPUR
29
11.
EVALUATIVE STUDY IN DISTRICT BILASPUR
32
12.
SURVEY OUT OF SCHOOL CHILDREN IN
SHIMLA TOWN
34
13.
Major Findings of Learning Achievement of
Students of Class 5
TH
Under

Mid Term
Assessment Survey Conducted by the NCERT New
Delhi in Eight Districts of Himachal Pradesh in the
month of March 2006.
36
14
MULTIGRADE TEACHING SYSTEM IN DISTRICT
SOLAN:- AN EVALUATIVE STUDY
15
TO STUDY THE STATUS AND IMPLEMENTATION
OF MID DAY MEAL(MDM) IN DISTRICT MANDI:
AN EVALUATIVE STUDY.
16
MULTIGRADE TEACHING (MGT)A STUDY IN
DISTT. MANDI.
17
DISTRICT MANDI
3
18
Role of VEC. And its participation in School activities: A
Study of Mandi district.
19
To study the availability and utilization of teaching Learning
Material (TLM) in Schools:-A study in the District
MANDI
20
ENROLMENT TRENDS IN GOVERNMENT &
PRIVATE SCHOOLS OF NAHAN & PAONTA
BLOCK OF DISTRICT SIRMOUR.
21
HOME BASED EDUCATION PROGRAMME IN DISTT.
SIRMOUR OF HIMACHAL PRADESH - AN
EVALUATION
SIRMOUR.
22
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24
OUT OF SCHOOL CHILDREN:
A Case Study of Karsog-II block of District Mandi
4
COHORT STUDY AT PRIMARY LEVEL IN FIFTEEN SCHOOLS OF BACKWARD
AREA PANCHAYATS OF DHARAMPUR EDUCATIONAL BLOCK
DISTRICT SOLAN (H.P)
IMPACT OF IN-SERVICE TRAINING ON TEACHERS PERFORMANCE AT
ELEMENTARY LEVEL IN EDUCATION BLOCK NAHAN, POANTA, DADAHU
AND SARAHAN IN DISTRICT SIRMOUR
AN EVALUATIVE STUDY OF MULTI GRADE TEACHING SYSTEM IN PRIMARY
SCHOOLS IN DISTRICT SIRMOUR
ELEMENTARY LEVEL IN EDUCATION BLOCK CHAMBA, BANIKHET,
MEHLA & TISSA IN DISTRICT CHAMBA
MULTIGRADE TEACHING SYSTEM:AN EVALUATIVE STUDY IN DISTRICT
CHAMBA
ELEMENTARY LEVEL IN EDUCATION BLOCK AMB, BANGANA,
GAGRATE-1, UNA, DISTRICT UNA
ELEMENTARY LEVEL IN EDUCATION BLOCK NADAUN,HAMIRPUR, BHORANJ,
BIJHARI,SUJANPUR, IN DISTRICT HAIMRPUR
ELEMENTARY LEVEL IN EDUCATION BLOCKS BHAWARNA, BAIJNATH,
CHADHIAR,DADA- SIBA, DHARAMSHALA, DEHRA, FATEHPUR,
JAWALI,KANGRA, NAGROTA BAGWAN, NAGROTA SURIAN,
PALAMPUR, PANCHRUKHI, RAKKAR, RAIT , NURPUR &INDORA
IN DISTEICT ANGRA
KANGRA
ELEMENTARY LEVEL IN DISTRICT BILASPUR
BILASPUR
5
SURVEY OUT OF SCHOOL CHILDREN IN SHIMLA TOWN
Major Findings of Learning Achievement of Students of Class 5
TH
Under
Mid Term Assessment Survey Conducted by the NCERT New Delhi in Eight
Districts of Himachal Pradesh in the month of March 2006.
MULTIGRADE TEACHING SYSTEM IN DISTRICT SOLAN:- AN EVALUATIVE
STUDY
TO STUDY THE STATUS AND IMPLEMENTATION OF MID DAY MEAL(MDM)
IN DISTRICT MANDI: AN EVALUATIVE STUDY.
MULTIGRADE TEACHING (MGT)A STUDY IN DISTT. MANDI.
ELEMENTARY LEVEL IN DISTRICT MANDI
Role of VEC. And its participation in School activities: A Study of Mandi district.
To study the availability and utilization of teaching Learning Material (TLM) in Schools:-A
study in the District MANDI
ENROLMENT TRENDS IN GOVERNMENT & PRIVATE SCHOOLS OF
NAHAN & PAONTA BLOCK OF DISTRICT SIRMOUR.
HOME BASED EDUCATION PROGRAMME IN DISTT. SIRMOUR OF HIMACHAL
PRADESH - AN EVALUATION
SIRMOUR.
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OUT OF SCHOOL CHILDREN:
6
MAIN FINDINGS OF MICRO STUDY
Study No. 1 COHORT STUDY AT PRIMARY LEVEL IN FIFTEEN SCHOOLS OF
BACKWARD AREA PANCHAYATS OF DHARAMPUR EDUCATIONAL
BLOCK DISTRICT SOLAN (H.P)
Main findings and implications
4.1 Brief Resume:
Main objective of Sarva Shiksha Abhiyan is to provide useful and relevant
elementary education for all children in 6 to 14 age group by 2010. Focus on
elementary education of satisfactory quality with emphasis on education for life is
the other goal. The main thrust of SSA is to on bridging of gender and social gaps
and a total retention of all children in the schools. Within this frame work, it is
expected that the education system will be made relevant so that children and
parents find the schooling system useful and absorbing according to their natural
and social environment. Himachal Pradesh Government is making all efforts to
achieve above set targets by providing all facilities. However, the success of any
programme depends on its efficiency. The efficiency of an education system can
be assessed with the help of various educational indicators.
The present cohort study at primary level in backward area of Dharampur
educational block of district Solan is an effort to measure the efficiency of
education system with special focus on backward area and gender disparities. For
collection of data, two profiles, school profile and student profile were developed
on the analogy of Cohort Study at Primary Level in Four District of HP (1998-
2005) conducted by SCERT Solan. The data has been collected from 15 Govt.
Primary Schools of 3 backward area Panchayats of Dharampur block. Total
students which comprised the cohort were 121.
4.2 Analysis and Data Management
Analysis of data has been done on the basis of data collected
through two profiles, taking into account various indicators of the efficiency of the
system. The educational wastage has been calculated in terms of cohorts of pupils
who enrolled themselves in class I in 1999-2000 and followed up in subsequent years
till class Vth for combined and also for boys and girls separately. The major issues
have been presented in tables or graphs for convenience.
4.3 Main findings:-
On the basis of analysis and interpretation of data following results
and findings emerged.
7
4.3.1 Indicators of Access:
All schools selected are located in backward area panchayats of Dharampur
Education Block.
All schools under study are co-educational.
47% of schools under study follows winter calendar and 53% follows summer
calendar. Climate of the area is the basis for adoption of particular academic
calendar.
Access of primary schools in the area is within the walkable distance of 1 to 2 km.
only 2 or 3 habitation have walking distance of more than 2 km.
Majority of schools i.e. 93% have Pucca School building in the selected area only
1 school which comprises 7% is partially pucca. None of 15 schools have kuccha
school building.
87% schools have more than three rooms. There is no single room schools in the
selected area.
All the P. schools in the selected area have two or more than 2 classrooms.
14 out of 15 selected schools which constitute 93% have toilet facility. Very few
schools have separate toilet for girls. There is no provision of separate toilet for
staff in any of the school.
Drinking water facility is available in 87% of schools. 2 schools (13%) in the area
need drinking water facility.
Majority of schools do not have provision of electricity.
Few schools have playground facility.
4.3.3 Staff Position from 1999-2000 to 2005-2006 in Selected Schools.
Sanctioned strength of teachers in all the selected schools remained constant
during 1999-2000 to 2005-06. Percentage of teachers in position shows increasing
trend from 1999-2000 to 2004-05. It shows sudden decrease in 2005-06 when it was
83%. Average vacancy throughout cohort comes out 10%.
Female teachers comprise 35% in selected area while % of female teacher in
Education Block Dharampur is 63. 50% of teachers working are professionally JBT.
Teachers with B.Ed. qualification and others comprise 40%.
8
Percentage of Vidya Upasaks in selected schools show increasing trend which
was 23% in 2005-06.
4.3.4-II Indicators of coverage
Majority of students took admission at the age of 5 being the entry age in HP.
Mostly, students get admitted either at the age of 5 or 6. Admission in Ist class
allowed to the age of 11.
Tendency of late admission has been observed same between Boys and girls in the
selected area.
In depth study shows that tendency of late admission among girls of SC category
is up to 76% in the area under study.
4.3.4 (ii) Gender wise Enrolment of Students in Grade I.
Percentage of girls enrolled in Grade I in selected area schools was more than
the boys which shows healthy trends in girls education.
4.3.4 (iii)Category wise distribution of enrolment shows that %age of girls
enrolled in Grade-I of S.C. category is less then those of boys while it is higher
among general category girls.
There was no student from S.T. and OBC category. It can be inferred from the
above that category wise enrolment is just proportionate to their population.
4.3.4 (iv) Age at the time of completion of primary stage.
One third of the total students completed their primary
cycle in 5 years out of 121 students of cohort. This means that 2/3 of the students
stayed for more than five years due to stagnation which reflect a very high degree
of repetition in these schools. Overage due to repetition is one of the reason for
dropout at primary level.
4.3.4 (v) Percentage of graduates of 1999-2000 cohort is
95.9 and those who could not complete the cycle was 4.1. Among the successful
completers girls %age is 98.5 whereas that of the boys is 92.1. This indicates that
girls are doing better than boys in the selected area.
4.3.1 Transition rate of students from class I-V in selected schools.
Transition rates were measured in terms of promotion, repetition and drop out
rates. Following are the observations on the basis of transition rates.
4.3.5 (i)
Promotion rate in the year 1999-2000 was lowest i.e. 75% and repetition
9
in the grade I was as high as 25%. There is a subsequent rise in Promotion rate as
we go higher to grade Vth which registered promotion rate 96% and repetition to its
lowest ie.. 2%
Dropout was noticed mainly in repetition years.
Promotion among boys was registered lower than to girls and repetition rate vice
versa.
Boys dropout rate is quite high than the girls in selected area which
further indicate for healthy trend w.r.t. girls education.
4.3.2 Indicators of efficiency.
4.3.6 (i) Input out ratio
Input output ratio in the selected schools is 0.85 which means that system is
efficient to the extent of 85%
The system showed greater efficiency in respect of girls i.e. 90% than to boys
which registered 78%.
Combined wastage come out 16%. It was noticed higher on account of
boys (22%) than girls which account for 10%
98.5% girls continued their study and completed Primary cycle.
Dropout rate in case of girls was 1.5%
As compared to girls 91.1% boys completed primary cycle.
Dropout rate among boys was 8.09% in the selected area which is a matter of
concern.
4.3.6 (ii) Input per graduate
Input per graduate of 5.9 yrs refers that the system is taking 0.9 years more than
normal 5 years to produce a graduate which means 15% wastage.
Wastage ratio of 1.18 reflects that it is higher by 0.18 than to ideal ratio of 1.
Wastage on account of boys was to the extent of 20.5%
Wastage on account of girls is just half (10.4) to that of boys.
(i) Wastage Ratio:-
Wastage ratio w.r.t. boys are 1.28 and girls is 1.12. This shows higher inefficiency
in case of boys than to girls.
4.3.6 (iv) Wastage on account of Repeaters
10
Wastage on account of repeaters was more i.e. 79.8%
Wastage due to drop outs had been 20.2%
Wastage computed separately for boys & girls reflect that wastage among girls
was more due to repetition (94.6%) than to boys (71.6%).
Wastage among boys on account of dropout is higher as compared to girls
Tendency of drop out has been observed more in boys than to girls
Dropout is after 4-5 years schooling caused due to stagnation.
4.3.3 Average duration of stay
4.3.7(i)Average duration of stay of graduates dropouts & cohorts
Average duration of stay of cohort is below the average duration of stay of drop
out while at the same time average duration of graduates was 5.61 years. This
implies that repeaters have contributed a lot to wastage.
Wastage on account of dropout is very small in case of girls and due to
repeaters high.
4.3.4 Cohort survival & dropout
Cohort drop out combined was noticed double in II grade.
Cohort dropout in case of boys has been showing increasing trend i.e.
1.8% in 1
st
to 1.9 in Vth.
Cohort drop out among girls is only in Grade-II. In all other grades
survival was 100 percent.
4.4 Implications:
On the basis of the findings of the present cohort study with special focus on
backward area schools, following observations/suggestions can be made for
improving efficiency of the system and do away with regional imbalances.
School building of left out school may be replaced with Pucca school building on
priority through SSA intervention.
All schools be provided with toilet facility, where needed
Few schools have separate toilet facility for girls. This problem needs
to be addressed on priority in the selected area.
Provision of drinking water be made in all the schools of the area on priority.
All schools must have electric connections so that latest technologies may be used
in classrooms.
A few schools have playground facility. Playground facility be made available in
all schools for overall development of children in schools.
Vacant posts of teachers may be filled in the area on priority.
One fourth of the students enter in the schools at the age of 6 or more. Entry at the
age of 5 be made compulsory so that target of UEE could be achieved. Parents
may be motivated to enroll their child at the age of 5 through community
11
awareness programmes.
Facility of ECCE be provided in all the villages
Wastage on account of repetition has been noticed very high in the schools under
study.
Detention is working as a negative incentive that does not promote learning and
develops in unfavorable attitude towards both teacher and education. One other
reason for drop out can be attributed to stagnation of a child in different grades.
Teaching community may be made responsible to locate the fault and
take corrective measure to ensure normal school situation.
The teachers must be trained and equipped with tools to diagnose the problem of
the students and provide remedial teaching to slow learners.
New strategies of teaching, competence based education and activity based
teaching, teaching learning materials, expansion of ETV programmes will provide
an impetus for joyful learning and retention.
Teachers may be made free from other duties such as electoral roll preparation,
census, surveys, election duty etc. so that they may contribute maximum in
classrooms.
Sarva Shiksha Abhiyan being implemented in Himachal Pradesh and all other
states of the country from 2001 envisages all the strategies in it. Only the whole
hearted and psychological participation of students, teachers and parents is essential
to improve the efficiency of an education system.
12
Study No.2 IMPACT OF IN-SERVICE TRAINING ON TEACHERS
PERFORMANCE AT ELEMENTARY LEVEL IN EDUCATION BLOCK NAHAN,
POANTA, DADAHU AND SARAHAN IN DISTRICT SIRMOUR
MAJOR FINDINGS OF THE STUDY:
According to the perception of educational administrators of elementary teachers
on teachers performance the following changes were reported;
Generally 42% attitudinal/behavioral changes in Primary and 48% changes in
Upper primary teachers were reported.
Generally 67% primary teachers and 36% upper primary teachers use TLM in
their classrooms.
Normally 17% primary teachers and 18% of Upper primary teachers develop
lesson plan for teaching.
Generally 11% Primary teachers and 85% Upper primary teachers maintain
teacher diary.
Mostly 85% teachers solve the pupils problem by examples and sum up the
lesson by blackboard summary and by oral evaluation.
Generally 96% elementary teachers assigned Home work to the pupils and
only 4% did not apply the home work method.
Teachers perception to training:
Teachers admitted that in trainings many concepts become clear due to the
resource person and methodology. This change was 5% in primary and 49%
among upper primary teachers.
Classroom teaching Method: In primary section about 56% teachers and 49%
upper primary teachers use lecture method. It has been reported that 42%
Primary and 19% Upper primary teachers use TLM.
Teachers reported that lecture method is the widely used method of teaching in
Elementary schools.
It was reported that after training the attitude of teachers towards TLM has
13
changed by 35% in Primary teachers and 20 % in Upper Primary teachers. The
TLM is being effectively used in classrooms. After teacher training, different
teaching methods are also employed by teachers in the classroom.
Teaching methods used by teachers in the classroom in teaching (Hindi):
Generally in teaching Hindi 10% teacher use TLM in primary schools. Where
as it is 13% in upper primary schools. 19% teachers in primary schools use
teaching aids whereas 15% teachers use these in Upper primary schools.
Lecturer method is used by 15% teachers in primary schools and 21% in
Upper primary schools. Play way method is mainly used by the primary
teachers. Activity method is preferred by 49% primary teachers and 9% Upper
primary teachers.
Teaching methods used by teachers in the classroom in teaching English
Generally in teaching English 19% teachers use teaching aids as compared to
26% teachers in Upper primary schools. TLM is preferred mostly by Primary
schools teachers. Lecture method is mostly used by upper Primary schools as
well as primary schools teachers. Play way and Activity based methods are
preferred by primary schools teachers as compared to upper primary schools
teachers.
Teaching methods used by teachers in the classroom in teaching Mathematics
TLM is used by 12% primary schools teachers and 16% Upper primary
schools teachers. In teaching Mathematics play way method and activity
based method is used besides declining lectures. Play way method and activity
based method if preferred by primary teachers.
Teaching methods used by teachers in the classroom in teaching Social Science
Generally TLM is used by 20% primary schools teachers and 9% Upper
primary school teachers in teaching social science. Teaching aid is preferred
by 46 % primary schools and 20% Upper primary school teachers in teaching
Social Science. Play way method and Activity based method is used mainly by
primary schools teachers. Lecture method is widely preferred by Social
Science teachers.
14
CLASSROOM OBSERVATION
During the classroom observation of primary teachers it was found that, introduction to
lesson was provided by asking questions by 91% teachers, 57% teachers use TLM ,65%
teachers use Black-board, adequate questions had been asked by 68% teachers, students
were sitting in straight lines in 81% schools. The role of the teacher was found as
assistant in 85% schools. Home work was assigned by 96% teachers. Evaluation was
done by oral methods. 79% Upper primary Teacher introduce the lesson to pupils by
recapitulation and examples,21% teachers use TLM effectively, 94% teachers use
blackboard and 75% by the teachers and students, 84% students were asked adequate
questions during teaching, 83% students were found sitting in straight lines, 87%
teachers resolved hard spots of the students by giving examples. Oral evaluation was
done by79% teachers, and home work was assigned by 82% teachers.
The following suggestions were made to conduct the study in this area.
Impact and effect of in-service training on the performance level of secondary
school teachers.
In-service teacher training and classroom behavior of teachers.
In-service training and its impact on the achievement of pupils.
In-service teacher training and girl education in District Sirmour.
Effectiveness of in-service teacher training in different educational blocks of
District Sirmour.
Attitude of Elementary teachers toward in-service teacher training.
15
Study No. 3 AN EVALUATIVE STUDY TEACHING SYSTEM IN
PRIMARY SCHOOLS DISTRICT SIRMOUR
FINDINGS, EDUCATIONAL IMPLICATIONS, CONCLUSION &
SUGGESTIONS.
In two teachers schools one teacher attends to grades I, II, & III and the other
handles grades IV & Vs and separate classrooms are being used by them.
Flexibility in seating arrangement occurs in most of the schools; only in a few
cases students sit back to back rows.
Almost all schools have proper space for sitting and flow of naturals air and
light is adequate.
Preparing and using time table is not prevalent in schools and nearly half the
schools have learning corners for self study by the students.
Very few teachers are using lesson plan for teaching but maximum number of
teachers make groups of students according to different level, age and ability
of the children.
Maximum number of students takes part actively in the process of teaching
learning and they are well prepared for learning before presentation of the
topic.
Syllabus of all classes is not completed in all schools and some pay more
attention to only V grade.
Most of the teachers prefer to take same subjects for teaching two or more
grades simultaneously but some also take activities for one grade and a subject
for other.
Teachers do not have sufficient training of Multigrade teaching situation, they
have received a little training in SSA.
Separate handbook for teachers working in Multigrade schools has not been
distributed.
Monitored system and use of higher grade students is frequently used in
almost all schools.
16
A good quality self learning material is not prepared but prepared but some
material is used in most of the schools.
Teacher Dairy is not in use in most of the schools.
Remedial teaching of some kind is in practice in nearly half of the schools.
Teachers in MGT situation overloaded.
In all the schools alternative teacher is deputed by education department in the
absence of teacher and the school never remain closed.
Most of the teachers use different teaching methods and skills for different
subjects.
Less than half of the schools have teaching learning material prepared and
using TLM and teaching aids.
Teachers are not trained for activity based teaching and play way methods.
Nearly all the teachers assign homework and class work to the students and
regularly evaluate it.
Educational Implications: -
Multigrade schools are an efficient means of providing basic education and
utilizing scare educational inputs such as trained teachers and material in
thinly populated areas. These schools a can benefit girls by helping ensure that
schools are located closer to home. Students learn to learn and learn to teach
through independent enquiry and peer tutoring. Students and teachers develop
a strong relationship over time which helps in assessing the student and
adopting appropriate teaching strategies.
Teachers are teaching more than one grade at the same time and have to cover
entire syllabus of all grades with in a year which is practically very efficient.
Thus teachers feel overburdened all the time and create. Lack of interest
among them. Inadequacy of teaching learning material affects the achievement
of students.
When grouping in a Multigrade situation the problem of homogeneity arises
which affects the learning achievement?
17
SUGGESTIONS:
Improvement in classroom management and school management.
Time management by constructing time table of each class showing subject
and activities.
Organizing self directed learning with using self learning materials.
All four corners of the classroom should be developed as activity or learning
corner and self learning materials should be kept in these corners.
A separate curriculum should be designed for Multigrade schools and separate
text books should be developed to fulfill the needs of learners.
Training in Multigrade context should be imported to the teachers.
Hand book about the Multigrade teaching pattern needs to be developed and
supplied to each teacher.
In the present Multigrade situation the conditions favour mono grade situation
the teachers giving very good results in pathetic and negative situation to be
rewarded.
18
PERFORMANCE AT ELEMENTARY LEVEL IN EDUCATION BLOCK IN
EDUCATION BLOCKS CHAMBA, BANIKHET, MEHLA & TISSA OF
DISTEICT CHAMBA
Main findings and implications
Teachers:
50% Primary Teachers have got 20 days in service training in these selected
Blocks.
97% teachers in primary and 99% in Upper Primary accepted that there is an
improvement in teaching skill after training.
29% at primary and 36% at upper primary improved their teaching skills by
using different teaching technique learned in training.
41% in primary 35% in upper primary teachers responded that with the help of
TLM they improved the teaching in the class room.
30% in Primary & 29% Upper Primary accepted that their teaching was
improved through detail elaboration of hard spots in different subject in the
training.
53% in Primary & 79% Upper Primary used lecturers/demonstration method
before getting training & remaining 47% in Primary & 21% Upper Primary
used activity based teaching in the class room.
79 % in Primary& 53% in Upper Primary used TLM in their class room
before getting the training & all the teachers. (Primary &Upper Primary)
responded positively and used TLM effectively in the class rooms after getting
training.
All the Teachers (Primary & Upper Primary) agree that they are using
different techniques in their classroom viz lecture/ demonstration method,
Activity based teaching, use of TLM, Practical work etc.
Classroom Observation
19
31 % in Primary & 65% Upper Primary school covered under this study
shows mono grade teaching while 69 % in Primary & 35% in Upper
Primary schools are in multi grade teaching situation.
It has been observed that 90% in Primary & 30% in Upper Primary start
their topic from known to unknown. 69% in Primary & 40% in Upper
Primary starts their topic with re capitulation of the pervious topic. 28%
Upper Primary teacher starts their topic with some reference. However 1
% in Primary & 2% in Upper Primary starts their topic directly and
abruptly.
38% in Primary & 12% Upper Primary, it is observed that they use TLM
by themselves only 62% in Primary &64% Upper Primary shared the
TLM with students. Remaining 24% in Upper Primary it is found that
teachers do not use the TLM at all.
47% in Primary & 57 % in Upper Primary cases black board is used by
teacher only. However 53% in Primary & 43% Upper Primary cases black
board is used by both teacher & the students.
55 % in Primary & 32% Upper Primary used activity based teaching in
small groups,. Also 20% in Primary & 48% Upper Primary, they
performed the activities in big groups. However 25% in Primary & 20%
Upper Primary teachers did not organize any activity during teaching
learning process.
80% in Primary & 74% Upper Primary teachers acted as a facilitator in
group activities & remaining 20% in Primary & 26% Upper Primary
teachers did not ensure their involvement in the group activities.
80% in Primary & 44% Upper Primary teachers recapitulated their lesson
by writing black board summary & remaining teachers did oral
recapitulation.
In Primary all teachers give home woke to the students from their
textbooks however 89% Upper Primary teachers give homework &
remaining 11% had not given any homework to the students. It is worth
mentioning that all teachers in Primary Level & 94% Upper Primary
20
teachers checked their homework & remaining 6% teachers in Upper
Primary take help of students to check their homework.
21
Study No. 5 MULTIGRADE TEACHING SYSTEM: AN
EVALUATIVE STUDY IN DISTRICT CHAMBA

MAIN FINDINGS
Teachers Questionnaire
18% teachers have made the sitting arrangement of class I & II jointly. 12 %
class III & IV & 10% class V independently. Remaining 60% have made the
other type of sitting arrangement.
Most of the teacher told that they had done proper time management for daily
teaching and also accept that student do self study in their absence in the
classroom.
Most of the teachers are of the view that they use monitorial system in MGT. And
also took the help of students of upper classes to support the students of lower
classes.
Majority of the teachers teach two classes jointly.
80% teachers are of the view that they completed their syllabus well in time by
teaching through MGT techniques.
85% teachers are able to solve their problems by using this technique.
86% teachers accept that they have solved the problems of indiscipline in class
room through this technique.
81% teachers agreed that the burden of teaching in MGT situation by teaching
individual classes has been lower down by using the MGT technique.
92% teachers admit that the students took interest in learning by this technique.
25% teachers used demonstration method 21% lecture method, 26% activity
based teaching and 28% used TLM in this technique.
All the teachers responded that they use TLM in this technique according to need
and also took the help of activity based teaching.
Majority of teachers say that they recapitulate the lesson.
90% teachers are of the view that they solve the problems of the student in this
system.
All the155 respondents told that they assign class work as well as the homework
22
in MGT situation.
83% teachers say that they check the home assignment regularly while remaining
17 % are not able to spare the time to check the homework regularly.
79 % teachers say that the TLM is the centre point in this system.
Teachers used different teaching skills in content transaction in the classroom viz.
Black board, Writing, Question answer technique and use of TLM etc.
93 % teachers assured that they do practical work in the classroom.
23
Observation Schedule
18% teachers have the combination of classes I II , 12% have the combination
of classes III- IV and 10% teach class V independently. Remaining 60% have
other combination of the classes. It reveals that majority of the teachers covered
under study have not appropriate idea about the combination of classes.
21% had time table and 79% had no time table in the schools.
The students were doing self study in the absence of teachers in the classroom.
It has been observed that 50% teachers took the help of monitors in MGT
situation.
In 63% cases weaker students were concentrating in learning & remaining 37%
were paying no heed.
Classroom discipline was found satisfactory.
79% teachers were using TLM in MGT situation.
Majority of the teachers recapitulated their topics in the end of lesson & also give
home work to the students.
It has been found that 54% teachers did some practical works in the classroom
during their teaching.
In 67% cases students were asking questions from their teachers during the lesson.
In 70% cases, It has been found that the students of both the classes were
responding simultaneously.
24
Classroom Observation Schedule
All the 155 teachers covered under study of 72 schools (20 Tribal & 52 non-
tribal) are teaching in MGT situation.
21% teachers have time table for classroom teaching & remaining no time table.
40% teachers have the combinations of the classes I-II, III-IV jointly & V
separately. Remaining 60% teachers have other type of grouping.
10% teachers made the sitting arrangement of the classes in circle. In 51% cases
classes sit as in 10% cases students were sitting in L shape & remaining 29%
cases students were sitting in U (half Circle).
It has been found that the 57% start their lesson with known to unknown. 29%
with the recapitulation of previous topic. Remaining 14% start their topic directly.
It has been found that in 79% cases TLM is used in the classroom remaining 21%
cases they do not use TLM.
In 49% cases blackboard is used by the teachers. 14% children use the black-
board and remaining in 37% cases black-board is used both by the teachers and
the students simultaneously.
43% teachers were asking enough questions from the students. In 55% cases
questions asked by the teachers during teaching were not enough. 2% ask no
questions from the students during teaching.
24% teachers were asking direct questions. 46% short questions 12% open ended
questions and 18% teachers ask the question in interesting way.
It has been observed that 39% teachers were doing activities in small groups and
28% in big groups, 12% in individual activities and 21% teachers performed no
activities during their teaching in the classroom.
The role of 57% teachers during activities was of guide and in 28% cases
activities were teacher centered.
22% teachers did not elaborate hard spots, 51% teachers elaborate hard spots with
illustration and 27% teacher applied known to unknown principle in the
elaboration of hard spot.
70% teachers concluded their lesson by writing their summary in the blackboard,
57% concluded their lesson orally and 26% did not conclude the lessons.
25
It has been observed that all the 155 teachers give some home-work to the
students from their text-book and also check the home-work of the students.
CONCLUSION
As per data we made the conclusion that distribution of class is not satisfactory
e.g. there is no criteria of age group and level of the students.
All the school surveyed has multigrade teaching situation.
After analyzing the data it shows that more than 75% teachers did not frame
timetable for the smooth functioning of teaching and co-curricular activities at
school level.
Regarding sitting arrangement data seems to as per M.G.T. concept.
79% teachers use TLM while teaching in the classroom.
It is also observed that 50% teachers took help of monitors while managing the
classrooms activities. However it is worth mentioning that in 63% cases students
were concentrating in learning and remaining 37% were not concentrating in their
classrooms activities.
It is also found that students do self studies in the absence of teachers.

26
SUGGESTIONS
Distribution of class should be strictly on age group and level of the class e.g. 1
st
and 2
nd
class, 3
rd
and 4
th
class etc.
There should be a proper formulation of time table in the schools preferably
teacher should frame time table for a month in advance or at least fortnightly so
that they should be in position to execute the teaching and other co-curricular
activities smoothly. Also there should be a provision of monitoring on this
activity because this is utmost important part in MGT system.
There should be some mechanism to evaluate the task/work of the students while
on that time teachers may be working/ engaged in different class.
Field trips should be a important activity while framing time table because it help
immensely to learn or to understand their surrounding/ local environments.
In this type of situation school library can play a very crucial part so that children
should be encouraged to read library books extensively and it will also enhance
their self learning habits.
Last but not least, the activities in morning assembly/Balsabha should be
structured/ framed in such a manner that it does not remain a routine exercise and
great importance should be on value education, EVS, Tables, Rhymes etc.
27
Study No. 6 IMPACT OF IN-SERVICE TRAINING ON TEACHERS
PERFORMANCE AT ELEMENTARY LEVEL IN EDUCATION BLOCKS AMB,
BANGANA, GAGRATE-1 & UNA IN DISTRICT UNA.
Research Findings
The study "Impact of Teacher Training" was carried out in 4 blocks of
Una District namely Amb, Haroli, Gagret-I & Una. The study covered 28 center schools
(CRC's Schools) out of 101 clusters. Out of total of 1164 in primary schools, the number
of teachers covered under this study was 111 teachers. To study the impact of the teacher
training, the focus was laid on the following:-
1. Content transaction
2. Use of teaching skills
3. Use of TLM
The findings of the study are discussed below
On interviewing the teachers & head teachers, the response was positive &
encouraging but the result of the class room observations was below
expectations. Various aspects were observed during the class room
observation process, findings of which are given below:-
To start with, in the introduction 7.2 % teachers introduced the topic by
using comprehension technique; nearly 37.84% teachers introduced the
lesson from known to unknown, and 50.45% teachers recapitulated
transacted contents.
So far as the use of TLM in the classroom is concerned only 18.9%
teachers used the TLM and 3.6% students and also used the TLM, 58.55%
was used both by the teachers as well as by the students. 18.9% teachers
did not make use of it at all.
Regarding use of Black board only 48.44% teachers and 1.8% students
used the blackboard , both together used 35.13% , 14.4% did not use at all.
78.3% teachers adequately used questioning technique, 19.8% teachers
28
used very few questioning technique and 1.8% used more than required
while there was no teacher who did not use black board at all. 32.7%
teachers used straight forward/direct questions, 35.8% teachers used self
made questions, 18.9% of them asked brief questions and no teacher was
asked any irrelevant question. In the end 13.5% teachers put open
questions while teaching learning process.
In response to the various categories of questions asked by the teachers all
the students, a few students and not at all responded, 16.21%, 80.18% and
3.60% respectively.
The answers provided by the students were 38.73% for straight forward
queries, 9% for self made answers, 27% students responded to brief
questions and 24.32% students could answer open ended questions.
16.21% teachers formed small groups to encourage class room activity.
32.4% formed big groups and 41.1% activities were performed inside
classrooms and 4.50% activities were performed outside the classroom.
Teacher's role as a guide in the class room activity has been found to be
30.63%. Teacher centered activity were 64.86% and 4.5% teachers did not
participate in the class room activity.
In the explanation of the hard spots 12% teachers did not make any effort.
62% of them did try to explain the hard spots with the examples. 25% of
teachers proceeded from known to unknown in explaining the hard spots.
The class work was found checked by 90.09% teachers. 9.91% did not
bother to check. 96.4% teachers gave home work and 3.6% teachers did
not give the home work. 27.93% of the home work assigned by the
teachers was self prepared questions and 72.07% was assigned from the
back exercises.
In the end 22.52% teachers are using experimental method. 8.108% are
using lecture cum demonstration method. 28.83% are using the activity
based teaching method and 40.54% are using the play way methods.
29
Implication & Suggestions:
In the light of general findings the following implications may be
taken into consideration by the Teacher Training Coordinator of SSA and the
major functionaries of SSA in Himachal Pradesh. These implications are
indicative of certain action and implementation strategies that can be followed
in the future for achieving the objectives of SSA in District Una at primary
level.
It has been observed that after imparting four years of training on
various issues related to classroom teaching viz. content transaction, use of
teaching skills and use of TLM, the required expectations have not been
fulfilled. After the study it has been found that in-spite of efforts made during
the training programmes to use latest teaching, techniques, methodology, and
materials the teachers are still using the traditional methods and techniques.
Suggestions:
Special attention should be paid for TLM which is very important in the
class room teaching, as it is based on the Principle of learning by doing. It
is recommended to organize workshops on the making of TLM after
introducing the theoretical part on the making of TLM. Knowledge of
TLM and its Demonstration should also be adhered to during the training.
In-spite of training on use of different techniques in the class room
teaching for the last 4 years, situations is not good in schools. It was found
that only 22.52% teachers were using experimental method, 8.108% were
using lecture cum demonstration methods, 28.83% were using activity
based method and 40.54% were using play way method. It was noticed
during interview that most of the training programmes were of general
nature.
Therefore, special attention must be paid during training on practical use
of these methods in actual class room situations, so that teachers are able
to use these techniques effectively in the class room.
Effective use of Black Board has also important place in teaching. It was
observed that only 48.64% teachers are using Black Board & very few
30
students are using black Board while learning. During training this point
should be taken is such a way so that teachers can understand the
importance of effective use of black board.
If the lessons are well begun the learners take keen interest in it and
curiosity of the children is aroused to know more it was abruptly, 50%
teachers introduced the lesson by recapitulating the previous contents,
37.83% introduced the lesson from known to unknown, 4.5% teachers
came straight way to the topic without introduction. The above mentioned
details show that the introduction of the lesson is average. To improve this
aspect during training practical exercise on how to introduce a lesson
should be given in a classroom situation so that clarity and effectiveness of
a good introduction is known to the trainers
As interaction between teacher and taught is essential for effective
teaching and learning in the class room. But during the class room
observation it was found that the response of student participation was
very poor I e. 16.21% the question asked during this process were self
made. This shows that the teacher is not able to attract the concentration &
interest of the learners. This is possible only if activity based teaching is
provided so that the involvement of the teachers is ensured in the required
class room.
To our surprise we found that closing of the lesson is done very well,
43.27% of teachers wrote the summary of the context on the Black board,
51.35% did oral recompilation. It shows that the concluding part of the
teacher learning process is being done satisfactorily.
It has also been suggested that teachers should be motivated to use of
reference books while preparing his topic along with effective use of
books.
31
PERFORMANCE AT ELEMENTARY LEVEL IN EDUCATION BLOCK
NADAUN,HAMIRPUR, BHORANJ, BIJHARI,SUJANPUR, IN
DISTRICT HAIMRPUR
MAIN FINDINGS
Most of the teachers have been trained under SSA in different subjects.
The effective use of TLM, detail elaboration of a topic and the use of good
teaching techniques have improved the understanding of the teachers in
different subjects which has made class room teaching more effective.
All the teachers are making effective use of TLM and teaching aids in the
class room
Teachers are using different teaching methods for teaching a particular
subject.
Educational Implication and Suggestion for further Research :-
To improve the quality of education, the in service teacher training should
also be continued in future at elementary level.
The present study confined to the methodology of teaching, can further be
conducted in the area of evaluation.
32
PERFORMANCE AT ELEMENTARY LEVEL IN EDUCATION BLOCKS
BHAWARNA,BAIJNATH, CHADHIAR,DADA- SIBA,
DHARAMSHALA, DEHRA
,FATEHPUR,JAWALI,KANGRA,NAGROTA BAGWAN, NAGROTA
SURIAN, PALAMPUR, PANCHRUKHI, RAKKAR, RAIT , NURPUR
&INDORA OF DISTEICT KANGRA
MAIN FINDINGS
The sample respondents were asked to give their opinion of any new method of
teaching which they might have applied after undergoing twenty days training.
All the respondents gave their answer in affirmative. However, they did not
respond on further query as to which method of teaching was adopted by them
after training. The opinion of teachers selected in the sample regarding use of
TLM while teaching various subjects was also obtained. As per their responses
majority of them reported having TLM being used in teaching. However, as
observed by the investigators during field work concluded that there was need to
orient the teachers about the full use of TLM in teaching-learning process.
About 90% respondents have reported that there has been feeling of change in
them after undergoing training. The type of change felt by the teachers was self
respect and confidence, more use of TLM, ways and means to teach subjects in
an effective manner.
96% teachers reported to have adopted new methods of teaching after training.
80% respondents reported that there has been a change in behavior with students
after training.
All the teachers selected in the sample, reported that they have not innovated any
new method of teaching but admitted that they have been inspired to do some
creative teaching rather than doing the routine work.
33
Study No. 9 MULTIGRADE TEACHING SYSTEM: AN EVALUATIVE
STUDY IN DISTRICT KANGRA
MAIN FINDINGS
Time table of MGT was displayed only by 50% schools.
80% teachers are teaching class wise and 20 % level wise.
Sitting arrangement mostly are used in U shape in the schools.
It has been found that 80% teachers start their lesson with known to unknown
and 20% teachers with the recapitulation of the pervious topic.
60% teachers used TLM in the class room teaching.
90% teachers used blackboard during classroom teaching and 10% students use
the black board.
Subject wise question are not asked by the students
87 % students were found doing activity in the groups.
50% teachers explain the hard spots in the classroom itself.
Book based home work is assigned to students.
Only 40% teachers check the homework.
34
PERFORMANCE AT ELEMENTARY LEVEL IN DISTRICT BILASPUR
MAIN FINDINGS
Percentage analysis was applied in the study to know about the impact of teacher
training on teachers performance. The following analyses were drawn from the
data:-
It is found that maturity of the school teachers receive teachers training two times
in years, after attending the training programme 78% teachers have change their
teaching style, 85% teachers use TLM in the classroom during teaching learning
process, 77% teachers were well planned before entering in the classroom, 92 %
teachers were found without using teacher diary.
From the teachers questionnaire it is found that 13% teachers had attended the
teachers training twice, 17% teachers attended teacher training three times and 70
% teacher have attended 4 time teacher training programme, 78% teachers
accepted that they were trained on different subjects, 92% teachers felt change
over their teaching methods, 8% teachers responded that it is due to better use of
teaching techniques.
40% teachers said that it is due to the better use of TLM and 44% teachers replied
that it is due to detail elaboration of topics by the RPs. 82 % teachers felt now
better before attended the teacher training programme, 67% teachers used
explaining method, 25 % teachers used activity based method, 8 % teachers use
projection method before attended the teacher training programme.70% teachers
used TLM effectively before attended the teacher training programme and 92%
teachers use TLM effectively after attending the programmes, 85% teachers
taught different subject with different teaching techniques. After attending the
teacher training programme teachers have been used different method in teaching
different subjects as
In Mathematics, 25% teachers used explaining cum demonstration method, 30%
teachers used activity method, 33% used experimental method and 98% teacher
35
used TLM.
In Hindi, 67% teachers used explaining cum demonstration method, 25% used
activity based method, 25% teacher used experimental method and 83% teachers
used TLM.
In English 41% teachers used explaining cum demonstration method, 33% used
used TLM.
In Social Science 35% teachers used explaining cum demonstration method, 48%
used activity based method, 8% teacher used experimental method and 61%
teachers used TLM.
In Science 31% teachers used explaining cum demonstration method, 23% used
used TLM.
Classroom observation:-
In 50% schools mono grade system in 50% school multi grade system of teaching
have been adopted. In 32.14% schools MGT timetable was used, multi grade class
situation arranged as 26% class -wise, 17.08 % level wise and 13.78 % was on
teachers choice wise, 12.05% schools were in pentagon (single teacher) situation,
5.03% schools were a cross sectional situation,12% schools are in L type situation
and 67% schools were in U shape position in primary section in Distt. Bilaspur.
42.8% teacher presented their topic known to unknown, 37 % by recapitulation
and 19.06% teachers directly presented their topic. During the teaching learning
process students asked questions from their teachers as 96% sufficiently, 3.5%
very few and these questions were as 25% were simple,17.8%were to the point
21.67% were short questions 38.33% were open questions. The class room
activities were as 92.8% were in small groups, 1.77% were in large group.
Teachers were played their role as 83.9% as facilitator 10% as teacher and 6.1%
as without role. Hard spots were discussed as 73.33% with the help of examples
and 26.67% from known to unknown. Teaching skills were used as 76.6%
through the use of blackboard, 23.4%oral recapitulation. Home work was
36
assigned in 93.33% schools which was 45% based on books and 85% on teachers
own prepared martial and it was regularly checked by the concerned teachers. The
problems which have been faced by the students were 75% properly discussed
and 25% were minutely discussed.
Discussion:-
From the above analyses it is found that the impact of teacher trainings on
teachers performance was satisfactory in some cases and dissatisfactory in other
cases. It is fond that after attending the training teachers used TLM properly and
effectively and they have change their teaching methodologies and techniques. In
primary schools, there is a situation of MGT in which teachers teach more than
one class at a time and it is found that after attending the training teachers faced
MGT situation properly and effectively. It is also found that in majority of schools
teachers did not use teacher diary.

37
Study No. 11 MULTIGRADE TEACHING IN DISTRICT BILASPUR:An
Evaluative Study
MAIN FINDINGS
From the above analysis it is found that the MGT technique of teaching is used in
every selected school. Problems related with sitting arrangement, use of MGT time
table, discipline in absence of teacher in the classroom, monitor system, help of
higher students to teach lower is utilized, attention towards lower achievers,
cooperation and social aspects, coverage of syllabus, mentally preparedness of
students towards study are meet out by the teachers properly. They are doing their
best in classroom management and arrangement under MGT system of education.
The classroom problems i.e. the general problems of teaching and students, discipline
problem of students, workload problem of teachers, problem of students attention
towards learning and problem related with examinations and results etc. are resolved
by this technique of teaching in 86.6%,67%, 74%, 52%, and 83.3% schools. This
result shows that through this technique of teaching the maximum problems are
resolved by the teachers in majority of the schools. The problems concerned with
classroom transaction i.e. teaching methods, use of TLM, activity based learning,
recapitulation, class/home work assignment, regular checking of class/home work,
TLM as central point of teaching, teaching skills, and practical work etc. are properly
carried out as 96.6%, 91.6%, 93.3%, 96.6%, 100%, 91.6% 95%, 93.3%, and
58.3%in selected schools. This also shows that the classroom transactions are carried
out properly by the teachers and they are totally devoted towards their duties. From
the observational questionnaire it is found that the sitting arrangement of classes,
38
display of MGT time table, monitor system, equal attention paid by lower& higher
students during teaching and learning period, follow of MGT time table, classroom
discipline, recapitulation, home work assignment, practical work done by teachers
during classroom, and students of lower as well as higher grade were equally asking
questions as 96.6%, 20%, 78.3%, 58.3%, 80%, 70%, 78.3%, 78%, 83.3%, 93.3%, &
70% in the selected schools. Which predicts that majority of schools are without time
table and other factors are carried out in schools by the teachers under this technique
are satisfactory to some extent.
39
Study No. 12 OUT OF SCHOOL CHILDREN IN SHIMLA TOWN
Findings of the Survey:
Maximum number of out of school children is of migratory labourers from other
states and from Nepal.
These children are made to work for livelihood by their parents hence deprived of
educational benefits.
Some of the children have been in the schools in their previous habitations but
because of poverty and good livelihood prospects in the city, they migrated to
Shimla town.
A few children have come to the city all alone to get some work and they are
either in dhabas or in hotels/restaurants.
All the children below five years of age have come with their parents form the
other states to get some work.
Children above 14 years of age have come either with their parents or all alone to
earn money and find good future prospect in the city.
Most of the parents of these out of school children are illiterate.
62.64% of the out of school children were found totally illiterate while 37.36%
have attended the school in their previous habitation.
12.45% of the out of school children have completed their primary education
while 3.04% have completed their elementary education.
Only 15.47% girls were found out of school in Shimla town.
Suggestions and Strategies
Almost all the parents of these children are illiterates hence they need motivation
and this is only possible if different departments converge together and work out a
concrete strategy.
Students in the age group of 6-14 will be covered exclusively by SSA. These
children will either be enrolled in already existing EGS Centers or under
Alternative Innovative Education (AIE).
Under AIE these children will be covered either on one to one basis or by
collecting them in one place where they can attend the class easily. Instructor will
40
be provided to them under this scheme.
If the children had already passed some early primary classes, he/she will be
evaluated and Bridge Course will be provided to such children, so that they can
be given education according to their levels.
Children in the age group of 0-5 will be covered under ICDS of the Welfare
department and they have already chalked out a plan in this regard.
Students in the age group of 15 years onwards will be covered by Adult Education
Department of Himachal Pradesh University.
Since 37.36% out of school children are literate they are to be motivated for
further education and in this regard their parents will have to be sensitized
properly regarding right to education.
It is suggested that they should be mainstreamed in the Govt. schools and some
how, if not at least informal education should be ensured.
It is further mentioned that CRCs/BRCs in whose jurisdiction these out of school
children fall should give special attention to motivate these children and their
parents/guardians.
41
Study No.13 Major Findings of Learning Achievement of Students of
Class 5
TH
Under

Mid Term Assessment Survey Conducted by the
NCERT New Delhi in Eight Districts of Himachal Pradesh in the
month of March 2006.
MAIN FINDINGS
Musical instrument were available approximately 1/10
th
schools.
Computer was available in very few schools.
Teaching Aids were available for primary classes in only one school in 2001,
However, textbooks, workbooks and teachers, hand books were not available
at all.
Students were getting more benefit under free textbook incentive scheme as
compared to rest of the incentive schemes implemented in the state.
Average number of working days in schools was approximately 226.
Almost all schools in rural areas were having Village Education Committees.
AEC and SMC were more in terms of percentage in schools located in urban
areas than schools in rural areas.
Percentage of female teachers was higher than male teachers in urban schools.
This trend was reverse in rural schools.
More female teachers should be encouraged to serve in rural areas in order to
enhance the performance of rural girls.
Average number of teachers in urban schools was higher than rural schools.
Teacher pupil ratio was higher in rural schools than urban schools.
Percentage of female teachers holding PG degree was more than their
counterparts male teachers.
Very few teachers were having below Class X level Education Qualification.
Degree holder male teachers were more in Mathematics. Science and Social
Science than female teachers.
Very few teachers was M.Ed. degree holders.
Majority of teaching aids were available in more than 90% teachers.
In general, teaching aids were more available to female teachers than male
42
teachers.
Maximum in-service training programmes were conducted by Block Resource
Center and minimum programmmes were conducted by SCERT, SCERT
should be facilitated given enough funds by the State Govt, to run training
programmes for teachers.
The utility of knowledge gained and improvement in teaching-skills due to
various training programmes were rated as Average by majority of teachers.
Majority of teachers have not attended any in-service training programme
during last three years.
Not a single teacher in urban areas attended training programme. More
teachers from urban areas need to be trained in order to improve the
performance of urban students.
In most of cases teachers were getting maximum assistance from Head of
schools.
For approximately 2/3
rd
students medium of instruction in the school was
same as the language spoken home.
Fathers having educational qualification degree or higher educational
qualification were more than mothers.
In general educational qualification of mothers was poorer than father.
Majority of mothers were housewives and fathers were farmer in rural areas.
Maximum numbers of fathers were skilled worker and mothers were
housewives in urban area.
No mother was employer in urban area.
Students were getting more academic assistance from father/guardian than
other family members.
Girls were getting more academic assistance from father, mother and other
than boys.
Approximately 87% students were attending schools on above 70% of the
total working days.
Approximately less than 4% students were attending schools below 60% of
the total working days.
43
Achievements of rural and urban boys were significantly better than girls in
EVS.
In mathematics there was no significant difference in students achievement
across the categories.
In language performance of the students of SC category was better than other
ST students.
In urban area, performance of the students of each category was better than
their rural counterparts in EVS and language only.
Availability of competency based workbook, teachers hand book and ancillary
facilities in schools help the children in improving their learning skills in the
three subjects.
Teaching experience of the teachers at primary stage and teachers training has
helped the children in improving their learning skills in the three subjects.
Howe ever higher qualification of the teachers did not helped the children in
improving their learning in the EVS and mathematics.
Attending school regularly, schooling practice and academic assistance
provided by the family members help the children in improving their
learning skills in the three subjects. However, children of higher educated
parents and those in higher age groups scores poorly.
Performance of students from Non-DPEP districts was significantly better
than students of DPEP districts in all three subjects.
44
Study NO 14 MULTIGRADE TEACHING SYSTEM IN DISTRICT SOLAN:
AN EVALUATIVE STUDY
The following conclusions were drawn on the basis of analysis and interpretation of the
data:
Most of the teachers have mentioned the following combination
Of classes:
Class I + Class II + ClassIII
Class IV + Class V
92.5% of teachers have emphasized that time is properly organized in multigrade
teaching.
74% Teachers are of the opinion that the children do self study when the teacher
is busy elsewhere and in all the schools assistance of monitor is involved.
Generally the monitor is from higher class. Since monitors are essential in a
Monitorial Assistance Teaching situation, the teacher must select them carefully.
70% teachers agree that attention is paid by the students of lower classes,rest are
of the opinion that despite their best efforts the students of lower classes are
distracted while teaching .
All the teachers have asserted that common topics are taught when the classes are
combined. Generally the topics of mathematics & EVS are taught in combined
classes .Classes are also combined for common topics of languages .
97.5% teachers are of the view that students remain active in multigrade teaching
& all teachers motivate students for learning before teaching the subject matter.
65% teachers are of the opinion that it is very difficult to complete the syllabus
under MGT situation. So there is a need of special curriculum for MGT schools.
In all the schools the timetable for MGT system has been framed but it is
followed in 77.5% schools. Thus competency in framing effective time table
should be developed among teachers .
45
Majority of the teachers (81%)have responded in favour that this method is
effective for solving the problems related to teaching as they were trained for
adopting the effective teaching techniques. Capacity of teachers working in MGT
schools was developed to cater essential aspects like (a)Dispersal of Instruction;
(b)Time Space management; (c)Harnessing Resources.
61.6 % teachers have mentioned that discipline is maintained by this system and
38.4% disagree.
86% teachers are of the view that MGT system has helped in reducing their
burden. By the effective use of the techniques like monitorial assistance,
collective teaching, self study and peer group teaching etc burden of the teacher
can be reduced to a large extent.
All the teachers consider that proper use of TLM is the best tool for making
Teaching Learning Process effective. So TLM workshops should be organized to
prepare TLM for MGT situation.
Home work and class work is assigned regularly to the students but only 52%
teachers have confirmed that they are able to check it on regular basis. Rest of the
teachers have denied it.
All the teachers have mentioned that skill of blackboard writing, question-
answers, reinforcement are very effective & most of the teachers have opted
activity based teaching in MGT system
60% teachers are of the opinion that children concentrate at their studies in MGT
situation but 40% disagree.
Majority of teachers are of the view that this system has helped in solving the
problem of examination result of the students.
46
Educational Implications
On the basis of the findings following are the educational implications:-
Special curriculum should be designed for MGT situation so that syllabus can be
completed in time.
Model time table should be framed for single teacher and two teacher schools..
To develop competency in handling the MGT situation effectively, the teachers
should be well versed with the following issues:
i. efficient use of teaching time
ii. classroom management
iii. organization of self-directed learning
iv. seeking community support
v. system for continuous & comprehensive assessment
vi. organization of group activities
vii. developing a shelf of graded teaching learning material
For effective transaction of the curriculum, the teachers of a multigrade school
have to mobilize resources, both human and material. Community participation
can be a powerful resource support. The help of educated people of community
can be sought to supplement teachers efforts.
If possible, MGT schools should have shift system/Extended Teaching Period for
one hour so that problems related to attention, discipline & syllabus completion
can be rectified.
Perspectives for further studies
Following are the some suggested problems based on the findings of the study which
need further studies:-
1. Development of practicable & effective model time table for MGT
situation.
2. Techniques for proper evaluation under MGT system.
3. Comparative study on the achievement level of the students under
monograde and multigrade system.
4. Development of Self Learning Material for students under MGT system.
47
Study No 15 TO STUDY THE STATUS AND IMPLEMENTATION OF MID DAY
MEAL(MDM) IN DISTRICT MANDI: AN EVALUATIVE STUDY.
CONCLUSIONS and SUGGESTIONS
1. It can be concluded from the study that attendance and retention of the children has
increased to some extent but the enrollment is not showing increasing trend.
Through discussion with parents and children and VEC members it has come out that
there are cases where parents have withdrawn their children from private schools and
have got them admitted in Govt. Schools. Mid Day meal could be one of the factors for
doing so.
Mid Day Meal is implemented in all the primary schools of the district. Kitchen Sheds
and storage facilities are available only in 15.75 % of the schools.
Drinking water is available in 96.20% schools
Usable Toilets are available in 33.60% of the schools visited.
88.2% of the schools have constituted Mid Day Meal Committee, but the committee is
not an active participant in mid Day meal Scheme. Most of the responsibilities are
handled by the teachers of the school.
36% of the respondents have reported that they do not receive budget for Mid Day Meal
Scheme on time due to which it is difficult for them to arrange for Mid Day Meal.
Community members do a little support in Mid Day Meal Scheme. Their help generally
constitutes of Inspection and Serving of Food. They sometime donate local vegetables to
the schools for MDM.
96% of the schools responded that the Mid Day Meal was available to the students well
in time and was managed during the lunch break only.
74.38 of the schools responded that they used LPG for cooking food whereas the rest of
the schools use Wood for making MDM.
Though most of the schools have responded that the students sit together while eating
MDM, still it has been seen in some schools that students sit according to cast wise.
It can also be revealed from the study that mid day meal is having a positive effect in
48
developing personal qualities like cleanliness cooperation and other healthy habits.
Problems
There are problems of toilets. Only 33.60% schools have usable toilets.
Problems of timely budget are also faced by 36% schools due to that quality of MDM
schemes suffer.
Monitoring and supervisions from different level is of high concern. There is a dire need
to strengthen the monitoring mechanism this will have a positive effect on the quality of
MDM
Problems of Kitchen and Storage facilities- only 15.75 % schools have kitchen shed and
storage facilities and rest of the schools are using classrooms for storing the ingredients
for cooking.
There is School Mid day meal Committee (SMC) in 88.2% of the schools but not actively
participating in MDM scheme only headmasters and teachers are handling the
responsibility of managing different activities related to MDM.
Community support is also very very less there is need to orient VEC in this aspect.
There is lack of proper facilities for judging the nutritional status of MDM.
There is problem of transportation of the provision of MDM to school which are situated
more the 3 4 kms from the fair price shops
All these problems must be solved on priority basis to increase the quality of MDM and
to make the scheme more successful which is very much required to overcome the
nutritional constraints of the learner problem of the children and hence enhance the
learning and achievement level.
49
Study No 16 MULTIGRADE TEACHING (MGT) A STUDY IN DISTT. MANDI.
It can be concluded that maximum number of schools in the district are in multigrade
situation. Teachers are trained in MGT. After observation it was found that in the schools
to handle multigrade situation and to perform group activities sufficient support material
and self-learning material was not available.
Teacher should be trained to handle multi-grade situations and support/self-learning
material must be provided in large quantity to handle multi-grade situations.
Most of the schools didnt prepare Time Tables to handle MGT.
Teachers and students interacted in class but the interaction level is not much high as
should have been for the successful implementation of MGT.
Homework is assigned to students by the teacher and the teacher himself/herself checks
the homework. Self evaluation on the part of student/peers is negligible.
Sometimes practical work is given to students but due to lack of resources on the part of
students this practice is not common and whatever is given is not up to satisfaction level.
Most preferred sitting arrangement was of Class-I and Class-II.
There were certain instances where children of class-I and class-V were sitting together.
Mostly the students were made to sit in straight lines.
Appropriate training to plan instructions for multigrade situations must be provided to the
teachers.
Self learning/support material should be developed and provided to the teachers, which
was found to be insufficient in most of the schools.
50
Regular monitoring and support at classroom level is required.
Multigrade teaching is required to be introduced in the pre-service training also as after
the training teacher are supposed to teach in multigrade situation prevalent in the state
and in the district.
51
Study No 17 IMPACT OF IN-SERVICE TRAINING ON TEACHERS
PERFORMANCE AT ELEMENTARY LEVEL IN DISTRICT -MANDI
Most of the teachers have High School (34.21%) as their basic qualification where
a few have Middle (0.4%) as their basic qualification.
Most of the teachers are J.B.T. as their Professional Qualification and a very few
have Ph. D. or M. Phil. as their qualification.
Most of the teachers have 5-10 yrs job experience a few (16.67%) have 15 yrs and
above experience.
57% of the teachers have taken for more than 4 times under Sarva Shiksha
Abhiyan.
The teachers maintained daily diary.
They were using TLM even before they got training in use of TLM and after
training they are implementing TLM in more effective way.
The teachers maintained records after evaluation.
Principals regularly sent the staff members for training and most of the schools
have 4 or more teachers who have received such training.
Teachers prepare lessons before taking classes.
Principals used the grant for TLM for making and preparing TLM.
Through classroom observation it was found that various inputs of in-service
training programs are not satisfactorily implemented during classroom teaching.
52
Study No 18 Role of VEC. And its participation in School activities: A Study of Mandi
district.
It is concluded from the study that VEC meetings are held once in three months
and approximately Six to Eight members attend the meetings.
Village Education Committee participates in School management and in
preparation of School Development Plan. It is from the study that 67% of the
VEC members participate in School management and other type of activities.
It is also concluded that 50% of VEC Village Education Committee also
contribute in main-streaming the Out of School children.
VEC has contributed in different ways i.e. in Mid Day Meal, financial help to the
poor. It also contributes in developing infrastructure of the school, repair and
maintenance of school building, playground, boundary wall and arrangement of
water facilities in school.
It has come out from the study that there is a co-operation of VEC members in
school activities but their involvement in the activities of the school is less.
VEC has provided specifically in main-streaming the Out Of School Children by
providing Volunteer teachers and also by providing financial assistance to the
children. But this aspect is not prominent in much school. The training and
orientation of VEC members on quality issues needs to be taken up to sustain the
efforts.
From the VEC meeting register and records it is revealed that most of the
meetings are related to financial matters ie utilization of grants and infrastructural
facilities. But the meetings about the academic affairs of schools are very less.
From the interviews and discussion with VEC members it has come out that they
attend the meeting and take decision as per agenda of the meeting, but they
seldom participate in implementing and monitoring the school activities according
to the plan for academic session.
It can be suggested that there is dire need to orient the VEC towards their role in
53
monitoring and implementing different academic activities along with other
activities which they perform at school level.
It is also suggested that VEC meetings should take place on monthly basis instead
of tri-monthly basis.
54
Study No 19 To study the availability and utilization of teaching Learning Material
(TLM) in Schools:-A study in the District MANDI
It can be concluded from the study that teachers in the district receive Rs
500/- as TLM grant and it is utilized to develop TLM.
Material used for making TLM is procured from market as 65% teachers have
responded in his context and 32% teachers responded that they procured TLM
from local resources.
Teachers take help of students in development of TLM.
Use of TLM has made teaching learning Process effective. Students prefer the use
of TLM in their studies.
Through discussion with respondents it can be concluded that TLM grant
is available to the teachers and they are utilizing it to purchase TLM from market
and to prepare it from available materials.
Subject-wise TLM Corners are not available in most of the schools and through
participatory observation and discussion with teachers it was concluded that
teachers need training in developing content-wise TLM.
55
Study No 20 ENROLMENT TRENDS IN GOVERNMENT & PRIVATE
SCHOOLS OF NAHAN & PAONTA BLOCK OF DISTRICT SIRMOUR.
The impact of the study states that enrollment trend in Govt. School is declining
day by day and it is increasing in Pvt. Schools. Parents too prefer to send their
children to Pvt. Schools as they are impressed 100% by the results of the school
and the child gets maximum chance to learn in Pvt. Schools. No doubt, teachers
are more trained as compared to Pvt. Schools in Govt. Schools. G.O.I. & State
Govt. are making tremendous efforts to uplift enrollment in Govt. Schools by
providing free text books, Mid-Day Meal, Better infrastructure, well trained staff
etc. but still enrollment is declining in Govt. Schools as stated in the study.
Out of School Children in the two blocks Nahan & Paonta of Distt. Sirmour are
31 in Nahan & 407 in Paonta Block upto 6-10 years of age. 10 children are out of
school in Nahan Block and 118 children are in Paonta Block at Pry. Level.
Overall there are 1063 out of school children in District Sirmour in age group of
6-14 years which is still a problem.
SUGGESTIONS:
This study will help educational Administrators of Distt. Sirmour
to keep close eye on the enrollment trends ass in the Govt. Schools the enrollment is
declining rapidly. In order to suggest remedial measures this study will be helpful for the
policy makers.
56
Study No 21 HOME BASED EDUCATION PROGRAMME IN DISTT. SIRMOUR
OF HIMACHAL PRADESH - AN EVALUATION SIRMOUR.
FINDINGS & SUGGESTIONS
The Home Based programme for Chapter IV CWSN under SSA is
playing important role in the development of CWSN. It includes
combination of basic literacy as well as life skills and prepares child for
life. It deals with behavioral needs/ problems of CWSN. It has been very
effective in providing need based support to the CWSN with severe
disability, who require special attention in the area of self help skills,
functional academics, communication, play, social skills. The quality of
any research is judged on the basis of its utility and suggestions for future
vision. The following conclusions and findings inferred from this study
on the basis of data analysis.
This study was designed to evaluate the quality of HBEP and its impact
on child development. The analysis and interpretation of data lead to
following findings related to Home Based Education Programme.
The persons involved in HBEP are competent to deal CWSN under
Home Based Programme. All persons have requisite qualifications as per
Terms of Reference (TOR) of SSA.
It is seen that after home visits by special educations,
Parents gain self confidence. They become hopeful of their childrens
progress after frequent visits by Physiotherapist, special educator &
medical specialist. These programmes empower the parents of CWSN to
understand their childrens needs.
HBEP sensitizes parents about disability & to treat their child at par with
normal child.
The HBEP program provides opportunities to CWSN for
education.
The majority of children under HBEP are children with
cerebral Palsy, mental retardation and multiple disabilities.
Remarkable improvement is marked in the condition of CWSN.
CWSN are getting all special services like OT, PT, ST, special education,
medical services and well maintained record of each child has been kept
at home. It shows that they are getting services on visit basis or as &
when required.
Empower parents to organize their own efforts so that they
would help in their children development in the best possible ways.
Provided opportunities to discuss with experts the problems of their
57
children this showed significant deduction in behavioral and
psychological problems.
SUGGESTIONS:
More manpower should be developed to deal HBEP.
More awareness programmes should be organized.
Guide books & supporting charts to guide parents should
be developed.
More sharing meetings should be organized for parents.
More care givers should be given training in this field.
More manpower should be trained in HBEP to reach out
to the large number of CWSN who actually require this kind of
support and all need basic support of rehabilitation like OT, PT, ST
and medical service should be provided because the success of HBEP
depends on enlarging more rehabilitation professionals and special
educators.
There should be continuum of services for each CWSN under HBEP.
A team of specialists should be constituted at District
Level to monitor the progress of Home Based Educators Programme.
Provided opportunities to discuss with the experts the problems of
their children showed significant deduction in behavioral problems.
58
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'|=.= = =r||. .'==. '=..+. r '==. .. =-.. =. =.=.'== +.. =r.
=. ==+. r = .==. .|'+ +.. .==. '|=.= ==.= = =.. =. r.
||= .==. . .. =.='== r. =.. r. .= =.='== =-.. =. =|=
='-+| =. =.| .= = '=| =; | |'|+=..= =.=.'== |-.. =
===. -| =. .. =++ |'|+=..= | '=...= = r=. |+. r +..
|r =.='== | =.-='+= '|=.= =. |'=. = =|=. =.'= ..... '=..
64
==+. r
|-+=.= =. =|.... r=. '=. = =.=+. | ..+ ||= ..
'=-= =. |='+ = =| = -..'|+ r =r. ..=.., ==..'=+ =| = =
'=+. =|= |. ||= =.. =. =.+. r ;== .. == =r. ;= =='|
=. == =. =.|=+. r
|-+=.= =. =|= '=+.. = -. = =| = . =.==. ||'+ =
.. r= ==. r.. === r =|= =.| = =.'r'=, =.-='+= =.
==.== '+'|'.. =. ='= | '=...= =- r.=. =.'r| = r= ;=
;=. =| = .= =. =='. =. |.| +.. == ==.== '=| =.= =.
=..|=. =. = '==. =|= +. r=. r. |-+=.= .|=. r. =r. r
=. =. == r |r. | =.==. =+|. r == '==.= | =|.='= r.
| r
=.; .. '+'|'. == |-+=.= =.== .= ==. |= .+ r
| .= ==.= =| = ==.=., '|='=+ ==., '|-+. =. =. .+
|-+=.= =. '='=+ ==.==, '=+.. =. =.=..=, |=. '+'|'.. =
=|.=. =. |= =. |.=.'r+ | |+. =, =. =r.'+. =. =-='+ =.
=.r.= +. ==., =.' |= = r '== | . .= =. ==. r
=.=. -== |-+=.=. =. '= = ='= =. |==.'=+ '=. =.=.
r..
..+ -==. = '==. = '==. +r =. |-+=.= == =.= r
| .== =.=+. = |.=. | ; . = =|.='= r. ; '=+. .. r
;== = .. ='.=+ |-+= .= |..'== -== = =. = '=| .|.. r,
.. r. =.; |-+= |..'== -== = =. = |. = '=| r ..=+. =
|r=. | =. =.. = '|=.'.. = '=|
|r=. =.= .= |-+=. =. ===.'. = '===|. = .-r =. =
=., |.==, .|. =. ' = >'.. = =.'=+ ==. r.. .=
==== = =. ='=. == =.|, .= '|.. | |-+= ... =.|
|-+=.= =r =. |-..|= '==. =.== |.=. |='+ .. ='=|. r
+.. |= |-+= =. .==. |.= '==.
65
==|++ '=+.. =. == |= =- |r= r '=+.. = ==
=. |= =r|r.= = ===. =. ..'+ ..=.=+. = '=|.| =.= = r+ =.
-+r.=, =.=.'= |-+=. =. .. |-+=.=. = '=| == '=. =.+. r
|-+=.= = .-r. |-+=. =. == ==. =.'r| '===. .|. |.=.
.. =.. r |=. .|.., == =. =.=.= r.= =.'r| =. |.=. =.
=|=. =. =.='.+ = == |=. |-+=. =. == '=. =.| =. |.=. =.
=.|=+. =. |. = ==
|-+= |=. ..=. =.'r| '===. |= = '=| |.= =. = ==
r. |.=. =. =. r. +. =-+ |-+=.= =..= .. +. |.|..= '=. =.
==+. r
== = ..= |.. . '= |..'== -==. = =.=.'= =. |-+=.
=. =. = =.=. |= '=. r ;=. |=. = =. =. ='= | |= =.
.+ r| =. |-+=. =. =..= '=. =. ==+. r =.| = =. =.
.==. == |= '=+. === |= = '=| |.=.'r+ = +. =.= =.'=|
= ==== ==. '=+. |=. |=- =+ r
'=.. || |..=. ;= |..=. = |-+= .-= | .= = r+. r
'=== |.= =|=. =.|=+.==. |= = ='.= |-+=. =. .. == =
==+. r |...=.=. = '=+. == | . -=. | . = |'.+ =. =.
==+. r ;= |=. |.= -| |.'=+ |-+= == ==+. r =. '==. |=.
=. =.=+. ==.| =r. =+. |.= =. +.. ===.. =.. = == =.
=+ r.+. r
=.'.= .... =. |= =. |'=. = |.'.= '|=.= = . = ...
=. = =.=.- |r. =. |' =+. r ' =. =. |= =.r.= = r=
=. =.=. '==, =r. .== ;' '=+. r. +. | '='.+ .... = . =
='.= ='=+. = ===.= =. = =..+ r .-r =.|=.'= =| = ....
= =.. .'= |r= '=..= =. ==+ =r. |+.
=+= '..= ===.= |r== . .. r. =.= = = =. =.
;==. ;-+=.= =r. == + ;= | =. == =. =.|=+. r =
|-+=. =. |.-+| = ;-+=.= '=| .==. =. =..= ==. =r. =..
== ..=.|-+=.=. =. =. = '=| .. = .. .=. =. .==
=.= =. =.'.. =. =.=. =.'r|
|...=. = |= =.=. |=- =, =..=.. |-+=. =. |r. '.
'. =.| +.'= = == .. =.r .-r | == . .=|= = . ==
66
= += '= = ..= r. =r. == = |.+.|. =. =r= =. =++ .=
=. |= = |-+=. =. ...= +. ==. =.'r|, == ==. =.'r| ;=
. = .== =.. r+ =.. .+ =. =.=. =.'r|
'|=.=. = |-+=.= += =.| =. ==+ r += =. ..
==.'=+ |-+=.= =r.= '+'|'. =- r. ==+ r ;==. = .
=. =. -|...'|= ='.'++, =-|=...=+. =. =..= |.=.'r+ ==.
r =.. r. =. =. .==. |'+.. =. |r=.== = |.+ =|= .|=.
=|.=. r r =. =. =. ..... = =r= | ==.|=.'= |.+.|.
= =..=.'=..=. |='+ = '=. =. ==+. r
'= = |= '='=+ =|'. = =. =. |r. |= '++ = = =|..
=|'-.+ +. = '+'|'.. == =. =.=. '== =.+. r ====
|-+=|.=, '==. |-+= | ==.|'==., '=.==, '==. '=+. = +.-==
.+. =.=. ==. ==. +.. .= =. = .=. ;.'
==.|. ;==, |++|++ | ;= =. =. ==r = '=== '=+..
| =| =.=, '=- . ==, |-+=. =. ===.'. = ==|. =.=,
=. '=-. =. ..=.|'+ == =.' == =.. = '=| |'+ '=. =.
==+. r
;= |-+=.= +=. = =. =. '=.=|= =. =..= '|='=+ ==
= '=| .-r =|= ==.| '=.=, '= =.= .= |'=.=. = .== r+
|.=.='r+ '=. =.=. =.'r| ;== ='.= =. = =. =. ==.=. =.
|=.'.+ == =. == '==. =. .== '=.= =. ||'+ .. .
|-+= =.. =. ==.== |-+= =.. =. .. ..=.|-+=.= =.
=r.= '+'|'. = =| = .. =.=. =.'r| '|=.'.. .. |. =. ;
|-+= = ==.'+ | -== = |''.+ =. =. ==+. r ;= |=. =..
.. |.= =. ; |-+=. = -== = |= |-+= =.. =.. =. ==+. r
=.|=+. |= | =- '|=... .= |-+=. =. |. = ==+ r '|=
.'.. =. ;= =. = '=| |'+ '=. =.=. =.'r| '= =|=. |.|-+=
=.==.. . +.'= |r. |-+= == |. '==. ==+ = '|=... = =.=
=. ==
|-+=.= |... | .... '..= =. |'.+ ==.
..=.|-+=.= =.== = =r. ==.== = '=| |r. =.=
'..=| =. |'+ == =. =.|=+. r ..=.|-+=.= = |'+ .==
==..== =. =r..== ..|=. .= =. =.|=+. r |'.... =
67
..= .== ..=.|-+=.= = '|'.-= |r==. . ==. =. =.=. =.'r|
'|'.-= = '== | ==. =. =.=. =.'r|
==== =. | = =. = '=| |-+=. =. == ==.
=. .. |. ; =.=. | ==.
=. = '=| =. = ===. '+'|'.. =. =..== ==. ==
r+ =. =. =. .= -| = |= ==.=., =. = '=|
.==. |. r; =.=. | =...'+ '===. +.. =.= ='-.
'+'|'.. =..'=+ =|.=. =.'
|-+=.= '+'|'.. =. .... =. |.=. = ..'== ==.
..=.|-+=.= = |'r. |'==. | '== |'==. =. |'..
|...=. =. '+'|'.. =. |.=. =. 'r-=. =r. =.== .= |=
.r., ==. '+'|'. = =| = .. =.+. r. r, ;='=| .= ....,
'|-.= +.. =.='== -.= =.' =. 'r-=. =.== = '=| '..=. -==
|..=.=. =. ===.=. ==. r
=.|+ =.=+- = '=| |= '.'.+ =. =.== ==== |.=. ==.=
'=r.+ ==. r |=. =-='+ = '==.. = '=| |-+=.= |= =r= .'==.
=. =+ r, ..== + = ===. +==.=. =. |'+... +- .=,
=| =.' = =.= = =.++ r. r. r |= =. =.+ . =-=. =
|=, =..=, |-+=. = =. ==== =. ='.'++ = =..= = .+.
r.+. r ==.| = r= |.+ r '= |...=. =. |...=. = .r .=. =r
|-+=.=. = =. =. ='= ..... r+ ==. r
|-+=.= =..== =. =.='==, .=='+= ||= =.'.= =.r.= =.
|.-+'|=+.=. = == = '-== =r. .. =. ==+. ..+ == . = '=|
r |= ==.+. r |r ;= =..== =. | . = ==. ;= === =.=
= '=| '=+.. = ==, ||.==., |-+=. = ...|, =; |-+= == =.
=. |='+ = ==.= |-.= = =.. =.= =.= r.
r= =.=+ r |= '|'|. =|. |.=. .|= |-+=.= =..== ..+ =
|=.+- =. '|='=+ =. ==+ == = += =. '== r..
|-+= == r= r =.== =. =.'.. ==. =.'r| '= =
=|=. -|..'|=+., =r=|= =. ='= +.. ..+ r = =.; |-+ .=r
68
='== =. =.=-.. = -|..'|= r =r. =.=- =. ='= r.. = .=
=. =r= =| = =.='.+ r. r. |r .=+ =. r =r. = =. =.
=..= =. |'=. |.. r.+. r
69
Study No 23 OUT OF SCHOOL CHILDREN:
It can be concluded that Poverty and distance of school are the
main reasons which are responsible for the drop out cases.
80% of the parents are illiterate and approximate 18% have
studied up to middle. Agriculture is the main source of income.
But that source can only provide two time meal to the family
and no revenue is generated by the same. Hence they cannot
afford the fee and cost of study material.
The children help the parents in agricultural work and in
looking after young siblings.
It is suggested that these children should be provided with
study material, books, school dress and some financial help to
the parents if possible.
Children also drop after primary classes due to the reason that
the distance of upper primary school from their home is more
than 4 kms. Hence it is suggested that these areas should be
provided with Upper Primary School facilities. If not possible
then they should be covered through bridge courses
(Alternative and Innovative Education) where the strength of
the children is 10-12.
As this block is geographically scattered with hard areas so it
is suggested that one to one approach is to be followed for the
mainstreaming of these children
There is a need to educate the parents and to counsel them
about child education through Literacy programs.
7. It has come out of study that drop out rate of girl child is
higher (approx twice) than that of boys.
70

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SARVA SHIKSHA ABHIYAN (HIMACHAL PRADESH)

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