Escolar Documentos
Profissional Documentos
Cultura Documentos
.. --. .. ------_.
Educational Kolar Ghidanur
SAl BCom TCI{ 4 3
I SA Tel-l Med __
t==== Toml
5.3.3 Professional Background of COs
An attempt has been made to examine the professional background of COs in tenns
of number of years of senlce and professionaltraming undergone.
It is noticed from the table 5.3.4 that 7 out of 8 COs have put in more than 15
\ears of sen Ice ThiS IS not surprising considering the nonn of 10 years of
experience fixed for their appointment. Ou! of the 7 COs while 5 have put in 19
\ cars of service. the remaining 2 have put III years of service. Both the COs
bdong to the CRes belongmg to GO\\Tibidanur block.
Table 5.3.4. Showmg the Total Years Experience of COs.
. ----
Experience m Years Block
Kolar GBidanur
10-14 1
--
15-19 3 2
--_.
20-24 --
2
I
.- ------
Total 4 4
Looking at the professlollal tramlng of COs, it is noticed from the table 5.3.4
that none of them ha(i ulldergolle trailllllg before their entry into CRe. Aller clltry
into eRC, the COs are required to undergo training in certalll essential areas. They
172
I
are (I) MLL (Minimum Levels of Learning) of 10 days, (2) Activity Based training
of 6 days, D) Train1l1g on Text Book of three days, (4) TLM <Teaching Learning
Materials) or three days and (5) Film Based Training (FRT) of thrce days. It was
noticcd during field visits that thcse training programmes wcre organiscd by DPEP
mostly at the concerned BRCs in the block. All the COs had undergone all these
training programmes However, they expressed t h ~ need for further training 111
respect orhoth content and pedagogy for upgrading their professional skills.
5.3A Age and Sex of COs
It is noticed from the table 5.3.5 that COs in both Kolar and Gowribidanur CRCs
belong to 40- years age group (7 out of 8). only one CO form Kolar CRC is in the
age group of 30-35. Two COs each from Kolar and Gowribidanur belong to the age
group of 45 to 50 years age group.
Table 5.3.5: Distribution of Coordinators by Age
Age in Years Kolar Gbidanur
35-39 I --
40-44 I 2
45- 50 2 2
Total 4 4
Considering the distnbutlOn of COs by sex (table5.3.6), it can be clearly seen
that there is only one female CO f,'om out of the total 8 COs. This female CO
belongs to CRC located in Kolar. The unequal representation of female COs in
eRes CQuid be lttributed to the nature of job, which largely involves field visits.
Table 5.3.6 Distnbution olTOs by Sex
~
Sex Kolar
Gbidanur
Malc 3 4
Female
f- --------+-- -------+--4- ---
l'olal 4
173
5.3.5 I)hysica I RCSClU rccs
The sample CRCs In both the blDcks have own building which have been built
nt.:wly alier the fonnatlon of CRCs. In the present context the physical resource has
been mainly viewed in terms of the availability .of the physical infrastructure and
academic equipment at tht.: time of study and the analysIs .of the same is presented in
the table 5 3.7
Table5.3.7: Distribution .of CRCs by Physical facilities and Equipments
Physical facilities and equipment
CRCs in KDlar CRCs in Gowribidanur
I 2 3 4 I 2 3 4
Training Hall Y
y
Y Y Y Y Y Y
--
Separate roDm fDr Coordinator Y
y
Y Y Y Y Y Y
Drinking (StDrage facility Y Y Y Y Y Y Y Y
drlJms) __
--
. Electricity
N N N N N N N N
Toilet Y Y Y Y Y Y Y Y
Separate Toilet for Men and N N N N N N N N
Women
Chair Y Y Y Y Y Y Y Y
Table Y Y Y Y Y Y Y Y
. Almirah Y Y
I
Y Y Y Y Y Y
I Radio Cum Tape Recorder Y Y
Iy
Y Y Y , Y Y
AudIO Cassettes Y Y Y Y Y Y Y Y
lamkhana Y Y Y Y Y Y Y Y
SCience and Mathematics kits Y Y Y Y Y Y Y Y
Notice Board Y Y Y Y Y Y Y Y
----- ----- - - - ----
Note Y- Yes and N- No
It IS noticed from the table 5.3.7 that the CRCs in both the blocks have the
baSIC Infrastructure facility in place such as training hall, separate room for
Coordinator. toilet. drinking \\at.;r (storage facility in temlS of steel drums).
Furniture ,uel1 ;\\ .:hairs, tabks_ for seating arrangement. Almirah for
storing 1<I(ill\\ and academiC equlpmL'nts such as RadiO Cum Tape Rccordcr, Audio
Cassettes and SCience and MathematiCs kits iD carryout academic activities arc also
eXisting III all the CRes under study It may be noted that the nt.:ed tilr electricity
u':age IS almost nil during the acadellilc st.:ssions in eRe. In addilion, to tht.: above
physical every eRe is eqUIpped with academically motivatlllg materials
t74
such as charts, maps, graphic writings, low cost-no cost teaching-learning aius anu
other colorful carus anu hangings
5.3.6 Roles and Functions of CRCs
The specific roles anu functions expected by the Coordinators working in CRCs are
as follows
I. To Identifv the villages with and without schools in the CRC limit,
, To prepare list of schools, teachers and Anganwadi Centres.
3. To prepare the map ofCRC,
4. To collect statistics on schools, children and teachers,
5. To conduct munthly meetings to provide educational information,
6. To help teachers for the development of teaching aids and in solving educational
problems,
7 To super\lse NFE centers,
8. To help the children for medical checkup,
9. To undertake any work aSSigned bv the Department of Education at any time,
10 To \ IsH c\ery school m the CRC limit at least once in a month to provide the
academic guidance to the teachers,
II. To assist m VEC meetmgs,
12. To orgamse and maintam proh'Tammes like a)VEC Mela, b) Maa-Beti
conventIOns, C) Chmnara Mela and d) Micro Planning etc,
13. To cooperate with BRCs in organising traming programmes by providing the
rC<.julred information,
14 To assist in the a) euucatlOnal tours, b) sports. c) cultlllal activities conducted in
Ihe schools under ('R(' limit.
15 To UIslflhule a) lesl h(l(lks, h) furnllur,'. c) kach111g aids and slleh other materials
prO\lded bv t he department to schools,
16 To mallllain all the records and registers relating to CRe,
17 To n,a111lalll the Iinallee orCRC as pel th': order of the Department and
18 To prepare the annual works plans and adhere to the s a 1 1 1 l ~
175
A cursory glancc at the above duties and functions of the COs of CRCs indIcates
that the COs ')1' CRt's arc required to discharge a wide variety of tasks related to the
improvement of primary education. Thus, the muillplicity and variety of activities
or C()s suggest that they need to have wide range of skills and capacities to perform
the same. When the ahove activities are further classified in terms of academic,
administrative and miscellaneous tasks, the following typology emerges:
Tahlc 5.3.8: Classi fication of the Duties and Functions of COs
Duties Administrative Duties
Miscellaneous works
--
I. Monthly sharing I.
Identification of Villages,
1. Departmental works,
of experiences, 2. Preparation
of the list
of 12.
Organisation
2. School visits and
schools, A W centers etc, different kinds
Preparation of 3. Preparation of CRC map,
I
melas/conventions -'.
teaching aids and 4. Collection of Statistics,
and
identification of 5. Supervision of NFE centers, 3. Cultural activities.
solution to hard 6. Helping Medical check
UD of
spots in different children,
subjects. 7. Assist in VEC meetings,
8. Assistance to BRCs,
9. Distribution of texibooks,
teaching aids etc,
10. Maintenance of records and
registers,
11. Maintenance of finance and
12. Preparation of work plans.
The classification typology of the prescribed duties and functions reveals that the
major pre-occupation of COs is administrative followed by academic and
miscellaneous. However, it is to be noted that the duties between and among these
three categories overlap. Thus, contrary to the major thrust given to CRCs in terms
or providing academic support to teachers and schools, the job chart appears to
provide more scope: for administrative and miscellaneous dutIes to the COs.
As against the prescribed dutH:s and func!ions of COs of CRCs, an attempt
has been made to analyse the actual tasks performed by the COs in thc present
176
of
of
For this purposc, qualitatlvc data gathc[<;d from both prlmarv and <;c(;ondarv
in thc sample eRes in two talukas of Kolar district have hccn uscd.
Tahle 5.3.9: Pcrfonnance of Ditkrcnt Functions in Sample eRes
IFulict
...... ----------K'- -.
____ . __________ 0 ar ... Gowribidanur
IOns CRC I CRC2 CR(j-- -CRC4
1
---y- f.-----.Y-- y Y Y I- Y Y Y
----
2
Y Y yy- --Y-- --Y--- - Y Y
3 Y Y Y Y Y Y
-Y
Y
----
4 Y Y Y Y Y Y Y Y
- - - -
5 Y Y Y Y Y Y Y Y
6 Y Y Y Y Y Y Y Y
7 N N N N N N N N
8 Y Y Y Y Y Y Y Y
9 Y Y Y Y Y Y Y Y
10 Y Y Y Y Y Y Y Y
11 Y Y Y Y Y Y Y Y
12 a Y Y N N Y Y N N
b Y Y N N N N N N
c N N N N N N N N
d N N N N N N N N
13 Y Y Y Y Y Y Y Y
14
AI
N N N
]\I
N N N N
BI
N N N N N N N N
C N N N N N N N N
15 a Y Y Y Y Y Y Y Y
b Y Y Y Y Y Y Y Y
c
y
Y Y Y Y Y Y Y
16 Y Y Y Y Y Y Y Y
17 Y Y Y Y Y Y Y Y
18 Y Y Y Y Y Y Y Y
Note: I to 18 are the functIOns, whIch correspond to the functIOns listed 10 sectIon
5.3.5, page 175
Y= Yes and N= No
It is noticed that almost all the COs of sample CRCs have been perfonning
the tasks entrusted to them exccpt some of the tasks like supervision ofNFE centers,
educational tours, sports and cultural activities and some mclas and conventlOns
such as maa-heti, chinnara mcla and VEC dc. As there arc no N FE centers In Kolar
district, COs do not perfonn functiom relating to the same. The VEC 111elas and
Maa-beti conventions arc found to be perfonned by 4 CI{Cs and :2 CRes,
n:spectively. While VEC training for VEC members is a for organismg
VEC mclas, Maa-beti is exclusively found in slich villages, where there is higher
t77
concentration of girl dropouts llencc there is variation. While Chinnara mcla and
MIcro Planning arc yet to begin in full swing, the educational tours, sports and
cultural activities are pcrhaps not considered serious enough f()r quality
improvement by the COs. Before attcmpting at the deeper analysis of major tasks of
CRCs, an analysis of each of the individual activities performed by the COs in the
sample CRCs has been attempted in the foregoing section.
Listing Villages with and without School Facilities
It is the primary duty of a CO of CRC to list out the villages with schools and
without schools for purpose of identifying the need for starting a school in a village.
It is noticed that all the CRCs have prepared the list of such villages with the help of
teachers. The lists so prepared are kept in the CRCs for further use. In most cases,
these lists are forwarded to the higher offices for initiating further action.
Listing the Primary Schools, Anganwadi Centers and Pre-primary
Schools
It is the duty of a CO to see that the Primary Schools, Anganwadi CenterslPre-
primary Schools are listed and kept in these centers. The basic purpose of this is to
identify the necessity of Anganwadi Centers for providing Pre-primary education
support for improving the enrolment and retention of children especially the girl
children in primary schools. This information is collected as per the prescribed
format, which contains the name of a village, its distance from the CRC, population
of that village, the number of primary school, Anganwadi centers with pre-primary
classes etc. It i, observed that all the COs i!l sample CRCs have prepared this list
with the help of teachers. In 3 of the CRCs, it was also observed that a follow up of
this information had resulted In the establishment of Anganwadi centers for
prOViding pre-primary cdllcation.
Preparation of the Maps of CRCs
All the CRCs had prcpared the map. The b"sic purpose of preparing these mr.ps is
to indicate the various facilities available in the cJuster.A typical CRC map consists
178
of the geographical location of tile village showing the North-South directions,
location of villages and distance between them, villages with schwls and without
schools, roads, NGOs, School Complexes, CRC centers, rivers, hills/mountains
Village Panchayats, Training centers, hostcis, hospitals, hanks, police stations, post
offices and such other facilities
Collection of Statistics on Schools, Teachers and Children
The norm also requires that the COs of CRCs collect statistics relating to Schools,
Teachels and Children for further planning in improving the primary education. It
is noticed that the COs are given the prescribed formats consisting of the serial
number, name of the school and address, type of the school (government, private
aided and unaided separately), the date of establishment, sanctioned posts,
vacancies, number of standards and teachers who are working at present etc. It also
contains the physical facilities like the number of classrooms, drinking water
facility, toilets and playground, curricular materials such as Science kit,
Mathematics kit, library and such other things. There is also a remark column
against each of the items to indicate the availability, working condition etc. The
format on information of teachers consists of the serial number, name of the school
and address, name of the teachers who are working presently, the sex of the teacher,
caste, educational qualification, date of birth, date of joining the service, years of
service in the present school, number of times training received by them and
remarks if any. The fonnat on students infonnation consists of the name of the
school, its address, enrolment and attendance of children caste wise and sex wise
and remarks if any. It is noticed that all the CRCs had compelled the above statisti;;s
in the required format with the assistance of teachers.
lIelping the School Children in Medical Check up
With a view to enable all children to participate III the school activities, medical
check up progmmmes is undertaken in every ,chool to assess the heal[h status of
l ~ c h pupil. Under this programllle, it is tile COs of CRCs to distribute the health
cards to schools and assess the health status of the children. It is noticed that they
t79
dlstrloute these cards either during their schnol visits or ,haflnl' 01
, ,
expeflences The health card malnlv consists of the name of a student, father's
name. class in which studying, income of the parents, height, weight and dlsaohtll:s
if any and remarks. It was also revealed that none of the schnnls coming under
sample CRes had reported ahout severc handicap dUfing health check up
programme. Despite COs identifying health among sch001 children
coming under their purview, it is noticed that subsequl:nt follow up work towards
remedial measurl:S is not performed to the expected level.
To undertake the Jobs assigned by the Department
It is reported by all the COs that they are assigned with certain miscellaneous jobs such
as Census, elections, CPE, Pulse Polio etc. Although these Jobs are not of routine and
regular nature, they do affect their academic activities as they (fonner) demand their
time and effort. It was also noticed that the COs did not have any option but to accept
such jobs thrust upon them.
Arrangement for VEe Training
COs are required to act as facilitators in the smooth conduct of VEC training. They
are expected to identify the members, who are yet to receive sHch training at BRCs
and to give the list of those members to concerned BRCs, It is noticed that all the
COs have been giving assistance to such meetings by sending the list of such
members for VEC training.
Melas and Conventions
As per the norms prescribed, it is the duty of COs to conduct awareness programmes
like (I) Maa-Beti Conventions, (2) VI'C mela, (3) Chinnara mel a and (4) Micro-
planning exercises. In the present analvsis, a narrative reporting of one such sample
Maa-Beti Convention and VEe mcla have been presented,
180
Maa-Hcti ('onv('ntion
It is an awareness programme filr hringing the female dropout children into the
school system. In this convention, school going girl children and their mothers arc
made to sit with the non-school going girl children and their mothers in small groups
and interact with each other.
This is mainly for the purpose of changing the
mindset of hoth the non-school going children and their mothers through creating
awareness anong them about the importancc of female education. In this context,
the rese .. rcher had the benefit of personally ohserving one such convention, held at
Thondanayakanahalli higher primary school, Kolar Taluk and the gist of the
diSCUSSion held by each group has be(:n highlighted hereunder.
The programme started at 12 noon, although the expected schedule was at
10-30 AM. The schedule was delayed because a large number of mothers could not
come for the meeting/convention on time owing to their personal
The programme started with an invocation of the students of that school. The CO of
CRC, Holur welcomed the gathenng <lnd Sathyanarayana, HM, Government high
school, Nayakanahalli inaugurated the programme In his inaugural address, he
emphasized the need and importance of girls' education in the Indian context. Later,
the mothers from 10 different villages were divided into 4 groups and were scnt to 4
different rooms along with the RPs of BRC. Four different topics such as
Government facilities for girls' education, importance of girls' education, health of
mother and child and treating equal among beys and girls in tenns of intelligence
were discussed among the four groups. There were four RPs allotted to each group
for purpose of moderating the discussion. Arrangements had been made to rotate
the 4 RPs alternatively between and among the four groups, when the discussions
were heing held in each room. The investigator ohserved the discussion by
pcrsonally sitting 111 each room. E\'el\ tlille the RP in the concerned room was
rotated, the 111\ cstlgator also rotated himself ht:lwccn and among the four different
groups. The highlights of the obscl\'atlon havc been described f()f each of the b'fOUP
separately as presented hereunder
181
I (,roup:
Th..: diSCUSSion 111 th..: lirst grOUI1 was initiated hy the RP with focus on highlighting
the iml10rtallt role I1layed by mothers in being the first and the foremost teacher
('(,um') j()r the child.
The underlYing message in this context was the primary responsibility of the
mothers in ..:ducatlllg every child in the family be it a 'boy' or 'girl'. The RP further
lin pressed upon the mothers that they tlrst begin, to teach the child the very basic
concepts such as 'father', 'mother', 'brother', 'sister' and whole lot of social
relationships within the family circle.
Within the context of such major
responsibility the mothers are expected to send their daughters also to the school, as
they would do so with their sons. At this juncture, the RP made the mothers realise
their failure in fulfilling the basic responsihllity of sending their daughters to school.
The discussIOns essentially centered around creatmg awareness among the women
(mothers), the importance of educating the girl child through sending her (girl child)
to the school. Although not every participant mother was involved in the discussion,
a few of them however did participate in the discussion. It appeared that the
underlYlllg message had reached all the participants.
In the next part of the discussion. the RP attempted to sensitize the
participants with regard to the differential roles performed by men and women in the
household. The underlying message that was intended to be passed on to the women
(mothers) was the gender imbalances in t..:rms of workload, within the context of
household responsibilities. In this direction, the RP made sincere attempts to elicit
from the gathering the kind of household chores that they are engaged day in and
out. The responses from the women (mothers) did reveal the complexity and extent
of workload and responslbLlitl":s that wom..:n are cntrust.:d with. At this pomt. th..:
RI' Impr..:"..:d upon th..: \\omcn that lack or cducallon had led W0111CII (moth..:rs) to
weakly acc..:ptlng most of th..: f:Ullilv and household responsibilities without realizing
the \'alue alld worth of tile same ThiS was further substantiated when mothers
reported that II was again their daught..:rs and not sons, who help..:d and assist..:d
them In discharging their hous..:hold responsibihties. It was also clear from the
182
discussion that the mothers in general refused to seek assistance from the sons in
discharging their duties, basically becausc the son went to schooL Thlls, the RJ> was
able to impress lIponthe women the nature of gender discrimination that prevails in
every household.
II Group:
The observation of the discussion in the second group while the investigator was
present was centered on identifying gender-reiated barriers for girls to attend the
schooL It was observed that most of the mothers, who had gathered were illiterates.
The RP highlighted the need for educating the girls as well in the present context
Further, he also highlighted the need for sending girls to secondary schools as welL
However, at this point, the mothers reported that as high schools are located at far
ofT places, they were reluctant to send their daughters to such long distances in view
of personal safety and security point At this juncture, the RP impressed upon the
mothers the need for sending their daughters to high schools, which would equip
them with skills and competencies, thereby empowering them with economic
security and employment. The RP provided comparative illustrations of increasing
number of girls in urban areas receiving secondary education and subsequently
getting into employment market and becoming economically independent. The
mothers were told to be favourable and supportive of their daughters' higher
education, thereby taking them on par with boys in different sectors.
III Group
During the time when the investigator was present in the third i;,'TOUp, the discussion
centered around the facilities and support services available for girls in the education
sector. The RP was partially successful in eliciting the list of government incentive
svstems for girls existing in the education system from only a very few mothers.
The RP while highlighting a wide rangc of incentive systems provided by the State
impressed upon the women the good intentions behind such scheme as well as the
positive benefits that can accrue to girls through such incentive system.
Ill)
IVCiroup
DUring the time when the investigator was present in this group, the R!' was
attempting to find out from the gathering" the reasons for large majority of them not
going to school when they were young, The reasons from the mothers revealed that
they were prevented from going to school by their elders in the family due to
prejudices and apathetic attitl!des, Although, in contrast, to what their elders dId
them, the mothers in general seemed to be inclined in sending their daughters to
school, yet, when the question was asked about ~ e n i n g their daughters to higher
education, they were apprehensive At this juncture, the RP once again impressed
upon the women folk about the importance of higher education for girls in the
present day situation and the positive benefits of higher education for girls,
Thus, about 2 to 2 y, hours in the forenoon session (which extended beyond
half past two in the afternoon due to belated starting) were spent on interaction with
the participants, After this, there was a lunch break close to an hour. During the
post lunch session a valedictory session was scheduled wherein the participants were
expected to express their impressions about the programme, However, due to heavy
rains, the entire valedictory session was called off
From out of the observations, that the investigator made of the four groups,
the following conclusions emerge,
The attendance of mothers and their girl children was more than 80 percent
(50 out of60) It was noticed that only a very few of them used to participate in the
discussion and others were sitting quite with hesitation, Some RPs were successful
in drawing the attention of mothers and some others had not made any attempt in
motivating them to participate activdy in the discussion Out of the interviews it
further emerged that there was inhibition to talk to mcn R!'s, Because of this. they
were not actively participating in the discussions with the Ri's of opposite sex, This
brings out certain points f(Jr consideration, Firstly, women need to unlearn certain
IIlhihitivc behavioural tendencies among women so as to actively participate iI' the
discussions, Therc/(lre in this direction, the RPs have to pay more attention,
184
,
Alh:rnativcly, then: is a need to appoint kmale Rl's In such meetings, which can
pronwh: greah:r among the women. Perhaps, If a woman such as some
Executive olTicial or a I'anchayat's President/Member were to he invited to
inaugurate such a function, it would have served an appropriate role model for
wOl11en to be more interactive. Despite such deficiencies, the programme in general.
was well organised with enthusiasm and Interest.
It appeared that the RPs were, by and large, successful in creating awareness
among the mothers of the dropout girls regarding the importance of education of the
girl child. As a result, some consensus seemed to emerge from the participants so
far as ensuring their daughters would never miss school henceforth.
VEe Mela:
The eos are required to organise mel as for VEe members in their respective
clusters to assess the Impact of VEe training. These melas are intended with the
following purp0ses in view.
I) To create awareness among VEe members about enhancing physical and
educatIOnal facilities in the schools,
:2) To exhibit the low cost-no cost teaching aids prepared in schools,
3) To exhibit the contributions made in cash or kind by the members of VEe and
4) To I 111 prove the school-commul1lt) relationship.
The researcher had made modest attenlpt to gather certain observations in one
such programme conducted at eRe, Kolar Taluk on 25
'h
Sep 1999. The
description of the same is here under.
a, the Maa-Beti eOl1\ellt10n, even tIllS programme started belatedl\' at 11-30
AM Instead of scheduled I () AM due to late arrivals of the members. The
Coordinator (lITRe welcomed all the VEl' members the dignitaries 0!1 the dais.
The CO of BRC, Kolar Illtrodueed the Sl'SSlOn through n:iterating the roles and
responslbdllies of VEe memhers. The Pri!1('ipai of government junior college by
name Maheshappa lIlauguraled the session In his in<\lIgural address, he emphasized
the Importance of primary education and the r;lle of community in strengthenir.g the
quality or primary education. The Deputy CO of OPO Kalappa, who was the Chief
(,uest of the day, in his speech voiced the concerns about the irregular nature of the
VEC meetings and the negative implications such meetings for the smooth
funetiol1lng of rrimary schools. In his speech, he further emphasized that the role of
VECs should never be limited merely to arrange for the national and state festivals.
After the completion of the inaugural session, the members of VECs from different
villages were divided into 5 groups to share their experiences with the RPs from the
LOneemed BRC. The purpose behind such experience sharing were mainly to
highlight (I) the extent to which the VEC training has made impact on VEC
members, (2) experience sharing in tenns of cashlkind contributions made bv the
VECs, participation and the nature of the role played by the VEC members and
Member Secretaries and (3) the mOllitoring of teachers and schools by the VEC
members. As done in the case of Maa-Beti convention, even here, the investigator
happened to observe all the five groups on rotation basis. The observations for each
of these groups IS presented below.
I Group
To understand the relationship between VEC members with their concerned teachers
a question was posed by a RP from BRC like this.
RP. How is the relationship between you and your teachers?
Members It is good now especially after training.
RP If any teacher comes late to your school, do you question them?
Members: If any body comes late once or twice due to some unavoidable
circumstances we don't questIOn him or her. But if the same thing repeats definitely
we will question himlher.
RP: If teachers are regular and punctual, is it enough
0
Members (some): No, they should engage the and should teach as welL
RP: Do you supervise schools regularly')
Members (most of them) We arc not regularly bl!t occaSIOnally.
RI' How many of you h,l\'c encouraged thc meritorious studcnts with rewards
(pnzes)0 was Intended to understand whether the members were
aware of meritorious students in their schools and to what extent, they made ell()rts
to promote such students)
Members (most of them) We arc supporting such students t:1TOugh awarding prizes.
Fuothcr, another question was posed to understand the nature Gf cOl'tributiPtls
made under resource mobilisation exercise.
IS6
RP: What arc the kinds of contributions (cash/kind) you havc made to your school'.'
Members (only few of them): Land, chairs, table etc (l[ the development of schools.
At the end, the RI', while highlighting the more active roles played by the
VECs in terms of higher wntributions and better monitoring impressed upon the
VECs to follow the suite
II Group
An attempt was made by the RP to assess the extent of resources mobilised by each
VEC in terms of various types of to the schools. In this context, the
RP made inquiries with each of the VEC member and listed out the contributions.
While the members from one VEC (Arjenahalll) reported contributions such as wall
clock, water jug, steel cups, tea jugs, plates, water filters. chairs, benches, table and
mirrors, another VEC (Koratimandanahalli) reported contributions in terms of
Photos of national leaders and land for construction of new school building, yet
another VEC (Kudagol) reported contributions in terms of chairs and tables. There
was also an attempt made by the RP with regard to the extent of utilisation of DPEP
fund during the last four years. It transpired that there were a few VECs, which are
yet to utilize the DPEP funds. In regard to this, the RP emphasized the need for
effective utilisation of the DPEP fund for school improvement.
III Group
Dt.:ring the when the investigator was present in this, the RP was making
attempts to find out whether the VECs reCOb'11ized the meritorious students in their
schools and how and when do they honour such students. In this context, some of
the members reported that they honour meritorious students generally when the
schools celebrate State/National festivals. Further, they also reported that the prize
money usually came from the collective contribution of the VEC members. At the
end, the RP impressed upon the members, the need for their presence in such
celebrations.
iV Group
When the investigator was present in this group, there was an attempt by the RP to
find out the frequency with which the VEC members visited the schools and the
purpose behind such visits. In this context, the following was observed.
RP. How many of you have Visited your schools?
Members (most of them): We all have
RP For what purpose do you \isit schools')
Members (most of them): Just to check the presence of the teachers in schools.
RP What arc the problems that you ha\e generally notIced during your \isits to
schuols')
Members (very few) Ahsenteelsm of students, lack of hlcil itlcs ctc.
RP: Have you taken any action on such
Memhers (a very few): Yes, to some extent.
RP: Have yuu noticed any child, whu is out of school!,1 your village?
Members: No such incidents.
187
V Group
At the tllnc, when the investigator was present in this group, the RP was making an
attempt to lind out from the VEe members, the purpose of VEe and the roles and
responsibilities In the VEe. In this context, the 1()lIowing was observed.
RP: Why have we constituted VECs')
Members (most of them): To check the regularity and punctuality of students and
teachers.
RI': Wlil your school improve, if there is no supervisory support by you?
Members: No.
RP: What you should do?
Members (some of them): We have to take responsibilities about the improvement
cf our school.
RP: In what ways have you helped your schools?
Members: ElectrIcity connection, furniture, bringing out of school children into
school etc.
At the end, the RP advised the members to perform their roles and
responsibilities properly to improve the participation of children in schools. This
was followed by a lunch break. During the post lunch session, a valedictory session
was arranged for which the BEO, Kolar had delivered the valedictory address. The
BEO in his speech emphasized the need for support structure like VEC for
improving the quality of education. During this session, some of the members
expressed their views voluntarily. The members highlighted their contributory role
in the improvement of their schools. The session ended with vote of thanks by one
of the teachers.
From the observations of the above meetings, the following emerges.
The attendance of members it was about 80 percent (80 members out of \00). The
participation was quite good because a majority of them used to participate well in
the interactive session. It was observed that there were a few members, who rarely
or never part!eipated in the discussion. However, the RP did not make any effort to
involve such members in the discussion. An another observation that was noticed is
the silelll'<: of the \ ~ o m I l mcmbcrs in thc group. As the discussion was dominated
by the malc mcmber, cven hcre, the RI' did not make any special cffon to persuade
women memhcr to participdtc in the diseussi(Jn. As in the case of Maa-Beti
convcniion, e\cn this programmc W<lS wcll organised with grc<lt interest and fervour.
188
Chinnara Mela:
It was noticed that although, these Melas were organised by many of the eRes 111
the sample blocks, the investigator could not get an opportunity to observe the same
as these Melas were not organised during the period of data collection hv the
investigator. The purposes of these melas arc generally the following.
I) To develop national Integrity among children,
2) To make the schools more attractive,
3) To increase the attendance of children,
4) To make teaching-learning more attractive,
5) To develop gender equality among children and
6) To develop and improve the community relationship with schools.
Micro Planning:
It is the most effective means to create awareness regarding the concepts of access,
retention and achlevement of children. It was noticed during field visits that most of
the COs in the sample CRCs were not involved in thlS process, not only due to the
fact that there were no attempts made by the concerned authority in their areas but
also due to lack of training on the part of them in this direction. They also reported
that the actual needs and problems are being identified and solutions are planned
through discussion and it is usually done for the following purposes.
I) To improve the enrolment, attendance and educational progress of children at
primary level,
2) To create awareness among the community members about the importance of
primary education,
3) To involve the community actively in the success of VEC and
4) To stn;ngthell the VECs fix further of schools.
189
Maintenance of Records and Registers in CRCs
The COs are required to maintain certain records/registers in the CRCs. Some of
thelll are:
I) Attendance, 2) Visitor/s Book, 3) Equipments and Furniture, 4) Information of
Teachers,S) Information of Children, 6) Information on VECs, 7) Cash book, 8)
Distribution of TA, 9) Registration of teachers, 10) Attendance of teachers, II)
Memo book, 12) Frolll Register, 13) To Register, 14) Bank Challans, 15) Addresses
of Resource Persons and expert teachers, 16) Diary of CO and 17) Movement
Register, 18) Receipts and 19) Travelling Allowances and Daily Allowances
The COs reported that preparation of such a big list of above documents
consumed a lot of time and effort. Notwithstanding this, the cas felt that such
documents as ready reckoner for sending information especially when the
higher officials asked for the s&mc.
Annual Work Plans (Calendar of Activities)
Every CRC is expected to prepare an annual plan. Such an annual plan should
reveal schedule of activities month wise. It is noticed that all the 8 CRCs had
prepared such annual plans. But in reality, these plans are not strictly adhered to as
many of the were not carried out as per schedule. On probing, it was
reported by the COs that due to heavy workload, many of the scheduled programmes
could not be carried out. Thus, there seems to be a gap between pldnning and
execution of the plan.
l\laintcnance of Finance
Every CRe gcts a grant of Rupees 1000 per annum (One Thousand) towards
meeting expendIture for variolls items. It is noticed that not only all the CRCs had
recclved this grant, but also had uti:ised the same according to the prescribed
guidelines.
190
5.3.7 Activities of the CRCs - An Analysis
The two major roles of COs of CRCs arc monthly interactive meetings and school
visits. Accordingly, an in-depth attempt of these two roles has been done by
gathering data from both primary and secondary sources.
1. Monthly Interactive Meetings (Monthly Sharing of
Experiences)
It is the responsibility of COs of CRCs to arrange the monthly meetings in these
resource centers for the teachers in the schools that they supervise. The basic
purpose of the meetings is to help the teachers to teach and manage the class very
effectively and efTiciently by maximising the individual teacher's potentialities and
capabilities through peer review in a participatory approach. Hence, to this extent,
these meetings are targeted at sharing of experiences by the teachers in different
school/village context. These meetings are generally conducted as a follow up
training session and mostly in the form of \\;orkshop, where routine educational
problems pertaining to teaching of different subjects and topics are discussed and
possible solutions sought. Generally, either the COs or the experienced and efficient
teachers in the group present demonstration lessons and role play exercises for the
teachers to make them confident in the teaching-learning process of a classroom and
thereby ensuring the qualitative improvement in pnmary education. It is also
noticed that some times teachers themselves discuss their educational problems and
arrive at workable solution in a participatory mechanism. During such interactions,
it is expected that they would playa facilitative role through appropriate guidance
:lnd counseling.
:\umhcr of held
At ihe outset, the number of meetings conducted by the CRCs has been examined.
The peTiod of rL'krence for this has been from April 1997 to Jan 2000. The
following table gives the number of meetings held in sample CRCs of Kolar and
Gowribidanur during this period.
191
Table 5.3.10: Number of Meetings held at Sample CRes
. _.
, --"- - -- .-
-- ----- --_.- ._- -- .
._----
Year
Number of Meetings in the-CRCs _. __ .
--_._----... _-_. __ .- _. ------_ ..
._---
Kolar Gowribidanur
I 2 3
...
4 Total I 2 3 4 Total
._-=-
1997-98 5 6 5
c---1_ 21 5 5 5 5 20
.--------------- -- --- .
t----.-
r----
--
1998-99 4 6 5 5 20 5 5 5 5 20
- --- -
1999-00" 4 3 3 3 13 4 3 3 3 13
Total 13 15 13 13 54 14 13 13 13 53
---
----
Note: N umbers I, 2, 3 & 4 In the first hOrizontal row correspond to the sample
CRCs, selected
* Up to Jan 2000
The very fact that none of the col umns reveal 12 meetings in an year suggest
that the meetings are not held regularly every month as per the nonn (table 5.3.10).
The average number of meetings for all the three years either in Kolar or
Gowribidanur works out to 5 only. The shortfall in the number of meetings could be
attributed to a number of facturs. The meetings have to be conducted by the CRCs
as per the directions Issued by the BRCs, which means CRCs are not well equipped
to plan and organise meetings in their own. It seems that they are dependent on
BRC for planning and organising meetings. Either CRCs are not equipped with
appropriate to conduct meetings or then: are administrative bottlenecks, which
come In the way of conducting meetings on a reguiar monthly basis. However, in
depth interviews with the COs revealed that they either wait for the BRC direction
or hold the meetings as and when the need arises from the teachers. This suggests
thai CRCs are not adequately empowered to plan and organise meetings on their
0\\11 and they do nut appear to function as independent autonomous academic units.
in any case, the CRC training should focus mor.: on developing skills and capacities
to empower the COs to take timely decisions.
:\aturc of :\1ccting
I\n attempt has been made to examine the nature of such meetings through analysis
of records, which document the minutes of the meetings. It is significant to note that
lhe process of each and every monthly meetings of sharing edu(;ationai experiences
IS being documented In every CRC under The process of docullleniation of
meetings is an innovative concept followed under DPEP intervention with a vieIV to
1<)2
develop skills relating to observation, interaction and recording. It IS observed that
generally the C') of CRC entrusts the documentation work to one of the groups
identilied in the heginning of the session. This group would record all the
proceedings of the meetings and present the same to the group at the end of the
session. A copy of such report is generally sent to the concerned BRCs for thcir
perusal. It is ohserved that the records generally include items such as invocation,
welcome, preparatory activities, the kind of tasks performed, rcmarks if any and
vOle of thanks etc.
Minutes of the Meetings: A Content Analysis
As said earlier, the minutes of the every meeting are documented at CRCs. An
attempt has heen made to analyse these meeting reports to understand the nature of
functions performed by the COs. For this purpose, all the documents relating to
such meetings held in CRCs during 1997 to January 2000 have been considered. The
data are gathered from the eight sample CRCs and the period of reference is 1997 to
January 2000. Altogether, thert> werp. 107 such reports, 54 from 4 CRCs in Kolar
and 53 from 4 CRCs in GO\uibidanur. There are prescribcd norms/guidelines, which
suggest what should be the focus of such meetings at CRCs. Some of them are as
follows
I. Finding out the hard spots in various subjects, finding solutions from different
sources like BRC faculty and schcol complexes,
2. Identification of talented teachers in the group for the preparation and
of innovati'/e activities and to make use of their services in the
future meetings,
3 l Jse of work cum text hooks-methods and techniques,
.t [)e\ elopment of possible low cost and no cost teaching aids for e:lch
COIl1 pctency,
5 Identification of problems of multi-grade teaching and discussion on possible
solutions,
6. Discussion regarding competency based evaluation tcchniques and plOcedurcs.
7. Innovative actiVities j()r diflerent competencies in the classroom situation,
\9.1
R. Collection of information on various aspects,
9. Discussion on strategies f()r the co-ordination with VI':C,
10. Utilisation of school and teachers' grant,
II. Maintenance of cleanliness including toilets and water supply in the schools and
12. Discussion on Kali-Nali newsletter.
In order to understand the kind of emphasis given on each item listed above, the
frequencies of the activities undertaken in the meetings have been calculated and are
presented in the table 5.3. II.
Table 5.3.11: Frequencies of Activities Undertaken in the Meetings at CRes
I Activities undertaken in the (,RCs
Kolar G bidanur
._---------- -
Fir.ding out the hard spots in various subjects, finding solutions 35 34
fac!llty and school complexes, (65) (64)
Identi fication of talented teachers in the group for the preparation 30 35
and presentation of innovative activities and to make use their (56) (66)
sef\ices in the future meetings,
Use ()f .... ork cura text books-methods and techni.ques. 17 (31) 16 (30)
De.elopment of possible low cost and no cost teaching aids for 19 18
each competency, (35) (34)
Identification of problems of m!llti-grade teaching and discussion 21 19
on possibk solutions, (39) (36)
, DIscussion regaruirog competency based evaluation techniques 18 16
and procedures,
_._-- ----
(33) (30)
Innovative activities for different competencies in the classroom 14 18
situation, (26) (34)
---- ---
Collection of information on various aspects, 25 26
(46) (49)
Discussion on strategies for the co-ordination with VEe,
13 13
(24) (25)
of school and teachers' gr:mt,
21 24
(39) (45)
Maintenance of cleanliness including toilets and water supply in 6 5
schools and
(II) (9)
,
DisclIssion on KaIi-l\!ali newsletter. 12
2
L_
- - ----- -------------"- --
- - - -
1 (41
t4L ____
---- - - --- . - -- --- --"--- --- -- .
i\otc: I'Igurl's In Parentheses refer to the Percentages
As can be secn from thc tarle 5.3.1 th-:re is an uniform adherem;e \0 the
activities as per m.nns. Ilo\\'c\'cr, it could be notIced tlte major emphasis hi!s
been given \0 the academic related activities lIke linding out the solution to the hard
194
spots in various suhjects and identification or talented tcachers in thc group to make
use of their services and administrative activities like collection of information and
utilisation of school and teacher grant. Activities such as identification of problems
or multi-grade teaching and discllssion on possihle solutions, dcvelopment or
possible low cost and no cost teaching aids ror each competency and discussion
regarding competency based evaluation techniques and procedures are also given
considerable importance in the CRC meetings The kinds and patterns of these
activities do not appear to differ much in the two taluks. The researcher also noticed
that some of the CRCs in the sample blocks have gone to the extent of organising
exhibition of teaching-learning aids at these resource centers. On further intcrviews
with the COs majority of them reported that these meetings enabled them to solve
educational problems faced in the daily classroom teaching-Iemning process and to
Impro\e their academic competency. However, a few of the teachers expressed
apprehensions regarding less weightage given for activities relating to multi grade
teaching, development of low cost-no cost teaching aids and use of workbook in
such meetings. Even Khaniya (1997) also observed that this system of regular
meetings has developed in teachers a sense of confidence.
The content of the 107 meding reports is further supplemented with the
personal observation on the spot during field visits. One such observation report is
narrated here undtr for each CRC of Kolar and GowribidanuT.
CRC, Vcmagal, Kolar Talul{:
This CRC is located at a distance of about ten kilometres from the taluk headquarter
The researcher went to this center on 26.12.99 by 10 a.m. The CO and some of the
teachers were present at that time in the CRC center The researcher was well
n:ceived hv the OT!.!anisers alier introducmg himself. Thc CO calkd somc students
and asked tt; sweep the !loor and the tt:achcrs sprcad the jamkhanas on tht:
floor. The programme was supposed to he started by 10.30 am, but it started by
1045 am, as some more teachers were expected to arrive. The programme started
\\uh an Il1\ocation by Teherahi, I!M, Hlrapura and welcome speech by the CO of
eRe. Thc or the mceting was quite and it was 63 OUI of 65.
In the heginning of the meeting, i,lstructions of the Depat1l11cnt of Education were
gm:n by Mr. Muniyappa, lOS, Kolar Taluk. The instructions \Vcre as follows.
19:'
I. There will not he annual examinations at taluk level for the classes I to 4'h and
class level examination for 3
rd
and 4'1. standards should he conducted only on the
competency based questions
2. The teachers of the DrCp prize awarded schools were asked to meet at
Narasapura on 1.3.9l) along with their school children for the prize distribution
function.
3. The total number of working days should not be less than 220 days and
attendance of each and every chi Id should not be less than 75 percent of the total
working days.
Most of the teachers wrote down the instrudions. However, a few of them
simply listened to him. Then the teachers were asked by the CO to prepare the flash
cards individually relating to mathematical numbers, with the help of card board and
sketch pens. In the succeeding session, in the forenoon, the teachers were basically
engaged in preparing the same.
In the afternoon session as soon as they prepared flash cards, they were further
allowed to prepare a scale of one meter with the help of card board and sketch pen.
Afterwards, the CO demonstrated the method of teaching some concepts in
mathematics using the cardboard and the scale prepared by the teachers. During
demonstration, there was interaction among the teachers. The CO was making
attempt to elicit questions from the participants and provide convincing answers to
such questions. The demonstration lasted for about 15 minutes.
Overall, the participation appeared to be good since most of them participated in
the activitv. It was clearly evident that the session was quite helpful in both
improving the capacity of the teachers and in helping them to prepare low cost-no
cost teaching aids with less effort and limited resources.
CRC, Gowribidanur, Gowribidanur Taluk:
This eRC is located in the campus of BRC itself. Here also the programme started
latc by 20 minutes because of late arrival of some teachers. The programme started
with an invocatioll of group song by all the member teachers. Mr Sanjeevarayappa,
CO of CRe welcomcd all the teachers and conducted a preparatory activity
through Identl fication of animals and persons based on the sounds created or
qualitles/attnbutes described for the teachers. The basic purpose of the activity was
to keep teachers alert. 1\ large of them actively took part in It Then the CO
asked the teachers to open their handbooks and to sing a song ""Dcvara
pepparamentenamma (God's Candy)" in a group. Aller this, the reasons for singing
poems with rhymes were discusseu. The point, which emerged out of discussion,
was explained well by the CO thai new words could introduced for children
through singing poems with rhymes. Then the teachers were tilrmcd into dilTerent
groups 111 accordance with their numbers. The teachers were then asked to list out
the thir.gs, class wise and subject wise to be taught in the month or September and
1%
October and were allowcd to discuss the problems if any. Then the group leaders
were asked to present the topics and the problems if any and the solution lor them
were found uut with the fellow teachers. After this, each and everv teacher was
invited to pick a chit, to act and to develop a story on it. All the participated
in the programme well. Then, the CO gave some infurmation on Maa-betl
programme.
The afternoon session was started with the preparatory activity' Aane banthu
Aane (Elephant carner In the beginning of the session, to keep the teachers
motivated an activity was conducted. In that activity, certain pictures were stuck on
the back of a few teachers without revealing the same. Others would pose questions
to such teachers on the basis of which they had to identify the pictures pasted on
their backs. Further teachers were divided into 5 groups and were given some charts
to each group. Then they were allowed to list out the topics, which can be taught
With the help of those charts The charts essentially consisted of certain indigenous
and rural folk concepts of play, games and symbols. The group leaders then
presented the list of topics, which could be taught, out of those charts in a classroom
situation. Most of the teachers attempted to ask questions but a very few of them
did not make any effort in this directIOn. At last one of the teachers by name
Rajashekar from Channenahalli presented his experiences of his three-day Film
Based Traming (FBT) conducted at BRC He appreciated the teaching method and
teaching aids of Heggadadevana Kote (Mysore district) experience, shown in FBT.
For this session, Mr Nanjundaiah, the CO ofBRC, Gowribidanur was invited. In his
specch to teachers, h;; stressed the importance of competency based teaching to
enhance learning m the classroom and also he talked about the need for creating
awareness about girls' education.
Sum mary of the Observations:
It was noticed that the attendance of the participants even here was more than 95
percent. In this meeting, while the group leaders were seriously involved in the
\,'ork, the others did not appear to be serious. But, the CO appeared vigilant in
observing the activities of the teachers very keenly and made sincere efforts to draw
the attention of the participants, who were not seriously involved in the group work.
It clearly evident that the session was quite helpful in hath improving the
capacity of the teachers and in helpll1g th':l11 to prepare low cost-no cost t.:aching
aids with less effort and IIIl1ited resources
'['h frolll the observalio11S it could he concluded that although, th.:
us,
. . . I tl t' l' g(llld, t'l"r" \\,,'IS interactions in the
partiCipation In 10 1 ,Ie cases w, S I v v
Vernagal CI{C meetmg than in (JOIHihidanur eKe. Because, the teachers were
assigneJ the oTiented individual \\,Irk as coll1par.:d to the latter. But, the CO
t97
was very active and keen ohserver in Gowribidanur eRC than that of VemagaL ThIs
hrIngs out an Important point that drawIng the attention of the participants depends
largely on the kind of activities undertaken in the CRCs. Despite such deficiencies,
both the meetings had proved more useful for the teachers to improve their
capacities, since the programme in general, was well organised with enThus,iasm
and interest.
Experience Sharing at the Monthly Meetings in CRCs: Quality
Aspect
One of the important ways of assessing the quality of these experience-sharing
activities is through the eyes of beneficiaries of these programmes. In this direction,
an attempt has been made to capture the perceptions of a sample of trainees (40
trainees equally from two CRCs in two different blocks) were interviewed about the
monthly interactive meetings conducted at CRCs. In general, the trainees (17 out of
20 in one of the CRCs of Kolar block and 16 out of 20 in a CRC from Gowribidanur
block) felt that the experience sharing meetings at the CRCs were comprehensively
desib'11ed in terms of content adequacy, sequencing of activities and appropriate
methodology. An attempt was also made to elicit the trainees' perceptions with
respect to facilities, transaction mode, relevance and resource support etc. The same
is presented in table 5.3.12.
Table 5.3.12: Perceptions of Beneficiaries about the Monthly Meetings at CRCs
---
Indicators of quality of monthly CRC in Kolar Block CRC in G.Bidanur Block
meetings Yes No Total Yes No Total
Relevance 18 2 20 17 3 20
1----
---
18 2 20
Scope for interaction 17 3 20
Adequate facilities 15 5 20 14 6
--
Resource support_by th.<: S::Os __
I- 14
6 20 _15 __ 5 20
j----
._- ---
Duration 16 4 20 15 5 20
It is evidC'nt frolll the table 5; 12 that a large majority of beneficiaries in the
CRCs, belonging to two diffcrent blocks has expressed their satistilction with respect
19R
to all spccilic aspects rclated to quality of monthly sharing of experiences at eKes.
Besides, they also strongly recommended such kinds of training to their colleagues
Further, for the question was it monotonous, majority of them (75 percent)
rcsponded in negative. With regard to the usefulness of the programme to their
daily classroom teaching, all of them (cent percent) reported in affinnative. Ovcr
all, teachers seem to bc satisfied with the quality of the experience-sharing
programme at the CRes. Thus, it can be inferred that these prohTfammes arc well
designed and more useful to them in their classroom teaching-learning process.
I n addition to thc above, the perceptions of teachers working in primary schools,
which were visited by the researcher, have also been examined. About sixteen
teachers from ten sample schools drawn from the eight sample CRCs were
interviewed. Some of the strengths of the sharing of experiences at the CRCs as
indicated by them are as follows in the order of priority.
1. To solve some of the daily life educational problems, especially related to
classroom instructions (14 ),
2. Helpful in the development of low cost-no cost teaching aids (II) and
J To improve the activity based instruction at lower primary classes (10).
Alternatively such meetings are also found to suffer from certain deficiencies as
revealed through perceptions of the teachers. Some of them in the order of priority
arc:
I. Lack of experience on the part of most of thc COs working in CRCs (10),
2. Lack of follow up work especially on academic supervision (9) and
3. Lack lif more emphasis on multi grade teaching and preparation of locally
availahle teaching aids (8)
t99
2. SchO(11 Visils
School \ iSlt is yl:t anothl:r imrortant rUllction or c(), Till: data ror this anal\ 'I' arlO
drawn from the Tour I'rogramlm:s. VI\It dalfll's and VISit rerorts avallahle III thL:
sample pnmary school and In the concnned IlRt \ In order to understand the kind "I'
tasks performed bv the COs dunng their visits
Tour Program mes (Tl's):
Each and every CO is expected to prerare a tentative TP, which indicates the date.
name of the school and proposed visits during working days of the month In
advance. Noonally the TP consists of the number of working days, holidays, the
date, name of the school, number of visits to the schools and other tasks to be
undertaken during these working days. An attempt has been made to analyse the
TPs of COs in order to understand the quantity and variety of tasks performed bv
them. The TPs of the COs for three months have been selected randomly from each
of the eight sample CRCs. Monthly averages have been worked out to arrive at
number of days proposed for different kinds af activities Tile ,arne is In
the table 5.3.13.
Considering the average number of days proposed by the COs for drtTerent
kinds of jobs, it is the 'School visit' job, which emerges as the single largest actiVity
as revealed by the figures in the table (more than 90 percent). Thus, it is clearly
evident from the TPs that the major task of the COs is school visits. As per the
nonns, every CO has to visit all the LPSs and primary classes (I to IV) In the HPSs
which come under hislher jurisdiction at least once in a month. However, it is to be
noted that TPs indicate only the proposed of COs, as an ad\'anced plan.
:!oo
Tahk S.),I:; Numbcr or I lays l'roroscd rm I )lifcrcnl !\clivitics oy the ('()s
Number
activities
or days
alld I !\verage NUlllher "I'I lays
Kolal (ibidanur
i Total number
I mont h
! I I 2 , I 4 I I 2
or days III a!,O 1,0 ,(I ilO !ll 31
Ii: 1_
! Tolal numher of
,
I including_Sundays
Total number of
holidays I () I () I (, I () (, 6
JI
6
25
1
31
25
Number of days 011 \\ l11ch i2:----+:--=2c:
2
- '-(2926) -- 22 23 2-1'---+-2-3---123
school visits were proposed (92) I (92) (91) I (92)
bY.!b.e COs i I
rumber of days proposed'for 2 ~ 2 2 -+--:-2--- 4 : 2
l
administrative. and. oth. er (8) 118) 1 __ (_8._> (e) (8) I (16) I' (8)
tasks by the COs____ ... , .. ---'--__ --'--__
Note: 1,2,3 and 4 in the top most row represent CRCs
Figures in parentheses represent the ?ercentages
Consolidated Monthly Reports (Field Diaries) of the COs:
2
(8)
As a contrast to the TPs, the Consolidated Monthly Rerorts (CMR) of the school
visits indicate to what extent the COs has been able to adhere to the TPs in reality.
The field diaries for the respective months of the TPs were selected and the average
number of days have been carried out for every month as done in the case of TPs.
An n l y s i ~ in this direction reveals the follOWing,
201
Tahle 5.1.14: A Comparative Analysis or the Average Numher or days Proposed alld
Spent ror DII"I<.:re11t Activities by the COs
---- ..
-- ---------- _.
Numb.:r of days and activities
Average Number of Days
Kolar Ghidanur
I
--._---- .. -------
CRC CRe eRe' eRe' CRC CRC
I" .--... . . ... .-.--.---.
I
3 4 I 2
:;
4
. ..
Total number of workillg da.Y" 24 24 24 24 25 25 25 25
-------- - -- -- ------ -- .- ... - .. -' ------ ----- -- ._._------- - - -_._---
Number of visits to schools as 22 22 22 22 23 21 23 23
_ ____ ....2r TP
-
.fi2) (92) (96) (92)
(
92
1
(84 )
(92 ) ..
...
Numher of visits to schools as i3 15 12 15 10 12 10 10
. _______ per _
_
I-J50)
{(l)L
....i
4O
L
J.40J.
Number of days proposed for 2 2 2 2
I
2 4 2 2
administrative and other tasks (8) (8)
(8) (8) (8) (16 ) (8) (8)
TP
"lumber of days spent for 8
8 8 13 I I 12 II
administrative and other tasks (33) (29) (33 ) (33) (52) (44) (48) (44)
as per CMR
Number of davs spent for
2 4 I 2 2 3
4
j
,
I
I
miscellaneous' tasks as per (13 ) (8) ( 17) (4 ) (8) (8) (12 )
(16) I
CMR
..
Note: Flgilles m parentheses represent the percentages
Unexpected holidays, Casual Leaves etc.
It IS evident from the table 5.3.14 that although a large proportion of their
time is spent on visiting schools, thele is a greater declme in the same when TPs are
considered. As contrast to the TPs, it is observed that there is increase in the time
spent on administrative and other tasks rather than the school visits as revealed in
the TPs. The deviation between the proposed and the actual duties explains the kind
of leeway enjoyed by the COs in preparing their duties. Besides, it also indicates the
kind of other duties that they are involved. As contrast to the number of days spent
by the COs for school \I,its in the TPs the consolidated monthly reports reveal an
aetual reduction in the number of days of school vIsits. Altt'matively tllt're seems to
be a rise in the number of days spent by the COs for administrative and other duties.
The other duties include: CI'E works. censu;, enu111t:ration. electIOn duties, pulse
poliO programille. mcetlngs and organisation "I' Li, fkrcnt Mclas. On further probing.
maJority of the COs reported that they arc the lirst pick ups to do all kinds of odd
jobs (,I' the government machinery.
202
of Varil'ty of Tasks I't'rformed hy the ('Os:
In order to L1nderstand the J..lnd of actlvltlcs pcrformed by COs, a further analysis has
ht:cn attempted by taJ..lIlg a deeper look into the t:onsolidatt:d monthly rt:ports of tht:
COs. Tht: actl\ities arc broadly classified into three categories of tasks namely tht:
academic. administr;JtJ\e and other/miscellaneolls tasks depending on the kind of
tasks involved in each ene ofthern. The salTle is prt:sented in the table 5.3.15. It IS
from the table that the admll1istcative and miscellaneous tasks of COs arc
ht:avit:r rather than the academi(; tasks. Undt:r these circumstances, expt:cting COs
to be continuously engaged 111 academic improvement activities may farfetched. In
fact Christ's (1995) study finings confirm that not only the COs are overburdened
\\llh administrative duties, but also with other/miscellaneous tasks. The fact that the
COs are overburdened with administrative duties and such functions come in the
way or smooth monitoring of academic programmes of schools are further
confirmed by studies of Christ (1995) and Khaniya (1997), which revealed that it is
difficult for COs to undertake the academic works seriously under such
circumstances.
Table 5.3.15 Different kinds of Tasks of COs
1 j\cademic Administrative Other / Miscellaneous
[?-'cademic supervision, Collection of information, Meetings:
I Training i workshop, Dt:partmental works, Preparatory meetings for
! Preparation of question Distribution of uniforms, different prob'Tammes
papers and i Health cards, Mid-Day Meal CPE works
I Monthly sharing of I (Ration cards), NSC Census enumeration
expenences certiticates etc, I Meetings with BEOs and
Answer paper Examination duties, BRC Coordinators and
e\aluation Maintenance of records and Resource Persoils
rel!isters Elcction dutics
and consolidation Organisation of Melas:
ofl:MIS I--VLL'
SlIPCfV1S101l of schools towards, --Chl11l1ara mcla
community pwgrallllllc ' I'rngrammc
Distribution of Stamps Celebration of important
(Tcachers' and Childrcn's Day) National Days
a nL! Co" cct ion and handing I'ulse pl Iii 0 prngmllll1les
L__ove!the 11l()11Cy.
20.1
Quality of Field Visit Functions:
Visit reports should essentially relleet hoth plus and minus points of classroom
teaching-learning so as to enable the teacher to make appropriate corrections ICJr the
Improvcment of classroom teaching-karnlng proce.:ss and conditions of schools.
When once the school is supervised it is the re.:sponsibility or each CO to write the
visit report and s.:nd the copies of the same.: to the concerned school and oftlce of the
8RC. During the field visit, It was disc,lVered that there is all ofticialiy prescribed
format called School Visit Report Format". It is entirely different from the earlier
report format, which the Inspector Of School (lOSs) used to write in hand as far as
the contents in the fonnat are concerned. [t contains not only the name of a school,
name of the official visiting with address etc, but also the following information.
I. Strenbrth and attendance of children grade wise and sex wise
2. Subjects being taught from I to IV standards and name of the teachers, who are
teaching and the details pertaining to the utilisation of teachers grant (500
Rupees per Annum)
3. Mastery of prescribed MLL competencies by the children class wise and sex
Wise,
4. Activities prepared by teacher themselves (other than the activities 111 the
teachers guide),
5. Educational problems faced by teachers while developing competencies,
6. Use of learning materials in the class.
7. Notes of lessons on competency based teaching,
8. Evaluation,
9. Details on utilisation of school grant ([000 Rupees per Annum),
[0. Details on VECs, about the number of meetings conducted and matters discllssed
In those meetings.
11 Sharing of VlellS, with VIT l11embers by the offiCial, who visits,
12. Utilisation of hcilities In terms of text books, radio cum cassette player
(RCCP),TLM, and [\lathematl(s kIl,
1:1. Matters discussed durin!,! the YlsiC
14. Action taken on the children, who dropped out and
204
15. Suggestions and instructions of the official vistled.
Thus, it is evident that the new format aims at a more comprehensive analysis or
the school visit function by the COs. It aims at obtaining information from the
teachers with respect to different aspects of academic and administrative functions
of the school. The visit report in essence alms at gatheflng more of qualitative data
relating to classroom interaction and the related problems. It is intended that such a
visit report would enable the teacher to identify his/her deficiencies and make
appropriate mid-course conventions for the improvement of quaJily teaching.
Number of School Visits by COs:
In order to identify the number of visits made by COs, the researcher collected the
data from the visitor's boo
l
, available in the sample primary schools as well as the
observation reports submitted by COs to the concerned BRCs. The status of follow
up work, which covers the frequency of the visits of the concerned, is presented in
the table 5.3.16 11 is clearly evident that the CRe COs are more frequent visitors to
schools than thelT counterparts in Sexes, BRCs, DIETs and education offices.
Table 5.3.16: Number of School Visits by Different Functionaries for the Year
1999-2000
Functionaries Sample Schools in Kolar District
I 2 3 4 5 6 7 8 9 10 Tota
I
DIET
--
-- --
--
-- -- -- -- --
-- --
BRC
-- I 1 I
--
I 1 2 --
3 10_
CRC 2 2 3 3 3 2 4 2 3 2 26
sex
--
I -- --
--
-- -- -- -- -- I
lOS
--
2 2 1 2 2 I 1 -- I 12
.. -
~
BEO
--
I --
I 1 -- -- -- --
--
-'
- - r-----
---t . ~
~ D D P I --
-- I -- -- -- -- -- ; -- I
--
Activities dtlring School Visits by COs:
It is worthwhile to examine what preciselv the COs do du,ing their srhlHll visits and in
what way these visits help the teachers and schools in the illlProvement of quality in
primary education. I\s per the norm the C<)s or CRt's ,lie expected to visit each school
205
at least once in a month [()r the purpose of providing acadellllc and resource support to
schools and teachers in the cluster. It transpired during rnkrvlews of COs that they
were able to supervise one or two schools each day, depending on the convenience and
geographical distance and spend nearly two to three hours in each school during their
visit. Although these visits arc supposed to bL: carned out in accordance with their TPs
it IS noticed that they are generally done in accordancc with their choice and
convenrence.
The researcher during his field visit could trace the detailed visit reports in
most of the sample primary schools. It was observed that most of the reports,
available in the sample schools concentrated more on the administrative aspects than
the academic aspects as required. Regretfully, most of the suggestions or
instructions given by the COs of CRCs emphasized the deticiency on administrative
aspects such as maintenance of records and registers, cleanliness, utilisation of
teacher's and school grant etc, rather than helping for improving the academic
environment in the schaol and classroom.
During interviews, most of the COs reported that they visit schools at least once
in a month to givc the required academiC and resource support to teachers in the area
relating to activity lessonsfMLL based/Multi grade teaching. The regularity in visits
by the CO is further confirmed by the teachers from sample primary schools as well
(: lout of 16) The DPEP Audit Report (2002) for Kamataka confinns that the task
of monthly visits and monitoring of school records were performed by BRCs/CRCs.
However, the teachers in sample primary schools reported that the COs during their
visits mostly concentrate on collecting miscellaneous information and hardly
provided mentor support. Further they reported that hardly a few of COs tested
learning attainments or chi Idren III the clas,rool1l durin!,' their visits. Teachers not
receiving adequak pedaloglcal support from the Sup<.::nisors is reported by
Scnmelkes et.aL (1996). On further probing this aspect a littk deeper, majority of
COs reported about several constraints such as relllote locution of schools, lack of
tra!1sport filcilities and pr<.::-occupation With routine ollocral actiVities. Similar
findings aho"t inadequate monitoring support for academic Improvement have h<.::cn
206
rerorted by several other studies as well (Bangladesh Ministry of hJucatlol1 1 < ) J 2 ~
ChrISt, 1995: CERES, 1995: Schmclkes et.al, 1996 and Kh<lnlya, 1')97)
5.3.6 Perceived Roles of COs and their Work Load
In order to understand the perceptions of COs with reg<lrd to the kind of roles that
they have to perform in facilitating the task of qualitative improvement in primary
education, the COs of all the 8 CRCs were interviewed. During interviews, a
majority of them reported that their major task IS to facilitate the work of teache.'s
through adequate counseling support in identifying the problems encountered by
teachers and resolving the same. They also reported that they have to undertake the
administrative tasks entrusted by the higher officials and the task of mobilising the
community to ensure greater participation of children from all sections of the
society. It also transpired during interviews, that they enJoy better rapport not only
with the teachers but also with the community members and they are easily
acceptable to both of them. [ntotal, they consider themselves more of academic
counselors mther than administrators. Thus, it can be inferred that most of them
have understood the key role that they have to perform in the development of
primary education especially towards improvement in quality. The COs however
feel that their workload is heavy and offered following explantions for not being
able to adequately perform their academic tasks.
t 1) The prescribed duties and functions are very complex and ambitious. As they
are also expected to help and render support for the implementation of many
programmes of various departments in the clusters.
(2) As mentioned earlier, the number of schools and teachers (Sec table 5.3.1) to
be supervised IS large and ull\\ield\. Lack of transport t:lCilit\ and remote locatIOn
of schools furhter compound the problem of super\'ision and mOnitoring.
(3) They are also asked to attend to odd jobs and other ll1iscellanCOIiS duties
delegated by their higher ofticials like BEOs and lOSs.
207
5.3.7 Linkage with Sub-district level Institutional Structures
With regard to the interaction or CRCs upward with the hlock It.;vd organisations,
the COs in CRCs of both the hlocks reported that their interaclion with the BEO is
limited during the meetings of Block Implementation Committee. However, their
interaction with the concerned BRC<; is much more frequent. Similarly at the cluster
level, tl,eir horizontal linkage is found to be very I imited with the SCxes, although, a
large majority of them reported that they meet the heads or SCxes once in two or
three months.
The interaction with the Community members or VEC members is once in a
month or two months as reported by the cas in the sample blocks. In this regard, it
is further noticed that they interact with village level institutions during maa-beti
conventions, VEC melalmeetings, Chinnara mela and such other programmes.
It is heartening to note that the interaction of CRCs with primary schools is
more frequent as observed during field visits of primary schools and as reported by
the teachers as welL There were frequent attempts made by the CRCs to follow up
their actiVities of monthly meetings by visiting the schools.
Thus, the analyses in general point to the weak linkage of CRC vertically
with BEO at the block level and honzontally with SCx at the cluster leveL
5.3.8 Bottlenecks in CRCs and Suggestions as Perceived by COs
For the purpose or identifying the hottlenecks in effective functioning of CRCs, the
cas were asked open ended questions to mention three importa'lt prohlems \\h;ch
thl') were In the dTecti\e or CI'Cs. The r-:spondents werc also
further asked to suggest three important mcasures to improve the functioning of
CRCs. These responses wen; ranked on the basis of percentage of respondents
reporting The replies were IIlth the responses fmlll X CRCs, located in
the sample hlocks. Although there was no unanimous opinion among the cas in so
far <lS the problems <lnd suggestions arc concerned, yet, there were specific vIews
cxrrcssed as follows
I) Il1lposil1on of other tyres of works other than monthly meetmgs and follow up
work (All of them),
2) Lack of cooperation and interest amont?, the BEOs and their staff members sueh
as lOS, (3 out of 4 in Kolar and 4 out of 4 in Gowrihidanur) and
3) Difficulty in :lccomplishing their tasks m so far as writing the visit report IS
concerned due to conflicting situation in the functions performed by their
counterpart in the tradllional structures (3 out of 4 in Gowribidanur and lout of
4 in Kolar)
In this context, some of the measures suggested by the COs include:
I) Relief and break from the miscellaneous duties (8 out of 8) and
2) Orientation for BEOs, AEOs and lOSs to work in tandem with tht: reform
measures.
209
S.4 Role of School Complexes (Sexes) at the Cluster
Level
The idea of improving the school education hy using School Complexes (SCxes)
was first mooted by the EducatIOn Commission (1964-66). The basic purpose of the
complex was to improve the quality in primary education by integrating the
neighbounng primary schools to a nuclear second31)' school, so that the schools of a
geographical area may function as a whole. The underlying assumption behind this
was to help in drawing on each other's resources and diffusion of new ideas and
practices for the developml:nt of primary schools with mimmum external control
and support. Subsequently, the NPE (1986, 1992) also reiterated the need for School
Complex to provide academic support to primary schools and teachers. In pursuance
of the policy recommendation, the Government of Karnataka established SCxes at the
cluster level. The SCxes are generally located in high schools and such high schools
are termed as lead schools or nucleus schools. These lead schools use the material and
human support available in them and also from the surrounding schools to provide
academic guidance and direction to the primary school teachers under them. At the
cluster level, SCxes have been set up for short training programmes like seminar and
experience sharing workshops. Both the sample districts in the present study have
SCxes at the cluster level. While Kolar block has 21 and Gowribidanur has 20
SCxes in Kolar district, the Tumkur and K u n i ~ a blocks have 28 and 30 SCxes
respectively in Tumkur district. However, for the purpvse of present analysis, JO
SCxes representing 2 blocks in each of the Kolar and Tumkur districts have been
considered. Before attempting the analysis of the selected SCxes, a general
description orthe structure, roles and functions orthe SCxes has been presented.
S.4.] Structure/Administrative Setup of School Complexes
The head teacher of a lead school/nucleus school IS designnted as the l-lend/President
of each complLx. Each I lead IS suppmled by a Secretary, who is generally the head
teacher or a senior teacher of a component primary school. The SCx Committee
210
consists of the President (Ch:l1Tman) of the Committee, the Secretary and the Head
teachers of primary schools The COIn1nlttee steers all the activities relu:ing to sex.
The President is vested with the power to ovcrsec the activities of the component
schools as wcll as to monitor thc Secretary of the SCx Committee.
i\t the Block level. all the SCxes come under one administrative unit of a
Block, which is headed by the BEO and assisted by an AEO. The BEO is sole in-
charge of the SCxes, which come under his/her Block. The BEO inspects all the
primary schools and Sexes and signs the bills of teachers of all levels of schools in a
sex and forwards the same to the District Oflicer. Thus, the administrative unit of
the block faCilitate the easy communication between and among the schools under
the respective Sexes, thereby identifying the problems of the SCxes.
The basic Idea of sex is not only to streamline the decision making process,
but also to integrate the primary schools into sex and the Sexes into a Block (Area)
in a decentralised manner. The idea makes it possible to provide the required help to
the schools through close supervision for the following purposes. They are mainly
( I) To improve the regularity and punctuality of teachers,
(2) To impro\'e the enrolment and retention rate of students,
(3) To provide an appropriate guidance to teachers in the component schoos,
(4) To improve the involvement of teachers and
(5) To plan and organise the activities and programmes on their own.
5.4.2 Roles and Functions: An Analysis
In the present analysis, the roles and functIOns of Sexes are examined in the light of
the prescribed norms. The norms stipulate the following specific roles/functions.
I. To organise 1110nthly meetings of all teachers working within the SCx and
arrange model 1':s50ns by expert teachers,
') To identify difl!cult topics in different subleets and finding out the solutien for
the same.
2t I
3. To dewlop and organise exhlhltlOns of low cost-no cost teaching aids,
4 To organise competitions/co-curricular activities for teachers, working within
the sex,
5 To undatake visit and follow up work
When the School Complex heads were asked whether they perform the
ahove functions, the following were reported.
Table 5.4.1: Performance of DifTerent Functions in Sample SCxes
,.-:--c-
I
--
School
Functions
Complexes Kolar District
Tumkur District
I 2 3 4 5 1 2 3 4 5
I Y Y N N Y Y Y N N Y
2 Y Y N N Y Y Y N N Y
3 Y Y N N Y
v
Y N N Y <
4 Y Y N N Y Y Y N N Y
~
Y Y N N Y Y Y N N Y
Y Y N N Y Y Y N N Y
17
Y Y N N Y Y Y N N Y
8 Y Y N N Y Y Y N N Y
9 Y Y N N Y Y Y N N Y
10 Y Y N N Y Y Y N N Y
Note: Y= Yes and N= No
I, 2, 3, 4 & 5 correspond to above-mentioned 1 to 5 roles/functions in the
saille order
It IS clearly evident from the table 5.4.1 that the SCxes commonly performed
the lSI, 2"J and 5
th
roles as reported by thc Heads of the Sexes, namely orga!lising
monthly meetings, helping to n:solve difficult topics and undertakmg visits and
follow up work. ThiS trend IS ullifonnly observed across 10 Sexes in eaeh of the
ulstrict. Ilm\e:n:r, It IS to he: l1otc:d that functions such as developing of low cost no
cost tcachlng aids and orgallising co-curricular activities for tcachers seem to he a
casualty In both the distrIcts. 011 funher probing, both time and financial resources
were reported as constrains for undertaking thcse activities in Sexes,
2t2
The Kothari Commission envisages utilisation of the available resources in
terms of teachers, equipment, library books, labouratory and such other teaehing-
learning materials, in the SCx to maximum extent. As per the norm, the nucleus
schools should co-ordinate exchange of scarce resources. I lowever, it is noticcd that
the utli isatlOn of resources and exchange of teachers and teaching aids have not been
given adequate importance in all the Sexes either in DPEP or in non-DPEP district.
Similar findings have been reported by Sinha Jai (1981) study on the School
Complex.
5.4.4 Monthly Meetings: Regularity
Monthly meetings are expected to be held by the Head of the SCx. In these meetings
problems faced by teachers especially with regard to teaching of different subjects
and topics are discussed. The basic purpose of the meetings is to help the teachers to
teach and manage the class very effectively and efficiently by maximising the
individual teacher's potentialities and capabilities. The Resource Persons (RPs)
generally demonstrate the difficult lessons to enable the teachers to teach the same
with ease and efficiencv
It is noticed that generally lhe meetings are conducted in the nucleus school
irrespective of DPEP or non-DPEP situation. Sometimes, the meetings are also
conducted in the component schools attached to each complex, depending on the
convenience and such meetings are generally conducted in the working days.
However, it was observed during field visits that such meetings did not effectively
serve the !Jurpose for which meeting was called. The nonn prescribes a regular
meeting of SCx every month Accordingly, there should be a minimum of I?
meetings every year in any sex. Tile analysis of the data in this regard frullt April
19CJ7 to 1\1a[(;11 2(1()() re\eals the f(lllo\llllg
213
Tahle 5.4.2 Number of Monthly Meetings held at Sample SCxes
- ~ - . -
- ------ - - - -.---.------
School
Year
.. . .
--- ----- --
---- -------- -
---------
Com pie Kolar
Tumkur
xes 97-98 98-99 99-00 Average 97-98 98-99 99-00 Average
~
1 6 4 3 4.3 5 5
_ 1----
6 5.3
1---.-
2 5 5
2 4.0 4 6 5 5.0
----,----- 1------- -
3
1------
6 5 2 4.3 5 6 6 5.7
------.- . --_.- --
4 5 6 3 4.7 5 6 5 5.3
_.-
.- --
5 6 5 3 4.7 6 5 6 5.7
.-
6 6 5 2 4.3 5 6 5 5.3 __
- ----
7 6 4 3 4.3 4 5 6 5.0
--
8 5 5 2 4.0 4 6 5 5.0
9 6 5 3 4.7 4 5 6 5.0
10 6 5 3
L-_
4.7 5 6 6 5.7
Looking at the statistical data presented in the table 5.4.2, it is clear that in
none of the sample SCxes monthly meetings have been held regularly every month
during all the three years under reference. Computing the average number of
meetings for each of the sex, it is noticed that Sexes in Tumkur district reveals a
slightly higher average than that nf Kolar. While the average number of meetings in
Tumkur varies from 5 to 5.7 across the Sexes, the same for Kolar reveals 4 to 4.7.
The low average for Kolar could be attributed to the presence of CRes in the DPEP
context, which undertake similar kinds of activities. Thus, the data clearly point to
irregular nature of the SCx meetings both in DPEP or non-DPEP context.
It is !:\ratifYlng to note that the Sexes generally document the proceedings of
the meetings. It is noticed that one of the teachers is identified in advance to
document the proceedings cf the meetings. There are also stray occasions, \\.'here
tIll: Secretary of the sex itself does this Job It is observed that such documents
generallv include agenda ilcms stich as imocation, welcome. preparatory activities,
th.: 1..11l0 oftasb per/ilrilled. presld.:ntial remarl..s irany and vote ofthanl..s de.
214
SAA Monthly Mcetings at Sexes: Participation
ParticipatIOn In meetings at the S( 'x IS a mandatory requirement. Therelim\ looking
at the attendancc of teachers in slich meetings, it was observed that it was more than
YO percent. Lailthamma et.al ( 1978) study confirms regular participation of teachers
in slich mcetings Notmthdrawing such regular participation in the meetings, the
I kads of the SCxes, however felt the need for improving the quality of the activities
m the sex
SA.S PerfOl'maDce of Sexes
In order to understand the performance of Sexes, an attempt has been made to look
mto the mmutes of the meetings. For this purpose, the minutes of the meetings
re1at!ng to 20 :.ampie SCxes dn:wn from Kolar and Tumkur districts during 1998-99
ha\e been examined. Altogether, there were 105 reports 49 from Kolar district
(Kolar and Gowribidanur blocks) and 56 from Tumkur (Kunigal and Tumkur
blocks) dlstnct.
,\n analysIs of the agenda of the meetings reveals a wide range of subjects as
seen m the table 5.4.3. It IS seen that subject orientation has received highest
prIOrIty In Kolar (71 percent) and Tumkur (65 percent). This is next followed by the
identificatIOn of hard spots to the extent of 45 percent in Kolar and 36 percent in
Tumkur ActivilIes such as model lessons on difTerent subjects and topics in the
SCxes arc observed to the extent of 18 percent in each of the districts. Similarly,
preparation of the annual work plan of the sex is observed to the extent of 20
percent III Kolar and 18 percent in Tumkur. It is to be noted that the identification of
hard spots IS conducted more for higher primary than for lower primary. In this
connectHln, the deSired that mOTe emphasis for activities relating to hard
srob III dllflclIll slIhlech has ttl he !,!I\en at the lower prIlllary stage.
('onslLiering another I'ararm:ter namely the training transaction in SCxes, it
was ohserved that the Il'cture method was predominantly in use in all the Sexes. I\s
RPs In these Sl 'xes were generallv drawn i'wm the high schools, they were unable to
w,e appropriate method()lll!,!v relevant tll teach primary This often kd to
215
poor rt:'iponse from Ihe pnmarv 'ichoul It:achers Ilm\C\er, Ihe par1Klranh t>\ and
largc, st:t:med 10 ht: satisfied wllh Ihe meeting' a, It hclpt:d th<.:m In c'IHH;h,ng thell
content compctence and addressed Immediate ",ue, related to classroom rrohkm,
Table '14.3 Fn.:quellcles or Activities Undertaken In the Meetings at sexes
.. ----- . --- - - --
._----,----
" . -
.,,-
Activities undertaken in the Sexes
Kolar Tllmkur
-'
.- ---_. ------.-
(N __
__ . orthc orthe sex 10(20)
orientation _ 35 (71 ) 38(68)
___ ditTerclll 9 (18) 10 (18)
Identific,!,ian ()f hard spots and finding outthe solutions 22 (45) 20 (36)
"QrRanisat!QI1()[ co-curricular actiVities
6 (12) 5 (9)
_ Maintenance of cleanliness in the school premises 3 (6) 4 (7)
Sethu Bandha prof,,'Tamme 7 (14) 8 (14)
..
Note: r he Figures In Parentheses refer to the Percentages
Probing further, the efficacy of the training programmes conducted at sexes
through in-depth interviews of the primary school teachers, who had recm ed
training at the Sexes revealed certain drawbacks of the Sexes. For this purpose, 111
beneficiaries each flOm Kolar (OPEP) district and Tumkur (non-OPEP) dlstnct were
interviewed. The following aspects emerged as some of the major drawbacks In the
sex:
I. Lack of emphaSIS on lower primary classes especially related to preparation of
teaching-learning materials (13 in Kolar and 12 in Tumkur)
2. Lack of in:1ovative teaching methods (II in Kolar and 13 in Tumkur) and
3. Inefficient use of training time-deviation from the main agenda pf the
8.lId discussing administrative related tasks (II in Kolar and lOin TlImkllr)
4. LlnElmiliarity of Rl's with prohlems relating to primary sch()()h (Ill In Kol:l[ and
12 in Tumkur).
216
5.4.6 School Visits and Follow lip functions ofthe Sexes
As per thi.: norms, thi.: hi.:ads or l X l : ~ ari.: expected to undertakl: school visits once ill
a month. This is mainly to assess how far the training activities conducted by the
Sexes an.: actually put into practice. Majority or the SCx heads in both DPEP and
non-DPEP districts reported that thev do visit,; at least once in 3 or 4 months of time
and give the required inputs tv the teachers in the component schools. However,
contrary to this, the interaction with the primary school teachers during personal
visits revealed that a large majority or them had not visited the school even once
during the year. On probing, this a little deeper with the SCx heads, the following
reasons emerged as constraints to undertake school visits.
4. Over burdened with their regular work of high schools;
5. The number or schools and teachers are rar too many;
6. Lack of financial assistance and transport racilities.
It was further observed that very rarely, the SCx heads either wrote the
supervisory report or submitted any to the BEO's office as required. However, in a
few cases, where visit reports were available, the following activities were found to
be performed by the SCx heads.
1. Checking the strength and attendance of teachers and students,
2. Checking the distribution of books, uniforms etc,
3. Checking difrerent kinds of records and registers,
4. Collecting different kinds or information from the records and registers if
required and
5 SUl!l!estions for further improvement.
Thl: abO\.: actlviti.:s clearlv suggest th.: rllutme administrativ.: aspects rather than
accu.kmlc. I'II1S fact was further conlirmed by th.: teachers III the schools, who
reported about t!le inadequacies and arbitrary nature of the viSit functions. In this
direction, they were of the cpllllon that more frequent visits and purposeful
supervisory support would help th':ll1 a lot in improving the classroolll learning.
217
II is observed Ihal Ihere n ~ many faclors, which arc resronsible for sexes, beme
inaclive and unproduclive hrslly, an absence of clear guidelines/frameworks. '1 his
has resulted in confusion and connict regarding the pOlVers and funclions. In
addilion, they also desired Ihal SCxes should be well equirped wilh lilerature and
other reading materials, which could enhance their academic competence. They also
emphasized the need for finaneial assistance for makmg SCx more productive. The
educational functionaries at the block le\lel abo reiterated the need tor supplying
relevant literature and orientation for the sex heads. Secondly, (he workload in the
Sexes seems to be unviable for any head to accomplish the set goals.
In order to understand the quantum of work of the sex Heads, data relating
to the: number of SChO('llS and teachers under each sex have been analysed. It may
be seen from the table 5.4.4 that the number of primary schools to be supervised
ranges from a minimum of 10 (0 a maximum of 25 in Kolar and from a minimum of
10 to a maximum of 28 in TumkuT. The mean value is found to be 16.7 for Kolar
and 16.5 for Tumkur. Looking into the teachers under the sex, the number ranges
from a minimum uf 31 to a maximum of 70 III Kolar and from a minimum of 30 to a
maximum of 81 in Tumkur. The mean for the same works out to 48.8 and 50.7
respectively. Thus, there seems to be not much variation in terms of either the
schools or teachers in either DPEP or non-DPEP context. However, a large majority
of the Heads felt that their current workload was quite heavy. In this connection,
they opined that the number of schools and teachers under each sex should not
exceed more than 10 and more than 15 respecti vely. It was also observed that
although a maj:)rity of the constituent schools are located within a radius of 8
kilometers, only a very few of them (5 percent in Kolar and 4 percent in Tumkur)
were located beyond 8 Kllumeters.
218
Table 5.4.4: Numher of Schools and Teachers per I lead (1999) in the Sample Sexes
Sample School
Kolar Tumkur
-- - . -.- ... _---.
.-------.. . -- - -- ----_ .. .. -- ---. __ ._ .. _--.
___
Schools
Teachers Schools Teachers
---_ .. _---
-- - ..... _--" .. _-- --.
--------
.. ------ .
I 10 34 12 30
... ----- . "-- -_._- _.- -----,----- - -, ,-_. ----_._- ---
---- .
.
2 14
49 28 81
- -------------.
----._---- -------- .. -
- .. -.-
1
12
31 16 39
_. -- ---"'---_._.-
---------- ._-._---------- --
------- -- - ------
4 15 55 14 45
- j--.
-
5 25 70 14 49
f-
6 16
41 21 74
7 15 47 10 34
8 23 55 14 59
-
9 18 41 20 58
10 19 52 16 38
Total 167 488 165 507
Average 16.7 48.8 16.5 50.7
--
Note: Teachers and schools mclude both LPS and HPS
219
s.s Role of Village Committees (VECs) at the
Village Level
Thl: Programme Of Action (POI\ 1986,1992) for thl: National Policy on Education
(N!'!:: 1986, 1992) recommended for constituting Village Education Committees
(VEl's) for facilitating the task of universalisation of elementary education. The
malor responsibility of the cornmlltee is the operationaitsatlOn of micro planning and
school mapping in the village through systematic house to house survey and periodic
di<;cussion with the parents.
In the state of Kamataka, VECs have been constituted during 1995 following
the orders of the State government vide its order (No. ED 162 NCO 94 date, 1-8-95).
It is to be noted that very recently the VECs and SBCs have been replaced by the
School Development and Monitoring Committees (SOMCs) in the state of
Kamataka as a result of the recommendations of the Task Force Committee on
Education under the Chainnanship of Dr. Rajaramanna in 200 I vide Its order (ED 1,
PBS 200 I, Bangalore, date, 28-4-200 I) The underlying philosophy behind the
VEC (now replaced hy SOMC) is to streamline the decision making process at the
grassroots leveL Such an initiative is expected to integrate primary schools thereby
strenh>thening the school community relationship. However, for the purpose of
present analysis, the field data gathered through personal visits are analysed with
reference to the VECs as they existed at the time of the present study. Although, a
comparative analysis of the structure and function of VEC and SOMC is attempted
later, presently, the analysis is confined to 20 VECs selected from Kolar (Kolar and
Gowribidanur Blocks) and Tumkur (Kunigal and Tumkur Blocks) districts.
5.5.1 VEe Functioning
The functional aspects of VECs are examined in terms of the number of meetin(;s
held, the partieir,ation of members in the meeting and the ISSlIl:S raised in the
meetings. The data ltlf thiS analysis an; drawl! from the recordsm:gisters of VECs in
the 20 schools selected from the two districts.
220
a) VEe Me('tings - Regularity:
The norm prescribes monthly meetings j()r VEe Accordingly, In an year, there
should be at least 10 meetmgs during the academic year. The data relating to 3
academic years from 97-98, 98-99 and 99-00 arc examined to assess the functional
performance of VEe The number of meetings conducted by the sample VECs in
the two districts is given in the table 5.5. I.
Table 5.5.1: Number of Monthly Meetings held at Sample VECs
VECs.J.. Kolar
Tumkur
97-98 98-99 99-00* Aver 97-98 98-99 99-00* Aver
age age
I 3 3 2 2.7 2 I 3 2.0
2 I 6 4 3.7 5 4 5 4.7
-- --
3 3 4 3 3.3 2 I I 1.3
4 2 4 2 2.7 5 5 7 5.7
5 1 3 4 2.7 5 7 3 5.0
6 3 3 3 3.0 3 5 5 4.3
7 6 8 5 6.3 3 3 2 2.7
8 2 8 8 6.0 1 3 2 2.0
9
-
3 7 3.3 5 5 4 4.7
JO 3 3 4 3.3 1 2 4 2.3
Average 2.4 4.5 4.2 3.2 3.6 3.6
Note: * Up to Jan 2000
It may be noticed from the table 5.5.1 that none of the VECs has been able to
adhere to the norm of one meeting every month in Loth the districts. The year wise
data for all the schools in both Kolar and Tumkur reveal violation of the stipulated
norm Even considering averabe number of meeting for individual VECs in both
Kolar and Tumkur, majority (80 percent) of the VECs in Kolar has conducted less
than 3 There are only two schools. which reveal an average of 6 meetings
and above. In case of Tumkur district, the merage meetings for Individual school
varies from 1.3 to 5.7. About fifty percent of the VECs reveals an average of 4 to 5
meetings. There are only two VECs, which reveals an average of 5 meetings and
above. Over all, the VECs in Kolar district reveals a slightly higher avaage than
that of Tumkur from 97-98 to 99-00. This evidently points to the malfunctioning of
VECs in lerms of their core function ortll'lding regular meetings.
221
b) VEC M('ctings -Attcndaucc:
Yet another parameter consH.icred for performance of VEC IS the extent of
participation of members in VI:C meetings. Participation is examined In terms of
percentage of attendance at the VEC meetings
Table 5.5.2: Average Percentages of Attendance of VEC members during Monthly
M . h Id S
eetlngs e at ample VECs
---- .. _._--
VECs.J.. District
-- ----------
-
Kolar
Tumkur
97-98 98-99
'---'
.. ,-
99-00* Avera 97-98 98-99 99-00* Avera
ge ge
I 53 53 73 60 66 65 72 68
._-
2 75 49 58 61 75 78 66 73
3 74 78 78 77 66 67 65 66
4 78 80 64 74 71 67 75 71
S 80 47 55 61 5S 64 72 64
6 84 89 67 80 67 74
,
62 68
7 74 70 57 67 40 55 58 51
8 32 44 58 45 38 71 75 61
.
9 --
44 52 48 68_ 72 70
70._
---_.
\0 64 97 75 79 51 53 56 53
Average 68 65 64 66 60 67 67 64
Note * Up to Jan 2000
It is clearly evident from the table 5.5.2 that the attendance at VEC meetings
in both Kolar and Tumkur is not cent percent either in any of the VECs or any of the
years under reference. The average attendance at the VEC in Kolar district in fact
reveals a declining trend from 68 percei1t in 97-98 to 64 percent in 99-00. In
contrast, the percentage of attendance at VEe meetings reveals an increasing trend
from 60 percent in 97-98 to 67 in 99-00 in case of Tumkur district.
['urther examining a\erage attendance over the years in the two districts,
it Tllay be seen that there is onl\' olle VIT 111 Kolar. which re\eals 80 percent
attendance. Another ,0 percent of the VEl's re\eal an average attendance of 70 to
79 percen!. Another 40 pcreent of the VEl's n:veal an average attendance between
60 to 7'J perc,'n!. There :,re t\m VEl's. which rcveal Icss than 50 pcrcent attendance.
222
Analysing the trend of attendance in Tumkur district, it may be noticed from
the table that there arc 3 which reveal an attendance of 70 to 73 pern:nt.
Another 50 percent of VECs reveal an attendance between 60 to 70 percent. There
arc two VECs, which rev..:al 50 to 53 perccnt of attendance.
Thus, the atte'ldance pattcrn in the VEC meetings ckarly reveal variation.
However, it is to be noted that in some cases, the attendance of the members is recorded
through circulation although not through actllal presence in the meetings. Therefore, the
attendance could be even much less than what is being reported in the attendance
registers of the VECs. This was further confirmed by the researcher when visits were
made to meeting venue. Even the interactions with members revealed that their
signatures are collected in the attendance registers even when they do not attend the
meetings Ushadevi's (2001) study relating to VECs in Karnataka confinns poor
attendance rates in VEC meetings across the State.
Majority of the HMs in primary schools (more than 90 percent) while reporting
about low attendance in VEC meetings in both the districts explained that members do
not show much interest in attending such meetings and the members need a lot of
persuasion even after the repeated meeting notices to attend the same. But on the
contrary, a majority of the members of VECs (more than 75 percent) during interviews
reported that the inconvenient timing of the meetings is one of the problems t'or their
non-attendance to these meetings. The reason cited by them is that these meetings come
in the way of their daily wage earning. It is also noticed that majority of the members,
who can not attend the meetings are the agricultural labourers and woman members.
Members belonging to labour categories reported that they have to forego their wages
during such meetings if they attend the same. Most of the woman members reported that
they could not attend such Illedings mainly du..: to their -:ngagement with various kinds
of household and other works. ;\ few of them also reported about belated receipt of
meeting notices, which onen len them with no choice but to skip the meeting They
further reported that they attend if the meetings arc conducted in the evening especially
alier 7 p.m. On further iilterviews with the a large majority of them reported that
they find it difficult to conduct such meetings in the evening, since most of them
223
commute to the school from outside and have to leave the village every day. llnder
such circumstances, ensuring participation of wage earm:rs and woman memhers
hecomes difficult, thereby deprivtng these segments their right to participate in
education. This clearly suggests the need for strenb1hening the attendance of members of
such categories to make these meettngs very
c) VEe Meetings -Issues Discussed:
As far as the discussion of issues is concerned, it is noticed that a wide range of
subjects is discussed in the meetings as shown in the table 5.5.3. In order to
understand the kind of emphasis given on ea;;h activity, the frequencies of the
activities undertaken in the meetings have been calculated and are presented in the
table 5.5.3. As can be seen from the table there is much of uniform adherence to
the activities in the VECs of both Kolar and Tumkur districts. However, it could be
noticed that although, the major emphasis has not been given to the academic related
issues like teacher related, students related and academic equipment in both the
districts, the percentage of academiC issues discussed in the VEC meetings at Kolar
is comparatively high as compared to that of Tumkur. It can also be seen from the
table that the issues discussed in VEC meetings in Kolar cover a broad array of
topics related to all kinds of problems of teachers, students, school, facilities,
schemes, school and village problems as compared to Tumkur district. This may
either be attributed to frequent viSitS by the CRCs and BRCs personnel or due to the
impact of VEC training on the part of VEC members.
It appears from the table that in Tumkur, the highest percentage of VEC
meetings have been held only for celebrating either the State or the National
festivals as wmpared to th;t ()f Kolar. Issues such as students related, physical
equipment and miscellaneous aspects arc also given some importance in the VEC
meetings. Teacher related and academic eqUipment Issues have not at all been
discussed in TlIlllkur. Whereas, lhe :;ame has been discussed in Kolar at least to
some extent. The lacl\ of discussion on teacher related !SSlH:S in both the districts
might perhaps he due to the filcl tint it is the 11M (Member Secretary), who prepares
the agenda of the meetings During personal visits to some of the VEC mcetlllgs, it
224
was noticed that despite certain dominant memhers playing key role in the\e
mectings, decisions were generally found to he arrived on consensus based on
majority opinions. In these meetings, it was further ohserved that a majority or the
VEC members wcrc just observers. Such mt:mhcrs wcre, by and largc, illiterates
Thus, this clearly suggests the need for addresslllg these issues in the capacity
building programmes for the VEe.
Table 5.5.3: Issues discussed in the Meetings at Sample VECs
r----
I Issues discussed in the Meetings __ r Kolar (N= III)
Teachers related
f------------ ----- -c:-----=--------+ ---
Stud.:nts related
School Improvement
a) Physical equipment
b) Academic equipment
School Upkeep
Celebration of StatelNational Festivals
Assets
Miscellaneous*
__ ---:----'---'-==_-.c_
Utilisation ofDPEP fund
2 (2)
30 (27)
28 (25)
5 (5)
II (10)
35 (32)
6 (5)
20 ( 18)
19 ( 17)
Tumkur (N=I09)_
15 (14)
13 (12)
--
6 (6)
74 (68)
4 (4)
19 (17)
--
Note: * SelectIOn of President and Members, sendmg VEC members for training,
distribution of books, uniforms, ration cards, prizes, Pulse Polio programme,
supporting SCx meetings, Maa-Beti programme, educational tour etc. in Kolar.
of President and Members, educational tour etc. in Tumkur.
-The figures in parentheses refer to the Percentages and are rounded off.
With regard to exercising of powcrs by the VECs, it is noticed that most of the
prescribed powers in the above list (Powers of VECs) do not seem to have been
exercised by a majority of the members of VECs in Tumkur as compared to those of
Kolar. A simple reason is that a large majority (more than 75 percent in Tumkur and 50
percent III Kolar) are not aware of the powers given to them. Such members are either
illIterates or have not received VEC trailllP-g. This clearly pOints to the r.eed for
addressing this in the training
As far as the SCh001 visits is concerned, a large majority of VEe members 111
Kolar have reported that they visIt primary sch',)()ls at least once in a week compared
to those of Tutnkuf. Still a considerable number of members reported that they visit at
least once in a I(lrtnight "nd a very negligibk percentage ofmcl1'obers viSit ('nee in a day.
II i, also quilt; interesting to note that some members (15 percent in Tumkur and I ()
perc:nt in Kolar) never VISit the school. But m reality, it is noticed that malorlty of
VIT members generally visits schools only dUring the celebration or either the Stale or
the National lCstlvals as reported by the IIMs of primary schools. For the question what
do you mcan hy supervision') The reply was encouraging only in the case of DPLI'
distriCt, especially among the membcrs who had received traming.
With regard to functional linkagc also, it is noticed that there is lack or
horizontal and latcrallinkage between VECs and other parallel structures. In case of
Kolar, VECs have closer linkage with BRCs at the Block level and CRCs at the
cluster level as compared to the VECs in Tumkur. The lack of horizontal and
vertical linkage may have negative impact on the whole spirit of decentralisation.
5.5.2 Gender and Caste Composition of Members in the Sample
VECs
Further, an attempt has been made to understand whether the representation of
different categories of members in the sample VECs is in accordance with the
prescribed norm or not.
The norm envisages that each VEC should have
representation of 113
rJ
women members, at least a member from SC and ST
categories. It is clearly seen from the table 5.5.4 that all the VECs either in Kolar or
in Tumkur have not given representation in accordance with the norm. But the
VECs in Kolar have better representation of women, SC and ST categories as
compared to thosc in Tumkur. The Violation of norm in Tumkllf to a greater extent
is mainly due to the fact that the then existing School Betterment Committees
(SSCs) were treated as VECs as per the oral instructions from the higher officers as
reported by all the rvieillber Secretaries ofVECs by and large.
Table 5.5.4: (,ender and Caste composition of VIT members in the Sample Vt:Cs
Representation
II:;' Women
SC
- --
Kolar (N=20)
Yes
No
-
7 3
--- ---
<)
I
,
7
f---- .' - -_._---
10 --
-
- Total
Yes No
2 8 20
2 20
226
5.5.3 Training Status of VEe Memhers
With regard to professional training, the NPE, POA and CAl3I: Committee envisage
that the concerned members should be provided with detailed information about the
functioning of the VECs at the village level
They also further suggested
eliminating any misgivings about its successful Implementation through appropriate
training to the concerned. As against this, an attempt has been made to see the
training status (Table 5.5.5) of VEC members under study. It is noticed through
interviews that a large majority of VEC members under study have not undergone
VEC training, relevant to the conduct of VEe programmes. The percentage of
trained VEC members in Kolar is more as compared to that of Tumkur. This could
be attributed to the fact that the training of VEC members in Kolar are undertaken
by the concerned BRCs at the block level. Whereas, in the case of Tumkur the same
is entrusted to the DIET at the district level. The lack of adequate professional
support on the part of the members further result in some type of misgivings, power
connlcts and lack of adequate performance. On further interviewing, it transpired
that the members of VECs need professional training for the better functioning of
the scheme. So was the opinion of the HMs of primary schools and the then lOSs,
AEOs "nd BEOs. If this IS the case, it may not be possible for the VEC members to
perform their tasks efficiently. This clearly suggests the need for capacity building
of VeC members urgently in facilitating the task of UEE.
Table 5.5.5: Training Status ofVEC Members (As on 20-1-2000)
~
Training Status Kolar Tumkur
Received Training
31 (27.9)
6 (63)
Not Received Training
80 (72. I )
+
89 (93 7)
. ~
Total
111(100)
9 5 ~ ~
Note: The figures In parentheses represent the percentages.
227
5.5.4 SI>MC as compared to VEe
In the preceding section, the roles and functions of VI:Cs were examined using the
field data. In the present analysIs, thc discussIOn of the newly constituted SDMC, its
structure & composition, roles & functions and powers arc compared with that of
earlier VEC structure in order to draw lessons for effective functioning of SDMe.
a) Structure and Composition of VECs and SOMes
Table 5.5.6: Structure and Composition of VECs and SDMCs
- --------------
VEe SOMC
'!tis constituted by the Panchayat as its sub-
.. _-
All the parents of the children of that school shali
Committee with not less than 7 and not form the General Body'.
more than 15 members
Every village will hwe aVEC Every school will have a SOMC
Chairman of the Panchayat or a member of One among the selected members will be the
Panchai'at from the village concerned Chairman of the SOMC
Member Secretary is the Head Teacher of The Head Teacher of the respective school will be
Priinary/Upper Primary school in the the Secretary-cum-Treasurer
village concerned
Members: I The General Body chooses the members for the
One member ofSC, ST, BC and Minorities SDMC in which three are women", two from
A representative of PT A (Parent) SC/ST and one from Minorities.
An Anganwadi Workc:r TIle ex-officio memhers are:
A person interested in education from the 1. Members of the GP/TP/ZP of that locality
,
village 2. An Anganwadi teacher of that village
Of the total membership of the Committee, 3. Health worker of that area
i at least one third should be women 4. Head Master of the school
i
,
II Note: I. :VI embers than elected
Nominated members #:
Panchayat members will be nominated by
The gentleman who adopted the school
the Panchayat from Gram
Those who donated land for the school, constructed
in the village
school building and donated a sum ofRs. 10,000
and "bove in the foml of Teaching Learning
Materials or (;ash
Educationist or the retired teacher of that area
I Two members from NGOs
An Office bearer of the \' ollth or Women
Org.anisation
A student fwm the class '11
-_. ._----
- I
-
, ..
.,
Note: fhe membersll1p of the parents conttr.ue as long as child III th.1t school
If 110 representation Irom SC/ST and Minorities, these scats call be lilleJ by
others
II They have no voting, power
228
Considering thL: structural composition oj" VEC and SDMCs, it may bc noted
that while VEC is meant for every village, SDMC is meant for every school
including Iligh SdlOOI in the village. WhiiL: thL: composition of VEC ranges from a
mlTlimum of7 members and a maximum of 15, the general body ofSDMC includes
all thc parents or school going children. WhiiL: the Chairman of the VEC is eithcr
the Chairman of the Viilage Panchayat (VP) or any VP member of the village
concerned, the Chairman of the SDMC will be one of the selected members. While
the head teacher of primary or upper primary school in the village concerned is the
Member Secretary of the VEC, the head teacher of the respective school will be the
Secretary cum Treasurer in case of SDMe. While the members of VEC include one
each from SC, ST and Backward Classes and Minorities, Parent Teacher
AS30ciation representative (parent), an Anganwadi Worker and a person interested
In education from the village concerned. Whereas, in case of SDMC, there are
selected members giving representation to different social groups from the village as
could be seen from the table 5.5.6. Thus, the SOMC composition reveals a broad-
based structure as compared to that of VEe. However, one distinction that n e e ~ to
be noted between VEC and SDMe is that the latter restricts membership to only
parents of school going children.
b) Roles and Functions ofVECs and SDMCs
Looking into the roles and functions of VEe's and SOMCs, it can be noted from the
table 5.5.7 that the responsibilities are more specific and focussed in terms of
universal retention and ensuring quality in case of the latter. The new roles of
SDMCs assume that they now have a greater responsihility and challenge to monitor
and manage primary schools in their communities for realising the goal of education
lor a! I.
229
Tahle 5.5.7 Roles anu Functions of VECs <Inu SDMCs
VEes
: SDMCs
I) (jenerntion and sustenance of awareness among
village community ensuring participation of all
segments of population
t --... ... _. . ... - .. -_ .... _- - ... -.....
I )Should create awareness among parents so that
they send their children to the school reb'lJlarly
2) Promote enrolment drives in primary schools
and persuade parents of non-attending children to
send their wards to schools.
3) Reduce drop-outs in primary schools by
initiating measures and services for retention
4) Mobi lise resources and help schools to have
water supply, urinals, playgrounds and other
facilities
5) Assist in smooth functioning of primary schools
6) To seek support of teachers, youths and women
and others for educational and other linked health
and wei fair programmes
7) To prepare plans and proposals within their
resources fur develop",ent of education in the
village and attaintatal adult literacy and VEE
8) To present reports and proposals to Panchayat
Samities and make periodic self assessment of
progress ofCom",ittees etforts
9) To coordinate with other secial service
departments and committees for mutual support
10) Supervision over AE, ECCE and NFE
II) Supervision over composite upper primary
schools under the delegation of authority from
Panchayat Samiti
c) Powers ofVECs and SDMCs
2) Should lead the enrolment drive to get all out of
school children into the school
3) To identify all children who are out side the
school and to organISe suitable bridge course,
chinnara angala etc to ensure children back to
school. A list be prepared and published in public
places like school, chavadi, Gram Panchayat's
office etc.
4) To ensure quality education to all children
5) To protect school premises !Tom lrespass and
destruction
6) To ensure functioning of the school as per
school Calendar
7) To ensure that school should funct;on 220 days
per year and 5 and a half hours per day
8) To organise General Body meeting three times
in a year in the months of July, November and
February
9) Can open a joint Bank Account in the name of
the President and Secretary and given powers to
collect donations
10) To take up school building construction and
repairs with the tcchnical assistance of GP
II)T (l monitor quiek and suitable distribution of
incentivc, provided by thc Stqte
12)To organise periodical Medical Check-up for
the children
Considering the powers of VECs and SDMCs, it could he noticed from the tahle
55.8 that the I<ltter has statutory powers to decl<lre holidays, auctioning assets
generateu III Ihe sclHlol and unserviceable or the' school and ulillSation or
Taluk l'<Inchavat "nu 1.1IIa I'anchayat funus for purchase of necessary articles. This
may further help the SDMCs to feci the ownership of the school.
230
Tahlc 5.5.R: Powers orVECs and SDMCs
VEe,
---- - -.- - ---
I )To visit educational institutions
2) Tu check allendance and other registers
to enquile and report to concerned
authorities on educational dc!iciencies and
requircmcnts in the village
J )To recommend annual budget of school
to concerned authority
4)To undcl,ake construction and repair
works entrusted to them
5) To report on regularity of students,
teachers attendance and school f,mct IOning
6)To frame the schoc'! calendar under the
guidance of Zill" Parishad
- .. --
SOMes
- -- ----------------- -- ----- -------
I flo monitor the functioning of the school and attendance
of teachers
2) lIny problem related to regular attendance of the
I teaching staff could be discussed and pass resolution in
" the monthly meeting and report the same for the Higher I
, Ollicials for necessary action
3) To declare 4 holidays according to the local needs
4 )To auction the crops grown in the school land and debit
the amount for school education fund
5) The Chairman/President have the power to sanction
la,ual Leave to Head Master of Lower Primary, Higher
Pri mary and High Schools
6 )To write-off unserviceable articles worth 2000, 5000
and 10,000 rupees respectively for Lower Primary, Higher
Primary and High Schools and these articles can be
auctioned and amount could be debited to school
education fu nd
8)To organise cultural activities, sports meet and
educational tours
9)Non-govemmental funds like Library Fee, Sports Fee
and Labouratory Fee could be as per the rules
10) Funds from the State and Centre to Taluk Panchayats
and Zilla Panchayats could be utilized purchase necessary
articles for the school
5.5.5 Lessons to be learnt for SDMCs
In the earlier analysis of the VEC, it was dtscovered that VECs suffered from certain
dysfunctlOnalllies in tenns of its functIOning. Neither the meetings were held
regularly nor the participation pf the mt:mbers was regular. Therefore, it becomes
\ cry significant to make SDMCs mort: functional in order to gain maximum results
from such an tntervention Although, the efforts of the governments is highly
appreciahle in creattn!! an institutIOnal l11t:chanism at the grassroots level especially
t,) monitor and primary schools Ihrough particlpalory process, it is necessary
to the: rollt)\\ 11l:c' a'pc'ch for Ihe: \\t:11 runctlonlllg or institutions.
lht:re should be ;111 arrangt:lI1ent t,,\ cnsure the regularity of l110nthly meetings
and parllclpation (lr all sc(tions or pcopk In the: decision mak;ng process.
231
2. The tlll1illg' or Ihe meetings should he in such a way that it should he eonvenicnt
to maJority or the memhers.
3. Marglllal sectlollS or people such as women, wage earners, illiterates ete need to
he emrowered through an arrroprsate intervention strategies for the well
functioning of such Institutions.
4. The capacity huilding programmes should aim at generating positive attitudes,
indl\'ldual caracities and skills for self managing and owning the school and
similar training literature (as in the case of VECs) should be made available in
time.
5. There IS an urgent need to train all the members to ereate awareness about the
Importance of primary education.
6. There should he an 0verriding priority for issues related to teacher, student 'lnd
academic eqUipment etc in such meetmgs for the well functioning of the system
Thus. in all. although the analysis of functioning of VECs has revealed both
strent,,>1h as we II as weaknesses. one can say very precisely that the well functioning
of such Institutions depend largely on the nature of capacity building programme.
Now It needs to be seen how far the SDMCs will be able to fllnction very etlectlvely
III managing and 1110llltonng village schools, so as to promote quality.
232
5.6 Promoting School Quality
The Cllncept of school quality especially in the Indian context gained its impetus
only after launching the NPE (1986) and POA (1987) The policy emphasizes that
the obJective of UEE should not be only to provide access to schooling but also
ensure success: SUCCess for all children in satisfying their basic learning nceds
irrespective of caste, creed, religion, language and geographic area etc.
Therefore, the elTort sholild be to achieve minimUio level of quality in all institutions
improving primaf\' education. With regard to the school quality there is no
consensus among the researchers and educationsists as to what constitutes it in
pnmary education') Although, the understanding of the quality parameters in a
c'e\eloping country like India is very poor, it is a general agreement that the school
quality III pnmary education can be more objectively and concretely seen in terms of
the quality of primary schools. But here arises the question that what constitutes the
quall!\ of schools,) Should one look for the level of availability of infrastructure
facilities III terms of both phYSical and human capacities? Or should one look into
the classroom processes') Or should one look into the learning achievement in
dlfTerent subJects')
Howe'.er, diiTerent scholars define education/school quality in different ways
gl\'lng focus on different aspects of education. The quality of education is a
nebulous notion about which little beyond rather truistic generalisations are known
(Hurton) The quality of education must be defined in terms of what students
achle\e ie , outputs of the educational system rather than the nature of inputs used
In their education (Mark Blaug, 1(70) The quality may be viev..ec as qualitative
change which can be t.lclined as "3 simple IlIIear expansion or t.liminution of current
practice ll10re or less. of \\hat already exists. 1110re Illore students and
teachers, fem.:r e\all1lnatlon of the present types alld standards" (Ikeby, 1(79). The
definitIOn of goal" the content of the school cUlTIculum, the organisation or the
tcachlllg-Icarning proce\s anu teaching styks III the schools \\ere given emphasis on
the quality of schoolll1g in a book improving quality or schooling (David Hopkins,
1 t)87)
231
The review of related studies (Chapter II) reveals that di fferent researchers
have used different Indicators to represent school quality. The definitions on school
quality and the research evidences over the years reveal that school quality is a
multifaceted and complex phenomenon involving su many factors. The studies Oil
school quality tirst of all, not seem to be based on clear perspective of what exactly
constitutes the school quality in primary education, even though, each study in its
own way reflects essentially on this aspect (Govinda and Varghcese, 1993, p.12) It
is of course true that many researchers tend to equate school quality with that of
school effectiveness In order to assess school quality, some researchers give
priority for the availability of physical and human inputs or the quality of actors
(teachers) and actions (teaching-learning process) involved in the school
functioning. Some others give an overriding priority for the learning achievement in
the classrooms.
Thus, it clearly indicates that the comprehensive coceptualisation of school
or effectiveness of primary schooling, which brings together various physical
and human invuts along with classroom processes and learning attainment.
Therefore for understanding school quality, it is important to consider each aspect of
schooling namely, the inputs (both physical and human), teaching-learntng
processes and the learning attainment in schools. Further, it is also necessary that
investigations into school quality or effectiveness have to be contextual and
generalisations drawn with regard to parameters of school quality have to be
obviously context specific.
In the present study, some of the indicators are academic
atmosphere in the schools, classroom curricular process, dropout of children,
effective usc of time, teacher-rupil ratio and learning attainment of children
etc. The ratiollJic I(lr considering these indicators is based on the that the
institutional structures arc essentially intended to enhance caracities of the schools
and teachers. Therelilre, it would be trite to mentIOn that these criteria would in one
way or the othcr n:: 11 ect the contribution of these structures in promoting school
quality. The basie purpose of the present study is not to assess the school quality as
234
such but to see its relationship with the performance of the institutional structures,
which are intended to provide academic and resource support to primary schuols and
teachers.
For this analysis. the data collected from 20 sample primary schools coming
under the purview of the sample institulional structures in the OPEP (Kolar district)
and non-DPEP (Tumkur district) have been considered.
Academic Atmosphere:
One noticeable change that the institutional structures at the district and sub-district
levels have brought about in the primary schools is the enhancement of academic
environment in the school. This is reflected in terms of the colourful writings and
decorations on the wall of the school both within and outside. In this direction, a
variety of teaching-Iearnmg materials have also been produced following the
training of the teachers in these institutions. It is in this context, an attempt has been
made to look at these factors in the sample schools.
235
Table 5.6.1: Academic Atmosphere in the Sample Schools
- - -- ---
------.
-- --------
I'articulars Kolar
-- ".------------_._------ ._----
Tumkur
I 2
-- ----
._,--- -
-- ---
45
--
--
3 4 5 6 7 8 9 I 123 6 7 8
0
Colourful Wall Y
- -
V
--
-
- y -
Y
- -
- - - - - -
-
p'aintillgs*_.
Activity Cards# V V V V V V V V Y V
- ---
- -
- - - - - -
Children's Y
- -
V Y Y Y V V
- - - - -
-
- - -
Flip Chart V Y Y Y Y Y V V Y
----
Y
- -
- - -
- - -
(Chinnara Mela)
Craft work'" V
- - - -
y
-
y
Y -
- -
- - - - - -
Tg-Lg Aids
--
Maps:
World Y Y Y V Y Y Y Y Y V Y Y - Y - Y - -
Country Y Y V Y V V Y Y Y V V Y Y V V Y Y Y
State V Y Y Y Y Y Y Y Y Y Y Y Y Y Y V Y Y
District Y Y Y Y Y V V Y V Y
- Y - Y Y Y V Y
Taluk
-
- -
y
-
- - - - - -
-
- -
- -
- -
Village Y - Y
-
- Y - Y
- - -
-
- - -
- - -
Charts:
National Leaders Y Y Y Y Y Y Y Y Y Y Y Y - Y Y - - Y
Alphabets Y Y Y Y Y Y Y Y Y Y - Y Y Y Y - Y Y
Numbers Y Y Y Y Y Y Y Y Y Y - Y Y Y - - -
y
Animals Y Y Y Y Y Y Y Y Y Y
- Y Y Y - - - -
Flowers Y Y Y Y - Y Y Y Y Y - Y -
- - - - -
VegetablefFruits - -
- - - -
- - - Y -
- -
-
-
-
Birds Y Y Y Y - V V Y Y
- - Y - Y - - - -
Health&HeYf(ine Y Y Y Y V Y Y V Y V
- - - Y - Y - -
Chinnara Mela
(Flip Chan) Y Y V
Y1Y
Y V Y Y Y
-
- -
- - - - -
I
I
.. . .
Note Paintings/names of famous personalltles/arumals/thlngs like pohtlcal leaders, hterary
gaints, national bird/animal and national flag etc)
9
I
0
- -
- -
-
-
- -
- -
y y
y
V
Y V
Y Y
- -
- -
Y Y
Y -
- -
- -
- -
-
-
-
-
Y -
-
- I-
Blackboard painting for the bottom portion of the inside classroom wall for children
Prepared wi!h locally available materials such as bangles, sticks, papers etc.
# Cards used for activity oriented lessons
I
As far as the academic atmosphere in primary srhools are considered, it can
be seen from the above table (see table 5.6.1) that there are wide varieties of .
\t:achmg-Iearning aids in the sample schools of Kolar as compared to those of
In terms of numbers also, they were more in sample schools of Kolar
as compared with those of Tumkur. It was during field visits that in
Kolar, the classroom walls were covered with plenty of tcaching-learning aids
provided by the department as well as self Flip charts at chillllara mela, a ,i
children's' fair were also displayed on the walls or classroom. In addition, a 1'1
2.16
padahandha, a play activity with Idters and words, students and teachers craft work
c,:xncismg their creatiVity through paintings, thermocol cuttmgs etc, w.;re also
observed in some of the schools. The same is mainly dut: to the fact that to some
c,:xtcnt, a special attention was given under the project to equip schools with basic
teaching-learning material The findings arc in line with Yadav et.a!' (India
LdUl:ation Report, 20(2), who also envisage that the availahility of teaching-learning
materials has considerably improved in all the project districts under DPEP between
1994 and 1997.
It was also noticed during field visit that there was Black board paintings for
the bottom portIon of the inside classroom wall for children, exclusively meant for
children's work in Kolar. Whereas, in the case of Tumkur, the same was not
observed. Further, even the seating arrangements for children to facilitate group
activities in the classrooms. Such a shift in the classroom arrangement promoted
better participation of children in the learning process and eliminated the distance
between the teacher and students. Thus, it clearly indicates that the academic
atmosphere in primary schools of Kolar is more congenial as compared to those of
Tumkur. During interviews with the stake holders (VEC members), a majority of
them reported that their children are more eager to go to schools nowadays as a
result of DPEP intervention. They further stated that the DPEP programmeme had
successfully created awareness about the importance of primary education among
them.
Considering another indicator namely, school participation rate, data were
collected with reference to dropout phenomenon in each of the schools. It is seen
from the table 5.6.2 that the dropout phellomcnon t?XlstS even in the [)PEP context in
Spit.; of enhancement of academic atnlllsphen: in Although, the dropout rate
IS ler\ (2l)S "0) In the lWI':P schools, yet, It IS higher than that ofTumkur
( I 67 %) Additionally, two of the sample primary schools reveal to the extent of
763 and pcrcent as compared to lower dropout rates among sample schools in
non-I)f'I:!> district. On further probing, It was noticed that a large majority of these
drop-outs belong to vulnerable sections like migrant labourcrs, Scheduled Caste,
237
,
Scheduled Tribe etc., who run the risk of leaving schools prematurely. This
evidently suggests that DPEl' is still not been able to address the issues relating to
children at risk. Furthermore, it also implies that the education and training imparted
by the new institutional structures under DPEP have not been able to equip teachers
and schools adequately to tackle the phenomenon of dropout.
Considering the Teachcr-Pupil Ratio (TPR), more favourable TPR was
observed in the sample schools of both Kolar and Tumkur. The State TPR is 1:50.
Further conSidering the TPR in terms of pupil attendance, a siightly better picture
emerges for both the districts ( : :20 in Tumkur and 1 :22 in Kolar).
Table 5.6.2: Percentage of Drop-out Children in Sample Primary Schools
Dislrict Sar.,ple Schools
Enrolment Dropouts Percentage of
Dropouts
Kolar I 45 I 2.22
2
118 9 7.63
3 42
-- --
4 42 2 4.76
5 48
-- --
6 46 3 6.52
7 63
-- --
8 36
,-
--
--
9 28
--
--
10 35 -- --
Total 503 15 2.98
Tumkur I 22
--
--
2 46 2 4.35
3 28 1 3.57
4 56 2 3.57
5 46 I 2.17
6 31 -- --
--
7 36 --
--
8 51 I 1.95
9 46 --
--
10
57 -- --
Total 419 I
7
1.67
-
-
By considering the school li'm:table, it was observed that thiS timetable was
never adhered to in any of the schools leading to speCUlation of possible loss of
learning time. On further probing, it was noticed that the core subJects like
MathematiCs and S c i ~ n c e wen: invilrJably the tiL,t casualty whell the prescribed
timetable was never followed.
,
Classroom leaching-learning process IS an imrortant determinant or the
school quality. lJn/()rtlinalely, our under:,landing of the complex process of
classroom teaching-learning activities in primary schools is extremely inadequate
due to the absence of well-estahlished research. Although it may not be appropriate
10 judge very precisely what happens in the classroom leaching-learning process in a
few Visits, it was possible to obtain some general picture about the prevailing
pedagogical practices both in IJI'EP and non-IJPEP context. The details in this
regard are shown in the tabIe5.6.3.
Table 5.6.3: Classroom Curricular Process in OPEl' and Non-OPEP Districts
--------=c---:-----:::-:---=c .. - ---- ~
Tumkur (Non-DPEP)
~ -----
I Kolar (DPEP)
Activity based teaching
Child centered method
Workbook miented
More scope for interactive peer
learning
Competency based learning
More scope for active participation of
::hildren
Use of variety of teaching-learning aids
Teacher suppml materials
Adequate scope for the development of
questioning spirit
Adequate scope for Joyful learning
More pedagogical training to handle
multi grade class
No activity based teaching
Teacher centered method
Textbook oriented
~ Less scope for interactive peer learning
Textbook based scholastic learning
Less scope for active participation of
children
M ore use of textbooks
No teacher support materials
Inadequate scope for the devt'lopment
of questioning spirit
Inadequate scope for joyfullearninr,
Less pedagogical training to handle
multi grade class
l3y and large, it is noticed from the table 5.6.3 that there is a perceptible shift
in the classroom pedagogical process in the primary schools of Kolar as compared to
tho:;c pf TumJ.;ur The style of classroom organisation and varieties of activities
Inlllil I n ~ small ~ r o ~ I P teaching arrangcment reflected the use of child centered
method In most oj" thc sample primary schools In Kolar district. One could alst'
ooserve the scope given for the interactive peer learning through activities oy children
In the teachtng-karnlng process This reveals that the children are not merely treated
as passlv\.: learners.
It \\as al;:o ('bserved that the emphasis is on competency based
learning but not on the textbook-based information loaded leaming.
During
interviews, a large majority of teachers in the sample primary schools In J ) 1 1 ~ 1
district reported that the old method of teaching (hefore I)PEI' intervention) was
teacher dominated without much concern for the child's level of comprehension.
Whereas" the new method provides an ample opportunity for children and hclp to
develop a questioning spirit Teachers, hy and large, feel that BRCs and CRCs have
not only enabled them to acquire innovutive curric,ular strategies to make classroom
learning more effective, hut also have helped them to equip schools with a wide array
of learning materials and resources. However, they also point out that theIr
innovative pedagogic practice demancl more time and effol1 on their part.
Thus, the results of the analysis point to the fact that schools in OPEP
context fair better than that of non-OPEP in terms of enhanced academic
atmosphere. However, it is to be noted that the outcome of such an enhanced
academic climate could only be determined by pupils' learning attainment. Hence, a
further attempt has been made to examine the pupils' learning attainments in the
sample schools.
Learning Attainment:
In order to find out the learning attainment levels of students, they were
administered the standardised MLL tests in 20 exclusively lower primary schools, 5
each in 4 hlocks!talukas from 2 districts in OPEP (Kolar) and non-OPEP (Tumkur)
districts in Karnataka. All the students from third standard in the sample schools
were given the tests in Language, Mathematics and EVS. The total sample covered
wcre 186 students, out of which 108 students (48 boys and 60 girls) from Kolar
district and 78 students (35 boys and 43 girls) from Tumkut district and these tests
\\cre gi'. ell at the end of the academic \'e,!L Tile achievement levels of children
\\erc e\aluated alld the results arc sho\\11 beloll.
240
Table 5.6.4: Mean Percenlages Scores of Children in Achievement Tests in difkrent
Subjects the Sample Schools in Kolar and Tumkur Districts
r-------
. __ ._-- .... "--
-. -----.---- - - --- ---,- -- - . ,-. -"- . -
S5 ..
--
Mathematics EVS
Boys Girls
- .. ---, --
Boys .
.. _--.-
-- --- --- -
Total
Total Bovs
aid, ,-""I
I Kolar
I 53.3 49.3
c-Jl}- 50.4 t 572
53.8 58.3 56') 576
----------
2
------- - -
405
40.2 413 403 40 g
..
I
I
I
-_ .. -- ----- - - _.
3 45.2 57.8 51.5
49.3
44.8 48.4 466
4 38.3
40.3
--.- ----- -
-_.
_ ..
44.5 49.3 46.9 37 I 42.4 3'J.B
-----_. --_.- ------
5 45.9 45.9 45.9 44.0 44.7 44.4 495 49.0 493
Gowribid 6 52.0 42.8 47.4 52.8 41.0 46.9 47.7 40.0 '13.9
anUT 7 38.3 425 40.4 45.0 42.0 43.5 37.5 40.5 39.0
8 60.9 65.8 63.4 64.0 58.9 61.5 63.3 62.0 62.7
9 63.3 61.8 62.6 61.0
62.5 62.1 67.4 64.8
10 39.7 31.8 35.8 39.3 38.0 38.7 34.9 28.9 31.9
.
Total
47.7 48.0 47.9 49.1 49.0 49.0 47.7 47.6 47.6
Tumkur 1 47.4 42.2 44.8 43.3 40.0 41.7 38.6 39.S 39.1
.- - ...
2 22.2 34.4 28.3 48.0 33.0 40.5 44.3 40.7 42.5
3 60.0 57.8 58.9 52.0 56.3 54.2 45.7 43.1 44.4
-
4 49.6 48.9 49.3 43.3
44:2..
43.7 42.9 43.3 43.1
5 43.3 46.7 45.0 61.0 64.0 62.5 50.0 55.7 52.9
Kunigal 6 37.8 43.0 40.4 43.0 35.0 39.0 43.6 64.7 54.2
7 43.9 29.4 36.7 430 31.5 37.3 36.4 26.1 313
8 60.0 63.3 61.7 69.0 69.5 69.3 59.3 65.4 62.4
..
I
9 37.2 45.5 44.0 44.8 46.1 45.9 46.0
,
52.2
1
44.7
I Total
10 I 52.6 ! 51.7 523 52.0 50.0 51.5 50.8
,
46.7 49.7
,
!
i5
4
1
465.Li?9 50.0 47.0 48.5 45.7 47.6 46.6
. ---:- .
Note: S S = Sample Schools, EVS = EnYiTOnmental SCIence. Kolar and Gownbldanur
blocks come under Kolar district, Tumkm and Kunigal blocks come under
TUfi1kur district
It is seen from the table 5.6.4 that there is a difference in the achievement test
scores between Kolar and Tumkur districts. Kolar reveals better learning attainments
among both boys and brirls in Lanb'Ullge, Mathematics and Environmental Studies
(EYS) (47.9, 49.0 and 47.6 in Kolar as compared to 45.9, 48.5 and 46.6 in Tumkur).
However, it IS to be that til': mean percentage for both Kolar and Tumkur
dtstnets hovers arnund 48 percent In the former and 47 percent in the lat1er. . Fllrthcr, at
dtsaggregate level, there arc a few school, 1!1 hoth the districts (4 out of I il schno\s In
Kolar and 3 out of 10 Sdl00ls in 'Iumkllr) n:wal a much higher mean than
the district average The gender ditkrelltials ill learning attainments in dilli:rent
eumcular subJects aPlICar to have been n.mnwed down in case 01 Kollir as compared to
that ofTlimKur. Tht' morc favoumble achlevcment in the sample schools of Kolar may
be due to the fact that as a part or DP1:1' programmeme ill the district, a new child-
centred pedagogy has been developed which is appropriate to Multlgraul: situatIOns.
I lowevcr. an a ~ m p t has been maUl: further to understanu whether 1)1'1 ':1' has bel:n able
to address its one of the important objectives, namely reducing the difTerence of
achi(:vement level between boys and girls to 5 percent in Language and Mathematics.
It is seen from the table 5.6.4 that there is not much of a difference in the
mean achievement levels of boys and girls in all the three subjects (Language,
Mathematics and EVS). It signifies that the OPEP has been able to reduce the
gender gap in the achievement levels in different subjects. mentioned above.
Similar findings were reported by some of the recent Surveys conducted by NCERT
(1997). OPEP (BAS. 1994 and MAS, 1997) and Jayalakshmi (2000).
242
CHAPTER - VI
SUMMARY OF FINDINGS AND CONCLUSIONS
6.1 Introduction
[n India, provision of free and compulsory education to all children until they
complete the age of 14 years is a directive principle of the constitution, which was
supposed to be fulfilled within a period of 1 U years from date of adoption of the
Constitution in 1950. However, several concerted efforts in this direction failed to
yield the desired results. Therefore the National Policy on Education (NPE, 1986)
and Programme Of Action (POA, 1986) updated in 1992 gave overriding priority
not merely to enrolment and retention, but also for the substantial qualitative
learning attainment in primary education. Some of the major interventions launched
in this direction are:
I. Operation Blackboard (OB, 1986)
II Institutional support for capacity enhancement of schools and teacher
through establishment of District Institute of Education and Training (DIET)
at the district level ( 1988)
III. National cHrTIcular guidelines in terms of prescribed Minimum Levels of
Learning (MLL) competencies.
By the time of adoption of NPE, elementary education was already too vast to be
covered by national and state level agencies alone. Therefore, provision of support
to it in a decentralised manner became imperative. The NPE and POA accordingly
envisaged addition of third district level tier to the support system in the form of
DlstTlct Institute of EducatIOn and '[ raining (DIETs) at the distTlct kveL The
or this \\ould he or "ider quanti!ati"e coverage as well as ljualitatlwly
better support as thesc Institutions would be closer to the tield and therefore m(lfe
'llive to Its probiems and needs.
In addition to the national efforts towards realizing the goal of UEE,
pfllgrallllllcs have also been launched through international funding support. One
243
such programme was the World Bank supported District Primary hlucatlOn
Programme (DI'FI', 19(3) in sciected districts, hased on their low female literacy
rates The maJor lilcus of DPEI' project is thl: participatory planning and
managemcnt of elementary education at the district level through creation of
additional sub-district level institutional support structures such as Block Resource
Centers (13RCs) and Cluster Resource Centers (eRCs) (in addition to the already
existing School Complexes (SCxes) at the cluster level and Village Education
Committees (VECs) at the village levd
Increased high Gross Enrolment Ratios (GER) over the years, but persisting
phenomenon of irregular attendance and subsequent dropout in large number of
children continued to be a great cause for concern. Another matter of concern has
been the slow progress in providing education to the disadvantaged sections of
population like girls, children belonging to SCs, STs, and Backward Classes and
Minorities. All these issues have posed serious challenge for management of
education. Following the 73
rJ
Constitutional :tmendment, 111 regard to
decentralisation of powers the CABE (Central Advisory Board 111 Education)
Committee recognised that decentralisatIOn of educational management under the
IllSlItutions ofJocal self-government would ensure active and greater participation of
people and their representatives.
Enrolment data and age specific literacy rates suggest that India has made
much progress in expanding access to education; in 1993 about 100 million children
In the relevant age group were enrolled in primary school as compared to 85 million
dllldren in 1 '}87. Notwithstanding this, abou! 32 million of the 105 million children
aged n-lO were out of school in 199:; In addition, ab,lIlt I <;-20 per cent of the
children enrolled did not attend schooi regularly and ab'lIlI 35 per cent of those who
cnrol dmppedout before completing the primary schllol cvclc.
I) Illkr these
C I rcum:;tances, reachi ng full enrol ment of the 6- I 0 rema i I1S a I11aJOf challenge ill all
states of India and dlst:lIlt ~ ) a l 111 some. Further, considering the learning <lttainment
Ie"els 111 primary schools, It IS noticed that children who n:ach the final war of lower
primary school often have poor mastery levels. It is in this regard, the l)3
rJ
144
Constitutional amendment a15 .. makes it mandatory 10 enrol all the out of school and
school - aged children for elementary education; initiate steps to retain thcm in
school till the complction of elementary education and ensun; minimum levels of
learning. Recent Baseline survey in different parts of the country have reiterated
these aspeds. However, other states including Karnataka, and districts within the
states may require special attention if India wishes to make real progress towards
achieving the goal of UEE.
Considering the literacy levels in the state of Karnataka, where the present
study was located, it was observed that the State reveals increase in literacy kvels from
1991 to 2001(67 % in 1991 to 76 % in 2001 for male and 44 % to 58 % for female
during the same period). However, the phenomenon of out of school children, poor
attendance and low mastery learning levels continued to be serious concerns especially
in backward regions as well as with respect to female population.
The District Programmeme of Primary Education Project has been launched
during 1995 to hasten the process of realising the goal of universal primary education
in the state of K3f!1ataka. Initially four districts revealing low female literacy levels
have been covered under DPEP phase -I and subsequently seven more districts in
phase II. To support the DPEP project, the resource centres namely, the BRCs at the
block level, the CRCs at the cluster level and VECs at the village level have been
formally established during 1996-1997. The already existing DIETs were expected to
provide the required academic support and complement the DPEP intervention in the
district. However, the functional efficiency of thcse institutional structures are
determined by various organisational, structural, systemic and organismic factors.
The reyiew or literalure in the r e l ~ l t e area has enabled the researcher to
conceptuallse the present problem as well as In identil\'ing the factors, which arc
crucial determinants for promoting school qU:llIly in the context of [JEE. Iii
partic<Jiar, the review hns pointed oul the f(lllo\\ing, which nppenr to be relevanl in
the context of the presL;nt study.
245
(I) The poor quality of primary education is not only a feature of the Indian Primary
education but also m many other developing countries,
(2) Although, the factors related to classroom and school processes arc found to
i n l l u e n ~ quality of\earning in primary schools more than the non-school factors,
yet the results of some studies are open to doubt.
(3) The teacher factor is the most crucial factor, which determines the quality of
schooling,
(4) Qualitative research studies which have gone deeper into understanding the
organisational and management process and practices relating to primary
education are far and few especially in the Indian context,
(5) Studies pemining to the role of support system in particular of the newly created
institutional structures are rarely attempted.
ThlL'>, in the light of the above, there wa;; an imperative need for an in-depth
study to examine the role of institutional support systems for qualitative improvement
in primary education. Besides, the creation of academic support institutions at the
district and sub-district levels for bringing about qualitative improvement in universal
primary education was a recent phenomenon. Hence it was of utmost importance to
examine the functions and activities performed by these institutions for improving
5cnool quality in the context of UEE. Even in Kamataka State, there were no attempts
made in this direction particularly with respect to qualitative research. Hence the
present attempt could be considered as a pioneering effort in this direction
NotWIthstanding the poSitive developments, II was observed that the quality of
pnmary education in general and the participatinn of children from vulnemble sections,
poor attendance in schools, poor learning attainments and persisting phenomenon of
ou: of school children in certain backward regions in particular point to the madequate
246
role perfonned by these institutional structures Under these circumstances, the
following issues assumed vital signilicance In the context of the present study.
To what extent lJEE in Kamataka has heen successful in tenns of enhancing
particIpation and retention of children in primary schools over the years?
h ~ t has been the impact of a major intervention like OPEP in hastening the
goal of UEE In Kamataka?
To what extent the newly created institutions have been able to contribute to
quality improvement in primary education in tenns of enhancing capacities of
schools and tcachers?
Whether the newly created institutional structures like the DIET, BRC, CRC,
SCx and VECs at district and sub-district levels have adequate facilities and
capacities in themselves to perfonn their expected rolt:s of providing technical
and academic support to primary education?
What are the major bottlenecks, which come in the way of effective functioning
and performance of these institutions?
In the light of the issues that have emerged In the present context, the
following specific objectives have been outlined.
6.2 Objectives of the Study
I. To exall1ine the ,tat us of UFF in I'-arnataka. TUll1kur and I'-olar districts.
2. To study the organisational structure and composition of DIETs, BRCs, CRCs,
School Compkx(;s (Sexes) and VI:Cs.
247
<
, .'
3. To examine the tasks, roles and responsihillties of DII:Ts, BRCs, CRCs, School
Complexes (SeXeS) and VECs as per the prescrlhed norms.
4. To study the processes and practices of training and other activities of DIETs,
BRCs, CRCs, School Complexes (SCxes) and VECs.
5. To study the perceptions and views of trainers trainees beneficiaries and other
, ,
educational functionaries with special reference to the role p l y ~ d by DIETs,
BRCs, CRCs, School Complexes (SCxes) and VECs in promoting school
quality.
6. To identify bottlenecks, if any in the operationalization of DIETs, BRCs, CRCs,
School Complexes (SCxes) and VECs.
7. To compare the roles played by these institutional structures in promoting school
quality in the DPEP and Non-DPEP contexts.
6.3. Methodology adopted for the Study
A multi stage stratified random sampling design has been followed to study the
sample units namey DIETs, BRCs, CRCs, School Complexes, VECs and Primary
Schools. The sample has been selected at six stages.
In the first stage, the educational division (Bangalore) and in the second
stage, the districts (Kolar and Tumkur) under the Bangalore division have been
selected in order to select DIETs. In the third stage, the educational hlocks (Kolar
and Gowrihidanur In Kolar district and TUlllkur and Kunigal in Tumkur distflct)
have heen selech:d on the baSIS Dr their proxllnity and remoteness Iiom the district
headquarters in order to selcct BRCs. In the fOUith stage, institutIOnal structures at
duster level namely, CRCs and School Complexes from the sample blocks and in
the fifth stage, VEl's at the vi:lage level from the sample cluste,s have been selected
from both [)l'EP (Kolar) and non-OPEl' (Tumkur) distrits. Finally, Primary Schools
248
attached to the sample VI:Cs have been selected for purpose of studymg school
quality.
Thus, the final sample size selected for purpose of present study includes 2
DIETs, 2 BRCs, 8 CRCs, 20 SCxes, 20 VECs and 20 Primary schools. The sample
was drawn in such a way that it forms a single chain of hierarchy in the educational
structure of the district originatmg from the basic school unit up to the district level.
The present study being an in-depth case study in nature demanded both
qualitative and quantitative data.
Therefore, a combination of checklists,
questionnaires and interview schedules has been used for data gathering. This is
further supplemented by observation technique for collecting data relating to
classroom process and documentary analysis for collecting data from vanous
records, reports and other written materials available in the selected sample
institutions. In all, fifteen research instruments have been used to gather data for
the study. They are (a) Institutional Profile Checklist (DIETs, BRCs, CRCs and
SCxes), (b) School Quality Indicators Checklist, (c) Interview Schedules
(Functionaries of DIETs, BRCs, CRes, SCxes, VECs and primary school teachers),
(d) Questionnaire (pre-service trainees in the DIET) and (e) MLL Tests, constructed
and standardised by the MLL study of Institute for Social and Economic Change
(1998), content analysis and observation techniques. For the purpose of studying the
role of DIET, an adopted version of tools constructed and standardised by the
NIEPA for a national evaluation of DIETs have been used. The research tools
developed by the researcher for purpose of collecting data for the study were
validated by giving it to the experts as well as through pilot survey.
The data for the present study have been drawn both from primary and
secondary sources. 1leld data have been collected from the state, district and sub-
district level institutional structures and primary schools. The nature of data collected
includes both quanlitative and qualitative. Quantitative data relating to enrolment,
teachers, schools fll1d t l < ~ i r physical facilities have been collected through statistical
documents as well as lISlllg checklist in the sample institutions. The qualitative data
24'l
n;lating to activities and runctions, sch!xli quality and perceptIOns or the runctlonarles
In the selected institutions have been collected largely through In-depth InterViews
Additionally, data have bcen supplemented by Information gathcn:d through
observation and content analysis of thc relevant documcnts. The data relating \0
learning attainmcnts of children have been cnllected by administering the standardlscd
tests to tbe students in the sample schools. The field v l ~ t s for data collection was
spread over a period often months beginning from the academiC year I YY') to 2000.
As the present study is largely qualitative In nature, the analvsis has been
descriptive and interpretive. Narmtive method has been employed for analYSing
qualitative data from case studies. For purpose of analYSing numencal data, Simple
measures like frequencies, percentages and means have been used wherever
necessary.
6.4. Major Findings of the Study
The analyses of the primary and secondary data have reveals the following major
findings.
A. Findings of Secondary Data Analysis
Descriptive analyses of the time series data on some major educational indicators
selected for the purpose using secondary data sources revealed the following:
Educational Progress in tbe State of Karnataka
Literacy
1. It was observed that the total literacy rate has moved up from 1930 percent
in 1951 to 67.4 percent in 2001. Similarly, the literacy rates among men and women
has also increased during the period, with women registering slightly higher gains
(483 percent as against 47.2 percent of males). Although, this has resulted in
narrowing the gender di1Terelltials in literacy over the period, thl: gcndl:T gap persists
to the extent of 18.8 percent in 200 I.
2S0
2. The literacy rates in both rural and urban areas reveal an I ncrlAl\lng tn:nd
Ilowever, tbe gains seem to be more in favour of urban regions as compan.:u to rural
he tween 1951 and 2001. Additionally, the rural-urban differences had heen
persisting right through 1951 to 200 I at the State level.
1
J. Considering the literacy gains among males and females in urban-rural
regions, the females in urban regions have registered higher literacy gains to the
extent of 51. 9 percent between 1951 and 200 I. This is followed by rural males,
rural females and urban males.
4. Despite impressive achievements in terms of literacy outcomes in Karnataka
in the last few decades, inter district variation continued to persist in 2001. It was
noticed that the literacy among males was higher than that among females in all the
districts of the State. The difference between male and female literacy at State level
was over 19 percent But across districts, it ranged from 28 percent in Koppal to 9
percent in Bangalore. It i<; pertinent to point out that more or less, the districts,
which had registered the highest and lowest literacy rates in 1951 continue to
maintain their positions even during 200 I. This is true for males and females. Thus,
although more than half the population in the 7 years and above age group is literate
in the State in 2001, there are still wide district level variations ranging from 50 to
84 percent.
Access to Primary Education-Provision of Facilities in terms of Schools
5. There had been a spectacular incfease in elementary education in terms of
provision of schooling facilities in Kamataka during post-independence per;od.
Considering the provision of schooling facilities in terms of growth of primary
schools in the State, it was noticed that the total number of primary :,chools had
grown from 22520 in 1956 to 48135 in 1<)99. 011 further examining the: growth, It
was seen that Higher Primary Schools (HPSs) had grown at a much faster pace than
the LPSs obviously due to the increased demand of primary educatIOn, which would
have resulted in upgradation of the existing LPSs.
Growth of Teachers in Schools
6. It was observed that although, the rrogre\\ III the /lumber "I teadlcrs \lIKc
1950 had not been of unlfc)rm race. thefe had hccn a steadv Increas!! In the t<ltal
number of teachers during different tllne It \\a\ eVident that the number of
teachers bad increased ov<::r the years from 608!!2 III I to 210000 III 19')')
Teacher-Pupil Ratio (TPR) anll Standard-Teacher Ratio (STR)
7. It was seen that the TPR in primary went ur in the late clghlles and
the early nineties, but since then there was healthv declinlllg trend due to the
massive programme of recruitment of teachers taken up from 1993-94 The TPR
had come down from I: 53 in 1991 to I: 42 in 1999. Improvement in TPR over the
years has also positively impacted the STR since 1971 onwards. The reductIOn in
STR is quite remarkable from 1991 onwards with I: 1.55 In 1991 to 1 1 29 In 1999
Enrolment in Schools
8. There has been a phenomenal increase III the enrolment of both boys and
girls at lower and higher primary levels in terms of absolute numbers At the lower
primary level, the ratio of boys to girls rose from 53 III 1956 to almost equal III
1999. Whereas, in the case of higher primary level, the percentage increase III the
enrolment of !,TirIs at both the levels has certainly been rapid as compared \vith those
of boys between 1956 and 1999.
Dropouts
9. There has been a phenomenal decrease in the dropouts of children from the
above said period. It was noteworthy that the percentage of dropouts decreased
from 51.91 percent in 1980-81 to 13.55 in 1999-0\) exccrting In 1993-9--1 '\t thl'
lower primary level. the drop out r;lte of girls decreased more drastlcall\ th:m that 01'
boys decreasltlg by around 77 percent hetween 1980-81 and 1999-00 as colllrarcd to
only 70 percent for hoys.
252
Educational Progress in Kolar and Tumkur Districts
Literacy
10. The literacy position in both the districts has steadily increased from 1951 to
1991. Although, the I iteracy rates in the total population seemed to have increased
between the decades, yet the literacy gains made by different population segments
does not present a happy picture in both the districts. Even though, the literacy had
increased rapidly among both males and females in both the districts, males continue
to maintain their dominant position and the females continue to trail behind during
all the years. Considering the male-female gap, it has increased from 17.04 percent
in 1951 to 20.33 percent in 200 I in Kolar. Whereas, in the case of Tumkur, it has
declined from 20.6 in 1951 to 19.7 in 2001. But between 1991 and 2001, Kolar
district reveals a higher decline in gender differentials (5 percent) as compared to
Tumkur (3 percent).
Elementary Schools
II. There has been a rapid increase in the number of schools in both the districts
from 1960 to 1999. The number of schools at lower primary level had declined
slightly from 1994 to 1999 in both the districts. The percentage increase in the
number of schools at higher primary level in Kolar (55%) is double than that of
Tumkur (27%).
Growth of Teacbers in Elementary Scbools
12. Both the districts reveal an increlsing trend from 1960 to 1999. However, in
case of Kolar, the number of teachers has dropped between 1985 and 1990 and has
picked up once again in the subsequent years. Kolar 2 9 ~ o ) reveals a higher increase
in the number of teachers as compared with that of Tumkur (22 %) between 1995
and 1999.
Enrolment in Elementary Schools
13. Considering the absolutc enrolment ligures, it is noticed that there definitely
has becn a significant imprO\cl11cnt in the enrolmcnt of boys and girls in both Kolar
253
and Tumkur districts. However, the growth rate in both the districts reveals certain
fluctuations with rise and fall in the enrolment from 1980 afterwards. Another trend
that could be observed is the ratio of male-female enrolments. The gap in the sex
cnrolment ratio seems to be closing in dUring the 1990 decade. The sex differential,
whi::h was around 30.0 percent in both Kolar and Tumkur districts seem to be
narrowmg down almost equal in the 1990 and afterwards. Positively in case of
Kolar district, boys and girls' enrolment has reached equal proportions due to girls
registering J higher growth rate between 1994 and 2000.
TPR and STR
14. Although, the TPR reveals a declining trend from 1970 to 1999 in both the
districts, yet there has been a fluctuation in between these periods. There is a
healthy declining trend in the STR in both the disticts. However, the STR in Kolar
reveals more fluctuations with rise and fall in STR as compared to that of Tumkur.
Between 1995 and 1999, the STR decline in Kolar (from 1:1.60 to I: 137) is more as
com pared to that of Tumkur (from I: 1.71 to I: 1.44).
GER
IS. There has been a phenomenal increase in the GER of both boys and girls at
lower primary level. The GER in primary level rose from 93 percent in 1970 to 115
in Kolar and from 97 percent to 104 percent in Tumkur under the reference period.
On the positive side, girls' enrolment registered impressive gain especially between
1995 and 200 I in Kolar as compared to that of Tumkur.
Wastage
I h. There has been a steady decline in the wastage among both boys and girls
since l'rJO in both thc districts The rate of wastage to total enrolment decreased
from 52 percent In 1970 to 39 percent by 1990 and to 15 perccnt in 1996 in Kolar.
Whereas, in Tumkur, it has decreased from 63 percent in 1970 to 27 percent by 1990
and \0 19 percent In 1996
254
17. Considering the wastage percentage among boys and girls separately, while
more or less, same percentage (around 50 percent) decrease in the wastage rates was
ohserved for girls in both the districts. Whereas" in case of boys, Tumkur district
reveals a slightly higher reduction in wastage (45 percent) as compared to that of
Kolar (43 percent). lIowever, interestingly, the wastage decrease has been
impressive in case of Kolar district (9.16 percent) particularly for girls between 1996
and 1998 as compared to that of Tl!mkur district (0.5 percent).
18. The wastage rates of SCs and STs among boys and girls has been declining
gradually. There has been a considerable decrease in wastage rates of boys and girls
belonging to SC and ST groups in Kolar as compared to that of Tumkur especially
after launching of DPEP programme in Kolar district. Although, the wastage trends
do indicate a declining trend in both the districts between 1975 and 1998, yet girls'
wastage rates among SCs (15 percent in Kolar and 16 percent in Tumkur) and STs
(16 percent in Kolar and 17 percent in Tumkur) continue to be an issue of concern in
both the districts.
B. Findings of Primary Data Analysis
DIETs:
1. The DlETs in both DPEP and non-DPEP districts had almost all the physical
resources in terms of classroom, auditorium, Science labouratory, Staff room and
other bus;c facilities as well. Both the DIETs were also well equipped with respect
to essential academic and audiovisual instructional aids, which were if' good
working conuition I-Io\\"-::\'er, these academic equipmcnts were found to be
underullhsed to the extent of 80 percent as reported by pre-service and in-service
trainees. Additionally, both the DIETs were also eqUipped with three computers
each which were found tn be unutilised. A large majority of the DIET faculty in
,
both the districts was not trained for making use of computers.
255
2. Thc capacity of the DII-:Ts In terms of human resource equipment was found
to t:e bettcr in Tumkur DIET as compared to that of Kolar considering the Staflln
position, the latter revealing vacancies of senior Lecturers in WE, CMDE, ET and
I'&M.
3. The DIETs' human resource capacity in terms of professional experience
was fOlJnd to be lacking in both thc districts. About 25 percent of the faculty in
K01ar DIET and over 50 percent of thc faculty in Tumkur DIET were not exposed to
any kind of professional training after their entry into DIET. Similarly, poor
perception and lack of understanding of the goals and objectives of the DIET among
the faculty created additional constraints.
4. It was also observed that both the DIETs revealed underqualified Staff as
against the norm to the extent of thirty five percent in case of Kolar and nearly forty
SIX percent in case of Tumkur. However, the Kolar DIET revealed a better picture
in terms of highest proportion (45 percent) of faculty possessing a postgraduate
degree in both content and professional subject as compared to that of Tumkur DIET
(167 percent).
5 A very negligible percent of faculty in Kolar DIET (6.25 percent) and
considerable percent of faculty (31.25 percent) in Tumkur DIET had previous
expenence m primary education or had received any training in this regard.
6. It was seen that the major pre-occupation of both the DIETs seemed to be
only the traming a:;pect The resource support and action research aspects were
fOlmd to ha\(.: been vlrtua!ly neghxted in both the DIETs.
7 In terms of the quantum of the training acti\ities conducted by the DIETs. it
was seen that although both the DIETs had been abk to adhere to the norm of 12-14
programmes per yellr Ulllkr the reference period, the number of activities in both the
cases had declined ove' tlille frolll 25 to 24 activities in Kolar and from 57 to 16 in
Tumkur. During 1<)9R-<)9, a shortfall to the extent of 53.8 percent in Kolar DIET
and 63.6 percent in Tumkur DIET was noticed so far as the number of training
256
programmes was concerned. The shortfall was glaring in Unl:S slich as FT and I'&M
m Kolar and ET and DRU in Tumkur.
8. Although the DIETs had been ahle to adequately cover the teachers m the
district under in-service training programme for 96-97,97-<)8 and lIX-lI9, It \\a,
noticed that the percentage of coverage had declined from 25.4 percent to 9 2
percent in case of Kolar DIET and from 39.3 percent to 80 percent m case of
Tumkur DIET. In case of Kolar DIET, the BRC under DPEI' interventIOn has taken
over the in-service training activities thereby marginalizing the DIET's role.
9. Whi!e the DIET in Tumkur is found to largely target the teachers of primary
schools for training, the DIET in Kolar was found to target the teacher educator and
c.ducational functionaries in addition to primary school
10. In terms of nature of the training activities, the Kolar DIET revealed a wider
variety as compared to Turnkur DIET (22 themes as against 14 themes) and the
major focus of the training in both the DIETs had been largely on pedagogy and
professional orientation.
II. Although, the DIETs m both the districts had conducted training
programmes of three days, five days and seven days duration, the Kolar DIET
appeared to be more active in the spread of training prob'Tammes over varied
duration (additionally 6 programmes of 10 days duration and 2 prob'Tammes of 42
days duration).
12. By and large, the teachers in both the districts (56.3 percent in Kolar and
50.0 percent in Tumkur) felt that the training methodology of in-ser/ice programmes
in the DIETs was inadequate to equip them professionaily. The dcticiencies of the
methodology included not ani" the dominance of the trainer, but also the traditional
lecture method coupled with inadequate lise of instructional/technological aids
However, there W(lS a general consensus among the tramee,; that the training had
helped the teachers to focus on the learner and had enabled them to shift their focus
from the conventional te.(tb0ok orienied aad teacher dominated
methods to child ccnten:d methods.
n. So far as pre-service trainmg programme 10 DIETs arc concern.:J.
DIET revealed a more favourahle Teacher-Pupil ratio of 130 as compar.:d to I 4601
Kolar DIET. Both the DIETs had provided initial OrientatIOn to the student tram.:.:s
with respect to classroom teaching. A large majority (80 percent 10 Kolar and q I
percent in Tumkur) of the student teachers reported that It \\as us<:l'ul In
understanding the teacher preparation course and in planning their course work.
14. Generally the pre-service trainees adhered to the prescribed total number of
lessons to he delivered in different curricular subjects as a part of their praclicurn
However, the practicum rarely exposed them to planning, preparing and delivenng
lessons for standard I and JI, which are crucial from the point of achieving lJEE. It IS
seen that in both the DIETs, a negligible number of lessons are delivered for
standards I and II. While no lessons were delivered for standard I either by I year or
II year trainees, a mere 6.8 percent of the II year trainees in case of Tumkur DIET
and only 13.6 percent of I year trainees in case of Kolar DIET delivered lessons for
class II. Further, Mathematics had received low priority In both the dlstncts for
standard I I. As lesson planning under practicum in the pre-service was linked to the
textbooks in the school syllabus, most of the lessons delivered by the trainees were
based on the content of the prescribed textbooks for various standards. Therefore,
there was a proliferation of delivery of lessons from class III onwards by the Pre-
service trainees.
15. The pre-service training programme conducted by PSTE in both the DIETs
generally had no linkage with the other branches of the DIET and vice-versa
Looking into the notes of lessons, observation records and observation of classroom
delivelY of the pre-service training programmes suggested that the teacher
pn:paratilln programme \\'as largely rote, mechanistic. ilmard looking and
stereotypical.
16. The student teachers were also found to receive insuffiCient monitorIng and
support from the teacher educators as a large majority of the students (88
pcrccnt ill Kolar and 76 percent in Tumkur) reported that their lessons were
supervist!d occasionally and only a very few of the trainct!s (12 percent in Kolar and
24 in Tumkur) reported that their lessons were supervised regularly.
17. Dcspite the presence of Programme Advisory Commiitec (PAC) in the
DIETs for guiding and advising the matters relating to planning and conduct of
training programmes and activitit!s, there appeared to be lack of adequate
representation in their composition so far as inclusion of the client groups and the
stakeholders at the grassroots in both the districts were concerned. Further, the PAC
seemed to be less functional so far as the regularity of meeting is concerned.
18. The DIETs in both the districts did not seem to prepare long term plans to
plan their programmes and activities. However, the DIETs did prepare annual plan
for institutional activities in the fom:. of action plans or calendar of events for every
year indicating various programmes for each of the wings of DIET.
19. There were no specific surveys conducted by the DIETs to assess the training
needs. However, the Principals in both the DIETs claimed that they made attempts
to identify the training needs of teachers either through the REO Of through the
feedback of the teachers. Contrary to this, the teachers in the field reported that
there was hardly any attempt by the DIETs to obtain their feedback for identifying
the training needs. Although, both the sample DIETs claimed that they identify the
priority areas for the conduct of training programme, it was noticed that these
priority areas were generally in Jine with the overall State training agenda. Thus, the
activities of DIETs seemed to be more outward directed rather than self-driven,
which indicates that training is done for extensive coverage and spreld rather than
attending to specific capacity buiiding in the district.
20. The weakest POlllt III the DIET lias the 1,1Ck of planning skill and capacity,
and the key figure who should be in this aspect was the Principal.
The Statt'$ recruitment and deployment policy for the DIET was lound to adversely
affect the D[ETs' functioning with the Principals drawn from the DO PI cadre.
Consequent to this, the DIET Principals' current foclls appeared to be more of
d
. I t' t DII"I' As a result. the DIET
administra1ive rather than aea emlc aspects re a I ng 0 :. .
259
was found to be deprived of the required academic leadership and direction.
Further, the transfer policy was also found to affect the stability of the Principals in
the DIET
21. Although, the Principals in both the DIETs claimed that they have a regular
interaction and meeting with the District authorities and Block level organisations, it
wa, noticed that there was hardly any interaction with the latter. However, the
DIET in Kolar has established linkage with BRCs through one of the faculties acting
as a nodal officer to guide and monitor the activities of BRCs.
22. The interaction with the cluster and village level institutions was almost nil
as reported by the Principal of Kolar DIET, as the same was taken over by the newly
created sub-district level institutional structures under DPEP intervention.
Whereas" in the case of Tumkur DIET, the Principal reported that they interact with
the Heads of school complexes once in six months, with Community members
rarely and with NGOs in the district occasIOnally
')'
Regretfully, the interaction of sample DIETs with pnmary schools is
conspicuously missing as observed during field visits of primary schools and as
reported by the teachers as well. There was hardly any attempt made by the DIETs
to follow up their training programmes through regular visits to the schools. This
was revealed by the faculty themselves who admitted that due to pressure of work
within the DIET, they were not able to undertake visits to schools.
24. The DIETs seemed to be embroiled in kinds of problems, as
perceived by the faculty. It was noticed that the major problem in Kolar appeared to
be In the area of phYSical and infrastructure facilities (as reported by 75 percent of
thl: facultv) Ihl: admlnistrativc and managerial problems \\I:re found to bl: I:ommon
In case of both Kolar (as reported by 56.25 percent of the faculty) and Tumkur (as
reported by 62.5 percent of the faculty). A large majority of facuity (68.25 percent
of the faculty) in Tumkur DIET had ;dentified motivatIOn and kadership as yet
200
another problem. Pmhlems relating to al:ademic aspect seemed to have received
lowest priority in case of both Kolar and Tumkur DIETs.
BRCs:
25. The organisational structure and staffing pattern in BRCs (Kolar and
Gowribidanur) was generally found to be adhered to the prescribed norms.
Howevcr, in terms of staffing position, the BRC in Kolar seemed to have an edge
over its counterpart in Gowribidanur taluk. The faculty in both BRCs had required
minimum quaiifications as per the norm.
26. Although, both the BRCs had the basic infrastructure in place such as
seminar rooms, Staff room for RPs, separate room for COs and kitchen room,
separate halls for men and women and separate toilets form men and women etc, yet
essential infrastructure like electricity and drinking water were missing in case of
GowTibidanur BRC. However, it is to be noted that both the BRCs had powt:r back
up (electricity generator) facility. While the Kolar BRC had regular supply of
drinking water, while the Gowribidanur BRC used to draw water from nearby
source.
27. Considering the academic equipmenls, both the BRCs were well equipped in
terms of various academic materials to perform the expected roles. But there
appeared to be some conflict in terms of utilisation of these facilities in the BRC.
Considering the utilisation of these faCIlities, while a large majority of the RPs in
both the BRCs (more than 85 percent) claimed that they frequently use these
equipmenb during training programmes, a large majority of thc beneficiaries (more
than 75 pcrl:ent) of in->ervice training programmes reported that these equipments
were rarely used. In thiS context, the in-service trainees emphasized the need for
using such t:quipments (0 make (he training programmes lively and meaningful.
261
2R. DPI\P had enhanced the human resource capacity of RPs in terms of
exposing them to different professional training programmes. 1\ positive feature of
this institutional structure was that a large majority of the staff in BRCs had received
induction training prior to or immediately alier their appointments. However, there
seemed to be a gap In the teacher training In terms of teaching techmques (3 out of 5
RPs in Kolar and 2 out of 5 in Gowrihidanun and content orientation (lout of 5 RPs
in Kolar and 3 out of 5 in Gowribidanur) in primary education.
29. Considering the total number of programmes conducted each year, it was
seen that the number of training activities in both the BRCs had increased over the
time from 6 percent to 41 percent in Kolar and from 8 percent to 38 percent in
Gowribidanur. While in 1995-96 and 1997-98, Gowribidanur was leading with 8
and 34 percent of training programmes as against 6 and 31 percent of Kolar BRC, in
the years 96-97 and 98-99, the Kolar BRC had surpassed the Gowribidanur BRe.
The total number of activities in both the BRCs revealed that there is a uniform
adherence in conducting the tramlng pro!:,'Tammes at BRCs.
3C. Considenng the th('me of the training and the category of clientele covered
by the BRCs in their training programmes, it was noticed that there wen: broadly 4
themes and 4 clientele categories The themes were Content & Pedagogy,
Induction, Management and Communitv Mobilisation. The clientele groups were
In-service Teachers, Newly Recruited Teachers, VEC Members and Community
Members. The predominant theme of training was the content & pedagogy related
and the vredominant target clienteles were the in-service teachers. This trend was
observed during the initial period of 95-46 and 96-97, to the extent of 100 p;:rcent
during "I'i-YO and 95 percent dunng 96-97 in case of hoth the BRCs. However, in
the: succe:e:d1l1g year, the:re: appe:are:d t(l be a shift 111 both the the:me: and th.: clicntelc:
groups While Kolar r..:v..:aled 59 perc..:nt of the training programmes related to the
content and pt!dagogy of in-serVice teachers' category and Gowribidanur revealc:d
4> 7 percent of the training programmcs related to the s:lIne theme and clientele
category.
h, YX-{)9. there was further reductIOn in the perccntage of training
b I I
['I'C's' I'll t-'rnIS' 01' the theme and the clientele
programme 111 case or ot 1 t lC '"
262
-
category. During the same year, the themes relating to management and community
mobilisation seemed to have emerged as the major focus in the training programme.
Accordingly, the VEC members had emergt.:d as the major target clientele groups in
hoth the BRCs.
31. Considering the numbt.:r of hatches and duration of the training programmes
in the two it was noticed that thc duration of the training programmes varied
from I day to 10 days. There were programmes of 3, 4 and 6 days in between.
During the year, 95-96, that was the year of starting of BRC, both the BRCs had
conducted only 10 days training programme, which was the activity based training.
While Kolar BRC had conducted this prol,'Tamme for 5 batches, the same in
Gowribidanur BRC was found to be for 7 Dunng the year 96-97, Kolar
BRC had conducted I day programme for 1 batch, 10 days programme for 9 batches
and 3 days programme for 10 batches and the Gowribidanur BRC had conducted a 3
days programme for 13 batches and 10 days duration for 5 batches. During the year
97-98, there appeared to be a peak of traming activities in both the BRCs, rhus,
suggesting the BRCs had picked lip momentum overcoming the initl3llull.
ConSidering the spate of training activities, the Gowribidanur BRC scores
over Kolar BRC in terms of higher number of batches of training programme (30 as
against 27). Once again, the former reveals an edge over the latter in terms of extent
of coverage of clienteles in the training prol,'Tamme (1500 as against 1350). During
the year 98-99, both the BR-Cs had conducted I day, 3 days and 6 days training
programme. However, in tenns of number of batchcs of training programme, the
former scores over tht.: laltt.:r (3n overall 36 as against 33). As a result, the former
to haw overtaken the laller in terms of higher coverage of clienteles (an
0\ crall 1 XOO as again,t
33 Lookmg mto the e'\tcnt of cllVerage of tertci1ers for variolls training
programmes in tht.: two IlRCs over a pt.:riod of time, althpugh, thert.: were
fluctuations in between years, during the mitlai )ea, 95-96, rt higher proportion of
male teachl:rs (52.S percent III I\.lliar and 85.8 percent in Gownbidanur) had received
26J
the benelit of training as compared to their female counterparts (47.2 percent in
Kolar and 14.2 in Ciowrlbldanur). Thus, revealing a poor coverage of female
teachers in Gowrihidanur. During the year 96-97 and also 97-98 and 98-99, the
trend was found to be reversed in case of Kolar. A higher proportion of female
teachers was found to have received the benefit oftraming as compared to their male
counterparts. Incidentally, the Kolar block reveals an overall higher proportion of
female teachers in primary schools. In case of Gowribidanur block, although the
coverage of female teachers under various training programmes appears to have
picked up (from 20.3 percent to 23.9 percent), yet their coverage does not form half
of the total teachers trained. In contrast to Kolar, Gowribidanur block reveals a
gross under representation of female teachers in primary schools.
34. The method of training in BRCs was predominantly the interactive
discussion and group work and the clienteles of the various training programmes in
BRCs generally seemed to be satisfied with these methods.
35. BRCs seemed to lack autonomy and initiation in conducting the training
pro!,'Tammes suitable to the specific needs of teachers and schools in the block.
Lac!.: of co-ordination between the parallel structures at the block level seemed to
have afTected the BRCs' planning activities. Periodic intervention by the district
level structures to the BRCs further compounded its functioning.
36. Despite BRCs' making attempts to identify the training needs through
locating teachers with specific deficiencies, yet when it comes to the question of
selecting the trainees for training, it is the BEO's office, which has the last word to
choose and depute teachers for training at BRCs. This leaves BRes \\ith very little
scope for addressing different tr<tllllng needs of the teachers in the block.
37. Thert: seemed to be a weak structural linkage between the BRC and other
block level organisati(lnal s t r u t u r e ~ as compared to BRCs' vertical linkage down
the line with the cluster level institutions. As a result, the triiditional Block
264
Education Office (BFO) in the educational hureaueracy seemed to he marginalised
in the DI'LI' conlL:xL
38. The faculty in ARC not only to have poor perception ahout the
I3RC's role, but also wen: found to suffer from low morale, poor motivation and
identity crisis.
CRCs:
39. The organisational structure and staffing pattern in CRCs were generally
found to be adhered to the prescribed norms. The faculiy in CRCs had required
minImum qualifications as per the norm The DPEP had enhanced the human
resource capac:ity of COs in terms of exposing them to dIfferent professional training
programmes. However, there seemed to be a gap in the teacher training in terms of
content orientation and material development as reported by the COs in CRCs.
AddItionally, It was also noticed that the COs in CRCs were not trained to develop
specific skills for monitoring and follow up of the training programme.
40. The CRCs in both Kolar and Gowribidanur blocks had the basic
infrastructure facility in place such as training hall, separate room for Coordinator,
toilet, drinking water (storage facility in terms of steel drums) Furniture such as
chairs, tables, jamkhanas for seating arrangement, Almirah for storing facilIty and
academic equipments such as Radio Cum Tape Recorder, Audio Cassettes and
Science and Mathematics kits to carryout academic activities were also existed in all
the CRCs unda study. In addition to the above physical facilities, every CRC was
equIpped WIth academically motivating materials sl1ch as charts, maps, graphic
writIngs, 10\\ cost-no cost teaching-learl1lng aids and other colorfUl cards and
41 One of the major activities undertaken by the CRCs was the monthly
me';tlllg of tl:achers as a part of shanng their Although, such meetings
were found to be conducted irregularly, the major empha3is in such meetings was
265
found to he on the academic related activities rather than administrative and
miscellaneous duties. The shortfall in the number of meetings could be due to
waiting lor the directions of the I3RC, lack of appropriate skills to conduct meetings
and some administrative bottlenecks.
42. The method ('f training in CRCs was predominantly the interactive
discussion and group work and the clienteles of the various training programmes in
CRCs generally seeilled to be satisfied with these methods. However, the Clienteles
had given desire on skill based training for the development of low cost no cost
teachlllg-leaming materials.
43 Another major activity undertaken by the CRCs was the 'School Visits'.
Although a large proportion of time was spent on visiting schools by the COs, there
was a greater decline in the same when Tour Programmes (TPs) of COs were
considered. As a contrast to the TPs, it was observed that there was increase in the
time spent on administrative and other tasks rather than the school visits as revealed
in the TPs. The deviation between the proposed and the actual duties could be due
to the involvement of other duti(!s, such as CPE works, census enumeration, election
dUlles. pulse polio programm(!, meetings and organisation of different Melas.
44 Although, the COs of CRCs were more frequent visitors to schools than their
counterparts In Sexes, BRCs, DIETs and education offices, such visits were
generally done in accordance \\1th their choice and convenience as against their TPs.
It was observed that most of the reports were concentrated more on the
administrative aspects than the academic as required. Regretfully, most of
the suggestions or Instructions given by the COs of eRCs emphasised the deficiency
on administratlVe aspects such as maintenance f)f records and registers, cleanliness,
utilisation of teachers and school grant dc, rather than helping in Improving the
academic environment In the school and classroom The regularity in visits by the
and lack of pTOYlsion or Illt:ntor suppol1 by tht:11l ,,ere furtht:r contirmt:d by the
tC"chas in sample pnmary "hoob (II out of 16). In this regard, a large majority
of COs (more than 90 per cent) In Kolar and Gowrrbidanur blocks reported several
266
--=-
-
constraints such as remotc location of schools, lack of transport facilities and prc-
occupation with routine official activities.
45. Although CRCs in general, seemed to plan in advance various activities for
the monthly meetings, in reality they did not seem to enjoy autonomy in
operationalising them. Frequent interference from the BRes affected the activities
of the CRCs.
46. The workload of COs in CRCs seemed to be heavier as perceived by them.
Their heavy workload could be due to very complex and ambitious nature of the
prescnbed duties and functions, a large and unwieldy numbel of schools and
Involvement in other odd jobs and sundry duties delegated by their higher officials
like BEOs and JOSs.
47. With regard to the interaction of CRCs upward with the block level
organisations, the COs in CRCs of Kolar and GowTibidanur blocks reported that
their Interaction with the BEO was limited during the meetings of Block
Implementation Committee. However, their interaction with the concerned BRCs
was much more frequent. Similarly, at the cluster level, their horizontal linkage was
found to be very limited with the SCxes, although, a large majority of them reported
that they meet the heads of SCxes once in two or three months. The interaction with
the Community members or VEC members was once in a month or two as reported
by the COs in the sample blocks. In this regard, it was further noticed that they
interacted with village level institutions during maa-beti conventions, VEC
mt!lalmeetings, Chinnara Mela and such other programmes It is heartening to note
that the interaction of CRCs with pnmary schools was mort! frequent as observed
during ficld visits of primary schools and as reported by the teachers as well. There
\\cr.: rr.:qucnt attempts made by the CRCs to follow up their activiti.:s of monthly
mcetings by viSiting the schools.
267
48. ,\lthough. thc COs in eRe sccmed to have IJl:tter rcrception about the
eRes role. hcavy workload, lack of II1centJve, low morale and prornotlOn:d
opportunitll::s secmed to aflcctthe COs in discharging their duties properly.
sexes:
49 ConsIdering the SCxes in both OPEl' and non-OPEP context, it was noticed
that they exi stcd as just nom i nal structurcs rather than ful! -fledged insti tution(ll
support structures As a result, they maintained a very low profile in terms of their
academIC activitit's at the cluster level. Organising monthly meetings, helping to
resolve difficult tOpICS and undertaking visits and follow up work were the tasks
performed by thc SCxes as reported by the Heads. ThIs trend was uniformly
observed across 10 SCxes in each of the district. However, the functions such as
developll1g low cost no cost teaching aids and organising co-curricular activities for
leachers seemed to be a casualty in both the districts.
50. Generally the SCx mee!lI1gs w ~ r conducted in the nucleus school
irrespective of DPEP or non-DPEP situation. Sometimes, the meetings were also
conduckd in the component schools attached to each complex, depending on the
com enience and s ~ h mcetings were generally conducted in the working days.
Howcvcr. It was observed during field VIsits that such meetings did not effectively
serve the purpose for which meeting was called
5 j. MOllthly meetings were not held regularly every month during all the three
years under refelence In all the sample SCxes. Computing the average number of
Illeetlllgs for each of the SC"c''. It was noticLd that SC"cs in Tumkur district
revealed a slIghtly hIgher :l\wage than th:lt of Kolar While thc average numbcr or
meeungs In Tumkur \aneJ from 5 to 5 7 across the sexes, the same for Kolar
revcaled 4 10 4 7.
52. Particlp;ltlon In mectlngs at the SC" was a mandatory requirem(;nl.
Thereforc, 10okI\Jg at the attendance of tcachers in such mectings, It was observed
26H
--
that it was more than 90 percent Notwithdrawing such regular participation in the
the I leads of the sexes, however felt the need for improving the quality of
the activities in the sex.
53. As per the norm, the nucleus schools should co-ordinate exchange of scarce
resources. But it was noticed that the utilisation of resources and exchange of
teachers and teaching aids were not given adequate importance in all the Sexes
either in DPEP or in non-OPEP district
54 Considering the nature of meetings at SCxes, it was seen that subject
orientation had received highest priority in Kolar (71 percent) and Tumkur (65
percent) This was next followed by the identification of hard spots to the extent of
45 percent 111 Kolar and 36 percent in Tumkur. Activities such as model lessons on
different subjects and tOpiCS in the SCxes were observed to the extent of 18 percent
in each of the districts. Similarly, preparation of the annual work plan of the SCx
lIas observed to the extent of 20 percent in Kolar and 18 percent in Turnkur.
55. Considering another parameter namely the training transaction in Sexes, it
\las observed that the lecture method was predominantly in use in all the SCxes. As
RPs In thest! SCxes were generally drav.'P. from the high schools, they were unable to
use appropnate methodology relevant to teach primary classes. However, overall the
participants seemed to be satisfied with the meetmgs as it helped them in enriching
their content competence and addressed immediate issues related to classroom
pn'blems
56
With rel!ard to the school viSits, a maJorltv of the sex heads in both DPE!'
. .
and non-lW!:1' dl,trlcts repl)llcd that the,' do IISlt at least once in 3 or 4 months of
tllne and glle the required Illpuh to the teachers In the component schools
However. to tIllS, the Interaction With the primary school teachers during
personal I I\IIS re\ealed that a hrge majofltv of thel11 had 110t visited the school even
once dUfing mal11ly due to hurden ot' their regular work of :ligh
schools. It was further observed that \Cry ran:ly the SC:o( heads either wrote
supervisory report or submitted any to the BEO's office as required. However, in a
tcw cases, where visit reports were available, clearly suggested the routine
administrative aspects rather than academic. This fact was further confirmed by the
teachers in the schools, who reported about the inadequacies and arbitrary nature of
the visit functions. In this direction, they were of the opiOion that more frequent
visits and purposeful supervisory support would help them a lot in improving the
classroom learning.
57. The Sexes seemed to be embroiled in several kinds of problems as perceived
by the Heads. It was noticed that the major problem appeared to be an absence of
clear guidelines/frameworks.
Lack of adequate literature and other reading
m'lterials for enhancing their academic competence, lack of financial assistance for
making SCx more productive and workload of the Heads in their regular High
Schools further compounded the effective functioning ofSCxes.
VECs:
58. VECs as participatory grassroots level structures had recently been replaced
by the School Development and Monitoring Committees (SDMCs). The erstwhile
VECs in Karnataka State seemed to have discharged their duties in certain aspects of
primary education such as ensuring participation of all segments of population,
enhancing enrolment of girl child and meeting the educational expenses through the
identified donors etc. There were certain dysfunctionalities in the functioning of
VECs in terms of conducting monthly participation of members in the
meetmgs. However, the VECs in DPEP district seemed to be more active and
functional. VECs in general had isolation from the grassroots' political and
adOlirmtrative set up in the decentraliscd context.
Promoting School Quality:
59. Considering the asped of school quality in terms uf an important indicator
like Teacher-Pupil Ratio (TPR), the micro level data revealed a much lower TPR in
both the districts with TUlnkur district revealing a slightly lower ratio (1 :20) as
compared to that of Kolar (122).
270
60. Considering the school quality In terms of physical facilltle, and academiC
equipment in schools, the schools in Kolar scored over the schools III Tumkur in
terms of quantity, quality and variety Similarly, in terms of academic envlf()I1ment
the schools in Kolar revealed wide varietit:s in h;rms of tt:aching-leafiling matt:rials,
motivating classroom climate and innovative child centered and activity centered
pedagogical practices.
61. So far as school quality in terms of learning attainments of children in the
curricular subjects, it was seen that there is a difference in the achievement test
scores between Kolar and Tumkur districts. Kolar revealed better learning
attainments among both boys and girls in Language, Mathematics and
Environmental Studies (EVS) (479, 49.1 and 47.6 in Kolar as compared to 45.9,
48.5 and 46.6 in Tumkur). However, it was noted that the mean percentage for both
Kolar and Tumkur districts hovers around 48 percent in the former and 47 percent in
the latter. Further, at disagregate level, there were few schools in both the districts
(4 out of \0 schools in Kolar and 3 out of \0 schools in Tumkur) revealed a much
higher mean percentage than the district average. The gender differentials in
learning attainments in different curricular subjects appeared to have been narrowed
dO\\11 in case of Kolar as compared to that of Tumkur.
Conclusion:
Thus, from the above findings, the study points out that Primary education in
Karanataka has made a remarkable progress quantitatively in telillS of increase in
enrolment of chiidren. recruitlllt:nt of teachers and educational institutions etc, frolll
1956 to 1999. Howe\ er, the perslstillg dropout rates particularlv at higher primal)
\eyel and among girls ,lIld the unfavourable STR reneet rath,;r a poor quality in
primary educJtion in the State. Even in the sample districts, tht: findings with
respect to UEE suggest that then: has been progress III terms of growth
. . t't t' nrolment Ti'l( STR and reduction in wastage rates in both the
10 10S I U Ions, e . , " ,
271
districts Kolar district has made a remarJ..ahlt: edu(;atlllnal progress <1\ cmnparcd '"
that of Tumkur especially atter launching of DI'I:), In the d,strlct In (If
recruitment of teachers, Improved learning attainments of chrldren, decrease In
enrolment gap between hoys and girls and reduction In dropout ralcs of chlld'cn
However, wastage among girls hclonging to SC and SI categories continued to IlC a
persisting issue in both the sample distncts The analySIS of primary data from IW(\
districts relating to the role of institutional structures at d:slricl and
levels pointed certain dysfunctionalities In lerms of phYSical, material and hunan
resource capacity of these institutional structures for promoting school quality. The
major findings emerging from the present study suggesl that the C1pacity of so
called capacity building institutions themselves is far from satisfactory. DPEP docs
seem to have enhanced not only the learning levels of ch;ldren but also the academK
environment of primary schools in Kolar In terms of improved
atmosphere, training of teachers, shift In cumcular transaction from
teacher/textbook centeredness to child/activity centeredness as compared to thaI of
TumkuL
6.5. Policy Implications
Having put new Institutional Structures in the decentralised setup, it becomes
crucially important to address issues relating to motivation and leadership
capacities of the functionaries. Efforts are required to emplo\' innovative
training strategies involving technology meQiokd training to address these
Issues.
Strengthening of linkages between and among the Institutional Structures
horizontally and vertical with the existlllg traditional orgamsational slructun:s
become very important. Needless tll Illcntilln. that am nl'\\ In\tltlltillnal
Structures should function in tandem with the CXlSting traditional structures
Separate Staff recruitment and dcployment policlcs n..:ed to be t:\ohcd nn a
priority basis for stabilising the Staff pllsititHlS and for tht: poSltl\e
gains from such innovative Institutional Structures
-
As the training in a cascade model is bound to diluk the training content down
the line, care should he taken to Identify and plug thl! leakage at different levels.
Alternativdy, training modules could be developed at districtlsub-dtstnct levels
alier conducting a need assessment survey
6.6. Suggestions fo. Further Research
By the time this study was concluded, the DPEP programme in the State was being
phased out. Subsequently, the SSA of the GOI has been taking over the DPEP
interventions in order to sustain and consolidate the focus of DPEP and mainly
towards the goal of UEE by 2007. A variety of interventions are launched under
SSA in ordcr to hasten the process of UEE. Yet, problems persist in the form of
effecting changes in the systemic process and factors, motivation and mindset and
community involvement. In the light of this, the following suggestions are made.
A comparitlve study of the roles and contributions made by the DIET, BRC a!1d
CRC in different socio-economic context could be undertaken.
A correlation studv of the DIET, BRC and CRe and primary schools could be
attempted.
Attempt could also be made to study how the positive gains of the DIET, BRC
and CRC are consolidated and sustained in the light of the emerging scenario.
Impact of the training programme conducted by DIET, BRC and CRC could
be undertaken through small tracer studies.
273
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Name or thc DI ET
D"trlct
Postal nudrcss
Phon\! r-..; ullllJ"Cr
APPENDlCF.S
I. GENERAL INFORMATION BASE -DIET
l'amc of the present Prlnc'pal/ In-charge Principal
(,) PHYSICAL INFRASTRUCTURE
Y car of cstabli,hmcnt
2 Is the DIET convcrted from Pre-serv'ee TeacherEduCDllon Institution?
whol type of institution' I Go\'crnmcnt I Private
3 Localloll a) Rural/Urban
If Rural b) Tribal/Hilly / Desert
D,stance from d,stl1ct head-quarters ...... Kms.
Yes INa
:i AcccsSlb,lity of the mstllutc Motorable road J Kuchha road
6 Total area of the campus ....... ..... Acres
7 Total carpet arca of the building .... Sq metres
8 Bulidmg . a) Rented / Own b) Under construction
9. Has the buildlO come up aficr DI ET was established" Yes / No
If no. for what purpose was it used earlier? .......... ..
10 Has there been an\' new construction after the DIET came up": Yes I No
If yes. whal part of the building was it ................... .
II Present condition of the buIlding :Very good / Reasonably good I vcry poor
12 Total number of classrooms
13 A ,ailabil,ty of the folio\\lng rooms
Scm mar room
Sc,encc labouratory
Psycholob': labourator)
C omputcr labouratory
Separate room for each branch of DIET
Work shed
Staff room - Principal's room
- Vice-Pnncipars room
- Separate sittmg place for faculty members
- Separate staff room for men and women
Audltonum
- Scaling capac it)
Library
- Scating capacity
14 Othcr fBciliues
Safe drinking" aler
Regular of cicct,oicil)
Canteen
Tl'I11,'ts (Scpnrntl' for n:..'1l & \\omen)
I" 'r0 car of constfllC!lOn of hostel
l" ScpJratc hostcl..:; for men & \\ omen
Tolal cllpaclty of"mcil's hoslel
Scats occupied Jt prCSL'IIt
Total of wOOlen's hO<;lcl
Scats occupied III present
I 7 F "ei lilies m the host"'s
Dining hall
C'tlmmon room
Yes/No
YeslNo
YesHlo
Yes/No
Yes I No
Yes I No
Yes I No
Yes / No
Yes INo
Yes I No
Yes I No
Yes/No
Yes I No
Yes I No
Yes I No
I' No
YL's:No
Yes IN,)
Qucstinnnair", prcparc'd by NIEPN!'vlflRD. GO(, for c"calualion of DIETs in India. :WOO
Dispensary
Toilets (Separate fur men and "IHnen)
I K. Pro\:islon of sudT quarters in Ule campus for
Principal
Faculty members
Supporting sluD'
Class IV employees
19. Open Arca
Do vou have a garden"
Do you have a playgrour,d
(ii) TECHNICAL AND ACADEMIC EQUIPMENT FORMAT
Id th n lcalc e eqUipments available in the instilute
Yes I No
Yes I No
,--------- -----------,
Number
AvaIlable OCCUPIed
Yes I No
Yes I No
Equipment No. In working condItion (VIN)
TV set
Photocopier
V.CR.
V Ideo Camera
FIlm Projector
OHP "ith screen
Public address system
Slide proJcctor
Radio
Audio Recorder
Audio casset!es
V Ideo cassettes
Carne<a
Telephone
Fax Mdchine
AnI' other
2 (al Computers
Number
Models
Any ureradation done in the past
Arc you able to purchase computer
consumables regularly
What software do you have
Do you have any maintenance contract'!
(b) Pnlltcrs
Number
Type
Model
(c) Who arc the users or computers"
(d) Is there a provision or usc of computers 111
tllue table')
3 L,bra"
Total number cfbooks in the horllry
Timings ortltc lIb,,,,,'
- Hours
DB'S
Number or proresslOnal Journals
Ves/No
Ves INc
Ves I No
Dot matrix Ilnkjct I Laser
Trainees
,I I
OlYlCl' Pcrsl'llncl
Yes I No
From
---------.,...-........
o 111.'\\ "p.IP":I sand mag<l"lIlcs
...
- l.ocal
- Lnglish
(III) HUMAN RESOURCES FORMAT
I A I bl \'\11 a I Ih 01 stall al present
i-P()SITION
PRESENT POSITION
Sanclioned
e-!!'-
-- ---- ._- ---------
TLACHING Number
--
r---;;--- -
Male Female
mncipal
PSTE Sr Leclurer
-------
1-:-, Leclurer
WE Sr Lecturer
-=-=-Leclurer
L; Sr Leclurer
------------
Leclurer
IFle Sr. Lecturer
Leclurer
Cf:iOESr Lecturer
Leclurer
ET Sr. Lecturer
Lecturer
P & M Sr Lecturer
Leclurer
StallSticlan
Llbranan
Lab AsSlstanl
C r ()pcrator
T cchmcian
AccounlJlnl
Supcrimcndent
CIcrb
Peon
Mali
2 Number of stafT members who hnc teaching cxp..-ricn<.e al prilDlll)' educatior. level :
3 Is a ",bool aached 10 the DIET? Ycs!No
If yes. gl\e the <'clall.
No. of Slandards ... ,Ih secllons
No of sludenl'
No of tC3,=hC"'s
(n I AC\DI\flC PRO(iRA\1\'ES AND ACTIVITIFS FOR\"T
Do, nu rrc..,,<lll" .11\ .1111111111 pLm for 1Il,llllIthtllJI .:lell\ HIC',') Yes I No
Vacant Since
! h,." 'I ---------
h(m olh.'11 :)11.: llu.: 111\:..:llIIg'" held III iI Oncc/ Tv.icc I Thrice
!'re-Sen ICC r';lInmg
I \\'h3' h the .,llnu;1: ml;JL.c'
2 110" many dl\'ISIOns arc !hcr.:"
--
--
--
3
4
'i
(,
Number or tminces
flo\\ teachers arc illvohcJ III pn.:-scn'icc tcaching
Teacher - PupIl RatlP
Number of schocls where practice Leaching is dune
M F Total
Year I
Year II
Total
7 Examination rcslIil of last h\o) cars
Ycar No. of Tramces
Appearcd I Passed
I
In-Sen icc Tr",oing Pro,,'famme
I
2
3
I Please "nte the number of courses conducted dunng the year 1997-9810 cach box (excludmg AEINFE
programmes
Client Group Teachers Head Education Community Tola!
Masters Officers Workers
Areas
Content related
Pedagogy and Technolob'Y
related
Management related
Total
2. Please "nte the number of courses conducted dunng the year 1997-98 undcr cach of the category
of
duration
a) Duration less than one week
h) One week duratIOn
c) Duration more than one \\ eek
3 Please indicate the number of participants trained
\m:lg e\'ear
-
d th 199798
Teachers Hcad Masters Education Officers Community Workers Total
F Icld Interacuon
I What is the frequency of the meetmgs With
Block level functlOnanes :Once in 3 months I once in 6 months i'annually I No
Interaction
Heads of school complexes Once 10 3 months I OIlCC III (, OJ'lOthS I annually I Nc, InteractIOn
District Authorities Once In 3 months I once In h months / annually I No
Interaction
CommuOl!\ Jt
ill months I once in 6 months I
...s I No Interaction
N(iOs mlhe Dlstnct in 3 months 10m.: ...' 1/1 h m{)nths I alllHlillly I No Interaction
2 Any newslellc.,- pllhlished b\ the DIET"
I ryes, .. o, hill IS thl: '.'
1, Any paml'ltlclS, hrochures ctc prcxhlCL'd the
DI ET ror dlslributu-'n amoll!; sehenl (';o'lIpkxcs I
Iryes. please specify the number
Yes I No
Yes.' No
eo 111.:\\ "P'IPt.:IS and maga/lnCS
\uh\cnocd
- Local Language
-
(ill) HUMAN RESOURCES FORMAT
I A I bl r \'ar a 11\ (1 slalT.I present
----
POSITION
PRESENT POSITION
_._._--- ----------
Sanctioned
TEACHING Number
Male Female
Pnncipal
rYlce-Prlncipal
cJ'ST E Sf. Lecturer
f-:-, Lecturer
WE Sf. Lecturer
Leclurer
DRLi Sr. Lecturer
Lecturer
IFIC Sf. Lecturer
Lecturer
eM DE Sf. Leclurer
Lecturer
ET Sf. Lecturer
Lecturer
P & M Sf. Lecturer
Lecturer
-- -- -
I-7=_Slatistician
NON-TEACHING
Librarian
Lab Assistant
Computer Operator
Tcclmician
Accountant
Superintendent
Clerks
Peon
-
Mali
2 Number or stafTmembcrs who hal'c teachmg cxp.:rien<e at pnm8l) educatior. Ie,d.
3. Is a Prim8l)' hool attached to the DIET? YesINo
If yes, give the follow;n
6
cletail
No. of standards Witll sections
No. of studcnL'
No. or tcache's
(I\i AC\ DUvllC PROGRAM>"lES AND ACTIVITIES FOR>"t\ T
00 you im ;lI1I1ua! plan ror IIlSlitU(hJIlJI :let!' HIC"')
If \'cs. h()\\"
Yes I No
V_S'MIC
3 hO\\ oneil :u..; the hdd In Once I T\\lcc I TImcc
Pre-Sen'lcc ['r:lUling
I \\'hat IS the
2 110\\ many di\ Isions arc
3. Number of Irainees
4 I [0\\ many teachers arc involved in pre-service
:; Teacher - Pupil Ral",
6. Number of sch(){)ls where practicc tcaching is done
---
M F Tolol
Year I
Yeor"
TOlal
7. Examinalion ,csolt of last two years
rear No. of Tramces
Appeared I Passed
I
In-Sen icc Trai"ing Prob'ramme
I Please wrllC the number of courses conducted during the year 1997-9K in each box (excludmg AEfNFE
programmes
Client GTOup T cachers Head Education CommuOlty
Total l
Masters Officers Workers
Areas
I Content related
2 Pedagogy and Technology
relaled
3 Management relaled
Total
2. Please write the number of courses conducted dunng the ycar 19n-Y8 under cach of the category
of
duration
a) Duration less than one week
b) One week duration
c) Duration more than one week
3. Please indicale the number of participants trained
dUI1:1g th 1997 e ,'ear -98
Teachers Head Maslers Educalion Officers Communily Workers Tolal
Field InteraclJon
I. What is the frequency of the meetings with
Block le\'el fWlcllonaries :Once in 3 months (once in 6 months ('annually / No
Interaction
Heads of school complexes: Once in 3 months / once in 6 m0nths / rumu.lly / Nc, Interacllon
District Authorities
Once in 3 months / once m (, months / annually / No
Interaclion
Once in 1 ,I onCl' in 6 months I
Interaction
NCiOs III th\.> 111 J months / OI1C(' In () months I ;lIl1Hldlh .' Nnlntcraction
2 Any nc"slctler pubhshed b, thc DIET"
If yes. \\hat IS
Any oft ..lChurcs elc produced by the
DI1:'I' for dlslnbullC'n :1111011 c(I'nplcxcs I Scil<x"ls?
Iryes. picilSC the number
Yes I No
Yes,' No
'" Leaching aid!'> Clrculaled among school
Complexes I schools')
5. Number of \lSlts of DIET facultvfm the
last :1 months) to
school complex meetings
IIldindual schools
Yes I No
(, During the last 3 months, has the DIET facully advised school complexesl schoolteachers on any
of their professionallacademlc problems'l Give details.
Rcsc",!"ch
IndIcate the research conducted at the DIET.
SI No Titles of Studies completed Year of completIOn
SI No. Title of On going studies Y car of commencement
I
DRU
I. During the last three mo.lths, has the DIET faculty advised AEINFE personnel on any of their
professIonal/academic problems? Give details
2. Training fo, or.d NFE inotruotors during the last one yea.
!'jumber of programmes Number of inStl uctors co\'ered
Induction training I __
Annual Refresher \--- I
3. Number of visits of DIET facull), (in the last three months) to
AE centres ............ .
NFE centres .............. .
I I
I
II. INTERV .. :W SCIfEIHJU:S ... OR TEACJIING STAFI< OF DIETS
A. PERSONAL INFORMATION'
I. Name _ _ _ _ _ 2. Age _____ 3. Sex Male/Female
4. Education _____ 5_ Experience' (a) Pnmary School Teachmg ____ _
(bJ Total _______ ( .. Spcclali/.iltlon, if alll'
7 Whether) ou received Orientation / I nducllOn" . Y es' -------
H ICycs. give details about (he induction progrummcs(sclcction criteria. programme dClnils etc)
a ProfesslonallIatntng undergone before coming to DI ET
b Aner entry into DlET(Profosslonal de,elopment, lIaliling / workshops details etc)
c Whal more do you expect?
'i Designation: Sr. Lee! Lee.
10. Unil In which working PSTEIWE/IFICICMOElETIPM/ORU
II. (0) Whcther you slay in the slafT quarter of DIET? Yes I No
(bJ If no. "hal is the distance bet\\ccn your residence and place of wor"?
Belo\\ 5 Km.I; to 10 Km I More lhan 10 Km
GOALS & OBJECTIVES
12 You must be aware that the scherne of DIET has been dcslgned for achieving certain goals and objectives as
mdlcated below. Please rank these in order of priority by putting 12,3clc
Goals & Objectives Rank
To become a pace setting institution in the district in respect of elementary teacher lIaining
To supplement already existing infrastructure support for elementarv education
To improve quahty of in c1ementar\ educatIOn
To ach,c,e the largel of Uni"ersalisation of clement"" educatIon
To hquldate Illiteracv
To pro\'lde technICal support fN distncl educational planning
To pro\ldc facilities for tramlllg of in-service teachers
To underlilkc acllon rescarch in the area of elemcntar\' education
13. To what ex:ent, III your oplllion. these goals and ob)CCII\'es have been achlc,ed by the DIET you are
workmg in?
aJ Toagrcatextcnt b) Tosomcextcnt c) Notatall
14 How effeclive, you think, is your role in realising these goals and obJcctives?
a) To a great extent b) To somc extent cJ Not at all
C NATURE OF WORK & WORK LOAD
15. As a stafT of DIET ),ou may be perfonning a number of duties. both tcaching and non-teaching. Indicate
f kl d han. below m terms 0 approxunatc percentage ,'our wor . 03 agalllst cae categorY m a seSSI
Calegor, Percentage
Teaclung (Pre serv'ice)
Training (In service)
Admmislration
Research
Othcr actintics
I (, How do you rate your workload?
aJ Vcr, hca\'\' b) Just """ugh c)
17 .. : far ;s the of your \\ork rclc\"anl to the (11' j)1 FT')
;:t) loa great extent b) To some ex(ellt c) Nnl ;11 all
1 K [)o"-""':) \\ork proVide any scope for mnO\ 'J Y i No
I) INJ'flll'fRSONAI.IIFlA1l0NSHII'
II), In orgmlismg aClivities of DIET you may Iw\"c to depend 011 olh!.fS In the institution. In
sud-, situations how you will rate the cooperation f,,)11 I\'e lrom .
Pri'lcipol - VCl") cooperatl\"c!coo!JCrat;\cJnnt coopcl,lll\c
T cachtng st.IT
Non Icaching slaff - .. .
20 lim\. do H)U viC"t'lhc cooperation rCCI." 1\ cd from agcllu-.:s/orgamsatwns tor DIET
Jcll\ Illes? a) J-ligh h) Moderate c) Lov.
21 do olllcr organisations in the cOOlmululy vic\\ the rc\(;vOllcc or ()IET In the conk\t of
ckmcnl,uy cdm,',Htlon In your dl<llrict'l
a) Vcry relevant b) Somc\\hat ;c1c\unt c) Not rCk\'anl
K METHODS OF TEACHING
22 Out of' the following methods, Indicate \\hich ones Jrc lL<.Jcd you Jnd also the c:xtcnt of usc for both prc-
sen'ICC and in-service calcgorll-'S
Methods Pre-service
In-sen.'icc
--
Mosth Sometimes Rarely Mostlv
Rarel"
Lecture
Demonstration
Discussion
.-
Seminar
Project
Field work
teaching
Self studv
23 WhIch of the following equipmenlS are available in the institute and which arc used bv YOU 10 teaching I
tralnmg
'J
EqUipment Available Used
Audl Cassellcs
Video Cassettes
OHP
RadiO
TV
Film Projector
Slide ProJcctor
Computer
2J If vou are not uSing any of the above, state the reasons.
F, PERFORMANCE APPRAISAL & JOB SATISFACTION
25. How is your performance in the job is appraised"
a) Through ACR b) Review Committee c) Any other. specify
26. Arc you salisfied with the method of performance appraisal? Yes I No
27 Are often do YOll receive rccogmtionlincentiv'e for doing your job \\cll"
aJ Alwa,,- b) Sometimes c) Nev'er
2x Which of the following opportwlitles for professional development have been availed bv you?
Study leave for doctoral work
Refresher Course
Seminar I Conference I Workshop
Acadcinic tOllI
non of the .bove
21) Ho\\ satisfied .rc you WIth your Job?
0) VerV'salisfied b) Salisfled e) Not satisfied
30 Plcas(: mcnlton >c 0" Ie conln lIllon I all\' YOU l'HL' rna C \\' 11 C war 109 III
Area
Contribution
TC;Jl.,;hi'll' mctl,tXis
Mat.;ria. dc\\;loQmcnt
c,'aluiltlon
"
,
,
l I f b r
d II
DIET"
-=l
I
) I IndlcJlc tim.:..: most Important problclIS rdallllg to 01 E I III \\ Im.:h ou ,lrl: \\01 Am!;;
:r:! Please ofTer three suggestions for impr('lvc,mcnl in the fUllctioning of DIET.
III. INTERVmW SCHEJ)(ILE FOR IHET I'RINCII'ALS
I3i1cJ..grolilld Informnlion
Name
Qualificallons alAc"demlc '-------------------------- b) ProfessIonal _______________ _
bpenence (In Chronological Order)
=:> Before Joinmg the present DIET
7;> In the presenl 01 lOT
Mode of Seleclion a, n PrincIpal of DIET
2 Whnt goals a DIET IS slrlvmg to ach,eve"
3 Arc obj.xlives of DIET broadly the same as e1l\'isagod by Elementary Tcacher EducallOn Inslltullons
that eXlsled before DIET came up" Ifno, in ",hat asperts arc Ihey dIfferent?
4, Whether avallnble facilities arc adequate for achievement of stated objectives of DIET and ils
effeet,,'e functioning') (In case of inadequacy gIve detaIls)
a) Buildmg
=> Adequacy
=:> Institute Building (Admmistralive & Acadcmlc Wings)
c ~ Hostel
=:> Staff Quaners
(ondlllon
=:> Institute Building (Administrative & Academic Wings)
=:> Hustel
=> Staff Quaners
b) Furniture for
=> Office
=:> Academic staff rooms
=:> Classrooms
=:> Aud,torium
=:> L i b r ~ / reading room
=:> Hostel
c) Equipments and Material for
=:> Work Experience
=> Art Education
=> Resowco Room for PhyslCa!/\ HandIcapped Cluldren
=- LabolUatory
=> Games and Sports
=> AudIO V isual and other teaching aIds
For givmg qualtt)' lratrung to ETE pupil teachers
For gi\ !f.g training to teachers in the usc of latest t.xhmques and equipments,
Do you have well equipped seminar rooms especially for conducting In-Service
programmes? If yes_ what are ils special features" Ifno. what arrangements do
you make for conducting in-service programmes?
During vacation
DUflng month when ETE classes arc also hemg held
,', Whelher the prescnt organisatIonal structure of DIET facilitates its
functioning? I[not, what r.:forms do you sUgcst as regards:
a) Sevcn Branches (Should these branches be upgraded as Departments WIth adequate
stafT strength to carry out its 5pecilic Jcti, itics/Mcrgcd/Rctaincd 1111hc present f.:mn)
=:> PS]I,
""
WE
""'
DRLJ
=>
IFIC
=> CMDE
=>
loT
=> I'&M
R ",fhat an: the areas where the stJIT members ('If dincrcnl branches seck cooperation of each other?
,!, Arc )OU satisfied \\Ilh the pres':nl mode of selection of cirmcntary teacher oducators? If not, what
changes do you suggest as regards:
a) Educational Qualificalions for Lecturers & Sf. Lecturers in various branches
b) Pn)ics ... iol1al Qualifications
c) Minimum e'<perlcnce rcqlllrc:d
d) Mode of select.on
Ih"ugh some Central I State I District b'el "geney
" On dcpII;ation I direct rccmitmentl both
10 What.s the present strength of teachers working on deput"lIon baSIs'> What type of parent
organlsaljons have lhey come from"
II How frequently the staIT is transferred to the other DIETs in the Stale or staIT from State Education
Ocpartmentlf, transferred to DIET and on what cntena'i
12. How frequently and through which institullons induellon and conllnuing training programmes are
rro\ Idod to the faculty?
13 \\.'hat critena do you adopt for nomonatong the staIT members for attending programmes I seminars I
conferences clc_ '}
14. Do the teacher take classes on elementary schools located nearby? If yes, how is their work schedule
planned') . .
15. How do vou ensure that In the present set up leachers gel enough freedom for their professional
growth? What measures rio yop adopt fo!" cncouragin2 / facilitating teachers for their professional
growth'>
16 How arc the results of the research studies undertaken by the members communicalcd I Glsseminated
to the teachers I Educationists I AE-NFE personnel in the District?
17. Ho\\' do you plan the mtake (no of pupil teachers) in PSTE course ever), year?
a) No. of scats is fixed
If so, gIve the 110. and the basis on wh.ch the no has been fixed so.
b) Take stock of
I Average of posts of clemental)' teachers likely to be crcalcd annudlly
II No. of tramed teachers unemployed
iii. No of vacancies likely to ansc due to death, retirement. rcslgnation etc
c) Any other criteria
1& Is Elementar) Teacher Educalior. course still provided by other institutions in the Dislnct? If yes, give
no and names of those IIIstltutions
19 Ho" many ETE instJlu\Ions in the D,strict have been
a} Upgraded as DIETs ___ .
b) Phased out
I, there any increa:;e or decrease in the total intake number of pupil teachers in the District in ETE
course as a result of out of certain ETE institutes'"
I \VhJt IS the mrx1c of sckction for adl1l1SSIOnll) Iht.: ElI::
ollnthc DIET
b) In other ETE 1I1.,titutlOlb (il';.))\)
22 the pr.:scnl nlOdc appropriate'} If no, \\'hot reforms you suggest as regard::; l1Iode.. of sdcction for
admission to the course?
n Whether the cUrrlcululll follo\\eJ 11) ETE cOl'rse has been dc\'elopet! by Ihe Stnte Itsclr' If no, \\'hich
turTiculum IS being foI1O\\'cd'! Will.:'(l the curriculum rcvisoo las!'.)
What is the teacher - pup. I ratio III the DIL:r'
25 Do lOll prepare teachers for primary level or elementnry level'l What inputs (conlent, strategy etc) me
gl\'cn exclusively for preparing teachers to teach Ht the
a) Primary level
b) Upper pnmary level
2(, Do you think that there is any need to ma,c reforms as regards
Duration of course
Eligibility criteria
(' oursc structure
Course con Lent
Course methodolob'Y
27 Wnat arc thc main training progra!llmc.s (besides PSTE courses) which arc conductcd by the DIET"
28, How do you ensure that elcmentary teachers and AEfNFE pc"onnel arc systematically sponsored for
traimng 10 DIETs?
29 Arc you able to tram the requisite no of personnel everv year? If not, why"
30 How do you set the targct for tn-,crVICC programmes every ycar"
31 \Vhat arc the aehie,'emcnls of the DIET with speCial reference to production I replication of
Slides
Audio programmes
FIlms
TV programmes
V Idco replication of TV longinal prograrrunes
32 Has any sun",' regarding the availability and utilisatJOn of audiO Visual aids (especially OB material)
in schools ever conducted by DIET? If yes, what were the findings & follow up taken by the DIET"
33 How many lab areas have been adopted by DIET smce It has come up? \!illat arc the major
achie,ements of that area as a result of tnt""entlon of DIET?
34, What IS the reiatJOnslup of the DI ET with
SCERT
Dlfcctoralc of School EducatIOn
Municipal Corporation
Directorate of Adult EducationINon Fomlal Education
Department of Education
35 Ho\\ frequently do Interact , ...ith
Block le,eI functionaries
Heads of school complexes
DlStnct authonllcs
Community workers
NGOs in the DlStnct
3(, \!ill"t t,j>C of support IS prOVided bv the DIET to DBE I EducatIOnal Planners / Educational
for planning and administration of educational programmes"
:n I\-PC of assis.tance is pronded the DIET members to scho ....)1 / schools'}
3X Has DIET been successful In impro\ing upon the elementary cducJltonlo t!K Dlstnct Ihcs, whJt tire
th(' "cllIc\'cmcnts i1S regards'
ImpTm Cllll!nt in acCL'SS to schl..)l.)l"
InCTl:aSC In enrolment
Rcdtlcing the drop - Ollt fule
)1) Has th..; mlcf\cnllon of DIET rcsu!tcd In IIlCn;IISl:' 10 the literacy rule' of the Distnct') If >\.'S. by how
much"
\A.'lIB" Inno\'ot;oll!-. h.1\ I.: h"::clI made llh,' DII: r III th\.' 8:'('il or c;,'lllcnlary cduCtilioll I Lkmcntnry
Teacher EJucnholl')
41 V/hal inltialives hIt' c beell tal..cll b:
l
- the DI L r for ,I(hi(""inf', the target or EFA by lOOO III tilL District
EductltlOn (Formal System)
NOli hJrmal FduCi:lllOn
Adult I:dUc.ltlon
What role DIE r IS "la\l1lg 111 the overall NLM strategy"
,,1.' \\'hat problems do fflce In procurmg the funds for running the institutIOn?
44 Is the fund rccci\cd sufficient ror out various acti\'llics" Ir not, what arc those
arcns/acllvilics ror \\111ch more funds arc requlred'i
4, a) Do DIETs enjoy adequate Itmctlonal autonomy"
=> Academic
=> Administrative
Financial
b) What slcps arc taken to ensure th,s"
4'\, Do you prepare annual institutional plans?
40 What mode of evaluation is adopted for determmmg the extent to which DIET has succeeded in
achieving the targets I norms fixed for the year"
47 Has any e,aluotion been conducted by any extcmal agency till date? If yes, what were its major
observations I recommendations'!
4X (a) Ho\\ cfTectlle you think is your role 111 realwng the goals and obJcctives of DIET"
To a great e"tent ITo some extent I Not at all
(b) If not at all, why?
4Y (a) As the head of the DIET, ,WhICh are the tasks that you perform" And give the average time spent
on them
Admimstrau\'e I Academic i Any-'o!hor (:;pecif,,) 3
50 While \\orkmg in the DIET for thc improvement of elementary education you will have to de;>end on
others m ti,e mstltute as well as outSIde the In such SItuations how will ),ou rate the
cooperatIOn from the follow!!'!;
Very co-operative Co-operatil'e Not 1
DIET staff- Tcachin!!ITrainme
0?.IET_ s!alT- Non :reaching
In-scn'icc trainees
--
Educational
Commumt"
I
AnI' other (specify)
51 Hm, do othcr organisatIons in the communlt), "iew the relevance of DIET in the context of
clementary education in ),our ,"strict')
Very rele,ant I Some what relc'''''t I Not rebant
52 (a) Has any of your work been recoglllzed',' If,cs, in what ways has It
b',cn rccogni/cd" (a) Awards (b) Increments (c) Any other
110\\ satisfied an.: ou WIth our joh',) Satisfied I Not satisfied
:\-l (a)()o 011 f,.:.:1 that DIETs Jro: (''\pefl!.:nclIIg sum..; proh!ems In 1helr erfectlYe working? Yes I No
(b) slich pflJh I I..' illS
)) (JI\"C suggestions for the ctTcctlrc worl..l11g of DI ET s
IV.
BLOCK IU;SOliRCE CENTRE PROPILE
Name of the BRC
(I) PHYSICAL INFRASTRUCTURE
Y car of establishment
l.ocation
If Rural
Distance from rustnct head'G"artcrs
orthc institute
Namc of the present CO-Ordinator
0) Ruml/lJrban
b) Tribal/Hilly / Desert
Kms.
Moturablc road / Kuchh. road
Total arca of the camVlls Acres
Tot.1 carpel arca of thc bUIIdmg ..... Sq. metres
BuIIdmg : a) Rented / Own b) Under construction
Has the bUilding COniC aficr BRC was cs,ablished" Yes / No
If no, for what purpose was it uSC<! earlie,'1
Has there been am ncw constructiol. afier the BRC came up? :
If yes, "hat part of tho bUilding was It ........... ..
Present .:ondilion of the bUlldmg
T olal number of rooms
A"allability of the follOWing rooms
Seminar room
Computer labouratory
Work shed
Yes I No
: Yes/No
. Yes/No
. Yes/No
StaIT room - Co-ordmator's room Ycs / No
Separate silting place for faculty members: Y cs I No
Separate staIT room for men and women . Yes / No
Auditorium . Yes / No
- Scatmg capacIty
Other faCilities
Safe dnnkIng watcr
Regular supply of electriCIty
Canteen
Toilets (Separ.te for men & women)
Pro, lSiOn of s:.IT quarter.; m the campus for
II
Yes I No
Yes I No
Yes I No
Yes I No
Number
Available Occupied
-=------
C o-ordmator
F acuh, members
Supportmg stafT
IV cmlovees
Open Area
Dc) ou have a garden? Yes I No
(11) TECHNICAL AND ACADEMIC EQCIPMENT FORMAT
Indicate th e eqUipments a, allable m the institute
F(JlIIpnK'111
N"
111 cIlndil!PIl (Y
--
- ------
I V .. ",I
_.
l'lklhl\:orm:r
Vllk.() ClIInL"I'U
I >lIP With scrL't.'1l
--
Put'lh..: udJrcs,!' :-\ skill
KaJltl
I\Lltho Rc.,;urJl'r
AudiO C/U!Wttcs
---,
-
V ,lic{1
I
-
Am IIlher
(II) ('oll1pulcrs
Number
Model,
Any upgradutlon done III the past
Arc you able to purchase computer
cOllsumablcs regularly
\Vl13t software do you have
Do you ha\ c any maintenance contract?
(b) Printers
Number
Type
Model
(c) Who arc the users of computers"
Number of profeSSional Journals
subscribed
Daily nc\\spapcrs and magazines
subscnbed
- Local Language
- Enghsh
(1111 RESOURCES FORMAT
A ,ailabllity of staiT at prescnt
POSITION PRESENT POSITION
Yes / No
Yes / No
Yes / No
Dot matrix / Ink)et /
Office Personnel
SanctIOned In Position Vacant Reasons for not
Number Since filhng the DOSt
r ramlnl!. Personnel Male Female
o-ordinator
esaurcc ncrsan-I
lResource DcrSOIl-2
Resource ncrson-,
Resource
Tramm" stafT
Comouter Oocrator
Technician
Accountant
Su')Cnntendcnl
Poon
Mali
2. Work profile of te.dung / training stafT
Position Work load of one week (Total _____ _
Training Admlnistrati\'e Other tasks Additional
(Specif,) rcspOllSlbilitiesl2nceit\)
, __
Wsourcc pc:rS(mcL__-- _ . ____ . _' _--j ___________ . __ ---,
__ .1 .. -.!----------+' ___________ 1 -.----.-----------j
l-------t--------- ------l--------i-----.-------.=---'
3 Number of starr members who h3\-e tcaching
4 Experience at primar; level
-' Stall de,elopment-Ind"idual proille 1(" three yenrs
---------
(,'0-( ,rtlill alor
------1----------- -
_ Resource
---------- r---
_
- - -- -------(
__ _
_Ky"ollrcc __
------.-.- ---.. ---- r-------(
-----------'---__ -'-____ J
(II) ACADEMIC PROGRAMMES AND ACTIViTIES FORMAT
Do you prepare an annual plan (or institutional
aClj\ itics?
I r yes. how"
Yes / No
I
2,
3 .............. ,"_
2 Docs the BRC ha,e a Programme AdVIsor, Commlllee? Yes / No
If yes, how onen arc the meetings held in a year') Once I T\, icc,' Thrice
In-Ser,ice Trainmg Programme
3 Please wnte the number of courses conducted during the year 10 each box (excluding AEINFE
programmes)
Client Group Teachers Head Masters Education Ollicers Community Workers Total
Areas
Content related
Pedagogy and
Technology related
Management related
Total
4 Please write the number of courses conducted durmg the year 1998-99 under cach of thc categor\, of
duratIOn:
a) Durallon less than one week
b) One week durauon
0) DurallOlI more than one week
5. Please indicate the number of partIcipants tramed
during the ycar 1998-99
Teachers Head Masters Education Officers
(,) F Icld Interaction
(, What is the frequency of the meetings with
Community Workers T vtal
Block Ie\'el functionaries
Once in 3 months / once m 6 montllS / annually / No
Interaction
Heads of school complexes Once in 3 m"nths / "nce in (, months I annualiy / No Interaction
Dlstflct Authorities :Oncc In nlonths I once in (, months I annually I N0 Interaction
lOmmullIly \\ orkL:rs / Panch;), at Once In 3 IIhmths / o[1cein (l months I
. . JnrlllJII, ,/ 1\0 Inil:I'llCll(\O
NGOs III the Illo\ k
Pnm!lr) s(.'hools Hl Ihl! block
7 AI1\ nc",lcllcr puhhshcd bv the BRei
"hat IS the 'J
Once in 3 month::; I once in (, months I
annually/No Interaction
. Once In ., months I once in (, months I
nnnualh I No Inlcraction
Yes / No
K. Any pamphlet;. hrochures etc produced by the BRC for dlSlribu!!on among school comple,e, I
schools" Yes I No
If yes. plcnse spee.fv the numbcr
9. Number of visits of BRC foculiy (in thc last 3 month,) 10 .
school comple" meellngs
ind"'idnal schools
I 0 During Ihe lasl :1 monlhs. has thc I:IRC faenliy adv.sed sohwl complc,csl schoolteachcrs on any
of their professional/acadcmlc problems? Give delalis.
(VI) Programme Planning
1 Docs the BRC have
a) PCTSpcet"e plan (long range plan)
b) Annual plan
c) Programme plan
2 How is the annual calender of train 109 activities prepared by the BRC'I
3 How arc programmes pla
l
J1ncd?
a) Plnnmng committee
b) Week" planning by all the staff members
4 a) Docs the BRC have certaIn priority areas for training? Yesl No
c I If 'cs. what a:'o these?
5. How arc the lrairung needs Identified?
6. Docs the BRC r=i,e requests for trammg programmcs? Y cs! No
a) If ycs, IOd.cate the arcas.
7 Docs the BRC have any institutional dcvelopment plan? Yes! No
g Is therc a conuruttec formed to ad"ise and guide on the planning and conduct ofBRC activities?
9. What IS the composition of this committee?
(VII) Internal Manugemcnr
I. Does the BRC have an advisory cornrruttce'l Y cs I No
2. Ir,es, what is the composition of this committec?
3 Hoy, many umes did it meel durmg last year?
4. How.s the work allocated?
5. Is the work allocauon discussed inn staffmeetings'l
(, If cs. what .s the frequency of mectings?
(viII) Academic and Resource support (0 elementary educational system
After (he tramlllg of elementary teachers what is done as a follow up by the BRC
1
I
V. INTERVIEW SCIlEnllLES "OR TlIESTAFF OF BHe
A Pcrsol1l11lnfoflJl;1110n
Name
Age in Years
Se,
(1\ I Qualification
(\) Date of Joining
hi) Expcrience 111 Pnm,,'") School: a, Teaching __ _
b, Admimstration
h Ii) Details about the induction programmes(seleetion criteria, programme details etc}
(a)Profc-sslonal tramlOg undergone before coming to BRC
(t)After ent'") IOta BRC (Professlon.1 development, training / workshops details
etc)
'tWhat more do ou expect"
hili) Distance between \our ,""dence and the place of work. Below 5kml510kmlMore than IOkm
8 Goals and oblecti\'cs
I You must be aware that the scheme ofBRC has been designed for achieving certain goals and objectives as
Indicated below Plea,e rank the following in order of pnority by putting numbers \,2,3etc,
Goals Rank
To become a pace seUing instllullon m the block m respect of elementary teacher training
To sUllolement already existing IOfrastructural support for elementary education
To impro"e qua"ty of teaching in elementan education
To achieve the targel of unt\'ersa"sation of elementary edueallon
Topro' Ide teehni"al support for bloc I- educallonal planmng
To undertake action ,"search 10 the area of clementarv education
L To facilities for trammg teachers
2, To \\hat extent in your opinion the above goals and obJectl\cs been achieved by
the BRC you arc working in? To a great e,tent / To some extent / Not at all
3, HOll elTeetive, you think is your role in realising these goals and objectives?
T a a great extent / To some extent / Not at all
C Nature of Work and Work Load:
4 As a fDeuity of BRC. you may be performing a numbe, of duties Indicate below in tenns of approximate
percentage "our work load agams( each catego'), in a sesSion
CDtegorV' When There is no
T ra",mg(Perccntage)
Tramtng
Research
Folloll.:'!.l'-work
Othcr actl\ltlCS (If am')
-,
5 (a) HO\, do ,ou rale ,our "orl- load') Ven ollou!;h / Not at alj
(b) If ,"cry hea\ y. gi\ reasons
h Ho\\ far Ihe nature of your \\ork rein ant to the RRC')
"'} (a) Docs lHd\ld..: scope ror Illllo\,atli..lt1!\aru:ly> Yesl No
(b) .. cs. In
D Inter Persollal
X In orgamsillg ilctl\ It ICS of BRC h,l\ C (0 depend nn ulhas ITl the institution In such situations how
Will rale Lhl! fO-Opcr('lIHlII you reu:" l' frol1l the fllillm Ill!;
r . '{ry. e 00."'".'---- C-"". - - 1 ..,,,",,,,,,,,, j Co-ordll18tor -- ---
----------1-- ----
Training) ________________________ --
, Non-tenchlng stafT f-- --
\Iew the cooperation from aut SIde for -- - - -----
RRC actilltics ') High I Moderate I Low
10 HOll do other organisations in the communitv view the relevance of BRC in the
context of elementary cdueation in your block? Very relevant I Some IIhat reb ant I Not rclevant
E Methods of Teaching
II. Out of Ille following method., inrucate "hieh ones used by you and also the extent of usc for training
actinlies .
Methods
Usc
1----
Lecture
MosUv Sometimes Rarelv
Demonstration
Discussion
Seminar
ProJect
Celd work
Labourator\'
MICro
Self study
12 \VhlCh of the folloll,"g equipments arc available in the institute and which arc used b, In training?
Eqwpment Available Used
AudIO C assates
V ideo Cassettes
OHP
Radioff ape Recorder
TV
F 11m ProJector
Slrde Projector
photostat
C()mpUIer
I An, Other
,
1_, I f you ore not using any of the avove, state the reasons.
F Performance Appraisal and Job Satisfaction
14. How IS \ our performance In the job is appraised?: lbrough ACR I Review Committee I Any other (specify)
15 ( a) Arc you lI.S\lsfied with the method of performance appraisal? Yos I No (b) If no, why?
16 How often do you receive recogmtlon I incentive for doing your Job well" Always I Some times I Ncvcr
17 WhICh of the followmg opportUnities for professional development ha\T becn availed
b) you?
Stud) \cave for doctoral worl..
Refresher course
Seminar I conference I workshop
Academic tour abroad
"one of the above
18 How satisfied you arc \\ ith your job? V Of\' satisfied I Satisfied I Not satisfi"d
19 Please mention below specific contribullon if lny you hoye made while working In
==========_-::_- ___ -_-_- __ __ __ -__
Student evalualion j
20 ind,cale three most import."t pr"l>lems to BRC in which you nrc working.
21. !'lease ofTer three suggestions for improvement ",the functioning of BRC.
VI. CLlISTER H':SOliRCE CENTRE I'ROHLE
Name of Ihe eRe
Bock
Name or lhe ('O-OrdlTlator
(I) PItYSICAI.INFRASTRUCTLJRE
Year or establlshmenl
Location
If Rural
Dlslance from dlslncl head-quarters
Accessibility of the Institute
Kuchha road
Total area of the campus
Total carpet area of the building
Building
Under construction
Has the building come up after eRe
was established?
If no, for what purpose was it used
carlier')
Has there been any new construction
after the eRe came up"
If yes. what part of the building was it
Present condilion of the building
Total number of rooms
Availablhty of the follm"ng r""ms
Semiilar room
Co-ordinator's room
Other faei lilies
Safe drinking water
Regular sllppl, of electricity
Toilets (Separale for men & women)
Open
Dl) you ha\ c a gmdcn'!
a) Rural I Urban
b) Trobal! Hilly I Desert
Kms.
Motorable road
Acres
Sq. metres
a) Rented 10m,
Yes I No
Yes I No
Very good I Reasonably good I Vcr\, poor
: Yes/No
:Yes/No
Yes INo
Yes I No
Yes I No
Yes I No
(il). TECHNICAL AND ACADEMIC Ef)LJIPMENT FORMAT
1 I d h
.. n Icatc 1 c cqulplllcnts <I\'ailablc in the institute
Equipment
RadiO cum Audio Recorder
Audio Cassettes
Video Casscttes
AnI Other
Number of profeSSIOnal Journals
subscribed
Daily nc\\spapcrs and m[lga.lincs
subscribed
- Local Language
- English
(iii) HUMAN RESOURCES FORMAT
6. I b Aval a .htv of staff at present
POSITION
Sanctioned
Number
Personnel
ro-ordinator
V\ny Other
..
No In worklllg
conditIon
(YIN)
PRESENT
In Position
Male Female
Reasons for not f!lllllg
Vacant
the post
Sillce
4. The foHowing table has been prepared in order to get on idea of the Co-ordinator in position at the
CRC during the last three years. The columns Q I, Q2 etc.,indicate the four quarters of the year
1e. (QI J M h Q2 A.I J Q3 J I S d Q4 0 Dc ) = an- arc , =.\pn - une, = u v- cpt an ct- c.
Staff 1996 ]997 1998
Traming QI
' 02 03 04 01 02 03 Q4
0]
02
1)3
04
o-Qrdinator
Any Other
5. Wrk fi f o c pro lIe 0 tcac hi / ng. trrurung s taff
Position
Work load of one week (Total number of hours oer week)
Training Administrative Other tasks(Specify) Additional
rcsoonsibilities(Specify)
C o-ordmator
i
6 S ffd ta eve 0 ment- pro I e or ec years
Position
T rainingPro grammcs I Organised by
Venue
Duration
J
attended
-- - ----
--,_ ..
---
Co-ordmator
\
J
,
_______ L
j
.. ---
(II) ACADEMIC PROGRAMMES AND ACTIVITIES mRMAT
I Do you prepare a monthly ptan for institutional actilitid' Yes / No
If yes, how"
I
2
3
.. Docs the eRe 11I1\C il Programme Advisory l'cs / No
.' IrYes.
(n) what IS the composilion or the committee',)
(b)how of len arc Ihe meellllgs held In a year"
Once 1 TWIce 1 Thnce
In-Service Training Programme
2 Please write the numhcr of courses conducted during the ),'CllI 19<JtP)<) In each box
('hent Group Teachers Head Maslers Community
Areas
e ollleni related
Pedacol..'V
Management
Total
(V ) FIeld Interaction
6. What IS the frequency of the mcclings WIth
Block level functionaries Once in a month 13 months 1 (, monthsl
annually 1 No Inleraction
Heads of school complexes Once in a month 13 months I 6 monthsl
annually I No Interaction
Distnet Authorities Once ID a month 13 months I (, months!
annually I No Interaction
Community workers I Panehayat : Once in a month 13 months 1 6 monthsl
annuaUy f No interaction
Primar:- schools in the Cluster Once in a month 13 months 16 monthsl
annually f No Interaction
7. Any newsletter pubhshcd by the eRC? Yes INo
If yes. whal is the frequency?
8 Any pamphlets. brochures etc. produced bv the CRC for distribution among schools"
If yes, please specify the number
9. Any teachmg aids circulated among lhe schools of your cluster? . Yes 1 No
Number of v'sits of eRC faculty (10 the lasl J months) to individual schools
Dunng the last 3 months. has the eRC faculty ad,ised schoolteachers on am cf their
professional/academic
problems? Give details.
VI Programme Planning
10. How arc programmes plaloned"
d) Plnnnulg committee b) Wccklv planning by all the stalTmembcrs
II. a) Docs the eRr have certain iln:a.s ror training? Yesl No
C) If yes, what arc thes,,:')
12 How (lrc tl)C training needs uknlliic-d')
13 Docs the eRe recciyc requests for {nulling programmes') Y csJ No
b) If,,,,. IIldicatc the areas
VII Academic and Resource SIIPPOr! to c!cmentar:- educational system
After the training of elementary t""chers what is dOlle as a follow lip I" the eRe"
Total
Yes/No
VII. INTERVIEW SCIIEDlJLE FOR CO-ORDINATORS OF eRe
Name orthc CRe
No of schools altnlhcd
D,stnncc from CRC
Schools
CS -- ----- -- ._" ----
Year of establishment
Co-ordll1l1lors name
___ ,LPS __ ._HPS
Less than 5kms
57 Kms
-.---
Age __ Y cars. Sex: Male! Female, Mantal slalus:Married I Unmarried
"duca/lOllal qilalifica//On
Place of residence
E.xpe,ience (teaclllng) . LPS: __ --', HPS_-,--_" High School: __ _
Experience (Non.teaclung) (If any)
A. and Objectives
810 Kms 10 & above
I You must be aware that the scheme of CRC has been designed for achieving certain goals and obJcctlvcs as
indicated below Please rank these in order of priority by putting numbers 1,2,3 etc.
Goals a'ld Ob:ectiv""
To conch the content
To improve pedagogy and evaluaLion skills
To Imprme Qualit, oftcaching in elementary education
To the target of Universahsation of Elementary Education
To proVIde technical support for cluster educational planning
Am' other(speclf,)
2 (a)To "hat extent, in your opinion these goals and objectl\'es have been
achieved by the CRC you are working in?
To a great extentIT a some extenliNot at all
(bl [fnot at alL \\hy"
3 (al Ho" effectIve you thmk is your role in realiEing these goals and
obJcctives?
To a great extentIT a some extenliNot at all
(b) If not at all, why"
B. Nature of Work and Work Load
4 As a co-<>rdinRlor ofCRC, you may be performing a n:.unber of duties
Both teaching aDd non-teac!lir.g. Indicate below m terms of approximate
k [d t h t . esson
percentage \"our wor ' oa eac._
egory In a s I
Category
Teaching
-1!aining .
.-.
RC$carciI (if any)
.-
I-Cc- .
Olhn i1cli, ilics
. --- --- .