Monday, 8 April 2013

हाउस होल्‍ड सर्वे -

.:: Household Survey ::.

ConceptsThe needs and problems of a village are best known to its residents. The planners at the district/State/national levels may not be well aware of the needs and problems of villages and also the priorities of the villagers. Hence, it is needed that villagers themselves should plan for their betterment and these plans be transmitted to authorities at district/state/national levels. On the basis of these plans, work plans are these be prepared for block/district and state. This method has been named as decentralised planning . The data of every House Hold is collected for village level planning.NeedNo one except the villagers can really understand the needs and problems of a village and they themselves can give different methods/suggestions for fulfillment of the needs. These would give two benefits : one, they would be receptive to the plans the projects made by themselves because of emotional of attachment and second, would have active cooperation and participation in their implementation. The villagers discuss smallest needs and problems of the village on basis of its relevance. During sruvey, many things are openly discussed such as education system of the village, quality of education enrolment of all children. The villagers become sensitive and also aware of educational issues and problems. After this, they participate in microplanning.MethodAn open meeting of members of village education committee along with energetic youths of the village, teachers, local non governmental organisations such as Nehru Yuvak Kendra, Yuvak Mangal Dal and others is convened where all small/big problems/needs are discussed and priorities draun.Steps in House Hold Survey
  • Collection of information on village education register (Bal Garna Register ) by the member of VEC.
  • Making plan for cent percent enrolment of children for village school.
  • Involvement of each girl/boy of the village with village education system.
Results of House Hold Survey
  • Number of girls and boys going to the school.
  • Number of girls and boys not going to the school.
  • Number of children in different social groups.
  • Number of girls and boys going to the board schools/recognized schools/alternative schools/ECCE centres.
  • Number of families whose children do not go to schools.
  • Number of children with disabilities
Prioritization of educational and other problems/needs of the village :Inhabitants of the village assemble at a place and prepare a list of all small and big problems and needs of the village. For this work, each person has also to write methods/solutions for atleast five problems/needs of the village.Stages in House Hold SurveyThere are four steps which are given below :
  • Family Survey - At first a survey team consisting of teachers, members of village education committee and energetic persons of the village is established who collect complete information regarding each family of the village. For this, prescribed blankform is made available. All filled forms are collected after the survey. The main object of family survey is not only to collect information but also to highlight the need of education for villagers and also make villagers aware and responsible for village education system. Further, out of school children are identified in this survey.
  • Analysis of Information -After survey of each family and school mapping, members of village education committee study the information thus collected and also the school mapping so that they are aware of the realities of their village education.
Collection of information
Formats have been developed for consolidation and analysis of statistics made available by HHS through different levels : village panchyat, block, district and state. This information collected at block level on prescribed form at the district level which is then transmitted state headquarters.

शिक्षामित्र

.:: Shiksha Mitra ::.
Shiksha Mitra Scheme as para teachers for U.P. Basic Shiksha Parishadiya Primary Schools
Need :
  • Universalization of elementary education.
  • Non availability of minimum 2 teachers for each parishadiya primary schools.
  • Deployment problem in rural interior schools.
  • Teacher Pupil Ratio is very high in rural areas. To maintain teacher pupil ratio as per norms in remote areas.
  • To involve VEC  in primary education.
Objectives of the scheme :
  • To provide minimum two teachers in each parishadiya primary school.
  • To minimise the teacher pupil ratio up to the norms.
  • To make provision for local youths to serve their community.
  • To ensure active participation of Village Education Committee in primary education.
  • To make provision for local educated ladies to serve in schools & promote Community confidence in girls education.
  • To increase retention of children.
  • To ensure enrolment of out of school children by focussing Shiksha Mitras on largest classes I & II in schools.
  • To obtain, aim of five teachers per school, in 3:2 ratio of regular teachers & Shiksha Mitras.
Operational aspects of the shiksha mitra scheme :
  • Minimum educational qualification for the Shiksha Mitra is Intermediate or equivalent.
  • Shiksha Mitras should be from the village, failing which from the Nayaya Panchayat where in the primary school is located.
  • 50% women will be selected as Shiksha Mitra.
  • Selection will be done by Village Education Committee (VEC) through merit list prepared on the basis of average of educational qualification marks obtained at High School & Intermediate level.
  • Selected list of Shiksha Mitra will be screened by the District Level Committee, to check that it is as per rules and then only honorarium funds will be released to VEC & Shiksha Mitra sent for one month pre-inducation training.
  • Rigorous training for 30 days is provided on the basis  of training module prepared by the experts & educationists of State Council of Educational Research and Training.
  • After approval of the District Level Committee, the selected candidates have to obtain one month rigorous training at DIETs.
  • Rs. 2400/- is the honorarium p.m. paid through VEC.
  • Shiksha Mitra can be removed from his duty by VEC due to non-satisfactory performance.
  • Shiksha Mitra entrusted to teach class - I & II. They are trained specifically for this.
  • A provision of 15 days refresher training after completion of every year academic session successfully, and the V.E.C.'s renewal of his candidature for next session.
  • Teaching Learning Material grants have been provided to Shiksha Mitras also for joyful learning practices.
  • VEC can renew the contract of  the Shiksha Mitra in next session keeping in view their work & conduct.
General Impact of the scheme :
  • Public perception of Shiksha Mitra's work is very good.
  • Head Teachers & regular teachers are reporting that teaching work done by Shiksha Mitra of good quality.
  • There are more lady teachers in schools - 40% are Shiksha Mitras.
  • Highly qualified Shiksha Mitra's having qualification up to postgraduate & B.Ed. are getting selected.
  • Children of class I & II are responding well to the local Shiksha Mitra in the play way method.
  • Shiksha Mitra's are benefitting from monthly Nyay Panchayat Resource Centre (NPRC) meetings with regular teachers.

नि-शुल्‍क पाठय पुस्‍तक-

.:: Text Books ::.

In Sarva Shiksha Abhiyan Programme, there is a provision of free text book distribution to all girls and schedule caste and schedule tribe boys studying in parishadiya primary, upper primary and government schools and aided private schools/Madarsas etc.
The state govt. is providing free text books to all non-SSA category  boys from class 1 to class 8 . Since 2007-08 SSA is providing work books also for class 1 and 2 in Hindi & Maths and for class 3 to 5 in Maths & English to SSA category of children
The Directorate of Basic Education which houses the State Text book office is responsible for ensuring the timely printing and distribution of the Free text-books and timely availability of text books in the market.
  • Specifications of the Job are finalised by the Government of Uttar Pradesh and communicated to the Director, Basic Education and the State Text Book Officer (State text book office).
  • Technical and financial bids are invited for inner text and cover page separately through National Tendering process.
  • A tender committee with the Director, Basic Education, as the Chairperson is constituted with State Textbook officer as the Member Secretary. After the publishers and printers are short listed by the committee on the basis of their technical bids, their financial bids are assessed and the final selection is made.
  • The lowest price quoted by the successful bidder becomes the cost prize for all other successful bidders who agree to work on that lowest price. The price fixed includes the cost of paper, printing, transportation up to the district headquarters in case of textbooks for free distribution, binding, purchase of the textbook cover. Transportion cost is borne by the wholeseller and retailer for books that are sold in the market. The Printers/Publishers give 7.5% discount on the price of the book for free distribution and 1.5%  royalty to Govt. through State Text-Book Office for the number of books for which agreement is made.
  • In order to check the number of copies of textbooks to be printed and right amount of royalty to be paid, printing of the covers is entrusted to private Security presses accredited by the Reserve Bank of India.
  • Each of selected printers is allocated a unique code. This code has to appear near the spine of every textbook printed by the Printers. This serves the dual purpose of monitoring the quality of the printing job by every printer and also reduces the possibility of unauthorised copies of the textbooks from reaching the market.
  • Printers/publishers are given the manuscript on CD-Roms and the corresponding hard copies of the textbooks. In this way, the processing time at the printers end is eliminated and they are in a position to prepare the positives and negatives of the print material, plate making etc. to start printing work immediately. For books which are not given on CD Roms, the printers/publishers are required to make a model copy and get it approved by the subject specialists positioned in State Text book office and the Tender committee.
  • After the printing job is over and the end product is verified for conformity with quality standards laid down for the job, every publishers/printer has to submit alteast five finished copies of the textbook printed by them to Assistant Director (Basic) of that Region and EBSA of that district.
Once text books clear quality test to meet the standards of quality control and the specified number of copies are found to match print order, the AD (Basic) and Basic Shiksha Adhikari releases the books for sale in the districts and for free distribution.
No. of Titles (Books per class) :
Class
No. Of Titles (Books)

Class
No. Of Titles (Books)
I
3 (2 Workbook)

VI
14
II
4 (2 Workbook)

VII
13
III
7 (2 Workbook)

VIII
13
IV
8 (2 Workbook)


*Scout Guide and Shiksha (Classes 6, 7, 8) is one book which is taught in classes 6, 7, 8
V
8 (2 Workbook)



Total
30


40
Specification in Force for Publishing/Printing Text books :
Year
Specifications for Inside
Specifications for Cover
Trimmed Size

Paper
Size
No. Of Colour
Paper
Size
No. Of Colour

2006-07
Sheet/ reel paper recycled pulp paper
60 gsm
50.8 cm. x 76.2 cm.
4
175 gsm
53.34 cm. x 78.74 cm.
4
Two colours for maths book of class 6, 7 and 8
18.41cm.  x 24.13 cm.
*There are 30 titles for class 1-5 and 40 titles for class 6-8 of Nationalised Textbooks in Hindi medium and 15 title for class 1-5 and 18 titles for class 6-8 of national textbook in Urdu Medium.
Recently Provision for-
Free text books distribution to the girls studying in KGBV (Kasturba Gandhi Balika Vidyalaya) of Uttar Pradesh has been made since the year 2009-10. All DIETS are also being provided 10 sets of Text Books for refence during training programmes.

वैकल्पिक/विशेष शिक्षा -

.:: Education Guarantee Scheme /Alternative and Innovative Education / Special Training ::.
 
 
Even after opening new schools in unserved habitations by way of formal schools, many children who are dropouts, never enrolled, working children, children living in isolated villages and hamlets and girls needing flexibility in school timings to adjust to domestic demands of sibling care and household chores, need to be provided access to some form of schooling facilities. For such children, alternative and innovative education facilities have been provided in the project districts. Moving away from a rigid centre- based approach, alternative schooling facilities that are more contextual, location specific and flexible have been evolved.
AIE STRATEGY: The strategy for AIE is to provide alternative learning facilities to children with express purpose of mainstreaming as many children as possible into formal system. The implementation of strategy is done with active involvement of the Village Education Committee (VEC) / Ward Education Committee and the community. The VEC / WEC & the community have freedom to determine time duration, venue and holiday pattern for the AIE centre as per learner convenience aiming at transacting on an average four hours of learning. The AIE centres are completely managed by the Village Education Committee / Ward Education Committee.
Priority is given to small and remote habitations and urban areas with atleast 20 children , Education of class 1 to 5 is imparted in theses centres.
Maktabs/Madarasas

The strategy of strengthening of  Madarasas recognised by State Arbi Farsi Madarsa Board  is designed to primarily benefit muslim girls who comprise a large portion of the children out of school. Community preference to educate their children in religious learning has been one of the main reasons that have kept them out of formal education. Therefore, the strategy seeks to introduce formal curriculum and encourage girls education within the Maktab / Madarasa environment. All materials provided to AIE centres are made available

 
Bridge Course


Bridge Course is a strategy to mainstream children of older age especially never enrolled and dropouts back to formal schools through a six month course, which helps to wean children away from work and enables the family to rellocate work done by children amongst the adults.The duration of course is six month .
 
At end of camp the children are assessed and admitted to formal school in the appropriate class.
There are two types of bridge courses in SSA, one is residential bridge course another is non residential bridge course.
 
NGOs are being involved to run resedential and non - residential bridge courses.
Vidya Kendra (EGS)
In those habitations where there is no school within one km. radius and there are minimum 30 learners for class I & II, the EGS centre were organised in the year of 2001-02 to 2009-10. Now all centres either have been upgraded in primary school or closed.

Acharyaji/Instructor are selected by VEC who is local candidate. Honorarium Rs. 1000/- p.m. is given through VEC to Acharyaji Minimum qualification of Acharyaji is High School. He/she is selected on the basis of merit. Formal school textbooks are used in these centres.

Selection of Instructors

The Instructors of the centre are selected by VEC. The minimum educational qualification of an instructor is High School pass with merit. The instructors are paid honorarium of Rs. 2000/- by the VEC. The instructor - pupil ratio is 1:45, if there are more than 45 students in EGS / AIE centre provision of appointing 2 instructors for that AS centre exists. (one of these two instructors being lady).

Special Training for Out of School Children

  • RTE Act, 2009 says for setting up of Special training facility for age appropriate admission of out-of-school children:
o      The school Management Committee/local authority shall identify the children requiring Special Training  Such children will be enroled, in the age specific class in the school .
o     After admission, the child shall be given Special Training by the teacher to enable him/her to successfully integrate with the rest of the class, academically and emotionally.
o      The Special Training shall be based on especially designed, age appropriate learning material, approved by the academic authority.
o      It shall be provided in classes held in the premises of the school, or in safe residential Schools.
o        specially engaged teacher should provide special training.
  • Subject wise condensed textbooks for Class 1-5 have been devleoped by SCERT, 6 text books of Hindi ,English , Maths , Science   have been  distributed to all special training centres.
Life Skill Develoment Programme

Life skill development programme in 22 minority districts under innovative scheme. has been innetiated in 2008 .The  districts are as below   (1) Badaun (2) Bagpat (3) Bahraich (4) Balrampur (5) Barabanki (6) Bareli (7) Bijnor (8) Bulandshaher (9) Gaziabad (10) J.P.Nagar (11) Lakhimpur (12) Lucknow (13) Meerut (14) Moradabad (15) Muzzaffernagar (16) Pilibhit (17) Rampur (18) Saharanpur (19) Santkabirnagar (20) Shajahanpur (21) Siddhartnagar (22) Srawasti.

·        The skill development programme has been organized in 10-10 upper primary schools of each above districts with identified trades. In 2010-11 the status is as follows :
o       In all 22 districts 10-10 upper primary schools have been selected, the criteria of selection was where the minority enrollment should be more and there should be adequate infrastructural facility in the selected school.
o       In every selected upper primary school there should be minimum of 50 students of minorities but the children of all communities will be benefited by  this programme
o       School has given freedom to choose any to trades on the basis of the local need, requirement, the interest of student, availability  of space in the school, available resources (physical and human) but the selected trade must be approved by respective DMs.
o       Training of selected trade has been organised in the school premises only.
o       The implementation agencies were also identified: (1) Government Polytechnic (2) Govt ITIs (3) Nehru Yuva Kendras (4) Jan Shikshan Sansthans (5).Gram Shiksha Samiti (VEC).
o        It is  instructed to the districts authorities  if the mentioned identified agencies are not interested or does not exist or have no resources to run the programme then agencies like Khadi Gramodhyog, Fruit preservation Deptt other Govt. Deptt which were also authorised to run this programme can be selected after the approval of the respective DM.
o          A Committee of 7 member has been constituted headed by district magistrate  for the monitoring & supervision of the programme.

Training/Orientation of NPRC Coordinators

The NPRCs have been given responsibility of supervising the EGS / AIE Centres running in their Nyaya Panchayats. They have been oriented for supervision.

निर्माण कार्य -

:: Civil Works ::.
During the project period, in DPEP-III the construction of block resources centres, building for new and building less / reconstruction of primary schools, additional classrooms were taking existing schools were repined, drinking water and toilet facilities were provided.
While in SSA the upper primary school buildings were also taken up.
The most significant aspect of uncivil work programme is involvement of this community and inclusion of innovation designs and child friendly elements in civil works.
The district was given freedom to choose one of the 5 designs on local condition and requirement of this district :

Old Design Of Primary School


New Prototype Design - Bhorsil

Plinth Area : 122.00 Sq Mtr.
Cost : Rs. 1565.57/Sq Mtr.
Cost Effective Technologies
  • Red Trap Bond Wall.
  • Exposed outer Suface ( No plaster from out side)
  • Use of Locally available stone slab in roof.
                         Roshan Pura Design
                       
Plinth Area : 116.21 Sq Mtr.
Cost : Rs. 1643.57 /Sq Mtr.
Cost Effective Technologies
  • Red Trap Bond Wall.
  • Exposed outer Suface ( No plaster from out side)
  • Brick Carbol slab
Railway Ganj Design
Plinth Area : 103.55 Sq Mtr.
Cost : Rs. 1844.52 /Sq Mtr.
Cost Effective Technologies
  • Red Trap Bond Wall.
  • Exposed outer Suface ( No plaster from out side)
  • Brick Carbol Slab.
Asigaon Design
Plinth Area : 166.00 Sq Mtr.
Cost : Rs. 1646.55 /Sq Mtr.
Cost Effective Technologies
  • Red Trap Bond Wall.
  • Exposed outer Suface ( No plaster from out side)
  • RCC Filler Slab.
Bhamma Purva Design
Plinth Area : 102.00 Sq Mtr.
Cost : Rs. 1872.55 /Sq Mtr.
Cost Effective Technologies
  • Red Trap Bond Wall.
  • Exposed outer Suface ( No plaster from out side)
  • RCC Filler Slab.
  • Brick Carbol Slab.
Primary School :
As per existing norms of Government of UP there should be a primary school for habitation having a population 300 and within a walking distance of 1.5 km, while as per revised norms of Government of UP the primary school should be for habitation having population of 300 and within a waling distance of 1 km.
Upper Primary School :
Habitation having a population of 800 and within a walking distance of 3 km. as per existing norm , while as per revised norms habitation having a population of 800 and within a walking distance of 2 km.
Unit Cost
The unit cost as fixed by GOUP -
  • Primary School :1.91 lacs 40% of the unit cost is borne by project and the remaining 60% by through Rural development scheme of Pradhanmanri Gramadoyozna in DPEP programme. The revised unit cost for primary school is Rs. 2.44 lacs.
  • Upper Primary School :The unit cost for upper primary school building is Rs. 4.95 lacs
  • Toilets :Rs. 0.13 lacs for a two roomed toilets (separati for girls and boys)
  • Drinking water :Rs. 0.18 for deep bore India mark two handpump. The
    above pattern effected by G.O. No. 8278 / 15-5-98- 153 / 91 shiksha (5) Anubhag, Lucknow dated 23 Feb. 1998
Provision for Earthquake Resistance
In 2006-07 the earthquake resistance provisions has been made in Primary/ Upper Primary schoolbuildings upto zone 4. On the basis of revised design the manual for Primary school, Upper Primary school and class room has been prepared and provided to the districts. the earthquake resistance designs have been vetted by National Seismic Advisor, Ministry of Home Affairs, Goverment of India, New Delhi.

The unit cost of Primary and Upper Primary school were revised. The revised cost of primary school building is Rs 2.64 lacs and upper primary school building is Rs 5.15 lacs.

The additional class room designs are also upgraded by adding earthquake resistance provision as well as the parameter of classroom or by revising the plan-as ground floor/ first floor.The revised unit cost of additional class room is 1.40 lacs. wide G.O no 794/79-5-2006-129/98 T.C Shiksha Anubhag-5 dated 24 April 2006.

Two day training of 2 engineers of RES department and 2 ABSA from each districts had been given in earthquake resistance provision in school building at UP Academy of Management and Training (IMDUP) Aliganj, Lucknow in month of  June 2006. these master trainers will trained the school teacher/ Rajmistree/ Pradhan the persons incharge for school building constructions.

बी0आर0सी0/एन0पी0आर0सी0गठन-

:: Block Resource Centre/Nayay Panchayat Resource Centre ::.


The block resource Centre (BRC) at block level and Naya panchayat Resource Centre (NPRC) at cluster level provide regular academic support, conduct teachers training, follow up workshops, meetings and opportunities for peer learning as well as sharing of good practices.Though there was Assistant Basic Shiksha Adhikari already who was responsible for providing academic supervision & support and mainting the quality of education, but a sudden spurt in the number of schools & increment in enrollment, led to academic situation out of his control which resulted in educational crises. Consequently to rectify the anomalous situation, Kothari Commission conceptualized school as a cluster and came up with the idea of 'school cluster' and suggested to have a 'committee' in each school that would work towards improving the quality of education and learning achievement of education.Under UP Basic Education Project, DIETs have been entrusted with the responsibility of improving the quality of education and speeding up the educational activities at district level. The Block Resource Centre at block level & Nyaya Panchayat Resource Centre at NPRC level have also been set up with the sole aim of providing academic support & guidance to teachers & schools and to significant role in the management of wide variety of quality improvement interventions at school level. Under the Project, NPRCs are nothing but school clusters as envisaged by Kothari Commission.Creation of PostsTo execute project responsibilities and implement day-to-day activities at BRC/NPRC, posts of BRC-coordinators & NPRC-Coordinators have been created. While in BEP, there was only one BRC-C, in DPEP-II post of an Assistant BRC-C has been created alongwith BRC-C whereas in DPEP-III alongwith these posts, posts of two assistant coordinators have also been created at BRC level. Recently Project Approval Board, GOI has proposed to revise the existing norms for strengthening of BRC/NPRC frame work for implementation of SSA as six Block Resource Persons for Specific Training along with one Resource Person for CWSN, MIS Incharge and one Accountant Cum Support Staff..Selection ProcessThe role of BRC-C & NPRC-C is mainly academic. They conduct academic & co-curricular activities and hold 'Model lesson' demonstration for teachers and develop low cost locally available T.L.M. for teaching learning. They also take care of creating congenial environment to facilitate teaching learning process and guide teachers on how they can improve learning levels of children. Thus the role of BRC-C & NPRC-C is very crucial and therefore it is necessary that their selection is done carefully. Hence a well planned selection process which includes written test & interview has been formulated through which selection of BRC/NPRC coordinators is done.Block Resource CentreFor the selection of BRC-C various workshops were organized at respective BRCs with the combined efforts of ABSA, District Coordinator (Training) and a representative from DIET. The willing candidates were invited in these workshops who went through some screening tests. The names of the short listed candidates were their respective DIETs. After receiving the names of the short listed candidates from all BRCs, all short listed candidates were called for written test, which was conducted to judge the knowledge of the candidate in the subject his/her acquaintance with teaching methodologies, test his/her aptitude and attitude towards children and to find out his/her capabilities in solving day-to-day teaching problems. For conducting the written test, a committee has been formed, which consists of :
Principal DIET
Chairman
Expert B.S.A.
Member - Secretary
Vice Principal DIET
Member
Senior Lecturer of DIET
Member
Dy. B.S.A.
Member
In case if the candidates are outnumbered, the help from the other numbers of the DIET faculty is also sought. The candidates who had got marks above 60% were called in 30-30 batches to attend a workshop. The aim of this workshop was to find out their educational interest, communication skills, attitude, working capacity and their understanding of time management. These candidates were also called for interview for their personality & aptitude tests. Care was taken to maintain transparency of the whole selection process. The list of the names of the selected candidates was made available to expert BSA and BSA through DIETs. All the selected candidates have been positioned.Physical and Financial ResourcesAcequate physical and financial resources are being provided to fulfill requirements of BRCs and NPRCs to fulfill its requirements. T.V., V.C.R., Generater set, video and audio set, books, magazines etc., Tat Patti, dari, Chairs, tables, almariahs etc. Contingency and T.A./D.A. is also given to them. There is a committee of finance, ABSA is president of this committee and they spent the money, with the help of finance committee. In this way, the BRC and NPRC have a suitable building and proper things and installment to lead in academic field. There are musical installments also, which helps, BRC-C and NPRC-C to create a environment within villagers in the field of support to teachers. BRC and NPRC coordinators can manage campaign for men and women. At last, we can say that the BRC and NPRC are the strong pool to create child's learning process and his or her progress in every field of development.Empowerment of BRC/NPRC coordinatorsTo execute project responsibilities and implement day-to-day activities at BRC/NPRC, posts of BRC-coordinators & NPRC-Coordinators have been created. While in BEP, there was only one BRC-C, in DPEP-II post of an Assistant BRC-C has been created alongwith BRC-C whereas in DPEP-III alongwith these posts, posts of two assistant coordinators have also been created at BRC level.CAPACITY BUILDINGEmpowerment and capacity building of BRC & NPRC Coordinators is crucial for teacher support at school level. Therefore, three day orientation workshop was organised for them keeping SAMARTHAN, a foundation training package at its base. The training package consisted of the following points :
  • Planning :During the workshop, coordinators were oriented with how to develop yearly plans, quarterly plans & monthly plans; how to plan training sessions and develop progress report. They were also familiarized with how and when conduct school visits; provide academic support to teacher; organize training, meeting, seminars, workshops, tour, supervision, documentation, etc. They were also oriented with a plan chart according to which they were to carry out their responsibilities.They were also trained on how they could solve academic problems on spot.
  • Organization (Execution of the programme) :The coordinators were acquainted with the different aspects of the programme like division of work, work area, decentralization of responsibilities, different methods of organization and so on. The coordinators were also given training on how to provide academic guidance and on spot solutions to the problem, which occur unexpectedly during teaching-learning process. They were also trained on keeping & maintenance of records; how to work in participatory manner; seek cooperation, conduct group work; and divide limited time in an effective way (time management).
  • Management :Since BRC/NPRC coordinators are managers of BRC/NPRC centres therefore, it is must that they should have clear vision on management. Therefore in the foundation training workshop, (SAMARTHAN). They were educated on different aspects on management skills, like decision making, taking all pros & cons into consideration, optimum utilization of money and time, analysis of a situation, taking quick decision, having sense of direction, seeking cooperation of others, etc.They were also oriented with how to conduct training sessions effectively like what rules to follow during training session, how to inspire every participant to take part in training session, how to use 'lock system' (for talkative participants)
  • Evaluation & Analysis :Evaluation of any programme helps in assessing the strength & weakness of the programme and thus provides its future direction and if it is the question of academic improvement, evaluation & analysis becomes very important. Since BRC-C & NPRC-C play important role and organise training workshops, seminars, meeting in academic activities, it is must for them that they should be acquainted with evaluation process and must have an analytical approach. BRC-C/NPRC-C are supposed to evaluate not only physical structure of BRC / NPRC /School buildings, but also behaviour & attitude of teachers, their presentation skill and their understanding on the subject. It is to be noted that there is no fixed rule or process for evaluation but depending on situation & circumstances and on the presence of mind of BRC-C & NPRC-C who adopt evaluation process, the training of which is provided to the coordinators during their foundation training workshop.38 points parameters were developed in the light of pedagogical design in DPEP. The schools are awarded any of grades A, B, C or D. These were institutionalized by government of U.P. vide G.O. No. edu-5/3759/15.5.2001-346/2001, 13 September 2001 & revised G.O. No. edu 5/4300/15.5.2001-346/2001, 3 January 2002. The feedback received from the field revealed that the 38 parameter school grading format was not only lenthy but repititive in nature. Therefore, this format was again revised and 10 parameters school grading format has been institutionalised by government of UP vide G.O. 5/4082/79-5-346/2003 dated 11 August, 2003. It is duty of N.P.R.C. to pay more attention on "C" and "D" Grade schools so that they may be upgraded. The grading of B.R.C. and N.P.R.C. is also one by DIET.
  • Documentation (Reporting) :Documentation or report writing is must for BRC-C / NPRC-C as writing reports not only helps others to understand one's work but also let one to assess the programme and thus bring required improvement in the next programme. BRC-C / NPRC-C are trained on documentation skills - like how to write effectively, be precise in writing yet converting all important aspects of the programme, be unbiased and should have clarity in writing.
  • Identification of resource persons :One of the responsibilities of BRC / NPRC coordinators is to identify resource persons. These resource persons are called in meeting, workshops, seminars to provide extra guidance on teaching-learning for e.g. if a teacher is not clear on the concept of fraction, any person who has clear understanding on 'fraction' is invited in the meeting by BRC/NPRC - coordinator to explain the concept to the teachers. Thus resource persons help & guide teachers in explaining gray areas in teaching.Besides providing training on above discussed points, BRC/NPRC coordinators are also given training an upkeep of records, maintenance of school library, conducting small scale competition, bringing out newsletter, forming resource persons team, etc.
FINANCIAL TRAINING

BRC / NPRC coordinators are also provided financial training as how to keep cashbook, how to document expenditure & revenue, maintaining various formats related to finance. A two day training on finance was given by an accountant to BRC-C & NPRC-Cs who oriented them with how to fill TA/DA formats invite quotations to make comparative charts, issue procurement orders and payment of bills.
Another financial training based on 'sabal' module has also been given to them to provide orientation on financial rules & regulations like Grant Receipt System, purchasing process, payment system, T.T. rules, In-service Teachers' Training, Storing System, Maintenance of Important Records etc.

VISIONING WORKSHOPS
In order to provide a fresh perspective to the traditional thinking and attitude of those involved in academic and educational administrative management, a 3 day visioning workshop was organized for BRC-Cs / NPRC-Cs, BSA, Expert BSA, Dy BSA, ABSA & lecturer from DIETs.

 
ACADEMIC SUPPORT & SUPERVISION

The responsibility of BRC-C/NPRC-C is not to pay visits in schools to find faults but in fact, they have to go to schools for providing academic support to the teachers. Therefore during training workshop, efforts were done to make them realize that they are not inspectors but guide and friend to teachers. They do not have to conduct academic inspection of schools but conduct academic supervision visits to schools. They were made to understand that for effective academic supervision it is necessary that they stay in a school for a full day and participate in school activities. They must also organize different educational activities like organizing Bal Sabhas; holding classes, organizing competition; maintenance of school library, science kit, laboratory, etc.
NPRC coordinators visit all primary schools at least once in a month. BRC coordinators and assistant coordinators visit 20 primary schools each in a month.

TEACHER TRAINING (For year 2010-11)
  • Primary level :1- Training on Continuous Comprehensive Evaluation (CCE). (2 days)
    2- Training on Reading Skils & Numeric Skill Development (2 days)3- English Teaching Training (3 days)
    4- Training in Context to RTE Act 2009 (3 days)
  • Upper Primary level :1- Training for Activity Based Maths Teaching (2 days) 2- Training for Activity Based Science Teaching (2 days)
    3- Training for English Teaching (3 days)
  • BRC / NPRC Coordinators :All training programme for 17 days mentioned for primary & upper primary level along with roles & responsibility of BRC/NPRC Coordinators for effective monitoring & supervision.