Karnataka - RIE Mysore

8/18/2019 Karnataka - RIE Mysore

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4th

Half Yearly Monitoring Reports of RIE, Mysore, Karnataka ,

on SSA for the State of Karnataka for the period of

1stMay 2012 to 31

st October, 2012

Prof. C.G.Venkatesha MurthyNodal Offi cer, & Coordinator

Dharwad

Dr.Asha K.V.D.KamathAsst. Professor & Coordinator

Madhugiri

Dr. T.V. SomashekarAsst.Professor & Coordinator

Chikkodi

Regional Institute of Education, (NCERT)Manasagangotri

Mysore2012


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Contents

Page

No.

General Information 03

Coordinators and Field investigators 06

Proceedings of Report presentation 07

Executive Summary of III Districts‟ 08

SSA Reports & Tables of III Districts‟

1. Dharwad District:

Report 35

Tables 66

Schools and DISE Code 94

2. Madhugiri District:

Report 96

Tables 143


3. Chikkodi District:

Report 175

Tables 197



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General Information

NO Information Details

1 Period of the report 1st May 2012 to 31st October2012

2 No, of Districts allotted Three

3 District‟ name 1, Dharwad

2. Madhugiri

3 Chikkodi

4 Month of visit to the District/ Schools (Information is to be given district wise i,e District 1,District 2, District 3 etc)

4.1 District 1. (Name of the District): 1, Dharwad

Date of visit to schools in district: F I

M o

2/7/2012 to 2/9/2012

16/8/2012 to 23/8/2012

4.2 District 2. (Name of the District): 2. Madhugiri


M O

2/7/2012 to 2/9/2012

6/8/2012 to 14/8/2012

4.3 District 3. (Name of the District): 3 Chikkodi


M O

2/7/2012 to 2/9/2012

5/11/2012 to 10/11/2012

5 Total number of the elementary school(primary and upper primary to be countedseparately ) in the District Covered by MI(Information is to be given district wise I,eDistrict 1, District 2, District 3 ect)

District LPS UPS Total

1. Dharwad 339 810 1149

2. Madhugiri 812 637 1449

3 Chikkodi 805 1055 1860

6 Number of elementary schools monitored

(primary and upper primary to be countedseparately) Information is to be given districtwise I,e District 1, District 2, District 3 ect)

Dharwad Madhugiri Chikkodi

LPS 19 21 15

UPS 19 18 23

KGBV 02 01 02

Total 40 40 40


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7 Types of school visited

a) Special training center (Residential)

(a) Dharwad 0

(b) Madhugiri 0

(c) Chikkodi 0

b) Special training center (Non Residential)

(a) Dharwad 0

(b) Madhugiri 0

(c) Chikkodi 0

c) School in Urban Areas

(a) Dharwad 7

(b) Madhugiri 8

(c) Chikkodi 8

d) School sanctioned with civil work

(a) Dharwad 6

(b) Madhugiri 6

(c) Chikkodi 8

e) School from NPEGEL Blocks

(a) Dharwad 3

(b) Madhugiri 4

(c) Chikkodi 2

f) School having CWSN

(a) Dharwad 4

(b) Madhugiri 6

(c) Chikkodi 6

g) School covered under CAL Programme

(a) Dharwad 4

(b) Madhugiri 4

(c) Chikkodi 8

h) KGBVs

(a) Dharwad 2

(b) Madhugiri 1

(c) Chikkodi 2

i) Gender Gap

(a) Dharwad 4

(b) Madhugiri 0

(c) Chikkodi 0


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j) Only SC schools

(a) Dharwad 4

(b) Madhugiri 5

(c) Chikkodi 3

k) Only ST schools

(a) Dharwad 3

(b) Madhugiri 6

(c) Chikkodi 3

l) Only Flood (a) Dharwad 1

(b) Madhugiri 0

(c) Chikkodi 0

m) Drop out

(a) Dharwad 1

(b) Madhugiri 0

(c) Chikkodi 0

8 Number of school visited by Nodal Officer ofthe Monitoring Institute

(a) Dharwad 8

(b) Madhugiri 16

(c) Chikkodi 15

9

Whether the draft report has been sharedwith the SPO: YES/NO

Yes

10

After submission of the draft to the SPOwhether the MI has received any commentsfrom the SPO: YES/NO

Yes

11

Before sending the report to the GIO whetherthe MI has shared the report with SPO:YES/NO

Yes


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Coordinators and Field Investigators

No Coordinator Field Investigator Blocks Covered

1 Prof. C.G.Venkatesha Murthy

Dharwad

1 Sri Mahadevaswamy Dharwad

kalgatagi2 Sri Mahesh H.S

2 Dr. Asha Kamath, V.D.

Madhugiri

1 Sri Gangadar Madhugiri

Koratagere

Pavagada

Sira

2 Sri Nagendra.M

3 Dr. T.V.Somashekhar

Chikkodi

1 Sri Hanumaiah.C Chikkodi

Hukkari

Athani

Mudalagi

Raybage

Gokak

2 Sri Shivanna.K

Mrs M.S Anitha Computer

Assistance


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Proceedings of the meeting of the presentation of district

reports with the state

As per the schedule, the monitoring reports of the three districts of Dharwad,Madhugiri and Chickodi were presented on the 20th of November 2012 at the office

of the State Project Director, Karnataka Bangalore under the Chairpersonship of the

State Project Director, Karnataka. It was attended by the DDPI's of all the three

districts, DIET Principals of all the three districts, Dy PCs, APCs, and the midday

meal team comprising the Joint Director of Mid-day meals in Karnataka, his office

staff, and that the district officers of the midday meal programme.

In the forenoon, issues related to the SSA were discussed at length based on

the reports presented by the monitoring institution. The State Project Director was

present for the whole presentation and took immediate corrective steps by way of

directing the district officials to look into the issues and to bring about systemic

changes to the extent possible. The entire discussion was very useful.

In the afternoon, issues related to the midday meal were discussed at length

based on the reports presented by the monitoring institution. The Joint Director of

the midday meal noted the salient features of the report and discussed with the

district implementing agency to ensure that the quality of the midday meal

programme should be upheld and enhanced further.

After the presentations, the districts took about a week's time to give their

views and feedback on the monitoring reports presented by the monitoring

institution. Based on the feedback and observations the monitoring institutionincorporated them in their reports under the heading „the district says…..‟. At the end

of every section of the report, the district's view on the observations of the

monitoring institution is presented in the report.


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SSA Executive Summary of Dharwad, Madhugiri &

Chikkodi Districts of Karnataka- 2012

Sl No. Intervention

& Sub activity

Strengths Weaknesses

1 Access:

1.1

Physical

Access:

Dharwad (1) 95% of the schools had

the children coming from the

close by habitation within 1 km

radius from the school.

(2) 76% of the sampled

schools had other elementary

schools located which were alsoserving the habitation. Among

them 97% of them are

government schools.

(1) 24% of the schools had this possible

impediment, including heavy traffic in

around 90% of the cases and near one

school there was an open well.

Madhugiri (1) Most of the students are from

within a radius of one Km. from

the habitation.

(2) There are several elementary

schools in the neighborhood.

(1) More than 60% of the schools have

danger of vehicles.

Chikkodi (1)The 74% of students come toschool within 1 kms of their

habitats.

(2)There is at least one HPS

within the range of ½ km to 1

km

(3)87% the habitats have

government elementary schools.

(1)While 3% of the students come to schoolas far as 5 kms,

(2)13% of the habitats do not have

elementary schools.

(3)26% of the schools have threat to safety

of children & it is from heavy traffic and tank

bunds.

1.2

Quality

of

Access:

Dharwad (1) Majority of the schools

have adequate classrooms and

their condition is not bad.

(2) Student classroom ratio

is also good in majority of the

schools.

(3) Light and ventilation is

(1) Size of the classroom and space per

child is inadequate in 13% of cases.

This requires the attention of the

district.

(2) Student teacher ratio is above the RTE

norms in 11% of the schools.

(3) Furniture is not adequate in 50% of the

schools.


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good in all schools.

(4) Building designs are

child friendly.

(5) Ramps are functional.

(6) All schools havedrinking water facility.

(4) Quality black board is an issue. As

majority of them are not good quality

boards.

(5) 13% of the schools do not have

separate toilets for girls.

(6) In 32% of schools toilets areinadequate.

(7) 34% of toilets are not maintained well.

(8) Understanding of CWSN toilet is very

poor.

(9) None of the schools have incinerator

facility.

(10) Cleanliness of drinking water is not

maintained in 29% of the schools.

(11) Out door activities are not organized in

14% of the cases.

(12) Sports and games materials are notadequate in 31% of the schools. A huge

gap.

Madhugiri (1) Size of the classroom in

relation to student strength is

adequate in 67% of the schools.

(2) Light and ventilation is good

in majority of schools.

(3) All the schools except one

have blackboards and are placed

suitably to the benefit of all the

children.

(4) Ramps are constructed in

56% of schools. (5) Majority of

schools have separate toilets for

boys and girls.

(6) Drinking water facility exists

in 92% of the schools and

majority of the schools havemaintained water source well.

(7) Playground does not exist in

56% of the schools.

(8) 59% of the schools organize

(1) Rooms are inadequate in 38% of the

schools.

(2) One or the other element of school

building is not child friendly in more than

50% of the schools.

(3) Up gradation of the quality of

blackboard is needed in more than 70% of

the schools.

(4)None of the ramps are as per civil work

norms.

(5) Ramps are functional in only 5% of the

schools.

(4) Running water is not available in 51% of

the schools.

(6) Maintenance of toilets is poor in 46% of

the schools.

(7) CWSN friendly toilets are not available

in 5% of the schools

(8) Incinerator facility is not available in any


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outdoor activities regularly. of the schools.

(9) 72% of the schools do not have adequate

play materials.

Chikkodi (1) Majority of the classrooms

are adequate with student

classroom ratio; classroom

size; & seating availability.

The student classroom ratio

is good and overall PTR in

the district is 1:28

(2) The quality of furniture is

good (97%) in majority of

the school.

(3) Lighting and ventilation is

good in all the schools.

(4) Majority of schools have

child friendly building

design and blackboard in

average condition.


ramps and some of them are

functional. Separate toilets

for boys and girls in

adequate numbers inmajority of schools are

available. Schools have

drinking water facility

within it. The major source

being hand pump &tap

water. ¾ of schools have

adequate playground with

adequate sports materials.

(1) Lack of availability of teachers at HPS,

(2) 3% of the schools have inadequate

furniture.

(3) 50% of the school building, gates are

not child friendly.

(4) In all the schools the quality of

blackboard needs to be enhanced.

(5) 21% of schools do not have ramps.79%

of the ramps are not in accordance with

civil work norms and are not functional.(6) 8% if the schools do not separate toilets

for boys & girls.63% of the toilets have no

running water facility

(7) All the toilets in the schools are not

CWSN friendly.

(8) Some schools (26%) do not have

playground and 26% of schools are

having inadequate sports & games

materials.

1.3 Social

Access

Dharwad (1) Social composition is good in

Dharwad schools.

(1) SC, Muslims and OBC children absent

more.

Madhugiri (1) Most of the schools have

children belonging to different

castes and economic status.

(2) Pattern of habitation‟s

population and enrolment in the

(1) Very few children belonging to SC, ST and

Muslim are not regular to school mainly due

to migration of the parents.

(2) There is a need to reduce absenteeism


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school is satisfactory. among

the students

Chikkodi (1) All the schools have children

coming from different

religions, different caste,

gender & economic

background. 61% of schools

have CWSN. All the schools

are catering to all sections of

the society and there is no

disparity in providing access

to the school. The district has

urdu medium & marathi

medium schools run for the

specific groups.

(2) The school attendance

register and MDM reflect the

same attendance pattern.

1.4

Addition

al Items

in the

context

of RTE.:

Dharwad (1) On social cohesiveness among

students, and between students

and teachers is good.

(2) Classroom seating

arrangement encourages

intermingling of students.

(1) School mapping remains in one third of

the schools.

Madhugiri (1) All schools as an agency of

social cohesiveness are found to

be satisfactory.

(2) Seating arrangement

supports mixing of children of

different social groups in all the

schools.

(1) School mapping is not done in any of the

schools.

Chikkodi (1) Teachers communicate

equally well with studentsof different- social groups;

economic groups; castes;

religion; gender; CWSN and

Habitations and vice-versa.

(2) The seating arrangement in

the schools is intermixing of

children of all categories.

(1) 97% of schools did not have school

mapping with them.


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2

Special

Training

(for Out

of

School

Children

)

Dharwad (1) There are efforts to cover out

of school children through

different measures.

(1) The spirit of Special Training Centres

has not been understood by the district.

Madhugiri (1) There is a need to provide special

training depending on the needs of

children.

Chikkodi (1)For the year 2012-13 the

district has following OOSC

programs.

12 months RST

centres in 4 Blocks at

present 19 centres

are functioning.

SBT centers at

Hukkeri & Nippani

Block.

3 months Chinnara

Angala in 11 centers

– 5 in Chikkodi & 6

in Raibagh.

Proposed to open

tent schools.

3 Quality Issues

3.1

Enabling

Conditio

ns

Dharwad (1) Science, maths and language

teachers are available in all

schools.

(2) None of the teacher is un

trained.

(3) Training programmes are

useful to all teachers.

(4) All teachers are aware of RTE

act.

(5) A large majority of schools

have textbooks and TLMs.

(1) There are no teacher available for each

class in 37% of the schools.

(2) There were shortage of some titles in 21%

of schools.

(3) School grants and teacher grants have not

been given within two months of

commencement of schools.


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(6) All schools have received

textbooks within one month.

(7) Teachers use TLM while

teaching.

Madhugiri (1) Most of the teachers have

received training and inputs have

been useful and helpful to the

teachers.

(2) All the teachers know about

RTE Act.

(3) Supply of textbooks has been i

time in all the schools except one.

(4) Charts, Globes, Models andFlash Cards are used as TLMs in

the schools.

(1) 7 posts are vacant

(2) 26% of the schools have separate teachers

to teach Science and Languages but none of

the schools have separate teachers to teach

Maths.

(3) The receipt of School Grant and TLM

Grant has been late i.e. not within two month

after the reopening of the schools in 46%of

schools.

Chikkodi (1) There are 116 male and 108

female teachers in the

sampled schools. The ratio

of male and female teacher

is almost 1.07:1

(2) Pupil teacher ratio as per

school records is 1: 28

(3)

There are no untrained teachers

in the schools.

(4) All the teachers (224) have

attended in-service training.

It was non-residential

(5) 60% schools have received

TLM grants and school

grants within the 2 months

of the reopening of school

(6) The awareness about RTE

among the teachers throughdepartment of education.

(7) All the schools received text

book within a month of

reopening

(1) There are 15 vacancies existing in the

schools

(2) 61% of the schools do not have

mathematics, science and 47% of

schools do not have language teachers.

(3) 40% of schools have not received TLM

grants and school grants within the 2

months of the reopening of school,

during the current academic year.

3.2

Teaching

Dharwad (1) Teachers understand the

primacy of learners.

(1) Teachers‟ talk dominates in classes.


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Learning

Process:

(2) Teachers provide concrete

experiences to learners.

(3) Teachers engage learners in

learning.

(4) Teachers do think that

quality mathematics is every

learner‟s right.

(5) Teachers are aware of

possible use of community

resources in teaching-learning.

(6) Teachers get onsite support.

(7) parents are happy about

progress of their children.

(2) Teachers dictate notes to students.

(3) Divergent thinking development

has little role to play.

(4) English is taught through

translation method.

Madhugiri (1) All the teachers know that bot

teachers and students are

important in the teaching learning

process.

(2) Most of the schools give

importance to learner and follow

activity based learning.

(3) All the teachers are aware of

use of community resources in the

teaching learning process and in

all the schools, students participat

happily in the teaching learning

process.

(4) Most of the schools follow CCE

as well as Grading system.

(5) On site academic support is

available to all the schools.

(6) Parents have noticed positive

change

in the teaching, learning and

evaluation in only around 20% of

(1) Teacher talk is dominating in all the

schools.

(2) 97% of the schools dictate notes.

(3) There is a need to improve learner

centeredness and allow for divergent thinkin

and discourage rote memorization though it

is at average level in nearly half of theschools.

(4) While teaching English, translation

method is mainly used in majority of schools

and emphasis on speaking ability is poor in

79% of schools which needs to be improved.

(5) While teaching Maths, there is a need to

emphasise on thinking and reasoning as it is

not found in 95% of the schools. (6)Parents

have not noticed positive change in the

teaching, learning and evaluation in around

80% of the schools.


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the schools.

(7) Classroom management is

satisfactory as the seating

arrangement is flexible and all the

schools support mixing of student

as well as freedom to ask question

and express freely.

Chikkodi (1) All the teachers consider

that the learner is important

in TLP.

(2) All the teachers provide

adequate concrete

experiences in the

classroom.

(3) The learner centeredness,

learner autonomy, learner

active participation,

divergent discussion, use of

language ability, non-

insistence of rote memory

and scope of thinking

provided was good to some

extent (42.5%),

(4) All the teachers use

translation method while

teaching English.

(5) All the teachers believe that

quality mathematics is every

child’s right.

(6) All the teachers know how

to use community resources.

All the children happily

participate in TLP. In all the

schools, CCE, Grading &

Marking is being followed.

(7)

The noticeable change observed

is children are better reading

and writing performance.

(8) All the students sit in small

groups & have flexible

seating arrangement.

(9) In all the schools there is

(1) All the teachers dictate notes

(2) The majority of teachers understanding

of constructivist approach to teaching is

not clear

(3) The essence of NCF and its guiding

principle are to be understood by all

teachers in true spirit

(4)

The development of speaking ability needs

to become the top priority in the teaching of

language

(5) Majority of teachers do not consider

both teacher and students are important

in deciding the classroom ethos.


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inclusive seating

arrangement for disabled

and disadvantaged students.

All the students are treated

as equal in the class.

(10) In all the schools students

are free to express their

opinions and free to ask

questions.

3.3 Issues

in equity

in quality

Dharwad (1) Seating arrangements are

flexible and all children

participate without any

discrimination.

(2) There are no gaps in

achievement levels of SC, St

minority and girls.

(3) Co curricular activities are

used well.

(4) Teachers do understand the

challenges and advantages of

diversity in classrooms.

Madhugiri (1) No gap is observed in the level

of achievement of the learnersbelonging to SC, ST, minority and

girls except in two schools.

(2) Morale of the students is

boosted in most of the schools

(95%) by co curricular activities

like Prathibha Karanji, Quiz and

cultural programmes.

(3) Efforts are being made to

emphasize on relating textbook tochild‟s experience from socially

disadvantaged groups and

contributions made by different

socio cultural groups to the

society.

(1) Gap in the learning achievement is seen

in 5% of the schools among SC, ST, Minorityand Girls.

(2) The reasons for gaps are language

problem and negligence of the parents.


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Chikkodi (1) All the schools records do not

show any noticeable gaps in

learning achievement level of

SC, ST, Minority and Girls.

(2) There is no noticeable

discrimination of SC, ST,Minority and Girls either by

friends or by the teachers in

all the schools.

(3) co-curricular activities are

used to boost morale and

self-esteem of the children

from weaker section

(4) Majority of teachers make

efforts to highlight the

contributions of different

socio-cultural groups to thesociety.

4

Compute

r Aided

Learning

:

Dharwad (1) In 57% of the schools,

computers are kept n classrooms

and used.

(2) Computers and accessories

are safely maintained.

(3) There is no seepage of water

in these rooms.

(4) 93% of computers are

functioning.

(5) Around 86% of teachers have

knowledge of operating a

computer.

(1) In 43% of the schools it is not kept in

classrooms.

(2) 50% of the schools do no have digitized

multi media materials.

(3) Only 43% of teachers use digital multi

media materials.

(4) Around 80% of teachers are not able to

develop their own digital TLM.

Madhugiri (1) All the equipments received

under CAL are physically

available in the schools.

(2) All the computers and

accessories are functioning in 33%

of the schools.

(1)Doors and windows of the rooms are not

safe and computers are not functioning in

17% of the schools.

(2)In majority of schools to repair the system

average time taken is more than a month.

(3)There is a need to make available the

subject wise and topic wise list of

digital/multimedia materials in all the

schools as 50% of the schools do not have


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them.

(4) Teachers are to be insisted on using CAL

as it is used only in 33% of the schools.

(5) In 50% of the schools none of the teachers

have received training. Therefore

arrangements have to be made to train the

teachers.

(6) IN 83% of the schools none of the teachers

know to develop their own digital TLM. So

intensive training will have to be given with

hands on experience.

Chikkodi (1) Majority of schools(76%),

computer & its accessories

physically available and inworking condition in

separate rooms


subject wise multi media

materials and only few

teachers know about them.

Nearly 70% of teachers use

some of these materials for

their classroom transaction

(3) Majority of teachers had

some basic operating

knowledge about computers

(4) Some of the teachers were

able to apply their

knowledge of CAL to

develop their own TLM

(5) 88% of teachers have

received training and use

CAL in their classrooms

(1) 25% of school did not have computer in

working condition.

(2)

The average time gap for gettingcomputer functional varies from 15 days

to 2 months

(3) Majority of teachers(62%), are not aware

of availability of subject wise multi

media materials in the school. 12% of

teachers do not use any digital materials

in their classroom teaching.

5

Girls

Educatio

n:

Dharwad (1) Gender gap is not an issue inNPEGEL schools.

(2) There is problem of

prolonged absenteeism of girls.

(3) Emergency medical kits are

available in all schools.

(1) More boys absent schools in Dharwadthan girls.

(2) The coverage of parents and community

members on gender sensitization is only

around 50%.

(3) Adequate toilets for girls do not exist in


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NPEGEL: (4) In one school rest room for

girls existed. Let it grow in all

schools.

(5) There is no discrimination of

girls. They have equal

opportunities in all activities.

(6)Girls are participating actively

in schools.

75% of schools.

(4) Water is not available in toilets in 88% of

schools.

Madhugiri (1) None of the girls were absent

for more than 10 days at a

stretch.

(2) All students have passed

final exam of final year in the

school.

(3) All schools have taken up

special initiatives to encourage

enrollment and retention of girls

in schools.

(4) 80% of the schools do not

have any physical barriers to

girls to come to schools.

(5) Both boys and girls

participate actively in groups.

(1) Gender gap in enrollment and attendance

is reasonably high and when asked for

reasons schools could not respond.

(2) Many toilets are not in usable condition.

(3) Separate toilets for girls are inadequatein all the schools.

(4) None of the schools have separate rest

room for girls and incinerator facility.

(5) Emergency medical kit is found in only

40% of the schools.

(7) MCS is operating as a useful mechanism

only in 20% of the schools.

(8) In 60% of the schools girls are asked towelcome the guests.

(9) In 20% of the schools girls are asked to

sweep and clean classrooms.

Chikkodi (1) All the teachers; some of

parents & community have

the training on gender

sensitization.

(2) There are no stereotyped

practices against girls.

(3) The participation levels of

girls is good and non

discriminatory.

KGBV: Dharwad (1) Teachers receive training and

academic support from CRC and

(1) SDMC meets irregularly.

(2) There are problems with infrastructure.


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BRC.

(2) Campus is Ok in one but in

the other.

(3) Fund flow is smooth

They include drinking water problem,

electricity problem, toilet problems, and

bedding problem.

Madhugiri (1) Meetings of the SDMCs ar

held regularly.

(2)Funds are released on time.

(3) Accounts are up-to-date.

(4) Children participate in man

cultural activities.

(5) Performance in Kannada i

satisfactory.

(1) Campus, playground and toilets are in

average condition.

(2) Dormitory needs to be kept clean.

(3) Beddings are in poor condition.

(4) Only one teacher has received gender

training and subject training by BEO. But

training needs to be extended to all.

(5) Quality of food as well as variety needsimprovement.

(6) School needs to work more to improve

learner performance especially in English and

Mathematics.

Chikkodi (1) The Centers have good

enrolment.

(2) The SDMC are functioning

effectively and have regular

meetings(3) Regular review meetings are

held

(4) Infrastructure facilities are

good in one of the centers

(5) Funds flow has no problem

(1) Infra structure facility and quality of

civil work is very poor in one of the

centre.

6 Inclusive Education with Special Reference to CWSN

6.1 In the

classroom

Dharwad (1) CWSN children are regular to

classes.

(2) Classroom seating

arrangements are inclusive in

nature.

(3) Teachers encourage CWSN

(1) CWSN friendly TLMs do not exist in

73% of the schools.

(2) 33% of teachers have not received

training to handler CWSN children. A huge

target.

(3) No teacher is clear about Individualized


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children and they participate

actively in all activities.

(4) Interaction and support of

peers is very encouraging.

(6) All aids and appliances are

in working condition.

(7) Home based education goes

on for two hours on an average.

Educational Plans (IEPs).

(4) 20% of schools do not have resource

teachers.

Madhugiri (1) 63 CWSN are enrolled in the

school.

(2) Inclusive seating arrangement

is found in all the schools and

teachers encourage participation ostudents in the classroom.

(3) Assistive devices supplied

are in working condition in all

the schools.

(1)Type of disability varies and there is high

number of PH and MR and a large number of

them have severe disability.

(2) CWSN TLM is available only in 8% of the

schools. i.e. Abacus, shoe model and gilaki.

(3) Assistive devices have not been supplied

to

29% of the schools.

Chikkodi (1) There are 77 CWSN enrolled

in the school

(2) There is no student’s

irregularity.

(3) Types of disabilities noticed

are MR, VI, HI, PH & speech

impairment

(4) In all the schools inclusive

type of seating arrangement is

there for CWSN in the

classroom

(5) 91% of CWSN actively

participates

(6) In all the schools, teachers

encourage CWSN to

participate in the classroomprocesses.

(7) The peer interaction with

CWSN is friendly

interaction.

(1) The medical certificate indicating the

disability of the children were not

available in any of the schools.

(2) There are no CWSN friendly TLM in

89% of schools.

6.2

Teachers:

Dharwad (1) Teachers are very supportive

to all CWSN children.


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22

Madhugiri (1) Peer interaction and support to

CWSN

is encouraging.

(2) CWSN children are cared well

in all the schools. (3)Teachers have

received in only 54% of the

schools.

(1) IEPs are not prepared in any of the

schools. (2)There is a need to insist on

preparation of IEPs in all the schools.

(3)Only teachers of 67% of the schools who

received training on teaching CWSN feel it as

adequate. Training needs to be extended to al

the teachers.

(4) There is a need to involve teachers of all

the schools in the training programme and

attempts may be made to provide sufficient

training.

(5) RT/Volunteers visit the schools/ Home

based CWSN in all the schools but thefrequency of visit and its duration is required

to be fixed depending upon the need of

CWSN children.

Chikkodi (1) All the teachers show normal

behaviour and pays special

attention towards CWSN

(2) 42% of teachers have received

training on teaching CWSN &

opined that training was

adequate.(3) There are resource teachers

(IRT) available in each

school/ Cluster and their

frequency of visits is once in a

month.

(1) 58% teachers are yet to receive

training

6.3

Parents:

Dharwad (1) All parents have received

counseling training.

(2) All parents are aware of the

availability of resource

teachers.

Madhugiri (1) RT/Volunteers visit the

schools/ Home based CWSN in al

the schools.

(2) 92% of CWSN attend medical

camps regularly. (3) Counseling of

(1) Counselling of the parents of CWSN must

be done in all the schools as it is not being

done in 8% of the schools. .

(2) In 69% of the schools, parents do not kno


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23

parents is done in 92% of the

schools

the Resource Teacher.

(3) In 77% of the schools parents do not know

the volunteer.

(4) There is a need to develop awareness

among the parents about the RTs and

Volunteers.

Chikkodi (1) 42% CWSN parents are

aware of availability of

resource teachers

(2) All the parents have received

counseling

(3) There are 3 CWSN who

requires home-based

education support. All of

them receive HBE support

through IRT or volunteer

(1) Majority(84%) are yet to receive the

medical certificate

(2) While remaining 40% of them were not

supplied with devices

(3) The diagnosed CWSN (16%) were not

provided assistive devices.

7

Civil

works:

Dharwad (1) There are no big issues

in this district.

(2) Majority of schools had

community manuals

and drawings and are

being used.

(3) SDMCs are trained

adequately.

(4) Training modules were

available in all cases.

(5) Separate accounts are

maintained and updated

in all schools.

(6) Standard items are used

for construction in all

cases.

(1) Accounts related things are not put

up on board for community to see in

79% of the cases.

(2) Funds are received after 2 to 5 months

from the commencement of school

though through e transfer.

(3) Daily account of cement is not

maintained in 14% of the schools.

(4) Third party evaluation did not exist in

29% of the cases.

Madhugiri (1) All the schools have started

the civil works sanctioned to

them and 38% of them have

completed the work and the rest

are still to complete.

(2) Block Engineer has visited

(1) Schools should be instructed to complete

the work within time.

(2)Details of accounts have to be notified for

the public in all the schools as it is not being

done in any of the schools.


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24

the sites in all the schools.

(3) In all the schools the work is

taken up by SDMC and MOU is

signed only in 92% of the

schools.

(4)Work plan is available with

77% of the schools/SDMC.

(5) SDMCs have received

training in 77% of the schools

(6) Financial records are

maintained in 92%the schools

and updating is done in 85% of

the schools.

(7)Quality of work and

infrastructure is fairly good in all

the schools.

(3) Third party evaluation has to be made

compulsory in all the schools as this is

practiced only in 54% of the schools.

(4) SDMC training modules are available

only with 62% of the schools.

Chikkodi (1)

30% of them are

construction of HM room;

8% of them are construction

of toilets; 8% of them for

construction of boundary

wall; 54% of them for

construction of additionalclassrooms

(2) work status are as follows:-

8% work is temporarily

abandoned ; in 69% of the

work is in progress and in

8% the work has been

completed.15% the work is

not yet started.

(3) 85% of schools have copies

of the community manual

and in majority of schoolsbuilding plan and training

manual were available.

(4) 85% of SDMC have been

adequately trained.

(5) In all the schools had

separate account maintained

and updated. It is

(1) In majority of the cases, the civil work

has not been assigned to any agency

(2) 15% doesn‟t have MOU signed between

SSA & SDMC.

(3) While 15% SDMC did not have any

training

(4) No schools have displayed the details offund received on the notice board.

(5) In all the schools there is no third Party

evaluation of building work


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25

maintained by HM and the

fund is received through

bank (e-transfer)

(6) The block engineer visits the

site and imparts technical

instructions & thefrequencies of visits were 6

to 8 times during the

construction of the

buildings.

(7) In all the schools where civil

work grant are allotted &

construction is in progress,

all of them are using quality

materials having ISI/BSI

mark & they had approved

building plan with them(8) The majority of community

perceives that the materials

used in the building

construction were of good

quality and work is also of

good quality

(9) The impression of MI about

the quality of work/school

infrastructure was good

(10) Wherever the SDMCcomprises of educated

members, they monitor the

civil work at all stages and

also provides their support

in completion of quality

building on time.

8

Community

Awarenes

s:

Dharwad (1) SDMCs are constituted in all

schools as per guidelines.

(2) All members are aware of

their roles and responsibilities

and they have guidelines

books too.

(3) Meetings are held once a

(1) SDMC members are not aware of VER

or WER.


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27

information about activities of the schools.

(8) Community participation in school

activities needs to be increased.

Chikkodi (1) In all the schools SDMC has

been constituted as per RTE

act guidelines.

(2) In all the schools the

president and vice-president

are from the parent council

(3) All the members knows

their roles and

responsibilities and have

been oriented on their roles

and responsibilities

(4)

The frequency of meeting of

SDMC in all the schools is

once in a month.

(5) The awareness of SDMC

members about specifics

about details of SSA, MDM,

Funds, their roles and

responsibilities are fair in all

the schools

(6) Teachers and students;

through other SDMC

members; followed by other

community members

(7) All the SDMC members

know the guidelines

regarding school

development plan

(8) All the SDMC members

have received training. The

duration of training was 1 to

2 days and it was useful to

them(9) Majority of SDMC members

visit school daily once;

Whenever they visit, they

observe,- basic amenities of

the school, teacher &

students attendance register,

MDM activities.

(1) The details about the school

development plan, RTE act, School

facilities, DISE capture format and

VER/WER is very fair among all the

SDMC members.

(2) Very rarely they monitor the classroom

process

(3) While in two school SDMC is not


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28

(10) Ensuring students regularity

in schools

(11) Textbook distribution timely

to every child

(12) Teacher‟s absenteeism;

Fundamental needs, Midday meal programs are

monitored by them

(13) Glasses& plates; plastic chairs;

trunks-have been donated to

schools.

(14) In all the schools the minutes

of SDMC meeting are

available.

(15) Donated land for school

building, furniture Glasses&

plates; plastic chairs; trunks. (16) In majority of schools the

minutes of SDMC meeting

are available

constituted. The reason being the school

comes under aided category.

9

EMIS/DIS

E:

Dharwad (1) All schools have supplied

data.

(2) All schools have a copy of

the filled in data.

(3) All schools had training to

fill data.

(4) Jan vaachan is done in all

schools.

(5) All schools have received a

copy of the school report

card.

(6)

School report card datamatches what was

supplied.

(7) All school records are

maintained and updated

regularly.

(1) No school has displayed school report

card.


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30

only with 95% of the schools.

(2)Transfer of funds is done

through e-transfer in all the

schools.

(3)All the schools received

Teacher Grant, School Grant and

Maintenance Grant between

June and July 2012.

(4)Grants have been released in

the beginning of the year to

carry on the work smoothly for

which they are sanctioned.

school documents to their homes.

(2) Only 33% of the schools got the SDMC

account audited and 28% of the schools

shared the audit observations with the

community.

(3) Every school should be instructed to get

the SDMC accounts audited and share with

the community.

(4) It must be made mandatory to share the

proposals of expenditure and statements of

expenditure with the community as this is

not being done in 31% of the schools.

Chikkodi (1) In all the schools, the

financial records and

registers are being updated

regularly.

(2) In all the schools the cash

book and passbook are

available, while majority of

schools have stock register

(3) The majority of the schools

receive the funds from

district/ state level throughe-transfer.

(4) The schools received teacher

grant, school grant,

maintenance grant, library

grant and civil work grant

(5) 61% of SDMC accounts are

audited internally

(6) 61% of the SDMC have

shared the proposals for

expenditure and

expenditure statements with

the community.

(1) While in 39% of SDMC, accounts are

not audited.


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SSA Report of Dharwad District in Karnataka state for theperiod 1st May 2012 to 31st October, 2012

Background: In Dharwad district 40 schools including 2 KGBVs are considered for

the monitoring work. The present report is based on the data collected from above

schools.

I Access: Among the 38 schools, 18 schools are Lower Primary Schools while 20

schools are Higher Primary Schools. Among them all the lower primary schools had

classes from 1-5, while among the higher primary schools, there were 10 schools

with classes 1-7, and 10 schools with classes 1-8. Father all the schools were in

government schools.

1A1.1

The fieldwork of the above schools was undertaken during June 2012 to August 2012.

All the observations that are presented are based on the observations made during the above

period.

1.A Physical Access: As regards the habitations served by the schools, it was

found that 95% of the schools had the children coming from the close by habitation

within 1 km radius from the school, while around 2% of the children came between 1

to 2 km of radius from the school, 1% of them came from 2 to 3 km of radius, and 2%

LPS (1-5)

48%

HPS (1-

7)

26%

HPS (1-

8)

26%

Category of schools


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of the students came from over 4 km of radius. It was also found that in 76% of the

sampled schools had other elementary schools located which were also serving the

habitation. Among them 97% of them are government schools and the remaining are

government un aided schools. As regards the features in the vicinity which may

pose some danger or threat to the safety and health of the children, it was found that

around 24% of the schools had this possible impediment, while 76% of the schools

have easy access without any impediments. These impediments include heavy traffic

in around 90% of the cases and near one school there was an open well. It is desirable

that the district negotiates with the administration in ensuring that the heavy traffic

does not pose a danger to the access of the children and the open well issue can also

be handled by the district. It was also found that near the Lower Primary Shools, the

nearest HPS was with the minimum distance of half a kilometre and a maximum

distance of 12 kilometres. There were around 19 such higher primary schools.

District says: (1) GHPS Tegur Tq Dharwad is the only school which has well near the school

but it is in gram panchyat premises. Intimated to gram panchyat PDO to cover with steel

gallery (welded mesh). If there are any such type works, it will be seen that they are covered

with welded mesh

0-1 KM

95%

1-2 KM

2%

2-3 KM

1%

4 KM

above

2%

Habitations served by the school


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1B: Quality of access: As regards the quality of access, there were around 181

children on an average in all the schools with boys in slightly more than girls. As

regards the number of classrooms in schools, on an average there were around 6

classrooms in each of the schools, and around 87% of the school classrooms were

adequate while 13% were not. It is desirable that the district focuses on these schools

where classrooms are not adequate. As regards the condition of the classroom, it

was seen that around 58% of the classrooms are average, 39% of the classrooms are

good and only 3% of the schools are poor. It indicates that the condition of the

classroom is not a major issue. Nonetheless, there has to be attention to the condition

of the classroom by all the schools and by the districts because it has the capacity to

decide many aspects of quality. With regard to the student classroom ratio, it is seen

to be adequate in 97% of the cases and not so in only one school. Meaning, the

student classroom ratio is not an issue in the district. On the issue of the size of the

classrooms in relation to student strength, it was found to be adequate in 87% of the

cases and inadequate in only 13% of the cases. This is an issue where the district

needs to look at the classroom sizes and make necessary arrangements of the children

to sit comfortably in order to facilitate their learning better. With regard to the

availability of the sitting space per child, it is found to be adequate is in 87% of thecases and inadequate in 13% of the cases. This is a serious issue. The district needs

to pay full attention to this issue. As regards the student teacher ratio, it is adequate

in 89% of the schools, while it is not in the other 11% of the cases. As regards the

furniture and its adequacy, it is found to be adequate in half of the schools while it is

not adequate in the remaining half. Among those schools where it is adequate, it is

average in 79% of the cases and good in the remaining cases. In no school it is poor.

With regard to the light and ventilation it is heartening to note that the lighting and

ventilation in the classrooms is proper in all the schools and so is the ventilation. On

the issue of lighting and ventilation schools are very comfortably positioned. As

regards the building design, the school structures are child friendly in terms of the

gates, door latches, stairs, floors, windows, furniture, and pillars. All features in the


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building are child friendly. As regards the blackboards in the classroom it was

found that they are available in all schools and all children can benefit from them.

With regard to the quality of the blackboards it is good in 24% of the schools and

average in the remaining schools. It means there is a need on the part of the district to

pay attention to the quality of the blackboards on a priority basis. It is heartening to

note that all the blackboards are suitable to the classroom where it is visible to all

children. All the blackboards are located centrally in the class rooms. As regards the

ramps, they do exist in 87% of the schools and in 85% of the schools ramps have

handrails. All ramps are functional. Apparently, 87% of the ramps appear to be in

accordance with the civil work norms while it is not in accordance with the norms in

13% of the schools. This has to be seen by the district. With regard to the toilets in

schools, it is found that separate toilets for girls and boys exist in only 87% of the

schools but not in the remaining 13 % of the schools. This requires an urgent

attention by the district. As regards the adequacy of the number of toilets, they are

adequate in 68 % of the schools and it is not adequate in the remaining 32 % of the

schools. This is a big agenda before the district. All students are allowed to use

toilets. Paradoxically running water is not available in 58% of the schools. This also

requires attention by the district. Wherever there is no possibility of running water,

it is arranged from the nearby tank. As regards the maintenance of the toilets, it is

found to be well maintained only in 66% of the schools but not in one third of the

schools. The understanding of CWSN toilets is very poor in Dharwad and almost all

toilets are CWSN non-friendly. The district needs to understand the requirement of

CWSN friendly toilets. None of the schools have incinerator facility. This can be an

agenda for the next year.

As regards the drinking water facility in schools, it is heartening to note that

all schools have this facility. The main source of water is tap to the tune of 87% of the

cases, and it is hand pump in 10% of the schools and it is pond in 3% of the schools.

As regards the use of drinking water facility children use in 95% of the schools but


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(10) It is informed to all school HM’s to maintain cleanliness of drinking water by providing

steel tank.

(11) We will take necessary action to improve the Out door activities

(1)

This year separate grant is released to purchase the sports materials.

1B1.3 1B.8.ii

1B.4.Viii 1B.5.iii

I C Social access: As regards the composition of the children in different

schools, it is found that all schools have children coming from different castes and in

97 % schools children belong to different religions and in 84% of the schools both

Hand

pump

10%

Tap

87%

Pond

3%

Source of drinking water

Good

24%

Average

76%

Quality of Black board

Good

39%

Average

58%

poor

3%

Condition of classrooms

1

27%

2

73%

Non childfriendly buildingfeatures1)Yes,2)No


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boys and girls come, and in 82 % of the schools one finds CWSN children. It is also

happy to note that children representing different hamlets attend all schools. In one

of the schools children belonging to one religion attend. In one school only boys

attend as it is only boys‟ School. As regards the irregularity o f attendance by the

children, it is found that the children belonging to scheduled castes, Muslims and

OBCs absent more. The causes for their absenteeism is because they are doing

labourer‟s job, they are joining their parents in the work and there are some children

who are migrant children.

District says; (1) SC, Muslims and OBC exclusive programmes have been chalked out in

Awp&B, District is strengthening the monitoring process.

Additional items in the context of RTE: It was found that teachers communicate

equally well with students of different social groups, economic groups, castes,

religions, gender groups, and habitations. Interestingly it was also seen that children

belonging to different social groups, economic groups, castes, religions, gender

groups and habitations also communicate equally well with their teachers fearlessly.

So on the issue of social cohesiveness there are no problems in the district. The

seating arrangements in the classrooms are also quite encouraging as it motivates

intermingling of students in all classes. The school mapping activity has happened in

only two third of the schools but not in the remaining schools.

District says: 1) Remaining school mapping is already started.

II Out of school Children: The progress of Out of school, children:

During 2012-13, 1520 children are out of school. Among them 895 children

have been mainstreamed using different strategies as follows.

(a) 3 months Special Non Residential Chinnara Angala Training Programme:

During 2012-13, 13 centres have been functioning out of 18 centres with the target of


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295 students. In total 411 children have been mainstreamed. The district needs to

explain this.

(b) 3 months Residential Chinnara Angala Programme: During 2012-13, out of 9

sanctioned centres, 7 centres are functioning with 164 children. Out of them 149

children have already been mainstreamed.

© 12 months Residential Bridge course: During 2012-13, 9 centres were approved

with the target of covering 317 children. Out of 12 RST centres are functioning under

two organizations where 160 children are enrolled.

(d) Madrasas: During 2012-13, three Madrasas have been funded to provide formal

education along with religious education. A student target of 75 is fixed for three

madrasas. There is an effort in mainstreaming at least 50 children among them.

(e) NCLP schools: During 2012-13, one centre has been opened in Hubli with 22

children, which has a target of mainstreaming children.

(f) Urban Deprived Children (UDC): During 2012-13, two centres are opened with a

target of 100 children. There are 99 children in them.

(g) Special Enrollment Drive: There was a target of mainstreaming 299 children

through special enrollment drive. Out of that, 88 children have been identified by the

SDMC, teachers and organizations who are to be mainstreamed.

District says; District officials are going to get capacity building programme in IED. More

stress would be given.


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III Quality issues: As a part of the monitoring work it was found among the

schools that there were 214 teachers and among them there were 74 men and 140

women. Pupil teacher ratio on an average works out to be 1: 42. There were also

teacher vacancies to the tune of 14 in the district. As regards the availability of the

teachers for each class it was found that it existed in 63% of the schools only but not

in the remaining 37% of the schools. This needs to be attended to by the district on a

priority. With regard to the science teachers‟ availability in schools it was found that

all schools had them and so was true with maths and language teachers. It is a

matter of happiness to note that none of the teachers is untrained in the district.

As regards the training received during the academic year, it is found that allteachers have received non-residential training under the guidance of DIET, BRC and

CRC. All of them have found that these training programmes were useful to them

and they helped in transacting better. As regards the teachers‟ awareness of the RTE

act 2009, it was found that all teachers were aware. Their main source of information

was from the Department of Education. With regard to the textbooks and TLMs, it

was found that in 95% of the schools, textbooks were received within one month of

the reopening of the school in the current academic year but not in the 5% of the

schools. As regards the distribution of textbooks in all subjects it was found to be

distributed in 79% of the schools but not in the remaining 21% of the schools. It

means on the issue of the textbook distribution there are still some gaps in the

district. The district needs to focus on this. As regards the TLMs and its use in the

schools, it was found that teachers use maps, charts, globes, models, maths kits, and

science models.

As regards the grants, it was found that the school grants had not reached

within two months of the reopening of the school in any school. This situation is

something which needs to be immediately attended to and such a thing should not

happen in the next year. Consequently school grants were not used within first two


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months because there were no funds. The same thing is true with the TLM grants

also for teachers. Teachers did not receive the teacher's grants within the first two

months of the opening of the school. The very purpose of giving teacher grants gets

defeated if it is not listed by the teachers within first two months. The district needs

to take this issue seriously and improve the situation.

3.2 Teaching learning process: With regard to the understanding of constructivist

approach to teaching, it was seen that teachers do understand the primacy of the

learners in most of the cases and yet the teacher talk time predominates the class.

Meaning the hegemony of the teacher continues in the class. Teachers do provide

concrete experiences to learn and also tried to relate personal experiences in learning.

It means teachers are concerned about learning and learners but the participation of

learners is much less in the classroom processes. Teachers do ask questions and try

to engage learners. Yet the teacher dominates the classroom. Added to this it is also

noticed in all the schools that teachers dictate notes. This practice is seen in all the

schools. This is totally detrimental to the constructivists approach.

As regards the teachers’ understanding of National Curriculum

Frameworks’ concerns related to teaching of language and science subjects the

following was noted. The classroom observations indicated that teachers do

understand the importance of learners in class and they also understand that

students‟ autonomy is important and they try to actively ensure participation of

learners. There is little scope for promotion of divergent thinking. The promotion of

use of language abilities is much to be desired. There is no conscious effort to the

non insistence of rote memory among learners. The classrooms do provide chance for

them to think but the situation must improve.

As regards the approach to teaching English it was found that the teaching

methodology emphasizes on the development of listening ability, speaking ability,

reading ability and writing ability. Paradoxically, English is also taught through


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translation method in all the schools. As regards teaching-learning approach to

mathematics it was noted that the teaching methodology does enhance the ability to

think logically, attempt to develop abstractions & thinking, and reasoning abilities

among learners. Mathematics teachers do think that quality mathematics is every

child's right.

It is heartening to note that teachers are aware of using community resources

in teaching learning process in all schools. It was also noted that the involvement of

children in teaching-learning process was very encouraging as they were very happy.

School teachers are aware of continuous and comprehensive evaluation and they are

also aware of grading system and marking system. It was also learnt that teachers do

get on-site academic support from the officials of the education department.

As regards the understanding of the parents and community members on

teaching-learning and evaluation processes, the data indicates that only 18% of the

parents have noticed change, while 82 per cent have not. Further those parents who

have found some change have indicated at teachers ask questions to children and

teachers allow children to benefit from the TLM. Parents have also noticed a change

in the learning among learners in 66% of the cases. They indicated that children do

bring home work, work on them and show interest in learning. All parents have

indicated that there is some change in the evaluation happening in the school and

they seem to be happy about the progress of their children.

As regards the classroom management it was noticed that children do sit in

small groups in all lower primary classes as Nali Kali is what is being practiced inKarnataka. In all classes between 1 and 3 it is multigrade schools and all classes from

6 to 8 are single grade schools in Dharwad. All sitting arrangements of flexible in all

the schools. There is no segregation or separation of disabled disadvantaged

children in any school. All children of free to express their opinions asked questions


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and they are encouraged to express their opinions and increased to ask questions

freely without any fear. The classroom ethos is being decided by both the teachers

and students.

As regards Equity in quality issues, there are no gaps in achievement levels of

SC,ST, minority and girls as per records. There is no noticeable discrimination direct

or indirect of the SC, ST minority or girls by either friends or by teachers. Co-

curricular activities are used to boost the morale and self-esteem of children from

weaker sections through various activities conducted by schools. Apparently,

teachers have a good understanding of challenges and advantages of diversity in the

classroom. They do initiate efforts to connect the textbook lessons to the knowledge

and experience of the children from socially disadvantaged groups and their efforts

to highlight the contributions of different social cultural groups to society. Therefore

on the whole on the issue of the equity in quality issues, there are no problems in the

district.

District says: (1) The teacher absenteeism is taken very seriously. Steps have taken to recruit

guest teachers.

(2) All titles have been supplied to concerned schools.

(3) There is instruction given by State Office to open account in SBI, hence it is delayed.

(4) In Nali-Kali standards class is student centered. In higher class as per RTE training

have been planed by the DSERT to make teaching as student centered.

(5) In-depth training on English is planned by British Council at DIET

4. Computer aided learning: As part of the monitoring work, 14 schools

were seen by the monitoring team. The report is based on the observations in these

schools. It was noticed that the computers and other accessories are kept in separate

rooms in 43% of the cases and they were kept in classrooms and 57% of the cases. All

the equipments received under CAL are physically available in all the schools. As


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regards the condition of the room where the computers and its accessories are kept, it

was found that they were under safe doors and windows. There was no seepage of

water in any of the schools and the electrification work had good earthing and it was

in a satisfactory condition. It was also heartening to note that 93% of computers are

functioning. One computer monitor is not in working order. The complaint has been

lodged. It normally takes 1-2 months to get repaired.

As regards the subject wise and topic wise list of digital multimedia

materials’ availability, it was found to exist in 50% of the schools but not in the

remaining 50 % of the schools. As regards the knowledge of teachers about the

topics of the digital multimedia materials, 93% of the teachers had some knowledge.

Around 43 % of the teachers use the digital multimedia materials as part of classroom

teaching. This situation needs to improve. As regards the teacher training and their

comfort level, all teachers have received some training related to CAL. Around 86%

of the teachers have the basic knowledge of operating a computer. Around 20% of

the teachers can apply the knowledge of computer operations and skill to develop

their own digital TLM , while a majority to the tune of almost 80 % are not able to do

this. This situation must improve in the district.

District says: (1) As per State norms CALC Schools have one Separate computer room.

(2) Multi media kit is provided by Azeem Premji foundation.

(3) Initially the Science teachers and HM are provided with 5 days training so that other

teachers of that school are empowered by these trained teachers. The district has planned

exclusive training for other teachers also.


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enrolment at local level in all the schools. These initiatives include Meena

programme, singing programmes, visiting homes and such. The MCS is operating as

a useful methods of a gender sensitivity to the tune of 50% only in the district. While

the reasons could not be elicited as it was not forthcoming. The MCS coordinator in

one of the centres is active in addressing to the needs of girls through a variety of

activities and programmes. The schools are located in a distance as prescribed by the

norm. There are no problems or barriers of the girls to come to schools from their

residences.

With regard to the infrastructure, health and sanitation facilities, it was found

that there was separate toilet facilities for girls in all the schools but they were

adequate only in 25% of the schools. As regards the usability, it was found to be

usable in two thirds of the schools but not in one third of the school. The greatest

problem was the availability of water in these toilets. Only around 12 % of the

schools the water was available, but it was not available in the remaining 88% of the

schools. However, emergency medical kit was available in all the schools. It was

interesting to note that in one school there was a restroom meant for girls but not in

other schools.

With regard to the participation level of girls in curricular and co-curricular

activities and the stereotypes, it was noticed that children are made to sit on desks

and in some schools on floor and there are no discrimination. It is heartening to note

that the girl children are not used to either welcome guests or to serve the snacks or

sweep and clean their classrooms or the toilets in any of the schools. To that extent it

is totally a non-discriminatory attitude and girls are not looked down upon. Girlshave equal opportunities to participate in curricular activities as well as in co-

curricular activities. They are given equal opportunities to ask questions and learner

groups comprised both boys and girls. It was heartening to note that the

participation of girls is in active mode.


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District says: (1) The MHRD team visited during harvesting and Festival season. In rural

areas parents are dependant on their children.

(2) Parents and community member are not only trained by SSA but also by other

Departments (WCD,ZP,etc.,)

Further, the district is planned for few more awareness campaigns to hard to reach parents

and community.

(3) Required Schools are provided with Additional Toilets as per NABARD norms.

(4) Due to Draught.

KGBV: The monitoring team visited two Kasturba Gandhi Balika Vidyalays in

Dharwad. These KGBVs are housed in their own buildings run by the State

government. There were 58 students in Class 6, 72 students in class 7, and 67

students in class 8 taking the total to 197. Different steps are taken to mobilise

dropouts of never enrolled girls in this KGBVs including visiting homes, and Meena

Munch activities. The school management meets irregularly. The last two meetings

were held on 31st of May 2012, 26 of June 2012 and 5 of July 2012. In these meetings

issues related to children's enrolment are discussed. Total number of teachers

sanctioned was 9, total number of teachers deployed was also 9, the number of

teachers trained was also 9. Teachers do receive in-service training and academic

support by CRC and BRCs. They have also received gender sensitivity training

twice. The duration of this training programmes ranges from one to two days. Only

one review meeting has been held in the current academic year. In these meetings

issues related to children's enrolment and improvement of their education, issuesrelated to the maintenance of the playground are discussed.

As regards the infrastructure issues there are problems in the KGBVs. These

include drinking water problem, electricity problem, building problems, problems of


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District says; (1) Monitoring strategy will be changed so that the SDMC meets regularly.

(2)

Separate estimation has been proposed to meet out the facility lapses.

6: Inclusive education with specific reference to CWSN: As apart of the monitoring work, 99 children who were CWSN were seen by the team.

Among them 64 boys and 35 were girls. On the day of our visit to the school, 88

children were present out of 99. Among them are, 26% of them are very regular,

70% of them are regular and only 4% of them are irregular. But on the day of the

visits the absenteeism was found to the tune of 10%. As regards the composition

of the CWSN, 38% of them are PH children, the second highest being MR children

to the tune of 31% followed by speech problem, eye problem and hearing problem

among boys. Among the MR children there were more who was moderately MR

compared to minor and severe levels. As regards the PH also there were more

moderate children followed by minor and severe degrees. With regard to the

speech problem also there were more in the moderate category followed by minor

and severe levels. Among the hearing-impaired, also there were more in the

moderate level than in the minor degrees. Among the visual impaired children

there were more who were in the moderate level followed by minor and severe

levels.

Among girls, a large proportion belonged to the PH category followed by a

visual impairment and MR. Among the MR girls, relatively more were moderate

followed by minor and severe degrees. As regards the LDs, there was only one

child who was at the moderate degree. Among the PH students more were in the

severe category followed by moderate and minor degrees. Among the speech

problem, there was only one girl with the moderate impairment. Hearing

problem girls were two and they both worked at the moderate degree. As

regards the visual impairment there were nine children and all the girls were at

the moderate degree. Thus, boys outnumbered the girls in this category.


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As regards the seating arrangements, it was inclusive in nature and there

was no segregation based on the disability. It was also nice to see all the CWSN

children participating actively in the classroom processes and it was also noticed

that the teachers encouraged CWSN to participate in classroom processes. As

regards the availability of the CWSN friendly TLM, it was found to exist in only

27% of the schools but not in the 73% of the schools. This is something which is to

be taken up seriously by the district where the material's exist at it includes beats

and alphabet chariots. It was heartening to see that the type of interactions that

were existing in all the schools with the peers of the CWSN was very friendly and

friends were very supportive of all the CWSN. The friends of the CWSN children

provide friendly support during teaching-learning activities, co-curricular

activities, recess hours, apart from travel to and fro the school. Thus, friends are a

big support to the CWSN children in the district.

As regards the teachers‟ behaviour towards the CWSN children, there is no

discrimination and in fact in some schools they pay special attention to the

children also. As regards the training received by the teachers to handle CWSN

children, only 67% of them have received training but not the remaining 33% of

the teachers. Therefore there is a need to provide training to handle CWSN

children better. As regards the adequacy of the teacher training, teachers have

felt that they were adequate enough in all cases. With regard to the preparation

of individualised Educational plans to CWSN children none of the school teachers

had a clue about it. As regards the availability of the resource teacher, it was

found that they existed in 80% of the schools for the CWSN children but not for

the remaining 20% of the children. Teachers visit the schools two days in a monthin all cases.

With regard to the awareness of parents about availability the resource

teachers it was found that all parents know that there is a resource teacher and all


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parents also know who the caregivers or volunteers for the children are. This is a

matter of great satisfaction. It is also noted that all parents have received

counselling regarding their CWSN. With regard to the medical camps it was

found that 80% of the CWSN have attended the medical camps and among them

83% of them have received disability certificates, and 70% of them have been

diagnosed to be in need of some assistive device, and among them 79% have got

these aids and assistive devices. Father, it was noted that all the assistive devices

provided are in working condition. With regard to the requirement of home-

based education, it was found that 50 % of them require home-based support.

The resource teacher or a volunteer visits these homes in all cases on almost a

daily basis in some cases, once a week in 40% of the cases and twice a month in

47% of the cases as reported to the visiting team. Normally, they spend around

two hours in a majority of the cases. These children are provided life skills.

District says: (1) There is no provision yet.

(2) All the teachers are provided training to handle CWSN Children. Still more trainings

are planned for remaining 33% teachers.

(3) Already IEPs training is provided to the concerned. Still district is planning to give

IEP training in phased manner.

(4)

All the schools are having the Resource teachers. But They have taken transfer. These

School Teachers are provided Resource Training.


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6IE.3

Status of Attendance

6IE.21

7. Civil works: As regards the civil works, the monitoring institution could

see 14 schools in the district where civil works were going on. Out of them, 36%

of the work selected to Headmasters room, 29% of the construction work related

to toilets and 36% of the civil work related to additional classrooms. As regards

the status of the work, 7% of the works were temporarily abandoned, 57 % of the

works were ongoing and 36 % of the civil works were completed. The civil

construction work has been assigned to the SDMCs. The MOU were signed

Every

Day13%

/----1--

days a

week

40%

/---2--

days a

month

47%

Frequency of the visit

1-2

Hours/

40%

. 2 Hours

60%

Duration of each visit

Very

regular

(>75%),

23

Regular

(60-

75%), 62

Irregular

(


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between SSA and the SDMC in all cases. Therefore there is no scope for any lapse

on the part of the district on this issue. As regards the availability of the

community manuals and the records, the following were noted. The community

manuals were available in 93% of the schools and they also had the designs and

drawings or plans for the construction. While in 7% of the cases they did not

have them. They did not give any reason as to why they do not have them either.

As regards the training of SDMCs, it has been noted that they have been

adequately trained in all the cases by the block resource persons. The training

modules were available with the SDMCs in all the cases. As regards the

accounting procedures and transparency, it is heartening to note that separate

accounts are being maintained in all the schools and they are updated and

balance tallied in all the schools. These accounts are being maintained by the

Headmasters of the schools but these details are shown on a board in the school

campus only in 21 % of the cases but not in 79% of the cases. This aspect of

transparency needs to be focused by the district so that all schools start displaying

the accounts part of the details to the community. This amounts to social

auditing. All these funds are received by the SDMCs through e transfer in all the

cases. Paradoxically, schools have also reported that they had to wait for 2 to 5

months to get these funds. This is a confusing report. If they have received funds

through e transfers, it should not taken so long. On this issue the district needs to

explain.

As regards the quality of the materials used in civil construction work, it was

found that the daily account of cement is maintained and authenticated in only

86% of the cases but not in the remaining 14 %of the schools. This needs to bechecked and the situation must be improved by the district. These accounts are

maintained by the Headmasters in all the cases. Different items like steel, pipes,

fittings etc or of be BIS/ISI mart only in all cases. As regards the branded quality

of paint, of reputed companies, it was found to exist in only 29% of the cases but


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not in the remaining 71% of the cases. This is because the civil works were not

complete in many cases. The painting work is the last part of the civil works

therefore this needs to be understood from that perspective. As regards the

approved drawings being used in sites, they are in use in the construction in all

cases. The third-party evaluation also existed in 71 % of the cases but not in the

remaining 29% of the cases. As regards the perception of the community about

the quality of the material used in the civil works, they feel that 36% of the

materials are good, 57 % of these materials is fair and in 7% of the construction it

is poor. The monitoring team also has its own impression about the quality of the

school construction work. Accordingly, 36% of the construction is a good, 57% of

the construction is fair and 7% is poor. There is a need on the part of the district

to pay more attention to the civil works and ensures that is the objectives are

achieved.

District says: (1) The Account related things will be put up on the board during this year.

(2) Due to delay in opening of account in SBI the funds are received late by Schools.

(3) In future, it will be seen that 100% schools maintain materials at site account

regularly.

(4) The 3rd party evaluation started their work in late July. Most of the schools selected by

the MHRD team are not the works allotted during 2010-11 RTE and 2011-12.

7CW.1.1 7CW.7.1

Tempor

arily

abando

ned7%

Ongoin

g

57%

Comple

ted

36%

Status of work

Good

36%

Fair

57%

Poor

7%

Perception of the community

about the quality of the

material


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7CW.8.1

8 Community Awareness: As regards, community awareness, in

Dharwad district, the SDMCs have been constituted in all the schools as per the

guidelines. On an average delays one aches officio member, there are nine elected

members from the parents Council, there are two to three elected from the

students Council, there are two to three nominated members. The ex-officio

member has always been the headmaster. The nominated members were taken

into this committee either because they have donated lands, or they are education

lovers, or they are gram panchayat members, or they are Anganwadi members, or

they are the members of the health Department. The post of the President and the

vice president are always held by the parents in all the schools. The total number

of members belonging to different categories are as follows. On an average there

are three women in each of the SDMCs, two to three from the Scheduled Castes

community, two to three each from Scheduled Tribe community, two to three

each from minority communities. As regards the awareness of residents and

members about their roles and responsibilities as notified by the government, it

was found that all the members are aware. And all the members have been

provided with a copy of the guidelines. All of them have been oriented towards

the roles and responsibilities

Documents

Karnataka - RIE Mysore