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Sarva Siksha Mission, Birbhum

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About Sarva Siksha Mission (SSM)

       Sarva Shiksha Abhiyan (SSA) is Government's main programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right. In the present phase of SSA, it is mandatory to ensure that the approach and strategies for universalising elementary education are in conformity with the rights perspective mandated under the RTE Act. The RTE Act provides that ‘Every child of the age of 6-14 years’ shall have a right to free and compulsory education in a neighbourhood school till completion of elementary education.

     Its overall goals include universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children. SSA provides for a variety of interventions, including inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, periodic teacher training and academic resource support, text books and support for learning achievement and strengthening of the academic support structure at a cluster, block and district level. SSA seeks to provide quality elementary education including life skills. SSA has a special focus on girl's education and children with special needs. SSA also seeks to provide computer education to bridge the digital divide. These provisions are aligned with the legally mandated norms and standards and free entitlements mandated by the RTE Act.

Inclusive Education for children with special needs (CWSN)

ACTIVITIES UNDER INCLUSIVE EDUCATION

  • To materialize the Right to Education Act, 2009, Sec-3(2) following activities have been undertaken throughout the Birbhum District:
  • ·        Aids and Appliance distributed to 720 nos. of CWSN during 2013-14 (Tricycle-128, Wheel Chair – 174, Hearing Aids – 80, Crutch – 30, Braille Slate – 15, Blind Stick – 15, Low Vision Aids – 81 and Spectacles – 197).

  • ·        Construction of one Multipurpose Rehabilitation Centre has already been completed at Nalhati-II Block.

  • ·        Activity has already been completed for uplift one study centre for CWSN.

  • ·        Started to maintain individual education profile at the Resource Rooms.

  • ·        Large Print Books distributed to 2958 Low-vision Students.

  • ·        197 Low-vision Students favored with Low-vision Spectacles.

  • ·        Braille Books distributed to 119 sightless students.

  • ·        Braille Kits distributed to 29 sightless students from old stock.

  • ·        2-days orientation of IE done for parents of CWSN at CLRC level, they have started work positively.

  • ·        Regular Therapeutic support (Physio, Speech & Psychology) is going on at 32 nos. of CLRC.

  • ·        Regular Resource Service is going on at 38 no’s of Resource Rooms by the Special Educators.

  • ·        Awareness on JE/AE done at the Block Level.

  • ·        Inclusive game held from G.P. level to District Level in collaboration with Birbhum District Primary School Council.

  • ·        World Disabled Day 2013 ceremonially observed at CLRCs, Municipalities, and District Level on 3rd December.

  • ·        Various allowances (Transport, Escort) disbursed to concerned CLRC for proper use.

  • ·        Two numbers of corrective surgeries have done through Resource Organizations.

  • ·        Regular Meeting with Special Educators and other is going on periodically.

  • ·        Two days training of parents of the CWSN has been done at CLRCs.

  • ·        Selected CWSNs have been participated at Special Olympics.

Memorable Performance of CWSN of Birbhum( Success Stories)

Description

Special Athletes participated and won gold, silver and bronze medal at National Athlete Meet organized by Special Olympics Bharat and Ministry of Youth Affairs & Sports (MYAS), Govt. of India which was held on March 2014 at Jawaharlal Nehru Stadium, New Delhi.

Winner of the Gold Medal:-

·        Sujaya Roy (R.T. Girls High School, Suri Municipality ),

·        Abbas Ahamed (Karamkal S.N.High School, Dubrajpur),

·        Sarjina Khatun (Nowapara High School, Nalhati II)

Silver And Bronze Medal won by –

·        Ankita Sarkar (R.T. Girls High School, Suri  Municipality)

SSM, Birbhum owned the State Championship Trophy in Sports Meet organized by MYAS & Special Olympic Bharat which was held on February 2011 at Yubabharati Krirangan, Kolkata.

Ankita Sarkar (R.T. Girls High School, Suri  Municipality) and Sagnik Kundu (Chandragati P.&M.M. High School, Suri  Municipality), the two Cerebral Palsy with Mental Retardated student passed Madhyamik Examination 2014 in 1ST division.

Arup Maji (Janubazar Pritambar High School), a Totally Blind student Passed HS Examination 2014 in 1st Division.

Some differently abled students in the way of bright future

Ankita Sarkar:

Introduction: In the year 2003, Ankita Sarkar had discovered by the Special Educator of Sarva Siksha Abhijan, Birbhum in Suri Town as CP with MR Child of a Middle Class family. Her father Barun Sarkar is self employed with small business and mother Sucheta Sarkar is a house wife. They have been upset regarding born of a CP Child.   

Family History:  It has been observed by the Special Educators that two aunts and one cousin also are CP but their guardians are neglecting the matter. Ankita also may be but her parents had been moving various hospitals throughout the India for curing the diseases. 

Intervention of SSA, Birbhum: In the mean time SSA started the program of Integrated Education for the Disabled and taken positive responsibility for her education in general Primary School with Resource Support by the Special educators at home and also schools. The parents of Ankita Sarkar invited in various orientation and training programs. Her mother has been working as a KRPF Volunteer and now she is a local level coach of athletics of Special Olympics, Bharat. 

Success of Ankita: After positive intervention of Sarva Siksha Mission, which have been accepted by her parents she passed Madhyamik Examination 2014 with 91% marks and also won gold medal 4 times in State Level Olympics and Silver medal in National Level Sports Meet of Special Olympics Bharat and now she is a student of std. XI, reading in same school. 

Sagnik Kundu: 

Introduction:  In the year 2007, Ganesh Kundu, father of Sagnik Kundu came for assessment and he has been assessed as CP Child by the assessment team of Sarva Siksha Mission, Birbhum. His father Ganesh Kundu is a LICI Agent and mother Supriya Kundu is teacher of girls’ high school at Suri. Sagnik had already started his education with his disability problems.

Intervention of SSM, Birbhum: After functional assessment of Sagnik Kundu, SSM-Birbhum has taken positive responsibility for his education in general School with Resource Support by the Special educators at home and also CLRC level Resource Room. The parents of Sagnik Kundu invited in various orientation and training programs. His father has acted as a KRPF Volunteer and worked hard for his education.  

Success of Sagnik: After positive intervention of Sarva Siksha Mission , which have been accepted by his parents and he passed Madhyamik Examination 2014 with 71% marks from Suri Chandragati P.&M.M.High School and now he is a student of Class XI  in the same school. 

Arup Maji: 

Introduction: In the year 2001, Arup Maji had discovered by the member of District Resource Group of District Primary Education Program (Now Sarva Siksha Mission) , Birbhum in a very interior village named Domrut under Illambazar Block as totally Blind child of a poor family. His father Awnnadeb Maji is also a Blind person and mother is a House wife.  

Intervention of SSA, Birbhum: In the mean time SSA started the program of Integrated Education for the Disabled and taken positive responsibility for her education in general Primary School with Resource Support by the Special educators at home and also schools. The parents of Arup Maji invited in various orientation and training programs. Her mother has been working hard for her family and for his education. All facilities under IEDC, IEDSS Scheme had given through Sarva Siksha Mission. 

Success of Arup: After positive intervention of Sarva Siksha Mission, which have been accepted by his parents he passed Madhyamik Examination 2012 and passed Higher Secondary Examination 2014 with 65% marks from Janubazar Pitambar High School under Illambazar Block. Now he is ready to admit in Graduation Course at Hetampur K.C. College. Necessary help has tried to give him from Birbhum Administration and State level organization namely National Association for the Blind.

 Pedagogy & Learning Enhancement Programme (LEP) 

UNIFORM:

As per guideline, two sets of uniform have been provided to all girls student, all SC, ST & BPL boys of Class I to Class VIII with in a ceiling of Rs. 400.00 per child per annum. As per the order by The State Project Director, PBSSM, 2,39,290 number of girls, 84,883 number of SC boys, 19,267 numbers of ST Boys and 69,406 number of BPL boys have been provided fund for uniform grant in the year 2013-14. As such, uniform grant was provided to 4,12,846 numbers of all girls, SC boys S.T. boys and BPL boys of Class I to VIII in the year 2013-14.Total financial involvement is Rs. 1,651.384 Lakh. 

Apart from this, as per the guideline issued by the State Project Office, PBSSM, for utilizing the State Govt. fund for providing school uniform for the General Boys at elementary level, this District has provided school uniform to 68,816 students belonging to General Category. Total financial involvement is Rs. 275.264 lakh. 

FREE TEXT BOOK:

As per AWP&B 2013-14, Free Text Book Grant was provided to 1,90,725 numbers of students of Class VI to Class VIII of upper primary schools and 15,673 numbers of students of MSK. As per the order by the State Project Director, PBSSM, 74,800 numbers of students of class VI, 71,500 numbers of students of class VII and 65,100 number of students Class VIII have been distributed the Free Text Books which are printed and supplied by WBBSE in the academic year 2014.   

TEACHERS TRAINING:

In service all teachers training of both Primary and Upper Primary Teachers including Para Teacher, Sahayak / Sahayika of SSK, Special Educators and Samprasarak / Samprasarika of MSK could not be arranged in the financial year 2013-14 due to unavailability of guideline issued by the State.

SCHOOL GRANT:

In the academic year 2013-14, school grant @Rs 5,000.00 was provided to 2405 no of primary schools and @ Rs 7,000.00 was provided to 589 no of upper primary schools in our district. Total financial involvement Rs. 161.48 Lakh. 

MAINTENANCE GRANT:

By maintaining the guideline criteria, 1,281 schools have been provided maintenance grant @ Rs. 5,000.00 and 1,621 schools have been provided maintenance grant @ Rs. 10,000.00 in the academic year 2013-14. Total financial involvement Rs. 226.150 Lakh. 

LEARNING ENHANCEMENT PROGRAMME (LEP):

Under Learning Enhancement Programme 7 (Seven) upper Primary Schools were identified for Model/Resource Schools by the DI Secondary, Birbhum in 2012-2013. The schools are as follows:-

·        Bolpur Nichupati N.B High School.

·        Ahamadpur Joydurga High School.

·        Panchra High School.

·        Joy Krishnapur High School.

·        Protappur High School.

·        Laldaha Sarbanandapur High School

·        Krinahar Shibchandra High School. 

The main activity of the Model / Resource schools are:- 

·         Selected Teachers from such selected schools will be oriented on aims and objectives of LEP, methods of activity based learning and capacity building on the same.

·        Immediately after orientation workshops are completed, the Teachers shall initiate intensive classroom transactions in their respective schools to improve the quality of Science and geography learning. This process shall continue for 3 (three) months.

·        Students from different classes will come into Activity Room, do activity with resource materials and ‘Kajer Majhe Bigyan’ workbooks and back after completing the specific activity based designed worksheet.

·        Teachers will facilitate the students to perform the activities. After that they will evaluate the worksheets and maintain the records as a part of CCE.

·        The activities performed in the Activity Room shall be monitored by a Quality Monitoring Team.

·        There shall be Pre-programme Impact Assessment at the beginning and Post-programme Impact Assessment at the end of the third month.

·        Gradually above Model/resource schools along with their unique Activity Room will be converted into Science Education Resource Centres (SERC).

·        Model / Resource schools shall share their experiences with the nearby schools to form active School Clusters tied up with SERC.

·        Subsequently, all the schools belonging to School Clusters will have their own Activity Rooms in second phase.

·        The phase II of Programme will start with the second round of Teachers orientation. It will be followed by 3 (three) months intensive classroom practices monitoring, impact assessment and intermediate review.

The whole process will continue for 2 (two) years and SCF, Kolkata will work as Nodal Agency to coordinate this. 

AUGMENTING BRC/URC AND CRC:

The BRC and CRC are the most critical units for providing training, ensuring regular school visit and onsite academic support to address pedagogic issues and other issues related to school development. Given the significance of these structures, and academic support system will be developed at BRC and CRC level. 

There are 19 BRC and 197(179 Nos. of CRCs are in operation) CRCs in the district. The salary of Block Level Accountant, Siksha Bandhu etc. was allotted to BRC/ CLRC as well as salary of Siksha Bandhu of CRC level was allotted to CRC.Apart from this support, various grants for BRC and CRC (viz. contingency grant, meeting/TA grant, TLM grant and maintenance grant, furniture grant, replacement of furniture/computer grant) was allotted as usual course. The total financial involvement is Rs. 75.53 lakh for BRCs and Rs. 149.585 lakh for CRCs respectively in the financial year 2013-14.

Girls Education (GE) & Kasturba Gandhi Balika Vidyalaya (KGBV)

Girls Education

In the year 2013-14 as per AWP&B there is a budget provision of Rs. 95,000/- and in PAB Minutes it was mentioned that the amount provided for Girls Education under innovative head is utilized for Nirmal Vidyalaya Puraskar.

            On 12th February 2014 at District Level Award Ceremony Nirmal Vidyalaya Puraskar was awarded to one Primary and one Upper Primary school in each of 32 CLRCs. 

Kasturba Gandhi Balika Vidyalaya (KGBV)

With a view to address of gender gap at elementary level and to promote girls education specially among the disadvantage groups (SC, ST, OBC & Minority Communities) a new scheme called Kasturba Gandhi Balika Vidyalaya (KBV) has been launched in Educationally Backward Blocks (EBBS) and in the Blocks where Rural Female Literacy Rate is below them the National Female Literacy Rate (46.13) in West Bengal.

The objective of KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by sitting up hostel facilities (KGBV Hostel) at existing Upper Primary Girls / Co-education Schools.

In view of the targeted nature of the scheme, 75% girls form SC/ST, OBC and Minority Communities would be accorded priority for enrollment in such Residential Schools and thereafter 25% girls from below poverty live and emphasis will be on girls, especially, adolescent girls who are unable to go the regular school.

While enrolling girls in KGBVs the following shall be given priority: 

·        As the KGBV Hostel are located in the Premises of existing Upper Primary Schools (High / HS) Schools only girls for Upper Primary Classes are to be admitted;

·        Girls belonging to the jurisdiction of concern Block where the Residential Hostel is set up.

·        Girls who have dropped out or never enrolled in schools and aged between 10-14 years.

·        Orphan or semi orphan girl children.

·        Girl children with special need. 

In our district at present 5(five) nos. of KGBVs is running in the following schools and Blocks with enrollment capacity as follows:
 

Sl. No.

Name of the High School

Block

Enrolment Capacity

1

Chinpai High School (H.S.)

Dubrajpur

100

2

Duria-Ekram Ali High School

Murarai-I

50

3

JogaiAndipur High School

Murarai-II

50

4

Maladang Seharakuri B.D. High School

Md. Bazar

50

5

Rajnagar Sisal Firm High School

Rajnagr

100

  The following facilities are provided to the Boarders of KGBV Hostels:

·        Daily Fooding (Breakfast, Lunch, Tiffin and Dinner).

·        Stipend @ Rs. 100 per head per month.

·        Other Educational Stationeries.

·        Medical Care system.

·        Toiletries/Sports Wear/sports equipment / etc.

·        Physical / Self-defence Training. 

Every year with the children of each KGBV hostel District Level Sports Meet and Cultural Exchange Programme has been organized to promote sports and cultural activities among the Boarders of KGBVs.

Community Mobilization & Alternative Schooling (CM & AS) 

Community Mobilization (CM) 

Mobilization and awareness building cannot be considered as one time activity and will have to sustain in the context of RTE Act, 2009.To achieve the goal of the act community participation in inevitable. For the Community Mobilization the following programmes were taken throughout Birbhum District was as follows:

·          To implement the RTE Act, 2009 compilation of Child Register Programme was taken.

·          To highlight the concept of RTE Act, advertisements had been given in some souvenir, displaying Banners and Posters in Mela, etc.

·          Observation of Independence Day, National Education Day, Book Day etc.

·          The Broadcasting Programmes were also taken regarding RTE Act, Bhartikaran Karmasuchi, Siksha Ka Haq Abhiyan and other activities of SSM through All India Radio FM Service.  

Special Training for mainstreaming of Out of School Children (OOSC)

As per Right to Education Act, all the Out of School Children are to be enrolled in neighbouring formal school to their age appropriate classes for providing Special Training to them because it is expected that Special Training can prepare the student much better to be at per with others.

As per AWP&B 2014-15 the total Out of School Children in Birbhum is 7834. Among them 4018 no. of children are in Primary level (Boys-2317, Girls-1701) and 3816 no. of children are in Upper Primary level (Boys-2446, Girls-1370). At present the enrolment activity of the Out of School Children is going on in different neighborhood schools and 712 no. of OOSC (Boys-431, Girls-281) have already been admitted so far for Special Training. The enrolment of the rest OOSC will take place very soon.

Civil Works

       In the year 2013-14, fund for 30 Nos. New Set up Upper Primary has been released @ Rs. 4.55 Lakh as per Annexure-5(a). Fund for 06 Nos. New Set up Primary has also been released partly @ Rs. 3.95 Lakh as per Annexure-5(b).

In the Year 2014-15, fund for Civil construction has not yet come on SSM head. State Govt. fund for 22 Nos. Upper Primary Schools @ Rs. 9.582 Lakh for 02 ACRs each has been released as per Annexure-5(c). State Govt. grant for all Primary School @ Rs. 6,418.50 for Wooden Book Rack has also been released.

Management Information System (MIS)

Unified District Information System for Education (U-DISE) is a very important component of Management Information System (MIS). Data collected from Sishu Siksha Kendra, Madhyamik Siksha Kendra, Primary School, Upper Primary School, Madrasah Siksha Kendra, Kendriya Vidyalaya, Jawahar Navodaya Vidyalaya and Private Institutions throughout the district. After data entry at district level various kind of reports are prepared by MIS Cell and disseminates to all concern. (Annexure-6).

 Computer Aided Learning (CAL)

           To make the learning process easy and qualitative improvement of teaching learning process at classroom level Computer Aided Learning (CAL) is a very effective tool. In 2013-14, SC /ST /Minority concentrated 22 nos. Upper Primary School was selected for implementing CAL Programme in Birbhum district. 04 nos. of Desktop Computer with speaker, 4 nos. UPS, 2 nos. of Projector & one Headphone is provided in those selected schools among which one computer is for the trained teachers for preparation of CAL material at staff-room and other three computers and 2 projectors is for showing CAL presentation at Classes VI to VIII.

 
6 set of CAL CDs developed by SCERT with the technical support of CDAC which was received from the State Project Office will be distributed to the selected 22 CAL schools very soon.
 

During 2013-14, six days residential RP training were organized by the State Project Office and the Birla Industrial & Technological Museum (BITM), Burdwan Unit at Burdwan for 88 nos. teachers from those selected 22 nos. CAL Schools which was very interesting. 

Also one day orientation of Head Teachers from those 22 CAL schools was done jointly by the State Project Office and BITM Kolkata at BITM, Kolkata.

Research & Studies (R&S) 

School Efficiency Study: Cohort Study (Upper Primary)-2009 (Annexure-8)

Observations at a glance

Under the guidance of PBSSM the District Sarva Siksha Mission-Birbhum has been conducted the School Efficiency Study in all the 406 Upper Primary Schools, through True Cohort Method. Enumerators had collected data in prescribed format from Schools. After computerization of the same data in software, a preliminary report has been prepared for overall discussion with the entire stakeholder; so that, we can assess the progress of our School efficiency in order to achieve the goal of UEE.

The children who were admitted in class V in the year 2005-06 have been covered by the study:

Batch size

General

SC

ST

Minority

Boys

Girls

Total

Number

%

Number

%

Number

%

Number

%

29,713

(52.72%)

26,650

(52.60%)

56,363

12,736

22.6

17,765

31.5

3179

5.6

22,683

40.2

 

·        Total enrolled students in class-V in 2005-06 was75,520, but out of them 56,363 (74.63%) students had covered by the study.

·        Gender-wise coverage à Boys: 52.72%, Girls: 47.28%.

·        Cast-wise coverage à General: 22.6%, SC: 31.5%, ST: 5.6%, Minority: 40.2%.

 

Completion Rate in Four Years (CRF)

The main indicator of the study is how many students had completed the Upper Primary level within four years. The present study reveals that overall 57.67% of student has completed it within four years. Out of them boys are 56.38% and girls 59.11%. Gender and caste-wise percentage in detail has given below:

Overall

Boys

Girls

General

SC

ST

Minority

No.

%

No.

%

No.

%

No.

%

No.

%

No.

%

No.

%

32505

57.67

16751

56.38

15754

59.11

9051

71.07

8860

49.87

1184

37.24

13410

59.11

 

·        The performance of girls is better than that of boys.

·        Completion rate among ST, SC and Minority students is poor than that of General students.

·        Highest CRF observed in Nalhati East CLRC of the district, being 84.28%.

·        Detailed analysis shows that, there are two CLRCs having CRF more than 80%,11 CLRC have such rate between 60 to 80%,17 CLRC have such rate between 40 to 60% and only 2 CLRC have CRF below 40%.The lowest CRF found in Rajnagar CLRC that being 38.16% only.

 

Ever Completion Rate in Five Years (ECR5)

Overall ECR5% in the district is 12.06%.It has found from the study that the highest ECR5 rate in Sadar East CLRC being 21.63% and the next that of in Nanoor CLRC being 20.3%.Only 9 CLRC have ECR5 rate in above 15%.

Dropout

It has been observed that the dropout rate is gradually decreasing in comparison with previous studies in the district. The study of this year shows that the overall dropout rate is 19.5%.Gender and Caste wise percentage has given below:

Overall

Boys

Girls

General

SC

ST

Minority

No.

%

No.

%

No.

%

No.

%

No.

%

No.

%

No.

%

11005

19.52

6121

20.60

4884

16.65

1153

9.05

4033

22.70

1147

36.08

4647

20.57

 

·        Dropout rate of the boys (20.60) is more than that of girls (16.65).

·        Dropout rate is very high of the student of ST (36.08) as well as SC (22.70) and Minority (20.57) students.

·        Detailed analysis shows that 50% CLRCs are over the district average (19.52%) and 50% CLRC are below of that average. Total number of the CLRC in the district are 32.

·        The highest dropout rate found in Paikar CLRC that being 40.40% and the lowest rate found in Mayureswar CLRC that being 4.16%. There are only 7 CLRCs having dropout rate below 25%. 

Repetition

Overall Repetition rate in the district is 7.40% .The study reveals that highest Repetition rate in Rampurhat South CLRC that being 20.44% and lowest Repetition rate in Nalhati East CLRC that being 0.11%. There are only 10 CLRC having the Repetition rate is above 10%. 

Migration

The study shows that the overall Migration percentage is 2.96%.The highest Migration rate in Bolpur Intensive CLRC that being 9.50% and lowest rate in Sainthia CLRC that being 0.14% only. There are 18 CLRC having Migration rate below 3%, in 9 CLRC having that rate in between 3 to 5% and only 5 CLRC having Migration rate above 5%.

Comparative status of 3 years

A comparative picture on overall CRF, ECR5, Repetition, Dropout, Migration of the Cohort Study Report of 2004, 2007 and 2009:

Year

Batch Size

CRF

ECR5

Repetition

Dropout

Migration

2004

39,211

36.38%

15.02 %

13.10 %

31.90 %

3.59 %

2007

47,021

41.36 %

16.82 %

10.79 %

27.51 %

3.45 %

2009

56,363

57.67 %

12.06 %

7.40 %

19.53 %

2.96 %

Conclusion

The study reveals that the Efficiency of the Upper Primary Schools in the district is gradually increasing .But there are long way to go to achieving the goal of UEE. Special care should be given on ST, SC and Minority students to increase the CRF decrease the dropout rate and increase the overall School Efficiency.

Report of the Study on the Achievement in between CAL and Non-CAL School

         CAL program is a very important program under SSM. Birbhum SSM has taken this program in 10 Upper Primary School per year since 2006-07.The number of school under CAL program has reached to 30 in the year 2008-09. In the year 2009-10 SSM, Birbhum has conducted the Study on the Achievement of CAL as well as in the Non-CAL Schools .CAL School means the School where the computer aided program has already been started and the Non-CAL School means the school where the computer aided program yet to be started. As an input, five computers have been installed in a school and some educational CDs were supplied for use in the classroom. Study  have been conducted in  30 upper primary schools where CAL program is running and 30 Non – CAL school in same area covering 23 CLRCs in the district.

Enumerators: Siksha Bandhus worked as the enumerators for the study. They were properly trained for the study and they collected data from schools in the format supplied from the State Project Office, PBSSM, and West Bengal. On compilation of those data report has been prepared for CAL Schools as shown below:–
A.

  • Teachers information

Table-1

No. of School covered

No. of CLRC covered

No. of Teacher in those Schools

Total No. of Science Teacher in those Schools

No. of  Teacher trained in CAL activities

No. of teacher using educational CDs in classroom

Having separate room for computer

30

23

292

90 (30.82%)

75     (83.3 %)

26 (34.64%)

9 (30%)

  • Students information :

Table-2

Student

Using computer

Student receiving CAL in TL Process

No. of computer received

No. of educational CD received

Remarks

VI

VII

VIII

Total

 

Student

School

 

5398

5326

4421

15145

3737

(24.68%)

19

(63.63%)

2796

(18.46%)

150

30

Students of 11 school using no computer regularly

 
                   

 

Observations:

  • Total 30 no. of Upper   Primary Schools have been covered by CAL program, but only 19 are using computer out of those 30 schools.
  • There are total 292 teachers in covered schools. Out of them 90 (30.82%) is science teacher .Out of those 90 teachers total 75 have taken CAL training. Only 26 teachers are using educational CDs in the classroom.
  • There are 0nly 9 schools having separate room for computer. The survey reveals that 19 schools are using computer. 10 schools are using computer in alternative way without using any educational CDs in the classroom.
  • Total 15,145 students are reading in these 30 schools. Out of them 3737 students of 19 schools are using computer regularly, but 2796 students are using CAL in Teaching –Learning Process.
  • The study reveals that no School has fixed the LCD projector on the wall. 

B.

Table -3. Direct Effect on School for initiated CAL Activity:

Questions

Response

i) Increase average attendance of the Students

Yes

21

No

4

No response

5

ii)Increase average attendance of the Teachers

Yes

20

No

5

No response

5

iii) Conception  of students for using the computer

Good

21

Bad

3

No response

6

iv) Classroom teaching

Effective

19

Non-Effective

4

No response

7

v) Teachers involvement in classroom process

Increase

21

Decrease

2

No response

7

vi) Teachers motivation in teaching process

Increase

22

Decrease

1

No response

7

vii) Effect on result

Yes

19

No

4

No response

7

 Observation:

·        A good impact of CAL activity upon those schools has been found in Table-3. Changes have been noticed in the sphere of teacher’s attendance, student’s attendance, conception in using computer and effective classroom situation.

C.  Attitudinal Change for using the computer:

Table-4

Questions

Response

i) Students clear conception in subject

Yes

19

No

4

No response

7

ii) Teachers interest in teaching

Increase

22

Decrease

1

No response

7

iii)Parents  conception  for sending the child regularly

Increase

22

Decrease

1

No response

7

iv)Increase involvement of school M.C. members

Increase

22

Decrease

1

 

7

 

Observation:

·        The CAL program has brought slight change in the attitude of teacher, student, parents as well as members of the MC towards education through more involvement in the school activities. Table-4 shows these observations in more specific manner.

 

D. Perception

Table -5.The Teacher

Questions

Response

i) If he/she use the computer as a TLM in class

Yes

12

No

10

No response

8

ii) Students participation in class

Attentive

12

Inattentive

11

No response

7

iii)Benefited by those Educational CDs

Yes

11

No

8

No response

11

iv)Quality of the Educational CDs

Good

10

Bad

4

No response

16

Observation:

·        Perception of teacher towards CAL program as effective tools in the classroom is not crystal –clear as we see in the Table-5. Wherein, we see the nature of response has come in a mixed manner.

 

Table-6. The Students:

Questions

Response

i) Increase attention in class

Yes

19

No

4

No response

7

ii) Increase interest in subject

Yes

18

No

5

No response

7

iii)Increase interest in regular attendance in school

Yes

19

No

4

No response

7

iv)If classroom transaction motivates him in subject

Yes

15

No

6

No response

9

v) Educational CDs attracts his/her interest  in subject

Yes

11

No

6

No response

13

vi) Quality of the Educational CDs

Good

10

Bad

5

No response

15

 

Observation:

·        Perception of student towards CAL program in the classroom situation is rather positive than that of the teachers. Table-6 shows that in details the nature of response of the students.

 

Table-7.The Parents:

Questions

Response

i) Is he/she knows the activities introduced in school

Yes

21

No

3

No response

6

ii) If their Childs interest increased for attending the school regularly

Yes

21

No

3

No response

6

iii)Any effects shows in their Childs result

Yes

17

No

6

No response

7

iv) Any effects  in their Childs interest in subject

Yes

16

No

5

No response

9

v)  Quality of the Educational CDs

Good

10

Bad

4

No response

16

 

Observation:

·        Data as distributed in Table-7 reveals that parents have perceived the CAL program as effective tools. They have better acceptance of the program than that of students and teachers.

 

Table-8.The M.C. Members:

Questions

Response

i) Increase Students enrolment in school

Yes

21

No

3

No response

6

ii)Increase Students  attendance in  school

Yes

20

No

4

No response

6

iii)Increase parents involvement in school

Yes

17

No

7

No response

6

iv) Increase attendance of the teacher in school

Yes

18

No

5

No response

7

v)  If the teacher used the Educational CDs in classroom teaching

Yes

14

No

10

No response

6

vi) If the educational CDs used in classroom

Yes

11

No

13

No response

6

vii) If the committee monitored the program

Yes

11

No

12

No response

7

viii) Computer Aided Learning is effective in classroom Teaching-Learning process, changing capacity in school environment

Yes

16

No

4

No response

10

 

Observations:

·        Perception of members of the Managing Committee has come in a peculiar nature. CAL program as a tool towards making the classroom teaching effective is less important to members of the MC rather, they are satisfied with the CAL program so that it has enriched the present infrastructure of the school. Students enrolment, attendance, better involvement of the teachers these phenomena have been noticed by the members of the MC as direct effect of CAL program in the school.Table-8 gives the nature of response on questions in more specific way.

 

2. The study report of 30 Non-CAL schools of same CLRCs given hereunder side by side:

Table-9

School covered

Total teacher

Science teacher

Trained in CAL

Using Educational CDs

Student

VI

VII

VIII

Total

30

335

117

0

0

5714

5545

4824

16083

 Observation:

·        In 30 Non-CAL schools have 335 teachers, out of them 117 are science teacher. They have not taken any computer training except one school. The study found that only Dubrajpur Girls High School has been arranged the computer literacy program for their own interest.

 

·        The teacher, student, parents and members of the MCs of these schools have a positive view towards CAL program. They have claim that the SSM, Birbhum have to introduce the CAL program in these schools as early as possible.

 

Conclusion:

It is clear from the study that the CAL program has a good impact on the Teaching Learning Process. In those schools wherein CAL program has been introduced we can see better involvement of teacher as well as students in the classroom situation. It has promoted the interest of students towards study of subject, building clear conception of the learned matter in a better way. Attitudinal change has been noticed among the parents and members of the Managing Committees in the schools where CAL program is going on. They have an opinion in general that CAL has brought slight change in the learning process of the school and it has an impact on school education. The study on CAL shows that there is a general acceptance of the program among all respondents and it will make the path for using modern technology in the learning process.

Abstract Research Report of the Study on the Status of CWSN-2009-10

As per approved AWP&B 2009-10 the Sarva Shiksha Mission, Birbhum has been undertaken the Study on the Status of CWSN. Fifty seven Primary Schools were selected for the study covering 19 blocks and 32 CLRCs in the district. Report was prepared on the basis of analyse data in respect of 55 Primary Schools. Shiksha Bandhus worked as investigators in this study. They were trained up at district level; thereafter they have collected the data from selected primary Schools through a data capturing format developed by the State Project Office of PBSSM. Analysis of the data shows the following picture:

(A)Enrolment and other information 

1

Total children enrolled in school

9602

 

2

Out of total how many are CWSN

236

2.45 %

3

No of CWSN newly enrolled

39

16.53 %

4

Does the CWSN are identified through assessment camps

Yes – 54      Pry. School

98.18 %

No - 01          Pry. School

1.82 %

5

Does the CWSN are regular in school

Yes – 52       Pry. School

94.55 %

No – 03        Pry. School

5.45 %

6

Does the CWSN have received any aids and appliances/grants from SSM

Yes – 48       Pry. School

87.27 %

No- 07          Pry. School

12.73 %

7

Does peers of the CWSN are cooperative

Yes -51         Pry. School

92.73 %

No – 04        Pry. School

7.27 %

8

Does any teacher(s) of the school have been trained on disability

Yes -38         Pry. School

69.10 %

No -17         Pry. School

30.90 %

9

Does the Special Educators visit the school to extend resource support

Yes -52        Pry. School

94.55 %

No – 03       Pry. School

5.45 %

10

Does the school is having ramp with hand rails

Yes -51        Pry. School

92.73 %

No – 04       Pry. School

7.27 %

11

Does the parents of the CWSN are cooperative and interested about the education

Yes -54        Pry. School

98.18 %

No -01       Pry. School

1.82 %

12

Does the VEC/WEC/SDC members are oriented on the education of the CWSN

Yes -50       Pry. School

90.91 %

No – 05      Pry. School

9.09 %

13

Does the school is served with mid day meal

Yes -55        Pry. School

100 %

No – 00       Pry. School

0 %

(B) Year wise enrolment and retention picture

Concerned year

No of CWSN were reading in the school

No of CWSN who were detained more than one year

No of CWSN dropped out

No of CWSN passed out

ACHIEVEMENT

(Result of the terminal exam. Showing number of CWSN secured total marks based on the % as specified here under)

More than 80%

60 to 70%

40 to 59%

30 to 39%

Less than30%

2006-07

212

23 (10.84%)

15 (7.08%)

157 (74.06%)

05

18

62

49

23

2007-08

195

16 (8.20%)

01 (0.51%)

178 (91.28%)

03

24

57

64

30

2008-09

236

17 (7.20%)

10 (4.23%)

189 (80.09%)

05

30

65

59

30

·        A number of students migrated to other schools or places.

(C) Category wise and class wise present status of enrolled CWSN

Class

VI

HI

MR

OH

LD

OTHER

Boys

Girls

Boys

Girls

Boys

Girls

Boys

Girls

Boys

Girls

Boys

Girls

I

5

1

12

6

7

9

6

2

1

0

4

0

II

5

4

9

10

10

10

8

4

2

0

1

1

III

6

2

7

7

13

7

10

3

1

1

1

0

IV

6

4

7

8

11

9

7

6

1

0

1

1

Total

22

11

35

31

41

35

31

15

5

1

7

2

33

66

76

46

6

9

 Observations:

·        Out of total enrolled students in 55 Primary Schools only 2.45% students are CWSN. They were assessed through assessment camp regularly and their attendance is very regular in school.

·        Slight weakness in distribution of aids & appliances and grants was located. 87.27% CWSN are receiving grants regularly.

·        It has emerged from the study that 31% of total teacher are not trained on disability. Rest of teachers is trained on disability.

·        There is satisfactory development in construction of ramp with handrails. 92.73% schools have ramps with handrails. But some ramps with handrails are not scientific and CWSN friendly.

·        The VEC/WEC members were trained up on disability and 100% schools are covered by Mid-day meal programme.

·        It has emerged from the table-B that there are more development in qualitative aspect. The passing rate and retention rate are increasing, on the other hand the dropout rate are decreasing gradually.

·        Numbers of CWSN who are passing with marks more than 60% are increasing. A little number of CWSN is migrating.

Conclusion:

Overall observation is that, much development has come in the education of CWSN through the intervention of SSM. The parents are aware about the rights of the CWSN. It has found that there are many changes in the attitude of the teachers as well as the community members towards the education of CWSN. Now we are waiting for a bright morning when all the CWSN will come to the school and learn in a CWSN friendly environment with their full rights.

 Action Research

·        In 2011-12, Action Research was undertaken in 10 Primary Schools by the teachers with the financial support from Sarva Siksha Mission, Birbhum and reports already been submitted to the State Project Office. A compilation of the said reports has been printed by Sarva Siksha Mission, Birbhum.

 

·        In 2012-13, Action Research was undertaken in 13 Primary Schools & 10 Upper Primary Schools by the teachers with the financial support from Sarva Siksha Mission, Birbhum and reports already been submitted to the State Project Office.  

Studies and other works undertaken  by ‘Pratichi (India) Trust’ in 2010-11 and report printed in 2011-12

·        Analysis the DISE Report of the district of the last five years.

·        Overall impact of SSA in the district

·        Impact of SSA on girls education

·        Impact of SSA on girls education

·        Impact of Science education

·        Pedagogical impact of  SSA

·        Proposal for preparing a supplementary reading for the Primary Children by compiling and editing from the children’s magazine ‘Tepantar’ brought by the BDPSC and SSM ,Birbhum last four years

·        Proposal for teacher’s workshop on documentation

Studies conducted by the External Agencies in 2010-11

with the financial help of SSM, Birbhum

 

Sl. No.

Title of the Study

Name of the V.O./  Institutions

1

‘Evaluation of non-formal pre-school service, provided by ICDS centres of Birbhum district’

Institute for Development of Educational Activities, Lalkuthipara, Suri

2

‘Condition of Primary Schools in tribal dominated areas in Birbhum’

3

‘Changing attitude of the parents of girl-children among minority community towards school system’

4

‘Socio-Economic & Educational Backwardness among the Children of Minority Community’

Mayurakshi Samajik Bikash Kendra, Seherapara, Suri

5

‘ A strategic Intervention for Improvement of hygiene aspect of children in primary and Upper Primary schools in the District of Birbhum’

Action for Sustainable Human Advancement ( ASHA), Purbapally, Santiniketan, Bolpur

  

Karate Training Programme in Girls’ Upper Primary Schools as pilot basis 

Sarva Shiksha Mission, Birbhum has been launched an activity namely Karate Training at Girls’ Upper Primary Schools in the district considering the improvement of self defence power of girls students at present social context. The duration of the training course for one year and it is purely pilot basis. Total 41 Girls’ Upper Primary Schools have been selected in the district. Maximum 50 girl student per school participated in the training, which has to be selected by the concerned school.

In this regard, several meetings with the HM/ TIC of concerned Girls’ Upper Primary Schools were arranged presided by the ADM (Dev.), Birbhum. It has decided in the last meeting that the Karate training has to be started in the initiation of the new academic session of 2013 and it has learnt that all the schools have already been started the training programme except Rampurhat Girls’ High School, after selection of training agency.

All expenditure i.e. tuition fees, costume purchase and evaluation cost  in 2012-13 financial year were borne from the Innovative Activity head under SSM budget and in the financial year 2013-14 Stare Project Office, PBSSM was released the grant for  three months. All the schools are very enthusiastic to continue this programme.

Contact Details
The District Project Officer,
Sarva Siksha Mission, Birbhum,
3rd Floor, Prasashan Bhavan
Suri, Birbhum, West Bengal
Phone /Fax : (03462)-255785

e-mail: ssm.birbhum@gmail.com  
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