Elementary Education
in Odisha: An introduction
Odisha
is one of the first States in India to initiate the process of implementation
of the Right of Children to Free and Compulsory Education (RTE) Act, 2009
considering it as a landmark act in the history of education. The Department of
School and Mass Education, being the nodal department to implement the Act, has
taken proactive steps towards it’s grounding at all crucial levels, while
reaching out to as many stakeholders as possible. This document captures in
brief some of the major initiatives, steps and events undertaken in the State
towards the implementation of the RTE Act.
Owning the Act: Policy Notifications
- Notification of Odisha RCFCE Rules, 2010: Upon due consultation with varied stakeholders the Odisha RCFCE Rules, 2010 was notified on 27th September, 2010. Odisha was the second state in the country after Sikkim to notify the Rules. Amendment to the Rules [Odisha RCFCE (Amendment) Rules, 2010] has been notified on 17th January 2011.
- Important Notifications:
b.
School Support Scheme: 29th September 2010
c.
Declaration of Academic Authority: (Directorate of Teacher Education and State
Council for Educational Research and Training) 20th October 2010
d.
Discontinuation of Board Examinations at
Elementary Level: 4th November 2010
e.
Prohibition of Screening Procedures : 4th November 2010
f.
Guidelines for admission in private unaided
schools: 18th
December 2010
g.
Guidelines for composition and functions of
SMCs in Elementary Schools: 11th January 2011
h.
Declaration of Competent Authority (authorized officer) to sanction
prosecution for the offences under Sec 13(2), 18 (5) and 19 (5) of the Act: 21st
September 2011
RTE Cell:
A
dedicated technical support Cell, consisting of experienced professionals,
has been established with UNICEF support for the implementation of the
RCFCE Act, 2009. The Cell has been functioning from the Odisha Primary
Education Programme Authority (OPEPA) office and works in close association
with all the Directorates of the School and Mass Education Department, and
other related agencies. Technical support and strategic planning in various
aspects such as policy formulation, capacity building, IEC development,
knowledge management and community mobilization is being the key
contribution of the Cell in the implementation of RtE Act in the State.
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State Pedagogy Cell:
A Pedagogy cell has been created at OPEPA ( with UNICEF
support) to provide technical and programmatic assistance to the Pedagogy
Unit of the State for various pedagogical interventions and quality
initiatives under the overall framework of RtE Act 2009.
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1. Quality schools
package for 6000 schools across the state. The Quality Schools
package has been initiated across 30 districts in the State in defining
standards and enabling inputs/activities to demonstrate compliance to key
provisions under RtE. In Phase –I, different officials at the District, Block and Cluster
level have adopted one school each, to develop them on
a framework of
common-minimum requirements for the schools to emerge as Quality schools. The
current model for Quality schools is based on a set of pre-determined standards
of Quality under the broad framework of demonstrating compliance to
implications under the Right to Education Act of 2009.
These
selected indicators can be broadly categorized under the following outcomes for
RtE compliance;
School
infrastructure
Curricular
components
Co-curricular
components
School
Community linkage
Baseline analysis of all 6000 schools has been
completed and District and School Report cards provided to schools in
respective districts. Low Performing schools have been identified and their
Head-Masters and Adopting Officers oriented on strategies for improvement.
2.
Fire Safety: All schools in the State have installed
some form of fire-safety equipments like Fire-extinguishers, Sand buckets, etc
and ensured preparedness against fire related accidents.
3.
School Sanitation and Safe
Drinking Water Provision: The process of ensuring provision of toilets and
drinking water facilities to all schools across the State, in collaboration
with the Department of Rural Development is process. About 93% of all rural
primary schools have drinking water facility and 84% of rural Primary schools
have common toilet facilities (figures as on 25th February 2012).
The State is aiming to have full coverage of drinking water and sanitation
facility in all Government schools by March 2012. A dedicated School Sanitation
and Hygiene Education Cell (SSHE), with technical support from UNICEF, is being
made operational to monitor progress in the districts.
4.
Resource
Materials:
·
‘Samadhan’: This is a teachers’ handbook to aid teachers
in preparation and lesson planning for teaching key concepts,
sub-concepts and link concepts, identifying learning outcomes, planning resources and materials and
evaluating learning in students. The handbook also aids for effectively
utilizing instructional time and making classroom teaching more outcome-oriented.
A set of 8 books has been developed for all subjects for classes I to VIII
based on the revised State textbooks. Teaching-learning guided by these
handbooks marks a shift from chapter based teaching to that of concepts and
competencies.
·
‘Sadhan’:
This second handbook for teachers contains examples and resourceful
ideas for developing subject-wise and concept- based teaching-learning
materials and is based on the framework for classroom transaction defined in ‘Samadhan’.
The objective is to facilitate classroom practices using low-cost and no- cost
TLMs. Based on the suggestions provided in the handbook teachers can develop
relevant and cost-effective TLMs for concepts or chapters.
·
Sanjog: ‘Sanjog’ is a set of 20
Basal readers developed as Supplementary Reading Materials for Classes-I &
II each. The Basel reader set provided to 52,150 schools contains a collection
of picture stories with simple text and controlled vocabulary with words
without and with simple consonant –vowel and dia-critical marker (matra)
combinations based on content and concepts in textbooks for classes I-II
arranged hierarchically.
Tools for
Communication: IEC on RTE
Development
of IEC materials on RTE: A
variety of Information, Education and Communication materials both in English
and Odia have been developed with technical support from UNICEF for generating
awareness on RTE as well as for orientation of al department officials. The
materials developed so far are as follows:
a.
Booklets
containing RCFCE Act, 2009 and Odisha RCFCE Rules, 2010 (in English and Odia)
b.
Trifold
leaflets on provisions of the RCFCE Act (in English and Odia)
c.
Handbook on FAQs
on RTE (in English)
d.
Comprehensive
handbook on RCFCE Act, Rules and FAQs (in English)
e.
Posters
on provisions of the RCFCE Act (in English and Odia)
f.
Short
film on the provisions of RCFCE Act, 2009 (in Odia)
g.
Handbook
on School Management Committee(SMC) (Odia)
h.
Posters
on SMC (Odia)
i.
Picture
Book on SMC (Odia)
j.
Leaflet
on SMC – structure, functions and responsibilities
k.
Training
Module for SMC members (Odia)
Taking RTE far and wide: Sensitization
Programmes on RTE
1.
State level sensitization meet on
RtE: Just after
the notification of Odisha RCFCE Rules, the S&ME Department organized
several sensitization meets including State level Sensitization Meet which was
inaugurated by
Honorable Chief Minister, Shri Naveen Pattnaik. These programmes focused on
convergence among the different line departments, NGOs and civil society for
smooth implementation of the norms and provisions under the Act.
2.
District level Sensitization Meets
on RtE: Each
district conducted a District level sensitization Meet on RtE where a range of
participants varied participants including the District Collector, Peoples’
representatives, district level officials of S&ME Dept and other line Depts.,
NGOs, parents, and children took part. All 30 districts have completed such meets
within 14th January, 2011.
3.
Sensitization meets for private schools
on RtE: Four zonal
sensitization meets on RtE for private schools have been conducted in order to
generate awareness among private schools on RtE, as well as to build their
understanding on the provisions of RtE.
Joining hands for RtE: Liasioning and
convergence
1.
Inter-departmental convergence: For the effective
implementation of the RCFCE Act, 2009, the School and Mass Education Dept. has
initiated an inter-departmental convergence process with the following six
departments:
a.
Scheduled
Tribe & Scheduled Tribe Development Dept.
b.
Dept.
of Women & Child Development
c.
Dept.
of Health and Family Welfare
d.
Dept.
of Labor and Employment
e.
Dept.
of Panchayati Raj
f.
Dept.
of Rural Development
2. Six such meetings held in
December 2010 under the leadership of Commissioner-cum-Secretary, Dept. of
S&ME resulted in mutually agreed points of convergence upon which joint
action points have been finalized and are being gradually worked upon.
3. Government-Civil
Societies partnership: A State consultation on Govt. and civil
society partnership was held on 20th December, 2010 in the presence
of Mrs. Anita Kaul, Additional Secretary, MHRD and Mrs. Anshu Vaish, Union
Secretary for School Education and Literacy, MHRD. The State Government has
issued guidance note to all districts on taking support from civil society
organization in implementing RtE at the district level.
Building Participation: Community
Mobilization
1.
Formation of School Management
Committees and Sahajog: In
a campaign mode, the State took initiatives to form and train the School
Management Committees across the State. A module for training of SMC members
was developed and training programmes were conducted in 2011 across the State. This
will be further supported in 2012 to ensure that the SMCs are able to carry out
their roles as envisioned in the RCFCE Act.
2.
‘Shiksha
Chetna Abhiyan’:
A massive State-wide campaign for sensitizing community members on the RtE Act
and encouraging children to enroll in schools as well as highlighting the need
for functional sanitation services and promoting hygiene practices was
conducted from 15th to 21st April 2011 through community
participation. Department of Rural Development, Department of ST & SC
Development and UNICEF office for Odisha collaborated in this effort. The RtE
Cell provided technical support in strategy development and in facilitating
implementation of the same.
Equipping teachers better: Teachers’
Training
Samarthya:
An integrated in-service training programme for teachers has been
initiated. The training comprises both content based and theme- based modules
(National Curriculum Framework and Right to Education and Continuous and
Comprehensive Evaluation). 1, 37,836 teachers across the State
out of the targeted 1, 72,892 have received training for 20 days.
Protecting their rights:
Grievance redressal
State Commission for
Protection of Child Rights (SCPCR): The Govt. has
notified for the constitution of the SCPCR on 25th November, 2009
and the appointment of Chairperson has been made subsequently made on 13th
September, 2010. SCPCR is currently functional with one Chairperson and support
staff and is an area which is planned to be strengthened in 2012.
Grievance Redressal
Cell and School Students’ Helpline: The Department
has constituted a dedicated Grievance Redressal Cell and has set up a toll-free
Helpline no. (1800-34567-22) for redressal of grievances related to teachers and
school students in the State. The Grievance Redressal Cell is actively engaged
in hearing, enquiry, follow-up and redressal of cases from teachers, officers,
parents and children. A total no. of 7,816 calls have been registered in the
Cell, out of which 1,518 cases pertain
to MDM, 72 cases to ST & SC Development Department, and are sent to
relevant authorities (MDM Cell and ST & SC Development Department respectively)
for enquiry. There are 139 calls that need no enquiry, i.e. calls of
appreciation, and acknowledgment. The rest 6,117 cases are assigned for enquiry
by the DI, DPC and CI of respective districts, out of which reports for 4,615
cases, i.e. 75.5% have been received and 2,469 cases are fully complied with
and closed. 885 cases were found false after enquiry (all figures as on 16th
March’12). All schools have displayed this number on their walls and many
students and parents have benefitted from the prompt action taken on their
calls. Case studies of remarkable experiences and of significant nature have
been documented in the form of a handbook named Sampark (may also be downloaded at
http://www.orissa.gov.in/schooleducation/pdf/Sampark.pdf)
Tracking Our
Performance: Monitoring Mechanism (‘Samiksha’)
Samiksha:
A statewide monitoring mechanism is in place since November 2010.This mechanism
tracks the performance of schools against 85 indicators on a monthly basis to
track performance of all elementary schools in Odisha.
Indicators
under Samiksha cover various aspects of RTE, under the categories of School
Environment, Curricular Programmes and Co-Curricular Programmes,
School-Community Linkage, School Management, and MDM. A range of printed
formats for this purpose are used by the officers. About 6,000 officers
including State Monitoring officers, DPCs, DIs, CIs, SIs, BRCCs and CRCCs have
been trained in phases. A dedicated Performance Tracking Cell (supported by
UNICEF) has been functioning in the School and Mass Education Dept. to manage
the school monitoring process. The Cell tracks the monitoring process and
provides analysis of data and district & block ranking for each month to
the District Collector and DPC for review and follow up action at their end on
monthly basis. In addition to this, selected State level officials have been
designated one district each for close monitoring of key initiatives resulting
in identification and analysis of gaps in implementation and assisting the
District Project office by suggesting
guidelines and district-specific strategies for improvements based on the needs
and field-based situation.
In words and images: Documentation of RtE
Initiatives
The RtE Cell has documented the initiatives of RtE in
the State in the form of reader-friendly booklets for wider dissemination and
awareness. Specific interventions like success stories under School Students’
Helpline have been documented in booklet named “Sampark”. All initiatives of the School and Mass Education
Department in implementation of RtE can be found documented in the booklet
named “Sambhav”. Both Sampark and
Sambhav have been released by the Chief Minister of Odisha, Sri Naveen Pattnaik
on Children’s Day (14th Nov’11) at the annual State level children’s
event.
Ongoing Programmes
a. Continuous and
Comprehensive Evaluation (CCE) process: The State
academic authority, Directorate of TE & SCERT has taken steps towards the formulation
of guidelines and support materials for implementation of Continuous and
Comprehensive Evaluation at the elementary stage in the State. The following
are updates on the same:
·
Draft State framework
for implementation of Continuous and Comprehensive Evaluation at the elementary
stage is ready and being reviewed by experts.
·
Draft teacher’s manual
on CCE is ready for review. There are two volumes – one for primary stage
(classes 1-5) and the other for the upper primary level (classes 6-8). Each
volume is designed to provide adequate insight into the two critical parameters
of CCE- ‘What to assess in each domain of learning and development?’ and ‘How
to plan and what tools/techniques are necessary for assessment?’ The Manual
describes the concepts and sub-concepts in the lessons, expected learning
outcomes and suggested tools and techniques to assess students’ progress in
line with the Teacher’s Handbook ‘SAMADHAN’ provided by the State.
·
A training package on
CCE for training of elementary school teachers is developed and is being
reviewed by experts. The training package consists of themes that have been
designed to provide comprehensive knowledge and skills required for effective
planning and implementation of CCE in different areas of students learning and
progress.
b. Special Training: State academic authority, SCERT has developed
the Curriculum for special training and materials for main-streaming children
admitted into age-appropriate classes as per the RCFCE Act, 2009. ‘Special
Training Programmes’ are expected to be implemented during the ensuing academic
session (2012-2013).
·
The State Framework for
‘Special Training’ of children admitted into age-appropriate classes has been
prepared
·
The syllabi and the materials
for special training have been prepared.
·
The training package
for orientation of elementary school teachers on administration of Special
Training are under preparation. This shall be completed by the end of February,
2012.
a.
School Development Plan: OPEPA has currently initiated the process of
facilitating the newly formed SMCs towards preparation of School Development
Plans (SDP) for all schools across the State. Consultations at the State level
have been conducted and required guidelines have been developed. 4, 89,763
members of 54,848 schools and members of local authority have been oriented on
SMCs in RtE in a 3 Day capacity building programme ‘SAHAJOG’.
b. Inclusion: 1, 30,939 Children with special needs have been
identified and 1, 26,162 have been enrolled in schools. 601 Block Resource
Teachers (BRTs) have been trained to support CWSN at the block level and
1,14,472 aids and appliances have been distributed, 49,666 ramps have been constructed
and 5474 sets of Braille books have been supplied to schools. As a focused
intervention for girls NPEGL has been implemented in 3,159 clusters of 190
blocks in 27 districts and 2,606 Model Cluster schools developed to provide
vocational training. 182 Kasturba Gandhi Balika Vidyalayas (KGBVs) are
functional with 16,819 students enrolled and provided hostel facility. 1,374
teaching and non-teaching staffs have been posted.
c.
Recognition of Private Schools and Awareness
generation on RTE:
The Department is planning to initiate a more rigorous awareness drive on RTE
provisions, targeting the private schools across the State. This drive will
also ensure recognition of the schools as per the notified norms of the State.
Currently efforts are on to reach out to private schools through mass media
print ads so as to boost the admission of children from disadvantaged groups
and weaker sections in 25% reserved seats in private schools as per RTE Act.
Challenges in the implementation
Process:
a)
Capacity
building and quality of teachers: The
proper implementation of the Act depends largely on the teachers and their
understanding of the provisions of the Act. This demands a transformation in
the approach, i.e. from welfare to rights-based approach. Towards this end,
continual sensitization and capacity building process is essential. To enhance
the quality of education imparted in the schools, trained and quality human
resource is one of the most important aspects. Despite the intensive efforts by
the State to implement the Act in letter and spirit, several violations of the
Act are still observed at school level. Hence the resources necessary for
recruiting quality teachers, and their capacity building have to be adequate as
well as ensuring supportive supervision mechanism in place. Ultimately, the
presence of adequately trained teachers should result in better learning
outcomes for children.
b)
Inclusive
education: There
are several barriers to inclusive education in the State, infrastructural and
social being two of them. School approach roads, classrooms, and toilets are
yet to be barrier-free for Children with special needs, making access a big
concern for such children. Several instances of caste-based discrimination have
also been noticed in classrooms. These mostly go unnoticed as they are
unwittingly considered as ‘normal practice’.
This requires focused interventions and attitudinal change over a period
of time. In addition, the training and awareness of the teachers to support
children with special needs in a mainstream programme has a long way to go.
c) Capacity building of SMC members:
Under the provisions
of the Act, the SMC members hold significant rights and responsibilities
towards the management and development of the schools. However the extent and
quality of engagement and ownership that the Act expects of the SMC can hardly be
achieved without a dynamic and evolving mobilization and sensitization process.
The duties of the members will only be justifiably functional if their rights
are understood and asseRtEd. The Act also demands profound involvement of the
members with the school and community in preparing the School Development
Plans, for which the SMCs require significant handholding and facilitation from
other sources, as well as requires nurturing time for them to evolve as
institutions. This requires engagement of several stakeholders, most
importantly, the civil society, in bringing about the required changes.
d)
25%
reservation in private unaided schools for children belonging to weaker
sections and disadvantaged groups: This
provision under the Act is made with a very far-reaching intent and vision for
the children belonging to weaker sections and disadvantaged groups. However,
the modalities for implementation of the same is clouded by several concerns,
like resistance from the private unaided schools, reimbursement procedures for
such children’s expenditures, feasibility of provision of MDM to such children,
etc. There are also practical concerns about such children being discriminated
against within the school. This requires consultations at various levels so as
to come up with feasible solutions, and strong monitoring mechanism to prevent
violations.
