SSASSA

Executive Committee of the National Mission5th December 2013

SSA Goals aligned to RTE Act, 2009• All children in schools;• Bridging gender and social gaps;• All children retained in elementary education;

and• Education of satisfactory quality

Number of SchoolsIn lakh

Source: DISE

Gross Enrolment Ratio

Source : DISE

Primary Upper Primary

03-04 12-13 03-04 12-13

% share enrolment ST

(population share 8.6% as per census-2011)

10.13 11.31 8.23 9.75

% share enrolment SC

(population share 16.6% as per census-2011)

19.89 20.57 19.11 19.47

% share enrolment Muslim

(population share 13.43% as per census-2001)

10.49 (2007-08)

14.20 8.54 (2007-08)

12.11

Bridging social gaps

Source : DISE

% share of enrolment SC, ST, Minority

Children With Special Needs

Components Progress in 2005-06

Progress as on 31st March, 2013

% increase

CWSN identified 22.04 lakh 32.19 lakh 46.05

CWSN enrolled in schools 17.15 lakh 27.64 lakh 61.16

Resource Teachers 4693 18358 291.18

Aids & appliances 3.99 lakh 28.05 lakh 603.00

Teachers training (RCI module) 27252 1.44 lakh 430.69

IE as a part of annual in-service training of teachers

22.61 lakh 31.16 lakh 37.82%

Training of Teachers (3-6 day on IE) 12.11 lakh 24.91 lakh 105.70%

Retention: Completion of Elementary Education

Source :DISE

Dropout Rate – SC & ST

Source: SES

Residual gaps in OoSC- 2013

- Oosc <1% of the target child cohort- 22 lakh oosc reported by States for 2013(0.58 %)-2 studies done on estimation in 2005 and 2009, third study commissioned. -49% OOSc are girls and 51% boys-Highest % oosc Rajasthan (4,10,957), Bihar (2,71,096), Jharkhand (2,80,617)-Number of districts with large number OOCS- Rajasthan (7), Bihar (dispersed), Jharkhand (4), Haryana (2), Karnataka (1), Gujarat and Andhra Pradesh (urban areas)

Special Training for Out of School Children2013-14

Intervention Target Achievement % achievement

No. of Centres

Special Training (Residential)

311334 147527 47% 2951

Special Training(Non Residential)

1141580 569639 50% 28482

Migrant Children 202411 53433 26% 1069

Madarsa/ Maktab 131170 25384 19% 452

Total 1786495 795983 44% 32954

As on 30.09.2013

Transition Rate (Primary to Upper Primary)

Source: DISE

12

Primary Schools

•2,07,596 primary schools sanctioned up to 2012-13; 2,01,271 (97% ) are operational. Balance in West Bengal (2,817), Uttar Pradesh (657), Bihar (614), Uttarakhand (423) and Kerala (263)

•In addition, 1135 PS sanctioned in 2013-14; Out of which103 (9%) are opened. Balance in West Bengal (427), Odisha (412) and Nagaland (93).

Upper Primary Schools

•1,59,2794 upper primary schools sanctioned up to 2012-13; 1,54,362 (97%) are operational. Balance in West Bengal (3,450), Odisha (524), Bihar (224), HP (160) and UP (118)

•In addition, 220 UPS sanctioned in 2013-14; Out of 111 (50%) are opened. Balance in Nagaland (39), Jammu & Kashmir (27) and Arunachal Pradesh (25).

24 States reported universal access at primary and upper primary level as per their State norms.

Universal Access

Other initiatives for universal access

Residential Facilities

•790 residential facilities with capacity of 86,750 children sanctioned for sparsely populated rural areas and for urban deprived children

•753 operational (95%), with enrolment of 72 thousand children (83%).

•Balance in Arunachal Pradesh (14), Maharashtra (9) and Haryana (4)

•Vacant seats - in Chhattisgarh (2861), Andhra Pradesh (373) and Rajasthan (254)

Transport /Escort

•Sanctioned for 1,47,577 children from remote habitations, facing physical barriers to access schools and urban deprived children.

Progress of civil works

Declining trend in civil works requirement as demand fulfilled in States

Activity TargetsCumulative

Achievement (completed)

In progress Not Started

Primary Schools 197206 171105 14474 11627

Upper Primary Schools 109631 100202 6288 3141

Additional Class Rooms 1803935 1511438 235588 56909

Drinking Water 231197 219268 4182 7747

Toilets (all toilets) 881437 697022 130738 53677

SC Districts(61)

ST Districts(109)

Minority Districts(88)

Opening new PS 180 16% 498 44% 68 6%

Opening new UPS 52 16% 68 21% 13 4%

ACR 12 2% 773 27% 255 9%

Construction of new PS 137 6% 506 27% 221 12%

Construction of new UPS 2 2% 66 43% 22 14%

Teachers 350 21% 405 24% 120 7%

Residential Hostel

2 22% 0 0%

0 0

Total allocation (Rs in lakhs) 546926 13% 529488.54 12% 829220.2781 18%

Sanctions in SFDs in 2013-14

School Infrastructure

Source: DISE

Pupil Teacher Ratio

Source: DISE

Pupil Teacher Ratio

Source: DISE

2005-06 2012-13>30 <30

Pupil Teacher Ratio

*As on Jun-13

Recruitment and redeployment of teachers required in some States

Subject tested Mathematics,Language

Mathematics, Language,

Environmental Studies

Mathematics, Language, Science

Social Science

Background Questionnaires – Student, Teacher and SchoolSample Size-Cycle III 1.50 lakh children

(tentative)/8364 schools

1.22children /6411 schools

1.50 lakh children (tentative)/8015 schools

Survey CyclesSurvey Cycles

Learning Outcomes

* Was to be completed by October 2013

Learning Outcomes: Class VReading Mathematics

DirectionDiff in Mean % (Cycle III -

Cycle II)State/ UTs No. of States in a Color Band

19.52 UTTAR PRADESH 1

NIL

8.92 TAMIL NADU8.11 MADHYA PRADESH7.28 UTTRAKHAND7.10 JAMMU AND KASHMIR6.68 RAJASTHAN6.26 DELHI6.11 DAMAN & DIU

4.49 ORISSA4.12 PUNJAB3.72 TRIPURA2.23 NAGALAND1.99 CHHATTISGARH1.10 A & N ISLANDS*

-0.11 WEST BENGAL*-0.40 ASSAM*-0.81 KARNATAKA*-0.95 MEGHALAYA*-1.66 MAHARASHTRA-1.89 SIKKIM-2.44 GUJARAT-3.98 HIMACHAL PRADESH-4.01 HARYANA-4.24 JHARKHAND

-6.42 GOA-6.70 ANDHRA PRADESH-6.96 MIZORAM-7.51 KERALA-8.25 CHANDIGARH

-12.26 PUDUCHERRY 1

10.00

5.00

0.00

Note: ' * ' Diff. NOT Significant (5)

Performance in Cycle II vs Cycle III in Mathematics

-5.00

-10.00

10

6

5

7

15.00

14

16

DirectionDiff in Mean % (Cycle III -

Cycle II)State/ UTs No. of States in a Color Band

16.28 UTTAR PRADESH 1

14.75 JAMMU AND KASHMIR

12.83 DELHI

10.75 TAMIL NADU

10.21 MEGHALAYA

9.95 A & N ISLANDS

9.9 UTTARAKHAND

9.31 KARNATAKA

8.45 RAJASTHAN

8.02 DAMAN & DIU

7.39 MIZORAM

7.31 ORISSA

6.86 HIMACHAL PRADESH

6.48 ASSAM

5.88 NAGALAND

5.55 ANDHRA PRADESH

5.29 MADHYA PRADESH

3.85 HARYANA

3.16 SIKKIM

3.04 CHANDIGARH

1.5 MAHARASHTRA

1.35 PUNJAB

1.02 CHHATTISGARH*

0.35 TRIPURA*

-1.47 PUDUCHERRY*

-2.13 WEST BENGAL

-3.18 GUJARAT

-3.33 KERALA

-3.87 JHARKHAND

-8.47 GOA 1

15.00

10.00

12

5.00

Performance in Cycle II vs Cycle III in EVS

7

Note: ' * ' Diff. NOT Significant (3)

5

-5.00

0.00

4

24

6

Class-V

Cycle-I Cycle-II Cycle-IIIEVS 50.3 52.19 55.73Mathematics 46.51 48.46 45.19Language 58.87 60.3 62.09

50.3

46.51

58.87

52.19

48.46

60.3

55.73

45.19

62.09

40 45 50 55 60 65

EVS

Mathematics

Language

Comparison of Cycle I, Cycle II and Cycle III – Class V

Cycle-III Cycle-II Cycle-I

Achievement at National Level: Class VAchievement at National Level: Class V(Cycle I -2001-02, Cycle II- 2005-06, Cycle III- 2012-(Cycle I -2001-02, Cycle II- 2005-06, Cycle III- 2012-

13)13)

Class VIII NAS Round 3, provisional

Class VIII NAS Round 3, provisional

Class VIII NAS Round 3, provisional

Quality Programmes Initiated Early grade foundation programs for reading, writing and Maths – All

States, different approaches

Focus on Science/ Maths at upper primary- All States

Curricular and evaluation adaptation for CWSN (all disabilities) by NCERT

for primary level

State Level Achievement Surveys

Finalization of Quality Frameworks at National level

• Class-wise learning outcome indicators (6 States have done)- National by NCERT

• School performance standards and indicators (5 States have done)- By March

14

• Teacher performance indicators

• School Leadership & governance training programmes (10 states initiated) –

National by December 13

Foundational programme focussing on reading, writing and comprehension

Different approaches adopted by states •ABL methodology- Tamil Nadu, Puducherry, Karnataka, Gujarat

•Whole language approach (children introduced 1st to meaningful text) - Chandigarh, Uttar Pradesh, Himachal Pradesh, Uttarakhand , Punjab, Haryana

•Phonics / balanced approach (Phonetics- children introduced 1st to alphabet and alphabet sounds, balanced- combination of both ) - Andhra Pradesh, Bihar, Chhattisgarh, Jharkhand, Madhya Pradesh, Maharashtra

Support from National levelNCERT has•Dedicated team focused on early reading •Pilot project on early reading in Mathura completed•Exemplar graded readers (Barkha) developed •List of children’s literature appropriate for supplementary reading in classes 1 and 2 on website•Teacher training package with resource material •Assessment tools used in Mathura on NCERT website•5 regional workshops to share learnings from pilot/ support states

The Ministry has engaged a Chief Consultant dedicated to early classes’ Foundation Programme

Focussed programme for Mathematics in classes 1 and 2

• Dedicated team at NCERT since 2007• A kit comprising 12 items has been designed• Field trial of kit items currently underway in schools in

government schools in Delhi• New items being developed and designed to include in kit• Developed teacher training module / teacher guide for

teaching of mathematics in primary grades• A resource book with poems, riddles, folk tales related to

mathematics under process of development • Nodal officers at RIE s to support states in designing

programme and capacity building of state resource persons

Suggestions to States

• Dedicated teacher for classes 1 and 2 for reading and maths programme

• Dedicated period for independent reading by children in school time table

• Setting up of reading corners in classrooms for classes 1 and 2

• Select children’s literature, graded readers and other print material to be part of a print rich environment in the classroom

• Teachers to ensure children are engaged in meaningful learning activities in the classroom

Focused Science & Mathematics at UPS –Cont…….

• Special worksheets developed for Maths & Science eg in MP, UP, Kerala.

• CAL modules/ e-programs on Maths/ Science developed in house by States like Mizoram, Delhi, Sikkim , Kerala while other like Chhattisgarh, Karnataka are using pre developed Science and Maths CAL modules.

• Sharing of Teaching learning materials developed by different districts done in Uttarakhand , Odisha , Jharkhand through Metric Melas.

Focused Science & Mathematics at UPS

• All States committed during PAB to run specific outcome based programs for enhancement of teaching-learning of Science & Mathematics at UPS level

• 14 States have initiated activities• Specialized training for UPS Math teachers done in

many States eg. Haryana , MP, Rajasthan , Delhi , J&K, Punjab.

• Specialized training for UPS Science teachers– for eg. Haryana , MP, Delhi, Rajasthan, Bihar , J&K, Andaman & Nicobar, West Bengal, Punjab etc

• Science kit developed by NCERT

Performance Indicators for Teachers (PINDICS)

• NCERT developing PINDICS for elementary school teachers, 1st draft ready

• Self-assessment by the teacher at least twice a year• Assessment by Head Teacher/CRC/BRC coordinators also

twice in a year; using teacher’s self-assessment record, observation of actual classroom processes and dialogue with teachers, students and SMC members

• Would be linked subsequently to QMTs and consolidated at Cluster, Block , District & State level

Learning Indicators to Measure Learning Outcomes

• NCERT – national level by November 2013• Six States - Andhra Pradesh, Bihar ( for primary

classes ), Madhya Pradesh, Karnataka, Uttar Pradesh and Odisha - has developed their own indicators

• Learning indicators includes stage-wise curricular expectations in all the subjects

• Will help teachers in focusing and understanding children’s learning- support to CCE

• Also a reference point for parents and State functionaries to monitor and report progress about the childrens’ learning

School Performance Standards & Evaluation

• National Level - NUEPA in process of development of Standards for schools and mechanism to evaluate schools

• Some States’ have developed own school evaluation mechanisms with respect to identified indicators eg.Pratibha Parva- MPGunotsav- Gujarat Sambalan- Rajasthan Shamiksha – Odhisa

• NCERT has shared revised Quality Monitoring Tools with States

State level achievement surveys

• 34 States sanctioned budget for conducting SLAS in the 2013-14, except Kerala which is using the State Budget.

• MHRD and NCERT conducted a three day Workshop for orientation and capacity building of States.

• 30 states have initiated the process of conducting SLAS.

Research Studies in Progress1) NAS – 3rd round Class 3 underway by NCERT

2) Assessment of available facilities for Primary and Upper Primary Education in Tribal Areas- 9 states. Final Report expected by end of December.

3) Assessment of facilities available for Primary & Upper Primary education in Muslim pre-Dominant areas in 13 states. Final Report by end of December.

4) Study of Students’ Attendance and Teachers’ Absence in 26 States. Data Collection complete; analysis / compilation in process.

5) National Sample Survey of Out of School Children. Final Report expected in July, 2014

6) National Evaluation of KGBVs in 24 States.

School Management Committees

• 8,28,522 SMCs constituted till September 2013.

• In 2013-14 Rs.12297.48 lakh approved for capacity building of 50,71,148 SMC members.

• Till September 2013, 12,53,607 SMC members trained.

• In 27 States/UTs, SMCs had initiated the process of preparing School Development Plan last year.

Monitoring & SupervisionP MIS- •Revived after 4 years, all districts enter details of physical/ financial progress quarterly online•Helps States and Department in better monitoringMonitoring Institutes•Since 2006, two year cycles•Fourth round of MI reporting•Districts covered have increased incrementally from 261 in 1st round to 661 in 4th round•Reports on website

Monitoring & SupervisionJoint Review Missions•6 monthly, with independent experts & developmental parteners, 18 JRMs so far•Next in January 14•Key findings recently have been to maintain levels of funding required, shift focus to learning outcomes, address residual equity issuesAudit•Annual statutory Audit- 23 States submitted for 2012-13 •Concurrent audit of all States/UTs in 2 years cycle by independent auditors – 2 rounds•CAG audit- 30 States audited in last 5 years, most > once .

Monitoring & Supervision

UDISE•On 4000 variables on website dise.in School report cards available on website www.schoolreoprtcards.in •District Report Cards •State Report Cards •National Flash Statistics •Annual ranking of States on Educational Development Index (EDI)

Financial Requirements• Estimation of Rs 2.31 lakh crore was made for five years o

• Total shortfall so far: Rs 26505 crore • Absorption capacity is there- utilisation Central Budget

Year Estimation GoI share as per estimate

Actual available Central funds

shortfall

2010-11 40503 26327 19838 6489

2011-12 43905 28538 21000 7538

2012-13 48152 31929 23876 8053

2013-14 48743 31683 27258 4425

year Utilisation (%)

2010-11 98.98

2011-12 99.36

2012-13 99.92

Intervention wise AllocationComponent Allocation

(Rs. In Crore)

Teacher Salary 27,422

Infrastructure 5,916

Textbook & Uniform 4,767

Others 4,187

Teacher Training & Academic support BRC/CRC

2,619

Project Management 1,453

Special Training 905

Total 47,270

• Questions?

• Thank you