SHIKSHAK SAMAKHYA TEACHER EMPOWERMENT PROJECT
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TEACHER EMPOWERMENT PROJECT - extracted text
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' STATE CO.U NCILf’OF ED UCATIONAL
RESEARCH & TRAINING,
MADHYAPRADESH, BHOPAL
&
UNICEF
cue
James Grant with
UNICEF Officers and
children at Dhar
iream
Community Health Cell
Library and Information Centre
# 367, “Srinivasa Nilaya”
Jakkasandra 1st Main,
1st Block, Koramangala,
BANGALORE - 560 034.
Phone : 553 15 18 / 552 53 72
e-mail : chc@sochara.org
>T0 : PRAKASH DEO
SHIKSHAK SAMAKHYA
TEACHER EMPOWERMENT PROJECT
PERCEPTION TO PRACTICE
STATE COUNCIL OF EDUCATIONAL
RESEARCH & TRAINING,
MADHYA PRADESH, BHOPAL
&
UNICEF
© SCERT, M.P.,Bhopal
UNICEF, Bhopal
PREPARED BY
RAMESH DAVE
RAMESH CHANDRA DUBEY
DR. SUSHMA HUKKU
GUIDANCE
H.G. OBHRAI, DIRECTOR, SCERT
JUDE HENRIQUES, UNICEF, MP., BHOPAL
Cor
FEBRUARY, 1995
1
TEACHER EMPOWERMENT PROJECT
(SHIKSHAK SAMAKHYA IN MADHYA PRADESH)
INTRODUCTION : Primary Education in Prime Focus
The
World
Conference
on
Education
for
All
in
Jomtien (Thailand) 1990 and the Delhi Declaration, 1993
declared four major goals to meet Basic Learning Needs
and agreed to evolve a frame-work for action for these
needs in the contexts of the goals. The major goals set in
Jomtien were—
(a)
Expansion
of
Early
Childhood
Care
and
Development activities.
(b)
Universal Access and
Completion of Primary
Education.
2.
(c)
Halving the present Illiteracy Rate, and
(d)
Providing Continuing Education for All.
Primary Education is considered to be CUTTING
EDGE of development. The Teacher Empowerment Project
envisages to intervene in the system of education through
the empowerment of teachers for using Primary Education
as a powerful agent of transforming not only the state of
Primary Education in Madhya Pradesh but also bringing
about social transformation. The project is also purported to
evolve such a methodology through which the teacher
community of the State might become autonomous and self
Pl
reliant in order to revolutionise the scenario of the Primary
Education in the State. This is the first project of its kind in
which the prime focus is on TEACHER, with the belief that if
the teacher is motivated, encouraged and reassociated with
the ancient glory and confidence, the entire process of
education will get transformed with better access, more
enrolment and higher levels of achievement.
3.
MADHYA PRADESH AND PRIMARY EDUCATION
The present State of Madhya Pradesh was formed
on 1 November, 1956. It has 5 major linguistic regions with
45 revenue districts and 54 education districts. There are
459 Development Blocks of which 174 Blocks belong to the
Tribal Welfare Department. There are 76,333 Villages and
106291 habitations in the State. The population of the State
according to 1991 census is 66.6 million. Thus it is the
largest State in the Country in terms of its geographical
area.
4.
The State is one of ten educationally backward
States in the country. According to 1991 census, only 43.45
percent of the population is literate of which the female
literacy rate is 28.39 and male literacy rate is 57.53 percent.
The State is covered by a wide network of 66849 Primary
Schools, 13977 Middle Schools (Upper Primary Schools)
and about 5000 High and Higher Secondary Schools. The
Fifth Education Survey reports that a Primary School is
available in the State at every one km. distance covering
93% of the rural population. At present there are about
18,000 villages/hemlets which do not have primary school
facilities at all. The State is also running 340 Non-formal
Education
Projects
with
about
[2]
34,000
Centres.
The
enrolment in the primary schools is reported to be 83.86%
of which there are 98.28% boys and 69.04% girls. The
drop-out rate from classes l-V is reported to be nearly 34%
5.
There has also been an increase in the population of
School teachers and most of the schools which were earlier
single teacher schools, have now been strenghthened as
two teacher schools. A large number of teachers (about
31%)
are
untrained.
are
There
hardly
10%
of school
buildings which have 5 class-rooms. Most of the schools
are devoid
of teaching
such
aids
as
Charts,
Posters,
Drawing Materials, Blackboards, Crayons/Chalk etc. and
where these things are available most of the teachers either
do not use them or they are not trained how to use them.
The common practice in schools is to begin with alphabet
and numerals with minimum use of play-way activities and
child centred teaching learning materials.
6.
the
The training of teacher has a very high importance in
Education
System
Elementary Training
of
the
Institutes
State.
are
There
of which 45
are
50
District
Institutes of Education and Training. They conduct a two
year certificate course in education at the pre-degree level.
Besides the institutional training system there have been
short term training and orientation courses known as The
Programme
for
Mass
(PMOST), Operation
Orientation
for
School
Teachers
Black-board (OB) training Courses
and other subject-wise inservice Courses held from time to
time.
7.
Inspite of the expansion in education facilities, the
Universalisation of Primary Education continues to be a
dream and there is still a large section of school going
children which either does not go to the school or for whom
[3]
the facilities of schooling are yet not available. The teachers
are the basic link between the school and the children in the
community. As most of the parents are themselves illiterate
and uneducated, the teacher assumes an important role to
establish the link between the school and the children. With
this powerful role of a teacher in mind, it was imperative to
EMPOWER TEACHERS
skills,
essential
with
suitable
materials,
classroom
teaching-learning
teaching
aids,
enrichment of content areas and classroom management
skills in order to ensure that effective and efficient learning
takes place in Classrooms with more activities and better
approaches. The constitutional commitment of providing
Elementary Education to all children between 6-14 age
groups
would
be
only
fulfilled
promoting
by
various
resources available in the State. The teacher is the most
significant
human
resource
and
there
are
about
two
hundred fifty thousand teachers working at the elementary
stage in the State. If their potential is positively utilised and
they are empowered, the cherished goal of Universalisation
of
Primary
impossibility.
by
With
concept
this
AD
2000
Education
in
will
not
be
mind
the
Teacher
an
Empowerment Project (Shikshak Samakhya) was launched
in
the year
1992 with
specific
targets of empowering
teachers and for it the project set the following objectives.
8.
OBJECTIVES OF THE PROJECT
i)
To
develop
achieving
a
the
comprehensive
goal
of
strategy
for
Universalisation
of
Primary Education by 2000 AD in the State.
ii)
To ensure that all children are enrolled and
complete
their five year primary
attaining
the
specific
Minmum
education
Levels
Learning in each subject at each standard.
[4]
of
To develop and try out a core set of activities in
iii)
up
order to build
capacity and
confidence
amongst teachers.
To launch the project initially in development
iv)
blocks of five selected districts and then to
expand it in all the districts of the DPEP and
the rest of the districts of the State phase-wise.
To create synergetic relationships and linkages
v)
with other institutions devoted to UPE, EFA
and TLC etc.
To Co-ordinate with the Department of School
vi)
Education, Government of India, Rajiv Gandhi
Shiksha Mission of the State and the UNICEF
for initiating,
expanding
and
evaluating
the
project.
9.
TEACHER EMPOWERMENT AND
SOME BASIC ASSUMPTIONS :
The Shikshak Smakhya Project has been developed
for the empowerment of teachers in order to create their
positive
interventionist
role
for
the
quality
of
Primary
Education in the State. Shikshak Smakhya means 'An
Equal Say of Teachers'. The project is one of the most
unusual
approaches to the
renewal and revival of the
school system through a radical process of teacher training.
The dysfunctional system has to be made functional and
classrooms
have
to
be
bright,
colourful,
attractive,
educationally functional suiting to the learning needs and
interests of children. The project is built upon the following
assumptions:
(i)
Every individual teacher is responsible for the
teaching/
learning
[5]
environment
of
his/her
classroom.
(ii)
Teachers have the potential to make schools
beautiful and learning interesting.
(iii)
if they are
Teachers get highly motivated
involved in decisions effecting their training
and teaching. If they prepare and use their
own
materials,
teaching/learning
they
develop greater confidence in themselves,
suppressed
discover
and
talents
gain
recognition from their peers, the children they
teach, and the local community.
(iv)
Peer support and awareness of new ideas
are
important
for
any
profession
and
particularly important for teachers working in
isolated and difficult circumstances.
(v)
support
Communities
teachers
only
children
are
schools
and
that
their
experience
and
their
when
they
see
enjoying
the
learning something worthwhile.
(vi)
Practising, successful, enthusiastic teachers
are the best people to train other teachers
and to mobilise community resources.
(vii)
Teachers
do
can
their
under
best
any
circumstances if they experience professional
administrative
satisfaction,
settlement
of
their
financial
support,
matters
and
redressal of other problems and recognition
from the govt, and the community.
(viii)
It is only highly motivated school teachers,
who can motivate primary school teachers.
Hence a trainer is not supposed to belong to
any training institution necessarily.
[6]
(ix)
quality,
High
approaches
cost
low
are
necessary if an innovative approach is to be
sustainable in the Indian context.
10.
PROBLEM IDENTIFICATION AND
FORMATION OF A CRITICAL MASS :
There
is
a
need
to develop
quick
Assessment
techniques and utilize microplanning and other techinques
to identify the magnitude of the various facts or dimensions
of the problems in the area of primary education.
(i)
Building consensus on the priority problems
that have been identified so that all agree on
the magnitude and the proximate, underlying
and basic cause of these problems.
(ii)
Building up a 'critical mass' of committed
officials and teachers within the department
for
implementation
of
the
This
project.
becomes an essential requirement to ensure
that the educational innovation is properly
implemented and continued over time.
(iii)
An immediate priority for the project is to
design, develop and establish a system of
assessment of levels of achievement based
on the accepted Minimum Levels of Learning.
The testing and measurement is being done
in a phased manner in the project areas.
(iv)
Formation
and
communication
building
up
implementation
plan
for
a supportive
of
a
advocating
and
environment
for
primary education at the village, block, district
and
state
levels.
[7]
Involvement of
political,
religious, tribal and other leaders as allies
supporting
primary
and
advocating
education.
The
the
cause
Panchayati
of
Raj
System has been established in the state by
elected representatives at the village, Block,
Sub-district and District levels. This is a major
intervention in the project in order to mobilise
community
support
for
in
schools
their
respective areas.
11 STRATEGY :
(I) Access to primary Education :
A Comprehensive Approach :
The TEP is being used as an effective device of
environment and capacity building
in order to
mobilise
human and material resource available in the community as
well as in the system. The TEP has made a positive
intervention in strengthening the existing school system by
creating favourable attitude of the community, teachers,
parents and administrators towards access to education for
all children irrespective of caste, creed and beliefs.TEP is
also
a
significant
strategy
of
linkages
between
Aanganwadis and primary schools, between
ICDS
Non-formal
education system and the Formal system, between mass
communication
media
and
mass
education.
The
TEP
strategy has also emerged as a powerful approach to
providing facilities of primary education especially to girls
and children living in difficult areas. While access has been
improved, the drop-out rate is considerably lowered and
retention
rate
has
been
encouragingly
improved.
The
achievement level of the learners in TEP areas is very
encouraging and schools are becoming centres of friendly
[8]
learning, co-learning and participartory learning with sharing
of experiences, resources and activities. Thus TEP is a very
strong
intervention
of
not
only
access
but
of
Gross-
Enrolment Rate (GER), Gross Retention Rate (GRR) and
Gross Achievement Rate (GAMR).
(ii)
Making the System Work :
The second essential strategy of TEP is to make the
existing system work more effectively, using the existing
cadre
of
teachers
and
administrators,
buildings
and
administrative infrastructure, rather than create a new or
parallel system.
Allied to this is the planned strengthening of the
teaching support networks and administrative infrastructure,
through building up of a "critical mass" of teachers within
each cluster and block, so that there is commonality of
purpose and interaction as professional colleagues, rather
than hierarchies defined by status.
Motivation of teachers to make a commitment to
children and to excellence in their teaching, and to take
pride in their own work and the achievements of their pupils
and their colleagues are at the core of the TEP strategy.
(iii)
Improvement of the Quality of Education
The third major strategy of the TEP is improving the
Quality of Primary Education. National policy on Education
1986
has
laid
great
stress
on
learners'
achievement.
Education for All does not mean merely involvement and
regular attendance of the learners in schools. The basic
objective of joining educational institutions/ centres is to
learn. Unless learning of the quality and nature nationally
accepted,
takes place
mere
[9]
attendance in
educational
institutions/ centres has no meaning. The project will pay
particular attention on improving the quality of education.
While the measures suggested in the other sections are
designed
to
take
education
to
everybody
bring
to
or
everybody to education, the emphasis is on ensuring quality
education for all children in the existing schools.
For improving quality of education the following
programme and measures have emerged from the above
strategy.
12.
PROGRAMMES
(i)
Building : An attempt is being
made to
ensure that there are at least two classrooms
in each school.
(ii)
Classroom improvement : Attempts
are
made to ensure that all the necessary repairs
are
completed
through
the
funds
made
available from the regular programmes.
(Hi)
Material
&
equipment
:
Teachers
are
encouraged to utilize the equipment provided
to them under various projects. In addition,
teachers are supported and encouraged to
prepare their own low cost materials.
(iv)
Availability of Textbooks : Efforts are made
to streamline the distribution and availability
of textbooks in schools within a month of the
reopening of schools.
MAKING CLASSROOMS ATTRACTIVE :
An important aspect of the project is to make the
existing classrooms colourful and attractive. The teachers
[10]
alongwith the students make their classrooms colourful and
attractive by painting stories from the textbooks on the
walls, preparation and display of a large number of relevant
and useful charts, painting a blackboard on the four walls of
the classroom from ground level to a height of 3 feet,
preparation of a "cloth board" and a "pocket board" and so
on. The school and district authorities have decided to paint
the classrooms in a distinctive pink colour to give the school
a proper identity. Further, as each school is becoming a
"Child Friendly School", on the outside of the school, the
words : "Bal Mitra Shala" is written alongwith the name of
the project.
13.
CONTENT OF EDUCATION
(i)
Learning Milestones : Within the framework
of
the
prescribed
Levels
Minimum
of
Learning and the given textbook, to work out
a monthwise detailed curriculum adapting the
content to suit local needs.
(ii)
To support the teacher and to provide a sort
of guide to the teacher in enabling him/ her to
transact the
curriculum
in
classroom,
the
Teacher's Handbook are being developed for
each class based on the Learning Milestones
developed. A suggestive list of activities and
teaching aids and their use in the classroom
is also provided.
(ill)
A small amount of Rs. 200 to Rs. 500 per
class per year is provided to schools directly.
The
teacher
headmistress
and
his/
directly
her
headmaster/
purchase
the
raw
materials that are required for the preparation
[11]
of various teaching aids. A suggestive list of
raw materials for preparation of teaching aids
is also provided. This amount also includes
funds for preparation of colourful walls and
blackboards for children.
(iv)
In addition, a large number of teaching aids
are
prepared.
outlines
To
support
pictures,
of
the
words/
teachers,
alphabet
are
printed and distributed in schools.
(v)
Worksheets
:
worksheets
for
a
range
of
which
cover
the
Developing
students
entire syllabus in the subjects of mathematics
and Hindi.
(vi)
Improving
of
quality
present
Hindi
and
need
be
revised
to
textbooks
mathematics
and
:
The
textbooks
based
on
new
methods of language teaching and learning
and realistic assumptions of basic arithmetic
Skills.
(vii)
Textbooks
for
education
non-formal
and
alternative centres need to be developed.
(viii)
reading
Supplementary
materials
and
teaching learning materials also need to be
developed
in
order
to
reinforce
further
learning.
14.
PROCESS OF TEACHING-LEARNING
(i)
Child centred learning : Given the vast
number of single teacher and two- teacher
schools
in
the
state,
multigrade
teaching
learning continues to be the main form of the
•
teaching- learning process. Towards this end.
[12]
suitable
materials
teachers
are
are
developed
and
support
this
to
equipped
process.
(ii)
Use of local environment : All the materials,
student activities inside and outside the class
are drawn upon the local environment.
(Hi)
Moving away from rote learning : The
project
lays
important
an
value
on
the
participative process for involving students in
their
own
learning
questioning,
through
inquiry, search in an atmosphere where the
student and teacher become equal partners.'
(iv)
Monitoring
classroom
curriculum
transaction
process
:
and
Innovative
methods for assessing the teaching learning
process in the classroom are evolved and
systematized. Observations, recordings and
work
done
the
by
conducted and
students,
activities
issues raised and queries
generated are some of the key indicators of
what is happening in the classroom.
15.
LEARNERS EVALUATION
Continuous
comprehensive
evaluation
:
The
learning Milestones that are developed are so organised
that they provide the key indicators in an operationalized
form to provide easy and reliable information about the
progress of each child at critical learning junctures.
16.
TRAINING APPROACH : ONE DAY WONDERS
(!)
Consistant
with
[13]
the
assumptions
above,
training
is
done
teams
by
of
practicing
teachers. It is completed in intensive blocks
depending largely on the numbers involved.
The
(il)
sequence
training
orientation
evolved
by
the
initial
has
been
at
activities
of
sessions
over
refinement
careful
a
relatively short period of time but with an
enormous cumulative experience.
(Hi)
using
Initially
programme
spaced
has
days,
the
quickly
and
training
evolved
so
expanded so rapidly in response to demands
for training,
that it has been
condensed,
so as to
use
refined
and
a concentrated
block of only one extended day; repeated
according to the numbers involved, so as to
enable
sufficient
time
for
activities
which
require teachers to make classroom teaching
aids and to work in groups of manageable
size to facilitate interaction.
During the initial training, emphasis is placed on the
following components :
*
Immediate
participation
of
encourage
activities which
all
teachers
interaction
through
and
break
down inhibitions;
*
Sitting
on the floor to
reinforce
equality among
participants;
*
Constant interaction with pictures, actions, dance
and
song
to
provide
a
multi-sensory
input
to
demonstrate the teaching of each component of
Class I Programme.
[14]
Visibility of the training and the changed school
so
appearance
that
the
local
community
can
appreciate the transformation and the enthusiasm of
the group;
use
Extensive
of
songs,
riddles,
dancing,
play
activities involving all participants, going through all
the Class I themes, such as numbers, letters, family,
spatial concepts (eg. the circle), colours, parts of the
body, country, fruit and other things to eat, names of
children,
transport,
etc.
based
on
demonstration
for
directions
Minimum Levels of Learning.
Step-by-step
guidance
and
transforming the classroom of every teacher. Great
importance is attached to the preparation of the
environment
of
the
(blackboard
classroom
wall
painted surface from floor to 3' height around the
room; bright painted pictures and colours above the
blackboard
ceilings;
creating
strategic
blackboard,
pocket
light,
attractive
placement
of
cloth
wall
board,
walls
and
teacher's
panels
for
attaching cotton- wool backed cut- outs of numbers,
words,
letters,
transformation
objects,
animals
immediately
etc.).
This
a
new
creates
environment in which children can learn;
"Testimonials" of experiences by members of the
training teams to give their honest impressions of
what
had
colleagues,
happened,
parents,
and
in
of
children's
community's
responses
terms
when they adopted the approach;
Pledged commitment by all present to make it all
happen, as captured in some of the songs;
Participant's comments and commitments;
[15]
Follow-up
expectations,
resources
contacts,
and
plans.
These programmes are repeated after a few months
with varying content depending on the progress of the
project activities.
17.
OTHER SUPPORT TO TEACHERS :
(i)
Monthly in-service meeting for all concerned
teachers in a school cluster area (Resource
Centre) to focus on the learning outcomes to
be achieved during that month and prepare
the necessary teaching
and
aids
develop
activities for more effective and enjoyable
teaching- learning in the classroom.
(ii)
Frequent
interaction
are
opportunities
provided to exchange views and experiences
which have to be result-oriented.
(Hi)
Educational
tours
and
visits
and
within
outside the state/ country are organised to
see
and
programmes
have
a
the
experience
primary
of
direct
bearing
innovative
education
on
which
improving
the
implementation of the project.
(iv)
Participation
workshops,
in
district
exhibitions
and
and
state
level
seminars
are
other activities for enhancing the capacity of
the officials and teachers.
(v)
Newsletters at state, district and block
levels : An effort is being made to support
the development and regular publication of
newletters focussing on the project activities
[16]
especially those of teachers and children.
This acts as a forum for teachers which is an
attempt
acquaint them
to
with
the
latest
techniques of teaching and learning, along
with innovative practices.
(vi)
DIETs
strengthened
being
are
and
academic
continual
to
support
provide
to
the
officers and teachers at the block, resource
centre and school level.
(vii)
Academic support groups are being set up in
each
to
block
supplement
inspection system.
Interested
the
existing
and capable
teachers/ head-teachers from the area are
selected and provided necessary training for
this purpose.
(viii)
Teachers
and
officers
are
supported
and
encouraged to undertake innovative projects
aimed at improving the quality of schools and
teaching aids as well as improving the quality
of teaching- learning in the classrooms.
18.
STRENGTHENING THE ADMINISTRATIVE
AND SUPERVISORY SYSTEM
(i)
and
Strengthening
implementing
administrative policies and instituting suitable
changes in procedures to support officers
and teachers in areas such as transfers,
promotions,
leave,
advances
against
provident fund etc. resulting in the speedy
settlement of teacher's grievances.
(II)
Officers are supported to develop a system
for
regular
monitoring
[17]
of
teacher
service
conditions within an agreed time frame. The
District Collectors are involved in monitoring
this aspect of the programme.
(Hi)
and
Strengthening the supervisory system
making
it
more
effective
for
providing
supportive supervision to the teachers rather
than the present inspection system which is
largely a fault finding device.
(iv)
Providing the supervisory staff with new skills
for
guidance
academic
undertaking
for
teachers and equipping them with suitable
skills for effective monitoring of the project
along key indicators.
19.
CONVERGENCE OF PROGRAMMES
(i)
Where problems of vicious circle of poverty
prevents parents from sending their children
regularly to school, attempts are made to
provide revolving funds for self-help groups
to
develop
processes
support
and
coordination
in
cooperative
with
other
programmes.
(ii)
The non-educational and other educational
programmes of the
coordinated
to
tribal
support
department
the
are
educational
processes in these blocks and villages and
families.
(Hi)
Supportive to formal primary education and
linkages
vice-versa,
close
established
with
the
ICDS
programmes.
In
both
these
are
and
being
TLC
programmes
efforts are made to develop similar strategies
[18]
which
in
turn
would
support
primary
education. All these activities are done in
collaboration with the Department of Women
and Children welfare and the Rajiv Gandhi
Shiksha Mission of the state.
RESPONSIBILITIES
20.
The project has developed a three-tier system of
sharing responsibilities:
TEP, Madhya pradesh
School Education
Tribal Welfare
UNICEF as a
Department
Department
support unit
21.
In Madhya Pradesh School Education System is
decentralised
and
operated
through
two
major
State
Government Departments. Out of 459 Development Blocks,
174 Blocks are under the sub-plan area with the tribal
Welfare Department and the entire school education system
of this area is managed by the Tribal Welfare Department.
Both
the
Departments
coordination
and
work
mutual
Providing
administrative
developing
Plans
of
in
functional
consonance
for
cooperation,
the
project.
and
academic
supports,
Action,
establishig
linkages,
constructing school buildings and and maintaining them,
producing-learning
materials,
supervising
teaching
learning activities and supporting the project activities are
the major functions of both the Departments in consultation
with the UNICEF. The UNICEF provides financial support
and other Resource inputs to both the departments. The
UNICEF Assistance is result and achievement oriented with
a decentralised approach. With all these three responsible
[19]
units of the project, there is an inbuilt dissemination system
which
invites
and
attracts
the
NGOs,
Panchayati
Raj
Institutions and the local community to participate in the
project with the skills and resources at their command.
PROJECT MANAGEMENT
22.
The project has also developed a three-tier system
of management. :
TEP Management
I
I
I
State level
District Level
Block level
The state level Management is basically responsible
23.
the
for
convergence
of
programmes
and
activities
conducted by various departments under TEP. The School
Education Department, Tribal Welfare Department and the
UNICEF work in mutual collaboration and consensus. They
draw state level plans of action and develop implementation
and operationalisation strategy in order to provide adequate
guidelines about the scope and aspirations of the project.
The District level and Block level systems are also made to
work
in
collaboration
in
order
to
provide
facilities,
opportunities, necessary support, guidance and monitoring
system to the project areas.
24.
PROJECT REVIEW-CUM-COORDINATION
COMMITTEE.
The Review-cum-coordination committee has a fourtier system-(i) State level (ii) District level (iii) Block level
and
(iv)
Village
level.
The
state
level
committee
is
constituted under the chairmanship of School Education
[20]
Secretary,
Secretary
the
Tribal
Welfare
Department,
Commissioner Tribal Development, Commissioner School
Education,
Director
Rajiv Gandhi Shiksha
Mission,
five
District Co-ordinators, representatives of' Social Welfare,
Women and Child Welfare Developments, Panchayat and
Rural Development Departments are its members alongwith
the Representatives of the UNICEF, Government of India
and
the
The
NCERT.
Director
SCERT
is
its
Member
Secretary. This Committee is responsible for constituting a
Task force to formulate policy guidelines and to create a
positive
support,
coordination,
monitoring
and
project
evaluation system at the field level. The District, Block and
Village level committees are responsible for creating an
effective support system for the operationalisation of the
at
Project
various
coordination
of
the
levels with
various
mutual
consultation
and
Departments
Development
working at all these three levels. The village level committee
named as VEC (Village Education Committee) receives
focus
special
because
it
Panchayat
functionaries,
community
workers
for
is
responsible
parents,
the
total
for
motivating
teachers,
children,
coverage
of
Primary
Education in the rural areas with special attention to girls,
SC/ST and other backward children.
25.
IMPACT OF THE PROJECT IN THE STATE :
The impact of Project is witnessed on almost all
sections
formal
or
informal
relating
to
the
UPE.
The
Samakhya approach has been able to revive and reinforce
the faith of teachers in their profession. For the first time the
teacher community of the state has been approached with
the positive intent to harness the talents of teachers. The
TEP is therefore known as the project of the teachers, for
the
teachers,
and
by
the
teachers.
From
the
top
administrative level to the field level primary school, the
project has created a culture of co-sharing, co-working and
co-learning with better inter-departmental co-ordination and
convergence of educational programmes and activities. The
project
is
also
known
as
a
process
of
educational
transformation and through it social transformation because
it brings about.—
(i)
Trust in teachers
(ii)
Partnership and pledge of the Panchayati Raj
Institutions.
(iii)
Cooperation and commitment of Collectors
and community
(iv)
Creative contribution of talented teachers and
other workers of the community.
(v)
Confidence of kids in learning activities.
(vi)
Administrative assistance to teachers.
(vii)
Political support from all parties and NGOS.
(Viii)
Better
coordination
and
collaboration
amongst various development departments.
(ix)
More social and political acceptance as an
effective model of the UPE, with better cost
effectiveness, and
(x)
Change in the existing concept of 'school' by
making it more child friendly, activity centred
•and
place
of
attraction
for
the
children,
teachers and the community.
26.
of
The TEP has a tremendous impact as the systems
education
in
other
states
[22]
of
the
country.
Gujrat,
Rajasthan,
UP,
West
Bengal,
Maharashtra,
Tamilnadu,
Assam states have sent their study teams to the project
areas and they are highly impressed and motivated after
observing the Samakhya activities with their own active
participation. The Samakhya Team of the state was also
invited
to
Rajasthan
to
demonstrate its training
model
known as ’one day wonders' in one of the districts of that
state. In order to further enrich the model, a team of five
Samakhya teachers was sent to Australia to study the
multigrade system of teaching especially in New South
Wales State.
The team visited about a dozen schools, both in
rural and urban areas, interacted with university Department
of Teacher Training and Director of schools. The Australian
Schools, their teachers and teaching aids have validated
the concept of Shikshak Samakhya especially in the context
of the multigrade teaching with single or two teachers in
primary schools. To sum up, it can be said that TEP has
now assumed a shape of not only a Movement but of an
Educational Revolution through teachers.
27.
The other note-worthy feature of the project is a very
happy and encouraging co-operation and coordination of
Four J's. -Jude Henriques, the State level Unicef Project
Officer is a moving soul behind the entire motivational
activity
of
the
project.
John
Rhode,
the
National
Representative of the UNICEF has been very enthusiastic
to support the project and the state UNICEF officers. Jim
Arvin the Asian Regional Director has been very supportive,
and the International Unicef Executive Director late James
Grant saw the project as the fulfilment of Gandhian dream
in Gandhi's country.
[23]
28.
OPINIONS
"Shikshak Samakhya has to be spread to
other parts of the country.
—Shri Girl,
Secretery, Govt, of India, Dept, of Education.
Although an appraisal of TEP is pre-mature,
Shikshak Samakhya is emerging as a very
cost-effective, efficient, culturally consonant
and sustainable approach to UPE in India.
—Jim Arvin,
Director, Asia Region.
Today we are gathered to see progress in
freeing
people
from
another
form
of
coloniality. You are liberating children, so that
they can acquire knowledge and use the new
citizenship
that
possible
for
Mahatma
them.
Gandhi
What
you
made
are
demonstrating here with your new techniques
and new teaching aids, you can accomplish
what may people have said ’It is impossible' I
congratulate you and I wish you to provide an
example for other districts in India and for
other countries in the World.
—Late Dr. James Grant,
Executive Director
International office of the UNICEF, New York.
[24]
The Government of M.P. made all the 1649
Primary
school
of
Friendly'
with
the
District
Dhar
’Child
Shikshak
Samakhya
Project in a period of less than
3 months.
This implied motivating the teachers on a
large
making
and
scale
transformation
of
complete
classrooms,
the
an
impossible task successfully accomplished.
—John Rohde ,
UNICEF, India.
29.
COMMITMENT TO TEP AT VARIOUS LEVELS :
Chief
Minister Sfiri
Digvijay
Singh
: The
Chief
Minister of the state has reiterated his faith in Shikshak
Samakhya, and appreciated it as a programme of teacher's
power for better primary education in the state.
conference
of
Chief
Ministers
held
in
June
In the
1994,
he
emphasised the need of expanding the programme in the
entire state.
30.
SCHOOL EDUCATION MINISTER :
Shri Mahendra Singh
The Minister, after seeing the thrill and enthusiasm
among the teachers, feels that the Samakhya activities are
the proof of teacher's strength and talent and it should
cover the entire state for improving the quality of education
and to make learning joyful.
31.
STATE MINISTER FOR SCHOOL EDUCATION :
Shrl Indrajeet Kumar
Shikshak Samakhya is a project of reviving and
[25]
restoring teacher's dignity and respect in the Community.
32.
COLLECTORS OF THE DISTRICTS :
The Collectors have started inviting the Shikshak
Samakhya teams to their districts with the commitments to
providing better facilities for good quality education. They
are supporting the schools and the teachers for making the
schools colourful attractive and joyful.
PANCHAYATI RAJ INSTITUTIONS :
33.
Shikshak Samakhya has also involved the elected
representatives of the Panchayati Raj Institutions at all the
three
levels. The
Samakhya is also addressed
to
the
Panchas and Sarpanchas for their active support. During
the one day orientation the Panchayat members are so
much impressed by the Samakhya Programmes that they
have adopted this programme as their own
and
have
pledged to provide financial assistance ranging between
Rs. 2000-8000 per annum.
34.
ADMINISTRATORS :
The District and Block level administrators have also
taken a pledge to support the Samakhya programme by
settling teachers, claims and grievances without any delay.
The heads of the
Institutions have given
autonomy to
teachers
innovative
and
for
using
techniques
under the Samakhya programme.
[26]
methods
35.
TEACHERS :
The
covered
teacher
under
absenteeism
in
almost
Samakhya
Shikshak
is
districts
all
considerably
controlled. More teachers are now regular, functional and
active in teaching learning activities through Samakhya
programmes.
36.
CHILDREN :
The Children enjoy the teaching-learning process
very much. They are achieving the minimum
levels of
learning earlier than the stipulated period for each level.
The black board strip on the walls and wall paintings of
stories are the most powerful participatory interactions of
learning activities. The children are regular in attendance,
they love to remain in schools and enjoy learning.
37.
project
The district covered under the Shikshak Samakhya
by
December
1994
are
Dhar,
Jhabua,
Panna,
Jabalpur, Tikamgarh, Betul, Khargaon, Raigarh, Rajgarh,
Guna,
Ratlam,
Satna,
Rewa,
Mandsaur,
Raisen,
Sidhi,
Shahdol,
Sehore,
Chhatarpur,
Sarguja,
Bilaspur
Rajnandgaon and Bastar.
Besides the
basic
five
districts of the TEP,
19
Districts of DPEP are also included in it and now all the 45
districts have to be covered under it with the support of the
Panchayati Raj system in the state.
[27]
LIST OF MATERIALS FOR PRIMARY SCHOOLS
Card Sheets
Scissors
Gum/Fevicol
Cotton
Card-Board (thin)
Khadi cloth (2 Pieces of 2 Metre each)
Plastic scale
Carbon Paper
Coloured Tissue paper
Marble paper
Cellotape (Small)
Sketch pen
Poster Colour (Small bottles)
Brush
Twine thread (Small bundle)
Chalk (White)
Chalk (Coloured)
Needle
[28]
Coloured Pencils (Crayons)
Blades
Seeds
Marbles
Wires
Fused electric bulbs
Broken pieces of glass and
China pots
Flannel
Plastic Cards
Maize stalks
Bamboo sticks
Dry leaves and flowers
Fallen feathers
country-clay
Wax.,
[29]
[30]
We all are for Samakhya—Panch and Sarpanch
Panchayati Fiaj Representatives with Samakhya pledge papers
in their hands
Women at learning in Samakhya Programmes
RAJKAMAL, BHOPAL
- Media
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