schools in the district

           Present Status of Primary and Upper Primary Schools :

In district Bhopal there are 631 Primary schools and 193 EGS have been upgraded to PS. Hence there are 824 PS in all, 337 Middle School are functional to fulfill the upper primary education requirements of the district. Besides these government institution Bhopal has a number of private (Govt. aided and without aid) schools. At primary level  23 schools are government aided and are unaided private schools where 337 middle schools are awarded government aid and 1297 are recognized but unaided private schools at Upper Primary level.

district Bhopal there are 631 Primary schools and 193 EGS have been upgraded to PS. Hence there are 824 PS in all, 337 Middle School are functional to fulfill the upper primary education requirements of the district. Besides these government institution Bhopal has a number of private (Govt. aided and without aid) schools. At primary level  23 schools are government aided and are unaided private schools where 337 middle schools are awarded government aid and 1297 are recognized but unaided private schools at Upper Primary level.

Number of Anganwadis and ECCEs

Number Of Teachers in Primary Schools, EGS and Upper Primary Schools

Status of Gurujis of Upgraded EGS Schools

Status of Teacher’s in Govt Pri. & Upper Primary  School’s.

Efforts made in 2006-07

§        Modernization of Madarsas

Madarsa were established to impart modern spiritual education. Under modernization of Madarsa scheme these Madarsa hase been taken up under SSA which have been supported by providing free textbooks, school grant, teachers grant and training to teachers. Syllabus the Madarsa should also teach Hindi, English and Mathematics and Science.

There are 281 Madarsa functioning in the district in which 15278 children are enrolled. The number of teachers in these Madarsa is 652 Training of all Madarsa teachers would be carried out under the supervision of DIET. Textbooks of same curriculum as in primary schools will also be provide to all the children of Madarsa.

Ø      -------Madarsas Schools under "Modernisation of Madarsas scheme under SSA were supported by providing training. Under this  ------teachers of Madarsas where imparted with a training of 20 days duration.

Ø      ---------children of Madarsas were provided free textbooks. These are the children who were not enrolled in government schools.

Ø      In addition, school grant of Rs 2000/- was distributed to -----Madarsas

Ø      Teacher grant of Rs 500/- was provided to --- Madarsa teachers (i.e. maximum 2 teachers per Madarsa).

v                 Resource room preparation in each DIET/ZSK

Resource room is being setup in DIET where in different aids and appliances and TLM developed & used by CWSN will be displayed and exhibited. This room will be used as a training resource center during various IED trainings. DIET lecturers have been trained under PGPD course on the use of aids and appliances for CWSN. Some materials of resource room are as follows:

For Visually Impaired Children: Braille writer, Braille papers, Talking books and Cassette recorders, Goggles-cum-spectacles, Vision testing charts, long cane folding sticks, counting devices, special lamps etc.

For Hearing Impaired Children: Portable audiometer, portable speech trainer, group hearing aids, loop induction system, individual hearing aids, tape recorder with blank cassettes, ear mould laboratory etc.

For Orthopedic Impaired Children: Adjustable furniture, thick pens, wheel chairs, crutches, calipers etc.

For Learning Disabled Children: Overhead projector, tape recorders, clock (Time perception), worksheets, workbooks, pictures, boards, charts slides, education toys, sand slates, blocks, and models of letters numerals

For Mentally Retarded Children- A few test materials like the Raven’s Progressive Matrices, Indian adaptation of Weschler Intelligence Scale for children, Standford - Binet Test and other Indian tests will be made available at the block level for testing the mental ability of the children. Simple's protective tests will also be made available. The resource room preparation is in progress at present.

  Monitoring & Supervisioning

The project outcome is seen as Universalizing Elementary Education, which is evident in the following critical indicators.

Programme indicators

·              Universal Access

·              Universal Enrollment

·              Universal Retention

·              Universal Achievement

Process Indicators

 ð                 Evidence of increased access (Higher enrolment and physical access), lower repetition rates and higher retention rates.

 ð                 Evidence of increased quality in the delivery of primary education with respect to teaching learning processes, pedagogical renewal, teacher development and distance education and learning achievement.

 ð                 Impact of increased community participation and ownership especially in improving access, enrolment, retention and achievement.

 ð                 Extent of benefit to the special groups.

 ð                 Evidence of organizational change in institutions such as SCERT and DIETs to improve the focus on the new pedagogy and school level improvement.

 ð                 Convergence and co-ordination among key resource institutions and structures and formulation and implementation of institutions and structure.

 ð                 Extent of autonomy and decision-making powers at district and sub-district level structures.

 ð                 Progress of programme implementation in physical and financial terms.

 8.1    Proposed School Improvement Plan: -

School improvement Plan is prepared by teachers of that particular schools in consultation with PTA under the guidance of CRC at Cluster level /BACs and BEO/BRCs and Block incharge of DIET at JPSK level and at ZSK level DEO, DIET Principal, DPC and State level personnel in the District.

The school improvement plan will be implemented in phased manner so that all schools in the district are covered within a quarter and followed up again in successive quarters.

§                    Adoption means:

·              Teaching and directly making efforts for improvement.

·              Skills and competencies earned to be tried out in the schools adopted.

·              Remedial measures to be finalised.

§                    Intensive monitoring means:

·              Supervising and diagnosis of learning processes.

§                     School visit means - The supervisor has to spent full day in school and observe the teacher while teaching, teach the children directly, talk with parents and teachers, initiate work for improvement, checking records and children's books and testing the children on the spot.

The key educational indicators to be addressed, improved and appraised are enrolment, attendance, retention and achievement along with the quality of district's own monitoring capacity. Thus, the idea is to create a common agenda for quality improvement at the ground level and bring it under rigorous academic support, monitoring and appraisal.

Focus areas (of selected schools) to be observed, improved, reviewed and reported at each level.

The expected outcome of SIP is to ensure improvement in achievement level of children.

8.1.1  Design of SIP

Monitoring Structure

·                    Cross check and appraisal (through duplication) at district and state  levels

·                    District level agencies (i.e. ZSK and DIET) cross check the achievement level of those schools which have already been adopted and monitored by Jan Shikshaks, BRCCs and BACs.

·                    Appraisal of those primary schools is done by OICs which have been adopted/taken for intensive monitoring by Jan Shikshaks, BRCCs and BACs and appraised by district level agencies (ZSK and DIET).

 8.1.2    Results expected through SIP :

·                    All the agencies at each level (i.e. ZSK, DIET, JPSK and JSK) are to ensure improvement in achievement level of children in adopted schools as well as those schools taken for intensive monitoring.

·                    Basic competencies in Mathematics, Hindi, EVS & English are to be developed in children by all the agencies at each level (i.e. ZSK, DIET, JPSK & JSK.)