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Sarva Shiksha Mission Bardhaman |
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RESEARCH & STUDIES |
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Research is one of the important interventions of Sarva Shiksha Mission. Educational research can help to identify the weaknesses and give some opportunities to plan suitably for taking remedial steps. It’s also an integral part of success of any programme. The findings of research work, which is called evaluation, will help the teachers, administrators, educationalists and planers to look for ways and means for taking appropriate steps accordingly. Therefore, importance is to be given to research. From the various research and studies, some specific problems regarding drop-out, transition, repetition, completion, promotion, out-of-school children etc. have come out. Under this intervention, various qualitative & quantitative research & evaluation has been done. Through our various studies we see that a massive numbers of children drop out from schools in upper primary level. Occasionally the poverty of the family is one of the main cause and they are engaged as child labour for their poor family conduction. Lack of joyful teaching of the teachers is one of the causes of drop out of the children from schools. In some cases VEHC/WEHC, PTA and MTA participation is not upto the mark and some guardians are not interested to educate their daughters. Mode of teaching is conventional. Methodology of teaching is found unscientific and not innovative, specially is primary education, viz. no. use of TLM etc. There are some unavoidable socio-economic problems which are the main burden of the formal education system. To overcome such problems the District Project Office, SSM has to take many necessary actions. To motivate the out-of-school children the district SSM is going to open the Bridge Course Centres in our district. To develop qualitative teaching procedure many training programmes have been organised in every CLRC level. Besides these, School Chalo Karmasuchi and some special community participation programmes have been taken. Under this intervention, various qualitative & quantitative research & evaluation has been done. Here we can say about two studies, Istly, in the study of Educational Condition of the Minority Girls’ Students we can see that: a) Familial background of the minority girl students : v Overall family literacy rate is 73.66 % in the district and it is highest in Burdwan Rural area i.e. 76.44 %. v Minority girl children are all from large families with family size average seven in the district. In many parts it is 9 to 10. v In this study we can see that more sisters than brothers of the girls students are engaged in education. v Most of the mothers of the minority girls’ are housewife (87.71%). 35.53% fathers are engaged in agricultural work and 16.91% are works in unorganized sector. b) Performance of the minority girls in the schools : v Average retention rate in the district is 73%. It is highest in the rural area (81%) than urban (66%). The lower retention rate in the urban area might also reflect a sift of the students from the government schools to the private schools. v According to the minority girls’ last examination result (Grade), 51.44 % students are ‘Best’ performer and only 20.78 % are ‘Poor’ performer. Performance of the urban students (53.49 %) is slightly better than rural students (49.28 %). c) Minority girls’ personal view about the school education system : v 86.20 % of girl students having private tutor in the district and it is disgraceful for the teacher. The rate is higher in urban area than rural. The students say that their parents are illiterate for solving their home assignments. v 87.01 % family’s attitude is positive to send their girl child to school. 9.79% families have negative attitude to send their girl child to school. v In the district the rate of regularity of minority girls at school is 80.97 %. v 79.88 % girl student help in family domestic work. But only 4.23 % doing labour work for earning of the family. Many of these works could be conducted within the household premise. v 44.86 % minority girl student wants to be a teacher and 18.10 % want to be a doctor. v More than 75 % students say that teachers’ cooperation is good and 76 % say that teachers come to school regularly. v Overall 94.93 % in the district wish to continue their education. The rate is highest in the rural area (98.07%). d) Teachers’ view about these students : v 36.54 % head teachers giving special attention to minority girl student. 42.59 % assistant teacher giving special attention to this section girl student. v The head teachers (65.35 %) and the assistant teachers (76.98 %) argue that regarding the potential of hard working in study minority girls have no difference with other students. v 70.01 % of head teachers and 79.68 % of assistant teachers assess that intelligence of minority girls are equal with the other students. v Only 9.02 % of head teachers and 13.40 % of assistant teachers think that minority girls have more burden of domestic work in comparison with other students. v Most of the head teachers (72.15 %) and assistant teachers (80.05 %) argue that eagerness for learning by minority girls is equal with other students. v 83.34 % schools get adequate books and 95.26 % of students getting free text books from Sarva Siksha Mission.
From another study, Study of Anganwadi Centres, we can see, v Information about classrooms
1) At present 9278 numbers of sanctioned AWCs. Surveyed in 421 AWCs. 2) 24.47 % of AWCs are part of Primary school, whereas 40.38 % run in own houses of the centres. Only 7.13 % centre are situated in open space and 15.91 % in rented houses. 3) Overall 74.71 % centres are built by local panchayet and 19.41 % built by using other government aids. 4) Above 69 percent centre which have no own building runs in primary school or SSKs or MSKs or any other private building. About 27 percent run in any religious houses. v Information about Infrastructures 1) About 67 percent centres have one room and 26.13 % have two rooms. 2) From the survey it is found that, above 85 percent centres are safe for the children and 71.26 % are in good condition for preservation of goods. 3) Overall 70.78 percent AWCs are ‘pucca’, about 26 percent are ‘partial pucca’. Only 2.14 % and 0.95 % are ‘kuchha’ and ‘partial kuchha’. 4) 57.72 % have concrete roof and 36.10 % have tin sheds. Only 0.71 % have straw sheds. 5) In 84.80 % have floors, 82.66 % have doors, 78.38 % have windows, 57.39 % have varandas and 54.39 % have grills on windows. v Information about different facilities in AWCs 1. In 55.34 % have toilet and above 69 % have drinking facility, only 21.14 percent and 30.40 percent have electricity and playground. But about 43 % have open space adjacent to the centres. 2. 68.88 percent centres cook mid day meal in kitchen. About 37 centres use wood, 42.28 percent use coal for cooking. 3. According to the source of water for drinking purpose in the centre, 45.61 percent use tube well, 48 percent use tap water. No one centre use pond water in the district. Some centres in the western part use water from wells. 4. The distance from nearest primary school is two km for 98 % centres. About 69% centres are in 2 km distance from the nearest SSKs. 5. 49 percent centres are in one km distance from nearest health centre and 33 % from more than 2 km away. 6. About 84 percent have Medicine Kit and only 24 percent have First-aid box in the centres. 7. The centres run 24 days in average and mid day meals are served 22 days in average in last 30 days of the centres from the day of visiting the centres. 8. Average number of registered pregnant mother is 14, lactating mother is 14.41. Boys and girls of 0-3 year age group are 27.14 and 25.75 and 4-6 year age group is 25.98 and 25.31 respectively.
v Information about the learning materials 1. An average 11.21 numbers of learning materials are related with education and 8.09 numbers of charts are used in the AWCs in the district. 2. In 88.12 % centres have trank and only 1.43 % centres have almirah for storing various equipments. In 64.60 % have chairs, 40.14 % have tables and 28.27 % have tools. 75 % centres use sataranchi for the sitting of children. v Information about the Anganwadi workers and assistants 1) In 98.10 percent surveyed centre has Anganwadi workers and 98.34 centres has Anganwadi assistant. 2) About 57 % workers are Madhyamik passed, 27.85% HS passed and 6.30 % have completed graduation. Only 8.47 % VIII passed and 0.48 % completed Master degree. 3) 62.80 % assistant has completed upper primary level and 18.84 % completed primary level of education. 13.77 % are Madhyamik passed and only 0.24 % HS passed. 4) 96.13 % workers and only 39.37 % assistants got training by their department. 5) About 82 % workers know about the SSK of their area. 6) Here we can see that percentage of enrolment in all age group, SC children is highest. General Caste enrolment is second best. Enrolment of ST category is lowest in all age group. 7) Percentage of the registered children of the AWC admission in different institutions as follow:-
1) According to the above table, flow of children to the government aided primary school (79.23 %) from the AWCs in higher age group is much higher than other institutions. 2) The rate of drop out from the AWCs is very low in all age groups
v Number of children admitted to nursery, primary and SSK from AWC 1) Here we can see the rate of attendance of the AWC children on the day of visiting:-
v Statistical information 1) Overall 35.63 % of surveyed AWCs have received any types of help from SSM. 2) According to the data, 89.55 % of Anganwadi workers and assistants have taken part in the Bhartikaran Karmasuchui. 3) The workers and assistants visited house to house to collect data of out of school children and consult with the parents to enroll their children in anganwadi centres or primary schools. They also are campaigning for the Bhartikaran Karmasuchui.
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Source : SSM, Bardhaman |
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