Publication No. Evaluation Study No.

GOVERNMENT OF HARYANA

Evaluation Study OF Sarva Shiksha Abhiyan

Issued by: Department of Economic and Statistical Analysis, Haryana, Chandigarh.

FOREWORD The Evaluation Study of the scheme Sarva Shiksha Abhiyan of Elementary Education being implemented through the Haryana Prathmik Shiksha Pariyojana Parishad in the State highlights the salient features and its implementation, the benefits provided under the programme,

shortcomings and gaps in its implementation. The Sarva Shiksha Abhiyan, a Flagship Scheme of Government of India is an effort to Universalize Elementary Education by the community ownership of school system. This is a centrally sponsored scheme and being executed on sharing basis by the Government of India and State Government. I trust that the findings of Evaluation Study will be of interest to all stakeholders and contribute towards a qualitative improvement in its future implementation. I also acknowledge the work done by the officers and staff of the evaluation wing of the Department of Economic and Statistical Analysis, Haryana.

Ajit M. Sharan Financial Commissioner & Principal Secretary, to Government Haryana. Planning Department

PREFACE Evaluation study of any programme/scheme is an integral part of planning process. In assessing the performance of scheme/programme an evaluation study plays a key role. It provides necessary feed back to

concerned department and implementing agencies about the implementation of scheme and bottlenecks experienced in achieving the objectives of the scheme which enable to take corrective measures for improving performance of the scheme. State Government of Haryana introduced many

schemes/programmes in the field of education. Sarva Shiksha Abhiyan is one of them which was launched in the state from April, 2002 for the universalization of elementary education. SSA is an effort to universalize elementary education by community ownership of the school system. An evaluation study of this programme was undertaken at the instance of the state government. To give impetus to the centrally sponsored scheme the Government of India and State Government provided an amount of Rs. 37141.61 lakh, 28949.15 lakh and 25487.12 lakh during the yea 2006-07. 2007-08 and 2008-09 respectively for the implementation of various activities being taken under SSA. It was observed that the utilization of the amount was found on lower side. The study revealed that various activities being taken under SSA had created a favourable impact on increasing the target group to attend schools. However, there is still a large number of dropout and out of school children in the state. Some gaps/bottlenecks were also noted in the implementation of different activities of SSA and suitable suggestions have been made to rectify them.

I am thankful to the Haryana Prarthmik Shiksha Pariyojna Parishad and his staff for their cooperation in supplying the required information/data necessary for the study. The valuable assistance and active cooperation rendered by the officials of selected districts, contacted knowledgeable persons, head of the educational institutions and their students is also acknowledged. It is hoped that the findings and recommendations made in the report would prove usefull in the improving the functioning of the programme of HPSPP and making its impact more effective and broad based to the target group as well as to the stakeholders. The report has been prepared by Sh. Kehar Singh, Research Officer with the assistance of Sh. Kuldeep Singh, ARO and Sh.Diwan Singh, ARO under the supervision of Sh. S.S.Bhoria, the then Joint Director and Sh. Preet Singh, Joint Director. The computer typing of the report was done by Sh. Mohinder Singh, Junior Scale Stenographer and Sh. Khushi Ram, Steno Typist.

Dated: 2009 Place Chandigarh

R.K.Bishnoi Director, Economic & Statistical Analysis, Haryana

AIE BRC BRCC CRC CRCC DIET DISE DPEP EBB KGBK MHRD MTA NCERT NPEGEL NPE OBB PTA REMS SCERT SIS SMC SSA TLE TLM UEE VEC

Abbreviations Alternative and Innovative Education Block Resource Centre Block Resource Centre Coordinator Cluster Resource Centre Cluster Resource Centre Coordinator District Institute of Education & Training District Information System for Education District Primary Education Programme Educationally Backward Block Kasturba Gandhi Balika Vidyalaya Ministry of Human Resources Development Mother teacher Association National Council of Educational Research and Training National Programme for Education of Girls at Elementary Level. National Policy on Education Operation Black Board Parent Teacher Association Research Evaluation, Monitoring and Supervision State Council of Educational Research and Training State Implementation Society School Management Committee Sarva Shiksha Abhiyan Teaching Learning Equipment Teaching Learning Material Universalisation of Elementary Education Village Education Committee

CONTENTS Sr.No.
1. 2. 3. 4. 5. 6. 7.

Chapter
Executive Summary Introduction Programme Implementation Organisational Set-up Field Survey

Page
i - vi 1-6 7-11 12-16 17-47

Summary of Findings, Shortcomings and48-58 Recommendations APPENDICES i) Annexures ii) Questionnaires 59-67 68-120

EXECUTIVE SUMMARY

Haryana is a land with an ancient past, a past of riches and plenty, a past of heroic struggles by its people. It has become famous as a place where legend and history met and come alive in contemporary world. It is known as a cradle of ancient Indian Civilization. Haryana carved out of erstwhile Punjab in 1966, has managed to make a mark of itself in all fields like education, transport, industry, agriculture etc. Sarva Shiksha Abhiyan(SSA) was launched in the State of Haryana from April, 2002 though it was started in the year 2001-02 with its pre-project activities. Sarva Shiksha Abhiyan is an effort to universalize elementary education by community ownership of the school system. It is in response to the demand for quality basic education all over the country. AIMS OF SARVA SHIKSHA ABHIYAN Quality elementary education for all children in the age group 6-14 years. All children complete five years schooling by 2007. All children complete eight years schooling by 2010. Retention of children in schools by 2010 or zero dropout rate. Bridging all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010. At the instance of the state Government, the evaluation wing of Economic & Statistical Analysis Haryana under took the evaluation of Sarva Shiksha Abhiyan keeping in view the following objectives: To assess the adequacy of organizational set-up at various levels for the implementation of the scheme To assess the extent to which the various schemes have been implemented. To carry out an assessment of the impact of the various components of the schemes in improving the enrolment as well as drop-out of the students. To make an assessment of the awareness of the people about the programme.
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 To ascertain whether training imparted to teachers of primary as well as upper primary was useful or not. To assess adequacy of supply of the free text-books to the targeted students. To make an assessment of the civil works completed during the last 3 years in terms of their utility. To assess the utility of village education committee and village construction committee for the purpose To assess the follow up and monitoring system adopted by the HPSPP at each level To assess the bottlenecks faced in the implementation of the programme. Methodology Keeping in view the above objectives of the evaluation study, stratified sampling was adopted by considering total literacy rate as well as female literacy rate of the state. Both primary and secondary data was collected through 8 structured questionnaires. Primary data was collected through purposively selected 20 schools of four districts (Ambala, Fatehabad, Mahendragarh and Rohtak) and 180 sample students (comprising 100 students of class-II and 80 students of class-VI) of these schools were interviewed for the collection of primary data pertaining to various activities being taken under Sarva Shiksha Abhiyan. Secondary data as well as primary data was collected through the eight structured schedules namely state level schedule, district level schedule, block level schedule, village level schedule, school level schedule, student level schedule, household level schedule and civil works schedule. Main findings of the Study 9 An amount to the tune of Rs. 110802.55(77.27%) lakh was utilized against the budget of Rs. 143390.56 lakh during 2002-03 to 2008-09, the trend of utilizing of budget against financial provision was on lower side.

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9 Only 4 consultants (one each of Finance, Monitoring, AIE and Administration) were appointed against the 7 posts of Deputy Director(one each of plan and monitoring, gender, teacher training, out of school children (AIE); Free supply of text books, administration and Finance) 9 The staff position against the sanctioned posts of 4 selected districts was not found satisfactory i.e. 57 posts (77.0%) against 74 were found in position whereas 17(23.0%) posts were lying vacant. 9 The phenomenon of actual deployment of staff falling short of the sanctioned strength, particularly at state level, district level and block level indicated the degree of organization co-ordination remained below the optimum and planned levels. 9 Out of 100 sample beneficiary students of Class-II, 36 students (36.0%) were given free text books in the beginning of the session whereas 64 students (64.0%) were given free text books in the mid of the session. 9 Out of the 80 sample beneficiary students of Class-VI, 33 students (41.2%) were given free text books in the beginning of session and 47 (58.8%) students were given text books in the mid of session 9 As many as 19 heads out of 20 educational institutions committed that teacher training imparted was useful to some extent. 9 In majority of schools, the T.L.M prepared was found stored in drawing rooms or in halls. 9 Out of 16 VEC only 3 had prepared the prescribed type of register i.e. village education register, retention register and pupil progress card. 9 Of the 20 selected schools, school rooms in 5 schools were not constructed as per requirement. 9 Out of 32 selected households, 27 households had out of school children and dropout.

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9 As far as the reasons of not attending the school of 11 out of school children are concerned, 7 children were not sent to school due to economic reason, 3 were not attending school due to poor health and 1 child did not attend the school due to other reason. 9 Of the 27 respondents only 7 (25.9%) were aware Of the SSA whereas 20(74.1%) were not aware of SSA. 9 As far as the school facility available to 180 sample students is concerned, 61(33.9%) students reported that school facility was available less than 1 Km. 10 (56.1%) students reported that the school facility was available in between 13 Km., 12 students (6.7%) told that school was at a distance of 3-5 Km. and 6(3.3%) told that their school was more than 5 Km. away from their home. 9 Out of 100 students of Class-II, all were able to spellout orally A to Z alphabet, narrate to 1 to 20 numbers completely whereas to narrate alphabet of local language, 44 (44.0%) were able to completely narrate, 2 students (2.0%) were poorly able while 54 (54.0%) were partly able to narrate the alphabets. 9 In case of ability test of English language of class-II students, only 7 students out of 100 students were able to read correctly 5 words of English language out 5 and out of some 100 students of Class-II, 17(17.0%) students able to write correctly 5 words out of 5 whereas 83(83.0%) students were not able to write correctly these words. 9 In case of ability test of Arithmetic class-II students only 16(16.0%) students out of 100 students were able to solve all four sums whereas 84 (84.0%) students were not able to solve these sums. 9 In case of class-VI students, ability test of English para, about 30% of the students were found able to read and write the para of English completely while the rest 70% were not able to read and write the English para. 9 In case of Arithmetic test of Class-VI, only 47.5% of the students found able to solve the four calculations out of four.
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9 During the course of field survey, it was observed that physical monitoring at the site (Spot) was done in selected districts and record of monitoring reports was not found maintained. Shortcoming/Bottlenecks faced in the Implementation of SSA. Non utilization of released funds. Violation of guidelines as well as the norms fixed for the implementation of programme. Lack of timely supply of free text books to the targeted students. Civil works were not executed as per the requirement. Record relating to monitoring was not maintained. Lack of co-ordination between the members of Panahayati Raj Institutions and school teachers in execution of various activities of SSA. Lack of appropriate, qualitative and effective teaching learning material and teacher training. Recommendations Guidelines and norms laid down for the implementation of the various activities under SSA should be strictly adhered to. The funds earmarked for the SSA should be 100%utilised to achieve the desired goal. Any type of incentives in kind or cash should be provided with, at the beginning of the academic session. Civil works like construction of school rooms, urinals and toilets should be taken up as per requirement. Co-ordination between members of VEC and school teacher should be maintained so that the impediments come in the execution of the any activities be avoided.

 Teaching learning material should be prepared keeping in view the prescribed syllabus of the class I to VIII and should be used while teaching the students and should not be stored in drawing rooms as well as in halls. As per provisions the monitoring mechanism should be made effective. Monitoring teams at state level, district level and block level should be constituted and record to this effect be maintained for follow up action.

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CHAPTER-1 Introduction The Sarva Shiksha Abhiyan (SSA), the flagship programme, which has been the culmination of Operation Black Board (OBB), District Primary Education Programme (DPEP) and Shiksha Karmi Project etc. for universalizing elementary education has been successful in increasing the access to elementary education through providing the necessary requirements such as physical infrastructure and teachers. Besides, the SSA also enlisted the support and involvement of village community in school management. However, it has not yet succeeded in providing a good quality education to a wide cross section of our children. It is therefore, imperative that the issues of quality education, equity and retention in schools are addressed squarely by restructuring and transforming the SSA into a National Mission for Quality Elementary Education. Sarva Shiksha Abhiyan (SSA) was launched in the State of Haryana from April, 2002, though it was started in the year 2001-02 with its pre-project activities. Sixteen district were covered under the scheme during 2002-03. The district under DPEP-I and all the non-DPEP districts were taken into count. Only three districts namely Gurgaon, Bhiwani and Mahendragarh - the ones under DPEP-II were excluded. With effect from the session 2003-04, the 19 districts of the state have been covered under the Project. Sarva Shiksha Abhiyan is an effort to universalize elementary education by community ownership of the school system. It is in response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community owned quality education in a Mission Mode.
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WHAT IS SARVA SHIKSHA ABHIYAN? (a) A programme with a clear time frame for universal elementary education. (b) A response to the demand for quality basic education all over the country. (c) An opportunity for promoting social justice through basic education. (d) An effort at effectively involving the Panchayati Raj Institution, School Management Committees, village and urban Slum level Education Committees, Parents Teachers Associations, Mother Teacher Association, Tribal Autonomous councils and other grass root level structures in the management of elementary schools. (e) An expression of political will for universal elementary education across the country. (f) A partnership between the central, State and the local government. (g) A opportunity for states to develop their own vision of elementary education. Aims Sarva Shikskha Abhiyan is to provide useful and relevant elementary education to all children in the 6-14 age group by 2010. There is also another goal to bridge social, regional and gender gaps with the active participation of the community in the management of schools. Sarva Shiksha Abhiyan realizes the importance of Early Childhood Care and Education and looks at the 0-14 age as a continum. Objectives of SSA -Quality elementary education for all children in the age group 6-14. -All children complete five year schooling by 2007. -All children complete eight years schooling by 2010. -Retention of children in schools by 2010 or zero dropout rate. -Bridging all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010. FINANCIAL NORMS UNDER SSA The assistance under the programme of SSA was on a 85:15 sharing arrangement during the IX Plan, 75:25 sharing arrangement during the X Plan for all States. During the XIth Plan it will be 65:35 for the first two years i.e.
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2007-08 & 2008-09; 60:40 for the third year i.e. 2009-10; 55:45 for the fourth year i.e. 2010-11; and 50:50 thereafter i.e. from 2011-12 onward between the central Government and State Governments/Union territories others than North Eastern States. The ratio is as follows:a) Civil Works b) Management c) Pedagogy 33% 06% 61%

Objectives of the Evaluation Study The objectives of evaluation study are mentioned below:1. To assess the adequacy of organizational setup at various levels for the implementation of the scheme. 2. To assess the extent to which the various schemes have been implemented. 3. To carry out an assessment of the impact of the various schemes in improving the enrolment as well as drop out of the students. 4. To make an assessment of the awareness of the people about the programme. 5. To ascertain whether training imparted to teachers of primary as well as upper primary was helpful or not. 6. To assess adequacy of supply of free text-books to the targeted students. 7. To make an assessment of the civil works completed during the last 3 years in terms of their utility. 8. To assess the utility of village education committee and village construction committee constituted for the purpose. 9. To assess the follow up and monitoring system adopted by the HPSPP at each level. 10.To assess the bottlenecks faced in the implementation of the programme. Methodology Education of the girls is one of the major concerns in SSA. A multi stage stratified sampling have been adopted by taking total literacy as well as female literacy rate as stratifying parameter for selection of sample units at different

level. The following Methodology and sampling design was adopted for conducting the evaluation study. Selection of Districts and Blocks Four districts i.e. one district from each division and two blocks from one district selected keeping in view the Rural Female literacy rate as well as the educationally backward blocks of the district. The four districts and 8 blocks were identified (selected) purposively by the office of State Project Director of HPSPP. The list of districts/blocks is as under:Sr.No. 1 2 3 4 Name of Division Ambala Gurgaon Hisar Rohtak District Ambala Mahendragarh Fatehabad Rohtak Blocks (CD) 1. Shahzadpur 2. Ambala-1 1. Nangal Chaudhary 2. Mahendragarh 1. Jakhal 2. Bhattu Kalan 1. Meham 2. Kalanaur

Selection of villages and educational Institutions. Of the 8 selected blocks, 2 villages from each block and one school per village was selected keeping in view those educational institution having I to VIII classes of Primary Schools, Middle schools, High Schools & Senior Secondary Schools. Sector Rural Urban No. of blocks No. of villages/area 8 8x2=16 4 slum area 4x1=04 No. of schools 16 04

The district wise/block wise villages and schools selected for survey is appended at annexure I & II respectively. Selection of students
Sector No. of Selection of students of Selection of students Schools Primary level of class-II of Middle level of class -VI Total

Rural Urban (Slum area) Total

16 4 20

16x5=80 04x5=20 100

4

16x5=80 80

160 20 180

Instruments (Survey Questionnaires) of observation. For collection of Primary as well as secondary data the following questionnaires were canvassed for in depth study. A) For the collection of secondary data 1. State level schedule to canvass from the office of State Project

Director of HPSPP. 2. District level schedule to canvass from District Elementary

Education officer-cum-District Project Co-ordinator. 3. Block level schedule to canvass from BEEO-cum-BRC.

B) For the collection of Primary data. 4. Village level schedule to canvass from the head of the village education committee/Sarpanch/Knowledgeable person. 5. School level schedule to canvass from senior most school teacher. 6. Student level schedule to canvass from students of class-II and class-VI. 7. Household level schedule to canvass from parents/guardians of dropout and out of school children in 6-14 years age group. 8. Civil Works schedule to canvass from village construction committee/VEC. The details of survey schedules are as follows:Sr.No. Name/type of survey Schedule No. of schedules to be filled 1 State level schedule 1 2 District Level schedule 4 3 Block level schedule 8 4 Village level schedule 16 5 School level schedule 20 6 Student level schedule 180 7 Household level schedule 32 8 Civil works schedule 16 The survey schedules are annexed at I, II, III, IV, V, VI, VII, VIII.
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Reference Period. The requisite secondary data was collected for the financial year 200203 to 2008-09. The primary data collected from the grass root level as well as beneficiary students relates to the year 2008-09. Field Work. The field survey was conducted during December, 2008 to February, 2009.

CHAPTER-2 Programme Implementation The Ministry of Human Resource Development (Manav Sansadhan Vikas Mantralaya) Department of Elementary Education & Literacy (Prarambhik Shiksha Evam Saksharta Vibhag) Government of India is the Nodal Agency for preparing guidelines, release of funds by Govt. of India, monitoring the progress of implementation etc. for the SSA at the centre. At state level, State Project Director of HPSPP is the Nodal body to execute the Sarva Shiksha Abhiyan. The state Mission Authority has been constituted. All activities in the elementary education sector, including the implementation of the revised NFE programme are under the society i.e. HPSPP. The SSA state mission is as under:SSA STATE MISSION Public Accountability State Government Line Machinery State SSA Mission Chief Minister/Governing Council Chief Secretary/Education Secretary Executive Committee State Project Director Zila Parishad Block Panchayat Samiti Gram Panchayat/ NEC/SMC/PTA Collector/CEO
District Programme Coordinator/DEEO SCERT SIEMAT Resource Groups

DIET BRC CRC/NGOs

Block Education office School

2.1

PROCEDURE FOR RELEASE OF FUNDS A) Sarva Shiksha Abhiyan is conceived as a long-term partnership

between the central and the State/UT Governments. The procedure for release of funds incorporates this idea of a partnership. Under the programme of Sarva Shiksha Abhiyan, the district will prepare their proposals through a community owned Pre-Project phase, broadly based on the Framework for implementation. The State level Implementation Society for Sarva Shiksha Abhiyan will forward these proposals to the National Mission of Sarva Shiksha Abhiyan for release after appraisal by a joint team. The Central Government will release the funds directly to the State Implementation Society. The State Government have to give written commitments regarding its contribution towards the Sarva Shiksha Abhiyan. B) After preparation of the District Elementary Education Plans, the

perspective as well as the Annual Plans will be jointly appraised by a team of experts constituted jointly by the National and the State level implementation Society. The Governing Council of the National Sarva Shiksha Abhiyan Mission has empowered the Project Approval Board under the Chairmanship of the Secretary of the department to approve the Annual Plan on the basis of the appraisal report, the recommendation of the State implementation Society, the availability of Central Plan funds, and the commitment of the State government regarding financial resources. The recommendation of the State level Implementation Society must also be accompanied by a commitment of the State government to transfer its share to the State Society within thirty days of the receipt of the Central contribution, as per the approved sharing arrangement. The release of the first installment to the State/UT will be processed after receipt of these written commitments. The appraisal and approval of Plans should be completed in time for the first installment, to meet the proposed, expenditure of the first six months, to be released by 15 April.
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Some departure from this norm would be necessitated in the first year of programme implementation. C) There would be two installments each year; one in April for expenditure

between April and September and the second in September for expenditure between October to March. The Government of India would release an ad-hoc grant in April every year. (Ref. PAB decision of 88th Meeting held on 6.12.2006). This will be subsequently adjusted based on the approval of AWP&B for the year. A supervision visit to the programme implementation districts will be undertaken by a pool of resource persons selected by the National/State Mission, before the second installment is processed. The second installment will be based on the progress in expenditure and the quality of implementation. The utilization certificates from the districts to the states and to the National Mission for funds released in the first installment would become due at the time of the release of the first installment in the subsequent year. Financial Performance of budget allocation and expenditure of the SSA. The following table shows the budget allocation and expenditure under the SSA during the year 2002-03 to 2008-09 (upto 31.12.2008)
Sr. No. Year Approved Receipt Expenditure % of exp. against approved outlay % of Exp. against the receipt.

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09* Total

8138.40 15093.87 22683.69 25231.41 36550.70 35706.60 42549.76 -

3855.27 9194.06 16990.40 21772.95 37141.61 28949.15 25487.12 143390.56

2737.35 9118.42 11401.39 19760.30 30363.20 23148.10 14273.79 110802.55

33.60 60.40 50.30 78.30 83.10 64.82 33.35 -

71.00 99.17 67.12 90.75 81.74 79.96 56.00 77.27

*Upto 31 December, 2008.

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Above table shows that during the tenure of 7 years from 2002-03 to 2008-09, total financial provision (Receipt) for the SSA was Rs.143390.56 lakh. Expenditure incurred to the tune of Rs. 110802.55 lakh against the total fund available Rs. 143390.56 lakh, which works out to 77.27%. The analysis shows that the expenditure was not as per the targeted financial provision. During the year 2002-03 the expenditure against the financial provision was significantly low at the level of 71.0%. During the year 2003-04, 2004-05, 2005-06, 2006-07, 2007-08 and 2008-09 it was 99.17%, 67.12%, 90.75%, 81.74% , 79.86% and 56.00% respectively. It reveals that the expenditure incurred against financial provision was on the lower side. Physical Progress of various activities under SSA during 2005-06 to 2007-08 1. Teacher Training/Curriculum development Teacher training was imparted to 67000, 67200 and 62215 teachers of primary and upper primary schools during the year 2005-06 to 2007-08. Besides 9218 teachers were trained on gender sensitization under Girl Education. 2. As many as 62949 out of school children main streamed in formal schools and 98650 students were studying in AIE centres in various district of the state. 3. During the year 2007-08 under computer Aided Learning, 180 schools

were (upper primary schools) covered and these schools were provided with 4 set computers with table chairs, printers and UPS. 4. Free text books were distributed during the year 2008-09 to all

1405117 eligible girls and SC children.. 5. 7000 sports kits/yoga kits were given to SC students during 2005-06 to

2007-08.

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6.

Medical check up camps were organized at each district level and 29197

children with special need were examined and Aid and appliances to 4635 CWSN were provided. 7. 47530 Village Education Committees (VECs) reconstituted with

Sarpanch as Chairman. 8. 20677 girls were benefited by giving free bicycles during 2007-08 and

2239 during 2008-09. Activity wise allocation and expenditure for the year 2008-09 is annexed at A. The physical targets and achievements of civil works for the year 2003-04 to 2006-07 of the state is represented at Annexure-B. The data

presented in the table annexed at B, revealed that the construction of civil works was satisfactory.

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CHAPTER-III ORGANISATIONAL SET-UP The organizational set-up for the implementation of the Sarva Shiksha Abhiyan is a four tier set-up. As would be seen from Annexure-C at the apex, i.e. at the centre level there is a department of School Education and literacy in the Ministry of Human Resource Development. At the State level, the programme is implemented by the society set up as Haryana Prathmik Shiksha Pariyojna Parishad headed by State Project Director (SPD). At the district level, ADC (Additional Deputy Commissioner) is the Chairman of the SSA. The District Project Coordinator/District Elementary Education Officer coordinates the activities relating to SSA within the district. At block level (CD block), BRC/Block Elementary Education Officer coordinates the activities relating to SSA within a block. The BRC is assisted by cluster Resource coordinator. At grass root i.e. school level, School Management Committee and at Gram Panchayat level, Village Education Committee assist in execution of the activities of the SSA. 3.1 State Level: There is a state Mission Authority for Universalization of Elementary Education. All activities in the education sector should be under one society. The Mission mode signifies a focused and time bound arrangement for decision making and the presence of representatives of Planning and Finance department on these bodies at the State level would facilitate this process. The Governing council could be headed by the Chief Minister and the Executive Committee by the Chief Secretary/Development Commissioner/Education Secretary. In the State Haryana Prathmik Shiksha Pariyojna Parishad (HPSPP) has been set-up headed by the State Project Director (SPD). All the administrative & implementation work of the SSA is under his control. He is also chief Executive Officer of the HPSPP.

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The State Project Director is assisted by the supporting staff of officer & officials of different repute. There is a provision of 7 post of deputy Directors, one each of Plan & Monitoring, Gender, teacher Training, out of schools children (AIE) free supply of text books, Administration and Financial but four consultant (one each of Finance, Monitoring, AIE and Administration) had been appointed. The post of Chief Account Officers and 2 Junior Project Specialist, one system Analyst (Programme) 1 legal adviser, and ministerial staff (Clerk, Assistants etc.) were found in existence. As far as the Engineering wing is concerned 2 Executive Engineers along with. J.Es. had been deployed for the execution of civil works. The post of consultant, CAO, Junior Project Specialist and executive Engineer are filled on deputation basis. 3.2 District Level: At the district level, the staff generally consisted of a District Project Coordinator/District Elementary Education officer assisted by District Gender Coordinator, Accounts Officer, Dy. Superintendent, Accounts Clerk and Data Entry operator. The district wise position regarding staffing pattern in the districts is given in appendix-D. The following table gives the consolidated staff position as on 31.3.2008 for 4 selected (Ambala, Fatehabad, Mahendragarh & Rohtak) district.

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Table 3.1 Staff sanctioned and in position at district level in the 4 selected districts as on 31.3.2008. Category of staff (Designation) 1 2 3 4 5 6 7 Sanctioned DEEO-cum-District Project 4 Coordinator Asstt. Project Coordinator 12 D.G.C. Data Entry Operator Accounts Officer Dy. Superintendent Accounts Clerk Total: 2 26 4 4 22 74 No. of Posts In position Percentage 4 100.0 12 1 17 4 4 15 57 100.0 50.0 65.4 100.0 100.0 68.2 77.0

The data in the table reveals that against 74 post sanctioned, 57(77.0%) posts were found in position i.e. 23% post were lying vacant at District level. The vacancies were highest in the category of Accounts Clerk, Data Entry Operator and DGC being as high as 50%, 34.6% and 31.8% respectively. 3.3 Block Level:- At the block level, one Block Resource Coordinator

(Block Elementary Education Officer) Assisted by ABRC, is responsible for the implementation of the programme. The BEEO has been given the additional charge of BRC. The staff position in respect of 8 selected blocks is given in Appendix-E The consolidated position of the staff sanctioned and in position in the 8 selected block is shown in the table below:-

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Table 3.2 Block level staff sanctioned and in position in the selected blocks as on date of survey. Category of staff (Designation) Block Elementary Education Officer-cumBRC Assistant Block Resource Coordinator Accounts Clerk Data Entry operator Total: No. of Posts
Sanctioned In position Percentage Shortfall Percentage

87.5

12.5

57 8 8 81

34 8 8 57

59.6 100.0 100.0 70.37

40.4 29.63

The tabulated data of the table reveals that of the total 81 sanctioned posts, 57 posts(70.37%) were found in position. There was 24(29.63%)

shortfall in respect of the post of BEO-cum-BRC as well as ABRC. The phenomenon of actual deployment of staff falling short of the sanctioned strength, particularly at, state level, District Level and Block Level, indicated that the degree of organizational coordination remained below the optimum and planned levels. The number of posts in all categories lying vacant at the district level and block level were a drag on the full scale implementation of the programme, as either some portion of the work to be looked after by the incumbents of these posts accumulated or, as in the case of field staff, the areas to be covered by them remained inadequately attended or unblended.

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3.4

Reasons for Post Remained Vacant The main reason for the posts remained vacant at different levels was

stated to be administrative delay. The process of recruitment (it was reported) was usually slow and time consuming. In some cases, the posts were held in abeyance or a lean was imposed on filling up the vacant posts and economy measure. In other cases, the posts remained vacant due to non availability of suitable candidates, i.e. candidates failed filling the required qualifications. The successful, implementation of a flagship programme of National importance, like Sarva Shiksha Abhiyan, rests to a large extent on the full complement of staff being in position at all levels, it is imperative that ways and means should be found to cut down administrative delays in filling up posts.

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Chapter-IV Field Survey This chapter is based on the findings of field survey of 180 sample students of 20 schools(16 Rural & 4 Urban), 16 village Education Committees of 16 villages, and out of school children and drop-out students of 32

households of 16 villages as explained in Chapter- I. The analysis has been further supplemented with discussions held with the heads of the 20 sample educational institutions, heads of the households of the out of school and drop out children to ascertain their opinion about the manner of the implementation of the SSA and difficulties if any being experienced in this regard. The main emphasis was given to assess to what extent benefit of the various activity under SSA was provided to the sample beneficiary students. 4.1 Sample Students. A sample of 180 beneficiary students was selected purposively of the 20 Govt. Schools. The district wise selection of Educational Institutions and sample beneficiary students has been shown in table no. 4.1 Table 4.1 District wise selected Educational Institutions and Sample Beneficiary students of the academic session 2008-09 No. of sample Name of District No, of Educational Institutions students. Rural Urban Total Rural Urban Total Ambala Fatehabad Mahendragarh Rohtak Total 4 4 4 4 16 1 1 1 1 4 5 5 5 5 20 40 40 40 40 160 5 5 5 5 20 45 45 45 45 180

It can be seen that of 20 educational institutions, 16 were selected from rural area and 4 from urban area of the 4 districts.
17

It can also be seen that out of the total 180 sample students, 160 students were selected from rural area and 20 students from urban area. Institution wise, class wise and caste wise sample beneficiary students of academic session 2008-09 is shown in the following table. Table No. 4.1.A Institution wise, class wise and caste wise sample beneficiary students of academic session 2008-09.

Institutions No. of No. of students (School type) institution class wise II VI Primary 2 10 Middle 5 25 20 High 3 15 15 Senior 10 50 45 Secondary Total 20 100 80 (56.6) (44.4)
(Figures in brackets are percentage)

Caste Category wise No. of students. SC BC Other Total 7 2 1 10 22 17 6 45 13 12 5 30 48 28 19 95 90 59 31 (50.0) (32.8) (17.2) 180

The data in the above table reveals that the 20 schools comprising 2 Primary, 5 Middle, 3 High & 10 Senior Sec. Schools were selected for in depth survey. Out of 180 students, 100 were of class-II students where as 80 were of classVIth students. Of the total 180 students, 90 students belonged to SC, 59 were of BC and 31 were of other castes. Class wise and gender wise sample beneficiary student is given below in table 4.1B

18

Table 4.1 B Class wise/Gender wise sample beneficiary students of academic session 2008-09 Sr. No. 1 2 Class No. of students 100 80 180 SC BC 30 19 18 16 48 35 No. of students Girls Other Total 9 58 10 44 19 102 Boys SC BC Other 26 12 4 16 12 8 42 24 12 Total 42 36 78

II IV Total

The data in the table reveals that out of 180 beneficiary students, 102(56.7%) were girls students and 78 (43/3%) were boys students. As far as the class wise sample students are concerned, there were 58 girls & 42 boys of class-II where as 44 girls and 36 boys of class-VI students.

19

4.2 To assess adequacy of supply of free text books to the targeted Students. The text-book is the main or some times the only tool which is available and is being used for teaching and learning. Haryana Prathmik Shiksha Pariyojna Parishad is committed to supply free distribution of text-books to all the girls and SC children studying class 1st to 8th. The desired impact of this incentive (supply of free text books) to the targeted students mainly depends on timely and sufficient receipt of material to the students. The data collected from sample beneficiary students in this regard for the academic year 2008-09 is given in the following table. Table No. 4.2 District wise sample students of Class-II & VI who were supplied free text books during the year 2008-09 Sr.No. Name of District Sampled students 45 45 45 45 180 No. of students received free text book Class II Class-VI Yes No Yes No. 25 20 25 20 25 20 25 20 100 80 -

1 2 3 4

Ambala Fatehabad Mahendragarh Rohtak Total

The data in the table reveals that out of 180 sampled students, 100 students of class II and 80 students of class VI were supplied free text books. This shows that all the 180 sampled students were given the benefit of free text books. 4.2A Time of supply of free text books The desired result is obtained when the incentives (in kind/cash) are provided to the targeted group in time. The sample students were asked about the timely supply of free text books. The table given below shows the time of

20

supply of free text books to sample students comprising 100 students of classII and 80 students of class-VI. Table No. 4.2A Time of supply of Free text Books to the students of Class-II during the year 2008-09.
Sr. No. Name of District Sample students of class-II No. of students received book In the In the Mid of At the Beginning of session End of session session

1 2 3 4

Ambala Fatehabad Mahendragarh Rohtak Total

25 25 25 25 100

17 11 2 6 36(36.0)

8 14 23 19 64(64.0)

The figures in brackets are percentage.

It can be seen from the above table that out of 100 sample beneficiary students of class-II, only 36 (36.0%) were supplied free text books in the beginning of the session whereas 64 (64.0%) were given the text books in the mid of session. Table No. 4.2B Time of supply of free text book to the students of class-VI during the year 2008-09
Sr. No. Name of District Sample students of class-VI No. of students received book In the In the Mid At the Beginning of session End of of session session

1 2 3 4

Ambala Fatehabad Mahendragarh Rohtak Total

20 20 20 20 80

9 10 6 8 33(41.2)

11 10 14 12 47(58.8)

The figures in brackets are percentage.

Table shows the time of supply of free text books to 80 sample student of Class-VI. It can be seen that out of 80 sample students, 33 (41.2%) received text books in the beginning of the session and 47 (58.8%) in the mid of session.
21

Thus it is concluded that majority of the students were supplied text books in the mid of the session. 4.2B Type of Text Books To ascertain that new text books were supplied to the sample students, the surveyors sought information in this regard from the sample students. The following table shows the information collected during the field survey from the students of class-II & class VI students Table No. 4.2.C Type of text books of all subjects to the students of class II & VI during the year 2008-09. Sr. Name of No. District 1 2 3 4 Ambala Fatehabad Mahendragarh Rohtak Total Sample students 45 45 45 45 180 No. of students received new text book Yes No. 45 44 1 41 4 45 175(97.2) 5(2.8)

The figures in brackets are percentage. The data in the table reveals that out of the total 180 sample beneficiary students, 175(97.2%) got new text books of all subjects and only 5(2.8%) did not get the new text books of all the subjects.

22

4.3

Teacher Training The teacher plays the pivotal role in teaching learning process and is

thereby instrumental in the improvement of quality within class rooms. In the class room setting, teachers competence depends greatly on their knowledge and skills in different subject areas, mastery of the same and padagogirial practices they adopt. In addition, teachers attitude towards children, their level of motivation, interest, commitment and ability to interact with parents and community members also contributes to the quality of teaching learning in class rooms. Teachers level of competency, depends fully on two aspects, preservice education and the in-service training, they have been exposed to before and after joining the teaching profession. At time, teachers have had no preservice education or are not adequately prepared to face the new challenges in the class rooms. The curriculum reform and development of new sets of textbooks in the states demand proper training of teachers to cope up with the new developments. In view of the above in-service training becomes a necessity. Heads of 20 selected schools of primary as well as upper primary were interviewed to know whether in service training was imparted or not? Of the

total 20 heads of educational institutions, 19(95.0%) were imparted training during last 2 years, one (5.0%), head of the institution who was directly new recruited was not imparted training. Out of the 19 heads who received training, 17(89.5%) had imparted in service training and 2 (10.5%) were imparted induction training. B) Usefulness of Teacher Training: As far as the usefulness of the training is concerned all the 19 heads of educational institutions told that training imparted was useful to some extent.

23

4.3A Effective Teacher Training. Opinion about effective teacher training was sought from 20 head of the institutions. Out of the 20 heads, 12(60.0%) were of the opinion that the training imparted to the teacher should be effective and qualitative. Teachers should be dedicated their selves in teaching work honestly.

24

4.4

Teaching Learning Material Teaching Learning Material (TLM) is an important medium that helps

in delivering the curriculum to the child in the class room. Teaching learning material include a wide variety of items such as text books, work books, teachers guides, teaching aids, learning aids (concrete material), educational kits, supplementary reading material, usable black board, etc. which are either directly or indirectly used of all the above mentioned materials, it has been observed that the text book is the main or some times the only tool which is available and is being used for teaching learning. There is a provision for an annual grant of Rs. 500/- to every teacher for the purpose of purchasing and developing teaching learning materials under SSA. Since teaching learning material plays a crucial role in actual curriculum transaction both at the primary and upper primary stages, it becomes necessary to assess the type, availability, suitability and usability of existing materials. In the course of field visits, information was collected from the heads of the 20 selected schools in respect of teaching Learning Material prepared/purchased with the grant of Rs. 500/- given to each teacher of the primary as well as upper primary schools. Teacher learning Material was found inadequate and not as per the latest curriculum of the present needs. It was observed that the T.L.M. prepared in the form of charts comprising alphabets of English as well as Hindi language were displayed on the walls of the school rooms. In majority of schools, the TLM prepared was stored in Drawing Rooms or in Hall (Big Rooms) and the Head-teacher asked why the relevant TLM charts/glows could not be displayed while teaching the students. It can be concluded that the teachers gave no importance to the TLM.

25

4.5

Role of village Education Committee The landmark achievement of both 73rd and 74th constitutional

Amendments in 1993 brought forth a definite impact on the participation of local people at grass-root level through Panchayati Raj Institution (PRI) to make a positive contribution for development of education. Village Education Committees have been involved in School Improved Programme (SIP). To assess the utility of VEC, 16 VEC of 16 selected villages and their heads enquired about area of concern of VEC in the development of SIP. Constitution of Village Education Committee During the course of field survey it was observed that Village Education Committees were constituted in 16 selected villages. Members of VEC during the course of field survey As per norms there should be 11 to 15 members of different status in each VEC. The following table shows the No. of members found in 16 VEC during the field survey. Table No. 4.5 Member wise Village Education Committee No. of Members 13 12 11 10 9 7 5 Total No. of VEC 1 1 7 3 1 1 2 16 Percentage to total 6.2 6.2 43.8 18.8 6.2 6.3 12.5 100.0

The data in the table reveals that 9 Village Education Committees were found constituted having members in between 11 to 13, 3VEC had 10 members, 1 VEC had 9 members, 1 VEC had 7 member and 2 VEC had 5 members each.
26

Working of Village Education Committee. The working of VEC was assessed relating to the following aspects: a) Preparation of village education register to SSA b) Preparation of retention register of SSA. c) Preparation of pupil progress cards. The following table shows the working of VEC. Table No. 4.5 A Working of V.E.C. regarding preparation of Registers. Sr. No. 1 2 O 3 . Type of Register No. of VEC Register Register no prepared prepared 3 13 3 3 13 13

Total 16 16 16

Village education Register Retention register Pupil progress card

Of the 16 VEC, 8 VEC only have prepared the 3 specific register where as 13 VEC were found that the aforesaid registers were not prepared. Role played by VEC All the 16 Village Education Committees played the Role in improving enrollment, infrastructure improvement, reduction of out of school children and helped in reducing drop outs.

27

4.6

Status of Civil Works constructed of the year 2005-06 to 2008-09 Civil Works is an important component under Sarva Shiksha Abhiyan-

Financially it may consume upto one third of the project outlay. Provision of school infrastructure helps in providing access to children and also helps in their retention both of which are important objectives of the SSA. Under Civil works component school rooms, toilets and urinals are constructed as per the requirement of the educational institute (primary & upper primary level). During the course of field survey the construction work done in respect of school Room, urinals & toilets was to be inspected of the 20 selected schools of the years 2005-06 to 2008-09. During the years 2005-06 to 2008-09, 21 school room were found constructed in 10 school out of the 20 selected schools. Years was school room constructed is shown in the table given below. Table No. 4.6 Year wise construction of school room. Sr. No. 2005-06 2006-07 2007-08 2008-09 Total No. of school Rooms constructed 8 3 4 6 21

It can be seen in the table that during the years 2005-06 to 2008-09, 21 school rooms construction work was taken up. Of the 21 school rooms, 8 school rooms construction work relates to 2005-06, 3 school rooms of 2006-07, 4 school rooms of 2007-08 and 6 school rooms of 2008-09. Status of 21 school rooms constructed during 2005-06 to 2008-09. In order to know that the construction work of school rooms taken up was completed or not, the inspected the sites of the school rooms and the observations made are given in the table below.
28

Table No. 4.6A Status of School Rooms constructed during 2005-06 to 2008-09. Year 2005-06 2006-07 2007-08 2008-09 Total No. of school rooms 8 4 4 5 21 Status of School Rooms construction work completed 8 4 3 15(71.4%) In progress 1 5 6(28.6%) Not started -

Figures in brackets are percentage.

It can be seen that of the 21 school rooms constructed, 15 school rooms (71.4%) were found completed and 6(28.6) school rooms work was found in progress. Of the 6 school rooms, 1 school room construction work of the year 2007-08 was found in complete due to transfer of DDO. Uses of School Rooms constructed 15 school rooms construction work was found completed and as far as the use of these school rooms was concerned, these school rooms were found in use for the purpose they were constructed. Requirements of Schools Rooms During the course of survey it was observed that school rooms were not constructed in those schools keeping in view the requirement or shortage of school rooms. There were 5 schools namely Govt. Sr. Sec. School, Sisher Khas, Govt. Girls Sr. Sec. School, Nangal Choudharhary, Govt. Middle School, Behloli, Govt. High School, Karandi and Govt. Sr. Sec. School(Main Branch), Ambala, where school rooms were not constructed as per requirement.

29

4.7

Awareness regarding Sarva Shiksha Abhiyan Awareness among the people is perhaps best watchdog for successful

implementation of any scheme/programme. A. Opinion of heads of 32 households As many as 32 households were contacted during the field survey to know whether they were aware of S.S.A or not? The heads of these households were enquired about awareness of the SSA. Out of the 32 respondents only 7 (21.9%) were aware of the programme whereas 25 (78.1%) were not aware of the programme. Of the 7 respondents who were aware of the S.S.A, 3 were found were aware of the programme through community members and 3 were made aware through schools. B. Opinion of 16 heads of Village Education Committee. During the field survey 16 heads of the Village Education Committee were asked to give their opinion about the awareness of the S.S.A. All the 16 heads of VEC. were found aware of the programme. But the other members of the VEC were not aware fully about the activities being taken under the S.S.A. C. Opinion of heads of 20 Educational Institutions All the heads of 20 educational institutions were found aware of S.S.A. The evaluation team during its visits in the field observed lack of awareness about various activities of the S.S.A. among the people

30

4.8

Drop out and Out of school children in 6-14 years age group. The HPSPP is trying to get enrolled of all the out of school children

(boys & girls) in 6-14 year age group and to bring into streamline the drop out children in the main stream of elementary education. Despite of development of infrastructure in school, providing incentives such as free text-books, Bicycles for transport facility and free school bags, there is still a large number of drop-out and out of school children in 6-14 year age group in the State. During field survey 32 households were selected to identify out of school children and dropout students of class-1 to VIII. Out of the 32 households, 27 households were found where such type of children & students were identified. The following table shows the social status of 27 households. Table No. 4.8 Social status wise households. Name of District Ambala Fatehabad Mahendragarh Rohtak Total No. of villages 4 4 4 4 16 No. of H. Hold identified 8 6 5 8 27 Social status wise No. household SC BC others 5 2 1 3 2 1 5 5 1 2 18 5 4

The data in the above table shows that of 27 households, 18 households belonged to scheduled caste, 5 were to backward classes and 4 were belonged to others castes.

31

4.8A Class wise dropout students The class wise distribution of dropout children is displayed in the table given below:Table No.4.8A Class wise No. of drop-out children.
Name of the district No. of identified household 8 6 5 8 27 No. of drop out children I Ambala Fatehabad Mahendragarh Rohtak Total 4 4 4 4 16 Class wise No. of drop-out student

II -

III 1 1

IV 1 1

V 2 2 2 1 7

VI 1 1 2 1 5

VII 1 1 2

VIII -

It can be seen in the table that out of the 16 dropout children, one each left the school in class-III and IV whereas 7,5 and 2 children left the schools in Class-V, VI and VII respectively. 4.8B Reasons for dropout In the 16 sample villages, 27 households were identified to trace out the dropout and out of school children. 16 dropout children were identified during the field survey by the surveyours. The reasons for dropout of these children was ascertained. The following table shows reasons wise dropout students. Table No. 4.8B Reason wise dropout student.
Name of the district No. of identified household 8 6 5 8 27 No. of Reasons wise No. of dropout children drop out Economic Social Poor Distance others children quality of of school Education 4 2 1 1 4 1 1 1 1 4 4 4 2 2 16 9 2 1 4

Ambala Fatehabad Mahendragarh Rohtak Total

32

The data in the table reveals that out 16 dropout children, 9(56.2%) left the school due to economic reason, 2(12.5%) due to social, 1(6.3%) due to poor quality of education and 4 (25%) due to other reasons. 4.8C Out of school children During the field survey 27 household contacted to identify out of school children. Out of 27 household, 11 household reported about out of school children. In each household one out of school child was identified. The following table depicts details about not attending school. Table No. 4.8C No. of household with out of school children & reasons of not attending school. District No. of No. of Reason wise number of out of school H.hold out of children school Other children Economic Health Social Gender reason 4 2 1 4 11 4 2 1 4 11 4 1 2 7 2 1 3 1 1

Ambala Fatehabad Mahendragarh Rohtak Total

The data in the table reveals that out of the 11 households, 11 out of school children were got traced by the survey team. As far as the reasons of not attending the schools are concerned, 7 children were not sent to school due to economic reasons of the households, 3 were not attending schools due to health and 1 child was not attending the school due to other reason.

33

4.9

Views of Sample Students regarding School Infrastructure All the 180 sample students were enquired about the school facility

available in terms of distance from their house. The following table shows distance wise school facility available to the students. Table No. 4.9 Distance wise school facility available to the sample students. Name of District No. of students No. of students as per school facility in terms of distance Less than 1 1-3 3-5 Km More than Dont Km Km 5 Km know 17 28 10 29 2 4 21 18 4 2 13 26 6 61 101 12 6 -

Ambala Fatehabad Mahendragarh Rohtak Total

45 45 45 45 180

The data in the above table reveals that out of 180 students, 61 (33.9%) students reported that the school facility was available less than 1Km. 101 (56.1%) students reported that school facility was available in between 1-3 Km. 12 students (6.7%) told that school was at a distance of 3.5 Km. and 6(3.3%) reported that their school was more than 5 Km away from their houses. 4.9A Class Room condition in rainy season. All the 180 sampled students were asked to know about their class room condition in the rainy reason. Their opinion sought in this regard is displayed in the following table.

34

Table No. 4.9A Class room condition in rainy season. Name of District Ambala Fatehabad Mahendragarh Rohtak Total No. of students 45 45 45 45 180 No. of students as per class room condition Good Not Good 40 5 45 45 44 1 174 6

It can be seen in the above table that out of 180 students, 174 students (96.7%) told that the class room condition in rainy season was good and 6 students (3.3%) told that the condition of their class room was not good.

35

4.10 Impact of the activities being taken up under SSA to provide qualitative education to the students of Class 1-VIII In order to know the impact of various activities being taken under SSA, an attempt was made to assess the learning achievement in terms skill/ability of class-II and VI students through conducting various test of reading and writing of English, Hindi and Arithmetic. The performance of 180 sample students have been reflected through the tables given in the following paras. Learning achievement test for class II students. ORAL Test A) Ability to narrate A-Z alphabets:A learning test of ability to narrate A-Z alphabets of class II students was conducted. The following table shows the performance of the students. Table No. 4.10 Performance of ability to narrate A Z alphabets test of students of class-II District 1 2 3 4 Ambala Fatehabad Mahendragarh Rohtak Total No. of students 25 25 25 25 100 Performance wise no. of students Not at all Poorly 1 1 Partially completely 25 6 19 1 24 2 22 9 90

An oral test pertaining to learning achievement for class II students was taken up of 100 students, 25 of each districts. Out of 100 students, 90 students (90.00%) were able to orally spell out A to Z alphabet, 9(9.00%) were partially able to narrate and 1(1.0% student was poorly able to narrate the alphabet.

36

(B) Ability to narrate numbers from 1-20 in local language. The following table shows the performance of oral test of 100 students Table 4.10B No. of students as per ability to narrate 1-20 numbers. District No. of students 25 25 25 25 100 No; of student as per ability to narrate 1-20 members Not at all Poorly Partially completely 25 3 3 19 1 24 4 21 3 8 89

1 2 3 4

Ambala Fatehabad Mahendragarh Rohtak Total

It can be seen from the table that of the total 100 students, 89(89%) student were found able to narrate from 1-20 numbers completely where as 3 and 8 students ability to narrate the numbers was found poor and partially. C) Ability to narrate alphabets of local language. Table No. 4.10C No. of students as per ability to narrate alphabets of local language. No. of students Ambala 25 Fatehabad 25 Mahendragarh 25 Rohtak 25 Total 100 District Not at all Poorly 1 1 2 Partially completely 19 11 15 9 54 6 13 10 15 44

1 2 3 4

The tabulated information reveals

that out of the 100 students, 44

(44.0%) students were found able to completely narrate alphabets of local language and 2(2.0%) students ability to narrate was poor and 54 (54.0%) were found partially able to narrate the alphabets.

37

Reading test of Local Language(Hindi) A) Reading test of Local Language of five words jke] unh] Ldwy] xkWo]

nsk of 100 students of class-II was conducted. The achievement of the students is displayed in the following table. Table No.10D Reading achievement test of 5 words
Sr. Name of No. District

No. of students 25 25 25 25 100

1 2 3 4

Ambala Fatehabad Mahendragarh Rohtak Total

No. of student as per reading of correct words 5 4 3 2 1 0 15 10 6 16 2 1 9 11 2 3 9 8 1 2 5 24 35 20 16 5 -

It can be seen that of the 100 students, only 24 (24.0%) students were found able to read the full set of 5 words, 35 students were able to read 4 words out of 5. The 20,16 & 5 students were found able to read 3,2 & 1 words respectively out the 5 words. B) Reading test of English Language Reading test of English language of a set of 5 words (CAT, GOOD, NEW, BAG & BIG) of 100 students of class II students was conducted. The achievement of the students is shown in the following table. Table No. 4.10E Reading test of English Language of 5 words Sr. No. 1 2 3 4 Name of District Ambala Fatehabad Mahendragarh Rohtak Total No. of students 25 25 25 25 100 No. of students as per reading of correct words 5 4 3 2 1 0 17 8 2 8 11 3 1 3 11 4 4 3 2 4 11 3 4 1 7 23 26 27 16 1
38

The information depicted in the table reveals that of 100 students of class-II, only 7 students were able to read correctly 5 words out of 5, 23 were able to read 4 words out of 5 words, 26 students were able to read 3 words, 27 were able to read 2 words and 16 were able to read 1 words out of 5 words. One student was not able to read even a single word. This shows that the achievement of reading test was not satisfactory. C) Reading test of numbers. Reading test of 5 Numbers (7,9,6,10 & 8) was conducted of 100 students of class-II. The achievement of the students is shown in the following table. Table No.4.10F Reading Test of 5 Numbers
Name District Ambala Fatehabad Mahendragarh Rohtak Total of No. of Students 25 25 25 25 100 No. of Students as per reading of correct numbers 5 25 24 22 24 95 4 3 1 4 3 2 1 1 1 0 -

The data in the above table reveals that of the total 100 students, 95 students were found able to read 5 numbers out of 5, 4 students were able to read 4 numbers out of 5, whereas 1 student was found able to read 1 number only. A) Writing test of Local Language(Hindi) Writing test of Local Language of a set of 5 words ('kcZr] fdrkc] nky] ekrk] Kku) was conducted by the surveyour of 100 students of Class-II students. Their performance is shown in the following table.
39

Table No. 4.10G Writing test of five words of Hindi Sr. Name of No District 1 2 3 4 Ambala Fatehabad Mahendragarh Rohtak Total No. of students 25 25 25 25 100 No. of students as per writing correct words 5 4 3 2 1 0 8 14 3 5 17 2 1 6 16 2 1 6 9 4 5 1 17 42 16 19 6 -

The data of the table shows that out of the 100 students, only 17 students were able to write correctly 5 words out of 5 whereas 42,16 and 19 students were found able to write 4,3 and 2 correct words respectively. The 6 students were able to write 1 word correctly out of 5 words. B) Writing test of English Words: Writing test of a set of 5 words ( Cow, Toy, God, Fox and Mother) was conducted by the surveyour of 100 students of Class-II students. Their

performance is shown in the following table. Table No. 4.10H Writing test of five words of English Name of District Ambala Fatehabad Mahendragarh Rohtak Total No. of students 25 25 25 25 100 No. of students as per writing correct words 5 4 3 2 1 0 14 11 3 5 14 2 1 4 12 8 1 2 7 7 7 2 9 24 29 24 14 -

1 2 3 4

It can be seen that of the100 students, only 9 students were able to write correctly 5 words out of 5 and 24, 29 & 24 students were able to write correctly

40

4, 3 and 2 words respectively out of 5 words. The performance of 14 students was very poor, they were able to write correctly only one word. C) Arithmetic Test An arithmetic test of four sums (Addition, Subtraction, identify bigger number & small number) of 100 students of class-II was conducted. The performance of the students is shown in the following table. Table No. 4.10 I Arithmetic Test of 4 sums.
Name of District No. of Students 4 Ambala Fatehabad Mahendragarh Rohtak Total 25 25 25 25 100 2 8 6 16 No. of Students as per correct solution 3 5 16 12 9 42 2 16 6 3 2 27 1 4 2 6 12 0 1 2 3

The data in the table shows that out of the 100 students, 16 students were able to solve 4 sums out of the 4 whereas 42, 27 & 12 students were able to solve 3,2 &1 sums respectively out of four sums. The remaining 3 students were found totally unable to solve even a single sum. Learning achievement test for Class-VI students. Learning achievement test of 80 sample students of Class-VI for reading, writing of English & Hindi language was conducted by the survey team during the course of field survey. The performance of the students is detailed in the following paras.
41

Reading test of Hindi Language A reading test of Hindi language of 80 students of class-VI was

conducted by the surveyour. Their achievement is shown in the following table: Table No. 4.10 J Reading test of Hindi Language Sr. Name of No District 1 2 3 4 Ambala Fatehabad Mahendragarh Rohtak Total No. of students 20 20 20 20 80 No. of students as per their reading achievement Not at all Poorly Partially Completely 7 13 1 1 18 1 19 20 1 9 70

The data in the above table reveals that of the total 80 students, 70 students (87.5%) were found able to read the para of Hindi language completely. 9 (11.3%) students were able to read the para partially and 1(1.2%) student was not able to read the para i.e. his performance was poor. B. Reading test of English Language. Reading test of English Language of class-VI students of 80 students was conducted during the survey. The achievement of reading ability was assessed. The following table shows the achievement of 80 students.

42

Table 4.10 K Reading test of English Language.

Name of District No. of Students No. of Students as per reading achievement Not at all Ambala Fatehabad Mahendragarh Rohtak Total 20 20 20 20 80 1 3 4 Poorly 4 2 3 9 Partially 13 14 12 4 43 Completely 3 4 7 10 24

The above table reveals that out of 80 students, 24 students were able to read the para of English language completely whereas 43 and 9 student were able to read the para partially and poorly. The 4 students were found unable to read the para. A Writing test of Hindi language. A Writing test of Hindi Language of 80 students of Class-VI was conducted during the survey to assess their writing skill. The following table shows the performance of their writing skill. Table 4.10 L Writing test of Hindi Language
Name District of No. of Students No. of students as per writing Achievement Unable to Write Poorly Partially Completely

Ambala Fatehabad Mahendragarh Rohtak

20 20 20 20

43

13 6 13 10

7 14 7 7

Total

80

42

35

It can be seen in the table that of the 80 students, 35(43.8%) students were found able to write correctly complete para of Hindi language. The performance of 42(52.5%) and 3(3.7%) students was not satisfactory. B. Writing test of English Language. Writing test of English Language of 80 students of class-VI was conducted during the survey to assess their writing skill in English Language. The performance observed is shown in the following table. Table No. 4.10 M Writing test of English language. Name of District Ambala Fatehabad Mahendragarh Rohtak Total No. of students No. of students as per writing achievement Unable to Poorly Partially Completely write 4 13 3 1 11 8 1 12 7 5 10 5 11 46 23

20 20 20 20 80

The tabulated information in the above table shows that out of the 80 students,23(28.8%) were able to write the para completely whereas 46 (57.5%) and 11(13.7%) students were able to write the para partially and poorly. C) Arithmetic test for Class-VI students. An arithmetic test for class-IV of 80 sample students was conducted to assess the arithmetic skill. Four calculations were given to solve. The following table shows performance of arithmetic test of 80 students.

44

Table No. 4.10 N Arithmetic Test of 4 Calculations Name of District Ambala Fatehabad Mahendragarh Rohtak Total No. of students No. of students correct calculation 4 3 20 9 20 12 20 2 11 20 1 6 80 3 38 as per solution of 2 10 5 5 5 25 1 1 3 2 2 8 0 6 6

The data in the table reveals that out of 80 students, 3(3.8%) were found able to solve the all four calculations, 38 (47.5%) students were able to solve 3 calculations, 25(31.2%) were able to solve 2 calculations and 8(10.0%) were able to solve only 1 calculation out of 4 whereas 6 students (7.5%) were not able to solve any calculation. From this it can be concluded that the arithmetic skill of the students was not good.

45

4.11 Monitoring and Supervision Mechanism of SSA. The success of any scheme/programme depends upon proper supervision and monitoring by the senior officers, incharge of implementation of scheme/programme. Specific monitoring system need to be developed and put into place by the authorities in order to monitor the progress and assess whether the desired outcomes are being attained in schools. In order to facilitate the monitoring process, context specific quality indicators and appropriate usable tools have been developed by the NCERT. The SSA Frame work clearly emphasizes the need to promote community basis monitoring. The setup of monitoring structure at the State, district and block level was assessed during the course of field survey. State Level It was observed that monthly meetings were held under the Chairmanship of State Project Director of HPSPP to review the progress of SSA. In the monthly meetings the DEEO-cum-DPC participated and district wise progress of activities under SSA were reviewed. District Level Monthly meetings were convened under the Chairmanship of Additional Deputy Commissioner to review the progress of the activities under SSA. Agenda notes were prepared for the monthly meetings and the minutes of meetings were prepared and circulated to all the concerned quarters for follow up action. Copies of minutes were also sent to the State Project Director of Haryana Prathmik Shiksha Priyojana Parishad for information.

46

Block Level At block level monthly meetings were convened under the Chairmanship of BEEO-cum-BRC to review the progress of the activities under SSA. It was found that out of 4 districts only in Rohtak District, Monitoring Team had been constituted under the Chairmanship of Additional Deputy Commissioner and DEEO-cum-DPC as member of the team. At block level, of the 8 selected blocks only in 4 blocks namely AmbalaIst, Jakhal, Mahendragarh & Meham, monitoring team were constituted as formality shake. During the course of survey, it was observed that no record of monitoring was found maintained which could show the visits/comments made by the State Level Officers, District Level Officers and Block Level Officer at grass root level as well as to the beneficiaries of the S.S.A.

47

CHAPTER-V Summary of Findings, Shortcomings and Recommendations. Sarva Shiksha Abhiyan is Govt. of Indias Flagship Programme for achievement of Universalisation of Elementary Education (UEE) in a time bound manner as mandated by the 86th amendment to the constitution of India making free and compulsory education to the Children 6-14 years age group, a Fundamental Right. SSA is being implemented in partnership with State Government to cover the entire country and address the needs of 192 million children in 1.1 million habitations. Objective of SSA is to bring all children in school Education Guarantee Centre, Alternative school and back to school. All children complete five years of primary schooling by 2007. All children complete eight years of elementary school by 2010. The Economic and Statistical Analysis Department was assigned the evaluation study of SSA by the state Government to ascertain the implementation and impact of the programme and to identify the bottlenecks in its implementation and to suggest the necessary corrective measures to be applied for bringing qualitative improvement in the performance of scheme. A sample of 180 students (100 students of class-II and 80 students of class-IV) of 20 selected educational institutions of four districts namely Ambala, Fatehabad, Mahendragarh and Rohtak was taken by adopting purposively sampling technique for carrying out the survey. the

48

Findings are enumerated as below:1. Sarva Shiksa Abhiyan(SSA) was launched in the State of Haryana from April, 2002 though it was started in the year 2001-02 with its pre-project activities. 2. Sixteen districts were covered under SSA during 2002-03 and the

remaining districts were covered during 2003-04 to 2008-09. 3. An amount to the tune of Rs. 110802.55 (77.27%) lakh was utilized against the budget of Rs. 143390.56 lakh during 2002-03 to 2008-09, the trend of utilization of budget against financial provision was on lower side. 4. The teacher training was imparted to 67000, 67200 and 62215 teachers of primary and upper primary schools during the year 2005-06 to 200708. 5. As many as 62949 out of school children were main streamed in formal schools. 6. As many as 180 schools (upper primary schools) were covered under Computer Aided Learning during 2007-08. 7. Free text books were supplied to all 14,05,117 eligible girls and SC children during the year 2008-09. 8. As many as 47350 village Education Committee were reconstituted with Sarpanch as Chairman. 9. 20677 girls of upper primary classes were provided with free bicycles during 2007-08 and 2239 during 2008-09. 10. Only 4 consultants (one each of Finance, Monitoring, AIE and Administration) were appointed against the 7 post of Deputy Director
49

(one each of Plan & Monitoring, Gender, Teacher Training, Out of school children (AIE); Free Supply of Text Books, Administration and Finance.) 11. The staff position against the sanctioned post of the 4 selected districts was not found satisfactory i.e. 57 posts (77.0%) against 74 were found in position whereas 17(23%) post were lying vacant. 12. At block level (8 selected blocks) the staff position was also not found good. 13. The phenomenon of actual deployment of staff falling short of the sanctioned strength, particularly at state level, district level and block level indicated the degree of organization coordination remained below the optimum and planned levels. 14. The successful implementation of a Flagship Programme of National Importance like SSA rests to a large extent on the full complement of staff being in position at all levels. 15. In total 20 Educational Institutions comprising 16 schools of rural area and 4 schools of urban area were selected for collecting secondary as well as primary data. 16. Of the 20 educational institutions there were 2 Primary Schools, 5 Middle Schools, 3 High Schools and 10 Senior Secondary Schools. 17. Out of the 180 sample beneficiary students 100 students were of class-II and 80 were of class-VI. 18. Of the 180 sample beneficiary students, 102(50.7%) were girls and 78 (43.3%) were boys.

50

19.

As far as the social status of the 180 sample beneficiary students is concerned there were 90 scheduled caste, 59 backward classes and 31 were of other castes.

20.

All the 180 sample beneficiary students were given the benefit of free text books.

21.

Out of the 100 sample beneficiary students of Class-II, 36 students (36.0%) were given free text books in the beginning of the session whereas 64 students (64.0%) were given free text books in the mid of the session.

22.

Out of the 80 sample beneficiary students of Class-VI, 33 students (41.2%) were given text book in the beginning of session and 47(58.8%) students were given text gook in the mid of session.

23.

Of the 180 sample beneficiary students, 175 (97.2%) got new text books of all subjects and only 5 students (2.8%) were not given the new text books.

24.

Out of 20 head of the 20 educational institution, 19(95.0%) were imparted training where as one head (5.1%) was not imparted training due to the reason that he was directly recruited.

25.

Out of the 19 head of schools, 17(87.5%) were imparted in service training and 2(12.5%) were imparted induction training.

26.

As many as 19 head of the educational institutions commented that teacher training imparted was useful to some extent.

27.

Heads of 20 selected schools opined that the teacher training imparted should be effective and qualitative.

28.

T.L.M prepared in the form of charts comprising alphabets of English and Hindi were displayed on the walls of school rooms.
51

29.

In majority of schools, the T.L.M. prepared was found stored in drawing rooms or in Hall(Big Rooms).

30.

It was observed that teachers gave no importance in the preparation of T.L.M.

31.

Village Education Committees and V.C.C. were found constituted in the 16 selected villages.

32.

9 Village Education Committees were found constituted having members in between 11 to 13, 3 VEC had 10 members, 12 V.E.C had 9 members, 1 VEC had 7 members and 2 VEC has 5 members each.

33.

7 Village Education Committees had members 5 to 10, which were not found constituted as per norms of the membership.

34.

Out of 16 V.E.C. only 3 had prepared the prescribed type of Registers i.e. Village Education Register, Retention Register and Pupil Progress Card.

35.

The VEC of the 16 selected villages were found playing the role in improving enrollment, infrastructure improvement and helped in reduction of drop- out school children.

36.

21 school rooms were found constructed in 10 schools out the 20 selected schools during the year 2005-06 to 2008-09

, 37. Out of 21 school rooms, 15 were found completed whereas construction work of 6 school rooms of the year 2008-09 was found in progress. 38. Of the 20 selected schools, school constructed as per requirement. 39. Out of 32 selected households, 27 households had out of school children and drop outs. 40. 16 dropout children were identified one each in 16 households.
52

rooms in 5 schools

were not

41. 42.

11 out of school children were identified one each in 11 households. Out of 16 drop-out, one each were of class III & IV whereas 7, 5 and 2 drop out children were of Class-V, VI and VII respectively.

43.

Out of 16 dropout children, 9 (56.2%) left the school due to economic reason, 2(12.5%) due to social reason, 1(6.3%) due to poor quality of education and 4 (25.0%) due to other reasons.

44.

As far as the reasons of not attending the school of 11 out of school children are concerned, 7 children were not sent to school due to economic reason, 3 were not attended school due to poor health and 1 child did not attend school due to other reason.

45.

Of the 27 respondents only 7 (25.9%) were aware of the SSA whereas 20 (74.1%) were not aware of SSA.

46. 47.

All the 16 Heads of VEC were found aware of SSA. As far as the school facility available to 180 sample students is concerned, 61 (33.9%) students reported that school facility was available less than 1 Km, 101 (56.1%) students reported that the school facility was available in between 1-3 Km., 12 students (6.7%) told that school was at a distance 3-5 Km. and 6(3.3%) told that there school was more than 5 Km. away from their house.

48.

Of the 180 students, 174(96.7%) students opined that class rooms condition in rainy season was good and 6 (3.3%) told that the condition of class rooms was not good.

49.

Out of 100 students of Class-II, 90 students (90.0%) were able to spellout orally A to Z alphabet, 9(9.0%) were partially able and 1 student (1.0%) was poorly able to narrate the alphabet.

53

50.

Of the 100 students of Class-II, 89(89.0%) students were able to narrate 1 to 20 numbers completely where as 3 and 8 students were poorly and partially able to narrate the alphabets.

51.

Out of 100 students of Class-II, 44(44.0%) students were completely able to narrate alphabet of local language, 2 students(2.0%) were poorly able while 54 (54.0%) were partially able to narrate the alphabets.

52.

Out of 100 students of Class-II, 24 (24.0%) students were found able to read the full set of 5 words.

53.

Only 7 students out of 100 students were able to read correctly 5 words of English language out of 5 words.

54.

95 students out of 100 students of Class-II were able to read the set of 5 numbers completely whereas 5 students were not able to read the numbers.

55.

Of the 100 students of Class-II, 17(17.0%) students were able to write correctly 5 words of Hindi out of 5 whereas 83(83.0%) students were not able to write correctly these words.

56.

Out of the 100 students, only 9 students (90.0%) were able to write correctly 5 words of English out of 5 whereas 91(91.0%) students were not able to write correctly these words.

57.

Of the total 100 students, 16(16.0%) students were able to solve 4 sums out of the 4 whereas 84 students(84.0%) were not able to solve these sums.

58.

Out of 80 students of Class-VI, 70 students (87.5%) were found able to read the para of Hindi language completely whereas 10(12.5%) students were not able to read the para.

54

59.

As many as 24(30.0%) students out of 80 students of Class-VI were found able to read the para of English completely while the 56(70.0%) students were not able to read the para.

60.

35 students (43.8%) out of 80 were found able to write correctly complete para of Hindi language. students was not good. The performance of 45(56.2%)

61.

Out of 80 students of Class-VI, 23(28.85%) students were able to write the para of English completely whereas the performance of 57(71.12%) students was not good.

62.

The performance of 80 students of class-VI of Arithmetic test was not good. Only 38 students (47.5%) out of 80 were found able to solve the four calculations out of four.

63.

At state level and district level monthly meetings were held to review the progress of various activities of S.S.A through the progress report.

64.

During the course of field survey it was observed that physical monitoring at the site (spot) was done in selected districts and record of monitoring reports was not found maintained.

55

Shortcomings/Bottlenecks faced in the implementation of S.S.A. The survey has highlighted certain shortcomings/bottlenecks as per observations made by the survey team in smooth execution of the various activities of the S.S.A which include (i) Non utilization of released funds (ii) Violation of the guidelines as well as the norms fixed for the implementation of programme. (iii) Lack of timely supply of free text books to the targeted students (iv) Lack of awareness about all the activities of the programme among the people (v) Civil works were not executed as per the requirement (vi) Record relating to monitoring was not maintained(vii)Village Education Committees were not constituted as per the membership (viii) Lack of

coordination between the members of Panchayati Raj Institutions and School Teachers in Execution of S.S.A.(ix) Lack of appropriate, qualitative and

adequate Teaching Learning Material(x) Lack of qualitative and effective teacher training.

56

Recommendations The survey revealed that guidelines and norms of the SSA were not being followed properly. On the basis of various findings and observations the following recommendations have been made for the effective implementation of Sarva Shiksha Abhiyan. 1. Guidelines and norms laid down for the implementation of the various

activities under S.S.A. should be strictly adhered to. 2. The funds earmarked for the SSA should be 100% utilized to achieve the

desired goal. 3. Any type of the incentives whether in kind or cash should be provided

to the targeted students in the beginning of the academic session. 4. Wide and effective publicity of the SSA should be done to make aware

of the various activities of the programme. 5. Civil works like construction of school rooms, urinals & toilets should

be taken up as per requirement. 6. Village Education Committee should be reconstituted keeping in view

the number of members (11-15 members) of different status of the village community with out any discrimination of caste and creed. 7. Teacher training must be imparted by the well trained staff and

qualitative teacher training should be imparted to the teachers,. so that the teachers can teach the student properly and able to develop the hidden talents of the students. 8. Coordination between members of V.E.C and school teacher should be

maintained so that the impediments (obstacles) in the execution of the any activities be avoided.

57

9.

Teaching Learning Material should be prepared keeping in view the

prescribed syllabus of the class -I to VIII and should be use while teaching the students and should not be stored in Drawing Rooms as well as in Halls. 10. As per provision, the monitoring mechanism should be made effective.

Monitoring team at State level, district level and block level officer/official must be constituted. The monitoring reports should be prepared and record to this effect be maintained for follow up action.

58

Annexure-I Evaluation of the S.S.A. - list of districts/blocks/ villages covered under the study
Sr. Name of selected district Name of selected block No. 1 Ambala 1. Ambala Ist 2. Shahzadpur 2 Fatehabad 1. Bhattu Kalan 2. Jakhal 3 Mahendragarh 1. Mahendragarh 2. Nangal Chaudhary 4 Rohtak 1. Kalanaur 2. Mehan Name of selected villages 1. Majri 2. Saundha 1. Behalouli 2. Patvi 1. Bahattu Kalan 2. Suli Khera 1. Jakhal Mandi 2. Karandi 1. Dalanwas 2. Madhogarh 1. Nangal Chaudhary 2. Nangal Katha 1. Baniyani 2.Bhali Anandpur 1. Kishangarh 2. Shishar Khas

59

Annexure-II Evaluation of S.S.A.list of Schools covered under the study.

Sr. Name of No district 1 Ambala Name of block 1. Ambala Ist Name of schools in Rural Area 1. Govt. High School Saundha Urban (slum area) Govt. Senior Sec. School Main Branch Railway Road, Ambala Cantt. Govt. Primary School Bhattu Kalan

2. Shahzadpur

2 Fatehabad

1. Bhattu Kalan

2. Govt. Senior Sec. School Majri 1. Govt. Middle School Patvi 2. Govt. Middle School Behlouli 1. Govt. Senior Sec. School, Bahattu Kalan

Govt. Primary School Mohalla Khitikan M.Garh

2. Govt. Middle School Suli Khera 2. Jakhal 1. Govt. Senior Sec. School Jakhal Mandi 2. Govt. High School Karandi 3 Mahendragarh 1. Mahendragarh 1. Govt. Sr Secondary School Madhogarh 2. Govt. Senior Sec.School Dalanwas 2. Nangal 1. Govt. Senior School Chaudhary Nangal Chaudhary 2. Govt. High School Nangal Katha 4 Rohtak 1. Kalanaur 1. Govt. Sr. Sec. School Baniyani 2. Govt. Sr. Sec. School Bhali Anandpur 2. Mehan 1. Govt. Sr. Sec. School Shishar Khas 2. Govt. Middle School Kishangarh

Govt. Model Middle School Rohtak.

60

Annexure-III Number of students in schools of the State (Class wise) Class I to V Year 2005-06 2006-07 Boys 1666744 1172867 Girls 930747 Total 1997491 Class VI to VIII Boys 633189 668616 Girls 526647 575118 Total 1159836 1243734

1024429 2197296

Teacher Pupil Ratio Year 2005-06 2006-07 Primary 42 57 Middle 26 41

61

Annexure-IV Literacy Rate (Census 2001)

Sr. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Name of District Ambala Bhiwani Faridabad Fatehabad Gurgaon Hisar Jind Jhajjar Karnal Kurukshetra Mahendragarh Panipat Rohtak Rewari Panchkula Sonipat Sirsa Kaithal Yamuna Nagar Haryana State Total 75.31 67.45 70.03 57.98 62.91 64.83 62.12 72.38 67.74 69.88 69.89 69.17 73.72 75.25 74.00 72.79 60.55 59.02 71.63 67.91 Male 82.31 80.26 81.52 68.22 76.17 76.57 73.82 83.27 76.29 78.06 84.72 78.50 83.30 88.45 80.87 83.06 70.05 69.15 78.82 78.49 Female 67.39 53.00 56.31 46.53 56.31 51.08 48.51 59.65 59.97 60.61 54.08 57.97 62.59 60.83 65.65 60.68 49.93 47.31 63.39 55.73

62

Annexure- A Activity wise allocation and expenditur0e 2008-09 Sr.No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Name of Activity Teacher salary Block Resource centre Cluster Resource Centre Civil Works Interventions of out of school children Free Text Books Innovative Activities Intervention for disabled children Interventions for girls children Maintenance Grants Management Research and Evaluation School Grant Teachers Grants Teacher Learning Equipment Teacher Training Community Mobilization Remedial Teaching Major Repairs K.G.B.V. SPIU Total (Rs. In lakh) Budget Expenditure 12051.90 5920.24 2187.00 516.85 122.58 6.91 14357.66 4806.54 1023.57 87.24 3751.99 106.73 1950.05 56.93 300.90 37.91 433.56 30.35 1067.03 1046.25 1565.00 366.59 188.58 0.10 829.08 827.12 322.25 298.02 130.57 980.90 5.84 34.87 0.17 335.73 0.72 0 (-) 3.10 380.84 40.26 535.70 122.12 42549.76 14273.79

63

Annexure-B Year-wise Physical Target and Achievement of construction of Civil Works.

Sr 1 2 3 4 Type of construction No. of Civil Works BRC Cluster R.C. Bldg. for school with out Primary school Bldg for school without building i) Primary ii) Upper Primary 5 New School Bldg. i)Primary ii) Upper Primary 6 7 8 9 Add. Class Room Toilets Drinking water Boundary wall 124 211 1286 2892 1430 124 211 1285 2892 1430 27 67 2120 990 987 52 475 27 67 2097 990 987 52 475 327 35 2995 2354 1946 221 1322 271 31 2826 2334 1926 213 1322 92 401 228 63 291 221 43 43 62 62 41 41 14 13 2003-04 46 101 97 59 101 97 2004-05 6 221 136 6 221 135 2005-06 Target Ach. 2 144 2 136 2006-07 Target Ach. 1 99 20 1 89 12 Target Ach. Target Ach.

4757 4103

10 Electrification 11 Head Master Room

6276 6276 292 284

64

Annexure-C

Organisational Chart of the Sarva Shiksha Abhiyhan Central Level Govt. of India Ministry of Human Resources Development Department of Elementary Education and Literacy State Level Haryana Prathmik Shiksha Pariyojana Parishad District Level District Elementary Education Officer/ District Project Coordinator Block Level Block Elementary Education Officer/Block Resource Co-ordinator Village level School

65

Annexure D Staff sanctioned and in position of district level as on 31.3.2009

Sr. No District DEEOcumDPC S P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 APC DGC Data Entry Operator P 1 1 1 1 1 1 1 1 1 10 1 1 2 S 7 11 6 7 5 10 6 8 7 7 6 6 6 5 6 6 6 8 8 7 139 P 6 8 1 2 2 8 2 7 7 6 5 5 5 5 5 4 4 7 7 7 103 Dy. Supdt. Accounts Officer S 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 P 1 1 1 1 1 1 1 1 1 1 1 11 S 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17 Accounts Clerk S 6 10 5 6 4 9 5 7 6 6 5 6 5 4 5 5 5 7 7 6 119 P 5 5 1 5 1 4 4 6 5 6 5 3 3 3 4 4 2 6 3 6 81

S 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 60

P 3 3 3 3 2 3 1 3 2 3 1 3 1 1 2 3 2 3 1 43

1. 2. 3. 4. 5 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Ambala Bhiwani Faridabad Fatehabad Gurgaon Hisar Jhajjar Jind Kaithal Karnal Kurukshetra Mewat Mahendragarh Panchkula Panipat Rewari Rohtak Sirsa Sonepat Yamuna Nagar Total

S= sanctioned, P= in position

66

Annexure E Staff Position at Block Level as on 31.3.2008

Name of block BEEOcum-BRC ABRC Accounts Clerk D.E.O

Ambala-I Sahhjadpur Bhattu Kalan Jakhal Nangal Choudhary Mahendragarh Kalanaur Meham Total

S 1 1 1 1 1 1 1 1 8

P 1 1 1 1 1 1 1 7

S 7 7 7 7 7 7 7 8 57

P 7 3 5 6 5 4 3 1 34

S 1 1 1 1 1 1 1 1 8

P 1 1 1 1 1 1 1 1 8

S 1 1 1 1 1 1 1 1 8

P 1 1 1 1 1 1 1 1 8

67

68

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN, STATE LEVEL SCHEDULE (To be canvassed to State Nodal Officer) 1. Identification (No. where S.S.A. is being implemented) A. No. of Districts B. No. of blocks C. No. of in-habitant villages 2. Institutional arrangement for Sarva Shiksha Abhiyan 2.1 Name of Nodal Department/Agency implementing the programme. 2.2 Name of the head of the State implementing officer 2.3 Please indicate whether the head Independent charge- 1 Of H.P.S. P.P. of the programme Additional charge -2 2.4 2.5 If additional charge, mention other departments under his charge Organisational structure of nodal implementing agency of SSA scheme (flow chart from State level to school level) 3. Information about the scheme 3.1 Year & month since SSA is under implementation in the State 3.2 Structure of education followed in the state (classes covered under primary and upper primary sections) No. 3.3 Types of schools covered under SSA All schools -1 including numbers under each category All schools except private -2 Only Govt., local body & Govt. Aided schools -3 Only Govt. & Govt. Aided -4 Only Govt. schools -5 3.4 Are the goals framed by the state Yes-1 Government different from those framed for No -2 the national level? 3.5 If yes, please list the goals framed by the State government 3.6 Is there any state specific Yes -1 guidelines/framework formulated No -2 Central Govt. framework followed 3 3.7 If no to 3.6, how is the scheme Implemented in absence of any framework/guideline 3.8 If yes to 3.6 furnish a copy 3.9 Any pre-project diagnostic study conducted Yes -1 to identify local needs before formulating No -2 guidelines/framework? 3.10 If no to 3.9, on what basis the

3.11 3.12

3.13 3.14 3.15

guidelines/framework was formulated? Does state has any Perspective Plan to achieve UEE? Does state prepare Annual Work Plan containing prioritized activities to be carried out in that year? Is education given the status of Fundamental Right in the state? If yes to 3.13, in what way it is being given the status of a Fundamental Right? If no to 3.13 reasons thereof?

Yes -1 No -2 Yes -1 Prepared by District -2 No. -3 Yes -1 No -2

3.16 Any inadequacy in the guidelines of the state Government relating to the following:S. Inadequacy related to If yes, specify inadequacies No. 1 Release of funds Yes-1 No.-2 2 Infrastructure Yes-1 No.-2 3 Teaching Learning Materials Yes-1 (TLMs) No.-2 4 Teacher Yes-1 No.-2 5 Monitoring Yes-1 No.-2 6 Any other (specify) Yes-1 No -2 4. Allocation, release and expenditure of funds 4.1 criteria for allocation of funds under central & state norm Five year Plan Centre State Centre, State ratio Contribution contribution 9th Five year Plan 10th Five year Plan 11th Five year Plan 4.2 4.3 Is State Govt. satisfied with the contribution policy of central government? If no to 4.2, reasons for dissatisfaction of state Govt Yes-1 No.-2 Lack of funds -1 Unwillingness to release this amount for SSA -2 Already huge allocation for other scheme related to primary education -3 Any other (specify) -4

4.4

If no to 4.2, what should be the contribution structure?

4.5

Funds allocation, release and expenditure under central assistance for SSA Amount in Rs. lakh Year Allocation Release Expenditure 2003-04 2004-05 2005-06 2006-07 2007-08

4.6 Funds allocation, release and expenditure under State assistance under SSA Amount in Rs. lakh Year Allocation Release Expenditure 2003-04 2004-05 2005-06 2006-07 2007-08 4.7 Year Flow of funds under SSA (Rs. in lakh) Central State Total assistance assistance assistance 2003-04 2004-05 2005-06 2006-07 2007-08 4.8 S.No. 1 2

Release to districts

Expenditure

Indicate allocation, release and utilization of funds with respect to the following:Grant for (for the period 2006-07) School infrastructure Up-gradation of EGS to regular school or setting up of a new primary school Teachers Teacher training Training of community leaders Teacher learning equipments for upper primary Disabled children Allocation (1) Release (2) Expenditure (3)

3 4 5 6

8 9

Research, evaluation, supervision, monitoring Other (specify)

5. No of villages having no un-served school in the State 2000-01 2003-04

2007-08

6. Slum Position 6.1 Has state any town with slums? 6.2 6.3 6.4 % population residing in slums in the state (latest available data) No. of schools in the slums in the State If yes in 6.1 measures taken for implementation of SSA in slums

Yes -1 No. -2

7. EGS/AIE Schools 7.1 No. of EGS/AIE schools functioning in the state during

7.2

No. of new EGS/AIE schools started in the state during

7.3

How many EGS/AIE schools have been upgraded to regular schools?

7.4

Criteria adopted by state govt. to upgrade EGS/AIE schools to regular schools

20022003200420052006200720082002200320042005200620072008All EGS/AIE of the State -1 More than 70% -2 50% - 70% -3 30% - 50% -4 Less than 30% -5 None -6 All EGS/AIE Schools EGS/AIE schools functioning since more than two years EGS/AIE having 2 classrooms Good attendance of children Any other (specify)

-1 -2 -3 -4 -5

8. Progress against key inputs target of SSA. S. No. 1 2 Item Targets upto 2007-08 Achievement upto 31.3.2008 Cumulative Achievement as percentage of the target Targets for 2008-09

3 4 5 6

8 9 10 11 12 13 14

Opening of new primary schools Up gradation of primary to upper primary schools Male Teachers appointed Female teachers appointed Construction of school building Construction of additional class rooms Upgradation of EGS/AIE schools to regular schools Children receiving free text books Functional Block Resource Centre Functional Cluster Resource Center Teacher training Drinking water facility Construction of toilets Any other (specify)

9. Enrollment under SSA 9.1 All children (6-14age) have completed five years of primary schooling in 2007 9.2 9.3 9.4 If no, give reasons Will all children complete eight years of elementary schooling by 2010? If no/cant say to 9.3, give reasons

Yes -1 No. -2

9.5 9.6

Are you satisfied with the quality of education given at the school? If No, give reasons

Yes-1 No -2

10 Capacity building under SSA 10.1 Does state has any State Institute of Education Management & Training (SIEMAT) 10.2 If yes to 10.1 how much assistance was given to SIEMAT for training? 10.3 If yes to10.1, any training/workshops been organized for officials/ teachers/community members under SSA by SIEMAT? 10.4 If no to 10.3, how SIEMAT utilized the allocated fund? 10.5 Year

Yes-1 No -2 Amount Year Yes-1 No -2

2003

2004

2005

2006

2007

Details of capacity building under SSA other than SIEMAT Name of the Target Topics Methodologies Rating institute group covered used by these institutions Very Good Good Average Poor Very Good Good Average Poor Very Good Good Average Poor Very Good Good Average Poor Very Good Good Average Poor

-1 -2 -3 -4 -1 -2 -3 -4 -1 -2 -3 -4 -1 -2 -3 -4 -1 -2 -3 -4

11. 11.1

Partnership with other institutions Does the State Government have partnership with research institutions for Yes implementation of SSA? No.

-1 -2

11.2 Details of partnership with other institutions. S.No. Name of institution. Role played by the institution.

11.3

Has any State level study/studies been conducted for evaluating SSA Yes or any aspect of SSA in last three years? No 11.4. If yes, please give the title of the evaluation study and furnish a copy of the evaluation study. 12. 12.1

-1 -2

Supervision, Monitoring & Evaluation Mention the educational aspects covered under the Educational Management information System like DISE in the State. 12.2 Has any State level team (other than National Monitoring team) been Yes-1 constituted for effective monitoring? No -2 12.3 If yes to 12.2 details of state level team. Composition Activities under-taken Frequency of Any State level by the team activities undertaken web-portal for SSA Weekly -1 Yes -1 Fortnightly -2 No -2 Monthly -3 Half yearly -4 Annually -5 12.4 If no to 12.2 reasons thereof. 12.5 Is there any other institution involved in monitoring/ supervision of SSA? Yes -1 No. -2 12.6 If yes to 12.5, please list Sr.No. Name of institution Aspect monitored (multi choice) Micro planning -1 Class room observation -2 Regular school mapping -3 Updation of household data -4 Teachers training -5 Any other (specify) -6 13. Innovative projects 13.1 Any innovations for improving quality of elementary education by the state? 13.2 If yes to 13.1 please specify the innovations made 13.3 Has any innovative project been taken up in the state for mainstreaming the dropouts and out of school children? 13.4 If yes to 13.3 in how many district these innovative projects are functioning? 13.5 If yes to 13.3, please specify the specific characteristics of innovations made. Yes-1 No -2

Yes-1 No -2

14. Role played by NGOs 14.1 Are/is there any NGO involved in implementation of the scheme along with the state? (Yes-1, No.-2) 14.2 If yes to 14.1 please give details of S.No. Name of the NGO Role played by the NGO

15. Role played by Media 15.1 Role played by media in sensitizing people regarding SSA in the State. 16. Opinion of the implementation officer on implementation of SSA 16.1 Problems/constraints faced in implementation of the scheme (not more than five) in order of their significance. 1. 2. 3. 4. 5. 16.2 Suggestions regarding SSA: (a) Restructuring this scheme: (b) Better implementation of the scheme: (c) Improving social disparity: (d) Improving gender disparity: (e) Improving quality of teaching:

Signature of the Nodal Officer

Signature of the Surveyor

1.

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN District Level Schedule (To be canvassed to District Nodal Officer) Identification.

1.1 Name of District 1.2 No. of Block 2. Institutional Arrangement for SSA 2.1 2.2 2.3 2.4 Name of Nodal Department/agency responsible for implementing the scheme. Who is the district nodal for SSA? Please indicate the charge type of the officer. Sole Charge -1 Additional charge -2 Since when is the responding officer Since 2002 -1 Looking after SSA at district level. 2003 -2 2004 -3 2005 -4 2006 -5 2007 -6 2008 -7 Less then a year -8 Do you prepare Annual work Plan containing Yes -1 prioritized activities to be carried out that No. -2 year and budget. a) Year b) Budget If there is any district plan for Children with special needs? Yes/No If yes, what are the major provisions in that plan? Does an effective information system exist at District level? If No, system of maintenance of data regarding Villages and schools Provide a copy of latest data. -1 -2 Manual -1 No system -2 No data is maintained -3 Yes No.

2.5

2.6 2.7 2.8 2.9

2.10

3. Information about the scheme. 3.1 Year since SSA is under implementation in the district

Since 2002 -do- 2003 -do-2004 -do-2005 -do-2006 After 2007

-1 -2 -3 -4 -5 -6

3.2

Please provide details of the children in the age group of 6-14 years Year No. of children 6-14 years 2003 2004 2005 2006 2007 Total No. of school in the district (latest available date) Govt. School EGS/AIE Centres Others (Specify)

3.3

3.4

3.5 3.5.1

Give details about No. of schools (As on date of survey) No. of Primary SchoolNo. of Middle SchoolNo. of High SchoolNo. of Senior Sec. SchoolEGS/AIE Schools No. of EGS/AIE Schools functioning Year Nos. in the district during EGS 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

AIE

3.5.2 No. of new EGS/AIE schools started In the district during

3.5.3 How many EGS/AIE schools have been upgraded to regular school? 3.5.4 Criteria adopted to upgrade EGS/AIE schools

Year wise

4. Urban Slums 4.1 Whether there are slums area in the district.

Yes No.

-1 -2

4.2 4.3

Same as for other area -1 Different from other -2 None -3 4.4 If code 2 is selected in 4.3 elaborate the policy (provide a latest copy) 4.5 How many URCs (Urban Resource Centres) are constructed? 4.6 If code 3 is in item 4.3 reasons thereof? 5. NPEGEL (National Programme for Education of Girls at Elementary Level) If there is any educationally Backward block(EBBS) Yes -1 in the district? No. -2 5.2 If yes to 5.1, No. of EBBS 5.3 If yes to 5.1 in how many block, NPEGEL scheme is implemented? 5.4 If number given in 5.2 & 5.3 dont tally reasons thereof. 5.5 Name of the blocks in which NPEGEL is implemented? Number of Schools built Under NPEGEL (block Wise) More than 3 -1 2/3 -2 One each -3 None -4 6. Allocation, release and expenditure of funds under SSA (Rs. in lakh) As on 31.3.04 to 08 6.1 Flow of funds Year Allocation Release Expenditure 2003-04 2004-05 2005-06 2006-07 2007-08 6.2 Details of funds Sr.No. Name of the component 2006-07 2007-08 Allocation Expenditure Allocation Expenditure 1 Civil Works 2 Repair & maintenance 3 Teacher grant 4 Free text books 5 Teacher learning equipment (TLE) 6 School grant 7 T.L.M. 8 Teachers Training 9 Community Training 10 Research evaluation and monitoring 5.1

a) Total No. in the district b) Slum population in the district. What is the policy for implementation of SSA in Urban slums?

If yes to 4.1,

11 12 13 14 15 16 17 6.3 Year

Computer education Innovative activity Early childhood care & education (ECCE) Innovative education for the disabled Block resource centre Cluster resource Management cost Disbursement of grants for schools to BRC Funds received from state Project Director Months Amount Funds transferred to BRC Month Amount

2006-07 2007-08 6.4 Is equal amount distributed to all blocks (Yes-1, No.-2) 6.5 If No. to 6-4, what is the criterion for disbursement of funds? 7. Indicate progress against key input targets Sr. No. 1 2 Item Targets up to 31-03-2008 Achievement up to 31-3-08 Reasons for Gap

Opening of new primary schools Up-gradation of primary to upper primary schools 3 Male teachers appointed 4 Female teacher appointed 5 Construction of school building 6 Construction of additional class rooms 7 Up-gradation of EGS/AIE schools 8 Children receiving free text books 9 Functional Block Resource Centre 10 Functional cluster Resource Centre 11 Teacher Training 12 Drinking water facility 13 Construction of toilets 14 Any other (specify) 8. District Elementary Education Plan 8.1 Who are involved in preparation of district elementary education plan? Give names and designation.

Sr.No. 1 2 3 4 5 6 7 8

Name

Designation

8.2 Please furnish a copy of plan prepared. Mention selection procedure 8.3 How members of BRC are Selected Sr.No. Name of institution Aspect monitored (multi-choice) Micro planning -1 Class room observation -2 Regular school mapping -3 Updation of household data -4 Teacher training -5 Any other specify -6

9. Innovative project 9.1 Any innovations for improving quality of elementary education Yes by the State government in the scheme? No 9.2 If yes, please specify the innovations made. 9.3 Have any other innovative projects been taken up in the Yes districts for main streaming drop outs and out of school children No 9.4 If yes to 9.3 please give details of specific characteristics of the project. 10. Monitoring and supervision. 10.1 Has any District Level team been constituted for effective Yes Monitoring? No 10.2 If yes to 10.1 Details of district level team Composition of team Activities under Frequency of activities taken by the team under taken weekly -1 Fortnightly -2 Monthly -3 Quarterly -4 Half yearly -5 Annually -6 None -7 10.3 Is there any other institution involved in monitoring/ supervision of SSA

-1 -2 -1 -2

-1 -2

Yes No.

-1 -2

10.4 If yes to 10.3 please list 10.5 11. 11.1 How do you ensure the quality of elementary education in the district? Role of Non Governmental Organisation. Is here any NGO involved in implementation of Yes -1 the scheme along with the State? No. -2 11.2 If yes to 11.1 please give details of Sr.No. Name of the NGO Role played by the NGO

12. 12.1 13 13.1

13.2

Media Role played by media in sensitizing people regarding SSA in the district. Opinions of implementing officer regarding SSA. Problems/constraints faced in implementation of the scheme in order of their significance. 1. 2. 3. 4. 5. Suggestions regarding SSA a) Restructuring this scheme. b) Improving social disparity. c) Better implementation of the scheme. d) Improving gender disparity. e) Improving quality of teaching.

Signature of the D.E.E.O.

Signature of surveyor

1.

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN Block Level Schedule (To be canvassed to BRC Coordinator) Identification. a) District b) Block

2. Institutional arrangement for SSA 2.1 2.2 2.3 Name of Nodal Department/agency responsible for implementing the scheme. Name of the BRC coordinator? Since when is the responding officer is acting as BRC Coordinator?. Since 2001 -1 2002 -2 2003 -3 2004 -4 2005 -5 2006 -6 2007 -7 Less then a year -8 Sol charge -1 Addl. Charge(Specify)-2

2.4

Mention whether BRC coordinator has sole Charge/additional charge

3. Information about the scheme 3.1 Year since SSA is under implementation in the block.

Since 2001 2002 2003 2004 2005 2006 2007

-1 -2 -3 -4 -5 -6 -7

3.2

Provide information about children in the age group of 6-14 years. Year 2003-04 2004-05 2005-06 2006-07 2007-08 No. of Children 6-14 years.

3.3

Total No. of schools in the block (latest available date

3.4

Total No. of Primary schools (Ist to Vth)

3.5

Total No. of Upper-Primary schools(Class VI to VIII only) Total No. of upper-primary schools with Primary classes (Ist to VIII class) Total No. of Secondary schools with upper primary (VIth to XII) Total No. of Secondary schools with Primary and Primary classes

3.6

3.7

3.8

Govt. Govt. aided EGS/AIE centres Govt. Private Other Govt. Private Other Govt. Private Other Govt. Private Other Govt. Private Other

3.9 EGS/AIE Schools:3.9.1 No. of EGS/AIE schools functioning in the block during

20022003200420052006200720082002200320042005200620072008-

3.9.2 No. of new EGS/AIE schools started in the block during

3.9.3 How many EGS/AIE schools have been Upgraded to regular schools?

3.9.4 Criteria adopted to upgrade EGS/AIE Schools to regular schools

All EGS/AIE -1 More than 70%-2 50% -70% -3 30% - 50% -4 Less than 30% -5 None -6 All EGS/AIE schools EGS/AIE functioning more than two year EGS/AIE having two Class rooms Good attendance of Children Any other

-1 -2 -3 -4 -5

4. NPEGEL 4.1 Rural female literacy of the block:4.2 4.3 4.4 4.5 4.6 Rural Male literacy of the block:Gender gap (difference between rural male literacy and female literacy) Whether the block is categorized as Educationally backward block? If yes to 4.4, whether NPEGEL is implemented in the block? If yes to 4.5 how many Model schools have been constructed under NPEGEL? Yes No. Yes No. More than 3 2/3 One each None -1 -2 -1 -2 -1 -2 -3 -4

4.7

What kind of interventions have been introduced In the Model Schools opened under NPEGEL. -Gender sensitization of teachers -Development of gender sensitive learning materials -Early child care -Provision of escorts -Provision of stationery and work books -Provision of uniforms -Any others If No. to 4.5 reasons thereof.

-1 -2 -3 -4 -5 -6 -7

4.8

5 Sr. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 5.1 Year

Allocation and Expenditure of funds under SSA Name of the component 2006-07 Allocation Expenditure Civil Works Repair & maintenance Teacher grant Free text books Teacher learning equipment (TLE) School grant T.L.M. Teachers Training Community Training Research evaluation & monitoring Computer education Innovative activity Early childhood care & education (ECCE) Innovative education for disabled Block resource centre Cluster resource Management cost Disbursement of grants. Funds received from District Project Officer Months Amount Funds transferred to VEC etc. Month Amount (Rs. in lakhs) 2007-08 Allocation Expenditure

2003-04 2004-05 2005-06 2006-07 2007-08

6. Indicate progress against key input targets Sr. No. 1 2 3 4 5 6 7 8 9 10 Item Opening of new schools Male teachers appointed Female teacher appointed Construction of school building Construction of additional class rooms Enrollment EGS/AIE centres Children with free text books Functional BRC Functional CRC Any other (specify) Targets up to 31-03-2008 Achievement up to 31-3-08 Reasons for Gaps

7. Total number of children enrolled in the Block Total Year as on Boys Girls Boys 1-09-2003 1-09-2004 1-09-2005 1-09-2006 1-09-2007 1-09-2008 8. District Elementary Education Plan. 8.1 Are you involved in preparation of District Elementary Education Plan. 8.2 If yes, mention the role played by you.

CWSN Girls

Yes No

-1 -2

9. BRC/CRC 9.1 Is the performance of BRC satisfactory? 9.2 If no, please give reasons for the same.

Yes -1 No -2 Reasons 1 2 3

9.3 9.4 9.5

Are CRCs (Cluster Resource Centres) Functioning in the block? As performance of CRCs satisfactory If no, please give reasons for the same.

Yes -1 No -2 Yes -1 No -2 Reasons 1 2 3 Yes No Yes No -1 -2 -1 -2

10. Training of VEC members. 10.1 Whether trainings for teachers and community members are organized at block level 10.2 Whether these training useful?

10.3

If yes, in what ways these were useful?

In improving quality -1 of teaching In increasing -2 awareness In implementation -3 of innovative projects Others (specify) -4

11. Monitoring and supervision 11.1 Presence of block level team for effective monitoring. 11.2 Is there any other institution involved in monitoring?

Yes No. Yes No.

-1 -2 -1 -2

11.3

If yes to 11.1 give details Composition of team Frequency of Visits Weekly Fortnightly Monthly Half yearly Annually If yes in 11.2, please list

-1 -2 -3 -4 -5

11.4

12. 12.1

Innovative projects Any innovations for elementary education by the district administration? If yes, please specify the innovations made. Have innovative projects in the block been taken up for main streaming drop outs and out of school children. If yes to 12.3 provide a list of names of the project with villages in which it is carried out and the specific characteristics of the projects. Meetings with VEC/SMC and other local bodies 13.1 When meetings with VEC/SMC Weekly are held? Fortnightly Monthly Quarterly Half yearly Annually Never

Yes No.

-1 -2

12.2 12.3

Yes No.

-1 -2

12.4

13.

13.2

-1 -2 -3 -4 -5 -6 -7 1. 2. 3. -1 -2 -3 -4

Please mention some important issues raised during these meetings. 13.3 Whether steps have been taken to resolve these issues? Mostly Some Very few None

14. 14.1 14.2 14.3 14.4

Position of schools village wise Total number of villages in the block. Please provide, a list of name & type of schools village-wise. Whether there is any village in the block which does not have any regular school? If yes to 14.3, reasons thereof. Yes No. -1 -2

15.NGOs 15.1 Is there any NGO involved in implementation/ Supervision/monitoring of the scheme along with the district? 15.2 If yes. Name & Address of the NGO Role played

Yes No. Dont know

-1 -2 -3

16.Opinions of implementing Officer. 16.1 Problems/constrains faced in implementation of the scheme (not more than five) in order of their significance. 1. 2. 3. 4. 5. Suggestions regarding SSA a) Restructuring this scheme. b) Better implementation of the scheme. c) Improving social disparity. d) Improving gender disparity. e) Improving quality of teaching.

16.2

Signature of the B.E.E.O.

Signature of the surveyor

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN Village Level Schedule (To be canvassed to head of the village Education Committee/Sarpanch/Knowledgeable person) 1. Identification.

Name of District Name of Block Name of Village

Name of the informant Designation of the informant: 2. Village particulars (As on. . . . . . . . . . ) 2.1 2.2 Total Population Population in age group 6-14 Boys: Girls:

2.3 2.4 2.5 2.6 2.7

Percentage of SC population in village Total No. of Households in the village Nos.

No. of household living below poverty line Nos. Does there exist any regular school/EGS/AIE facility in the village Total No. of schools in the village (including Primary and up per Primary) No.

2.8 Detail of schools in village Sr.No. Name of School Type of school

Funding agency Govt./ Govt. aided other (specify)

3. EGS/AIE School 3.1 No. of EGS/AIE Schools functioning in the village during 2003 2004 2005 2006 2007 2008

3.2

No. of new EGS/AIE Schools started in the village during

3.3 3.4

2003 2004 2005 2006 2007 2008 How many EGS/AIE Schools have been upgraded to regular schools? Criteria adopted to upgraded EGS/AIE schools to regular schools.

4. Village Education Committee VEC/any other body looking after implementation of SSA 4.1 4.2 Does VEC exist in the village? If no, who looks after implementation of SSA in the village Yes-1 No.-2 Gram Panchayat -1 Head teacher of the school -2 Knowledgeable Person (specify) -3

4.3 4.4 4.5 4.6

Year in which SSA was initiated in this village. Year in which VEC/Other similar body was formed in this village Total No. of members of VEC (at present) Working of village education committee a) Preparation of village education register relating to SSA Yes-1 No.-2 b) Preparation of retention register of SSA Yes-1 No.-2 c) Preparation of pupil progress cards Yes-1 No.-2

5. 5.1

Role played by VEC on the different aspects Aspects 1. Improving Enrolment 2. Monitoring of SSA 3. Infrastructre improvement in school 4. To reduce out of school children 5. To reduce Drop outs 6. To appoint teachers Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2

6. VEC/other similar body meetings 6.1 How frequently meetings are held? Weekly Monthly Quarterly Half yearly Annually Yes No. -1 -2 -3 -4 -5 -1 -2

6.2 Do you maintain record of meetings? 6.3 If yes in 6-2, give details about the meeting held during 2007-08 in the table given below. Date on which meeting was held

Number of members who Issues raised attended the meeting

7. Training of VEC members 7.1 Does VEC/other similar body provide training to community leaders/women of the village every year? If yes, How many person were imparted training of the village Do the members of VEC/other similar body under go training? Yes-1 No.-2 Number Yes-1 No.-2

7.2

7.3 Details of Training Sr.No. Name of Time period Training

Aspects covered

Very Good-1 Good -2 Average -3 Poor -4

Give reasons below good rating

8. 8.1

Funds allocated, released and utilized Does VEC/other similar body receive any funds from Yes-1 Primary education under SSA? No -2 8.2 If yes, provide the information relating to allocation released and expenditure Year Funds for Source Allocation Release Expenditure 2003-04 Civil Works Maintenance Training Others(Specify) 2004-05 Civil Works Maintenance Training Others(Specify) Civil Works Maintenance Training Others(Specify) Civil Works Maintenance Training Others(Specify) Civil Works Maintenance Training Others(Specify)

2005-06

2006-07

2007-08

9. Maintenance of records of children 9.1 9.2 Year Does VEC maintain records of children Yes-1 (6-14 years age group) enrolled in school in this village No.-2 If yes in 9.1 please give the following details Total (enrolled Child with special Needs SC 6-14 years) (enrolled 6-14 years) Boys Girls Boys Girls Boys Girls

2003 2004 2005 2006 2007 10. Issues raised and problems identified through VEC/other similar body meetings. Sr. Issue Yes-1 Type of problem Steps under taken No. No.-2 for resolving the problem 1. Financial Yes-1 Yes -1 No.-2 No. -2 Dont know-3 2 School management Yes-1 Yes -1 No.-2 No. -2 Dont know-3 3 Community Yes-1 Yes -1 participation and No.-2 No. -2 support Dont know-3 4 Infrastructural facilities Yes-1 Yes -1 No.-2 No. -2 Dont know-3 5 Children attendance Yes-1 Yes -1 No.-2 No. -2 Dont know-3 6 Teachers attendance Yes-1 Yes -1 No.-2 No. -2 Dont know-3 7 Teacher learning Yes-1 Yes -1 material No.-2 No. -2 Dont know-3 8 Teacher learning Yes-1 Yes -1 process No.-2 No. -2 Dont know-3

Students achievement

Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2 Yes-1 No.-2

10

Timely availability of text books to children Timely availability of uniform to children Timely availability by bi-cycle Any other (specify)

11

12

13

Yes -1 No. -2 Dont know-3 Yes -1 No. -2 Dont know-3 Yes -1 No. -2 Dont know-3 Yes -1 No. -2 Dont know-3 Yes -1 No. -2 Dont know-3 Every day Weekly Every fortnight Monthly Very Rare Never Yes No. Dont know Yes No. Dont know Very sincere Reasonably sincere Indifferent Yes No. Cant say -1 2 -3 -4 -5 -6 1 -2 -3 -1 -2 -3 -1 -2 -3 -1 -2 -3

11. 11.1

Teacher & teaching related aspects Do you make visits to schools in the village

11.2

Do you think that the school runs regularly?

11.3 11.4

If no, give reasons Do you think that the teachers are punctual?

11.5 11.6

If no, give reasons Are the teachers sincere in their work?

11.7 11.8

If indifferent, give reasons, Are you satisfied with schools progress

11.9

If no, mention reasons Yes No. -1 -2

11.10 Do you provide any teaching related assistance to teachers?

12. Role of Panchayat 12.1 Any role played by panchayat in supervision/ management of the schools? 12.2 If yes to 12.1 please specify the role panchayat plays in supervision/management of the schools? 13. New initiatives 13.1 Any innovations for elementary education By the district administration in the village 13.2 13.3 If yes, specify the innovations made. Has any initiative been taken by the VEC or any other local body for main streaming out of school children drop-pouts. If yes, please provide the details of the initiatives. Are any back to school camps with a focus on main streaming out of schools children into regular school organized during last one year? If yes, do you feel it successful in reducing out of school children in the village? Is CRC located in the school complex?

Yes No.

-1 -2

Yes No. Dont know

-1 -2 -3

Yes No. Dont know

-1 -2 -3

13.4 13.5

13.6

13.7

Yes -1 No. -2 Dont know -3 To large extent -1 To some extent-2 Not much -3 Yes -1 No -2

13.8 13.9 13.10 13.11

If yes, are these CRCs furnished? Are trained personnel deployed in there BRCs? Are trained personnel deployed in there CRCs? Role of BRC in implementation of SSA in the village.

14. Suggestions 14.1 Suggestions for improving the enrollment rates, reducing dropouts, out of schools children? 1. 2. 3. 4. Signature of the Sarpanch/knowledgeable persons .

Signature of the surveyor

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN School Level Schedule (To be canvassed to senior most school Teacher) 1. Identification. 1.1 District Block Village School Name

1.2. Respondents particulars (Teacher) 1.2.1 Name of the teacher 1.2.2 Educational qualification of teacher 1.2.3 Total Experience in teaching (No. of years) 1.2.4 Working in school time (No. of years) 1.2.5 Whether temporary/permanent 2. General Information about school 2.1 School Type

Govt. -1 Any other -2 Specify -3

2.2 How old the school is (No. of year) 2.3 Covered under SSA since Year Month

2.4 Total number of children enrolled in school (as on 1.9.2008) 2.5 Total teacher in the school

Total Boys Girls Total Male Female

SC

2.6 Pupil teacher Ratio (as on 1.9.08) 2.7 Category of school

Secondary with primary Upper primary with primary Middle Only primary

-1 -2 -3 -4

3. School grants Year 2003-04 2004-05 2005-06 2006-07 2007-08

(Funds received in Rs.) Funds received Expenditure If shortfall in expenditure reasons thereof

4. Enrollment of children (in the age group of 6-14 years) class-I- Class VIII) Year Total SC Child with special Needs Boys Girls Boys Girls Boys Girls 1-09-2003 1-09-2004 1-09-2005 1-09-2006 1-09-2007 5. Completion of Education 5.1 Completion of Primary Education Year at the end of No. of children (6-11 years) in completion of primary the session education (passing class V) Total SC Child with special Needs Boys Girls Boys Girls Boys Girls 2003 2004 2005 2006 2007 5.2 Year No. of drop outs Number of enrolled Total SC Boys Girls Boys Girls

Drop outs Total Boys Girls Boys

SC Girls

1998 1999 2000 2001 2002

6. Teacher and teaching related aspects 6.1 Teacher Vacancy Position (as on 31.03.2008) Post of regular Incumbency position Teacher appointed Teacher of regular teachers under SSA

7 Details of school teachers Social Educational Professional Class Status Name Sex Male/Female category qualification qualification taught Permanent/ Temporary 1 2 3 4 5 6 7

8. Training 8.1 Have you undergone any training in last 2 years? 8.2 If yes, mention type of training

8.3

Do you find this training useful?

Yes No Introduction In-service Others (specify) Yes No.

-1 -2 -1 -2 -3 -1 -1

9. 9.1

Teaching Learning Materials Whether TLM is being received/prepared?

9.2 If yes to 9.1, How often do you use TLM?

Yes No Often Sometimes Never Yes No Dont know

-1 -2 -1 -2 -3 -1 -2 -3

9.3 If 2/3 in 9.2, reasons thereof 9.4 Do you think that use of these materials makes teaching interesting?

10. Involvement of teachers in non-teaching work 10.1 Are teachers in the school involved in any non-teaching work? 10.2 If yes, please list all the activities in which teachers are involved 10.3 Are teachers will to do these works? 10.4 Incentive received for involvement in non-teaching activities

Yes No

-1 -2

Yes No.

-1 -2

11. Salary related aspects -1 11.1 Area you satisfied with the amount Yes of your salary? No. -2 11.2 When teachers get their Regular Appointed under salary/honorarium? SSA Monthly -1 Monthly -1 Quarterly -2 Quarterly -2 Half Yearly -3 Half Yearly -3 Annually -4 Annually -4 Any other -5 Any other -5 (Specify) (Specify) 11.4 Do they get their salary in cash? Yes -1 No -2 11.5 If no to 11.4 then mention form of Cheque -1 receiving salary Directly Deposited -2 in Bank Any other -3 (Specify) 12. Block Resource Center/Cluster Resource Centre 12.1 Existence of BRC/CRC BRC CRC Yes -1 Yes -1 No -2 No -2 Dont Know -3 Dont Know -3 12.2 How far is BRC/CRC located Less than 1 KM -1 Within School -1 from your School? (Mention 1-3 Km -2 Less than -2 distance in km) 1 KM 3-5 Km -3 1-3 Km -3 More than 5 KM -4 More than 5 Km -4 12.3 Does BRC/CRC provide any Yes -1 Yes -1

financial support to school 12.4 Does BRC/CRC provide you academic support 12.5 List the role played by BRC/CRC in providing academic support? In order of most important to least important 12.6 Any on-site training provide by BRC/CRC?

No Dont know Yes No 1. 2. 3. Yes No

-2 -3 -1 -2

No Dont know Yes No 1. 2. 3. Yes No

-2 -3 -1 -2

-1 -2

-1 -2

13. Curriculum Designing 13.1 Do you have any curriculum / syllabus for different classes? 13.2 If Yes, furnish copy

Yes No

-1 -2 -1 -2 -1 -2

13.3 Are teachers ever consulted by concerned authorities Yes in designing the curriculum? No 13.4 Are you satisfied with the curriculum ? Yes No 13.5 If no in 13.4, give reasons 14. Examinations 14.1 How do school evaluate the performance of Unit test children?(multi choice) Annual Examination Class Room Performance Any other (specify) 14.2 How many times examinations are held every Monthly year Quarterly Half Yearly Annually Others (specify) 14.3. Performance in different classes in 2007-08 Class Total No. of Children Children passed I II III

-1 -2 -3 -4 -1 -2 -3 -4 -5

Children failed

IV V VI VII VIII 15. Assessment of education for life skills

15.1 Whether covering the following essential act5ivities/aspects of education for life skills i.e. education on : (multi-choice) 1. Social Environment 2. Natural Environment 3. Health 4. Nutrition 5. Occupation 6. Any other (specify) Incentive to students -1 -2 -3 -4 -5 -6

16.

16.1 Scholarships 16.1.1 Do students get any scholarship regularly? 16.1.2 If yes who all are eligible for availing these scholarships?

Yes No. Dont Know All Only girls Only SC/ST Only SC/ST & Girls Any other (specify)

-1 -2 -3 -1 -2 -3 -4

16.1.3

If yes, mention amount (per year) per student

Student No. of Amount (per in Class students year) per getting student in Rs. scholarship I II III IV V VI VII

16.1.4

Month when these scholarships are given?

VIII Beginning of session Mid session End of the session Any other (specify)

-1 -2 -3 -4

Mention last date when the scholarships were given 16. Incentives to children with special needs: 16.2.1 Are there any children with Yes special needs in the school? No. 16.2.2 Whether Individualized Yes Education Plan (IEP) is No being prepared by teachers fro each child with special need? 16.2.3 Any incentives provided to Yes children with special needs? No Dont know 16.2.4 If yes to 16.2.3, please list the incentives provided 16.2.5 When are these incentives Beginning of the session given? Mid session End of the session Any other (specify) 16.2.6 Whether any grant is received Yes particularly for CWSN? No 16.2.7 If yes to 16.2.6, whether this Yes amount is sufficient? No Dont know 17. 17.1 School Infrastructure: Is any repair/maintenance work is being carried out in the school in last one year How many rooms are built under SSA since inception Yes No Dont know More than 3 3 Class room 2 Class room 1 Class room None Yes

16.1.5

-1 -2 -1 -2

-1 -2 -3

-1 -2 -3 -4 -1 -2 -1 -2 -3

17.2

17.3

Are more than one classes being taught in

-1 -2 -3 -1 -2 -3 -4 -5 -1

17.4

the same room? Are food for CMDM also cooked in the classroom?

No Yes No

-2 -1 -2

18. 18.1 18.2

Cooked Mid day meal programme Are children given free noon meal in the school? Do children like having the meal? Yes No Yes No. Dont know Cooking Distribution Supervision Any other Yes No Yes No. Cant say -1 -2 -1 -2 -3 -1 -2 -3 -4 -1 -2 -1 -2 -3

18.3

Are teachers involved in any of the activity related to this programme

18.4 18.5

Dispossession of teaching-learning time due to CMDM If CMDM is stopped will children continue to come in school Is the CMDM is hygienic & Nutrient? Innovative Project Any innovations for primary & secondary education in village by the district administration If yes to 19.1, please specify the innovations done Does school follow any strategy for mainstreaming out of school/dropout children? If yes to 19.3, list the activities carried out Any enrollment drive in the village for mainstreaming out of school children or dropouts? If yes to 19.5, what steps are taken for getting

18.6 19. 19.1

Yes No.

-1 -2

19.2

19.3

Yes No. Dont know

-1 -2 -3

19.4 19.5

Yes No

-1 -2

19.6

children enrolled in school? Please list any five steps taken 20. 20.1 Community Participation: Does parent-teacher association/mother-teacher association exist in this school? If Yes to 20.1, what is the role played by them Yes No Supervision in teaching Help in teaching Supervision in meal preparation Help in meal preparation Any other (specify) -1 -2 -1 -2 -3 -4

20.2

21 Increasing efficiency & effectiveness Do You need the following support to Yes-1 become more effective No -2 Teacher learning equipments Academic support from the community Effective teacher training Onsite support by CRC/BRC Availability of textbooks to children Any other (specify) 22. Suggestions regarding SSA a) Restructuring this scheme: b) Better implementation of the scheme: c) Improving social disparity: d) Improving gender disparity

If yes, please specify your requirement

Signature of the Head/Principal of Institution Signature of the Surveyour

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN Student Level Schedule (To be canvassed to students of class-11,111,1V and V1,V11 one boy and one girl from each class) 1. Identification. 1.1 District

Block

Village

School

Name

2. Student Identification. Name of student Age

Sex Male/Female

Class IInd-1 IIIrd-2 1Vth-3 Vth -4 VIth-5 VIIth-6

Category SC -1 OBC-2 General-3

Suffering from any disability Yes-1 No -2

3.

School Infrastructure. 3.1 How far is school from your house ? 1. Less than a kilometer. 2. 1-3 kms. 3. 3-5 kms. 4. More than five kms. 5. Dont know. 3.2 Is your class room good in raining season also? 1. Yes 2. No 3. Dont know 3.3 Is there library in the school ? 1. Yes 2. No 3.4 If yes, do you use library for study? 1. Daily 2. Once a week

3. Once a fort night 4. Once a month 5. Very rare 6. Never. 3.5 Do you have computer in the school? (Only for Middle class students) 1. Yes 2. No If yes, how often do you use this 1. Often 2. Very rare 3. Never 3.6 How do you come to school ? 1. On foot 2. Bicycle 3. By bus 4. Incentives to students. 4.1 Do you get free text books every year ? 1. Yes 2. No 4.2 Do all children in your class get free text books ? 1. Only girl 2. Only boys 3. Girl & Boys Both 4.3 When do you get free text books ? 1. Beginning of the session (Put) 2. Mid- session 3. End of the session 4.4 Do you get new text book of all the subject? 1. Yes 2. No 4.5 If no, in 4.1, how do you manage ? 1. By purchasing 2. Borrowing 3. Sharing 4. With out books 4.6 (If the selected child is C.W.S.N.) Do you get any assistance from school. 1. Yes 2. No

4.7 If yes to 4.6, give details. 4.8 Do you get any scholarship in school? 1. Yes 2. No 4.9 If yes, amount per month and mode of payment. 5. Teacher and teaching related aspects 5.1 Do your teachers make use of black board? Always -1 Most of the times -2 Rarely -3 Never -4 Always -1 Most of the times -2 Rarely -3 Never -4 Yes -1 No -2 Yes -1 No -2 Do not know -3 Yes/No Often -1 Rarely -2 Never -3 Physical punishment -1 Insulting in front of other children -2 Any other -3 Yes -1 No. -2 Do not know -3 Yes -1 No. -2 Physical punishment -1 Poor quality of teaching -2 Very strict for attending School -3

5.2 Do your teachers use chart, poster etc. while teaching?

5.3 Do you have separate teachers for each subject? 5.4 Do your teachers come to school daily?

5.5 Do your teachers punish you?

5.6 If yes in 5.5, what type of punishment is given?

5.7 Are your teachers engaged in any nonTeaching activity? 5.8 Do you like your teachers? 5.9 If no to 5-8, given reasons.

6. Cooked Mid Day Meal Scheme. 6.1 Do you get free noon-meal in the school? 6.2 Do you like the meal Yes No. Yes No. Cant say Yes No. Cant say -1 -2 -1 -2 -3 -1 -2 -3

6.3 If you stop getting the meal would you still continue to go to school? 7. Learning achievement test for class II students. 7.1 ORAL 7.1.1 Ability to narrate A-Z alphabets.

7.1.2

Ability to narrate numbers from 1-20 in local language

7.1.3

Ability to narrate alphabets of local language

Not at all Poorly Partially Completely Not at all Poorly Partially Completely Not at all Poorly Partially Completely

-1 -2 -3 -4 -1 -2 -3 -4 -1 -2 -3 -4

7.2 Reading

7.2.1

Local Language

jke xkW

unh nsk

Ldwy

No. of correct words/numbers 5/4/3/2/1/0

7.2.2

English

CAT

GOOD BIG 9 10 8 fdrkc Kku TOY

NEW

5/4/3/2/1/0

BAG 7.2.3 Number 7

5/4/3/2/1/0

7.3.1

Local Language

'kjcr ekrk

nky

No. of correct words/numbers 5/4/3/2/1/0

7.3.2

English

COW FOX
Addition 35 +17

GOD

5/4/3/2/1/0

MOTHER
Identify bigger number in 45 Identify smaller number in 32 and 29 No. of correct calculations 4/3/2/1/0

7.3.3

Arithmetic

Subtraction 40 -18

8 8.1 8.1.1

Learning achievement test for Class-VI students Reading Local Dialect ;g esjk Ldwy gSA eq>s Ldwy vkuk vPNk yxrk gSA esjs v/;kid eq>s vPNs yxrs gSa esjh ekW fl[kkrh gS fd eq>s jkstkuk Ldwy tkuk pkfg, vkSj v/;kidksa dk dgk ekuuk pkfg;sA English Passage This is my school. I love to come here. My teachers are very nice. My mother says that I should attend the school regularly and should follow my teachers. Not at all Poorly Partially Completely -1 -2 -3 -4

8.12

Not at all Poorly Partially Completely

-1 -2 -3 -4

8.2 Writing 8.2.1 Local Dialect

8.2.2

English Passage

8.2.3

Arithmetic

Hkkjr ,d fokky vkSj lqUnj nsk gSA mlus fofHkUu rjg ds yksx jgrs gSA ;gkW fofHkUu rjg ds R;kSgkj euk;sa tkrs gSA eq>s xoZ gS fd eSa Hkkjrh; gWWwA India is a big and beautiful country. It has wide variety of people. Different kinds of festivals are being celebrated here. I am proud to be an Indian. Formula Formula 20% LCM of for area of of 15 and of simple 130 20 rectangle interest

Unable to write Poorly Partially Completely Unable to write Poorly Partially Completely No. of correct Calculations4/3/2/1/0

-1 -2 -3 -4 -1 -2 -3 -4

8.3 Local Dialect

Write five sentences on My village.

Unable to write Poorly Partially Completely

-1 -2 -3 -4

Signature of the Surveyor

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN House Hold Level Schedule (To be canvassed to parents drop out and out of school children in 6-14 year age group) ( Section 1) 1. Identification; Sr. No. Name 1. State 2. District 3. Block 4. Village 5. School 6. House hold, 2. House hold particulars 2.1 Name of the head of the house hold. 2.2 Social category SC/ST = OBC = OTHERS = 2.3 Type of family Joint = Nuclear = 2.4 Demographic particular of the house hold Sr. Name Age Relationship Sex Marital Educational No. with head M/F Status Qualification

(Section II) 3. For Parents/Guardians (To be canvassed only if at least one child is attending school) 3.1 Sr.No. Name of Govt.-1 Class Distance of school Free textbooks Scholarof the the school Private-2 from home are giving by ship Child 0-1= 1 school. Yes-1 In table 1-2=2 Yes-1 No-2 2.4 More=3 No-2

3.2 If school category for any child is 2, why do you prefer Private school?

Quality of Education Infrastructure Distance from home Any other specify 3.3 Frequency of yours visit to school of your child Once a week Fortnight Month Three month One a year 3.4 Are you aware of PTA/SMC and any other body related to Yes-1 Education? No.3.5 If yes in 3.4, details of members of PTA/SMC,or other Local level body. Teacher related aspects. 3.6 Is/are your child/children satisfied with his/her Teacher?

-1 -2 -3 -4 -1 -2 -3 -4 -5

Yes No. Dont know Very often Sometime Very rare

-1 -2 -3 -1 -2 -3

3.7

If no, how often he/she complaints?

3.8

What does he/she complaints of?

3.9 3.10 3.11

Are you satisfied with educational progress of your child./children? If No, give reason. Do your child get free meal in the school?

Teachers absence-1 Poor teaching -2 In attentive -3 Punishment -4 Yes-1 No.-2

Yes-1 No -2

Awareness Regarding Sarva Shiksha Abhiyan. 3.12 Are you aware of the educational programme Sarva Shiksha Abhiyan? 3.13 If yes, from where did you come to know about the programme? Yes-1 No -2 Through community members -1 Mass Media -2 Through School -3 Other (specify) -4

3.14 Enrollment drive in the village. 3.14(a) Has there any enrollment drive in village for mainstreaming out of school children or drop-outs

Yes-1 No -2 Dont know-3

3.15 Suggestion for improving educational facilities in school. 1. 2. 3. 4. 5. (SECTION-111) 4 For Parents/Guardian (To be canvassed only at least one child is out of school/dropout) 4.1. Reasons for not sending your child to school. 1 Economic 2 Social 3 Gender related 4 School related 5 Lack of awareness about education 6 Health 7 Other (specify) 4.2 What child does throughout the day? 1 Work at home 2 Work outside 3 Looks after siblings 4 Others (specify) 4.3 Are you aware of the educational programme S.S.A.

Yes-1 No -2

4.4 If yes,4.3, please list two expectations/incentives/facilities that you expect fromSchool- 1 2 Teacher- 1 2

(SECTION-1V) 5. 5.1 For out of school child. What do you do throughout the day? 1. Work at home 2. Work outside 3. Look after siblings 4. Unable to do anything Reason for not going to school. 1. Economic reasons 2. Social causes 3. Gender related 4. School related 5. Health related 6. Lack of awareness about education 7. Others (specify) Would you like to join the school?

5.2

5.3 5.4

Yes-1 No -2

If yes to 5.3, what would you like to do? 1. To stay or work at home-1 2. To work outside -2 3. Orthodox -3 4. Others (specify) -4 5.5 If yes in 5.3, please list two expectation/ incentives/ facilities that you expect. School 1 2 Teacher 1 2 Parent/Guardian. 1 2

(SECTION-V) 6. For Drop- Out Child. 6.1.Particulars of drop-outs. Sr. No. as in 2.4 Class till which studied

Year in which dropped out

Reasons for drop out Economic Social causes Poor quality of education Distance from school Other reason

-1 -2 -3 -4 -5

Willingness and ambition What do you want to do? 1. Work at home 2. Work outside 3. Look after sibling 4. Any other (specify) 7.2 Would you like to join the school again? Yes-1 No -2 7.3 If yes to 7.2, please list two expectations/incentives/facilities that you expect from. School- 1 . 2. Teacher-1. 2. Parents/Guardian 1. 2. 7.4 If no to 7.2, what would you like to do ? 1. To stay or work at home 2. To work outside 3. To marry 4. Other (specify) 7.5 Was there any back to school camp organized in your village?. 1. Yes 2. No 3. Dont know Signature of the Surveyor

7. 7.1

DEPARTMENT OF ECONOMIC & STATISTICAL ANALYSIS, HARYANA EVALUATION STUDY ON SARVA SHIKSHA ABHIYAN CIVIL WORKS SCHEDULE (To be canvassed from village construction committee)

1. 2. 3. 4. 5. 6.

Name of the Head of VCC Name of work along with its location. Date of amount released to the VCC Date of estimates prepared along with amount Name of the estimate sanctioning authority Amount released by HPSPP (Give phase wise details)

7. 8. 9. 10. 11.

Amount utilized Time limit for completion of work Date of start of work. Date of completion of work Present position of work (Completed/under progress/abandoned/kept pending)

12.

Specify reasons if kept pending/abandoned. (Delay in release of fund, non availability of labour/raw material, disputed land etc.)

13. 13.1 14.

If work was completed, whether it is being used? If No given reasons. Major reasons in case of delay in completion of work (specify).

Yes/No

(Delay in sanction/release of funds, non availability of raw material, in sufficient funds etc. specify) 15. Is, the work executed entirely with the SSA funds? Yes/No.

16.

If no, name of the source/scheme from which the funds utilized alongwith the amount

17. Whether work done departmentally or involvement of middleman/ contractor. 18. Specify reasons if private contractor engaged in execution of work.

19.

Whether the signboard carrying the inscription of SSA relating to civil works with name of village/primary school/Middle school along with year was erected? Yes/No.

20.

Whether work was inspected by state Project Director/DEO BEO & other. Yes/No

21. 22. 23.

If yes, date year and mention the name/designation of inspecting authority. Suggestions for improvement/smooth implementation of the scheme. Observations after physical verification of work by the surveyor.

Signature of the Head of the Village Construction Committee

Signature of the Surveyor