Addressing Local Priorities in Primary Education – Issues & Perspectives Dipak Ray (OPEPA, D/O S & ME)

SSA envisages decentralised, need based and participatory planning in bottom-up approach. The SMC will be required to prepare a SDP (Section 21.2.b) that will form the basis for grants to be made to the school (Section 22.2). (SSA-RTE Framework-2010, MHRD, GoI)

Addressing Local needs in Primary Education

Addressing Local needs………. Access Opening of new schools in eligible habitations. Special Training for the OOSC admitted on age appropriate admission basis Residential facilities for urban deprived children through street to school approach. Residential facility for children belonging SC & ST categories by SSD. Seasonal hostel for migrant children Barrier free access for all children to ensure inclusive education.

Addressing Local needs…………. Equity Residential facility for the dropped out girls at UP level through KGBV. MLE for the children belonging to ST categories. Provision of 25% admission in Private un-aided schools under the RTE Act. Addressing the issues of CWSN under SSA

Addressing Local needs ……………. Retention Declaration of Text Book, Uniform & MDM as entitlement under the RTE Act. Seasonal hostel for migrant children Joyful learning though ‘Ama Vidyalaya’. Training to teachers for facilitating child friendly classroom transaction. Provision of infrastructural facility for providing safe space for transacting classroom process. Provision of drinking water & toilet in all schools. No corporal punishment & board examination.

Addressing Local needs…………… Quality ‘Sahaja’ programme for enhancing the learning level. Introduction of CCE at elementary level. Training to all teachers including those untrained. Provision of supplementary reading materials. ‘Quality Award’ for schools. Provision of merit scholarship. Introduction of techno-pedagogy through CAL. Child friendly Text Book as per NCF-2005 Establishment of ‘Quality Cell’ for institutionalising the efforts for enhancing the quality.

Local Priorities in Primary education (Decentralisation of Planning)

Importance Focuses attention on objectives & approach Reduces uncertainty & risks Provides sense of direction Encourages innovation & creativity Guides decision making in case of implementation & monitoring Provides efficiency in operation Encourages leadership among the stakeholders Strengthen democratic value

Institutionalisation under SSA-RTE Constitution of SMC as per the RTE Act, 2009 Capacity building of all SMC members on the preparation of planning. Participation in the preparation of SDP by SMC/ School. Planning for Social Audit at school level through SMC/ Gram Sabha. Declaration of PRI as the local Authority under the RTE Act, 2009 from GP to ZP level.

SPO Custer Resource Center School Development Plan Decentralised Planning process under SSA-RTE SPO District Project Office Block Education Office/ BRC Custer Resource Center School Development Plan

Issues Local level planning vis-à-vis Govt policy & International commitment (MDG, EFA, RTE etc.) Norm based character of planning Lack of ability to plan Desire, not demand and lacking of priorities Lacking of proper delegation & devolution of power Central authority has a final say Vision document prepared at central level

Perspective Decentralised planning in education as a part of political movement Decentralisation though institutional improvisation Decentralisation to be based on state policy Integration in the administrative system Procedural review Institutional autonomy Transfer of both administrative & financial power Institutional capacity building to manage the process of decentralisation

THANK YOU Every child in school!