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INDIRA GANDHI NATIONAL OPEN UNIVERSITY

B. Ed Programme Study Centre 1323 P

WORKSHOP –II : SEMINAR REPORT

28th April 2012

PAPER PRESENTATION ON THE TOPIC :

“ EDUCATION - A FUNDAMENTAL RIGHT ”

B. Ed. – 2011-12

IGNOU REGIONAL CENTRE, BANGALORE

No. 293, 39th Cross, VIII Block, Jayanagar, Bangalore – 560070

PREFACE

In 1951, India’s literacy was only 18.3% and today this rate stands at 65% around. It is quite a

remarkable achievement. Still India lags behind other developing centuries in this regard. The

National Policy on Education(1986) provides a board policy framework for education of literacy

and sets a goal of expenditure on education at 6% of the GDP. Thanks to this growing concern

over literacy, the question rising in everyone’s mind is “Education has been made a

fundamental right”. In this regard we have been given an opportunity to discuss and learn

through a seminar involving the following topics.

Group – I : Administrative Structure

Group – II : Infrastructure

Group – III : Recruitment of Teachers

Group – IV : Examination Reforms

Group – V : Mobilisation of Finance

Group – VI : Teacher Education

We would like to thank our Principal Prof Ganesha Bhatta and Programme In-Charge, Prof B. R.

Gopal and all other learned resource persons present during the Seminar

Student Teachers IGNOU B.Ed 2007-08

Group : I

Administrative Structure Group Leader : Anuja Nirad Muder Reporter : Shiv Kumar SH Other Members of the Group

1 Jitender Sharma

2 Varun Kumar Jha

3 Yogesh DN

4 Shiva Kumar

5 Kulbir Kaur

6 Sripriya Manuel

7 Sucheta

8 Rajesh TG

9 Manju

10 Suma H

11 Gangaraju N

12 Tabassun Banu

13 Chaya SR

14 Parameshware MS

15 Shwetha M Pai

Seminar Group - I

Administrative Structure

“KNOWLEDGE IS POWER”

Construction of knowledge brings huge transformation in life which leads one in an appropriate

direction towards perfection. In our custom, education can be acquired in three ways:

Formal

Informal

Non formal

People like us adequate to formal education to receive and construct knowledge. Though

we are in a democratic set up, we are required to obey and bow to the rules of the Constitution

and act according to its expectations. In order to felicitate this, we have some systematized

authority at each level. They are known as “Administrators” and the system in totality is called

the “Administrative Structure”.

According to RTE, the Educational Administration is maintained in a sequential order

from the higher level (National level) to the lower level (School).

The distinction is as follows:

The National Level:

MHRD- Ministry of Human Resource and Development

NAEP- National Adult Education Policy

NGO- Non Government Organization

GO- Government Organization These Organizations are responsible for organizing, planning and executing new programs and

policies at National Level.

The State Level:

Educational Minister

Secretary

Directorate of Commission

Directorate of Public Instruction

Joint Directorate of Public Instruction

These office bearers work at state level for the maintenance of good administration through

various activities like

Conducting State wide survey with regards to Literacy and Illiteracy rates. Planning to create awareness and impart knowledge at different levels to develop

Literacy.

Staging collaborative programs of the Center and State pertaining to educational

improvisations. The District Level:

The authority that takes care of the administration is the Deputy District Public Instructor of

Administration and Development. The functions of this authority is to

Plan annual programs of work

Arrange for training programs for teachers

Recruitment of teachers based on the necessity.

The Block Level:

In the block level we have:

The Block Education Officer Education Coordinator Block Resource Coordinator Block Resource Persons Cluster Resource Persons

They function at this level to To help the village committees To organize block literacy To maintain record and budget

The School Level : The authorities at the school level are :

o The Head Master o Assistant Teacher o The school developing and monitoring committee

Their work is to 1) make survey 2) to provide literacy service 3) to enrich the finance program

This is the way in which the Education System is managed from the root level.

There are a few changes which are anticipated after the implementation of RTE. They are:

At the Primary Level- The maintenance of Teacher- Student ratio is mandatory. ( ie, if the

strength of the class is 10 or within 10 then the number of teacher should be 1. If the strength

is 11 or more then the number of teacher should be 2.)

At the Secondary Level- There should be recruitment of teachers as per the subject need,

recruitment of Head Masters and provision for specialized training for the teachers.

At the Block Level- There should be recruitment of special Inspector for monitoring the

implementation of the RTE.

Group : II Topic : Infrastructure Group Leader : J. Santosh Kumar Reporter : Mercy Saxena Other Members of the Group

1 Renuka Rahul

2 Seema Devi. R.

3 Glory Jabakani. D.

4 Pushpa.A.

5 Uma.S.

6 Bharati Devaru Hegde

7 Kotresha Javali

8 Praveen Melagiri

9 P.Nagaraja

10 Annappa.R.

11 Jayarama.R.

12 C.R.Shivakumar

13 Keshava Murthy.C.

14 Saleem.G.Makandara

15 Ekanthappa.G.V.

16 M.Anil

Seminar Group - II Infrastructure

Learning takes place within a web of social relationships as teachers and pupils interact both

formally and informally. Schools are institutional spaces for communities of learners, including

both students and teachers. Play and scuffle with one’s friends on the school grounds, free time

to sit on the benches and chat with one’s friends during breaks, gathering together for morning

assembly and other festive and significant occasions in the school, studies carried out in the

classroom, anxious turning of pages before a class test, and trips made with one’s classmates and

teachers to places outside the school — all these are activities bringing the community

together,giving it the character of a learning community. Behind the scenes,but still significant in

giving the school its character, are the teachers

and the headmaster, planning and carrying out daily routines,examinations and special events

that mark the school calendar. How can we organise the environment in the school and

classroom so that such interactions support and enhance both teaching and learning? How can

the space of the school be nurtured as a context

where children feel safe, happy and wanted, and which teachers

Key Issues Relating to Site Location

The site for any existing or new school needs to be suitable. When existing schools are being

extended or renovated their sites should be re-assessed. The site for a new or existing school

should be:

1) within easy access of children’s homes and preferably situated within a settlement;

2) of an adequate size for existing and/or new buildings and for any possible future expansion;

3)large enough to provide space for outside play;

4)well drained, level, not subject to flooding and have good soil conditions to allow for

simple foundations;

Key Issues Relating to School Layout

The size and shape of the site, the terrain and the prevailing climatic, economic and cultural

conditions will all have an effect on the design and layout of a school. These factors are often not

taken into account resulting in inappropriately designed school compounds that are unattractive

to children and do not support a modern education system. When designing a school the

following factors must therefore be taken into account:

1) buildings should be arranged in the most economical way taking into account orientation, the

slope of the site and the prevailing climate;

2) layouts should incorporate courtyards and other external spaces for recreation, teaching and

learning;

3)layouts should allow for flexibility and future expansion and promote safety and security;

4) water and sanitation facilities, formal circulation routes and boundary walling should be

incorporated in the planning and shown on the drawings and 5) facilities should be planned so that they are accessible to all.

The Effect of Climate on Design

Climate is a major influence affecting the comfort of children attending school and the layout

and design of the buildings needs to reflect this. The key issues are that:

1) correct orientation of buildings in the tropics is essential if the sun is to be kept out of rooms

and off main walls although in warm, humid climates it might be necessary to modify the

orientation in order to face the buildings into the prevailing breeze;

2) elements of building design, such as roof overhangs, window openings and roof

construction will affect ventilation, heat and light levels in the buildings and need to be

properly considered, and

3) the use of planting to provide shade and help to keep buildings cool is often very cost

effective and should not be overlooked. Trees can be planted at a safe distance to buildings to

provide shade and climbing plants can be trained over verandas and roofs if these do not

compromise the need to collect water from the roof.

4) Cost effective techniques of computer modelling for the design of buildings are now widely

available and can be useful in assessing levels of comfort, light and acoustics during the

design stage.

A Minimum Package of Facilities

The educational infrastructure that will have the most impact will vary from school to school and

will include the provision of facilities such as classrooms, outdoor learning and play areas,

furniture, water and sanitation, administration buildings, storage, cooking and boarding facilities.

What constitutes a minimum acceptable package in a particular country or school is open to

debate and most countries do not have national guidance in this regard. Water and sanitation

facilities and furniture certainly need to be included; office space is often included and boundary

walls are often prioritised by communities, especially where safety is an issue. Basic outdoor

play equipment can be provided at relatively low cost.

The provision of teachers’ housing is often a priority for Ministries of Education particularly in

rural areas but they are expensive to construct and the cost effectiveness of providing them at all

schools is difficult to demonstrate. While the provision of housing may be a priority at individual

schools, many other factors affect teacher deployment and retention. Any programme for the

construction of teachers’ housing should therefore only be embarked upon in rural areas and only

when the effectiveness of such a programme in the deployment and retention of teachers can be

demonstrated.

Resources can be targeted most effectively to individual priorities at schools if an effective

process of participatory planning is included in the programme process. This may take various

forms but should result in a prioritised list of improvements which has been discussed and agreed

by the school, the pupils and the community. Then, as resources become available the priorities

can be addressed. To be effective this process should be designed so that school and community

members can be taken through it step by step identifying actual need and at the same time

building capacity.

Sizing the Classroom

There is no ‘standard’ size of classroom and this will vary from country to country and over

time due to economic and other circumstances. When deciding on the size of the standard

classroom for a programme a number of factors should be taken into account: the classroom

should allow sufficient space for the maximum number of students that the teacher can

effectively teach in comfort; in small rural communities it should allow adequate space for multi-

grade teaching; it should allow and encourage innovative teaching methods; it should allow

space for changes in teaching methods during its lifetime and it should allow space for the

provision of ‘book corners’.

Creating a Positive Learning Environment in the Classroom

Conventional classroom designs are often based on the traditional approach to teaching with the

teacher at the front and students in rows facing forward. Improved classroom designs and layouts

should offer more flexibility and should where at all possible support the teacher in the use of

innovative and inclusive approaches to teaching, such as group work, practical activities and

those involving the whole class. Where possible, there should be no ‘bad seat’ in the classroom.

Design features that can be included at little or no extra cost during construction include;

1) reading corners with built in benches and display space (this is a much more cost effective

way of improving reading outcomes than providing libraries);

2) storage areas for books and other teaching materials;

3) pin boards, built-in hooks or the provision of timber strips around the classroom walls for

displaying work and;

4) tiles by local artists showing maps or the alphabet.

A good quality chalkboard provides very good value for money. Normally, classrooms are

supplied with one chalkboard but consideration should be given to the provision of a second

chalkboard on another wall which can be especially useful for group work or multi-grade

teaching. Chalkboards can also be placed on walls outside classrooms to create overspill teaching

space. In lower primary classrooms there is a strong case to be made for painting a one-metre

chalkboard strip around the classroom for children to use to practise writing and drawing.

Designing and Constructing School Furniture

One of the primary objectives of most education programmes is to introduce improved and

innovative teaching methods. In many countries the design of school furniture does not allow the

flexibility which is necessary for the introduction of innovative teaching methods or give space

for group and project work. In many schools there is insufficient useable furniture for all of the

students. There is a need for physical comfort when sitting, reading and writing and furniture

plays a major role in ensuring the comfort of learners and thus enabling the learning process.

Furniture should be seen as a resource in the same way as buildings and it should be:

a) well designed and constructed;

b) Correctly sized;

c) Fit for its purpose and

d) If possible made and repairable locally.

Providing Lighting and Power

There are advantages in providing lighting and power in schools. Lighting extends the number of

hours a classroom can be used, ceiling fans produce a more comfortable environment for

learning and electricity enables equipment that can help teaching or school management (i.e.

computers) to be used. The provision of power also increases the potential for income generating

activities at the school.

The provision of lighting and power is not essential however in most rural primary schools as

they are mainly used during daylight hours. Buildings should not be provided with wiring and

electrical fixtures and fittings where there is no existing or anticipated access to the electricity

grid. Where there is access to the grid there is the question of who provides the budget to cover

running and maintenance costs.

Where it is thought necessary to have lighting and power in rural (off grid) locations, then solar

power is an option. It is however expensive and issues remain over maintenance, theft and long-

term sustainability. The use of generators is not recommended on the grounds of cost, reliability

and maintenance.

School Water and Sanitation

All children need a safe and hygienic learning environment but the lack of such facilities both

inside the school and in the wider community impacts more negatively on girls than boys and on

the disabled when facilities are not accessible. At school there is clear evidence that the

enrolment and retention of girls increases when there are clean, safe, separate and private toilet

facilities for girls.

Where there is a focus on hygiene and proper maintenance of toilets and water supplies, sanitary

conditions are invariably better and where children are taught how to use the facilities properly

there should be less maintenance.

No primary school construction or renovation programme should therefore be undertaken

without ensuring the provision of drinking water supplies and sanitation facilities with separate

provision for boys and girls. In many ways this is more difficult than other infrastructure as:

1) more coordination is required with other ministries such as water and health;

2) the provision of water and sanitation is often quite site specific and technical advice is

required to ensure their provision;

3) provision of water to schools is often linked to that of the community;

4) hygiene promotion is linked to general health promotion in the school and

5) the operation and maintenance of water supplies and toilets depends on good school

management.

Two years after the Right to Education (RTE) Act came into force, more than 95 percent of

schools across India still don't comply with RTE standards for infrastructure, a study suggests. A

review of the legislation's implementation by the Right to Education Forum, a civil society

collective comprising around 10,000 NGOs and three networks, has shown that while some

progress has been made in implementing the act, it is far from adequate.

The report reveals that 95.2 percent of schools are not compliant with the complete set of RTE

infrastructure indicators, and in 2009-10 only 4.8 percent of government schools had all

infrastructure facilities stipulated under the RTE Act.

Group : III

Topic : Recruitment of Teachers Group Leader : Neelavathi M.B Reporter : Pavitra H.C Other Members of the Group

1 Shobha BT

2 Mahalakshmamma A

3 Mamatha GC

4 Geethanjali C

5 Bhagyalakshmi N

6 Kotresha D.R

7 Guru Sidh I Akalwadi

8 Muttappa

9 Manja Naik

10 HB Yogasha

11 Linganna

12 HB Sarvamangala

13 Gopi Leela

14 Basavaraju G

15 Nagendra

16 Chandrappa G Byadagi

17 Anandappa H

18 Devamani HD

19 Ashwini

Seminar Group - III

Recruitment of Teachers

Our group got this topic and we discussed this topic based on some captious on the qualifications and trainings. Basic qualities of teachers, competencies of a teachers and teachers and students ratio. First regarding qualification a primary school teachers should have the qualification of PUC either rArts or Science with 2 ½ years of D.Ed courses. Then for secondary level B.A or B.Sc with B.Ed courses on some upgraded schools we have one PCM hand to handle the classes and for recruiting the teachers its necessary to recruit those who have cleared the C.E.T. its very important to have the physical education teachers in all the schools and their qualification should be CPED for primary and BPED for secondary schools. A good teacher should have some qualities and competencies of teachers. A teacher should be talented, efficient, cheerful, honest, energetic, researchable, control over the emotions, tolerance, punctuality, sympathetic, dedicated to the service, positive attitude towards teaching. Competencies: - A teacher should have thirst for knowledge should know students psychology, skill in managing classroom, teaching strategies in organizing co-curricular activities, assigning work for students skill of communication. Student and teachers Ratio: Concerned this its very important to recruit the teachers based on the ratio. Role in some schools teachers will be more than the students on the other hand students will be more than the students. So it creates problem in managing the schools. So according to RTE they have prescribed recruitment of teachers should be the strength of student in school. In LPS schools it should be 1:30. In HPS at least one teacher for class each for science and Maths, social studies and languages, one of the permanent HM part time instructor for Art, Health and Physical education work education, In secondary school we need subject teachers. About the recruitment of teachers our group is with the some opinion as follows:

Regarding the qualification for physical education teachers CET must be compulsory.

We need permanent teachers for art education, health and physical education instead of part time, teachers in HPS, LPS schools also demands these teachers at least for part time.

Group : IV

Topic : “EXAMINATION REFORMS” Group Leader : Shaista Naz Reporter : Vatsala A.S Other Members of the Group

1 Vijayalakshmi

2 Noorjahan Begum

3 Bagyalakshmi

4 Chaya

5 Salma Sultana

6 Ramesh H

7 Chandra Shekhar

8 Irfan Ahmed

9 Sada Shiva

10 Balramappa

11 Ranganath

12 Zaheer Pasha

13 Ravi

14 Rajashekhar

15 B. M. Kadlagond

Seminar Group - IV

“EXAMINATION REFORMS” RTE – 2009: Present Scenario

Promoting the students without fail from standard I to VIII.

CCE: Continuous and compulsory Evaluation is in progress.

Absent of marking system from standard I to V.

Semester system of education from standard V to VIII.

Examination is conducted even for Part - B Subjects.

Designing of the question papers are under Inter School Level.

Question papers are prepared by the subject teachers with the blue print. PROBLEMS/DIFFICULTIES REGARDING THE SYSTEM

Absent of marking system is a hindrance in the competitive spirit of the students.

Thought RTE peaks of student teacher ratio , it is not providing accordingly, so all the burden falls on the teacher to evaluate the large portion of the papers.

Continuous promoting of the students leads to losing the sportiveness of study.

Examination creating phobia for many of the children. SUGGESTIONS:

Evaluation pattern should be changed.

Government should take measures regarding the imbalance of the student’s performance.

Enrichment and orientation Programme need to be given to the teachers.

Awareness should be given to the parents.

RTE has mentioned only the rights of the children instead it should also mention the duties to be performed by them.

Group : V

Topic : Mobilisation Of Finance For RTE Act Group Leader : Mr Prashanth Kumar

Reporter : Mr N Rakhesh

Other Members of the Group

1 Sowbhagya D.M

2 Renuka G.S

3 Praveen K

4 Hanumantharayappa B

5 Mouneshachari M

6 Harini D J

7 Bhagyamma K

8 Mamatha K Marappa

9 Vijayalakshmi Sureban

10 Manjula

11 Arshya Saddiqua

12 Veerendra H

13 Shilpa B G N

14 Kavitha N J

Seminar Group - V

Mobilisation Of Finance For RTE Act

Finance: - It is the day to day recurring or non-recurring expenditures incurred by while

imparting education to the society.

From where to get the finance in educational sector:

(1) Grant in AID

(2) Through donations

(3) Fees Collection

(4) Through community funding

(5) Through school resources

(6) From international bodies like UNESCO, World Bank

With the implementation of R.T.E act the need of funding has become Public-Private-

Partnership and as a result of which Government needs to priorities education more than is

budget allocation and there is a need for understanding this at local, national and international

levels for obtaining the financial resources.

As per R.T.E act any cost that prevents a child from accessing education will be borne by the

state which will have responsibility of child admissions as well as ensuring attendance. For the

implementation of this an amount of Rupees 171 thousand cores for next 5 years was

estimated and then mobilized in the ratio 65:35 among centre and state and later in 2010 it was

hiked to 231 thousand cores in the ratio 68:32.

How to spend the Finance:

The amount received through S.S.A or through RTE funds needs to be used for

(1) Development of infrastructure (2) Development of Human Resources

(3) Development of education-expenditure

(4) Expenditure for students of Special needs

(5) Standardisation as per R.T.E

(6) For children nutrition programmes

(7) For monitoring implementation of R.T.E

Merits and Demerits in Financial Mobilisation after implementations of R.T.E act

(1) Private schools need to hike their fees for balancing the 25% students’ expenditure

those who came from Economically Weaker Section.

(2) The donations received may be or may not be accounted with proper receipts

(3) In the name of implementation RTE the parent’s community who have already admitted

their children will be asked to fill further resources either directly or through

miscellaneous programmes.

(4) The greatest merit of RTE will be to those students who had interest to learn but were

not able to do so, due to poverty, could now take their chosen school and get educated,

(5) It will be a load (burden) on the other 75% children’s parents who have to pay more fees,

unless otherwise a perfect implementation is there.

(6) Proper monitoring cell is required for the proper implementation

Finally, we will say :- It is a dawn for the masses, from the darkness of Ignorance.

PHOTO GALLERY