Rationalization of Schools and Teachers-Single teacher Primary Schools-Merging of UP Schools with nearby High Schools-English medium schools (Success Schools)-Remedial programme-School Leadership Development Programme for Headmasters-School standards and school evaluation and school accreditation-Academic monitoring of schools-Conduct of School Day (Vaarshikotsavam) celebrations-3 Rs Programme
1. Rationalization of Schools and Teachers: Following is the data on distribution of schools across enrollment slabs.
|Sl. No.||Type of school||Schools||Zero||1-10||11-20||21-30||31-40||41-50||51-60||61-70||71-80||81-90||91-100||>100|
|2||Upper Primary Schools||3244||4||10||39||119||190||247||258||285||277||293||248||1274|
The School Education statistics i.e. DISE 2015-16 shows that the schools are functioning with low strength and uneconomic in terms of providing teachers and manage the curriculum implementation effectively. This leads to provision of two (2) teachers mostly for each Primary School who are responsible to teach all the subjects. If one teacher is on leave, the remaining teacher manages the children and attend Mid Day Meals etc. without focusing on curriculum. 1. Single teacher Primary Schools and clubbing of schools within the same compound and habitations: A decision may be taken to club the schools functioning in the same campus or in the same habitation within 1 KM radius duly following the enrolment norms. this facilitates for providing more number of teachers i.e. at least three (3) teachers in Primary School i.e. 1 teacher completely responsible for teaching Telugu/ Urdu and the second teacher teaches English for classes I to V and third teacher teaches. Mathematics from classes I to V. This facilitates capacity building of subject teachers in their subject and held responsible for the outcomes rather than teaching different subjects to different classes. 2. Merging of UP Schools with nearby High Schools
- The structure of schools: At present the schools are operating in three ways i.e. Primary Schools, Upper Primary Schools and High Schools.
- In the case of UP Schools sufficient staff structure is not available i.e. there no teacher in each subject for teaching. One School Assistant for Maths and Science and another for Social and English. In this case, the Science teacher cannot teach Maths and similarly the Social teacher cannot teach English. Further, the minimum working periods are not being taught by the teachers. The UP sections are not viable and justice is not being done to children. In case of High Schools, there is a teacher for every subject. Therefore, quality can be ensured in High Schools but not in Upper Primary Schools.
- Therefore, it is proposed to have two types of schools i.e. Primary and High Schools and do away with Upper Primary Schools. There is a 3 KMs distance norm for UP Schools. However, High Schools are available in most of the habitations within 3 KMs. In case wherever there is no High School within the radius of 5 KMs, the existing Upper Primary Schools may be upgraded to High Schools. All the UP Schools may be merged nearby High Schools.
- Certain High Schools are working with strength of 40 or 50 children and below 75 and such schools are being functional within the area of 1 or 2 KMs. The actual norm for High School is 5 KMs i.e. a High School within the radius of 5 KMs.
This need to be discussed and a decision may be taken on the rationalization of schools by clubbing the low strength uneconomic schools and establish a good school with all facilities at Gram Panchayat/ Cluster Level with good ambience, library, compound wall, ICT facilities with five (5) teachers and one Headmaster.
2. Remedial programme for the students in Primary and High Schools who are unable to read, write and do basic Mathematics: The surveys on children performance conducted by ASER, SCERT and NCERT shows that about 40 to 50% are unable read and write in mother tongue and more 70% in English. Similarly, children are unable to do basic arithmetical operations of subtraction, multiplication and division. This need to be addressed with a focus and top prioritized item. Therefore, suggestions are invited to address this problem and see that there shall not single student in the schools without having basic competencies of reading, writing and arithmetic.
3. English medium schools (Success Schools): It is discussed and proposed for separate schools for English medium rather than running parallel sections of Telugu and English in the same schools. Certain High Schools in the Mandal may be specifically declared as English medium High Schools. The teachers qualified i.e. with English medium education may be posted for effective transaction of syllabus in English medium.
4. School Leadership Development Programme for Headmasters: A programme for the Head Masters for effective management and leading have been conducted during the month of November, 2015 focusing on implementation of curriculum, assessment and ensure children learning. The activities, programmes to be organized may be informed to them to make schools function in a holistic manner. Further, the focus for the year 2016-17 will be on financial and infrastructure management, service matters, School Development Plan, ICT etc. A 10-day programme may be organized for the Headmasters of High Schools. The HMs/ Principals working in all types of schools i.e. Model Schools, KGBVs, Residential Schools will be covered.
5. School standards and school evaluation and school accreditation: Evaluation of schools on certain standards may be taken up as per the guidelines issued by NUEPA. This may be initially through self appraisal followed by external appraisal. The indicators of performance of schools shall be developed based on which the school evaluation and accreditation may be taken up.
6. Academic monitoring of schools and on job support and reviews: The programme of monitoring of schools through inspecting officers at District Level shall be strengthened with specific roles and responsibilities. A common schedule for the school observation shall be developed and oriented accordingly. The performance of schools may be captured and fed on-line. Monthly work done reports and tour programme may be focused and regular reviews on schools performance and implementation of curriculum and assessment procedures may be organized at different levels i.e. State, District, Division and Mandal Level. The MRPs in the system have been removed and not in practice at present. The support to the Primary Schools may be discussed and alternative ways may be proposed.
7. School Complexes: The curricular and examination reforms have been taken up and accordingly new textbooks and CCE have been introduced in all schools. In this context, more support and awareness is required to the teachers. This will be made possible through conducting School Complex Meetings and discuss the above issues and providing hands on experience. In this regard, School Complex Meetings must be improved and seriously conducted. The functional aspects of School Complexes may be improved with regular monthly meetings for High School and subject teachers shall be improved. An agenda for School Complex Meetings both for Primary and High Schools may be developed along with a Handbook to the Head Masters of School Complex. An orientation to the School Complex Head Masters and Asst. Secretary shall be conducted. DIETs may be made responsible to support School Complexes. There is need for Resource Person support in the School Complex Meetings. The DRGs who trained at State Level and who conducted the trainings at their respective Divisions shall act as RPs for School Complex Meetings. The Asst. Secretaries for the School Complex Meetings both Primary and Secondary may be elected by the teachers during the first School Complex Meeting. Six (6) School Complex Meetings shall be organized in an year. Based on the demand from the teachers one or two more School Complex Meetings may be conducted. The School Complex HMs shall monitor the Primary and Upper Primary Schools under their complex once in a month and upload the observation report online.
8. Documentation of successful practices and dissemination, newsletter from SCERT: Several schools and teachers working effectively and undertaking innovative programmes. This need to be recognized and their practices must be documented and informed to others for motivation and for appreciation. A newsletter also from SCERT to informing the programmes and trends is proposed.
9. Conduct of School Day (Vaarshikotsavam) celebrations in all Government schools duly inviting parents and show casing the children performance in various co- curricular and curricular areas: The school should demonstrate its performance to the parents and others for public approval and get appreciation/ recognition from the community. It improves public image on Government schools and improves the enrollment. Therefore, it is mandatory that all schools i.e. Primary, Upper Primary and High Schools shall conduct School Day functions during February/ March of every academic year.
10. Avoiding the unethical practices of encouraging and sponsoring the bright children to the private/ corporate schools by the Headmasters and teachers. As professionals we should support the children for their continuation in our Government schools rather than suggesting the parents for their enrollment in private/ corporate schools. Certain complaints received by the Commissionerate of School Education. This must be stopped at once and shall not be encouraged.
11. 100% transition of students from Primary to Upper Primary (class V to VI) and Upper Primary to High Schools (class VII/ VIII to VIII/ IX). The DISE data pertaining to 2015-16 shows that about 92 to 95% of transition of students from Primary to Upper Primary. This shows that some children are leaving Government schools or dropping out. Therefore, the Department must ensure 100% transition to Upper Primary/ High Schools. Therefore, every Headmaster of Primary School shall physically take the children to the nearby Upper Primary/ High Schools with list of children and their TCs and enroll them on 21st March, 2016. Similarly, the Upper Primary Headmaster shall enroll in the nearby High Schools.
12. Community mobilization for enrollment of all school age children and conduct of “Badi Bata” Every school must plan for an enrollment drive for enrollment of all the school age children in the catchment area during March/ June, 2016.
13. Summer Schools: In view of providing Mid Day Meal during summer holidays in the drought hit Mandals, it is planned for Summer School programme for a period of 40 days focusing on improving basic competencies of reading, writing and arithmetic. A Work Book may be developed with appropriate exercises for children to practice the “3-Rs”.
14. Distribution of work load – Subject-wise allotment of periods per week for classes VI to X – Assignment of teaching of class VII Maths subject to the Maths teacher instead of Physical Science teacher. It is proposed that the School Assistants of Physical Science shall take up Mathematics classes for class VI along with Physical Science subject for classes VIII, IX and X. The Maths School Assistants shall take up Mathematics subject for classes VII, VIII, IX and X. The computer classes shall be taken by Physical Science School Assistant. The Headmaster must plan for implementation of co-curricular activities by assigning the subjects to the teachers keeping in view of work load. Head Master must see that equal allocation of periods combinedly for both curricular and co-curricular areas.
The Headmaster shall develop time table for the school showing curricular and co-curricular areas along with teachers responsible to teach the subjects and display in the Headmaster room and staff room. In case if second teacher is allotted for Mathematics for single section schools, the Mathematics classes for classes VI and VII may be allocated to second Mathematics School Assistant. The Headmaster must take up 8 periods per week i.e. one complete subject for any one class i.e. VI to X and one or two periods for co- curricular activities.
As a result Headmaster taking one subject for one class, if number of periods for a teacher is reduced, he/ she may be allocated with other co-curricular periods to balance the work load. If teachers come forward to take co-curricular activities like Value Education & Life Skills, Art & Cultural Education etc., the same may be allocated to them. Otherwise the periods for the subjects and co-curricular activities shall be allocated as per the suggested sheet on work load distribution enclosed herewith (The class-wise allocation of periods for subjects and work load distribution is enclosed).
15. Any other issues to make schools functional seriously and to improve quality.