The RTE Act makes specific provision for Special Training for age-appropriate admission for out-of-school children. Generally majority of out of school children belongs to disadvantaged communities: i.e. Scheduled Castes, Scheduled Tribes, Muslims, Migrants, Children with Special Needs, Urban Deprived Children, working children, children in other difficult circumstances etc. The state had identified 2205 children in the out of schools from 11 districts. All the eleven districts started their programme by preparing learning materials and identifying learning centers. The duration of Special Training is flexible, varying from 3 months to a year depending on the child’s needs.
All children from standard II to VIII are eligible for getting free textbooks. Text books are of two volumes and prepared for two terms. First volume of textbooks were distributed during June 2016 and the second volume during October/November 2016. Students of standard 1st are getting the textbooks from the government directly as that of the state policy.
All the students except APL Boys, who belong to Government Schools were provided with two sets of uniform which may cost up to Rs.400/- per unit. It was a great help for children from poor financial background. This year also we proposed to give free uniform to all students in Government Schools except APL boys. In the previous year uniforms were distributed timely. The uniforms were purchased by the SMC and the settlements were made through the BRCs.
There are three types of part-time instructors; Art education, Health and Physical Education and Work Education teachers. As per GO(MS) No.170/ G Edn Dated 05-10-2016, SSA appointed 2514( 838X3) part-time instructors. The salary of part-time instructors is paid by SSA. Department of education posted teachers in the place of Head teacher to make them free of class charge and the salary of these teachers were paid by SSA.
Without enhancing the capabilities of the teachers both ideologically and realistically, the state could not address the quality issues. Transforming the existing teachers is the crucial and critical task. Hence any training without enabling the teachers to unlearn the old behaviouristic practices that they inherited or imbibed from their teachers and reinforced through the old pattern of pre service training is meaningless. Teacher empowerment has got new dimensions in our country owing to the realization of RTE-2009 particularly in the context of millennium goal of ‘Education for all.’ Quality teachers are the assets of a school. To enhance quality of teacher empowerment programme on novel ideas, transactional modalities and skill development are essential. In order to satisfy these needs a comprehensive teacher empowerment programme for transforming teachers is essential. Teachers of Kerala, all of them are professionally qualified, are getting training in pedagogy and contents in two way channel – the in-service training for 8 days and follow up cluster meeting for 7 days. 10 days Training was given to Resource Persons for conducting training Programmes
BRCs and URCs are the block level agencies of SSA that extend support for implementing the various interventions. There are 6 BRC trainers as average strength in all the BRCs. Apart from the BRC trainers, the BRCs are equipped with Resource teachers and administrative staff like MIS coordinator, Data entry operator, Accountant and a class four employee
CRC is the grass root level organization working at Pachayath level in the SSA structure under a CRC coordinator. The CRC coordinators extend onsite support and academic monitoring with a view to achieve quality education. State of Kerala has 1385 of CRCs and 1190 of CRC coordinators in position.
During 2016-17 funds were not allotted to SSA Kerala for Computer Aided Learning (CAL). The PAB approved Rs 350.00 Lakhs for conducting activities under Rashtriya Aviskar Abhiyan (RAA) for the enhancement of learning of Science and Maths. A sum of Rs 25.00 lakh per district had been allocated for 14 districts
BIO DIVERSITY PARK The goal of this activity is to provide students hands-on experiences to learn that Science is all around us and we can gain knowledge as well as solve many problems by relating the learning process to the physical and biological environment.
SASTHOLSAVAM The goal of this activity is to build up confidence in teachers to use inquiry based science teaching using science lab and Biodiversity Park so as to develop scientific outlook in students and show case their competence before the community members for initiating further enquiry and action
GANITHOLSAVAM There has been a positive change in the sphere of consuming mathematical ideas and concepts in our life and in society. But the students lag behind in thinking mathematically and using it for analyzing practical problems. It is a fact that our classroom processes are not fully capable in promoting aptitude in mathematical learning. So it is so relevant to implement various activities to make mathematical learning as learner friendly and learner motivated. For this SSA introduced a two days community camp in all primary schools known as Ganitholsavam, which will show case the learning and thinking of students in Mathematics before their peers, teachers and parents and public
BALOLSAV Right to Education Act recommends activities for classes for -2 to +2. So the relevance of pre-school activities is to be strengthened especially for pre-primary and anganvadi children. The gathering and mela of pre-primary and anganvadi children is one of the activities related to general Education Protection Campaign (Phothuvidyalaya Samrakshan Yanjam) This help us to attract the children and the society to general schools. The gathering on anganvadi and pre-primary children in LP school nearby will surely motivate the children and that will be an occasion to perform their poems, stories skits, action songs etc,. So learning enhancement programmes from Class 1 to VIII, focusing on school and class specific learning improvement, have to be coupled with RAA programmes, which will provide more open areas of learning for students and professional development opportunities for teachers. This is the context in which Kerala places RAA in 2017-18. Shaala Siddhi The School Standards and Evaluation Framework (SSEF) or Shaala Siddhi is a comprehensive instrument for school evaluation developed by the National University of Educational Planning and Administration (NUEPA). SSA Kerala, after a series of Workshops, academic deliberations and consultative meetings with NUEPA, has contextualised and translated the English version of Shaala Siddhi into Malayalam based on the needs and context of Kerala. Training had been given to Head teachers for using Shaala Siddhi for school evaluation and improvement. Elementary schools of the Annual Report 2016-17 37 Annual Report 2016-17 state have already started the process of using the document for self evaluation and school improvement. Kerala has to use the data of School evaluation and improvement for the preparation of AWP&B 2017-18. All schools in Kerala had use Shaala Siddhi for self evaluation and school improvement of schools. As the first step 1750 Govt schools have completed the process of school self evaluation during 2017.
Child Tracking For monitoring activities of Sarva Shiksha Abhiyan (SSA), a computerized management information system, DISE, has been successfully developed. This has the school as the unit of data collection and district as the unit of data dissemination. The most important addition to UDISE is Aadhaar card number of students along with other data. As per the commitments of Annual Work Plan & Budget (AWP&B) 2016-17 SSA, Kerala has to develop Student Database Management Information System (SDMIS) in sync with UDISE. SSA Kerala has attained 100% completion of UDISE. Kerala also achieved near total completion of SDMIS.
TLM grant for the preparation and development of supportive materials for classroom transaction @ Rs.500/ - was granted to all teachers teaching in Std I to VIII. 94.90% of expenditure had been recorded as per the record of 15.01.2017.
Every LP section and UP section in the state get an amount of Rs 5000 and 7000 respectively as school grant intended to provide supplementary learning facilities and to provide learning atmosphere that enhance learning. The utilization of the funds is being monitored by the BRCs and periodical directions are issued for maintaining proper records of utilization.
Every government school in the elementary sector is provided with maintenance grant for minor repairs of the school. Proper guidelines are usually been given to schools for utilizing the fund. 5981 schools got maintenance grant.