4th Half Yearly Monitoring Reports of RIE, Mysore, Karnataka,

on SSA for the State of Karnataka for the period of

1stMay 2012 to 31st October, 2012

Prof. C.G.Venkatesha Murthy

Nodal Officer, & Coordinator

Dharwad

Dr.Asha K.V.D.Kamath
Asst. Professor & Coordinator

Madhugiri
Dr. T.V. Somashekar
Asst.Professor & Coordinator

Chikkodi

Regional Institute of Education, (NCERT)

Manasagangotri
Mysore
2012
1

Contents
Page
No.

General Information

03

Coordinators and Field investigators

06

Proceedings of Report presentation

07

Executive Summary of III Districts

08

SSA Reports & Tables of III Districts

1. Dharwad District:
Report

35

Tables

66

Schools and DISE Code

94

2. Madhugiri District:
Report

96

Tables

143

Schools and DISE Code

173

3. Chikkodi District:
Report

175

Tables

197

Schools and DISE Code

226

General Information
NO

Information

Details

Period of the report

1st May 2012 to 31st October2012

No, of Districts allotted

Three

District name

1, Dharwad
2. Madhugiri
3 Chikkodi

Month of visit to the District/ Schools (Information is to be given district wise i,e District 1,
District 2, District 3 etc)

4.1

District 1. (Name of the District):

1, Dharwad

Date of visit to schools in district: F I

2/7/2012 to 2/9/2012

Mo

16/8/2012 to 23/8/2012

District 2. (Name of the District):

2. Madhugiri

Date of visit to schools in district: F I

2/7/2012 to 2/9/2012

MO

6/8/2012 to 14/8/2012

District 3. (Name of the District):

3 Chikkodi

Date of visit to schools in district: F I

2/7/2012 to 2/9/2012

MO

5/11/2012 to 10/11/2012

Total number of the elementary school

(primary and upper primary to be counted
separately ) in the District Covered by MI
(Information is to be given district wise I,e
District 1, District 2, District 3 ect)

District

LPS

UPS

Total

1. Dharwad

339

810

1149

2. Madhugiri

812

637

1449

3 Chikkodi

805

1055

1860

4.2

4.3

Number of elementary schools monitored

(primary and upper primary to be counted
separately) Information is to be given district
wise I,e District 1, District 2, District 3 ect)

Dharwad

Madhugiri

Chikkodi

LPS

19

21

15

UPS

19

18

23

KGBV

02

01

02

Total

40

40

40

a)

b)

c)

d)

e)

f)

g)

h)

i)

Types of school visited

Special training center (Residential)

Special training center (Non Residential)

School in Urban Areas

School sanctioned with civil work

School from NPEGEL Blocks

School having CWSN

School covered under CAL Programme

KGBVs

Gender Gap

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

j)

k)

l)

m)

Only SC schools

Only ST schools

Only Flood

Drop out

Number of school visited by Nodal Officer of

the Monitoring Institute

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

(c) Chikkodi

(a) Dharwad

(b) Madhugiri

16

(c) Chikkodi

15

Whether the draft report has been shared

with the SPO: YES/NO

Yes

Yes

10

After submission of the draft to the SPO

whether the MI has received any comments
from the SPO: YES/NO

Yes

11

Before sending the report to the GIO whether

the MI has shared the report with SPO:
YES/NO

Coordinators and Field Investigators

No

Coordinator

Prof. C.G.Venkatesha Murthy

Dharwad

Dr. Asha Kamath, V.D.

Field Investigator

Blocks Covered

Sri Mahadevaswamy

Dharwad

Sri Mahesh H.S

kalgatagi

Sri Gangadar

Madhugiri
Koratagere

Madhugiri 2

Sri Nagendra.M

Pavagada
Sira

Dr. T.V.Somashekhar

Sri Hanumaiah.C

Chikkodi
Hukkari

Chikkodi

Athani
2

Sri Shivanna.K

Mudalagi
Raybage
Gokak

Mrs M.S Anitha

Computer
Assistance

Proceedings of the meeting of the presentation of district

reports with the state
As per the schedule, the monitoring reports of the three districts of Dharwad,
Madhugiri and Chickodi were presented on the 20th of November 2012 at the office
of the State Project Director, Karnataka Bangalore under the Chairpersonship of the
State Project Director, Karnataka. It was attended by the DDPI's of all the three
districts, DIET Principals of all the three districts, Dy PCs, APCs, and the midday
meal team comprising the Joint Director of Mid-day meals in Karnataka, his office
staff, and that the district officers of the midday meal programme.
In the forenoon, issues related to the SSA were discussed at length based on
the reports presented by the monitoring institution. The State Project Director was
present for the whole presentation and took immediate corrective steps by way of
directing the district officials to look into the issues and to bring about systemic
changes to the extent possible. The entire discussion was very useful.
In the afternoon, issues related to the midday meal were discussed at length
based on the reports presented by the monitoring institution. The Joint Director of
the midday meal noted the salient features of the report and discussed with the
district implementing agency to ensure that the quality of the midday meal
programme should be upheld and enhanced further.
After the presentations, the districts took about a week's time to give their
views and feedback on the monitoring reports presented by the monitoring
institution.

Based on the feedback and observations the monitoring institution

incorporated them in their reports under the heading the district says... At the end
of every section of the report, the district's view on the observations of the
monitoring institution is presented in the report.

SSA Executive Summary of Dharwad, Madhugiri &

Chikkodi Districts of Karnataka- 2012
Sl No.

Intervention
& Sub activity

Strengths

Weaknesses

1 Access:
1.1
Physical
Access:

Dharwad

Madhugiri

(1)
95% of the schools had
the children coming from the
close by habitation within 1 km
radius from the school.
(2)
76% of the sampled
schools had other elementary
schools located which were also
serving the habitation. Among
them 97% of them are
government schools.
(1) Most of the students are from
within a radius of one Km. from
the habitation.

(1) 24% of the schools had this possible

impediment, including heavy traffic in
around 90% of the cases and near one
school there was an open well.

(1) More than 60% of the schools have

danger of vehicles.

(2) There are several elementary

schools in the neighborhood.
Chikkodi

(1)The 74% of students come to

school within 1 kms of their
habitats.
(2)There is at least one HPS
within the range of km to 1
km
(3)87%
the
habitats
have
government elementary schools.

1.2
Quality
of
Access:

Dharwad

(1)
Majority of the schools
have adequate classrooms and
their condition is not bad.
(2)
Student classroom ratio
is also good in majority of the
schools.
(3)

Light and ventilation is

(1)While 3% of the students come to school

as far as 5 kms,
(2)13% of the habitats
elementary schools.

do

not

have

(3)26% of the schools have threat to safety

of children & it is from heavy traffic and tank
bunds.
(1) Size of the classroom and space per
child is inadequate in 13% of cases.
This requires the attention of the
district.
(2) Student teacher ratio is above the RTE
norms in 11% of the schools.
(3) Furniture is not adequate in 50% of the
schools.

good in all schools.

(4)
Building
child friendly.
(5)

designs

Ramps are functional.

(6)
All
schools
drinking water facility.

Madhugiri

are

have

(1) Size of the classroom in

relation to student strength is
adequate in 67% of the schools.
(2) Light and ventilation is good
in majority of schools.
(3) All the schools except one
have blackboards and are placed
suitably to the benefit of all the
children.
(4) Ramps are constructed in
56% of schools. (5) Majority of
schools have separate toilets for
boys and girls.
(6) Drinking water facility exists
in 92% of the schools and
majority of the schools have
maintained water source well.
(7) Playground does not exist in
56% of the schools.
(8) 59% of the schools organize

(4) Quality black board is an issue. As

majority of them are not good quality
boards.
(5) 13% of the schools do not have
separate toilets for girls.
(6) In 32% of schools toilets are
inadequate.
(7) 34% of toilets are not maintained well.
(8) Understanding of CWSN toilet is very
poor.
(9) None of the schools have incinerator
facility.
(10) Cleanliness of drinking water is not
maintained in 29% of the schools.
(11) Out door activities are not organized in
14% of the cases.
(12) Sports and games materials are not
adequate in 31% of the schools. A huge
gap.
(1) Rooms are inadequate in 38% of the
schools.
(2) One or the other element of school
building is not child friendly in more than
50% of the schools.
(3) Up gradation of the quality of
blackboard is needed in more than 70% of
the schools.
(4)None of the ramps are as per civil work
norms.
(5) Ramps are functional in only 5% of the
schools.
(4) Running water is not available in 51% of
the schools.
(6) Maintenance of toilets is poor in 46% of
the schools.
(7) CWSN friendly toilets are not available
in 5% of the schools
(8) Incinerator facility is not available in any

outdoor activities regularly.

of the schools.
(9) 72% of the schools do not have adequate
play materials.

Chikkodi

(1) Majority of the classrooms (1)

are adequate with student (2)
classroom ratio; classroom
size; & seating availability.
The student classroom ratio
is good and overall PTR in
(3)
the district is 1:28
(2) The quality of furniture is
good (97%) in majority of
the school.
(3) Lighting and ventilation is
good in all the schools.
(4) Majority of schools have
child
friendly
building
design and blackboard in
average condition.
(5) Majority of schools have
ramps and some of them are
functional. Separate toilets
for boys and girls in
adequate
numbers
in
majority of schools are
available.
Schools
have
drinking
water
facility
within it. The major source
being hand pump &tap
water.
of schools have
adequate playground with
adequate sports materials.

1.3 Social
Access

Lack of availability of teachers at HPS,

3% of the schools have inadequate
furniture.

50% of the school building, gates are

not child friendly.
(4) In all the schools the quality of
blackboard needs to be enhanced.
(5) 21% of schools do not have ramps.79%
of the ramps are not in accordance with
civil work norms and are not functional.
(6) 8% if the schools do not separate toilets
for boys & girls.63% of the toilets have no
running water facility
(7) All the toilets in the schools are not
CWSN friendly.
(8) Some schools (26%) do not have
playground and 26% of schools are
having inadequate sports & games
materials.

Dharwad

(1) Social composition is good in

Dharwad schools.

(1) SC, Muslims and OBC children absent

more.

Madhugiri

(1) Most of the schools have

children belonging to different
castes and economic status.

(1) Very few children belonging to SC, ST and

Muslim are not regular to school mainly due
to migration of the parents.

(2) Pattern of habitations

population and enrolment in the

(2) There is a need to reduce absenteeism

10

school is satisfactory.

among
the students

1.4
Addition
al Items
in the
context
of RTE.:

Chikkodi

(1) All the schools have children

coming
from
different
religions, different caste,
gender
&
economic
background. 61% of schools
have CWSN. All the schools
are catering to all sections of
the society and there is no
disparity in providing access
to the school. The district has
urdu medium & marathi
medium schools run for the
specific groups.
(2) The
school
attendance
register and MDM reflect the
same attendance pattern.

Dharwad

(1) On social cohesiveness among

students, and between students
and teachers is good.

(1) School mapping remains in one third of

the schools.

(2) Classroom
seating
arrangement
encourages
intermingling of students.
Madhugiri

(1) All schools as an agency of

social cohesiveness are found to
be satisfactory.

(1) School mapping is not done in any of the

schools.

(2)
Seating
arrangement
supports mixing of children of
different social groups in all the
schools.
Chikkodi

(1) Teachers
communicate (1) 97% of schools did not have school
equally well with students
mapping with them.
of different- social groups;
economic groups; castes;
religion; gender; CWSN and
Habitations and vice-versa.
(2) The seating arrangement in
the schools is intermixing of
children of all categories.

11

2
Special
Training
(for Out
of
School
Children
)

Dharwad

(1) There are efforts to cover out

of school children through
different measures.

Madhugiri

Chikkodi

(1) The spirit of Special Training Centres

has not been understood by the district.

(1) There is a need to provide special

training depending on the needs of
children.
(1)For the year 2012-13 the
district has following OOSC
programs.
12 months RST
centres in 4 Blocks at
present 19 centres
are functioning.
SBT centers at
Hukkeri & Nippani
Block.
3 months Chinnara
Angala in 11 centers
5 in Chikkodi & 6
in Raibagh.
Proposed to open
tent schools.

3 Quality Issues
Dharwad
3.1
Enabling
Conditio
ns

(1) Science, maths and language (1) There are no teacher available for each
teachers are available in all
class in 37% of the schools.
schools.
(2) There were shortage of some titles in 21%
of schools.
(2) None of the teacher is un (3) School grants and teacher grants have not
trained.
been given within two months of
commencement of schools.
(3) Training programmes are
useful to all teachers.
(4) All teachers are aware of RTE
act.
(5) A large majority of schools
have textbooks and TLMs.

12

(6) All schools have received

textbooks within one month.
(7) Teachers use TLM while
teaching.

3.2
Teaching

Madhugiri

(1) Most of the teachers have

(1) 7 posts are vacant
received training and inputs have
(2) 26% of the schools have separate teachers
been useful and helpful to the
to teach Science and Languages but none of
teachers.
the schools have separate teachers to teach
(2) All the teachers know about
Maths.
RTE Act.
(3) The receipt of School Grant and TLM
(3) Supply of textbooks has been in Grant has been late i.e. not within two months
time in all the schools except one. after the reopening of the schools in 46%of
schools.
(4) Charts, Globes, Models and
Flash Cards are used as TLMs in
the schools.

Chikkodi

(1) There are 116 male and 108 (1) There are 15 vacancies existing in the
female teachers in the
schools
sampled schools. The ratio (2) 61% of the schools do not have
of male and female teacher
mathematics, science and 47% of
is almost 1.07:1
schools do not have language teachers.

Dharwad

(2) Pupil teacher ratio as per (3) 40% of schools have not received TLM
school records is 1: 28
grants and school grants within the 2
(3) There are no untrained teachers
months of the reopening of school,
in the schools.
during the current academic year.
(4) All the teachers (224) have
attended in-service training.
It was non-residential
(5) 60% schools have received
TLM grants and school
grants within the 2 months
of the reopening of school
(6) The awareness about RTE
among the teachers through
department of education.
(7) All the schools received text
book within a month of
reopening
(1) Teachers understand the (1)
Teachers talk dominates in classes.
primacy of learners.

13

Learning
Process:

(2) Teachers provide concrete

experiences to learners.
(3) Teachers engage learners in
learning.
(4) Teachers do think that
quality mathematics is every
learners right.

(2)

Teachers dictate notes to students.

(3)
Divergent thinking development
has little role to play.
(4)
English
is
translation method.

taught

through

(5) Teachers are aware of

possible use of community
resources in teaching-learning.
(6) Teachers get onsite support.
(7) parents are happy about
progress of their children.

Madhugiri

(1) All the teachers know that both (1) Teacher talk is dominating in all the
teachers and students are
schools.
important in the teaching learning
(2) 97% of the schools dictate notes.
process.
(2) Most of the schools give
importance to learner and follow
activity based learning.

(3) There is a need to improve learner

centeredness and allow for divergent thinking
and discourage rote memorization though it
is at average level in nearly half of the
schools.

(3) All the teachers are aware of

use of community resources in the
teaching learning process and in (4) While teaching English, translation
all the schools, students participate method is mainly used in majority of schools
and emphasis on speaking ability is poor in
happily in the teaching learning
79% of schools which needs to be improved.
process.
(4) Most of the schools follow CCE (5) While teaching Maths, there is a need to
emphasise on thinking and reasoning as it is
as well as Grading system.
not found in 95% of the schools. (6)Parents
(5) On site academic support is
have not noticed positive change in the
available to all the schools.
teaching, learning and evaluation in around
80% of the schools.
(6) Parents have noticed positive
change
in the teaching, learning and
evaluation in only around 20% of

14

the schools.
(7) Classroom management is
satisfactory as the seating
arrangement is flexible and all the
schools support mixing of students
as well as freedom to ask questions
and express freely.
Chikkodi

(1) All the teachers consider

that the learner is important
in TLP.
(2) All the teachers provide
adequate
concrete
experiences
in
the
classroom.
(3) The learner centeredness,
learner autonomy, learner
active
participation,
divergent discussion, use of
language
ability,
noninsistence of rote memory
and scope of thinking
provided was good to some
extent (42.5%),
(4) All
the
teachers
use
translation method while
teaching English.
(5) All the teachers believe that
quality mathematics is every
childs right.

(1) All the teachers dictate notes

(2) The majority of teachers understanding
of constructivist approach to teaching is
not clear
(3) The essence of NCF and its guiding
principle are to be understood by all
teachers in true spirit
(4) The development of speaking ability needs
to become the top priority in the teaching of
language
(5) Majority of teachers do not consider
both teacher and students are important
in deciding the classroom ethos.

(6) All the teachers know how

to use community resources.
All the children happily
participate in TLP. In all the
schools, CCE, Grading &
Marking is being followed.
(7) The noticeable change observed
is children are better reading
and writing performance.
(8) All the students sit in small
groups & have flexible
seating arrangement.
(9) In all the schools there is

15

inclusive
seating
arrangement for disabled
and disadvantaged students.
All the students are treated
as equal in the class.
(10) In all the schools students
are free to express their
opinions and free to ask
questions.
3.3 Issues
in equity
in quality

Dharwad

(1) Seating arrangements are

flexible
and
all
children
participate
without
any
discrimination.
(2) There are no gaps in
achievement levels of SC, St
minority and girls.
(3) Co curricular activities are
used well.
(4) Teachers do understand the
challenges and advantages of
diversity in classrooms.

Madhugiri

(1) No gap is observed in the level (1) Gap in the learning achievement is seen
of achievement of the learners
in 5% of the schools among SC, ST, Minority
belonging to SC, ST, minority and and Girls.
girls except in two schools.
(2) The reasons for gaps are language
(2) Morale of the students is
problem and negligence of the parents.
boosted in most of the schools
(95%) by co curricular activities
like Prathibha Karanji, Quiz and
cultural programmes.
(3) Efforts are being made to
emphasize on relating textbook to
childs experience from socially
disadvantaged groups and
contributions made by different
socio cultural groups to the
society.

16

Chikkodi

(1) All the schools records do not

show any noticeable gaps in
learning achievement level of
SC, ST, Minority and Girls.
(2) There is no noticeable
discrimination of SC, ST,
Minority and Girls either by
friends or by the teachers in
all the schools.
(3) co-curricular activities are
used to boost morale and
self-esteem of the children
from weaker section
(4) Majority of teachers make
efforts to highlight the
contributions of different
socio-cultural groups to the
society.

Dharwad

(1) In 57% of the schools,

computers are kept n classrooms
and used.

Compute
r Aided
Learning
:

(2) Computers and accessories

are safely maintained.
(3) There is no seepage of water
in these rooms.
(4) 93% of
functioning.

computers

are

(1) In 43% of the schools it is not kept in

classrooms.
(2) 50% of the schools do no have digitized
multi media materials.
(3) Only 43% of teachers use digital multi
media materials.
(4) Around 80% of teachers are not able to
develop their own digital TLM.

(5) Around 86% of teachers have

knowledge of operating a
computer.
Madhugiri

(1) All the equipments received

under CAL are physically
available in the schools.

(1)Doors and windows of the rooms are not

safe and computers are not functioning in
17% of the schools.

(2) All the computers and

(2)In majority of schools to repair the system
accessories are functioning in 33% average time taken is more than a month.
of the schools.
(3)There is a need to make available the
subject wise and topic wise list of
digital/multimedia materials in all the
schools as 50% of the schools do not have

17

them.
(4) Teachers are to be insisted on using CAL
as it is used only in 33% of the schools.
(5) In 50% of the schools none of the teachers
have received training. Therefore
arrangements have to be made to train the
teachers.
(6) IN 83% of the schools none of the teachers
know to develop their own digital TLM. So
intensive training will have to be given with
hands on experience.

5
Girls
Educatio
n:

Chikkodi

(1) Majority of schools(76%),

computer & its accessories
physically available and in
working
condition
in
separate rooms
(2) Majority of schools have
subject wise multi media
materials and only few
teachers know about them.
Nearly 70% of teachers use
some of these materials for
their classroom transaction
(3) Majority of teachers had
some
basic
operating
knowledge about computers
(4) Some of the teachers were
able
to
apply
their
knowledge of CAL to
develop their own TLM
(5) 88% of teachers have
received training and use
CAL in their classrooms

(1) 25% of school did not have computer in

working condition.
(2) The average time gap for getting
computer functional varies from 15 days
to 2 months
(3) Majority of teachers(62%), are not aware
of availability of subject wise multi
media materials in the school. 12% of
teachers do not use any digital materials
in their classroom teaching.

Dharwad

(1) Gender gap is not an issue in

NPEGEL schools.

(1) More boys absent schools in Dharwad

than girls.

(2) There is problem of

prolonged absenteeism of girls.

(2) The coverage of parents and community

members on gender sensitization is only
around 50%.

(3) Emergency medical kits are

available in all schools.

(3) Adequate toilets for girls do not exist in

18

NPEGEL:

(4) In one school rest room for

girls existed. Let it grow in all
schools.

75% of schools.
(4) Water is not available in toilets in 88% of
schools.

(5) There is no discrimination of

girls.
They
have
equal
opportunities in all activities.
(6)Girls are participating actively
in schools.
Madhugiri

(1) None of the girls were absent

for more than 10 days at a
stretch.

(1) Gender gap in enrollment and attendance

is reasonably high and when asked for
reasons schools could not respond.

(2) All students have passed

final exam of final year in the
school.

(2) Many toilets are not in usable condition.

(3) All schools have taken up

special initiatives to encourage
enrollment and retention of girls
in schools.
(4) 80% of the schools do not
have any physical barriers to
girls to come to schools.
(5) Both boys and girls
participate actively in groups.

(3) Separate toilets for girls are inadequate

in all the schools.
(4) None of the schools have separate rest
room for girls and incinerator facility.
(5) Emergency medical kit is found in only
40% of the schools.
(7) MCS is operating as a useful mechanism
only in 20% of the schools.
(8) In 60% of the schools girls are asked to
welcome the guests.
(9) In 20% of the schools girls are asked to
sweep and clean classrooms.

Chikkodi

(1) All the teachers; some of

parents & community have
the training on gender
sensitization.
(2) There are no stereotyped
practices against girls.
(3) The participation levels of
girls is good and non
discriminatory.

KGBV:

Dharwad

(1) Teachers receive training and

academic support from CRC and

(1) SDMC meets irregularly.

(2) There are problems with infrastructure.

19

BRC.
(2) Campus is Ok in one but in
the other.

They include drinking water problem,

electricity problem, toilet problems, and
bedding problem.

(3) Fund flow is smooth

Madhugiri

(1) Meetings of the SDMCs are (1) Campus, playground and toilets are in
held regularly.
average condition.
(2)Funds are released on time.

(2) Dormitory needs to be kept clean.

(3) Accounts are up-to-date.

(3) Beddings are in poor condition.

(4) Children participate in many (4) Only one teacher has received gender
cultural activities.
training and subject training by BEO. But
training needs to be extended to all.
(5) Performance in Kannada is
satisfactory.
(5) Quality of food as well as variety needs
improvement.
(6) School needs to work more to improve
learner performance especially in English and
Mathematics.
Chikkodi

(1) The Centers have good (1) Infra structure facility and quality of
enrolment.
civil work is very poor in one of the
(2) The SDMC are functioning
centre.
effectively and have regular
meetings
(3) Regular review meetings are
held
(4) Infrastructure facilities are
good in one of the centers
(5) Funds flow has no problem

6 Inclusive Education with Special Reference to CWSN

6.1 In the
classroom

Dharwad

(1) CWSN children are regular to

classes.

(1) CWSN friendly TLMs do not exist in

73% of the schools.

(2)
Classroom
seating
arrangements are inclusive in
nature.

(2) 33% of teachers have not received

training to handler CWSN children. A huge
target.

(3) Teachers encourage CWSN

(3) No teacher is clear about Individualized

20

children and they participate

actively in all activities.
(4) Interaction and support of
peers is very encouraging.

Educational Plans (IEPs).

(4) 20% of schools do not have resource
teachers.

(6) All aids and appliances are

in working condition.
(7) Home based education goes
on for two hours on an average.
Madhugiri

(1) 63 CWSN are enrolled in the

school.

(1)Type of disability varies and there is high

number of PH and MR and a large number of
them have severe disability.

(2) Inclusive seating arrangement

is found in all the schools and
(2) CWSN TLM is available only in 8% of the
teachers encourage participation of schools. i.e. Abacus, shoe model and gilaki.
students in the classroom.
(3) Assistive devices have not been supplied
(3) Assistive devices supplied
to
are in working condition in all
29% of the schools.
the schools.
Chikkodi

6.2
Teachers:

Dharwad

(1) There are 77 CWSN enrolled

in the school
(2) There
is
no
students
irregularity.
(3) Types of disabilities noticed
are MR, VI, HI, PH & speech
impairment
(4) In all the schools inclusive
type of seating arrangement is
there for CWSN in the
classroom
(5) 91% of CWSN actively
participates
(6) In all the schools, teachers
encourage
CWSN
to
participate in the classroom
processes.
(7) The peer interaction with
CWSN
is
friendly
interaction.
(1) Teachers are very supportive
to all CWSN children.

(1) The medical certificate indicating the

disability of the children were not
available in any of the schools.
(2) There are no CWSN friendly TLM in
89% of schools.

21

Madhugiri

(1) Peer interaction and support to (1) IEPs are not prepared in any of the
CWSN
schools. (2)There is a need to insist on
preparation of IEPs in all the schools.
is encouraging.
(3)Only teachers of 67% of the schools who
(2) CWSN children are cared well received training on teaching CWSN feel it as
in all the schools. (3)Teachers have adequate. Training needs to be extended to all
received in only 54% of the
the teachers.
schools.
(4) There is a need to involve teachers of all
the schools in the training programme and
attempts may be made to provide sufficient
training.
(5) RT/Volunteers visit the schools/ Home
based CWSN in all the schools but the
frequency of visit and its duration is required
to be fixed depending upon the need of
CWSN children.

Chikkodi

6.3
Parents:

Dharwad(1)

(1) All the teachers show normal

behaviour and pays special
attention towards CWSN
(2) 42% of teachers have received
training on teaching CWSN &
opined that training was
adequate.
(3) There are resource teachers
(IRT) available in each
school/ Cluster and their
frequency of visits is once in a
month.
(1) All parents have received
counseling training.

(1)
58% teachers are yet to receive
training

(2) All parents are aware of the

availability
of
resource
teachers.
Madhugiri

(1) RT/Volunteers visit the

(1) Counselling of the parents of CWSN must
schools/ Home based CWSN in all be done in all the schools as it is not being
the schools.
done in 8% of the schools. .
(2) 92% of CWSN attend medical (2) In 69% of the schools, parents do not know
camps regularly. (3) Counseling of

22

parents is done in 92% of the

schools

the Resource Teacher.

(3) In 77% of the schools parents do not know
the volunteer.
(4) There is a need to develop awareness
among the parents about the RTs and
Volunteers.

Chikkodi

Dharwad

Civil
works:

(1) 42%
CWSN parents are (1) Majority(84%) are yet to receive the
aware of availability of
medical certificate
resource teachers
(2) While remaining 40% of them were not
(2) All the parents have received
supplied with devices
counseling
(3) The diagnosed CWSN (16%) were not
(3) There are 3 CWSN who
provided assistive devices.
requires home-based
education support. All of
them receive HBE support
through IRT or volunteer
(1) There are no big issues (1) Accounts related things are not put
in this district.
up on board for community to see in
79% of the cases.
(2) Majority of schools had
community
manuals (2) Funds are received after 2 to 5 months
and drawings and are
from the commencement of school
being used.
though through e transfer.
(3) SDMCs
are
adequately.

trained

(3)

Daily account of cement is not

maintained in 14% of the schools.

(4) Training modules were

available in all cases.

(4)

Third party evaluation did not exist in

29% of the cases.

(5) Separate accounts are

maintained and updated
in all schools.
(6) Standard items are used
for construction in all
cases.
Madhugiri

(1) All the schools have started

the civil works sanctioned to
them and 38% of them have
completed the work and the rest
are still to complete.

(1) Schools should be instructed to complete

the work within time.
(2)Details of accounts have to be notified for
the public in all the schools as it is not being
done in any of the schools.

(2) Block Engineer has visited

23

the sites in all the schools.

(3) In all the schools the work is
taken up by SDMC and MOU is
signed only in 92% of the
schools.

(3) Third party evaluation has to be made

compulsory in all the schools as this is
practiced only in 54% of the schools.
(4) SDMC training modules are available
only with 62% of the schools.

(4)Work plan is available with

77% of the schools/SDMC.
(5) SDMCs have received
training in 77% of the schools
(6) Financial records are
maintained in 92%the schools
and updating is done in 85% of
the schools.
(7)Quality of work and
infrastructure is fairly good in all
the schools.
Chikkodi

(1) 30% of them are

construction of HM room;
8% of them are construction
of toilets; 8% of them for
construction of boundary
wall; 54% of them for
construction of additional
classrooms
(2) work status are as follows:8% work is temporarily
abandoned; in 69% of the
work is in progress and in
8% the work has been
completed.15% the work is
not yet started.
(3) 85% of schools have copies
of the community manual
and in majority of schools
building plan and training
manual were available.
(4) 85% of SDMC have been
adequately trained.
(5) In all the schools had
separate account maintained
and updated. It is

(1) In majority of the cases, the civil work

has not been assigned to any agency
(2) 15% doesnt have MOU signed between
SSA & SDMC.
(3) While 15% SDMC did not have any
training
(4) No schools have displayed the details of
fund received on the notice board.
(5) In all the schools there is no third Party
evaluation of building work

24

(6)

(7)

(8)

(9)

maintained by HM and the

fund is received through
bank (e-transfer)
The block engineer visits the
site and imparts technical
instructions
&
the
frequencies of visits were 6
to 8 times during the
construction
of
the
buildings.
In all the schools where civil
work grant are allotted &
construction is in progress,
all of them are using quality
materials having ISI/BSI
mark & they had approved
building plan with them
The majority of community
perceives that the materials
used in the building
construction were of good
quality and work is also of
good quality
The impression of MI about
the quality of work/school
infrastructure was good

(10) Wherever
the
SDMC
comprises
of
educated
members, they monitor the
civil work at all stages and
also provides their support
in completion of quality
building on time.

8
Communi
ty
Awarenes
s:

Dharwad

(1) SDMCs are constituted in all

schools as per guidelines.

(1) SDMC members are not aware of VER

or WER.

(2) All members are aware of

their roles and responsibilities
and they have guidelines
books too.
(3) Meetings are held once a

25

month.
(4) SDMC members aware of
School Development Plans.
(5) SDMC members are active and
aware of different things they
need to know about schools.
Thus they are responsible.
(6) SDMCs
have
contributed
many things to schools.
(7) Minutes
of
the
SDMC
meetings are available in all
schools.
Madhugiri

(1) SDMCs have been

formulated as per RTE Act in all
the schools.

(1) Copy of the guidelines has not been

provided to the members of 56% of
schools.

(2)Teachers are a very good

source of information to the
SDMC members regarding the
activities of the schools.

(2)The length and frequency of training of

SDMC members will have to be increased to
strengthen their understanding about the
schools and their responsibilities.

(3)Visit of SDMC members to

school is satisfactory. (4)SDMCs
are monitoring the activities of
the schools in a fairly well
manner but there is scope for
increasing their involvement.

(3)All the SDMCs should be provided with

a copy of the guidelines or must be made
available whenever necessary.

(5) Community members of

some schools have contributed
useful materials to the schools.
(6) Minutes of the meeting of
SDMCs are maintained in 95% of
the schools

(4) Programmes have to be organized to

SDMC and community members on RTE
Act, School Development Plan and other
aspects of the school to increase their
awareness level.
(5) There is a need to develop awareness
among the community members about SSA
and increase their involvement in the
functioning of the schools.
(6) There is a need to brief the community
about School Report Card as their
awareness is poor in all the schools.
(7)The role of PTA and other organizations
will also have to be increased in providing

26

information about activities of the schools.

(8) Community participation in school
activities needs to be increased.
Chikkodi

(1) In all the schools SDMC has

been constituted as per RTE
act guidelines.
(2) In all the schools the
president and vice-president
are from the parent council
(3) All the members knows
their
roles
and
responsibilities and have
been oriented on their roles
and responsibilities
(4) The frequency of meeting of
SDMC in all the schools is
once in a month.
(5) The awareness of SDMC
members about specifics
about details of SSA, MDM,
Funds, their roles and
responsibilities are fair in all
the schools
(6) Teachers
and
students;
through
other
SDMC
members; followed by other
community members
(7) All the SDMC members
know
the
guidelines
regarding
school
development plan
(8) All the SDMC members
have received training. The
duration of training was 1 to
2 days and it was useful to
them
(9) Majority of SDMC members
visit school daily once;
Whenever they visit, they
observe,- basic amenities of
the school, teacher &
students attendance register,
MDM activities.

(1) The
details
about
the
school
development plan, RTE act, School
facilities, DISE capture format and
VER/WER is very fair among all the
SDMC members.

(2) Very rarely they monitor the classroom

process

(3) While in two school SDMC is not

27

9
EMIS/DIS
E:

Dharwad

(10) Ensuring students regularity

in schools
(11) Textbook distribution timely
to every child
(12) Teachers
absenteeism;
Fundamental needs, Mid
day meal programs are
monitored by them
(13) Glasses& plates; plastic chairs;
trunks-have been donated to
schools.
(14) In all the schools the minutes
of
SDMC
meeting
are
available.
(15) Donated land for school
building, furniture Glasses&
plates; plastic chairs; trunks.
(16) In majority of schools the
minutes of SDMC meeting
are available

constituted. The reason being the school

comes under aided category.

(1) All schools have supplied

data.

(1) No school has displayed school report

card.

(2) All schools have a copy of

the filled in data.
(3) All schools had training to
fill data.
(4) Jan vaachan is done in all
schools.
(5) All schools have received a
copy of the school report
card.
(6) School report card
matches
what
supplied.
(7) All

data
was

school records are

maintained and updated
regularly.

28

Madhugiri

(1) All the schools have supplied

data under DISE.

(1) Janavaachana is not conducted in 54% of

the schools.

(2) There is a need to provide a

copy of DCF to all the schools.

(2) 3% of the schools have not received

training in filling up of DCF.

(3) Teachers of all the schools are (3) School Report Cards are not received by
required to be trained in filling up any of the schools. It must be distributed
of DCF.
and schools must be insisted on displaying
them on the notice board.
(4) Janavachana has been
conducted only in 46% of the
schools.
(5) 97% of the schools have
maintained and updated the
school records regularly.
Chikkodi

10

Dharwad

Financial
Managem
ent:

(1) All the schools have supplied

data under DISE in the
current year and all of them
have copies of the filled-in DCF.
The training to fill up the
DCF was provided to
HM/Teachers of the all the
schools.
(2) 89% of schools had printed
copy of the school report &
kept them in file.
(3) The social audit of DCF was
done in some of the schools.
(4) In all the schools, the school
records are being maintained
and updated regularly.
(1) All
registers
and
passbooks are available
in all schools.
(2) Stock
registers
are
available and updated in
all schools.
(3) Funds receive through e
transfers.

Madhugiri

(1) Cash Books, Pass Books and

Stock Registers are available

(1)
11% of schools did not have the
printed copy of the school report.

(1) Grants received after two months of

the commencement of schools.
(2) Accounts are not audited in 13% of the
schools.
(3) Sharing
of
accounts
related
information is not displayed on board
in 13% of the schools.

(1) No HM should be allowed to carry the

29

only with 95% of the schools.

school documents to their homes.

(2)Transfer of funds is done

through e-transfer in all the
schools.

(2) Only 33% of the schools got the SDMC

account audited and 28% of the schools
shared the audit observations with the
community.

(3)All the schools received

Teacher Grant, School Grant and
Maintenance Grant between
June and July 2012.
(4)Grants have been released in
the beginning of the year to
carry on the work smoothly for
which they are sanctioned.

Chikkodi

(1) In all the schools, the

financial
records
and
registers are being updated
regularly.
(2) In all the schools the cash
book and passbook are
available, while majority of
schools have stock register
(3) The majority of the schools
receive the funds from
district/ state level through
e-transfer.
(4) The schools received teacher
grant, school grant,
maintenance grant, library
grant and civil work grant
(5) 61% of SDMC accounts are
audited internally
(6) 61% of the SDMC have
shared the proposals for
expenditure and
expenditure statements with
the community.

(3) Every school should be instructed to get

the SDMC accounts audited and share with
the community.
(4) It must be made mandatory to share the
proposals of expenditure and statements of
expenditure with the community as this is
not being done in 31% of the schools.

(1) While in 39% of SDMC, accounts are

not audited.

30

SSA Report of Dharwad District in Karnataka state for the

period 1st May 2012 to 31st October, 2012
Background: In Dharwad district 40 schools including 2 KGBVs are considered for
the monitoring work. The present report is based on the data collected from above
schools.

I Access: Among the 38 schools, 18 schools are Lower Primary Schools while 20
schools are Higher Primary Schools. Among them all the lower primary schools had
classes from 1-5, while among the higher primary schools, there were 10 schools
with classes 1-7, and 10 schools with classes 1-8. Father all the schools were in
government schools.
1A1.1

Category of
HPS (18)
26%

schools
LPS (1-5)
48%

HPS (17)
26%

The fieldwork of the above schools was undertaken during June 2012 to August 2012.
All the observations that are presented are based on the observations made during the above
period.

1.A Physical Access: As regards the habitations served by the schools, it was
found that 95% of the schools had the children coming from the close by habitation
within 1 km radius from the school, while around 2% of the children came between 1
to 2 km of radius from the school, 1% of them came from 2 to 3 km of radius, and 2%
31

of the students came from over 4 km of radius. It was also found that in 76% of the
sampled schools had other elementary schools located which were also serving the
habitation. Among them 97% of them are government schools and the remaining are
government un aided schools. As regards the features in the vicinity which may
pose some danger or threat to the safety and health of the children, it was found that
around 24% of the schools had this possible impediment, while 76% of the schools
have easy access without any impediments. These impediments include heavy traffic
in around 90% of the cases and near one school there was an open well. It is desirable
that the district negotiates with the administration in ensuring that the heavy traffic
does not pose a danger to the access of the children and the open well issue can also
be handled by the district. It was also found that near the Lower Primary Shools, the
nearest HPS was with the minimum distance of half a kilometre and a maximum
distance of 12 kilometres. There were around 19 such higher primary schools.
District says: (1) GHPS Tegur Tq Dharwad is the only school which has well near the school
but it is in gram panchyat premises. Intimated to gram panchyat PDO to cover with steel
gallery (welded mesh). If there are any such type works, it will be seen that they are covered
with welded mesh

Habitations served by the school

1-2 KM
2%

2-3 KM
1%

4 KM
above
2%

0-1 KM
95%

32

1B: Quality of access: As regards the quality of access, there were around 181
children on an average in all the schools with boys in slightly more than girls. As
regards the number of classrooms in schools, on an average there were around 6
classrooms in each of the schools, and around 87% of the school classrooms were
adequate while 13% were not. It is desirable that the district focuses on these schools
where classrooms are not adequate. As regards the condition of the classroom, it
was seen that around 58% of the classrooms are average, 39% of the classrooms are
good and only 3% of the schools are poor. It indicates that the condition of the
classroom is not a major issue. Nonetheless, there has to be attention to the condition
of the classroom by all the schools and by the districts because it has the capacity to
decide many aspects of quality. With regard to the student classroom ratio, it is seen
to be adequate in 97% of the cases and not so in only one school. Meaning, the
student classroom ratio is not an issue in the district. On the issue of the size of the
classrooms in relation to student strength, it was found to be adequate in 87% of the
cases and inadequate in only 13% of the cases. This is an issue where the district
needs to look at the classroom sizes and make necessary arrangements of the children
to sit comfortably in order to facilitate their learning better. With regard to the
availability of the sitting space per child, it is found to be adequate is in 87% of the
cases and inadequate in 13% of the cases. This is a serious issue. The district needs
to pay full attention to this issue. As regards the student teacher ratio, it is adequate
in 89% of the schools, while it is not in the other 11% of the cases. As regards the
furniture and its adequacy, it is found to be adequate in half of the schools while it is
not adequate in the remaining half. Among those schools where it is adequate, it is
average in 79% of the cases and good in the remaining cases. In no school it is poor.
With regard to the light and ventilation it is heartening to note that the lighting and
ventilation in the classrooms is proper in all the schools and so is the ventilation. On
the issue of lighting and ventilation schools are very comfortably positioned. As
regards the building design, the school structures are child friendly in terms of the
gates, door latches, stairs, floors, windows, furniture, and pillars. All features in the
33

building are child friendly. As regards the blackboards in the classroom it was
found that they are available in all schools and all children can benefit from them.
With regard to the quality of the blackboards it is good in 24% of the schools and
average in the remaining schools. It means there is a need on the part of the district to
pay attention to the quality of the blackboards on a priority basis. It is heartening to
note that all the blackboards are suitable to the classroom where it is visible to all
children. All the blackboards are located centrally in the class rooms. As regards the
ramps, they do exist in 87% of the schools and in 85% of the schools ramps have
handrails. All ramps are functional. Apparently, 87% of the ramps appear to be in
accordance with the civil work norms while it is not in accordance with the norms in
13% of the schools. This has to be seen by the district. With regard to the toilets in
schools, it is found that separate toilets for girls and boys exist in only 87% of the
schools but not in the remaining 13 % of the schools.

This requires an urgent

attention by the district. As regards the adequacy of the number of toilets, they are
adequate in 68 % of the schools and it is not adequate in the remaining 32 % of the
schools. This is a big agenda before the district. All students are allowed to use
toilets. Paradoxically running water is not available in 58% of the schools. This also
requires attention by the district. Wherever there is no possibility of running water,
it is arranged from the nearby tank. As regards the maintenance of the toilets, it is
found to be well maintained only in 66% of the schools but not in one third of the
schools. The understanding of CWSN toilets is very poor in Dharwad and almost all
toilets are CWSN non-friendly. The district needs to understand the requirement of
CWSN friendly toilets. None of the schools have incinerator facility. This can be an
agenda for the next year.

As regards the drinking water facility in schools, it is heartening to note that

all schools have this facility. The main source of water is tap to the tune of 87% of the
cases, and it is hand pump in 10% of the schools and it is pond in 3% of the schools.
As regards the use of drinking water facility children use in 95% of the schools but
34

not in the remaining 5% of the school's. Here children prefer to bring water from
their homes. As regards the maintenance and cleanliness of the drinking water
facility, it was found that in 71 % of the schools this is maintained well but not in the
remaining 29% of the schools. This is a big agenda before the district. Something
needs to be done to educate the schools in maintaining clean drinking water facility
to the children. With regard to the playground facilities, it exists and 74% of the
schools but not in the remaining 26% of the schools. Wherever they don't have the
playground facilities children are made to play in nearby grounds in the available
place. Wherever grounds are available they are maintained well in 86% of the cases
but not in the remaining 14% of the cases. Outdoor activities are organised regularly
in 86% of the schools only but not in the remaining 14% of the schools. This needs to
be seen by the district.

With regard to the adequacy of the sports and games

materials in the schools, it is seen in 79% of the schools only are adequate while it is
not so in the remaining schools.
District says: (1)In some class rooms in which students are excess it is seen that the class
room size is less. So it will be corrected by dividing the strength into 2 class rooms.
(2) Some schools of Kalghatagi block in city area have this type of ratio because teachers
requirement under process.
(3) This year furniture fund is not released.
(4) Good quality of dull black paint will be provided out of school maintenances grant.
(5) This year we are providing 90 girls toilets to meet out weakness.
(6) We are providing sufficient number of toilets this year .
(7) This year separate grant is sanctioned for maintenance of toilets under state sector head.
(8) We will take necessary action to improve the CWSN toilets.
(9)This year 90 girls toilet are provided with incinerator facility.

35

(10) It is informed to all school HMs to maintain cleanliness of drinking water by providing
steel tank.
(11) We will take necessary action to improve the Out door activities
(1) This year separate grant is released to purchase the sports materials.

1B1.3

1B.8.ii
Source of drinking water

Condition of classrooms
poor
3%

Pond
3%

Good
39%

Average
58%

Tap
87%

1B.4.Viii

1B.5.iii
Non childfriendly building
features1)Yes,2)No

Quality of Black board

Good
24%

1
27%

2
73%

Hand
pump
10%

Average
76%

I C Social access: As regards the composition of the children in different

schools, it is found that all schools have children coming from different castes and in
97 % schools children belong to different religions and in 84% of the schools both
36

boys and girls come, and in 82 % of the schools one finds CWSN children. It is also
happy to note that children representing different hamlets attend all schools. In one
of the schools children belonging to one religion attend. In one school only boys
attend as it is only boys School. As regards the irregularity of attendance by the
children, it is found that the children belonging to scheduled castes, Muslims and
OBCs absent more. The causes for their absenteeism is because they are doing
labourers job, they are joining their parents in the work and there are some children
who are migrant children.
District says; (1) SC, Muslims and OBC exclusive programmes have been chalked out in
Awp&B, District is strengthening the monitoring process.

Additional items in the context of RTE: It was found that teachers communicate
equally well with students of different social groups, economic groups, castes,
religions, gender groups, and habitations. Interestingly it was also seen that children
belonging to different social groups, economic groups, castes, religions, gender
groups and habitations also communicate equally well with their teachers fearlessly.
So on the issue of social cohesiveness there are no problems in the district. The
seating arrangements in the classrooms are also quite encouraging as it motivates
intermingling of students in all classes. The school mapping activity has happened in
only two third of the schools but not in the remaining schools.
District says: 1) Remaining school mapping is already started.

II Out of school Children:

The progress of Out of school, children:

During 2012-13, 1520 children are out of school. Among them 895 children
have been mainstreamed using different strategies as follows.

(a) 3 months Special Non Residential Chinnara Angala Training Programme:

During 2012-13, 13 centres have been functioning out of 18 centres with the target of
37

295 students. In total 411 children have been mainstreamed. The district needs to
explain this.
(b) 3 months Residential Chinnara Angala Programme: During 2012-13, out of 9
sanctioned centres, 7 centres are functioning with 164 children. Out of them 149
children have already been mainstreamed.

12 months Residential Bridge course: During 2012-13, 9 centres were approved

with the target of covering 317 children. Out of 12 RST centres are functioning under
two organizations where 160 children are enrolled.

(d) Madrasas: During 2012-13, three Madrasas have been funded to provide formal
education along with religious education. A student target of 75 is fixed for three
madrasas. There is an effort in mainstreaming at least 50 children among them.

(e) NCLP schools: During 2012-13, one centre has been opened in Hubli with 22
children, which has a target of mainstreaming children.

(f) Urban Deprived Children (UDC): During 2012-13, two centres are opened with a
target of 100 children. There are 99 children in them.
(g) Special Enrollment Drive: There was a target of mainstreaming 299 children
through special enrollment drive. Out of that, 88 children have been identified by the
SDMC, teachers and organizations who are to be mainstreamed.
District says; District officials are going to get capacity building programme in IED. More
stress would be given.

38

III Quality issues:

As a part of the monitoring work it was found among the

schools that there were 214 teachers and among them there were 74 men and 140
women. Pupil teacher ratio on an average works out to be 1: 42. There were also
teacher vacancies to the tune of 14 in the district. As regards the availability of the
teachers for each class it was found that it existed in 63% of the schools only but not
in the remaining 37% of the schools. This needs to be attended to by the district on a
priority. With regard to the science teachers availability in schools it was found that
all schools had them and so was true with maths and language teachers. It is a
matter of happiness to note that none of the teachers is untrained in the district.

As regards the training received during the academic year, it is found that all
teachers have received non-residential training under the guidance of DIET, BRC and
CRC. All of them have found that these training programmes were useful to them
and they helped in transacting better. As regards the teachers awareness of the RTE
act 2009, it was found that all teachers were aware. Their main source of information
was from the Department of Education. With regard to the textbooks and TLMs, it
was found that in 95% of the schools, textbooks were received within one month of
the reopening of the school in the current academic year but not in the 5% of the
schools. As regards the distribution of textbooks in all subjects it was found to be
distributed in 79% of the schools but not in the remaining 21% of the schools. It
means on the issue of the textbook distribution there are still some gaps in the
district. The district needs to focus on this. As regards the TLMs and its use in the
schools, it was found that teachers use maps, charts, globes, models, maths kits, and
science models.

As regards the grants, it was found that the school grants had not reached
within two months of the reopening of the school in any school. This situation is
something which needs to be immediately attended to and such a thing should not
happen in the next year. Consequently school grants were not used within first two
39

months because there were no funds. The same thing is true with the TLM grants
also for teachers. Teachers did not receive the teacher's grants within the first two
months of the opening of the school. The very purpose of giving teacher grants gets
defeated if it is not listed by the teachers within first two months. The district needs
to take this issue seriously and improve the situation.

3.2 Teaching learning process:

With regard to the understanding of constructivist

approach to teaching, it was seen that teachers do understand the primacy of the
learners in most of the cases and yet the teacher talk time predominates the class.
Meaning the hegemony of the teacher continues in the class. Teachers do provide
concrete experiences to learn and also tried to relate personal experiences in learning.
It means teachers are concerned about learning and learners but the participation of
learners is much less in the classroom processes. Teachers do ask questions and try
to engage learners. Yet the teacher dominates the classroom. Added to this it is also
noticed in all the schools that teachers dictate notes. This practice is seen in all the
schools. This is totally detrimental to the constructivists approach.
As

regards

the

teachers

understanding

of

National

Curriculum

Frameworks concerns related to teaching of language and science subjects the

following was noted.

The classroom observations indicated that teachers do

understand the importance of learners in class and they also understand that
students autonomy is important and they try to actively ensure participation of
learners. There is little scope for promotion of divergent thinking. The promotion of
use of language abilities is much to be desired. There is no conscious effort to the
non insistence of rote memory among learners. The classrooms do provide chance for
them to think but the situation must improve.

As regards the approach to teaching English it was found that the teaching
methodology emphasizes on the development of listening ability, speaking ability,
reading ability and writing ability. Paradoxically, English is also taught through
40

translation method in all the schools. As regards teaching-learning approach to

mathematics it was noted that the teaching methodology does enhance the ability to
think logically, attempt to develop abstractions & thinking, and reasoning abilities
among learners. Mathematics teachers do think that quality mathematics is every
child's right.

It is heartening to note that teachers are aware of using community resources

in teaching learning process in all schools. It was also noted that the involvement of
children in teaching-learning process was very encouraging as they were very happy.
School teachers are aware of continuous and comprehensive evaluation and they are
also aware of grading system and marking system. It was also learnt that teachers do
get on-site academic support from the officials of the education department.

As regards the understanding of the parents and community members on

teaching-learning and evaluation processes, the data indicates that only 18% of the
parents have noticed change, while 82 per cent have not. Further those parents who
have found some change have indicated at teachers ask questions to children and
teachers allow children to benefit from the TLM. Parents have also noticed a change
in the learning among learners in 66% of the cases. They indicated that children do
bring home work, work on them and show interest in learning. All parents have
indicated that there is some change in the evaluation happening in the school and
they seem to be happy about the progress of their children.

As regards the classroom management it was noticed that children do sit in

small groups in all lower primary classes as Nali Kali is what is being practiced in
Karnataka. In all classes between 1 and 3 it is multigrade schools and all classes from
6 to 8 are single grade schools in Dharwad. All sitting arrangements of flexible in all
the schools.

There is no segregation or separation of disabled disadvantaged

children in any school. All children of free to express their opinions asked questions
41

and they are encouraged to express their opinions and increased to ask questions
freely without any fear. The classroom ethos is being decided by both the teachers
and students.

As regards Equity in quality issues, there are no gaps in achievement levels of

SC,ST, minority and girls as per records. There is no noticeable discrimination direct
or indirect of the SC, ST minority or girls by either friends or by teachers. Cocurricular activities are used to boost the morale and self-esteem of children from
weaker sections through various activities conducted by schools.

Apparently,

teachers have a good understanding of challenges and advantages of diversity in the

classroom. They do initiate efforts to connect the textbook lessons to the knowledge
and experience of the children from socially disadvantaged groups and their efforts
to highlight the contributions of different social cultural groups to society. Therefore
on the whole on the issue of the equity in quality issues, there are no problems in the
district.
District says: (1) The teacher absenteeism is taken very seriously. Steps have taken to recruit
guest teachers.
(2) All titles have been supplied to concerned schools.
(3) There is instruction given by State Office to open account in SBI, hence it is delayed.
(4) In Nali-Kali standards class is student centered. In higher class as per RTE training
have been planed by the DSERT to make teaching as student centered.
(5) In-depth training on English is planned by British Council at DIET

4. Computer aided learning:

As part of the monitoring work, 14 schools

were seen by the monitoring team. The report is based on the observations in these
schools. It was noticed that the computers and other accessories are kept in separate
rooms in 43% of the cases and they were kept in classrooms and 57% of the cases. All
the equipments received under CAL are physically available in all the schools. As
42

regards the condition of the room where the computers and its accessories are kept, it
was found that they were under safe doors and windows. There was no seepage of
water in any of the schools and the electrification work had good earthing and it was
in a satisfactory condition. It was also heartening to note that 93% of computers are
functioning. One computer monitor is not in working order. The complaint has been
lodged. It normally takes 1-2 months to get repaired.

As regards the subject wise and topic wise list of digital multimedia
materials availability, it was found to exist in 50% of the schools but not in the
remaining 50 % of the schools. As regards the knowledge of teachers about the
topics of the digital multimedia materials, 93% of the teachers had some knowledge.
Around 43 % of the teachers use the digital multimedia materials as part of classroom
teaching. This situation needs to improve. As regards the teacher training and their
comfort level, all teachers have received some training related to CAL. Around 86%
of the teachers have the basic knowledge of operating a computer. Around 20% of
the teachers can apply the knowledge of computer operations and skill to develop
their own digital TLM , while a majority to the tune of almost 80 % are not able to do
this. This situation must improve in the district.
District says: (1) As per State norms CALC Schools have one Separate computer room.
(2) Multi media kit is provided by Azeem Premji foundation.
(3) Initially the Science teachers and HM are provided with 5 days training so that other
teachers of that school are empowered by these trained teachers. The district has planned
exclusive training for other teachers also.

43

4CAL.1.A

4CAL.1.G

Computers & other accessories

are kept. 1)Separate room, 2)Class
room

Average time gap between

lodging of complaint &
rendering of services

1-2
months
17%

1
12%

more
than 2
months
83%

2
88%

5. Girls Education:

With regard to the gender gap in enrolment, retention,

and learning achievement by children in NPEGEL schools, it was noticed that there
were 1007 boys and 1464 girls with a total of 2471 children. Boys were less in number
in comparison to girls in NPEGEL schools. Therefore, the gender gap is not an issue
in the district in NPEGEL schools. As regards the attendance on the day of the visit, it
was found that 724 boys were present, while 1208 girls were present with a total of
1932 children. There was a gap of 484 children. These children were boys. It means
more boys absent than girls in these schools. It was heartening to note that there was
not even one single girl who had a record prolonged absence in the school. It was
also heartening to note that the pass percentage in the final examination was 100%
for both boys and girls.

With regard to the efforts to address the gender gap issues at the levels of
mindset and removing physical barriers, it was seen that all teachers have received
gender sensitisation training.

Around 50% of the parents have received gender

sensitisation training and 50% of the community members are sensitised to the
gender issues.

Interestingly, special initiatives are taken to encourage girls in

44

enrolment at local level in all the schools.

These initiatives include Meena

programme, singing programmes, visiting homes and such. The MCS is operating as
a useful methods of a gender sensitivity to the tune of 50% only in the district. While
the reasons could not be elicited as it was not forthcoming. The MCS coordinator in
one of the centres is active in addressing to the needs of girls through a variety of
activities and programmes. The schools are located in a distance as prescribed by the
norm. There are no problems or barriers of the girls to come to schools from their
residences.

With regard to the infrastructure, health and sanitation facilities, it was found
that there was separate toilet facilities for girls in all the schools but they were
adequate only in 25% of the schools. As regards the usability, it was found to be
usable in two thirds of the schools but not in one third of the school. The greatest
problem was the availability of water in these toilets. Only around 12 % of the
schools the water was available, but it was not available in the remaining 88% of the
schools. However, emergency medical kit was available in all the schools. It was
interesting to note that in one school there was a restroom meant for girls but not in
other schools.

With regard to the participation level of girls in curricular and co-curricular

activities and the stereotypes, it was noticed that children are made to sit on desks
and in some schools on floor and there are no discrimination. It is heartening to note
that the girl children are not used to either welcome guests or to serve the snacks or
sweep and clean their classrooms or the toilets in any of the schools. To that extent it
is totally a non-discriminatory attitude and girls are not looked down upon. Girls
have equal opportunities to participate in curricular activities as well as in cocurricular activities. They are given equal opportunities to ask questions and learner
groups comprised both boys and girls.

It was heartening to note that the

participation of girls is in active mode.

45

District says: (1) The MHRD team visited during harvesting and Festival season. In rural
areas parents are dependant on their children.
(2) Parents and community member are not only trained by SSA but also by other
Departments (WCD,ZP,etc.,)
Further, the district is planned for few more awareness campaigns to hard to reach parents
and community.
(3) Required Schools are provided with Additional Toilets as per NABARD norms.
(4) Due to Draught.

KGBV:

The monitoring team visited two Kasturba Gandhi Balika Vidyalays in

Dharwad.

These KGBVs are housed in their own buildings run by the State

government. There were 58 students in Class 6, 72 students in class 7, and 67

students in class 8 taking the total to 197. Different steps are taken to mobilise
dropouts of never enrolled girls in this KGBVs including visiting homes, and Meena
Munch activities. The school management meets irregularly. The last two meetings
were held on 31st of May 2012, 26 of June 2012 and 5 of July 2012. In these meetings
issues related to children's enrolment are discussed.

Total number of teachers

sanctioned was 9, total number of teachers deployed was also 9, the number of
teachers trained was also 9. Teachers do receive in-service training and academic
support by CRC and BRCs. They have also received gender sensitivity training
twice. The duration of this training programmes ranges from one to two days. Only
one review meeting has been held in the current academic year. In these meetings
issues related to children's enrolment and improvement of their education, issues
related to the maintenance of the playground are discussed.

As regards the infrastructure issues there are problems in the KGBVs. These
include drinking water problem, electricity problem, building problems, problems of
46

toilets, and bedding. The district needs to attend to them on an urgent basis. In this
KGBVs, on the issue of health and hygienic environment, drinking water is partially
ok, and toilets are partially ok, while classroom is a good but the playground is good
in one and poor in the other. Campus on the whole is good in one and average in the
other, and the kitchen is average in terms of the hygienic conditions and so is the
condition of the bedding. There is a need on the part of the district to pay attention
to the hygienic environment of these schools.

As regards the status of fund flow, there is no problem about the funds
received by the institution. They get funds from the district office and the records are
maintained and updated. One of the KGBVs in Anavara has problems with the
playground and its maintenance, shortage of rooms, non availability of computers
and non-maintenance of drinking water facilities. This also needs to be attended to
on an urgent basis.

In attempt was made to understand as to why and these children have come to
KGBVs, the following reasons emerged from a quick appraisal.
1. School dropout: 7 + 2 = 9
2. Irregular: 18
3. Learning disability: 7
4. Poverty: 61+ 92 = 153
5. Orphaned children: 4 + 3 = 7
6. Disability: 1
7. Migration: 2
A quick analysis indicates that most of the children have joined this because of
poverty. It goes to say that these KGBVs are doing a good deal of service to
accommodate these children and in enabling them to have education of a certain
quality. Thus it speaks of the success of KGBVs.

47

District says; (1) Monitoring strategy will be changed so that the SDMC meets regularly.
(2) Separate estimation has been proposed to meet out the facility lapses.

6: Inclusive education with specific reference to CWSN:

As a

part of the monitoring work, 99 children who were CWSN were seen by the team.
Among them 64 boys and 35 were girls. On the day of our visit to the school, 88
children were present out of 99. Among them are, 26% of them are very regular,
70% of them are regular and only 4% of them are irregular. But on the day of the
visits the absenteeism was found to the tune of 10%. As regards the composition
of the CWSN, 38% of them are PH children, the second highest being MR children
to the tune of 31% followed by speech problem, eye problem and hearing problem
among boys. Among the MR children there were more who was moderately MR
compared to minor and severe levels. As regards the PH also there were more
moderate children followed by minor and severe degrees. With regard to the
speech problem also there were more in the moderate category followed by minor
and severe levels. Among the hearing-impaired, also there were more in the
moderate level than in the minor degrees. Among the visual impaired children
there were more who were in the moderate level followed by minor and severe
levels.
Among girls, a large proportion belonged to the PH category followed by a
visual impairment and MR. Among the MR girls, relatively more were moderate
followed by minor and severe degrees. As regards the LDs, there was only one
child who was at the moderate degree. Among the PH students more were in the
severe category followed by moderate and minor degrees. Among the speech
problem, there was only one girl with the moderate impairment.

Hearing

problem girls were two and they both worked at the moderate degree.

As

regards the visual impairment there were nine children and all the girls were at
the moderate degree. Thus, boys outnumbered the girls in this category.

48

As regards the seating arrangements, it was inclusive in nature and there

was no segregation based on the disability. It was also nice to see all the CWSN
children participating actively in the classroom processes and it was also noticed
that the teachers encouraged CWSN to participate in classroom processes. As
regards the availability of the CWSN friendly TLM, it was found to exist in only
27% of the schools but not in the 73% of the schools. This is something which is to
be taken up seriously by the district where the material's exist at it includes beats
and alphabet chariots. It was heartening to see that the type of interactions that
were existing in all the schools with the peers of the CWSN was very friendly and
friends were very supportive of all the CWSN. The friends of the CWSN children
provide friendly support during teaching-learning activities, co-curricular
activities, recess hours, apart from travel to and fro the school. Thus, friends are a
big support to the CWSN children in the district.

As regards the teachers behaviour towards the CWSN children, there is no

discrimination and in fact in some schools they pay special attention to the
children also. As regards the training received by the teachers to handle CWSN
children, only 67% of them have received training but not the remaining 33% of
the teachers. Therefore there is a need to provide training to handle CWSN
children better. As regards the adequacy of the teacher training, teachers have
felt that they were adequate enough in all cases. With regard to the preparation
of individualised Educational plans to CWSN children none of the school teachers
had a clue about it. As regards the availability of the resource teacher, it was
found that they existed in 80% of the schools for the CWSN children but not for
the remaining 20% of the children. Teachers visit the schools two days in a month
in all cases.

With regard to the awareness of parents about availability the resource

teachers it was found that all parents know that there is a resource teacher and all
49

parents also know who the caregivers or volunteers for the children are. This is a
matter of great satisfaction.

It is also noted that all parents have received

counselling regarding their CWSN. With regard to the medical camps it was
found that 80% of the CWSN have attended the medical camps and among them
83% of them have received disability certificates, and 70% of them have been
diagnosed to be in need of some assistive device, and among them 79% have got
these aids and assistive devices. Father, it was noted that all the assistive devices
provided are in working condition. With regard to the requirement of homebased education, it was found that 50 % of them require home-based support.
The resource teacher or a volunteer visits these homes in all cases on almost a
daily basis in some cases, once a week in 40% of the cases and twice a month in
47% of the cases as reported to the visiting team. Normally, they spend around
two hours in a majority of the cases. These children are provided life skills.
District says: (1) There is no provision yet.
(2) All the teachers are provided training to handle CWSN Children. Still more trainings
are planned for remaining 33% teachers.
(3) Already IEPs training is provided to the concerned. Still district is planning to give
IEP training in phased manner.
(4) All the schools are having the Resource teachers. But They have taken transfer. These
School Teachers are provided Resource Training.

50

6IE.3
Status of Attendance
Irregular
(<60%),
3

Very
regular
(>75%),
23

Frequency of theEvery
visit
Day
13%
/---2-days a
month
47%

Regular
(6075%), 62

/----1-days a
week
40%

6IE.21
Duration of each visit

1-2
Hours/
40%

. 2 Hours
60%

7. Civil works:

As regards the civil works, the monitoring institution could

see 14 schools in the district where civil works were going on. Out of them, 36%
of the work selected to Headmasters room, 29% of the construction work related
to toilets and 36% of the civil work related to additional classrooms. As regards
the status of the work, 7% of the works were temporarily abandoned, 57 % of the
works were ongoing and 36 % of the civil works were completed. The civil
construction work has been assigned to the SDMCs. The MOU were signed
51

between SSA and the SDMC in all cases. Therefore there is no scope for any lapse
on the part of the district on this issue.

As regards the availability of the

community manuals and the records, the following were noted. The community
manuals were available in 93% of the schools and they also had the designs and
drawings or plans for the construction. While in 7% of the cases they did not
have them. They did not give any reason as to why they do not have them either.
As regards the training of SDMCs, it has been noted that they have been
adequately trained in all the cases by the block resource persons. The training
modules were available with the SDMCs in all the cases. As regards the
accounting procedures and transparency, it is heartening to note that separate
accounts are being maintained in all the schools and they are updated and
balance tallied in all the schools. These accounts are being maintained by the
Headmasters of the schools but these details are shown on a board in the school
campus only in 21 % of the cases but not in 79% of the cases. This aspect of
transparency needs to be focused by the district so that all schools start displaying
the accounts part of the details to the community.

This amounts to social

auditing. All these funds are received by the SDMCs through e transfer in all the
cases. Paradoxically, schools have also reported that they had to wait for 2 to 5
months to get these funds. This is a confusing report. If they have received funds
through e transfers, it should not taken so long. On this issue the district needs to
explain.

As regards the quality of the materials used in civil construction work, it was
found that the daily account of cement is maintained and authenticated in only
86% of the cases but not in the remaining 14 %of the schools. This needs to be
checked and the situation must be improved by the district. These accounts are
maintained by the Headmasters in all the cases. Different items like steel, pipes,
fittings etc or of be BIS/ISI mart only in all cases. As regards the branded quality
of paint, of reputed companies, it was found to exist in only 29% of the cases but
52

not in the remaining 71% of the cases. This is because the civil works were not
complete in many cases. The painting work is the last part of the civil works
therefore this needs to be understood from that perspective. As regards the
approved drawings being used in sites, they are in use in the construction in all
cases. The third-party evaluation also existed in 71 % of the cases but not in the
remaining 29% of the cases. As regards the perception of the community about
the quality of the material used in the civil works, they feel that 36% of the
materials are good, 57 % of these materials is fair and in 7% of the construction it
is poor. The monitoring team also has its own impression about the quality of the
school construction work. Accordingly, 36% of the construction is a good, 57% of
the construction is fair and 7% is poor. There is a need on the part of the district
to pay more attention to the civil works and ensures that is the objectives are
achieved.
District says: (1) The Account related things will be put up on the board during this year.
(2) Due to delay in opening of account in SBI the funds are received late by Schools.
(3) In future, it will be seen that 100% schools maintain materials at site account
regularly.
(4) The 3rd party evaluation started their work in late July. Most of the schools selected by
the MHRD team are not the works allotted during 2010-11 RTE and 2011-12.

7CW.1.1
Status of work
Comple
ted
36%

7CW.7.1
Tempor
arily
abando
ned
7%
Ongoin
g
57%

Perception of the community

about the quality of the
material
Poor
7%

Good
36%

Fair
57%

53

7CW.8.1
School Infrastructure
Poor
7%

Good
36%

Fair
57%

8 Community Awareness:

As regards, community awareness, in

Dharwad district, the SDMCs have been constituted in all the schools as per the
guidelines. On an average delays one aches officio member, there are nine elected
members from the parents Council, there are two to three elected from the
students Council, there are two to three nominated members. The ex-officio
member has always been the headmaster. The nominated members were taken
into this committee either because they have donated lands, or they are education
lovers, or they are gram panchayat members, or they are Anganwadi members, or
they are the members of the health Department. The post of the President and the
vice president are always held by the parents in all the schools. The total number
of members belonging to different categories are as follows. On an average there
are three women in each of the SDMCs, two to three from the Scheduled Castes
community, two to three each from Scheduled Tribe community, two to three
each from minority communities. As regards the awareness of residents and
members about their roles and responsibilities as notified by the government, it
was found that all the members are aware. And all the members have been
provided with a copy of the guidelines. All of them have been oriented towards
the roles and responsibilities. The guidelines have been prepared in simple local
54

language of the community which is easily understandable by all the members.

On an average the frequency of the SDMC meetings is once a month in all the
schools.

As regards the awareness level of SDMC members about the specifics, the
following picture emerged from the field work. The awareness levels of SDMC
members about SSA details is fair in 50% of the cases and good in another 42 % of
the cases, and poor in 8% of the cases. About the midday meal their awareness is
good in 55 % of the cases and fair in 45% of the cases. About the funds for civil
works, school grants, teacher grants etc their awareness is fair in 79 % of the
schools and good in 13% of the cases, very good in 5% of the cases.

Their

awareness about the roles and responsibilities is good in 55 % of the cases, fair in
45% of the cases. Their awareness about the school development plans is fair in
63% of the cases, and good in 37% of the cases. Their awareness about the student
enrolment and attendance is good in 63%of the cases, and fair in 37% of the cases.
Their awareness about the right to education is fair in 55% of the cases and good
in 45% of the cases. Their awareness about school facilities is fair in 74 % of the
cases and good in 26% of the cases. Their awareness about DISE capture formats
is good in 71% of the cases and fair in 29 %of the cases. Their awareness about
school report card is fair in 74% of the cases and good in 21 % of the cases. Their
awareness about the Village Education Record/ Ward Education Record is poor
in majority of the cases. An analysis of the above indicates that the members are
fairly informed about SSA and midday meal programmes, they also are aware of
the roles and responsibilities in majority of the cases and they are concerned
about student enrolment and attendance, from the awareness on other issues they
are not well informed.
As regards the sources of awareness of SDMC members regarding the school
activities, it has been found that they get the information and awareness through
newspapers, radio, teachers, students, other members and the panchayat
55

members. It means all different agencies of the society are being able to inform
and influence the SDMCs about the school activities.

It is also a matter of happiness to note that the SDMC members know the
guidelines regarding the school development plans in all the schools. All the
SDMC members have received the training for about three days on an average,
regarding the working of the SDMCs, their responsibilities and the school
management issues. Majority of them have said that the training is a somewhat
useful and a small percentage to the tune of 24 % have found it to be very useful.

As regards the school visits, SDMC members visit the schools one a week in
majority of the cases and they visit once a month also. None of them is found to
be visiting the school daily. During the visits they observe children's learning,
their attendance, teachers and the midday meal, school building and cleanliness
of the school building.

As regards the role of SDMC members and monitoring different aspects of the
school and schooling the following observations are made.

On the issue of

students attendance, they do observe and they are present themselves when the
school textbooks are distributed to the students. They also observe the cleanliness
of the maintenance of the toilets and show interest in its maintenance. They also
show interest in observing cleanliness and avoiding pollution by way of their
inputs to the school. They also focus on cleanliness and water facility that exists
in the school. They also show interest in seeing the reasons why teachers are
absenting on certain days. They co-operate in completing the civil works that is
entrusted to it.

They also observe the classroom processes and sometimes they

are present for the midday meal programme in the school.

As regards the contribution made by the community for the upliftment of the
school, it is found that different SDMCs have contributed in different forms. They
56

include contribution of benches, water tank, land, mike sets, plates, tables, and
glasses, notebooks, school bags, pens, photos, almirahs, wall clock and Bell, and
many other things for the school. It is heartening to note that the minutes of the
SDMC meetings are available in all the schools. On this issue the district needs to
be complimented.
District says; (1) SDMC members training run under SSA scheme through DIET. During
training knowledge about VER and WER are given.

8CA.1.b Composition of SDMC

Nominate
d
members
(if
any), 122

8CA.1.c Composition of SDMC

Ex officio
, 38

Elected
from
Students'
council, 5
1

SC, 43

Minoriti
es, 40

Elected
from
Parents'
council, 3
42

ST, 34

8. CA.4.a
Details about SSA

Details about MDM

Fair
45%

Poor
8%

Fair
50%

Good
55%

Good
42%

57

Awareness about Roles &

Responsibilities

Awareness about Grants

Poor
3%

Very
Good
5%

Fair
45%

Good
13%

Fair
79%

Good
55%

Awareness about School

development plan

Awareness about Student

enrolement & attendance

Good
37%

Fair
37%

Good
63%

Fair
63%

Awareness about Rights to

Education Act

Awareness about School

Facilities
Good
26%

Good
45%

Fair
55%

Fair
74%

58

Awareness about DISE capture

format

Awareness about School Report

Card
Poor
5%

Fair
29%

Good
21%

Good
71%
Fair
74%

8CA.7.ii

Awareness about VER/WER

SDMC training

Good
21%

Poor
55%

Fair
24%

8CA.7.iv

3days
95%

8CA.8
Usefulness of training
Very
24%

Somewh
at
76%

2days
5%

SDMC member's visit to schools

Monthly
once
26%

Weekly
once
74%

59

(9) EMIS/DISE:

On the issue of DISE data, all the schools have supplied

data under DISE for the current year, and all the schools have a copy of the filled
in copy of the data capture formats. All the schools also had the training on
filling up of that data capture formats provided to them. In all the schools the
cluster resource coordinator conducted Jan Vaachan of the data capture format. All
the schools have received a copy of the school report cards. But it has not been
displayed on the notice board while it is kept in file in all the schools. It was also
found that the information of the data capture formats matches the actual position
in the school in all the schools fully. All the school records are being maintained
and updated regularly.
District says: (1) Child wise data is just completed. Further all schools report card have
been displayed.

10. Financial management:

As regards the maintenance of financial

records and registers, cash books are available in all the schools and passbooks
are also available in all the schools and stock registers are available and
maintained in all the schools. It's a very happy thing to note that Dharwad has no
problem about maintenance of financial records. These records have been
updated in all the schools also. The funds reach the SDMCs through e transfer in
all the cases. Schools received different kinds of grants during the current year.
Teachers grant is received during July and so is the school grant. Maintenance
grants, civil work grant, school uniform grant, NPEGEL grant, library grant, and
special training grants had not come to them during the field visit duration. As
regards the auditing of the accounts, the accounts are audited in only 87% of the
schools but not in the 13 % of the schools and the audit observations have been
shared with the community in 87% of the cases only. It means the district needs
to pay attention to the remaining 13% of the schools and ensure that the auditing
is done and audited observations are shared with the community. As regards the

60

sharing of proposals of expenditure and expenditure statements to the

community also it has been found that the sharing has been done only in 87 % of
the cases and there are problems with 13% of the cases.

On the whole on

financial management issues there are no big issues other than the delayed
sanctioning of the grants and a little bit of auditing.
District says: (1) Due to delay in opening of account in SBI the funds are received late by
Schools.
(2) Account Asst. appointed every block so we are going to complete all the school audit
this year.
(3) We are going to take action on displaying of accounts information on the school board.

61

Dharwad SSA Tables

1 Access
1A Physical Access (Data to be collected from HM/Teacher)
1A.1 Catchments Areas of schools-Habitations
1A.1.1

Name & Address of the school

TOTAL

Category of School

LPS (1-4)

LPS (1-5)

18

48

HPS (1-7)

10

26

HPS (1-8)

10

26

Govt.

38

100

Pvt.-Govt. Aided

Pvt.-Unaided

Total number of schools

40

Dates on which visited

1A.1.2

1A.1.3

Habitations served by the

school

Sl. No

Name of
Habitation
1

Distance
from the
school
0-1 KM

No. of
childrens

6490

95

1-2 KM

99

2-3 KM

69

3-4 KM

21

4 KM above

140

Yes

29

76

No

24

28
0

97
0

Yes

24

No

29

76

Heavy traffic

89

Tank bunds

Railway crossing

Open well

11

Other

Does the habitation where the school is

located have any other elementary school?
Yes/No
If yes, Is it--

Govt.
Govt Aided.Govt. Unaided

Total
1A.2 Vicinity/Route to the School
1A.2
Is there any feature in the vicinity or on the
route to school which poses or may pose any
danger or threat to the safety, health or
hygiene of the children
If yes specify (For example: crossing a
river/stream, railway crossing, heavy traffic,
forest, lonely areas, Tank Bunds)

62

1A.3 Nearby Upper Primary school

1A.3

If the school is LPS, Name of the nearest HPS

& distance from this school

Name/Total
Distance

19

Minimum

1/2KM

maximum

12KM

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation)
TOTAL

1B.1 School Classroom

1B.1.1

1B.1.2

Total Strength of enrolment in the

school

1B.1.3

classrooms in the
school (only rooms in
which classes are being
conducted)
Condition of classroom

1B.1.4

Student Classroom Ratio

1B.1.5

Size of the class rooms in relation to

student strength
Availability of sitting place per child

1B.1.6
1B.1.7

Total
Boys
Girls

6869
3865
3004
217

56
44

Yes
No

33
5

87
13

Good
Average
poor
Adequate
inadequate
Adequate
inadequate
Adequate
inadequate
Adequate
inadequate

15
22
1
37
1
33
5
33
5
34
4

39
58
3
97
3
87
13
87
13
89
11

Yes
No
Good
Average
Poor

19
19
4
15
0

50
50
21
79
0

Yes
No
Yes
No

38
0
38
0

100
0
100
0

Yes
No
Yes
No

38
0
38
0

100
0
100
0

Number/ Total
Adequacy

Teacher student ratio Keeping in view RTE

*

1B.2 Furniture for the children

1B.2.i

Is the furniture for children adequate?

1B.2.ii

If yes, what is its quality?

1B.3 Light & Ventilation

1B.3.1
1B.3.2

Is there proper lighting arrangement in the

classrooms?
Is there proper ventilation arrangement in
the classrooms?

1B.4 Building Design

1B.4.i
1B.4. ii

Are these structures

Child-friendly

Gates
Door latches

63

1B.4.iii

Stairs

1B.4.iv

Floor/s

1B.4.v

Windows

1B.4.vi

Furniture

1B.4.vii

Pillars

1B.4.viii

Is there any feature in the building which

is not child-friendly?
If Yes, Specify

Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No

38
0
38
0
38
0
38
0
38
0
0
38
NO

100
0
100
0
100
0
100
0
100
0
0
100

Yes
NO
Yes
NO
Good
Average
Poor
Yes
NO
Centrally located
Not centrally
located

38
0
38
0
9
29
0
38
0
38
0

100
0
100
0
24
76
0
100
0
100
0

Yes
NO
Yes
NO
Yes
NO
Yes
NO

33
5
28
5
33
0
0
33

Yes
NO
Yes
NO
Yes
NO
Yes
NO

33
5
26
12
38
0
16
22

87
13
85
15
100
0
0
100
0
87
13
68
32
100
0
42
58

* Consult RTE norms

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation) (Continued)
1B.5 Blackboard in the Classroom

1B.5.i

Is blackboard available in all classrooms?

1B.5.ii

Can all children of the class benefit from

the blackboard?
What do you think of the quality of the
blackboard? (Well painted, Writing can be
seen by all etc)
Is the location of the blackboard suitable to
the classroom? (Visible to all, No glare etc)
How are the blackboards located in the
room?

1B.5.iii

1B.5.iv
1B.5.v

1B.6 Ramp

1B.6.1

Does the school have a ramp?

1B.6.2

Does the school have a ramp with

handrails?
Is the ramp functional?

1B.6.3
1B.6.4

If yes, is it constructed in accordance with

civil work norms?

1B.7 Toilets in the schools

1B.7.1

Are there separate toilets for girls & boys?

1B.7.2
1B.7.3

Is there adequate number of toilets for

students?
Are the students allowed to use toilets?

1B.7.4

Is running water available in toilets?

64

1B.7.5

If No, what alternative arrangements have been made?

1B.7.6

Are the toilets maintained properly?

Take water from near by

tank
25
66
13
34
1
3
37
97
0
0
38
100

Yes
NO
1B.7.7
Are the toilets CWSN friendly?
Yes
NO
1B.7.8
Do the Girls' toilets have incinerator
Yes
facility?
NO
1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation) (Continued)
1B.8 Drinking Water

1B.8.i

Does the drinking water facility exist?

1B.8.ii

If yes, what is the source of this water?

1B.8.iii

Do the children use this facility?

1B.8.iv

Is this facility well maintained & clean?

Yes
NO
Hand pump
Tap
other
Pond
River or stream
Yes
NO
Yes
NO

38
0
4
33
0
1
0
36
2
27
11

100
0
10
87
0
3
0
95
5
71
29

1B.9 Playground

1B.9.i
1B.9.ii

Does the playground exist in the school?

Yes
NO
If No, what arrangement has been made for conducting outdoor
activities?

1B.9.iii

If Yes, is it maintained properly?

1B.9.iv

Are the outdoor activities organised

regularly?
Are there adequate sports & games
materials?

1B.9.v

Yes
NO
Yes
NO
Yes
NO

28
74
10
26
Play near by APMC
ground. Made to play
available place.
24
86
4
14
24
86
4
14
22
79
6
21

1 Access (Continued)
1C Social Access (Data to be collected from HM/Teachers)
1C.1 Pattern of Habitation's Population Pattern & Enrolment in the school

1C.1.1

Does the school have

children from all sections of
the society, i.e.

Different castes
Different religions
Different Gender

TOTAL
Yes

38

100

NO

Yes

37

97

NO

Yes

32

84

NO

16

65

CWSN
Different Hamlets (if
any)
1C.1.2

If No, reason

Yes

31

82

NO

18

Yes

38

100

NO

Different castes

NO

Different religions

* Only one religion lives

in this place (Hindu)

Different Gender

* Boys schools, *only one

gender enrolled.

CWSN

* Not enrolment.

Different income groups

NO

Different Hamlets (if any)

NO

1.C.1.3

Which of the children belonging to above mentioned social groups

do not attend school regularly? (Mention specific groups, i.e.
specific castes, specific religion etc)

SC, Muslim, OBC

children's (boys & girls)

1C.1.4

What is the reason for children of particular social group/category

not accessing the school or preferring any other school?

* Childrens are doing

laborer work; they are
going with parents for
Migration.

1C.1.5

Please list the social, cultural or linguistic barriers that come in the
way of children coming to school or children accessing the school
facilities

NA

1C.1.6

1C.1.7

1C.1.8

1C.1.9

Are the teachers and SMC/SDMC/VEC members

aware of such barriers?

YES

NO

If Yes, please specify the efforts made to overcome these barriers at

the level of teachers, peers, family and community members

Do the school attendance Register and the MDM

register reflect the same kind of attendance pattern
of children?

NA

YES

38

100

NO

If No, reasons thereof

NA

1 Access (Continued)
66

1D Additional Items in the context of RTE (Data to be collected from HM/Teachers)

1D.1 School as an agency of social cohesiveness

1D.1.1

Do the teachers communicate

equally well with students of
different;

social groups?
economic groups?
castes?
religions?
gender groups?
habitations?

1D.1.2

Do the children of the

following different sections
communicate equally well with
their teachers fearlessly?

different social
groups?
Different economic
groups?
Different castes?
Different religions?

1D.1.3

1D.1.4

Different gender
groups?
Different
habitations?
Is the seating arrangement in the class
encourage/motivate intermingling/mixing of children
of all sections of society?
Have the school authorities conducted the exercise of
school mapping for ensuring access of each & every
child of school going age of all categories?

Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes
NO
Yes

38
0
38
0
38
0
38
0
37
1
38
0
38
0
38
0
38
0
38
0
38
0
38
0
38

100
0
100
0
100
0
100
0
97
3
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100

NO

Yes

25

66

NO

13

34

3. Quality Issues
3QI.1 Enabling Conditions
3QI.1.1
No. of teachers (as per school records)

Total
Male
MINI
MAX
Female
MINI
MAX

3QI.1.2
3QI.1.3

Pupil Teacher ratio (as per school records)

Teacher's vacancies (as per school records)

TOTAL
214

74
12
34
140
31
53
1:42
14

67

3QI.1.4

Are the teachers available

for/for teaching (As per HM)

each class

Yes
No
Yes
No
Yes
No
Yes
No

No. of untrained teachers (As per HM)

24
14
38
0
38
0
38
0
NA

If there are, subjects they teach (as per HM)

NA

Science
Maths
Languages
3QI.1.5

63
37
100
0
100
0
100
0

3QI.1 Enabling Conditions (Continued)

3QI.1.6 Details of Training received during this Academic year (As per HM/Teachers)
Sl.
No.

Name
of the
teache
r

At what level

Type of Training
In-service (In s)/
Induction (Id)/
60 days (60d)

Teachers

TOT
AL

In S/Id/60d

DIET/BRC/CRC/NGO

INS/BRC/NR

40

19

In S/Id/60d

DIET/BRC/CRC/NGO

INS/DIET/BRC/CRC/N
R

76

35

In S/Id/60d

DIET/BRC/CRC/NGO

INS/DIET/ BRC/NR

41

19

In S/Id/60d

DIET/BRC/CRC/NGO

INS/DIET/ BRC/NR

57

27

214

100

TOTAL

3QI.1.7 Usefulness of the training (As per Teachers)

a. Were the training programmes useful?
b. Have they helped in transacting better?

Yes
NO
Yes
NO

38
0
38
0

100
0
100
0

38
0

100
0

3. Quality Issues (Continued)

3QI.1 Enabling Conditions (Continued)
3QI.1.8 Teachers awareness of RTE Act 2009 (As per HM, Teachers)
3QI.1.8a

Are the teachers aware of RTE Act 2009

Yes
NO

68

3QI.1.8b

From where did the teachers come to know about RTE Act?

3QI.1 Enabling Conditions (Continued)

3QI.1. 9,10 Text books, TLMs (As per HM, Teachers, Students)
3QI.1.9a
Were Text books received within 1 month of the re-opening of
the school in the current academic year?
3QI.1.9b
Have all the children got text books of all subjects?

Dept. of Edn.
Self Explored

Yes
NO
Yes
NO

3QI.1.10
What are the TLMs (other than the text books) used in the
schools?

38
0

100
0

36

95

30

79

21

Maps, Charts, Glob,

Models, Maths kits
&Science models.

3QI.1 Enabling Conditions (Continued)

3Q.1.11,12 Grants (As per HM/Teachers)
3QI.1.11a
Has the school received School Grants within 2 months of the
reopening of the school during the current academic year?

38

100

38

100

Yes
NO

3QI.1.11b
If Yes, for what purpose these grants were used?
3QI.1.12a
Has the school received TLM Grants within 2 months of the
reopening of the school during the current academic year?

NA

Yes
NO

3QI.1.12b
If Yes, for what purpose these grants were used?

NA

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process
TOTAL
3QI.2.1 Teachers Understanding of Constructivist Approach to teaching
3QI.2.1a
Who is important in teaching learning
Teacher
environment? (As per discussions with
Student
teachers)
Both
3QI.2.1b
Teacher talk time, Student talk time - Of
Teacher talk time
these two which dominates the class room
Student talk time

0
31
7
38
0

0
82
18
100
0

69

3QI.2.1c
3QI.2.1d

3QI.2.1e
3QI.2.1f

3QI.2.1g

transactions? (As per observation)

Does teacher provide adequate concrete
experience? (As per observation)
Does teacher relate personal life
experiences to learning? (As per
observation)
Is learner important in teaching learning?
(As per discussions with teachers)

Yes

38

100

No
Yes

0
38

0
100

No

Yes
No
If yes, what is being done to make learner important? (As
per discussions with teachers)

Do the teachers dictate 'Notes'? (As per

discussions with teachers)

Yes
No

38
100
0
0
Teaching with examples,
Syllabus based activities. *
Asking simple knowledge
questions & dance.
38
100
0
0

3QI.2 Teaching Learning Process (continued)

3QI.2.2 Teachers Understanding of NCF regarding teaching of language & social sciences
3QI.2.2a
Learner centeredness (As per observation)
Good
Average
Poor
3QI.2.2b
Learner autonomy (As per observation)
Good
Average
Poor
3QI.2.2c
Active participation in learning (As per
Good
observation)
Average
Poor
3QI.2.2d
Divergent discussion (As per observation)
Good
Average
Poor
3QI.2.2e
Promotion of use of language abilities (As
Good
per observation)
Average
Poor
3QI.2.2f
Non insistence of rote memory (As per
Good
observation)
Average
Poor
3QI.2.2g
Scope of thinking (As per observation)
Good
Average
Poor

4
34
0
2
36
0
14
24
0
2
36
0
2
36
0
2
36
0
2
36
0

11
89
0
5
95
0
37
63
0
5
95
0
5
95
0
5
95
0
5
95
0

38
0
38
0
38
0
38

100
0
100
0
100
0
100

3QI.2 Teaching Learning Process (Continued)

3QI.2.3 Approach to teaching English (to be assessed by observation)
3QI.2.3a
Does it emphasise the
Listening ability? YES
development of
NO
Speaking ability? YES
NO
Reading ability?
YES
NO
Writing ability?
YES

70

NO
0
Is English taught through translation
YES
38
method?
NO
0
3QI.2 Teaching Learning Process (Continued)
3QI.2.4 Approach to teaching Maths. (to be assessed by observation & discussion with teachers)
3QI.2.4a
Does it emphasise the
Ability to think
Yes
38
development of
logically?
No
0
3QI.2.4b
Ability to formulate
Yes
38
and handle abstraction? No
0

0
100
0

3QI.2.3b

3QI.2.4c
3QI.2.4d

Thinking and
reasoning?
Do the teachers think that quality mathematics is
every child's right?

100
0
100

Yes

38

0
100

No
Yes

0
38

0
100

No

Yes
NO

38
0

100
0

Yes
NO

38
0

100
0

Yes

38

100

NO

Yes
NO
Yes
NO

38
0
38
0

100
0
100
0

Yes
No

38
0

100
0

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process (Continued)
3QI.2.5 Using community resources in TLP (As per teachers)
Do teachers know how to use community resources in teaching
learning process?
3QI.2 Teaching Learning Process (Continued)
3QI.2.6 Involvement of children in TLP (As per observation)
Are children happily participating in the class room learning process?

3QI.2 Teaching Learning Process (Continued)

3QI.2.7 Evaluation of learning (As per teachers)
With respect to Evaluation Which is
Continuous & comprehensive
being followed in the school?
evaluation
Grading system
Marking system
Any other (Specify)
3QI.2 Teaching Learning Process (Continued)
3QI.2.8 Academic support to teachers (As per records & teachers)
Do the teachers get on-site academic support?

3QI.2 Teaching Learning Process (Continued)

3QI.2.9 Parents' & communities understanding of changes in T-L & evaluation processes (As per discussion
with parents)
Have the Parents noticed any changes in
Teaching?
Yes
7
18
No
31
82
If, Yes, what?
* Ask question to children's &

71

Learning?
If yes, What?

Evaluation?
If yes, What?

observing the TLM. * Observing the

teacher teaching.
Yes
25
66
No
13
34
* Observing the Children's
Learning, Progressive, Home work
& Notes.
Yes
38
100
NO
0
0
* Check the Test paper &
Progressive card.

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process (Continued)
3QI.2.10 Classroom management (As per discussion with HM/teachers/observation)
3QI.2.10a
Do children sit in small groups?
Yes
NO
3QI.2.10b
Is it a single-grade class or multi-grade class?
Single
grade(6-8)
multigrade(1-3)
3QI.2.10c
Are the seating arrangements permanent or
Permanent
flexible?
Flexible
3QI.2.10d
Are the disabled & disadvantaged children
Yes
segregated & sit separately/in back benches?
NO
3QI.2.10e
Are the children free to express their opinions? Yes
NO
free to ask questions?
Yes
NO
encouraged to express their
Yes
opinion?
NO
encouraged to ask questions? Yes
NO
3QI.2.10e
Who is important in deciding classroom ethos?
Teachers
Students
Both
3QI.3 Equity in quality issues
3QI.3.1
Are there any noticeable gaps in the learning
achievement level of the SC, ST, Minority and
Girls (As per records)
If Yes, reasons (As per HM & Teachers)
3QI.3.2

Are there any noticeable

discrimination, direct or
indirect, of the SC, ST,
Minority and Girls by (as per
observation)

Friends?
Teachers?

38
0
0

100
0
0

38

100

0
38
0

0
100
0

38
38
0
38
0
38

100
100
0
100
0
100

0
38
0
0
14
24

0
100
0
0
37
63

Yes

NO

38

100

Yes
NO
Yes
NO

0
38
0
38

0
100
0
100

72

3QI.3.3

3QI.3.4

3QI.3.5

3QI.3.6

Are co-curricular activities used to boost morale

& self-esteem of the children from weaker
sections (As per HM/Teachers)
If yes, how? (As per HM/Teachers)

Do the teachers have a good understanding of

challenges & advantages of diversity in a
classroom? (As per HM/Teachers)
Are there efforts to connect the text book lessons
to the knowledge and experience of the children
from socially disadvantaged groups? (As per
observations of examples given by teachers in the
classroom)
Are there efforts to highlight the contributions of
different socio-cultural groups to the society? (As
per teachers & observations of teachers in
classroom)

Yes

38

100

NO

Teaching about the National

leaders& Freedom fighters life
history. *Encourage to childrens for
participates in all type of
computations, & Cultural activities.
Yes
38
100
NO

Yes

38

100

NO

Yes

38

100

NO

4. Computer Aided Learning

4CAL.1 Maintenance of hardware provided under CAL (Computers,

TOTAL

printers, UPS, LCD projector, Generator, trolley etc)

4CAL.1.A

4CAL.1.B

Where the computers & other

accessories are kept? (Observe)
Are all the equipment received
under CAL are physically available
in the school (See records and verify by
observing)

4CAL.1.C

4CAL.1.D

If only some are

available

What is the
condition of the
room where
computers & its
accessories are
kept? (Observe)

Separate room

43

class room

57

14

100

All are available

Some are available

Mention items not available

NA

Mention the reasons given by

HM/teachers for their nonavailability

NA

Safe doors &

windows

Yes

14

100

NO

Water seepage

Yes

NO

14

100

Yes

14

100

Satisfactory
electrification

73

4CAL.1.E

4CAL.1.F

with good
earthling
How many of the computers &
accessories are functioning? (Observe)

NO

All

13

93

1
0

7
0

Some (--out of-.)

None

If some /none are functioning what are the reasons? (As

per HM, Teachers)

4CAL.1.G

4CAL.1.G

Monitor problem.

Has any complaint been lodged with

concerned authorities to
functionalize the non functional
equipment? (As per HM, Teachers)

Yes

NO

13

93

What is the average time gap

between lodging of complaint &
rendering of services (As per HM,

Within 15 days

15-30 days

1-2 months

more than 2
months

Is there a subject & topic wise list of

digital/multimedia materials
available? (Verify)

Yes

50

NO

50

How many teachers have full

knowledge about the topics of the
digital/multimedia materials? (Ask

All

Some

13

93

None

All

Some

43

None

57

All

Some

14

100

None

Do the teachers have the basic

knowledge of operating a computer
and use of content CDs? (Ask

All

Some

12

86

HM/Teachers & observe)

None

14

Can the teachers apply their

knowledge of computer operations
and skill to develop their own
digital TLM? (Ask HM/Teachers &

All

Some

21

None

11

79

Teachers)

4CAL.2 Usage of activity based digital content TLM

4CAL.2 .I

4CAL.2 .J

teachers/HM)

4CAL.2 .K

Do the teachers use

digital/multimedia materials as a
part of classroom teaching? (Ask
teachers/HM)

4CAL.3 Teacher training & their comfort level

4CAL.3.L
How many of the teachers have
received some training in CAL? (Ask
HM/Teachers)

4CAL.3.M

4CAL.3.N

observe)

74

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6)

5GE.1 Gender Gap in enrolment, attendance, learning & achievement and reasons thereof
Enrolment status (From school register, verify with VER)
VER

5GE.1.a.i

5GE.1.b,
5GE.2

Enrolment as per school register

MINI

MAX

Boys

1007

517

550

Girls

1464

417

604

84

Total

2471

Gap

102

Reasons for gender gap in enrolment (if any)[As per teachers/HM]

Socio-cultural Reason (Specify)
Economic Reason (Specify)
Linguistic Reason (Specify)

NA

Attendance status (From school register, spot check)

Attendance on the day of visit
Boys

724

37

Girls

1208

63

Total

1932

Gap

484

Socio-cultural Reason (Specify)

Economic Reason (Specify)

5GE.2

Linguistic Reason (Specify)

5GE.1.c

No. of girls who have a record of prolonged absence -i.e.

absent for 10 or more days at one stretch

5GE.1.c

Reasons for gender gap in attendance (if any) [As per teachers/HM]

NA

Reasons for absenteeism (As per teachers/HM)

Yes
Ill Health (Self or family member)

No
Yes

Socio cultural custom

No
Yes

Sibling care

NA

No
Yes

5GE.1.d

Household responsibilities

No

75

Yes
Family functions

No
Yes

Gone to relatives house

No
Yes

Earning for livelihood

NA

No
Yes

Migration

No

Any other (Specify)

5GE.2
5GE.1.a.ii

Reasons for gender gap in enrolment (if any)-As per

community
Reasons for gender gap in absenteeism (if any)-As per
community
% result of final exam. of final year in school

NA
NA

Boys

100%

girls

100%

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6) (Continued)

5GE.3 Efforts made to address gender gap issues at the levels of mindset & removing physical
barriers
Efforts made to address the gender gap issues
Have the teachers received any gender
sensitisation training? (As per teachers/HM)
Have the parents received any gender
sensitisation training? (As per HM)
Have the community members received any
gender sensitisation training? (As per HM)
Has any special initiatives taken to encourage
girls enrolment & retention at local level? (As per
HM)

Yes

100

No

Yes

50

No

50

Yes

50

No

50

Yes

100

No

0
0
Mina programme,
Singing programmes,
Accessional
programme & visit
homes.

Yes

50

No

50

If yes, specify?
Is MCS operating as a useful mechanism for
gender sensitivity? (As per HM)
If no, Reasons
5GE.3.a

Not given the reasons.

If yes, enumerate activities

Removing the Physical Barrier

5GE.3.b

Is the school located in a distance as per

Yes

100

76

prescribed norm? (As per HM)

Are there physical barriers for the girls to come

to the school from the residence? (As per
teachers/HM)

No

Yes

No

100

If yes, what are they?

NA

School infrastructure, Health & Sanitation (Observation)

Is there separate toilet facility for girls?

If yes, are their number adequate?

& are they in usable condition?

& is water available in these toilets?

Is emergency medical kit available in the school?

5GE.3.c

Is there a separate rest room for girls in the

school?

Yes

100

No

Yes

25

No

75

Yes

62.5

No

37.5

Yes

12.5

No

87.5

Yes

100

No

Yes

12.5

No

87.5

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6) (Continued)

5GE.4 Participation level of girls in curricular & co curricular activities, stereotyped attitude towards
girls
School & Classroom environment-Participation of girls
Is classroom seen as non-discriminatory?
(Observe displayed TLM etc)

5GE.4.a

No

What is the basis for seating arrangement in the classroom?

(As per teachers/HM)
Task assignment (As per teachers/HM/Observation)
Welcome guests at school?
Serve tea/water/snacks
etc.?

5GE.4.b

Yes

Are girls asked to

Sweep & clean classrooms?

100

0
0
Some schools children's
are Seating table (Desk)
& some schools
children's are seating on
floor

Yes
No

0
8

0
100

Yes

No
Yes
No

8
0
8

100
0
100

77

Clean toilets?

Yes
No

0
8

0
100

Yes

100

No

Yes

100

No

Yes

100

No

Yes
No

8
0

100
0

Active

100

Passive

Discrimination
Do girls have equal opportunities to participate
in curricular activities?
Do girls have equal opportunities to participate
in co-curricular activities?
Are girls given equal opportunities to
ask/answer questions in the classroom?
Do learners' groups comprise of both boys and
girls?
5GE.4.c

If yes, what is the level of participation of girls?

6. Inclusive Education with special reference to CWSN

6IE.1 Number in the school (As per school records)
6IE.1
How many CWSN are enrolled in the school?
6IE.2 Presence of CWSN on the day of visit (As per attendance & Head count)
6IE.2
How many CWSN were present on the day of visit?
6IE.3 Attendance of CWSN (As per teachers/attendance register)
6IE.3
What is the status of attendance of
Very regular (>75%)
CWSN during the last one month?
Regular (60-75%)
Irregular (<60%)
6IE.4 Type of disability (As per observation/teachers/parents)
Degree of disability -No. of CWSN
6IE.4
Boys
MD
Minor
Moderate
Severe
MR
Minor
Moderate
Severe
LD
Minor
Moderate
Severe
PH
Minor
Moderate
Severe
Speech problem
Minor
Moderate

TOTAL
99

88
23
62
3

0
0
0
0
20
4
13
3
0
0
0
0
24
6
16
2
10
3
5

26
70
04

31

37.5

16

78

Severe
Hearing problem
Minor
Moderate
Severe
Eye problem
Minor
Moderate
Severe
CP
Minor
Moderate
Severe
Total

2
3
1
2
0
7
2
4
1
0
0
0
0
64

11

100

Girls
MR
Minor
Moderate
Severe
LD
Minor
Moderate
Severe
PH
Minor
Moderate
Severe
Speech problem
Minor
Moderate
Severe
Hearing problem
Minor
Moderate
Severe
Eye problem
Minor
Moderate
Severe
CP
Minor
Moderate
Severe
Total
TOTAL
6IE.5 Seating arrangement (As per observation)
6IE>5
What type of seating arrangement is
there for CWSN in the classroom?

Inclusive
Segregated

9
3
4
2
1
0
1
0
13
4
4
5
1
0
1
0
2
0
2
0
9
0
9
0
0
0
0
0
35
99

26

37

26

100

30
0
0

100
0
0

79

6IE.6 Participation level of CWSN in classroom (As per observation/teacher)

6IE.6
What is the level of participation of
Active Participation
CWSN in classroom processes?
passive
6IE.7 Encouragement of CWSN by the teacher (As per observation/teacher)
6IE.7
Does the teacher encourage CWSN
Yes
to participate in classroom
No
processes?
6IE.8 Availability of CWSN friendly TLM (As per observation/Teacher/CWSN)
6IE.8
Is there CWSN friendly TLM?
Yes
No
If Yes, specify
6IE.9 Peer interaction with CWSN (As per observation & teacher)
6IE.9
What type of interaction do peers
Friendly
have with CWSN?
Neutral
taunting
teasing
bullying
6IE.10 Type of peer support to CWSN (As per observation/CWSN/Teacher)
6IE.10
What type of support is provided by Teaching-learning
peers to CWSN during
co-curricular activities
recess
travel to & fro the school
6IE.11 Teacher behaviour towards CWSN (as per observation & CWSN)
6IE.11
What type of behaviour do the
Same as toward others
teachers have towards CWSN?
Pays special attention
Ignores or indifferent
6IE.12 Teacher training (As per teacher)
6IE.12
Has the teacher received any training on teaching
CWSN?

Yes
No

30

100

30

100

8
27
22
73
Mani kattugalu &
Akshra ratha
30
0
0
0
0

100
0
0
0
0

Friendly
Friendly
Friendly
Friendly
20

67

10
NO

33

20
10

67
33

6. Inclusive Education with special reference to CWSN (Continued)

6IE.13 Adequacy of teacher training (As per teacher)
6IE.13
Was the training adequate to handle Adequate
CWSN?
Inadequate
If inadequate, suggestions for improvement

30
0
NA

100
0

6IE.14 Preparation of IEP by the school for CWSN (As per teacher//verification)
6IE.14
Has the school prepared any Individualised Yes
0
Educational Plan (IEP) for CWSN?
No
30
6IE.15 Availability of Resource Teacher (As per Teachers)
6IE.15
Is there a Resource Teacher for CWSN?
Yes
24
No
6
6IE.16 Frequency of visits of Resource Teacher to School ( As per Teachers)
6IE.16
How frequently the Resource Every Day
0
Teacher visits the school>
/-------days a week
0
/---2---days a month
30
6IE.17 Awareness of Parents about availability of Resource Teacher (As per parents of CWSN)
6IE.17
Do parents know who is Resource Teacher?
Yes
30
No
0
Do parents know who is The Care
Yes
30

0
100
80
20
0
0
100
100
0
100

80

Giver/Volunteer?
No
6IE.18 The status of parent counselling (As per parents of CWSN)
6IE.18
Have parents received any counselling regarding
Yes
their CWSN?
No
6IE.19 Status of Medical Assessment of CWSN (As per parents of CWSN)
6IE.19
Did the child attend any medical camp?
Yes
No
If yes, was any disability certificate issued to the
Yes
child
No
If yes, was he/she diagnosed to be in need of
Yes
some assistive device?
No
If yes, has it been supplied
Yes
No
6IE.20 Condition & functionality of assistive device (As per parents of CWSN)
6IE.20
Is the assistive device provided to CWSN in
Working
working condition or needs repairs?
Needs repairs
6IE.21 CWSN-Home Based Education (As per parents)
6IE.21
Is there any CWSN who needs HBE support?
Yes
No
If yes, does a Resource Teacher/Volunteer/Care
Yes
Giver visit the home of CWSN who needs HBE
No
support?
If yes, what is the frequency of the
Every Day
visit
/----1--days a week
/---2--days a month
& what is the duration of each visit?
< 1Hour/
1-2 Hours/
. 2 Hours
Specify the kind of support given

30
0

100
0

24
6
20
4
14
6
11
3

80
20
83
17
70
30
79
21

11
0

100
0

15
15
15

50
50
100

2
6
7
0
6
9

13
40
47
0
40
60

Life skills.

7. Civil Works
7CW.1 Type, Agency, MOU, Status of work (As per records, SMC or SDMC &
observation)

HM,s Room
School Building
Toilet
Kitchen
7CW.1.1

Type of approved work

Boundary wall

Yes
No
Yes
No
Yes
No
Yes
No
Yes
No

TOTAL

%
5
0
0
0
4
0
0
0
0
0

36
0
0
0
29
0
0
0
0
0

81

Yes
No

5
0

36
0

Not yet started

Temporarily
abandoned

Ongoing

57

Additional Classrooms

7CW.1.2

7CW.1.3

Status of work
Completed
Which agency has been assigned the construction work?
If no agency has yet been assigned, reason
Yes
Has any MOU between SSA & SMC/SDMC been
signed?
No
If No, reason

5
36
HM & SDMC, Teachers.
NA
14
100
0
0

7CW.2 Availability of community manual etc. (As per records, SMC or SDMC & observation)
Yes
13
Community
Are the copies of the following
available with the chairman of
SMC or School
7CW.2.1

manual
Design drawings
or Plan

No
Yes
No

If NO, reasons

93

1
13
1

7
93
7

No reason given.

7CW.3 Training of SMC (As per school/SMC)

7CW.3.1

Yes

14

100

No

BRC

14

100

CRP

DYPC

Yes

14

100

No

Yes

14

100

No

Yes

14

100

No

Yes

14

100

No

14

100

SMC
Any other
person

Yes

21

No

11

79

Has the SMC been adequately trained?

7CW.3.1

If yes, by whom?
Is any training module available with school/SMC

7CW.3.2

If NO. reason

7CW.4 Accounting, Transparency, fund flow (As per school/SMC)

Maintained?
Updated?
7CW.4.1

Whether the separate

accounts are being

Balance Tallied?
HM

7CW.4.2

Who is Maintaining Accounts?

7CW.4.3

Whether the details are shown on a board in

the school campus?

82

7CW.4.4

How are the funds received by SMC?

Not aware

By Draft

Chaque

e-transfer

7CW.4.5
Time taken to transfer the funds in SMC accounts
7CW.5 Visits by Technical Person (As per school/SMC)
Yes
Whether the block Engineer visits the site &
imparts technical instructions?
No
7CW.5.1

If yes, what is the frequency of visits

14
100
1) In-between 2 to 5
months.
2) 2 to 3 months before.
14
0

100
0

2 to 6 times

7. Civil Works (Continued)

7CW.6 Quality of material (Panchayat/SMC/Observation/School records)
Yes
Whether daily account of cement is
maintained & authenticated?
No
HM
SMC
7CW.6.1
If Yes, Who maintains it?
Any other person
Yes
Whether the items like steel, pipes, fittings
7CW.6.2
etc. are BIS/ISO marked?
No
Whether the branded quality of Paint of
reputed companies (i.e. Asian Paints,
Dulux, Berger etc) are used
7.CW.6.3

If No, why?

7CW.6.4

Whether approved drawings are being

followed at the site?

Yes
No

86

2
12
0
0
14
0

14
100
0
0
100
0

29

10
71
*Not complete civil
work at 8.

Yes

14

No
Yes
No

0
10
4
2-3 times

Whether any third party evaluation agency

has visited the site?
7CW.6.5
If Yes, how many times?
7CW.7 Perception of the community ( As per community members)

7CW.7.1

12

What is the perception of the community about the

quality of material used and work?

100
0
71
29

Good
Fair
Poor

5
8
1

36
57
7

Good
Fair

5
8

36
57

Poor

7CW.8 MI's impression of quality (As per MI representative)

What is the impression of MI about quality of
7CW.8.1
work/school infrastructure?
7CW.9 Good Practices
7.CW.9.1
Any good practices? (Give Details)

NA

8. Community Awareness (To be assessed through interaction with community members at school
level)

83

8CA.1 Constitution of SMC (As per records)

Yes
Has SMC been constituted (As per RTE
Act)?
No
If No, reasons
Yes
If Yes, has it been constituted as per
8CA.1.a
guidelines?
No
Ex officio
Elected from Parents' council
Elected from Students' council
Total No. of
8CA.1.b
members
Nominated members (if any)
8CA.1.c
Designations of Ex officio members

Why were the nominated members (if any) nominated

Are the President & Vice Presidents
posts held by parents?

Yes
No
Women

8CA.1.c

Total No. of members in the following

categories

TOTAL
38
0
38
0
38
342
51
122

AVERAGE
100
0
100
0
1 each
9 each
2 to 3 each
2 to 3 each

HM
Land donators, education
liker, Gramapanchayath
Members, Anganvadi
workers & health department
workers.
38
0

100
0

132

3 each

SC
ST

43
34

2 to 3 each
2 to 3 each

Minorities

40

2 to 3 each

8CA.2 Awareness of SMC members about their roles & responsibilities as notified by the Govt.

8CA.2.a

Are the members aware of their roles &

responsibilities?

8CA.2.b

Have the members been provided with a

copy of the guidelines?

8CA.2.c

Have the members been oriented on

their roles & responsibilities?

Has the guidelines been prepared in the

8CA.2.d
simple local language of the community?
8CA3 Frequency of SMC meetings

Yes

38

100

No

Yes

38

100

No
Yes

0
38

0
100

No

Yes

38

100

No

As & when
needed

38

100

Monthly
8CA.3

What is the frequency of SMC meetings? Quarterly

0
0
8. Community Awareness (To be assessed through interaction with community members at school
level) (Continued)
8CA.4 Awareness level of SMC members about specifics
Excellent
Very Good
8.CA.4.a

Details about SSA

0
0

0
0

Good

16

42

Fair

19

50

84

8.CA.4.a

8.CA.4.a

8.CA.4.a

8.CA.4.a

8.CA.4.a

8.CA.4.a

8.CA.4.a

8.CA.4.a

Details about MDM

Funds (Civil works, School Grants, TLM

grants etc.)

Their roles & responsibilities

School development plan

Student enrolment & attendance

Right to Education Act

School facilities (No. of rooms, toilets,

drinking water etc.)

DISE capture format

Poor

Excellent

Very Good

Good

21

55

Fair

17

45

Poor

Excellent

Very Good

Good

13

Fair

30

79

Poor

Excellent

Very Good

Good

21

55

Fair

17

45

Poor

Excellent

Very Good

Good

14

37

Fair

24

63

Poor

Excellent
Very Good

0
0

0
0

Good

24

63

Fair

14

37

Poor

Excellent

Very Good

Good

17

45

Fair

21

55

Poor

Excellent
Very Good

0
0

0
0

Good

10

26

Fair

28

74

Poor

Excellent

Very Good

Good

27

71

Fair

11

29

85

8.CA.4.a

8.CA.4.a

School report card

VER/WER

Poor

Excellent

Very Good

Good

21

Fair

28

74

Poor

Excellent

Very Good

Good

21

Fair

24

Poor

21

55

8CA.5 Source of awareness of SMC members regarding school activities

From which sources do the SMC members come to know of school activities?
Yes

38

100

No

Yes

38

100

No

Yes

38

100

No

Yes

38

100

Students

No
Yes

0
38

0
100

Other SMC members

Panchayat
members/Mothers/Community
members/PTA members

No

Yes

38

100

No

Any Other

Specify
Yes

38

100

No

38
0
0
2
36
0

100
0
0
5
95
0

News Paper
Radio/TV
Teachers

8CA.5

NIL

8CA.6 Knowledge of Guidelines

8CA.6

Do SMC members know the guidelines

regarding school development plan

8CA.7 Training
8CA.7.i

Have SMC members received any

training?

8CA.7.ii

If yes, what was the duration of the

training? (in days)

8CA.7.iii

What was the content of the training?

8CA.7.iv

Was the training useful?

Yes
No
1day
2days
3days
3days above

Very
Somewhat

Training is based on working,

responsibility, School
management.
9
24
29
76

86

Not

8. Community Awareness (To be assessed through interaction with community members at school
level) (Continued)
8CA.8,9 School Visits

8CA.8

8CA.9

How frequently the SMC members visit

the school?

Daily once
Weekly once
Monthly once
Occasionally

During a visit, what is being observed by a SMC member?

0
28
10
0

0
74
26
0

1) Observe the children's

learning, attendance,
Teachers & MDM test are all
observed by a SMC member,
School building, cleanliness.

8CA.10 Role of SMC members in monitoring

Student
attendance
Text book
distribution

What role do the SMC members play in

8CA.10
monitoring
8CA.11 Community contribution

Proper use of
toilet

Observe the Attendance,

Monitoring.
Distribute the text book with
physically presence.
Observe the cleanliness &
using water. Made to
maintain clean.

Maintaining

Observe the cleanliness &

avoid the pollution.

Cleanliness in
the campus.
Teacher
absenteeism
School
Infrastructure
School
processes

Concentrate the cleanliness &

water facility.
See the reason for teacher
absenteeism.
Co-operates to complete civil
work
Observe the classes
conducting.

Mid Day Meal

Some time presence.

Bench, water tank, Land
donators, Mike sets, Plates,
tables & glasses.
Note books, School bags &
pens.
Photos & Almera.
Wall clock & Bell

What is the contribution made by the community for the

8CA.11
uplifting the school?
8CA.12 Meeting Minutes

Table & Almera

NO

87

8CA.12

Are the minutes of the SMC meetings

available in the school?
If No, reasons

Yes
No

38
0

9. EMIS (Data to be collected from HM, records & observation)

Did the school supply data under DISE for the current
year?
9MIS.1

If yes, does the school have a copy of the filled-in Data

Capture Forma (DCF)t?

9MIS.2

Was any training on filling up of DCF provided to the

teacher /HM?
Did the CRC coordinator or HN conduct the JanVaachan (reading the data to the community as a
measure of social audit) of DISE data reported in DCF?

9MIS.3

9MIS.4

Yes
No
Yes
No

TOTAL
38
0
38
0

Yes

38

100

No

Yes

38

100

No

100
0
100
0

6/9/2011, 10/9/2011, 20/8/2012

& 3/8/2012
Yes
38
100
No
0
0

If yes, what was the exact date of Jan Vaachan?

Did the school receive the printed copy of the School
Report Cards?
If yes, is it being displayed on the Notice Board
or kept in the File?

100
0

Displayed on
the NB

Kept in file

38

100

Yes
No

38
0

100
0

38

100

Yes

38

100

No

Does the information in DCF/School report card match

with the actual position in the school?

Fully
9MIS.5

If yes. To what extent?

9MIS.6

Are the school records being maintained & updated

regularly?

Partially

10. Financial Management (As per HM/Teachers/SMC members as the case may be,
to be verified by seeing the relevant records)
10FM.1 Maintenance of financial records & registers (Physical verification to be done)
Available at school
10FM.1.a
Cash Book
Not available
Available at school
10FM.1.b
Pass Book
Not available
10FM.1.c
Stock Register
Available at school

38
0
38
0
38

100
0
100
0
100

88

Not available
10FM.1.d

10FM.1.e

If any of the above are not available, specify reasons

NA
38
0
NA

Yes
No

Whether they have been updated?

If No, reasons

0
100
0

10FM.2 Mode of transfer of funds from State/District levels to SMC (As per HM/SMC)

10FM.2

How do the funds reach SMC from

State/District level?

Cheque

Demand Draft

38

100

e-Transfer

10FM.3 Type of funds/grants received during the current year (As per HM/SMC, to be verified from Pass
book & Cash book))

Type of Fund/Grant

Month of Receipt

Teacher Grant

20/7/2012

School Grant

20/7/2012

Maintenance Grant

Not come

Civil work Grant

Not come

School Uniform Grant

Not come

NPEGEL Grant

Not come

Library

Not come

10FM.3
Special Training Grant
Not come
10FM.4 Auditing the accounts (As per HM/SMC, To be verified by seeing the relevant documents)
Yes

33

87

10FM.4.a

Is the SMC accounts audited?

No

13

Yes

33

87

10FM.4.b

If yes, has the audit observations been shared with the

community?

No

13

Yes

33

87

No

13

10FM.5 Sharing Finance related information with the community (As per HM/SMC)

10FM.5

Has the SMC shared the proposals for expenditure and

expenditure statements with the community?

89

Annexure

Dharwad District
SL no

Dharwad Block

1
Urban
2
3
4
Civil
5
6
7
CWSN
8
9
CAL
10
11
NPEGEL
12
13
GG
14
15
SC
16
17
ST
18
19
Flood
Dharwad Block

GLPS. Dhrwada Form

GHPS. MPS Alnavar
GLPS. Ashrayacolony Alnawara
GHPS. Beguru
GLPS. Navaluru Harijanakere
GLPS. RajeevGandhinagara
GHPS. Sapthapura PHQ(Kannada)
GHPS. Nigadi
GHPS. Itigatti
GHPS. Aminabavi
GHPS. HPKGS Honnapura
GHPS. Teguru
GLPS. DHPKDS No-14Kamanakatti
GLPS.Siddapura
GLPS. Hanumanahala
GLPS. Gangodikoppa
GLPS. Kalagere
GHPS. Kashinetti
GHPS. Kongavada

DISE code
29090700811
29090111402
29090111410
29090101101
29090702106
29090602209
29090701320
29090109201
29090702110
29090100402
29090104301
29090110401
29090600903
29090105102
29090103501
29090102901
29090700110
29090113701
29090503401
TOTAL

Total strength
52
198
35
183
121
236
230
272
362
455
322
342
100
18
58
16
100
195
181
3476

Boys

Girls
32
108
20
92
58
116
141
149
174
431
167
174
11
28
7
45
104
95
1952

20
90
15
91
63
120
89
123
188
24
155
168
100
7
30
9
55
91
86
1524

90

Kalgatagi Block
SL no

Kalgatagi Block

DISE code

Total strength

Boys

Girls

20
URban
21
22
23
24
Civil
25
26
27
CWSN
28
29
CAL
30
31
NPEGEL
32
33
GG
34
35
SC
36
37
ST
38
Drop out
Kalgatagi Block

GHPS. MPKGS Kalgatagi

GHPS. HPKBS Kalgatagi
GLPS. Bandigere
GLPS. GP Kalgatagi
GLPS. BeguruJP
GHPS. Tavaragere
GHPS. Kannada Herevannalli
GLPS. Machapura
GHPS. Mishrikoti(Ganjigatti)
GHPS. Sangameshwara
GHPS. Bommigatti
GHPS. Devikoppa
GHPS. Beguru
GLPS. Hanumapura
GLPS. Kandli
GLPS. Masalikatti
GLPS. LT Nalliaravi thanda
GLPS. Rangapura
GLPS. KGS Machapurathanda, Kalgatagi

29090308803
29090308804
29090308809
29090308810
29090301102
29090308301
29090303801
29090309202
29090305803
29090307001
29090300703
29090302103
29090301101
29090303301
29090304901
29090305701
29090306401
29090306901
29090309201
TOTAL

328
422
52
41
84
228
375
80
205
287
194
436
336
42
58
64
42
50
69
3393

422
33
24
39
116
375
42
139
194
205
171
26
29
34
16
22
26
1913

328
19
17
45
112
38
205
148
231
165
16
29
30
26
28
43
1480

39

Alnawara (Dharwada)

29090111411

97

97

40
Dharwad Block

Basaveshwaranagara (Ganjigatti)
9LPS,10HPS & KGBV (1HPS)

29090303103
19+1

100
3476

1952

100
1524

Kalgatagi Block

10LPS , 9HPS & KGBV (1HPS)

19+1

3393

1913

1480

38+2

6869

3865

3004

KGBV

Dharwad district:

Total

91

SSA Monitoring Report of Madhugiri District - Karnataka

For the Period 1st May 2012 to 31th October, 2012

Monitoring of SSA of Madhugiri District for the period of 1st April 2012 to
30thSeptember, 2012 was taken up during 2012. Forty schools from the district were
selected randomly on the basis of pre - decided categories. The category and the
number of schools selected under each category are given in Table 1.

Table 1
Category and Number of Schools Selected
Category

No.
of
Schools

Type of School
LPS

HPS

Urban Area

08

03

05

Civil Work

06

05

01

NPEGEL

04

00

04

CWSN

06

05

01

CAL

04

04

KGBV

01

01

SC

05

04

01

ST

06

04

02

TOTAL

40

21

19

The selected schools covered four blocks of Madhugiri District namely, Madhugiri,
Korategere, Pavagada and Sira

92

For the purpose of collection of data two Investigators were appointed. They
were briefed about the tool. Discussions were held and doubts were cleared. Forty
schools were selected and the Investigators went to the field for data collection with
the copies of the tools. They visited the schools from 2nd July 2012 to 29th August
2012. The Monitoring Officer visited 16 schools of four blocks of the District from 8th
to 14th of August, 2012. The data was compiled and the tables were prepared. The
consolidated report of each of the areas is presented in the following pages.

For the purpose of Fourth Half Yearly Monitoring of SSA, 40 schools were
covered in the district of Madhugiri. Of them, 20 were Lower Primary Schools(LPS), 19
were Higher Primary Schools(HPS) and one was Kasturba Gandhi Balika Vidyalaya
(KGBV). Details related to KGBV are given separately under 5.6.

1. ACCESS

1.1 Physical Access

With regard to catchments areas of schools habitations while most of the children
(87%) were from within a radius of one km., there were also a handful of students (3%)
who came to school from as far as 3 Kms.and 1% of the students from more than four
Kms. Though there are HPS in the neighbourhood some children prefer going to
distant schools without accessing the available school in the neighbourhood. This has
implications which need to be seen by the district authorities.

93

Habitation served by the school

1-2 KM
7%

1-3 KM 1-4 KM
2%
3%

4 KM
above
1%

0-1 KM
87%

With regard to other elementary schools in the neighbourhood of a school, there are
many schools in the neighbourhood, of which 70% are government, 15% are aided and
another 15% are unaided schools.
Other elementary schools

Govt
Aided.15%

Govt.
Unaided
15%

Govt.
70%

In relation to any feature on the way to school or in the vicinity of the school
which may pose danger or threat to the safety of the children, it is observed that 46%
have threat to safety, of which, 67% of schools have the danger of vehicles* and
approaches to rest of the schools are poorly populated. None of the schools have
danger of forests, fear of open wells and railway line. This has implications which need
to be seen by the authorities. Of course, 68% of the schools are very safe.

94

*As per the response from the district, 2012-13 APB approved compound walls are provided for
the schools- preferentially city head quarters, highways and other areas as per the needs.
With regard to availability of HPS to LPS, it is observed that there are about 19 HPS
within a range of 0.5 Km. to 5.0 Kms. from an LPS.

1.2 Quality of Access

With regard to strength of the schools out of the total of 39 schools whether
they are LPS or HPS, there is a big difference in the strength of the schools and it
ranges from 9 to 389.
Even in case of availability of classrooms for conducting classes, while 62% of the
schools feel that the number of rooms is adequate, 38% of the schools feel that there is
inadequacy of rooms*. As the number of rooms is inadequate in many schools, some
action is required to be taken to get adequate number of rooms.
* As per the response from the district, 125 additional classrooms are provided during
2012-13 according to the needs of the schools.
While observing the conditions of classrooms, 26% of schools have their
classrooms in good condition, 62% of the schools have their classrooms in average
condition and 13% of the schools have their classrooms in poor condition. This needs
urgent attention by the authorities.
Condition of class room
poor
13%

Good
26%

Average
61%

95

With regard to student classroom ratio, 72% of the schools feel that student
classroom ratio is adequate and 28% of the schools feel that it is inadequate.
Authorities have to take some steps to bridge the gap.
However, with regard to size of the classroom in relation to student strength
it is observed that 67% of the schools feel that the size of the classroom in relation to
student strength is adequate and the rest feel the inadequacy. As comfort in
accommodating oneself in the class is necessary for learning to occur, priority may be
given to provide adequate space in those schools which have felt the inadequacy. Even
with regard to availability of sitting space per child, 31% of the schools say that they
have inadequate space for children. This is required to be set right.
With regard to Teacher Pupil Ratio (TPR) as per Right to Education (RTE)
Act, it is 1:40 in LPS and 1:35 in HPS. But in the schools which were considered for
monitoring, 77% of the schools fulfill the norm of RTE. In 23% of the schools TPR is
high. This aberrations needs to be harmonized.
With regard to furniture for children, it is observed that there isnt enough
furniture for all the children as only 18% of the schools has adequate furniture. With
regard to quality of furniture, 29% of the schools have good quality of furniture and
71% have average quality of furniture.
Both light and ventilation are good in most of the schools i.e. 82%., where as
18% of the schools do not have good light and ventilation.
While observing whether the school building is child friendly, it is seen that in
46% of the schools gates are not child friendly. Only 59% of the schools have proper
door latches, 44% of the schools have stairs that are child friendly, 44% of the schools
have floor in poor condition, 51% of the schools have poor windows, 69% of the
schools have furniture which are not child friendly, 46% of the schools have pillars
which are also not child friendly as there are no pictures drawn on them. 82% of the
96

schools there are features like- ramp, trees, old building, big stone, tank and thorny
fences, which are not child friendly. Wherever the building design is not child friendly*
action needs to be taken to improve the condition.
* As per the response from the district, it is planned to increase the building having child
friendly element by insisting to provide child friendly element in newly sanctioned additional
classrooms.
It is observed that 97% of the schools have blackboard in the classrooms and
are located suitably in the center of the classroom to the benefit of all the children.
However, with regard to quality of blackboard, it is seen that 21% of the schools have
good quality blackboard and 79% of the schools have average quality blackboard*.
This shows that there is a need to upgrade the quality of blackboard in large
percentage of the schools. During the cluster level meetings teachers may be informed
on getting the quality blackboard using school maintenance fund. District authorities
have to pay attention to these works.
* The district says ,it has already advised the HMs and teachers regarding the Up
gradation of the quality of blackboard as per the needs- by utilizing the School grant /
Maintenance grant.
With regard to ramps in the schools, it is surprising that 44% of the schools do
not have ramps and only 56% of the schools have ramps and only 82% of them have
handrails but 95% of those ramps are not functional. With regard to construction of
ramps in accordance with civil work norms i.e. 1 height =12 length, none of the
schools fulfill the criteria. Immediate action has to be taken to put up ramps as per
norms*.
* District says, most of the ramps are as per civil work norms. But in some of the
Schools ramps are Constructed for election purpose in previous years constructed by Grama
panchayat are not as per civil work norms

97

It is observed that 95% of the schools have separate toilets for boys and girls but
only 41% of the schools have adequate number of toilets and 95% of the schools allow
students to use the toilets. But it is sad to observe that only 49% of the schools have
running water available in the toilets and others carry water either from hand pumps
or nearby taps*.
*As per the reply from the district, some schools have only pipe line connections.
With regard to maintenance of toilets, 46% of the schools have very poor
maintenance and only 5% of the toilets are CWSN friendly* and none of the girls
toilets have incinerator facility. Though 95% of the schools have separate toilets for
boys and girls, running water is not available and maintenance is poor in nearly half of
the schools**. This is a matter of concern and action has to be taken to keep toilets
clean.
* District says, almost all the schools having CWSN children are having CWSN
friendly toilets. It is also provided 63 CWSN friendly toilets during 2012-13.
** District says, it is instructed to Headmasters of all the schools to maintain the
cleanliness of toilets and the supervisor teams are constituted at cluster level to supervise the
same. Regarding maintains of toilets Rs 625 and Rs 375 has been released to all the Upper
Primary and Primary schools respectively.
With regard to drinking water facility, 92% of the schools have drinking water.
While 61% of the schools have water from taps 36% of the schools have water from
hand pumps. Drinking water is used by the children in 97% of the schools. It is good to
observe that 92% of the schools have maintained water source well and they are clean,
but rest of the schools have to be advised to find a mechanism to keep the water source
clean.

98

Source of this water

other
3%

Hand
pump
36%

Tap
61%

It is a fact that only 44% of the schools have playground in the school premises
and 59% of the schools have maintained them well, in spite of which 59% of the
schools organize outdoor activities regularly. Where the schools do not have their own
ground, they use corporation ground, farm land or vacant sites. Only 28% of the
schools* feel that they have adequate sports and games materials. As physical activities
are very necessary for the growth and development of the children, wherever there is
playground, schools must be advised to maintain them well and the 41% of the schools
which do not organize outdoor activities regularly should be asked to organize by
taking the children to a nearby playground.
* There are 535 HPS and 778 LPS, totally 1313 schools in the district during 2011-12
grants for play materials has been released to 169 HPS. Again during 2012-13 Rs 4000 has
been released to 963 schools. The remaining schools will be covered during 2013-14.
Physical Access and Quality of Access: Observations and Suggestions
Physical access is satisfactory in the district.
There is a need to increase the number of rooms in 38% of the schools.
23% of the schools have High TPR. Action may be taken to abide by the RTE
Act.
There is a need to look into the furniture requirement of 82% of schools.
Light and ventilation is poor in18% of the schools.
99

Wherever some of the aspects of the buildings are not child friendly, they are
required to be set right though not immediately at least gradually.
One of the classrooms does have blackboard and

there is a need to go for

upgrading the quality of blackboards in 79% of schools.

Wherever the ramps are not constructed (44%), it must be constructed and
wherever they are constructed they are not within civil work norms. There is a
need to take action and set it right.
There is an urgent need to provide running water to 51% of the schools and
action must be taken to keep the toilets in usable condition and provide
incinerator facility in the wing of girls toilets. As CWSN friendly toilets are
available in 5% of the schools, wherever necessary, some more CWSN friendly
toilets may be constructed.
Drinking water facility is not available in 8% of the schools. But the condition of
cleanliness of the water source is good in 92% of the schools.
Out door activities are held regularly only in 59% of the schools but they are
required to be supported by adequate supply of sports and games materials to
72% of the schools. Wherever the outdoor activities are not held regularly some
arrangement will have to be made to help children to enjoy games.

1.3 Social Access

In relation to Pattern of Habitations Population and Enrolment in the School
it is observed that 72% of the schools have students belonging to different castes and
54% of the schools have students belonging to different religions. 97% of the schools
have both boys and girls. 31% of the schools have CWSN students, 54% of the schools
have students belonging to different economic status and 67% of the schools have
students coming from different hamlets. As many schools are very near to a given
hamlet and hence there is no scope for these students to go to a school in a distant
place.
100

With regard to children who are not regular, most of the children in the schools
are regular. Those few who are not regular* are those who migrate along with their
parents seasonally.
* As per district authorities, to mainstream and to maintain regularity to schools-of such
type of children-KKGBV hostels are started in all the blocks and 12RST in Pavagada block
is conducted. Hostel facilities are also provided
Social Access: Observations and Suggestions

Almost all the schools have children from different sections of the society.
Most of the students are regular.
Some arrangement be made to retain the children of the migrants in the schools.

1.4 Additional items in the Context of RTE

While responding to the question whether the teachers communicate equally
well with students of different groups, it is observed that all the schools communicate
well with children from different social, economic, religious, gender and habitation
groups,

With regard to students of different social groups communicating well with

their teachers fearlessly, it is observed that in all the schools, students communicate
fearlessly with their teachers irrespective of their socio-economic and cultural
differences.

With regard to teachers communication with the students and students

communication with the teachers, it is quite encouraging. In all the schools, school as
an agency of social cohesiveness is found to be satisfactory as both the groups
communicate well with each other irrespective of the differences.

101

In all the schools seating arrangement supports mixing of children of different

social groups. With regard to school mapping, it is not done in any of the schools. As it
is necessary to keep a record of the children of school going age as per RTE, all the
schools must be asked to have school mapping. Necessary inputs regarding school
mapping be given to teachers during meetings.
Additional items in the Context of RTE: Observations and Suggestions
School as an agency of social cohesiveness is found to be satisfactory.
There is good communication between the teachers and the students
irrespective of the social difference.
Seating arrangement supports mixing of children in all the schools.
There is a need to have school mapping of all the schools.

2. SPECIAL TRAINING
Special Training is required to be provided depending on the needs of the children*.
* District says that as per the norms of SSA, 74 students are provided 3RST, 26 students are
provided 12RST and School based training is also proposed for remaining OOSC.

3. QUALITY ISSUES
3.1 Enabling Conditions

As per the records, there were 70 male teachers and 91 female teachers in 39
schools. This accounts to a total of 161 teachers. Teacher-Pupil Ratio (TPR) is 1:28.
With regard to posts to be filled, there are only 07* vacancies in five schools. As per
the response given by the heads of schools, 41% of the schools have one teacher per
class. This shows that around 59% of the schools have a multigrade class which needs
to be examined and if there is provision for appointment of teachers, it may be done as
a priority.

102

* District authority says, vacant posts are filled by the identified Execess teachers in the
Concerned Blocks.
26% of the schools have teachers to teach Science*, 26% of the schools have
teachers to teach Languages but none of the schools have separate teachers to teach
Maths*. As basic understanding in Maths is very necessary to be successful at higher
classes, action has to be taken in preparing teachers to teach Maths or appointing new
teachers. It is surprising to note that there are two teachers in two schools who are
untrained. As per the RTE Act, 2009, teachers must be trained.
District says, science teachers can teach both science and maths. As per
government norms, separate Science and Language teacher are appointed only in HPS
having strength 15o and above.
While responding to the question on training provided to the teachers, all the
teachers have undergone training given by BRCs / CRCs or DIETs.
All the teachers have stated that the training given to them have been useful
and helpful in improving the teaching learning process.
With regard to awareness of RTE Act among teachers, it is observed that all the
schools teachers have said that they know about the RTE Act and the source of
knowing is Department of Education for all the teachers.
97% of the schools have said that they got the textbooks within a month after
the reopening of the schools during 2011-2012, and children in79% of the schools have
got their books in all the subjects well on time.
TLMs which are used in the schools are maps, globes, charts, models, pictures
and flash cards. ICT is an important component of TLM. Teachers may be trained in
developing their own materials based on ICT which makes the teaching and learning
interesting and help in concretizing the concepts.

103

It is quite discouraging to note that 46% of the schools have not received either
School Grant or TLM Grant within two months* after the reopening of the schools.
54% of the schools received who received School Grant on time, they have used the
amount to repair gates and doors. Though TLM Grant have been received on time in
54% of the schools, they are not used by the teachers to prepare TLMs yet. It is
necessary that the grants are released soon after the reopening of the schools.
Therefore, arrangement be made to release the grants on time.
* District says, School Grant and TLM Grant has been released to all the Govt. and aided
Schools during June 2012.

Enabling Conditions: Observations and Suggestions

7 posts are vacant.
26% of the schools have separate teachers to teach Science and none of the
schools have separate teachers to teach Maths.
All the teachers have received training and inputs have been useful and helpful
to the teachers.
All the teachers know about RTE Act.
Supply of textbooks has been in time in all the schools but the receipt of School
Grant and TLM Grant has been very late i.e. not within two months after the reopening
of the schools in majority of schools.

3.2 Teaching Learning Process

While responding to the question on who is important in teaching learning
environment-teacher, student or both, all the schools have said that both the students

104

and teachers are important and none of the schools have said that teachers are
important or students are important.
As per classroom observation, classroom transaction is dominated by teachers
talk* in all the schools and 95% of the schools provide adequate concrete experience to
the students. In 95% of the schools teachers relate personal life experiences to learning.
In all the schools learner is considered important in teaching and learning and activity
based learning and teaching with examples is practiced in the classroom. Though
teacher talk is dominating in majority of the schools, most of the schools give
importance to learner and follow activity based learning. But in 97% of the schools
teachers dictate notes to the children. This needs to be changed.
* District says, Teaching learning process needs to be changed . In this connection
Training is given to all the in-service Teachers regarding Activity based and learner
centeredness teaching learning process
With regard to Teachers understanding of NCF regarding teaching of
Language and Social Sciences, observation of teaching learning process shows that
learner centeredness is good in 28% of the schools and average in 51% of the schools,
while learner autonomy is good in 26% of schools; it is average in 54% of schools.

Learner autonomy

Learner centeredness
Poor
21%

Average
51%

Good
28%

Poor
20%

Good
26%

Averag
e
54%

105

Regarding active participation of students, it is observed that in 31% of schools,

it is good and it is average in 49% of the schools. Scope for divergent thinking is good
in 31% of schools and is average in 44% of schools. But it is poor in 26% of the schools.
With regard to opportunities for promotion of use of language abilities in the class, it
is good only in 28% of the schools and average in 46% of the schools. It is observed that
non insistence of rote memory is good in 28% of the schools and average in 46% of
schools, but scope for thinking is average in 44% of the schools and poor in 26% of the
schools. There is a need to improve learner centeredness and allow for divergent
thinking and discourage rote memorization, as it is found in all the schools to certain
extent.
Active participation
Poor
20%

Divergent discussion

Good
31%

Poor
26%

Average
43%

Average
49%

Non -insistence of rote

memory

Promotipn of use of language

abilities
Poor
26%

Average
46%

Good
31%

Good
28%

Poor
26%

Good
28%

Average
46%

106

Scope of thinking
Poor
26%

Good
31%

Average
43%

While observing teaching of English in the class, it is found that the

development of listening ability is emphasized only in 59% of the schools, whereas
speaking ability is emphasized in 21% and reading and writing ability in 28% and 36%
of the schools respectively. With regard to teaching, it is observed that in 85% of the
schools, English is taught through translation method*. While teaching English,
translation method is almost all the schools and emphasis on speaking ability is poor in
79% of schools which needs to be improved.
*District says, It is planned to give Spoken English training at least one teacher from
each School in the district.t
Discussion with teachers and class observation regarding teaching of
Mathematics reveal that in 54% of the schools, ability to think logically is emphasized,
in 26% of the schools, ability to formulate and handle abstraction is emphasized but the
development of thinking and reasoning is emphasized in only 5% of the schools. While
asking for the opinion of teachers regarding quality Mathematics as every childs right,
all the schools agree to it. While teaching Maths, there is a need to emphasise on
thinking and reasoning as it is not found in 95% of the schools.

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Discussion with teachers regarding using Community Resources in Teaching

Learning Process, it is observed that in 77% of the schools, teachers know how to use
community resources in teaching learning process. This shows that teachers
understanding on using community resources is satisfactory. With regard to
involvement of children in Teaching Learning Process it is observed that in 97% of
the schools students participate happily in the classroom learning process.
With regard to evaluation practices followed by the teachers, all the schools
follow CCE. Grading system is followed in all the schools and none of them follow any
other system of evaluation. Regarding availability of academic support to teachers, all
the schools have said that the teachers get on site support for carrying on their tasks.
Discussion with the parents regarding their observation of changes in teaching,
learning and evaluation in schools, it is revealed that 21% of the schools have brought
change in teaching and according to the parents, they observe good teaching and
progress in the performance of their wards*.
* Progress Cards will be issued to all the students to bring to the notice of their parents
With regard to classroom management as per the discussion with HMs,
teachers and observation of the classes, in all the schools, children sit in small groups,
and all the schools are multi grade with flexible seating arrangement. In none of the
schools disabled or disadvantaged children are segregated. It is to be appreciated that
in all the schools, children are encouraged and are free to express their opinion and to
ask questions. With regard to who is important in deciding classroom ethos, 5% of the
schools have said that it is the teachers, 95% have said that it is both teachers and
students but none of the schools have said that it is the students. This shows that
classroom management is satisfactory as the seating arrangement is flexible and all the
schools support mixing of students, while most of the schools provide freedom to
students to ask questions and express freely.

108

Teaching Learning Process - Observations and Suggestions

All the teachers know that both teachers and students are important in the
teaching learning process.
Though teacher talk is dominating in almost all the schools, most of the
schools give importance to learner and follow activity based learning.
A large number of schools dictate notes to the children. This needs to be
changed.
There is a need to improve learner centeredness and allow for divergent
thinking and discourage rote memorization though it is below the average level in
nearly half of the schools.
While teaching English, translation method is mainly used in majority of
schools and emphasis on speaking ability is poor in 79% of schools which needs to be
improved.
While teaching Maths, there is a need to emphasise on thinking and
reasoning as it is not found in 95% of the schools. It is to be appreciated that all the
teachers are aware of use of community resources in the teaching learning process and
in all the schools, students participate happily in the teaching learning process.
All the schools follow CCE as well as Grading system.
On site academic support is available to all the schools.
Parents of only a small number of schools have noticed positive change in
the teaching, learning and evaluation.
Classroom management is satisfactory as the seating arrangement is flexible
and all the schools support mixing of students as well as freedom to ask questions and
express freely.

3.3 Equity in Quality Issues

As per the records except in two schools*, there is no gap in the level of
learning achievement among SC, ST, minority and girls. The reasons for the gap** are
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language problem, negligent and uneducated parents. There is no discrimination of the

above groups either by friends or by teachers in any of the schools. 95% of the schools
agree that the co curricular activities like Prathibha Karanji, Sports, Debate etc. that are
conducted in the schools are useful to boost the morale and self esteem of the children
from weaker sections. It is also observed that all the schools have a good understanding
of challenges and advantages of diversity in a classroom. With regard to efforts to
connect textbook with experience of children from socially disadvantaged groups, it is
being done in all the schools. In all the schools even efforts are being made to highlight
the contributions of different socio cultural groups to the society. Some more efforts can
be taken by the schools to emphasize on relating textbook to childs experience from
socially disadvantaged groups and contributions made by different socio cultural
groups to the society.
According to District authorities,
* Madhugiri Consists of 03 backward Blocks . Especially in Pavagada and Madhugiri
Block SC, ST population and in Sira Block Minority is slightly higher than other blocks .A few
of them are going to earning purpose one or two days in a week.
** Illiteracy and negligence of the parents also causes for gaps in the learning
achievement

Equity in Quality Issues Observations and Suggestions

No gap is observed in the level of achievement of the learners belonging
to SC, ST, minority and girls except in two schools.
Morale of the students is boosted in most of the schools by co curricular
activities.
Efforts are being made to emphasize on relating textbook to childs experience
from socially disadvantaged groups and contributions made by different socio
cultural groups to the society.
110

4. COMPUTER AIDED LEARNING

4.1 Maintenance of hardware provided under CAL
Only six schools were considered under this category. All the schools have
kept computer & accessories in separate rooms and are physically available in the
schools. With regard to condition of the rooms where computers and its accessories
are kept, only 83% of the rooms have safe doors and windows*.
* According to District authorities,Doors and windows shall be made by school grant.
Some of the UPS and batteries are not in reparable condition.
Electrification and earthling are satisfactory in all the schools and there is no
water seepage in any rooms.
With regard to functioning of computers and accessories, in 33% of schools
all computers are functioning while 17% of school did not have computer in working
condition as CPU is not functioning. 67% of School HMs have registered complaint
with concerned authorities to functionalize the non-functioning equipment. The
average time gap for getting them functional varies from 15 days to 2 months*. While
17% of the schools say that services are rendered in 15 days, 33% of the schools say
that it takes more than two months.
* According to District authorities, Unavailability of technical persons in rural areas.
Computers & accessories are
functioning
None
17%

Some (-out of-.)

50%

All
33%

The time gap between loding of

complaint & rendering of
services.
more
than 2
months
33%

Within
15 days
17%

15-30
days
50%

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4.2 Usage of activity based digital content TLM

Only 33% of the schools have subject and topic wise list of digital/multi
media materials available with them*. But in 50% of the schools none of the teachers
have full knowledge about the topics of the digital/multimedia materials. With
regard to use of digital/multimedia materials as a part of classroom teaching, this is
being done in only 33% of the schools**.
* As per the district, the teachers are instructed to prepare the list which they need.
That work is in progress and make them available in coming days.

How many teachers have full

knowledge about the topics of the
digital/multimedia materials

The teachers use digital/multimedia as

a part of classroom teaching
None
33%

All
17%

None
50%

Some (out of-)

33%

All
34%

Some (out of--)

33%

4.3 Teacher training and their comfort level

With regard to teacher training in CAL, only some teachers of 50%* of the
schools have received training in CAL, but in remaining schools none of the teachers
have received training. But some teachers of 83% of the schools possess basic
operating knowledge of computers*; and only 17% can apply their knowledge &
skill in developing their own TLM

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* As per the district ,they need more computer training. Such training programe is included in CALC
every year as a part.
In all schools CALC programme is not initiated yet now. Where the programme is already in progress
the teachers in such schools are trained.

Computer Trainings are being given by department to make them capable to develop such
skill.
. Computer Aided Learning Observations and Suggestions
All the equipments received under CAL are physically available in the
schools.
Doors and windows of the rooms are not safe and computers are not
functioning in 17% of the schools.
In majority of schools to repair the system average time taken is about a
month.
There is a need to make available the subject wise and topic wise list of
digital/multimedia materials in all the schools as 50% of the schools do not
have them.
Teachers are to be insisted on using CAL as nobody uses in 33% of the
schools.
In 50% of the schools none of the teachers have received training.
Therefore, arrangements have to be made to train the teachers.
In 83% of the schools none of the teachers know to develop their own
digital TLM. So intensive training will have to be given with hands on
experience.

5. GIRLS EDUCATION NPEGEL

5.1 Gender Gap in enrolment, attendance, learning and achievement and
reasons thereof
Regarding Gender Gap in enrolment, attendance, learning and achievement
and reasons thereof as per the school registers there are a total of 1004 students of
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which girls were 590 and boys were 414 with a gender gap of 176 students*. When
asked for the reasons for the gender gap, schools could not give the reasons.
* As per the district, several programmes such as KGBV, KKGBV NPEGEL are in progress
to reduce the gap. In many of the schools the number of girls is more than boys.
5.2 Reasons for gender gap in attendance
With regard to reasons for gender gap in attendance on the day of the visit
there were a total of 875 students of which 503 were girls and 372 were boys with a gap
of 131. No reasons were specified for gap in the attendance. After examining the
attendance registers it was observed that none of the girls were absent for more than 10
days at a stretch.
As per the response of the schools absenteeism is not due to any of the reasons
specified, like, ill health, socio-cultural custom, sibling care, household responsibilities,
family functions etc. All the students have passed the final exam of final year in the
schools.
5.3 Efforts made to address gender gap issues at the levels of mindset and
removing physical barriers
As per teachers/HMs, efforts are being made to address gender gap issues at
the levels of mindset and removing physical barriers. Teachers of 80% of the schools,
parents of 20% of the schools and community members of 20% of the schools have
received gender sensitization training. Only 40% of the schools have taken up special
initiatives like Samudaya Sanchalana to encourage enrollment and retention of girls in
schools.
According to HMs, MCS are operating as a useful mechanism for gender
sensitivity in only 20% of the schools*.
* As per the district, only 16 MCS are selected in Pavagada Taluk of Madhugiri dist.

114

Teachers/HMs have stated that all the schools are located within the distance as
per norms. There are physical barriers to the girls of 20% of the schools to come to
schools from their residence and the barrier is mainly uneven terrain.
With regard to infrastructure, health and sanitation, it is observed that there is
separate toilet facility for girls in 80% of the schools but their number is inadequate in
80% of the schools*. Out of the limited number of toilets available to girls, they are not
in usable condition in 60% of the schools and water is available in only 40% of the
schools. There is a need to increase the number of toilets, see that water is available
and are kept in usable condition.
* As per the district, additional grants is being given this year to all schools to keep toilets
fresh and clean. Action has been taken by the department to provide adequate toilets for
girls in all the schools.
Emergency medical kit is available in only 40% of the schools* and none of the
schools have separate rest room for girls**. Attempts are required to be made to
construct at least one room in each of the schools.
* As per the district, Instruction is given to all HMs to purchase First Aid Kit in schools by
sports fees.
** As per the district, arrangement shall be made through HMs to provide a corner of a
room to be used for this purpose , where no separate room is available.
5.4 Participation level of girls in curricular and co curricular activities and
stereotyped attitude towards girls
With regard to participation level of girls in curricular and co curricular
activities and stereotyped attitude towards girls, observation of school and classroom
environment showed that the classroom is non discriminatory in all the schools. With
regard to assignment of tasks, in 60% of the schools, girls are asked to welcome the
guests*, in 40% of the schools they are asked to serve tea/water snacks etc. sweep and
115

clean rooms in 20% of the schools** but none of the schools ask them to clean the
toilets.
* As per the district,t First priority is given to girls to participate in all functions. Now they are
bold. But some girls are yet to come out of their shy nature.
** But it cannot be. In our schools a common list is made to clean classrooms as a routin.e
It is observed that girls have equal opportunity to participate in curricular and
co curricular activities and even answer or ask questions in the classroom. Whenever
there is group work, it is observed that the groups comprise of both boys and girls in
all the schools wherever it is coeducational and all the girls participate actively in
group work.
Girls Education Observations and Suggestions
Gender gap in enrollment and attendance is reasonably high.
All the girls have passed their final exam of final year in the school.
Not all the people concerned have received training in gender sensitization.
Special initiatives have been taken to encourage girls to come to school in majority
of schools.
There is a need to strengthen MCS to make them more useful.
All the schools are within the specified distance and there are physical barriers
like uneven terrain to some of the schools for the girls from their residence.
There is a need to increase the number of toilets, see that water is available and
are kept in usable condition.
Emergency medical kit is required to be made available in all the schools.
There is a need to make provision for separate rest room for girls.
None of the schools are discriminatory. All the girls participate equally in all the
activities of the school and classroom.

116

In all the schools, for the purpose of work, groups comprise of both boys and
girls wherever they are available and in all the schools girls participate actively in
the groups.
5.6 KGBV
In Madhugiri district, KGBV is located in Pavagada Block and has its own
building which falls under Type A run by Government of Karnataka under General
Category. They accommodate three classes with a total of 150 students. There are 50
students in class VI, 50 in class VII and 50 in class VIII.
Regarding Parents/ Community involvement in Management to mobilize the
girls to schools, teachers develop awareness among the community to send girls to
schools. Teachers themselves visit the houses and they also send words through the
girls studying in the schools, to bring them to schools. Community members also join
hands with the school in getting the girls from EBBs to schools. School also organizes
awareness programmes.
Meetings of the SDMCs are held regularly and the last two meetings were held
on 4-6-2012 and 2-7-1012 and the agenda was related to supply of food, use of grant,
daily use items and Bridge Course.
Regarding teachers and their Capacity building, there are four teachers
deployed in the school and all are trained. With regard to academic support, it is
observed that only one teacher has received support from BEO and DDPI, regarding
teaching of the subjects. Regarding Gender Training it is observed that it is given to
only one teacher for two days*.
* As per the district, Gender Training shall be given to more teachers. HM of the institute
is to make arrangements for training.
During the academic year 2012-2013, two periodic review meetings have been
held and the issues discussed were related to functioning of the school Bridge
Course, Issue of TC, Visit to Gram Sabha and sending the children to school regularly.
117

With regard to quality and adequacy of facilities available, infrastructure is

sufficient in the schools but there is need for improvement. Classrooms, kitchen and
drinking water facility are good but playground, campus, bedding and toilets are not
in good condition. Continuous monitoring is required to maintain the quality of the
available facilities*.
* As per the district, it shall be made better in coming days by using available fund in
the institute. A strict instruction shall be given to keep them clean always. New beds shall be
purchased very shortly
Regarding status of fund flow and maintenance, fund is received within time
from the state office. Regarding the records of accounts, they are maintained and upto-date.
KGBV: Observations and Suggestions
Meetings of the SDMCs are held regularly.
Only one teacher has received gender training and subject training by BEO. But
training needs to be extended to all.
Dormitory needs to be kept clean.
School needs to work more to improve learner performance especially in
English and Mathematics.
Learner performance in Kannada is satisfactory.
Funds are released on time.
Accounts are up-to-date.

6. INCLUSIVE EDUCATION WITH SPECIAL REFERENCE TO

CWSN
6.1 Number of CWSN in the Schools
Regarding Number of CWSN in the Schools as per the school records, the
CWSN enrolled in the schools were 63.
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6.2 Presence of CWSN on the day of visit

On the day of the visit, a total of 48 students were present in the schools.
6.3 Attendance of CWSN
Regarding attendance of CWSN, interviews with teachers and observation of
attendance registers show that in all the schools, the CWSN are very regular.

6.4 Type of disability

With regard to type of disability, it is observed there are a total of 63 CWSN
and out of these 41 are boys and 22 are girls. The degree of disability of CWSN varied.
Among the 41 boys,12% were MD, 32% were MR, 24% were PH 7% were with speech
problem, another 7% with hearing problem and 18% had eye problem. None of the
boys had problem of LD and CP.
Among the 22 girls, 14% were MD, 27% were MR, 27% were PH, 9% were with
speech problem, another 9% with hearing problem and 14% had eye problem. None of
the girls had problem of LD and CP.
6.5 Seating arrangement
With regard to seating arrangement in the classroom, in all the schools there is
inclusive seating arrangement
6.6 Participation level of CWSN in the classroom
In all the schools children participate actively in classroom processes.
6.7 Encouragement of CWSN by the teacher
Regarding encouragement of CWSN by the teachers showed that CWSN are
encouraged by the teachers in all the schools to participate in classroom processes.

119

6.8 Availability of CWSN friendly TLM

Talking to the teachers, CWSN and observation showed that in 8% of the
schools* there is CWSN Friendly TLM- Abacus, Shoe Model and Gilaki
* As per the district,t during 2012-13 ,Fifty seven (57 )SRP Centers is being opened at
cluster level and CWSN TLM and Assistive devices are available in all these Centers
6.9 Peer interaction with CWSN
It is observed that in all the schools peers have friendly interaction with CWSN.
6.10 Type of peer support to CWSN
Peers help them to participate in the teaching learning process, help to learn,
show the notes, encourage participation in co curricular activities, help the to go to
toilets, play with them and help them to come to school and return home safely.
6.11 Teacher behaviour towards CWSN
With regard to teacher behaviour toward CWSN, 54% of the schools show the
same behaviour even to CWSN like other students but in 46% of the schools teachers
pay special attention to CWSN. Of course, none of the schools are indifferent to CWSN.
6.12 Teacher training
When talked to the teachers, it is revealed that in 54% of the schools teachers
have received training* on teaching CWSN.
* Necessary steps will be taken to extend and to provide training on teaching CWSN as
per the needs.
6.13 Adequacy of Teacher Training
Teachers of 67% of the schools feel the training is adequate to handle CWSN but
in 33% of the schools teachers feel that the training on teaching CWSN was
inadequate*.
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* District authorities say, as per SSA norms 20 days training is given to all the inservice teachers of both Govt. and Aided Schools in the District
6.14 Preparation of IEP by the schools
With regard to preparation of IEP by the school, none of the schools have
prepared IEPs.
6.15 Availability of Resource Teacher
In 92% of the schools RT is available for CWSN but the frequency of visit varies.
6.16 Frequency of visit of Resource Teacher to school
In none of the schools the RTs visit everyday, in one of the schools, RTs visit twice a
week , in two of the schools once a week, once a year in two schools and in two schools
RTs have not at all visited for the last two years*.
* As per the district, the frequency of visit and its duration is fixed.
RT/Volunteers visit the schools/ Home based CWSN at least twice in a month.
6.17

Awareness of parents about availability of RT With regard to awareness of

parents about availability of RT

In 69% of the schools, parents do not know their RT and in 77% of the schools
parents do not know their volunteer.
6.18 Status of parent counseling
In 92% of the schools, parents of CWSN have said that they have received
counseling regarding their CWSN.
6.19 Status of Medical assessment of CWSN
As per the parents of CWSN, in 92% of the schools children attended the
medical camp and certificate of disability was issued to 67% of the children. 71% of the

121

CWSN who attended the Medical Camp were diagnosed to be in need of some
assistive device but it was supplied to only 29% of the schools.
6.20 Condition and functionality of Medical device
All the assistive devices are in working condition in all the schools and no where
repairing is needed. As many parents are poor, whenever repairing is needed,
assistance may be given by the department in repairing them and even in supplying
them
6.21 CWSN-Home Based Education
Based on the discussion with the parents of CWSN, 50% of the schools need HBE
support and all of them are being visited by RT or Volunteer. In all the schools RT or
Volunteer visit the children of HBE twice a week. While the duration of the visit is
less than an hour in 97% of the schools, it is one to two hours in 3% of the schools.
RT/Volunteers visit the schools/ Home based CWSN but the frequency of visit and
its duration is required to be fixed depending upon the need of CWSN children*.
* As per the district The frequency of visit and its duration is fixed.
RT/Volunteers visit the schools/ Home based CWSN at least twice in a month.
Counselling of the parents of CWSN will be conducted once in three Months to develop the
awareness among the parents and to know the Resource Teacher.& the volunteer
Inclusive Education with Special Reference to CWSN Observations and
Suggestions
The number of CWSN enrolled in the schools is 63.
Type of disability varies and there is high number of PH and MR and a large
number of them have severe disability.
Inclusive seating arrangement is found in all the schools and teachers encourage
participation of students in the classroom.
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CWSN friendly TLM is found in only 8% of the schools i.e. Abacus, shoe model
and gilaki.
Peer interaction and support to CWSN is encouraging.
CWSN children are cared well in all the schools.
Teachers have received in only 54% of the schools and the training is found to
be adequate in teaching CWSN in 67% of schools.
There is a need to involve teachers of all the schools in the training programme
and attempts may be made to provide sufficient training.
IEPs. are not prepared in any of the schools.
There is a need to insist on preparation of IEPs in all the schools.
RT/Volunteers visit the schools/ Home based CWSN in all the schools but the
frequency of visit and its duration is required to be fixed depending upon the
need of CWSN children
Counseling of parents is done in 92% of the schools.
CWSN attend medical camps regularly but the supply of devises is not done in
71% of the schools.
There is a need to help the CWSN whenever their assistive devices need repair
or replacement.

7. CIVIL WORKS
7.1 Type, Agency, MOU and status of work
As per the records and observation made during the visit on Type,
Agency, MOU and status of work in 15% of the schools approval was given to
construction of HMs Room, in 23% of the schools for the construction of kitchen
and in 62% of the schools approval was given to the construction of additional
classrooms. None of the schools got the approval for school building, toilet and
boundary wall. With regard to status of work, in 38% of the schools the approved
123

work is completed *, it is continuing in 54% of the schools and in 8% of the schools

the work has been temporarily abandoned. In all the schools the work has been
taken up by SDMC. It is to be appreciated that memorandum has been signed
between SSA and SDMC in 92% of the schools.
* District authorities say,It is already instructed to HMs and the presidents of the schools
in which the civil works have been sanctioned to complete the work within the stipulated
time..

Status of work Tempor

Complet
ed
38%

arily
abandon
ed
8%

Ongoing
54%

7.2 Availability of Community manual

Community manual is available in 31% of the schools/SDMC President and
plan is available with 77% of the schools. When asked for reason for not having the
plan, no reason was given.
7.3 Training of SDMC
It is found that in 77% of the schools SDMC have been trained and 0they
are being trained either by CRP or Dy.P.C. With regard to training module it is
available with only 62% of the schools/SDMC.
7.4 Accounting, Transparency, Fund flow

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With regard to management of accounts, separate records have been

maintained in 92% of the schools but updated and tallied the balance in 85% of the
schools.
Records of accounts are maintained by the HM in 92% of the schools. But the
details of accounts are not notified for public in any of the school premises.
While the SDMC gets the amount by cheque in 31% of the schools, by DD in
none of the schools and it is received by e-transfer in 69% of the schools. The time
taken to credit the amount to the account of SDMC ranges from one to ten days.
Funds received by SDMC
Chaque
31%

etransfer
69%

7.5 Visits by Technical Person

As per the information received from school/SDMC regarding visits by
Technical Person, the Block Engineer gives technical instructions by visiting the
spot in all the schools and the number of times of visit ranges from one to ten times.
7.6 Quality of Material
Observation and records regarding Quality of Material show that daily
account of cement is maintained and authenticated only in 85% of the schools and it
is done by the HM in 95% of the schools. The items like steel, pipes, fittings etc. are
BIS/ISO marked in all the schools and even branded paint is used in all the schools.
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In 85% of the schools approved drawing is followed at the site and third party
evaluation has been done in 54% of the schools by visiting the site 2 to 3 times.
Third party evaluation has to be made compulsory in all the schools.
7.7 Perception of the Community
As per the responses of the community members, in 69% of the schools they
have said that good quality materials are used and work is good whereas in 31% of
the schools they say it is fair.
7.8 MIs impression of quality
About the quality of work and infrastructure, it is observed to be good in
77% of the schools and fair in 23% of the schools.
7.9 Good practices
There doesnt seem to be any good practice worth reporting.
Civil Works Observations and Suggestions
All the schools have started the civil works sanctioned to them and 38% of
them have completed the work and the rest are still to complete.
In all the schools the work is taken up by SDMC and MOU is signed only in
92% of the schools.
Work plan is available with 77% of the schools/SDMC
SDMCs have received training in 77% of the schools and training modules
are available only with 62% of the schools.
Financial records are maintained in 92%the schools and updating is done in
85% of the schools.
Details of accounts have to be notified for the public in all the schools.
Block Engineer has visited the sites in all the schools.
Third party evaluation has to be made compulsory in all the schools as this is
practiced only in 54% of the schools.
126

Quality of work and infrastructure is fairly good in all the schools.

8. COMMUNITY AWARENESS

The community members were invited to the schools during the visit.
Discussions were held with them to understand their level of awareness on various
aspects as given in the questionnaire.
8.1 Constitution of SDMC
Regarding Constitution of SDMC as per the school records, in all the 39
schools SDMCs have been formulated according to RTE Act.
With regard to total number of members, there is representation of Ex officio,
elected members from parents council as well as nominated members up to a
maximum of 9 in each of the categories.
Ex officio members are HM. Anganawadi worker, Health worker. The posts of
President and Vice President are held by parents in all the schools.
There are representation of women, SC, ST and minorities in the SDMCs

8.2 Awareness of SDMC members about their roles and responsibilities as notified
by the Government
With regard to awareness of SDMC members about their roles and
responsibilities as notified by the Government it is observed that in 72% of the
schools the SDMC members are aware of their roles and responsibilities but a copy
of the guidelines has been provided to the members of

44% of the schools. While

SDMC members of 64% of the schools have been oriented on their roles and

127

responsibilities, only in 46% of the schools guidelines in the simple local language of
the community have been prepared.
8.3 Frequency of Meetings
With regard to frequency of meetings of SDMC, they are being held once a
month in 97% of the schools and every quarterly in 3% of the schools
8.4 Awareness level of SDMC members about specifics
Interaction with community members showed that awareness level of SDMC
members about details of SSA is very good in 3% of schools, good in 51% of schools
and poor in 5% of schools. With regard to MDM, it is good in 56% of schools but
poor in 5% of the schools.
About availability of funds to schools, the community awareness is good in 56% of
schools but poor in 5% of schools. With regard to awareness of

roles and

responsibilities of SDMCs members, in 3% of schools it is very good, it is good in

56% of schools, fair in 33% of the schools and in 8% of schools it is poor.
Details about SSA
Poor
5%

Excelle
nt
3%

Details about MDM

Poor
5%

Very
Good
3%

Excelle
nt
3%

Very
Good
3%

Fair
33%
Fair
38%

Good
51%

Good
56%

128

Awareness about grants

Poor
5%

Their roles & responsibilities

Excelle
nt
3%

Poor
8%

Fair
36%

Good
56%

Excelle
nt
3%

Fair
33%

Good
56%

Awareness regarding School Development Plan is good among SDMC

members in 3% of schools and poor in 5% of schools. Regarding student enrolment
and attendance, the awareness level is very good among SDMC members of 3% of
schools, good among 56% of schools and fair among 36% of schools. Regarding
awareness on RTE Act among the SDMC members, it is good in 49% of schools and
poor in 10% of the schools.
SChool development plan
Poor
5%

Fair
36%

Student enrolrment &

AttendanceExcellen

Excelle
nt
3%

Poor
5%

Good
56%

Fair
36%

t
3%

Good
56%

129

Right to Education Act Excelle

nt
3%

Poor
10%

Fair
38%

Good
49%

About awareness on availability of school facilities among SDMC members,

it is good in 46% of the schools and poor in 10% of the schools. Regarding awareness
on DISE capture format among SDMC members, it is good in 13% of schools and
poor in 72% of the schools. There is a need for Programmes to be organized to SDMC
and community members on RTE Act, School Development Plan and other aspects of
the school to increase their awareness level.
School facilities

Poor
10%

Fair
41%

Excellent
3%

Good
46%

Awareness regarding school report card among the SDMC members, it is poor
in all the schools. More emphasis should be given to it during their orientation
programme.

130

Regarding awareness on VER/WER among SDMC members, it is poor in all

the schools. There is a need to develop awareness among the community members
about SSA

and increase their involvement in the functioning of the schools.

8.5 Source of awareness of SDMC members regarding school activities

About source of awareness of SDMC members regarding school activities,
none of the SDMCs of the schools consider News Paper, local bodies, students, other
SDMC members and Radio as a source, while teacher is a source in all the schools.
Teachers are a very good source of information to the SDMC members regarding the
activities of the schools, but the role of PTA and other organizations will also have to
be increased.
.8.6 Knowledge of Guidelines
About the knowledge of Guidelines among SDMC members, in 59% of the
schools the members know about it while in 41% of the schools, they do not know
about it.

8.7 Training of SDMC members

With regard to training of SDMC members, in 69% of the schools SDMC
members have received training* but the duration of the training varied. While in
22% of the schools the SDMC have received training for one day, in 30% of the
schools they have received for two days, in 44% of the schools they have received
training for three days and in 4% of the schools they have received training for more
than three days.
* As per the district, training is given to all the Members of SDMCs of all the Govt.
Schools regarding their responsibilities, RTE Act, School Development Plan and other aspects
of the school to increase their awareness level and also to increase their involvement in the
functioning of the schools
131

The duration of the training

3days
above
4%

1day
22%

2days
30%

3days
44%

The content of the training were, roles and responsibilities of SDMCs, School
Development and MDM. Regarding the usefulness of the training given, while in
67% of the schools SDMC members said very useful, in 30 % of the schools they said
somewhat.
Was the training useful
Somewh
at
29%

Not
4%

Very
67%

8.8 & 8.9 School Visits

While interacting with the community members it is noted that in 13% of the
schools members of SDMC visit the schools daily, in 67% of the schools they visit
once a week and in 21% of the schools they visit once a month.
132

During the visit the SDMC members observe MDM, attendance of students
and teachers, teaching and cleanliness.

Frequently the SDMC members Daily

visit the school
once
13%

Monthly
once
20%

Weekly
once
67%

8.10 Role of SDMC members in monitoring

Interaction with the members of SDMC regarding their role in
monitoring the activities of the school, revealed that in more than 80% of the schools,
SDMCs are monitoring the activities of the in a fairly well manner but there is scope
for increasing their involvement
8.11 Community contribution
For the development of the schools community has contributed in varied
ways. In some schools they have provided plates, computer, almairah, glass,
benches and even land has been donated to one of the schools.
8.12 Meeting Minutes
The minutes of the meeting of SDMCs are available in95% of the schools.

133

Community Awareness Observations and Suggestions

SDMCs have been formulated as per RTE Act in all the schools.
All the SDMCs should be provided with a copy of the guidelines or must be
made available whenever necessary.
There is a need to develop awareness among the community members about
SSA

and increase their involvement in the functioning of the schools.

There is a need to brief the community about School Report Card as their
awareness is poor in all the schools.
Programmes have to be organized to SDMC and community members on RTE
Act, School Development Plan and other aspects of the school to increase their
awareness level.
Teachers are a very good source of information to the SDMC members
regarding the activities of the schools, but the role of PTA and other
organizations will also have to be increased.
The length and frequency of training of SDMC members will have to be
increased to strengthen their understanding about the schools and their
responsibilities.
Visit of SDMC members to school is satisfactory.
SDMCs are monitoring the activities of the schools in a fairly well manner but
there is scope for increasing their involvement.
Community members of some schools have contributed useful materials to the
schools.
Minutes of the meeting of SDMCs are maintained in 95% of the schools

9. EMIS/DISE
As per discussion with HM and verification of records, all the schools have
supplied data under DISE for the year 2012 2013, but copy of the filled in Data
Capture Format (DCF) is available with 79% of the schools. There is a need to
provide a copy of DCF to all the schools
134

With regard to training of teachers on filling up of DCF, in 97% of the

schools teachers have been trained and in rest of the schools (3%) teachers have not
been trained. Teachers of all the schools are required to be trained in filling up of
DCF*.
* As per the district, training in filling up of DCF had been given to all the HMs in the
District.
Janavachana was conducted in 46% of the schools and it was held between 6-08-12
and 30-09-12. Janavachana has to be conducted in all the schools as it is not
conducted regularly in many schools.
With regard to receipt of printed copy of the School Report Cards, none of the
schools have received a copy*. All the schools have to be supplied with School
Report Cards and must insist on displaying them on the Notice Board.
* District authorities say School Report Cards is distributed to all the Schools in the district.
In response to the question whether the information in DCF/School Report
Card match with the actual position in the school, this question doesnt arise at all as
none of the schools have received a report card.
Regarding regular maintenance and updating of school records, it is being
done in 97% of the schools.
Observations and Suggestions
All the schools have supplied data under DISE.
There is a need to provide a copy of DCF to all the schools.
Teachers of all the schools are required to be trained in filling up of DCF.
Janavachana has to be conducted in all the schools on time.
All the schools have to be supplied with School Report Cards and must insist
on displaying them on the Notice Board.
97% of the schools have maintained and updated all the records.
135

10

FINANCIAL MANAGEMENT

A discussion with the HMs, teachers and SDMC members and verification
of the records revealed the following with regard to financial management of the
school.
10.1 Maintenance of financial records and registers
Regarding maintenance of financial records and registers the physical
verification showed that in 95% of the schools Cash Books, Pass Books and Stock
Registers are available.
When asked for reason for non availability of Stock Register, in one school it
was stated that they have not maintained as they do not know how to enter in the
stock register and in one school it was in HMs house* and the person was on leave at
the time of the visit. Regarding updating of the records it is being done only in 77%
of the schools. As it is an important record, every school should be asked to maintain
stock registers. Schools also said that non cooperation of SDMc and negligence on the
part of the HM are also the reasons for not updating the records and the registers.
*District authorities say that it is already instructed to all the HMs to keep all the
Documents in the schools with safe custody.

10.2 Mode of transfer of funds

Funds reach SDMC by e-transfer in all the schools.
10.3 Type of funds/ grants received during the current year
In all the schools, Teacher Grant and School Grant was received on 28-062012 and Maintenance Grant was received between 28-06-12 and 23-07-12. The
136

schools where civil works were sanctioned got the Grant between 3-01-12 and 17-0212. NPEGEL Grant was received between 23-03-12 and 21-09-12. No grants were
received for uniform, library and special training. Much of the Grants have been
released in the beginning of the year to carry on the work smoothly for which they
are sanctioned.
10.4 Auditing the accounts
With regard to auditing of the accounts of SDMC, 33% of the schools
have got it audited but only 28% of the schools have shared the audit observations
with the community. 67% of the schools have not got audited* and 72% of the
schools have not shared the audit observations with the community.
* As per the district to maintain accounts and to rectify the accounts in the schools Mobile
Accountants are appointed in all the 04 Blocks in the District.
10.5 Sharing Finance related information with the community
Regarding Sharing Finance related information it is observed that in 69%
of the schools SDMCs have shared the proposals for expenditure and expenditure
statements with the community but the rest have not. Therefore, it must be made
mandatory to share the proposals of expenditure and statements of expenditure
with the community.
Financial Management Observations and Suggestions
Cash Books, Pass Books and Stock Registers are available only with 95% of the
schools.
No HM should be allowed to carry the school documents to their homes.
Transfer of funds is done through e-transfer in all the schools.
All the schools received Teacher Grant, School Grant and Maintenance Grant
between June and July 2012.

137

Grants have been released in the beginning of the year to carry on the work
smoothly for which they are sanctioned.
Only 33% of the schools got the SDMC account audited and 28% of the schools
shared the audit observations with the community.
Every school should be instructed to get the SDMC accounts audited and
share with the community.
It must be made mandatory to share the proposals of expenditure and
statements of expenditure with the community as this is not being done in 31%
of the schools.

138

Madhugiri SSA Tables

1 Access
1A Physical Access (Data to be collected from HM/Teacher)
1A.1 Catchments Areas of schools-Habitations
1A.1.1
Name & Address of the school
Category of School
LPS (1-4)
LPS (1-5)
HPS (1-7)
HPS (1-8)
Govt.
Pvt.-Govt.Aided
Pvt.-Unaided
Total number of schools
Dates on which visited
1A.1.2

Habitations served by
the school

Sl. No

Name of
Habitation
1
2
3
4
5

1A.1.3

Does the habitation where the school is located have

any other elementary school? Yes/No
If yes, Is it--

If yes specify (For example: crossing a

river/stream, railway crossing, heavy
traffic, forest, lonely areas, Tank Bunds)

1A.3 Nearby Upper Primary school

1A.3
If the school is LPS, Name of the
nearest HPS & distance from this
school

0
51
31
18
100
0
0

3478
290
109
89
40

87
7
3
2
1

20

51

No

19
14
3
3

49
70
15
15

Yes

18

46

No

21

54

12

67

Distance
from the
school
0-1 KM
1-2 KM
1-3 KM
1-4 KM
4 KM
above
Yes

Heavy traffic
Tank bunds
Railway crossing
Open well
Other

Name/Total
Distance
Minimum
maximum

%
0
20
12
7
39
0
0
39

Govt.
Govt Aided.Govt. Unaided

1A.2 Vicinity/Route to the School

1A.2
Is there any feature in the vicinity or on the route to
school which poses or may pose any danger or
threat to the safety, health or hygiene of the children

TOTAL

0
0
0
6
Janasanchara
illa.(others)
19
5KM
1/2KM

0
0
0
33

5KM

139

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation)
1B.1 School Classroom
1B.1.1

1B.1.2

TOTAL

Total Strength of enrolment in the school

classrooms in the school (only

rooms in which classes are being
conducted)

Total

4006

Boys

1951

49

Girls

2055

51

Number/ Total
153
Yes

24

62

No

15

38

Good

10

26

Average

24

62

13

Adequate

28

72

inadequate

11

28

Size of the class rooms in relation to student

strength

Adequate

26

67

inadequate

13

33

Availability of sitting place per child

Adequate

27

69

inadequate

12

31

Adequate

30

77

inadequate

23

Yes
No
Good
Average
Poor

7
32
2
5
0

18
82
29
71
0

Yes

32

82

No

18

Is there proper ventilation arrangement in the

classrooms?
1B.4 Building Design

Yes
No

32
7

82
18

1B.4.i

Yes
No
Yes
No
Yes

21
18
23
16
17

54
46
59
41
44

1B.1.3

Adequacy

Condition of classroom

poor
1B.1.4
1B.1.5
1B.1.6

1B.1.7

Student Classroom Ratio

Teacher student ratio Keeping in view RTE *

1B.2 Furniture for the children

1B.2.i
Is the furniture for children adequate?
1B.2.ii

If yes, what is its quality?

1B.3 Light & Ventilation

1B.3.1

Is there proper lighting arrangement in the

classrooms?

1B.3.2

Are these structures

Child-friendly

Gates

1B.4. ii

Door latches

1B.4.iii

Stairs

140

1B.4.iv

Floor/s

1B.4.v

Windows

1B.4.vi

Furniture

1B.4.vii

Pillars

1B.4.viii

Is there any feature in the building which is not

child-friendly?
If Yes, Specify

No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No

22
56
22
56
17
44
19
49
20
51
12
31
27
69
21
54
18
46
7
18
32
82
Trees, ramp, Old
building, Big stone,
Tank & mullina beli.

* Consult RTE norms

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation) (Continued)
1B.5 Blackboard in the Classroom
1B.5.i

Yes

38

97

NO

Can all children of the class benefit from the

blackboard?

Yes

37

95

NO

1B.5.iii

What do you think of the quality of the

blackboard? (Well painted, Writing can be seen
by all etc)

Good
Average

8
31

21
79

1B.5.iv

Is the location of the blackboard suitable to the

classroom? (Visible to all, No glare etc)

Poor
Yes

0
39

0
100

NO

Centrally
located
Not centrally
located

39

100

Yes

22

56

NO

17

44

Yes

18

82

NO

18

Yes

NO

21

95

Yes

NO

22

100

1B.5.ii

1B.5.v

Is blackboard available in all classrooms?

How are the blackboards located in the room?

1B.6 Ramp
1B.6.1
Does the school have a ramp?
1B.6.2

1B.6.3

1B.6.4

Does the school have a ramp with handrails?

Is the ramp functional?

If yes, is it constructed in accordance with civil

work norms?

1B.7 Toilets in the schools

141

1B.7.1

1B.7.2

1B.7.3

1B.7.4

Are there separate toilets for girls & boys?

Is there adequate number of toilets for students?

Are the students allowed to use toilets?

Is running water available in toilets?

Yes

37

95

NO

Yes

16

41

NO

23

59

Yes

37

95

NO

Yes

19

49

NO

20

51

1B.7.5

If No, what alternative arrangements have been made?

1B.7.6

Are the toilets maintained properly?

1B.7.7

1B.7.8

Are the toilets CWSN friendly?

Do the Girls' toilets have incinerator facility?

Take water in bucket.

Yes

21

54

NO

18

46

Yes

NO

37

95

Yes

NO

39

100

Yes

36

92

NO

Hand pump

13

36

Tap

22

61

other

Pond

River or
stream
Yes

38

97

NO

Yes

36

92

NO

Yes

17

44

NO

22

56

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation) (Continued)
1B.8 Drinking Water
1B.8.i
Does the drinking water facility exist?

1B.8.ii

1B.8.iii
1B.8.iv

If yes, what is the source of this water?

Do the children use this facility?

Is this facility well maintained & clean?

1B.9 Playground
1B.9.i
Does the playground exist in the school?

142

1B.9.ii

If No, what arrangement has been made for conducting outdoor

activities?

1B.9.iii

If Yes, is it maintained properly?

1B.9.iv

1B.9.v

Are the outdoor activities organised regularly?

Are there adequate sports & games materials?

Made to play available

place.

Yes

23

59

NO

16

41

Yes

23

59

NO

16

41

Yes

11

28

NO

28

72

1 Access (Continued)
1C Social Access (Data to be collected from HM/Teachers)
1C.1 Pattern of Habitation's Population Pattern & Enrolment in the school
1C.1.1

Does the school have children

from all sections of the society,
i.e.

Different castes
Different religions
Different Gender
CWSN
Different Income
Different Hamlets (if
any)

1C.1.2

If No, reason

TOTAL

Yes

28

72

NO

11

28

Yes

21

54

NO

18

46

Yes

38

97

NO

Yes

12

31

NO

27

69

Yes

21

54

NO

18

46

Yes

26

67

NO

13

33

Different castes

Peoples of one caste live

in the village

Different religions

People of one religion

lives in this place
(Hindu)
Girls school.

Different Gender
CWSN

No enrolment at 26
schools.

143

Different income groups

All are labors children.

Different Hamlets (if any)

All belong to only one

Hamlet.

1.C.1.3

Which of the children belonging to above mentioned social

groups do not attend school regularly? (Mention specific groups,
i.e. specific castes, specific religion etc)

Most of them are regular

1C.1.4

What is the reason for children of particular social

group/category not accessing the school or preferring any other
school?

Migration with parents.

1C.1.5

Please list the social, cultural or linguistic barriers that come in the
way of children coming to school or children accessing the school
facilities

NA

Are the teachers and SMC/SDMC/VEC members

aware of such barriers?

YES

NA

NO

NA

1C.1.6

1C.1.7

1C.1.8

1C.1.9

If Yes, please specify the efforts made to overcome these barriers

at the level of teachers, peers, family and community members

NA

Do the school attendance Register and the MDM

register reflect the same kind of attendance
pattern of children?

YES

NA

NO

NA

If No, reasons thereof

NA
1 Access (Continued)

1D Additional Items in the context of RTE (Data to be collected from HM/Teachers)

1D.1 School as an agency of social cohesiveness

1D.1.1
Do the teachers communicate social groups?
equally well with students of
different;
economic groups?
castes?
religions?
gender groups?
habitations?

Yes

39

100

NO

Yes

39

100

NO

Yes

39

100

NO

Yes

39

100

NO

Yes

39

100

NO

Yes

39

100

144

1D.1.2

NO

different social
groups?

Yes

39

100

NO

Different economic
groups?

Yes

39

100

NO

Different castes?

Yes

39

100

NO

Yes

39

100

NO

Different gender
groups?

Yes

39

100

NO

Different
habitations?

Yes

39

100

NO

Is the seating arrangement in the class

encourage/motivate intermingling/mixing of
children of all sections of society?

Yes

39

100

NO

Have the school authorities conducted the exercise

of school mapping for ensuring access of each &
every child of school going age of all categories?

Yes

NO

39

100

Do the children of the

following different sections
communicate equally well
with their teachers fearlessly?

Different religions?

1D.1.3

1D.1.4

3. Quality Issues
TOTAL
3QI.1 Enabling Conditions
3QI.1.1
No. of teachers (as per school records)

Total
Male
MINI
MAX
Female
MINI
MAX

3QI.1.2
3QI.1.3

Pupil Teacher ratio (as per school records)

Teacher's vacancies (as per school records)

3QI.1.4

Are the teachers available

for/for teaching (As per HM)

each class
Science
Maths

Yes
No
Yes
No
Yes

161
70
4
22
91
4
27
1:28
7 Vacancies at 5
schools
16
23
10
29
0

43

57

41
59
26
74
0

145

Languages
3QI.1.5

No
Yes
No

39
10
29
-

No. of untrained teachers (As per HM)

100
26
74

If there are, subjects they teach (as per HM)

3QI.1 Enabling Conditions (Continued)
3QI.1.6 Details of Training received during this Academic year (As per HM/Teachers)
Sl.
No.

Name
of the
teacher

Type of Training
In-service (In s)/
Induction (Id)/
60 days (60d)
In S/Id/60d

At what level

DIET/BRC/CRC/NGO

Teachers
INS/BRC/R

TOTAL
40

2
3

In S/Id/60d
In S/Id/60d

DIET/BRC/CRC/NGO
DIET/BRC/CRC/NGO

INS/BRC/R
INS/BRC/R

46
40

In S/Id/60d

DIET/BRC/CRC/NGO
TOTAL

INS/BRC/R
161 (All teachers are trained)

35

3QI.1.7 Usefulness of the training (As per Teachers)

a. Were the training programmes useful?

Yes

39

100

b. Have they helped in transacting better?

NO
Yes

0
39

0
100

NO

Yes
NO
Dept. of Edn.
Self
Explored

39
0
39
0

100
0
100
0

Yes

38

97

NO

Yes

31

79

NO

21

3. Quality Issues (Continued)

3QI.1 Enabling Conditions (Continued)
3QI.1.8 Teachers awareness of RTE Act 2009 (As per HM, Teachers)
3QI.1.8a
Are the teachers aware of RTE Act 2009
3QI.1.8b

From where did the teachers come to know about RTE Act?

3QI.1 Enabling Conditions (Continued)

3QI.1. 9,10 Text books, TLMs (As per HM, Teachers, Students)
3QI.1.9a
Were Text books received within 1 month of the re-opening
of the school in the current academic year?

3QI.1.9b

Have all the children got text books of all subjects?

146

3QI.1.10

What are the TLMs (other than the text books) used in the
schools?

Charts, models, flash card,

globes & maps.

3QI.1 Enabling Conditions (Continued)

3Q.1.11,12 Grants (As per HM/Teachers)
3QI.1.11a

3QI.1.11b
3QI.1.12a

3QI.1.12b

Has the school received School Grants within 2 months of

the reopening of the school during the current academic
year?

Yes

21

54

NO

18

46

If Yes, for what purpose these grants were used?

Gates & doors repairs.

Has the school received TLM Grants within 2 months of the

reopening of the school during the current academic year?

Yes

21

54

NO

18

46

If Yes, for what purpose these grants were used?

Not used yet

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process
TOTAL

3QI.2.1 Teachers Understanding of Constructivist Approach to teaching

3QI.2.1a

3QI.2.1b

3QI.2.1c

3QI.2.1d
3QI.2.1e

3QI.2.1f

Who is important in teaching learning

environment? (As per discussions with
teachers)

Teacher

Student

Both

39

100

Teacher talk time, Student talk time - Of these

two which dominates the class room
transactions? (As per observation)

Teacher talk time

39

100

Student talk time

Does teacher provide adequate concrete experience? (As

per observation)

Yes

37

95

No

Does teacher relate personal life experiences to learning?

(As per observation)

Yes

37

95

No

Is learner important in teaching learning? (As per

discussions with teachers)

Yes

39

100

No

If yes, what is being done to make learner important? (As per

discussions with teachers)

Teaching with
examples & Syllabus
based activities

147

3QI.2.1g

Do the teachers dictate 'Notes'? (As per discussions with

teachers)

Yes

38

97

No

Good

11

28

Average

20

51

Poor
Good

8
10

21
26

Average

21

54

Poor

21

Good

12

31

Average

19

49

21

Good
Average

12
17

31
44

Poor
Good

10
11

26
28

Average

18

46

Poor
Good

10
11

26
28

Average

18

46

Poor

10

26

Good

12

31

Average
Poor

17
10

44
26

23
16
8
31
11
28
14
25
33
6

59
41
21
79
28
72
36
64
85
15

3QI.2 Teaching Learning Process (continued)

3QI.2.2 Teachers Understanding of NCF regarding teaching of language & social sciences
3QI.2.2a

3QI.2.2b

3QI.2.2c

Learner centeredness (As per observation)

Learner autonomy (As per observation)

Active participation in learning (As per observation)

Poor
3QI.2.2d

3QI.2.2e

3QI.2.2f

3QI.2.2g

Divergent discussion (As per observation)

Promotion of use of language abilities (As per

observation)
Non insistence of rote memory (As per observation)

Scope of thinking (As per observation)

3QI.2 Teaching Learning Process (Continued)

3QI.2.3 Approach to teaching English (to be assessed by observation)
3QI.2.3a
Does it emphasise the
Listening ability?
YES
development of
NO
Speaking ability?
YES
NO
Reading ability?
YES
NO
Writing ability?
YES
NO
3QI.2.3b
Is English taught through translation method?
YES
NO

3QI.2 Teaching Learning Process (Continued)

3QI.2.4 Approach to teaching Maths. (to be assessed by observation & discussion with teachers)
3QI.2.4a
Does it emphasise the
Ability to think
Yes
21
development of
logically?
No
18

54
46

148

3QI.2.4b

Ability to formulate
and handle
abstraction?
Thinking and
reasoning?

3QI.2.4c
3QI.2.4d

Do the teachers think that quality mathematics is

every child's right?

Yes

10

26

No

29

74

Yes

No

37

95

Yes
No

39
0

100
0

Yes

30

77

NO

23

Yes

38

97

NO

Yes
NO
Yes
NO
Yes
NO

39
0
39
0
0
39

100
0
100
0
0
100

Yes

39

100

No

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process (Continued)
3QI.2.5 Using community resources in TLP (As per teachers)
Do teachers know how to use community resources in teaching
learning process?
3QI.2 Teaching Learning Process (Continued)
3QI.2.6 Involvement of children in TLP (As per observation)
Are children happily participating in the class room learning
process?
3QI.2 Teaching Learning Process (Continued)
3QI.2.7 Evaluation of learning (As per teachers)
With respect to Evaluation
Which is being followed in the
school?

Continuous & comprehensive

evaluation
Grading system
Marking system
Any other (Specify)

NO

3QI.2 Teaching Learning Process (Continued)

3QI.2.8 Academic support to teachers (As per records & teachers)
Do the teachers get on-site academic support?

3QI.2 Teaching Learning Process (Continued)

3QI.2.9 Parents' & communities understanding of changes in T-L & evaluation processes (As per discussion
with parents)
Have the Parents noticed any
changes in

Teaching?

Yes

21
79

If, Yes, what?

No
31
Good teaching at 19 schools.

Learning?

Yes

18

If yes, What?

No
32
82
Observe the learning & writing at 19
schools.

Evaluation?

Yes

18

149

NO
If yes, What?

32

82

Observe the progressive card at 19

schools.

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process (Continued)
3QI.2.10 Classroom management (As per discussion with HM/teachers/observation)
3QI.2.10a
3QI.2.10b

Do children sit in small groups?

Yes

39

100

NO

Single grade(6-8)

multi- grade(1-3)

39

100

Permanent
Flexible
Yes

0
39
10

0
100
26

NO

29

74

free to express their

opinions?

Yes

39

100

NO

free to ask questions?

Yes

39

100

NO

encouraged to express their

opinion?

Yes

39

100

NO

encouraged to ask
questions?

Yes

39

100

NO

37

95

Yes

NO

37

95

Is it a single-grade class or multi-grade class?

3QI.2.10c

Are the seating arrangements permanent or flexible?

3QI.2.10d

Are the disabled & disadvantaged children

segregated & sit separately/in back benches?

3QI.2.10e

3QI.2.10e

Are the children

Who is important in deciding classroom ethos?

Teachers
Students
Both

3QI.3 Equity in quality issues

3QI.3.1
Are there any noticeable gaps in the learning
achievement level of the SC, ST, Minority and Girls
(As per records)
If Yes, reasons (As per HM & Teachers)

3QI.3.2

Are there any noticeable

discrimination, direct or indirect,
of the SC, ST, Minority and Girls
by (as per observation)

Friends?
Teachers?

*Language problem (Kote Madhugiri

school) *Parents negligence & un
educates at 9 schools, *NA at
20schools.
Yes
0
0
NO

39

100

Yes

NO

39

100

150

3QI.3.3

3QI.3.4

3QI.3.5

3QI.3.6

Are co-curricular activities used to boost morale &

self-esteem of the children from weaker sections (As
per HM/Teachers)

Yes

37

95

NO

If yes, how? (As per HM/Teachers)

Prathiba karanji, cultural programme

& quiz.

Do the teachers have a good understanding of

challenges & advantages of diversity in a classroom?
(As per HM/Teachers)

Yes

39

100

NO

Are there efforts to connect the text book lessons to

the knowledge and experience of the children from
socially disadvantaged groups? (As per observations
of examples given by teachers in the classroom)

Yes

39

100

NO

Are there efforts to highlight the contributions of

different socio-cultural groups to the society? (As per
teachers & observations of teachers in classroom)

Yes

39

100

NO

4. Computer Aided Learning

4CAL.1 Maintenance of hardware provided under CAL (Computers, printers,
UPS, LCD projector, Generator, trolley etc)
4CAL.1.A
Where the computers & other accessories Separate room
are kept? (Observe)
class room
4CAL.1.B

4CAL.1.C

4CAL.1.D

4CAL.1.E

4CAL.1.F
4CAL.1.G

Are all the equipment received under

All are available
CAL are physically available in the
Some are available
school (See records and verify by
observing)
If only some are available
Mention items not available

TOTAL

%
6

100

0
6

0
100

Mention the reasons given by

HM/teachers for their nonavailability
What is the condition of the
Safe doors & windows
Yes
5
room where computers & its
NO
1
accessories are kept?
Water seepage
Yes
0
(Observe)
NO
6
Satisfactory
Yes
6
electrification with good NO
0
earthling
How many of the computers & accessories
All
2
are functioning? (Observe)
Some (--out of-.)
3
None
1
If some /none are functioning what are the reasons?
At 3 schools CPU are not
(As per HM, Teachers)
working.
Has any complaint been lodged with concerned

Yes

83
17
0
100
100
0
33
50
17

67

151

authorities to functionalize the non functional

NO
equipment? (As per HM, Teachers)
4CAL.1.G What is the average time gap between
Within 15 days
lodging of complaint & rendering of services 15-30 days
(As per HM, Teachers)
1-2 months
more than 2
months
4CAL.2 Usage of activity based digital content TLM
4CAL.2 .I
Is there a subject & topic wise list of
Yes
digital/multimedia materials available? (Verify)
NO
4CAL.2 .J

4CAL.2 .K

How many teachers have full knowledge

about the topics of the
digital/multimedia materials? (Ask
teachers/HM)
Do the teachers use digital/multimedia
materials as a part of classroom
teaching? (Ask teachers/HM)

4CAL.3 Teacher training & their comfort level

4CAL.3.L
How many of the teachers have received
some training in CAL? (Ask
HM/Teachers)
4CAL.3.M
Do the teachers have the basic
knowledge of operating a computer and
use of content CDs? (Ask HM/Teachers
& observe)
4CAL.3.N
Can the teachers apply their knowledge
of computer operations and skill to
develop their own digital TLM? (Ask
HM/Teachers & observe)

33

1
3
0
2

17
50
0
33

33

All

4
1

67
17

Some (-out of-)

None

2
3

33
50

All
Some (-out of--)

2
2

33
33

None

33

All
Some (--out of--)
None
All
Some (-out of-)
None

0
3
3
0
5
1

0
50
50
0
83
17

All
Some (--out of-)
None

0
1
5

0
17
83

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6)

5GE.1 Gender Gap in enrolment, attendance, learning & achievement and reasons thereof
Enrolment status (From school register, verify with VER)
VER
5GE.1.a.i

5GE.1.b,
5GE.2

Boys

Girls

Enrolment as per school register

MINI

MAX

414

71

158

71

226

Total

590
1004

Gap

176

84

Reasons for gender gap in enrolment (if any)[As per teachers/HM]

Socio-cultural Reason (Specify)

NA

152

5GE.1.c

Economic Reason (Specify)

NA

Linguistic Reason (Specify)

NA

Attendance status (From school register, spot check)

Attendance on the day of visit

5GE.2

5GE.1.c
5GE.1.d

Boys

372

43

Girls

503

57

Total

875

Gap

131

Reasons for gender gap in attendance (if any) [As per teachers/HM]
Socio-cultural Reason (Specify)

NA

Economic Reason (Specify)

NA

Linguistic Reason (Specify)

NA

No. of girls who have a record of prolonged absence -i.e. absent

for 10 or more days at one stretch
Reasons for absenteeism (As per teachers/HM)

NA

Ill Health (Self or family member)

Socio cultural custom
Sibling care
Household responsibilities
Family functions
Gone to relatives house
Earning for livelihood
Migration

Yes

No

100

Yes

No

100

Yes

No

100

Yes

No

100

Yes

No

100

Yes

No

100

Yes

No

100

Yes

No

100

Any other (Specify)

NA

5GE.2

Reasons for gender gap in enrolment (if any)-As per community

NA
NA

5GE.1.a.ii

Reasons for gender gap in absenteeism (if any)-As per

community
% result of final exam. of final year in school
Boys

100%

girls

100%

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6) (Continued)

153

5GE.3 Efforts made to address gender gap issues at the levels of mindset & removing physical
barriers
5GE.3.a

Efforts made to address the gender gap issues

Have the teachers received any gender sensitisation
training? (As per teachers/HM)
Have the parents received any gender sensitisation
training? (As per HM)
Have the community members received any gender
sensitisation training? (As per HM)
Has any special initiatives taken to encourage girls
enrolment & retention at local level? (As per HM)
If yes, specify?

Is MCS operating as a useful mechanism for gender

sensitivity? (As per HM)

Yes
No
Yes
No
Yes
No
Yes
No

Are there physical barriers for the girls to come to

the school from the residence? (As per
teachers/HM)
If yes, what are they?
5GE.3.c

1
20
1
20
4
80
1
20
4
80
2
40
3
60
Samudaya sanchalana
karyakarama &
parents meeting.
1

20

No

60

Parents negligence.

If yes, enumerate activities

Removing the Physical Barrier
Is the school located in a distance as per prescribed
norm? (As per HM)

80

Yes

If no, Reasons

5GE.3.b

Youth programmes.

Yes

100

No

Yes

20

No

80

Uneven terrain.

School infrastructure, Health & Sanitation (Observation)

Is there separate toilet facility for girls?

If yes, are their number adequate?

& are they in usable condition?

& is water available in these toilets?

Is emergency medical kit available in the school?

Is there a separate rest room for girls in the school?

Yes

80

No

20

Yes

20

No

80

Yes

40

No

60

Yes

40

No

60

Yes

40

No

60

Yes

154

No

100

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6) (Continued)

5GE.4 Participation level of girls in curricular & co curricular activities, stereotyped attitude towards
girls
5GE.4.a

School & Classroom environment-Participation of girls

Is classroom seen as non-discriminatory? (Observe
displayed TLM etc)

Yes

No

100

Yes

60

No

40

Serve tea/water/snacks etc.?

Yes
No

2
3

40
60

Sweep & clean classrooms?

Yes
No

1
4

20
80

Clean toilets?

Yes
No

0
5

0
100

Yes
No

5
0

100
0

Do girls have equal opportunities to participate in

co-curricular activities?

Yes

100

No

Are girls given equal opportunities to ask/answer

questions in the classroom?

Yes

100

No

Do learners' groups comprise of both boys and

girls?

Yes

80

No

20

If yes, what is the level of participation of girls?

Active

100

Passive

What is the basis for seating arrangement in the classroom? (As

per teachers/HM)
5GE.4.b

Task assignment (As per teachers/HM/Observation)

Are girls asked
to

5GE.4.c

Welcome guests at school?

Discrimination
Do girls have equal opportunities to participate in
curricular activities?

6. Inclusive Education with special reference to CWSN

6IE.1 Number in the school (As per school records)
6IE.1

How many CWSN are enrolled in the school?

TOTAL

%
63

155

6IE.2 Presence of CWSN on the day of visit (As per attendance & Head count)
6IE.2
How many CWSN were present on the day of visit?
6IE.3 Attendance of CWSN (As per teachers/attendance register)

48

Very regular (>75%)

6IE.3

What is the status of attendance of

CWSN during the last one month?

13

100

Regular (60-75%)

Irregular (<60%)

6IE.4 Type of disability (As per observation/teachers/parents)

Type of disability
Degree of disability -No. of CWSN

No. of

Boys
5

MD

Minor

Moderate

Severe

13

6IE.4

Minor

15

Moderate

5
0
0
0
0
10
2
7
1
3
1
0
2
3
0
1
2
7
3
2
2
0
0
0

12

MR

Severe

LD

Minor
Moderate
Severe

PH

Minor
Moderate
Severe

Speech problem

Minor
Moderate
Severe

Hearing problem

Minor
Moderate
Severe

Eye problem

Minor
Moderate
Severe

CP

Minor
Moderate

0
0
0
5
17
2
2
0
5
0
2
5
8
5
5
0
0

156

Severe

0
41

Total

Girls

MD

Minor
Moderate
Severe

MR

Minor
Moderate
Severe

LD

Minor
Moderate
Severe

PH

Minor
Moderate
Severe

Speech problem

Minor
Moderate
Severe

Hearing problem

Minor
Moderate
Severe

Eye problem

Minor
Moderate
Severe

CP

Minor
Moderate
Severe

3
0
0
3
6
0
2
4
0
0
0
0
6
1
3
2
2
0
0
2
2
0
2
0
3
0
1
2
0
0
0
0
22
63

Total
BOYS+GRILS

TOTAL

0
0
14
0
9
18
0
0
0
5
14
9
0
0
9
0
9
0
0
5
9
0
0
0

6IE.5 Seating arrangement (As per observation)

6IE>5

What type of seating arrangement is there for

CWSN in the classroom?

Inclusive
Segregated

13
0

100
0

13

100

13

100

6IE.6 Participation level of CWSN in classroom (As per observation/teacher)

6IE.6

What is the level of participation of CWSN

in classroom processes?

Active Participation
passive

6IE.7 Encouragement of CWSN by the teacher (As per observation/teacher)

6IE.7

Does the teacher encourage CWSN to

Yes

157

participate in classroom processes?

No

6IE.8 Availability of CWSN friendly TLM (As per observation/Teacher/CWSN)

Yes
Is there CWSN friendly TLM?
No
6IE.8

If Yes, specify

1
8
12
92
Abacap, Su model,
Gilaki

6IE.9 Peer interaction with CWSN (As per observation & teacher)

6IE.9

What type of interaction do peers have with

CWSN?

Friendly
Neutral
taunting
teasing
bullying

13
0
0
0
0

100
0
0
0
0

6IE.10 Type of peer support to CWSN (As per observation/CWSN/Teacher)

Teaching-learning
co-curricular
activities

6IE.10

What type of support is

provided by peers to CWSN
during

show in writing
Group activity, dance.

recess
travel to & fro the
school

live in all of them

Go & come with them.

6IE.11 Teacher behaviour towards CWSN (as per observation & CWSN)

6IE.11

What type of behaviour do the teachers

have towards CWSN?

Same as toward others

54

Pays special attention

46

Ignores or indifferent

7
6

54
46

Adequate

67

Inadequate

33

6IE.12 Teacher training (As per teacher)

Has the teacher received any training on teaching
6IE.12
CWSN?

Yes
No

6. Inclusive Education with special reference to CWSN (Continued)

6IE.13 Adequacy of teacher training (As per teacher)
Was the training adequate to handle CWSN?

6IE.13

If inadequate, suggestions for improvement

NA

6IE.14 Preparation of IEP by the school for CWSN (As per teacher//verification)
6IE.14

Has the school prepared any Individualised

Educational Plan (IEP) for CWSN?

Yes
No

0
13

0
100

Yes
No

12
1

92
8

6IE.15 Availability of Resource Teacher (As per Teachers)

6IE.15

Is there a Resource Teacher for CWSN?

158

6IE.16 Frequency of visits of Resource Teacher to School (As per Teachers)

Every Day

NA

/-------days a week

6IE.16

How frequently the Resource

Teacher visits the school>

/---1---days
month

Twice a week in one school.

Once a week in two schools,
Yearly once in 2 schools, (at 2
schools not visit 2 years).

6IE.17 Awareness of Parents about availability of Resource Teacher (As per parents of CWSN)

6IE.17

Yes

31

No
Yes
No

9
3
10

69
23
77

Yes

12

92

No

Did the child attend any medical camp?

Yes
No

12
1

92
8

If yes, was any disability certificate issued to the

child

Yes
No

8
4

67
33

If yes, was he/she diagnosed to be in need of some

assistive device?

Yes
No

5
2

71
29

If yes, has it been supplied

Yes
No

2
5

29
71

Working

100

Needs repairs

Yes

50

No

50

Yes

100

No

Every Day

/----2---days a week

100

If yes, what is the frequency of the visit

/------days a month

& what is the duration of each visit?

< 1Hour/

97

Do parents know who is Resource Teacher?

Do
parents
know
who
is
The
Giver/Volunteer?

Care

6IE.18 The status of parent counselling (As per parents of CWSN)

6IE.18

Have parents received any counselling regarding

their CWSN?

6IE.19 Status of Medical Assessment of CWSN (As per parents of CWSN)

6IE.19

6IE.20 Condition & functionality of assistive device (As per parents of CWSN)

6IE.20

Is the assistive device provided to CWSN in

working condition or needs repairs?

6IE.21 CWSN-Home Based Education (As per parents)

Is there any CWSN who needs HBE support?

If yes, does a Resource Teacher/Volunteer/Care
Giver visit the home of CWSN who needs HBE
support?

6IE.21

159

1-2 Hours/
. 2 Hours

1
0

Specify the kind of support given

3
0

NA

7. Civil Works
7CW.1 Type, Agency, MOU, Status of work (As per records, SMC or
SDMC & observation)

HM'S Room
School Building
Toilet
Kitchen
Boundary wall
Type of approved
work

7CW.1.1

Status of work

Additional Classrooms
Not yet started

15

No

11

85

Yes

No

13

100

Yes

No

13

100

Yes

23

No

10

77

Yes

No

13

100

Yes

62

No

5
0

38
0

1
7
5

8
54
38

Temporarily abandoned
Ongoing
Completed

SDMC/HM

If no agency has yet been assigned, reason

Has any MOU between SSA & SMC/SDMC
been signed?

7CW.1.3

Yes

Which agency has been assigned the construction work?

7CW.1.2

TOTAL

If No, reason

NA
Yes

12

92

No

8
NA

7CW.2 Availability of community manual etc. (As per records, SMC or SDMC & observation)
Are the copies of
Yes
4
the following
Community manual
No
9
available with the
Yes
10
chairman of SMC or
School
Design drawings or Plan No
3
7CW.2.1

If NO, reasons

31
69
77
23

No reason

160

7CW.3 Training of SMC (As per school/SMC)

Has the SMC been adequately trained?

7CW.3.2

Yes

10

77

No

23

BRC

CRP

12

92

If yes, by whom?

DYPC

Is any training module available with

school/SMC

Yes

62

No

38

Yes

12

92

No

Yes

11

85

No

15

Yes

11

85

No

15

HM

12

92

SMC

Any other
person

Yes

13

100

By Draft

Chaque

31

e-transfer

69

If NO. reason

7CW.4 Accounting, Transparency, fund flow (As per school/SMC)

Maintained?
Updated?
7CW.4.1

7CW.4.2

7CW.4.3

Whether the separate

accounts are being

Balance Tallied?

Who is Maintaining Accounts?

Whether the details are shown on a board in

the school campus?

7CW.4.4

How are the funds received by SMC?

7CW.4.5

Time taken to transfer the funds in SMC accounts

No
Not
aware

1 to 10 days

7CW.5 Visits by Technical Person (As per school/SMC)

Whether the block Engineer visits the site &
imparts technical instructions?
7CW.5.1

Yes

13

100

No

If yes, what is the frequency of visits

1 to 10 times

7. Civil Works (Continued)

7CW.6 Quality of material (Panchayat/SMC/Observation/School records)
7CW.6.1

Whether daily account of cement is maintained

Yes

11

85

161

& authenticated?

If Yes, Who maintains it?

7CW.6.2

7.CW.6.3
7CW.6.4

No
HM
SMC
Any other
person

15
91
0

Whether the items like steel, pipes, fittings etc.

are BIS/ISO marked?

Yes
No

13
0

100
0

Whether the branded quality of Paint of

reputed companies (i.e. Asian Paints, Dulux,
Berger etc) are used

Yes

13

100

No

If No, why?
Whether approved drawings are being
followed at the site?
Whether any third party evaluation agency has
visited the site?

7CW.6.5

2
10
0

NA
Yes

11

85

No

15

Yes

54

No

46

If Yes, how many times?

2 to 3 times.

7CW.7 Perception of the community ( As per community members)

7CW.7.1

What is the perception of the community about

the quality of material used and work?

Good

69

Fair

31

Poor

Good

10

77

Fair

23

Poor

7CW.8 MI's impression of quality (As per MI representative)

7CW.8.1

What is the impression of MI about quality of

work/school infrastructure?

7CW.9 Good Practices

7.CW.9.1

Any good practices? (Give Details)

NO

8. Community Awareness (To be assessed through interaction with community

members at school level)
8CA.1 Constitution of SMC (As per records)
Has SMC been constituted (As per RTE Act)?
If No, reasons
8CA.1.a
8CA.1.b

If Yes, has it been constituted as per guidelines?

Total No. of members
Ex officio

Yes
No
Yes
No

TOTAL
39
0
0
39
0
106

%
100
0
0
100
0
1 each

162

Elected from Parents' council

351 9 each
Elected from Students' council
54 2 to 3 each
Nominated members (if any)
121 2 to 3 each
HM, Health department worker &
Designations of Ex officio members
Anganvadi worker.
Why were the nominated members (if any)
Donators, Education liker & retired
nominated
teachers.
Are the President & Vice Presidents posts held
by parents?

Yes
No

39
0

Women

147

SC
ST

111
67

100
0

8CA.1.c
Total No. of members in the following categories Minorities
38
8CA.2 Awareness of SMC members about their roles & responsibilities as notified by the Govt.
8CA.2.a

Are the members aware of their roles &

responsibilities?

8CA.2.b

Have the members been provided with a copy of

the guidelines?

8CA.2.c

Have the members been oriented on their roles &

responsibilities?

Yes

28

72

No

11

28

Yes

17

44

No

22

56

Yes

25

64

No

14

36

Yes
18
46
Has the guidelines been prepared in the simple
8CA.2.d
local language of the community?
No
21
54
As & when needed
0
0
Monthly
38
97
8CA.3
What is the frequency of SMC meetings?
Quarterly
1
3
8. Community Awareness (To be assessed through interaction with community members at school level)
(Continued)
8CA.4 Awareness level of SMC members about specifics

Details about SSA

Details about MDM

8.CA.4.a

Funds (Civil works, School Grants, TLM grants

etc.)

Excellent

Very Good

Good

20

51

Fair

15

38

Poor

Excellent

Very Good

Good

22

56

Fair

13

33

Poor

Excellent

Very Good

22

56

Good

163

Their roles & responsibilities

School development plan

Student enrolment & attendance

Right to Education Act

School facilities (No. of rooms, toilets, drinking

water etc.)

DISE capture format

School report card

VER/WER

Fair

14

36

Poor

Excellent

Very Good

Good

22

56

Fair

13

33

Poor

Excellent

Very Good

Good

22

56

Fair

14

36

Poor

Excellent

Very Good

Good

22

56

Fair

14

36

Poor

Excellent

Very Good

Good

19

49

Fair

15

38

Poor

10

Excellent

Very Good

Good

18

46

Fair

16

41

Poor

10

Excellent

Very Good

Good

13

Fair

15

Poor

28

72

Excellent

Very Good

Good

Fair

Poor

39

100

Excellent

Very Good

Good

164

Fair

Poor

39

100

8CA.5 Source of awareness of SMC members regarding school activities

From which sources do the SMC members come to know of school activities?
News Paper
Radio/TV
Teachers
Students
Other SMC members

8CA.5

Panchayat members/Mothers/Community
members/PTA members
Any Other

Yes

No

39

100

Yes

No

39

100

Yes

39

100

No

Yes

No

39

100

Yes

No

39

100

Yes

39

100

Yes

23

59

No

16

41

Yes
No

27
12

69
31

1day

22

2days

30

12
1

44
4

No
Specify

NA

8CA.6 Knowledge of Guidelines

8CA.6

Do SMC members know the guidelines

regarding school development plan

8CA.7 Training
8CA.7.i

Have SMC members received any training?

8CA.7.ii

If yes, what was the duration of the training? (in

days)

8CA.7.iii

What was the content of the training?

8CA.7.iv

Was the training useful?

3days
3days above

Very
Somewhat
Not

SDMC, School
development & MDM.
18
67
8
30
1
4

8. Community Awareness (To be assessed through interaction with community members at school level)
(Continued)
.8,9 School Visits

8CA.8

How frequently the SMC members visit the

school?

Daily once
Weekly once
Monthly once
Occasionally

5
26
8
0

13
67
21
0

165

8CA.9

Attendance, teaching,
Mid Day meal &
cleanliness.

During a visit, what is being observed by a SMC member?

8CA.10 Role of SMC members in monitoring

Student attendance

13

34

87

No observe

13

33

85

No observe

15

Maintaining

34

87

13

34

87

13

34

87

13

34

87

13

34

87

13

34

87

13

No observe
Cleanliness in the
campus.
No observe
Teacher absenteeism
No observe
School Infrastructure
No observe
School processes
No observe
What role do the SMC members play in
monitoring
8CA.11 Community contribution

87

No observe
Text book
distribution

Proper use of toilet

8CA.10

34

Mid Day Meal

No observe

Land donator, Plates, Fans,

glasses, Computer &
Almera.(16schools)
Computer1

What is the contribution made by the community for the

8CA.11
uplifting the school?
8CA.12 Meeting Minutes

NA

166

8CA.12

Are the minutes of the SMC meetings

available in the school?
If No, reasons

Yes
No

37
2
NA

95
5

9. EMIS (Data to be collected from HM, records & observation)

Did the school supply data under
DISE for the current year?

9MIS.1

If yes, does the school have a copy

of the filled-in Data Capture Forma
(DCF)t?

9MIS.2

Was any training on filling up of

DCF provided to the teacher /HM?
Did the CRC coordinator or HN
conduct the Jan-Vaachan (reading
the data to the community as a
measure of social audit) of DISE
data reported in DCF?

Yes

39

100

No

Yes

31

79

No

21

Yes

38

97

No

Yes

18

46

No

21

54

6/8/12 to 30/9/12
9MIS.3

If yes, what was the exact date of Jan Vaachan?

Did the school receive the printed
copy of the School Report Cards?

9MIS.4

If yes, is it being displayed on the

Notice Board or kept in the File?
Does the information in
DCF/School report card match
with the actual position in the
school?

Yes

No

39

100

Displayed on the
NB
Kept in file
Yes

NA

No
Fully

9MIS.5

If yes. To what extent?

9MIS.6

Are the school records being

maintained & updated regularly?

Partially
Yes

38

97

No

167

10. Financial Management (As per HM/Teachers/SMC members as the case may be,
to be verified by seeing the relevant records)
10FM.1 Maintenance of financial records & registers (Physical verification to be done)
Available at school
37
10FM.1.a Cash Book
Not available
2
Available at school
37
10FM.1.b Pass Book
Not available
2
Available at school
37
10FM.1.c Stock Register
Not available
2

95
5
95
5
95
5

Dont know how to entry the stock

register & stock register at HM
home. (Visiting time HM in
leave).Retired teachers are taken.

10FM.1.d

If any of the above are not available, specify reasons

Yes
30
77
Whether they have been updated?
No
9
23
SDMC not co-operate, There is no stock
10FM.1.e If No, reasons
book & HM negligence.
10FM.2 Mode of transfer of funds from State/District levels to SMC (As per HM/SMC)
Cheque
0
0
Demand
Draft
0
0
How do the funds reach SMC from
10FM.2
State/District level?
e-Transfer
39
100
10FM.3 Type of funds/grants received during the current year (As per HM/SMC, to be verified from
Pass book & Cash book))
Type of Fund/Grant
Teacher Grant
28/6/2012
School Grant
Maintenance Grant
Civil work Grant
School Uniform Grant

28/6/2012
28/6/2012 to 23/7/2012.
3/1/11 to 17/2/2012.
NA

NPEGEL Grant
23/3/2011 to 21/9/2011(9schools)
Library
NA
10FM.3
Special Training Grant
NA
10FM.4 Auditing the accounts (As per HM/SMC, To be verified by seeing the relevant documents)
Yes
13
33
10FM.4.a
Is the SMC accounts audited?
No
26
67
Yes
11
28
If yes, has the audit observations been
10FM.4.b
shared with the community?
No
28
72
10FM.5 Sharing Finance related information with the community (As per HM/SMC)
Has the SMC shared the
Yes
27
69
proposals for expenditure and
expenditure statements with the
10FM.5
community?
No
12
31

168

Annexure
Madhugiri District Sampled Schools
SL no
1
2
3
4
5
6
7
8
9
SL no
10
11
12
13
14
15
16
17
18
SL no
19
20
21
22
23

Madhugiri Block
Urban
Civil
CWSN
SC
ST
CAL

Urban
Civil
CAL
CWSN
SC
ST
Urban
Civil
CWSN
ST

GHPS. Kote
GLPS. Linganahalli
GHPS. Banagarahalli
GLPS. Virapura
GLPS. MulabagiluPalya
GLPS. Mundaragudde
GHPS. Basavanahalli
GHPS. Hosakere
GHPS. Kodalapura
Koratagere Block
GHPS. Fort
GLPS. Girinagara
GLPS. Kamarajanahalli
GUPS. Boys Koratagere
GLPS. Jonigarahalli
GHPS. Girls Koratagere
GHPS. Venkatapura
GLPS. Srinivasapura
GLPS. Dhinyapalya
Pavagada Block
GLPS. Kodamadalachilume
GHPS. Bhavajacolony
GHPS. Hosahalli
GLPS. Balasamudhra
GHPS. Thippaganahalli

DISE code
29310428304
29310428307
29310416701
29310411103
29310421603
29310428101
29310408201
29310408101
29240419104
DISE code
29310320603
29310321001
29310302501
29310320601
29310314001
29310320605
29310302901
29310309102
29310305302
DISE code
29310500207
29310514801
29310506701
29310511901
29310503401

Total strength

Boys

Girls

212
30
17
37
20
33
82
263
271

107
11
9
15
10
15
46
135
145

105
19
8
17
10
18
36
128
126

147
62
41
110
43
108
79
26
18

78
33
24
58
17
50
40
14
11

69
29
17
52
26
58
39
12
7

48
148
17
50
102

26
70
8
25
51

22
78
9
25
51

169

24
25
26
27
28
SL no
29
30
31
32
33
34
35
36
37
38
39
40

CAL
NPEGEL

Urban
Civil
CWSN
SC
ST

KGBV

GHPS. Thirimani
GHPS. Arsikere
GHPS. PonnaSamudhra
GHPS. Pavagada
GHPS.Beldhanuru

29310511501
29310507201
29310504701
29180513506
29310501201

180
235
287
226
153

98
124
158
71

82
111
129
226
82

DISE code
29310620201
29310621902
29310619401
29310605502
29310601708
29310607703
29310621701
29310618802
29310615606
29310606080
29310601701
29310513507

119
389
98
14
49
9
56
15
18
28
171
145

59
226
45
7
19
5
26
7
13
13
82
-

60
163
53
7
30
4
30
8
5
15
89
145

Madhugiri Block:

960

493

467

Koratagere Block:

634

325

309

1446

631

815

966

502

464

4006

1951

2055

Sira Block
GHPS. Jyothinagara
GHPS. Girls, sira
GHPS. Gowdagere
GLPS. Maruthinagara
GLPS. Hosabadavane Baraguru
GLPS. Aregunteshvaranagara
GLPS. Mallikapuram
GLPS. Gandhinagara
GHPS. Thittigalahalli
GLPS. Dhandikere
GHPS. Baraguru
Pavagada

Pavagada Block:
Sira Block:
Madhugiri District: 39 schools

TOTAL

170

SSA Monitoring Report- Chikkodi District

The report is based on the field investigations of selected 40 schools of
chikkodi district. Chikkodi, Athani, Gokak, Hukkeri and Raybagh were the five
blocks. Of these, LPS (1-5)-14, HPS(1-7)-18; HPS(1-8)-6 and KGBV-2 schools. The
district-in- charge monitoring officer has also visited 15 schools; some of them are not
part of the selected sample study.
Category of school
HPS (1-8)
16%

HPS (1-7)
47%

LPS (1-5)
37%

1 Physical Access
With regard to habitations served by the schools, it is observed that, the
habitats served by the school ranges from 50 mts to 5 kms. The 74% of students come
to school within 1km of their habitats. While 3% of the students come to school as far
as 5 kms,
District says: Our District is having 1075 Habitation, 631 villages and 1860 Govt
Primary Schools. We covered all Habitations within the radious of 1 KM due to pupil
strength below 5/10. We have closed 34 schools.

171

Habitation served by the school

1-3 KM
2%

1-4 KM
2%

4 KM
above
3%

1-2 KM
19%

0-1 KM
74%

87% of the habitats have government elementary schools and 13% of the
habitats do not have elementary schools.
District says: We have covered all the habitations as given in SSA norms, As per PAB
for the year 2010-11, 18 New Schools have been provided.
With regard to vicinity to the school, 26% of the schools have threats to safety
of the children. They are from heavy traffic and tank bunds. This issue requires some
attention of the district to address it meaningfully.
There is at least one HPS within the range of km to 14 kms and it is a major
issue in the district.
1.2 Quality of Access
The total numbers of students enrolled in 40 sampled schools are 6258, with
3217 of them are boys, & 3041 are girls. Sufficient numbers (231) of classroom are
available. While majority of the classrooms are adequate with student classroom
ratio; classroom size; & seating availability. The student classroom ratio is good and
overall PTR in the district is 1:28 but still in some cases lack of availability of teachers is
noticed in HPS, district needs to review this situation.

172

Out of 38 schools, 97% of the schools have adequate furniture. The quality of
furniture is good (100%) in all the school.

Majority of the schools (97%) have proper lighting and ventilation facilities/
arrangements in the classrooms.

With regard to building design the half of the school possessed child friendly
building structures. Only 50% of schools have gates which are child friendly, while
50% of the schools do not have them. This needs attention of the district.

All schools had black board centrally located and all children of the class
benefit from the board. The entire blackboards were in average quality, placed in
centrally located position and visible to all students.

79% of the school had ramps with handrails and still 21% of schools do not
have ramps. Majority of these were not in accordance with civil work norms. Only 21%
of them were constructed in accordance with civil work norms. Only 21% of ramps were
functional and rests were not functional. This needs the immediate attention of the district
and suitable measures are to be taken up.
Among 38 schools, 92% of schools have separate toilets for boys & girls, which
were adequate in numbers, having water facility, accessibility and in usable
condition. While 8% of schools does not have separate toilets for boys & girls in adequate
numbers, not having accessibility, 47% of them had no running water facility and in
unusable condition. None of the schools had incinerator facility in their girls toilets. Majority
of the school toilets were not CWSN friendly. This needs special attention by the district.
Observation:- The schools have toilets in the space available with running
water facility, but all the schools lack in maintenance of toilets and it needs to be

173

taken up on priority basis and cleanliness needs to be maintained regularly and

monitored by SDMC and HMs.
District says: 8% of GAP has been covered under TSC,Panch Soulbhaya and SDP.All
the school are having water facility, but few school are having local arrangements like Pipe
line. Under TSC for the student 71 toilets have been sanctioned.
All the school had drinking water facility, major source being- from hand
pump and tap water; used by all the students and facility is well maintained and kept
clean. The district has ensured the availability of drinking water facilities in all the
schools, which is an appreciable task.
Majority of the schools had playgrounds, which were maintained well and
used for organizing out door activities with adequate sports and games materials.
Still there are some schools (26%) without playground and 21% of schools with
inadequate sports & games materials. As an alternative they are using nearby temple
fields, dairy fields, and private places.
Observation:- Physical education needs attention , students must be allowed
to use sports & games materials on regular basis. Also encourage the group game
activities to large extent.
1.3 Social Access
Majority of schools (95%) have children coming from different religions,
different caste, gender (89%) & economic background. 61% of schools have CWSN.
All the schools are catering to all sections of the society and there is no disparity in
providing access to the school. The district has separate schools for boys and girls; for
Muslims community separate Urdu medium schools are run; also for Marathi
speaking community Marathi medium schools are run.
The children belonging to SC and group II A do not attend the school
regularly the reason being they are working as labourers, poverty conditions.

174

There are no social, cultural, or linguistic barriers for accessing the school
facilities in the district.
The school attendance register and MDM reflect the same attendance pattern
of children in those schools where such situation exists.
1.4 Additional items in the context of RTE
In all the schools, teachers communicate equally well with students of
different- social groups; economic groups; castes; religion; gender; CWSN and
Habitations and vice-versa.
The seating arrangement in the schools is intermixing of children of all
categories.
97% schools did not had school mapping with them.
Observation:- The concept of school mapping is not clear to many HMs,
hence in training program one session may be dedicated for this topic and teachers
be made aware of school mapping and developing their own school maps.
District says; School mapping in school have been prepared at the time of samudaya
datta shale and shalegagi Navu Nivu Programmes. At the same time Shweta Patra has been
announced.

2 Special training centre( Out of school children)

For the year 2012-13 the district has following OOSC programs.
12 months RST centres in 4 Blocks at present 19 centres are functioning.
SBT centers at Hukkeri & Nippani Block.
3 months Chinnara Angala in 11 centers 5 in Chikkodi & 6 in Raibagh.
Proposed to open tent schools.

175

3 Quality Issues
3.1 Enabling conditions
There are 116 male and 108 female teachers in the sampled schools. The ratio
of male and female teacher is almost 1:07:1
Pupil teacher ratio as per school records is 1:28. That is for every 28 pupils 1
teacher is available. This ratio varies from school to school, the minimum being 23:1
and maximum being 40:1. There are 15 vacancies existing in the schools. Majority of
the schools have teacher for each class and 61% of the schools do not have science,
mathematics and 47% of the schools do not have language teachers.
There are no untrained teachers in the schools.
District says; Science teacher can teach both science and maths as per the Government
norms.seperate science and Lannguage teacher will be appointed only in HPS having srength
100 and above.
All the teachers (224) have attended in-service training and opined that the
training received by them were useful and helped in the transaction of subject in better ways.
The awareness about RTE among the teachers through department of
education was 100%.
Enabling conditions ( Text books, TLM)
All the schools had received text books within a month of reopening and all
the students had all subjects text books with them.
The TLMs used in the schools are- Charts, maps, models, flashcards, globe,
and easily available local materials. 60% schools have received TLM grants and
school grants within the 2 months of the reopening of school, & 40% of the school
did not receive these grants within the 2 months of reopening of the school, during
the current academic year.
176

Observation:- Only routine kind of TLM are widely used. No improvised TLM are
seen in the schools. The training program can focus on this area and can keep a day
for preparation and usage of TLM in the training itself.
3.2 Teaching-Learning Process (TLP)
Teachers understanding of constructivist approach to teaching
Majority of the teachers (82%) believe that both teachers & students are
important in teaching-learning environment; their classroom transaction is dominant
by teacher-talk time; all the teachers provide adequate concrete experiences in the
classroom.

All the teachers consider that the learner is important in TLP. The teachers
adopt different methodologies and strategies like- group activity; organizing quiz
and debate competitions, to make learner more prominent in TLP. All teachers
dictate notes

Observation:- The majority of

teachers understanding of constructivist

approach to teaching is not clear. Teachers need awareness program on this issue and
also hands- on experience need to be provided to understand the essence of
constructivist approach to TLP.

Teacher understanding of NCF 2005

The learner centeredness, learner autonomy, learner active participation,
divergent discussion, use of language ability, non-insistence of rote memory and
scope of thinking provided was average (100%), in all the schools.

177

District says: As per SSA norms 20 days training has given to all teachers regarding
responsibilities of teachers RTE act NCF and school Development Plan and also to increase
their language teaching skills.
Approach to teaching English
While teaching English, the emphasis in development of listening ability,
reading ability, writing ability and speaking ability was 100%. All the teachers use
translation method while teaching English.

Observation:- Though the basic skills of learning language is emphasized, the

development of speaking ability needs to become the top priority. Hence variety of
conversational situation may be created or explored to develop this ability among
learners. The district can address this issue with suitable academic inputs

Approach to teaching Mathematics

While teaching mathematics, all the teachers emphasize the development of
logical thinking; to formulate and handle abstractions and getting quality
mathematics as every childs right is 100%.
Observation:- Though teachers emphasize

logical thinking

and reasoning;

formulating and handling abstractions, more emphasis must be focused on the

thinking & reasoning aspect of mathematics and bring in variety of daily life
situations where these activities get more prominence.
Community resources
All the teachers know how to use community resources. All the children
happily participate in TLP. In all the schools, CCE, Grading & Marking is being
followed. All the teachers get on-site academic support

178

The changes noticed by parent and community in TLP are with regard to
enhanced teaching competency, and adopting activity based teaching practices. With
regard to learning all the parents has noticed the change. The noticeable change
observed is children are better in reading and writing performance. With regard to
evaluation, all the parents have noticed the change. The noticed change is using
grading system and observing their wards progress in various test.
Observation:- More emphasis should be given to CCE and setting criterion reference
testing and using those to grade students performances.
In all parent-Teachers meeting, SDMC meeting the changes brought in
evaluation procedures needs to be discussed and highlighted so that they communicate the
intended results.
Classroom management
All the students sit in small groups with flexible seating arrangement. All the
schools have multi-grade. In all the schools there is inclusive seating arrangement
for disabled and disadvantaged students. All the students are treated as equal in the
class.
In all the schools students are free to express their opinions and free to ask
questions. Also all the teachers encourage students to express their opinion and to
ask questions in the classroom. In deciding the classroom ethos, all the teachers
consider they are important.
Observation:-

The home assignment given to the students must enhance their

thinking ability and also stimulate their learning ability. Teachers need to adopt
democratic practices in the classrooms and consider students views and ensuring
consensus in evolving the classroom ethos.

179

3.3 Equity in quality issues

In all the schools, the record does not show any noticeable gaps in learning
achievement level of SC, ST, Minority and Girls. There is no noticeable
discrimination of SC, ST, Minority and Girls either by friends or by the teachers in all
the schools. All the HMs and teachers believe that co-curricular activities are used to
boost morale and self-esteem of the children from weaker section. The activities
adopted are- Drama; street play; sports & games; group songs. All the teachers have
good understanding of challenges and disadvantages of diversity in classroom. All
the teachers put efforts to connect textbook lessons to the knowledge and experience
of the children from socially disadvantaged groups. All the teachers make efforts to
highlight the contributions of different socio-cultural groups to the society.
Observation:- There is no discrimination of students based on religion, caste
and gender. The equity among all the sections of the society is maintained in the
schools.

4 CAL
4.1 Maintenance of hardware provided under CAL
Only 8 schools were considered under this category. All the schools have kept
computer & accessories in separate rooms physically available with safe doors;
windows; and satisfactory electrification with good earthing. While 76% of schools
have separate room and in remaining 24% of the schools, the computers &
accessories are kept in classroom.
50% of schools had all computers functioning while 25% of school did not have
computer in working condition. Schools HMs has registered complaint with concerned
authorities to functionalize the non-functioning equipment. The average time gap for
getting them functional varies is up to 2 months

180

Computer & Accessori are

functioning
None
25%

All
50%

Some (-out of-.)

25%

District says: Non-availablity of technical person in rural area. Necessary action has
been taken from this office,necessary to repair such computers
4.2 Usage of activity based digital content TLM
All the schools have subject and topic wise list of digital/multi media
materials available. Only 38% of teachers had some knowledge about its availability;
and can use digital materials as part of classroom teaching
District says: Already subject wise CD's have been furnished to CALC schools & has
been informed to HM's and teachers to teach contents through media and each teacher should
involve in this programmes
4.3 Teacher training and their comfort level.
Only 88% of teachers have received training in CAL; possess basic operating
knowledge of computers; and can apply their knowledge & skill in developing their
own TLM.

181

Observation:- In training program, imparting of computer skill needs to be focused.

Organize the training programs and provide more of hands-on experience to teachers
and encourage teachers to develop TLM based on their subject requirements.

5 Girls education
5.1 NPEGEL
Chikkodi district has separate program for girls education. NPEGEL and
KGBV are functional in the district. Only two NPEGEL center was monitored. On the
day of visit, 190 girl students were present against the enrollment of 231 students.
The prolonged absentees were 4. The main reason for absence is ill health; house hold
responsibility; socio-cultural custom; sibling care and earning for livelihood. The
percentage of result in final exam reported was in grades and it varied from A+ to C+
[ 90% to 100%]. All the teachers; some parents and community members have
received training in gender sensitization. All of them have taken some special
initiatives like- door to door canvassing; literacy awareness programs; street plays
and creating awareness among parents for girls education. The school has separate
toilet facility for girls in adequate number and in usable condition. Separate rest
room for girls. Girls are not discriminated in any of the school activities.

5.2 KGBV
2 KGBV schools were monitored in Raybagh & Mudalgi blocks of the district.
All these are run by state government, in their own buildings and it belongs to
General category.
The enrolment for 6th standard was 84; for 7th standard was 97; and for 8th
standard were 82. The SDMC are functioning effectively and have regular meetings
.The agenda item of meeting being childrens attendance, health check ups of
students, reconstituting SDMC, school development plans, reviewing of annual
academic plan of the school.
182

The government has provided 5 sanctioned teachers and 2 teachers were

deployed.

The two teachers have received training in gender sensitization;

administration issues & other in-service training. The teachers have received
academic support provided by BRC and Gender coordinator for 3 days. Regular
review/monitoring meeting are held and agenda items of meeting were enhancing
childrens learning abilities, cleanliness, health care, water facilities etc. as regards to
infrastructure facility was good in one of the KGBV with good drinking water;
average toilets; good classrooms; play ground and bedding while it is poor in other
center(Byakud),. As regards to funds related issues, they are received in time from
the state and records are updated correctly.
District says: New SDMC have been formed.Instructed to HM's and SDMC to provide all
facilities as per SSA norms.

6 Inclusive Education with special reference to CWSN

In this category 19 schools are included. With regards to Number in school,
there are 77 CWSN enrolled in the school, and on the day of visit the number of
CWSN present in the schools is 60 (78%). 73% of CWSN attends the school very
regularly; 22% of CWSN attends regularly and there is 5% students irregularity.
The status of attendance of CWSN
Regular
(60-75%)
22%

Irregular
(<60%)
5%

Very
regular
(>75%)
73%

183

The types of disabilities noticed in the schools are- 18% of them were mental
retard ness (MR); 49% of them are physically handicapped; 16% of them have speech
impairment; 14% of them have visual impairment; and 3% of them have hearing
impairment. Among 77 CWSN, 40 were boys while 37 were girls. The degree of
disability noticed among them varied from minor to moderate range. The medical
certificate indicating the disability of the children were not available in any of the
schools. The district should look into the issue very seriously.
District says: All CWSN Children are having medical certificate issued from medical
board.For safety purpose these certificate are kept in block office.

Observation:- The categorization of CWSN in the schools are done by IRT and by
teachers observation. MR and MD cases require through clinical assessment, unless
the concerned authorities issue certificate to that effect, such children should not be
categorized.
With regard to seating arrangement in all the schools inclusive type of seating
arrangement is there for CWSN in the classroom. In all schools CWSN actively
participates and teachers encourages them in all classroom processes. Also peers
interaction is friendly and provide support in teaching-learning; co-curricular
activities; during recess and during travel to & fro to school. 11% of schools have
CWSN friendly TLM and remaining 89% of schools do not have them. All the
teachers show same behaviour to CWSN as they show towards other children in the
classroom, and pays special attention towards CWSN. 42% teachers have received
training on teaching CWSN, while 58% teachers are yet to receive training and
opined that training was adequate. All schools did not have IEP. In all the sampled
schools, resource teachers were available
District says: Instruction are given to school HM's having CWSN children to make available
the friendly TLM out of the teacher grant relesed in the month of May. IERT's are instructed
to supervise in this regard and ensure all CWSN children should have friendly TLM.
184

There are resource teachers (IRT) available in each school/ Cluster.

The frequency of IRT visits to schools is once in a month.
42% CWSN parents are aware of availability of resource teachers and care
giver. 32% of the parents received counseling. While 58% of parents are not aware of
resource teacher and care giver; and have not received any counseling. All the
parents where their ward requires Home based education they know who is the care
giver or volunteer who visits their home regularly at least twice in a week.
All the parents have received counseling.
With regard to Status of Medical assessment of CWSN, 89% CWSN have
attended the medical camp. Among them 16% of them have obtained medical
certificates and While 84% are yet to receive the medical certificate. The diagnosed
children have not been provided with assistive devices
With regard to Home based Education, there are 4% CWSN who requires
home-based education support. They receive HBE support through IRT or volunteer.
The frequency of visits by IRT of volunteer is 100% of them are weekly once. The
duration of each visit ranges from 1-2 hours.
Observation:- The visit of IRT or volunteers to HBE support required CWSN
will be known to concerned schools only when they visit school otherwise it goes
unnoticed. IRT or volunteer should prepare IEP of such children and have discussion
with all concerned and keep regular track of it. The IEP must be made available in
the schools.
District says: All CWSN Children are having medical certificate.Action to supply
Aids and devices to CWSN children has been taken..

185

7 Civil works
The types of approved work are- 8% of them are construction of toilets; 8% of
them for construction of boundary wall; 54% of them for construction of additional
classrooms; and 30% of them are HM room. Of the approved works the status are as
follows:- 8% work is temporarily abandoned; in 69% of the work is in progress and
in 8% the work has been completed.15% the work is not yet started. The district
should look into the matter seriously and to take necessary measures to execute the
work.

Complete
d
8%

Status of work

Ongoing
69%

Not yet
started
15%

Temporari
ly
abandone
d
8%

In majority of the cases, the civil work has not been assigned to any agency.
The reason for not giving to agencies is, SDMC has assigned these civil works to local
building contractors. 85% has MOU signed between SSA & SDMC and in 15%
doesnt have MOU signed between SSA & SDMC.
With regard to availability of community manual, 85% the schools have copies of the
community manual and in 85% of schools building plan and training manual were available.
85% of SDMC have been adequately trained While 15% SDMC did not have any
training.

186

In 85% of the schools had separate account maintained. In 85% of schools the
accounts are updated and also the balance tallied. While in rest of schools, no
separate account was maintained. In all the schools the account is maintained by
HM. No schools have displayed the details of fund received on the notice board. In
all the schools the fund received was through e- transfer within the same day.
The block engineer visits the site and imparts technical instructions. Wherever
the technical support was obtained the frequency of visits were 6 to 8 times during
the construction of the buildings.
With regard to quality of materials used, the daily account of cement is
maintained and authenticated in all the schools and it is maintained by HM only. In
all the schools where civil work grant are allotted, all of them are using quality
materials having ISI/BSI mark. All the schools had the approved building drawing
or plan with them and in all the schools there is no third Party evaluation of building
work. The district should view this issue seriously.
The community perceives that the materials used in the building construction
were of good quality and work is also of good quality.
MIs impression of quality is, in 85% of schools the impression of MI about
the quality of work/school infrastructure was good.
Good practices
Wherever the SDMC comprises of educated members, they monitor the civil work at
all stages and also provides their support in completion of quality building on time.

8 Community awareness
In all the schools SDMC has been constituted as per RTE act guidelines. The total
number of members in different categories are- Ex officio: 66; Elected from parent
council: 324; elected from student council: 56; Nominated members: 112. The
members were nominated on various factors like- donors of school land or donating
187

funds for school development, retired teachers residing in the locality, for obtaining
suggestions and guidance; for obtaining cooperation and financial assistance. The EX
officio members designations were- Schools HM, Nurse/Assistant from primary
health center and Anganavadi volunteers.
In all the schools the president and vice-president are from the parent council.
Total number of members in various categories are as follows:- Women 123; SC 46;
ST 46; Minorities 54.

Nominat
ed
member
s (if
any), 11
2

Elected
from
Students
'
council,
56

Ex
officio
, 66

Minoritie
s, 54

Elected
from
Parents'
council,
324

SC, 46

ST, 46

Observation:- In all SDMCs representation is given to all categories as prescribed in

guidelines. Re constitute of SDMC at the earliest is necessary.
All the members know their roles and responsibilities; have copies of the
guidelines; oriented on their roles & responsibilities. Trained SDMC members feel
that guidelines copy is prepared in simple local language.

188

Observation:- The orientation to elected members of SDMC need to be provided at

school level, at present the practice is orienting them at cluster level on fixed day
hence majority of the members do not take this orientation program very seriously.
The frequency of meeting of SDMC is held once in a month in all the schools.
The awareness of SDMC members about specific details of SSA, MDM, Funds, their
roles and responsibilities, school development plan, RTE act, School facilities, DISE
capture format and VER/WER are good in 33% of schools, while it is fair in 67% of
the schools.
The sources through which SDMC members come to know of school activities
are- teachers and students; through other SDMC members; followed by other
community members while mass medias like news paper; Radio/TV and websites
becomes least.
District says: Training is given to all SDMC members regarding their responsibilities, RTE
Act, School Development Plan and aspect of schools to increase their awareness level & also to
increase their involvement in functioning of schools.

All the SDMC members know the guidelines regarding school development
plan.
All the SDMC members have received training. The duration of training was 3
days. The content of training is about the roles and responsibilities of SDMC and all
those attended training found it useful.
Majority of SDMC members visit school daily once; Whenever they visit, they
observe,- basic amenities of the school, teacher & students attendance register, MDM
activities.

189

Following are the role the SDMC members play in monitoring these
activities:Student attendance: - They ensure every student attends the school regularly, if any
long absenteeism of students they volunteer themselves to bring back the child to school by
convincing the parents and child.
Text book distribution:- They ensure that text books are available in school in
advance and they are distributed timely to every child.
Proper use of toilet:- Availability of water in the toilets and creating awareness about
usage of toilets & maintaining cleanliness.
Teachers absenteeism:- They insist every teacher to obtain necessary leave, well in
advance, if required and ensuring at least minimum number of teachers are available
for smooth functioning of school
Fundamental needs:- They discuss these issues in meeting and take necessary
measures to meet them, by using the grants available in the school or explore other
avenues for generating the funds
School process:- Very rarely they go to classroom for observation but participates in
schools cultural and other co curricular activities
Mid day meal:- They participate in serving the food, and monitors the preparation &
serving of food and also inspects the quality of food prepared.
Community contribution to school are- Donated land for school building, furniture
Glasses& plates; plastic chairs; trunks.
In majority of schools the minutes of SDMC meeting are available. While in two
school SDMC is not constituted.

The reason being the school comes under aided

category.

190

9 EMIS/DISE
All the schools have supplied data under DISE in the current year and all of
them have copies of the filled-in DCF. The training to fill up the DCF was provided to
HM/Teachers of the all the schools. The social audit of DCF was not done in any of
the schools. Only 89% of schools had printed copy of the school report & kept them
in file. The remaining 11% of schools did not have the printed copy of the school
report.
In the schools where DCF copy and printed school reports were available it
matched with the actual position in the school. In all the schools the school records
are being maintained and updated regularly.
Observation:- Though all the schools provide information in DCF, the copy of the
same needs to be maintained. The printed school report card must be sent to all the
schools in stipulated date, as decided, by the concerned authorities. The data
provided must be realistic and should match with actual position in the school.

10 Financial management
In all the schools the cash book, passbook & stock register were available. In
all the schools, the financial records and registers are being updated regularly.
All the schools (100%) receive the funds from district/ state level through etransfer.
The schools received teacher grant, school grant, maintenance grant and civil
work grant. The month of receipt varies from June 2012 to October 2012.The month
of receipt of NPEGEL grant varies from July to 2012 and that of library grant varies
from June to September 2012.
61% of SDMC accounts are audited internally and audited accounts are shared
with the community. While 39% of SDMC, accounts are not audited.

191

Grants

Date

Furniture grants

5/10/2012

Library grants

5/10/2012

SC/ST School bag grant

2/7/2012

NPEGEL grant

27/7/2012

School maintenance grant

31/7/2012

TLM grant

25/9/2012

School grant

6/6/2012

Teachers grant

31/7/2012

Observation:- Usually HM maintains the accounts, a separate register is to be

maintained with regard to civil works. It needs to be internally audited and
discussed in SDMC meeting and pass the resolution to that effect. Later it can be
subjected to scrutiny by concerned authorities.
As per HMs, 61% of the SDMC have shared the proposals for expenditure and
expenditure statements with the community. While 39% of SDMC have not shared
any information with the community.
District says: To maintain account and to verify the accounts in the schools, mobile
accountants are appointed in all the 8 Blocks in the Dist.

192

Chikkodi SSA Tables

1 Access
1A Physical Access (Data to be collected from HM/Teacher)
1A.1 Catchments Areas of schools-Habitations
Name & Address of the school
LPS (1-4)
LPS (1-5)
HPS (1-7)
HPS (1-8)
Govt.
Pvt.-Govt.Aided
Category of School
Pvt.-Unaided
Total number of schools
1A.1.1 Dates on which visited
Distance
Name of
from the
Sl. No
Habitation
school
1 0-1 KM
2 1-2 KM
3 1-3 KM
4 1-4 KM
Habitations served by
4 KM
1A.1.2
the school
5 above

0
37
47
16
95
5
0

4647
1182
147
95

74
19
2
2

187

33
5
33
0
0

87
13
100
0
0

Yes

10

26

No

28

74

5
5
0
0
0

50
50
0
0
0

Govt.
Govt Aided.Govt. Unaided

If yes, Is it-1A.1.3 Total

1A.2 Vicinity/Route to the School
Is there any feature in the vicinity or on the route to
school which poses or may pose any danger or
threat to the safety, health or hygiene of the
1A.2
children

If yes specify (For example: crossing a

river/stream, railway crossing, heavy
traffic, forest, lonely areas, Tank Bunds)
1A.3 Nearby Upper Primary school

Heavy traffic
Tank bunds
Railway crossing
Open well
Other
Name/Total
Distance

1A.3

If the school is LPS, Name of the nearest

HPS & distance from this school

%
0
14
18
6
36
2
0

Yes
No

Does the habitation where the school is located

have any other elementary school? Yes/No

TOTAL

14
14KM

Minimum

1/2KM

maximum

14KM

193

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation)
1B.1 School Classroom

1B.1.1

Total Strength of enrolment in the school

1B.1.2

classrooms in the school

(only rooms in which classes
are being conducted)

7142

Boys

3249

Girls

3893

231
Yes

33

87

No

13

35

92

Average

poor

Adequate

37

97

Good

1B.1.3

Condition of classroom

Total

Number/ Total
Adequacy

TOTAL

1B.1.4

Student Classroom Ratio

inadequate

Adequate

35

92

1B.1.5

Size of the class rooms in relation to student

strength

inadequate

Adequate

35

92

inadequate

Adequate

24

63

inadequate

14

37

Yes
No
Good
Average
Poor

23
15
23
0
0

61
39
100
0
0

Yes
No
Yes
No

37
1
37
1

97
3
97
3

Yes
No
Yes
No
Yes
No
Yes

19
19
37
1
37
1
37

50
50
97
3
97
3
97

1B.1.6

1B.1.7

Availability of sitting place per child

Teacher student ratio Keeping in view RTE *

1B.2 Furniture for the children

1B.2.i

Is the furniture for children adequate?

1B.2.ii
If yes, what is its quality?
1B.3 Light & Ventilation
Is there proper lighting arrangement in the
1B.3.1
classrooms?
Is there proper ventilation arrangement in the
1B.3.2
classrooms?
1B.4 Building Design
1B.4.i

Gates

1B.4. ii

Door latches

1B.4.iii
1B.4.iv

Are these structures

Child-friendly

Stairs
Floor/s

194

1B.4.v

Windows

1B.4.vi

Furniture

1B.4.vii

Pillars
Is there any feature in the building which is
not child-friendly?

No
Yes
No
Yes
No
Yes
No
Yes
No

1
37
1
27
11
37
1
0
38

3
97
3
71
29
97
3
0
100

Yes

37

97

NO

Yes

37

97

NO

38

100

Average

Poor

Yes

37

97

NO

37

97

Yes

30

79

NO

21

Yes

30

79

NO

21

Yes

NO

37

97

Yes

NO

Yes

35

92

1B.4.viii
If Yes, Specify
* Consult RTE norms
1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation) (Continued)
1B.5 Blackboard in the Classroom
1B.5.i

Is blackboard available in all classrooms?

1B.5.ii

Can all children of the class benefit from the

blackboard?

Good

1B.5.iii

1B.5.iv

1B.5.v
1B.6 Ramp
1B.6.1

1B.6.2

1B.6.3

What do you think of the quality of the

blackboard? (Well painted, Writing can be
seen by all etc)

Is the location of the blackboard suitable to

the classroom? (Visible to all, No glare etc)

How are the blackboards located

in the room?

Centrally located
Not centrally located

Does the school have a ramp?

Does the school have a ramp with handrails?

Is the ramp functional?

If yes, is it constructed in accordance with

1B.6.4
civil work norms?
1B.7 Toilets in the schools
1B.7.1

Are there separate toilets for girls & boys?

195

1B.7.2

1B.7.3

Is there adequate number of toilets for

students?

Are the students allowed to use toilets?

NO

Yes

32

84

NO

16

Yes

35

92

NO

Yes

19

50

NO

19

50

1B.7.4

Is running water available in toilets?

1B.7.5

If No, what alternative arrangements have been made?

1B.7.6

1B.7.7

1B.7.8

Drums, jugs & buckets.

Yes

26

68

NO

12

32

Yes

NO

38

100

Yes

NO

38

100

Yes

38

100

NO

Hand pump

11

Tap

34

89

other

Pond

River or stream

Yes

38

100

NO

Yes

38

100

NO

Yes

28

74

NO

10

26

Are the toilets maintained properly?

Are the toilets CWSN friendly?

Do the Girls' toilets have incinerator facility?

1 Access (Continued)
1B Quality of Access (Data to be collected from Teacher/Observation) (Continued)
1B.8 Drinking Water

1B.8.i

1B.8.ii
1B.8.iii

Does the drinking water facility exist?

If yes, what is the source of this water?

Do the children use this facility?

1B.8.iv
Is this facility well maintained & clean?
1B.9 Playground

1B.9.i

Does the playground exist in the school?

1B.9.ii

If No, what arrangement has been made for conducting

outdoor activities?

Near by school ground &

temple ground.

196

1B.9.iii

1B.9.iv

1B.9.v

If Yes, is it maintained properly?

Are the outdoor activities organised regularly?

Are there adequate sports & games materials?

Yes

24

86

NO

14

Yes

30

79

NO

21

Yes

30

79

NO

21

1 Access (Continued)
1C Social Access (Data to be collected from HM/Teachers)
1C.1 Pattern of Habitation's Population Pattern & Enrolment in the
school
Different castes
Different religions
Different Gender
CWSN

1C.1.1

Does the school have

children from all sections
of the society, i.e.

Different Hamlets
(if any)

TOTAL

Yes

36

95

NO

Yes

36

95

NO

Yes

34

89

NO

11

Yes

23

61

NO

15

39

Yes

35

92

NO

Different castes

NO childrens

Different religions

only Muslim

Different Gender

only girls
NO childrens

CWSN
NO childrens
Different income groups
NO childrens
1C.1.2

If No, reason

Different Hamlets (if any)

197

1.C.1.3

Which of the children belonging to above mentioned social

groups do not attend school regularly? (Mention specific
groups, i.e. specific castes, specific religion etc)

SC,IIA

1C.1.4

What is the reason for children of particular social

group/category not accessing the school or preferring any
other school?

Children's are doing

laburer work. Poverty,
economic, Condition.

1C.1.5

Please list the social, cultural or linguistic barriers that come

in the way of children coming to school or children
accessing the school facilities

1C.1.6

1C.1.7

1C.1.8

1C.1.9

Are the teachers and SMC/SDMC/VEC

members aware of such barriers?

YES

NA

NO

NA

If Yes, please specify the efforts made to overcome these

barriers at the level of teachers, peers, family and
community members
Do the school attendance Register and the
MDM register reflect the same kind of
attendance pattern of children?

NA

NA

YES
NO

If No, reasons thereof

NA

1 Access (Continued)
1D Additional Items in the context of RTE (Data to be collected from HM/Teachers)
1D.1 School as an agency of social cohesiveness
Yes

38

100

social groups?

NO

economic
groups?

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

castes?
religions?

1D.1.1

Do the teachers
communicate equally well
with students of different;

gender groups?
habitations?

198

different social
groups?
Different
economic
groups?
Different castes?
Different
religions?

1D.1.2

1D.1.3

1D.1.4

Do the children of the

following different
sections communicate
equally well with their
teachers fearlessly?

Different gender
groups?
Different
habitations?

Is the seating arrangement in the class

encourage/motivate intermingling/mixing of
children of all sections of society?
Have the school authorities conducted the
exercise of school mapping for ensuring
access of each & every child of school going
age of all categories?

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

NO

37

97

3. Quality Issues
3QI.1 Enabling Conditions

TOTAL
Total
Male

3QI.1.1
3QI.1.2
3QI.1.3

3QI.1.4

No. of teachers (as per school

records)
Female
Pupil Teacher ratio (as per school records)
Teacher's vacancies (as per school records)
Yes
each class
No
Yes
Science
No
Yes
Are the teachers
Maths
No
available for/for
Yes
teaching (As per
HM)
Languages
No
No. of untrained teachers (As per HM)

3QI.1.5

224
116
108
1:31.88
15
23
15
15
23
15
23
20
18

61
39
39
61
39
61
53
47

Nil

If there are, subjects they teach (as per HM)

199

3QI.1 Enabling Conditions (Continued)

3QI.1.6 Details of Training received during this Academic year (As per HM/Teachers)
Sl.
No.

Name of
the
teacher

Type of Training

At what level

In-service (In s)/

Induction (Id)/
60 days (60d)

In S/Id/60d

Teachers
DIET/BRC/CRC/NGO

TOTAL

INS/DIET/BRC/CRC/N
R

214

3QI.1.7 Usefulness of the training (As per Teachers)

a. Were the training programmes useful?

Yes
NO
Yes

0
0
0

0
0
0

b. Have they helped in transacting better?

NO

Yes
NO
Dept. of
Edn.
Self
Explored

38
0

100
0

38

100

Yes

38

100

NO

Yes

38

100

3. Quality Issues (Continued)

3QI.1 Enabling Conditions (Continued)
3QI.1.8 Teachers awareness of RTE Act 2009 (As per HM, Teachers)
3QI.1.8a

Are the teachers aware of RTE Act 2009

From where did the teachers come to know about RTE

3QI.1.8b
Act?
3QI.1 Enabling Conditions (Continued)
3QI.1. 9,10 Text books, TLMs (As per HM, Teachers, Students)
3QI.1.9a
3QI.1.9b

Were Text books received within 1 month of the reopening of the school in the current academic year?
Have all the children got text books of all subjects?

What are the TLMs (other than the text books) used in
3QI.1.10
the schools?
3QI.1 Enabling Conditions (Continued)

NO
0
0
Maps, Globs, Charts, flash card
models, science Kit, Maths kit.

3Q.1.11,12 Grants (As per HM/Teachers)

3QI.1.11a

Has the school received School Grants within 2

months of the reopening of the school during the
current academic year?

Yes

23

61

NO

15

39

200

3QI.1.11b

If Yes, for what purpose these grants were used?

3QI.1.12a

Has the school received TLM Grants within 2 months

of the reopening of the school during the current
academic year?

3QI.1.12b

If Yes, for what purpose these grants were used?

Yes

23

61

NO

15

39

TLM

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process
3QI.2.1 Teachers Understanding of Constructivist Approach to teaching

TOTAL

Teacher

Student

Both

38

100

Teacher talk time

38

100

Student talk time

Yes

38

100

No
Yes

0
38

0
100

No
Yes

0
38

0
100

3QI.2.1a

Who is important in teaching learning

environment? (As per discussions with
teachers)

3QI.2.1b

Teacher talk time, Student talk time - Of

these two which dominates the class room
transactions? (As per observation)

3QI.2.1c

Does teacher provide adequate concrete

experience? (As per observation)

3QI.2.1d

Does teacher relate personal life experiences to

learning? (As per observation)

3QI.2.1e

Is learner important in teaching learning? (As per

discussions with teachers)

3QI.2.1f

If yes, what is being done to make learner

important? (As per discussions with teachers)

3QI.2.1g

Do the teachers dictate 'Notes'? (As per discussions

with teachers)

No
0
0
Activity Based teaching, Asking the
questions, easy computation,
Drama, & Musics.

Yes

38

100

No

38
0

100
0

3QI.2 Teaching Learning Process (continued)

3QI.2.2 Teachers Understanding of NCF regarding teaching of language & social sciences
Good
3QI.2.2a

Learner centeredness (As per observation)

Average
Poor

3QI.2.2b

Learner autonomy (As per observation)

Good

201

Average

38

100

Poor

Good

38

100

0
0

0
0

38
0

100
0

38
0

100
0

38

100

0
38

0
100

Poor

3QI.2.3 Approach to teaching English (to be assessed by observation)

YES
Listening ability?
NO
YES
Speaking ability?
NO
YES
Reading ability?
NO
YES
Does it emphasise the
3QI.2.3a
development of
Writing ability?
NO

38
0
38
0
38
0
38
0

100
0
100
0
100
0
100
0

YES

38

100

3QI.2.2c

Active participation in learning (As per

observation)

3QI.2.2d

Divergent discussion (As per observation)

Average
Poor
Good
Average
Poor
Good

3QI.2.2e

Promotion of use of language abilities (As per

observation)

Average
Poor
Good

3QI.2.2f

Non insistence of rote memory (As per

observation)

Average
Poor
Good
Average

3QI.2.2g

Scope of thinking (As per observation)

3QI.2 Teaching Learning Process (Continued)

3QI.2.3b
Is English taught through translation method?
NO
0
3QI.2 Teaching Learning Process (Continued)
3QI.2.4 Approach to teaching Maths. (to be assessed by observation & discussion with teachers)
3QI.2.4a

Ability to think
logically?

3QI.2.4b

Ability to formulate and

handle abstraction?

3QI.2.4c

Does it emphasise the

development of

3QI.2.4d

Do the teachers think that quality mathematics is

every child's right?

Thinking and reasoning?

Yes

38

100

No

Yes

38

100

No

Yes

38

100

No

Yes

38

100

No

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process (Continued)

202

3QI.2.5 Using community resources in TLP (As per teachers)

Do teachers know how to use community resources in teaching

learning process?
3QI.2 Teaching Learning Process (Continued)

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

NO

Yes

38

100

No

3QI.2.6 Involvement of children in TLP (As per observation)

Are children happily participating in the class room learning
process?
3QI.2 Teaching Learning Process (Continued)
3QI.2.7 Evaluation of learning (As per teachers)

Continuous & comprehensive evaluation

With respect to
Evaluation
Which is being
followed in the
school?

Grading system

Marking system
Any other (Specify)

3QI.2 Teaching Learning Process (Continued)

3QI.2.8 Academic support to teachers (As per records & teachers)
Do the teachers get on-site academic support?
3QI.2 Teaching Learning Process (Continued)

3QI.2.9 Parents' & communities understanding of changes in T-L & evaluation processes (As per
discussion with parents)
Teaching?

Yes
No

38
100
0
0
Activity based
teaching.

Yes
No

38
100
0
0
Reading & writing

If, Yes, what?

Learning?
If yes, What?
Yes
Have the Parents
noticed any
changes in

Evaluation?
If yes, What?

NO

38

100

0
0
Observe the progress
card.

203

3. Quality Issues (Continued)

3QI.2 Teaching Learning Process (Continued)
3QI.2.10 Classroom management (As per discussion with HM/teachers/observation)
Yes
3QI.2.10a

Do children sit in small groups?

3QI.2.10b

Is it a single-grade class or multi-grade class?

3QI.2.10c

Are the seating arrangements permanent or

flexible?

3QI.2.10d

38

100

38

100

Permanent

38

100

Yes

NO

38

100

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

38
0
0

100
0
0

Yes

NO

38

100

Yes

NO

38

100

Yes

NO

38

100

Are the disabled & disadvantaged children

segregated & sit separately/in back benches?

free to ask questions?

encouraged to express
their opinion?

Are the children

encouraged to ask
questions?

3QI.2.10e
Who is important in deciding classroom ethos?
3QI.3 Equity in quality issues
Are there any noticeable gaps in the learning
achievement level of the SC, ST, Minority and Girls
(As per records)

3QI.3.1

3QI.3.2

100

NO
Single grade(68)
multi- grade(13)

free to express their

opinions?

3QI.2.10e

38

Flexible

Teachers
Students
Both

If Yes, reasons (As per HM & Teachers)

Are there any noticeable

discrimination, direct or
indirect, of the SC, ST,
Minority and Girls by (as
per observation)

Friends?

Teachers?

204

Are co-curricular activities used to boost morale &

self-esteem of the children from weaker sections
(As per HM/Teachers)

3QI.3.3

3QI.3.4

3QI.3.5

3QI.3.6

Yes

38

100

NO

Drama, musics, Sports,

quiz & one man show.

If yes, how? (As per HM/Teachers)

Do the teachers have a good understanding of
challenges & advantages of diversity in a
classroom? (As per HM/Teachers)
Are there efforts to connect the text book lessons to
the knowledge and experience of the children from
socially disadvantaged groups? (As per
observations of examples given by teachers in the
classroom)
Are there efforts to highlight the contributions of
different socio-cultural groups to the society? (As
per teachers & observations of teachers in
classroom)

Yes

38

100

NO

Yes

38

100

NO

Yes

38

100

NO

4. Computer Aided Learning

4CAL.1 Maintenance of hardware provided under CAL (Computers,
printers, UPS, LCD projector, Generator, trolley etc)
Separate room
Where the computers & other
4CAL.1.A
accessories are kept? (Observe)
class room
Are all the equipment received under
All are available
CAL are physically available in the
school (See records and verify by
4CAL.1.B
observing)
Some are available

4CAL.1.C

4CAL.1.D

4CAL.1.E
4CAL.1.F

4CAL.1.G
4CAL.1.G

Mention items not available

Mention the reasons given by
If only some are
HM/teachers for their nonavailable
availability
Yes
What is the
Safe doors & windows
NO
condition of the
Yes
room where
Water seepage
NO
computers & its
Yes
accessories are
Satisfactory electrification
kept? (Observe)
with good earthling
NO
All
Some (--out of-.)
How many of the computers &
accessories are functioning? (Observe)
None
If some /none are functioning what are the reasons? (As
per HM, Teachers)
Has any complaint been lodged with
concerned authorities to functionalize
Yes
the non functional equipment? (As per
HM, Teachers)
NO
What is the average time gap between
Within 15 days

TOTAL

%
4
4

50
50

88

1
13
Not working software
problem.

5 schools.
8
100
0
0
0
0
8
100
5
63
3
38
4
50
2
25
2
25
Not worked & no respose
from the department.
4

100

0
0

0
0

205

lodging of complaint & rendering of

services (As per HM, Teachers)

4CAL.2 Usage of activity based digital content TLM

Is there a subject & topic wise list of
digital/multimedia materials
4CAL.2 .I
available? (Verify)
How many teachers have full
knowledge about the topics of the
digital/multimedia materials? (Ask
4CAL.2 .J
teachers/HM)
Do the teachers use
digital/multimedia materials as a
part of classroom teaching? (Ask
4CAL.2 .K
teachers/HM)
4CAL.3 Teacher training & their comfort level
How many of the teachers have
received some training in CAL? (Ask
4CAL.3.L
HM/Teachers)
Do the teachers have the basic
knowledge of operating a computer
and use of content CDs? (Ask
4CAL.3.M
HM/Teachers & observe)
Can the teachers apply their
knowledge of computer operations
and skill to develop their own digital
TLM? (Ask HM/Teachers &
4CAL.3.N
observe)

15-30 days
1-2 months
more than 2
months

0
0

0
0

100

Yes

100

NO
All
Some (-out of-)

0
0
8

0
0
100

None
All
Some (-out of--)

0
0
3

0
0
38

None

63

All
Some (--out of--)
None
All

0
7
1
0

0
88
13
0

Some (-out of-)

88

None
All
Some (--out of-)

1
0
0

13
0
0

None

100

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6)

5GE.1 Gender Gap in enrolment, attendance, learning & achievement and
reasons thereof

5GE.1.a.i

Enrolment status (From school register, verify with VER)

Boys
VER
Enrolment as per school register
total
Minimum
maximum
Girls
VER
Enrolment as per school register
total
Minimum
maximum
Total
Gap

TOTAL

2 schools
231

231

206

5GE.1.b,
5GE.2

5GE.1.c

5GE.2
5GE.1.c

5GE.1.d

5GE.2

Reasons for gender gap in enrolment (if any)[As per

teachers/HM]
Socio-cultural Reason (Specify)
Economic Reason (Specify)
Linguistic Reason (Specify)
Attendance status (From school register, spot check)
Attendance on the day of visit
Boys-231
Girls-190
Total= 421
Gap
Reasons for gender gap in attendance (if any) [As per
teachers/HM]
Socio-cultural Reason (Specify)
Economic Reason (Specify)
Linguistic Reason (Specify)
No. of girls who have a record of prolonged absence -i.e. absent
for 10 or more days at one stretch
Reasons for absenteeism (As per teachers/HM)
Yes
Ill Health (Self or family member)
No
Yes
Socio cultural custom
No
Yes
Sibling care
No
Yes
Household responsibilities
No
Yes
Family functions
No
Yes
Gone to relatives house
No
Yes
Earning for livelihood
No
Yes
Migration
No
Any other (Specify)
Reasons for gender gap in enrolment (if any)-As per
community
Reasons for gender gap in absenteeism (if any)-As per
community
Boys

190

2
0
2
0
2
0
2
0
2
0
2
0
0
2
0
2

100
0
100
0
100
0
100
0
100
0
100
0
0
100
0
100

NA
NA
NA
1 school 90% another
100%

5GE.1.a.ii
% result of final exam. of final year in school
girls
5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6) (Continued)
5GE.3 Efforts made to address gender gap issues at the levels of mindset & removing physical
barriers
Efforts made to address the gender gap issues
Yes
2
Have the teachers received any gender
5GE.3.a
sensitisation training? (As per teachers/HM)
No
0

100
0

207

5GE.3.b

5GE.3.c

Have the parents received any gender sensitisation

training? (As per HM)
Have the community members received any
gender sensitisation training? (As per HM)

Yes
No
Yes
No

Has any special initiatives taken to encourage girls

enrolment & retention at local level? (As per HM)

Yes
No

2
0
2
0

100
0
100
0

2
100
0
0
Literacy Movement,
street & plays.
0
0
2
100
Not Interested.
NA

If yes, specify?
Yes
Is MCS operating as a useful mechanism for
gender sensitivity? (As per HM)
No
If no, Reasons
If yes, enumerate activities
Removing the Physical Barrier
Is the school located in a distance as per prescribed Yes
norm? (As per HM)
No
Are there physical barriers for the girls to come to
Yes
the school from the residence? (As per
teachers/HM)
No
If yes, what are they?
School infrastructure, Health & Sanitation (Observation)
Yes
Is there separate toilet facility for girls?
No
Yes
If yes, are their numbers adequate?
No
Yes
& are they in usable condition?
No
Yes
& is water available in these toilets?
No
Yes
Is emergency medical kit available in the school?
No
Yes
Is there a separate rest room for girls in the school? No

2
0

100
0

2
NA

100

2
0
2
0
2
0
2
0
2
0
0
2

100
0
100
0
100
0
100
0
100
0
0
100

5. Girls Education, NPEGEL (5.1 to 5.4) & KGBV (5.6) (Continued)

5GE.4 Participation level of girls in curricular & co curricular activities, stereotyped attitude towards
girls
School & Classroom environment-Participation of girls
2
100
Is classroom seen as non-discriminatory? (Observe Yes
displayed TLM etc)
No
0
0
5GE.4.a

5GE.4.b

What is the basis for seating arrangement in the classroom? (As

per teachers/HM)
Task assignment (As per teachers/HM/Observation)
Yes
Welcome guests at school?
No

Are girls asked to

Desks
2
0

100
0

Serve tea/water/snacks
etc.?

Yes
No

2
0

100
0

Sweep & clean classrooms?

Yes
No

2
0

100
0

208

Yes
No

0
2

0
100

Do girls have equal opportunities to participate in

curricular activities?

Yes
No

2
0

100
0

Do girls have equal opportunities to participate in

co-curricular activities?

Yes
No

2
0

100
0

Are girls given equal opportunities to ask/answer

questions in the classroom?
Do learners' groups comprise of both boys and
girls?

Yes
No
Yes
No
Active
Passive

2
0
0
2
0
0

100
0
0
100
0
0

Clean toilets?
Discrimination

5GE.4.c

If yes, what is the level of participation of girls?

6. Inclusive Education with special reference to CWSN

6IE.1 Number in the school (As per school records)
6IE.1

TOTAL

How many CWSN are enrolled in the school?

%
77

6IE.2 Presence of CWSN on the day of visit (As per attendance & Head count)
6IE.2
How many CWSN were present on the day of visit?

60

6IE.3 Attendance of CWSN (As per teachers/attendance register)

Very regular (>75%)
What is the status of
Regular (60-75%)
attendance of CWSN during
6IE.3
the last one month?
Irregular (<60%)

56
17
4

73
22
5

Total

Minor

Moderate

Severe

Total

Minor

Moderate

Severe
Total
Minor
Moderate
Severe
Total

0
0
0
0
0
20

6IE.4 Type of disability (As per observation/teachers/parents)

Type of disability
No. of
Degree of disability -No. of CWSN
Boys

MD

MR

6IE.4

LD
PH

18

49

209

Speech problem

Hearing problem

Eye problem

CP
Total

Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe

20
0
0
6
6
0
0
1
1
0
0
6
6
0
0
0
0
0
0
40

Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe
Total
Minor
Moderate
Severe

7
4
3
0
0
0
0
0
18
18
0
0
7
7
0
0
1
1
0
0
4
4
0
0
0
0
0
0
37

16

14

Girls

MR

LD

PH

Speech problem

Hearing problem

Eye problem

CP
Total

21

55

21

12

210

77

TOTAL
6IE.5 Seating arrangement (As per observation)
6IE>5

Inclusive
Segregated

What type of seating arrangement is

there for CWSN in the classroom?

19
0

100
0

19

100

Yes

19

100

No

6IE.6 Participation level of CWSN in classroom (As per observation/teacher)

6IE.6

Active Participation

What is the level of participation of

CWSN in classroom processes?

passive

6IE.7 Encouragement of CWSN by the teacher (As per observation/teacher)

6IE.7

Does the teacher encourage CWSN to

participate in classroom processes?

6IE.8 Availability of CWSN friendly TLM (As per observation/Teacher/CWSN)

Yes
2
Is there CWSN friendly TLM?
No
17
6IE.8
If Yes, specify
M.R. kit, Barite Kit.
6IE.9 Peer interaction with CWSN (As per observation & teacher)
Friendly
Neutral
taunting
teasing
What type of interaction do peers have with
6IE.9
CWSN?
bullying
6IE.10 Type of peer support to CWSN (As per observation/CWSN/Teacher)

6IE.10

What type of support is provided

by peers to CWSN during

19
0
0
0
0

Teaching-learning

Friendly

co-curricular activities

Friendly

recess

Friendly

travel to & fro the school

Friendly

6IE.11 Teacher behaviour towards CWSN (as per observation & CWSN)
Same as toward others
Pays special attention
What type of behaviour do the
6IE.11
teachers have towards CWSN?
Ignores or indifferent
6IE.12 Teacher training (As per teacher)
Yes
Has the teacher received any training on
6IE.12
teaching CWSN?
No
6. Inclusive Education with special reference to CWSN (Continued)
6IE.13 Adequacy of teacher training (As per teacher)
Adequate
Was the training adequate to handle CWSN?
Inadequate
6IE.13

If inadequate, suggestions for improvement

11
89

100
0
0
0
0

19
0

100
0

8
11

42
58

8
11

42
58

*Teaches special care to

own. *own study.

6IE.14 Preparation of IEP by the school for CWSN (As per teacher//verification)
6IE.14
Has the school prepared any Individualised
Yes

211

Educational Plan (IEP) for CWSN?

No

19

100

Yes
No

19
0

100
0

0
0
19

0
0
100

6IE.15 Availability of Resource Teacher (As per Teachers)

6IE.15

Is there a Resource Teacher for CWSN?

6IE.16 Frequency of visits of Resource Teacher to School (As per Teachers)

Every Day
/-------days a week
How frequently the Resource
6IE.16
Teacher visits the school>
/---1---days a month

6IE.17 Awareness of Parents about availability of Resource Teacher (As per parents of CWSN)
Yes
8
Do parents know who is Resource Teacher?
No
11
Yes
8
Do parents know who is The Care
6IE.17
Giver/Volunteer?
No
11

42
58
42
58

6IE.18 The status of parent counselling (As per parents of CWSN)

Yes
Have parents received any counselling
6IE.18
regarding their CWSN?
No

6
13

32
68

6IE.19 Status of Medical Assessment of CWSN (As per parents of CWSN)

Yes
Did the child attend any medical camp?
No
Yes
If yes, was any disability certificate issued to
the child
No

17
2
3
16

89
11
16
84

If yes, was he/she diagnosed to be in need of some assistive

device?
Yes
6IE.19
If yes, has it been supplied
No
6IE.20 Condition & functionality of assistive device (As per parents of
CWSN)

6IE.20

Is the assistive device provided to CWSN in

working condition or needs repairs?

Working
Needs repairs

6IE.21 CWSN-Home Based Education (As per parents)

Is there any CWSN who needs HBE support?
If yes, does a Resource
Teacher/Volunteer/Care Giver visit the home
of CWSN who needs HBE support?

If yes, what is the frequency of the visit

& what is the duration of each visit?

6IE.21

Specify the kind of support given

Yes
No

Not supplied
0
3

0
16

0
0
2Boys at 2 schools. *1
school
3
100
0
0

Yes

100

No

Every Day

/-------days a week

67

/------days a month
< 1Hour/
1-2 Hours/
. 2 Hours

1
0
3
0

33
0
100
0

Life skill training

212

7. Civil Works
7CW.1 Type, Agency, MOU, Status of work (As per records, SMC or
SDMC & observation)

No

Yes

No

Yes

No

Yes

No

Yes

Boundary wall

No

Additional
Classrooms

Yes

No

School Building
Toilet
Kitchen

7CW.1.1

Status of work

8
54

15

Ongoing

69

Completed

If no agency has yet been assigned, reason

Has any MOU between SSA & SMC/SDMC
been signed?

7CW.1.3

30

Not yet started

Temporarily
abandoned

Which agency has been assigned the construction work?

7CW.1.2

Yes
HM Room

Type of approved work

TOTAL

SDMC & HM
NO

Yes

11

100

No

If No, reason

7CW.2 Availability of community manual etc. (As per records, SMC or SDMC & observation)
Yes

11

100

No

Yes

11

100

No

Yes

11

100

Has the SMC been adequately trained?

No

If yes, by whom?

BRC

11

100

Are the copies of the

following available
with the chairman of
SMC or School
7CW.2.1

Community manual
Design drawings or
Plan

If NO, reasons

7CW.3 Training of SMC (As per school/SMC)

7CW.3.1

213

Is any training module available with

school/SMC
7CW.3.2

CRP

DYPC

Yes

11

100

No

If NO. reason

NO

7CW.4 Accounting, Transparency, fund flow (As per school/SMC)

Maintained?
Updated?
7CW.4.1

7CW.4.2

7CW.4.3

Whether the separate

accounts are being

Balance Tallied?

Who is Maintaining Accounts?

Whether the details are shown on a board in

the school campus?

Yes

11

100

No

Yes

11

100

No

Yes

11

100

No

HM

11

100

SMC

Any other
person

Yes

No

11

100

Not aware

By Draft

Chaque

11

100

7CW.4.4

How are the funds received by SMC?

e-transfer

7CW.4.5

Time taken to transfer the funds in SMC accounts

On the same day.

7CW.5 Visits by Technical Person (As per school/SMC)

Whether the block Engineer visits the site &
imparts technical instructions?
7CW.5.1

Yes
No

If yes, what is the frequency of visits

11
0

100
0

13 times

7. Civil Works (Continued)

7CW.6 Quality of material (Panchayat/SMC/Observation/School records)

7CW.6.1

If Yes, Who maintains it?

Yes
No
HM
SMC
Any other
person

7CW.6.2

Whether the items like steel, pipes, fittings

etc. are BIS/ISO marked?

Yes
No

11
0

100
0

Whether the branded quality of Paint of

reputed companies (i.e. Asian Paints, Dulux,
Berger etc) are used

Yes

18

No

82

Whether daily account of cement is

maintained & authenticated?

7.CW.6.3

11
0
11
0

100
0
100
0

214

Construction work is in
progress.

If No, why?
7CW.6.4

7CW.6.5

Whether approved drawings are being

followed at the site?

Yes
No

11
0

100
0

Whether any third party evaluation agency

has visited the site?

Yes
No

0
11

0
100

11

100

Fair

Poor

Good

11

100

Fair

Poor

If Yes, how many times?

7CW.7 Perception of the community ( As per community members)

Good
7CW.7.1

What is the perception of the community

about the quality of material used and work?

7CW.8 MI's impression of quality (As per MI representative)

What is the impression of MI about quality of
7CW.8.1
work/school infrastructure?
7CW.9 Good Practices
7.CW.9.1

Any good practices? (Give Details)

8. Community Awareness (To be assessed through interaction with community members at school
level)
8CA.1 Constitution of SMC (As per records)

8CA.1.a

8CA.1.b

Yes
Has SMC been constituted (As per RTE Act)?
No
If No, reasons
Yes
If Yes, has it been constituted as per
guidelines?
No
Ex officio
Elected from Parents' council
Elected from Students' council
Total No. of members
Nominated members (if any)
Designations of Ex officio members

Yes
No
Women

8CA.1.c

Total No. of members in the following

categories

%
100
0
0
100
0

Secretary

Why were the nominated members (if any) nominated

Are the President & Vice Presidents posts
held by parents?

TOTAL
36
0
0
36
0
66
324
56
112

Retired teachers, Health

departments, Anganvadi
teachers.
31
5

86
14

121

SC
ST

46
46

Minorities

54

215

8CA.2 Awareness of SMC members about their roles & responsibilities as notified by the Govt.

8CA.2.a

Are the members aware of their roles &

responsibilities?

8CA.2.b

Have the members been provided with a

copy of the guidelines?

8CA.2.c

Have the members been oriented on their

roles & responsibilities?

8CA.2.d

Has the guidelines been prepared in the

simple local language of the community?

Yes

36

100

No

Yes

36

100

No

Yes

36

100

No

Yes

36

100

No

As & when
needed

Monthly

36

100

Quarterly

8CA3 Frequency of SMC meetings

8CA.3

What is the frequency of SMC meetings?

8. Community Awareness (To be assessed through interaction with community members at school
level) (Continued)
8CA.4 Awareness level of SMC members about specifics
Excellent

Very Good

27

75

Fair

25

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

12

33

Good
Details about SSA

Details about MDM

Funds (Civil works, School Grants, TLM

grants etc.)

8.CA.4.a

Their roles & responsibilities

Good

216

School development plan

Student enrolment & attendance

Right to Education Act

School facilities (No. of rooms, toilets,

drinking water etc.)

DISE capture format

School report card

VER/WER

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

Excellent

Very Good

Good

12

33

Fair

24

67

Poor

8CA.5 Source of awareness of SMC members regarding school activities

From which sources do the SMC members come to know of school activities?
8CA.5

News Paper

Yes

36

100

217

No

Yes

36

100

No

Yes

36

100

No

Yes

36

100

No

Yes

36

100

Other SMC members

No

Panchayat
members/Mothers/Community
members/PTA members

Yes

27

75

No

25

Any Other

Specify

Radio/TV
Teachers
Students

Nil

8CA.6 Knowledge of Guidelines

8CA.6

Do SMC members know the guidelines

regarding school development plan

Yes

36

100

No

Yes
No

36
0

100
0

1day

2days

36
0

100
0

8CA.7 Training
8CA.7.i

8CA.7.ii
8CA.7.iii

Have SMC members received any

training?

If yes, what was the duration of the

training? (in days)

3days
3days above

What was the content of the training?

8CA.7.iv

Was the training useful?

Very
Somewhat
Not

School development
36
100
0
0
0
0

8. Community Awareness (To be assessed through interaction with community members at school
level) (Continued)
8CA.8,9 School Visits

8CA.8

8CA.9

How frequently the SMC members visit

the school?

Daily once
Weekly once
Monthly once
Occasionally

During a visit, what is being observed by a SMC member?

36
0
0
0

100
0
0
0

Observe the children's

learning, attendance,
teaching, mid day meal,
toilets & water.

8CA.10 Role of SMC members in monitoring

8CA.10

What role do the SMC

members play in monitoring

Student attendance

Observed

Text book distribution

Observed

218

Proper use of toilet

Observed

Maintaining

Observed

Cleanliness in the campus.

Observed

Teacher absenteeism

Observed

School Infrastructure

Observed

School processes

Observed

Mid Day Meal

Observed

8CA.11 Community contribution

What is the contribution made by the community for the
8CA.11
uplifting the school?
8CA.12 Meeting Minutes

8CA.12

Are the minutes of the SMC meetings

available in the school?
If No, reasons

Yes
No

9. EMIS (Data to be collected from HM, records & observation)

Did the school supply data under DISE for
the current year?

9MIS.1

If yes, does the school have a copy of the

filled-in Data Capture Forma (DCF)t?

9MIS.2

Was any training on filling up of DCF

provided to the teacher /HM?
Did the CRC coordinator or HN conduct the
Jan-Vaachan (reading the data to the
community as a measure of social audit) of
DISE data reported in DCF?

9MIS.3

Plates, radio, land for

school, building prizes,
trunks & chairs.
36
0
0

TOTAL

100
0
0

Yes

38

100

No

Yes

38

100

No

Yes

38

100

No

Yes

No

38

100

Yes

38

100

No

Kept in file

38

100

Yes

38

100

If yes, what was the exact date of Jan Vaachan?

Did the school receive the printed copy of
the School Report Cards?

9MIS.4

If yes, is it being displayed on the Notice

Board or kept in the File?

9MIS.5

Does the information in DCF/School report

Displayed on
the NB

219

card match with the actual position in the

school?

No

38

100

Yes

38

100

No

Fully
If yes. To what extent?

9MIS.6

Are the school records being maintained &

updated regularly?

Partially

10. Financial Management (As per HM/Teachers/SMC members as the case may be, to be verified by
seeing the relevant records)
10FM.1 Maintenance of financial records & registers (Physical verification to be done)
Available at school
10FM.1.a
Cash Book
Not available
Available at school
10FM.1.b
Pass Book
Not available
Available at school
10FM.1.c
Stock Register
Not available
10FM.1.d

If any of the above are not available, specify reasons

Whether they have been updated?

10FM.1.e

Yes
No

38
0
38
0
38
0

100
0
100
0
100
0

NA
38
0

100
0

If No, reasons

10FM.2 Mode of transfer of funds from State/District levels to SMC (As per HM/SMC)

10FM.2

How do the funds reach SMC from

State/District level?

Cheque

Demand Draft

38

100

e-Transfer

10FM.3 Type of funds/grants received during the current year (As per HM/SMC, to be verified from
Pass book & Cash book))

10FM.3

Type of Fund/Grant
Furniture grants

Month of Receipt
5/10/2012

Library grants
SC/ST School bag grant

5/10/2012
2/7/2012

NPEGEL grant
School maintenance grant

27/7/2012
31/7/2012

TLM grant
School grant

25/9/2012
6/6/2012

Teachers grant

31/7/2012

10FM.4 Auditing the accounts (As per HM/SMC, To be verified by seeing the relevant documents)

220

10FM.4.a

Is the SMC accounts audited?

10FM.4.b

If yes, has the audit observations been

shared with the community?

Yes

23

61

No

15

39

Yes

23

61

No

15

39

Yes

23

61

No

15

39

10FM.5 Sharing Finance related information with the community (As per HM/SMC)

10FM.5

Has the SMC shared the proposals for

expenditure and expenditure statements
with the community?

221

Annexure

ChiKkodi District Sampled Schools SSA

SL

Chikkodi Block

DISE code

no
1

SC Urban

KLPS. Ambedekar Nagar

29300502410

Urban

KLPS.Vidya Nagar

29300502408

29300502403

KHPS.Hudco Colony

29300502409

Hopetagolli

ST Rural

KLPS. Shanthi Nagar patankodi

29300511901

CAL Rural

KHPS. Pattanakodi

29300510901

KHPS. Banamthikodi

29300500901

KHPS. Tapalaravadi

29300512061

KHPS. Mattimori(Kabbora)

29300509801

MHPS. Gavan

29300502802

7
8

Civil

9
10

CWSN

SL no

Athani Block

DISE code

11

ST(Rural)

KLPS. Arare TOT Raddaratti

29300106807

12

SC(Rural)

KLPS. SM Krishna Badavane

29300100138

13

Aided

KHPS. Venkatesh Jere

29300100125

KHPS. Vidyavardaka

29300100124

KLPS. Narode TOT

29300109112

16

KHPS. Gowdara TOT

29300104525

17

KHPS. Yenkanchi

29300108805

14
15

Civil

18

CAL(Rural)

KHPS. Ananthpur

29300100301

19

CAL

KHPS. Halyal

29300102801

20

G.G

UHPS. Sathi

29300106803

SL no
21

Gokak Block
KHPBS. Dasanahatti

DISE code
29300602501

222

22

KHPGS. No-2 Gokak

29010603411

23

KLPS. Eragar tot Herenandhi

29300603803

24

KLPS. Navilmala

29300602703

25

KHPBS. Markandenagara

29300603422

26

KHPGS. Mamadapura

29300600204

27

KHPBS. No-1 Gokak

29300603401

SL no

Hukkeri Block

DISE code

28

SC(Rural)

KHPS.Harijana coloni

29300700802

29

ST(Rural)

KLPS. Chilabavi

29300708002

30

Urban

KHPS. Hirasugar

29300709207

KHPGS. Kotebag

29300703602

31
32

Civil

KLPS. Basargitota

29300706003

33

CAL(Rural)

KHPBS. Bellada bagewadi

29200701601

34

CAL(Urban)

KLPS. Ankly Road

29300709214

35

KLPS. Banavadtota

29300701202

36

KLPS. Mallikarjun gudi

29300700803

37

G.G

UHPS. Basthvada

29300701402

38

CWSN

MLPS. Shekin hosur

29013004002

SL no

KGBV

DISE code

39

Rayabaga

Rayabaga Byakud

29301002103

40

Mudalagi

Vaderahatti

29301406616

223