PROGRESS OVERVIEW
Research and Evaluation is very important for the quality planning and implementation of any programme to provide qualitative and quantitative data for SSA plan formulation and evaluate the impact of all SSA interventions. Besides monitoring research activities, regular consultation on Research Projects is also ensured at the state level with the DIETs, Monitoring and Research Institutions and Research Advisory Committee.
Surveys and studies
COMPLETED
Cohort Study' in four education blocks of Hamirpur, Chamba, Shimla and Kinnaur districts respectively in final stage. (SCERT, Solan)
Study on socio-economic profile of primary school children of urban schools in Shimla town was conducted by the SPO faculties and found that children of low income group parents are enrolled in these schools. 40% mothers of enrolled children were found illiterate.
20 District level Research Studies were compiled at state level
Two Research Advisory Committee Meetings were organized at the state level and following studies were finalized which are in progress:
In-Service Teacher Training Programme under SSA in two educational blocks of Shimla district: An evaluative study.
Socio- Economic Profile of the students studying in government primary school in Shimla urban.
Cohort-study in 2090 clusters (Training completed in 12 districts).
Cohort Study
The quality of education being the major focus of the Department of Elementary Education Himachal Pradesh, it was therefore, proposed in the Annual Work Plan and Budget for the year 2007-08 that in order to determine wastage & stagnation (an important output indicator of quality education) in the education system, educational development was to be assessed through cohort analysis in every cluster primary school in the state. During the year 2007-08, the study was to be launched in 2104 cluster primary schools in the state through an integrated effort of DIET faculties, BRCCs, CRCCs and the teachers.
Research Studies conducted at different level
EVALUATION
The prevalent process of evaluation, measures and assesses very limited range of skills and provide an inadequate picture of a child's abilities and progress. NCF-2005 emphasizes on Quality education - ensuring that learning should shift away from rote method, this could be achieved through reforms in examination-system .Examination reforms constitute the most important systemic measurement for the curricular renewal and to find a remedy of psychological pressure that children and parents feel. Government of India also stresses that in the present set-up, CCE needs to be institutionalized for all stages of school education. Specific measures including changing the typology of the question paper so that reasoning and creative abilities replace memorization as the basis of evaluation, and integration examination with class room activity by encouraging transparency and internal assessment.
Our aim to improve learners' quality and to universalize the quality is not being served by the present examination system. Evaluation is an integral component of teaching learning process. Continuous Comprehensive Evaluation (CCE) was introduced in 13-blocks of the state. It not only helps in supplying feedback to rectify the shortcomings of students pertaining to language, mathematics etc. It also helps in identifying the strength and weakness of the teachers. It also helps in the consolidation of Scholastic and Co-scholastic achievement and progress of each and every individual student but also helps in supplying necessary intervention and feed-back. In the school, the learning achievement of the student is maintained in a register, subject-wise and remediation is provided throughout the learning period. Finally the progress of the child is periodically shared with the parents.
Keeping all the recommendation in view, this session - 2008-09 Continuous Comprehensive Evaluation (CCE) will be implemented in all Government Primary Schools of the state till class-IV and in 26-blocks still class V so that maximum children are benefited and ''move-up".
The scheme of evaluation will be up scaled to class-VI on 'pilot-basis' in 13 -blocks where it was introduced last session.i.e.2007-08 till class-V.
WORKSHOPS:
Series of work-shops were organized at SIEMAT, Shamlaghat, Shimla for the development of:
Pupil Progress Report Card
These cards records the pupil progress both scholastic and Co- scholastic, made during the period of one academic session
Teacher-check list register
This focuses on basic learning achievement of the child on day to day basis and provides feed-back to the teacher for remediation.
Teacher training module
Teacher training module was developed for the implementation of CCE. This contains all the aspect that should be kept in mind while evaluating scholastic and co-scholastic domain of a child.
TRAININGS:
For the smooth implementation of the new scheme of evaluation training was organized in a cascade model.
Master trainers were trained at state level. Group comprised of R&E coordinator, teacher training in- charge, BRCCs and teachers.
All the teachers at block level were trained by the master trainers.
Orientation workshops were also organized for Disrtict Programme Officer, Block Elementary Education Officer and District resource group.
MONITORING:
It is universally acknowledged that for successful implementation of any educational program, adequate and continuous monitoring is essentially required. In order to get desired information about quality related parameters at the school/ community/ CRC/ BRC/ DIET and SPO level monitoring system has been devised in the form of Quality Monitoring Formats CLF-I, CLF-II, CLF-III, BLF-I, and DLF-I.
The major Quality Dimensions covered under these formats are:
Community support and participation.
Teacher and teacher preparation.
Curriculum and teaching learning material.
Classroom practices and processes.
Learner assessment, monitoring and supervision.
Monitoring of the work-shops at the district level was done rigorously so that the information trickle down uniformly.
Teacher dairy
For the successful and effective implementation of a program, planning is the most important step. The teacher should also know beforehand what to teach, how to teach and when to teach. Teacher should also know how to correlate lesson to activities, social and physical environment of children and at the end how to evaluate in the light of the aims set.
Writing and maintenance of teacher dairy will be made mandatory both in primary and upper primary classes.
Model -school (School- Adoption)
Giving back to the community is a way of expressing gratitude to the society from where we have come. This could be done by adopting schools to supplement government effort to improve education.