VALORACIÓN DE PROYECTOS EN MERCADOS EMERGENTES
5.2 Enfoques para la valoración de proyectos de inversión
Bal-Sansad (Child Cabinet) is actively involved in the orderly distribution of mid-day meal.School children’s mothers association called Saraswati Vahini. Two mothers of these associations are nominated as Sanyojika, who are involved actively in cooking and effective delivery of the food to the children. Dining Halls constructed in schools.
All schools have gas based cooking. Payment of ` 1600 and 1700 honorarium to Cook-cum-helpers and Head Cook respectively per month. Growing of vegetables in the kitchen gardens and serving them under Mid-Day Meal is another best practice.
` Jharkhand
Karnataka
Active participation of Community in MDM. Cook-cum-helpers are paid honorarium @ ` 4500 per month (` 200 per day up to enrolment of 100 students and ` 25 extra for addition of 100 students thereafter).
Kerala
Government of Odisha organised an Awareness Generation Melafor creating awareness. Egg is served twice a week.
Odisha
Cook-cum-helpers are paid honorarium @ `1200 per month. Growing kitchen gardens in the school premises and serving the vegetables in the MDM.
Punjab
Cook-cum-helpers are paid honorarium @ `1500 per month. Growing kitchen gardens in the school premises and serving the vegetables in the MDM is also practiced.
Sikkim
A N N U A L R EP OR T – 2 0 1 4 -1 5 El e m e n ta r y Ed u c a ti o n
b) The State Govt. should engage adequate number of Cook-cum-Helpers in the schools as per norms.
c) Capacity building of CCH through training in safety, hygiene and cleanliness and cooking variety meals as per the local conditions and choice of students.
d) There Need to educate the cooks regarding proper weighment of raw ingredients
iii. Health & Nutrition –
Tasting of the meal by the teachers should be strictly followed as per the MDMS guidelines.
a) Testing of food samples through accredited laboratories.
b) Better convergence with the School Health program is essential. There is a need for the regular health monitoring. Vitamin A, Iron and Folic Acid supplements and de-worming tablets should be provided on regular basis to the schools. Further, proper instructions regarding their dosage should be given to the teachers.
Health cards, with duly filled record of each child need to be maintained and updated regularly in all the schools.
c) Undernourished children, especially in the 14 year age group, should be identified by regular health checkups and given special care during MDM.
d) FIFO (First in and First Out) system may be followed in the utilisation of oil and other ingredients before their prescribed shelf life or 'best before use' period. Cooks and Helpers should be sensitized to 'First in First out' principle.
e) A concerted effort for Health and Nutrition Education (HNE) is required for children, parents, teachers, cooks and caretakers.
Feeding program along with HNE, may prove more effective in improving the health and nutritional status of the children
f) The meals should be more nutrient dense and nutritionally balanced. Inclusion of higher a m o u n t s o f n o n t u b e r v e g e t a b l e s i s recommended.
g) Drinking water should be tested for any type of biological contamination and remedial purification to be done accordingly.
iv. Awareness
-a) The rights and entitlement of children, menu, MDM logo, and emergency contact numbers should be displayed prominently on the outside wall of the schools
b) Provisions of Social and Community Audits should be made by the government to evaluate the implementation of programme and to identify gaps, with the involvement of PRIs and S.M.C members.
c) The authorities may work out feasibility of supplying grains in MDM-Stamped gunny/Poly bags to avoid pilferage during transportation.
d) Certain amount may be earmarked from the MME fund for procurement of large containers for storing food grains in schools so that rats and other insects may not spoilt the rice.
v. Infrastructure –
a) In view of the high prevalence of fire wood chulhas as a mode of cooking in the rural areas, action may be initiated to provide environment eco-friendly smokeless chulhas in convergence with the concerned department in the State.
b) Action Plan may be drawn up with the time lines for construction of kitchen-cum-stores for which central assistance has already been received by the State Government.
c) Dining Halls may be constructed in convergence with MPLAD Scheme.
d) Eating Plates may be procured for all children.
vi. Monitoring –
a) Setting up of management structure at State, District, Block levels for the effective monitoring of the scheme.
b) Regular Meetings of State Level Steering-cum-Monitoring Committee (SLSMC), District Level Committee be held.
c) Special Focus Districts (SFDs) or the poor performing districts should be monitored regularly.
d) The State Review Mission may be constituted to monitor the implementation of the scheme on the pattern of Joint Review Mission. The Stat Govt. officials looking after MDMS may join the Review Mission in other states under exchange scheme. Orientation visits to other states to see the implementation of the scheme will also widen the horizon of the officials.
18. Grievance Redressal Mechanism under MidDay Meal Scheme
-In June, 2010, guiding principles for setting up Grievance Redressal Mechanisms (GRMs) for registering complaints through toll free number/
dedicated telephone number or through letters were issued to all States/UTs. States/UTs have established
GRMs and they are redressing grievances on these guiding principles. Data on such complaints/
grievances received and redressed through GRMs is maintained by the States/UTs. Besides as and when complaints are received in Government of India against any aspect of Mid-Day Meal, a report is called from State Governments/UTs.
Name of State Details
Introduced the Green Channel Scheme under which the Finance Department issues Budget Release Order (BRO) to the administrative department which gives periodical distribution statement for the entire year to the implementing agencies so that the scheme is implemented without any hindrance throughout the year.
Growing of vegetables in the kitchen gardens and serving them under Mid-Day Meal is another best practice.
Andhra Pradesh
Bihar
Gujarat
Bal-Sansad (Child Cabinet) is actively involved in the orderly distribution of mid-day meal.
Initiated the concept of public participation through “Tithi-Bhojan“. The villagers sponsor sweets and food for children on various occasions and provide utensils for MDM Scheme.
19. Best Practices in MDMs - Best practices in MDM
Bal-Sansad (Child Cabinet) is actively involved in the orderly distribution of mid-day meal.School children’s mothers association called Saraswati Vahini. Two mothers of these associations are nominated as Sanyojika, who are involved actively in cooking and effective delivery of the food to the children. Dining Halls constructed in schools.
All schools have gas based cooking. Payment of ` 1600 and 1700 honorarium to Cook-cum-helpers and Head Cook respectively per month. Growing of vegetables in the kitchen gardens and serving them under Mid-Day Meal is another best practice.
` Jharkhand
Karnataka
Active participation of Community in MDM. Cook-cum-helpers are paid honorarium @ ` 4500 per month (` 200 per day up to enrolment of 100 students and ` 25 extra for addition of 100 students thereafter).
Kerala
Government of Odisha organised an Awareness Generation Melafor creating awareness. Egg is served twice a week.
Odisha
Cook-cum-helpers are paid honorarium @ `1200 per month. Growing kitchen gardens in the school premises and serving the vegetables in the MDM.
Punjab
Cook-cum-helpers are paid honorarium @ `1500 per month. Growing kitchen gardens in the school premises and serving the vegetables in the MDM is also practiced.
Sikkim
A N N U A L R EP OR T – 2 0 1 4 -1 5 El e m e n ta r y Ed u c a ti o n
Name of State Details
Tamil Nadu Variety meal introduced in two blocks of each district. Egg is served for five days a week. . Curry leaves and drum stick trees are grown in the school premises and added in the mid-day meal. Cook-cum-helpers are regular employees of the State Government and eligible for promotion.
Tripura Construction of dining halls for eating MDM in the schools.
Mothers are appointed as Bhojan Mata and Sahayika in primary schools. Cook-cum-helpers are paid honorarium @ `1500 per month
Uttarakhand
West Bengal There are fish pond in school premises. Payment of ` 1500 as honorarium is made to Cook-cum-helpers per month. Growing of vegetables in the kitchen gardens and serving them under Mid-Day Meal is also practiced.
Chandigarh Cook-cum-helpers are paid honorarium @ ` 1872 per month Cook-cum-helpers are paid honorarium @ ` 2400 per month.
Dadra & Nagar Haveli
Cook-cum-helpers are paid honorarium @ ` 6000 per month Lakshadweep
In addition to the mid-day meal, Rajiv Gandhi Breakfast Scheme provides for a glass of hot milk and biscuits. The UT has three slabs for payment of honorarium @
`5000,6000 and 9000 to cook-cum-helpers.
Puducherry
?Developing capacities for self-directed learning and ability to think, be critical and to work in groups.
?Providing opportunities to student-teachers to observe and engage with children, communicate with and relate to children.
?The Framework has highlighted the focus, specific objectives, broad areas of study in terms of theoretical and practical learning's, and curricular transaction and assessment strategies for the various initial teacher education programmes.
The Government of India has come up with the (NCFTE) 2009, with mainly emphasis on the following 5 issues:
i. Reflective Teaching ii. Inclusive Education iii. Constructivist environment iv. Technology introduction v. Teaching for democracy
28 States in the country have upgraded D.El.Ed. Curriculum based on the NCFTE 2009.
MHRD has been collaborating with Association of Indian universities and interacting with Vice Chancellors during their Zonal meetings for revision of B.Ed. curriculum as per NCFTE 2009.
?Teacher Educators: The Government has undertaken a programme for training of untrained teachers. Till now, NCTE has accorded approval for such programmes to 6, 82,804 untrained in-service teachers in 16 states in the Eastern and North Eastern States of the country.
In addition, the Government has selected 110 teachers for a 3 month fellowship at the University of Arizona (USA) under the USAID in-STEP programme. 53 of these teachers have already completed the training in the US and second batch of 57 Teacher Educators have been sent for the professional development, teacher learner resources and support services-academic in the month of September, 2014 for the 3 months to the University of Arizona (USA).
The TESS-India is another programme for Teacher Educators with collaboration between Department for International Development
(DFID) and MHRD with UK's Open University as the implementing agency. The duration of the first phase of the project was June 2012 to May 2015 and the project aims towards development of Teacher Developmental Units (TDUs) for 7 States (U.P, Bihar, M.P, Odisha, Assam, West Bengal, Karnataka) in Mathematics, Science, English, Social Science and Leadership. The TESS-India project duration has been extended upto March 2016.
?Teacher Education Institutions: The Government of India has approved establishment of 77 District Institutes of Education and Training, 16 Colleges of Teacher Education, and 7 Institutes of Advanced Studies in Education around the country in year 2012-13 to 2014-15. The Centrally sponsored Scheme additionally envisages establishment of Block Institutes of Teacher Education (BITEs) for imparting elementary pre-service teacher education in 196 SC/ST/Minority Concentration districts, out of these 122 Block Institutes of Teacher Education have been sanctioned till 2014-15 to train teacher educators for SC/ST and Minority communities in different parts of the country. The States have also been asked to strengthen the cadre of teacher educators in their respective States and fill up the vacancies in the teacher education institutions. The Government has taken up a programme for revision of norms and standards for approval of teacher education institutions to strengthen the process for setting up all teacher education institutions.
In accordance with the recommendations of the Justice Verma Commission; efforts are being made to strengthen pre-service and in-service teacher education. Schools of education are being approved on all the Central Universities. Simultaneously, efforts have been made to strengthen the teacher education system in the States. The NCTE has been strengthened for playing an effective role in regulation of teacher education as well as for developing teacher education.
Status of Institutions Countrywide: As on 31.03.2014, there are 17,254 institutions recognized by NCTE for running teacher education courses with approval intake capacity TEACHER EDUCATION (TE)
(i) Strengthening Teacher Education
The Centrally Sponsored Scheme for Teacher Education has been revised for the XII Plan with an approved outlay of ` 6308.45 crore over the XII Plan to be shared between the Centre and the States in the ratio of 75:25 (90:10 for NER) to strengthen SCERTs, establish DIETs in all districts created up to 31.03.2011, thereby increasing their numbers from existing 571 to 648; strengthen existing 106 to 122 Colleges of Teacher Education (CTEs) and up-grade existing Government secondary teacher education institutions into CTEs; strength existing 32 to 39 Institutes of Advanced Studies in Education (IASEs);
up-grade Departments of Education in Universities as IASEs; and establish Block Institutes of Teacher Education (BITE) in identified 196 SC/ST/Minority Concentration Districts. Consequent upon the revision of the Scheme, for 2013-14, out of the allocation of ` 525.00 crore, a sum of ` 507.60 crore was spent and for 2014-15 out of the allocation of
` 550.00 crores, a sum of ` 463.45 crores has been spent as on till 30.01.2015.
(ii) Quality in Teacher Education –
The Teacher Education Bureau is focusing on the following main components for improving the quality of teacher education:
?National Curriculum Framework of Teacher Education (NCFTE 2009)
The National Council of Teacher Education (NCTE) has prepared the National Curriculum Framework of Teacher Education (NCFTE 2009). This Framework has been prepared in the background of the NCF, 2005 and the principles laid down in the Right of Children to Free and Compulsory Education Act, 2009.While articulating the vision of teacher education, the Framework has some important dimensions of the new approach to teacher education, as under:
Reflective practice to be the central aim of teacher education;
-?S t u d e n t - t e a c h e r s s h o u l d b e p r o v i d e d o p p o r t u n i t i e s f o r s e l f - l e a r n i n g , reflection, assimilation and articulation of new ideas;
A N N U A L R EP OR T – 2 0 1 4 -1 5 El e m e n ta r y Ed u c a ti o n
Name of State Details
Tamil Nadu Variety meal introduced in two blocks of each district. Egg is served for five days a week. . Curry leaves and drum stick trees are grown in the school premises and added in the mid-day meal. Cook-cum-helpers are regular employees of the State Government and eligible for promotion.
Tripura Construction of dining halls for eating MDM in the schools.
Mothers are appointed as Bhojan Mata and Sahayika in primary schools. Cook-cum-helpers are paid honorarium @ `1500 per month
Uttarakhand
West Bengal There are fish pond in school premises. Payment of ` 1500 as honorarium is made to Cook-cum-helpers per month. Growing of vegetables in the kitchen gardens and serving them under Mid-Day Meal is also practiced.
Chandigarh Cook-cum-helpers are paid honorarium @ ` 1872 per month Cook-cum-helpers are paid honorarium @ ` 2400 per month.
Dadra & Nagar Haveli
Cook-cum-helpers are paid honorarium @ ` 6000 per month Lakshadweep
In addition to the mid-day meal, Rajiv Gandhi Breakfast Scheme provides for a glass of hot milk and biscuits. The UT has three slabs for payment of honorarium @
`5000,6000 and 9000 to cook-cum-helpers.
Puducherry
?Developing capacities for self-directed learning and ability to think, be critical and to work in groups.
?Providing opportunities to student-teachers to observe and engage with children, communicate with and relate to children.
?The Framework has highlighted the focus, specific objectives, broad areas of study in terms of theoretical and practical learning's, and curricular transaction and assessment strategies for the various initial teacher education programmes.
The Government of India has come up with the (NCFTE) 2009, with mainly emphasis on the following 5 issues:
i. Reflective Teaching ii. Inclusive Education iii. Constructivist environment iv. Technology introduction v. Teaching for democracy
28 States in the country have upgraded D.El.Ed. Curriculum based on the NCFTE 2009.
MHRD has been collaborating with Association of Indian universities and interacting with Vice Chancellors during their Zonal meetings for revision of B.Ed. curriculum as per NCFTE 2009.
?Teacher Educators: The Government has undertaken a programme for training of untrained teachers. Till now, NCTE has accorded approval for such programmes to 6, 82,804 untrained in-service teachers in 16 states in the Eastern and North Eastern States of the country.
In addition, the Government has selected 110 teachers for a 3 month fellowship at the University of Arizona (USA) under the USAID in-STEP programme. 53 of these teachers have already completed the training in the US and second batch of 57 Teacher Educators have been sent for the professional development, teacher learner resources and support services-academic in the month of September, 2014 for the 3 months to the University of Arizona (USA).
The TESS-India is another programme for Teacher Educators with collaboration between Department for International Development
(DFID) and MHRD with UK's Open University as the implementing agency. The duration of the first phase of the project was June 2012 to May 2015 and the project aims towards development of Teacher Developmental Units (TDUs) for 7 States (U.P, Bihar, M.P, Odisha, Assam, West Bengal, Karnataka) in Mathematics, Science, English, Social Science and Leadership. The TESS-India project duration has been extended upto March 2016.
?Teacher Education Institutions: The Government of India has approved establishment of 77 District Institutes of Education and Training, 16 Colleges of Teacher Education, and 7 Institutes of Advanced Studies in Education around the country in year 2012-13 to 2014-15.
The Centrally sponsored Scheme additionally envisages establishment of Block Institutes of Teacher Education (BITEs) for imparting elementary pre-service teacher education in 196 SC/ST/Minority Concentration districts, out of these 122 Block Institutes of Teacher Education have been sanctioned till 2014-15 to train teacher educators for SC/ST and Minority communities in different parts of the country. The States have also been asked to strengthen the cadre of teacher educators in their respective States and fill up the vacancies in the teacher education institutions.
The Government has taken up a programme for revision of norms and standards for approval of teacher education institutions to strengthen the process for setting up all teacher education institutions.
In accordance with the recommendations of the Justice Verma Commission; efforts are being made to strengthen pre-service and in-service teacher education. Schools of education are being approved on all the Central Universities.
Simultaneously, efforts have been made to strengthen the teacher education system in the States. The NCTE has been strengthened for playing an effective role in regulation of teacher education as well as for developing teacher education.
Status of Institutions Countrywide: As on 31.03.2014, there are 17,254 institutions recognized by NCTE for running teacher education courses with approval intake capacity TEACHER EDUCATION (TE)
(i) Strengthening Teacher Education
The Centrally Sponsored Scheme for Teacher Education has been revised for the XII Plan with an approved outlay of ` 6308.45 crore over the XII Plan to be shared between the Centre and the States in the ratio of 75:25 (90:10 for NER) to strengthen SCERTs, establish DIETs in all districts created up to 31.03.2011, thereby increasing their numbers from existing 571 to 648; strengthen existing 106 to 122 Colleges of Teacher Education (CTEs) and up-grade existing Government secondary teacher education institutions into CTEs; strength existing 32 to 39 Institutes of Advanced Studies in Education (IASEs);
up-grade Departments of Education in Universities as IASEs; and establish Block Institutes of Teacher Education (BITE) in identified 196 SC/ST/Minority Concentration Districts. Consequent upon the revision of the Scheme, for 2013-14, out of the
up-grade Departments of Education in Universities as IASEs; and establish Block Institutes of Teacher Education (BITE) in identified 196 SC/ST/Minority Concentration Districts. Consequent upon the revision of the Scheme, for 2013-14, out of the