C APÍTULO TERCERO
3.3 Medición del riesgo país
teacher community, as well as to enrich efforts at systematic reforms and changes at decentralized levels for improved teacher and school performance.
(ii) School and Teacher Grants: SSA also provides annual Teacher Grants of Rs. 500 to all teachers for developing contextual teaching aids. DIETs and BRCs hold regular workshop and training programmes to develop subject and topic related low cost teaching aids. States have also issued guidelines to schools and teachers on optimizing use of such funds. In 2014-15 about 2.10 lakh teachers will receive teacher grant under SSA. In addition, an annual School Grant of ` 5000 is provided to each primary and ` 7000 to each upper primary school separately, to meet the cost of school consumables, ` 7500 per school is given to each school for maintenance purposes, as well in 2014-15, about 13.54 lakh schools were targeted to receive School Grant. For new schools, onetime 'Teaching Learning Equipment' grant @ ` 20,000 per new primary school and @ ` 50,000 per new upper primary school is provided for school equipment and setting up expenses. In 2014- 15, about 2112 schools were targeted to receive TLE grant.
(iii) Computer aided learning: Under SSA, grant up to ` 50 lakh is available to each district for strengthening computer aided learning in schools to support enhancement of children's learning. Activities include providing computer equipment or labs to schools, development of curriculum-based e- learning materials in local languages, and training of teachers in computer use. Since inception of the program, approximately 87753 schools have been benefited from this intervention.
(iv) Improved learning processes and learning outcomes: In addition to the annual in–service teacher training and monthly reflective meetings; an annual grant of ` 500 is provided to each teacher to develop
& use contextual teaching learning materials; action research is promoted to enable teachers to study various issues related to their teaching learning processes, etc.
(v) Learning Enhancement Programs: 2% of the total SSA outlay for each district has b e e n m a d e a v a i l a b l e f o r ' L e a r n i n g Enhancement Programs' that aims specifically at improving the quality of learning processes and learning outcomes. In 2014-15, 29 States have been supported for carrying out Learning Enhancement Programs focused on the primary level (especially for strengthening early reading and mathematics skills), and all the States have been supported for Learning Enhancement Programs with a focus on strengthening Science and Maths learning at the upper primary level.
To support States in designing these subject- specific programs, NCERT has launched a Reading Programme for the early primary grades, as an exemplar for States to build their own programmes for strengthening children's reading skills. This includes a prototype graded series of 40 early readers, a teachers' training manual, and a dossier of materials on reading pedagogy. Similarly, NCERT has initiated a programme for strengthening the teaching of Mathematics at Early primary grades, which includes development of a prototype maths learning kit for Class I and II, and a teacher training manual with appropriate pedagogic strategies.
(vi) Improving student learning outcomes: The impact of various quality interventions of SSA are reflected in the enhancement of children's learning levels which is a major thrust in SSA. NCERT on the advice of MHRD launched a programme to measure the achievement level of children studying in classes 3, 5 & 8. The learning levels were measured as Baseline Achievement Survey (BAS), Midterm Achievement Survey (MAS) and Terminal Achievement survey. The year in which it started and the classes for which it was carried out have been given in the Table below.
All the three rounds have been completed and the results of the same have been entered in Table below.
The fourth round has started and data for class V have been collected the report will be available shortly.
Survey Cycle Class V Class VIII Class III
Cycle I 2001 - 05 2003 -08 2003- 07
Cycle II 200 5- 08 2007 -10 2007 -09
Cycle III 2009 -12 2011 -13 2012 -13
Subject tested Mathematics, Language, Environmental Studies Mathematics, Language, Science Social Science Mathematics, Language
Round -I Round-II Round-III
Girls Boys Total Girls Boys Total Girls Boys Total CLASS-III Math 57.95 58.54 58.25 62.62 62.16 61.89 253 252 252 Language 63.31 62.94 63.12 67.96 67.71 67.84 258 256 257 CLASS-V Math 46.09 46.9 46.51 48.37 48.54 48.46 252 251 247 Language 58.79 58.94 58.57 60.35 60.27 60.31 248 247 251 EVS 49.99 50.59 50.30 52.23 52.15 52.19 250 249 249 CALSS-VIII Math 39.80 38.97 39.17 42.50 42.93 42.58 245 246 245 Language 56.30 53.07 53.86 56.72 56.41 56.50 249 246 247 Science 41.68 41.17 41.30 42.52 42.94 42.72 251 252 251` S. Science 46.33 46.15 46.19 47.81 48.24 47.90 248 247 247
Third round testing has been based on Item Response Theory being a superior methodology for measuring achievement levels has been completed. Findings for class V indicated improvement in learning levels, but there are few areas of concern. Third round class V result shows that in Language there has been an improvement in learning achievement in 24 States/UTs, in Mathematics, 14 States have improved learning levels and in Environmental Studies, 24 States/UTs have shown an improvement in learning level. In case of class VIII results it has been found that in Mathematics average score of 33 states/ 1UTs was
245 with SE of 0.6. Uttar Pradesh students scored highest average score (278), whereas Meghalaya and Puducherry students scored lowest average score (227) in Mathematics. In reading comprehension Kerala students scored highest average score (277) but Jammu & Kashmir Students scored lowest average score (217) in Reading Comprehension. In Science the Performance of rural students is significantly higher than urban students in Science however in social sciences the Uttar Pradesh (267) was the highest and Meghalaya (226) was the lowest performing state.
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government system, including talent also in theteacher community, as well as to enrich efforts at systematic reforms and changes at decentralized levels for improved teacher and school performance.
(ii) School and Teacher Grants: SSA also provides annual Teacher Grants of Rs. 500 to all teachers for developing contextual teaching aids. DIETs and BRCs hold regular workshop and training programmes to develop subject and topic related low cost teaching aids. States have also issued guidelines to schools and teachers on optimizing use of such funds. In 2014-15 about 2.10 lakh teachers will receive teacher grant under SSA. In addition, an annual School Grant of ` 5000 is provided to each primary and ` 7000 to each upper primary school separately, to meet the cost of school consumables, ` 7500 per school is given to each school for maintenance purposes, as well in 2014-15, about 13.54 lakh schools were targeted to receive School Grant. For new schools, onetime 'Teaching Learning Equipment' grant @ ` 20,000 per new primary school and @ ` 50,000 per new upper primary school is provided for school equipment and setting up expenses. In 2014- 15, about 2112 schools were targeted to receive TLE grant.
(iii) Computer aided learning: Under SSA, grant up to ` 50 lakh is available to each district for strengthening computer aided learning in schools to support enhancement of children's learning. Activities include providing computer equipment or labs to schools, development of curriculum-based e- learning materials in local languages, and training of teachers in computer use. Since inception of the program, approximately 87753 schools have been benefited from this intervention.
(iv) Improved learning processes and learning outcomes: In addition to the annual in–service teacher training and monthly reflective meetings; an annual grant of ` 500 is provided to each teacher to develop
& use contextual teaching learning materials; action research is promoted to enable teachers to study various issues related to their teaching learning processes, etc.
(v) Learning Enhancement Programs: 2% of the total SSA outlay for each district has b e e n m a d e a v a i l a b l e f o r ' L e a r n i n g Enhancement Programs' that aims specifically at improving the quality of learning processes and learning outcomes. In 2014-15, 29 States have been supported for carrying out Learning Enhancement Programs focused on the primary level (especially for strengthening early reading and mathematics skills), and all the States have been supported for Learning Enhancement Programs with a focus on strengthening Science and Maths learning at the upper primary level.
To support States in designing these subject- specific programs, NCERT has launched a Reading Programme for the early primary grades, as an exemplar for States to build their own programmes for strengthening children's reading skills. This includes a prototype graded series of 40 early readers, a teachers' training manual, and a dossier of materials on reading pedagogy. Similarly, NCERT has initiated a programme for strengthening the teaching of Mathematics at Early primary grades, which includes development of a prototype maths learning kit for Class I and II, and a teacher training manual with appropriate pedagogic strategies.
(vi) Improving student learning outcomes: The impact of various quality interventions of SSA are reflected in the enhancement of children's learning levels which is a major thrust in SSA. NCERT on the advice of MHRD launched a programme to measure the achievement level of children studying in classes 3, 5 & 8. The learning levels were measured as Baseline Achievement Survey (BAS), Midterm Achievement Survey (MAS) and Terminal Achievement survey. The year in which it started and the classes for which it was carried out have been given in the Table below.
All the three rounds have been completed and the results of the same have been entered in Table below.
The fourth round has started and data for class V have been collected the report will be available shortly.
Survey Cycle Class V Class VIII Class III
Cycle I 2001 - 05 2003 -08 2003- 07
Cycle II 200 5- 08 2007 -10 2007 -09
Cycle III 2009 -12 2011 -13 2012 -13
Subject tested Mathematics, Language, Environmental Studies Mathematics, Language, Science Social Science Mathematics, Language
Round -I Round-II Round-III
Girls Boys Total Girls Boys Total Girls Boys Total CLASS-III Math 57.95 58.54 58.25 62.62 62.16 61.89 253 252 252 Language 63.31 62.94 63.12 67.96 67.71 67.84 258 256 257 CLASS-V Math 46.09 46.9 46.51 48.37 48.54 48.46 252 251 247 Language 58.79 58.94 58.57 60.35 60.27 60.31 248 247 251 EVS 49.99 50.59 50.30 52.23 52.15 52.19 250 249 249 CALSS-VIII Math 39.80 38.97 39.17 42.50 42.93 42.58 245 246 245 Language 56.30 53.07 53.86 56.72 56.41 56.50 249 246 247 Science 41.68 41.17 41.30 42.52 42.94 42.72 251 252 251` S. Science 46.33 46.15 46.19 47.81 48.24 47.90 248 247 247
Third round testing has been based on Item Response Theory being a superior methodology for measuring achievement levels has been completed. Findings for class V indicated improvement in learning levels, but there are few areas of concern. Third round class V result shows that in Language there has been an improvement in learning achievement in 24 States/UTs, in Mathematics, 14 States have improved learning levels and in Environmental Studies, 24 States/UTs have shown an improvement in learning level. In case of class VIII results it has been found that in Mathematics average score of 33 states/ 1UTs was
245 with SE of 0.6. Uttar Pradesh students scored highest average score (278), whereas Meghalaya and Puducherry students scored lowest average score (227) in Mathematics. In reading comprehension Kerala students scored highest average score (277) but Jammu & Kashmir Students scored lowest average score (217) in Reading Comprehension. In Science the Performance of rural students is significantly higher than urban students in Science however in social sciences the Uttar Pradesh (267) was the highest and Meghalaya (226) was the lowest performing state.