Objective & Approach

Objective : Identifying Issues & Challenges in delivering Quality Education Outcome

Approach :An overall system assessment , through

structured discussions with stakeholders at different levels
Geographies Selected :
1. Rayagada District – Bissamcuttack Block
2. Kandhamal District – Kotagad Block Bissamcuttack Kotagad
Stakeholders Engaged Major Points of Enquiry

State Level OSEPA District Level DEO Understanding their day to day responsibilities

SCERT Block Level BEO, ABEO Blockers to effective role fulfilment

Mo School Cluster Level CRCCs Key Issues that hinder quality education outcome

District Level DIET School Level HM, Teachers Administrative v/s Academic Responsibilities

Community SIFs & Volunteers Trainings & Its Effectiveness

SMC & Community Socio- Cultural & Geographical Realities

 Major Observations
““ ItIt would
would have
have been
been easier
easier to
to get
get good
good teachers,
teachers, ifif itit were
were aa coastal
coastal district
district ““
Not enough local applicants & unsatisfactory performance of external applicants: Owing to the difficult
location , many people do not apply for the position and the posts remain vacant
Low level of Community Awareness : Parents do not understand the value of education & do not exhibit
DEO & BEO responsible behavior

““ We
We are
are not
not doing
doing what
what we
we are
are supposed
supposed to
to do
do ““
““ Teaching
Teaching isis aa very
very small
small part
part of
of what
what II do
do on
on aa day
day to
to day
day basis”
basis”

CRCCs ““ The
The workload
workload isis immense,
immense, we
we are
are barely
barely able
able to
to keep
keep up
up with
with all
all these
these administrative
administrative tasks”
tasks”

None of the CRCs are involved in Academic Mentoring & Pedagogical Support – They are aware of the fact
• 31 CRCCs
• 14 Bissamcuttack
& blame the same on excessive administrative duties
• 17 Kotagad Excessive Administrative Workload – a) Hardship locations b) Adequate support from H/M is not there c) Re
• Mode of validation of the same data points d) Lack of basic infra structure such as network & connectivity
Engagement :
FGD Need for recognition of efforts – They pointed out that positive efforts are not recognized , however a single
miss leads to salary stoppage

Unable to report reality – due to pressure from the senior officials

 Major Observations
““ The
The only
only objective
objective parents
parents have
have isis ““ how
how will
will they
they gain
gain money
money from
from the
the school”,
school”, they
they do
do not
not realize
realize the
the value
value of
of
education”
education”
““ The
The villagers
villagers were
were threatening
threatening to
to file
file aa complaint,
complaint, when
when II had
had barely
barely hit
hit the
the child.
child. They
They demanded
demanded II pay
pay them
them 5000
5000 INR
INR &
&
II did.”
did.”
Insufficient number of Classrooms . Not enough subject teachers in upper primary & high school . Merged classrooms &
HM & Teachers insufficient teaching strength makes the teaching learning process ineffective
No guidance for self study from parents at home : This was always Lack of community connect & appreciation
Bissamcuttack cited as a reason for poor performance of students of community issues
 4 Schools
Lack of participation in decision making meetings : The teachers had e.g. a teacher was not aware of the local language despite
 12 teachers teaching in the school for 11 years
( including HM)
to go to each house & call the parents
Kotagad Administrative responsibilities consume a lot of time – MDM, Enrollment, Aadhar Card Registration etc.( 2-3 days in a
 3 Schools week ) ( 46% of a teacher’s time is spent in non academic activities – Ranjitsinh Disale, Winner Global Teacher Prize 2020 )
 9 teachers Student Absenteeism ( Average attendance rate across the 7 schools ~ 70% ). Absenteeism attributed to a) Lackadaisical
( Including HM ) attitude of parents b) Frequent festivals and functions in the village
Nishtha Trainings : a) Not contextualized for rural children –e.g. “The way fraction was taught in Nishtha, none of the
children would have understood” b) Teachers do not appreciate the need for trainings on sociology, psychology etc.
TLMs : a) No TLMs were prepared by the school / teachers / children b) The existing TLMs were insufficient and were
barely utilized
No academic dialogue with CRCCs & with other teachers – An ecosystem is needed that encourages academic
due to lack of awareness. dialogue

Teachers are not trained to take effective classes

Absence of corporal punishment – barrier to effective learning
without resorting to punishment
 Major Observations
They have serious doubts on teachers’ seriousness & teaching capabilities – “Many of them do not come on time & Many
of them are very irregular , they come only once a month “

The ward members and SMC feel that sufficient meetings are not done & the meetings are just for name-sake.
Community
The villagers are daily wage labors who are extremely tiered after a full day of work and are unable to sit with their
Bissamcuttack –
children for guidance.
4 Villages
Kotagad –
4 Villages
They also feel , since they are uneducated- they would not be able to guide the children effectively