Grip n Flip


Lt. Col. (ts) A. K. Saxena (reted), District Sainik Welfare Officer,District Sainik Welfare Office, Chhindwara- 480001 (M.P)

Shri R.S. Rajpoot, from D.I.E.T Sagar School Adopted Prathmik Shiksha  Gaurranti Shala Babupura of Village Babupura Block Sagar  District Sagar. Amount

M.K.Singh, IAS, Commissioner Rajya Shiksha Kendra, Bhopal M.P , 1/75 , Danish Hills View Kolar Road Bhopal M.P

Lt. Col. (ts) A. K. Saxena (reted), District Sainik Welfare Officer,District Sainik Welfare Office, Chhindwara- 480001 (M.P) :MR NO. 4     School adopted

Dr.Nirmala Bardiya, Department of Biological Sciences, 103 Tucker Hall, University of Missouri-Columbia, Columbia, MO-65211 USA


Dheeraj Sharma,Smt Archna Devi Sharma Shiksha Prasar & Samaj Kalyan Samiti, Shivpuri 24, Shiva Nagar Shivpuri M.P.

Shree Sarman Modi, Shree Laxmi Modi & Shri Lakhan Modi in memory of their father late Shree Latori lal constructed a stage in the school premises of  Govt. Primary School Bazaria ward Hata District Damoh M.P.


   MR.No. 5  : aknsuresh.jpg

Smt Mewabai Dhakad, member of Janpad Panchayat kharai block Kolaras district Shivpuri M.P 

Jain Mitra Mandal Chhindwara,HIG-26,Chitrakoot Complex, Nagpur Road Chhindwara M.P.

School Adopted: Middle School Kaparwadi,Chhindwara M.P : Amount

Mr Sajay Singaur "Teacher" Gram Sarri Post Bhamni Banjar District Mandla M.P. : Govt. (upgrade)Middle School Indri Block Nainpur District Mandla (M.P) 

To meet the challenges of UEE, the convergence of all the resources is important. A number of NGOs are working in different areas of education in collaboration with SSA, MP. The experiences of NGOs are being elicited by involving them as active partners in various fields of education.

PPP model

A highlight of AWP&B 2010-11 will be, seeking PPP model of implementation of programmes under SSA as per need. The details of the partners presently working in the State to achieve the goals of SSA are given below:

 (1) Microsoft - Project Shiksha

Government of Madhya Pradesh School Education department in collaboration with Microsoft is working in the area of computer training. This programme is known as Project Shiksha. This pertains to area of computer training. The main objective of the project is to empower teachers and student to make optimum use of potential of ICT by providing greater access to latest technologies. It also aims at delivering high quality ICT literacy and development skills for teachers to enable them to use ICT in education.

Under Project Shiksha programme an IT Academy has been established in Bhopal . Seven Regional level computer training centers have been identified. Training has been conducted round the year at these centres. More than 4000 teachers were trained during the academic year 2007-08.

As per the MOU signed between Microsoft and Government of Madhya Pradesh to implement Microsoft’s teacher training programme ”Project Shiksha” in the State to bridge the digital divide and participate in the spread of IT literacy through an IT academy situated in Bhopal and 7 DIETs i.e .Narsinghpur, Rewa, Indore, Raisen, Ujjain, Gwalior and Sagar. During the financial year 2009-10, Microsoft trained principals, teachers ad officers in IT technology. In this year over 2500 teachers were trained. Also it has started course completion certification exam for the Project Shiksha trained teachers and the result was commendable i.e. out of 358 participants, 322 passed the exam. Under the guidance of ICT section of RSK MP the team has conducted online payment software training for DDOs. It has also launched the website for the principals, teachers and officers for gathering useful information about MICROSOFT PROJECT SHIKSHA as an initiative with State Government.

Training has been also given to wardens of Kasturba Gandhi Balika Vidhyalaya and Girls Hostels.  

Proposal for 2010-2011:

v      Training of Teachers and officer:

  1.  6 days training module for Principals/Officers
  2. 10 days training module for teachers

v      Monitoring Process; Regarding the implementation of ITC in schools, Resource Persons of Microsoft will monitor the learning of teachers by visiting the schools personally once in 4 months.

v      Connecting with the community& recognizing the achievers

v      Partnering with State in organising IT quiz for the teaching-learning fraternity

v      Achieving the works done by the teachers foe future use

v      Showcasing the best works of teachers on a regional, national and international platform.


Education Workplan  

Education programme of UNICEF seeks to contribute to the achievement of MDGs 2 and 3, as well as to MDG 7 on sanitation and the Millennium Declaration on Child Protection for the State of Madhya Pradesh in the context of Sarva Shiksha Abhiyan. The Education Programme will contribute to strengthening the capacity of the Education sector to be more effective and inclusive, and to that end will support Sarva Shiksha Abhiyan in its policies and strategies to increase the enrolment, retention, achievement and completion rates in elementary education. A particular area of focus will be reaching SC/ST children, with a special emphasis on girls, and developing strategies and norms to ensure that SC/ST children can effectively transition up to secondary education.  UNICEF’s support is for the State Plan for Education and in select districts are used for modelling or piloting an intervention before scale up.  

In 2009-10 the following were the highlights of UNICEF support to RSK:  

  • Support to roll out of ABL in 4000 schools.
  • Initiation of Active Learning Methodology for Upper Primary.
  • Development of note for initiation of Accreditation in the State.
  • Capacity building on classroom monitoring.
  • Training of CACs on use of Quality Mapping Tools.

The section below gives a summary of the activities to be under taken in 2010-11.  

1. System strengthening and Capacity building  

  • Support to roll out of an accreditation system based on Child friendly schools and a child friendly school index with development of School Development Plan which includes learning achievements.
  • Continue support to technical support unit and expand it to include child protection.
  • Teachers Quality index based on teacher performance standards.
  • Revitalization of SCERT and DIETs and academic support systems strengthened for addressing issues of Quality education.
  • Exposure visits and learning exchanges.
  • Support learning opportunities and innovative practices and interventions to reach out to migrant and other disadvantaged group and mainstream as per RTE
  • Support Mechanism for monitoring of key education indicators pertaining to disadvantaged groups.

 2. Equity and Quality Promotion  

  • Development of Development of Child Friendly schools in selected schools as models for replication.
  • Continued support to designing teacher training and implementation and Activity based learning
  • Promote early reading and writing initiatives.
  • Implement initiatives for smooth transitioning of children from disadvantaged groups to transfer to upper primary and secondary classes including Life skills education.
  • Identify and implement initiatives using ICT in education for reaching out to remote areas.
  • Continued support on implementation of strategies for promoting girls education using Meena.
  • Expand mobile schools initiative for children affected by migration.

 3.  Advocacy and Social Monitoring  

  • Establish monitoring hubs at State and all Division for supporting routine monitoring of classrooms practices and learning among children and tracking gaps in availability of infrastructure and human resources.
  • Strengthening systems of concurrent monitoring and regularizing status reports with disaggregated data on key education indicators especially quality of teaching and learning for decision making.
  • Promote using of customized version of DevInfo in the state for monitoring of progress towards MDGs.
  • Annual Report on learning achievements study for the state.
  • Improved participation of Parents Teachers Associations/SMC in monitoring of schools.
  • Disseminate findings of the Girls Education Study in the state.

4. Integrated and Convergent districts

Six districts including Guna and Shivpuri have been implementing an integrated planning approach based on Results based management principles since July 2006. All the activities set out in the above sections would be undertaken in synchronization with the District Plan of Education.


  • Identification of parameters for Accreditation and Child Friendly School Index and development of model schools in one block each in all Divisions of the State.
  • Development of selected DIETs, Clusters Resource Centres and Block Resource Centres as academic support units.
  • Prototype of teacher and student support materials for improving teaching leaning in classrooms.
  • Monitoring hubs for regular and independent tracking of key education indicators.


Research and studies

Studies have been planned as follows:


i.                     Study the correlation between language of instruction and barriers to transition at lower primary classes.

ii.                    A study on children’s acquisition of early literacy and its impact on learning achievements

iii.                  Study on status and barriers to learning achievements of children from the tribal areas.

Overall focus will be on quality improvement and leaning achievement of children with special focus on disadvantaged groups in the SSA framework and State Education Plan.  A key aspect would be use of Information Communication Technology (ICT) for enhancing the efficacy of the delivery systems. Policy advocacy would also be taken up on issues of teacher recruitment, remuneration and assessment of children. Convergence with Health, Child Environment and Nutrition programme would be strengthened for quality education. Opportunities for any convergent and joint programming within UNDAF would be an added impact to programme effectiveness and efficacy.

(3) Muskaan

Muskaan has been working in very vulnerable slum communities where they found that even in a cluster of 60 families with over 100 children in the age group of 5 – 14 years, not  going to school. Muskaan is working in 6 such communities today. All these children are mostly ‘child labour’; they do scrap-picking work and also do household work of collecting wood, looking after infants in the house. Some children also work in the markets.

Muskaan's efforts to put children into government schools was not very successful because children were not happy there and it was a daily struggle for parents to send the child there. Therefore Muskaan as NGO decided to work in Government Schools also so that they could also become friendly to the children from slum backgrounds. They also set up a 5 hours school for children who were not going to any school at present Muskan is working with 250 children. For the year 2009, Muskaan is doing this work as a collaboration with the Zila Shiksha Kendra Bhopal.


Proposal for 2010-2011:

Towards improving quality of education in government primary schools

A)  Strengthen 3 Jan Shiksha Kendras and DIET

          Support Teachers Training at Jan Shiksha Kendra Level and DIET level- Training to include working with children at different learning levels, use of TLM, clarification of difficult Mathematics and Language concepts.

          Organising of workshops with teachers for generating perspective to respond to needs of children from weaker economic and social backgrounds, and capacities to carry out extra-curricular activities in the school.

          Develop Jan Shiksha Kendras as active educational resource units

          Annual Education Fair with children, teachers and parents from various places at JSK

          Publication of newsletter for the schools and the entire program for spreading the work and for recognizing teachers.

B)  Support in 26 schools


 (4) Samavesh

Samavesh Society for development and Governance is running a project titled Community Based Participatory Programme for strengthening Elementary Education in two blocks each in Dewas and Harda districts of Madhya Pradesh.

Under this programme Samavesh has selected 50 schools from 50 villages of Dewas and Harda districts to improve the quality of education. One Bal-Mitra had been selected by Samavesh and placed at each of these schools to start using ‘activity and play method adopting more activity methods" in teaching. Regular trainings were organised for the Bal-Mitras and Jan-Mitra in this programme. and the Samavesh team also participated in Government  teachers training programme.

Activity Based Teaching through word cards and other teaching aids were introduced in 50 project schools of Dewas and area districts. Initially these were used by the Bal-Mitra for the Shiksa Protsahan Group of very weak children in the school. A base line study and report for around 500 children in class 2 & 5 was completed for Hindi language and Mathematics learning. Training and orientation of team of Samavesh members, ABL method for elementary school teaching. The Jan-Mitra and Bal-Mitra team organise meetings of PTA members in the school. Around 20 of the 50 schools reasonably active PTA members have become active in monitoring and supporting the schools and its activities. The whole programme is based on Activity Based Learning and followed Dakshta Samwardhan Programme.

Proposal for 2010-11


v      Improvement of school and class room environment

v      Encourage Government school teachers to adopt more activity based methods in teaching.

v      Regular class room activities supported by Bal-Mitra in schools

v      Organisation of Summer Camp in schools

v      Organisation of Pradesh Utsav in Sschool

v      Strengthening of Parents Teacher Associations in school

v      Motivating the local community to participate in school monitoring.


 (5) Sahmat: Sir Albert Howard Memorial Trust  

Sahmat is working in 50 primary and 10 middle schools in Kesla block of district Hoshangabad. The objective of this collaboration is to support and supplement the Government efforts in providing quality education to all children in the age group of 5-14 years.

v      Capacity building of Government teachers in academic matters including pedagogy, planning classroom processes and evaluation of students.

v      Capacity building within the community to support the educational efforts of the school through libraries and out of school activities

v      Developing and/or introducing innovative teaching learning material and methods in Government Schools   

Proposal for 2010-11  

v      Continued monitoring of all existing monitored school.

v      Additional workshops for the above Upper Primary Schools with students weak in language (Hindi& /English) throughout the year.

(6) Eklavya

Eklavya is working in close collaboration with RSK. MOU has been signed between RSK and Eklavya. The objective of this collaboration is:

         i.      Capacity building of Government School teachers in the subjects, pedagogy, planning class room processes and evaluation of students

        ii.      Building capacity within the community to support the educational efforts of the schools.

The method to be adopted will be one of on site resource support to BRCs, CRCs and schools and holding of workshops during workshops during summer holidays and non teaching days on specific concept areas.

Eklavya is working in close collaboration with RSK. The objectives are -

v      Capacity building of Government School teachers in the subjects, pedagogy, planning, classroom process and evaluation of process.

v      Building capacity within the community to support the educational efforts of the school.

Eklavya in partnership with the RSK conducted the 10 day training of primary school teachers of 10 clusters distributed over the 3 blocks of Shahpur, Babai and Bagli in June 2009. A library and activity centers have been set up in Bhayawadi Model Cluster Center to provide a forum for children, teachers youth and parents to read, discus, and take part in creative project. Also set up Gatividhi Kendra in Model Cluster Center Ganera in Babai block Hosangabad.


Proposal for 2010-11

·         Participation in the process of teacher training and also provide support for improving the process of planning and review of academic work at the level of the school with using Dakshata Samvardhan Programme.

·         Setting up Gatividhi Kendra (nodal library and activity center for teacher, youth and community) in the three blocks and organising regular workshops for children and others through these forums.


(7)   Naandi Foundation: Ensuring Children Learn

Naandi Foundation is working with the Sarva Shiksha Abhiyan to improve the quality of education and girls’ education in Sheopur district and provided resource support for this purpose. They trained 220 school teachers for quality improvement. They created a dynamic youth force called Bal Mitra, made open Black boards, organized regular village meetings, formed a group of children called 'Sandesh Vahini' and  also formed Mahila Jagrati Manch for empowering women. Besides these foundation is also working on early childhood Education.

Ensuring Children Learn Pprograme reached out in a sustained manner to the communities in 220 villages through Baal Mitras village meetings, sharing children’s achievements in public forums, and active dialogue with SSA functionaries at district ,block and state level. This quality initiative of Naandi Foundation is currently underway in 220 villages across the three block in Sheopur district viz Sheopur, Vijaypur and Karahal. Naandi also focused support to girls in identified Government Schools through Nanhi Kali project.

·         Strengthening of District Resource Group Block and Cluster resource group.

·         Capacity development of functionaries of district.

·         School centered interventions for children provided direct academic support to children.

·         School center intervention with teachers academic support, teachers training improving competencies on specific subjects.

·         Special focus on low performing schools.

·         Girl child education integrated with NPEGEl programme/activities strengthen modal cluster schools.

·         Community involvement and participation interaction with the community, involvement of communities in schools activities and performance.

·         Strengthen PTA – Strengthen capacities for participation and monitoring of schools.


Proposal for 2010-11

Support to ongoing Programe in 220 schools in Sheopur district:

  • Direct academic support to children through teaching learning materials, manuals.
  • Teachers support through teaching learning materials, training followed by Dakshata Samvardhan Programme.
  • Girl Child Support – Study materials ,dress & hygiene materialwill be given
  • PTA orientation, training & strengthening.
  • Testing learning levels through Test papers data entry and analysis.


(8)   Education Development Centre (EDC)

The EDC has been chosen to execute the dot- EDU T4 project in India , in cooperation with the Government of India and the various State Governments. T4 interventions are directed at creating and consolidating the necessary enabling mechanisms in this direction through the following:

·        Multiple technologies for Teaching and Learning

·        Innovative teachers training/learning programmes using media

·        Development and adaptation of appropriate teaching learning materials, complementing the lessons with games, activities etc.

·        Emphasizing the need for making learning a joyful experience

·        Orientation of parents, community and local NGOs on the need for creating a conducive atmosphere for learning  

Interactive Radio Instruction Programme:

Interactive Radio Instruction program has a dual approach i.e. while it creates an interactive and joyful environment for active learning of students and teachers, the programme also aims at developing the skills of teachers for an interactive, activity based teaching learning process. This technique of teaching leads to changes in the learning environment as a whole, also having a spill over effect into the non-IRI classes as well.

IRI programe in collaboration with the State Government strengthens quality of education and learning systems through customized ICT intervention and content for educator , student and professionals.

In the academic session 2009-10 IRI progreme were broadcast on  Monday and Friday every week. Training was imparted to the teachers for effective implementation of IRI programe. Training was also given to DRG ,BMTs and teachers, English is Fun level 2 for student of class 3 &4 was implemented state wide and English is fun level 1for students of class 1&2was implemented in the 17 districts.


      Proposal for 2010-11 

The IRI programes planned for next year are as follows

  • English is fun level 1 for students of classes 1&2.
  • English is fun level 2 for students of classes 3&4.
  • Hindi IRI Jhilmil on Maths Science &Social science students of classes 4&5.

Implementations of video films.

 (9) Room TO Read Program;- 

Room to Read is working in close collaboration with RSK . It works in 2 districts viz. Betul and Tikamgarh. Room to Read is working towards strengthening of School Libraries by providings children’s books to them.  

      Proposal for 2010-11 

Along with previous work RtR proposes following activities—

·         Strengthening the remedial teacher.

·         Life skill orientation for girls

·         Strengthening the Science and Mathematics faculty.

·         Vocational training for girls in KGBV .

·         Health check up activities in KGBVs.

 Efforts through various NGOs

13 Private Schools have enrolled Out of School Children under Paraspar Scheme. 3 KGBV, 2 Girls Hostel, 1 RBC, 7 Platform Schools and CWSN Hostels are being run through competent NGOs in the State.

BGVS is working for Right to Children for Compulsory & Free Education Act 2009 in 7 districts, to strengthen community for RTE.

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