AGENDA ITEMS FOR DISCUSSION Following are the issues circulated in the State Assembly in the form of short discussion note (enclosed) on Education System in the State. 1. Access and enrollment – Merging the schools with a focus to provide a Teacher to the class with Headmaster, improved infrastructure and school ambience. 2. Staring English Medium Schools at Primary Level 3. Attaching pre-primary sections/ Anganwadis with the existing Primary Schools 4. Improving the school monitoring and supervision 5. Teacher Education – Strengthening of Teacher Education Institutions 6. Upper sections to be merged with nearby High Schools 7. Merging the High Schools with low enrollment 8. Quality – Framework for Teacher performance appraisals and accountability linked to incentives such as promotions, transfers etc. 9. Biometric systems and CC cameras 10. Reforms in Teacher recruitment procedures 11. Direct recruitment to the posts of Headmasters and Mandal Education Officers (MEOs) 12. Certificate course for promotion of Headmasters in School Leadership. 13. Teacher Unions 14. Induction Training to the newly recruited Teachers 15. Participation of local community and local bodies in school matters. 16. Making schools functional seriously for improving the public confidence on Government Schools. 17. Training programmes to the In-service teachers for the year 2016-17 Notes on the above issues is enclosed hereunder (short discussion note).
Page 1 of 17
Short Discussion on Education System in the State STATE PROFILE : Telangana is the 29th State of India, formed on the 2nd of June 2014. The State has an area of 1,12,077 Sq Kms and has a population of 350.04 Lakhs.
I.
Status of School Education in important Educational Indicators
1. Population& Literacy :
As per 2011 Census the State’s population is 350.04 lakhs. There are about 988 Females per every 1000 Males. The decadal growth rate (200111) is 13.58. The Rural population is 61.12% and Urban is 38.88%.
The State Literacy rate is 66.54% as per 2011 Census against National Literacy rate of 73.00%. The State Male Literacy rate is 75.04% against National Literacy rate of 80.90%. The Female Literacy rate in the State is 57.99% against National Female Literacy rate of 64.60%. The Telangana State stands at 32nd Rank/ position in the National level Literacy Rate among the States and Union Territories.
2. The Department is implementing four major Programmes which are as follows:i) Mid Day Meal Scheme:
This is a Centrally Sponsored Scheme, which was launched in January, 2003 for providing Mid Day Meals to the children studying in Primary Schools (Classes I to V); extended to Upper Primary Schools (Classes VI to VIII).with Central Assistance and Matching State Share. High Schools (Classes IX to X) were added in October, 2008 with 100 % State funds.
Further extended to the Children studying in Special Schools under National Child Labor Project (NCLP) from the Academic Year 2010 - 11.
Now the State Government has taken the following Initiatives:
Additional cooking cost of Rs.1/- per day per child is sanctioned to provide two eggs a week
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From 01.01.2015, the State Government is supplying Super Fine variety of Rice. Total students covered under MDM in 2015-16 is 2437104. The Project Approval Board(PAB) of GOI approved Rs. 311.92 Cr. for
Classes I to VIII and the BE 2015-16 was Rs.41.31.Crores. The PAB approval for 2016-17 is Rs.329.56 Crores and the BE 2016-17 is Rs.428.90 Crores. For Classes IX and X,
BE 2015-16 was Rs.51.60 Crores and BE 2016-
17 is Rs.68.60 Crores. In 2015 - 16, the GOI has revised the sharing pattern from 75 : 25 to 60 : 40 between the GOI and the State respectively. ii) Sarva Shiksha Abhiyan (SSA) :
SSA is a Centrally Sponsored Scheme, implemented in the State since 2001 - 02 to achieve Universal
Elementary Education. The sharing
pattern was 65 : 35 and in 2015-16 it is modified to 60 : 40 ratio between the GOI and the State respectively.
Major interventions undertaken are: running Residential Kastruba Gandhi Balika Vidyalayas for girls in the age group 11-14 opening of new schools in school less habitations, constructions of school buildings, additional class rooms, toilets etc. providing stitched uniforms to Children studying in Class I to VIII release of Maintenance Grant to the schools training to inservice teachers transport facility to children of remote habitations
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The B.E. 2015-16 approved was Rs.311.90 Crores and for 2016-17 it is Rs.502.00 Crores.
The Project Approval Board(PAB) of GOI approved
Rs.1667.34 Crores and for 2016-17 it is Rs.1850.20 Crores. iii) Rashtriya Madhyamika Shiksha Abhiyaan:
"Rashtriya Madhyamika Shiksha Abhiyaan" is a Centrally Sponsored Scheme implemented in the State from the Academic Year 2009-10. Secondary Education serves as a bridge between Elementary Education and Higher Education and prepares young person's between the age group of 14-18 for entry into Higher Education.
Major interventions undertaken are: running Girls' Hostels attached to the Model Schools opening High Schools within a radius of 5 KMs providing infrastructure to the High Schools such as additional class rooms, labs, libraries etc. providing teaching staff to the High Schools providing School Grants to the High Schools
The PAB of GOI approved an amount of Rs.277.53 Crores in 2015-16 and BE 2015-16 was Rs.276.96 Crores. In 2016-17, the PAB has approved Rs.332.33 Crores and B E 2016-17 provided is Rs.165.00 Crores.
iv) Model Schools:
This Centrally Sponsored Scheme was launched by Government of India in Educationally Backward Blocks (EBBs) in 2011-12 to provide Schools with same standards as Kendriya Vidyalayas with Classes VI to XII in English Medium and State Syllabus.
The sharing pattern was 75:25 but from 2015-16 the Government of India has stopped their financial support and transferred the Scheme to the State Governments.
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192 Model Schools were sanctioned to the State in Phase-I in 2011-12 out of which 182 are functioning and remaining 10 will be started in 2016-17. In Phase-II 125 Model Schools were sanctioned and construction for 2 Schools is in progress.
In 2016-17, Rs.120 Crores are provided for this Scheme under Non-Plan.
Supply of Free Text Books & Uniforms – 2015-16:
Academic Year
No. of Free Text Books Supplied
2014-15 2015-16 2016-17
2.32 Cr. 1.72 Cr. 1.69 Cr.
Supply of Uniforms to I to VIII Class Children 22.78 Lakhs 21.54 Lakhs 21.54 Lakhs
The Government is supplying Free Text Books to all Government School children studying in Classes I to X and provides two pairs of Uniforms to Classes I to VIII children.
3.
Access
Universal Access to Elementary Education requires schooling facilities within reasonable reach of all children. As per the RTE Act, 2009, the distance for opening the Schools have not been mentioned. However, in the RTE Rules of 2010, there is a mention that the Primary Schools need to be provided within the radius of 1 km, Upper Primary within the radius of 3 kms and High Schools within the radius of 5 kms respectively. However, access for schooling has improved in the State. 25088 habitations are provided regular Primary Schools except 572 habitations which are in Tribal Sub Plan areas where sufficient children are not available for opening of Primary Schools. However, in some of the habitations transportation is provided under SSA to the nearest Schools and some of the Children attend Schools run by the Welfare Departments.
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3. (a) Distribution of Schools in Telangana State - 2015-16 Type of School
Central Govt.
Primary UPS HS Grand Total:
3 3 41 47
State Govt. Govt. Welfare/ (Govt. & Local Residential Bodies) Schools
18139 3244 4583 25966
Private Aided
Private Un-aided
Total
321 128 293 742
2002 3729 5739 11470
21948 7189 11684 40821
1483 85 1028 2596
4. Enrolment 4. (a) Distribution of Schools and Enrolment management in Telangana State - 2015-16 S.No 1
Management State Govt. (Govt & Local Body)* State Govt. Others (Blind, Deaf & Dumb, Sports School, Juvenile)**
2 3
Model Schools***
4
Kasturba Gandhi Balika Vidyalaya (KGBV) run by SSA Telangana Residential Educational Institutions Society (TSREIS) Social Welfare Residential Schools Tribal Welfare Day/ Residential Schools **** BC Welfare Residential Schools Central Govt.(Navodaya, Kendriyavidyalaya & Railway Schools) Sub Total
5 6 7 8 9
10 11
Aided Private Grand Total
under
Government
PS
UPS
HS
All
Enrolment
18139
3244
4583
25966
2412084
3
0
11
14
1513
0
0
182
182
69233
% of Enrolment 39.78 0.02 1.14 1.17
0
0
391
391
70700 0.29
0
0
48
48
17561
4
1
129
134
58554
1475
84
247
1806
127273
1
0
20
21
8302
3
3
41
47
27294
19625 321 2002 21948
3332 128 3729 7189
5652 293 5739 11684
28609 742 11470 40821
2792514 141894 3128905 6063313
0.97 2.10 0.14 0.45 46.06 2.34 51.60
* Government Schools 1783 and Local Body Schools 24183. ** Hostels in these Schools run by Disabled Welfare Dept. and Sports Authority. *** These Schools have attached Girls Hostels with 100 Strength & these hostels are started in 2015-16. **** This includes 37 Residential Schools, Ashram Schools and Day Schools.
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4. (b) Year wise comparison of Enrolment in Government and Private Management Schools – 2011-12 to 2015-16 for all Classes I to X. All Academic Year 2011-12 2012-13 2013-14 2014-15 2015-16
Government
Private
Enrolment (in Lakhs)
Enrolment (in Lakhs)
Share on total enrolment (%)
Enrolment (in Lakhs)
Share on total enrolment (%)
61.41 59.91 61.78 59.51 60.63
30.76 29.71 31.14 28.36 27.93
50.1 % 49.6 % 50.40% 47.65% 46.06 %
30.64 30.20 30.64 31.15 32.71
49.9 % 50.4 % 49.59% 52.34% 53.94 %
Enrolment trend - The Enrolment percentage in Government Schools decreased from 50.10% during 2011 to 46.06% during 2015, whereas there is a progressive increase in the Enrolment in the Schools run under Private Managements from 49.90% during 2011 to 53.94% during 2015. This progressive decrease is even after positioning of qualified Teachers, in-service Teacher training programmes, free textbooks, free school dress, Mid-day Meal, Up gradation of infrastructure etc. 4. (c) Enrolment – Slab-wise distribution of Govt. and Local Body Schools across Primary, Upper Primary and High Schools – 2015-16 Type of Schools Primary
Schools
18139
ZERO
398
Cumulative PS Upper Primary Cumulative UPS
3244
High Schools
4583
4
3
Cumulative HS Total Schools Cumulative
25966
405
1-10
11-20
21-30
31-40
41-50
51-60
61-70
71-80
81-90
91-100
980
2333
3747
2718
1283
719
1302
699
362
731
2867
1378
3711
7458
10176
11459
12178
13480
14179
14541
15272
18139
9
39
119
190
247
258
285
277
293
248
1275
13
52
171
361
608
866
1151
1428
1721
1969
3244
2 5
4 9
7 16
26 42
29 71
72 143
83 226
155 381
186 567
203 770
3813 4583
991
2376
3873
2934
1559
1049
1670
1131
841
1182
7955
1396
3772
7645
10579
12138
13187
14857
15988
16829
18011
25966
The above statistics on School Education clearly reveals there is a progressive decrease in the Enrolment in the Government Schools. The reasons analyzed are as follows:
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>100
In view of the migration and shrinking of habitations, many Government Schools are functioning with the strength of zero, less than 20 or 30 etc., making them uneconomical and Department is unable to provide a Teacher for each Class more ever the present norm under RTE Rules is to provide a Primary School with this also leads to low strength in 1 Km distance.
There is greater migration from Government to Private Schools even in Rural areas for the reasons as given below. i. ii. iii.
They are able to provide one Teacher per Class. They are able to implement better supervision and control by having a system of Head Teacher. There is a demand for English Medium from the parents which is not available in Government Schools. In view of this, the State Government started parallel English medium sections in the High Schools from Class VI to X. as Success Schools However, due to lack of Teachers with English medium background and their inability to transact in English, this initiative proved to be ineffective and most of the Teachers taught in the Mother Tongue only. In this regard, it is proposed that we may start exclusive English medium Schools but not Parallel Sections, based on the availability of Teachers with English Medium background and also ensure that transaction of curriculum is done strictly in English medium .
iv.
They are having Pre Primary Sections i.e., Nursery/LKG/UKG. The parents enroll children at the age of 3+ in Private Schools whereas Govt. Schools allow admission at the age of 5+. Once they enroll in these Private Schools, they continue there which leads to further drop of enrollment in Government Schools. This issue requires discussion as to how to integrate the Anganwadi with Primary Schools.
v.
Many of them provide transportation facility for bringing children to the School.
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vi.
They mobilize and convince the parents to send their children to their Schools.
4. (d) Problems faced due to low Enrolment: There are about 12178 Primary Schools with Enrolment less than 60 students. As per this strength, these Schools are eligible to get Two (2) Teachers as per RTE Act, who have to deal with all the Five (5) Classes with about 20 subjects per day. If one Teacher is on leave, the entire School has to managed by a single Teacher. In fact, as per RTE Act, “upto 60” strength, Two(2) Teachers have to be provided. This means Schools with Zero or even One strength has to be provided with Two(2) Teachers. 4.(e) Reforms proposed: i. The norm of 1 Km under RTE Rules need to be modified. ii.
The Schools with very low Enrolment can be merged with the nearest School of viable strength and provide transportation wherever the nearest School is not within a walkable distance. But, certain Schools cannot be merged because of the following reasons:
Non availability of nearby School at a reasonable distance.
Where natural barriers exist such as Vagus and Hillocks etc.,
Lack of roads and transportation.
Any Primary School to function well should have 100 and above strength; 220 and above for Upper Primary; and 200 and above for High Schools. Children learn better when strength is more so as to work in collaboration with peer group and this leads to full capacity utilization of infrastructure and engages the Teachers efficiently. iii. As per Section 12 (c) of the RTE Act, 2009, a School under Specified Category and Un-aided School shall admit in Class I to the extent of atleast 25% of the strength of that Class, children belonging to weaker section and disadvantaged group in the neighbourhood and provide free and compulsory element education till its completion. As per Section 12 (2) the Un-aided Schools providing free Page 9 of 17
and compulsory education shall be reimbursed expenditure so incurred by it to the extent of per-child-expenditure incurred by the State, or the actual amount charged from the child, whichever is less, in such manner as may be prescribed. If this was to be implemented by the State, the enrolment in the Government Schools would further suffer a decline which would mean the under-utilization of the existing infrastructure created over the years and the large number of teachers already working being left with very little or no work. It would also mean additional financial burden on the State Government which has been estimated as Rs.218.01 Crores per annum and this would progressively increase every year as the child moves from Class I to II and so on.
This may also lead to mushrooming of Private Schools only to corner this
reimbursement as the State has already seen in the case
of Technical/
Professional Institutions in the past which would totally defeat the intent and purpose of this provision.
Most of the States in the Country are not
implementing this provision. In the consultative process taken up by the GOI for the 'New Education Policy' the need to review this provision has been informed to the GOI.
The State has addressed the GOI separately also in
August, 2015 in this regard. Therefore, the implementation of this provision requires a comprehensive discussion. iv) Per Student Expenditure for the 2015-16 Total No of Students in Govt. Schools 2015-16
24,12,084
Total recurring Expenditure incurred on Salaries of Govt. Teachers
Rs.7711.07 Cr.
Per student Expenditure, based on Salary
Rs.31,968
Total recurring Expenditure incurred on non-salary
Rs.1343.44 Cr.
Per student Expenditure, based on non-salary
Rs. 5,570
Total per student expenditure (both salary and non-salary)
Rs. 37,538
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5.
Infrastructure facilities for Government Management – 2015-16
Sl. No.
1 2 3 4 5 6 7 8 9 10
District Name
Total Schools
Drinking Water
Electricity
Compound Wall
Kitchen Shed
Play Ground
Adilabad Nizamabad Karimnagar Medak Hyderabad Ranga Reddy Mahabubnagar Nalgonda Warangal Khammam Total
2834 2175 2936 2841 688 2264 3705 3137 2919 2467 25966
2005 1366 2366 1679 534 1544 2608 2480 2253 2257 19092
2486 2012 2804 2566 599 1969 3348 2809 2599 2359 23551
1140 1238 1842 1524 570 1591 1898 2172 1920 1868 15763
1000 1797 1894 1343 1 1162 2419 2120 1603 1421 14760
1251 1376 1629 1331 219 1205 1598 1926 1744 1750 14029
6. Status on Running Water Facility in the Schools
Sl.
No 1 2 3 4 5 6 7 8 9 10
TOTAL
Name of the district ADILABAD HYDERABAD KARIMNAGAR KHAMMAM MAHBUBNAGAR MEDAK NALGONDA NIZAMABAD RANGA REDDY WARANGAL Total
No.of Schools 2834 688 2936 2467 3705 2841 3137 2175 2264 2919 25966
No. of Schools having running water facility 755 268 781 760 1146 866 1175 836 966 1081 8634
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No. of Schools requiring running water facility 2079 420 2155 1707 2559 1975 1962 1339 1298 1838 17332
7. Status on availability of Drinking Water Sources in the Schools
Schools having Drinking water facility with different Sources
Sl.
No 1 2 3 4 5 6 7 8 9 10
District ADILABAD HYDERABAD KARIMNAGAR KHAMMAM MAHBUBNAGAR MEDAK NALGONDA NIZAMABAD RANGA REDDY WARANGAL Grand Total
No of Schools 2834 688 2936 2467 3705 2841 3137 2175 2264 2919 25966
Well 52 5 41 45 65 87 31 142 45 41 554
Hand pump 1722 32 1510 1599 1060 673 1090 477 447 1403 10013
Tap 231 497 815 613 1483 919 1359 747 1052 809 8525
Through pots, water bubbles, children's own bottles etc. 829 154 570 210 1097 1162 657 809 720 666 6874
8. Information of Toilets constructed during 2015-16 S.No Toilets Constructed by No. of Toilet units 1 SSA 14526 2
PSUs& Corporate
Total Toilets constructed
3300 17826
On war footing basis, in the month of June-July, 2015, 17826 Toilets were constructed for providing minimum One Toilet unit for Boys & Girls each per School. The requirement as per Enrolment is yet to be met fully. Providing running water facility to the toilets is still a major challenge and providing daily maintenance of sweeping and cleaning also requires a permanent solution by the Local Bodies taking this responsibility.
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9.
No. of Schools with Computer infrastructure High Schools having Computers
Upper Primary Schools having Computers
KGBVs having computers
Total Schools having Computers
Adilabad Nizamabad Karimnagar Medak Hyderabad Ranga Reddy
223 222 340 251 103 292
111 102 115 114 112 111
52 36 51 43 0 26
386 360 506 408 215 429
7 Mahabubnagar
319
113
65
497
8 Nalgonda 9 Warangal 10 Khammam Total
346 321 277 2694
113 113 99 1103
46 46 26 391
505 480 402 4188
Sl. No 1 2 3 4 5 6
District
10.
School Monitoring and Supervision: The State has well defined Monitoring Structure with Posts sanctioned at
State, District and Mandal level for monitoring and supervision of curriculum implementation. Following are the details of Monitoring positions. Name of the Post Regional Joint Director of School Education (RJDSEs) District Educational Officers (DEOs) Deputy Educational Officers (Dy.Eos) Gazetted HMs Grade I Mandal Educational Officers (MEOs) District Institute of Education & Training (DIET) Academic staff College of Teacher Education (CTE) Academic staff Institute of Advanced Studies in Education (IASE) Academic staff State Council of Educational Research and Training (SCERT) Academic staff
No. of posts sanctioned 2
Positioned
Vacant
2
0
10@ 1 per district
10
0
56
12
44
16 467
0 44
16 423
276
56
220
58
9
49
32
10
22
21
5
16
Page 13 of 17
School - MEOs - Dy.EOs Ratios – 2015 - 16 Sl. No. 1 2
School Category PS and UP Schools High Schools
Management wise Schools Govt. Private All
No. of MEOs / Dy.EOs
School - MEO/Dy.EO Ratios Govt.
Private
All
22957
6180
29137
467(MEOs)
49
13
62
5652
6032
11684
56(Dy.EOs)
101
108
209
The data shows that each Mandal Educational Officer (MEO) is supposed to monitor about 62 Schools on an average per month. Each Deputy Educational Officer (Dy.E.O) is supposed to monitor 209 High Schools in a month which is practically impossible. In view of the curricular and evaluation reforms and improved Textbooks, it is required to inspect as how the subjects are being transacted in the Classrooms. Due to non finalization of Unified Service Rules about 90% posts of Supervisory Staff i.e., Mandal Educational Officers (MEOs) and Dy. Educational Officers (DY.E.Os) and Teacher Educators are lying vacant. Further, in view of the population growth, number of Educational Institutions i.e., both under Govt. and Private sector have increased manifold whereas the sanctioned posts of MEOs & Dy.E.Os have not been enhanced. Therefore, the posts of Dy.E.Os need to be enhanced and all the posts of MEOs, Dy.E.Os and Teacher Educators need to be filled up.
11.
Teacher Education:
Strengthening existing Teacher Education Institutions- to improve the quality of training, strong and interested Expert Teachers need to be identified and developed as Best Resource Persons at both District, & State Level. For this, the existing Teacher Education Institutions i.e. District Institute of Education and Training (DIETs), College of Teacher Education(CTEs),
Institute of Advanced
Study Education (IASEs) need to be strengthened with infrastructure (Science Lab, Library, Math’s Lab, ICT Labs, etc.) and reorganized as per the revised guidelines of MHRD, GOI.
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Status of Teacher Education Institution across the State - 2015-16 Sl. No 1 2 3
Type of Teacher Education Institutions Pre-Primary Elementary Level (D.Ed) Secondary Level B.Ed
Government
Private
Aided & Universities No. of Intake Institut capaci ions ty
No. of Instituti ons
Intake capaci ty
No. of Institut ions
Intake capaci ty
0
0
01
75
0
10
1400
275
14360
04
540
182
Total No. of Institut ions
Intake capaci ty
0
01
75
0
0
285
15760
19230
06
730
192
20500
4
PG Level - M.Ed
01
35
13
380
04
105
18
520
5
Telugu Pandit
02
100
23
1700
0
0
25
1800
6
Hindi Pandit
02
200
25
1850
0
0
27
2050
7
Urdu Pandit
01
50
0
0
0
0
01
50
8
College of Phy. Education - B.P.Ed.
01
60
03
250
01
50
05
360
21
2385
522
37845
11
885
554
41115
Total:
II.Further Reforms proposed for discussion: 1) Upper Primary(UP) Sections to be Merged with nearby High SchoolsAt present the Schools are operating at three levels i.e. Primary Schools, Upper Primary Schools and High Schools. In the case of UP sections, sufficient staff is not sanctioned. In the High Schools (VI to X) there is Teacher for every Subject. But, in Upper Primary sections, there is one Teacher for 2 Subjects i.e., one Teacher for both Maths and Science and one more Teacher for Social studies and English. A Teacher with Science qualifications cannot teach Mathematics effectively and vice versa. Therefore, it is proposed to have two types of Schools i.e. Primary and High Schools. There is a 3 KMs distance norm for UP sections and 5 Km norm for High Schools as per RTE Rules. Thus, where ever a High School is available within 3 KMs, the UP sections may be merged with the nearby High School. 2) Merging the High Schools with low Enrolment: There are 770 High Schools with less than 100 students, and have 8 Teachers and 1 Gazetted Page 15 of 17
Headmaster per School. The norm for High School is 5 KMs distance. Therefore, the High Schools with less than 100 strength may be merged into nearby High Schools within 5 kms. 3) Quality a) Framework for Teacher Performance Appraisal and Accountability linked to incentives such as promotions, transfers etc. is required because the Learning Achievement Studies conducted by Pratham, an NGO i.e. Annual Status of Education Report (ASER) and by NCERT and SCERT, are constantly showing poor performance levels of the children in basic competencies of literacy and numeracy, in spite of adequate number of Teachers, having appropriate Teacher-Pupil Ratios, continuous In-Service Training Programmes etc. b) To improve attendance of Teachers and Students, Biometric system in Schools can be tried, in a phased manner. To check any malpractices, Closed Circuit (CC) cameras can be installed in the Examination halls.
c) Reforms in Teacher Recruitment procedures At present, the Teacher recruitment in the State is for both Elementary and High Schools through a written test with multiple choice questions. Teachers need to be tested on several quality parameters i.e. motivation for teaching & learning, communication skills, emotional intelligence, quality of classroom teaching through demonstration. In order to test these qualities, it is necessary to conduct a descriptive written test followed by demonstration of classroom teaching. The TET (Teacher Eligibility Test) will serve the purpose of screening for eligibility to attend the Teacher Recruitment test. d) Direct recruitment to the posts of Headmasters and Mandal Educational Officer
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At present the Headmasters, MEOs are recruited on promotions based on seniority i.e., number of years of service put in. Teachers at the age of 50 and above are becoming the Headmasters and MEOs. Therefore, as
in
Karnataka, direct recruitment, for certain posts of Headmasters and Block Level Educational Officers can be examined. e) Certificate Course for promotion of Head Masters in School Leadership - In order to qualify for the post of Headmasters,
the existing
system is based on seniority only. In the developed Countries, in order to get promoted as a Headmaster one must undergo Leadership Training to qualify. This aspect can be examined. f) Rationalization of Teacher Unions At present there are about 50 Teacher Unions in the State of Telangana with State, District and Mandal level cadres. The public and parents complain that in the name of Teacher Unions, most of the Union Members are irregular or absent from the Schools and the regular administration also gets affected in the Department. Therefore, a Policy is required to restrict the number of Teacher Unions to represent the Teachers / School matters. g) Induction Training to the newly recruited Teachers- It is proposed to give six (6) months Induction Training to the newly recruited Teachers in the Teacher Education Institutions before they are commissioned as Teachers. h) Participation of Local Community and Local Bodies to bring efficiency and improve the confidence of the parents in Government Schools is a critical requirement to improve the functioning of the Schools in every aspect.
Page 17 of 17
List of the participants 1. DEOs of Ranga Reddy, Karimnagar and Nizamabad. 2. Dy.EOs of Malkajgiri, Ranga Reddy District and Sanga Reddy, Medak District. 3. MEOs of Yellareddypet, Karimnagar District; Kottur, Mahabubnagar District; and Bikhanur, Nizamabad District. 4. Headmastersi.
Mr. Mallikharjun Sharma, HM, Khammam District;
ii.
Mr. Giridhar HM, ZPHS, Raikal, Mahabubnagar District;
iii.
Headmistress, ZPHS (G), Toophran, Medak.
5. Teachersi.
E.D. Madhusudhan Reddy, SA, ZPHS, Kosgi, Mahabubnagar.
ii.
G. Venkateshwarlu, SA, ZPHS, Champapet, Ranga Reddy.
iii.
Y. Venkat Reddy, SA, ZPHS, Chivvemla, Nalgonda.
