Sarva Siksha Abhiyan
District-HISAR
Introduction
"
The World Conference on Education for All(EFA) held in March 1990 in
The
Government of India is committed to Universalisation of Elementary
Education(UEE), which has been accepted as a National goal since 1950. The
Directive Principles of the Constitution of India envisage provision of free
and compulsory education to all the children upto the age of fourteen years.
For promotion of UEE Parliament of India has passed the Constitutional(86th
Amendment) Act, making free and compulsory elementary education a Fundamental
Right, for all the children in the age group of
6-14 years through inclusion of the new Article 21 A in Part III of the
constitution, as follows:
"The
State shall provide free and compulsory education to all children of the age of
six to fourteen years in such manner as the state may, by law, determine."
The National Policy on
Education, 1986 also specifies that UEE has three aspects: universal access and
enrolment, universal retention of children upto 14 years of age and substantial
improvement in the quality of education to enable all children to achieve
essential levels of learning.
"
Since this declaration was made in 1990, broad based efforts have resulted in a
massive expansion of the education system in the country, raising the overall
status of educational provisions in terms of the accessibility and
participation. Various programme were launched such as Operation Black Board,
District Primary Education Programme, Basic Education projects in various
district and many others programme funded by the externals agencies in various
states, all of these helped in the expansion of education for children in the
age group of 6-14 years. Yet, closer analysis of basic statistics reveal
glaring disparities in the progress
made. These efforts were also guided by the concerns of equity. Certain
sections of the society and certain geographical pockets in the country have
failed to fully benefit from the investments made in education.
Thus
to provide equal opportunities of education and demand for qualitative basic
education all over the country the Government of India launched a national wide
programme named Serva Shiskha Abhiyan(SSA) in all over the country
covering all the districts during 2001-02. The main Aim of SSA is to provide
useful and relevant Elementary Education for all the children in the age group
of 6-14 years by 2010. There is also another goal to bridge all the Social,
Regional and Gender gaps, with active
participation of the community in the management of the schools.
In
accordance with constitutional commitment to ensure free and compulsory
education for all children up to age of 14 years, provision of universal
elementary education has been a salient feature of national policy since independence.
This resolve has been spell out emphatically in the National Policy of
Education(NPE) 1986 and the Program of Action (POA) 1992. Also social justice
and equity are by themselves a strong argument for providing basic education
for all. It is an established fact that basic education improves the level of
human well – being especially with regard to life expectancy, infant mortality,
nutritional status of children, etc. Studies have shown that universal basic
education significantly contributes to economic growth.
National Committee’s Report on UEE in the
The Sarva Shiksha Abhiyan (SSA) is a
historic stride towards achieving the long cherished goal of Universalisation
of Elementary Education(UEE) through a time bound integrated approach, in
partnership with states. SSA, which promises to change the face of the
elementary education sector of the country, aims to provide useful and quality
elementary education to all children in the 6-14 age group by 2010.
The SSA is an effort to
recogonised the need for improving the performance of the existing school
system and to provide community owned quality elementary education in the
mission mode. It also envisages bridging of gender and social gaps.
SSA is a program with a clear time frame
for universal elementary education which response to the demand for qualitative
basic education all over the country. It is an opportunity for promoting social
justice through basic education. SSA is an effort effectively involving the
Panchyati Raj institutions, Village Education Committees , PTA and other grass
root level structures in the management of elementary schools. It is a good opportunity for states to
develop their own vision of elementary education.
1)
All
children in school, Education Guarantee Centre, Alternate Schools, ‘ Back to
School’ camp by 2003.
2)
All
children complete five years of Primary Schooling by 2007.
3)
All
children complete eight years of elementary schooling by 2010.
4)
Focus
on elementary education of satisfactory quality with emphasis on education for
life.
5)
Bridge
all gender and social category gaps at primary stage by 2007 and at elementary
education level by 2010.
6)
Universal
retention by 2010.
Decentralized
planning and management of elementary education is a goal set by the National
Policy on Education, 1986. The Policy visualizes direct community involvement
in the form of Village Education Committees (VECs) for management of elementary
education. The POA, 1992, emphasized micro planning as a process of designing a
family-wise and child-wise plan of action by which every child regularly
attends school or NFE centre, continues his or her education at the place suitable
to him/her and completes at least eight years of schooling or its equivalent at
the NFE centre.
The
73rd and 74th constitutional amendments provide for decentralization of the
activities and facilitate transfer of power and participation of the local
self-government institutions or the Panchayati Raj Institutions. These
structures have been providing voice to women, Scheduled Castes and Tribes,
minorities, parents and educational functionaries. They have also, been
delegated with responsibilities with drop out students, construction work,
quality education awareness etc. In this regard, decentralization of school
management to grass root level bodies is an important policy initiative.
During the 8th plan period several
innovative efforts hove been made under the ongoing projects to establish decentralization.
For instance, the District Primary Education Programme has shifted the planning
mechanism from the state to the district level has gone one step further by
assigning decision making processes to a block level committee. At the village
level, a VEC has the main responsibility for community mobilization, school
mapping, micro planning, renovation and construction of school buildings and
improvement of pedagogical curriculum. In fact, the VEC is the backbone of
education in the concerned village.
SSA adopts, " the bottom-up"
process of planning, wherein the felt needs of the served communities and
educational needs of the learners are well taken care of and the plan fits into
the broad framework of the SSA. The sound planning process and consequently
well elaborated plan proposals save the precious resources and time for
implementation of the SSA.
To implement the SSA activities in
better effective way the process of planning was distributed in four stages in
district which are given below.
1.
In
the initial phase five expert members of
different field were selected in a team named as District Core Team which guide the local level Education Committees
and help them in preparing the proposals & Budget as per their need, under the guidance of DEO cum DPC, SSA Hisar and Principal DIET
Mattersham, Hisar.
2.
The
core team conducted the meetings of BEO cum BRCs, ABRCs, upper Primary
teachers, primary teachers, VEC and community members of the villages and
parents of the children studied in the govt. schools. All the participants were
oriented, update with the progress of the SSA during 2002-03, 2003-04 &
2004-05, shortcomings and limitations of the project during the last couple of
year. They were requested to keep in mind the objective of UEE and work
hard for achieving the same in the
district.
3.
The
core team has conducted, with the help of Primary teachers, the survey of the
children in the age group of 6-14 years during the month of February &
March - 2004. On the basis of the survey report of the population, enrolled children, out of
school children, children with special need(CWSN) were consolidated and the
same was shared at village level.
4.
The
proposals received from the field were duly discussed with some of the Local level Committees members, Block
Level Committees and District level committee and keeping the
norms of SSA in mind the Annual Work Plan & Budget is prepared for
the year 2005-06.
District Hisar under took the work of
the preparation of Annual Work Plan & Budget 2005-06 in the month of
Sept. 2004. A eight members District Core Team under the
chairmanship of Sh. Ajit Singh Sanghwan, DEO cum DPC, Hisar was constituted.
Various District Resource groups were also consulted for the preparation of AWP
& B 2005-06. The following are the others seven members of District Core Team is:
ü
Sh.
Parveen Kumar, APC, SSA Hisar
ü
Sh.
Om Parkash, JBT,ABRC.
ü
Sh.
Surender Kumar, Lecturer Math.,ABRC.
ü
Sh.
Suraj Kumar, Lecturer English, ABRC.
ü
Sh.
Pawan Kumar, Lecturer Biology, ABRC.
ü
Sh.
Viney Malhotra, SS Master(Ex. member of Text Book Team of DPEP), GSSS Talwandi
Rana.
ü
Sh.
Arun Kumar, JBT(Ex. CRC. Nahar Kothi Barwala) GPS Shiv Puri Barwala.
ü
Amongst above team four members
were the member of District Core Team for planning of SSA Hisar for
preparing the perspective plan during 2001-02 & 2002-03.
Various meetings were organized at
various level in which sharing of experiences of progress made under SSA during
2003-04 & 2004-05 were made with the VEC/MTA/Teachers/Head/NGO members.
The detail of the meetings which
includes the no. of participants, venue,
level and issues emerges and suggestions evolved are at annexure
"Meetings".
District Hisar had under taken the preparation
of Annual Work Plan & Budget far from the month of Aug. 2004 on 9.8.2004
when the ABRCs were imparted training on the norms of SSA & NPEGEL.
District level and Block level planning teams were constituted in the month of
Sept. 2004 and they were directed to hold the meetings with
VEC/MTA/parents at habitation level.
Since than various meetings were undertaken with the community, parents,
village panchyat, MTA members. On 7th January 2005 a meeting of
Block Education Officers cum BRCs was held in the DPC office to discuss
regarding constitution of the local level planning teams. The capacity of all
the participants were build and the latest norms of SSA was supplied to them. They were requested to organise the
meetings of VECs/PTA members, teachers at village/school level and discuss with
the participants regarding the education of their children. They were also
directed to share the achievement made under SSA with the community.
One day training programme was organsied
by the State Project Office for the planning team member on 10.11.04 at BRC
Hisar-II. The state had directed the field functionaries to take the task of
preparation of AWP & B 2005-06. Two member of the District Core
Team(DCT) of SSA Hisar had participated
in this training programme.
Again
a three day workshop for the members of the district planning team was
organsied at Panchyat Bhawan,Sec. 18 Chandigarh on 19.01.05 to 21.01.05. Two
member of the DCT had attended the same. During this workshop various strategies were shared and the vision
of the State was presented before the Districts.
Two day workshop were held at SIEMT
Bhiwani on 15.02.05 & 16.02.05 to discuss the progress made by each
district in the preparation of AWP & B 2005-06. The SSA Hisar had submitted
the progress made till that day and shared the experiences with the members of
the other district. A meeting to review of the progress made in the preparation
of AWP & B 2005-06 were attended on 02.03.05 at State Project Office,
Again a consultative meeting of block
level planning team were held on
26.02.05 at DPC office to update them regarding the directions received from
the State Project Office. They were directed to have interaction with the
community/target groups at village level and attend/organsied at least one
meeting of VEC/PTA, Upper primary Teachers and Primary Teachers personally. The
ABRCs also discussed with the district team regarding the proposals received
from the field till to date.
A meeting was also organsied on 05.03.05
of the Block level planning team members. The consolidated proposals and data
were collected from the block level planning teams and detailed discussion was
held with them regarding the demand for civil works and various activities
proposed by them.
Various proposals for civil works, TLE,
Furniture, Teachers, School Grant, Teachers Grant, Maintenance grant were given
by the heads/teachers/VEC members/PTA members and parents of the children in
various meeting at different level. All the proposals received were duly
included in the preparation of AWP&B 2005-06. They are also listed below.
A meeting of Parents of the children
enrolled in the
Like above several others meetings at
village level, block levels, district level and state level were attended by
the team members and suggestions and demand received in these meeting were
consolidated. Various proposals for civil works, TLE, Furniture, Teachers,
School Grant, Teachers Grant, Maintenance grant were given by the
heads/teachers/VEC members/PTA members and parents of the children in various
meeting at different level. All the proposals received were duly included in
the preparation of AWP&B 2005-06.
The consolidated summary of suggestions
of community, VEC/PTA members, Heads of
the Schools, Teachers( Both Upper Primary & Primary) are given below.
·
VEC
may be strengthen to take the responsibility of ownership of schools. Community may be
involved in the preparation of Education
Plan of the Village. More power for monitoring of schools should be
provided to VECs and non functional teachers should be called back.
·
Health
check up of the children should be conducted
every year in the schools itself and suggestive medicines should immediately be
provided to the students.
·
Provision
of Science laboratory for upper primary level be must. Every Middle school
should have separate well equipped Science lab so that quality in education of
Sc. May be achieved.
·
School
Betterment and TLM grant amount may be
increased for both Primary and
upper primary schools
·
All
the repairable class rooms be repaired on top priority and provision of major
repair should also be made under SSA.
·
The
provision of Maintenance Grant may be revised to Rs. 4000/- for the schools
with three or less than three rooms and Rs. 7500/- for rest of the schools
regardless of the overall ceiling of Rs. 5000/-.
·
The villages who achieved 100% enrollment of children in the age group of may be awarded.
·
District Hisar has more Dhanis( Cluster of the
Houses at the Field) than the Villages, because most of the farmers of block
Hisar-I, Hisar-II, Barwala, Uklana, Adampur & Agroha are living in the fields
with their few relatives. Due to this their girl child are not eligible for the
Cycles distributed under SSA to those girls who are going to another village
for class VIth education due to non availability of the upper primary schooling
facilities in their resident village. Parents of the girls living in the Dhanis
have requested to change the rules of eligibility of cycles so that most of the
eligible girls can be benefited.
·
Village folk also requested the Govt. to hand
over the Govt. primary Schools to the Panchyat in real term, means that they
will be fully responsible for the enrollment, retention, qualitative education
and draw of the salary of the teachers.
·
All the Villages without the Govt. Middle schooling facilities should
be provided the Govt. Upper Primary Schools so that non of the students be out
of the school due to lack of access of upper primary school. It was also
suggested to upgrade all the primary schools to Middle schools or at least one
per habitation.
·
Most of the educated village folk has
requested to implement the two tier of education system immediately in the
state so that up to elementary level their children should not go out side for
the education.
·
The
vacancies of teachers must be filled up.
·
A list
of best and worst teacher should be displayed at village block/district level.
·
The
drop out students should be identified with the help of VECs as well as
teachers and incentives to be provided to the children and the VEC for
enrolling the same and their retention in the school.
·
The
Text Books provided to all the girls and SC boys should also be provided to all
the rest of children enrolled because most of them belong to poor families both
at primary and upper level in Govt. Schools
·
Strengthen
the schools with toilets/urinals,
buildings, drinking facility, etc.
·
Provision
of quiz competitions among students should be made annually.
·
The
syllabus of
·
Text
Books should be made available to the children on the day when the result of
the previous class announced.
·
Refresher
course may be conducted for teacher every year.
·
The
Chokidwar may be the member of VEC as he knows every people in the village have
the records of birth of children in the village.
·
Teacher
pupil ratio should in the proportion of 1:30 for primary schools..
·
Computers
may be provided in more upper primary schools as against one per CD block.
·
One
class 4th should be appointed in each and every school.
·
Sports
and Quiz competitions for teachers should be conducted annually at Block,
District and State level.
·
Provision
of Library books should be made every year.
·
More
than 10 sets of Text Books be made available in book bank for new enrolled
children in every school.
·
The
syllabus of upper primary level should be evaluated from time to time.
·
All
the branch schools should be upgraded to primary school immediately.
·
Provision
of electricity bills should be made
available by SSA for primary schools
·
Teacher
training should be short duration of 3 to 4 days.
·
Teacher
training should be conducted continuos throughout the session at DIET level and
avoid the training during the vacations.
·
Extra
curricular activities should be promoted under SSA such as Music, Dance,
Paintings, Drawings etc. in the schools.
·
TLM
grant should be merged with the School Grant and the funds for TLM should be
monitored by the VEC members.
·
Pre
nursery classes should be started in all the Govt. Primary Schools and one
N.T.T. teachers post be sanctioned in all the GPS.
·
Exposure
visits of the teachers should be arranged under SSA every month.
For CWSN
·
More
and more IED Model schools be opened.
·
Already
running
·
Vocational
training should be arranged for the children of GPS IED Model schools such as
Making of soft toys, Chalk, File Covers, Music(Both Vocal & Instrument)
etc.
·
Parents
of the CWSN should be given training for handling of their children.
·
Regular
visits of Doctors/Experts, Therapists, Special Educators etc. should be
arranged in IED Model school.
·
Educational
Tour for CWSN, their parents and teachers of IED schools should be arranged regularly.
·
Provision
of Attendant and swpeer cum chowkidar should be made at DC rates in the IED
Model school.
·
Provision
for Aids and Appliances for CWSN be made.
·
Computer
education should be provided to CWSN.
·
Transportation
facilities should be continued.
·
Ramps
should be made in all the primary and upper primary schools.
·
Resource
rooms should be available at Block Level for CWSN.
·
Uniform
to all the children of GPS IED Model Schools be provided under SSA.
·
Resource
teachers should be appointed at block level.
·
At
least one Govt. IED Model school for both primary and upper primary children
should be opened at block level.
·
Special
Tournaments for CWSN should be
continued at State Level also.
·
Training
should be imparted to teachers for handling and education of CWSN.
On the basis of above said
proposals/suggestions/demands the district core team has prepared the Annual
Work Plan & Budget for the year
2005-06. to achieve the Universalisation
of Elementary Education in the district Hisar.
STATE PROFILE
"There is a region called Haryana
which is like a heaven on earth"- Vikrami Samwat, 1385. Haryana was formed
as a new state of
Haryana has a total of 81 cities and
towns, 6745 villages, 19 districts, 45 subdivisions, 65 tehsils, 31 sub tehsils
and 114 community development blocks. For administrative purposes state is divided in to four divisions such as Ambala,
Rohtak, Gurgaon and Hisar. Haryana is situtated in the north between 27 deg 37'
to 30 deg. 35' latitude and between74 deg 28' to 77 deg 36' longitude. The
climate of Haryana is very hot in summer and cold in winters. The river Yamuna
flows along its eastern boundary. The entire state is inter connected with the
roads of the length of 23684 Kilometers and also have the rail network.
1.
Culture:
Haryana is proud of a rich cultural
heritage. The state is rich in folklore. The people have their own traditions.
The seasonal and religious festivals glorify the culture of this region. The
dance is said to be the mother of all arts. Music and poetry exist in tune,
painting and architecture in space. The creator and the creation, the artist
and his work are one and the same thing. The dance is just not a form of
recreation but something needed to release the physical and emotional energy.
Folk dances, like any other creative art, helps in sublimating the performer's
worries and cares.
Haryana has always remained a State for
diverse races, cultures and faiths. It is on this soil that they met, fused and
crystallized into something truly
With Hindi, Panjabi, Urdu and English
forming the main languages, there are numerous dialects which are spoken
throughout the length and breadth of Haryana.
However, almost all of them have their base in Hindi with a smattering of Urdu
and Panjabi thrown in for good measure. In towns and cities, English is still
to be adopted as the household lingo, but is spoken in a hazy mixture of Hindi.
The most striking feature of Haryana is its language itself; or rather, the
manner in which it is spoken. Popularly known as Haryanavi (or as Bangaru or
Jatu), it is perhaps a bit crude.
2.
Admistration
Haryana has a total of 81 cities and
towns. It has approx 6745 villages. For administrative purpose the whole state
is further sub divided into four division - Ambala, Rohtak, Gurgaon and Hissar.
There are a total of 19
districts, 45 sub-divisions, 65 tehsils, 31 sub-tehsils and 114 blocks.
3.
Location :
Haryana is situated in the north
between 27 deg 37' to 30 deg 35' latitude and between 74 deg 28' to 77 deg 36'
longitude. Haryana has Uttar Pradesh & Utraanchal on its eastern border, Panjab on its western border,
Himachal Pradesh and Shivalik Hills on its northern border and
4.
Geography
Haryana has four main
geographical features.
(a)
Shivalik
Hills: altitude varying between 900 to 2300 meters. These hills are the source
of the rivers like Saraswati, Ghaggar, Tangri and Markanda.
(b)
Ghaggar
Yamuna Plain: It is divided into 2 parts – the higher one is called 'Bangar' while the lower one is
called 'Khadar'.
(c)
The
semi-desert sandy plain: This area borders the state of Rajasthan and includes
the districts of Sirsa and
parts of Fatehbad, Hissar, Bhiwani and MahenderGarh district.
(d)
Aravali
hills: This is a dry area with uneven, irregular landscape.
5.
Climate :
Climate of Haryana is similar to other states of
6.
Rivers of Haryana:
The river Yamuna flows along its eastern
boundary. The ancient Saraswati
river was thought to have flowed throw Haryana but it has now disappeared. The
river Ghaggar is its main seasonal river. It rises up in the outer
7. Transport System:
The main transport systems in Haryana
are Roads and Railway.
·
Haryana
is a trend setter in the field of passenger transport. It has total length of
23684 kilometers. The remotest parts of the state are linked with metalled
roads. its modern bus fleet of 3,864 buses covers a distance of 1.15 million
Kilometers per day. About 2 million passengers travel by these buses everyday.
It was the first State in the country to introduce luxury video coaches. The
length of the national highways passing through Haryana is 665 km.
·
Railway
System: Haryana is well connected on the rail network. Under the NCR there is
already a proposal to provide rail corridor connecting towns around
8.
Water:
Water is available as Haryana is a land
of canals. It has tapped its ground water resources to maximum. Life irrigation
schemes, pump sets, and water channels supply adequate amount of water to the
fields and industries. The State has already launched an ambitious program of
brick lining the water courses. The Sutluj-Haryana link ( SYL ) canal will
further add to Haryana's prosperity.
9.
Educational Institutions:
Haryana has a network of
educational institutions. While a primary school is available within in radius
of one kilometer, middle level education facilities are available with in a
radius of 1.87 kilometers and high schools are available with in a radius of
2.1 kilometers. There were 11013 Primary Schools, 1918 Middle Schools, 3023
High and 1301
The distribution of total enrolment in
colleges category-wise was Arts and Science colleges 91. 04 percent, Teacher
Training colleges 1.11 percent, Medical Colleges 1.66
percent, Agriculture colleges 1.00 percent, Engineering Colleges
3.20 percent, Veterinary colleges 0.33 percent.
The 10+2 education system consists of
two components i.e. vocational and general education. The vocational program
was introduced in 1983-84 in 24 institutions. Their number rose to 118 with
seating capacity of 15440 in 1998-99. The enrolment in these institutions was
16982 students in 1999-2000. As compared to All India Average of literacy rate
of 52.21 per cent Haryana's literacy rate is 55.85 per cent. Stress is being
laid on the promotion of primary education so as to check the drop-out rate at
lower level. A number of incentives are also given to the students to attract
them to the educational institutes.
Haryana’s main concern is to tackle the
problem of illiteracy among its female population. The importance of education
among girls and its over all impact on the welfare of children and community as
a whole cannot be over ruled. Concessions and incentives for girls especially
those belonging to backward and scheduled castes have gone a long way in
promoting female education. Scheduled Caste girls in primary, middle and high
classes are being provided with free uniforms. Scheduled Caste students are
provided grants for books and stationery articles and are awarded scholarships
and reimbursement of tuition fees.
DISTRICT PROFILE
Hisar town was inhabited by Firoz Shah
Tuglak and contemporarily known as HISAR-E-FEROZA an Arabic word meaning FORT.
Hisar is located at 29deg 10' north latitude and 75deg 45' East longitude. It
is one of the important town of the state and earned a good name in the field
of education and industrial growth during the past two decades. Hisar is famous
for the Steel and cotton industries. The city is catering to the needs of not
only of the population of the district but also the population of adjoining
areas of Rajasthan and
There are 520 Govt.
Primary, 89 Govt. Middle, 168 Govt. High and 88 Govt. Sr. Secondary
schools in the district and 8 Govt. Aided Primary and 15 Upper Primary schools
and 245 non aided and many privates schools which give education to the
children in the age group of 6 to 14 years to achieve the desired goal of UEE in the
district. In all the above schools
219045 children in primary classes and 132785 children in upper primary
classes are enrolled. Whereas in the Govt. Schools the overall enrollment in
the district is increased @17.74% annually for primary and 14.44% annually for
upper primary since 2001. Whereas the enrollment of girls has increased @
16.55% for primary and 13.17% for upper primary classes. Thus the rate of growth of girls
education is slow as compared to the boys. Hence some additional steps
are to be taken to enhance the girls education in the district.
In the district Hisar various
development activities were undertaken since the state Haryana was formed. Most
of the schemes run in the State was also functional in the district Hisar such
as Schemes of social welfare, road development, water supply, Literacy Mission,
Operation Black Board, Mid Day Meal scheme, District Primary Education
Programme etc. The emphasis of all the above schemes to uplift the living
standard of the people and to improve
the quality of education & literacy among masses.
Mid Day Meal Scheme
This scheme was
launched on 15 August, 1995 to give a boost to UEE in terms of increasing
enrolment, retention and attendance in primary classes by supplementing
nutritional requirements of children attending primary schools. It is an
ambitious scheme that has been operationalised throughout the district as well
as country in a very short period. The programme envisages provision of
nutritious and wholesome cooked meal of 100 gms of food grains per school day,
free of cost, to all children in classes I-V by 1997-98.
Operation black Board
This scheme launched in
1987, is aimed at improving the school environment and enhancing retention and
learning achievement of children by providing minimum essential facilities in
all primary schools. The scheme has brought about a remarkable quantitative and
qualitative improvement in primary education. All primary schools have been
covered under this scheme. The main aim of this scheme is to provide minimum
requirement of teachers, rooms and other necessary infra structure to each
school to run effectively with the help of community.
The main objectives of OBB Scheme are as follows
:
Ø
A
building comprising at least two reasonably large all-weather rooms with a deep
varandah and separate toilet facilities for boys and girls;
Ø
At
least two teachers in every school, as far as possible one of them a women; and
Essential teaching-learning material including blackboards, maps, charts, toys
and equipment for work experience.
The scheme is recently revised so as to:
Ø
Provide
flexibility to schools in providing teaching-learning materials relevant to
their curriculum and local needs:
Ø
To
relate the scheme with micro planning wherever undertaken, so that supply of
inputs is matched by demand side interventions to promote participation;
Intensify training in the use of teaching-learning equipment's; and Extend the
scheme to upper primary schools.
In addition, a number of externally funded
projects and programmes were also
currently under implementation amongst which the World Bank assisted District Primary Education Programme is the most prominent one.
The programme that was launched in 1994 in this district had brought the
quantity as well as qualitative improvement in the primary education system.
Literacy Rate
|
|
Haryana |
Hisar |
||||
|
Particulars |
Total |
Male |
Female |
Total |
Male |
Female |
|
Overall |
68.59 |
79.25 |
56.31 |
65.85 |
77.62 |
52.09 |
|
Rural |
63.82 |
76.13 |
49.77 |
61.08 |
74.44 |
45.49 |
|
Urban |
79.89 |
86.58 |
72.05 |
79.13 |
86.44 |
70.53 |
Source:- Census Report-2001
Blockwise Literacy Rate
|
Sr. |
Name of the |
Percentage Literates |
Gender |
||
|
No. |
CD Block |
Person |
Male |
Female |
Gap |
|
1 |
Agroha |
65.82 |
77.06 |
52.57 |
24.49 |
|
2 |
Adampur |
65.39 |
76.26 |
46.59 |
29.67 |
|
3 |
Barwala |
56.06 |
69.94 |
40.17 |
29.77 |
|
4 |
Hansi-I |
60.00 |
73.52 |
44.32 |
29.20 |
|
5 |
Hansi-II |
62.13 |
75.44 |
46.43 |
29.01 |
|
6 |
Hisar-I |
64.86 |
77.20 |
44.46 |
32.74 |
|
7 |
Hisar-II |
61.10 |
75.00 |
45.20 |
29.80 |
|
8 |
Narnaund |
58.52 |
71.90 |
42.95 |
28.95 |
|
9 |
Uklana |
56.83 |
69.34 |
42.27 |
27.07 |
|
Distt. Hisar |
65.85 |
77.62 |
52.09 |
25.53 |
|
|
Haryana |
68.59 |
79.25 |
56.31 |
22.94 |
|
|
|
65.38 |
75.85 |
54.16 |
21.69 |
|
Source: Series 7 of 2001 (Paper-1) of Census
of Haryana
STATISTICS OF DISTRICT HISAR
1.
Area
: 3983
Sq. Km.
2. No.
of Sub division : 2
3. Total
No. of Revenue Villages : 275
4. Total
No. of Panchyats : 331
5. Total
no. of Villages : 372
6. Total
No. of towns : 5
7. Total
No. of Wards : 95
8. Total
no. of C.D. blocks : 9
9. Total
no. of E.D. blocks : 6
10.
Population (2001 of
district Hisar & Haryana)
|
|
Haryana
|
Hisar |
Haryana |
Hisar |
|
Male |
1,13,27,658 |
8,30,520 |
17,9,0758 |
1,27,395 |
|
Female |
97,55,331 |
7,06,597 |
14,68,322 |
1,05,676 |
|
Total |
2,10,82,989 |
15,37,117 |
32,59,080 |
2,33,071 |
Source
: Census Report -2001
11. Literacy Rate
|
|
Haryana |
Hisar |
||||
|
Particulars |
Total |
Male |
Female |
Total |
Male |
Female |
|
Overall |
68.59 |
79.25 |
56.31 |
65.85 |
77.62 |
52.09 |
|
Rural |
63.82 |
76.13 |
49.77 |
61.08 |
74.44 |
45.49 |
|
Urban |
79.89 |
86.58 |
72.05 |
79.13 |
86.44 |
70.53 |
Source:- Census Report-series
12.
Sex Ratio
|
|
Haryana
|
Hisar |
|
Total |
861 |
852 |
|
0-6 Years |
820 |
830 |
Source : Census Report -2001
1. No.
of University : 2
2. No. of Colleges : 17
3. No. of Technical Colleges & ITI : 2 & 4
4. No. of DIET : 1
5. No. of Educational Blocks : 6
6. No.
of Govt. Primary Schools : 520
7. No.
of Branch Schools : 15
8. No.
of Govt. Primary Aided schools : 8
9. No.
of Upper Primary Schools : 345
10. No. of Govt.
U.Pry. Aided Schools : 15
11. No. of sanctioned posts(Pry)-Govt. : 2739
12. No. of
teachers in position(Primary) :
2668
13. No. of
Sanctioned Posts in upper primary : 2750
(all
subjects In all UPS)
14. No. of teachers
in Position(UPS) : 2625
.
Population of District Hisar
|
1991 |
2001 |
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
|
652988 |
556250 |
1209238 |
830520 |
706597 |
1537117 |
Source: Series 7 of 2001 (Paper-1) of Census
of Haryana
According to census report of 2001 Hisar
district ranked 276th position among 593 districts in
Among the four tehsils in the district,
Hisar tehsil has highest decadal growth of 28.69% and Narnaund tehsil has the
lowest growth rate which is only 14.15%. Hisar city has recorded highest
decadal growth rate which is 48.72%
Literate Population of District Hisar
|
1991 |
2001 |
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
|
424507 |
185843 |
610350 |
545218 |
313037 |
858255 |
Source:
Series 7 of 2001 (Paper-1) of Census of Haryana
Total literate population have been increased from 610350 to
858255 from1991 to 2001. The rank of Hisar district is 285th in
Year Wise Enrolment in Primary Classes
(Govt. & Aided Schools)
Fig. as on 30th Sept.
|
Year |
Overall Students |
SC Students |
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
|
|
1997-98 |
63517 |
57392 (47.46%) |
120909 |
21345 |
19917 (34.12%) |
41262 (34.13%) |
|
1998-99 |
62700 |
59799 (48.42%) |
123499 |
21023 |
20731 (33.80%) |
41754 (33.81%) |
|
1999-00 |
60159 |
55538 (48.00%) |
115697 |
19760 |
19688 (34.09%) |
39448 (34.10%) |
|
2000-01 |
56176 |
52349 (48.24%) |
108525 |
18450 |
18696 (34.24%) |
37146 (34.23%) |
|
2001-02 |
54234 |
51556 (48.73%) |
105790 |
20513 |
18071 (36.84%) |
38584 (36.47%) |
|
2003-04 |
62927* |
53970 (46.17%) |
116897 |
22297* |
18878 (45.73%) |
41275 (35.31%) |
|
2004-05 |
58360* |
55879 (48.91%) |
114239 |
23450* |
20797 (47 %) |
44247 (38.73%) |
(* means only of Govt. Schools)
Source:
D.P.E.O.& BEOs Offices, Hisar
The above table shows the decreasing
trend in enrolment in Govt. Primary Schools from 1998-99 to 2001-02. The
decreasing trend is less in SC category. It is 14.33% in overall and 7.59% in SC category. But from
2001-02 on wards the enrollment is increased in the Govt. Schools. Again in
2004-05 the enrollment falls marginally because the State Govt. policies that
the proper Birth certificates is compulsory for the admit ion in the Govt.
Schools. Due to this children either shifts to the Pvt. Schools or opt for non
enrollment. Even than the enrollment of
girl child increased. Their share has
been increased from 46.17 % in 2003-04 to 48.91 % in 2004-05(in all
communities) and 45.73 % in 2003-04 to 47 %(in SC communities) in 2004-05
because of some additional incentives and various steps for enrolling them. The
share of SC community has also been increased from 35.31 % to 38.73 % from
2003-04 to 2004-05.
Year Wise Enrolment in Upper Primary
Classes (Govt. & Aided Schools)
Fig. as on 30th September
|
Year |
Overall Students |
SC Students |
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
|
|
1998-99 |
24863 |
18266(42.35%) |
43129 |
9057 |
4760 (34.45%) |
13817 (32.04%) |
|
1999-00 |
21423 |
14599(40.53%) |
36022 |
9718 |
4902 (33.53%) |
14620 (40.58%) |
|
2000-01 |
21512 |
16126(42.84%) |
37638 |
10392 |
5875 (36.12%) |
16267 (43.23%) |
|
2001-02 |
22477 |
18892(45.67%) |
41369 |
10894 |
6615 (37.78%) |
17509 (42.33%) |
|
2002-03 |
26435 |
23868(47.40%) |
50350 |
11708 |
7258 (38.27%) |
18966 (37.67%) |
|
2003-04 |
27014 |
24005(47.05%) |
51019* |
8234 |
5774 (41.22%) |
14008* (27.46%) |
|
2004-05 |
26953 |
24431 (47.55%) |
51384* |
8851 |
7125 (44.60%) |
15976 (31.09%) |
(* means only of Govt. Schools)
Source:
D.E.O, SDEO’s, & BRCs Offices, Hisar
The above table shows the decreasing
trend in enrolment in Govt. Upper Primary Schools from 1998-99 to 2001-02. The
decreasing trend is less in SC category. It is 14.33% in overall and 7.59% in SC category. From
2001-02 the enrollment had been
increased in the Govt. schools but
during 2004-05 it is marginally increased in all communities. The share of
girls also increased but more in SC communities than in all communities. The
share in enrollment of SC communities increased from 27.46% in 2003-04 to
31.09% in 2004-05.
Various steps taken under SSA for the
education of Girls and SC communities will be fruitful in enrolling the Girls
and SC children in the coming years. This is so because these steps were taken
seriously with more specific steps during 2004-05 such as providing the
Bicycles to girls, remedial coaching classes & Hobby classes, awards to
girls and SC children besides providing the Text books free. Introduction of
NPEGEL scheme for the education of girls also helps in increasing the girl's
enrollment during 2004-05.
Literacy Rate of District Hisar
|
1991 |
2001 |
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
|
65.01 % |
33.41 % |
50.00 % |
77.62 % |
52.09 % |
65.85 % |
According to the above table the literacy for males has improved from 65.01 in
1991 to 77.62 percent in 2001 but literacy rate for female has jumped up
tremendously from 33.41 percent in 1991 to 52.09 percent in 2001 but it is
still lags quite behind male literacy.
Blockwise Literacy Rate
|
Sr. |
Name of the |
Percentage Literates |
Gender |
||
|
No. |
CD Block |
Person |
Male |
Female |
Gap |
|
1 |
Agroha |
65.82 |
77.06 |
52.57 |
24.49 |
|
2 |
Adampur |
65.39 |
76.26 |
46.59 |
29.67 |
|
3 |
Barwala |
56.06 |
69.94 |
40.17 |
29.77 |
|
4 |
Hansi-I |
60.00 |
73.52 |
44.32 |
29.20 |
|
5 |
Hansi-II |
62.13 |
75.44 |
46.43 |
29.01 |
|
6 |
Hisar-I |
64.86 |
77.20 |
44.46 |
32.74 |
|
7 |
Hisar-II |
61.10 |
75.00 |
45.20 |
29.80 |
|
8 |
Narnaund |
58.52 |
71.90 |
42.95 |
28.95 |
|
9 |
Uklana |
56.83 |
69.34 |
42.27 |
27.07 |
|
Distt. Hisar |
65.85 |
77.62 |
52.09 |
25.53 |
|
|
Haryana |
68.59 |
79.25 |
56.31 |
22.94 |
|
|
|
65.38 |
75.85 |
54.16 |
21.69 |
|
Source: Series 7 of 2001 (Paper-1) of Census
of Haryana
Still there has been a gap of 25.53 % in
male and female literacy rate as compared to the national gap of 21.69 %.
Literacy rate are slightly less than the state average both in rural and urban
area of the district as well as male & female. In the district Adampur tahsil is on top
position in males & females literates with 75.22 percent & 48.39
percent respectively. According to census of 2001 literacy rate of state is
68.59 percent whereas it is 56.31 percent for female.
Sex Ratio of District Hisar
|
Age Group |
1991 |
2001 |
|
Overall |
853 |
852 |
|
0-6 |
864 |
830 |
Source: Series 7 of 2001 (Paper-1) of Census
of Haryana
Hisar district ranks 545th position
among 595 districts in
In the age group of 0-6 the sex ratio
are disheartening as it has gone as low 779 in Hansi MC position is no better
in the urban areas of Hisar tahsil where it is recorded as 806. In rural areas
also sex ratio in the age group 0-6 is on the decline, it is as low as 803 in
Narnaund tahsil and somewhat better in Hisar tahsil as 845. Sex ratios are
declining all over Haryana due to preference of male baby over female baby and
ultrasound test of determine the sex of
unborn child.
Interestingly the sex ratio of literates
is lowest in Non NCR Haryana for Narnaund tahsil as 517. It is 510 only in
rural areas of the tahsil. Surprisingly Hisar tahsil follows next with a sex
ratio of 518 followed closely by Hansi at 523.
INTEGRATED CHILD DEVELOPMENT SCHEME
The deptt. of ICDS has been running the
Early Childhood Care centers in the district and providing the proper &
free nourishment and pre schooling facilities to the children in the age group
of 3 to 6 years. These centers are run by the Anganwari Workers and they are
assisted by one Angan Wari Helper. There are 994 Anganwari Centres in the
District in which 34271 boys and 30222 girls are enrolled as on 31.01.2005. The
CD blockwise details of the Aganwari Centres and enrollment in these AWCs are
given below:
Details of Anganwari Centres running in the nine CD blocks.
(as on 31.01.2005)
|
Sr.No. |
Name of the CD Block |
No. of
ECCE Centres/AWCs |
|
1. |
Hisar-I |
129 |
|
2. |
Hisar-II |
113 |
|
3. |
Hansi-I |
166 |
|
4. |
Hansi-II |
86 |
|
5. |
Barwala |
123 |
|
6. |
Narnaund |
116 |
|
7. |
Adampur |
85 |
|
8. |
Uklana |
91 |
|
9. |
Agroha |
85 |
|
|
TOTAL |
994 |
Source
: ICDS Hisar
Enrolment in ECCE Centres/AWCs in the
District.
Fig.
as on 31.01.2005
|
Sr.No. |
Name of the CD Block |
Enrolment |
||
|
Male |
Female |
Total |
||
|
1. |
Hisar-I |
4349 |
3781 |
8130 |
|
2. |
Hisar-II |
3827 |
3563 |
7390 |
|
3. |
Hansi-I |
5824 |
5132 |
10956 |
|
4. |
Hansi-II |
2988 |
2568 |
5556 |
|
5. |
Barwala |
4254 |
3862 |
8116 |
|
6. |
Narnaund |
4291 |
3594 |
7885 |
|
7. |
Adampur |
2947 |
2612 |
5559 |
|
8. |
Uklana |
3121 |
2756 |
5877 |
|
9. |
Agroha |
2670 |
2354 |
5024 |
|
|
TOTAL |
34271 |
30222 |
64493 |
Source
: ICDS Hisar
|
S.N |
Name of Block |
Govt. Pry. Schools |
Middle Schools |
High Schools |
Sr. Sec. Schools |
Total UPS (5+6+7) |
|
1 |
Adampur |
61 |
9 |
16 |
11 |
36 |
|
2 |
Agroha |
33 |
5 |
16 |
5 |
26 |
|
3. |
Barwala |
58 |
15 |
16 |
12 |
43 |
|
4. |
Hansi-I |
83 |
12 |
27 |
11 |
50 |
|
5. |
Hansi-II |
36 |
2 |
11 |
9 |
22 |
|
6. |
Hisar-I
|
93 |
21 |
27 |
13 |
61 |
|
7. |
Hisar-II
|
85 |
10 |
31 |
14 |
55 |
|
8. |
Narnound
|
43 |
10 |
11 |
10 |
31 |
|
9. |
Uklana
|
30 |
5 |
13 |
3 |
21 |
|
|
TOTAL
|
520 |
89 |
168 |
88 |
345 |
Source:
District Education Department, Hisar
In the district Hisar there are 520
Primary, 89 Middle, 168 High & 88 Sr. Sec. Schools run by the State Govt.
as 31.01.2005. In the above list 7 primary schools had been upgraded to Middle
schools, 5 schools middle to High and 9 High schools to Sr. Secondary schools
during 2004-05 but they become functional from 01.04.05 are also included in the list. Besides these Govt. Schools there are 8
primary and 15 upper primary Govt. Aided Schools, 245 unaided
Schools, many more Pvt. Schools
and schools affiliated to the Central Board of Secondary Education(CBSE) and
one school affiliated to the Indian Certificates for Secondary Education(ICSE).
There are many more schools( so called shops) which are running even in the
houses/shops whose exact nos. and enrollment cannot be known from any of the
sources.
|
S.N |
Name of Block |
No. of Habitations/ Villages/wards |
No. of Habitations > 300 Population |
Habitation – more than 300 population
having Pry. School |
Habitation – more than 300 population
having Upper Pry. School |
|
1 |
Adampur |
44 |
40 |
40 |
34 |
|
2 |
Agroha |
25 |
23 |
23 |
22 |
|
3 |
Barwala |
86 |
79 |
79 |
71 |
|
4 |
Hansi-I |
99 |
93 |
93 |
47 |
|
5 |
Hansi-II |
31 |
28 |
28 |
21 |
|
6 |
Hisar-I
|
85 |
87 |
87 |
51 |
|
7 |
Hisar-II
|
59 |
50 |
50 |
38 |
|
8 |
Narnound
|
49 |
43 |
43 |
23 |
|
9 |
Uklana
|
31 |
24 |
24 |
13 |
|
|
TOTAL
|
509 |
467 |
467 |
320 |
Source: HH
Survey, 2001
In the district Hisar there are 509
habitations which includes villages and wards of the urban area out of which
467 habitations had more than 300 population(as per the state norm of opening
of school) all the habitation with more than 300 population are provided with
the Govt. Primary Schooling facilities and only 320 out of 467 eligible
habitations had the Govt. upper primary schooling facilities. There are 80 no.
of wards without the Govt. upper primary schooling facilities in the urban area
in these urban areas upper primary facilities is available either through the
Pvt. Schools or the schools under CBSE/ICSE.
There are 67 villages without Govt. upper primary facilities. Only in
few of them have the alternate form of upper primary facilities. Hence in these
villages/dhanis upper primary schooling facilities is needed.
|
S.N |
Name of Block |
No. of Habitations > 300 Population |
Habitation – more than 300 population
having Pry. School |
Gross Access Ratio = No. of Habitations with more than 300
Population & Pry. School/No. of Habitation>300 Population |
|
1 |
Adampur |
40 |
40 |
100 % |
|
2 |
Agroha |
23 |
23 |
100 % |
|
3 |
Barwala |