![Text Box: Teacher's Training component which is regarded as the backbone of SSA, deals extensively with providing quality education by giving need based training to the in-service teachers up to the upper-primary level. The component works through a systematized network covering all the existing govt. layers right from the district level to the block level to achieve the goal of universalization of elementary education of satisfactory quality.
To strengthen the approach, the Axom Sarba Shiksha Abhijan Mission has initiated effort to universalize access to and retention in schools while at the same time emphasizing quality of elementary education by enhancing capabilities in teachers and for that matter the ultimate goal of enhancement of capabilities in children through field-based holistic and convergent approaches. It has visualized quality of elementary education in terms of input, process and output at the school level. It is needless to mention that all efforts towards ensuring quality education must have roots in school level changes. School at the micro level constitutes the unit of change to be facilitated by macro level interventions. This combination of micro level and macro level initiatives needs to be systematically planned, organized and operationalised for achieving the target. Such a strategy presupposes a very transparent functioning with clearly instilled accountability at all levels concerned. The accountability includes adherence to norms of school-functioning and ensuring learning guarantee in children. The quality dimensions for elementary education have broadly been identified as:-Basic Infrastructure and other Facilities, Management and Community Support, School and Classroom Environment, Curriculum and Teaching Learning Material, Teacher and Teacher Preparation, Opportunity Time (Teaching-Learning Time), Classroom Practices and Processes, Learners' Assessment, Monitoring and Supervision.
SSA, Dibrugarh has been leaping ahead with the set vision for quality improvement at both the primary and upper primary stages of elementary education. The Bidyajyoti Quality package intervention helped crystallize a clear pedagogic vision for guiding quality improvement interventions. This pedagogy is assumed to create classrooms adorned with effective TL-processes, where each learner in an environment of zero rejection to CWSN and zero gender & social gap is found to be actively and spontaneously busy with their learning tasks facilitated by the teachers, where children’s learning time is maximized & their waiting time is minimized, where learners take continuous, activity-based & short term summative/consolidated evaluations in an unthreatening environment with joy and enthusiasm. ‘All [children] are busy with learning tasks’ has been considered as the prime indicator for effective classroom processes. To attain this vision, the activity and child centered text book, subject specific Kajay Patra to each learners form class-I to Class-III , for better classroom transaction, TLM grant to the teachers, in service teachers training for teachers capacity building, introduction of ADEPTs both LPs and UPs schools for including creating accountability of all stake holders, mainstreaming of Bidya Jyoti intervention as Naba Padakhep intervention to all Assamese, Bengali and Bodo medium LP school , for enhancing reading ability of students of class-I & II, special reading enhancement package called ‘ Parhim Sikhim’ program etc. It is assumed that this would bring about positive changes within the school-classroom settings. Supervision and monitoring for measuring the progress is a integral part of any program . Special teams like DACG and BACG have been formed for regular monitoring and supervision and also provide academic support in the class.](image415.gif)
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DISTRICT LEVEL |
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DISTRICT PROGRAMME OFFICER : 1 |
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BLOCK LEVEL |
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DISTRICT QUALITY MANAGER (NABA PADAKSHEP) : 8 |
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DISTRICT QUALITY MANAGER (BIDYAJYOTI) : 6 |
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CLUSTER LEVEL |
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CLUSTER RESOURCE CENTRE COORDINATOR : 88 |
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RESOURCE TEACHER : 36 |