Home
Introduction
Funds/ Expenditure
Major Achievements
Mainstreaming of out of school children

EGS/AIE
Drop-out rate

Academic Monitoring
VEC/MTA Formation
Quality Improvement
Successful Implementation
KGBV Guidelines
NPEGEL Guidelines
Right to information
 
 

 Academic Monitoring By Brc/ Crc/ Diet/ Scert

Tripura is a state having only 4 districts and 40 blocks. In each of the blocks, BRC has been established. During 2004-05, pucca building of 4 BRCs has been constructed. There are 214 CRCs covering all the 40 blocks of the state. During 2004-05, pucca building of 33 CRCs has been done. The BRCs have been made functional by providing 4 BRPs in Dhalai District and 6 Resource Persons in 3 other Districts. Most of the BRPs are working teachers. Similarly, the 214 CRCs have been made functional by posting of 3 CRPs in each CRC. In CRCs also, most of the CRPs are working teachers.

Only a small number of BRP and CRP have been inducted from among the retired teachers and teacher administrators.

The BRCs and CRCs have been established in the premises of high and H.S. schools in general. Some CRCs have been established in upper primary schools also. The heads of the Institutions of the schools where BRCs and, CRCs have been established have been given the additional responsibilities of BRC Coordinators and CRC Coordinators, as the case may be. These resource institutions are playing a pivotal role in providing resource support to the schools and also in the area of teacher training particularly after he mergence of Master Trainers trained by Vikramshila Education Resource Society. The main functions which are being done by the BRCs and CRCs are as under:
 

To participate in the training programmes/ workshops etc. arranged by national/ state/ district level organizers for resource persons.
To plan and organize at BRC/CRC levels the training programmes/ workshops/ seminars/debates/meetings etc. for teachers, headmasters and community leaders.
To plan and organize at BRC, CRC, village or school level, programmes or activities like science fair, tournaments, essay competitions, cultural programmes or any other curricular, co-curricular or extracurricular activities for students and teachers. These programmes take into consideration the specific needs of the locality and resource available.
To conduct the programmes similar in nature to the programmes given in item(iii) above, but are planned by Central/ State or district functionaries. These programmes are of a general nature and are devised to suit the SSA frame work and fulfill objectives of the SSA.
To make a pre- plan for school visits along with specific objectives. To keep record of such visits when the schools are actually visited.

To observe the lessons of the teacher while visiting the classrooms and issue necessary instructions.
To conduct model lesson in the classroom in presence of students and teachers. To conduct after session debate with teachers.
To test the achievement of the students. in subject knowledge as well as basic skills like listening, speaking, reading, writing etc. and to discuss the shortfalls with teachers and Headmasters. To devise evaluation tools for such tests.
To observe overall development of the students as regards discipline, cleanliness, attendance, examination results etc., and to note remarks in the visit book.
To monitor the progress of SSA interventions such as school grant, teacher grant, building repairs and maintenance grant, civil works grant, IED, EGS, TLE, etc. and to report it to the Block education Officer as well as to communicate appropriate comments to the respective school.
To observe the school display board while on school visit and to see that it is up- to-date and contains all the information about teachers' attendance, investment accounts and all other school level data as is required in SSA framework manual.
To make contacts with VEC/PTA/MTA members and other NGOs which are assisting the schools in its activities and to know their views about the school functioning (at the time of the school visit).
To attend the meetings /seminars etc. organized by the schools, wherever possible.
To collect, maintain and analyse statistical data and other information about the schools as per the requirement by the Block development Officer.
To make an arrangement for the distribution of circulars, booklets etc. to the concerned as per the requirement by the Block development Officer.
To under stand and analyse the various Educational problems confronted by the students, teachers and Headmasters, such as low attendance, high dropout rates, social or gender disparity, low results in examinations, poor progress in achievement levels or shortage of human/material resources etc. Many of the problems may be specific to the locality and Action Research Projects may be conducted by the BRC Coordinator and they may guide in other experienced teachers for conducting the action Research.
The Block Education Officer will control the activities of BRC as its Head. The regular office staff under the control of the Block Education Officer will look after the Administrative and Financial matters of the schools and therefore the BRC/CRC coordinators can concentrate on academic activities of the schools, teachers training and community leader training.

To collect the information from each school, about the physical and financial targets set for the current year, as well as the progress and achievement of these targets during the year under SSA programme. To maintain such records at the CRC level, and to report the progress made by these schools in prescribed formats and at prescribed dates to the concerned authorities. To maintain the account of the grants received for the CRC, and the activity wise (Furniture, TLM etc.) expenditure incurred.
   
| Legal Disclaimer | Contact Us |
Best viewed with Internet Explorer and in 1024 X 768 Resolution.