The Department of School Education & Literacy aims to provide education of equitable quality to all children in the state. The department’s vision is to create an education system by 2030 that enables every human being for lifelong learning from her or his early days. Following are the key elements of our vision synchronized with the Sustainable Development Goals related to Education.
Elementary Education: Elementary Education comprising, primary and upper primary education, forms the foundation of the education pyramid. To strengthen this foundation and to achieve the goal of universal access to quality education across the state has initiated several measures which are discussed below. The Right of Children to Free and Compulsory Education (RTE) Act, 2009 is operational in the state since 1st April, 2010. This has contributed significantly to the school access, enrolment, teacher availability and quality education through various interventions. The ‘National Programme of Mid-Day Meal (MDM)’ in Schools also has contributed to children’s school enrolment, attendance and retention. The Sarva Shiksha Abhiyan (SSA) is being implemented to achieve the goals of universal access and retention, bridging of gender and social gaps in enrolment levels and enhancement of learning levels of all children,through provision of community-owned quality education in a mission mode.Setting up Kasturba Gandhi Balika Vidyalayas (KGBVs) in 203 blocks and Jharkhand Balika Avashiya Vidyalayas (JBAV) residential schools in the other 57 blocks has a visible contribution to girls’ education, mostly for girls from vulnerable backgrounds.
Quality Education: We have improved significantly in terms of school access and children’s enrolment in schools. At present improvement in quality of education is the topmost priority of the department. For this, we have systematically planned so that each child gets continuous support from early years to acquire the foundational knowledge and skills from pre-primary and early primary stage. For this we are collaborating with the Department of Women and Child Development for quality pre-school education to children in 3-6 year age group. Immediately after this, children enter the primary classes, where we emphasize on children’s school readiness and acquisition of early grade reading skills, which provide a sound foundation for their interest in learning and continuous learning. At this stage, children acquire the knowledge and skills related to basic literacy and numeracy. We have developed well organized early grade learning programmes for primary level. For multilingual context, where children struggle to learn because of language disadvantages, we have developed textbooks in various tribal and regional languages and are in the process of initiating a mother tongue based multilingual education (MTB-MLE) programme.
With the foundational skills children get ready for continuous learning with interest. For this we have designed contextual textbooks based on learning theories for primary classes to promote activity based learning. We train our teachers annually how to focus on school readiness, early grade learning skills and activity based learning to enable them facilitate appropriate teaching learning processes.
We have also designed strategies for strengthening the other factors which contribute to children’s quality education: student attendance, participation in learning activities and learning assessment. We have designed appropriate strategies to improve these components which can contribute to their learning processes in an integrated manner.
To move towards the SDGs in a systematic and collaborative manner, we have initiated inter-departmental consultations to look at our role, responsibilities and progress made with to the SDG goals. This interdepartmental dialogue and planning has enabled us to look at life long education/learning in an integrated manner starting from every child’s early years.
Our State has planned to reduce under/over age enrolment in schools. Duplication of enrolment will also be checked through Aadhar based enrolment and introduction of biometric attendance system in all schools. Age specific enrolment will be considered in specific classes. Hence GER and NER will be around 100% after 2024.
Being a relatively new state, Jharkhand has certain challenges due to shortage of adequate resource and research institutes and structures, which affects the quality and processes of various initiatives. We are in the process of strengthening the structures and missing gaps to keep Jharkhand on the track of contemporary educational development on priority basis.
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