For giving a boost to universalisation of primary education by increasing enrolment,
attendance and retention and simultaneously improving the nutritional status of students
in primary classes, The National Programme of Nutritional Support to Primary Education
which is popularly known as the Mid-day Meal Scheme was launched by the Government
of India in 1995. In this research study an evaluation of Mid Day Programme in
Jaipur is being done mainly based on primary data. The universe of the study is
Jaipur, and the sample size used is 100 children of government schools. Views of
some of the available teachers in the schools are also covered in this study. The study
states that MDM Programmme is really helpful in removing classroom hunger, increasing
enrollments and daily attendance of the children. Several steps are yet to be taken
to improve the implementation of the programme and to provide best quality of Mid
Day Meal to school children.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. Some of his most important works focused on the relationship between schools and society. He advocated for a broader curriculum that emphasized total personal development over just intellectual skills. Dewey's method of teaching was based on learning by doing through hands-on activities and problem-solving related to students' lives and interests. He saw the teacher's role as a guide who helps students learn through their own experiences and discoveries.
mid day meal is one of the succesfull scheme implemented in india it gets world recognition and also help to reduce classroom hunger for primary and upper primary children
Education In Contemporary Indian SocietyMonika Tayade
The document discusses the three main types of education: formal education which occurs in institutions with a set curriculum and leads to certification; informal education which occurs through daily experiences and interactions and has no set objectives; and non-formal education which takes place outside of formal schooling and is flexible and learner-centered but still has defined learning goals. Formal education focuses on intellectual development through a fixed curriculum while informal education's scope is lifelong learning through experiences and non-formal education aims for all-round development through need-based instruction.
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Government of India to assist in implementing education policies and bringing qualitative changes to schooling. It is governed by statutory committees and advises on activities through other committees. NCERT comprises departments, divisions, and constituent units like the National Institute of Education and five Regional Institutes of Education that conduct research, develop curriculum and textbooks, train teachers, and disseminate information. Over the years, NCERT has worked to improve early childhood education, research-based interventions, and achieve goals like universal elementary education and vocational education.
The Nuffield science teaching projects were initiated in the UK in 1962 to develop new teaching materials for biology, chemistry, and physics for students aged 11-16. The projects aimed to make science more accessible and applicable, encourage curiosity, and emphasize experimentation over memorization. The materials developed included textbooks, teachers' guides, films, and objective-based tests. Courses were organized around four themes and examined students using various question types beyond simple factual recall. Projects were also created for Nuffield physics, chemistry, and biology at different education levels. The goals were to present science as a logical whole and build courses around fundamental concepts.
Education In Contemporary Indian SocietyMonika Tayade
The document discusses the concept, meaning, aims, and history of education in contemporary Indian society. It provides definitions of education from various Indian and Western thinkers. Education is defined as the holistic development of an individual's knowledge, skills, and character. The aims of education have evolved over time from the acquisition of knowledge in ancient India to developing democratic citizenship, vocational skills, and cultivating moral values in modern India according to committees like the Secondary Education Commission and Indian Education Commission.
Critical review of the educational idea of RousseauRishikaJaiswal4
This document provides an overview of Jean-Jacques Rousseau's philosophy of education. It discusses his views that education should allow children to develop naturally according to their innate interests and abilities, rather than forcing them to conform to adult social norms. He advocated a "negative education" approach with no formal curriculum in early childhood, and believed nature itself should be the primary teacher. The document examines Rousseau's influence on modern education approaches like child-centered learning, experiential learning, and developmentally-appropriate practices. It also notes some criticisms of aspects of his philosophy.
Critical evaluation of curriculum at secondary stage.pptxApurvaDhariwal
This document provides a critical evaluation of the mathematics curriculum used at the secondary school level in India. It summarizes the key perspectives on mathematics education from the National Curriculum Framework 2005 and 2020. It identifies several issues with the current curriculum, including that it is too heavy, theoretical, and examination-focused for students transitioning from middle to secondary school. The curriculum also lacks integration across subjects and creative activities. It is recommended that the curriculum be made more flexible, relevant to students' daily lives, and address varied learning needs.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. Some of his most important works focused on the relationship between schools and society. He advocated for a broader curriculum that emphasized total personal development over just intellectual skills. Dewey's method of teaching was based on learning by doing through hands-on activities and problem-solving related to students' lives and interests. He saw the teacher's role as a guide who helps students learn through their own experiences and discoveries.
mid day meal is one of the succesfull scheme implemented in india it gets world recognition and also help to reduce classroom hunger for primary and upper primary children
Education In Contemporary Indian SocietyMonika Tayade
The document discusses the three main types of education: formal education which occurs in institutions with a set curriculum and leads to certification; informal education which occurs through daily experiences and interactions and has no set objectives; and non-formal education which takes place outside of formal schooling and is flexible and learner-centered but still has defined learning goals. Formal education focuses on intellectual development through a fixed curriculum while informal education's scope is lifelong learning through experiences and non-formal education aims for all-round development through need-based instruction.
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Government of India to assist in implementing education policies and bringing qualitative changes to schooling. It is governed by statutory committees and advises on activities through other committees. NCERT comprises departments, divisions, and constituent units like the National Institute of Education and five Regional Institutes of Education that conduct research, develop curriculum and textbooks, train teachers, and disseminate information. Over the years, NCERT has worked to improve early childhood education, research-based interventions, and achieve goals like universal elementary education and vocational education.
The Nuffield science teaching projects were initiated in the UK in 1962 to develop new teaching materials for biology, chemistry, and physics for students aged 11-16. The projects aimed to make science more accessible and applicable, encourage curiosity, and emphasize experimentation over memorization. The materials developed included textbooks, teachers' guides, films, and objective-based tests. Courses were organized around four themes and examined students using various question types beyond simple factual recall. Projects were also created for Nuffield physics, chemistry, and biology at different education levels. The goals were to present science as a logical whole and build courses around fundamental concepts.
Education In Contemporary Indian SocietyMonika Tayade
The document discusses the concept, meaning, aims, and history of education in contemporary Indian society. It provides definitions of education from various Indian and Western thinkers. Education is defined as the holistic development of an individual's knowledge, skills, and character. The aims of education have evolved over time from the acquisition of knowledge in ancient India to developing democratic citizenship, vocational skills, and cultivating moral values in modern India according to committees like the Secondary Education Commission and Indian Education Commission.
Critical review of the educational idea of RousseauRishikaJaiswal4
This document provides an overview of Jean-Jacques Rousseau's philosophy of education. It discusses his views that education should allow children to develop naturally according to their innate interests and abilities, rather than forcing them to conform to adult social norms. He advocated a "negative education" approach with no formal curriculum in early childhood, and believed nature itself should be the primary teacher. The document examines Rousseau's influence on modern education approaches like child-centered learning, experiential learning, and developmentally-appropriate practices. It also notes some criticisms of aspects of his philosophy.
Critical evaluation of curriculum at secondary stage.pptxApurvaDhariwal
This document provides a critical evaluation of the mathematics curriculum used at the secondary school level in India. It summarizes the key perspectives on mathematics education from the National Curriculum Framework 2005 and 2020. It identifies several issues with the current curriculum, including that it is too heavy, theoretical, and examination-focused for students transitioning from middle to secondary school. The curriculum also lacks integration across subjects and creative activities. It is recommended that the curriculum be made more flexible, relevant to students' daily lives, and address varied learning needs.
This document outlines the course objectives and syllabus for a course on "Contemporary India and Education". The course aims to develop an understanding of the nature of social diversity in India and the educational demands of diverse communities. It will examine issues in contemporary India like industrialization, urbanization, and policies during pre- and post-independent periods. The syllabus covers 5 units - educational context in the constitution, social diversity, demands of individuals and communities, language policy, and implications of equal opportunities. Suggested activities include reports and discussions on implementing constitutional provisions for equality. Course outcomes include understanding education types, diversity, universalization, language policies, and eliminating inequalities.
This document discusses creativity in children. It begins by stating that creative individuals think, feel, and act differently, and that sparks of creativity in children could result in valuable contributions to society if given the right opportunities. It then defines creativity as the ability or capacity to create something new or different. Finally, it lists characteristics of creativity, such as that it is universal, influenced by environment, a source of joy, purposeful, involves risk-taking, and differs from intelligence.
1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
3) The objectives of CCE are to make evaluation an integral part of teaching and learning, use it to improve student achievement, maintain learning standards, and provide self-evaluation opportunities.
Value oriented teacher education teacher educationvijirenju
The document discusses the importance of value-oriented teacher education. It outlines objectives of developing responsible citizens, understanding national goals, improving socio-economic conditions, promoting open-mindedness, and developing proper attitudes. It also references several education commissions and committees that highlighted the need to include values education in school curriculum and teacher training programs to cultivate social and moral values and unity.
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
Recent Trend in Mathematics Curriculum DevelopmentGautam Kumar
The document discusses recent trends in mathematics curriculum development, including moving from a behaviorist approach focused on objectives and rote learning, to a constructivist approach emphasizing that students actively construct knowledge through experiences and social interactions. It also examines learner-centered and activity-centered curriculum models that prioritize students' needs, interests, and active participation in the learning process through engaging activities.
The document summarizes the planning and implementation of a 5-day training program on curriculum development for key resource persons from West Bengal, India. It provides details on:
1. A preparatory 2-day workshop was held to discuss the National Curriculum Framework, select topics for the training, and assign resource persons.
2. The 5-day training program covered both theoretical and practical aspects of curriculum development. The first 3 days focused on concepts and the national/state frameworks. The last 2 days addressed subject-specific issues.
3. A total of 30 participants representing various subjects attended the training, which utilized presentations, group work, and discussions. The program aimed to empower the participants to prepare secondary school
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
This document discusses the importance of good blackboard writing skills for teachers. It notes that blackboard writing can help clarify concepts, reinforce ideas presented verbally, and draw students' attention to key points. The document then lists and describes the various components of effective blackboard writing skills, including using the proper size and spacing of letters, writing neatly and in a straight line, using labels and color chalk appropriately, and incorporating geometrical aids where needed. It emphasizes writing content in a clear, grammatically correct manner at a suitable pace.
Inclusive Education : Some Justifications and Provisions Inclusive educationSankar Prasad Mohanty
This document discusses inclusive education and provides justifications and provisions for its implementation. It defines inclusive education as a process that aims to educate all children, regardless of gender, ethnicity, ability level, or other factors, together in mainstream schools and classrooms. It provides justifications for inclusive education from educational, sociological, economic, humanitarian, and democratic perspectives. Finally, it outlines key provisions for inclusive education established in the Indian Constitution, international agreements, and national policies and plans that mandate educating all children in an inclusive environment.
Interest refers to the motivating force that compels us to attend to people, things, or activities. There are several types of interest, including native interests arising from instincts, acquired interests developed through experience, intrinsic interests that are deeply rooted, and extrinsic interests motivated by external forces. Factors that influence a person's interests include their age, physical and intellectual development, socioeconomic conditions, and culture. In education, understanding students' interests is important for gaining their attention and engagement, justifying the use of various teaching methods and technologies.
- This document discusses internal and external evaluations of projects and programs.
- Internal evaluations are carried out by project team members, while external evaluations are done by those outside the project team.
- Both types of evaluations have advantages and disadvantages - internal evaluations have better implementation understanding but less impartiality, while external evaluations have greater impartiality but less understanding of implementation issues.
This document discusses the universalization of elementary education in India. It outlines key efforts by the central and state governments to achieve universal elementary education as mandated by the Indian constitution. Some of the key efforts discussed include the Sarva Shiksha Abhiyan launched in 2001 to provide quality elementary education to all children ages 6-14, and the Right to Education Act passed in 2009 to make elementary education a fundamental right for children in that age group. The document also briefly discusses efforts to universalize secondary education for students ages 14-18.
Rural Urban Inequality in School Education in IndiaPallab Kumar Nath
Why is rural-urban inequality in school education in India still prevalent?
Provide some suggestive measures to remove rural-urban inequality in school education.
This document discusses slow learners, who are children with IQs between 70-90 who learn at a slower pace than average. Slow learners have low academic achievement compared to peers. Several factors can contribute to a child being a slow learner, including family intelligence, economic conditions, personal issues, and environmental factors. Teachers, parents, social workers, counselors, and psychologists should work together to identify slow learners using methods like observation, case studies, assessments, intelligence tests, and medical exams. With the right support tailored to their needs, slow learners can succeed.
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Impression of mid day meal scheme on enrolment & daily attendance of scho...Tapasya123
For achieving the goal of education, the enrolment of children and their
daily presence in schools is essential. Mid-Day Meal Scheme is an effort to
achieve and facilitate the goal. The purpose of present study is to assess the
impression of Mid-Day Meal Scheme on enrolment and daily attendance of
children studying in class I to VIII class and to suggest some measures the
sample size is of 250 children and 11 headmasters. The study tries to prove
that the selected scheme plays an important role in improving enrolment
and daily attendance of children. Results revealed that this scheme proves a
major means in improving enrolment and attendance comparatively. More
efforts could be made to increase enrolment and attendance of students by
increasing variety and quality of Mid-Day Meal and by incorporating
interesting method of teaching.
This document outlines the course objectives and syllabus for a course on "Contemporary India and Education". The course aims to develop an understanding of the nature of social diversity in India and the educational demands of diverse communities. It will examine issues in contemporary India like industrialization, urbanization, and policies during pre- and post-independent periods. The syllabus covers 5 units - educational context in the constitution, social diversity, demands of individuals and communities, language policy, and implications of equal opportunities. Suggested activities include reports and discussions on implementing constitutional provisions for equality. Course outcomes include understanding education types, diversity, universalization, language policies, and eliminating inequalities.
This document discusses creativity in children. It begins by stating that creative individuals think, feel, and act differently, and that sparks of creativity in children could result in valuable contributions to society if given the right opportunities. It then defines creativity as the ability or capacity to create something new or different. Finally, it lists characteristics of creativity, such as that it is universal, influenced by environment, a source of joy, purposeful, involves risk-taking, and differs from intelligence.
1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
3) The objectives of CCE are to make evaluation an integral part of teaching and learning, use it to improve student achievement, maintain learning standards, and provide self-evaluation opportunities.
Value oriented teacher education teacher educationvijirenju
The document discusses the importance of value-oriented teacher education. It outlines objectives of developing responsible citizens, understanding national goals, improving socio-economic conditions, promoting open-mindedness, and developing proper attitudes. It also references several education commissions and committees that highlighted the need to include values education in school curriculum and teacher training programs to cultivate social and moral values and unity.
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
Recent Trend in Mathematics Curriculum DevelopmentGautam Kumar
The document discusses recent trends in mathematics curriculum development, including moving from a behaviorist approach focused on objectives and rote learning, to a constructivist approach emphasizing that students actively construct knowledge through experiences and social interactions. It also examines learner-centered and activity-centered curriculum models that prioritize students' needs, interests, and active participation in the learning process through engaging activities.
The document summarizes the planning and implementation of a 5-day training program on curriculum development for key resource persons from West Bengal, India. It provides details on:
1. A preparatory 2-day workshop was held to discuss the National Curriculum Framework, select topics for the training, and assign resource persons.
2. The 5-day training program covered both theoretical and practical aspects of curriculum development. The first 3 days focused on concepts and the national/state frameworks. The last 2 days addressed subject-specific issues.
3. A total of 30 participants representing various subjects attended the training, which utilized presentations, group work, and discussions. The program aimed to empower the participants to prepare secondary school
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
This document discusses the importance of good blackboard writing skills for teachers. It notes that blackboard writing can help clarify concepts, reinforce ideas presented verbally, and draw students' attention to key points. The document then lists and describes the various components of effective blackboard writing skills, including using the proper size and spacing of letters, writing neatly and in a straight line, using labels and color chalk appropriately, and incorporating geometrical aids where needed. It emphasizes writing content in a clear, grammatically correct manner at a suitable pace.
Inclusive Education : Some Justifications and Provisions Inclusive educationSankar Prasad Mohanty
This document discusses inclusive education and provides justifications and provisions for its implementation. It defines inclusive education as a process that aims to educate all children, regardless of gender, ethnicity, ability level, or other factors, together in mainstream schools and classrooms. It provides justifications for inclusive education from educational, sociological, economic, humanitarian, and democratic perspectives. Finally, it outlines key provisions for inclusive education established in the Indian Constitution, international agreements, and national policies and plans that mandate educating all children in an inclusive environment.
Interest refers to the motivating force that compels us to attend to people, things, or activities. There are several types of interest, including native interests arising from instincts, acquired interests developed through experience, intrinsic interests that are deeply rooted, and extrinsic interests motivated by external forces. Factors that influence a person's interests include their age, physical and intellectual development, socioeconomic conditions, and culture. In education, understanding students' interests is important for gaining their attention and engagement, justifying the use of various teaching methods and technologies.
- This document discusses internal and external evaluations of projects and programs.
- Internal evaluations are carried out by project team members, while external evaluations are done by those outside the project team.
- Both types of evaluations have advantages and disadvantages - internal evaluations have better implementation understanding but less impartiality, while external evaluations have greater impartiality but less understanding of implementation issues.
This document discusses the universalization of elementary education in India. It outlines key efforts by the central and state governments to achieve universal elementary education as mandated by the Indian constitution. Some of the key efforts discussed include the Sarva Shiksha Abhiyan launched in 2001 to provide quality elementary education to all children ages 6-14, and the Right to Education Act passed in 2009 to make elementary education a fundamental right for children in that age group. The document also briefly discusses efforts to universalize secondary education for students ages 14-18.
Rural Urban Inequality in School Education in IndiaPallab Kumar Nath
Why is rural-urban inequality in school education in India still prevalent?
Provide some suggestive measures to remove rural-urban inequality in school education.
This document discusses slow learners, who are children with IQs between 70-90 who learn at a slower pace than average. Slow learners have low academic achievement compared to peers. Several factors can contribute to a child being a slow learner, including family intelligence, economic conditions, personal issues, and environmental factors. Teachers, parents, social workers, counselors, and psychologists should work together to identify slow learners using methods like observation, case studies, assessments, intelligence tests, and medical exams. With the right support tailored to their needs, slow learners can succeed.
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Impression of mid day meal scheme on enrolment & daily attendance of scho...Tapasya123
For achieving the goal of education, the enrolment of children and their
daily presence in schools is essential. Mid-Day Meal Scheme is an effort to
achieve and facilitate the goal. The purpose of present study is to assess the
impression of Mid-Day Meal Scheme on enrolment and daily attendance of
children studying in class I to VIII class and to suggest some measures the
sample size is of 250 children and 11 headmasters. The study tries to prove
that the selected scheme plays an important role in improving enrolment
and daily attendance of children. Results revealed that this scheme proves a
major means in improving enrolment and attendance comparatively. More
efforts could be made to increase enrolment and attendance of students by
increasing variety and quality of Mid-Day Meal and by incorporating
interesting method of teaching.
Impression of Mid Day Meal Scheme on Enrollement & Daily Attendence of School...professionalpanorama
The document discusses a study on the impact of India's Mid-Day Meal Scheme (MDMS) on school enrollment and daily attendance. It reviews previous literature showing MDMS improves both. The study analyzed data from 250 students and 11 school heads in Rajasthan. Results showed MDMS increased enrollment by 10-40% across schools. Daily attendance was also higher, with 88% of students regularly attending. The study concludes MDMS effectively improves enrollment and attendance, achieving the goals of universal education. Further efforts could enhance the scheme's benefits.
Gujarat Government Initiative MDM Program on Poverty Alleviation and Child Ed...ijtsrd
Educational play a vital role in the development of human potential. The state government uses a significant portion of its limited resources to provide educational facilities throughout the country. Due to the socio economic factors that exist in society, the goal of these efforts to stimulate the percentage of universal education in general seems to be far reaching and elusive. Most children from low socioeconomic societies suffer from undernutrition, often dropping out of school at an early age, directly affecting their personality development. Several scenarios have been initiated to address these issues Sujan K Patel | Mr Deepak Pancholi ""Gujarat Government Initiative MDM Program on Poverty Alleviation and Child Education Development"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23782.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23782/gujarat-government-initiative-mdm-program-on-poverty-alleviation-and-child-education-development/sujan-k-patel
The Midday Meal Scheme is a school meal programme of the Government of India designed to improve the nutritional status of school-age children nationwide.
The government-initiated mid day meal program is a hot fresh meal providing a scheme to children government schools, government-aided schools, localized schools, etc.
The document summarizes India's midday meal scheme, which provides free lunches to children in schools. It discusses the objectives of improving nutrition and attendance, describes the centralized, decentralized, and international assistance models for providing meals, and outlines reforms like extending coverage and adding more nutritious foods. However, it also notes issues like exaggerated enrollment figures, leakages of food grains, inadequate monitoring and quality control, and some cases of embezzlement and corruption.
The document summarizes India's Mid Day Meal program, which provides free cooked meals to children in primary and middle schools. Key points:
- The program aims to boost education by increasing enrollment, attendance and nutrition.
- It was launched in 1995 and provides meals to over 100 million children annually.
- The Supreme Court has mandated provisions like minimum calories/protein and preference for Dalit cooks.
- Implementation is jointly overseen by central and state governments. Monitoring committees ensure quality is maintained.
The document summarizes India's Midday Meal Scheme (now called PM POSHAN), which provides free lunches on school days in government schools. It began in Tamil Nadu in the 1960s and was implemented nationwide by 2002 per a Supreme Court order. The objectives are to address malnutrition, increase enrollment and attendance, and empower women through jobs. Rajasthan provides meals according to a set menu. Implementation involves central kitchens managed by self-help groups. Issues include unclear guidelines and irregularities in food grain distribution and use.
The document discusses several national nutrition programs for children in India, including programs run by the Ministry of Rural Development, Ministry of Social Welfare, Ministry of Health and Family Welfare, and Ministry of Education. Some of the key programs described are the Integrated Child Development Services scheme, Mid-Day Meal program, National nutritional anemia prophylaxis programme, and National iodine deficiency disorder control programme. The programs aim to reduce malnutrition, morbidity, and mortality among children by providing nutritional supplements and education.
On the eve of the World Health Day 2016, we put forth how the mid-day meal programme — the largest of its kind in the world — is helping the country to battle hunger and malnutrition in children.
IMPLEMENTATION OF MID- DAY MEAL PROGRAMME IN PRIMARY SCHOOLS OF ODISHA – AN O...SRJIS
The National Programme of Nutritional Support, popularly known as Mid-day Meal programme is the largest social welfare programme in India. It involves provision of free lunch, free of cost to school going children on all working days. Presently in India, 12 crores of students of 12 lakh schools are getting benefit under this programme. In Odisha, the Mid-day Meal programme was introduced on 1st July, 1995 in primary schools. The programme is running in more than sixty thousand primary schools and near about sixty lakh students are getting benefit out of this programme. The programme is managed by Department of School and Mass Education, Govt. of Odisha. Government of Odisha has made systematic departmental arrangement at each level for the smooth functioning of the programme. Steering-cum-monitoring committee in block, district and state level have been formed to monitor the programme. For the enrichment of Mid-day Meal programme, different innovative practices are going on in the state. The slogan of Mid-day Meal programme in Odisha is taken as “Nutrition for Education”.
The document provides information on India's Mid Day Meal program, the world's largest school feeding program. It discusses the history and objectives of the program, which aims to improve nutrition, school attendance and social equality. Key points include:
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- Its objectives are to address malnutrition, increase school enrollment and attendance, and promote socialization among children of different castes.
- It has a complex administrative structure from the national to local levels to manage food grain distribution and other logistics.
- Studies show the program has increased enrollment, attendance and retention in primary schools since its expansion nationwide
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1. 1. Professor and Head, Department of A.B.S.T., University of Rajasthan, Jaipur
2. Research Scholar, Department of A.B.S.T., University of Rajasthan, Jaipur
An Evaluation Study of Mid Day Meal Programme
in Jaipur
Prof. M.L. Sharma1
Geetesh Saini2
Abstract
For giving a boost to universalisation of primary education by increasing enrolment,
attendance and retention and simultaneously improving the nutritional status of students
in primary classes, The National Programme of Nutritional Support to Primary Education
which is popularly known as the Mid-day Meal Scheme was launched by the Government
of India in 1995. In this research study an evaluation of Mid Day Programme in
Jaipur is being done mainly based on primary data. The universe of the study is
Jaipur, and the sample size used is 100 children of government schools. Views of
some of the available teachers in the schools are also covered in this study. The study
states that MDM Programmme is really helpful in removing classroom hunger, increasing
enrollments and daily attendance of the children. Several steps are yet to be taken
to improve the implementation of the programme and to provide best quality of Mid
Day Meal to school children.
Keywords: Nutritional Support to Primary Education, Mid-Day Meal Scheme (MDMS),
Mid Day Meal, Cooked Mid Day Meal (CMDM), Steering-cum-Monitoring Committee
(SMC).
Introduction
oday with more than 100 million children are covered under Mid Day Meal Programme
making this programme India’s largest school feeding and nutrition programme in the
world. As per MDMS a minimum of 300 calories and 8-12 grams of protein, for a minimum
of 200 days annually is supposed to be provided per child per school day. The state government
is also supposed to develop infrastructure for MDMS from funds available under other
schemes. Depending on common deficiencies found in the local area, the MDMS is also
being used to support administration of weekly doses of iron and folic acid supplements,
T
An Evaluation Study of Mid Day Meal Programme in Jaipur 133
2. An Evaluation Study of Mid Day Meal Programme in Jaipur
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six monthly doses of de-worming medication and Vitamin A supplementation and other
micronutrients.
The Mid Day Meal Scheme (MDMS) aims to avoid classroom hunger, increase school
enrolment, increase school attendance, improve socialization among castes, address malnutrition
and empower women through employment.
The concept of Mid Day Meal Scheme (MDMS) is a very old concept which in India
occurred several decades ago. In 1925, the Madras Corporation was the first to develop
a school lunch programme. However, at the national level this scheme was given a serious
attention about 50 years later. In 1974, the National Policy on Children declared that country’s
children were its supreme human resource. This policy ensured in enjoining the state’s children
full physical and mental development. By the mid of 1980s, Gujarat, Kerala and Tamilnadu
and the UT of Pondicherry had universalised Mid Day Meal Programme with their own
resources for all the primary school children in their states. Among the above three states
Gujrat was the first state to start the school lunch programme in 1984. By 1990-91 the
number of States increased to twelve, namely, Goa, Gujarat, Kerala, Madhya Pradesh,
Maharashtra, Meghalaya, Mizoram, Nagaland, Sikkim, Tamil Nadu, Tripura and Uttar Pradesh
who implemented the mid day meal programme on a large scale using their own resources.
In combination with international assistance and State resources another three states, namely
Karnataka, Orissa and West Bengal, implemented the programme. Another two more states,
namely Rajasthan and Andhra Pradesh, entirely with international assistance were implementing
the programme.
Later, in August 1995, the National Program of Nutritional Support to Primary Education,
commonly known as the Mid-Day Meal Scheme (MDMS), was launched in India. All students
in primary schools run or funded by the Government were covered by this scheme throughout
the country. Initially, per student per month 3 kilograms of food grain was provided under
MDMS. On 28 November 2001, the Supreme Court gave its directions to all the state
governments to implement this scheme within six months period. This landmark order was
one of the first achievements of the right to food campaign. The order was followed by
organized public pressure for the introduction of cooked mid-day meal in primary schools,
e.g. in the form of a countrywide ‘day of action on mid-day meals’ in April 2002. In
response to the Court orders and this great pressure, all state governments have initiated
mid-day meal programmes.
However, the quality of mid-day meal varies a great between different states. In Southern
India, some states have reasonably good mid-day meal programmes. Where others states
which just to appease the Supreme Court introduced MDM on a shoestring budget.
Under this scheme the central government provides free of charge 100 grams food grain
(wheat or rice) per child per school day and Rs.1.00 per student per day toward cooking
conversion costs. Rs.1.00 per student per day is also contributed by the State Government
3. An Evaluation Study of Mid Day Meal Programme in Jaipur
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towards cooking conversion charges from Financial Year 2006-07 (which was earlier Rs.0.50).
At present, the central and state governments share the cost of the Mid Day Meal Scheme,
with the centre providing 75 percent and the respective state 25 percent. The central government
provides grains and financing for other food. Federal and state governments shares the
costs for facilities, transportation, and labour. The states participating contribute different
amounts of money. Where the eleventh five-year plan allocated INR.38,490,0000,000 for
the scheme, the twelfth five-year plan has allocated INR.90,1550,000,000 with a 134% rise.
From Rs. 73,240,000,000 in 2007–08 to Rs. 132,150,000,000 in 2013-14, the public expenditure
for the Mid Day Meal Programme has also gone up. The cooking cost per day per child
at the primary level has been fixed to Rs. 3.59 while at the upper primary level to 5.38.
Review of Literature
F Alim, S Khalil, I Mirza, Z Khan (2012) in their study observed the nutritional status
of children attending mid day meal scheme in government schools in the age group
6-14. Their study was confined to six government primary schools of urban areas of Aligarh
City. By the study they found that there was a high degree of relationship between height
and weight. The pattern of gain in height was more in boys but girls had gained more
weight than boys at pre-puberty and puberty. The nutritional status of the school children
under the study was found to be low.
S Karande, NJ Gogtay (2014) study was based on Simeon’s postulation that school feeding
leads to short-term rises in blood glucose levels (and hence brain), which counteracts the
negative effect of classroom hunger on concentration, memory and motivation, which are
fundamentals for learning. In their study they suggested to improve the nutritional quantity
and quality of the NP-MDMS, Deodhar et al. have recommended that in addition to the
mid-day meal, school children should also receive a nutritional food bar twice a week and
a seasonal fruit (usually banana as it is the cheapest) once a week. Also, there has been
a plea to extend the NP-MDMS to secondary and higher secondary school-going children
(up to class XII). In recent times, there have been some tragic incidents with respect to
this program which should not be over looked.
Society for Social Audit, Accountability & Transparency (SSAAT-RD) (2013), Andhra Pradesh
conducted a Pilot Social Audit of Mid-Day Meal Scheme (MDMS) to find out and understand
the mid day meal scheme implementation structure, fund flow and role played by convergence
departments, search for ‘best practices’ in the implementation of the scheme, evaluate the
impact of mid-day meal scheme with respect to the primary objectives of (a) increase
in school attendance, (b) improvement in socialisation among castes, (c) addressing malnutrition
& (d) empowerment of women through employment. The conclusion states that the monitoring
of Mid-Day Meal Scheme requires stringent and rigorous ongoing processes. An effective
Social Audit can be conducted only if information is shared. Independent Social Audit
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mechanism for MDMS should be promoted by MHRD in all States.
Savita Kaushal (2009) conducted a study on implementation of Mid-Day Meal (MDM) in
Rajasthan to find out the status of Mid-Day Meal Scheme (MDMS) in the state of Rajasthan,
identify best practices in the implementation of MDM programme in the state and document
good practices implementing at the school level. In her study she observed that the schools
visited, interviews with a variety of people (principal, teachers, community members, parents,
children) as well as personal observation confirmed that the school normally provided cooked
mid-day meals on a daily basis (six days per week). Personal observation and interviews
with teachers, cooks, and school children indicated that the bulk of the food prepared was
given to the intended beneficiaries: children in primary classes (I-V) who were attending
class at the government school.
Satish Y. Deodhar, Sweta Mahandiratta, K.V. Ramani, and Dileep Mavalankar and Sandip
Ghosh and Vincent Braganza (2010) attempted to explain and justify the Mid-Day Meal
Scheme (MDMS). They visited to several government schools and observed the food quality.
They also considered other various aspects like hidden food quality attributes, nutrition, food
safety, etc. In their study they observed the fact that in a developing country like India,
the general level of awareness and cleanliness is low and it is not specific to MDMS
alone. Nonetheless, in our opinion, there is a potential for general increase in hygiene and
cleanliness at the schools and kitchens.
Manju Singh, Niharranjan Mishra (2010) made a study to take up the evaluation of Mid-
Day Meal Scheme (MDMS) in the entire state of Meghalaya. They fixed the time duration
of six months for completing the study. The main objectives of the evaluation study were:
l To assess the performance of the programme.
l To examine monitoring mechanism and the extent of involvement and contribution
of various stakeholders at different levels in implementation of the programme in the
state.
l To find out the constraints and bottlenecks in the proper implementation of the programme.
l To suggest policy measures to improve the functioning of the programme.
In conclusion they said, after observing various constraints and bottlenecks during the evaluation
study of MDMS in Meghalaya, there is an urgent need for a serious and sincere brainstorming
for making headway in the effective execution of the programme. After having intensive
interaction with all the stakeholders involved in the programme in the state they also
recommended few suggestions for the better execution of MDMS which is required for
the development of the future generation.
A workshop at New Delhi (2003) was held to share the experiences and offer suggestions
for formulating and implementing the MDM programme. In the workshop it was recommended
that each state should develop a monitoring system to monitor the implementation of the
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programme by identifying appropriate process indicators with the help of professional institutions.
This would help in making the programme more effective.
A review of literature on Mid-Day Meal Scheme (MDMS) shows that the study on this
subject is already done in many states of India. Further, Social Audit is an ongoing process
and as this topic is very vast, not enough study has been done in Jaipur on this subject.
So, there is a need for evaluating the MDMS in Jaipur.
Need for Evaluation Study
In July 2006, the Department of Elementary Education and Literacy, Ministry of HRD referred
to the Planning Commission a direction of the Cabinet Committee on Economic Affairs
(CCEA) for evaluation of this centrally sponsored programme with the view to further
improving performance and meeting the nutritional requirements of the beneficiary children.
Accordingly, its evaluation was put on the prioritized list of evaluation studies to be done
by the PEO. This study has tried to examine the implementation process and the impact
of the cooked mid day meal consequent to revisions of the scheme over a period of time.
Further, its implementation has undergone various changes over the years. Studies taken
up by other researchers, organisations/agencies mainly focused on the quantitative aspects
while this evaluation study has tried to give a direction to guide the policy makers and
implementers not only in the quantitative aspects, but also on the qualitative aspects of
impact of the scheme i.e. nutritional improvement and social equity among the beneficiaries.
Objective
In this paper the focus is on the following objectives:-
1. To study the implementation mechanism of the programme.
2. Identify best practices in the implementation of mid-day meal programme in the state.
3. Evaluate the impact of mid-day meal scheme with respect to the primary objectives
of :
a. increase in school attendance,
b. improvement in socialisation among castes,
c. addressing malnutrition
Hypothesis
In view of the objectives, the hypothesis framed for the study are as follows:
H0
: ‘The Mid-Day Meal Scheme (MDMS) is properly implemented throughout the state.
H1
: ‘The Mid-Day Meal Scheme (MDMS) is not properly implemented throughout the state.
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Methodology Adopted
Evaluation study of MDM Programme in Jaipur was carried out to assess the performance
of the programme in the entire district. The main aim of this study was to find out and
understand various constrains and bottlenecks in implementing the programme and to suggest
various measures for betterment in the functioning of the programme on the basis of general
observations.
Selection of Beneficiary Students
This evaluation study covers 100 beneficiary students (from 1st
to 8th
standard) from different
government schools situated in Jaipur, in which Akshaya Patra supplies MDM. Further,
views of the available teachers in the schools are also covered in this study.
Data Collection
The data was collected from both primary and secondary sources. In this study various
primary and upper primary government schools in Jaipur in which MDMS is functional
are covered. The study also covers the centralised kitchen of Akshaya Patra providing
MDM to schools in Jaipur. All the schools taken for the study are government schools.
The uninformed visits for the research study was made to the schools to observe the various
facts regarding the MDM Programme and informal discussions with school children and
teachers was also done. Some of the question which were asked from the school children,
teachers and headmasters are:
1. Do you come to school regularly?
2. Do you like to eat MDM daily in the school?
3. Do you ask for more serving?
4. Do the MDM management committee ever asked you about your choice of food
items?
5. Do you like to sit together while eating MDM with other caste students?
6. Do your parents ever asked you not to eat MDM in the school?
7. Do you have drinking water in your school?
8. Do you feel that the MDM disrupts teaching anyway?
9. Have parents ever objected to their children sharing a meal with children of other
caste?
Besides all this, close observation was made regarding the availability of the drinking water
facility, availability of utensils, cleaning of utensils, distribution of meal, sitting arrangements
and manners of the children, while eating Mid Day Meal.
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The accuracy of the answers was checked by asking the same questions to the several
people and comparing them. The visits were made at the time of eating the MDM so
that all the implementation of the MDMS could be personally observed.
In addition to the schools, Akshaya Patra’s centralised kitchen was also visited. In centralised
kitchen the food is being cooked and distributed to several government schools. A close
observation was made and discussion with staff was also done. The Akshaya Patra is
working under the Public Private Partnership scheme.
Through discussions with officials of the MDM Directorate, various information was obtained.
Secondary data like Annual Work Plan and information regarding budget 2013-14, MDM
data, revised guidelines for MDMS and various office orders and reports, etc. were collected
from the office of the Mid Day Meals Directorate, Rajasthan.
Implementation Mechanism as per Guidelines
The programme guidelines prescribe the following implementation mechanism:
1. At the national level, a National Steering-cum-Monitoring Committee (SMC) to be
set up to monitor the programme, assess its impact, coordinate among concerned
departments and agencies and to provide policy advice to Central and State Governments.
The Programme Approval Board releases central assistance bi-annually after submission
of their annual work plan by States/UTs.
2. States and UTs are also required to set up Steering-cum-Monitoring Committees (SMC)
at the State/District/Block levels to monitor implementation of the programme. For
implementation of the programme, every State Government/UTs has to authorise one
of its departments as the nodal department to take overall responsibility and to watch
over the implementation of the programme at the school level. Implementation Cells
are required to be set up by the nodal department.
3. At the district and block level one nodal officer is to be appointed and assigned the
overall responsibility for effective implementation of the programme at the district/
block level.
4. In states where primary education is entrusted the Panchayats/Urban Local Bodies
are to be in charge of the implementation of the programme.
5. For implementation and day to day supervision of the programme at the local level,
Gram Panchayat/Municipality are to be accountable.
6. Gram Panchayat/Municipality may assign the supervision of the programme at school
level to the Village Education Committee (VEC)/School Management and Development
Committee (SMDC) or Parent Teacher Association (PTA), as the case may be, to
be accountable to the Gram Panchayat/Municipality.
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140
7. Cooking and supply of meal is to be entrusted to Local women’s/Self Help Groups/
Local youth clubs affiliated to the Nehru Yuvak Kendras/Voluntary Organisations or
personnel engaged by VEC/SMDC/PTA/Gram Panchayat/Municipality.
8. In Urban areas where centralised kitchen exists for a group of schools cooking may
be undertaken in centralised kitchen and cooked hot meal transported to various schools.
Akshay Patra
For mitigating hunger, Akshay Patra was initiated in the year 2000 by ISKCON in Bangalore,
Karnataka. In Rajasthan the ISCKON initiated Akshay Patra. In Jaipur Akshay Patra serves
meals to more than 1,50,000 school children. Akshay Patra feels that “Feeding a hungry
child is not charity it is our social responsibility. For a North Indian menu the Akshay Patra
Kitchen is country’s largest mid-day meal kitchen. The Government of Rajasthan in the
year 2006 awarded the Independence Day Award to the Akshay Patra as an applauding
towards its initiatives. The ISO has certified the Akshay Patra for cooking as well as
delivering meals to government-aided and municipal schools and daily wage earners.
General Observations during Visits to the Schools
Management of Meal Provision in Schools
In each of the schools visited, interviews with children, teachers and headmaster, as well
as personal observation confirmed that the school normally provided cooked mid-day meals
on a daily basis (six days per week). Personal observations and interviews with teachers,
cooks, and school children indicated that the bulk of the food prepared was given to the
intended beneficiaries: children in primary and upper primary classes (I-VIII) who were
attending class at the government schools. A few of the younger (three- to five-year-old)
siblings of these students were also accompanying them to school and were eating meals
along with the others. The number of such children was varying from three to five. In
one of the schools it was observed that a large amount of khichdi was left over. The
cook informed that sometimes the food is left over because the children eat less food or
because of the non presence of the students. In such a case, before the day is over, the
children are given an option to eat leftover food again. Teachers did not eat the mid-day
meals in any of the schools visited. But in one of the school at times the sarpanch did
visit the school and have the meal with the children.
The school teachers reported that the school meal scheme had not increased their workload.
However, in the provision of mid day meal to the children the teachers did help in one
way or the other. In two schools it was noticed that the teachers were involved in buying
the fruits, from the local market, to be distributed to the children. This was being done
by them during the school hours.
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Quantity and Quality of Meals
In schools the teachers and students reported that the weekly food menu now included
variety of food items such as dal-bati, khichdi, curry, subji (potatoes or fresh vegetables),
rice, and roti with dal. The observations and interviews with the teachers and school children
showed that the meals were always shared out among all of the children present. Every
child who wanted food was given a portion. In all the schools where the children demanded
for a second serving were being offered more. It was observed that the children enjoyed
eating khichdi. A small amount of sugar according to the local taste of the children was
also provided with the khichdi. Sometimes in place of simple khichdi, namkeen khichdi or
vegetable khichdi was prepared and served to the children. Namkeen Khichdi was prepared
by adding various vegetables like potato, tomato, green peas, capsicum, coriander, etc. in
the simple khichdi. The mid-day meal was found satisfying both qualitatively and in quantity
by most of the children who ate at school.
Impact of the School Meals
The interviewed school teachers claimed that the school MDM had an effect on the children
daily attendance also. Some younger siblings of the children were being ‘sent to the school
for having meals.’ In many school the teacher said that the mid-day meal scheme helped
a lot not only in boosting daily attendance among his school students, but also helped to
keep them in class in the school hours. The teachers said that the student attendance had
increased noticeably because of the good quality of the mid day meal. It was also observed
that some of the students were attending the school just for having mid-day meal and returned
home after having the meal. The academic performance of the students had also increased
because they no longer remains hungry during the school hours. The students also helped
in serving the meal to other children in the school by which students are learning many
good habits.
Some Best Practices of the Scheme
Some of the advantages of the MDMS which were found during the study are:
Provision of Quality Meals
For the children who were not able to afford decent meal in their homes, the Government,
NGOs and the public private partnership organisations have made government schools in
Jaipur a place of attraction for such children. The variety in food items served everyday
is guaranteed with complete satisfaction of the parents and children. The interest of children
also sustains with the help of varied menu. The special attention is being paid to cleanliness
and hygiene of cooked food in mid-day meal programme. This also guarantees that after
eating the mid day meal the children do not fall ill.
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Development of Good Food Habits and Social Equity among Children
MDMS has been successful in developing good food habits among children. Instructions
are also given by the teachers to the students regarding good food habits. Children learn
good habits such as: washing hands properly before and after meals, clean the sitting place,
sit in rows and discipline, do not scatter food while eating, chewing food properly, habit
of no wastage, provide help in serving, cleaning utensils and keeping them on proper place.
MDMS provides an opportunity where children of all groups and castes sit together and
have their meals. The children also learn to wait for their turn. The children also learn
how to serve food to others.
Employment Generation
MDMS is also providing a sustainable means of livelihood to more than 1.5 lakh persons
who are helping in effectively implement the scheme vide appointment of cooks, computer
operators, helpers for cooking etc. The scheme also creates an opportunity to earn livelihood
respectfully by providing employment to the backward women and destitute/widow women.
Transparency in MDM
To make everybody aware about the programme, weekly menu information is permanently
displayed on notice boards or even painted on the walls of the school. The expenditure
and other statements related to MDM Programme are available for every interested person.
Involvement of SDMC (School Development and Management Committee) and PTA (Parent
Teacher Association) in the Programme also makes it transparent. For inspection, important
points are also circulated from time to time. For making any programme successful it is
very important to maintenance proper records. All of the school providing MDM keep the
records and maintain registers on daily basis. The register include details about the number
of children in the school class wise, quantity and what type of food is received as per
the food menu, time of receiving the food.
For effective MIS (Management Information Systems) reporting software has been developed.
External evaluation agency is also earmarked. An independent external evaluation is being
conducted by the SIERT (State Institute of Educational Research and Training). Complete
transparency in the programme is also ensured by the participation of community.
Development of Social Equity
While serving cooked food in schools children were not discriminated in the schools on
the ground of caste, gender, religion, creed or disability. All the children in the school sit
together and eat MDM daily. Irrespective of their religion and castes all children are treated
equally. In the school where cooks are preparing MDM were women and majority of them
were from scheduled caste or scheduled tribe. Some of the women were destitute or widows.
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Thus there is no discrimination in the mid-day meal programme in terms of the social background
of the cooks employed or the children consuming the mid-day meals.
Community’s Participation in MDM
The participation of community members in MDM of the school is one of the good practices
of MDM. Sometimes the parents and community members also oversee MDM in the school
at the time of serving. Sometimes they do taste the cooked food before serving the food
to the children. It was noticed that Sarpanch was frequently visiting the school and at
times having mid-day meals with the children. In case of the organisations such as Akshay
Patra the community was providing funding by sponsoring the mid-day meal of a child
@Rs 1200/-per annum.
High Attendance Rate
High attendance rate is a good practice in the state with regard to MDM. With the serving
of cooked food, MDM appears to have raised the daily attendance of children in schools.
Moreover MDM also helped in decreasing the dropout rates.
Discussions
The field study indicates that cooked mid-day meals have now become a permanent part
of the daily routine of primary schools in Jaipur. For more nutritious and appetising menus
the government is continuing to increase both the funding and the quality requirements for
the Mid-Day Meal Scheme. The Centre is providing Rs.1.58 per student per day as cooking
conversion cost against 0.50 paise per student per day from the State Government for
primary students and the Centre is giving Rs.2.10 per student per day as cooking conversion
cost against 0.50 paise per student per day from the State Government for upper -primary
students.
The meals did not seem to disrupt classroom activities. Several teachers also credited the
mid-day meals with putting an end to classroom hunger and thus improving the students’
academic performance.
Many teachers believed that the MDM Programme was responsible for increasing enrolment
and attendance at their schools, though most of them explained that the meals mainly attracted
younger children. The school meals had boosted the enrolment and attendance of the youngest
primary school children. Close supervision and regular inspections are essential to achieve
higher quality standards. Better monitoring also helps to eradicate petty corruption, such
as the pilferage of food by various intermediaries.
Suggestions
The research study has identified some potential factors, adversely affecting the implementation
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of the MDM Programme. For the better implementation of MDM Programme the factors,
given below, deserve an attention:
1. The nodal ministry in the meetings of SMC (Steering and Management Committee)
is responsible to review the infrastructure development meant for mid day meal scheme
and invitation must served, to attend the meeting, to representatives of other nodal
ministries which run the infrastructure development schemes.
2. There is a scope for convergence with schemes like National Rural Employment
Guarantee Scheme for construction of kitchen sheds and honorarium of cooks cum
helpers, drinking water/toilet through Rajiv Gandhi Drinking Water Mission and health
checkup and micronutrients through school heath programme under National Rural
health Mission.
3. District level SMCs should be made effective-for monitoring and supervision by the
Block education officer/District education officer and their meetings should be held
regularly.
4. For effective implementation, convergence and monitoring of the scheme at district/
block levels SMC should be made functional and active.
5. For ensuring the participation of member of Parent Teacher Association and PRIs
at least one member of block level committee should attend the meetings of school
development and management committee.
6. As per the CMDM guidelines 2006, it is mandatory for the State Governments/UTs
to provide essential micronutrients and de-worming medicines, and for periodic health
check-up. Although most of the states have reported unutilised funds, only Andhra
Pradesh has been doing so. Therefore other states should also provide essential
micronutrients and de-worming medicines as per the guidelines.
7. SMCs from State to Block level should be constituted and concerned head at each
level should be made responsible for holding the meetings regularly. The minutes of
the meetings should be sent to the central, state and district nodal authorities.
8. Village education committees should be invited by the block level officer in their regular
meetings so that their role in managing cooked mid day meal scheme is specified
and their responsibility are incorporated in the guidelines.
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