Communitisation of Elementary Education

Topics: Primary education, Elementary school, School Pages: 6 (1773 words) Published: August 23, 2013
COMMUNITISATION CONCEPTUAL FRAMEWORK:

The concept of communitisation is about substantially improving the quality and delivery of public services such as the elementary school at the grass roots by harnessing the age-old social capital availability in the community. A system of communitisation as it were thus represents a parading shift from the model of government where authority lies wholly in the hands of the government. Its defining characteristic is a unique partnership involving sharing of ownership between government and the user community in the management of public institutions and delivering of their services, empowerment, decentralization, and delegation, building capacity all with the aim of improving the delivery of public utility system.

Communitisation therefore involves transfer of government asserts to the community, empowerment of the community through delegation of government powers of management and supervision of day-to-day functioning of employers to village committees. It also demands ensuring accountability of government employees posted at the service delivery level to local communities and control of government asserts by village committees including the responsibility for maintenance, amelioration and augmentation of asserts. As such communitisation is based on triple ‘T’ approach •Trust the user community

Train them to discharge their new found responsibility and •Transfer government powers and resources in respect of management

The roots of communitisation were first laid in 2000, when the state government initiated an “Imagine Nagaland” dialogue exercise where various community stake holders extensively discussed a vision of a better Nagaland improving the delivery of government services in sectors such as education was clearly seen as an area that needed urgent addressal. Following this, in 2002 the “Nagaland Communitisation of public services and institution Act”, a first of its kind in India, was passed by the state assembly. The act aimed to create a more responsive community, who through intensive partnership with the state government would take greater responsibility in the management of public institution in certain sectors. The act covered elementary education grassroots health care and power sectors.

In the education sector, the department of education in 2002 framed the “Nagaland Communitisation of elementary education institute and service rules”. The rules declared all government run primary and middle schools in the state to be commoditized. This in essence, communitisation empowers the village community to own and to develop the government primary and middle school. To operationalize the rules, every village with a (communitised) government school(s) set up a village education committee (VEC), which was the legal authority to manage education within its jurisdiction. Salary amount for government employed in the school is deposited in advance into the VEC account and the VEC disburses the salary. The VEC is required to ensure disciplines and regularity of teachers with power to enforce ‘no work, no pay’ principles fund for key purposes such as purchase of text books, furniture, construction and repair of building etc are deposited by the government in VEC account VEC was also given the power to make enter-school utilization of teacher and select and recommend appointment of substitute teachers against long-term for universal enrolment.

1.10.1 ELEMENTARY EDUCATION STRUCTURES, SSA AND COMMUNITISATION:

With introduction of new pattern, new systems and new terminologies, initial confusions and communication gap are bound to arise. However, some basic point outlines below will help avoid ambiguities.

The overall charge of elementary education shall continue with the government, department of school education, SCERT and the NBSE.

The sarva Shiksha Abhiyan state mission authority Nagaland (SSA) is a state level autonomous society...
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