Provisional Merit & Reject list of candidates applied for different block level post under RTE-SSA, Nuapada during March 2016.

Provisional Merit list & Reject list of candidates applied during March 2016 for block level MIS-cum-Planning Coordinator & Accountant-cum-Support staff under RTE-SSA, Nuapada has been published by District Project Office, RTE-SSA, Nuapada.

Any Objection, candidates may submit the same in written to DPO, RTE-SSA, Nuapada by 02.01.2017.

Download Notice & Provisional Merit & Reject list here

TENDER CALL NOTICE - for Printing & Supply of Question-cum-Answersheet & Report Cards for Schools of Nuapada district

Short Tender Call Notice has been issued by District Project Office, RTE-SSA, Nuapada for Printing and supply of Question-cum-Answersheets of Summative Assesment - II - 2017 and Report Cards for the year 2016-17 from Class-I to VIII of Nuapada district.

Sealed Tenders are invited for the aforesaid purpose till 07.01.2017 by 02.00PM through Registered Post/ Speed Post only to District Project Office, RTE-SSA, Nuapada, At/Po-Nuapada, Dist-Nuapada, PIN-766105, Odihsa. The Tender will be opened on 07.01.2017 at 04.00PM.

FOR TENDER PAPER/ BID DOCUMENT & DETAIL SPECIFICATION & TERMS & CONDITION,

CLICK HERE

Recruitment Notice / Advertisement for the Post of Pedagogy Coordinator & Girls Education Coordinator under RTE-SSA, Nuapada

Eligible candidates can apply for the post of  Pedagogy Coordinator & Girls Education Coordinator under RTE-SSA, Nuapada. 

Last date of receipt of Application is 26.12.2016 through Registered Post/ Speed Post only.

For detail Notice, Eligibility Criterias, Terms & Conditions...

CLICK HERE

BALJYOTI - EYE CARE OF SCHOOLS

BALJYOTI - EYE Care of Schools Programme, an Initiative for Treatement of Visually Impared School Students.

The Programme has been started from 18.11.2016. The Eye Checkup Camps have been setting up in different Venues in different block of Nupada district till 14.12.2016.

The main aim of this programmee is to provide free eye treatment to the school students those having poor vision though the health camps.

The assignment was awarded to Sarba Sikhya Abhijan (SSA). The Officials of Chief District Medical Officer, Nuapada being a part of the Programme started the Programme at Parkod School of Nuapada district.

Parents of any Students across the District may contact to District Project Office, RTE-SSA, Nuapada or any of the Block Education Offices for more information.

SURAVI - 2016 - The Shishu Mahotshav - State Level

The Shishu Mahotshav "SURAVI-2016", state level, has been started from 14th, November 2016 & will be continued to 16th, November 2016 at Govt. Boys High School, UNIT-X, Bhubaneswar.

Chief Guest: Hon'ble Chief Minister : Sri Navin Pattnaik.

Hon'ble Misnister, School & Mass Education Department, Odisha : Sri Devi Prashad Mishra will encourage the child participants.

The Guest & Schedule list, are as follows:

District Level SURAVI winners are now present at Bhubaneswar for taking participation in different contests to be held in State level SURAVI programme.

(SURAVI Participants & their Guides from Nuapada district at Bhubaneswar)

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(News published in The SAMAJ on SURAVI - 2016, Nuapada district)

Childrens Day - 2016

Right to Education - Sarva Shiksha Abhiyan, Nuapada ପରିବାର 

ଶିଶୁ ଦିବଶ - ୨୦୧୬ ଉପଲକ୍ଷେ ସମସ୍ତ ଶିଶୁମାନଙ୍କ ଉଜ୍ଜ୍ଵଳ ଭବିଷ୍ୟତ କାମନା କରୁଛି ।
*14.11.2016*
Happy Childrens Day

Tender - Quotation Call Notice for Printing of Bridge Course Materials for Students

Sealed Quotations are invited from reputed Offset Printers/ Firms for Printing and Supply of Bridge Course Materials for 177 students.

Download it below

Click Here for Tender-Quotation Call Notice

Click Here for Addendum Notice

OR
visit www.opepa.in or www.nuapada.nic.in
>Tender

SURAVI - 2016 - District Level

The district level Shishu Mahotshav, SURAVI is going to be held on 28.10.2016 for this academic year.

Different types of Competition will be conducted among the Students of different Elementary Schools of the district, Nuapada.

The Winners of the District level Competeion Programme, will be deputed to the State level SURAVI Programme-2016 for competetion, that is to be held from 14th November 2016 to 16th November 2016.

Teachers Day

It is said that nothing is there to compare from the teaching profession. It is the noblest profession in the world. 5th of September has been dedicated to the teaching profession by celebrating this day as teachers day all through the India. It is celebrated every year to commemorate the birth anniversary of earlier India President, Dr. Sarvapalli Radhakrishnan as well as pay honour to the teachers. The birth anniversary day of our earlier president has been dedicated to highlight the nobility of the teaching profession as well as contributions of our teachers in the society and country development.
Dr. Sarvapalli Radhakrishnan was a great teacher who had spent around 40 years of his life in the teaching profession. He was well known about all the roles and contributions of the teachers in students life. So, he was the first person who thought about teachers and requested his birthday means 5th of September to be celebrated as the Teachers day every year. He was born on 5th of September in 1888 and started his career as a philosophy teacher by entering to the teaching profession at his 21 at Presidency College, Chennai in 1909.
He taught philosophy in many famous universities of the India as well as and abroad like University of Chennai, Kolkata, Mysore, Benares, Oxford in London, etc. Because of his committed dedication towards the teaching profession, he was appointed as the Chairman of University Grants Commission in 1949 in order to recognise his valuable services. 5th of September was started celebrating as the teachers day from 1962. After serving the nation for a long period of time through his great services, Sarvapalli Radhakrishnan passed away in 1975 on 17th of April.
Teachers are like real potters who not only give our life a shape, but also enable to lit like a lamp forever after dispelling the darkness from all across the world. So that, our nation can be enlightened with lots of bright lamps. Therefore, the nation pays homage and respect to all the teachers in the country. We can nothing give our teachers in return to their great job however; we should respect them always and say thanks. We should take a pledge to heartily respect and honour our teachers in our daily lives as without a good teacher we all are incomplete in this world.

SAMARTHYA : Organization of In-service Training of the Teachers of Elementary and Secondary Schools of Odisha - 2016

SAMARTHYA Programme

Teacher is the most crucial input in the process of Education. Trained and Committed teachers in all the schools will make it an attractive place for learning. Teachers working in primary, upper primary and high schools of Odisha have varied background so far as content and pedagogical knowledge, motivational level, qualification and level of learning are concerned. In Odisha a lot of teachers recruited as untrained have not gone pre-service training and hence are under qualified. Even trained teachers also lack some of the pedagogical concept as well as content. Hence there is a need to prepare a comprehensive training design for different categories of teachers working in primary, upper primary and secondary level such as in-service teachers, newly recruited teachers, under qualified teachers, head teachers, teachers working at BRC, CRC and Block level.
Further training to teachers is imparted by various agencies such as SSA, SCERT, ELTI, Board of Secondary Education and others. The Concept and Inputs provided by these institutions varies from programmers to programmers.
In order to tackle all these issues, while organizing training programmes for teachers, guiding principles needs to be followed.
Keeping these in view, a two day workshop was organized at Institution of Engineers, Bhubaneswar on 23-24 December 2010 for elementary level and 27-28 December, 2010 for Secondary level by the Department of School and Mass Education Department. In that meeting it was decided that the following guiding principles needs to be followed while organizing training programme for the teachers both in secondary and elementary level.

Photographs of 

Training of District Resource Group (DRG) 

on Samarthya programme 

for Resource Persons (RP) - CWSN- 2016 

held at Bhubaneswar

August 09 : International Day of the World's Indigenous Peoples / World Tribal Day

The International Day of the World's Indigenous Peoples is observed on August 9 each year to promote and protect the rights of the world’s indigenous population. This event also recognizes the achievements and contributions that indigenous people make to improve world issues such as environmental protection. It was first pronounced by the General Assembly of the United Nations in December 1994, marking the day of the first meeting of the UN Working Group on Indigenous Populations of the Subcommission on the Promotion and Protection of Human Rights, in 1982.

Indigenous Peoples' Right to Education

This year’s International Day of the World’s Indigenous Peoples is devoted to the right to education.

The right of indigenous peoples to education is protected by the UN Declaration on the Rights of Indigenous Peoples, which in Article 14 states that “Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.”

The right of indigenous peoples to education is also protected by a number of other international human rights instruments, including the Universal Declaration of Human Rights.

Goal 4 of the 2030 Agenda for Sustainable Development calls for ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

In spite of these instruments, the right to education has not been fully realized for most indigenous peoples, and a critical education gap exists between indigenous peoples and the general population.

Where data exist, they show consistent and persistent disparities between the indigenous and the non-indigenous population in terms of educational access, retention and achievement, in all regions of the world.

The education sector not only mirrors the historical abuses, discrimination and marginalization suffered by indigenous peoples, but also reflects their continued struggle for equality and respect for their rights as peoples and as individuals.

Education of Scheduled Tribe & Scheduled Caste Children

The RTE Act 2009 has defined children belonging to disadvantaged group and children belonging to weaker sections as follows

“Disadvantaged groups are defined as those that belong to the “Scheduled Castes, the Scheduled Tribes, the socially and educationally backward class or such other group having disadvantage owing to social, cultural, economical, geographical, linguistic, gender or such other factor as may be specified by the appropriate Government.”
Sec 2 (d)

Child belonging to weaker section is defined as “child belonging to such parent or guardian whose annual income is lower than the minimum limit specified by the appropriate Government.”

Sec 2 (e)

Education for the Disadvantaged in SSA

One of the prime objectives of the Sarva Shiksha Abhiyan (SSA) is to achieve the target of Universalisation of Elementary Education (UEE). The goal of UEE has been facilitated by the Indian constitution (86th Amendment Act) making free and compulsory elementary education a fundamental right for all children in the age group of 6-14 years. This has given a new direction to the education of certain special groups of children such as Scheduled Caste, Scheduled Tribe and Other Backward Classes. Inclusion of these special categories of children is very important for achieving the objective of UEE. SSA ensures that every child irrespective of any discrimination is provided meaningful and quality education. Keeping this holistic aspect in mind, SSA has adopted a zero rejection policy, which means no child, should be deprived of the right to education and should be taught in an environment which is best suited to his/her needs.

Scheduled Castes Scenario :

• Scheduled Castes constitute 17.13% of the State population (Census 2011)
• There are 95 SC communities
• In our State13 Special Component Plan districts
• Literacy rate of SC is 69.02 (Total), 79.21 (Male) and 58.76(Female) (as per Census 2011)

Tribal Scenario of Odisha :

• Tribals constitute 22.8% of the state population (Census 2011)
• 62 tribes in the State including 13 primitive tribes.
• There are 17 tribal dominated districts and 118 tribal Sub Plan (TSP) Blocks
• There are 173 Educationally Backward Blocks (EBB)
• 22 officially recognized tribal languages
• 8 districts have more than 50% tribal population in their respective total population.
• Literacy rate of ST’s is 52.24 (Total), 63.7 (Male) and 41.2 (Female) (as per Census 2011)

Interventions under SSA for the Development of ST, SC Education 

Education is the only human development indicator that has strong linkages with quality of life, eradication of poverty and economic growth. Special schemes pertaining to school education of SC & ST children currently include:

• Free supply of textbooks at elementary stages of school education.
• Free uniforms to All children in govt. schools.
• Free education at all levels.
• Girls and boys hostels for SC & ST students and lodging facilities in hostels of backward classes including SC & ST.
• Mid-day-Meal Scheme.
• Srujan (Child-Centered Activities)
• Mother Tongue Based Multilingual Education Programme.

In spite of considerable quantitative progress, exclusion remains a depressing feature of the educational scenario of SC & ST children.Odisha emphasised ST and SC education as a major focus to address the issues and challenges of disadvantaged groups. The major challenges addressed through ST and SC interventions of the state are:

• Low literacy among ST and SC
• Poor community involvement in the SSA programme particularly in tribal dominated areas
• Lack of culturally responsive schools for tribal children
• Teachers’ inability to address the linguistic and culturally diverse classrooms
• Less contribution of BRCC/ CRCC and DIETS/DRCs towards contextual issues (related to children’s learning especially in linguistic minority areas)
• Difference in ambience of schools of rural and urban areas
• Difference in home environment and school environment
• Poor profile of the children of disadvantaged group
• Lack of Resource Materials in tribal Language
• Migration of Poor & Distressed Community affected by Urbanization and Industrialization
• Absence of culturally appropriate and child friendly atmosphere both inside and outside the classroom
• Lack of facilities in tribal areas to provide a suitable atmosphere for acquiring skills which are need of the present time like computer skills & vocational skills

Considering the diversities among the disadvantaged communities, high illiteracy, and educational inequality and to address the above mentioned issues, SSA Odisha had planned to cover the whole state with specific interventions to ensure equitable quality education for children belonging to the SC and ST communities.

Sl.No	Name of the Activity	Broad Objective
1	Mother-tongue based Multilingual Education	To Bridge the gap between the home and School language faced by the tribal children
2	SRUJAN (Child Centered Activities)	To connect the community knowledge with the school curriculum, both in the context of curricular and other curricular activities.

Major Achievements

• Mother-tongue based MLE programme is benefitting 142132 tribal students belonging to 21 (Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda, Juanga ,Bonda, Gadaba, Ho, Gondi, Paroja, Kharia, Didayi, Bhinjhal, Bhuiyan, Bhumia, Bhatra and Bhunjia) tribal language groups in 1485 schools spread across 17 tribal dominated districts (Anugul, Bargarh, Balasore, Dhenkanal, Ganjam, Gajapati, Kandhamal, Kalahandi, Koraput, Keonjhar, Malkangiri, Mayurbhanj, Nawarangpur, Nuapada, Rayagada, Sambalpur and Sundargarh) of the State. These tribal students are imparted primary education in their mother tongue which helps them in better comprehension, increased participation and enhanced levels of learning.
• 2, 86,700 ST, SC and 4376 minority students participated in different SRUJAN activities showcasing their creativity during 2013-14. The programme has helped promoting retention among the students, with a special focus on the disadvantaged communities, by creating a child-friendly atmosphere in the schools. The programme also facilitated a platform for linking community knowledge with schools. Through these activities the children have been provided platform to express their thoughts, creative abilities and build self-confidence.
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Mother-tongue based Multi-lingual Education (MLE) in Odisha - A strategy for ensuring equitable quality education of tribal children
Introduction

In Odisha, children are taught in Odia which is challenging for many of the tribal children whose mother tongue is not Odia. The context of textbooks is also unfamiliar to tribal children, leaving them unable to fully comprehend classroom teaching and activities. This has an effect on retention and learning outcomes. Further, there is inadequate training, pedagogy and material support for teachers to deal with diverse classroom environments. Teachers lack the capacity to effectively deal with multilingual and multicultural classrooms.

First-language-first education

Primary education in a child’s first language or mother tongue is crucial to early learning and considered as most effective startegy for developing strong academic foundations and a base for acquiring proficiency in other languages. In Mother Tongue basedMultilingual Education (MLE) programme, the schooling begins in mother tongue and transits to additional languages gradually. The use of mother tongue as medium of imparting education in early grades enable children to develop a strong education foundation through beginning in the language the learners know best, building on the knowledge and experience they bring to the classroom, and enhance confidence and self-esteem

The MLE programme also drew its mandate from the constitutional commitments and International treaties on the protection of linguistic and cultural rights of the people. Following are the Constitutional provisions that directs for ensuring education to linguistic minority children in their mother tongue

• Article 21 A – A fundamental right ensuring Free & Compulsory Elementary Education of equitable quality for all children up to 14 years of age.
• Article 29 enunciates the fundamental right of any section of citizens residing anywhere in India to conserve its distinct language , script or culture.
• Article 30 seeks to protect the rights of all minorities -based on religion or language-to establish and administer educational institutions of their choice.
• Art.46 – State to promote the Educational Need of the Weaker sections of the society (SC & ST)
• Art.350-A ‘provide adequate facilities for instruction in the mother tongue at the primary stage of education of children belonging to minority groups.

Right to Education Act 2009

Recognizing the important role played by the language used in classrooms in influencing the quality and equity issues, the RCFCE Act, 2009 has rightly emphasized the use of mother tongue as medium of instruction as far as practicable under Section 29 (2).

Broad Objectives of MLE

• To Ensure equity and quality education to tribal children
• To improve tribal students’ reading, writing skills and learning through use of mother tongue in early grades
• To introduce state and national language at early stages to mainstream the tribal children in state-wide education system
• To develop respect among tribal children for their language and culture

Mother Tongue Based Multilingual Education Programme in Odisha
A) Key decisions:

• MT based MLE programme as a model for equitable quality education for the tribal children of the State in 2007-08 following the recommendation of the State Tribal Advisory Committee headed by Hon’ble Chief Minister.
• Santhali, Munda, Koya, Kuvi, Kishan, Oram, Soura, Kui, Bonda and Juang are the 10 tribal languages selected for adoption as medium of instruction at the Primary level in the first phase during 2007-08
• Further, this has been extended to 11 more tribal languages such as Gadaba, Ho, Gondi, Paroja, Kharia, Didayi, Bhinjhal, Bhuiyan, Bhumia, Bhatra and Bhunjia during 2012-13.
• Strategy to facilitate transition from 100% tribal language in class-I to 100% Odia by class-VI over a period of five years to be developed
• OPEPA was entrusted with the responsibility of initiating and developing the programme

B) Key steps undertaken: 

• Constitution of State Resource Group for the development of Orthography, literature, transition plan, instruction manual and curriculum for selected tribal languages
• The MLE programme was designed to cover the primary education of children from class I to class V. The language transition plan was developed to initiate learning in the mother tongue (L1) of the child and gradually introduce the second language (L2) Odia, and third language (L3) English.
• • Selection of schools with more than 90% students from a particular tribal language as per DISE data (Phased manner schools were selected)
  • Teacher deployment on the basis of language proficiency and engagement of Tribal language Instructors from the community for the selected schools
  • Capacity building programme for the teachers to address the attitudinal aspects of MLE programme through training module “Rupantar”
  • Material Development Workshop for development of graded curriculum materials
  • Capacity building workshop for teachers in transaction of MLE processes in the classroom
  • Forums to facilitate community participation for the strengthening of the MLE programme - “Srujan” to strengthen organic linkages between communities and schools
  • Placement of Tribal Coordinators at district level to provide support and supervision at the field level along with BRCC and CRCC.
  • A State-level Policy prepared and approved by the Government during 2014-15 for facilitating and accelerating the Mother-Tongue based Multilingual Education for all tribal children
  • For the first time in the State in 2013 advertisement for recruitment of Language Teachers (Shiksha Sahayak) has been published.
  C) Current Status:
  
  • MLE programme is operational in 1485 schools in 21 tribal languages in 17 tribal dominated districts namely, Anugul, Bargarh, Balasore, Dhenkanal, Ganjam, Gajapati, Kandhamal, Kalahandi, Koraput, Keonjhar, Malkangiri, Mayurbhanj, Nawarangpur, Nuapada, Rayagada, Sambalpur and Sundargarh.
  • Curriculum framework and textbooks for the MLE programme developed is based on the NCF 2005 and SCF-2007 during 2006-13.
  • The transaction materials and text books are in the tribal language but the script used is Odia. For Santhali language materials, the Ol-Chiki script has been used. These materials have strong integration of cultural context.
  • The Pre-Primary Curriculum Material “Nua-Arunima” – a teachers’ handbook has been adapted in 10 tribal languages for facilitating Mother Tongue Based Pre-primary Education
  • Srujan, an ongoing series of child-centred learning activities along with the community; community members have strong participation in creating a joyful learning atmosphere in the schools and promoting the creative talents of the children.
  • An attitudinal training module, class-wise training manuals, 3-day training module for educational administrators and 10-day induction teacher training module developed and utilized.
  • Advertisement for recruitment of 3500 Language Teachers (Siksha Sahayaks) has been published out of which 3400 S.S have been engaged to address the issue of tribal language teachers for MLE prgramme.
  • A State-level Policy prepared and approved by the Government during 2014-15 for facilitating and accelerating the Mother-Tongue based Multilingual Education for all tribal children.

  
  

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Schools to celebrate freedom fortnight with 'Azadi 70' programme

"Azadi 70-Yaad Karo Kurbani" 

HRD Ministry to celebrate the Freedom Fortnight

In pursuance of the decision to celebrate the forthcoming Independence Day as Independence festival, Ministry of Human Resource Development plans to arrange a series of events in educational institution across the country. It was earlier decided that the period from 9th August , 2016 to 23rd August 2016 be celebrated as “Azadi 70- Yaad Karo Kurbani” (Freedom Fortnight) to re-instill the spirit of freedom struggle and national movement among the younger generation. A list of suggested activities is being circulated among Secretaries of Education of all states/UTs, heads of CBSE, Kendriya Vidyalaya Sangatan (KVS) and Navodaya Vidyalaya Samiti.

It is directed to circulate the draft list of activities to all the schools under their purview, including private and aided schools asking them to carry out as many activities as possible. It is to be ensured that the each primary/upper primary/elementary/secondary school takes up at least one activity and each higher secondary school takes up at least two activities. Mass singing of the National Anthem at 11.00 AM on Tuesday, the 23rd August, 2016 is to be conducted across all the schools in the country.

The suggested list of activities include

1) Mass recitation of the National Anthem by all students in the state/UT, including private and unaided schools at 11.00 AM on 23rd August ( the last day of Fortnight long celebrations)

2) School Children could paint greeting cards for Jawans posted at border stations. These could be sent to the nearest APO for forwarding to the jawans.

3) Mass tree plantation drive by the students may be organized to unstill the idea of sustainable development.

4) Talks can be organized in the schools by invited persons on the theme of freedom Movement. Special focus may be on martyrs from the state/UT or local areas. 5) Painting, Elocution, Essay Writing, Slogan Writing and Patriot song singing competitions may be organized.

6) Plays with Freedom movement theme may organized; Freedom Run may also be organized

Participating schools are directed to send regular reports to e-mail address: azadi70@gov.in or update the events and photographs on the website www.mhrd.gov.in and on facebook azadi 70.

Department of Higher education is also directed to take necessary steps to celebrate the Freedom Fortnight in befitting manner in the institutes and autonomous bodies under its purview.

SHORT TENDER CALL NOTICE FOR PRINTING & SUPPLY OF COMMUNITY DIARY FOR SMC MEMBERS OF NUAPADA DISTRICT

TENDER HAS BEEN PUBLISHED
FOR PRINTING & SUPPLY OF COMMUNITY DIARY FOR SMC MEMBERS OF NUAPADA DISTRICT

Click here to Download the Tender Notice & BID documents

ENGAGEMENT OF CRCCs (Cluster Resource Centre Coordinator)

APPLICATIONS ARE INVITED FOR ENGAGEMENT OF CRCCs ON DEPLOYMENT BASIS UNDER RTE AND SSA NUAPADA.

FOR MORE DETAILS... CLICK HERE

Last Date for receiving the Application forms in prescribed format only is 15.07.2016.
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Cluster Resource Centre (CRC)
CRC is required to do the same activity at the cluster level as BRC at the block level. CRC is to be located in the Nodal U.P. or UGUP or U.P. school at the G.P. Level. The U.P. school having highest roll strength in a G.P. may be given preference while taking such a decision. The CRCCs will be accountable to the Head Masters of the said school who have been declared as Panchayat Education Officers for rural areas and Cluster Education officers for Urban areas. 

Latest Jobs under Sarva Shiksha Abhiyan in Odisha

Latest Government Jobs under Sarva Shiksha Abhiyan & Odisha Primary Education Programme Authority (OPEPA).

.................................CLICK HERE...........................

Post Date	Recruitment Board	Post Name	Qualification	Advt No	Last Date	More Information
06/06/2016	SSA, Cuttack	Part Time Instructors – 277 Posts	10+2 with CPED/ Degree, BFA, BVA, PG	.	22/06/2016	Get Details..
06/06/2016	SSA, Jajpur	Jr Stenographer, Planning Coordinator – 02 Posts	Any Degree, PG (Economics/ Statistics)	.	21/06/2016	Get Details..
06/06/2016	SSA, Gajapati	MIS cum Planning Coordinator – 01 Post	Degree (Economics/ Statistics/ Mathematics)	.	18/06/2016	Get Details..

CHSE, ODISHA +2 ARTS & COMMERCE EXAM RESULT 2016

+2 ARTS & COMMERCE EXAMINATION RESULT - 2016 
(CSHE, ODISHA)

is declared on 01.06.2016.

CLICK HERE TO GET+2 ARTS & COMMERCE EXAM RESULT

CLICK HERE FOR COLLEGE WISE RESULT
Exam result Link 2

Best of Luck...

Seasonal Hostel 2015-16

On 19th May 2016 a joint visit was organised with three organisations i.e. Lokadrusti, AIF and Sarva Shikhya Avijan (SSA) to different seasonal hostels in Nuapada district of ODISHA where children of the distress migrants parents are staying from last year November 2015 .Lokadrusti and AIF is giving technical and hand holding support to School Management Committee (SMC).During 2015-2016 there are 235 seasonal hostels has been opened by SSA in 4 distress migration prone districts of NUAPADA ,Bolangir ,Bargarh and Kalahandi .The main objective of seasonal hostel is to stem the migration of school going children and make them not to be drop out from the school.Lokadrusti was directly started this model of seasonal hostel with the support of AIF in 2004 but we requested SSA Odissa to replicate and scale up to cover more numbers of distress migrant district of western ODISHA . But after implementation of Right to Education Act(RTE) Lokadrusti strengthened the SMC to run their respective sessional hostel with the active participation of villagers and the staff of SSA.After 4years presently they have been strengthened to run the seasonal hostels and handling the finance and appoint the seasonal hostels staffs directly .....during our joint visit we are satisfied to interact with different stack holders including Panchyatraj personal.we also visited resource centres organised by Lokadrusti with the support of AIF . These resource centres at cluster level use to create an enabling and child friendly atmosphere at the cluster level and assist and guide the children at the time of their difficulty.In addition to this these centres use to creat a learning common platform to the teachers and the children at Panchyat level.Each Resource Centres has library books , science materials and computer and projector etc.These centres also use to involve the government teachers and impart training to make the school child friendly and make village child labour free....
by:A.M.Panigrahi.

Engagement Order of Shiksha Sahayak for 5th preference of Nuapada district (Advt. Year-2014-15)

Engagement Order of Shiksha Sahayak for 5th preference of Nuapada district has been issued.

All concerned candidates are to join in their concerned Block Education Offices & then in concerned Schools by 24.05.2016 without fail.

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Download Engagement Order here