MANAGEMENT & MONITORING

Rajya Shiksha Kendra, M.P. includes the State Project Office of SSA along with SCERT and Directorate of Adult Education. The management structure from school level to state level includes Parent Teacher Association (PTA), Cluster Resource Centre (Jan Shiksha Kendra), Block Resource Centre (Janpad Shiksha Kendra), District Project Office (Zila Shiksha Kendra) and Rajya Shiksha Kendra (RSK). The entire set up for the implementation of SSA is shown in the flow chart below:

          The Gram Panchayats have been given the task for execution of village level civil works. 

Strengthening of Rajya Shiksha Kendra (RSK)

The present structure at State Headquarters needs elaborate strengthening. A number of professionals will be involved as consultants for this purpose for the following:

• Financial Management

• Construction and designs

• Data management

• Quality

• Audit

• Gender

• Community mobilisation

• IEDC

A separate cell will be set up at RSK for year long programme of the media campaigns at various level, i.e. through Radio, TV/other media.

Strengthening Zila Shiksha Kendra (ZSK), Janpad Shiksha Kendra (JPSK), Jan Shiksha Kendra (JSK)

The roles and responsibilities of the respective functionaries & activities envisioned in the JSA were focused in trainings of SSA functionaries. Further training programs will also be organized to address the issues of management skills, analytical attitudes for effective use of data for planning and monitoring purposes, financial management, procurement procedures, quality academic monitoring and research methodology.

The recurring operations and maintenance costs and salary of the necessary staff have been proposed in the AWPB for 2010-11.

Provision for workshops & seminars has also been made. The details are given in the relevant sections. Provision for updation of the Village Education Register and Plan for the mobilization activities to be carried out at block and district level has been made.

The management cost is within the overall 4% ceiling. Details are provided in the costing sheets.

·         Training Of Community leaders  - in 2009-10: 

On 833221 PTA members have been trained in 2009-10 against the budget sanctioned in 2008-09 with the help of State Resource centre

Training has done of PTA members against the target of 2009-10 . Due to the repeated operations of Code of conduct another trainings were not held Bhopal . Following topics have been covered in training module

a.       Good School & School Development Plan.

b.       Our Children, our School, our Responsibilities.

c.       Value Education for Children and the responsibility of community.

d.       Role of Community to ensure regular attendance of Children in school.

e.       Role of Community to develop co-curricular activities among children.

f.        Hygiene & Sanitation in schools and our responsibilities.

g.       Role of Community for disaster management in schools.

h.       Proper utilization of School grants through community.

Role of community to ensure elementary education among CWSN

Activities proposed  for 2010-11

1.           SMCs according to RTE Act will be formed in the month of July 2010 and training will be done during July to Sept. 2010.

2-       Training plan 2010-11 for community leaders

2.       Advocacy workshops for Right to Education -

          Advocacy workshops will be held on RTE implementation .Workshops will be held at the State, District and block level for education functionaries. For this State, District and Block resource group will be constituted. 

3.       Community Mobilization Activities -

Although the implementation of Sarva Shiksha Abhiyan activities is through Village Education Committee but active role of community at large is required.  The constitution of School Management Committee is being proposed as per the provision of the Right to Education Act.  The importance of the education and role of the community in the activities of the school requires a great deal of advocacy.   

       Monitoring & Supervision: Quality Monitoring Tools

Monitoring indicators have been developed to assess the quality of education. These indicators have been developed in such a way that the districts can achieve the quality in learner’s achievement with the help of these indicators. The indicators developed to achieve the program goals are:

·         Access

·         Enrollment & Retention, Equity

·         Learner’s Achievement

To achieve the targets, a three- fold monitoring approach has been adopted 

SCHOOL MONITORING SYSTEM

Comprehensive web based monitoring system has been prepared .

Pupil achievement monitoring system

Monthly assessment of children is being done at school level. Grading of children is captured regularly in quality monitoring tool format. School wise result compilation on quarterly basis, analysed and poor performing schools and children monitored regularly. 

Dakshata Samvardhan-online monitoring system

•          Captures School-wise, Subject-wise Results of the monthly tests to assess competency level of the students of primary section.

•          Performance of schools and teachers can be analyzed.

•          Use the database of schools, and teachers

•          Analytical reports facilitates the  monitoring the performance of teachers, schools, blocks and districts

•          Facilitates the grading of the schools and action for ensuring the desired competencies in students.

Child tracking System

List of all Out of school children is being prepared every year. In order to enroll all children in school it is imperative that all out of school children be brought into the school first. 

1   House hold survey of all school age going children 5-14 .

2   Listing of name wise out of school children.

3   Responsibility given for each child

4   Enrolment of all children in Schools/AIE Interventions

5   Regular child wise tracking of out of school/back to school children throughout the academic session.

 Online child wise tracking system for out of school children

o        Registration of OOS Children with their profile

o        Continuous tracking of follow-up efforts made by the concerned authorities for their enrollment and mainstreaming.

o        Common public can also report an out of school child for mainstreaming.

o        More than 1.5 lac children have already been registered and are being actively followed up for mainstreaming.

o        Analysis of reasons for OOS

Monitoring & ICT Enabled Initiatives

•          Periodic data collection, review and management at district and State level.

•          Regular periodic reviews through meetings and Video Conferencing

•          Concurrent & Internal Audit

•          Improvement in quality of DISE data for optimisation and rationalisation of available resources.

•          Tele samadhan

•          Online monitoring system- All Inspecting officers can enter the details of the inspections carried out by them.The problems related to absent teachers, short attendance, textbook related problems  reported by the inspector are  made available to the concerned  authority for necessary follow-up action.State-level/district-level/block level and school level analysis and monitoring of various types of issues/problems and follow up action taken by the concerned authority.

•          Civilworks monitoring –

•          Online database of 40,756 civil works being carried out in various schools under various schemes. works  categorized as per types and mapped with DISE Code of schools

•          Mapping with Sub-engineer is in process.Monthly incremental progress of all the works are being captured.Monthly  Progress include physical and financial progress, revised sanction details, completion details, photographs of all the civil-works.

•          Analytical reports facilitate

•          Online monitoring and analysis of updations all works.

•          Social audit

•          Transparency

•          For fund flow management:

o        All SSA accounts in SBI braches having core banking facility.

o        Accounts of all Panchayats and Urban Bodies in nationalised banks having core banking facilities.

o        Transfer of funds directly from State level in these accounts.

Three fold Monitoring approach is adopted

1. Data based monitoring

2. Field based monitoring specifically academic monitoring

3. Review based monitoring

1. Data based monitoring

      Data is collected through following formats

• DISE – Annual format prescribed by GOI.

• Web based system of online monitoring

Ø       Enrollment and Attendance -Monthly

Ø       Incentive distribution

Ø       Out of school status

Ø       Evaluation

Ø       Civil works

Ø       Habitation wise data

Information flow for collecting data

Ø       Village level- school reports to village in charge & village in charge prepares the information on 28^th of every month.

Ø       Cluster level- village in charge submits information on 29^th of every month.

Ø       Block level - Cluster in charge submits information on 2^nd of every Month , Block coordinator analyse the information & submit  to district before 5^th of every month.

Ø       Data Collection Process

Ø       At Village level

Ø       Every school presents its current status on enrolment, attendance and achievement, analyses the data and submits it to the Head teacher of the village before third Saturday of every month.

Ø       At Janshiksha Kendra level

Ø       The Head teacher of the village submits the status report of all schools of the village to the Jan Shikshak on 29th of every month. The Jan Shikshak analyses the information and submits the information at the Block to the concerned officer during the monthly training program at DIET.

Ø       At Block level

Ø       The Block Resource Centre Coordinator and Block Academic Coordinator collect the JSK information on 2^nd of every month and compile it in the prescribed format enter in the software at the block. They also analyze the information and plan remedial actions for the next month.

Ø       At District level

Ø       Block coordinators compile and analyze the information and submit it at the district office. The district officials then compile and analyze the information block wise and submit the report at the State headquarters in the prescribed format. Special focus is laid on monitoring of the backward pockets.

2. Field based monitoring-

The objectives of Field monitoring are -

·         To check Authenticity of data

·         On sport support and guidance

·         Cross checking of school visits

Regular monthly field visits ensured at all levels by SSA and Education functionaries. Every body has given Monthly targets of school visits.

Field based monitoring - Academic monitoring

Field based monitoring has three- fold objectives:

·         To examine the authenticity of the data received through the formats.

·         To provide on-the-spot support and guidance to the teachers in the form of in-situ training.

·         To coordinate with the PTAs to solve the problems that causes hindrance in the development of the schools.

Field based monitoring is an important monitoring tool for improving the quality of schools. A monitoring plan for rigorous monitoring, has been developed and implemented across the State.

This ensures follow up on school supervision as well as cross checking on the quality of school visit at each level. It is expected that a full day visit at school in which supervisor assists the teacher, does learner assessment, guide teacher to improve achievement level of children and check the reports and work done in the school against the quarterly academic plan and make suggestions for improvement, which will be followed up in the next visit. 

Regular school visits by various functionaries

• Every Janshikshak (CRC) has to visit all schools of the cluster in a month.

• All BRCC, BAC, BGC, DPC, DGC, APCs, have to visit at least 30 schools in a month.

• DPCs have to visit 30 schools in a month.

• DEOs have to visit at least 20 schools in a month.

• DIET Personnel's have to visit 25  schools regularly.

Officers at the State level has been made officer In-Charge (OIC) for districts  for monitoring purposes. Monthly targets have been fixed for these OICs along with district, block and JSK levels. The DEOs and BEOs have also been given monitoring targets.

3. Review based monitoring

Monthly review is being done at all levels these review provides an opportunity to discuss the problems and find out solutions.

·         Fortnightly review  through Video conferencing 

·         Based on data poor performing villages in reference to girls enrollment, no. of out of school girls, below average result, No. of CWSN are identified as backward pockets. These backward pocket community and teachers meeting is being held at block level.

·         Monthly review has been conducted with districts functionaries at state level.

·         The information received from districts is analysed by state and disseminated to districts. The performances of districts are graded and communicated to districts to improve their performance.

Monthly review is being done at all the levels i.e. PTA, JSK, JPSK, ZSK & RSK. These monthly meetings aim at reviewing the implemented strategies and activities for achieving the goals of UEE. At the same time, this also provides an opportunity to discuss the problems and find the solutions. This provides the stakeholders a common platform to set goals and plan further strategies. Following is a standing monthly calendar for review based monitoring at various levels. 

Meeting calendar for review based monitoring

Special Campaign for ensuring Teacher Availability

10.3 Quality Monitoring Tools

Adequate, rigorous, inclusive and continuous monitoring and supervision are one of the most important keys to successful implementation of any educational programme. The National Curriculum Framework 2005 has strongly articulated the need for a substantial improvement in the quality of education. SSA also emphasizes the significance of quality education. The quality dimensions for elementary education have broadly been identified as:

• Basic Infrastructure and other Facilities

• Management and Community Support

• School and Classroom Environment

• Curriculum and Teaching Learning Material

• Teacher Preparation

• Opportunity Time (Teaching-Learning Time)

• Classroom Practices and Processes

• Learners' Assessment, Monitoring and Supervision

Major Indicators for Quality

Some of the suggestive key indicators, which may be said to have direct or indirect effect on improving the quality of the teaching learning processes, may be broadly categorized as:

1.   Infrastructural Facilities in the School

2.   School Management and Community Support

3.   School and Classroom Environment

4.   Curriculum and Teaching Learning Materials

5.   Teacher and Teacher preparation

6.   Classroom Practices and Processes

7.   Opportunity Time (Teaching- Learning Time)

8.   Learners' Assessment

9. Dakshata Samwardhan

Information on some of the mentioned indicators, which are available on DISE, have not been incorporated in the formats developed for the quality dimensions

Based on the above indicators, that have been identified, the following monitoring levels have been identified.

(i)   School/ Community Level

(ii)  Cluster Level

(iii) Block Level

(iv)  District Level

The major quality dimensions for improving quality of elementary education covered under these formats are:

1. Children's Attendance

2.   Community Support and Participation

3.   Teacher and Teacher Preparation

4.   Curriculum and Teaching Learning Materials

5.   Classroom Practices and Processes

6.   Learners' Assessment, Monitoring and Supervision

·         The information captured from the grass root levels is being returned back to the block level. After analysis of this data a monthly review meeting is conducted on the basis of this information at all levels wherein review of progress is done.

·         Grading of the progress of all districts is done and communicated to the District Collectors and Divisional commissioners.

·         District Education Officers and DPCs wherein the findings of Quality Evaluation Tools is shared and review of progress of all districts of the division is done. This review is done by the Commissioner RSK and Principal Secretary, School Education Department in the presence of the Divisional Commissioner.

·         This process helps in identification of weak pockets in different components at all levels starting from village to the district.

 (Rs. In lakh)

·          The break up of recommended budget as per SSA norms for F.Y. 2010-11 in respect of broad activities of REMS is as follows·          

Quality Monitors for Systems

Quality in terms of the following will be ensured through improved monitoring systems. Teams will be constituted to make independent external evaluations. The team members will be selected from private professionals related to education, retired teachers officials, retired engineers etc. The teams will visit the schools and do independent evaluation of :

·         Civil Works

·         Teachers Training

·         Infrastructure at School level

·         Teaching methodology

Following programmes will also be taken up: 

Accreditation of Schools

A system will be put in place for primary and middle school accreditation. This has been discussed in details in the chapter ‘Universalising Achievement’.

Role of PRI in Monitoring

Community ownership will be ensured with the support and monitoring of community itself. Leadership of PRIs will also be ensured. PRIs will be trained for more vibrant and proactive weekly reviews. PRIs will be conduct review based on pre set indicators. NGOs will also be associated in certain pilot blocks of Bhopal and Sehore districts.

Incentive to community involvement: Sampurana Shikshit Gram Yojna

  Criteria for selection of village for awards under SSG

–         100% enrolment of 5-14 age group

–         At least 80% attendance  of all children

–         100% children should  appear in examination

–         At least 80% children should clear the examination

Villages who fulfill the above criteria will be awarded

Incentives will also be given to PRIs which will work retention and educational development.

Capacity Building of Management Functionaries

Training of PTA and PRI members: Proposals for 2010-11

·        A one day training of PTA members & VEC members on Sarva Shiksha Abhiyan and their role in Sarva Shiksha Abhiyan will be organized in the month of September 2009. Training to PTAs and VECs will also include monitoring of class room processes and achievement levels.

·        Thereafter a one day training of PRI members and Panchayat Secretaries will be given this training will be on Sarva Shiksha Abhiyan and their role in Sarva Shiksha Abhiyan. This will also include training on execution of civil works.

        i.Training plan 2010-11

ii.                  Sanctions  for 2010-11 Community Training

     iii.      Budget Sanctioned  for Community Mobilization

Capacity Building of SSA Functionaries: Proposals for 2010-11

The role of DPCs, BRCCs, BACs and CACs is of great importance for proper implementation of SSA. Regular training of these functionaries is imperative for proper management and monitoring of the programme.

Training of BACs & CACs

RSK had designed a well thought training program of Jan Shikshaks (CACs) and BACs . The main objective of this training is to bring attitudinal change in BACs and CACs for improved monitoring and evaluation of elementary schools. Besides this, multi-grade teaching is a major problem of the State. Hence, this training also aims at solving this problem. During this course the following was done:

·        All CACs and BACs will be trained on monitoring issues and on site resource support with the help of DIET and PGBTs.

·        In 2010-11 CACs, CHs, BACs, BRCCs and DPCs will be trained to monitor teacher absenteeism, time on task and opportunity of learning.

·        Need assessment for capacity building of DIET faculty will be done. On the basis of this capacity development of DIET faculty members will be done through experts in requisite field. The trainings will be outsourced to expert NGOs/Institutions.

Capacity Building of officers from School Education department and Tribal Welfare Department

As discussed above integration of School Education Department with SSA is being done. This will call for orientation of officers from School Education department on SSA. Apart from this the capacities of these officers need to be enhanced in the areas like departmental management and administration, planning, finance and school management. There are 89 blocks which are under the jurisdiction of Tribal Welfare Department for School education purpose. The Assistant Commissioners TWD and BEOs related to these blocks will also be trained on the above mentioned points.

Development of software for Teacher Data Base

A software has been developed for maintenance of teacher data base through NIC. This software captures the information of all teachers of primary and upper primary schools.  A unique code given to each teacher. The software also captures name of the teacher, place of posting, information of DDO, other details of teachers like PAN number, GPF account number, etc. The software also include the head wise Gross Salary details and deductions, as well as Net Salary payable. This Teacher data Base used for generating electronic bills, pay slip, ensuring of timely increments, rationalization / posting of teachers etc. In the second phase Service Book details of teachers will also be incorporated in the Teachers Data Base.