Dr. Jayshree OzaRMSA-TCA
Parthajeet DasRMSA-TCA
Leveraging Information Systems to Improve
Secondary Education in IndiaAuthors
Co-presenterProf. Arun C. Mehta
Head, Department of EMISNUEPA
Large and diverse school education system of India:
Around 1.5 million1 schools in total
Education Levels: Elementary (Grade I-VIII), Secondary (Grade IX-X) and Higher Secondary (Grade XI-XII)
School Managements: State Government (School Education and other departments), Central Government, Private Aided, Private Unaided
Types: Boys only, Girls only, Co-Educational
Boards of Affiliation: State Boards, CBSE, ICSC, IB
States bear the lion’s share (~90%) of the total expenditure on secondary education
Expenditure on School Education2 (in Rs. Crores)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
128228
88376
41022
10468
1. U-DISE 2013-142. Analysis of Budgeted Expenditure on Education, 2012-13, Ministry of Human Resource Development
States Centre
Secondary
Elementary
Indian Education System: Context
RMSA launched in 2009 to supplement schemes for secondary education
DPEP
1993
Mid-day Meal
1995
SSA
2000
ICT@Schools
2004
RMSA
2009
Inclusive Education (IEDSS) Girls Hostel
2011
Vocational Education
2013
Integration of five Secondary Education
schemes under RMSA
RMSA
Ambitious goals set for secondary education campaign
‘..to make good quality education available, accessible and affordable to all young persons in the age group of 14-18 years’
‘..to make good quality education available, accessible and
affordable to all young persons in the age group of 14-18 years..’
Increasing Access
Improving Quality
Ensuring Equity
Enhancing Learning
and Relevance
RMSA Programme Cycle
1. Situation Analysis & Planning
2. Plan Appraisal and
Approval
3.Implementation
4. Monitoring
Evidence based situation analysis and planning
• Decentralisation in form of District Planning - development of annual work plan and budgets; district plans informing state plans
• Access (GER) increased from 52% to 76% equitably across gender and social categories by up-gradation of Upper primary schools
• Using data to strengthen infrastructure and facilities
• Pursuing Quality: Using teacher information to plan recruitment, training and targeted schemes for children (remedial classes)
• Disaggregated data on student enrolment: gender, social groups and CWSN used to plan specific activities under different schemes
• National Achievement Survey and Class X board results to plan for learning outcome of students
U-DISE
Plan appraisal and approval using on-line platforms
• Two stage appraisal/approval process:
a) State level – of district plans
b) Central level (by Technical Support Group) – of state plans followed by Approval of Budgets by Project Approval Board
• RMSA website used for:
• Sharing detailed guidelines for plan preparation with states
• Promoting outcome-based project planning
• Submission of plan and associated documents on-line
• Dissemination of key education indicators at secondary level
• Sharing data on cumulative (non-recurring) and annual (recurring) approvals
Digital driving implementation for achieving targets
• Use of technology and modern communication media to:
• Bring together multiple stakeholders – individuals, organisations (private and government), community
• Share information through mails, websites, SMS etc. to create awareness and seek participation
• Use core, complementary strengths of different partners to deliver against goals
• Ensure multi-directional flow of communication: Centre-state, state-centre, centre-public, state-public
Monitoring leading to Accountability
• Through RMSA’s modern Project Monitoring System:
• MHRD-TSG, States and Districts can access (role-based) relevant programme information
• Schools, District, States can report on physical (actual implementation) and financial (generation of Utilisation Certificates and accounting) progress
• Real-time information on fund releases including the final transfer to the bank accounts
• Regular review by senior officers on bottlenecks; supported by Joint Review Missions (JRM) by development partners
Decentralised Planning Process (Medium term and annual)
Use data to conduct Situational Analysis
Conduct state-level inclusive visioning
process
Develop state vision and goals
Set medium-term targets and define
strategies
Build districts' capacity to develop
plans
Set medium-term targets for districts
Create District Action Plan for Year
1
Combine district plans to develop
State Annual Work Plan and Budget
Conduct Annual monitoring and
review
Elements of sustainability through design and implementation
Catalytic central support is needed to:
reduce disparities
respond to emergent needs and expectations
of society
ensure equitable learning
opportunities
Successful programmes need to:
Build capacity of users
and using outputs from
in tandem towards
prog. goals
work
Have systems
institutionalise
and make them sustainable
Thank you
www.rmsaindia.org
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