Concurrent Session “Q lit i Ed ti ”“Quality in Education ...qcin.org/nbqp/4thnationalconclave/presentation/AvikMitra.pdf · tf ittransform into Eff ti S h lEffective Schools

Welcome toWelcome to 4th National Quality Conclave

Concurrent Session “Q lit i Ed ti ”“Quality in Education”

School Accreditation InitiativeBy Quality Council of Indiay Qua ty Cou c o d a

Quality Issues in Schools

Wh t th What are the challenges in India’s gSchool Education


Challenges Before Indian EducationChallenges Before Indian EducationAccess,Access,

Participation & Equity,

Quality,

R lRelevance,

Management, andManagement, and

Resources.

h ll f h l d iQuality Issues in Schools

Challenges for School EducationUp-gradation of infrastructure /facilitiesp gQuality teaching learning materialsTraining of teachers/staffsTraining of teachers/staffsModern evaluation of student performanceThreat of knowledge getting obsolescence.Threat of knowledge getting obsolescence.Globalization of education.Several othersSeveral others Traditional approach to education management is no longer appropriate.g pp pQuality is an increasingly significant issue for schools to manage g


Common Barriers to Quality in Schools

Ineffective governance within schoolsSchool - community links are weakLack of up to date reliable information on educationTeaching methods outdatedLimited support and guidance ( in-service training ) for teachersLow morale and motivation of teachersLack of objective third party assessment for schools

The Drivers for Quality in School EducationQuality Issues in Schools

The Drivers for Quality in School Education

The moral imperative− School must enhance every opportunity for the

growth and development of children

The environmental imperative− Schools have to respond to increasingly to quality

i i tconscious environment

The Survival imperativeThe Survival imperative− Schools will cease to be viable if they fail to

satisfy customer (parent) needs and expectations

The accountability imperative− School have to respond to increasing emphasisp g p

on inspection and reporting


What is Quality in Education?

Quality (in the context of Education)

Quality is the degree of excellence and distinguishing nature of attributes of educationdistinguishing nature of attributes of education programme.


Quality in Education?

Who is responsible

Teachers : They are the keepers of knowledge Teachers must beknowledge. Teachers must be lifted up so that they reach out to the students with the supportto the students with the support of all (community, parents, government) behind themgovernment) behind them.



Who is responsible

Parents: Have a critical role in the educationParents: Have a critical role in the education of their children. Because education is a life long process, theeducation is a life long process, the experience and exposure to learning readiness that children receive at home are reflected in their formal learning environment (their schools) and cultivated by their formaland cultivated by their formal instructors (their teachers)



Who is responsible?

Principals: They have to tie it all together. They support both the parents andThey support both the parents and the students. They ensure that conflict is resolved with forwardconflict is resolved with forward looking purpose.


What is an Effective School?“A ff ti h l i th t d l d“An effective school is one that develops andmaintains a high quality educational programmed i d t hi b th t id d l lldesigned to achieve both system-wide and locallyidentified goals”.

“Effective schools expect and ensure that everyt d t i d t di f thstudent acquires an understanding of the

concepts, skills and knowledge necessary tod t t ”demonstrate success”


Characteristics of effective schools• Curriculum focused leadership• Supportive climatepp• Emphasis on learning• Clear goals and high expectations• Clear goals and high expectations• Monitoring performance and achievement• Continuous staff development• Parental involvement• Community Involvement.


Elements of School EffectivenessCl d f d h l i i• Clear and focused school mission

• Teacher and teaching effectivenessTh ti f iti h l lt• The generation of a positive school culture

• High expectations of achievement andb h ibehaviour

• Safe and orderly school environment forl ilearning

• Positive home-school relationsSt ff d l t• Staff development

• Monitoring of progress at all levels


F f h i h l tForces of change requires schools to

t f i t Eff ti S h ltransform into Effective Schools


Schools AccreditationSchools Accreditation

facilitates schools to transformfacilitates schools to transform

into effective schoolinto effective school

Accreditation Concepts

What and Why of Accreditation

• Accreditation is a voluntary method of quality assurancedeveloped more than 100 years ago.A di i i f bli hi f• Accreditation is a process of establishing competence ofa school in delivering the requisite elements ofeducation covering curriculum faculty administrationeducation covering curriculum, faculty, administration,student services etc. It focuses of learning, selfdevelopment and encourages the school to pursuep g pcontinual excellence.

• The goal of accreditation is to evaluate, verify andi i tit ti ’ ( h l) litimprove on institution’s (school) quality.

• Accreditation helps to ensure that educational andsupport process have synergy to provide for holisticsupport process have synergy to provide for holisticdevelopment of student.


Benefits of Accreditation

• For Schools

• For School Staff (teaching and support staff)For School Staff (teaching and support staff)

• For School Management

F St d t d P t• For Students and Parents

M k f Q litMark of Quality


Why is Accreditation Important?

Only those schools that have an established level

of excellence are awarded accreditation. The

curriculum facilities and administration must passcurriculum, facilities and administration must pass

stringent quality standards.


School Accreditation DefinedSchool Accreditation ISSchool Accreditation IS• Data driven school improvement

Built on self assessment process that is• Built on self assessment process that isinclusiveProviding opportunities for professional growth• Providing opportunities for professional growth

• Providing accountability at all levels• Consistent with government’s stated aim to• Consistent with government s stated aim to

continually improve schools• Strengthening school community relations• Strengthening school-community relations• An ongoing process that continues over cycles• An impetus for change• An impetus for change


School Accreditation Defined

School Accreditation IS NOT• A mechanism to assess individual staff

performance• A mechanism to compare schools• A one-time event• A school “inspection”

Th A dit ti St d d f Q litAccreditation Concepts

The Accreditation Standard for QualitySchool Governance will providestudents and parents with

• Increased confidence in the quality of education

• Schools remain consistently responsive andproactive to current and future demands.

• A responsive and contemporary educationsystem

C t S iAccreditation Vs. Regulation

Current Scenario

Regulation backed by accreditation is in place for higher educationplace for higher educationIneffective compliance of regulatory

i t i h lrequirements in schoolsAbsence of accreditation mechanism for schools

Accreditation Vs. Regulation

RegulationAn instrument mandated by the Government toimpose set of conditions, which an educationalp ,institute must comply with, before and after it ispermitted to operate in the country.

It is based on the minimum standards, inspection,enforcement and public accountability.


Accreditation

Accreditation relies on technical competence oforganization in terms of accreditation standards inorganization in terms of accreditation standards indelivering services with respect to its scope.It focuses on learning self development improvedIt focuses on learning, self development, improvedperformance and reducing risk.Accreditation is based on optimal standardsAccreditation is based on optimal standards,professional accountability and encouragesorganization to pursue excellenceorganization to pursue excellence

Regulation Vs AccreditationAccreditation Vs. Regulation

Regulation Vs Accreditation

Regulation is mandatory

Compliance of regulation requires enormous p g qresources

Regulation by itself will not promote excellenceRegulation by itself will not promote excellence

Accreditation is voluntary

A dit ti i t d b f i ti dAccreditation is promoted by way of incentives and market forces

I d t hi b t f b th ld l ti iIn order to achieve best of both worlds, regulation in time to come can simply rely on accreditation

Win Win SituationAccreditation Vs. Regulation

Win Win Situation

Government

Regulation Body Accreditation BoardMoURegulation Body Accreditation Board

Schools SchoolsSchools

I t t d P ti

Schools

Interested Parties Interested Parties


Win Win Situation Contd.

MoU between Regulatory Body andMoU between Regulatory Body andAccreditation Board will provide that whilegranting Accreditation the Accreditationgranting Accreditation, the AccreditationBoard will ensure that school is complyingwith the regulatory requirementswith the regulatory requirements.

By nature of being third party assessment,Accreditation will always be transparent andobjective.


Win Win Situation Contd.Whereas Regulator assesses requirements on oneg qtime basis, the accreditation process ensurescompliance to accreditation standard (and along withit the regulatory requirements) on continuous basis.

Regulatory Body relying on accreditation, wouldexempt schools from mandatory visits by theRegulatory bodies Instead the Regulatory Body canRegulatory bodies. Instead the Regulatory Body canfocus on policy related issues, keep watch onstatistical trends, be in contact with stakeholders andstatistical trends, be in contact with stakeholders andintervene where required.


National Policy on EducationImproved quality of school provision

Focus on learning outcome

Teacher capacity building

The Accreditation Standard is in consonance with the National Policy

Accreditation Standard for Quality School Governance

Background InformationDr. A.P.J. Abdul Kalam, then President of India, outlinedtask for QCI to develop accreditation policy & qualitybenchmarks for schools (inaugural speech during 2ndbenchmarks for schools (inaugural speech during 2nd

National Quality Conclave, 9th February 2007 at NewDelhi)Accreditation standard for Quality School Governance,formulated by QCI, in consultation with academiciansparents administrations and quality professionalsparents, administrations and quality professionals.Accreditation standard, formally released by Shri Mohd.Ali Ashraf Fatmi, Hon’ble Minister of State for Human,Resource Development, Government of India on 19th

December 2007.


The standard have been developed with a view todefine and implement system to

Provide educational services that aim to enhancesatisfaction level of all interested parties.

Provide a basis for assessing and whererequired, rating the effectiveness of aneducational quality management systemeducational quality management system

Develop quality consciousness among interestedDevelop quality consciousness among interestedparties involved in school activities


Focus of the standard Establishing systems to enable learning, self development and improved performance

Provide for holistic development of student

Encouraging schools to pursue excellenceEncouraging schools to pursue excellence

Non–perspective but its compliance is in conjunction with statutory and regulatoryconjunction with statutory and regulatory requirements


U f th t d dUse of the standard

As a self-improvement toolF thi d t dit tiFor third party accreditationBy regulatory authoritiesy g y


Conceptual Framework

Output Dimension

‘Holistic Development of Students’‘Capacity for Life long Learning’ Capacity for Life long Learning

Process Dimension

Quality of Educational Process

Input Management Student Teacher Input Dimension

Management Quality

Student Quality

Teacher Quality


Accreditation Standard for Accreditation Standard for Quality School GovernanceQuality School GovernanceQuality School Governance Quality School Governance

Version 2008Version 2008

RequirementsRequirementsqq

Main features/ Accreditation Standard for Quality

School Governance/structure of the Version 2008Version 2008

School GGovernance

Educational and Support Processes

Performance Measurementand Improvement


Contents

Background & IntroductionScopeGlossarySection 1– School GovernanceSection 2 – Educational and Support ProcessesSection 3 – Performance Measurement and

ImprovementAnnexure I Accreditation and RatingTable I Accreditation ChecklistTable II Rating Criteria


Elements of major requirementsj q

Section 1 – School Governance1.1 General 1.2 Leadershipp1.3 Responsibility and authority 1.4 Accreditation Document(s)( )1.5 Financial resources1.6 Compliance to statutory and regulatory p y g y

requirements


Elements of major requirements

Section 2 - Educational and Support PProcesses2.1 Human resources2 2 C i l2.2 Curriculum2.3 Admissions policy2 4 L i i t2.4 Learning environment2.5 Infrastructure2 6 H lth d f t2.6 Health and safety


Elements of major requirementsElements of major requirements

Section 3 Performance Measurement andSection 3 - Performance Measurement and Improvement3 1 General3.1 General3.2 Self assessment3 3 Complaint Handling3.3 Complaint Handling3.4 Continual Improvement3 5 Performance review3.5 Performance review


Background

Quality Council of India is a non profit, autonomous body set upjointly by Government of India & Indian Industry, establish &operate national accreditation structure and to promote qualityoperate national accreditation structure and to promote qualitythrough nation wide quality campaign.

At the second QCI National Quality Conclave in February 2007,Dr. A. P. J. Abdul Kalam, then President of India, stressed theneed for development of a standard for the schools to ensureneed for development of a standard for the schools to ensurequality of education across the nation. In line with thisrecommendation QCI has developed the Accreditation Standard forQ li S h l G Thi d d id f k fQuality School Governance. This standard provides framework forthe effective management and delivery of the holistic educationprogram aimed at overall development of the students.program aimed at overall development of the students.


Introduction

Education – synonyms being breeding, civilization,coaching cultivation culture development disciplinecoaching, cultivation, culture, development, discipline,edification, enlightenment, improvement, knowledge,nurturing, teaching, training, tutoring etc. Itg, g, g, gencompasses many things which in short mean anoverall development of a student.Success of a nation depends on education of its people.Education has to be at the core of national developmentagenda. School education is perhaps the mostimportant basic element of education system as it layst f d ti f f th l istrong foundation for further learning.


Introduction (Contd.)The need for quality education with value system leading toq y y gproductive employment and hence comprehensive qualitativedevelopment of the nation has been felt for a long time. This needhas been discussed and debated at various forums including thehas been discussed and debated at various forums including theneed for quality benchmarks for schools. The standard has beendeveloped in consultation with academicians, parents,administrators and quality professionals.

Quality of education is characterized by creation of the capacity forQuality of education is characterized by creation of the capacity forlife long learning. There are three basic elements for quality ineducation; management quality, teacher quality and student quality.The student gaining entry at primary level is fresh in mind, open andamenable. It is therefore left to management and teacher to createcapacity for learning at that stage through quality of instructional andcapacity for learning at that stage through quality of instructional andsupport processes integrated into curriculum.


Introduction (Contd.)

Curriculum and syllabus are taken as synonymous inCurriculum and syllabus are taken as synonymous ingeneral terminology. Syllabus is an instrument ofimplementing the curricular objectives. Curricularp g jframework in general is prescribed by statutory/regulatory agency. The school management has to

t li th ll i l di t thconceptualize the overall curriculum according to thelocal needs covering:

• syllabus• pedagogy

i l i t• co-curricular inputs• extra curricular activities• monitoring and evaluation• monitoring and evaluation


Introduction (Contd.)( )

This standard has been developed with a view to defineand implement systems to• provide educational services that aim to enhance

satisfaction level of all interested partiessatisfaction level of all interested parties,• provide a basis for assessing and where required,

rating the effectiveness of an educational managementg gsystem,

• develop quality consciousness among interestedi i l d i h l i i iparties involved in school activities.


Introduction (Contd.)

The standard focuses on establishing systems to enablelearning self development and improved performance Itlearning, self development and improved performance. Itencourages schools to pursue continual excellence. Thestandard is non- prescriptive; but its compliance is instandard is non prescriptive; but its compliance is inconjunction with the applicable statutory and regulatoryrequirements. The standard can be adapted;a) as a self improvement tool,b) for third party accreditation/certification,c) by statutory and regulatory authoritiesc) by statutory and regulatory authorities.


ScopeScope

This standard specifies requirements for accreditation of aThis standard specifies requirements for accreditation of aschool which:a) needs to demonstrate its ability to consistently provide) y y p

educational service that meets interested partyrequirements with a view to provide holistic education andf ilit t ll d l t f t d t &facilitate overall development of students &

b) aims to enhance interested party satisfaction through theeffective application of process approach for continualeffective application of process approach for continualimprovement of the system.

All requirements of this standard are generic in nature and areintended to be applicable to all schools, regardless of type,size and nature of educational service providedsize and nature of educational service provided.


ScopeScopeScopeScope

Note : This standard provides framework to plan, establish,operate, monitor and improve educational service. Thisstandard is non prescriptive in nature. Schools shalld t i th t t f i ti b ddetermine the extent of prescriptions based on:

i) applicable statutory/regulatory requirementsi) applicable statutory/regulatory requirementsii) their policies and objectivesiii) resources required for effective implementation of the

standard

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008

Accreditation and RatingAccreditation and Rating

Accreditation

Accreditation is a process of establishing competence of aschool in delivering the requisite elements of education and itsability to carry out evaluation to make professional judgement. Itfocuses on learning, self development and encourages theschool to pursue continual excellenceschool to pursue continual excellence.

Accreditation is awarded, after carrying out structuredassessment of compliance to the accreditation standard.

ThereThere isis nono provisionprovision forfor grantgrant ofof ratingrating withinwithin thetheThereThere isis nono provisionprovision forfor grantgrant ofof ratingrating withinwithin thetheaccreditationaccreditation..


Accreditation and RatingAccreditation and RatingRating

Rating is sometimes practiced to develop healthy competition among thesame group. In some cases, regulatory agency may use the rating forspecific purposes such as grant of licenses, grant of incentives etc.

Maturity level based on the compliance status of accreditation standardcan be used for rating a school. Accreditation checklist (table I) can beca be used o a g a sc oo cc ed a o c ec s ( ab e ) ca beused for this purpose. The computed score from this checklist willdetermine the maturity level of a school (refer rating criteria table II).

Note : Where rating is not a requirement, the checklist can be used incarrying out self assessment by the school to verify the status ofcompliance of the accreditation standardcompliance of the accreditation standard.



Guidance on the use of accreditation checklist

C ff f (1. Compliance and effectiveness of respective parameter (table 1) is rated on a scale of 0 to 5:

0 - absence of the parameter1 - unstructured practice3 li t th t d d3 - compliance to the standard5 - best in class performance

(the score of 2 may be given for performance falling in between 1 & 3 and likewise the score of 4 may be given for performance falling in between 3 & 5)falling in between 3 & 5)



Guidance on the use of accreditation checklist (Contd.)

2 Th lid t d f ll t i d f d t i i2. The consolidated score of all parameters is used for determiningthe maturity level of the school (refer rating criteria table II).

3. The checklist may be used by the school for conducting selfassessment to evaluate its preparedness before applying foraccreditation.

4. Appropriate training would be necessary for using the accreditationchecklist.checklist.

Note : Accreditation in general symbolizes with the maturity level 3 (reftable II)table II).


Compliance & Effectiveness ScoreAccreditation Checklist

S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence

Section -1 : School Governance

1 documented mission and vision1 documented mission and vision

2 measurable quality objectives

3 dissemination of mission, vision and quality 3 d sse at o o ss o , s o a d qua tyobjectives

4 involvement of the staff in compliance of mission, vision and objectivesidentification and planning of resources for

5identification and planning of resources for effective implementation of education system

6 empowerment of the head of school

7

allocation and communication within school, of responsibilities and authorities for all personnel involved in key functional areasareas

8role of Accreditation Coordinator in monitoring the compliance of standard and communicating within school


Compliance & Effectiveness Score

Accreditation Checklist


9 Accreditation Manual

10 control of documents

11 control of records

12 control on outsourced processes12 control on outsourced processes

13 identification of interested parties requirements

14 identification of statutory and regulatory i t14 requirements

15

Financial resourcesStability of the financial system to support school’s education program including15 school s education program including compliance to statutory and regulatory requirements

Compliance 16 status of overall compliance to applicable

statutory and regulatory requirements



S.No.Key Parameters

0 1 2 3 4 5 Supporting Evidence

Section -2 Educational and Support Processes Human resources

17

Human resources

i. Identification of competency needs of managerial, teaching and support staff for effective delivery of curriculum

18i. compliance to the statutory and regulatory

i t i l ti t th t18 requirements in relation to the competency of managerial, teaching and support staff

19

iii. self appraisal by staff projecting self development and pedagogy needs and continuous professional development of managerial teaching and support staffmanagerial, teaching and support staff

20Curriculum

compliance with the applicable statutory and regulatory requirements

21Teaching- learning processi existence of course planning development21 i. existence of course planning, development

and delivery

22 ii. monitoring of learning outcomes

Examinations and assessments

23 i. assessment methods and their effectiveness in measuring the learning outcome as specified in the curriculum


Compliance & EffectivenessCompliance & Effectiveness Score


24 i. recording, analysis and reporting of resultsresults

25 i. confidentiality and security of examinations and assessments

26Social & career development

26avenues for social & career development

27Physical development

provision for recreation activities and physical developmentphysical development

28Ethical values

programmes for inculcating moral and ethical value systemAdmissions

29Admissionsi. compliance to documented policy and

procedures for admission

30 ii. adequacy of information brochure/prospectus

31 iii. provision of safe custody of documents submitted by students




Learning environment* illumination

32 * ventilation* housekeeping and cleanliness* temperature/ humidity * noise and distractions

33Infrastructurei. identify, provide & maintain the

infrastructure & equipments

ii compliance to applicable statutory and34 ii. compliance to applicable statutory and regulatory requirements

35

Health and Safetyi. appropriate hygiene & sanitation

conditions including compliance to35 conditions including compliance to applicable statutory & regulatory requirements

36 ii. emergency (indoor and outdoor) measures

37iii. health policy including periodic

preventive medical check ups for students and employees

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Q yQ y



Section -3 Performance measurement and ImprovementGeneral

38 periodic monitoring and measurement of compliance and effectiveness of the system

39Self assessment compliance status of self assessment process

40Complaints Handling

effectiveness of complaint handling procedure

41

Continual Improvement

i. analysis of data to monitor school’s performance and satisfaction of interested partiesp

42ii. continual improvement projects

including corrective and preventive actions

43 iii. use of tools and techniques including benchmarkingbenchmarking

44Performance review

i. review of mission and quality objectives


Compliance &Compliance & Effectiveness Score


45ii. feedback/ complaints from

students/ parents/ interested parties,

46 iii. academic results

47 iv. suitability and effectiveness of curriculum

d d tili ti f48 v. adequacy and utilization of resources

49 vi. compliance to statutory and regulatory requirements

ii li t t f th50

vii. compliance status of the standard (report from Accreditation Co-ordinator)


Score Maturity Level Guidancey

<75 Initial System is in primitive stage. Practices in general are subjective.

System is in early formative stage Practices in>75 & < 125 Reactive System is in early formative stage. Practices in general are correction (reaction) based

>125 & <175 StableSystem is defined and documented. People at all levels in general are aware about the requirements>125 & <175 Stable levels, in general, are aware about the requirements of the standard and practicing it.

>175 & <225 ImprovingDate based continual improvement is evidenced in all key processes Corrective and preventive actions>175 & <225 Improving all key processes. Corrective and preventive actions are widely being practiced.

>225 Optimizing Strongly institutionalized improvement process; best i l b h k d l d d225 Optimizing in class benchmarked results demonstrated.

NABET – Accreditation Process Steps to School Accreditation

The National Accreditation Board for Education and T i i (NABET) h d l d ifiTraining (NABET) has developed specific procedures for schools seeking accreditation. The process supports, enhances and stimulates growth p pp , gand improvement throughout a school. The steps for seeking accreditation are as follows

School submits application to NABET along with Application FeesStep 1: along with Application Fees

(Self-assessment is included in the application)Step 1:

School hosts Readiness Visit by NABETStep 2:

Contd..

NABET Accreditation ProcessNABET – Accreditation Process School submits letter of Commitment to comply

i h h fi di i i f R di Vi iStep 3:

with the findings arising out of Readiness Visit along with Annual Accreditation Fees

Step 3:

School hosts Assessment by NABET TeamStep 4:

NABET Communicates Assessment Team findings to School

Step 5:

School acts on findingsStep 6:

Contd..

NABET – Accreditation Process

Accreditation Committee of NABET review actions on findings

Step 7:review actions on findings

School may opt for

Step 8:

OK ?

If No

School may opt for repeat of Step 4 (in part or in full) onwards after due preparationStep 8:

If Yes

If No after due preparation

School is granted Accreditation by NABET

If Yes

School is granted Accreditation by NABET valid for a period of 4 years with yearly

Progress Review Visit by NABETProgress Review Visit by NABETContd..

NABET A dit ti PNABET – Accreditation Process

School adheres to Accreditation StandardSchool adheres to Accreditation Standard and engages in continual improvement; School hosts Periodic Progress Review

Step 9:

School hosts Periodic Progress Review Visits by NABET and submits annual

accreditation fees every year

At the end of 4 years school submits St 10

yapplication for continuance of

Accreditation

Step 10:

Contd..

School Assessment Criteria & Fee Structure for Accreditation

Total number of Students in

Assessment Visits Accreditation FeeReadiness Accreditation Periodic Review Visit Application Annual Feethe School Readiness

visit (man x days)

Accreditation Assessment

visit(man x days)

Periodic Review Visit(man x days)

Application Fee

Annual Fee

1st 2nd 3rd (A) (B)Up to 500 1 2 x 2 1 2 x 1 1 Rs 10 000/- Rs 20 000/-Up to 500 1 2 x 2 1 2 x 1 1 Rs. 10,000/- Rs. 20,000/-

501 – 1500 1 2 x 3 1 2 x 2 1 Rs. 10,000/- Rs. 30,000/-

1501 – 3000 2 x 1 3 x 3 2 x 1 3 x 2 2 x 1 Rs. 20,000/- Rs. 45,000/-

3001 5000 2 1 4 3 2 1 4 2 2 1 R 20 000/ R 60 000/3001 – 5000 2 x 1 4 x 3 2 x 1 4 x 2 2 x 1 Rs. 20,000/- Rs. 60,000/-

Thank you Thank you

Quality Council of IndiaII Fl I tit ti f E i B ildiII Floor, Institution of Engineers Building

Bahadur Shah Zafar Marg, New Delhi 110 002Tel : + 11 2337 932 2337 8056 2337 8057 Fax + 11 2337 9621Tel : 11 2337 932, 2337 8056, 2337 8057 , Fax 11 2337 9621

[email protected] Website: www.qcin.org

Documents

Concurrent Session “Q lit i Ed ti ”“Quality in Education ...qcin.org/nbqp/4thnationalconclave/presentation/AvikMitra.pdf · tf ittransform into Eff ti S h lEffective Schools