Dr. Jayshree OzaRMSA-TCA

jayshree.oza@rmsatca.org

Parthajeet DasRMSA-TCA

parthajeet.das@rmsatca.org

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

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