REPORT ON POST ENUMERATION SURVEY (PES) OF U-DISE DATA Checking/5% Sample... · REPORT ON POST ENUMERATION SURVEY (PES) OF U-DISE DATA OF 20 SCHOOLS OF CHANDIGARH U.T (Primary to

REPORT

ON

POST ENUMERATION SURVEY (PES) OF U-DISE DATA

OF

20 SCHOOLS OF CHANDIGARH U.T (Primary to Higher Secondary)

2012-2013

Submitted to State Project Director

Sarva Shiksha Abhiyan Society U.T Chandigarh

Foundation For Developmental Research Post Box 914, Post Office, Sector 22, Chandigarh-160022 Regd. Off. SCO 415-416, Sector 35-C, Chandigarh-160022

Email: [email protected] & [email protected] Fax: 0172-2709830, Website: www.fdrchandigarh.org

Phone: 0172-2709830, 75890-77820

ii

REPORT ON

POST ENUMERATION SURVEY (PES) OF U-DISE DATA

OF

20 SCHOOLS OF CHANDIGARH U.T (Primary to Higher Secondary)

2012-2013

Submitted to State Project Director

Sarva Shiksha Abhiyan Society U.T Chandigarh

Foundation For Developmental Research Post Box 914, Post Office, Sector 22, Chandigarh-160022 Regd. Off. SCO 415-416, Sector 35-C, Chandigarh-160022

Email: [email protected] & [email protected] Fax: 0172-2709830, Website: www.fdrchandigarh.org

Phone: 0172-2709830, 75890-77820

iii

Preface The present study (Post Enumeration Survey of U-DISE Data) was sponsored by

Sarva Shiksha Abhiyan Society, Chandigarh U.T. The survey of 20 sample schools

was conducted by the staff of Foundation for Developmental Research, Chandigarh.

The collected data was compiled and analyzed by the staff of the Foundation. The

report highlights the findings on the deviation between the PES data and U-DISE

data. The PES data was collected from 20 sample schools, functioning in rural-urban

areas of U.T, Chandigarh. The sample schools are functioning under government,

private and private aided managements.

The study has been completed successfully within the stipulated period with

cooperation of Education Department and schools. Thus, we are grateful for their

kind cooperation. With respect, we express our gratitude to Shri Upkar Singh,

Director Public Instructions (DPI Schools) cum-State Project-Director (SPD), Sarva

Shiksha Abhiyan Society, U.T Chandigarh for sponsoring the study. Our sincere

thanks are also to Shri Chanchal Singh, Project Coordinator (SSA), Shri Baldev Singh,

Assistant Controller (Finance and Accounts), Shri Dilbagh Singh, Mission Coordinator

(SSA) and Shri Dinesh Kumar, Assistant Project Coordinator (EMIS) for their valuable

guidance and timely support during the study period.

Our sincere gratitude is also to all the concerned principals/head teachers and other

respondent teachers of surveyed schools, who helped us in providing authentic

information relating to PES data. Their contributions are sincerely acknowledged.

We also express our indebtedness to all of them, who made contributions directly or

indirectly for timely and successful completion of this study.

Sd/- Dr. Pritpal Singh

Project Coordinator Foundation For Developmental Research

Chandigarh

iv

Project Team

Dr. Pritpal Singh

Project Coordinator

M.Sc., Ph.D (India & UK), MRIC. C. Chem (London), MES, MACS (USA), MDCMA (USA), LMIPA (Bombay), LMIHPA (Lucknow), MIABL (USA)

Mr. Maninder Singh

Field Supervisor/Investigator

M.A. Sociology (Punjab University)

Ms. Sarbjeet Kaur

Data Analyst and Compilation

M.Com (Punjabi University), Post Graduation Diploma in Computer Application

Mr. Kishan Singh

Field Investigator

B.A. (Garhwal University).

v

Contents Preface

Project Team

Contents

Map Showing Location of 20 Sample Schools

Abbreviations

Numeric Deviation between PES Data and U-DISE Data (Summarized)

Text and Tables Page No. Chapter-I

Introduction 1-4

Background Unified District Information System of Education (U-DISE) Study Area Sample Schools Field Agency - Foundation for Developmental Research (FDR)

Chapter-II

Objectives and Methodology 5-8

Main Objective Sample Location of Sample Schools Management Status Strategy Used for Collection of PES Data Status of Tool used for Post Enumeration Survey (PES) Data Analysis Report Writing Limitations of the Study

vi

Chapter-III

Comparative Status of PES Data with U-DISE Data 9-25

Survey Status of PES Data Location of Sample Schools under PES and U-DISE data Rural-Urban Deviation

Deviation in U-DISE Codes of PES and U-DISE data Qualification of Principal/Head teacher

Experience being Principal/Head Teacher Class-wise Status of Schools Type of Schools Management wise Deviation Year of Establishment of Sample Schools Year of Recognition of Schools Status of Shift School in PES and U-DISE Data Status of Residential Schools Status of Affiliation Board Pre-Primary Section Attached to Sample Schools CCE Status at Elementary Level Examination Results Status of Teaching Staff

Status of School Building Status of Class Rooms Availability of Furniture Condition of Class-rooms Availability Status of Land for Additional Classrooms Availability of Separate Room for Principals/ Head Teacher Functional Toilets and Urinals Main Source of Drinking Water Availability of Electricity Connection Type of Boundary Wall Facility of Library Subscription of Newspaper/Magazine Facility of Playground in Sample Schools Status of Functional Computers Status of Medical Check-up of Students Conducted Last Year Status of Ramp for Disabled Student to Access Classrooms Status of Children Enrolled in Current Academic Year (2012-13)

vii

Chapter-IV

Investigators’ Observations 27-33

Name of Investigators, U-DISE School Code and Date of Visit Was the School Open on the First Day of the Visit? Number of Visits to the Schools to Get Information Initial Reaction of the Principal/ Head Teacher Response of the Principal/ Head Teacher to Provide Information Availability of Records in School Investigators’ Observations Pertaining to Different Aspects Status of Mid-day-Meal Quality of Mid-day-Meal Status of Seating Arrangement for Children Chapter-V

Summary 34-41

(Findings and Suggestions) Annexes 42-113

PES and U-DISE data

U-DCF Format

Photos Showing Different Activities of Some Sample Schools 114…

viii

ix

Abbreviations

BRC = Block Resource Coordinator

CWSN = Children with Special Need.

CRC = Cluster Resource Coordinator

CCE = Continues and Comprehensive Evaluation

U-DCF = Unified Data Capture Format

U-DISE = Unified District Information System for Education

DPI (S) = Director Public Instruction (Schools)

EMIS = Educational Management Information System

MDM = Mid Day Meal

OBCs = Other Backward Classes

PES = Post Enumeration Survey

RMSA = Rashtriya Madhyamik Shiksha Abhiyan

SCs = Scheduled Castes

SPD = State Project Director

SEMIS = Secondary Education Management Information System

SSA = Sarva Shiksha Abhhiyan

STs = Scheduled Tribes

UT = Union Territory

SMC = School Management Committee

TLE = Teaching Learning Equipment

CAL = Computer Aided Learning

ORC = Other Reserve Class

x

Numeric Deviation between PES Data and U-DISE Data (Summarized)

Table highlights quantitative value between PES data and U-DISE data as discussed

in this report.

Deviation level of PES and U-DISE Data Variables Quantitative value Deviation

PES Data U-DISE Data Number Percentage Location of school Rural 3 3 0 0 Urban 17 17 0 0 Total Deviation 20 20 0 0 School category Government 10 10 0 0 Private Aided 2 2 0 0 Private 7 7 0 0 Other (KVS-Centre) 1 1 0 0 Total Deviation 20 20 0 0 Type of school Co-Education 19 19 0 0 Girls only 1 1 0 0 Total Deviation 20 20 0 0 Lowest class (Primary) First Class 19 19 0 0 6th Class 1 1 0 0 Total Deviation 20 20 0 0 Highest class 8th 3 3 0 0 10th 8 8 0 0 12th 9 9 0 0 Total Deviation 20 20 0 0 School management (Elementary Stage) Government 10 10 0 0 Private 7 7 0 0 Private Aided 2 2 0 0 KVS 1 1 0 0 Total Deviation 20 20 0 0 School management (Secondary Stage) Government 8 8 0 0 Private 6 6 0 0 Private Aided 2 2 0 0 KVS 1 1 0 0 Total Deviation 18 18 0 0 School management (Higher Secondary Stage) Government 4 4 0 0

xi

Private 3 3 0 0 Private Aided 2 2 0 0 KVS 1 1 0 0 Total Deviation 10 10 0 0 Establishment Year of School 1951-1960 2 2 0 0 1961-1970 2 2 0 0 1971-1980 6 5 1 5 1981-1990 3 4 1 5 1991-2000 2 2 0 0 2001-2010 5 5 0 0 Total Deviation 20 20 2 10 Shift School (used as part) Yes 6 6 0 0 No 14 14 0 0 Total Deviation 20 20 0 0 Residential School Yes 1 1 0 0 No 19 19 0 0 Total Deviation 20 20 0 0 Affiliation Board (For Secondary and Higher Secondary Stage) CBSE 17 17 0 0 ICSE 1 1 0 0 Total Deviation 18 18 0 0 Attachment of Pre-primary Section to Sample Schools Yes 18 18 0 0 No 2 2 0 0 Total Deviation 20 20 0 0 Status of CCE at Elementary Level Yes 18 18 0 0 No/NA 2 2 0 0 Total Deviation 20 20 0 0 Type of School Buildings Private 7 7 0 0 Private aided 2 2 0 0 Government + KVS 11 11 0 0 Total Deviation 20 20 0 0 Availability of Land for Additional Classrooms Yes 7 9 2 10 No 13 11 2 10 Total Deviation 20 20 2 10 Separate Room for Principals/head teachers Yes 20 20 0 0 No 0 0 0 0 Total Deviation 20 20 0 0

xii

Number of Functional Toilets and Urinals Boys 336 298 38 - Girls 291 263 28 - Total deviation 627 561 66 10.53 Source of Drinking water Tap Water 20 20 0 0 Total deviation 20 20 0 0 Availability of Electricity 20 20 0 0 Condition of Boundary Wall Pucca 19 19 0 0 Partially Pucca 1 1 0 0 Total Deviation 20 20 0 0 Library Facility Yes 18 20 2 10 No 2 0 2 10 Total Deviation 20 20 2 10 Subscription of Newspaper/Magazine

20 20 0 0

Facility of Playground 20 20 0 0 Functional Computer 720 799 79 9.9 Medical Check-up of Students 20 20 0 0 Ramp for Disabled Students needed to Access Classrooms Yes 12 12 0 0 No 8 8 0 0 Total Deviation 20 20 0 0 Children Enrolled in year 2012-13 A – General 30261 30030 231 0.76 B- SC 3276 3265 47 1.43 C- ST 43 48 5 10.41 D- OBC 742 736 36 4.85 E – Total Enrolment (A+B+C+D) 34322 34139 183 0.53 Muslim minority Out of E 1892 1936 44 2.27

*****

1

Chapter-I Introduction

I.1 Background Post Enumeration Survey (PES) Data comparing with U-DISE Data, is an inclusive

component of Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan

(RMSA). This comparable component is implementing in all the states and Union

Territories of India. Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha

Abhiyan (RMSA) are flagship programmes.

Data collection procedures of DISE for SSA and SEMIS for RMSA were different but data

collection through U-DISE was integrated for the year 2012-13. This unified data

collection revealed MIS for SSA and RMSA should be integrated into one unit though

the information will be used for different directorates. There must be one Data Capture

Format (DCF) to collect the annual information from primary classes to senior

secondary classes under heads – elementary, secondary and higher secondary. The

analysis may be made on the type of requirement relating to SSA and RMSA separately.

The U-DISE Format prescribed by NUEPA along with the software should be used from

2012-13 for data collection for the elementary school, secondary school and senior

secondary school simultaneously. Data Integration using Mapping Tool (Convert into U-

DISE), DISE and SEMIS Database for the year 2011-12 is merged with the help of

mapping tool and it should be printed either in English or in need based language.

CRCCs will make 100% data verification at school point before acceptance of the DCFS

from the Elementary Schools and submission to BRCCs. In Secondary Schools, the

School Head Master/Mistress or Principal will verify the authenticity of data before

submission to the RMSA office. Data entry, consistency checking and removal of

inconsistency by using U-DISE will be done by SSA office. Data will be submitted at

National Level with Certificate (SSA/RMSA). 5% sample checking of DISE data will be

conducted through an agency. The data will be covered from primary to higher

secondary schools to evaluate the reliability and quality of data on school education.

2

Unified District Information System of Education (U-DISE) The National University of Education Planning and Administration (NUEPA), Delhi

suggested, data to be collected through U-DISE from 2012-13 {letter no. NUEPA (EMIS-

SEMIS), 2012} to avoid duplicity of effort. The Government of India decided to

implement Unified-DISE (U-DISE) 2012-13 onwards to ensure that only one Data

Capture Format (DCF) and software will be used for collection of information from the

entire schools education sector located in either states/union territories. Thus, U-DISE

Data Capture Format (U-DISE DCF) prepared by National University of Educational

Planning and Administration (NUEPA) is used for data collection in sample schools’

study.

Study Area

The Post Enumeration Survey (PES) data was collected from 20 (5%) sample schools

functioning in rural-urban areas of Chandigarh.

The Chandigarh Administration is committed to fulfil the National Mission of ‘Education

for All’ under the Right to Education (RTE) Act. Thus, various programmes are being

implementing for strengthening the SSA-RMSA mission up to senior secondary school

level. The progress made through various programmes under 11th Five Year Plan

resulted in achieving the goals of SSA-RMSA.

During 12th Five Year Plan, U.T Chandigarh Administration has been continuing the

following efforts:

• Opening new schools and raising new sections in existing schools;

• Improving school infrastructure and teaching learning environment for enrolment

and retention;

• Strengthening of Alternative Education Centres for never enrolled and dropped

out children;

• Promoting social justice on the demand for quality basic education.

• Universal access of education upto secondary level to all students by 2015.

3

• Universal retention by 2020.

• To remove the disparity among the different social groups, the schemes (SSA-

RMSA) envisages the special incentive for students belonging to SC/ST/Minority and

other weaker sections of the society. The effectiveness of SSA-RMSA revealed rising

literacy rates, reducing drop-out rates and gender gap at school level.

Sample Schools

The PES data was collected from the following 20(5%) sample schools. These schools

were visited by the field staff of ‘Foundation for Developmental Research’ during the month of

March-April 2013. The detail of visit profile of these schools is given in annexure I.1.

Government Managed Schools

1. Government Model Senior Secondary School, Sector -10, Chandigarh

2. Government Senior Secondary School, Khuda Alisher

3. Government Model High School – Dhanas

4. Government Model Middle School, Sector-45, Chandigarh

5. Government Senior Secondary School, Mauli Jagran

6. Government Model High School, Sector -31, Chandigarh

7. Government Senior Secondary School, Mani Majra Town


9. Government Model Senior Secondary School, Sector 56, Chandigarh

10. Government Middle School, Indira Colony Mani Majra Private Recognised Schools

11. Ryan International School, Sector 49, Chandigarh

12. Tender Heart, Sector 33, Chandigarh

13. Manav Mangal School, Sector 21, Chandigarh

14. Gurukul Global School, IT park Manimajra

15. Chandigarh Bapist School, Sector 45, Chandigarh

16. Sri Guru Harkrishan School, Sector 38-D, Chandigarh

17. Chitkara International School, Sector 25, Chandigarh

4

Private Aided Schools

18. DAV Senior Secondary School, Sector 8, Chandigarh

19. Vedic Girls Senior Secondary School, Old Mani Majra, Chandigarh

Central School

20. Kendriya Vidyalya OCF, Sector 29, Chandigarh

Field Agency - Foundation for Developmental Research (FDR) Post Enumeration Survey (PES) of sample schools was conducted by the field staff of

Foundation for Developmental Research (FDR), Chandigarh. FDR is a non-profit making

research organization duly registered under the Societies’ Registration Act XXI of 1860

in 2000. Foundation is being promoted by a group of highly skilled professionals, who

are dedicated to promote field based research studies. Its main work is to conduct

research based evaluative studies and publications. Foundation generates funds

through sponsored projects and publications, but it is dedicated to fundamental and

empirical research in science and social science. Its thrust areas are:

• Education – Minorities’ and deprived • Public health studies – Evaluative • Gender issues • Industrial development • Environmental studies • Population and migration studies

The operational area of various kinds of studies is Northern-India - particularly the

states like Punjab, Haryana, Himachal Pradesh and Chandigarh but it is interested in

conducting research studies all over India.

****

5

Chapter-II Objectives and Methodology

The present chapter highlights objectives and methodology that was used for

conducting survey of sample schools.

II.1 Main Objective Post Enumeration Survey (PES) of U-DISE data checking exercise was the main

objective by covering:

• Verified the accuracy of U-DISE data of 2012-13 of 20 sample schools.

• Identified the gaps between PES data and U-DISE data to find out deviation level.

• Suggested appropriate remedial measures to enhance the accuracy of U-DISE data.

II.2 Sample A representative sample of 20 schools was assigned to ‘Field Agency’. These schools

were 5% sample of existing total number of schools functioning in rural-urban areas of

Chandigarh. The stratified random sampling technique was adopted. The sample

comprised elementary, secondary and senior secondary schools functioning under

government, private aided and private unaided management.

II.3 Location of Sample Schools

Out of sample 20 schools, 17 schools are located in urban and 3 schools in rural areas

as the table II.1 and annexure II.1 highlight.

Table-II.1 Rural- Urban Status of Surveyed Schools

School Category No. of Schools * Rural Urban

Government schools 10 3 7 Private schools 7 - 7 Private aided schools 2 - 2 KVS 1 - 1 Total 20

3 17

Source: * SSA Office

6

II.4 Management Status

Among the total surveyed schools, 55% of sample schools are functioning under

government management followed by 35% private and 10% private aided management

as table II.2 highlights.

Table-II.2 Management Status of Surveyed Schools

School Category Govt. (State)

Pvt. Private aided schools

KVS (Centre)

Total

Primary with upper Primary (Elementary)

2 - - - 2 (10%)

Primary with secondary 3 2 - - 5 (25%)

Primary with higher secondary 5 5 1 1 12 (60%)

Upper primary with higher secondary

- - 1 1 (5%)

Total (PES) 10 (50%)

7 (35%)

2 (10%)

1 (5%)

20 (100%)

Percentages in parenthesis calculated with total sample schools. KVS – Kendriya Vidayalaya School

II.5 Strategy Used for Collection of PES Data

The tool for collection of data for assigned sample schools was ‘Unified Data Capture

Format’ (U-DCF) was downloaded from www.dise.in/udise.html. This was also

approved and certified by the SSA office. Two field Investigators were given one day

training (19/3/2013) about ‘how to fill-in the U-DCF’. Both the trained field investigators

started visiting sample schools for collection of data from 20/3/2013– 8/4/2013 as given

in Annexure I.1. They visited personally to each school and could take data to cross

examine the validity of information recorded in the attendance registers and assess the

condition of classrooms and other rooms. The data collection process was closely

supervised, monitored and coordinated by the project coordinator. The terms of

reference for the (PES) survey were as follows:

• Verification of U-DISE data of schools on location particular;

• Information about school particulars, especially facilities available in schools;

• Information about staff details;

• Data regarding enrolment on 30th September 2012-13;

7

• Enrolment and attendance details of children on the specified survey day;

• Availability and accessibility of school records;

• Details regarding seating arrangement of children;

• Regarding display boards, provision of Mid-day-Meal with quality of food;

• Perception of investigators regarding cooperation extended by Principals/Head

Teachers in providing the required data and other information pertaining to the

schools affairs.

II.6 Status of Tool used for Post Enumeration Survey (PES)

The Unified Data Capture Formats (U-DCF), were filled-in from the record of sample

schools. Later the collected data was compared with the U-DISE Data Formats. The

data collected through U-DCF and data received from U-DISE were compared to find

out the deviation (annexure 22).

II.7 Data Analysis

The filled-in Unified Data Capture Formats were examined before compilation of data.

After clearing the data, validation checks were applied for internal inconsistency of data.

Meanwhile, U-DISE filled-in schedules of the academic year 2012-13 were obtained

from the office of SPD (SSA), UT Chandigarh. The obtained data from U-DISE was also

entered in computer. On both the data, comparative tables were prepared for further

analysis and report writing. The following Formula was used to calculate the deviation.

PES/U-DISE – U-DISE/PES (Higher Score – Lower Score) X 100

Total Sample Schools (20 Schools)

For example:

PES (10 score) – U-DISE (8 score) = 2 score x 100 = 10%

20 Schools 20

II.8 Report Writing The report is based on the comparative data of PES U-DCF and U-DISE of sample

schools. The report also covers the field observations compiled by the Investigators on

8

various aspects that came across during collection of data. Suggestions on findings and

observations were made for improving the quality of U-DISE data. The deviation exists

between PES and U-DISE data was used for analytical analysis of all the comparable

items. The deviation between both the data was calculated in percentages.

II.9 Limitations of the Study It is essential to point out that some items (information columns) given in U-DISE

Format have not been found in PES (DCF) Format. Thus, some items of U-DISE and U-

DCF remained restricted to find out the deviation on all variables. The variation status

between PES and DISE data revealed significant results on majority of the items.

The analysis of data on PES and U-DISE revealed significant comparability on most of

the variables. Conversely, slight deviation is insignificant and ignorable. The study, still,

has a scope to include suggestions for further improvement in the methodology of such

kind of comparative study.

*****

9

Chapter-III Comparative Status of PES Data with U-DISE Data

The present chapter highlights the analysis of PES data collected from sample schools

through the U-DCF (information schedule) and compared with the U-DISE data that was

received from the SPD (SSA) office. The collected data analysed various aspects,

particularly the status of basic facilities available in the schools, teachers in position,

students’ enrolment, students appeared in secondary and higher secondary exams and

their pass out status respectively.

III.1 Survey Status of PES Data

The following tables discussed PES data of 20 sample schools mentioned in Chapter-I.

It is essential to point out that the tables have been discussed according to the items

given in U-DCF (Information Schedule).

The PES data was compared with U-DISE data to find out the deviation, if exists

between both the data. Field investigators, who were assigned to collect PES data from

sample schools, were found quite competent in getting authentic data as results

revealed. The respondent teachers were observed cooperative in providing data of all

the sample schools. However, little delay was observed in getting data in one or two

schools. The survey status of sample schools has been clubbed in table III.1 and

annexure I.1.

Table III.1 Survey Status of PES Data for 20 Sample Schools

Date of Visit No. of Schools Visited Academic Year 20/3/13 - 23/3/13

6 2012-13

25/3/13-28/3/13 4 2012-13

1/4/13-6/4/13 8 2012-13

8/4/13 2 2012-13

Total 20 2012-13

10

Part A

III.2 Location of Sample Schools under PES and U-DISE data

Table III.2 highlights 0% variation in location of schools in PES and U-DISE data. Ward-

wise vertical and horizontal variation does not exist in examining the location of schools.

The detailed information is given in annexure II.1.

Table III.2 Ward-wise Location of Surveyed Schools

Ward-wise Schools

Govt. Pvt. aided

Private PES U-DISE

Deviation %

Ward 1 1 1 - 2 2 C Ward 5 1 - 1 2 2 0 Ward 6 - - 1 1 1 0 Ward 7 1 - - 1 1 0 Ward 10 1 - 1 2 2 0 Ward 12 - - 1 1 1 0 Ward 13 - - 1 1 1 0 Ward 15 2 - - 2 2 0 Ward 17 1 - - 1 1 0 Ward 19 1 - - 1 1 0 Ward 20 2 1 1 4 4 0 No ward 1 - - 1 1 0

Don’t know - - 1 1 1 0 PES Data 11 2 7 20 20 0

U-DISE Data 11 2 7 20 20 0 Deviation 0 0 0 0 0 0

III.3 Rural-Urban Deviation

Table III.3 represents PES and U-DISE data that show 0% deviation. The detailed data

is given in annexure II.1.

Table-III.3 Rural-Urban Deviation in Sample School

All Management No. of Schools

Rural Urban Total Deviation (%) PES U-DISE PES U-DISE PES U-

DISE Government schools 10 3 3 7 7 10 10 0 Private schools 7 - - 7 7 7 7 0 Pvt. aided schools 2 - - 2 2 2 2 0 KVS 1 - - 1 1 1 1 0 Total 20 3 3 17 17 20 20 0

11

III.4 Deviation in U-DISE Codes of PES and U-DISE data

Table III.4 highlights the status of school’s U-DISE code under different schools’

categories. The U-DISE code was available from all sample schools in PES data that was

compared with U-DISE data and observed same status of PES and U-DISE code. Overall

results show that 0% variation exists in code numbers of all categories of schools.

Detail is given in annexure II.1.

Table III.4 Deviation in Code Numbers of PES and U-DISE Data

Schools with Same Code Available Total PES data 20

20 20

U-DISE data 20

20 20

Deviation (%)

20 (0)

20 (0)

20 (0)

Part B

III.5 Qualification of Principal/Head teacher

Table III.5 highlights the qualification attained by the principals/head teachers of

sample schools. The PES data revealed different level of Education availed by each

principal/head teacher that fall between graduation and Ph.d level. Majority of the

principals/head teachers have obtained B.Ed. degree, which is mandatory for school

teaching. The principals of Manav Mangal High School, Sector-21 and Government

Model Middle School, Sector-45 did not obtain B.Ed. degree. Thus, majority of

principals/head teachers of sample schools have obtained mandatory qualification of

teaching. U-DISE data did not show the column dealing to qualification of

principals/head teachers, thus the PES data restricted to compare with U-DISE data.

Qualification status of all principals/head teachers is given in annexure III.1

12

Table III.5 Qualification of Principals/Head teachers

PES data

Graduation + Giani 1

Graduation+ B.ed 3

Post Graudation + B.ed 8

Post Graduation + B.ed+ M.ed 1

Post Graduation + M.ed 5

Post Graduation + M.Phil 1

Ph.d + M.ed 1

Total 20

III.6 Experience being Principal/Head Teacher

The experience in terms of years being principal/head teacher varies from ‘less than 1

year to 27 years’ in the present positioned school. The total years of experience of an

individual principal/head teacher of any school vary from ‘less than 1 year to 27 years’.

The Principal of Chandigarh Bapist School, Sector- 45 reported 27 years experience as

principal and still continuing. It has been observed that that the principals of private

schools have experience of longer duration of years than the principals of government

schools. The U-DISE Format did not show column dealing to the experience duration of

being principal/head teacher, thus, it restricted to compare PES data with U-DISE data

as table III.7 and annexure III.1 highlight.

Table III-6 Experience Duration of being Principal/Head Teacher

Years Working as Principal/ Head teacher in the present positioned school

Total Numbers of years working as Principal/Head Teacher in

present school including earlier school

PES PES Less than 1 year 1 1

1 – 5 11 12

6-10 5 4

11-15 0 0

16 and above* 3 3

Total 20 20

13

III.7 Class-wise Status of Schools

The PES and U-DISE data revealed 0% variation in respect to status of lowest and

highest classes. It is important to note that majority of the sample schools have pre-

primary section but the data calculated from class 1st as per the requirement of

sponsored agency. Overall, both the data show similarity in class-wise status as table

III.7 and annexure III.2 highlight.

Table III-7 Class-wise Status of Schools under PES and U-DISE Data

Classes Lowest Class Highest Class PES U-DISE Deviation

(%) PES U-DISE Deviation

(%) Class 1

19 19 0 - - 0

Class 6 1 1 0 - - 0

Class 8 - - - 3 3 0

Class 10 - - - 8 8 0

Class 12 - - - 9 9 0

Total 20 20 0 20 20 0

III.8 Type of Schools

PES and U-DISE data of sample schools revealed two types of school – girls’ only and

co-educational. Only one school was observed for girls only, named Vedic Girls Senior

Secondary School, Old Manimajra. The other 19 schools were observed co-educational.

PES and U-DISE data revealed 0% variation among all level and type of schools as table

III.8 and annexure III.2 highlight.

Table III-8 Type of Schools under PES and U-DISE Data

Type of

Schools

Elementary Stage Secondary stage Higher Sec. stage

PES U-

DISE

Deviation

(%)

PES U-

DISE

Deviation

(%)

PES U-

DISE

Deviation

(%)

Boys only 0 0 0 0 0 0 0 0 0

Girls only 1 1 0 1 1 0 1 1 0

Co-educational 19 19 0 16 16 0 9 9 0

Total 20 20 0 17 17 0 10 10 0

14

III.9 Management wise Deviation

Table III.9 highlights 0% deviation between management categories covered by PES

and U-DISE data even there is no deviation exist between PES and U-DISE data at

elementary, secondary and higher secondary stages. The vertical and horizontal results

by management categories show similar status that revealed positive results in total

sample schools. The detailed information is given in annexure III.3.

Table-III.9 Management-wise Status of Schools

School Category

Elementary stage Secondary stage Higher secondary stage

PES U-DISE Deviation

(%)


(%)


(%)

Government 10 10 0 8 8 0 4 4 0

Private 7 7 0 6 6 0 3 3 0

Private Aided 2 2 0 2 2 0 2 2 0

KVS 1 1 0 1 1 0 1 1 0

Total 20 20 0 17 17 0 10 10 0

* indicates code differ in one school, ** indicates blank (no data). III.10 Year of Establishment of Sample Schools

The establishment year of all the sample schools falls between 1951 and 2010. The PES

and U-DISE data revealed insignificant variation exists in establishment year. Only two

schools named Govt. Model High School, Sector-31 and Kendriya Vidyalya, Sector -29

have reported different years of establishment that indicates 5% deviation in PES and

U-DISE data. Overall, 10% variation exists, that appeared insignificant as table III.10

and annexure III.4 highlight.

Table III-10 Establishment Year of Schools under PES and U-DISE Data

PES U-DISE Deviation (%)

1951-1960 2 2 0 1961-1970 2 2 0 1971-1980 6 5 5% 1981-1990 3 4 5% 1991-2000 2 2 0 2001-2010 5 5 0 Total 20 20 10%

15

III.11 Year of Recognition of Sample Schools The PES and U-DISE data on the recognition year of the schools vary from elementary

stage to higher secondary stage as most of the schools steadily upgraded. The PES and

U-DISE data show slight variation in recognition of particular school as annexure III.4

highlights. The data in table III.11 revealed that the recognition year of different

schools fall between 1951 and 2010. PES and U-DISE data revealed 20% variation on

recognition at elementary stage and 20% at secondary stage while higher secondary

stage decreased to 15% deviation. This deviation reveals insignificant status and is

adjustable.

Table III-11 Recognition Year of Schools under PES and U-DISE Data

Recognition year

Elementary Stage Secondary stage Higher Sec. stage

PES U-DISE

Deviation (%)

PES U-DISE

Deviation (%)

PES U-DISE

Deviation (%)

1951-1960 1 1 0 0 1 5% - - 0 1961-1970 2 3 5% 2 1 5% 1 - 5% 1971-1980 4 3 5% 3 3 0 1 1 0 1981-1990 4 3 5% 4 4 0 3 3 0 1991-2000 3 3 0 3 3 0 1 1 0 2001-2010 6 5 5% 5 3 10% 4 2 10% Total 20 20 20% 17 15 20% 10 7 15% Column appeared blank for two schools

- 2 - - 2 - - 3 -

III.12 Status of Shift School in PES and U-DISE Data

Out of 20 sample schools, 6 schools were observed shift schools. The data of PES and

U-DISE revealed equal status of shift and non-shift schools, thus, there is no variation

exist. 100% data is equally significant in respect to shift school as the table III.12 and

annexure III.5 highlight.

16

Table III-12 Status of School Building Used as a Part of Shift School under PES and DISE Data

Used as part of Shift school PES U-DISE Deviation (%) Yes 6 6 0% No 14 14 0% Total 20 20 0%

III.13 Status of Residential Schools

The PES and U-DISE revealed 0% variation in respect to residential status of schools.

DAV Senior Secondary School, Sector 8 is only one sample school, which reported

status of residential school in PES data and U-DISE data as table III.13 and annexure

III.5 highlight.

Table III-13 Status of Residential School under PES and U-DISE Data


Yes 1 1 0 No 19 19 0 Total 20 20 0

III.14 Status of Affiliation Board All the sample schools are affiliated with school Education Board, either to CBSE or

ICSE. PES and U-DISE data revealed 0% variation at secondary stage and at higher

secondary stages in respect to affiliation with CBSE and ICSE as table III.14 and

annexure III.6 highlights.

Table III-14 Status of Affiliation Board of Sample Schools under PES and U-DISE Data

Affiliation Board

Secondary stage Higher Sec. stage



CBSE 17 17 0 10 10 0 ICSE 1 1 0 - - - Total 18 18 10% 10 10 0%

* Chitkara International School, sector 25 reported that the school has affiliation up to secondary stage but school functions up to class 8th and is under up-gradation.

17

III.15 Pre-Primary Section Attached to Sample Schools Out of 20 sample schools, 18 schools have pre-primary section. The PES and U-DISE

data do not show any deviation, but 15.46% deviation exists in total number of

students studying in pre-primary section on 30th September 2012. The PES and U-DISE

data revealed variation among the number of teachers that appeared insignificant as

only 3% variation exist as table III.15 and annexure III.6 highlight.

Table III-15 Status of Attachment of Pre-primary Section to Sample Schools


If yes, specify Total Student Total

Teacher Yes 18 18 0 PES 2898 95 No 2 2 0 U-DISE 2450 92 Total 20 20 0% Deviation 15.46% 3%

Calculated with highest number - assumed 100%

III.16 CCE Status at Elementary Level

The PES and U-DISE data revealed equal CCE status at elementary level of sample

schools, thus, no deviation exist as table III.16 and annexure III.7 highlight.

Table III-16 Status of CCE at Elementary Level in Sample Schools


Yes 18 18 0 No/NA 2 2 0 Total 20 20 0

III.17 Examination Results

The PES and U-DISE data on the result of class 10th examination revealed 0% variation.

Both the data show similarity by number of boys and girls appeared in exam and

number of students declared pass. Thus, the results are highly significant as table

III.17-A and annexure III.8-A and III.8-B highlight.

18

Table III-17-A Results of Class X Examination for the Previous Academic Year (2011-12)

of Sample Schools under PES and U-DISE Data Number of Students Appeared Number of Students Passed/Qualified



Boys 1489 1489 0 1487 1487 0 Girls 1063 1063 0 1062 1062 0 Total 2552 2552 0 2549 2549 0

Similarly, PES and U-DISE data revealed 0% variation among boys and girls, who had

appeared in class 12th examination and passed out in academic year 2011-12. Thus,

equal status revealed by PES and U-DISE data as table III.17-B and annexure III.9-A

and III.9-B highlight.

Table III-17-B Results of Class XII Examination for the Previous Academic Year (2011-12)

of Sample Schools under PES and U-DISE Data Number of Students Appeared Number of Students Passed/Qualified



Boys 1140 1140 0 971 971 0 Girls 366 366 0 326 326 0 Total 1506 1506 0 1297 1297 0

Part C III.18 Status of Teaching Staff

PES and U-DISE data on teaching staff against sanctioned post revealed variation at

upper primary, secondary and higher secondary stages. Only staff of primary stage

does not show any variation between PES and U-DISE data. U-DISE data supersede

PES data on upper primary and secondary stage, while PES data supersede U-DISE data

on higher secondary stage. U-DISE data show error in filled columns. Overall result

revealed only 2.5% deviation as table III.18.A and annexure III.10-A,B, annexure

III.11-A,B and annexure III.12 highlight.

19

Table III-18-A Status of Teaching Staff against Sanctioned Posts

Teaching staff Contract teachers Part time instructors positioned as per RTE

PES U-DISE Deviation PES U-DISE Deviation PES U-DISE Deviation For Primary

292 292 0 NA NA NA NA NA NA

For upper primary


For secondary


For Hr. Secondary


Total 842 864 22 (2.5%)

NA NA NA NA NA NA

PES and U-DISE data on teaching staff, ‘in-position’ and contract teachers revealed

slight variation that exist at primary, upper primary, secondary and higher secondary

stages. The PES data and U-DISE data supersede each other in some stages in respect

to teaching staff in-position and contractual teachers. PES and U-DISE data available for

part time instructor positioned as RTE was only of upper-primary stage but available

data show 0% deviation. Overall results revealed only 2.6% deviation in case of

teaching staff in position and 3.8% in case of contractual teachers. Both deviation

appeared insignificant as table III.18.B and annexure III.10-A,B, annexure III.11-A,B

and annexure III.12 highlight.

Table III-18-B Status of Teaching Staff against in-Position

Teaching staff Contract teachers Part time instructors positioned as per RTE

PES U-DISE Deviation PES U-DISE Deviation PES U-DISE Deviation For Primary

287 284 3 58 48 10 NA NA NA

For upper primary

243 219 24 71 74 3 12 12 0

For secondary

134

131 3 26 26 0 NA NA NA

For Hr. Secondary

170 177 7 30 30 0 NA NA NA

Total 834 811 23 (2.6%)

185 178 7 (3.8%)

12 12 0

20

Part D III.19 Status of School Buildings

PES and U-DISE data revealed same status of buildings in respect of government, private

and private aided schools. Thus, there is no variation exist in the possession of own

building by schools as table III.19 and annexure- III.13 highlight.

Table III.19

Status and Type of School Buildings PES U-DISE Deviation

(%) Private + Private aided 9 9 0 Government (State + KVS) 11 11 0 Total 20 20 0 III.20 Status of Class Rooms PES and U-DISE data revealed gaps between number of classrooms used for

instructional purpose and number of classrooms under construction. Variation exists in

status of both kinds of rooms between PES and U-DISE data, particularly for elementary

section as given in table III.20 and annexes III-14-A to 14-E.

Table III.20 Status of Class Rooms in Sample Schools

Class/Grade Total Classrooms used for instructional purposes

No. of Classrooms under construction

PES U-DISE Deviation PES U-DISE Deviation For Elementary section 433 461 28 0 25 25 IX 59 59 0 0 0 0 X 59 60 1 0 0 0 XI 41 45 4 0 0 0 XII 37 36 1 0 0 0

III.21 Availability of Furniture The PES and U-DISE data revealed 5% variation exists in status of furniture for

elementary section as well as for each class from IX to XII respectively. The existing

deviation appeared insignificant as table III.21 and annexes III.14-A to 14-E highlight.

21

Table III.21 Status of Furniture in Sample Schools

Class/Grade PES U-DISE Deviation All Some All Some All Some

For Elementary section 19 1 18 2 1 1 IX 17 0 16 1 1 1 X 17 0 16 1 1 1 XI 10 0 9 1 1 1 XII 8 1 8 1 0 0

III.22 Condition of Class Rooms

The condition of class-rooms varies from school to school of elementary to higher

secondary level. The PES and U-DISE data show ‘Good condition’ of rooms in majority

of elementary schools, while very small number of elementary schools required minor

and major repairs. The PES data revealed that Government Middle School, Indira

Colony, Manimajra need of repair for 6 rooms. Significant deviation exists in PES and U-

DISE data on the good condition of rooms as well as rooms need minor and major

repair for elementary, secondary and higher secondary stages as table III.22 and

annexure IV.15-A to IV.15-C highlight.

Table- III.22 Condition of Pucca Class Rooms

Good condition Need minor repair Need major repair PES U-DISE Deviation PES U-DISE Deviation PES U-DISE Deviation

For Elementary

sections

418 488 70 (14.34%)

32 13 19 (59.37%)

6 0 6 (100%)

For secondary

classes

100 77 23 (23%)

12 0 12 (100%)

- - -

For Hr. Sec. classes

60 27 33 (55%)

- - - - - -

III.23 Availability Status of Land for Additional Classrooms

PES and U-DISE data revealed 10% deviation exists in availability of land for additional

classrooms that appeared insignificant if, calculate with total sample schools as table

III.23 and annexure IV.16 highlight.

22

Table III.23 Availability Status of Land for Additional Classrooms


(%)

Yes 7 9 10%

No 13 11 10%

Total 20 20 -

III.24 Availability of Separate Room for Principals/Head Teachers

PES and U-DISE data revealed 0% variation as each principal/head teacher of sample

school has separate room as table III.24 and annexure IV.16 highlight.

Table III.24 Availability of Separate Room for Head Teacher/Principals


(%)

Yes 20 20 0

No 0 0 0

Total 20 20 -

III.25 Functional Toilets and Urinals PES and U-DISE data revealed number of functional toilet and urinals for boys and girls

in sample schools. Only 10.53% variation was observed that appeared insignificant. The

data highlights that there are separate toilet facility available in all the sample schools

as table III.25 and annexure IV.16 highlight

Table III.25

Number of Functional Toilets and Urinals PES U-DISE Deviation

Boys 336 298 38

Girls 291 263 28

Total 627 561 66

(10.53%)

23

III.26 Main Source of Drinking Water

The PES and U-DISE data revealed 0% deviation as all sample schools have the facility

of tap water as table III.26 and annexure IV.17 highlights.

Table III.26 Main Source of drinking water


(%)

Tap water 20 20 0

Total 20 20 0

III.27 Availability of Electricity Connection

PES and U-DISE data revealed 0% deviation as all sample schools are connected with

electricity mainline and are operating through metres as table III.27 and annexure

IV.17 highlight.

Table III.27 Availability of Electricity in the Schools

PES U-DISE Deviation (%) Yes 20 20 0

Total 20 20 0

III.28 Condition of Boundary Wall

PES and U-DISE data revealed 0% deviation in respect to pucca and partially pucca

walls. Government Model High School, Sector 31 has partially pucca indicated that two

sides wall and two sides covered with fence (wire) as table III.28 and annexure IV.17

highlight.

Table III.28 Condition of Boundary Wall


(%)

Pucca 19 19 0

Partially pucca wall 1 1 0

Total 20 20 0

24

III.29 Facility of Library

PES and U-DISE data revealed 10% deviation in respect to the facility of the library in

school campus. Comparing the status of library, Govt. Model High School, Dhanas,

Govt. Model Middle School, Sector-45 did not possess library facility as table III.29 and

annexure IV.17 highlight.

Table III.29 Facility of Library


Yes 18 20 10%

No 2 0 10%

Total 20 20 -

III.30 Subscription of Newspaper/Magazine

PES and U-DISE data revealed 0% deviation in respect to subscribe the facility of

newspaper/magazine. All the sample schools subscribe need-based newspaper/

magazine as reported by respondent principals and also show in table III.30 and

annexure IV.18.

Table III.30 Subscription of Newspaper/Magazine


Yes 20 20 0

Total 20 20 0

III.31 Facility of Playground in Sample Schools

PES and U-DISE data revealed 0% deviation in respect to the facility of playground in

sample schools. During survey, it was observed that each school has in campus

playground as table III.31 and annexure IV.18 highlight.

25

Table III.31 Facility of Playground in Schools


(%)

Yes 20 20 0

Total 20 20 0

III.32 Status of Functional Computers

PES and U-DISE data revealed number of functional computers. The data revealed

9.9% deviation that is insignificant by comparing the number of computers.

Government Model High School, Dhanas has sharing facility with Government Senior

Secondary School as both the located in same campus. Table III.32 and annexure IV.18

highlight number of functional computers in all the sample schools.

Table III.32 Number of Functional Computers in Sample Schools


Yes 720 799 79 (9.9%)

III.33 Status of Medical Check-up of Students Conducted Last Year

PES and U-DISE data revealed 0% deviation. It indicated that all sample schools have

conducted medical check-ups of their students timely as table III.33 and annexure

IV.19 highlight.

Table III.33 Whether Medical Check-up of Students Conducted Last Year


(%)

Yes 20 20 0

Total 20 20 0

26

III.34 Status of Ramp for Disabled Student to Access Classrooms

PES and U-DISE data revealed 0% deviation in number of schools, having ramp and not

having ramp for disabled children to access classrooms as table III.34 and annexure IV.

34 highlight.

Table III.34 Whether Ramp for Disabled Children Needed to Access Classrooms


Yes 12 12 0

No 8 8 0

Total 20 20 0

Part E

III.35 Status of Children Enrolled in Current Academic Year (2012-13) Comparing the total enrolment of students in sample schools shows similar status under

PES and U-DISE data. There is hardly 0.76 per cent (1%) variation in enrolment of

students of General category. In Schedule Caste students’ category 1.43% deviation

exist while 4.85% deviation exist in OBC students’ category. However the Schedule

Tribe students’ category revealed 10.41% deviation. Thus, all categories revealed

different variation in their respective students’ enrolment. Combining all categories,

there is only 0.53% deviation that appeared insignificant. In respect to the enrolment of

Muslim students, only 2.27% deviation exists which is also insignificant as the table

III.35 and annexes III.20-A to 20-K and III.21-A to III.21.L highlight.

27

Table III.35 Status of Children Enrolled in the Present Academic Year (2012-13)

Enrolment PES U-DISE Deviation (%)

Boys Girls Total Boys Girls Total Boys Girls Total

A – General 17298 12963 30261 17116 12914 30030 182 49 231 (0.76%)

B- SC 1714 1562 3276 1732 1533 3265 18 29 47 (1.43%)

C- ST 32 11 43 33 15 48 1 4 5 (10.41%)

D- OBC 302 440 742 317 419 736 15 21 36 (4.85%)

E – Total Enrolment (A+B+C+D)

19346 14976 34322 19198 14941 34139 148 35 183 (0.53%)

Muslim minority Out of E

959 933 1892 976 960 1936 17 27 44 (2.27%)

*****

28

Chapter-IV Investigators’ Observations

This chapter highlights the observations of field investigators on specific aspects given

in ‘Investigator Feedback Schedule’. The specific aspects are: initial reaction of the

principal/head teacher towards the investigation, availability and maintenance of school

records, enrolment of students as well as teachers’ strength on 30th September 2012

and problems faced by investigators in getting required information.

IV.1 Name of Investigators, U-DISE School Code and Date of Visit

The name of the investigators, who collected PES data for comparing U-DISE data, U-

DISE school codes and date of visit in sample schools have already been discussed in

previous chapters. The detailed information is given in annexure I.1 and annexure IV.1.

IV.2 Was the School Open on the First Day of the Visit?

All the 20 sample schools were found open at the first day of investigators’ visit to

schools as table IV.1 and annexure IV.1 highlight.

Table IV.1 Was the School Open on the First Day of Visit?

Yes Status in %

School were observed open on the first day of visit 20 100 Total 20 100

IV.3 Number of Visits to the Schools to Get Information

19 sample schools were visited one time by the field investigators. The management

authority of each school was observed helpful in providing data at first visit. Only one

school (Chandigarh Bapist School, Sector 45) was visited twice as school authority did

not received information letter about the PES survey from sponsored agency. The

school was informed by in-charge officer of SSA, and then, on next day, the investigator

could get information from the school records (registers). However, 95% schools were

able to provide information on st visit, while 1 school could provide information on 2nd

visit as the table IV.2 and annexure IV.1 highlight.

29

Table IV.2 Number of Visits to School

No. of Schools Status in % 1 visit 19 95 2 visit 1 5 Total 20 100

IV.4 Initial Reaction of the Principal/ Head Teacher

The initial reaction of the Principal/Head teacher at the time of visit was appreciable as

60% teachers were found cooperative in ‘Very good’ manner and 40% in ‘Good’

manner. They were cooperative because the school authority had already received

letter from the sponsored agency about providing PES data, thus, their cooperation was

observed positive as the table IV.3 and annexure IV.2 highlight.

Table IV.3 Initial Reaction of the Principal/Head Teacher

No. of Schools Status in % Very Good 12 60 Good 8 40 Total 20 100

IV.5 Response of the Principal/ Head Teacher to Provide Information

On the visit to sample schools, the responses of principals/head teachers were observed

positive. 40% principals/head teachers of 8 schools were observed ‘Very Good’ in their

responses, while 45% principals/head teachers of 9 schools were observed ‘Good’ and

15% principals/head teachers of 3 schools were observed ‘Average’. Overall analysis

revealed that the principals/head teachers of majority of the sample schools were

observed responsive in providing required information on U-DISE data as the table IV.4

and annexure IV.2 highlight.

Table IV.4 Response of the Principal/Head Teacher to provide Information

No. of Schools Status in

%

Very Good 8 40 Good 9 45 Average 3 15 Total 20 100

30

IV.6 Availability of Records in School

Availability status of records of each school varies from school to school. Amongst

sample schools, 20% (4) schools were observed ‘Very Good’, while 65% (13) schools

were observed ‘Good’ and remaining 15% (3) schools were observed ‘Average’ in

availability of records at the time of visit. Majority of the schools have maintained

records either with class teacher or in office, thus availability of records in school was

accessible as table IV.5 and annexure IV.2 highlight.

Table IV.5 Availability of Records in School

No. of Schools Status in %

Very Good 4 20 Good 13 65 Average 3 15 Total 20 100 IV.7 Investigators’ Observations Pertaining to Different Aspects The observations pertained by Investigators from sample schools on various aspects

relating to U-DISE data do not vary from school to school. Observations revealed similar

responses on the following aspects.

1. Out of the 20 sample schools, 60% (12) schools’ principal/head teachers were

observed to provide the information pertaining to enrolment and student’s pass out

percentage easily as these school have maintained registers properly. The students’

pass out percentage of classes X and XII were easily provided. While 40% (8)

schools principals/head teachers could provide registers after contacting the

teachers, who were holding the registers. The information do not revealed

significant results as table IV.6 and annexure IV.3 highlight.

Table IV.6

Yes No Was the Principal/Head Teacher able to provide the information pertaining

to enrolment and details of passed percentage easily? 12

(60%)

8 (40%)

31

2. No principal/head teacher of sample schools was able to provide enrolment and

other details from a single register. The enrolment was provided from the

class/section registers as table IV.7 and annexure IV.3.

Table IV.7

Yes No Was the Principal/Head teacher able to give enrolment and other details from a single register?

- 20 (100%)

3. All the 100% sample schools’ teachers have maintained the attendance register and

have filled-in all the columns properly as table IV.8 and annexure IV.3 highlight.

Table IV.8 Yes No Do the teachers fill up the attendance register properly? 20

(100%) -

4. 85% (17) schools’ principals have maintained the year end summary detail of

children of all grades in the schools, while 15% teachers have not maintained

properly as table IV.9 and annexure IV.3 highlight.

Table IV.9

Yes No Do the Principal have the year end summary details of children for all grades available with him/her?

17 (85%)

3 (15%)

5. 100% sample schools of either stage (elementary, secondary and higher secondary)

have School Report Cards as table IV.10 and annexure IV.3 highlight.

Table IV.10 Yes No Was the School Report Card available in the school? 20

(100%) -

32

6. 95% class teachers of sample schools have maintained attendance registers of

class/s and have placed the registers in almirah under his/her charge. Government

Senior Secondary School, Mauli Jagran do not revealed maintaining the register in

almirah as table IV.11 and annexure IV.3 highlight.

Table IV.11 Yes No Are the attendance register properly maintained and kept in almirah? 19

(95%) 1

(5%)

7. All the sample schools have custom of holding morning assembly (prayer) before

starting the classes and teachers have to attend the assembly, thus, they reach in

school on time as table IV.12 and annexure IV.4 highlight.

Table IV.12 Yes No Do the teachers come in the school on time? 20

(100%) -

8. 95% (19) schools have maintained photocopy of U-DISE DCF, while Ryan International

School, Sector 49 did not hold the photo copy of U-DISE DCF as table IV.13 and


Table IV.13 Yes No Was the school having photo copy of U-DISE DCF? 19

(95%) 1

(5%)

9. The investigators did not faced any problem in getting the required information from

the schools as principals/head teachers were observed cooperative as IV.14 and


Table IV.14 Yes No Did the investigator face any problem in getting the required information from the school?

- 20 (100%)

33

10. 100% sample schools were observed of having Display Boards as IV.15 and annexure

IV.5 highlight.

Table IV.15 Yes No Does the school have a Display Boards? 20

(100%) -

Overall analysis of data discussed in tables IV.6 to IV.15 revealed highly positive results

on different aspects as observed by the investigators.

IV.8 Status of Mid-day-Meal Among sample schools, 60% schools were observed providing mid-day-meal up to

middle level classes. Among these, 10 schools are government run and 2 schools are

private aided. On contrary, 40% private schools (7) and KVS school (1) do not provide

mid-day-meal facility to any student as the table IV.16 and annexure IV.5 highlight.

Table IV.16 Availability of Mid-day-Meal

Yes No Availability of Mid-day-Meal 12

(60%) 8

(40%)

IV.9 Quality of Mid-day-Meal

The quality of mid-day-meal as observed and tasted by the investigators, besides also

reported by the in-charge teachers, is ‘good and satisfactory’ in terms of nutritional

value. The menu differs day to day. The meals are prepared in the Professional Hotel

Management Institutes in the city under the supervision of Chandigarh Administration.

It was also observed that Government Model Senior Secondary School, Sector- 10 has

its own kitchen and the meal is cooked in that kitchen. The observation of field

investigators revealed that the school administration tried to provide quality mid-day-

meal as annexure IV.5 highlights.

34

IV.10. Status of Seating Arrangement for Children

Investigators observed that 95% schools have sufficient number of desks for all classes’

students, while only 5% (1) school named Government Model Senior Secondary School,

Sector-56 had sufficient desks on 30th September 2012 but on the visit day of

investigators, infrastructure (desk) lacked due to construction of new class rooms. The

investigators have observed that all students were sitting on desks as the table IV.17

and annexure IV.5 highlight.

Table IV.17

Status of Seating Arrangement for Children No. of Schools %

Sufficient Desk for all students 19 95

Not-sufficient desks for some students 1 5

Total 20 100

*****

35

Chapter-V Summary

(Findings and Suggestions)

Sarva Shiksha Abhiyan (SSA) and Rashtrya Madhyamik Shiksha Abhiyan (RMSA) are

national flagship programmes, implementing in all states and union territories. To

understand the progress of these programmes, Ministry of Human Resource

Development, Government of India has provided the provision for all the States and

Union Territories to get U-DISE data from the schools and verify it by collecting same

data through PES on sample-basis from any independent agency before publishing the

statistics derived from U-DISE data. 5% sample school checking of U-DISE data will be

conducted through an agency. The task of conducting PES 5% sample schools checking

of DISE data for UT, Chandigarh was assigned to Foundation for Developmental

Research (FDR), Chandigarh.

Main objectives of U-DISE data checking exercise were:

• Verified the accuracy of U-DISE data of 2012-13, collected from 20 sample schools

of Chandigarh.

• Identified deviation in PES and U-DISE data and suggested appropriate remedial

measures to enhance the accuracy of U-DISE data.

Organization of Data Collection

• Representative sample of 20 schools were assigned to field agency from a list of

total schools functioning in Chandigarh. The sample comprised primary, middle,

secondary and senior secondary schools. These schools are functioning under

government, private -aided and private managements.

• 90 % of the sample schools are located in urban areas and 10% in rural areas.

These schools are government (10), private (7), private-aided (2) and KVS (1). The

categories of these schools are elementary, secondary and higher secondary

respectively. 90% schools are primary with secondary and higher secondary levels

36

followed by 10% are elementary level. The PES data of these schools was collected

during 20th March to 8th April 2013.

• Tools used for PES data was provided by the State Project Director (SSA Office)

and also verified by downloaded from www.dise.in/udise.html. For comparison of

PES data with U-DISE data, the filled-in U-DICE DCF were also collected from State

Project Director (SSA Office). To calculate deviation between PES data and U-DISE

data, the formula was prepared (see chapter-II).

• Tables were prepared by using PES and U-DISE data of same sample schools to

find out deviation between both the data. Since PES data was collected by an

agency U-data was provided by SSA office, thus compromising adjustment in data

is zilch (zero), thus, results appeared applicable.

Findings Emerged from PES and U-DISE Data

The proceeding pages highlights results emerged on various aspects relating to sample

schools, which are discussed in previous chapters. The PES and U-DISE data analysis

appeared to reveal mostly significant and insignificant deviation in some aspects. The

deviation in both the data revealed as:

• Ward-wise location of sample schools shows 0% variation between PES and U-DISE

data.

• School category-wise deviation revealed 0% that appeared insignificant.

• All the sample schools were matched by showing same school code number, thus

0% variation appeared in school code numbers.

• Education-wise 90% teachers have obtained B.Ed degree, which is mandatory for

teaching purpose. The Principal of Manav Mangal High School, Sector-21 has

obtained M.Phil and the Principal of Government Model Middle School, Sector-45

has obtained Gyani. However, 95% of the principals fulfil the qualification of

teachers.

• The working experience of principals in the present positioned schools and total

experience being principal varies from less than one year to more than 16 years but

majority of the principals’ irrespective of any category fall between 1 to 10 years

37

respectively. The Principals of government schools have lesser year’s experience

being holding the position of Principal, while Principals of private schools have

longer years’ experience being holding the position of Principal.

• Class-wise status of schools varies from class 1st to class 12th. 95% schools start

from class 1st while only one school start from class 6th. In respect of highest class

in the school, 45% schools have class 12th. Both the data revealed 0% variation in

respect to the highest class level. Thus, results are significant in respect to lowest

and highest class respectively in sample schools.

• The type of schools do not reveal any variation in elementary, secondary and

higher secondary stages. There is only one (5%) school was meant for girls only

while 19 (95%) sample schools were observed co-educational.

• Management-wise deviation revealed 0% variation. Among them 10 (50%) schools

run under government management, 7 (35%) private, 2 (10%) private-aided and

only one school run under centre government. PES and U-DISE data revealed

similar status of management.

• The establishment year of sample schools under PES and U-DISE data fall between

the year 1951 and 2010. PES and U-DISE data show 10% variation in respect to

establishment year of sample schools.

• The recognition year of sample schools under PES and U-DISE data fall between

the year 1951 and 2010. PES and U-DISE data show 15% variation in respect to

recognition year of sample schools.

• PES and U-DISE data revealed 0% deviation in respect to the status of building

being used as a part of shift school. Data revealed that the buildings of 6 schools

are used as a part of shift schools.

• Residential schools revealed 0% variation. The DAV School, Sector-8 reported

residential school in PES data and U-DISE data.

• PES and U-DISE data reveals 0% variation at secondary stage and 0% variation in

higher secondary stage in respect to the status of affiliation. The PES and U-DISE

38

data revealed that 17 (85%) sample secondary schools are affiliated with CBSE

while only one school affiliated with ICSE respectively.

• PES and U-DISE data revealed 0% deviation in the status of attachment of pre-

primary section to sample schools. 18 (90%) sample schools have pre-primary

section respectively. There is 3% variation between the number of teachers

teaching in primary section while 15.46% variation in the number of students

studying in pre-primary sections by comparing both the data.

• PES and U-DISE data revealed 0% variation in the status of CCE at elementary

level in sample schools.

• PES and U-DISE data revealed 0% deviation in number of students appeared and

number of students pass-out in classes 10th and 12th examinations for the year

2011-12.

• 2.5 % deviation exists in the ‘number of teachers positioned on sanctioned posts.

The variation is marginal. 2.6% variation exists in PES and U-DISE data on number

of teachers positioned on 2011-12. On contract-based teachers, 3.8% variation

exists, while there is no variation appeared in case of part-time instructors

positioned as per RTE. Overall results revealed insignificant variation exist by

comparing PES and U-DISE data.

• 0% variation exists in respect to status and type of school building. 100%

government and private sample schools have own school buildings.

• PES and U-DISE data revealed marginal variation in total number of classrooms

used for instructional purposes for elementary section. There is 0% variation in

respect to classrooms under construction.

• PES and DISE data revealed 5% variation in the status of furniture in sample

schools from elementary section to class 11th that appeared insignificant in overall

status of furniture.

• The condition of classrooms varies from school to school for elementary to higher

secondary classes. In respect to the good condition of pucca classrooms, the

significant variation between both the data appeared as 14.34% for elementary

39

section, 23% for secondary classes and 55% for higher secondary classes. There is

59.37% variation for elementary level classrooms and 100% variation for secondary

classes in respect to the need of minor repair. 100% variation for 6 rooms in one

elementary section exists for need of major repair. However, both the data

revealed variation in respect to good condition of rooms and need of minor or

major repairs of classrooms.

• PES and U-DISE data revealed 10% variation in the availability of land for

additional classrooms in respect to responses ‘yes’ and ‘no’.

• PES and U-DISE data revealed 0% deviation as each principal/head teacher of

sample schools has separate room.

• Each sample school has functional toilets and urinals but PES and U-DISE data

revealed 10.53% deviation in respect to boys and girls separate toilets. This

deviation is observed insignificant comparing to the number of toilets.

• 0% deviation was observed in PES and U-DISE data as each school has tap water

facility for drinking.

• 0% deviation was observed in PES and U-DISE data as each school has the

availability of electricity connection.

• PES and U-DISE data revealed 0% variation as 95% schools have pucca wall while

only one school has partially pucca wall.

• PES and U-DISE data revealed 10% variation as 2 schools did not have library

facility.

• PES and U-DISE data revealed 0% variation as all schools subscribe

newspaper/magazine.

• PES and U-DISE data revealed 0% variation as every school has playground facility

in its campus.

• Functional computers are available in all sample school but the number of

functional computers available in all sample schools revealed 9.9% variation.

• 0% deviation was observed in respect to medical check-up of students conducted

last year.

40

• There is no variation exists in respect to availability of ramp for disable children

needed to access classrooms.

• Variations exist in PES and U-DISE data in respect to enrolment of general students

(0.79%), SC student (1.43%), ST (10.41%), OBC (4.85%) respectively. Overall,

0.56% deviation exists in all categories that appeared insignificant. In respect to

Muslim minority, 2.27% deviation exists that is also insignificant by comparing the

total number of enrolled students.

Overall, 0% variation was observed in major items of school facilities comparing by PES

and U-DISE data.

Findings Observed from ‘Investigator’s Feedback Schedule’

• All sample schools were observed open on the first day of visit of investigators. • 95% schools were visited one time while only one school was visited twice. This

happened because the letter issued from SSA office for cooperation to field

investigators, was not received by the school authority.

• The initial reaction of the principals/head teachers of 60% sample schools was

observed ‘very good’ and 40% ‘good’ respectively.

• The response of principals/head teachers of 40% sample schools were observed

‘very good’, while 45% ‘good’ and 15% ‘average’ that appeared significant

responses in providing PES data.

• Availability of records in 20% schools was observed ‘very good’, 65% ‘good’ and

15% ‘average’ respectively.

• 60% principals/head teachers were able to provide the information pertaining to

enrolment and details of pass percentages easily while 40% teachers had collected

information from other teachers.

• No principal/head teacher was able to provide data on enrolment and other details

from a single register. 100% sample school teachers had maintained the attendant

register by filled-up all the columns properly

41

• 85% principals/head teachers had maintained the ‘year and summary detail of

children’ were all greats while 15% did not maintained.

• 100% sample schools were observed having school report cards.

• 95% class teachers of sample schools had maintained attendant registers of their

respective classes and have placed the registers in almirah. Government Senior

Secondary School, Mouli Jagarn did not maintain the register properly.

• Teachers of 100% sample schools were observed reaching school on-time.

• 95% sample schools had photocopy of U-DISE DCF while Rayan International

School, Sector 49 did not hold the photocopy of U-DISE.

• The investigators did not find any problem in getting required information from all

sample schools.

• 100% sample schools were observed of having Display Board.

• All the government and private-aided sample schools provide Mid-Day-Meal to

children up to elementary level. The quality of Mid-Day-Meal was observed and

tasted by investigators and appeared ‘good and satisfactory’ in terms of nutritious

value.

• 95% sample schools were observed having sufficient desks for all students, while

Government Model Senior Secondary School, Sector-56 observed ‘not sufficient’

desks for some students.

The overall observations of investigators relating to various aspects of sample schools

were found satisfactory and significant. Suggestions for Enhancing the Quality of PES and U-DISE data The deviation between PES and U-DISE data on some aspects revealed the need of

some remedial measures for enhancing the quality of U-DISE data, thus the following

suggestions are proposed:

• Definition of the term used in U-DISE DCF need to be elaborated to all the

principals/head teachers/teachers of all sample schools.

42

• The teachers, who had taken training of Data Capture Format (DCF) of U-DISE,

need to be given to fill the Format of school U-DISE and the same teacher need to

be deputed to provide the information to investigators for PES data. This strategy

may help in reducing the error in data and the PES and U-DISE data will easily be

comparable.

• The training of teachers regarding to fill-in the U-DISE DCF needs to strengthen by

involving outside subject-experts from universities, training centres and NGOs.

• The DPI (Schools) need to instruct all the government, private and aided schools to

maintain similarity in keeping the school records.

• Most of the principals/head teachers are unaware about the School’s U-DISE Code

Number, this usually creates problem in comparing the PES and U-DISE data. Thus,

it is essential to make the principals/head teachers aware about the School’s U-

DISE Code Number. This may be highlighted on Display Board of each school.

• The PES and U-DISE Formats show gaps in certain columns, thus, there is a need

to have similar ‘Formats’ for PES data and U-DISE data.

• Teachers reported that sufficient time is needed to fill-in U-DISE DCF. At least one

month is required to fill-in the U-DISE DCF as reported by the principals/head

teachers. It is difficult to approach one school in one day for collecting massive

information, therefore, the field agency is needed more than 2 months to visit 20

sample schools, analysis data and submit report.

• To verify the U-DISE data, it is necessary to collect information under PES

simultaneously. Thus, it becomes necessary that data collection time need to be

fixed in a particular month/months for both the agencies.

• The 5% sample size is too small to find out the deviation, thus the sample size

needs to be increased.

• During PES, some schools located in periphery of the city have extensive enrolment

of students, while schools located in mainstream sectors have limited enrolment. To

maintain the yardstick enrolment of each school, the strategy needs to be prepared

43

so that the over burden of enrolment in certain schools may be checked. This may

improve the quality of education.

• The mid-day-meal needs to given only to needy students instead of giving to all

students this may avoid the wastage of food. The serving methodology of mid-day-

meal need to be improved.

*****

44

Annexes

45

Annexure-I.1 Survey Profile of the Sample Schools

Sr. No. Name of the School Date of Visit to School

Academic Year Name of the person

conducting the survey

Name of the organization conducting the survey


6/4/13 2012-13 Maninder Singh/Kishan

singh

Foundation For Developmental Research

2. Government Senior Secondary School, Khuda Alisher 8/4/13 2012-13 Maninder Singh Foundation For Developmental Research

3. Government Model High School – Dhanas 5/4/13 2012-13 Kishan singh Foundation For Developmental Research

4. Government Model Middle School, Sector -45, Chandigarh

27/3/13 2012-13 Maninder Singh Foundation For Developmental Research

5. Government Senior Secondary School, Mauli Jagran 8/4/13 2012-13 Maninder Singh, Foundation For Developmental Research


1/4/13 2012-13 Maninder Singh Foundation For Developmental Research


25/3/13 2012-13 Kishan Singh Foundation For Developmental Research


2/4/13 2012-13 Kishan singh Foundation For Developmental Research


4/4/13 2012-13 Maninder Singh/ Kishan singh


10. Government Middle School, Indira Colony Mani Majra

3/4/13 2012-13 Kishan singh Foundation For Developmental Research

11. Ryan International School, Sector 49, Chandigarh 26/3/13 2012-13 Maninder Singh Foundation For Developmental Research

12. Tender Heart, Sector 33, Chandigarh 22/3/13 2012-13 Kishan Singh


13. Manav Mangal School, Sector 21, Chandigarh 20/3/13 2012-13 Maninder Singh Foundation For Developmental Research

14. Gurukul Global School, IT park Manimajra 21/3/13 2012-13 kishan Singh Foundation For Developmental Research

15. Chandigarh Bapist School, Sector 45, Chandigarh 3/4/13 2012-13 Maninder Singh Foundation For Developmental Research

16. Sri Guru Harkrishan School, Sector 38-D, Chandigarh 23/3/13 2012-13 Maninder Singh Foundation For Developmental Research

17. Chitkara International School, Sector 25, Chandigarh 21/3/13 2012-13 Maninder Singh Foundation For Developmental Research

18. DAV Senior Secondary School, Sector 8, Chandigarh 6/4/13 2012-13 Maninder Singh/ Kishan singh



23/3/13 2012-13 Kishan Singh Foundation For Developmental Research

20. Kendriya Vidyalya OCF, Sector 29, Chandigarh 26/3/13 2012-13 Kishan Singh Foundation For Developmental Research

46

Annexure-II.1 Location-wise Status of Surveyed Schools

S. No. Name of the School Village Name (Rural area)/

Ward No. (Urban area)

Rural-1 Urban-2 (Code)

Block/Municipal Name

Status of DISE School Code at the

time of visit of school

Status of U-DISE code received from

Office SSA

Deviation %

PES U-DISE Deviat

ion (%)

PES U-DISE

Deviation (%)


1 1 0

2 2 0

chandigarh 04010101201 04010101201 0


NA NA 0 1 1 0 chandigarh 04010100101 04010100101 0


5 5 0 1 1 0 chandigarh 04010500402 04010500402 0


10 10 0 2 2 0 chandigarh 04011000401 04011000401 0


19 19 0 1 1 0 chandigarh 04011900301 04011900301 0


17 17 0 2 2 0 chandigarh 04011700101 04011700101 0


20 20 0 2 2 0 Chandigarh 04012000401 04012000401 0


15 15 0 2 2 0 chandigarh 04011500301 04011500301 0


7 7 0 2 2 0 chandigarh 04010700701 04010700701 0


20 20 0 2 2 0 chandigarh 04012000101 04012000101 0


13

13

0 2 2 0 Chandigarh 0401100401 0401100401 0


- - 0 2 2 0 chandigarh 04011103402 04011103402 0

13. Manav Mangal High School, Sector 21-C, Chandigarh

12 12 0 2 2 0 Chandigarh 04011200302 04011200302 0

47


20 20 0 2 2 0 Chandigarh 04012000404 04012000404 0


10 10 0 2 2 0 chandigarh 04011333404 04011333404 0


6 6 0 2 2 0 chandigarh 0600303 0600303 0


5 5 0 2 2 0 Chandigarh 04010500114 04010500114 0


1 1 0 2 2 0 chandigarh 04010101001 04010101001 0


20 20 0 2 2 0 Chandigarh 04012000702 04012000702 0


15 15 0 2 2 0 chandigarh 04011500304 04011500304 0

48

Annexure-III.1 Qualification of Principals/Head Teachers

1 2 Sr. No. Name of the School

Name of the Principal/Head

Teacher (Mr./Ms)

Educational Qualification of Principal

Number of year working as

Principal/Head Teacher in the present school

Total number of year of experience working as

Principal/Head Teacher in schools


Ms. Indra Beniwal MA, Bed, 9 11


Mr.Rajan Kamal M.Com, B.ed 1 4


Ms. Harmeet kaur

Ms. Abhilasha (evening section)

M.A, M.ed

M.A, B.ed

1 1


Ms. Daljeet Kaur B.A, Giani 2 2


Ms. Manjeet Kaur

Ms. Naresh Kumari (evening section)

M.A, B.ed

JBT

1 3

1 9


Mr. Ramesh kumar M.Sc, B.ed 1 5


Ms. Manita M.sc, B.ed 1 1


Mr. Rajesh Kumar B.Sc, B.Ed 3 3


Ms. Neeta Sharma M.A, M.ed 2 months 2 months


Ms. Sunita Sethi M.A, B.ed 3.5 3.5


Ms. Rosy Choudhary (Officiating Principal)

B.Sc, B.ed 1 1

12. Tender Heart, Sector 33, Chandigarh Mr. Vikrant Suri M.Sc, M.com, M.Phil,Med

1 1

13. Manav Mangal High School, Sector 21-C, Chandigarh

Mr. Sanjay Sardana M.SC, M.Phil 16 16


Ms. Aruna Bhardwaj MBA, B.ed 6 6


Ms. Sarojni Masih B.A, B.ed 27 27


Ms. Harpreet kaur M.Sc, M.A, B.Ed 19 19


Niyti chitkara B.ed, M.ed/MBA 8 8


Dr. Vibha Ray M.A, M.Ed, M.Phil, LLB, Ph.d

6 6


Ms. Versha Malik M.A, B.ed 3 3


Mr. P.C Sharma,

Ms. Neelam verma

M.Sc, M.ed (principal)

MA,B.Ed (Head

mistress –primary wing)

8

8

49

Annexure-III.2 School Particulars

S. no 3 4

School: Boys only-1,Girls only-2,Co-educational-3

Lowest class in the school

Highest class in the school

Elementary Stage

Sec. stage Hr. Sec stage

PES U-DISE % deviati

on

PES U-DISE

% deviati

on

PES U-DISE

% deviati

on

PES U-DISE

% deviati

on

PES U-DISE

% deviation

1 1 (Pre-

nursery)

1

0 12 12 0 3 3 0 3 3 0 3 3 0

2 1 (Pre-

nursery)

1

0 12 12 0 3 3 0 3 3 0 3 3 0

3 1 (Pre-

nursery)

1

0 10 10 0 3 3 0 3 3 0 na na 0

4 1 (Pre-

nursery)

1

0 8 8 0 3 3 0 na na 0 na na 0

5 1 (nursery)

1

0 10 10 1 3 3 0 3 3 0 3 3 0

6 1 (Pre-

nursery)

1 0 10 10 0 3 3 0 3 3 0 na na 0

7 1 (nursery)

1 0 12 12 0 3 3 0 3 3 0 3 3 0

8 1 (Pre-

nursery)

1 0 10 10 0 3 3 0 3 3 0 na na 0

9 1 (Pre-

nursery)

1 0 10 10 0 3 3 0 3 3 0 na na 0

10 1 (nursery)

1 0 8 8 0 3 3 0 na na 0 na na 0

11 1 (Pre-

nursery)

1 0 12 12 0 3 3 0 3 3 0 3 3 0

12 1 (nursery)

1 0 10 10 0 3 3 0 3 3 0 na na 0

13 1 (nursery)

1 0 10th 10th 0 3 3 0 3 3 0 NA NA 0

14 1 (Pre-

nursery)

Pre-primary

0 10 10 0 3 3 0 3 3 0 na na 0

15 1 (nursery)

1 0 12 12 0 3 3 0 3 3 0 3 3 0

16 1 (nursery)

1 0 12 12 0 3 3 0 3 3 0 3 3 0

17 1 (nursery)

1 0 8th 8th 0 3 3 0 na na 0 na na 0

18 6th 6th 0 12 12 0 3 3 0 3 3 0 3 3 0

19 1 (nursery)

1 0 12 12 0 2 2 0 0 2 2 0

20 1st 1 0 12 12 0 3 3 0 3 3 0 3 3 0

50

Annexure – III.3 Management Status of Schools

School nos.

5

Managed by (School Management)

Department of Education=1, Tribal/Social Welfare dept.=2, Local body=3, Pvt. Aided 4, Pvt. Unaided=5, others=6, Central govt.=7, Unrecognised=8, Madrasa recognised (by Wakf board/Madrasa board=97, Madrasa unrecognised=98

Elementary Stage Sec.stage Hr. Sec stage PES U-DISE % deviation PES U-DISE %

deviation PES U-DISE % deviation

1. 1 1 0 1 1 0 1 1 0

2. 1 1 0 1 1 0 1 1 0

3. 1 1 0 1 1 0 na na 0

4. 1 1 0 na na 0 na na 0

5. 1 1 0 1 1 0 1 1 0

6. 1 1 0 1 1 0 na na 0

7. 1 1 0 1 1 0 1 1 0

8. 1 1 0 1 1 0 na na 0

9. 1 1 0 1 1 0 na na 0

10. 1 1 0 na na 0 na na 0

11. 5 5 0 5 5 0 5 5 0

12. 5 5 0 5 5 0 na na 0

13. 5 5 0 5 5 0 NA NA 0

14. 5 5 0 5 5 0 na na 0

15. 5 5 0 5 5 0 5 5 0

16. 5 5 0 5 5 0 5 5 0

17. 5 5 0 na na 0 na na 0

18. 4 4 0 4 4 0 4 4 0

19. 4 4 0 4 4 0 4 4 0

20. 7 7 0 7 7 0 7 7 0

51

Annexure-III.4 Year of Establishment and Recognition of Schools

S. no.

School name 6 7

Year of establishment of School

Year of Recognition of school

Elementary Stage Sec. stage

Hr. Sec stage

PES U-DISE D*

(%)

PES U-DISE D* (%) PES U-DISE D*

(%)

PES U-DISE D* (%)


1978 1978 0 1978 1978 0 1978 1978 0 1978 1978 0


1964 1964 0 1989 1964 1 1991 - 1 2006 - 1


1991 1991 0 1991 1991 0 2010 2010 0 NA NA 0


2002 2002 0 2002 2002 0 NA NA 0 NA NA 0


1979 1979 0 1979 1979 0 1989 1989 0 2012 - 1


1975 1988 1 1975 1988 1 1975 1975 0 na na 0


1973 1973 0 1973 1973 0 1978 1978 0 1986 1986 0


1992 1992 0 1992 1992 0 1992 1992 0 NA NA 0


2006 2006 0 2006 2006 0 2006 2006 0 - - 0


1987 1987 0 2008 2008 0 NA NA 0 NA NA 0


2003 2003 0 2008 - 1 2008 2007 1 2008 2010 1


1973 1973 0 1983 1989 1 1989 1989 0 - - 0


1968 1968 0 1969 1969 0 1983 1983 0 NA NA 0


2008 2008 0 2009 2009 0 2009 2009 0 na na 0


1986 1986 0 1993 1993 0 2001 1993 1 2007 2007 0


1974 1974 0 1984 1984 0 1996 1996 0 1996 1996 0


2004 2004 0 2010 2010 0 NA NA 0 NA NA 0


1955 1955 0 1966 1966 0 1966 1966 0 1966 - 1


1932 1932 0 1932 1950 1 1967 1950 1 1988 1988 0


1982 1984 1 1982 - 1 1984 1984 0 1986 1986 0

52

Annexure III.5 Status of Shift and Residential Schools

S. no. School name 8 9

Is the school a shift school Yes-1 No-2

Is the school residential Yes-1 No-2

PES U-DISE D* (%) PES U-DISE D* (%)


1 1 0 2 2 0

2. Government Senior Secondary School, Khuda Alisher 2 2 0 2 2 0

3. Government Model High School – Dhanas 2 2 0 2 2 0


1 1 0 2 2 0

5. Government Senior Secondary School, Mauli Jagran 1 1 0 2 2 0


2 2 0 2 2 0


1 1 0 2 2 0


2 2 0 2 2 0


1 1 0 2 2 0

10. Government Middle School, Indira Colony Mani Majra 1 1 0 2 2 0

11. Ryan International School, Sector 49, Chandigarh 2 2 0 2 2 0

12. Tender Heart, Sector 33, Chandigarh 2 2 0 2 2 0

13. Manav Mangal School, Sector 21, Chandigarh 2 2 0 2 2 0

14. Gurukul Global School, IT park Manimajra 2 2 0 2 2 0

15. Chandigarh Bapist School, Sector 45, Chandigarh 2 2 0 2 2 0

16. Sri Guru Harkrishan School, Sector 38-D, Chandigarh 2 2 0 2 2 0

17. Chitkara International School, Sector 25, Chandigarh 2 2 0 2 2 0

18. DAV Senior Secondary School, Sector 8, Chandigarh 2 2 0 1 2 1


2 2 0 2 2 0

20. Kendriya Vidyalya OCF, Sector 29, Chandigarh 2 2 0 2 2 0

53

Annexure III.6 Status of Affiliation Board and Attachment of Pre primary Section to Affiliated Schools

S.no 10 11 Affiliation Board

(CBSE=1, State Board 2, ICSE=3, International Board=4, Other=5)

Pre-primary section

(other than anganwadi) attached to

school Yes=1,No=2

If Yes

Secondary Sections Higher Secondary Total Student Total Teachers

PES U-DISE

D* (%)

PES U-DISE

D* (%) PES U-DISE

D* (%)

PES U-DISE

D* (%)

PES U-DISE

D* (%)

1. 1 1 0 1 1 0 1 1 0 100 100 0 2 2 0

2. 1 1 0 1 1 0 1 1 0 48 48 0 1 1 0

3. 1 1 0 Na Na 0 1 1 0 90 90 0 2 2 0

4. Na Na 0 Na Na 0 1 1 0 179 179 0 1 1 0

5. 1 1 0 1 1 0 1 1 0 33 40 1 1 1 0

6. 1 1 0 Na Na 0 1 1 0 41 41 0 1 1 0

7. 1 1 0 1 1 0 1 1 0 52 52 0 1 1 0

8. 1 1 0 Na Na 0 1 1 0 153 153 0 4 4 0

9. 1 1 0 - - 0 1 1 0 155 155 0 3 3 0

10. NA NA 0 Na Na 0 1 1 0 95 95 0 2 2 0

11. 1 1 0 1 1 0 1 1 0 - - 0 12 - 1

12. 3 3 0 NA NA 0 1 1 0 263 259 1 12 12 0

13. 1 1 0 NA NA 0 1 1 0 219 218 1 6 6 0

14. 1 1 0 NA NA 0 1 1 0 302 302 0 15 15 0

15. 1 1 0 1 1 0 1 1 0 165 165 0 7 6 1

16. 1 1 0 1 1 0 1 1 0 190 190 0 5 5 0

17. 1 1 0 NA NA 0 1 1 0 296 296 0 17 25 1

18. 1 1 0 1 1 0 NA NA 0 - - 0 - - 0

19. 1 1 0 1 1 0 1 1 0 67 67 0 2 2 0

20. 1 1 0 1 1 0 2 2 0 NA NA 0 NA NA 0

54

Annexure III.7 Status of CCE at Elementary Level of Sample Schools

S.no 12 Is CCE being implemented in school at elementary level

Not applicable=0,Yes=1,No=2 PES U-DISE D* (%)

1. 1 1 0

2. 1 1 0

3. 1 1 0

4. Na Na 0

5. 1 1 0

6. 1 1 0

7. 1 1 0

8. 1 1 0

9. 1 1 0

10. NA NA 0

11. 1 1 0

12. 0 0 0

13. 1 1 0

14. 1 1 0

15. 1 1 0

16. 1 1 0

17. 1 1 0

18. 1 1 0

19. 1 1 0

20. 1 1 0

55

Annexure-III.8-A Results of the Class X Examination for the Previous Academic Year

S.NO School Name Number of Students appeared

PES U-DISE DEVIATION



79 68 147 79 68 147 0 0 0


42 38 80 42 38 80 0 0 0


13 19 32 13 19 32 0 0 0


NA - - NA - - 0 0 0


164 152 316 164 152 316 0 0 0


26 23 49 26 23 49 0 0 0


274 129 403 274 129 403 0 0 0


66 56 122 66 56 122 0 0 0


164 160 324 164 160 324 0 0 0


NA NA NA NA NA NA 0 0 0


97 52 149 97 52 149 0 0 1

12. Tender Heart, Sector 33, Chandigarh 33 30 63 33 30 63 0 0 0


97 59 156 97 59 156 0 0 0


9 8 17 9 8 17 0 0 0


57 36 93 57 36 93 0 0 0


27 21 48 27 21 48 0 0 0




272 28 300 272 28 300 0 0 0


- 123 123 - 123 123 0 0 0


69 61 130 69 61 130 0 0 0

56

Annexure-III.8-B Results of the Class X Examination for the Previous Academic Year

S.NO School Name Number of Students Passed/Qualified PES U-DISE DEVIATION



79 68 147 79 68 147 0 0 0


41 37 78 41 37 78 0 0 0


13 19 32 13 19 32 0 0 0


- - - - - - 0 0 0


164 152 316 164 152 316 0 0 0


26 23 49 26 23 49 0 1 0


274 129 403 274 129 403 0 0 0


66 56 122 66 56 122 0 0 0


164 160 324 164 160 324 0 0 0


- - - - - - 0 0 0


97 52 149 97 52 149 0 1 1


32 30

62 32 30

62 0 0 0


97 59 156 97 59 156 0 0 0


9 8 17 9 8 17 0 0 0


57 36 93 57 36 93 0 0 0


27 21 48 27 21 48 0 0 0




272 28 300 272 28 300 0 0 0


0 123 123 - 123 123 0 0 0


69 61 130 69 61 130 0 0 0

57

Annexure-III.9-A Results of the Class XII Examination for the Previous Academic Year

S.NO School Name Number of Students appeared PES U-DISE DEVIATION



208 85 293 208 85 293 0 0 0


10 9 19 10 9 19 0 0 0










206 61 267 206 61 267 0 0 0








36 39 75 36 39 75 0 0 0








6 4 10 6 4 10 0 0 0


71 45 116 71 45 116 0 0 0




567 58 625 567 58 625 0 0 0


- 36 36 - 36 36 0 0 0


36 29 65 36 29 65 0 0 0

58

Annexure-III.9-B Results of the Class XII Examination for the Previous Academic Year

S.NO School Name Number of Students Passed/Qualified PES U-DISE DEVIATION



177 78 255 177 78 255 0 0 0


3 5 8 3 5 8 0 0 0










190 61 251 190 61 251 0 0 0








36 39 75 36 39 75 0 0 0








2 2 4 2 2 4 0 0 0


64 39 103 64 39 103 0 0 0




463 48 511 463 48 511 0 0 0


- 26 26 - 26 26 0 0 0


36 28 64 36 28 64 0 0 0

59

Annexure-III.10-A Table-V A-Staff Detail

Teaching staff (Regular teachers) - No. of Sanctioned posts S.

No. Name of the

School PES U-DISE Deviation

For primary For upper primary

For sec.

For hr. sec.

Total Total


23 14 10 20 67 67 0


9 14 0 7 30 30 0


3 13 nil na 16 16 0


7 7 - - 14 14 0

5. Go vernment Senior Secondary School, Mauli Jagran

23

21

(U-DISE 50)

- 7 51 50 1


2 7 3 na 12 12 0


27 35 - 11 73 73 0


11 13 17 NA 41 41 0


13

U-DISE (12)

19

U- DISE (18)

10

U- DISE (10)

NA 42 40 1


21 07 NA NA 28 28 0


29 35 34 11 109 109 0


30 12 8 na 50 50 0


23 12 10 NA 45 45 0

14. Gurukul Global School, IT park

- 30 - na 30 30 0

60

Manimajra


22 14 9 8 53 53 0


- - - - - - 0


21 20 - - 41 41 0


NA 18 37 22 77 77 0


10

(U-DISE) 10

1

(U-DISE) 1

11

(U-DISE)

11

7 (mgt)

(U-DISE) 0

29 22 1


18

(U-DISE) 19

15

(U-DISE) 0

-

(U-DISE) 16

9

(U-DISE) 9

42 44 1

61

Annexure-III.10-B Teaching staff (Regular teacher) - No. of Position

S. No. Name of the School


For primary

For upper primary

For sec. For hr. sec.

Total Total


15 7 8 14 44 44 0


4 2 3 2 11 11 0


nil 2 2 na 4 4 0


5 (U-DISE)

5

4 (U-DISE)

5

Na (U-

DISE) Na

Na (U-DISE)

Na

9 (U-DISE)

10

10 1


10 (U-DISE)

8

12 (U-DISE)

7

- - 22 15 1


2 4 3 na 9 9 0


19 28 - 8 55 55 0


11 10 12 NA 33 33 0


13 21 10 NA 44 44 0


10 4 NA NA 14 14 0


51 31 8 90 109 109 0

62


30 12 8 - 50 50 0


23 12 10 NA 45 45 0


20 10 13 na 43 43 0


22 14 9 8 53 53 0


8 11 9 10 38 38 0


21 20 - - 41 41 0


NA 18 32 22 72 72 0


5 (U-DISE)

3

6 (U-DISE)

1

7 (U-DISE)

4

7 mgt

(U-DISE) 7

25 15 0


18 (U-DISE)

19

15 (U-DISE) BLANK

- 9 (U-DISE)

16

42 35 1

63

Annexure X.11-A Contract Teachers - Number-in-position

S. No. Name of the School PES U-DISE Deviation

For primary For upper

primary

For sec.

For hr. sec.

Total


8 7 2 3 20 20 0


4 7 2 2 15 15 0


4 (SSA)

10 2 - 16 16 0


7 (U-DISE 1)

4 (U-DISE

2)

- - 11 3 1


13

(U-DISE 10)

9 (U-DISE

14)

- 1 23 25 1


- 1 COMPUTER TEACHER ON CONTRACT

3 - - 4 3 1


5 7 - 3 15 15 0


0 3 5 - 8 8 0


9 14 6 - 29 29 0


7 6 - - 13 13 0


- - - - - - 0


- - - - - - 0


- - - - - - 0


- - - - - - 0


- - - - - - 0


- - - - - - 0


NA NA NA NA NA NA 0


-

1 9 20 30 30 0


NA NA NA NA NA 10 1


- - - 1 1 1 0

64

Annexure III.X-12 Staff Category - Part time instructor positioned as per RTE

S. No. Name of the School For upper primary - No. of Position PES U-DISE Deviation


3 3 0


- - 0


- - 0


- - 0


- - 0


- - 0


7 for Higher secondary 7 for Higher secondary 0


- - 0


- - 0


- - 0


- - 0


- - 0


- - 0


- - 0


- - 0


- - 0


NA NA 0


- - 0


2 2 0


- - 0

65

Annexure- III.13 Status of School Building

S. No. Name of the School Private-1,Rented-2,Govt.-3, Govt. school in rent free building-4, No building-5, Dilapidated=6, Under Construction=7

PES U-DISE Deviation 1. Government Model Senior Secondary

School, Sector -10, Chandigarh 3 3 0


3 3 0


3 3 0


3 3 0


3 3 0


3 3 0


1 1 0


3 3 0


3 3 0


3 3 0


1 1 0

12. Tender Heart, Sector 33, Chandigarh 1 1 0


1 1 0


1 1 0


1 1 0


1 1 0


1 1 0


1 1 0


1 1 0


3 3 0

66

Annexure- III.14-A Details of Classrooms and Availability of Furniture

S.no School name For elementary section

(Classes 1 to 8) Total Classrooms used

for instructional purposes

No. of classrooms under construction

Availability of Furniture (desk/table) for students (All

=1, Some=2, None=3)

PES U-DISE

D %

PES U-DISE D % PES U-DISE Deviation


25 25 0 - - 0 1 1 0


13 13 0 - - 0 1 1 0


16 16 0 - - 0 1 1 0


17 17 0 - - 0 1 1 0


16 16 0 - - 0 1 1 0


8 8 0 - - 0 1 1 0


14 36 1 - 16 1 1 1 0


28 24 1 - - 0 1 1 0


45 54 1 ** 9 1 1 2 1


13 29 1 - - 0 2 2 0


67 67 0 - - 0 1 1 0


20 20 0 - - 0 1 1 0


24 24 0 - - 0 1 1 0


24 24 0 - - 0 1 1 0


24 24 0 - - 0 1 1 0


16 - 1 - - 0 1 1 0


18 18 0 - - 0 1 1 0


10 10 0 - - 0 1 1 0


11 12 1 - - 0 1 1 0


24 24 0 - - 0 1 1 0

** Construction completed

67

Annexure- III.14-B Details of Classrooms and Availability of Furniture

S.no Class - IX

Total Classrooms used for instructional purposes


Availability of Furniture (desk/table) for students (All =1, Some=2, None=3)

PES U-DISE

D% PES U-DISE D% PES U-DISE D%

1. 4 4 0 - - 0 1 1 0

2. 2 2 0 - - 0 1 1 0

3. 2 2 0 - - 0 1 1 0

4. na na 0 na na 0 na Na 0

5. 4 4 0 - - 0 1 1 0

6. 1 1 0 - - 0 1 1 0

7. 6 6 0 - - 0 1 1 0

8. 3 3 0 - - 0 1 1 0

9. 6 6 0 - - 0 1 1 0

10. - - 0 - - 0 - - 0

11. 5 5 0 - - 0 1 1 0

12. 2 2 0 - - 0 1 1 0

13. 3 3 0 - - 0 1 1 0

14. 1 1 0 - - 0 1 1 0

15. 3 3 0 - - 0 1 1 0

16. 2 2 0 - - 0 1 1 0

17. NA NA 0 NA NA 0 NA NA 0

18. 9 9 0 - - 0 1 1 0

19. 3 3 0 - - 0 1 2 1

20. 3 3 0 - - 0 1 1 0

68

Annexure- III.14-C Details of Classrooms and Availability of Furniture

S.no Class - X




PES U-DISE


1. 3 3 0 - - 0 1 1 0

2. 2 2 0 - - 0 1 1 0

3. 2 2 0 - - 0 1 1 0

4. na na 0 na na 0 na Na 0

5. 4 4 0 - - 0 1 1 0

6. 1 1 0 - - 0 1 1 0

7. 6 6 0 - - 0 1 1 0

8. 3 3 0 - - 0 1 1 0

9. 6 6 0 - - 0 1 1 0

10. - - 0 - - 0 - - 0

11. 5 6 1 - - 0 1 1 0

12. 2 2 0 - - 0 1 1 0

13. 3 3 0 0 0 0 1 1 0

14. 1 1 0 - - 0 1 1 0

15. 3 3 0 - - 0 1 1 0

16. 2 2 0 - - 0 1 1 0


18. 10 10 0 - - 0 1 1 0

19. 3 3 0 - - 0 1 2 1

20. 3 3 0 - - 0 1 1 0

69

Annexure- III.14-D Details of Classrooms and Availability of Furniture

S.no Class - XI




PES U-DISE D% PES U-DISE D% PES U-DISE D% 1. 9 9 0 - - 0 1 1 0

2. 2 2 0 - - 0 1 1 0



5. 2 2 0 - - 0 1 1 0


7. 4 9 1 - - 0 1 1 0

8. - - 0 - - 0 - - 0

9. - - 0 - - 0 - - 0

10. - - 0 - - 0 - - 0

11. 3 3 1 - - 0 1 1 0


13. NA NA 0 NA NA 0 1 1 0


15. 4 3 1 - - 0 1 1 0

16. 2 2 0 - - 0 1 1 0


18. 11 11 0 - - 0 1 1 0

19. 2 2 0 - - 0 1 2 1

20. 2 2 0 - - 0 1 1 0

70

Annexure- III.14-E Details of Classrooms and Availability of Furniture

S.no Class - XII




PES U-DISE


1. 9 9 0 - - 0 1 1 0

2. 1 1 0 - - 0 1 1 0



5. - - 0 - - 0 - - 0


7. 7 7 0 - - 0 1 1 0

8. - - 0 - - 0 - - 0

9. - - 0 - - 0 - - 0

10. - - 0 - - 0 - - 0

11. 2 2 0 - - 0 1 1 0




15. 3 2 1 3 2 1 1 1 0

16. 2 2 0 - - 0 1 1 0


18. 9 9 0 - - 0 1 1 0

19. 2 2 0 - - 0 2 2 0

20. 2 2 0 - - 0 1 1 0

71

Annexure- III.15-A Classrooms by Condition

Elementary Sections S.no

Pucca Partially Pucca kuccha Tent Good

Condition

Need Minor repair

Need major repair

Good Conditio

n

Need Minor repair

Need major repair

Good Conditi

on

Need Minor repair

Need major repair

Good Condition

Need Minor repair

Need major repair

PES

U-DISE

PES U-DISE

- - - - - - - - - -

1. 37 37 - - - - - - - - - - - -

2. 13 6 - 7 - - - - - - - - - -

3. 10 10 6 - - - - - - - - - - -

4. 11 17 6 - - - - - - - - - - -

5. 16 7 - - - - - - - - - - - -

6. 8 8 - - - - - - - - - - -

7. - 30 14 6 - - - - - - - - - - 8. 19 24 6 - - - - - - - - - - -

9. 45 54 - - - - - - - - - - - - 10. 7 33 - - 6 - - - - - - - - - 11. 67 94 - - - - - - - - - - - - 12. 20 20 - - - - - - - - - - - - 13. 24 24 - - - - - - - - - - - - 14. 38 10 - - - - - - - - - - - - 15. 24 24 - - - - - - - - - - - - 16. 16 16 - - - - - - - - - - - - 17. 18 18 - - - - - - - - - - - -

18. 10 10 - - - - - - - - - - -

19. 11 12 - - - - - - - - - - -

20. 24 34

72

Annexure- III.15-B

Classrooms by Condition S.No Secondary classes

Pucca Partially Pucca kuccha Tent Good

Condition Need Minor repair

Need major repair

Good Condition

Need Minor repair

Need major repair

Good Conditi

on

Need Minor repair

Need major repair

Good Condit

ion

Need Minor repair

Need major repair

PES

U-DISE

PES U-DISE

1. - - - -

2. 4 4 - - - - - - - - - - - - 3. 4 4 - - - - - - - - - - - - 4. - - - - - - - - - - - - - - 5. 8 - - - - - - - - - - - - - 6. 2 - 12 - - - - - - - - - - - 7. - 12 - - - - - - - - - - - - 8. 6 6 - - - - - - - - - - - - 9. 12 12 - - - - - - - - - - - - 10. - - - - - - - - - - - - - - 11. 10 - - - - - - - - - - - - - 12. 4 4 - - - - - - - - - - - - 13. 9 9 - - - - - - - - - - - - 14. - 2 - - - - - - - - - - - - 15. 6 6 - - - - - - - - - - - - 16. 4 4 NA - - - - - - - - - - -

17. NA

NA - - NA NA NA NA NA NA NA NA NA NA

18. 19 - - - - - - - - - - - - - 19. 6 6 - - - - - - - - - - - - 20. 6 6 - - - - - - - - - - -

73

Annexure- III.15-C Classrooms by Condition

S.no Higher Secondary classes Pucca Partially Pucca kuccha Tent

Good Condition

Need Minor repair

Need major repair

Good Condition

Need Minor repair

Need major repair

Good Conditi

on

Need Minor repair

Need major repair

Good Condit

ion

Need Minor repair

Need major repair

PE

S

U-

DISE

- - - - - - - - - - -

1. - -

2. 3 3 - - - - - - - - - - -

3. - - - - - - - - - - - - -

4. - - - - - - - - - - - - -

5. 2 -

6. - - - - - - - - - - - - -

7. 11 16 - - - - - - - - - - -

8. - - - - - - - - - - - - -

9. - - - - - - - - - - - - -

10. - - - - - - - - - - - - -

11. 5 - - - - - - - - - - - -

12. - - - - - - - - - - - - -

13. - - - - - - - - - - - - -

14. - - - - - - - - - - - - -

15. 7 - - - - - - - - - - - -

16. 4 - - - - - - - - - - - -

17. - - - - - - - - - - - - -

18. 20 - - - - - - - - - - - -

19. 4 4 - - - - - - - - - - -

20. 4 4 - - - - - - - - - - -

74

Annexure IV.16 Facilities in School

S. No. Name of the School 4 5 6 Land Available for

additional classrooms Yes-1 No-2

Separate room for head teacher/Principal

available Yes-1 No-2

No. of functional toilets and urinals

Boys Girls

PES U-Dise

D% PES U-Dise D% PES U-Dise PES U-Dise


1 1 0 1 1 0 26 26 10 10


1 1 0 1 1 0 13 13 13 13

3. Government Model High School – Dhanas 2 1 1 1 1 0 6 6 10 8


2 2 0 1 1 0 3 7 3 9


2 1 1 1 1 0 6 6 7 7


1 1 0 1 1 0 6 6 6 6


2 2 0 1 1 0 12 12 12 12


2 2 0 1 1 0 18 18 18 18


1 1 0 1 1 0 55 55 18 18


1 1 0 1 1 0 2 2 3 3


1 1 0 1 1 0 48 8 48 08

12. Tender Heart, Sector 33, Chandigarh 2 2 0 1 1 0 15 15 15 15

13. Manav Mangal School, Sector 21, Chandigarh 2 2 0 1 1 0 6 6 12 12

14. Gurukul Global School, IT park Manimajra 2 2 0 1 1 0 18 18 18 18


2 2 0 1 1 0 16 16 16 16


2 2 0 1 1 0 12 12 15 15


1 1 0 1 1 0 50 50 46 46


2 2 0 1 1 0 9 9 9 9


2 2 0 1 1 0 na 0 06

06

20. Kendriya Vidyalya OCF, Sector 29, Chandigarh 2 2 0 1 1 0 15 13 15 14

Total - - - - -- - 336 338 291 263

75


S. No.

Name of the School 7 8 9 10 Main Source of drinking water

facility in school (Handpump-1

Well-2 Tap water-3

Others-4 None -5)

Electricity connection

available in the school Yes-1 No-2

Yes but not functional=3

Type of boundary wall in the school (No applicable=0, Pucca-1, Pucca but broken-2,Barved

wire fencing-3,Heges-4

No boundary wall-5 Others-6, Partial=7,

Under construction=8)

Whether the school has

library facility Yes-1 No-2

PES U-DISE

D% PES U- DISE

D% PES U- DISE

D% PES U- DISE

D%


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0

3. Government Model High School – Dhanas 3 3 0 1 1 0 1 1 0 2 1 1


3 3 0 1 1 0 1 1 0 2 1 1


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 7 7 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0

12. Tender Heart, Sector 33, Chandigarh 3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0

14. Gurukul Global School, IT park Manimajra 3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0


3 3 0 1 1 0 1 1 0 1 1 0

76


S. No.

Name of the School 11 12 13 Does the school subcribe for

news paper/magazine Yes-1 No-2

Play- ground Yes-1 No-2

Total number of computers that are

functional

PES U-DISE D% PES U-DISE D% PES U-DISE 1. Government Model

Senior Secondary School, Sector -10, Chandigarh

1 1 0 1 1 0 100 100


1 1 0 1 1 0 14 14


1 1 0 1 1 0 No – (sharing with GSSS)

25


1 1 0 1 1 0 8 8


1 1 0 1 1 0 23 14


1 1 0 1 1 0 15 15


1 1 0 1 1 0 39 39


1 1 0 1 1 0 15 (5 RECEIVED

AFTER SEPTEMBER)

8


1 1 0 1 1 0 28 28


1 1 0 1 1 0 10 10


1 1 0 1 1 0 63 63


1 1 0 1 1 0 40 40


1 1 0 1 1 0 82 82


1 1 0 1 1 0 120 120


1 1 0 1 1 0 28 28

77


1 1 0 1 1 0 45 45


1 1 0 1 1 0 79 79


1 1 0 1 1 0 21 21


1 1 0 1 1 0 04 04


1 1 0 1 1 0 56 56

Total - - - - - - 790 799

78


S. No.

Name of the School 14 15 Whether medical check up of student

conducted last year Yes-1 No-2

Whether ramp of disabled children needed to access classrooms Yes-1

No-2

PES U-DISE D% PES U-DISE D% 1. Government Model Senior

Secondary School, Sector -10, Chandigarh

1 1 0 1 1 0


1 1 0 1 1 0


1 1 0 2 2 0


1 1 0 2 2 0


1 1 0 1 1 0


1 1 0 2 2 0


1 1 0 1 1 0


1 1 0 2 2 0


1 1 0 1 1 0


1 1 0 NA NA 0


1 1 0 1 1 0


1 1 0 1 1 0


1 1 0 2 2 0


1 1 0 1 1 0


1 1 0 2 2 0


1 1 0 2 2 0


1 1 0 1 1 0


1 1 0 1 1 0


1 1 0 2 2 0


1 1 0 1 1 0

79

Investigator Feed-back Schedule

Annexure- IV.1 S.no Name of the

School

1 2 3 4 5 6 7

Name of the

person conductin

g the survey

U-DISE School Code

Date of visit the school

Was the

school open

on the first

day of the visit Yes-1 No-2

If no, when was the

school visited second

time (Date)

Was the school

open on the

second visit Yes-1 No-2

Number of visits made

to the school to

get information


Maninder singh

04010101201 6/4/13 1 - - 1


Maninder singh

04010100101 8/04/13 1 - - 1


Kishan singh

04010500402 5/04/2013 1 Na na 1


Kishan singh

04011000401 27/03/13 1 - - 1


Kishan singh

04011900301 8/04/13 1 - - 1


Maninder singh

04011700101 1/4/13 1 - - 1


Kishan singh

04012000401 25/3/13 1 - - 1


Kishan singh

04011500301 2/4/13 1 - - 1

9. Government Model Senior Secondary

Maninder singh/ Kishan

04010700701 4/4/13 1 - - 1

80

School, Sector 56, Chandigarh

singh


Kishan singh

04012000101 3/3/13 1 - - 1


Maninder singh

0101100401 26/3/2013 1 - - 2


Kishan singh

04011103402 23/03/2013 1 - - 1


Maninder singh

04011200302 20/3/2013 1 - - 1


Kishan singh

04012000404 21/3/13 1 - - 1


Maninder singh

04011333404 3/4/13 1 - - 2


Maninder singh

0600303 23/03/2013 1 - - 1


Maninder singh

04010500114 21/03/2013 1 - - 1


1.

Maninder singh/ Kishan singh

04010101001 6/4/13 1 - - 1


Kishan singh

04012000702 23/3/2013 1 - - 1


Kishan singh

04011500304 26/3/2013 1 - - 1

81

Annexure IV.2 Attributes pertaining to the Principal/Head Teacher towards the investigation

Category of response from the school

S.no

Name of the School

Initial reaction of the Principal Head Teacher

Very good-1 Good-2

Average-3 Poor-4

Very poor-5

Response of the Principal/Head

Teacher to provide information Very good-1

Good-2 Average-3

Poor-4 Very poor-5

Availability of records

Very good-1 Good-2

Average-3 Poor-4

Very poor-5


2 3 3


1 1 2

3. Government Model High School – Dhanas 1 1 2 4. Government Model Middle School, Sector -45,

Chandigarh 2 2 2


2 2 2


1 1 2


2 3 3


1 2 3


1 2 2


2 2 2


1 1 2

12. Tender Heart, Sector 33, Chandigarh 1

2 2

13. Manav Mangal School, Sector 21, Chandigarh 1 1 1 14. Gurukul Global School, IT park Manimajra 2

2 2


1 1 1


1 1 1


1 1 1


1.

2 3 2


1 2 2

20. Kendriya Vidyalya OCF, Sector 29, Chandigarh 1 2 2

82


S.no Name of the School

1 2 3 4 5 6 Was the

Principal/Head Teacher

able to provide the information pertaining to involvement

and details of past

percentage easily Yes-1 No-2

Was the Principal able to give the

enrolment and other

details from a single

register

Yes-1 No-2

Do the teacher in the school fill up the attendance register properly

Yes-1 No-2

Does the Principal have the year and summary details

of children for all grades available with

him Yes-1 No-2

Was the school report card

available in the school Yes-1 No-2

Are the attendanc

e registers properly maintain and kept

in the almirah

Yes-1 No-2


2 2 1 2 1 1


2 2 1 1 1 1


1 1 1 1 1 1


1 1 1 1 1 1


1 2 1 2 1 1


1 2 1 1 1 1


2 2 1 2 1 2


2 2 1 1 1 1


1 1 1 1 1 1


1 1 1 1 1 1

83


2 2 1 1 1 1


1

2 1 1 1 1


2 2 1 1 1 1


1 2 1 1 1 1


2 1 1 1 1 1


1 2 1 1 1 1


1 2 1 1 1 1


2 2 1 1 1 2


1 2 1 1 1 1


1 1 1 1 1 1

84


S.no

7 8 9 If yes, briefly mention the kind

of problem faced...

Do the teachers in the school come on time

Yes-1 No-2

Was the school having a photo copy fill-in DISE

DCF? Yes-1 No-2

Did the investigator face any problem in

getting the required

information from the school

Yes-1 No-2

1. 1 1 2 -

2. 1 1 2 -

3. 1 1 2 -

4. 1 1 2 -

5. 1 1 2

6. 1 1 2 -

7. 1 1 2 -

8. 1 1 2 -

9. 1 1 2 -

10. 1 1 2 -

11. 1 2 2 -

12. 1 1 2 -

13. 1 1 2 -

14. 1 1 2 -

15. 1 1 2 -

16. 1 1 2 -

17. 1 1 2 -

18. 1 1 2 -

19. 1 1 2 -

20. 1 1 2 --

85


10 11 12 13 Sr. No. Name of the School

Does the school has a

display board Yes-1 No-2

Is there a provision of

Mid-Day Meal in the

school Yes-1 No-2

How is the quality of food being served to the

children in the Mid-Day Meal Scheme

(Please write your comment below)

What is the seating arrangement made for children in the school

(Please write your comment below)

1. Government Model

Senior Secondary

School, Sector -10,

Chandigarh

1 1 GOOD SUFFICIENT

2. Government Senior

Secondary School,

Khuda Alisher

1 1 GOOD SUFFICIENT

3. Government Model

High School – Dhanas

1 1 Average quality Sitting arrangement is good

4. Government Model

Middle School, Sector -

45, Chandigarh

1 1 Exam For all students


Secondary School,

Mauli Jagran

1 1 Average For all

6. Government Model

High School, Sector -

31, Chandigarh

1 1 good good


Secondary School, Mani

Majra Town

1 1 Exam Average bench available

8. Government Model

High School, Sector -

29, Chandigarh

1 1 average good

9. Government Model

Senior Secondary

School, Sector 56,

Chandigarh

1 1 good Lack of furniture for newly constructed rooms after 30th September 2012, thus on 30th

September 2012, sitting arrangement was good,

mentioned in U-DISE

86

10. Government Middle

School, Indira Colony

Mani Majra

1 1 average GOOD

11. Ryan International

School, Sector 49

,Chandigarh

1 2 - Very good

12. Tender Heart, Sector

33, Chandigarh

1 2 - Proper

13. Manav Mangal School,

Sector 21, Chandigarh

1 2 - good

14. Gurukul Global School,

IT park Manimajra

1 2 - Very good

15. Chandigarh Bapist

School, Sector 45,

Chandigarh

1 2 - Good

16. Sri Guru Harkrishan

School, Sector 38-D,

Chandigarh

1 2 - good

17. Chitkara International

School, Sector 25,

Chandigarh

1 2 - Very good

18. DAV Senior Secondary

School, Sector 8,

Chandigarh

1 1 GOOD GOOD

19. Vedic Girls Senior

Secondary School, Old

Mani Majra, Chandigarh

1 1 exam good

20. Kendriya Vidyalya OCF,

Sector 29, Chandigarh

1 2 - Very good

87

PES DATA ON

Current Students Enrolment (On 30th September 2012)

Annexure IV.20-A General Student’s Enrolment

S.no Class wise

(Pre-Primary to 8th)

Pre-

primary

1 2 3 4 5 6 7 8

B G B G B G B G B G B G B G B G B G

1. 53 33 84 72 71 84 89 87 110 96 137 84 122 87 152 115 132 113

2. 15 29 25 22 27 40 43 25 48 36 51 33 42 44 47 42 58 44

3. 41 36 32 35 39 45 46 42 75 47 64 43 59 44 56 48 59 40

4. 87 82 62 45 82 93 84 62 68 81 75 66 49 55 43 26 38 46

5. 9 23 102 96 68 104 107 135 97 117 116 129 126 116 120 109 99 86

6. 18 22 22 16 16 13 21 24 27 20 23 23 31 20 30 19 19 16

7. 16 30 74 91 130 120 108 112 121 98 96 98 131 109 134 89 126 82

8. 73 58 76 46 69 65 72 63 70 52 71 60 75 69 96 52 83 58

9. 77 60 68 64 58 48 100 77 91 73 100 80 271 268 184 140 166 146

10. 52 43 83 71 79 91 102 87 90 109 75 79 91 86 76 49 62 36

11. 256 187 122 95 143 120 164 112 207 159 235 173 234 186 207 140 151 119

12. 147 115 61 52 58 38 55 44 55 48 32 28 40 33 28 36 29 20

13. 129 89 86 40 71 59 70 61 78 57 80 62 81 70 91 54 94 61

14. 181 121 77 70 94 52 49 39 48 35 40 30 35 18 23 20 15 13

15. 78 53 44 26 47 22 48 25 44 33 46 42 54 29 60 26 41 36

16. 91 71 40 19 29 19 47 22 28 34 64 43 41 16 27 22 31 17

17. 158 138 55 27 53 27 44 29 35 25 38 21 33 24 21 15 14 10

18. 00 00 00 00 00 00 00 00 00 00 00 00 53 11 84 15 117 16

19. 00 40 00 16 00 36 00 28 00 23 00 33 00 47 00 39 00 33

20. 00 00 43 33 38 46 48 36 49 36 59 35 60 37 59 52 54 36

Total 1481 1230 1156 936 1172 1122 1297 1110 1341 1179 1402 1162 1628 1369 1538 1108 1388 1028

Cont.

88


S.no Class wise - (9th to 12th)

9th 10th 11th 12th

B G B G B G B G

1. 120 91 100 64 199 87 172 96

2. 34 34 28 28 47 25 11 13

3. 47 40 31 37 00 00 00 00

4. 00 00 00 00 00 00 00 00

5. 105 68 96 100 57 63 00 00

6. 15 12 22 8 00 00 00 00

7. 169 101

176

91 244 93 164 58

8. 73 50 67 48 00 00 00 00

9. 121 86 105 84 00 00 00 00

10. 00 00 00 00 00 00 00 00

11. 119 76 115

77 58 35 50 48

12. 23 17 26 17 00 00 00 00

13. 90 56 92 56 00 00 00 00

14. 15 14 15 16 00 00 00 00

15. 49 33 57

33 54 25 16 16

16. 40 31 35

26 71 28 95 45

17. 00 00 00 00 00 00 00 00

18. 201 40 249

37 556 78 481 88

19. 00 98 00

119 00 39 00 48

20. 69 38 59

36 32 34 25 38

Total 1290 885 1273 877 1318 507 1014 450

89

Annexure IV.20-C SC Student’s Enrolment

S.no Class wise


Pre-primary 1 2 3 4 5 6 7 8

B G B G B G B G B G B G B G B G B G 1. 9 5 1 2 - 2 2 - 4 1 1 3 11 7 5 2 10 8

2. 1 3 2 4 4 5 6 2 7 5 8 5 9 10 9 21 21 13

3. 6 7 5 4 8 3 5 5 7 5 8 5 6 5 3 7 3 7

4. 7 3 6 10 2 4 2 2 5 2 4 6 6 4 3 3 5 3

5. - - 5 4 13 6 19 20 16 17 24 20 25 30 43 29 28 30

6. - 1 - - 2 4 1 1 5 - 2 2 1 4 4 2 2 4

7. 1 3 - 3 5 2 8 8 7 7 11 5 22 8 22 17 17 20

8. 14 8 9 6 6 6 5 5 7 6 3 2 1 8 2 3 7 6

9. 8 8 16 7 7 8 16 16 20 22 15 21 80 53 46 51 48 51

10. - - 6 4 9 8 25 21 22 9 14 12 27 21 18 13 17 15

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 8 4 4 3 3 1 7 2 5 1 4 3 5 6 4 2 3 5

16. 14 6 4 3 4 6 5 1 9 3 2 3 7 4 3 1 2 1

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - 27 - 2 - 10 - 3 - 7 - 5 - 15 - 12 - 11

20. - - 16 11 15 12 15 14 19 5 11 9 16 4 15 10 13 12

Total 68 75 74 63 78 77 116 100 133 90 107 101 216 179 177 173 176 186

Cont.

90

Annexure IV.20-D SC Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G 1. 19 15 14 12 54 23 30 18

2. 8 11 19 17 17 9 4 5

3. 5 3 3 4 - - - -

4. - - - - - - - -

5. 26 24 27 27 20 15 - -

6. 3 3 8 8 - - - -

7. 27 25 38 29 69 15 37 17

8. 16 9 9 7 - - - -

9. 38 53 39 45 - - - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - - -

15. - 3 4 - - 2 1 1

16. 2 3 2 2 7 1 - -

17. - - - - - - - -

18. - - - - - - - -

19. - 30 - 18 - 15 - 9

20. 14 8 8 17 8 9 10 6

Total 158 187 171 186 175 89 82 56

91

Annexure IV.20-D ST Student’s Enrolment

S. no

Class wise - Pre-Primary to 8th

Pre-primary

1 2 3 4 5 6 7 8


1. - - - - - - - - - - - - - - - - - -

2. - - - - - - - - - - - - - - - - - -

3. - - - - - - - - - - - - - - - - - -

4. - - - - - - - - - - - - - - - - - -

5. - - - - - - - - - - - - - - - - - -

6. - - - - - - - - - - - - - - - - - -

7. - - - - - - - - - - - - - - - - - -

8. - - - - - - - - - - - - - - - - - -

9. - - - - - - - - - - - - - - - - - -

10. - - - - - - - - - - - - - - - - - -

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 2 - - - - - 2 1

2 1 - - - 1 1 - - -

16. - - - - - - - - - - 1 - 2 - - - 1 -

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - - - - - - - - - - - - - - - - - -

20. - - 2 - -

- 1 1 2 - 2 1 2 - 3 - 3 -

Total 2 - 2 - -

- 3 2 4 1 3 1 4 1 4 - 4 -

Cont.

92

Annexure IV.20-E ST Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G 1. - - - - 1 - 1 -

2. - - - - - - - -

3. - - - - - - - -

4. - - - - - - - -

5. - - - - - - - -

6. - - - - - - - -

7. - - - - - - - -

8. - - - - - - - -

9. - - - - - - - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - - -

15. - - 1 - - - - - 16. - - - - - - - -

17. - - - - - - - -

18. - - - - - - - -

19. - - - - - - - -

20. 1 1 2

2 - 3 - -

Total 1 1 3 2 1

3 1 -

93

Annexure IV.20-F OBC Student’s Enrolment

S.no Class wise - Pre-Primary to 8th

Pre-primary

1 2 3 4 5 6 7 8

B G B G B G B G B G B G B G B G B G 1. - - - - - - - - - - - - - - 1 - 1 1

2. - - - - - - - - - - - - 1 1 2 - 1 1

3. - - - - 1 2 - - 1 2 1 - 1 - 3 2 1 3

4. - - - 1 - - - - - - 2 - 1 - 1 - 1 -

5. 1 - 1 - 4 - - - - - 2 1 7 10 9 4 7 19

6. - - - 1 - 1 - - - - - - - - 1 - 1 -

7. - 2 - - - - - - - - - - 1 6 3 2 5 11

8. - - - - - 4 - - - 2 1 1 - - - 4 - -

9. 1 1 3 6 1 - 4 2 4 3 3 - 9 13 17 21 10 24

10. - - - - - - - - - - - - - - -- - - 2

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 7 - 3 - 5 1 3 3 7 2 7 5 4 2 7 2 2 2

16. 5 3 2 - 2 2 - - 4 3 3 4 5 1 4 7 - 1

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - - - 2 - 4 - 8 - 7 - 2 - 7 - 10 - 28

20. - - 2 5 7 2 1 3 4 3 3 2 -- 1 1 1 3 -

Total 14 6 11 15 20 16 8 16 20 22 22 15 29 41 49 53 32 92

94

Annexure IV.20-G OBC Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G

1. - - 1 2 - - 2 -

2. - - - - - - - -

3. 1 1 - - - - - -

4. - - -

5. 12 5 7 5 - - - -

6. - - - - - - - -

7. 3 5 8 5 1 1 1 1

8. 2 1 1 1 - - - -

9. 15 26 10 18 - - - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - -

15. 2 - 7 1 - 2 - 2

16. 1 2 1 3 5 - 3 -

17. - - - - - - - -

18. - - - - - - - -

19. - 25 - 13 - 21 - 12

20. 3 2 6 3 2 3 3 4

Total 39 67 41 51 8 27 9 19

95

Annexure IV.20-H Total Enrolment of Students

S.No

Class wise (Pre-Primary to 8th)

Pre-

primary

1 2 3 4 5 6 7 8


1. 62 38 85 74 71 86 91 87 114 97 138 87 134 94 158 117 143 122

2. 16 32 27 26 31 45 49 27 55 41 59 38 52 55 58 63 80 58

3. 47 43 37 39 48 50 51 47 83 54 73 49 66 49 62 57 63 50

4. 94 85 68 56 84 97 86 64 73 83 81 72 56 59 47 29 44 49

5. 10 23 108 100 85 110 126 155 113 134 142 150 158 156 172 142 134 135

6. 18 23 22 17 18 18 22 25 32 20 25 25 32 24 35 21 22 20

7. 17 35 74 94 135 122 116 120 128 105 107 103 154 123 159 108 148 113

8. 87 66 85 52 75 75 77 68 77 60 75 63 76 77 98 59 90 64

9. 86 69 87 77 66 56 120 95 115 98 118 101 360 334 247 212 224 221

10. 52 43 89 75 88 99 127 108 112 118 89 91 118 107 94 62 79 53

11. 256 187 122 95 143 120 164 112 207 159 235 173 216 197 207 140 151 119

12. 147 115 61 52 58 38 55 44 55 48 32 28 40 33 28 36 29 20

13. 129 89 86 40 71 59 70 61 78 57 80 62 81 70 91 54 94 61

14. 181 121 77 70 94 52 49 39 48 35 40 30 35 18 23 20 15 13

15. 95 57 51 29 55 24 60 31 58 37 57 50 63 38 72 30 46 43

16. 110 80 46 22 35 27 52 23 41 40 70 50 55 21 35 30 33 19

17. 158 138 55 27 53 27 44 29 35 25 38 21 33 24 21 15 14 10

18. 00 00 00 00 00 00 00 00 00 00 00 00 53 11 84 15 117 16

19. 00 67 00 20 00 50 00 39 00 37 00 40 00 69 00 61 00 72

20. 00 00 63 49 60 60 65 54 74 44 75 47 78 42 78 51 73 48

Total 1565 1311 1243 1014 1270 1215 1424 1228 1498 1292 1534 1280 1860 1601 1769 1322 1599 1306

Cont.

96

Annexure IV.20-I Total Enrolment


9th 10th 11th 12th

B G B G B G B G

1. 139 106 115 78 254 110 205 114

2. 42 45 47 45 64 34 15 18

3. 53 44 34 41 00 00 00 00

4. 00 00 00 00 00 00 00 00

5. 143 97 130 132 77 78 00 00

6. 18 15 30 16 00 00 00 00

7. 199 131 222 125 314 109 202 76

8. 91 60 77 56 00 00 00 00

9. 174 165 154 147 00 00 00 00

10. 00 00 00 00 00 00 00 00

11. 119 76 115 77 58 35 50 48

12. 23 17 26 17 00 00 00 00

13. 90 56 92 56 00 00 00 00

14. 15 14 15 16 00 00 00 00

15. 51 36 69 34 54 29 17 19

16. 43 36 38 31 83 29 98 45

17. 00 00 00 00 00 00 00 00

18. 201 40 249 37 556 78 481 88

19. 00 153 00 150 00 75 00 69

20. 87 49 75 58 42 49 38 48

Total 1488 1140 1488 1116 1502 626 1106 525

97

Annexure IV.20-J Muslim Minority (Students) Enrolment

S.no Class wise (Pre-Primary to 8th)

Pre-primary

1 2 3 4 5 6 7 8

B G B G B G B G B G B G B G B G B G 1. -- - 2 1 2 1 - 3 2 3 2 4 1 1 5 5 - -

2. 1 7 1 2 2 8 7 4 6 7 9 8 8 5 5 13 28 9

3. 4 3 4 5 4 5 6 2 7 3 8 3 5 4 6 2 6 3

4. 14 23 6 6 8 11 8 5 11 10 10 7 8 9 3 3 4 13

5. 2 1 20 7 5 10 16 14 17 18 19 20 24 19 18 10 13 10

6. - - - 1 - - - - - - - 1 1 - - - -

7. - 3 12 10 11 11 7 8 6 10 19 9 15 6 14 16 ??? ????

8. 10 7 9 3 11 7 12 10 6 4 6 8 6 7 11 6 11 5

9. 14 8 7 3 3 4 14 6 6 6 12 11 26 21 22 11 15 17

10. 9 2 11 13 9 12 14 13 14 16 9 5 9 17 13 6 11 4

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 4 4 2 - 2 1 1 1 4 3 2 - 3 - 3 - 3 2

16. 1 1 1 - - - 1 - - - 1 1 1 - - - - -

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - 8 - 3 - 13 - 2 - 8 - 7 - 13 - 11 - 10

20. - - 2 - 1 1 - 1 4 1 5 1 2 1 1 1 1 1

Total 59 67 77 53 59 84 86 69 83 89 102 84 109 104 101 84 102 99

Cont.

98

Annexure IV.20-K Muslim Minority (Student) Enrolment


9th 10th 11th 12th

B G B G B G B G

1. 2 1 4 - 3 1 4 1

2. 5 7 6 6 - - - -

3. 1 5 1 - - - - -

4. - - - - - - - -

5. 11 7 9 8 2 4 - -

6. - - 3 1

7. 16 8 16 6 36 11 16 7

8. 4 6 6 7 -

9. 16 8 8 12 - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - - -

15. 1 - - 2 - 2 - -

16. 2 - - 2 - - - -

17. - - - - - - - -

18. - - - - - - - -

19. - 31 - 36 - 6 - 12

20. 5 - 4 3

Total 63 73 57 83 41 24 20 20

99

U-DISE Data on

Current Students Enrolment (On 30th September 2012)


S.no Class wise


Pre-primary 1 2 3 4 5 6 7 8


1. 53 33 84 72 71 84 89 87 110 96 137 84 122 87 152 115 132 113

2. 15 27 25 22 28 41 43 25 49 34 51 33 42 44 47 42 58 44

3. 41 36 32 35 39 45 46 42 75 47 63 44 59 44 53 48 59 40

4. 87 82 61 49 92 93 84 61 69 82 75 66 49 55 43 26 37 45

5. 9 23 103 96 105 131 131 153 114 127 116 129 128 119 104 108 99 87

6. 18 23 17 20 16 13 21 24 27 20 23 23 31 20 30 19 19 16

7. 16 30 75 92 134 123 112 119 121 98 93 93 149 96 140 87 125 87

8. 66 67 76 46 69 67 71 63 70 52 73 61 75 69 96 52 83 57

9. 77 60 68 64 58 48 102 81 92 73 102 80 268 271 184 139 165 146

10. 52 43 81 72 80 82 102 87 91 110 78 80 92 87 76 49 62 38

11. 00 00 123 97 143 120 163 112 209 154 234 172 232 183 204 138 150 114

12. 145 114 60 52 58 38 54 44 65 48 32 28 40 34 28 36 39 20

13. 129 89 86 40 71 59 70 61 78 57 80 62 81 70 91 54 94 71

14. 181 121 76 60 93 52 48 39 50 35 39 30 34 18 23 21 15 13

15. 78 53 44 22 47 22 48 25 44 33 46 42 54 29 60 26 41 36

16. 91 71 40 19 29 19 47 22 28 34 64 43 40 16 27 22 31 17

17. 158 138 55 27 53 27 45 29 35 25 38 21 33 24 21 15 14 10

18. 00 00 00 00 00 00 00 00 00 00 00 00 53 11 84 15 117 16

19. 00 00 00 16 00 36 00 28 00 23 00 33 00 48 00 39 00 33

20. 00 00 43 33 37 42 50 33 51 37 57 41 47 38 59 39 54 36

Total 1216 1010

1149 934 122

3

1142 132

6

113

5

137

8

118

5

1401 116

5

162

9

133

6

1522 1090 139

4

1039

Cont.

100

Annexure IV.21-B General Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G 1. 120 91 100 64 199 87 172 96

2. 34 34 28 28 46 24 11 13

3. 47 40 31 37 00 00 00 00

4. 00 00 00 00 00 00 00 00

5. 94 79

96 100 96 100 52 68

6. 15 12 22 8 00 00 00 00

7. 169 101

177 91 293 106 167 58

8. 73 47 67 48 00 00 00 00

9. 125 87 109 85 00 00 00 00

10. 00 00 00 00 00 00 00 00

11. 120 76

116 76 53 55 50 47

12. 23 17 26 17 00 00 00 00

13. 84 50 82 55 00 00 00 00

14. 15 14 16 15 00 00 00 00

15. 49 33

57 33 54 25 16 16

16. 40 31

35 21 71 28 95 45

17. 00 00 00 00 00 00 00 00

18. 198 40

249 37 502 78 397 88

19. 00 98

00 119 00 36 00 47

20. 69 38

60 36 33 38 25 38

Total 1275 888 1271 870 1347 577 985 516

101

Annexure IV.21-C SC Student’s Enrolment

S.no Class wise (Pre-Primary to 8th)

Pre-

primary

1 2 3 4 5 6 7 8


1. 9 5 1 2 00 2 2 00 4 1 1 3 11 7 5 2 10 8

2. 1 5 2 4 3 4 6 2 7 5 8 5 9 10 9 21 21 13

3. 6 7 5 4 8 3 5 5 7 5 9 5 6 5 3 7 3 7

4. 7 3 6 4 2 4 2 2 4 1 4 6 6 4 3 3 5 3

5. 00 00 5 4 13 4 18 19 16 17 24 20 25 30 44 44 28 27

6. 00 1 00 00 2 4 1 1 5 00 2 2 1 4 4 2 2 4

7. 1 3 00 2 6 1 9 7 10 14 11 4 17 9 19 20 17 20

8. 14 6 9 6 6 6 5 5 7 6 4 2 1 8 2 3 7 7

9. 8 8 16 7 7 8 16 16 19 22 13 21 81 49 46 52 49 51

10. 00 00 6 4 8 17 25 21 22 8 19 6 25 20 18 13 17 15

11. 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

12. 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

13. 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

14. 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

15. 8 4 4 3 3 1 7 2 5 1 4 3 5 6 4 2 2 2

16. 14 6 4 3 4 6 5 1 9 3 2 3 3 4 3 1 2 1

17. 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

18. 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

19. 00 00 00 2 00 10 00 3 00 7 00 5 00 15 00 12 00 11

20. 00 00 16 11 21 9 13 17 19 5 11 5 22 6 15 10 13 12

Total

68 48 74 56 83 79 114 101 134 95 115 90 212 177 175 192 176 181

Cont.

102

Annexure IV.21-D SC Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G 1. 19 15 14 12 54 23 30 18

2. 8 11 19 17 17 9 4 5

3. 5 3 3 4 00 00 00 00

4. 00 00 00 00 00 00 00 00

5. 27 22 27 27 20 15 00 00

6. 3 3 8 8 00 00 00 00

7. 27

25 38 29 71 14 33 17

8. 16 9 9 7 00 00 00 00

9. 38 53 38 45 00 00 00 00

10. 00 00 00 00 00 00 00 00

11. 00 00 00 00 00 00 00 00

12. 00 00 00 00 00 00 00 00

13. 00 00 00 00 00 00 00 00

14. 00 00 00 00 00 00 00 00

15. 00 3 4 00 00 2 1 1

16. 2 3 2 2 7 1 00 00

17. 00 00 00 00 00 00 00 00

18. 00 00 00 00 00 00 00 00

19. 00

30 00 18 00 14 00 9

20. 14

8 8 17 8 9 10 6

Total 159

185 170 186 177 87 78 56

103

Annexure IV.21-E ST Student’s Enrolment

S. no

Class wise - Pre-Primary to 8th

Pre-primary

1 2 3 4 5 6 7 8


1. - - - - - - - - - - - - - - - - - -

2. - - - - - - - - - - - - - - - - - -

3. - - - - - - - - - - - - - - - - - -

4. - - - - - - - - - - - - - - - - - -

5. - - - - - - - - - - 2 1 - - - - - -

6. - - - - - - - - - - - - - - - - - -

7. - - - - - - - - - - - - - - - - - -

8. - - - - - - - - - - - - - - - - - -

9. - - - - - - - - - - - - - - - - - -

10. - - - - - - - - - - - - - - - - - -

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 2 - - - - - 2 1 2 1 - - - 1 1 - -

-

16. - - - - - - - - - - 1 - 2 - - - - -

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - - - - - - - - - - - - - - - - - -

20. - - 2 - - - 1 1 2 - 2 1 2 3 3 1 3 -

Total 2 - 2 - - - 3 2 4 1 5 2 4 4 4 1 3 -

Cont.

104

Annexure IV.21-F ST Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G 1. - - - - 1 - 1 -

2. - - - - - - - -

3. - - - - - - - -

4. - - - - - - - -

5. - - - - - - - -

6. - - - - - - - -

7. - - - - - - - -

8. - - - - - - - -

9. - - - - - - - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - - -

15. - - 1 -

- - - -

16. - - - - - - - -

17. - - - - - - - -

18. - - - - - - - -

19. - - - - - - - -

20. 1 1 2

2 - 2 - -

Total 1

1 3 2 1 2 1 -

105

Annexure IV.21-G OBC Student’s Enrolment

S.no Class wise - Pre-Primary to 8th

Pre-primary

1 2 3 4 5 6 7 8

B G B G B G B G B G B G B G B G B G 1. - - - - - - - - - - - - 1 1 1 - 1 1

2. - - - - - - - - - - - - 1 1 2 - 1 1

3. - - - - 1 2 - - 1 2 1 1 1 - 3 2 1 2

4. - - 1 3 - - - - - - 2 - 1 - 1 - 2 1

5. 1 - - - 3 - - - - - - - 5 10 9 4 9 19

6. - - - 1 - 1 - - - - - - - - 1 - 1 -

7. - 2 - - - - - - - - 7 9 2 5 2 2 6 7

8. - - 2 - - 4 - - - 2 - - - - - 4 - -

9. 1 1 3 6 1 - 4 2 4 3 3 - 11 13 17 21 10 24

10. - - - - - - - - - - - - - - -- - - 2

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 14 5 3 - 5 1 3 3 7 2 7 5 4 2 7 2 1 -

16. 5 3 2 - 2 2 - - 4 3 3 4 5 1 4 7 - 1

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - - - 2 - 4 - 8 - 7 - 2 - 7 - 10 - 28

20. - - 2 5 10 1 1 3 2 2 3 2 1 2 1 1 3 -

Total 21 11 13 17 22 15 8 14 18 21 26 23 32 42 48 53 35 86

106

Annexure IV.21-H OBC Student’s Enrolment


9th 10th 11th 12th

B G B G B G B G

1. - - 1 2 - - 2 -

2. - - - - - - - -

3. 1 1 - - - - - -

4. - - -

5. 12 6 7 5 - - - -

6. - - - - - - - -

7. 3 5 7 5 5 2 3 1

8. 2 4 1 1 - - - -

9. 11 25 8 17 - - - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - -

15. 2 - 7 1 - 2 - 2

16. 1 2 1 3 5 - 3 -

17. - - - - - - - -

18. - - - - - - - -

19. - 25 - 13 - 24 - 12

20. 3 2 5 3 1 - 3 4

Total 35

70 37 50 11 28 11 19

107

Annexure IV.21-I Total Enrolment of Students

S.No

Class wise (Pre-Primary to 8th)

Pre-

primary

1 2 3 4 5 6 7 8


1. 62 38 85 74 71 86 91 87 114 97 138 87 134 94 158 117 143 122

2. 16 32 27 26 31 45 49 27 57 39 59 38 52 55 58 63 80 58

3. 47 43 37 39 48 50 51 47 83 54 73 50 66 49 59 57 63 49

4. 94 85 68 56 94 97 86 63 73 83 81 72 56 59 47 29 44 49

5. 10 23 108 100 121 135 149 172 130 144 142 150 158 159 157 156 136 133

6. 18 24 17 21 18 18 22 25 32 20 25 25 32 24 35 21 22 20

7. 17 35 75 94 140 124 121 126 131 112 110 106 168 110 161 109 148 114

8. 80 73 87 52 75 75 76 68 77 60 77 63 76 77 98 59 90 64

9. 86 69 87 77 66 56 122 99 115 98 118 101 360 333 247 212 224 221

10. 52 43 87 76 88 99 127 108 113 118 97 86 117 107 94 62 79 53

11. 00 00 123 97 143 120 163 112 209 154 234 172 232 183 204 138 150 114

12. 145 114 60 52 58 38 54 44 65 48 32 28 40 34 28 36 29 20

13. 129 89 86 40 71 59 70 61 78 57 80 62 81 70 91 54 94 71

14. 181 121 76 60 93 52 48 39 50 35 39 30 34 18 23 21 15 13

15. 102 62 51 25 55 24 60 31 58 37 57 50 63 38 72 30 44 38

16. 110 80 46 22 35 27 52 23 41 40 70 50 54 21 35 30 33 19

17. 158 138 55 27 53 27 44 29 35 25 38 21 33 24 21 15 14 10

18. 00 00 00 00 00 00 00 00 00 00 00 00 53 11 84 15 117 16

19. 00 67 00 20 00 50 00 39 00 37 00 40 00 70 00 61 00 72

20. 00 00 64 49 68 52 65 54 74 44 73 49 72 49 78 51 73 48

Total 1307 1136 1239 1007 1328 1234 1450 1254 1535 1302 1543 1280 1881 1585 1750 1336 1598 1304

Cont.

108

Annexure IV.21-J Total Enrolment


9th 10th 11th 12th

B G B G B G B G

1. 139 106 115 78 254 110 205 114

2. 42 45 47 45 63 33 15 18

3. 53 44 34 41 00 00 00 00

4. 00 00 00 00 00 00 00 00

5. 133 107 130 132 72 83 00 00

6. 18 15 30 16 00 00 00 00

7. 199 137 222 125 369 122 203 76

8. 91 60 77 56 00 00 00 00

9. 174 165 155 147 00 00 00 00

10. 00 00 00 00 00 00 00 00

11. 120 76 116 76 58 55 50 47

12. 23 17 26 17 00 00 00 00

13. 90 56 92 56 00 00 00 00

14. 15 14 16 15 00 00 00 00

15. 51 36 69 34 54 29 17 19

16. 43 36 38 26 83 29 98 45

17. 00 00 00 00 00 00 00 00

18. 198 40 249 37 502 78 397 88

19. 00 153 00 150 00 74 00 68

20. 87 49 75 58 42 49 38 48

Total 1476 1156 1491 1109 1497 662 1023 523

109

Annexure IV.21-K Muslim Minority (Students) Enrolment

S.no Class wise


Pre-

primary

1 2 3 4 5 6 7 8


1. - - 2 1 2 1 - 3 2 3 2 4 1 1 5 5 - -

2. 1 7 1 2 2 7 7 4 6 7 9 8 8 5 5 13 11 9

3. 4 3 4 5 4 5 6 2 7 3 8 3 6 3 6 2 6 3

4. 13 23 8 7 13 16 10 6 13 15 5 4 8 9 3 4 4 14

5. - - 20 9 13 15 20 17 22 22 19 20 21 15 12 7 16 10

6. - - - 1 - - 1 - - - - 1 1 1 1 1 -

7. - - 13 11 11 10 7 7 6 10 15 9 21 15 17 18 16 17

8. 4 6 8 3 4 6 12 10 7 4 7 7 6 7 11 7 12 4

9. 14 9 7 3 7 4 14 6 6 6 12 11 27 20 22 13 15 17

10. 9 2 11 13 9 11 6 5 11 13 7 7 8 16 13 6 11 4

11. - - - - - - - - - - - - - - - - - -

12. - - - - - - - - - - - - - - - - - -

13. - - - - - - - - - - - - - - - - - -

14. - - - - - - - - - - - - - - - - - -

15. 7 4 2 - 2 2 4 4 4 3 2 - 3 - 3 - 3 2

16. 1 1 1 - - - 1 - - - 1 1 1 - - - - -

17. - - - - - - - - - - - - - - - - - -

18. - - - - - - - - - - - - - - - - - -

19. - 8 - 3 - 13 - 2 - 8 - 7 - 13 - 11 - 10

20. - - 3 1 1 1 3 3 4 1 6 1 3 2 1 1 1 -

Total 53 63 80 58 69 91 90 70 88 95 93 82 114 107 99 88 96 90

Cont.

110

Annexure IV.21-L Muslim Minority (Student) Enrolment


9th 10th 11th 12th

B G B G B G B G

1. 2 1 4 - 3 1 4 1

2. 5 7 6 6 3 5 1 1

3. 2 6 1 1 - - - -

4. - - - - - - - -

5. 11 9 7 8 2 5 - -

6. - - 3 1 - - - -

7. 18 10 36 12 27 11 18 7

8. 2 6 2 1 - - - -

9. 16 9 8 12 - - - -

10. - - - - - - - -

11. - - - - - - - -

12. - - - - - - - -

13. - - - - - - - -

14. - - - - - - - -

15. 1 - - 2 - 2 - 1

16. 2 - - 2 - - - -

17. - - - - - - - -

18. - - - - - - - -

19. - 31 - 36 - 6 - 12

20. 4 - 4 3 1 1 1 -

Total 63 79 71 84 36 31 24 22

111

Photos Showing Different Activities of Some Sample Schools

Showing Ramp for Students in Chitkara International School, Sector-25

Showing Ramp for Students in Government Senior Secondary School, Khuda Alisher

112

Showing Availability of Attendance Registers

113

Showing Attendence, Infrastructure, Strength of Students and Condition of Classroom in Private and Government Schools

Chandigarh Bapist School, Sector-45, Chandigarh

Government Senior Secondary School, Khuda Alisher

114

Sample of Display Board

Sample of School Health Card

115

Availability of Kitchen for preparing Mid-day-Meal in Government Model Senior Secondary School, Sector-10

*****

National University of Educational Planning and Administration 17-B, Sri Aurobindo Marg, New Delhi – 110016

SAMPLE CHECKING OF UNIFIED DISE (U-DISE) 2012-13 DATA

• It is mandatory for all the States and UTs to check the DISE data on random sample basis each

year.

• The previous scheme of drawing samples for checking of DISE data is now slightly revised and the

same will be applicable from the year 2012-13 onwards.

• Each state has to draw a sample from 10 per cent of Districts with a minimum of at least 2 districts

for random checking of data. Within each sample district schools from 5 per cent of each block are

required to be selected.

• The State Project Director will draw a sample of districts. The districts may be selected in such a

fashion so that they represent the entire population of the State. Special focus districts, districts

having literacy rate below and above the state level etc. may be the possible criteria to draw

sample.

• It is mandatory for states to engage independent agencies such as monitoring institutions identified

for state in sample checking of data.

• Actual sample of schools will be drawn by the agency entrusted the task of data checking. While

drawing school sample, it should be ensured that schools located both in rural and urban areas are

selected as well as schools from all types of school managements and categories should be

represented. Due consideration should also be given to schools pre-dominantly located in SC, ST

and minority areas. Special attention may be given to Secondary and Higher Secondary only

schools covered under the DISE for the first time.

• It is advisable that filled-in school formats should be provided to agency only after completion of

field work.

• The district and states are not required to modify the filled-in formats on the basis of the outcome

of the sample checking of the data.

• The office of the SPD will make all necessary arrangement for smooth conduct of the sample

checking of data.

• The agency entrusted the task of sample checking of data would be required to submit a detailed

report which should be discussed with the state authorities. They should also comment on the

coverage of the schools in the district.

• The agency entrusted the task of sample checking of data is also required to summarize their filed

observations regarding training of Head Master in filling- up of U-DISE format, infrastructure in

the district MIS Unit, feedback to schools in terms of School Report Cards, display of key

information on the school display board, availability of DISE data at all levels, dissemination and

awareness about U-DISE data, use of U-DISE data in planning, evidence of sharing workshops at

all levels, data feeding arrangements at the district level, availability of hardware and software and

computer professionals at the MIS Unit, etc. They may also provide their suggestions for

improving the quality of U-DISE data.

• It is mandatory for state to submit the final report of the sample checking of data (both soft and

hard copies) to the national level authorities.

• CD containing U-DISE 2012-13 data without the detailed report of sample checking of data will be

returned.

• It is suggested that the sample checking of data be undertaken sometime in the month of October or

immediately after completion of U-DISE data collection.

National University of Educational Planning and Administration

17-B, Sri Aurobindo Marg, New Delhi – 110016

District Information System for Education (U-DISE) Five Percent Sample Check: Special DCF for Post Enumeration Survey

Date of visit to School: ..…../…../…….. Academic Year: ……./….…. Name of the Person conducting the survey: ………………………………………………………… Name of the organization conducting the survey:...………………………………………………… ………………………………………………………………..………………………… …………………………………………………………………..……………………………………… State: District: Pin Code:.

A. School location Particulars 1. Village name (Rural Area) /Ward No. (Urban Area)____________________________________ 2. School - Rural=1 or Urban =2 3. Block/Municipal name ________________________________________________________ 4. DISE Code:

B. School Particulars 1. Name of the School: ______________________________________________________________

2. Name of the Principal/Head Teacher, Educational Qualification and Experience as Principal/Head Teacher: (Please Note: Write the details of each one if Principal/Head Teacher is different for Elementary/secondary/Higher secondary) Ms. /Mr. ______________________________________________________________________ Ms. /Mr. ______________________________________________________________________ Ms. /Mr. ______________________________________________________________________ 3. Lowest class in the school 16. Highest Class in the school 4. Type of school [Boys = 1, Girls = 2, Co-educational = 3] Elementary Stage Secondary Stage Hr. Secondary Stage 5. Managed by (School Management) Elementary Stage Secondary Stage Hr. Secondary Stage [Department of Education = 1, Tribal/Social Welfare Department = 2, Local body = 3, Pvt. Aided = 4, Pvt. Unaided = 5, others = 6, Central Govt. = 7, Unrecognised = 8, Madarsa recognized (by Wakf board/Madarsa Board) =97, Madarsa unrecognized= 98] 6. Year of establishment of school:

7. Year of recognition of school: Elementary Stage Secondary Stage Hr. Secondary Stage 8. Is the school a shift school [Yes=1, No=2] 9. Is the school residential [Yes=1, No=2] 10. Affiliation Board: [CBSE=1, State Board=2, ICSE=3, International Board=4, Others=5]

For Secondary sections For Higher Secondary sections

11. Pre-primary section (other than Anganwadi) attached to school [Yes = 1, No = 2] If yes, a) Total students b) Total teachers 12. Is CCE being implemented in school at elementary level? [Not Applicable=0, Yes=1, No=2] 13. Results of the Class X Examination for the previous academic year Category Number of Students Appeared Number of Students

Passed/Qualified Boys Girls Total Boys Girls Total Total 14. Results of the Class XII Examination for the previous academic year Category Number of Students Appeared Number of Students

Passed/Qualified Boys Girls Total Boys Girls Total Total C. Staff details 1. Staff category

No. of sanctioned posts (if applicable) Number in-position

For Primary

For Upper Primary

For Secondary

For Hr. Secondary Total For

Primary

For Upper Primary

For Secondary

For Hr. Secondary Total

a. Teaching Staff (Regular Teachers)

b. Contract Teachers c. Part-time instructor positioned as per RTE

D. Facilities in school 1. Status of the school Building? [Private =1, Rented=2, Government=3, Government school in a rent free building=4, No Building=5, Dilapidated=6, Under Construction=7] 2. Details of classrooms and availability of furniture a) Class/Grade Total Classrooms used

for instructional purposes


Availability of Furniture (desk/table) for Students [All=1, Some = 2, None=3]

i for Elementary section (classes 1 to 8)

ii IX iii X iv XI v XII 3. Classrooms by condition

No. of classrooms by condition Type of building block Good condition Need minor repair Need major repair a Pucca b Partially pucca c Kuchcha

Elem

enta

ry

Sect

ions

d Tent For secondary classes For Hr. Sec. classes 4. Land available for Additional Classrooms [Yes=1, No=2] 5. Separate room for Head Teacher/ Principal available [Yes = 1, No = 2] 6. No. of functional Toilets and urinals Boys only Girls only 7. Main source of drinking water facility [Hand pumps =1, Well =2, Tap water =3, others =4, none =5] 8. Electricity connection available in the school [Yes = 1, No = 2, Yes but not functional =3] 9. Type of Boundary wall [Not Applicable = 0, Pucca=1, Pucca but broken=2, barbed wire fencing=3, Hedges=4, No boundary wall=5, others=6, Partial=7, Under Construction= 8] 10. Whether school has Library facility? [Yes=1, No=2] 11. Does the school subscribe for news paper/magazine? [Yes=1, No=2] 12. Playground [Yes=1, No=2] 13. Total number of computers that are Functional 14. Whether Medical check-up of students conducted last year (Yes = 1 / No = 2) 15. Whether ramp for disabled children needed to access classrooms [Yes = 1, No = 2]

E. Enrolment in current academic session

Classes Pre-Primary I II III IV V VI VII VIII IX X XI XII S ections Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls A - Gene ral B - SC C - ST D - O BC E- Total Enrolment (A+B+C+D)

Muslim Minority out of E

*

Investigator Feedback Schedule 1. Name of the Person conducting the survey : 2. U-DISE School Code : 3. Date of visit of the School : ……./……./…… 4. Was the School open on the first day of the visit: (Yes = 1/ No = 2) 5. If no when was the School visited second time (Date) : ……./……./…… 6. Was the school open on the second visit: (Yes = 1/ No = 2) : 7. Number of visits made to the school to get information: (In case the school was closed on both the days, contact the BRC/CRC Coordinators for replacement of the school to be surveyed. Replacement should be resorted only in exceptional cases.) Attributes pertaining to the Principal /Head Teacher towards the investigation: Attribute Category of Response from the School Very Good Good Average Poor Very Poor Initial reaction of the Principal/Head Teacher

Response of the Principal/Head Teacher to provide information

Availability of Records

1. Was the Principal /Head Teacher able to provide the information pertaining to enrolment and details of pass percentage easily? (Yes = 1/ No = 2): 2. Was the Principal able to give the enrolment and other details from a single Register? (Yes = 1/ No = 2): 3. Do the teachers in the school fill-up the attendance register properly? (Yes = 1/ No = 2): 4. Does the principal have the year end summery details of Children for all grades available with him? (Yes = 1/ No = 2): 5. Was the School Report Card available in the School? (Yes = 1/ No = 2):

6. Are the attendance registers properly maintained and kept in the Almirahs? (Yes = 1/ No = 2): 7. Do the Teachers in the school come on time? (Yes = 1/ No = 2): 8. Was the School having a photo copy of filled in U-DISE DCF? (Yes = 1/ No = 2): 9. Did the investigator face any problem in getting the required information from the School? (Yes = 1/ No = 2): If yes, briefly mention the kind of problem faced by the investigator in eliciting the information from the school ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………… (Please use a separate paper if the space provided is not sufficient)- 10. Does the school have a Display Board? (Yes = 1/ No = 2): 11. Is there a provision of Mid-day meal in the School? (Yes = 1/ No = 2): 12. How is the quality of food being served to the children in the Mid-Day Meal Scheme? (Please write your comments below) ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………… 13. How is the seating arrangement made for children in the school? (Please write your comments below) ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………………

Documents

REPORT ON POST ENUMERATION SURVEY (PES) OF U-DISE DATA Checking/5% Sample... · REPORT ON POST ENUMERATION SURVEY (PES) OF U-DISE DATA OF 20 SCHOOLS OF CHANDIGARH U.T (Primary to