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