No. of Schools SMDC members are clear about their roles Not clear 24 1 % 96 4 S.N. Steps taken by SMDC members accordingly Number of Schools % 1 Ensuring education facility to dropout Students 22 88 2 Making society aware of child rights & duties of teachers& parents 21 84 3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W. 21 84 4 Keeping check on private tuitions by teachers, paying attention to academic progress of students 12 48 5 Identification of CWSN & taking care of availability of facilities to CWSN students 11 44 6 Paying attention to improvement in regular teaching learning activities. 16 64 7 Distribution of free text books 2 8 8 Availability of scholarships on time to students 12 48 9 Preparing three years’ perspective Plan 24 96 10 Proper use of funds i.e. SAG & other grants as per norms 22 88 11 Monitoring of minor & major repair work and maintenance of physical infrastructure 25 100 12 Seeking knowledge and information about income and expenditure of SMDC and supervising the accounts thereof. 17 68 Comments: It is noteworthy that SMDCs of 24(96%) schools have clarity about their mandated roles. SMDCs of all these schools have been paying attention to improve teaching learning activities and distribution of free text books. It is good enough to know that 19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers and parents and also monitoring the maintenance of physical infrastructure. 92% schools’ SMDCs taking care for providing facilities to drop out and CWSN students. Only in 17(68%) schools, SMDC members were actively related to cash flow of fund receiving under RMSA. Details of various other aspects, looked after by SMDCs of schools are being given in above table. It was observed during interactions that most of the members were very keen towards their active participation in the activities related to schools. However, there are certain reasons which may be attributed towards the awareness of SMDC members towards their role. The fore most is intensity of training imparted to them. The other thing is that
the qualitative improvement of education. With the emergence of RMSA their role has become prominent. For the effective implementation of RMSA's goals and objectives, various committees have been formed from block, district to state level and each committee has the representatives of Panchayati Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All these representatives were trained through various orientation programmes/workshops for making their greater participation in the process of planning. All these representatives have been included in micro planning exercise and in school improvement plan. School education Secretariat is taking policy decisions at state Govt. level and Directorate of school education is supreme body to take departmental decisions at school level. 1. Involvement of State Level Planning team in the preparation and finalization of District Level Plans 1. Yes 2. No Comments: State level planning team actively involved in preparation and finalization of District Development plans. 2.Does the State Plan reflect the Planning needs at School and District Level? Comments: Yes. The school level plans have been compiled in to District plan and all the district plan in turn forms the State plan. The primary goal of RMSA is to make secondary education of good quality available, accessible and affordable to all adolescent girls and boys up to the age of 16 by 2020. Under the RMSA scheme specific targets has been set for different components of the secondary education system. State plan reflect the planning needs alt school and District level 2(a) Whether State Plan has adopted a convergence approach with following department. Yes 2. No) S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1 b. Social Welfare 1 c. Tribal Development 1 d. Minority department 1 e. Rural Development 1 f. Urban Development 1 g. Medical Health & Family welfare 1 h. PWD 1 i. Transportation (Roadways) 1 j. Others 1 Comments: At State level a planning team has been constituted to guide, facilitate and appraise the district plans. This core planning group involved State Project Director, Additional Project Director and Component in charge for Access, Civil Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education, Girls Hostel and Academy of administration, training institutes. According to the State, The respective district has internal mechanism for overseeing the implementation of the programme through a monitoring committee constituted for the purpose. 2(b) Any problem areas of restructuring on convergence and co-ordination The State plan has been prepared and it has proposals regarding convergence with all the concerned departments wherever required. There is no such problem reported by the District officials in this regard. 3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.
Provisions for Training of Teachers S. No. Provisions for In-service training Schedule Duration 1 Induction training (Science, Maths, English, `Social Science, Hindi & Sanskrit) For newly recruited teachers 10 days training programme based on NCF. 2005, content, pedagogy and classroom activities. 2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science From July to December (50% of existing teachers from each district to be covered) 5 days 3 Orientation programme for Head Master/ Principal As per SPO calendar 3 days 4 Training for newly recruited Head Masters As per SPO calendar 10 days 5 Management training for Head Masters/ Principals From Aug. to January 14 days 6 Workshop for Development of different modules for training As per SPO calendar 10 days 7 Training of Resource Persons for H.M.’s training As per SPO calendar 8 Block head-quarters and girls hostels As per SPO calendar 2 hrs. daily after School for 15 days 9 Development and Life skills for girls As per SPO calendar 5 days 10 Sensitization programme (legal literacy workshop) As per SPO calendar 1 days 1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills – In service teachers training has been conducted by SCERT. In total 7707 teachers have been provided with in-service training in the State. Comments: 2. Inclusion of trainings for dealing with CWSN, in training programme Details of in-service training in subjects received by teachers -
No. of schools whose teachers received training under RMSA 25 % S. No. Number of teachers, received training under RMSA Average teachers per school who received training Average Duration 1 Science 25 2 5 2 Maths 25 2 5 3 English 25 2 4 4 Social Science 25 2 4 5 Sanskrit 0 - - 6 Hindi 0 - - 7 Computer training 0 - - 2 (i) Need of various trainings expressed by teachers S. No. Name of Training Number of Schools expressed the need Frequency Duration 1 Subject based training 25 Annual 2 Orientation Programme 2 Annual 5 days 3 Innovations’ training 1 Annual 5 days 4 Training for Development of life skills 0 Annual 5 days 5 Computer training 8 Annual 11 days 6 Scout Masters’ training 7 Annual 7 Disaster Management Training 2 Annual 11 days 8 CWSN 0 9 Any other (mention) Comments: Teachers across 25 sampled schools have reiterated the need for subject based training and teachers of 9 (36%) schools have put stress on the need of computer training. It is strange that none the teacher have demanded for training for dealing CWSN in classroom. 3. Impact of training on the confidence level of the teacher in handling a class with CWSN : Since no teacher have received the training to handle CWSN in classroom. The impact on confidence level of teachers cannot be judged.
Class Sections Available no. of rooms % Deficit % 9 46 39 85 7 15 10 29 93 2 7 Comments: In sampled schools, class 9th has been divided into 46 sections whereas class 10th comprised of 31 sections. In case of availability of rooms concern, 39 rooms are available for class 9th and only 29 rooms for class 10th. There is a deficit of 15% and 7% rooms for class 9th and 10th respectively. 4. Area of the School No. of Schools having School Campus School Building Open Space Play Ground Other 25 25 25 % 100 100 100 Total area (sq.ft)of sampled Schools Avg. (sq.ft) Area List of Schools with specified details is attached Comments: II. Design 1. Type of Building – No. of Schools Pucca Semi Pucca Kutcha Rented 25 % 100 Comments : All the schools visited by the Monitoring Institutes have pucca building. 2. Physical Condition of building - No. of Schools Cracks Damp Seepages Damages in Plaster None 14 12 8 5 5 % 56 48 32 20 20
Though all schools use U-DISE as data base source, yet 11(44%) schools use other data also for plan preparation. All the visited schools have prepared their annual plan and submitted to the higher authorities. Most of the head teachers and SDMC members informed that they try to incorporate all the aspirations and visions in the plan. Guidelines for preparation of School Development Plan were also available in most of the visited schools. 3. Whether disadvantaged groups have been appropriately factored in the Plan. No. of Schools Developed Planning strategy for disadvantaged groups Yes No 21 4 % 84 16 Comments: 21 (84%) schools have adopted separate strategies for students of disadvantaged groups to improve the status of their educational outputs. However, 4 (16%) schools have not developed any separate strategy for such students. The reason for not doing so, told to us by some schools was that no such need has been felt, whereas lack of proper guidelines from authorities and lack of knowledge at their end by other schools. 4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan - No. of Schools Convergence approach adopted Yes No 20 5 % 80 20 Comments: Maximum convergence done in practical by 19 (76%) schools, was found with Health & Medical Department, 16 (64%) schools got converged with water and sanitation Department. Some of the other departments, were also sought for convergence by the schools. While preparing School Development Plan, convergence with such departments help the school in many ways for developing a quality and comprehensive plan.
No. of Schools Students made to sit in small groups Students of disadvantaged groups and Students with disabilities sit separately or on back benches Students have role in classroom management Yes No Yes No Yes No 0 25 0 25 25 0 % 0 100 0 100 100 0 Groups made of Different Same class No. of Schools 0 0 % Comments : In none of the visited schools children sit in classroom in small groups. There is no separate seating arrangement for the children of disadvantaged groups and CWSN in any of the sampled school. Students of 11 (84%) schools are involved in classroom management. 6. Remedial Teaching:- Number of schools, which arranged zero period, extra classes etc. for academically weaker students – No. of Schools who arranged zero period, extra class Yes No 19 6 % 76 24 Extra classes ran Throughout year Only for one month before exam 19 6 % 76 24 Average days of zero period in a week 5 Results thereof Results improved in – 15 schools, improvement in cognitive level of weak students in 18 schools. Comments : Remedial teaching for academically weaker students through zero period is being practiced in 19 (76%) schools for five days per week, one month before exams. School heads of 15 (60%) schools out of 19, have acknowledged the
Type of construction New school building Strengthening of existing school Repair works No. of Schools 0 3 0 - % 12 - - Measures being taken by school authorities a. Measures being taken to ensure No. of schools Academic activities not hampered due to construction Construction activity does not vitiate quality Of Noise pollution in permissible limit Air Water Land Yes No Yes No Yes No Yes No Yes No 2 1 2 1 2 1 2 1 2 1 % 66.67 33.33 66.6 7 33.3 3 66.67 33.33 66.67 33.33 66.67 33.33 b. Construction material stored appropriately No. of Schools Yes No 1 2 % 33.33 66.67 c. Temporary fencing of construction area done No. of schools Yes No 0 3 % - 100 Comments: The construction activities are ongoing in 3 (12%) schools and out of these schools, in 1 (33.33%) school construction work of new building and in 2 (66.67%) schools, civil work for strengthening of existing building has been ongoing. However, school authorities and contractors have taken measures in 2 (66.67%) schools to ensure that academic activities are not hampered, air, water land’s quality is not vitiated and noise pollution has been kept within permissible limits. Construction material has been stored appropriately in 1 (33.33%) school. None of the schools with ongoing civil work has taken care to make temporary fencing of construction area. 2. (a-b) Procurement aspects No. of schools Same contractor whom the work was awarded is doing work (a) Stage of construction work Construction work being done according to layout plan Yes Subleted to other level Plinth level/ DPC Lintel Roof Level Flooring/ plastering Finishing level Yes No 2 1 0 0 0 3 0 0 3 0
5. Incorporation of SMDC recommendations in the School Development Plan No. of Schools School Development Plan Prepared Recommendations incorporated in School Development Plan Yes No Yes No 25 0 25 0 % 100 0 100 0 Comments : SMDCs were showing interest in activities related to RMSA in almost all the visited schools. In most of the schools the coordination among the teachers and members was found to be good and they were appreciative of the fact that a coordinated effort is required for development of the facilities under the scheme. All the visited schools, prepared school development plan and incorporated the recommendations made by SMDCs in their plans. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools : S.No. Roles Responses regarding assigning roles (No. of Schools) % 1 Filling of DCF of U-DISE 11 44 2 Preparation & Implementation of Annual Plan 24 96 3 Admission of Students to Class-9 17 68 4 Regular attendance and retention of students 17 68 5 Regularity & Punctuality in teachers’ attendance 19 76 6 Civil work 24 96 7 Providing resources Physical 10 40 Human 12 48 8 Organizing cultural, sports events, functions 14 56 9 Mid-day-meal 25 100 10 Preparing annual accounts of income & expenditure of SMDC 10 40 11 Any other 14 56 Comments :
Yes, prepared. The District authorities informed that the District plan has mentioned about convergence with water & Sanitation, Social welfare, Rural Development, Medical health and PWD etc. 2(a) Whether District Plan has adopted a convergence approach with following department. Yes 2. No) S. No. Department (1. Yes 2. No) a. Water & Sanitation 1 b. Social Welfare 1 c. Tribal Development 1 d. Minority department 1 e. Rural Development 1 f. Urban Development 1 g. Medical Health & Family welfare 1 h. PWD 1 i. Transportation (Roadways) 1 j. Others 1 District has developed convergence with other Departments such as Water and Sanitation for maintenance of water sources and equipments in schools, social Welfare and Tribal Departments for providing scholarships to disabled and tribal students respectively, Rural and Urban Development for providing sanitation in schools, Health welfare for regular check up of students related to health issues and PWD for quality constructions and repairing of schools. 2(b) Any problem areas of restructuring on convergence and co-ordination. The district plan has been prepared and it has proposals regarding convergence with all the concerned departments wherever required. There is no such problem reported by the District officials in this regard.
Natural light is available in 87% rooms of 25 sampled schools, however, cross- ventilation exists in only 53% rooms. Blackboards are appropriately located in 80% classrooms. Availability of bulbs/tube lights/CFL exists in 64% and ceiling fans are available in 62% classrooms. Charts etc. are displayed only in 66% classrooms across sampled schools. 1(b) Availability & workability of following material/equipments – S. No. Name of Material/Equipment Availability in Number of Schools Functional in Number of Schools Number % Number % 1 Teaching aids 21 84% 20 80% 2 Desk-chairs/stools for students (Adequate) 16 64% 15 60% 3 Integrated science lab with equipments and material 14 56% 14 56% 4 Math kit 14 56% 14 56% 5 Science kit 14 56% 14 56% 6 Art and Craft room 1 4% 1 4% 7 Library with age appropriate books and seating arrangement 4 16% 4 16% 8 Purified/ Safe Drinking Water 13 52% 12 48% 9 Fire Extinguisher 15 60% 14 56% 10 Staff room 18 72% 17 68% 11 Indoor games room 16 64% 15 60% 12 Counselor room 13 52% 12 48%
Withdrawal of funds depends upon the specific timely requirement of funds, as and when required. Sharing of proposal for expenditure and expenditure Statements with community No. of Schools Sharing of If yes, details of objections Proposal for expenditure Expenditure Statements Any objection raised by community about any transaction Yes No Yes No Yes No 1. 25 0 25 0 0 25 2. % 100 0 100 0 0 100 Comments: The proposals for expenditure and expenditure statements were found to be shared with the community by 16(64%) visited schools by MI team. For none of these schools, the objection regarding the expenditure statements were raised by the community. 6. Audit of SDMCs All SDMCs in State/District are covered by audit 1. Yes 2.No No some of the SDMC are yet to be covered by Audit. No. of Schools Audit carried out YES NO 21 4 % 84 16 D.P.O. No. of Schools If yes, Audit carried out by Education Deptt. A.G. C.A. Social Audit None 21 % 84