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Secondary EducationPlanning and Appraisal ManualS.M.I.A. ZaidiK. BiswalN. K. MohantyA. A. C. LalNational University of Educational Planning and Administration17-B, Sri Aurobindo MargNew Delhi – 110016January 2012

First Published: April 2012 (5H)by National University of Educational Planning and Administration (NUEPA)(Declared by the Government of India Under Section No. 3 of the UGC Act 1956)17-B, Sri Aurobindo Marg, New Delhi 110 016http://www.nuepa.org© NUEPA, 2012All Views expressed in the manual are those of the Author and should not be attributed to NUEPAAll rights reserved. No part of this manual may be reproduced in any form without prior writtenpermission of the publisher.Published by the Registrar, National University of Educational Planning and Administration(NUEPA) through Publication Unit, NUEPAPrinted at: Viba Press Pvt. Ltd., New Delhi

va'kq oS';lfpoAnshu VaishSecretaryHkkjr ljdkjekuo lalk/u fodkl ea=kky;Ldwy f'k{kk vkSj lk{kjrk foHkkxubZ fnYyh & 1100 115Government of IndiaMinistry of Human Resource DevelopementDepartment of School Education & Literacy124 'C' Wing, Shastri Bhavan, New Delhi-110 115Tel. : 23382587, 23381104 Fax : 23387859E-mail : secy.sel@nic.inFOREWORDThe 'Secondary Education: Planning and AppraisalManual' has been developed by the NationalUniversity of Educational Planning andAdministration (NUEPA) for the RashtriyaMadhyamik Shiksha Abhiyan (RMSA), which waslaunched in March, 2009 with the objective ofuniversalizing quality secondary education.The task of developing this Manual was challengingas it is intended to be used by all States and UnionTerritories in formulating their plans for expansion,inclusion and excellence at the secondary level ofeducation. Varying ecological, socio-economic andeducational conditions added to its complexity. Ithank NUEPA for undertaking this task of greatimportance for effective and meaningful planningand implementation of the RMSA.The Manual deals with the approaches,methodologies and technical aspects of planformulation and appraisal, as per the norms ofRMSA. However, it is expected that this Manual willgo beyond planning and appraisal under RMSA andwill support such exercises under other centrallysponsored schemes dealing with secondaryeducation as well. Thus the hope is that this Manualwill also function as a tool for convergence ofprogrammes related to secondary education. I trustthat policymakers, implementers, schooladministrators, teachers, and others involved insecondary education will find it useful as they engagewith the strengths and weaknesses, the challengesand opportunities of the secondary education sector.I place on record my deep appreciation for theconcerted effort and hard work put in by the NUEPAteam under the leadership of Prof. R. Govinda, ViceChancellor. In particular, I would like toacknowledge the contribution of Prof. S.M.I.A.Zaidi, Dr K. Biswal, Dr N.K. Mohanty and ShriA.A.C.Lal, Consultant, who made up the core of theteam at NUEPA.Thanks are also due to the Secondary EducationBureau in the Ministry of HRD, under the leadershipof the former and present Joint Secretaries, and theRMSA Technical Support Group for their constantinvolvement and support.New DelhiDecember 22, 2011(Anshu Vaish)iii

PREFACEThe country has made big strides during the last sixdecades in the field of school education, withunprecedented expansion of school infrastructureand student enrolment. What initially began as amove towards universalising elementary educationthrough Sarva Shiksha Abhiyan got greater fillip anda new perspective with the Right to Education Act.Consequent to these developments there has been anincreasing demand for secondary education in thecountry. Further, there is a clear realization that withthe emergence of a knowledge based societysecondary education has to be treated as basicrequirement for personal progress in life, as well asfor meeting national development goals. In thiscontext, the launch of the 'Rashtriya MadhyamikShiksha Abhiyan (RMSA)' in 2009 to achieveuniversal secondary education in a mission modemarked a major step in this direction. The vision ofthis programme is to make good quality educationavailable, accessible and affordable to all youngpersons in the age of 14-18 years.Planning, designing, appraising and monitoringprogress in implementation of RMSA programme atthe district and state levels is a challenging task. Thechallenge of planning secondary education underRMSA could be attributed to its unique features,including addressing the needs of children from apluralist socio-economic, educational and culturalbackgrounds; meeting their needs and aspirations tocontinue with higher education or entering theworld of work. Efforts in the area of secondaryeducation are, of course, not altogether new.Therefore, several existing schemes related tosecondary education are being gradually subsumedunder the umbrella of RMSA. The challenge also liesin promoting complementarity among theapproaches, interventions and resources of theseschemes. The RMSA envisages greater role forcommunities, panchayati raj institutions and otherstake holders in all aspects of planning andimplementation, leading to considerable devolutionand decentralization of authority and managementfunctions. Therefore, a very pragmatic approach isneeded in development and appraisal of district andstate level secondary education plans prepared underRMSA. Sufficient technical knowledge to deal withquantitative aspects and also to meaningfullyaddress issues of quality is needed. It is a challengingtask to build the capacity of the planning teamsconstituted at the state and district levels forplanning and management of the secondaryeducation in their respective areas under RMSAprogramme.Considering the expertise available in the NationalUniversity of Educational Planning andAdministration (NUEPA), the pivotal role played byits Faculty in drawing the contours of RMSA, and thelong experience it has acquired in guiding andtraining of state and district planning teams inplanning and appraisal of district education plans,the Department of School Education and Literacy,Ministry of HRD, Government of India desired thatNUEPA may develop a 'Planning and AppraisalManual for Secondary Education'. In response, thisv

National University of Educational Planning and Administrationmanual has been prepared with the purpose ofequipping the planning teams with knowledge andskills relevant to planning for secondary education,developing need-based secondary education planusing appropriate methodology and techniques,developing capacity for involving communities, PRIsand other stake holders in plan preparation and,finally, providing necessary inputs for undertakingthe appraisal of secondary education plans. Care hasbeen taken to make the manual user friendly bycasting it in the form of self-learning material whichmay be suitable for the users at different levels. Thefirst part of the manual focuses on providingknowledge about the methodology of planformulation, developing skills to use techniques ofpopulation and enrolment projection and equip theusers to set targets. This part also provides technicalnotes on computing the performance indicatorsrelated to secondary education. The second partprovides details of plan formulation in terms ofpreparing the perspective plan and the Annual WorkPlan and Budget. The third part of the manualexclusively deals with various aspects of appraisal,such as purpose and approach of appraisal, process ofappraisal and aspects to be looked into or reviewedwhile appraising different components. It alsoprovides an overview of different issues concerningplanning and appraisal of social sector programmes,especially those relating to secondary education.education. Efforts have been made to bring out themanual at a time when states and UTs are initiatingactivities to develop their annual work plan andbudget, under the RMSA programme, for the year2012-13, with the hope of getting improved districtand state plans.The manual has been developed by a team consistingof Prof. S.M.I.A Zaidi, Dr. K.K. Biswal and Dr. N.K.Mohanty of Department of Educational Planningand Shri A.A.C. Lal, Consultant of NUEPA. I highlyappreciate their contribution in undertaking andsuccessfully completing the task of developing themanual. I am confident that this manual will help thestate and district planning teams as well as otherprofessionals who are working in the area ofplanning and management of secondary educationin the country.(R. Govinda)Vice-ChancellorNUEPA, New DelhiThe draft of the manual was discussed in severalrounds of meetings and accordingly underwentchanges to accommodate suggestions andobservations given by national and internationalorganizations, GOI and of the participating statesand UTs. The revised draft of the manual wasthoroughly discussed in two training programmesorganized at NUEPA involving state and district levelofficers responsible for management of secondaryvi

ACKNOWLEDGEMENTSThe country has made tremendous progress in thefield of education since independence. However, theprogress does not seem be uniform across variouslevels and it may be noted that progress made in thearea of secondary education has been relatively slow.The access to secondary education is still a seriousconcern in many educationally backward states ofthe country. The development of secondaryeducation has been, more or less, exclusively theresponsibility of state governments and UTadministration, and the states could not, for somereason or the other, focus on this sector of educationproperly. Further, the role of central government hasalso been almost negligible in development ofsecondary education in the country.It is heartening to note that in the Eleventh Five YearPlan the Government of India had given lot ofemphasis to development of secondary educationand the allocation for this sector has been increasedmany fold in the Eleventh plan, as compared to theallocations made in the Tenth Five Year Plan. Severalcentrally sponsored schemes have been launched inthe country for the development of secondaryeducation, namely: Rashtriya Madhyamik ShikshaAbhiyan (RMSA), Model Schools, Girls' Hostel,ICT@schools, Integrated Education for Disabled inSecondary Schools (IEDSS), National Means cumMerit Scholarship (NMMS), Incentive for Girls,Vocational Education and Language Teachers. Outof these nine schemes the highest allocation in theEleventh Five Year Plan has been made for the RMSAprogramme.Under these schemes, and especially for theimplementation of the RMSA, the states are expectedto develop their plans and submit them for appraisaland approval of the Government of India. The focusin RMSA has been on developing the DistrictSecondary Education Plan (DSEP) by all districtsand also developing state level secondary educationplans on the basis of the DSEPs. It was felt that amanual needs to be developed for facilitating thedistrict and state teams for planning andimplementation of these schemes, specificallyRMSA. Keeping this in view, NUEPA, on the requestof Department of Schools Education and Literacy,Ministry of HRD, Government of India, developedthis Manual, which not only covers the planning butalso the appraisal of secondary education plans to bedeveloped in the states under these above mentionedcentrally sponsored secondary education schemes.This manual is an outcome of a meticulous processunder which very valuable inputs have beenprovided by several organizations, individuals andstakeholders. We gratefully acknowledge thecontributions made by each of them. At the outset,we acknowledge our heartfelt thanks to the officialsof Department of School Education and Literacy,Ministry of HRD, Government of India, for showingfaith in us and assigning us the responsibility ofdeveloping this manual. We are especially grateful toMs. Anshu Vaish, Secretary, Department of SchoolEducation and Literacy, Ministry of HRD,Government of India, for writing Foreword of thisdocument. We put on records our thanks to Shri S.C.vii

National University of Educational Planning and AdministrationKhuntia and Shri R.P. Sisodia, former JointSecretaries (SE), Shri Satish Namboodiripad andDr. Alka Bhargav, former Directors (SE) and ShriBhaskar Dasgupta, former Under Secretary (SE)Department of School Education and Literacy,Ministry of HRD, Government of India. Our sincerethanks are due to Mrs. Radha Chauhan present JointSecretary (SE), Ms. Caralyn K. Deshmukh, Director(SE) and Shri R.L. Gupta, Section Officer (SE) andother officials of the Department of SchoolEducation and Literacy, Ministry of HRD,Government of India, for giving valuable suggestionsduring the process of development of this manual.In order to get feedback and elicit comments andsuggestions of the stake holders and other importantfunctionaries working in the area of secondaryeducation, the draft of this manual was presentedand discussed thoroughly in various forums, whichare as follows:1. Five day workshop conducted at IndiaHabitat Centre, New Delhi during May 16-20, 2011, where officials of MHRD GOI,World Bank, DEA, NUEPA, NCERT,NIPFP and TSG (RMSA), Ed. CIL NewDelhi, participated.2. One day workshop organized at NUEPA onJuly 07, 2011, in which the officials ofMHRD, GOI, representatives of 10 stateGovernments, NCERT, Technical SupportGroup ( R M S A ) , E d . C I L a c t ivelyparticipated.3. Five days Training Programme on Planningfor Secondary Education organized byDepartment of Educational Planning atNUEPA, New Delhi during May 23-27,2011, in which representatives from 20states and union territories participated.4. Four days Training Programme on SchoolMapping at Secondary Level organized byDepartment of Educational Planning,NUEPA at Chennai during August 1-4,2011, in which 23 states and UTsparticipated.5. Three days National workshop on Use ofSEMIS Data for Planning and Monitoringof Secondary Education organized byDepartment of Educational Planning atNUEPA, New Delhi during August 24-26,2011, in which representatives from 27states and union territories participated.6. Five days Training Programme on SchoolMapping and Formulation of DistrictSecondary Education Plans conducted bythe Department of Educational Planning,NUEPA at Bhubaneswar during September19-23, 2011, in which 40 officials working insecondary education at the district and statelevel in Orissa participated.As it may not be possible to acknowledge all theparticipants of these above mentioned programmesindividually, we put on records our sincere thanks toall of them, as without their valuable comments andsuggestions this manual could not have beenproperly shaped.We are thankful to the officials of the World Bankand DFID New Delhi office for sending us theirvaluable comments and suggestions that helped us infine-tuning the contents of the manual. Our thanksare due to the members of Technical Support Group(RMSA), Educational Consultants India Ltd. In thisregard we are especially thankful to Shri Mohd Altab,viii

Secondary Education: Planning and Appraisal ManualSr. Consultant (Planning), Shri Manoj Mishra, Sr.Consultant (Planning), Shri Sushil Kumar, Sr.Consultant (Civil Works) and Ms. Amita Singla, Sr.Consultant (Finance) of Technical Support Group(RMSA), Educational Consultants India Ltd. underMHRD, New Delhi, who have not only participatedin various forums and gave valuable suggestions buthave also made available relevant material that hasbeen used in developing this manual.The manual has been developed under the guidanceof Prof. R. Govinda, Vice-Chancellor NUEPA,without whose constant encouragement and supportthe manual could not have seen the light of the day.We put on record out sincere thanks to him for hisencouragement and support and also for kindlyagreeing to write the preface of this manual. Thoughthe responsibility of developing this manual has beentaken by the faculty members of the Department ofEducational Planning, NUEPA, with active help andfull support of Shri A.A.C. Lal, many persons inNUEPA have directly or indirectly helped us tofacilitate in this work. We are thankful to theAdministration and Accounts Section and Trainingcell of NUEPA without whose help and cooperationthis manual could not have been completed.Authorsix

CONTENTSPage No.ForewordiiiPrefacevAcknowledgementsviiList of TablesxviiList of FiguresxviiAbbreviationsxixAbout the Manual 1-4The ContextObjectives of the ManualTarget UsersOutcomesBasic Characteristic and Structure of the ManualHow to use the ManualPart One: Developing the District Secondary EducationDevelopment Plan (DSEP) under the RMSA:Context, Methodology and Technical Notes5-52Chapter I: Introduction 7-151.1 Vision, Goals and Objectives1.2 Approach and Strategy1.3 Institutional Reforms and Strengthening of Resource Institutions1.4 School Infrastructure, Learning Resources, Teachers and Others1.5 Quality Improvement Interventions1.6 Interventions for Focus Groups1.6.1 Girls' Education1.6.2 Education of SCs/ STs/ OBCs/ Educationally Backward Minorities1.7 Improvement of School Infrastructure and Civil Worksxi

National University of Educational Planning and AdministrationChapter II: Methodology of the District Secondary Education Plan 17-32(DSEP) Formulation under the RMSA2.1 Decentralized Planning in Secondary Education2.2 Changing Shift in the Planning Approach under the RMSA andthe Need for Capacity Building2.3 Methodology of Plan Formulation2.4 What a District Secondary Education Plan must have?Chapter III: Techniques of Population and Enrolment Projections 33-373.1 Projection of Secondary School Age Population3.2 Enrolment Projection at Secondary Level3.3 Alternative Development Scenarios and Plan Targets3.4 Proposed GER Target and Development Scenario3.5 Year-wise Additional Enrolment by Location, Gender and Social Category3.6 Other Component-wise Targets3.7 Projected Demand for New Schools, Upgradation ofExisting Schools, Classrooms and TeachersChapter IV: Key Secondary Education Performance Indicators: Technical Notes 39-524.1 Performance Indicators of Physical Access and Facilities4.2 Performance Indicators of Provisions in Secondary Schools/Sections4.3 Performance Indicators on the availability of Teachers in Schools4.4 Performance Indicators related to Enrolment4.5 Performance Indicators of Efficiency of Secondary Education4.6 Performance Indicators related to Learning OutcomesPart Two: Framework for Developing the DistrictSecondary Education Plan under the RMSA53-711: Approach to Plan Formulation 55II: Framework for Preparing the Perspective and Annual Work Plans 57-71Chapter 1: State/Distric Profile 571.1 Geophysical Features and Administrative Divisions1.2 Socio-Economic Profile1.3 Demographic Structure1.4 Structure and Administration of Secondary Education1.5 Database for Plan Formulationxii

Secondary Education: Planning and Appraisal ManualChapter 2: RMSA and Implementation Status of AWP&B 582.1 The Rashtriya Madhyamik Shiksha Abhiyan (RMSA)2.2 Institutional Arrangements for Implementation of RMSA2.3 Proposed Interventions in the State/UT in XIth Plan forDevelopment of Secondary Education2.4 An Overview of the AWP&B, in the preceding year2.5 Utilization Pattern of preceding year AWP&BChapter 3: Sector Diagnosis - Current Status and Development Priorities 59-623.1 Demands for Secondary Education3.2 Projection of School Age Population (14-15 Age Group)3.3 Current Status of Secondary Education3.3.1 Physical Access and Facilities3.3.2 Enrolment Trends3.3.3 Education Efficiency and Effectiveness3.3.4 Trends in Public Expenditure on School Education3.4 Development Issues, Priorities and Options3.4.1 Development Challenges and Issues3.4.2 Development Priorities and OptionsChapter 4: Planning Process 62-634.1 Institutional Arrangements4.2 Orientation and Capacity Development for Planning4.3 Collection of Primary and Secondary Data: Field Visits and Consultations4.4 School Improvement Plans4.5 Plan Formulation Process and ConstraintsChapter 5: Alternative Development Scenarios and Plan Targets 63-645.1 Enrolment Projection and Targets5.1.1 Alternative Development Scenarios5.1.2 The Development Scenario and Enrolment Targets5.1.3 Year-wise Additional Enrolment byLocation, Gender and Social Category5.2 Other Component-wise Targetsxiii

National University of Educational Planning and AdministrationChapter 6: Strategies and Action Programmes 64-696.1 Advocacy and Stakeholder Participation6.2 Quantitative Expansion - Access and Participation6.3 Strengthening of Existing Schooling Provisions6.4 Quality Improvement6.5 Capacity Building for Planning and Management6.6 Secondary Education Management Information System (SEMIS)6.7 Internal Efficiency of the School System - Monitoring & Evaluation6.8 Research and Evaluation Studies6.9 InnovationsChapter 7: Action Programmes for Focus Groups 69-717.1 Girls' Education7.2 Education of SCs/ STs/ OBCs/ Educationally Backward Minorities7.3 Free lodging and boarding facilities for students belonging toSC, ST, OBC and minority communities7.4 Providing scholarships to meritorious/needy students at secondary level7.5 Providing all necessary facilities for the differently-abledchildren in all schools7.6 Expansion of Open and Distance Learning7.7 Other Relevant interventionsChapter 8: Estimation of Additional Inputs 718.1 Advocacy and Stakeholder Participation8.2 Quantitative Expansion - Access and Participation8.3 Strengthening of Existing Schooling Provisions8.4 Quality Improvement8.5 Education of Focus Groups8.6 Capacity Building for Planning and Management8.7 Education Management Information System8.8 Internal Efficiency of the School System - Monitoring & Evaluation8.9 Innovations8.10 Other Inputsxiv

Secondary Education: Planning and Appraisal ManualChapter 9: Planning for Implementation 719.1 Implementation Schedule and Responsibilities9.2 Monitoring, Inspection and Supervision9.3 List of Key Performance Indicators for MonitoringChapter 10: Budget Estimates and Financing 7110.1 Utilization Pattern of Funds (in case of AWP&B)10.2 Component-wise budgeting by item and nature ofexpenditure (recurring and non-recurring)10.3 Distribution of estimated budget by component andrecurring and non-recurring expenditures10.4 Sharing pattern between centre & state10.5 Convergence10.6 Percentage share of the estimated budget to the SGDP comparedwith the current share of education expenditures in the SGDPPart Three: Appraisal of the District SecondaryDevelopment PlanEducation73-91I. An Introduction to Plan Appraisal 75-761.1 Objectives of Appraisal1.2 The Appraisal Team1.3 The Appraisal ProcessII. Appraising the District Secondary Education Plan 77-88(Component-wise)Chapter 1: State and District ProfileChapter 2: RMSA and Implementation StatusChapter 3: Sector Diagnosis -- Current Status and Development PrioritiesChapter 4: Planning ProcessChapter 5: Alternative Development Scenario and Plan TargetsChapter 6: Strategies and Action ProgrammesChapter 7: Action Programme for Focus GroupsChapter 8: Estimation of Additional Inputsxv

National University of Educational Planning and AdministrationChapter 9: Planning for ImplementationChapter 10: Budget EstimatesIII. Appraisal Report Generation 89-90References 91AnnexuresI: Financial Norms under RMSA 92-98II: Revised Financial Norms under RMSA 99-108III: Appraisal of the State/District Annual Work Plan and Budget 109-113(AWP & B): Non-negotiable Aspects under RMSAIV: Tables/Formats for furnishing information for appraisal 114-134xvi

LIST OF TABLESTable 1: Suggested Grid for Presenting Plan Targets 26Table 2: Key Dimensions of an Action Programme to be 28Specified in the DSEPTable 3: Preparation of AWP&Bs 29LIST OF FIGURESFigure 1a: Sources of the DSEP 18Figure 1b: Sources of the SSEP 18Figure 2: Strategic Management Cycle 21Figure 3: Dimensions of Capacity Development in Educational Planning and Management 22Figure 4: Successive Stages of the District Secondary Education Plan (DSEP) 24Formulation under the RMSAFigure 5: Major Points to be Kept in View in Each of the Stages of Plan Formulation 30xvii

ABBREVIATIONSAIPAWP&BBPLCABECCECDCECIECTECWSNDCGDIETDISEDOEDPCDPODSEPEBMEd. CILEDUSATEFAFFIGERGISGOIArea Intensive ProgrammeAnnual Work Plan and BudgetBelow Poverty LineCentral Advisory Board of EducationContinuous and Comprehensive EvaluationCommunity DevelopmentCoefficient of EfficiencyCentral Institute of EducationCollege of Teacher EducationChildren with Special NeedDistrict Core GroupDistrict Institute of Education and TrainingDistrict Information System of EducationDepartment of EducationDistrict Planning CommitteeDistrict Project OfficeDistrict Secondary Education PlanEducationally backward MinorityEducational Consultants of India LimitedEducational SatelliteEducation for AllFramework for ImplementationGross Enrolment RatioGeographical Information SystemGovernment of Indiaxix

National University of Educational Planning and AdministrationGPIHMIASEICTIEDSSIIMJNVKGBVKVKVSLFALRCMDMMHRDMIMISMLAMLALADMMERMPMPLADMTAM&ENARNCERTNCFNCTENERGender parity IndexHead masterInstitute of Advance Studies in EducationInformation and Communication TechnologyIntegrated Education for Disabled in Secondary SchoolsIndian Institute of managementJawahar Navodaya VidyalayaKasturba Gandhi Balika VidyalayaKendriya VidyalayaKendriya Vidylaya SangathanLog Frame AnalysisLearning Resource CentreMid Day MealMinistry of Human Resource DevelopmentMonitoring InstitutionManagement Information SystemMember of Legislative AssemblyMember of Legislative Assembly Local Area DevelopmentManagement Monitoring Research and EvaluationMember of ParliamentMember of Parliament Local Area DevelopmentMinistry of Tribal AffairsMonitoring and EvaluationNet Access RatioNational Council of Educational Research and TrainingNational Curriculum FrameworkNational Council for Teacher EducationNet Enrolment Ratioxx

Secondary Education: Planning and Appraisal ManualNGONIEPANIOSNSICNUEPANVSOBCPABPESTPGTPPPPRIPTRPWDRGIRIERMSAROTRPSCSCERTSDMCSEMISSFDSGDPSIEMATSIPSITNon Government OrganizationNational Institute of Educational Planning and AdministrationNational Institute of Open SchoolingNational Small Scale Industrial CorporationNational University of Educational Planning and AdministrationNavodaya Vidyalaya SamitiOther Backward ClassesProject Approval BoardPolitical, Economic, Social and TechnologicalPost Graduate TeacherPublic Private PartnershipPanchayati Raj InstitutionPupil Teacher RatioPublic Works Department / Person with DisabilityRegistrar General of IndiaRegional Institute of EducationRashtriya Madhyamik Shiksha AbhiyanReceive Only TerminalResource PersonScheduled CasteState Council of Educational Research and TrainingSchool Development and Management CommitteeSecondary Education Management Information SystemSpecial Focus DistrictState Gross Domestic ProductState Institute of Educational Management and TrainingSchool Improvement PlanSatellite Information Technologyxxi

National University of Educational Planning and AdministrationSMARTSMCSPOSSASSEPSSPLPSTSWAPSWOTTGTTLMTORTSGTVETUEEUPSUSEUTVTCSpecific, Measurable, Achievable, Realistic and Time boundSchool Management CommitteeState Project OfficeSarva Shiksha AbhiyanState Secondary Education PlanSecondary Schools per Lakh PopulationScheduled TribeSector-wide approachStrengths Weaknesses opportunities and ThreatsTrained Graduate TeacherTeaching Learning MaterialTerms of ReferenceTechnical Support GroupTechnical and Vocational Education and TrainingUniversalization of Elementary EducationUpper Primary SchoolUnversalization of Secondary EducationUnion TerritoryVocational Training Centrexxii

About the ManualThe ContextThe nation has been making concerted efforts inproviding quality elementary education to allchildren in the age group of 6-14 years. Severalinterventions have been undertaken for manydecades for fulfilling this constitutional obligation.The latest such intervention is the Sarva ShikshaAbhiyan (SSA), a country-wide programme for UEElaunched in 2001/02. This programme has been asuccess to a great extent in providing valuableexperiences in planning and implementation ofeducational programmes at the sub-national levels.This has also prompted to seriously consider movingtowards universalizing education for all children inthe age group of 14-18 years, i.e. up to the secondarystage of school education. No serious effort in thisdirection has been made so far. Secondary stage hasbeen viewed as a crucial stage mainly on two counts:(a) providing opportunities to children for verticalmobility in the ladder of formal education; and (b) toenable them to enter the world of work.The enrolment of children in educationalinstitutions in the country has been like a pyramid inwhich enrolment at the lower classes in schools ishighest and it declines in each succeeding class and islowest in higher education. The effective secondaryeducation inter-alia enables the children for activeparticipation in the national development process aswell as opens the doors for them for their furthereducation. Secondary stage, therefore, also becomesthe base for meeting the human resourcerequirement of the country. In view of the above aswell as based on the recommendations of the CABE,a country-wide secondary education developmentprogramme called the "Rashtriya MadhyamikShiksha Abhiyan (RMSA)" has been launched since2009/10. The RMSA provides an unique opportunityto improve access to and participation in qualitysecondary education in the country. The model ofdemocratic decentralization promoted by the RMSAalso aims at improving accountability, transparencyand service delivery, particularly at the district level.Enhancing quality through building capacity formeasuring learning outcomes and promotingcurriculum development and transaction are alsoconsidered development concerns under the RMSA.RMSA is the first large scale intervention foruniversalizing access to and quality of secondaryeducation covering the socio-economic andecological variations as well as people from diverseeducational and cultural backgrounds. Therefore,the planning interventions at different levels andappraising the same have to be undertaken withutmost care and skill. It is all the more important andchallenging because RMSA has been taken up in an"Abhiyan" mode. In the initial years, the secondaryeducation development plans, mostly at the statelevel, have been developed on the basis of thecommon understanding developed by the states invarious consultative meetings/workshops of theMHRD, GOI and several short term trainingprogrammes conducted by NUEPA. However,according to the Framework for Implementation of1

National University of Educational Planning and Administrationthe RMSA, secondary education development plansneed to be developed at the revenue district level,mostly drawing from the secondary schoolimprovement plans. Therefore, it has been felt thatthere is a need for developing a manual for planningand appraisal of secondary education under theRMSA basically to facilitate creation of theindividual and organizational capacity.Objectives of the ManualIn developing the manual, state experiences of planformulation, their appraisal, and the relatedstrengths and weaknesses have been kept in mind.Accordingly, the broad objective of the manual is toprovide an overview of various aspects of planningand appraisal under RMSA to the planning andappraisal team members, as well as enhance theircapabilities in the respective fields. The planningteams of other centrally sponsored schemes insecondary education, such as Model Schools, GirlsHostel, ICT@ School, IEDSS, National Merit-cum-Means Scholarship, Incentives for Girls, VocationalEducation, Award for Teachers etc., may also takeinsights from this manual while developing plans forthese schemes. The specific objectives of the manualare:— To provide an insight into the variousaspects of planning for secondary educationunder the RMSA, especially at the districtand state levels;— To equip the planners with requisiteknowledge and skills to develop the needbaseddistrict secondary educationdevelopment plan using simple projectionand other relevant techniques and adheringto the broad framework and financialnorms of RMSA;—To facilitate capacity building interventionsfor promoting participatory planningprocess involving local communities/PRIs,school managers and other stake holders;and— To provide inputs to the plan appraisalprocesses for taking the holistic view of theplans and ensure linear and lateralcomplementarities among the plannedinterventions, resources, accountability, etc.It is expected that the Manual will also serve as aguide for planners and appraisal teams.Target UsersThe manual would be helpful to all those who areinvolved in planning and implementation ofsecondary education development programmes,especially the RMSA at various levels. However, it isdeveloped keeping in view the needs of the plannersand appraisal teams at the district level. Followingare the main target users of the manual:— Planning team/core group/DPC membersat the district level.— The heads of the institutions and othersinvolved in developing plan at district andstate level including the PRIs/communitymembers and other stakeholders.— The state level planning team forscrutinizing the district plans anddeveloping the state component plan.— The state level appraisal teams (StateExecutive Committee of RMSA)— The appraisal team at the National level forappraising state and district plans.2

Secondary Education: Planning and Appraisal Manual—OutcomesThough the target users are from Nationalto institution level, the main focus targetusers are the district level planners andappraisal teams.The planning and appraisal team members, both atnational and sub-national levels, are expected todevelop better understanding of plan formulationand appraisal by using the manual. The educationalmanagers/administrators at various levels will alsohave insights into the rationale and strategies forimplementation of planned secondary educationdevelopment activities. The Manual will also serveas a guide for capacity building of planning and theappraisal team members.Basic Characteristic and Structure of the ManualThe manual is designed to serve as a self-learningmaterial. Since the manual is expected to be usedmostly by the state and district level personnel,including the school level planning teams, effortshave been made to use very simple language andmake it a user friendly document. In order to makethe concept and approaches clear, technical noteswith examples have been given in the manual atappropriate places. The structure of the manual issuch that a continuum is maintained across differentsections.The manual comprises of three parts. Part Oneprovides a brief introduction to the RMSA,planning methodology and technical notes on keyperformance indicators and projection of schoolage population and enrolment. It provides therequisite information about the RMSA includingthe relevant aspects of planning and appraisalcomponents.Part Two discusses the "Framework for Developingthe Secondary Education Development Plan underRMSA." This part provides a step by step account ofplan formulation with a detailed outline of theDistrict Secondary Education Plan. This part aims atequipping the planning and appraisal team with thenecessary knowledge and skills to draft the plandocument within the overall institutionalframework of RMSA.Part Three deals with the appraisal of the DistrictSecondary Education Development Plan. Alongwith a brief introduction to plan appraisal, this partfocuses on what would the appraisal team look forwhile examining the plan document based on thegiven appraisal criteria.How to use the ManualPart One of the manual needs to be read thoroughlyas it provides the understanding of both planningand appraisal of plans, in addition to the details of theRMSA. One can then easily understand the exercisesand activities suggested in parts two and three. Allthe three parts of the manual are inter-related. Oncethrough Part One, it is expected that the readerwould have an overview of the RMSA, and the modeland the methodology of decentralized planningadopted by the RMSA. The reader will also becomefamiliar with the key performance indicators used tomeasure the status and progress in secondaryeducation along with technical notes on estimationprocedures, data requirements and sources and theuse of these indicators in plan formulation andappraisal. This part will ensure a minimumthreshold level of knowledge and skills necessary toproceed on to Part Two.In Part Two, the reader will receive step by stepguidance on how to organize the plan document in3

National University of Educational Planning and Administrationseveral chapters and what each of this chapter wouldcontain, and how these chapters would getconnected to each other. In Part Three, the appraisalteam would get the required tips for assessing theextent to which the plan is in line with the planningpro cess, techniques, targets, strategies,interventions, estimation of additional requirementsand budgeting and financing of proposed secondaryeducation development interventions.* * * * *4

Part OneDeveloping the District Secondary EducationDevelopment Plan (DSEP) under the RMSA:Context, Methodology and Technical Notes

I. IntroductionIn recent years, investments in Education for All(EFA) programmes have led to substantial expansionof the elementary education sub-sector. Besidesimprovements in schooling infrastructure, intakes atthe primary and upper primary levels have gone upvisibly. This trend is likely to continue for the nextseveral years. At the same time, India's impressivesustained economic growth has increased householdand labor market demand for secondary and highereducation (World Bank 2009). Secondaryeducation's contribution to economic growthdemonstrated high social benefits, and support ofdemocratic citizenship calls for increasing publicinvestment at this level, particularly in view of thevery large inequalities in access to secondaryeducation by income, gender, social group andregion. The challenge is to substantially improveaccess, equity and quality of secondary schoolingsimultaneously.Currently, the role of the state should be touniversalize opportunity so as to facilitate allchildren to attend secondary school, rather than touniversalize access (World Bank 2009). Increasingthe supply of effective teachers is also a major issue.Government has an important role to play inensuring equity to access in secondary education.Targeted, supply- and demand-side programs forsocio-economically disadvantaged groups are calledfor to improve equity. India needs to make thequalitative investments in teacher education andaccountability, curriculum reform, qualityassurance, examinations reform, nationalassessment capabilities and managementinformation systems, which will require time andsignificant institutional capacity building to succeedat a national scale. The recently launched centrallysponsored scheme for secondary education,Rashtriya Madhyamik Shiksha Abhiyan (RMSA),offers a strategic opportunity to improve access andequity, enhance quality, accountability and ability tomeasure learning outcomes, and promotestandardization of curriculum and examinationsacross states. In order to develop properunderstanding among the planning teams atdifferent levels, the highlights and significant1features of the RMSA are given below . The plansmay be developed keeping in view these basiccharacteristics and financial norms of the schemes.1.1 Vision, Goals and ObjectivesVision: Making good quality education available,accessible and affordable to all young persons in theage group of 14-18 years.The vision envisaged to achieve the following:— Making the secondary schooling provisionsavailable within a reasonable distance of anyhabitation, i.e. 5 kilometer for secondaryschools and 7 -10 kilometers for highersecondary schools;— Ensuring universal access to secondaryeducation by 2017 (GER of 100%)— Universal retention by 2020; and1Based on Rashtriya Madhyamik Abhiyan Framework for Implementation, Ministry of Human Resource Development, Government of India.7

National University of Educational Planning and Administration—Higher Level of Equity: Providing access tosecondar y education with specialreferences to focus groups - i.e.economically and educationally backwardsections, the girls and the disabled childrenresiding in rural areas, and othermarginalized categories like SC, ST, OBCand Educationally Backward Minorities(EBM).The vision should be expanded to include"Enabling the students to enter the world ofwork. This is especially important, as the dataindicates that a large number of children drop out ofschool or do not enroll for higher education aftersecondary/ higher secondary level of education andstart workingGoals: Universal Access to Secondary Schooling;Equality and Social Justice; Relevance andDevelopment; Curricular and StructuralAspects; and Promotion of CommonSchool System.Objectives:(1) Rationalizing facilities across secondaryschools as per norms. That is, ensuringphysical facilities, staff and supplies in allsecondary schools, at least according to theprescribed standards through financialsupport in case of Government/ Local Bodyand Government aided schools, andappropriate regulatory mechanism in thecase of other schools.(2) Improving access to secondary schooling toall young persons according to norms --secondary schools within 5 kms, and highersecondary schools within 7-10 kms;efficient and safe transport arrangements/residential facilities; expansion of openschooling; residential schools in hilly anddifficult areas.(3) Delivering secondary education of goodquality to all, irrespective of gender, socioeconomic,disability and other barriers.(4) Enhancing intellectual, social and culturallearning in secondary schooling.1.2 Approach and StrategyAccess¡ Expansion and strengthening of existingSecondary Schools & Higher SecondarySchools;¡ Upgradation of Upper Primary Schoolsbased on school mapping exercise, with allthe necessary infrastructure facilities andteachers;¡ Upgradation of Secondary Schools toHigher Secondary Schools based upon theschool mapping exercise;¡ Opening of new Schools in unserved areasbased on the school mapping exercise; and¡ Promoting PPP models in the expansion ofthe secondary schooling network.Quality Improvement¡ Improving enabling conditions in schoolsi.e.providing required infrastructure insecondary schools, improved teachinglearning processes and making the social,affective and academic environmentconducive to learning;8

Secondary Education: Planning and Appraisal Manual¡ Rationalization of teacher deployment andappointment of additional teachers, and inservicetraining of teachers;¡ Learning enhancement interventions forstudents entering class IX;¡ Reviewing curriculum to meet the NCF,2005 norms; and¡ Residential accommodation for teachers inrural and difficult hilly areas with focus oncreating accommodation facilities forfemale teachers.Equity¡ Providing separate toilets for girls inschools;¡ Providing all necessary facilities for thedifferently abled children in all schools;¡ Expansion of Open and Distance Learning;and.¡ Under other schemes it is suggested thatStates take advantage of centrally sponsoredscheme, centre sector scheme and stateschemes for providing free lodging andboarding facilities, scholarship and cashincentives to disadvantage group ofstudents like girls, SC, ST, OBC andminority community1.3 Institutional Reforms and Strengtheningof Resource Institutions¡ Reforms in school governance--improvingschool performance by decentralizingmanagement and accountability;¡ Adopting a rational policy of teacherrecruitment, deployment, training,remuneration and career advancement;¡ Undertaking reforms in educationaladministration, including modernization/e-governance and delegat ion/decentralization;¡ Provision of necessary professional andacademic inputs in the secondary educationsystem at all levels, i.e., from the school levelupwards;¡ Streamlining financial procedures forspeedy flow of funds and their optimalutilization;¡ Strengthening of resource institutions forimproving support services at all levels.¡ Involvement of Panchayati Raj Institutionsand Municipal Bodies, Community,Teachers, Parents and other stakeholders inthe management of Secondary Education,through bodies like School ManagementC o m m i t t e e s a n d Pa r e nt - Te a c h e rAssociations, in planning, implementation,monitoring and evaluation processes.¡ Subsuming in the RMSA all existingcentrally sponsored schemes for secondaryeducation;¡ Making provisions for earning whilelearning for children who want to work, bypreparing them for self employment orpart-time employment; and¡ States/UTs may establish vocationaltraining centers (VTC) and institutions atthe block, district levels.¡ Promoting pace-setting schools, such as9

National University of Educational Planning and AdministrationK V s , N V s , m o d e l s c h o o l s , a n dstrengthening their role in the developmentof general secondary education.The RMSA envisages a bottom-up approach toplanning and management of secondary educationdevelopment interventions. Evidence-basedstrategic planning and mainstreaming themanagement are the key features of the RMSA.1.4 S cho ol Infrastr u c ture, L e arningResources, Teachers and Others¡ It is imperative to have projection ofadditional enrolments at Secondary Stageand the targets.¡ Strategies to universalize access shouldinclude: (i) Strengthening of existingsecondary schools and deploying requirednumber of subject-wise teachers; (ii)Upgradation of existing Upper PrimarySchools; (iii) Opening of New SecondarySchools.¡ The norms for estimation of requirementsunder RMSA, (as per Framework forImplementation), are given in Annexure-Iwhich may be amended from time to time.However, the state may use their state normin case there is no norm at the national level;1.5 Quality Improvement Interventions¡ Rationalizing quality infrastructure acrosssecondary schools;¡ Developing management InformationSystem;¡ Curriculum development;¡ Development of learning resources;¡ Professional development of teachers andcompetency (e.g. In service training ofteachers, Training of heads of the school,site based professional development, etc);¡ Subject specific teacher deployment inschools;¡ Training of members of the SDMC;¡ Improving academic support at all levels;¡ Strengthening classroom based support andsupervision issues, etc.;¡ Focus on total development of childrenthrough promotion of sports, culturalactivities, project work, involvinginteraction with social and naturalsurrounding, activity based learning,exposure to life skills with regard to health,nutrition, professions, etc.¡ Encouragement of work experience ofstudents through attachment of childrenwith professionals, farmers, artisans, inorder to master the social and naturalcontext.¡ Promotion of art and craft education -cultural study visits, craft mela, etc¡ Establishment of Learning ResourceCentres (LRC) with (i) Library; (ii)Provision for ICT support; (iii) Link withEDUSAT; and (iv) Learning centre forCWSN¡ Promotion of adolescent education --awareness programmes relating toHIV/AIDS - trained teachers andcounselors10

Secondary Education: Planning and Appraisal Manual¡ Examination reforms - focus on continuousand comprehensive school basedassessment¡ Strengthening of guidance and counselingservices at the school level - provision ofGuidance and Counseling Grant to theStates for strengthening of GuidanceBureaus in States.¡ Capacity development programmes forplanners, administrators, supervisors, localgovernment/SDMC members, etc.¡ Leadership development programmes forschool heads.1.6 Interventions for Focus Groups(Education for Girls, Scheduled Caste and TribalChildren, Children from Educationally BackwardMinority Community and Children with Disability,etc.)1.6.1 Girls' Education¡ Gender component in all interventions.¡ Community mobilization and sensitizationprogrammes¡ Promotion of participation in planning andmanagement of school affairs.¡ Distribution of incentives like uniforms,scholarships, bicycles, educationalprovisions like textbooks and stationery.¡ Provision of transport facilities to the girls.¡ State transport/pass facility may be madeavailable to the girls for going to nearbysecondary/ higher secondary schools inrural areas.¡ Ensuring safety and security of girl childwhile commuting to the school.¡ Deployment of more female teachers inschools.¡ Residential scheme for women teachers¡ Provision of girls hostels in remote anddifficult areas1.6.2 E d u c a t i o n o f S C s / S Ts / O B C s /Educationally Backward Minorities andother Disadvantage Groups¡ Representation of SCs and STs in SDMC.¡ Contextualization of pedagogic processesand creation of ethos (NCF 2005)¡ Development of local specific teachinglearningmaterial.¡ RMSA provides flexibility to local units ford e velopment of c ontext sp e c i f i cintervention for SCs, STs and minoritieslike:® Upgradation and strengthening of Ashramschools.® Engagement of community organizers fromSC/ST communities.® Special teaching support as per need.® Orientation programmes for motivation forschooling using community teachers.® Monitoring regularly.® Providing context specific intervention inthe form of a hostel, an incentive or specialfacility as required.11

National University of Educational Planning and Administration® Provision of one additional languageteacher (tribal languages) of at least TGTlevel (per school).® Strengthening teachers training componentof Ashram Schools looked after by theMinistry of Tribal Affairs (MTA).® Provision for scholarships.¡ Prime Minister's 15 Point-programme forthe Welfare of Minorities.¡ Giving priority to minority and SC/STd o m i n at e d a r e a s w h i l e o p e n i n gsecondary/senior secondary schools(Sachar Committee).¡ State Governments are expected to designspecific interventions and campaignprogrammes to bring educationallyb a c k w a rd c om mu n it i e s i nt o t h eeducational process. Block and VillagePanchayats would play a proactive role inthis. Some interventions could be as follows:Access and Enrolment® An area intensive approach ensuringconvergences of educational anddevelopmental activities® Exclusive Secondary and Higher Secondaryschools for Girls.® More women teachers need to be appointed.® Extensive publicity about availability ofeducational provision in the identifiedpockets.® Regular enrolment drives.® Conducting special camps and bridgecourses for them.® Open and Distance learning.® Providing formal secondary schoolingfacilities in centres of religious instructionviz. Maktabs and Madarsas.® Intensive mobilization efforts among theresistant groups.® Providing hostel facilities.Retention® Monitoring attendance in pocketsidentified for intensive activities.® Provision of some token awards, grades orincentives, if possible for better attendance.® Public felicitation of children with goodacademic/ attendance records.® Community involvement in mobilizingparents for regular attendance of theirchildren.® Organization of retention drives.® Providing scholarships.Achievement® Special teaching classes/remedial classes,particularly for the children who are notdoing academically well.® Creation of a congenial learningenvironment in the classroom where theyare given the opportunity to learn.® Urdu as a medium of instruction may befacilitated in schools having adequatedemand for the same.12

Secondary Education: Planning and Appraisal Manual® Teacher sensitization programmes.¡ Community Mobilization & innovativeinterventions (out of 2.2% Management andMonitoring Cost on such activities atSchool level, habitation, urban settlements,slums, Block and District level. This shouldbe indicated in the District Plan.).¡ Inclusive education where all children studytogether.¡ Providing textbooks, Workbooks, andStationeries etc.*¡ Providing Uniforms, Footwear etc.*¡ Provision of Bicycle/wheelchair; boardingand lodging for each child.*¡ Stipend for day scholars*(* to be undertaken through convergence with otherschemes)Out of School Children¡ Identification of children who are out ofschool in the course of micro-planning.¡ For identifying the out-of-school childrenat the secondary level, it is suggested that allthose grade VIII graduates of a given yearwho do not transit to formal secondaryschool or distance learning centre at state ornational open school may be considered asout-of-school children for that year¡ The planning of interventions has to bemade for children who cannot join regularsecondary schools.¡ Assistance will be provided on the basis ofassessment of out of school children andprovision made in District Plan.Open Schooling System¡ Open Schooling network needs to beexpanded to ensure that every state providesOpen Schooling facility through its regionallanguage.¡ The scheme of Open and Distance Learningwill form part of the RMSA.1.7 Improvement of School Infrastructureand Civil WorksThe allocation for civil works will not exceed 33% ofthe approved Perspective Plan.¡ In a particular year's Annual Plan, provisionfor civil works can be considered up to 40%of the Annual Plan expenditure, dependingupon the priorities assigned to variouscomponents of the scheme in that yearwithin the overall project ceiling of 33%.¡ Each State must formulate a strategy forrepair. This expenditure will not beincluded for calculation of the 33% ceilingon civil works.¡ School Management and DevelopmentCommittees will have to carry out the civilworks activities through a transparentsystem of account keeping.¡ The School Management and DevelopmentCommittee could certify themaintenance and repair work undertakenin a school.¡ Efforts to improve the school environmentby addition of a few inexpensive internaland external elements will be made. Use of13

National University of Educational Planning and Administrationlocal materials and cost effective technologieswill be encouraged. Repair andmaintenance of buildings will be given thepriority.¡ All schools will be fitted with rain waterharvesting system and disabled friendlyprovisions.¡ RMSA will encourage use of localconstruction materials and low costtechnologies.¡ Civil works under RMSA should start with aproper assessment of the infrastructurerequirement for each district.¡ There needs to be a school-wisecompilation of physical and monetaryrequirements.¡ The attempt should be made to find out theminimum money required to provideadequate infrastructure to each school,including repairs, toilets, drinking water,etc.¡ Provision of additional classrooms is to beconsidered only after exploring possibilityof repairs and double shifts.¡ Once the total requirement for the district isobtained, one needs to find out how muchof this requirement can be funded throughthe ongoing schemes and, therefore, what isthe gap that is required to be fundedthrough RMSA.¡ Provisions for renewable energy utilizationmay be explored in the school buildingsstrengthened/ upgraded under RMSA.¡ Solar panels for water heating, runningwater pump, solar lantern etc. are suggestedas some of the possible activities.¡ Provision for fire safety equipment inschools may be explored.Components and norms for a New/ Upgraded School (for 4 classrooms)*Rs in lakhsS. No Component Unit Cost Total Amount1. 4 Additional Classrooms (2 sections each forclass IX and X in every secondary school)25.63 22.522. Science Laboratory 6.1 6.13. Lab Equipment 1.0 1.04. Headmaster Room 5.0 5.05. Office Room 5.0 5.06. Computer Room 5.0 5.07. Art/ Craft/ Culture Room 5.0 5.08. Library 7.0 7.02Includes Rs. 1.00 lakh towards furniture.14

Secondary Education: Planning and Appraisal ManualS. No Component Unit Cost Total Amount9. Separate Toilet Block 1.0 1.010. Drinking Water Facilities 0.5 0.5Total per New/upgraded School 58.12Components and norms for a New/ Upgraded School (for 2 classrooms)1. 2 Additional Classrooms (1 section each for class35.63 11.26IX and X in every secondary school)2. Science Laboratory 6.1 6.13. Lab Equipment 1.0 1.04. Headmaster Room 5.0 5.05. Office Room 5.0 5.06. Computer Room 5.0 5.07. Art/ Craft/ Culture Room 5.0 5.048. Library 7.0 7.09. Separate Toilet Block 1.0 1.010. Drinking Water Facilities 0.5 0.5Total per New/upgraded School 46.86Components and norms for strengthening of existing SchoolRs in lakhs1. 2 Additional Classrooms 5.63 11.262. Science Laboratory 6.1 6.13. Lab Equipment 1.0 1.04. Computer Room 5.0 5.05. Art/ Craft/ Culture Room 5.0 5.06. Library 7.0 7.07. Separate Toilet Block 1.0 1.08. Drinking Water Facilities 0.5 0.5Total per New/upgraded School 36.86— This is subject to changes in the framework for implementation3Includes Rs. 1.00 lakh towards furniture.4Includes Rs. 25000/- towards furniture15

II. Methodology of the District SecondaryEducation Plan (DSEP) Formulationunder the RMSA2.1 Decentralized Planning in SecondaryEducation'Decentralization' as a development philosophyrefers to a 'process', a continuum in the developmentthinking. It is a complex, multidimensional andoften an elusive phenomenon. Seemingly promisingin a number of high and middle income countries forimproving democracy and equity, decentralizationhas remained largely a sort of development rhetoricwith limited impact on governance and servicedelivery in many of the low income countries,including India. However, it is being increasinglyrecognized that the degree of decentralization oftenshapes the nature and effectiveness of strategicmanagement models of development projects andprogrammes in a given setting. Although it exhibitsitself in different forms (i.e. deconcentration,delegation, devolution and privatization), as a'process', decentralization has two majorcomponents: (i) decentralized administration, and(ii) decentralized democracy.'Decentralized administration' is primarily amanagerial idea, which aims at increasing theefficiency in service delivery by adopting a strategyof administrative decentralization. In this model ofdecentralization, decision-makers are mostly theadministrative personnel, and there is more focus onfinding management solutions for improving servicedelivery; the citizens, however, exist as merebeneficiaries. Decentralized democracy is a politicalidea that seeks to promote citizens' participation indecision-making and effective service delivery.Promoting participatory decision making is intrinsicin this model of decentralization. In most developingcountries like India, however, decentralizationreforms are ambiguous and often create confusion atthe local level about the rules and policies governingthe decentralization model being pursued inimplementing nation-wide developmentprogrammes. India, on the basis of the 73rd and 74thConstitutional Amendments, however, has gone forthe 'decentralized democracy' model ofdecentralization; a watershed in the evolution ofpolitical institutions, which moved the structure oflocal government from a model of 'decentralizedadministration' to one of 'self-government'. Thismodel of decentralization recognizes the need forbalancing the two values of 'citizen participation' and'service delivery' in designing and implementingdevelopment projects and programmes.This model of decentralization, among others, aimsat citizens' empowerment for breaking the hold ofelites, particularly in rural India, over resource useand distribution; a greater say of the marginalizedgroups in the distribution of state welfare schemes; adeeper involvement in the planning, implementation,and monitoring of development initiatives;identifying local priorities and seeking locally andregionally diverse solutions to them; increasing the17

National University of Educational Planning and Administrationaccountability of local officials; and ultimatelyproducing good governance. Not only does thisdecentralization model aim at deepeningdemocracy, enlarging opportunities for citizenparticipation, giving due weightage to localknowledge and preferences about development,promoting state-society partnership, but it alsofocuses on integrating social audit into variousdevelopment programmes.Although not very explicit, the RashtriyaMadhyamik Shiksha Abhiyan (RMSA) adopts the'decentralized democracy' model of decentralizationfor its strategic management. Accordingly, it hasbeen envisaged in the RMSA to develop the revenuedistrict level secondary education developmentplans, given the overall multi-level planningframework in the country. This implies that eventhough some planning needs to take place at centraland state levels, district and school level planning areconsidered critical in improving access to andrelevance of secondary education. The revenuedistrict, therefore, has been taken as the lowest unitwithin the overall multilevel planning framework,where medium-term and operational strategic plansare required to be developed under the RMSA forappraisal, negotiation and funding. What it means isthat, it is the District Secondary Education Plan(DSEP) and not the State Secondary Education Plan5or the School Improvement Plan (SIP) , which needsto be appraised, negotiated and funded. It, however,may be noted that, at the state level, only the statecomponent of the proposed interventions in the planfor secondary education development needs to beappraised and funded. Thus, while the SchoolImprovement Plans (SIP) would be the basis fordeveloping the District Secondary Education Plan(DSEP), the State Secondary Education Plan wouldbe the product of aggregation of the DSEPs plus thestate level development interventions (see Figures 1a& b).In the absence of District/Municipality PlanningCommittees, alternative institutional arrangementsare being made under the RMSA to undertakeplanning and appraisal activities. Although, it isenvisaged from the design stage of RMSA that itwould be implemented by the existing Departmentsof Education of the State/UT governments, RMSA isyet to be mainstreamed with their regular planningand administration machinery. In many states, it isenvisaged to have separate state and district levelsocieties to manage the programme. As such, aparallel management structure is being created instates as against the original idea of sustaining thegains from RMSA interventions by mainstreaming itwith the existing planning and administrationmachinery. It is expected that states would takenecessary steps to mainstream the RMSA in thecoming years.Figure 1a: Sources of the DSEPFigure 1b: Sources of the SSEP5It is expected that there would be a separate Appraisal Manual for School Improvement Plan (SIP)18

Secondary Education: Planning and Appraisal ManualIn the Framework for Implementation (FFI) of theRMSA, it is envisaged to undertake the followingactivities (in fact, pre-project interventions) in orderto create the enabling institutional environment forplanning and management of RMSA at the districtlevel:¡ Constitution of a high level Task Force to workout comprehensive policies (including normsand parameters), plan and programmes forsecondary education;¡ Strengthening of the offices of the DistrictEducation Officer¡ Setting up of an effective information system -i.e. Secondary Education ManagementInformation System (SEMIS);¡ Strengthening resource institutions at state,district and block levels;¡ Procurement of essential office equipmentand computers along with necessary Software;¡ Assessment of the additional manpowerneeds;¡ Undertaking detailed mapping of secondaryschooling provisions;¡ Capacity building of the District PlanningCommittee (DPC) members, Panchayati Rajfunctionaries and state and district levelofficers engaged in the planning andadministration of secondary education;¡ Baseline assessment studies and coursemapping;¡ Decentralization of school education withadequate delegation of powers to local bodies,school management committees, etc.;¡Educational administration reforms,including modernization/e-governance anddelegation/ decentralization;¡ Formulation of a rational policy of teacherrecruitment, deployment, training,remuneration and career advancement;¡ Improvement of pre-service and in servicetraining of teachers with emphasis on use ofICT ;¡ Curriculum review and renewal;¡ Examination reforms;¡ Environment building and generation ofpublic opinion; and¡ Opening of Bank Accounts of SMCs/SDMCs.At the state level, as part of the operationalization ofthe RMSA, it is envisaged to undertake the followingactivities:¡ Assessment of the additional manpowerneeds and identifying RMSA team leadership;¡ Procurement of office equipment;¡ Cultural activities and other extensionactivities for community mobilization;¡ Collection of initial data relating toavailability of school infrastructure andcourse mapping; and¡ Undertaking a set of base line studies etc.The basic objective of preparatory activities is toinitiate a process of institutional development andcapacity building for strategic management ofsecondary education at the local level. Specificemphasis has been on capacity building through19

National University of Educational Planning and Administrationtraining, rigorous planning processes, datacollection and analyses. However, the pre-projectactivities have not been undertaken effectively inmany states because of a number of reasons,including late submission of the plan for pre-projectactivities and, therefore, late release of funds. It isimportant to note that many of these pre-projectactivities are critical and need to be undertaken evenafter the implementation of the programme.Moreover, it is envisaged to go for strategic planningand management of RMSA, which is evident fromthe fact that a lot of emphasis has been on developingthe School Improvement Plan by the SchoolManagement Committee/School Management andDevelopment Committee and a sector-wideapproach (SWAp) for implementation of the RMSA.2.2 Changing Shift in the Planning Approachunder the RMSA and the Need for CapacityBuildingOver the years, the nature of educational planninghas changed considerably; various forecastingtechniques and simulation models have beendeveloped either according to the needs of the labourmarket (manpower forecasting approach), or to thesocial demand for education (social demandapproach), or to the needs of the education Subsectorwith the best rates of return (cost-benefitapproach), or a combination of these three (Carron,et al., 2010). However, the shift in the planningapproach has been clearly towards thinking big bytaking into account all possible development optionsin the changing environment while remainingfocused on results, i.e. towards strategic planning.Educational planning is no more considered anindependent phase of the management of adevelopment project/programme; rather consideredas a management tool of the strategic managementcycle, well integrated with its other critical phases(see Figure 2).Compared to the technocratic input-orientation ofthe traditional planning approach, educationalplanning has become strategic (result-oriented) andparticipatory. It is no more seen as a linear routinebasedcompliance exercise; the shift is towardseducational planning that is interactive, flexible,change-oriented and performance focused. There isgreater emphasis on plan implementation ratherthan preparing a plan document as the end productof the planning exercise. The RMSA recognizes thisshift in the planning approach and envisagesadopting a planning model that is very muchstrategic -- guided by an overall sense of direction,result-oriented, sensitive to the developmentcontext; it recognizes the planning exercise as amobilization process of knowledge, resources andinstitutional capacity, and creating space for states toplay a critical role in terms of flexibility inimplementation (i.e. allowing states to use many oftheir existing norms and parameters in planning andmanagement of RMSA).The shift in the planning approach under the RMSAis evident from the following interventions ofplanning process envisaged in its framework forimplementation that focuses on consultation andparticipation in the formulation of medium-term(perspective) and annual work plans:¡ Creation of a District Core Group (DCG) ofgovernmental and non-governmentalpersons at the district level (process based),entrusted with the task of implementingRMSA;¡ Orientation of the District Core Group;¡ Extensive field visits by the DCG, covering20

Secondary Education: Planning and Appraisal Manualevery habitation/village/urban slum andinitiating the process of micro planning;¡ Intensive interaction with households andlocal governments (Gram Sabhas/WardSabhas for urban areas);¡ Emphasis on the critical role of the school anddeveloping the SIP for feeding into theformulation of the DSEP, i.e. creating space forschools for ensuing to adopt a bottom-upapproach to planning; and¡ Making the Head Master/Principal of theschool and his/her team to function like thelocal resource team for planning.While there is a lot of emphasis in RMSA ondecentralized strategic planning and managementfor reducing regional inequalities in terms ofdevelopment of secondary education, and oncontributing to more equal distribution of resourcesand opportunities, the required planning andmanagement capacity is missing at the district andschool levels. However, the local level capacity tomanage the RMSA is critical to translate its strategicmanagement model into action. In fact,decentralization in the absence of a threshold level ofmanagement capacity would not only affect servicedelivery in RMSA, but would also contribute tomaintaining or even further widening the socioeconomic,educational and other differencesbetween regions by reducing the central/stategovernment's efforts to stimulate less developedFigure 2: Strategic Management CycleSource: Chang, 2008.21

National University of Educational Planning and Administrationareas/districts. Investment in capacity development,therefore, assumes greater importance for effectivemanagement of RMSA. However, the generalunderstanding of the scope of 'capacity development'and the strategies to scale up the relatedinterventions have been narrowly conceived invarious reform programmes in the country. It is,therefore, pertinent to discuss briefly the scope ofcapacity development envisaged in RMSA and therole of this manual towards promoting planningcompetencies at the subnational levels.Broadly speaking, 'capacity development' is "aprocess by which individuals, groups, organizationsand societies create, enhance and maintain theircapacities over time" (Caillods and Grauwe 2006).Capacity, in turn, refers to the organizational andtechnical abilities, relationships and values thatenable countries, organizations, groups andindividuals at all levels of society to carry outfunctions effectively in order to achieve theirdevelopment objectives. Capacity has three majordimensions -i.e., human resource, organizationaland institutional (see Figure 3).The human resource dimension aims at enhancingknowledge, skills and values of individuals/education personnel through training andmentoring. The organizational dimension focuseson enhancing capacities of organizations,particularly those engaged in educational planningand management, such as ministries, national levelresource organizations, state education departments,research and training institutions, district and subdistrictlevel education offices, related grassrootslevel organizations, local governments and schools.The institutional dimension focuses on the mostcritical component of capacity development, i.e. theenvironment building, which is extremely importantfor translating capacities of individuals andorganizations into action. It is important to note thatall the three dimensions of capacity developmentneed to be given due weigh-tage in designing andimplementing education reform programmes likeRMSA. Overemphasis on the human resourcedimension of capacity building in the absence oforganizational and institutional dimensions ofcapacity building may not yield the desired results interms of translating strategic management model ofFigure 3: Dimensions of Capacity Development in Educational Planning and ManagementHumanResouceDimensionOrganisationalDimensionInstitutionalDimension22

Secondary Education: Planning and Appraisal ManualRMSA into action. It may be mentioned that thismanual focuses more on the human andorganizational dimensions of capacity development,while institutional dimension of capacity buildingactivities of RMSA is largely defined in theFramework for Implementation of RMSA, theEducation Codes of States and the institutionalarrangements defining the working conditions ofeducational personnel and organizations.2.3 Methodology of Plan FormulationAn education plan generally aims at operationalizingeducation development policies of thegovernment. Given the policy framework and thedevelopment options agreed upon, and the broadstrategies, as well as the related norms andparameters (as given in the Framework forImplementation of the RMSA), the District PlanningTeam/District Planning committee (DPC) needs todevelop a strategic medium-term plan, also knownas the perspective plan, that provides a resultorientedroad map of development of secondaryeducation up to the end of the 12th Plan period (i.e.2011/12 to 2016/17), with a rough estimate of theresource requirements. This perspective plan is thenimplemented in terms of annual work plan, whichfurther details out the component-wise targets,strategies and action programmes, inputs, processesand results more from an implementationperspective. While the perspective plan (2011/12 to2016/17) would provide an overall developmentdirection, the path and the related requirements,including a rough estimate of the resources for thenext six years, the annual work plan would furtherdetail out the strategic interventions and estimate thebudgetary requirements for the district, whichwould be critically appraised, negotiated and fundedevery year.In the above context, this section outlines thetechnical and methodological aspects of formulatinga District Secondary Education Plan (bothperspective and annual work plans). The attempthere is not to contain all the components of planformulation; rather the focus is on describing thebroad stages of formulation of the district secondaryeducation plan and the substances this plan couldconsists of. The detailed outline of the DistrictSecondary Education Plan (DSEP), with necessarytechnical notes, is given in Part II of this manual,which will provide step by step guidance to theDistrict Planning committee (DPC) in developingand drafting the DSEP.In general, plan formulation comprises of severalinter-connected successive stages which need to becompleted in order to have a perspective plan or anannual work plan. While an education developmentplan may have three major components: (a) sectoranalysis; (b) definition of development policies andstrategies; (c) action programmes and budgetestimates, it is envisaged to follow at least sevenbroad inter-connected and logical stages whiledeveloping the perspective/annual work plan underthe RMSA: (i) diagnosis of current situation andprojection of school age population and enrolment;(ii) setting component-wise plan targets; (iii)specifying intervention strategies and actionprogrammes; (iv) estimating necessary actionprogramme-wise inputs and other related resources;(v) planning for implementation; (vi) estimating therequired budget by sources of funding; and (vii)appraisal and negotiation of the plan document (seeFigure 4). It may be noted that these stages are notexclusive to each other; they may overlap. But it isimportant to underline that these are successivestages of the planning cycle; skipping one would notonly make the plan document discrete but also slash23

National University of Educational Planning and Administrationthe continuity in the development intervention logic.The brief description of the broad stages of theplanning cycle is as follows:Situation Analysis/Diagnosis: Given the developmentpolicy framework (as outlined in the FFI of theRMSA), the first step in the plan formulation processis to obtain a comprehensive factual and analyticaloverview of the present situation of secondaryeducation in the district. This is called the diagnosisstage and the District Planning committee (DPC)needs to answer the question as to where do thedistricts stand in terms of develop-ment ofsecondary education and what are the developmentpriorities in the Sub-sector? The analysis needs to bedone in an input-process-output and relevanceframework. The District Planning Committee(DPC) may have to resort to the analysis of strengths,weaknesses, opportunities and threats (SWOTanalysis) of secondary education. Moreover, tocapture the overall social, political, economic andtechnological context of the functioning of thesecondary education Sub-sector, the DistrictPlanning committee (DPC) may go for PESTanalysis. Key performance indicators relating tovarious components of the secondary educationSub-sector (viz., access, participation, retention,internal efficiency, quality, equity, relevance) need tobe constructed and analyzed to find out the currentsituation, identify development concerns andpriorities, and suggest possible developmentoptions. At this stage, projection of school agepopulation and analysis of the likely flow of studentsFigure 4: Successive Stages of the District Secondary Education Plan (DSEP) Formulation under the RMSA24

Secondary Education: Planning and Appraisal Manualto grade IX in future years need to be undertaken tohave an idea about the growth potential of the subsector.The suggested list of component-wise keyperformance indicators to be analyzed is given inChapter III in Part II of this manual.Setting Plan Targets: At this stage of the planformulation, the District Planning Committee(DPC) tries to answer the question as to what needsto be achieved during the perspective plan periodand how to annualize the same for the annual workplan? As the expansion of secondary education isconditional in nature, i.e. depends on the internalefficiency of elementary education, particularly thestudent flows from grade VIII, it is important to notethat before deciding the plan targets, the DistrictPlanning Committee (DPC) would build alternativedevelopment scenarios of expansion and analyze theimplications of the same in terms of their feasibility.At least three development scenarios, i.e., first, basedon the national level targets; second, on the pasttrends in the growth of enrolment in grade VIII andtransition rates from grade VIII to IX; and the third,on the basis of expected increase in the transitionrates from grade VIII to grade IX due to futureinterventions under the SSA and RMSA, need to bedeveloped, and the best scenario would be chosen toset the enrolment targets. It may be noted that, asmost of the inputs to the secondary education subsectorbe it infrastructure, teachers, pedagogicalmeans, etc., are linked to the size of the enrolment atthe secondary level, special care needs to be taken indeciding the most feasible and realistic developmentscenario of expansion of secondary education. Thefollowing points need to be kept in view while settingplan targets in the district level perspective andannual work plan under the RMSA:¡ Given the bottom-up approach to planning,the need is to set disaggregated targets by sex,social group, rural and urban areas, etc. It maybe noted that, while setting enrolment targetsat the secondary level, the unit should be thedistrict, and not the block, as there is thepossibility of inter-block migration ofsecondary school age population.¡ Targets are to be set for major plancomponents -- access, school infrastructure,teacher deployment and quality, enrolment,internal efficiency, gender and social equity,learner achievement, capacity building, etc.¡ Targets of annual work plan should be set onthe basis of analysis of achievements of planinterventions in the previous year, and thetargets for the given year envisaged in theperspective plan thereby maintaining anorganic relationship between the perspectiveand annual work plan.¡ Plan targets need to be SMART (specific,measurable, achievable, realistic, and timebound).¡ In a decentralized management frameworkwhere School Improvement Plan(SIP) formsthe basis of DSEP, first, targets relating toinfrastructure, teacher, classrooms,pedagogical means should be set at the schoollevel following the given norms andparameters, which should then be aggregatedat the district level. The rationale and themethodology of arriving at the plan targetsneed to be clearly mentioned in the plandocument. In the absence of SIP, school-wisedata from SEMIS can help set school leveltargets.¡ Under RMSA, the targets for school25

National University of Educational Planning and Administrationimprovement need to be comprehensive. Inother words, all related civil work for creatinginfrastructure under the specified schoolimprovement package need to be carried outfor a given school in a single year only. Noincremental approach to infrastructuredevelopment at the school level would beadopted under the RMSA.¡ Target setting exercise, particularly enrolmenttarget setting and estimation of newschools/sections, additional classrooms andteachers should follow certain standardprocedure/methodology.¡ Assumptions for setting plan targets should berealistic.¡ All related information used to set plan targetsshould be provided in the plan document.¡ Plan targets should be provided both inabsolute numbers and in the form ofperformance indicatorsAs far as possible, plan targets should be mentionedin measurable terms with clear specification of thetimeframe in the suggested grid, as shown in Table 1.It may be underlined that if the target setting exercisegoes wrong or becomes unrealistic, the successivestages of plan formulation will also go wrong. AsRMSA follows a strategic management model,compliance to the national level enrolment targetswithout taking into account the baseline status ofsecondary education in the district and the likelyamount of resources available during the plan periodis not desirable in the DSEP. Moreover, settingambitious unrealistic targets in the DSEP will getreflected in the nonperformance of the district in thesubsequent years. It is, therefore, expected that theDistrict Planning Committee (DPC) devotesreasonable time and expertise in setting plan targets.It is important to internally appraise the plan targetson the basis of likely available resources,management capacity and consultation with majorstakeholders prior to moving on to define thestrategies and action programmes to achieve thesame.Intervention Strategies and Action Programmes:Once the targets are carefully set and appraised, thenext step in the plan formulation is to answer theTable 1: Suggested Grid for Presenting Plan TargetsPlanPerformance Current/Base Total Plan Plan Target AdditionalComponent Indicator Year Status Number Target (in absolute units/Resourcenumber)gap1. Access NAR 87% XXX 92% XXX XX2. School % of Schools 81% XXX 88% XXX XXInfrastructure with PuccaBuilding3. Enrolment NER 67% XX lakh 72% XXX XX4. Internal Dropout Rate X% XXX Y% XXX XX (reduction)EfficiencyRepetition Rate X% XXX Y% XXX XX (reduction)26

Secondary Education: Planning and Appraisal Manualquestion as to how are we going the get there (achieveplan targets) and what needs to be done to reach thetargets? Intervention strategies for attaining a givenplan target can be more than one and are decidedafter assessing the implications of alternativestrategies related to the plan target. Although severalstrategies by component are suggested in the FFI ofthe RMSA, it is expected that the interventionstrategies proposed in the DSEP for achieving theplan targets need to have large bearing to the existingdevelopment context of the district rather thanhaving similar strategies for a given interventionacross all districts. The performance of a DSEPwould largely depend on how efficient it is in terms ofevolving district specific strategies for implementingvarious interventions. It does not necessarily meanthat the DSEP would go beyond the overall normsand parameters laid down in the FFI of the RMSA.District specific innovative strategies and activities,however, would have their own norms and unit costswith appropriate rationale and related information.Once intervention strategies are specified, the nextstep is to outline the related action programmes,their objectives/expected results, to list out majoractivities that make up the action programmes,group the major activities of the component-wiseaction programmes, define the related keyindicators, assess the activity specific inputrequirements and management capacity and therelated risks/opportunities of the major activities.The grid in Table 2 may guide the District PlanningCommittee (DPC) in defining the variousdimensions of a given action programme. It isimportant to think through the action programmeand provide a brief rationale and description of thesame in the DSEP. Often, action programmes/interventions are mentioned in the DSEP in the formof mere statements. This is not desirable as it makes itdifficult to appraise its feasibility and fundingrequirements. It is important that a brief descriptionof each of the action programmes proposed in theDSEP is provided, taking into consideration the keydimensions specified in Table 2. It may be noted thatthe development strategies and action programmesproposed in the DSEP need to be synchronized andgrouped according to the component-wise plantargets (i.e. access, participation, retention, quality,equity, capacity building and management, etc.).Estimating Additional Inputs/Resources: At thisstage of the plan formulation, the job is to find outadditional inputs by action programmes during theperspective plan period. In fact, the proposed actionprogramme related activity-wise inputs wouldalready have been identified and estimated in thepreceding step (i.e. while defining the variousdimensions of the action programme, as suggested inTable 2). These inputs then need to be grouped bycomponents (viz., infrastructure, additionalschools/sections, additional classrooms, additionalteachers, additional non-teaching staff, additionalnumber of incentives and scholarships, etc.) so as tofacilitate budgeting, appraisal and negotiation. Theultimate product of this stage of planning is toprepare an intervention-wise input sheet for the planperiod. It may be underlined that while estimatingthe additional requirements of classrooms andteachers, the enrolment size of the individualsecondary school/section would be taken as thebasis, and the class size, not the PTR, would be thebasic norm. In other words, additional classrooms,teacher requirements and infrastructurerequirements would be done at the school and not atthe aggregate level, i.e. district level. Additionalrequirements of secondary schools and sectionswould be done on the basis of school mapping onlyfollowing the norms relating to physical access to27

National University of Educational Planning and Administrationsecondary schooling provisions.Planning for Implementation: Once theprogramme interventions are specified andadditional physical, manpower, pedagogical,institutional and managerial inputs are estimated bythe planning team, the District Planning Committee(DPC) then moves on to answer the question as tohow to operationalize and control the proposedinterventions in the DSEP? At this stage of planformulation, the DSEP is translated into an operatingtime table, (as given in Table 3), which is calledscheduling, with clear specification of managementand reporting responsibilities at various levels, i.e.state, district, school, etc. In other words, the DistrictPlanning Committee (DPC) develops a realisticimplementation schedule of component-wise majoractivities to be undertaken during the plan periodand identifies the critical activities along with anassessment of likely risks and uncertaintiesassociated with the implementation of theseactivities. Moreover, the monitoring and feedbacksystem is clearly defined and the roles andresponsibilities of various departments, agencies,Table 2: Key Dimensions of an Action Programme to be Specified in the DSEPLevel ofResult Measurable Inputs/Other Management Associated Risks/specification Statements Indicators/ Resource Responsibility OpportunitiesSources of RequirementsVerification(a) Specification/title of the action programme 1Developmentaland immediateobjectives of theaction programme/interventionMain line of action 1Main line of action 2…….Activity 1.1Activity 1.2Activity 1.3……Activity 2.1Activity 2.2………(b) Specification/title of the action programme 228

Secondary Education: Planning and Appraisal Manualinstitutions and organizations in the management ofthese activities are specified. The products of thisstage of plan formulation are the implementationschedule and specification of monitoring andfeedback system for translating the DSEP into action.Budgeting and Financing: At this stage of the planformulation, the District Planning Committee(DPC) translates the required additional inputs intomonetary terms following the estimated physicaltargets of various inputs and their accepted unitcosts. The resulting budget estimate is thenorganized into recurring and non-recurringexpenditures. These budget estimates are, in fact,estimated additional expenditures over the base linelevel of expenditure on secondary education in thedistrict. In the DSEP, the estimated budget needs tobe organized at three levels, i.e. by proposed actionprogrammes (within it by recurring and nonrecurringheads), by major components ofsecondary education (again by recurring and nonrecurringheads), and by state and central share of theestimated budget and the spillover components. Thebudget estimates are annualized for the perspectiveplan period. The important points and steps forbudgeting and financing of the DSEP have beendescribed in a separate financial management andprocurement manual of RMSA. It may be noted thata critical analysis of recurring and non-recurringcomponents of the budget estimates needs to be doneto have an idea about the sustainability of theplanned intervention, i.e. a DSEP having largerecurring budget component is likely to be lesssustainable in future.Appraisal and Negotiation: In fact, this is the laststage of the planning cycle, which also forms thebeginning of the next planning cycle. AlthoughTable 3: Preparation of AWP&BsSl. No. Activities Month/Dates1. Completion of need identification process and plan preparation at the June- Julyschool / SDMC / Community level2. Visioning exercise and planning of activities and requirement of funds July-Augustat district level3. Formulation and development of AWP&B through participatory August-Septemberplanning process for State and district4. Transmission of the district plans to the State Project office September-October5. Consultation with the State Government and obtaining October-Novemberthe views of the State Government6. Revision of the district plan, if any, on the basis of comments October-Novemberoffered by the State Government7. Finalization of the AWP&B and approval by October-Novemberthe Executive Committee of the State Society.8. Submission of the plans to SE Bureau Up to January9. Appraisal of the plans at national level by the Appraisal Mission, approval January -Marchby the Project Approval Board and Circulation of minutes of the PAB29

National University of Educational Planning and Administrationappraisal as a function of plan formulation is presentin almost all its major stages, the appraisal of the plandocument is undertaken in order to assess thepriority, feasibility and efficiency of proposed actionprogrammes in the DSEP. During this stage of theplan formulation, the appraisal team looks into howthe District Planning Committee (DPC) hasidentified development priorities, set out plantargets, evolved intervention strategies and actionprogrammes, estimated additional requirements,designed the monitoring and feedback activities,estimated budgetary requirements, and how is theFigure 5: Major Points to be Kept in View in Each of the Stages of Plan Formulation30

Secondary Education: Planning and Appraisal ManualDSEP linked to the overall goals of the RMSA. Theappraisal team also looks into the proposed actionprogrammes in terms of their educational, technical,socio-political, administrative, institutional andfinancial feasibility. Furthermore, the efficiency ofthe proposed interventions in terms of unit costs andsustainability are examined during the appraisalstage. The appraisal generally closes with negotiationfor funding (in the Project Approval BoardMeetings).2.4 What a District Secondary Education Planmust have?Apart from the steps described in the precedingsections for plan formulation, the RMSA envisagesthe following in the DSEP:— Illustration of the educational setup in thedistrict (including the organogram)— Details of preparatory steps taken by the StateGovernments;— Targets for GER (separate targets for SCs/ STs/Girls/ Minorities & Rural population);— Participation of women, SCs/ STs, parents ofdifferently-abled children, educationallybackward minorities and other disadvantagedgroups in the planning process.— A clear gender focus in all the activities underthe plan. Every intervention must be gendersensitive.— Evidences of school-based planning andcultural/sports activities, etc.— Evidence of interface with electedrepresentatives at all levels.— Process based constitution of committees ateach level.—Institutional arrangements for decentralizeddecision making.— Consultation with teachers.— Community contribution for universalsecondary education.— School mapping and micro planninghabitation wise/ village wise/ cluster wise/ citywise/ slum wise/ ward wise.— Focus on making education relevant to life.— Survey of available school facilities, includingnon-governmental educational institutions;— Available facilities in schools.— Pass percentage and Transition Rates of 14-18years age group (VIII to IX and X to XI),children studying in classes I-VIII andfacilities for their education and development;— Population of 14-18 year old children throughpreparation of Education Registers— Relocation of teacher units, taking intoaccount the presence of the nongovernmentalsector and its impact on schoolattendance.— Assessment of training needs and survey ofcapacities for orientation and training withexisting institutions;— Needs, school-wise/ habitation-wise ofadditional school facilities, teachers, etc;— Needs, school wise, of consumables forScience laboratory, Mathematics laboratory,ICT facility, Art/ Craft and Culture education,excursion trips and other activities, as per thescheme.— School wise incentives of scholarships,uniforms, free textbooks and notebooks, etc.31

National University of Educational Planning and Administration—Teaching-learning materials; —— Information systems;— Available financial resources and priority ofneeds.— Open schooling facilities.— A plan for quality education including a planfor girls, SC/ ST, Educationally BackwardMinorities, and children with special needs.Incorporation of issues like local specificschool timings, teachers' attendance, students'attendance, etc;— Reflection of all investments (in Plan as well asNon-Plan) being made in a particular districtfor Secondary and Higher SecondaryEducation.32

III. Techniques of Population andEnrolment Projections3.1 Projection of Secondary School AgePopulationPlanning for educational development requires datarelated to various aspects of educational developmentat different levels. Since many indicators ofeducational development are directly or indirectlyrelated to the size and structure of the population, itis important to know the size and structure ofpopulation at different points of time, particularlyduring the planning period. In fact, in order to planfor development of a particular level of education, itis necessary to know the size and structure ofpopulation of the relevant age-group, which is thetarget group for that level. In India, in most of thestates and UTs, age-group 6-10 years is the relevantage-group for primary level (Classes I-V) and agegroup11-13 years is the relevant age-group for upperprimary level (Classes VI-VIII), the relevant agegroupfor secondary (Classes IX-X) is 14-15 yearsand the relevant age-group for higher secondary(Classes XI-XII) is 16-17 years. In those states/UTswhere the age-group for primary level is 5-9 years,the age-groups for secondary and higher secondarylevels will change accordingly.Data SourcesDemographic data is generally collected in theCensus of India once in every ten years. The Census2001 provides district-wise total population andsingle-age population by location, gender and socialcategories for 2001. The Census 2011 provides onlythe district-wise total population by location andgender for 2011. The Registrar General of India andthe Census Commissioner of India have alsoprojected the population for all of India and also forall the states (except Goa), and combined North-Eastern states (excluding Assam) by location andgender from 2002 to 2026 at the state level. Hence,the planning for the forthcoming years should bebased on population data provided in the Census2011.MethodologyThere are different methods of projecting populationat different levels, starting from national to state anddistrict level. Keeping in view the limitations in theavailability of population data, the following stepsmay be followed in projecting the district-wise totalpopulation as well as population of age-group (14-15) by location and gender in the states and UTs from2002 to 2016:Step I:Step II:By using the compound rate of growth(Average Annual Growth Rate) method(given in Section 4.4, Part I), the districtwiseaverage annual growth rate ofpopulation by location (rural and urban)and gender between 2001 and 2011 may beestimated;Using the district-wise average annualgrowth rate of population between 2001and 2011, (as estimated in Step I), andmaking adjustments through iterativeprocess, the district-wise total population33

National University of Educational Planning and Administrationby gender may be estimated for each yearfrom 2002 to 2016. While makingadjustments, the net migration (inmigrationminus out-migration) ofpopulation, particularly from rural tourban and semi-urban areas and also inthe hilly areas, should also be considered.Care should be taken to ensure that theaggregate of the districts' total population(State Population) matches the projectedtotal population of the state for each year,from 2002 to 2016, as projected by RGI andCensus Commissioner, India.Step III: The district-wise shares of population ofage-group (14-15) to total districtpopulation by location and gender in 2001may be estimated by using 2001 C-seriescensus data.Step IV: The district-wise shares of population ofage-group (14-15) to total districtpopulation by location and gender in 2001(as estimated in step 3) may be applied tothe projected district population bylocation and gender in order to project thedistrict-wise population of age-group (14-15) by location and gender for each yearfrom 2002 to 2016.3.2 Enrolment Projection at Secondary LevelThe experience of appraisal of secondary educationplans under RMSA during the last 3 years shows thatmany States have made enrolment projections andhave set plan targets at secondary level, which are notrealistic. It is important to note that the number ofclass VIII graduates constitute the maximumenrolment in class IX. Unlike elementary level, it isnot realistic at the secondary stage to bring therelevant age group children who are "out of school" tothe regular schools right away. It is needless tomention that secondary education cannot beexpanded unless the upper primary educationsystem is efficient enough to send the adequatenumber of elementary graduates to the secondarylevel. Hence, the enrolment in secondary level(Class IX) in an area in a year would depend upon (i)the number of elementary graduates in the previousyear; and (ii) the transition rate between class VIIIand class IX.Based on the above, it is suggested that the planningteam should follow the following steps in projectingthe enrolment in class IX in a particular year at thedistrict level.Steps1. Using the past linear trend in the growth ofenrolment in class VIII in the last 5 years(from DISE data), project the class VIIIenrolment for each year till 2016-17 at theblock and district level;2. Estimate the transition rate from class VIII toclass IX for the last 5 years by takingenrolment data of class VIII from DISE andenrolment data of Class IX from SEMIS andthen project the future expected transitionrates from Class VIII to Class IX for each yeartill 2016-17;3. Applying the projected class VIII enrolmentof a particular year (as estimated in step 1above) to the projected transition rate fromclass VIII to IX of the next year, project theenrolment in class IX for each year till 2016-17 at the block and district levels; and34

Secondary Education: Planning and Appraisal Manual4. Multiply the projected enrolment in class VIII(as estimated in step 3 above) by two to projectthe enrolment in Classes IX-X for each yeartill 2016-17.3.3 Alternative Development Scenarios andPlan TargetsThis section deals with the possible pathways for theachievement of the goal of universalization ofsecondary education in the district and the state.Given the status of secondary education in thedistrict/state as on 30th September of a particularyear, attempt should be made to explore futureprospects of secondary education in the district/state, while keeping up with the national goal ofuniversalization of secondary education, (includingthe GER of 100% by 2016-17), by 2020 at the statelevel. The target indicator by which the prospects offuture expansion need to be explored is the GrossEnrolment Ratio (GER) in secondary classes (classesIX-X) in the district/state over the years in future.The planning team should examine alternativedevelopment scenarios (for expansion and qualityimprovement) and, ultimately, adopt one scenariofor setting annual enrolment and other targets from2009-10 to 2016/17 in the plan for universalizingaccess to and improving quality of secondaryeducation in the district. It is suggested that thefollowing alternative development scenarios may beattempted and their implications in the districtcontext should be examined:Scenario-1: Enrolment targets as envisaged underRMSA (i.e. GER = 70% by 2011/12,GER = 75% by 2013/14 and GER =100% by 2016/17;Scenario 2:Scenario 3:Projection Models:Past trends in the growth ofenrolment/GER in classes IX-X andtheir extrapolation till 2016/17; andExamine the transition rates betweengrades VIII and IX and make feasibleassumptions about their size in thefuture, and accordingly decide the sizeof the GER (for classes IX-X) by2016/17.Alternative Development Scenario 1In the first alternative scenario, while following thenational vision of achieving the goal of universalisationof secondary education by 2020, thedistrict/state may take-up the national level RMSAtargets of reaching GER = 70% by 2011-12,GER=75% by 2014-15 and GER=100% by 2016-17,irrespective of the present status and past trends inthe growth of enrolment at secondary level (asmeasured by GER). The enrolment projection maybe carried out by applying the projected populationof age-group 14-15 to the target GER set for thesepoints of time, as mentioned above. Then the districtplanning team should estimate the expected averageannual growth rate of enrolment in order to complywith the national RMSA target of GER and alsoexamine the feasibility of adopting these targets.Alternative Development Scenario 2In the second scenario, the district planning teamshould explore future prospects of growth inenrolment, based on the past trend in the growth ofenrolment in secondary classes IX-X at the districtlevel. Accordingly, the district planning team shouldproject the future enrolment in secondary classes inthe district over the years till 2016-17.35

National University of Educational Planning and AdministrationAlternative Development Scenario 3In the third scenario, the district planning teamshould explore future prospects of growth inenrolment in secondary classes IX-X, based on thepast trend in the growth of enrolment in class VIIIand the transition rates between grades VIII and IX,including the feasible assumptions about their size inthe future (as mentioned in section 3.2 above). In thenext step, the proposed GER targets (for classes IX-X) should be estimated by using the projectedenrolment (as estimated above) and the projectedpopulation of age-group 14-15 for each year till2016-17 at the district level.Since the data on enrolment in classes IX-Xhave been collected since 2006-07 in SEMIS,the planning team should use only SEMIS data forprojecting enrolment and setting GER target insecondary classes IX-X at the district level.It is necessary for the planning teams to developthese three alternative scenarios. However, thedistrict planning team may explore the possibilitiesof undertaking any other alternative scenariodepending upon the situation at the district level. Inother words, the planning team has to givejustification for such other scenario or possible pathof expansion of enrolment at the district level.3.4 Proposed GER Target and DevelopmentScenarioThe district planning team should select one amongthe three alternative scenarios for the district andalso provide a brief rationale for adopting a specificdevelopment scenario from among the abovementionedscenarios.3.5 Year-wise Additional Enrolment byLocation, Gender and Social CategoryBased on the proposed GER target, the districtplanning team should set year-wise enrolmenttargets by location, gender and social category up to2016-17 and specify the required growth rate ofenrolment in the district to achieve the plan targets.Besides, while setting the enrolment targets, thedistrict planning team should set separate targets forformal and distance systems, along with the openschooling system. This would help justify thefeasibility of achieving the enrolment targets at thedistrict level.Then they should estimate year-wise additionalenrolment (i.e., secondary school places) by locationof schools, gender and social category for achievingthe specified targets in the district. Besides, effortsshould also be made to differentiate/distribute theadditional enrolment between the schools managedor funded by the state government departments andthe other agencies. It is important because thefinancial requirement to meet the cost of increasingenrolment will apply only to the enrolment inschools managed or funded by departments(government and government aided) of the stategovernment. All the other schools managed bycentral government agencies or private bodies havenothing to do with state government financing ofsecondary school education under the RMSA. Forthis, the planning team may apply the percentage ofenrolment under different managements using theSEMIS data.3.6 Other Component-wise TargetsThe plan document should have a grid/table givingdetails of component-wise targets, such as access,36

Secondary Education: Planning and Appraisal Manualupgradation of infrastructure, retention, equity,capacity building (including teacher training),quality related interventions, etc., up to 2016/17, bylocation and management (wherever applicable),with a clear description of the methodology/basis forsetting these targets in the district. Besides, thetargets should be presented in absolute numbers andindicators for facilitating monitoring and evaluation.3.7 Projected Demand for New Schools,Up g r adati on of E xisting S cho ols,Classrooms and TeachersThe increase in the size of enrolment definitelyrequires the additional resources. As per the RMSAframework for implementation, opening of newschools may be proposed in the unserved areashaving potential demand. Hence, opening of newschools in unserved areas should be based on theschool mapping exercise. Similarly, the up-gradationof upper primary schools to secondary schools, aswell as the horizontal expansion and strengtheningof existing secondary schools and higher secondaryschools, should be based on school mapping exercisewith all the necessary infrastructure facilities andteachers.Likewise, the estimation of additional classroomsand teachers to accommodate the additional yearwiseenrolment should be based on the state normswith respect to provision of teachers and classrooms.However, to meet the standards prescribedunder the RMSA, the planning team may estimatethe demand for additional classrooms based on thenorm of student-classroom ratio of 40:1. Similarly,the estimation of additional teachers should be basedon the norm of student-teacher ratio (also called asPTR) of 30:1. However, to accommodate the demandfor subject teachers in secondary classes, theestimation of additional teachers should be made atthe school level.37

IV. Key Secondary Education PerformanceIndicators: Technical NotesThe performance of secondary education in thedistricts or in the various blocks of the district can beseen in terms of indicators of physical access andfacilities, indicators of provision, indicators ofavailability of teachers, indicators of enrolment andparticipation, indicators of efficiency of secondaryeducation and indictors of learning out comes atsecondary level. The details of some key secondaryeducation performance indicators are presentedbelow.4.1 Performance Indicators of Physical AccessSome key performance indicators related to physicalaccess of secondary education are as given below(i)and FacilitiesAccess RatioDefinition and Method of EstimationIn order to see the extent of availability of secondaryschooling facilities provided to an area, 'access ratio'is an important indictor. The access ratio is useful notonly to measure the access, but also to undertake thediagnosis of the access situation and set the accessrelated targets. It shows the percentage of habitationshaving secondary schools/sections within thedistance norm (for example, in India it is 5kilometer). This indicator can be calculated forsecondary education by using the following formula;Access Ratio =(Total number of habitationshaving secondar y schools/sections within 5 kilometers in aspecific year / Total number ofhabitations in that year) * 100Data SourceIn order to compute this indicator one should havedata on the total number of habitations in thedistrict/block and the number of habitations havingsecondary schools/sections within 5 kilometers.Data on number of secondary schools/ sections isavailable in SEMIS, but data on the number ofhabitations needs to be collected from the field tocompute this indicator.Interpretation and UseFor ensuring universal access to secondaryeducation the access ratio should be 100, and lesserthe calculated value of this indicator - lesser theaccess to secondary schooling facility.(ii)Secondary Schools per lakh population(SSPLP)Definition and Method of EstimationThis indicator may be helpful for estimation ofsecondary schooling facilities available in an area,say a district, and it may also be used for knowing therelative access position or inter-district and intradistrictvariations in access. This indicator can becalculated by using the following formulaSSPLP =(Total number of Secondary Schools/sections in a year / Total Population ofthe area in that year) * 100,00039

National University of Educational Planning and AdministrationHowever, for areas having less population like hillareas and areas having low population density theindicator may be computed for secondary schoolsper 10,000 population or per 5000 populationinstead of per lakh population.Data SourceFor computing this indicator one should have dataon the total number of secondary schools, which isavailable in SEMIS, and total population of that year,which needs to be projected by using the censuspopulation data.(iii)Ratio of Upper Primary Schools/Sections tothe Secondary Schools/SectionsDefinition, Method of Estimation andInterpretationThis indicator is useful for checking the availabilityof secondary schooling facility as compared toelementary education. This indicator also showshow many upper primary schools a secondaryschool is catering to at present. The indicator can becomputed by using the following formula;Ratio = (Total number of Upper Primar ySchools/Sections in a year) / (Total numberof Secondary Schools/Sections in that year)Data SourceIn order to compute this indicator one should havedata on the number of upper primary schools/sections, which is available in DISE, and data on thenumber of secondary schools/sections, which isavailable in SEMIS.4.2 Performance Indicators of Provisions inSecondary Schools/SectionsSome key performance indicators related toprovisions and facilities in secondary schools aregiven below(i)Percentage of Schools with Type andCondition of School BuildingsDefinition, Method of Estimation andInterpretationWhile planning for access and provisions forsecondary education, data on the type and conditionof school building are important. In this regard thetypes of building include pucca, partially pucca,kuchcha and others, and the condition of schoolbuildings includes good condition, need minorrepair, need major repair, dilapidated. The indicatorcan be computed by using the following formula;Percentage = {(Number of secondary schools/(Type of sections having pucca/partiallyBuilding) pucca/kuchcha/other type ofbuilding in a year) / (Total numberof secondary schools/sections inthat year)} * 100Percentage = (Number of secondary schools/(Condition sections having building in goodof Building) condition/need minor repair/needmajor repair/dilapidated building ina year/total number of secondaryschools/sections in that year) * 100Data SourceData required to compute these indicators onsecondary education includes total number ofsecondary schools/sections and the number ofsecondary schools/sections having pucca building,kachcha building and others, as well as the number ofsecondary schools/sections having building in goodcondition, need minor repair, need major repair and40

Secondary Education: Planning and Appraisal Manualhaving dilapidated building. All these data areavailable in SEMIS.(ii)Percentage of Schools with Number ofClassrooms for grades IX and XDefinition, Method of Estimation andInterpretationIdeally in secondary schools there should be oneclassroom not only for each class but even for eachsection. This indicator helps the planners to knowabout the deficiency in availability of classroom inthe schools, if any. This indicator can be computed byusing the following formulaPercentage = (Number of secondary schools/sections having one/two three/four/f ive/six/more classrooms in ayear / Total number of secondaryschools/ sections in that year) * 100Data SourceData needed to compute this indicator includesnumber of secondary schools/sections having one/two/three /four/five/six/ more classrooms and thetotal number of secondary schools/ sections. Allthese data for computing this indicator are availablein SEMIS(iii)Percentage of Schools with Number of otherrooms for grades IX and XDefinition, Method of Estimation andInterpretationSecondary schools not only need to have sufficientnumber of classrooms, but also other rooms, likehead master's room, teachers' rooms, office room,sports room, medical/sick room, laboratory rooms,library room, computer room, etc. This indicatorshows the position of availability of these otherrooms in secondary schools. This indicator can becomputed by using the following formulaPercentage = (Number of secondary schools/sections having one/two three/four/five/six/more other rooms, i.e otherthan classrooms in a year / Totalnumber of secondary schools/sections in that year) * 100Data SourceData needed to compute this indicator includenumber of secondary schools/sections havingone/two/three/four/five/six/ more other rooms andthe total number of secondary schools/ sections. Allthese data for computing this indicator are availablein SEMIS(iv)Percentage of Schools having drinkingwater facilityDefinition, Method of Estimation andInterpretationAll schools, irrespective of the level, need to havesome basic facilities like drinking water in theschools premises. This indicator will show theproportion of secondary schools that have and donot have such basic facility. This indicator can becomputed by using the following formulaPercentage = (Number of secondary schools/sections having drinking waterfacility in the campus in a year / totalnumber of secondary schools/sections in that year) * 100Data SourceData required to compute this indicator include total41

National University of Educational Planning and Administrationnumber of secondary schools and the number ofsecondary schools having drinking water facility. Allthese data for computing this indicator are availablein SEMIS(v)Percentage of schools having various otherprovisionsDefinition, Method of Estimation andInterpretationSecondary schools are expected to have variousprovisions in the school. These include theprovisions like toilet for boys, girls and teachers,playground, boundary wall, hostel facility,residential quarter for teachers, office room,common room, activity room, sick room, room forsports equipment, watchman's room, telephoneconnection, electricity connection, science/integrated lab, library, computers, internet facility,disability friendly provision, furniture for studentsand teachers, basic teaching learning material,teaching learning equipment etc.These indicators on provisions can also be computedby using the same formula as given above fordrinking water facility.Data SourceData required to develop these indicators includenumber of secondary schools having these facilitiesand total number of secondary schools. All these datafor computing these indicators are available in SEMIS.4.3 Performance Indicators on the availabilityof Teachers in SchoolsSome key performance indicators related toavailability of teachers in secondary schools are asgiven below:(i)Percentage of Teachers ,Positions filled upDefinition, Method of Estimation andInterpretationFor smooth functioning of the schools and forensuring that proper teaching-learning takes place inthe school process it is mandatory that all thesanctioned positions of the teachers are filled up.This is an important indicator that shows thepercentage of teachers' positions filled up and vacant.This indicator can be computed by using thefollowing formulaPercentage of = (Total number of teachersTeachers' presently in position in a year /positions total number of teachers'filled up positions sanctioned in the sameyear)/*100Data SourceData required to compute this indicator includenumber of teachers in position, number of teachers'positions vacant and the total number of teachers'positions sanctioned. All these data are available inSEMIS.(ii)Percentage of Teachers with appropriatequalificationDefinition, Method of Estimation andInterpretationTeachers working at secondary schools need to beproperly qualified as per the policy of the state. But inactual practice at some places it may not happen. It istherefore necessary to have data on the number andpercentage of teachers having appropriatequalification. This indictor can be computed byusing the following formula42

Secondary Education: Planning and Appraisal ManualPercentageof TeachersData Source= (Number of teachers working atsecondary level having requisitequalification (as per sate norms) in ayear / total number of teachersworking at secondary level in thesame year) * 100Data required for computing this indicator includetotal number of teachers working at secondary levelaccording to their qualification. These data areavailable in SEMIS.(iii)Percentage of Trained TeachersDefinition, Method of Estimation andInterpretationIn the schools, whether elementary or secondary, allteachers appointed are supposed to be pre-servicetrained. However, in some states proportion oftrained teachers is relatively low. It is thereforedesirable to have data on the percentage of trainedteachers as it has implication for planning. Theindicator can be computed by using the followingformulaPercentage = (Number of trained teachersof Trained working at secondary level / totalTeachers number of teachers working atsecondary level) * 100Data SourceData required to compute this indicator include totalnumber of teachers in position at secondary leveland total number of trained teachers in position atsecondary level and these data are available inSEMIS.(iii)Percentage of Schools with minimumnumber of teachers as per state normDefinition, Method of Estimation andInterpretationIn every state, there are norms on minimum numberof teachers required for secondary schools. It istherefore important to see whether all the secondaryschools have that minimum number of teachers andso additional teachers are required to be appointed inthe schools that do not have the required number ofteachers. This indicator is important as it shows thepercentage of secondary schools that do not haveminimum number of teachers required in theschools as per the state norms. This indicator can becomputed by using the following formula.Percentage = (Number of secondary schools/sections having minimum numberof teachers as per state norm in ayear / Total number of secondaryschools/sections in the same year) *100Data SourceData required for computing this indicator includetotal number of secondary schools/section andnumber of secondary schools/sections havingminimum number of teachers required as per statenorm. These data are available in SEMIS.(iv)Percentage of Schools with minimumnumber of Subject specific teachers as perstate normDefinition, Method of Estimation andInterpretationIn secondary schools not only the number ofteachers is important, but it is also required thatsubject specific teachers are available in all schools.This indicator may help in planning for the43

National University of Educational Planning and Administrationrecruitment of subject teachers at secondary level. Itcan be computed by using the following formula:Percentage = (Number of secondary schools/of schools… sections having minimum numberof Subject specific teachers as perstate norm in a year / Total number ofsecondary schools/sections in thesame year) * 100Data SourceData required for computing this indicator includetotal number of secondary schools/sections andnumber of secondary schools/section havingminimum number of subject specific teachers as perstate norm. These data are available in SEMIS.(v)Classroom (Section)-Teacher ratio:requirement of subject teachers should beestimated on the basis requirement of each schoolusing SEMIS data.Data SourceData required for computing this indicator includetotal number of teachers in secondary schools/sections and total number of classes in secondaryschools/sections. These data are available inSEMIS.4.4 Performance Indicators related toEnrolmentSeveral Indicators related to enrolment at thesecondary level can be computed, which is importantfor planning purpose. Some important indicatorsrelated to enrolment are as given below.Definition, Method of Estimation andInterpretation(i)Enrolment Trend by management ofschoolsAt secondary level in many states, the norms are thatthere should be a certain number of teachers perclassroom. Whether the schools have those requirednumber of teachers per classroom/section will beshown by this indicator. This indicator can becomputed by using the following formula:Classroom- =TeacherRatio{(Total number of teachers inposition in secondary schools/sections in a year)/(Total number ofClasses in secondary schools/sections in the same year)}In fact, the classroom-teacher ratio should be usedto estimate the requirement of teachers at schoollevel. For example, if this ratio is 1:1.5 or 1:1.7, thenfor each additional secondary classroom, twoteachers should be provided. However, theDefinition, Method of Estimation andInterpretationThe secondary schools can be classified into threecategories and these are: Government Schools,Private aided schools and Private unaided schools.Enrolment Trend Index can be computed for all thethree types of schools separately and comparison canbe made that will show how the enrolment isincreasing in these three types of schools over aperiod of time, and under which management theenrolment growth is fast or slow. This indictor can becomputed by using the following formula:Enrolment = {(Total enrolment in classes IX-X inTrend government/private aided/privateIndex (ETI) unaided schools in the latestavailable year)/(Total enrolment in44

Secondary Education: Planning and Appraisal ManualData SourceClasses IX-X in government/ privateaided/ private unaided schools in thebase year)}* 100Data required for computing this indicator includetotal enrolment in secondary classes at two points oftime (e.g. for 2005-06 and 2010-11). Data on theenrolment in secondary classes at two points of timeare available in SEMIS.(ii)Average Annual Growth Rate of Enrolment/PopulationDefinition, Method of Estimation andInterpretationIt is expected that over a period time the enrolment atsecondary level may increase. However, since atsecondary level the institutions are managed notonly by the government but also by the privateagencies in substantial proportion, it is important toknow whether the enrolment is increasing at a fasterrate in government sector or in the private sector. Inorder to see such relative growth it is necessary to seethe growth of enrolment at secondary levelseparately for government schools, private aidedschools and unaided schools. The average annualgrowth rate is an indicator that can be used for seeingsuch relative growth of enrolment and it can becomputed by using the following formula:Average Annual = [{(En/E 0)^(1/n)}-1]*100Growth Rate 'R'WhereE is total enrolment in classes IX-X in the latestnavailable yearE is total enrolment in classes IX-X in the base year0'n' is the number of intervening yearsAverage annual growth rate in enrolment can becalculated for schools under different types ofmanagements, e.g. for government, governmentaided and private unaided schools. This indicatorcan also be computed for rural and urban areasseparately, or for various development blocks of thedistricts.It may also be noted that the formula may also beused to estimate the growth rate of populationbetween two points of time.Data SourceData required for computing this indicator includestotal enrolment in secondary classes at two points oftime (e.g. for 2005-06 and 2010-11). Data on theenrolment in secondary classes at two points of timeare available in SEMIS.(iii)Enrolment Ratios at Secondary LevelDefinition, Method of Estimation andInterpretationEnrolment ratios can be computed level-wise forsecondary level, i.e., for grades IX and X put together,as well as grade-wise for grades IX and X separately.Both level-wise as well as grade-wise enrolment ratioat secondary level can be either gross or net. From theplanning point of view it is always advisable to useboth Gross Enrolment Ratio and Net EnrolmentRatio for diagnosis of educational situation as well asfor target setting. However, the secondary levelenrolment is decided by the enrolment at elementarylevel in general and by the enrolment in grade VIII(the terminal grade for elementary) in particular. Itmay, therefore, be noted that generally at secondarylevel gross enrolment ratio is taken into account tilluniversal enrolment at elementary level is achieved.45

National University of Educational Planning and AdministrationThese level-wise as well as grade-wise enrolmentratios, that may be gross enrolment ratio and netenrolment ratios, can be computed as given below.Level-wise Enrolment Ratio for SecondaryDefinition, Method of EstimationIn case secondary education is of two years duration,i.e. grades IX and X and the relevant age group forthese grades is 14 - 15 years, the secondary levelenrolment ratio can be calculated by using thefollowing formula:Gross Enrolment= (Total Enrolment in grades IXRatio (GER) and X in a year / Population of14-15 years in the sameyear)*100Net Enrolment =Ratio (NER)Data Source(Total Number of 14-15 yearold children enrolled in gradesIX and X in a year / Populationof 14-15 age group in the sameyear)*100In order to compute these indicators, the age-wiseenrolment data are required and also the projectedpopulation data for single year age for 14 and 15 yearsare required. Age-wise enrolment data are availablein SEMIS and single year age population can beprojected by using census data.Grade-wise Enrolment Ratio for SecondaryDefinition and Method of EstimationEnrolment ratio for grades IX and X can becalculated separately by using the following formula:Gross Enrolment = (Enrolment in grade IX in aRatio (grade IX) year / Population of 14 yearNet EnrolmentRatio (grade IX)old children in the sameyear)*100= (Number of 14 year oldchildren enrolled in grade IXin a year / Population of 14year old children in the sameyear)*100Similarly the GER and NER for grade X can also becalculated by replacing grade IX by grade X andreplacing age 14 by age 15.Data SourceIn order to compute these indicators, the age-wiseenrolment data are required and also the projectedpopulation data for single year age for 14 and 15 yearsare required. Age-wise enrolment data are availablein SEMIS and single year age population can beprojected by using census data.Level-wise and grade-wise enrolment ratios forsecondary education can be computed separately,gender-wise (i.e. for boys and girls), area-wise (forrural and urban) and social category-wise (for SC,ST), by using the formula given above.Gender Parity Index (GPI) at Secondary LevelDefinition and Method of EstimationIt is generally found that participation of girls ineducation is lower as compared to boys at variouslevels of education, including secondary level; it isimportant to see the extent by which girls' participationis less. For this purpose the gender parityindex is an important indicator. The gender parityindex of GER and NER can be calculated by using thefollowing formula:46

Secondary Education: Planning and Appraisal ManualGPI (of GER at = GER of girls at secondary level insecondary level) a year / GER of boys at secondarylevel in the same yearGPI (of NER at = NER of girls at secondary level insecondary level) a year / NER of boys atsecondary level in the same yearData SourceIn order to compute these indicators the age-wiseenrolment data are required and also the projectedpopulation data for single year age of 14 and 15 yearsare required. Age-wise enrolment data are availablein SEMIS and single year age population can beprojected by using census data.InterpretationThe calculated value of GPI will be either 1 or below.In case the calculated value of GPI is found to be 1, itshows that there are no gender disparities inenrolment at secondary level. However, lesser thecalculated value of GPI, higher the gender disparityin enrolment, which shows that there is lesserparticipation of girls in secondary education ascompared to boys.Percentage of Girls in Secondary EnrolmentDefinition and Method of EstimationOne important indicator to see the participation ofgirls vis-à-vis boys in secondary education is tocalculate the percentage of girls in enrolment atsecondary level and this can be calculated by usingthe following formula:Percentage = (Number of girls enrolled in grades IXof Girls and X in a year / total enrolment ingrades IX and X in the same year)*100Data SourceData required for computing this indicator includegender-wise enrolment at secondary level and thesedata are available in SEMIS.InterpretationIt may be noted that lesser the percentage of girls insecondary enrolment, lesser is their participation atsecondary level. Ideally the percentage of girls inenrolment may be the same as the share of girls in thepopulation of 14-15 age group.Number of Girls per 100 boys at Secondary LevelDefinition and Method of EstimationAnother way of looking at the participation of girls ascompared to boys at secondary level is to see howmany girls are enrolled in secondary grades per 100boys enrolled in the same grades. This indicator canbe computed by using the following formula:No. of girls = (Number of girls enrolled in gradesper 100 IX and X in a year / Number of boysboys enrolled in grades IX and X in thesame year)*100Data SourceData required for computing this indicator includegender-wise enrolment at secondary level and thesedata are available in SEMIS.InterpretationLesser the number of girls per 100 boys, lesser is theirparticipation in secondary education. The numberof girls per 100 boys should be almost 100 and thiswill show that there is no gender disparity insecondary level enrolment.47

National University of Educational Planning and AdministrationPercentage/Share of various social groups inSecondary EnrolmentDefinition and Method of EstimationIt is also necessary to see the participation of varioussocial groups (like SC, ST, etc.) in secondaryeducation and, thus, also focus on social disparitiesin secondary education as far as their participation isconcerned. This indicator can be computed by usingthe following formula:Percentage of = (Number of SC children enrolled inSCs in grades IX and X in a year / TotalSecondaryenrolment in grades IX and X in theEnrolmentsame year)*100Percentage of = (Number of ST children enrolledSTs in in grades IX and X in a year / TotalSecondary enrolment in grades IX and X inEnrolment the same year)*100Data SourceData required for computing this indicator includesocial category-wise enrolment and total enrolmentat secondary level and these data are available inSEMIS.InterpretationIn case the percentage share of SC or ST enrolment islesser than their percentage share in population, itwill show disparity in enrolment at secondary level.Lesser the percentage share of these social groups inenrolment, more the disparities.4.5 Performance Indicators of Efficiency ofSecondary EducationDefinition and Method of EstimationThere are several indicators that show the efficiency ofsecondary education system. It may be noted that theefficiency related indicators that show the internalefficiency are measured by using the cohort method.In the cohort method a specific batch of childrenwho take fresh admission in the first grade of a level,e.g. grade IX for secondary education, are taken intoaccount and their movement in the system is tracedtill either they successfully complete secondaryeducation cycle or drop out of the system. Thus, themovement of a batch of children is traced for severalyears for undertaking the cohort analysis. Some keyperformance indicators related to the efficiency ofsecondary education that can be computed throughcohort method are as given below.(i)Promotion Rates:Definition and Method of EstimationGrade-wise promotion rates at secondary level canbe calculated by using the following formula:Promotion = (Enrolment in grade X in a yearRate from minus repeaters in grade X in thegrade IX same year / Enrolment in grade IX into Xthe previous year)*100Data SourceData required for computing this indicator includegrade-wise enrolment and repeaters in grades IX andX for two consecutive years and these data areavailable in SEMIS.InterpretationIt may be noted that higher the promotion ratehigher the efficiency of the system and in veryefficient system the promotion rate may be 100.(ii)Repetition RatesDefinition and Method of EstimationGrade-wise repetition rates for secondary grades canbe computed by using the following formula;48

Secondary Education: Planning and Appraisal ManualRepetition = (Repeaters in grade IX in a year /Rate for Enrolment in grade IX in thegrade IX previous year)*100Similarly repetition rate for grade X can also becalculated. Data required for computing thisindicator include grade-wise enrolment andrepeaters in grades IX and X for two consecutiveyears and these data are available in SEMIS.InterpretationIt may be noted that lower the repetition rate, higherthe efficiency of the system, and in a very efficientsystem the repetition rate may be zero.(iii)Dropout RatesDefinition and Method of EstimationGrade-wise dropout rates at secondary level can becalculated by using the following formula:Dropout Rate = (Number of children dropped outin grade IX in grade IX in a year / Enrolment ingrade IX in the same year)*100Data SourceSimilarly dropout rate for grade X can also becalculated. Data required for computing thisindicator include grade-wise enrolment anddropouts in grades IX and X for two consecutiveyears and these data are available in SEMIS.InterpretationIt may be noted that lower the dropout rate, higherthe efficiency of the system, and in a very efficientsystem the dropout rate may be zero.(iv)Transition Rates:Definition and Method of EstimationIn case elementary education is from grades I to VIIIand secondary education is from grades IX to X, thelevel-wise transition rates from elementary tosecondary level of education can be calculated byusing the following formula:Transition Rate from = {Enrolment in first gradeElementary to of elementary level (i.e.secondary level grade IX) in a year minusrepeaters of the samegrade IX in the same year /Enrolment in grade VIIIin the previous year}*100Data SourceData required for computing this indicator includegrade-wise enrolment and repeaters in grades VIIIand IX and for two consecutive years. These datapertaining to grades VIII and IX are available inDISE and SEMIS respectively.InterpretationIt may be noted that higher the transition rate, higherthe efficiency of the system, and in a very efficientsystem the transition rate may be 100.(v)Completion RatesDefinition, Method of Estimation andInterpretationSecondary level completion rates can be calculatedfor either only secondary grades or for the totalgrades up to grade X. Completion rates forsecondary grades can be calculated by using thefollowing formulaCompletion Rate at = ( Nu m b e r o f c h i l d re nSecondary level enrolled in grade IX in a yearwho finally passed grade X /Enrolment in grade IX in thesame year)*10049

National University of Educational Planning and AdministrationIt may be noted that ideally a student should takeonly two years to complete secondary educationcycle (i.e. grades IX and X) but for calculating thecompletion rates the flow of students may be seen forseveral years as some students may take more than 2years, may be 3, 4 or even 5 years because ofrepetition in the grades IX or X or both, to completesecondary education.Data SourceData required for computing this indicator includegrade-wise enrolment for grades IX and X andnumber of grade X completers from this cohort to betraced for several years till all of them either passgrade X or drop out of the system.Completion = (Number of children enrolled inRate (I to X) grade I in a year who ultimatelypassed grade X / Enrolment ingrade I in the same year)*100InterpretationIt may be noted that ideally a student should take10years to complete secondary education cycle (i.e.from grades I to X), but for calculating thecompletion rate the flow of students may be seen formore than 10 years as some children may take morethan 10 years, may be 11, 12, 13, 14 or even 15 ormore years, because of repetition in various grades,to complete secondary education cycle.Data SourceData required for computing this indicator includegrade-wise enrolment from grades I to X for a cohortand number of grade X completers from this cohortto be traced for several years till all of them eitherpass grade X or drop out of the system.It may be noted that higher the completion rate,higher the efficiency of the system, and in a veryefficient system the completion rate may be 100 andthat even in ideal number of years by all children.(v)EducationCoefficient of Efficiency of SecondaryDefinition, Method of Estimation andInterpretationIt is a measure of internal efficiency of an educationsystem, which can be obtained by dividing thenumber of student years ideally required for a pupilcohortto complete a level or cycle of education by theestimated total number of student years actuallyspent by the same pupil-cohort.At secondary level, which is of two years duration(i.e. grades IX and X), ideally each student shouldtake 2 years to complete secondary education cycle.So, if 30 students take admission in grade IX in a year,they should ideally take 60 student years to completesecondary education cycle. But it may happen thatsome of them may never complete the cycle, i.e. willnever pass grade X as they may drop out of thesystem. For example, out of 30 students enrolled ingrade IX if only 25 students complete secondaryeducation cycle it may be noted that they may notcomplete it in 50 student years which is ideal (25students multiplied by 2 years, which is an ideal timefor completing secondary cycle), they may take morestudent years because some of them may repeatgrade IX or grade X or both these grades for one yearor even more than one year each. So, e.g. if these 25students take 65 student years to complete thesecondary education cycle, the Coefficient ofEfficiency (CE) can be calculated by using theformula given below:50

Secondary Education: Planning and Appraisal ManualC.E. = (Ideal number of student years required /total number of actual years spent bycompleters)In the example cited above the coefficient ofefficiency may be calculated as followsC.E. = 50/65 = 0.769InterpretationIt may be noted that in case of a perfectly efficientsystem the calculated value of Coefficient ofEfficiency will be exactly 1 and it can happen whenall students complete secondary education (i.e.grades IX and X) in two years each, and in such casethe ideal and actual student years will be the same.Further, lesser the calculated value of CE, lesser theefficiency of the system. So, in case of the aboveexample, efficiency of the system is about 77 percentof the ideal situation.Data SourcesData required to compute this indicator includenumber of children enrolled, repeating grades,dropping out from the system in grades IX and X,and all these data should be available for at least 5 to 6consecutive years. Such indicator may be computedat the school level for all the secondary schools anddata may be collected by the schools to undertakesuch cohort study.4.6 Performance Indicators related to LearningOutcomesLearning outcomes that are related to the quality ofeducation are difficult to measure and that is whythere are only a few indicators that can be computedto measure the quality of education imparted insecondary schools. However, in the absence of anyproper quality related indicators, the examinationresults (i.e. pass percentage) are taken as indicators ofquality, though they may be treated as crudeindicators only. These are specifically taken for thegrades in which public examinations are conducted,e.g. grades X and XII. So, a few performanceindicators related to quality are as follows.(i)Pass Percentage in public examinationsDefinition, Method of Estimation andInterpretationIt can be computed by using the following simpleformula:Pass Percentage = (Number of students passed theexamination in a year / Totalnumber of students appeared inthe same examination in thesame year)*100Data SourcesData required to compute this indicator include thenumber of students appeared and the number ofstudents passed. These data are available in SEMISfor grades X and XIIPass percentages may be calculated for boys, girls,SCs, STs, OBCs and others separately to know thegender and social category-wise performance ofstudents. This indicator may also be computed forseveral years to know the performance of childrenover a period of time.(ii)Percentage Range of Marks obtained inpublic ExaminationsDefinition, Method of Estimation andInterpretationApart from taking the pass percentage one can alsotake the percentage range of marks obtained by the51

National University of Educational Planning and Administrationstudents who appeared and passed in publicexaminations. This may be another indicator relatedto learning outcomes. This indicator can becomputed by using the following formula:Percentage of students = (Number of studentsgetting more than getting more than 6060% markspercent marks in anexamination in a year/Total number of studentswho passed the sameexamination in the sameyear)*100This indicator may be computed for variouspercentage ranges of marks, e.g. for students gettingmore than 75% or more than 80% or more than 90%marks in public examinations. These may also becalculated gender-wise and social category-wise.Data SourcesData required to compute these indicators includethe number of students appeared, number ofstudents passed and the number of students passedby securing more than 60%, more than 75%, morethan 80% and more than 90% marks in theexamination. These may also be computed forseveral years to know the performance of studentsover a period of time. These data are available inSEMIS for grades X and XII.52

Part Two6Framework for Developing the DistrictSecondary Education Plan under the RMSA6This is a suggested framework/format for organizing the plan documents, and it should not be considered as the methodology forformulating the annual work plans and budget under the RMSA. Further, this part suggests the broad outline of Chapters, including sectionheadings/Subject-headings, which seek minimum data and information that should go into the plan document. State/District Planning Teamis free to modify it depending on their specific requirements. In other words, the purpose of this part of the manual is to ensure basicinformation and data in the plan documents, and not to standardize the same in terms of contents. The document has been prepared inconsultation with the Department of School Education and Literacy (Secondary Education Section), MHRD, Government of India, andsample states (in the Meeting held at NUEPA, New Delhi from March 16-17, 2010, to discuss related modalities, guidelines, norms,indicators/results framework for implementation of the RMSA, in which Chhattisgarh, Jammu & Kashmir, Karnataka, Madhya Pradesh,Manipur, Mizoram, Punjab and Tamil Nadu participated).

I. Approach to Plan FormulationThis section deals with the broad planning approachand the scope and coverage of the plan document,focusing on medium-term strategic planning forgrades IX-X. Besides, a brief discussion of theLFA/the logical flow of organizing plannedinterventions in the plan document will be providedin the section.While developing the State Component Plan, it maybe ensured that the priorities/issues raised by thedistricts are addressed and the activities areproposed accordingly in the plan.It also provides the suggested framework fororganizing the plan document (in a box). Thedetailed discussion of the framework is provided inthe following section.Suggested FrameworkState/District Planning Team MembersAcronymsAcknowledgementsContents (Including the List of Tables and Charts/Graphs)Chapter 1: State/District ProfileChapter 2: RMSA and Implementation Status of AWP&BChapter 3: Sector Diagnosis - Current Status and Development PrioritiesChapter 4: Planning ProcessChapter 5: Alternative Development Scenarios and Plan TargetsChapter 6: Strategies and Action ProgrammesChapter 7: Action Programmes for Focus GroupsChapter 8: Estimation of Additional InputsChapter 9: Planning for ImplementationChapter 10: Budget Estimates and Financing55

II. Framework for Preparing the Perspectiveand Annual Work PlansIt is suggested that, prior to drafting of the plandocument, the district planning team should gothrough all the sections of Part Three of the manualin order to establish proper linkage between PartTwo and Part Three of the manual.Chapter 1: State/District ProfileThe state/district secondary education plan shouldgive the profile of the state/district in terms of thefollowing minimum aspects.1.1 Geophysical Features and AdministrativeDivisions¡ Location, geophysical features, a brief history,and administrative divisions¡ Number of districts/CD blocks, urbanagglomerations, revenue villages, habitations/hamlets, etc.¡ Map of the State/District¡ Specific areas with concentration of tribal, SCand other focus groups, including minorities1.2 Socio-Economic Profile¡ A brief account of socio-economic status,including key indicators of incomedistribution, poverty level, occupationalstructure, etc.¡ Provide a grid containing key socio-economicindicators1.3 Demographic Structure¡ Growth of population (all age groups) bygender, location and social categories¡ Distribution of population by rural and urbanareas and by social categories¡ Literacy rates, gender, regional and socialdisparities in literacy rates1.4 Structure and Administration of SecondaryEducation¡ Brief discussion on the current structure ofschool education in general and secondaryeducation in particular, with enunciation ofrole and functions of each official in thestructure¡ Number of primary, upper primary,secondary, higher secondary schools,intermediate/junior colleges, and highereducation institutions may be provided herefor the latest year.¡ Existing institutional arrangements at state,district and sub-district levels for planningand administration of school education andalso for secondary education¡ E x i s t i n g e d u c at i o n a l m a n a g e m e ntinformation system (EMIS), if any, forplanning and management of schooleducation1.5 Database for Plan Formulation¡ Mention the secondary and primary data usedfor formulation of the plan along with theirsources and time period57

National University of Educational Planning and Administration¡Chapter 2:Also, mention the existing gaps in data andinformation for plan formulation2.1 The Rashtriya Madhyamik Shiksha Abhiyan(RMSA)RMSA and Implementation Status ofAWP&B¡ Overview of the programme with focus on itsvision, goals and objectives;¡ Approach and strategy relating to access,participation, quality improvement, equity2.2 I n s t i t u t i o n a l A r r a n g e m e n t s f o rImplementation of RMSA¡ Policies and programmes for development ofsecondary education in the State/UT¡ Norms and financial parameters for managingsecondary education in the State/UT [Access,minimum provisions in secondary schools/sections, school/section size, teacher recruitment(including minimum qualifications) anddeployment, quality (including schoolimprovement strategies), equity, financing,implementation (including M & E)]¡ Institutional reforms and strengthening ofresource institutions in the state and district.Discussions in this section should provide aclear idea of the preparedness of the State/ UTa n d t h e c o n c e r n e d d i s t r i c t f o rimplementation of RMSA (mention theactivities, if any, undertaken during the pre-7project phase )2.3 Proposed Interventions in the State/UT inthe XIIthPlan for Development ofSecondary Education¡Specific interventions for expansion andquality improvement of secondary educationin the state as proposed in the Eleventh Plan ofthe State¡ Focus groups and incentives: Type ofincentives provided - costs and benefits;impact on SCs, STs, OBCs, BPLs, Muslims,Girls etc; MDM; Uniforms; Books; Bicycles;Free travel; Cash payments; Scholarships;Quotas; Matching grants; Incentives forteachers - hardship payments, housing, quotasfor women, etc.2.4 An Overview of the AWP&B, in thepreceding year¡ Provide an overview of the Annual Plan of thepreceding year in terms of development issues,priorities, plan targets, interventions, strategies,additional requirements, institutionalarrangements for implementation andmonitoring, estimated and allocated budget.¡ Provide the information and data in a grid/table¡ Implementation experiences, achievements,lessons learnt, issues and constraints, etc.2.5 Utilization Pattern of preceding year'sAWP&B¡ Disaggregated analysis of the utilizationpattern of preceding year AWP&B ; provide587 Suggested preparatory activities included: Constitution of a high level Task Force to work out comprehensive policies (including norms and parameters), planand programmes for secondary education; Strengthening of the offices of the District Education Officer; Setting up of an effective information system -- SEMIS;Strengthening resource institutions at state, district and block levels; Procurement of essential office equipment and computers along with necessary Software;Assessment of the additional manpower needs; Underta-king detailed mapping of Secondary Schooling Provisions; Capacity building of the District PlanningCommittee, Panchayati Raj functionaries and State and district level officers engaged in the planning and administration of secondary education; Baselineassessment studies, school mapping and course mapping; De-centralization of school education with adequate delegation of powers to local bodies, schoolmanagement committees' etc.; Educational administration reforms including modernization / e-governance and delegation / de-centralization; Formulationof a rational policy of teacher recruitment, deployment, training, remuneration and career advancement; Improvement of pre-service and in service training ofteachers with emphasis on use of ICT; Curriculum review and renewal; Examination reforms; Environment building and generation of public opinion;initiating school-level planning (school development planning) and school based activities; Opening of Bank Accounts of SDMCs; etc. (FFI, RMSA, 2009).

Secondary Education: Planning and Appraisal Manualinformation on intervention-wise targets,resources allocated, achievements (in physicalunits/processes) and level of expenditures andspillovers¡ Utilization constraints and quality ofexpenditure.Chapter 3: Sector Diagnosis - Current Statusand Development Priorities3.1 Demands for Secondary Education¡ Number of primary and upper primary levelinstitutions, enrolment and teachers bymanagement in the state and district(preferably a table presenting theseinformation by districts may also be providedin the annexure - Data source: DISE andState/UT Statistical Handbook)¡ Provide a brief account of the progresstowards UEE at the state and district level interms of key performance indicators of majorcomponents of UEE such as access, teacherdeployment, participation, retention,international efficiency, equity, graduationrates, quality (if any evaluation studiesconducted), capacity building, institutionalrefor ms for maint aining dat ab as e,strengthening resource organisations andmanagement machineries at the state anddistrict levels, planning, monitoring,evaluation, capacity building, etc.¡ Also give a brief account of the trends in thetransition rate from primary to upper primaryeducation and upper primary to secondaryeducation, with the basic objective of assessingthe need for expansion of secondaryeducation as a response to accommodate theadditional demand generated by SSA.(Note: Discussions in this sub-section should bebacked by data/tables and charts)3.2 Projection of School Age Population (14-15Age Group)¡ Database and methodology of projection ofsecondary school age population¡ Growth trends in school age population¡ Projected size of school age population (14-15age group) in the district from 2008 up to 2016by location (rural/urban), gender and socialcategory3.3 Current Status of Secondary Education(Status of secondary education with respect toAccess, Participation, Equity, Quality, InternalEfficiency, Curriculum Reform, ExaminationReform, Public Expenditure, etc.)3.3.1 Physical Access and Facilities(i)Profile of Secondary Level Institutions¡ Schools by category and type¡ Schools by management (Government,Private aidlocation (rural, urban)¡ Schools by grade range (minimum andmaximum classes)¡ Schools by size of enrolment¡ Proportion of small schools (less than 50% ofnorm for enrolment?)(ii)Access to Secondary Schooling Facilities¡ % of habitations having secondary schoolingprovisions within or at a 5.0 km distance¡ Availability of secondary schools/sections perlakh population in rural and urban areas59

National University of Educational Planning and Administration¡(iii)Ratio of upper primary schools/sections to ¡secondary schools sectionsPlanning for Universalization of PhysicalAccess¡ A brief of the locational planning exerciseusing GIS already undertaken by the state maybe provided here with maps generatedthrough GIS¡ T h e m e t h o d o l o g y a n d n o r m s f o ridentification of underserved areas andlocation of proposed secondary schoolingprovisions (either through upgradation ofUPS or establishment of new schools) may beprovided here¡ Current strategies of the state government toincrease equity and access may be brieflydiscussed here(iv)Provisions in Secondary Schools/Sections¡ Type and condition of school buildings andclassrooms¡ Distribution of schools by number ofclassrooms for grades IX-X¡ Secondary schools/sections by availability ofother rooms¡ Secondary schools/sections by drinking waterfacility¡ Schools by toilet facility (separate for boys,girls and teachers)¡ Schools by other basic infrastructure facilitiessuch as office room, common rooms, activityrooms, sick room, room for sports equipment,watchman's room, electricity connection, etc.¡ Schools by Science/integrated lab¡ Schools by library facility¡ Schools by number of computers in workingcondition¡ Schools by internet connectivity¡ Schools by availability of disability friendlyprovisions¡ Schools by availability of adequate sportsmaterial¡ Schools by availability of furniture forstudents and teachers¡ Schools by basic teaching-learning material¡ Schools by teaching-learning equipments(v)Schools by residential quarters for teachersDeployment and Management of Teachersand Staff¡ Number of teachers (by job status, gender,location, educational qualification and preservicetraining status)¡ Number of teachers with and without B. Edand other qualifications¡ Distribution of schools by number of teachers¡ Schools by play ground¡ Schools by boundary wall¡ Schools by hostel facility¡ Distribution of schools by minimum numberof teachers (as per state norm)¡ Distribution of schools by minimum numberof subject specific teachers (as per state norm)60

Secondary Education: Planning and Appraisal Manual¡¡ Pupil-Teacher Ratio¡ Teacher supply and demand: vacancies -subject-wise shortages and constraints;percentage of schools without minimumnumber of teachers as per state norms; needfor training/qualification¡ Non Teaching Staff: Numbers and types aspercentage of teaching staff3.3.2 Enrolment Trends(i)Class-Teacher Ratio ¡Growth Trends in Total Enrolment in ClassesIX-X¡ Average annual growth rates by source offunding and locationRatio of grade IX to grade VIII enrolment bydistricts (based on DISE and SEMIS data)3.3.3 Education Efficiency and Effectiveness(i)Indicators of Internal Efficiency¡ Primary completion rates (grade V and gradeVIII)¡ Secondary completion rates (Grade X)¡ Dropout and repetition rates at elementarylevel¡ Transition rates from grade V to VI¡ Dropout and repetition rates at secondarylevel¡ Promotion and survival rates¡ Distribution of enrolment by management/source of funding of schools¡ GER and NER by gender and location¡ GPI of GER and NER(ii)Distribution of Enrolment by Gender,Location and Social Categories¡ Enrolment by grade IX and grade X¡ Share of girls in total enrolment¡ Number of girls per 100 boys enrolled inclasses IX-X¡ Share of rural enrolment in total enrolment¡ Share of various social groups in the totalenrolment¡ Proportion of enrolment of children in 14-15age group in total enrolment¡ Coefficient of Efficiency at the elementarylevel¡ Elementary to secondary transition rates(from grade VIII to grade IX)(ii)Learning Outcomes¡ Number of students appearing in Grade Xexamination¡ Number of students passed by gender/socialgroups/ location/school type/school size/PTR3.3.4 Trends in Public Expenditure on SchoolEducation¡ Overall trend in public expenditure onsecondary education both by the state andcentre¡ Plan and Non-Plan State expenditure¡ Expenditure on education as percentage ofSGDP61

National University of Educational Planning and Administration¡(i)Education expenditure as percentage of SGDP Chapter 4: Planning Processand State Budget on primary, secondary, andhigher education et al (recurrent)4.1 Institutional ArrangementsPublic Expenditure by sub-sector¡ Expenditure by sub sector - primary/elementary, secondary/higher secondary,higher education, TVET, teacher training,special needs etc.(ii)Public Expenditure by Components¡ Teaching staff salaries, non teaching staffsalaries, non personnel costs¡ Learning materials (costs per student)(iii)Per Student Public Expenditure¡ Per student expenditure on secondaryeducation by location and school type¡ Unit costs for construction, classroom, schoolby type, text books, science labs etc.3.4 Development Issues, Priorities and Options3.4.1 Development Challenges and IssuesList out the development issues by Access,Participation, Retention, Quality Improvement,Equity, Internal Efficiency, Capacity Building, EMIS,Monitoring, Evaluation, Support Services, etc.¡Creation of a Core Group of governmentaland non-governmental persons at the Districtlevel (process based), entrusted with the taskof implementing RMSA¡ Constitution of District Planning Team;Resource Group, etc.¡ Institutional arrangements at the DistrictEducation Office for planning andmanagement of secondary education¡ Role of local governments, other departments,civil society bodies and NGOs in the planformulation4.2 Orientation and Capacity Development forPlanning¡ Orientation and training programmes forpersonnel engaged in the plan formulation atvarious levels¡ Capacity development programmes for SIP(School has to play a critical role in theplanning process. The Headmaster/ Principaland his/her team has to function like the localresource team for planning)3.4.2 Development Priorities and OptionsHighlight the key areas of development in secondaryeducation and suggest options (not more than three)for addressing the same. Also, discuss modes ofexpansion [additional classes at same level -horizontal, additional classes at higher level -vertical,and new schools]; sustainable profiles of growth2012 and 2016; resources available and financial andnon-financial constraints.4.3 Collection of Primary and Secondary Data:Field Visits and Consultations¡ Extensive field visits by the Core Groupcovering every habitation/village/urban slumand initiating the process of micro planning¡ Intensive interaction with each households,local governments (Gram Sabhas/ wardSabhas for rural areas)62

Secondary Education: Planning and Appraisal Manual4.4 School Improvement Plans¡Steps taken for development of SIP. Or, sampleSIP prepared and/or consulted/ visited by thePlanning Team¡ Consultations with SDMC members of selectschools4.5 Plan Formulation Process and ConstraintsProvide brief account of experiences of planformulation and constraints faced in developing theplan which need to be kept in mind while appraisingthe plan. Provide evidences of consultations,participation of key stakeholders in the planformulation process.Chapter 5:Alternative Development Scenariosand Plan Targets5.1 Enrolment Projection and Targets5.1.1 Alternative Development ScenariosExamine alternative development scenarios (forexpansion and quality improvement) and ultimatelyadopt one scenario for setting annual enrolment andother targets in the plan upto 2016/17 foruniversalizing access to and improving quality ofsecondary education in the district. For example, thefollowing alternative development scenarios may beattempted and its implications in the district contextexamined:Scenario 1: Enrolment targets as specified in theRMSA (i.e. GER = 70% by 2011/12,GER = 75% by 2014/15 and GER =100% by 2016/17)Scenario 2: Past trends in the growth ofenrolment/GER in classes IX-X andtheir extrapolation till 2016/17; andScenario 3: Examine the transition rates betweengrades VIII and IX, and provide feasibleassumptions about their size in thefuture, and accordingly decide the sizeof the GER (for classes IX-X) by2016/17. Please note that while thedistrict must have realistic targets, itshould attempt to set the same withinthe overall framework of the RMSA.5.1.2 The Development Scenario and EnrolmentTargets¡ Provide a brief rationale for adopting aspecific development scenario from amongthe above-mentioned scenarios¡ Set year-wise enrolment targets by location,gender and social category up to 2016/17 andspecify the required growth rate ofenrolment in the district to achieve the plantargets. This would help justify the feasibilityof achieving the enrolment targets at thedistrict level¡ Specify the approach to expand the secondaryschooling network in the district5.1.3 Year-wise Additional Enrolment byLocation, Gender and Social Category¡ Estimate year-wise additional enrolment (i.e.secondary school places) by location ofschools, gender and social category forachieving the specified targets5.2 Other Component-wise Targets¡ Provide a grid/table giving details ofcomponent-wise targets such as access,upgradation of infrastructure, retention,equity, capacity building (including teacher63

National University of Educational Planning and Administrationtraining), quality related interventions, etc. upto 2016/17 by location and management(wherever applicable)¡ Describe the methodology/basis for settingthese targets in the district¡ Also, present the targets in absolute numbersand indicators for facilitating monitoring andevaluationChapter 6: Strategies and Action Programmes6.1 Advocacy and Stakeholder Participation¡ Involvement of Panchayati Raj and MunicipalBodies, Community, Teachers, Parents andother stakeholders in the management ofSecondary Education, through bodies likeSchool Management Committees and Parent-Te acher Ass o ciat ions in planning ,implementation, monitoring and evaluationprocesses6.2 Quantitative Expansion - Access andParticipation¡ Expansion and strengthening of existingSecondary Schools and Higher SecondarySchools;¡ Up gradation of Upper Primary Schools basedon school mapping exercise with all necessaryinfrastructure facilities and teachers¡ Up gradation of Secondary Schools HigherSecondary Schools based upon the schoolmapping exercise¡ Opening of new schools in un-served areasbased on the school mapping exercise¡ Promoting PPP models (if any) in theexpansion of the secondary schoolingnetwork.6.3 Strengthening of Existing Schooling¡ProvisionsImproving enabling conditions in schools - i.e.providing required infrastructure insecondary schools¡ Rationalization of teacher deployment andappointment of additional teachers6.4 Quality ImprovementQuality improvement is one of the main thrust areasof RMSA as it is committed to universalize qualityeducation at secondary and higher secondary stages.The planning for quality improvement has to bedone with due care and vision because the standardof education in secondary schools is not the same inall the schools across different types of management.The quality of secondary education depends uponmany factors which inter-alia include suitableinfrastructure, curriculum, learning resources,teachers, academic support, teaching-learningprocess, monitoring evaluating and supervision, etc.Therefore, the planning for the interventions of theabove factors is so done that their cumulative effectleads to the quality secondary education. Some ofthe important aspects which need to be incorporatedin the plan are as follows:Infrastructure— For planning the infra structural facilities,mapping of these facilities needs to beundertaken to assess the quantum and types offacilities needed in each school.— Rationalization of quality infrastructureacross secondary schools is planned with themodalities and time frame.— The responsibilities/contributions inproviding facilities are clearly mentioned in64

Secondary Education: Planning and Appraisal Manualthe plan which includes contribution fromcommunity, different departments, NGOsand other relevant agencies. The collaborativeefforts in this regard may be worked out.— Contextuality, area specific facilities etc. haveto be given due weightage while providing thefacilities and planning interventions.Curriculum Development— A mapping/survey of the curriculum andcourses of study in different types ofsecondary schools has to be conducted andthe process and findings need to be presentedin the plan.— The state policy regarding curriculumrevision in the context of NCF 2005 and actiontaken by the State utilizing the fund providedby NCERT for the purpose are reflected in theplan.— The state vision regarding the quality ofsecondary education and the process ofdeveloping the vision have to be stated. Also,the steps taken to review the existingcurriculum have to be reflected.— The plan has to reflect on the promotion of an'Expert Group' for curriculum renewal and itsmembers, and on the meetings and otherimportant steps taken by this Group in thisdirection. The renewed curriculum has to takecare of contextuality and learning needs andlearning abilities of children coming fromgroups of heterogeneous educationalbackgrounds.— The curriculum renewal process has to beparticipatory in nature to incorporate in it theviews of expert teachers, communityrepresentatives, students etc.— The sensitization and capacity building of theeducational administrators, teachers andothers connected with the implementation ofcurriculum has to be planned with details ofactivities at different levels.Learning Resources— Based on the curriculum, new syllabi and textbooks are developed. Planning fordevelopment of text books, identification ofsubject experts, process of text bookdevelopment and time frame required, have tobe done and reflected in the plan.— It is important that contents and learningexperiences from local environment areincorporated in the text books. Some areaspecific examples like elements of tribalculture, special features of the State/districtare reflected in the text books. Somesupplementary reading materials for specificgroups of children have also to be developed.The plan needs to clearly state the approachand actions on the above issues.— The proposals for establishment of LearningResource Centres (LRC) with laboratories andlibrary facilities in each secondary schoolshould be made with details. For this purposesteps taken to assess present status andrequirements have to be indicated.— Provision of specific equipments andmaterials for teaching learning andexperimentation in the laboratories has to beplanned. Besides, development of TeachingLearning Material (TLM) by teachers andstudents has to be encouraged.65

National University of Educational Planning and Administration—One of the important resources for providinglearning is through distance modes, such asopen schools and EDUSAT. The plan shouldhave clear vision and proposal for linkage withNIOS and EDUSAT with details of modalities,processes and responsibilities.— Attention should be given to development ofchildren through promotion of sports,cultural activities, project and social work,involving interaction with social and naturalsurroundings and activity based learningincorporated in the plan.— Linking education to world of work has beenan important component of RMSA, therefore,encouragement to work experience ofstudents has to be planned. For this purpose(i) identification of local occupation/incomegenerating activities etc. (ii) attachment ofstudents to professionals, farmers, artisans,and (iii) involvement of artisans etc. in schoolactivities have to be visualized and planned.These are highly local specific in nature.— For providing life skills to students, properspace and equipments for physical education,art and craft education and trained teachersneed to be arranged. The activities for boysand girls have to be proposed separately.Planning of interventions and collaborationwith other agencies to organize cultural studyvisits, crafts melas, etc. should also be doneand details of the same have to be reflected inthe plan.TeachersThe planning for interventions in respect of teacherswill focus on availability of teachers, upgradation oftheir qualifications and competencies, etc. withfocus on their effectiveness. The following pointsneed to be kept in view while planning for teacherdevelopment and deployment:— Rationalization of teachers to ensureavailability of required number of subjectspecific teachers in each secondary school.The process of rationalization and the actiontaken so far may be explained. Whilerationalizing care should be taken to ensurethat all schools have teachers for teaching thecore subjects.— In order to facilitate stay of teachers in ruraland remote areas it is essential to provide themwith residential accommodation with focuson creating accommodation facilities forfemale teachers. The plan should give detailsof such facilities being planned. The mappingof the available accommodation facilities maybe undertaken to justify the interventions.The facilities that are provided by otherdepartments and agencies should be fullyutilized.— The planning for upgradation of teachers'qualifications and competencies may be doneand type of help needed from the universitiesand professional institutions may also beworked out. The utilization of distance modeof training is useful.— The training needs of teachers of differentsubject areas, headmasters, SDMC members,etc. have to be identified through suitableinterventions proposed in the plan.— The details of training programmes withdetails and time frame proposed for (i) contentenrichment, (ii) enrichment of pedagogy, and(iii) school activities relating to RMSA may beclearly indicated in the plan.66

Secondary Education: Planning and Appraisal Manual—Some training programmes for theheadmasters/principals focusing on schoolmanagement, leadership development,promotion of RMSA related activities,convergence of inputs of other departmentsand agencies, involvement of PRIs, etc. may beplanned.— The plan should reflect the vision andapproach of the state/district regardingorganization of training programmes to seethat there is minimum transmission loss.— The members of the SDMC may be orientedabout RMSA and their role in it.— Planning for development of training modulesfor different types of training programmesmay be done.— A teacher training schedule may be appendedto the plan.Academic Support— The type of academic support required bysecondary schools, teachers, headmasters,SDMC members etc. may be assessed to planinterventions. The steps taken in this regardmay be mentioned in the plan.— The academic support from IASEs/CTEs/University Department of Education has to bevisualized and reflected in the plan. The role ofthese institutions should be clearly identifiedin consultation with them.— The interventions needed for IASEs/CTEs/University Department of Education may bereflected in the State Component plan.— The RMSA document envisages upscaling ofDIETs and their capacity building forhandling the RMSA related activities speciallythe training programmes.— Some interventions are needed to provideopportunities for teachers for wide range ofdiscussions, exchange of experience andlearning through exposure visits.— Onsite academic support to the teachers bysubject experts and professionals may beplanned.— Academic support at all levels needs carefulplanning. Remedial classes for (i) studentspassing out of class VIII, (ii) students comingfrom educationally backward families, (iii)students from linguistic minority groups, (iv)science and mathematics, (v) students withlearning needs have to be detailed out in the plan.Teaching-Learning Process— The state/district vision regarding theteaching-learning process may be indicated inthe plan. For doing so, many interactivemeetings and consultations have to beundertaken at different levels which may bereflected in the plan.— Workshops planned for discussion andplanning of pedagogical interventions may beincorporated in the plan.— Pedagogical shifts, if any, for children ofspecific groups such as STs, SCs, linguisticminorities and urban poor have to bediscussed and clearly reflected in the plan.— The details of the mechanism to ensure theproper classroom transaction and utilizationof content of training in the classes may beprovided.67

National University of Educational Planning and Administration—The plan for effective utilization of theintegrated science laboratory, art and craftrooms and libraries should be indicated.Monitoring, Evolution and Supervision— Careful planning for monitoring and supervisionof all quality related interventions isneeded. The plan document should have aclear vision and proposal for these aspects.Some consultative meetings, interactions withconcerned stakeholders from state anddistrict levels, NGOs, community representativesand teachers have to be organized forthis purpose.— A monitoring structure/mechanism has to bein place and responsibilities have to beassigned to different officials. The plan shouldincorporate details of this mechanism.— The plan for capacity building of themonitoring agencies/personnel has to bedeveloped. Also, necessary training andguidance material for monitoring have to bedeveloped.— Capacity development programmes foradministrators, planners, supervisors, localgovernment/SDMC members pertaining toquality related interventions and theirimplementation have to be planned.— A well defined structure for undertakingresearch and documentation activities at thestate and district levels needs to be mentionedin the plan. Linkage with professionalorganizations and university departmentsneeds to be established.— The role of community in monitoring thecomponents of RMSA specifically qualityrelated interventions has to be encouragedand defined in the plan.— A well defined plan with steps and operationaldesign for effective pupil evaluationshould form an important part of the plan.The vision and plan for implementing thecontinuous and comprehensive evaluation(CCE) system has to be mentioned the plandocument. The details of actions alreadytaken and proposed on the above have to bementioned. The interventions for effectiveimplementation of the CCE have to beplanned.— The training of teachers, headmasters,education officers and supervisors on CCEhas to be planned. Also, the development oftraining material is needed.In addition to the above mentioned issues, the planshould address the following aspects of qualityimprovement:— Promotion of adolescent education:(i) sensitization and awareness programmesrelating to different aspects of HIV/AIDS; (ii)provision of training to teachers andcounselors in secondary schools; (iii)orientation of headmasters and teachers; and(iv) collaboration with health and socialwelfare departments, NGOs, and otherrelevant organizations.— Strengthening guidance and counseling at theschool level: provision of guidance andcounseling grant to states for strengtheningtheir Guidance Bureaus. Collaboration ofother agencies in this programme may besought.68

Secondary Education: Planning and Appraisal Manual6.5 Capacity Building for Planning andManagementChapter 7:Action Programmes for FocusGroups6.6 Secondar y E ducation ManagementInformation System (SEMIS)6.7 Internal Efficiency of the School System -Monitoring & Evaluation¡ Reforms in school governance - improvingschool performance by decentralizingmanagement and accountability¡ Improving EMIS and monitoring and supportservices¡ Adopting a rational policy of teacherrecruitment, deployment, training,remuneration and career advancement¡ Undertaking reforms in educationaladministration including modernization/ e-governance and delegation/de-centralization¡ Provision of necessary professional andacademic inputs in the secondary educationsystem at all levels, i.e., from the school levelupwards¡ Streamlining financial procedures for speedyflow of funds and their optimal utilization¡ Strengthening of resource institutions forimproving support services at all levels¡ Other relevant interventions6.8 Research and Evaluation Studies6.9 Innovations¡ Innovative activities relating to any of theabove-mentioned components of secondaryeducation7.1 Girls' Education7.1.1 Community mobilization and sensitizationprogrammes7.1.2 Promotion of participation in planning andmanagement of school affairs7.1.3 Distribution of incentives like uniforms,scholarships, bicycles, educational provisionslike textbooks and stationery to be plannedusing the provision available under differentschemes of Government of India and StateGovernment.7.1.4 Provision of transport facilities to girls to beplanned using the provision available underdifferent schemes of Government of India andState Government.7.1.5 State transport/pass facility to be madeavailable to girls for going to nearbysecondary/ higher secondary schools in ruralareas7.1.6 Ensuring safety and security of girl child whilecommuting to the school7.1.7 Deployment of more female teachers inschools7.1.8 Residential scheme for women teachers7.1.9 Provision of girls' hostels in remote anddifficult areas7.1.10 Other relevant interventions7.2 Education of SCs/ STs/ OBCs/ EducationallyBackward Minorities7.2.1 Representation of SCs and STs in SDMC69

National University of Educational Planning and Administration7.2.2 Contextualization of pedagogic processes7.2.3 Development of area-specific teachinglearningmaterial.7.2.4 RMSA provides flexibility to local units todevelop a context specific intervention forSCs, STs and minorities like:— Upgradation and strengthening of Ashramschools.— Engagement of community organizers fromSC/ST communities.— Special teaching support as per need.— Orientation programmes for motivation forschooling using community teachers.— Regular monitoring.— Providing context specific intervention in theform of a hostel, an incentive or special facilityas required.— Strengthening teachers training component ofAshram Schools supervised by the Ministry ofTribal Affairs (MTA).— Provision for scholarships through otherschemes of Government of India or StateGovernmentState Governments are expected to design specificinterventions and campaign programmes to bringeducationally backward communities into theeducational process. Block and Village Panchayatswould play a proactive role in this. Someinterventions could be as follows:Access and Enrolment— An area intensive approach ensuringc o n v e r g e n c e o f e d u c a t i o n a l a n ddevelopmental activities—Exclusive Secondary and Higher Secondaryschools for Girls.— More women teachers need to be appointed.— Extensive publicity about availability ofeducational provision in the identifiedpockets.— Regular enrolment drives.— Conducting special camps and bridge coursesfor them.— Open and Distance learning.— Providing formal secondary schoolingfacilities in the centres of religious instructionviz. Maktabs and Madrasas.— Intensive mobilization efforts among theresistant groups.— Providing hostel facilities.Retention— Monitoring attendance in pockets identifiedfor intensive activities.— Provision of some token awards, grades orincentives, if possible for better attendance.— Public facilitation of children with goodacademic/attendance records.— Community involvement in mobilizingparents for regular attendance of theirchildren.— Organization of retention drives.— Providing scholarships.Achievement— Special coaching classes/remedial classesespecially for Educationally Backward70

Secondary Education: Planning and Appraisal ManualMinority girls and children who are not doingacademically well.— Creation of a congenial learning environmentin the classroom where they are given theopportunity to learn.— Urdu as a medium of instruction may befacilitated in schools having adequate demandfor the same.— Teacher sensitization programmes.— Deployment of Urdu teachers7.3 Free lodging and boarding facilities forstudents belonging to SC,ST,OBC andminority communities7.4 Providing scholarships to meritorious/needy students at secondary level7.5 Providing all necessary facilities for thedifferently-abled children in all schools7.6 Expansion of Open and Distance Learning7.7 Other Relevant interventionsChapter 8: Estimation of Additional InputsBased on existing gaps, additional enrolment and theinterventions proposed in the preceding twochapters, additional requirements in terms ofphysical, manpower and technical inputs need to beestimated and presented intervention-wise.8.1 Advocacy and Stakeholder Participation8.2 Quantitative Expansion - Access andParticipation8.3 Strengthening of Existing SchoolingProvisions8.4 Quality Improvement8.5 Education of Focus Groups8.6 Capacity Building for Planning andManagement8.7 Education Management InformationSystem8.8 Internal Efficiency of the School System -Monitoring & Evaluation8.9 Innovations8.10 Other InputsChapter 9: Planning for Implementation9.1 I m p l e m e n t a t i o n S c h e d u l e a n dResponsibilities9.2 Monitoring, Inspection and Supervision9.3 List of Key Performance Indicators forMonitoringChapter 10: Budget Estimates and Financing10.1 Utilization Pattern of Funds (in case ofAWP&B)10.2 Component-wise budgeting by item andnature of expenditure (recurring and non-recurring)10.3 Distribution of estimated budget bycomponent and recurring and nonrecurringexpenditures10.4 Sharing pattern between centre & state10.5 Convergence10.6 Percentage share of the estimated budget tothe SGDP compared with the current shareof education expenditures in the SGDPThe Planning teams, while developing the plan,should also take into account the questionslikely to be asked during appraisal. The details ofthese questions are given in the Part Three of thismanual.Annex should include, besides other things, the Procurement Plan as well as the civil works construction strategies.71

Part ThreeAppraisal of the District SecondaryEducation Development Plan

I. An Introduction to Plan AppraisalThe Rashtriya Madhyamik Shiksha Abhiyan(RMSA) is a process based, time bound and targetoriented programme. This has been undertaken bythe nation in an abhiyan mode and it covers all thestates and union territories so that the entirepopulation children under the age group of 14 to 18get the opportunity of climbing the ladder of highereducation as well as prepare themselves forimproving their life and living. Due to the diversitiesin culture and tradition as well as heterogeneity ineducational status and problems, the plans of RMSAdeveloped by the states/UTs are highly contextual.RMSA emphasizes the role of communities,government departments and non-governmentagencies in planning and implementation of theactivities. Therefore, a very careful appraisal of thedistrict and state plans is necessary. The appraisalexercise needs to appraise the process of developingplans, suitability of the interventions and theirexpected outcomes.Appraisal is not a fault finding exercise. It isa comprehensive review of the process ofplanning and planned interventions in order toenrich the plan.1.1 Objectives of AppraisalAs stated above, appraisal does not aim at findingfaults with the planning process or plannedinterventions. It is a comprehensive review of theprocess of plan preparation, visioning and rationaleof interventions as well as the suitability ofinterventions. Therefore the appraisal processadopts a very positive approach to appraise allaspects of the plan. It is not the official sanction of theactivities and budgets but it recommends the abovefor the consideration of the PAB.The appraisal of the RMSA plans is carried out inorder to :— undertake a comprehensive review of allaspects and components of a plan;— review the plan to assess inter-linkages amongthe national, states and district plans acrossthe components;— assess the overall focus of the plan whether itaddresses itself to the priority objectives/ goalsof RMSA or to their linkage with the proposedinputs;— assess the feasibility and perceivedmechanism for the participation of the servedcommunities and other stakeholders(government and non-government agencies)in RMSA activities;— assess individual components from the pointof view of technical, managerial and financialfeasibilities;— undertake a holistic assessment of thestrengths and weaknesses of the plan— assess the preparedness of the state/UT anddistrict to implement the plan.— provide technical support and facilitate thedecision making in approving the plan.75

National University of Educational Planning and Administration1.2 The Appraisal TeamThe appraisal exercise is generally undertaken at twolevels i.e. at the state and national level. At the statelevel, the district plans are appraised and finalized forsubmission to the MHRD, GOI. At the national levelthe state plans and district plans are appraised. TheMHRD generally constitutes the appraisal teamcomprising of TSG Consultants, representativesfrom national and state level institutions likeNUEPA, NCERT and SIEMAT and academiciansfrom universities, management institutions andMonitoring Institutions for appraising the plans ofdifferent states and UTs. Following are some of theimportant points to be considered while constitutingthe appraisal teams;.— Since appraisal of education plan is a technicalexercise it is important that experts are sonominated that they have both - the expertisein a particular field as well as experience in thefield of secondary education; and— The experts are from the fields of planningmethodology, information and data relatedissues, quality of secondary education,constructions and civil works, educationalmanagement, MIS, monitoring andsupervision, community participation,budgeting and costing etc.Some representatives of the NGOs, community andother stake holders may also be included in theappraisal team.Each appraisal team should have a team leader.1.3 The Appraisal ProcessFollowing are some of the important steps involvedin the process of appraisal— The appraisal team is briefed by the MHRDofficial and the TOR is provided to the team.— The team leader and the members of theappraisal team have a joint meeting to spell outthe task to be accomplished by each memberproviding the time frame.— The copies of relevant documents and plansare provided to the team so that the teammembers study the plan in the desk appraisalexercise and come out with their observationswhich are shared among them.— It is suggested that the appraisal team, ifpossible, visits the concerned state and has theappraisal there. The appraisal team may havethe wrap-up meeting with the concernedofficer at the end of the visit.— Towards the end of the appraisal process, anappraisal report is prepared by the teammembers as per the format of the appraisalreport suggested in this manual.— The draft of the appraisal report is shared withthe concerned MHRD official to give it a finalshape.76

II. Appraising the District SecondaryEducation Plan (Component-wise)The Plans which are being appraised have manychapters, each of them deals with general scenario,main issues and related specific components ofRMSA. Some of the common aspects which need tothe looked into in almost all the chapters are thefollowing;— Has the plan been developed in line with theRMSA objectives adopting participatoryprocess of planning involving the PRIs/community and other stake holders?— Have the interventions been proposed on thebasis of needs identified through variousmethods and are they referred to in the plan?— Is there a clear vision regarding the plannedinterventions?— Has it used scientific techniques of projection,diagnosis etc. as suggested in the manual?— Does it have authentic data-base and reflectsthe views of different sections of people inmaking quantitative and qualitativeproposals?— Has it planned inter-linkages among theinterventions proposed in various chapters ofthe plan document?— Is there correlation among the interventions,strategies, monitoring and assessment of theoutcome of activities?— Has it taken into account the linkages withthe on-going interventions, other thanRMSA, available in the area for secondaryeducation?— Have the participation of community andmobilization and use of community resourcesin RMSA been clearly stated?— Have realistic time-frame and responsibilitycenters been indicated in the plan?— Is the plan sensitive to the local issues?— Does the plan adhere to the financial norms?— Some appraisal issues given in bullets aresuggestive and not mandatory. The AppraisalTeam will apply its own judgment for effectiveappraisal of the components.— Chapter numbers in this part mostly refer tothe chapter numbers of Part Two of themanualChapter 1: State and District ProfileThe focus of this section is on presenting the relevantinformation regarding population, socio-economicand educational situation of the area for which theplan has been prepared. Administrative setup andeducational administration mechanisms should alsobe presented. The chapter should provide sounddata-base/information for plan formulation andhelp the appraisal process. Following are some of theimportant points to be looked into while appraisingthe chapter;— Does the plan reflect on all relevantinformation regarding physical features,77

National University of Educational Planning and Administrationadministrative setup and educationaladministration especially for secondaryeducation, demography, minority groups etc.of the state and district separately?— Have the data regarding all relevant aspectsbeen presented in tables with briefinterpretation?— Do all the tables/data presented haveindication of sources of data and referencetime?— Has the planning team ensured that there is aninternal data consistency and avoidance ofrepetition of data?— Does the chapter incorporate the tribal profileand some special features of the tribes,required for planning special interventionsmeant particularly for them?— Are area-specific features and issueshighlighted in this chapter?— Have the comments of the appraisal team onadequacy/inadequacy of information beenprovided in the chapter?— Are the state/district map and diagrammaticpresentation of administrative andeducational structure provided to enrich thechapter?Chapter 2:RMSA and Implementation StatusThis chapter is important from the appraisal point ofview because it provides general information aboutthe understanding of RMSA among the state anddistrict teams, preparedness of the state/ district forimplementation of RMSA with specific institutionalreforms undertaken in this regard and interventionswith regard to secondary education in the XI Plan.The chapter should also state the progress made inimplementation of AWP&B approved in theprevious year(s) and the status of fund utilization.Following are the appraisal issues for this chapter.— The discussion on RMSA is not of routinetype, copying from relevant documents. Doesit reflect the evidence of proper understandingof the state/district team about the objectives,goals, strategies and other aspects of theprogramme?— Does the plan clearly reflect on the progressmade in the preparatory phase?— Has the plan incorporated informationregarding type and extent of administrativeinstitutions and other supportive structuresalready put in place or are they in the processof being created for implementation ofRMSA?— Has the state/district enough capability toimplement the planned interventions?— Has the plan mentioned the state/districtpolicies and norms regarding access tosecondary education, teacher recruitment,improving the quality of secondary educationetc.?— Are state financial norms and fund flowmechanism indicated with supportiveevidence in this regard?— Has the intervention-wise progress of theplanned activities approved in AWP&B ofpervious year been given?— Are the comments on the state/districtcommitments made in the previous yearclearly reflected in the plan?78

Secondary Education: Planning and Appraisal Manual—Has the plan indicated the status of utilizationof budget sanctioned last year to help theappraisal team to assess the capacity of thestate/district to utilize the budget proposal?— Have convincing justifications been given forshortfalls in the budget utilization oroverestimation of the budget proposals?Chapter 3:Sector Diagnosis -- Current Statusand Development PrioritiesThe chapter should provide the basic data andqualitative information regarding status ofsecondary schools, demand for secondaryeducation, projection of 14-17 year age population,access to the secondary education facilities etc. Itshould also give details about the deployment ofteachers and demand for additional teachers. Theenrolment trends, educational efficiency andeffectiveness including learning outcomes, trends inexpenditure, prioritization of options and relatedissues are of utmost importance for appraisal ofplans. The information provided in this chaptershould therefore, be the base of visualizinginterventions in the subsequent chapters. Some ofthe important points to be appraised are givenbelow.— Have the data for expansion of facilitiespertaining to access to secondary education,teachers' recruitment and development,enrolment of students, physical facilities,performance of students as reflected byexamination results etc. been presentedsystematically in the plan?— Have the techniques and methods discussedin the manual been followed in suggesting thedemand for various schooling facilities,projection of secondary school goingpopulation, prioritization of interventions,etc.?— To what extent have the correct proceduresbeen followed in estimating key performanceindicators suggested in the results frameworkfor assessing the current status of secondaryeducation in the district and in identifyingmajor development concerns?— How is the qualitative information gatheredthrough, for example, interaction with thePRIs and communities, discussions with otherstakeholders, functionaries, SDMC members,etc. used by the planning teams in identifyingthe additional schooling provisions andcapturing the process related key developmentconcerns at the local level?— Does the plan reflect the basis of prioritizationof the issues and activities/ interventions andreasons thereof?— Has deployment of teachers and teachershortages, if any, been explained and justifiedin the plan?— Have proper procedures been followed forassessing internal efficiency and learningoutcomes of children?Chapter 4: Planning ProcessThis chapter deals with preparation for planning,constitution of planning teams and their orientation,collection of primary and secondary data andprocess followed in the planning exercise. Also, itshould provide some guidance for development ofschool improvement plan (SIP). Since planningunder RMSA is a process-oriented exercise adopting79

National University of Educational Planning and Administrationthe bottom-up approach of planning and properreview of the process of planning are important. Someof the main points to the appraisal are given below.— Does the plan clearly reflect the processfollowed in the plan preparation, involvementof communities, PRIs, and otherstakeholders, etc. in the process?— Has the plan provided the list of consultativemeetings held in the course of plandevelopment and are the issues discussed inthe meetings reflected at appropriate places inthe plan?— Has the plan mentioned the status offormation of planning teams at the districtlevel?— Have the lists of members of the districtplanning team and their capacity buildingactivities been given in the plan?— Are the details of the process of developingschool improvement plans (SIPs) provided inthe plan?— Whether the proposed interventions are theoutcomes of the processes followed inplanning and not the reflection of theplanners' own perceptions?— Have the planning team members gone on fieldvisits to collect primary and secondary data?Chapter 5: Alternative Development Scenarioand Plan TargetsThis chapter should provide three alternativedevelopment scenarios. The state should take adecision regarding adopting one of them andprovide rationale for the same. The scenarioregarding additional enrolment by location, genderand social category has to be given. The chaptershould also provide component-wise targets andexplain the methods of target setting. Following aresome of the appraisal issues/points regarding thetarget setting;— Are the presentations made in this chapterlinked to the calculations and findingsreflected in chapter 3 of the plan?— Have the targets been set realistically and hasthe justification for setting these targets beenprovided?— Does the plan elaborate upon the stepsproposed to be undertaken to achieve thetargets - whether in one year or in a phasedmanner, spread over to several years?— Does the plan take care of the targetpopulation as per the trend in growth ofpopulation or the projected population ofsecondary school going-age children?— Does the plan have a clear vision and proposalregarding bringing the targeted children(gender and social category wise) under thefold of secondary education through openingof new secondary schools in unserved/underserved areas and/or upgrading themiddle/upper primary schools etc?— Are the state policy and district specific issuesclearly reflected in the plan and whetheradequate justifications for any deviation fromthe norms are given for the same?— Is there a mention in the plan regarding thelocation of secondary schools with prioritiesin this regard?80

Secondary Education: Planning and Appraisal ManualChapter 6: Strategies and Action ProgrammesThis chapter should focus on planning for two mainaspects viz. quantitative expansion of access andparticipation and improvement of quality ofsecondary education. This chapter should havedirect linkage with the previous chapters in whichthe targets for various components have been fixedadopting proper methods and techniques. Therelated activities, such as advocacy, capacity buildingof planners, management information system,monitoring and evaluation, research and evaluationstudies etc. should find due place in the chapter. Also,it should present innovative activities in variousaspects of RMSA implementation. Some of the mainissues/ activities to be appraised include thefollowing— Is there an overall assessment of the strategiesto implement the proposed programmes andinterventions in the plan?— Whether the plan mentions clear vision andmodalities about involvement of PRIs,Municipal Bodies, communities, teachers,parents and other stake holders in effectiveimplementation and management ofinterventions?— Does the plan reflect on the evidence ofinvolvement of the above stakeholders inworking out the strategies for implementationof interventions?— Whether the plan mentions the mechanismfor convergence/coordination among thegovernment, non-government and privatebodies connected with secondary educationto achieve RMSA goals?—Whether the planning for universal access tosecondary education such as strengthening ofsecondary schools (opening of additionalclassrooms in the existing secondary schools),upgradation of UPS, upgradation ofsecondary schools to higher secondaryschools, opening of new secondary schools,has been done on the basis of targets identifiedin earlier chapters?— Is the assessment of the requirements relatingto access based on the school mappingexercise?— Whether the district secondary educationplan is based on the requirements identified inSchool Improvement Plans of the secondaryschools of the district?— Whether the plan document contains thejustification for any deviation from theRMSA/state norms in expansion of accessfacilities?— A re n e e d - b a s e d and are a - s p e c i f i cinterventions to strengthen facilities inschools planned?Quality Improvement: It is one of the key concernsin providing universal secondary education underRMSA. The plan has the details of interventions andstrategies to achieve/enhance the quality of learningand providing life-skills to the students. Some of theimportant aspects to be taken into considerationduring appraisal are as follows;Infrastructure:— Was a mapping of infrastructural facilitiesavailable in secondary schools and needs foradditional facilities for them undertakenbefore planning? Is the plan need based?81

National University of Educational Planning and Administration—Is the process of rationalization of facilities —across secondary schools reflected in the plan?— Does the plan reflect on fund mobilizationincluding community contribution forimproving school facilities?— Does the plan include the details of state/district level actions to improve the internalefficiency of schools i.e. decontrol of schoolmanagement, rational policy of teacherrecruitment, deployment, educationaladministration etc?Does the plan explain how the newcurriculum will take care of the educationalneeds and aspirations of the localcommunities particularly the tribalcommunities etc.?Learning Resource— Does the plan clearly indicate the State's policyregarding revision of syllabi and text booksbased on the revised curriculum?— Does the plan provide details of process ofsyllabi and text book development?Curriculum Development— Has the state/district vision of quality ofsecondary education been clearly indicated inthe plan? Does it also mention the processadopted in identifying the vision and the rolesexpected to be played by the professionalinstitutions like IASE, CTE, SCERT etc? Is thisvision understood at the state/district andsub-district levels as well?— Has any mapping/survey been done withregard to curriculum and courses of studypracticed in different types of schools?— Does the plan provide details of the processand steps proposed for curriculum renewalwithin the broad framework of NCF 2005 anddoes it elaborate on the approach andmodalities to incorporate state and districtspecific components in the process?— Does the plan include the details of formationof an 'Expert Group' for curriculum revision,orientation of its members and their actionplan?— Are interventions proposed for enrichingLearning Resource Centers (LRC) libraries,laboratories etc. and their effective use? Arethe facilities for sports, vocational and life skillactivities planned?— Are the designs of the laboratories, library etc.and their material needs, as well asprocurement of materials reflected in theplan?— Has the planning been proposed for the use ofdistance education mode and linkage ofRMSA with NIOS and EDUSAT?— How do the state and districts propose to linkeducation with world of work and provide lifeskills to students?— Has the plan taken care of the proposedinterventions such as residential facilities forteachers, promotion of arts and craftseducation, adolescent education, sports,leadership development of HMs etc.? Does theplan also indicate intervention-specific andtime-bound steps to implement the above?82

Secondary Education: Planning and Appraisal ManualTeachers—Has the plan clearly indicated what steps areto be taken to assess the availability and needof subject wise teachers in the secondaryschools?— Have t he strategies and steps forrationalization of teachers' postings beenindicated in the plan in order to ensureavailability of subject wise teachers in allsecondary schools?— Was the exercise of identifying the trainingneeds of the teachers, HMs/ principals,supervisory staff etc. undertaken (inparticipatory mode) for designing thetraining programmes? Has the sequencing intraining activities been presented in the plan?Have the activities for development of suitablemodules and training materials beenproposed?— Does the plan have details of programmes forcapacity building of the teachers, HMs/principals, supervisory staff etc.? The teachertraining has to be both in pedagogical aspectas well as in content enrichment aspect. Arethe details of training-time-frame, trainingmaterials, resources supports etc. mentionedin the plan?— Has the training of teachers through distancelearning mode been envisaged and planned?Academic Support— Does the plan reflect on strengthening ofsupport from the professional institutions likeSCERT, SIEMAT, IASE, CTE, upscaling ofDIET etc., to facilitate implementation ofquality related interventions? Has the linkagewith other academic institutions likeuniversities, NIOS etc. been visualized?— Has the planning been done for havingremedial classes for children with variouslearning abilities as well as classes for differentsubjects?— What type of academic, subject specificsupport to teachers especially on-site supportis planned?Teaching Learning Process— Have the state and districts developed a clearvision regarding teaching-learning process tofacilitate effective learning by students? If so,does the plan reflect on the process ofdeveloping the vision?— Has the plan proposed any pedagogical shiftunder RMSA to enhance the pace of learningby students especially those coming from ST,SC and other educationally backwardcommunities?— Does the plan envisage setting up of amechanism or steps to ensure qualitysecondary education?Monitoring, Evaluation and Supervision— Has the plan stated a clear vision and stepsregarding pupil evaluation in line with thedecision taken at the national and state levelsa n d a d o p t i o n o f C o nt i nu o u s a n dComprehensive Evaluation (CCE) system? Doesthe plan incorporate interventions for capacitybuilding in this regard at various levels?— Has a proper and effective mechanism formonitoring of teaching- learning process,pupil achievements, educational activities in83

National University of Educational Planning and Administrationschools and other quality dimensionscarefully planned?— Does the plan emphasize the importance ofparticipatory monitoring process involvingcommunities, NGOs, teachers, and otherstake-holders, etc.? If so, has a suitablestructure for it been suggested?— Have the interventions been planned for thetraining of all concerned including SDMCmembers?— Has the plan identified the resource andresponsibility centers at various levels forensuring quality improvement and has itvisualized their accountability in this regard?— Ha s t h e S E M I S b e e n p l a c e d a n doperationalised at various levels and beenstrengthened? Does the plan provide thedetails of the proposals in this regard?— Is the mechanism for Research and Evaluationactivities well identified and explained in theplan?— Have action plans utilized the researchfindings and SEMIS data to improve thequality of secondary education in the plan?In addition to the above, some other importantaspects to be appraised are the following:— Have the interventions for adolescenteducation been planned? Do they also relate toaspects like sensitization about HIV/AIDS,provision of teachers and their orientationand collaboration with other agencies?— Does the plan reflect on well plannedinterventions for Guidance and Counseling ofstudents with appropriate details as well as aconvergence plan for the same?— Does the plan visualize encouragement andhelp to individuals and institutions toundertake innovative activities to help andstrengthen different aspects of RMSA?— Are the activities for diagnosis of learningdeficiencies in children coming from variouss o c i o - e c o n o m i c a n d e d u c a t i o n a lbackgrounds, and remedial measures andinterventions been planned?— While appraising the interventions andactivities for quality, one has to see thecumulative impact of all activities.Strengthening of one or two quality relatedaspects/components does not bring thedesired impact. The complementaritiesamong various quality related interventionsneed to be established in the plan.Chapter 7:This chapter is specially meant to formulate plans,interventions and strategies for girls, STs, SCs, OBCsand other educationally backward and minoritygroups. Utmost flexibility and scope for innovativeinterventions are expected in the plan. Communitymobilization and their participation in all aspects ofRMSA, additional facilities and participation ofstudents in school activities, linkages amongagencies dealing with the education of these groupsare the main focus of this chapter. Following aresome of the important issues that need to beaddressed in the appraisal process.Girls EducationAction Programme for Focus Groups¡ Does the plan make an effort to bridge thegender gaps with respect to participation in84

Secondary Education: Planning and Appraisal Manualeducational programmes and enhancingachievement level?¡ Does the plan have well thought programmesfor creating a positive environment in favourof education of girls through suitable andcontextual sensitization programmes, womenparticipation in planning and management ofeducation etc.?¡ Does the plan provide the basis foridentification of facilities and suitablesupportive environment for girls to attendschools?¡ Is the detailed action plan for providingincentives like uniforms, scholarships,bicycles, text books, transport and securityassurance facilities, hostels, included in theplan?¡ Is a convergence plan for the facilitiesprovided by the state govt., RMSA, NGOs andothers provided in the plan?¡ Does the plan suggest strategies to attractfemale teachers to work in rural, tribal anddifficult urban areas? Have any specialincentives been proposed for the above?¡ Are interventions proposed within the broadframework of RMSA and its financial norms?Education of STs/SCs/OBCs/EducationallyBackward Minorities¡ Does the plan reflect upon understanding ofspecial features and needs of the STs/SCs/OBCs/other educationally backwardminorities by the planning teams?¡ Does the plan show any evidence of needbased and contextual planning?¡Does the plan reflect on representation of theSpecial Focus Groups in planning andmanagement structures?¡ Are the special efforts required to meet thepedagogical needs of the children especiallythose coming from the tribal and linguisticminority groups reflected in the plan? Are theprinciples and steps to promote the aboveclearly reflected in the plan?¡ Does the plan also incorporate in it the stepsfor convergence of interventions provided bythe Education Department, Department ofTribal Affairs, and government department,NGOs etc. as well as the modalities to achievethe convergence?¡ Does the plan reflect on the understanding ofthe concept of 'area-intensive' approach andlinkage between education and otherdevelopment concerns, as well as steps toachieve the above?¡ Have the interventions pertaining to universalaccess, retention and enhancing theachievement levels of students etc. beenplanned after a thorough discussion with theBlock and village panchayats, PRIs etc.?¡ Have the enrolment drives, monitoring ofattendance of students and special coachingand remedial classes suiting to the localconditions been planned?¡ Does the plan also deal with propermanagement, delivery of incentives andenabling measures for ST, SC, OBC andminority community children? Such facilitiesand incentives include, boarding and lodging85

National University of Educational Planning and Administrationfacilities, scholarships, facilities fordifferently-abled children etc.¡ Has the plan visualized the use of suitabledistance learning programmes for children ofeducationally backward communities?¡ Is the visualization of the problems ofdifferently-abled children, suitable measuresto provide them secondary education,integration of such children with normalchildren and interventions needed, includedin the plan? Has it also worked out thenetworking and coordination with otherdepartments/agencies/NGOs dealing withthese children?Chapter 8: Estimation of Additional InputsThis chapter should present a consolidated picture ofadditional requirements in terms of physical,manpower and technical inputs needed fordevelopment of secondary education. The data/information used in this chapter should be based onthe assessment of existing gaps, additionalenrolment and interventions proposed in previouschapters. The appraisal issues are the following:— Are the proposed additionalities linked to theinterventions suggested in the preceding twochapters?— Are the time frame, strategies and steps toaccomplish the tasks indicated?— Have the total requirements, existing facilitiesand the additionalities been mentioned in theplan with the indication of RMSA share andsharing through other sources?— Is there a proper match between the factsstated in preceding chapters and this chapter?Chapter 9: Planning for ImplementationThis chapter should give the details ofimplementation of the planned interventions. Someaspects to be appraised are the following:— Is there a presentation of realistic schedule ofactivities with time frame, both descriptiveand in the form of flow-chart?— Whether the responsibility for implementingthe interventions indicated, particularlyidentifying the role of community/PRIs/municipal bodies/other stake holders, hasbeen indicated in the plan?— Has the monitoring and supervisionmechanism for effective implementation ofplanned interventions been specified in theplan?— Have the Performance Indicators formonitoring been identified and the modalitiesadopted to identify these indicators beenmentioned in the plan?— Does the plan indicate the risk factors?Special Note on Civil WorksThe civil works components are important underRMSA, as under this component there is a massiveinvestment up to the limit of 50% of the total plannedbudget with a provision of front loading up to 60% ofthe budget in the initial years. The plan has normsconcerning civil works, which have been given inpart-I of this manual. The civil works chapter alsoprovides information about different types ofconstruction plans, certificates etc. to be providedalong with the civil works proposals in the plan.Following are some of the important aspects to belooked into while appraising the civil workscomponents in the plan.86

Secondary Education: Planning and Appraisal Manual—The appraisal team must ascertain that the —plans are developed adhering to the norms ofcivil works provided in the RMSA document.— Does the plan clearly mention that the statenorms or RMSA norms for the civil workshave been followed in planning theinterventions under civil works?— Is there a clear indication in the plan aboutensuring the quality construction, qualitycontrol measures etc.?— Does the plan have a clear strategy about thetraining of engineers, implementers and otherstakeholders to undertake quality civil works?— Have the modalities been followed inassessment of gaps in school facilities, such asnew school buildings, additional rooms,major and minor repairs to be undertaken,conversion of upper primary schools into highschools, hostels, etc.?— Does the plan identify the priorityconstruction work and mention basis for theirprioritization?— Have the specific interventions in civil workspertaining to earthquake resistance, waterharvesting, physically challenged students,hostels for STs, girls etc. been proposed in theplan?Are the following certificates/notificationsattached with the civil works proposals?¡ Notification of unit cost of the constructionactivities (proposed by state/UT) by the NodalGovt. department for building construction inthe state/UT with the duly sanctioned(technically and administratively) detailedand abstract estimates.¡ Rate conformity certificate.¡ Two copies of the plan, foundation details,section, elevation and detailed estimates dulysanctioned by the competent authority.¡ A certificate from the competent authority tothe effect that the plan and estimates are inconformity with the norms of RMSA.¡ A certificate from the competent authoritythat expenditure over and above RMSAnorms and arising out of the unforeseenexcess quantity or +ve T.P., if any, will be metby the state govt. and that construction willnot be delayed for want of funds.¡ Forms for certificate for structural designsufficiency, viz. stability certificate.¡ Copy of the schedule of rate taken into theaccount for proportion of the detailedestimate.— Does the plan reflect on strengthening ofschools through civil works carried out in onego? The phasing of school civil works is notencouraged.— Has the planning for construction of newschool buildings been based on schoolmapping exercise? Has the process beenelaborated in the plan?¡ Implementation schedule of the constructionactivity.— Are the implementation mechanism andmonitoring and supervision modalitiesclearly indicated in the plan?— Have the involvement of the community/ PRIsand other departments in undertaking civil87

National University of Educational Planning and Administrationworks as well as their accountability beenindicated in the plan?— Have the justifications for any deviation fromthe standard norms and provisions, underRMSA been provided?Chapter 10: Budget EstimatesThis chapter is devoted to covering all aspects offinancing and budgeting and not only of the fundsdemanded out of RMSA scheme. This section has tobe appraised by a technical person. Following aresome of the important appraisal aspects.¡ Has a comprehensive review of theintervention-wise sanctioned budget ofprevious year been given in the plan?¡ Are the reasons for underutilization of thebudget as well as any constraints in this regardstated in the plan?¡ Are all the budget proposals linked to thephysical targets reflected in the precedingthree chapters?¡ Are the proposals within the financial normsand provisions made in the RMSA scheme?¡Have any deviations from the financial normsof RMSA/state and re-appropriation of budgetbeen proposed? Are sufficient justificationsfor the same given?¡ Are the budget proposals component/intervention-wise? Has the time frame ofexpected budget utilization been given? Isnature of budget (recurring and nonrecurring)indicated?¡ Are the total budget requirements for aparticular intervention, sharing of budgetamong RMSA (Centre), state government,community and other stake holders reflectedin the plan?¡ Are the reasons for following state norms inbudgeting of a particular intervention, clearlystated? Are the modalities for convergence ofbudget been mentioned?¡ Is a summary of budget proposals given at theend of the chapter?¡ Has a monitoring mechanism for budgetutilization been set up at the state/districtlevel?888The revised/expanded financial norms as provided by Technical Support Group (TSG), RMSA, Ed. CIL, New Delhi for the purpose of appraisal are givenin Annexure II.

III. Appraisal Report GenerationThe appraisal report is the main document whichrecords a direction to the implementation teams atdifferent levels for undertaking the RMSA plannedactivities. The report is the result of comments/observations made by all the members of theappraisal team. Following are some important pointsto be kept in mind while preparing an appraisalreport:— The report contains information, comments,r e c o m m e n d a t i o n s , a g r e e m e n t s /disagreements with the planned interventionsetc. The non-negotiable aspects of theappraisal given by TSG (RMSA), Ed. CIL, NewDelhi is given in Annexure III.— The comments/observations made in thereport avoid negative approach, unless it isinevitable, and provide positive direction andguidance.— It is very focused in giving comments onvarious issues and avoids lengthy comments.— There is a consistency in using terminologies/nomenclatures in the report, so that the termsused convey the same meaning everywhere.— The appraisal teams have to consider plannedactivities, their rational and other details ontheir merits and objectivity, instead of rigidlyadhering to the norms and structure.8— In case, the norms for any intervention arenot clear in the RMSA document, theappraisal team should give its opinion onthem for consideration in the PAB meeting.Suggestive Format of the Appraisal Report— Title of the Appraisal Report and the Appraisal Team— Acknowledgements— Executive Summary: An overview of the progress made in the implementation of interventions andutilization of approved budget of the previous financial year(s), overview of proposal andrecommendations for the current year and major issues—Comments on state commitments and utilization patterns— Section I - Introduction (Introduction to appraisal - appraisal team, process of appraisal, field visits,limitations etc. Introduction to the appraisal report - views of all the team members, approach inreporting, structure of the report etc.)89

—Section II - State/District Profile including Educational Scenario and Database for Planning andrelated issues: This may be based on the information and data provided in the plan document andverified/cross checked by the appraisal team. Educational Scenario in general and aspects pertainingto education of 14-18 age-group children in particular are given.— Section III - Planning Process and Methodology— Section IV - Component-wise Reports- Begin with general comments/observations on identificationof interventions based on problems, issues and needs identified through the methods and techniquesdiscussed in the manual. The components are the following:a) Ensuring access, retention and participation, expanding schooling provisions andrationalizing facilities across existing and new institutionsb) Civil worksc) Improving all aspects of quality of secondary education.d) Improving enabling condition for children of educationally backward communities and girls(specially adolescent girls)e) Monitoring and Planning for Implementation, Research, Evaluation and Documentationf) Plan for Sensitization, Convergence, plan for participation of community, PRIs and other stakeholders.— Section V - Budgeting and Financial Managements— Section VI - Overall strengths and weaknesses of the plan. The appraisal team should make anobjective assessment of the overall strengths and weaknesses of the plan. It may also comment on theunderstanding of the RMSA by the planning teams and their capacity for proper planning.— Annex ( Model tables, Budget Sheets, Results Framework)90

REFERENCESCarron, Gabriel (2010), Strategic Planning: Organisational Arrangement, Education Sector Planning WorkingPapers, Working Paper 2, IIEP, Paris.Caillods, Francoise and Grauwe, Anton de (2006), Capacity Development in Educational Planning andManagement: IIEP' Experience, Documents for International Working Group on Education; Rome, 12-14June, IIEP, Paris.Chang, Gwang-Chol (2008), Strategic Planning in Education: Some Concepts and Methods, Paper Presentedat the IIEP Symposium Directions in Educational Planning: Symposium to honor the work of FrancoiseCaillods, IIEP, Paris.MHRD, Government of India (2009), Framework for Implementation, Rashtriya Madhyamik ShikshaAbhiyan, Department of School Education and Literacy, New Delhi.MHRD, Government of India (2005), Sarva Shiksha Abhiyan: A Programme for Universal ElementaryEducation: Manual for Planning and Appraisal, Department of Elementary Education and Literacy, NewDelhi.NCERT (2005), National Curricular Framework (NCF) 2005, NCERT, New Delhi.UNESCO Institute for Statistics (2009), Education Indicators: Technical Guidelines, Montreal, Canada.World Bank (2009), Secondary Education in India: Universalizing Opportunity, Human Development Unit,South Asia Region, Delhi.91

Annexure-I9Financial Norms under RMSAClassrooms/ — Classroom- Pupil Ratio: 1:40Additional classrooms — Minimum ratio :1:25Physical Infrastructure- Non Recurring— Classroom size: as per State norm.— At least two additional classrooms should be built in one secondary school— At least four additional classrooms, two sections each for classes IX & Xshould be built in one upgraded upper primary school— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own— Cost of construction will include furniture, fixtures, fittings, circulation area(verandah), etc.Science Laboratory — One Integrated Science Laboratory- for Physics, Chemistry, Biology &Mathematics.— Room size: as per State norm.— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir ownEquipment— Cost of construction will include furniture, fixtures, fittings, circulation area(verandah), etc.Laboratory — Necessary equipment for Physics, Chemistry, Biology and Mathematics willbe needed initially to facilitate academic activities.Headmaster/ — One room for Principal.Principal room — Room will also be used as meeting room.— Room size should be adequate as per state govt. norms for holding meetings— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own929Based on Framework for Implementation: Rashtriya Madhyamik Shiksha Abhiyan, Ministry of Human Resource Development,Government of India,

Secondary Education: Planning and Appraisal Manual—Cost of construction will include furniture, fixtures, fittings, circulation area(verandah), etc.Office Room — One room of adequate size as per state govt. norm for office staff andteachers— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own— Cost of construction will include furniture, fixtures, fittings, circulation area(verandah), etc.Girls' Activity Room — One room of adequate size as per state govt. norm— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own— Cost of construction will include fixtures, fittings, circulation area(verandah), etc.Computer Room — Room size: as per State norm.— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own— Cost of construction will include furniture, fixtures, fittings, circulation area(verandah), etc.Art/ Craft/ Culture — Classroom size: as per State norm.Room — Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own— Cost of construction will include furniture/ equipment/ tools, fixtures,fittings, circulation area (verandah), etc.Library — Library will be established and run in a room of adequate size, as per thenorms fixed by the State Government or Raja Ram Mohan Roy LibraryFoundation; the nodal agency of Govt. of India to support public libraryservices and systems.— Should involve elements of community contribution.— Grants will be available only for those schools which have existing buildings oftheir own93

National University of Educational Planning and Administration—Cost of construction will include furniture, almirah, racks, fixtures, fittings,circulation area (verandah), etc.— Community should be approached to provide books and furniture, etc., in thelibrary.Toilets and Drinking — Requisite number of toilet blocks in each school, separately for boys, girls,water facilitiesstaff & teachers and differently-abled children— Adequate drinking water facilities in every school— Proper drainage system in every school, etc.Furniture & fixtures — As far as possible, existing furniture should be repaired— Actual requirements for classrooms, laboratories, libraries and others will beworked out on the basis of approved scales of furniture fixed by the StateGovernments— In case of condemnation through due process and/ or deficiency, purchase offurniture for the following rooms will be subject to the ceiling of Rs. 1.00 lakhper school:ooPrincipal RoomOffice and Teacher Room— Due regard should be paid to usefulness and economy. Luxury items shouldnot be purchased— Community will be approached to provide furniture in the schools— Purchases, if any, will be done through State owned small scale industries orNSIC.Development of — Schools not having playground will use playground in neighborhood schoolsPlayground, ifor the Community Playground. Community, PRIs, MP LAD, MLA LAD mayavailable in school. also contribute towards development & maintenance.— Ministry of Youth Affairs and Sports will also be approached.— Cost will not exceed Rs.10, 000/- per schoolBoundary Wall — Needs to be constructed by the States/ UTs, if not already constructed— Community, PRIs, MP LAD, MLA LAD, private sector may contributetowards construction and maintenance of boundary wall.— Department of Environment and forest may be approached to develop socialforestry in the schools.94

Secondary Education: Planning and Appraisal ManualPhysical Infrastructure- RecurringRepairing andRenovations -— Repairing and renovations will primarily be undertaken throughinvolvement of community or the private sector.Major and Minor.— On the basis of approved estimate by State Governments following grants maybe considered under special circumstances: In case of Major renovation - onetime total amount of expenditure should not exceed Rs. 2.00 lakh per schoolin case of two sections in school, and Rs. 4.00 lakh per school in case of foursections in school— In case of Minor renovation - total amount of expenditure should not exceedRs. 25, 000/- in a year.Following repairing works can be undertaken:- School building- Toilets- Tanks- Playground- Campus- Conservancy Services- Electrical fittings- Sanitary & Other fittings- Furniture and fixtures etc.— Expenditure on repair & maintenance of building would not be included forcalculating the 33% limit for civil works.— Grants will be available only for those schools which have existing buildings oftheir ownRepair/ replacement — Science lab for classes IX-Xof LaboratoryEquipmentPurchase of Lab consumable articles— Replacement and/ or repairing of laboratory equipment— Purchase of consumables/chemicals etc. Upkeep of laboratories— Any other activity relating to Science and Mathematics.— Annual grant of Rs. 25,000/- per school per annum or as per actualrequirements.Purchase of Books, — Purchase of books with due reference to the lists of books recommended byperiodicals,the KVS, (or) List recommended by the State Governments, (or) as per thenewspapers etc.scheme formulated by Raja Ram Mohan Roy Library Foundation, the nodal95

National University of Educational Planning and Administrationagency of Govt. of India to support public library services and systems.— Rs. 10,000 per annum or the actual expenditure, whichever is less.— Text Books and Reference Books for teachers should also be included.Study tours/ — State Govt./ Community/parents / private sector may sponsor or contributeExcursion trips:— Study tours should be organized by the schools every year— Willing students should be allowed to participate. Adequate measures forsafety and security of the students, especially girls, should be madeSchool Annual Grants- recurring— Sports, music, dance, painting, culture, teaching aids- Equipment for teaching geography as elective- Drawing equipment & painting materials- Maps, charts, specified instruments & appliances- Sports equipment, uniforms, etc.— To meet petty and contingent expenditure, like organizing meetings,conveyance, stationery— Petty repairs & maintenance— Water, electricity and telephone charges, internet charges/ other rates andtaxes.— Other expenditure.— State Government/community/PRIs/ private sector may also contribute.— Grant of Rs. 15,000/- per annum or actual expenditure, whichever is less, tomeet water and electricity charges.96

Secondary Education: Planning and Appraisal ManualTeachers, staff and Lab AttendantsTeachers — Subject-wise TG/ PG Teacher— PTR of 1:30 *Lab Attendant — One lab attendant,— Teachers will be employed by the Society implementing RMSA.— will be employed by the Society implementing RMSADuftary — One daftary for office works.Watchman — One night watchman— May be appointed by Community/ PRI/ Parent -Teacher Association.In-service training of — Training of all teacher/ Principal/ Vice Principal for 5 days every yearteachers and heads of— Rs.200/- per teacher per day **schools— Unit cost is indicative, would be lower in non-residential trainingprogrammesResidential quarters — Residential quarters for teachers in remote/hilly areas/in areas with difficultfor teachersterrain— Quarters will be built as residential clusters with accommodation for teachersof all schools within a particular area.— Rs. 6.00 lakh per quarter subject to availability of fund. Preference for femaleteachers.OthersScience exhibition in — The DPC in each district will organize science exhibitionDistrict Headquarters— All the schools will be invited to participateor in a place within— Local JNV and KV will also be associatedthe District.— The Community, PRIs, NGOs, intellectuals, etc., will be invited. Provision forfelicitation/ award to best exhibitor will be made— State Government/ Community/ PRI / Private Sector etc. may sponsor andcontribute.* CABE committee on USE and the Working Group on Secondary and Vocational Education haverecommended PTR of 30:1* Planning Commission has allocated Rs. 1000/- per teacher per annum.Note: All financial norms for civil wok are suggestive and meant for financial estimation. State/UT PWDschedule of rates will be applicable.97

National University of Educational Planning and AdministrationOut of the above, priority will be given to the following, depending upon the availability of resources:Physical Infrastructure-Non Recurring— Classrooms/Additional classrooms— Science Laboratory— Lab Equipment— Headmaster's/Principal's room— Office Room— Computer room/laboratory— Art/Craft/Culture Laboratory— Library— Toilets and Drinking water FacilitiesPhysical Infrastructure- Recurring— Repairing and Renovations- Major, under special circumstances— Repair/replacement of Laboratory Equipment and Purchase of Lab consumable articles— Purchase of books, periodicals, newspapers, etc.— School Annual Grants- to meet electricity and water charges.Teachers, Staff and Lab Attendants-Recurring— Teachers— In-service training of teachers and heads of schools— Residential quarters for teachers in remote/hilly areas98

Annexure-II10Revised Financial Norms under RMSAS. Intervention NormsNo1 New School/ upgradation — Provision of up to Rs. 58.12 lakh for 2 section school.of upper primary schoolto secondary school— Provision of up to Rs. 46.86 lakh for 1 section school.— Within 5 Km of unserved habitation, having sufficient enrollment of50/70 for class IX.— Preference to be given for upgradation of UPS.— In exceptional case stand alone secondary school with reasons for thesame to be considered.— Preferably 2 section school to be opened in view of financial viability.— Ashram schools to be given preference.— Minimum enrollment for class IX for new school should be to 70, forhilly & difficult terrain, like natural barrier, international border areas,etc., a relaxed norm for enrollment of 50 may be followed.— For hilly and difficult terrain - 1 section secondary school may beopened with minimum enrollment of 25-35, but distance criteria of 5km remains the same .2 Upgradation of KGBV/-- — Provision of Rs. 58.12 lakh for 2 section school.residential UPS — Provision of Rs. 46.86 lakh for 1 section school.— RMSA has provisions for upgradation of UPS to secondary school forKGBVs/ residential upper primary school. Hostel for the same is to beprovided by Girls Hostel scheme / any other scheme.— To ensure both, the provisions are made simultaneously3 Teachers of new schools — For every new secondary school approved - 1 Head teacher and 5teachers to be provided.— 5 teachers (2 language teachers, 1 science teacher, 1 social science and 1math teacher) can be provided.— If the state norm requires more teachers ,these are to be provided by theState/UT10As provided by Technical Support Group (TSG), RMSA, Ed. CIL, New Delhi for the purpose of appraisal99

National University of Educational Planning and Administration—Only qualified teachers are to be recruited.— Teachers will be recruited as per the terms and conditions of therespective State/UTs.4 Additional teachers — Every school to have at least 1 Head master and 5 teachers forfor existing schoolsenrollment up to 160.— 1 teacher for every additional 30 enrollments.— The subject for which the additional teacher is recruited will be as perthe recruitment policy of the state.— States ensure that proper balance of subject teachers is maintained ineach school.— Wherever required teacher rationalisation exercise has to beundertaken by the State.— Teachers will be recruited as per the terms and conditions of therespective State.— Only qualified teachers are to be recruited.5 Non-teaching staff — For every new school - 1 post of Lab attendant, 1 Office Assistant /Dufftary are to be provided.— For existing schools, gap is to be assessed based on school-wiserequirement and the existing sanctioned post.— Additional requirement /gap is to be provided by RMSA.— The terms of recruitment, as per the terms and conditions of therespective State/UTs.6 Civil Works — Programme funds on civil works shall not exceed the ceiling of 50% ofthe entire project cost.— Till 2010-11, no ceiling applicable.— In a particular year's annual plan, provision for civil works can beconsidered up to 60% of the annual plan expenditure, within theoverall project ceiling of 50%.— Gaps to be assessed based on SEMIS data.— Minor repair grant not to be included in 50% / 60% ceiling.— The ceiling of 50 % or 60% would not include expenditure on majorrepair.— All the civil works to have rain harvesting system in the plan itself.— All the buildings will be designed to make them disabled friendly.100

Secondary Education: Planning and Appraisal Manual—50% or 60% ceiling to include building for new school, strengtheningfor existing school and any other civil works at school block / districtlevel.7 Strengthening ofinfrastructure forexisting secondary school— The funds provided for strengthening of infrastructure for any schoolnot to exceed Rs. 36.85 Lakh.— Whole school concept to be followed, i.e. gaps in terms of infrastructurein any school to be taken up in the same years plan.— Any school can be reviewd later (only) for an additional classroom, ifthere is an increase in the enrollment.— Gaps to be assessed based on SEMIS data.— The components supported under strengthening of existing school:· Additional classroom.· Science Laboratory along with lab equipment.· Computer rooms.· Art craft/culture room.· Library.· Drinking water facilities.· Head master's room (not supported, due to ceiling of Rs. 36.85Lakh per school).· Office room (not supported, due to ceiling of Rs. 36.85 Lakh perschool).· Girls Activity room (not supported, due to ceiling of Rs. 36.85Lakh per school).8 Additional Classroom — At least 4 classrooms, 2 sections each, for class IX & X in verysecondary school.— Provision of Rs. 5.63 lakh per classroom, including Rs. 1.00 lakhtowards furniture.— At least 2 classrooms for 1 section secondary school.— Grant available only for schools having their own building. For everyadditional enrollment of 40 - 1 classroom to be provided in a school.— Room size of 7x7 sq meters with additional 35 %, (circulation area 20%and wall area 15%)— Plinth area of 66 sq meters.101

National University of Educational Planning and Administration9 Science Laboratory — Provision of Rs. 6.10 lakh per laboratory.— One integrated Science laboratory for Physics, Chemistry, Biology andMathematics for every secondary school.— Room size 7X7 sq meters with additional 35% (circulation area 20%and wall area 15% ); Total plinth area of 66 sq meter.— For govt. schools having their own building.— Cost of construction to include furniture, fixture, fittings, etc.— Science laboratory to be designed to include platforms, storage spacecupboards, etc.10 Lab Equipment — Provision of Rs. 1.00 lakh per laboratory.— One time grant.— For schools where science laboratory is provided— For schools which have science laboratory, but do not have sufficientequipment.11 Computer Room / — Provision of Rs. 5.00 lakh per computer room.Laboratory— Room size of 7x7 square meters with additional 35% (circulation area20% and wall area 15%), and total plinth area of 66 square meters.— For govt. schools having their own building.— Cost of construction to include furniture, fixture, fitting, etc.— Hardware, computers and software, etc. to be provided through ICT@school scheme.— To be used as language laboratory as well, with the use of appropriatesoftware.12 Art /Craft/Culture room — Provision of Rs. 5.00 lakh per room.— Room size of 7x7 square meters with additional 35% (circulation area20% and wall area 15%), and total plinth area of 66 square meters.— For govt. schools having their own building.— Cost of construction13 Library room — Provision of Rs. 7.00 lakh per room.— Room size of 7x10.60 square meters with additional 35% (circulationarea 20% and wall area 15%), and total plinth area of around 100 squaremeters.102

Secondary Education: Planning and Appraisal Manual— For govt. schools having their own building.— Rs. 25000/- for furniture, as part of Rs. 7.00 lakhs.— Construction should be such that cupboards and proper storage spaceis inbuilt.— Cost of construction to include furniture, almirah, racks, fixture,fittings, etc.— For books for library, community or other sources of funds to beexplored.14 Toilet Block — Provision of Rs. 1.00 lakh per block.— Requisite number of toilet blocks in each school separately for boys &girls.— Block to be disabled-friendly.— Proper drainage system.— Availability of water to be ensured in the toilets.— Norms of Total Sanitation Campaign (TSC) to be followed— For govt. schools with their own building.15 Drinking Water — Provision of Rs. 50000/- per school.— Adequate safe drinking water facility to be available in every school.— Norm of Total Sanitation Campaign (TSC) to be followed.— For govt. schools with their own building.16 Headmaster's Room — Due to ceiling of Rs. 36.85 lakhs per school on strengthening ofexisting secondary school, Head master rooms are not provided.17 Office Room — Due to ceiling of Rs. 36.85 lakh per school on strengthening of existingsecondary school, office rooms are not provided.18 Girls Activity Room — Due to ceiling of Rs. 36.85 lakh per school on strengthening of existingsecondary school, activity room are not provided.19 Building for — Provision of Rs. 36.85 lakh per schoolbuildingless schools— For govt. schools, which do not have their own building.— Additional amount, if required, is to be provided by state govt. or to bearranged through other sources.— Based on SEMIS data.20 Major repair — Provision of maximum Rs. 4 Lakh per school for 2 section school,based on actual estimate103

National University of Educational Planning and Administration— Provision of up to Rs. 2 Lakh per school for 1 section school, based onactual estimate.— Estimates to be approved by state competent authority.— The building has to be at least 10 years old.21 Teacher quarters — Provision of Rs. 6.00 lakh per quarter.— For teachers in remote /hilly areas/difficult terrain /rural areas.— Preferably to be built as residential cluster.— Preference to be given to female teachers.— Number of teacher quarters would have to be within the sanctionedpost of teacher.— Existing teacher quarters to be taken into account.22 School grant — Provision of Rs. 50000/- per school per year.— For govt. schools.— To be used for repair/ replacement of laboratory equipment, purchaseof lab consumables, purchase of books, periodicals, news-papers,electricity charge, water charges, purchase of sports equipment,music, dance, painting, culture, teaching aids, maps, charts, stationary,etc.— Expenses for conducting sports days /annual day— Organizing meetings.— PA system, racks, etc., teaching-learning material, etc., can also bepurchased.23 Minor Repair — Provision of Rs. 25000/- per school per year.— Available only for govt. schools, having their own pucca building.— For repair of school building, toilets, playground, computers, electricalfittings, whitewashing, painting, sanitary and other fittings, furniture,etc.— Expenditure on minor repair would not be included for calculating50% limit for civil works.24 Sports equipment — Rs. 20000/- per school for a maximum of 100 schools in a State /UT25 Excursion trips for — Rs. 200/- per student per year for students of class IX or class X.students— For local excursion trips of students.— Students to prepare a write-up on the trip— Visits to cover places of heritage importance, art and culture,104

Secondary Education: Planning and Appraisal Manualenvironment preservation related, etc.26 Study tours outside the — Provision of up to Rs. 2000/- per student per year for select number ofState/UTstudents.— It could be performance award or can be based on same other criteria,as decided by State.— To expose the students to different culture, historical event or someother exposure.— It may be like participation in a workshop or sports event, etc.27 Remedial Teaching — Provision of Rs. 500/- per child per annum.— The number of students not to exceed 20% of class IX enrollment.— To be provided at the start of class IX to ensure the student is brought atpar.28 Training of community — All SMDC members to be given training for 2 days in a year.leaders— Provision of up to Rs. 300 per day per person.— Training to cover academic monitoring, account maintenance andother school related topics.29 In-service training of — In-service training of 5 days for all teachers every year, @ Rs. 300/- perteachersteacher per day.— Teachers of govt. and govt. aided schools to be covered.— Training to include subject training, training for handling CWSN,training on yoga, etc., as per the requirement of subject teacher.— Training related to different pedagogical practices to be included in this.30 Induction training of — Provision of training of 10 days for newly recruited teachers, @ Rs.newly recruited teachers 300/- per day per teacher.— Teachers of govt. and govt. aided schools to be covered.31 Non-teaching staff — For every new school 1 post of Lab attendant, 1 Office Assistant /Dufftary to be provided.— For total existing schools the gap assessed for each school, over andabove the sanctioned post, to be provided.— The terms of recruitment, as per the terms and conditions of therespective State/UTs.32 Study tours for teachers — Provision of Rs. 2000 per teacher.with in the State— To exposé the teachers to best practices within the State.105

National University of Educational Planning and Administration— Teachers to submit tour report explaining usefulness of the tour.33 Study tour for teachers — Provision of Rs. 20000 per teacher per year for selected teachers.outside the State34 Setting up of Satellite — As per State specific cost.Information Technology(SIT)— To expose the teachers to best practices of other States.— Teachers to submit a tour report and its utility in their teaching process.— To ensure SITs do not already exist.— Also to ascertain the utility of setting up of SIT.35 Setting up of Receive — As per state specific requirement can be provided for setting up ofOnly Terminal (ROT) ROT.at school— To ensure ROTs do not already exist.36 Science Kit — Provision of Rs. 1500/- per kit and maximum 10 kits per school— To ensure the schools do not have it already.— To be procured by SDMC.37 Science Fair — Provision of Rs. 1.00 lakh per district per year.— Should be organized for elementary and secondary levels together.38 Book Fair — Provision of Rs. 1.00 lakh per district per year.— Should be organized for elementary and secondary levels together39 Other activities for — States may plan additional activities for improvement of quality ofquality improvement education.— These activities may be initially carried on pilot basis followed byimpact assessment before upscaling.— Examples: exposure to art and culture, radio programmes for teachers/students, onsite support to teachers, workshops for teachers,handbooks for teachers, craft mela, school magazines, etc.— Financial norms for these activities, with detailed financial break-up,have to be provided.40 Module development — Workshop for development of module for training of teachers.— Financial norm as per need and detailed breakup.41 Training of master — Provision of up to Rs 300/- per day per person, up to 5 days.trainers— Number of master trainers to depend on the number of teachers.42 Training of key resource — Provision of up to Rs. 300/- per day per person, up to 5 days.persons— Number of key resource persons to depend on the number of teachersand master trainers.106

Secondary Education: Planning and Appraisal Manual43 Management training for — Provision of up to Rs 30000/- per Principal per year.Head master/principals— The duration of the training programme can be up to 14 days.— Can be done through institutes like IIM, SIEMAT etc.44 Training of Laboratory — Provision of Rs. 300 per Laboratory Assistant per day for up to 5 days.Assistants— For all existing lab assistants of govt. and govt. aided schools45 Training of Librarians — Provision of Rs. 300 per librarian per day for up to 5 days.— For all existing librarians of govt. and govt. aided schools46 Guidance and counseling — Strengthening of guidance and counseling cell.salary · Provision of 5 posts at state level with salary @ 2.4 Lakh per personyear.· Preferably to be located at SCERT.— Setting up of Guidance Resource Center providing psychological tests/ tools, guidance / career literature, display materials, etc. @ Rs. 50000/-for State /UT.— RP/Research assistant for field work / development work with salary @Rs 1.00 Lakh per year.— Sensitization programme for 2 days @ Rs 40000 per programme, withparticipation of 35-40 persons per programme.— In each school 2 teachers to work as counselors (1male and 1 female)— In-service training to include training on guidance and counseling.— Counseling to be provided to students on subjects like drugs, careercounseling, adolescent issues, etc.47 NIOS — National Institute of Open schooling to develop norms for supportunder RMSA.48 MMER — Funds for MMER not to exceed 2% of the total outlay.— To be divided into 2 components.· MMER at DPO.· MMER at SPO.— Activities to be included :· Salary of staff.· Honorarium.· Consultancy charges.· Audit expenses.107

National University of Educational Planning and Administration·Monitoring and supervision-related activities.· Action research.· Research or any research study.· Community mobilization activities49 Equity — Activities to improve participation of Girls, SC/ST and minorities, etc.,in schools to be taken up.— Budget for the activities based on the need of the intervention.— Detailed breakup of budget to be worked out.— Examples of the intervention: karate training / self defense training forgirls, transport facility, retention drive, adolescent education inconvergence with AEP, residential camps/summer camps for girls,interaction with females like lady inspectors, lady collectors, etc.,exposure to different career options, etc.50 Examination Reform — Activities are responsibility of State Boards. These boards are selfsufficient.Curriculum reform— Activity to be done to ensure quality of education in school.— Any activity which has not been already undertaken by the Board maybe taken up under RMSA108

Appraisal of the State/District AnnualWork Plan and Budget (AWP & B):Non-negotiable Aspects under RMSANon-Negotiable for AppraisalComponent Information Strategy CommentsNeedAnnexure-III11AccessRetention· Information regardingtransition rate from upperprimary to secondary level.· Information on number ofun-served habitations andchildren without facility ofsecondary schools within adistance of 5 Km.· N o . o f n o n - e n r o l l e dchildren in the age group of14-16 yrs, both in servedand un-served habitations.· Information on retentionrates· Information on reasons forpoor retention rates· Information on PTR· Information on infrastructurefacilities in schools.· The information needs to be New Schools to beprovided.provided, with disabledfr i e n d l y s c h o o l· Proposals for providinga c c e s s i n t e r m s o f buildings, rain waterupgradat ion of upp er harvesting facility andpr imar y s cho ols w it h staff, including teacherspriority to Ashram Schools,opening of new-schools,provision of residentials c h o o l s i n s p a r s e l ypopulated areas, provisionfor transportation facility,provision for enrolment inopen schools· Expansion of open &distance learning facilitiesfor out of school children· The strategy for improvingretention rates includingcommunity mobilization,te achers s ensit izat ion,facilities in the schools likedrinking water, separateThese are essential forretention of children inthe schooling system11As provided by Technical Support Group (TSG), RMSA, Ed. CIL, New Delhi for the purpose of appraisal109

National University of Educational Planning and Administrationtoilets, major & minorrepairs of school building,i n c l u d i n g y e a r l ymaintenance, free TLM,provision of trained andqualified subject-specificteachers and additionalteachersEquity· D e m o g r a p h i c p r o f i l edisaggregated by gender, SC& ST, Minorities, Otherbackward classes (OBCs),and other weaker sections ofthe society, along withi n f o r m a t i o n o n s u c henrolled children· Free lodging/boardingfacility for studentsbelonging to SC, ST, OBCand minority communities· Hostel/Residential schools,cash incentive, uniform,books, separate toilets forgirls· Providing scholarships tomeritorious/needy studentsat secondary level· Efforts must be made toprovide all necessaryfacilities for the differentlyabledchildren in all theschoolsNew Schools to beprovided, with disabledfr i e n d l y s c h o o lbuildings, rain waterharvesting facility andstaff, including teachersThese are essential forretention of children inthe schooling systemA b s e n c e o f t h e s es t r a t e g i e s w o u l dadversely affect theenrolment and retentionof children from thesecommunities.· Needs for open and distancelearning to be undertaken.Quality· Information on shortage ofteachers.· Information of schoolslacking basic infrastructure,like furniture, blackboard,l i b r a r i e s , s c i e n c e &mathematics laboratories,computer labs, toilet cluster· Information on residentialaccommodation for teachers· Strateg y for filling-upteacher vacancies anddeployment of subjectspecific teachers in everyschool.· Strategy for providing basicinfrastructure in schools, likef urniture, blackb o ard,l i b r a r i e s , s c i e n c e &mathematics laboratories,110

Secondary Education: Planning and Appraisal Manualin rural and difficult hillyareas.· Information on in-servicet r a i n i n g o f t e a c h e r sincluding SCERT, and otherN C T E r e c o m m e n d e dteacher training institutions.computer labs, toilet cluster· Provision for residentiala c c o m m o d a t i o n f o rteachers.· Strategy for in-ser vicetraining of teachersManagementIssues:a) Institutional Reformsb) Strengthening of Resourceinstitutions and theirinvolvement in theproject/schemeInformation on strengtheningof Resource institutions andtheir involvement in theproject/schemec) Involvement of SMCs/PTAin school related activitiesd) Management InformationSystem (MIS)· Constitution of Stateimplementation society andgoverning laws to be framed· Reforms in schoolgovernance-Improveschools' performance bydecentralizing theirmanagement andaccountability.· Adopting a rational policyof teacher recruitment,deployment, training,remuneration and careeradvancement· Undertaking reforms ineducational administration,including modernization /e-governance anddelegation / decentralization· Provision of necessaryprofessional and academicinputs in the secondaryeducation system at alllevels, i.e., from the schoollevel upwards; andstreamlining financialprocedures for speedy flowof funds and their optimalutilization.111

National University of Educational Planning and AdministrationStrengthening &Involvement of:· NCERT (including RIEs),NUEPA and NIOS, at thenational level;· SCERTs, State OpenSchools, SIEMATs, etc., atthe State level; and· University Departments ofEducation, ReputedInstitutions of Science/Social Science / HumanitiesEducation, and Colleges ofTeacher Education (CTEs)/Institutions of AdvancedStudy in Education (IASEs)funded under the Centrallysponsored'Scheme ofTeacher Education'.· Involvement of PanchayatiRaj and Municipal Bodies,Community, Teachers,Parents and otherstakeholders in themanagement of SecondaryEducation, through bodieslike School ManagementCommittees and Parent -Teacher Associations, willbe ensured in planningprocess, implementation,monitoring and evaluation.· Efficient system ofcollection & collation ofdata in the form of SEMIS· Use of data in planning andmonitoring.112

Secondary Education: Planning and Appraisal ManualOut of SchoolChildrenOpen Schooling System· Responsibilities must beentrusted to existing stateopen schools.· In case of non-existence ofstate open schools,department of secondaryeducation will be solelyresponsible for planning &implementation.Absence of thesestrategies wouldadversely affect theenrolment and retentionof children from certainsections of population.· Clearly spelt out qualityrelated interventions, as perthe guidelines.· Capacity buildingprogramme must be madecompulsory to enableeffective planning &implementation.· Clear cut reflection on themonitoring system adoptedat the school, district andstate level.113

Tables/Formats for Furnishing12Information for AppraisalTable 1: Basic Administrative Units at the District LevelAnnexure-IVSr. Name of No. of No. of Municipal No. of No. of No. of No. of No. ofNo. District Educatio- CD Corporation/ revenue Habita- Pancha- SMDCs membersnal Blocks Blocks Urban blocks Villages/ tions yats formed in eachWards SMDCSource:TOTALTable 2: Staffing Status at State Project Office and District Project OfficeSPONo. of Staff sanctioned No. of Staff filled No. of Vacant PostsDPOSource:11412As provided by Technical Support Group (TSG), RMSA, Ed. CIL, New Delhi for the purpose of appraisal. The data and information inthe Tables 1-30 should be given for the previous one or two years, as applicable/available

Secondary Education: Planning and Appraisal ManualSr.No.Source:Table 3: Access Status and ProposalName ofDistrictNo. ofHabitationsNo. ofHabitationscovered bySec School in5 Km areasNo. ofHabitationswithout SecSchool in 5Km radiusNo. ofunservedHabitationseligible for secschool as perState NormsNo. ofunservedHabitationsnot eligible forsec school asper StateNormsProposal for unservedeligible habitations as perCol 6No. ofnewschoolsproposedNo. ofhabitationsto becoveredProposal for un-served ineligible habitations asper Col 7Type of strategyproposed(residential/stand alone/ anyother)Number No. ofhabitationsto be coveredRemarks2 3 4 5 6 7 8 9 10 11 12 13TOTAL115

National University of Educational Planning and AdministrationTable 4: Status of Previous Years’ Sanctioned Schools under RMSASl. No. District No. of new schools sanctioned under RMSA in the last 2 years Progress (No. of schools functioning) RemarksPrevious Year 1 Previous Year 2 Total Against1 sec 2 sec Total 1 sec 2 sec Total 1 sec 2 sec Total Prev. Year1AgainstPrev. Year2….onwardsTotalTOTALSource:116

Secondary Education: Planning and Appraisal ManualTable 5: Requirement of Secondary Schools in the StateRemarksIf 'Yes' in previous column then plan year in which the State Govt or UTAdministration is willing to propose school for upgradation under RMSAWhether the State Govt. or UT Administration is willing to proposeschool for upgradation under RMSA. (If Yes write 1 or else 2 for 'No ")Whether the UPS proposed for upgradation is to be covered by StateGovt or UT Administration. On its own. (If "Yes' write 1 or else 2 for no ")Total Enrolment in class VIII as per DISE (Current Year ) (Sum ofcol. No.7 + column No.16)Total No of Students Enrolled in class VIII in the school mentioned in previouscolumn, as per DISE (Current Year ) (excluding the school proposed)If the school is proposed for upgradation to Secondary level then no. ofupper primary/middle schools (all management) in the 5Km. radius ofthe school (excluding the proposed school)Distance of nearest Secondary School mentioned in previous column, i.e.column no.12If the school is proposed for upgradation to Secondary level,then no. of upper primary/middle schools or (Govt./Govt. Aided) schoolswithin the 5Km. radius of the school (excluding the proposed school )Name of the nearest secondary school where class IX-X is being taught(Govt. or Govt. aided )If the UPS has been identified for upgradation to Secondary level, as perthe local body's/State's or UT's desire by nomination (write "1 for 'Yes' orelse leave blank")If the UPS has been identified for upgradation to Secondary level, as perthe school mapping exercise (write" 1 for 'Yes' or else leave blank")Whether upgradation of UPS hasbeen approved by the PAB-RMSAfor the State Govt./UT Admn.(Write 1 incase of yes or 2 for No inthe respective year of upgradation)Whether UPS has been upgraded tosecondary level by the StateGovt./UT Administration (Write 1in case of 'Yes' or 2 for 'No' in therespective year of upgradation)Availability of Land (In Acres)Total No. of students enrolled in class VIII in the Upper primaryschool as per DISE (Current Year )Class being taught in the school (viz. I-VI/I-VII/I-VIII/I-IX/I-X/VI-VII/VI-VIII/VI-X etc)DISE Code of the schoolName of Govt. (DOE) Middle School /Upper primary schools(UPS) as per Govt. Notification (Base year 2009, March)BlockDistrictSl. No.Year 2…..onwardsSinceStartofProjectyear 1Year 2…..onwardsSinceStartofProjectyear 11 2 3 4 5 6 7 8 9(A) 9(B) 10(A) 10(B) 11 12 13 14 15 16 17 18 19 20 21 22Source:117

National University of Educational Planning and AdministrationProposed Unit costNo. of Classrooms proposedTable 6: Proposal for Upgrading Upper Primary Schools to Secondary School for Current YearNo. of Habitations to be coveredName of the nearest recognisedsecondary schoolDistance from the proposed UPSto the nearest recognisedsecondary schools (Govt. Govt.Aided, HS unaided) (in km)Total Enrolment in grade VIII ofUPS or section located within thecatchment area of the UPSproposed for upgradationNo. of UpperPrimary schools(Govt. Govt.Aided, UPSunaided) within5km of theproposed schoolYear of upgradation of Class - VIIto Class - VIII (if upgraded within5 years)Special geophysicalandother features(SC/ST/Minority) of theSchool/habitation inwhich theschool issituatedName of the school proposed forupgradationDISE CodeUPS unadiedPrivate aidedGovtOther featureslike SC/ST/minorityconcentration(if any)Special geophysicalfeatures(Specify)Block/ Taluka/ MunicipalCorporationDistrictSl. NoSource:118

Secondary Education: Planning and Appraisal ManualTable 7: No. of Schools by Sc hooling Structure (Total Schools)Sr.No.Name of District No. ofSchools withclasses I to XNo. ofSchools withclasses I toXIINo. ofSchools withclasses V/VIto XNo. ofSchools withclasses V/VIto XIISource:No. ofSchools withclasses VII /VIII to XNo. ofSchools withclasses VII/VIII to XIINo. ofSchools withclasses VIII/IX to XNo. ofSchools withclasses VIII /IX to XIINo. ofSchools withclasses XI toXII119

National University of Educational Planning and AdministrationTable 8:No. of Schools by Sources of FundingSl.No.DistrictTotal No. ofSecondarySchoolsState GovtSecondarySchoolsLocal BodyCentralGovt SecschoolGovernmentAidedSecondarySchoolPvt.SecondarySchoolSource:Table 9:No. of Schools by ManagementSl.No.DistrictState/UTGovt. Edu. Dept.Local BodyTribalWelfareSocialWelfarePublicSectorDepartmentof LabourSource:120

Secondary Education: Planning and Appraisal ManualTable 10:No. of Schools by CategorySl.No.DistrictSecondarySchoolHr. Sec.SchoolIntermediate/JuniorCollegeDegreeCollegewith +2levelPost-Graduatecollege with+2 and +3levelsOthersTOTALSource:Table 11:No. of Schools already Supported under RMSASl.No.DistrictNo. ofGovernmentSSs as on Sept.30 of the lastyearSchools with2 Sectionand aboveSchools with1 SectionSchools supported forstrengthening under RMSAPrev. Year 1 Prev. Year 2BalanceSchoolsTOTALSource:121

National University of Educational Planning and AdministrationTable 12: No. of Sanctioned and Vacant Posts of TeachersSl.No.District Govt schools Aided schoolsNo. ofGovernmentSec SchoolsEnrollmentin Govt.SecondarySchoolNo. of Secondary School Teachers No. ofGovt.AidedSanctionedSchoolspostEnrollmentin GovtAidedSecondaryschoolIn position Vacant SanctionedpostNo. of Secondary School TeachersIn position VacantSource:122

Secondary Education: Planning and Appraisal ManualTable 13: School Wise Requirement for Subject-wise Additional TeachersSubject wise Sanctioned postGap in terms of teachersTotal No. of SanctionedPostTotal Teachers requiredin schoolEnrolment of Grade IX &XEnrolment of Grade IXWhether shiftwisesecondaryschool, then(morning/eveningshift or any) itmay be indicatedclearlyMediumofteachingNameof theSchoolSl. No. District SEMISCodeSubSubSubSubSubSubSub7654321SanctionedSanctionedSanctionedSanctionedSanctionedSanctionedSanctionedProposed no. ofadditional teachers underRMSAEnrolment of Grade X1 2 3 4 5 6 7 8 9=7+8 10 11 12=10-9 13 14 15 16 17 18 19 20Grand totalSource:123

National University of Educational Planning and AdministrationTable 13-A: Requirement for Additional Teachers (to be used where teacher cadre is sanctioned at district levels)Sl. No. District SEMIS Code Name of theSchoolEnrolment ofGrade IXEnrolment ofGrade XEnrolment ofGrade IX & XTotal Teachersrequired inschool1 2 3 4 5 6 7=5+6 8Sub total Dist 1Sub total Dist 2Sub total Dist 3Grand totalSource:124

Secondary Education: Planning and Appraisal ManualTable 13-B:Requirement for Subject-wise Ad ditional Teachers (to be used where teachercadre is sanctioned at district levels)Sl.NoDistrictTotalrequiredteachers1 2 3=7 ofTable B1District 1District 2District 3District 4District 5District 6Total No.ofSanctionedPostGap interms ofteachersProposedno. ofadditionalteachersunderRMSA4 5=3-4 6Subject wise Sanctioned postSub 1 Sub 2 Sub 3 Sub 4 Sub 5 Sub 6 Sub 77 8 9 10 11 12 13Grand TotalTable 13-C:Requirement of Additiona l Teachers (to be used where teacher cadre issanctioned at State levels)Table 13-CSl. No. District SEMIS Code Name ofthe SchoolEnrolment ofGrade IXEnrolment of GradeXEnrolment ofGrade IX & XTotal Teachersrequired inschool1 2 3 4 5 6 7=5+6 8Source:125

National University of Educational Planning and AdministrationTable 13-D: Requirement for Subject-wise A dditional Teachers (to be used where teacher cadre is sanctioned at state levels)Sl. No TotalrequiredteachersState level1 2=7 ofTable C1Total No.ofSanctionedPostsGap interms ofteachersProposedno. ofadditionalteachersunderRMSASubject wise Sanctioned postsSub 1 Sub 2 Sub 3 Sub 4 Sub 5 Sub 6 Sub 73 4=2-3 5 6 7 8 9 10 11 12Source:Table 14: No. of Teachers by Training StatusGovt. Schools Private Aided Total ( Govt. and Pvt. Aided)Sl.No.District SanctionedTeachersWorkingTeachersTrainedTeachersUntrainedTeachersSanctionedTeachersWorkingTeachersTrainedTeachersUntrainedTeachersSanctionedTeachersWorkingTeachersTrainedTeachersUntrainedTeachersTOTALSource:126

Secondary Education: Planning and Appraisal ManualTable 15: Pupil Assessment Systems in StatesStage No. of tests in aYearSecondaryWhether marking orgrading systemBoard exam, at whichclassFrequency of sharingreport cards with parentsSource:Table 16: Growth of Enrolment in Classes IX-X (in the last 5 years in ascending order)Enrolment in Classes IX-X (Secondary) % Increase/decreaseYear Boys Girls Total Boys Girls TotalYear 5Year 4Year 3Year 2Year 1Source:127

National University of Educational Planning and AdministrationTable 17: Total Enrollment Status at Secondary Level (Class IX to X)Sl. No. District Enrollment in Class IX-X in Govt. Schools Enrollment in class IX-X in Govt. Aided SchoolsAll Community SC ST All Community SC STB G T B G T B G T B G T B G T B G TSource:TOTALTable 18: Gross Enrolment Ratio at Secondary Level (State) (in thelast 5 years in ascending order)All Community SC STYear B G T B G T B G TYear 5Year 4Year 3Year 2Year 1Source:128

Secondary Education: Planning and Appraisal ManualTable 19: Gross Enrolment Ratio at Secondary level (District level)Sl.No.District Previous Year 1 Previous Year 2All Community SC ST All Community SC STB G T B G T B G T B G T B G T B G TTOTALSource:Table 20: Net Enrolment Ratio (Secondary Level) (in the last 5 years in ascending order)Source:YearYear 4Year 3Year 2Year 1All community SC STBoys Girls Total Boys Girls Total Boys Girls Total129

National University of Educational Planning and AdministrationTable 21: Net Enrolment Ratio at Secondary LevelSl.No.District Previous Year 1 Previous Year 2All Community SC ST All Community SC STB G T B G T B G T B G T B G T B G TTOTALTable 22: Retention Ra te at Secondary LevelSl. No. District Previous Year 1 Previous Year 2 Previous Year 3 Previous Year 4B G T B G T B G T B G TSource:TOTAL130

Secondary Education: Planning and Appraisal ManualTable 23:Dropout Rate at Second ary level from (2009-10.. onwards)Sl. No. District Previous Year 1All SC ST MuslimB G T B G T B G T B G TSource:Table 24:Transition Rate (Class VIII to IX)Sl.No.District Previous Year 1 Previous Year 2All community SC ST All community SC STB G T B G T B G T B G T B G T B G TSource:Table 25:District-wise Transition Rates (Class X to XI)Sl.No.District Previous Year 1 Previous Year 2All community SC ST All community SC STB G T B G T B G T B G T B G T B G TSource:131

National University of Educational Planning and AdministrationTable 26:Sl.No.District-wise GPI and Gender Gap at Secondary Level in the Last YearDistrict GPI Gender GapSource:TOTALTable 27:Financial Statement for the Last 3 YearsExpenditure HeadOpeningBalance as on1st AprilGOIreleasestill 31stMarchStatereleasestill 31stMarchOtherReceiptInterestTotalavailablefundExpendituretill 31stMarchUnspentBalanceas on31stMarch% Exp toavailablefundShortfallin StateSharePreparatory ActivitiesPreviousYear 3PreviousYear 2PreviousYear 1RecurringNon RecurringSub TotalRecurringNon RecurringSub TotalRecurringNon RecurringSub TotalSource:132

Secondary Education: Planning and Appraisal ManualTable 28: Secondary Education Expenditure excluding RMSA Expenditure in the Last 5 YearsRs. In lakhsYear Plan Provision Non Plan Provision Total Provision Plan Expenditure Non- Plan Expenditure TotalPrevious Year 5Previous Year 4Previous Year 3Previous Year 2Previous Year 1Source:Table 29: Proposal for Special TeachingSl.No.District Block NameofSchoolTotal No. ofstudentsrequiringspecialteachingSubjects inwhichspecialteachingrequiredB G T A B C No. ofPeriodsRequiredforTeachingMinimum no. of specialperiods (includingperiods forpreparation andcoordination)No. ofPeriodsRequiredforTeachingTime Allocation of eachspecial classTimeRequiredper classWhen isthe classgoing to beheldGroupsize forspecialteachingCriteria fordeterminingwhetherspecialteaching isrequired ornotSpecialTeachingResourcesNo. ofteachersdeputedfor specialteachingSource:Total133

National University of Educational Planning and AdministrationTable 30: Special Focus DistrictsState :Sl. No. Nameof thedistrictSpecify category in which the districtfalls ( 1 if yes)SC ST Minority Naxalite123Total No. ofCategorywiseSFDsState's Total% w.r.t.Approvalsfor the wholestateCategorywiseTotal and %against stateallocationST Total% STallocationSC Total% SCallocationMinorityTotal% MntallocationNaxaliteSource:%NaxaliteNewSchoolsNewSec.SchoolsPhysical Items Approved in the last year Financial Outlay TotalFreshCivil Works (Fresh) Teachers No. ofChildrencoveredNewSchoolsStrengthening NewTeachersfor newschoolsAddl.Tech.againstexcessenrolmentunderOpenschoolingSystemQualityinterventionsEquityinterventionfinancialoutlay ofRMSA134