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4TH HALF YEARLY MONITORING REPORT OF RASHTRIYA MADHYAMIK SIKSHA ABHIYAN
FOR THE STATE OF UTTARAKHAND
FOR THE PERIOD OF
APRIL, 2015 TO SEPTEMBER, 2015
District Covered:UttarkashiChamoli
Rudraprayag
National Centre for Good Governance
1. 1. General Information 2.
Sl. No.
Information Details
1. Period of the report April, 2015 to September, 2015
2. No. of Districts allotted 3
3. Districts’ name Uttarkashi, Chamoli, Rudraprayag
4. Month of visit to the Districts / Schools September, October 2015
Uttarakhand – An Overview
Uttarakhand was formed on the 9th November 2000 as the 27 th State of India,
when it was carved out of northern Uttar Pradesh. Located at the foothills of the
Himalayan mountain ranges, it is largely a hilly State, having international
boundaries with China (Tibet) in the north and Nepal in the east. On its north-
west lies Himachal Pradesh, while on the south is Uttar Pradesh. Geographical
area of the state is 53483sq. km. forming 1.69% of area of the country as a
whole. Geographically, Uttarakhand is situated in the central Himalayan zone. It
extends between 77° 34’ to 81° 02’ E longitude and 28° 43’ to 31° 27’ N latitude.
It is rich in natural resources especially water and forests with many glaciers,
rivers, dense forests and snow-clad mountain peaks. Char-dhams, the four most
sacred and revered Hindu temples of Badrinath,Kedarnath, Gangotri and
Yamunotri are nestled in the mighty mountains. It’s truly God’s Land (Dev
Bhoomi). Dehradun is the Capital of Uttarakhand. It is one of the most beautiful
resort in the submountain tracts of India, known for its scenic surroundings. The
town lies in the Dun Valley, on the watershed of the Ganga and Yamuna rivers.
It is blessed with a rare bio-diversity, inter-alia, 175 rare species of aromatic &
medicinal plants are found in the State. It has almost all major climatic zones,
making it amenable to a variety of commercial opportunities in horticulture,
floriculture and agriculture. It has a vast tourism potential in adventure, leisure,
and eco-tourism. The topography of Uttarakhand is characterized by hilly
terrain, rugged and rocky mountains, deep valleys, high peaks, sharp streams
and rivulets, rapid soil erosion, frequent landslides and widely scattered
habitations. The natural vegetation is mixed broad-leaved forest with oak and
pine predominating. Climate varies from subtropical in the valleys to temperate
on the higher slopes with a summer monsoon. The temperature range from
16°C to 40°C but drops below freezing point in many parts of high mountain
areas of the region during winter.
The State is rich in mineral deposits like limestone, marble, rock phosphate,
dolomite, magnesite, copper, gypsum, etc. The number of small scale industries
is 25,294 providing employment to 63,599 persons. As many as 1802 heavy
and medium industries with an investment of Rs 20,000 crore employ 5 lakh
persons. Most of the industries are forest-based. There is a total of 54,047
handicraft units in the state.
With levels of literacy higher than the national average, the State has abundant
availability of quality human resources. Within a short span of its existence,
Uttarakhand has emerged as a significant destination for investments in
manufacturing industry, tourism and infrastructure.
Table : Population figures at a glance
S.No Description 2001 2011
1 Population
Male 43.26 Lakhs 51.54 LakhsFemale 41.63 Lakhs 49.62 LakhsTotal 84.89 Lakhs 101.16 Lakhs
2 Population Density 159 Per sq.km 189 Per sq.km3 Sex Ratio 964 9634 Decadal Population Growth 16.27 Lakhs (absolute)/19.17%Source: Census 2011.
The Population of the state is 1,01,16,752 according to census of 2011 and an
average density of 189 person/sq.km in year 2011. The overall sex ratio in
Uttarakhand is 963 female per 1000 male. The highest sex ratio is in District
Almora i.e. 1142 and lowest is in Haridwar i.e. 879. Population density in the 13
districts of the State varies from a high of 817 per sq. km. in Haridwar to a low of
41 per sq. km. in Uttarkashi. Different districts also recorded diverse population
growth rates during the decade 2001-2011, from a strong 33.40% in Udham
Singh Nagar to practical stagnation at -1.73% in Almora. As per census 2001
the SC comprises of 18.01% and ST of 2.09% in the whole population. The
main tribes of Uttarakhand are Bhotia, Jaunsari, Bouksa and Tharu. They
mainly reside in Chamoli, Dehradun, Nainital and UdhamSingh Nagar.
Table : DISTRICT-WISE POPULATION AS PER CENSUS 2011
S. No.
District Total Male Female Population change in
Decade
Sex
1 Uttarkashi 329686 168335 161351 11.75 9592 Chamoli 391114 193572 197542 5.60 10213 Rudraprayag 236857 111747 125110 4.14 11204 Tehri Garhwal 616409 296604 319805 1.93 10785 Dehradun 1698560 893222 805338 32.48 9026 Pauri Garhwal 686527 326406 360121 -1.51 11037 Chamoli 485993 240427 245566 5.13 10218 Rudraprayag 259840 124121 135719 5.13 10939 Almora 621927 290414 331513 -1.73 1142
10 Uttarkashi 259315 130881 128434 15.49 98111 Nainital 955128 494115 461013 25.20 93312 Udham Singh Nagar 1648367 858906 789461 33.40 91913 Haridwar 1927029 1025428 901601 33.16 879
Uttarakhand 10116752 5154178 4962574 19.17 963Source: Census 2011
In terms of literacy levels Uttarakhand has 14th position in the country.
With the help of various government interventions there has been significant
progress in the field of education in the State. Literacy percentage of the
state is 79.63 against all India average of 74.04. Census data of 2011 shows
that the gender gap is still an issue to be addressed in Uttarakhand with male
and female literacy rates being 88.33 and 70.70 percent respectively.
Table : Districtwise Literacy Status in 2011
S.No. District Total Male Female1 Uttarkashi 75.98 89.26 62.232 Chamoli 83.48 94.18 73.203 Rudraprayag 82.09 94.97 70.944 Tehri Garhwal 75.10 89.91 61.775 Dehradun 85.24 90.32 79.616 Pauri Garhwal 82.59 93.18 73.267 Chamoli 82.93 93.45 72.978 Rudraprayag 80.69 93.20 69.599 Almora 81.06 93.57 70.44
10 Uttarkashi 80.73 92.65 68.8111 Nainital 84.85 91.09 78.2112 Udham Singh Nagar 74.44 82.40 65.7313 Haridwar 74.62 82.26 65.96
Uttarakhand 79.63 88.33 70.70Source: Census 2011
Uttarakhand is pre-dominantly rural with population usually concentrated in the
valleys and mountain slopes, with a typical village/habitation consisting of 30-
40 families who share common resources. In the rural areas, the socio-
economic condition is primarily based on horticulture, sheep rearing
and tourism. Agriculture has been adopted as means of livelihood. Paddy is
the major crops in irrigated areas and white Maize is grown in higher un-
irrigated slopes. Other locally grown cereals and millets are Bhatt, Gahat and
Mandua. Villages are heavily dependent on the surrounding forests for
compost and water. Individual landholdings are small and scattered. Animal
draught power is utilized to plough the land wherever possible. Other
alternative is human labour which is used for the purpose; mechanized farming
is out of question in hill regions.
Land utilization data show that forest covered area in the State is very
extensive. It is the largest land utilization covering almost 63% of the area of
the State. The next important category is net shown area, which covers about
14% of the State’s area. In individual district forest area varies from a low of
23% (Haridwar) to a high of 89% (Uttarkashi), while net shown area varies from
a low of 4 to 5 per cent of the total area (Uttarkashi and Chamoli) to 63 per cent
(U S Nagar). Since inception, the area covered by the new State has seen a
great change. The Terai and Bhabar areas of Kumaon stand transformed from
malaria-infested and swampy wildernesses into modern advanced agricultural
and trading regions. With the spread of 6 the road network, most, but not all, of
the interior areas are now linked to the main arteries of flow of trade and traffic,
which is placed at the top of the present volume. As a result, their social and
economic
life stands transformed. However, access to the railway network is very limited,
as only 24 block headquarters out of 95 in the State are within a distance of 0-
49 km of a railhead. Awareness and literacy levels are uniformly high across
the districts. Inadequate production in the agricultural fields, increase in
population, increasing demand on natural resources and lack of alternative
employment opportunities within Uttarakhand together are responsible for out-
migration of the men-folk from the villages to cities within State and outside. In
the absence of men, customarily entire burden of managing household comes
on women.
Monitoring Report of District - Uttarkashi
District Profile - Uttarkashi
Uttarkashi district was created on February 24, 1960 out of what then constituted the parganas of Rawain and Uttarkashi of Rawain tahsil of erstwhile Tehri Garhwal district. It sprawls in the extreme north-west corner of the state over an area of 8016 sq. kms in the rugged terrain of the mystic Himalayas. On its north lie Himachal Pradesh State and the territory of Tibet and the district of Chamoli in the east. The district is named after its headquarters town Uttarkashi, an ancient place with rich cultural heritage and as the name suggests is the Kashi of north (Uttara) held almost as high a veneration as Kashi of the plain (Varanasi). Both the Kashi of the plain (Varanasi) as well as the Kashi of north are situated on the banks of the river Ganga (Bhagirathi). The area which is held sacred and known as Uttarkashi, lies between the rivers Syalam Gad also known as the Varuna and Kaligad also known as the Asi. The Varuna and the Asi are also the names of the rivers between which the Kashi of the plain lies. One of the holiest Ghats in Uttarkashi is Manikarnika so is the one by the same name in Varanasi. Both have temples dedicated to Vishwanath.
The terrain and climate of Uttarkashi district provide uncongenial physical environment for human settlement. Yet undaunted by hazards and hardships this land was inhabited by hill tribes since ancient times bringing out the best in man his adaptive talents. The hill tribes namely Kiratas, Uttara Kurus, Khasas, Tanganas, Kunindas and Pratanganas find references in the Upayana Parva of Mahabharata. The land of Uttarkashi district has been held sacred by Indians since ages where the seers and sages had found solace and spiritual aspirations and performed penances and where devas performed their sacrifices and Vedic language was better known and spoken than elsewhere. People came here for learning Vedic language and speach. According to an account given in the Mahabharata, Jada Bharatha a great sage performed penances at Uttarkashi. the Kedar Khand of Skanda Purna refers Uttarkashi and the rivers Bhagirathi, Jahanavi and Bheel Ganga. The district of Uttarkashi was part of Gharwal Kingdom ruled by Garhwal dynasty that carried the cognomen `Pal' which was changed to Sah during 15th century conferred by Sultan of Delhi perhaps Bahlul Lodi. In 1803 Gorkhas of Nepal invaded Garhwal and Amar Singh Thapa was made Governor of this region. The Gorkhas came into contact with the British power in 1814 as their frontiers in Gharwal became determinous with those of the
British. The border troubles prompted the Britishers to invade Garhwal. In April, 1815 Gorkhas were ousted from Garhwal region and Garhwal was annexed as British district and was split up into eastern and western Garhwal. The eastern Garhwal was retained by the British Government. The western Garhwal, lying to the west of the Alaknanda river with the exception of the Dun was made over to the heir of Garhwal dynasty Sudarshan Sah. This state came to be known as Tehri Garhwal and it was merged with the state of Uttar Pradesh in 1949 after India attained independence in 1947.
Lying in the upper Himalayas, Uttarkashi contains within itself varying geographic environments ranging from snow free valleys and outer hills to the high peaks with perpetual snow and glaciers. The terrain runs into series of ridges and valleys. Each ridge leads to another coiling up in seemingly unending chains.Most of the terrain is mountainous consisting of high rise ridges, hills and plateaus and flat pieces of land are rare. The land in these areas is now in fertility due to large content of out crops of boulders and gravels. Made-up of alluvial soil, valley is a stream bed. Generally forests occur on the upper ridges that bound the valleys. On their sloping hill sides lie a chain of sparsely populated settlements interspersed with terrace cultivation.
The widely varying climate and topography produce a wise range of vegetation and serve as habitats to diverse species of wild life. Forests occupy a place of pride in the environment of the district not only for the sheer bulk of the area they occupy but also for the richness of variety of vegetation. As much as 88 percent of the total area of the district is administered by the Forest Department. Pine forests occur between the altitude of 900-2000 metres, Deodar forests between 2000-3000 metres, Fix and Spruce forests over 3000 metres and Kharshu, Birch and Junipers forests upto the height of 4000 metres. Above the Fir and Spruce forest zone, alpine pastures are found throughout the district between the height of 3500 metres to 4877 metres above sea level.
It is the land of Uttarkashi district that gives rise to two great and reverent rivers of India the Bhagirathi, called the Ganga in the plains and the Yamuna. The Ganga coming up in the glaciers `gaumukh' traverses 128 kms. in Uttarkashi district before flowing down farther. The third important river of this district is Tons besides host of tributaries that drain these areas.
Agriculture in these areas suffer from many constraints. The availability of cultivable land itself is the greatest restricting factor on the development of
agriculture. It can be seen from the fact that as much as 88% of the area is either covered by forests or is barren and uncultivable. The land is low in fertility except in the valleys and even land is too few and far between. Shorter agricultural season, low temperature, high altitude, smallness of land holding, perpetual problem of soil erosion due to steep gradients etc. are other inhibiting factors effecting agriculture. The agriculture, therefore, does not offer too much hope for bringing about well being to the people of the area. Sheep rearing for production of wool and meat, orchard raising, spinning and weaving of wool and other cottage industries etc. offer much scope and their potential be exploited to the fullest extent. The cultivation in these areas are carried on largely by making terraces on the sloping hillsides. Some cultivation is done on steep hills also where terracing and tilling cannot be done and the place is cleared by burning scrubs and bushes. The seeds are sown with the help of a hoe. This practice of cultivation is known as `Katil'. Both Rabi as well as Kharif crops are harvested. The main Kharif crops are paddy, small millets and potato and chief Rabi crops are wheat and barley. These crops account for over 80 percent of the total cropped area. Horticulture is another field that can boost up the economy of the district. However, it has not made much headway due to difficulties in marketing the produce, due to poor communications and remoteness of areas.
The knowledge regarding occurrences of minerals in the district is scanty. As per stray surveys, soap stones, iron, graphite, lime stone, kyanite and mica deposits occur in the district. There has been hardly any industrial development in the district. The cottage and village industries play an important role in the economy of the district. The most important cottage industry is the production of wool and woolen goods. Sheep are reared in a large number and the industry flourished at an altitude between 1525 metres and 2440 metres. Carpets (namdas), tweeds, blankets etc. are produced. Other cottage industries are basket-making, mat weaving and wood craft. The potentials of forest and horticulture can be better exploited by locating forest and horticulture based industries within the district. This will bring down transportation cost as a proportion to the selling price of the products, making them competitive in the market. Tourism industry possesses tremendous possibilities of development. The terrain produces some of the rarest spectacles contrasting between awesome raggedness and breath takingly beautiful landscape which have charmed and challenged man since ages.
District map of Uttarkashi
MONITORING REPORT OF DISTRICT - UTTARKASHI
1. Planning & Implementation –
At School Level
1. Perspective Plan for the School –
No. of Schools
Plan developed Not developedYes No25 0
% 100 0If not reasons thereof
Comments: There is a provision under RMSA, to prepare perspective plan. Perspective plan was
available with all the visited schools in the District. The copy of plan by these schools
had been submitted to the district as well. All the guideline was provided by the RMSA.
2. Data base/sources adopted/taken for Planning and Plan preparation at School
level other than SEMIS
No. of Schools
Other Data base/sourced adopted If yes names of other sourcesYes No14 11 Perception of SMDC Members
% 56 44
Comments:
Though all schools use U-DISE as data base source, yet 11(44%) schools use other
data also for plan preparation. All the visited schools have prepared their annual plan
and submitted to the higher authorities. Most of the head teachers and SDMC
members informed that they try to incorporate all the aspirations and visions in the
plan. Guidelines for preparation of School Development Plan were also available in
most of the visited schools.
3. Whether disadvantaged groups have been appropriately factored in the Plan.
No. of Schools
Developed Planning strategy for disadvantaged groupsYes No19 6
% 76 24
Comments:
Principal of 19 (76%) visited schools revealed that the development of separate
planning and strategies for disadvantaged group has been done in the perspective
plan While in 6 (24%) schools the Principal were not sure about it. The Principal of
these schools disclosed that they did not get any instruction regarding it from district
level. The reason for not doing so, told to us by some schools was that no such need
has been felt, whereas lack of proper guidelines from authorities and lack of
knowledge at their end by other schools.
4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan -
No. of SchoolsConvergence approach adopted
Yes No25 0
% 100 0
Comments:
Maximum convergence done in practical by schools, was found with Health & Medical
Department, 14 (56%) schools got converged with water and sanitation Department.
Some of the other departments, were also sought for convergence by the schools.
While preparing School Development Plan, convergence with such departments help
the school in many ways for developing a quality and comprehensive plan.
5. Incorporation of SMDC recommendations in the School Development Plan
No. of Schools
School Development Plan Prepared
Recommendations incorporated in School Development Plan
Yes No Yes No25 0 25 0
% 100 0 100 0
Comments :
SMDCs were showing interest in activities related to RMSA in almost all the visited
schools. In most of the schools the coordination among the teachers and members
was found to be good and they were appreciative of the fact that a coordinated effort is
required for development of the facilities under the scheme. All the visited schools,
prepared school development plan and incorporated the recommendations made by
SMDCs in their plans.
6. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools :
S.No. Roles Responses regarding assigning roles (No. of Schools)
%
1 Filling of DCF of U-DISE 11 442 Preparation & Implementation of
Annual Plan 2496
3 Admission of Students to Class-9 17 684 Regular attendance and retention of
students 1768
5 Regularity & Punctuality in teachers’ attendance 19
76
6 Civil work 24 967 Providing resources 10 40
8 Organizing cultural, sports events, functions 15
60
9 Mid-day-meal 16 6410 Preparing annual accounts of income &
expenditure of SMDC 1456
11 Any other 12 48
Comments :
On school level, SMDC work for planning, implementation and management of
RMSA's secondary education policy. It is a matter of satisfaction that in about 70%
schools, responsibilities such as participation in admission to class 9 th, organizing
cultural and sports events and monitoring the attendance of both teachers and
students and retention of students have been assigned to SMDCs. Preparation and
implementation of Annual plan was assigned to SMDCs of 96% schools. In 44%
schools each, SMDC also fill DCF of U-DISE as well as provide physical facilities to
school.
0
25
50
75
100
44
96
68 6876
96
40
60 6456
Response regarding assigned roles (%)
7. Clarity amongst SMDC members about their roles. If yes, detail of steps taken by them accordingly.
No. of Schools
SMDC members are clear about their roles Not clear24 1
% 96 4
S.N.
Steps taken by SMDC members accordingly Number of Schools
%
1 Ensuring education facility to dropout Students 22 882 Making society aware of child rights & duties of teachers&
parents21 84
3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W.
21 84
4 Keeping check on private tuitions by teachers, paying attention to academic progress of students
12 48
5 Identification of CWSN & taking care of availability of facilities to CWSN students
11 44
6 Paying attention to improvement in regular teaching learning activities.
16 64
7 Distribution of free text books 2 88 Availability of scholarships on time to students 12 489 Preparing three years’ perspective Plan 24 96
10 Proper use of funds i.e. SAG & other grants as per norms 22 8811 Monitoring of minor & major repair work and maintenance
of physical infrastructure25 10
0
12 Seeking knowledge and information about income and expenditure of SMDC and supervising the accounts thereof.
17 68
Comments: It is noteworthy that SMDCs of 24(96%) schools have clarity about their mandated
roles. SMDCs of all these schools have been paying attention to improve teaching
learning activities and distribution of free text books. It is good enough to know that
19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers
and parents and also monitoring the maintenance of physical infrastructure. 92%
schools’ SMDCs taking care for providing facilities to drop out and CWSN students.
Only in 17(68%) schools, SMDC members were actively related to cash flow of fund
receiving under RMSA. Details of various other aspects, looked after by SMDCs of
schools are being given in above table.
It was observed during interactions that most of the members were very keen towards
their active participation in the activities related to schools. However, there are certain
reasons which may be attributed towards the awareness of SMDC members towards
their role. The fore most is intensity of training imparted to them. The other thing is that
financial matters are sort of not discussed in details. In most of the schools financial
records related to construction were not available.
8.1 Meetings of General Body of School Management and Development Committee-
Meetings of General body heldNumber of Schools
Quarterly Half Yearly Annually No meeting held till date
16 7 2 0% 64 28 8 0
Comments:SMDC are meeting on quarterly basis in most of the schools. 17 (68%) schools
organize general meeting for SMDC quarterly, 7(28%) schools organized the same on
half yearly. In 2 schools general body meeting was held yearly.
2. At District level –
District level Plan has been prepared or not .
Yes, prepared. The District authorities informed that the District plan has
mentioned about convergence with water & Sanitation, Social welfare, Rural
Development, Medical health and PWD etc.
2(a) Whether District Plan has adopted a convergence approach with following department.
(1. Yes 2. No)
S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1
b. Social Welfare 1
c. Tribal Development 1
d. Minority department 1
e. Rural Development 1
f. Urban Development 1
g. Medical Health & Family welfare 1
h. PWD 1
i. Transportation (Roadways) 1
j. Others 1
District has developed convergence with other Departments such as Water and
Sanitation for maintenance of water sources and equipments in schools, social
Welfare and Tribal Departments for providing scholarships to disabled and tribal
students respectively, Rural and Urban Development for providing sanitation in
schools, Health welfare for regular check up of students related to health issues
and PWD for quality constructions and repairing of schools.
2(b) Any problem areas of restructuring on convergence and co-ordination.
The district plan has been prepared and it has proposals regarding convergence
with all the concerned departments wherever required. There is no such
problem reported by the District officials in this regard.
3. Methods adopted for regular monitoring of Perspective Plan and AWP&B
At the district level the district project committee has been formed in the
chairmanship of District Magistrate. Its role is to monitor and implement all kinds
of activities under the perspective plan and AWP&B. Perspective plan and
Annual work plan and Budget were regularly monitored through regular
meetings organized in District. Inspection of financial cash flow detail was done
by chattered accountant by auditing.
At State level
In Uttarakhand, the Panchayati Raj, Municipal Bodies, Community,
Teachers, Parents and other stakeholders have already been involved in all the
activities from planning, implementation, monitoring to evaluation process for
the qualitative improvement of education. With the emergence of RMSA their
role has become prominent. For the effective implementation of RMSA's goals
and objectives, various committees have been formed from block, district to
state level and each committee has the representatives of Panchayati
Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All
these representatives were trained through various orientation
programmes/workshops for making their greater participation in the process of
planning. All these representatives have been included in micro planning
exercise and in school improvement plan. School education Secretariat is taking
policy decisions at state Govt. level and Directorate of school education is
supreme body to take departmental decisions at school level.
1. Involvement of State Level Planning team in the preparation and finalization of
District Level Plans
1. Yes 2. NoComments: State level planning team actively involved in preparation and
finalization of District Development plans.
2.Does the State Plan reflect the Planning needs at School and District Level?
Comments:
Yes. The school level plans have been compiled in to District plan and all the
district plan in turn forms the State plan. The primary goal of RMSA is to make
secondary education of good quality available, accessible and affordable to all
adolescent girls and boys up to the age of 16 by 2020. Under the RMSA
scheme specific targets has been set for different components of the secondary
education system. State plan reflect the planning needs alt school and District
level
2(a) Whether State Plan has adopted a convergence approach with following department.
(1. Yes 2. No)
S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1
b. Social Welfare 1
c. Tribal Development 1
d. Minority department 1
e. Rural Development 1
f. Urban Development 1
g. Medical Health & Family welfare 1
h. PWD 1
i. Transportation (Roadways) 1
j. Others 1
Comments: At State level a planning team has been constituted to guide, facilitate
and appraise the district plans. This core planning group involved State Project
Director, Additional Project Director and Component in charge for Access, Civil
Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education,
Girls Hostel and Academy of administration, training institutes. According to the
State, The respective district has internal mechanism for overseeing the
implementation of the programme through a monitoring committee constituted for
the purpose.
2(b) Any problem areas of restructuring on convergence and co-ordination
The State plan has been prepared and it has proposals regarding convergence
with all the concerned departments wherever required. There is no such
problem reported by the District officials in this regard.
3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.
Different committees have been formed at the State level for proper monitoring
of the scheme. Regular visits are also being made by the State level officials.
Monitoring is an internal management process of continuous control of inputs,
rocesses and outputs in order to identify strengths and weaknesses, formulate
practical proposals for action and take the necessary steps to reach the
expected results. It is important to remember that monitoring include action and
is not simply limited to an identification of strengths and weaknesses. At the
secondary level monitoring is done through the inspectorate system. This
system has served largely to exercise authority and control rather than provide
academic support to teachers. The school inspectors perform a number of
functions, one of which is to visit schools under their preview. Their visits are
usually few and far between, during which the students and teachers tend to
present a positive picture of the school, regardless of the ground realities due to
fear of punishment.
4. Any separate strategies for naxalite/extremist affected districts prepared at the State/district level in consultation with the district authority?
1. Yes 2. No
If not, why?
Not applicable. There is no naxalite/extremist affected district in the State.
2. ACCESS
I. Physical Access – At School and Habitation’s1. Names Category of the Schools visited
S.N.
Categories Number of Schools %
1 EBB 0 0
2 Urban 5 20
3 CWSN (Minimum 3 CWSN) 3 12
4 Higher Gender gap 4 16
5 SC/ST/Minority students abundance 9 36
6 Low retention rate/Higher dropout rate 0 0
7 Schools situated in habitation with large number of Oosc
0 0
8 Low academic achievements 5 20
9 Schools situated in habitation of seasonal migrants
0 0
10 Urban Schools with most students of deprived sections
0 0
11 Forest/Mountain/Remote/Desert area 0 0
12 Flood/natural calamity prone area 0 0
13 Ongoing civil work 3 12
14 School with girls hostel 0 0
15 None 2 8
Comments:
5 sampled schools were situated in urban locality. In 3 schools more than 3 CWSN are
enrolled in 9th and 10th. 4 sampled schools have high gender gap. 9 schools are with
SC/ST /Minority in majority. 5 schools also show high drop out of students with 6
schools of low academic level. 1 school was situated in remote area. In 3 schools
construction work was on going. 5 schools have low achievement level of students.
2. Location of the School adjacent to or within any of the following sensitive areas.
S. N. Area Number of Schools Situated %
1 Protected area (National Park, Wild life sanctuary)
0 -
2 Flood prone /flood plain area 0 -
3 Earthquake prone zone 12 48
4 Unstable slope 0 -
5 Landslide prone Area 9 36
6 Cyclone prone Area 0 -
7 Storm surge prone Area 0 -
8 Drought prone Area 0 -
9 Polluting Industrial Area 0 -
10 Mining Area 0 -
11 Arsenic /fluoride contaminated ground water area
0 -
12 Busy National/State Highway 4 16
13 Congested urban/market/commercial area 3 12
14 Any particular disturbance faced by School due to its location
1 4
15 None 5 20
4. Number of Students enrolled in School from habitations coming from a distance greater than what is prescribed for a neighborhood School.
S. N. Distance of School from habitation
Number of students %
1 0-1 km. 1167 44%
2 1-2 km. 685 26%
3 2-3 km. 428 16%
4 3-5 km. 226 9%
5 More than 5 km. 118 4%
Total 2624 100%
44% students have access to schools located within habitation i.e. upto 1
k.m.
26% students have schools within a distance of 1 to 2 kms. 16% students
have access to schools located at the distance of 2 to 3 kms.
9% students have access to schools located at a distance of 3 to 5 kms.
Only 4% students have to cover a distance of more than 5 kms. to reach the
school.
0-1 km. 1-2 km. 2-3 km. 3-5 km. More than 5 km.
0%5%
10%15%20%25%30%35%40%45%
44%
26%
16%
9%4%
% children travel for attending schools
%
1. Presence of any natural or man-made barrier that poses any problem for the Students in accessing the School.
No. of SchoolsYes No18 7
% 72% 28%
If yes mention themSeasonal rivers etc.Forest
Comments: Since the catering area of the schools is relatively bigger than the
elementary schools, children from different habitations attending school. Therefore,
even though the school is located at a prominent place in some cases the access has
certain hurdles like seasonal riverlets, forest etc. for some of the children.
6. Name and Distance of the nearest secondary School (Govt./Pvt.) from the
habitation the School is located at, and catchment area of the School.
Distance from School/Catchment areaTotal
No. of SchoolsLess than 1 km. 1-3 km. 3-5 km. More than 5 km.
0 6 3 16 25% 0 24 12 64 100Comments: 6 (24%) visited schools nearest HS/HSS was situated at a distance
of 1-3 km. For 3 (12%) schools they were in 3-5 km. While in majority of visited
school 16 (64%) the nearest high/higher secondary school was located at a
distance of more than 5 km. In none of the school the nearest school was found
to be less than 1 km of range.
7. Any special arrangement like transportation facility or residential facility made
available for the benefit of students.
Facility Provided by number of Schools %
Transport facility 0 0
Residential facility 0 0
Comments: No transportation facility is being provided to students by any of the school.
II Social Access
1. Pattern of population of the habitation and enrollment in the School –
1. (a) Social category-wise population of Students of age group 14-16 years in the
habitation.
Population Pattern of Habitation
Category 14-16 AgeBoys % Girls % Total %
SC
Data Not Available
ST
Minority
General
Total
Comments :
(c ) Share of SC,ST, Minority, and BPL families’ Girls-boys in enrollment is proportionate to their share in population of the habitation/neighborhood or not.
No. of Schools
ProportionateYes No25 0
% 100 0
Comments:
School heads of all the visited schools informed that the share of SC,ST, Minority and
Girl children in enrollment is proportional to their estimated share in population of the
habitation catered to.
2.(a) Classwise, Social Categorywise enrollment and attendance (on the day of field visit)
*B-Boy, G-Girl, E-enrolled, P-present
C
l
a
s
s
SC ST OBC Others Total
B G total B G total B G total B G Total B G total
E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P
9207
15821
6162
423
320
7 5 8 4 15 934
2
274
356
272
697
54699
7210
474
203
146
656 50968
351
2
1338
1021
1
0199
16120
7168
406
329
7 2 7 3 14 532
8
261
342
280
670
54196
74 99 6819
514
2630 498
656
519
1286
1017
T
o
t
a
l
406
31942
3330
829
649
14 7 15 7 29 1467
0
535
698
552
1367
1087
195
146
203
142
398
288
1286
10071339
1031
2624
2038
% 49% 79%
51% 78%
78% 48%
50%
52%
47%
48%
49%
80%
51%
79% 80%
49%
75%
51%
70%
72% 49% 78%
51%
77%
78%
Comments: The major portion of children enrolled in the schools belongs
to the Scheduled Caste and OBC category. 78% (78% boys and 77% girls)
students were present in the schools on the day of visit across 25
schools under study. 78% SC students (79% of boys and 78% of girls) were
present on the day of field visit. In case of OBC students with more than
50% share in total enrollment, 80% of them (80% of boys and 79% of girls)
were present. So far as the attendance of General students is concerned,
72% of these students (75% of boys and 70% of girls) were reported to be
present on field visit’s day. The proportion of boys and girls among
different social groups is given in the below graph.
Attendance pattern among different social groups
SC ST OBC Gen & Others0
50
100
79
50
807578
47
79
70
BoysGirls
SC ST OBC Gen & Others0%
50%
100%
78%
48%
80%72%
Attendance rate
2(b) Enrollment and attendance of students of economically backward background on the
day of field visit (based on BPL Card)
C
l
a
s
s
SC ST Minority Gen & Others Total
B G total B G total B G total B G Total B G total
E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P
969
47
63
52
132
99
0 0 0 0 0 0 11 9 7 618
14
11
9 7 6 18 1491
64
77
63
168
127
1
050
32
49
39
100
71
0 0 0 0 0 0 8 8 6 515
13
8 8 6 5 15 1367
49
62
49
129
98
T
o
t
a
l
119
80
112
91
231
170
0 0 0 0 0 0 1917
1411
33
28
19
17 14 11 33 28158
113
139
112
297
225
% 52%
67%
48%
81%
74%
58%
87%
42%
79%
84%
58%
87%
42%
79%
84%
54%
71%
46%
80%
75%
There is no such variation in pattern of attendance with regard to boys and girls and
also across various social groups. Attendance rate varies 87 percent to 68 percent in
total.
4. Any overt or covert, manifest or subtle discrimination against Students of any
social group or community by the teachers or peers is observed in School, and the
efforts made to minimize it.
No. of Schools
Discrimination
No discriminationBy teachers By peers
0 0 25
% 0 0 100
Comments:
In none of the visited schools, the discrimination against children of any social group
by teachers or peers was observed.
5. Do the overall conditions prevalent in Schools facilitating access of CWSN to
secondary Schools. If not, the details of obstructions and barriers.
Number of Schools providing following facilities for access of CWSN –
Facility Number of Schools %Proper ramps with hand rail 16 64
Western toilet seat
Special furniture in classroom
Tricycle
Escort
Other (Specify)
If the prevailing conditions in School do not facilitate access of CWSN to School State the obstructions and barriers.
Obstructions - Low Budget,
Barrier - Geographical conditions
Comments: Regarding provision of facility for access of CWSN, out of 25 sampled
schools, 16 (64%) schools reported to have the facility of proper ramps with hand
rail. None of the sampled schools have facility of special toilet, special furniture and
escort etc. for CWSN.
IV. Out of School Students (OoSC)/Dropout Students of Age Group 14-16 years. (At School level)
1. The number, gender and category-wise (SC/ST/Minorities/CWSN) profile of out of
School Students (OoSC)/Dropout Students of age group 14-16 years in preceding
session (2012-13).
Category
Class
Enrolled Boys
OoSC/Dropout of age group 14-16 years Total
drop out
%Boys drop out
% Enrolled Girls
Girls drop out
% Total Enrolle
d
SCIX
NA
XST IX
XMinority IX
XGen & OBC
IXX
Total IXX
CWSNIXX
Reasons for dropout -----------------------------------------------------------------------------------------
Comments:
2(a) Efforts being made by School management to bring them back to School and, results thereof during the past one year.
Efforts made –
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
2(b) Results of efforts made
Class-9 Class-10
No.of drop
out
students
No.of drop out
brought back to
School
%
No.of drop
out
students
No.of drop out
brought back to
School
%
NA
Comments :
3. Arrangements made to hold back Students of seasonal migrant families in School.
Arrangement Number of Schools %
Seasonal Hostels
NAAny other arrangement
No arrangement
Comments:
4. If no such arrangement made, whether migration/transfer certificate is issued to such Students by the Schools?
No. of Schools issuing TC
Yes No
NA%
Comments :
5. Information about any special training interventions meant for the OosC.
No. of Schools
Special trainings startedYes No
%Name of Trainings
1 NA2345
5(a) Number of enrolled and present students in training programme on the day of visit.
Boys Girls TotalEnrolled NAPresent%
5 (b) Training programme is imparted through –
Total No. of School conducting training
Trainers No. of School %
Regular teachers NA
NIOS
SIOS
(c ) Average duration of training programme in days and achievement level of
students (on the basis of School record)
Class Enrolled in Training
Programme
Appeared in Exam
Achievement levelAbove 60% 45-59% 33-44%
B G B G B G B G B G
9 NA10
Total%
Comments:
3. Equity
I. Girls Education :
At School/DPO and SPO level.
Gender Gap
1. Gender gap in enrollment, attendance, learning achievement and reasons thereof.
Enrollment, Attendance, Achievement level
Class9 10
Boys % Girls % Total % Gap
% Boys
% Girls % Total Gap
%
Enrollment
656 4968
2 51133
8 10063
049
656
51
1286
Attendance on visit day
50978 51
277 102
178 49
878
519
77
1017
Appeared in ExamLearning
Achievement (Quarterly/hal
f yearly/yearly)
Above 60%
%Belo
w 60%%
Gender gap = (GX1000/B) G=No. of Girls B=No. of Boys
Class SC ST OBC Others
B G B G B G B G
9th Enrollment 207 216 7 8 342 356 99 104
Avg % Attendance on visit day
79 78 50 47 80 79 75 70
Appeared in exam%
Above 60%
NA%
Below 60%
%
10th Enrollment 199 207 7 7 328 342 96 99Avg %
Attendance on visit day
79 79 50 47 79 79 75 70
Appeared in exam
NA
%
Above 60%
%
Below 60%
%
Comments: On the day of visit, the average percentage of attendance ranges 50% to 80%. ST girls
have the minimum attendance of 47% and boys from OBC with highest attendance of
80%.
Reasons for gaps in enrollment (if)Reasons Respondent /districts %
A Socio Cultural/Reasons NIL
B Economic Reasons Nil
C Linguistic Reasons Nil
Total
There is no huge gap in enrolment among girls and boys.
Reasons for absenteeism (Gap in attendance)
Reasons Respondents (School/district) %A Health (own or family members) 6 50B Social cultural issues 3 25C Sibling Care 3 25D Household responsibilities 0 -E Family issues / Gone to relatives 4 33F Earning for livelihood 4 33G Migration 0 -H Any other 0 -
Total 12 100
Comments:
12 (48%) schools reported about instances of absenteeism and out of these 6
(50%) schools attributed to health reasons. 4 schools reported about family
issues and earnings for livelihood as the reasons for absenteeism. 3 schools stated
that social cultural issues and sibling care as the reasons for absenteeism.
2. Efforts made to address the gender gap attitudinal and physical.
Barriers No. of Schools % Efforts made to address
barriers(a) Physical barriers 5 20(b) Attitudinal 11 44(c) Linguistic barriers - -(d) Economical barriers 10 40
Comments:
Amongst various efforts made by schools to address the problem of gender gap,
11(44%) schools tried to counsel the parents, 5(20%) schools provided facility of
separate toilets for girls and 10(40%) schools helped girl students by providing them
free dresses, cycles and scholarships.
4. Efforts made to address the gender gap and removing the physical barriers.
12 (48%) schools got equipped with the facility of separate and safe toilet for girls
to address the gender gap, but 4 (16%) schools did not made any efforts to
address the problem. Some sampled schools have made efforts by counseling
parents for removing attitudinal and economical barriers. Teachers consult with
parents with negative attitude toward their ward’s education and provide them
necessary suggestions as required. They also discussed with the parents about
various schemes and scholarships for removing economical barriers.
2. Any efforts being made for the counseling of parents to handle the problem of
girls. If not why?
No. of Schools
Counselling of parents done
Yes No
15 10
% 60 40
15 (60%) schools made efforts for counseling of parents to handle problems of
girls, but 10 (40%) school authorities were not proactive in this realm.
Unavailability of schools in the local habitation is one of the major barrier for
reduction in girls enrollment, District is working under the realm for constructing
High schools with in a distance of 5 kms.
6. Impact of separate hostel and other physical facilities and availability of security
on enrollment, attendance and learning achievement of girls.
i. Number of Schools having facility of separate girls’ hostel in campus or in
nearby area.
ii. Number of girls residing in girls’ hostel in sample Schools.
iii. Any physical barrier faced by hostellers in their access to School – Nil
4. Guidance and Counselling
At School level :
1. Guidance and Counselling Cell been constituted by the School or not. If yes, the
available student counselor ratio:
No. of Schools
Guidance & Counselling Cell ConstitutedYes No14 11
% 56 44Avg. SCR
Total Enrollment of Class IX, X in sampled
Schools in district
No. of students assisted by the Cell in total sampled Schools in district
%
2624 412 16
About 16 percent of the total children have been reportedly received assistance
from the guidance and counselling cell.
3. The frequent problem areas of the students for which guidance and counseling is being sought.
S.No. Problem areas Responses %1 Selection of optional subjects after
sec.8 32
2 To opt scout/guide/NCC 1 43 In choosing career 9 364 Seeking information about
entrance exams to various professional streams
6 24
Amongst the frequent problem areas of students for which guidance and counseling
has been sought, are the selection of optional subjects in 8 (32%) schools, selection
of career in 9 (36%) schools, seeking information about entrance exams to
professional courses in 6 (24%) schools and opting scout/guide or NCC in 1 (4%)
schools.
5. Quality I. Enabling Conditions : At School level
Availability of following enabling conditions
1-(a)
S.
No.
Physical Aspects Total
Number of
rooms
Number of
equipped
rooms
%
1 Natural light 119 112 97%
2 Ventilation 119 84 68%
3 Black Board appropriately located in classroom 119 106 90%
4 Bulb/Tube light /CFL 119 87 77%
5 Fan 119 85 71%
Natural light is available in 97% rooms of 25 sampled schools, however, cross-
ventilation exists in only 68% rooms. Blackboards are appropriately located in
90% classrooms. Availability of bulbs/tube lights/CFL exists in 77% and ceiling
fans are available in 71% classrooms. Charts etc. are displayed only in 66%
classrooms across sampled schools.
1(b) Availability & workability of following material/equipments –
S.No.
Name of Material/Equipment Availability in Number of Schools
Functional in Number of
SchoolsNumber % Number %
1 Teaching aids 22 88% 21 84%
2 Desk-chairs/stools for students (Adequate)
17 68% 16 64%
3 Integrated science lab with equipments and material
12 48% 12 48%
4 Math kit 12 48% 12 48%
5 Science kit 11 44% 11 44%
6 Art and Craft room 1 4% 1 4%
7 Library with age appropriate books and seating arrangement
6 24% 6 24%
8 Purified/ Safe Drinking Water 14 56% 13 52%
9 Fire Extinguisher 16 64% 15 60%
10 Staff room 19 76% 18 72%
11 Indoor games room 17 68% 16 64%
12 Counselor room 14 56% 13 52%
0%10%20%30%40%50%60%70%80%90% 84%
64%56% 56% 56%
4%
16%
52%60%
72%64%
52%
available in % schools Functional in % schools
Use of innovative teaching aids including ICT devices in classroom by teachers in teaching learning process -
Use of Teaching aids & ICT devices madeTeaching Aids ICT
devicesYes No Yes NoNo. of Schools 10 15 5 20
% 40 60 20% 80%
Comments: Teaching aids (charts) purchased from the market have been
displayed on walls of classroom in 10 (40%) schools. Use of ICT devices has been
made in classroom transactions by teachers of 5 (20%) schools.
5.(a-c) Comments on the availability and usability of the following facilities.
Availability of No. of schools % Usability %
Library room 6 24 6 24
Age appropriate books 5 20 5 20
Integrated science & Math
lab
12 48 12 48
Science & Math kit & other
lab equipments
11 44 11 44
Art & Craft room 1 4 1 4
Comments: (a) Library room is available in 6 (24%) schools and its usability have
been reported in all these 6 schools. Age appropriate books were available in 5
(20%) schools and were in use in all these schools. Integrated science and Math
lab was available in 12 (48%) schools, whereas science kit & math kits available in
11 (44%) schools are reportedly were being used in all these schools.
6. The number of days, the school functioned during the last academic year? Give
reasons for the closure, if any of the school remain closed for long gaps during
last year. Suggestions to avoid repetition of such instances.
No. of schools remained closed - NIL
Average No. of days, school(s) remained closed in last year - NA
Reasons for the closure - NA
Suggestions to avoid repetition of such instance - NA
Comments: None of the schools remained closed for a single day during the
working days.
3. Number of teachers present in the School (Male & Female, vacancies against sanctioned posts.(In total sampled Schools in district)
Sanctioned Posts
(subject-
Number of
teachers
Total % Number of
teachers
Vacancies
against
%
placed present on visit
day
sanctioned
post
Male Female Male Female
132 109 109 83 101 23 17
The total number of teachers for class 9th and 10th placed in 25 schools
comes to 109 against 132 sanctioned posts, the number of posts lying
vacant is 23 (17%). 93% of teaches were found present on the day of field
visit across 25 schools.
4. In case of teacher’s vacancy, the alternative arrangements being made by the
head of the institution to complete the course curriculum.
Teachers are arranged from outside by 2 schools, lecturers are teaching
class 9th and 10th in 5(20%) schools.
5. Availability of teachers for each class and for teaching science, mathematics
and language.
Number of Schools
Sufficient teachers available to teach
Science Math Language
22 23 25
% 88 92 100
Teachers for Math are available in 23 (92%) schools and for science in 22 (88%)
schools. Language teachers are available in all sampled 25 (100%) schools.
6. Number of teachers possessing professional training qualifications (subject-wise) as mandated and number of untrained teachers.
No. of trained teachers No. of untrained teachers in sampled
No. of School
Schools25 0 0
% 100 - -
All teachers, posted in all the 25 (100%) sampled schools, possess
professional training qualifications as mandated.
7. Practice of truancy, i.e. absenteeism/class bunking by students/teachers being
reported in the School, If so, the reasons thereof, steps taken by the School
management to curb the practice.
Class bunking/Truancy%No. of Schools
Yes NoStudent 0 25
Teachers 0 25
Practice of truancy has not been reported in any of the sampled schools
8. Policy of teacher recruitment, deployment, training, remuneration and career
advancement (At State level)
Teachers are recruited through direct recruitment as well as through promotions.
II. Teaching Learning Process
1. Maintenance of teacher’s diary including curriculum delivery and lesson Plan
etc. by teachers & countersigned by the Head of the institution regularly.
No. of Schools
Teachers diary maintained Counter sign
Yes No Yes No
22 3 17 8
% 88 12 68 32
Teachers in 22 (88%) schools have maintained daily diary but regularly counter
signed by their school heads only in 18(72%) schools. In 4 schools where teachers
Dairy is maintained, school heads didn’t show much concern about the same.
2. Availability of timetable prescribed by the School and followed by the teachers.
No. of Schools
Prescribed time table available Time table followed by teachersYes No Yes No25 0 25 0
% 100 - 100 -
Comments: It was observed by MI team that all visited schools have
displayed well planned time table and were regularly followed by the subject
teachers. Time table help the students for carrying required amount of books.
Teachers could plan their lesson according to time table; similarly students
could complete their homework with in time.
. Are discussions and group team works encouraged as a methodology of teaching
for involvement of Students/students in teaching learning process ?
No. of School
Discussion and group team work encouraged
Yes No
20 5
% 80 20
Comments : Discussions and group work has been encouraged in 80 percent
schools. Overall in 20 (80%) schools, students were being involved in teaching
learning process by their teachers through activities and motivation. In rest 5
(20%) schools students are only silent listener in their class. Teachers should
motivate students for asking questions and discuss the topic taught during the
periods, so as to make students conceptually understand the topic taught.
4.a-c Classroom management with reference to seating arrangement of Students.
No. of Schools
Students made to sit in small groups
Students of disadvantaged groups
and Students with disabilities sit
separately or on back benches
Students have role in classroom
management
Yes No Yes No Yes No0 25 0 25 25 0
% 0 100 0 100 100 0Groups made of Different
Same class
No. of Schools
0 0
%
Comments :
In none of the visited schools children sit in classroom in small groups. There is
no separate seating arrangement for the children of disadvantaged groups and
CWSN in any of the sampled school. Students of 11 (84%) schools are involved
in classroom management.
6. Remedial Teaching:-
Number of schools, which arranged zero period, extra classes etc. for academically weaker students –
No. of Schools who arranged zero period, extra classYes No
23 2% 92 8
Extra classes Throughout year Only for one month before exam
23
% 92Average days of zero period in a week
5Results thereofResults improved in – 16 schools, improvement in cognitive level of weak students in 21
Comments : Remedial teaching for academically weaker students through zero
period is being practiced in 23 (92%) schools. School heads of 16 (66%) schools out
of 23, have acknowledged the increase in percentage of result and in 21 (84%)
schools the achievement level of weaker students have increased.
7. Method/s of evaluation being followed in the school/classroom.
Method/s
Response
%Marks 25 100
Comments: Marking method is adopted as method of evaluation in all 25 (100%)
schools. Apart from the exams prescribed under State norms, 19 (76%) schools also
have the practice of conducting periodic exams. 10 (40%) schools only conduct the
prescribed exams. 18 (72%) school’s head also reported of conducting surprise
exams occasionally in the schools.
8. Participation level of the CWSN in classroom processes and efforts made to optimize it.
No. of schools with CWSN %2 8
Participation level in classAll CWSN participate actively 2 8Few CWSN participate 0 0No participation 0 -
Efforts made to optimize participation of CWSN in class1 CWSN are made to sit in front row in classrooms.2 They are being applauded on giving right answer.
Comments: CWSN students are studying in only 2 of the visited schools and all
CWSN students participate actively in classroom processes in the school. Teachers
make CWSN sit in front row, pay special attention to them and appreciate them on
answering questions in classroom processes.
9. Nature of peer interaction with CWSN.
Peer Interaction Number of schools %Friendly 2 8Neutral 0 -Taunting 0 -Teasing 0 -Bullying 0 -Comments : Pear interaction with CWSN is friendly in the visited school.
10. Individualized Educational Plan (IEPs) prepared for CWSN .
No. of schools with CWSN2
IEPP
reparedNot prepared
2 0% 100 0
Comments: Individualized Educational Plan (IEPs) have been prepared
for CWSN in the visited school.
11. Availability of adequate facilities for seating CWSN –
Total No. of sampled schools No. of schools with CWSN in samples25 2100 8
No. of
No. of schools with CWSN seating facilitiesYes No
0 2% 0 8
III. Teachers’ Training
1. Provisions for Training of Teachers
S. No.
Provisions for In-service training Schedule Duration
1 Induction training (Science, Maths, English, `Social Science, Hindi & Sanskrit)
For newly recruited teachers
10 days training programme based on NCF. 2005, content, pedagogy and classroom activities.
2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science
From July to December (50% of existing teachers from each district to be covered)
5 days
3 Orientation programme for Head Master/ Principal
As per SPO calendar
3 days
4 Training for newly recruited Head Masters
As per SPO calendar
10 days
5 Management training for Head Masters/ Principals
From Aug. to January
14 days
6 Workshop for Development of different modules for training
As per SPO calendar
10 days
7 Training of Resource Persons for H.M.’s training
As per SPO calendar
8 Block head-quarters and girls hostels
As per SPO calendar
2 hrs. daily after School for 15 days
9 Development and Life skills for girls
As per SPO calendar
5 days
10 Sensitization programme (legal literacy workshop)
As per SPO calendar
1 days
1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills –
In service teachers training has been conducted by SCERT. In total 7707 teachers have been provided with in-service training in the State.
Comments:
2. Inclusion of trainings for dealing with CWSN, in training programme
Details of in-service training in subjects received by teachers -
No. of schools whose teachers received training under RMSA25
% 1000S.
No.
Subject
s
Number of teachers,
received training under RMSA
Average teachers
per school who received training
Average Duration
1 Science 25 2 52 Maths 25 2 53 English 25 2 44 Social Science 25 2 45 Sanskrit 0 - -6 Hindi 0 - -7 Computer training 0 - -
2 (i)
Need of various trainings expressed by teachersS.No.
Name of Training Number of Schools expressed the need
Frequency Duration
1 Subject based training 25
Annual
2 Orientation Programme 2 Annual 5 days
3 Innovations’ training 1 Annual 5 days
4 Training for Development of life skills
0 Annual 5 days
5 Computer training 8 Annual 11 days
6 Scout Masters’ training 7 Annual
7 Disaster Management Training
2 Annual 11 days
8 CWSN 0
9 Any other (mention)Comments:
Teachers across 25 sampled schools have reiterated the need for subject
based training and teachers of 9 (36%) schools have put stress on the need of
computer training. It is strange that none the teacher have demanded for
training for dealing CWSN in classroom.
3. Impact of training on the confidence level of the teacher in handling a class with CWSN :
Since no teacher have received the training to handle CWSN in classroom. The
impact on confidence level of teachers cannot be judged.
5. Physical availability of adequate and good quality facilities for in-service
training with reference to –
Facilities
Adequate % Inadequate %Space 10 40 1 4Projection 9 100 0 -Tools/Modules 21 100 0 -Equipments (LCD,
12 48 3 12
No. of schools Yes No22 3
% 88 12
Total No. of teachers received
No. of teachers using CAL,
%
15 5 33
Comments: Teachers who have received training for the use of new technologies
like CAL, LCD and projectors etc for imparting lessons to their students in class
rooms. But none was using these technologies. as such equipments were not
available in the schools.
7. Trainers/Resource persons from following institutions who imparted trainings –
No. of schools whose teachers received training from RMSA - 21
S. No. Institutes Number of Respondents
% of respondents
1 Secondary Schools 8 382 Higher Secondary Schools 12 513 DIET 4 144 College/University 3 145 SIERT 2 106 IASE 0 -7 CTE 4 198 NIC 0 -
Comments: Teachers of 8 (38%) schools out of 21 schools told that the
trainers were from secondary schools, teachers of 12 (51%) schools said that
they belonged to Higher Secondary Schools. 4 (14%) schools’ teachers told
that trainers were from DIET and teachers of 3 (14%) schools said that
trainers were from college education. Presence of trainers from SIERT and
CTE was confirmed by teachers of 2 (9%) schools and 4 (19%) respectively.
8. Any other issue related with teachers’ training of secondary education
Comments: Teachers of 17 (82%) schools out of 21 schools put stress on
need of increase in duration of training period, the trainings should be
residential and use of multi media should be there in training. However,
teachers of 2 (9.52%) schools told that trainings should not be residential and
likewise teachers of 2 (9.52%) school stressed that the trainers should be from
IASE.
6. CIVIL WORKS
I. General Information At School Level
1. Availability of class rooms for Class IX & X (Std. Size 20’x24’)
Class Sections Available no. of rooms % Deficit %
9 46
39
85 7 15
10
31
29
93 2 7
Comments: In sampled schools, class 9th has been divided into 46 sections whereas
class 10th comprised of 31 sections. In case of availability of rooms concern, 39 rooms
are available for class 9th and only 29 rooms for class 10th. There is a deficit of 15%
and 7% rooms for class 9th and 10th respectively.
4. Area of the School
No. of Schools having
School CampusSchool Building Open Space Play Ground Other
25
25
25
% 100
100
100
Total area (sq.ft)of sampled SchoolsAvg. (sq.ft) AreaList of Schools with specified details is attached
Comments:
II. Design
1. Type of Building –
No. of SchoolsPucca Semi Pucca Kutcha Rented
25% 100
Comments : All the schools visited by the Monitoring Institutes have pucca building.
2. Physical Condition of building -
No. of SchoolsCracks Damp Seepages Damages in
PlasterNone
14 12 8 5 5% 56 48 32 20 20
Comments : The status of physical condition of buildings shows a sorry
state as 14 (56%) school buildings have cracks in building, 8 (32%) have
sepages, 12 (48%) schools have dampness and 5 have damages in plaster.
Comments:
3. Any local innovative approaches in School building design
Yes % No %
No. of Schools 0 100 25 0
Kind of Innovation
Comments: No instance of local innovative approach in school building have been reported in any of the sampled school.
5. Lighting Facility in Classrooms
No. of Schools
Arrangement of lighting facilityYes No25 0
% 100 0
No. of Schools
Functional Not functionalYes No23 2
% 92 8If not functioned, Reasons
1.2.3.4.
Steps taken1.2.3.4.
Supply of electricity
No. of Schools
Continuous Intermittent
11 14
% 44 56
Average duration of availability
Comments :
6. Availability and usability of following provision of alternative electric power supply -
Generator Inverter Gobar Gas Plant
Solar Panels
Wind Electricity
Other
No. of Schools Availability
%
No. of School In working condition
%
No. of School Usability
%
Comments: All the visited schools had the facility of lighting, these are in working condition in
23 schools. However the supply of electricity was reported irregular in case of 11 schools.
7. (a-b) Library Design - Availability of the Following -
No. of School
s
Sufficient Seating
Space
Proper Light Ventilation Regular
Pest
Control
Yes No Yes No Yes No Ye
s
N
o
6 19 6 19 6 19
% 24
76
24
76
24
76
Library exists in only 6 schools, these libraries had proper seating space in 4 cases only.
Lighting was proper for almost all barring one.
8. (a-d) Laboratory Design
Laboratory is available in 12 (48%) schools.
11. Sanitation Facility –
(a) Availability of adequate numbers of urinals/lavatories students, teachers and others
Users Facility of urinals/lavatories available in Schools
Adequate Number % Inadequate Number %
Boys 23
92
2 8
Girls 22
88
3 12
CWSN 1 4 24
96
Teachers 18
72
7 28
Other workers 0
Comments: 23 (92%) schools have adequate urinal facility for boys and 22 (88%)
schools have same separate facility for girls, 18 schools have toilets for teachers. In no
school for other workers separate urinals and lavatories have been constructed and
workers share common lavatories of students or teachers. Only in 1 (4%) schools
separate lavatories were constructed for CWSN.
(b) Maintenance/Cleanliness of toilets and supply of water
No. of Schools
Maintenance Cleanliness Supply of running water
Yes No Yes No Yes No17 8 17 8 17 8
% 68
32 68 32 68 32
Comments:
The running water facility in toilets, exists only in 17 (68%) schools. The
toilets have proper maintenance and cleaning facility in 17 (68%) schools.
There is no such facility in 8 (32%) schools and that makes the toilets
unusable owing to stink etc.
III. Schools with ongoing construction activity
1. (a-d) Sufficient measures being taken by School authorities to ensure that it does
Ongoing construction activitiesYes No2 23
% 8 92Type of construction New school building Strengthening of existing school Repair works
No. of Schools 0 2 0 -% 8 - -
Measures being taken by school authorities
a. Measures being taken to ensure
No. of schools
Academic activities not
hampered due to construction
Construction activity does not vitiate quality Noise pollution in
permissible limitAir Water Land
Yes No Yes No Yes No Yes No Yes No1 1 1 1 1 1 1 1 1 1
% 50 50 50 50 50 50 50 50 50 50
b. Construction material stored appropriatelyNo. of
Schools
Yes No
1 1
% 50 50c. Temporary fencing of construction area done
No. of
schools
Yes No0 2
% - 100
No. of
Schools
Community
members
through SMDC
involved in
procurement
process
Sub Committee
(Construction
Committee)
Constituted
A/c Books Civil
Work
(Construction)
maintained/
updated
MB for Civil
Work
Maintained
Payment made
to contractor
in accordance
with MB
Material
stocked is in
line with
stock register
Cheque issue
register
maintained
Quality up to the mark Physical existence
of construction
material matches
with entry made in
stock register
Construction
Material
Construction
work
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No
1 1 1 1 2 0 2 0 2 0 1 1 2 0 2 0 2 0 1 1
% 50 50 50 50 100 - 100 - 100 - 50 50 100 - 100 - 100 - 50 50
Comments: The construction activities are ongoing in 2 (8%) schools and out of these
schools, in 1 (50%) school construction work of new building and in 1 (50%) schools,
civil work for strengthening of existing building has been ongoing. However, school
authorities and contractors have taken measures in 1 (50%) schools to ensure that
academic activities are not hampered, air, water land’s quality is not vitiated and
noise pollution has been kept within permissible limits. Construction material has
been stored appropriately in 1 (50%) school. None of the schools with ongoing civil
work has taken care to make temporary fencing of construction area.
2. (a-b) Procurement aspects
No. of schools
Same contractorwhom the work was awarded is doing work (a)
Stage of construction work Constructionwork being
done according to layout plan
Yes Subletedto other
Foundationlevel
Plinthlevel/ DPC
Lintel RoofLevel
Flooring/plastering
Finishinglevel
Yes No
1 1 0 0 0 1 0 0 3 0
% 50 50 - - - 100 - - 100 -
Comments: In 1 school, same contractor, to whom the work was awarded has been
doing work but it has been subleted to some other person in 1 (33.33%) school.
Construction work
has been done on the basis of layout plan and it has reached to finishing levels in all
2(100%) schools.
2(c-g) h. Number of visits per School of Technical persons and authentication done or
The community members are involved through SMDCs in procurement in
1 (50%) school. Sub-committee (construction) has been constituted in 1
(50%) school. Account book and check issue register was maintained in
both the schools. For rest of the schools, maintenance of such registers
were carried out by the contractor, school authority and management have
no information for the same. Though Measurement register was available
in 1 school yet none of the school head have the knowledge of contractor’s
payment as payment is directly made by the District to PWD for
construction work. Quality of construction material and work was up to the
mark in 2schools and match the stock register entry in all 2 sampled
schools with ingoing construction.
(i) System of fund flow from District to the accounts of SMDC
Mode of transfer
Cheque Draft E-transfer Dates of receipt of fund
No. of Schools 2
% 100
All the civil work was directly controlled by the district. Fund flow from District to
the account of PIU is only through cheque.
(j) Any good practices in civil works which can be replicated in other places/in other States.
No such practice reported.
Comments: No such practices were adopted in the District.
7. Community Mobilization / Participation -
Total number of SMDC members in sampled Schools of the District
1. (a-c)Familiarity of SMDC members with their roles as notified by the State Government –
No. of School
s
Level Familiarity with
their roles
% SEMIS DCF
% School
Report Card
% SDMC Registe
r
% Guidelines of School
Development Plan
%
No. of Schools
Training received
by SMDC Members
Printed copy of guidelines of SMDC made available to members
Better 3 12
3 12
3 12
2 8 4 16
Yes
No Yes
No
Good 8 32
8 32
8 32
11 44
10 40
14 11 5 20
Average
9 36
9 36
9 36
6 24
5 20
% 56 44 20 80
Not familiar
5 20
5 20
5 20
6 24
6 24
Comments:
Familiarity of SMDC members with their roles as notified by the State
Government stands at a better level in 3 (12%), at good in 8 (32%) at
average level in 9 (36%) schools. SMDC members were not familiar
with their roles in 5 (20%) school. Their familiarity with SEMIS DCF,
school report card, SDMC register and guidelines of school
development plan is good in 8 (32%) schools while it stands at average
level in 9 (36%) schools. However, SDMC members of 5 (20%) schools
are not familiar with aforementioned aspects. SMDC members of 14
(56%) schools have been oriented on their roles and responsibilities.
Printed copies of guidance regarding role and responsibilities in simple
language have been made available to members by 5 (20%) schools. In
24 schools the SMDC members were familiar about the guidelines
regarding School Development Plan. Training of SMDC members were
confirmed by school head of 2 schools. In 5 (48%) schools printed copy
of guidelines were made available to SMDC members.
0
2
4
6
8
10
12
Better Good Average Not familiar
2.(i) Frequency of SMDC meetings held, issues discussed thereof and average
attendance of the SMDC members-
No. of School
s
Meetings held Average Attendance of
SMDC members
Monthly Quarterly Six monthly Annually Whenever needed
Never6
5 10
5 3 2 0
% 20
40
20
12
8
Comments: In majority of schools i.e. in 10 (40%), through verification of
SMDC registers it was confirmed that meetings were organized quarterly.
Only in 5 (20%) and 5 (20%) schools it was organized monthly and half
yearly respectively. Whereas in 3 schools Principal confirmed to have
their SMDC meeting either annually or as per need, though in such
schools SMDC registers was not maintained. An average of 6 members
is generally present in the meeting.
No. of Schools
Monthly Quarterly Six monthly Annually Whenever needed
Never0
15
30
45
20
40
20
128
0
Meetings held - % Schools
% Schools
Issues Discussed: Amongst various issues discussed in SMDC meetings, the
most common were the aspects of enrollment , attendance of students,
facilities for drinking water and toilets, talked about by 12 (48%) SDMCs,
followed by 9 (36%) SDMCs have discussions about school development,
about school boundary wall by 6 (24%), about proper utilization of RMSA funds
by 4 (16%) and about maintenance of school building and repair work by 3
(12%) SDMCs.
Roles of SMDC members in monitoring attendance of teachers and students –
No of schools
Monitoring Attendance of Monitoring Academic
Progress of StudentsTeachers Students
Yes No Yes No Yes No20 5 22 3 21 4
% 80 20 88 12 84 16
Comments: It could be predicted from analyzed data that SMDC members
were actively participating in monitoring attendance of teachers and students as
well as academic progress of students. In 20(80%) and 22(88%) schools each,
SMDC members actively monitored the regularity and punctuality of teachers
and students. Whereas in case of academic progress of students is concern, in
21(84%) schools it is monitored by SMDC members.
Level of participation of SMDC members in helping school authorities to conduct following
activities
Leve
l of P
artic
ipat
ion
Stud
ents
Enr
ollm
ent
Regu
lar
Regu
larit
y &
Pun
ctua
lity
of
teac
hers
Runn
ing
of d
ay to
day
act
iviti
es in
sc
hool
& o
rgan
isin
g c
ultu
ral e
vent
s et
c.
Help
in p
rovi
ding
Sch
ool
faci
lities
Good 5 20 1 4 1 4 7 28 4 16 2 8 1 4 2 8 12 48 5 20 2 8 3Average 18 72 13 52 17 68 14 56 18 72 15 60 18 72 12 48 12 48 15 60 12 48 12
Bad 2 8 11 44 7 28 4 16 3 12 8 32 6 24 11 44 1 4 5 20 11 44 10
Comments: The level of participation of SDMC members with regard
to various activities of school is given in above table. Evidently good
level of their involvement in various activities is in 4%, 8%, 16% or
20% schools. Their participation of good level in preparing AWP&B,
filling up of DCF and checking school report card is a far cry. It is a
matter of some satisfaction that 48% to 72% of SMDCs reflected
average level of participation in RMSA implementation, civil work,
SAG utilization, students’ enrollment and attendance and organizing
cultural events. The responses at bad level are definitely a matter
of serious concern. In such situation, SDMC, in fact, remains quite
ineffective in the management and development of school system.
4. Participation of SMDC members in preparation of AWP&B –
No. of Schools Preparation of AWP & B
Yes No
11 14
% 44 56
Comments: As stated above, it stands at average level in 11 (44%) schools.
5. Training received by SMDC members and duration thereof –
No. of
Schools
SMDC members received training
Total No. of SDMC
members
No. of members who received
training
Average of training duration in
days
Yes No 412 128
210 15
% 40 60 100 31
Comments: Out of total 412 SDMC members across 25 sampled schools, 128
(31%) members of 10 (40%) schools’ SMDCs have received two days’ training.
6. Schedule of trainings, received by SMDC members, name agency who conducted the trainings, and perception of SMDC members about trainings.
Month and year of
training held
Trainings
conducted by
Responses about perception of SMDC members regarding trainings Topic, Content, Methodology
projection
RMSA No. of Schools
Good & Useful Average Not Good
5 7 0
% 40 60
Comments: The trainings were organized in the month of April and May, 2014.
The content, methodology and projection of trainings were good and useful
according to 40% schools’ SMDCs and of average quality as per views of SDMC
members attached with 60% schools.
8. MIS (Management Information System) at SPO, DPO and School level
As Uttarakhand is Hilly State with difficult geographical terrain. In most cases
only District Head Quarters are connected with broadband connectivity and most
of the Block Head Quarters have even don't have dialup connection facility. So it
seems little feasible for the next few years that the school will have its own
broadband connectivity. Due to far flanged areas where the schools are located,
it is difficult to collect the DCF in time and the district authorities have to
outsource the data feeding to the plain 03 district Dehradun, Haridwar and
Udham Singh Nagar.
1. Preparation of Master List of all Schools including private in District/State
Comments: The district officials informed that the master list has been
prepared.
2. Distribution of DCF for the current year to all Schools in the District
No. of School DCF distributed to all DPOs from SPOYes No
% 100 0
No. of SchoolDCF distributed all Schools from DPOYes NO
% 100 0
Comments: All the visited schools have received the Data Capture Formats.
3. Training received by teachers /head Master /Principal for filling up of
DCF in sampled Schools and district
In all the visited schools at least one teacher has received the training regarding
filling up of Data in Data Capture Format.
4.Availability of Copy of filled up DCF with School for record and reference (At School level)
No. of Schools
Copy of filled up DCF available Reasons of Non-availability of o/c of DCF
Yes No 1.19 6 2.
% 76 24 3.
Comments: Filled copy of DCF was available in 19 (76%) schools which were kept
as record to be used for preparing AWP&B. Whereas 6 schools sampled, didn’t
kept office copy of filled DCF as record.
3. School report card and sample checks
Data entry done School report card generated
Sample checking being done
Yes No Yes No Yes No
√ √ √School report card distributed to no. of Schools Finding of sample check
%
Comments: District has completed the above mentioned activities such as Data
entry, generation of report card and sample checking. Report card was
distributed to all schools in the District.
6. Has the data been submitted to State level as per time schedule?
Comments: Yes. Data of the year 2014-15 has been submitted to the state.
7. At which level the data is being analyzed and disseminated?
Comments: The authorities informed that data has been analysed at all levels
for authentication of information submitted on random basis.
8. Is SEMIS/ UDISE data used for Planning and budgeting? (1. Yes, 2. No)
Comments: Yes, In 23 (92%) schools UDISE data is being used for planning
and budgeting.
9. Is the back up of the data supplied under SEMIS/UDISE properly maintained? (1. Yes, 2. No)
Comments: Yes, 14 schools kept the office copy of filled data within the school
as back up.
9. Financial Management (At School, DPO & SPO level) –
1. Nature of financial records and their maintenance and Bank reconciliation –
No. of Schools
Records maintained & updated on daily basis Bank reconciliation done on monthly basisCash Book
Yes No Yes No25 0 25 0
% 100 0 100 0DPOSPO
Comments: Bank reconciliation of cash book is done on monthly basis by all
25(100%) sampled schools. On daily basis records are maintained and updated by 8
(32%) sampled schools. Cash books were also maintained and updated regularly by
DPO and SPO. Record maintenance was found to be very good and in all the schools
records were maintained properly.
2. Mode of transfer of funds to the SMDC from State/District level –
From DPO to SMDC
Mode of Transfer
Cheque Draft E-transfer
No. of Schools 25
% 100%
From SPO to DPO
In all the visited schools funds are transferred through banking channel. In majority of
schools funds are routed through e-transfer of funds.
4. System for drawl and payment of fund from SMDC account –No. of Schools Cash Cheque Both
10 15 14%
No. of
School
s
Sharing of If yes, details of
objectionsProposal for expenditure
Expenditure Statements
Any objection raised by community about
any transactionYes No Yes No Yes No 1.
25 0 25 0 0 25 2.
% 100 0 100 0 0 100
Comments: The proposals for expenditure and expenditure statements were
found to be shared with the community by 16(64%) visited schools by MI team.
For none of these schools, the objection regarding the expenditure statements
were raised by the community.
6. Audit of SDMCsAll SDMCs in State/District are covered by audit 1. Yes 2.No
No some of the SDMC are yet to be covered by Audit.
No. of Schools
Audit carried outYES NO22 3
% 88 12
D.P.O.
No. of Schools
If yes, Audit carried out byEducation Deptt. A.G. C.A. Social Audit None
22
% 88
Comments: Data obtained from the visited schools reveal that in all 25(100%)
sampled schools, the SMDC account were covered under audit. Audit was carried out
by C.A in all schools.
7. Social Auditing
Display of financial Information on notice board/wall of the School/office for the
purpose of social audit-
No. of Schools
Display of financial information (receipts & payments) and timely entered
Yes No
18 7
% 72 28
D.P.O.
Comments: In only 18 (72%) schools financial information were found to be
displayed in notice board for the purpose of social auditing. School head of rest
of the schools didn’t have the knowledge of social auditing, they assured for not
receiving any kind of order from higher authorities under the realm.
13. Information about MMER at DPO and SPO level
1(i). The total number of staff sanctioned category wise in DPO under RMSA and the number in position.
Name of District_____________________________________S. N. Name of Post Sanctioned In position % Vacant %
1 DPO 01 01 100%
2 AAO 01 01 100%
3 DRP 02 02 100%
4 Accountant 01 01 100%
5 Computer Op. 01 01 100%
6Total
2 Personnels working on deputation/contract and their nature of engagement
No. of Personnel on deputation No. of Personnel on contractAt DPO SPO At DPO SPO
4 1Nature of engagement
At DPO At SPO At DPO At SPO
Comments:
3. Component-wise personnel at State and District level
S.N. Component wise personnelPosition in Place
Working at State level
Working at district level
1 Finance2 Civil Work3 Quality4 Equity5 Gender6 Pedagogy7 Planning8 Training
Total
3(i) If component wise personnels are not in place the alternative arrangements made
1. If the administrative staff is not in place alternative arrangement adopted
Comments: contractual persons.
5 Clarity amongst officials and staff about the objectives, targets and goals of the
programme and their role in the management structure.
Comments: All the officials working are well conversant to their work and have
clarity with regard to objectives, targets and goals of the scheme.
II. MONITORING STRATEGY
1. (i) Use of monitoring tools/mechanism (reports, visits etc.) to ensure effective implementation of the scheme
Comments : The district, block and State level officials visits schools as per
the assigned task and submit their report to competent authority for corrective
measures. As per information received from DPO, they have not used reports
(JRM etc.) to ensure effective implementation of the scheme.
1(iii) Details of visits made by officials of SPO and DPO to district/Schools along with time schedule (from 1st April, 2014 to 31st March, 2015)
At SPO level
S.No.
Post of Officer No. of Visits made
No. of district/ School visited
Time schedule Average No. of visits per district
1. SPD2. Additional
Director Project3 Assistant
Project Director
01 07 2014
At DPO Level
S.No.
Post of Officer No. of Visits made
No. of School visited
Time schedule Average No. of visits pre School
1 DPC2 ADPC3 APC4 Others
Total
The district level officers made regular visits to schools.
2. Details of guidelines laid down for monitoring.
As per information received from DPO, there are guidelines laid down by
SPO regarding monitoring that officials working at DPOs have to seek detailed
information and knowledge about every aspect of RMSA activities in schools of the
district.
RESEARCH (At district and State level)
1. Details of research projects undertaken during the year (1st April, 2012 to 31st March, 2013) –
No research studies carried out.
Monitoring Report of District - Chamoli
District Profile - Chamoli
The region covered by the district of Chamoli formes part of the district of Pauri garhwal of the Kumaon till 1960. It occupies the nort-eastern corner of the Garhwal tract and lies in the central or mid-Himalayas in the very heart of the snowy range described in ancient books as Bahirgiri,one of the three divisions of the Himalayan mountains.
Chamoli , the district of “Garhwal’’ the land of forts. Today’s Garhwal was known as kedar-khand in the past. In puranas kedar-khand was said to be abode of God. It seems from the facts vedas puranas, Ramayna and Mahabharat that these Hindu scriptures are scripted in kedar-khand . It is believed that God Ganesha first script of vedas in Vayas gufa situated in the last village Mana only four km.from Badrinath.
According to Rigveda(1017-19) after Inundation (Jalprlya) Sapt-Rishis saved their lives in the same village Mana. Besides there the roots of vedic literature seems to be originated from Garhwal because the Garhwali language has a lot of words common with sanskrit .The work place of vedic Rishis are the prominent pilgrim places in Garhwal specially in chamoli like Atrimuni Ashram in Anusuya about 25 km. from chamoli town and work place of Kashyap Rishi at Gandhmadan parwat near Badrinath. According to Aadi-Puran vedvyasa scripted the story of Mahabhrat in Vyas Gufa near Badrinath. Pandukeshwar a small village situated on the Rishikesh Badrinath high-way from where Badrinath is just 25 km away is regarded as Tapsthali of king Pandu. In Kedar-khand Puran this land is regarded the land of lord Shiva.
The authentic script about the history of Garhwal is found only 6th A.D on word. Some of the oldest example of there are the trishul in Gopeshwar, lalitsur in Pandukeshwar .The Narvaman rock script in siroli the chand pur Gari rock script by king Kankpal authentitcates the history and culture of Garhwal.
Some Historian and scientist believe that this land is origin of Arya race. It is believed that about 300B.C. Khasa invaded Garhwal through Kashmir Nepal and Kuman. A conflict grew due to this invasion a conflict took place between these outsiders and natives .The natives for their protection builded small forts called “Garhi’’. Later on Khasa defeated the native totally and captured the forts.
After Khasa, Kshatiya invaded this land and defeated Khasa accomplished their regime. They confined Garhwal of hundreds of Garhi in to fifty-two Garhi only. One kantura vashudev general of kshatriya established his regime on the northern border of garhwal and founded his capital in joshimath then Kartikeypur vashudev katyuri was the founder of katyura dynasty in Garhwal and they reign Garhwal over hundreds of years in this period of katyuri regime Aadi-Guru Sankaracharya visited garhwal and established Jyotrimath which is one of the four famous Peeths established by Aadi-Guru Sankaracharya. In Bharat varsh other these are Dwarika , Puri and Sringeri. He also reinstated idol of lord Badrinath in Badrinath, before this the idol of Badrinath was hidden in Narad-Kund by the fear of Budhas. After this ethicist of vaidic cult started to pilgrim Badrinath.
According to Pt.Harikrishna Raturi king Bhanu pratap was the first ruler of Panwar dynasty in garhwal who founded chanpur-Garhi as his capital. This was is strongest Garh for the fifty- two garhs of garhwal.
The devastating earthquake of 8th September 1803 weakened the economic and administrative set up of Garhwal state. Taking advantage of the situation Gorkhas attacked Garhwal under the command of Amar Singh Thapa and Hastidal Chanturia. They established there reign over half of the Garhwal in 1804 up to 1815 this region remain under Gorkha rule.
Meanwhile the king of Panwar dynasty Raja Sudarshan Shah contacted east India Company and soughted help. With the help of British he defected Gorkas and merged the eastern part of Alaknanda and Mandakani along with the capital srinagar in British Garhwal from that time this region was known as British Garhwal and the capital of Garhwal was set up at Tehri instead of Srinagar. In the beginning British ruler kept this area under Dehradun and Saharanpur. But later on the British established a new district in this area and named it Pauri. Today’s chamoli was a tehsil of the same .On 24th February 1960 tehsil chamoli was upgraded to a new district. In October 1997 two complete tehsil and two other blocks (partially) of district chamoli were merged into a new formed district Rudarprayag.
CLIMATEAs the elevation of the district ranges from 800 mts. to 8000 mts above see level the climate of the district very largely depend on altitude. The winter season is from about mid November to March. As most of the region is situated on the
southern slops of the outer Himalayas, monsoon currents can enter through the valley, the rainfall being heaviest in the monsoon from June to September.
Rainfall - Most of the rainfall occur during the period June to September when 70 to 80 percent of the annual precipitation is accounted for in the southern half of the district and 55 to 65 percent in the northern half. The effectiveness of the rains is, among others, related to low temperature which means less evapo-transpiration and forest or vegetation cover. However, the effectiveness is neither uniform nor even positive in areas where either the vegetational cover is poor or / and has steep slops or the soils have been so denuded that their moisture absorption capacity has become marginal.
Rain gauging stations put up at seven locations by Meteorological department of Govt. of India, represent the settled land mass of Chamoli district.
RIVER SYSTEMChamoli district is criss-crossed by several important rivers and their tributaries. Alaknanda, traversing a distance of 229 kms. before it confluence with Bhagirathi at Devprayag and constituting the Ganga, is the major river.
The Alaknanda originates at a height of 3641 meters below Balakun peak 16 km. upstream from Badrinath form the two glaciers of Bhagirath Kharak and Satopanth. The two glaciers rise from the eastern slopes of Chaukhamba (7140 Meters) peak, Badrinath peak and its satellite peaks. These peaks separates the Gangotri group of glaciers in the west. The major portion of the Alaknanda basin falls in Chamoli district. From its source upto Hallang (58 Km),the valley is treated as upper Alaknanda valley. The remaining part of the area is known as lower Alanknanda valley.
MONITORING REPORT OF DISTRICT - CHAMOLI
1. Planning & Implementation –
At School Level
1. Perspective Plan for the School –
No. of Schools
Plan developed Not developedYes No24 1
% 96 4If not reasons thereof
Comments: There is a provision under RMSA, to prepare perspective plan. Perspective plan was
available in 24 (96%) sampled schools in the District.
2. Data base/sources adopted/taken for Planning and Plan preparation at School
level other than SEMIS
No. of Schools
Other Data base/sourced adopted If yes names of other sourcesYes No14 11 Perception of SMDC Members
% 56 44
Comments:
Though all schools use U-DISE as data base source, yet 11(44%) schools use other
data also for plan preparation. All the visited schools have prepared their annual plan
and submitted to the higher authorities. Most of the head teachers and SDMC
members informed that they try to incorporate all the aspirations and visions in the
plan. Guidelines for preparation of School Development Plan were also available in
most of the visited schools.
3. Whether disadvantaged groups have been appropriately factored in the Plan.
No. of Schools
Developed Planning strategy for disadvantaged groupsYes No21 4
% 84 16
Comments:
21 (84%) schools have adopted separate strategies for students of disadvantaged
groups to improve the status of their educational outputs. However, 4 (16%) schools
have not developed any separate strategy for such students. The reason for not doing
so, told to us by some schools was that no such need has been felt, whereas lack of
proper guidelines from authorities and lack of knowledge at their end by other schools.
4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan -
No. of SchoolsConvergence approach adopted
Yes No20 5
% 80 20
Comments:
Maximum convergence done in practical by 19 (76%) schools, was found with Health &
Medical Department, 16 (64%) schools got converged with water and sanitation
Department. Some of the other departments, were also sought for convergence by the
schools. While preparing School Development Plan, convergence with such
departments help the school in many ways for developing a quality and comprehensive
plan.
5. Incorporation of SMDC recommendations in the School Development Plan
No. of Schools
School Development Plan Prepared
Recommendations incorporated in School Development Plan
Yes No Yes No25 0 25 0
% 100 0 100 0
Comments :
SMDCs were showing interest in activities related to RMSA in almost all the visited
schools. In most of the schools the coordination among the teachers and members
was found to be good and they were appreciative of the fact that a coordinated effort is
required for development of the facilities under the scheme. All the visited schools,
prepared school development plan and incorporated the recommendations made by
SMDCs in their plans.
10. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools :
S.No. Roles Responses regarding assigning roles (No. of Schools)
%
1 Filling of DCF of U-DISE 14 562 Preparation & Implementation of
Annual Plan 22 883 Admission of Students to Class-9 20 804 Regular attendance and retention of
students 20 805 Regularity & Punctuality in teachers’
attendance 20 806 Civil work 24 967 Providing
resources12 4815 60
8 Organizing cultural, sports events, functions 12 48
9 Mid-day-meal 22 8810 Preparing annual accounts of income &
expenditure of SMDC 14 5611 Any other 15 60
Comments :
On school level, SMDC work for planning, implementation and management of
RMSA's secondary education policy. It is a matter of satisfaction that in more than 70%
schools, responsibilities such as participation in admission to class 9 th, organizing
cultural and sports events and monitoring the attendance of both teachers and
students and retention of students have been assigned to SMDCs. Preparation and
implementation of Annual plan was assigned to SMDCs of 88% schools. In 56%
schools each, SMDC also fill DCF of U-DISE as well as provide physical facilities to
school.
Fillin
g of D
CF of U
-DISE
Prepara
tion & Im
plemen
tation of A
nnual Plan
Admission of S
tuden
ts to
Class-9
Regular
atten
dance
and re
tention of st
udents
Regular
ity &
Punctuali
ty in te
achers
’ atten
dance
Civil w
ork
Provid
ing reso
urces
Organizi
ng cultu
ral, sp
orts ev
ents,
functi
ons
Prepari
ng annual
acco
unts of in
come &
expen
diture
of ...
Any oth
er 0
25
50
75
100
56
8880 80 80
96
48 4856 60
Response regarding assigned roles (%)
11. Clarity amongst SMDC members about their roles. If yes, detail of steps taken by them accordingly.
No. of Schools
SMDC members are clear about their roles Not clear24 1
% 96 4
S.N.
Steps taken by SMDC members accordingly Number of Schools
%
1 Ensuring education facility to dropout Students 22 882 Making society aware of child rights & duties of teachers&
parents21 84
3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W.
21 84
4 Keeping check on private tuitions by teachers, paying attention to academic progress of students
12 48
5 Identification of CWSN & taking care of availability of facilities to CWSN students
11 44
6 Paying attention to improvement in regular teaching learning activities.
16 64
7 Distribution of free text books 2 88 Availability of scholarships on time to students 12 489 Preparing three years’ perspective Plan 24 96
10 Proper use of funds i.e. SAG & other grants as per norms 22 88
11 Monitoring of minor & major repair work and maintenance of physical infrastructure
25 100
12 Seeking knowledge and information about income and expenditure of SMDC and supervising the accounts thereof.
17 68
Comments: It is noteworthy that SMDCs of 24(96%) schools have clarity about their mandated
roles. SMDCs of all these schools have been paying attention to improve teaching
learning activities and distribution of free text books. It is good enough to know that
19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers
and parents and also monitoring the maintenance of physical infrastructure. 92%
schools’ SMDCs taking care for providing facilities to drop out and CWSN students.
Only in 17(68%) schools, SMDC members were actively related to cash flow of fund
receiving under RMSA. Details of various other aspects, looked after by SMDCs of
schools are being given in above table.
It was observed during interactions that most of the members were very keen towards
their active participation in the activities related to schools. However, there are certain
reasons which may be attributed towards the awareness of SMDC members towards
their role. The fore most is intensity of training imparted to them. The other thing is that
financial matters are sort of not discussed in details. In most of the schools financial
records related to construction were not available.
8.1 Meetings of General Body of School Management and Development Committee-
Meetings of General body heldNumber of Schools
Monthly Quarterly Half Yearly Annually No meeting held till date
1 15 7 2 0% 4 60 28 8 0
Comments :
SMDC are meeting on quarterly basis in most of the schools. 15 (60%) schools
organize general meeting for SMDC quarterly, 7 (28%) schools organized the same on
half yearly. In 2 schools general body meeting was held yearly. In 1 school the meeting
of SMDC is holding on monthly basis.
2. At District level –
District level Plan has been prepared or not .
Yes, prepared. The District authorities informed that the District plan has
mentioned about convergence with water & Sanitation, Social welfare, Rural
Development, Medical health and PWD etc.
2(a) Whether District Plan has adopted a convergence approach with following department.
(2. Yes 2. No)
S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1
b. Social Welfare 1
c. Tribal Development 1
d. Minority department 1
e. Rural Development 1
f. Urban Development 1
g. Medical Health & Family welfare 1
h. PWD 1
i. Transportation (Roadways) 1
j. Others 1
District has developed convergence with other Departments such as Water and
Sanitation for maintenance of water sources and equipments in schools, social
Welfare and Tribal Departments for providing scholarships to disabled and tribal
students respectively, Rural and Urban Development for providing sanitation in
schools, Health welfare for regular check up of students related to health issues
and PWD for quality constructions and repairing of schools.
2(b) Any problem areas of restructuring on convergence and co-ordination.
The district plan has been prepared and it has proposals regarding convergence
with all the concerned departments wherever required. There is no such
problem reported by the District officials in this regard.
3. Methods adopted for regular monitoring of Perspective Plan and AWP&B
At the district level the district project committee has been formed in the
chairmanship of District Magistrate. Its role is to monitor and implement all kinds
of activities under the perspective plan and AWP&B. Perspective plan and
Annual work plan and Budget were regularly monitored through regular
meetings organized in District. Inspection of financial cash flow detail was done
by chattered accountant by auditing.
At State level
In Uttarakhand, the Panchayati Raj, Municipal Bodies, Community,
Teachers, Parents and other stakeholders have already been involved in all the
activities from planning, implementation, monitoring to evaluation process for
the qualitative improvement of education. With the emergence of RMSA their
role has become prominent. For the effective implementation of RMSA's goals
and objectives, various committees have been formed from block, district to
state level and each committee has the representatives of Panchayati
Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All
these representatives were trained through various orientation
programmes/workshops for making their greater participation in the process of
planning. All these representatives have been included in micro planning
exercise and in school improvement plan. School education Secretariat is taking
policy decisions at state Govt. level and Directorate of school education is
supreme body to take departmental decisions at school level.
1. Involvement of State Level Planning team in the preparation and finalization of
District Level Plans
1. Yes 2. NoComments: State level planning team actively involved in preparation and
finalization of District Development plans.
2.Does the State Plan reflect the Planning needs at School and District Level?
Comments:
Yes. The school level plans have been compiled in to District plan and all the
district plan in turn forms the State plan. The primary goal of RMSA is to make
secondary education of good quality available, accessible and affordable to all
adolescent girls and boys up to the age of 16 by 2020. Under the RMSA
scheme specific targets has been set for different components of the secondary
education system. State plan reflect the planning needs alt school and District
level
2(a) Whether State Plan has adopted a convergence approach with following department.
(2. Yes 2. No)
S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1
b. Social Welfare 1
c. Tribal Development 1
d. Minority department 1
e. Rural Development 1
f. Urban Development 1
g. Medical Health & Family welfare 1
h. PWD 1
i. Transportation (Roadways) 1
j. Others 1
Comments: At State level a planning team has been constituted to guide, facilitate
and appraise the district plans. This core planning group involved State Project
Director, Additional Project Director and Component in charge for Access, Civil
Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education,
Girls Hostel and Academy of administration, training institutes. According to the
State, The respective district has internal mechanism for overseeing the
implementation of the programme through a monitoring committee constituted for
the purpose.
2(b) Any problem areas of restructuring on convergence and co-ordination
The State plan has been prepared and it has proposals regarding convergence
with all the concerned departments wherever required. There is no such
problem reported by the District officials in this regard.
3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.
Different committees have been formed at the State level for proper monitoring
of the scheme. Regular visits are also being made by the State level officials.
Monitoring is an internal management process of continuous control of inputs,
rocesses and outputs in order to identify strengths and weaknesses, formulate
practical proposals for action and take the necessary steps to reach the
expected results. It is important to remember that monitoring include action and
is not simply limited to an identification of strengths and weaknesses. At the
secondary level monitoring is done through the inspectorate system. This
system has served largely to exercise authority and control rather than provide
academic support to teachers. The school inspectors perform a number of
functions, one of which is to visit schools under their preview. Their visits are
usually few and far between, during which the students and teachers tend to
present a positive picture of the school, regardless of the ground realities due to
fear of punishment.
4. Any separate strategies for naxalite/extremist affected districts prepared at the State/district level in consultation with the district authority?
1. Yes 2. No
If not, why?
Not applicable. There is no naxalite/extremist affected district in the State.
2. ACCESS
I. Physical Access – At School and Habitation’s1. Names Category of the Schools visited
S.N.
Categories Number of Schools %
1 EBB 0 0
2 Urban 3 12
3 CWSN (Minimum 3 CWSN) 1 4
4 Higher Gender gap 2 8
5 SC/ST/Minority students abundance 5 20
6 Low retention rate/Higher dropout rate 0 0
7 Schools situated in habitation with large number of Oosc
0 0
8 Low academic achievements 5 20
9 Schools situated in habitation of seasonal migrants
0 0
10 Urban Schools with most students of deprived sections
0 0
11 Forest/Mountain/Remote/Desert area 0 0
12 Flood/natural calamity prone area 0 0
13 Ongoing civil work 2 8
14 School with girls hostel 0 0
15 None 7 28
Comments: 3 sampled schools were situated in urban locality. In 1 school more than 3 CWSN are
enrolled in 9th and 10th. 2 sampled schools have high gender gap. 5 schools are with
SC/ST /Minority in majority. 5 schools also show high drop out of students with 6
schools of low academic level. 1 school was situated in remote area. In 2 schools
construction work was on going. 5 schools have low achievement level of students.
2. Location of the School adjacent to or within any of the following sensitive areas.
S. N. Area Number of Schools
Situated %
1 Protected area (National Park, Wild life sanctuary)
0 -
2 Flood prone /flood plain area 0 -
3 Earthquake prone zone 5 20
4 Unstable slope 0 -
5 Landslide prone Area 7 28
6 Cyclone prone Area 0 -
7 Storm surge prone Area 0 -
8 Drought prone Area 0 -
9 Polluting Industrial Area 0 -
10 Mining Area 0 -
11 Arsenic /fluoride contaminated ground water area
0 -
12 Busy National/State Highway 4 16
13 Congested urban/market/commercial area 3 12
14 Any particular disturbance faced by School due to its location
1 4
15 None 5 20
4. Number of Students enrolled in School from habitations coming from a distance greater than what is prescribed for a neighborhood School.
S. N. Distance of School from habitation
Number of students %
1 0-1 km. 1352 42%
2 1-2 km. 933 29%
3 2-3 km. 483 15%
4 3-5 km. 257 8%
5 More than 5 km. 193 6%
Total 3218 100%
47% students have access to schools located within habitation i.e. upto 1
k.m.
19% students have schools within a distance of 1 to 2 kms. 14% students
have access to schools located at the distance of 2 to 3 kms.
11% students have access to schools located at a distance of 3 to 5 kms.
Only 9% students have to cover a distance of more than 5 kms. to reach the
school.
0-1 km. 1-2 km. 2-3 km. 3-5 km. More than 5 km.
0%
10%
20%
30%
40%
50%47%
19%14% 11% 9%
Distance traveled by % children for attending schools
4. Presence of any natural or man-made barrier that poses any problem for the Students in accessing the School.
No. of SchoolsYes No17 8
% 68% 32%
If yes mention themSeasonal rivers etc.Forest
Comments : Since the catering area of the schools is relatively bigger than the
elementary schools, children from different habitations attending school. Therefore,
even though the school is located at a prominent place in some cases the access has
certain hurdles like seasonal riverlets, forest etc. for some of the children.
6. Name and Distance of the nearest secondary School (Govt./Pvt.) from the
habitation the School is located at, and catchment area of the School.
Distance from School/Catchment areaTotal
No. of SchoolsLess than 1 km. 1-3 km. 3-5 km. More than 5 km.
7 4 4 10 25% 28 16 16 40 100
Comments :
7 nearest schools are located at a distance upto 1 km. from the sampled schools, 4
nearby schools are located at a distance of 1 to 3 km. to the sampled schools,
whereas 4 schools are situated at a distance of more than 5 kms. to sampled
schools. 10 schools does not have any secondary school in nearby area.
7. Any special arrangement like transportation facility or residential facility made
available for the benefit of students.
Facility Provided by number of Schools %
Transport facility 0 0
Residential facility 0 0
Comments: No transportation facility is being provided to students by any of the school.
II Social Access
1. Pattern of population of the habitation and enrollment in the School –
1. (a) Social category-wise population of Students of age group 14-16 years in the
habitation.
Population Pattern of Habitation
Category 14-16 AgeBoys % Girls % Total %
SC
ST
Data Not AvailableMinority
General
Total
Comments :
(c ) Share of SC,ST, Minority, and BPL families’ Girls-boys in enrollment is proportionate to their share in population of the habitation/neighborhood or not.
No. of Schools
ProportionateYes No25 0
% 100 0
Comments:
School heads of all the visited schools informed that the share of SC,ST, Minority and
Girl children in enrollment is proportional to their estimated share in population of the
habitation catered to.
2.(a) Classwise, Social Categorywise enrollment and attendance (on the day of field visit)
*B-Boy, G-Girl, E-enrolled, P-present
C
l
a
s
s
SC ST OBC Gen Total
B G total B G total B G total B G Total B G total
E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P
9220
15921
2165
432
324
15 10 12 9 27 19 1511
1412
29 23588
466
565
453
1153
919
838 64680
363
9
1641
1285
1
0212
15420
3158
415
312
15 10 11 8 26 18 1512
14 9 29 21565
472
543
458
1108
930
807 64877
163
3
1578
1281
T
o
t
a
l
432
31341
5323
847
636
30 20 2317
53 37 3023
2821
58 44
1153
938
1108
911
2261
1849
1645
12941574
1272
3219
2566
% 51% 72%
49% 78%
75% 57%
67%
43%
74%
70%
52%
77%
48%
75% 76%
51%
81%
49%
82%
82% 51% 79%
49%
81%
80%
Comments: The major portion of children enrolled in the schools belongs
to the Scheduled Caste and General and Others category. 80% (79% boys
and 81% girls) students were present in the schools on the day of visit
across 25 schools under study. 75% SC students (72% of boys and 78% of
girls) were present on the day of field visit. The proportion of Scheduled
Tribe in the population in the Students belonging to ST category is very
low. Among the ST students (67% of boys and 74% of girls) were found
present. In case of OBC students, 76% of them (77% of boys and 75% of
girls) were present. So far as the attendance of General students is
concerned, 82% of these students (81% of boys and 82% of girls) were
reported to be present on field visit’s day. The proportion of boys and girls
among different social groups is given in the below graph.
SC ST OBC Gen & Others0
50
100
7267
778178
74 7582
BoysGirls
SC ST OBC Gen & Others0%
50%
100%
75%70%
76%82%
Attendance rate
Attendance pattern among different social groups
2(b) Enrollment and attendance of students of economically backward background on the
day of field visit (based on BPL Card)
C
la
ss
SC ST Minority Gen & Others
Total
Total
B G Total B G Total B G Total B G Total B G Total
E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P
994
73
80
64
174
136
6 5 4 310
8 9 8 7 517
13
103
84
90
70
193
153
216
170
183
142
399
312
1
080
63
71
56
151
119
5 4 4 3 9 7 8 7 7 514
12
98
82
86
68
184
150
194
158
168
133
362
290
T
ot
al
174
135
152
120
326
256
11
9 8 619
15
17
15
14
10
31
24
201
166
176
137
377
303
403
325
350
273
753
597
%53%
78%
47%
79%
78%
57%
83%
43%
67%
76%
55%
88%
45%
68%
79%
53%
82%
47%
78%
80%
54%
81%
46%
78%
100%
79%
There is no such variation in pattern of attendance with regard to boys and girls and
also across various social groups. Attendance rate varies 80 percent to 76 percent in
total. The attendance for girl children belonging to minority is a little bit low but that too
is above 75 percent for both boys and girls.
4. Any overt or covert, manifest or subtle discrimination against Students of any
social group or community by the teachers or peers is observed in School, and the
efforts made to minimize it.
No. of Schools
Discrimination
No discriminationBy teachers By peers
0 0 25
% 0 0 100
Comments:
In none of the visited schools, the discrimination against children of any social group
by teachers or peers was observed.
5. Do the overall conditions prevalent in Schools facilitating access of CWSN to
secondary Schools. If not, the details of obstructions and barriers.
Number of Schools providing following facilities for access of CWSN –
Facility Number of Schools %Proper ramps with hand rail 15 60
Western toilet seat
Special furniture in classroom
Tricycle
Escort
Other (Specify)
If the prevailing conditions in School do not facilitate access of CWSN to School State the obstructions and barriers.
Obstructions - Low Budget,
Barrier - Geographical conditions
Comments: Regarding provision of facility for access of CWSN, out of 25 sampled
schools, 14 (56%) schools reported to have the facility of proper ramps with hand
rail. None of the sampled schools have facility of special toilet, special furniture and
escort etc. for CWSN.
IV. Out of School Students (OoSC)/Dropout Students of Age Group 14-16 years. (At School level)
2. The number, gender and category-wise (SC/ST/Minorities/CWSN) profile of out of
School Students (OoSC)/Dropout Students of age group 14-16 years in preceding
session (2012-13).
Category
Class
Enrolled Boys
OoSC/Dropout of age group 14-16 years Total
drop out
%Boys drop out
% Enrolled Girls
Girls drop out
% Total Enrolle
d
SCIX
NA
XST IX
XMinority IX
XGen & OBC
IXX
Total IXX
CWSNIXX
Reasons for dropout -----------------------------------------------------------------------------------------
Comments:
2(a) Efforts being made by School management to bring them back to School and, results thereof during the past one year.
Efforts made –
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
2(b) Results of efforts made
Class-9 Class-10
No.of drop
out
students
No.of drop out
brought back to
School
%
No.of drop
out
students
No.of drop out
brought back to
School
%
NA
Comments :
3. Arrangements made to hold back Students of seasonal migrant families in School.
Arrangement Number of Schools %
Seasonal Hostels
NAAny other arrangement
No arrangement
Comments:
4. If no such arrangement made, whether migration/transfer certificate is issued to such Students by the Schools?
No. of Schools issuing TC
Yes No
NA%
Comments :
5. Information about any special training interventions meant for the OosC.
No. of Schools
Special trainings startedYes No
%Name of Trainings
1 NA2345
5(a) Number of enrolled and present students in training programme on the day of visit.
Boys Girls TotalEnrolled NAPresent%
5 (b) Training programme is imparted through –
Total No. of School conducting training
Trainers No. of School %
Regular teachers NA
NIOS
SIOS
(c ) Average duration of training programme in days and achievement level of
students (on the basis of School record)
Class Enrolled in Training
Programme
Appeared in Exam
Achievement levelAbove 60% 45-59% 33-44%
B G B G B G B G B G
9 NA10
Total%
Comments:
3. Equity
I. Girls Education :
At School/DPO and SPO level.
Gender Gap
1. Gender gap in enrollment, attendance, learning achievement and reasons thereof.
Enrollment, Attendance, Achievement level
Class9 10
Boys % Girls % Total % Gap
% Boys
% Girls % Total Gap
%
Enrollment
838 5180
3 49164
1 10080
751
771
49
1578
Attendance on visit day
64679 63
981 128
5100 64
879
633
81
1281
Appeared in ExamLearning
Achievement (Quarterly/hal
f yearly/yearly)
Above 60%
%Belo
w 60%%
Gender gap = (GX1000/B) G=No. of Girls B=No. of Boys
Class SC ST OBC Others
B G B G B G B G
9th Enrollment 220 212 15 12 27 15 588 565
Avg % Attendance on visit day
72 78 67 74 77 75 81 82
Appeared in exam%
Above 60%
NA%
Below 60%
%
10th Enrollment 212 203 15 11 15 14 565 543
Avg % Attendance on visit day
72 78 67 74 77 75 81 82
Appeared in exam
NA
%
Above 60%
%
Below 60%
%
Comments: On the day of visit, the average percentage of attendance ranges 79% to 89%. ST
boys have the minimum attendance of 78% and SC girls with highest attendance of
89%.
Reasons for gaps in enrollment (if)Reasons Respondent /districts %
A Socio Cultural/Reasons NIL
B Economic Reasons Nil
C Linguistic Reasons Nil
Total
There is no huge gap in enrolment among girls and boys.
Reasons for absenteeism (Gap in attendance)
Reasons Respondents (School/district) %A Health (own or family members) 5 50B Social cultural issues 4 40C Sibling Care 1 10D Household responsibilities 0 -E Family issues / Gone to relatives 2 20F Earning for livelihood 1 10G Migration 0 -
H Any other 0 -Total 10 100
Comments:
10 (40%) schools reported about instances of absenteeism and out of these 5 (50%)
schools each attributed to health reasons and family issues, 4 (36%) to socio-
cultural issues and 1 (10%) each, to sibling care and earning for livelihood.
3. Efforts made to address the gender gap attitudinal and physical.
Barriers No. of Schools % Efforts made to address
barriers(a) Physical barriers 5 20(b) Attitudinal 8 32(c) Linguistic barriers - -(d) Economical barriers 12 48
Comments:
Amongst various efforts made by schools to address the problem of gender gap, 8
(32%) schools tried to counsel the parents, 5 (20%) schools provided facility of
separate toilets for girls and 12 (48%) schools helped girl students by providing them
free dresses, cycles and scholarships.
4. Efforts made to address the gender gap and removing the physical barriers.
10 (40%) schools got equipped with the facility of separate and safe toilet for girls
to address the gender gap, but 4 (16%) schools did not made any efforts to
address the problem. Some sampled schools have made efforts by counseling
parents for removing attitudinal and economical barriers. Teachers consult with
parents with negative attitude toward their ward’s education and provide them
necessary suggestions as required. They also discussed with the parents about
various schemes and scholarships for removing economical barriers.
5. Any efforts being made for the counseling of parents to handle the problem of
girls. If not why?
No. of Schools
Counselling of parents done
Yes No
18 7
% 72 28
18 (72%) schools made efforts for counseling of parents to handle problems of
girls, but 7 (28%) school authorities were not proactive in this realm.
Unavailability of schools in the local habitation is one of the major barrier for
reduction in girls enrollment, District is working under the realm for constructing
High schools with in a distance of 5 kms.
6. Impact of separate hostel and other physical facilities and availability of security
on enrollment, attendance and learning achievement of girls.
iv. Number of Schools having facility of separate girls’ hostel in campus or in
nearby area.
v. Number of girls residing in girls’ hostel in sample Schools.
vi. Any physical barrier faced by hostellers in their access to School – Nil
0
4. Guidance and Counselling
At School level :
7. Guidance and Counselling Cell been constituted by the School or not. If yes, the
available student counselor ratio:
No. of Schools
Guidance & Counselling Cell ConstitutedYes No17 8
% 68 32Avg. SCR
SCR: Student Counselor Ratio
17 out of the visited 25 sampled schools have reported that they have
constituted guidance & counseling cell.
8. Number of Students being assisted by the cell.
Total Enrollment of Class IX, X in sampled
Schools in district
No. of students assisted by the Cell in total sampled Schools in district
%
3218 538 18
Comments:
About 18 percent of the total children have been reportedly received assistance
from the guidance and counselling cell.
9. The frequent problem areas of the students for which guidance and counseling is being sought.
S.No. Problem areas Responses %1 Selection of optional subjects after
sec.10 40
2 To opt scout/guide/NCC 2 83 In choosing career 6 244 Seeking information about
entrance exams to various professional streams
4 16
Amongst the frequent problem areas of students for which guidance and
counseling has been sought, are the selection of optional subjects in 10 (40%)
schools, selection of career in 6 (67%) schools, seeking information about
entrance exams to professional courses in 4 (44%) schools and opting
scout/guide or NCC in 2 (22%) schools.
5. Quality II. Enabling Conditions : At School level
Availability of following enabling conditions
1-(a)
S.
No.
Physical Aspects Total
Number of
rooms
Number of
equipped
rooms
%
1 Natural light 114 112 98%
2 Ventilation 114 71 62%
3 Black Board appropriately located in classroom 114 104 91%
4 Bulb/Tube light /CFL 114 84 74%
5 Fan 114 82 72%
Natural light is available in 98% rooms of 25 sampled schools, however, cross-
ventilation exists in only 62% rooms. Blackboards are appropriately located in 91%
classrooms. Availability of bulbs/tube lights/CFL exists in 74% and ceiling fans are
available in 72% classrooms. Charts etc. are displayed only in 66% classrooms
across sampled schools.
1(b) Availability & workability of following material/equipments –
S.No.
Name of Material/Equipment Availability in Number of Schools
Functional in Number of
SchoolsNumber % Number %
1 Teaching aids 24 96% 23 92%
2 Desk-chairs/stools for students (Adequate)
19 76% 18 72%
3 Integrated science lab with equipments and material
14 56% 14 56%
4 Math kit 14 56% 14 56%
5 Science kit 14 56% 14 56%
6 Art and Craft room 1 4% 1 4%
7 Library with age appropriate books and seating arrangement
4 16% 4 16%
8 Purified/ Safe Drinking Water 16 64% 15 60%
9 Fire Extinguisher 18 72% 17 68%
10 Staff room 21 84% 20 80%
11 Indoor games room 19 76% 18 72%
12 Counselor room 16 64% 15 60%
Teaching aids
Desk-chairs
/stools f
or students
(Adequate)
Integrated science la
b with
equipments and m
aterial
Math kit
Science kit
Art and Craft ro
om
Library w
ith age appropria
te books and se
ating arrangement
Purified/ S
afe Drinking W
ater
Fire Extinguish
er
Staff room
Indoor g
ames room
Counselor room
0%10%20%30%40%50%60%70%80%90% 84%
64%56% 56% 56%
4%
16%
52%60%
72%64%
52%
available in % schools Functional in % schools
Use of innovative teaching aids including ICT devices in classroom by teachers in teaching learning process -
Use of Teaching aids & ICT devices madeTeaching Aids ICT
devicesYes No
Yes NoNo. of Schools 14 11 5 20
% 56 44 20% 80%
Comments: Teaching aids (charts) purchased from the market have been
displayed on walls of classroom in 14 (56%) schools. Use of ICT devices has been
made in classroom transactions by teachers of 5 (20%) schools.
5. (a-c) Comments on the availability and usability of the following facilities.
Availability of No. of schools % Usability %
Library room 4 16 4 16
Age appropriate books 4 16 4 16
Integrated science & Math
lab
14 56 14 56
Science & Math kit & other
lab equipments
14 56 14 56
Art & Craft room 1 4 1 4
Comments: Library room is available in 4 (16%) schools and its usability have been
reported in all these 4 schools. Age appropriate books were available in 4 (16%)
schools and were in use in all these schools. Integrated science and Math lab was
available in 14 (56%) schools, whereas science kit & math kits available in 14
(56%) schools are reportedly were being used in all these schools.
6. The number of days, the school functioned during the last academic year? Give
reasons for the closure, if any of the school remain closed for long gaps during
last year. Suggestions to avoid repetition of such instances.
No. of schools remained closed - NIL
Average No. of days, school(s) remained closed in last year - NA
Reasons for the closure - NA
Suggestions to avoid repetition of such instance - NA
Comments: None of the schools remained closed for a single day during the
working days.
3. Number of teachers present in the School (Male & Female, vacancies against sanctioned posts.(In total sampled Schools in district)
Sanctioned Posts
(subject-wise)
Number of teachers placed
Total
% Number of teachers
present in School on visit
day
Vacancies against
sanctioned posts
%
M F M F
146 126 126 82 109 20 18
Number of Schools
Sufficient teachers available to teach
Science Math Language
22 23 25
% 88 92 100
6. Number of teachers possessing professional training qualifications (subject-wise) as mandated and number of untrained teachers.
No. of School
No. of trained teachers No. of untrained teachers in sampled
Schools25 0 0
% 100 - -
All teachers, posted in all the 25 (100%) sampled schools, possess
professional training qualifications as mandated.
7. Practice of truancy, i.e. absenteeism/class bunking by students/teachers being
reported in the School, If so, the reasons thereof, steps taken by the School
management to curb the practice.
Class bunking/Truancy%No. of Schools
Yes NoStudent 0 25
Teachers 0 25
Practice of truancy has not been reported in any of the sampled schools
8. Policy of teacher recruitment, deployment, training, remuneration and career
advancement (At State level)
Teachers are recruited through direct recruitment as well as through promotions.
III. Teaching Learning Process
1. Maintenance of teacher’s diary including curriculum delivery and lesson Plan
etc. by teachers & countersigned by the Head of the institution regularly.
No. of Schools
Teachers diary maintained Counter sign
Yes No Yes No
18 7 10 15
% 72 28 40 60
Teachers in 18 (72%) schools have maintained daily diary but this diary is
regularly counter signed by their school heads only in 10 (40%) schools. In 2
schools where teachers Dairy is maintained, school heads didn’t show much
concern about the same.
2. Availability of timetable prescribed by the School and followed by the teachers.
No. of Schools
Prescribed time table available Time table followed by teachersYes No Yes No25 0 25 0
% 100 - 100 -
Comments: It was observed by MI team that all visited schools have
displayed well planned time table and were regularly followed by the subject
teachers. Time table help the students for carrying required amount of books.
Teachers could plan their lesson according to time table; similarly students
could complete their homework with in time.
3. Are discussions and group team works encouraged as a methodology of teaching
for involvement of Students/students in teaching learning process ?
No. of School
Discussion and group team work encouragedYes No22 3
% 88 12
Comments : Discussions and group work has been encouraged in 76 percent
schools. Overall in 22(88%) schools, students were being involved in teaching
learning process by their teachers through activities and motivation. In rest 3
(12%) schools students are only silent listener in their class. Teachers should
motivate students for asking questions and discuss the topic taught during the
periods, so as to make students conceptually understand the topic taught.
4.a-c Classroom management with reference to seating arrangement of Students.
No. of Schools
Students made to sit in small groups
Students of disadvantaged groups
and Students with disabilities sit
separately or on back benches
Students have role in classroom
management
Yes No Yes No Yes No0 25 0 25 25 0
% 0 100 0 100 100 0Groups made of
Same class
DifferentNo. of
Schools0 0
%
Comments :
In none of the visited schools children sit in classroom in small groups. There is
no separate seating arrangement for the children of disadvantaged groups and
CWSN in any of the sampled school. Students of 11 (84%) schools are involved
in classroom management.
6. Remedial Teaching:-
Number of schools, which arranged zero period, extra classes etc. for academically weaker students –
No. of Schools who arranged zero period, extra classYes No
19 6% 76 24
Extra classes Throughout year Only for one month before exam
19 6% 76 24
Average days of zero period in a week5
Results thereofResults improved in – 15 schools, improvement in cognitive level of weak students in 18
schools.
Comments : Remedial teaching for academically weaker students through zero
period is being practiced in 19 (76%) schools for five days per week, one month
before exams. School heads of 15 (60%) schools out of 19, have acknowledged the
increase in percentage of result and in 18 (72%) schools the achievement level of
weaker students have increased.
7. Method/s of evaluation being followed in the school/classroom.
Method/s
Response
%
Marks 25 100
Comments: Marking method is adopted as method of evaluation in all 25 (100%)
schools. Apart from the exams prescribed under State norms, 18(72%) schools also
have the practice of conducting periodic exams. 10 (40%) schools only conduct the
prescribed exams. 16 (64%) school’s head also reported of conducting surprise
exams occasionally in the schools.
8. Participation level of the CWSN in classroom processes and efforts made to optimize it.
No. of schools with CWSN %1 4
Participation level in classAll CWSN participate actively 1 4Few CWSN participate 0 0No participation 0 -
Efforts made to optimize participation of CWSN in class
1 CWSN are made to sit in front row in classrooms.
2 They are being applauded on giving right answer.
Comments: CWSN students are studying in only 1 of the visited schools and all
CWSN students participate actively in classroom processes in the school. Teachers
make CWSN sit in front row, pay special attention to them and appreciate them on
answering questions in classroom processes.
9. Nature of peer interaction with CWSN.
Peer Interaction Number of schools %
Friendly 1 4
Neutral 0 -
Taunting 0 -
Teasing 0 -
Bullying 0 -
Comments : Pear interaction with CWSN is friendly in the visited school.
10. Individualized Educational Plan (IEPs) prepared for CWSN .
No. of schools with CWSN
1
IEP
Prepared Not prepared
0 1
% 0 4
Comments: Individualized Educational Plan (IEPs) have been prepared
for CWSN in the visited school.
11. Availability of adequate facilities for seating CWSN –
Total No. of sampled schools No. of schools with CWSN in samples25 1100 4
No. of
No. of schools with CWSN seating facilitiesYes No
0 1% 0 4
III. Teachers’ Training
2. Provisions for Training of Teachers
S. No.
Provisions for In-service training Schedule Duration
1 Induction training (Science, For newly 10 days training
S. No.
Provisions for In-service training Schedule Duration
Maths, English, `Social Science, Hindi & Sanskrit)
recruited teachers programme based on NCF. 2005, content, pedagogy and classroom activities.
2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science
From July to December (50% of existing teachers from each district to be covered)
5 days
3 Orientation programme for Head Master/ Principal
As per SPO calendar
3 days
4 Training for newly recruited Head Masters
As per SPO calendar
10 days
5 Management training for Head Masters/ Principals
From Aug. to January
14 days
6 Workshop for Development of different modules for training
As per SPO calendar
10 days
7 Training of Resource Persons for H.M.’s training
As per SPO calendar
8 Block head-quarters and girls hostels
As per SPO calendar
2 hrs. daily after School for 15 days
9 Development and Life skills for girls
As per SPO calendar
5 days
10 Sensitization programme (legal literacy workshop)
As per SPO calendar
1 days
1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills –
In service teachers training has been conducted by SCERT. In total 7707 teachers have been provided with in-service training in the State.
Comments:
2. Inclusion of trainings for dealing with CWSN, in training programme
Details of in-service training in subjects received by teachers -
No. of schools whose teachers received training under RMSA25
% 100S.
No.
Subject
s
Number of teachers,
received training under RMSA
Average teachers
per school who received training
Average Duration
1 Science 25 2 52 Maths 25 2 53 English 25 2 44 Social Science 25 2 45 Sanskrit 0 - -6 Hindi 0 - -7 Computer training 0 - -
2 (i)
Need of various trainings expressed by teachersS.No.
Name of Training Number of Schools expressed the need
Frequency Duration
1 Subject based training 25
Annual
2 Orientation Programme 2 Annual 5 days
3 Innovations’ training 1 Annual 5 days
4 Training for Development of life skills
0 Annual 5 days
5 Computer training 8 Annual 11 days
6 Scout Masters’ training 7 Annual
7 Disaster Management Training
2 Annual 11 days
8 CWSN 0
9 Any other (mention)Comments:
Teachers across 25 sampled schools have reiterated the need for subject
based training and teachers of 9 (36%) schools have put stress on the need of
computer training. It is strange that none the teacher have demanded for
training for dealing CWSN in classroom.
3. Impact of training on the confidence level of the teacher in handling a class with CWSN :
Since no teacher have received the training to handle CWSN in classroom. The
impact on confidence level of teachers cannot be judged.
10.Physical availability of adequate and good quality facilities for in-service
training with reference to –
Facilities Adequate % Inadequate %
Space 12 48 4 16
Projection 9 100 0 -
Tools/Modules 21 100 0 -
Equipments (LCD, Projector, Computer etc.)
8 32 3 12
Comments: It is evident from above table that teachers of 12 (48%)
schools have expressed positively about adequacy of space at the venue of
training. The quality of projection and good use of tools was confirmed by
teachers of all 21 (100%) schools. Use of equipments i.e. LCD projector and
computer in training, was acknowledged by teachers of 8 (32%) schools.
5. Whether training modules are need based or not?
No. of schools Yes No22 3
% 88 12
Comments: Teachers of 22 (88%) schools out of 25 schools told that the
training modules were need based.
6. Impact: Use of new technologies like Computer Assisted Learning (CAL), LCD
Projector etc. for imparting lessons in the classroom by teachers.
Total No. of teachers received
No. of teachers using CAL,
%
24 8 33
Comments: Teachers who have received training for the use of new technologies
like CAL, LCD and projectors etc for imparting lessons to their students in class
rooms. But none was using these technologies. as such equipments were not
available in the schools.
7. Trainers/Resource persons from following institutions who imparted trainings –
No. of schools whose teachers received training from RMSA - 21
S. No. Institutes Number of Respondents
% of respondents
1 Secondary Schools 10 40
2 Higher Secondary Schools 14 56
3 DIET 4 16
4 College/University 3 12
5 SIERT 2 8
6 IASE 0 -
7 CTE 4 16
8 NIC 0 -
Comments: Teachers of 10 (40%) schools told that the trainers were from
secondary schools, teachers of 14 (56%) schools said that they belonged to
Higher Secondary Schools. 4 (14%) schools’ teachers told that trainers
were from DIET and teachers of 3 (14%) schools said that trainers were
from college education. Presence of trainers from SIERT and CTE was
confirmed by teachers of 2 (9%) schools and 4 (19%) respectively.
8. Any other issue related with teachers’ training of secondary education
Comments: Teachers of 14 (56%) schools put stress on need of increase
in duration of training period, the trainings should be residential and use of
multi media should be there in training.
6. CIVIL WORKS
I. General Information At School Level
1. Availability of class rooms for Class IX & X (Std. Size 20’x24’)
Class Sections Available no. of rooms % Deficit %
9 38
32
84 6 16
10
38
33
86 5 14
Comments: In sampled schools, both class 9th and 10th has been divided into 38
sections. In case of availability of rooms concern, 32 rooms are available for class 9 th
and 33 rooms were available for class 10th. There is a deficit of 16% and 14% rooms
for class 9th and 10th respectively.
4. Area of the School
No. of Schools having
School CampusSchool Building Open Space Play Ground Other
25
25
25
% 100
100
100
Total area (sq.ft)of sampled SchoolsAvg. (sq.ft) AreaList of Schools with specified details is attached
Comments:
II. Design
1. Type of Building –
Pucca Semi Pucca Kutcha Rented
No. of Schools 25% 100
Comments : All the schools visited by the Monitoring Institutes have pucca building.
2. Physical Condition of building -
No. of SchoolsCracks Damp Seepages Damages in
PlasterNone
10 11 8 3 5% 40 44 32 12 20
Comments : The status of physical condition of buildings shows a sorry
state as 10 (40%) school buildings have cracks in building, 8 (32%) have
sepages, 11 (44%) schools have dampness and 3 have damages in plaster.
Comments:
3. Any local innovative approaches in School building design
Yes % No %
No. of Schools 0 100 25 100
Kind of Innovation
Comments: No instance of local innovative approach in school building have been reported in any of the sampled school.
5. Lighting Facility in Classrooms
No. of Schools
Arrangement of lighting facilityYes No25 0
% 100 0
No. of Schools
Functional Not functionalYes No23 2
% 92 8If not functioned, Reasons
1.2.3.4.
Steps taken1.2.3.4.
Supply of electricity
No. of Schools
Continuous Intermittent
10 15
% 40 60
Average duration of availability
3-4 hours
Comments : Arrangement of lighting facility was made in available in all the schools
and functional in 23 (92%) schools. Power supply was found to be continuous in 10
(44%) schools and intermittent for 2-3 hrs and more at times in 15 (60%) schools. On
an average the electricity facility was reported to be available for 3-4 hours during
school timings.
6. Availability and usability of following provision of alternative electric power supply -
Generator Inverter Gobar Gas Plant
Solar Panels
Wind Electricity
Other
No. of Schools Availability
%
No. of School In working condition
%
No. of School Usability
%
Comments: All the visited schools had the facility of lighting, these are in working condition in
23 schools. However the supply of electricity was reported irregular in case of 15 schools.
7. (a-b) Library Design - Availability of the Following -
Sufficient Seating
Space
Proper Light Ventilation Regular Pest
Control
Yes No Yes No Yes No Yes No
No. of Schools
4 21 4 21 4 21
% 16
84
16
84
16
84
Library exists in 4 schools, these libraries had proper seating space in 3 cases only. Lighting
was proper for almost all libraries.
8. (a-d) Laboratory Design
Laboratory is available in 14 (56%) schools.
11. Sanitation Facility –
(a) Availability of adequate numbers of urinals/lavatories students, teachers and others
Users Facility of urinals/lavatories available in Schools
Adequate Number % Inadequate Number %
Boys 23
88
2 8
Girls 22
88
3 12
CWSN 2 8 23
92
Teachers 19
76
5 20
Other workers 0
Comments: 23 (92%) schools have adequate urinal facility for boys and 22 (88%)
schools have same separate facility for girls, 19 schools have toilets for teachers. In no
school for other workers separate urinals and lavatories have been constructed and
workers share common lavatories of students or teachers. Only in 2 (8%) schools
separate lavatories were constructed for CWSN.
(b) Maintenance/Cleanliness of toilets and supply of water
No. of Schools
Maintenance Cleanliness Supply of running water
Yes No Yes No Yes No15 10 15 10 15 10
% 40
60 40 60 40
60
Comments:
The running water facility in toilets, exists only in 10 (40%) schools. The
toilets have proper maintenance and cleaning facility in 15 (60%) schools.
There is no such facility in 10 (40%) schools and that makes the toilets
unusable owing to stink etc.
III. Schools with ongoing construction activity
1. (a-d) Sufficient measures being taken by School authorities to ensure that it does
Ongoing construction activitiesYes No3 22
% 12 88Type of construction New school building Strengthening of existing school Repair works
No. of Schools 0 3 0 -% 12 - -
Measures being taken by school authorities
a. Measures being taken to ensure
No. of schools
Academic activities not
hampered due to construction
Construction activity does not vitiate quality Noise pollution in
permissible limitAir Water Land
Yes No Yes No Yes No Yes No Yes No2 1 2 1 2 1 2 1 2 1
% 66.67 33.33 66.6 33.3 66.67 33.33 66.67 33.33 66.67 33.33
b. Construction material stored appropriatelyNo. of Yes No
1 2% 33.33 66.67c. Temporary fencing of construction area done
No. of Yes No0 3
% - 100
Comments: The construction activities are ongoing in 3 (12%) schools and out of
these schools, in 1 (33.33%) school construction work of new building and in 2
(66.67%) schools, civil work for strengthening of existing building has been ongoing.
However, school authorities and contractors have taken measures in 2 (66.67%)
schools to ensure that academic activities are not hampered, air, water land’s quality
is not vitiated and noise pollution has been kept within permissible limits.
Construction material has been stored appropriately in 1 (33.33%) school. None of
the schools with ongoing civil work has taken care to make temporary fencing of
construction area.
2. (a-b) Procurement aspects
No. of schools
Same contractorwhom the work was awarded is doing work (a)
Stage of construction work Constructionwork being
done according to layout plan
Yes Subletedto other
Foundationlevel
Plinthlevel/ DPC
Lintel RoofLevel
Flooring/plastering
Finishinglevel
Yes No
2 1 0 0 0 3 0 0 3 0
% 66.67 33.33 - - - 100 - - 100 -
Comments: In 2 (66.67%) schools, same contractor, to whom the work was awarded has
been doing work but it has been subleted to some other person in 1 (33.33%) school.
Construction work has been done on the basis of layout plan and it has reached to
finishing levels in all 4 (100%) schools.
2(c-g) h. Number of visits per School of Technical persons and authentication done or
No. of
Schools
Community
members
through SMDC
involved in
procurement
process
Sub Committee
(Construction
Committee)
Constituted
A/c Books Civil
Work
(Construction)
maintained/
updated
MB for Civil
Work
Maintained
Payment made
to contractor
in accordance
with MB
Material
stocked is in
line with
stock register
Cheque issue
register
maintained
Quality up to the mark Physical existence
of construction
material matches
with entry made in
stock register
Construction
Material
Construction
work
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No
3 1 2 1 3 0 3 0 3 0 1 2 3 0 3 0 3 0 1 2
% 75 25 66.67 33.33 100 - 100 - 100 - 33.33 66.67 100 - 100 - 100 - 33.33 66.67
The community members are involved through SMDCs in procurement in
3 (75%) schools. Sub-committee (construction) has been constituted in
2 (66.67%) schools. Account book and check issue register was
maintained in both the schools. For rest of the 3 schools, maintenance of
such registers were carried out by the contractor, school authority and
management have no information for the same. Though Measurement
register was available in 1 school yet none of the school head have the
knowledge of contractor’s payment as payment is directly made by the
District to PWD for construction work. Quality of construction material and
work was up to the mark in 4 schools and match the stock register entry in
all 5 sampled schools with ingoing construction.
(i) System of fund flow from District to the accounts of SMDC
Mode of transfer
Cheque Draft E-transfer Dates of receipt of fund
No. of Schools 4
% 100
All the civil work was directly controlled by the district. Fund flow from District to
the account of PIU is only through cheque.
(j) Any good practices in civil works which can be replicated in other places/in other States.
No such practice reported.
Comments: No such practices were adopted in the District.
7. Community Mobilization / Participation -
Total number of SMDC members in sampled Schools of the District
1. (a-c)Familiarity of SMDC members with their roles as notified by the State Government –
No. of School
s
Level Familiarity with
their roles
% SEMIS DCF
% School
Report Card
% SDMC Registe
r
% Guidelines of School
Development Plan
%
No. of Schools
Training received
by SMDC Members
Printed copy of guidelines of SMDC made available to members
Better 6 24
6 24
7 28
6 24
5 20
Yes
No Yes
No
Good 5 20
4 16
6 24
5 20
10 40
21 4 5 16
Average
8 32
7 28
7 28
10 40
6 24
% 84 16 25 75
Not familiar
6 24
8 32
5 20
4 16
4 16
Comments :
Familiarity of SMDC members with their roles as notified by the State
Government stands at a better level in 6 (24%) at good in 5 (20%) at
average level in 8 (32%) schools. SMDC members were not familiar
with their roles in 6 (24%) school. Their familiarity with SEMIS DCF,
school report card, SDMC register and guidelines of school
development plan is good in 6 (24%) schools while it stands at average
level in 4 (16%) schools. However, SDMC members of 7 (28%) schools
are not familiar with aforementioned aspects. SMDC members of 21
(84%) schools have been oriented on their roles and responsibilities.
Printed copies of guidance regarding role and responsibilities in simple
language have been made available to members by 5 (25%) schools. In
24 schools the SMDC members were familiar about the guidelines
regarding School Development Plan. Training of SMDC members were
confirmed by school head of 2 schools. In 12 (48%) schools printed
copy of guidelines were made available to SMDC members.
0
2
4
6
8
10
12
Better Good Average Not familiar
No. of Schools
2.(i) Frequency of SMDC meetings held, issues discussed thereof and average attendance of the SMDC members-
No. of School
s
Meetings held Average Attendance of
SMDC membersMonthly Quarterly Six monthly Annually Whenever
neededNever
74 1
07 1 2 0
% 16
40
32
4 8
Comments: In majority of schools i.e. in 10 (40%), through verification of SMDC
registers it was confirmed that meetings were organized quarterly. Only in
4(16%) and 8(32%) schools it was organized monthly and half yearly
respectively. Whereas in 3 schools Principal confirmed to have their SMDC
meeting either annually or as per need, though in such schools SMDC registers
was not maintained. An average of 7 members is generally present in the
meeting.
Monthly Quarterly Six monthly Annually Whenever needed
Never0
15
30
45
16
40
32
48
0
Meetings held - % Schools
% Schools
Issues Discussed: Amongst various issues discussed in SMDC meetings, the
most common were the aspects of enrollment , attendance of students,
facilities for drinking water and toilets, talked about by 10 (40%) SDMCs,
followed by 7 (28%) SDMCs have discussions about school development,
about school boundary wall by 6 (24%), about proper utilization of RMSA funds
by 4 (16%) and about maintenance of school building and repair work by 3
(12%) SDMCs.
Roles of SMDC members in monitoring attendance of teachers and students –
No of schools
Monitoring Attendance of Monitoring Academic
Progress of StudentsTeachers Students
Yes No Yes No Yes No20 5 22 3 21 4
% 80 20 88 12 84 16
Comments: It could be predicted from analyzed data that SMDC members
were actively participating in monitoring attendance of teachers and students as
well as academic progress of students. In 20(80%) and 22(88%) schools each,
SMDC members actively monitored the regularity and punctuality of teachers
and students. Whereas in case of academic progress of students is concern, in
21(84%) schools it is monitored by SMDC members.
Level of participation of SMDC members in helping school authorities to conduct following
activities
Leve
l of P
artic
ipat
ion
Stud
ents
Enr
ollm
ent
Regu
lar
Regu
larit
y &
Pun
ctua
lity
of
teac
hers
Runn
ing
of d
ay to
day
act
iviti
es in
sc
hool
& o
rgan
isin
g c
ultu
ral e
vent
s et
c.
Help
in p
rovi
ding
Sch
ool
faci
lities
Good 4 16 1 4 1 4 5 20 4 16 0 - 1 4 2 8 12 48 5 20 0 - 0Average 18 72 13 52 18 72 16 64 16 64 17 68 18 72 13 52 12 48 15 60 12 48 12
Bad 3 12 11 44 6 24 4 16 5 20 8 32 6 24 10 40 1 4 5 20 13 52 13
Comments: The level of participation of SDMC members with regard
to various activities of school is given in above table. Evidently good
level of their involvement in various activities is in 4%, 8%, 16% or
20% schools. Their participation of good level in preparing AWP&B,
filling up of DCF and checking school report card is a far cry. It is a
matter of some satisfaction that 48% to 72% of SMDCs reflected
average level of participation in RMSA implementation, civil work,
SAG utilization, students’ enrollment and attendance and organizing
cultural events. The responses at bad level are definitely a matter
of serious concern. In such situation, SDMC, in fact, remains quite
ineffective in the management and development of school system.
4. Participation of SMDC members in preparation of AWP&B –
No. of Schools Preparation of AWP & B
Yes No
16 9
% 64 36
Comments: As stated above, it stands at average level in 16 (64%) schools.
5. Training received by SMDC members and duration thereof –
No. of
Schools
SMDC members received training
Total No. of SDMC
members
No. of members who received
training
Average of training duration in
days
Yes No 412 315
218 7
% 72 28 100 77
Comments: Out of total 412 SDMC members across 25 sampled schools, 315
(77%) members of 18 (72%) schools’ SMDCs have received two days’ training.
6. Schedule of trainings, received by SMDC members, name agency who conducted the trainings, and perception of SMDC members about trainings.
Month and year of
training held
Trainings
conducted by
Responses about perception of SMDC members regarding trainings Topic, Content, Methodology
projection
RMSA No. of Schools
Good & Useful Average Not Good
5 7 0
% 40 60
Comments: The trainings were organized in the month of April and May, 2014.
The content, methodology and projection of trainings were good and useful
according to 40% schools’ SMDCs and of average quality as per views of SDMC
members attached with 60% schools.
8. MIS (Management Information System) at SPO, DPO and School level
As Uttarakhand is Hilly State with difficult geographical terrain. In most cases
only District Head Quarters are connected with broadband connectivity and most
of the Block Head Quarters have even don't have dialup connection facility. So it
seems little feasible for the next few years that the school will have its own
broadband connectivity. Due to far flanged areas where the schools are located,
it is difficult to collect the DCF in time and the district authorities have to
outsource the data feeding to the plain 03 district Dehradun, Haridwar and
Udham Singh Nagar.
1. Preparation of Master List of all Schools including private in District/State
Comments: The district officials informed that the master list has been
prepared.
2. Distribution of DCF for the current year to all Schools in the District
No. of School DCF distributed to all DPOs from SPOYes No
% 100 0
No. of SchoolDCF distributed all Schools from DPOYes NO
% 100 0
Comments: All the visited schools have received the Data Capture Formats.
3. Training received by teachers /head Master /Principal for filling up of
DCF in sampled Schools and district
In all the visited schools at least one teacher has received the training regarding
filling up of Data in Data Capture Format.
4.Availability of Copy of filled up DCF with School for record and reference (At School level)
No. of Schools
Copy of filled up DCF available Reasons of Non-availability of o/c of DCF
Yes No 1.15 10 2.
% 60 40 3.
Comments: Filled copy of DCF was available in 15 (60%) schools which were kept
as record to be used for preparing AWP&B. Whereas 10 schools sampled, didn’t
kept office copy of filled DCF as record.
5. School report card and sample checks
Data entry done School report card generated
Sample checking being done
Yes No Yes No Yes No
√ √ √School report card distributed to no. of Schools Finding of sample check
%
Comments: District has completed the above mentioned activities such as Data
entry, generation of report card and sample checking. Report card was
distributed to all schools in the District.
6. Has the data been submitted to State level as per time schedule?
Comments: Yes. Data of the year 2014-15 has been submitted to the state.
7. At which level the data is being analyzed and disseminated?
Comments: The authorities informed that data has been analysed at all levels
for authentication of information submitted on random basis.
12. Is SEMIS/ UDISE data used for Planning and budgeting? (1. Yes, 2. No)
Comments: Yes, In 19 (76%) schools UDISE data is being used for planning
and budgeting.
13. Is the back up of the data supplied under SEMIS/UDISE properly maintained? (1. Yes, 2. No)
Comments: Yes, 12 schools kept the office copy of filled data with in the school
as back up.
9. Financial Management (At School, DPO & SPO level) –
1. Nature of financial records and their maintenance and Bank reconciliation –
No. of Schools
Records maintained & updated on daily basis Bank reconciliation done on monthly basisCash Book
Yes No Yes No25 0 25 0
% 100 0 100 0DPOSPO
Comments: Bank reconciliation of cash book is done on monthly basis by all
25(100%) sampled schools. On daily basis records are maintained and updated by 8
(32%) sampled schools. Cash books were also maintained and updated regularly by
DPO and SPO. Record maintenance was found to be very good and in all the schools
records were maintained properly.
2. Mode of transfer of funds to the SMDC from State/District level –
From DPO to SMDC
Mode of Transfer
Cheque Draft E-transfer
No. of Schools 25
% 100%
From SPO to DPO
In all the visited schools funds are transferred through banking channel. In majority of
schools funds are routed through e-transfer of funds.
4. System for drawl and payment of fund from SMDC account –No. of Schools Cash Cheque Both
10 15 12%
Withdrawal of funds depends upon the specific timely requirement of funds, as
and when required.
11.Sharing of proposal for expenditure and expenditure Statements with
community
No. of
School
s
Sharing of If yes, details of
objectionsProposal for expenditure
Expenditure Statements
Any objection raised by community about
any transaction
Yes No Yes No Yes No 1.
25 0 25 0 0 25 2.
% 100 0 100 0 0 100
Comments: The proposals for expenditure and expenditure statements were
found to be shared with the community by 16(64%) visited schools by MI team.
For none of these schools, the objection regarding the expenditure statements
were raised by the community.
6. Audit of SDMCsAll SDMCs in State/District are covered by audit 1. Yes 2.No
No some of the SDMC are yet to be covered by Audit.
No. of Schools
Audit carried outYES NO20 5
% 80 20
D.P.O.
No. of Schools
If yes, Audit carried out byEducation Deptt. A.G. C.A. Social Audit None
20
% 80
Comments: Data obtained from the visited schools reveal that in all 25(100%)
sampled schools, the SMDC account were covered under audit. Audit was carried out
by C.A in all schools.
7. Social Auditing
Display of financial Information on notice board/wall of the School/office for the
purpose of social audit-
Display of financial information (receipts & payments) and timely entered
Yes No
No. of Schools 18 7
% 72 28
D.P.O.
Comments: In only 18 (72%) schools financial information were found to be
displayed in notice board for the purpose of social auditing. School head of rest
of the schools didn’t have the knowledge of social auditing, they assured for not
receiving any kind of order from higher authorities under the realm.
13. Information about MMER at DPO and SPO level
1(i). The total number of staff sanctioned category wise in DPO under RMSA and the number in position.
Name of District_____________________________________S. N. Name of Post Sanctioned In position % Vacant %
1 DPO 01 01 100%
2 AAO 01 01 100%
3 DRP 02 02 100%
4 Accountant 01 01 100%
5 Computer Op. 01 01 100%
6Total
2 Personnels working on deputation/contract and their nature of engagement
No. of Personnel on deputation No. of Personnel on contractAt DPO SPO At DPO SPO
4 1Nature of engagement
At DPO At SPO At DPO At SPO
Comments:
3. Component-wise personnel at State and District level
S.N. Component wise personnelPosition in Place
Working at State level
Working at district level
1 Finance2 Civil Work3 Quality4 Equity5 Gender6 Pedagogy7 Planning8 Training
Total
3(i) If component wise personnels are not in place the alternative arrangements made
2. If the administrative staff is not in place alternative arrangement adopted
Comments: contractual persons.
5 Clarity amongst officials and staff about the objectives, targets and goals of the
programme and their role in the management structure.
Comments: All the officials working are well conversant to their work and have
clarity with regard to objectives, targets and goals of the scheme.
II. MONITORING STRATEGY
1. (i) Use of monitoring tools/mechanism (reports, visits etc.) to ensure effective implementation of the scheme
Comments : The district, block and State level officials visits schools as per
the assigned task and submit their report to competent authority for corrective
measures. As per information received from DPO, they have not used reports
(JRM etc.) to ensure effective implementation of the scheme.
1(iii) Details of visits made by officials of SPO and DPO to district/Schools along with time schedule (from 1st April, 2014 to 31st March, 2015)
At SPO level
S.No.
Post of Officer No. of Visits made
No. of district/ School visited
Time schedule Average No. of visits per district
1. SPD2. Additional
Director Project3 Assistant
Project Director
01 07 2014
At DPO Level
S.No.
Post of Officer No. of Visits made
No. of School visited
Time schedule Average No. of visits pre School
1 DPC2 ADPC3 APC4 Others
Total
The district level officers made regular visits to schools.
2. Details of guidelines laid down for monitoring.
As per information received from DPO, there are guidelines laid down by
SPO regarding monitoring that officials working at DPOs have to seek detailed
information and knowledge about every aspect of RMSA activities in schools of the
district.
RESEARCH (At district and State level)
1. Details of research projects undertaken during the year (1st April, 2012 to 31st March, 2013) –
No research studies carried out.
Monitoring Report of District - Rudraprayag
District Profile - Rudraprayag
Rudraprayag District was established on 16th September1997. The district was carved out from the following areas of three adjoining districts.
1- Whole of Augustmuni & Ukhimath block and part of Pokhri & Karnprayag block from Chamoli District.
2- Part of Jakholi and Kirtinagar block from Tehri District.
3- Part of Khirsu block from Pauri District.
Internationally Known Shri Kedarnath Temple is at North, Madmaheshwar at east, Nagrasu at southern east and Shrinagar at extreme south. The holy Mandakini originated from Kedarnath is the main river of the district.
Historical Back GroundToday’s Garhwal was known as kedar-khand in the past. In puranas kedar-khand was said to be abode of God. It seems from the facts vedas puranas, Ramayna and Mahabharat that these Hindu scriptures are scripted in kedar-khand . It is believed that God Ganesha first script of vedas in Vayas gufa situated in the last village Mana only four km.from Badrinath.
According to Rigveda(1017-19) after Inundation (Jalprlya) Sapt-Rishis saved their lives in the same village Mana. Besides there the roots of vedic literature seems to be originated from Garhwal because the Garhwali language has a lot of words common with sanskrit .The work place of vedic Rishis are the prominent pilgrim places in Garhwal specially in chamoli like Atrimuni Ashram in Anusuya about 25 km. from chamoli town and work place of Kashyap Rishi at Gandhmadan parwat near Badrinath. According to Aadi-Puran vedviyas scripted the story of Mahabhrat in Vyas Gufa near Badrinath. Pandukeshwar a small village situated on the Rishikesh Badrinath high-way from where Badrinath is just 25 km away is regarded as Tapsthali of king Pandu. In Kedar-khand Puran this land is regarded the land of lord Shiva.
The authentic script about the history of Garhwal is found only 6th A.D on word. Some of the oldest example of there are the trishul in Gopeshwar, lalitsur in Pandukeshwar .The Narvaman rock script in siroli the chand pur Gari rock script by king Kankpal authentitcates the history and culture of Garhwal.
Some Historian and scientist believe that this land is origin of Arya race. It is believed that about 300B.C. Khasa invaded Garhwal through Kashmir Nepal and Kuman. A conflict grew due to this invasion a conflict took place between these outsiders and natives .The natives for their protection builded small forts called “Garhi’’. Later on Khasa defeated the native totally and captured the forts.
After Khasa, Kshatiya invaded this land and defeated Khasa accomplished their regime. They confined Garhwal of hundreds of Garhi in to fifty-two Garhi only. One kantura vashudev general of kshatriya established his regime on the northern border of garhwal and founded his capital in joshimath then Kartikeypur vashudev katyuri was the founder of katyura dynasty in Garhwal and they reign Garhwal over hundreds of years in this period of katyuri regime Aadi-Guru Sankaracharya visited garhwal and established Jyotrimath which is one of the four famous Peeths established by Aadi-Guru Sankaracharya. In Bharat varsh other these are Dwarika , Puri and Srinagar. He also reinstated idol of lord Badrinath in Badrinath, before this the idol of Badrinath was hidden in Narad-Kund by the fear of Budhas. After this ethicist of vaidic cult started to pilgrim Badrinath.
According to Pt.Harikrishna Raturi king Bhanu pratap was the first ruler of Panwar dynasty in garhwal who founded chanpur-Garhi as his capital. This was is strongest Garh for the fifty- two garhs of garhwal. The devastating earthquake of 8th September 1803 weakened the economic and administrative set up of Garhwal state. Taking advantage of the situation Gorkhas attacked Garhwal under the command of Amar Singh Thapa and Hastidal Chanturia. They established there reign over half of the Garhwal in 1804 up to 1815 this region remain under Gorkha rule.
Mean while the king of Panwar dynasty Raja Sudarshan Shah contacted east India Company and soughted help. With the help of British he defected Gorkas and merged the eastern part of Alaknanda and Mandakani along with the capital srinagar in British Garhwal from that time this region was known as British Garhwal and the capital of Garhwal was set up at Tehri instead of Srinagar. After the death of Sudarshan Shah Bhawani Shah succeeded him, who died in 1871 and was succeeded by his elder son Pratap Shah. Pratap Shah ascended the throne of Tehri at the age of 21 only. He was the founder of Pratap Nagar.
He also tried to improve the forest, judicial and police administration. During his rule several public uprisings took place in the state. He died in 1886.
Kirti Shah at the time of his father’s death was still in his adolescence, so his mother Rajmata Guleri appointed Vikram Singh as the regent . But after sometime she herself took over administration. Kirti Shah took over charge of the state in 1892. His rule saw a marked improvement in the functioning of courts, forest and other departments. He is said to have invented typewriter for Hindi but gave the copy write to a company. The religious inclination of Kirti Shah is aptly proved by the fact that he organized a religious conference of the followers of different religion at Tehri. He died on 25th April 1913.
Narendra Shah the successor of Kirti Shah was again a minor at the time of succession. Thus, during the initial years the state administration was looked after by a Regency under the presidency of his mother. During the War period(1939-42) Tehri state supplied a huge amount of wood to the Britishers while the king himself offered his services for them during the first world war. Some of his achievement were developing the new township of Narendra Nagar, construction of Kirti Nagar, Tehri , Muni ki Reti. He died on 22nd September 1950 in a car accident but had already relinquished the throne in favour of his son Manvendra Shah on 26th May 1946. The later ruled the state from 1946 till the state was merged with the Indian Union in August 1949.
The newly crated Rudraprayag District was part of three district Chamoli,Pauri and Tehri. On 16th September 1997 Rudraprayag District was carved out from whole of Augustmuni & Ukhimath block and part of Pokhri & Karnprayag block from Chamoli , part of Jakholi and Kirtinagar block from Tehri District, part of Khirsu block from Pauri.
MONITORING REPORT OF DISTRICT - RUDRAPRAYAG
1. Planning & Implementation –
At School Level
1. Perspective Plan for the School –
No. of Schools
Plan developed Not developedYes No25 0
% 100 0If not reasons thereof
Comments: There is a provision under RMSA, to prepare perspective plan. Perspective plan was
available with all the visited schools in the District. The copy of plan by these schools
had been submitted to the district as well. All the guideline was provided by the RMSA.
2. Data base/sources adopted/taken for Planning and Plan preparation at School
level other than SEMIS
No. of Schools
Other Data base/sourced adopted If yes names of other sourcesYes No
6 19 Perception of SMDC Members% 24 76
Comments:
Only 6 of the visited schools by MI team adopted any other data source rather than U-
DISE for planning in the school level. All the visited schools have prepared their annual
plan and submitted to the higher authorities. Most of the head teachers and SDMC
members informed that they try to incorporate all the aspirations and visions in the
plan. Guidelines for preparation of School Development Plan were also available in
most of the visited schools. The SEMIS (Secondary Education Management
Information System) has been renamed as U-DISE format which has to be filled and
sent to DPO office by all the schools of the district.
3. Whether disadvantaged groups have been appropriately factored in the Plan.
Developed Planning strategy for disadvantaged groups
No. of SchoolsYes No
8 17
% 32 68
Comments:
Principal of 8 (32%) visited schools revealed that the development of separate
planning and strategies for disadvantaged group has been done in the perspective
plan While in 17 (68%) schools the Principal were not sure about it. The Principal of
these schools disclosed that they did not got any instruction regarding it from district
level.The reason for not doing so, told to us by some schools was that no such need
has been felt, whereas lack of proper guidelines from authorities and lack of
knowledge at their end by other schools.
4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan -
No. of SchoolsConvergence approach adopted
Yes No18 7
% 72 28
Comments:
Maximum convergence done in practical by 18 (72%) schools, was found with Health &
Medical Department, 16 (64%) schools got converged with water and sanitation
Department. Some of the other departments, were also sought for convergence by the
schools. While preparing School Development Plan, convergence with such
departments help the school in many ways for developing a quality and comprehensive
plan.
5. Incorporation of SMDC recommendations in the School Development Plan
No. of Schools
School Development Plan Prepared
Recommendations incorporated in School Development Plan
Yes No Yes No25 0 25 0
% 100 0 100 0
Comments :
SMDCs were showing interest in activities related to RMSA in almost all the
visited schools. In most of the schools the coordination among the teachers and
members was found to be good and they were appreciative of the fact that a
coordinated effort is required for development of the facilities under the scheme.
All the visited schools, prepared school development plan and incorporated the
recommendations made by SMDCs in their plans.
14. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools :
S.No. Roles Responses regarding assigning roles (No. of Schools)
%
1 Filling of DCF of U-DISE 11 442 Preparation & Implementation of
Annual Plan 24 963 Admission of Students to Class-9 17 684 Regular attendance and retention of
students 17 685 Regularity & Punctuality in teachers’
attendance 19 766 Civil work 24 967 Providing
resourcesPhysical 10 40Human 12 48
8 Organizing cultural, sports events, functions 14 56
9 Mid-day-meal 25 10010 Preparing annual accounts of income &
expenditure of SMDC 10 4011 Any other 14 56
Comments :
On school level, SMDC work for planning, implementation and management of
RMSA's secondary education policy. It is a matter of satisfaction that in more than 70%
schools, responsibilities such as participation in admission to class 9 th, organizing
cultural and sports events and monitoring the attendance of both teachers and
students and retention of students have been assigned to SMDCs. Preparation and
implementation of Annual plan was assigned to SMDCs of 96% schools. In 44%
schools each, SMDC also fill DCF of U-DISE as well as provide physical facilities to
school.
0
25
50
75
100
44
96
68 68 7696
4056
4056
Response regarding assigned roles (%)
15. Clarity amongst SMDC members about their roles. If yes, detail of steps taken by them accordingly.
No. of Schools
SMDC members are clear about their roles Not clear23 2
% 92 8
S.N.
Steps taken by SMDC members accordingly Number of Schools
%
1 Ensuring education facility to dropout Students 22 882 Making society aware of child rights & duties of teachers&
parents21 84
3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W.
21 84
4 Keeping check on private tuitions by teachers, paying attention to academic progress of students
14 56
5 Identification of CWSN & taking care of availability of facilities to CWSN students
11 44
6 Paying attention to improvement in regular teaching learning activities.
16 64
7 Distribution of free text books 4 168 Availability of scholarships on time to students 12 489 Preparing three years’ perspective Plan 24 96
10 Proper use of funds i.e. SAG & other grants as per norms 22 8811 Monitoring of minor & major repair work and maintenance 25 10
of physical infrastructure 012 Seeking knowledge and information about income and
expenditure of SMDC and supervising the accounts thereof.
17 68
Comments: It is noteworthy that SMDCs of 23 (92%) schools have clarity about their mandated
roles. SMDCs of all these schools have been paying attention to improve teaching
learning activities and distribution of free text books. It is good enough to know that
19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers
and parents and also monitoring the maintenance of physical infrastructure. 92%
schools’ SMDCs taking care for providing facilities to drop out and CWSN students.
Only in 17(68%) schools, SMDC members were actively related to cash flow of fund
receiving under RMSA. Details of various other aspects, looked after by SMDCs of
schools are being given in above table.
It was observed during interactions that most of the members were very keen towards
their active participation in the activities related to schools. However, there are certain
reasons which may be attributed towards the awareness of SMDC members towards
their role. The fore most is intensity of training imparted to them. The other thing is that
financial matters are sort of not discussed in details. In most of the schools financial
records related to construction were not available.
8.1 Meetings of General Body of School Management and Development Committee-
Meetings of General body heldNumber of Schools
Monthly Quarterly Half Yearly Annually No meeting held till date
6 11 6 2 0% 24 44 24 8 0
Comments:SMDC are meeting on quarterly basis in most of the schools. 11 (68%) schools
organize general meeting for SMDC quarterly, 6 (24%) schools organized the same on
half yearly. In 2 schools general body meeting was held yearly. In 6 schools the
meeting of SMDC is holding on monthly basis.
2. At District level –
District level Plan has been prepared or not .
Yes, prepared. The District authorities informed that the District plan has
mentioned about convergence with water & Sanitation, Social welfare, Rural
Development, Medical health and PWD etc.
2(a) Whether District Plan has adopted a convergence approach with following department.
(3. Yes 2. No)
S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1
b. Social Welfare 1
c. Tribal Development 1
d. Minority department 1
e. Rural Development 1
f. Urban Development 1
g. Medical Health & Family welfare 1
h. PWD 1
i. Transportation (Roadways) 1
j. Others 1
District has developed convergence with other Departments such as Water and
Sanitation for maintenance of water sources and equipments in schools, social
Welfare and Tribal Departments for providing scholarships to disabled and tribal
students respectively, Rural and Urban Development for providing sanitation in
schools, Health welfare for regular check up of students related to health issues
and PWD for quality constructions and repairing of schools.
2(b) Any problem areas of restructuring on convergence and co-ordination.
The district plan has been prepared and it has proposals regarding convergence
with all the concerned departments wherever required. There is no such
problem reported by the District officials in this regard.
3. Methods adopted for regular monitoring of Perspective Plan and AWP&B
At the district level the district project committee has been formed in the
chairmanship of District Magistrate. Its role is to monitor and implement all kinds
of activities under the perspective plan and AWP&B. Perspective plan and
Annual work plan and Budget were regularly monitored through regular
meetings organized in District. Inspection of financial cash flow detail was done
by chattered accountant by auditing.
At State level
In Uttarakhand, the Panchayati Raj, Municipal Bodies, Community,
Teachers, Parents and other stakeholders have already been involved in all the
activities from planning, implementation, monitoring to evaluation process for
the qualitative improvement of education. With the emergence of RMSA their
role has become prominent. For the effective implementation of RMSA's goals
and objectives, various committees have been formed from block, district to
state level and each committee has the representatives of Panchayati
Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All
these representatives were trained through various orientation
programmes/workshops for making their greater participation in the process of
planning. All these representatives have been included in micro planning
exercise and in school improvement plan. School education Secretariat is taking
policy decisions at state Govt. level and Directorate of school education is
supreme body to take departmental decisions at school level.
1. Involvement of State Level Planning team in the preparation and finalization of
District Level Plans
1. Yes 2. NoComments: State level planning team actively involved in preparation and
finalization of District Development plans.
2.Does the State Plan reflect the Planning needs at School and District Level?
Comments:
Yes. The school level plans have been compiled in to District plan and all the
district plan in turn forms the State plan. The primary goal of RMSA is to make
secondary education of good quality available, accessible and affordable to all
adolescent girls and boys up to the age of 16 by 2020. Under the RMSA
scheme specific targets has been set for different components of the secondary
education system. State plan reflect the planning needs alt school and District
level
2(a) Whether State Plan has adopted a convergence approach with following department.
(3. Yes 2. No)
S. No. Department (1. Yes 2. No)
a. Water & Sanitation 1
b. Social Welfare 1
c. Tribal Development 1
d. Minority department 1
e. Rural Development 1
f. Urban Development 1
g. Medical Health & Family welfare 1
h. PWD 1
i. Transportation (Roadways) 1
j. Others 1
Comments: At State level a planning team has been constituted to guide, facilitate
and appraise the district plans. This core planning group involved State Project
Director, Additional Project Director and Component in charge for Access, Civil
Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education,
Girls Hostel and Academy of administration, training institutes. According to the
State, The respective district has internal mechanism for overseeing the
implementation of the programme through a monitoring committee constituted for
the purpose.
2(b) Any problem areas of restructuring on convergence and co-ordination
The State plan has been prepared and it has proposals regarding convergence
with all the concerned departments wherever required. There is no such
problem reported by the District officials in this regard.
3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.
Different committees have been formed at the State level for proper monitoring
of the scheme. Regular visits are also being made by the State level officials.
Monitoring is an internal management process of continuous control of inputs,
rocesses and outputs in order to identify strengths and weaknesses, formulate
practical proposals for action and take the necessary steps to reach the
expected results. It is important to remember that monitoring include action and
is not simply limited to an identification of strengths and weaknesses. At the
secondary level monitoring is done through the inspectorate system. This
system has served largely to exercise authority and control rather than provide
academic support to teachers. The school inspectors perform a number of
functions, one of which is to visit schools under their preview. Their visits are
usually few and far between, during which the students and teachers tend to
present a positive picture of the school, regardless of the ground realities due to
fear of punishment.
4. Any separate strategies for naxalite/extremist affected districts prepared at the State/district level in consultation with the district authority?
1. Yes 2. No
If not, why?
Not applicable. There is no naxalite/extremist affected district in the State.
2. ACCESS
I. Physical Access – At School and Habitation’s1. Names Category of the Schools visited
S.N.
Categories Number of Schools %
1 EBB 0 0
2 Urban 6 24
3 CWSN (Minimum 3 CWSN) 1 4
4 Higher Gender gap 4 16
5 SC/ST/Minority students abundance 9 36
6 Low retention rate/Higher dropout rate 0 0
7 Schools situated in habitation with large number of Oosc
0 0
8 Low academic achievements 5 20
9 Schools situated in habitation of seasonal migrants
0 0
10 Urban Schools with most students of deprived sections
0 0
11 Forest/Mountain/Remote/Desert area 0 0
12 Flood/natural calamity prone area 0 0
13 Ongoing civil work 3 12
14 School with girls hostel 0 0
15 None 2 8
Comments: 6 sampled schools were situated in urban locality. In 1 school more than 3 CWSN are
enrolled in 9th and 10th. 4 sampled schools have high gender gap. 9 schools are with
SC/ST /Minority in majority. 5 schools also show high drop out of students with 6
schools of low academic level. 1 school was situated in remote area. In 3 schools
construction work was on going. 5 schools have low achievement level of students.
2. Location of the School adjacent to or within any of the following sensitive areas.
S. N. Area Number of Schools Situated %
1 Protected area (National Park, Wild life sanctuary)
0 -
2 Flood prone /flood plain area 0 -
3 Earthquake prone zone 14 56
4 Unstable slope 0 -
5 Landslide prone Area 9 36
6 Cyclone prone Area 0 -
7 Storm surge prone Area 0 -
8 Drought prone Area 0 -
9 Polluting Industrial Area 0 -
10 Mining Area 0 -
11 Arsenic /fluoride contaminated ground water area
0 -
12 Busy National/State Highway 4 16
13 Congested urban/market/commercial area 3 12
14 Any particular disturbance faced by School due to its location
1 4
15 None 2 8
4. Number of Students enrolled in School from habitations coming from a distance greater than what is prescribed for a neighborhood School.
S. N. Distance of School from habitation
Number of students %
1 0-1 km. 963 44%
2 1-2 km. 569 26%
3 2-3 km. 306 14%
4 3-5 km. 197 9%
5 More than 5 km. 153 7%
Total 2189 100%
44% students have access to schools located within habitation i.e. upto 1
k.m.
27% students have schools within a distance of 1 to 2 kms. 16% students
have access to schools located at the distance of 2 to 3 kms.
9% students have access to schools located at a distance of 3 to 5 kms.
Only 7% students have to cover a distance of more than 5 kms. to reach the
school.
0-1 km. 1-2 km. 2-3 km. 3-5 km. More than 5 km.0%5%
10%15%20%25%30%35%40%45%
44%
26%
14%9% 7%
% children travel for attending schools
%
6. Presence of any natural or man-made barrier that poses any problem for the Students in accessing the School.
No. of SchoolsYes No16 9
% 64% 36%
If yes mention themSeasonal rivers etc.Forest
Comments: Since the catering area of the schools is relatively bigger than the
elementary schools, children from different habitations attending school. Therefore,
even though the school is located at a prominent place in some cases the access has
certain hurdles like seasonal riverlets, forest etc. for some of the children.
6. Name and Distance of the nearest secondary School (Govt./Pvt.) from the
habitation the School is located at, and catchment area of the School.
Distance from School/Catchment areaTotal
No. of SchoolsLess than 1 km. 1-3 km. 3-5 km. More than 5 km.
0 4 5 16 25% 0 16 20 64 100
Comments: 4 (16%) visited schools nearest HS/HSS was situated at a distance
of 1-3 km. For 5 (20%) schools they were in 3-5 km. While in majority of visited
school 16 (64%) the nearest high/higher secondary school was located at a
distance of more than 5 km. In none of the school the nearest school was found
to be less than 1 km of range.
7. Any special arrangement like transportation facility or residential facility made
available for the benefit of students.
Facility Provided by number of Schools %
Transport facility 0 0
Residential facility 0 0
Comments: No transportation facility is being provided to students by any of the school.
II Social Access
1. Pattern of population of the habitation and enrollment in the School –
1. (a) Social category-wise population of Students of age group 14-16 years in the
habitation.
Population Pattern of Habitation
Category 14-16 AgeBoys % Girls % Total %
SC
Data Not Available
ST
Minority
General
Total
Comments :
(c ) Share of SC,ST, Minority, and BPL families’ Girls-boys in enrollment is proportionate to their share in population of the habitation/neighborhood or not.
No. of Schools
ProportionateYes No25 0
% 100 0
Comments:
School heads of all the visited schools informed that the share of SC,ST, Minority and
Girl children in enrollment is proportional to their estimated share in population of the
habitation catered to.
2.(a) Classwise, Social Categorywise enrollment and attendance (on the day of field visit)
*B-Boy, G-Girl, E-enrolled, P-present
C
l
a
s
s
SC ST OBC Gen & Others Total
B G total B G total B G total B G Total B G total
E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P
9 147
102 136 98 283 200 0 0 0 0 0 0 1210
12 9 24 19421
329
388
305
809
634
580 44153
641
2
1116
853
1
0142
99 131 101 273 200 0 0 0 0 0 0 12 9 1211
24 20404
318
373
308
777
626
558 42651
642
0
1074
846
T
o
t
a
l
289
201 267 199 556 400 0 0 0 0 0 0 2419
2420
48 39825
647
761
613
1586
1260
1138 8671052
832
2190
1699
% 52% 70% 48% 75%
72%
0 0 0 0 0 0 50%
79%
50%
83% 81%
52%
78%
48%
81%
79% 52% 76%
48%
79%
78%
Comments: The major portion of children enrolled in the schools belongs
to the Scheduled Caste and General and Others category. 78% (76% boys
and 79% girls) students were present in the schools on the day of visit
across 25 schools under study. 72% SC students (70% of boys and 75% of
girls) were present on the day of field visit. In case of OBC students, 81%
of them (79% of boys and 83% of girls) were present. So far as the
attendance of General caste students is concerned, 79% of these students
(78% of boys and 81% of girls) were reported to be present on field visit’s
day. The proportion of boys and girls among different social groups is
given in the below graph.
SC OBC Gen & Others0
50
100
70
79 787583 81
BoysGirls
SC Minority Gen & Others0%
50%
100%
72%81% 79%
Attendance rate
Attendance pattern among different social groups
4. Any overt or covert, manifest or subtle discrimination against Students of any
social group or community by the teachers or peers is observed in School, and the
efforts made to minimize it.
No. of Schools
Discrimination
No discriminationBy teachers By peers
0 0 25
% 0 0 100
Comments:
In none of the visited schools, the discrimination against children of any social group
by teachers or peers was observed.
5. Do the overall conditions prevalent in Schools facilitating access of CWSN to
secondary Schools. If not, the details of obstructions and barriers.
Number of Schools providing following facilities for access of CWSN –
Facility Number of Schools %Proper ramps with hand rail 15 60
Western toilet seat
Special furniture in classroom
Tricycle
Escort
Other (Specify)
If the prevailing conditions in School do not facilitate access of CWSN to School State the obstructions and barriers.
Obstructions - Low Budget,
Barrier - Geographical conditions
Comments: Regarding provision of facility for access of CWSN, out of 25 sampled
schools, 15 (60%) schools reported to have the facility of proper ramps with hand
rail. None of the sampled schools have facility of special toilet, special furniture and
escort etc. for CWSN.
4. Advocacy programme for out of School Students for bringing them back to the
School
For out of school children in order to bring them back to the school, the
students, who remain unsuccessful at 10th board examination, are given benefit
of T.O.C. (Transfer of Credit in two subjects) to appear at examination.
5. Methods for identification of the number of out of School Students in the State
(household survey etc.)
No survey conducted.
IV. Out of School Students (OoSC)/Dropout Students of Age Group 14-16 years. (At School level)
4. The number, gender and category-wise (SC/ST/Minorities/CWSN) profile of out of
School Students (OoSC)/Dropout Students of age group 14-16 years in preceding
session (2012-13).
Category
Class
Enrolled Boys
OoSC/Dropout of age group 14-16 years Total
drop out
%Boys drop out
% Enrolled Girls
Girls drop out
% Total Enrolle
d
SCIX
NA
XST IX
XMinority IX
X
Gen & OBC
IXX
Total IXX
CWSNIXX
The separate number of CWSN is included in all categories.
Name of category with higher dropout
---------------------------------------------------------------
Gender with higher dropout
---------------------------------------------------------------
Class with higher dropout ----------------------------------------------------------------------------------
Reasons for dropout -----------------------------------------------------------------------------------------
Comments:
2(a) Efforts being made by School management to bring them back to School and, results thereof during the past one year.
Efforts made –
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
2(b) Results of efforts made
Class-9 Class-10
No.of drop
out
students
No.of drop out
brought back to
School
%
No.of drop
out
students
No.of drop out
brought back to
School
%
NA
Comments :
3. Arrangements made to hold back Students of seasonal migrant families in School.
Arrangement Number of Schools %
Seasonal Hostels
NAAny other arrangement
No arrangement
Comments:
4. If no such arrangement made, whether migration/transfer certificate is issued to such Students by the Schools?
No. of Schools issuing TC
Yes No
NA
%
Comments :
5. Information about any special training interventions meant for the OosC.
No. of Schools
Special trainings startedYes No
%Name of Trainings
1 NA2345
5(a) Number of enrolled and present students in training programme on the day of visit.
Boys Girls TotalEnrolled NAPresent%
5 (b) Training programme is imparted through –
Total No. of School conducting training
Trainers No. of School %
Regular teachers NA
NIOS
SIOS
(c ) Average duration of training programme in days and achievement level of
students (on the basis of School record)
Class Enrolled in Training
Programme
Appeared in Exam
Achievement levelAbove 60% 45-59% 33-44%
B G B G B G B G B G9 NA10
Total%
Comments:
3. Equity
I. Girls Education :
At School/DPO and SPO level.
Gender Gap
1. Gender gap in enrollment, attendance, learning achievement and reasons thereof.
Enrollment, Attendance, Achievement level
Class9 10
Boys % Girls % Total % Gap
% Boys
% Girls % Total Gap
%
Enrollment
580 5253
6 48111
6 10055
852
516
48
1074
Attendance on visit day 441 76 412
77 853 76 426
76
421
81
847
Appeared in ExamLearning
Achievement (Quarterly/hal
Above 60%
%
f yearly/yearly)
Below
60%%
Gender gap = (GX1000/B) G=No. of Girls B=No. of Boys
Class SC ST Minority Others
B G B G B G B G
9th Enrollment 147 136 0 0 12 12 412 388
Avg % Attendance on visit day
70 75 0 0 79 83 78 81
Appeared in exam
NA
%
Above 60%
%
Below 60%
%
10th Enrollment 142 131 0 0 12 12 404 373
Avg % Attendance on visit day
70 75 0 0 79 83 78 81
Appeared in exam
NA
%
Above 60%
%
Below 60%
%
Comments: On the day of visit, the average percentage of attendance ranges 61% to 87%. ST girls
have the minimum attendance of 61% and girls from general and other caste with
highest attendance of 87%.
Reasons for gaps in enrolment (if)Reasons Respondent /districts %
A Socio Cultural/Reasons NIL
B Economic Reasons Nil
C Linguistic Reasons Nil
Total
There is no huge gap in enrolment among girls and boys.
Reasons for absenteeism (Gap in attendance)
Reasons Respondents (School/district) %A Health (own or family members) 3 27B Social cultural issues 4 36C Sibling Care 1 10D Household responsibilities 0 -E Family issues / Gone to relatives 2 18F Earning for livelihood 1 10G Migration 0 -H Any other 0 -
Total 11 100
Comments:
11 (44%) schools reported about instances of absenteeism and out of these 3 (27%)
schools each attributed to health reasons and family issues, 4 (36%) to socio-
cultural issues and 1 (10%) each, to sibling care and earning for livelihood.
5. Efforts made to address the gender gap attitudinal and physical.
Barriers No. of Schools % Efforts made to address
barriers(
a)Physical barriers 5 20
(b) Attitudinal 11 44(c) Linguistic barriers - -(d) Economical barriers 10 40
Comments:
Amongst various efforts made by schools to address the problem of gender gap,
11(44%) schools tried to counsel the parents, 5(20%) schools provided facility of
separate toilets for girls and 10(40%) schools helped girl students by providing them
free dresses, cycles and scholarships.
4. Efforts made to address the gender gap and removing the physical barriers.
17 (68%) schools got equipped with the facility of separate and safe toilet for girls
to address the gender gap, but 2 (8%) schools did not made any efforts to address
the problem. Some sampled schools have made efforts by counseling parents for
removing attitudinal and economical barriers. Teachers consult with parents with
negative attitude toward their ward’s education and provide them necessary
suggestions as required. They also discussed with the parents about various
schemes and scholarships for removing economical barriers.
5. Any efforts being made for the counseling of parents to handle the problem of
girls. If not why?
No. of Schools
Counselling of parents done
Yes No
16 9
% 64 36
16(64%) schools made efforts for counseling of parents to handle problems of
girls, but 9 (36%) school authorities were not proactive in this realm.
Unavailability of schools in the local habitation is one of the major barrier for
reduction in girls enrollment, District is working under the realm for constructing
High schools with in a distance of 5 kms.
6. Impact of separate hostel and other physical facilities and availability of security
on enrollment, attendance and learning achievement of girls.
vii. Number of Schools having facility of separate girls’ hostel in campus or in
nearby area.
viii. Number of girls residing in girls’ hostel in sample Schools.
ix. Any physical barrier faced by hostellers in their access to School – Nil
4. Guidance and Counselling
At School level :
12.Guidance and Counselling Cell been constituted by the School or not. If yes, the
available student counselor ratio:
No. of Schools
Guidance & Counselling Cell ConstitutedYes No15 10
% 60 40Avg. SCR
SCR: Student Counselor Ratio
15 out of the visited 25 sampled schools have reported that they have
constituted guidance & counseling cell.
13. Number of Students being assisted by the cell.
Total Enrollment of Class IX, X in sampled
Schools in district
No. of students assisted by the Cell in total sampled Schools in district
%
2190 517 24
Comments:
About 24 percent of the total children have been reportedly received assistance
from the guidance and counselling cell.
14.The frequent problem areas of the students for which guidance and counseling is being sought.
S.No. Problem areas Responses %1 Selection of optional subjects after
sec.9 36
2 To opt scout/guide/NCC 2 83 In choosing career 6 244 Seeking information about
entrance exams to various professional streams
4 16
Amongst the frequent problem areas of students for which guidance and counseling
has been sought, are the selection of optional subjects in 9 (100%) schools, selection
of career in 6 (67%) schools, seeking information about entrance exams to
professional courses in 4 (44%) schools and opting scout/guide or NCC in 2 (22%)
schools.
5. Quality IV. Enabling Conditions : At School level
Availability of following enabling conditions
1-(a)
S.
No.
Physical Aspects Total
Number of
rooms
Number of
equipped
rooms
%
1 Natural light 121 105 87%
2 Ventilation 121 64 53%
3 Black Board appropriately located in classroom 121 97 80%
4 Bulb/Tube light /CFL 121 77 64%
5 Fan 121 75 62%
Natural light is available in 87% rooms of 25 sampled schools, however, cross-
ventilation exists in only 53% rooms. Blackboards are appropriately located in 80%
classrooms. Availability of bulbs/tube lights/CFL exists in 64% and ceiling fans are
available in 62% classrooms. Charts etc. are displayed only in 66% classrooms
across sampled schools.
1(b) Availability & workability of following material/equipments –
S.No.
Name of Material/Equipment Availability in Number of Schools
Functional in Number of
SchoolsNumber % Number %
1 Teaching aids 21 84% 20 80%
2 Desk-chairs/stools for students (Adequate)
16 64% 15 60%
3 Integrated science lab with equipments and material
14 56% 14 56%
4 Math kit 14 56% 14 56%
5 Science kit 14 56% 14 56%
6 Art and Craft room 1 4% 1 4%
7 Library with age appropriate books and seating arrangement
4 16% 4 16%
8 Purified/ Safe Drinking Water 13 52% 12 48%
9 Fire Extinguisher 15 60% 14 56%
10 Staff room 18 72% 17 68%
11 Indoor games room 16 64% 15 60%
12 Counselor room 13 52% 12 48%
Teaching aids
Desk-chairs
/stools f
or students
(Adequate)
Integrated science la
b with
equipments and m
aterial
Math kit
Science kit
Art and Craft ro
om
Library w
ith age appropria
te books and se
ating arrangement
Purified/ S
afe Drinking W
ater
Fire Extinguish
er
Staff room
Indoor g
ames room
Counselor room
0%10%20%30%40%50%60%70%80%90% 84%
64%56% 56% 56%
4%
16%
52%60%
72%64%
52%
available in % schools Functional in % schools
Use of innovative teaching aids including ICT devices in classroom by teachers in teaching learning process -
Use of Teaching aids & ICT devices madeTeaching Aids ICT
devices
Yes No Yes NoNo. of Schools 8 17 3 22
% 32 68 12% 88%
Comments: Teaching aids (charts) purchased from the market have been
displayed on walls of classroom in 8 (32%) schools. Use of ICT devices has
been made in classroom transactions by teachers of 3 (12%) schools.
5.(a-c) Comments on the availability and usability of the following facilities.
Availability of No. of schools % Usability %
Library room 4 16 4 16
Age appropriate books 4 16 4 16
Integrated science & Math
lab
14 56 14 56
Science & Math kit & other
lab equipments
14 56 14 56
Art & Craft room 1 4 1 4
Comments: Library room is available in 4 (16%) schools and its usability
have been reported in all these 4 schools. Age appropriate books were
available in 4 (16%) schools and were in use in all these schools. Integrated
science and Math lab was available in 14 (56%) schools, whereas science kit
& math kits available in 14 (56%) schools are reportedly were being used in
all these schools.
6. The number of days, the school functioned during the last academic
year? Give reasons for the closure, if any of the school remain closed for
long gaps during last year. Suggestions to avoid repetition of such
instances.
No. of schools remained closed - NIL
Average No. of days, school(s) remained closed in last year - NA
Reasons for the closure - NA
Suggestions to avoid repetition of such instance - NA
Comments: None of the schools remained closed for a single day during
the working days.
3. Number of teachers present in the School (Male & Female, vacancies against sanctioned posts.(In total sampled Schools in district)
Sanctioned Posts
(subject-
wise)
Number of
teachers
placed
Total % Number of
teachers
present on visit
day
Vacancies
against
sanctioned
post
%
Male Female Male Female
126 112 112 89 98 14 11
The total number of teachers for class 9 th and 10th placed in 25 schools
comes to 112 against 126 sanctioned posts, the number of posts lying
vacant is 14 (11%). 88% of teaches were found present on the day of field
visit across 25 schools.
15.In case of teacher’s vacancy, the alternative arrangements being made by the
head of the institution to complete the course curriculum.
Teachers are arranged from outside by 2 schools, lecturers are teaching
class 9th and 10th in 5(20%) schools.
5. Availability of teachers for each class and for teaching science, mathematics
and language.
Number of Schools
Sufficient teachers available to teach
Science Math Language
22 23 25
% 88 92 100
Teachers for Math are available in 23 (92%) schools and for science in 22 (88%)
schools. Language teachers are available in all sampled 25 (100%) schools.
6. Number of teachers possessing professional training qualifications (subject-wise) as mandated and number of untrained teachers.
No. of School
No. of trained teachers No. of untrained teachers in sampled
Schools25 0 0
% 100 - -
All teachers, posted in all the 25 (100%) sampled schools, possess
professional training qualifications as mandated.
7. Practice of truancy, i.e. absenteeism/class bunking by students/teachers being
reported in the School, If so, the reasons thereof, steps taken by the School
management to curb the practice.
Class bunking/Truancy%No. of Schools
Yes NoStudent 0 25
Teachers 0 25
8. Policy of teacher recruitment, deployment, training, remuneration and career
advancement (At State level)
There are three ways of teacher recruitment at secondary level in Uttarakhand.
(i) Through Departmental selection process- School education department
prepared a seniority list of elementary level teacher across the state on the
basis of their academic qualification & ACR. Out of total vacancies of
secondary teachers 30% elementary level teachers.
(ii) Through open departmental test- Department of school education
conducted a written test of all eligible elementary teachers to recruit as a
secondary level teacher. The eligibility criteria is graduate and B.Ed. with
regular teacher in a govt. elementary school. Out of total vacancies of
secondary teachers 10% of vacancies filled by their process.
(iii) Direct recruitment- State govt. conducted open recruitment examination
for lower grade teachers, which are at least B.Ed. graduates these
recruited qualified candidates as fresh secondary level teacher. In the year
2010-11 open written examination conducted with the help of Uttarakhand
board of Technical education for 1832 Vacant post selected candidates are
appointed in schools.
II. Teaching Learning Process
1. Maintenance of teacher’s diary including curriculum delivery and lesson Plan
etc. by teachers & countersigned by the Head of the institution regularly.
No. of Schools
Teachers diary maintained Counter sign
Yes No Yes No
20 5 14 11
% 80 20 56 44
Teachers in 20 (80%) schools have maintained daily diary but regularly counter
signed by their school heads only in 14(56%) schools. In 5 schools where teachers
Dairy is maintained, school heads didn’t show much concern about the same.
2. Availability of timetable prescribed by the School and followed by the teachers.
No. of Schools
Prescribed time table available Time table followed by teachersYes No Yes No25 0 25 0
% 100 - 100 -
Comments: It was observed by MI team that all visited schools have
displayed well planned time table and were regularly followed by the subject
teachers. Time table help the students for carrying required amount of books.
Teachers could plan their lesson according to time table; similarly students
could complete their homework with in time.
3. Are discussions and group team works encouraged as a methodology of teaching
for involvement of Students/students in teaching learning process ?
No. of School
Discussion and group team work encouraged
Yes No
21 4
% 84 16
Comments : Discussions and group work has been encouraged in 80 percent
schools. Overall in 21 (84%) schools, students were being involved in teaching
learning process by their teachers through activities and motivation. In rest 4
(16%) schools students are only silent listener in their class. Teachers should
motivate students for asking questions and discuss the topic taught during the
periods, so as to make students conceptually understand the topic taught.
4.a-c Classroom management with reference to seating arrangement of Students.
No. of Schools
Students made to sit in small groups
Students of disadvantaged groups
and Students with disabilities sit
separately or on back benches
Students have role in classroom
management
Yes No Yes No Yes No
0 25 0 25 25 0
% 0 100 0 100 100 0
Groups made of Different
Same class
No. of Schools
0 0
%
Comments :
In none of the visited schools children sit in classroom in small groups. There is
no separate seating arrangement for the children of disadvantaged groups and
CWSN in any of the sampled school. Students of 11 (84%) schools are involved
in classroom management.
6. Remedial Teaching:-
Number of schools, which arranged zero period, extra classes etc. for academically weaker students –
No. of Schools who arranged zero period, extra class
Yes No
4 21
% 16 84
Extra classes ranThroughout year Only for one month before exam
0 4
% - 16
Average days of zero period in a week
3
Results thereof
Results improved in – 4 schools, schools.
Comments : Remedial teaching for academically weaker students through zero
period is being practiced in 4 (16%) schools for five days per week, one month
before exams. School heads of 4 (16%) schools out of 4, have acknowledged the
increase in percentage of result and in 2 (8%) schools the achievement level of
weaker students have increased.
7. Method/s of evaluation being followed in the school/classroom.
Method/s Response %
Marks 25 100
Comments: Marking method is adopted as method of evaluation in all 25
(100%) schools. Apart from the exams prescribed under State norms, 16
(64%) schools also have the practice of conducting periodic exams. 10 (40%)
schools only conduct the prescribed exams. 16 (64%) school’s head also
reported of conducting surprise exams occasionally in the schools.
8. Participation level of the CWSN in classroom processes and efforts made to optimize it.
No. of schools with CWSN %6 24
Participation level in classAll CWSN participate actively 6 24Few CWSN participate 0 0No participation 0 -
Efforts made to optimize participation of CWSN in class1 CWSN are made to sit in front row in classrooms.2 They are being applauded on giving right answer.
Comments: CWSN students are studying in 6 (24%) schools and all CWSN
students participate actively in classroom processes in all these 6 (100%) schools.
Teachers in all these 6 (100%) schools make CWSN sit in front row, pay special
attention to them and appreciate them on answering questions in classroom
processes.
9. Nature of peer interaction with CWSN.
Peer Interaction Number of schools %Friendly 6 24Neutral 0 -Taunting 0 -Teasing 0 -Bullying 0 -Comments : Pear interaction with CWSN is friendly in all 6(100%) schools.
10. Individualized Educational Plan (IEPs) prepared for CWSN .
No. of schools with CWSN6
IEPP
reparedNot prepared
1 5% 16.66 83.34
Comments: Individualized Educational Plan (IEPs) have been prepared for CWSN in 1 (16.66%) school out of 6 schools.
11. Availability of adequate facilities for seating CWSN –
Total No. of sampled schools No. of schools with CWSN in samples25 6100 24
No. of
No. of schools with CWSN seating facilitiesYes No
2 4% 33.33 66.67
Comments: Facilities for seating CWSN were found adequate in 2(8%) schools only.
III. Teachers’ Training
3. Provisions for Training of Teachers
S. No.
Provisions for In-service training Schedule Duration
1 Induction training (Science, Maths, English, `Social Science, Hindi & Sanskrit)
For newly recruited teachers
10 days training programme based on NCF. 2005, content, pedagogy and classroom activities.
2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science
From July to December (50% of existing teachers from each district to be covered)
5 days
3 Orientation programme for Head Master/ Principal
As per SPO calendar
3 days
4 Training for newly recruited Head Masters
As per SPO calendar
10 days
5 Management training for Head Masters/ Principals
From Aug. to January
14 days
6 Workshop for Development of different modules for training
As per SPO calendar
10 days
7 Training of Resource Persons for H.M.’s training
As per SPO calendar
8 Block head-quarters and girls As per SPO 2 hrs. daily after School
S. No.
Provisions for In-service training Schedule Duration
hostels calendar for 15 days
9 Development and Life skills for girls
As per SPO calendar
5 days
10 Sensitization programme (legal literacy workshop)
As per SPO calendar
1 days
1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills –
In service teachers training has been conducted by SCERT. In total 7707 teachers
have been provided with in-service training in the State.
Comments:
2. Inclusion of trainings for dealing with CWSN, in training programme
Details of in-service training in subjects received by teachers -
Need of various trainings expressed by teachersS.No.
Name of Training Number of Schools expressed the need
Frequency Duration
1 Subject based training 25
Annual
2 Orientation Programme 2 Annual 5 days
3 Innovations’ training 1 Annual 5 days
4 Training for Development of life skills
0 Annual 5 days
5 Computer training 8 Annual 11 days
6 Scout Masters’ training 7 Annual
7 Disaster Management Training
2 Annual 11 days
8 CWSN 0
9 Any other (mention)
Comments:
Teachers across 25 sampled schools have reiterated the need for subject
based training and teachers of 12 (48%) schools have put stress on the need
of computer training. It is strange that none the teacher have demanded for
training for dealing CWSN in classroom.
3. Impact of training on the confidence level of the teacher in handling a class with CWSN:
Since no teacher have received the training to handle CWSN in classroom. The
impact on confidence level of teachers cannot be judged.
16.Physical availability of adequate and good quality facilities for in-service
training with reference to –
Facilities
Adequate % Inadequate %Space 10 40 1 4Projection 9 100 0 -
Tools/Modules 21 100 0 -
Equipments (LCD, Projector, Computer etc.)
12 48 3 12
Comments: It is evident from above table that teachers of 10 (40%) schools
have expressed positively about adequacy of space at the venue of training.
The quality of projection and good use of tools was confirmed by teachers of all
21 (100%) schools. Use of equipments i.e. LCD projector and computer in
training, was acknowledged by teachers of 12 (48%) schools.
5. Whether training modules are need based or not?
No. of schools Yes No
22 3
% 88 12
Comments: Teachers of 22 (88%) schools out of 25 schools told that the
training modules were need based.
6. Impact: Use of new technologies like Computer Assisted Learning (CAL), LCD
Projector etc. for imparting lessons in the classroom by teachers.
Total No. of teachers received
training
No. of teachers using CAL,
LCD, etc. teaching
%
8 3 27
Comments: Teachers who have received training for the use of new
technologies like CAL, LCD and projectors etc for imparting lessons to
their students in class rooms. But none was using these technologies as
such equipments were not available in the schools.
7. Trainers/Resource persons from following institutions who imparted trainings –
No. of schools whose teachers received training from RMSA - 21
S. No. Institutes Number of Respondents
% of respondents
1 Secondary Schools 8 382 Higher Secondary Schools 12 513 DIET 4 144 College/University 3 145 SIERT 2 106 IASE 0 -7 CTE 4 198 NIC 0 -
Comments: Teachers of 8 (38%) schools out of 21 schools told that the trainers
were from secondary schools, teachers of 12 (51%) schools said that they belonged
to Higher Secondary Schools. 4 (14%) schools’ teachers told that trainers were
from DIET and teachers of 3 (14%) schools said that trainers were from
college education. Presence of trainers from SIERT and CTE was confirmed by
teachers of 2 (9%) schools and 4 (19%) respectively.
8. Any other issue related with teachers’ training of secondary education
Comments: Teachers of 17 (82%) schools out of 21 schools put stress on need of
increase in duration of training period, the trainings should be residential and use of
multi media should be there in training. However, teachers of 2 (9.52%) schools told
that trainings should not be residential and likewise teachers of 2 (9.52%) school
stressed that the trainers should be from IASE.
1. Availability of class rooms for Class IX & X (Std. Size 20’x24’)
Class Sections Available no. of rooms % Deficit %
9 42
35
85 7 15
10
37
35
93 2 7
Comments: In sampled schools, class 9th has been divided into 42 sections whereas
class 10th comprised of 37 sections. In case of availability of rooms concern, 35 rooms
are available for both class 9th and class 10th. There is a deficit of 15% and 7% rooms
for class 9th and 10th respectively.
4. Area of the School
No. of Schools having
School CampusSchool Building Open Space Play Ground Other
25
25
25
% 100
100
100
Total area
(sq.ft)of sampled SchoolsAvg. (sq.ft) AreaList of Schools with specified details is attached
Comments:
II. Design
1. Type of Building –
No. of SchoolsPucca Semi Pucca Kutcha Rented
25% 100
Comments : All the schools visited by the Monitoring Institutes have pucca building.
2. Physical Condition of building -
No. of SchoolsCracks Damp Seepages Damages in
PlasterNone
10 12 8 5 5% 40 48 32 20 20
Comments : The status of physical condition of buildings shows a sorry
state as 10 (40%) school buildings have cracks in building, 8 (32%) have
sepages, 12 (48%) schools have dampness and 5 have damages in plaster.
Comments:
3. Any local innovative approaches in School building design
Yes % No %
No. of Schools 0 100 25 100
Kind of Innovation
Comments: No instance of local innovative approach in school building have been reported in any of the sampled school.
5. Lighting Facility in Classrooms
No. of Schools
Arrangement of lighting facilityYes No25 0
% 100 0
No. of Schools
Functional Not functionalYes No23 2
% 92 8If not functioned, Reasons
1.2.3.4.
Steps taken1.2.3.4.
Supply of electricity
No. of Schools
Continuous Intermittent
10 15
% 40 60
Average duration of availability
3-4 hours
Comments : Arrangement of lighting facility was made in available in all the schools
and functional in 23 (92%) schools. Power supply was found to be continuous in 10
(44%) schools and intermittent for 2-3 hrs and more at times in 15 (60%) schools. On
an average the electricity facility was reported to be available for 3-4 hours during
school timings.
6. Availability and usability of following provision of alternative electric power supply -
Generator Inverter Gobar Gas Plant
Solar Panels
Wind Electricity
Other
No. of Schools Availability
%
No. of School In working condition
%
No. of School Usability
%
Comments: All the visited schools had the facility of lighting, these are in working condition in
23 schools. However the supply of electricity was reported irregular in case of 15 schools.
7. (a-b) Library Design - Availability of the Following -
No. of School
s
Sufficient Seating
Space
Proper Light Ventilation Regular
Pest
Control
Yes No Yes No Yes No Ye
s
N
o
2 23 2 23 2 23
% 8 92
8 92
8 92
Laboratory Number of Schools
(a) Adequate space for Physics, Chemistry, Biology and other subjects
Yes % No %
4 25 12
75
(b) Proper height (3 ft.) of Lab. Table 8 50 8 50
(c) (i) Cross Ventilation 9 56 7 44
(ii) Exhaust Fan 4 25 12
75
(d) Availability of Running Water 4 25 12
75
Laboratory is available in 16 (64%) schools and the status of availability of
adequate space, lab-table, cross-ventilation etc. is shown in above table.
11. Sanitation Facility –
(a) Availability of adequate numbers of urinals/lavatories students, teachers and others
Users Facility of urinals/lavatories available in Schools
Adequate Number % Inadequate Number %
Boys 23
92
2 8
Girls 22
88
3 12
CWSN 1 4 24
96
Teachers 18
72
7 28
Other workers 0
Comments: 23 (92%) schools have adequate urinal facility for boys and 22 (88%)
schools have same separate facility for girls, 18 schools have toilets for teachers. In no
school for other workers separate urinals and lavatories have been constructed and
workers share common lavatories of students or teachers. Only in 1 (4%) schools
separate lavatories were constructed for CWSN.
(b) Maintenance/Cleanliness of toilets and supply of water
No. of Schools
Maintenance Cleanliness Supply of running water
Yes No Yes No Yes No18 7 1
87 1
87
% 72
28 72
28 72
28
Comments:
The running water facility in toilets, exists only in 18 (72%) schools. The
toilets have proper maintenance and cleaning facility in 18 (72%) schools.
There is no such facility in 7 (28%) schools and that makes the toilets
unusable owing to stink etc.
III. Schools with ongoing construction activity
1. (a-d) Sufficient measures being taken by School authorities to ensure that it does
Ongoing construction activitiesYes No2 23
% 8 92Type of construction New school building Strengthening of existing school Repair works
No. of Schools 0 2 0 -% 8 - -
Measures being taken by school authorities
a. Measures being taken to ensure
No. of schools
Academic activities not
hampered due to construction
Construction activity does not vitiate quality Noise pollution in
permissible limitAir Water Land
Yes No Yes No Yes No Yes No Yes No1 1 1 1 1 1 1 1 1 1
% 50 50 50 50 50 50 50 50 50 50
b. Construction material stored appropriatelyNo. of
Schools
Yes No1 1
% 50 50c. Temporary fencing of construction area done
No. of
schools
Yes No0 2
% - 100
Comments: The construction activities are ongoing in 2 (8%) schools and
out of these schools, in 1 (50%) school construction work of new building
and in 1 (50%) schools, civil work for strengthening of existing building has
been ongoing. However, school authorities and contractors have taken
measures in 1 (50%) schools to ensure that academic activities are not
hampered, air, water land’s quality is not vitiated and noise pollution has
been kept within permissible limits. Construction material has been stored
appropriately in 1 (50%) school. None of the schools with ongoing civil
work has taken care to make temporary fencing of construction area.
2. (a-b) Procurement aspects
No. of schools
Same contractorwhom the work was awarded is doing work (a)
Stage of construction work Constructionwork being
done according to layout plan
Yes Subletedto other
Foundationlevel
Plinthlevel/ DPC
Lintel RoofLevel
Flooring/plastering
Finishinglevel
Yes No
1 1 0 0 0 1 0 0 3 0
% 50 50 - - - 100 - - 100 -
Comments: In 1 school, same contractor, to whom the work was awarded has
been doing work but it has been subleted to some other person in 1 (33.33%)
school. Construction work has been done on the basis of layout plan and it has
reached to finishing levels in all 2(100%) schools.
2(c-g) h. Number of visits per School of Technical persons and authentication done or
No. of
Schools
Community
members
through SMDC
involved in
procurement
process
Sub Committee
(Construction
Committee)
Constituted
A/c Books Civil
Work
(Construction)
maintained/
updated
MB for Civil
Work
Maintained
Payment made
to contractor
in accordance
with MB
Material
stocked is in
line with
stock register
Cheque issue
register
maintained
Quality up to the mark Physical existence
of construction
material matches
with entry made in
stock register
Construction
Material
Construction
work
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No
1 1 1 1 2 0 2 0 2 0 1 1 2 0 2 0 2 0 1 1
% 50 50 50 50 100 - 100 - 100 - 50 50 100 - 100 - 100 - 50 50
The community members are involved through SMDCs in procurement in
1 (50%) school. Sub-committee (construction) has been constituted in 1
(50%) school. Account book and check issue register was maintained in
both the schools. For rest of the schools, maintenance of such registers
were carried out by the contractor, school authority and management have
no information for the same. Though Measurement register was available
in 1 school yet none of the school head have the knowledge of contractor’s
payment as payment is directly made by the District to PWD for
construction work. Quality of construction material and work was up to the
mark in 2schools and match the stock register entry in all 2 sampled
schools with ingoing construction.
(i) System of fund flow from District to the accounts of SMDC
Mode of transfer
Cheque Draft E-transfer Dates of receipt of fund
No. of Schools 2
% 100
All the civil work was directly controlled by the district. Fund flow from District to
the account of PIU is only through cheque.
(j) Any good practices in civil works which can be replicated in other places/in other States.
No such practice reported.
Comments: No such practices were adopted in the District.
7. Community Mobilization / Participation -
Total number of SMDC members in sampled Schools of the District
1. (a-c)Familiarity of SMDC members with their roles as notified by the State Government –
No. of School
s
Level Familiarity with
their roles
% SEMIS DCF
% School
Report Card
% SDMC Registe
r
% Guidelines of School
Development Plan
%
No. of Schools
Training received
by SMDC Members
Printed copy of guidelines of SMDC made available to members
Better 4 16
0 - 0 - 0 - 0 - Yes
No Yes
No
Good 7 28
3 12
3 12
3 12
3 12
Average
12 48
10 40
10 40
10 40
10 40
%
Not familiar
2 4 12 48
12 48
12 48
12 48
Comments :
Familiarity of SMDC members with their roles as notified by the State
Government stands at a better level in 4 (16%) at good in 7 (28%) at
average level in 12 (48%) schools. SMDC members were not familiar
with their roles in 2 (8%) school. Their familiarity with SEMIS DCF,
school report card, SDMC register and guidelines of school
development plan is good in 3 (12%) schools while it stands at average
level in 10 (40%) schools. However, SDMC members of 12 (48%)
schools are not familiar with aforementioned aspects. SMDC members
of only 10 (40%) schools have been oriented on their roles and
responsibilities. Printed copies of guidance regarding role and
responsibilities in simple language have been made available to
members by 7 (28%) schools. In 24 schools the SMDC members were
familiar about the guidelines regarding School Development Plan.
Training of SMDC members were confirmed by school head of 2
schools. In 12 (48%) schools printed copy of guidelines were made
available to SMDC members.
2.(i) Frequency of SMDC meetings held, issues discussed thereof and average attendance of the SMDC members-
No. of School
s
Meetings held Average Attendance of
SMDC membersMonthly Quarterly Six monthly Annually Whenever
neededNever 7
4 10
8 2 1 0
% 16
40
32
8 4
Comments: In majority of schools i.e. in 10 (40%), through verification of SMDC
registers it was confirmed that meetings were organized quarterly. Only in
4(16%) and 8(32%) schools it was organized monthly and half yearly
respectively. Whereas in 3 schools Principal confirmed to have their SMDC
meeting either annually or as per need, though in such schools SMDC registers
was not maintained. An average of 6 members is generally present in the
meeting.
Monthly Quarterly Six Monthly Annualy Whenever needed
Never0
25
50
16
40
32
84
0
Meetings Held
Issues Discussed: Amongst various issues discussed in SMDC meetings, the
most common were the aspects of enrollment , attendance of students,
facilities for drinking water and toilets, talked about by 10 (40%) SDMCs,
followed by 7 (28%) SDMCs have discussions about school development,
about school boundary wall by 6 (24%), about proper utilization of RMSA funds
by 4 (16%) and about maintenance of school building and repair work by 3
(12%) SDMCs.
Roles of SMDC members in monitoring attendance of teachers and students –
No of schools
Monitoring Attendance of Monitoring Academic
Progress of StudentsTeachers Students
Yes No Yes No Yes No20 5 22 3 21 4
% 80 20 88 12 84 16
Comments: It could be predicted from analyzed data that SMDC members
were actively participating in monitoring attendance of teachers and students as
well as academic progress of students. In 20(80%) and 22(88%) schools each,
SMDC members actively monitored the regularity and punctuality of teachers
and students. Whereas in case of academic progress of students is concern, in
21(84%) schools it is monitored by SMDC members.
Level of participation of SMDC members in helping school authorities to conduct following
activities
Leve
l of P
artic
ipat
ion
Stud
ents
Enr
ollm
ent
Regu
lar
Regu
larit
y &
Pun
ctua
lity
of
teac
hers
Runn
ing
of d
ay to
day
act
iviti
es in
sc
hool
& o
rgan
isin
g c
ultu
ral e
vent
s et
c.
Help
in p
rovi
ding
Sch
ool
faci
lities
Good 4 16 1 4 1 4 5 20 4 16 0 - 1 4 2 8 12 48 5 20 0 - 0Average 18 72 13 52 18 72 16 64 16 64 17 68 18 72 13 52 12 48 15 60 12 48 12
Bad 3 12 11 44 6 24 4 16 5 20 8 32 6 24 10 40 1 4 5 20 13 52 13
Comments: The level of participation of SDMC members with regard
to various activities of school is given in above table. Evidently good
level of their involvement in various activities is in 4%, 8%, 16% or
20% schools. Their participation of good level in preparing AWP&B,
filling up of DCF and checking school report card is a far cry. It is a
matter of some satisfaction that 48% to 72% of SMDCs reflected
average level of participation in RMSA implementation, civil work,
SAG utilization, students’ enrollment and attendance and organizing
cultural events. The responses at bad level are definitely a matter
of serious concern. In such situation, SDMC, in fact, remains quite
ineffective in the management and development of school system.
4. Participation of SMDC members in preparation of AWP&B –
No. of Schools Preparation of AWP & B
Yes No
22 3
% 88 12
Comments: As stated above, it stands at average level in 17 (68%) schools.
5. Training received by SMDC members and duration thereof –
No. of
Schools
SMDC members received training
Total No. of SDMC
members
No. of members who received
training
Average of training duration in
days
Yes No 412 128
210 15
% 40 60 100 31
Comments: Out of total 412 SDMC members across 25 sampled schools, 128
(31%) members of 10 (40%) schools’ SMDCs have received two days’ training.
6. Schedule of trainings, received by SMDC members, name agency who conducted the trainings, and perception of SMDC members about trainings.
Month and year of
training held
Trainings
conducted by
Responses about perception of SMDC members regarding trainings Topic, Content, Methodology
projection
RMSA No. of Schools
Good & Useful Average Not Good
4 6 0
% 40 60
Comments: The trainings were organized in the month of April and May, 2014.
The content, methodology and projection of trainings were good and useful
according to 4 (40%) schools’ SMDCs and of average quality as per views of
SDMC members attached with 6 (60%) schools.
8. MIS (Management Information System) at SPO, DPO and School level
As Uttarakhand is Hilly State with difficult geographical terrain. In most cases
only District Head Quarters are connected with broadband connectivity and most
of the Block Head Quarters have even don't have dialup connection facility. So it
seems little feasible for the next few years that the school will have its own
broadband connectivity. Due to far flanged areas where the schools are located,
it is difficult to collect the DCF in time and the district authorities have to
outsource the data feeding to the plain 03 district Dehradun, Haridwar and
Udham Singh Nagar.
1. Preparation of Master List of all Schools including private in District/State
Comments: The district officials informed that the master list has been
prepared.
2. Distribution of DCF for the current year to all Schools in the District
No. of School DCF distributed to all DPOs from SPOYes No
% 100 0
No. of SchoolDCF distributed all Schools from DPOYes NO
% 100 0
Comments: All the visited schools have received the Data Capture Formats.
3. Training received by teachers /head Master /Principal for filling up of
DCF in sampled Schools and district
In all the visited schools at least one teacher has received the training regarding
filling up of Data in Data Capture Format.
4.Availability of Copy of filled up DCF with School for record and reference (At School level)
No. of Schools
Copy of filled up DCF available Reasons of Non-availability of o/c of DCF
Yes No 1.17 8 2.
% 68 32 3.
Comments: Filled copy of DCF was available in 17 (68%) schools which were kept
as record to be used for preparing AWP&B. Whereas it was not available in 8
schools.
7. School report card and sample checks
Data entry done School report card generated
Sample checking being done
Yes No Yes No Yes No
√ √ √School report card distributed to no. of Schools Finding of sample check
%
Comments: District has completed the above mentioned activities such as Data
entry, generation of report card and sample checking. Report card was
distributed to all schools in the District.
6. Has the data been submitted to State level as per time schedule?
Comments: Yes. Data of the year 2014-15 has been submitted to the state.
7. At which level the data is being analyzed and disseminated?
Comments: The authorities informed that data has been analysed at all levels
for authentication of information submitted on random basis.
16. Is SEMIS/ UDISE data used for Planning and budgeting? (1. Yes, 2. No)
Comments: Yes, In 19 (76%) schools UDISE data is being used for planning
and budgeting.
17. Is the back up of the data supplied under SEMIS/UDISE properly maintained? (1. Yes, 2. No)
Comments: Yes, 16 schools kept the office copy of filled data within the school
as back up.
9. Financial Management (At School, DPO & SPO level) –
1. Nature of financial records and their maintenance and Bank reconciliation –
No. of Schools
Records maintained & updated on daily basis Bank reconciliation done on monthly basisCash Book
Yes No Yes No25 0 25 0
% 100 0 100 0DPOSPO
Comments: Bank reconciliation of cash book is done on monthly basis by all
25(100%) sampled schools. On daily basis records are maintained and updated by 8
(32%) sampled schools. Cash books were also maintained and updated regularly by
DPO and SPO. Record maintenance was found to be very good and in all the schools
records were maintained properly.
2. Mode of transfer of funds to the SMDC from State/District level –
From DPO to SMDC
Mode of Transfer
Cheque Draft E-transfer
No. of Schools 25
% 100%
From SPO to DPO
In all the visited schools funds are transferred through banking channel. In majority of
schools funds are routed through e-transfer of funds.
4. System for drawl and payment of fund from SMDC account –No. of Schools Cash Cheque Both
10 15 12%
No. of
Schools
Sharing of If yes, details of
objectionsProposal for expenditure
Expenditure Statements
Any objection raised by community about
any transactionYes No Yes No Yes No 1.
25 0 25 0 0 25 2.
% 100 0 100 0 0 100
Comments: The proposals for expenditure and expenditure statements were
found to be shared with the community by 16(64%) visited schools by MI team.
For none of these schools, the objection regarding the expenditure statements
were raised by the community.
6. Audit of SDMCsAll SDMCs in State/District are covered by audit 1. Yes 2.No
No some of the SDMC are yet to be covered by Audit.
No. of Schools
Audit carried outYES NO21 4
% 84 16
D.P.O.
No. of Schools
If yes, Audit carried out byEducation Deptt. A.G. C.A. Social Audit None
21
% 84
Comments: Data obtained from the visited schools reveal that in all 25(100%)
sampled schools, the SMDC account were covered under audit. Audit was carried out
by C.A in all schools.
7. Social Auditing
Display of financial Information on notice board/wall of the School/office for the
purpose of social audit-
No. of Schools
Display of financial information (receipts & payments) and timely entered
Yes No
14 11
% 56 44
D.P.O.
Comments: In only 14 (56%) schools financial information were found to be
displayed in notice board for the purpose of social auditing. School head of rest
of the schools didn’t have the knowledge of social auditing, they assured for not
receiving any kind of order from higher authorities under the realm.
13. Information about MMER at DPO and SPO level
1(i). The total number of staff sanctioned category wise in DPO under RMSA and the number in position.
Name of District_____________________________________S. N. Name of Post Sanctioned In position % Vacant %
1 DPO 01 01 100%2 AAO 01 01 100%3 DRP 02 02 100%4 Accountant 01 01 100%5 Computer Op. 01 01 100%6
Total
2 Personnels working on deputation/contract and their nature of engagement
No. of Personnel on deputation No. of Personnel on contractAt DPO SPO At DPO SPO
4 1Nature of engagement
At DPO At SPO At DPO At SPO
Comments:
3. Component-wise personnel at State and District level
S.N. Component wise personnelPosition in Place
Working at State level
Working at district level
1 Finance2 Civil Work3 Quality4 Equity5 Gender6 Pedagogy7 Planning8 Training
Total
3(i) If component wise personnels are not in place the alternative arrangements made
3. If the administrative staff is not in place alternative arrangement adopted
Comments: contractual persons.
5 Clarity amongst officials and staff about the objectives, targets and goals of the
programme and their role in the management structure.
Comments: All the officials working are well conversant to their work and have
clarity with regard to objectives, targets and goals of the scheme.
II. MONITORING STRATEGY
1. (i) Use of monitoring tools/mechanism (reports, visits etc.) to ensure effective implementation of the scheme
Comments : The district, block and State level officials visits schools as per
the assigned task and submit their report to competent authority for corrective
measures. As per information received from DPO, they have not used reports
(JRM etc.) to ensure effective implementation of the scheme.
1(iii) Details of visits made by officials of SPO and DPO to district/Schools along with time schedule (from 1st April, 2014 to 31st March, 2015)
At SPO level
S.No.
Post of Officer No. of Visits made
No. of district/ School visited
Time schedule Average No. of visits per district
1. SPD2. Additional
Director Project3 Assistant
Project Director
01 07 2014
At DPO Level
S.No.
Post of Officer No. of Visits made
No. of School visited
Time schedule Average No. of visits pre School
1 DPC2 ADPC3 APC4 Others
Total
The district level officers made regular visits to schools.
2. Details of guidelines laid down for monitoring.
As per information received from DPO, there are guidelines laid down by
SPO regarding monitoring that officials working at DPOs have to seek detailed
information and knowledge about every aspect of RMSA activities in schools of the
district.
RESEARCH (At district and State level)
1. Details of research projects undertaken during the year (1st April, 2012 to 31st March, 2013) –
No research studies carried out.