Conducted by : SCORPION Checking/SEMIS/2011-12/5%... · 2013-09-17 · CONTENTS Sl. No Particulars...

Final Report on 5% Sample Survey of SEMIS Data 2011-12

Submitted to :

The Mission Director

Rashtriya Madhyamik Siksha Abhijan

Kahilipara, Guwahati-781019

Conducted by :

SCORPION (A Centre for Research, Consultancy and Training)

34, SBI Officers’ Colony, Ambikagiri Nagar

Guwahati-781024

E-mail : [email protected]

CONTENTS

Sl.

No

Particulars Page

No.

1 Acknowledgement (i-ii)

2 Research Team (iii)

3 List of Abbreviations (iv)

4 List of Tables (a-b)

5 Chapter I - Introduction and Background 1-4

6 Chapter II - Sample Checking of SEMIS Data 2011-12 5-8

7 Chapter III - Methodology 9-13

8 Chapter IV- Verification of SEMIS Data 2011-12 14-16

9 Chapter V- Overall Analysis of SEMIS Data 2011-12 17-53

10 Chapter VI- Major Findings and Recommendations 54-60

11 Annexure I - Photographs a-f

12 Annexure II - Name of District, School and Field Investigator i

13 Annexure III – Sample copy of Data Collection Format 1-8

Government of India has launched Rashtriya Madhyamik Shiksha Abhiyan (RMSA) with

an aim to achieve Universal Access and Quality Secondary Education. Rashtriya

Madhyamik Shiksha Abhiyan, a Centrally Sponsored Scheme has been under

implementation since 2009 with the vision to make secondary education of good quality

available, accessible and affordable to all young persons in the age group 15-16 years.

The scheme envisages providing a secondary school within 5 kms of any habitation.

Under RMSA, the responsibility to develop Secondary Education Management

Information system (SEMIS) is given to the Department of Educational Planning,

National University of Educational Planning and Administration (NUEPA), New Delhi.

The SEMIS data received from schools are computerized at the district and state

level and disseminated up to the school level in various ways. 5% Random Sample

checking of these SEMIS Data is done in order to verify the accuracy of SEMIS Data.

SCORPION entrusted with the most challenging and innovative assignment job for “Five

Percent Sample Check of SEMIS data 2011-12” by the Mission Director, RMSA, Assam.

In is noteworthy to mention that the whole study was carried out under constrained

situations of difficult locations of schools etc. Therefore, in spite of all good efforts

and also the sincere movement of all the field investigators, it took more time than

required. To cover such huge area was a difficult task and essentially relied upon the

help and cooperation of the field personnel.

Acknowledgement

http://www.nuepa.org/

The findings had more positive angles than what have been going wrong (if at all so).

Attempt here was to see forward and see better days and create a situation which

would be definitely dividend paying, sustaining, promising, better and prosperous for

the state in general and the stakeholders of education in particular. It was under such

positive note that all efforts were articulated and presented in the following document

for better tomorrow.

I record my sincere and special thanks Shri J.Balaji, IAS, Mission Director, RMSA,

Smt K.Baruah, ACS, OSD, RMSA, Shri J.Kakoti, MIS-RMSA and other Officials and

Staff of SMO, RMSA, Assam for their consistent support, guidance, encouragement

and co-operation in this entire process.

I would like to place on record my appreciation for the hard work put in by the Field

Investigators of SCORPION in collection of data from the schools.

Special thanks are due to the Head-Master of the Sample Schools, RMSA District

Officials and other concerned officials of the Three Districts who extended their full

cooperation in providing the relevant information during the survey.

Date :

Place : Debajit Goswami

Er. Debajit Goswami

Manna Kishore Das

Aamidur Rahman Laskar

Mrinal Kanti Kalita

Deep Sarma

Rajib Khaund

Sandeep Bhattacharjee

Munni Bhattacharjee

M.D.Goswami

Priyanka Borthakur Goswami

Technical Support

Field Investigators

Research Team

Principal Investigator

Management Team

List of Abbreviations

BRC : Block Resource Centre

CRC : Cluster Resource Centre

DCF : Data Collection Format

SC : Schedule Caste

RMSA : Rashtriya Madhyamik Siksha Abhijan

ST : Schedule Tribe

VEC : Village Education Committee

MDG : Millennium Development Goal

MHRD : Ministry of Human Resource Development

NUEPA : National University of Educational Planning and Administration

SEMIS : Secondary Educational Management Information System

CABE : Central Advisory Board of Education (CABE)

List of Tables

Table Particulars Page No.

Table 1 Blockwise number of school covered under the Sample survey

10

Table 2 District wise availability of SEMIS data for sample schools

16

Table 3 Comparative analysis of Data regarding school particulars

17

Table 4(a) Comparative analysis of data regarding Condition of Class Rooms- For Secondary School

19

Table 4(b) Comparative analysis of data regarding Condition of Class Rooms- For High Secondary Schools

20

Table 5 Schools-wise Comparative Analysis of Data regarding Number of Classroom

22

Table 6 Schools-wise Comparative Analysis of Data regarding Number of Classroom

23

Table 7 No of classrooms which are called “Pucca Good”

24

Table 8 No of classrooms which are called “Pucca Good”

25

Table 9 No of classrooms which conditions are Pucca but need Minor repair

26

Table 10 No of classrooms which conditions are Pucca but need Minor repair

27

Table 11 No of classrooms which conditions are Pucca and need Major repair

28

Table 12 No of classrooms which conditions are Pucca and need Major repair

29

Table 13 No of classrooms which conditions are Partially Pucca but Good

30

Table 14 No of classrooms which conditions are Partially Pucca but Good

31

Table 15 No of classrooms which conditions are Partially Pucca and need Minor repair

32

Table 16 No of classrooms which conditions are Partially Pucca and need Minor repair

33

Table 17 No of classrooms which conditions are Partially Pucca and need Major repair

34

Table 18 No of classrooms which conditions are Partially Pucca and need Major repair

35

Table 19 No of classrooms which are Partially Pucca and need Major repair

36

Table 20 Analysis on availability of Computer for Students

37

Table 21 Analysis on availability of Computer for Office use

37

Table 22 Analysis on availability of Electricity in Schools 37

Table 23 Analysis on availability of Drinking Water in Schools

37

Table 24 Analysis on availability of Science Laboratory in Schools

38

Table 25 Analysis on Sections in different streams – in Arts

38

Table 26 Analysis on Sections in different streams – in Science

38

Table 27 Analysis on Sections in different streams – in Commerce

38

Table 28 Analysis on Sections in different streams -Vocational Training

39

Table 29 Analysis on Sections in different streams -Others

39

Table 30 Comparative analysis of data of Schedule Caste students regarding enrolment in different Classes

40

Table 31 Comparative analysis of data of Schedule Tribe students regarding enrolment in different Classes

41

Table 32 Comparative analysis of data of Other Backward Class (OBC) students regarding enrolment in different Classes

42

Table 33 Comparative analysis of data of students (Others) regarding enrolment in different Classes

43

Table 34 Analysis on Enrollment of Schedule Caste Students in High Secondary

43

Table 35 Analysis on Enrollment of Schedule Tribe Students in High Secondary

44

Table 36 Analysis on Enrollment of Other Backward Class (OBC) Students in High Secondary

44

Table 37 Analysis on Enrollment of Other Students in High Secondary

45

Table 38 High School Leaving Certificate Examination (Class X)

46

Table 39 High Secondary School Leaving Certificate Examination (Class XII)

46

Table 40 Vocational Examination

46

Table 41 Analysis on availability of Toilet

47

Table 42 Analysis on availability of Girls lavatory

47

Table 43 Analysis on availability of Urinals for Teachers

47

Table 44 Analysis on availability of Lavatory for Teachers

48

Table 45 Number of Teachers Post Sanctioned

48

Table 46 Number of Teachers in Position

48

Table 47 Number of Total Teachers working at present including

Contractual Teachers 49

Table 48 Number of Total Teachers Post Sanctioned and Teacher in

Position at present including Contractual Teachers 49

Table 49 List of schools whose data regarding sanctioned posts of

teachers are unavailable in the SEMIS Data 49

Table 50 Initial Reaction of Principals/Head Teachers 50

Table 51 Response of Principals/Head Teachers in Providing the

Necessary Information 50

Table 52 Ready Availability of Records 51

Table 53 Availability of Data regarding enrolment and pass percentage

of Sample Schools 52

Table 54 Availability of Photo copy of filled in SEMIS DCF 52

Table 55 Analysis of Problems faced by Field Investigators in getting

the required information 53

1.1 Like Sarva Shiksha Abhiyan (SSA), the Department of School Education and Literacy of the Ministry of Human Resource Development (MHRD), Government of India has launched Rashtriya Madhyamik Shiksha Abhiyan (RMSA) with an aim to achieve Universal Access and Quality Secondary Education. Rashtriya Madhyamik Shiksha Abhiyan, a Centrally Sponsored Scheme has been under implementation since 2009 with the vision to make secondary education of good quality available, accessible and affordable to all young persons in the age group 15-18 years. The scheme envisages providing a secondary school within 5 kms of any habitation. Under RMSA, the responsibility to develop Secondary Education Management Information system (SEMIS) is given to the Department of Educational Planning, National University of Educational Planning and Administration (NUEPA), New Delhi. In 2006, a CABE subcommittee on Secondary Education was constituted.

1.2 As said earlier, this scheme was launched in March, 2009 with the objective to enhance access to secondary education and to improve its quality. The implementation of

the scheme started from 2009-10. It is envisaged to achieve an enrolment rate of 75% from

52.26% in 2005-06 at secondary stage within 5 years of implementation of the scheme by

providing a secondary school within a reasonable distance of any habitation. The other

objectives include improving quality of education imparted at secondary level through

making all secondary schools conform to prescribed norms, removing gender,

socioeconomic and disability barriers, providing universal access to secondary level

education by 2017, i.e., by the end of 12th Five Year Plan and achieving universal retention

by 2020.

1.3 The vision for secondary education is to make good quality education

available, accessible and affordable to all young persons in the age group of 14-18

years. With this vision in mind, the following is to be achieved:

To provide a secondary school within a reasonable distance of any habitation, which should be 5 kilometer for secondary schools and 7-10 kilometers for

Chapter I

Introduction and Background




higher secondary schools.

Ensure universal access of secondary education by 2017 (GER of 100%), and Universal retention by 2020,

Providing access to secondary education with special references to economically weaker sections of the society, the educationally backward, the girls and the disabled children residing in rural areas and other marginalized categories like SC, ST, OBC and Educationally Backward Minorities (EBM).

1.4 Important physical facilities provided under the scheme are :

(i) Additional class rooms, (ii) Laboratories, (iii) Libraries, (iv) Art and crafts room, (v) Toilet blocks, (vi) Drinking water provisions and (vii) Residential Hostels for Teachers in remote areas.

1.5 Important quality interventions provided under the scheme are :

(i) Appointment of additional teachers to reduce PTR to 30:1, (ii) Focus on Science, Math and English education, (iii) In service training of teachers, (iv) Science laboratories, (v) ICT enabled education, (vi) Curriculum reforms; and (vii) Teaching learning reforms.

1.6 Important equity interventions provided in the scheme are :

(i) Special focus in micro planning (ii) Preference to Ashram schools in upgradation (iii) Preference to areas with concentration of SC/ST/Minority for opening of schools (iv) Special enrolment drive for the weaker section (v) More female teachers in schools; and (vi) Separate toilet blocks for girls.

1.7 Implementation mechanism of the Scheme :

The scheme is being implemented by the State government societies established for implementation of the scheme. The central share is released to the implementing agency directly. The applicable State share is also released to the implementing agency by the respective State Governments.

1.8 Secondary Education is a crucial stage in the educational hierarchy as it

prepares the students for higher education and also for the world of work. Classes IX and X

constitute the secondary stage, whereas classes XI and XII are designated as the higher

secondary stage. The normal age group of the children in secondary classes is 14-16

whereas it is 16-18 for higher secondary classes. The rigor of the

secondary and higher secondary stage, enables Indian students to compete

successfully for education and for jobs globally. Therefore, it is absolutely essential

to strengthen this stage by providing greater access and also by improving quality in a

significant way.

1.9 The population of the age group 14-18 was 8.55 crore in 2001 as per census

data. The estimated population of this age group as on 1.3.2005 was 9.48 crore,

which is likely to increase to 9.69 crore as on 1.3.2007 i.e., at the beginning of the

11th Five Year Plan. This is likely to stabilize at around 9.70 crore in 2011. The

Gross Enrolment Ratio for classes IX-XII in 2005-06 was 40.49%. The figure for

classes IX and X was 52.26 % whereas that for classes XI and XII was 28.54%.

1.10 With the liberalization and globalization of the Indian economy, the rapid

changes witnessed in scientific and technological world and the general need to

improve the quality of life and to reduce poverty, it is essential that school leavers

acquire a higher level of knowledge and skills than what they are provided in the 8

years of elementary education, particularly when the average earning of a secondary school

certificate holder is significantly higher than that of a person who has studied only up to

class VIII. It is also necessary that besides general education up to secondary level,

opportunities for improvement of vocational knowledge and skill should be provided at the

higher secondary level to enable some students to be

employable.

1.11 Since universalisation of elementary education has become a Constitutional

mandate, it is absolutely essential to push this vision forward to move towards

Universalisation of secondary education, which has already been achieved in a large

number of developed countries and several developing countries.

1.12. It is well recognized that eight years of education are insufficient to equip a

child for the world of work as also to be a competent adult and citizen. The pressure

on Secondary Education is already being felt due to the success of Sarva Shiksha

Abhiyan. Therefore, while secondary education is not constitutionally compulsory,

it is necessary and desirable that access to secondary education is universalized

leading to enhanced participation, and its quality is improved for all.

1.13 Secondary Education Management Information System (SEMIS)

1.13.1 The Objectives of SEMIS are to create and update the school database every year

for educational planning and management. SEMIS data and reports are also used as

monitoring tools for enhancing effectiveness of schools in achieving the objectives of RMSA.

Therefore, it is felt that data quality must be ensured at all levels.

1.13.2 Development of a sound information system is critical for successful monitoring

and implementation of any programme, particularly in social sectors. Design of a school

information system has, therefore, been accorded priority from the very beginning of the

District Secondary Education Programme (DPEP) in I994, The task of developing a school

based statistical system was initiated by NUEPA (National University of Educational

Planning and Administration) during I995. In tune with the spirit of DPEP, the district was

selected as a nodal point for collection and computerization of school level data.

Accordingly, a software named as District Information System for Education (DISE) was

developed and released during the middle of 1995. DISE has contributed significantly in

effective implementation of SSA schemes and programmes. Accordingly SEMIS is developed

for better data keeping and maintenance of school informations.

Secondary Education Management Information

System

(SEMIS)

National Level

1.13.3 The flow of data plays very important role in information system. Under SEMIS ,

the basic data is collected at the school level in the prescribed formats. It is to be verified by

the person incharge in the District Mission Office where it is entered into computer. The

responsibility for checking the consistency of data vests with the District Mission Office.

1.13.4 The validated data is stored at the district level and made available to the State

Mission Office where it is aggregated using Special software which is specifically designed

for state level analysis and tracking the progress of key performance indicators.

Chapter II

Sample Checking of SEMIS Data 2011-12

2.1 The Role of EMIS in Secondary and Higher Secondary Education

2.1.1 The education system in our country is very much complex with multiple

layers of administrative and decision making points. It is found to be always underfunded

and politically more sensitive. For formulating any policy for education the availability of

correct and authentic database assumes great significance. The data and information about

education system are not available in one place and from one source. It was strongly felt by

the policy makers, planners and decision makers to make the data easily accessible and

available in a user friendlier manner. The introduction of EMIS (Educational Management

and Information System) is an innovative step in this direction. EMIS is a system for the

collection, entry, processing, maintenance and dissemination of data & information to

support in decision making, policy analysis and formulation, planning, monitoring and

management of data at all levels of an education system. It provides more accurate, reliable,

relevant, authentic and timely data/information base to support the overall education system in

a comprehensive and integrated manner.

2.1.2 Through SEMIS efforts, information on all aspects of Universalisation of

secondary education is now available at disaggregated levels, which can be used in different

ways. Up-to-date information is now available at all desired levels in ready to use form.

Detailed information is available by schools category, management, location, type of schools

and wherever necessary, is separately available by gender. The same is also separately

available for Secondary and Higher Secondary levels of education. In view of the data now

being available at schools, cluster, block, district, state and national levels, evidence based

planning can be initiated at any desired level. SEMIS data now being available over a period

of time, trend analysis on areas of concern can be initiated.

2.2 An accurate and authentic EMIS helps :

To provide need based data on education

To describe education system accurately

To examine and monitor the attainment of set goals and objectives across the

education system

To ensure the effective and efficient allocation of resources

To access in delivering and achievement of quality of education system

To evaluate the overall effectiveness and efficiency of the education system

2.3 Random Checking of Data :

2.3.1 With an aim to further improve the quality and reliability of data, it has

been made mandatory for all the States & UTs to get the SEMIS data sample checked by an

independent agency from the year, for which NUEPA suggested the sampling methodology

and developed a special data capture format for post enumeration survey. The main

objectives of the sample checking were to judge the accuracy of data and to identify the

gaps and weaknesses and to seek suggestions regarding remedial measures for

strengthening the system and to further improve the quality of data.

2.3.2 As a matter of fact, it has been decided by the Government of India that the

SEMIS data from the States/UTs will not be received at the national level without a report

on the sample checking of data.

2.4 Benefits of accurate SEMIS Data :

SEMIS Data helps:

To provide need based data on education

To desire education system more accurately

To examine and monitor the attainment of set goals and objectives across the education

system

To ensure the effective and efficient allocation of resources

To assess in delivering and achievement of quality of education system

To evaluate the overall effectiveness and efficiency of the education system

To examine the role of EMIS as laid down when introduced

To verify and validate the data collected through SEMIS

To access the successful working of EMIS units of the district level and school level

To verify the infrastructure available like Schools building, furniture, toilet, computer etc

To access the coexistence and awareness of head teacher and the computer personnel

about EMIS

To suggest appropriate measures for improving the quality of EMIS data.

2.5 Five Percent Sample checking of SEMIS data by SCORPION :

SCORPION was assigned the job of for “Five Percent Sample Check of SEMIS

data 2011-12” by the Mission Director, Rashtriya Madhyamik Siksha Abhijan, Assam. The

present study is an attempt to validate the SEMIS Data 2011-12 of the sample schools in the

Three Districts of Assam namely Kamrup, Jorhat and Cachar through Sample Survey of selected

5 % schools of the Districts.

SCORPION is a registered voluntary Non-Government Organisation offering knowledge

–based services since 2001, to Organisations such as Water Resource Department, Govt. of

Assam (ADB Project), Sarva Siksha Abhiyan Mission, Assam, Department of Science &

Technology, Govt. of India, Central Social Welfare Board, Department of Social Welfare, Govt. of

Assam, Indian Institute of Entrepreneurship (IIE), Assam State Social Welfare Board, Assam

Science Technology & Environment Council(ASTEC), Assam Energy Development

Agency(AEDA), District Industries & Commerce Centre, Kamrup, DRDA, Department of Forests,

Govt. of Assam (NaRMIL Project), Assam Administrative Staff College, Ministry of Environment

& Forests, Govt. of India, Guwahati Municipal Corporation, District Administration-Kamrup

(Metro & Rural) etc. SCORPION has a rich experience of undertaking a number of research

studies and monitoring & evaluation assignments in the education sector for a number of

organisations including the Sarba Siksha Abhijan Mission, Assam.

Chapter III

Methodology

3. Key objectives :

3. 1 The three key objectives of the sample checking exercise are :

1. To ascertain the quality of SEMIS data of the year 2011-12.

2. To validate the SEMIS data of the year 2011-12.

3. To find out the reliability of SEMIS data of the year 2011-12.

3.2 Sample Selection :

3.2.1 For selecting the sample schools for the SEMIS data checking, the following

methodology has been suggested by the Government of India/ NUEPA :

1. All the districts in a State should be represented in the sample.

2. Depending upon the total number of blocks in the district, a sample of 34 blocks should be selected as shown below.

Total No. of Blocks in the

District No. of Sample Blocks to be Selected

Less than 30 3

More than 30 4

3. While selecting the sample blocks, due consideration should be given to educational development (literacy rate), rural/urban areas and proportion of SC/ST population etc.

4. Within each sample block, a random sample of 5% of the schools should be selected

after complete listing (School Directory) of all the schools therein.

Table 1:

Sl.

No.

Name of the

District

No. of

Blocks Name of Block

No. of

Schools

1.

Cachar 15

BANSKANDI 1

2. BINNAKANDI 1

3. BORJALENGA 1

4. BORKHOLA 1

5. KALAIN 1

6. KATIGORAH 1

7. LAKHIPUR 1

8. NARSINGHPUR 1

9. PALONGHAT 1

10. RAJA BAZAR 1

11. SALCHAPRA 1

12. SILCHAR URBAN 1

13. SONAI 1

14. TAPANG 1

15. UDHARBOND 1

16.

Jorhat 6

CENTRAL JORHAT 2

17. EAST JORHAT 1

18. JORHAT 2

19. KALIAPANI 1

20. NORTH WEST JORHAT 3

21. TITABOR 2

22.

Kamrup 16

GORAIMARI 1

23.

24. GUWAHATI 2

25. HAJO 1

26. KAMALPUR 1

27. RAMPUR 2

28. RANI 1

29. SUALKUCHI 1

30. BEZERA 2

31. BIHDIA JAJIKONA 1

32. BOKO 1

33. BONGAON 1

34. CHAMARIA 1

35. CHANDRAPUR 1

36. CHAYANI BARDUAR 1

37. CHHAYGAON 1

38. RANGIA 2

ie. Total 37 Blocks, and 46 Schools.

3.2.2 Keeping in view that the total number of schools to be covered in the three

districts is only 46, so we tried to cover all the blocks in the districts. Therefore, a

maximum of two schools are covered from each block. Thus, the sample checking

exercise was done in 38 Blocks of the State, signifying a very high sampling

proportion. Identification of the sample blocks was done on the basis of low

literacy rate and high SC/ST population, Minority etc.

3.2.3 In each block, a complete listing of all the schools was done and a sample of 5% schools

was chosen through the systematic random sampling technique. All the 38 sample

blocks taken together, a total of 46 schools were selected for checking of the SEMIS data.

Their complete list (Block wise Schools) is presented as Annexure-II.

3.3 Instrument Used :

3.3.1 For the purpose of sample checking, a Data Collection Format (DCF) was

provided to us by the State Mission Office (RMSA, Assam) and we were

mandated to use the same.

3.3.2 Besides collecting the key information for verifying the accuracy of SEMIS

School level data, the sample checking format also contained a qualitative assessment of

the implementation of the SEMIS mechanism in the school (quality of training provided,

receipt of School Summary Report, supervision by the authority, etc.). In addition, it also

captured the actual attendance of students and teachers on the day of the visit. It also

contains a Feedback form for the Field Investigators who actually visit the school and

collect the information.

3.4 Data Collection :

A team of Field Investigators were selected from each Three districts namely, Kamrup,

Jorhat and Cachar. The Field Investigators are locally from the districts. They are made

to work under the supervision of Principle Investigator, Debajit Goswami. The team

personally visited the sample schools in each selected districts and collected data in the

Data Collection Format without any bias.

3.5 Verification of Records :

The Mission Director, RMSA, Assam, has already instructed the District Mission

Coordinators and other officials, in the selected districts to inform the field staff, head

masters and teachers of sample schools to provide the relevant records and school

registers to the team members of SCORPION when they visit the schools for data

collection work. Therefore, the Field Investigators got easy access to records in majority

of the schools.

3.6 Data Entry :

The Field Investigators properly scrutinized the filled in Data Collection Format’s once

those are filled. Expert team of SCORPION assisted them in doing so. The data are then

entered into the computer supported by specially designed software for this purpose

only. Due care was taken while designing and operating the software so that no error

occurs.

3.7 Method of Analysis

3.7.1 A comparative analysis of the SEMIS and sample checking data pertaining to

various aspects (variables) has been done and presented under three heads

(1) Proportion of schools where in the SEMIS data, the concerned information is either not at all filled (the field is left blank or zero) or not available.

(2) Proportion of schools where although the concerned information is filled in the SEMIS data, it does not match with the information provided to us during the sample checking survey.

(3) Proportion of schools where the concerned information is filled in the SEMIS data and it matches with the information provided to us during

the sample checking survey.

Chapter IV

Verification of SEMIS Data 2011-12

4.1 Available of SEMIS Data for Sample Schools

4.1.1 After we had visited all the 46 selected (sample) Schools and filled up the prescribed

Data Collection Format, district wise, CD’s of SEMIS data were provided to us by the State

Mission Office for comparison and verification. The CD for each district contained the

following files

1. School Location Particulars

i. Village Name/Ward No.

ii. Block/Municipal Name

iii. Name of Gram Panchayat (Rural area)/Ward No. (Urban area)

iv. Community Development Block

v. SEMIS School Code

vi. Complete Postal address of the School/College

vii. Tribal Area/Hilly Area

2. School Particulars

i. Name of the School

ii. Name of the Principal/Head Teacher

iii. Number of year working as Principal/Head Teacher in the present School

iv. Year of Establishment of the school

v. School Category (Secondary or Higher Secondary etc)

vi. Type of School (School for Boys only/School for Girls only/Coeducational)

vii. Lowest Class in the School

viii. Highest Class in the School

ix. School Management (Managed by Educational Department / Tribal Welfare

Department / Local body / Private Aided / Private Unaided / Other /

Unrecognized)

x. Residential School

3. Staff Details (Secondary and Higher Secondary)

i. Total number of Teacher posts sanctioned

ii. Total number of Teacher in Position

iii. No of Contractual Teachers

iv. Non Teaching Staff

4. Facilities available in School

i. Status of School Building (Private/Rented/Government/Govt. School in rent free

building/No Building)

ii. Type of School Building (Pucca/Partially Pucca/Kuccha/Tent/No Building

iii. Condition of Classrooms and other rooms available in School (Good

condition/Need Minor Repairs/Need Major Repairs/Unfit for use)

iv. Availability of Electricity in Schools

v. Common Toilet available in the School

vi. Separate Toilet available for Girls

vii. Separate Toilet facility available for staff

viii. Source of Drinking water facility in School (Hand pump/Well/Tap

water/Others/No Drinking water facility available)

ix. Number of Computers available in good working condition

5. Student Enrolment

i. Students enrolled in the last academic year ie201112. Details of students

enrolled from Class VIII to Class XII. Breakup of Boys and Girls student.

6. Examination details for High School Leaving Certificate and Higher Secondary Examination

conducted for the Academic Year 201112

7. Investigators Feedback Report :

i. Initial reaction of the Principal/Head Teacher towards the investigation

ii. Was the Principal/Head Teacher able to provide the information pertaining to

enrolment and details of examination results easily?

iii. Do the teachers in the school fill up the attendance register properly ?

iv. Was the School Report Card available in the School ?

v. Did the School have a photo copy of filled in SEMIS DCF?

vi. Did the investigator face any problem in getting the required information from

the School?

4. 2 For 3 of the total 3 districts, data for cent percent of the selected sample schools was found

to have been computerized and was available in the SEMIS CD provided to us by MIS Department,

SMO, RMSA, Assam and shown in (Table 4. VIII)

District wise availability of SEMIS data for sample schools

Table : 2 : District

No. of

Sample

Schools

Schools for which data was found

available in the SEMIS CD

Number Percentage

Kamrup 20 20 100.00%

Jorhat 11 11 100.00%

Cachar 15 15 100.00%

Total 46 46 100.00%

4.2.1 Overall, for I00 percent (46 out of 46) of the selected sample schools, the data found available

in the SEMIS CDs provided to us. Accordingly, the further analysis has been done in respect of 46

schools.

Chapter V

Overall Analysis of SEMIS Data 2011-12

A comparative analysis of the SEMIS and sample checking data pertaining to school Particulars

has been done and presented in Table 5. :

(1) Proportion of schools where although the concerned information is filled in the SEMIS data, it does not match with the information provided to us during the sample checking survey.

(2) Proportion of schools where the concerned information is filled in SEMIS data and it matches with the information provided to us during the sample checking survey.

5.1 Macro level variation of Data regarding school particulars

generated through SEMIS and Sample Survey Data :

Table 3. : Comparative analysis of Data regarding school

particulars :

Information

Collected

Sample

Size

Available in SEMIS

Data

Available in SEMIS

Data and matches with

Survey Data

Available in SEMIS Data

but doesn't match with

Survey Data

Nos. %age Nos. % Nos. %age

Rural/Urban 46 46 100.00% 00 0.00% 46 100.00%

Principal Name 46 46 100.00% 00 0.00% 46 100.00%

Year of Estd 46 46 100.00% 44 95.65% 2 4.34%

Year of Recognition 46 46 100.00% 30 65.22% 16 34.78%

School Category 46 46 100.00% 45 97.83% 1 2.17%

Lowest Class 46 46 100.00% 43 93.48% 3 6.52%

Highest Class 46 46 100.00% 45 97.83% 1 2.17%

Source of Funding 46 46 100.00% 46 100.00% 0 0.00%

Tribal Area 46 46 100.00% 43 93.48% 3 6.52%

Hilly Area 46 46 100.00% 46 100.00% 0 0.00%

Kamrup

Rural/Urban 20 20 100.00% 00 0.00% 20 100.00%

Principal Name 20 20 100.00% 00 0.00% 20 100.00%

Year of Estd 20 20 100.00% 18 90.00% 2 10.00%


School Category 20 20 100.00% 19 95.00% 1 5.00%

Lowest Class 20 20 100.00% 20 100.00% 0 0.00%

Highest Class 20 20 100.00% 20 100.00% 0 0.00%


Tribal Area 20 20 100.00% 19 95.00% 1 5.00%

Hilly Area 20 20 100.00% 20 100.00% 0 0.00%

Jorhat

Rural/Urban 11 11 100.00% 00 0.00% 11 100.00%

Principal Name 11 11 100.00% 00 0.00% 11 100.00%

Year of Estd 11 11 100.00% 11 100.00% 0 100.00%


School Category 11 11 100.00% 11 100.00% 0 100.00%

Lowest Class 11 11 100.00% 11 100.00% 0 100.00%

Highest Class 11 11 100.00% 11 100.00% 0 100.00%


Tribal Area 11 11 100.00% 11 100.00% 0 100.00%

Hilly Area 11 11 100.00% 11 100.00% 0 100.00%

Cachar

Rural/Urban 15 15 100.00% 00 0.00% 15 100.00%

Principal Name 15 15 100.00% 00 0.00% 15 100.00%

Year of Estd 15 15 100.00% 15 100.00% 0 0.00%


School Category 15 15 100.00% 15 100.00% 0 0.00%

Lowest Class 15 15 100.00% 12 80.00% 3 20.00%

Highest Class 15 15 100.00% 14 93.33% 1 6.66%


Tribal Area 15 15 100.00% 13 86.67% 2 13.33%

Hilly Area 15 15 100.00% 15 100.00% 0 0.00%

As is evident from Table 3. , the information filled in the SEMIS data about various school

particulars matches with the information provided to us during the sample checking survey. Also few

parameters are showing deviation as because the SEMIS survey and the Sample survey were not

conducted at the same time.

The Level of variation between the two sets of data in the case of Name of

Principal may very well be on account of the change of Principal as there is a

considerable interval in between the two surveys.

5.2 Analysis of Data regarding school particulars generated

through SEMIS and Sample Survey Data :

Ownership and Type of School Building :

During the sample survey, information was collected regarding the ownership of the school building,

its type (pucca, semipucca or kuccha) and the number of classrooms therein. A comparative analysis

of the SEMIS and sample checking data for these variables is presented in Table 5.

5.3 Comparative analysis of data regarding Condition of Class

Rooms :

A. For Secondary School :

Table 4(a) :

District

Secondary

Survey

Data

SEMIS

Data

Variation

in

number

Variation

in %age

(A) (B) (B-A) (B-A)/A

No. of Class Rooms

Cachar 51 60 9 17.6%

Jorhat 39 46 7 17.9%

Kamrup 70 75 5 7.1%

Good Pucca Class Rooms

Cachar 31 18 13 41.9%

Jorhat 2 15 13 650.0%

Kamrup 21 17 4 19.0%

Pucca Class Rooms needing minor repair

Cachar 24 4 20 83.3%

Jorhat 6 4 2 33.3%

Kamrup 25 10 15 60.0%

Pucca Class Rooms needing major repair

Cachar 1 13 12 1200.0%

Jorhat 7 10 3 42.9%

Kamrup 8 13 5 62.5%

Good Partially Pucca Class Rooms

Cachar 0 1 1 0.0%

Jorhat 0 1 1 0.0%

Kamrup 1 11 10 1000.0%

Partially Pucca Class Rooms needing minor repair

Cachar 9 5 4 44.4%

Jorhat 0 5 5 0.0%

Kamrup 4 2 2 50.0%

Partially Pucca Class Rooms needing major repair

Cachar 0 19 19 0.0%

Jorhat 0 11 11 0.0%

Kamrup 1 22 21 2100.0%

Good Kuccha Class Rooms

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 0 0 0.0%

Kuccha Class Rooms needing minor repair

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 0 0 0.0%

Kuccha Class Rooms needing major repair

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 0 0 0.0%

B. For High Secondary Schools :

Table 4(b) :

District

Secondary

Survey

Data

SEMIS

Data

Variation

in

number

Variation

in %age

(A) (B) (B-A) (BA)/A

No. of Class Rooms

Cachar 26 22 4 15.4%

Jorhat 12 16 4 33.3%

Kamrup 35 35 0 0.0%

Good Pucca Class Rooms

Cachar 15 8 7 46.7%

Jorhat 4 2 2 50.0%

Kamrup 10 13 3 30.0%

Pucca Class Rooms needing minor repair

Cachar 12 7 5 41.7%

Jorhat 7 2 5 71.4%

Kamrup 20 6 14 70.0%

Pucca Class Rooms needing major repair

Cachar 0 12 12 0.0%

Jorhat 9 14 5 55.6%

Kamrup 4 8 4 100.0%

Good Partially Pucca Class Rooms

Cachar 0 2 2 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 6 6 0.0%

Partially Pucca Class Rooms needing minor repair

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 0 0 0.0%

Partially Pucca Class Rooms needing major repair

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 2 6 4 200.0%

Good Kuccha Class Rooms

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 2 2 0.0%

Kuccha Class Rooms needing minor repair

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 0 0 0.0%

Kuccha Class Rooms needing major repair

Cachar 0 0 0 0.0%

Jorhat 0 0 0 0.0%

Kamrup 0 0 0 0.0%

5.4 Schools-wise Comparative Analysis of Data regarding Number

of

Classroom :

Table 5 :

Secondary Schools

Survey Data SEMIS data

No. of Classrooms

Sonai N.G. H.S.School 5 6

Earle Higher Secondary School 4 4

P.C.Barjalenga High School 5 3

Digorkhal High School 1 5

Durganagar Nayaram H.S. School 5 5

B.N.M.P.H.S.School 5 6

C.C.J.C. Palanghat H.S.School 4 4

Chibita Bichia High School 4 4

Binnakandi High School 4 4

Karaikandi High School 2 2

R.C.B.P.H.S. School 3 3

Dalu HS School 3 3

Janata High School 2 5

Zilkadar Ali HS School 2 4

Swami Vivekananda Bahumukhi Bidya Mandir HS 2 2

Jorhat Govt. Girls' HS & MP School 6 6

Jorhat Govt. Boys' HS & MP School 6 7

Kalyani High School 3 3

Charigaon Girls High School 0 3

Borigaon Public Girls High School 2 2

Teok High School 5 5

CKB High School 0 2

Kakojan Girls' High School 5 5

Kakojan Boys' High School 5 5

SPB Girls' HS School 4 4

Titaram Bordoloi High School 3 4

Zoo Road Vidyapith High School 4 4

Sualkuchi HS School 3 3

Chandrapur High School 4 3

Dorakahara High School 2 3

Arimatta Vidyapith High School 2 4

Khehenipara High School 1 2

Dalibari High School 2 4

D.N.D. Anchalik High School 3 3

Tulsibari Bahumukhi H.S. School 2 2

Boko High School 10 7

Chaygaon Higher Secondary School 7 4

Uparhali High School 0 4

Rampur HS School 6 6

Amingaon High School 2 2

Palashbari R.B.S & M.P. School 5 5

Arya Bidyapith H. S. & M.P. School 4 4

Bezera H.S. School 4 4

Barbhita Anchalik High School 2 2

Hekera HS School 3 3

Rajdhar Bora HS School 4 6

5.5 Schools-wise Comparative Analysis of Data regarding Number

of

Classroom :

Table 6 :

High Secondary Schools


No. of Classrooms







Dalu HS School 2 2
















5.6 No of classrooms which are called “Pucca Good” :

Table 7 :

Secondary Schools


No. of Classrooms












Dalu HS School 0 2










CKB High School 0 0


5.7 No of classrooms which are called “Pucca Good” :

Table 8 :



No. of Classrooms












Dalu HS School 0 0










CKB High School 0 1

5.8 No of classrooms which conditions are Pucca but need Minor

repair :

Table 9 :

Secondary Schools


No. of Classrooms












Dalu HS School 2 1










CKB High School 0 1


5.9 No of classrooms which conditions are Pucca but need Minor

repair :

Table 10 :

High Secondary School


No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0


5.10 No of classrooms which conditions are Pucca and need

Major repair :

Table 11 :

Secondary Schools


No. of Classrooms












Dalu HS School 1 2










CKB High School 0 1


5.11 No of classrooms which conditions are Pucca and need

Major repair :

Table 12 :



No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0

5.12 No of classrooms which conditions are Partially Pucca but

Good :

Table 13 :

Secondary Schools


No. of Classrooms












Dalu HS School 0 2










CKB High School 1 1


5.13 No of classrooms which conditions are Partially Pucca but

Good :

Table 14 :



No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0


5.14 No of classrooms which conditions are Partially Pucca and

need Minor repair :

Table 15 :

Secondary Schools


No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0



need Minor repair :

Table 16 :



No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0



need Major repair :

Table 17 :

Secondary Schools


No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0



need Major repair :

Table 18 :



No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0


5.18 No of classrooms which are Partially Pucca and need Major

repair :

Table 19 :

Secondary Schools


No. of Classrooms












Dalu HS School 0 0










CKB High School 0 0

























It is to be noted that no schools found which are kuccha.

5.19 Analysis on availability of Computer for Students :

Table 20 :

District

Survey

Data

SEMIS

Data

Variation

in number

%age

variation

(A) (B) (B-A) (B-A)/A

Cachar 80 122 42 52.50%

Jorhat 125 114 11 8.80%

Kamrup 162 111 51 31.48%

Total 367 347 20 5.45%

5.20 Analysis on availability of Computer for Office use :

Table 21 :

District

Survey

Data

SEMIS

Data

Variation

in number

%age

variation

(A) (B) (B-A) (B-A)/A

Cachar 13 12 1 7.69%

Jorhat 12 13 1 8.33%

Kamrup 17 31 14 82.35%

Total 42 56 14 33.33%

5.21Analysis on availability of Electricity in Schools :

Table 22 :

District Survey

Data

SEMIS

Data

Variation in

number %age variation

Jorhat 11 11 0 0.00%

Kamrup 19 20 1 5.26%

Cachar 15 15 0 0.00%

Total 45 46 1 2.22%

5.22 Analysis on availability of Drinking Water in Schools :

Table 23 :

District Survey

Data

SEMIS

Data

Variation in


Jorhat 11 11 0 0.00%

Kamrup 16 18 2 12.50%

Cachar 15 15 0 0.00%

Total 42 44 2 4.76%

5.23 Analysis on availability of Science Laboratory in Schools :

Table 24 :

District Survey

Data

SEMIS

Data

Variation in


Cachar 3 2 1 33.33%

Jorhat 8 2 6 75.00%

Kamrup 6 5 1 16.67%

Total 17 9 8 47.06%

5.24 Analysis on Sections in different streams :

A. In Arts

Table 25 :

District Survey Data SEMIS data Variation in


Cachar 7 7 0 0.00%

Jorhat 1 4 3 300.00%

Kamrup 5 9 4 80.00%

Total 13 20 7 53.85%

B. In Science

Table 26 :



Cachar 3 3 0 0.00%

Jorhat 0 2 2 200.00%

Kamrup 2 5 3 150.00%

Total 5 10 5 100.00%

C. In Commerce

Table 27 :



Cachar 0 0 0 0.00%

Jorhat 0 1 1 100.00%

Kamrup 0 1 1 100.00%

Total 0 2 2 100.00%

D. Vocational Training

Table 28 :



Cachar 2 2 0 0.00%

Jorhat 0 1 1 100.00%

Kamrup 3 2 1 100.00%

Total 5 5 0 0.00%

F. Others

Table 29 :



Cachar 1 0 1 100.00%

Jorhat 0 1 1 100.00%

Kamrup 0 0 0 0.00%

Total 1 1 0 0.00%

5.25 Macro level variation of Data regarding Students Enrolment

generated through SEMIS and Sample Survey Data :

Category wise breakup of the 46 schools covered under the sample checking survey is as

given below :

5.25.1: Comparative analysis of data of Schedule Caste students

regarding enrolment in different Classes :

Table 30 :

Category Data

Name of the District

Cachar Jorhat Kamrup Total

SC Boys Class 8

Survey Data 231 44 167 442

SEMIS Data 231 37 153 421

Variation 0 7 14 21

Percentage

Variation 0.0% 15.9% 8.4% 4.8%

SC Girls Class 8

Survey Data 203 42 80 325

SEMIS Data 203 36 66 293

Variation 0 6 14 32

Percentage

Variation 0.0% 14.28% 17.5% 9.8%

SC Boys Class 9

Survey Data 319 41 184 544

SEMIS Data 319 35 167 521

Variation 0 6 17 23

Percentage

Variation 0.0% 14.6% 9.23% 4.22%

SC Girls Class 9 Survey Data 306 65 115 486

SEMIS Data 316 55 120 471

Variation 10 10 5 15

Percentage

Variation 3.3% 15.38% 4.34% 3.08%

SC Boys Class 10

Survey Data 208 54 120 382

SEMIS Data 208 45 109 352


Percentage

Variation 0.0% 16.66% 9.16% 7.85%

SC Girls Class 10


SEMIS Data 178 51 61 338

Variation 0 -4 3 46

Percentage

Variation 0.0% 8.50% 5.17% 19.43%

5.25.2 : Comparative analysis of data of Schedule Tribe students


Table 31 :

Category Data

Name of the District


ST Boys Class 8


SEMIS Data 48 15 109 172

Variation 0 5 19 24

Percentage

Variation 0.0% 25.0% 14.8% 12.2%

ST Girls Class 8


SEMIS Data 42 31 67 155

Variation 0 02 7 20

Percentage

Variation 0.0% 6.80% 9.5% 14.81%

ST Boys Class 9


SEMIS Data 58 25 220 294


Percentage

Variation 0.0% 13.79% 8.3% 10.1%

ST Girls Class 9


SEMIS Data 55 25 125 249

Variation 0 -5 28 52

Percentage

Variation 0.0% 19.00% 28.86% 26.39%

ST Boys Class 10


SEMIS Data 43 23 100 156

Variation 0 19 0 19

Percentage

Variation 0.0% 28.12% 0.0% 10.85%

ST Girls Class 10


SEMIS Data 38 14 68 128

Variation 0 -4 7 18

Percentage

Variation 0.0% 27.27% 11.5% 16.36%

5.25.3 : Comparative analysis of data of Other Backward Class

(OBC) students regarding enrolment in different Classes :

Table 32 :

Category Data

Name of the district


OBC Boys Class 8

Survey Data 141 183 332 656

SEMIS Data 141 179 296 616

Variation 0 4 36 40

Percentage Variation 0.0% 2.2% 10.8% 6.1%

OBC Girls Class 8

Survey Data 162 152 126 440

SEMIS Data 162 183 107 452



OBC Boys Class 9

Survey Data 308 235 354 897

SEMIS Data 308 239 332 879

Variation 0 4 22 18


OBC Girls Class 9

Survey Data 330 247 130 707

SEMIS Data 330 292 148 770



OBC Boys Class 10

Survey Data 203 159 263 625

SEMIS Data 208 159 256 623

Variation 5 0 7 2


OBC Girls Class 10

Survey Data 215 193 87 495

SEMIS Data 213 152 95 440

Variation 2 41 8 55


5.25.4 : Comparative analysis of data of students (Others)


Table 33 :

Category Data

Name of the district


Other Boys Class 8

Survey Data 396 156 406 958

SEMIS Data 396 176 378 970



Other Girls Class 8

Survey Data 379 137 232 748

SEMIS Data 374 127 224 725

Variation 5 10 8 23


Other Boys Class 9

Survey Data 494 244 516 1254

SEMIS Data 494 285 593 1372



Other Girls Class 9

Survey Data 714 197 378 1289

SEMIS Data 714 145 370 1229

Variation 0 52 8 60


Other Boys Class 10

Survey Data 338 226 395 959

SEMIS Data 332 260 439 1031



Other Girls Class 10

Survey Data 338 146 207 691

SEMIS Data 344 149 207 700

Variation 6 3 0 9


5.25.5 Analysis on Enrollment of Schedule Caste Students in High

Secondary :

Table 34 :

District

Cachar Jorhat Kamrup

SC Boys Class 11

Survey Data 97 12 104

SEMIS Data 97 8 100

Variation 0 4 4

Percentage Variation 0.0% 33.3% 3.8%

SC Girls Class 11


SEMIS Data 155 12 121

Variation 0 3 0


SC Boys Class 12


SEMIS Data 65 13 98

Variation 0 4 2


SC Girls Class 12

Survey Data 91 4 94

SEMIS Data 91 3 88

Variation 0 1 6


5.25.6 Analysis on Enrollment of Schedule Tribe Students in High

Secondary :

Table 35 :

District


ST Boys Class 11


SEMIS Data 38 8 85

Variation 0 3 51


ST Girls Class 11

Survey Data 44 3 70

SEMIS Data 40 4 55

Variation 0 -1 15


ST Boys Class 12


SEMIS Data 40 9 55

Variation 0 3 22


ST Girls Class 12

Survey Data 47 3 70

SEMIS Data 47 3 57

Variation 0 0 13


5.25.6 Analysis on Enrollment of Other Backward Class (OBC)

Students in High Secondary :

Table 36 :

District


OBC Boys Class 11



Variation 1 12 34


OBC Girls Class 11



Variation 30 8 14


OBC Boys Class 12



Variation 0 3 57


OBC Girls Class 12



Variation 0 10 7


5.25.7 Analysis on Enrollment of Other Students in High Secondary :

Table 37 :

District Data Cachar Jorhat Kamrup

Other Boys Class 11



Variation 0 4 10





Variation 3 13 33


Other Boys Class 12



Variation 0 17 72





Variation 10 4 10


The analysis shows that the SEMIS data for different categories like SC, ST and OBC

Students are very much similar to that of the data collected through Sample Survey

although in few cases it differs. Even in some cases where the data collected through

SEMIS and Sample Survey differs, the deviation is very much acceptable. This means

that the SEMIS data are reliable data.

5.26 Analysis on Examination :

5.26.1 High School Leaving Certificate Examination (Class X):

Table 38 :

District Regular Pass

% age

Private

% age Total

Appeared

Total

Passed

Total

Appeared

Total

Passed

Cachar 1475 1007 68.27% 437 161 36.84%

Jorhat 937 830 88.58% 46 30 65.22%

Kamrup 1183 985 83.26% 165 108 65.45%

Total 3595 2822 78.50 648 299 46.14%

5.26.2 High Secondary School Leaving Certificate Examination (Class XII) :

Table 39 :

District Total Appeared Total Passed Pass %age

Cachar 973 554 56.93%

Jorhat 259 235 90.73%

Kamrup 910 736 80.88%

Total 2142 1525 71.19%

5.26.3 Vocational Examination :

Table 40 :

District Total Appeared Total Passed Pass %age

Cachar 44 16 36.36%

Jorhat 16 16 100.00%

Kamrup 73 57 78.08%

Total 133 89 66.92%

5.27 Analysis on availability of Physical Infrastructure :

5.27.1 Analysis on availability of Toilet :

Table 41 :

No. of Urinals

District

Survey

data

SEMIS

data

Variation

in number

%age Variation

A B B-A (B-A)/A

Cachar 39 39 0 0.0%

Jorhat 24 37 13 54.2%

Kamrup 79 60 19 24.1%

Total 142 136 6 4.2%

5.27.2 Analysis on availability of Girls lavatory :

Table 42 :

No. of Girls Lavatory

District

Survey

data

SEMIS

data

Variation

in number

%age Variation

A B B-A (B-A)/A

Cachar 9 8 1 11.1%

Jorhat 13 3 10 76.9%

Kamrup 13 9 4 30.8%

Total 35 20 15 42.9%

5.27.3 Analysis on availability of Urinals for Teachers :

Table 43 :

No. of Urinals for Teachers

District

Survey

data

SEMIS

data

Variation

in number

%age Variation

A B B-A (B-A)/A

Cachar 14 15 1 7.1%

Jorhat 15 16 1 6.7%

Kamrup 22 23 1 4.5%

Total 51 54 3 5.9%

5.27.4 Analysis on availability of Lavatory for Teachers :

Table 44 :

No. of Lavatory for Teachers

District

Survey

data

SEMIS

data

Variation

in number

%age Variation

A B B-A (B-A)/A

Cachar 10 11 1 10.0%

Jorhat 12 10 2 16.7%

Kamrup 17 14 3 17.6%

Total 39 35 4 10.3%

5.28 Analysis on Number of Teachers :

5.28.1 Number of Teachers Post Sanctioned :

Table 45 :

Secondary level

District

Sanctioned post Variation in

Number Variation in %age

Survey

Data SEMIS Data

(A) (B) B-A (B-A)/A

Cachar 218 222 4 1.8%

Jorhat 230 149 81 35.2%

Kamrup 322 169 153 47.5%

5.28.2 Number of Teachers in Position :

Table 46 :

Secondary Level

District

Survey Data SEMIS Data

Variation in

Number Variation in %age

Regular Full time teacher

(A) (B) A-B (A-B)/A

Cachar 160 190 30 18.8%

Jorhat 155 114 41 26.5%

Kamrup 309 262 47 15.2%

5.28.3 Number of Total Teachers working at present including

Contractual Teachers :

Table 47 :

Secondary Disrict Total number of teachers

Survey Data

Cachar 226

Jorhat 188

Kamrup 320

5.28.4 Number of Total Teachers Post Sanctioned and Teacher in Position

at present including Contractual Teachers :

Table 48 :

Higher Secondary :

District Sanctioned Post Teacher in Position including

Contractual Teachers

Cachar 75 70

Jorhat 37 27

Kamrup 136 132

Total 248 229

5.28.5 List of schools whose data regarding sanctioned posts of teachers

are unavailable in the SEMIS Data :

Table 49 :

18060105701 Kamrup Boko High School

18060200501 Kamrup Hekera HS School

18060512101 Kamrup Dalibari High School

18060608502 Kamrup Amingaon High School

18060702301 Kamrup Dorakahara High School

18061009901 Kamrup Uparhali High School

18061104103 Kamrup Zoo Road Vidyapith High School

18061200101 Kamrup D.N.D. Anchalik High School

18061500201 Kamrup Chandrapur High School

18061600102 Kamrup Bezera H.S. School

18170504301 Jorhat Borigaon Public Girls High School

A huge deviation in number of Teacher in Position, Teacher Post

sanctioned etc is found between the Sample Survey data and SEMIS

data. Actual findings have to be made in this regard if we desire to

achieve the target of quality education to every child.

5.29 Availability and Condition of School Records :

5.29.1 Initial Reaction of Principals/Head Teachers :

(i) In majority of the cases, the sample survey information was collected from the

Principals/Head Teachers of the sampled schools. Wherever the Principal/Head

Teacher was not available, the required information was collected from the senior

most teacher present in the school.

(ii) In an average, 80.43% schools covered under the study, their reaction was very

good, while in 19.56%, the reaction was good. It may be highlighted that in Jorhat

district, our investigators found a very positive initial reaction in above 81 percent of

the schools visited by them. However in general we can say that the initial reaction

of the Principal/Head Teacher or other Teacher was very good.

Table 50 : Initial Reaction of Principals/Head Teachers

District Schools

covered

Very Good Good Average Poor

Nos. %age Nos. %age Nos. %age Nos. %age

Jorhat 11 9 81.81% 2 18.18% 0 0.00% 0 0.00%

Kamrup 20 16 80.00% 4 20.00% 0 0.00% 0 0.00%

Cachar 15 12 80.00% 3 20.00% 0 0.00% 0 0.00%

Total 46 37 80.43% 9 19.56% 0 0.00% 0 0.00%

5.29.2 Response of Principals/Head Teachers in Providing the Necessary

Information :

Table 51 :

District Schools

covered



Jorhat 11 9 81.81% 2 18.18% 0 0.00% 0 0.00%

Kamrup 20 16 80.00% 4 20.00% 0 0.00% 0 0.00%

Cachar 15 11 73.33% 4 26.66% 0 0.00% 0 0.00%

Total 46 36 78.26% 10 21.74% 0 0.00% 0 0.00%

In above 78 percent of the schools, not only was their initial reaction quite positive, they

were very helpful in providing the necessary information. Here again the situation was observed to

be the best in Jorhat District.

5.29.3 Ready Availability of Records :

In above 82 percent of the schools, the records available to us quite readily (Table 52). Here

the situation was observed to be the best in Cachar District.

Table 52 :

District Schools

covered



Jorhat 11 8 72.73% 3 27.27% 0 0.00% 0 0.00%

Kamrup 20 15 75.00%% 5 25.00% 0 0.00% 0 0.00%

Cachar 15 15 100.00% 0 0.00% 0 0.00% 0 0.00%

Total 46 38 82.61% 8 17.39% 0 0.00% 0 0.00%

To conclude, in overwhelming majority of the schools, full cooperation was

given to us during the sample checking survey. As a matter of fact, in

majority of the schools covered during the sample survey, the necessary

records were made available to us quite readily and were found being

maintained up-to-date

5.29.4 Availability of Data regarding enrolment and pass percentage of

Sample Schools :

Table 53 :

District Schools

covered

Records Availability Records non Availability

Nos. % age Nos. % age

Jorhat 11 9 81.81% 2 18.18%

Kamrup 20 16 80.00% 4 20.00%

Cachar 15 12 80.00% 3 20.00%

Total 46 37 80.43% 9 19.56%

From the analysis it can be observed that in above 80 percent of sample schools covered

under the sample survey, the data regarding enrolment and pass percentage were easily available

and was provided to us readily on the day of visit. In very negligible number of schools only we faced

problems as the data related to enrolment and pass percentage were not easily available.

5.29.5 Availability of Photo copy of filled in SEMIS DCF :

Table 54 :

District Schools

covered

Yes No

Nos. %age Nos. %age

Jorhat 11 7 63.63% 4 36.36%

Kamrup 20 16 80.00% 4 20.00%

Cachar 15 15 100.00% 0 0.00

Total 46 38 82.61% 8 17.39%

5.29.6 Analysis of Problems faced by Field Investigators in getting

the required information

Table 55 :

District Schools

covered

Yes No

Nos. %age Nos. %age

Jorhat 11 0 0.00% 11 100.00%

Kamrup 20 0 0.00% 20 100.00%

Cachar 15 0 0.00% 15 100.00%

Total 46 0 0.00% 46 100.00%

From the analysis it can be observed that in 100 percent of sample schools covered under

the sample survey, the Field Investigators do not face any problem in getting the required

information from the schools.

From the analysis it can be observed that in above 82 percent of schools covered under

the sample survey, the schools do have a photo copy of the filled in SEMIS DCF.

However a considerable size do not have the same. As it is extremely important to have

a photo copy of the SEMIS DCF Format as this data is given to the SMO for

educational planning and development and therefore it is to be ensured by the school

authority that they provide data on regarding any parameters on school based on this

data or else the data will vary and will create confusion in proper planning. The matter

therefore has to be given importance and it should be made compulsory for all the

schools to have a photo copy of the SEMIS DCF format.

Chapter VI

6.1 The sample checking survey has revealed a few crucial issues concerning the

Present SEMIS format as well as the mechanism adopted for its implementation. Besides

presenting a summary of major findings, we have also presented our suggestions for

strengthening the system. For easy comprehension, the suggestions concerning a particular

issue have been presented right after discussing the same. The suggestions have been put in a

box and distinctly highlighted.

6.2 For more than 95 percent of schools, the information filled in the SEMIS data about various

school particulars has been found to be matching with the information provided to us during

the sample checking survey.

6.3 Positive and cooperative response of principles and head teachers is received during the

entire process of the study which is a positive sign for development of secondary education

scenario in the state.

6.4 It is observed in majority of the schools the Schools records are maintained satisfactory.

6.5 Proper training for the Head Master/Principal and other Senior teachers of the Schools have

to be arranged well ahead of the Data collection work begins on behalf of Rashtriya Madhyamik

Siksha Abhijan, Assam. It would certainly be more appropriate to outsource the entire SEMIS

training to any well experience professional agency. It is also to be noted that the training is

organized at Block level so that the Teacher attending the training do not lose too much time in

travelling etc.

Major Findings & Recommendations

6.6 Efforts should be made to increase the attendance of students which is still seemed to be

average.

6.7 State and District level officials of RMSA should visit schools on regular intervals without

prior intimation so that the actual school environment can be judged and accordingly remedial

measures can be taken if at all required for effective delivery.

6.8 The training of teachers needs to be organised periodically and on sustained basis so as to

equip and acquaint the teachers about the latest happening in their field. There is also a need for

taking the training on a more serious mode. So far, the interaction with teachers revealed that

the training has been of a perfunctory nature which invariably fails to capture the attention of

teachers. Hence, it has been strongly felt that help of some professional body, with requisite

experience, be taken to perform the task at least for some initial stages.

6.9 Supervision and monitoring mechanism has to be made an important and significant part of

RMSA. It will not only help in identifying the weaker aspects or areas but also provides vital

information about the status of ongoing programme to the higher up concern authorities. The

study clearly shows that monitoring and supervision aspect for the schools managed by

Government mechanism is weaker and needs to be strengthened. Many of the irregularities,

inconsistencies and other related issues could be effectively tackled if the monitoring and

supervision aspect is adequately strengthened.

6.10 The SEMIS format for collecting the data is well structured fulfilling all the features of good

schedule. It consists of simple and straight forward questions/points using very simple

language. Without any ambiguity keeping in view the objectives of the study/enquiry. The

questions/items are lucidly put and arranged in logical order. However, there are some

methodological confusion still exists with teachers. Therefore, training on SEMIS Data Collection

Format should be long enough to discuss all the issues. However, the 5% sample survey format

needs to be revised as because few information’s that is collected through the sample survey

format is not available in the SEMIS format. Therefore, it is wastage of time, energy and money

in collecting those information’s, entering those to the system etc.

6.11 The study shows that the schools also suffered on account of incidence of understaffing,

this loads the teachers with more multiple assignments which ultimately affects their

performance and likewise, the quality of data. Many a times, it was also observed that teachers

of the schools were attached to other Government departments and that really accentuated the

problem of teachers shortage. Hence efforts need to be made to fill up vacant position in the

school on priority basis which of course is progressing well in the state of Assam with initiative

of the visionary present Education Minister.

6.12 SEMIS format may also include some qualitative information about the problems of

students, teachers and parents, effectiveness of teacher teaching, status of each class room

(building). There should be a column for writing remarks of head teachers in the SEMIS format.

6.13 Filling up of the SEMIS format requires careful attention; therefore adequate time needs to

be allocated to the head teachers for this purpose. In many schools we are told that they do not

get enough time to fill up the SEMIS formats and in the process they end up giving wrong or

incomplete information.

6.14 For giving Computer training to the students, schools are provided with sufficient number

of computers and other infrastructure. However, we could not locate a single school where we

found the computer class in progress. Also on visiting the computer classroom we can observe

clearly that no one has entered the room for long.

6.15 Some queries about the EMIS unit and its operation at the district level should have been

included in the Sample Survey schedule in order to access the overall performance of the units

working for acquiring the data on various aspects of education.

6.16 Vacancy of Teachers in core subjects like Botany, Chemistry, English are observed in many

schools for which students are either reluctant to take admission or suffering after taking

admission in that school. The vacancy position need to be filled up soon.

6.17 There are differences in enrollment of students and students attending classes specially in

class XI and XII which need to be monitored continuously.

6.18 Inadequate number of Third and Fourth Grade staff in school and specially Laboratory

Technician, Demonstrator etc are causing enormous trouble for effective delivery of quality

education to Class XI and Class XII students. This is another prime cause for no or extremely less

enrollment of students in Class XI specially in Science Streams of Government aided schools.

6.19 Shortage of official staff is another issue which need to be addressed shortly specially in

schools where the number of Teachers is more than 30 and students more than 1000.

6.20 Science Laboratory in schools with Science Stream in Class XI and Class XII need to be

renovated and steps to be taken for proper maintenance of the same. A Public-Private

Partnership for running and maintenance of these Science laboratories can be arranged in

between the Government aided schools and local Private junior Science college.

6.21 Separate Room for integrated science laboratory should be built in all the schools. Grants

should be earmarked for this.

6.22 Almost all the schools have given complaints against the service provider for computers,

printer etc for not attending to their calls on time.

6.23 Separate Room for Library should be built in all the schools specially High Secondary

schools. Grants should be earmarked for this.

6.24 Few schools urgently require new classroom.

6.25 Inadequate number of toilets and lavatories in many schools. Number of toilets and

lavatories to be increased specially for Girls. Drop outs and irregular attendance is another

prime reason of having depilated or less toilets for Girls.

It should be made

compulsory that the

SEMIS Formats should

have a provision of

putting Name, Signature

and Seal of the Head

Master of the School

covered.

It is found that there is no significant deviation except in few

cases, between SEMIS & Sample Survey Data relating to almost all

the indicators of education for the 3 sample districts. The overall

deviation of SEMIS data from sample data taking into

consideration all the items and sub items for all the 3 districts is

very much acceptable except in few exceptional cases where the

deviation is significant. This indicates that the collection &

maintenance of data in SEMIS is very well done by SMO. There is

no manipulation of data anywhere for any of the indicators as

there is no significant deviation in data between the two surveys

The SEMIS format requires the schools to make manual computations and give category-wise detailed breakup of the enrolment figures in a cross-tabulated form for each class. In such a process, there is a significant likelihood of committing computation error. If the SEMIS format is revised to collect student-wise information on age, gender and caste for different classes and if the cross-tabulation is done by the computer, the likelihood of this error will get completely eliminated

As the system of sample checking is critical for ensuring the accuracy

and quality of SEMIS data there is a definite need to revisit the Data

Collection Format prepared for Sample Checking. It is to be ensured that

the questions and content of the Sample Survey format matches with the

SEMIS format

Highlights of Major Findings

Photo copy of SEMIS DCF to be provided to school

During the interaction with Head Teacher and others it is

observed that there is a general improvement in the overall

environment in schools during the last one year after the new

Education Minister taking charge of the department. Teachers are

happy to receive the maintenance grants, other grants for

developing school infrastructure, grants for purchasing books etc.

and other materials like teaching aids etc. on time. They now feel

receiving adequate importance and acceptability from authority

and therefore feel more secure and hence ready to deliver as

desired. Therefore, it is the correct time to capitalize on this and

bring back the lost glory of government schools.

Too much of Training, Seminars, Visit to District Office, Block Office,

Inspector of School etc is seen to be affecting the system of

education, particularly in Schools where the number of Teacher is

less than actual required.

Annexure I - Photographs

Annexure II - Name of District, School and Field

Investigator

Annexure III – Sample copy of Data Collection Format

Pic 1. Zoo-Road Vidyapeeth, Ambikagiri Nagar, Guwahati

Pic 2. Jorhat Govt. Boys HS School, Jorhat

PHOTOGRAPHS

Pic 5. Charigaon Girls’ High School, Jorhat

Pic 6. Kakojan Boys’ High School, Jorhat

Pic 7. Kakojan Boys’ High School, Jorhat

Pic 8. C.K.B. High School, Boloma, Jorhat

Pic 9. Bezera HS School, Bezera, Kamrup

Pic 10. Arimatta Vidyapeeth High School, Rangia, Kamrup

Pic 11. Arya Vidyapeeth HS School, Guwahati

Pic 12. C.K.B.High School, Boloma, Jorhat

Annexure-II

Name of District, School and Field Investigator :

District Sl.No. Name of School Name of Field

Investigator

Kamrup

1. Zoo Road Vidyapith High School

Mrinal Kanti Kalita

Deep Sarma

2. Sualkuchi HS School

3. Chandrapur High School

4. Dorakahara High School

5. Arimatta Vidyapith High School

6. Khehenipara High School

7. Dalibari High School

8. D.N.D. Anchalik High School

9. Tulsibari Bahumukhi H.S. School

10. Boko High School

11. Chaygaon Higher Secondary School

12. Uparhali High School

13. Rampur HS School

14. Amingaon High School

15. Palashbari R.B.S & M.P. School

16. Arya Bidyapith H. S. & M.P. School

17. Bezera H.S. School

18. Barbhita Anchalik High School

19. Hekera HS School

20. Rajdhar Bora HS School

Jorhat

1. Jorhat Govt. Girls' HS & MP School

Rajib Khaund

Mrinal Kanti Kalita 2.

Jorhat Govt. Boys' HS & MP School

3. Kalyani High School

4. Charigaon Girls High School

5. Borigaon Public Girls High School

6. Teok High School

7. CKB High School

8. Kakojan Girls' High School

9. Kakojan Boys' High School

10. SPB Girls' HS School

11. Titaram Bordoloi High School

Cachar

1. Sonai N.G. H.S.School

2. Earle Higher Secondary School

3. P.C.Barjalenga High School

4. Digorkhal High School

5. Durganagar Nayaram H.S. School

6. B.N.M.P.H.S.School

Manna Kishore Das

Aamidur Rahman Laskar

7. C.C.J.C. Palanghat H.S.School

8. Chibita Bichia High School

9. Binnakandi High School

10. Karaikandi High School

11. R.C.B.P.H.S. School

12. Dalu HS School

13. Janata High School

14. Zilkadar Ali HS School

15. Swami Vivekananda Bahumukhi Bidya Mandir HS

Conducted by : SCORPION Checking/SEMIS/2011-12/5%... · 2013-09-17 · CONTENTS Sl. No Particulars...

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