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1

INDEX

Sr. No. Components Page No.

State of Himachal Pradesh 3-4

Executive Summary 5-9

State Level Monitoring 10-25

I. Planning and Implementation 10-11

II. Open Schooling 11-12

III. Girls Education 12-17

IV. MIS (Management Information System) 17-18

V. Financial Management 19-21

VI. Innovations 21-22

VII. Information about MMER 22-24

VIII. Information about State Data Base 24-25

IX. Research 25

2

Monitoring of RMSA at State

Project Officer Level

3

STATE OF HIMACHAL PRADESH

Introduction:

Himachal Pradesh (Hindi: हिमाचल प्रदेश) is a state in Northern India. It is spread over

21,495 sq. miles (55,670 km2) and is bordered by Jammu and Kashmir on the north,

Punjab on the west and south-west, Haryana and Uttarakhand on the south-east and by

the Tibet Autonomous Region on the east.

Himachal Pradesh is famous for its abundant natural beauty. After the war between Nepal

and Britain, also known as the Anglo-Gorkha War (1814–1816), the British colonial

government came into power. In 1950 Himachal was declared a union territory, but after

the State of Himachal Pradesh Act 1971, Himachal emerged as the 18th state of the

Republic of India. Hima means snow in Sanskrit, and the literal meaning of the state's

name is in the lap of Himalayas. It was named by Acharya Diwakar Datt Sharma, one of

the great Sanskrit scholars of Himachal Pradesh.

The economy of Himachal Pradesh is currently the third fastest growing economy in

India. Himachal Pradesh has been ranked fourth in the list of the highest per capita

incomes of Indian states. The abundance of perennial rivers enables Himachal to sell

hydroelectricity to other states such as Delhi, Punjab and Rajasthan. The economy of the

state is highly dependent on three sources: hydroelectric power, tourism and agriculture.

Himachal Pradesh is the least urbanized state in India with nearly 90 percent of

population living in rural area, but the Shimla district is comparatively urbanized with

nearly 25 percent population living in an urban area. According to a 2005 Transparency

International survey, Himachal Pradesh is ranked the second-least corrupt state in the

country after Kerala.

The state of Himachal Pradesh has one of the best literacy rates in the country. According

to Census 2011, the literacy rate in HP is 83.78%. It is 90.83% for the male population

and 76.60% for the female population. Education in Himachal Pradesh is administered by

the Department of Education at all levels.

Education tiers in Himachal Pradesh comprise elementary schools, secondary and

senior secondary schools. Himachal Pradesh is India’s first state where every child has to

avail elementary education in the state.

5

EXECUTIVE SUMMARY OF MONITORING OF

RMSA AT STATE LEVEL

6

EXECUTIVE SUMMARY OF MONITORING OF RMSA AT STATE

LEVEL

I. Planning and Implementation of Plans:

The state level team prepared and finalized district level plans and the state level plan

reflected the planning needs at the school and district level.

The State Plan had adopted a convergence approach with various departments namely

Water and Sanitation, Social Welfare, Tribal Development, Minority Development, Rural

Development, Urban development, Medical Health and Family Welfare, PWD,

Transportation (Roadways) and Police and no problem was faced in restructuring its

plans on convergence and coordination with above departments.

Planning and Implementation of the programme at state level is regularly monitored.

As the state is very peaceful, no separate strategies for naxalite/extremist affected

districts had been prepared.

II. Open Schooling:

State Open School has been established at Dharamsala, District Kangra and it has its own

district/regional study centres.

The examinations for the courses being run by the State Open School are conducted by

Himachal Pradesh Board of School education, Dharamsala. The Board displays the

guidelines for admission and re-admission procedure on its website.

The examination and assessment pattern for the Open school students is the same as

followed for regular students.

The support services are provided through weekly personal contact classes and study

material provided to the students.

The advocacy programme for bringing out of school students includes Awareness

Campaign through wide publicity.

For the identification of Out of School students the state has not conducted any household

survey.

III. Girls Education:

None of districts had supplied information about the reasons for gender gap, if any, to the

office of SPO. However, sensitization and training programmes are organized in all the

schools for the stakeholders.

There has been increase in the enrolemnt of the students from each category in the year

2012-13 as compared to that of 2011-12. However, there has been reduction in the

enrolment of SC girls, ST boys, ST girls, total ST students, OBC and General girls, total

OBC and General students, total girls irrespective of categories and total students

7

irrespective of categories and CWSN boys in the year 2013-14 as compared to that of

these students in the year 2012-13. The comparison of the enrolment in the years 2013-

14 and 2014-15 shows that htere has been decrease in the enrolment of boys and girls of

SC, ST, Minority, OBC and Genneral, CWSN and totla of students. Further, there has

also been decrease in the enrolment of boys, girls and total of SC, ST, OBC and General

categories of students and total of students irrespective of gender. However, there has

been increase in the enrolment of boys, girls and total of minority and CWSN.

The data about the reasons for the reduction in attendance and achievement levels and

reasons thereof were not available with the office of SPO.

To address gender gaps, the state has opened new schools and up-graded a number of

upper primary schools to secondary and higher secondary school levels.

To handle the problems of girl child, counselling of parents is done during the SMC

meetings and in case of any problem faced by the girls is noticed, then the parents of

those girls are invited for counselling.

Two girls’ hostels have been made functional in the educational backward blocks i. e

Himgiri of Chamba district and Shillai block of Sirmaur district. Three more hostels are

being opened for the girls.

IV. MIS (Management Information System):

The state has prepared the master lists of hundred percent of the schools (3742 schools

including 2487 government and 1255 private).

Data Capture Format is not distributed by the SPO to schools but it is printed by DPO

itself through software as it is mandatory condition laid down by Government of India.

The DPO distributes DCF to schools.

The data entry on the school report card has been done at the block/district levels.

However, the sample checking has not been done yet.

The data have been submitted to the SPO office by the Block and district officers as per

time schedule and are being analyzed and disseminated at State and District level. These

are used for planning and budgeting at the state level. The backup of the data supplied

under SEMIS/DISE was properly maintained.

V. Financial Management:

The cash book is maintained and updated on daily basis. However, the bank

reconciliation is not being done on monthly basis.

The funds are transferred from SPO level to the SMDCs through e-transfer mode.

The state allocated annual school grant, grants for minor repair, teacher training,

community training, self-defence training for girls, remedial teaching, civil works up to

30 lakh works, sports equipment and NMER to hundred percent of the districts in the

state of Himachal Pradesh. The grants are allocated and released immediately as and

when funds are received from GOI and State Government to SIS.

8

All SDMCs in State are covered by audit and the audit is carried out by the department

itself and the Accountant General of the state.

The financial information is displayed on the Notice Board of the SPO for the purpose of

social audit.

The data about utilization certificates submitted by the DPOs, process of settlement of

advances, collection of utilization certificates and financial statement for the financial

year were not available with the SPO.

VI. INNOVATIONS

Swayam Sidham Project has been launched in all the districts which include model lesson

plans, use of ICT in the classroom, monitoring and mentoring, on site academic support

to teachers, child tracking and teachers tracking.

VII. INFORMATION ABOUT MMER:

At the state level, six posts have been sanctioned. All the sanctioned posts of the

coordinators/lecturers have been filled up whereas one post of senior assistant/clerk

(33.30 Percent) is lying vacant in the SPO office under RMSA.

All the personnel against these posts are working on deputation basis and they are on

secondment basis from the Department of Education of the State.

One personnel each is working on the finance, civil work, quality, pedagogy, planning

and training components whereas there is no personnel working on the equity and gender

components of RMSA.

Services of SSA Staff are being utilized in administration under RMSA.

All the officials and staff are clear about the objectives, targets and goals of the

programme and they have active role in the management structure of RMSA.

The monitoring tools have been devised and are used for monitoring at State and District

level functionaries.

The SPO has constituted monitoring teams and the teams pay frequent visits to the

schools to ensure effective implementation of the programme.

The guidelines have been developed to monitor physical, financial progress of each

intervention as well as achievements level of students and community awareness.

VIII. INFORMATION ABOUT STATE DATABASE:

The school mapping in all the three districts namely Mandi and Una sampled for

monitoring team has been completed through manual mapping system of mapping.

9

The database mechanism (MIS) is in place at the state level and no major issues in

collection and compilation of data were reported by the SPO.

IX. RESEARCH (State level)

No Research projects have been initiated in the State under RMSA.

Research Advisory Committee has been constituted at the state level. However, no

research projects have been initiated at the state level.

*****

10

STATE LEVEL RMSA MONITORING REPORT OF HIMACHAL

PRADESH

State level monitoring Report is based upon the information supplied by the State

Project Director (RMSA) Sh. Ghanshyam Chand on January 10th, 2016.

I. Planning and Implementation:

I. General Information

1. Involvement of State Level planning team in the preparation and finalization of

District Level Plans

1. Yes 2. No

The State Project Officer affirmed that the State Level Team is involved in the

preparation and finalization of the District Level Plans

Does the State Plan reflect the Planning needs at School and District Level?

It was opined by the SPO (SSA/RMSA) that the State Plan of RMSA reflects the

Planning needs at School and District Levels.

2. (a) State Plan have adopted a convergence approach with following department or

not.

(1. Yes 2. No)

a. Water & Sanitation

b. Social Welfare

c. Tribal Development

d. Minority department

e. Rural Development

f. Urban Development

g. Medical Health & Family welfare

h. PWD

i. Transportation (Roadways)

j. Other (Police)

As per the views of the SPO, the State Plan had adopted a convergence approach with

various departments namely Water and Sanitation, Social Welfare, Tribal Development,

Minority Development, Rural Development, Urban development, Medical Health and

Family Welfare, PWD, Transportation (Roadways) and Police.

1

Y

e

s

1

1

1

1

1

1

1

1

1

1

11

2. (b) Any problem areas of restructuring on convergence and co-ordination

No problem areas of restructuring on convergence and coordination were reported by the

SPO

3. Regular monitoring of Planning & implementation of the programme at State level,

if not reasons thereof.

There is regular monitoring of Planning and Implementation of the programme at state

level.

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

No separate strategies for naxalite/extremist affected districts had been prepared by the

SPO at the State/district level in consultation with the district authorities in the state.

If not, why?

As Himachal Pradesh is a very peaceful state, there is no need of preparation of any

separate strategies.

II. Open Schooling

1. Whether the State open School is established at the State level?

1. Yes 2. No

State Open School has been opened in the state of Himachal Pradesh

2. State Open School has been established at the State level. Whether the State open

School has its own district regional centres and study centres?

1. Yes 2. No

The State Open School has its own district/regional centres and study centres.

3. (a) Admission and Re-admission procedure in the State open School.

The guidelines for admission and re-admission procedure are displayed on the web site of

Himachal Pradesh Board of School Education, Dharamsala.

(b) Examination & assessment pattern.

The examination and assessment pattern followed by HPBOSE, Dharamsala for open

school students is the same as followed for regular students.

(c ) Student support services:

Weekly personal contact classes are organized and study material is given to the students.

2

1

1

12

4. Advocacy programme for out of School Students for bringing them back to the

School

Awareness Campaign is conducted through wide publicity to bring out of school students

back to the schools.

5. Methods for identification of the number of out of School Students in the State

(household survey etc.)

The state proposed house holds survey in AWP&B 2014-15for the identification of actual

out of school children. However, it could not be conducted as it was not approved by

PAB.

6. Identification procedure of out of School Students.

The state had developed the procedure for the identification of out of school children.

III. Girls Education

Gender Gap

1. Reasons for gaps in enrolment (if any)

Reasons Respondent /districts %

a Socio Cultural/Reasons 00 00

b Economic Reasons 00 00

c Linguistic Reasons 00 00

Total 00 00

None of the districts have given any reasons for gender gap in enrolment to the SPO.

Reasons for absenteeism (Gap in attendance)

Reasons Respondents

(School/district)

%

A Health (own or family members) No problem of

absenteeism

00

B Social cultural issues 00

C Sibling Care 00

D Household responsibilities 00

E Family issues / Gone to relatives 00

F Earning for livelihood 00

G Migration 00

H Any other 00

Total 00

There is no problem of absenteeism in the state.

13

2. Efforts made to address the gender gap attitudinal and physical.

Barriers No. of Schools % Efforts made to

address barriers

(a) Physical barriers 00 00 Sensitization &

Training programme

in all schools for

stakeholders

(b) Attitudinal 00 00

(c) Linguistic barriers 00 00

(d) Economical barriers 00 00

To address gender gap, sensitization and training programmes are organized in all the

schools for the stakeholders.

3. Any reduction in enrolment, attendance, learning achievement, and reasons thereof

(i) Reduction in enrolment and reasons thereof.

Social

Group

SC ST MINORITY OBC & GEN TOTAL CWSN (classes IX-

XII)

Year B G T B G T B G T B G T B G T B G T

2011-12 38037 35102 73139 8659 8080 16739 00 00 00 103552 90797 194349 150248 133979 284227 00 00 00

2012-13 40254 37086 77340 9064 8186 17250 2200 1754 3954 103353 88843 192196 154871 135869 290740 00 00 00

Gap +2217 +1984 +4201 +405 +106 +511 +2200 +1754 +3954 199 1954 2153 +4623 +1890 +6513 00 00 00

2012-13 40254 37086 77340 9064 8186 17250 2200 1754 3954 103353 88843 192196 154871 135869 290740 1653 1214 2867

2013-14 40696 37012 77708 8985 8111 17096 2477 1796 4273 103688 87361 191049 155846 134280 290126 1649 1288 2937

Gap +442 -74 +368 -79 -75 -154 +277 +42 +319 +335 -1482 -1147 +975 -1589 -344 -4 +74 +70

2013-14 40696 37012 77708 8985 8111 17096 2477 1796 4273 103688 87361 191049 155846 134280 290126 1649 1288 2937

2014-15 38021 34296 72317 8301 7524 15825 2075 1593 3668 100211 80846 181057 148608 124259 272867 161

2 1205 2817

Gap -2675 -2716 -5391 -684 -587 -1271 -402 -203 -605 -3477 -6515 -9992 -7238 -10021 -17259 -37 -83 -120

2014-15 38021 34296 72317 8301 7524 15825 2075 1593 3668 100211 80846 181057 148608 124259 272867 161

2 1205 2817

2015-16 37190 34014 71204 7923 7070 14993 2118 1657 3775 92415 77206 169621 139646 119947 259593 164

2 1253 2895

Gap -831 -282 -1113 -378 -454 -832 +43 +64 +107 -7796 -3640 -11436 -8962 -4312 -13274 +30 +48 +78

The above Table is indicative of the fact that there has been increase in the enrolemnt of the

students from each category in the year 2012-13 as compared to that of 2011-12. However, there

has been reduction in the enrolment of SC girls, ST boys, ST girls, total ST students, OBC and

General girls, total OBC and General students, total girls irrespective of categories and total

students irrespective of categories and CWSN boys in the year 2013-14 as compared to that of

these students in the year 2012-13. The comparison of the enrolment in the years 2013-14 and

2014-15 shows that htere has been decrease in the enrolment of boys and girls of SC, ST,

Minority, OBC and Genneral, CWSN and totla of students. Further, there has also been decrease

in the enrolment of boys, girls and total of SC, ST, OBC and General categories of students and

total of students irrespective of gender. However, there has been increase in the enrolment of

boys, girls and total of minority and CWSN. The trend may be seen in the following Figures. The

gap in the enrolment may be due to population share less than earlier of this age group.

15

(ii) Reduction in attendance and reasons thereof.

Social Group SC ST MINORITY OBC &

GEN

TOTAL CWSN


2012-13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2013-14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Gap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2013-14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2014-151 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Gap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

16

The data about the reasons for the reduction in attendance and reasons thereof were not available

with the office of SPO.

(iii) Reduction in achievement level and reasons thereof:

Social

Group

SC ST MINORITY OBC &

GEN

TOTAL CWSN

Year B G T B G T B G T B G T B G T B G T 2011-12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2012-13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Gap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2012-13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2013-14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Gap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2013-14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2014-15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Gap 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

The data about the reasons for the reduction in achievement levels and reasons thereof

were not available with the office of SPO.

4. Efforts made to address the gender gap and removing the physical barriers.

These gaps are being addressed by opening and up-gradation of upper primary schools to

secondary and higher secondary school levels.

5. Any efforts being made for the counselling of parents to handle the problem of girls.

If not why?

No. of Schools

Counselling of parents done

Yes No

All 00

% 100.00 00

Counselling of parents is done during the SMC meetings and in case of any problem

faced by the girls is noticed, the parents of those girls are invited for counselling.

6. Impact of separate hostel and other physical facilities and availability of security on

enrolment, attendance and learning achievement of girls.

Five girls’ hostels have been sanctioned in the educational backward blocks of district

Chamba and district Sirmaur. One has been made functional in GSSS Himgiri in Himgiri

Block of Chamba district and one at GSSS Shillai in Shillai block of district Sirmaur.

17

i. Number of Schools having facility of separate girls’ hostel in campus or in nearby

area.

Two schools namely GSSS Himgiri in District Chamba and GSSS Shillai in Sirmaur

district have facility of separate girls hostel in campus.

ii. Number of girls residing in girls’ hostel in sample Schools.

50 girls are staying in each hostel.

iii. Any physical barrier faced by hostellers in their access to School

No physical barriers were reported.

IV. MIS (Management Information System)

1. Preparation of Master List of all Schools including private in District/State

Master List of govt and Pvt. Schools Prepared If master list not

prepared reasons

thereof

Yes, Prepared 1.

Total

No. of

govt.

Schools

No. of

govt.

Schools

of which

list is

prepared

% Total

No. of

pvt.

Schools

No. of

pvt.

Schools

of which

list is

prepared

% 2.

3.

4.

2487 2487 100.00 1255 1255 100.00 5.

The master lists of hundred percent of the schools (3601 schools including

2487government and 1255 private) have been prepared by the SPO office.

2. Distribution of DCF for the current year to all districts in the state

No. of Districts

DCF distributed to all DPOs from SPO

Yes No

12 --

% 100.00 --

It has been distributed by the SPO to the DPOs at present.

50

2

18

Reasons for not distributing the DCF to DPOs

DCFs have been distributed.

School report card and sample checks

Data entry done School report

card generated

Sample checking being

done

Yes No Yes No Yes No

Yes Not Yet

Yes, Data entry at Block level/district

level

Himachal

Pradesh

Data entry

done

School report

cards

Sample

checking

School report cards

distributors all School

Yes No Yes No Yes No Yes No

00 00 00 00 00 00 00 00

Overall finding of sampled checking

The data entry has been done at the block/district levels. However, the sample checking

has not been done yet.

3. Has the data been submitted to State level as per time schedule?

1. Yes 2. No

The data have been submitted to the SPO office by the Block and district officers as per

time schedule.

4. At which level the data is being analyzed and disseminated?

The data are being analyzed and disseminated at State and District levels.

5. Is SEMIS/ UDISE data used for Planning and budgeting?

1. Yes 2. No

The data are used for planning and budgeting at the state level.

6. Is the back up of the data supplied under SEMIS/UDISE properly maintained?

1. Yes 2. No

The backup of the data supplied under SEMIS/DISE was reported to be properly

maintained.

1

1

1

19

V. Financial Management:

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 basis

Cash Book

Yes Yes No

Yes No

% 100

SPO Yes Yes

The cash book is maintained and updated on daily basis. However, the bank

reconciliation is not being done on monthly basis.

2. Mode of transfer of funds to the SMDC from State level –

Mode of Transfer Cheque Draft e-transfer

From SPO to DPO 00 00 yes

The funds are transferred from SPO level to the SMDCs through e-transfer mode.

3. Type of funds /grants allocated by the State to district

S.No. Name of grant allocated No. of

districts

Month of

allocation

1 Annual School Grant 12 As and when

funds received

from GOI and

State Government

to SIS, releases are

made immediately

to districts

2 Minor Repair 12

3 Teacher Training 12

4 Community Training 12

5 Self Defence for Girls 12

6 Remedial teaching 12

7 Civil works up to 30 lakh works 12

8 Sports Equipment 12

9 MMER 12

The state allocated annual school grant, grants for minor repair, teacher training,

community training, self-defence for girls, remedial teaching, civil works up to 30 lakh

works, sports equipment and NMER to hundred percent of the districts in the state of

Himachal Pradesh. The grants are allocated and released immediately as and when funds

are received from GOI and State Government to SIS.

4 Audit of SDMCs

1. Yes 2.No

All SDMCs in State are covered by audit.

1

20

Audit carried out

YES NO

If yes, Audit carried out by

Education Deptt. A.G. C.A. Social Audit None

Yes Yes -- Yes ---

The audit is being carried out by the department itself and the Accountant General of the

state.

5 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

Yes displayed 00

The information is displayed on the Notice Board of the SPO for the purpose of social

audit. Further, all the schools have been directed to display school report cards along with

the grants released.

6 Status of utilization certificates submitted to SPO from DPOs (from 1st April 2013 to

31st March, 2014):

No. of

sampled

DPOs

Name of

Funds

/Grants

No. of

DPOS

to

which

fund

release

d

Amount of

fund released

Date of

release

Amount

for

which

U.C.

received

Amount

for

which

U.C. has

not been

received

Mandi School

Annual

Grant

01 8450000.00

8450000.00

26.08.2014

22.11.2014

00 00

Una 01 3750000.00

3750000.00

26.08.2014

22.11.2014

00 00

Mandi Minor

repair

work

01 8025000.00 26.08.2014 00 00

Una 00 3525000.00 26.08.2014 00 00

Mandi Civil work 00 4123000.00 30.09.2014 00 00

Una 00 00 00 00 00

Mandi Education

Tour

00 00 00 00 00

Una 00 00 00 00 00

No data were available with the SPO related to status of the utilization certificates

submitted by the DPOs.

21

7 Process of settlement of advance and collection of utilization certificate by SPO

District level Review meetings are being held to settle the outstanding advances.

8 Financial Statement for SPO (From 1 April 2013 - 31st March 2014

Name

of Unit

A Opening

Balance as

on 1st

April, 2014

(In lacs)

B

Funds

received

C=A+B

Total

Fund

available

D

Expendit

ure

E=C+D

Closing

balance

including cash

in hand as on

31.3.2015

Balance

in bank

passbook

SPO 18600.76 1792.18 20392.94

(Other

receipts

168.68)

17042.39 3587.91 3587.91

The closing balance was matching with the balance shown in the pass book.

VI. Innovations

Details of innovative proposals undertaken during the financial year 1st April, 2014

to 31st March, 2015 (At State level)

S.

No.

Name of

District

Name of

Innovative

Proposals

Amount of funds

sanctioned/released

Stage of

Implementation

1. Bilaspur 00 00 00

2. Chamba 00 00 00

3. Hamirpur 00 00 00

4. Kangra 00 00 00

5. Kinnaur 00 00 00

6. Kullu 00 00 00

7. L & S 00 00 00

8. Mandi 00 00 00

9. Sirmaur 00 00 00

10. Shimla 00 00 00

11 Solan 00 00 00

12. Una 00 00 00

Swayam Sidham Project has been launched in all the districts which include model lesson

plans, use of ICT in the classroom, monitoring and mentoring.

22

(a) If not, the mentions reasons thereof

No reasons given as state have started the innovation.

(b) Effective monitoring and evaluation mechanism for implementation of

innovation proposals.

The state authorities conduct monitoring and evaluation quarterly whereas the

DPOs have been directed to conduct monthly monitoring and evaluation in their

districts.

(c) The objectives of innovation proposals being met

Yes, qualitative improvement in the learning levels of students has been

achieved.

(d) Identified any successful elements in innovation proposals, to be scaled up

under RMSA

The state has been able to enhance academic achievement of the students.

VII. Information about MMER

I. MMER:

1. The total number of staff sanctioned category wise in SPO under RMSA and the

number in position.

S. N. Name of Post Sanctioned In

position

% Vacant %

1 Coordinators/Lecturers 3 3 100 0 0

2 Senior Assistant/Clerk 3 2 66.6 1 33.3

Total 6 5 83.33 1 16.67

All the sanctioned 3 posts of the coordinators/lecturers have been filled up whereas one

post of senior assistant/clerk (33.30 Percent) is lying vacant in the SPO office under

RMSA. Further, the services of one data entry operator have been engaged on outsource

basis.

2. Action taken to fill up vacancies

Personnel’s working on deputation/contract and their nature of engagement

No. of Personnel on deputation No. of Personnel on contract

SPO SPO

5 0

Nature of engagement

at SPO At SPO

On Secondment basis from the Department

of Education

23

All the personnel are working on deputation basis and they are on secondment basis from

the Department of Education of the State.

3. Component-wise personnel at State level

S.N. Component wise personnel Position in Place

Working at State level

1 Finance 1

2 Civil Work 1

3 Quality 1

4 Equity 0

5 Gender 0

6 Pedagogy 1

7 Planning 1

8 Training 1

Total 6

One personnel each is working on the finance, civil work, quality, pedagogy, planning

and training components whereas there is no personnel working on the equity and gender

components of RMSA. In addition to the existing staff, 3 accountants have also been

engaged on outsource basis.

4. If component wise personnel’s are not in place the alternative arrangements made

Other than sanctioned posts, services of SSA Staff are being utilized in some of the

interventions of RMSA.

5. If the administrative staff is not in place alternative arrangement adopted

Services of SSA Staff are being utilized in administration under RMSA.

6. Clarity amongst officials and staff about the objectives, targets and goals of the

programme and their role in the management structure.

All the officials and staff are clear about the objectives, targets and goals of the

programme and they have active role in the management structure of RMSA.

II. MONITORING STRATEGY

1. (i) Use of monitoring tools/mechanism (reports, visits etc.) to ensure effective

implementation of the scheme

Yes, Monitoring tool has been devised and it is used to monitor at State and District level

functionaries.

(ii) Steps taken by SPO to ensure effective implementation of RMSA

Monitoring teams have been constituted under RMSA and also Department of Education.

These teams paid frequent visits to the schools to ensure effective implementation of the

programme.

24

(iii) Details of visits made by officials of SPO to district/Schools along with time

schedule (from 1st April, 2013 to 31st March, 2014)

S.

No.

Post of Officer No. of Visits

made

No. of

district/

School

visited

Time schedule Average

No. of

visits per

district

1. SPD 24 12/02 April-Dec. 02

2. Additional

Director Project

10 10/01 April- Dec 01

3 Others 72 12/06 April-Jan. 06

2. Details of guidelines laid down for monitoring.

The guidelines are given to the team members to monitor physical, financial progress of

each intervention as well as achievements level of students and community awareness at

large during the visits.

III Management Systems

Information about Academic Institutions (Details of SCERT & IASE/CTEs/DIETs)

1. (i) Availability of Physical Infrastructural Facilities

SCERT Solan, Government College of Teacher Education Dharamsala and 12 DIETS in

all the 12 districts of Himachal Pradesh have adequate infrastructural facilities.

(ii) Facilities available in SCERT/SIERT

Staff Sanctioned In position Vacant %

00 00 00 00 00

00 00 00 00 00

No data were available with the SPO as this information pertains to SCERT.

(iii) Availability of physical Infrastructural Facilities

No data were available with the SPO as this information pertains to SCERT.

2. Other essential facilities

In DIET In IASE/CTEs In SCERT/SIERT

00 00 00

No data were available with the SPO as this information pertains to SCERT, DIETs and

IASE/CTEs.

VIII. Information about State Database

1. (i) School mapping completed or not in respect of the visited district/s (Mandi and

Una)

The state has completed the process of school mapping in all the two districts namely

Mandi and Una visited by the monitoring team.

25

(ii) If not completed, then the basis used for developing the annual/perspective

Plan for access:

The process has been completed.

(iii) Mechanism other than GIS mapping adopted by the State

Manual Mapping has been adopted by the state for mapping.

2. The database mechanism (MIS) at state level is in place or not

Yes, the database mechanism (MIS) is in place at the state level.

3. If not, then name of other sources used for the Plan preparation at state level

No other sources are being used.

4. Major issues in collection and compilation of data at State level

S. N. State level issues

1 00

No major issues in collection and compilation of data were reported by the SPO.

IX. Research (State level)

1. Details of research projects undertaken during the year (1st April, 2013 to 31st

March, 2014) –

No Research projects have been initiated in the State under RMSA.

2. Research Advisory Committee being formed or not:

Research Advisory Committee has been constituted at the state level.

3. Identification of the kinds of research need was felt and at what level?

The research areas identified for research:

i). Causes of dropouts

ii). Causes of out of school

iii). Training needs of the teachers

iv). Impact of teacher training

4. Action Research is being conducted or not, if yes it is conducted by the teachers or

external agencies for finding out solutions to users pertaining to pedagogy and

quality:

No information was supplied by the SPO about the conduct of action research being

conducted by the teachers or external agencies.

5. If Yes, Details of action research carried out at State level:

No details about the action research carried out at state level had been supplied by the

SPO.

26

INDEX


Executive Summary for Monitoring of

RMSA at District Level

26-32

I. Planning and Monitoring 27

II. Girls Education 27-28

III. MIS (Management Information System) 28-29

IV. Financial Management 29-30

V. Innovations 30-31

VII. Information about MMER 31-32

VIII. Information about State Data Base at SPO

Level updated by DPO

32

IX. Research 32

27

EXECUTIVE SUMMARY FOR MONITORING OF RMSA AT

DISTRICT LEVEL

DISTRICT MANDI DISTRICT UNA

I. Planning and Monitoring District plan has been prepared by the DPO

The plan has adopted a convergence approach

with the departments of water and sanitation,

social welfare, tribal development, minority,

rural development, urban development,

medical health and family welfare, PWD and

Transportation.

No problem areas of restructuring on

convergence and coordination were reported by

the DPO.

The DPO did not mention the methods adopted

for regular monitoring of Perspective plan and

AWP&B.

District plan has been prepared by the DPO.

The plan has adopted a convergence approach

with the departments of water and sanitation,

social welfare, tribal development, minority,

rural development, urban development,

medical health and family welfare, PWD and

Transportation.

No problem areas of restructuring on

convergence and coordination were reported

by the DPO.

The DPO did not mention the methods adopted

for regular monitoring of Perspective plan and

AWP&B.

II. Girls Education

A gap of +7.70 percent was observed in the

enrolment of girls and as compared to that

of boys in 9th grade whereas a gap of - 39.4

percent was observed in the enrolment of

girls and as compared to that of boys in 10th

grade.

No reasons for gap in enrolment have been

given by the DPO.

No reasons for absenteeism have been given by

the DPO.

No data were supplied on this component.

No efforts were reported to be made to address

the gender gap attitudinal and physical.

A reduction of 46, 63 and 109 was observed in

the enrolment of boys, girls and total of SC

students, 48, 5 and 53 in boys, girls and total of

STs, an increase in enrolment of 22, 9 and 31

in boys, girls and total of minority, a reduction

No data about the enrolment, attendance

and achievement level were supplied by

the DPO

No reasons for gap in enrolment have been

given by the DPO.

No reasons for absenteeism have been

given by the DPO.

None of the reasons have been given for the

absenteeism of the girls by the DPO.

No efforts have been made to address the

gender gap attitudinal and physical.

A reduction of 38 among SC girls, 6 among

ST girls, and 292 among OBC and general

category girls and 58 among boys of OBC and

general categories from the 2012-13 to 2013-

28

of 28, 190 and 218 in boys, girls and total of

OBC and general category students and 61, 84

and 145 in boys, girls and total of CWSN.

Further a reduction of 100, 249 and 349 was

observed in the enrolment of boys, girls and

total students irrespective of category from

year 2012-13 to 2013-14.

No record of the attendance of the students for

these years was available in the DPO office.

No record about the reduction in achievement

and reasons thereof was available with the

DPO.

The DPO was of the view that there is a

gender gap in the enrolment of girls in 10th

grade. However, no steps have been taken

to address the gender gap.

No data were supplied on this

component.(counselling of parents)

There is no hostel facility in any of the sampled

schools as all the schools are within the walk

able distance from the habitations where

students live. Furthermore, free transport

facility from the home to the school is available

to all the school going children.

14 existed. A reduction of 232, 98, 350 of SC

Boys, girls and total, 37 and 24 in ST Boys and

total, 658, 442 and 1100 of OBC and general

category boys, girls and total and 943, 527 and

1470 of boys, girls and total of students

irrespective of categories from year 2013-14 to

2014-15 was observed.

No record of the attendance of the students for

these years was available in the DPO office.

No record about the reduction in achievement

and reasons thereof was available with the

DPO.

The DPO was of the view that there is no

gender gap in the enrolment of girls.

No data were supplied on this

component.(counselling of parents)

There is no hostel facility in any of the

sampled schools as all the schools are within

the walk able distance from the habitations

where students live. Furthermore, free

transport facility from the home to the school is

available to all the school going children.

III. MIS (Management Information System) There are 375 state government schools and

213 private schools in the district. The master

lists of all the schools have been prepared by

the DPO.

The DCFs have been distributed to all schools

by DPO.

From all the 375 schools in the district, one

teacher from each school had received

training for filling up of DCF.

DCFs from hundred percent of the schools to

which these were distributed had been received

by the DPO.

In hundred percent of the schools to which

school report cards had been distributed, the

There are 162 state government schools and 79

private schools in the district. The master lists

of all the schools have been prepared by the

DPO.

The DCF have been distributed to hundred

percent of government schools.

From all the 162 schools in the district, one

teacher from each school had received


DCFs from hundred percent of the schools to

which these were distributed had been received

by the DPO.

In hundred percent of the schools to which

school report cards had been distributed, the

29

data entry had been done, school report card

generated and sample checking done. However,

the DPO has not given any findings of the

sample checks.

The data were submitted to the State level as

per the time schedule.

The data are being analyzed and disseminated

at the district level.

Hundred percent of the school authorities are

aware about the importance of the data

collected under MIS and they make use of it.


using SEMIS/UDISE data for planning and

budgeting.

In hundred percent of the schools, there is

proper maintenance of the backup of the data

supplied under SEMIS/UDISE.

data entry had been done, school report card

generated and sample checking done.

However, the DPO has not given any findings

of the sample checks.

The data were submitted to the State level as

per the time schedule.

The data are being analyzed and disseminated

at the district level.


clear about importance of data collected under

MIS and they are using it.

Hundred percent of the authorities are using

the SEMIS/UDISE data for planning and

budgeting.

In hundred percent of the schools, there is

proper maintenance of the backup of the data


IV. Financial Management In hundred percent of the schools the cash

books are maintained and updated on daily

basis and bank reconciliation is done on

monthly basis.

The mode of the transfer of funds to SMDCs is

through e-transfer.

School grants were allocated to 40.00 percent

of the government schools only.

Hundred percent of the SMDCs are covered by

audit and the audit is carried out by the

chartered accountant.

The financial information is displayed on the

notice board/wall of the DPO for the purpose

of social audit.

In hundred percent of the schools the cash

books are maintained and updated on daily

basis and bank reconciliation is done on

monthly basis.

The mode of the transfer of funds to SMDCs is

through e-transfer.

School grants were allocated to 92.59 percent

of the government schools ,minor repair

grants were allocated to 92.59 percent (129)

schools and sports equipment grant to 4.32

percent (seven) schools and civil work grant to

24.69 percent (40 schools)

Hundred percent of the SMDCs are covered by

audit and the audit is carried out by the

chartered accountant.

The financial information is displayed on the

notice board/wall of the DPO for the purpose

of social audit.

30

No instance of community mobilizing

resources for the schools has been reported by

the DPO.

Majority of the schools submitted their

utilization certificates up to March, 2015.

From hundred percent of the schools, the

utilization certificates have been received for

the year 2014-15.

BRCs collect the utilization certificates from

SMDCs at block level and submit to DPO.

No procedure and mode for communication

to the SMDCs about the settlement of

advances had been shown by the DPO.

Information is provided to the schools through

BRCCs.

The entries in the pass book did not tally

with the balance shown.

There has been hundred percent utilization of

school and minor repair grants in all the

sampled schools.

No instance of community mobilizing

resources for the schools has been reported by

the DPO.

The utilization certificates had been submitted

by the hundred percent of the schools.

As per the responses of the DPO, hundred

percent of the schools had submitted utilization

certificates for the year 2014-15.

UCs are collected by the Account Assistants,

BRCCs and Junior Engineers after checking

the advances adjusted.

All the SMDCs have been communicated

about the settlement of the advances.

Information is provided to the schools through

Account Assistants, BRCCs and Junior

Engineers and next grants released only when

previous grants are adjusted.

The entries in the pass book tallied with the

balance shown.

There has been hundred percent utilization

of school and minor repair grants in all the

sampled schools. In case of civil grant

unspent balance was lying only in one of

the schools and in rest of these, it has been

spent.

V. Innovations No details have been given by the DPO about

the innovative proposals undertaken during the

current financial year..

No reasons were mentioned by the DPO for not

undertaking any innovative proposals

No details about the monitoring and evaluation

mechanism were provided by the DPO.

No data about the objectives of innovative

No details have been given by the DPO about

the innovative proposals undertaken during the

current financial year..

No reasons were mentioned by the DPO for not

undertaking any innovative proposals.

No details about the monitoring and evaluation

mechanism were provided by the DPO.

No data about the objectives of innovative

31

proposals achieved were available with the

DPO.

No elements have been identified to be scaled

up under RMSA.

proposals achieved were available with the

DPO.

No elements have been identified to be scaled

up under RMSA by the DPO.

VI. Information About MMER 1. MMER

No data about the total number of staff

sanctioned category wise in the office had been

supplied by the DPO.

No action has been shown to be taken to fill up

the vacant posts if any.

No data about the personnels working

component wise had been supplied by the

DPO.

No data about the personnels working on

deputation/contract basis and their nature of

engagement has been supplied by the DPO.

No data about the alternative arrangement

made in case of non-availability of component

wise personnel had been supplied by the DPO.


adopted in case of non-availability of

administrative staff had been supplied by the

DPO.

All the personnels were reported to be clear

about the objectives of the programme and

their role in management structure.

No data about the total number of staff

sanctioned category wise in the office had been


No action has been shown to be taken to fill up

the vacant posts if any.

No data about the personnels working

component wise had been supplied by the

DPO.

No data about the personnels working on

deputation/contract basis and their nature of

engagement has been supplied by the DPO


made in case of non-availability of component

wise personnel had been supplied by the DPO.


adopted in case of non-availability of

administrative staff had been supplied by the

DPO.

All the personnels were reported to be clear

about the objectives of the programme and


II. Monitoring Strategy

There was no information about the use of

monitoring tools/mechanism (reports, visits

etc.) to ensure effective implementation of the

scheme in the DPO.

STT (School Teacher Trainer) have been

trained from each school to implement RMSA

who further impart the training at school level

for two days and in 97 ICT equipped schools, 4

days separate training is given to the heads for

There was no information about the use of

monitoring tools/mechanism (reports, visits

etc.) to ensure effective implementation of the

scheme in the DPO.

STT (School Teacher Trainer) have been

trained from each school to implement RMSA

who further impart the training at school level

for two days and in 57 ICT equipped schools, 4

days separate training is given to the heads for

32

smooth functioning of RMSA training under

Swam Sidham Project for 9th & 10th classes.

No details about the visits made by the officials

of the DPO to districts/schools along with time

schedule have been provided by the DPO.

No details of the guidelines laid down for

monitoring were available with the DPO.

smooth functioning of RMSA training under

Swam Sidham Project for 9th & 10th classes.

No details about the visits made by the officials

of the DPO to districts/schools along with time

schedule have been provided by the DPO.

No details of the guidelines laid down for

monitoring were available with the DPO. III. Management System

No information about the staff sanctioned and

in position in the DIET was available in the

DPO office.

No details about the physical infrastructure

facilities in DIET were available.

No details of other facilities available were

provided by the DPO.

No information about the staff sanctioned and

in position in the DIET was available in the

DPO office.

No details about the physical infrastructure

facilities in DIET were available.

No details of other facilities available were

provided by the DPO. VII. Information about State Data Base at SPO level updated by DPO

The school mapping has been completed in the

district. No mechanism other than GIS has

been adopted for school mapping.

The database mechanism was in place.

No major issues were reported to be emerged

in collection and compilation of data at district

level.

The school mapping has been completed in the

district. No mechanism other than GIS has

been adopted for school mapping.

The database mechanism (MIS) was in place.

No major issues have been highlighted about

the collection and compilation of data by the

DPO. VIII. Research (At district Level)

No research projects have been undertaken at

the district level during the year 2014-15.

Research Advisory Committee has been

constituted at the district level.

No response about the kind of the research

needed was given by the DPO.

No action research is being conducted at DPO

level and no external agency has been hired for

the same.

No research projects have been undertaken at

the district level during the year 2014-15.

Research Advisory Committee has been

constituted at the district level.

No response about the kind of the research

needed was given by the DPO.

No action research is being conducted at DPO

level and external agency has been hired for

the same.

33

MONITORING REPORT OF RMSA FOR DISTRICT

MANDI

34

FINAL REPORT OF MONITORING OF RMSA AT

DISTRICT LEVEL IN THE DISTRICT OF MANDI

35

INDEX


Mandi Una

I. Planning and Monitoring 36 55-56

II. Girls Education 37-41 56-59

III. MIS (Management Information System) 41-43 60-62

IV. Financial Management 43-48 62-67

V. Innovations 48-49 67

VI. Information about MMER 49-51 68-70

VII. Information about State Data Base at SPO

Level updated by DPO

51 70

VIII. Research 52 70-71

36

MONITORING REPORT OF RMSA FOR DISTRICT MANDI

The monitoring report is based upon the information provided by Ms. Suresh Kumari

District Project Officer, RMSA and Principal DIET, Mandi, District Mandi.

I. Planning and Monitoring

1. Preparation of District plan:

The DPO responded that district level pan has been prepared by them.

1(a) Whether District Plan has adopted a convergence approach with following

department.

a. Water & Sanitation

b. Social Welfare

c. Tribal Development

d. Minority department

e. Rural Development

f. Urban Development

g. Medical Health & Family welfare

h. PWD

i. Transportation (Roadways)

j. Others

The plan has adopted a convergence approach with the departments of water and

sanitation, social welfare, tribal development, minority, rural development, urban

development, medical health and family welfare, PWD and Transportation.

1(b) Any problem areas of restructuring on convergence and co-ordination.


DPO.

2. Methods adopted for regular monitoring of Perspective Plan and AWP&B

1

1

1

1

1

1

1

1

1

1

37

The DPO did not mention the methods adopted for regular monitoring of Perspective

plan and AWP&B.

II. Girls Education : Gender Gap

1. Gender gap in enrollment, attendance, learning achievement and reasons

thereof.

Enrollment, Attendance, Achievement level in the district

Class

9th Class

10th Class

Boys % Girls % Total Gap % Boys % Girls % Total Gap %

Enrollment 6448 48.13 6948 51.87 13396 +77 7.70 7370 62.25 4470 37.75 11840 -394 39.4

Attendance on

visit day

-- -- -- -- -- -- -- -- -- -- -- -- -- --

Appeared in Exam -- -- -- -- -- -- -- -- -- -- -- -- -- --

Learning Achieveme

nt

(Quarterly/half

yearly/yearl

y)

-- -- -- -- -- -- -- -- -- -- -- -- -- --

-- -- -- -- -- -- -- -- -- -- -- -- -- --

-- -- -- -- -- -- -- -- -- -- -- -- -- --

-- -- -- -- -- -- -- -- -- -- -- -- -- --

Gender gap = (GX1000/B) G=No. of Girls B=No. of Boys

A gap of +7.70 percent was observed in the enrolment of girls and as compared to

that of boys in 9th grade whereas a gap of - 39.4 percent was observed in the

enrolment of girls and as compared to that of boys in 10th grade.

Reasons for gaps in enrollment (if) Please put (√) mark on the appropriate options


a Socio Cultural/Reasons -- --

b Economic Reasons -- --

c Linguistic Reasons -- --

Total -- --

No reasons for gap in enrolment have been given by the DPO.

Reasons for absenteeism (Gap in attendance) please put (√) mark on the

appropriate options

Reasons Respondents

(School/district)

%

A Health (own or family members) -- --

B Social cultural issues -- --

C Sibling Care -- --

D Household responsibilities -- --

E Family issues / Gone to relatives -- --

38

F Earning for livelihood -- --

G Migration -- --

H Any other -- --

Total -- --

No reasons for absenteeism have been given by the DPO.



address barriers

(a) Physical barriers -- -- --

(b) Attitudinal -- -- --

(c) Linguistic barriers -- -- --

(d) Economical barriers -- -- --


3. Any reduction in enrolment, attendance, learning achievement, and

reasons thereof

(a)(i) Reduction in enrolment and reasons thereof.

Social

Group

SC ST MINORITY OBC & GEN TOTAL CWSN


2012-13

5775 5800

1157

5

22

6

21

6 442 39 51 90

1026

2

1025

5

2051

7

1630

2

1632

2 32624 80 87 167

2013-14

5729 5737

1146

6

17

8

21

1 389 61 60 121

1023

4

1006

5

2029

9

1620

2

1607

3 32275 19 03 22

Gap

-46 -63 -109 -48 -5 -53

+2

2 +9 +31 -28 -190 -218 -100 -249 -349 -61 -84 -

145

2013-14

5729 5737

1146

6

17

8

21

1 389 61 60 121

1023

4

1006

5

2029

9

1620

2

1607

3 32275 19 03 22

2014-15 Data were not available with the DPO Gap -- -- --

A reduction of 46, 63 and 109 was observed in the enrolment of boys, girls and total of

SC students, 48, 5 and 53 in boys, girls and total of STs, an increase in enrolment of 22, 9

and 31 in boys, girls and total of minority, a reduction of 28, 190 and 218 in boys, girls

39

and total of OBC and general category students and 61, 84 and 145 in boys, girls and

total of CWSN. Further a reduction of 100, 249 and 349 was observed in the enrolment

of boys, girls and total students irrespective of category from year 2012-13 to 2013-14.

It may be mentioned that the record of year 2014-15 was not available with the DPO.

The following figure depicts the gap in the enrolment of the students enrolled in the years

2013-14 as compared to 2012-13.

(a)(ii) Reduction in attendance and reasons thereof.

Social

Group



2011-12 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2013-14 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

No data were supplied.

(a)(iii) Reduction in achievement level and reasons thereof.

40

Social Group SC ST MINORITY OBC & GEN TOTAL CWSN


2011-12 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2013-14 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

No data were supplied.


The DPO was of the view that there is a gender gap in the enrolment of girls in

10th grade. However, no steps have been taken to address the gender gap.

5. Any efforts being made for the counselling of parents to handle the problem

of girls. If not why?

No. of Schools


Yes No

NA --

% -- --

The data on the efforts made for the counselling of parents were supplied by the

DPO.

If counselling is not done, reasons thereof:


6. Impact of separate hostel and other physical facilities and availability of

security on enrolment, 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 Schools.


41

There is no hostel facility in any of the sampled schools as all the schools are

within the walk able distance from the habitations where they live.

Furthermore, free transport facility from the home to the school is available


III. MIS (Management Information System)


Name of

District

visited

Hamirpur

Master List of govt and Pvt. Schools Prepared

Yes No

Yes

Total

No. of

govt.

Schools

No. of

govt.

Schools of

which list

is prepared

% Total No. of

pvt. Schools

No. of pvt.

Schools of

which list is

prepared

%

375 375 100 213 213 100

There are 375 state government schools and 213 private schools in the district.

The master lists of all the schools have been prepared by the DPO.

2. Distribution of DCF for the current year to all Schools in the District

No. of Schools

DCF distributed to all Schools from DPO

Yes No

375 Nil

% 100.00 Nil

The DCFs have been distributed to all schools by DPO.

3. Training received by teachers /head Master /Principal for filling up of DCF

in district

Total No. of govt. & Pvt. Schools in district 588

No. of teachers who received DCF training 375 (One teacher per school)

Average No. of teachers who received DCF

training

One teacher per school

42

From all the 375 schools in the district, one teacher from each school had received


4. Status of receiving of DCF duly filled up from all Schools in the district for

the current year i.e. 2014-15 (At district level)

Total no. of

Schools in the

district

No. of Schools to

which DCF distributed

through nodal Schools

No. of Schools from

which filled up DCF

received

No. of Schools from which

filled DCF not received

Govt. Pvt. Total Govt. Pvt. Total Govt. Pvt. Total

375 213 588 375 213 588 -- -- --

Govt.

Pvt.

375 213

% 100 100 100 100 100 100 -- -- --

DCFs from hundred percent of the schools to which these were distributed had

been received by the DPO.

5. School report card and sample checks

Data entry done School report card

generated

Sample checking

being done


375 -- 375 -- 375 --

School report card distributed to no. of

Schools

Finding of sample check

375

% 100.00

--

In hundred percent of the schools to which school report cards had been

distributed, the data entry had been done, school report card generated and sample

checking done. However, the DPO has not given any findings of the sample

checks.


The data were submitted to the State level as per the time schedule.


The data are being analyzed and disseminated at the district level.

43

8. Awareness of School authorities regarding importance of data collected under MIS

and if so, are they using it

Awareness about data’s information Use of data being made

No. of

Schools

Yes No Yes No

375 __ 375 --

100% 100.00 -- 100.00 --

Hundred percent of the school authorities are aware about the importance of the data


9. Use of SEMIS/ UDISE data used for Planning and budgeting:

Hundred percent of the school authorities are using SEMIS/UDISE data for planning and

budgeting.

10. Proper maintenance of back up of the data supplied under SEMIS/UDISE :

In hundred percent of the schools, there is proper maintenance of the backup of the data


IV. Financial Management

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 basis Cash Book

Yes No Yes No

375 -- 375 --

% 100.00 -- 100.00 --

In hundred percent of the schools the cash books are maintained and updated on

daily basis and bank reconciliation is done on monthly basis.

2. Mode of transfer of funds to the SMDC from District level –


No. of Schools Cheque e-transfer

% 100.00

The mode of the transfer of funds to SMDCs is through e-transfer.

3. Type of funds /grants allocated by the district to Schools

44

S.No. Name of grant allocated No. of Schools Month of allocation

1 School grants 150 October and December

2015

2 Minor repairs

3 Major repairs

4 Sports Equipment Grant

5. Civil Works

School grants were allocated to 40.00 percent of the government schools only. ,

4. Audit of SDMCs

All SDMCs in District are covered by audit Yes

Audit carried out

Yes No

D.P.O. 375 Nil


Education

Deptt.

A.G. C.A. Social

Audit

None

C.A

Hundred percent of the SMDCs are covered by audit and the audit is carried out

by the chartered accountant.

5. Social Auditing

1. Display of financial Information on notice board/wall of the office for the

purpose of social audit-

DPO

Display of financial information (receipts & payments) and

timely entered

Yes No

Yes --

The financial information is displayed on the notice board/wall of the DPO for the

purpose of social audit.

2. Any instance of community mobilizing resources for the School.

Instance of community mobilizing resources

Yes No

45

No. of Schools -- --

%

No instance of community mobilizing resources for the schools has been reported

by the DPO.

3(i). Status of utilization certification and period for which it has been submitted

from SMDC to DPO. (only in case of the following sampled schools):

S.

No. Name of School Month of submission of

UC

Financial year for

which UC is

submitted

1 GHS Lohara April 2015 2014-15

2 GHS Chambi April 2015 2013-14

3 GHS Baggi April 2015 2014-15

4 GSSS Rajwari April 2015 2014-15

5 GSSS Jai Devi May 2015 2014-15

6 GSSS Gurkotha April 2015 2014-15

7 GHS Sianji April 2015 2014-15

8 GHS Gagal April 2015 2014-15

9 GSSS Sundernagar (Boys) April 2015 2014-15

10 GSSS Chail Chowk April 2015 2014-15

11 GSSS Gohar April 2015 2014-15

12 GHS Shalla April 2015 2014-15

13 GHS Chachiot April 2015 2014-15

14 GSSS Mera Masit April 2015 2014-15

15 GSSS Jarol April 2015 2014-15

16 GSSS Janjehli April 2015 2014-15

17 GHS Kandha April 2015 2014-15

18 GSSS Bagsaid April 2015 2014-15

46

19 GSSS Thachi April 2015 2014-15

20 GSSS Panjain April 2015 2014-15

21 GSSS Thaltukhod May 2015 2014-15

22 GSSS Ghiri May 2015 2014-15

23 GSSS Bhangrotu (Boys) April 2015 2014-15

24 GSSS Kanaid April 2015 2014-15

25 GSSS Thunag April 2015 2014-15

The utilization certificates had been submitted by the hundred percent of the

schools.

3(ii). Status of utilization certificates submitted by SMDCs to DPO

Total No. of

Schools

No. of SMDCs from

which U.C. is received

% Period for which U.C.

submitted

No. of Schools

375 150 2013-14 150

2014-15 150

As per the responses of the DPO, hundred percent of the schools which were

sanctioned school annual grant, had submitted utilization certificates for the year

2014-15.

4. Process of settlement of advance and collection of utilization certificate by

DPO.

(i) Process of settlement of advance and collection of utilization certificate.

BRCs collect the utilization certificates from SMDCs at block level and submit to

DPO.

(ii) Communication to SMDCs after the settlement of advance has been done by

DPO.

No procedure and mode for communication to the SMDCs about the settlement

of advances had been shown by the DPO.

iii). Mode of conveying SMDCs about settlement of advance.

47

Information is provided to the schools through BRCCs.

5. Financial Statement for DPO (From 1 April 14 to 31st March 2015)

Name

of Unit

A Opening

Balance as on 1st

April, 2014

(Lacs)

B

Funds

received

C=A+B

Total Fund

available

D

Expenditure

E=C-D

Closing

balance

including cash

in hand

Balance

in bank

passbook

DPO 195.92 58.35 254.27 248.10 6.17 5.64

(5.43 as

interest)

The entries in the pass book did not tally with the balance shown.

6. Details of the expenditure of funds by SMDC in sampled schools from April 15th

till date:

S.N. Name of School

SAG Minor Repair Major repair grant Civil work

Receipt Spent Unspent

balance Receipt Spent

Unspent

balance

Rece

ipt

Spen

t

Unspent


Unspent

balance

1 GHS Lohara 50000 50000 -- 25,000 25,000 --

Under Civil work

RMSA

NIL

-- -- -

2 GHS Chambi 50000 50000 -- 25,000 25,000 -- -- -- --

3 GHS Baggi 50000 50000 -- 25,000 25,000 -- -- -- -

4 GSSS

Rajwari

50000 50000 -- 25,000 25,000 -- -- -- --

5 GSSS Jai

Devi

50000 50000 -- 25,000 25,000 -- -- -- -

6 GSSS

Gurkotha

50000 50000 -- 25,000 25,000 -- -- -- -

7 GHS Sianji 50000 50000 -- 25,000 25,000 -- -- -- -

8 GHS Gagal 50000 50000 -- 25,000 25,000 -- -- -- -

9 GSSS

Sundernagar

(Boys)

50000 50000 -- 25,000 25,000 -- -- -- --

10 GSSS Chail

Chowk

50000 50000 -- 25,000 25,000 -- -- -- --

11 GSSS Gohar 50000 50000 -- 25,000 25,000 -- -- -- --

12 GHS Shalla 50000 50000 -- 25,000 25,000 -- -- -- --

48

There has been hundred percent utilization of school and minor repair grants in all the

sampled schools. In case of civil grant unspent balance was lying only in one of the

schools and in rest of these, it has been spent.

V. INNOVATIONS

1. Details of innovative proposals undertaken during the current financial

No details have been given by the DPO.

2(a). If not, the mentions reasons thereof:

No reasons have been mentioned by the DPO.

(b) Effective monitoring and evaluation mechanism for implementation of innovation

proposals.

No response has been given by the DPO.

(c) The objectives of innovation proposals being met in districts

13 GHS

Chachiot

50000 50000 -- 25,000 25,000 -- -- -- --

14 GSSS Mera

Masit

50000 50000 -- 25,000 25,000 -- -- -- --

15 GSSS Jarol 50000 50000 -- 25,000 25,000 -- -- -- --

16 GSSS

Janjehli

50000 50000 -- 25,000 25,000 -- -- -- --

17 GHS Kandha 50000 50000 -- 25,000 25,000 -- -- -- --

18 GSSS

Bagsaid

50000 50000 -- 25,000 25,000 -- -- -- --

19 GSSS Thachi 50000 50000 -- 25,000 25,000 -- -- -- --

20 GSSS Panjain 50000 50000 -- 25,000 25,000 -- -- -- --

21 GSSS

Thaltukhod

50000 50000 -- 25,000 25,000 -- -- -- --

22 GSSS Ghiri 50000 50000 -- 25,000 25,000 -- -- -- --

23 GSSS

Bhangrotu

(Boys)

50000 50000 -- 25,000 25,000 -- -- -- --

24 GSSS Kanaid 50000 50000 -- 25,000 25,000 -- -- -- --

25 GSSS

Thunag

50000 50000 -- 25,000 25,000 -- -- -- --

49

No objectives have been mentioned.

(d) Identified any successful elements in innovation proposals, to be scaled up under

RMSA

No elements have been identified to be scaled up under RMSA.

VI. INFORMATION ABOUT MMER

I. MMER

1(i). The total number of staff sanctioned category wise in DPO under RMSA and

the number in position.

S.

N.

Name of Post Sanctioned In position % Vacant %

1 Section Officer

2 Accountant

3 Clerk

4 DEO

5 MIS

6 D/M

7 J.E

8 Driver

9 Peon

Total

No data about the total number of staff sanctioned category wise for the office of DPO

had been supplied by the DPO.

1(ii). Action taken to fill up vacancies

No action had been shown to be taken to fill up the vacant posts in the DPO office if

any..

2 Personnels working on deputation/contract and their nature of engagement


At DPO At DPO

--

No data about the personnels working on deputation/contract basis and their nature of


3. Component-wise personnel at District level

S.N. Component wise personnel Position in place

Working at district level

1 Finance

2 Civil Work

3 Quality

50

4 Equity

5 Gender

6 Pedagogy

7 Planning

8 Training

Total

No data the component wise personnel at district level had been supplied by the DPO.

4. If component wise personnel are not in place the alternative arrangements made

No data about the alternative arrangement made in case of non-availability of

component wise personnel had been supplied by the DPO.


No data about the alternative arrangement adopted in case of non-availability of

administrative staff had been supplied by the DPO.


programme and their role in the management structure:

All the personnels were reported to be clear about the objectives of the programme and




implementation of the scheme:

There was no information about the use of monitoring tools/mechanism (reports,

visits etc.) to ensure effective implementation of the scheme in the DPO.

1. (ii) Steps taken by DPO & SPO to ensure effective implementation of RMSA

STT (School Teacher Trainer) have been trained from each school to implement

RMSA who further impart the training at school level for two days and in 97 ICT

equipped schools, 4 days separate training is given to the heads for smooth

functioning of RMSA training under Swam Sidham Project for 9th & 10th classes.

1(iii) Details of visits made by officials of DPO to district/Schools along with time

schedule (from 1st April, 2013 to 31st March, 2014)

S.

No.

Post of

Officer

No. of Visits

made

No. of School

visited

Time

schedule

Average No. of

visits pre School

1 DPC -- -- -- --

2 ADPC --- -- -- --

.3 APC -- -- -- --

51

4 Others -- -- -- --

Total -- --

+

-- --

No details about the visits made by the officials of the DPO to districts/schools along

with time schedule have been provided by the DPO.


No details of the guidelines laid down for monitoring have been given.

III. Management Systems :

Information about Academic Institutions (Details of DIETs)

1. Facilities available in DIET


No information about the staff sanctioned and in position in the DIET was available

in the DPO office.

2. Availability of physical Infrastructural Facilities

No details about the physical infrastructure facilities in DIET were available.

3. Other essential facilities:

No details of other facilities available were provided by the DPO.

VII. INFORMATION ABOUT STATE DATABASE at SPO level updated by DPO.

1. School mapping completed or not in respect of the visited district:

The school mapping has been completed in the district. No mechanism other than

GIS has been adopted for school mapping.

2. The database mechanism (MIS) at district level is in place or not


3. Major issues in collection and compilation of data at district level

No major issues were reported to be emerged in collection and compilation of data at

district level.

52

IX. RESEARCH (At district level)

1. Details of research projects undertaken during the year (1st April, 2014 to

31st March, 2015) –

No research projects have been undertaken at the district level during the year

2014-15.

2. Research Advisory Committee being formed or not

Research Advisory Committee has been constituted at the district level.


No response about the kind of the research needed was given by the DPO.

4. Action Research is being conducted or not, if yes it is conducted by the

teachers or external agencies for finding out solutions to users pertaining to

pedagogy and quality –

No action research is being conducted at DPO level no external agency has been

hired for the same.

***

53

MONITORING REPORT OF RMSA FOR DISTRICT UNA

54

FINAL REPORT OF MONITORING OF RMSA AT

DISTRICT LEVEL IN THE DISTRICT OF UNA

55

MONITORING REPORT OF RMSA FOR DISTRICT UNA

The monitoring report is based upon the information provided by Sh. Kamal Deep Singh

District Project Officer, RMSA and Principal DIET, Una, District Una:

I. Planning and Monitoring

1. Preparation of District plan:

The DPO responded that district level pan has been prepared by them.

1(a)Whether District Plan has adopted a convergence approach with following

department.

k. Water & Sanitation

l. Social Welfare

m. Tribal Development

n. Minority department

o. Rural Development

p. Urban Development

q. Medical Health & Family welfare

r. PWD

s. Transportation (Roadways)

t. Others

The plan has adopted a convergence approach with the departments of water and

sanitation, social welfare, tribal development, minority, rural development, urban

development, medical health and family welfare, PWD and Transportation.

1(b) Any problem areas of restructuring on convergence and co-ordination.


DPO.

2. Methods adopted for regular monitoring of Perspective Plan and AWP&B

1

1

1

1

1

1

1

1

1

1

56

The DPO did not mention the methods adopted for regular monitoring of Perspective

plan and AWP&B.

II. Girls Education : Gender Gap

1. Gender gap in enrollment, attendance, learning achievement and reasons

thereof:

Enrolment, Attendance, Achievement level in the district

Class

9th Class

10th Class

Boys % Girls % Total % Gap % Boys % Girls % Total Gap %

Enrollment -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Attendance on visit day -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Appeared in Exam -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Learning

Achievement

(Quarterly/half yearly/yearly)

-- -- -- -- -- -- -- -- -- -- -- -- -- -- --

-- -- -- -- -- -- -- -- -- -- -- -- -- -- --

-- -- -- -- -- -- -- -- -- -- -- -- -- -- --

-- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gender gap = (GX1000/B) G=No. of Girls B=No. of Boys

No data about the enrolment, attendance and achievement level were supplied by the

DPO

Reasons for gaps in enrollment (if) Please put (√) mark on the appropriate options


a Socio Cultural/Reasons -- --

b Economic Reasons -- --

c Linguistic Reasons -- --

Total -- --

No reasons for gap in enrolment have been given by the DPO.

Reasons for absenteeism (Gap in attendance) please put (√) mark on the

appropriate options

Reasons Respondents

(School/district)

%

A Health (own or family members) -- --

B Social cultural issues -- --

C Sibling Care -- --

D Household responsibilities -- --

E Family issues / Gone to relatives -- --

F Earning for livelihood -- --

G Migration -- --

H Any other -- --

Total -- --

57

No reasons for absenteeism have been given by the DPO.



address barriers

(a) Physical barriers -- -- --

(b) Attitudinal -- -- --

(c) Linguistic barriers -- -- --

(d) Economical barriers -- -- --

No efforts were reported to be made to address the gender gap attitudinal and

physical.

3. Any reduction in enrollment, attendance, learning achievement, and reasons

thereof

(a)(i) Reduction in enrollment and reasons thereof:

Social

Group


Year B G T B G T B G

T

B G T B G T B G T

2012-

13 2417 2208 4625 194 173 367 196 143 339 5934 5111 11045 8545 7392 15937 -- -- --

2013-

14 2501 2170 4671 212 167 379 -- -- -- 5876 4819 10695 8585 7156 15741 -- -- --

Gap +84 -38 +46 +18 -6 +12 -- - - -58 -292 -350 +40 -236 -196

2013-

14 2501 2170 4671 212 167 379 -- -- -- 5876 4819 10695 8585 7156 15741 -- -- --

2014-

15 2249 2072 4321 175 180 355 5218 4377 9595 7642 6629 14271 -- -- --

Gap -252 -98 -350 -37 +13 -24 -- -- -- -658 -442 -1100 -943 -527 -1470 -- -- --

A reduction of 38 among SC girls, 6 among ST girls, and 292 among OBC and general

category girls and 58 among boys of OBC and general categories from the 2012-13 to

2013-14 existed. A reduction of 232, 98, 350 of SC Boys, girls and total, 37 and 24 in ST

Boys and total, 658, 442 and 1100 of OBC and general category boys, girls and total and

943, 527 and 1470 of boys, girls and total of students irrespective of categories from year

2013-14 to 2014-15 was observed.

The following figure depicts the gap in the enrolment of the students enrolled in the years

2013-14 as compared to 2012-13 and 2014-15 as compared to 2013-14:

58

(a)(ii) Reduction in attendance and reasons thereof.

Social

Group



2011-12 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2013-14 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

No record of the attendance of the students for these years was available in the DPO office.

(a)(iii) Reduction in achievement level and reasons thereof.

Social

Group



2011-12 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

59

2012-13 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

2013-14 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

Gap -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

No record about the reduction in achievement and reasons thereof was available with the

DPO.


The DPO was of the view that there is no gender gap in the enrolment of girls.

5. Any efforts being made for the counselling of parents to handle the problem

of girls. If not why?

No. of Schools


Yes No

NA --

% -- --

If counselling is not done, reasons thereof:


6. Impact of separate hostel and other physical facilities and availability of

security on enrolment, 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 Schools.


There is no hostel facility in any of the sampled schools as all the schools are

within the walk able distance from the habitations where they live.

Furthermore, free transport facility from the home to the school is available


60

III. MIS (Management Information System)


Name of

District

visited

Una

Master List of govt and Pvt. Schools Prepared

Yes No

Yes

Total

No. of

govt.

Schools

No. of

govt.

Schools of

which list

is prepared

% Total No. of

pvt. Schools

No. of pvt.

Schools of

which list is

prepared

%

162 162 100 79 79 100

There are 162 state government schools and 79 private schools in the district. The

master lists of all the schools have been prepared by the DPO.

2. Distribution of DCF for the current year to all Schools in the District

No. of Schools

DCF distributed to all Schools from DPO

Yes No

241 Nil

% 100.00 Nil

The DCFs have been distributed to all schools by DPO.

3. Training received by teachers /head Master /Principal for filling up of DCF

in district

Total No. of govt. & Pvt. Schools in district 241

No. of teachers who received DCF training 162 (One teacher per school)

Average No. of teachers who received DCF

training

One teacher per school

From all the 162 schools in the district, one teacher from each school had

received training for filling up of DCF.

4. Status of receiving of DCF duly filled up from all Schools in the district for

the current year i.e. 2014-15 (At district level)

61

Total no. of

Schools in the

district

No. of Schools to

which DCF

distributed through

nodal Schools

No. of Schools from

which filled up DCF

received

No. of Schools from which

filled DCF not received

Govt. Pvt. Total Govt. Pvt. Total Govt. Pvt. Total

162 79 241 162 79 241 -- -- --

Govt.

Pvt.

162 79

% 100 100 100 100 100 100 -- -- --

DCFs from hundred percent of the schools to which these were distributed had

been received by the DPO.

5. School report card and sample checks

Data entry done School report card

generated

Sample checking being

done


241 -- 241 -- 241 --

School report card distributed to no. of

Schools

Finding of sample check

241

% 100.00

--

In hundred percent of the schools to which school report cards had been

distributed, the data entry had been done, school report card generated and sample

checking done. However, the DPO has not given any findings of the sample

checks.


The data were submitted to the State level as per the time schedule.


The data are being analyzed and disseminated at the district level.

8. Awareness of School authorities regarding importance of data collected under MIS

and if so, are they using it

Awareness about data’s information Use of data being made

No. of

Schools

Yes No Yes No

256 __ 256 --

100% 100.00 -- 100.00 --

Hundred percent of the school authorities are aware about the importance of the data


62

9. Use of SEMIS/ UDISE data used for Planning and budgeting:

Hundred percent of the school authorities are using SEMIS/UDISE data for planning and

budgeting.

10. Proper maintenance of back up of the data supplied under SEMIS/UDISE :

In hundred percent of the schools, there is proper maintenance of the backup of the data


IV. Financial Management

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 basis Cash Book

Yes No Yes No

162 -- 162 --

% 100.00 -- 100.00 --

In hundred percent of the schools the cash books are maintained and updated on

daily basis and bank reconciliation is done on monthly basis.

2. Mode of transfer of funds to the SMDC from District level –


No. of Schools Cheque 162

% 100.00

The mode of the transfer of funds to SMDCs is through e-transfer.

3. Type of funds /grants allocated by the district to Schools

S.No. Name of grant allocated No. of Schools Month of allocation

1 School grants 150 May, Sept., December.

2015

2 Minor repairs 150 Sept. 2015

3 Major repairs 0 --

4 Sports Equipment Grant 07 Nov. 2015

5. Civil Works 40 Instalments released

during the whole year

63

School grants were allocated to 92.59 percent of the government schools ,minor repair

grants were allocated to 92.59 percent (129) schools and sports equipment grant to 4.32

percent (seven) schools and civil work grant to 24.69 percent (40 schools)

4. Audit of SDMCs

All SDMCs in District are covered by audit Yes

Audit carried out

Yes No

D.P.O. 256 Nil


Education

Deptt.

A.G. C.A. Social

Audit

None

C.A

Hundred percent of the SMDCs are covered by audit and the audit is carried out

by the chartered accountant.

5. Social Auditing

1. Display of financial Information on notice board/wall of the office for the

purpose of social audit-

DPO

Display of financial information (receipts & payments) and

timely entered

Yes No

Yes --

The financial information is displayed on the notice board/wall of the DPO for the

purpose of social audit.

2. Any instance of community mobilizing resources for the School.

No. of Schools

Instance of community mobilizing resources

Yes No

-- --

%

No instance of community mobilizing resources for the schools has been reported

by the DPO.

3(i). Status of utilization certification and period for which it has been submitted

from SMDC to DPO. (only in case of the following sampled schools):

64

S.

No. Name of School Month of submission of

UC

Financial year

for which UC is

submitted

1 GSSS Sanghnai February and March 2015 2014-15

2 GSSS Mubarkpur February and March 2015 2014-15

3 GSSS Chururu February and March 2015 2014-15

4 GGGSSS Una February and March 2015 2014-15

5 GSSS Kuthera Jaswalan February and March 2015 2014-15

6 GSSS Bharwain February and March 2015 2014-15

7 GSSS Mawa Kohalan February and March 2015 2014-15

8 GSSS Chalet February and March 2015 2014-15

9 GSSS Bhaderkali February and March 2015 2014-15

10 CAKMGSSS Chintpurni February and March 2015 2014-15

11 GSSS Pirthipur February and March 2015 2014-15

12 GSSS Mawa Sindhian February and March 2015 2014-15

13 GSSS Joh February and March 2015 2014-15

14 GSSS Saloi February and March 2015 2014-15

15 GSSS Nangal Jariala February and March 2015 2014-15

16 GSSS Ambota February and March 2015 2014-15

17 GSSS Panjawar February and March 2015 2014-15

18 GSSS Gondpur Banehra February and March 2015 2014-15

19 GSSS Ghanari February and March 2015 2014-15

20 GSSS Ispur February and March 2015 2014-15

21 GSSS Daulatpur Chowk February and March 2015 2014-15

22 GSSS Bhanjal February and March 2015 2014-15

23 GSSS Kaloh February and March 2015 2014-15

24 GSSS Amb February and March 2015 2014-15

25 GSSS Marwari February and March 2015 2014-15

65

The utilization certificates had been submitted by the hundred percent of the

schools.

3(ii). Status of utilization certificates submitted by SMDCs to DPO

Total No. of

Schools

No. of SMDCs from

which U.C. is received

% Period for which U.C.

submitted

No. of Schools

150 150 2013-14 150

2014-15 150

As per the responses of the DPO, hundred percent of the schools had submitted

utilization certificates for the year 2014-15.

4. Process of settlement of advance and collection of utilization certificate by

DPO.

(i) Process of settlement of advance and collection of utilization certificate.

UCs are collected by the Account Assistants, BRCCs and Junior Engineers after

checking the advances adjusted.

(ii) Communication to SMDCs after the settlement of advance has been done by

DPO.

All the SMDCs have been communicated about the settlement of the advances.

iii). Mode of conveying SMDCs about settlement of advance.

Information is provided to the schools through Account Assistants, BRCCs and

Junior Engineers and next grants released only when previous grants are

adjusted.

5. Financial Statement for DPO (From 1 April 14 to 31st March 2015)

Name

of Unit

A Opening

Balance as on 1st

April, 2014

(Lacs)

B

Funds

received

C=A+B

Total Fund

available

D

Expenditure

E=C-D

Closing

balance

including cash

in hand

Balance

in bank

passbook

DPO 334.59 1270.25 1604.85 1558.62 46.23 51.66

(5.43 as

interest)

66

The entries in the pass book tallied with the balance shown.

6. Details of the expenditure of funds by SMDC in sampled schools from April 15th

till date:

S.N. Name of School

SAG Minor Repair Major repair grant Civil work

Receipt Spent Unspent


Unspent

balance

Receip

t Spent

Unspent


Unspent

balance

1 GSSS

Sanghnai

75000 75000 -- 25,000 25,000 --

Under Civil work

RMSA

NIL

-- -- -

2 GSSS

Mubarkpur

75000 75000 -- 25,000 25,000 -- 599000 -- 599000

3 GSSS

Chururu

75000 75000 -- 25,000 25,000 -- -- -- -

4 GGGSSS

Una

75000 75000 -- 25,000 25,000 -- -- -- --

5 GSSS

Kuthera

Jaswalan

75000 75000 -- 25,000 25,000 -- -- -- -

6 GSSS

Bharwain

75000 75000 -- 25,000 25,000 -- -- -- -

7 GSSS Mawa

Kohalan

75000 75000 -- 25,000 25,000 -- -- -- -

8 GSSS

Chalet

75000 75000 -- 25,000 25,000 -- -- -- -

9 GSSS

Bhaderkali

75000 75000 -- 25,000 25,000 -- 199000 -- 199000

10 CAKMGSS

S Chintpurni

75000 75000 -- 25,000 25,000 -- -- -- --

11 GSSS

Pirthipur

75000 75000 -- 25,000 25,000 -- -- -- --

12 GSSS Mawa

Sindhian

75000 75000 -- 25,000 25,000 -- -- -- --

13 GSSS Joh 75000 75000 -- 25,000 25,000 -- -- -- --

14 GSSS Saloi 75000 75000 -- 25,000 25,000 -- 162000 -- 162000

15 GSSS

Nangal

Jariala

75000 75000 -- 25,000 25,000 -- -- -- --

16 GSSS

Ambota

75000 75000 -- 25,000 25,000 -- 650000 650000 --

67

There has been hundred percent utilization of school and minor repair grants in all the

sampled schools. In case of civil grant unspent balance was lying only in one of the

schools and in rest of these, it has been spent.

V. INNOVATIONS

1. Details of innovative proposals undertaken during the current financial

No details have been given by the DPO about the innovative proposals undertaken during

the current financial year..

2(a). If not, the mentions reasons thereof:

No reasons were mentioned by the DPO for not undertaking any innovative proposals.

(b) Effective monitoring and evaluation mechanism for implementation of innovation

proposals.

No details about the monitoring and evaluation mechanism were provided by the DPO.

(c) The objectives of innovation proposals being met in districts

No data about the objectives of innovative proposals achieved were available with the

DPO.

(d) Identified any successful elements in innovation proposals, to be scaled up under

RMSA

No elements have been identified to be scaled up under RMSA by the DPO.

17 GSSS

Panjawar

75000 75000 -- 25,000 25,000 -- 262000 -- 262000

18 GSSS

Gondpur

Banehra

75000 75000 -- 25,000 25,000 -- 121000

0

-- 121000

0

19 GSSS

Ghanari

75000 75000 -- 25,000 25,000 -- -- -- --

20 GSSS Ispur 75000 75000 -- 25,000 25,000 -- 337000 -- 337000

21 GSSS

Daulatpur

Chowk

75000 75000 -- 25,000 25,000 -- -- -- --

22 GSSS

Bhanjal

75000 75000 -- 25,000 25,000 -- 299000 -- 299000

23 GSSS Kaloh 75000 75000 -- 25,000 25,000 -- 299000 -- 299000

24 GSSS Amb 75000 75000 -- 25,000 25,000 -- 25000 25000 --

25 GSSS

Marwari

75000 75000 -- 25,000 25,000 -- 25000 25000 --

68

VI. INFORMATION ABOUT MMER

I. MMER

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 Section Officer

2 Accountant

3 Clerk

4 DEO

5 MIS

6 D/M

7 J.E

8 Driver

9 Peon

Total

No data about the total number of staff sanctioned category wise in the office had been


1(ii). Action taken to fill up vacancies

No action has been shown to be taken to fill up the vacant posts if any.

2 Personnels working on deputation/contract and their nature of engagement


At DPO At DPO

No data about the personnels working on deputation/contract basis and their nature of


3. Component-wise personnel at District level

S.N. Component wise personnel Position in place

Working at district level

1 Finance

2 Civil Work

3 Quality

4 Equity

5 Gender

6 Pedagogy

7 Planning

8 Training

Total

69

No data about the personnels working component wise had been supplied by the DPO.

4. If component wise personnel are not in place the alternative arrangements made

No data about the alternative arrangement made in case of non-availability of

component wise personnel had been supplied by the DPO.


No data about the alternative arrangement adopted in case of non-availability of

administrative staff had been supplied by the DPO.


programme and their role in the management structure.

All the personnels were reported to be clear about the objectives of the programme and




implementation of the scheme:

There was no information about the use of monitoring tools/mechanism (reports,

visits etc.) to ensure effective implementation of the scheme in the DPO.

1(ii) Steps taken by DPO & SPO to ensure effective implementation of RMSA

STT (School Teacher Trainer) have been trained from each school to implement

RMSA who further impart the training at school level for two days and in 57 ICT

equipped schools, 4 days separate training is given to the heads for smooth

functioning of RMSA training under Swam Sidham Project for 9th & 10th classes.

1(iii) Details of visits made by officials of DPO to district/Schools along with time

schedule (from 1st April, 2014to 31st March, 2015)

S.

No.

Post of

Officer

No. of Visits

made

No. of School

visited

Time

schedule

Average No. of

visits pre School

1 DPC -- -- -- --

2 ADPC --- -- -- --

3 APC -- -- -- --

4 Others -- -- -- --

Total -- -- -- --

No details about the visits made by the officials of the DPO to districts/schools

along with time schedule have been provided by the DPO.


70

No details of the guidelines laid down for monitoring were available with the

DPO.

III. Management Systems :

Information about Academic Institutions (Details of DIETs)

1. Facilities available in DIET


No information about the staff sanctioned and in position in the DIET was available

in the DPO office.

2. Availability of physical Infrastructural Facilities

No details about the physical infrastructure facilities in DIET were available.

3. Other essential facilities:

No details of other facilities available were provided by the DPO.

VII. INFORMATION ABOUT STATE DATABASE At SPO level updated by DPO.

1. School mapping completed or not in respect of the visited district:

The school mapping has been completed in the district. No mechanism other than

GIS has been adopted for school mapping.

2. The database mechanism (MIS) at district level is in place or not


3. Major issues in collection and compilation of data at district level

No major issues were reported to be emerged in collection and compilation of data at

district level.

IX. RESEARCH (At district level)

1. Details of research projects undertaken during the year (1st April, 2014 to

31st March, 2015) –

No research projects have been undertaken at the district level during the year

2014-15.

2. Research Advisory Committee being formed or not

Research Advisory Committee has been constituted at the district level.


71

No response about the kind of the research needed was given by the DPO.

4. Action Research is being conducted or not, if yes it is conducted by the

teachers or external agencies for finding out solutions to users pertaining to

pedagogy and quality –

No action research is being conducted at DPO level and external agency has been

hired for the same.

***

72

EXECUTIVE SUMMARY OF RMSA

MONITORING AT SCHOOL LEVEL

73

INDEX


Mandi Una

Executive summary of Monitoring at

School level

74-91

I. Planning and Implementation 93-98 172-177

II. Access 98-112 178-192

III. Equity 113-121 192-201

IV. Guidance and Counselling 121-122 201-201

V. Quality 122-132 202-213

VI. Civil Works 133-149 213-231

VII. Community Mobilization/ Participation 150-152 231-233

VIII. MIS (Management Information System) 152-154 233-235

IX. Financial Management 154-159 235-240

X. School Annual Grant 159-160 240-241

XI. Minor Annual Grant 160-161 242-243

XII. Any other Issues relevant to RMSA 162 244

XIII. Appendix-1

(List of District Mandi schools

monitored )

163-168

XIV. Appendix-2

(List of the Feeder Schools of District

Mandi)

169-170

XV. Appendix-3

(List of District Mandi schools

monitored )

245-248

XVI. Appendix-4

(List of the Feeder Schools of District

Mandi)

249

74

EXECUTIVE SUMMARY OF RMSA MONITORING AT

SCHOOL LEVEL

District Mandi District Una

I. PLANNING AND IMPLEMENTATION

Monitoring regular admissions of students,

students, regular attendance and retention

in the schools, regularity and punctuality in

teachers’ attendance, carrying out civil or

construction works, monitoring of mid day

meal and preparation of annual accounts of

income and expenditure of SMDCs are the

major roles assigned to the SMDCs .

Monitoring regularity and punctuality in

teachers’ attendance, organizing cultural,

sports event and functions, monitoring of

mid day meal and preparation of annual

accounts of income and expenditure of

SMDCs are the major roles assigned to the

SMDCs.

All the members of the SMDCs are clear about

their roles and take steps accordingly for the

implementation of the scheme.

All the members of the SMDCs are clear about

their roles and take steps accordingly for the

implementation of the scheme.

Organizing parents teachers meetings,

checking distribution of report cards,

reviewing class work and home work,

identifying CWSN and taking care of

facilities to them; keeping a check on

distribution of free text books, ensuring

availability of scholarships on time to

students, preparing three years’ perspective

plan, monitoring minor and major repair

works and maintenance of physical

infrastructure, seeking knowledge and

information about income and expenditure of

SMDC and supervising the accounts thereof

and ensuring the education of all children

without any discrimination are the major steps

taken by the SMDCs while performing the

roles assigned to them.

Organizing parents teachers meetings,

checking distribution of report cards,

reviewing class work and home work,

checking private tuitions by teachers and

paying attention to academic progress of

students, identifying CWSN and taking

care of availability of facilities to them,

keeping a check on distribution of free text

books, ensuring availability of scholarships

on time to students, preparing three years’

perspective plan, monitoring minor and

major repair work and maintenance of physical

infrastructure, seeking knowledge and

information about income and expenditure of

SMDC and supervising the accounts thereof

and ensuring the education of all children

without any discrimination are the major steps

taken by SMDCs while performing the roles

assigned to them.

Regular meetings of the General body of

SMDCs are held in all the schools as per

the scheduled time.

Regular meetings of the General body of

SMDCs are held in all the schools as per the

scheduled time.

The recommendations of the SMDCs are

incorporated in the school development

plans for their successful execution.

The recommendations of the SMDCs are

incorporated in the school development plans

for their successful execution.

All the schools develop separate planning

and strategy for the disadvantaged groups. All the schools develop separate planning

and adopt strategies for the disadvantaged

groups.

75

Most of the schools had not adopted the

convergence approach with the

schemes/resources of other departments in

the school plans.

Most of the schools had adopted

convergence approach with the

schemes/resources of other departments in

their plans.

Few schools have adopted convergence

approach with schemes/resources of water

and sanitation and health, medical and

family departments and very few with

Electricity and Public Works Department.

Almost all the schools have adopted

convergence approach with

schemes/resources of Water and Sanitation

Department and Health, Medical and

Family Welfare department.

There exist no problem areas of

restructuring on convergence and

coordination with other departments.

There exist no problem areas of restructuring

on convergence and coordination with other

departments.

Hundred percent of the schools develop

their own perspective plan for the year. Hundred percent of the schools had developed

their own perspective plan for the year.

SEMIS database is only adopted by the

schools for planning and plan preparation. SEMIS database is only adopted by the

schools for planning and plan preparation.

II. ACCESS

1. PHYSICAL ACCESS

The location of most of the schools is out

of the sensitive areas. The location of most of the schools is out

of the sensitive areas.

Only a small number of the schools are

adjacent or within the sensitive area

(GBSSS Sundernagar, GSSS Kaned and

GBSSS Bhangrotu).

Only a small number of the schools are

adjacent or within the sensitive areas. (GGSSS

Una, GSSS Panjawar, GSSS Marwari, GSSS

Joh and GSSS Saloi)

Schools having higher gender gap,

SC/ST/Minority students’ abundance, ongoing

civil work and near to forest area and in

normal areas were sampled for the monitoring.

Schools having CWSN, higher gender gap,

SC/ST/Minority abundance, ongoing civil

work, located in urban areas and in normal

areas were sampled for the monitoring.

59 upper primary governments’ schools

are the feeder schools to the schools

41 upper primary government schools are the

feeder schools to the sampled schools.

The secondary schools are available to a large

majority of the students within the prescribed

distance of the neighbourhood school.

The secondary schools are available to a large

majority of the students within the prescribed

distance of the neighbourhood school.

The following reasons have emerged for

the enrolment of students in the schools at

a distance prescribed for neighbourhood

school:

i). One of the parents is working in that school

or elder brother or sister is studying in the

senior secondary classes.

ii). The parents come to the market for

business or some other kind of Govt. Job

adjoining to the school.

The following reasons have emerged for the

enrolment of students in the schools at a

distance prescribed for neighbourhood school:

i). One of the parents is working in that

school or elder brother or sister is studying

in the senior secondary classes.

ii). The parents come to the market for

business adjoining to the school.

76

Majority of the schools are situated in the

areas which do not pose any problem to the

students in accessing the schools.

Majority of the schools are situated in the

areas which do not pose any problem to the

students in accessing the schools.

Most of the secondary schools have senior

secondary schools within a distance of five

kilometres from the habitations they are

located at.

All of the senior secondary schools

monitored have no secondary schools

within their catchment area.

Free transport facility has been provided

by the Government of Himachal Pradesh

to all the school going students in HRTC

buses. Residential facility is not available

in any of the schools.

Free transport facility has been provided by

the Government of Himachal Pradesh to all

the school going students in HRTC buses.

Residential facility is not available in any of

the schools as all the schools are within walk

able distance.

2. SOCIAL ACCESS

In hundred percent of the schools, the

share of the SC, ST, Minority and BPL

families’ girls- boys in enrolment is

proportionate to their share in population

of the habitations.

In hundred percent of the schools, the

share of the SC, ST, Minority and BPL

families’ girls - boys in enrolment is

proportionate to their share in population

of the habitations.

The population of the girls is higher to that

of the boys from the General category

where as it is less to that of the boys from

SC category and significantly less to that

of boys irrespective of social categories. In

case of other categories, it is near about

equal.

The population of the girls is higher to that

of the boys in the SC, general categories

and total of the students whereas it is

significantly less to that of boys in ST,

minority and CWSN categories.

The data of the category wise population

of the children were available in the

schools in which they were studying.

The data of the category wise population of the

children were available in the schools in

which they were studying.

82.82, 85.15 and 90.60 of the boys, girls

and total of SC children; 88.89 percent of

the boys of ST children; 90.91 percent of

the boys of minority children; 86.99, 92.52

and 89.57 percent of the boys, girls and

total of the OBC category children; 87.89,

87.66 and 96.39 percent of the boys, girls

and total of general category children and;

85.18, 86.77 and 85.91 percent of all the

children irrespective of category were

present in the school on the day of the visit

of the monitoring team.

94.25, 87.55 and 90.66 percent of the boys,

girls and total of SC children, 87.80 79.31

and 84.28 percent of the boys, girls and

total of ST children, 77.27, 73.33 and

75.67 percent of the boys, girls and total of

minority children, 64.28, 60.00 and 63.15

percent of boys, girls and total of CWSN,

91.29, 88.17 and 89.64 percent of the boys,

girls and total of the general category

children, 91.69, 87.36 and 89.43 percent

of the boys, girls and total of all the

children irrespective of category were

present in the school.

There was no significant variation in the

attendance of girls to that of Boys.

However, attendance of girls in respect of

OBC category and total of the children is

There was a variation in the attendance of

girls in respect of SC and ST, CWSN

general and total of students as compared

to that of boys. The attendance of girls

77

higher as compared to that of boys. The

attendance of girls from SC category was

less than their counterparts i.e. boys. In

case of General category girls, it was near

about equal to that of boys. There was no

girl student from ST, minority and CWSN

categories in the schools visited by the MI

team.

from SC, general category and total of the

children was less than their counterparts

i.e. boys. In case of minority students, it

was more in case of minority girls as

compared to boys.

In hundred percent of the sampled schools,

there are specific schemes for ensuring the

enrolment of special category students.

In hundred percent of the sampled schools,

there are specific schemes for ensuring the

enrolment of special category students.

Specific schemes like free text books and

uniforms and scholarships have been

started in the state for the special category

students for ensuring their enrolment. In

addition to these, there is also a provision

of free appliances to CWSN students.

Specific schemes like free text books and

uniforms and scholarships having convergence

with the provisions of RMSA have been

started in the state for the special category

students for ensuring their enrolment. In

addition to these, there is also a provision of

free appliances to CWSN students.

No overt or covert, manifest or subtle

discrimination against students of any social

group or community by the teachers or peers

was observed in any of the sampled schools as

all the students were found sitting together.

As there exists no discrimination against the

children of any community, hence no steps

were taken to minimize discrimination.

No overt or covert, manifest or subtle

discrimination against students of any social

group or community by the teachers or peers

was observed in any of the sampled schools as

all the students were found sitting together.

As there exist no discrimination against the

children of any community, hence no steps

were taken to minimize discrimination.

The overall conditions prevalent in schools

facilitate access of students to secondary

schools and there were no obstructions and

barriers.

The overall conditions prevalent in schools

facilitate access of CWSN to secondary

students.

In all the sampled schools, there were

provisions for the disabled children. In all the sampled schools, there were

provisions for the disabled children.

Proper ramps with handrails have been

provided in the schools for CWSN

students.

Proper ramps with handrails have been

provided in hundred percent of schools for

CWSN students and western toilet seats were

also made available in a few schools.

3. Out of School students/Dropout students

No case of drop out of the students of SC,

ST, Minorities and CWSN was reported by

the Principals/ head teachers of the schools

monitored by the team.

No case of drop out of the students of SC,

ST, Minorities and CWSN was reported by

the Principals/ head teachers of the schools

monitored by the team.

No out of school child has been identified

by the school and hence no efforts have

been made.

No out of school child has been identified by

the school and hence no efforts have been

made.

78

As there was no case of out of school

child, no action was taken by the school

authorities.

As there was no case of out of school

child, no action was taken by the school

authorities. The district does not have any migrant

families. Therefore, no arrangements have

been made for holding the students.

The district does not have any migrant

families. Therefore, no arrangements have

been made for holding the students. The transfer/migration certificates are issued to

the students by the schools in case they have to

shift to other schools due to some reasons.

The transfer/migration certificates are issued

to the students by the schools in case they have

to shift to other schools due to some reasons.

No special training or interventions have

been started for the OoSC.

No special training or interventions have been

started for the OoSC.

No student was enrolled for any type of

training.

No student was enrolled for any type of

training.

As there was no OoSC, the training

programmes were not organized by any

agency.

As there was no OoSC, the training

programmes were not organized by any

agency.

III. EQUITY

I. General Information

The average attendance percentage of girls

from SC and OBC categories was high to that

of boys from these categories.

The percentage of the girls having

achievement above 60 percent was high in case

of SC category only, whereas percentage of

the girls having achievement below 60 percent

was low in case of SC category and high in

case of OBC category.

The average attendance percentage of girls

from SC, ST, Minorities and CWSN categories

was less to that of boys from these categories.

The percentage of the girls having

achievement above 60 percent was low in case

of SC, ST, Minorities and CWSN categories as

compared to that of boys of these categories,

whereas percentages of the girls having

achievement below 60 percent was high in

case of SC, ST, Minorities and CWSN as

compared to that of boys of these categories.

In the past one year, no student from the

SC, ST, minorities and CWSN categories

dropped out from the school as reported by

the school head teachers of the monitored

schools.

In the past one year, no student from the

SC, ST, minority and CWSN categories

dropped out from the school as reported by

the school head teachers of the monitored

schools.

There was no dropout from these

categories and hence no steps were taken

to address the same.

There was no dropout from these

categories and hence no steps were taken

to address the same.

II. GIRLS EDUCATION

Gender Gap

The attendance of the boys in 9th grade was

higher to that of boys in 10th grade and the

attendance of the girls in 10th grade was

higher to that of girls in 9th grade.

However, the percentage attendance of the

girls in 10th grade was higher to that of the

boys in 10th grade, whereas in case of 9th

The enrolment of the girls in both the

grades i.e. 9th and 10th is higher than that of

the boys in both the grades.

The attendance of the boys and girls in 10th

grade was lower to that of boys and girls in

9th grade. The percentage attendance of the

79

grade the percentage attendance of the girls

was lower to that of the boys in 9th grade.

girls in 10th grade was lower to 9th grade,

whereas in case of boys the attendance in

10th grade was near about equal to that in

9th grade. The percentage of the girls having

achievement above 60 percent was high in case

of SC category only, whereas percentage of

the girls having achievement below 60 percent

was low in case of SC category and high in

case of OBC category.

The percentage of the boy and girl

students of 9th and 10th grade having

achievement above 60 percent was very low as

compared to the 9th and 10th grade boy and

girls students having achievement below 60

percent.

A significant gender gap exists in enrolment,

attendance and learning achievement (above

sixty percent and below sixty percent in the

sampled schools.

A significant gender gap exists in enrolment,

attendance and learning achievement (above

sixty percent and below sixty percent in the

sampled schools.

Socio-cultural and economic reasons are

the main reasons for the gender gap,

enrolment and attendance of girls.

Socio-cultural and economic reasons are

the main reasons for the gender gap,

enrolment and attendance of girls.

None of the reasons as stated above was

reported to be the cause of the gap in the

attendance of the girl students in the

schools by any of the principal/head

teacher of the schools visited by the team.

None of the reasons as stated above was

reported to be the cause of the gap in the

attendance of the girl students in the

schools by any of the principal/head

teacher of the schools.

No efforts have been made by the schools

to address the gender gap by removing the

physical, attitudinal, linguistic and

economic barriers as reported by the heads

of the schools.

No efforts have been made by the schools

to address the gender gap by removing the

physical, attitudinal, linguistic and

economic barriers as reported by the heads

of the schools.

No reduction was reported and intimated

by the principals of the monitored schools.

No reduction was reported and intimated

by the principals of the monitored schools.

No incidence of reduction in attendance

was intimated to the monitoring team by

the principals of the monitored schools.

No incidence of reduction in attendance

was intimated to the monitoring team by

the principals of the monitored schools.

No reduction in the achievement level of

the students of different social categories

was reported by any of the principles/head

teachers of the schools monitored by the

MI team.

No reduction in the achievement level of

the students of different social categories

was reported by any of the principles/head

teachers of the schools monitored by the

MI team.

No efforts made to address the gender gap

and removing of the physical barriers have

been reported by any of the principals/head

teachers of the schools visited by the MI

team.

Bad health of the students or of their family

members, socio-cultural issues, household

responsibilities and family issues are the

factors responsible for absenteeism in the

schools.

Formal efforts were made for the

counselling of parents in 32.00 percent of

the schools. It may be mentioned that a

lady teacher in each school has been

Formal efforts were made for the

counselling of parents in 32.00 percent of

the schools. It may be mentioned that a

lady teacher in each school has been

80

assigned the duty to counsel the girls to

handle their problems related to adolescent

period.

assigned the duty to counsel the girls to

handle their problems related to adolescent

period.

No interest of the parents in the

counselling process was the reason for not

organising counselling.

No interest of the parents in the

counselling process was the reason for not

organising counselling.

None of the schools was having the facility

of separate girls’ hostel in the campus or

nearby area. All the girls were coming

from their homes to attend the schools.

None of the schools was having the facility

of separate girls’ hostel in the campus or

nearby area. All the girls were coming

from their homes to attend the schools.

None of the girls was staying in the

hostel.

None of the girls was staying in the

hostel.

Due to non-availability of hostels, no

physical barrier was reported by the

principals/head teachers of the schools.

Due to non-availability of hostels, no

physical barrier was reported by the

principals/head teachers of the schools.

IV. GUIDANCE AND COUNSELLING

In majority of the schools, the guidance

cells had not been constituted at the time of

monitoring of the schools. The average

student: counsellor ratio was reported to be

1: 20 by the principals/head teachers of the

schools having these cells.

In majority of the schools, the guidance

cells had been constituted at the time of

monitoring of the schools. The average

student: counsellor ratio was reported to be

1: 20 by the principals/head teachers of the

schools having these cells.

The students who approached the

counsellor for counselling were assisted.

However, no record had been maintained

by the school.

The students who approached the

counsellor for counselling were assisted.

However, no record had been maintained

by the school.

Career choice, selection of subjects after

secondary stage and information about

entrance exams to various professional

streams are the frequent areas for which

guidance and counselling is sought by the

students.

Career choice, selection of subjects after

secondary stage and information about

entrance exams to various professional

streams are the frequent areas for which

guidance and counselling is sought by the

students.

V. QUALITY

I. Enabling Conditions

Natural light was available in the classrooms

of all the schools.

Natural light was available in the classrooms

of hundred percent of the visited schools.

Adequate number of desks/chairs for students

was available in hundred percent of the

schools.

Adequate number of desks/chairs for students

was available in large majority of the schools

visited by the monitoring team.

There was proper ventilation in all the

classrooms of all the schools.

There was proper ventilation in all the

classrooms of all the visited schools.

The blackboards in the classrooms of all

schools were located properly in the centre in

front of the class.

The blackboards in the classrooms of majority

of schools were located properly in the centre

in front of the class.

The ordinary bulbs and electric tubes were

available in hundred percent of the schools.

The ordinary bulbs and electric tubes were

available in hundred percent of the schools.

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