4TH HALF YEARLY MONITORING REPORT OF RASHTRIYA MADHYAMIK SIKSHA ABHIYAN

FOR THE STATE OF UTTARAKHAND

FOR THE PERIOD OF

APRIL, 2015 TO SEPTEMBER, 2015

District Covered:UttarkashiChamoli

Rudraprayag

National Centre for Good Governance

1. 1. General Information 2.

Sl. No.

Information Details

1. Period of the report April, 2015 to September, 2015

2. No. of Districts allotted 3

3. Districts’ name Uttarkashi, Chamoli, Rudraprayag

4. Month of visit to the Districts / Schools September, October 2015

Uttarakhand – An Overview

Uttarakhand was formed on the 9th November 2000 as the 27 th State of India,

when it was carved out of northern Uttar Pradesh. Located at the foothills of the

Himalayan mountain ranges, it is largely a hilly State, having international

boundaries with China (Tibet) in the north and Nepal in the east. On its north-

west lies Himachal Pradesh, while on the south is Uttar Pradesh. Geographical

area of the state is 53483sq. km. forming 1.69% of area of the country as a

whole. Geographically, Uttarakhand is situated in the central Himalayan zone. It

extends between 77° 34’ to 81° 02’ E longitude and 28° 43’ to 31° 27’ N latitude.

It is rich in natural resources especially water and forests with many glaciers,

rivers, dense forests and snow-clad mountain peaks. Char-dhams, the four most

sacred and revered Hindu temples of Badrinath,Kedarnath, Gangotri and

Yamunotri are nestled in the mighty mountains. It’s truly God’s Land (Dev

Bhoomi). Dehradun is the Capital of Uttarakhand. It is one of the most beautiful

resort in the submountain tracts of India, known for its scenic surroundings. The

town lies in the Dun Valley, on the watershed of the Ganga and Yamuna rivers.

It is blessed with a rare bio-diversity, inter-alia, 175 rare species of aromatic &

medicinal plants are found in the State. It has almost all major climatic zones,

making it amenable to a variety of commercial opportunities in horticulture,

floriculture and agriculture. It has a vast tourism potential in adventure, leisure,

and eco-tourism. The topography of Uttarakhand is characterized by hilly

terrain, rugged and rocky mountains, deep valleys, high peaks, sharp streams

and rivulets, rapid soil erosion, frequent landslides and widely scattered

habitations. The natural vegetation is mixed broad-leaved forest with oak and

pine predominating. Climate varies from subtropical in the valleys to temperate

on the higher slopes with a summer monsoon. The temperature range from

16°C to 40°C but drops below freezing point in many parts of high mountain

areas of the region during winter.

The State is rich in mineral deposits like limestone, marble, rock phosphate,

dolomite, magnesite, copper, gypsum, etc. The number of small scale industries

is 25,294 providing employment to 63,599 persons. As many as 1802 heavy

and medium industries with an investment of Rs 20,000 crore employ 5 lakh

persons. Most of the industries are forest-based. There is a total of 54,047

handicraft units in the state.

With levels of literacy higher than the national average, the State has abundant

availability of quality human resources. Within a short span of its existence,

Uttarakhand has emerged as a significant destination for investments in

manufacturing industry, tourism and infrastructure.

Table : Population figures at a glance

S.No Description 2001 2011

1 Population

Male 43.26 Lakhs 51.54 LakhsFemale 41.63 Lakhs 49.62 LakhsTotal 84.89 Lakhs 101.16 Lakhs

2 Population Density 159 Per sq.km 189 Per sq.km3 Sex Ratio 964 9634 Decadal Population Growth 16.27 Lakhs (absolute)/19.17%Source: Census 2011.

The Population of the state is 1,01,16,752 according to census of 2011 and an

average density of 189 person/sq.km in year 2011. The overall sex ratio in

Uttarakhand is 963 female per 1000 male. The highest sex ratio is in District

Almora i.e. 1142 and lowest is in Haridwar i.e. 879. Population density in the 13

districts of the State varies from a high of 817 per sq. km. in Haridwar to a low of

41 per sq. km. in Uttarkashi. Different districts also recorded diverse population

growth rates during the decade 2001-2011, from a strong 33.40% in Udham

Singh Nagar to practical stagnation at -1.73% in Almora. As per census 2001

the SC comprises of 18.01% and ST of 2.09% in the whole population. The

main tribes of Uttarakhand are Bhotia, Jaunsari, Bouksa and Tharu. They

mainly reside in Chamoli, Dehradun, Nainital and UdhamSingh Nagar.

Table : DISTRICT-WISE POPULATION AS PER CENSUS 2011

S. No.

District Total Male Female Population change in

Decade

Sex

1 Uttarkashi 329686 168335 161351 11.75 9592 Chamoli 391114 193572 197542 5.60 10213 Rudraprayag 236857 111747 125110 4.14 11204 Tehri Garhwal 616409 296604 319805 1.93 10785 Dehradun 1698560 893222 805338 32.48 9026 Pauri Garhwal 686527 326406 360121 -1.51 11037 Chamoli 485993 240427 245566 5.13 10218 Rudraprayag 259840 124121 135719 5.13 10939 Almora 621927 290414 331513 -1.73 1142

10 Uttarkashi 259315 130881 128434 15.49 98111 Nainital 955128 494115 461013 25.20 93312 Udham Singh Nagar 1648367 858906 789461 33.40 91913 Haridwar 1927029 1025428 901601 33.16 879

Uttarakhand 10116752 5154178 4962574 19.17 963Source: Census 2011

In terms of literacy levels Uttarakhand has 14th position in the country.

With the help of various government interventions there has been significant

progress in the field of education in the State. Literacy percentage of the

state is 79.63 against all India average of 74.04. Census data of 2011 shows

that the gender gap is still an issue to be addressed in Uttarakhand with male

and female literacy rates being 88.33 and 70.70 percent respectively.

Table : Districtwise Literacy Status in 2011

S.No. District Total Male Female1 Uttarkashi 75.98 89.26 62.232 Chamoli 83.48 94.18 73.203 Rudraprayag 82.09 94.97 70.944 Tehri Garhwal 75.10 89.91 61.775 Dehradun 85.24 90.32 79.616 Pauri Garhwal 82.59 93.18 73.267 Chamoli 82.93 93.45 72.978 Rudraprayag 80.69 93.20 69.599 Almora 81.06 93.57 70.44

10 Uttarkashi 80.73 92.65 68.8111 Nainital 84.85 91.09 78.2112 Udham Singh Nagar 74.44 82.40 65.7313 Haridwar 74.62 82.26 65.96

Uttarakhand 79.63 88.33 70.70Source: Census 2011

Uttarakhand is pre-dominantly rural with population usually concentrated in the

valleys and mountain slopes, with a typical village/habitation consisting of 30-

40 families who share common resources. In the rural areas, the socio-

economic condition is primarily based on horticulture, sheep rearing

and tourism. Agriculture has been adopted as means of livelihood. Paddy is

the major crops in irrigated areas and white Maize is grown in higher un-

irrigated slopes. Other locally grown cereals and millets are Bhatt, Gahat and

Mandua. Villages are heavily dependent on the surrounding forests for

compost and water. Individual landholdings are small and scattered. Animal

draught power is utilized to plough the land wherever possible. Other

alternative is human labour which is used for the purpose; mechanized farming

is out of question in hill regions.

Land utilization data show that forest covered area in the State is very

extensive. It is the largest land utilization covering almost 63% of the area of

the State. The next important category is net shown area, which covers about

14% of the State’s area. In individual district forest area varies from a low of

23% (Haridwar) to a high of 89% (Uttarkashi), while net shown area varies from

a low of 4 to 5 per cent of the total area (Uttarkashi and Chamoli) to 63 per cent

(U S Nagar). Since inception, the area covered by the new State has seen a

great change. The Terai and Bhabar areas of Kumaon stand transformed from

malaria-infested and swampy wildernesses into modern advanced agricultural

and trading regions. With the spread of 6 the road network, most, but not all, of

the interior areas are now linked to the main arteries of flow of trade and traffic,

which is placed at the top of the present volume. As a result, their social and

economic

life stands transformed. However, access to the railway network is very limited,

as only 24 block headquarters out of 95 in the State are within a distance of 0-

49 km of a railhead. Awareness and literacy levels are uniformly high across

the districts. Inadequate production in the agricultural fields, increase in

population, increasing demand on natural resources and lack of alternative

employment opportunities within Uttarakhand together are responsible for out-

migration of the men-folk from the villages to cities within State and outside. In

the absence of men, customarily entire burden of managing household comes

on women.

Monitoring Report of District - Uttarkashi

District Profile - Uttarkashi

Uttarkashi district was created on February 24, 1960 out of what then constituted the parganas of Rawain and Uttarkashi of Rawain tahsil of erstwhile Tehri Garhwal district. It sprawls in the extreme north-west corner of the state over an area of 8016 sq. kms in the rugged terrain of the mystic Himalayas. On its north lie Himachal Pradesh State and the territory of Tibet and the district of Chamoli in the east. The district is named after its headquarters town Uttarkashi, an ancient place with rich cultural heritage and as the name suggests is the Kashi of north (Uttara) held almost as high a veneration as Kashi of the plain (Varanasi). Both the Kashi of the plain (Varanasi) as well as the Kashi of north are situated on the banks of the river Ganga (Bhagirathi). The area which is held sacred and known as Uttarkashi, lies between the rivers Syalam Gad also known as the Varuna and Kaligad also known as the Asi. The Varuna and the Asi are also the names of the rivers between which the Kashi of the plain lies. One of the holiest Ghats in Uttarkashi is Manikarnika so is the one by the same name in Varanasi. Both have temples dedicated to Vishwanath.

The terrain and climate of Uttarkashi district provide uncongenial physical environment for human settlement. Yet undaunted by hazards and hardships this land was inhabited by hill tribes since ancient times bringing out the best in man his adaptive talents. The hill tribes namely Kiratas, Uttara Kurus, Khasas, Tanganas, Kunindas and Pratanganas find references in the Upayana Parva of Mahabharata. The land of Uttarkashi district has been held sacred by Indians since ages where the seers and sages had found solace and spiritual aspirations and performed penances and where devas performed their sacrifices and Vedic language was better known and spoken than elsewhere. People came here for learning Vedic language and speach. According to an account given in the Mahabharata, Jada Bharatha a great sage performed penances at Uttarkashi. the Kedar Khand of Skanda Purna refers Uttarkashi and the rivers Bhagirathi, Jahanavi and Bheel Ganga. The district of Uttarkashi was part of Gharwal Kingdom ruled by Garhwal dynasty that carried the cognomen `Pal' which was changed to Sah during 15th century conferred by Sultan of Delhi perhaps Bahlul Lodi. In 1803 Gorkhas of Nepal invaded Garhwal and Amar Singh Thapa was made Governor of this region. The Gorkhas came into contact with the British power in 1814 as their frontiers in Gharwal became determinous with those of the

British. The border troubles prompted the Britishers to invade Garhwal. In April, 1815 Gorkhas were ousted from Garhwal region and Garhwal was annexed as British district and was split up into eastern and western Garhwal. The eastern Garhwal was retained by the British Government. The western Garhwal, lying to the west of the Alaknanda river with the exception of the Dun was made over to the heir of Garhwal dynasty Sudarshan Sah. This state came to be known as Tehri Garhwal and it was merged with the state of Uttar Pradesh in 1949 after India attained independence in 1947.

Lying in the upper Himalayas, Uttarkashi contains within itself varying geographic environments ranging from snow free valleys and outer hills to the high peaks with perpetual snow and glaciers. The terrain runs into series of ridges and valleys. Each ridge leads to another coiling up in seemingly unending chains.Most of the terrain is mountainous consisting of high rise ridges, hills and plateaus and flat pieces of land are rare. The land in these areas is now in fertility due to large content of out crops of boulders and gravels. Made-up of alluvial soil, valley is a stream bed. Generally forests occur on the upper ridges that bound the valleys. On their sloping hill sides lie a chain of sparsely populated settlements interspersed with terrace cultivation.

The widely varying climate and topography produce a wise range of vegetation and serve as habitats to diverse species of wild life. Forests occupy a place of pride in the environment of the district not only for the sheer bulk of the area they occupy but also for the richness of variety of vegetation. As much as 88 percent of the total area of the district is administered by the Forest Department. Pine forests occur between the altitude of 900-2000 metres, Deodar forests between 2000-3000 metres, Fix and Spruce forests over 3000 metres and Kharshu, Birch and Junipers forests upto the height of 4000 metres. Above the Fir and Spruce forest zone, alpine pastures are found throughout the district between the height of 3500 metres to 4877 metres above sea level.

It is the land of Uttarkashi district that gives rise to two great and reverent rivers of India the Bhagirathi, called the Ganga in the plains and the Yamuna. The Ganga coming up in the glaciers `gaumukh' traverses 128 kms. in Uttarkashi district before flowing down farther. The third important river of this district is Tons besides host of tributaries that drain these areas.

Agriculture in these areas suffer from many constraints. The availability of cultivable land itself is the greatest restricting factor on the development of

agriculture. It can be seen from the fact that as much as 88% of the area is either covered by forests or is barren and uncultivable. The land is low in fertility except in the valleys and even land is too few and far between. Shorter agricultural season, low temperature, high altitude, smallness of land holding, perpetual problem of soil erosion due to steep gradients etc. are other inhibiting factors effecting agriculture. The agriculture, therefore, does not offer too much hope for bringing about well being to the people of the area. Sheep rearing for production of wool and meat, orchard raising, spinning and weaving of wool and other cottage industries etc. offer much scope and their potential be exploited to the fullest extent. The cultivation in these areas are carried on largely by making terraces on the sloping hillsides. Some cultivation is done on steep hills also where terracing and tilling cannot be done and the place is cleared by burning scrubs and bushes. The seeds are sown with the help of a hoe. This practice of cultivation is known as `Katil'. Both Rabi as well as Kharif crops are harvested. The main Kharif crops are paddy, small millets and potato and chief Rabi crops are wheat and barley. These crops account for over 80 percent of the total cropped area. Horticulture is another field that can boost up the economy of the district. However, it has not made much headway due to difficulties in marketing the produce, due to poor communications and remoteness of areas.

The knowledge regarding occurrences of minerals in the district is scanty. As per stray surveys, soap stones, iron, graphite, lime stone, kyanite and mica deposits occur in the district. There has been hardly any industrial development in the district. The cottage and village industries play an important role in the economy of the district. The most important cottage industry is the production of wool and woolen goods. Sheep are reared in a large number and the industry flourished at an altitude between 1525 metres and 2440 metres. Carpets (namdas), tweeds, blankets etc. are produced. Other cottage industries are basket-making, mat weaving and wood craft. The potentials of forest and horticulture can be better exploited by locating forest and horticulture based industries within the district. This will bring down transportation cost as a proportion to the selling price of the products, making them competitive in the market. Tourism industry possesses tremendous possibilities of development. The terrain produces some of the rarest spectacles contrasting between awesome raggedness and breath takingly beautiful landscape which have charmed and challenged man since ages.

District map of Uttarkashi

MONITORING REPORT OF DISTRICT - UTTARKASHI

1. Planning & Implementation –

At School Level

1. Perspective Plan for the School –

No. of Schools

Plan developed Not developedYes No25 0

% 100 0If not reasons thereof

Comments: There is a provision under RMSA, to prepare perspective plan. Perspective plan was

available with all the visited schools in the District. The copy of plan by these schools

had been submitted to the district as well. All the guideline was provided by the RMSA.

2. Data base/sources adopted/taken for Planning and Plan preparation at School

level other than SEMIS

No. of Schools

Other Data base/sourced adopted If yes names of other sourcesYes No14 11 Perception of SMDC Members

% 56 44

Comments:

Though all schools use U-DISE as data base source, yet 11(44%) schools use other

data also for plan preparation. All the visited schools have prepared their annual plan

and submitted to the higher authorities. Most of the head teachers and SDMC

members informed that they try to incorporate all the aspirations and visions in the

plan. Guidelines for preparation of School Development Plan were also available in

most of the visited schools.

3. Whether disadvantaged groups have been appropriately factored in the Plan.

No. of Schools

Developed Planning strategy for disadvantaged groupsYes No19 6

% 76 24

Comments:

Principal of 19 (76%) visited schools revealed that the development of separate

planning and strategies for disadvantaged group has been done in the perspective

plan While in 6 (24%) schools the Principal were not sure about it. The Principal of

these schools disclosed that they did not get any instruction regarding it from district

level. The reason for not doing so, told to us by some schools was that no such need

has been felt, whereas lack of proper guidelines from authorities and lack of

knowledge at their end by other schools.

4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan -

No. of SchoolsConvergence approach adopted

Yes No25 0

% 100 0

Comments:

Maximum convergence done in practical by schools, was found with Health & Medical

Department, 14 (56%) schools got converged with water and sanitation Department.

Some of the other departments, were also sought for convergence by the schools.

While preparing School Development Plan, convergence with such departments help

the school in many ways for developing a quality and comprehensive plan.

5. Incorporation of SMDC recommendations in the School Development Plan

No. of Schools

School Development Plan Prepared

Recommendations incorporated in School Development Plan

Yes No Yes No25 0 25 0

% 100 0 100 0

Comments :

SMDCs were showing interest in activities related to RMSA in almost all the visited

schools. In most of the schools the coordination among the teachers and members

was found to be good and they were appreciative of the fact that a coordinated effort is

required for development of the facilities under the scheme. All the visited schools,

prepared school development plan and incorporated the recommendations made by

SMDCs in their plans.

6. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools :

S.No. Roles Responses regarding assigning roles (No. of Schools)

%

1 Filling of DCF of U-DISE 11 442 Preparation & Implementation of

Annual Plan 2496

3 Admission of Students to Class-9 17 684 Regular attendance and retention of

students 1768

5 Regularity & Punctuality in teachers’ attendance 19

76

6 Civil work 24 967 Providing resources 10 40

8 Organizing cultural, sports events, functions 15

60

9 Mid-day-meal 16 6410 Preparing annual accounts of income &

expenditure of SMDC 1456

11 Any other 12 48

Comments :

On school level, SMDC work for planning, implementation and management of

RMSA's secondary education policy. It is a matter of satisfaction that in about 70%

schools, responsibilities such as participation in admission to class 9 th, organizing

cultural and sports events and monitoring the attendance of both teachers and

students and retention of students have been assigned to SMDCs. Preparation and

implementation of Annual plan was assigned to SMDCs of 96% schools. In 44%

schools each, SMDC also fill DCF of U-DISE as well as provide physical facilities to

school.

0

25

50

75

100

44

96

68 6876

96

40

60 6456

Response regarding assigned roles (%)

7. Clarity amongst SMDC members about their roles. If yes, detail of steps taken by them accordingly.

No. of Schools

SMDC members are clear about their roles Not clear24 1

% 96 4

S.N.

Steps taken by SMDC members accordingly Number of Schools

%

1 Ensuring education facility to dropout Students 22 882 Making society aware of child rights & duties of teachers&

parents21 84

3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W.

21 84

4 Keeping check on private tuitions by teachers, paying attention to academic progress of students

12 48

5 Identification of CWSN & taking care of availability of facilities to CWSN students

11 44

6 Paying attention to improvement in regular teaching learning activities.

16 64

7 Distribution of free text books 2 88 Availability of scholarships on time to students 12 489 Preparing three years’ perspective Plan 24 96

10 Proper use of funds i.e. SAG & other grants as per norms 22 8811 Monitoring of minor & major repair work and maintenance

of physical infrastructure25 10

0

12 Seeking knowledge and information about income and expenditure of SMDC and supervising the accounts thereof.

17 68

Comments: It is noteworthy that SMDCs of 24(96%) schools have clarity about their mandated

roles. SMDCs of all these schools have been paying attention to improve teaching

learning activities and distribution of free text books. It is good enough to know that

19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers

and parents and also monitoring the maintenance of physical infrastructure. 92%

schools’ SMDCs taking care for providing facilities to drop out and CWSN students.

Only in 17(68%) schools, SMDC members were actively related to cash flow of fund

receiving under RMSA. Details of various other aspects, looked after by SMDCs of

schools are being given in above table.

It was observed during interactions that most of the members were very keen towards

their active participation in the activities related to schools. However, there are certain

reasons which may be attributed towards the awareness of SMDC members towards

their role. The fore most is intensity of training imparted to them. The other thing is that

financial matters are sort of not discussed in details. In most of the schools financial

records related to construction were not available.

8.1 Meetings of General Body of School Management and Development Committee-

Meetings of General body heldNumber of Schools

Quarterly Half Yearly Annually No meeting held till date

16 7 2 0% 64 28 8 0

Comments:SMDC are meeting on quarterly basis in most of the schools. 17 (68%) schools

organize general meeting for SMDC quarterly, 7(28%) schools organized the same on

half yearly. In 2 schools general body meeting was held yearly.

2. At District level –

District level Plan has been prepared or not .

Yes, prepared. The District authorities informed that the District plan has

mentioned about convergence with water & Sanitation, Social welfare, Rural

Development, Medical health and PWD etc.

2(a) Whether District Plan has adopted a convergence approach with following department.

(1. Yes 2. No)

S. No. Department (1. Yes 2. No)

a. Water & Sanitation 1

b. Social Welfare 1

c. Tribal Development 1

d. Minority department 1

e. Rural Development 1

f. Urban Development 1

g. Medical Health & Family welfare 1

h. PWD 1

i. Transportation (Roadways) 1

j. Others 1

District has developed convergence with other Departments such as Water and

Sanitation for maintenance of water sources and equipments in schools, social

Welfare and Tribal Departments for providing scholarships to disabled and tribal

students respectively, Rural and Urban Development for providing sanitation in

schools, Health welfare for regular check up of students related to health issues

and PWD for quality constructions and repairing of schools.

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

The district plan has been prepared and it has proposals regarding convergence

with all the concerned departments wherever required. There is no such

problem reported by the District officials in this regard.

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

At the district level the district project committee has been formed in the

chairmanship of District Magistrate. Its role is to monitor and implement all kinds

of activities under the perspective plan and AWP&B. Perspective plan and

Annual work plan and Budget were regularly monitored through regular

meetings organized in District. Inspection of financial cash flow detail was done

by chattered accountant by auditing.

At State level

In Uttarakhand, the Panchayati Raj, Municipal Bodies, Community,

Teachers, Parents and other stakeholders have already been involved in all the

activities from planning, implementation, monitoring to evaluation process for

the qualitative improvement of education. With the emergence of RMSA their

role has become prominent. For the effective implementation of RMSA's goals

and objectives, various committees have been formed from block, district to

state level and each committee has the representatives of Panchayati

Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All

these representatives were trained through various orientation

programmes/workshops for making their greater participation in the process of

planning. All these representatives have been included in micro planning

exercise and in school improvement plan. School education Secretariat is taking

policy decisions at state Govt. level and Directorate of school education is

supreme body to take departmental decisions at school level.

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

District Level Plans

1. Yes 2. NoComments: State level planning team actively involved in preparation and

finalization of District Development plans.

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

Comments:

Yes. The school level plans have been compiled in to District plan and all the

district plan in turn forms the State plan. The primary goal of RMSA is to make

secondary education of good quality available, accessible and affordable to all

adolescent girls and boys up to the age of 16 by 2020. Under the RMSA

scheme specific targets has been set for different components of the secondary

education system. State plan reflect the planning needs alt school and District

level

2(a) Whether State Plan has adopted a convergence approach with following department.

(1. Yes 2. No)

S. No. Department (1. Yes 2. No)

a. Water & Sanitation 1

b. Social Welfare 1

c. Tribal Development 1

d. Minority department 1

e. Rural Development 1

f. Urban Development 1

g. Medical Health & Family welfare 1

h. PWD 1

i. Transportation (Roadways) 1

j. Others 1

Comments: At State level a planning team has been constituted to guide, facilitate

and appraise the district plans. This core planning group involved State Project

Director, Additional Project Director and Component in charge for Access, Civil

Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education,

Girls Hostel and Academy of administration, training institutes. According to the

State, The respective district has internal mechanism for overseeing the

implementation of the programme through a monitoring committee constituted for

the purpose.

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

The State plan has been prepared and it has proposals regarding convergence

with all the concerned departments wherever required. There is no such

problem reported by the District officials in this regard.

3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.

Different committees have been formed at the State level for proper monitoring

of the scheme. Regular visits are also being made by the State level officials.

Monitoring is an internal management process of continuous control of inputs,

rocesses and outputs in order to identify strengths and weaknesses, formulate

practical proposals for action and take the necessary steps to reach the

expected results. It is important to remember that monitoring include action and

is not simply limited to an identification of strengths and weaknesses. At the

secondary level monitoring is done through the inspectorate system. This

system has served largely to exercise authority and control rather than provide

academic support to teachers. The school inspectors perform a number of

functions, one of which is to visit schools under their preview. Their visits are

usually few and far between, during which the students and teachers tend to

present a positive picture of the school, regardless of the ground realities due to

fear of punishment.

4. Any separate strategies for naxalite/extremist affected districts prepared at the State/district level in consultation with the district authority?

1. Yes 2. No

If not, why?

Not applicable. There is no naxalite/extremist affected district in the State.

2. ACCESS

I. Physical Access – At School and Habitation’s1. Names Category of the Schools visited

S.N.

Categories Number of Schools %

1 EBB 0 0

2 Urban 5 20

3 CWSN (Minimum 3 CWSN) 3 12

4 Higher Gender gap 4 16

5 SC/ST/Minority students abundance 9 36

6 Low retention rate/Higher dropout rate 0 0

7 Schools situated in habitation with large number of Oosc

0 0

8 Low academic achievements 5 20

9 Schools situated in habitation of seasonal migrants

0 0

10 Urban Schools with most students of deprived sections

0 0

11 Forest/Mountain/Remote/Desert area 0 0

12 Flood/natural calamity prone area 0 0

13 Ongoing civil work 3 12

14 School with girls hostel 0 0

15 None 2 8

Comments:

5 sampled schools were situated in urban locality. In 3 schools more than 3 CWSN are

enrolled in 9th and 10th. 4 sampled schools have high gender gap. 9 schools are with

SC/ST /Minority in majority. 5 schools also show high drop out of students with 6

schools of low academic level. 1 school was situated in remote area. In 3 schools

construction work was on going. 5 schools have low achievement level of students.

2. Location of the School adjacent to or within any of the following sensitive areas.

S. N. Area Number of Schools Situated %

1 Protected area (National Park, Wild life sanctuary)

0 -

2 Flood prone /flood plain area 0 -

3 Earthquake prone zone 12 48

4 Unstable slope 0 -

5 Landslide prone Area 9 36

6 Cyclone prone Area 0 -

7 Storm surge prone Area 0 -

8 Drought prone Area 0 -

9 Polluting Industrial Area 0 -

10 Mining Area 0 -

11 Arsenic /fluoride contaminated ground water area

0 -

12 Busy National/State Highway 4 16

13 Congested urban/market/commercial area 3 12

14 Any particular disturbance faced by School due to its location

1 4

15 None 5 20

4. Number of Students enrolled in School from habitations coming from a distance greater than what is prescribed for a neighborhood School.

S. N. Distance of School from habitation

Number of students %

1 0-1 km. 1167 44%

2 1-2 km. 685 26%

3 2-3 km. 428 16%

4 3-5 km. 226 9%

5 More than 5 km. 118 4%

Total 2624 100%

44% students have access to schools located within habitation i.e. upto 1

k.m.

26% students have schools within a distance of 1 to 2 kms. 16% students

have access to schools located at the distance of 2 to 3 kms.

9% students have access to schools located at a distance of 3 to 5 kms.

Only 4% students have to cover a distance of more than 5 kms. to reach the

school.

0-1 km. 1-2 km. 2-3 km. 3-5 km. More than 5 km.

0%5%

10%15%20%25%30%35%40%45%

44%

26%

16%

9%4%

% children travel for attending schools

%

1. Presence of any natural or man-made barrier that poses any problem for the Students in accessing the School.

No. of SchoolsYes No18 7

% 72% 28%

If yes mention themSeasonal rivers etc.Forest

Comments: Since the catering area of the schools is relatively bigger than the

elementary schools, children from different habitations attending school. Therefore,

even though the school is located at a prominent place in some cases the access has

certain hurdles like seasonal riverlets, forest etc. for some of the children.

6. Name and Distance of the nearest secondary School (Govt./Pvt.) from the

habitation the School is located at, and catchment area of the School.

Distance from School/Catchment areaTotal

No. of SchoolsLess than 1 km. 1-3 km. 3-5 km. More than 5 km.

0 6 3 16 25% 0 24 12 64 100Comments: 6 (24%) visited schools nearest HS/HSS was situated at a distance

of 1-3 km. For 3 (12%) schools they were in 3-5 km. While in majority of visited

school 16 (64%) the nearest high/higher secondary school was located at a

distance of more than 5 km. In none of the school the nearest school was found

to be less than 1 km of range.

7. Any special arrangement like transportation facility or residential facility made

available for the benefit of students.

Facility Provided by number of Schools %

Transport facility 0 0

Residential facility 0 0

Comments: No transportation facility is being provided to students by any of the school.

II Social Access

1. Pattern of population of the habitation and enrollment in the School –

1. (a) Social category-wise population of Students of age group 14-16 years in the

habitation.

Population Pattern of Habitation

Category 14-16 AgeBoys % Girls % Total %

SC

Data Not Available

ST

Minority

General

Total

Comments :

(c ) Share of SC,ST, Minority, and BPL families’ Girls-boys in enrollment is proportionate to their share in population of the habitation/neighborhood or not.

No. of Schools

ProportionateYes No25 0

% 100 0

Comments:

School heads of all the visited schools informed that the share of SC,ST, Minority and

Girl children in enrollment is proportional to their estimated share in population of the

habitation catered to.

2.(a) Classwise, Social Categorywise enrollment and attendance (on the day of field visit)

*B-Boy, G-Girl, E-enrolled, P-present

C

l

a

s

s

SC ST OBC Others Total

B G total B G total B G total B G Total B G total

E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P

9207

15821

6162

423

320

7 5 8 4 15 934

2

274

356

272

697

54699

7210

474

203

146

656 50968

351

2

1338

1021

1

0199

16120

7168

406

329

7 2 7 3 14 532

8

261

342

280

670

54196

74 99 6819

514

2630 498

656

519

1286

1017

T

o

t

a

l

406

31942

3330

829

649

14 7 15 7 29 1467

0

535

698

552

1367

1087

195

146

203

142

398

288

1286

10071339

1031

2624

2038

% 49% 79%

51% 78%

78% 48%

50%

52%

47%

48%

49%

80%

51%

79% 80%

49%

75%

51%

70%

72% 49% 78%

51%

77%

78%

Comments: The major portion of children enrolled in the schools belongs

to the Scheduled Caste and OBC category. 78% (78% boys and 77% girls)

students were present in the schools on the day of visit across 25

schools under study. 78% SC students (79% of boys and 78% of girls) were

present on the day of field visit. In case of OBC students with more than

50% share in total enrollment, 80% of them (80% of boys and 79% of girls)

were present. So far as the attendance of General students is concerned,

72% of these students (75% of boys and 70% of girls) were reported to be

present on field visit’s day. The proportion of boys and girls among

different social groups is given in the below graph.

Attendance pattern among different social groups

SC ST OBC Gen & Others0

50

100

79

50

807578

47

79

70

BoysGirls

SC ST OBC Gen & Others0%

50%

100%

78%

48%

80%72%

Attendance rate

2(b) Enrollment and attendance of students of economically backward background on the

day of field visit (based on BPL Card)

C

l

a

s

s

SC ST Minority Gen & Others Total

B G total B G total B G total B G Total B G total

E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P

969

47

63

52

132

99

0 0 0 0 0 0 11 9 7 618

14

11

9 7 6 18 1491

64

77

63

168

127

1

050

32

49

39

100

71

0 0 0 0 0 0 8 8 6 515

13

8 8 6 5 15 1367

49

62

49

129

98

T

o

t

a

l

119

80

112

91

231

170

0 0 0 0 0 0 1917

1411

33

28

19

17 14 11 33 28158

113

139

112

297

225

% 52%

67%

48%

81%

74%

58%

87%

42%

79%

84%

58%

87%

42%

79%

84%

54%

71%

46%

80%

75%

There is no such variation in pattern of attendance with regard to boys and girls and

also across various social groups. Attendance rate varies 87 percent to 68 percent in

total.

4. Any overt or covert, manifest or subtle discrimination against Students of any

social group or community by the teachers or peers is observed in School, and the

efforts made to minimize it.

No. of Schools

Discrimination

No discriminationBy teachers By peers

0 0 25

% 0 0 100

Comments:

In none of the visited schools, the discrimination against children of any social group

by teachers or peers was observed.

5. Do the overall conditions prevalent in Schools facilitating access of CWSN to

secondary Schools. If not, the details of obstructions and barriers.

Number of Schools providing following facilities for access of CWSN –

Facility Number of Schools %Proper ramps with hand rail 16 64

Western toilet seat

Special furniture in classroom

Tricycle

Escort

Other (Specify)

If the prevailing conditions in School do not facilitate access of CWSN to School State the obstructions and barriers.

Obstructions - Low Budget,

Barrier - Geographical conditions

Comments: Regarding provision of facility for access of CWSN, out of 25 sampled

schools, 16 (64%) schools reported to have the facility of proper ramps with hand

rail. None of the sampled schools have facility of special toilet, special furniture and

escort etc. for CWSN.

IV. Out of School Students (OoSC)/Dropout Students of Age Group 14-16 years. (At School level)

1. The number, gender and category-wise (SC/ST/Minorities/CWSN) profile of out of

School Students (OoSC)/Dropout Students of age group 14-16 years in preceding

session (2012-13).

Category

Class

Enrolled Boys

OoSC/Dropout of age group 14-16 years Total

drop out

%Boys drop out

% Enrolled Girls

Girls drop out

% Total Enrolle

d

SCIX

NA

XST IX

XMinority IX

XGen & OBC

IXX

Total IXX

CWSNIXX

Reasons for dropout -----------------------------------------------------------------------------------------

Comments:

2(a) Efforts being made by School management to bring them back to School and, results thereof during the past one year.

Efforts made –

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

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

2(b) Results of efforts made

Class-9 Class-10

No.of drop

out

students

No.of drop out

brought back to

School

%

No.of drop

out

students

No.of drop out

brought back to

School

%

NA

Comments :

3. Arrangements made to hold back Students of seasonal migrant families in School.

Arrangement Number of Schools %

Seasonal Hostels

NAAny other arrangement

No arrangement

Comments:

4. If no such arrangement made, whether migration/transfer certificate is issued to such Students by the Schools?

No. of Schools issuing TC

Yes No

NA%

Comments :

5. Information about any special training interventions meant for the OosC.

No. of Schools

Special trainings startedYes No

%Name of Trainings

1 NA2345

5(a) Number of enrolled and present students in training programme on the day of visit.

Boys Girls TotalEnrolled NAPresent%

5 (b) Training programme is imparted through –

Total No. of School conducting training

Trainers No. of School %

Regular teachers NA

NIOS

SIOS

(c ) Average duration of training programme in days and achievement level of

students (on the basis of School record)

Class Enrolled in Training

Programme

Appeared in Exam

Achievement levelAbove 60% 45-59% 33-44%

B G B G B G B G B G

9 NA10

Total%

Comments:

3. Equity

I. Girls Education :

At School/DPO and SPO level.

Gender Gap

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

Enrollment, Attendance, Achievement level

Class9 10

Boys % Girls % Total % Gap

% Boys

% Girls % Total Gap

%

Enrollment

656 4968

2 51133

8 10063

049

656

51

1286

Attendance on visit day

50978 51

277 102

178 49

878

519

77

1017

Appeared in ExamLearning

Achievement (Quarterly/hal

f yearly/yearly)

Above 60%

%Belo

w 60%%

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

Class SC ST OBC Others

B G B G B G B G

9th Enrollment 207 216 7 8 342 356 99 104

Avg % Attendance on visit day

79 78 50 47 80 79 75 70

Appeared in exam%

Above 60%

NA%

Below 60%

%

10th Enrollment 199 207 7 7 328 342 96 99Avg %

Attendance on visit day

79 79 50 47 79 79 75 70

Appeared in exam

NA

%

Above 60%

%

Below 60%

%

Comments: On the day of visit, the average percentage of attendance ranges 50% to 80%. ST girls

have the minimum attendance of 47% and boys from OBC with highest attendance of

80%.

Reasons for gaps in enrollment (if)Reasons Respondent /districts %

A Socio Cultural/Reasons NIL

B Economic Reasons Nil

C Linguistic Reasons Nil

Total

There is no huge gap in enrolment among girls and boys.

Reasons for absenteeism (Gap in attendance)

Reasons Respondents (School/district) %A Health (own or family members) 6 50B Social cultural issues 3 25C Sibling Care 3 25D Household responsibilities 0 -E Family issues / Gone to relatives 4 33F Earning for livelihood 4 33G Migration 0 -H Any other 0 -

Total 12 100

Comments:

12 (48%) schools reported about instances of absenteeism and out of these 6

(50%) schools attributed to health reasons. 4 schools reported about family

issues and earnings for livelihood as the reasons for absenteeism. 3 schools stated

that social cultural issues and sibling care as the reasons for absenteeism.

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

Barriers No. of Schools % Efforts made to address

barriers(a) Physical barriers 5 20(b) Attitudinal 11 44(c) Linguistic barriers - -(d) Economical barriers 10 40

Comments:

Amongst various efforts made by schools to address the problem of gender gap,

11(44%) schools tried to counsel the parents, 5(20%) schools provided facility of

separate toilets for girls and 10(40%) schools helped girl students by providing them

free dresses, cycles and scholarships.

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

12 (48%) schools got equipped with the facility of separate and safe toilet for girls

to address the gender gap, but 4 (16%) schools did not made any efforts to

address the problem. Some sampled schools have made efforts by counseling

parents for removing attitudinal and economical barriers. Teachers consult with

parents with negative attitude toward their ward’s education and provide them

necessary suggestions as required. They also discussed with the parents about

various schemes and scholarships for removing economical barriers.

2. Any efforts being made for the counseling of parents to handle the problem of

girls. If not why?

No. of Schools

Counselling of parents done

Yes No

15 10

% 60 40

15 (60%) schools made efforts for counseling of parents to handle problems of

girls, but 10 (40%) school authorities were not proactive in this realm.

Unavailability of schools in the local habitation is one of the major barrier for

reduction in girls enrollment, District is working under the realm for constructing

High schools with in a distance of 5 kms.

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

on enrollment, attendance and learning achievement of girls.

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

nearby area.

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

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

4. Guidance and Counselling

At School level :

1. Guidance and Counselling Cell been constituted by the School or not. If yes, the

available student counselor ratio:

No. of Schools

Guidance & Counselling Cell ConstitutedYes No14 11

% 56 44Avg. SCR

Total Enrollment of Class IX, X in sampled

Schools in district

No. of students assisted by the Cell in total sampled Schools in district

%

2624 412 16

About 16 percent of the total children have been reportedly received assistance

from the guidance and counselling cell.

3. The frequent problem areas of the students for which guidance and counseling is being sought.

S.No. Problem areas Responses %1 Selection of optional subjects after

sec.8 32

2 To opt scout/guide/NCC 1 43 In choosing career 9 364 Seeking information about

entrance exams to various professional streams

6 24

Amongst the frequent problem areas of students for which guidance and counseling

has been sought, are the selection of optional subjects in 8 (32%) schools, selection

of career in 9 (36%) schools, seeking information about entrance exams to

professional courses in 6 (24%) schools and opting scout/guide or NCC in 1 (4%)

schools.

5. Quality I. Enabling Conditions : At School level

Availability of following enabling conditions

1-(a)

S.

No.

Physical Aspects Total

Number of

rooms

Number of

equipped

rooms

%

1 Natural light 119 112 97%

2 Ventilation 119 84 68%

3 Black Board appropriately located in classroom 119 106 90%

4 Bulb/Tube light /CFL 119 87 77%

5 Fan 119 85 71%

Natural light is available in 97% rooms of 25 sampled schools, however, cross-

ventilation exists in only 68% rooms. Blackboards are appropriately located in

90% classrooms. Availability of bulbs/tube lights/CFL exists in 77% and ceiling

fans are available in 71% classrooms. Charts etc. are displayed only in 66%

classrooms across sampled schools.

1(b) Availability & workability of following material/equipments –

S.No.

Name of Material/Equipment Availability in Number of Schools

Functional in Number of

SchoolsNumber % Number %

1 Teaching aids 22 88% 21 84%

2 Desk-chairs/stools for students (Adequate)

17 68% 16 64%

3 Integrated science lab with equipments and material

12 48% 12 48%

4 Math kit 12 48% 12 48%

5 Science kit 11 44% 11 44%

6 Art and Craft room 1 4% 1 4%

7 Library with age appropriate books and seating arrangement

6 24% 6 24%

8 Purified/ Safe Drinking Water 14 56% 13 52%

9 Fire Extinguisher 16 64% 15 60%

10 Staff room 19 76% 18 72%

11 Indoor games room 17 68% 16 64%

12 Counselor room 14 56% 13 52%

0%10%20%30%40%50%60%70%80%90% 84%

64%56% 56% 56%

4%

16%

52%60%

72%64%

52%

available in % schools Functional in % schools

Use of innovative teaching aids including ICT devices in classroom by teachers in teaching learning process -

Use of Teaching aids & ICT devices madeTeaching Aids ICT

devicesYes No Yes NoNo. of Schools 10 15 5 20

% 40 60 20% 80%

Comments: Teaching aids (charts) purchased from the market have been

displayed on walls of classroom in 10 (40%) schools. Use of ICT devices has been

made in classroom transactions by teachers of 5 (20%) schools.

5.(a-c) Comments on the availability and usability of the following facilities.

Availability of No. of schools % Usability %

Library room 6 24 6 24

Age appropriate books 5 20 5 20

Integrated science & Math

lab

12 48 12 48

Science & Math kit & other

lab equipments

11 44 11 44

Art & Craft room 1 4 1 4

Comments: (a) Library room is available in 6 (24%) schools and its usability have

been reported in all these 6 schools. Age appropriate books were available in 5

(20%) schools and were in use in all these schools. Integrated science and Math

lab was available in 12 (48%) schools, whereas science kit & math kits available in

11 (44%) schools are reportedly were being used in all these schools.

6. The number of days, the school functioned during the last academic year? Give

reasons for the closure, if any of the school remain closed for long gaps during

last year. Suggestions to avoid repetition of such instances.

No. of schools remained closed - NIL

Average No. of days, school(s) remained closed in last year - NA

Reasons for the closure - NA

Suggestions to avoid repetition of such instance - NA

Comments: None of the schools remained closed for a single day during the

working days.

3. Number of teachers present in the School (Male & Female, vacancies against sanctioned posts.(In total sampled Schools in district)

Sanctioned Posts

(subject-

Number of

teachers

Total % Number of

teachers

Vacancies

against

%

placed present on visit

day

sanctioned

post

Male Female Male Female

132 109 109 83 101 23 17

The total number of teachers for class 9th and 10th placed in 25 schools

comes to 109 against 132 sanctioned posts, the number of posts lying

vacant is 23 (17%). 93% of teaches were found present on the day of field

visit across 25 schools.

4. In case of teacher’s vacancy, the alternative arrangements being made by the

head of the institution to complete the course curriculum.

Teachers are arranged from outside by 2 schools, lecturers are teaching

class 9th and 10th in 5(20%) schools.

5. Availability of teachers for each class and for teaching science, mathematics

and language.

Number of Schools

Sufficient teachers available to teach

Science Math Language

22 23 25

% 88 92 100

Teachers for Math are available in 23 (92%) schools and for science in 22 (88%)

schools. Language teachers are available in all sampled 25 (100%) schools.

6. Number of teachers possessing professional training qualifications (subject-wise) as mandated and number of untrained teachers.

No. of trained teachers No. of untrained teachers in sampled

No. of School

Schools25 0 0

% 100 - -

All teachers, posted in all the 25 (100%) sampled schools, possess

professional training qualifications as mandated.

7. Practice of truancy, i.e. absenteeism/class bunking by students/teachers being

reported in the School, If so, the reasons thereof, steps taken by the School

management to curb the practice.

Class bunking/Truancy%No. of Schools

Yes NoStudent 0 25

Teachers 0 25

Practice of truancy has not been reported in any of the sampled schools

8. Policy of teacher recruitment, deployment, training, remuneration and career

advancement (At State level)

Teachers are recruited through direct recruitment as well as through promotions.

II. Teaching Learning Process

1. Maintenance of teacher’s diary including curriculum delivery and lesson Plan

etc. by teachers & countersigned by the Head of the institution regularly.

No. of Schools

Teachers diary maintained Counter sign

Yes No Yes No

22 3 17 8

% 88 12 68 32

Teachers in 22 (88%) schools have maintained daily diary but regularly counter

signed by their school heads only in 18(72%) schools. In 4 schools where teachers

Dairy is maintained, school heads didn’t show much concern about the same.

2. Availability of timetable prescribed by the School and followed by the teachers.

No. of Schools

Prescribed time table available Time table followed by teachersYes No Yes No25 0 25 0

% 100 - 100 -

Comments: It was observed by MI team that all visited schools have

displayed well planned time table and were regularly followed by the subject

teachers. Time table help the students for carrying required amount of books.

Teachers could plan their lesson according to time table; similarly students

could complete their homework with in time.

. Are discussions and group team works encouraged as a methodology of teaching

for involvement of Students/students in teaching learning process ?

No. of School

Discussion and group team work encouraged

Yes No

20 5

% 80 20

Comments : Discussions and group work has been encouraged in 80 percent

schools. Overall in 20 (80%) schools, students were being involved in teaching

learning process by their teachers through activities and motivation. In rest 5

(20%) schools students are only silent listener in their class. Teachers should

motivate students for asking questions and discuss the topic taught during the

periods, so as to make students conceptually understand the topic taught.

4.a-c Classroom management with reference to seating arrangement of Students.

No. of Schools

Students made to sit in small groups

Students of disadvantaged groups

and Students with disabilities sit

separately or on back benches

Students have role in classroom

management

Yes No Yes No Yes No0 25 0 25 25 0

% 0 100 0 100 100 0Groups made of Different

Same class

No. of Schools

0 0

%

Comments :

In none of the visited schools children sit in classroom in small groups. There is

no separate seating arrangement for the children of disadvantaged groups and

CWSN in any of the sampled school. Students of 11 (84%) schools are involved

in classroom management.

6. Remedial Teaching:-

Number of schools, which arranged zero period, extra classes etc. for academically weaker students –

No. of Schools who arranged zero period, extra classYes No

23 2% 92 8

Extra classes Throughout year Only for one month before exam

23

% 92Average days of zero period in a week

5Results thereofResults improved in – 16 schools, improvement in cognitive level of weak students in 21

Comments : Remedial teaching for academically weaker students through zero

period is being practiced in 23 (92%) schools. School heads of 16 (66%) schools out

of 23, have acknowledged the increase in percentage of result and in 21 (84%)

schools the achievement level of weaker students have increased.

7. Method/s of evaluation being followed in the school/classroom.

Method/s

Response

%Marks 25 100

Comments: Marking method is adopted as method of evaluation in all 25 (100%)

schools. Apart from the exams prescribed under State norms, 19 (76%) schools also

have the practice of conducting periodic exams. 10 (40%) schools only conduct the

prescribed exams. 18 (72%) school’s head also reported of conducting surprise

exams occasionally in the schools.

8. Participation level of the CWSN in classroom processes and efforts made to optimize it.

No. of schools with CWSN %2 8

Participation level in classAll CWSN participate actively 2 8Few CWSN participate 0 0No participation 0 -

Efforts made to optimize participation of CWSN in class1 CWSN are made to sit in front row in classrooms.2 They are being applauded on giving right answer.

Comments: CWSN students are studying in only 2 of the visited schools and all

CWSN students participate actively in classroom processes in the school. Teachers

make CWSN sit in front row, pay special attention to them and appreciate them on

answering questions in classroom processes.

9. Nature of peer interaction with CWSN.

Peer Interaction Number of schools %Friendly 2 8Neutral 0 -Taunting 0 -Teasing 0 -Bullying 0 -Comments : Pear interaction with CWSN is friendly in the visited school.

10. Individualized Educational Plan (IEPs) prepared for CWSN .

No. of schools with CWSN2

IEPP

reparedNot prepared

2 0% 100 0

Comments: Individualized Educational Plan (IEPs) have been prepared

for CWSN in the visited school.

11. Availability of adequate facilities for seating CWSN –

Total No. of sampled schools No. of schools with CWSN in samples25 2100 8

No. of

No. of schools with CWSN seating facilitiesYes No

0 2% 0 8

III. Teachers’ Training

1. Provisions for Training of Teachers

S. No.

Provisions for In-service training Schedule Duration

1 Induction training (Science, Maths, English, `Social Science, Hindi & Sanskrit)

For newly recruited teachers

10 days training programme based on NCF. 2005, content, pedagogy and classroom activities.

2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science

From July to December (50% of existing teachers from each district to be covered)

5 days

3 Orientation programme for Head Master/ Principal

As per SPO calendar

3 days

4 Training for newly recruited Head Masters

As per SPO calendar

10 days

5 Management training for Head Masters/ Principals

From Aug. to January

14 days

6 Workshop for Development of different modules for training

As per SPO calendar

10 days

7 Training of Resource Persons for H.M.’s training

As per SPO calendar

8 Block head-quarters and girls hostels

As per SPO calendar

2 hrs. daily after School for 15 days

9 Development and Life skills for girls

As per SPO calendar

5 days

10 Sensitization programme (legal literacy workshop)

As per SPO calendar

1 days

1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills –

In service teachers training has been conducted by SCERT. In total 7707 teachers have been provided with in-service training in the State.

Comments:

2. Inclusion of trainings for dealing with CWSN, in training programme

Details of in-service training in subjects received by teachers -

No. of schools whose teachers received training under RMSA25

% 1000S.

No.

Subject

s

Number of teachers,

received training under RMSA

Average teachers

per school who received training

Average Duration

1 Science 25 2 52 Maths 25 2 53 English 25 2 44 Social Science 25 2 45 Sanskrit 0 - -6 Hindi 0 - -7 Computer training 0 - -

2 (i)

Need of various trainings expressed by teachersS.No.

Name of Training Number of Schools expressed the need

Frequency Duration

1 Subject based training 25

Annual

2 Orientation Programme 2 Annual 5 days

3 Innovations’ training 1 Annual 5 days

4 Training for Development of life skills

0 Annual 5 days

5 Computer training 8 Annual 11 days

6 Scout Masters’ training 7 Annual

7 Disaster Management Training

2 Annual 11 days

8 CWSN 0

9 Any other (mention)Comments:

Teachers across 25 sampled schools have reiterated the need for subject

based training and teachers of 9 (36%) schools have put stress on the need of

computer training. It is strange that none the teacher have demanded for

training for dealing CWSN in classroom.

3. Impact of training on the confidence level of the teacher in handling a class with CWSN :

Since no teacher have received the training to handle CWSN in classroom. The

impact on confidence level of teachers cannot be judged.

5. Physical availability of adequate and good quality facilities for in-service

training with reference to –

Facilities

Adequate % Inadequate %Space 10 40 1 4Projection 9 100 0 -Tools/Modules 21 100 0 -Equipments (LCD,

12 48 3 12

No. of schools Yes No22 3

% 88 12

Total No. of teachers received

No. of teachers using CAL,

%

15 5 33

Comments: Teachers who have received training for the use of new technologies

like CAL, LCD and projectors etc for imparting lessons to their students in class

rooms. But none was using these technologies. as such equipments were not

available in the schools.

7. Trainers/Resource persons from following institutions who imparted trainings –

No. of schools whose teachers received training from RMSA - 21

S. No. Institutes Number of Respondents

% of respondents

1 Secondary Schools 8 382 Higher Secondary Schools 12 513 DIET 4 144 College/University 3 145 SIERT 2 106 IASE 0 -7 CTE 4 198 NIC 0 -

Comments: Teachers of 8 (38%) schools out of 21 schools told that the

trainers were from secondary schools, teachers of 12 (51%) schools said that

they belonged to Higher Secondary Schools. 4 (14%) schools’ teachers told

that trainers were from DIET and teachers of 3 (14%) schools said that

trainers were from college education. Presence of trainers from SIERT and

CTE was confirmed by teachers of 2 (9%) schools and 4 (19%) respectively.

8. Any other issue related with teachers’ training of secondary education

Comments: Teachers of 17 (82%) schools out of 21 schools put stress on

need of increase in duration of training period, the trainings should be

residential and use of multi media should be there in training. However,

teachers of 2 (9.52%) schools told that trainings should not be residential and

likewise teachers of 2 (9.52%) school stressed that the trainers should be from

IASE.

6. CIVIL WORKS

I. General Information At School Level

1. Availability of class rooms for Class IX & X (Std. Size 20’x24’)

Class Sections Available no. of rooms % Deficit %

9 46

39

85 7 15

10

31

29

93 2 7

Comments: In sampled schools, class 9th has been divided into 46 sections whereas

class 10th comprised of 31 sections. In case of availability of rooms concern, 39 rooms

are available for class 9th and only 29 rooms for class 10th. There is a deficit of 15%

and 7% rooms for class 9th and 10th respectively.

4. Area of the School

No. of Schools having

School CampusSchool Building Open Space Play Ground Other

25

25

25

% 100

100

100

Total area (sq.ft)of sampled SchoolsAvg. (sq.ft) AreaList of Schools with specified details is attached

Comments:

II. Design

1. Type of Building –

No. of SchoolsPucca Semi Pucca Kutcha Rented

25% 100

Comments : All the schools visited by the Monitoring Institutes have pucca building.

2. Physical Condition of building -

No. of SchoolsCracks Damp Seepages Damages in

PlasterNone

14 12 8 5 5% 56 48 32 20 20

Comments : The status of physical condition of buildings shows a sorry

state as 14 (56%) school buildings have cracks in building, 8 (32%) have

sepages, 12 (48%) schools have dampness and 5 have damages in plaster.

Comments:

3. Any local innovative approaches in School building design

Yes % No %

No. of Schools 0 100 25 0

Kind of Innovation

Comments: No instance of local innovative approach in school building have been reported in any of the sampled school.

5. Lighting Facility in Classrooms

No. of Schools

Arrangement of lighting facilityYes No25 0

% 100 0

No. of Schools

Functional Not functionalYes No23 2

% 92 8If not functioned, Reasons

1.2.3.4.

Steps taken1.2.3.4.

Supply of electricity

No. of Schools

Continuous Intermittent

11 14

% 44 56

Average duration of availability

Comments :

6. Availability and usability of following provision of alternative electric power supply -

Generator Inverter Gobar Gas Plant

Solar Panels

Wind Electricity

Other

No. of Schools Availability

%

No. of School In working condition

%

No. of School Usability

%

Comments: All the visited schools had the facility of lighting, these are in working condition in

23 schools. However the supply of electricity was reported irregular in case of 11 schools.

7. (a-b) Library Design - Availability of the Following -

No. of School

s

Sufficient Seating

Space

Proper Light Ventilation Regular

Pest

Control

Yes No Yes No Yes No Ye

s

N

o

6 19 6 19 6 19

% 24

76

24

76

24

76

Library exists in only 6 schools, these libraries had proper seating space in 4 cases only.

Lighting was proper for almost all barring one.

8. (a-d) Laboratory Design

Laboratory is available in 12 (48%) schools.

11. Sanitation Facility –

(a) Availability of adequate numbers of urinals/lavatories students, teachers and others

Users Facility of urinals/lavatories available in Schools

Adequate Number % Inadequate Number %

Boys 23

92

2 8

Girls 22

88

3 12

CWSN 1 4 24

96

Teachers 18

72

7 28

Other workers 0

Comments: 23 (92%) schools have adequate urinal facility for boys and 22 (88%)

schools have same separate facility for girls, 18 schools have toilets for teachers. In no

school for other workers separate urinals and lavatories have been constructed and

workers share common lavatories of students or teachers. Only in 1 (4%) schools

separate lavatories were constructed for CWSN.

(b) Maintenance/Cleanliness of toilets and supply of water

No. of Schools

Maintenance Cleanliness Supply of running water

Yes No Yes No Yes No17 8 17 8 17 8

% 68

32 68 32 68 32

Comments:

The running water facility in toilets, exists only in 17 (68%) schools. The

toilets have proper maintenance and cleaning facility in 17 (68%) schools.

There is no such facility in 8 (32%) schools and that makes the toilets

unusable owing to stink etc.

III. Schools with ongoing construction activity

1. (a-d) Sufficient measures being taken by School authorities to ensure that it does

Ongoing construction activitiesYes No2 23

% 8 92Type of construction New school building Strengthening of existing school Repair works

No. of Schools 0 2 0 -% 8 - -

Measures being taken by school authorities

a. Measures being taken to ensure

No. of schools

Academic activities not

hampered due to construction

Construction activity does not vitiate quality Noise pollution in

permissible limitAir Water Land

Yes No Yes No Yes No Yes No Yes No1 1 1 1 1 1 1 1 1 1

% 50 50 50 50 50 50 50 50 50 50

b. Construction material stored appropriatelyNo. of

Schools

Yes No

1 1

% 50 50c. Temporary fencing of construction area done

No. of

schools

Yes No0 2

% - 100

No. of

Schools

Community

members

through SMDC

involved in

procurement

process

Sub Committee

(Construction

Committee)

Constituted

A/c Books Civil

Work

(Construction)

maintained/

updated

MB for Civil

Work

Maintained

Payment made

to contractor

in accordance

with MB

Material

stocked is in

line with

stock register

Cheque issue

register

maintained

Quality up to the mark Physical existence

of construction

material matches

with entry made in

stock register

Construction

Material

Construction

work

Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No

1 1 1 1 2 0 2 0 2 0 1 1 2 0 2 0 2 0 1 1

% 50 50 50 50 100 - 100 - 100 - 50 50 100 - 100 - 100 - 50 50

Comments: The construction activities are ongoing in 2 (8%) schools and out of these

schools, in 1 (50%) school construction work of new building and in 1 (50%) schools,

civil work for strengthening of existing building has been ongoing. However, school

authorities and contractors have taken measures in 1 (50%) schools to ensure that

academic activities are not hampered, air, water land’s quality is not vitiated and

noise pollution has been kept within permissible limits. Construction material has

been stored appropriately in 1 (50%) school. None of the schools with ongoing civil

work has taken care to make temporary fencing of construction area.

2. (a-b) Procurement aspects

No. of schools

Same contractorwhom the work was awarded is doing work (a)

Stage of construction work Constructionwork being

done according to layout plan

Yes Subletedto other

Foundationlevel

Plinthlevel/ DPC

Lintel RoofLevel

Flooring/plastering

Finishinglevel

Yes No

1 1 0 0 0 1 0 0 3 0

% 50 50 - - - 100 - - 100 -

Comments: In 1 school, same contractor, to whom the work was awarded has been

doing work but it has been subleted to some other person in 1 (33.33%) school.

Construction work

has been done on the basis of layout plan and it has reached to finishing levels in all

2(100%) schools.

2(c-g) h. Number of visits per School of Technical persons and authentication done or

The community members are involved through SMDCs in procurement in

1 (50%) school. Sub-committee (construction) has been constituted in 1

(50%) school. Account book and check issue register was maintained in

both the schools. For rest of the schools, maintenance of such registers

were carried out by the contractor, school authority and management have

no information for the same. Though Measurement register was available

in 1 school yet none of the school head have the knowledge of contractor’s

payment as payment is directly made by the District to PWD for

construction work. Quality of construction material and work was up to the

mark in 2schools and match the stock register entry in all 2 sampled

schools with ingoing construction.

(i) System of fund flow from District to the accounts of SMDC

Mode of transfer

Cheque Draft E-transfer Dates of receipt of fund

No. of Schools 2

% 100

All the civil work was directly controlled by the district. Fund flow from District to

the account of PIU is only through cheque.

(j) Any good practices in civil works which can be replicated in other places/in other States.

No such practice reported.

Comments: No such practices were adopted in the District.

7. Community Mobilization / Participation -

Total number of SMDC members in sampled Schools of the District

1. (a-c)Familiarity of SMDC members with their roles as notified by the State Government –

No. of School

s

Level Familiarity with

their roles

% SEMIS DCF

% School

Report Card

% SDMC Registe

r

% Guidelines of School

Development Plan

%

No. of Schools

Training received

by SMDC Members

Printed copy of guidelines of SMDC made available to members

Better 3 12

3 12

3 12

2 8 4 16

Yes

No Yes

No

Good 8 32

8 32

8 32

11 44

10 40

14 11 5 20

Average

9 36

9 36

9 36

6 24

5 20

% 56 44 20 80

Not familiar

5 20

5 20

5 20

6 24

6 24

Comments:

Familiarity of SMDC members with their roles as notified by the State

Government stands at a better level in 3 (12%), at good in 8 (32%) at

average level in 9 (36%) schools. SMDC members were not familiar

with their roles in 5 (20%) school. Their familiarity with SEMIS DCF,

school report card, SDMC register and guidelines of school

development plan is good in 8 (32%) schools while it stands at average

level in 9 (36%) schools. However, SDMC members of 5 (20%) schools

are not familiar with aforementioned aspects. SMDC members of 14

(56%) schools have been oriented on their roles and responsibilities.

Printed copies of guidance regarding role and responsibilities in simple

language have been made available to members by 5 (20%) schools. In

24 schools the SMDC members were familiar about the guidelines

regarding School Development Plan. Training of SMDC members were

confirmed by school head of 2 schools. In 5 (48%) schools printed copy

of guidelines were made available to SMDC members.

0

2

4

6

8

10

12

Better Good Average Not familiar

2.(i) Frequency of SMDC meetings held, issues discussed thereof and average

attendance of the SMDC members-

No. of School

s

Meetings held Average Attendance of

SMDC members

Monthly Quarterly Six monthly Annually Whenever needed

Never6

5 10

5 3 2 0

% 20

40

20

12

8

Comments: In majority of schools i.e. in 10 (40%), through verification of

SMDC registers it was confirmed that meetings were organized quarterly.

Only in 5 (20%) and 5 (20%) schools it was organized monthly and half

yearly respectively. Whereas in 3 schools Principal confirmed to have

their SMDC meeting either annually or as per need, though in such

schools SMDC registers was not maintained. An average of 6 members

is generally present in the meeting.

No. of Schools

Monthly Quarterly Six monthly Annually Whenever needed

Never0

15

30

45

20

40

20

128

0

Meetings held - % Schools

% Schools

Issues Discussed: Amongst various issues discussed in SMDC meetings, the

most common were the aspects of enrollment , attendance of students,

facilities for drinking water and toilets, talked about by 12 (48%) SDMCs,

followed by 9 (36%) SDMCs have discussions about school development,

about school boundary wall by 6 (24%), about proper utilization of RMSA funds

by 4 (16%) and about maintenance of school building and repair work by 3

(12%) SDMCs.

Roles of SMDC members in monitoring attendance of teachers and students –

No of schools

Monitoring Attendance of Monitoring Academic

Progress of StudentsTeachers Students

Yes No Yes No Yes No20 5 22 3 21 4

% 80 20 88 12 84 16

Comments: It could be predicted from analyzed data that SMDC members

were actively participating in monitoring attendance of teachers and students as

well as academic progress of students. In 20(80%) and 22(88%) schools each,

SMDC members actively monitored the regularity and punctuality of teachers

and students. Whereas in case of academic progress of students is concern, in

21(84%) schools it is monitored by SMDC members.

Level of participation of SMDC members in helping school authorities to conduct following

activities

Leve

l of P

artic

ipat

ion

Stud

ents

Enr

ollm

ent

Regu

lar

Regu

larit

y &

Pun

ctua

lity

of

teac

hers

Runn

ing

of d

ay to

day

act

iviti

es in

sc

hool

& o

rgan

isin

g c

ultu

ral e

vent

s et

c.

Help

in p

rovi

ding

Sch

ool

faci

lities

Good 5 20 1 4 1 4 7 28 4 16 2 8 1 4 2 8 12 48 5 20 2 8 3Average 18 72 13 52 17 68 14 56 18 72 15 60 18 72 12 48 12 48 15 60 12 48 12

Bad 2 8 11 44 7 28 4 16 3 12 8 32 6 24 11 44 1 4 5 20 11 44 10

Comments: The level of participation of SDMC members with regard

to various activities of school is given in above table. Evidently good

level of their involvement in various activities is in 4%, 8%, 16% or

20% schools. Their participation of good level in preparing AWP&B,

filling up of DCF and checking school report card is a far cry. It is a

matter of some satisfaction that 48% to 72% of SMDCs reflected

average level of participation in RMSA implementation, civil work,

SAG utilization, students’ enrollment and attendance and organizing

cultural events. The responses at bad level are definitely a matter

of serious concern. In such situation, SDMC, in fact, remains quite

ineffective in the management and development of school system.

4. Participation of SMDC members in preparation of AWP&B –

No. of Schools Preparation of AWP & B

Yes No

11 14

% 44 56

Comments: As stated above, it stands at average level in 11 (44%) schools.

5. Training received by SMDC members and duration thereof –

No. of

Schools

SMDC members received training

Total No. of SDMC

members

No. of members who received

training

Average of training duration in

days

Yes No 412 128

210 15

% 40 60 100 31

Comments: Out of total 412 SDMC members across 25 sampled schools, 128

(31%) members of 10 (40%) schools’ SMDCs have received two days’ training.

6. Schedule of trainings, received by SMDC members, name agency who conducted the trainings, and perception of SMDC members about trainings.

Month and year of

training held

Trainings

conducted by

Responses about perception of SMDC members regarding trainings Topic, Content, Methodology

projection

RMSA No. of Schools

Good & Useful Average Not Good

5 7 0

% 40 60

Comments: The trainings were organized in the month of April and May, 2014.

The content, methodology and projection of trainings were good and useful

according to 40% schools’ SMDCs and of average quality as per views of SDMC

members attached with 60% schools.

8. MIS (Management Information System) at SPO, DPO and School level

As Uttarakhand is Hilly State with difficult geographical terrain. In most cases

only District Head Quarters are connected with broadband connectivity and most

of the Block Head Quarters have even don't have dialup connection facility. So it

seems little feasible for the next few years that the school will have its own

broadband connectivity. Due to far flanged areas where the schools are located,

it is difficult to collect the DCF in time and the district authorities have to

outsource the data feeding to the plain 03 district Dehradun, Haridwar and

Udham Singh Nagar.

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

Comments: The district officials informed that the master list has been

prepared.

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

No. of School DCF distributed to all DPOs from SPOYes No

% 100 0

No. of SchoolDCF distributed all Schools from DPOYes NO

% 100 0

Comments: All the visited schools have received the Data Capture Formats.

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

DCF in sampled Schools and district

In all the visited schools at least one teacher has received the training regarding

filling up of Data in Data Capture Format.

4.Availability of Copy of filled up DCF with School for record and reference (At School level)

No. of Schools

Copy of filled up DCF available Reasons of Non-availability of o/c of DCF

Yes No 1.19 6 2.

% 76 24 3.

Comments: Filled copy of DCF was available in 19 (76%) schools which were kept

as record to be used for preparing AWP&B. Whereas 6 schools sampled, didn’t

kept office copy of filled DCF as record.

3. School report card and sample checks

Data entry done School report card generated

Sample checking being done

Yes No Yes No Yes No

√ √ √School report card distributed to no. of Schools Finding of sample check

%

Comments: District has completed the above mentioned activities such as Data

entry, generation of report card and sample checking. Report card was

distributed to all schools in the District.

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

Comments: Yes. Data of the year 2014-15 has been submitted to the state.

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

Comments: The authorities informed that data has been analysed at all levels

for authentication of information submitted on random basis.

8. Is SEMIS/ UDISE data used for Planning and budgeting? (1. Yes, 2. No)

Comments: Yes, In 23 (92%) schools UDISE data is being used for planning

and budgeting.

9. Is the back up of the data supplied under SEMIS/UDISE properly maintained? (1. Yes, 2. No)

Comments: Yes, 14 schools kept the office copy of filled data within the school

as back up.

9. Financial Management (At School, DPO & SPO level) –

1. Nature of financial records and their maintenance and Bank reconciliation –

No. of Schools

Records maintained & updated on daily basis Bank reconciliation done on monthly basisCash Book

Yes No Yes No25 0 25 0

% 100 0 100 0DPOSPO

Comments: Bank reconciliation of cash book is done on monthly basis by all

25(100%) sampled schools. On daily basis records are maintained and updated by 8

(32%) sampled schools. Cash books were also maintained and updated regularly by

DPO and SPO. Record maintenance was found to be very good and in all the schools

records were maintained properly.

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

From DPO to SMDC

Mode of Transfer

Cheque Draft E-transfer

No. of Schools 25

% 100%

From SPO to DPO

In all the visited schools funds are transferred through banking channel. In majority of

schools funds are routed through e-transfer of funds.

4. System for drawl and payment of fund from SMDC account –No. of Schools Cash Cheque Both

10 15 14%

No. of

School

s

Sharing of If yes, details of

objectionsProposal for expenditure

Expenditure Statements

Any objection raised by community about

any transactionYes No Yes No Yes No 1.

25 0 25 0 0 25 2.

% 100 0 100 0 0 100

Comments: The proposals for expenditure and expenditure statements were

found to be shared with the community by 16(64%) visited schools by MI team.

For none of these schools, the objection regarding the expenditure statements

were raised by the community.

6. Audit of SDMCsAll SDMCs in State/District are covered by audit 1. Yes 2.No

No some of the SDMC are yet to be covered by Audit.

No. of Schools

Audit carried outYES NO22 3

% 88 12

D.P.O.

No. of Schools

If yes, Audit carried out byEducation Deptt. A.G. C.A. Social Audit None

22

% 88

Comments: Data obtained from the visited schools reveal that in all 25(100%)

sampled schools, the SMDC account were covered under audit. Audit was carried out

by C.A in all schools.

7. Social Auditing

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

purpose of social audit-

No. of Schools

Display of financial information (receipts & payments) and timely entered

Yes No

18 7

% 72 28

D.P.O.

Comments: In only 18 (72%) schools financial information were found to be

displayed in notice board for the purpose of social auditing. School head of rest

of the schools didn’t have the knowledge of social auditing, they assured for not

receiving any kind of order from higher authorities under the realm.

13. Information about MMER at DPO and SPO level

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

Name of District_____________________________________S. N. Name of Post Sanctioned In position % Vacant %

1 DPO 01 01 100%

2 AAO 01 01 100%

3 DRP 02 02 100%

4 Accountant 01 01 100%

5 Computer Op. 01 01 100%

6Total

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

No. of Personnel on deputation No. of Personnel on contractAt DPO SPO At DPO SPO

4 1Nature of engagement

At DPO At SPO At DPO At SPO

Comments:

3. Component-wise personnel at State and District level

S.N. Component wise personnelPosition in Place

Working at State level

Working at district level

1 Finance2 Civil Work3 Quality4 Equity5 Gender6 Pedagogy7 Planning8 Training

Total

3(i) If component wise personnels are not in place the alternative arrangements made

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

Comments: contractual persons.

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

programme and their role in the management structure.

Comments: All the officials working are well conversant to their work and have

clarity with regard to objectives, targets and goals of the scheme.

II. MONITORING STRATEGY

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

Comments : The district, block and State level officials visits schools as per

the assigned task and submit their report to competent authority for corrective

measures. As per information received from DPO, they have not used reports

(JRM etc.) to ensure effective implementation of the scheme.

1(iii) Details of visits made by officials of SPO and DPO to district/Schools along with time schedule (from 1st April, 2014 to 31st March, 2015)

At SPO level

S.No.

Post of Officer No. of Visits made

No. of district/ School visited

Time schedule Average No. of visits per district

1. SPD2. Additional

Director Project3 Assistant

Project Director

01 07 2014

At DPO Level

S.No.

Post of Officer No. of Visits made

No. of School visited

Time schedule Average No. of visits pre School

1 DPC2 ADPC3 APC4 Others

Total

The district level officers made regular visits to schools.

2. Details of guidelines laid down for monitoring.

As per information received from DPO, there are guidelines laid down by

SPO regarding monitoring that officials working at DPOs have to seek detailed

information and knowledge about every aspect of RMSA activities in schools of the

district.

RESEARCH (At district and State level)

1. Details of research projects undertaken during the year (1st April, 2012 to 31st March, 2013) –

No research studies carried out.

Monitoring Report of District - Chamoli

District Profile - Chamoli

The region covered by the district of Chamoli formes part of the district of Pauri garhwal of the Kumaon till 1960. It occupies the nort-eastern corner of the Garhwal tract and lies in the central or mid-Himalayas in the very heart of the snowy range described in ancient books as Bahirgiri,one of the three divisions of the Himalayan mountains.

Chamoli , the district of “Garhwal’’ the land of forts. Today’s Garhwal was known as kedar-khand in the past. In puranas kedar-khand was said to be abode of God. It seems from the facts vedas puranas, Ramayna and Mahabharat that these Hindu scriptures are scripted in kedar-khand . It is believed that God Ganesha first script of vedas in Vayas gufa situated in the last village Mana only four km.from Badrinath.

According to Rigveda(1017-19) after Inundation (Jalprlya) Sapt-Rishis saved their lives in the same village Mana. Besides there the roots of vedic literature seems to be originated from Garhwal because the Garhwali language has a lot of words common with sanskrit .The work place of vedic Rishis are the prominent pilgrim places in Garhwal specially in chamoli like Atrimuni Ashram in Anusuya about 25 km. from chamoli town and work place of Kashyap Rishi at Gandhmadan parwat near Badrinath. According to Aadi-Puran vedvyasa scripted the story of Mahabhrat in Vyas Gufa near Badrinath. Pandukeshwar a small village situated on the Rishikesh Badrinath high-way from where Badrinath is just 25 km away is regarded as Tapsthali of king Pandu. In Kedar-khand Puran this land is regarded the land of lord Shiva.

The authentic script about the history of Garhwal is found only 6th A.D on word. Some of the oldest example of there are the trishul in Gopeshwar, lalitsur in Pandukeshwar .The Narvaman rock script in siroli the chand pur Gari rock script by king Kankpal authentitcates the history and culture of Garhwal.

Some Historian and scientist believe that this land is origin of Arya race. It is believed that about 300B.C. Khasa invaded Garhwal through Kashmir Nepal and Kuman. A conflict grew due to this invasion a conflict took place between these outsiders and natives .The natives for their protection builded small forts called “Garhi’’. Later on Khasa defeated the native totally and captured the forts.

After Khasa, Kshatiya invaded this land and defeated Khasa accomplished their regime. They confined Garhwal of hundreds of Garhi in to fifty-two Garhi only. One kantura vashudev general of kshatriya established his regime on the northern border of garhwal and founded his capital in joshimath then Kartikeypur vashudev katyuri was the founder of katyura dynasty in Garhwal and they reign Garhwal over hundreds of years in this period of katyuri regime Aadi-Guru Sankaracharya visited garhwal and established Jyotrimath which is one of the four famous Peeths established by Aadi-Guru Sankaracharya. In Bharat varsh other these are Dwarika , Puri and Sringeri. He also reinstated idol of lord Badrinath in Badrinath, before this the idol of Badrinath was hidden in Narad-Kund by the fear of Budhas. After this ethicist of vaidic cult started to pilgrim Badrinath.

According to Pt.Harikrishna Raturi king Bhanu pratap was the first ruler of Panwar dynasty in garhwal who founded chanpur-Garhi as his capital. This was is strongest Garh for the fifty- two garhs of garhwal.

The devastating earthquake of 8th September 1803 weakened the economic and administrative set up of Garhwal state. Taking advantage of the situation Gorkhas attacked Garhwal under the command of Amar Singh Thapa and Hastidal Chanturia. They established there reign over half of the Garhwal in 1804 up to 1815 this region remain under Gorkha rule.

Meanwhile the king of Panwar dynasty Raja Sudarshan Shah contacted east India Company and soughted help. With the help of British he defected Gorkas and merged the eastern part of Alaknanda and Mandakani along with the capital srinagar in British Garhwal from that time this region was known as British Garhwal and the capital of Garhwal was set up at Tehri instead of Srinagar. In the beginning British ruler kept this area under Dehradun and Saharanpur. But later on the British established a new district in this area and named it Pauri. Today’s chamoli was a tehsil of the same .On 24th February 1960 tehsil chamoli was upgraded to a new district. In October 1997 two complete tehsil and two other blocks (partially) of district chamoli were merged into a new formed district Rudarprayag.

CLIMATEAs the elevation of the district ranges from 800 mts. to 8000 mts above see level the climate of the district very largely depend on altitude. The winter season is from about mid November to March. As most of the region is situated on the

southern slops of the outer Himalayas, monsoon currents can enter through the valley, the rainfall being heaviest in the monsoon from June to September.

Rainfall - Most of the rainfall occur during the period June to September when 70 to 80 percent of the annual precipitation is accounted for in the southern half of the district and 55 to 65 percent in the northern half. The effectiveness of the rains is, among others, related to low temperature which means less evapo-transpiration and forest or vegetation cover. However, the effectiveness is neither uniform nor even positive in areas where either the vegetational cover is poor or / and has steep slops or the soils have been so denuded that their moisture absorption capacity has become marginal.

Rain gauging stations put up at seven locations by Meteorological department of Govt. of India, represent the settled land mass of Chamoli district.

RIVER SYSTEMChamoli district is criss-crossed by several important rivers and their tributaries. Alaknanda, traversing a distance of 229 kms. before it confluence with Bhagirathi at Devprayag and constituting the Ganga, is the major river.

The Alaknanda originates at a height of 3641 meters below Balakun peak 16 km. upstream from Badrinath form the two glaciers of Bhagirath Kharak and Satopanth. The two glaciers rise from the eastern slopes of Chaukhamba (7140 Meters) peak, Badrinath peak and its satellite peaks. These peaks separates the Gangotri group of glaciers in the west. The major portion of the Alaknanda basin falls in Chamoli district. From its source upto Hallang (58 Km),the valley is treated as upper Alaknanda valley. The remaining part of the area is known as lower Alanknanda valley.

MONITORING REPORT OF DISTRICT - CHAMOLI

1. Planning & Implementation –

At School Level

1. Perspective Plan for the School –

No. of Schools

Plan developed Not developedYes No24 1

% 96 4If not reasons thereof

Comments: There is a provision under RMSA, to prepare perspective plan. Perspective plan was

available in 24 (96%) sampled schools in the District.

2. Data base/sources adopted/taken for Planning and Plan preparation at School

level other than SEMIS

No. of Schools

Other Data base/sourced adopted If yes names of other sourcesYes No14 11 Perception of SMDC Members

% 56 44

Comments:

Though all schools use U-DISE as data base source, yet 11(44%) schools use other

data also for plan preparation. All the visited schools have prepared their annual plan

and submitted to the higher authorities. Most of the head teachers and SDMC

members informed that they try to incorporate all the aspirations and visions in the

plan. Guidelines for preparation of School Development Plan were also available in

most of the visited schools.

3. Whether disadvantaged groups have been appropriately factored in the Plan.

No. of Schools

Developed Planning strategy for disadvantaged groupsYes No21 4

% 84 16

Comments:

21 (84%) schools have adopted separate strategies for students of disadvantaged

groups to improve the status of their educational outputs. However, 4 (16%) schools

have not developed any separate strategy for such students. The reason for not doing

so, told to us by some schools was that no such need has been felt, whereas lack of

proper guidelines from authorities and lack of knowledge at their end by other schools.

4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan -

No. of SchoolsConvergence approach adopted

Yes No20 5

% 80 20

Comments:

Maximum convergence done in practical by 19 (76%) schools, was found with Health &

Medical Department, 16 (64%) schools got converged with water and sanitation

Department. Some of the other departments, were also sought for convergence by the

schools. While preparing School Development Plan, convergence with such

departments help the school in many ways for developing a quality and comprehensive

plan.

5. Incorporation of SMDC recommendations in the School Development Plan

No. of Schools

School Development Plan Prepared

Recommendations incorporated in School Development Plan

Yes No Yes No25 0 25 0

% 100 0 100 0

Comments :

SMDCs were showing interest in activities related to RMSA in almost all the visited

schools. In most of the schools the coordination among the teachers and members

was found to be good and they were appreciative of the fact that a coordinated effort is

required for development of the facilities under the scheme. All the visited schools,

prepared school development plan and incorporated the recommendations made by

SMDCs in their plans.

10. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools :

S.No. Roles Responses regarding assigning roles (No. of Schools)

%

1 Filling of DCF of U-DISE 14 562 Preparation & Implementation of

Annual Plan 22 883 Admission of Students to Class-9 20 804 Regular attendance and retention of

students 20 805 Regularity & Punctuality in teachers’

attendance 20 806 Civil work 24 967 Providing

resources12 4815 60

8 Organizing cultural, sports events, functions 12 48

9 Mid-day-meal 22 8810 Preparing annual accounts of income &

expenditure of SMDC 14 5611 Any other 15 60

Comments :

On school level, SMDC work for planning, implementation and management of

RMSA's secondary education policy. It is a matter of satisfaction that in more than 70%

schools, responsibilities such as participation in admission to class 9 th, organizing

cultural and sports events and monitoring the attendance of both teachers and

students and retention of students have been assigned to SMDCs. Preparation and

implementation of Annual plan was assigned to SMDCs of 88% schools. In 56%

schools each, SMDC also fill DCF of U-DISE as well as provide physical facilities to

school.

Fillin

g of D

CF of U

-DISE

Prepara

tion & Im

plemen

tation of A

nnual Plan

Admission of S

tuden

ts to

Class-9

Regular

atten

dance

and re

tention of st

udents

Regular

ity &

Punctuali

ty in te

achers

’ atten

dance

Civil w

ork

Provid

ing reso

urces

Organizi

ng cultu

ral, sp

orts ev

ents,

functi

ons

Prepari

ng annual

acco

unts of in

come &

expen

diture

of ...

Any oth

er 0

25

50

75

100

56

8880 80 80

96

48 4856 60

Response regarding assigned roles (%)

11. Clarity amongst SMDC members about their roles. If yes, detail of steps taken by them accordingly.

No. of Schools

SMDC members are clear about their roles Not clear24 1

% 96 4

S.N.

Steps taken by SMDC members accordingly Number of Schools

%

1 Ensuring education facility to dropout Students 22 882 Making society aware of child rights & duties of teachers&

parents21 84

3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W.

21 84

4 Keeping check on private tuitions by teachers, paying attention to academic progress of students

12 48

5 Identification of CWSN & taking care of availability of facilities to CWSN students

11 44

6 Paying attention to improvement in regular teaching learning activities.

16 64

7 Distribution of free text books 2 88 Availability of scholarships on time to students 12 489 Preparing three years’ perspective Plan 24 96

10 Proper use of funds i.e. SAG & other grants as per norms 22 88

11 Monitoring of minor & major repair work and maintenance of physical infrastructure

25 100

12 Seeking knowledge and information about income and expenditure of SMDC and supervising the accounts thereof.

17 68

Comments: It is noteworthy that SMDCs of 24(96%) schools have clarity about their mandated

roles. SMDCs of all these schools have been paying attention to improve teaching

learning activities and distribution of free text books. It is good enough to know that

19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers

and parents and also monitoring the maintenance of physical infrastructure. 92%

schools’ SMDCs taking care for providing facilities to drop out and CWSN students.

Only in 17(68%) schools, SMDC members were actively related to cash flow of fund

receiving under RMSA. Details of various other aspects, looked after by SMDCs of

schools are being given in above table.

It was observed during interactions that most of the members were very keen towards

their active participation in the activities related to schools. However, there are certain

reasons which may be attributed towards the awareness of SMDC members towards

their role. The fore most is intensity of training imparted to them. The other thing is that

financial matters are sort of not discussed in details. In most of the schools financial

records related to construction were not available.

8.1 Meetings of General Body of School Management and Development Committee-

Meetings of General body heldNumber of Schools

Monthly Quarterly Half Yearly Annually No meeting held till date

1 15 7 2 0% 4 60 28 8 0

Comments :

SMDC are meeting on quarterly basis in most of the schools. 15 (60%) schools

organize general meeting for SMDC quarterly, 7 (28%) schools organized the same on

half yearly. In 2 schools general body meeting was held yearly. In 1 school the meeting

of SMDC is holding on monthly basis.

2. At District level –

District level Plan has been prepared or not .

Yes, prepared. The District authorities informed that the District plan has

mentioned about convergence with water & Sanitation, Social welfare, Rural

Development, Medical health and PWD etc.

2(a) Whether District Plan has adopted a convergence approach with following department.

(2. Yes 2. No)

S. No. Department (1. Yes 2. No)

a. Water & Sanitation 1

b. Social Welfare 1

c. Tribal Development 1

d. Minority department 1

e. Rural Development 1

f. Urban Development 1

g. Medical Health & Family welfare 1

h. PWD 1

i. Transportation (Roadways) 1

j. Others 1

District has developed convergence with other Departments such as Water and

Sanitation for maintenance of water sources and equipments in schools, social

Welfare and Tribal Departments for providing scholarships to disabled and tribal

students respectively, Rural and Urban Development for providing sanitation in

schools, Health welfare for regular check up of students related to health issues

and PWD for quality constructions and repairing of schools.

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

The district plan has been prepared and it has proposals regarding convergence

with all the concerned departments wherever required. There is no such

problem reported by the District officials in this regard.

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

At the district level the district project committee has been formed in the

chairmanship of District Magistrate. Its role is to monitor and implement all kinds

of activities under the perspective plan and AWP&B. Perspective plan and

Annual work plan and Budget were regularly monitored through regular

meetings organized in District. Inspection of financial cash flow detail was done

by chattered accountant by auditing.

At State level

In Uttarakhand, the Panchayati Raj, Municipal Bodies, Community,

Teachers, Parents and other stakeholders have already been involved in all the

activities from planning, implementation, monitoring to evaluation process for

the qualitative improvement of education. With the emergence of RMSA their

role has become prominent. For the effective implementation of RMSA's goals

and objectives, various committees have been formed from block, district to

state level and each committee has the representatives of Panchayati

Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All

these representatives were trained through various orientation

programmes/workshops for making their greater participation in the process of

planning. All these representatives have been included in micro planning

exercise and in school improvement plan. School education Secretariat is taking

policy decisions at state Govt. level and Directorate of school education is

supreme body to take departmental decisions at school level.

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

District Level Plans

1. Yes 2. NoComments: State level planning team actively involved in preparation and

finalization of District Development plans.

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

Comments:

Yes. The school level plans have been compiled in to District plan and all the

district plan in turn forms the State plan. The primary goal of RMSA is to make

secondary education of good quality available, accessible and affordable to all

adolescent girls and boys up to the age of 16 by 2020. Under the RMSA

scheme specific targets has been set for different components of the secondary

education system. State plan reflect the planning needs alt school and District

level

2(a) Whether State Plan has adopted a convergence approach with following department.

(2. Yes 2. No)

S. No. Department (1. Yes 2. No)

a. Water & Sanitation 1

b. Social Welfare 1

c. Tribal Development 1

d. Minority department 1

e. Rural Development 1

f. Urban Development 1

g. Medical Health & Family welfare 1

h. PWD 1

i. Transportation (Roadways) 1

j. Others 1

Comments: At State level a planning team has been constituted to guide, facilitate

and appraise the district plans. This core planning group involved State Project

Director, Additional Project Director and Component in charge for Access, Civil

Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education,

Girls Hostel and Academy of administration, training institutes. According to the

State, The respective district has internal mechanism for overseeing the

implementation of the programme through a monitoring committee constituted for

the purpose.

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

The State plan has been prepared and it has proposals regarding convergence

with all the concerned departments wherever required. There is no such

problem reported by the District officials in this regard.

3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.

Different committees have been formed at the State level for proper monitoring

of the scheme. Regular visits are also being made by the State level officials.

Monitoring is an internal management process of continuous control of inputs,

rocesses and outputs in order to identify strengths and weaknesses, formulate

practical proposals for action and take the necessary steps to reach the

expected results. It is important to remember that monitoring include action and

is not simply limited to an identification of strengths and weaknesses. At the

secondary level monitoring is done through the inspectorate system. This

system has served largely to exercise authority and control rather than provide

academic support to teachers. The school inspectors perform a number of

functions, one of which is to visit schools under their preview. Their visits are

usually few and far between, during which the students and teachers tend to

present a positive picture of the school, regardless of the ground realities due to

fear of punishment.

4. Any separate strategies for naxalite/extremist affected districts prepared at the State/district level in consultation with the district authority?

1. Yes 2. No

If not, why?

Not applicable. There is no naxalite/extremist affected district in the State.

2. ACCESS

I. Physical Access – At School and Habitation’s1. Names Category of the Schools visited

S.N.

Categories Number of Schools %

1 EBB 0 0

2 Urban 3 12

3 CWSN (Minimum 3 CWSN) 1 4

4 Higher Gender gap 2 8

5 SC/ST/Minority students abundance 5 20

6 Low retention rate/Higher dropout rate 0 0

7 Schools situated in habitation with large number of Oosc

0 0

8 Low academic achievements 5 20

9 Schools situated in habitation of seasonal migrants

0 0

10 Urban Schools with most students of deprived sections

0 0

11 Forest/Mountain/Remote/Desert area 0 0

12 Flood/natural calamity prone area 0 0

13 Ongoing civil work 2 8

14 School with girls hostel 0 0

15 None 7 28

Comments: 3 sampled schools were situated in urban locality. In 1 school more than 3 CWSN are

enrolled in 9th and 10th. 2 sampled schools have high gender gap. 5 schools are with

SC/ST /Minority in majority. 5 schools also show high drop out of students with 6

schools of low academic level. 1 school was situated in remote area. In 2 schools

construction work was on going. 5 schools have low achievement level of students.

2. Location of the School adjacent to or within any of the following sensitive areas.

S. N. Area Number of Schools

Situated %

1 Protected area (National Park, Wild life sanctuary)

0 -

2 Flood prone /flood plain area 0 -

3 Earthquake prone zone 5 20

4 Unstable slope 0 -

5 Landslide prone Area 7 28

6 Cyclone prone Area 0 -

7 Storm surge prone Area 0 -

8 Drought prone Area 0 -

9 Polluting Industrial Area 0 -

10 Mining Area 0 -

11 Arsenic /fluoride contaminated ground water area

0 -

12 Busy National/State Highway 4 16

13 Congested urban/market/commercial area 3 12

14 Any particular disturbance faced by School due to its location

1 4

15 None 5 20

4. Number of Students enrolled in School from habitations coming from a distance greater than what is prescribed for a neighborhood School.

S. N. Distance of School from habitation

Number of students %

1 0-1 km. 1352 42%

2 1-2 km. 933 29%

3 2-3 km. 483 15%

4 3-5 km. 257 8%

5 More than 5 km. 193 6%

Total 3218 100%

47% students have access to schools located within habitation i.e. upto 1

k.m.

19% students have schools within a distance of 1 to 2 kms. 14% students

have access to schools located at the distance of 2 to 3 kms.

11% students have access to schools located at a distance of 3 to 5 kms.

Only 9% students have to cover a distance of more than 5 kms. to reach the

school.

0-1 km. 1-2 km. 2-3 km. 3-5 km. More than 5 km.

0%

10%

20%

30%

40%

50%47%

19%14% 11% 9%

Distance traveled by % children for attending schools

4. Presence of any natural or man-made barrier that poses any problem for the Students in accessing the School.

No. of SchoolsYes No17 8

% 68% 32%

If yes mention themSeasonal rivers etc.Forest

Comments : Since the catering area of the schools is relatively bigger than the

elementary schools, children from different habitations attending school. Therefore,

even though the school is located at a prominent place in some cases the access has

certain hurdles like seasonal riverlets, forest etc. for some of the children.

6. Name and Distance of the nearest secondary School (Govt./Pvt.) from the

habitation the School is located at, and catchment area of the School.

Distance from School/Catchment areaTotal

No. of SchoolsLess than 1 km. 1-3 km. 3-5 km. More than 5 km.

7 4 4 10 25% 28 16 16 40 100

Comments :

7 nearest schools are located at a distance upto 1 km. from the sampled schools, 4

nearby schools are located at a distance of 1 to 3 km. to the sampled schools,

whereas 4 schools are situated at a distance of more than 5 kms. to sampled

schools. 10 schools does not have any secondary school in nearby area.

7. Any special arrangement like transportation facility or residential facility made

available for the benefit of students.

Facility Provided by number of Schools %

Transport facility 0 0

Residential facility 0 0

Comments: No transportation facility is being provided to students by any of the school.

II Social Access

1. Pattern of population of the habitation and enrollment in the School –

1. (a) Social category-wise population of Students of age group 14-16 years in the

habitation.

Population Pattern of Habitation

Category 14-16 AgeBoys % Girls % Total %

SC

ST

Data Not AvailableMinority

General

Total

Comments :

(c ) Share of SC,ST, Minority, and BPL families’ Girls-boys in enrollment is proportionate to their share in population of the habitation/neighborhood or not.

No. of Schools

ProportionateYes No25 0

% 100 0

Comments:

School heads of all the visited schools informed that the share of SC,ST, Minority and

Girl children in enrollment is proportional to their estimated share in population of the

habitation catered to.

2.(a) Classwise, Social Categorywise enrollment and attendance (on the day of field visit)

*B-Boy, G-Girl, E-enrolled, P-present

C

l

a

s

s

SC ST OBC Gen Total

B G total B G total B G total B G Total B G total

E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P

9220

15921

2165

432

324

15 10 12 9 27 19 1511

1412

29 23588

466

565

453

1153

919

838 64680

363

9

1641

1285

1

0212

15420

3158

415

312

15 10 11 8 26 18 1512

14 9 29 21565

472

543

458

1108

930

807 64877

163

3

1578

1281

T

o

t

a

l

432

31341

5323

847

636

30 20 2317

53 37 3023

2821

58 44

1153

938

1108

911

2261

1849

1645

12941574

1272

3219

2566

% 51% 72%

49% 78%

75% 57%

67%

43%

74%

70%

52%

77%

48%

75% 76%

51%

81%

49%

82%

82% 51% 79%

49%

81%

80%

Comments: The major portion of children enrolled in the schools belongs

to the Scheduled Caste and General and Others category. 80% (79% boys

and 81% girls) students were present in the schools on the day of visit

across 25 schools under study. 75% SC students (72% of boys and 78% of

girls) were present on the day of field visit. The proportion of Scheduled

Tribe in the population in the Students belonging to ST category is very

low. Among the ST students (67% of boys and 74% of girls) were found

present. In case of OBC students, 76% of them (77% of boys and 75% of

girls) were present. So far as the attendance of General students is

concerned, 82% of these students (81% of boys and 82% of girls) were

reported to be present on field visit’s day. The proportion of boys and girls

among different social groups is given in the below graph.

SC ST OBC Gen & Others0

50

100

7267

778178

74 7582

BoysGirls

SC ST OBC Gen & Others0%

50%

100%

75%70%

76%82%

Attendance rate

Attendance pattern among different social groups

2(b) Enrollment and attendance of students of economically backward background on the

day of field visit (based on BPL Card)

C

la

ss

SC ST Minority Gen & Others

Total

Total

B G Total B G Total B G Total B G Total B G Total

E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P

994

73

80

64

174

136

6 5 4 310

8 9 8 7 517

13

103

84

90

70

193

153

216

170

183

142

399

312

1

080

63

71

56

151

119

5 4 4 3 9 7 8 7 7 514

12

98

82

86

68

184

150

194

158

168

133

362

290

T

ot

al

174

135

152

120

326

256

11

9 8 619

15

17

15

14

10

31

24

201

166

176

137

377

303

403

325

350

273

753

597

%53%

78%

47%

79%

78%

57%

83%

43%

67%

76%

55%

88%

45%

68%

79%

53%

82%

47%

78%

80%

54%

81%

46%

78%

100%

79%

There is no such variation in pattern of attendance with regard to boys and girls and

also across various social groups. Attendance rate varies 80 percent to 76 percent in

total. The attendance for girl children belonging to minority is a little bit low but that too

is above 75 percent for both boys and girls.

4. Any overt or covert, manifest or subtle discrimination against Students of any

social group or community by the teachers or peers is observed in School, and the

efforts made to minimize it.

No. of Schools

Discrimination

No discriminationBy teachers By peers

0 0 25

% 0 0 100

Comments:

In none of the visited schools, the discrimination against children of any social group

by teachers or peers was observed.

5. Do the overall conditions prevalent in Schools facilitating access of CWSN to

secondary Schools. If not, the details of obstructions and barriers.

Number of Schools providing following facilities for access of CWSN –

Facility Number of Schools %Proper ramps with hand rail 15 60

Western toilet seat

Special furniture in classroom

Tricycle

Escort

Other (Specify)

If the prevailing conditions in School do not facilitate access of CWSN to School State the obstructions and barriers.

Obstructions - Low Budget,

Barrier - Geographical conditions

Comments: Regarding provision of facility for access of CWSN, out of 25 sampled

schools, 14 (56%) schools reported to have the facility of proper ramps with hand

rail. None of the sampled schools have facility of special toilet, special furniture and

escort etc. for CWSN.

IV. Out of School Students (OoSC)/Dropout Students of Age Group 14-16 years. (At School level)

2. The number, gender and category-wise (SC/ST/Minorities/CWSN) profile of out of

School Students (OoSC)/Dropout Students of age group 14-16 years in preceding

session (2012-13).

Category

Class

Enrolled Boys

OoSC/Dropout of age group 14-16 years Total

drop out

%Boys drop out

% Enrolled Girls

Girls drop out

% Total Enrolle

d

SCIX

NA

XST IX

XMinority IX

XGen & OBC

IXX

Total IXX

CWSNIXX

Reasons for dropout -----------------------------------------------------------------------------------------

Comments:

2(a) Efforts being made by School management to bring them back to School and, results thereof during the past one year.

Efforts made –

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

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

2(b) Results of efforts made

Class-9 Class-10

No.of drop

out

students

No.of drop out

brought back to

School

%

No.of drop

out

students

No.of drop out

brought back to

School

%

NA

Comments :

3. Arrangements made to hold back Students of seasonal migrant families in School.

Arrangement Number of Schools %

Seasonal Hostels

NAAny other arrangement

No arrangement

Comments:

4. If no such arrangement made, whether migration/transfer certificate is issued to such Students by the Schools?

No. of Schools issuing TC

Yes No

NA%

Comments :

5. Information about any special training interventions meant for the OosC.

No. of Schools

Special trainings startedYes No

%Name of Trainings

1 NA2345

5(a) Number of enrolled and present students in training programme on the day of visit.

Boys Girls TotalEnrolled NAPresent%

5 (b) Training programme is imparted through –

Total No. of School conducting training

Trainers No. of School %

Regular teachers NA

NIOS

SIOS

(c ) Average duration of training programme in days and achievement level of

students (on the basis of School record)

Class Enrolled in Training

Programme

Appeared in Exam

Achievement levelAbove 60% 45-59% 33-44%

B G B G B G B G B G

9 NA10

Total%

Comments:

3. Equity

I. Girls Education :

At School/DPO and SPO level.

Gender Gap

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

Enrollment, Attendance, Achievement level

Class9 10

Boys % Girls % Total % Gap

% Boys

% Girls % Total Gap

%

Enrollment

838 5180

3 49164

1 10080

751

771

49

1578

Attendance on visit day

64679 63

981 128

5100 64

879

633

81

1281

Appeared in ExamLearning

Achievement (Quarterly/hal

f yearly/yearly)

Above 60%

%Belo

w 60%%

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

Class SC ST OBC Others

B G B G B G B G

9th Enrollment 220 212 15 12 27 15 588 565

Avg % Attendance on visit day

72 78 67 74 77 75 81 82

Appeared in exam%

Above 60%

NA%

Below 60%

%

10th Enrollment 212 203 15 11 15 14 565 543

Avg % Attendance on visit day

72 78 67 74 77 75 81 82

Appeared in exam

NA

%

Above 60%

%

Below 60%

%

Comments: On the day of visit, the average percentage of attendance ranges 79% to 89%. ST

boys have the minimum attendance of 78% and SC girls with highest attendance of

89%.

Reasons for gaps in enrollment (if)Reasons Respondent /districts %

A Socio Cultural/Reasons NIL

B Economic Reasons Nil

C Linguistic Reasons Nil

Total

There is no huge gap in enrolment among girls and boys.

Reasons for absenteeism (Gap in attendance)

Reasons Respondents (School/district) %A Health (own or family members) 5 50B Social cultural issues 4 40C Sibling Care 1 10D Household responsibilities 0 -E Family issues / Gone to relatives 2 20F Earning for livelihood 1 10G Migration 0 -

H Any other 0 -Total 10 100

Comments:

10 (40%) schools reported about instances of absenteeism and out of these 5 (50%)

schools each attributed to health reasons and family issues, 4 (36%) to socio-

cultural issues and 1 (10%) each, to sibling care and earning for livelihood.

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

Barriers No. of Schools % Efforts made to address

barriers(a) Physical barriers 5 20(b) Attitudinal 8 32(c) Linguistic barriers - -(d) Economical barriers 12 48

Comments:

Amongst various efforts made by schools to address the problem of gender gap, 8

(32%) schools tried to counsel the parents, 5 (20%) schools provided facility of

separate toilets for girls and 12 (48%) schools helped girl students by providing them

free dresses, cycles and scholarships.

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

10 (40%) schools got equipped with the facility of separate and safe toilet for girls

to address the gender gap, but 4 (16%) schools did not made any efforts to

address the problem. Some sampled schools have made efforts by counseling

parents for removing attitudinal and economical barriers. Teachers consult with

parents with negative attitude toward their ward’s education and provide them

necessary suggestions as required. They also discussed with the parents about

various schemes and scholarships for removing economical barriers.

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

girls. If not why?

No. of Schools

Counselling of parents done

Yes No

18 7

% 72 28

18 (72%) schools made efforts for counseling of parents to handle problems of

girls, but 7 (28%) school authorities were not proactive in this realm.

Unavailability of schools in the local habitation is one of the major barrier for

reduction in girls enrollment, District is working under the realm for constructing

High schools with in a distance of 5 kms.

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

on enrollment, attendance and learning achievement of girls.

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

nearby area.

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

vi. Any physical barrier faced by hostellers in their access to School – Nil

0

4. Guidance and Counselling

At School level :

7. Guidance and Counselling Cell been constituted by the School or not. If yes, the

available student counselor ratio:

No. of Schools

Guidance & Counselling Cell ConstitutedYes No17 8

% 68 32Avg. SCR

SCR: Student Counselor Ratio

17 out of the visited 25 sampled schools have reported that they have

constituted guidance & counseling cell.

8. Number of Students being assisted by the cell.

Total Enrollment of Class IX, X in sampled

Schools in district

No. of students assisted by the Cell in total sampled Schools in district

%

3218 538 18

Comments:

About 18 percent of the total children have been reportedly received assistance

from the guidance and counselling cell.

9. The frequent problem areas of the students for which guidance and counseling is being sought.

S.No. Problem areas Responses %1 Selection of optional subjects after

sec.10 40

2 To opt scout/guide/NCC 2 83 In choosing career 6 244 Seeking information about

entrance exams to various professional streams

4 16

Amongst the frequent problem areas of students for which guidance and

counseling has been sought, are the selection of optional subjects in 10 (40%)

schools, selection of career in 6 (67%) schools, seeking information about

entrance exams to professional courses in 4 (44%) schools and opting

scout/guide or NCC in 2 (22%) schools.

5. Quality II. Enabling Conditions : At School level

Availability of following enabling conditions

1-(a)

S.

No.

Physical Aspects Total

Number of

rooms

Number of

equipped

rooms

%

1 Natural light 114 112 98%

2 Ventilation 114 71 62%

3 Black Board appropriately located in classroom 114 104 91%

4 Bulb/Tube light /CFL 114 84 74%

5 Fan 114 82 72%

Natural light is available in 98% rooms of 25 sampled schools, however, cross-

ventilation exists in only 62% rooms. Blackboards are appropriately located in 91%

classrooms. Availability of bulbs/tube lights/CFL exists in 74% and ceiling fans are

available in 72% classrooms. Charts etc. are displayed only in 66% classrooms

across sampled schools.

1(b) Availability & workability of following material/equipments –

S.No.

Name of Material/Equipment Availability in Number of Schools

Functional in Number of

SchoolsNumber % Number %

1 Teaching aids 24 96% 23 92%

2 Desk-chairs/stools for students (Adequate)

19 76% 18 72%

3 Integrated science lab with equipments and material

14 56% 14 56%

4 Math kit 14 56% 14 56%

5 Science kit 14 56% 14 56%

6 Art and Craft room 1 4% 1 4%

7 Library with age appropriate books and seating arrangement

4 16% 4 16%

8 Purified/ Safe Drinking Water 16 64% 15 60%

9 Fire Extinguisher 18 72% 17 68%

10 Staff room 21 84% 20 80%

11 Indoor games room 19 76% 18 72%

12 Counselor room 16 64% 15 60%

Teaching aids

Desk-chairs

/stools f

or students

(Adequate)

Integrated science la

b with

equipments and m

aterial

Math kit

Science kit

Art and Craft ro

om

Library w

ith age appropria

te books and se

ating arrangement

Purified/ S

afe Drinking W

ater

Fire Extinguish

er

Staff room

Indoor g

ames room

Counselor room

0%10%20%30%40%50%60%70%80%90% 84%

64%56% 56% 56%

4%

16%

52%60%

72%64%

52%

available in % schools Functional in % schools

Use of innovative teaching aids including ICT devices in classroom by teachers in teaching learning process -

Use of Teaching aids & ICT devices madeTeaching Aids ICT

devicesYes No

Yes NoNo. of Schools 14 11 5 20

% 56 44 20% 80%

Comments: Teaching aids (charts) purchased from the market have been

displayed on walls of classroom in 14 (56%) schools. Use of ICT devices has been

made in classroom transactions by teachers of 5 (20%) schools.

5. (a-c) Comments on the availability and usability of the following facilities.

Availability of No. of schools % Usability %

Library room 4 16 4 16

Age appropriate books 4 16 4 16

Integrated science & Math

lab

14 56 14 56

Science & Math kit & other

lab equipments

14 56 14 56

Art & Craft room 1 4 1 4

Comments: Library room is available in 4 (16%) schools and its usability have been

reported in all these 4 schools. Age appropriate books were available in 4 (16%)

schools and were in use in all these schools. Integrated science and Math lab was

available in 14 (56%) schools, whereas science kit & math kits available in 14

(56%) schools are reportedly were being used in all these schools.

6. The number of days, the school functioned during the last academic year? Give

reasons for the closure, if any of the school remain closed for long gaps during

last year. Suggestions to avoid repetition of such instances.

No. of schools remained closed - NIL

Average No. of days, school(s) remained closed in last year - NA

Reasons for the closure - NA

Suggestions to avoid repetition of such instance - NA

Comments: None of the schools remained closed for a single day during the

working days.

3. Number of teachers present in the School (Male & Female, vacancies against sanctioned posts.(In total sampled Schools in district)

Sanctioned Posts

(subject-wise)

Number of teachers placed

Total

% Number of teachers

present in School on visit

day

Vacancies against

sanctioned posts

%

M F M F

146 126 126 82 109 20 18

Number of Schools

Sufficient teachers available to teach

Science Math Language

22 23 25

% 88 92 100

6. Number of teachers possessing professional training qualifications (subject-wise) as mandated and number of untrained teachers.

No. of School

No. of trained teachers No. of untrained teachers in sampled

Schools25 0 0

% 100 - -

All teachers, posted in all the 25 (100%) sampled schools, possess

professional training qualifications as mandated.

7. Practice of truancy, i.e. absenteeism/class bunking by students/teachers being

reported in the School, If so, the reasons thereof, steps taken by the School

management to curb the practice.

Class bunking/Truancy%No. of Schools

Yes NoStudent 0 25

Teachers 0 25

Practice of truancy has not been reported in any of the sampled schools

8. Policy of teacher recruitment, deployment, training, remuneration and career

advancement (At State level)

Teachers are recruited through direct recruitment as well as through promotions.

III. Teaching Learning Process

1. Maintenance of teacher’s diary including curriculum delivery and lesson Plan

etc. by teachers & countersigned by the Head of the institution regularly.

No. of Schools

Teachers diary maintained Counter sign

Yes No Yes No

18 7 10 15

% 72 28 40 60

Teachers in 18 (72%) schools have maintained daily diary but this diary is

regularly counter signed by their school heads only in 10 (40%) schools. In 2

schools where teachers Dairy is maintained, school heads didn’t show much

concern about the same.

2. Availability of timetable prescribed by the School and followed by the teachers.

No. of Schools

Prescribed time table available Time table followed by teachersYes No Yes No25 0 25 0

% 100 - 100 -

Comments: It was observed by MI team that all visited schools have

displayed well planned time table and were regularly followed by the subject

teachers. Time table help the students for carrying required amount of books.

Teachers could plan their lesson according to time table; similarly students

could complete their homework with in time.

3. Are discussions and group team works encouraged as a methodology of teaching

for involvement of Students/students in teaching learning process ?

No. of School

Discussion and group team work encouragedYes No22 3

% 88 12

Comments : Discussions and group work has been encouraged in 76 percent

schools. Overall in 22(88%) schools, students were being involved in teaching

learning process by their teachers through activities and motivation. In rest 3

(12%) schools students are only silent listener in their class. Teachers should

motivate students for asking questions and discuss the topic taught during the

periods, so as to make students conceptually understand the topic taught.

4.a-c Classroom management with reference to seating arrangement of Students.

No. of Schools

Students made to sit in small groups

Students of disadvantaged groups

and Students with disabilities sit

separately or on back benches

Students have role in classroom

management

Yes No Yes No Yes No0 25 0 25 25 0

% 0 100 0 100 100 0Groups made of

Same class

DifferentNo. of

Schools0 0

%

Comments :

In none of the visited schools children sit in classroom in small groups. There is

no separate seating arrangement for the children of disadvantaged groups and

CWSN in any of the sampled school. Students of 11 (84%) schools are involved

in classroom management.

6. Remedial Teaching:-

Number of schools, which arranged zero period, extra classes etc. for academically weaker students –

No. of Schools who arranged zero period, extra classYes No

19 6% 76 24

Extra classes Throughout year Only for one month before exam

19 6% 76 24

Average days of zero period in a week5

Results thereofResults improved in – 15 schools, improvement in cognitive level of weak students in 18

schools.

Comments : Remedial teaching for academically weaker students through zero

period is being practiced in 19 (76%) schools for five days per week, one month

before exams. School heads of 15 (60%) schools out of 19, have acknowledged the

increase in percentage of result and in 18 (72%) schools the achievement level of

weaker students have increased.

7. Method/s of evaluation being followed in the school/classroom.

Method/s

Response

%

Marks 25 100

Comments: Marking method is adopted as method of evaluation in all 25 (100%)

schools. Apart from the exams prescribed under State norms, 18(72%) schools also

have the practice of conducting periodic exams. 10 (40%) schools only conduct the

prescribed exams. 16 (64%) school’s head also reported of conducting surprise

exams occasionally in the schools.

8. Participation level of the CWSN in classroom processes and efforts made to optimize it.

No. of schools with CWSN %1 4

Participation level in classAll CWSN participate actively 1 4Few CWSN participate 0 0No participation 0 -

Efforts made to optimize participation of CWSN in class

1 CWSN are made to sit in front row in classrooms.

2 They are being applauded on giving right answer.

Comments: CWSN students are studying in only 1 of the visited schools and all

CWSN students participate actively in classroom processes in the school. Teachers

make CWSN sit in front row, pay special attention to them and appreciate them on

answering questions in classroom processes.

9. Nature of peer interaction with CWSN.

Peer Interaction Number of schools %

Friendly 1 4

Neutral 0 -

Taunting 0 -

Teasing 0 -

Bullying 0 -

Comments : Pear interaction with CWSN is friendly in the visited school.

10. Individualized Educational Plan (IEPs) prepared for CWSN .

No. of schools with CWSN

1

IEP

Prepared Not prepared

0 1

% 0 4

Comments: Individualized Educational Plan (IEPs) have been prepared

for CWSN in the visited school.

11. Availability of adequate facilities for seating CWSN –

Total No. of sampled schools No. of schools with CWSN in samples25 1100 4

No. of

No. of schools with CWSN seating facilitiesYes No

0 1% 0 4

III. Teachers’ Training

2. Provisions for Training of Teachers

S. No.

Provisions for In-service training Schedule Duration

1 Induction training (Science, For newly 10 days training

S. No.

Provisions for In-service training Schedule Duration

Maths, English, `Social Science, Hindi & Sanskrit)

recruited teachers programme based on NCF. 2005, content, pedagogy and classroom activities.

2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science

From July to December (50% of existing teachers from each district to be covered)

5 days

3 Orientation programme for Head Master/ Principal

As per SPO calendar

3 days

4 Training for newly recruited Head Masters

As per SPO calendar

10 days

5 Management training for Head Masters/ Principals

From Aug. to January

14 days

6 Workshop for Development of different modules for training

As per SPO calendar

10 days

7 Training of Resource Persons for H.M.’s training

As per SPO calendar

8 Block head-quarters and girls hostels

As per SPO calendar

2 hrs. daily after School for 15 days

9 Development and Life skills for girls

As per SPO calendar

5 days

10 Sensitization programme (legal literacy workshop)

As per SPO calendar

1 days

1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills –

In service teachers training has been conducted by SCERT. In total 7707 teachers have been provided with in-service training in the State.

Comments:

2. Inclusion of trainings for dealing with CWSN, in training programme

Details of in-service training in subjects received by teachers -

No. of schools whose teachers received training under RMSA25

% 100S.

No.

Subject

s

Number of teachers,

received training under RMSA

Average teachers

per school who received training

Average Duration

1 Science 25 2 52 Maths 25 2 53 English 25 2 44 Social Science 25 2 45 Sanskrit 0 - -6 Hindi 0 - -7 Computer training 0 - -

2 (i)

Need of various trainings expressed by teachersS.No.

Name of Training Number of Schools expressed the need

Frequency Duration

1 Subject based training 25

Annual

2 Orientation Programme 2 Annual 5 days

3 Innovations’ training 1 Annual 5 days

4 Training for Development of life skills

0 Annual 5 days

5 Computer training 8 Annual 11 days

6 Scout Masters’ training 7 Annual

7 Disaster Management Training

2 Annual 11 days

8 CWSN 0

9 Any other (mention)Comments:

Teachers across 25 sampled schools have reiterated the need for subject

based training and teachers of 9 (36%) schools have put stress on the need of

computer training. It is strange that none the teacher have demanded for

training for dealing CWSN in classroom.

3. Impact of training on the confidence level of the teacher in handling a class with CWSN :

Since no teacher have received the training to handle CWSN in classroom. The

impact on confidence level of teachers cannot be judged.

10.Physical availability of adequate and good quality facilities for in-service

training with reference to –

Facilities Adequate % Inadequate %

Space 12 48 4 16

Projection 9 100 0 -

Tools/Modules 21 100 0 -

Equipments (LCD, Projector, Computer etc.)

8 32 3 12

Comments: It is evident from above table that teachers of 12 (48%)

schools have expressed positively about adequacy of space at the venue of

training. The quality of projection and good use of tools was confirmed by

teachers of all 21 (100%) schools. Use of equipments i.e. LCD projector and

computer in training, was acknowledged by teachers of 8 (32%) schools.

5. Whether training modules are need based or not?

No. of schools Yes No22 3

% 88 12

Comments: Teachers of 22 (88%) schools out of 25 schools told that the

training modules were need based.

6. Impact: Use of new technologies like Computer Assisted Learning (CAL), LCD

Projector etc. for imparting lessons in the classroom by teachers.

Total No. of teachers received

No. of teachers using CAL,

%

24 8 33

Comments: Teachers who have received training for the use of new technologies

like CAL, LCD and projectors etc for imparting lessons to their students in class

rooms. But none was using these technologies. as such equipments were not

available in the schools.

7. Trainers/Resource persons from following institutions who imparted trainings –

No. of schools whose teachers received training from RMSA - 21

S. No. Institutes Number of Respondents

% of respondents

1 Secondary Schools 10 40

2 Higher Secondary Schools 14 56

3 DIET 4 16

4 College/University 3 12

5 SIERT 2 8

6 IASE 0 -

7 CTE 4 16

8 NIC 0 -

Comments: Teachers of 10 (40%) schools told that the trainers were from

secondary schools, teachers of 14 (56%) schools said that they belonged to

Higher Secondary Schools. 4 (14%) schools’ teachers told that trainers

were from DIET and teachers of 3 (14%) schools said that trainers were

from college education. Presence of trainers from SIERT and CTE was

confirmed by teachers of 2 (9%) schools and 4 (19%) respectively.

8. Any other issue related with teachers’ training of secondary education

Comments: Teachers of 14 (56%) schools put stress on need of increase

in duration of training period, the trainings should be residential and use of

multi media should be there in training.

6. CIVIL WORKS

I. General Information At School Level

1. Availability of class rooms for Class IX & X (Std. Size 20’x24’)

Class Sections Available no. of rooms % Deficit %

9 38

32

84 6 16

10

38

33

86 5 14

Comments: In sampled schools, both class 9th and 10th has been divided into 38

sections. In case of availability of rooms concern, 32 rooms are available for class 9 th

and 33 rooms were available for class 10th. There is a deficit of 16% and 14% rooms

for class 9th and 10th respectively.

4. Area of the School

No. of Schools having

School CampusSchool Building Open Space Play Ground Other

25

25

25

% 100

100

100

Total area (sq.ft)of sampled SchoolsAvg. (sq.ft) AreaList of Schools with specified details is attached

Comments:

II. Design

1. Type of Building –

Pucca Semi Pucca Kutcha Rented

No. of Schools 25% 100

Comments : All the schools visited by the Monitoring Institutes have pucca building.

2. Physical Condition of building -

No. of SchoolsCracks Damp Seepages Damages in

PlasterNone

10 11 8 3 5% 40 44 32 12 20

Comments : The status of physical condition of buildings shows a sorry

state as 10 (40%) school buildings have cracks in building, 8 (32%) have

sepages, 11 (44%) schools have dampness and 3 have damages in plaster.

Comments:

3. Any local innovative approaches in School building design

Yes % No %

No. of Schools 0 100 25 100

Kind of Innovation

Comments: No instance of local innovative approach in school building have been reported in any of the sampled school.

5. Lighting Facility in Classrooms

No. of Schools

Arrangement of lighting facilityYes No25 0

% 100 0

No. of Schools

Functional Not functionalYes No23 2

% 92 8If not functioned, Reasons

1.2.3.4.

Steps taken1.2.3.4.

Supply of electricity

No. of Schools

Continuous Intermittent

10 15

% 40 60

Average duration of availability

3-4 hours

Comments : Arrangement of lighting facility was made in available in all the schools

and functional in 23 (92%) schools. Power supply was found to be continuous in 10

(44%) schools and intermittent for 2-3 hrs and more at times in 15 (60%) schools. On

an average the electricity facility was reported to be available for 3-4 hours during

school timings.

6. Availability and usability of following provision of alternative electric power supply -

Generator Inverter Gobar Gas Plant

Solar Panels

Wind Electricity

Other

No. of Schools Availability

%

No. of School In working condition

%

No. of School Usability

%

Comments: All the visited schools had the facility of lighting, these are in working condition in

23 schools. However the supply of electricity was reported irregular in case of 15 schools.

7. (a-b) Library Design - Availability of the Following -

Sufficient Seating

Space

Proper Light Ventilation Regular Pest

Control

Yes No Yes No Yes No Yes No

No. of Schools

4 21 4 21 4 21

% 16

84

16

84

16

84

Library exists in 4 schools, these libraries had proper seating space in 3 cases only. Lighting

was proper for almost all libraries.

8. (a-d) Laboratory Design

Laboratory is available in 14 (56%) schools.

11. Sanitation Facility –

(a) Availability of adequate numbers of urinals/lavatories students, teachers and others

Users Facility of urinals/lavatories available in Schools

Adequate Number % Inadequate Number %

Boys 23

88

2 8

Girls 22

88

3 12

CWSN 2 8 23

92

Teachers 19

76

5 20

Other workers 0

Comments: 23 (92%) schools have adequate urinal facility for boys and 22 (88%)

schools have same separate facility for girls, 19 schools have toilets for teachers. In no

school for other workers separate urinals and lavatories have been constructed and

workers share common lavatories of students or teachers. Only in 2 (8%) schools

separate lavatories were constructed for CWSN.

(b) Maintenance/Cleanliness of toilets and supply of water

No. of Schools

Maintenance Cleanliness Supply of running water

Yes No Yes No Yes No15 10 15 10 15 10

% 40

60 40 60 40

60

Comments:

The running water facility in toilets, exists only in 10 (40%) schools. The

toilets have proper maintenance and cleaning facility in 15 (60%) schools.

There is no such facility in 10 (40%) schools and that makes the toilets

unusable owing to stink etc.

III. Schools with ongoing construction activity

1. (a-d) Sufficient measures being taken by School authorities to ensure that it does

Ongoing construction activitiesYes No3 22

% 12 88Type of construction New school building Strengthening of existing school Repair works

No. of Schools 0 3 0 -% 12 - -

Measures being taken by school authorities

a. Measures being taken to ensure

No. of schools

Academic activities not

hampered due to construction

Construction activity does not vitiate quality Noise pollution in

permissible limitAir Water Land

Yes No Yes No Yes No Yes No Yes No2 1 2 1 2 1 2 1 2 1

% 66.67 33.33 66.6 33.3 66.67 33.33 66.67 33.33 66.67 33.33

b. Construction material stored appropriatelyNo. of Yes No

1 2% 33.33 66.67c. Temporary fencing of construction area done

No. of Yes No0 3

% - 100

Comments: The construction activities are ongoing in 3 (12%) schools and out of

these schools, in 1 (33.33%) school construction work of new building and in 2

(66.67%) schools, civil work for strengthening of existing building has been ongoing.

However, school authorities and contractors have taken measures in 2 (66.67%)

schools to ensure that academic activities are not hampered, air, water land’s quality

is not vitiated and noise pollution has been kept within permissible limits.

Construction material has been stored appropriately in 1 (33.33%) school. None of

the schools with ongoing civil work has taken care to make temporary fencing of

construction area.

2. (a-b) Procurement aspects

No. of schools

Same contractorwhom the work was awarded is doing work (a)

Stage of construction work Constructionwork being

done according to layout plan

Yes Subletedto other

Foundationlevel

Plinthlevel/ DPC

Lintel RoofLevel

Flooring/plastering

Finishinglevel

Yes No

2 1 0 0 0 3 0 0 3 0

% 66.67 33.33 - - - 100 - - 100 -

Comments: In 2 (66.67%) schools, same contractor, to whom the work was awarded has

been doing work but it has been subleted to some other person in 1 (33.33%) school.

Construction work has been done on the basis of layout plan and it has reached to

finishing levels in all 4 (100%) schools.

2(c-g) h. Number of visits per School of Technical persons and authentication done or

No. of

Schools

Community

members

through SMDC

involved in

procurement

process

Sub Committee

(Construction

Committee)

Constituted

A/c Books Civil

Work

(Construction)

maintained/

updated

MB for Civil

Work

Maintained

Payment made

to contractor

in accordance

with MB

Material

stocked is in

line with

stock register

Cheque issue

register

maintained

Quality up to the mark Physical existence

of construction

material matches

with entry made in

stock register

Construction

Material

Construction

work

Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No

3 1 2 1 3 0 3 0 3 0 1 2 3 0 3 0 3 0 1 2

% 75 25 66.67 33.33 100 - 100 - 100 - 33.33 66.67 100 - 100 - 100 - 33.33 66.67

The community members are involved through SMDCs in procurement in

3 (75%) schools. Sub-committee (construction) has been constituted in

2 (66.67%) schools. Account book and check issue register was

maintained in both the schools. For rest of the 3 schools, maintenance of

such registers were carried out by the contractor, school authority and

management have no information for the same. Though Measurement

register was available in 1 school yet none of the school head have the

knowledge of contractor’s payment as payment is directly made by the

District to PWD for construction work. Quality of construction material and

work was up to the mark in 4 schools and match the stock register entry in

all 5 sampled schools with ingoing construction.

(i) System of fund flow from District to the accounts of SMDC

Mode of transfer

Cheque Draft E-transfer Dates of receipt of fund

No. of Schools 4

% 100

All the civil work was directly controlled by the district. Fund flow from District to

the account of PIU is only through cheque.

(j) Any good practices in civil works which can be replicated in other places/in other States.

No such practice reported.

Comments: No such practices were adopted in the District.

7. Community Mobilization / Participation -

Total number of SMDC members in sampled Schools of the District

1. (a-c)Familiarity of SMDC members with their roles as notified by the State Government –

No. of School

s

Level Familiarity with

their roles

% SEMIS DCF

% School

Report Card

% SDMC Registe

r

% Guidelines of School

Development Plan

%

No. of Schools

Training received

by SMDC Members

Printed copy of guidelines of SMDC made available to members

Better 6 24

6 24

7 28

6 24

5 20

Yes

No Yes

No

Good 5 20

4 16

6 24

5 20

10 40

21 4 5 16

Average

8 32

7 28

7 28

10 40

6 24

% 84 16 25 75

Not familiar

6 24

8 32

5 20

4 16

4 16

Comments :

Familiarity of SMDC members with their roles as notified by the State

Government stands at a better level in 6 (24%) at good in 5 (20%) at

average level in 8 (32%) schools. SMDC members were not familiar

with their roles in 6 (24%) school. Their familiarity with SEMIS DCF,

school report card, SDMC register and guidelines of school

development plan is good in 6 (24%) schools while it stands at average

level in 4 (16%) schools. However, SDMC members of 7 (28%) schools

are not familiar with aforementioned aspects. SMDC members of 21

(84%) schools have been oriented on their roles and responsibilities.

Printed copies of guidance regarding role and responsibilities in simple

language have been made available to members by 5 (25%) schools. In

24 schools the SMDC members were familiar about the guidelines

regarding School Development Plan. Training of SMDC members were

confirmed by school head of 2 schools. In 12 (48%) schools printed

copy of guidelines were made available to SMDC members.

0

2

4

6

8

10

12

Better Good Average Not familiar

No. of Schools

2.(i) Frequency of SMDC meetings held, issues discussed thereof and average attendance of the SMDC members-

No. of School

s

Meetings held Average Attendance of

SMDC membersMonthly Quarterly Six monthly Annually Whenever

neededNever

74 1

07 1 2 0

% 16

40

32

4 8

Comments: In majority of schools i.e. in 10 (40%), through verification of SMDC

registers it was confirmed that meetings were organized quarterly. Only in

4(16%) and 8(32%) schools it was organized monthly and half yearly

respectively. Whereas in 3 schools Principal confirmed to have their SMDC

meeting either annually or as per need, though in such schools SMDC registers

was not maintained. An average of 7 members is generally present in the

meeting.

Monthly Quarterly Six monthly Annually Whenever needed

Never0

15

30

45

16

40

32

48

0

Meetings held - % Schools

% Schools

Issues Discussed: Amongst various issues discussed in SMDC meetings, the

most common were the aspects of enrollment , attendance of students,

facilities for drinking water and toilets, talked about by 10 (40%) SDMCs,

followed by 7 (28%) SDMCs have discussions about school development,

about school boundary wall by 6 (24%), about proper utilization of RMSA funds

by 4 (16%) and about maintenance of school building and repair work by 3

(12%) SDMCs.

Roles of SMDC members in monitoring attendance of teachers and students –

No of schools

Monitoring Attendance of Monitoring Academic

Progress of StudentsTeachers Students

Yes No Yes No Yes No20 5 22 3 21 4

% 80 20 88 12 84 16

Comments: It could be predicted from analyzed data that SMDC members

were actively participating in monitoring attendance of teachers and students as

well as academic progress of students. In 20(80%) and 22(88%) schools each,

SMDC members actively monitored the regularity and punctuality of teachers

and students. Whereas in case of academic progress of students is concern, in

21(84%) schools it is monitored by SMDC members.

Level of participation of SMDC members in helping school authorities to conduct following

activities

Leve

l of P

artic

ipat

ion

Stud

ents

Enr

ollm

ent

Regu

lar

Regu

larit

y &

Pun

ctua

lity

of

teac

hers

Runn

ing

of d

ay to

day

act

iviti

es in

sc

hool

& o

rgan

isin

g c

ultu

ral e

vent

s et

c.

Help

in p

rovi

ding

Sch

ool

faci

lities

Good 4 16 1 4 1 4 5 20 4 16 0 - 1 4 2 8 12 48 5 20 0 - 0Average 18 72 13 52 18 72 16 64 16 64 17 68 18 72 13 52 12 48 15 60 12 48 12

Bad 3 12 11 44 6 24 4 16 5 20 8 32 6 24 10 40 1 4 5 20 13 52 13

Comments: The level of participation of SDMC members with regard

to various activities of school is given in above table. Evidently good

level of their involvement in various activities is in 4%, 8%, 16% or

20% schools. Their participation of good level in preparing AWP&B,

filling up of DCF and checking school report card is a far cry. It is a

matter of some satisfaction that 48% to 72% of SMDCs reflected

average level of participation in RMSA implementation, civil work,

SAG utilization, students’ enrollment and attendance and organizing

cultural events. The responses at bad level are definitely a matter

of serious concern. In such situation, SDMC, in fact, remains quite

ineffective in the management and development of school system.

4. Participation of SMDC members in preparation of AWP&B –

No. of Schools Preparation of AWP & B

Yes No

16 9

% 64 36

Comments: As stated above, it stands at average level in 16 (64%) schools.

5. Training received by SMDC members and duration thereof –

No. of

Schools

SMDC members received training

Total No. of SDMC

members

No. of members who received

training

Average of training duration in

days

Yes No 412 315

218 7

% 72 28 100 77

Comments: Out of total 412 SDMC members across 25 sampled schools, 315

(77%) members of 18 (72%) schools’ SMDCs have received two days’ training.

6. Schedule of trainings, received by SMDC members, name agency who conducted the trainings, and perception of SMDC members about trainings.

Month and year of

training held

Trainings

conducted by

Responses about perception of SMDC members regarding trainings Topic, Content, Methodology

projection

RMSA No. of Schools

Good & Useful Average Not Good

5 7 0

% 40 60

Comments: The trainings were organized in the month of April and May, 2014.

The content, methodology and projection of trainings were good and useful

according to 40% schools’ SMDCs and of average quality as per views of SDMC

members attached with 60% schools.

8. MIS (Management Information System) at SPO, DPO and School level

As Uttarakhand is Hilly State with difficult geographical terrain. In most cases

only District Head Quarters are connected with broadband connectivity and most

of the Block Head Quarters have even don't have dialup connection facility. So it

seems little feasible for the next few years that the school will have its own

broadband connectivity. Due to far flanged areas where the schools are located,

it is difficult to collect the DCF in time and the district authorities have to

outsource the data feeding to the plain 03 district Dehradun, Haridwar and

Udham Singh Nagar.

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

Comments: The district officials informed that the master list has been

prepared.

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

No. of School DCF distributed to all DPOs from SPOYes No

% 100 0

No. of SchoolDCF distributed all Schools from DPOYes NO

% 100 0

Comments: All the visited schools have received the Data Capture Formats.

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

DCF in sampled Schools and district

In all the visited schools at least one teacher has received the training regarding

filling up of Data in Data Capture Format.

4.Availability of Copy of filled up DCF with School for record and reference (At School level)

No. of Schools

Copy of filled up DCF available Reasons of Non-availability of o/c of DCF

Yes No 1.15 10 2.

% 60 40 3.

Comments: Filled copy of DCF was available in 15 (60%) schools which were kept

as record to be used for preparing AWP&B. Whereas 10 schools sampled, didn’t

kept office copy of filled DCF as record.

5. School report card and sample checks

Data entry done School report card generated

Sample checking being done

Yes No Yes No Yes No

√ √ √School report card distributed to no. of Schools Finding of sample check

%

Comments: District has completed the above mentioned activities such as Data

entry, generation of report card and sample checking. Report card was

distributed to all schools in the District.

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

Comments: Yes. Data of the year 2014-15 has been submitted to the state.

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

Comments: The authorities informed that data has been analysed at all levels

for authentication of information submitted on random basis.

12. Is SEMIS/ UDISE data used for Planning and budgeting? (1. Yes, 2. No)

Comments: Yes, In 19 (76%) schools UDISE data is being used for planning

and budgeting.

13. Is the back up of the data supplied under SEMIS/UDISE properly maintained? (1. Yes, 2. No)

Comments: Yes, 12 schools kept the office copy of filled data with in the school

as back up.

9. Financial Management (At School, DPO & SPO level) –

1. Nature of financial records and their maintenance and Bank reconciliation –

No. of Schools

Records maintained & updated on daily basis Bank reconciliation done on monthly basisCash Book

Yes No Yes No25 0 25 0

% 100 0 100 0DPOSPO

Comments: Bank reconciliation of cash book is done on monthly basis by all

25(100%) sampled schools. On daily basis records are maintained and updated by 8

(32%) sampled schools. Cash books were also maintained and updated regularly by

DPO and SPO. Record maintenance was found to be very good and in all the schools

records were maintained properly.

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

From DPO to SMDC

Mode of Transfer

Cheque Draft E-transfer

No. of Schools 25

% 100%

From SPO to DPO

In all the visited schools funds are transferred through banking channel. In majority of

schools funds are routed through e-transfer of funds.

4. System for drawl and payment of fund from SMDC account –No. of Schools Cash Cheque Both

10 15 12%

Withdrawal of funds depends upon the specific timely requirement of funds, as

and when required.

11.Sharing of proposal for expenditure and expenditure Statements with

community

No. of

School

s

Sharing of If yes, details of

objectionsProposal for expenditure

Expenditure Statements

Any objection raised by community about

any transaction

Yes No Yes No Yes No 1.

25 0 25 0 0 25 2.

% 100 0 100 0 0 100

Comments: The proposals for expenditure and expenditure statements were

found to be shared with the community by 16(64%) visited schools by MI team.

For none of these schools, the objection regarding the expenditure statements

were raised by the community.

6. Audit of SDMCsAll SDMCs in State/District are covered by audit 1. Yes 2.No

No some of the SDMC are yet to be covered by Audit.

No. of Schools

Audit carried outYES NO20 5

% 80 20

D.P.O.

No. of Schools

If yes, Audit carried out byEducation Deptt. A.G. C.A. Social Audit None

20

% 80

Comments: Data obtained from the visited schools reveal that in all 25(100%)

sampled schools, the SMDC account were covered under audit. Audit was carried out

by C.A in all schools.

7. Social Auditing

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

purpose of social audit-

Display of financial information (receipts & payments) and timely entered

Yes No

No. of Schools 18 7

% 72 28

D.P.O.

Comments: In only 18 (72%) schools financial information were found to be

displayed in notice board for the purpose of social auditing. School head of rest

of the schools didn’t have the knowledge of social auditing, they assured for not

receiving any kind of order from higher authorities under the realm.

13. Information about MMER at DPO and SPO level

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

Name of District_____________________________________S. N. Name of Post Sanctioned In position % Vacant %

1 DPO 01 01 100%

2 AAO 01 01 100%

3 DRP 02 02 100%

4 Accountant 01 01 100%

5 Computer Op. 01 01 100%

6Total

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

No. of Personnel on deputation No. of Personnel on contractAt DPO SPO At DPO SPO

4 1Nature of engagement

At DPO At SPO At DPO At SPO

Comments:

3. Component-wise personnel at State and District level

S.N. Component wise personnelPosition in Place

Working at State level

Working at district level

1 Finance2 Civil Work3 Quality4 Equity5 Gender6 Pedagogy7 Planning8 Training

Total

3(i) If component wise personnels are not in place the alternative arrangements made

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

Comments: contractual persons.

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

programme and their role in the management structure.

Comments: All the officials working are well conversant to their work and have

clarity with regard to objectives, targets and goals of the scheme.

II. MONITORING STRATEGY

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

Comments : The district, block and State level officials visits schools as per

the assigned task and submit their report to competent authority for corrective

measures. As per information received from DPO, they have not used reports

(JRM etc.) to ensure effective implementation of the scheme.

1(iii) Details of visits made by officials of SPO and DPO to district/Schools along with time schedule (from 1st April, 2014 to 31st March, 2015)

At SPO level

S.No.

Post of Officer No. of Visits made

No. of district/ School visited

Time schedule Average No. of visits per district

1. SPD2. Additional

Director Project3 Assistant

Project Director

01 07 2014

At DPO Level

S.No.

Post of Officer No. of Visits made

No. of School visited

Time schedule Average No. of visits pre School

1 DPC2 ADPC3 APC4 Others

Total

The district level officers made regular visits to schools.

2. Details of guidelines laid down for monitoring.

As per information received from DPO, there are guidelines laid down by

SPO regarding monitoring that officials working at DPOs have to seek detailed

information and knowledge about every aspect of RMSA activities in schools of the

district.

RESEARCH (At district and State level)

1. Details of research projects undertaken during the year (1st April, 2012 to 31st March, 2013) –

No research studies carried out.

Monitoring Report of District - Rudraprayag

District Profile - Rudraprayag

Rudraprayag District was established on 16th September1997. The district was carved out from the following areas of three adjoining districts.

1- Whole of Augustmuni & Ukhimath block and part of Pokhri & Karnprayag block from Chamoli District.

 2- Part of Jakholi and Kirtinagar block from Tehri District.

 3- Part of Khirsu block from Pauri District.

Internationally Known Shri Kedarnath Temple is at North, Madmaheshwar at east, Nagrasu at southern east and Shrinagar at extreme south. The holy Mandakini originated from Kedarnath is the main river of the district.

Historical Back GroundToday’s Garhwal was known as kedar-khand in the past. In puranas kedar-khand was said to be abode of God. It seems from the facts vedas puranas, Ramayna and Mahabharat that these Hindu scriptures are scripted in kedar-khand . It is believed that God Ganesha first script of vedas in Vayas gufa situated in the last village Mana only four km.from Badrinath.

According to Rigveda(1017-19) after Inundation (Jalprlya) Sapt-Rishis saved their lives in the same village Mana. Besides there the roots of vedic literature seems to be originated from Garhwal because the Garhwali language has a lot of words common with sanskrit .The work place of vedic Rishis are the prominent pilgrim places in Garhwal specially in chamoli like Atrimuni Ashram in Anusuya about 25 km. from chamoli town and work place of Kashyap Rishi at Gandhmadan parwat near Badrinath. According to Aadi-Puran vedviyas scripted the story of Mahabhrat in Vyas Gufa near Badrinath. Pandukeshwar a small village situated on the Rishikesh Badrinath high-way from where Badrinath is just 25 km away is regarded as Tapsthali of king Pandu. In Kedar-khand Puran this land is regarded the land of lord Shiva.

The authentic script about the history of Garhwal is found only 6th A.D on word. Some of the oldest example of there are the trishul in Gopeshwar, lalitsur in Pandukeshwar .The Narvaman rock script in siroli the chand pur Gari rock script by king Kankpal authentitcates the history and culture of Garhwal.

Some Historian and scientist believe that this land is origin of Arya race. It is believed that about 300B.C. Khasa invaded Garhwal through Kashmir Nepal and Kuman. A conflict grew due to this invasion a conflict took place between these outsiders and natives .The natives for their protection builded small forts called “Garhi’’. Later on Khasa defeated the native totally and captured the forts.

After Khasa, Kshatiya invaded this land and defeated Khasa accomplished their regime. They confined Garhwal of hundreds of Garhi in to fifty-two Garhi only. One kantura vashudev general of kshatriya established his regime on the northern border of garhwal and founded his capital in joshimath then Kartikeypur vashudev katyuri was the founder of katyura dynasty in Garhwal and they reign Garhwal over hundreds of years in this period of katyuri regime Aadi-Guru Sankaracharya visited garhwal and established Jyotrimath which is one of the four famous Peeths established by Aadi-Guru Sankaracharya. In Bharat varsh other these are Dwarika , Puri and Srinagar. He also reinstated idol of lord Badrinath in Badrinath, before this the idol of Badrinath was hidden in Narad-Kund by the fear of Budhas. After this ethicist of vaidic cult started to pilgrim Badrinath.

According to Pt.Harikrishna Raturi king Bhanu pratap was the first ruler of Panwar dynasty in garhwal who founded chanpur-Garhi as his capital. This was is strongest Garh for the fifty- two garhs of garhwal. The devastating earthquake of 8th September 1803 weakened the economic and administrative set up of Garhwal state. Taking advantage of the situation Gorkhas attacked Garhwal under the command of Amar Singh Thapa and Hastidal Chanturia. They established there reign over half of the Garhwal in 1804 up to 1815 this region remain under Gorkha rule.

Mean while the king of Panwar dynasty Raja Sudarshan Shah contacted east India Company and soughted help. With the help of British he defected Gorkas and merged the eastern part of Alaknanda and Mandakani along with the capital srinagar in British Garhwal from that time this region was known as British Garhwal and the capital of Garhwal was set up at Tehri instead of Srinagar. After the death of Sudarshan Shah Bhawani Shah succeeded him, who died in 1871 and was succeeded by his elder son Pratap Shah. Pratap Shah ascended the throne of Tehri at the age of 21 only. He was the founder of Pratap Nagar.

He also tried to improve the forest, judicial and police administration. During his rule several public uprisings took place in the state. He died in 1886.

Kirti Shah at the time of his father’s death was still in his adolescence, so his mother Rajmata Guleri appointed Vikram Singh as the regent . But after sometime she herself took over administration. Kirti Shah took over charge of the state in 1892. His rule saw a marked improvement in the functioning of courts, forest and other departments. He is said to have invented typewriter for Hindi but gave the copy write to a company. The religious inclination of Kirti Shah is aptly proved by the fact that he organized a religious conference of the followers of different religion at Tehri. He died on 25th April 1913.

Narendra Shah the successor of Kirti Shah was again a minor at the time of succession. Thus, during the initial years the state administration was looked after by a Regency under the presidency of his mother. During the War period(1939-42) Tehri state supplied a huge amount of wood to the Britishers while the king himself offered his services for them during the first world war. Some of his achievement were developing the new township of Narendra Nagar, construction of Kirti Nagar, Tehri , Muni ki Reti. He died on 22nd September 1950 in a car accident but had already relinquished the throne in favour of his son Manvendra Shah on 26th May 1946. The later ruled the state from 1946 till the state was merged with the Indian Union in August 1949.

The newly crated Rudraprayag District was part of three district Chamoli,Pauri and Tehri. On 16th September 1997 Rudraprayag District was carved out from whole of Augustmuni & Ukhimath block and part of Pokhri & Karnprayag block from Chamoli , part of Jakholi and Kirtinagar block from Tehri District, part of Khirsu block from Pauri.

MONITORING REPORT OF DISTRICT - RUDRAPRAYAG

1. Planning & Implementation –

At School Level

1. Perspective Plan for the School –

No. of Schools

Plan developed Not developedYes No25 0

% 100 0If not reasons thereof

Comments: There is a provision under RMSA, to prepare perspective plan. Perspective plan was

available with all the visited schools in the District. The copy of plan by these schools

had been submitted to the district as well. All the guideline was provided by the RMSA.

2. Data base/sources adopted/taken for Planning and Plan preparation at School

level other than SEMIS

No. of Schools

Other Data base/sourced adopted If yes names of other sourcesYes No

6 19 Perception of SMDC Members% 24 76

Comments:

Only 6 of the visited schools by MI team adopted any other data source rather than U-

DISE for planning in the school level. All the visited schools have prepared their annual

plan and submitted to the higher authorities. Most of the head teachers and SDMC

members informed that they try to incorporate all the aspirations and visions in the

plan. Guidelines for preparation of School Development Plan were also available in

most of the visited schools. The SEMIS (Secondary Education Management

Information System) has been renamed as U-DISE format which has to be filled and

sent to DPO office by all the schools of the district.

3. Whether disadvantaged groups have been appropriately factored in the Plan.

Developed Planning strategy for disadvantaged groups

No. of SchoolsYes No

8 17

% 32 68

Comments:

Principal of 8 (32%) visited schools revealed that the development of separate

planning and strategies for disadvantaged group has been done in the perspective

plan While in 17 (68%) schools the Principal were not sure about it. The Principal of

these schools disclosed that they did not got any instruction regarding it from district

level.The reason for not doing so, told to us by some schools was that no such need

has been felt, whereas lack of proper guidelines from authorities and lack of

knowledge at their end by other schools.

4. Adoption of Convergence approach with schemes/resources of other Departments in School Plan -

No. of SchoolsConvergence approach adopted

Yes No18 7

% 72 28

Comments:

Maximum convergence done in practical by 18 (72%) schools, was found with Health &

Medical Department, 16 (64%) schools got converged with water and sanitation

Department. Some of the other departments, were also sought for convergence by the

schools. While preparing School Development Plan, convergence with such

departments help the school in many ways for developing a quality and comprehensive

plan.

5. Incorporation of SMDC recommendations in the School Development Plan

No. of Schools

School Development Plan Prepared

Recommendations incorporated in School Development Plan

Yes No Yes No25 0 25 0

% 100 0 100 0

Comments :

SMDCs were showing interest in activities related to RMSA in almost all the

visited schools. In most of the schools the coordination among the teachers and

members was found to be good and they were appreciative of the fact that a

coordinated effort is required for development of the facilities under the scheme.

All the visited schools, prepared school development plan and incorporated the

recommendations made by SMDCs in their plans.

14. Roles assigned to the SMDCs for implementing the scheme and to seek help & cooperation in ensuring the execution of following in sampled Schools :

S.No. Roles Responses regarding assigning roles (No. of Schools)

%

1 Filling of DCF of U-DISE 11 442 Preparation & Implementation of

Annual Plan 24 963 Admission of Students to Class-9 17 684 Regular attendance and retention of

students 17 685 Regularity & Punctuality in teachers’

attendance 19 766 Civil work 24 967 Providing

resourcesPhysical 10 40Human 12 48

8 Organizing cultural, sports events, functions 14 56

9 Mid-day-meal 25 10010 Preparing annual accounts of income &

expenditure of SMDC 10 4011 Any other 14 56

Comments :

On school level, SMDC work for planning, implementation and management of

RMSA's secondary education policy. It is a matter of satisfaction that in more than 70%

schools, responsibilities such as participation in admission to class 9 th, organizing

cultural and sports events and monitoring the attendance of both teachers and

students and retention of students have been assigned to SMDCs. Preparation and

implementation of Annual plan was assigned to SMDCs of 96% schools. In 44%

schools each, SMDC also fill DCF of U-DISE as well as provide physical facilities to

school.

0

25

50

75

100

44

96

68 68 7696

4056

4056

Response regarding assigned roles (%)

15. Clarity amongst SMDC members about their roles. If yes, detail of steps taken by them accordingly.

No. of Schools

SMDC members are clear about their roles Not clear23 2

% 92 8

S.N.

Steps taken by SMDC members accordingly Number of Schools

%

1 Ensuring education facility to dropout Students 22 882 Making society aware of child rights & duties of teachers&

parents21 84

3 Organizing parents teachers meetings, distribution of report card and reviewing C.W./H.W.

21 84

4 Keeping check on private tuitions by teachers, paying attention to academic progress of students

14 56

5 Identification of CWSN & taking care of availability of facilities to CWSN students

11 44

6 Paying attention to improvement in regular teaching learning activities.

16 64

7 Distribution of free text books 4 168 Availability of scholarships on time to students 12 489 Preparing three years’ perspective Plan 24 96

10 Proper use of funds i.e. SAG & other grants as per norms 22 8811 Monitoring of minor & major repair work and maintenance 25 10

of physical infrastructure 012 Seeking knowledge and information about income and

expenditure of SMDC and supervising the accounts thereof.

17 68

Comments: It is noteworthy that SMDCs of 23 (92%) schools have clarity about their mandated

roles. SMDCs of all these schools have been paying attention to improve teaching

learning activities and distribution of free text books. It is good enough to know that

19(76%) SMDCs are keen to make, society aware of child rights and duties of teachers

and parents and also monitoring the maintenance of physical infrastructure. 92%

schools’ SMDCs taking care for providing facilities to drop out and CWSN students.

Only in 17(68%) schools, SMDC members were actively related to cash flow of fund

receiving under RMSA. Details of various other aspects, looked after by SMDCs of

schools are being given in above table.

It was observed during interactions that most of the members were very keen towards

their active participation in the activities related to schools. However, there are certain

reasons which may be attributed towards the awareness of SMDC members towards

their role. The fore most is intensity of training imparted to them. The other thing is that

financial matters are sort of not discussed in details. In most of the schools financial

records related to construction were not available.

8.1 Meetings of General Body of School Management and Development Committee-

Meetings of General body heldNumber of Schools

Monthly Quarterly Half Yearly Annually No meeting held till date

6 11 6 2 0% 24 44 24 8 0

Comments:SMDC are meeting on quarterly basis in most of the schools. 11 (68%) schools

organize general meeting for SMDC quarterly, 6 (24%) schools organized the same on

half yearly. In 2 schools general body meeting was held yearly. In 6 schools the

meeting of SMDC is holding on monthly basis.

2. At District level –

District level Plan has been prepared or not .

Yes, prepared. The District authorities informed that the District plan has

mentioned about convergence with water & Sanitation, Social welfare, Rural

Development, Medical health and PWD etc.

2(a) Whether District Plan has adopted a convergence approach with following department.

(3. Yes 2. No)

S. No. Department (1. Yes 2. No)

a. Water & Sanitation 1

b. Social Welfare 1

c. Tribal Development 1

d. Minority department 1

e. Rural Development 1

f. Urban Development 1

g. Medical Health & Family welfare 1

h. PWD 1

i. Transportation (Roadways) 1

j. Others 1

District has developed convergence with other Departments such as Water and

Sanitation for maintenance of water sources and equipments in schools, social

Welfare and Tribal Departments for providing scholarships to disabled and tribal

students respectively, Rural and Urban Development for providing sanitation in

schools, Health welfare for regular check up of students related to health issues

and PWD for quality constructions and repairing of schools.

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

The district plan has been prepared and it has proposals regarding convergence

with all the concerned departments wherever required. There is no such

problem reported by the District officials in this regard.

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

At the district level the district project committee has been formed in the

chairmanship of District Magistrate. Its role is to monitor and implement all kinds

of activities under the perspective plan and AWP&B. Perspective plan and

Annual work plan and Budget were regularly monitored through regular

meetings organized in District. Inspection of financial cash flow detail was done

by chattered accountant by auditing.

At State level

In Uttarakhand, the Panchayati Raj, Municipal Bodies, Community,

Teachers, Parents and other stakeholders have already been involved in all the

activities from planning, implementation, monitoring to evaluation process for

the qualitative improvement of education. With the emergence of RMSA their

role has become prominent. For the effective implementation of RMSA's goals

and objectives, various committees have been formed from block, district to

state level and each committee has the representatives of Panchayati

Raj/Municipal Bodies, community, teachers, parents and other stakeholders. All

these representatives were trained through various orientation

programmes/workshops for making their greater participation in the process of

planning. All these representatives have been included in micro planning

exercise and in school improvement plan. School education Secretariat is taking

policy decisions at state Govt. level and Directorate of school education is

supreme body to take departmental decisions at school level.

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

District Level Plans

1. Yes 2. NoComments: State level planning team actively involved in preparation and

finalization of District Development plans.

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

Comments:

Yes. The school level plans have been compiled in to District plan and all the

district plan in turn forms the State plan. The primary goal of RMSA is to make

secondary education of good quality available, accessible and affordable to all

adolescent girls and boys up to the age of 16 by 2020. Under the RMSA

scheme specific targets has been set for different components of the secondary

education system. State plan reflect the planning needs alt school and District

level

2(a) Whether State Plan has adopted a convergence approach with following department.

(3. Yes 2. No)

S. No. Department (1. Yes 2. No)

a. Water & Sanitation 1

b. Social Welfare 1

c. Tribal Development 1

d. Minority department 1

e. Rural Development 1

f. Urban Development 1

g. Medical Health & Family welfare 1

h. PWD 1

i. Transportation (Roadways) 1

j. Others 1

Comments: At State level a planning team has been constituted to guide, facilitate

and appraise the district plans. This core planning group involved State Project

Director, Additional Project Director and Component in charge for Access, Civil

Works, Quality, Finance, Planning, Monitoring, ICT, IEDSS, Vocational Education,

Girls Hostel and Academy of administration, training institutes. According to the

State, The respective district has internal mechanism for overseeing the

implementation of the programme through a monitoring committee constituted for

the purpose.

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

The State plan has been prepared and it has proposals regarding convergence

with all the concerned departments wherever required. There is no such

problem reported by the District officials in this regard.

3. Regular monitoring of Planning & implementation of the programme at State level , if not reasons thereof.

Different committees have been formed at the State level for proper monitoring

of the scheme. Regular visits are also being made by the State level officials.

Monitoring is an internal management process of continuous control of inputs,

rocesses and outputs in order to identify strengths and weaknesses, formulate

practical proposals for action and take the necessary steps to reach the

expected results. It is important to remember that monitoring include action and

is not simply limited to an identification of strengths and weaknesses. At the

secondary level monitoring is done through the inspectorate system. This

system has served largely to exercise authority and control rather than provide

academic support to teachers. The school inspectors perform a number of

functions, one of which is to visit schools under their preview. Their visits are

usually few and far between, during which the students and teachers tend to

present a positive picture of the school, regardless of the ground realities due to

fear of punishment.

4. Any separate strategies for naxalite/extremist affected districts prepared at the State/district level in consultation with the district authority?

1. Yes 2. No

If not, why?

Not applicable. There is no naxalite/extremist affected district in the State.

2. ACCESS

I. Physical Access – At School and Habitation’s1. Names Category of the Schools visited

S.N.

Categories Number of Schools %

1 EBB 0 0

2 Urban 6 24

3 CWSN (Minimum 3 CWSN) 1 4

4 Higher Gender gap 4 16

5 SC/ST/Minority students abundance 9 36

6 Low retention rate/Higher dropout rate 0 0

7 Schools situated in habitation with large number of Oosc

0 0

8 Low academic achievements 5 20

9 Schools situated in habitation of seasonal migrants

0 0

10 Urban Schools with most students of deprived sections

0 0

11 Forest/Mountain/Remote/Desert area 0 0

12 Flood/natural calamity prone area 0 0

13 Ongoing civil work 3 12

14 School with girls hostel 0 0

15 None 2 8

Comments: 6 sampled schools were situated in urban locality. In 1 school more than 3 CWSN are

enrolled in 9th and 10th. 4 sampled schools have high gender gap. 9 schools are with

SC/ST /Minority in majority. 5 schools also show high drop out of students with 6

schools of low academic level. 1 school was situated in remote area. In 3 schools

construction work was on going. 5 schools have low achievement level of students.

2. Location of the School adjacent to or within any of the following sensitive areas.

S. N. Area Number of Schools Situated %

1 Protected area (National Park, Wild life sanctuary)

0 -

2 Flood prone /flood plain area 0 -

3 Earthquake prone zone 14 56

4 Unstable slope 0 -

5 Landslide prone Area 9 36

6 Cyclone prone Area 0 -

7 Storm surge prone Area 0 -

8 Drought prone Area 0 -

9 Polluting Industrial Area 0 -

10 Mining Area 0 -

11 Arsenic /fluoride contaminated ground water area

0 -

12 Busy National/State Highway 4 16

13 Congested urban/market/commercial area 3 12

14 Any particular disturbance faced by School due to its location

1 4

15 None 2 8

4. Number of Students enrolled in School from habitations coming from a distance greater than what is prescribed for a neighborhood School.

S. N. Distance of School from habitation

Number of students %

1 0-1 km. 963 44%

2 1-2 km. 569 26%

3 2-3 km. 306 14%

4 3-5 km. 197 9%

5 More than 5 km. 153 7%

Total 2189 100%

44% students have access to schools located within habitation i.e. upto 1

k.m.

27% students have schools within a distance of 1 to 2 kms. 16% students

have access to schools located at the distance of 2 to 3 kms.

9% students have access to schools located at a distance of 3 to 5 kms.

Only 7% students have to cover a distance of more than 5 kms. to reach the

school.

0-1 km. 1-2 km. 2-3 km. 3-5 km. More than 5 km.0%5%

10%15%20%25%30%35%40%45%

44%

26%

14%9% 7%

% children travel for attending schools

%

6. Presence of any natural or man-made barrier that poses any problem for the Students in accessing the School.

No. of SchoolsYes No16 9

% 64% 36%

If yes mention themSeasonal rivers etc.Forest

Comments: Since the catering area of the schools is relatively bigger than the

elementary schools, children from different habitations attending school. Therefore,

even though the school is located at a prominent place in some cases the access has

certain hurdles like seasonal riverlets, forest etc. for some of the children.

6. Name and Distance of the nearest secondary School (Govt./Pvt.) from the

habitation the School is located at, and catchment area of the School.

Distance from School/Catchment areaTotal

No. of SchoolsLess than 1 km. 1-3 km. 3-5 km. More than 5 km.

0 4 5 16 25% 0 16 20 64 100

Comments: 4 (16%) visited schools nearest HS/HSS was situated at a distance

of 1-3 km. For 5 (20%) schools they were in 3-5 km. While in majority of visited

school 16 (64%) the nearest high/higher secondary school was located at a

distance of more than 5 km. In none of the school the nearest school was found

to be less than 1 km of range.

7. Any special arrangement like transportation facility or residential facility made

available for the benefit of students.

Facility Provided by number of Schools %

Transport facility 0 0

Residential facility 0 0

Comments: No transportation facility is being provided to students by any of the school.

II Social Access

1. Pattern of population of the habitation and enrollment in the School –

1. (a) Social category-wise population of Students of age group 14-16 years in the

habitation.

Population Pattern of Habitation

Category 14-16 AgeBoys % Girls % Total %

SC

Data Not Available

ST

Minority

General

Total

Comments :

(c ) Share of SC,ST, Minority, and BPL families’ Girls-boys in enrollment is proportionate to their share in population of the habitation/neighborhood or not.

No. of Schools

ProportionateYes No25 0

% 100 0

Comments:

School heads of all the visited schools informed that the share of SC,ST, Minority and

Girl children in enrollment is proportional to their estimated share in population of the

habitation catered to.

2.(a) Classwise, Social Categorywise enrollment and attendance (on the day of field visit)

*B-Boy, G-Girl, E-enrolled, P-present

C

l

a

s

s

SC ST OBC Gen & Others Total

B G total B G total B G total B G Total B G total

E P E P E P E P E P E P E P E P E P E P E P E P E P E P E P

9 147

102 136 98 283 200 0 0 0 0 0 0 1210

12 9 24 19421

329

388

305

809

634

580 44153

641

2

1116

853

1

0142

99 131 101 273 200 0 0 0 0 0 0 12 9 1211

24 20404

318

373

308

777

626

558 42651

642

0

1074

846

T

o

t

a

l

289

201 267 199 556 400 0 0 0 0 0 0 2419

2420

48 39825

647

761

613

1586

1260

1138 8671052

832

2190

1699

% 52% 70% 48% 75%

72%

0 0 0 0 0 0 50%

79%

50%

83% 81%

52%

78%

48%

81%

79% 52% 76%

48%

79%

78%

Comments: The major portion of children enrolled in the schools belongs

to the Scheduled Caste and General and Others category. 78% (76% boys

and 79% girls) students were present in the schools on the day of visit

across 25 schools under study. 72% SC students (70% of boys and 75% of

girls) were present on the day of field visit. In case of OBC students, 81%

of them (79% of boys and 83% of girls) were present. So far as the

attendance of General caste students is concerned, 79% of these students

(78% of boys and 81% of girls) were reported to be present on field visit’s

day. The proportion of boys and girls among different social groups is

given in the below graph.

SC OBC Gen & Others0

50

100

70

79 787583 81

BoysGirls

SC Minority Gen & Others0%

50%

100%

72%81% 79%

Attendance rate

Attendance pattern among different social groups

4. Any overt or covert, manifest or subtle discrimination against Students of any

social group or community by the teachers or peers is observed in School, and the

efforts made to minimize it.

No. of Schools

Discrimination

No discriminationBy teachers By peers

0 0 25

% 0 0 100

Comments:

In none of the visited schools, the discrimination against children of any social group

by teachers or peers was observed.

5. Do the overall conditions prevalent in Schools facilitating access of CWSN to

secondary Schools. If not, the details of obstructions and barriers.

Number of Schools providing following facilities for access of CWSN –

Facility Number of Schools %Proper ramps with hand rail 15 60

Western toilet seat

Special furniture in classroom

Tricycle

Escort

Other (Specify)

If the prevailing conditions in School do not facilitate access of CWSN to School State the obstructions and barriers.

Obstructions - Low Budget,

Barrier - Geographical conditions

Comments: Regarding provision of facility for access of CWSN, out of 25 sampled

schools, 15 (60%) schools reported to have the facility of proper ramps with hand

rail. None of the sampled schools have facility of special toilet, special furniture and

escort etc. for CWSN.

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

School

For out of school children in order to bring them back to the school, the

students, who remain unsuccessful at 10th board examination, are given benefit

of T.O.C. (Transfer of Credit in two subjects) to appear at examination.

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

(household survey etc.)

No survey conducted.

IV. Out of School Students (OoSC)/Dropout Students of Age Group 14-16 years. (At School level)

4. The number, gender and category-wise (SC/ST/Minorities/CWSN) profile of out of

School Students (OoSC)/Dropout Students of age group 14-16 years in preceding

session (2012-13).

Category

Class

Enrolled Boys

OoSC/Dropout of age group 14-16 years Total

drop out

%Boys drop out

% Enrolled Girls

Girls drop out

% Total Enrolle

d

SCIX

NA

XST IX

XMinority IX

X

Gen & OBC

IXX

Total IXX

CWSNIXX

The separate number of CWSN is included in all categories.

Name of category with higher dropout

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

Gender with higher dropout

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

Class with higher dropout ----------------------------------------------------------------------------------

Reasons for dropout -----------------------------------------------------------------------------------------

Comments:

2(a) Efforts being made by School management to bring them back to School and, results thereof during the past one year.

Efforts made –

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

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

2(b) Results of efforts made

Class-9 Class-10

No.of drop

out

students

No.of drop out

brought back to

School

%

No.of drop

out

students

No.of drop out

brought back to

School

%

NA

Comments :

3. Arrangements made to hold back Students of seasonal migrant families in School.

Arrangement Number of Schools %

Seasonal Hostels

NAAny other arrangement

No arrangement

Comments:

4. If no such arrangement made, whether migration/transfer certificate is issued to such Students by the Schools?

No. of Schools issuing TC

Yes No

NA

%

Comments :

5. Information about any special training interventions meant for the OosC.

No. of Schools

Special trainings startedYes No

%Name of Trainings

1 NA2345

5(a) Number of enrolled and present students in training programme on the day of visit.

Boys Girls TotalEnrolled NAPresent%

5 (b) Training programme is imparted through –

Total No. of School conducting training

Trainers No. of School %

Regular teachers NA

NIOS

SIOS

(c ) Average duration of training programme in days and achievement level of

students (on the basis of School record)

Class Enrolled in Training

Programme

Appeared in Exam

Achievement levelAbove 60% 45-59% 33-44%

B G B G B G B G B G9 NA10

Total%

Comments:

3. Equity

I. Girls Education :

At School/DPO and SPO level.

Gender Gap

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

Enrollment, Attendance, Achievement level

Class9 10

Boys % Girls % Total % Gap

% Boys

% Girls % Total Gap

%

Enrollment

580 5253

6 48111

6 10055

852

516

48

1074

Attendance on visit day 441 76 412

77 853 76 426

76

421

81

847

Appeared in ExamLearning

Achievement (Quarterly/hal

Above 60%

%

f yearly/yearly)

Below

60%%

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

Class SC ST Minority Others

B G B G B G B G

9th Enrollment 147 136 0 0 12 12 412 388

Avg % Attendance on visit day

70 75 0 0 79 83 78 81

Appeared in exam

NA

%

Above 60%

%

Below 60%

%

10th Enrollment 142 131 0 0 12 12 404 373

Avg % Attendance on visit day

70 75 0 0 79 83 78 81

Appeared in exam

NA

%

Above 60%

%

Below 60%

%

Comments: On the day of visit, the average percentage of attendance ranges 61% to 87%. ST girls

have the minimum attendance of 61% and girls from general and other caste with

highest attendance of 87%.

Reasons for gaps in enrolment (if)Reasons Respondent /districts %

A Socio Cultural/Reasons NIL

B Economic Reasons Nil

C Linguistic Reasons Nil

Total

There is no huge gap in enrolment among girls and boys.

Reasons for absenteeism (Gap in attendance)

Reasons Respondents (School/district) %A Health (own or family members) 3 27B Social cultural issues 4 36C Sibling Care 1 10D Household responsibilities 0 -E Family issues / Gone to relatives 2 18F Earning for livelihood 1 10G Migration 0 -H Any other 0 -

Total 11 100

Comments:

11 (44%) schools reported about instances of absenteeism and out of these 3 (27%)

schools each attributed to health reasons and family issues, 4 (36%) to socio-

cultural issues and 1 (10%) each, to sibling care and earning for livelihood.

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

Barriers No. of Schools % Efforts made to address

barriers(

a)Physical barriers 5 20

(b) Attitudinal 11 44(c) Linguistic barriers - -(d) Economical barriers 10 40

Comments:

Amongst various efforts made by schools to address the problem of gender gap,

11(44%) schools tried to counsel the parents, 5(20%) schools provided facility of

separate toilets for girls and 10(40%) schools helped girl students by providing them

free dresses, cycles and scholarships.

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

17 (68%) schools got equipped with the facility of separate and safe toilet for girls

to address the gender gap, but 2 (8%) schools did not made any efforts to address

the problem. Some sampled schools have made efforts by counseling parents for

removing attitudinal and economical barriers. Teachers consult with parents with

negative attitude toward their ward’s education and provide them necessary

suggestions as required. They also discussed with the parents about various

schemes and scholarships for removing economical barriers.

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

girls. If not why?

No. of Schools

Counselling of parents done

Yes No

16 9

% 64 36

16(64%) schools made efforts for counseling of parents to handle problems of

girls, but 9 (36%) school authorities were not proactive in this realm.

Unavailability of schools in the local habitation is one of the major barrier for

reduction in girls enrollment, District is working under the realm for constructing

High schools with in a distance of 5 kms.

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

on enrollment, attendance and learning achievement of girls.

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

nearby area.

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

ix. Any physical barrier faced by hostellers in their access to School – Nil

4. Guidance and Counselling

At School level :

12.Guidance and Counselling Cell been constituted by the School or not. If yes, the

available student counselor ratio:

No. of Schools

Guidance & Counselling Cell ConstitutedYes No15 10

% 60 40Avg. SCR

SCR: Student Counselor Ratio

15 out of the visited 25 sampled schools have reported that they have

constituted guidance & counseling cell.

13. Number of Students being assisted by the cell.

Total Enrollment of Class IX, X in sampled

Schools in district

No. of students assisted by the Cell in total sampled Schools in district

%

2190 517 24

Comments:

About 24 percent of the total children have been reportedly received assistance

from the guidance and counselling cell.

14.The frequent problem areas of the students for which guidance and counseling is being sought.

S.No. Problem areas Responses %1 Selection of optional subjects after

sec.9 36

2 To opt scout/guide/NCC 2 83 In choosing career 6 244 Seeking information about

entrance exams to various professional streams

4 16

Amongst the frequent problem areas of students for which guidance and counseling

has been sought, are the selection of optional subjects in 9 (100%) schools, selection

of career in 6 (67%) schools, seeking information about entrance exams to

professional courses in 4 (44%) schools and opting scout/guide or NCC in 2 (22%)

schools.

5. Quality IV. Enabling Conditions : At School level

Availability of following enabling conditions

1-(a)

S.

No.

Physical Aspects Total

Number of

rooms

Number of

equipped

rooms

%

1 Natural light 121 105 87%

2 Ventilation 121 64 53%

3 Black Board appropriately located in classroom 121 97 80%

4 Bulb/Tube light /CFL 121 77 64%

5 Fan 121 75 62%

Natural light is available in 87% rooms of 25 sampled schools, however, cross-

ventilation exists in only 53% rooms. Blackboards are appropriately located in 80%

classrooms. Availability of bulbs/tube lights/CFL exists in 64% and ceiling fans are

available in 62% classrooms. Charts etc. are displayed only in 66% classrooms

across sampled schools.

1(b) Availability & workability of following material/equipments –

S.No.

Name of Material/Equipment Availability in Number of Schools

Functional in Number of

SchoolsNumber % Number %

1 Teaching aids 21 84% 20 80%

2 Desk-chairs/stools for students (Adequate)

16 64% 15 60%

3 Integrated science lab with equipments and material

14 56% 14 56%

4 Math kit 14 56% 14 56%

5 Science kit 14 56% 14 56%

6 Art and Craft room 1 4% 1 4%

7 Library with age appropriate books and seating arrangement

4 16% 4 16%

8 Purified/ Safe Drinking Water 13 52% 12 48%

9 Fire Extinguisher 15 60% 14 56%

10 Staff room 18 72% 17 68%

11 Indoor games room 16 64% 15 60%

12 Counselor room 13 52% 12 48%

Teaching aids

Desk-chairs

/stools f

or students

(Adequate)

Integrated science la

b with

equipments and m

aterial

Math kit

Science kit

Art and Craft ro

om

Library w

ith age appropria

te books and se

ating arrangement

Purified/ S

afe Drinking W

ater

Fire Extinguish

er

Staff room

Indoor g

ames room

Counselor room

0%10%20%30%40%50%60%70%80%90% 84%

64%56% 56% 56%

4%

16%

52%60%

72%64%

52%

available in % schools Functional in % schools

Use of innovative teaching aids including ICT devices in classroom by teachers in teaching learning process -

Use of Teaching aids & ICT devices madeTeaching Aids ICT

devices

Yes No Yes NoNo. of Schools 8 17 3 22

% 32 68 12% 88%

Comments: Teaching aids (charts) purchased from the market have been

displayed on walls of classroom in 8 (32%) schools. Use of ICT devices has

been made in classroom transactions by teachers of 3 (12%) schools.

5.(a-c) Comments on the availability and usability of the following facilities.

Availability of No. of schools % Usability %

Library room 4 16 4 16

Age appropriate books 4 16 4 16

Integrated science & Math

lab

14 56 14 56

Science & Math kit & other

lab equipments

14 56 14 56

Art & Craft room 1 4 1 4

Comments: Library room is available in 4 (16%) schools and its usability

have been reported in all these 4 schools. Age appropriate books were

available in 4 (16%) schools and were in use in all these schools. Integrated

science and Math lab was available in 14 (56%) schools, whereas science kit

& math kits available in 14 (56%) schools are reportedly were being used in

all these schools.

6. The number of days, the school functioned during the last academic

year? Give reasons for the closure, if any of the school remain closed for

long gaps during last year. Suggestions to avoid repetition of such

instances.

No. of schools remained closed - NIL

Average No. of days, school(s) remained closed in last year - NA

Reasons for the closure - NA

Suggestions to avoid repetition of such instance - NA

Comments: None of the schools remained closed for a single day during

the working days.

3. Number of teachers present in the School (Male & Female, vacancies against sanctioned posts.(In total sampled Schools in district)

Sanctioned Posts

(subject-

wise)

Number of

teachers

placed

Total % Number of

teachers

present on visit

day

Vacancies

against

sanctioned

post

%

Male Female Male Female

126 112 112 89 98 14 11

The total number of teachers for class 9 th and 10th placed in 25 schools

comes to 112 against 126 sanctioned posts, the number of posts lying

vacant is 14 (11%). 88% of teaches were found present on the day of field

visit across 25 schools.

15.In case of teacher’s vacancy, the alternative arrangements being made by the

head of the institution to complete the course curriculum.

Teachers are arranged from outside by 2 schools, lecturers are teaching

class 9th and 10th in 5(20%) schools.

5. Availability of teachers for each class and for teaching science, mathematics

and language.

Number of Schools

Sufficient teachers available to teach

Science Math Language

22 23 25

% 88 92 100

Teachers for Math are available in 23 (92%) schools and for science in 22 (88%)

schools. Language teachers are available in all sampled 25 (100%) schools.

6. Number of teachers possessing professional training qualifications (subject-wise) as mandated and number of untrained teachers.

No. of School

No. of trained teachers No. of untrained teachers in sampled

Schools25 0 0

% 100 - -

All teachers, posted in all the 25 (100%) sampled schools, possess

professional training qualifications as mandated.

7. Practice of truancy, i.e. absenteeism/class bunking by students/teachers being

reported in the School, If so, the reasons thereof, steps taken by the School

management to curb the practice.

Class bunking/Truancy%No. of Schools

Yes NoStudent 0 25

Teachers 0 25

8. Policy of teacher recruitment, deployment, training, remuneration and career

advancement (At State level)

There are three ways of teacher recruitment at secondary level in Uttarakhand.

(i) Through Departmental selection process- School education department

prepared a seniority list of elementary level teacher across the state on the

basis of their academic qualification & ACR. Out of total vacancies of

secondary teachers 30% elementary level teachers.

(ii) Through open departmental test- Department of school education

conducted a written test of all eligible elementary teachers to recruit as a

secondary level teacher. The eligibility criteria is graduate and B.Ed. with

regular teacher in a govt. elementary school. Out of total vacancies of

secondary teachers 10% of vacancies filled by their process.

(iii) Direct recruitment- State govt. conducted open recruitment examination

for lower grade teachers, which are at least B.Ed. graduates these

recruited qualified candidates as fresh secondary level teacher. In the year

2010-11 open written examination conducted with the help of Uttarakhand

board of Technical education for 1832 Vacant post selected candidates are

appointed in schools.

II. Teaching Learning Process

1. Maintenance of teacher’s diary including curriculum delivery and lesson Plan

etc. by teachers & countersigned by the Head of the institution regularly.

No. of Schools

Teachers diary maintained Counter sign

Yes No Yes No

20 5 14 11

% 80 20 56 44

Teachers in 20 (80%) schools have maintained daily diary but regularly counter

signed by their school heads only in 14(56%) schools. In 5 schools where teachers

Dairy is maintained, school heads didn’t show much concern about the same.

2. Availability of timetable prescribed by the School and followed by the teachers.

No. of Schools

Prescribed time table available Time table followed by teachersYes No Yes No25 0 25 0

% 100 - 100 -

Comments: It was observed by MI team that all visited schools have

displayed well planned time table and were regularly followed by the subject

teachers. Time table help the students for carrying required amount of books.

Teachers could plan their lesson according to time table; similarly students

could complete their homework with in time.

3. Are discussions and group team works encouraged as a methodology of teaching

for involvement of Students/students in teaching learning process ?

No. of School

Discussion and group team work encouraged

Yes No

21 4

% 84 16

Comments : Discussions and group work has been encouraged in 80 percent

schools. Overall in 21 (84%) schools, students were being involved in teaching

learning process by their teachers through activities and motivation. In rest 4

(16%) schools students are only silent listener in their class. Teachers should

motivate students for asking questions and discuss the topic taught during the

periods, so as to make students conceptually understand the topic taught.

4.a-c Classroom management with reference to seating arrangement of Students.

No. of Schools

Students made to sit in small groups

Students of disadvantaged groups

and Students with disabilities sit

separately or on back benches

Students have role in classroom

management

Yes No Yes No Yes No

0 25 0 25 25 0

% 0 100 0 100 100 0

Groups made of Different

Same class

No. of Schools

0 0

%

Comments :

In none of the visited schools children sit in classroom in small groups. There is

no separate seating arrangement for the children of disadvantaged groups and

CWSN in any of the sampled school. Students of 11 (84%) schools are involved

in classroom management.

6. Remedial Teaching:-

Number of schools, which arranged zero period, extra classes etc. for academically weaker students –

No. of Schools who arranged zero period, extra class

Yes No

4 21

% 16 84

Extra classes ranThroughout year Only for one month before exam

0 4

% - 16

Average days of zero period in a week

3

Results thereof

Results improved in – 4 schools, schools.

Comments : Remedial teaching for academically weaker students through zero

period is being practiced in 4 (16%) schools for five days per week, one month

before exams. School heads of 4 (16%) schools out of 4, have acknowledged the

increase in percentage of result and in 2 (8%) schools the achievement level of

weaker students have increased.

7. Method/s of evaluation being followed in the school/classroom.

Method/s Response %

Marks 25 100

Comments: Marking method is adopted as method of evaluation in all 25

(100%) schools. Apart from the exams prescribed under State norms, 16

(64%) schools also have the practice of conducting periodic exams. 10 (40%)

schools only conduct the prescribed exams. 16 (64%) school’s head also

reported of conducting surprise exams occasionally in the schools.

8. Participation level of the CWSN in classroom processes and efforts made to optimize it.

No. of schools with CWSN %6 24

Participation level in classAll CWSN participate actively 6 24Few CWSN participate 0 0No participation 0 -

Efforts made to optimize participation of CWSN in class1 CWSN are made to sit in front row in classrooms.2 They are being applauded on giving right answer.

Comments: CWSN students are studying in 6 (24%) schools and all CWSN

students participate actively in classroom processes in all these 6 (100%) schools.

Teachers in all these 6 (100%) schools make CWSN sit in front row, pay special

attention to them and appreciate them on answering questions in classroom

processes.

9. Nature of peer interaction with CWSN.

Peer Interaction Number of schools %Friendly 6 24Neutral 0 -Taunting 0 -Teasing 0 -Bullying 0 -Comments : Pear interaction with CWSN is friendly in all 6(100%) schools.

10. Individualized Educational Plan (IEPs) prepared for CWSN .

No. of schools with CWSN6

IEPP

reparedNot prepared

1 5% 16.66 83.34

Comments: Individualized Educational Plan (IEPs) have been prepared for CWSN in 1 (16.66%) school out of 6 schools.

11. Availability of adequate facilities for seating CWSN –

Total No. of sampled schools No. of schools with CWSN in samples25 6100 24

No. of

No. of schools with CWSN seating facilitiesYes No

2 4% 33.33 66.67

Comments: Facilities for seating CWSN were found adequate in 2(8%) schools only.

III. Teachers’ Training

3. Provisions for Training of Teachers

S. No.

Provisions for In-service training Schedule Duration

1 Induction training (Science, Maths, English, `Social Science, Hindi & Sanskrit)

For newly recruited teachers

10 days training programme based on NCF. 2005, content, pedagogy and classroom activities.

2 In-service training –need based 5 days’ training programme in workshop mode in Maths, English, Social Science and Science

From July to December (50% of existing teachers from each district to be covered)

5 days

3 Orientation programme for Head Master/ Principal

As per SPO calendar

3 days

4 Training for newly recruited Head Masters

As per SPO calendar

10 days

5 Management training for Head Masters/ Principals

From Aug. to January

14 days

6 Workshop for Development of different modules for training

As per SPO calendar

10 days

7 Training of Resource Persons for H.M.’s training

As per SPO calendar

8 Block head-quarters and girls As per SPO 2 hrs. daily after School

S. No.

Provisions for In-service training Schedule Duration

hostels calendar for 15 days

9 Development and Life skills for girls

As per SPO calendar

5 days

10 Sensitization programme (legal literacy workshop)

As per SPO calendar

1 days

1(a) Targeted annual Plan prepared by the State for in-service teachers’ training to improve quality and skills –

In service teachers training has been conducted by SCERT. In total 7707 teachers

have been provided with in-service training in the State.

Comments:

2. Inclusion of trainings for dealing with CWSN, in training programme

Details of in-service training in subjects received by teachers -

Need of various trainings expressed by teachersS.No.

Name of Training Number of Schools expressed the need

Frequency Duration

1 Subject based training 25

Annual

2 Orientation Programme 2 Annual 5 days

3 Innovations’ training 1 Annual 5 days

4 Training for Development of life skills

0 Annual 5 days

5 Computer training 8 Annual 11 days

6 Scout Masters’ training 7 Annual

7 Disaster Management Training

2 Annual 11 days

8 CWSN 0

9 Any other (mention)

Comments:

Teachers across 25 sampled schools have reiterated the need for subject

based training and teachers of 12 (48%) schools have put stress on the need

of computer training. It is strange that none the teacher have demanded for

training for dealing CWSN in classroom.

3. Impact of training on the confidence level of the teacher in handling a class with CWSN:

Since no teacher have received the training to handle CWSN in classroom. The

impact on confidence level of teachers cannot be judged.

16.Physical availability of adequate and good quality facilities for in-service

training with reference to –

Facilities

Adequate % Inadequate %Space 10 40 1 4Projection 9 100 0 -

Tools/Modules 21 100 0 -

Equipments (LCD, Projector, Computer etc.)

12 48 3 12

Comments: It is evident from above table that teachers of 10 (40%) schools

have expressed positively about adequacy of space at the venue of training.

The quality of projection and good use of tools was confirmed by teachers of all

21 (100%) schools. Use of equipments i.e. LCD projector and computer in

training, was acknowledged by teachers of 12 (48%) schools.

5. Whether training modules are need based or not?

No. of schools Yes No

22 3

% 88 12

Comments: Teachers of 22 (88%) schools out of 25 schools told that the

training modules were need based.

6. Impact: Use of new technologies like Computer Assisted Learning (CAL), LCD

Projector etc. for imparting lessons in the classroom by teachers.

Total No. of teachers received

training

No. of teachers using CAL,

LCD, etc. teaching

%

8 3 27

Comments: Teachers who have received training for the use of new

technologies like CAL, LCD and projectors etc for imparting lessons to

their students in class rooms. But none was using these technologies as

such equipments were not available in the schools.

7. Trainers/Resource persons from following institutions who imparted trainings –

No. of schools whose teachers received training from RMSA - 21

S. No. Institutes Number of Respondents

% of respondents

1 Secondary Schools 8 382 Higher Secondary Schools 12 513 DIET 4 144 College/University 3 145 SIERT 2 106 IASE 0 -7 CTE 4 198 NIC 0 -

Comments: Teachers of 8 (38%) schools out of 21 schools told that the trainers

were from secondary schools, teachers of 12 (51%) schools said that they belonged

to Higher Secondary Schools. 4 (14%) schools’ teachers told that trainers were

from DIET and teachers of 3 (14%) schools said that trainers were from

college education. Presence of trainers from SIERT and CTE was confirmed by

teachers of 2 (9%) schools and 4 (19%) respectively.

8. Any other issue related with teachers’ training of secondary education

Comments: Teachers of 17 (82%) schools out of 21 schools put stress on need of

increase in duration of training period, the trainings should be residential and use of

multi media should be there in training. However, teachers of 2 (9.52%) schools told

that trainings should not be residential and likewise teachers of 2 (9.52%) school

stressed that the trainers should be from IASE.

1. Availability of class rooms for Class IX & X (Std. Size 20’x24’)

Class Sections Available no. of rooms % Deficit %

9 42

35

85 7 15

10

37

35

93 2 7

Comments: In sampled schools, class 9th has been divided into 42 sections whereas

class 10th comprised of 37 sections. In case of availability of rooms concern, 35 rooms

are available for both class 9th and class 10th. There is a deficit of 15% and 7% rooms

for class 9th and 10th respectively.

4. Area of the School

No. of Schools having

School CampusSchool Building Open Space Play Ground Other

25

25

25

% 100

100

100

Total area

(sq.ft)of sampled SchoolsAvg. (sq.ft) AreaList of Schools with specified details is attached

Comments:

II. Design

1. Type of Building –

No. of SchoolsPucca Semi Pucca Kutcha Rented

25% 100

Comments : All the schools visited by the Monitoring Institutes have pucca building.

2. Physical Condition of building -

No. of SchoolsCracks Damp Seepages Damages in

PlasterNone

10 12 8 5 5% 40 48 32 20 20

Comments : The status of physical condition of buildings shows a sorry

state as 10 (40%) school buildings have cracks in building, 8 (32%) have

sepages, 12 (48%) schools have dampness and 5 have damages in plaster.

Comments:

3. Any local innovative approaches in School building design

Yes % No %

No. of Schools 0 100 25 100

Kind of Innovation

Comments: No instance of local innovative approach in school building have been reported in any of the sampled school.

5. Lighting Facility in Classrooms

No. of Schools

Arrangement of lighting facilityYes No25 0

% 100 0

No. of Schools

Functional Not functionalYes No23 2

% 92 8If not functioned, Reasons

1.2.3.4.

Steps taken1.2.3.4.

Supply of electricity

No. of Schools

Continuous Intermittent

10 15

% 40 60

Average duration of availability

3-4 hours

Comments : Arrangement of lighting facility was made in available in all the schools

and functional in 23 (92%) schools. Power supply was found to be continuous in 10

(44%) schools and intermittent for 2-3 hrs and more at times in 15 (60%) schools. On

an average the electricity facility was reported to be available for 3-4 hours during

school timings.

6. Availability and usability of following provision of alternative electric power supply -

Generator Inverter Gobar Gas Plant

Solar Panels

Wind Electricity

Other

No. of Schools Availability

%

No. of School In working condition

%

No. of School Usability

%

Comments: All the visited schools had the facility of lighting, these are in working condition in

23 schools. However the supply of electricity was reported irregular in case of 15 schools.

7. (a-b) Library Design - Availability of the Following -

No. of School

s

Sufficient Seating

Space

Proper Light Ventilation Regular

Pest

Control

Yes No Yes No Yes No Ye

s

N

o

2 23 2 23 2 23

% 8 92

8 92

8 92

Laboratory Number of Schools

(a) Adequate space for Physics, Chemistry, Biology and other subjects

Yes % No %

4 25 12

75

(b) Proper height (3 ft.) of Lab. Table 8 50 8 50

(c) (i) Cross Ventilation 9 56 7 44

(ii) Exhaust Fan 4 25 12

75

(d) Availability of Running Water 4 25 12

75

Laboratory is available in 16 (64%) schools and the status of availability of

adequate space, lab-table, cross-ventilation etc. is shown in above table.

11. Sanitation Facility –

(a) Availability of adequate numbers of urinals/lavatories students, teachers and others

Users Facility of urinals/lavatories available in Schools

Adequate Number % Inadequate Number %

Boys 23

92

2 8

Girls 22

88

3 12

CWSN 1 4 24

96

Teachers 18

72

7 28

Other workers 0

Comments: 23 (92%) schools have adequate urinal facility for boys and 22 (88%)

schools have same separate facility for girls, 18 schools have toilets for teachers. In no

school for other workers separate urinals and lavatories have been constructed and

workers share common lavatories of students or teachers. Only in 1 (4%) schools

separate lavatories were constructed for CWSN.

(b) Maintenance/Cleanliness of toilets and supply of water

No. of Schools

Maintenance Cleanliness Supply of running water

Yes No Yes No Yes No18 7 1

87 1

87

% 72

28 72

28 72

28

Comments:

The running water facility in toilets, exists only in 18 (72%) schools. The

toilets have proper maintenance and cleaning facility in 18 (72%) schools.

There is no such facility in 7 (28%) schools and that makes the toilets

unusable owing to stink etc.

III. Schools with ongoing construction activity

1. (a-d) Sufficient measures being taken by School authorities to ensure that it does

Ongoing construction activitiesYes No2 23

% 8 92Type of construction New school building Strengthening of existing school Repair works

No. of Schools 0 2 0 -% 8 - -

Measures being taken by school authorities

a. Measures being taken to ensure

No. of schools

Academic activities not

hampered due to construction

Construction activity does not vitiate quality Noise pollution in

permissible limitAir Water Land

Yes No Yes No Yes No Yes No Yes No1 1 1 1 1 1 1 1 1 1

% 50 50 50 50 50 50 50 50 50 50

b. Construction material stored appropriatelyNo. of

Schools

Yes No1 1

% 50 50c. Temporary fencing of construction area done

No. of

schools

Yes No0 2

% - 100

Comments: The construction activities are ongoing in 2 (8%) schools and

out of these schools, in 1 (50%) school construction work of new building

and in 1 (50%) schools, civil work for strengthening of existing building has

been ongoing. However, school authorities and contractors have taken

measures in 1 (50%) schools to ensure that academic activities are not

hampered, air, water land’s quality is not vitiated and noise pollution has

been kept within permissible limits. Construction material has been stored

appropriately in 1 (50%) school. None of the schools with ongoing civil

work has taken care to make temporary fencing of construction area.

2. (a-b) Procurement aspects

No. of schools

Same contractorwhom the work was awarded is doing work (a)

Stage of construction work Constructionwork being

done according to layout plan

Yes Subletedto other

Foundationlevel

Plinthlevel/ DPC

Lintel RoofLevel

Flooring/plastering

Finishinglevel

Yes No

1 1 0 0 0 1 0 0 3 0

% 50 50 - - - 100 - - 100 -

Comments: In 1 school, same contractor, to whom the work was awarded has

been doing work but it has been subleted to some other person in 1 (33.33%)

school. Construction work has been done on the basis of layout plan and it has

reached to finishing levels in all 2(100%) schools.

2(c-g) h. Number of visits per School of Technical persons and authentication done or

No. of

Schools

Community

members

through SMDC

involved in

procurement

process

Sub Committee

(Construction

Committee)

Constituted

A/c Books Civil

Work

(Construction)

maintained/

updated

MB for Civil

Work

Maintained

Payment made

to contractor

in accordance

with MB

Material

stocked is in

line with

stock register

Cheque issue

register

maintained

Quality up to the mark Physical existence

of construction

material matches

with entry made in

stock register

Construction

Material

Construction

work

Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No

1 1 1 1 2 0 2 0 2 0 1 1 2 0 2 0 2 0 1 1

% 50 50 50 50 100 - 100 - 100 - 50 50 100 - 100 - 100 - 50 50

The community members are involved through SMDCs in procurement in

1 (50%) school. Sub-committee (construction) has been constituted in 1

(50%) school. Account book and check issue register was maintained in

both the schools. For rest of the schools, maintenance of such registers

were carried out by the contractor, school authority and management have

no information for the same. Though Measurement register was available

in 1 school yet none of the school head have the knowledge of contractor’s

payment as payment is directly made by the District to PWD for

construction work. Quality of construction material and work was up to the

mark in 2schools and match the stock register entry in all 2 sampled

schools with ingoing construction.

(i) System of fund flow from District to the accounts of SMDC

Mode of transfer

Cheque Draft E-transfer Dates of receipt of fund

No. of Schools 2

% 100

All the civil work was directly controlled by the district. Fund flow from District to

the account of PIU is only through cheque.

(j) Any good practices in civil works which can be replicated in other places/in other States.

No such practice reported.

Comments: No such practices were adopted in the District.

7. Community Mobilization / Participation -

Total number of SMDC members in sampled Schools of the District

1. (a-c)Familiarity of SMDC members with their roles as notified by the State Government –

No. of School

s

Level Familiarity with

their roles

% SEMIS DCF

% School

Report Card

% SDMC Registe

r

% Guidelines of School

Development Plan

%

No. of Schools

Training received

by SMDC Members

Printed copy of guidelines of SMDC made available to members

Better 4 16

0 - 0 - 0 - 0 - Yes

No Yes

No

Good 7 28

3 12

3 12

3 12

3 12

Average

12 48

10 40

10 40

10 40

10 40

%

Not familiar

2 4 12 48

12 48

12 48

12 48

Comments :

Familiarity of SMDC members with their roles as notified by the State

Government stands at a better level in 4 (16%) at good in 7 (28%) at

average level in 12 (48%) schools. SMDC members were not familiar

with their roles in 2 (8%) school. Their familiarity with SEMIS DCF,

school report card, SDMC register and guidelines of school

development plan is good in 3 (12%) schools while it stands at average

level in 10 (40%) schools. However, SDMC members of 12 (48%)

schools are not familiar with aforementioned aspects. SMDC members

of only 10 (40%) schools have been oriented on their roles and

responsibilities. Printed copies of guidance regarding role and

responsibilities in simple language have been made available to

members by 7 (28%) schools. In 24 schools the SMDC members were

familiar about the guidelines regarding School Development Plan.

Training of SMDC members were confirmed by school head of 2

schools. In 12 (48%) schools printed copy of guidelines were made

available to SMDC members.

2.(i) Frequency of SMDC meetings held, issues discussed thereof and average attendance of the SMDC members-

No. of School

s

Meetings held Average Attendance of

SMDC membersMonthly Quarterly Six monthly Annually Whenever

neededNever 7

4 10

8 2 1 0

% 16

40

32

8 4

Comments: In majority of schools i.e. in 10 (40%), through verification of SMDC

registers it was confirmed that meetings were organized quarterly. Only in

4(16%) and 8(32%) schools it was organized monthly and half yearly

respectively. Whereas in 3 schools Principal confirmed to have their SMDC

meeting either annually or as per need, though in such schools SMDC registers

was not maintained. An average of 6 members is generally present in the

meeting.

Monthly Quarterly Six Monthly Annualy Whenever needed

Never0

25

50

16

40

32

84

0

Meetings Held

Issues Discussed: Amongst various issues discussed in SMDC meetings, the

most common were the aspects of enrollment , attendance of students,

facilities for drinking water and toilets, talked about by 10 (40%) SDMCs,

followed by 7 (28%) SDMCs have discussions about school development,

about school boundary wall by 6 (24%), about proper utilization of RMSA funds

by 4 (16%) and about maintenance of school building and repair work by 3

(12%) SDMCs.

Roles of SMDC members in monitoring attendance of teachers and students –

No of schools

Monitoring Attendance of Monitoring Academic

Progress of StudentsTeachers Students

Yes No Yes No Yes No20 5 22 3 21 4

% 80 20 88 12 84 16

Comments: It could be predicted from analyzed data that SMDC members

were actively participating in monitoring attendance of teachers and students as

well as academic progress of students. In 20(80%) and 22(88%) schools each,

SMDC members actively monitored the regularity and punctuality of teachers

and students. Whereas in case of academic progress of students is concern, in

21(84%) schools it is monitored by SMDC members.

Level of participation of SMDC members in helping school authorities to conduct following

activities

Leve

l of P

artic

ipat

ion

Stud

ents

Enr

ollm

ent

Regu

lar

Regu

larit

y &

Pun

ctua

lity

of

teac

hers

Runn

ing

of d

ay to

day

act

iviti

es in

sc

hool

& o

rgan

isin

g c

ultu

ral e

vent

s et

c.

Help

in p

rovi

ding

Sch

ool

faci

lities

Good 4 16 1 4 1 4 5 20 4 16 0 - 1 4 2 8 12 48 5 20 0 - 0Average 18 72 13 52 18 72 16 64 16 64 17 68 18 72 13 52 12 48 15 60 12 48 12

Bad 3 12 11 44 6 24 4 16 5 20 8 32 6 24 10 40 1 4 5 20 13 52 13

Comments: The level of participation of SDMC members with regard

to various activities of school is given in above table. Evidently good

level of their involvement in various activities is in 4%, 8%, 16% or

20% schools. Their participation of good level in preparing AWP&B,

filling up of DCF and checking school report card is a far cry. It is a

matter of some satisfaction that 48% to 72% of SMDCs reflected

average level of participation in RMSA implementation, civil work,

SAG utilization, students’ enrollment and attendance and organizing

cultural events. The responses at bad level are definitely a matter

of serious concern. In such situation, SDMC, in fact, remains quite

ineffective in the management and development of school system.

4. Participation of SMDC members in preparation of AWP&B –

No. of Schools Preparation of AWP & B

Yes No

22 3

% 88 12

Comments: As stated above, it stands at average level in 17 (68%) schools.

5. Training received by SMDC members and duration thereof –

No. of

Schools

SMDC members received training

Total No. of SDMC

members

No. of members who received

training

Average of training duration in

days

Yes No 412 128

210 15

% 40 60 100 31

Comments: Out of total 412 SDMC members across 25 sampled schools, 128

(31%) members of 10 (40%) schools’ SMDCs have received two days’ training.

6. Schedule of trainings, received by SMDC members, name agency who conducted the trainings, and perception of SMDC members about trainings.

Month and year of

training held

Trainings

conducted by

Responses about perception of SMDC members regarding trainings Topic, Content, Methodology

projection

RMSA No. of Schools

Good & Useful Average Not Good

4 6 0

% 40 60

Comments: The trainings were organized in the month of April and May, 2014.

The content, methodology and projection of trainings were good and useful

according to 4 (40%) schools’ SMDCs and of average quality as per views of

SDMC members attached with 6 (60%) schools.

8. MIS (Management Information System) at SPO, DPO and School level

As Uttarakhand is Hilly State with difficult geographical terrain. In most cases

only District Head Quarters are connected with broadband connectivity and most

of the Block Head Quarters have even don't have dialup connection facility. So it

seems little feasible for the next few years that the school will have its own

broadband connectivity. Due to far flanged areas where the schools are located,

it is difficult to collect the DCF in time and the district authorities have to

outsource the data feeding to the plain 03 district Dehradun, Haridwar and

Udham Singh Nagar.

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

Comments: The district officials informed that the master list has been

prepared.

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

No. of School DCF distributed to all DPOs from SPOYes No

% 100 0

No. of SchoolDCF distributed all Schools from DPOYes NO

% 100 0

Comments: All the visited schools have received the Data Capture Formats.

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

DCF in sampled Schools and district

In all the visited schools at least one teacher has received the training regarding

filling up of Data in Data Capture Format.

4.Availability of Copy of filled up DCF with School for record and reference (At School level)

No. of Schools

Copy of filled up DCF available Reasons of Non-availability of o/c of DCF

Yes No 1.17 8 2.

% 68 32 3.

Comments: Filled copy of DCF was available in 17 (68%) schools which were kept

as record to be used for preparing AWP&B. Whereas it was not available in 8

schools.

7. School report card and sample checks

Data entry done School report card generated

Sample checking being done

Yes No Yes No Yes No

√ √ √School report card distributed to no. of Schools Finding of sample check

%

Comments: District has completed the above mentioned activities such as Data

entry, generation of report card and sample checking. Report card was

distributed to all schools in the District.

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

Comments: Yes. Data of the year 2014-15 has been submitted to the state.

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

Comments: The authorities informed that data has been analysed at all levels

for authentication of information submitted on random basis.

16. Is SEMIS/ UDISE data used for Planning and budgeting? (1. Yes, 2. No)

Comments: Yes, In 19 (76%) schools UDISE data is being used for planning

and budgeting.

17. Is the back up of the data supplied under SEMIS/UDISE properly maintained? (1. Yes, 2. No)

Comments: Yes, 16 schools kept the office copy of filled data within the school

as back up.

9. Financial Management (At School, DPO & SPO level) –

1. Nature of financial records and their maintenance and Bank reconciliation –

No. of Schools

Records maintained & updated on daily basis Bank reconciliation done on monthly basisCash Book

Yes No Yes No25 0 25 0

% 100 0 100 0DPOSPO

Comments: Bank reconciliation of cash book is done on monthly basis by all

25(100%) sampled schools. On daily basis records are maintained and updated by 8

(32%) sampled schools. Cash books were also maintained and updated regularly by

DPO and SPO. Record maintenance was found to be very good and in all the schools

records were maintained properly.

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

From DPO to SMDC

Mode of Transfer

Cheque Draft E-transfer

No. of Schools 25

% 100%

From SPO to DPO

In all the visited schools funds are transferred through banking channel. In majority of

schools funds are routed through e-transfer of funds.

4. System for drawl and payment of fund from SMDC account –No. of Schools Cash Cheque Both

10 15 12%

No. of

Schools

Sharing of If yes, details of

objectionsProposal for expenditure

Expenditure Statements

Any objection raised by community about

any transactionYes No Yes No Yes No 1.

25 0 25 0 0 25 2.

% 100 0 100 0 0 100

Comments: The proposals for expenditure and expenditure statements were

found to be shared with the community by 16(64%) visited schools by MI team.

For none of these schools, the objection regarding the expenditure statements

were raised by the community.

6. Audit of SDMCsAll SDMCs in State/District are covered by audit 1. Yes 2.No

No some of the SDMC are yet to be covered by Audit.

No. of Schools

Audit carried outYES NO21 4

% 84 16

D.P.O.

No. of Schools

If yes, Audit carried out byEducation Deptt. A.G. C.A. Social Audit None

21

% 84

Comments: Data obtained from the visited schools reveal that in all 25(100%)

sampled schools, the SMDC account were covered under audit. Audit was carried out

by C.A in all schools.

7. Social Auditing

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

purpose of social audit-

No. of Schools

Display of financial information (receipts & payments) and timely entered

Yes No

14 11

% 56 44

D.P.O.

Comments: In only 14 (56%) schools financial information were found to be

displayed in notice board for the purpose of social auditing. School head of rest

of the schools didn’t have the knowledge of social auditing, they assured for not

receiving any kind of order from higher authorities under the realm.

13. Information about MMER at DPO and SPO level

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

Name of District_____________________________________S. N. Name of Post Sanctioned In position % Vacant %

1 DPO 01 01 100%2 AAO 01 01 100%3 DRP 02 02 100%4 Accountant 01 01 100%5 Computer Op. 01 01 100%6

Total

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

No. of Personnel on deputation No. of Personnel on contractAt DPO SPO At DPO SPO

4 1Nature of engagement

At DPO At SPO At DPO At SPO

Comments:

3. Component-wise personnel at State and District level

S.N. Component wise personnelPosition in Place

Working at State level

Working at district level

1 Finance2 Civil Work3 Quality4 Equity5 Gender6 Pedagogy7 Planning8 Training

Total

3(i) If component wise personnels are not in place the alternative arrangements made

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

Comments: contractual persons.

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

programme and their role in the management structure.

Comments: All the officials working are well conversant to their work and have

clarity with regard to objectives, targets and goals of the scheme.

II. MONITORING STRATEGY

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

Comments : The district, block and State level officials visits schools as per

the assigned task and submit their report to competent authority for corrective

measures. As per information received from DPO, they have not used reports

(JRM etc.) to ensure effective implementation of the scheme.

1(iii) Details of visits made by officials of SPO and DPO to district/Schools along with time schedule (from 1st April, 2014 to 31st March, 2015)

At SPO level

S.No.

Post of Officer No. of Visits made

No. of district/ School visited

Time schedule Average No. of visits per district

1. SPD2. Additional

Director Project3 Assistant

Project Director

01 07 2014

At DPO Level

S.No.

Post of Officer No. of Visits made

No. of School visited

Time schedule Average No. of visits pre School

1 DPC2 ADPC3 APC4 Others

Total

The district level officers made regular visits to schools.

2. Details of guidelines laid down for monitoring.

As per information received from DPO, there are guidelines laid down by

SPO regarding monitoring that officials working at DPOs have to seek detailed

information and knowledge about every aspect of RMSA activities in schools of the

district.

RESEARCH (At district and State level)

1. Details of research projects undertaken during the year (1st April, 2012 to 31st March, 2013) –

No research studies carried out.