1
1st HALF YEARLY MONITORING REPORT OF SARDAR
PATEL INSTITUTE OF ECONOMIC AND SOCIAL RESEARCH
(SPIESR),
ON RASHTRIYA MADHYAMIK SIKSHA ABHIYAN (RMSA)
FOR THE STATE OF GUJARAT (1st July 2013 to 31st December 2013)
DISTRICTS COVERED
1. KHEDA
2. ANAND
3. PATAN
By Dr. Tattwamasi Paltasingh
Sardar Patel Institute of Economic & Social Research, Ahmedabad
2
Dated: 14/03/2014
To,
Mr. Ramakant Barua
Sr. Consultant, M&S
EdCIL (India Limited)
RMSA , EdCL’s Technical Support Group (TSG)
Vijaya Building, 6th
Floor, 17, Barakhamba Road,
New Delhi-110001
Sub: Submission of 1st Half Yearly Monitoring Report of RMSA (1st July 2013 to 31st
December 2013)
Dear Sir,
Kindly find enclosed copy of the 1st Half Yearly Monitoring Report of Sardar Patel Institute
of Economic and Social Research (SPIESR), Ahmedabad on RMSA for the period 1st July
2013 to 31st December 2013.
This is the final report, based on the information collected from 3 districts of Gujarat i.e.
Kheda, Anand and Patan. The Monitoring Institute has followed the prescribed format (tools)
and ToR issued by Ministry of Human Resource Development (MHRD) for the said period.
The receipt of the report may kindly be acknowledged.
With regards,
(Dr. Tattwamasi Paltasingh)
Associate Professor,
Nodal Officer (Monitoring RMSA, Gujarat)
Mobile-09428357480
E-mail: [email protected]
3
CONTENTS
S. No. Details Page No.
Preface and Acknowledgement 5
General/First page Information 6-7
Introduction & Background Information 8-16
Consolidated Summary/Executive Summary of all the District Reports of
RMSA 17-29
Chapter 1 District Level Half Yearly Monitoring Report for District-1: Kheda
1. Planning & Implementation
2. Access (Physical Access, Social Access, Open Schooling, Out of School
Children)
3. Equity (General Information, Girls’ Education)
4. Guidance and Counseling
5. Quality (Enabling conditions, Teaching learning process, Teachers’ training)
6. Civil Works (General Information. Design, Schools with ongoing
construction activity)
7. Community Mobilization/ Participation
8. MIS (Management Information System)
9. Financial Management
10. School Annual Grant
11. Minor Repair Grant
12. Innovations
13. Management/Monitoring/Evaluation & Research (Staffing pattern,
Monitoring strategy, Management systems, State Database, Research)
14. Other Issues Relevant to RMSA Implementation
Annexure 1.1 Visited School List of Kheda District
Annexure 1.2 Copy of Office Order, Notification, etc.: Kheda District
Annexure 1.3.1 Statement Showing School Wise School Annual Grant: Kheda
Annexure 1.3.2 Statement Showing School Wise Excursion Grant: Kheda
Annexure 1.4 Selected photographs of RMSA Schools : Kheda District
30-81
Chapter 2 District Level Half Yearly Monitoring Report for District-II: Anand
1. Planning & Implementation
2. Access (Physical Access, Social Access, Open Schooling, Out of School
Children)
3. Equity (General Information, Girls’ Education)
4. Guidance and Counseling
5. Quality (Enabling conditions, Teaching learning process, Teachers’ training)
6. Civil Works (General Information. Design, Schools with ongoing construction
activity)
7. Community Mobilization/ Participation
8. MIS (Management Information System)
9. Financial Management
82-129
4
10. School Annual Grant
11. Minor Repair Grant
12. Innovations
13. Management/Monitoring/Evaluation & Research (Staffing pattern,
Monitoring strategy, Management systems, State Database, Research)
14. Other Issues Relevant to RMSA Implementation
Annexure 2.1 Visited School List of Anand District
Annexure 2.2 Copy of Office Order, Notification, etc.: Anand District
Annexure 2.3 Selected photographs of Anand District
Chapter 3 District Level Half Yearly Monitoring Report for District-III: Patan
1. Planning & Implementation
2. Access (Physical Access, Social Access, Open Schooling, Out of School
Children)
3. Equity (General Information, Girls’ Education)
4. Guidance and Counseling
5. Quality (Enabling conditions, Teaching learning process, Teachers’ training)
6. Civil Works (General Information, Design, Schools with ongoing construction
activity)
7. Community Mobilization/ Participation
8. MIS (Management Information System)
9. Financial Management
10. School Annual Grant
11. Minor Repair Grant
12. Innovations
13. Management/Monitoring/Evaluation & Research (Staffing pattern,
Monitoring strategy, Management systems, State Database, Research)
14. Other Issues Relevant to RMSA Implementation
Annexure 3.1 Visited School List of Patan District
Annexure 3.2 Copy of Office Order, Notification, etc.: Patan District
Annexure 3.3 Selected photographs of Patan District
130-177
Over all Suggestions & Recommendation in all 3 districts 178-179
Annexure A: Sample Table : Block wise schools covered in visited districts 180
Annexure-B: Details of persons contacted for field visit at State level 180
Annexure C: Details of persons contacted for field visit at District level 180
Annexure-D : Financial Status as on 30th Sept, 2013- State Level 181
Annexure-E: Staffing pattern with designation & filled in position at State level 181
Annexure -F: Annual Grant (District Wise ) Circular from RMSA, State Office 182
Annexure-G: List of Abbreviations 183
5
P r e f a c e a n d A c k n o w l e d g e m e n t
A large number of children in India after completing the Primary Education do not attend the
secondary schools. In order to meet the challenge of Universalisation of Secondary Education
(USE), there is a need for a paradigm shift in the conceptual design of secondary education.
Universalisation of Secondary Education gives opportunity, to move towards equity. The
country has made big strides during last six decades in the field of school education by
focusing more on universalization of quality elementary education through a number of
experimental, micro and macro level initiatives. It may be noted that till recently there was no
country wide programme available that focuses on development of secondary education.
Keeping this in view, the Nation has launched Rashtriya Madhyamik Shiksha Abhiyan
(RMSA) in March 2009 with vision to make good quality education available, accessible and
affordable to all young persons in the age of 14-18 years. Planning for the process oriented
social sector programme and appraisal of such programme proposals at the district and state
levels is a challenging task.
Ministry of Human Resource Development, Department of School Education & Literacy has
given us this opportunity to carry out the monitoring work in different districts of Gujarat. On
behalf of my Institute I am thankful to the funding agency i.e MHRD for giving this
responsibility. I express my sincere thanks to Shri Sanjay Gupta, Under Secretary, RMSA,
New Delhi for his support. I am thankful to Shri Ramakant Barua, Senior Consultant (M &S),
RMSA New Delhi, for his support throughout. At State level I am thankful to Shri Mukesh
Kumar, IAS, State Project Director (SPD), RMSA and earlier Director Shri C.V. Som, for
extending their kind support at every stage. I am thankful to the District Education Officer,
Kheda, Mr. M.S. Achraya, Anand, Mr. K.A. Patel and Patan, Mr. N.K.Makwana for
extending their required support. Mr. Vijay Patel, Project Coordinator (Monitoring &
Evaluation) and Ms. Prarthanaben Mehta, Project Coordinator, RMSA, deserve special thanks
for their consistent support. I am thankful to the school teachers and principals and all the
staff of RMSA at different schools visited by the team members of the Monitoring Institute
(MI) who have contributed in obtaining the relevant information. Each of them has spent
adequate time to provide relevant information to the monitoring team. All the District
Coordinators have helped in providing relevant information. I am thankful to a number of
people who have contributed in successful completion of the Report.
I am thankful to our Vice-Chairman Prof. Y.K Alagh for his encouragement. Director &
other staff members have extended their kind co-operation. I express my sincere thanks to Dr.
Renu Tyagi for her involvement throughout, Mr. Faeem Shaikh for typing and formatting,
Mr. Arvind Kumar Bhatu for data entry & other field investigators for the tiring field work.
The field investigators have helped in collecting relevant data from different Blocks &
Schools. I am thankful to all staff at our Institute in the relevant departments for their sincere
support.
(Dr. Tattwamasi Paltasingh)
Associate Professor, SPIESR, Ahmedabad,
Nodal Officer for Monitoring RMSA, Gujarat
6
First Page Information General Information
S.
N
Information Details
1. Period of the report 1st July 2013 to 31st December 2013
2. No. of Districts allotted 03
3. Districts’ name Kheda, Anand, Patan
4.
Month of visit to the Districts/Schools (information is to be given District wise:
Name of the District
Date of visit to Schools
District 1: Kheda
25.11.13 to 27.11.13 & 02.12.13 to 07.12.13
Name of the District
Date of visit to Schools
District 2: Anand
27.11.13 to 28.11.13 & 02.12.13 to 07.12.13
Name of the District
Date of visit to Schools
District 3: Patan
28.11.13 to 29.11.13 & 02.12.13 to 07.12.13
5.
Total number of Schools (sampled
secondary higher secondary)
existing in the District (Information
is to be given District wise i.e.
District 1, District 2, District 3)
S.N District
Type of Schools
Old Govt.
School
RMSA
Sec.
School
Total
1. Kheda 08 09 17
2. Anand 02 10 12
3. Patan 09 05 14
Total 19 24 43
6.
No. of Sec./Hr. Secondary Schools
monitored (Secondary and Hr. Sec.
to be counted separately)
Information is to be given for
District wise i.e. District 1, District
2, District 3 etc.)
There is one Hr. Secondary School in Anand district and one in
Patan district. The standard wise detail is attached along with each
district Report.
S.N District
Type of Schools
Old
Govt.
School
RMSA
Sec.
School
Total
1. Kheda 08 09 17
2. Anand 02 10 12
3. Patan 09 05 14
Total 19 24 43
7. Types of School visited No. of Schools
Types of School visited Kheda Anand Patan
a) Schools with Urban
Deprived students
0 0 1
b) School sanctioned with
Civil Works
09 10 05
7
c) Schools having CWSN 05 04 05
d) School with higher gender-
gap
8 7 6
e) SC/ST/Minority as major
habitants
1 1 3
f) Low academic
achievement
7 6 4
g) Seasonal Migration 0 0 0
h) Forest/Mountain ,desert
area School
1 0 0
i) Disaster Affected Schools 1 3 7
j) School with low
retention/higher drop out/
Out of School Student
3 8 09
k) School with hostel facility 0 0 0
l) Total School Monitored 17 12 14
8. Number of Schools visited by Nodal
Officer of the Monitoring Institute
About 40% of the schools in each district
9. Whether the draft report has been
shared with the Commissioner:
YES/NO
Draft report has been sent to State RMSA Office
10. After submission of the draft report
to the Commissioner, whether the
MI has received any comments:
YES/NO
No
11. Before sending the reports to the
GOI whether the MI has shared the
report with Commissioner RMSA:
YES/NO
No
12. Selection criteria for Schools. All schools are covered as mentioned in the above table
8
Introduction & Background Information
Universalisation of elementary education has become a Constitutional mandate that has
further moved towards Universalisation of secondary education. The National Policy on
Education (NPE), 1986 (modified in 1992) also emphasises on the Secondary Education.
Against this backdrop the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in
March, 2009 with an objective to enhance access to secondary education and to improve its
quality. RMSA is the first large scale intervention for universalizing access to and quality of
secondary education covering the socio-economic and ecological variations as well as people
from diverse educational and cultural backgrounds. It is envisaged to achieve an enrolment
rate of 75% from 52.26% in 2005-06 at secondary stage within 5 years of implementation of
the scheme. The other objectives include improving quality of education imparted at
secondary level through making all secondary schools confirm to prescribed norms, removing
gender, socio-economic and disability barriers, providing universal access to secondary level
education by 2017, i.e., by the end of 12th Five Year Plan and achieving universal retention
by 2020. The planning interventions at different levels and appraising the same have to be
undertaken with utmost care and skill. In the initial years, the secondary education
development plans have been developed on the basis of the common understanding
developed by the states in various consultative meetings/workshops of the MHRD,
Government of India and several short term training programmes. However, according to the
framework for implementation of the RMSA, secondary education development plans need to
be developed at the revenue district level, mostly drawing from the secondary school
improvement plans. Therefore, it has been felt that there is a need for developing a manual
for planning and appraisal of secondary education under the RMSA basically to facilitate
creation of the individual and organizational capacity.
VISION of RMSA:
The vision for secondary education is to make good quality education available, accessible
and affordable to all young persons in the age group of 14-16 years. Keeping these into
consideration the following objectives are to be achieved:
To provide a secondary school within a reasonable distance of any habitation. The
distance should be 5 kilometre for secondary schools and 7-10 kilometres for higher
secondary schools.
Ensure universal access of secondary education by 2017 (GER of 100%), and
Universal retention by 2020.
9
Provide access to secondary education with special references to economically
weaker sections of the society, the educationally backward, the girls and the
disabled children residing in rural areas and other marginalized categories like
SC, ST, OBC and Educationally Backward Minorities (EBM).
The challenges in planning secondary education under RMSA attributed to its unique features
including addressing itself to emerging educational needs of children coming from varied
socio-economic, educational and cultural backgrounds and helping them in continuing higher
education as well as entering to the world of work. The RMSA envisages greater role of
communities, PRIs and other stake holders in all aspects of planning and implementation of
activities, devolution of authorities and decentralization of management. Therefore a very
pragmatic and scientific approach is needed in development and appraisal of district and state
level secondary education plans developed under RMSA. It is a challenging task to build the
capacity of the planning teams constituted at the state and district levels for planning and
management of the secondary education in their respective areas under RMSA programme.
In the Eleventh Five Year Plan the Government of India had given lot of emphasis on
development of secondary education. The allocation for this sector has been increased many
fold in Eleventh plan as compared to the allocations made on the Tenth Five Year Plan.
Among several centrally sponsored schemes launched in the country for the development of
secondary education the highest allocation has been made to the RMSA programme.
Major monitoring components of Rashtriya Madhyamik Shiksha Abhiyan (RMSA) report
include physical and social access to school, out of School Children, Drop Out Children of
14-16 Yrs., gender gaps in enrollment, attendance, & achievement of children, girls
Education, guidance and counseling, quality involving enabling conditions including
number of classroom, availability of library, Integrated Science and Maths, teachers’
availability, teaching learning process, classroom management, CWSN, participation of
CWSN, peers interaction with CWSN, ICT devices used for teaching & learning for the
CWSN, frequency of Resource Teacher (RT) visits in the school, facilities for CWSN,
teacher’s training and civil works etc. This also aims to cover the general Information of
school design, drinking water facility, sanitation facility, drainage system, waste treatment
water & energy conservation, safety aspects of building design, community mobilization,
planning, implementation & management
10
Map of Gujarat
Information System (MIS), financial management, school grants details, strengths of school
and the problems observed in school.
Kheda: District Profile
Kheda is located at the centre of Gujarat, covered by the districts Ahmedabad, Gandhinagar,
Sabarkantha, Panchmahal, Vadodara and Anand. Kheda includes 9 blocks i.e. Kheda, Matar,
Mehmdavad, Mahudha, Kathlal, Kapadwanj, Thasra, Balasinor and Virpur. In 2011, Kheda
had population of 2,299,885 of which male and female population was 1,185,727 and
1,114,158 respectively. There was change of 13.62 percent in the population compared to
population as per 2001 census. The population density of Kheda district for 2011 is 582
people per sq. km. In 2001, it was 479 people per sq. km. Average literacy rate of Kheda in
2011 was 82.65 compared to 71.96 as per 2001 Census. The male and female literacy rate is
91.31 and 73.49 per cent respectively during 2011. However, as per 2001 census, these
figures stood at 85.99 and 56.90 in the district.
11
Map of Kheda District
Total literate in Kheda District were 1,660,243 of which male and female were 942,480 and
717,763 respectively. The sex ratio in Kheda stood at 940 per 1000 males in 2011 whereas it
was 923 as per 2001 census. The average national sex ratio in India is 940 as per 2011
census. As per 2011 census, the child sex ratio is 896 girls per 1000 boys as compared to the
876 girls per 1000 boys as per 2001 census. In 2011, the children under 0-6 years formed
12.66 percent of Kheda district as compared to 14.64 percent in 2001 census.
Out of the total Kheda population for 2011 census, 22.77 percent lives in urban regions of the
district. Sex Ratio in urban region of Kheda district is 935 as per 2011 census. Average
literacy rate in urban regions of the district as per census 2011 is 86.72 % of which males and
females are 92.08 % and 81.06 % literates respectively. As per 2011 census, 77.23 %
population of Kheda districts lives in rural areas. In rural areas of Kheda district, sex ratio is
941 females per 1000 males. The child sex ratio of Kheda district is 903 girls per 1000 boys.
Literacy rate in rural areas of Kheda district is 81.42 % as per census data 2011. Gender wise,
male and female literacy stood at 91.08 and 71.22 percent respectively.
12
Table 1 Demographic Profile of Kheda District
Description 2011 2001
Actual Population 2,299,885 2,024,216
Male 1,185,727 1,052,823
Female 1,114,158 971,393
Population Growth 13.62% 13.32%
Area Sq. Km 3,953 3,953
Density/km2 582 479
Proportion to Gujarat Population 3.81% 3.99%
Sex Ratio (Per 1000) 940 923
Child Sex Ratio (0-6 Age) 896 876
Average Literacy 82.65 71.96
Male Literacy 91.31 85.99
Female Literacy 73.49 56.90
Total Child Population (0-6 Age) 291,133 296,430
Male Population (0-6 Age) 153,591 158,032
Female Population (0-6 Age) 137,542 138,398
Literates 1,660,243 1,243,363
Male Literates 942,480 769,426
Female Literates 717,763 473,937
Child Proportion (0-6 Age) 12.66% 14.64%
Boys Proportion (0-6 Age) 12.95% 15.01%
Girls Proportion (0-6 Age) 12.34% 14.25%
Source: Census 2001 and 2011
Anand: District Profile
Anand is located at east north in Gujarat surrounded by four districts Ahmedabad, Kheda,
Vadodara and Bharuch. It includes 8 blocks viz Anand, Umreth, Petlad, Sojitra, Borsad,
Anklav, Khambhat & Tarapur. In 2011, Anand had population of 2,092,745 of which male
and female population was 1,087,224 and 1,005,521 respectively. In 2001 census, Anand
had a population of 1,856,872 of which males were 972,000 and remaining 884,872 were
females. There was change of 12.70 percent in the population compared to population as per
2001. In the 2001 census, Anand district recorded an increase of 13.04 percent as compared
to 1991. The density of Anand district for 2011 is 653 people per sq. km however; in 2001 it
was 631 people per sq. km.
13
Map of Anand District
Average literacy rate of Anand in 2011 was 84.37 as compared to 74.51 as per 2001 census.
The male and female literacy is 91.82 and 76.36 respectively as per 2011 Census. However,
the male and female literacy stood at 86.09 and 61.94 as per 2001 census. With regards to
Sex Ratio in Anand, it stood at 925 per 1000 male in 2011 as compared to 2001 census figure
of 910. As per 2011 census, the child sex ratio is 884 girls per 1000 boys as compared to 849
girls per 1000 boys in 2001 census. In 2011, children under 0-6 constitutes 12.14 percent in
Anand District as compared to 13.75 percent during 2001 census.
Table 2 Demographic Profile of Anand District
Description 2011 2001
Actual Population 2,092,745 1,856,872
Male 1,087,224 972,000
Female 1,005,521 884,872
Population Growth 12.70% 13.04%
Area Sq. Km 3,204 3,204
Density/km2 653 631
Proportion to Gujarat Population 3.46% 3.66%
14
Sex Ratio (Per 1000) 925 910
Child Sex Ratio (0-6 Age) 884 849
Average Literacy 84.37 74.51
Male Literacy 91.82 86.09
Female Literacy 76.36 61.94
Total Child Population (0-6 Age) 254,008 255,231
Male Population (0-6 Age) 134,827 138,074
Female Population (0-6 Age) 119,181 117,157
Literates 1,551,253 1,193,404
Male Literates 874,481 717,909
Female Literates 676,772 475,495
Child Proportion (0-6 Age) 12.14% 13.75%
Boys Proportion (0-6 Age) 12.40% 14.21%
Girls Proportion (0-6 Age) 11.85% 13.24%
As per the census record, it can be seen, that the population of female in Anand district has
increased in last decade and the literacy level among female has also improved. However,
there is a decrease in number of girl children. The dropout rates have lowered since last 2
years due to some approaches like inclusion of ‘Remedial teaching center’. The N.P.E.G.E.L.
block in Anand includes 3 clusters viz Anand-1, Anand-2, and Bakrol. Girl children were
encouraged for continuing school education with the help of aid given by UNICEF and also
rewarding selected school. Hence, school authorities and teachers are guided to encourage
parents as well as girl children about the importance of elementary and secondary education.
Other approach taken up for the encouraging girl towards education includes vocational
training, self-defence training etc. Health programme are developed for all the children which
includes an availability of PHC (Primary Health Center) for every 30,000 population.
Patan: District Profile
District Patan is located at northern part of Gujarat state sharing borders with Banaskantha
District to the North and Mehsana district to the East. It includes 7 blocks viz Patan,
Siddhpur, Chansma, Harij, Sami, Santalpur, & Radhanpur. In 2011, Patan had population of
1,343,734 of which male and female population was 694,397 and 649,337 respectively.
However, in 2001 census, Patan had a population of 1,182,709 of which males were 612,100
and remaining 570,609 were females. There was change of 13.61 percent in 2011 in the
district population as compared to the 2001 census enumeration. However, in the previous
decade i.e. 1991-2001, the district recorded an increase of 14.16 percent in its population.
15
Map of Patan District
The density of Patan district for 2011 is 232 people per sq. km. Average literacy rate of Patan
in 2011 was 72.30 as compared to 60.36 of 2001. Male and female literacy were 82.90 and
61.05 respectively. For 2001 census, same figures stood at 73.63 and 46.33 in Patan District.
Total literate in Patan district were 837,913 of which male and female were 494,631 and
343,282 respectively. With regards to Sex Ratio in Patan, it stood at 935 per 1000 male in
2011 as compared to figure of 932 as per 2001 census. The average national sex ratio in India
is 940 as per latest reports of 2011 Census. In 2011 census, child sex ratio in Patan district is
890 girls per 1000 boys as compared to figure of 865 girls per 1000 boys as per 2001 census.
There were total 184,779 children under age of 0-6 against 190,192 of 2001 census. Of total
184,779 the male and female were 97,762 and 87,017 respectively. Child Sex Ratio as per
census 2011 was 890 as compared to 865 in census 2001. In 2011, children under 0-6 formed
13.75 percent of Patan district as compared to 16.08 percent of 2001. Out of the total Patan
population for 2011 census, 20.92 percent lives in urban regions of district. In total 281,081
people lives in urban areas of which males are 146,073 and females are 135,008. Sex Ratio in
urban region of Patan district is 924 as per 2011 census data. Similarly child sex ratio in
Patan district was 862 in 2011 census. Child population (0-6) in urban region was 31,768 of
which males and females were 17,057 and 14,711. This child population figure of Patan
district is 11.68 % of total urban population.
16
Table 3 Demographic Profile of Patan District
Description 2011 2001
Actual Population 1,343,734 1,182,709
Male 694,397 612,100
Female 649,337 570,609
Population Growth 13.61% 14.16%
Area Sq. Km 5,792 5,792
Density/km2 232 206
Proportion to Gujarat Population 2.22% 2.33%
Sex Ratio (Per 1000) 935 932
Child Sex Ratio (0-6 Age) 890 865
Average Literacy 72.30 60.36
Male Literacy 82.90 73.63
Female Literacy 61.05 46.33
Total Child Population (0-6 Age) 184,779 190,192
Male Population (0-6 Age) 97,762 101,968
Female Population (0-6 Age) 87,017 88,224
Literates 837,913 599,082
Male Literates 494,631 375,588
Female Literates 343,282 223,494
Child Proportion (0-6 Age) 13.75% 16.08%
Boys Proportion (0-6 Age) 14.08% 16.66%
Source: Original data sheet -Census-2011
Average literacy rate in Patan district as per census 2011 is 83.15 % of which the literacy rate
of males and females are 89.96 % and 75.84 % respectively. In actual number 207,296 people
are literate in urban region of which males and females are 116,061 and 91,235 respectively.
As per 2011 census, 79.08 % population of Patan districts lives in rural areas. The total Patan
district population living in rural areas is 1,062,653 of which males and females are 548,324
and 514,329 respectively. In rural areas of Patan district, the sex ratio is 938 females per 1000
males. The child sex ratio of Patan district is 896 girls per 1000 boys. Child population in the
0-6 age group is 153,011 in rural areas of which males were 80,705 and females were
72,306. The child population comprises 14.72 % of total rural population of Patan district.
Literacy rate in rural areas of Patan district is 69.33 % as per census data 2011. Gender wise,
male and female literacy stood at 80.96 and 57.02 percent respectively. In total, 630,617
people were literate of which males and females literates were 378,570 and 252,047
respectively.
17
Consolidated /Executive Summary of all District Reports of RMSA
Executive Summary: District 1- Kheda
1.
Planning
&
Impleme
ntation
Overview / Observation
2 Access
Factors
None of the children are coming from distance of more than 5 kms in any of the RMSA
school. In most of the visited schools there is no natural or man-made barrier that poses any
problem for the children in accessing the school. However, the Old Government School
Nanavaga is located in flood prone area and RMSA Secondary School, Bor, is located in
remote area without adequate transport facility. In both the schools the physical access to
school poses challenges for the children.
The share of SC, ST, Minority and Girl children in enrollment is proportionate to their share
in population of neighborhood habitation. There is no major variation in the pattern of
attendance in respect of SC, ST, Minority, Girl children, and children from economically
weak background. No overt or covert, manifest or subtle, discrimination against children of
any social group or community by the teachers or peers is observed in any of the visited
school. The overall conditions prevalent in school facilitate access of CWSN to secondary
schools like ramp with a handrail at entrance or at drinking water are found in few schools.
In some schools with CWSN the ramp is found to be of poor quality. However in case of
new RMSA schools the ramps belong to the existing Govt. UPS & the RMSA schools are
temporarily managed till the time the new school building is constructed.
3 Equity
Measures
Gender gap in enrolment is found in 08 schools out of the total 17 schools. Gender gap in
enrollment as well as in attendance were reported due to various reasons like socio-cultural
reasons, child marriage in some instances, child labour, household responsibilities of girls at
home including younger sibling care. There are no female teachers appointed in eleven
visited schools which could have been one of the factors for the gender gap in enrollment
and attendance. In few schools the school teachers meet the parents and counsel them to send
their daughters to school. The in-service teachers’ training also includes some components
addressing the gender gap. There is no separate hostel or security facility in any of the
RMSA schools. However, there is provision of KGBV school under SSA which have
enrolled most of the out of school /drop out children that has an impact on enrolment,
attendance and learning achievement of girls. There is one KGBV in Kheda district. After
passing out from the KGBV some of the girls are enrolled in the nearby RMSA schools.
4
Guidance
&
Counselli
ng
Infrastru
cture
There is no guidance and counseling cell, for the children at school level in any of the visited
schools under RMSA. One Counselor for 3 districts is appointed for guidance & counseling.
For Kheda district, the counselor is appointed at Vadodra district office and he visits Kheda,
Anand and Vadodra. The counselor is expected to cover 12 schools per month. Counselling
is required for the children due to the problems related to absence of subject teachers
especially mathematics and science teachers, gender bias among some of the parents, drop
out and absentiesm due to indulgence in child labour during specific season. But the
conseling is not taking place due to unavailability of counseling cells.
5 Quality
Interven
tions
i. Enabling conditions: In all new RMSA schools the class rooms are adjusted with the
existing Govt. UPS where RMSA & SSA run schools are managed together. Two classrooms
are available for most of the visited schools & in new RMSA schools these rooms belong to
Govt. UPSs. The blackboard in all visited RMSA schools is centrally located. The number of
desks was found to be insufficient for children in 2 schools. There is no ICT devices used for
teaching purpose in the classroom in 13 visited schools due to absence of computer facility.
18
There is no Art/ Craft room found in any of the visited school. The number of working days
during the last academic year is ranged between 237-245 days. None of the schools are
closed for a longer period apart from the allotted vacation during Deewali & suumer
vacation. Teacher for each class is found to be available in 14 schools out of 17 visited
schools. Three schools did not have teacher for each class. There is no science and
mathematics teacher in 10 RMSA schools which is found to be a major problem in this
district. The school principal arranges subject teachers from other schools as per their
availability to complete the course curriculum.
ii. Teaching learning process:
The teacher’s diary with curriculum delivery and lesson plan is found to be maintained by
the teachers in 15 schools. The teacher’s diary was found to be countersigned by the
Principal though not on regular basis. The prescribed time table is found to be available and
followed by the teachers in 16 visited schools. Extra classes for academically weaker
students are found to be organized in 10 schools. Most of the schools are following grading
method for evaluation. Eleven children with special needs (CWSN) are found in five schools
and all CWSN students are found to be participative in class room activities. The peer
interaction with CWSN was found to be either friendly or neutral in all the visited schools.
Onsite academic support to the teachers is found to be given in only 5 schools. None of the
school has prepared any Individualized Educational Plan (IEPs) for CWSN. The ICT devices
are not used in any of the schools with CWSN.
iii. Teachers’ training: In-Service training of teachers was found in all the schools. The
training modules are found to be need based in most of the schools. Training is found to be
given by the KRPs (College teachers, High school teachers and DEO). Training module is
found to be need based by the teachers in 6 schools. The regular training received by the
teachers does not include training to deal with CWSN. Limited numbers of teachers have
availed 2 day IED training at the block level which is found to be inadequate to handle the
CWSN. Training facilities (i.e. separate room for training, projector etc) are not found to be
available in any of the school except one school. Use of technologies like computer assisted
learning ( CAL) by teachers in class room teaching is not found in 15 visited schools.
6
Civil
works
Progress
(w.r.t.
construc
tion)
Construction of school building is required for all the 9 new RMSA schools. But the land has
been allotted for only 6 schools, but the construction work has not yet started. For 3 schools
the land allotment is still pending. All new RMSA schools are working in the Govt. UPS
campus with one classroom each for IXth and X
th standard. All the schools visited by the MI
have ramp facilities. However, the ramps are not found to be available in all the places in the
visited schools (i.e. at entrance of the school, near drinking water facility, toilets facility,
laboratory, library, auditorium, and playground). Only 6 schools are found with urinals for
boys and girls with door and roof. Six schools do not have toilet facility. In most of the
schools, the toilet and urinal facility is found to be insufficient to cater to the need of the
children enrolled in the school. Two schools do not have separate toilets for boys and girls.
There is no special provision of toilets for physically challenged students in any of the
RMSA School. Fire extinguishers are available in all the schools. In most of schools (12
schools) it is installed in HM room or/staff room. School authorities are reported to be
trained for using the fire extinguishers in case of eventuality. The contact numbers
for Ambulance & fire brigade is found to be available in 8 schools and contact number of
nearest hospital is found in 7 schools. However, in none of the schools these numbers are
displayed on school wall or notice board. None of the school has alternative power supply
facility. None of the new RMSA schools have science laboratory & library facility. Three
schools do not have drinking water facility. Three schools with water facility are found with
unsafe drinking water due to high salt contents. In 9 schools the number of taps is found to
19
be insufficient to cater to the need of the children. None of the schools are found to have
facility for treatment and composing of organic waste & rain water harvesting facility. Fire
extinguishers are available in 04 school and all are in working condition. There is no disaster
preparedness plan & emergency evacuation plan available in any of the visited school.
7
Commu
nity
Mobiliza
tion/Part
icipation
The SMDC meeting is held quarterly in 5 schools, monthly in 8 schools & yearly in 2
schools & no meeting has been conducted in 2 schools. In 13 schools the proceedings record
is found to be maintained. The SMDC members used to monitor the teachers’ and students’
attendance though not regularly. No record for the same was found in the schools. The
SMDC members are not found to be familiar with their roles & responsibilities as notified by
the state Government in 5 schools. In most of the schools the SMDC members are not found
to be familiar with the SEMIS data captures format & school report card. The SMDC
members including HM and senior teachers in 3 schools have received one day training
focusing school development plan and preparation of AWP&B which was reported to be
inadequate.
8
MIS
(Manage
ment
Informat
ion
System)
Backup of data supplied under SEMIS is properly maintained by five schools. The
SEMIS/UDISE data is found to be used for planning and budgeting in most of the schools.
In six schools the DCF is found to be unavailable for current year 2013-14 as the DCF forms
of these new RMSA schools are collected & retained with the staff of district education
office (DEO) due to ongoing sample check.
9
Financia
l
Manage
ment
The common mode of transfer of funds to SMDC from state/ district level was found to be
the e-transfer. In this district 09 schools have received the school annual grant. The HM and
one of the senior teachers were found to be the common drawing and disbursing authority in
all the Old Government schools. The SMDC is found to be covered by the audit in seven
schools. Three schools are found with instances of community mobilized resources for
schools. Financial registers such as cashbook and pass book were found to be available,
though not maintained and updated in most of the Old Government schools. None of the
schools have displayed financial information on the notice boards/School wall. In all new
RMSA secondary schools the funds are managed by the DEO/Office and not by the SMDC.
In none of the visited schools the audit observations were found to be shared with the
community. No social auditing was reported for any of the visited school.
10
School
Annual
Grant
Out of the total visited schools, 09 schools are found to receive school annual grant in April
2013. However, this grant was the pending amount for the year 2012-13. No grant has been
received for the financial year 2013-14 from MHRD. Most of the new RMSA schools do not
have the record about date of receiving annual grant. In these schools the funds and their
utilization is managed by district RMSA Office/DEO. The school principal doesn’t have the
access to the funds as the schools are running in the government upper primary schools
(UPSs). However, some of the Old Government Schools have utilized the grants as per
norms.
11
Minor
Repair
Grant
None of the new RMSA schools have received the minor repair grant in current year as they
do not have their own building.
12 Innovati
ons/ Best
Practices
None of the visited school is found to have prepared any innovative proposals during the
current financial year at both DEO and state level
13
(A) Management /Monitoring/Evaluation and Research (MMER) (State Level Information)
Status of Posts Monitoring
Strategy
Status of
Institutional
Mechanism
Research &
Evaluation
Sanct
ioned
In-
position SCERT
20
15 12
Monitoring format (Surprise Visit Form) has been
developed at the State level for district visit. The
surprise visit from covers various components like
basic information of the school, teachers information,
physical facilities, education related activities,ICT
School project, review of different Educational
Committees, Classrooms, result of last 5 years and
analysis of different work done using different
school grants. Each co-coordinator is expected to
visit the school at least 3 times in a month. The visit
includes the DEO of the concerned district. Monthly
review meeting is carried out at the state level in the
presence of all the coordinators.
SCERT (known
as GCERT in
Gujarat) is not
directly
involved in
RMSA
activities
Nil (Yet to
begin; grant has
been proposed in
the AWP&B)
(B) Management /Monitoring/Evaluation and Research (MMER) (District Level Information)
Sl.
Name
of
Distric
t
Status of Posts Monitoring
Strategy
Status of Institutional
Mechanism Research
&
Evaluati
on
San
ctio
ned
In- position District level SCERT DIET
DEO/
DPO
Office
1 Kheda 02
pos
t
02 (01 district
coordinator & 01
Computer
operator).
One Counselor
for 3 districts is
appointed.
The district
coordinator is
expected to visit
2 schools per
week.The visit
of the DEO is
occasional & as
per the need.
SCERT
is not
directly
involved
in
RMSA
activities
DIET is
not
directly
involved
in
RMSA
activities
RMSA
activities in
the district
is managed
by the
DEO &
concerned
staff
Nil (Yet
to begin;
grant has
been
proposed
in the
AWP&B)
14
Any other
issues/
Major
Findings
Open Schooling: The Gujarat State Open School (GSOS) is established at the state level.
However, it is not directly linked with the RMSA. The GSOS conducts examination for class
Xth and XIIth. It has total 416 study centers all over Gujarat and 17 study centres in Kheda
district.
Drop Out Children: Thirty seven children from 3 schools were found to be the drop out
children. In some of the schools HMs have contacted parents and counseled them to bring
these children back to the school. As per the school record the drop out children has taken
admission in another school however, no record of the same was found at the school level.
Infrastructure: None of the new RMSA secondary Schools have their own building. They
are functioning in Government Upper primary Schools (UPS). In this situation both the
schools face problem accommodating entire students, teacher etc. Lack of own school
building is found to be the major problems faced by the school students and the teachers. The
staff and students of the new RMSA schools do not feel any belongingness. They keep
thinking that they would be shifted any moment and this is a temporary arrangement for
them. All the 9 new RMSA schools in Kheda district face many problems (like absence of
basic facility including toilet, lack of subject specific teachers, lack of library and science
laboratory. Their Annual grant is handled by the DEO office due to non-availability of the
own building. Annual grant is mostly utilized for furniture & benches for the students.
Monitoring Strategy: In Kheda district the visit of the District Coordinator (DC) have been
found to be irregular.
21
Executive Summary: District 2-Anand
1
Planning &
Implement
ation
Overview / Observation
2 Access
Factors
In RMSA Secondary School, Valandpura, four children come from distance of more than 5
kms due to non-availability of schools closer to their residence. RMSA Secondary School
Padra and RMSA Secondary School, Lunej are found to be located in flood prone area. The
old Government School Vadgam is located in cyclone prone area. The RMSA Secondary
School, Bhatpura, is located near busy highway. In all these 04 schools the physical access
to school is problematic for the children. The share of SC, ST, minority and girl children in
enrollment is proportionate to their share in population of neighborhood habitation. There
is no major variation in the pattern of attendance in respect of SC, ST, minority, girl
children, and children from economically weak background. No overt or covert, manifest
or subtle, discrimination against children of any social group or community by the teachers
or peers is observed in any of the visited school.
3 Equity
Measures
Gender gap in enrollment is found in 7 schools. The gender gap in attendance is
found in 6 schools. The gender gap in enrollment as well as in the attendance was
reported due to the reasons like child labour, absence of female teachers,
household responsibilities of girls at home and unavailability of basic facilities at
school. There are no female teachers in nine visited schools. The teachers have
reported to make some efforts for the counseling of parents to bridge the gender
gaps in enrollment and attendance. There is no separate hostel or security facility in any
of RMSA schools.
4
Guidance
&
Counsellin
g
Infrastruct
ure
There is no guidance and counseling cell, for the children at school level in any of the
visited schools under RMSA. One Counselor for 3 districts is appointed for guidance &
counseling. For Anand district, the counselor is appointed at the Vadodra District Office
and he visits Kheda, Anand and Vadodra. The counselor is expected to cover 12 schools
per month. Counselling is required for the children for problems related to absence of
subject teachers especially mathematics and science teachers, gender bias among some of
the parents, drop out and absentiesm due to child labour during specific season. But the
conseling is not taking place due to unavailability of counseling cells.
5
Quality
Interventi
ons
i. Enabling conditions:
In all the new RMSA schools the class rooms are adjusted with the existing Govt. UPS
where RMSA & SSA run schools are managed together. Two classrooms are available for
most of the visited schools in new RMSA schools and these rooms belong to Govt. UPSs.
The blackboard in all visited RMSA schools is centrally located. The number of desks were
found to be insufficient for children in 5 schools. There is no ICT devices used for teaching
purpose in the classroom in 10 visited schools due to non-availability of computer facility.
There is no library facility and age appropriate books for the students in all the new RMSA
schools except 2 old Govt. schools. There is no integrated Science and Math Laboratory,
Science and Math kit and Art/ Craft room available in any of the RMSA school except Old
Government School, Vadgam. The number of working days during the last academic year
ranged between 237-250 days. None of the school remained closed for a longer period
except Diwali vacation and summer vacation. All the teachers were found to present in
RMSA schools on visit day. Most of the teachers working in the RMSA schools have been
appointed in some other school (parent institution) but now they have been deputed in
RMSA Secondary Schools. Teachers for each class are found to available in 7 schools.
There is no science and mathematics teacher in 09 schools. However, language teacher was
22
found to be available in all the RMSA schools visited by the MI.
ii. Teaching learning process:
The teacher’s diary with curriculum delivery and lesson plan is found to be maintained by
the teacher in 8 schools out of 12 visited schools. The teacher’s diary was found to be
countersigned by the Principal though not on regular basis. The prescribed time table is
found to be available and followed by the teachers in all the visited schools.
In none of the visited school the children from disadvantaged groups or CWSN sit
separately or on the back benches except Old Government School, Bhavanipura.
The children are found to play few roles in the management of classroom. Onsite academic
support to the teachers is found to be provided in one school (RMSA Secondary School,
Padra). Extra classes for academically weaker students are found to be organized weekly in
two schools (RMSA Secondary School, Padra and RMSA Secondary School, Bhatpura)
and daily in other 2 schools (Old Government School, Vadgam and RMSA Secondary
School, Lunej). All schools are found to be following grading method for evaluation.
Thirteen Children with Special Needs are found in four schools. Out of 13 CWSN, 9
children were found to be present on the visit day.
iii. Teachers’ training: In-Service training of teachers was found in all the schools.
Training is found to be given by the KRPs (College teachers, senior teachers from High
school teachers and DEO). Training module is found to be need based by the teachers in 2
schools. The regular training received by the teachers does not include training for dealing
with CWSN students. Limited numbers of teachers have availed 2 day IED training at the
block level which is found to be inadequate to handle the CWSN. Training facilities (i.e.
separate room for training, projector etc) are not found in any of the school except Old
Government School, Vadgam. The teachers are not using new technologies like Computer
assisted Learning (CAL), LCD projector etc. for imparting lessons in the classroom due to
lack of these facilities in RMSA schools.
6
Civil
works
Progress
(w.r.t.
constructi
on)
Construction of school building has been sanctioned for 10 schools and the land has been
allotted for all 10 schools. However, the construction work has not yet started.. At present
all new RMSA schools are working in the Govt. UPS campus with one classroom each for
IXth and X
th class. However, no classroom in 4 schools (RMSA Secondary School Lunej,
RMSA Secondary School Hathipura, RMSA Secondary School Mitli, and RMSA
Secondary School Bhavanipura) was found for IXth and Xth classes. All the schools
visited by the MI have ramp facilities. However, the ramps are not found to be available at
all the places in the visited schools (i.e. at entrance of the school, near drinking water
facility, toilets facility, laboratory, library and playground). Natural lights, cross ventilation
& electricity are found in all the schools, except 4 schools (RMSA Secondary School
Bhumas, RMSA Secondary School Nanavaga, RMSA Secondary School Andhari Amali
and RMSA Secondary School Jalampura). None of the schools has been found with an
arrangement of alternative power supply. All schools have drinking water facility except 3
schools. Cleanliness in drinking water is found to be ensured in 8 schools by putting
chlorine tablets in water tank or using R.O plant. Sufficient numbers of drinking water tap
are not found to be available in nine schools. Three schools did not have toilet facility.
Among schools with toilet facility, one school did not have separate toilets for boys and
girls. In most of the schools, the toilet and urinal facility is found to be insufficient to cater
to the need of the children. Running water in toilets is found to be available in five schools.
Four schools are found with drainage facility. None of the school is found to have facility
for treatment and composing of organic waste and rain water harvesting facility. Fire
extinguishers are available in 4 school and all are in working condition. In 3 schools
training has been availed by the staff for using the fire extinguishers in case of eventuality.
23
In 5 school contact number of ambulance and in 4 schools contact number of fire brigade
and nearby hospital is available. There is no disaster preparedness plan & emergency
evacuation plan available in any of the visited school.
7
Communi
ty
Mobilizati
on/Partici
pation
The SMDC is found to exist in all schools except one school. The SMDC meeting is held
quarterly in 5 schools, monthly in 3 schools, half yearly in 3 schools and no meeting of the
SMDC is reported in 1 school. The SMDC members used to monitor the teachers and
students attendance in 7 schools though not regularly. No record for the same was found in
the schools. The SMDC members are not found to be familiar with their roles &
responsibilities as notified by the state Government in 11 schools. In most of the schools
the SMDC members are not found to be familiar with the SEMIS data captures format &
school report card. The SMDC members including HM and senior teachers in 8 schools
have received one day training focusing school development plan and preparation of
AWP&B which was reported to be inadequate.The SMDC in four schools have not
received any guideline and training to prepare SDP. All the schools are found to be
adopting SEMIS/UDISE as the only database for planning and plan preparation at school
level.
8
MIS
(Manage
ment
Informati
on
System)
Backup of data supplied under SEMIS is properly maintained by four schools. The
SEMIS/UDISE data is found to be used for planning and budgeting in many schools.
The DCFs have been distributed to all the school in September, 2013. In six schools the
DCF is found to be unavailable for current year 2013-14 as the DCF forms of these new
RMSA schools are collected & retained with the staff of district education office (DEO) for
ongoing sample check.
9
Financial
Managem
ent
In 02 schools the SMDC has submitted their Utilization Certificate to the District Project
Office during March to December, 2013. The common mode of transfer of funds to SMDC
from state/ district level was found to be the e-transfer. Eleven schools have received the
School annual grant @ Rs. 50.000/- per school. The HM and one of the senior teachers
were found to be the common drawing and disbursing authority in all the Old Government
schools. In 2 schools the SMDC is found to share the proposals for expenditure in 2013-14
with community. The SMDC is found to be covered by the audit in 8 schools. Financial
registers such as cashbook and pass book were found to be available in all schools though
not maintained and updated in 04 schools, No school is found to display about financial
Information-receipts and payments on the notice boards/School wall. In all new RMSA
secondary schools the funds are managed by the DEO/Office and not by the SMDC. In
none of the visited school the audit observations were found to be shared with the
community. No social auditing was reported for any of the visited school.
10
School
Annual
Grant
Eleven schools have received school annual grant in April 2013. The new RMSA schools
do not have the record about details of annual grant. In these schools the funds and their
utilization is managed by district project office. The school principal doesn’t have the
access to the funds as the schools are running in the government upper primary schools
(UPS). However, two Old Government Schools have utilized the grants as per norms.
11
Minor
Repair
Grant
Only one school has received the minor repair grant in current year.
12 Innovatio
ns/ Best
Practice
None of the visited school is found to have prepared any innovative proposals during the
current financial year at DEO and state level both.
24
13
(A) Management /Monitoring/Evaluation and Research (MMER) (State Level Information)
Status of Posts
Monitoring
Strategy
Status of
Institutional
Mechanism Research &
Evaluation
Sanct
ioned
In-
position SCERT
15 12
Monitoring format (Surprise Visit Form) has been
developed at the State level for district visit. The
surprise visit from covers various components like
basic information of the school, teachers information,
physical facilities, education related activities,ICT
School project, review of different Educational
Committees, Classrooms, result of last 5 years and
analysis of different work done using different
school grants. Each co-coordinator is expected to visit
the school at least 3 times in a month. The visit
includes the DEO of the concerned district. Monthly
review meeting is carried out at the state level in the
presence of all the coordinators.
SCERT (known
as GCERT in
Gujarat) is not
directly
involved in
RMSA
activities
Nil (Yet to
begin; grant has
been proposed in
the AWP&B)
(B) Management /Monitoring/Evaluation and Research (MMER) (District Level Information)
Sl.
Name
of
Distric
t
Status of Posts Monitorin
g Strategy
Status of Institutional
Mechanism
Research &
Evaluation
Sanctione
d
In-
position
District
level
SCERT DIET DEO/ DPO
Office
1 Anand 02 post 02 (01
district
coordinat
or & 01
Computer
operator).
One
Counselor
for 3
districts is
appointed.
The
district
coordinato
r is
expected
to visit 2
schools per
week.The
visit of the
DEO is
occasional
& as per
the need.
SCERT
is not
directly
involve
d in
RMSA
activitie
s
DIET is
not
directly
involve
d in
RMSA
activitie
s
RMSA
activities in
the district
is managed
by the DEO
&
concerned
staff
Nil (Yet to
begin; grant
has been
proposed in the
AWP&B)
14
Any other
issues/
Major
Findings
Open Schooling: The Gujarat State Open School (GSOS) is established at the state level.
However, it is not directly linked with the RMSA. The GSOS conducts examination for
class Xth and XIIth. It has total 416 study centers all over Gujarat and 12 study centres in
Anand district.
Drop Out Children: Thirty nine children from 8 schools were round to be the drop out
children. In some of the schools HMs have contacted parents and counseled them to bring
these children back to the school. Infrastructure: None of the new RMSA secondary
School have their own building. They are functioning in Government Upper primary
Schools (UPS). In this situation both the schools face problem accommodating entire
students, teacher etc. Lack of own school building is found to be the major problems faced
by the school students and the teachers. All the 10 new RMSA schools in Anand district
25
face many problems like absence of basic facility (toilet facility, drinking water facility),
lack of subject specific teachers, library and Science laboratory. Their Annual grant is
handled by the DEO office which further limit the SMDC authority to utilize the grants as
per their requirement.
CWSN: No medical checkup for CWSN from any of the RMSA school has been organized
in the district. Some deserving CWSN children have not been issued the certificate.
Executive Summary: District - 3: Patan
1 Planning &
Implementation
Overview / Observation
2 Access Factors
None of the children are coming from distance of more than 5 kms in any of the RMSA
school. In 7 visited schools there is natural barrier (flood prone, cyclone prone or drought
prone) and in 2 schools there is man-made barrier (busy highway) barrier which poses
challenges for the children in accessing these schools. The share of SC, ST, minority and
girl children in enrollment is proportionate to their share in population of neighborhood
habitation. There is no major variation in the pattern of attendance in respect of SC, ST,
minority, girl children, and children from economically weak background. No overt or
covert, manifest or subtle, discrimination against children of any social group or
community by the teachers or peers is observed in any of the visited school.
3 Equity
Measures
Gender gap in enrolment and attendance is found in 6 schools due to various reasons like
child marriage in some instances, child labour, lack of female teacher and household
responsibilities of girls. There are no female teachers appointed in 3 visited schools. In
few schools the school teachers are found to meets the parents and counsel them to send
their daughters to school. The in-service teachers’ training includes some components
addressing the gender gap. There is no separate hostel or security facility in any of RMSA
schools. However, there is provision of KGBV schools under SSA which have enrolled
most of the out of school / drop out children that has an impact on enrolment, attendance
and learning achievement of girls. There are 5 KGBVs in Patan district. After passing out
from the KGBVs some of the girls are enrolled in the nearby RMSA schools.
4 Guidance &
Counselling
Infrastructure
There is no guidance and counseling cell, for the children at school level in any of the
visited schools under RMSA. However, one counselor for 3 districts has been appointed
for guidance & counseling of students. The counselor is expected to visit 12 schools per
month. For Patan , the counselor is appointed at the Mehsana district office and he visits
Patan, Banaskantha and Mehsana. Therefore visit of the counselor was found to irregular
in all the schools in Patan district. The counselling is required for the children for
problems including absence of subject teachers especially mathematics and science
teachers, gender bias among some of the parents, drop out and absentiesm due to child
labour during specific season etc. But the conseling is not taking place due to
unavailability of counseling cells.
5
Quality
Interventions
i. Enabling conditions: In all new RMSA schools the class rooms are adjusted with the
existing Govt. UPS where RMSA & SSA run schools are managed together. Two
classrooms are available for 8 visited schools and these rooms belong to Govt. UPSs.
However, only one classroom is available for both IXth and Xth classes in three schools.
The blackboard is centrally located in 12 schools out of 14 visited schools. The number of
desks were found to be sufficient for children in 10 schools. There is no ICT devices used
for teaching purpose in the classroom in 8 visited schools due to absence of computer
26
facility. There is no Art/ Craft room found in any of the visited school. The number of
working days during the last academic year is ranged between 222-263 days. None of the
schools are closed for a longer period except the summer vacation and Diwali vacation.
Teacher for each class is found to be available in 9 schools out of 14 visited schools.
There is no science and mathematics teacher in 05 RMSA schools which is found to be a
major problem in this district. The School principal arranges subject teachers from other
school as per their availability to complete the course curriculum.
ii. Teaching learning process:
The teacher’s diary with curriculum delivery and lesson plan is found to be maintained by
the teachers in 11 schools. The teacher’s diary was found to be countersigned by the
Principal though not on regular basis. The prescribed time table is found to be available
and followed by the teachers in 12 visited schools. Extra classes for academically weaker
students are found to be organized in 6 schools. Most of the schools are following grading
method for evaluation. Six children with special needs (CWSN) are found in five schools
and all CWSN students are found to be participative in classroom activities. The peer
interaction with CWSN was found to be either friendly or neutral in all the visited schools.
Onsite academic support to the teachers is found to be given in 3 schools. None of the
school has prepared any Individualized Educational Plan (IEPs) for CWSN. The ICT
devices are not used in any of the schools with CWSN.
iii. Teachers’ training: In-Service training of teachers was found in all the schools.
Training is found to be given by the KRPs (College teachers, High school teachers and
DEO). The regular training received by the teachers does not include training to deal with
CWSN. Training facilities (i.e. separate room for training, projector etc) and use of
technologies like computer assisted learning by teachers are not found to be available in
most of the visited schools (12 schools).
6
Civil works
Progress (w.r.t.
construction)
Construction of school building is required for all the 5 new RMSA schools. The land has
been allotted for only 2 schools, but the construction work has not yet started. For 3
schools the land allotment is still pending. All new RMSA schools are working in the
Govt. UPS campus. All the schools visited by the MI have ramp facilities. However, the
ramps are not found to be available at all the places (i.e. at entrance of the school, near
drinking water facility, toilets facility, laboratory, library, auditorium, and playground) in
the visited schools. Three schools do not have toilet facility. In most of the schools, the
toilet and urinal facility is found to be insufficient to cater to the need of the children. Four
schools do not have separate toilets for boys and girls. There is no special provision of
toilets for physically challenged students in any of the RMSA School. The contact
numbers for ambulance, fire brigade and nearest hospital is found to be available in 7
schools. However, in none of the school these numbers are displayed on school wall or
notice board. None of the school has alternative power supply facility. None of the new
RMSA schools have library and science laboratory facility. Eleven schools have drinking
water facility. Four schools are found with unsafe drinking water due to high salt contents.
In 6 schools the number of taps is found to be insufficient to cater to the need of the
children. None of the school is found to have facility for treatment and composing of
organic waste and rain water harvesting facility. There is no disaster preparedness plan &
emergency evacuation plan available in any of the visited school.
7
Community
Mobilization/P
articipation
The SMDC is found to exist in all schools The SMDC meeting is held quarterly in 3
schools, monthly in 6 schools & occasionally in rest of the schools. In all the schools the
proceedings record is found to be maintained. The SMDC members are found to monitor
the students attendance in 11 schools though not regularly. The SMDC members are not
27
found to be familiar with their roles & responsibilities as notified by the state Government
in 2 schools. In many schools the SMDC members are not found to be familiar with the
SEMIS/UDISE data captures format & school report card. The SMDC members including
HM and a senior teacher have received one day training in some schools focusing school
development plan and preparation of AWP&B which was reported to be inadequate.
8
MIS
(Management
Information
System)
Backup of data supplied under SEMIS/UDISE is properly maintained by 11 schools. The
SEMIS/UDISE data is found to be used for planning and budgeting in majority of the
RMSA schools. The copy of the filled in DCF is found to be unavailable for current year
2013-14 in 4 visited schools.
9 Financial
Management
The common mode of transfer of funds to SMDC from state/ district level was found to be
the e-transfer. The HM and one of the senior teachers were found to be the common
drawing and disbursing authority in all the Old Government schools. The SMDC is found
to be covered by the audit in 09 schools. Three schools are found with instances of
community mobilized resources for schools. Financial registers such as cashbook and pass
book were found to be available in 13 schools, though not maintained and updated in 3
schools. No school is found to display financial Information on the notice boards/School
wall. In all new RMSA secondary schools the funds are managed by the DEO/Office and
not by the SMDC. In none of the visited school the audit observations were found to be
shared with the community. No social auditing was reported for any of the visited school.
10 School Annual
Grant
Eleven schools are found to receive the annual grant for the year 2013-14. The new
RMSA schools do not have the record about date of receiving annual grant. In these
schools the funds and their utilization is managed by district education office ( DEO). The
school principal doesn’t have the access to the funds as the schools are running in the
government upper primary schools (UPS). All the schools have utilized the grants as per
norms.
11 Minor Repair
Grant
None of the school has received the minor repair grant in the current year.
12 Innovations/
Best Practices
None of the visited school is found to have prepared any innovative proposals during the
current financial year at DEO and state level both.
13
(A) Management /Monitoring/Evaluation and Research (MMER) (State Level Information) Status of Posts Monitoring
Strategy
Status of
Institutional
Mechanism
Research &
Evaluation
Sanc
tione
d
In-
positio
n SCERT
15 12
Monitoring format (Surprise Visit Form) has been
developed at the State level for district visit. The
surprise visit from covers various components
like basic information of the school, teachers
information, physical facilities, education related
activities,ICT School project, review of different
Educational Committees, Classrooms, result of
last 5 years and analysis of different work done
using different school grants. Each co-
coordinator is expected to visit the school at least
3 times in a month. The visit includes the DEO of
the concerned district. Monthly review meeting is
carried out at the state level in the presence of all
the coordinators.
SCERT
(known as
GCERT in
Gujarat) is not
directly
involved in
RMSA
activities
Nil (Yet to
begin; grant
has been
proposed in the
AWP&B)
(B) Management /Monitoring/Evaluation and Research (MMER) (District Level Information)
28
Sl.
Name
of
District
Status of Posts Monitorin
g Strategy
Status of Institutional
Mechanism Research &
Evaluation Sanct
ioned In- position
District
level SCERT DIET
DEO/
DPO
Office
1 Patan 02
post
02 (01 district
coordinator & 01
Computer
operator).
One Counselor for
3 districts is
appointed.
The district
coordinator
is expected
to visit 2
schools per
week.The
visit of the
DEO is
occasional
& as per
the need.
SCERT
is not
directly
involved
in
RMSA
activitie
s
DIET
is not
directly
involve
d in
RMSA
activiti
es
RMSA
activities in
the district
is managed
by the DEO
&
concerned
staff
Nil (Yet to
begin; grant
has been
proposed in
the AWP&B)
14
Open Schooling: The Gujarat State Open School (GSOS) is established at the state level. However, it is not
directly linked with the RMSA. The GSOS conducts examination for class Xth and XIIth. It has total 416
study centers all over Gujarat and 11 study centres in Patan district.
Drop Out Children: Thirty children from 9 schools were found to be the drop out children. In some of the
schools HMs have contacted parents and counseled them to bring these children back to the school.
Other grants: Students excursion grant (@ Rs 200/- per student) is sanctioned to 11 schools on 18th June,
2013. The SMDC Members’ Talim Grant has been received by 6 schools during March 2013. The
Environment Climate Change Grant is given to 11 schools in February, 2013. All the non-recurring grants
(that includes annual grant, Students excursion grant , SMDC Member Talim Grant and Environment
Climate Change Grant) have been utilized for 2013. However, all the recurring funds remain unutilized.
Infrastructure: None of the new RMSA secondary schools have their own building. They are functioning in
Government Upper primary Schools (UPS). In this situation both the schools face problem accommodating
entire students, teacher etc. Lack of own school building is found to be the major problems faced by the
school students and the teachers. All the 5 new RMSA schools in Patan district face many problems (like
absence of basic facility including toilet, lack of subject specific teachers, lack of library and science
laboratory. Their Annual grant is handled by the DEO office due to non-availability of the own building.
Annual grant is mostly utilized for furniture & benches for the students.
Over all Suggestions & Recommendation in all 3 districts
Monitoring Strategy- The Monitoring Strategy needs to be followed more firmly. The district
coordinator (DC) is expected to visit 2 schools per week. However in Kheda district the visits of the DC
are found to be irregular.
School Infrastructure- None of the new RMSA secondary schools have their own building and it is
found to be the major problems faced by both students and the teachers. These schools are functioning in
Government Upper primary Schools (UPS). In all new RMSA schools the class rooms are adjusted with
the existing Govt. UPS where RMSA & SSA run schools are managed together. In this situation both
the schools face problem accommodating entire students, teacher etc. There is no Art/ Craft room,
computer facility, adequate toilet and drinking water facility in any of the new RMSA school.
29
Counselling Cell-There is no guidance and counseling cell, for the children at school level in any of the
3 districts visited by the MI. There is scarcity of consellor as only one counselor has been appointed for 3
districts.
Lack of subject teachers- There are no science and mathematics teachers in most of the new RMSA
schools in all 3 visited districts which is found to be a major problem faced by the students and the
principal.
Financial Management- In all new RMSA secondary schools the funds are managed by the DEO/Office
and not by the SMDC. No school is found to display financial Information on the notice boards/School
wall. In none of the visited school the audit observations were found to be shared with the community.
No social auditing was reported for any of the visited school. The school principal in all the new RMSA
schools of 3 districts do not have the access to the funds as the schools are running in the government
upper primary schools (UPS). Annual grant is mostly utilized for furniture & benches for the students.
Staffing Pattern-Most of the District coordinator are from MBA background without much exposure to
the education field. Hence they are not able to comprehend the entire mission of the RMSA. Therefore
staff with some more experience in education field can be recruited or the capacity building traing of the
existing DCs can be conducted on priority basis.
30
Chapter 1
District Level Half Yearly Monitoring Report for District-1: Kheda
1 PLANNING & IMPLEMENTATION
At School Level
1. What role has been assigned to the SMDCs for implementing the scheme?
School Management and Development Committee (SMDC) for Secondary Schools is responsible for
school level planning, monitoring and evaluation at the school level, taking remedial actions on all the
components / interventions of the scheme- infrastructural, academic and others at the school level. The
SMDC has a direct role in monitoring the annual school grant, major and minor repair grant and
strengthening of existing secondary schools.
2. Are they clear about their role and taking steps accordingly?
Out of 17 visited schools in 12 schools the SMDC members are found to be clear about their role to
some extent. They are taking steps accordingly in some schools.
3. Whether School Management and Development Committee (SMDC) general body meeting is
held quarterly? If not, are the proceedings mentioned by the school.
The School Management and Development Committee (SMDC) general body meeting is held quarterly
in 5 schools, monthly in 8 schools and yearly in 2 schools. In 2 schools no meeting of the SMDC is
reported by the MI. In 13 schools the proceedings record of the SMDC meetings is found to be
maintained out of which only 6 schools have maintained the proceedings systematically.
4. Whether SMDC recommendations have been incorporated in school development plan or not.
As told to the MI in 9 schools, some of the SMDC recommendations have been incorporated in the
school development plan.
5. Whether there is any separate planning & strategy developed for disadvantaged groups. If not,
why?
In none of the visited schools separate planning & strategy has been developed for disadvantaged
groups. However, the disadvantaged groups get certain benefits as per GoG norm. For instance each SC
and ST child (both IXth & Xth class) avails scholarship amount of Rs.2250 per year (Rs. 1850 last
year), an OBC student of class IX receives Rs.400 per year and student of class X receives Rs.625/- (Rs
400/- scholarship+ Rs 225/- as Exam fee) per year. Each CWSN with certificate enrolled in secondary
school receives scholarship amount of Rs 1500/- per annum. Most of such children have their own bank
account in individual names opened by the State RMSA office. The scholarship amount is directly
credited from the Department of Social Welfare to their bank account. There is a provision of bicycles
distribution under ‘Saraswati Sadhna Yojana’ to all the girls belonging to the disadvantaged groups i.e.
SC, ST and OBC. However, in Kheda district bicycles are found to be distributed to the girls in few
31
schools.
6. Whether the school plan has adopted a convergence approach with other departments like
Water & Sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas of
restructuring on convergence and coordination?
The school plan has adopted a convergence approach with some departments like Water & Sanitation,
Social Welfare Department, Tribal development department and Health Department. Social Welfare
Department manages the scholarship to the deserving children as per the details mentioned above.
The areas of convergence include providing certain benefits to the target group. For instance the tribal
girls are provided bicycles through Tribal development department; health check-up is carried out
annually in the secondary schools through PHCs of Health department. There is provision of water
supply through the Water & Sanitation department by supplying Municipality water in urban areas.
Benefit of scholarship is handled by the Social Welfare Department and the scholarship is directly sent
to the schools.
Problem areas of restructuring on convergence and coordination: It was found by the MI that the
district officers concerning RMSA are not issued any clear guidelines regarding the areas of
convergence. At school level it was noticed that some interventions take place through convergence
approach as mentioned above. The state should issue clear guidelines & provisions to the district, block
& school level regarding the details of provisions & target beneficiaries.
7. Whether perspective plan for the school has been developed or not.
Perspective plan for the school has been developed in all old government schools. None of the new
schools under RMSA have their own school building and they are functioning in government upper
primary schools. Hence the plan has not included the infrastructure and related issues in these schools.
8. What data base/ sources adopted / taken for Planning and Plan preparation at school level
other than SEMIS.
None of the schools have adopted any other data base for Planning and Plan preparation at school level
other than SEMIS.
At State Level
1. Whether the State level planning team was involved in the preparation and finalization of
district level plans or not?
The State level planning team is involved in the preparation and finalization of district level plans. It is
under process for the 2013-14 before the commencement of PAB meeting at National level.
2. Whether the State plan has adopted a convergence approach with other departments like water
& sanitation, SC welfare, Tribal development, Minority, Rural / Urban development, Health
32
department, etc. Please mention the areas of convergence. Are there any problem areas of
restructuring on convergence and coordination?
The schools under RMSA receive help in form of scholarship and some provisions from some
departments like Social Welfare department and Tribal welfare Department. Health department conduct
checkup of the students every year through the local PHC. The scholarship is directly channelized
through the Department of Social Welfare to the District and then to the school level. There is provision
of bicycles distribution under ‘Saraswati Sadhna Yojana’ to the girls belonging to the disadvantaged
groups i.e. SC, ST and OBC. MI has noticed that the main problem areas of restructuring on convergence
and coordination are due to the communication gap. The teachers, the DEOs and the RMSA
coordinators are not fully aware of the convergence with other departments.
3. Is there regular monitoring on planning & implementation of the programme at the state level.
If not, why?
There is regular monitoring on planning & implementation of the programme at the state level. The state
level functionaries visit the district and monitor the activities under RMSA. A monitoring format is
prepared by the State RMSA office and its report is under process.
4. Are there any separate strategies for the naxalite / extremist affected districts prepared at the
state/ district level in consultation with the district authority? If not why?
Kheda is not a naxalite/extremist affected district, so no separate strategy has been prepared so far.
At District Level
1. Whether the District level plan was prepared or not?
The district level plan is under preparation and it is yet to be finalized.
2. Whether the District plan has adopted a convergence approach with other departments like
water & sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas of
restructuring on convergence and coordination?
The schools under RMSA in Kheda district get help from some departments like Social Welfare
department and Tribal welfare Department provides scholarship to the students. Health department
conducts checkup at the school level every year through local PHC. The details have been mentioned
earlier.
3. How is Perspective Plan and Annual Work Plan and Budget (AWP&B) regularly monitored?
The DEO of different districts prepare the district level brief Report and the requirement and then
submit it to the State RMSA Office .The State officers verify the requirements at district level. After
that the district level requirement is consolidated to prepare the Annual Work Plan and Budget
(AWP&B) at State level. The AWP & B Report is then sent to the MHRD for approval.
33
2. ACCESS
I. Physical Access:
1. Is location of school adjacent to or within any of following sensitive areas? If yes, in which area.
Protected Area (National Park, Wildlife Sanctuary)/Flood Prone / Flood Plain Area/Earth Quake
Prone Zone/Unstable Slope / Landslide Prone Area / Erosion Prone Area/Cyclone Prone
Area/Storm Surge Prone Area/Drought Prone Area/Polluting Industrial Area/Mining
Area/Arsenic/Fluoride Contaminated Ground Water Area/Busy National/State
Highway/Congested Urban/Market/Commercial Area/Any particular disturbance faced by school
due to its location.
Old Government School, Nanavaga is located in flood prone area and Old Government School, Bor is
located in remote area without adequate transport facility. In both the schools the physical access to
school poses challenges for the children.
2. Name & category (EBB, Urban, CWSN, etc.) of the school visited and number of habitations
being served by the school.
Five schools with CWSN, 8 schools with high gender gap, 1 school with SC/ST/Minority as major
habitants and 3 schools with incidences of drop out children are visited. Seven schools are found with
low academic achievement. No school is reported with urban deprived students.
3. Name and category of the feeder upper primary schools.
New RMSA schools are mostly managed in Govt UP Schools and these schools are the feeder upper
primary schools.
4. Are the children from habitations at a distance greater than what is prescribed for a
neighborhood school enrolled in the school? If yes reasons thereof.
In none of the schools the children from habitations at a distance greater than what is prescribed for a
neighborhood school are found to be enrolled in the school. None of the children are coming from
distance of more than 5 km in any of the RMSA schools.
5. Presence of any natural or man-made barrier that poses any problem for the children in
accessing the school.
Location of one of the schools in flood prone area (Old Government School, Nanavaga) poses problem
for the children in accessing the school in monsoon season.
6. Name and distance of the nearest secondary school from the habitation the school is located at,
and catchment area of the school.
The nearest Upper Primary School to the RMSA Secondary School, Mangalpur and Old Government
School, Porada Fagvel is Balasinor Secondary school which is located at a distance of 15 kms. The
nearest higher secondary school for RMSA Secondary School Jalampura is Sarasvati Vidyamandir,
Modaj which is located at a distance of about 8 km. For rest of the schools the nearest Upper Primary
34
School is within the distance of 1-3 kms.
7. Any special arrangement like transportation facility or residential facility made available for
the benefit of students.
No special arrangement like transportation facility or residential facility has been made for the students
in any of the RMSA school.
II. Social Access:
1. Is the share of SC, ST, Minority and Girl children in enrollment proportionate to their share in
population of the habitation/neighborhood catered to?
The share of SC, ST, Minority and girl children in enrollment is proportionate to their share in
population of the neighborhood habitation as told by the school HM & SMDC members.
2. Is there any major variation in the pattern of attendance in respect of SC, ST, Minority, Girl
children, and children from economically weak background?
There is no major variation in the pattern of attendance in respect of SC, ST, Minority, Girl children,
and children from economically weak background.
3. Is there any specific scheme in the State for ensuring enrollment of special category students
like SC/ST/Minorities/girls/CWSN? If yes, whether it ensures the convergence of the provisions of
RMSA.
There is not any specific scheme in the State for ensuring enrollment of special category students like
SC/ST/Minorities/girls/CWSN. However, the special category students get certain benefits as per GoG
norm. For instance each SC and ST child (both IXth & Xth class) avails scholarship amount of Rs.2250
per year (Rs. 1850 last year), An OBC student of class IX receives Rs.400 per year and student of class
X receives Rs.625/- (Rs 400/- scholarship+ Rs 225/- as Exam fee) per year. Each CWSN enrolled in
secondary education gets scholarship amount of Rs 1500/- per annum. Most of the children under
RMSA have a bank account in which the scholarship amount is directly credited from the Department
of Social Welfare. There is a provision of bicycles distribution under ‘Saraswati Sadhna Yojana’ to all
the girls belonging to the disadvantaged groups i.e. SC, ST and OBC. However, the bicycles are found
to be distributed to the girls in few schools. All the provisions ensure the convergence of the provisions
of RMSA and there was no evidence of replications.
4. Whether any overt or covert, manifest or subtle, discrimination against children of any social
group or community by the teachers or peers is observed? If yes, what efforts have been made to
minimize it?
No overt or covert, manifest or subtle, discrimination against children of any social group or community
by the teachers or peers is observed in any of the visited school.
35
5. Do the overall conditions prevalent in school facilitate access of CWSN to secondary schools? If
not, what are the obstructions and barriers?
The overall conditions prevalent in school facilitate access of CWSN to secondary schools, mostly for
admission and enrolment. However, in many schools with CWSN, the ramp is found to be inadequate.
Ramps are not prevalent in independent structure; accessed by the students.
6. Are there any facilities / special provisions made available for disabled children in the school? If
yes, please give details thereof.
Some facilities like ramp with a handrail at entrance or at drinking water is found in some of the schools
with CWSN. There is no Resource teacher visit in any of the visited school in the district. However,
Some NGOs like VS Gandhi Charitable trust has extended voluntary services for the CWSN in Old
Govt. School, Bor.
III. Open Schooling:
1. Whether the state open school is established at the state level.
The open school (Gujarat State Open School- GSOS) is established at the state level. However, it is not
directly linked with the students enrolled under RMSA. The state Open school conducts examination for
class Xth and XIIth.
2. Whether the state open school has their own district regional centers and study centers.
The state Open school has total 416 study centers all over Gujarat. It has 17 study centres in Kheda
district. But the district level RMSA functionaries are not involved in this activity. Their major
responsibility is to conduct the examination for the applicants in each center.
3. Comments on
a) Admission & Re-admission procedure in state open school b) Examination & Assessment
pattern c) Student support services
a). For registration in state open school, the agency BISAG (Bhaskaracharya Institute of Space
Application and Geo-Econometrics) advertise it over TV & local daily newspapers. Any person who has
passed VIIth class and attained 15 years of age can take admission.
b). The examination is conducted at the study centres which are a government school only. There is no
separate Examination & Assessment pattern by the GSOS. However, the certificate is issued by the state
board.
c). At present there is no provision for academic support services for the enrolled students under Gujarat
State Open School (GSOS).However, some teachers help the students informally, if they seek help.
4. Comments on advocacy programme for out of school children for bringing them back to the
school.
There is no such provision from the district RMSA office for out of school children and bringing them
36
back to the school. However, based on the interaction at the school level, the MI could find that the HM
of some of the schools and some SMDC members take initiative to convince the parents for bringing the
children back to the school.
5. Whether the state has conducted household survey or uses any other method to identify the
number of out of school children in the state.
The state has not conducted any household survey or used any other method to identify the number of
out of school children in the state. The household survey to identify the number of out of school
children is conducted by the SMDC at school level.
6. Comments on identification procedure of out of the school children.
As conveyed by the HM to the MI, any children who is absent for a prolonged duration (more than 2
months) without any intimation to the school authorities is considered an out of the school children.
IV. Out of School Children (OoSC)/ Drop-Out Children – of Age Group 14-16 Yrs.
1. The number, gender and category-wise (SC/ ST/ Minorities/ CWSN) profiling of Out of School
Children (OoSC)/ Drop-Out Children in the age group of 14-16 Yrs.
Eleven children (4 boys and 9 girls) from Old Government School, Nanavaga; 3 children (1 boy & 2
girls from RMSA Secondary School, Chapra; 8 children (1 boy and 7 girls) from RMSA Secondary
School, Jalampura and 18 children (7 boys and 11 girls) from RMSA Secondary School, Rohisa were
found to be the drop out children.
2. Whether efforts have been made by School Management to bring them back to school and if so
the result there of during the past one year.
In some of the schools HMs have contacted parents and counselled them to bring these children back to
the school. As per the school record the drop out children have taken admission in another school
however, no record of the same was found at the school level.
3. Are children of seasonal migrant families held back in the school through seasonal hostels or to
there any other intervention?
There is not found to be any instances of children of seasonal migrant families held back in the school
through seasonal hostels or by any other intervention.
4. If no such arrangement made, whether migration / transfer certificate is issued to such children
by the school?
It was told to the MI by the HM that there were not any children of seasonal migrant families, therefore
no certificate was issued.
5. Has any special training intervention been started for the OoSC? If yes, please give details
covering following points: -
a) No. of children enrolled and found present on the day of visit.
37
b) Whether training is imparted through regular teachers or NIOS/SIOS?
c) Duration of training and achievement level of the children.
No special training intervention has been started for the OoSC by any of the visited schools. Hence the
above mentioned points are not applicable
3. EQUITY
I. General Information
1. Category-wise (SC/ ST/ Minority/ CWSN) profiling of attendance and achievement (School
result) of school children in the age group 14-16 years.
All enrolled ST children were found to be present on the visit day. Out of 27 enrolled SC children, 19
children were found to be present on visit day. Out of 13 enrolled children of Minority category, 12
children were found to be present on visit day. There were 11 CWSN children and 07 were present on
the visit day. Gender gap in learning achievement was found in 09 schools. The MI did not notice major
variation in learning achievement level among the SC/ ST/ Minority/ CWSN children. There is no major
variation in attendance and achievement of the children from SC/ ST and Minority category.
2. Category-wise (SC/ ST/ Minority/ CWSN) dropout students in past one year.
As per the school HM the children who left the school have taken admission in another school. Eleven
children (4 boys and 9 girls) from Old Government School, Nanavaga; three children (1 boy & 2 girls
from RMSA Secondary School Chapra, eight children (1 boy and 7 girls) from RMSA Secondary
School Jalampura and eighteen children (7 boys and 11 girls) from RMSA Secondary School Rohisa,
had dropped out from the respective schools. Hence the MI could find that about 40 children have
dropped out from the visited schools in Kheda District.
3. Reasons for dropouts and measures taken to address the same.
Child marriage and poor socio-economic background are found to be major reason for the drop outs.
Parents of most of the children are working as daily wage labourers. They prefer to take their children
with them wherever they get work.
II. Girls’ Education
1. Gender gap in enrolment, attendance, learning achievement and reasons thereof.
ENROLMENT, ATTENDANCE, ACHIEVEMENT
Table 1.1: Gender gaps in Enrollment, Attendance & Learning Achievement: Kheda District
S.No. Name of School
Enrolment in
2013-14
Enrolment in
2012-13
Learning
Achievement>60%
B G Tot B G Tot B G Tot 1. Old Government School,Bavara 43 26 69 39 26 65 39 6 45 2. Old Government School, Golaj 68 38 106 50 36 86 39 26 65 3. Old Government School, PordaFagvel 40 41 81 18 18 36 35 31 66 4. Old Government School,Jakhed 52 27 79 33 33 66 40 16 56 5. Old Government School, Bharkunda 50 65 115 50 65 115 42 57 99
38
6. Old Government School, Andhariamli 32 24 56 35 24 59 25 16 41 7. Old Government School, Nanavaga 58 40 98 25 22 47 42 02 44 8. Old Government School, Bor 55 30 85 71 34 105 4 9 13 9. RMSA Secondary School, Madadara 65 27 92 64 26 90 33 13 46 10. RMSA Secondary School, Apruji 58 56 114 58 56 114 51 45 96 11. RMSA Secondary School,Lilva 67 61 128 29 27 56 36 31 67 12. RMSA Secondary School, Jalampura 47 22 69 38 24 62 16 12 28 13. RMSA Secondary School, Chapra 28 22 60 23 17 40 25 13 38 14. RMSA Secondary School, Rohisa 38 22 60 36 21 57 19 5 24 15. RMSA Secondary School, Bhumas 64 33 97 76 55 131 39 23 62 16. RMSA Secondary School, Mangalpur 41 30 71 22 17 35 33 26 59 17. RMSA Secondary School,Gutal 47 18 65 26 16 42 30 12 42
TOTAL 853 582 1445 693 517 1206 548 343 891
Higher gender gap in enrollment is found in 08 schools. However, some gender gap in enrollment is
found in 15 schools. In Old Government School Porda Fagvel the number of girls enrolled is more than
the boys. In 7 schools the girls have performed better as compared to the boys. Out of 582 girls, 343
girls have secured more than 60 per cent marks in all the visited schools. Out of 853 boys, 548 boys
have secured more than 60 per cent marks in all the visited schools.
Reasons for gaps in enrollment (If)
a. Socio-cultural Reason, b. Economic Reasons ,c. Linguistic Reason
Gender gap in enrolment was found in 08 visited schools due to Socio-cultural issues and Economic
reasons. In some families the girls take care of the household work while their mothers move out of the
house for daily wage. The cultural issues have an impact on early marriage in some instances.
Reasons for absenteeism-
a. Health (own or family members), b. Social cultural issues, c. Sibling Care, d. Household
responsibilities, e. Family issues function/Gone to relatives house, f. Earning for livelihood.
g. Migration, h. Any other
Gender gap in attendance were found to be due to various reasons like socio-cultural reasons, child
marriage in some instances, child labour, household responsibilities of girls at home including younger
sibling care. There are no female teachers appointed in eleven visited schools which could have been
one of the reasons for the gender gap in enrolment and attendance.
2. What efforts have been made to address the gender gap-attitudinal and physical?
In RMSA there is no specific intervention through financial support to address the gender gap-in the
context of both attitudinal and physical. In few schools the school teachers meet the parents and counsel
them to send their daughters to school. The in-service teachers’ training also includes some components
addressing the gender gap. However the efforts are not sufficient to address the gender gap in
connection to attitudinal change and bridging the barrier for physical/infrastructural issues.
3. Is there any reduction in enrollment, attendance, learning achievement, if yes, what are the
39
reasons?
In 12 schools the enrolment in 2013-14 has improved as compared to the enrolment in last academic
year (2012-13). However in 3 schools (Old Government School Andhari Ambli, Old Government
School Bor and RMSA Secondary School Bhumas) the enrolment has declined in current academic
session as compared to the previous academic session. Total enrolment in 2012-13 in kheda district was
1206 and during 2013-14 it reached to 1445 (For details, please see Table 1.1). There is not found to be
major variation/ reduction in attendance and learning achievement.
4. What are the efforts made to address the gender gap & removing the physical barriers?
In some schools the school teachers and the members of SMDC make an attempt to convince and
counsel the parents to educate their daughters. With regard to remove the physical barriers the MI did
not observe any noticeable efforts by the school authority.
5. Have any efforts been made for the counseling of parents to handle the problems of girls? If
not, Why?
In some schools the teachers have made some efforts for the counseling of parents & convinced them to
send their daughters to attend the school regularly. This effort has helped bridging the gender gaps in
enrollment and attendance to some extent.
6. Whether the aspects like separate hostel and other physical facilities and availability of
security have impact on enrolment and attendance and learning achievement of girls?
There is no provision of any separate hostel or security facility in any of the RMSA schools. However,
there is facility of KGBV school under SSA which has enrolled most of the out of school /drop out
children that has made an impact on enrolment, attendance and learning achievement of girls. There is
one KGBV in Kheda district. After passing out from the KGBV some of the girls are enrolled in the
nearby RMSA schools. However such provisions are not ensured to the students under RMSA.
4. GUIDANCE AND COUNSELING
1. Whether the Guidance and Counseling Cell has been constituted by the school? If yes, what is
the available Student-Counselor Ratio?
There is no guidance and counseling cell, for the children at school level in any of the visited schools
under RMSA. One Counselor for 3 districts is appointed for guidance & counseling by the State. For
Kheda district the counselor is appointed at the Vadodra district office and he visits Kheda, Anand and
Vadodra. The counselor is expected to cover 12 schools per month. The visit of the counselor is found
to be irregular in this district.
2. How many children have been assisted by the Cell?
There is no guidance and counseling cell however, counselor is found to visit the students occasionally.
No record is found to be maintained for the counselor’s visit at school level.
40
3. What are the frequent problem areas of the students for which guidance and counseling is
sought?
Counseling is required for the children for the problems related to absence of subject teachers especially
mathematics and science teachers, gender bias among some of the parents, drop out and absenteeism
due to indulgence in child labour during specific season. But the counseling is not taking place due to
unavailability of counseling cells.
5. QUALITY
I. Enabling conditions
1. Are the classrooms properly lighted and ventilated?
Two classrooms are available for most of the visited schools & in new RMSA schools. These rooms
belong to Govt. UPSs. All the classrooms are properly lighted and well ventilated.
2. Is there availability of adequate desks/chairs for the students?
The number of desks was found to be insufficient for children in two schools (Old Government School
Porda Fagvel & RMSA Secondary School Mangalpur).
3. Are the blackboards appropriately located in the classrooms?
The blackboard in all visited RMSA schools is centrally located.
4. Please give details of innovative teaching aids, including ICT devices used in classroom.
There is no ICT devices used for teaching purpose in the classroom in 13 visited schools due to absence
of computer facility. However, 4 schools (Old Government School Andhari Amli, Old Government
School Golaj, RMSA Secondary School Apruji and RMSA Secondary School Madadara) have
computer facility.
5. Comments on the availability and usability of the following facilities:
a. Library room and age appropriate books for the students available?
There is no library room & age appropriate book for the students in any of the new RMSA schools. In
most of the old Government Schools Library facility was found to be provided.
b. Integrated Science and Math Laboratory and availability of Science and Math kit and other
materials required,
There is no integrated Science and Math Laboratory and Science and Math kit available in any of the
new RMSA school. However, the Science Laboratory is found to be available in most of the Old
Government Schools.
c. Availability of Art/ Craft room?
There is no Art/ Craft room found to be available in any of the visited school including both old and
new schools under RMSA.
6. The number of days the school functioned during the last academic year? Give reasons for the
41
closure, if any of the school remains closed for long gaps during last year. Suggestions to avoid
repetition of such instances.
The number of working days during the last academic year ranged between 237-245 days. None of the
school remained closed for a longer period except the summer vacation (about 45 days) & Diwali
vacation (about 21 days).
7. Number of teachers present in the school (Male & Female), vacancies against sanctioned post.
There are 42 male teachers and 6 female teachers. In all the schools 39 male teachers and 3 female
teachers are found to be present on visit day of the MI. Most of the teachers working in the existing
RMSA schools are appointed in some other schools (parent institution) but now they have been deputed
to RMSA Secondary Schools due to scarcity of teachers in RMSA school & surplus teachers in the
parent school. There are 03 vacancies against the sanctioned post in the district.
Table 1.2 Number of teachers present in the school
Teachers No. of teachers
appointed in the school.
No. of teachers
present in the school
Sanctioned
Post
Vacancies against
Sanctioned Post
Male 42 39 51 03
Female 06 03
Total 48 42 51 03
8. In case of teacher vacancy, what alternative arrangements have been made by the
heads of the institution to complete that course curriculum?
The School principal arranges specific subject teachers especially for science and mathematics from
other schools as per their availability to complete that course curriculum.
9. Are sufficient teachers available for each class and for teaching Science, Mathematics and
languages?
Teacher for each class is found to be available in 14 schools. Three schools (Old Government School.
Golaj, Old Government School Jakhed and RMSA Secondary School Madadara) did not have teacher
for each class. There is no science and mathematics teacher in 10 RMSA schools which is found to be a
major problem in this district. Language teacher was found to be available in all the schools visited by
the MI except 2 schools (Old Government School Jakhed and Old Government School Golaj).
10. Do all teachers possess professional training qualifications as mandated? Give number of
untrained teachers.
All the teachers in visited RMSA schools are found to be trained and possess professional training
qualifications as mandated.
11. Whether the practice of truancy, i.e. absenteeism/class bunking by students/teachers has been
reported in the school? If so, the reasons thereof and the steps taken by the school management to
curb the practice.
42
The practice of truancy (class bunking by students/teachers) has not been reported in any of the visited
school. However practice of absenteeism was reported by the teachers due to students’ involvement in
labour activities during specific season.
12. Policy of teacher recruitment, deployment, training, remuneration and career advancements.
Policy of teacher recruitment, deployment, training, and remuneration and career advancements has
been followed as per the State Government norms. At the moment all the ‘new RMSA’ teachers are
deputed from the parents’ school where they had been earlier recruited. The Old government schools
have their own teachers to teach the secondary school students. They are also recruited as per the state
government norm. The DEO has no role in teacher’s recruitment. The State conducts TAT (Teachers
Aptitude Test) examination and selects the teachers as per merit.
II. Teaching Learning Process
1. Is the teacher's diary including curriculum delivery and lesson plan etc. maintained by teacher
& countersigned by the Head of the institution regularly?
The teacher’s diary which includes curriculum delivery and lesson plan is found to be maintained by the
teachers in 15 schools. It was found to be countersigned by the Principal though not on regular basis.
2. Is the time table prescribed by the school available and followed by the teachers?
The prescribed time table is found to be available and followed by the teachers in most of the visited
schools.
3. Are discussions and group team works encouraged as a methodology of teaching for
involvement of children / students in teaching learning process?
Discussions and group team works are found to be encouraged among children in some of the schools.
4. Give your comments on the classroom management with reference to: a. Whether children are
made to sit in small groups. Groups are formed of children from the same class or with children
from different classes, b. Do children from disadvantaged groups and children with disabilities sit
separately or on the back benches? c. Do children have any role in the management of
classroom?
Children in few schools sit in small groups and the groups are formed of children from the same class.
In none of the visited school the children from disadvantaged groups or CWSN sit separately or on the
back benches except Old Government School Bor (Pl. see annexure-1.3 for photograph).However the
CWSN has opted to sit in the last row because of his height and own choice. The children are found to
play some role in managing the classroom including classroom cleaning, organizing prayer assembly
during school opening and managing class in absence of the teacher etc.
5. Onsite academic support to the teachers especially by the Resource Teachers-frequency of
visits, time spent by the Resource Teachers in the school and nature of support provided.
43
Onsite academic support to the teachers is found to be given in five schools (RMSA Secondary School
Mangalpur, Old Government School Bor, RMSA Secondary School Madadara, RMSA Secondary
School Apruji and Old Government School Barkunda) though not on regular basis.
6. Is remedial teaching including zero classes, extra classes etc. arranged for academically weaker
students? If yes, the frequency thereof and the positive results, if any, obtained by such teaching
Extra classes for academically weaker students are found to be organized in ten schools. Out of which
eight schools are organizing extra classes on weekly basis while RMSA Secondary School Mangalpur
and RMSA Secondary School Jalampura are organizing extra classes on monthly basis. All ten schools
found positive result and extra preparation for board exam among students due to their participation in
extra classes.
7. Method of evaluation being followed in the school/ classroom.
All schools are found to be following marking followed by grading as the method for evaluation.
8. Participation level of the CWSN in classroom processes & efforts made to optimize it.
Eleven children (9 Boys and 2 Girls) with special needs (CWSN) are found in five schools (Old
Government School Bavara, RMSA Secondary School Chapara, RMSA Secondary School Gutal, Old
Government School Jakhed and Old Government School Bor). Out of 9 boys 4 belonged to OH
category, 3 are MR and 2 boys belonged to the multiple disability category. Out of two girls one is OH
and another belongs to multiple disability category. All CWSN students are found to be participative in
classroom activities. Three teachers are found to have received special training for teaching CWSN in
Old Government School Bor and Old Government School Golaj. Participation levels of the CWSN in
classroom processes are found to be good in 3 schools out of five schools with CWSN. There are no
noticeable efforts made to optimize it and there is no visit of Resource Teachers (RTs) in any of the
RMSA schools with CWSN.
9. Is Peer interaction with CWSN Friendly, Neutral or Taunting/teasing/bullying?
The peer interaction with CWSN was found to be either friendly or neutral in all schools with CWSN.
10. Are Individualized Educational Plan (IEPs) prepared for CWSN.
No school has prepared any Individualized Educational Plan (IEPs) for CWSN.
11. Are adequate facilities for seating CWSN provided?
There is no special provision for seating arrangement for CWSN. They avail the same facilities as
availed by other children in the school. .
12. What is the extent and nature of use of ICT devices for teaching & learning of CWSN?
ICT devices for teaching & learning of CWSN are not found in any of the schools.
III. Teacher’s Training
1. What are the provisions for in-service training of teachers? Frequency & duration thereof. Has
44
the state prepared targeted annual plan for in-service teachers training to improve quality and
skills?
In-Service training of teachers was found in all the schools. All the teachers have received Karmyogi
(called as ‘Shikshak Sajjatta’) training which is conducted for 5 days in two phases. 1st phase was
conducted from 15th-19th January, 2013 & the 2nd phase was from 21-25th January, 2013. Training for
the Science & Technology was given to 30 teachers on 14th October, 2013. Training for the Social
Science was given to 30 teachers on 13th November, 2013 in Kheda district. The teachers were
provided lodging and boarding facility during the training as well as TA as per the norm. The state is in
the process of preparing targeted annual plan for in-service teachers training to improve quality and
skills for the coming academic year.
2. Whether training received includes training for dealing with CWSN students?
The regular training received by the teachers does not include training for dealing with CWSN students.
However limited numbers of teachers have availed 2 days IED training at the block level & it is not
found to be sufficient to handle the CWSN.
3. Whether training provided has improved the confidence level of the teachers to handle
classrooms with these children?
Confidence level of teachers who have received the IED training was found to be more in comparison to
the untrained teachers to handle CWSN.
4. Quality and adequacy of facilities available (space, projection, tools, equipment's) for training.
Training facilities such as separate room for training, projector are not found to be available in any of
the school. However facilities like space, projection, tools and equipment are provided during in-
service teachers training in the training premise.
5. Whether training modules are need based or not?
The teachers have communicated to the MI that the training modules are found to be need based,
however there is scope for further improvement. Additional components like computer education,
training for CWSN can also be included in the training module.
6. Are teachers trained using new technologies like Computer assisted Learning (CAL), LCD
projector etc. for imparting lessons in the classroom?
None of the teachers have received any training to use new technologies like Computer assisted
Learning (CAL), LCD projector etc. for imparting lessons in the classroom. However few teachers have
learnt the skill through their own initiatives like it was found among some teachers in RMSA Secondary
School Lilva and Old Government School Bor.
7. Are the trainers from the secondary schools/higher institutions or other academic institutions?
Training is found to be given by the Key Resource Persons (KRPs). KRPs can be College teachers/
45
Principals, high school teachers with good training and communication skill. In addition any retired or
experienced person from education Department can be called for teachers training and the training of
RPs.
8. Any other issues related with teacher's Training of secondary education.
Teachers training should have more practical orientation. Teacher’s Training should have components
that can cater to the need of disadvantaged groups.
6. CIVIL WORKS
I. General Information
In none of the visited schools in Kheda district civil work has been initiated. For 9 new RMSA schools
the land allotment for construction of school building is required. Out of these 9 schools, the land has
been allotted for 6 schools. However, the construction has not yet started. For 3 schools the land
allotment is still pending.
1. Year of Establishment
The year of establishment for all the schools in Kheda district is 2011.
2. Year of construction
The construction for all the new RMSA secondary school building is yet to begin as mentioned above.
3. Number of Classrooms for class IX and class X
In all new RMSA schools the class rooms are adjusted with the existing Govt. UPS where schools under
RMSA & SSA are managed together. Two classrooms each for IX and X standard are available for
most of the visited schools.
4. Area of the School
All the new RMSA schools do not have their own building and they are functioning in the existing
Govt. UPS. Therefore the record for the area of school is not available for these schools. The Old Govt.
Schools are operating in single structure or double storied building. The total area in these schools range
from 4000-6000 square feet. In most of the Old Govt. Schools the playground area is found to be
inadequate.
II. Design
1. Type of building (Pucca/ Semi-pucca/Kutcha)
All the eight schools (Old Government schools) have pucca building. However the 9 new RMSA school
are working in the Govt. Upper Primary School building and all these are also pucca building.
2. Physical condition of building (Cracks/ Damp/Seepages/ Damages in Plaster)
Physical conditions of the schools are found to be normal except RMSA Secondary School, Mangalpur
where cracks were visible in the school building.
46
3. Any local innovative approaches in school building design, please mention it.
No local innovative approach is found in design of school building in any of the schools.
4. Whether natural light & cross ventilation is available or not, if not, the reasons thereof,
and the steps taken by school authorities to rectify it.
Natural lights and cross ventilation is found in all the schools except 4 schools (RMSA Secondary
School Bhumas, Old Government School Nanavaga, Old Government School Andhari Amali and
RMSA Secondary School Jalampura). No steps have been taken by school authorities to rectify the
prevailing condition as it could involve the demolition.
5. Is there any lighting facility in the class room? Is it functional, if not -why? Is the power supply
continuous or intermittent? If intermittent, what is the duration for which electricity is available
in the school?
Electricity facility is found to be functional in 14 schools. In one of the schools (Old Government
School, Jakhed) the electricity connection is found to be non-functional. In 2 schools (RMSA Secondary
School, Bhumas & Old Government School, Nanavaga) electricity facility is not available. Availability
of power supply is found to be intermittent in 5 schools (RMSA Secondary School, Gutal; RMSA
Secondary School, Jalampura; Old Government School, Andhari Amali; RMSA Secondary School
Mangalpur, and Old Government School, Bor) for about 1-2 hours daily.
6. Is there provision of alternative electric power supply like generator, invertors,
gobar-gas plant, solar panels, wind electricity etc. if so, give details thereof and comment on
the -condition of their usability?
None of the school has any provision of alternative power supply facility as cited above.
7. Library Design-a) Is sufficient seating space, light, ventilation available? b) Regular pest
control is carried out or not.
Most of the Old Government RMSA schools have library facility. The library in these schools is found
with proper lighting, adequate ventilation and adequate seating space. Pest control is carried out
occasionally if there is any problem identified.
8. Laboratory Design- Please comment on-
a. Adequate space for all subjects (Physics, Chemistry, Biology & other subject) b. Proper
height (3ft) of the laboratory table, c. Cross ventilation and exhaust fan. d. Availability of
running water.
Most of the Old Govt Schools under RMSA are found to have Laboratory however, it is a common
laboratory for Physics, Chemistry, Biology & other subject. The space is found to be inadequate for all
the subjects in these schools. Cross ventilation is found to be present however, the provision of exhaust
fan is found to be missing in all the schools with laboratory. There is not found to be any provision of
47
running water in all the schools with laboratory. None of the new RMSA school is found to be having
any laboratory.
9. Facilities for Physically Challenged
a. Are the ramps for physically challenged students to access the entrance of the
school, drinking water facilities, toilet facilities, science lab, mathematic lab, libraries, auditorium,
and playground available?
All the schools visited by the MI have ramp facility. However, the ramps are not found to be available
in all the above mentioned places in the visited schools. The ramp facility is found to be available at
entrance to access the class rooms in most of the visited schools. Only in 03 schools ramp was found to
be available for CWSN near water tank for drinking and at the entrance of the toilet.
b. Are the benches of different height available in the class room?
The benches of different height are not found to be available in the classroom in any of the visited
schools with CWSN.
c. Please comment if the slope of the ramp is adequate and whether ramps have been provided
with the hand rails.
Three schools (RMSA Secondary School, Chapra; Old Government School, Jakhed and Old
Government School, Bor) have ramps with adequate slope and handrail. MI did not find any uniform
construction of the ramps with regard to length and width. The ramp design was different from each
other in many schools.
10. Drinking Water Facility
a. Source of drinking water (Supply Water/ Tube Well/ Dug Well/Other). Is sufficient water
available across all the seasons?
All schools have drinking water facility except 3 schools (RMSA Secondary School Jalampura, Old
Government School Andheri Amli and RMSA Secondary School Mangalpur). Five schools have Supply
water (from Water department) while rest of the schools have tube well as the source of water.
b. Type of water storage facility and its condition & cleaning schedule,
All schools are found to store drinking water. The condition of water tank is found to be good in 3
schools (Old Government School Porada, Fagvel; Old Government School, Nanavaga and Old
Government School, Jakhed). While RMSA Secondary School, Mangalpur; RMSA Se
condary School, Lilva and Old Government School, Bor are found with poor condition of water tank.
Rests of the schools have average condition with regard to cleanliness and maintenance. Seven schools
have reported to get the water tank cleaned monthly while remaining schools get it cleaned twice in a
year.
c. Is quality of drinking water satisfactory? Write measures taken by school authorities to
48
ensure clean drinking water and treatment & testing of water.
All schools are found with safe drinking water except RMSA Secondary School, Rohisa; RMSA
Secondary School, Bhumas and RMSA Secondary School, Chapara due to high salt contents.
Cleanliness and treatment of drinking water is used to be ensured by putting chlorine tablets in water
tank and using R.O plant in four schools (Old Government School, Nanavaga; Old Government School,
Jakhed; Old Government School, Golaj and RMSA Secondary School, Madadara). Testing of water
through the help of professionals to ensure the quality was not found in any of the visited schools.
d. Are sufficient numbers of drinking -water taps available in school?
In 9 schools the number of taps was found to be insufficient to cater to the need of the number of
children enrolled.
11. Sanitation Facility
a. Whether adequate numbers of urinal / lavatories are available for girls, boys, teachers and
other workers in the school? If not, please specify shortcoming?
Eleven schools have toilet facility. However, six schools (RMSA Secondary School, Chapara; RMSA
Secondary School, Gutal; RMSA Secondary School, Jalampura; Old Government School, Andhari
Amali; RMSA Secondary School, Rohisa) do not have toilet facility for students enrolled in classes
under RMSA. In most of the schools, the toilet and urinal facility is found to be insufficient to cater to
the need of the children enrolled in the school. The insufficiencies of the urinal / lavatories create
inconvenience for girls, boys, teachers and other staff members in the school.
b. Please comment on the Maintenance/ cleanliness of toilets and supply of water
Running water in toilets is found in only five schools (RMSA Secondary School, Mangalpur; Old
Government School, Jakhed; RMSA Secondary School, Apruji; RMSA Secondary School, Madadara
and Old Government School, Golaj) and toilets are cleaned and maintained in these schools. In rest of
the visited schools the toilets are not cleaned and maintained properly.
c. Is there any separate toilet for girls? Is the location of the girl's toilet safer? Please comment
on the availability of the Sanitary napkins & dustbins in the school,
Among 11 schools with toilet facility, two schools (Old Government School, Bavara and Old
Government School, Barkunda) do not have separate toilets for boys and girls. Location of girls’ toilet
is found to be safe in all the schools except in RMSA Secondary School, Mangalpur and Old
Government School, Nanavaga. Sanitary napkins were not found to be available in any of the visited
RMSA schools. Few dustbins are found to be available in seven schools (Old Government School
,Bavara; RMSA Secondary School, Lilva; Old Government School, Jakhed; Old Government School,
Golaj; RMSA Secondary School, Apruji; RMSA Secondary School, Madadara and Old Government
School, Barkunda).
49
d. Is there any provision in toilets for physically challenged students?
There is no special provision of toilets for physically challenged students in any of RMSA Schools.
They use the same toilet used by other students.
e. Are lavatories single pit/ double pit attached with septic tank? Is septic tank cleaned regularly?
Four schools are found to have single pit (RMSA Secondary School, Mangalpur; Old Government
School, Porda Fagvel; Old Government School, Bavara & RMSA Secondary School, Lilava). While
rests of the schools have double pit attached with septic tank. All the schools with toilet facility were
found to have attached septic tank. The septic tanks are cleaned in the schools as per the requirement.
12. Drainage System
a. Whether drainage facility is available in the school. If yes, Type of drains (Underground/ Pucca
& Covered/Pucca & Open/ Kutcha & Open)
Seven schools are found without drainage facility (RMSA Secondary School, Mangalpur; Old
Government School, Porda Fagvel; Old Government School, Nanavaga; RMSA Secondary School,
Gutal; RMSA Secondary School, Jalampura; Old Government School, Andheri Amali and Old
Government School, Bor). Three schools (Old Government School, Bavara; Old Government School,
Jakhed and RMSA Secondary School, Lilava) have Kutcha and open drainage system.Remaining seven
schools are found to have underground with Pucca & Covered drainage facility.
b. Please comment on the structural condition and regular cleaning of drains in the school. Is
there any instance of water logging?
Out of 11 schools with drainage system, drains are cleaned on monthly basis in six schools (Old
Government School, Barkunda, RMSA Secondary School, Madadara; Old Government School, Golaj;
RMSA Secondary School, Apruji; RMSA Secondary School, Lilava and Old Government School
,Jakhed). However, the Old Government School, Bavara get drains cleaned occasionally. In 4 schools
(RMSA Secondary School, Bhumas; RMSA Secondary School, Madadara; RMSA Secondary School,
Apruji and Old Government School, Bharkunda) MI could find instances of water logging during
monsoon season.
13. Waste water treatment/ discharge/ disposal of solid waste
a. Whether waste water treatment & discharge arrangement is available in school. If yes, the
type of drainage system, i.e. Septic Tank/ Municipal Drain/Open Field
In none of the visited schools in this district the waste water treatment /discharge/disposal is found.
b. Is there any waste collection facility available in the school? Please comment on the
adequacy and condition of bins,
Adequate bins are available for garbage collection in four schools (Old Government School, Bavara,
RMSA Secondary School, Bhumas, RMSA Secondary School, Rohisa and Old Government School,
50
Golaj). The condition of waste collection bins was found to be average.
c. Is there any facility for treatment of waste and composting of organic waste?
None of the schools is found to have facility for treatment and composing of organic waste.
14. Water & energy conservation
a. Availability of Water Conservation Measures
Availability of Rain water harvesting structure if any. If yes, is it in the working condition and
whether the stored water is consumable?
None of the RMSA schools is found to have rain water harvesting facility available in school. Hence a
water conservation measure was found to be ignored in most of the schools.
b. Type of lighting facility used {Ordinary Bulb/ Ordinary Tube / CFL) b. Are
teachers & school management aware of the possibility of use of renewable sources of energy
including gobar-gas plant, solar energy, wind energy etc. and if the same is being utilized.
Lighting facility is found to be different in all the schools. Most of the schools are found to be using
ordinary tube lights/bulbs. Some of the teachers in five schools (RMSA Secondary School, Mangalpur;
Old Government School, Porada Fagvel; RMSA Secondary School, Chapara; RMSA Secondary School,
Rohisa & RMSA Secondary School, Lilava) are found to be aware of the use of renewable source of
energy like gobar-gas plant, solar energy and wind energy etc. However, in none of these schools
renewable source of energy are found to be utilized.
15. Safety aspect of Building Design
a. Is the physical condition of the building good? Is there any special structural facility to
cope with natural hazard (flood/ cyclone/ earthquake)?
Physical condition of building is found to be good in 7 visited schools. Any special structural facility to
cope with natural hazard was not found in any of the visited schools except the provision of fire
extinguishers.
b. Whether the width of the stair case is sufficient or not & alternative exit gates are available
for emergency evacuation in the case of double storied structure.
The width of the stair case was found to be sufficient in the schools with staircase facility. However,
alternative exit gates are not available for emergency evacuation in the case of double storied
structure.
c. Is the disaster preparedness plan & emergency evacuation plan available in the school?
Whether all students & teachers are aware of it & trained to handle the disaster situations,
There is no disaster preparedness plan & emergency evacuation plan available in any of the visited
schools. Students are not found to be aware of it & they have not been taught in the classes about this
subject. None of the teachers have received any training to handle the disaster situations in the visited
51
schools. Hence their awareness is found to be limited.
d. Whether fire extinguishers (s) are available in the labs, kitchen etc. in the school and are in
working condition? Whether the school authorities including students are trained in using the
fire extinguishers in case of eventuality,
Fire extinguishers are available in all the school. However, it is not located in the kitchen. In most of
school (12 schools) it is kept in HM/staff room or common lobby. The school staffs in some schools are
found to be trained for using the fire extinguishers in case of eventuality. However, the students
are not found to be trained for using it.
e. Whether contact numbers for Ambulance, Fire Brigade and nearby Hospital is available
and displayed in school.
In 8 schools the contact numbers for Ambulance and Fire Brigade is found to be present. The contact
number of nearest hospital is found in 7 schools. However, in none of the schools these numbers are
fund to be displayed on school wall or notice board.
III. Schools with Ongoing Construction Activity
None of the RMSA Schools is found with Ongoing Construction Activity. In Kheda district, out of 9
new RMSA schools, the land allocation for school building is completed for 6 schools. However, the
construction is yet to begin.
1. Whether sufficient measures are being taken by the school authorities to ensure that
a. Construction activity undergoing in school does not hamper academic activities in school?
b. Does not vitiate air, water & land quality in school & noise level is within permissible limit,
c. Construction material is being stored appropriately,
d. Temporary fencing of construction area is done.
The above mentioned 4 points are not applicable as the construction is yet to begin in all the new RMSA
school.
2. Procurement Aspects:
a. Whether same contractor is doing the work to whom the work was awarded?
b. What is stage of construction? Whether construction work done is in line with lay out plan?
c. Whether members of community through SMDC are involved in procurement process?
d. Whether sub-Committee viz. construction committee has been constituted or not?
e. Whether
Books of A/c related to civil works maintained/ updated or not.
Measurement book is maintained for civil works or not?
Payment has been made to the contractor or agency is in accordance with the
measurement book or not?
52
Material stocked is in line with the stock register or not.
Cheque issue register is maintained or not?
f. Whether quality of construction and the construction material being used is up to the mark.
g. Whether physical receipt/existence of material matches with entry made in Assets register.
h. Number of times technical persons have visited construction site and authentication done
i. The system of fund flow & time take to transfer funds in account of SMDC.
j. Any good practices in civil works which can be replicated in other places/in other States.
The above mentioned points are not applicable as the construction is yet to begin in all the new RMSA
schools.
7. COMMUNITY MOBILIZATION/ PARTICIPATION
1. Are SMDC members familiar with
a. Their roles and responsibilities as notified by the State Government,
The SMDC members are not found to be familiar with their roles and responsibilities as notified by the
state Government in 5 schools (Old Government School, Andhari Amli; Old Government School Bor
RMSA Secondary School Bhumas, RMSA Secondary School Apruji and RMSA Secondary School,
Madadara).
b. The SEMIS data captures format, school report card and SMDC Register,
In most of the schools (12 schools) the SMDC members are not found to be familiar with the SEMIS
data captures format and school report card. However, the SMDC members are found to be familiar
with the SMDC Register
c. The guidelines regarding School Development Plan & training received by them.
The SMDC members are not found to be familiar with the guidelines regarding School Development
Plan (SDP) in any of the new RMSA schools. However, in 3 schools some of the SMDC members who
have received the training are found to be familiar with guidelines regarding School Development Plan.
2. Frequency of SMDCs meetings held & issues discussed thereof. Average attendance of the
SMDC Members.
The meeting of the SMDC is held quarterly in 5 schools, monthly in 8 schools and yearly in 2 schools.
No meeting of the SMDC is reported in 2 schools by the MI. In 13 schools the proceedings record is
found to be maintained. Some of the issues discussed include student result, enrolment drive and
students’ attendance, S.S.C exams, teachers’ requirement, school discipline, teachers’ training, girls’
education etc. Average attendance of SMDC members in the meetings is found to be more than 70
percent.
3. What are the roles of SMDCs members in monitoring of teachers and students attendance?
The SMDC members are monitoring the students’ attendance in most of the schools though not
53
regularly. The teachers’ attendance is rarely monitored in all the visited schools. However, no record for
the same is found in the schools.
4. Whether the SMDC members are participating in preparation of AWP&B.
In 3 schools the SMDC member is found to be participating in preparation of AWP&B . However, their
participation was found to be limited due to inadequate training.
5. Whether members of the SMDC have received any training? If so, how many members?
None of the SMDC members have recievd any training in this year due to non-availability of funds in
these districts.
6. When these trainings were held? Who conducted the trainings? What is the SMDCs
members’ perception of the trainings?
No training was held in this year due to non-availability of funds for SMDC training.
8. MIS (Management Information System)
1. Has the Master list of all schools (including private) been prepared?
The master list of all the Govt. schools has been prepared. The U-DISE record was found to be ready at
the district office.
2. Have the Data Capture Formats (DCF) been distributed to all schools? If no, why.
Data Capture Format (DCF) for this academic year has been distributed to all schools in September,
2013.
3. What kind of training on filling up of DCF was provided to the teacher/head teacher?
Four days training has been provided to the head teacher on filling up of DCF in all Old Govt. Schools
under RMSA.
4. Has Data been received from all the schools in the Data Capture Formats for including
information for the current year, reasons for delay if any?
The data has been received from all the schools in the Data Capture Formats for the current year. This
record is submitted to the MIS, SSA Office for the data entry and processing.
5. Do schools have a copy of the filled-in Data Capture Formats (DCF) for record and reference?
In 6 schools (RMSA Secondary School Mangalpur, Old Government School Porada Fagvel, RMSA
Secondary School Bhumas, RMSA Secondary School Gutal, Old Government School Jalampura, and
RMSA Secondary School Rohisa) a copy of the filled in DCF for current year 2013-14 is not found to
be available. As told to the MI the DCF forms of these new RMSA schools are with the District
Education Office (DEO) for ongoing sample check.
6. Is the school report card generated and distributed to all schools after data entry?
School report card was generated and distributed to seven schools (Old Government School Bavara,
54
Old Government School Andhari Amali, RMSA Secondary School Lilava, Old Government School
Golaj, RMSA Secondary School Madadara, RMSA Secondary School Apruji and Old Government
School Barkunda).
7. Have Sample checks been done after receiving of filled-in Data Capture format (DCFs) from
schools? What are the findings?
The Sample checks are ongoing and managed by the SSA Office after receiving filled-in Data Capture
format (DCFs) from schools. The findings are yet to be received by the RMSA district office.
8. Has the data been submitted to the State as per time schedule?
The Data from the SSA Office is yet to be submitted to the State RMSA Office.
9. At which level the data is being analyzed and disseminated?
The data is being analyzed and disseminated from SSA Office to the State RMSA Office directly.
Therefore the District office has no information with regard to the data analysis and its dissemination.
10. Are the school authorities aware of the importance of the data collected under MIS and are
they using this data?
In most of the visited schools, authorities are aware of the importance of data and use this data for
planning and budgeting.
11. Is SEMIS/UDISE data used for planning and budgeting?
The UDISE data is found to be used for planning and budgeting in most of the schools.
12. Is the backup of the data supplied under SEMIS/UDISE properly maintained?
Backup of data supplied under UDISE is found to be properly maintained by five schools (Old
Government School Bavara, Old Government School Andhari Amali, Old Government School Jakhed,
RMSA Secondary School Lilava and Old Government School Golaj).
9. FINANCIAL MANAGEMENT
1. Nature of financial records and registers maintained specially cash book - is it maintained on
daily basis and is the bank reconciliation carried out on monthly basis?
Financial registers such as cashbook and pass book were found to be available though not maintained
and updated in most of the schools. The Asset register was available in three schools (RMSA Secondary
School Chapara, RMSA Secondary School Rohisa and RMSA Secondary School Lilava). It is not found
to be maintained on daily basis in any of the visited schools.
2. Mode of transfer of funds to the SMDC from the State/ District level.
The common mode of transfer of funds to SMDC from state/ district level was found to be e-transfer.
3. Type of funds/grants received by the school, details thereof.
All the 09 Old Govt. schools have received the School annual grant for the year 2012-13. The Pravas
Grant (Excursion trip grant), SMDC training grant, Climate awareness grant have been received by all
55
the schools. None of the school has received minor repairing grant.
4. System for the withdrawal and payment of fund from the SMDC account (Cash/ Cheque).
The process of withdrawal of funds and payment of funds from SMDC account is found to be done
through cheque mode. The HM and one of the members of the SMDC were found to be the common
drawing and disbursing authority in all the Old Government schools. However, in all RMSA secondary
schools the funds are managed by the DEO/Office.
5. Whether the proposal for expenditure and expenditure statements are shared with the
community. If yes, is there any instance of community expressing objection/reservation about
any transaction?
In Seven Schools (RMSA Secondary School Mangalpur, Old Government School Porada fagvel, Old
Government School Nanavaga, RMSA Secondary School Gutal, RMSA Secondary School Jalampura,
Old Government School Jakhed and Old Government School Golaj), the SMDC is found to share the
proposals for expenditure and expenditure statements in 2013-14 with community. There is no instance
of community expressing objection/reservation about any transaction in these schools. The proposal for
expenditure and expenditure statements are not applicable to all the new RMSA schools (08 schools) as
the fund is managed by District Education Office under RMSA.
6. Whether the SDMC is covered by audit. If yes, were the audit observations shared with the
community.
The SMDC is found to be covered by the audit in seven schools (RMSA Secondary School Mangalpur,
Old Government School Porada fagvel, RMSA Secondary School Gutal, RMSA Secondary School
Jalampura, Old Government School Andhari Amali, Old Government School Jakhed and Old
Government School Golaj). However, in none of the visited school the audit observations were found to
be shared with the community. The audit record of Scool Annual Grant was not found in any of the new
RMSA schools as the fund is managed by District Education Office under RMSA.
7. Is social audit being done (Display of financial information- receipts and payments, on the
notice board/ wall of the school).
No social auditing was reported for any of the visited schools. None of the visited schools is found to
display the financial information-receipts and payments on the notice boards/ wall of the visited schools.
8. Report any instance of community mobilizing resources for the school.
Three schools (RMSA Secondary School Madadra, Old Government School Bavara, RMSA Secondary
School Gutal) are found with instances of donations from the community for schools during 2013-14.
9. Status of Utilization Certificates submitted by SDMC: period for which it has been submitted to
District Project Office.
In seven schools (RMSA Secondary School Mangalpur, Old Government School Porda Fagvel, Old
56
Government School Bavara, RMSA Secondary School Gutal, RMSA Secondary School Jalampura, Old
Government School Andhari Amali, and RMSA Secondary School Lilava) the SMDC has submitted
their Utilization Certificate (UC) to the District Education Office during March to December 2013. The
UC for the said grant has not been submitted in any of the new RMSA schools as the fund is managed
by District Education Office under RMSA.
10. Comment on the process of settlement of advance and collection of Utilization Certificate by
SPO and DPO
The SMDC account in all the new RMSA schools are managed by District Education Office (DEO)
under RMSA. The Utilization Certificate of all the RMSA schools is prepared and submitted to the
DEO for settlement of advance.
11. A Financial statement for the SMDC/ DPO/ SPO may be provided as on date in the format
given below:
Data
Name of
the Unit:
A Opening Balance
as on 1st April of the
year
B Funds
received
1/4/12-31/3/13
C=A+B Total Fund
available till that
date
D
Expendit
ure
E=C-D Closing
balance as on
SMDC 8,50000 4,50000 13,00000 8,50000 4,50000
DPO Annexure attached
SPO Annexure D for details
Note: i. The quarter wise financial status of RMSA at SPO level as on 30.09.2013 is attached as
Annexure-D
ii. Statement Showing School Wise School Annual Grant: Kheda is attached as Annexure 1.3.1
iii. Statement showing school wise excursion trip expense for all the schools in Kheda district is
attached as Annexure 1.3.2
In all the new RMSA schools the funds and their utilization is managed by District Education Office
(DEO) and not by the SMDC.
10. SCHOOL ANNUAL GRANT
1. When was the School Annual Grant received by the school?
Out of the total visited schools, 09 schools are found to receive school annual grant in April 2013.
However, this grant was the pending amount for the year 2012-13.
2. Please comment on the status of utilization of funds (% of the Total) and whether the utilization
has been done as per norms of the scheme.
Most of the new RMSA schools do not have the record about date of receiving annual grant as their
funds are managed by the district RMSA Office/DEO. The school principal doesn’t have the access to
the funds as the schools are running in the government upper primary schools (UPSs). All school
utilized the amount as per their requirements as per norms (53% of the total expenditure).
57
11. MINOR REPAIR GRANT
1. When was the School Repairing Grant received by the school?
Minor Repair Grant has not been released to any of the existing RMSA schools as these schools do not
have their own building. None of the Old government RMSA schools have received minor repair grant
in this year.
2. Please comment on the status of utilization of funds (% of the Total) and whether the utilization
has been done as per norms of the scheme.
None of the Old government schools have received minor repair grant this year in this district.
3. Was the funds utilized for repair and white wash of the school building?
Utilization of grants for repair and white wash of the school building is not applicable to any of the
existing RMSA schools as these schools do not have their own building. Some of the old government
schools have used this grant for repair work and white wash of the school building. However, in some
of these schools this grant is yet to be utilized.
12. INNOVATIONS
1. Details of innovative proposals undertaken during the current financial year (District-wise).
None of the visited school is found to have prepared any innovative proposals undertaken during the
current financial year.
2. Details of number of innovative proposals sanctioned in the previous calendar year and the
status of implementation.
None of the visited school is found to have prepared any innovative proposals undertaken during the
current financial year.
3. Monitoring institutions should review the progress of all innovative activities taken
up in a district or has been completed with respect to innovative activities funded from the
innovation component under RMSA.
a.What are the main reasons and why the objectives have not been met in case so?
Fund have not been sanctioned for the said purpose and DEO has not been able to meet the objectives
b. Whether effective monitoring and evaluation mechanisms have been put in place?
No effective monitoring and evaluation mechanisms have been put in place due to non-availability of
funds.
c. Whether the activity’s objectives have been met?
The objectives have not been met for any innovative activity.
d. Identify any successful element that can be scaled up under RMSA.
The MI has not identified any successful element that can be scaled up under RMSA as no innovative
activity has taken place in the district.
58
13. MANAGEMENT/ MONITORING/ EVALUATION AND RESEARCH
I. Staffing pattern
1. The total number of staff sanctioned category wise in the State/ District office under RMSA
and the number in position and action taken to fill up the vacancies?
At state level 15 post are in position. Out of these 12 posts are filled and 03 posts (one -MIS project
coordinator; one civil work project coordinator and one Account assistant) are lying vacant. However,
these 3 positions have been advertised in the local daily newspaper.
Data
Category State Level District Level
Total Sanctioned Post 15 02
In Position 12 02
Vacant 03 00
2. Specify Nature of engagement-(On Deputation/ Contract)
At State level, out of 12 filled in post, only one post is on deputation basis and rest of other are on
contractual basis. However, at district level, both the posts (one DC and one computer operator) are
contractual.
3. Whether the component wise (Finance, Civil, Quality, Equity, Gender, Pedagogy
Planning etc.) personnel are in place at State/District level? If not, whether there is an
alternative arrangement?
Seven project coordinator post one each for Tender & Procurement, Planning & Training, Finance,
MIS, Yoga, Civil & Monitoring & Evaluation are sanctioned. However, Project Coordinator post for
Civil & MIS are vacant. There is no post sanctioned for the components- Gender and Equity (pls see
Annexure-E).
4. Is the administrative staff available or not? If not, comment on the alternative arrangements
made.
One office assistant and one stenographer are appointed at State level.
5. Are the officials and staff clear about the objectives, targets and goals of the programme and
their role in the management structure?
The officials and staff at state level are clear to some extent about the objectives, targets and goals of
the programmed and their role in the management structure. However, they need more orientation
regarding the same.
II. Monitoring Strategy
1. What are the monitoring tools/ mechanism (reports, visits etc.) used at school and district level
to ensure effective implementation of the scheme. Please give details along with time schedules.
59
The district coordinator (DC) is expected to visit 2 schools per week. The visit of the DEO is occasional
& as per the need. Monitoring format (Surprise Visit Form) has been developed at the State level for
district visit. The surprise visit from covers various components like basic information of the school,
teachers information, physical facilities, education related activities, ICT School project, review of
different Educational Committees, Classrooms, result of last 5 years and analysis of different work done
using different school grants.
2. Are the monitoring guidelines laid down?
The monitoring guidelines have not been found in the district office.
III. Management Systems
1. What are the facilities available in the Academic Institutions - District Institute of Education
& Training (DIET), State Council of Education Research & Training (SCERT)) etc.?
State RMSA does not have direct connection with District Institute of Education & Training (DIET),
State Council of Education Research & Training (SCERT)) etc. however, they take their expertise
in preparation of teachers’ training module. They also help in training the master trainers or the Key
Resource Persons (KRPs). The state level training for the KRPs is imparted at IL & FS Education and
Technology Services Limited.
2. What other essential facilities are required?
Recruitment of the permanent teaching staff as well as science and math’s teachers at school level is
required in all the RMSA schools. The construction of the own building of RMSA schools should begin
to have smooth functioning at school level.
IV. State Database
1. Whether school mapping has been completed. If not, on what basis State/UT are developing
their annual/perspective plan for access. Please also specify mechanism other than GIS mapping
adopted by the State.
School mapping work is still in the process It is being done by an organization, BISEC.
2. Whether the database mechanism (MIS) at District level is in place or not? If not what are the
sources of data used for plan preparation at District level?
The database mechanism SEMIS has been replaced as UDISE and it is in place
3. What are the major issues in collecting and compilation of data at school and district level?
With the help of UDISE, the block level data has been prepared. However, the district level data will be
ready by end of January, 2014.
V. Research
1. Details of Research Projects to be undertaken during the current financial year district-wise
and the purpose of research.
60
No Research Project has been undertaken during the current financial year at the district level.
2. Whether the Research Advisory Committee has been formed?
The Research Advisory Committee has not been formed.
3. What kind of research need has been felt and at what level?
No research need has been identified so far in the district.
4. Whether Action Research is being conducted or not by the teachers/external agencies for
finding out solutions to users pertaining to pedagogy/quality.
No action research has been conducted by the teachers/external agencies for finding out solutions to
users pertaining to pedagogy/quality.
14. ANY OTHER ISSUES RELEVANT TO RMSA IMPLEMENTATION
MI may give a maximum 2 page note, on any other issues, relevant to RMSA
implementation, not covered above.
Problems :
Infrastructure: None of the new RMSA secondary Schools have their own building.
They are functioning in Government Upper primary Schools (UPS). In this situation
both the schools face problem accommodating entire students, teacher etc. Lack of
own school building is found to be the major problems faced by the school students
and the teachers. The staff and students of the new RMSA schools do not feel any
belongingness. They keep thinking that they would be shifted at any moment and this
is a temporary arrangement for them. All the 9 new RMSA schools in Kheda district
face problems like absence of toilet facility, lack of subject specific teachers, lack of
library and science laboratory etc.
Monitoring Strategy: In Kheda district the visit of the District Coordinator (DC) is
found to be irregular.
CWSN: There is no provision of the Resource Teachers (RTs) for CWSN in any of
the visited schools under RMSA.
Grants: The grant is managed by the District Education Office in all the new RMSA
schools. Annual grant is mostly utilized for furniture & benches for the students.
Excursion Grant: The student excursion grant is received in all 17 visited schools.
However, it is not utilised in 10 schools (Annexure 1.3.2).
61
Strengths
Old Government School Porada Fagvel has participated at district level cultural
programme.
Old Government School Bavra has arranged science fair trips for the students.
RMSA Secondary School, Chapra has organized free eyes camp, and health checkup
camp. In this school a Yuvak Mandal (Youth Group) teaches Science and
Mathematics to the students for free.
In RMSA Secondary School Lilava yoga classes and sports classes are arranged for
the students.
62
Annexure 1.1 List of School covered under RMSA: Kheda District
Annexure 1.2 Copy of Office Order, Notification, etc.: Kheda District
1.2.1: State Circular for Schools Regarding DISE Form :
Sr. No. Name of School U-DISE
Code
Cluster Block standard
1. Old Government School, Bavara 24160500602 Kachchai Mehmadabad 1 to 10th
2. Old Government School, Golaj 24160902403 Pipalvada Thasra 9 to 10th
3. Old Government School, Porda Fagvel 24160305002 Fagvel Kathlal 9 to 10th
4. Old Government School, Jakhed 24160906706 Rakhiyal Thasra 9 to 10th
5. Old Government School, Barkunda 24160300704 Chhipiyal Kathlal 9 to 10th
6. Old Government School, Andhariamli 24160804607 Sodpur Nadiad 9 to 10th
7. Old Government School, Nanavaga 24160803305 Paldi Nadiad 9 to 10th
8. Old Government School, Bor 24161000511 Bor Virpur 9 to 10th
9. RMSA Secondary School, Madadara 24160303902 Apruji Kathalal 9 to 10th
10. RMSA Secondary School, Apruji 24160300408 Apruji Kathalal 9 to 10th
11. RMSA Secondary School, Lilva 24160301607 Ananra Kathalal 9 to 10th
12. RMSA Secondary School, Jalampura 24160502002 Kuna Mahmdavad 9 to 10th
13. RMSA Secondary School, Chapra 24160500804 Chapra Mahmdavad 9 to 10 th
14. RMSA Secondary School, Rohisa 24160504403 Sansoli Mahmdavad 9 to 10th
15. RMSA Secondary School, Bhumas 24160600503 Dadusar Mahudha 9 to 10th
16. RMSA Secondary School, Mangalpur 24160602202 Singhali Mahudha 9 to 10th
17. RMSA Secondary School, Gutal 24160801802 Piplata Nadiyad 9 to 10th
63
(Received from RMSA Secondary School, Gutal)
1.2.2: CWSN Certificate: (Received from Old Government School, Bor)
67
Annexure 1.3.1 Statement Showing School Wise School Annual Grant: Kheda
Source: District Education Office (DEO): Kheda
Sr.No. School Name
Grant
Received for year
2011-12
Grant
Received for year
2012-13
Received Expense Received Expense
1 SMDC GOVT.SECONDARY SCHOOL,GOLAJ 50000 50000 0 0
2 SMDC GOVT.SECONDARY SCHOOL,LILVA 50000 50000 50000 50000
3
SMDC GOVT.SECONDARY
SCHOOL,MADADRA 50000 50000 50000 44194
4
SMDC GOVT.SECONDARY
SCHOOL,MANGALPUR 50000 48772 50000 39994
5
SMDC GOVT.SECONDARY
SCHOOL,NANVAGHA 50000 50000 0 0
6
SMDC GOVT.SECONDARY
SCHOOL,JAKHEDA 50000 50000 0 0
7
SMDC GOVT.SECONDARY
SCHOOL,PORDAFAGVEL 50000 50000 0 0
8 SMDC GOVT.SECONDARY SCHOOL,APRUJI 50000 50000 50000 39994
9 SMDC GOVT.SECONDARY SCHOOL,ROHISA 50000 50000 50000 40794
10
SMDC GOVT.SECONDARY
SCHOOL,ANDHARI AMLI 50000 50000 0 0
11
SMDC GOVT.SECONDARY
SCHOOL,BHUMAS 50000 46751 50000 39994
12 SMDC GOVT.SECONDARY SCHOOL,BOR 50000 50000 0 0
13 SMDC GOVT.SECONDARY SCHOOL,BAVRA 50000 50000 0 0
14
SMDC GOVT.SECONDARY
SCHOOL,CHAPRA 50000 44882 50000 39994
15 SMDC GOVT.SECONDARY SCHOOL,GUTAL 50000 50000 50000 39994
16
SMDC GOVT.SECONDARY
SCHOOL,JALAMPURA 50000 50000 50000 39994
17
SMDC GOVT.SECONDARY
SCHOOL,BHARKUNDA 50000 46632 0 0
Total 850000 837037 450000 374952
68
Annexure 1.3.2 Statement Showing School Wise Excursion Grant: Kheda
Sr.No. School Name Grant
Received
Expense Accured
Grant Saving
1 SMDC GOVT.SECONDARY SCHOOL,GOLAJ 6400 6400 0
2 SMDC GOVT.SECONDARY SCHOOL,LILVA 5800 5800 0
3 SMDC GOVT.SECONDARY SCHOOL,MADADRA 7000 7000 0
4 SMDC GOVT.SECONDARY SCHOOL,MANGALPUR 4200 0 4200
5 SMDC GOVT.SECONDARY SCHOOL,NANVAGHA 7800 0 7800
6 SMDC GOVT.SECONDARY SCHOOL,JAKHEDA 5600 0 5600
7 SMDC GOVT.SECONDARY SCHOOL,PORDAFAGVEL 5400 0 5400
8 SMDC GOVT.SECONDARY SCHOOL,APRUJI 6600 0 6600
9 SMDC GOVT.SECONDARY SCHOOL,ROHISA 4400 0 4400
10 SMDC GOVT.SECONDARY SCHOOL,ANDHARI AMLI 5400 0 5400
11 SMDC GOVT.SECONDARY SCHOOL,BHUMAS 2800 0 2800
12 SMDC GOVT.SECONDARY SCHOOL,BOR 5600 5600 0
13 SMDC GOVT.SECONDARY SCHOOL,BAVRA 5600 5600 0
14 SMDC GOVT.SECONDARY SCHOOL,CHAPRA 8200 0 8200
15 SMDC GOVT.SECONDARY SCHOOL,GUTAL 5400 0 5400
16 SMDC GOVT.SECONDARY SCHOOL,JALAMPURA 4800 4800 0
17 SMDC GOVT.SECONDARY SCHOOL,Bharkunda 10400 10400 0
Total 101200 45600 55600 Source: District Education Office (DEO): Kheda
69
Annexure 1.4 Selected photographs of RMSA Schools : Kheda District
Students Sitting on Benches: RMSA Secondary School, Madadara
Boys & Girls Sitting on Benches in Different Rows: Old Government School, Bavara
70
Students are sitting on Benches: Old Government School, Barkunda
Blackboard Centrally Located: Old Government School, Bor
71
Blackboard Centrally Located: RMSA Secondary School, Gutal
Ramp Facility: RMSA Secondary School, Madadara
72
Ramp attached to Toilet : Old Government School, Barkunda
Ramp with Hand-Rail: RMSA Secondary School, Lilva.
74
Damaged Drinking Water Facility: RMSA Secondary School, Mangalpur
Drinking Water: Old Government School, Porda Fagvel.
75
.
Damage Drinking Water Tank: RMSA Secondary School, Rohisa
R.O Water: RMSA Secondary School, Rohisa
76
Damaged and Locked Toilets: Old Government School, Bavara
Toilet Facility: RMSA Secondary School, Lilva
77
Urinal without Roof: Old Government School, Bavara.
Fireextinguisher: RMSA Secondary School, Lilva
78
Learning through Group Activities: RMSA Secondary School, Chapra
CWSN Student: Old Government School, Bor
79
CWSN Students Sitting On Last Benches: Old Government School, Bor
Deaf and Dumb Students (2 Brothers) : Old Government School, Bor
82
Chapter 2
District Level Half Yearly Monitoring Report for District-II: Anand
1 PLANNING & IMPLEMENTATION
At School Level
1. What role has been assigned to the SMDCs for implementing the scheme?
School Management and Development Committee (SMDC) for Secondary Schools is responsible for
school level planning, monitoring and evaluation at the school level, taking corrective / remedial
actions on all the components of the scheme i.e. infrastructural, academic and others at the school
level. The SMDC has a direct role in monitoring the annual school grant, minor repair grant and
strengthening of existing secondary schools.
2. Are they clear about their role and taking steps accordingly?
In 11 schools, out of 12 schools under RMSA, the SMDC members are not found to be very clear
about their role.
3. Whether School Management and Development Committee (SMDC) general body meeting
is held quarterly? If not, are the proceedings mentioned by the school.
The SMDC meeting is held quarterly in 5 schools, monthly in 3 schools and half yearly in 3 schools.
In one of the school no meeting of the SMDC is reported by the MI. In all the schools the
proceedings record of these meetings is maintained.
4. Whether SMDC recommendations have been incorporated in the school development plan
or not.
As told to the MI in 7 schools the SMDC recommendations have been incorporated in the school
development plan (SDP).
5. Whether there is any separate planning & strategy developed for disadvantaged groups. If
not, why?
In none of the visited schools separate planning & strategy has been developed for disadvantaged
groups. However, the disadvantaged groups get certain benefits as per GoG norm. For instance each
SC and ST child (both IXth & Xth class) avails scholarship amount of Rs.2250 per year (Rs. 1850
last year), an OBC student of class IX receives Rs.400 per year and student of class X receives
Rs.625/- (Rs 400/- scholarship+ Rs 225/- as Exam fee) per year. Each CWSN with certificate
enrolled in secondary school receives scholarship amount of Rs 1500/- per annum. Most of such
children have their own bank account in individual names opened by the State RMSA office. The
scholarship amount is directly credited from the Department of Social Welfare to their bank account.
There is a provision of bicycles distribution under ‘Saraswati Sadhna Yojana’ to all the girls
belonging to the disadvantaged groups i.e. SC, ST and OBC. In Anand district bicycles are found to
83
be distributed to 181 girls in 11 schools out of 12 visited schools.
6. Whether the school plan has adopted a convergence approach with other departments like
Water & Sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas
of restructuring on convergence and coordination?
The school plan has adopted a convergence approach with some departments like Water &
Sanitation, Social Welfare Department, Tribal development department and Health Department.
Social Welfare Department manages the scholarship to the deserving children as per the details
mentioned above.
The areas of convergence include providing certain benefits to the target group. For instance the
tribal girls are provided bicycles through Tribal development department; health check-up is carried
out annually in the secondary schools through PHCs of Health department. There is provision of
water supply through the Water & Sanitation department by supplying Municipality water in urban
areas.
Problem areas of restructuring on convergence and coordination: It was found by the MI that
the district officers are not issued any clear guidelines regarding the areas of convergence. At school
level it was noticed that some interventions take place through convergence approach as mentioned
above. The state should issue clear guidelines & provisions to the district, block & school level
regarding the details of provisions & target beneficiaries.
7. Whether perspective plan for the school has been developed or not.
Perspective plan for the school has been developed in all old government schools. None of the new
RMSA secondary schools have their own school building and they are functioning in government
upper primary schools.
8. What data base/ sources adopted / taken for Planning and Plan preparation at school level
other than SEMIS.
All the schools have adopted U-DISE data base for Planning and Plan preparation at school level.
At State Level
1. Whether the State level planning team was involved in the preparation and finalization of
district level plans or not?
The State level planning team is involved in the preparation and finalization of district level plans. It
is under process for the 2013-14. The chapter formats from the district are to be collected.
2. Whether the State plan has adopted a convergence approach with other departments like
water & sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas
84
of restructuring on convergence and coordination?
The schools under RMSA receive help in form of scholarship and some provisions from
departments like Social Welfare Department and Tribal welfare Department. Health department
conduct checkup of the students every year through the local PHCs. The scholarship is directly
channelized through the Department of Social Welfare to the District and then to the school level.
Under ‘Saraswati Sadhna Yojana’ there is provision of bicycles distribution to the girls belonging to
the SC, ST and OBC groups. MI has noticed that the main problem areas of restructuring on
convergence and coordination are due to the communication gap. The teachers, the DEOs and the
RMSA coordinators are not fully aware of the convergence with other departments.
3. Is there regular monitoring on planning & implementation of the programme at the state
level. If not, why?
There is regular monitoring on planning & implementation of the programme at the state level. The
state level functionaries visit the district and monitor the activities under RMSA. A monitoring
format is prepared by the State RMSA office and its report is under process.
4. Are there any separate strategies for the naxalite / extremist affected districts prepared at
the state/ district level in consultation with the district authority? If not why?
Anand is not a naxalite / extremist affected district, so no separate strategy has been prepared at the
state/ district level.
At District Level
1. Whether the District level plan was prepared or not?
The district level plan is under preparation and it is yet to be finalized.
2. Whether the District plan has adopted a convergence approach with other departments like
water & sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas
of restructuring on convergence and coordination?
The schools under RMSA in Anand district get help from some departments like Social Welfare
Department and Tribal welfare Department who provides scholarship to the students. Health
department conduct checkup of all the students every year free of cost.
3. How is the Perspective Plan and Annual Work Plan and Budget (AWP&B) regularly
monitored?
The Annual Work Plan and Budget (AWP&B) is prepared by the State. The DEO send their
requirement to the State Project Office (SPO)
85
2. ACCESS
I. Physical Access:
1. Is location of the school adjacent to or within any of the following sensitive areas? If yes, in
which area.
Protected Area (National Park, Wildlife Sanctuary)/Flood Prone / Flood Plain Area/Earth Quake
Prone Zone/Unstable Slope / Landslide Prone Area / Erosion Prone Area/Cyclone Prone
Area/Storm Surge Prone Area/Drought Prone Area/Polluting Industrial Area/Mining
Area/Arsenic/Fluoride Contaminated Ground Water Area/Busy National/State
Highway/Congested Urban/Market/Commercial Area/Any particular disturbance faced by
school due to its location.
RMSA Secondary School Padra and RMSA Secondary School, Lunej are found to be located in flood
prone area. Whereas the old Government School, Vadgam is located in cyclone prone area. The RMSA
Secondary School, Bhatpura, is located near a busy highway. In all these schools the physical access to
school poses challenges for the children. However, no particular disturbance is faced by these schools
in normal days.
2. Name & category (EBB, Urban, CWSN, etc.) of the school visited and number of habitations
being served by the school.
Four schools have CWSN. Seven schools are found with high gender gap. The SC/ST/Minority as
major habitants is reported in 1 school. Eight schools are found with incidences of drop out children.
None of the school is found with seasonal migration, forest/mountain, desert area school and schools
with urban deprived students.
3. Name and category of the feeder upper primary schools.
Swami Vivekanand Vidhyalay, Pragati Vidhyalay and Laksami UPS are some of the feeder Upper
Primary Schools (UPS).
4. Are the children from habitations at a distance greater than what is prescribed for a
neighborhood school enrolled in the school? If yes reasons thereof.
In RMSA Secondary School, Valandpura, four children are found to be coming from distance of more
than 5 km. This has been attributed to non-availability of any schools closer to their residence.
5. Presence of any natural or man-made barrier that poses any problem for the children in
accessing the school.
Natural barrier in 3 schools and man-made barrier in 1 school poses problem for the children in
accessing the school. However, no particular disturbance is faced by children in these schools in normal
days.
6. Name and distance of the nearest secondary school from the habitation the school is located at,
86
and catchment area of the school.
The nearest Upper Primary school to the RMSA Secondary School Lunej is Jinej Secondary school
which is located at a distance of 22 kms. The nearest RMSA school for the RMSA Secondary School,
Valandpura is located at a distance of about 15 km.
7. Any special arrangement like transportation facility or residential facility made available for
the benefit of students.
No special arrangement like transportation facility or residential facility has been made available for the
benefit of students in the district.
II. Social Access:
1. Is the share of SC, ST, Minority and Girl children in enrollment proportionate to their share in
population of the habitation/neighborhood catered to?
The share of SC, ST, minority and girl children in enrollment is proportionate to their share in
population of the neighborhood habitation as told by the school HM & SMDC members.
2. Is there any major variation in the pattern of attendance in respect of SC, ST, Minority, Girl
children, and children from economically weak background?
There is no major variation in the pattern of attendance in respect of SC, ST, Minority, Girl children,
and children from economically weak background.
3. Is there any specific scheme in the State for ensuring enrollment of special category students
like SC/ST/Minorities/girls/CWSN? If yes, whether it ensures the convergence of the provisions of
RMSA.
There is not any specific scheme in the State for ensuring enrollment of special category students like
SC/ST/Minorities/girls/CWSN However, the special category students get certain benefits as per GoG
norm. For instance each SC and ST child (both IXth & Xth class) avails scholarship amount of Rs.2250
per year (Rs. 1850 last year), An OBC student of class IX receives Rs.400 per year and student of class
X receives Rs.625/- (Rs 400/- scholarship+ Rs 225/- as Exam fee) per year. Each CWSN enrolled in
secondary education gets scholarship amount of Rs 1500/- per annum. Most of the children under
RMSA in Anand district have a bank account in which the scholarship amount is directly credited from
the Department of Social Welfare. There is a provision of bicycles distribution under ‘Saraswati Sadhna
Yojana’ to all the girls belonging to the disadvantaged groups i.e. SC, ST and OBC. In Anand district
bicycles are found to be distributed to the girls in most of the schools. All the provisions ensure the
convergence of the provisions of RMSA and there was no evidence of replications.
4. Whether any overt or covert, manifest or subtle, discrimination against children of any social
87
group or community by the teachers or peers is observed? If yes, what efforts have been made to
minimize it?
No overt or covert, manifest or subtle, discrimination against children of any social group or
community by the teachers or peers is observed by the MI.
5. Do the overall conditions prevalent in school facilitate access of CWSN to secondary schools? If
not, what are the obstructions and barriers?
The overall conditions prevalent in school facilitate access of CWSN to secondary schools, mostly for
admission and enrolment. However, in many schools with CWSN the ramp is found to be inadequate.
Ramps are not prevalent in independent structure; accessed by the students.
6. Are there any facilities / special provisions made available for disabled children in the school?
If yes, please give details thereof.
There is no Resource teacher visit in any of the visited school in the district.
III. Open Schooling:
1.Whether the state open school is established at the state level.
The open school (Gujarat State Open School- GSOS) is established at the state level. However, it is not
directly linked with the students enrolled under RMSA. The state Open school conducts examination
for class Xth and XIIth.
2. Whether the state open school has their own district regional centers and study centers.
The state Open school has total 416 study centers all over Gujarat. It has 12 study centres in Anand
district. But the district level RMSA functionaries are not involved in this activity. The major
responsibility is to conduct the examination for the applicants in each centre.
3. Comments on
a) Admission & Re-admission procedure in state open school
b) Examination & Assessment pattern
c) Student support services
a). For registration in state open school, the agency BISAG (Bhaskaracharya Institute of Space
Application and Geo-Econometrics) advertise it over TV & in local daily newspapers. Any person who
has passed VIIth class and attained 15 years of age can take admission.
b). The examination are conducted at the study centres which is a government school only. The GSOS
does not have any separate Examination & Assessment pattern. However, the certificate is issues by the
state board.
88
c).At present there is no provision for academic support services for the enrolled students under Gujarat
State Open School (GSOS).However, some teachers help the students informally, if they seek their
help.
4. Comments on advocacy programmed for out of school children for bringing them back to the
school.
There is no such provision from the district RMSA office for out of school children and bringing them
back to the school. However, based on the interaction at the school level, the MI could find that the HM
of some of the schools and some SMDC members take initiative to convince the parents for bringing
the children back to the school.
5. Whether the state has conducted household survey or uses any other method to identify the
number of out of school children in the state.
The state has not conducted any household survey or used any other method to identify the number of
out of school children in the state. The household survey to identify the number of out of school
children is conducted by the SMDC at school level.
6. Comments on identification procedure of out of the school children.
As conveyed by the HM to the MI, any children who is absent for a prolonged duration (more than 2
months) without any intimation to the school authorities is considered an out of the school children.
IV. Out of School Children (OoSC)/ Drop-Out Children – of Age Group 14-16 Yrs.
1. The number, gender and category-wise (SC/ ST/ Minorities/ CWSN) profiling of Out of School
Children (OoSC)/ Drop-Out Children in the age group of 14-16 Yrs.
Six children (3 boys and 3 girls) from RMSA Secondary School, Mahiari, one boy from RMSA
Secondary School, Valandpur, Five children (2 boys and 3 girls) from RMSA Secondary School,
Milarampur, six children (2 boys and 4 girls) from RMSA Secondary School, Padara, three children (1
boy and 2 girls) from RMSA Secondary School, Jafarganj, four girls from RMSA Secondary School,
Ambali, thirteen children (9 boys and 4 girls) from RMSA Secondary School, Lunej and one girl from
RMSA Secondary School, Hathipura, were found to be the drop out children.
2. Whether efforts have been made by School Management to bring them back to school and if so
the result there of during the past one year.
Some of the schools’ HMs have contacted parents and counselled them to bring these children back to
the school. As per the school record the drop out children has taken admission in another school
however, no record of the same was found at the school level.
3. Are children of seasonal migrant families held back in the school through seasonal hostels or to
89
there any other intervention?
There is not found to be any instances of children of seasonal migrant families held back in the school
through seasonal hostels or by any other intervention.
4. If no such arrangement made, whether migration / transfer certificate is issued to such
children by the school?
It was told to the MI by the HM that there were not any children of seasonal migrant families, therefore
no certificate was issued.
5. Has any special training intervention been started for the OoSC? If yes, please give details
covering following points: - Not applicable
a) No. of children enrolled and found present on the day of visit.
b) Whether training is imparted through regular teachers or NIOS/SIOS?
c) Duration of training and achievement level of the children.
No special training intervention has been started for the OoSC by any of the visited schools.
3. EQUITY
I. General Information
1. Category-wise (SC/ ST/ Minority/ CWSN) profiling of attendance and achievement (School
result) of school children in the age group 14-16 years.
Out of 41 enrolled SC children, 26 children were found to be present on visit day. Out of 109 enrolled
children of Minority category, 86 children were found to be present on visit day. There were 13 CWSN
children and 09 children were present on the visit day. There is no major variation in attendance and
achievement of the children from SC/ ST and Minority category.
2. Category-wise (SC/ ST/ Minority/ CWSN) dropout students in past one year.
Six children (3 boys and 3 girls) from RMSA Secondary School, Mahiari, one boy from RMSA
Secondary School, Valandpur, Five children (2 boys and 3 girls) from RMSA Secondary School,
Milarampur, six children (2 boys and 4 girls) from RMSA Secondary School Padara, three children (1
boy and 2 girls) from RMSA Secondary School, Jafarganj, four girls from RMSA Secondary School,
Ambali, thirteen children (9 boys and 4 girls) from RMSA Secondary School, Lunej and one girl from
RMSA Secondary School, Hathipura, were round to be the dropout children. In all 39 children were
found to be dropout students from 8 visited schools under RMSA.
3. Reasons for dropouts and measures taken to address the same.
Poor socio-economic background, household responsibilities of children and child marriage are found
to be some of the reasons for the drop outs. Parents of most of the children are working as daily wage
90
labourers. Many such parents take their children with them wherever they get work.
II. Girls’ Education
1. Gender gap in enrolment, attendance, learning achievement and reasons thereof.
Enrolment, Attendance, Achievement
Table 2.1: Gender gaps in Enrollment, Attendance & Learning Achievement: Anand
Note: Information for Learning achievement is based on the result of the last school examination
Higher gender gap in enrollment is found in 7 schools. However, some gender gap in enrollment is
found in 10 schools. In 7 Schools the girls have performed better as compared to the boys. Girls secured
more than 70 percent marks in 4 Schools (Old Government School, Vadgam, Old Government School
Bhavanipura, RMSA Secondary School, Valandpura, RMSA Secondary School, Jafarganj). Out of 408
girls, 194 girls have secured more than 60 per cent marks in all the visited schools. Out of 676 boys,
277 boys have secured more than 60 per cent marks in all the visited schools.
Reasons for gaps in enrollment (If)
a. Socio-cultural Reason, b. Economic Reasons ,c. Linguistic Reason
Gender gap in enrolment was found to be due to Socio-cultural issues and Economic reasons. In some
Name of School Enrolment in
2013-14
Enrolment in
2012-13
Learning
Achievement>60
%
S.No
.
B G Tot B G Tot
al
B G Tot
1. Old Government School, Vadgam 97 34 131 86 27 113 56 28 84
2. Old Government School,
Bhavanipura
53 44 97 39 36 75 33 36 69
3. RMSA Secondary School,
Bhatpura
71 41 112 55 41 96 14 12 26
4. RMSA Secondary School, Lunej 50 23 73 66 25 91 17 8 25
5. RMSA Secondary School, Mitali 58 24 82 59 30 89 17 04 21
6. RMSA Secondary School,
Valandpura
35 35 70 23 22 45 24 26 50
7. RMSA Secondary School,
Mahiari
53 32 85 63 46 109 23 19 42
8. RMSA Secondary School,
Milrampura
68 54 122 62 43 105 41 22 63
9. RMSA Secondary School,
Jafarganj
23 19 42 22 35 57 10 14 24
10. RMSA Secondary School,
Ambali
88 51 139 57 53 110 21 12 33
11. RMSA Secondary School,
Hathipura
66 35 101 48 26 74 10 5 15
12. RMSA Secondary School, Padra 14 16 30 18 17 35 11 8 19
Total 676 408 1084 598 401 999 277 194 471
91
families the girls take care of the household work while their mothers move out for daily wage. The
cultural issues have an impact on early marriage in some instances.
Reasons for absenteeism-
a. Health (own or family members),b. Social cultural issues, c. Sibling Care, d. Household
responsibilities, e. Family issues function/Gone to relatives house, f. Earning for livelihood
g. Migration, h. Any other.
The gender gap in attendance was reported to be due to socio-cultural reasons, child labour, household
responsibilities of girls at home, including younger sibling care, unavailability of basic facilities at the
school and the unavailability of female teachers & Math and science teachers in the school.
2. What efforts have been made to address the gender gap-attitudinal and physical?
There is no specific intervention through financial support to address the gender gap-in the context of
both attitudinal and physical in RMSA. In some schools the teachers meet the parents and counsel them
to send their daughters to school. The in-service teachers’ training also includes some components,
addressing the gender gap. However the efforts are not sufficient to address the gender gap in
connection to attitudinal change and bridging the barrier for physical/infrastructural issues in the visited
district.
3. Is there any reduction in enrollment, attendance, learning achievement, if yes, what are
the reasons?
In 7 schools the enrolment in 2013-14 has improved as compared to the enrolment in last academic year
(2012-13). However in 5 schools the enrolment has declined in current academic session as compared
to the previous academic session. Total enrolment in 2012-13 in Anand district is 999 students and
during 2013-14 it has reached to 1084 students (For details Pl. see Table 2.1). There is not found to be a
major variation / reduction in attendance and learning achievement in all the visited schools.
4. What are the efforts made to address the gender gap & removing the physical barriers?
In some schools the teachers and the members of SMDC make an attempt to convince and counsel the
parents to educate their daughters. The MI did not observe any noticeable efforts by the school
authority with regard to removing the physical barriers.
5. Have any efforts been made for the counseling of parents to handle the problems of girls? If
not, Why?
In some schools the teachers have made some efforts for the counseling of parents & convince them to
send their daughters to attend the school regularly. This effort has helped bridging the gender gaps in
enrollment and attendance to some extent.
6. Whether the aspects like separate hostel and other physical facilities and availability of
security have impact on enrolment and attendance and learning achievement of girls?
92
There is no separate hostel or availability of security facility in any of RMSA schools. However, there
are KGBVs under SSA which have enrolled most of the out of school / drop out children that has an
impact on enrolment, attendance and learning achievement of girls. However such provisions are not
ensured to the students under RMSA.
4. GUIDANCE AND COUNSELING
1. Whether the Guidance and Counseling Cell has been constituted by the school? If yes, what is
the available Student-Counselor Ratio?
There is no guidance and counseling cell, for the children at school level in any of the school under
RMSA. However, the children reported many problems to the MI including poor or lack of toilet
facility, absence of subject teachers especially Mathematics and Science teachers.
2. How many children have been assisted by the Cell?
There is no guidance and counseling cell however, counselor is found to visit the students occasionally.
No record is found to be maintained for the counselor visit at school level.
3. What are the frequent problem areas of the students for which guidance and counseling is
sought?
Counseling is required for the children due to the problems related to absence of subject teachers
especially mathematics and science teachers, gender bias among some of the parents, drop out and
absenteeism due to indulgence in child labour during specific season. But the counseling is not taking
place due to unavailability of counseling cells.
5. QUALITY
I. Enabling conditions
1. Are the classrooms properly lighted and ventilated?
All the classrooms are properly lighted and well ventilated.
2. Is there availability of adequate desks/chairs for the students?
Both the available classrooms have adequate desk/chair in many schools. However, the numbers of
desks were found to be insufficient by the MI for children in five schools (RMSA Secondary School,
Valandpura, RMSA Secondary School, Milarampur, RMSA Secondary School, Ambali, Old
Government School, Bhavanipura and RMSA Secondary School, Lunej).
3. Are the blackboards appropriately located in the classrooms?
The blackboard in all the visited RMSA schools is found to be centrally located.
4. Please give details of innovative teaching aids, including ICT devices used in classroom.
There is no ICT devices used for teaching purpose in the classroom in most of the visited schools
except 2 schools (Old Government School Vadgam and RMSA Secondary School, Mitli). This is due to
the absence of computer facility in such schools.
93
5. Comments on the availability and usability of the following facilities:
a. Library room and age appropriate books for the students available?
There is no library for the students in most of the new RMSA schools. In most of the old Government
School library facility is found to be available. The age appropriate books are found in some of these
schools. In these schools the children have a library period once in a week.
b. Integrated Science and Math Laboratory and availability of Science and Math kit other
materials required,
There is no integrated Science and Math Laboratory and Science and Math kit available in any of the
RMSA school except Old Government School Vadgam.
c. Availability of Art/ Craft room?
There is no Art/ Craft room in any of the visited school including both old and new schools under
RMSA.
6. The number of days the school functioned during the last academic year? Give reasons for the
closure, if any of the school remains closed for long gaps during last year. Suggestions to avoid
repetition of such instances.
The number of working days during the last academic year ranged between 237-250 days. None of the
school remained closed for a longer period. However, Old Government School, Vadgam remained
closed for 3 days on account of continuous rain.
7. Number of teachers present in the school (Male & Female), vacancies against sanctioned post.
Table-7.1: Number of teachers present & Vacancies
Teachers
Number of teachers
appointed in the
school.
Number of
teachers
present in the
school
Sanctioned
Post
Vacancies against
Sanctioned Post
Male 21 20 36 08
Female 7 6
Total 28 26 36 08
There is no female teacher in nine visited schools. The number of teachers in all the visited schools
ranged between 1-3 in all the schools. Most of the teachers were found to present in RMSA schools on
visit day. There are 36 sanctioned teachers’ posts in all the schools, out of which 28 teachers are
appointed. Most of the teachers working in the existing RMSA schools are appointed in some other
schools (parent institution) but now they have been deputed to RMSA Secondary Schools due to
scarcity of teachers in RMSA school & surplus teachers in the parent school. Most of the teaching
posts under RMSA are lying vacant.
94
8. In case of teacher vacancy, what alternative arrangements have been made by the
head of the institution to complete that course curriculum?
In case of teacher vacancy the existing teachers complete the course curriculum.
9. Are sufficient teachers available for each class and for teaching Science, Mathematics
and languages?
Teacher for each class is found to be available in 7 schools which includes RMSA Secondary School,
Ambali; Old Government School, Bhavanipura; Old Government School, Vadgam; RMSA Secondary
School, Lunej; RMSA Secondary School, Hathipura; RMSA Secondary School, Milarampur and
RMSA Secondary School, Bhatpura. There is no science and mathematics teacher in most of the
RMSA schools except 2 schools i.e. RMSA Secondary School, Hathipura and RMSA Secondary
School, Mitli. However, language teacher was found to be available in all the RMSA schools visited by
the MI.
10. Do all teachers possess professional training qualifications as mandated? Give number of
untrained teachers.
All the teachers in visited RMSA schools are found to be trained and possess professional training
qualifications as mandated.
11. Whether the practice of truancy, i.e. absenteeism/class bunking by students/teachers has been
reported in the school? If so, the reasons thereof and the steps taken by the school management to
curb the practice
The practice of truancy i.e. class bunking by students/teachers has not been reported in any of the
visited school. However practice of absenteeism was reported by the teachers due to students’
involvement in labour activities during specific season.
12. Policy of teacher recruitment, deployment, training, remuneration and career advancements.
Policy of teacher recruitment, deployment, training, and remuneration and career advancements has
been followed as per the state norms. At the moment the RMSA teachers are deputed from the parents’
school where they had been earlier recruited. The Old government schools have their own teachers to
teach the secondary school students. They are also recruited as per the state government norm. The
DEO has no role in teacher’s recruitment. The State conducts TAT (Teachers Aptitude Test)
examination and select the teacher as per merit.
II. Teaching Learning Process
1. Is the teacher's diary including curriculum delivery and lesson plan etc. maintained by teacher
& countersigned by the Head of the institution regularly?
The teacher’s diary which include curriculum delivery and lesson plan is found to be maintained by the
teacher in many schools except four schools (RMSA Secondary School, Mahiari, RMSA Secondary
95
School Milrampura, RMSA Secondary School Jafaraganj and RMSA Secondary School Padra). It was
found to be countersigned by the Principal though not on regular basis.
2. Is the time table prescribed by the school available and followed by the teachers?
The prescribed time table is found to be available and followed by the teachers.
3. Are discussions and group team works encouraged as a methodology of teaching for
involvement of children / students in teaching learning process?
Discussions and group work is found to be encouraged among children in some of the visited schools
4. Give your comments on the classroom management with reference to:
a. Whether children are made to sit in small groups. Groups are formed of children from the
same class or with children from different classes,
Children are made to sit in small groups and the groups are formed of children from the same class.
b. Do children from disadvantaged groups and children with disabilities sit separately or on the
back benches?
In none of the visited school the children from disadvantaged groups or CWSN sit separately or on the
back benches except Old Government School, Bhavanipura.
c. Do children have any role in the management of classroom?
The children are found to play few role in the management of classroom including classroom cleaning,
organizing prayer assembly in morning and managing class in absence of the teacher in few instances
etc.
5. Onsite academic support to the teachers especially by the Resource Teachers-frequency of
visits, time spent by the Resource Teachers in the school and nature of support provided.
Onsite academic support to the teachers is found to be given in one school only (i.e. RMSA Secondary
School Padra).
6. Is remedial teaching including zero classes, extra classes etc. arranged for academically weaker
students? If yes, the frequency thereof and the positive results, if any, obtained by such teaching.
Extra classes for academically weaker students found to be organized weekly in two schools (RMSA
Secondary School Padra and RMSA Secondary School Bhatpura) and daily in other 2 schools (Old
Government School Vadgam and RMSA Secondary School Lunej).
7. Method of evaluation being followed in the school/ classroom.
All schools are found to be following marking followed by grading as the method for evaluation.
8. Participation level of the CWSN in classroom processes & efforts made to optimize it.
Thirteen Children ( 8 Boys and 5 Girls) With Special Needs are found in four schools namely, RMSA
Secondary School Milrampura (1boy+1girl), RMSA Secondary School Padra (1 boy+2 girls), Old
Government School Bhavanipura (1 girl) , and RMSA Secondary School Bhatpura (6 boys & 1 girl).
96
Five children belonged to OH category while, 4 are MR and 4 belonged to multiple disability category.
Out of 13 CWSN, nine children were found to be present on the visit day. All CWSN students are
found to be participative in their respective classes. There are no noticeable efforts made to optimize it
and there is no visit of Resource Teachers in any of the RMSA schools with CWSN.
9. Is Peer interaction with CWSN Friendly, Neutral or Taunting/teasing/bullying?
Peer interaction with CWSN is found to be either friendly or neutral in all the visited schools.
10. Are Individualized Educational Plan (IEPs) prepared for CWSN.
No school has been found to prepare Individualized Education Plan (IEP) for the CWSN.
11. Are adequate facilities for seating CWSN provided?
There is no special provision for seating arrangement for CWSN. They avail the same facilities as
availed by other children in the school.
12. What is the extent and nature of use of ICT devices for teaching & learning of CWSN?
None of the school is found to be using ICT devices for teaching & learning of CWSN.
III. Teacher’s Training
1. What are the provisions for in-service training of teachers? Frequency & duration thereof. Has
the state prepared targeted annual plan for in-service teachers training to improve quality and
skills?
In-Service training of teachers was found in all the schools. All the teachers have received Karmyogi
(called as ‘Shikshak Sajjatta’) training which is conducted for 5 days in two phases. 1st phase was
conducted from 15th-19th January, 2013 & the 2nd phase was from 21-25th January, 2013. Training
was given to 30 teachers on May, 2013 in the Anand district. The teachers were provided lodging and
boarding facility during the training as well as TA as per the norm. The state is in the process of
preparing targeted annual plan for in-service teachers training to improve quality and skills for the
coming academic year.
2. Whether training received includes training for dealing with CWSN students?
The training (Karmyogi Talim) was held in May, 2013 at D.N. High school However, in none of the
school the teachers’ training included the component to handle the CWSN.
3. Whether training provided has improved the confidence level of the teacher to handle
classrooms with these children?
Confidence level of teachers who have received the IED training was found to be more in comparison
to the untrained teachers to handle CWSN.
4. Quality and adequacy of facilities available (space, projection, tools, equipment's) for training.
Training facilities like space, projection, tools and equipment are provided during in-service teachers
training in the training premise.
97
5. Whether training modules are need based or not?
The teachers have communicated to the MI that the training modules are found to be need based,
however there is scope for further improvement. Additional components like computer education,
training for CWSN can also be included in the training module.
6. Are teachers trained using new technologies like Computer assisted Learning (CAL), LCD
projector etc. for imparting lessons in the classroom?
The teachers are not using new technologies like Computer Aided Learning (CAL), LCD projector etc.
for imparting lessons in the classroom due to lack of these facilities in most of the visited schools.
However few teachers have learnt the skill through their own initiatives.
7. Are the trainers from the secondary schools/higher institutions or other academic institutions?
Training is found to be given by the Key Resource Persons (KRPs). KRPs can be College teachers/
Principals, high school teachers with good training and communication skill. In addition any retired or
experienced person from education Department can be called for teachers training and the training of
RPs.
8. Any other issues related with teacher's Training of secondary education.
Teachers training should have more practical orientation with some components that can cater to the
need of disadvantaged groups.
98
6. CIVIL WORKS
I. General Information
1. Year of Establishment
The year of establishment for all the schools in Anand district is 2011.
2. Year of construction
The construction for all the new RMSA secondary school’s building is yet to begin.
3. Number of Class rooms for class IX for class X
In all new RMSA schools the class rooms are adjusted with the existing Govt. UPS where schools under
RMSA & SSA are managed together. Two classrooms each for IX and X standard are available for some
of the visited schools.
4. Area of School
All the new RMSA schools do not have their own building and they are functioning in the existing Govt.
UPS. Therefore the record for the area of school is not available for these schools. The Old Govt. Schools
are operating in single structure or double storied building. The total area in these schools range from
4000-5000 square feet. In most of the Old Govt. Schools the playground area is found to be insufficient.
II. Design
1. Type of building (Pucca/ Semi-pucca/Kutcha)
All schools are found with pucca building except RMSA Secondary School Mahiari, Old Government
School Bhavanipura and RMSA Secondary School Ambali.
2. Physical condition of building (Cracks/ Damp/Seepages/ Damages in Plaster)
Physical condition of the schools was found to be normal except RMSA Secondary School Valandpura
where cracks were visible in the school building
3. Any local innovative approaches in school building design, please mention it.
No local innovative approach is found in design of school building in any of the schools.
4. Whether natural light & cross ventilation is available or not, if not, the reasons thereof,
and the steps taken by school authorities to rectify it.
Natural lights and cross ventilation found in many schools, except RMSA Secondary School Lunej,
RMSA Secondary School Hathipura, RMSA Secondary School Mitli.
5. Is there any lighting facility in the class room? Is it functional, if not -why?
Is the power supply continuous or intermittent? If intermittent, what is the duration for which
electricity is available in the school?
All schools were found with electricity facility except RMSA Secondary School Lunej, RMSA Secondary
School Hathipura, RMSA Secondary School Mitli.. Among all the schools with electricity facility, only
one school (RMSA Secondary School Bhatpura) has non-working electricity. In some of the schools the
99
electricity supply was found to be interrupted for about 1 to 2 hours.
6. Is there provision of alternative electric power supply like generator, invertors, gobar-
gas plant, solar panels, wind electricity etc. if so, give details thereof and comment on the -
condition of their usability?
None of the schools has been found to with an alternative power supply.
7. Library Design-
a) Is sufficient seating space, light, ventilation available? b) Regular pest control is carried
out or not.
Most of the schools do not have library facility for students. Howeverm 2 schools are found with library
facility. The libraries in these schools are found with proper lighting, some ventilation and inadequate
seating space. Pest control is carried out occasionally if there is any problem identified.
8. Laboratory Design- Please comment on-:
a. Adequate space for all subjects (Physics, Chemistry, Biology & other subject) , b.
Proper height (3ft) of the laboratory table, c. Cross ventilation and exhaust fan. d. Availability of
running water.
Most of the Old Govt Schools under RMSA are found to have Laboratory however; it is a common
laboratory for Physics, Chemistry, Biology & other subject. The space is found to be inadequate for all
the subjects in these schools. Cross ventilation is found to be present however, the provision of exhaust
fan is found to be missing in all the schools with laboratory. There is not found to be any provision of
running water in all the schools with laboratory. None of the new RMSA school is found to be having
any laboratory.
9. Facilities for Physically Challenged :
a. Are the ramps for physically challenged students to access the entrance of the
school, drinking water facilities, toilets facilities, science lab, mathematic lab, libraries, auditorium,
and playground available?
The ramp is found to be available at entrance, near drinking water facility, toilet facility, playground and
laboratory in Old Government School, Vadgam with handrail and adequate slope. The ramp is found to be
available at entrance, drinking water facility and toilet facility in RMSA Secondary School, Bhatpura
without handrail. In 2 schools (RMSA Secondary School Milrampura & Old Government School
Bhavanipura) with CWSN, the ramp was not found to be constructed.
b. Are the benches of different height available in the class room?
The benches of different height are not found to be available in the class room in any of the visited school
with CWSN.
c. Please comment if the slope of the ramp is adequate and whether ramps have been provided with
100
the hand rails.
The ramp is found to be available with handrail and adequate slope in few schools. MI did not find any
uniform construction of the ramps with regard to length and width. The ramp design was different from
each other in many schools.
10. Drinking Water Facility
a. Source of drinking water (Supply Water/ Tube Well/ Dug Well/Other). Is sufficient water
available across all the seasons?
All schools have drinking water facility except 3 schools (RMSA Secondary School Lunej, RMSA
Secondary School Hathipura and RMSA Secondary School Mitli). Five schools have water supply
through water department and rest of the schools have tube well as a source of water.
b.Type of water storage facility and its condition & cleaning schedule,
All schools are found to store drinking water in tank. Condition of the water tank is found to be good in 6
schools (RMSA Secondary School Lunej, RMSA Secondary School Hathipura, RMSA Secondary School
Bhatpura, RMSA Secondary School Mitli, RMSA Secondary School Gafaraganj, RMSA Secondary
School Mahiari). Rests of the schools have average condition with regard to cleanliness and maintenance.
Most of the schools have reported to get the water tank cleaned twice in a year.
c. Is quality of drinking water satisfactory? Write measures taken by school -authorities
to ensure clean drinking water and treatment & testing of water.
All schools are found with safe drinking water except 5 schools (RMSA Secondary School, Lunej; RMSA
Secondary School, Hathipura; RMSA Secondary School, Mitli; RMSA Secondary School, Mahiari and
Old Government School, Bhavanipura). Cleanliness in drinking water is found to be ensured in eight
schools by putting chlorine tablets in water tank and using R.O plant etc. Five schools are found with RO
plant to get safe drinking water namely RMSA Secondary School, Gafaraganj; RMSA Secondary
School, Milrampur; RMSA Secondary School, Bhatpura; RMSA Secondary School, Padra and Old
Government School, Vadgam. Testing of water through the help of professionals to ensure the quality was
found to be missing in all the visited schools.
d. Are sufficient numbers of drinking -water taps available in school?
Sufficient drinking water tap are found to be unavailable in nine schools.
11. Sanitation Facility
a. Whether adequate numbers of urinal / lavatories are available for girls, boys, teachers and
other workers in the school? If not, please specify shortcoming?
Nine schools have been found with toilet facility. However, 3 schools (RMSA Secondary School
,Mahiari; Old Government School, Bhavanipura; RMSA Secondary School, Mitali) did not have toilet
facility. In most of the schools, the toilet and urinal facility is found to be insufficient to cater to the need
101
of the children enrolled in the schools. Teachers’ toilets are found in most of the schools. Running water
in toilets is found to be available in 4 schools (RMSA Secondary School Milarampura, RMSA Secondary
School Padara, old Government School Vadagam and RMSA Secondary School Bhatpura). The
insufficiencies of the urinal / lavatories create inconvenience for girls, boys, teachers and other staff
members in the schools.
b. Please comment on the Maintenance/ cleanliness of toilets and supply of water,
Toilets are cleaned and maintained daily in four schools (RMSA Secondary School Milarampura, RMSA
Secondary School Padara, old Government School Vadagam and RMSA Secondary School Bhatpura).
c. Is there any separate toilet for girls? Is the location of the girl's toilet safer? Please comment on
the availability of the Sanitary napkins & dustbins in the school,
Among schools with toilet facility, 1 school (RMSA Secondary School Hathipura) did not have separate
toilets for boys and girls. Location of girls’ toilet is found to be safe in all the schools except in RMSA
Secondary School Milarampura, RMSA Secondary School Padara and RMSA Secondary School Ambali).
Sanitary napkins were not found to be available in any of the visited schools Dustbins are available in
four schools (RMSA Secondary School Milarampura, RMSA Secondary School Padara, Old Government
School Vadgam and RMSA Secondary School Bhatpura).
d. Is there any provision in toilets for physically challenged students?
There is no provision for toilets for physically challenged students in any of the visited schools. They use
the same toilet used by other students.
e. Are lavatories single pit/ double pit attached with septic tank? Is the septic tank cleaned
regularly?
The lavatories in four schools are found to have single pit (RMSA Secondary School Valandpur, RMSA
Secondary School Padara, Old Government School Vadgam). In rest of the schools lavatories are found to
have double pit attached with septic tank. All the schools with toilet facility were found to have attached
septic tank. The septic tanks are cleaned in the schools as per the requirement.
12. Drainage System
a. Whether drainage facility is available in the school. If yes, Type of drains (Underground/ Pucca
& Covered/Pucca & Open/ Kutcha & Open)
Six schools are found with drainage facility. One school (RMSA Secondary School, Padara) is found to
have underground drainage while 2 schools (RMSA Secondary School, Valandpur and RMSA Secondary
School, Anklav) have Pucca and covered drainage. Two schools (Old Government School, Bhavanipura
and Old Government School, Vadgam) have Pacca and open drainage and one school (RMSA Secondary
School, Bhatpura) has Kutcha and open drainage system.
b. Please comment on the structural condition and regular cleaning of drains in the school. Is there
102
any instance of water logging?
Out of Six schools with drainage system, condition of drains is found to be good in two schools (RMSA
Secondary School, Padara and Old Government School, Vadgam). Rest of the schools have normal
condition of drainage. Drains are cleaned on monthly basis in RMSA Secondary School, Bhatpura.
However, the Old Government School, Vadgam get the drains cleaned on fortnight basis. Old
Government School, Bhavanipura has instances of water logging in monsoon season.
13. Waste water treatment/ discharge/ disposal of solid waste
a. Whether waste water treatment & discharge arrangement is available in school. If yes, the
type of drainage system, i.e. Septic Tank/ Municipal Drain/Open Field
Waste water treatment /discharge/disposal/ found in three schools.( Old Government School
Bhavanipura, Old Government School Vadagam, RMSA Secondary School Bhatpura ) Adequate bins
are available for collection in five schools.(RMSA Secondary School Milarampur, RMSA Secondary
School Padara Old Government School Bhavanipura, Old Government School Vadgam and RMSA
Secondary School Bhatpura).
b. Is there any waste collection facility available in the school? Please comment on the
adequacy and condition of bins?
Three schools have waste collection facility in the school (RMSA Secondary School Milarampura, RMSA
Secondary School Padara and Old Government School Vadgam). The numbers of bins were found to be
inadequate and the condition of waste collection bins was found to be average.
c.Is there any facility for treatment of waste and composting of organic waste?
None of the school is found to have facility for treatment and composing of organic waste.
14. Water & energy conservation
a. Availability of Water Conservation Measures
Availability of Rain water harvesting structure if any. If yes, is it in the working condition and
whether the stored water is consumable?
None of the RMSA schools is found to have rain water harvesting facility available in school. Hence
water conservation measures was found to be ignored in most of the schools.
b. Type of lighting facility used {Ordinary Bulb/ Ordinary Tube / CFL) b. Are
teachers & school management aware of the possibility of use of renewable sources of energy
including gobar-gas plant, solar energy, wind energy etc. and if the same is being utilized.
Lighting facilities is found to be different in all the school. Most of the schools have been found to be
using ordinary tube lights. Some of the teachers in three schools (RMSA Secondary School Mahiari,
RMSA Secondary School Valandpura and RMSA Secondary School Padara) are found to be aware about
renewable source of energy.
103
15. Safety aspect of Building Design
a. Is the physical condition of the building good? Is there any special structural facility to
cope with natural hazard (flood/ cyclone/ earthquake)
Physical condition of building is found to be good in two schools, namely RMSA Secondary School
Padara and Old Government School Vadgam. However, the physical condition of building is found to be
poor in RMSA Secondary School Valandpura and RMSA Secondary School Ambali. Any special
structural facility to cope with natural hazard was not found in any of the visited schools except the
provision of fire extinguishers.
b. Whether the width of the stair case is sufficient or not & alternative exit gates are available
for emergency evacuation in the case of double storied structure.
The width of the stair case was found to be sufficient in the schools with staircase facility. However,
alternative exit gates are not available for emergency evacuation in the case of double storied
structure.
c. Is the disaster preparedness plan & emergency evacuation plan available in the school? Whether
all students & teachers are aware of it & trained to handle the disaster situations,
There is no disaster preparedness plan & emergency evacuation plan available in any of the visited
schools. In most of the schools the students are not found to be aware of it & they have not been taught in
the classes about this subject. None of the teachers have received any training to handle the disaster
situations in the visited schools. Hence their awareness is found to be limited.
d. Whether fire extinguishers (s) are available in the labs, kitchen etc. in the school and are in
working condition? Whether the school authorities including students are trained in using
the fire extinguishers in case of eventuality,
Fire extinguishers are available in 4 school and all are in working condition. ( RMSA Secondary School
Padara, RMSA Secondary School Gafarganj, Old Government School Vadgam, RMSA Secondary School
Hathipura). In 3 school authorities are trained in using the fire extinguishers in case of eventuality.
e. Whether contact numbers for Ambulance, Fire Brigade and nearby Hospital is
available and displayed in school.
In 5 schools contact number of ambulance and 4 schools has contact number of fire brigade and nearby
hospital is available.
III. Schools with Ongoing Construction Activity
All the schools have been allocated the land for the construction of their own school building. However,
the construction of the building is yet to begin.
1. Whether sufficient measures are being taken by the school authorities to ensure that
a. Construction activity undergoing in school does not hamper academic activities in school?
104
b. Does not vitiate air, water & land quality in school & noise level is within permissible limit,
c. Construction material is being stored appropriately,
d. Temporary fencing of construction area is done.
The above mentioned 4 points are not applicable as the construction is yet to begin in all the new RMSA
school.
2. Procurement Aspects: Not Applicable
a. Whether same contractor is doing the work to whom the work was awarded?
b. What is stage of construction? Whether construction work done is in line with the lay out plan?
c. Whether members of community through SMDC are involved in procurement process?
d. Whether sub-Committee viz. construction committee has been constituted or not?
e. Whether
Books of A/c related to civil works maintained/ updated or not.
Measurement book is maintained for civil works or not?
Payment has been made to the contractor or agency is in accordance with the
measurement book or not?
Material stocked is in line with the stock register or not.
Cheque issue register is maintained or not?
f. Whether quality of construction and the construction material being used is up to the mark.
g. Whether physical receipt/existence of material matches with entry made in Assets register.
h. Number of times technical persons have visited construction site and authentication done
i. The system of fund flow & time take to transfer funds in account of SMDC.
j. Any good practices in civil works which can be replicated in other places/in other States.
The above mentioned points are not applicable as the construction is yet to begin in all the new RMSA
school.
7. COMMUNITY MOBILIZATION/ PARTICIPATION
1. Are SMDC members familiar with
a. Their roles and responsibilities as notified by the State Government,
The SMDC is found to exist in all schools except RMSA Secondary School, Mahiari. The SMDC
members are not found to be familiar with their roles and responsibilities as notified by the state
Government except RMSA Secondary School Mahiari.
b. The SEMIS data captures format, school report card and SMDC Register,
In most of the schools the SMDC members are found to be familiar with the SEMIS data captures format
and school report card. Only 4 schools (RMSA Secondary School Mahiari, RMSA Secondary School
Milarampura, RMSA Secondary School Valandpura and RMSA Secondary School Mahiari) are found to
105
have no familiarity with the SEMIS data captures format and school report card.
c. The guidelines regarding School Development Plan and training received by them in this
regard.
The SMDC members are not found to be familiar with the guidelines regarding School Development Plan
(SDP) in any of the new RMSA schools. However, in 3 schools some of the SMDC members who have
received the training are found to be familiar with guidelines regarding School Development Plan.
2. Frequency of SMDCs meetings held & issues discussed thereof. Average attendance of the
SMDC Members.
The SMDC in all the visited schools includes 152 male and 44 female members in this district. The
SMDC meeting is held quarterly in 5 schools, monthly in 3 schools, half yearly in 3 schools. There has
not been reported any meeting of the SMDC members in RMSA Secondary School Hathipura so far for
this year.
3. What are the roles of SMDCs members in monitoring of teachers and students attendance?
The SMDC in 7 schools are found to be monitoring student’s attendance though not regularly. The
teachers’ attendance is rarely monitored in all the visited schools. However, no record for the same is
found in the schools.
4. Whether the SMDC members are participating in preparation of AWP&B.
In three schools (RMSA Secondary School Ambali, RMSA Secondary School Hathipura and Old
Government School, Vadgam) the SMDC members are found to participate in preparation of AWP&B.
However, their participation was found to be limited due to inadequate training.
5. Whether members of the SMDC have received any training? If so, how many members?
Some of the members of SMDC have received two days training in few schools during March, 2013.
6. When these trainings were held? Who conducted the trainings? What is the SMDCs members’
perception of the trainings?
These training are held once a year. The district office conducts these training. The SMDC members
perceive these training as useful for developing school development plan.
8. MIS (Management Information System)
1. Has the Master list of all schools (including private) been prepared?
The U-DISE record is ready and has been approved.
2. Have the Data Capture Formats (DCF) been distributed to all schools? If no, why.
The Data Capture Formats (DCF) was distributed to all the schools on 1st September, 2013.
3. What kind of training on filling up of DCF was provided to the teacher/head teacher?
Teachers and the HM in two schools (Old Government School Vadgam and RMSA Secondary School
Hathipura) have received training on filling up the DCF in 2013.
106
4. Has Data been received from all the schools in the Data Capture Formats for including
information for the current year, reasons for delay if any?
The Data Capture Format (DCF) for the current academic year is not found to be available in six schools.
Reasons mentioned by them for not having the format are that the DCF forms are maintained by the
district office. This record is submitted to the MIS, SSA Office for the data entry and processing.
5. Do the schools have a copy of the filled-in Data Capture Formats (DCF) for record and
reference?
Six schools are found to have a copy of the filled in DCF for current year 2013-14.
6. Is the school report card generated and distributed to all schools after data entry?
School report card generated and distributed to four schools (RMSA Secondary School Gafargunj,
RMSA Secondary School Padara, Old Government School Vadgam and RMSA Secondary School Lunej).
7. Have Sample checks been done after receiving of filled-in Data Capture format (DCFs) from
schools? What are the findings?
The Sample checks are ongoing and managed by the SSA Office after receiving filled-in Data Capture
format (DCFs) from schools. The findings are yet to be received by the RMSA district office.
8. Has the data been submitted to the State as per time schedule?
The Data from the SSA Office is yet to be submitted to the State RMSA Office.
9. At which level the data is being analyzed and disseminated?
The data is being analyzed and disseminated from SSA Office to the State RMSA Office directly.
Therefore the District office has no information with regard to the data analysis and its dissemination.
10. Are the school authorities aware of the importance of the data collected under MIS and are they
using this data?
In most of the visited schools, authorities are aware of the importance of data and use this data for
planning and budgeting.
11. Is SEMIS/UDISE data used for planning and budgeting?
Most of the visited schools use this data for planning and budgeting.
12. Is the backup of the data supplied under SEMIS/UDISE properly maintained?
Backup of data supplied under SEMIS is properly maintained by five schools namely, RMSA Secondary
School Jafargunj, Old Government School Vadgam, RMSA Secondary School Hathipura, RMSA
Secondary School Mitali and RMSA Secondary School Bhatpura.
9. FINANCIAL MANAGEMENT
1. Nature of financial records and registers maintained specially cash book - is it maintained on
daily basis and is the bank reconciliation carried out on monthly basis?
Financial register such as Cashbook is not found to be available, maintained and updated by four schools
107
(RMSA Secondary School Mahiari, RMSA Secondary School Milarampur, RMSA Secondary School
Valandpura and Old Government School Bhavanipura). Asset registers are found to be available and
updated in four schools (RMSA Secondary School Valandpura, Old Government School Bhavanipra,
RMSA Secondary School, Hathipua and RMSA Secondary School Bhatpura).
2. Mode of transfer of funds to the SMDC from the State/ District level.
E-transfer and cheque are found as the common mode of transfer of funds to SMDC from state/ district
3. Type of funds/grants received by the school, details thereof.
All the 11 schools have received the School annual grant and Excursion trip grant. The SMDC training
grant & minor repairing grant is received in 1 school and Climate awareness grant for all the schools have
been received.
4. System for the drawl and payment of fund from the SMDC account (Cash/ Cheque).
The process of withdrawal of funds and payment of funds from SMDC account is found to be done
through cheque and e-transfer. The HM and one of the members of the SMDC were found to be the
common drawing and disbursing authority in all the Old Government schools. However, in all new
RMSA secondary schools the funds are managed by the DEO/Office.
5. Whether the proposal for expenditure and expenditure statements are shared with the
community. If yes, is there any instance of community expressing objection/reservation about
any transaction?
In 2 Schools the SMDC is found to share the proposals for expenditure and expenditure statements in
2013-14 with community. There is no instance of community expressing objection/reservation about any
transaction in these schools. The proposal for expenditure and expenditure statements are not applicable to
all the new RMSA schools (10 schools) as the fund is managed by District Education Office under
RMSA.
6. Whether the SDMC is covered by audit. If yes, were the audit observations shared with the
community.
SMDC not covered by the audit in four schools( RMSA Secondary School Mahiari, RMSA Secondary
School Milarampura ,RMSA Secondary School Jafargunj and Old Government School Bhavanipura.
However, in none of the visited school the audit observations were found to be shared with the
community.
7. Is social audit being done (Display of financial information- receipts and payments, on the notice
board/ wall of the school).
None of the schools were found to display about financial Information-receipts and payments. on notice
boards/School wall.
8. Report any instance of community mobilizing resources for the school.
108
None of the schools were found with instances of community mobilized resources/donations for schools
in 2013-14.
9. Status of Utilization Certificates submitted by SDMC: period for which it has been submitted to
District Project Office.
In two schools the SMDC have submitted the Utilization Certificate to the DEO. The UC for the said
grant has not been submitted in any of the new RMSA schools as the fund is managed by District
Education Office under RMSA.
10. Comment on the process of settlement of advance and collection of Utilization Certificate by
SPO and DPO
The SMDC accounts in all the new RMSA schools are managed by District Education Office (DEO)
under RMSA. The Utilization Certificate of all the RMSA schools is prepared and submitted to the DEO
for settlement of advance.
11. A Financial statement for the SDMC/ DPO/ SPO may be provided as on date in the format given
below:
Data
Name
of the
Unit:
A Opening
Balance as on
1st April of the
year
B Funds
received
C=A+B Total Fund
available till that
date
D Expendit
ure
E=C-D Closing balance
as on
SMDC 40462
770600 811069 654100
156969 (24% of the
total expenditure )
DPO* 40462
770600 811069 654100
156969 (24% of the
total expenditure )
SPO Annexure D for
details
Note:i. Grant at SMDC level includes all the grants received at the school level
ii. The quarter wise financial status of RMSA at SPO level as on 30.09.2013 is attached as
Annexure-D
*: The District Office has released the above mentioned grants (School Annual Grant and other grants) to
all the schools in the District
10. SCHOOL ANNUAL GRANT
1. When was the School Annual Grant received by the school?
Eleven schools are found to receive RMSA Annual grant during March-April’ 13. The Old Government
School, Bhavanipura has not received the school annual grant.
2. Please comment on the status of utilization of funds (% of the Total) and whether the utilization
has been done as per norms of the scheme.
All schools received Rs.50,000 as the RMSA Annual Grant. All the schools have utilized the amount as
per their requirements as per norms (24% of the total).
11. MINOR REPAIR GRANT
109
1. When was the School Repairing Grant received by the school?
One school (Old Government School, Vadgam) has received Minor repair grant in the month of March,
2013.
2. Please comment on the status of utilization of funds (% of the Total) and whether the utilization
has been done as per norms of the scheme.
The school has utilized the Minor Repair Grant as per the norms of the scheme.
3. Was the funds utilized for repair and white wash of the school building?
The funds were utilized for repair of the school building.
12. INNOVATIONS
1. Details of innovative proposals undertaken during the current financial year (District-wise).
None of the visited school is found to have prepared any innovative proposals undertaken during the
current financial year.
2. Details of number of innovative proposals sanctioned in the previous calendar year and the
status of implementation.
None of the visited school is found to have prepared any innovative proposals undertaken during the
current financial year.
3. Monitoring institutions should review the progress of all innovative activities taken
up in a district or has been completed with respect to innovative activities funded from the
innovation component under RMSA.
a. What are the main reasons and why the objectives have not been met in case so?
Funds have not been sanctioned for the said purpose and DEO has not been able to meet the objectives b.
Whether effective monitoring and evaluation mechanisms have been put in place?
No effective monitoring and evaluation mechanisms have been put in place due to non-availability of
funds.
c. Whether the activity’s objectives have been met?
The objectives have not been met for any innovative activity.
d. Identify any successful element that can be scaled up under RMSA.
The MI has not identified any successful element that can be scaled up under RMSA as no innovative
activity has taken place in the district.
13. MANAGEMENT/ MONITORING/ EVALUATION AND RESEARCH
I. Staffing pattern
1. The total number of staff sanctioned category wise in the State/ District office under RMSA
and the number in position and action taken to fill up the vacancies?
At state level 15 posts are in position. Out of these 15 post, 12 post are filled and 03 post -1 MIS project
110
II. Monitoring Strategy
1. What are the monitoring tools/ mechanism (reports, visits etc.) used at school and district level
to ensure effective implementation of the scheme. Please give details along with time schedules.
The district coordinator (DC) is expected to visit 2 schools per week. The visit of the DEO is occasional
& as per the need. Monitoring format (Surprise Visit Form) has been developed at the State level for
district visit. The surprise visit from covers various components like basic information of the school,
teachers information, physical facilities, education related activities, ICT School project, review of
different Educational Committees, Classrooms, result of last 5 years and analysis of different work done
using different school grants.
coordinator; 1 civil work project coordinator and 1 Account assistant are lying vacant. However, these 3
positions have been advertised in the local daily newspaper.
Data
Category State Level District Level
Total Sanctioned Post 15 02
In Position 12 02
Vacant 03 00
2. Specify Nature of engagement-(On Deputation/ Contract)
Out of 12 filled in post, only one post is on deputation basis and rest of other are on contractual basis.
Both the posts at district level are contractual.
3. Whether the component wise (Finance, Civil, Quality, Equity, Gender, Pedagogy
Planning etc.) personnel are in place at State/District level? If not, whether there is an
alternative arrangement?
Seven project coordinator post, one each for Tender & Procurement, Planning & Training, Finance, MIS,
Yoga, Civil & Monitoring & evaluation are sanctioned. However, Project Coordinator post for Civil &
MIS are vacant. There is no post sanctioned for the components - Gender and Equity at the State level
(Pls. see Annexure- E).
4. Is the administrative staff available or not? If not, comment on the alternative arrangements
made.
One office assistant and one stenographer are appointed at state level.
5. Are the officials and staff clear about the objectives, targets and goals of the programme and
their role in the management structure?
The officials and staff at state level are clear to some extent about the objectives, targets and goals of the
programmed and their role in the management structure. However, they need more orientation regarding
the same.
111
2. Are the monitoring guidelines laid down?
The monitoring guidelines have not been found in the district office.
III. Management Systems
1. What are the facilities available in the Academic Institutions - District Institute of Education
& Training (DIET), State Council of Education Research & Training (SCERT)) etc.?
State RMSA does not have direct connection with District Institute of Education & Training (DIET),
State Council of Education Research & Training (SCERT)) etc. however, they take their expertise
in preparation of teachers’ training module. They also help in training the master trainers or the Key
Resource Persons (KRPs). The state level training for the KRPs is imparted at IL & FS Education and
Technology Services Limited.
2. What other essential facilities are required?
Recruitment of the permanent teaching staff as well as science and maths teachers at school level is
required in all the RMSA schools. The construction of the own building of RMSA schools should begin
to have smooth functioning at school level.
IV. State Database
1. Whether school mapping has been completed. If not, on what basis State/UT are developing
their annual/perspective plan for access. Please also specify mechanism other than GIS mapping
adopted by the State.
School mapping work is still in the process It is being done by an organization, BISEC.
2. Whether the database mechanism (MIS) at District level is in place or not? If not what are the
sources of data used for plan preparation at District level?
The database mechanism SEMIS has been replaced as UDISE and it is in place.
3. What are the major issues in collecting and compilation of data at school and district level?
With the help of UDISE, the block level data has been prepared. However, the district level data will be
ready by end of January, 2014.
V. Research
1. Details of Research Projects to be undertaken during the current financial year district-wise
and the purpose of research.
No Research Project has been undertaken during the current financial year at the district level.
2. Whether the Research Advisory Committee has been formed?
The Research Advisory Committee has not been formed.
3. What kind of research need has been felt and at what level?
No research need has been identified so far in the district.
112
4. Whether Action Research is being conducted or not by the teachers/external agencies for
finding out solutions to users pertaining to pedagogy/quality.
No action research has been conducted by the teachers/external agencies for finding out solutions to
users pertaining to pedagogy/quality.
14. ANY OTHER ISSUES RELEVANT TO RMSA IMPLEMENTATION: Anand
Problems:
Infrastructure: None of the new RMSA secondary School have their own building.
They are functioning in Government Upper primary Schools (UPS). Therefore both
the schools (Old Govt. Schools as well as New schools under RMSA) face problem
accommodating entire students, teacher etc. Lack of own school building is found to
be the major problems faced by the school students and the teachers. All the 10 new
RMSA schools in Anand district face many problems like absence of basic facility
(toilet facility, drinking water facility), lack of subject specific teachers, library and
Science laboratory. Their Annual grant is handled by the DEO office which further
limit the SMDC authority to utilize the grants as per their requirement.
CWSN: No medical checkup for CWSN from any of the RMSA school has been
organized in the district. Some deserving CWSN children have not been issued the
certificate.
Other Problems: Absenteeism, Child labour and child marriage are observed. Wheat,
paddy and pulses are cultivated in the village during November-December. Each child
gets an amount of of Rs 100-150 as wage labour per day for the same. Therefore
parents, who themselves are daily wage earners prefers to send their children for
farming instead of sending them to school.
Strengths:
RMSA Secondary School, Valandpura has participated in Science Fair & Quiz.
RMSA Secondary School, Jafarganj organizes Yoga Classes for students.
113
Annexure 2.1 List of School under RMSA: Anand District
Old Government School : 2 RMSA Secondary School : 10 ; Total : 12
S. No. Name of School DISE Code Cluster Block Standard
1 Old Government School, Vadgam 24150405102 Vadgam Khambhat 9 to 12th
2 Old Government School, Bhavanipura 24150500903 Bhavanipura Petlad 9 to 10th
3 RMSA Secondary School, Bhatpura 24150800903 Bhatpura Tarapur 9 to 10th
4 RMSA Secondary School, Lunej 24150402502 Lunej Khambhat 9 to 10th
5 RMSA Secondary School, Mitali 24150402902 Mitali Khambhat 9 to 10th
6 RMSA Secondary School, Valandpura 24150703602 Valandpura Tarapur 9 to 10th
7 RMSA Secondary School,Mahiari 24150702202 Mahiari Tarapur 9 to 10th
8 RMSA Secondary School, Milrampura 24150702302 Milrampura Tarapur 9 to 10th
9 RMSA Secondary School, Jafarganj 24150701402 Jafarganj Tarapur 9 to 10th
10 RMSA Secondary School, Ambali 24150200105 Ambali Anklav 9 to 10th
11 RMSA Secondary School, Hathipura 24150201603 Hathipura Anklav 9 to 10th
12 RMSA Secondary School, Padra 24150702903 Padra Tarapur 1 to 10th
114
Annexure 2.2 Copy of Office Order, Notification, etc. : Anand District
2.2.1: CWSN Certificate: (Received from RMSA Secondary School, Mitli)
116
Annexure 2.3 Selected photographs of RMSA Schools : Anand District:
Centrally Located Blackboard: RMSA Secondary School, Valandpura
Centrally Located Blackboard: RMSA Secondary School, Padra
117
Students with Uniform & Benches : Old Government School,Vadgam
Boys & Girls in different Rows: RMSA Secondary School, Valandpura
118
Students Sitting on the Floor: RMSA Secondary School, Milrampura
Drinking Water Facility with RO: RMSA Secondary School, Padra
119
Drinking Water Facility: RMSA Secondary School, Bhatpura
Drinking Water Facility: Old Government School, Vadgam
120
Non Functioning Drinking Water Facility: RMSA Secondary School, Mahiari
Water Tank Kept on Roof: Old Government School, Vadgam
122
Principal and Teacher in a Damaged Room: RMSA Secondary School, Milrampura
Principal Office with Fire Extinguisher: RMSA Secondary School, Jafaraganj
124
School Building with Ramp: RMSA Secondary School, Bhatpura
Non-Functional Toilets: RMSA Secondary School, Mahiari
125
Washbasin with Clean Toilet Facility: Old Government School, Vadgam
Urinal Without Roof: RMSA Secondary School, Ambali
126
Toilet: RMSA Secondary School, Lunej
Students are Working In front of the Classroom: RMSA Secondary School, Mahiari
127
Unsafe Electric Connection Fixed with Iron Rod: RMSA Secondary School, Mahiari
Damaged Classroom: RMSA Secondary School, Milarampura
128
Damaged Roof: RMSA Secondary School, Milrampura
CWSN Girl without Medical Checkup: RMSA Secondary School, Milrampura
129
Chapter 3
District Level Half Yearly Monitoring Report for District-III: Patan
1 PLANNING & IMPLEMENTATION
At School Level
1. What role has been assigned to the SMDCs for implementing the scheme?
School Management and Development Committee (SMDC) for Secondary Schools is responsible for
school level planning, monitoring and evaluation at the school level, taking corrective / remedial
actions on all the components / interventions of the scheme- infrastructural, academic and others at
the school level. School Management Development Committee (SMDC) have a direct role in
monitoring the annual school grant, major and minor repair and strengthening of existing secondary
schools.
2. Are they clear about their role and taking steps accordingly?
The SMDC members are found to be clear about their role in 11 schools out of 14 RMSA schools and
they are taking steps accordingly.
3. Whether School Management and Development Committee (SMDC) general body
Meeting is held quarterly? If not, are the proceedings mentioned by the school.
The School Management and Development Committee (SMDC) general body meeting is held
quarterly in 3 schools. However, in 6 schools the meeting is held every month and in 5 schools the
meeting is held occasionally. In all schools the proceedings record is maintained.
4. Whether SMDC recommendations have been incorporated in the school development plan or
not.
As told to the MI in 10 schools the SMDC recommendations have been incorporated in the school
development plan .
5. Whether there is any separate planning & strategy developed for disadvantaged Groups. If
not, why?
In none of the visited schools separate planning & strategy has been developed for disadvantaged
groups. However, the disadvantaged groups get certain benefits as per GoG norm. For instance each
SC and ST child (both IXth & Xth class) avails scholarship amount of Rs.2250 per year (Rs. 1850 last
year), An OBC student of class IX receives Rs.400 per year and student of class X receives Rs.625/-
(Rs 400/- scholarship+ Rs 225/- as Exam fee) per year. Each CWSN enrolled in secondary education
gets scholarship amount of Rs 1500/- per annum. There is a provision of bicycles distribution under
‘Saraswati Sadhna Yojana’ to all the girls belonging to the disadvantaged groups i.e. SC, ST and
OBC. However, in Patan district bicycles are found to be distributed to the girls in few schools.
6. Whether the school plan has adopted a convergence approach with other departments like
130
Water & Sanitation, SC welfare, Tribal development, Minority, Rural/ Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas
of restructuring on convergence and coordination?
The school plan has adopted a convergence approach with some departments like Water & Sanitation,
Social Welfare Department, Tribal development department and Health Department. Social Welfare
Department manages the scholarship to the deserving children as per the details mentioned above.
The areas of convergence include providing certain benefits to the target group. For instance the
tribal girls are provided bicycles through Tribal development department; health check-up is carried
out annually in the secondary schools through PHCs of Health department. There is provision of
water supply through the Water & Sanitation department by supplying Municipality water in urban
areas.
Problem areas of restructuring on convergence and coordination: It was found by the MI that the
district officers are not issued any clear guidelines regarding the areas of convergence. At school level
it was noticed that some interventions take place through convergence approach as mentioned above.
The state should issue clear guidelines & provisions to the district, block & school level regarding the
details of provisions & target beneficiaries.
7. Whether perspective plan for the school has been developed or not.
Perspective plan for the school has been developed in all Old government schools. None of the new
schools under RMSA have their own school building and they are functioning in government upper
primary schools
8. What data base/ sources adopted / taken for Planning and Plan preparation at school level
other than SEMIS.
None of the schools have adopted any other data base for Planning and Plan preparation at school
level other than SEMIS.
At District Level
1. Whether the District level plan was prepared or not?
The district level plan is under preparation and it is yet to be finalized.
2. Whether the District plan has adopted a convergence approach with other departments like
water & sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas
of restructuring on convergence and coordination?
The schools under RMSA in Patan district get help from some departments like Social Welfare
department and Tribal welfare Department as they provides scholarship to the students. Health
department conduct checkup of all the students every year free of cost.
131
3. How is the Perspective Plan and Annual Work Plan and Budget (AWP&B) regularly
monitored?
The Annual Work Plan and Budget (AWP&B) is prepared by the State. The DEO send their
requirement to the state (SPO office)
At State Level
1. Whether the State level planning team was involved in the preparation and finalization of
district level plans or not?
The State level planning team is involved in the preparation and finalization of district level plans. It
is under process for the 2013-14.
2. Whether the State plan has adopted a convergence approach with other departments like
water & sanitation, SC welfare, Tribal development, Minority, Rural / Urban development,
Health department, etc. Please mention the areas of convergence. Are there any problem areas
of restructuring on convergence and coordination?
The schools under RMSA receive help in form of scholarship and some provisions from some
departments like Social Welfare department and Tribal welfare Department. Health department
conduct checkup of the students every year through the local PHC. The scholarship is directly
channelized through the Department of Social Welfare to the District and then to the school level.
There is provision of bicycles distribution under ‘Saraswati Sadhna Yojana’ to the girls belonging to
the disadvantaged groups i.e. SC, ST and OBC. MI has noticed that the main problem areas of
restructuring on convergence and coordination are due to the communication gap. The teachers, the
DEOs and the RMSA coordinators are not fully aware of the convergence with other departments.
3. Is there regular monitoring on planning & implementation of the programme at the state
level. If not, why?
There is regular monitoring on planning & implementation of the programme at the state level. The
state level functionaries visit the district and monitor the activities under RMSA. A monitoring format
is prepared by the State RMSA office and its report is under process.
4. Are there any separate strategies for the naxalite / extremist affected districts prepared at the
state/ district level in consultation with the district authority? If not why?
Patan is not a naxalite / extremist affected district, so no separate strategy has been prepared at the
state/ district level.
2. ACCESS
I. Physical Access:
1. Is location of the school adjacent to or within any of the following sensitive areas? If yes, in
which area.
132
Protected Area (National Park, Wildlife Sanctuary)/Flood Prone / Flood Plain Area/Earth
Quake Prone Zone/Unstable Slope / Landslide Prone Area / Erosion Prone Area/Cyclone
Prone Area/Storm Surge Prone Area/Drought Prone Area/Polluting Industrial Area/Mining
Area/Arsenic/Fluoride Contaminated Ground Water Area/Busy National/State
Highway/Congested Urban/Market/Commercial Area/Any particular disturbance faced by
school due to its location.
In 7 visited schools there is natural barrier (flood prone, cyclone prone or drought prone) and in 2
schools there is man-made barrier (busy highway) barrier which poses challenges for the children in
accessing these schools.Four schools (Old Government School Garamdipatiya, Old Government
School Vaghpara, Old Government School Bamroli, and Old Government School Piprala,) are
found to be located in earthquake prone area and two schools (Old Government School Gadsai and
RMSA Secondary School Javantri) are found to be located in flood/cyclone prone area. One school
(RMSA Secondary School Alhabad) is found to be located in drought prone area. The Old
Government School Patan is located in congested area and Old Government School, Golivada is
located in near highway.
2. Name & category (EBB, Urban, CWSN, etc.) of the school visited and number of habitations
being served by the school.
There are 03 schools sanctioned with the civil work. Five schools have CWSN. Six schools are
found with high gender gap. The SC/ST/Minority as major habitants is reported in 03 school. Nine
schools are found with incidences of drop out children. None of the school is found with seasonal
migration, forest/mountain and desert area school. One school is found with urban deprived students.
Seven schools are covered from disaster affected areas.
3. Name and category of the feeder upper primary schools.
The feeder upper primary schools for Old Government School Gadsai is Vaghpara Secondary School
which is located at a distance of 60 kms..
4. Are the children from habitations at a distance greater than what is prescribed for a
neighborhood school enrolled in the school? If yes reasons thereof.
Two schools (RMSA Secondary School, Gangalsan and Old Government School, Patan,) are found
where 10 and 25 children are coming from distance of more than 5km. due to non-availability of
good school or girl’s school in their habitation.
5. Presence of any natural or man-made barrier that poses any problem for the children in
accessing the school.
None of the schools were found with particular disturbance due to location
6. Name and distance of the nearest secondary school from the habitation the school is located
133
at, and catchment area of the school.
The nearest Upper Primary School to the Old Government School Garamadipatiya and Old
Government School, Gadsai is Vaghpura Secondary school which is located at a distance of 60 kms.
For rest of the schools the nearest Upper Primary School is within the distance of 4-10 kms.
7. Any special arrangement like transportation facility or residential facility made available for
the benefit of students.
No special arrangement like transportation facility or residential facility has been made for The
students in any of the RMSA schools.
II. Social Access:
1. Is the share of SC, ST, Minority and Girl children in enrollment proportionate to their share
in population of the habitation/neighborhood catered to?
The share of SC, ST, and minority and girl children in enrollment is proportionate to their share in
population of the neighborhood habitation as told by the school HM & SMDC members.
2. Is there any major variation in the pattern of attendance in respect of SC, ST, Minority, Girl
children, and children from economically weak background?
There is no major variation in the pattern of attendance in respect of SC, ST, Minority, Girl children,
and children from economically weak background.
3. Is there any specific scheme in the State for ensuring enrollment of special category students
like SC/ST/Minorities/girls/CWSN? If yes, whether it ensures the convergence of the
provisions of RMSA.
There are some schemes for the special category students like SC/ST/Minorities/girls/CWSN by
some departments. However, the special category students get certain benefits as per GoG norm. For
instance each SC and ST child (both IXth & Xth class) avails scholarship amount of Rs.2250 per
year (Rs. 1850 last year), An OBC student of class IX receives Rs.400 per year and student of class
X receives Rs.625/- (Rs 400/- scholarship+ Rs 225/- as Exam fee) per year. Each CWSN enrolled in
secondary education gets scholarship amount of Rs 1500/- per annum. There is a provision of
bicycles distribution under ‘Saraswati Sadhna Yojana’ to all the girls belonging to the disadvantaged
groups i.e. SC, ST and OBC. However, in Patan district the bicycles are found to be distributed to
the girls in few schools. All the provisions ensure the convergence of the provisions of RMSA and
there was no evidence of replications.
4. Whether any overt or covert, manifest or subtle, discrimination against children of any
social group or community by the teachers or peers is observed? If yes, what efforts have been
made to minimize it?
In none of the visited RMSA schools, any discrimination was observed among children of different
134
social groups, different economic groups, different castes, CWSN, different religious communities
and different gender by the MI.
5. Do the overall conditions prevalent in school facilitate access of CWSN to secondary
schools? If not, what are the obstructions and barriers?
The overall conditions prevalent in school facilitate access of CWSN to secondary schools, mostly
for admission and enrolment. However, in many schools with CWSN the ramp is found to be
inadequate. Ramps are not prevalent in independent structure; accessed by the students.
6. Are there any facilities / special provisions made available for disabled children in the
school? If yes, please give details thereof.
Some facilities like ramp with a handrail at entrance or at drinking water is found in some of the
schools with CWSN. There is no Resource teacher visit in any of the visited school in the district.
III. Open Schooling:
1. Whether the state open school is established at the state level.
The open school (Gujarat State Open School- GSOS) is established at the state level. However, it is
not directly linked with the RMSA. The state Open school conducts examination for class Xth and
XIIth.
2. Whether the state open school has their own district regional centers and study centers.
The state Open school has total 416 study centers all over Gujarat. It has 11 study centers in Patan
district.
3. Comments on
a) Admission & Re-admission procedure in state open school b) Examination &
Assessment pattern c) Student support services
For registration in state open school, the agency BISAG (Bhaskaracharya Institute of Space
Application and Geo-Econometrics) advertise it over TV in local daily newspapers. Any person who
has passed VIIth class and 15 years of age or any literate person who has not passed VIIth class and
he/she is 17 years old can take admission. The examinations are conducted at the study centers
which are a government school only. The GSOS does not have any separate Examination &
Assessment pattern. However, the certificate is issues by the state board. At present there are no
academic support services for the enrolled students in GSOS.
4. Comments on advocacy programmed for out of school children for bringing them back to
the school.
There is no such provision from the district RMSA office for out of school children and bringing
them back to the school. However, based on the interaction at the school level, the MI could find that
the HM of some of the schools and some SMDC members take initiative to convince the parents for
135
bringing the children back to the school.
5. Whether the state has conducted household survey or uses any other method to identify the
number of out of school children in the state.
The state has not conducted any household survey or used any other method to identify the number
of out of school children in the state. The household survey to identify the number of out of school
children is conducted by the SMDC at school level.
6. Comments on identification procedure of out of the school children.
As told to the MI by the HM, any children who is absent for a prolonged duration continuously
(more than 2 months) without any intimation to the school authorities is considered an out of the
school children.
IV. Out of School Children (OoSC)/ Drop-Out Children – of Age Group 14-16 Yrs.
1. The number, gender and category-wise (SC/ ST/ Minorities/ CWSN) profiling of Out of
School Children (OoSC)/ Drop-Out Children in the age group of 14-16 Yrs.
Twenty eight children (19 boys & 9 girls) from Old Government School, Golivada, 13 children (9
boys and 4 girls) from Old Government School, Gadsai, 6 children (4 boys and 2 girls) from Old
Government School, Piparala, 5 children (2 boys and 3 girls) from the Old Government School,
Vaghpara, 7 girls from Old Government School , Patan and in 4 schools one child each, were found
to be the drop out children. In all, 64 children are found to be dropped out from 09 schools under
RMSA.
2. Whether efforts have been made by School Management to bring them back to school and if
so the result there of during the past one year.
Schools contacted parents and counselled them to bring these children back to the school.
3. Are children of seasonal migrant families held back in the school through seasonal hostels or
to there any other intervention?
There is not found to be any instances of children of seasonal migrant families held back in the
school through seasonal hostels or by any other intervention.
4. If no such arrangement made, whether migration / transfer certificate is issued to such
children by the school?
It was told to the MI by the HM that there were not any children of seasonal migrant families,
therefore no certificate was issued.
5. Has any special training intervention been started for the OoSC? If yes, please give details
covering following points: - Not applicable
a) No. of children enrolled and found present on the day of visit.
b) Whether training is imparted through regular teachers or NIOS/SIOS?
136
c) Duration of training and achievement level of the children.
No special training intervention has been started for the OoSC by any of the visited schools. Hence
the above mentioned points are not applicable
3. EQUITY
I. General Information
1. Category-wise (SC/ ST/ Minority/ CWSN) profiling of attendance and achievement (School
result) of school children in the age group 14-16 years.
Out of 172 enrolled SC children, 142 children were found to be present on visit day. Out of 80
enrolled children of Minority category, 69 children were found to be present on visit day. There were
06 CWSN children and 04 were present on the visit day. There is no major variation in attendance
and achievement of the children from SC/ ST and Minority category.
2. Category-wise (SC/ ST/ Minority/ CWSN) dropout students in past one year.
Twenty eight children (19 boys & 9 girls) from Old Government School, Golivada, 13 children (9
boys and 4 girls) from Old Government School, Gadsai, 6 children (4 boys and 2 girls) from Old
Government School, Piparala, 5 children (2 boys and 3 girls) from the Old Government School,
Vaghpara, 7 girls from Old Government School , Patan and in 4 schools one child each, were found
to be the drop out children. In all, 64 children are found to be dropped out from 09 schools under
RMSA.
3. Reasons for dropouts and measures taken to address the same.
Child marriage and poor socio-economic background are found to be the main reason for the drop
outs. The parents of most of the children are working as daily wage laborers. They prefer to take
their children with them wherever they get work.
II. Girls’ Education
1. Gender gap in enrolment, attendance, learning achievement and reasons thereof.
ENROLMENT, ATTENDANCE, ACHIEVEMENT
Gender gaps in Enrollment and Attendance in district Patan.
Table 3.1: Gender gaps in Enrollment, Attendance & Learning Achievement: Patan
S.No.
Name of School
Enrolment in
2013-14
Enrolment in 2012-
13
Learning
Achievement(>
60%
B G Tot B G Tot B G Tot
1. Old Government School, Bamroli 52 10 62 38 9 47 17 4 21
2. Old Government School, Patan 313 313 292 292 110 110
3. Old Government School, Golivada 67 22 89 67 22 89 25 26 51
4. Old Government School, Vaghpura 32 19 51 33 13 46 11 4 15
5. Old Government School,
Gramdipatiya
18 13 31 21 13 24 2 2 4
6. Old Government School, Gadsai 42 38 80 38 28 66 10 10
7. Old Government School, Mudana 35 31 66 31 29 60 27 23 50
137
8. Old Government School, Babara 42 10 52 29 5 34 17 2 19
9. Old Government School, Piparala 37 39 76 55 21 76 05 10 15
10. RMSA Secondary School, Bhatsan 51 24 75 52 30 82 23 20 43
11. RMSA Secondary School, Motanayata 120 52 172 66 35 101 34 15 49
12. RMSA Secondary School, Alhabad 28 27 55 25 20 45 14 15 29
13. RMSA Secondary School, Javantri 25 27 52 29 18 47 9 15 24
14. RMSA Secondary School, Ganglasan 56 57 113 62 43 105 30 16 46
Total 605 682 1287 546 578 1114 117 191 308
Higher gender gap in enrolment is found in 6 schools. However, some gender gap in enrollment is
found in 12 schools. In 7 schools the girls have better Learning Achievement as compared to the boys.
Out of 682 girls, 191 girls have secured more than 60 per cent marks in all the visited schools. Out
of 605 boys, 117 boys have secured more than 60 per cent marks in all the visited schools.
Reasons for gaps in enrollment (If)
a. Socio-cultural Reason, b. Economic Reasons ,c. Linguistic Reason
Gender gap in enrolment was found due to Socio-cultural issues and Economic reasons. The girls
take care of the household work in some families while their mothers move out of the house for daily
wages. The cultural issues have an impact on early marriage in some instances.
Reasons for absenteeism-
a. Health (own or family members),b. Social cultural issues, c. Sibling Care, d. Household
responsibilities, e. Family issues function/Gone to relatives house, f. Earning for livelihood
g. Migration, h. Any other
The gender gap in attendance was reported to be due to various reasons like socio-cultural reasons,
child labor, household responsibilities of girls at home, including younger sibling care and
unavailability of Math and science teachers in the school.
2. What efforts have been made to address the gender gap-attitudinal and physical?
No specific intervention through financial support has been made in RMSA to address the gender
gap-in the context of both attitudinal and physical in RMSA. In some schools the teachers meet the
parents and counsel them to send their daughters to school. The in-service teachers’ training also
includes some components, addressing the gender gap. However the efforts are not sufficient to
address the gender gap in connection to attitudinal change and bridging the barrier for
physical/infrastructural issues.
3. Is there any reduction in enrollment, attendance, learning achievement, if yes, what are
the reasons?
In 10 schools the enrolment in 2013-14 has improved as compared to the enrollment in the last
academic year (2012-13). However, in 4 schools the enrollmentt has declined in the current
academic session as compared to the previous academic session. Total enrolment in 2012-13 was
1114 students and it has reached to 1287 students during 2013-14 in Patan district (For details pl see
table 3.1). There is not found to be major variation or reduction in attendance and learning
138
achievement.
4. What are the efforts made to address the gender gap & removing the physical barriers?
The teachers and the members of SMDC in some schools make an attempt to convince and counsel
the parents to educate their daughters. The MI did not observe any noticeable efforts by the school
authority with regard to removing the physical barriers.
5. Have any efforts been made for the counseling of parents to handle the problems of girls?
If not, Why?
In some schools the teachers have made some efforts for the counseling of parents & convince them
to send their daughters to attend the school regularly. This effort has helped bridging the gender gaps
in enrollment and attendance to some extent.
6. Whether the aspects like separate hostel and other physical facilities and availability
of security have impact on enrolment and attendance and learning achievement of
girls?
There is no separate hostel or availability of security facility in any of RMSA schools. However,
there are KGBVs under SSA which have enrolled most of the out of school / drop out children that
has an impact on enrolment, attendance and learning achievement of girls. There are 5 KGBV in
Patan district. However, there are no such provision under RMSA.
4. GUIDANCE AND COUNSELING
1. Whether the Guidance and Counseling Cell has been constituted by the school? If yes, what
is the available Student-Counselor Ratio?
There is no guidance and counseling cell, for the children at school level in any of the school under
RMSA. However, one counsellor for 3 districts has been appointed for guidance & counselling of
students. The counsellor is expected to visit 12 schools per month. For Patan , the counsellor is
appointed at the Mehsana district office and he visits Patan, Banaskantha and Mehsana. Therefore
visit of the counsellor was found to irregular in all the schools in Patan district.
2. How many children have been assisted by the Cell?
There is no guidance and counseling cell however, counselor is found to visit the students
occasionally. No record is found to be maintained for the counselor’s visit at school level.
3. What are the frequent problem areas of the students for which guidance and counseling is
sought?
Counseling is required for the children for the problems related to absence of subject teachers
especially mathematics and science teachers, gender bias among some of the parents, drop out and
absenteeism due to indulgence in child labour during specific season. But the counseling is not
139
taking place due to unavailability of counseling cells.
5. QUALITY
I. Enabling conditions
1. Are the classrooms properly lighted and ventilated?
The MI has found that all the classrooms are properly lighted and well ventilated.
2. Is there availability of adequate desks/chairs for the students?
The number of desks was found to be insufficient for children in two schools (Old Government
School, Mudana and RMSA Secondary School, Alhabad). Remaining schools have adequate
desks/chairs for the students.
3. Are the blackboards appropriately located in the classrooms?
The blackboard in all the visited RMSA schools is centrally located except 2 schools.
4. Please give details of innovative teaching aids, including ICT devices used in classroom.
There is no ICT devices used for teaching purpose in the classroom in many of the visited schools
due to the absence of computer facility in such schools. However, 6 schools (Old Government
School, Vaghpura; Old Government School, Babara; Old Government School, Patan; Old
Government School, Mudana; Old Government School, Piprala and RMSA Secondary School,
Alhabad) had some instances of use of ICT devices in classrooms.
5. Comments on the availability and usability of the following facilities:
a. Library room and age appropriate books for the students available?
There is no library for the students in any of the new RMSA schools. However, the library is found
to be available in some of the Old Govt. Schools. The age appropriate books are found in few
schools.
b. Integrated Science and Math Laboratory and availability of Science and Math kit
and other materials required,
There is no integrated Science and Math Laboratory and Science and Math kit available in any of the
RMSA school except Old Government School Patan.
c. Availability of Art/ Craft room?
There is no Art/ Craft room in any of the visited school including both Old and New Schools under
RMSA.
6. The number of days the school functioned during the last academic year? Give reasons for
the closure, if any of the school remains closed for long gaps during last year. Suggestions to
avoid repetition of such instances.
The number of working days during the last academic year ranged between 222-263 days. None of
the school remained closed for a longer period except RMSA Secondary School, Alhabad which
140
remained closed for six days due to heavy rain.
7. Number of teachers present in the school (Male & Female), vacancies against sanctioned
post.
Table-7.1: Number of teachers present & Vacancies
Teachers
Number of teachers
appointed in the
school.
Number of
teachers
present in the
school
Sanctioned
Post
Vacancies against
Sanctioned Post
Male 31 30 42 03
Female 8 7
Total 39 37 42 03
There are no female teachers in three visited schools. Most of the teachers were found to be present
in the schools on visit day of the MI. There are 3 sanctioned teaching posts for each school. In all the
visited schools total 42 posts are found to be sanctioned. Out of which 39 teachers are appointed.
Most of the teachers working in the RMSA schools have been appointed in some other school
(father/parent institution) but now they have been deputed to RMSA Secondary Schools.
8. In case of teacher vacancy, what alternative arrangements have been made by the
head of the institution to complete that course curriculum?
The School principal arranges specific subject teachers especially for science and mathematics from
other schools as per their availability to complete that course curriculum.
9. Are sufficient teachers available for each class and for teaching Science, Mathematics
and languages?
Teacher for each class is found to be available in 09 schools. There is no science and mathematics
teacher in many RMSA schools. However, 5 schools i.e. Old Government School, Golivada; Old
Government School, Gramdipatiya; Old Government School, Vaghapura; RMSA Secondary School,
Gangalsan; RMSA Secondary School, Mota Nayata have science or maths teacher. Language
teacher was not available in 05 schools namely (Old Government School, Golivada; Old
Government School, Vaghpuara; RMSA Secondary School, Javantri; RMSA Secondary School,
Ganglasan and Old Government School, Mudana).
10. Do all teachers possess professional training qualifications as mandated? Give number of
untrained teachers.
All the teachers in visited RMSA schools are found to be trained and possess professional training
qualifications as mandated.
11. Whether the practice of truancy, i.e. absenteeism/class bunking by students/teachers has
141
been reported in the school? If so, the reasons thereof and the steps taken by the school
management to curb the practice.
The practice of truancy (class bunking by students/teachers) has not been reported in any of the
visited schools. However, absenteeism among students was reported due to their involvement in
labour activities during specific season.
12. Policy of teacher recruitment, deployment, training, remuneration and career
advancements.
Policy of teacher recruitment, deployment, training, remuneration and career advancements has been
followed as per the state norms. At the moment the RMSA teachers are deputed from the parents’
school where they had been earlier recruited. The Old government schools have their teachers to
teach the secondary school students. They are recruited as per the state government norm. The DEO
has no role in teacher’s recruitment.
II. Teaching Learning Process
1. Is the teacher's diary including curriculum delivery and lesson plan etc. maintained by
teacher & countersigned by the Head of the institution regularly?
The teacher’s diary which includes curriculum delivery and lesson plan is found to be maintained by
the teacher in many schools except three schools (Old Government School, Garamadipatiya; Old
Government School, Gadsai and Old Government School, Bamroli). It was found to be
countersigned by the Principal though not on regular basis.
2. Is the time table prescribed by the school available and followed by the teachers?
The prescribed time table is found to be available and followed by the teachers in most of the visited
schools.
3. Are discussions and group team works encouraged as a methodology of teaching for
involvement of children / students in teaching learning process?
Discussions and group team works are found to be encouraged among children in some of the visited
schools.
4. Give your comments on the classroom management with reference to:
a. Whether children are made to sit in small groups. Groups are formed of children from the
same class or with children from different classes,
Children are made to sit in small groups in seven schools and the groups are formed of children from
the same and sometime different classes.
b. Do children from disadvantaged groups and children with disabilities sit separately or on
the back benches?
In none of the visited schools the children from disadvantaged groups or CWSN sit separately or on
142
the back benches.
c. Do children have any role in the management of classroom?
The children are found to play few roles in the managing classroom including classroom cleaning,
organizing prayer assembly in morning and managing class in absence of the teacher in few
instances.
5. Onsite academic support to the teachers especially by the Resource Teachers-frequency of
visits, time spent by the Resource Teachers in the school and nature of support provided.
Onsite academic support to the teachers is found to be given in three schools namely Old
Government School, Golivada; Old Government School, Bamroli and Old Government School
Gramadipatiya.
6. Is remedial teaching including zero classes, extra classes etc. arranged for academically
weaker students? If yes, the frequency thereof and the positive results, if any, obtained by such
teaching.
Extra classes for academically weaker students are found to be organized in six schools out of 14
schools. These schools are Old Government School, Gramadipatiya; RMSA Secondary School,
Bhatsan; Old Government School, Golivada; RMSA Secondary School, Gangalsan; Old
Government School, Patan and Old Government School, Gadsai. Three schools on weekly basis, 1
school on monthly basis and 2 schools on daily basis are organizing extra classes for academically
weaker students. All six schools found better result in examination among students due to
participation in extra classes.
7. Method of evaluation being followed in the school/ classroom.
All schools are found to be following marking followed by grading as the method for evaluation. .
8. Participation level of the CWSN in classroom processes & efforts made to optimize it.
Six children (6 Boys ) with special needs (CWSN) are found in five schools namely, Old
Government School, Golivada; Old Government School, Gramadipatiya; RMSA Secondary School,
Bhatsan; RMSA Secondary School, Javantri and Old Government School, Bamroli. Out of 6 boys, 3
belonged to OH category, 2 are BL and 1 boy belonged to multiple disability category. All CWSN
students are found to be participative in class activities except RMSA Secondary School, Javantri.
There are no noticeable efforts made to optimize it and there is no visit of Resource Teachers in any
of the RMSA schools with CWSN.
9. Is Peer interaction with CWSN Friendly, Neutral or Taunting/teasing/bullying?
Peer interaction with CWSN is found to be either friendly or neutral in all the visited schools.
10. Are Individualized Educational Plan (IEPs) prepared for CWSN.
None of the schools have prepared any Individualized Education Plan (IEP) for the CWSN.
143
11. Are adequate facilities for seating CWSN provided?
There is no special provision for seating arrangement for CWSN. They avail the same facilities as
availed by other children in the school.
12. What is the extent and nature of use of ICT devices for teaching & learning of CWSN?
The ICT devices are not found to be used in any of the schools for teaching & learning of CWSN.
III. Teacher’s Training
1. What are the provisions for in-service training of teachers? Frequency & duration thereof.
Has the state prepared targeted annual plan for in-service teachers training to improve quality
and skills?
In-Service training of teachers was found in all the schools. All the teachers have received Karmyogi
(called as ‘Shikshak Sajjatta’) training which is conducted for 5 days in two phases. 1st phase was
conducted from 15th-19th January, 2013 & the 2nd phase was from 21-25th January, 2013. Training
was given to 30 teachers in October, 2013 in the Patan district. The teachers were provided lodging
and boarding facility during the training as well as TA as per the norm. The state is in the process of
preparing targeted annual plan for in-service teachers training to improve quality and skills for the
coming academic year.
2. Whether training received includes training for dealing with CWSN students?
Training for dealing with CWSN is given to some teachers of four visited schools, and most of them
found with some confidence level to handle CWSN.
3. Whether training provided has improved the confidence level of the teacher to handle
classrooms with these children?
Confidence level of teachers who have received the IED training was found to be more in
comparison to the untrained teachers to handle CWSN.
4. Quality and adequacy of facilities available (space, projection, tools, equipment's) for
training.
Facilities like space, projection, tools and equipment are provided during in-service teachers training
in the training premise.
5. Whether training modules are need based or not?
The training modules are found to be need based as told by the teachers to the MI. However, there is
scope for further improvement. Additional components like computer education, training for CWSN
can also be included in the training module.
6. Are teachers trained using new technologies like Computer assisted Learning (CAL), LCD
projector etc. for imparting lessons in the classroom?
144
None of the teachers have received any training to use new technologies like Computer assisted
Learning (CAL), LCD projector etc. for imparting lessons in the classroom. However few teachers
have learnt the skill through their own initiatives like it was found among some teachers in Old
Government School, Mudana;, Old Government School, Patan and Old Government School,
Golivada.
7. Are the trainers from the secondary schools/higher institutions or other academic
institutions?
Training is found to be given by the Key Resource Persons (KRPs). The KRPs can be College
teachers/ Principals, high school teachers with good training and communication skill. In addition
any retired or experienced person from education Department can be called for teachers training and
the training of RPs.
8. Any other issues related with teacher's Training of secondary education.
Teachers training should have more practical orientation with some components that can cater to the
need of disadvantaged groups.
6. CIVIL WORKS
I. General Information
The land has been allotted for 2 schools. For 3 schools the land allotment is still pending All new
RMSA schools are working in the UPS campus.
1. Year of Establishment
The year of establishment for all the schools ranged from June 2010 to 2012. However, the new
RMSA schools are working in the Upper primary Schools.
2. Year of construction
Construction for the new RMSA secondary school’s building is yet to begin.
3. Number of Class rooms for class IX and class X
In all new RMSA schools the class rooms are adjusted with the existing Govt. UPS where schools
under RMSA & SSA are managed together. Two classrooms each for IX and X standard are
available for most of the visited schools.
4. Area of the School
All the new RMSA schools do not have their own building and they are functioning in the existing
Govt. UPS. Therefore the record for the area of school is not available for these schools. The Old
Govt. Schools are operating in single structure or double storied building. The total area in these
schools range from 4500-7500 square feet. In most of the Old Govt. Schools the playground area is
found to be inadequate.
II. Design
145
1. Type of building (Pucca/ Semi-pucca/Kutcha)
All the 09 schools (Old Government schools) have pucca building. However the 05 new RMSA
school are working in the Govt. Upper Primary School building and all these also have pucca
building.
2. Physical condition of building (Cracks/ Damp/Seepages/ Damages in Plaster)
Physical condition of the schools was found to be normal in all schools except RMSA Secondary
School, Bhatsan; Old Government School, Vaghapura; Old Government School, Babara and Old
Government School, Bamroli where cracks were visible in the school buildings.
3. Any local innovative approaches in school building design, please mention it.
No local innovative approach is found in design of school building in any of the schools.
4. Whether natural light & cross ventilation is available or not, if not, the reasons
thereof, and the steps taken by school authorities to rectify it.
Natural lights, cross ventilation and electricity facility is found in many schools except 5 schools
(RMSA Secondary School Bhatsans, Old Government School, Vaghapura; Old Government School
, Babara; Old Government School, Gadasai and Old Government School, Piparala).
5. Is there any lighting facility in the class room? Is it functional, if not -why?
Is the power supply continuous or intermittent? If intermittent, what is the duration for which
electricity is available in the school?
It is found that in all the schools electric supply was non-functioning on visit day. Availability of
power supply is found to be continuous in all the schools except RMSA Secondary School, Bhatsan;
Old Government School, Vaghapura; Old Government School, Babara; Old Government School,
Gadsai and Old Government School, Piparala.
6. Is there provision of alternative electric power supply like generator, invertors, gobar-gas
plant, solar panels, wind electricity etc. if so, give details thereof and comment on the -
condition of their usability?
None of the school has alternative power supply facility like generator, invertors, gobar-gas plant,
solar panels, wind electricity etc.
7. Library Design-
a) Is sufficient seating space, light, ventilation available?; b) Regular pest control is
carried out or not.
Many of the RMSA schools do not have library facility for its students except Old Government
School, Mudana and Old Government School, Patan. Both the schools with the library are found
with proper lighting but inadequate ventilation and inadequate seating space. Pest control is carried
out occasionally if there is any problem identified.
146
8. Laboratory Design- Please comment on:
a. Adequate space for all subjects (Physics, Chemistry, Biology & other subject)
b. Proper height (3ft) of the laboratory table, c. Cross ventilation and exhaust fan. d.
Availability of running water.
Most of the Old Govt. Schools under RMSA are found to have Laboratory however; it is a common
laboratory for Physics, Chemistry, Biology & other subject. The space is found to be inadequate for
all the subjects in these schools. Cross ventilation is found to be present in some of the schools with
laboratory. However, the provision of exhaust fan is found to be missing in all the schools with
laboratory. There is not found to be any provision of running water in all the schools with laboratory.
None of the new RMSA school is found to be have any laboratory.
9. Facilities for Physically Challenged :
a. Are the ramps for physically challenged students to access the entrance of the
school, drinking water facilities, toilets facilities, science lab, mathematic lab, libraries,
auditorium, and playground available?
Ramps for physically challenged students is not found in any of the five schools with CWSN
except RMSA Secondary School, Javantri, where ramps are found to be available at the entrance,
drinking water and toilet facilities.
b. Are the benches of different height available in the class room?
The benches of different height are not found to be available in the classroom in any of the visited
schools with CWSN.
c. Please comment if the slope of the ramp is adequate and whether ramps have been provided
with the hand rails.
One school has ramp with adequate slope. In none of the schools the ramps have been provided with
the handrails. MI did not find any uniform construction of the ramps with regard to length and width.
The ramp design was different from each other in many schools.
10. Drinking Water Facility
a. Source of drinking water (Supply Water/ Tube Well/ Dug Well/Other). Is sufficient
water available across all the seasons?
Eleven schools have drinking water facility. Six schools have supply water through pipeline, and 5
schools have tube well as a source of water.
b. Type of water storage facility and its condition & cleaning schedule,
All schools are found to store drinking water in tank. The condition of water tank is found to be good
in 5 schools (RMSA Secondary School, Bhatasan; RMSA Secondary School, Vaghapura; RMSA
Secondary School, Babra; RMSA Secondary School, Javantri and RMSA Secondary School,
147
Ganglasan). While 3 schools (RMSA Secondary School, Mota Nayta; RMSA Secondary School,
Gadsai and Old Government School, Bamroli) are found with poor condition with regard to
cleanliness and maintenance. Six schools get the water tank cleaned monthly while remaining
schools get it cleaned twice in a year.
c. Is quality of drinking water satisfactory? Write measures taken by school
authorities to ensure clean drinking water and treatment & testing of water.
All schools are found with safe drinking water except 4 schools RMSA Secondary School,
Vaghapura; Old Government School, Babra; Old Government School, Gadsai and RMSA Secondary
School, Javantri due to high salt contents. Cleanliness of drinking water is used to be ensured by
putting chlorine tablets in water tank and using R.O plant in some schools. Five schools (RMSA
Secondary School, Javantri; RMSA Secondary School, Ganglasan; RMSA Secondary School,
Alhabad; Old Government School, Mudana and RMSA Secondary School ,Piprala) have RO plant.
In RMSA Secondary School Javantri the water is having high fluoride content and need to be treated
before drinking. The school authorities arrange the water from corporates on payment. Testing of
water through the help of professionals to ensure the quality was not found in any of the visited
schools.
d. Are sufficient numbers of drinking -water taps available in school?
In 6 schools the number of taps is found to be insufficient to cater to the need of the number of
enrolled children.
11. Sanitation Facility
a. Whether adequate numbers of urinal / lavatories are available for girls, boys, teachers and
other workers in the school? If not, please specify shortcoming?
Eleven schools are found to have toilet facility. However, 3 schools (Old Government School,
Vaghapura; Old Government School, Babra and Old Government School, Bamroli) do not have
toilet facility. Among schools with toilet facility. In most of the schools, the toilet and urinal facility
is found to be insufficient to cater to the need of the children enrolled in the schools. Teachers’
toilets are found in seven School. The insufficiencies of the urinal / lavatories create inconvenience
for girls, boys, teachers and other staff members in the school.
b. Please comment on the Maintenance/ cleanliness of toilets and supply of water,
Running water in toilets is found in five schools (RMSA Secondary School, Javantri; RMSA
Secondary School, Ganglasan; RMSA Secondary School, Alhabad; Old Government School,
Mudana and RMSA Secondary School, Javantri). While nine schools found without running water
facility in toilets. Toilets are cleaned and maintained by 5 schools with running water supply.
c. Is there any separate toilet for girls? Is the location of the girl's toilet safer? Please
148
comment on the availability of the Sanitary napkins & dustbins in the school,
Four schools (Old Government School, Gramdipatiya; Old Government School, Vaghapura; Old
Government School, Babra and Old Government School, Bamroli) do not have separate toilets for
boys and girls. Location of girls’ toilet is found to be safe in all the schools except in RMSA
Secondary School, Motanayta; RMSA Secondary School, Bhatasan; Old Government School
Vaghapura, and Old Government School, Babra. Sanitary napkins were not found to be available in
any of the visited schools. Dustbins are found to be available, though inadequate, in seven schools.
d. Is there any provision in toilets for physically challenged students?
There is no provision for toilets for physically challenged students in any of the visited schools. They
use the same toilet used by other students.
e. Are lavatories single pit/ double pit attached with septic tank? Is the septic tank cleaned
regularly?
Four schools have single pit (Old Government School, Gramdipatiya; Old Government School,
Mudana; Old Government School, Bamroli and RMSA Secondary School, Javantri). While two
school RMSA Secondary School, Alhabad and Old Government School, Mudana have double pit
attached with septic tank. All the schools with toilet facility was found to have attached septic tank.
The septic tanks are cleaned in the schools as per the requirement.
12. Drainage System
a. Whether drainage facility is available in the school. If yes, Type of drains (Underground/
Pucca & Covered/Pucca & Open/ Kutcha & Open)
Eight schools are found without drainage facility. Four schools are found to have underground/Pucca
drainage (RMSA Secondary School, Motanayta; Old Government School, Garamadipatiya; RMSA
Secondary School, Bhatasan and RMSA Secondary School, Javantri). Rests of schools have Kutcha
and open drainage system.
b. Please comment on the structural condition and regular cleaning of drains in the school. Is
there any instance of water logging?
Condition of drains is found to be good in four schools. While rest of the schools have poor
condition of drainage system. Drains are cleaned on monthly basis in four schools. While rest of the
schools get it cleaned as per need. None of the school have instances of water logging in monsoon
season.
13. Waste water treatment/ discharge/ disposal of solid waste
a. Whether waste water treatment & discharge arrangement is available in school. If yes, the
type of drainage system, i.e. Septic Tank/ Municipal Drain/Open Field
Waste water treatment & discharge arrangement is not found in any of visited schools.
149
b. Is there any waste collection facility available in the school? Please comment on
the adequacy and condition of bins?
Adequate bins are available for collection in six schools.(RMSA Secondary School, Garamadipatiya;
RMSA Secondary School, Javantri; RMSA Secondary School, Ganglasan; RMSA Secondary
School, Alhabad; RMSA Secondary School, Mudana and Old Government School, Bamroli). The
condition of waste collection bins was found to be average.
c. Is there any facility for treatment of waste and composting of organic waste?
None of the school is found to have facility for treatment and composting of organic waste.
14. Water & energy conservation
a. Availability of Water Conservation Measures
Availability of Rain water harvesting structure if any. If yes, is it in the working condition and
whether the stored water is consumable?
None of the RMSA schools is found to have rain water harvesting facility available in school. Hence
water conservation measures were found to be ignored in most of the schools.
b. Type of lighting facility used {Ordinary Bulb/ Ordinary Tube / CFL) b. Are
teachers & school management aware of the possibility of use of renewable sources of energy
including gobar-gas plant, solar energy, wind energy etc. and if the same is being utilized.
Lighting facility is found to be different in all the schools. Most of the schools have been found to be
using ordinary tube lights. Some of the teachers in two schools (RMSA Secondary School, Alhabad
and Old Government School, Mudana) are found to be aware of the use of renewable source of
energy like gobar-gas plant, solar energy and wind energy etc. However, in none of these schools
renewable source of energy are found to be utilized.
15. Safety aspect of Building Design
a. Is the physical condition of the building good? Is there any special structural facility
to cope with natural hazard (flood/ cyclone/ earthquake)
Physical condition of building is found to be good in two schools, namely Old Government School,
Gramdipatiya and RMSA Secondary School, Javantri. However, the physical condition of building is
found to be poor in RMSA Secondary School, Motanayta; RMSA Secondary School, Bhatasan,
RMSA Secondary School, Javantri and Old Government School, Gadsai. No special structural
facility to cope with natural hazard (flood/ cyclone/ earthquake) is found in any of visited schools.
b. Whether the width of the stair case is sufficient or not & alternative exit gates are
available for emergency evacuation in the case of double storied structure.
The width of the stair case was found to be sufficient in the schools with staircase facility. However,
alternative exit gates are not available for emergency evacuation in the case of double
150
storied structure .
c. Is the disaster preparedness plan & emergency evacuation plan available in the school?
Whether all students & teachers are aware of it & trained to handle the disaster situations,
There is no disaster preparedness plan & emergency evacuation plan available in any of the visited
schools. Students are not found to be aware of it & they have not been taught in the classes about this
subject. None of the teachers have received any training to handle the disaster situations in the
visited schools due to their limited awareness about it.
d. Whether fire extinguishers (s) are available in the labs, kitchen etc. in the school and
are in working condition? Whether the school authorities including students are trained
in using the fire extinguishers in case of eventuality,
In 8 schools, fire extinguishers are available and in most of these schools it is installed in HM
room/Staff room. In 7 schools the fire extinguishers are found to be in working condition. The
school staffs in 3 schools are found to be trained for using the fire extinguishers in case of
eventuality. However, the students are not found to be trained for using it.
e. Whether contact numbers for Ambulance, Fire Brigade and nearby Hospital is available and
displayed in school.
In 7 schools contact number for ambulance, fire brigade and nearby hospital is available however
none of the schools displayed these contact numbers in the school.
III. Schools with Ongoing Construction Activity
Many schools have been allocated the land for the construction of their own school building.
However, the construction of the building is yet to begin.
1. Whether sufficient measures are being taken by the school authorities to ensure that
a. Construction activity undergoing in school does not hamper academic activities in
school?
b. Does not vitiate air, water & land quality in school & noise level is within permissible
limit,
c. Construction material is being stored appropriately,
d. Temporary fencing of construction area is done.
The above mentioned 4 points are not applicable as the construction is yet to begin in all the new
RMSA schools.
2. Procurement Aspects: Not Applicable
a. Whether same contractor is doing the work to whom the work was awarded?
b. What is stage of construction? Whether construction work done is in line with the lay out
151
plan?
c. Whether members of community through SMDC are involved in procurement process?
d. Whether sub-Committee viz. construction committee has been constituted or not?
e. Whether
Books of A/c related to civil works maintained/ updated or not.
Measurement book is maintained for civil works or not?
Payment has been made to the contractor or agency is in accordance with the
measurement book or not?
Material stocked is in line with the stock register or not.
Cheque issue register is maintained or not?
f. Whether quality of construction and the construction material being used is up to the mark.
g. Whether physical receipt/existence of material matches with entry made in Assets register.
h. Number of times technical persons have visited construction site and authentication done
i. The system of fund flow & time take to transfer funds in account of SMDC.
j. Any good practices in civil works which can be replicated in other places/in other States.
The above mentioned points are not applicable as the construction is yet to begin in all the new
RMSA schools.
7. COMMUNITY MOBILIZATION/ PARTICIPATION
3. Are SMDC members familiar with
a. Their roles and responsibilities as notified by the State Government,
The SMDC is found to exist in all schools. The SMDC members are not found to be familiar with
their roles and responsibilities as notified by the state Government in 3 schools (RMSA Secondary
School, Motanayta; Old Government School, Babra and Old Government School, Gadsai).
b. The SEMIS data captures format, school report card and SMDC Register,
In most of the schools the SMDC members are found to be familiar with the SEMIS data captures
format and school report card. Only three schools (RMSA Secondary School, Bhatasan; Old
Government School, Vaghapura and RMSA Secondary School, Javantri) are not found to have
familiarity with the SEMIS data captures format, school report card and SMDC Register.
c. The guidelines regarding School Development Plan and training received by them in this
regard.
The SMDC in three schools (RMSA Secondary School, Alhabad, Old Government School, Mudana,
Old Government School, Bamroli) have received guideline and one day training to prepare the SDP.
2. Frequency of SMDCs meetings held & issues discussed thereof. Average
attendance of the SMDC Members.
152
The SMDC in all the visited schools has total 125 male and 47 female members in this district. The
SMDCs meetings is found to be held on monthly basis in six schools, quarterly in 3 schools and
occasionally in rest of the schools.
3. What are the roles of SMDCs members in monitoring of teachers and students
attendance?
The SMDC in 11 schools are found to be monitoring student’s attendance. While the teachers’
attendance is found to be monitored by HM only in all the visited schools.
4. Whether the SMDC members are participating in preparation of AWP&B.
In Four schools (RMSA Secondary School, Motanayta; RMSA Secondary School, Bhatasan; RMSA
Secondary School, Alhabad and Old Government School, Mudana) the SMDC members are found to
participate in preparation of AWP & B. This record is submitted to the MIS, SSA Office for the data
entry and processing.
5. Whether members of the SMDC have received any training? If so, how many
members?
The members of the SMDC have received training for 2 days in most of the schools during March,
2013. About 50 percent of the SMDC members have received the training in these schools.
6. When these trainings were held? Who conducted the trainings? What is the SMDCs
members’ perception of the trainings?
These training are held once a year. The district office conducts these training. The SMDC members
perceive these training as useful for developing school development plan (SDP).
8. MIS (Management Information System)
1. Has the Master list of all schools (including private) been prepared?
The master list of all the schools has been prepared.
2. Have the Data Capture Formats (DCF) been distributed to all schools? If no, why.
Data Capture Format (DCF) for this academic year has been distributed to all schools in September,
2013.
3. What kind of training on filling up of DCF was provided to the teacher/head teacher? Four
Four days training has been provided to the head teacher on filling up of DCF in all Old Govt.
Schools under RMSA.
4. Has Data been received from all the schools in the Data Capture Formats for including
information for the current year, reasons for delay if any?
The data has been received from all the schools in the Data Capture Formats for the current year.
This record is submitted to the MIS, SSA Office for the data entry and processing.
153
5. Do the schools have a copy of the filled-in Data Capture Formats (DCF) for record and
reference?
Ten schools are found to have a copy of the filled in DCF for current year 2013-14.
6. Is the school report card generated and distributed to all schools after data entry?
The school report card has been generated and distributed to all the Old Govt. Schools.
7. Have Sample checks been done after receiving of filled-in Data Capture format (DCFs) from
schools? What are the findings?
The Data Capture formats are with the district office and Sample checks is ongoing.
8. Has the data been submitted to the State as per time schedule?
The Data from the SSA Office is yet to be submitted to the State RMSA Office.
9. At which level the data is being analyzed and disseminated?
The data is being analyzed and disseminated from SSA Office to the State RMSA Office directly.
Therefore the District office has no information with regard to the data analysis and its
dissemination.
10. Are the school authorities aware of the importance of the data collected under MIS and are
they using this data?
In most of the visited schools, authorities are aware of the importance of data and use this data for
planning and budgeting.
11. Is SEMIS/UDISE data used for planning and budgeting?
All the Old Govt. schools use this data for planning and budgeting. However, many of the new
RMSA schools are not utilizing it.
12. Is the backup of the data supplied under SEMIS/UDISE properly maintained?
Backup of data supplied under SEMIS is properly maintained by most of the schools.
9. FINANCIAL MANAGEMENT
1. Nature of financial records and registers maintained specially cash book - is it maintained
on daily basis and is the bank reconciliation carried out on monthly basis?
Financial registers such as cashbook and pass book were found to be available in 13 schools, though
not maintained and updated in 3 schools. While asset register is found to be available and maintained
in nine schools.
2. Mode of transfer of funds to the SMDC from the State/ District level.
E-Transfer is found as the common mode of transfer of funds to SMDC from state/ district level.
3. Type of funds/grants received by the school, details thereof.
Eleven schools have received the school annual grant. Pravas Grant is also received by all the school.
154
Minor Repairing grant has not been received by any school.
4. System for the withdrawal and payment of fund from the SMDC account (Cash/ Cheque).
The HM and one of the members of the SMDC were found to be the common drawing and
disbursing authority in all the Old Government schools. However, in all RMSA secondary schools
the funds are managed by the DEO/Office.
5. Whether the proposal for expenditure and expenditure statements are shared with the
community. If yes, is there any instance of community expressing objection/reservation
about any transaction?
Proposal for expenditure and expenditure statements are shared with the community in five schools.
There is no instance of community expressing objection/reservation about any transaction in these
schools. The proposal for expenditure and expenditure statements are not applicable to all the new
RMSA schools (05 schools) as the fund is managed by District Education Office under RMSA.
6. Whether the SDMC is covered by audit. If yes, were the audit observations shared with the
community.
The SMDC is found to be covered by the audit in most of the Old Govt. Schools. However, in none
of the visited school the audit observations were found to be shared with the community.
7. Is social audit being done (Display of financial information- receipts and payments, on the
notice board/ wall of the school).
No social auditing was reported for any of the visited school. No school is found to display about
financial Information-receipts and payments on notice boards/School wall.
8. Report any instance of community mobilizing resources for the school.
None of the visited schools are found with instances of community mobilized resources/donations
for schools in 2013-14.
9. Status of Utilization Certificates submitted by SMDC: period for which it has been
submitted to District Project Office.
In all the Old Govt. Schools, the SMDC is found to have submitted Utilization Certificate to the
District Education Office during March and December, 2013. The UC for the said grant has not been
submitted in most of the new RMSA schools as the fund is managed by District Education Office
under RMSA.
10. Comment on the process of settlement of advance and collection of Utilization Certificate
by SPO and DPO
The SMDC accounts in all the new RMSA schools are managed by District Education Office (DEO)
under RMSA. The Utilization Certificate of all the RMSA schools is prepared and submitted to the
DEO for settlement of advance.
155
11. A Financial statement for the SDMC/ DPO/ SPO
Data
Name of
the Unit:
A Opening
Balance as
on 1st April
2013
B Funds
received
C=A+B Total
Fund available till
that date
D Expenditure
E=C-D
Closing
balance as on
SMDC 0 5,50,000 5,50,000 5,50,000 0
DPO 786654 0 786654.00 0 786654.00
SPO Annexure D
for details
Note: i. Grant at SMDC level includes only the School Annual grant received at the school level
ii. The quarter wise financial status of RMSA at SPO level as on 30.09.2013 is attached as
Annexure-D.
10. SCHOOL ANNUAL GRANT
1. When was the School Annual Grant received by the school?
Eleven schools are found to receive school annual grant (Rs 50000/- per school) in March 2013. The
new RMSA schools do not have the record about date of receiving annual grant. In these schools the
funds and their utilization is managed by District Education Office (DEO). The school principal
doesn’t have the access to the funds as the schools are running in the government upper primary
schools (UPS)..
2. Please comment on the status of utilization of funds (% of the Total) and whether the
utilization has been done as per norms of the scheme.
All the schools have utilized the school annual grant as per norms.
11. MINOR REPAIR GRANT
1. When was the School Repairing Grant received by the school?
Minor Repair Grant has not been released to any of the existing RMSA schools as these schools do
not have their own building. None of the Old government RMSA schools have received minor repair
grant in this year.
2. Please comment on the status of utilization of funds (% of the Total) and whether the
utilization has been done as per norms of the scheme.
None of the Old government schools have received minor repair grant this year in this district.
156
3. Was the funds utilized for repair and white wash of the school building?
Utilization of grants for repair and white wash of the school building is not applicable to any of the
existing RMSA schools as these schools do not have their own building.
12. INNOVATIONS
1. Details of innovative proposals undertaken during the current financial year (District-wise).
None of the visited school is found to have prepared any innovative proposals during the current
financial year at DPO and state level both
2. Details of number of innovative proposals sanctioned in the previous calendar year and the
status of implementation.
None of the visited school is found to have prepared any innovative proposals undertaken during the
current financial year.
3. Monitoring institutions should review the progress of all innovative activities taken up in a
district or has been completed with respect to innovative activities funded from the innovation
component under RMSA.
a. What are the main reasons and why the objectives have not been met in case so?
Funds have not been sanctioned for the said purpose and DEO has not been able to meet the
objectives.
b. Whether effective monitoring and evaluation mechanisms have been put in place?
No effective monitoring and evaluation mechanisms have been put in place due to non-availability of
funds.
c. Whether the activity’s objectives have been met?
The objectives have not been met for any innovative activity.
d. Identify any successful element that can be scaled up under RMSA.
The MI has not identified any successful element that can be scaled up under RMSA as no
innovative activity has taken place in the district.
13. MANAGEMENT/ MONITORING/ EVALUATION AND RESEARCH
I. Staffing pattern
157
1. The total number of staff sanctioned category wise in the State/ District office under
RMSA and the number in position and action taken to fill up the vacancies?
At state level 15 post are in position. Out of these 15 post, 12 post are filled and 03 post -1 MIS
project coordinator; 1 civil work project coordinator and 1 Account assistant are lying vacant.
However, these 3 positions have been advertised in the local daily newspaper.
Category State Level District Level
Total Sanctioned Post 15 02
In Position 12 02
Vacant 3 00
2. Specify Nature of engagement-(On Deputation/ Contract)
Out of 12 filled in post, only one post is on deputation basis and rest of other are on contractual
basis. Both the posts at district level are contractual.
3. Whether the component wise (Finance, Civil, Quality, Equity, Gender, Pedagogy
Planning etc.) personnel are in place at State/District level? If not, whether there is an
alternative arrangement?
Seven project coordinator post one each for Tender & Procurement, Planning & Training, Finance,
MIS, Yoga, Civil & Monitoring & Evaluation are sanctioned. However, Project Coordinator post for
Civil & MIS are vacaned. There is no post sanctioned for the components- Gender and Equity (Pls.
see Annexure- E).
4. Is the administrative staff available or not? If not, comment on the alternative arrangements
made.
One office assistant and one stenographer are appointed at state level.
5. Are the officials and staff clear about the objectives, targets and goals of the programme and
their role in the management structure?
The officials and staff at state level are clear to some extent about the objectives, targets and goals
of the programmed and their role in the management structure. However, they need more orientation
regarding the same.
II. Monitoring Strategy
1. What are the monitoring tools/ mechanism (reports, visits etc.) used at school and district
level to ensure effective implementation of the scheme. Please give details along with time
schedules.
The district coordinator (DC) is expected to visit 2 schools per week. The visit of the DEO is
158
occasional & as per the need. Monitoring format (Surprise Visit Form) has been developed at the
State level for district visit. The surprise visit from covers various components like basic information
of the school, teachers information, physical facilities, education related activities, ICT School
project, review of different Educational Committees, Classrooms, result of last 5 years and analysis
of different work done using different school grants.
3. Are the monitoring guidelines laid down?
The monitoring guidelines have not been found in the district office.
III. Management Systems
1. What are the facilities available in the Academic Institutions - District Institute of Education
& Training (DIET), State Council of Education Research & Training (SCERT)) etc.?
State RMSA does not have direct connection with District Institute of Education & Training (DIET),
State Council of Education Research & Training (SCERT)) etc. however, they take their
expertise in preparation of teachers’ training module. They also help in training the master trainers or
the Key Resource Persons (KRPs). The state level training for the KRPs is imparted at IL & FS
Education and Technology Services Limited.
2. What other essential facilities are required?
Recruitment of the permanent teaching staff as well as science and math’s teachers at school level is
required in all the RMSA schools. The construction of the own building of RMSA schools should
begin to have smooth functioning at school level.
IV. State Database
1. Whether school mapping has been completed. If not, on what basis State/UT are developing
their annual/perspective plan for access. Please also specify mechanism other than GIS
mapping adopted by the State.
School mapping work is still in the process It is being done by an organization, BISEC.
2. Whether the database mechanism (MIS) at District level is in place or not? If not what are
the sources of data used for plan preparation at District level?
The database mechanism SEMIS has been replaced as UDISE and it is in place
3. What are the major issues in collecting and compilation of data at school and district level?
With the help of UDISE, the block level data has been prepared. However, the district level data will
be ready by end of January, 2014.
V. Research
1. Details of Research Projects to be undertaken during the current financial year district-wise
and the purpose of research.
No Research Projects has been undertaken during the current financial year at district level
159
14. ANY OTHER ISSUES RELEVANT TO RMSA IMPLEMENTATION: Patan
Problems:
Infrastructure: None of the new RMSA secondary Schools have their own building. They
are functioning in Government Upper primary Schools (UPS). Therefore these schools face
problem accommodating entire students, teacher etc. Lack of own school building is found
to be the major problems faced by the school students and the teachers. All the 5 new RMSA
schools in Patan district face many problems like absence of toilet facility, lack of subject
specific teachers, lack of library and science laboratory etc.
CWSN: There is no provision of the Resource Teachers (RTs) for CWSN in any of the
visited schools under RMSA.
Grants: The grant is managed by the District Education Office in all the new RMSA
schools. Annual grant is mostly utilized for furniture & benches for the students. Students
excursion grant (@ Rs 200/- per student) is sanctioned to 11 schools on 18th June, 2013.
The SMDC Members’ Talim Grant has been received by 6 schools during March 2013. The
Environment Climate Change Grant is given to 11 schools in February, 2013.
Other Issues: RMSA Secondary School Javantri has a huge campus surrounded by trees.
Therefore snakes are several times noticed in the school posing danger to the children. Early
marriage (between 8-16 years) is prevalent for both boys and girls in some villages. There
are about 60 students per class in this school which should be reduced as teachers find it
difficult to handle big class.
Strength:
Ram Rahim is an NGO running free coaching classes for children in some of the schools
under RMSA.The RMSA Secondary School Javantri has 11 functional computer sunder
CAL and have no repairing problem.
2. Whether the Research Advisory Committee has been formed?
The Research Advisory Committee has not been formed.
3. What kind of research need has been felt and at what level?
No research need has been identified so far in the district.
4. Whether Action Research is being conducted or not by the teachers/external agencies for
finding out solutions to users pertaining to pedagogy/quality.
No Action Research has been conducted by the teachers/external agencies for finding out solutions
to users pertaining to pedagogy/quality.
160
Annexure 3.1 List of School under RMSA: Patan District
Sr.
No.
Name of School U-DISE
Code
Village Block standard
1 Old Government School, Bamroli 24030900902 Sidhada Santalpur 9 to 10th
2 Old Government School, Patan 24030324705 Vanraj Patan 9 to 12th
3 Old Government School, Golivada 24030305202 Sariyad Patan 9 to 10th
4 Old Government School, Vaghpura 24030909001 Parsund Santalpur 9 to 10th
5 Old Government School, Gramdipatiya 24030903102 Madhutra Santalpur 1 to 10th
6 Old Government School, Gadsai 24030902902 Amarapur Santalpur 9 to 10th
7 Old Government School, Mudana 24030504302 Samoda Sidhpur 9 to 10th
8 Old Government School, Babara 24030900701 Santalpur Santalpur 9 to 10th
9 Old Government School, Piparala 24030905902 Madhutra Santalpur 9 to 10th
10 RMSA Secondary School, Bhatsan 24030302005 Bhatsan Patan 9 to 10th
11 RMSA Secondary School, Motanayata 24030311904 Motanayata Patan 9 to 10th
12 RMSA Secondary School, Alhabad 24030800202 Ariansar Radhanpur 9 to 10th
13 RMSA Secondary School, Javantri 24030802802 Mahemdabad Radhanpur 9 to 10th
14 RMSA Secondary School, Ganglasan 24030501701 Ganglasan Siddhpur 9 to 10th
Old Government School : 9 RMSA Secondary School : 5 ; Total : 14
161
Annexure 3.2 Copy of Office Order, Notification, etc. : Patan District
3.2.1: Filled-in DISE Form: (Received from Old Government School. Patan)
163
Annexure 3.3 Selected photographs of RMSA Schools: Patan District
Centrally Located Blackboard: Old Government School, Mudana
Blackboard Centrally Located: RMSA Secondary School, Bhatsan
164
Different Design Building: Old Government School, Garamdi Patiya
Students in Uniform: Old Government School, Mudana
165
Drinking Water Facility: Old Government School, Mudana
Drinking Water Facility: Old Government School, Patan.
166
Fire extinguisher: Old Government School, Bamroli
Fire extinguisher in Staff Room: Old Government School, Patan
167
Tin Roof: Old Government School, Bamroli
Roles of Principal Displayed: Old Government School, Patan
168
Girls Are Using Library: Old Government School, Patan
Library Cupboard: Old Government School, Patan
169
Trophies Received By Students In :Old Government School, Patan
Girls Playing Volleyball: Old Government School, Patan
170
Girls in Computer Lab: Old Government School, Patan
Schedule For Computer Instructor: Old Government School, Patan
171
Toilet Facility: Old Government School, Mudana
Urinal without Water: Old Government School, Bamroli
172
Toilet Ramp : Old Government School, Garamndi Patiya
Separate Toilets with Roof: Old Government School, Garamndi Patiya
173
.
Urinals without Roof: RMSA Secondary School, Motanayta
Toilets with Door: Old Government School, Patan
174
Unused and Broken Toilets: Old Government School, Piparala
Ramp: RMSA Secondary School, Motanayta
175
Ramp: RMSA Secondary School, Motanayta
Unsafe Underground Water Tank: Old Government School, Piparala
176
Blackboard Location: Old Government School, Piparala
Class Room: Old Government School, Golivada
177
Over all Suggestions & Recommendation in all 3 districts
School Infrastructure- None of the new RMSA secondary schools have their own
building. They are functioning in Government Upper primary Schools (UPS). In this
situation both the schools face problem accommodating entire students, teacher, etc.
Lack of own school building is found to be the major problems faced by the school
students and the teachers. The staff and students of the new RMSA schools keep
thinking that they would be shifted any moment and this is a temporary arrangement
for them. They lack all adequate infrastructure, computer facility, library, science
laboratory, adequate toilet and drinking water facility . Art/ Craft room was not found
in any of the visited schools.
Monitoring Strategy- The Monitoring Strategy needs to be followed more firmly.
The District Coordinator (DC) is expected to visit 2 schools per week. However in
Kheda district the visits of the DC are found to be irregular.
Counselling Cell-There is no guidance and counseling cell, for the children at school
level in any of the 3 districts visited by the MI. There is scarcity of consellor as only
one counselor has been appointed for 3 districts. Hence counselling cell is yet to be
operational in the visited districts.
Lack of subject teachers- There are no science and mathematics teachers in most of
the new RMSA schools which is found to be a major problem faced by the students
and the principal.
Financial Management- In all new RMSA secondary schools the funds are managed
by the DEO/Office and not by the SMDC due to non-availability of the own building.
No school is found to display financial Information on the notice boards/School wall.
Annual grant is mostly utilized for furniture & benches for the students. Annual grant
is mostly utilized for furniture & benches for the students in case of new RMSA
schools and delivered through the DEO.
Staffing Pattern-Most of the District Coordinators (DCs) are fresh MBA graduates
without much exposure to the education field. Experienced staff need to be recruited
or the capacity building training of the existing DCs can be conducted on priority
basis.
Equity: There is no separate hostel facility for the students in any of the RMSA
schools. Residential facility can be provided to some of the deserving students under
RMSA, especially the children of migrant parents, casual workers & BPL families.
Open Schooling: The Gujarat State Open School (GSOS) is established at the state
level. However, it is not directly linked with the RMSA. The GSOS conducts
examination for class Xth and XIIth. It has total 416 study centres all over Gujarat
and 17 study centres in Kheda, 12 study centres in Anand and 11 study centres in
Patan district. No academic support is extended to the students of Open Schools.
Only the administrative matters including the advertisement for application,
178
management/conduction of the Examination, providing space for the examination
centres etc. are taken care of by the GSOS Department.
Drop Out Children: There are evidences of drop out children in all 3 districts. In
some of the schools HMs have contacted parents and counselled them to bring these
children back to the school. No record of the re-admission of these children was
found in any such schools.
CWSN: No medical check-up for CWSN from any of the RMSA schools has been
organized in the visited schools. Some deserving CWSN children are not issued the
certificate due to absence of diagnosis camps. There is no provision for resource
teachers for CWSN in RMSA Schools
Pedagogical Matters: Since 2011-12, the surplus teachers in the schools with upper
primary classes are accommodated with secondary education under RMSA.
Therefore, there is no fresh appointment of teachers. There is huge scarcity of
specialised subject teachers especially for Science and Mathematics in all the New
RMSA schools.. Students are found to be poor in English, Science and Maths in most
of the schools due to lack of specialised teachers. In all the new RMSA schools the
double shift arrangement has been made to accommodate 2 schools due to which
teaching and learning get affected.
179
Annexure A: Sample Table : Blockwise schools covered in visited districts
Districts
covedred
Name of Blocks covered with CRCs No. of
schools
covered Blocks
Covered Cluster Covered
Kheda Kathalal Apruji, Ananra, Fagvel, Chhipiyal
17 Mahmdavad Kuna, Chapra, Sansoli, Kachchai
Thasra Pipalvada, Rakhiyal
Nadiad Sodpur, Paldi, Piplata
Mahudha Dadusar, Singhali
Virpur Bor
Anand Khambhat Vadgam, Lunej, Mitali 12
Tarapur Bhatpura, Valandpura, Mahiari, Milrampura, Jafarganj, padra
Anklav Ambali, Hathipura
Petlad Bhavanipura
Patan Santalpur Sidhada, Parsund, Madhutra, Amarapur, Santalpur 14
patan Vanraj, Sariyad, Bhatsan, Motanayata
Radhanpur Ariansar, Mahemdabad
Sidhpur Samoda, Ganglasan
Total 43
Annexure-B: Details of persons contacted for field visit at State Level
Name Designation Contact No.
Vijay Patel Project Coordinator(Monitoring & Evaluation) 9978408508
Prarthana ben Asst. teacher Model Sch. 9978408509
R.H.Gol OSD-GSOS 909948725
Mr. B.K. Patel OSD - Training coordinator 9099924094
Annexure-C: Details of persons contacted for field visit at District Level
Name of
District
DEO Office Address DEO Name &
Mobile Number
District Coordinator Name &
Mobile Number
Kheda RTO Compound, Nadiad, Kheda-380002;
Phone:02682-550183 (O)
Mr. M.S. Acharya
9909970205
Jenam Shah- 9909364111
Anand Seva Sadan, Borsad Chokdi, Anand
02692-264153 (O)
Mr. K.A.Patel :
9909970231
Nimesh Patel- 9016114911
Patan Block No. 2, Seva Sadan, Patan- 384275,
Phone: 02766-230025 (O)
Mr.D. M. Solanki
9909970222
Nirav Patel- 9909905208
180
Annexure-D : Financial Status as on 30th
Sept, 2013- State Level
Annexure-E: Staffing pattern with designation & filled in position at State level
Component wise
personnel
Position in place (Verify and put ‘√’ mark)
At State level At District level
Finance √
Civil Not filled
Quality √
Equity Not filled
Gender Not filled
Pedagogy √
Planning √
181
Annexure -F: Annual Grant (District Wise ) Circular from RMSA, State Office
Note: Selected districts are highlighted
182
Annexure-G: List of Abbreviations
Abbreviations Details
AWP&B Annual Work Plan & Budget
CAL Computer Assisted Learning
CFL Compact Fluorescent Light
CWSN Child With Special Need
DPO District Project Office
DCF Data Capture Format
DEO District Education Officer/Office
DIET District Institute of Education & Training
EBB Educationally Backward Block
FI Field Investigator
GIS Geographical Information System
GOI Government Of India
HI Hearing Impairment
ICT Information & Communication Technology
IEP Individualized Education Plan
MI Monitoring Institute
MI Multiple Impairment
MIS Management Information System
NIOS National Institute of Open Schooling
OBC Other Backward Classes
OH Orthopaedic Handicapped
OoSC Out of School Children
RMSA Rashtriya Madhyamik Shiksha Abhiyan
SC Scheduled Caste
SCERT State Council of Education Research & Training
SDP School Development Plan
SEMIS Secondary Education Management Information System
SIOS State Institute of Open Schooling
SMDC School Management & Development Committee
SPO State Project Office
ST Scheduled Tribe
ToR Terms of Reference
UC Utilization Certificate
UT Union Territories
VI Visual Impairment
Top Related