Leveraging Information Systems to Improve Secondary Education in India Authors Dr. Jayshree Oza RMSA-TCA jayshree.oza@rmsatca.org Parthajeet Das RMSA-TCA parthajeet.das@rmsatca.org Co-presenter Prof. Arun C. Mehta Head, Department of EMIS NUEPA

Indian Education System: Context Large and diverse school education system of India: Around 1.5 million1 schools in total Education Levels: Elementary (Grade I-VIII), Secondary (Grade IX-X) and Higher Secondary (Grade XI-XII) School Managements: State Government (School Education and other departments), Central Government, Private Aided, Private Unaided Types: Boys only, Girls only, Co-Educational Boards of Affiliation: State Boards, CBSE, ICSC, IB States bear the lion’s share (~90%) of the total expenditure on secondary education Expenditure on School Education2 (in Rs. Crores) States Centre Secondary Elementary 1. U-DISE 2013-14 2. Analysis of Budgeted Expenditure on Education, 2012-13, Ministry of Human Resource Development

RMSA launched in 2009 to supplement schemes for secondary education Vocational Education Mid-day Meal RMSA DPEP SSA ICT@Schools RMSA 1993 1995 2000 2004 2009 2011 2013 Integration of five Secondary Education schemes under RMSA Inclusive Education (IEDSS) Girls Hostel

Ambitious goals set for secondary education campaign Increasing Access Improving Quality Ensuring Equity Enhancing Learning and Relevance ‘..to make good quality education available, accessible and affordable to all young persons in the age group of 14-18 years’ ‘..to make good quality education available, accessible and affordable to all young persons in the age group of 14-18 years..’

1. Situation Analysis & Planning 2. Plan Appraisal and Approval RMSA Programme Cycle 1. Situation Analysis & Planning 2. Plan Appraisal and Approval 3.Implementation 4. Monitoring

Evidence based situation analysis and planning U-DISE Evidence based situation analysis and planning Decentralisation in form of District Planning - development of annual work plan and budgets; district plans informing state plans Access (GER) increased from 52% to 76% equitably across gender and social categories by up-gradation of Upper primary schools Using data to strengthen infrastructure and facilities Pursuing Quality: Using teacher information to plan recruitment, training and targeted schemes for children (remedial classes) Disaggregated data on student enrolment: gender, social groups and CWSN used to plan specific activities under different schemes National Achievement Survey and Class X board results to plan for learning outcome of students

Plan appraisal and approval using on-line platforms Two stage appraisal/approval process: a) State level – of district plans b) Central level (by Technical Support Group) – of state plans followed by Approval of Budgets by Project Approval Board RMSA website used for: Sharing detailed guidelines for plan preparation with states Promoting outcome-based project planning Submission of plan and associated documents on-line Dissemination of key education indicators at secondary level Sharing data on cumulative (non-recurring) and annual (recurring) approvals

Digital driving implementation for achieving targets Use of technology and modern communication media to: Bring together multiple stakeholders – individuals, organisations (private and government), community Share information through mails, websites, SMS etc. to create awareness and seek participation Use core, complementary strengths of different partners to deliver against goals Ensure multi-directional flow of communication: Centre-state, state-centre, centre-public, state-public

Monitoring leading to Accountability Through RMSA’s modern Project Monitoring System: MHRD-TSG, States and Districts can access (role-based) relevant programme information Schools, District, States can report on physical (actual implementation) and financial (generation of Utilisation Certificates and accounting) progress Real-time information on fund releases including the final transfer to the bank accounts Regular review by senior officers on bottlenecks; supported by Joint Review Missions (JRM) by development partners

Decentralised Planning Process (Medium term and annual) Use data to conduct Situational Analysis Conduct state-level inclusive visioning process Develop state vision and goals Set medium-term targets and define strategies Build districts' capacity to develop plans Set medium-term targets for districts Create District Action Plan for Year 1 Combine district plans to develop State Annual Work Plan and Budget Conduct Annual monitoring and review

Elements of sustainability through design and implementation

Catalytic central support is needed to: reduce disparities respond to emergent needs and expectations of society ensure equitable learning opportunities

Successful programmes need to: in tandem towards prog. goals work Have systems Build capacity of users and using outputs from institutionalise and make them sustainable

Thank you www.rmsaindia.org