1. IMPROVING QUALITY OF SCHOOL EDUCATION
20th September 2016
Bhubaneswar

2. SUSTAINABLE DEVELOPMENT GOALS
“Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”
The Millineium Development Goal 2 focused on “Achieve universal primary education” the focus was on enrolment i.e entering school at an appropriate age, progressing through the system and completing a full cycle and completion.
With the adoption of SDG 2030 the focus now is on Quality with Equity upto the Secondary level of Education. All girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. 

3. ACHIEVEMENTS Dropout Rate for primary declined from 40% to 16%
14.5 lakh schools ensuring access to elementary education.
19.7 crore children enrolled at elementary level.
46.8 lakh teachers with PTR of 24:1 at primary and17:1 at upper primary level.
Dropout Rate for primary declined from 40% to 16%
Gender parity nearly achieved.
Enrollment from weaker section more than share of population.
In the last 5-6 years there has been a surge in enrolment of children from different social groups (SC/ST and Muslims). As per the enrolment data their percentage in schools is equivalent or higher than the percentage in population.

4. ACHIEVEMENTS (Odisha)
More than 63 thousands schools ensuring access to elementary education.
63.28 lakh children enrolled at elementary level.
2.31 lakh teachers with PTR of 24:1 at primary and23:1 at upper primary level.
Dropout Rate: Primary 14%; Elementary 28% ; Secondary 42%
Gender parity nearly achieved at elementary level.
Enrollment from weaker section more than share of population.

5. Achievements (A comparison)
National
Odisha
Best State
PTR (Elementary) 25 28
PTR (Secondary) 21
Karnataka
Dropout Rate
4.3
Percentage of adverse PTR schools
35%
27.9%
Tripura
Single Teacher Schools
8.5%
6.2%
Gujarat, Sikkim, Tripura
Percentage of Trained Teachers
89%
93%
16 States and UTs have all trained teachers

6. FINDINGS OF NATIONAL ACHIEVEMENT SURVEY (Cycle 4; Class5 - 2015)
Subject
Less than 35%
Less than
50%
Above
75%
(Low)
(Average)
(High)
Reading comprehension 43 64 11
Mathematics 37 63 10
Environmental Studies 30 55 13
Key findings
Cycle 3 for Class 5 was done in and Cycle 4 was in
64% students scored below 50% in Reading comprehension; 63% students scored below 50% in Maths and 55% students scored below 50% in EVS
In Odisha the performance of students in class 5 is as follows:
69% children score below 50% and only 8% children score above 75%
64% children score below 50% in Maths and only 11% children score above 75%
57% children score below 50% in EVS and only 11% children score above 75%
Girls performed better than boys.
Students from SC & ST performed lower

7. National Achievement Survey Class 3, Cycle 3
Language
Less than 35%
36-50%
51-75%
Above 75%
Odisha 12 19 42 27
National Average 10 17 43 30
Best State (Tripura) 2 9 47
Mathematics
Less than 35%
36-50%
51-75%
Above 75%
Odisha 11 20 36 33
National Average 9 15 37 39
Best State (Daman & Diu 1 7 27 64

8. National Achievement Survey Class 5, Cycle 4
Language
Less than 35%
36-50%
51-75%
Above 75%
Odisha 49 20 23 8
National Average 43 21 25 11
Best State (Daman & Diu) 19 40 15
Mathematics
Less than 35%
36-50%
51-75%
Above 75%
Odisha 40 24 26 11
National Average 37 27 10
Best State (Daman & Diu) 9 22 48 21

9. National Achievement Survey Class 5, Cycle 4
Environmental Studies
Less than 35%
36-50%
51-75%
Above 75%
Odisha 34 23 32 11
National Average 30 25 33 13
Best State (Daman & Diu) 20 48 22

10. National Achievement Survey Class 8, Cycle 3
Language
Less than 35%
36-50%
51-75%
Above 75%
Odisha 36 20 30 15
National Average 37 23 28 12
Best State (Daman & Diu ) 19 51 18
Mathematics
Less than 35%
36-50%
51-75%
Above 75%
Odisha 66 18 13 3
National Average 70 16 11
Best State (Uttar Pradesh) 50 26 21

11. National Achievement Survey Class 8, Cycle 3
Science
Less than 35%
36-50%
51-75%
Above 75%
Odisha 45 32 21 2
National Average 54 29 15
Best State (Daman&Diu) 39 8
Social Science
Less than 35%
36-50%
51-75%
Above 75%
Odisha 56 32 11
National Average 47 33 18 2
Best State (Daman & Diu) 19 38 40 4

12. National Achievement Survey Class 10, 2015
English
Less than 35%
36-50%
51-75%
Above 75%
Odisha 36 52 12
National Average 24 61 15
Best State
(Nagaland) 5 53 27
Mathematics
Less than 35%
36-50%
51-75%
Above 75%
Odisha 28 46 25 1
National Average 35 49 16
Best State (Odisha )
same as
above

13. National Achievement Survey Class 10, 2015
Science
Less than 35%
36-50%
51-75%
Above 75%
Odisha 42 39 19 1
National Average 33 45 20 2
Best State (Kerala) 37 10
Social Science
Less than 35%
36-50%
51-75%
Above 75%
Odisha 32 36 29 2
National Average 20 51 27
Best State (Kerala) 31 26 11

14. National Achievement Survey Class 10, 2015
Modern Indian Language
Less than 35%
36-50%
51-75%
Above 75%
Odisha 28 16 54 2
National Average 11 20 64 5
Best State (Mizoram) 10 41 38

15. COMPARISON OF CYCLE 4 with 3
No. of States/UTs
Subject
Improved performance
No difference
Declined
Reading Comprehension 2 10 19
Maths 3 8 20
Environmental Studies 4 12 15
On comparing results of the two Cycles further reinforces that much needs to be done to improve learning levels of children.
Odisha was amongst states where the performance of children declined in Cycle 4
Learning levels of children need considerable improvement

16. Need to shift from input based monitoring to outcome orientation with focus on student learning
One of the most important outcome is the learning levels of children
So far we have been focusing on inputs eg. number of teachers, number of school buildings or additional classrooms constructed; number of teachers attended in-service training programme. All these are important inputs however we need to shift our focus on outcomes.
other outcomes include time on task in the classroom; use of inputs received in teacher training.

17. What can be measured can be improved
ANNUAL ASSESSMENT OF STUDENT LEARNING
Annual exercise.
All schools, all children.
States and UTs to conduct.
Technical guidance by NCERT.
Dissemination of findings to stakeholders.
Feedback for additional instruction & policy making.
So far NCERT has been conducting sample assessment studies covering students in classes 3, 5, 8 and 10. These sample studies provide information only for the State level. In order to take necessary action for improving learning outcomes we need granular data up to the school level.
From it is planned to hold census based assessment of student learning. These assessments would be closely linked to the learning outcomes. All efforts will need to be made from National and State level to disseminate the results of the assessment. Teachers will need to be supported in order to identify children with learning gaps so that additional instruction can be organised such that children can catch up before the end of the academic
What can be measured can be improved

18. ELEMENTS OF QUALITY IN EDUCATION FOR IMPROVING LEARNING OUTCOMES
Teacher
Community Participation
Classroom Processes
Improving Learning Outcomes
School Effectiveness
Assessment and Evaluation
A comprehensive approach is required to address the issue of improving learning outcomes. All of the shown components will need to be addressed.
School Infrastructure

19. All schools need adequate professionally qualified teachers
Teacher availability
Teacher quality
Professional development
Academic support & monitoring
Teacher accountability framework
Teacher Accountability
Teachers are critical to raise education standards. Ensuring that teachers are highly skilled, well resourced, and motivated to perform at their best is perhaps the policy direction to lead to substantial gains in student learning. Teacher evaluation is a vital step for improving effectiveness of teaching. Teachers should be held responsible for their students' performance along with their ability to plan and lead instruction. Their interactions with other teachers, administrators, parents, and others in the community; regular attendance at school and actual time spent on teaching are critical
All schools need adequate professionally qualified teachers

20. STATUS OF TEACHERS IN ODISHA
Currently there is no teacher vacancy at elementary level
Nearly 20% posts are vacant at secondary level. 50% of HM posts are vacant
PTR at Primary 1:24 & at Upper Primary 1:23.
13% Primary & 15% Upper Primary schools have high PTR.
Only 20% upper primary schools where the subject teachers are available.
More than 9,000 surplus teachers.
More than 14,000 untrained teachers in the system (6.52%).
33% posts of academic resource persons vacant.
The State has nearly 30% posts vacant in DIET’s and 43% posts are vacant in the SCERT

21. STATUS OF SCHOOLS AND TEACHERS IN ODISHA
Govt. Schools
Primary
Upper Primary
Zero Enrolment 26
(0.1%)
346
(1%) 10
(0.03%)
276
Less than 15 Enrolment
1855
(5%)
2070
(9%)
2064
(6%)
1974
(8%)
Less than 30 Enrolment
9416
(27%)
5556
(24%)
10714
(31%)
5443
(23%)
Single Teacher Schools
3512
(7%) 7
(0.3%)
1917 74
(0.4%)
The number of primary schools with less than 15 children and less than 30 children enrolled has increased in the last one year. The number of Single teacher Upper Primary Schools has also increased by a large number.

22. All children in school with grade appropriate learning levels
CLASSROOM PROCESSES
Curriculum
Classroom Pedagogy (teach to the child)
Digital enablement
Continuous & Comprehensive Evaluation (CCE)
Additional Instruction
Teacher and Student attendance
Classroom processes have the strongest association with learning. This includes actual learning time, quality of instruction, classroom management, regular participation of children in school. These are linked to what children should learn in each class and in each subject. We need clearly laid down Learning Outcomes that are understood by teachers, school heads, teacher educators and education administrators. Parents and Community members should have a clear understanding of the learning outcomes in order for them to monitor their child's learning progress.
Global research has shown that if children attain basic reading and numeracy skills in the first three years in school their chance at becoming lie long learners is assured. This also impacts their learning outcomes at school level.
CCE : woven into the classroom process of learning should be formative and summative assessments at the end of each term. Children with learning gaps need to be identified for additional instruction.
Pre-School Education
The SDG Goal 4.2 states that By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. Currently very few States provide pre-school education as part of the formal schooling, some States have converged with the Anganwadi centre where pre-school education is one of the services to be provided.
As per the 2011 Census there are lakh children in the age group of 3-5 years. As per the UDISE , lakh children were enrolled in Class 1 and in the year 2013 only lakh children were enrolled in pre-primary (UNESCO data).
Out of School Children: we have seen a declining trend in the number of OoSC {132 lakh (2005) and 61 lakh (2014)}. We are yet to reach the last child who is still not in school. A targeted approach to identify these children and suitable strategies for bringing them back to school are needed.
All children in school with grade
appropriate learning levels

23. PRACTICES FROM ODISHA
Ujjwal- A comprehensive quality initiative to ensure all children read and write Odia, and English, attain basic competency in arithmetic operations, along with children acquiring good values and conduct.
SAHAJA –To ensure the minimum achievement level of children at elementary level at the beginning of each academic year.
SANJOG - It is a concept based material on language to bridge the language learning from home to school in class I & II.
MTBLE – Mother tongue based education is a programme initiated to teach tribal children in classes- I to V) in their home language in the classroom. So far programme available in 19 languages.

24. ASSESSMENT & EVALUTION
Grade-specific learning benchmarks.
Annual Class Examination
Feedback for improvement
Examination Reforms
Appropriate question paper design
Assess conceptual learning
Bring different Boards on par
Percentile scores
States should plan for conducting school level tests or exams. This is allowed under RTE. The focus of all testing should be to improve learning. Our teachers need to be trained for framing good quality questions. At the secondary level we need to look at reforms especially need to bring all Boards at par.
Assessment of learning to be part of teaching process

25. Focus on enriching school experience for children
SCHOOL INFRASTRUCTURE
School Library
Science Labs
Computer lab
Electricity
Internet connectivity
School Toilet
Electricity: In Odisha only 12% of primary schools and 47% of upper primary schools have electricity. 40% secondary schools and 82% Higher Secondary Schools have electricity.
Functional library & reading corners: In Odisha nearly 95 % schools have libraries at all levels of schooling.
Science lab: In the state only 10% Secondary Schools have Integrated Science labs. In order to develop scientific temper and give opportunities to our youth to innovate and discover such basic infrastructure will need to be provided.
Computer labs : 12%Upper Primary; 10% Secondary and 70% higher secondary schools have computers for the purpose of classroom teaching. For Digital India to give us long term benefits, we will need penetration of technology based tools up to the last school.
Toilets : in the last one year we have been able to ensure a separate functional toilet for girls and boys in every school, for a safe and hygienic school we need toilets in the ratio of the number of students in schools. With additional funds being devolved to Gram panchayats, School Education should converge to ensure maintenance and upkeep of toilets.
LPG connections: only 23% of the schools in the State currently have LPG connections for cooking mid day meal. Use of LPG will improve efficiency, is environment friendly.
Focus on enriching school experience for children

26. School Infrastructure (A comparison)
National Average
Odisha
Best State
School Library
83.7%
(Elementary)
90.3% (Secondary)
92% (Elementary)
95%(Secondary)
Andhra Pradesh; Haryana; Gujarat
Science Labs (Secondary)
41.28%
10.17 %
Sikkim; Haryana
Computer Labs(elementary)
22%
12%
Tamil Nadu (40%) and UTs
Electricity
46.13(PS) 65.03(UPS)
64.2 (Secondary)
12.09(PS)
46.57(UPS)
40.27 (Secondary)
Gujarat, Punjab, Andhra Pradesh, Karnataka
Internet connectivity
36.8% (Secondary)
10.2%
Tamil Nadu
LPG
38%
23%
Gujarat, Punjab

27. Nurturing school leaders to build schools of tomorrow
SCHOOL EFFECTIVENESS
School Leadership
Availability
In Odisha of the 5185 HT posts at Secondary level 2598 posts are vacant (50%)
Empowerment
School Standards and Evaluation
Self and external evaluation
School Improvement plan
Co-curricular activities for all round development
GIS mapping of schools
Aadhar enablement for student & teachers.
School Leadership
50% of school headmasters positions at Secondary level are vacant. Head of the school is a key factor in how effective the school is. For Effective leadership we need full time dedicated School Heads, States that currently do not have a separate cadre of Schools Heads must explore the possibility of having a separate cadre. For appointing School Heads a certain percentage of posts could be filled through an exam this could attract young qualified persons to take on the school leadership challenge.
We also need to invest in the capacity building of School Heads, a comprehensive induction programme before the candidates are posted to schools is necessary for them to succeed
School Standards and Evaluation
NUEPA has designed a framework for school assessment which has been based on the experiences of Gunotsav in Gujarat; Pratibha Parv in Madhya Pradesh, Samiksha in Odisha ; other States Chhattisgarh has initiated a school assessment programme; Rajasthan has been implementing Sambalan. In we have provided funds to States and UTs to undertake school assessments.
The Shala Siddhi inititaive of NUEPA will focus on a blended self and external evaluation on various parameters to assess the quality of learning and effectiveness of the school
GIS Mapping – 97.5% of the schools are covered. The remaining schools need to included within a time frame.
Nurturing school leaders
to build schools of tomorrow

28. School Management Committee (SMC)
COMMUNITY PARTICIPATION
School Management Committee (SMC)
In Odisha 97% schools have formed SMC. Tenure is 3 years.
Social Audit
In Odisha covered under Social Audit
School Management Committees (SMC)
As per the RTE Act 2009 all schools must have a SMC in case of composite schools (classes1-10 or 1-12) there should be only one School Management Committee which should be involved in the management of the entire school.
For SMC members to be able to contribute it is necessary that their capacities are built and also they have a tenure that enables them to contribute to the school management. Currently the tenures of SMC members are 2 – 2.5 years, longer tenures may have positive results on schools being effective.
Social Audit
Transparency, participation and accountability will be maintained through the social audit in programme implementation. Social audit would facilitate the checking, monitoring and verification. Social audits could also cover community assessment of learning among children. Many States have undertaken Social Audit Delhi, Haryana, Uttar Pradesh, Rajasthan, Bihar, Madhya Pradesh, Assam, Tamil Nadu, Karnataka, Orissa, Maharashtra and Andhra Pradesh
Empowering communities to hold schools accountable for children learning

29. Incentivizing teachers. Incentivizing students.
INCENTIVIZING PERFORMANCE
Incentivizing teachers.
Incentivizing students.
Earmarking funds for Quality Intervention.
Linking part of funding to Outcomes.
States must implement the quality initiatives for which funds are earmarked.

30. SUGGESTED ROADMAP Long-term Medium Term Short-term
Rolling out tech-enabled in-service teacher and Headmaster training .
Consolidation of small schools.
Measuring placement of vocational courses.
Electrification of all schools.
ICT enablement of all schools.
Full retention of students.
All students to achieve learning goals.
Framework to train untrained teachers.
Framework to train school Headmasters.
Demand-supply study for teachers.
Recruiting teachers as per plan.
Rolling out vocational courses in 15% of Secondary schools.
Framing grade-wise learning goals.
Introduce annual NAS.
Additional instruction for weak students.
Framing 3-year annual teacher recruitment plan.
Aadhar enablement for students and teachers.
GIS mapping of schools.
Electrification of all Secondary schools.

31. Thank You!