1. Leveraging Information Systems to Improve Secondary Education in India
Authors
Dr. Jayshree Oza
RMSA-TCA
Parthajeet Das
RMSA-TCA
Co-presenter
Prof. Arun C. Mehta
Head, Department of EMIS
NUEPA

2. 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
2. Analysis of Budgeted Expenditure on Education, , Ministry of Human Resource Development

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

4. 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 years’
‘..to make good quality education available, accessible and affordable to all young persons in the age group of years..’

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. Elements of sustainability through design and implementation

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

13. 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

14. Thank you