1. National Council of Educational Research and Training (NCERT)
General Education Quality Analysis/Diagnosis Framework (GEQAF)-Phase-II
Madhya Pradesh (MP) & Meghalaya
National Council of Educational Research
and
Training (NCERT) 1

2. Meghalaya Madhya Pradesh Bhopal Betul Indore Ujjain Datia-T Satna-T
Location of
Piloting States
Meghalaya
Districts: 06/11
East Khasi Hills
West Khasi Hills
Jaintia Hills
Ri-bhoi
North Garo Hills
West Garo Hills
Madhya Pradesh
Districts: 06/50
Bhopal
Betul
Indore
Ujjain
Datia-T
Satna-T
5/10/2018 2

3. Why Quality Analysis of Education?
Huge infrastructure in place
Are the levels of learning matching?
Quality? Effectiveness?
SWOT analysis needed

4. GEQAF

5. GEQAF: Tools Relevance/Responsiveness Learners Equity and inclusion
Curriculum
Learners
Teachers/
Educators
Learning
environment
Governance
Financing
System
efficiency
Use of ICT in
Education
Relevance/Responsiveness
Equity and inclusion
Learning Capabilities
Lifelong learners
Learning
Teaching
Assessment
5/10/2018 5

6. Tools finalisation for piloting in MP and Meghalaya
GEQAF Pilot
Tools finalisation for piloting in MP and Meghalaya
5/10/2018 6

7. GEQAF Pilot Tools finalised, Hindi Translation done for MP
Conti…
GEQAF Pilot
Tools finalised, Hindi Translation done for MP
Planning meeting organised with, and in, states: July, 2012
Workshops with stakeholders in states: Sept 2012
District level consultations
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8. Contextualisation of Tools: Modifications
T.1. “Job market” instead of “Labor market”
T.3 “Learning Capabilities” in place of “Competencies”
Pop ups & clarifications suggested at many places
5/10/2018 8

9. Relevance and Responsiveness
Articulated in the Constitution, Five Year Plans, Policy Documents- NPE, NCF, SCF in MP etc.
Infrastructure-Human & Physical-insufficient
Vocational courses lack vertical mobility
Mind set attached with White Collar and Blue collar jobs
National Vocational Education Qualification Framework (NVEQF) being piloted in few states
5/10/2018 9

10. Equity and Inclusion
Act, Policies and schemes are in place- RCI, PWD, RTE etc.
Incentives for various groups-Reservations, Schools, Hostels, Mid Day Meals, Scholarships, facilities for CWSN, etc.
Challenges--cognitive and socio-cultural inclusion, improving infrastructure, qualification & training of teachers
Development of pedagogical materials and tools that address specific cognitive needs of CWSN
5/10/2018 10

11. Learning Capabilities
Policies and Curricular documents have elaborated learning capabilities
Competency matrix-class-wise, stage-wise developed in MP
Administrators, teacher educators, teachers lack adequate understanding of curricular philosophy and concomitant practices
Resources, training for all concerned need to be strengthened
Communication and ICT skills needs to be developed along with other capabilities
5/10/2018 11

12. Lifelong Learners
Policies and curricula encourage learners towards this goal
Regular update/ upgrade programmes in the world of work
Mechanisms exist beyond formal system: Sakshar Bharat, Television and Radio, ICTs, libraries, NGOs participation
Open Learning Systems-National and state (NIOS, SOS, IGNOU, State Open University)
Lacking accessibility, awareness at grassroots level
Expansion of facilities required
Need to develop partnerships with NGO sector
System need to play a proactive role
5/10/2018

13. Learning
There is a paradigm shift in conceptualisation of learning as construction of knowledge:NCF-2005
Learner Achievement Surveys carried out to assess quality in learning
Wide disparity in learning outcomes (urban- rural, male-female, SES, differently abled, etc.)
Provisions and practices need to address the issue
5/10/2018 13

14. Teaching s as a process t
NCF defines as a process to facilitate learning and teacher as facilitator
However, entrenched practices are traditional
QMT-SSA implemented by states
Both the states are discussing the new teaching learning perspectives
Strengthening of support structures for teacher training required
Teachers need to be freed from non-teaching activities
Qualifications, induction training, good service conditions (salary etc.) required (for para- teachers as well) for effective functioning
5/10/2018 14

15. Assessment
Policies and documents emphasize CCE up to Class-XII and no detention policy up to Class- VIII
Source Book on Assessment-NCERT tried out- Meghalaya
Meghalaya planning to pilot CCE in 500 schools
MP adopted CCE and documented outcomes
Concept of CCE as holistic approach is misunderstood
Continuous training for teachers, teacher educators, administrators required
5/10/2018 15

16. Curriculum
The Constitution, NPE, other policy documents, researches are consulted in designing curriculum
National Curriculum Framework shared with states and notified as THE framework for all states/UTs
States develop policy/ Curriculum Framework. MP developed SCF-2007, Meghalaya in the process
Coordination & common understanding among all stakeholders needed for effective execution
5/10/2018 16

17. Learners
NCF-2005 talks about primacy of learner as constructor of knowledge, and hence involved in curriculum development process
This is not understood in states
Mechanism to address diverse groups of learners required
Plurality of materials for linguistic minority groups required
Teacher, teacher educators training required
5/10/2018 17

18. Teachers/ Teacher Educators
Policy documents in place (NCF, NCFTE)
Regulatory mechanism in place (NCTE) and teacher recruitment policy in place
Various models of courses are in practice
Teacher Eligibility Test (TET) is now mandatory
Challenges for preparation of quality teachers exist-mushrooming growth in MP and shortage in Meghalaya
PSTE and ISTE courses are not revised in sync with NCF-2005, NCFTE-2009
Continuous training of teachers, educators required on new pedagogy and evaluation
5/10/2018 18

19. Learning Environment
Policy, guidelines, mechanism in place: NPE,RTE, NCPCR,RCI, Boards
Access to infrastructure, facilities, TLM have increased over the years
Guidelines for child friendly school in MP
All schools not equipped with basic facilities (toilet, drinking water etc) Meghalaya
Equity and inclusion issues--speedy Implementation of RTE Act needed
Quality physical and psycho-social environment needed (Meghalaya-problem of teenage pregnancy and delinquency observed)
Counselors need to be provided in schools
5/10/2018 19

20. Use of ICT in Education
Country has a National Policy on ICT in School Education
CAL-SSA, Scheme-RMSA under Implementation-Meghalaya teachers uncomfortable
Headstart Programme is implemented-MP
Piloting states have partial ICT Infrastructure, EDUSAT network
Maintenance, power cuts, untrained teachers, slow internet are stumbling blocks
Need to build infrastructure, use ICT for teaching learning, training & governance in big way
5/10/2018 20

21. Governance ECCE to senior secondary level-structures in place
Education portal created and used (MP)
Transparency and accountability still a distant dream
Active Community monitoring of schools needed
Coordination/Synergy among Dept./ parallel structures a missing link
Political instability leading to delayed policy
5/10/2018

22. Financing
Education is a concurrent subject- major funding by Central Govt. including special schemes
Decentralised budgeting is encouraged-GOI
Finance management-flow of funds to grassroots level is an issue
e-Governance and e-transfer of funds has made the system transparent, quick (MP)
State financing to education needs to increase
5/10/2018 22

23. System Efficiency
Policies, strategies, annual work plan promote efficient use of resources
Weaker and slow system of feedback
Monitoring and supervision at all level needs to be strengthened
Education Portal for tracking some services in place
Third Party Evaluation of systems, policies, schemes, plans required (MP)
5/10/2018 23

24. Lessons Learnt from GEQAF Piloting
Identify key strengths to build on
Critical constraints that require redress
Measures required for redress
Implementing responsive measures
Benchmarking and monitoring progress
Systems and stakeholders accountability
Such an analysis required periodically 24

25. Observations on the Framework
Framework enhances understanding comprehensively by generating varied dimensions of every aspect of school education
Intricacies involved in schooling are made visible
Disjointedness that exists in the system gets exposed
Interconnectedness of various aspects of education is highlighted/ brought forth
Opens up research areas and brings forth the need to use research findings as feedback
Hence framework is suggestive
5/10/2018

26. Priority Actions
Curriculum Analysis, development and training of personnel
Orientation on Continuous and Comprehensive Evaluation (CCE)
Sensitisation on Gender, ECCE, Adolescence education, substance abuse, guidance and counselling related concerns
Capacity building on ICTs
5/10/2018

27. Piloting Tools discussed with stakeholders in New Delhi-India
5/10/2018 27

28. (Interaction with some students and teachers of East Khasi Hills District in Meghalaya)
5/10/2018 28

29. (Interaction with teacher trainees and faculty of CTE(PGT), Shillong
of East Khasi Hills District in Meghalaya)
5/10/2018 29

30. (A scenic beauty while approaching Shillong, the capital of Meghalaya)
5/10/2018 30