PRE APPRAISAL REPORT BIHAR (2015-16)
The Project Approval Board meetings for RMSA to consider the State/UT Annual Work Plan and Budget (AWP&B) for 2015-16 are scheduled to be held from February 2015 and all States/UTs are expected to be in the process of preparation of online submission of AWP&B for integrated Rashtriya Madhyamik Shiksha Abhiyan. The format for submission of Plan Proposal for 2015-16 along with detailed guidelines on all components under RMSA is available on the website www.rmsaindia.org.
With this in view and to facilitate the State to submit AWP&B 2015-16 in a acceptable form ensuring convergence of various components of converged RMSA Scheme, the following check points in respect of various component of the Scheme are being provided as under:-.
UDISE data:
· If there is any change in the management category of schools i.e. Government./Government Aided etc. in the UDISE figures in 2013-14 & 2014-15, the same should be indicated with proper justification.
· The Secondary schools indicated with 0 enrolment in the UDISE data should be cross checked thoroughly and reasons thereof should be indicated
If there is any proposal for strengthening of any Government school the availability of land in the school in the UDISE data of the school should be ensure.
Ø New School :
· Construction / Functional status of each school should be mentioned in the PMS website for all approval years.
· 11 digit UDISE code should mention clearly on the proposal
· Distance from Upper Primary to Secondary should be taken from UDISE 2014-15
· Check the connectivity of schools from all weather roads should be checked.
Ø Strengthening :
· While selecting the schools under strengthening, the priorities should be given to :
· Special focus districts
· Girls school
· School with own building
· School with good enrolment
Ø IEDSS :
· While preparing the IEDSS proposal, the number of children should be generated from UDISE 2014-15 only. No other sources will be accepted other than UDISE.
· Provide the UDISE code for all schools covered by IEDSS instructor with the AWP&B.
Ø ICT :
· School once covered under ICT@School scheme will not be taken under new proposal this year.
· Recurring grant can be proposed for last two implemented years under recurring head of this year. Recurring grant will be a part of State’s Annual Work Plan from this year onwards.
While selecting the schools under scheme the priorities should be given to :
· Special focus districts
· Girls school
· School with Computer Room / electricity
· School with good enrolment
Ø Girls Hostel :
· UDISE code should be provided for all the schools covered by the respective Girls Hostel.
Ø Vocational Education
· 11 digit UDISE code should mention clearly on the proposal
1. EDUCATIONAL INDICATORS
GROSS ENROLMENT RATIO (GER)Over all
(2009-10) / Over all
(2013-14) / GIRLS
(2009-10) / GIRLS
(2013-14) / SC / ST
(2009-10) / (2013-14) / (2009-10) / (2013-14)
35.20% / 60.08% / 30.00% / 62.96% / 25.90% / 55.77% / 40.70% / 63.70%
Source: 2009-10 SSE & 2013-14 UDISE
35.98% / 30.14% / 95.47 % / 1.09 / 4 / 50 / 97
Source: UDISE
Growth in Secondary School:
Year / Number Sec. Schools / Enrolment in Classes(IX - X) / Enrolment in Classes
(XI - XII) / Pass %
X Classes / XII Classes
2009-10 / 2399 / 1682207 / 721569
2010-11 / 2286 / 2048090 / 1019788
2011-12 / 2608 / 2244804 / 1221015
2012-13 / 5644 / 2427855 / 603150 / 70.24 / 87.75
2013-14 / 5686 / 2662546 / 798352 / 72.99 / 85.38
Source: 2009-10 to 2011-12 SSE and 2012-13 & 2013-14 UDISE.
GER:
The districts having low GER viz. Katihar 23.9%, Kishanganj 26.2%, Araria 26.5%, Jehanabad 28.2% and Supaul 35.4% need special attention.
NER:
The district having low NER viz. Supaul 12.71%, Katihar 13.36%, Araria 15.78%, Kishanganj 17.33% and Purnia 19.39% need special attention and intervention.
Dropout:
The districts having very high dropout rate viz. Katihar 36.92%, Khagaria 29.62%, Siwan 22.63%, Shekhpura 20.42% and Nalanda 18.17% need special attention and intervention. Out of 38 districts in Bihar, the dropout rate 10 districts are having 0 dropout rate is an area of concern.
Retention Rate (Secondary Level):
The districts having low retention rate viz. Katihar 63.08%, Khagaria 70.28%, Kishanganj 77.35%, Siwan 77.37% and Shekhpura 79.58% need special attention.
Transition Rate: (Class VIII to IX)
The districts having low transition rate viz. Katihar 51.26%, Kishanganj 58.08%, Araria 68.84% and Supaul 71.19% need special attention.
Gender Parity (GPI):
The districts having low GPI viz. Lakhisarai 0.79, Jamui and Saharsa 0.80 each, Arwal 0.85 and Jehanabad 0.87 need special attention and intervention.
Gender Gap:
The districts having high gender gap viz. Saharsa 19%, Lakhisarai 18%, Jamui 16%, Madhepura 14% and Supaul 12% need special attention and intervention.
Pupil Teacher Ratio (PTR):
The very high PTR in district Sheohar and Gopalganj 125 each, Supaul 122, Katihar 113, Vaishali 110 and Khagaria 108 need special attention and intervention.
Student Classroom Ration (SCR):
The districts having very high SCR viz. Madhubani 192, Madhepura 177, Gaya 167, Gopalganj 165 and Khagaria 164 need special attention and intervention.
Issues and Suggestions:
· As per the Educational Indicators, Kishanganj, Araria, Gopalganj, Jamui, Supual, Katihar, Siwan and Jehanabad are the most educationally backward districts in Bihar and need special attention and intervention.
· State should plan strategies for enrollment drive for increasing the GER and minimizing the Dropout rate.
2. UDISE DATA
Issue
· As per UDISE 2013-14, 127 Govt. Schools and 19 Govt. Aided Schools having Zero Enrolment.
Suggestions:
· Check the type of school in the UDISE 2014-15 data, it should not be shown as zero.
· Verify zero enrolment schools
3. ACCESS
· The state needs to make functional 272 schools, in which, 20 schools (2009-10), 35 Schools (2010-11), 16 schools (2011-12) and 201 schools (2013-14) were approved under RMSA, If these schools are functional intimate to the Ministry (As per UDISE data 2013- 2014).
· State has conducted GIS mapping and state also needs to integrate GIS mapping result with the education management information system (UDISE).
· State also needs to provide details on admission policy for students at secondary level. What are the steps taken by the state to monitor transition from elementary cycle to secondary cycle and prepare plan for the same in the current year?
4. CIVIL WORKS
Component / Approved / Completed / In progress / Not started / % completed /New School / 1153 / 174 / 315 / 664 / 15.09
Strengthening / 1521
ACR / 5279 / 0 / 0 / 5279 / 0.00
Science Lab / 596 / 0 / 0 / 596 / 0.00
Computer Lab / 1368 / 0 / 0 / 1368 / 0.00
Art and Craft Room / 1019 / 0 / 0 / 1019 / 0.00
Library / 817 / 0 / 0 / 817 / 0.00
Toilet / 608 / 0 / 0 / 608 / 0
Drinking water / 28 / 0 / 0 / 28 / 0.00
Poor progress in Civil Works, Work relating to strengthening of schools yet to be initiated. In the previous years, under RMSA 1153 new schools were approved for up-gradation from Upper Primary to Secondary schools and 1521 schools were approved for strengthening of existing schools under civil works. However, the performance of the State in respect of civil works is not encouraging. Out of approved 1153 new schools, the State has not yet started the construction works in 664. No civil works for strengthening of 1521 existing Schools has been taken-up till date, except for drinking water till 31st December 2014. The reason cited by the State for huge pendency of civil works is escalation of the rates. Utilization of 20% of available fund under non-recurring head of RMSA is an area of concern. The State should evaluate possibility of making good deficit of funds and ensure expeditious completion of these structures. An action plan on this may be submitted in the plan proposal.
Under Girls Hostel no progress has been reported w.r.t. construction of Girls Hostels. The State should share problems and strategies to ensure completion of approved girls hostels as all the central share payment in respect of these structures has already been released.
5. QUALITY
Issues for consideration and guidance for AWP&B 2015-16
· Suggestions for AWP&B 2015-16:
· The need for the State is to adopt a holistic project based approach to interventions wherein selected activities are put together in a manner that the outcomes and objectives that are envisaged through those interventions that are clearly defined and are measurable over a period of time through basic indicators such as enhancement in enrolment (CWSN, Girls SC..) retention, transition, performance or reduction in drop out and so on. Each such intervention needs to be substantiated by its performance outcome which should be taken up for evaluation by the State as part of its MMER activities. Thus it is suggested that the state should prepare the AWP&B in accordance of newly framed RMSA guidelines (refer website) the state should avoid planning independent intervention, rather they should focus on proposing a project and should adopt holistic project based approach to intervention.
· The state needs to furnish the actual details pertaining to teacher recruitment/Training / Salary and other components under quality for approved activities with all possible evidence on ground as per the checklist. Training should be aimed at specific objectives with specific outcomes and deliverables outlined in the activity plan. In the plan the State should include a clear cut action plan/ calendar for the successful completion of teachers trainings proposed in AWP & B 2015 –16. Status on teacher training module should also be included. If the State has conducted any impact analysis of trainings conducted, the finding should be part of the plan. In the projects, the role and significance of teacher training should form part of the projects.
Teacher Recruitment and Teacher Training: 63.5% teaching posts is also vacant in the newly upgraded government secondary schools under RMSA.
Status
Teachers Recruitment under RMSA
No. of Govt. Secondary Schools / No. of Secondary School TeachersSanctioned post / In position / Vacant
3853 / 7705 / 2812 / 4893
Source: PAB 2014-15 Minutes
Suggestion for the State:
· Upto 31st December 2014, the teacher training progress seems to be very slow. The State should specify the reason for slow progress of teacher’s trainings and should include a clear cut action plan/ calendar for the successful completion of teachers trainings proposed in AWP & B 2015 –16. Status on teacher training module should also be included.
· If the State has conducted any impact analysis of trainings conducted, the finding should be part of the plan.
· In accordance with newly framed RMSA guidelines (refer website), the state should avoid planning independent intervention; rather they should focus on proposing a project and should adopt holistic project based approach to intervention. In the project, the role and significance of teacher training should form part of the projects.
· State should ensure that all the special education teachers (for whom the financial support is being made from IEDSS) should be deployed in the school(s), and if they are serving more than one school in the vicinity then their formal deployment should be with the school having larger number of CWSN children.
· Adoption of project based approach: The PAB 2014-15, for integrated RMSA emphasized the need for the States to adopt a holistic project based approach to interventions wherein selected activities are put together in a manner that the outcomes and objectives that are envisaged through those interventions that are clearly defined and are measurable over a period of time through basic indicators such as enhancement in enrolment (CWSN, Girls SC) retention, transition, performance or reduction in drop out and so on. Each such intervention needs to be substantiated by its performance outcome which should be taken up for evaluation by the State as part of its MMER activities.
· With reference ASER report 2012, it has been indicated that “Though the Quantitative achievements” is visible in the Educational indicators but the Quality achievements is yet to come from the State (Ref: ASER report 2012). These details may be provided.
6. EQUITY
General Suggestions
SC/ST, Educationally Backward Minorities, and Girls related activities
Ø Clear objectives, details of targets, areas ,activities, clear outcome expectations
Ø Activities for enhancement of learning or remedial teaching can be taken
Ø Detail strategy and outcome for organizing summer camps
Ø Training in Guidance and Counselling may be converged with the in service training of teachers approved.
Ø Details of finance and budgeting if workshop as on Awareness on Social Taboos is organized.
Ø Detail strategy of any activity undertaken under Equity must be submitted.
Ø Adolescent Programme for Girls must be planned with details.
Ø Activities on skill development must be planned.
Girls Enrollment is low across the states. Strategies, drives and activities for increasing the enrollment of the Girls must be undertaken.
Issues
List of children identified school wise for Remedial Teaching must also be provided by the State.
State is urged to look at some best practices in this activity, such as the case of Uttarakhand, where a pre-special teaching assessment tool is developed, training of teachers for special teaching, and a post special teaching assessment tool, to facilitate teachers and programme planners to plan targeted.
Monitoring institutions report have not been received from Bihar so far
7. ICT@SCHOOLS:
Till date against the approval for coverage of 1037 schools, 5 years cycle has been completed for 37 schools and for 1000 schools ICT @school is functional
Approved / Model / Schools Implemented / Schools completed 5 years / Internet / Computer Teachers1037 / Boot / 1000 / 37 / 109 / 383
Issue: