Status of School Education in

Telangana state

Analysis based on secondary

data

May, 2019
 About the presentation
• Background and context
• Performance Grading Index (PGI)
• Access
• Retention
• Enabling environment
• Quality

• RTE Act, Samagra Shiksha framework

• Analysis based on secondary data sources
• Help in developing AWP&B of Samagra Shiksha
 Sustainable Development Goals

• A quality education is the foundation of sustainable development

• Education is a force multiplier which enables self-reliance, boosts economic
growth by enhancing skills, and improves people’s lives by opening up
opportunities for better livelihoods.
 SDG4 - Key Features

Principles
• Universally-relevant
• Rights-based and a public good

Scope
• Expanded access to all levels of education
• Holistic and lifelong learning approach

Equity
• Renewed focus on inclusion, equity and gender equality

Quality
• Renewed focus on effective acquisition of foundational skills
• New focus on relevance of learning for decent jobs
• New focus on relevance of learning for social and civic life
 Samagra Shiksha Abhiyan
• The vision of the Scheme is to ensure inclusive and
equitable quality education from pre-school to senior
secondary stage in accordance with the Sustainable
Development Goal (SDG) for Education

• Enhance the Learning Outcomes at all levels of schooling.

• Emphasis has been on monitoring outcomes and results in

the Scheme

• A comprehensive Result Framework Document (RFD) has

been designed and have Key Performance Indicators (KPIs)
Quality Education Framework
System strengthening
All Children in school and learning

• Diagnosis of the
sector
• Situation of the
education system
based on data and
indicators
• Analysis of successes
and weaknesses
Performance Grading Index (PGI)

September 2013

10
 Background of Performance Grading Index (PGI)
• Integrated Scheme for
School Education –
Samagra Shiksha
• Focus shifted from access
to quality of education
• MHRD designed PGI to
catalyze transformational
change in the field of school
education
• Provide insights on status of
school education – Key
levers that drive
performance and critical
area of improvement
 Number of indicators and weightage of PGI by
category and domain
Category Domain Number of indicators Total
weight
U-DISE NAS Shagun Total
/state/
MDM
1. Outcomes 1.1 Learning outcomes - 8 1 9 180
and quality
1.2 Access outcomes 7 - 1 8 80

1.3 Infrastructure and 9 - 2 11 150

facilities
1.4 Equity outcomes 6 8 2 16 230

2. Governance and 2.1 Governance 7 19 26 360

management processes
Grand total 29 16 25 70 1000

• Indicators were identified after a consultative process with all stakeholders

and recommendations in the reviews chaired by PM, group of secretaries
and the NITI Aayog.
 Process of PGI
• Weightage of each indicator is 10 or 20 points
• Assigned score according to levels (0-10,11-
20,……..91-100) based on their value
• All indicators are for 2017-18 except U-DISE, which is
for 2016-17
• Information drawn by MHRD available from U-DISE,
NAS, Mid Day meal website, PMFS and Shagun
portal.
• Data cleaned by MHRD and state/UTs in collaboration
of UNICEF in September-October, 2018
• Weights and final score obtained through software
• State/UTs were divided in 10 levels/grades
 Performance of State/UTs by Grade
Numb
er of
Grade State/UTs
state/
UTs
Grade I
(801-850)
Chandigarh Kerala Gujarat 3
Grade II
(751-800)
Haryana Tamil Nadu D&N Haveli Punjab Rajasthan 5
Grade III Himachal Chhattis Andhra Madhya Karnata Uttara
(701-750)
Delhi
Pradesh
Odisha
garh Pradesh
Goa
Pradesh
Assam
ka khand
10
Grade IV
(651-700)
Maharashtra Puduchery Sikkim Mizoram Telangana D&diu 6
West
Grade V Manip Uttar
(501-650)
Jharkhand A&N Island J&K Tripura Lakshadweep Benga Bihar
ur Pradesh
9
l
Grade VI Arunachal
(551-600)
Meghalaya Nagaland
pradesh
3

• Karnataka state is in Grade-IV

Performance of State/UTs by Grade
 Performance by domain and category
Category Domain Total weight Score Score in %
1. Outcomes 1.1 Learning outcomes and 180 142 78.9
quality
1.2 Access outcomes 80 66 82.5
1.3 Infrastructure and 150 96 64.0
facilities
1.4 Equity outcomes 230 205 89.1
2. Governance and 2.1 Governance processes 360 167 46.4
management
Grand total 1000 676 67.6

100.0 89.1
78.9 82.5
80.0 67.6
64.0
60.0
46.4
40.0

20.0

0.0
1.1 Learning 1.2 Access 1.3 1.4 Equity 2.1 Governance PGI score
outcomes and outcomes Infrastructure outcomes processes
quality and facilities
 Comparison with neighbouring states
Domain Total Nation Highest Keral Tamil Andhra Goa Karn Mahar Telan
Weight al Avg Score a Nadu Prades ataka ashtra gana
h
1.1 Learning 180 137 168 154 132 154 132 160 144 142
outcomes and quality Raj
1.2 Access outcomes 80 65 79 78 79 70 75 69 76 66
TN
1.3 Infrastructure and 150 96 139 123 121 99 138 100 113 96
facilities Punjab
1.4 Equity outcomes 230 205 221 217 218 194 209 212 212 205
DNH
2.1 Governance 360 190 279 254 224 211 163 165 155 167
processes Guj
841
Total 1000 693 826 774 728 717 706 700 676
Chandi

• State’s performance is less than the national average and

bottom ranked in southern states
• LOWER performance in all domains as compared to the other
states. It is higher than the national average except
 Indicators which need immediate attention
S.No. Indicator Data Source Value Weight Score
1.3.5 % of schools covered by vocational education subject
1.3.5.a a) Classes 9 & 10 UDISE 0 10 0
2.1.4 % of average daily attendance of teachers recorded in an Shagun 0 10 0
electronic attendance system
2.1.9 % of primary and upper primary schools meeting head- UDISE 0 10 0
teacher norms as per RTE
2.1.17 % of teachers evaluated (during the given year) Shagun 0 10 0
2.1.21 Number of new teachers recruited through a transparent Shagun 0 20 0
online recruitment system as a % of total number of new
teachers recruited (in the given year).
2.1.22 Number of teachers transferred through a transparent Shagun 0 20 0
online system as a % of total number of teachers
transferred
2.1.25 Funds (including value of goods and services in kind) Shagun 0 10 0
arranged through PPP, CSR as a percentage of State budget
on schools education
2.1.26 Percentage of each of the following registered under PFMS :
2.1.26.a a) Schools Shagun 0 4 0
2.1.26.b b) SCERT (Note: Every State/UT which does not have an Shagun 0 3 0
SCERT should have an equivalent which should be
considered here)
2.1.26.c c) DIETs Shagun 0 3 0

11 indicators got 0 out of 120 score

 Indicators which need immediate attention
S.No. Indicator Data Value Weight Score
Source
1.3.5 % of schools covered by vocational
education subject
1.3.5.b b) Classes 11 & 12 UDISE 1.44 10 1
1.4.15 Percentage of schools having functional UDISE 7.88 10 1
CWSN friendly toilets
2.1.5 % of Schools at Elementary level Covered Shagun 2.61 10 1
Under Twinning/ Partnership
Percentage of schools having CAL in Upper
1.3.1 Primary Level UDISE 13.98 20 4
1.3.2 a) Integrated Science Lab UDISE 18.18 10 2
(a) % of schools visited at least 3 times for
2.1.15.a academic inspections UDISE 14.47 4 1
% of govt. head-teachers/principals who
have completed School Leadership (SL)
2.1.18 training in the given financial year Shagun 22.22 20 6
Gross enrolment ratio of CWSN (age group
1.4.12 6-18 years) UDISE 30.88 10 4
Percentage of schools having ramp for
1.4.14 disabled children to access school building UDISE 30.13 10 4

8 indicators scored only 24 out of 104

 Indicators which need attention
S.No. Indicator Data Value Weight Score
Source
2.1.10 % of Teachers whose Unique ID is seeded in any electronic database Shagun 43.61 10 5
of the State Government/UT Administration
Percentage of secondary schools having lab facility
1.3.3 b) Computer lab UDISE 48.34 10 5
2.1.2 % of Teachers whose Unique ID is seeded in any electronic database Shagun 43.61 10 5
of the State Government/UT Administration
2.1.10 % of secondary schools having principals/ head masters in position UDISE 42.99 20 10
2.1.11.b % Secondary Schools who have teachers for all core subjects UDISE 43.61 20 10
1.1.7 Average Mathematics score in Class 8 - Govt and aided schools NAS 37 20 10
1.1.8 Average Science score in Class 8 - Govt and aided schools NAS 38 20 12
1.1.9 Average Social Science score in Class 8- Govt and aided schools NAS 40 20 12
1.2.8 Percentage of identified Out-of-school-children mainstreamed in Shagun 52.09 10 6
last completed academic year (Class 1 to 8)
% of academic positions filled in state and district academic institutions at the beginning
of the given academic year
2.1.12.b b) DIETs Shagun 50.71 5 3
2.1.13 Average occupancy (in months) of District Education Officer (or Shagun 21 10 6
equivalent) & Block Education Officer (or equivalent) in last 03
years for all Districts
2.1.16.a a)Average number of days taken by State govt. to release total Shagun 74 10 6
Central share of funds to societies (during the given financial year)

12 indicators scored 90 out of 165

 Action suggested to improve PGI
INFRASTRUCTURE
• Provide CWSN friendly toilet and ramp to improve
enrolment ratio of CWSN
• Provide CAL, Integrate Science Lab and computer
lab

Programme implementation
• Focus on improving learning levels in class-8
• Increase mainstraming of OOSC
• Implement school leadership and teacher evaluation
programmes
• Vocational subjects in schools
 Action suggested to improve PGI
Teachers
• Ensure availability of Head Teachers in all type of schools
• Subject teachers as per norms in Secondary schools
• Digital system for teacher recruitment and transfer
• Digital system for teacher attendance

Governance
• Strengthening academic inspections
• Initiate PFMS in Schools, SCERT and DIET
• Reduce gaps in availability of unique ID of teachers and
students
• Reduce vacancy level at the district officers – Long vacant
posts
• Reduce vacancy level for DIETs
 Frame work for analysis

Access Disaggregation
Dimension
by Gender,
Social groups
and Location
Retention
Enabling
Data sources :
environment Census, NSSO,
RSOC, U-DISE,
Learning levels NAS and MHRD
publications

For all indicators the parameters are compared

between state and national status
 Background
India Telangana
Population in million 1210.57 35.19
Sex Ratio 943 988
Child Sex Ratio 919 933
% of SC population to total population 16.63 15.44
% of ST population to total population 8.61 9.34
Literacy rate (7+ years) in % 72.99 66.46
Number of schools, 2015-16
Total 1.55 million 42,834
Govt. * 1.09 million 29,845
Enrolment (1-8), in million, 2017-18
Total 187.8 4.78
Govt. 105.8 1,75
(Share of enrolment in Govt. schools) (56.3%) (44.2%)
Enrolment (9-12), in million, 2017-18
Total 63.3 2.76
Govt. 25.9 0.75
(Share of enrolment in Govt. schools) (41.1%) (42.9%)
* Schools managed by Education department, Tribal /Social welfare dept., Local body and Central Govt. :
Census , 2011 and U-DISE,2017-18
 Access

September 2013

25
 Percentage of 3-6 years children attending any pre-
school education, 2014 (Undivided AP)
100%
90% 15.6
27.1
80%
70%
38.4
60%
30.7
50% 84.4

40% 69.4
30%
20% 46.0
38.7
10%
0%
India Andhra Pradesh
ICDS run Private run PSE Not attending any PSE

• Percentage of 3-6 years children attending any pre-school education (PSE)

is higher in un divided Andhra Pradesh as compared to the national level.
Undivded Andhra Pradesh has 7th rank in the country in attening any PSE.
Source :RSOC
 Percentage of 3-6 years children attending any pre-
school education, 2014 (Undivided AP)
100.0
91.0
90.0 86.1 87.5 86.2
84.4 82.7 84.5 82.3
80.0
71.8
70.0
60.0
50.0
40.0
30.0
20.0
10.0
.0
Urban Rural Male Female SC ST OBC Other
Total Residence Gender Social groups

• Percentage of 3-6 years children attending any pre-school education (PSE)

is lower for urban children as compared to rural children and slightly lower for
female as compared to male.
• 44% Urban children are attending private PSE and while in case of Rural
children it is only 36% . 55% rural children were attending ICDS run PSE.
Source :RSOC 2014
Number of Govt. Primary schools/sections having
Anganwadi centre in or adjacent to school campus
• Out of 23,719 Govt,
Primary Schools/
Sections 8,786 (37%)
having Anganwadi
centre in or adjacent
to school campus
• Tamil Nadu,
Maharashtra, UP and
Uttarakhand states
have more than 60%

National average 42%

State Average : 37%
Highest: 61.2 Yadadri
Lowest : 8.4 KOMARAM BHEEM
Source :U-DISE
 Enrolment by management and Gender
Level Gender Elementary Secondary and
Higher
Secondary
Boys 24,70,125 8,65,125
Enrolment All Girls 23,11,827 8,81,995
management Total 47,81,952 17,47,120
Boys 10,12,601 3,48,563
Enrolment Girls 10,99,477 4,00,901
Govt Total 21,12,078 7,49,464
Boys 41.0 40.3
% in Govt. Girls 47.6 45.5
Total 44.2 42.9
 Age-specific Enrolment Ratio, 2017-18
100.0 98.6
98.0 96.7
96.0 95.0
94.0
92.0
89.9 89.5
90.0 89.2 88.7 88.7
88.5 88.0 88.0
88.0 87.3
86.0
84.0
82.0
80.0
6-10 years 11-13 years 6-13 years 14-15 years
Boys Girls Total

State’s Age-specific enrolment ratio is HIGHER than the national average in 6-10 and
14-15 years. 14-15 Very high.
 Out-of-school children, 6-13 years, 2014 (in %)
(Undivided AP)
3.50 3.23
2.97
3.00 2.77
2.50
2.00
1.50 1.13
0.91 0.77
1.00
0.50
0.00
Total Male Female
India Andhra Pradesh

• Percentage of Out-of-school children are lower in Andhra

Pradesh as compared to the national level
• Total share of the state in 6-13 years population is 5.81% , while share in
number of OSC is 1.78%
• Rank of the state in percentage of OSC is 24th and in number of
th Source : SRI-IMRB study for MHRD, 20
 Out-of-school children, 6-13 years, 2014 (in %)
(Undivided AP)
Out of 118.59 lakhs total estimated child population in 6-13 years age group,
1.08 lakh (0.91%) are out-of-school
4 12%
3 2.86 CWSN

2
1.13 1.13 1.05
0.98 1.01
1 0.91
0.77 0.78 0.81
0.70 0.66
0.44
1 0.30
0.00
0
Female

SC

Other

Urban
ST

OBC

6-10

11-13
Male

Muslim

Rural
Christia
Other

Hindu

n
All Gender Social Groups Religion Age group Area
Percentage of Out-of-school children are higher for ST social groups as
compared to other groups Source : SRI-IMRB study for MHRD, 20
 Percentage of working children 5-14 years, 2011
(Undivided AP)
10.0
7.7
8.0
6.7
6.0
3.9 4.3 4.1 4.3 4.4
3.9 4.0 4.3 4.5 4.0
4.0 3.6
2.9
2.0

0.0
Total Boys Girls SC ST Rural Urban
India Andhra Pradesh
• Percentage of working children (4.3%) is slightly higher in Andhra Pradesh as
compared to the national average
• Number of working children are 6,73,003 out of them 4,04,851 (60%) are main
workers
• Share of state in working children is 6.64% which almost equal to share in population
• ST children are more working children as compared to other social groups
• Percentage of working children are more than 5% in five districts (Adilabad,
Hyderabad, Rangareddy, Mahbubnagar and Kurnool)
• Out of 6,73,003 working children 4,20,875 (62.54%) are not attending educational
institutions
Source : Census, 2011
Retention

34
 Students flow , 2009-10 to 2017-18
120
100 100
80 78 74
69 67
60
40
20

0
Class-1 (2009-10) Class-5 (2013-14) Class-6 (2014-15) Class-8 (2016-17) Class-9 (2017-18)

• Out of 100 students 33 students are not reaching in class-9 and out of them 22 are
dropping before class-5 and 9 dropping during Class 5-8

• Out of 8.02 lakh children enrolled in class-1 in 2009-10 , 5.35 lakh children reached
class-9 in 2017-18, which means 2.66 lakh children dropout
Source: Calculated from U-DISE data
 Comparison of Retention rate with the national
average, 2017-18
100.0
90.0 86.1 86.1
80.0 75.1
71.1 69.3
70.0
60.0 57.7

50.0
40.0
30.0
20.0
10.0
0.0
Primary Elementary Secondary
India Telangana

• Retention rate of the state is almost equal to the national average at

Primary and Elementary level , while it is higher than the national
average at Secondary level . Boys and girls almost equal
Source: Calculated from U-DISE data
 Transition rate from by Gender and Social groups,
2017-18
100.0
98.3
98.0 97.597.5 97.6 97.5
96.997.0 97.0
96.396.6 96.4
96.0 95.8
94.7 94.9
94.0 93.0

92.0 91.6

90.0

88.0
Total Boys Girls Gen SC ST OBC Muslim
PS to UPS Ele to Sec
• Transition rate is HIGHER as compared to the national average (90%)
• Transition rate is low for ST and Muslim social group at both level
Source: U-DISE,2017-18
 Transition rates by districts, 2017-18
State Average : 96.9
PS-UPS Highest: 104.9 RANGAREDDY
Elementary to
Lowest : 86.8 KOMARAM BHEEM Secondary

State Average : 97.0

Highest: 101.5 RANGAREDDY
Lowest : 92.5 MAHABUBNAGAR
Enabling Environment
eptember 2013

39
 Infrastructure facilities, 2017-18, State Govt. Schools (Ele)
•Status of infrastructure facilities in 49,342 Govt. schools (Ele) managed by state Govt. Has
been shown below :
100% 31 423 909
2,525
90%
80% 11,059 11,267 13,047
70% 17,463
60% 22,020
50% 29,311 28,919 27,868
25,582
40%
30% 18,283 18,075 16,295
20% 11,879
10% 7,322
0%
Building One classroom Drinking Seperate toiletSeperate toilet Boundrywall Ramp Playground HM Room
for every Water for boys for girls
teacher

Available Not available

• Overall infrastructural availability rate is 70% which is LOWER than the national
average (77.03%)
• Many schools do not have Required number of classrooms,HM room, Boundary
wall, Playground and Ramp
• 4.382 schools still having single classroom
Infrastructure facilities, 2017-18, State Govt Schools

•Status of infrastructure facilities in 29,793 Govt. schools has been shown below :

• Library is not available in 2,843 schools

• Electricity is not available in 2,202 schools
• 4,059 (13%) schools have functional computer
• CAL is available in 1,490 schools
• Furniture for students is available in 1,425
schools
 School visit , 2017-18, State Govt.(Ele)
100%
6,939 5,326
80%
16,427
60%

40% 22,403 24,016

20% 12,915

0%
Acedemic inspection BRC visit CRC visit
Yes No

• 82% schools visited by CRC, while 76% schools visited by BRC

• Academic inspection only in 44% schools
 Distribution of State Govt. schools by number of
teachers
Primary Schools (19,768) Upper Primary /Sec./Hr. Sec.
Schools (9,574)
More Four Zero
Less than
than 4 1,440 410 six teachers
2,271 7% One 2% 1,680
12% More than 18%
4,372 9 teachers
Three 22% 2,923 Six
31% 1,000
2,284
10%
12%
Seven
Two 1,178
8,991 Eight 12%
Nine 1,718
45%
1,075 18%
11%
• In most schools teachers have to taught more than one classes
• Two-third Primary schools have one or two teachers.
• More than 700 schools having enrolment more than 30 but they are
single teacher schools
 Availability of Graduate or more qualified teacher in state
govt. schools having Upper Primary classes, 2017-18
100%
90%
80%
70%
60% 8,188 8,342
50% 9,133
40%
30%
20%
10% 1,386 1,232
0% 441
Mathematics English/Language Science and Social
Science
Not Available Available
• Graduate or more qualified teachers are available in majority of schools for
Maths/Science, English /Language and Social Science subjects, it is
available in 86% schools for Maths, 95% schools for English/Language and
87% schools for Social Science subject
 Gap in availability of teachers as per RTE norms in State
Govt. schools*, 2017-18
Category of Number Number of teachers Gap in
schools of availability of
schools Required as per RTE Available Gap in availability teachers as per
norms of teachers as per RTE norms (in
RTE norms %)**
Primary (1-5) 19,768 49,407 48,908 499 1.01
Upper 3,313 18,067 18,383 -316 -1.75
Primary (1-8
and 6-8)
Total 23,081 67,474 67,291 183 0.27

• Gap in availability of teachers as per RTE norms is 0.27 % which is Lower as compared to the
national average
• Gap in availability of teachers as per RTE norms is more than 10% in four districts (Adilabad,
Jogulamba, Komaram Bheem, Nirmal )

* Schools having classes 1-5,1-8 and 6-8 are included

**Gap in availability of teachers (No. of teachers required as per RTE norms) - (No. of teachers available)
as per RTE norms = * 100
(Number of teachers required as per RTE norms)
( in %)
Source : Analyzed from U-DISE, 2017-18 raw data
Gap in availability of teachers as per RTE norms in state
Govt. schools* by districts, 2017-18
State Average : 0.27 %
Highest: 20.1 % JOGULAMBA
Lowest : -21.7 % JANGAON

More than 10%

gaps in availability
of teachers in four
districts (Adilabad,
Jogulamba,
Komaram Bheem,
Nirmal )
 Requirement of teachers as per RTE norms in State
Govt. schools*, 2017-18
Number of schools Number of teachers
Require 10,000 8,127
6,280 5,981
27% 5,000
Equal 2,146
499 183
11,242 0
Excess 49% -316
-5,000 -2,462
5,559
-5,482
24%
-10,000 -7,944
Primary Upper Primary Total
Equal Excess Require Require Excess Net requirment

•11,242 (49%) schools have teachers as per norms and 7,944 teachers are excess in
5,559 schools
•6,280 (27%) schools required 8,127 teachers as per RTE norms in state Govt. primary
and upper primary schools
* Schools having classes 1-5,1-8 and 6-8 are included
 -400
-200
-100
100
200
300
400
500

-300
0
NALGONDA

-326
WARANGAL RURAL
MAHABUBABAD

-286-275
JANGAON

-255
HYDERBAD

-245
SIDDIPET

-225
SURYAPET

-199
KARIMNAGAR
KHAMMAM

-151-146
WARANGAL URBAN

-125
JAGTIAL

-110
PEDDAPALLI

* Schools having classes 1-5,1-8 and 6-8 are included

RAJANNA
JAYASHANKAR
-105 -99 -92

YADADRI
WANAPARTHY
-78 -65
4

NAGARKURNOOL
KAMAREDDY
26 40

NIZAMABAD
MEDCHAL-MALKAJGIRI
103
schools*, 2017-18

BHADRADRI
MANCHERIAL
126 127

MEDAK
VIKARABAD
135 152

NIRMAL
194

SANGAREDDY
RANGAREDDY
262 277

JOGULAMBA
318

MAHABUBNAGAR
374

ADILABAD
401
Requirement of teachers as per RTE norms in DPI

KOMARAM BHEEM
426
Learning levels
 How much children
Performance Highlights
learn
Average Learning achievement by Class and
Subject
Children are achieving reasonably well- better than
national average; however there is a down trending 68 69 67
57 56
learning curve from class 3 to class 8 54 53
37 38 40

In Class 3, children are correctly Reading Maths EVS Reading Maths EVS Reading Maths Science Social
responding: Science

 68% of Language , 69% of Class-3 Class-5 Class-8

Mathematics and;
 67% of EVS test questions.
 In Class 5, children are correctly responding:
 57% of Language
 56% of Mathematics and;
 In Class 8, children are correctly  54% of EVS test questions.
responding;
 53% of Language
 37% of Mathematics,
 38% of Science and;
 40% of Social Sci test questions.
 Equity in learning
What children know and can do?
levels
• Girls performed significantly better than boys in Lang and EVS in
class-3 and 5 and in Lang and Science
• Rural students performed significantly better than urban students in
Language class 5 and 8, EVS in Class 3 and 5,
• Govt schools performed significantly better then aided schools in
Language of grade 5 and 8 and EVS in class-3, while Aided schools
performed significantly better in class-8

Districts with lowest performance

• Class-3- Warangal Rural, Nagarkurnool, Komarambheem, Adilabad
• Class-5- Mahanudabad, Yadgiri, Madak, Komarambheem, Adilabad
• Class-8- Jayashankar, Madak, Komarambheem
 Proficiency Standards
What children know and can do?
PRO FI CI E NCY LE VE L I N ACHI E VE ME NT

NATIONAL 15 33 37 15
CLASS -3

STATE 11 33 38 18

NATIONAL 17 36 34 13
CLASS-5

STATE 17 38 34 11

NATIONAL 18 43 26 13
CLASS-8

STATE 21 51 20 8

Basic Below basic Proficient Advance

Below Basic Learners at this level NOT achieved sufficient knowledge and skills to be considered
minimally successful regarding curriculum demand
Basic Learners can solve problem using simple logic and follow simple instruction and apply
simple rules
Proficient Learners can analyse situation and interpret information for application to new situation
Advance Children at this level display exceptional mastery of LO and have high analytical,
reflective and critical thinking skills
 Factors affecting learning
Able to understand what teachers says in the 16

Attended pre- school 5

Participate in the classroom activities 15

Read other than the textbook 11

Discuss and share lessons at home 11

Absent over 10 days twice (vs never) -12

Occupation of father- teacher (vs unemployment) 18

Education of father- college level or above (vs Illiterate) 14

Occupation of mother - teacher (vs unemployment) 15

Education of mother - college level or above (vs Illiterate) 13

-15 -10 -5 0 5 10 15 20
 Factors affecting learning

usage of library 10

Teachers working together - peer support 13

CCE used by teachers 16

High parental support 6

Inadequate instructional material -10

High teacher expection on student learning 19

High teacher job satisfaction 19

Lodocument available 12

Professional qualification (vs No professional

-16
qualification)
 Emerging issues from NAS
 Teacher/teaching quality: Teachers professional development;
understanding of curricular goals; job satisfactions; high expectation
from children
 School context: Functional library/laboratory; implementation of
CCE, adequate instructional materials; parents participation,
Academic support
 Students participation: attendance; participation in classroom
activities/discussion, support to students from marginalized
community
 Focus on higher order competencies
 Special focus on districts and groups which are lagging behind
 Use state’s school assessment data for more understanding- School
focus
 Key messages
• Colocation of AWC and School-coordination with ICDS
• Innovative programme to bring children from most marginalized and
vulnerable family facing multiple deprivations to school and need
additional resources (Beyond unit cost) (Working and Migrant)
• Retention is stagnant – Need acceleration – Special and differential
programming- Who ? Where ? Why ?
• Convergence with other department to provide infrastructure like boundary
wall, play ground and HM room
• Reduce gap in availability of teachers- No Single Teacher school
• Teacher rationalization required
• Ensure availability Head Teachers
• Focus on districts lagging behind in learning
• School wise and learning outcome wise planning – Classroom processes
• District approach and identify bottlenecks-– Result based Planning for
quality of education
 “The goal is to turn data into
information, and information
into insight.” -Carly Fiorina,
Former CEO,HP

Contact :
nigamganesh@gmail.com 83769-13500,98291-68723