High School Sarve Shiksha Abhiyan

RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN
Secondary Education in
District----------------------
Perspective Framework Plan for

Expanded Secondary Education
2009-2017
Department of School Education

Government of Maharashtra, Mumbai.
Outline
Executive Summary
Range of initiatives while Expanding Secondary Education
RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN
Secondary Education in District
Perspective Framework Plan for

Expanded Secondary Education
2009-2017
Department of School Education

Government of Maharashtra.
Mumbai
Report to be submitted
to
Ministry of Human Resource Development (MHRD)
Government of India
Preface
DPC, District
Acknowledgement
DPC, District
Content
Preface
Acknowledgement
List of Tables and Figures
Outline
Executive Summary
I Introduction
II RMSA at National Level
III State Level RMSA – District -------------
VI Status of Secondary Education in District
V Future Prospects and Financial Implications for the Expansion of

VI Policy Issues and Options
VII Targets and Planned Outcomes
VIII Conclusions
References
Annexure I : Planning Grid
Annexure II : State Norms
Annexure III : Curriculum Issues and Implementation
Annexure IV : Management Structure, Funds Flow and

Implementation Strategies
Annexure V : Proposal for Model Schools

List of Tables and Figures
List of Tables
Table No. Title Page
Table 1.1 : Administrative Structure of District

Table 1.2 : Population of District, 2001
Table 1.3 : Literacy Status in District, 2001
Table 1.4 : Percentage of Villages Physically not Connected by the Size of the
Village in District
Table 1.5 : No of Schools by Level of Schooling in District
Table 1.6 : Number of School Available by Management in District
Table 1.7 : Enrolment in Elementary Classes in District
Table 4.1.1 : Growth of Population in District
Table 4.1.2 : Size and growth of Secondary School Age Population in District
Table 4.1.3 : Size of Secondary School-age (14-15) Population by Social Groups in
District
Table 4.2.1 : Gross Enrolment Ratio (GER) at Secondary Classes (IX and X) by
Social Groups in District, 2007-08
Table 4.2.2 : Enrolment by Class, gender and Social Category at Secondary level
in District
Table 4.2.3 : Enrolment by Class, gender and Social Category at Higher Secondary
level in District
Table 4.2.4 : Physically Challenged Children Enrolled in Secondary Classes in
District, 2007-08
Table 4.2.5 : Distribution of Enrolment in the Secondary Classes (VIII, IX and X)
in District by Age Group, 2007-08
Table 4.2.6 : Distribution of Enrolment in the Higher Secondary Classes (XI and
XII) in District by Age Group, 2007-08
Table 4.2.7 : Distribution (%) of Enrolment in the Secondary and Higher
Secondary Classes by Management of School in District, 2007-08
Table 4.3.1 : Completion rate of Primary, Middle, Secondary and Higher
Secondary Schooling Levels across Major Indian States, 2004-05
Table 4.3.2 : Repetition Rates in the Secondary and Higher Secondary Class in
District, 2007-08
Table 4.3.3 : Dropout Rates in the Secondary and Higher Secondary Class in
District, 2007-08
Table 4.3.4 : Promotion and Survival Rates in the Secondary and Higher
Secondary Class in District, 2007-08
Table 4.4.1 : Number of Schools with the Secondary and Higher Secondary
Classes by the type of Management in District, 2007-08
Table 4.4.2 : Number of Schools with the Secondary and Higher Secondary
Classes by Source of Funding in District, 2007-08
Table 4.4.3 : Distribution of Secondary Schools by Size of Enrolment in Secondary
Classes in District, 2007-08
Table 4.5.1 : Number of Teachers Available for Teaching in the Secondary Classes
in District, 2007-08
Table 4.5.2 : Distribution of Teachers available for Secondary Classes by
Qualification and Training in District, 2007-08
Table 4.5.3 : Distribution of Schools and Enrolment by number of Teachers (FTR)
available for Secondary Classes Teaching in District, 2007-08
Table 4.5.4 : Distribution of Schools and Enrolment by the Pupil Teacher Ratio
(PTR) in Schools with Secondary Classes Teaching in District, 2007-
08
Table 4.5.5 : The Norms and Actual number of Teachers for Secondary level
Schooling in District
Table 4.5.6 : Teachers Requirement - Additionally required number of Teachers
for the existing Schools with Secondary Classes by Management in
District
Table 4.5.7 : Percentage of the existing Schools with Secondary Classes without a
Core-Subjects Teacher by Management in District, 2007-08
Table 4.5.8 : Trained and Qualified Teachers in the existing Schools with
Secondary Classes by Management in District, 2007-08
Table 4.6.1 : Comparisons of Teaching and Non-Teaching Staff by Management
for District, 2007-08
Table 4.7.1 : Status of School Buildings in Schools with Secondary Classes by
Management in District, 2007-08
Table 4.7.2 : Availability of Classrooms in Schools with Secondary Classes by
Table 4.7.3 : Percentage of Schools with Secondary Classes and without Selected
Facilities by Management in District, 2007-08
Table 4.7.4 : Percentage of Schools with Secondary Classes and without ICT
Table 4.8.1 : Total Enrolment in Class X in District
Table 4.8.2 : Social Groups wise Percentage Distribution of Students Appeared for
and Passed in the Class X Exam in District
Table 4.8.3 : Percentage Passed in the Class X Exam by Social Groups in District
Table 4.8.4 : Distribution of the total number of students who passed out the
Secondary School Board (Class X) Examination by range of Marks
Secured in 2006-07 and by Social Group in District
Table 4.8.5 : Size of the Enrolment and percentage Passed Out in Class X by
Management, District (2007-08)
Table 4.9.1 : Types of Incentive Schemes Available for Secondary School
Children in District
Table 4.9.2 : Number of Beneficiaries of Incentive Schemes Available for Children
Enrolled in Secondary Classes in District
Table 4.10.1 : State Budget Expenditure on Education in District
Table 4.10.2 : Trends in Selected Indicators of Budget Expenditure on School
Education in District
Table 4.10.3 : Trends in Per Capita Budget Expenditure on School Education in
District
Table 4.10.4 : Budget Allocation for Major Schemes in the Secondary School
Table 4.10.5 : Units Costs of Construction
Table 5.1.1 : The rate of Growth in Enrolment at Secondary Level in District
Table 5.1.2 : Enrolment in Elementary Classes in District
Table 5.1.3 : Annual Growth of Enrolment in Elementary Classes in District
Table 5.1.4 : Transition and Survival Rate in Elementary Classes in District
Table 5.3.1 : Projection of Enrolment in District by three Variants of Projection
Models
Table 5.3.2 : Projected Additional Enrolment in Secondary Classes in District by
three Variants of Projection Models
Table 5.4.1 : Teachers in Demand – Additional Teachers required (PTR = 30:1) for
the Secondary Classes in District by three Variants of Projection
Models
Table 5.4.2 : Demand for Classrooms – Additional Classroom required (CRP =
30:1) for the Secondary Classes in District by three Variants of
Projection Models
Table 5.5.1 : Expansion of Schools for Secondary Classes in District
Table 5.5.2 : Unit Cost of Recurring and Non-Recurring Expenditure for
Secondary School Education in District
Table 5.5.3 : Projected Development Cost (Non-recurring) for Expanding
Table 5.5.4 : Projected Recurring Cost for Expanding Secondary Education in
District
Table 5.5.5 : Total Projected Cost (Non-Recurring and Recurring) of Expanding
List of Figures
Figure No Title Page No
Figure 4.1.1 : Sex Ratio of General Population in District 24

Figure 4.2.1 : School Attendance of the Secondary School Age (14-17) Children 32
by Wealth Class in District, NFHS III (2005-06)
Figure 4.5.1 : Gender Distribution of Teachers (FTR) by Type, Location and 44
Management of School in District, 2007-08
Figure 4.5.2 : Pupil Teacher Ratio (PTR) by Management, Type and Location of 46
School in District, 2007-08
Figure 4.8.1 : Enrolment in Class X 57
Figure 4.8.2 : Number of Students Appeared in Class X Exam 57
Figure 4.8.3 : Passed Outs in Class X Exams in District: Total 57
Figure 4.8.4 : Percentage Passed Outs in Class X Exams in District: Total 57
Figure 4.8.5 : Gender-wise Distribution of Students according to a range of 59
Marks Secured in 2006-07, District
Figure 4.8.6 : Social Group-wise Distribution of Students according to a range of 59
Marks Secured in 2006-07, District
Figure 4.8.7 : Size of Enrolment and Percentage of Passed Out in Class X in the 60
State Government Management Schools, District
Figure 4.8.8 : Number of Teachers available for Secondary Classes and the 61
Percentage Passed Out in Class X, District
Figure 5.1.1 : Population of 13 Years Old, Enrolment in Class VIII and the GER, 76
District
Figure 5.1.2 : Expected Transition Rates in District 77
Figure 5.2.1 : Projected Size of Enrolment in Secondary Classes by the 78
Projection Models, District
Figure 5.2.2 : Projected Gross Enrolment Ratio (GER) of Secondary Classes by 78
Projection Models, District
Figure 5.2.3 : Annual Rate of Growth of Projected Enrolment in Secondary 78
Classes by Projection Models, District
Figure 5.2.4 Projected Enrolment at Elementary Level in District 80
Figure 5.2.5 Enrolment by Elementary Grades in 2006 80
Figure 5.2.6 Enrolment by Elementary Grades in 2017 80
Figure 5.2.7 Change in the Output at Grade 8 81
Figure 5.2.8 Projected GER at Secondary and Higher Secondary Level 81
Figure 5.2.9 Number of Boys and Girls Needed to be Enrolled 82
Figure 5.2.10 GER by Year for Boys and Girls 82
Figure 5.2.11 Overall Rate of Increase of New Entrants Needed each Years 82
Figure 5.1.12 Shortage of Elementary Graduates to Required Entrants for Grade 83
IX in MP
Figure 5.3.1 : Share of State Government Managed Schools in Projected 84
Enrolment by three Variant Projection Models, District
Figure 5.5.1 : Per Student Cost (Recurring) – with respect to Enrolment in 91
Secondary Classes (Schools Managed by State Government
Departments) in District
Chapter I
Introduction
1.1 Introduction
II Background of District
Table 1.1: Administrative Structure of District
Sno Administrative Structure Number
1 Blocks
2 Community Development Blocks
3 Tribal Blocks
4 Taluka Panchayat
5 Gram Panchayat (Village Panchayat)
6 Villages (Inhabited)
7 Habitations
8 Municipal Corporations
9 Nagar Palikas
2.1 Population
Table 1.2: Population
Indicators Categories Maharashtra District
Population Person
Male
Female
SC
ST
Urban
Rural
Birth Rate
Sex Ratio
Density
Source: Census 2001
2.2 Literacy
Table 1.3: Literacy Status in District

Categories Maharashtra MP
Person - All
Male
Female
Urban Area
Rural Area
SC - All
SC Female
SC Male
ST - All
ST Female
ST Male
Source: census 2001.
2.3 District Income: GDP / Per Capita Income
2.4 Population below poverty line
2.5 Major Economic Activities of the State
2.6 Tourism Industry
2.7 Physical Infrastructure
Table 1.4: Percentage of Villages Physically not Connected by the Size of

the Village in District
Habitations by size No of Villages % in Total % Not Connected
1000 & Above
500-499
250-499
Below 250
All
Note: Of the total villages 52117 are inhabited ones.
2.8 Development Initiatives
III Educational Profile of District
3.1 Structures
Table 1.5: No of Schools by Level of Schooling in District

No. of Habitations Enrollment
Sno School Ratio
Schools covered (In lakhs)
1 2 3 4 5 6
1 Primary (I-V)
2 Upper Primary (VI – VIII)
3 Secondary (IX - X)
4 Higher Secondary (XI – XII)
3.2 Types of Schools
Table 1.6: Number of School Available by Management in District

S.No. School Facilities Numbers
1 Government Primary schools
2 Satellite schools
3 Aided Primary schools (Private)
4 Unaided Primary schools (Private)
5 Government Upper Primary schools
6 Aided Upper Primary schools (Private)
7 Unaided Upper Primary schools (Private)
8 Govt. High School (Central Govt.)
9 Govt. High Schools (School Education deportment.)
10 Govt. High Schools (Tribal welfare Deportment)
11 High Schools Run by local bodies
12 Aided High schools (Private)
13 Unaided High Schools (Private)
14 Govt. Higher Secondary School (Central Govt.)
15 Govt. Hr. Sec. Schools (School Education Dept)
16 Govt. Hr. Sec. Schools (Tribal welfare Dept)
17 Hr. Sec. Schools Run by local bodies
18 Aided Higher Secondary Schools (Private)
19 Unaided Higher Secondary Schools (Private)
Source: District.
3.3 Enrollment at Elementary Level in District

Table 1.7: Enrolment in Elementary Classes in District
Class/Grade 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
1 2 3 4 5 6 7
I
II
III
IV
V
VI
VII
VIII
GER (%)
Note: 1. Figures are in actual numbers; 2. GER is ratio of total enrolment in elementary classes (I to
VIII) to elementary school-age population (6 to 13 Years) and it is expressed in percentage form.
Source: DISE.
3.4 State Policies and Initiatives for the Secondary Education
3.4.1 Incentives to bridge the Equity Gaps
3.4.2 Quality Education
IV Objectives and Scope of the Report
V Structure of the Report

Chapter II
RMSA at National Level
2.1 Vision, Aims and Objectives of RMSA at National Level
2.1.1 Vision
2.1.2 Goals and Objectives
2.2 Approach and Strategy for Secondary Stage
2.2.1 Access
2.2.2 Quality
2.2.3 Equity
2.2.3 Institutional Reforms and Strengthening of Resource Institutions
2.3 Specific Targets at National Level
The proposed investments can be captured in tabular form as indicated below.

Goal Indicators Source of
Information
2.4 Model States
Chapter III
District Level RMSA: District
3.1 Vision, Aims and Objectives of RMSA

3.1.1 Vision
3.1.2 Goals and Objectives
The state specific goal and objectives with respect to secondary education in District are
similar to that of national level. The goal is universalisation of secondary education by 2020.
While achieving the goal of universalisation, secondary education requires not only a
quantitative expansion but also qualitative improvement. The guiding principles must be:
universal access, equality and social justice, relevance and development, and curricular and
structural aspects. The goal must be translated into the following objectives.
i) To ensure that all the secondary schools have physical facilities, staff and supplies at
least according to the prescribed standards through the financial support in case of
Government/ Local Body and Government aided schools, and appropriate regulatory
mechanism in the case of all other schools;
ii) To improve access to secondary schooling to all young persons according to norms –
through proximate location (i.e. secondary school within 5 kms distance), efficient
and safe transport arrangements/residential facilities, depending on local
circumstances including open schooling. However in hilly and difficult areas, these
norms may be relaxed and residential schools may be set up in such areas;
iii) To ensure that no child is deprived of secondary education of satisfactory quality due
to constraints like gender, socio-economic, disability and other barriers;
iv) To improve quality of secondary education resulting in enhanced intellectual, social
and cultural learning;
v) To ensure that all the students pursuing secondary education receive a good quality
education;
vi) Achievement of the above objectives would also, inter-alia, signify substantial
progress in the direction of the Common School System.
3.2 Approach and Strategy for Universalisation of Secondary Education

The approach and strategy for universalising secondary education in the state of District is on
the similar to the national level approach and strategy but it is subject to the state specific
norms (elaborated in Annexure II). For the Universalisation of Secondary Education (USE),
large-scale inputs in terms of additional schools, additional classrooms, teachers and other
facilities need to be provided to meet the challenge of numbers, credibility and quality. It
inter-alia requires assessment/provision of educational needs, physical infrastructure, human
resource, academic inputs and effective monitoring of implementation of the programmes.
The scheme will initially cover classes IX and X. Subsequently, the higher secondary stage
will also be taken up.
The strategy for universalizing access to secondary education and improving its quality is
detailed under.
3.2.1 Access
For providing universal access to quality secondary education the state of District has
developed norms with respect to access to secondary education. The increased access will be
achieved by:
• Expansion of existing secondary schools;
• Upgradation of middle schools based on micro planning exercise with all necessary
infrastructure facilities and teachers. Ashram schools will be given preference while
upgrading upper primary schools;
• Opening of new secondary schools in under-served areas based on the school mapping
exercise. Buildings of all these new schools will have mandatory water harvesting system
and will be differently abled friendly;
• Rain water harvesting systems will be installed in existing school buildings;
• Existing school buildings will also be made differently abled friendly; and
• Some of the new schools will be set up in Public-Private Partnership (PPP) mode.
3.2.2 Quality
The quality of education at secondary level will be improved by:
• Providing required infrastructure like, black board, furniture, library, science &
mathematics laboratory, computer lab, and toilet blocks;
• Appointment of additional teachers and provision of in-service training for teachers;
• Bridge courses for enhancing learning ability for students passing out of class VIII;
• Reviewing of existing curriculum to meet the norms of National Curriculum
Framework (NCF), 2005;
• Residential accommodation for teachers in rural and difficult hilly areas where
preference will be given to the female teachers.
3.2.3 Equity
The equity in the secondary education will be achieved by:
• Providing free lodging/ boarding facilities for students belonging to SC,ST,OBC and
minority communities;
• Providing hostels/ residential schools, cash incentive, uniforms, books, separate toilets
for girls.
• Providing scholarships to meritorious/ needy students at secondary level;
• Inclusive education will be the hallmark of all the activities. Efforts will be made to
provide all necessary facilities for the differently abled children in all the schools; and
• Expansion of Open and Distance Learning needs to be undertaken, especially for
those who cannot pursue full time secondary education, and for supplementation /
enrichment of face-to-face instruction. This system will also play a crucial role for
education of out of school children.
3.2.4 Institutional Reforms and Strengthening of Resource Institutions

Necessary administrative reforms in each State, is a pre-requisite for central assistance.
Therefore, the institutional reforms needed for the expanding secondary education in District
include:
• Reforms in school governance - improve schools’ performance by decentralizing their
management and accountability;
• Adopting a rational policy of teacher recruitment, deployment, training, remuneration
and career advancement;
• Undertaking reforms in educational administration including modernization/e-
governance and delegation/de-centralization;
• Provision of necessary professional and academic inputs in the secondary education
system at all levels, i.e., from the school level upwards;
• Streamlining financial procedures for speedy flow of funds and their optimal
utilization;
• Necessary strengthening of resource institutions at various levels, SCERTs, State
Open Schools, SIEMATs, etc., at the State level; and University Departments of
Education, Reputed Institutions of Science / Social Science / Humanities Education,
and Colleges of Teacher Education (CTEs) / Institutions of Advanced Study in
Education (IASEs) funded under the Centrally-sponsored Scheme of Teacher
Education; and
• Involvement of Panchayati Raj and Municipal Bodies, Community, Teachers, Parents
and other stakeholders in the management of Secondary Education, through bodies
like School Management Committees and Parent – Teacher Associations will be
ensured in planning process, implementation, monitoring and evaluation.
3.3 Specific Targets

The primary goal of RMSA is to make secondary education of good quality available,
accessible and affordable to all adolescent girls and boys up to the age of 16 by 2020. Under
the RMSA scheme, District has set specific targets for different components of the secondary
education system. They are similar to that of the Government of India. It is targeted to
achieve 75% Gross Enrolment Ratio (GER) at secondary level in the short term by 2012 and
100% GER in the mid-term by 2017.
The proposed investments can be captured in tabular form as indicated below.
Goal Indicators Data Source
To make 1) Increase in the Enrolment Household
secondary · Increase in the enrolment in secondary education of young people aged 14 surveys; All
education of to 15 years from India School
good quality · 1.2 million in 2007 to 2.3 million by 2012; Education
available, · to 3.0 million by 2017; and to 3.5 million by 2020; Survey;
accessible and 2) GER at Secondary Level SEMIS;
affordable to · GER at secondary will increases from 41% in 2007 to 75% by 2012; and NCERT quality
all adolescent increase to over 100% by 2017; monitoring and
girls and boys 3) Enrolment share of Girls assessment
up to the age of · Enrolment shares of girls, SCs, STs and minorities in secondary classes data; Class X
16 in District increase in proportion to their share in the population in the state. Examination
by 2020. 4) Dropout rate at secondary level data
· Dropout decreases from 27.7% to less than 5% by 2017.
5) Transition rate
· Transition rate from Class VIII to IX increases from 58% in 2007 to 66%
in 2012 and to 85% by 2017.
. Transition rate from Class X to XI increases from 65% in 2007 to 80% in
2012 and to 90% by 2017.
6) Promotion rate to Class X
· Promotion rate from Class IX to X increases from 57.2% in 2007 to 70%
by 2015 and 90% by 2017.
7) Learning levels
· Learning levels at Classes IX and X will be improved adequately and will
be monitored regularly;
Objectives Indicators Data Source

1 All 1) Facilities -
secondary · All schools will have space and facilities according to prescribed norms of
schools in the minimum quality standards, including one classroom for every 30 students; a
state conform laboratory and library; differently abled access; separate toilets for girls.
to prescribed · Computer and other ICT facilities will be available in all secondary schools
norms. according to prescribed norms.
2 Availability 2) Access -
and access of · All habitations will have access to a secondary school within a radius of
secondary 5km except those in special circumstances.
schooling to all i) Model Schools -
adolescent · Opening of 200 new model schools on KVS template, 113 on Public Private
girls and boys Partnership (PPP) mode, by 2012.
up to the age ii) Middle School Up gradation -
of 16 in · Upgradation of 4000 middle schools with 16,000 additional classrooms for
District by secondary classes by 2012 and another 2000 middle schools with 8000
2020. additional classroom by 2017.
iii) Expanded capacity -
· Expanded capacity for 4000 existing secondary schools with 8000 additional
class rooms by 2012.
iv) Girls Hostel –
· Establishment of 200 girls’ hostels for secondary level girl children in EBBs
by 2012.
v) Transition rate from VIII to IX -
· Transition rate improves from 58% in 2007 to 66% by 2012 and 85% by
2017.
vi) Dropout rate -
· Dropout rate at secondary level reduces from 27.7% in 2007 to less than 5%
by 2017.
vii) Out of School Children -
· Number of out of school children of secondary school age (14-16) reduces
to less than 5% of the age group by 2017.
Objectives Indicators Source of
Information
3 Equity 3) Equity -
through the · Disaggregated enrolment data for girls, SC, ST, Muslims and differently abled
removal of at the state and district level will be available.
regional, i) Share of Disadvantaged groups in Enrolment-
gender, socio- · Share of girls, SCs, STs, Muslims and differently abled in enrolment at
economic and secondary level will be increased in proportion to their share in the population at
disability gaps. the state and district level.
ii) Means-cum-Merit Scholarships -
· Provision of means-cum-merit scholarships for specific disadvantaged groups
according to schedule.
iii) Incentives for Girls -
· Provision of incentives for girls (especially from disadvantaged groups, SC, ST)
to promote their participation in secondary education according to schedule.
4: Education of 4) Quality -
good quality · About 16000 teachers will be recruited to fill the shortage in the existing
for all students schools in 2009; and
. About 25,000 additional teachers for upgraded middle schools by 2012;
i) Pupil-Teacher ratio (PTR) -
· Pupil-Teacher ratio at secondary level improves from 38:1 to 30:1 by 2012; and
to 25:1 by 2017.
ii) Trained Teachers -
· Percentage of trained teachers in secondary schools will increase from 80% to
100% by 2012;
· Percentage of teachers receiving in-service training will be improved against
annual targets by 2012;
· DIETs and Colleges of Education will be strengthened to support secondary
school teachers’ professional development through the model schools/resource
centres.
iii) Text Books -
· Availability of textbooks for all the enrolled children of secondary classes will
be ensured.
iv) Teaching Learning Materials -
· Availability of teaching learning materials will be improved;
· NCF 2005 will be implemented.
vi) Model schools -
· Model schools shall serve as pace setting institutions of excellence and also as
resource centres for the professional development of secondary school teachers
within each block.
vi) Others -
· Change in classroom practices as measured by time spent on task;
· Student attendance rates will be improved.
· Teacher attendance rates will be improved.
vii) Supervision -
· Percentage of schools having functional management committees and village
education committees with reporting role in school supervision will be improved.
viii) Learning levels -
· Learning levels of Class IX and X will be improved.
***
Chapter IV
Status of Secondary Education in District
This chapter presents the analysis of the status of secondary education in District to assess the
starting points for RMSA in the state and identify the main issues for policy and practice.
4.1 Data sources and limitations
4.1 Population
Table 4.1.1: Growth of Population in District

Year Population (in Millions) Growth % of TP
Total SC ST Other Total SC ST Other SC ST
1 2 3 4 5 6 7 8 9 10 11
1961
1971
1981
1991
2001
2006
2011
2016
Note: 1. Growth is Compound Annual Average Growth Rate (CAGR); 2. % of T P – Percentage of SC/ST in
the Total Population.
Source: Census of India and RGI Projections.
Size of the Secondary School-Age Population

Table 4.1.2: Size and growth of Secondary School Age Population in District
Year 14-15 years age (in Millions) 16-17 years age (in millions)
Person Male Female Sex Ratio Person Male Female Sex Ratio
1 2 3 4 5 6 7 8 9
Size of the Population
2001
2006
2011
2016
2021
Growth (CAGR)
2001-06 -
2006-11 -
2011-16 -
2016-21 -
Note: 1. Projections are as on 1st March; 2. CAGR – Compound Annual Growth Rate.
Source: RGI.
Table 4.1.3: Size of Secondary School-age (14-15) Population by Social Groups in
District
Details Source Year ST SC OBC Others Total
1 2 3 4 5 6 7 8
% in Total Population Census/NSS 2001/2004-05
% in 14-15 Age Census/NSS 2001/2004-05
Total Population (M) Census/NSS 2001
14-15 Age Pop (M) Census/NSS 2001
Total Population (M) Estimation 2007
14-15 Age Pop (M) Estimation 2007
% of 14-15 age in Tot Pop Estimation 2007
Note: 1. M – in Millions; % - Percentage; 2. For ST&SC the population share (%) is based on the Census
2001 information and for OBC & Others the population share (%) is derived based on NSSO 61st (2004-05)
Employment and Unemployment Survey data.
Source: Estimations based on Census & NSSO data.
4.2 Participation and Enrolments in District
4.2.1 Gross and Net Enrolment Ratio (GER and NER) of Secondary Classes in MP
Table 4.2.1: Gross Enrolment Ratio (GER) at Secondary Classes (IX and X) by Social
Groups in District, 2007-08
Details Source Year ST SC OBC Others Total
1 2 3 4 5 6 7 8
14-15 Age Population Estimation 2007
Enrolment in Sec Classes SEMIS 2007-08
GER (%) Estimation 2007-08
Note: 1. As population of Social Group is estimated based some assumptions; the GER is an approximate
one.
Source: Estimation.
4.2.2 Enrolment in the Secondary Schools by Gender and Social Groups
Table 4.2.2: Enrolment by Class, gender and Social Category at Secondary level in District
Category Class VIII Class IX Class X Class IX and X
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
1 2 3 4 5 6 7 8 9 10 11 12 13
As on 30th Sept 2006
SC 6373 4259 10632 72216 42002 114218 51140 26690 77830 123356 68692 192048
ST 5261 3663 8924 55980 31401 87381 32203 17624 49827 88183 49025 137208
OBC 17713 11944 29657 197313 122197 319510 144615 84881 229496 341928 207078 549006
Others 15231 11261 26492 98784 71853 170637 88765 61330 150095 187549 133183 320732
Total 44578 31127 75705 424293 267453 691746 316723 190525 507248 741016 457978 1198994
SC 6013 4197 10210 75043 49236 124279 51107 27922 79029 126150 77158 203308
ST 4931 3529 8460 61492 39193 100685 31268 18727 49995 92760 57920 150680
OBC 17290 11917 29207 203546 142109 345655 138742 90707 229449 342288 232816 575104
Others 15016 11107 26123 95584 75430 171014 89517 62423 151940 185101 137853 322954
Total 43250 30750 74000 435665 305968 741633 310634 199779 510413 746299 505747 1252046
Growth between 2006 and 2007
SC -5.6 -1.5 -4.0 3.9 17.2 8.8 -0.1 4.6 1.5 2.3 12.3 5.9
ST -6.3 -3.7 -5.2 9.8 24.8 15.2 -2.9 6.3 0.3 5.2 18.1 9.8
OBC -2.4 -0.2 -1.5 3.2 16.3 8.2 -4.1 6.9 0.0 0.1 12.4 4.8
Others -1.4 -1.4 -1.4 -3.2 5.0 0.2 0.8 1.8 1.2 -1.3 3.5 0.7
Total -3.0 -1.2 -2.3 2.7 14.4 7.2 -1.9 4.9 0.6 0.7 10.4 4.4
Note: Rural and urban combined
Source: SEMIS, 2007-08.
Table 4.2.3: Enrolment by Class, gender and Social Category at Higher Secondary
level in District
Category Class XI Class XII Class XI and XII
Boys Girls Total Boys Girls Total Boys Girls Total
1 2 3 4 5 6 7 8 9 10
SC 27507 14580 42087 23154 11517 34671 50661 26097 76758
ST 14791 7249 22040 11877 5786 17663 26668 13035 39703
OBC 79388 45979 125367 65965 37091 103056 145353 83070 228423
Others 58447 41531 99978 54917 38071 92988 113364 79602 192966
Total 180133 109339 289472 155913 92465 248378 336046 201804 537850
SC 23794 12859 36653 23937 12183 36120 47731 25042 72773
ST 14126 7483 21609 12488 6317 18805 26614 13800 40414
OBC 68549 42490 111039 69095 40931 110026 137644 83421 221065
Others 48885 35470 84355 52943 36286 89229 101828 71756 173584
Total 155354 98302 253656 158463 95717 254180 313817 194019 507836
Growth between 2006 and 2007
SC -13.5 -11.8 -12.9 3.4 5.8 4.2 -5.8 -4.0 -5.2
ST -4.5 3.2 -2.0 5.1 9.2 6.5 -0.2 5.9 1.8
OBC -13.7 -7.6 -11.4 4.7 10.4 6.8 -5.3 0.4 -3.2
Others -16.4 -14.6 -15.6 -3.6 -4.7 -4.0 -10.2 -9.9 -10.0
Total -13.8 -10.1 -12.4 1.6 3.5 2.3 -6.6 -3.9 -5.6
Note: Rural and urban combined
4.2.3 Enrolment of Physically Challenged in the Secondary Schools
Table 4.2.4: Physically Challenged Children Enrolled in Secondary Classes in

District, 2007-08
Class VIII IX X IX-X XI XII XI-XII IX-XII
1 2 3 4 5 6 7 8 9
Boys
Girls
Total
Sex Ratio
Note:
Source: SEMIS, 2007-08
4.2.4 Enrolment in Secondary Schools by Age: Under-aged and Over-aged
Table 4.2.5: Distribution of Enrolment in the Secondary Classes (VIII, IX and X) in District
by Age Group, 2007-08
Enrolment in Class VIII Enrolment in Class IX Enrolment in Class X Enrolment in IX-X
Age Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
1 2 3 4 5 6 7 8 9 10 11 12 13
% of 14-15
% Above 15
% 13 Years and below
All
Note: Rural and urban combined.
Table 4.2.6: Distribution of Enrolment in the Higher Secondary Classes (XI and
XII) in District by Age Group, 2007-08
Enrolment in Class XI Enrolment in Class XII Enrolment in HS (XI-XII)
Age Boys Girls Total Boys Girls Total Boys Girls Total
1 2 3 4 5 6 7 8 9 10
15 Years and below
16-17 Age
Above 17
Total
Note: Figures are percentages
4.2.5 Ratio of Enrolment in Class VIII to Class IX and Class X to Class XII
4.2.6 Enrolment by the School Management
Table 4.2.7: Distribution (%) of Enrolment in the Secondary and Higher
Secondary Classes by Management of School in District, 2007-08
Fund Secondary Higher Secondary
Management RU R U Sex Ratio RU R U Sex Ratio
1 2 3 4 5 6 7 8 9
Government
Private
Aided
Unaided
All
Note: 1. Sex ratio is female children enrolment per 1000 male children enrolment in each type of
management.
4.2.7 Enrolment by Income Quintiles

4.2.8 Average distance to secondary school by Habitation
4.3 Education Efficiency and Effectiveness of Secondary Education in District
4.3.1 Primary Completion Rates (grade 5 and grade 8)

Table 4.3.1: Completion rate of Primary, Middle, Secondary and Higher Secondary
Schooling Levels across Major Indian States, 2004-05
Primary (V) Middle (VII/VIII) Secondary (X) Higher Secondary (XII)
Sno States Age (12-14) Age (15-17) Age (17-18) Age (19-20)
1 2 3 4 5 6
1 Jammu & Kashmir 77.4 69.0 45.8 24.6
2 Himachal Pradesh 85.7 72.8 51.2 30.0
3 Punjab 79.9 65.1 51.4 27.8
4 Uttaranchal 73.0 66.4 42.3 29.4
5 Haryana 77.3 56.4 49.2 30.6
6 Delhi 84.2 72.0 62.2 38.8
7 Rajasthan 62.8 46.9 24.3 16.3
8 Uttar Pradesh 57.4 50.2 30.3 18.3
9 Bihar 49.1 47.2 26.3 12.3
10 Assam 76.6 62.1 32.7 15.2
11 West Bengal 70.9 45.5 24.6 15.7
12 Jharkhand 58.9 43.9 20.3 11.1
13 Orissa 71.3 59.2 24.2 14.1
14 Chhattisgarh 68.2 45.5 22.0 15.9
15 District 64.3 43.5 25.2 14.5
16 Gujarat 84.7 69.5 35.7 22.0
17 Maharastra 91.3 81.7 45.2 29.3
18 Andhra Pardesh 80.5 62.0 43.8 19.3
19 Karnataka 86.7 70.9 42.0 19.5
20 Kerala 96.6 95.0 66.7 41.6
21 Tamil Nadu 95.9 79.3 52.4 33.6
All Other States 74.2 65.6 39.4 22.0
India 72.1 59.5 35.9 21.0
Note: Roman numerals within the brackets indicate the completion of grades/classes in the respective
educational levels.
Source: Estimated using NSS 61st (2004-05) round Employment and Unemployment Survey unit record
data.
4.3.2 Secondary Completion Rates (grade 10 and 12)
4.3.3 Repetition and Dropout rates
Table 4.3.2: Repetition Rates in the Secondary and Higher Secondary Class in
District, 2007-08
Social Groups IX X IX-X XI XII XI-XII
1 2 3 4 5 6 7
All
Male
Female
SC
ST
OBC
Others
Note:
Source: Calculated based on SEMIS (2007-08) data.
Table 4.3.3: Dropout Rates in the Secondary and Higher Secondary Class in
District, 2007-08
Social Groups IX X IX-X XI XII XI-XII
1 2 3 4 5 6 7
All
Male
Female
SC
ST
OBC
Others
Note:
4.3.4 Promotion and Survival rates

Table 4.3.4: Promotion and Survival Rates in the Secondary and Higher
Secondary Class in District, 2007-08
Social Group Promotion Rate Survival Rate
IX X IX-X XI XII XI-XII Sec HS
1 2 3 4 5 6 7 8 9
All
Male
Female
SC
ST
OBC
Others
Note: 1. Survival Rate is Apparent Survival Rate; 2. Sec – Secondary Level; HS – Higher Secondary
Level.
4.3.5 Coefficient of Efficiency
4.3.6 Transition rates (Class VIII/IX and X/XI)

4.3.7 Average years to complete grade 10 and 12
4.4. Secondary Schools in District
4.4.1 Number of Schools
4.4.2 Schools by Management, Funding and Location
Table 4.4.1: Number of Schools with the Secondary and Higher Secondary Classes by
the type of Management in District, 2007-08
Sno Management Type Secondary HS with Sec Classes Total
1 2 4 5 6
1 State Government
2 Local Body/Municipal Corporation
3 Tribal Welfare Department
4 Social Welfare Department
5 Public Sector
6 State Govt. Labor Department
7 Private Body (Trust etc.,)
8 Under MHRD: KV,NVS, etc
9 Other Central Govt. Ministry
Total
Table 4.4.2: Number of Schools with the Secondary and Higher Secondary Classes
by Source of Funding in District, 2007-08
Sno Source of Funding Secondary HS Total
1 2 3 4 5
1 Recognised and fully funded by State Govt.
2 Funded by Local Body
3 Recognised & fully funded by Central Govt.
4 Recognised and Aided
5 Recognised but not Aided (Private Unaided)
Total
Note: H S – Higher Secondary School with Secondary Classes.
4.4.3 Distribution of Schools and the Enrolled by the Size of Enrolment

Table 4.4.3: Distribution of Secondary Schools by Size of Enrolment in Secondary
Classes in District, 2007-08
Size of Enrolment in Secondary Classes Distribution of Schools Distribution of Enrolled
2006-07 2007-08 2006-07 2007-08
1 2 3 4 5
0 to 50
50 to 100
100 to 200
200 to 300
300 to 400
400 to 500
500 and above
Total
Average Enrolment per School (no.)
% below average size of enrolment
% below 50 % of average size of enrolment
Note:
Source: SEMIS 2007-08.
4.4.4 Classroom / Pupil Ratio

4.5 Teachers in Secondary grade Teaching Schools in District
4.5.1 Number of Teachers
Table 4.5.1: Number of Teachers Available for Teaching in the Secondary Classes in
District, 2007-08
School Full-time Regular Other than Full-time Regular Combined
Type/Location Male Female Total Male Female Total Male Female Total
1 2 3 4 5 6 7 8 9 10
All
Girls’ Schools
Boys’ Schools
Co-Education
Rural
Urban
Note:
4.5.2 Teachers by Qualifications: With or without B.Ed and other qualifications

Table 4.5.2: Distribution of Teachers available for Secondary Classes by Qualification
and Training in District, 2007-08
Distribution by Qualification % of Trained in the
Total Trained Total
Qualifications Male Female All Male Female All Male Female All
1 2 3 4 5 6 7 8 9 10
Undergraduate
Graduate or equivalent
Post-graduate or equivalent
M.Phil or Ph.D or equivalent
Total
Note: Trained means having a qualification of Teachers Training Courses like B.Ed or equivalent.
Source: SEMIS, 2007-08
Table 4.5.3: Distribution of Schools and Enrolment by number of Teachers
(FTR) available for Secondary Classes Teaching in District, 2007-08
Schools Enrolment
Number of Teachers % CF % CF PTR
1 2 3 4 5 6
No Teacher
1
2
3
4
5
6
7-10
11-20
Above 20
Total
Note: CF - is cumulative frequency (%); the PTR is of only the full-time regular (FTR) teachers.
4.5.3 Pupil - Teacher Ratio
4.5.4 Distribution of Schools by PTR by school: Number of schools with PTR > 40
Table 4.5.4: Distribution of Schools and Enrolment by the Pupil Teacher Ratio
(PTR) in Schools with Secondary Classes Teaching in District, 2007-08
Pupil Teacher Ratio Schools Enrolment Average
(PTR) % CF % CF PTR
1 2 3 4 5 6
Below 10
10-20
20-30
30-40
40-50
50-60
60-80
80-100
Above 100
Total
Note: 1. The distribution is excluding the number of schools with no teacher and enrolment in those
schools; 2. CF - is a cumulative frequency (%); 3. PTR - is of only the full-time regular (FTR) teachers.
4.5.5 Class / Teacher Ratio
4.5.5 School Norms for Teachers

Table 4.5.5: The Norms and Actual number of Teachers for Secondary level
Schooling in District
Government Private
Subject State LB Central Aided Unaided Total
1 2 3 4 5 6 7
Number of Schools with Secondary Class
Normal Situation
Number of teacher required to teach Core-
Subjects in each school
Additional necessary Teachers in each school
Total no of teachers required for each school
Languages (3)
Mathematics
Science (2)
Total number of Social Studies
Teachers required for Total Core Subjects
the existing number of Computers
schools with secondary Physical Education
classes Total
Actual Situation
Languages (All)
Mathematics
Science (All)
Social Studies
Existed number of Total Core Subjects
Teachers available in Computers
existing schools with Physical Education
secondary classes Total
Percentage of existing number of Teachers to that of minimum required
Languages (All)
Mathematics
Science
Social Studies
Total of Core Subjects
Computers
Physical Education
Total
Note: 1. Ideal number teachers presented in the table assuming not more than two sections for a class in a
school. More than two sections need additional teachers in each subject; 2. Actual number of Teachers is as
on 30th September 2007; 3. For the Assistant Science Teachers, the data is separately not available in SEMIS
data
Source: Based on SEMIS data.
Table 4.5.6: Teachers Requirement - Additionally required number of Teachers for
the existing Schools with Secondary Classes by Management in District
Government Private
Subjects State LB Central Aided Unaided Total
1 2 3 4 5 6 7
Languages (All)
Mathematics
Science
Social Studies
Total of Core-Subjects
Computers
Physical Education
Total
Note: 1. Number teachers required presented in the table assuming not more than two sections for a class
in a school. More than two sections need additional teachers in each subject; 2. The estimated requirement
additional teachers are for those schools which existed as on 30th September 2007 only.
Source: Estimations based on SEMIS data.
Table 4.5.7: Percentage of the existing Schools with Secondary Classes without a
Core-Subjects Teacher by Management in District, 2007-08
Government Private
Sno Subjects State LB Central Aided Unaided Total
1 2 3 4 5 6 7 8
1 English
2 Hindi
3 Sanskrit
4 Mathematics
5 Social Studies
6 Science
Note: Figures presented are in percentage form.
4.5.6 Need for Training/Qualifications
Table 4.5.8: Trained and Qualified Teachers in the existing Schools with Secondary
Classes by Management in District, 2007-08
Government Private
Subjects State LB Central Aided Unaided Total
1 2 3 4 5 6 7
% of Trained and Qualified
% Neither Trained nor Qualified
% Qualified but not Trained
% Trained but not Qualified
All
Note: Qualified means teachers having qualification graduation and above.
4.5.7 Output of secondary teacher training per annum public and private
4.5.8 Cost of Training to public budget per trained teacher per annum
4.6 Non-Teaching Staff – Administrative and Support Staff
Table 4.6.1: Comparisons of Teaching and Non-Teaching Staff by Management for

District, 2007-08
Teaching Staff Non-Teaching Per School Ratio of
Management Schools (TS) (NTS) TS NTS NTS to TS
1 2 3 4 5 6 7
State
Local Body
Public Central
Aided
Private Unaided
Total
Note: 1. Schools with Secondary Classes; 2. Teaching Staff – all the teachers including both the full-time
regular and others; 3. Non-Teaching Staff – All the administrative and support staff.
4.7 Secondary School Infrastructure and Learning Environment

4.7.1 School Building
Table 4.7.1: Status of School Buildings in Schools with Secondary Classes by
Government Private
State LB Central Aided Unaided Total
1 2 3 4 5 6 7
% Without own school building
% With Pucca Structure
% With Semi-Pucca Structure
% Without Pucca or Semi-pucca
Note:
4.7.2 Classrooms
Table 4.7.2: Availability of Classrooms in Schools with Secondary Classes by

Government Private
Item State LB Central Aided Unaided Total
1 2 3 4 5 6 7
Total number of School
Minimum Number of Classrooms
required in each school with Sec. Classes
A minimum total number of Classrooms
required
Average number of Sections in Secondary
Classes
Total number of Classrooms required
Actual number of Classrooms
% of Actual in Total
By a norm of 4 classrooms per school
% of actual in 4 classrooms norm
Note:
4.7.3 Basic Facilities

Table 4.7.3: Percentage of Schools with Secondary Classes and without Selected
Government Private
Facility State LB Central Aided Unaided Total
1 2 3 4 5 6 7
% without drinking water facility
% without Electricity
% without Urinals
% without Lavatory
% without Separate Urinals for Girls
% without Separate Lavatories for Girls
% without Urinals for Physically
Challenged
% without Lavatories for Physically
Challenged
% without Urinals for Teachers
% without Lavatories for Teachers
% Without Library
% Without Science Lab
% Without Disability Provision
Note:
4.7.4 ICT Environment
Table 4.7.4: Percentage of Schools with Secondary Classes and without ICT Facilities
by Management in District, 2007-08
Government Private
ICT Facility State LB Central Aided Unaided Total
1 2 3 4 5 6 7
% without a Computer for TLP
% without a Computer for Office
% without internet connectivity
Note: TLP - Teaching and Learning Process
4.8 Learning Outcomes of Secondary School Education in District
4.8.1 Enrolled, Appeared and Passed in Class X Exam

Table 4.8.1: Total Enrolment in Class X in District
Enrolment in Class X % Appeared for Final Exam % Passed
Year Boys Girls Total Boys Girls Total Boys Girls Total
1 2 3 4 5 6 7 8 9 10
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
Note: 1. Passed percentage is out of those appeared.
Table 4.8.2: Social Groups wise Percentage Distribution of Students Appeared for and
Passed in the Class X Exam in District
Appeared Passed
SC ST OBC Other Total SC ST OBC Other Total
1 2 3 4 5 6 7 8 9 10 11
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
Table 4.8.3: Percentage Passed in the Class X Exam by Social Groups

in District
Year SC ST OBC Others Total
1 2 3 4 5 6
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
Note:
4.8.3 Number of students passed by level of pass

Table 4.8.4: Distribution of the total number of students who passed out the Secondary
School Board (Class X) Examination by range of Marks Secured in 2006-07 and by
Social Group in District
Total SC ST OBC Other
Range Boys Girls All Boys Girls Boys Girls Boys Girls Boys Girls
1 2 3 4 5 6 7 8 9 10 11 12
Below 40
40-50
50-60
60-70
70-80
80-90
90-100
Total
Note:
4.8.4 School/Class Size, Availability of Teachers and Learning Outcomes
Table 4.8.5: Size of the Enrolment and percentage Passed Out in Class X by
Management, District (2007-08)
Size of the Enrolment Public Private
Sno in Class X State LG Central Aided Unaided Total
1 2 3 4 5 6 7 8
1 1 to 10
2 10 to 20
3 20 to 30
4 30 to 40
5 40 to 60
6 60 to 80
7 80 to 100
8 100 to 150
9 150 to 200
10 200 to 300
11 300 to 400
12 Above 400
Total
Note: 1. LG – Schools managed by Local Governments/Bodies; 2. ‘-‘ No Enrolment.
4.9 Existing Status, Schemes and Incentives Disadvantage Groups

Table 4.9.1: Types of Incentive Schemes Available for Secondary School Children in
District
Sno Scheme Availability Remarks
1 2 3 4
1 Mid-Day Meal No Only up to middle schools
2 Uniforms No Only up to middle schools
3 Scholarships Yes For SC/ST and OBC students only
4 Text Books Yes For SC/ST and OBC students only
5 Bicycles Yes For Girls only
6 Free Travel No No free Bus/Train Pass facility in the state
7 Fee Exemptions Yes For Board Exams, only for SC/ST and OBC Girls
8 Hostels Yes For SC/ST children
9 Quotas Yes Only in Excellence Schools
10 Free Coaching Yes Only for SC/ST children
Note:
Source: Department of Public Instruction.
Table 4.9.2: Number of Beneficiaries of Incentive Schemes Available for

Children Enrolled in Secondary Classes in District
Year Books Bicycles Scholarship Hostel Facility
1 2 3 4 5
2004-05
2005-06
2006-07
2007-08
2008-09
Note: 1. ‘-‘ Not Available; 2. Distribution of Bicycles is only for girl children
Source: Department of Public Instruction.
4.9.1 Incentives for Teachers: hardship payments, housing, and quotas for women
4.10 Public Expenditure on Secondary Education in District
4.10.1 State Domestic Product
4.10.2 Patterns of State Expenditure
4.10.3 Expenditure on School Education

4.10.3.1 Trends
Table 4.10.1: State Budget Expenditure on Education in District

Item 2000-01 2001-02 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
1 2 3 4 5 6 7 8 9 10
1 GSDP
2 Total Expenditure
5 Total Education
8 School Education
10 Secondary School
Note: 1. Figures are Rs. in Crores and in current prices; 2. ‘-‘ not Available; 3. GSDP figure for the year
2007-08 is quick estimate and 2008-09 is an advanced estimate. Similarly for the budget figures one is (2007-
08) revised estimated and the other (2008-09) is budget estimate.
Source: PWC (2008) MTEF for School Education; Finance Department, MP.
Table 4.10.2: Trends in Selected Indicators of Budget Expenditure on School
Sno Indicators 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
1 2 3 4 5 6 7 8
1 % of SE in GSDP
2 % of SE in TE
3 % of Rev in SE
4 % of Cap in SE
5 % of SSE in SE
6 % of SSE in GSDP
7 % of SSE in TE
8 % of Plan in SSE
9 % of non-Plan in SSE
10 % of Salaries in SSE
Note: 1. GSDP – Gross Domestic Product; SE – School Education; TE – Total Expenditure; SSE – Secondary
School Education.
Source: Calculated using PWC (2008) MTEF for School Education in MP.
Table 4.10.3: Trends in Per Capita Budget Expenditure on School Education in District
Sno Indicators 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
1 2 3 4 5 6 7 8
1 Per Capita GSDP
2 Per Capita Expenditure (Total)
3 Per Capita Expenditure on Education
4 Per Capita Expenditure on SE
5 Per Capita Expenditure on SSE
Per Capita Exp. (PCE) on SSE to Secondary
6 School Age (14-17) Population
PCE on SSE to Enrolled Children in Secondary
7 and Higher Secondary Classes (IX-XII)
PCE on SSE to Enrolled Children in Public and
8 Aided Schools (Classes IX to XII)
Note: 1. The per capita is for all age population (for Sno. 1 to 5); 2. Figures are in Rs 0.0 and in nominal terms
i.e. in current prices; 3. GSDP – Gross Domestic Product; SE – School Education; TE – Total Expenditure; SSE
– Secondary School Education; PCE – Per Capita Expenditure; 4. ‘-‘ Not available.
Source: Calculated using PWC (2008) MTEF for School Education in MP.
4.10.3.3 Budget Allocation for Major Schemes
Table 4.10.4: Budget Allocation for Major Schemes in the Secondary School
Sno Schemes 2006-07 2007-08 2008-09
1 2 3 4 5
1 Construction of Higher Secondary Schools
2 Free Bicycles to Girls
3 High Schools upgradation to Higher Secondary
4 ICT@ School
5 Free Text Books
6 Construction of High Schools
7 Middle School upgradation to High Schools
Note: Figure are in Rs. 0.0 and in Crores
Source: PWC (2008) MTEF of School Education, MP.
4.10.4 Unit Costs
Table 4.10.5: Units Costs

Sno Item Min. Sqmt Cost/Sqmt Cost/1 unit Remarks
1 2 3 4 5 6
1 Additional Classrooms 47 Rs.10000 Rs. 470000
2 Science Laboratory 94 Rs.10000 Rs. 940000
3 New Schools 500 Rs.10000 Rs. 5000000
Note: 1. Sqmt – Square Metres.
Source: Estimation based on current market rate.
4.11 Summary Statement of Status and Issues of Secondary Education in MP

4.11.1 State Norms and RMSA Norms
4.11.2 Access
4.11.3 Quality
4.11.4 Equity
4.11.5 Institutional Reforms
4.11.6 Data and Monitoring and Evaluation Needs
4.11.7 Finance Issues and Constraints
4.11.8 Key Targets and Headline Indicators

Chapter V
Future Prospect and Financial Implications for the
Expansion of Secondary Education in District
This chapter explores the possible pathways for the achievement of the goal of
universalisation of secondary education in District.
5.1 Projection Models
Table 5.1.1: The rate of Growth in Enrolment at Secondary Level in
District
Enrolment Growth (in %)
2001/2 to 2006/7 to 2001/2 to
Class/Grade 2001-02 2006-07 2007-08 2006/7 2007-8 2007/8
1 2 3 4 5 6 7
IX
X
Sec All
Sec Boys
Sec Girls
Note: 1. Figures are in actual numbers; 2. Growth is Compound annual average (CAGR).
Table 5.1.2: Enrolment in Elementary Classes in District

Class/Grade 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
1 2 3 4 5 6 7
I
II
III
IV
V
VI
VII
VIII
Note: Figures are in actual numbers.
Source: DISE.
Table 5.1.3: Annual Growth of Enrolment in Elementary Classes in District

Class/Grade 2002-03/03-04 2003-04/04-05 2004-05/05-06 2005-06/06-07 2006-07/07-08
1 2 3 4 5 6
I
II
III
IV
V
VI
VII
VIII
Note: Figures are in percentage form.
Source: Calculated based on DISE.
Table 5.1.4: Transition and Survival Rate in Elementary Classes in District
Transition Rate Survival Rate
Class/Grade 2003/4 2004/5 2005/6 2006/7 2007/8 2002/3 2003/4 2004/5 2005/6 2006/7 2007/8
1 2 3 4 5 6 7 8 9 10 11 12
I
II
III
IV
V
VI
VII
VIII
Note: 1. Figures are in percentage form for col. 2 to 6 and the survival rate is per thousand entered in
grade I.
Source: Calculated based on DISE.
5.2 Projections of Enrolment in Secondary Classes
5.2.1 Simulation Model
5.3 Distribution of Projected Enrolment by School Management
Table 5.3.1: Projection of Enrolment in District by three Variants of Models

Projected Enrolment GER
Variant I Variant II Variant III Var I Var II Var III
Year All Govt Others All Govt Others All Govt Others All All All
1 2 3 4 5 6 7 8 9 10 11 12 13
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Note: 1. GER – Gross Enrolment Ratio for enrolment in secondary classes to secondary school age (14-15 years)
population; 2. Govt. - Schools managed or funded by the state government agencies; Others – Schools other than those
managed or funded by the state government agencies.
Source: Estimations.
Table 5.3.2: Projected Additional Enrolment in Secondary Classes in District by
three Variants of Models
Variant I Variant II Variant III
Year All Govt Others All Govt Others All Govt Others
1 2 3 4 5 6 7 8 9 10
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Note: 1. Govt. - Schools managed or funded by the state government agencies; Others – Schools other than
those managed or funded by the state government agencies.
5.4 Projected Demand for Teachers and Classrooms
Table 5.4.1: Teachers in Demand – Additional Teachers required (PTR = 30:1) for
the Secondary Classes in District by three Variants of Projection Models
1 2 3 4 5 6 7 8 9 10
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Table 5.4.2: Demand for Classrooms – Additional Classroom required (CRP = 30:1)
for the Secondary Classes in District by three Variants of Projection Models
1 2 3 4 5 6 7 8 9 10
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
5.5 The Demand for Financial Resources

Table 5.5.1: Expansion of Schools for Secondary Classes in District
School Details 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Secondary Schools
to be Strengthened
Up-gradation of
Middle Schools
Opening of Model
Schools
Total
Note: Figures are number of schools.
5.5.1 Development or Non-Recurring Costs

Table 5.5.2: Unit Cost of Recurring and Non-Recurring Expenditure for Secondary
School Education in District
Sno Cost Item Cost/unit (Rs.) Remarks
1 2 3 4
I Recurring
1 Teachers’ Salary 15000 Avg per teacher per month
2 In-Service Training (INSET) 300 one teacher per year
3 Not-Teaching Staff Salary 8000 Avg per staff per month
4 Major Repairs Grants 50000 Per year
5 Annual Grants 50000 Per year
6 Teaching Learning Material (TLM) 14000 Per year
7 Incentives : Free Books 250 Cost per a set of Text Books
8 Bicycle 2500 Per student
9 Scholarships 1000 Per student per year
10 Hostels 5000 Per student per year
11 Monitoring and Evaluation 2.2% Per cent in total cost
II Non-recurring
1 Class room 570000 including Fixtures and Furniture
2 Science Laboratory 1140000 -do-
3 Lab Equipment 100000 -do-
4 Library 1140000 -do-
5 HM room 570000 -do-
6 Office room 570000 -do-
7 Computers room 570000 -do-
8 Art/Craft Rooms 570000 -do-
9 Toilet Blocks 200000 -do-
10 Teaching-Learning Equipment (TLE) 100000
11 Upgradation of Middle Schools 6150000 -do-
12 Strengthening of Secondary Schools 4425000 -do-
13 Model School 3.02 Crs In Crores, per school
14 Monitoring and Evaluation 2.2% Per cent in total cost
Note: 1. Figures are in Rs. 0.00; 2. The cost of construction includes the fixtures and furniture.
Table 5.5.3: Projected Development Cost (Non-recurring) for Expanding

Strengthening Upgradation of Additional
Year of Sec Schools Middle Schools Model Schools Class Rooms Total Cost
1 2 3 4 5 6
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Note: 1. Figures are in Rs. 0.00 Crores; 2. For the cost related to Additional Classrooms, the reported
estimations are based on Var II; 3. Total Cost includes the cost of monitoring and evaluation @ 2.2 per
cent of the all the non-recurring cost.
5.5.2 Recurring Costs
Table 5.5.4: Projected Recurring Cost for Expanding Secondary Education in District
Major Annual TLM Teachers’ Other Staff Total
Year Repairs Grants Grants Salary INSET Salary Incentives Cost
1 2 3 4 5 6 7 8 9
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Note: 1. Figures are in Rs. 0.00 Crores; 2. TLM – Teaching Learning Material; INSET – In-service
Educational Training for Teachers; 3. Incentives – includes free Text Books, Bicycles, Hostels and
Scholarships; 4. Total Cost includes the cost of monitoring and evaluation @2.2 per cent of the all the
recurring cost.
5.5.3 Total Costs for Expanding Secondary Education in District
Table 5.5.5: Total Projected Cost (Non-Recurring and Recurring) of Expanding

Cost 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
1 2 3 4 5 6 7 8 9 10 11 12 13
Non-Recurring
Recurring
Total
Note: Figures are in Rs. 0.0 Crores.
5.5.4 Cost (recurring) per Enrolled Child

5.6 Concluding Remarks
Chapter VI
Policy Issues and Options for Expanding Secondary
This chapter is intended to summarise the main challenges and issues arising from the
analysis and to suggest options for expanding secondary education in the District
6.1 Modes of Expansion

6.2 Resource Constraints: Financial
6.3 Non-Financial Constraints
6.4 Modes of Implementation
6.5 Monitoring and Evaluation
6.6 Time Table of Activities
Chapter VII
Consolidated Targets and Planned Outcomes for
This chapter summarises the targets and outcomes of RMSA by 2012 and 2017 at the state
level. The targets and outcomes are identified and placed on a grid. The key mechanisms of
implementing policy are identified and interventions are listed along with the forward steps
that need to be taken.
7.1 Planning Grid

7.1.1 Enrolment
7.1.2 Equality and Social Justice with respect to Social Disadvantaged
7.1.3 Schools and Classrooms
7.1.4 Teachers
7.1.5 Learning Resources
7.1.6 Quality and Learning Achievement
7.1.7 Incentives
7.1.8 Disability Provisions
7.2 Strategies and Interventions
7.2.1 To improve Access
7.2.2 To improve Quality
7.2.3 To improve Equity
Enrolment of Girl Children
Enrolment of ST/SC Children
Enrolment of Differently Abled Children
7.2.4 Institutional Reforms
Chapter VIII
Conclusions
References
Annexure I
Table 1A: Expanding Secondary Education in District - Target Grid
Baseline Target Value Data
Outcome Indicators 2007/08 2008-09 2009-10 20010-11 2011-12 2017 In
2 3 4 5 6 7 8
All secondary schools conform to prescribed norms
of Upper Primary Schools to Secondary schools 5:1 5:1 4.5 : 1 4:1 3.5 : 1 2:1 DP
hools have space and facilities according to prescribed norms of
um quality standards
hool have one classroom for every 30 Pupils 32.3% No Data 50% 75% 100% 100%
hools have Science Laboratory 40% No Data 60% 80% 100% 100%
hools have Library 40% No Data 60% 80% 100% 100%
hools have Disabled Access 20% No Data 60% 80% 100% 100%
hools have Separate Toilets for Girls and Boys 35% No Data 75% 95% 100% 100%
uter and other ICT facilities available in all secondary schools
ing to prescribed norms 10% No Data 25% 40% 60% 100%
Availability of and access to secondary schooling to all Indian
rls and boys up to the age of 16 by 2015.
bitations with access to a secondary school within a radius of 5km. No Data No Data 70% 80% 90% 100% AIES
al Infrastructure required Expansion in Place
Schools: 200 by 2012 None None 50 70 60 0 DPI
dation of Middle Schools in EBBs: 4 Classrooms per school None None 1400 1400 1200 2000 DPI
ded Capacity for Existing Secondary Schools in EBBS: 2 SEM
onal Classrooms None None 1144 1526 1144 0 Es
Hostels in EBBs for Secondary Education None None 40 60 100 0 DPI
se in Enrolment in Secondary Classes of 14 to 16 years Age
tion 1.2 M 1.41M 1.60 M 1.88 M 2.33M 3.10 M
ncreases from 41% to 75% by 2012; to 100% by 2015 41% 46.1 58.8 66.2 75% 100%
ion rate between Middle to Secondary Level improves from 58%
% by 2012 58.0% 60.0% 62.0% 64.0% 66.0% 85%
ion (Survival Rate) at Secondary level will be improved 68.8% 70% 80% 85% 90% 95%
ut rate at Secondary Level will be reduced 27.7% 25.5% 20% 15% 10% 5%
tage of out of school children of secondary school age (14-16) will
uced (base line 2005-06) 36.6% 50% 60% 75% 90% 0% NF
2 3 4 5 6 7 8
Equity achieved through the removal of regional, gender,
mic and disability gaps
ments of Scheduled Castes, Schedule Tribe and Muslim children
their shares in 14-16 age group population in Secondary Schools
of SC children in Secondary Classes 16.2% No Data 16.5% 16% 15.5% 16%
of ST children in Secondary Classes 12.0% No Data 14% 16% 18% 22%
of Muslim children in Secondary Classes No Data No Data 5% 6% 7% 7.5%
ment shares of girls in secondary education increased relative to
hare in the population 42% 43.5% 45.0% 47.0% 48.2% 47.5%
cum merit scholarships for specific disadvantaged groups taken
ording to schedule. (% in total enrolled) No Data No Data 5% 5% 5% 5%
ves for girls (especially from disadvantaged groups, SC, ST) to
te their participation in secondary education implemented
ing to schedule (% in total enrolled) No Data No Data 5% 5% 5% 5%
Education of Good Quality for all students
on of quality inputs to improve learning levels
Teacher Ratio at Secondary Level 38 No Data 30 27 25 20
er Availability
onal secondary school teachers recruited for existing schools by
None None 6000 6500 4000 10000
onal Secondary school teachers recruited for upgraded Middle
s None None 9800 9800 8400 14000
s with PTR>32 at secondary level 27.3% No Data 20% 10% 0% 0%
s with PTR > 30 to reduce from x to 0 at secondary level 29.6% No Data 22% 15% 0% 0%
s with PTR > 20 to reduce from x to 0 at secondary level 43.2% No Data 35% 20% 10% 0%
er quality
ned teachers in secondary schools will be increasd 80% 80% 90% 95% 100% 100%
tage of teachers receiving in-service training against annual
80% 80% 85% 95% 100% 100%
chers receive in-service training in accordance with schedule. 80% 80% 85% 95% 100% 100%
Baseline Target Value Da

Outcome Indicators 2007/08 2008-09 2009-10 20010-11 2011-12 2017 I
2 3 4 5 6 7 8
chools serving as pace setting institutions of excellence and also as
centres for the professional development of secondary school
within each block None None 25% 50% 75% 100% D
eness of model schools in academic supervision and improving
erformance None None None 20% 50% 100% D
odel schools identified as discharging professional development role None None None 20% 50% 100%
ance against agreed roles & functions None None None
t to which tasks are being done. None None 20% 50% 100% 100%
t of on-site support given to schools / teachers None None None 50% 80% 100%
nt & quantum of training given to model school staff None None None 50% 75% 100%
ptions of teachers / stakeholders No Data No Data
and DIETs strengthened to support secondary school teacher
onal development through the model schools/resource centres None None 10 20 23 43
lity of Textbooks and other Teaching Learning Materials in
nce with NCF 2005
le students receive free text books All All All All All All
an 96% eligible students received free text books All All All All All All
ers received TLM grants None None 100% 100% 100% 100%
of Schools using Materials other than textbooks (e.g. workbooks /
ets / ABL Cards / Kits / CAL/ Supplementary books etc.) No Data No Data 50% 90 All All
of Schools using teaching/learning materials other than textbooks. No Data No Data 60% 95% All All
om Practices in accordance with NCF 2005 All All All All All All
in classroom practices / innovative methodologies in use No Data No Data
of schools reporting change in classroom practices / use of
ve methodologies No Data No Data 75% 95% 100% 100% D
ers instructional time 35 Min/p 35 Min/p 30 Min/p 30 Min/p 30 Min/p 25 Min/p D
nt learning opportunity time 5Min/p 5Min/p 10Min/p 10Min/p 10 Min/p 15 Min/p D
student participation No Data No Data
f other materials in classrooms No Data No Data
f instructional days/Year 180 180 180 180 180 180
days teachers were assigned non teaching activities/Year 26 26 26 26 26 26

2 3 4 5 6 7 8
Assessment in schools
Assessment System in place in schools None None 50% 90% All All
ance Rates
t Attendance No Data No Data 90% 95% 99% 99%
er Attendance
er Attendance level (in %) in Secondary Schools No Data No Data 80% 90% 95% 100% DP
ntability to the community
MDC/Local bodies role in school supervision as per State
te No Data No Data All All All All DP
al student achievement level outcomes
ng levels for Class IX
Language I No Data No Data 100% 100% St
Language II No Data No Data 100% 100% St
Language III No Data No Data 100% 100% St
Mathematics No Data No Data 100% 100% St
Science No Data No Data 100% 100% St
Social Studies No Data No Data 100% 100% St
ng levels for Class X
Language I 82.1% 86.9% 90% 95% 100% 100% St
Language II 58.7% 50.7% 60% 70% 80% 100% St
Language III 88.6% 89.4% 95% 95% 100% 100% St
Mathematics 51.9% 54.5% 60% 70% 80% 100% St
Science 59.1% 68.6% 75% 85% 95% 100% St
Social Studies 80.6% 77.7% 80% 85% 90% 100% St
d line data is based on SEMIS, DPI and Census Sources and the Targets are Estimations.
Annexure II
Norms and Parameters
For Developing State Perspective Plans for Secondary Education
RMSA NORMS – DISTRICT

I Physical Infrastructure - Non Recurring
1 General
1.1 For all types of Constructions, the cost of construction includes furniture, fixtures,
fittings, circulation area (verandah) etc.
1.2 And the construction activity should involve elements of community contribution.
2 Class rooms – Pupil Ratio and size
A Every secondary school should have Class Room- Pupil Ratio: Maximum1:40 and
Minimum 1:25
B Every secondary school should have following
Particulars No. of Units Unit size Sqmt.
2.1 Class rooms 4 57
2.2 Laboratory (Integrated) 1 104
2.3 Principal room (Attached Toilet) 1 57
2.4 Office and Staff room 1 57
2.5 Teaching Staff room (Attached Toilet) 1 57
2.6 Computer Lab 1 57
2.7 Library 1 104
2.8 Art / Craft room 1 104
2.9 Girls activity room 1 57
2.10 Toilet – Boys (Friendly to CWSN) 1 28
2.11 Toilet – Girls(Friendly to CWSN) 1 28
2.12 Drinking water facility 1
2.13 Ramp for Physically Challenged 1
2.14 Rain water harvesting system 1
3 Additional classrooms for Existing Schools

3.1 Additional classrooms should be built in existing secondary school to maintain the
Class Room- Pupil Ratio 1:40
3.2 Construction of additional classrooms should involve the elements of community
contribution if possible
3.3 At least two additional classrooms should be built at time
3.4 Grants for additional classrooms will be available only for those schools which
have existing buildings of their own
4 Science Laboratory
4.1 Every secondary school should have Integrated Science Laboratory (for Physics,
Chemistry, Biology and Mathematics)
4.2 Laboratory Room area : 104 Sq.mtr
4.3 Grants for Laboratory will be available only for those schools which have existing
buildings of their own
4.4 Grants will also be available for New Schools with their building budget
5 Lab Equipments
5.1 Science lab of secondary school should have a necessary equipments (for Physics,
Chemistry, Biology and Mathematics) to facilitate academic activities. (see
Annexure for the list of necessary equipment)
5.2 Grants for lab equipments will be available for the existing and new schools as per
needs.
6 Principal room
6.1 Every secondary school should have one room for Principal.
6.2 Room will also be used as meeting room.
6.3 Principal Room size: 57 Sq.mtr
6.4 Grants for Principal room will be available only for those schools which have
existing buildings of their own
6.5 Grants for Principal room will also be available for new schools with their building
budget
7 Office Room
7.1 Every secondary school should have one separate room for office & office staff
7.2 Office Room size: 57 Sq.mtr
7.3 Grants for Office room will be available only for those schools which have
existing buildings of their own
7.4 Grants for Office rooms will also be available for new schools with their building
budget
8 Girls’ Activity Room

8.1 Every secondary school should have a Girl’s Activity room
8.2 Girls Activity Room size: 57Sq.mtr
8.3 Grants will be available only for those schools which have existing buildings of
their own
8.4 Grants will be available for new schools with their building budget
9 Computer room/ laboratory
9.1 Every secondary school should have a computer room / laboratory
9.2 Computers Lab Room size: 104 Sq.mtr
their own
10 Art/ Craft/ Culture Room

10.1 Every secondary school should have a Art/Craft/Culture room
10.2 Room size: 104 Sq.mtr
their own
11 Library
11.1 Every secondary school should have a Library
11.2 Library Room size: 104 Sq.mtr
their own
11.5 Community should be approached to provide books and furniture etc. in the
library.
12 Toilets blocks
12.1 Every secondary school should have Toilet Blocks for Boys and Girls separately
and they should be suitable for the physically challenged children
12.2 Every secondary school should have Toilet Blocks for Staff & Teachers separately
Male and Female
13 Drinking water facilities and Drainage System

13.1 Every secondary school should have an adequate drinking water facility
13.2 Every secondary school should have proper drainage system
14 Furniture & Fixtures

14.1 List of furniture for class/other rooms (See Annexure)
14.2 Existing furniture should be repaired
14.3 In case of condemnation through due process or deficiency, purchase of furniture
for following will be subject to the ceiling of Rs. 1.00 lakh per school
• Principal Room
• Office and Teacher Room
• Due regard should be paid to usefulness and economy
• Luxury items should not be purchased
14.5 Purchases, if any, will be done through State owned small scale industries or
NSIC.
15 Development of Play Ground, if available in school

15.1 Cost for development of play ground will not exceed Rs.20, 000/- per school
15.2 Schools not having playground will use play ground in neighborhood schools or
the Community Playground
15.3 Community, PRIs, MP LAD, and MLA LAD may also contribute towards
development & maintenance.
15.4 Ministry of Youth Affairs and Sports will also be approached.
16 Boundary Wall
16.1 Boundary wall will be constructed, if not already constructed.
16.2 Community, PRIs, MP LAD, MLA LAD, private sector may contribute towards
construction and maintenance of boundary wall.
16.3 Department of Environment and forest will be approached to develop social
forestry in the schools.
17 Repairing and Renovations – Major and Minor.

17.1 Repairing and renovations will primarily be undertaken through involve elements
of community
17.2 On the basis of approved estimate by the Department following grants may be
considered under special circumstances;
17.3 Major Repairing – One time total amount of expenditure should not exceed Rs.
2.00 lakh per school in case of two sections in school and Rs. 4.00 lakh per school
in case of four sections in school
17.4 Minor Repairing – Total amount of expenditure should not exceed Rs. 50, 000/-
in a year.
17.5 Following repairing works can be undertaken,
• School building
• Toilets
• Tanks
• Play Ground
• Campus
• Conservancy Services
• Electrical fittings
• Sanitary & Other fittings
• Furniture and fixtures etc.
17.6 Expenditure on repair & maintenance of building would not be included for
calculating the limit for civil works.
their own
18 Repair/ replacement of Laboratory Equipments, Purchase of Lab consumable

articles
18.1 Fund will be available for Science lab
• Replacement and/or repairing of laboratory equipments
• Purchase of consumables, chemicals etc.
• Upkeep of laboratories
• Any other lab activity relating to Science and Mathematics.
18.2 Annual grant of Rs. 25,000/- per school per annum or as per actual requirements.
19 Purchase of Books, periodicals, news papers etc.

19.1 Purchase of books with due reference to the lists of books recommended by the
Department and SCERT
19.2 Rs. 10,000 per annum or the actual expenditure, whichever is less.
19.3 Text Books and Reference Books for teachers should also be included.
19.3 One time grant for purchase of books is Rs.1.00 lakh, in case of newly upgraded
school or those schools which do not have library.
20 Study tours/ Excursion trips:
20.1 State Government /Community /parents / private sector may sponsor or contribute
20.2 Study tours will be organized by the schools every year
20.3 All the willing students will be allowed to participate
20.4 Adequate measures for safety and security of the students, especially girls will be
made
20.5 An amount of Rs. 5000/- may be allocated for the purpose
21 School Annual Grants- Recurring Cost

21.1 Sports
• Sports equipments, uniforms etc.
• Music / Dance / Cultural activity
• Painting
Grants of Rs. 5000/- will be allocated for the purpose
21.2 Teaching aids
• Equipments for teaching geography as elective
• Drawing equipments & painting materials
• Maps, charts, specified instruments & appliances
Grants of Rs. 2000/- per teacher per annum
21.3 To meet petty and contingent expenditure like Organizing meetings, Conveyance,
Stationeries – Grants of Rs. 5000/- per annum
21.4 Petty repairs & maintenance – Grants of Rs. 5000/- per annum
21.5 Water, electricity and telephone charges, internet charges/ other rants and taxes.
21.6 Grant of Rs. 20,000/- per annum or actual expenditure, whichever is less to meet
water and electricity charges.
21.7 Other expenditure(Contingent) – Grant of Rs. 5000/- should be given.
21.8 Community / PRIs / private sector may also contribute.
22 Teachers, staffs and Lab Attendants
22.1 Teachers
22.1a Every secondary school should have at least one subject teacher for each subject –
three Languages teachers and one each for Mathematics, Science and Social
Studies
22.1b And every secondary school should have one Assistant teacher for Science subject
22.1c Also every secondary school should have a teacher for Physical Education and
another for Computers.
22.1d Altogether, every secondary should have a minimum of 9 teachers
22.1e Every secondary school should all the teachers qualified and trained – a minimum
qualification is Graduation and training is of B.Ed
22.1f Every secondary school should maintain PTR of 30:1 or less
22.1g Teachers will be employed by the Society implementing RMSA.
22.2 Lab Attendant

22.2a One lab attendant should be employed by the Society implementing RMSA
22.3 Office Staff
22.3a Every secondary school should have one Clerk (Assistant Grade III) and one Peon
(Attendant) for office works
22.4 Watchman
22.4a Every secondary school should have one night watchman - May be appointed by
Community / PRI / Parent –Teacher Association.
23 In-service training of teachers and heads of schools

23.1 For every teacher of secondary school including Principal, there should be in-
service training for at least 5 days every year
23.2 During the training an allowance of Rs.300/- per teachers per day will be given
23.3 Unit cost is indicative, would be lower in non-residential training programmes
24 Residential Quarters for teachers

24.1 Residential quarters should be available for teachers in remote areas
24.2 Quarters will be built as residential clusters with accommodation for teachers of all
schools within a particular area which will be decided by block level teachers
committee.
24.3 Construction cost per quarter should be District PWD norms
24.4 Grants for Residential quarter will be available only subject to availability of fund
24.5 Quarter will be available for female teachers as first preference
25 Others Activities
25.1 Science exhibition in District Headquarters or in a place within the District.
• The DPC in each district will organize science exhibition
• All the schools will be invited to participate
• The Community, PRIs, NGOs, intellectuals etc. will be invited
25.2 Provision for felicitation / award to best exhibitor will be made
25.3 State Government / Community / PRI / Private Sector etc. may sponsor and
contribute.
ANNEXURE III
Curriculum Issues and Implementation
1 Introduction
Future citizens of India should be physically strong and sound, mentally/emotionally matured
and intelligent, and enriched to be creative, innovative and exploring. Hence Universalisation
calls for a paradigm shift on four guiding principles that involve re-conceptualization of
access itself, socio-cultural ambience of the classroom, notion of knowledge, values and
skills and the relationship between what is learnt inside the school and what is available
outside. To support education at four planes, four pillars of learning, namely, learning to
know, learning to do, learning to live together and learning to be. Therefore meaningful
activities are to be included in the plan in order to achieve the goals and objectives of the
Universalisation of Secondary Education. The following are the various strategies and
activities for “RMSA”.
2 New Approaches
The classroom practices and everyday activities in the Secondary level need to be
modernized with innovative approaches. Hence the following new approaches suggested by
the CABE Committee will be implemented in the state.
2.1 Work and Education

The pedagogic role of productive work was time and again either marginalized or trivialized
in the school curriculum by equating it with either ‘work experience’ or Socially Useful
Productive work (SUPW). Accordingly, the following two fold strategy for a major curricular
reform is recommended:
A set of work-related generic competencies have to be pursued and the evaluation parameters
also have to be redesigned as well. Generic competencies will include, among other things,
critical thinking, and transfer of work ethic or collaborative functioning and entrepreneurship-
cum-social accountability. This will provide a firm foundation for building up a programme
of Vocational Education instead of Vocational Education at the Secondary/Higher Secondary
Stages.
Vocational Education and Training (VET) have to be conceived as major national programme
in the mission mode and the structurally and administratively placed outside the school
system. VET in this new perspective will be built upon the bedrock of 10-12 years of work-
centered education in the school system.
Hence in the Secondary Level, various vocational skills will be included in the classroom
activities during arts and crafts classes. These skills will be designed in such a manner that
they will help children in pursuing future vocational/professional courses.
2.2 Common School System

The Education Commission (1964-66) had recommended a Common School System of
Public education as the basis of building up the National System of Education with a view
that “bring the different social classes and groups together and thus promote the emergence of
an egalitarian and integrated society”.
Common School System essentially means a National System of Educational which is based
on the values and principles of the Constitution of India which provides education as a
comparable quality to all children irrespective of their caste, creed, language, economic or
cultural background, geographic location or gender. This is the perspective articulated by the
National Policy on Education 1986 and further elaborated by the National Curriculum
framework-2005.
The Government of District has taken steps of bring in an Equitable System of Education,
bringing together the various Boards of Education at the Secondary level in the state.
Presently; State Board of Secondary Education, Sanskrit Board of Education, Urdu Board of
Education and other have working with their independent system. All the systems have equal
syllabuses based on the Common Curriculum; the Government will analyze and operational it
in the state.
2.3 Instructional Process

Curricular structure and course offerings are the necessary condition for quality secondary
education. Instructional processes provide the sufficient condition for quality secondary
education. Students lack problem solving ability, higher order thinking and cognition, and
creativity. Most importantly, they miss out on ‘learning to know’ or learning to learn.
Secondary Education must set its targets for students to be able to think critically, solve
problems individually and collectively, be creative. In order to facilitate children to imbibe
the Problem Solving Skill, it has been planned to introduce Project Based Learning in the
secondary education level.
2.4 Project Based Learning (PBL)

A growing body of research indicates that intelligence is not a single quantifiable ability, but
rather a set of aptitudes developed and valued. The Theory of Multiple Intelligences describes
seven different intelligences through which people think learn and process information.
Project Based Learning affords students opportunities to develop and apply these
intelligences, thus it accommodates a wide variety of learning styles. One immediate benefit
of practicing PBL is the unique way that it can motivate students by engaging them in their
own learning. PBL provides opportunities for students to pursue their own interests and
questions and make decisions about how they will find answers and solve problems.
Project-based learning allows the teacher to incorporate numerous teaching and learning
strategies into project planning and implementation. Projects assist students in succeeding
within the classroom and will make learning a part of living, not just a preparation for it.
Learners apply multiple intelligences in completing a project they can be proud of. Our
society values individuals who can solve problems creatively, using multiple strengths.
Project based learning leads to the following benefits:
• Offers multiple ways for students to participate and to demonstrate their knowledge.
• Accommodate different kinds of intelligence (e.g., kinesthetic, figural)
• Can be matched to the learning styles of students such as learning alone by reading
and reviewing, or learning in a group by reading and discussing.
• Shifts students away from doing only what they typically do. For example, projects
provide the means to give followers the experience of being task leaders.
• Prompts students to collaborate while at the same time supporting self directed
learning.
• Offers a learning experience that draws on the thinking and shared efforts of several
individuals.
• Helps students develop a variety of social skills relating to group work and
negotiation.
• Promotes the internalization concepts, values, and modes of thought, especially those
related to co-operation and conflict resolution.
• Establishes a supportive and non-competitive climate for students.
• Provides a means for transferring, in whole or in part, the responsibility for learning
from teachers to students.
• Allows students to try out new skills and model complex behavior in a non-
threatening fashion.
• Calls upon students to explain or defend their position to other in their project groups,
so that their learning is more apt to be “owned”, that is, personalized and valued.
• Serves as a medium to involve students who don’t usually participate.
• Encourages the mastery of technological tools. Projects provide an ideal context for
learning to use computer technology and graphic arts tools, thus extending students
capabilities and preparing them for the world beyond school.
2.5 Student Assessment and Evaluation

Secondary Education is the turning point for a large majority of students. Along with building
dynamism in curricular framework as well as instructional processes, valuation must undergo
major changes. Securing percentage of marks in the final examination creates unusual stress
in the students. Hence it will be necessary to reconstruct and redesign examination systems
with attributes like flexibility where a student can achieve mastery learning in a flexible time
frame and accumulate credits; elimination power tests (fixed duration), adopt Continuous and
Comprehensive Evaluation.
2.6 NCERT / SCERT on Evaluation

National Council of Educational Research and Training says that Evaluation in schools needs
to be profitably exploited for the development of both cognitive and non-cognitive capacities.
This warrants adequate emphasis on both the formative and summative forms of evaluation.
While formative evaluation is done during the course of instruction with a view to improving
students’ learning, summative evaluation is done at the end of the academic year to promote
students to the next grade. Both these types of evaluation are essential and; therefore, need to
be carried out to realize the goal of bringing about qualitative improvement in school
education. The main purpose of formative evaluation is to monitor the instructional process in
order to determine whether learning is taking place as planned. The result of such evaluation
needs to be used for designing and providing remedial measures for slow learners and
enrichment programmes for the brighter ones. On the other hand, summative evaluation
needs to be used for classification of placement and prediction of future success apart from
promotion to the higher class.
Analyses and interpretation of the evidences collected through both the formative and
summative evaluation may be viewed in three different ways; first by assessing the student’s
progress with reference to their own selves (self-referenced), secondly, with reference to the
criteria set bye their teacher (criterion-referenced), and thirdly, with reference to the progress
made by their peer groups (norm-referenced).
Evaluation must facilitate all-round development of students. It will, therefore, desirable to
have school-based system of students’ evaluation, both formative and summative, from
Classes I-XII. However, at the primary level evaluation will be formative of nature and only
at the end of Classes X and XII will the final examinations be conducted by the boards as far
as the scholastic areas are concerned. The school-based evaluation, which will be in the form
of continuous and comprehensive evaluation, will incorporate not only the scholastic areas
but also the co-scholastic areas of students’ growth. In Classes X and XII, however, the
performance of students in co-scholastic areas will be assessed by the school and conveyed to
the board for inclusion in the statement of marks or grades awarded in the scholastic areas of
study.
2.7 Secondary Stage
Evaluation at the secondary stage will be school and Board-based using the continuous and
comprehensive evaluation mode with special emphasis on diagnosis and remediation aiming
at ensuring the mastery level. Students’ achievement in different subject areas will continue
to be assessed periodically by employing criterion-referenced tests. Cumulative report cards
for individual students will be maintained indicating their performance assessed through
various tests, etc. The portfolios of individual students will also contain their self-appraisal
and peer evaluation besides their cumulative report cards.
Apart from the evaluation of the various subjects taught in the classroom, children will be
assessed on their participation and performance in sports and games, arts and crafts, extra-
curricular and co-curricular, clubs and association activities. Each activity may fetch a credit,
so that it will add to the overall assessment of the child.
3 Guidance and Counseling

It is extremely important to recognize the role that Guidance and Counseling play for meeting
the needs of adolescent students in the Secondary and Higher secondary stages of education.
It is also necessary in the context of the rapid changing socio-economic and cultural scenario
of the society and the rapid process of institutional change and modernization. Hence
necessary institutional arrangements for guidance and counseling are to be made in the
Secondary and Higher Secondary level of education.
It is highly relevant in this context that the Government of District has banned the Corporal
Punishment in schools in the state. Hence there is a question in the minds of the teachers what
measure to be adopted to maintain discipline in the school.
4 Active Learning Method

Active Learning Method has been introduced in the Standards VI to VIII in District, through
the “Sarva Shiksha Abhiyan” Scheme and found to be the most useful method in teaching in
the classroom and the most valuable method in making the children learn effectively.
Active learning is an umbrella term that refers to several models of instruction that focus the
responsibility of learning on learners. The use of active learning in education was most
certainly the quickest and most efficient method of training the young learners. Lecturing is
not practical and it developed much later after cities and formal institutions of education were
established. In Active Learning Method, Children are encouraged to ask questions, take
initiative, make decisions and be responsible for the results. Individual learning styles are
respected and taped using a multi-sensory curriculum to help children connect body, mind
and spirit. Children’s points of view and interests are taken seriously, since personal
relevancy is imperative to the learning process. “Active Learning” activities include:
• A class discussion may be held in peers. Certainly all would agree that these
discussions be held between prepared, knowledgeable participants.
• A think-pair-share activity is when learners take a minute to ponder the
previous lesson, later to discuss it with one or more of their peers, finally to
share it with the class as part of a formal discussion. It is during this formal
discussion that the instructor should clarify misconceptions.
• A short written exercise that is often used is the “one minute paper”. This is a
good way to review materials.
Hence Active Learning Method has proved to be the most efficient method in making in
children learns well in the Elementary Level, it is planned to extend the same Method to the
Secondary Level also.
5 Skills Development
It is felt that students at the secondary level need to be trained in the development of
interpersonal and human relations skills (soft skills) along with problem solving, decision
making, judgment and other critical thinking competencies (conceptual skills). There are
Hard Skills as well as Soft and Conceptual skills. The acquisition of hard skills is only one
part of the leadership development process. The development of soft skills is the second part
and the acquisition of conceptual skills is the third part of the leadership development
process. The following are some of the various components to be developed under skills
development – Soft Skills, Hard Skills, Conceptual Skills, Outdoor Leadership Training,
Curriculum Development, Judgment, Decision Making, and Problem Solving.
5.1 Hard Skills

Hard skills are most visible, the most exciting and therefore the most marketable skills in
outdoor programs. Hard skills are the methods, processes, procedures, techniques and the use
of outdoor equipment to gain competencies in the physiological, environmental, safety,
technical and administrative components of outdoor recreation/education. The hard skills are
tangible, relatively easy to teach, capable of being measured and therefore evaluated.
In order to compare definitions between hard, soft and conceptual skills, each of these skill
areas will be broken down into components to help organize these three types of sills. The
hard skills may be broken into five components: physiological, environmental, safety,
technical and administrative.
Physiological; The physiological component includes those skills encompassing the

maintenance of a sound physiological body and the physical restoration/treatment of an
injured participant or leader. The physiological component includes, but is not limited to,
maintaining physical fitness, promoting health, and treating blisters and common backcountry
ailments. Other examples of the physiological component of hard skills may include
administering first or second aid, or bringing a hypothermic victim back to normal body
temperature.
Environmental; The environmental component includes those skills relating to the

interpretation and protection of the natural surroundings. Training in the environmental
components may include such competencies as interpreting weather systems and
understanding and promoting an environmental ethic (not only in yourself but in others).
Understanding ecological principles and knowing the natural history of an area are also a few
examples of the environmental component.
Safety; The safety component includes the skills necessary to render a safe activity, free from
injury and secure from danger or loss. Some examples may include practicing the
fundamentals of accident prevention and group security, taking necessary precaution,
implementing risk management techniques and developing a critical eye for safety.
Technical; Technical hard skills are the most common cornerstones for outdoor leadership
training. This component in-corporate the competencies required to teach the group
knowledge, skills and attitudes related to the activity, environment and safety.
Administration; The administrative component of hard skills incorporates the “behind the
scenes” actions in managing, directing, operating, supervising and evaluating an outdoor
program. This component refers to the ability to program plan, to evaluate, understand legal
liability and being competent to organize and conduct functional meetings. The
administrative component may also include the capability of setting programme goals and
developing objectives.
5.2 Soft Skills

Soft skills are the interpersonal and human relations skill in other words “people skills”. Soft
skills comprise of the following components: social, psychological and communication.
Social; The social component of soft skills incorporates the group interaction and welfare of
the outdoor program participants. The special component may include the understanding of
group dynamics, the ability to resolve group conflict, develop and provide a supportive
climate (reassurance and encouragement), being sensitive to the needs of others and
establishing effective group relations.
Psychological; The psychological component combines the skills necessary in relating to the
participant’s presence of mind and behavior. Some examples of the psychological component
include building a climate of trust within a group, understanding what motivation is, and how
to stimulate it. Other examples may include promoting values, understanding attitudes of
others, team building, developing ethics and responding to a person’s risks in a trustworthy
manner.
Communication; The communication component combines written, verbal, and non-verbal

transmission and exchange of information. Examples of this component range from being
able to “think on your feet” and speak clearly in front of a group, to interpreting non-verbal
(hunching of the shoulders, furrowed brow, pursed lips). Other examples may include
expression directions in written format or listening attentively.
5.3 Conceptual Skills

Conceptual skills are the general analytic skills of leader; the reasoning power and logical
cogitative processes. There are two components within conceptual skills: judgment and
creativity.
Judgment; Judgment has been shown to be the number one outdoor leadership competency.
Judgment is the process of forming an opinion by discerning and comparing using one or
more of the following:
Cognitive instinct, logical deduction, foresight, perception and assessment, Judgment is the
ability to understand, compare and decide between alternative forces. Some examples of the
judgment component may include distinguishing between perceived risk and actual risk,
recognizing potential problems in such areas as natural hazards, environmental impact, or
group problems.
Creativity; The outer limit of conceptual skill development includes the creativity
component. Creative abilities are like the oil well of our mind. We know there is a lot down
inside our brain but getting it to the surface and transforming it into something useful is the
problem. To exercise creativity within outdoor leadership incorporates generating new ideas
such as original teaching methods/techniques or inventing instructional teaching aids. Rigid,
inflexible thinking is a great killer or creative ability.
6 Computer Literacy
The national system of education in India employs a current framework with a common core
and other flexible components. It intends provide access and quality of education to all. The
administrative financial control of the system rest jointly, with the union government and the
state governments. In 1984, a program of computer literacy started on an experimental basis
in government schools. The first computer related policy, emphasizing computer literacy, was
established as part of the National Policy on Education in 1986 and modified in 1992.
Realizing all of India’s intended policy goals regarding the use of computers in education will
require facing several major obstacles. This paper makes suggestions for overcoming some of
them.
6.1. IT Competencies for Secondary Education

NCERT suggests that Mastery of the following skills would define information technology
literacy and competence in the application of technology tools in support of learning,
communication, research, problem solving and decision-making.
1. Ability and understanding on fundamental computer operations and concepts.
• Operate a multimedia computer system.
• Use proficiently computer keyboard, mouse, scanner, modem, monitor and printer.
• Connect computers to communication network
• Identify new and emerging technologies.
• Understand the basic vocabulary like processor type, processor speed, floppy drive,
hard disk drive, RAM, ROM, CD-drive, data transfer rate, etc.
• Exhibit programming skills and confidence in controlling the computer.
2. Use a variety of programs to accomplish learning tasks Use advanced features of
word processing, desktop publishing and graphics programs.
• Use electronic spreadsheet for dynamic models for if-then analysis, organizing and
displaying numeric data.
• Make integrated applications using work processor, database, spreadsheet and
graphics programs.
• Identify, select and integrate audio, video and digital images or multimedia
presentations and off-time and on-line publications.
• Use drawing tools for illustrations.
3. Exhibit skills in the use of communication networks
• Use local area network within the school and worldwide network communication
systems to share resources and access, analyze and interpret information.
• Create documents that use hyperlinks.
• Able to deal with viruses and use anti-virus program to clean them.
4. Exhibit skills in the selection and use of technology together, process and analyze data
and preparation of report.
• Demonstrate cognitive skills acquired through game programs.
• Exhibit abilities that indicate mastery over the content and the process embodies in
computer-aided learning packages.
• Adopt appropriate technology for communicating information directly and/or through
a distant mode.
• Respect copyright norms while reporting information.
• Use learning resources like courseware or other computer aided packages and able to
a subject using courseware under teacher’s supervision.
6.2 Virtual Classrooms

Though the teacher cannot be substituted with anything in the classroom, the present syllabus
and the lessons necessitate modern approaches to drive home some of the facts and figures
into the minds of the young learners. The present trend is to use virtual classrooms to add to
and reinforce what the child has learnt in the classroom.
In order to facilitate this activity, necessary e-learning equipments will be installed in the
High and Higher Secondary Schools. A separate platform will be created to access these
schools through a separate Band Width for School Education. A separate classroom will be
equipped with the e-learning equipments, computer, LCD Projector and sound equipments.
Expertise will be outsourced to prepare and telecast the necessary lesions. These
arrangements will motivate the children to learn with interest and interaction with the
panelists and the children of other schools.
6.3 Net-Based Lesson Planning

All schools will be provided with separate teachers rooms for Ladies and Gents with all basic
facilities and Computers with Internet facilities. Teacher will be motivated to browse the Net
and prepare their lesion plans with latest information. This kind of net-based lesson planning
will enable the teachers to enliven the classroom teaching and make the students understand
the lessons better.
7 School Discipline
As far as school education is concerned, students must be trained in good discipline.
Secondary Education is a stage in which students need proper guidance of their behavior. It is
rightly said that Education is the all round development of personality. Every school have a
well defined code of conduct. The school staff council should have a policy on school
discipline and also have code of conduct for the school.
A school discipline policy should cover:
• Strategies to promote good discipline and effective learning within the school.
• Strategies for dealing with unacceptable behavior. The rights and responsibilities for
students and teachers in this regard include:
• Expected standard or behavior in the classroom playground and while traveling to and
from school.
• Safety in and around the school and at all school activities.
• Obedience to requests from staff and others in positions of authority.
• Adherence to the schools homework policy.
• Adherence to the standards to dress determined by the school community.
• Prohibition of illegal drugs, alcohol, tobacco and weapons.
• Positive and respectful relationship between all members of the school community.
8 Yoga in Secondary Schools

The Education Departments of various State Governments are analyzing the possibilities of
making Yoga compulsory in all the high and higher secondary schools. At present yoga is
being taught to students in high and higher secondary classes as a part of physical education
in District. It may further expand as a routine practice at home and school so that the students
shall commence their everyday activities after some yoga exercise.
9 Schooling Facility
There is a lot of disparity in schooling facilities in various region of the State. There are
disparities among the private schools, among private and government schools in the same
place, between schools in central sector also. For providing universal and free access to
quality secondary education, it is imperative that specially designed norms are to be
developed.
10 Open Learning System

In spite of expansion of education facilities in secondary schooling, all the youth in the
concerned age group will not be able to take advantage of formal schooling. Hence it is
necessary to design, create and establish alternative educational provisions for such learners.
The open school network has to be expanded to ensure state specific open schooling facility
through regional languages. The existing open schools depend upon the print material which
often varies in quality. Hence it is necessary to enhance quality open schooling through a
variety of measures, particularly the counseling and tutorial services. These services can be
provided through EDUSAT, by installing Satellite Interactive Technology (SIT) facilities.
The DTH delivery of education can also be expedited.
11 Management Structure at State Level

12 Management Structure at District Level
The RMSA project will be implemented at the District Level under the administration of
District Education Officer, with the help of supporting officers and staff. He will be District
Project Coordinator (Nodal officer) for RMSA in the District. Further necessary office
support will be appointed as follows:
District Project Coordinator District Education Officer

Assistant District Project Coordinator Dy.District Education Officer 1
Accounts Manager Accounts 1
Office Assistants Assistants Grade - 3 3
• The District office has to be equipped with necessary infrastructure, furniture,

computers with necessary peripherals and telephone with internet connectivity.
• Day to day activities in the district level will be carried out with the above personnel
appointed for the Project.
• Training and other specific purpose programmes will be carried out with experts for
the specific purposes from Higher Secondary Schools, Colleges and Universities in
the district.
13. Management Structure at School Level

13.1. School Management and Development Committee (SMDC)
There will be School Management and Development Committee for Secondary and Higher
Secondary Stage. This committee will be responsible for all the activities including, planning,
collection of data under SEMIS, implementation, monitoring, evaluation and taking
corrective / remedial actions on all the components / interventions of the scheme,
infrastructural as well as academic and others, at the school level. The committee will
maintain all the relevant records for recurring as well as non-recurring expenditure. These
records will be updated on regular basis and placed before the committee in every meeting.
These records and progress on each component / interventions of the scheme will also be
placed in the meetings of Panchayat / Urban Local Bodies. Composition of School
Management and Development Committee (SMDC) as under
School Management and Development Committee (SMDC)

Chairperson Principal
Members One Teacher related to Science
Members One Teacher related to Social Science
Members One Teacher related to Mathematics
Members One Gentleman from parents
Members One Lady from parents
Members Two Person from Panchayat or Local body (Urban)
Members One from SC / ST community
Members One from Educationally Backward Minority Community
Members One from women groups
Members One from Education development committee of village
Three Experts from Science, Humanities and Art / Craft / Culture background to be
Members
nominated by DPC through due process
One Officer from Education Department to be nominated by the District Education
Members
Officer
Members One from Audit and Accounts Department
13.2 The School Management and Development Committee will be assisted by two sub
committees, School Building Committee and Academic Committee, headed by the Principal
and Vice Principal respectively.
13.3. School Building Committee

The School Building Committee will be responsible for all the activities including planning,
estimation, management, monitoring, supervision, reporting, maintenance of Accounts,
monthly squaring up of accounts, presenting accounts before the School Management
Committee, relating to construction, renovation, repairing and maintenance and other related
civil works. The Civil Works will be undertaken either on Contract Basis as per rules or by
the Community. These works may also be integrated with the appropriate Rural Development
Schemes. While the composition of the Sub-Committee is as under,
Composition of School Building Committee

Members One Teacher
Members One Gentleman from parents
Members One Lady from parents
Members One Person from Panchayat or Urban Local body
Members One from Experts in Civil Works like Civil Engineer / Consultant
13.4. School Academic Committee

The Academic Committee will be responsible for all academic activities including planning,
management, monitoring, supervision, reporting, and collection of data for SEMIS etc. The
Academic Committee will be responsible for ensuring quality improvements, equity,
reducing barriers- like socio economic, gender and disability, teachers and students
attendance, recommending teachers for training, guidance and counseling, students
achievements, co curricular and extra curricular activities and over all academic and
personality development of students and teachers. While the composition of the Sub-
Committee is as under,
Composition of School Academic Committee

Members One Teacher related to Science
Members One Teacher related to Social Science
Members One Teacher related to Mathematics
Members One Person from parents
Members One Person from Panchayat or Urban Local body
Members One from Experts in Civil Works like Civil Engineer / Consultant
ANNEXURE IV - A
Management Structure
1. Management Structure at State Level for RMSA
2. Management Structure at District Level for RMSA
Unit Name Of the Position Staff on Contract

or Deputation
1 A District Project Coordinator 1 District Education
Officer(SE) will be
ex -officio DPC
B Assistant District Project 1 Dy. District
Coordinator Education
Officer(SE) will be
ex -officio ADPC
C Office Assistant 1
D Office boy 1
2 Finance and Account
A Assistant manager 1 On Deputation
from SAS
B Office Assistant (Accounting 1
software like tally trained)
C Office boy 1
3 SEMIS
A Programmer 1
B Office Assistant (Data Entry) 1
C Office boy 1
4 Civil Works
A Assistant Manager 1 On Deputation
from PWD
B Office Assistant 1
C Office boy 1
5 Learning & Measurements
A Quality / Equity / Access In charge 1
B Planning / Monitoring / Evaluation 1
In charge
C Research / Documentation / 1
Community mobilization and Media
In charge
D Office Assistant 2
E Office boy 2
Annexure
Unit construction cost of Additional Room
S.No. Particular Dimension/Cost

1 Additional Room 47.00 Sq.mtrs.
2 Veranda attached to Additional Room 10.00 Sq.mtrs
3 Total Area 57.00 Sq.mtrs.
4 Construction cost including electrification and Rs.5,00,000=00
fixtures like fans & tubelight etc.
5 Furniture cost (Includes teacher table chair, one green Rs. 70,000=00
board and one white board for erasable marker and
LCD/OHP projection, two seater Dual desk for 40
students
6 Total cost Rs.5,70,000=00
7 Per Sq. mtrs. construction Cost Rs. 1000=00
Note-
• Any saving in any of the afore-said subhead may be reappropriable to
another.
• The construction activity should involve element of community
contribution where ever possible.
Funds flow
National Mission
∃
State Mission
District Level
School Management and Development Committee

ANNEXURE IV - B
Implementation Strategy for Secondary Stage

1.1. In the context of Universalisation of Secondary Education (USE), large-scale inputs in
terms of additional schools, additional classrooms, teachers and other facilities need to be
provided to meet the challenge of numbers, credibility and quality. It requires effective
monitoring of implementation of the programmes.
The scheme will initially cover up to class X. Subsequently. The strategy for universalizing
access to secondary education and improving its quality are as under:
1.1.1. Access
There is a wide disparity in schooling facilities in all the district of the State. There are
disparities among the private schools and between private and government schools.
For providing universal access to quality secondary education, it is imperative that special
provision may be made for each District / block keeping in mind the geographical, and
demographic conditions. Infrastructure facilities and Learning Resources will be carried out
in following ways
A. Expansion / Strengthening of existing Secondary Schools & Higher Secondary

Schools shift in existing schools.
• To provide the space for additional enrolment
• To reduce the Classroom pupil ratio = 40 : 1
• To provide the learning resources for additional enrolment
• To reduce the pupil teacher ratio = 30 : 1
• To cover the gap of infrastructure and facilities.
B. Opening of new Secondary Schools and Up-gradation of Upper Primary Schools
based on micro planning exercise with all necessary infrastructure facilities and
teachers.
• To provide schooling facilities in reasonable distance 5 km
• To provide schooling facilities in under served areas
C. All the New and existing school buildings will have mandatory water harvesting
system and will be disabled friendly.
D. New Secondary schools will also be set up in PPP mode.
1.1.2. Quality
Providing required infrastructure like,
• Black Board,
• Furniture,
• Libraries,
• Science & Mathematics laboratories,
• Computer labs,
• Toilet cluster.
Providing required learning resource, qualified and trained teachers
• Appointment of qualified teachers
• In-service training of teachers.
• Bridge course for enhancing learning ability for students passing out of class VIII.
• Reviewing curriculum to meet the NCF, 2005 norms.
• Residential accommodation for teachers in rural and difficult areas. Preference will be
given to accommodation for female teachers.
2.1.3. Equity
Providing
• Free lodging/ boarding facilities for students belonging to SC,ST,OBC and minority
communities
• Hostels/ residential schools,
• Cash incentive,
• Uniform,
• Books,
• Separate toilets for girls.
• Providing scholarships to meritorious/ needy students at secondary level.
• Inclusive education will be the hallmark of all the activities.
• Efforts will be made to provide all necessary facilities for the differently abled
children in all the schools.
• Expansion of Open and Distance Learning needs to be undertaken, especially for
those who cannot pursue full time secondary education, and for supplementation /
enrichment of face-to-face instruction. This system will also play a crucial role for
education of out of school children.
2.1.4. Institutional Reforms and Strengthening of Resource Institutions

• Making necessary administrative reforms in the State will be a precondition for
Central assistance. These Institutional reforms include,
• Reforms in school governance- Improve schools’ performance by decentralizing their
management and accountability.
• Adopting a rational policy of teacher recruitment, deployment, training, remuneration
and career advancement;
• Undertaking reforms in educational administration including modernization / e-
governance and delegation / de-centralization;
• Provision of necessary professional and academic inputs in the secondary education
system at all levels, i.e., from the school level upwards;
• Streamlining financial procedures for speedy flow of funds and their optimal
utilization.
Necessary strengthening of resource institutions at, various levels, e.g.,

• SCERTs,
• State Open Schools,
• SIEMATs, etc., at the State level;
• University Departments of Education, Reputed Institutions of Science / Social
Science / Humanities Education, and Colleges of Teacher Education (CTEs)
2.1.5. Involvement of Panchayati Raj and Municipal Bodies, Community, Teachers, Parents
and other stakeholders in the management of Secondary Education, through bodies like
School Management Committees and Parent – Teacher Associations will be ensured in
planning process, implementation, monitoring and evaluation.
2.1.6. Central Government operates four Centrally Sponsored Schemes i.e.
• ICT@ schools for providing assistance to State Governments for computer education
and computer aided education in secondary and higher secondary schools,
• Integrated Education for Disabled Children (IEDC) for assisting State Governments
and NGOs in main streaming the disabled children in school education,
• Strengthening of Boarding and Hostel facilities for Girl Students of Secondary and
Higher Secondary Schools (Access and Equity) for providing assistance to NGOs to
run Girls’ Hostels in the rural areas, and
• Quality improvement in schools which included provision of assistance to State

Governments for introduction of Yoga, for improvement of Science education in
schools, for environment education and for population education in addition to
supporting International Science Olympiads. All these schemes, in the present or
modified forms, will subsume in the new Scheme.
• Provision for earning while learning for financially weaker children by preparing
them for self employment or part-time employment. States/UTs may establish
vocational training centers (VTC) and institutions at the block, district levels.
Annexure V
Proposal for establishing Model Schools in EBB's
1. Introduction
1. 2- State Profile
S.No. Unit No.(s)

1 Blocks
2 Village Panchayats
3 Villages
For smooth educational administration whole state has been divided as under:
S.No. Level Number In charge Officer

1 Blocks 313 Block Education Officer
2 Sankul Higher 2250 Principal, Higher Secondary/High
Secondary/High School School
2. Educational status
2.1 Literacy status
S.No. Literacy Rate

1 Male
2 Female
3 Total
Following is the status of literacy pertaining to different categories in the State:
Literacy rate (2001)

Category
District State
SC Female
SC Male
Total SC
ST Female
ST Male
Total ST
2.2 Secondary School Education facility
The status of education in terms of major educational indicators is given below.
The school facilities available in District are as follows:
School facilities in District
S.N. School Facilities Numbers

1 Government Primary schools
2 Satellite schools
3 Aided Primary schools (Private)
4 Unaided Primary schools (Private)
5 Government Upper Primary schools
6 Aided Upper Primary schools (Private)
7 Unaided Upper Primary schools (Private)
8 Govt. High School (Central Govt.)
9 Govt. High schools (School Education deptt. Govt. of M.P.)
10 Govt. High schools (Tribal welfare School Education deptt. Govt. of M.P.)
11 High Schools run by local bodies
12 Aided High schools (Private)
13 Unaided High schools (Private)
14 Govt. Higher Secondary School (Central Govt.)
Government Higher Secondary schools (School Education deptt. Govt. of

15 M.P.)
Government Higher Secondary schools (Tribal welfare School Education

16 deptt. Govt. of M.P.)
17 Higher Secondary Schools run by local bodies
18 Aided Higher Secondary schools (Private)
19 Unaided Higher Secondary schools (Private)
2.3 Residential facilities in District
S.No. Residential Facilities Numbers Total Beneficiaries

1 Kasturba Gandhi Balika Vidyalaya
2 Girls Hostel
2.4 Age wise Population, Enrolment and GER
2.4.a The status of enrolment of children at primary and upper primary levels in terms of
GER is as follows:
Age Group Population (in lakh) Enrolment (in lakh) GER (in %)
Boys Girls Total Boys Girls Total Boys Girls Total
5+ to 11 year
11 to 14 year
5+ to 14
(Source: IPMS)
2.4.b Enrolment in High school and Higher Secondary
Class Enrolment
Boys Girls Total
High schools
Class 9 th
Class 10 th
Total
Higher Secondary Schools
Class 11 th
Class 12 th
Total
Grand Total
( High + Higher Secondary Schools )
(Source : Education statistics of District, December 2005)
2.5 Educational Indicators

The status of other indicators that affect the retention and efficiency of the system are as
follows:
2.5.a Elementary level
Primary Upper Primary

S.N. Educational Indicators
Boys Girls Total Boys Girls Total
1 Average Attendance
2 Dropout Rate
3 Retention Rate
4 Overall Repetition Rate
5 Completion Rate
Primary to Upper Boys Girls Total
6 Transition Rate
Primary
(Source: RR & CR– Cohort study / DISE / Average Attendance – IPMS)
2.5.b Secondary level
Secondary and Sr.Secondary

S.N. Educational Indicators
Boys Girls Total
1 Dropout Rate
IX to XII
I st to X
I st to XII
2 Transition Rate
VIII to IX
X to XI
3 Gross Enrollment Ratio
IX to XII
GER at secondary schools
GER at Senior secondary schools
4 Gender Parity Index
5 Gender Gap
Availability of High school facility
6
at per 110 sq.km
Availability of High school facility
7
at per one lakh person
8 Number of Educationally Backward

Blocks
(Source : Education statistics of District, December 2005)
2.5.c Pass percentage of children in class VIII Board Examination

The status of learner achievement is reflected in terms of grades achieved by the students in
the annual board examinations of class VIII
Academic Year Students appeared Passed Pass %
2006-07
2007-08
3. The concept
Results of excellence School
Class Results of Excellence Schools Results of Other Schools

10th
12th
4. Proposal
4.1 Land:
4.2 Selection of the schools:
4.3 Medium of instructions:
4.4 Classes:
4.5 Admission:
4.6 Management:
4.7 Affiliation:
4.8 Recruitmnet of Teachers:
4.7 Construction:
6. Financial Estimates
(Amount in caror Rs.)
cost for model
S.No. Heads of expenditure Unit cost
schools
1 Non-recurring cost
construction cost
2 Recurring cost
Total cost
3 Management cost Annexure 1
Grand total
G.O.I. Share
State Share
75% of the capital cost will be borne by the Central Government and the balance 25% will be
provided by the State Government. During the 11th Five Year Plan period, recurring cost will
be provided by the Central Government on 75:25 sharing basis. The sharing pattern during
the 12th Plan period will be 50:50 between Centre and State Government. For the special
category states the ratio will be 90:10.
Annexure
Management cost District & State level
s.no. Particulars Number Unit cost Total
State Level
1 Salary of Joint /Dy. Director 1 40000*12 40000 480000
2 Salary of Assistant Director 1 30000*12 30000 360000
3 Salary of Programmer 1 20000*12 20000 240000
10000*3*1
4 Salary of Data entry Operator 3 2 30000 360000
5 Salary of Office boy 1 8000*12 8000 96000
6 Software development 500000 500000
7 Equipment 866000 836000
8 Hiring of vehicle 600000 600000
9 Stationery telephone 360000 360000
10 Consultancy 200000 200000
400*Rs.250
11 Training 2 0 1000000 1000000
12 Workshop 2 2*100000 200000 200000
13 Doccumentation 100000 100000 100000
14 Publicity (Pravesh yatra, 500000 500000
advertisement)
15 Research Evaluation 200000 200000
District Level
District wise allotment for Rs.50000*4 50000 2530000
Stationery & monitoring @rs.0.50 6
16 lakh per distt.
Total 8562000
7. Budget Provisions:
8. Activity chart
S.No. Activity Start Completion
1 Proposal for funds for construction of
school building to setting up model schools
in EBBs
2 Setting up a separate RMSA society at state
level
3 Setting up a separate implementing sub
committee under RMSA society to run
these schools at state level similar to KVS
4 Setting up a sub- society similar to KVS to
run these schools at block level
5 Identification of building agencies
6 Releasing of funds with instructions to the As state received
building construction agencies funds from GOI
7 Marking of land in EBBs Headquarters As state received
funds from GOI
8 Construction work of school building to be As state received
start funds from GOI
9 Admission to be start in new model schools As state received
in EBBs funds from GOI
10 Recruitments of Principals and Teaching As state received
staff funds from GOI, till
than temporary
teaching staff shall
be arranged at local
level.
9. Monitoring of the project
10. Evaluation
11. Research
Annexure – 3
State Level
Format for forwarding Proposals under the Centrally Sponsored Scheme of
Model School
****
1 Name of the District
2 Total Number of CD Blocks in the State
3 Total Number of EBBs in the State
4 Number of EBBs to be covered under the
Current Proposal
5 Number of Model School to be established
in the EBBs of State (with their locations)
6 No. of estimated beneficiaries
7 Total project cost for the state as a whole
s.n. Particular
i Proposed outlay
Permissible under the scheme as per
ii
GOI norms
iii GOI Share
iv State Share
Additional to be borne by State
v
Govt.
vi Total State Share
9 Whether the implementing Society has been
formed?
10 If so, the details of functionaries, MoA and
Bank details
11 Details regarding the provision in State
Budget
Authorized Signatory
DPC
School Education Department
12 Documents attached:
Declaration
DPC
School Education Department
Annexure – 2
Block Level
Format for forwarding Proposals under the Centrally Sponsored Scheme of

Model School
****
3 Name of Block
4 Whether block is educationally backward
5 Status of Model School in the block
(Sanctioned/Operational/Temporary/Permanent)
6 Details of the Model School
(Location/Strength/No. of classes/Division etc)
1 Total land area for the school

2 Area earmarked for the Model School
3 Ownership Details of the land
4 Number and types of other building in the
compound
5 Total Strength of the school
6 SC, ST, OBC, Minority and BPL Students in
the school
7 Name of the upper Primary school in the
Vicinity of the proposed Hostel (With distance
from the proposed location)
8 Name of the Secondary/Higher Secondary
school in the Vicinity of the proposed Hostel
(With distance from the proposed location)
1 Percentage of population in the Block (

SC/ST/OBC/Minority /General)
2 Number of Upper Primary Schools in the Block
( Govt. /Aided / Local body)
3 Female Litracy rate in the Block
1 Total area of the Hostel in Sqm

2 Living area for the inmates in Sqm.
3 Total estimated Cost of the building
4 Whether Building plan is ready or not
5 Recommendation of the state level empowered
committee
( Detailed estimate and project cost of the building, building plan , minutes of the SLEC
meeting etc may be enclosed)
Declaration :-
Authorized Signatory
Block Education Officer

High School Sarve Shiksha Abhiyan

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RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN

Perspective Framework Plan for

Department of School Education

Secondary Education in District

Perspective Framework Plan for

Department of School Education

II RMSA at National Level

III State Level RMSA – District -------------

VI Status of Secondary Education in District

V Future Prospects and Financial Implications for the Expansion of

VI Policy Issues and Options

VII Targets and Planned Outcomes

Annexure I : Planning Grid

Annexure II : State Norms

Annexure III : Curriculum Issues and Implementation

Annexure IV : Management Structure, Funds Flow and

Annexure V : Proposal for Model Schools

Table No. Title Page

Table 1.1 : Administrative Structure of District

Figure No Title Page No

Figure 4.1.1 : Sex Ratio of General Population in District 24

Table 1.3: Literacy Status in District

2.4 Population below poverty line

2.5 Major Economic Activities of the State

2.6 Tourism Industry

2.7 Physical Infrastructure

Table 1.4: Percentage of Villages Physically not Connected by the Size of

2.8 Development Initiatives

III Educational Profile of District

Table 1.5: No of Schools by Level of Schooling in District

3.2 Types of Schools

Table 1.6: Number of School Available by Management in District

3.3 Enrollment at Elementary Level in District

3.4 State Policies and Initiatives for the Secondary Education

3.4.1 Incentives to bridge the Equity Gaps

3.4.2 Quality Education

IV Objectives and Scope of the Report

V Structure of the Report

2.1.2 Goals and Objectives

2.2 Approach and Strategy for Secondary Stage

2.2.3 Institutional Reforms and Strengthening of Resource Institutions

2.3 Specific Targets at National Level

The proposed investments can be captured in tabular form as indicated below.

2.4 Model States

3.1 Vision, Aims and Objectives of RMSA

3.2 Approach and Strategy for Universalisation of Secondary Education

3.2.4 Institutional Reforms and Strengthening of Resource Institutions

3.3 Specific Targets

Objectives Indicators Data Source

4.1 Data sources and limitations

Table 4.1.1: Growth of Population in District

Size of the Secondary School-Age Population

4.2 Participation and Enrolments in District

Table 4.2.4: Physically Challenged Children Enrolled in Secondary Classes in

4.2.4 Enrolment in Secondary Schools by Age: Under-aged and Over-aged

4.2.7 Enrolment by Income Quintiles

4.3.1 Primary Completion Rates (grade 5 and grade 8)

4.3.4 Promotion and Survival rates

4.3.6 Transition rates (Class VIII/IX and X/XI)

4.4. Secondary Schools in District

4.4.1 Number of Schools

4.4.2 Schools by Management, Funding and Location

4.4.3 Distribution of Schools and the Enrolled by the Size of Enrolment

4.4.4 Classroom / Pupil Ratio