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HP PAB 2019 2020.Pdf Government of India Ministry of Human Resource Development Department of School Education and Literacy Minutes of the meeting of the Project Approval Board held on 8th May 2019 to consider the Annual Work Plan & Budget (AWP&B) 2019-20 of Samagra Shiksha for the State of Himachal Pradesh 1. Introduction The meeting of the Project Approval Board for considering the Annual Work Plan and Budget (AWP&B) 2019-20 for SAMAGRA SHIKSHA for the State of Himachal Pradesh was held on 8th May 2019. The list of participants who attended the meeting is attached at Annexure-I. 2. Initiatives of the State Ms. Rina Ray, Secretary (SE&L) invited Himachal Pradesh to give a presentation on school education in the State. Sh. K. K. Pant, Principal Secretary (Himachal Pradesh), gave a presentation which included the following major points: a) Pre-primary classes were started in 3391 primary schools in the month of October 2018 and in the academic session 2019-20 more than 22000 admissions have taken place in these pre-primary classes. b) State has started a new initiative-“Akhand Shiksha Jyoti, Mere School Se Nikle Moti”. The main objective is to strengthen the emotional bonding of alumni with their old schools. c) For evaluation of schools, the State is recording monitoring and assessment data on OMR forms, which is collated and analyzed to come up with solutions which can improve the performance of schools on key parameters. d) The State education department has systematized the supply chain process to deliver books to schools. The department is using technological solutions to bring speed, efficiency, transparency and real-time visibility in the system. e) The State has launched the “Shiksha Saathi” App for Technology enabled Monitoring of all Primary Schools by the Block Resource Coordinators (BRCs). Under this, nearly 250BRCs are visiting schools every month and uploading data on the Mobile App, as per prescribed questionnaire, comprising of 34 questions. A soft copy of the State’s presentation is available at‘www. samagra.mhrd.gov.in’. 3. Review of Commitments and Expected Outcomes & Action Taken during 2018-19 The progress made in implementing the commitments and expected outcomes given by the State in 2018-19 was reviewed and the status in respect of pending items is as under: Page | 1 Sl. Commitment and Comments of Action Taken No. Expected Outcomes PAB 2019-20 For capturing the The State govt. is in the process attendance of teachers of installing the AEBAS (Aadhaar and students Enabled Biometric Attendance State was requested to realistically and in a System) in all the govt. Schools ensure 100% coverage 1 transparent manner, the of the State. In the first phase all for a robust electronic State was suggested to High and Sr. Sec. Schools have attendance system for all adopt mobile based been covered and efforts are on schools. application system to to cover Middle and Primary expedite the process. schools under AEBAS. SCERT should be made more responsible for SCERT has been made improving the responsible vide letter No. SCERT should make achievements of HPSES (SSA/RMSA) AWP&B modules and orient students in Learning 2 (ISSE)-2018-19 dated 20-10- teachers for improving Outcomes(LO) based 2018, for improving the learning outcomes of the assessments to be done achievements of students in LO students. by the State and Central based assessments. Government time to time. The work order amounting to Rs. 42.50 lakh as first instalment State has been directed for the construction of the Girls’ State has been requested to complete the Hostel in Tissa has been to take up the pending construction of awarded to HIMUDA and work 3 civil work on priority and remaining 2 Girls started. The process of complete the same within Hostels at the earliest by construction of Girls Hostel in this financial year. December, 2018. Pangi in district Chamba has been initiated by the construction agency. 4. Review of Performance during 2018-19 State has secured a score of 736 in Performance Grading Index (PGI) and was placed in Grade III (actually Category VI as no States are in the levels of 850 and above which form the first three levels). The Domain-wise Gaps are shown below: Category 1 Category 2 Total Domain 1 Domain 2 Domain 3 Domain 4 Domain 1 All Domains (180) (80) (150) (230) (360) (1000) 40 4 54 21 145 264 State was requested to examine its score in each domain and take measures to improve its overall PGI. a) Learning Outcomes & Quality (C-1, D-1): As per National Achievement Survey (NAS) score, there is need to lay more focus on Leaning Outcomes of classes 3, 5and 8. Page | 2 State was requested to analyse NAS results and provide interventions to improve learning outcomes of the students. b) Access Outcomes (C-1, D-2): The State has achieved maximum grade in Transition but 100% transition has not been achieved. State was requested to take steps to ensure 100% transition rate. c) Infrastructure & Facilities (C-1, D-3): State needs to focus on provision ofComputer Aided Learning (CAL) facilities in Upper Primary Schools. Lab facilities in Secondary Schools andProviding free text books to students within a month of the start of the academic session. State was advised to set-up CAL facilities and Science Lab facilities in upper- primary and secondary schools respectively and ensure timely delivery of text books before the start of academic session. d) Equity Outcomes (C-1, D-4): State needs to focus on provision of Ramps for Children with Special Needs (CWSN), Functional CWSN friendly toilets in schools and provision of Aids and appliances for CWSN. State was requested to focus on accessibility for CWSN in all schools. e) Governance Process (C-2, D-1) Indicators requiring more focus are: Teachers’ attendance (2.1.4), Availability of teachers and principals (2.1.9, 2.1.10 and 2.1.11). Occupancy rates of officers (2.1.13, 2.1.14), Visits to elementary schools (2.1.15), Online recruitment and transfer of teachers (2.1.21, 2.1.22) and School Improvement Plans (2.1.19). State was requested to examine all these indicators and take necessary actions for improving them. 5. Appraisal issues a) There are 3278 surplus teachers in primary and 1407 in upper primary schools. State would need to rationalize these teachers, to ensure availability of required number of teachers in all schools. b) There are 2406 untrained teachers in Government Secondary schools, who do not meet the requisite professional qualifications.State may prepare an action plan to conduct the requisite training. c) There are 658 teachers’ vacant posts in Government Secondary schools which may be filled on priority. d) Construction in 03 primary schools, 11 upper primary schools and 01 higher secondary school has not been started.State was asked to take up these pending civil works on priority. Page | 3 e) Work has not been started for 29 Additional Classrooms (ACRs), 02 Girls Toilets and 1553 ramps and electrification in 107 Schools, State may take up these pending works on priority and ensure their completion. f) There are 13317 surplus classrooms in Government schools at elementary level. State was requested to utilise surplus classrooms and to be careful in the future while making demands for additional infrastructure. g) Out of School Children (OoSC) and 12 (1)(c): Admissions under Section 12 1 (C) have started in 2018-19. State is yet to start Reimbursement to Private Schools. State was advised to have a transparent system of admission and reimbursement to the schools. h) KGBV: 235 seats are lying vacant in KGBVs (Type I & III) and 158 seats are lying vacant in KGBVs (Type IV). The State was requested to fill-up all vacant seats in KGBVs, so that the capacity can be fully utilized. i) Vocational Education:80 Schools sanctioned in 2018-19 are yet to be made functional. The State was asked to make all schools functional by 30th August, 2019. j) GIS Mapping: Out of total 18208 Schools in the State, Geographical Coordinates of 146 (0.80%) schools are awaited. State was asked to submit coordinates of remaining schools by 30th June, 2019. 6. New Approaches 2019-20 During the year 2019-20, certain new approaches have been introduced for enhancing the effectiveness of the Samagra Shiksha scheme and making it more outcome oriented. These new approaches aim to engage all administrators, schools, teachers and children in activities which would enable to improve the learning outcomes and also measure the impact and outcome of various components under the scheme. A presentation on the New Approaches was given and after discussions, these details have been incorporated in the activity wise details mentioned in Para 10. These are given below: i) PISA (Programme for International Student Assessment) PISA is conducted by ‘Organization for Economic Co-operation and Development’ every three years. It is a competency based assessment which unlike content-based assessment, measures the extent to which students have acquired key competencies. The assessment tests the children in Reading, Mathematics and Science. Learning from participation in PISA will help to introduce competency based examination reforms in the school system and move away from rote learning. Schools run by Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS) and Chandigarh all of which are affiliated to CBSE will participate in PISA, 2020-21. Although no specific activity or funding has been given for PISA to the States, MHRD will involve all States and UTs in orientation and capacity building programme for PISA. ii) Shagunotsav This is a Census based audit to be carried out in September, 2019 of all 11.85 lakh government and government aided schools in all States and UTs including nearly 7 lakh Page | 4 standalone primary schools.
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