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This chapter is important from the appraisal point of view because it provides general information about the understanding of RMSA among the state and district teams, preparedness of the state/ district for implementation of RMSA with specific institutional reforms undertaken in this regard and interventions

Chapter 2: RMSA and Implementation Status

with regard to secondary education in the XI Plan. The chapter should also state the progress made in implementation of AWP&B approved in the previous year(s) and the status of fund utilization. Following are the appraisal issues for this chapter. — The discussion on RMSA is not of routine

type, copying from relevant documents. Does it reflect the evidence of proper understanding of the state/district team about the objectives, goals, strategies and other aspects of the programme?

— Does the plan clearly reflect on the progress

made in the preparatory phase?

— Has the plan incorporated information

regarding type and extent of administrative institutions and other supportive structures already put in place or are they in the process of being created for implementation of RMSA?

— Has the state/district enough capability to implement the planned interventions?

— Has the plan mentioned the state/district policies and norms regarding access to secondary education, teacher recruitment, improving the quality of secondary education etc.?

— Are state financial norms and fund flow

mechanism indicated with supportive evidence in this regard?

— Has the intervention-wise progress of the planned activities approved in AWP&B of pervious year been given?

— Are the comments on the state/district

commitments made in the previous year clearly reflected in the plan?

—

of budget sanctioned last year to help the appraisal team to assess the capacity of the state/district to utilize the budget proposal?

— Have convincing justifications been given for

shortfalls in the budget utilization or overestimation of the budget proposals?

The chapter should provide the basic data and qualitative information regarding status of secondary schools, demand for secondary education, projection of 14-17 year age population, access to the secondary education facilities etc. It should also give details about the deployment of teachers and demand for additional teachers. The enrolment trends, educational efficiency and effectiveness including learning outcomes, trends in expenditure, prioritization of options and related issues are of utmost importance for appraisal of plans. The information provided in this chapter should therefore, be the base of visualizing interventions in the subsequent chapters. Some of the important points to be appraised are given below.

— Have the data for expansion of facilities pertaining to access to secondary education, teachers' recruitment and development, enrolment of students, physical facilities, performance of students as reflected by examination results etc. been presented systematically in the plan?

— Have the techniques and methods discussed

in the manual been followed in suggesting the demand for various schooling facilities, Has the plan indicated the status of utilization

Chapter 3: Sector Diagnosis -- Current Status and Development Priorities

projection of secondary school going population, prioritization of interventions, etc.?

— To what extent have the correct procedures been followed in estimating key performance indicators suggested in the results framework for assessing the current status of secondary education in the district and in identifying major development concerns?

— How is the qualitative information gathered through, for example, interaction with the PRIs and communities, discussions with other stakeholders, functionaries, SDMC members, etc. used by the planning teams in identifying the additional schooling provisions and capturing the process related key development concerns at the local level?

— Does the plan reflect the basis of prioritization of the issues and activities/ interventions and reasons thereof?

— Has deployment of teachers and teacher

shortages, if any, been explained and justified in the plan?

— Have proper procedures been followed for

assessing internal efficiency and learning outcomes of children?

This chapter deals with preparation for planning, constitution of planning teams and their orientation, collection of primary and secondary data and process followed in the planning exercise. Also, it should provide some guidance for development of school improvement plan (SIP). Since planning under RMSA is a process-oriented exercise adopting

Chapter 4: Planning Process

National University of Educational Planning and Administration

administrative setup and educational administration especially for secondary education, demography, minority groups etc. of the state and district separately?

— Have the data regarding all relevant aspects been presented in tables with brief interpretation?

— Do all the tables/data presented have

indication of sources of data and reference time?

— Has the planning team ensured that there is an internal data consistency and avoidance of repetition of data?

— Does the chapter incorporate the tribal profile and some special features of the tribes, required for planning special interventions meant particularly for them?

— Are area-specific features and issues

highlighted in this chapter?

— Have the comments of the appraisal team on

adequacy/inadequacy of information been provided in the chapter?

— Are the state/district map and diagrammatic

pres ent at ion of administ rat ive and educational structure provided to enrich the chapter?

This chapter is important from the appraisal point of view because it provides general information about the understanding of RMSA among the state and district teams, preparedness of the state/ district for implementation of RMSA with specific institutional reforms undertaken in this regard and interventions

Chapter 2: RMSA and Implementation Status

with regard to secondary education in the XI Plan. The chapter should also state the progress made in implementation of AWP&B approved in the previous year(s) and the status of fund utilization. Following are the appraisal issues for this chapter. — The discussion on RMSA is not of routine

type, copying from relevant documents. Does it reflect the evidence of proper understanding of the state/district team about the objectives, goals, strategies and other aspects of the programme?

— Does the plan clearly reflect on the progress

made in the preparatory phase?

— Has the plan incorporated information

regarding type and extent of administrative institutions and other supportive structures already put in place or are they in the process of being created for implementation of RMSA?

— Has the state/district enough capability to implement the planned interventions?

— Has the plan mentioned the state/district policies and norms regarding access to secondary education, teacher recruitment, improving the quality of secondary education etc.?

— Are state financial norms and fund flow

mechanism indicated with supportive evidence in this regard?

— Has the intervention-wise progress of the planned activities approved in AWP&B of pervious year been given?

— Are the comments on the state/district

commitments made in the previous year clearly reflected in the plan?

—

of budget sanctioned last year to help the appraisal team to assess the capacity of the state/district to utilize the budget proposal?

— Have convincing justifications been given for

shortfalls in the budget utilization or overestimation of the budget proposals?

The chapter should provide the basic data and qualitative information regarding status of secondary schools, demand for secondary education, projection of 14-17 year age population, access to the secondary education facilities etc. It should also give details about the deployment of teachers and demand for additional teachers. The enrolment trends, educational efficiency and effectiveness including learning outcomes, trends in expenditure, prioritization of options and related issues are of utmost importance for appraisal of plans. The information provided in this chapter should therefore, be the base of visualizing interventions in the subsequent chapters. Some of the important points to be appraised are given below.

— Have the data for expansion of facilities pertaining to access to secondary education, teachers' recruitment and development, enrolment of students, physical facilities, performance of students as reflected by examination results etc. been presented systematically in the plan?

— Have the techniques and methods discussed

in the manual been followed in suggesting the demand for various schooling facilities, Has the plan indicated the status of utilization

Chapter 3: Sector Diagnosis -- Current Status and Development Priorities

projection of secondary school going population, prioritization of interventions, etc.?

— To what extent have the correct procedures been followed in estimating key performance indicators suggested in the results framework for assessing the current status of secondary education in the district and in identifying major development concerns?

— How is the qualitative information gathered through, for example, interaction with the PRIs and communities, discussions with other stakeholders, functionaries, SDMC members, etc. used by the planning teams in identifying the additional schooling provisions and capturing the process related key development concerns at the local level?

— Does the plan reflect the basis of prioritization of the issues and activities/ interventions and reasons thereof?

— Has deployment of teachers and teacher

shortages, if any, been explained and justified in the plan?

— Have proper procedures been followed for

assessing internal efficiency and learning outcomes of children?

This chapter deals with preparation for planning, constitution of planning teams and their orientation, collection of primary and secondary data and process followed in the planning exercise. Also, it should provide some guidance for development of school improvement plan (SIP). Since planning under RMSA is a process-oriented exercise adopting

Chapter 4: Planning Process

National University of Educational Planning and Administration

the bottom-up approach of planning and proper review of the process of planning are important. Some of the main points to the appraisal are given below. — Does the plan clearly reflect the process

followed in the plan preparation, involve- ment of communities, PRIs, and other stakeholders, etc. in the process?

— Has the plan provided the list of consultative meetings held in the course of plan development and are the issues discussed in the meetings reflected at appropriate places in the plan?

— Has the plan mentioned the status of

formation of planning teams at the district level?

— Have the lists of members of the district planning team and their capacity building activities been given in the plan?

— Are the details of the process of developing school improvement plans (SIPs) provided in the plan?

— Whether the proposed interventions are the outcomes of the processes followed in planning and not the reflection of the planners' own perceptions?

— Have the planning team members gone on field

visits to collect primary and secondary data?

This chapter should provide three alternative development scenarios. The state should take a decision regarding adopting one of them and provide rationale for the same. The scenario

Chapter 5: Alternative Development Scenario