1 half yearly monitoring report of rmsa -...
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RMSA PUNJAB-1
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1st
HALF YEARLY MONITORING REPORT OF RMSA - STATE OF PUNJAB
Period:
1st
October, 2013 to 31st
March ,2014
Districts Covered
SBS Nagar
Hoshiarpur
Ropar
Moga
Bathinda
Nodal Officer:
Dr. Jatinder Grover
Department of Education, University School of Open Learning,
Panjab University, Chandigarh.
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1st
Half Yearly Monitoring Report of Panjab University on Monitoring of RMSA - State of Punjab
(Period of 1st
October, 2013 to 31st
March, 2014)
1. GENERAL INFORMATION
S.N Information Details
1.
Period of the report First Six Monthly Report
October, 2013 to January, 2014
2. No. of Districts allotted 5
3.
Districts’ name SBS Nagar; Hoshiarpur; Ropar; Moga; &
Bathinda.
4. Month of visit to the Districts/Schools (information is to be given District wise:
Sr.
no.
Name of the
District
Date of visit to
Schools in the
District
No. of
Senior
Secondary
School
Visited
No. of
Secondary
(High)
Schools
visited
List of Schools
4.1 SBS Nagar 02-11-2013 to
02-01-2014 12
13 Annexure-I
4.3 Hoshiarpur 06-11-2013 to
12-01-2014 14
11 Annexure-II
4.3 Ropar 02-11-2013 to
08-01-2014 12
13 Annexure-III
4.4 Moga 15-11-2013 to
04-02-2014 13
12 Annexure-IV
4.5 Bathinda 12-11-2013 to
28-01-2014 13
12 Annexure-V
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Types of School visited
S.
no
DISTRICT SBS
Nagar
Hoshiarpur Ropar Moga Bathinda
a) Schools with Urban Deprived
students
0 0 0 0 0
b) School sanctioned with Civil
Works
3 3 1 2 7
c) Schools having more than three
CWSN
NA NA NA NA NA
d) Out of School Student NA NA NA NA NA
e) School with higher gender-gap 3 4 4 5 3
f) SC/ST/Minority as major
habitants
6 6 4 4 5
g) Low academic achievement 1 5 2 1 3
h) Seasonal Migration NA NA NA NA NA
i) Forest/Mountain ,desert area
School
NA NA NA NA NA
j) Disaster Effected Schools NA NA NA NA NA
k) School with low retention/higher
drop out
NA NA NA NA NA
l) School with hostel NA NA NA NA 03
m) Total School Monitored 25 25 25 25 25
8. Number of Schools visited by
Nodal Officer of the Monitoring
Institute
08 08 07 05 07
9.
Whether the draft report has
been shared with the
Commissioner: YES/NO
YES on -----------
10.
After submission of the draft
report to the Commissioner,
whether the MI has received any
comments: YES/NO
RMSA PUNJAB-1
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11.
Before sending the reports to
the GOI whether the MI has
shared the report with
Commissioner RMSA: YES/NO
12. Selection criteria for Schools. Within categories schools were selected randomly.
(As per TOR)
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REPORT OF MONITORING OF RMSA –
PUNJAB STATE (FIVE DISTRICTS)
For the period of 1st October 2013 to 31st March 2014
DISTRICT: SBS NAGAR
In District –SBS Nagar; 25 schools were chosen as the sample as per ToR. The
monitoring institute has collected data from 25 schools. The sample of 25
schools includes high schools (13) and senior secondary school (12). The
selection of schools to be included into the sample has been made with the help
sought from Rashtriya Madhmik Shikshana Abhiyan officials of the Punjab. The
report of RMSA is based on the data collected from these schools.
S.
No
Intervention
& Sub
activity
Strengths/ Weaknesses
1.0. ACCESS
1.1 Physical
Access
In the district under reference, the MI had visited 25 schools. The
details about the names of the school, DISE code, category etc.
of the sample schools as well as the distances of the habitations
served by each school has been given in the ANNEXURE- I.
All habitations in 19 schools have access to schools
within 0-5 km of radius. But in six schools namely GHS
Mehndipur; GSSS(B) Rahon ; GGSSS Rahon; GSSS
Jadla ; GSSS Mukandpur; and GGSSS Balachaur; some
students are coming from distant habitats having distance
of 6-9 kms as there is no school in nearby location.
The major reason as communicated by students is of
subject preference and science stream schools at distant
places.
None of the schools reported any major barrier; the only
barrier is the highway in majority of schools. In city
schools, liquor shop and truck union are in way but as
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stated by students these do not pose any major threat to
them. Heavy vehicular traffic is the only problem in city
schools. Zebra crossings need to be portrayed near all
the educational institutions. In GSSS, Langroya- teachers
help the students to cross the road safely.
1.2. Quality of
Access
Number of rooms is adequate in 20 of the visited schools for
9th-12th students. In schools of cities, more rooms are
required i.e. GSSS Nawanshahr; GGSSS Balachaur; GSSS,
Banga.
In high schools, the enrollment ranged from 52 - 183 children
and classroom pupil ratio on average is 1: 33 and it ranges
from 1: 26 to 1: 45.
In senior secondary schools, the enrollment ranged from 169
- 877 children and classroom pupil ratio on average is 1: 50
and it ranges from 1: 47 to 1: 62.
Size of the classroom in relation to student strength is
adequate in only 20 schools; however the size of classroom
is as per norms in all schools.
The condition of classrooms is good in 8 schools; average in
14 schools and poor in 3 schools on the basis of cleanliness/
light/ ventilation/ fan and flooring i.e. GHS, Sheikhupur; GHS
Chakdana; and GSSS Banga (B).
Poor Condition of School Building of GHS, Sheikhupur
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Light and ventilation in classrooms is good in 22 schools.
Ordinary bulbs used in 40% of the schools.
Electricity interruption problem is there in all schools.
All the schools have blackboards and those are centrally
placed suitably to the benefit of all the children but in 5
schools the quality of blackboard is not good due to size and
not of proper paint.
90% schools have furniture in adequate number and in
average condition.
No Furniture for students in GSSS, Balachaur
Four schools do not have ramps and in 6 schools which
have ramps have no hand rails and civil work norms are not
followed while constructing ramp.
All the schools have drinking water facility but in 6 schools,
the quality of ground water is not good.
All schools organize some outdoor activities.
Only 21 schools have adequate playground with adequate
sports materials; maintenance of grounds is required in 8
schools.
Sanitation facilities: All schools have toilets separately
for boys and girls with running water facility. In 3 of the
schools, toilets are in poor condition i.e., GHS, Gahoon,
GHS Sheikhupur; and GHS Sanava and in two schools
toilets are locked. Toilets for physically challenged are not
available in all schools.
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POOR Condition of toilets in GHS, Gahoon
Poor Cleanliness of water Facilities in GHS, Gahoon
Drainage Facilities: In Majority of schools drains are open
and pucca. Problem of water lodging around or in the school
is there in 44% of the schools.
Waste water treatment: No waste water treatment in any
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school.
Water and energy Conservation: No rain water harvesting
in any school and no energy conservation provisions like
solar energy or gobar gas plant in practice. CFL are used
only in 60% of the schools but those are not sufficient to
provide enough light to students to read.
Safety aspect of Building design: All schools in Govt.
buildings and no structural facility is there reported by any
school head to cope up with natural hazards.
No disaster handle training provided to any teacher or
student. Fire extinguishers available in schools.
Head has the contact numbers of emergency services but
these need to be displayed in all schools.
1.3 Social
Access
All the schools have children belonging to different castes
and economic status.
All the schools are catering to all sections of the society
and there is no disparity in providing access to the school.
No such Socio-cultural and linguistic barriers was observed
by MIs.
1.4 Additional
Items in the
context of
RMSA
All schools as an agency of social cohesiveness are found
to be satisfactory.
Seating arrangement supports mixing of children of different
social groups in all the schools.
Students and teachers communicate very well without any
discrimination.
Children of different social and economic categories,
CWSN, boys and girls all communicate with teachers
without any fear.
Child mapping is required in the district as in poor colonies
inhabited by the poor people near city outskirts; a number of
children of 14-16 age group can be seen out of the schools
who are not enrolled anywhere. Children of the 14-16 age
group can be seen working on roadside eateries and in
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workshops of scooters/ cars. Serious efforts are required.
2.0. OUT OF SCHOOL CHILDREN: (14-16 years)
No drop out reported by any school.
Only transfer certificate issued to students.
No seasonal migration reported by any school.
But out of school children are there in all urban and rural
areas of the district.
Need to do child mapping of 14-16 age group.
No drop out is reported as majority of students in secondary
schools come from nearby upper primary (6-8) schools and
secondary schools have no communication regarding how
many got enrolled and how many left.
No special hostel for OoSC in the district.
3.0. QUALITY ISSUES – TEACHING & LEARNING:
3.1 Enabling
Conditions
Teachers use variety of TLMs other than textbooks.
There are no untrained teachers in the schools.
All the teachers have attended in-service training. But level
of training need to be changed qualitatively.
Teacher training programme is there for gender
sensitization; CWSN; CAL. But an element of seriousness,
novelty and quality was missing as reported by teachers.
An evaluation based model need to be implemented in
training for PGTs as per the lines of UGC.
Training for usage of CAL and EDUSAT based pedagogy
need to be provided.
Moreover renowned teacher training institutes and
universities need to be involved in training programmes.
90% of the teachers have no good orientation for the action
research.
Almost all of the teachers are aware of RMSA.
All the schools have received textbooks within one month of
the starting of the session.
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There are 79 sanctioned posts were vacant in schools of
TGT cadre of science/ math/ S.St./ PTI; and 50 posts of
school lecturers PGT cadre of History/ POl. Science/
Economics/ Physics/ Chemistry/ Biology. In GSSS,
Langroys, no post of chemistry PGT teacher there but
science group is running in the school.
In GHS, Sheikhupur Bagh, the classes of !0+1 and 10+2 are
running but school not upgraded and no teacher for 10+1
and 10+2 is appointed.
School grant has been released to schools @ Rs. 50000/-
and Rs. 25000/- during the months of September- October,
2013.
Computer teachers are appointed in all schools.
3.2 Teaching
Learning
Process
All the teachers consider that the learner is important in
teaching learning process.
Only 18-20% of teachers provide adequate concrete
experiences in the classroom.
Almost all the teachers are aware of use of community
resources in teaching learning process.
All the children happily participate in teaching learning
process.
In all the schools, CCE, Marking & Grading system is being
followed.
All schools have flexible seating arrangement. In all the
schools there is inclusive seating arrangement for disabled
and disadvantaged students. All the students are treated as
equal in the class.
In all the schools students are free to express their opinions
and free to ask questions.
About 22% of parents have noticed positive change in
teaching learning and evaluation in last 2-3 years.
Results: In year 2012-13:
o In 9th Class, 17.36% students got failed and 51.08%
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got less than 60% marks in the final exams.
o In 10th Class, 12.42% students got failed and 54.57%
got less than 60% marks in the final exams.
o In 10+1 Class, 5.90% students got failed and 50.18%
got less than 60% marks in the final exams.
o In 10+2 Class, 6.57% students got failed and 57.57%
got less than 60% marks in the final exams.
Classroom management in 19 schools is satisfactory.
All of the teachers use bilingual method while teaching
English.
85-87% of the teachers dictate notes.
Discussion method is used by 8-10% teachers in arts
classes of 10+1 and 10+2. Otherwise teachers talk is
dominating in all the schools.
About 85-87% of the teachers are providing only bookish
knowledge. They have not made efforts to connect textbook
with real life experiences of children.
Science laboratories are not used actively in 9 of the high
schools and 4 of the senior secondary schools.
Science Laboratory – With Least usage and Material-
GHS, Mehndipur- Balachur
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Students Working in Physics Laboratory- GSSS- Jadla
Onsite Academic Support: No teacher giving academic
support is seen there during the monitoring.
3.3 Issues in
equity in
quality
No noticeable major gaps in learning achievement level of
SC, ST, Minority and Girls.
There is no noticeable discrimination of SC, ST, Minority and
Girls either by friends or by the teachers in all the schools.
All the teachers have a good understanding of challenges
and advantages of diversity in a classroom.
A handful of teachers make efforts to highlight the
contributions of different socio-cultural groups to the society.
3.4. Guidance &
Counselling
Cell
Guidance cell is constituted in every school. But no concrete
guidance is given.
No counselor appointed in the school or cluster.
A school teacher is doing the job of counselor.
No tests to check IQ, aptitude or personality of students.
No availability brochures/ directories etc. for educational and
vocational guidance in all the schools.
Only a few students taken guidance in papers but nothing
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concrete there as per the objectives of guidance and
counseling cell.
4.0. COMPUTER ASSISTED LEARNING
4.1 CAL
In all the schools computers are there.
But in only 11 senior secondary schools, E- library (having 24
computers) got installed. In other schools, E-lib need to be
installed urgently.
Students working in E-Lib (Computer Laboratory) in
GSSS, Langroya
All schools have subject wise multimedia materials.
EDUSAT programs for science, math and English 9th -12th
class students telecasted.
EDUSAT Based Programme in a School
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Teacher and students liked E- content.
But there is an urgent need to provide training to teachers to
use CAL and EDUSAT based pedagogy.
In 7 schools, there is need to improve the Computer
laboratory.
Outdated Computer Laboratory in GHS, Sanave (only 3
computers working)
Only 12-15% teachers have knowledge about the topics of the
digital and multimedia materials.
Almost 30- 35% of the school teachers have the knowledge
regarding the use of computers and CDs and about 70%
teachers got the computer training ranging from one day to
one week duration.
The average time gap for getting computer functional varies
from 7 days to 20 days depending upon the problem.
Some teachers in high schools are noticed to use the CAL in
classroom. A handful teacher’s are also using it for the
personal growth / lesson preparation. Computer laboratory is
used only to teach the students only about some basic
computer works.
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Computer Lab (E- Lib) – without computers in
GHS, Gahoon
5.0 GIRLS EDUCATION
5.1 NPEGEL
There are no big gaps between boys and girls here in terms
of number or their presence in schools.
Teachers have the gender sensitization.
There are no stereotyped practices against girls. The
participation levels of girls is good and non discriminatory.
None of the schools or teachers is discriminatory for girls.
Both boys and girls participate actively in groups in various
curricular and co-curricular activities.
No Separate common rooms for girls in any of the schools.
No NPEGEL activities in special.
State has given cycles to girls under Mai Bhago scheme.
6.0. CHILDREN WITH SPECIAL NEEDS (CESN)
Facilities: All the CWSN are actively participating in class and school
activities as per their capacities and in total there were 8
students in 6 schools. .
During the last one month 75% CWSN have been very
regular.
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There is inclusive seating arrangement of disabled CWSN
in all the schools.
Ramps are constructed in all schools but only 40% are as
per norms and connecting the whole building.
CWSN are encouraged by the teachers in all the schools to
participate in classroom processes.
Peers have friendly interaction with CWSN.
No special teachers for the CWSN students.
No Assistive devices have been provided to the students in
any school.
No IEP and no special teacher for CWSN students.
7.0. CIVIL WORKS
Construction
Procedures:
In 2013-14, civil grant for construction for art room and the
school building given. Civil works sanctioned to them has been
started but the school authorities have no information of grant
or the material used. In GHS, Gahoon, (Complete building) in
GSSS, Langroya (art room); GSSS, SBS Nagar (art room ) is
sanctioned.
The work is sanctioned to the Panchayti Raj Department and
PWD of the state.
The civil works are not undertaken by the concerned school
SMC or head of the school.
In any of the schools no approved design drawings are
available.
The quality of material need to be checked by the education
deptt. and construction should be done in the SMC
supervision.
School heads stated that a better building can be made in this
amount.
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CONSTRUCTION OF SCHOOL BUILDING IN GHS,
GAHOON
CONSTRUCTION OF SCHOOL BUILDING IN GHS,
GAHOON – Complete Building
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Construction of ART Room in GSSS- SBS Nagar
8.0 SCHOOL DEVELOPMENT MANAGEMENT COMMITTEE
Community
Awareness:
All the schools have SMCs and have been formulated
according to new RTE regulations.
There are 13 members in all SMCs, Parent of the one of
student of school is the President of SMC, Head of school is
the secretary and 8 parents are members, student
representation is also there. Councillors/ panchayat
members are also nominated as members of SMC.
There is adequate representation of women, SC, ST and
minorities in the SMCs.
SMCs are constituted properly but participation of them is
only upto the monthly meeting or for signing the resolution
registers/ cheques.
20% of the SMC members are aware about the RMSA
activities and their roles and responsibilities.
About 25% of the members are helping the school
administration actively as reported by the heads.
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New SMC members have not got training in the present
session.
SMC meetings are being held once a month in all the
schools ; in GSSS, Jadla; GHS, Sanava and GSSS,
Langroya; role of SMC was very much helping and
encouraging.
In almost all the schools about 25-30% of the SMC
members participate in the various school functions.
Minutes of the SMC meetings are available in all the
schools.
SMC members need to be seriously trained and made
aware of the development plans with a vision.
9.0 MIS
DISE:
All the schools have supplied data under DISE.
All the schools have maintained and updated all the records
have a copy of the filled-in Data Capture Format (DCF).
Regular maintenance and updating of school records is being
done in all the schools.
All Heads got the training to fill DCFs.
10.0 FINANCIAL MANAGEMENT:
Financial
Management
Cash Books and Pass Books Stock Registers are available in
all the schools and updated till the last month in all the
schools.
Transfer of funds is done through e-transfer through the
cluster in charges.
All the schools received School Grant and Maintenance Grant
between Sept to Oct,,2013.
Social Auditing: No social auditing done. Only signatures of
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SMC members taken in SMC resolution book and receipts of
purchase tagged. No display of funds availability and usability
in any school for public information.
11.0 PLANNING AND IMPLEMENTATION:
School plan made at the school level as per the instructions
of the state and district level authorities but as reported by
school and district level authorities they have to change it
many times.
SMC members are not well versed with the actual
requirements of the schools and possibilities of execution of
development plans
A dire need to orient the SMC about the RMSA and its
provisions and convergence plan need to be made by
involving the whole community.
Planning for CWSN need to be done.
12.0. RESEARCH ACTIVITIES:
District: No project taken at district level.
School Level: No action research done by any of the teacher
as no teacher reported to the monitoring team about it. Most
of the teachers not aware about the procedure of action
research.
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DISTRICT : HOSHIARPUR
Background: In District – HOSHIARPUR; 25 schools were chosen as the sample
as per ToR. The monitoring institute has collected data from 25 schools. The
sample of 25 schools includes high schools (11) and senior secondary school
(14). The selection of schools to be included into the sample has been made with
the help sought from Rashtriya Madhmik Shikshana Abhiyan officials of the
Punjab. The report of RMSA is based on the data collected from these schools.
S. No Interventi
on & Sub
activity
Strengths/ Weaknesses
1.0. ACCESS
1.1 Physical
Access
In the district under reference, the MI had visited 25 schools. The
details about the names of the school, DISE code, category etc.
of the sample schools as well as the distances of the habitations
served by each school has been given in the ANNEXURE- II.
All habitations in 19 schools have access to schools within
0-5 km of radius. But in six schools namely GSSS, Attowal
(5-9 kms); GSSS, Piplanwala (6-10 kms); GSSS (G),
Mahilpur (6-9 kms); GSSS, Garshankar (6-14 kms); GSSS
(G), Railway Mandi, Hoshiarpur (6-16 kms); and GSSS,
Talwara (6-8 kms); some students are coming from
distant habitats as there is no school in nearby location or
due to subject stream preference at higher secondary
level.
The major reason as communicated by students is of
subject preference and science stream schools at distant
places.
None of the schools reported any major barrier; the only
barrier is the highway in majority of schools. In city
schools, liquor shop and truck union are in way but as
stated by students these do not pose any major threat to
them. Heavy vehicular traffic is the only problem in city
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schools. Zebra crossings need to be portrayed near all
the educational institutions.
1.2. Quality of
Access
Number of rooms is adequate in 17 of the visited schools for
9th-12th students. In schools of cities, more rooms are
required i.e. GSSS Talwara Sec- 1; GHS Talwara Sec- 2;
S.A.S Josh Memorial GSSS Bhunga; GSSS Mahilpur(B);
GSSS, Hajipur; GSSS Railway Mandi (G) Hoshiarpur; GSSS
Mahilpur(G); & GSSS Attowal.
In high schools, the enrollment ranged from 30 - 596 children
and classroom pupil ratio on average is 1: 42 and it ranges
from 1: 15 to 1: 99.
In senior secondary schools, the enrollment ranged from 46 –
1425 children and classroom pupil ratio on average is 1: 58
and it ranges from 1: 5 to 1: 120.
Size of the classroom in relation to student strength is
adequate in only 16 schools; however the size of classroom
is as per norms in all schools.
STUDENTS STUDYING IN OPEN GROUND IN GSSS- GARSHANKAR
The condition of classrooms is good in 10 schools; average
in 11 schools and poor in 4 schools on the basis of
cleanliness/ light/ ventilation/ fan and flooring i.e. GSSS,
Garshankar; GSSS, Mazara Dhingrian; GHS, Nangal Kalan;
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and GHS, Gondpur.
POOR CONDITION OF ROOMS OF GSSS, MAZARA
DHINGRIAN
GOOD CLASSROOM IN GHS, LALWAN (RMSA)
Light and ventilation in classrooms is good in 18 schools.
Ordinary bulbs used in 64% of the schools.
Electricity interruption problem is there in all schools.
All the schools have blackboards and those are centrally
placed suitably to the benefit of all the children but in 4
schools the quality of blackboard is not good due to size and
RMSA PUNJAB-1
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not of proper paint.
GOOD BLACKBOARD IN GSSS (G), NANGAL KHURD
90% schools have furniture in adequate number and in
average condition.
Three schools do not have ramps and in 5 schools which
have ramps have no hand rails and civil work norms are not
followed while constructing ramp.
All the schools have drinking water facility but in 6 schools,
the quality of ground water is not good.
Libraries: In majority of the schools, libraries are there but
their usage is not up to the mark as infrastructure poor and
books of not good quality and students are not seen reading
in library. In GHS, Lalwan and GHS, Halluwal (RMSA
schools) good libraries constructed but with no good books.
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Library (With good infrastructure and without Books in
GHS, Lalwan
Library (With good infrastructure and without Books in
GHS, Halluwal
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POOR CONDITION OF LIBRARY- GSSS, GARSHANKAR
All schools organize some outdoor activities.
Only 20 schools have adequate playground with adequate
sports materials; maintenance of grounds is required in 8
schools.
Sanitation facilities: All schools have toilets separately
for boys and girls with running water facility. In 2 of the
schools, toilets are in poor condition i.e., GSSS, Mazara
Dhingrian; GSSS, Garshankar and in two schools toilets are
locked. Toilets for physically challenged are not available in
all schools.
Locked toilets in GHS, Lalwan
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Poor Drainage of Girls Toilet in GSSS, Mazara Dhingrian
Poor Cleanliness of water Facilities and poor Drainage
System in GSSS (G), Nangal Khurd
Drainage Facilities: In Majority of schools drains are open
and pucca. Problem of water lodging around or in the school
is there in 40% of the schools.
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Water logging in GSSS- Garshankar
Waste water treatment: No waste water treatment in any
school.
Water and energy Conservation: No rain water harvesting
in any school and no energy conservation provisions like
solar energy or gobar gas plant in practice. CFL are used
only in 40% of the schools but those are not sufficient to
provide enough light to students to read.
Safety aspect of Building design: All schools in Govt.
buildings and no structural facility is there reported by any
school head to cope up with natural hazards.
No disaster handle training provided to any teacher or
student. Fire extinguishers available in schools.
Head has the contact numbers of emergency services but
this need to be displayed in all schools.
1.3 Social
Access
All the schools have children belonging to different castes
and economic status.
All the schools are catering to all sections of the society
and there is no disparity in providing access to the school.
No such Socio-cultural and linguistic barriers was observed
by MIs.
RMSA PUNJAB-1
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1.4 Additional
Items in
the
context of
RMSA
All schools as an agency of social cohesiveness are found to
be satisfactory.
Seating arrangement supports mixing of children of different
social groups in all the schools.
Students and teachers communicate very well without any
discrimination.
Children of different social and economic categories, CWSN,
boys and girls all communicate with teachers without any
fear.
Child mapping is required in the district as in poor colonies
inhabited by the poor people near city outskirts; a number of
children of 14-16 age group can be seen out of the schools
who are not enrolled anywhere. Children of the 14-16 age
group can be seen working on roadside eateries and in
workshops of scooters/ cars. Serious efforts are required.
2.0. OUT OF SCHOOL CHILDREN: (14-16 years)
No drop out reported by any school.
Only transfer certificate issued to students.
No seasonal migration reported by any school.
But out of school children are there in all urban and rural
areas of the district.
Need to do child mapping of 14-16 age group.
No drop out is reported as majority of students in secondary
schools come from nearby upper primary (6-8) schools and
secondary schools have no communication regarding how
many got enrolled and how many left.
No special hostel for OoSC in the district.
3.0. QUALITY ISSUES – TEACHING & LEARNING:
3.1 Enabling
Condition
s
Teachers use variety of TLMs other than textbooks.
There are no untrained teachers in the schools.
All the teachers have attended in-service training. But level of
training need to be changed qualitatively.
Teacher training programme is there for gender sensitization;
RMSA PUNJAB-1
30
CWSN; CAL. But an element of seriousness, novelty and
quality was missing as reported by teachers. In training
prograame running in GSSS (G)- Mahilpur; the condition of
seminar room was not good and the seating arrangement
was not comfortable. No use of any supporting teaching aid
and no LCD – projector or Over Head Projector there.
TRAINING PROGRAMME IN GSSS (G)- MAHILPUR-
NO SPECIAL ARRANGEMENT (ONLY LECTURE)
An evaluation based model need to be implemented in
training for PGTs as per the lines of UGC.
Training for usage of CAL and EDUSAT based pedagogy
need to be provided.
Moreover renowned teacher training institutes and
universities need to be involved in training programmes.
91% of the teachers have no good orientation for the action
research.
Almost all of the teachers are aware of RMSA.
All the schools have received textbooks within one month of
the starting of the session.
There are 79 sanctioned posts were vacant in schools of
TGT cadre of science/ math/ S.St./ PTI; and 50 posts of
school lecturers PGT cadre of History/ POl. Science/
Economics/ Physics/ Chemistry/ Biology. In GSSS, Langroys,
no post of chemistry PGT teacher there but science group is
running in the school.
School grant has been released to schools @ Rs. 50000/-
and Rs. 25000/- during the months of September- October,
RMSA PUNJAB-1
31
2013.
Computer teachers are appointed in all schools.
3.2 Teaching
Learning
Process
All the teachers consider that the learner is important in
teaching learning process.
Only 20-22% of teachers provide adequate concrete
experiences in the classroom.
Almost all the teachers are aware of use of community
resources in teaching learning process.
All the children happily participate in teaching learning
process.
In all the schools, CCE, Marking & Grading system is being
followed.
All schools have flexible seating arrangement. In all the
schools there is inclusive seating arrangement for disabled
and disadvantaged students. All the students are treated as
equal in the class.
In all the schools students are free to express their opinions
and free to ask questions.
About 17-18% of parents have noticed positive change in
teaching learning and evaluation in last 1-2years.
Results: In year 2012-13:
o In 9th Class, 5.93% students got failed and 54.86%
got less than 60% marks in the final exams.
o In 10th Class, 5.72% students got failed and 58.90%
got less than 60% marks in the final exams.
o In 10+1 Class, 6% students got failed and 39.03% got
less than 60% marks in the final exams.
o In 10+2 Class, 0.76% students got failed and 25.48%
got less than 60% marks in the final exams.
Problem of truancy is reported in two schools. Head teachers
have reported it the parents and try to tackle the problem.
Classroom management in 16 schools is satisfactory.
All of the teachers use bilingual method while teaching
RMSA PUNJAB-1
32
English.
87-90% of the teachers dictate notes.
Discussion method is used by 5-7% teachers in arts classes
of 10+1 and 10+2. Otherwise teachers talk is dominating in
all the schools.
About 90% of the teachers are providing only bookish
knowledge. They have not made efforts to connect textbook
with real life experiences of children.
Science laboratories are not used actively in 10 of the high
schools and 6 of the senior secondary schools. In GHS,
Lalwan, no science teacher is appointed but the Lab
attendant is appointed there.
Science Laboratory – With good Material- GHS, Lalwan
(But all material sealed- Not used)
RMSA PUNJAB-1
33
Science Laboratory – With good Material- GHS, Halluwal
(But all material sealed- Not used)
Poor Condition of Chemistry Lab of GSSS - Garshankar
RMSA PUNJAB-1
34
Poor Condition of Vocational Lab of GSSS - Garshankar
Onsite Academic Support: No teacher giving academic
support is seen there during the monitoring.
3.3 Issues in
equity in
quality
No noticeable major gaps in learning achievement level of
SC, ST, Minority and Girls.
There is no noticeable discrimination of SC, ST, Minority and
Girls either by friends or by the teachers in all the schools.
All the teachers have a good understanding of challenges
and advantages of diversity in a classroom.
A handful of teachers make efforts to highlight the
contributions of different socio-cultural groups to the society.
3.4. Guidance
&
Counselli
ng Cell
Guidance cell is constituted in every school. But no concrete
guidance is given.
No counselor appointed in the school or cluster.
A school teacher is doing the job of counselor.
No tests to check IQ, aptitude or personality of students.
No availability brochures/ directories etc. for educational and
vocational guidance in all the schools.
Only a few students taken guidance in papers but nothing
concrete there as per the objectives of guidance and
counseling cell.
RMSA PUNJAB-1
35
4.0. Computer Assisted Learning
4.1 CAL
In all the schools computers are there.
But in only 12 senior secondary schools and 10 High schools,
E- library (having 24 computers) got installed. In other schools,
E-lib need to be installed urgently.
Students working in E-Lib (Computer Laboratory) in
GSSS (G)- Mahilpur
All schools have subject wise multimedia materials.
EDUSAT programs for Science / Math /English/ Physics/
Chemistry/ Biology/ History for 9th -12th class students
telecasted. But proper furniture required in these rooms.
Subject teacher have to be present during EDUSAT Class as
in some schools teachers were found working somewhere else
while students were in DUSAT class.
RMSA PUNJAB-1
36
EDUSAT Based Programme in a School- No furniture -
GSSS (G)- Mahilpur
EDUSAT ROOM - No furniture - GSSS - Garshankar
Teacher and students liked E- content.
But there is an urgent need to provide training to teachers to
use CAL and EDUSAT based pedagogy.
In 4 schools, there is need to improve the Computer
laboratory.
RMSA PUNJAB-1
37
Outdated Computer Laboratory in GSSS, Nangal Khurd
Only 15% teachers have knowledge about the topics of the
digital and multimedia materials.
Almost 32% of the school teachers have the knowledge
regarding the use of computers and CDs and about 68%
teachers got the computer training ranging from one day to
one week duration.
The average time gap for getting computer functional varies
from 7 days to 20 days depending upon the problem.
Some teachers in high schools are noticed to use the CAL in
classroom. A handful teacher’s are also using it for the
personal growth / lesson preparation. Computer laboratory is
used only to teach the students only about some basic
computer works.
RMSA PUNJAB-1
38
Computer Lab (E- Lib) – without computers in
GSSS (G), Nangal Khurd
5.0 GIRLS EDUCATION
5.1 NPEGEL
There are no big gaps between boys and girls here in terms
of number or their presence in schools.
Teachers have the gender sensitization.
There are no stereotyped practices against girls. The
participation levels of girls is good and non discriminatory.
None of the schools or teachers is discriminatory for girls.
Both boys and girls participate actively in groups in various
curricular and co-curricular activities.
No Separate common rooms for girls in any of the schools.
No NPEGEL activities in special.
State has given cycles to girls under Mai Bhago scheme.
No Girls Hostel in the District.
6.0. CHILDREN WITH SPECIAL NEEDS (CESN)
Facilities
:
All the CWSN are actively participating in class and school
activities as per their capacities and in total there were 13
students in 9 schools. .
During the last one month 67% CWSN have been very
regular.
RMSA PUNJAB-1
39
There is inclusive seating arrangement of disabled CWSN in
all the schools.
Ramps are constructed in all schools but only 30% are as
per norms and connecting the whole building.
CWSN are encouraged by the teachers in all the schools to
participate in classroom processes.
Peers have friendly interaction with CWSN.
No special teachers for the CWSN students.
No Assistive devices have been provided to the students in
any school.
No IEP and no special teacher for CWSN students.
7.0. CIVIL WORKS
Construct
ion
Procedur
es:
In 2013-14, civil grant for construction for art room and the
school building given. Civil works sanctioned to them has been
started but the school authorities have no information of grant
or the material used. In GSSS (G) Nangal Khurd- (Art room –
work ongoing); GHS Mandialan ( Art Room- work ongoing); and
S.A.S Josh Memorial GSSS Bhunga (Art Room- work ongoing )
is sanctioned.
Construction of Art Room in GSSS (G)- Nangal Khurd
The work is sanctioned to the Panchayti Raj Department and
RMSA PUNJAB-1
40
PWD of the state.
The civil works are not undertaken by the concerned school
SMC or head of the school.
In any of the schools no approved design drawings are
available.
The quality of material need to be checked by the education
deptt. and construction should be done in the SMC supervision.
School heads stated that a better building can be made in this
amount.
8.0 School development Management Committee
Communi
ty
Awarenes
s:
All the schools have SMCs and have been formulated
according to new RTE regulations.
There are 13 members in all SMCs, Parent of the one of
student of school is the President of SMC, Head of school is
the secretary and 8 parents are members, student
representation is also there. Councillors/ panchayat
members are also nominated as members of SMC.
There is adequate representation of women, SC, ST and
minorities in the SMCs.
SMCs are constituted properly but participation of them is
only upto the monthly meeting or for signing the resolution
registers/ cheques.
22% of the SMC members are aware about the RMSA
activities and their roles and responsibilities.
About 25-30% of the members are helping the school
administration actively as reported by the heads.
New SMC members have not got training in the present
session.
SMC meetings are being held once a month in all the
schools. In GSSS (G) Nangal Khurd; the community
participation is very encouraging as NRI’s are helping the
school a lot.
In almost all the schools about 25-30% of the SMC members
RMSA PUNJAB-1
41
participate in the various school functions.
Minutes of the SMC meetings are available in all the schools.
SMC members need to be seriously trained and made aware
of the development plans with a vision.
9.0 MIS
DISE:
All the schools have supplied data under DISE.
All the schools have maintained and updated all the records
have a copy of the filled-in Data Capture Format (DCF).
Regular maintenance and updating of school records is being
done in all the schools.
All Heads got the training to fill DCFs.
10.0 FINANCIAL MANAGEMENT:
Financial
Managem
ent
Cash Books and Pass Books Stock Registers are available in
all the schools and updated till the last month in all the
schools.
Transfer of funds is done through e-transfer through the
cluster in charges.
All the schools received School Grant and Maintenance Grant
between Sept to Oct., 2013.
Social Auditing: No social auditing done. Only signatures of
SMC members taken in SMC resolution book and receipts of
purchase tagged. No display of funds availability and usability
in any school for public information.
RMSA PUNJAB-1
42
NO INFORMATION ON THE SOCIAL AUDIT BOARD –
GSSS MAZARA DHINGRIAN
11.0 PLANNING AND IMPLEMENTATION:
School plan made at the school level as per the instructions of
the state and district level authorities but as reported by school
and district level authorities they have to change it many
times.
SMC members are not well versed with the actual
requirements of the schools and possibilities of execution of
development plans
A dire need to orient the SMC about the RMSA and its
provisions and convergence plan need to be made by
involving the whole community.
Planning for CWSN need to be done.
12. RESEARCH ACTIVITIES:
District: No project taken at district level.
School Level: No action research done by any of the teacher
as no teacher reported to the monitoring team about it. Most of
the teachers not aware about the procedure of action
research.
RMSA PUNJAB-1
43
DISTRICT : ROPAR
Background: In District –ROPAR; 25 schools were chosen as the sample as per
ToR. The monitoring institute has collected data from 25 schools. The sample of
25 schools includes high schools (13) and senior secondary school (12). The
selection of schools to be included into the sample has been made with the help
sought from Rashtriya Madhmik Shikshana Abhiyan officials of the Punjab. The
report of RMSA is based on the data collected from these schools.
S.
No
Intervention
& Sub
activity
Strengths/ Weaknesses
1.0. ACCESS
1.1 Physical
Access
In the district under reference, the MI had visited 25 schools. The
details about the names of the school, DISE code, category etc.
of the sample schools as well as the distances of the habitations
served by each school has been given in the ANNEXURE- III.
All habitations in 20 schools have access to schools
within 0-5 km of radius. But in six schools namely GSSS
(G), Nangal (5-12 kms); GSSS (G), Anandpur Sahib ((5-
13 kms); GSSS (B), Ropar (5-7 kms); GHS, Bhallian (5-6
kms); and GHS, Zindapur (5-6 kms); some students are
coming from distant habitats as there is no school in
nearby location or due to subject stream at secondary
level or due to only girls school preference.
The major reason as communicated by students is of
subject preference and science stream schools at distant
places.
None of the schools reported any major barrier; the only
barrier is the highway in majority of schools. In city
schools, liquor shop and truck union are in way but as
stated by students these do not pose any major threat to
them. Heavy vehicular traffic is the only problem in city
schools. Zebra crossings need to be portrayed near all
RMSA PUNJAB-1
44
the educational institutions.
1.2. Quality of
Access
Number of rooms is adequate in 18 of the visited schools for
9th-12th students. In schools of cities and schools of clusters,
more rooms are required i.e.GSSS (B), Nangal; GSSS (G),
Nangal; G.S.S.S (G) Anandpur Sahib; G.S.S.S Morinda;
G.S.S.S Bharatgarh ; G.S.S.S (B) Ropar; G.S.S.S Boormajra
and G.H.S (G) Dher .
In G.S.S.S Boormajra & G.S.S.S Girls Anandpur Sahib;
more rooms are required and condition of the rooms not
good.
In high schools, the enrollment ranged from 29 – 108
children and classroom pupil ratio on average is 1: 25 and it
ranges from 1: 15 to 1: 27.
In senior secondary schools, the enrollment ranged from 138
– 1207 children and classroom pupil ratio on average is 1:
43 and it ranges from 1: 23 to 1: 78.
Size of the classroom in relation to student strength is
adequate in only 15 schools; however the size of classroom
is as per norms in all schools.
POOR CLASSROOM CONDITION OF
GSSS (G) ANANDPUR SAHIB
RMSA PUNJAB-1
45
The condition of classrooms is good in 9 schools; average in
13 schools and poor in 3 schools on the basis of cleanliness/
light/ ventilation/ fan and flooring i.e. GSSS (G) Anandpur
Sahib; G.S.S.S Morinda; and G.S.S.S Boormajra.
Classes arranged in Laboratories in
GSSS (G), Anandpur Sahib
Light and ventilation in classrooms is good in 20 schools.
Ordinary bulbs used in 56% of the schools.
Electricity interruption problem is there in all schools.
All the schools have blackboards and those are centrally
placed suitably to the benefit of all the children but in 5
schools i.e. G.S.S.S (B) Nangal; G.S.S.S Morinda; G.S.S.S
Boormajra; G.H.S Kalaran; and G.H.S. Jindwari; the quality
of blackboard is not good due to size and not of proper paint.
76% schools have furniture in adequate number and in
average condition.
4 schools do not have ramps and in 3 schools which have
ramps have no hand rails and civil work norms are not
followed while constructing ramp.
All the schools have drinking water facility but in 7 schools,
the quality of ground water is not good.
RMSA PUNJAB-1
46
Poor arrangement of Drinking Water Facilities in
GHS, Mehandali Khurd
Libraries: In majority of the schools, libraries are there but
their usage is not up to the mark as infrastructure poor and
books of not good quality and students are not seen reading
in library.
LIBRARY – GSSS (B), Nangal
All schools organize some outdoor activities.
Only 17 schools have adequate playground with adequate
sports materials; maintenance of grounds is required in 11
schools.
Sanitation facilities: All schools have toilets separately for
boys and girls with running water facility. In 2 of the
schools, toilets are in poor condition i.e., GSSS (G),
Anandpur Sahib and GHS. Jindwari. Toilets for physically
RMSA PUNJAB-1
47
challenged are not available in all schools.
In one school GSSS (G), Anandpur Sahib; the students are
using toilets of municipality.
Drainage Facilities: In Majority of schools drains are open
and pucca. Problem of water lodging around or in the school
is there in 28% of the schools. In GSSS (G), Anandpur
Sahib, the level of school building is low which leads to
problem of rain water and sewage water in school.
Water logging in GHS, Mehandali Khurd
Waste water treatment: No waste water treatment in any
school.
Water and energy Conservation: No rain water harvesting
in any school and no energy conservation provisions like
solar energy or gobar gas plant in practice. CFL are used
only in 40% of the schools but those are not sufficient to
provide enough light to students to read.
Safety aspect of Building design: All schools in Govt.
buildings and no structural facility is there reported by any
school head to cope up with natural hazards.
No disaster handle training provided to any teacher or
student. Fire extinguishers available in schools.
Head has the contact numbers of emergency services but
this need to be displayed in all schools.
RMSA PUNJAB-1
48
1.3 Social
Access
All the schools have children belonging to different castes
and economic status.
All the schools are catering to all sections of the society
and there is no disparity in providing access to the school.
No such Socio-cultural and linguistic barriers was observed
by MIs.
1.4 Additional
Items in the
context of
RMSA
All schools as an agency of social cohesiveness are found
to be satisfactory.
Seating arrangement supports mixing of children of different
social groups in all the schools.
Students and teachers communicate very well without any
discrimination.
Children of different social and economic categories,
CWSN, boys and girls all communicate with teachers
without any fear.
Child mapping is required in the district as in poor colonies
inhabited by the poor people near city outskirts; a number of
children of 14-16 age group can be seen out of the schools
who are not enrolled anywhere. Children of the 14-16 age
group can be seen working on roadside eateries and in
workshops of scooters/ cars. Serious efforts are required.
2.0. OUT OF SCHOOL CHILDREN: (14-16 years)
No drop out reported by any school.
Only transfer certificate issued to students.
No seasonal migration reported by any school.
But out of school children are there in all urban and rural
areas of the district.
Need to do child mapping of 14-16 age group.
No drop out is reported as majority of students in secondary
schools come from nearby upper primary (6-8) schools and
secondary schools have no communication regarding how
many got enrolled and how many left.
No special hostel for OoSC in the district.
RMSA PUNJAB-1
49
3.0. QUALITY ISSUES – TEACHING & LEARNING:
3.1 Enabling
Conditions
Teachers use variety of TLMs other than textbooks.
There are no untrained teachers in the schools.
All the teachers have attended in-service training. But level
of training need to be changed qualitatively.
But no teacher training programme for PGT’s.
Teacher training programme is there for gender
sensitization; CWSN; CAL. But an element of seriousness,
novelty and quality was missing as reported by teachers.
An evaluation based model need to be implemented in
training for PGTs as per the lines of UGC.
Training for usage of CAL and EDUSAT based pedagogy
need to be provided.
Moreover renowned teacher training institutes and
universities need to be involved in training programmes.
94% of the teachers have no good orientation for the action
research.
Almost all of the teachers are aware of RMSA.
All the schools have received textbooks within one month of
the starting of the session.
There are 53 sanctioned posts were vacant in schools of
TGT cadre of science/ math/ S.St./ PTI; and 31 posts of
school lecturers PGT cadre of History/ Pol. Science/
Economics/ Physics/ Chemistry/ Biology.
School grant has been released to schools @ Rs. 50000/-
and Rs. 25000/- during the months of September- October,
2013.
Computer teachers are appointed in all schools.
3.2 Teaching
Learning
Process
All the teachers consider that the learner is important in
teaching learning process.
Only 17-18% of teachers provide adequate concrete
experiences in the classroom.
Almost all the teachers are aware of use of community
RMSA PUNJAB-1
50
resources in teaching learning process.
All the children happily participate in teaching learning
process.
In all the schools, CCE, Marking & Grading system is being
followed.
All schools have flexible seating arrangement. In all the
schools there is inclusive seating arrangement for disabled
and disadvantaged students. All the students are treated as
equal in the class.
In all the schools students are free to express their opinions
and free to ask questions.
About 15% of parents have noticed positive change in
teaching learning and evaluation in last 1-2years.
Results: In year 2012-13:
o In 9th Class, 3.35% students got failed and 28.86%
got less than 60% marks in the final exams.
o In 10th Class, 3.61% students got failed and 43.44%
got less than 60% marks in the final exams.
o In 10+1 Class, 1.43% students got failed and 32.42%
got less than 60% marks in the final exams.
o In 10+2 Class, 0.46% students got failed and 27.98%
got less than 60% marks in the final exams.
Problem of truancy is reported in two schools. Head
teachers have reported it the parents and try to tackle the
problem.
Classroom management in 14 schools is satisfactory.
All of the teachers use bilingual method while teaching
English.
90% of the teachers dictate notes.
Discussion method is used by 5-6% teachers in arts classes
of 10+1 and 10+2. Otherwise teachers talk is dominating in
all the schools.
About 90-92% of the teachers are providing only bookish
RMSA PUNJAB-1
51
knowledge. They have not made efforts to connect textbook
with real life experiences of children.
Science laboratories are not used actively in 8 of the high
schools and 5 of the senior secondary schools.
Science Laboratory – in Poor Condition & usage -
GSSS, Anandpur Sahib (G)
Onsite Academic Support: No teacher giving academic
support is seen there during the monitoring.
3.3 Issues in
equity in
quality
No noticeable major gaps in learning achievement level of
SC, ST, Minority and Girls.
There is no noticeable discrimination of SC, ST, Minority and
Girls either by friends or by the teachers in all the schools.
All the teachers have a good understanding of challenges
and advantages of diversity in a classroom.
A handful of teachers make efforts to highlight the
contributions of different socio-cultural groups to the society.
3.4. Guidance &
Counselling
Cell
Guidance cell is constituted in every school. But no concrete
guidance is given.
No counselor appointed in the school or cluster.
A school teacher is doing the job of counselor.
No tests to check IQ, aptitude or personality of students.
No availability brochures/ directories etc. for educational and
RMSA PUNJAB-1
52
vocational guidance in all the schools.
Only a few students taken guidance in papers but nothing
concrete there as per the objectives of guidance and
counseling cell.
4.0. Computer Assisted Learning
4.1 CAL
In all the schools computers are there.
But in only 12 senior secondary schools and 10 High schools,
E- library (having 24 computers) got installed. In other
schools, E-lib need to be installed urgently.
E-Lib (Computer Laboratory) in
GSSS (B)- Nangal
All schools have subject wise multimedia materials.
EDUSAT programs for Science / Math /English/ Physics/
Chemistry/ Biology/ History for 9th -12th class students
telecasted. But proper furniture required in these rooms.
Subject teacher have to be present during EDUSAT Class as
in some schools teachers were found working somewhere
else while students were in EDUSAT class.
RMSA PUNJAB-1
53
EDUSAT Based Programme in GSSS, Kiratpur Sahib (No
teacher present and students doing their own work)
EDUSAT – Difficult to see the Programme (Due to Height)
– GSSS (B), Nangal
In GSSS (B), Nangal, ROT screen is fitted at such height that
all students can see it but the students sitting in back lines
reported that they can’t read all material properly and first
benchers can’t see it by keeping their head and eyes in
upward direction.
Teacher and students liked E- content.
But there is an urgent need to provide training to teachers to
use CAL and EDUSAT based pedagogy.
In 3 schools, there is need to improve the Computer
laboratory.
RMSA PUNJAB-1
54
Outdated Computer Laboratory in GHS, Jindwari
Outdated Computer Laboratory in GHS (G), Dher
Only 15- 18% teachers have knowledge about the topics of
the digital and multimedia materials.
Almost 30% of the school teachers have the knowledge
regarding the use of computers and CDs and about 71%
teachers got the computer training ranging from one day to
one week duration.
The average time gap for getting computer functional varies
from 7 days to 20 days depending upon the problem.
Some teachers in high schools are noticed to use the CAL in
classroom. A handful teacher’s are also using it for the
personal growth / lesson preparation. Computer laboratory is
used only to teach the students only about some basic
computer works.
RMSA PUNJAB-1
55
5.0 GIRLS EDUCATION
5.1 NPEGEL
There are no big gaps between boys and girls here in terms
of number or their presence in schools.
Teachers have the gender sensitization.
There are no stereotyped practices against girls. The
participation levels of girls is good and non discriminatory.
None of the schools or teachers is discriminatory for girls.
Both boys and girls participate actively in groups in various
curricular and co-curricular activities.
No Separate common rooms for girls in any of the schools.
No NPEGEL activities in special.
State has given cycles to girls under Mai Bhago scheme.
No Girls Hostel in the District.
6.0. CHILDREN WITH SPECIAL NEEDS (CESN)
Facilities: All the CWSN are actively participating in class and school
activities as per their capacities and in total there were 5
students in 4 schools. .
During the last one month 78% CWSN have been very
regular.
There is inclusive seating arrangement of disabled CWSN
in all the schools.
Ramps are constructed in all schools but only 24% are as
per norms and connecting the whole building.
CWSN are encouraged by the teachers in all the schools to
participate in classroom processes.
Peers have friendly interaction with CWSN.
No special teachers for the CWSN students.
No Assistive devices have been provided to the students in
any school.
No IEP and no special teacher for CWSN students.
RMSA PUNJAB-1
56
7.0. CIVIL WORKS
Construction
Procedures:
In 2013-14, civil grant for construction for the school building
given. Civil works sanctioned to them has been started but the
school authorities have no information of grant or the material
used. In GHS (G) Jindwari (School building – work going on )
is sanctioned.
Construction of School Building in GHS - Jindwari
The work is sanctioned to the Panchayti Raj Department and
PWD of the state.
The civil works are not undertaken by the concerned school
SMC or head of the school.
In any of the schools no approved design drawings are
available.
The quality of material need to be checked by the education
deptt. and construction should be done in the SMC
supervision.
School heads stated that a better building can be made in this
amount.
8.0 School development Management Committee
Community
Awareness:
All the schools have SMCs and have been formulated
according to new RTE regulations.
There are 13 members in all SMCs, Parent of the one of
student of school is the President of SMC, Head of school is
the secretary and 8 parents are members, student
RMSA PUNJAB-1
57
representation is also there. Councillors/ panchayat
members are also nominated as members of SMC.
There is adequate representation of women, SC, ST and
minorities in the SMCs.
SMCs are constituted properly but participation of them is
only upto the monthly meeting or for signing the resolution
registers/ cheques.
26% of the SMC members are aware about the RMSA
activities and their roles and responsibilities.
About 25-27% of the members are helping the school
administration actively as reported by the heads.
New SMC members have not got training in the present
session.
SMC meetings are being held once a month in all the
schools.
In almost all the schools about 25-27% of the SMC
members participate in the various school functions.
Minutes of the SMC meetings are available in all the
schools.
SMC members need to be seriously trained and made
aware of the development plans with a vision.
9.0 MIS
DISE:
All the schools have supplied data under DISE.
All the schools have maintained and updated all the records
have a copy of the filled-in Data Capture Format (DCF).
Regular maintenance and updating of school records is being
done in all the schools.
All Heads got the training to fill DCFs.
10.0 FINANCIAL MANAGEMENT:
Financial
Management
Cash Books and Pass Books Stock Registers are available in
all the schools and updated till the last month in all the
schools.
Transfer of funds is done through e-transfer through the
RMSA PUNJAB-1
58
cluster in charges.
All the schools received School Grant and Maintenance Grant
between Sept to Oct., 2013.
Social Auditing: No social auditing done. Only signatures of
SMC members taken in SMC resolution book and receipts of
purchase tagged. No display of funds availability and usability
in any school for public information.
11.0 PLANNING AND IMPLEMENTATION:
School plan made at the school level as per the instructions
of the state and district level authorities but as reported by
school and district level authorities they have to change it
many times.
SMC members are not well versed with the actual
requirements of the schools and possibilities of execution of
development plans
A dire need to orient the SMC about the RMSA and its
provisions and convergence plan need to be made by
involving the whole community.
Planning for CWSN need to be done.
12.0. RESEARCH ACTIVITIES:
District: No project taken at district level.
School Level: No action research done by any of the teacher
as no teacher reported to the monitoring team about it. Most
of the teachers not aware about the procedure of action
research.
RMSA PUNJAB-1
59
DISTRICT : MOGA
Background: In District – Moga; 25 schools were chosen as the sample as per
ToR. The monitoring institute has collected data from 25 schools. The sample of
25 schools includes high schools (12) and senior secondary school (13). The
selection of schools to be included into the sample has been made with the help
sought from Rashtriya Madhmik Shikshana Abhiyan officials of the Punjab. The
report of RMSA is based on the data collected from these schools.
S.
No
Intervention
& Sub
activity
Strengths/ Weaknesses
1.0. ACCESS
1.1 Physical
Access
In the district under reference, the MI had visited 25 schools. The
details about the names of the school, DISE code, category etc.
of the sample schools as well as the distances of the habitations
served by each school has been given in the ANNEXURE- IV.
All habitations in 18 schools have access to schools
within 0-5 km of radius. But in six schools namely
G.S.S.S. (G) Kot Iessa Kha (6-9 km); G.S.S.S, Dharmkot
(5-10 kms); G.S.S.S (B) Baghapurna (6-11 kms); G.S.S.S
(G) Moga (6-13 kms); G.S.S.S Mehtabgargh Nathuwala
Garbi (6-10 kms); G.H.S Aminwala( 5-8 kms); and G.H.S
Langeana Khurd (5-8 kms); some students are coming
from distant habitats as there is no school in nearby
location or due to subject stream preference at senior
secondary level.
The major reason as communicated by students is of
subject preference and science stream schools at distant
places.
None of the schools reported any major barrier; the only
barrier is the highway in majority of schools. In city
schools, liquor shop and truck union are in way but as
RMSA PUNJAB-1
60
stated by students these do not pose any major threat to
them. Heavy vehicular traffic is the only problem in city
schools. Zebra crossings need to be portrayed near all
the educational institutions.
1.2. Quality of
Access
Number of rooms is adequate in 19 of the visited schools for
9th-12th students. In schools of cities and schools of clusters,
more rooms are required i.e. G.S.S.S Ajitwal Moga; Captain
Gurdit Singh Sen.Sec.School Chuharchak; G.S.S.S.
Daudhar; G.S.S.S Baghapurna (Boys); G.H.S Nihal Singh
Wala ; and G.S.S.S Khal Kalan (Girls).
In high schools, the enrollment ranged from 36 – 174
children and classroom pupil ratio on average is 1: 30 and it
ranges from 1: 10 to 1: 35.
In senior secondary schools, the enrollment ranged from 114
– 866 children and classroom pupil ratio on average is 1: 44
and it ranges from 1: 33 to 1: 76.
Size of the classroom in relation to student strength is
adequate in only 16 schools; however the size of classroom
is as per norms in all schools.
The condition of classrooms is good in 8 schools; average in
15 schools and poor in 2 schools on the basis of cleanliness/
light/ ventilation/ fan and flooring i.e. G.S.S.S Mehtabgargh
Nathuwala Garbi; and GSSS (B) Kokri Kalan.
Light and ventilation in classrooms is good in 21 schools.
Ordinary bulbs used in 68% of the schools.
Electricity interruption problem is there in all schools.
All the schools have blackboards and those are centrally
placed suitably to the benefit of all the children but in 2
schools i.e. G.S.S.S Bughipura; and G.H.S Khal Kalan (B)
the quality of blackboard is not good due to size and not of
proper paint. In 7 schools, the quality of Blackboard is
average.
80% schools have furniture in adequate number and in
RMSA PUNJAB-1
61
average condition.
7 schools do not have ramps and in 2 schools which have
ramps have no hand rails and civil work norms are not
followed while constructing ramp.
All the schools have drinking water facility but in 10 schools,
the quality of ground water is not good.
Libraries: In majority of the schools, libraries are there but
their usage is not up to the mark as infrastructure poor and
books of not good quality and students are not seen reading
in library.
LIBRARY – In Poor Shape and Maintenance
All schools organize some outdoor activities.
Only 19 schools have adequate playground with adequate
sports materials; maintenance of grounds is required in 8
schools.
Sanitation facilities: All schools have toilets separately for
boys and girls with running water facility. In 3 of the schools,
toilets are in poor conditions as cleanliness not good Toilets
for physically challenged are not available in all schools.
Drainage Facilities: In Majority of schools drains are open
and pucca. Problem of water lodging around or in the school
is there in 40% of the schools.
Waste water treatment: No waste water treatment in any
RMSA PUNJAB-1
62
school.
Water and energy Conservation: No rain water harvesting
in any school and no energy conservation provisions like
solar energy or gobar gas plant in practice. CFL are used
only in 32% of the schools but those are not sufficient to
provide enough light to students to read.
Safety aspect of Building design: All schools in Govt.
buildings and no structural facility is there reported by any
school head to cope up with natural hazards.
No disaster handle training provided to any teacher or
student. Fire extinguishers available in schools.
Head has the contact numbers of emergency services but
this need to be displayed in all schools.
1.3 Social
Access
All the schools have children belonging to different castes
and economic status.
All the schools are catering to all sections of the society
and there is no disparity in providing access to the school.
No such Socio-cultural and linguistic barriers was observed
by MIs.
1.4 Additional
Items in the
context of
RMSA
All schools as an agency of social cohesiveness are found
to be satisfactory.
Seating arrangement supports mixing of children of different
social groups in all the schools.
Students and teachers communicate very well without any
discrimination.
Children of different social and economic categories,
CWSN, boys and girls all communicate with teachers
without any fear.
Child mapping is required in the district as in poor colonies
inhabited by the poor people near city outskirts; a number of
children of 14-16 age group can be seen out of the schools
who are not enrolled anywhere. Children of the 14-16 age
group can be seen working on roadside eateries and in
RMSA PUNJAB-1
63
workshops of scooters/ cars. Serious efforts are required.
2.0. OUT OF SCHOOL CHILDREN: (14-16 years)
No drop out reported by any school.
Only transfer certificate issued to students.
No seasonal migration reported by any school.
But out of school children are there in all urban and rural
areas of the district.
Need to do child mapping of 14-16 age group.
No drop out is reported as majority of students in secondary
schools come from nearby upper primary (6-8) schools and
secondary schools have no communication regarding how
many got enrolled and how many left.
No special hostel for OoSC in the district.
3.0. QUALITY ISSUES – TEACHING & LEARNING:
3.1 Enabling
Conditions
Teachers use variety of TLMs other than textbooks.
There are no untrained teachers in the schools.
All the teachers have attended in-service training. But level
of training need to be changed qualitatively.
But no teacher training programme for PGT’s.
Teacher training programme is there for gender
sensitization; CWSN; CAL. But an element of seriousness,
novelty and quality was missing as reported by teachers.
An evaluation based model need to be implemented in
training for PGTs as per the lines of UGC.
Training for usage of CAL and EDUSAT based pedagogy
need to be provided.
Moreover renowned teacher training institutes and
universities need to be involved in training programmes.
95% of the teachers have no good orientation for the action
research.
Almost all of the teachers are aware of RMSA.
All the schools have received textbooks within one month of
the starting of the session.
RMSA PUNJAB-1
64
There are 6 sanctioned posts were vacant in schools of TGT
cadre of science/ math/ S.St./ PTI; and 44 posts of school
lecturers PGT cadre of History/ Pol. Science/ Economics/
Physics/ Chemistry/ Biology.
School grant has been released to schools @ Rs. 50000/-
and Rs. 25000/- during the months of September- October,
2013.
Computer teachers are appointed in all schools.
3.2 Teaching
Learning
Process
All the teachers consider that the learner is important in
teaching learning process.
Only 15% of teachers provide adequate concrete
experiences in the classroom.
Almost all the teachers are aware of use of community
resources in teaching learning process.
All the children happily participate in teaching learning
process.
In all the schools, CCE, Marking & Grading system is being
followed.
All schools have flexible seating arrangement. In all the
schools there is inclusive seating arrangement for disabled
and disadvantaged students. All the students are treated as
equal in the class.
In all the schools students are free to express their opinions
and free to ask questions.
About 17% of parents have noticed positive change in
teaching learning and evaluation in last 1-2years.
Problem of truancy is reported in three schools. Head
teachers have reported it the parents and try to tackle the
problem.
Classroom management in 15 schools is satisfactory.
All of the teachers use bilingual method while teaching
English.
92% of the teachers dictate notes.
RMSA PUNJAB-1
65
Discussion method is used by 4-5% teachers in arts classes
of 10+1 and 10+2. Otherwise teachers talk is dominating in
all the schools.
About 93% of the teachers are providing only bookish
knowledge. They have not made efforts to connect textbook
with real life experiences of children.
Science laboratories are not used actively in 9 of the high
schools and 6 of the senior secondary schools.
Onsite Academic Support: No teacher giving academic
support is seen there during the monitoring.
3.3 Issues in
equity in
quality
No noticeable major gaps in learning achievement level of
SC, ST, Minority and Girls.
There is no noticeable discrimination of SC, ST, Minority and
Girls either by friends or by the teachers in all the schools.
All the teachers have a good understanding of challenges
and advantages of diversity in a classroom.
A handful of teachers make efforts to highlight the
contributions of different socio-cultural groups to the society.
3.4. Guidance &
Counselling
Cell
Guidance cell is constituted in every school. But no concrete
guidance is given.
No counselor appointed in the school or cluster.
A school teacher is doing the job of counselor.
No tests to check IQ, aptitude or personality of students.
No availability brochures/ directories etc. for educational and
vocational guidance in all the schools.
Only a few students taken guidance in papers but nothing
concrete there as per the objectives of guidance and
counseling cell.
4.0. Computer Assisted Learning
4.1 CAL
In all the schools computers are there.
But in only 13 senior secondary schools and 8 High schools,
E- library (having 24 computers) got installed. In other
schools, E-lib need to be installed urgently.
RMSA PUNJAB-1
66
E-Lib (Computer Laboratory) – 24 computers
All schools have subject wise multimedia materials.
EDUSAT programs for Science / Math /English/ Physics/
Chemistry/ Biology/ History for 9th -12th class students
telecasted. But proper furniture required in these rooms.
Subject teacher have to be present during EDUSAT Class as
in some schools teachers were found working somewhere
else while students were in EDUSAT class.
EDUSAT Based Programme – in A School
RMSA PUNJAB-1
67
Teacher and students liked E- content.
But there is an urgent need to provide training to teachers to
use CAL and EDUSAT based pedagogy.
In 4 schools, there is need to improve the Computer
laboratory i.e. G.H.S Balkhandi: G.H.S Varioka; G.H.S Khal
Kalan (Boys); & G.H.S Amargarh (Mehna).
Outdated Computer Laboratory in a School
Only 14- 15% teachers have knowledge about the topics of
the digital and multimedia materials.
Almost 28% of the school teachers have the knowledge
regarding the use of computers and CDs and about 65%
teachers got the computer training ranging from one day to
one week duration.
The average time gap for getting computer functional varies
from 7 days to 20 days depending upon the problem.
Some teachers in high schools are noticed to use the CAL in
classroom. A handful teacher’s are also using it for the
personal growth / lesson preparation. Computer laboratory is
used only to teach the students only about some basic
computer works.
5.0 GIRLS EDUCATION
5.1 NPEGEL
There are no big gaps between boys and girls here in terms
of number or their presence in schools.
Teachers have the gender sensitization.
RMSA PUNJAB-1
68
There are no stereotyped practices against girls. The
participation levels of girls is good and non discriminatory.
None of the schools or teachers is discriminatory for girls.
Both boys and girls participate actively in groups in various
curricular and co-curricular activities.
No Separate common rooms for girls in any of the schools.
No NPEGEL activities in special.
State has given cycles to girls under Mai Bhago scheme.
No Girls Hostel in the District.
6.0. CHILDREN WITH SPECIAL NEEDS (CESN)
Facilities: All the CWSN are actively participating in class and school
activities as per their capacities and in total there were 19
students in 11 schools. .
During the last one month 68% CWSN have been very
regular.
There is inclusive seating arrangement of disabled CWSN
in all the schools.
Ramps are constructed in 72% schools but only 32% are as
per norms and connecting the whole building.
CWSN are encouraged by the teachers in all the schools to
participate in classroom processes.
Peers have friendly interaction with CWSN.
No special teachers for the CWSN students.
No Assistive devices have been provided to the students in
any school.
No IEP and no special teacher for CWSN students.
7.0. CIVIL WORKS
Construction
Procedures:
In 2013-14, civil grant for construction for the school building
given. Civil works sanctioned to them has been started but the
school authorities have no information of grant or the material
used. In G.S.S.S Bughipura (Additional Room Construction-
work not started) and G.S.S.S Khal Kalan (GIRLS) – ( Art
Room Construction- Work going on) is sanctioned.
RMSA PUNJAB-1
69
The work is sanctioned to the Panchayti Raj Department and
PWD of the state.
The civil works are not undertaken by the concerned school
SMC or head of the school.
In any of the schools no approved design drawings are
available.
The quality of material need to be checked by the education
deptt. and construction should be done in the SMC
supervision.
School heads stated that a better building can be made in this
amount.
8.0 School development Management Committee
Community
Awareness:
All the schools have SMCs and have been formulated
according to new RTE regulations.
There are 13 members in all SMCs, Parent of the one of
student of school is the President of SMC, Head of school is
the secretary and 8 parents are members, student
representation is also there. Councillors/ panchayat
members are also nominated as members of SMC.
There is adequate representation of women, SC, ST and
minorities in the SMCs.
SMCs are constituted properly but participation of them is
only upto the monthly meeting or for signing the resolution
registers/ cheques.
23% of the SMC members are aware about the RMSA
activities and their roles and responsibilities.
About 27% of the members are helping the school
administration actively as reported by the heads.
New SMC members have not got training in the present
session.
SMC meetings are being held once a month in all the
schools.
In almost all the schools about 27-30% of the SMC
RMSA PUNJAB-1
70
members participate in the various school functions.
Minutes of the SMC meetings are available in all the
schools.
SMC members need to be seriously trained and made
aware of the development plans with a vision.
9.0 MIS
DISE:
All the schools have supplied data under DISE.
All the schools have maintained and updated all the records
have a copy of the filled-in Data Capture Format (DCF).
Regular maintenance and updating of school records is being
done in all the schools.
All Heads got the training to fill DCFs.
10.0 FINANCIAL MANAGEMENT:
Financial
Management
Cash Books and Pass Books Stock Registers are available in
all the schools and updated till the last month in all the
schools.
Transfer of funds is done through e-transfer through the
cluster in charges.
All the schools received School Grant and Maintenance Grant
between Sept to Oct., 2013.
Social Auditing: No social auditing done. Only signatures of
SMC members taken in SMC resolution book and receipts of
purchase tagged. No display of funds availability and usability
in any school for public information.
11.0 PLANNING AND IMPLEMENTATION:
School plan made at the school level as per the instructions
of the state and district level authorities but as reported by
school and district level authorities they have to change it
many times.
SMC members are not well versed with the actual
requirements of the schools and possibilities of execution of
development plans
A dire need to orient the SMC about the RMSA and its
RMSA PUNJAB-1
71
provisions and convergence plan need to be made by
involving the whole community.
Planning for CWSN need to be done.
12.0. RESEARCH ACTIVITIES:
District: No project taken at district level.
School Level: No action research done by any of the teacher
as no teacher reported to the monitoring team about it. Most
of the teachers not aware about the procedure of action
research.
RMSA PUNJAB-1
72
DISTRICT : BATHINDA
Background: In District –Bathinda; 25 schools were chosen as the sample as per
ToR. The monitoring institute has collected data from 25 schools. The sample of
25 schools includes high schools (13) and senior secondary school (12). The
selection of schools to be included into the sample has been made with the help
sought from Rashtriya Madhmik Shikshana Abhiyan officials of the Punjab. The
report of RMSA is based on the data collected from these schools.
S.
No
Intervention
& Sub
activity
Strengths/ Weaknesses
1.0. ACCESS
1.1 Physical
Access
In the district under reference, the MI had visited 25 schools. The
details about the names of the school, DISE code, category etc.
of the sample schools as well as the distances of the habitations
served by each school has been given in the ANNEXURE- V.
All habitations in 14 schools have access to schools within
0-5 km of radius. But in 11 schools namely GSSS, Kt
Shamir (5-7 kms); GSSS, Talwandi Sabo (5-9 kms);
GSSS, Ghudda (5-10 kms); GSSS (B), Phul Town (5-7
kms); GSSS, Chak Fateh Singh Wala (5-8 kms); GHS (G),
Mandi Kalan (5-8 kms); GSSS, Salabatpura (5-10 kms);
GSSS, Bhookhra (5-10 kms); GSSS, Chak Ruldu Singh
Wala (5-7 kms); GSSS, Jalal (5-8 kms); GSSS,
Maiserkhanna (5- 11 kms); some students are coming from
distant habitats having as there is no school in nearby
location or a particular subject stream.
The major reason as communicated by students is of
subject preference and science stream schools at distant
places.
None of the schools reported any major barrier; the only
barrier is the highway in majority of schools. In city
RMSA PUNJAB-1
73
schools, liquor shop and truck union are in way but as
stated by students these do not pose any major threat to
them. Heavy vehicular traffic is the only problem in city
schools. Zebra crossings need to be portrayed near all the
educational institutions.
1.2. Quality of
Access
Number of rooms is adequate in 18 of the visited schools for
9th-12th students. In schools of cities, more rooms are
required i.e. GHS ,MIRJEANA; GHS (G) , MANDI KALAN;
GSSS,SALABATPURA; GSSS, TALWANDI SABO; GSSS,
CHAK RULDU SINGH WALA; GSSS, KOT SHAMIR; and
GSSS, MAISERKHANA.
In high schools, the enrollment ranged from 55 - 183 children
and classroom pupil ratio on average is 1: 32 and it ranges
from 1: 27 to 1: 41.
In senior secondary schools, the enrollment ranged from 176
– 630 children and classroom pupil ratio on average is 1: 44
and it ranges from 1: 29 to 1: 57.
Size of the classroom in relation to student strength is
adequate in only 9 schools; however the size of classroom is
as per norms in all schools.
The condition of classrooms is good in 7 schools; average in
9 schools and poor in 6 schools on the basis of cleanliness/
light/ ventilation/ fan and flooring i.e. GHS, Burj Gill; GHS,
Jajjal; GHS, Bhagu; GSSS, Ghudda; GSSS, Sangat Mandi;
and GSSS, Lehra Mohabbat.
Light and ventilation in classrooms is good in 28 schools.
Ordinary bulbs used in 48% of the schools.
Electricity interruption problem is there in all schools.
All the schools have blackboards and those are centrally
placed suitably to the benefit of all the children but in 3
schools i.e. GSSS, Talwandi Sabo; GSSS, Bhokhra; and
GSSS, Lehra Mohabbat the quality of blackboard is not good
in some class rooms due to size and not of proper paint.
RMSA PUNJAB-1
74
POOR BLACKBOARD IN GSSS, TALWANDI SABO
84% schools have furniture in adequate number and in
average condition for all students.
Students Sitting on Floor in GSSS, Lehra Mohabbat
One school GHS, Sema do not have ramps and in 6 schools
which have ramps have no hand rails and civil work norms
are not followed while constructing ramp in majority of
schools.
All the schools have drinking water facility but in 11 schools,
the quality of ground water is not good.
RMSA PUNJAB-1
75
All schools organize some outdoor activities.
Only 29 schools have adequate playground with adequate
sports materials; maintenance of grounds is required in 7
schools and four schools have no play ground.
Sanitation facilities: All schools have toilets separately for
boys and girls with running water facility. In 2 of the schools,
toilets are in poor condition on the basis of cleanliness i.e..
GSSS, Lehra Mohabbat; and GSSS, Talwandi Sabo. Toilets
for physically challenged are not available in two schools.
Poor Condition of Toilets in GSSS, Lehra Mohabbat
Drainage Facilities: In Majority of schools drains are open
and pucca. Problem of water lodging around or in the school
is there in 52% of the schools.
RMSA PUNJAB-1
76
Drinking Water Area of GSSS- Lehra Mohabbat (Water
Logging & Poor Cleanliness)
Waste water treatment: No waste water treatment in any
school.
Water and energy Conservation: No rain water harvesting
in any school and no energy conservation provisions like
solar energy or gobar gas plant in practice. CFL are used only
in 52% of the schools but those are not sufficient to provide
enough light to students to read.
Safety aspect of Building design: All schools in Govt.
buildings and no structural facility is there reported by any
school head to cope up with natural hazards.
No disaster handle training provided to any teacher or
student. Fire extinguishers available in schools.
Head has the contact numbers of emergency services but
these needs to be displayed in all schools.
1.3 Social
Access
All the schools have children belonging to different castes
and economic status.
All the schools are catering to all sections of the society and
there is no disparity in providing access to the school.
RMSA PUNJAB-1
77
No such Socio-cultural and linguistic barriers was observed
by MIs.
1.4 Additional
Items in the
context of
RMSA
All schools as an agency of social cohesiveness are found to
be satisfactory.
Seating arrangement supports mixing of children of different
social groups in all the schools.
Students and teachers communicate very well without any
discrimination.
Children of different social and economic categories, CWSN,
boys and girls all communicate with teachers without any
fear.
Child mapping is required in the district as in poor colonies
inhabited by the poor people near city outskirts; a number of
children of 14-16 age group can be seen out of the schools
who are not enrolled anywhere. Children of the 14-16 age
group can be seen working on roadside eateries and in
workshops of scooters/ cars in Bathinda city and focal point.
Serious efforts are required.
2.0. OUT OF SCHOOL CHILDREN: (14-16 years)
No drop out reported by any school.
Only transfer certificate issued to students.
No seasonal migration reported by any school.
But out of school children are there in all urban and rural
areas of the district.
Need to do child mapping of 14-16 age group.
No drop out is reported as majority of students in secondary
schools come from nearby upper primary (6-8) schools and
secondary schools have no communication regarding how
many got enrolled and how many left.
No special hostel for OoSC in the district.
3.0. QUALITY ISSUES – TEACHING & LEARNING:
3.1 Enabling
Conditions
Teachers use variety of TLMs other than textbooks.
There are no untrained teachers in the schools.
RMSA PUNJAB-1
78
All the teachers have attended in-service training. But level of
training need to be changed qualitatively.
Teacher training programme is there for gender sensitization;
CWSN; CAL. But an element of seriousness, novelty and
quality was missing as reported by teachers.
An evaluation based model need to be implemented in
training for PGTs as per the lines of UGC.
Training for usage of CAL and EDUSAT based pedagogy
need to be provided.
Moreover renowned teacher training institutes and
universities need to be involved in training programmes.
93% of the teachers have no good orientation for the action
research.
Almost all of the teachers are aware of RMSA.
All the schools have received textbooks within one month of
the starting of the session.
There are 12 sanctioned posts were vacant in schools of TGT
cadre of science/ math/ S.St./ PTI; and 32 posts of school
lecturers PGT cadre of History/ Pol. Science/ Economics/
Physics/ Chemistry/ Biology.
School grant has been released to schools @ Rs. 50000/-
and Rs. 25000/- during the months of September- October,
2013.
Computer teachers are appointed in all schools.
3.2 Teaching
Learning
Process
All the teachers consider that the learner is important in
teaching learning process.
Only 12-15% of teachers provide adequate concrete
experiences in the classroom.
Almost all the teachers are aware of use of community
resources in teaching learning process.
All the children happily participate in teaching learning
process.
In all the schools, CCE, Marking & Grading system is being
RMSA PUNJAB-1
79
followed.
All schools have flexible seating arrangement. In all the
schools there is inclusive seating arrangement for disabled
and disadvantaged students. All the students are treated as
equal in the class.
In all the schools students are free to express their opinions
and free to ask questions.
About 20% of parents have noticed positive change in
teaching learning and evaluation in last 1-2years.
Results: In year 2012-13:
o In 9th Class, 12% students got failed and 46.28% got
less than 60% marks in the final exams.
o In 10th Class, 2.70% students got failed and 66.49%
got less than 60% marks in the final exams.
o In 10+1 Class, 10.54% students got failed and 47.11%
got less than 60% marks in the final exams.
o In 10+2 Class, 3.04% students got failed and 25.44%
got less than 60% marks in the final exams.
Problem of truancy is reported in two schools. Head teachers
have reported it the parents and try to tackle the problem.
Classroom management in 15 schools is satisfactory.
All of the teachers use bilingual method while teaching
English.
90% of the teachers dictate notes.
Discussion method is used by 7-8% teachers in arts classes
of 10+1 and 10+2. Otherwise teachers talk is dominating in all
the schools.
About 90% of the teachers are providing only bookish
knowledge. They have not made efforts to connect textbook
with real life experiences of children.
Science laboratories are not used actively in 10 of the high
schools and 5 of the senior secondary schools.
Onsite Academic Support: No teacher giving academic
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support is seen there during the monitoring.
3.3 Issues in
equity in
quality
No noticeable major gaps in learning achievement level of
SC, ST, Minority and Girls.
There is no noticeable discrimination of SC, ST, Minority and
Girls either by friends or by the teachers in all the schools.
All the teachers have a good understanding of challenges and
advantages of diversity in a classroom.
A handful of teachers make efforts to highlight the
contributions of different socio-cultural groups to the society.
3.4. Guidance &
Counselling
Cell
Guidance cell is constituted in every school. But no concrete
guidance is given.
No counselor appointed in the school or cluster.
A school teacher is doing the job of counselor in each school
and he/she has no requisite qualification for that.
No tests to check IQ, aptitude or personality of students.
No availability brochures/ directories etc. for educational and
vocational guidance in all the schools.
Only a few students taken guidance in papers but nothing
concrete there as per the objectives of guidance and
counseling cell.
4.0. Computer Assisted Learning
4.1 CAL
In all the schools computers are there.
In all high and senior secondary schools, E- library (having 24
computers) got installed.
All schools have subject wise multimedia materials.
EDUSAT programs for science/ physics/ chemistry and maths ,
English for 9th -12th class students telecasted.
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E-LIBRARY IN A SCHOOL
Teacher and students liked E- content.
But there is an urgent need to provide training to teachers to
use CAL and EDUSAT based pedagogy.
Only 10-12% teachers have knowledge about the topics of the
digital and multimedia materials.
Almost 30- 35% of the school teachers have the knowledge
regarding the use of computers and CDs and about 73%
teachers got the computer training ranging from one day to one
week duration.
The average time gap for getting computer functional varies
from 7 days to 20 days depending upon the problem.
Some teachers in high schools are noticed to use the CAL in
classroom. A handful teacher’s are also using it for the
personal growth / lesson preparation. Computer laboratory is
used only to teach the students only about some basic
computer works.
5.0 GIRLS EDUCATION
5.1 NPEGEL
There are no big gaps between boys and girls here in terms
of number or their presence in schools.
Teachers have the gender sensitization.
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There are no stereotyped practices against girls. The
participation levels of girls is good and non discriminatory.
None of the schools or teachers is discriminatory for girls.
Both boys and girls participate actively in groups in various
curricular and co-curricular activities.
No Separate common rooms for girls in any of the schools.
No NPEGEL activities in special.
State has given cycles to girls under Mai Bhago scheme.
Girls Hostel In the district there are three Girls Hostel for the girls i.e. GHS
(G), Mandi Kalan; GSSS Ghudda; and GSSS, Talwandi
Sabo.
GHS (G), Mandi Kalan: School has two hostels in own
building i.e. for 6th-8th and 9th -12th students.
No. of Students Admitted: 50 students of 6th -8th class. No
student of 9th -12 th class in the hostel in the last year; from
2014-15 session students will be admitted for 9th-12th class.
Building Status: Building design good and construction is
good.
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New Building of Secondary Girls Hostel in
GHS (G), Mandi Kalan
GSSS Ghudda: School has two hostels in own building i.e. for
6th
-8th
and 9th
-12th
students.
No. of students admitted: 28 ( 22 of same village and 6 of
other villages of 6th -8th class). No student of 9th -12th class in
the hostel in the last year; from this year students will be
admitted for 9th-12th class.
Building Status: Building design good and construction is
good.
GSSS, Talwandi Sabo: 17 students of 6th -8th class
admitted. No student of 9th -12th class in the hostel in the last
year; from this year students will be admitted for 9th-12th class.
Building Status: Building design good and construction is
not good as it needs repair.
Observation: For seats of 100 only a few students are admitted
in KGBV, then it is not good to prn RMSA residential hostel in the
same school.
6.0. CHILDREN WITH SPECIAL NEEDS (CESN)
Facilities: All the CWSN are actively participating in class and school
activities as per their capacities and in total there were 15
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students in 6 schools. .
During the last one month 72% CWSN have been very
regular.
There is inclusive seating arrangement of disabled CWSN in
all the schools.
Ramps are constructed in all schools but only 44% are as
per norms and connecting the whole building.
CWSN are encouraged by the teachers in all the schools to
participate in classroom processes.
Peers have friendly interaction with CWSN.
No special teachers for the CWSN students.
No Assistive devices have been provided to the students in
any school.
No IEP and no special teacher for CWSN students.
7.0. CIVIL WORKS
Construction
Procedures:
In 2013-14, civil grant for construction for art room and the
school building given. Civil works sanctioned to them has
been started but the school authorities have no information
of grant or the material used. In schools following works
sanctioned i.e. GSSS, JALAL (Art room- completed ); GHS,
Maur Khurd (Library- completed); GSSS,Salabatpura (Art
room- completed); GHS,Jivan Singh Wala (LIBRARY,
SCIENCE LAB AND TOILET – ongoing); GSSS – Talwandi
Sabo (Art room – ongoing); GSSS – Ghudda (Art room –
ongoing); GSSS, Kot Shamir (Additional Classroom – not yet
started) and GSSS- Lehra Mohabbat (Additional Classroom-
ongoing).
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GSSS- Talwandi Sabo (Art room – First floor)
GSSS- Gudda (Art Room)
GSSS- Lehra Mohabbat (Additional Classroom)
The work is sanctioned to the Panchayti Raj Department and
PWD of the state in the schools.
The civil works are not undertaken by the concerned school
SMC or head of the school.
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In any of the schools no approved design drawings are
available.
The quality of material need to be checked by the education
deptt. and construction should be done in the SMC
supervision.
School heads stated that a better building can be made in
this amount.
In case of GSSS- Talwandi Sabo – art room is constructed
on the first floor and due to that construction cost should be
low but as reported by school teachers, same cost as for
ground floor is given for construction.
8.0 School development Management Committee
Community
Awareness:
All the schools have SMCs and have been formulated
according to new RTE regulations.
There are 13 members in all SMCs, Parent of the one of
student of school is the President of SMC, Head of school
is the secretary and 8 parents are members, student
representation is also there. Councillors/ panchayat
members are also nominated as members of SMC.
There is adequate representation of women, SC, ST and
minorities in the SMCs.
SMCs are constituted properly but participation of them is
only upto the monthly meeting or for signing the resolution
registers/ cheques.
18% of the SMC members are aware about the RMSA
activities and their roles and responsibilities.
About 25-30% of the members are helping the school
administration actively as reported by the heads.
New SMC members have not got training in the present
session.
SMC meetings are being held once a month in all the
schools.
In almost all the schools about 25-30% of the SMC
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members participate in the various school functions.
Minutes of the SMC meetings are available in all the
schools.
SMC members need to be seriously trained and made
aware of the development plans with a vision.
9.0 MIS
DISE:
All the schools have supplied data under DISE.
All the schools have maintained and updated all the
records have a copy of the filled-in Data Capture Format
(DCF).
Regular maintenance and updating of school records is
being done in all the schools.
All Heads got the training to fill DCFs.
10.0 FINANCIAL MANAGEMENT:
Financial
Management
Cash Books and Pass Books Stock Registers are available
in all the schools and updated till the last month in all the
schools.
Transfer of funds is done through e-transfer through the
cluster in charges.
All the schools received School Grant and Maintenance
Grant between Sept to Oct,,2013.
Social Auditing: No social auditing done. Only signatures
of SMC members taken in SMC resolution book and
receipts of purchase tagged. No display of funds availability
and usability in any school for public information.
11.0 PLANNING AND IMPLEMENTATION:
School plan made at the school level as per the instructions
of the state and district level authorities but as reported by
school and district level authorities they have to change it
many times.
SMC members are not well versed with the actual
requirements of the schools and possibilities of execution of
development plans
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A dire need to orient the SMC about the RMSA and its
provisions and convergence plan need to be made by
involving the whole community.
Planning for CWSN need to be done.
12.0 RESEARCH ACTIVITIES:
District: No project taken at district level.
School Level: No action research done by any of the
teacher as no teacher reported to the monitoring team
about it. Most of the teachers not aware about the
procedure of action research.
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MAJOR OBSERVATIONS OF MI & SUGGESTIONS BY TEACHERS AND
PARENTS: During the field work, on interaction with teachers, heads and parents,
some suggestions emerged on the observations of MI team. These observations and
suggestions are compiled as follows for further improvement of the programme:
1. Access More schools at senior secondary level required as
students are coming from the distant villages to study in
10th onwards.
Condition of rooms (Blackboard; Light & ventilation;
furniture) need to be made good.
Toilets cleanliness and drinking water area cleanliness
required.
Drains should be clean in all schools.
2. Out of School
Children
No child mapping at the level of secondary school
students.
A number of children of 14 years age group are out of
school.
Need to do child mapping seriously and serious efforts
needed that the children to join the school.
A school level register should be maintained for the
students of 14+ age group students of the neighboring
villages to which school is catering.
A data register need to be maintained of those students
who passed 8th or 10th and where they got admission in
the parent schools.
3. Teaching
Learning
Process
A lot to do to make teaching interactive one as in most
of the cases its one way communication.
Most of the teaching is cramming based; it should be
made the concept clarity based one.
All posts need to be filled for secondary and senior
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secondary classes as at some places teachers are
required and at some places teachers are surplus at
senior secondary level. TGT & PGT of science/ maths/
English should not be given any extra duties in DEO
offices or in schools.
In schools, where is no provision of senior secondary
classes; senior secondary classes not to be organized.
As it leads to lower down the quality of the other
students in the school.
Principals and Heads need to be appointed in all
secondary and senior secondary schools and regular
monitoring of the students learning outcomes need to
be done.
Onsite academic support need to be given in a good
way. Resource teachers should be of high caliber.
Training for the action research need to be provided to
school teachers.
3.1. Teacher
Training
Teacher training for secondary level need to be done
seriously by the expert resource person’s from training
institutes or universities.
Good lecture rooms and good environment be given for
teacher training. Participants need to be evaluated at
the end of training by some outer agency.
No training of computer teachers done. It should be
done on yearly basis as computer teachers do not know
the basics details of pedagogy as those are not B.Ed.
Training of PGT’s is not done. It’s very surprising that at
PGT level teachers are not considered for professional
growth.
A rigorous and evaluation based training plan need to
be prepared for PGT teachers.
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An evaluation based criterion like in higher education to
be made for the evaluation of training programme
achievements of participants.
4. Computer
Assisted
Learning
Although programme of E- Library and EDUSAT good.
But E- libraries need to be installed in all schools.
Training to teachers should be given to use CAL and
EDUSAT based pedagogy as teachers not aware how
to use CAL and EDUSAT in addition to classroom
teaching.
Computer training and usage should be made
compulsory for all teachers i.e. TGT and PGT.
5. NPEGEL Karate training is there I all schools.
Girls Hostel need to be opened in those areas where
more students can be admitted. As in Bathinda in
KGBV’s only 25% of the students of the total strength
are residing. Then it’s not good to open RMSA hostels
in the same location.
6. CWSN No special provisions for CWSN in secondary classes.
It’s very strange that in primary schools in CWSN
centers there are students but in 6th- 8th their strength
goes down and in secondary classes, only a few are
there in the school.
Need to study this at micro level that where is the drop
out and where are those students enrolled in primary
classes under CWSN category.
7. Civil works Civil works grants sanctioned.
But school and SMC has no role in construction.
Work is done by the Panchayti Raj Dept.t or some other
Govt. agency.
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School and SMC need to be involved in planning and
quality checking.
8. SMC
Participation
SMC constituted in each school as per norms.
Awareness level of the SMC members not good to
contribute in development of school or education in the
required areas as per the present day needs of
students.
Training of SMC members need to be done regularly
and seriously.
9. MIS & Financial
Management
Social auditing need to be done.
Display of funds availability and usability in school for
public information should be done.
A good and working plan should be made to utilize the
School Grant and Maintenance Grant. As in majority of
schools, grant is used on the same problem again and
again and nothing good happened there.
10. Planning and
Implementation
School plan should be school specific and not the state
specific.
SMC members need to be trained for development of
school and students.
A dire need to orient the SMC about the RMSA and its
provisions and convergence plan need to be made by
involving the whole community.
11. Research
Activities
Research activities need to be carried at state level by
some renowned university or research institute.
Teachers need to be motivated to do action research
and training for action research procedures need to be
arranged for school teachers.
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ANNEXURE- I
SELECTED SCHOOLS OF DISTRICT: SBS NAGAR
Name of School DISE Code Block
GHS KHAN KHANNA (G) 3060305503 MUKANDPUR
GHS MALPUR ARKAN 3060406202 NAWANSHAHAR-2
GHS SHEIKHUPUR 3060409502 NAWANSHAHAR-1
GHS KARYAM 3060404802 NAWANSHAHAR-2
GHS SANAVA 3060409002 NAWANSHAHAR-1
GHS KOT RANJHA 3060405202 AUR
GHS RAKKARAN DHAHAN 3060505002 SAROYA
GHS BEHRAM 3060301104 BANGA
GHS GUNA CHAUR 3060102703 MUKANDPUR
GHS MALLEWAL 3060504102 SAROYA
GHS MEHNDIPUR 3060213701 BALACHAUR-2
GHS GAHOON 3060203602 BALACHAUR-1
GHS CHAKDANA 3060101802 MUKANDPUR
GSSS KARIHA 3060305802 NAWANSHAHAR-2
GSSS SOOND 3060309102 BANGA
GSSS BANGA (B) 3060310901 BANGA
GSSS RAHON (B) 3060411201 AUR
GGSSS RAHON 3060411501 AUR
GSSS NAWANSHAHR 3060411801 NAWANSHAHAR-2
GSSS LANGROYA 3060405403 NAWANSHAHAR-1
GSSS JADLA 3060404102 NAWANSHAHAR-1
GSSS GHUMAN 3060303502 BANGA
GSSS MUKANDPUR 3060105502 MUKANDPUR
GGSSS BALACHAUR 3060213401 BALACHAUR-1
GSSS BAKAPUR 3060500502 SAROYA
RMSA PUNJAB-1
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ANNEXURE- II
SELECTED SCHOOLS OF DISTRICT: HOSHIARPUR
Name of School DISE Code Block
GHS TODARPUR 3050715302 Mahilpur 2
GHS DARAPUR DHARAMKOT 3050102302 Bhunga 1
GHS KAMALPUR 3090902503 Hoshiarpur 1B
GHS MANDIALAN 3050504702 Hoshiarpur 2A
GSSS TALWARA SEC 1 3050908302 Talwara
GM HS TALWARA SEC 2 3050908402 Talwara
GHS NANGAL KALAN 3050713002 Mahilpur 2
GHS BUDDI PIND 3051011602 Tanda 2
GHS HALLUWAL 3050702702 Mahilpur 1
GHS MIANI 3051005402 Tanda 1
GHS LALWAN 3050703902 Mahilpur 1
GHS PURHIRAN 3050419002 Hoshiarpur 1B
GHS KANDHALA JATTAN 3051012802 Tanda 1
S.A.S JOSH MEMORIAL GSSS BHUNGA 3050101702 Bhunga 1
GSSS NANGAL KHURD 3050713102 Mahilpur 2
GSSS MAHILPUR(B) 3050704501 Mahilpur 1
GSSS MURADPUR NARYAL 3050404502 Bullowal
GSSS HAJIPUR 3050600504 Hajipur
GSSS RAILWAY MANDI (G) HSPR 3050419202 Hoshiarpur 1B
GSSS GARSHANKER 3050302801 Garshanker 1
GSSS MAHILPUR(G) 3050704701 Mahilpur 1
GSSS JALALPUR 3051012402 Tanda 1
GSSS PIPLIWALA 3050418002 Hoshiarpur 1A
GSSS MEGHOWAL 3050705502 Mahilpur 1
GSSS MAZARA DINGRIAN 3050305502
Garshanker 1
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ANNEXURE- III
SELECTED SCHOOLS OF DISTRICT: ROPAR
Name of School DISE Code Block
GSSS (GIRLS) Anandpur Sahib 3070113302 Anandpur Sahib
GSSS LAUDI MAJRA 3070712202 Ropar-1
GSSS (B) Nangal 3070114602 Nangal
GSSS NANAGAL(G) 3070114703 Nangal
G.S.S.S BOYS Ropar 3070719801 Ropar-1
GOVT SEN SEC SCHOOL MORINDA 3070500602 Morinda
G.S.S.S.S. GIRLS Ropar 3070720501 Ropar-1
GSSS KIRATPUR SAHIB 3070107303 Anandpur Sahib
GSSS BHARATGARH 3070704303 Ropar-1
GSSS TAJPUR 3070507102 Morinda
GSSS BOOR MAJRA 3070501702 Morinda
GSSS DHANGRALI 3070502902 Morinda
GOVT HIGH SCHOOL BHALIAN 3070201802 Chamkaur Sahib
G H S MARAULI KALAN 3070501202 Morinda
GHS KALARAN 3070504102 Morinda
GOVT SCHOOL SANDHUAN 3070210002 Chamkaur Sahib
GOVT SCHOOL FASSE 3070208402 Chamkaur Sahib
GHS MENHANDALI KHURD 3070109503 Anandpur Sahib
GOVT High SCHOOL JINDBARI 3070106404 Anandpur Sahib
GOVT HIGH SCHOOL CHANDPUR BELA 3070103303 Anandpur Sahib
GOVT SCHOOL RAMPUR JHAJER 3070106202 Anandpur Sahib
G.H.S KHAD BATHLOUR 3070601902 Takhatgarh
GOVT SCHOOL ZINDANPUR 3070211202 Chamkaur Sahib
GOVT SCHOOL BASSI GUJJRAN 3070201102 Chamkaur Sahib
GHS KOTLA SARMUKH SINGH 3070206602 Chamkaur Sahib
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ANNEXURE- IV
SELECTED SCHOOLS OF DISTRICT: MOGA
Name of School DISE Code Block
GSSS G RODE 3100103609 BAGHA PURANA
GSSS AJITWAL 3100300102 MOGA 1
GSSS BHINDER KALAN (B) 3100201603 DHARAMKOT 1
GSSS KOT ISSE KHAN 3100212003 DHARAMKOT 2
GSSS (B) BAGHA PURANA 3100105702 BAGHA PURANA
GSSS KOKRI KALAN G 3100300403 MOGA 1
GSSS GODHE WALA (W-8) 3100305904 MOGA 1
GSSS BUGHIPURA 3100304302 MOGA 1
GSSS DAUDAR 3100303107 NIHALSINGH WALA
GSSS CHUHAR CHAK 3100303004 MOGA 1
GHS NASIRE WALA 3100211602 DHARAMKOT 1
GHS KILI CHAHLAN 3100300302 MOGA 1
GHS JALBAD EAST 3100205005 DHARAMKOT 2
GHS MANGE WALA 3100404302 MOGA 2
GHS KUSSA 3100501002 NIHALSINGH WALA
GHS SEKHA KALAN 3100104302 BAGHA PURANA
GHS DATE WALA 3100209702 MOGA 2
GHS BALKHANDI 3100209502 MOGA 2
GHS SHER PUR TIABAN (N) 3100203902 DHARAMKOT 1
GHS LOHARA 3100205102 DHARAMKOT 2
GHS AMIN WALA 3100200102 DHARAMKOT 1
GHS KOTHE RAMPURA (PATTI M.) 3100305102 MOGA 1
GHS B GHALL KALAN 3100402003 MOGA 2
GHS NIHAL SINGH WALA 3100503602 NIHALSINGH WALA
GSSS BHIM NAGAR (W-8) 3100305901 MOGA 1
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ANNEXURE- V
SELECTED SCHOOLS OF DISTRICT: BATHINDA
Name of School DISE Code Block
GSSS JALAL 3140201601 MANDI PHUL EAST
GSSS MAISAR KHANA 3140302102 MANDI PHUL WEST
GSSS KOT SHAMIR 3140109901 BATHINDA
GSSS LEHRA MOHABBAT 3140402602 NATHANA
GSSS SANGAT MANDI 3140703902 SANGAT
GSSS SALABATPURA 3140202901 MANDI PHUL EAST
GSSS CHAK FATEH SINGH WALA 3140401102 NATHANA
GSSS CHAK RULDU SINGH WALA 3140700902 SANGAT
GSSS (B) PHUL TOWN 3140502501 MANDI PHUL EAST
GSSS SANGAT MANDI 03140703902 SANGAT
GHS G) MANDI KALAN 3140602202 MANDI PHUL WEST
GSSS TALWANDI SABO 3140804302 TALWANDI SABO
GSSS BHOKHRA 3140104901 BATHINDA
GHS JAJJAL 3140801502 TALWANDI SABO
GHS VIRK KHURD 3140111601 BATHINDA
GHS BHUCHO MANDI 3140404102 NATHANA
GHS MIRJEANA 3140803101 TALWANDI SABO
GHS SEMA 3140403302 NATHANA
GHS GILL KALAN 3140601201 MANDI PHUL WEST
GHS BURJ GILL 3140500401 MANDI PHUL EAST
GHS BHAGU 3140104701 BATHINDA
GHS MAUR KHURD 3140304904 MANDI PHUL WEST
GHS BEHMAN JASSA SINGH 3140800401 TALWANDI SABO
GHS SANJAY NAGAR BATHINDA 3140103602 BATHINDA
GHS JIVAN SINGH WALA 03140805901 TALWANDI SABO