Aspirational Blocks Programme:  Niti Aayog

Comprehensive Analysis of Key Performance Indicators (KPIs) in the Samagra Shiksha Framework: A New Era in Monitoring Universal School Education in India (2024)

Introduction

The Samagra Shiksha framework, launched as an integrated scheme for school education in India in 2018, marks a significant evolution in the country’s educational monitoring approach. This comprehensive framework has introduced a nuanced set of Key Performance Indicators (KPIs) at various levels – School, Cluster Resource Center (CRC), Block Resource Center (BRC), and State level through SCERT (State Council of Educational Research and Training) and PMU (Project Management Unit). These indicators are designed to provide a holistic view of the education system’s performance and progress towards achieving universal quality school education in India.

This present article presents an in-depth analysis of KRP indicators, their definitions, data requirements, interpretations, and implications for the objectives of Samagra Shiksha. In addition, the usefulness of having a uniform set of school records is also discussed. More details of KRP indicators can be seen in the Samagra Shiksha Guidelines developed by the Department of School Education and Literacy of the Ministry of Education.

School Level Indicators: A Micro-level Perspective

Multi-class Unit Percentage Definition: This indicator measures the percentage of students in classrooms where multiple grades are taught together. Data Required: Number of students in multi-grade classrooms, total student enrolment. Interpretation: A lower percentage indicates better-resourced schools with grade-specific classrooms. Implication: This KPI helps identify resource allocation needs and potential impacts on learning outcomes, addressing the equity aspect of Samagra Shiksha.

Health Check-up Coverage Definition: Percentage of students who have undergone annual health check-ups. Data Required: Number of students with completed health check-ups, total enrolment. Interpretation: Higher percentages indicate better health monitoring and potential for early intervention. Implication: This indicator supports the holistic development aspect of Samagra Shiksha by linking health to education, recognizing that a healthy child is more likely to learn effectively.

Grade-level Competency Achievement Definition: Percentage of students acquiring grade-level competencies in language, literacy, and numeracy. Data Required: Assessment results for each student, including the total number of students assessed. Interpretation: Higher percentages indicate effective teaching-learning processes. Implication: This is crucial for tracking learning outcomes, a key focus of Samagra Shiksha, shifting the focus from mere enrolment to actual learning.

Library Utilization Definition: Percentage of FLN (Foundational Literacy and Numeracy) books borrowed/read by students. Data Required: Number of FLN books borrowed, total FLN books, number of students. Interpretation: Higher percentages suggest better reading habits and library utilization. Implication: This indicator supports the emphasis on foundational learning in early grades, a critical aspect of the new National Education Policy (NEP 2020) incorporated in Samagra Shiksha.

Teacher Qualifications and Training Definition: Ratio of qualified teachers to total teachers; percentage of teachers completing specialized training. Data Required: Teacher qualification and training completion records. Interpretation: Higher ratios and percentages indicate a more skilled teaching workforce. Implication: Aligns with Samagra Shiksha’s focus on teacher quality and continuous professional development, recognizing teachers as the cornerstone of quality education.

CRC/BRC Level Indicators: Bridging Micro and Macro Perspectives

1. School Visit Frequency Definition: Number and percentage of schools visited by CRC/BRC for assessment and support. Data Required: Visit records the total number of schools in the cluster/block. Interpretation: Higher frequencies indicate more active monitoring and support. Implication: Ensures regular academic supervision and mentoring at the grassroots level, providing a crucial link between policy and implementation. However, more than the visit, it is essential to know what they do during school visits and follow-up activities.
2. Teacher Pedagogical Practices Definition: Percentage of teachers using innovative pedagogies and developing their Teaching Learning Materials (TLM). Data Required: Classroom observation data and teacher activity reports. Interpretation: Higher percentages suggest more engaging and personalized teaching methods. Implication: Promotes child-centric and activity-based learning approaches, moving from rote learning to more interactive and effective teaching methods.
3. School Development Plan (SDP) Implementation Definition: Percentage of schools with SDPs prepared in collaboration with School Management Committees (SMCs). Data Required: Number of schools with collaborative SDPs, total schools. Interpretation: Higher percentages indicate better community engagement and localized planning. Implication: Enhances school governance and community participation, critical aspects of Samagra Shiksha, ensuring that schools are responsive to local needs and contexts. Knowing whether schools were imparted training to formulate School Development plans and whether Block Development Plans are based on SDPs is also essential.

SCERT/PMU/VSK (State Level) Indicators: Macro-level Monitoring

1. Learning Outcome Tracking Definition: Developing rubrics and systems for tracking FLN progress at various levels. Data Required: Existence and quality of tracking systems and assessment data. Interpretation: Robust systems indicate better capability for evidence-based interventions. Implication: Crucial for the data-driven approach of Samagra Shiksha, allowing for targeted interventions based on real-time data.
2. E-content Development Definition: Number of learning outcome-aligned e-content pieces developed and uploaded. Data Required: E-content creation and upload records. Interpretation: Higher numbers suggest better digital resource availability. Implication: Supports the digital education thrust of Samagra Shiksha, which is particularly relevant in the post-COVID educational landscape.
3. Teacher Resource Development Definition: Number of teacher manuals, activity handbooks, and resource materials prepared. Data Required: Resource development records. Interpretation: Higher numbers indicate better support for teacher capacity building. Implication: Enhances teaching quality and standardization of best practices across the state.

Typical Use of Indicators in Annual Plan Formulation under Samagra Shiksha

1. Needs Assessment: States likely use these indicators to identify areas that require their attention for improvement.
2. Goal Setting: The indicators help set specific, measurable targets for the upcoming academic year. However, since the enactment of RTE in 2009, it has been observed that annual plans do not contain yearly targets. Unlike previously, there are no target dates by which the goal of universal primary and elementary education is to be achieved.
3. Resource Allocation: Based on the performance indicated by these metrics, states can allocate resources more effectively to areas that need improvement for which adequate provisions need to be provided in the annual plans.
4. Progress Tracking: Year-on-year comparison of these indicators allows states to track progress and adjust strategies accordingly. If the progress is unsatisfactory, reasons for failure must be analyzed, and mid-course corrections must also be initiated.
5. Policy Formulation: The data from these indicators can inform new policy decisions or modifications to existing policies for which the timely availability of data is non-negotiable.

Data Collection and Record Maintenance

Schools, CRCs, and BRCs typically maintain records through a combination of methods:

1. School Management Information System (SMIS): Many states have implemented digital platforms for real-time data entry and management.
2. Physical Registers: Traditional record-keeping in physical registers is still prevalent, especially in rural areas.
3. Periodic Reports: Schools often submit monthly, quarterly, or annual reports to higher authorities.
4. Student Report Cards: These serve as a source for student-level performance data.
5. Teacher Attendance Records: These are usually maintained daily and provide teacher presence and engagement data.
6. School Development Plan (SDP) Documents contain information on school-level planning and resource needs.
7. UDISE Data Caprtue Fromats contains information on school infrastructure, detailed student and teacher-specific information, detailed enrolment, and information on other vital variables, generally maintained by schools and kept in files.

Frequency of Data Collection

• Daily: Attendance, mid-day meal distribution
• Monthly: Progress reports, financial utilization
• Quarterly/Bi-annually: Academic performance assessments
• Annually: Comprehensive school evaluation, infrastructure status

Benefits of Uniform Records Across the Country

1. Standardized Comparison: Uniform records allow meaningful comparisons across schools, districts, and states.
2. Efficient Policy Making: Standardized data facilitates evidence-based policy-making at the national level.
3. Resource Optimization: It helps identify best practices and areas needing intervention, leading to better resource allocation.
4. Simplified Reporting: Uniform records streamline reporting to central authorities and international organizations.
5. Enhanced Accountability: Standardized metrics make holding institutions accountable for their performance easier.
6. Improved Planning: Consistent data across the country aids long-term educational planning and goal-setting.
7. Easier Technology Integration: Uniform records simplify the digitization process and the implementation of national-level management information systems.
8. Research Facilitation: Standardized data nationwide is invaluable for researchers studying educational trends and outcomes.
9. Equity Monitoring: Uniform indicators help identify and address disparities across regions and demographics.
10. Simplified Training: A standard set of indicators makes training educational administrators and teachers in data collection and interpretation easier.

While implementing such a uniform system presents challenges, including diverse regional contexts and varying capacities across states, the potential benefits of improved educational planning and outcomes are significant. The Samagra Shiksha framework, with its comprehensive set of indicators, provides a solid foundation for moving towards such a standardized educational monitoring and improvement system across India. All information reported must be based on records being maintained by schools.

Comparative Analysis with Sarva Shiksha Abhiyan

The KPIs under Samagra Shiksha represent a significant evolution from those used in Sarva Shiksha Abhiyan (SSA). Key differences include:

1. Holistic Approach: Samagra Shiksha indicators cover a more comprehensive range of educational aspects, from pre-school to senior secondary, unlike SSA’s focus primarily on elementary education. This comprehensive approach ensures continuity and coherence across all levels of school education.
2. Learning Outcome Focus: There’s a stronger emphasis on measuring and tracking learning outcomes beyond access and enrollment metrics prominent in SSA. This shift aligns with global educational trends prioritizing education quality over mere access.
3. Technology Integration: Indicators related to e-content, digital resources, and ICT usage reflect the framework’s adaptation to the digital age; this is crucial in bridging the digital divide and preparing students for a technology-driven future.
4. Teacher Development: More nuanced indicators on teacher qualifications, training, and pedagogical practices showcase a deeper focus on teacher quality; this recognizes the critical role of teachers in improving educational outcomes.
5. Community Engagement: Indicators on School Development Plans and SMC involvement highlight the increased importance given to community participation. This approach fosters a sense of ownership and accountability at the local level.
6. Health and Wellness: Including health check-ups and fitness indicators demonstrates a more holistic view of student development, acknowledging the interconnectedness of physical health and academic performance.

Concluding Observations

The KPIs proposed in the Samagra Shiksha framework represent a comprehensive and multi-dimensional approach to measuring progress in school education. They align closely with the scheme’s objectives of enhancing access, equity, and quality in school education from pre-school to senior secondary levels. By encompassing various aspects such as learning outcomes, teacher quality, community engagement, and technological integration, these indicators provide a robust framework for monitoring and improving the education system.

The shift from SSA to Samagra Shiksha is not merely a change in nomenclature but represents a paradigm shift in how educational progress is conceptualized and measured. The new KPIs reflect a more nuanced understanding of the complexities of delivering quality education. They acknowledge that actual educational progress involves multiple stakeholders and various interconnected factors.

However, the effectiveness of these indicators will largely depend on their implementation. Accurate data collection, regular monitoring, and timely interventions based on the insights from the KPIs will be crucial. Moreover, there needs to be a mechanism to periodically review and update these indicators to ensure they remain relevant & aligned with evolving educational needs and goals.

As India strives to achieve the National Education Policy 2020 objectives, these KPIs under Samagra Shiksha will be pivotal in guiding policy decisions, resource allocations, and pedagogical interventions. They provide a roadmap for creating a more responsive, inclusive, and effective school education system. The success of this framework could potentially set a new benchmark for educational monitoring and improvement not just in India but for other developing countries as well.

            Annexure

Key Performance Indicators (KPIs) in the Samagra Shiksha Framework

This annexure provides a comprehensive overview of the various KPIs at different levels of the education system as proposed in the Samagra Shiksha framework. These indicators collectively aim to provide a holistic view of the education system’s performance and progress towards achieving universal quality school education.

School Level Indicators

1. Student-related Indicators: a. percentage of students in multi-class units b. Percentage of students with annual health check-ups done and records maintained c. Percentage of students acquiring grade-level competencies in language, literacy, and numeracy d. Percentage of children with grade-level Oral Reading Fluency e. Percentage of students enrolled in grade 1 who underwent school preparation module f. Percentage of students with access to core and supplementary TLM for foundational years g. Transition rates from ECCE to Class V and between subsequent classes up to 12th h. Retention rate from pre-primary to grade 12 i. Percentage of students repeating grades (1-12) j. Percentage of students missing attendance for various durations k. Percentage of students participating in Maths/Science Circles, Olympiads, and competitions l. Percentage of students achieving fitness norms as per Fit India mission m. Percentage of students participating in and receiving awards in various competitions n. Percentage of students using computers/desktops/tablets in school o. Percentage of students who borrowed books from the library.
2. Teacher-related Indicators: a. Ratio of qualified teachers to total pre-school teachers b. Percentage of teachers who completed FLN-NISHTHA module c. Percentage of teachers with requisite qualifications d. Percentage of TET-qualified teachers e. Percentage of teachers undergoing specified hours of TPD/CPD per year f. Percentage of teachers with various attendance levels g. Percentage of teachers creating teaching aids h. Percentage of teachers using ICT and digital resources i. Percentage of teachers participating in workshops and training
3. School Infrastructure and Facility Indicators: a. availability of designated staff (counselor, librarian, subject teachers, special educator) b. Presence of various facilities (labs, ICT facilities, library, smart classrooms) c. Registration for Fit India Certification d. The school safety committee and medical facilities exist. e. Presence of Eco-Clubs and kitchen/nutritional gardens f. Student-Classroom Ratio at different stages g. Utilization of classrooms and ICT facilities
4. School Activities Indicators: a. Conduct special enrollment drives and household surveys b. Frequency of safety and security audits c. Frequency of Continuous Comprehensive Evaluation d. Conduct of Parent-Teacher Meetings, e. Organization of various exhibitions, activities, and skill-based courses f. Implementation of vocational education and community engagement activities g. Conduct of health check-ups and maintenance of health records

CRC/BRC Level Indicators

1. Capacity Building: a. Number of training programs organized with DIETs b. Undergone capacity building for academic/pedagogical support
2. School Visits and Support: a. Frequency of school visits for assessment and support b. Percentage of schools visited multiple times in a year
3. Teacher Performance Monitoring: a. percentage of teachers using various pedagogies and developing TLM b. Percentage of teachers with specific teaching hours
4. School Development: a. percentage of schools with SDPs prepared by SMCs/SMDCs b. Percentage of schools with volunteer/community involvement

SCERT/PMU/VSK (State Level) Indicators

1. Guideline and Resource Development: a. development of CRC/BRC functioning guidelines b. Creation of rubrics for tracking FLN progress c. Development of core and supplementary TLM d. Creation of learning outcome videos and explanations, e. Development of teacher manuals and resource materials
2. Digital Content: a. Number of digitized textbooks b. Percentage of energized textbooks c. Amount of e-content uploaded on DIKSHA
3. Assessment and Monitoring: a. Development of item banks for competency assessment b. Reporting on school PTR ratios c. Analysis of learning outcome achievement d. Tracking of student progress on IT platforms
4. School Performance: a. percentage of schools participating in various rankings and ratings b. Percentage of schools teaching coding at the middle level
5. Research and Collaboration: a. Number of collaborations with professional institutions b. Number of research and impact assessment studies conducted

This annexure provides a comprehensive overview of the various KPIs at different levels of the education system as proposed in the Samagra Shiksha framework. These indicators collectively aim to provide a holistic view of the education system’s performance and progress towards achieving universal quality school education.

Frequently Asked Questions (FAQs): Key Performance Indicators

Q: What is Samagra Shiksha?

A: Samagra Shiksha is an integrated scheme for school education in India that aims to ensure inclusive and equitable quality education from pre-school to senior secondary stages.

Q: How do Key Performance Indicators (KPIs) in Samagra Shiksha differ from previous schemes?

A: Samagra Shiksha KPIs are more comprehensive, covering pre-school to senior secondary levels, with a stronger focus on learning outcomes, teacher quality, and digital integration.

Q: What are some key school-level indicators in Samagra Shiksha?

A: Key school-level indicators include student competency achievement, health check-up coverage, teacher qualifications, and infrastructure availability.

Q: How often is data collected for these indicators?

A: Data collection frequency varies – some data is collected daily (e.g., attendance), some monthly or quarterly (e.g., progress reports), and some annually (e.g., comprehensive school evaluations).

Q: What role do Cluster Resource Centres (CRCs) and Block Resource Centres (BRCs) play in this framework?

A: CRCs and BRCs are responsible for school visits, teacher performance monitoring, and organizing training programs. They act as a bridge between schools and higher administrative levels.

Q: How are these indicators used in educational planning?

A: These indicators are used for needs assessment, goal setting, resource allocation, progress tracking, and policy formulation at various administrative levels.

Q: What are the benefits of having uniform records across the country?

A: Uniform records allow for standardized comparison, efficient policy-making, improved resource allocation, enhanced accountability, and easier integration of educational technology across the country.

Q: How does Samagra Shiksha address digital education?

A: Samagra Shiksha includes indicators on e-content development, digital resource availability, and ICT usage in schools, reflecting its emphasis on digital education.

Q: How does the framework incorporate community engagement?

A: The framework includes indicators on School Management Committee involvement in School Development Plans and community participation in school activities.

Q: How does Samagra Shiksha align with the National Education Policy 2020?

A: Samagra Shiksha aligns with NEP 2020 by focusing on holistic education, emphasizing foundational literacy and numeracy, and promoting skill development and vocational education.

Q: What challenges might arise in implementing these indicators uniformly across India?

A: Challenges include diverse regional contexts, varying capacities across states, infrastructure disparities, and the need for extensive training of educational administrators and teachers.

Q: How does Samagra Shiksha address the health and well-being of students?

A: The framework includes indicators on health check-ups, fitness levels, and the availability of medical facilities in schools, recognizing the link between health and education.

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