Prof. Arun C Mehta’s Insights on Vidhya Samiksha Kendra: Transforming Indian Education Monitoring (2024)
The Vidhya Samiksha Kendra (VSK) scheme proposed by India’s Ministry of Education aims to create a comprehensive monitoring system for various aspects of education. However, the ambitious nature of this project faces significant challenges given the current state of data collection and management in many Indian states. Professor Arun C Mehta, Superannuated Head of the EMIS Department, NIEPA, New Delhi has given observations/comments on VSK.
Prof. Amarendra P Behera, JD (CIET), speaking to VSK Officials at NCERT, New Delhi
Present Issues
- Inconsistent Data Collection: Many states lack systematic procedures for collecting primary data, such as student and teacher attendance. This fundamental gap makes real-time monitoring a distant goal. However, detailed student data is being collected as a part of the annual data collection under UDISEPlus.
- Learning Outcome Assessment: Regular assessment of learning outcomes is not standardized across states. Many lack the expertise to effectively design, implement, and analyze such evaluations. Also, the frequency of such surveys at the national and state levels is occasional.
- Resource Distribution: Timely distribution of scholarships, uniforms, and textbooks remains a persistent problem, indicating issues in supply chain management and last-mile delivery.
- Infrastructure Utilization: Obtaining accurate, up-to-date information on infrastructure utilization is challenging due to the lack of digital integration and reporting mechanisms at the school level.
- Scheme Implementation Monitoring: Effective monitoring of educational schemes requires specialized knowledge and robust systems, often lacking at state and district levels.
Challenges in Implementation
- Technological Infrastructure: Implementing a real-time data collection and analysis system requires robust technological infrastructure, including reliable internet connectivity and hardware at all levels – from schools to district and state offices. UDISEPlus data reveals that most schools in India still do not have computers/laptops on one end; on the other, the internet and uninterrupted electricity are also issues. Even for uploading data onto the UDISEPlus portal, they either go to the Block Office or visit the nearest cyber-café.
- Capacity Building: Extensive training will be needed to ensure that teachers, administrators, and officials at all levels can effectively use the new systems; this process is time-consuming and resource-intensive. It is difficult to reach all schools and teachers within the present set-up, for which innovative arrangements, such as orientation through EDUSAT and TVs, would be required to explore. NIEPA successfully achieved this by imparting training to UDISE respondents nationwide.
- Data Quality and Reliability: Ensuring the accuracy and timeliness of data input is crucial. The system may produce unreliable or misleading information without proper checks and balances. For example, it has been observed that there is an inordinate delay in the collection and dissemination of UDISEPlus data; in 2024-25, the latest data is available for the year 2021-22. If the frequency of reporting teachers’ and students’ attendance at school is daily, it will be difficult to achieve within the present inadequate digital infrastructure.
- Integration of Existing Systems: Many states may already have partial systems. Integrating these with a new comprehensive system could be technically challenging and face resistance. States may not like to switch to the new system observed when UDISEPortal was made operational; at least 12 states have developed their state-specific portals, many of which still do continue. Lately, the Ministry of School Education & Literacy told states that they will no longer accept UDISEPlus data through the API.
- Privacy and Security Concerns: Collecting and centralizing large amounts of educational data raises important questions about data privacy, security, and potential misuse.
- Cultural Shift: Moving to a data-driven decision-making model requires a significant cultural shift in educational administration, which can face resistance at various levels. States should be convinced to happily adopt new arrangements, which will happen if they find it beneficial; otherwise, the fate of such an initiative would be the same as that of many such initiatives in the past.
While the VSK scheme’s goals are laudable, they represent a highly ambitious vision given the current realities. Successful implementation will require technological solutions and significant investments in human capital, process reengineering, and change management. A phased-wise approach, starting with pilot projects in select districts and gradually scaling up based on lessons learned, might be more realistic than attempting a nationwide rollout.
Given the history of similar initiatives in India, let us provide a balanced perspective on this:
Historical Context
Many educational schemes and initiatives in India have faced challenges in implementation and sustainability. Some examples include:
- DISE (District Information System for Education): While it improved data collection, accuracy, and time lag, the capacity to utilize data was lacking.
- UDISE (Unified District Information System for Education): An upgrade to DISE, but still struggles with real-time data updates and utilization for decision-making and timeliness issues persisted.
- Various State-level MIS (Management Information Systems): Often hampered by inconsistent data entry, lack of integration, and limited use for policy decisions.
- Inadequate MIS/Technical Staff: UDISEPlus is still being managed by low-salaried contractual project staff.
- Low Utilization of Data: Despite the massive availability of data at all disaggregated levels of education, data utilization and its use in formulating annual plans to make it evidence-based is still lacking.
Factors that could lead VSK to face similar challenges
- Implementation Gaps: Like previous schemes, VSK may struggle with the last-mile implementation at the school and block levels.
- Resistance to Change: Bureaucratic inertia and resistance to new systems could slow adoption.
- Infrastructure Limitations: Inadequate technology infrastructure, especially in rural areas, may hinder full implementation.
- Capacity Constraints: Lack of trained personnel to effectively manage and utilize the system could limit its impact.
- Funding Issues: Inadequate or inconsistent funding could affect the scheme’s long-term sustainability.
- Lack of Participation of Apex Institutions: NGOs and private entities were preferred over the active participation of apex educational institutions.
- Inactive Planning Teams: Over time, district and state-level planning teams have become defunct. Without a revised planning methodology, plans are still being developed based on a set of Excel sheets. The whole plan formulation process has become monotonous and a non-academic exercise with the participation of only a few.
However, there are reasons why VSK might fare better:
- Learning from past experiences: The Ministry of Education can incorporate lessons from previous schemes to avoid pitfalls.
- Technological advancements: Improved internet connectivity and user-friendly interfaces could facilitate better adoption.
- Increased digital literacy: Growing familiarity with technology among teachers and administrators may ease the transition.
- Greater emphasis on data-driven governance: There’s increasing recognition of the importance of data in policy-making and an understanding of indicators and their implications in formulating education plans.
- The Political will: With solid political backing and consistent support, VSK might overcome hurdles that tripped up previous initiatives.
Critical Factors for Success
- Phased Implementation: A gradual rollout with pilot testing could allow refinement before scaling up.
- Stakeholder Engagement: Involve teachers, administrators, MIS officials, and local officials in the design and implementation process of VKS.
- Continuous Training and Support: Ongoing capacity-building efforts at all levels will be crucial.
- Integration with Existing Systems: Ensuring VSK complements rather than replaces functional existing systems.
- Precise Accountability Mechanisms: Defining roles and responsibilities clearly at all levels.
- Regular Evaluation and Adaptation: Building in-mechanisms for feedback and continuous improvement is crucial to the success of programs such as VSK.
In conclusion, while there’s a risk that VSK could face challenges similar to previous schemes, it also has the potential to learn from past mistakes and leverage current advantages. Its fate will likely depend on the approach taken in its implementation, the sustained commitment of resources and political will, and its ability to demonstrate clear value to stakeholders at all levels of the education system.
Frequently Asked Questions (FAQs)
Q: What is Vidhya Samiksha Kendra (VSK)?
A: VSK is a scheme proposed by India’s Ministry of Education to create a comprehensive monitoring system for various aspects of education.
Q: What are the main challenges in implementing VSK?
A: Key challenges include inconsistent data collection, lack of standardized learning outcome assessments, issues with resource distribution, difficulties in monitoring infrastructure utilization, and challenges in scheme implementation monitoring.
Q: How does the current technological infrastructure affect VSK implementation?
A: Many schools in India lack computers, reliable internet connectivity, and uninterrupted electricity, which are crucial for implementing a real-time data collection and analysis system.
Q: What is UDISEPlus?
A: UDISEPlus is an upgraded version of the Unified District Information System for Education used for annual data collection in the Indian education system.
Q: How does VSK compare to previous educational data initiatives in India?
A: VSK aims to improve upon previous initiatives like DISE and UDISE by providing more comprehensive, real-time monitoring. However, it may face similar challenges in implementation and sustainability.
Q: What are the privacy concerns related to VSK?
A: Collecting and centralizing large amounts of educational data raises important questions about data privacy, security, and potential misuse.
Q: How can VSK ensure data quality and reliability?
A: Proper checks and balances, along with extensive training for data input personnel, will be crucial to ensure the accuracy and timeliness of data.
Q: What approach is suggested for implementing VSK? A:
A phased-wise approach, starting with pilot projects in select districts and gradually scaling up based on lessons learned, is suggested as more realistic than attempting a nationwide rollout.
Q: How can VSK overcome resistance to change in the education system?
A: By involving stakeholders in the design and implementation process, providing continuous training and support, and demonstrating clear value to all levels of the education system.
Q: What are some critical factors for VSK’s success?
A: Key factors include phased implementation, stakeholder engagement, continuous training and support, integration with existing systems, precise accountability mechanisms, and regular evaluation and adaptation.
