Quality
The integrated RMSA (including GH, VE, ICT in Schools and IEDSS) is a holistic and convergent programme committed to universalize quality education at Secondary Stage with a clear time frame. It strives to provide quality benchmarks in the concept, establishment and running of effective systems within secondary education in accordance with changing socio-economic and cultural contexts, including new research. The National Resource Group of RMSA strongly recommends to transition towards a theme based approach than an activity based approach. ‘Whole school based planning and implementation’ becomes critical to ensure that all schools covered under RMSA benefit from all the components of the scheme.
Secondary education is an important link from the foundation stage of elementary education to the worlds of further education and skills development and the world of work. One of the aims of secondary education is to ensure that all students are learning a curriculum that is relevant and useful to them as well as learning the skills and attitudes that will make them positive and productive members of society.
Schools that are well-provided for staffed with people who are qualified to do their jobs; it has facilities that enable children to experience a rich curriculum; it has sufficient resources for teachers to teach and children to learn. A school that is governed & managed well by leaders at all levels. Such a school has safe and healthy environment for all members of the school community
Quality education through school improvement is best carried out by understanding a set of dimensions that are to be improved within each school i.e. students’ learning outcomes (what students learn) and the governance of schools (how schools are run). The third dimension for school improvement is through provisioning (providing the resources the school needs to improve).
- The NCF 2005 suggests that everything we do in or for the school should be geared towards a measurable development in student’s learning level and prepares them for independence of thought and action, life-long learning, democratic values, creativity and life skills.
- The 12th Five Year Plan document has also emphasised on improvising learning outcomes at all levels through
Curriculum and learning objectives
Pedagogic processes
Classroom assessment frameworks
Appropriate learning materials
Teacher support in classrooms
School leadership, management and development.
Schools belong to the community and needs to be managed and led effectively by them. This would encompass the following: 
- Each State/UT has various structures to deal with the planning and implementation of the programme. For quality secondary education it is imperative to bring clarity on the roles of these institutions to further increase synergy among them. In view of improving planning & implementation of the integrated programme, academic as well as other resource institutes like NCERT including RIEs, SCERT, SEIMAT, State Open schools, IASE’s, CTEs, State Board, QCI, Universities etc. that exist particularly in the State’s/UTs and at national level in general will play vital role in enhancing and enlightening the States/UTs quality strategies.
- Various guidelines have been issued from time to time and there are many initiatives that have been undertaken at national and state level towards the same. An indicative list is provided below
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Project Based Learning (PBL) of Karnataka: http://karnatakaeducation.org.in |
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Learning Level Assessment at Secondary School: http://rmsa.uk.gov.in |
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Tamil Nadu Rural Talent Scheme: http://rmsatn.com/index.html |
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Vocational Education: http://psscive.nic.in/ |
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National Repository of Open Educational Resources (NROER): http://nroer.gov.in/home |
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Credit Framework for skills and education under National Skills Qualifications Framework SAMVAY: www.mhrd.gov.in |
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Scholarship Scheme under the Ministry of Social Justice and Empowerment: http://socialjustice.nic.in/scholarships.php |
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National Achievement Survey: http://www.ncert.nic.in/departments/nie/esd/pdf/NAS%20Class%20VIII.pdf |
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Child Protection & Child Right, Child Targeted Schemes and Programmes: http://www.childlineindia.org.in/Child-Targeted-Schemes--Programmes.htm |
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NCF 2005: http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf |
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National Council of Teacher Education (NCTE): http://www.ncte-india.org |
Concerted, focused and rigorous efforts for converging important activities at the Central, State and the District level would be needed to be put in place starting with an exhaustive School Development Plan. School Development Plan must reflect categorically need based quality interventions with desired indicators and achievable targets having special focus on inclusive education.
Emphasis has been given for States to be creative. RMSA supports the states in designing new ideas having significant impact on the ground for the qualitative universalization of the education at secondary level keeping in view their respective geographical boundaries.
Integrated planning under RMSA
Three of the schemes subsumed under RMSA namely ICT in Schools, VE and IEDSS directly contribute to Quality and should be planned for in a comprehensive manner under infrastructure/facilities, staff (teaching and non-teaching) and learning resources as depicted below: 
Detailed guidelines have been provided under - Quality under RMSA