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RMSA in States

Jammu and Kashmir Himachal Pradesh Punjab Chandigarh Uttarakhand Haryana Delhi Rajasthan Uttar Pradesh Bihar Sikkim Arunachal Pradesh Nagaland Manipur Mizoram Tripura Meghalaya Assam West Bengal Jharkhand Odisha Chhatisgarh Madhya Pradesh Gujarat Daman & Diu D & N Haveli Maharashtra Andhra Pradesh Karnataka Goa Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Lakshadweep Kerala Tamil Nadu Puducherry A & N Islands A & N Islands A & N Islands A & N Islands A & N Islands Telangana
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Find out state wise information – education indicators, state profile, data and best practices

AWP&B (2015-16) Submission

Guidelines & Schedule:

Note: States to upload all necessary documents like SSOR, proof of teacher salary (latest Govt. order/ any other proof of salary of salary paid to teachers) or any other document which is State specific (PMS -State Login). These documents should be uploaded at least 7 days before submission of Plan Document. In case latest documents are not uploaded within the time frame appraisal and PAB will consider the documents submitted for last year appraisal.

RMSA at Glance

RMSA at Glance

1. Description: The population of India as per 2011 census is 121.02 Cr. (Male 62.37cr, Female 58.65cr) with literacy rate 74.04% (Male 82.14% & Female 65.46%). The country has 2,33,517 secondary schools.

2 .Educational Indicators:

 

Government

Private Aided  

Private

Total 

No. of Secondary Schools

            99902                38947

94668

233517

Total Enrolment

16913960

8473474

12914165

                38301599

 

S.N.

Indicator 

In %

1.

GER at Secondary level 

78.51

2.

NER at Secondary level

48.46

3.

Average Annual Dropout  Rate at Secondary level

17.86

4.

Transition rate  class VIII to IX

91.58

5.

Gender Parity Index (GPI)

1.01

6.

Gender Gap 

5

7.

Pupil Teacher Ratio (PTR) in government secondary schools

27

8.

Student Classroom Ratio (SCR) in government secondary schools

47

9.

Sex Ratio (as per 2011 census)

9.40

(Click for Graphical Representation of Educational Indicators)

 
3. Physical Progress (2015-16): 

a) New School: Under RMSA, 11599 new secondary schools have been approved under the Scheme, out of which, 10082 new secondary schools are functional where 9.72 lakh students are enrolled (15th June 2015) and construction have been completed for 4131 schools and 3013 schools are under construction.

b) Strengthening of schools: so far 337731 schools have been approved infrastructure under RMSA. The approval and progress component-wise is as follows:

Component

Approval

Completed

In progress

Additional Classroom

                       52750

20839

16774

science lab

25948

10107

8532

Computer Room

21864

6920

6297

Library room

27428

10133

8929

Art/craft/room

31453

12062

9686

Drinking water

12327

7096

2507

Teacher quarter
Major Repair

5408
2975

623
1313

509
271


c) Girls Hostel: Out of 3453 EBBs, 2225 Girls Hostels have been approved and 2009 GHs have been sanctioned. Out of total sanctioned hostels, 660 hostels are functional in which 45383 girls are enrolled. 

d) ICT@ school: till date 85343 schools have been approved and 62917 schools are implemented under the scheme. 26741 schools have already been completed their project period and 22426 schools are yet to be implemented. 

e) Vocational Education: Till the date the scheme approved 3654 government schools in 31 States/UTs covering 3,65,000 students across 16 sectors including - Agriculture, Apparel, Automobile, Beauty & Wellness, Banking/Financial Services & Insurance, Construction, Health Care, IT & ITeS, Logistics, Media & Entertainment, Multi Skill Physical Education & Sports, Retail, Security, Telecom, Travel & Tourism.

f) Coverage of CWSN under IEDSS: Under IEDSS, 2.37 lakh students have been approved to be covered.

No. of CWSN covered

No. Girls with special needs

No. of Boys with Special Needs

No. of Special Educators approved

No. of Special Educators in position

237354

107159

130195

4960

3437

 

No. of Resource Rooms constructed

No. of Resource Rooms functional

No. of Secondary Schools having disabled Friendly toilets

No. Of schools with CWSN

No. of Braille Books provided

No. of Secondary schools Barrier Free

4301

4261

23743 (17.09)% of total schools)

55893

4997

76690(55.23%)

 

h) Model schools:  Out of 3451 EBBs, 2464 Model Schools have been approved.  Out of total approved model schools, 1290 schools are functional.

4. Financial Status (2015-16): Rs. In cr

  Budget Estimate Revised Estimate Releases
2009-10 1353.98 550 549
2010-11 1700 1500 1481.87
2011-12 2423.9 2512.85 2500
2012-13 3124 3172 3171
2013-14 3983 3123 3046
2014-15 5000  - 3398
2015-16 3565 - 1024.45

 

5. Trend of Distribution of Outlay since 2009-10: Since 2013-14, the year of integration, the outlays approved under the programme has increased Rs 4525 cr in 2013-14 to Rs. 6451 cr in 2015-16.

                                                             Outlay Approved under RMSA                                  Rs. In lakh
Head  2013-14 2014-15 2015-16
Outlay % Outlay % Outlay %
Civil works 129693 29% 125603 27% 200024 31%
Teacher Salary 209252 46% 200020 43% 231792 36%
Quality 75413 17% 92026 20% 144468 22%
Equity 23102 5% 27751 6% 45569 7%
MMER 15069 3% 15626 3% 23283 4%
Total 452529   461026   645136  

 

Quality Test

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.

Dimensions of ‘Quality’ School Education
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).
1.1.  Student Learning Outcomes
  • 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 12 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.

1.2.  Governance of School

Schools belong to the community and needs to be managed and led effectively by them. This would encompass the following: 

1.3.  Provision to Schools
Good quality education ensures that there is equity and inclusion also in the provisioning of staff, facilities and resources for learning, including using technology as a key enabler in this endeavour. RMSA is supporting schools to improve the quality of student learning and governance by funding the provision of resources to schools in the following ways: 
Convergence and co-ordination between institutions 
  • 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

Project Based Learning (PBL) of Karnataka

http://karnatakaeducation.org.in

Learning Level Assessment at Secondary School

http://rmsa.uk.gov.in

Tamil Nadu Rural Talent Scheme

http://rmsatn.com/index.html

Vocational Education

http://psscive.nic.in/

National Repository of Open Educational Resources (NROER)

http://nroer.gov.in/home

Credit Framework for skills and education under National Skills Qualifications Framework SAMVAY

www.mhrd.gov.in

Scholarship Scheme under the Ministry of Social Justice and Empowerment

http://socialjustice.nic.in/scholarships.php

National Achievement Survey

http://www.ncert.nic.in/departments/nie/esd/pdf/NAS%20Class%20VIII.pdf

Child Protection & Child Right, Child Targeted Schemes and Programmes

http://www.childlineindia.org.in/Child-Targeted-Schemes--Programmes.htm

NCF 2005

http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf

National Council of Teacher Education (NCTE)

http://www.ncte-india.org

Planning for Quality

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 without the constraint of norms. 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.

Detailed guidelines have been provided under - Quality under RMSA

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