Rashtriya Madhyamika Shiksha Abhiyaan, Warangal.

Interventions

Moving towards Universalisation of Secondary Education (USE) after achieving encouraging progress in nation’s efforts to universalise elementary education through Sarva Shiksh Abhiyan(SSA), the Ministry of Human Resource Development has launched a Scheme of Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in March 2009 in partnership with state governments and other stakeholders and came out with RMSA framework to guide the states/UTs on the implementation of this scheme. RMSA is a holistic and convergent programme which addresses access, equity and quality goals targeting both secondary and higher secondary stages of school education with a clear time frame.

The Ministry of HRD, discussing with the World Bank and DFID on possible support for RMSA during the Preparation Mission held in New Delhi from 8 to 21 April, 2010 entrusted NCERT with the task of development of a “Vision and multi-layer strategic guidelines for improvement of quality of secondary education” (letter is annexed as annexure I) in active consultation with State Governments to chart out a road map for secondary education up to 2020 and also to explore inclusion of quality improvement strategies, activities an norms into RMSA planning process.

Following quality components embedding equity within are essential

1. Curriculum Reform
Curriculum reform is a major quality aspect of secondary education, which includes –

1. Revision of State Syllabi and Textbooks at secondary stage in accordance with the NCF-2005.
2. Improving classroom processes and school management to implement the curricular and pedagogic shift for enhancing participation in learning process and providing success experience to all learners.
3. Assessment and Examination in consonance with the emerging perspectives on Continuous and Comprehensive Evaluation as well as examination reform at secondary stage

2. Teacher Preparation

The quality issue related to teacher preparation is evolving a mechanism for continuous in-service professional development in States/UTs to cover a large no. teachers for continuous updating of content knowledge and of pedagogic concerns in view of improving school-classroom setting.

3. Researches and Monitoring for Quality

Researches play a very important role for providing feedback on the quality interventions, which have gone into the system exploring deeply the intervention, process and outcomes. Many a times findings of these researches also provide for policy inputs. Hence, researches and monitoring mechanism for quality are not only helpful in ensuring quality but also improving modalities for quality inputs as and when required

4. Information and Communication Technology

Information and communication technology is seen integral to the Secondary Education. This quality component is infused in each of the quality initiatives such as Curriculum Reform, teacher preparation, research and monitoring.

SCHEME FOR SETTING UP OF MODEL SCHOOLS Concept

Basically a model school will have infrastructure and facilities of the same standard as in a Kendriya Vidyalayas and with stipulations on pupil -teacher ratio, ICT usage, holistic educational environment, appropriate curriculum and emphasis on output and outcome. Some of the key features of a model school will be:

• Education provided in a Model school should be holistic and integral touching upon physical, emotional and aesthetic development in addition to academics.
• Necessary infrastructure will be provided in such schools not only for satisfying teaching needs, but also for sports and co-curricular activities.
• There will be sufficient scope for sports, recreation and outdoor activities. Facilities like play ground, gardens, auditorium etc. will be provided in Model schools.
• These schools will have adequate ICT infrastructure, Internet connectivity and full time computer teachers.
• The Teacher Pupil Ratio should not exceed 1:25 and the classrooms will be spacious enough to accommodate at least 30 students. However, classroom-students ratio will not exceed 1:40.
• These schools will be provided with Arts and Music Teachers besides subject specific teachers as per the usual norms. These schools will also create facility for activities emphasizing Indian heritage and art & craft.
• Special emphasis will be given on teaching of Science, Maths and English. If required, bridge-courses may be introduced for weak students.
• The school curricula include the material/items that inculcate leadership qualities, team spirit, participation abilities, development of soft skills and ability to deal with real life situations.
• Health Education and health check up will be introduced in these schools.
• A good library with books and magazines for students and teachers will be provided.
• Field trips and educational tours will be an integral part of the curriculum.
• Medium of instruction will be left to State Governments. However, special emphasis will be given on English teaching & spoken English.
• Model schools will have appropriate pace setting activities so that schools in the neighborhood can benefit.

Objectives

• To have at least one good quality Secondary School in every EBB.
• To have a pace setting role for these schools.
• To try out innovative curriculum and pedagogy.
• To try out innovative evaluation and school governance.
• To give access to quality Secondary Education to the talented students in rural areas

Implementation

• Model Schools will have classes from VI to XII, each class having two sections with state syllabus. Medium of instruction and Curriculum
• Medium of instruction for these schools will be English.
• Three Language Formula which is in existence in the State will be followed.
• Special emphasis will also be given in teaching of Science and Mathematics.
• Teaching Methodologies will help students to improve their analytical and critical thinking abilities.
• Along with scholastic subjects, the new scholastic subjects like Physical Education and Yoga, Moral Education, Work Experience, Projects etc., will be implemented so that the holistic approach has to be attained.
• For the purpose of calculating the financial requirements, the non-recurring cost for setting up a school on KV template with an estimated cost of Rs. 3.02 crore. The recurring cost is around Rs. 0.75 crore per annum is provided for each school.
• Out of 737 EBB Mandals Government of India sanctioned 355 Model schools in the first phase during the year 2010 - 11.

Showing the District wise sanctioned Model Schools in the State

S .No	District	N0. Of EBB Blocks/Mandals Identified By MHRD	No. of Schools Sanctioned In 2010-11	To be proposed in 2011-12
1	Srikakulam	32	14	18
2	Vizianagaram	33	16	17
3	Visakhapatnam	34	5	29
4	East Godavari	8	2	6
5	Krishna	3	2	1
6	Guntur	23	14	9
7	Prakasam	37	11	26
8	Nellore	10	10	0
9	Chittoor	20	18	2
10	Kadapa	29	10	19
11	Ananthapur	61	25	36
12	Kurnool	51	36	15
13	Mahabubnagar	64	7	57
14	Rangareddy	25	19	6
15	Medak	43	24	19
16	Nizamabad	36	16	20
17	Adilabad	52	14	38
18	Karimnagar	51	47	04
19	Warangal	46	30	16
20	Khammam	33	2	31
21	Nalgonda	46	33	13
	Total	737	355	382

Schemes The Secondary Education which serves as a bridge between primary and higher education is expected to prepare young persons between the age group 14-18 in the world of work and entry into higher education. The Secondary Education starts with classes 9-10 leading to higher secondary classes 11 and 12. The relevant children population at the secondary and senior secondary level, as projected in 1996-97 by NSSO has been estimated at 9.66 crores. Against this population, the enrolment figures of the 1997-98 shows that only 2.70 crores attending schools. Thus, two-third of the eligible population remains out of the school system. To accommodate the children in schools at secondary level, we have at present 1.10 lakhs institutions (1998-99). With the emphasis on universalisation of elementary education and programmes like District Primary Education Programme, the enrolment is bound to increase and once this happens, we may require more than two lakhs institutions at the secondary level to accommodate them. General Structure of School Education A uniform structure of school education viz., the 10+2 system has been adopted by all the States and Union Territories of India. However, within the States and the UTs, there are variations in the number of classes constituting the Primary, Upper Primary, High and Higher Secondary schools, age for admission to class I, medium of instruction, stages of public examinations, teaching of Hindi and English, number of working days in a year, academic session, vacation periods, fee structure, compulsory education etc. The development of Secondary Education sector is also guided by the following Centrally Sponsored Schemes: Integrated Education for Disabled Children Improvement of Science Education in Schools Promotion of Yoga in Schools Strengthening Boarding and Hostel Facilities for Girls Environmental orientation to School Education. National Population Education Project. National Awards for Teachers. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) Girls Hostel Model School ICT @Schools Inclusive Education for Disabled at Secondary State Incentives to Girls for Secondary Education National Merit cum Means Scholarship Financial Assistance for Appointment of language Teachers Vocationalisation of Secondary Education Adolescence Education Programme

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As per the Instructions made by the DEO, Warangal vide Proc. Rc. No: 6040/B1/2011, Date: 30-01-2012, all the Headmasters of High Schools of all managements are hereby instructed to submit the School-wise CIVIL LIST as per the prescribed 58-column proforma attached with this post.

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