Table of Contents - Maharashtra State...Recommendations to ensure Learning Outcome: 1. Introduction of “Pragat Shaikshanik Maharashtra” programme (G R No. 22th June 2015) 2. Replication

ImportantThis document is not the Policy or Decision of Government of Maharashtra. State level

seminar was held on 5th & 6th November 2015 to consider the suggestions & opinions expressed atthe discussions held at Village, Taluka & District level on New Education Policy. This document is acorrected collection of main suggestions & points discussed in the above seminars & discussions.Official recommendations of Government of Maharashtra will be framed after suggestions receivedfrom public on this document. Government of Maharashtra shall not recommend anything thatviolates the provisions in Existing Enactments, Constitution of India or Judicial decisions.

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Table of ContentsTheme I: Ensuring Learning Outcomes in Elementary Education ...............................................................................................1

Theme II: Extending Outreach of Secondary & Higher Secondary Education.......................................................................4

Theme III: Strengthening of Vocational Education ..............................................................................................................................8

Theme IV: Reforming School Examination Systems.......................................................................................................................... 11

Theme V: Revamping Teacher Education for Quality Teachers ................................................................................................. 14

Theme VI: Accelerating Rural Literacy with special emphasis on Women, SCs, STs & Minorities through Adult

Education & National Open Schooling Systems ................................................................................................................................ 17

Theme VII: Promotion of Information & Communication Technology Systems in School & Adult Education ..... 21

Theme VIII: New Knowledge, pedagogies and approaches for teaching of Science, Maths & Technology in

School Education to improve Learning outcomes of Students .................................................................................................. 25

Theme IX: Schools Standards, School Assessment and School Management Systems ................................................... 28

Theme X: Enabling Inclusive Education – Education of SCs, STs, Minorities & Children with Special Needs ........ 30

Theme XI: Promotion of Languages ........................................................................................................................................................ 32

Theme XII: Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life ................................................... 34

Theme XIII: Focus on Child Health ........................................................................................................................................................... 36

Theme XIV: Promote Cultural Integration through Languages ................................................................................................. 38



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Theme I: Ensuring Learning Outcomes in Elementary Education

Q1. Why do our school children not seem to acquire age appropriate skills inreading, writing and numeracy? Assess the reasons in detail

Reasons for Not Acquiring Reading & Writing Skills:1. “Reading Models” are not introduced to the students.2. Absenteeism of students affects learning3. Methods used for teaching are traditional and not been adapted to the latest

requirements.4. Communication between students & teachers is weak.5. Student's level of Learning is not considered.6. Trained Teachers are not available especially for Semi-English medium.7. Mostly text-book oriented teaching is done instead of curriculum.8. Supplementary reading material is not provided.9. No strong pre-primary curriculum with age-relevant skills by well-trained and

experienced Early Childhood Education cadre10. Non-availability of strong cadre of teachers to teach early childhood education in

anaganwadis, balwadis and primary schools11. Basic writing skills, imitations, dictation, formal writing, and creative writing such steps

are not considered.12. Writing is a controlled activity. Required attention is not paid while introducing writing.

Recommendations to improve Reading & Writing:1. Encyclopaedias of words of dialects are to be made.2. Teachers have to learn regional dialects and use the words from that dialect to clear the

concept. For example, a teacher from Nanded district has taught the regional dialectcalled “Laman” to the specific community children. He learned first and taught the sameto the community children. He converted poems from standard language to the regionaldialect and taught the same to the community children. Mother-tongue accelerates theprocess of learning.



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3. Listening and reading material is to be provided.4. Model reading examples need to be demonstrated with proper stress on words and

intonation pattern.5. Language Labs are to be established and used efficiently.6. “Efficiency Bar Test” regarding Content, Knowledge & Methodology has to be taken

after every three Years for all the Stakeholders in the Education.

Recommendations for Acquiring Numeracy Skills:1. Numerical skills are to be practiced more.2. At some places students are taken to the weekly bazaar, so as to get the actual feel of

real-life numerical usage.3. Teaching Aids that are available easily needs to be used to clear the mathematical

concepts.

Recommendations to ensure Learning Outcome:1. Introduction of “Pragat Shaikshanik Maharashtra” programme (GR No. 22th June 2015)2. Replication of “Kumathe Beat” model (Constructivist approach to learning) (All children

are consistently learning from last 12 years giving hope of sustainability.)3. Proactive involvement of Bal-panchayat4. Teachers having knowledge of Child psychology are to be appointed with priority in

pre-primary education.

Q2 - How has abolition of exams impacted the performance of our students?

1. Students’ performance is affected due to the negligence in studies, and not just becauseof CCE.

2. CCE does the comprehensive evaluation of the gradual development of the students.3. Evaluation is made formative and summative as per CCE.Suggestions:4. Parents’ orientation regarding CCE is required.5. CCE is to be implemented effectively to aim at adequate results in the performance of

the students.6. CCE needs to be advocated7. School needs perfect planning for the implementation of CCE



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8. “No Detention Policy” needs to be linked with well-defined learning outcomes andremedial teaching

Q3 . How can parents be educated towards expected learning outcomes? How canthey be engaged to improve student performance?

1. Parent-Teacher Associations are to be strengthened2. “Class-wise parents” meeting are to be held3. House-visits by the teachers are necessary.4. Using Social Media like WhatsApp & SMS to be used to communicate with the parents5. Reports cards of the students are to be discussed with the parents6. “Open House” concepts are to be implemented.

Q4. How can parents be made aware to send children to school regularly?

1. Felicitation of parents of the regular students is to be done.2. Alumni/Parents-meet is to be made every year.3. Schools can present its initiatives in front of the parents.4. Parents are to be engaged as Partners in Education.5. Parents appointed on SMC need to be oriented.6. Empowering SMC & PTA.

Q5. Do teachers attend to schools regularly? If not, what should be done?

1. Effective controlling and supervision is needed.2. Teachers are to be oriented to develop self-discipline among them.3. SMC control is also required.4. Introduction of Biometric Attendance System / Remote Monitoring Devices5. Use of Shala Darpan (Computer programme developed by Govt. of India)



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Theme II: Extending Outreach of Secondary & Higher SecondaryEducation

Q1. Are there adequate numbers of secondary and senior secondary schools? If notwhat steps are underway to increase access to secondary schooling in the district?

1. There are adequate numbers of secondary & senior secondary schools, but not complete.2. Mapping of requirement of secondary & higher secondary schools based on the population of

students instead of only distance using SARAL.3. Transport facilities to the secondary & higher secondary students especially in tribal areas

Q2. Do the secondary and senior secondary schools have all the necessary amenitiessuch as labs, girl’s toilets?

Laboratories:1. The number of science labs are not adequate. Science labs and their effective usage are very

important to develop a scientific approach in student.2. Lab Apparatus is not allowed for the experimental purposes to the children, which restrict the

students from getting hands-on experience.3. For maintenance of the Lab, specific job needs to be assigned to the staff of the school.4. Special grant for the maintenance of the labs

Girl’s Toilet:1. The number of toilets should be in proportionate to the number of students as per the

Government Resolution2. Separate funds for the maintenance of the toilet

Q3. Are there enough subject teachers in secondary/senior secondary schools? Do allteachers attend schools regularly? If not what should be done?

1. The teachers attend the schools regularly, with some exceptions2. Supervisory system needs to be strengthened3. Teachers attend the school regularly, however the biometric system is being introduced in the

school.



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Q4. How can Parents be made aware of school syllabus/ curriculum to the children?

1. It is very much necessary and can be done through regular PTA meetings and through regularfeedback mechanisms from parents through mobile apps.

2. Topics need to be discussed in Gram Sabha

Q5. How can parents be persuaded to send girls to secondary and senior secondarylevel schools regularly?

1. Barrier free access to higher secondary schools2. Upgrade the 10th grade schools up to 12th grade – at least in sparsely populated areas across

state3. Giving options to pursue vocational courses for 9th grade girl students4. At least one female teachers in secondary and higher secondary schools should be made

mandatory5. Awareness campaigns through print & social media on girls’ education for secondary across

Maharashtra6. With the help of programmes such as Meena Raju Manch, Kishori Utkarsh Manch, regular

interactions with parents & emphasizing importance of Girls’ education

Q6. What is the state of science labs and computer labs in schools? What steps can betaken to improve these?

Science Labs:1. Maximum schools have labs but need proper attention & availability of funds for regular

maintenance. Science has to be taught effectively with the help of experimentation.2. Science needs to be taught through environment and practical exposure to real life3. Science, Maths, Language & Computer labs to be strengthened

Computer Labs:1. Computer labs are not available in all schools. Only 40% schools have ICT labs. There are

difficulties in provisioning internet, wi-fi connectivity and continuous electricity supply incomputer labs.

2. AMC needs to be in place & properly maintained.3. More emphasis should be on solar energy and wi-fi connectivity.



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4. Review & upgradation along with sufficient AMC for these labs

Q7. Is the required number of regular teachers there in these schools or are therecontract teachers? What about teachers for Maths, Science and Englishlanguage?

1. There are adequate numbers of regular teachers in secondary and senior secondary schools.However there are vacancies.

Q8. How can we increase access to post elementary education across the country in amanner so as to ensure that no child is denied the opportunity of completinghis/her school education?

1. There is a need to provide free and compulsory education to all students in secondary andhigher secondary schools.

2. All provisions of RMSA should be extended to all schools irrespective of management.3. An integrated master plan for secondary and senior secondary schools should be implemented.4. Free travelling facility should be given to all students for access.

Q9. How can we address the geographical and social disparities in secondary education?

1. It is important to have senior secondary attached to all secondary schools. Geographicaldistance restricts access to higher education.

2. Syllabus for Maths & Science should be the same across the country.3. One nation one curriculum should be implemented, this will address the geographical and social

disparities.4. Academically, all schools (Tribal, SC, ST & Social welfare schools etc.) need to be under

Education department.5. Co-education should be promoted for all schools.6. Student benefits to be given to all students.7. The PTR should be flexible in rural and tribal areas.

Q10. Do secondary/ senior secondary school have and use computers? What are thechallenges if any?



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1. Computer labs are not available in all schools. Only 40% schools have ICT labs. There aredifficulties in provisioning internet, wi-fi connectivity and continuous electricity supply incomputer labs.

2. AMC needs to be in place & properly maintained.3. More emphasis should be on solar energy and wi-fi connectivity.

Q11. What are different funding models to finance universal secondary education? Howcan PPP models be leveraged? Can CSR budgets be used for such initiatives?

1. Private aided schools, where Govt. fund is only for teaching & non-teaching staff salaries, andprivate institute provides infrastructure and other facilities. This has helped to create a largenumber of secondary school infrastructures in Maharashtra.

2. There are unaided schools run by the private management, where no funding is/will be providedby the State Govt.

3. A state fund like “crowd funding” for education needs to be initiated4. Promotion of PPP model & CSR support for increasing number of schools and strengthening of

school infrastructure is required

Q12. What is the role of residential schools in ensuring universal secondary education?

1. Additional support for the school education



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Theme III: Strengthening of Vocational Education

Q1. Is there a demand for skill based and vocational courses among the students inthe region?

1. Yes, there is a need and demand for vocational education. Current need is of universalization ofvocational education

2. Vocational Education Customization with local need and flexibility.

Q2. What facilities are available for vocational courses and skill developmentprogrammes in schools in the Block.

1. Available Optionsa. Pre vocational course (Grade IX and X), MCVC and Bi-focal courses (Grade XI and XII)b. Technical schools as hub-and-spoke model

Q3. What kind of vocational courses will be useful to students in your State?

1. Vocational courses approved under NSQF & curriculum designed by PSSCIVE should beintroduced in schools as per the need of local area.

2. The courses should be decided with global market linkages, local resources and aspirations ofparents & students.

3. Trades should be decided using community resources and ‘work benches’.4. “Practical based agriculture” should be integral part of curriculum linked with other subjects

such as science & environment, and should be continued with Vocational Education.5. Student exchange programme between urban and rural students should be organized.6. All existing vocational courses need to be aligned with NSQF.7. Introduction of Skill development centers at Secondary & Higher Secondary Schools, in which

Modular Employable Scheme (MES) courses can also be offered after the school-hours.8. Students should have multiple options9. VE should be from upper primary level (std. 6th) in the form of introduction.10. Vocational subjects need to be introduced by replacing any one subject at the secondary-level.11. Promotion of Skill development initiatives (as framed under NSQF) at the block & school-levels12. Introduction of PPP model & CSR support across skill development ecosystem



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13. Current scheme by RMSA for government schools should be made available for all schools.This system provides flexibility.

Q4. What are the indigenous arts and crafts and traditional skills available in the State?

1. Linking advance tools and technologies with the traditional art & craft to improve quality &efficiency, and to indulge entrepreneurship amongst the students.

Q5. What kind of skills are required to meet the needs of the economy in your State?

1. Entrepreneurship skills are required to be inculcated.

Q6. How can we engage with industry to offer more relevant skills based training?

1. Mapping the industry in the surrounding area of the school2. Students should have exposure to industry and visiting faculties from different industries.3. Vocational Education should include one month mandatory internship with related industry, and

earn through entrepreneurship before passing 12th standard.

Q7. Should there be counselling level factored in at school level which helps the childidentify the craft/ industry/ service he/she is inclined towards and the skill sets they

need to develop? Can a skill roadmap be developed for each student? If so at what level?

1. To help students and teachers to know the aptitude and interest of the students, there shouldbe a basic foundation course introduced for 9th & 10th std. students

2. Introduction to world on work with generic skills for 11th & 12th std. students3. Counselling should be a continuous process for exposure of varied skill requirements, which

can lead to self-realization by the students, analysis by the teacher/ counsellor and aptitudetests. This can be coupled with awarding skill certificate by the education system.

4. Parent teacher association meetings for creating awareness about various career options.5. Tie-up with the Career Guidance & Counselling Centre (CGCC) of Skill Development

department

Q8. Should there be an aptitude test for children?



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1. Yes, the State Govt. has introduced online aptitude test for 10th std. children from the academicyear 2015-16.

2. Career lab needs to be set-up in secondary & higher secondary schools.



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Theme IV: Reforming School Examination Systems

Q1. Are you in favor of Continuous and Comprehensive Evaluation (CCE)? If not whyand what are the suggestions for an alternate to CCE.

1. Yes, we are in favor of CCE because this system does not emphasize on memorization. Itevaluates the work and it is effective.

2. Learner takes active part in learning because of CCE.3. Implementation of CCE is a problem as Teachers and Administrators require more

qualitative inputs on CCE.4. For improvement of CCE, designing of question must be based on problem solving, creative,

logical thinking and application of it.5. Evaluation should be skill based, remedial teaching should be taken care and learning

indicators should be defined and included in Evaluation.6. More emphasis of CCE needs to be on Learning Outcomes7. Extension of CCE till Secondary Education.

Q2. Has the no detention policy improved learning outcomes of students? If not whatare reasons and what changes can be suggested?

1. Keeping Child Psychology in view, no detention is the best policy.2. It has reduced school dropout rates because of fear of failure is removed. However, no

detention policy is not ensuring learning outcomes.3. Parents’ negligence is increased towards students’ activities and examination.4. No detention policy must be substantiated with remedial teaching, which is not practiced

effectively. Hence we recommend this policy to be strengthened with the help of teachersand awareness of parents.

Q3. How can the examination system be strengthened so that the students areassessed on an ongoing basis for their holistic development?

1. Proper feedback mechanism of CCE system for effective implementation.2. Student teacher ratio should be as per guideline.



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3. All basic learning skills should be included in examination system, and should be evaluatedby different means (Not only by paper-pencil test).

4. Govt. of Maharashtra is conducting 3rd party evaluation of learning outcome in selectedschools.

5. Proper communication with parents regarding evaluation is necessary.6. School must be empowered on different techniques of evaluation.7. Changes been initiated with the Government Resolution on “Pragat Shaikshanik

Maharashtra”8. Diagnostic test coupled with learning gap addressal, multiple skill test & Constructivist test

needs to be introduced

Q4. Has the system of grading in place of marks reduced stress and helped in betterassessment?

1. Grade system has reduced unnecessary burden of marks on students

Q5. What reforms can be suggested which would help better assessment of students?

1. To help better assessment of student, more Teachers’ training to be given for effectiveassessment of students.

2. All tools used in CCE should be developed as per multiple intelligence.3. Teachers should apply their knowledge more effectively in teaching-learning process as well

as evaluation.4. Appraisal needs to be based on holistic education, conceptual understanding & it’s

application5. Evaluation method should be based on constructivist approach6. To measure the achievement level of students, learning outcome should be defined.7. Open-book examination system8. Online examinations9. On-demand examinations

Q6. Should the school examination systems shift from one assessment of knowledgealone to application of knowledge and problem solving type of questions?



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1. Yes, the Examination should be based on understanding, knowledge, application of skills andproblem solving.

2. Feedback mechanism and supervision process should be strengthened.



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Theme V: Revamping Teacher Education for Quality Teachers

Q1. What steps are being taken for addressing teacher shortages, at all levels in yourstate?

1. Rationalisation of excess teachers

Q2. Are there adequate number of secondary school teachers, particularly inmathematics, science and languages and what action is being taken to address the

shortages if any?

1. There are adequate numbers of regular teachers in secondary and senior secondaryschools. However there are vacancies.

2. There should be an estimation of the number of teachers required at secondary level fornext three years.

3. Special courses or bridge courses for language, Maths and Science teaching should beintroduced.

4. In schools, if not able to fill-up shortage of teachers, classes through ICT medium (throughvirtual, cable TV & VSAT) should be used.

5. To encourage teachers to take up bridge courses, and incentives should be given.

Q3. What suggestions can be given for improving the quality of pre-service teachersand also for in-service teachers’ professional development?

1. There should be rationalisation of D.Ed & B.Ed colleges.2. The internship component of the course should have maximum classroom practice (at least

6-10 hours a week). Each D.Ed college should tie up with about 5 schools in their area.3. There should be mentor model initiated in the ratio of 1 mentor : 20 teachers4. The mentors decide the in-service training needs of their mentees.5. Create an online e-learning portal for the State (videos, podcasts, etc.)

Q4. How can we enhance the status of teaching as a profession, improve teachers’motivation and their accountability for ensuring learning outcomes?

1. Teachers should undertake home visits of their students and increase parent interaction



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2. Incentives should be provided for teachers, who are doing extraordinary work. A studentand parent feedback system should be created at school level.

3. Increase the number of teacher awards, and also introduce awards at different levels.4. Collaborative teacher ecosystem to create enthusiastic knowledge partners5. Appreciation of the Teachers by the Community at the base-level, aim for 100% teachers

appreciated6. Encourage teachers in innovation in teaching

Q5. How can the quality of teacher educators be improved?

1. Teacher educator should be provided with at least 10-days residential training (in-service) on anannual basis during vacations, which will focus on changes/ innovations

2. Disseminate information about the success stories and best practices of teacher educators3. Need based quality training for teachers based on their demand considering continuous

professional development4. Creating situation so that teachers demand training5. Soft skill, life skill & value-based education trainings can be given to the teachers6. Awareness programme on inclusive education & handling of children with special needs should

be a part of regular training7. Change Management / leadership programme focusing on teachers & headmasters8. School Leadership course for the School HMs

Q6. Are there sufficient number of DIETs, SCERTs and other teacher TrainingInstitutions?

1. There are sufficient teachers’ training institutes, however a separate institute with focus onschool leadership needs to be established

Q7. Can we encourage SC, ST and Minority persons for joining the teaching Profession?

1. Yes, we can encourage SC, ST & Minority, but more emphasis needs to be given on ST, inwhich we lack the most in Maharashtra.

Q8. What are the challenges in coordination and management of Teacher Educationinstitutions throughout the State?



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1. Coordination & collaboration between Teacher Education Institutions (TEI) & School EducationDept. is required.



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Theme VI: Accelerating Rural Literacy with special emphasis onWomen, SCs, STs & Minorities through Adult Education & NationalOpen Schooling Systems

Q1. What is the level of adult literacy in the State? Have any efforts been made toimpart functional literacy to illiterates.

1. 83% total Literacy2. 90% Male Literacy and 76% Female Literacy3. Yes. Efforts are being made for Adult Literacy i.e. Total Literacy Campaign, Continuous

Education & Sakshar Bharat.

Q2. What changes need to be made in adult literacy programmes?

The scheme of Sakshar Bharat is implemented in 10 districts of Maharashtra State. Theobjective of the scheme is to provide functional literacy, basic education and vocationaleducation. Following changes are suggested:

1. To prevent future illiteracy, proper implementation of RTE Act, 2009.2. A time limit programme should be set up to achieve the goal of 100% adult literacy.3. Participation of Senior Citizens and youths as volunteer in this programme.4. High School / College Students should be encouraged to teach their illiterate parents (if

any) and others.5. Students from B.Ed. / D.Ed. Colleges as well as Scout guide, NCC and NSS should be

involved in the programme by including this as part of their curriculum and practical.6. The present programme should be linked with the Skill development programme to

improve the living standard through income generation.7. To establish Community Communication Centre (CCC) with Library, Computer Lab

facility and also work as information centre for various Government schemes andfacilities.

8. Emphasis should be given to Women, SC, ST, minority, rural & urban poor.9. Beside, basic education the training should include Literacy in:

- Health Care - Financial - Legal- Environmental - Constitutional - Scientific Temper



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- Cultural Heritage and tolerance for empowerment of good citizenship10. Adult literacy programme needs to be linked with the well-defined achievable standards11. Need more focus with some programmatic changes12. Use of technology innovatively, ex. WhatsApp or any other social media tools13. Involvement of NGOs in community development programme14. Development of learning resources15. Learning about successful literacy programme on ground16. Initiatives taken up by Schools as an outreach programme for promotion of Adult

education

Q3. Are girls of 15+ age group of the village registered with NIOS? What are theconstraints in attending regular schools?

Adequate numbers of girls are not registered with NIOS due to following constraints:1. More awareness & promotion of NIOS is required2. Being a girl child, gender discrimination at home, institutions and society3. Early marriages4. Caring siblings5. Lack of awareness and interest towards education of girl child6. Lack of access and non-availability of educational institutions of their interest7. Migration8. Lack of sanitation facility9. Safety10. Feeling of insecurity among parents toward young girls.

Q4. What measures are being taken to increase the literacy levels of Women, SC’s,ST’s and Minorities?

1. Efforts are made to increase the literacy level of Women, SC, ST and Minorities throughspecial scholarship, attendance allowance, free bus passes, free Education up to Graduationand similar incentives are provided by State Government.

2. State Government through its departments like Social Justice, Health, Women and ChildDevelopment, Minority, etc. also provide support to Women and SC, ST and Minorities toincrease the literacy level.



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Q5. Are these sections taking benefit of Adult literacy programmes Open Schoolingsystems?

1. To some extent Women, SC, ST and Minorities are benefitted, but there is a need to createawareness and provide facilities in Rural, Urban slum and Tribal areas.

Q6. Explain the steps taken by the State administration to ensure regular attendanceof both children and teachers in school?

1. Systematic Administrative Reforms in Achieving Learning (SARAL)2. Child Tracking System3. Attendance Allowance

Q7. Any other measures that are taken by NGOs or any other independentorganisation for the improvement of the education and their impact so far?

1. There are several activities been taken up by multiple NGOs and other independentorganizations across Maharashtra

Q8. What are the challenges faced by the administration in implementation of suchmeasures?

1. Lack of Human and Infrastructural Resource2. Inadequate motivation and training3. Commitment and accountability4. Lack of 'out of box' thinking and implementation of innovative activities.5. Personalization of administration and implementation of schemes.6. Sustainability of good practice.

Q9. Are the Adult Education programs linked to livelihood/ employment initiatives?

1. A Vocational Education initiative under "Sakshar Bharat" scheme is under consideration2. The concept of Digital India and National Skill Development may be linked with Adult

Education.



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Q10. What special skill sets and financial and legal literacy components can beimbibed into girl education?

Without making any discrimination in gender, all special skills need to be acquired by girls.Awareness on Legal provisions need to be met, which are:1. Law against domestic violence2. Equal right in property3. Dowry Prevention Act4. RTE Act, 20095. Sex Determination and Pre-Natal Diagnostic Technique Act, 1994



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Theme VII: Promotion of Information & Communication TechnologySystems in School & Adult Education

Q1. How many elementary and secondary schools are implementing ICT?

1. Under “ICT in Schools” scheme, approx. 8000 secondary schools are covered.

Q2. What are the problems usually faced in implementing ICT in schools? Whatkind of solutions are possible to overcome them?

1. Lack of computer infrastructure Lack of space Issues with fluctuation of internet connectivity Lack of funds or problems of sufficient financial fund

2. Lack of Trained Teachers Lack of good quality ICT trainers ICT trainers are employed by private agencies ICT trainers are hired on a temporary basis

3. Problem of Administrators Less involvement of School administration Lack of tech savvy/ ICT literate teachers in schools

4. Upgradation with present Technology In scheme, there’s no provision for the upgradation of IT infrastructure

(Hardware & Software) in schools5. e-Waste

Provision of inclusion of e-Waste discard process6. Continuous Support for ICT Lab

Provision of funds for recurring expenses (fuel, electricity, internet & stationaryetc.) post 5 years of maintenance

Limited provision for continuous maintenance Limited experts/ resources to support

Recommendations:



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1. Short training/ refresher courses for teachers in ICT2. Maintain a healthy PTR ratio in ICT classrooms3. School should hire ICT Instructor as and when required4. Involvement of at least a teacher from School to take parallel responsibility as the ICT

trainer5. Capacity Building & Change Management initiatives for School HMs, teachers and

students6. Promotion of use of social media tools such as WhatsApp7. Upgradation of ICT lab & continuous support of maintenance (hardware & software)

after the 5 years period to be considered

Q3. Where schools teach with the help of ICT, are the students performing well? Arestudents keen on using ICT in classroom teaching? Are teachers motivated to teach withthe help of computers?

Yes, most of the students are keen on learning. However motivation is low amongst teachersdue to a mind-set of fear of using technology or just not being familiar with the basics.Recommendations:

1. Converge the use of technology in the school curriculum.2. Introduction of tablets into the class to increase students and teachers interaction with

technology.3. Use instant feedback features of tablets to motivate students.4. Teachers can benefit from the real-time feedback by use of technology. It could reduce

their workload and keep them motivated in teaching.5. Use of open source system & educational materials such as NROER & e-Basta etc.

Q4. What are the different ways in which ICT is being implemented for promotingadult education? What are the implementation issues and how can they beresolved?

1. For promotion of adult education, following initiatives can be considered: E-learning classes, Training adults on the use of app for utilities, E-banking, e-

payment, e-bills etc. Access to online information on healthcare.



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ICT Schools can be used for adult education after school-hours

Q5. Is there any data on improved learning outcomes resulting from the use of ICT?

We do not have any such data, however such type of exercise needs to be carried out.

Q6. How can we optimally use and leverage technology to achieve quality andefficiency in school education.

1. Teachers can assign different videos/ exercises/ worksheets to students based on theirlearning levels.

2. Teachers can monitor the progress of students through digital progress reports.3. Use of technology will reduce the burden on the teachers to evaluate large number of

questions, which ultimately saves time and allows teachers to focus on the primaryactivities.

Q7. What are the different ways in which ICT is being implemented in Schools?

Smart Board, LCD projector, LCD TV, Computers, Tablets & Smart phones

Q8. Share best practices on the use of ICT in schools.

1. Secondary students are using Power point to make PPTs2. 5th – 8th Std. students are giving the MSCIT exams successfully.3. Some students are using tablets in the schools for math and educational videos.4. Teachers are using WhatsApp groups to share best practices.5. Pilot workshop has been conducted for tech savvy teachers from 15 districts, who then

went on to train teachers in their respective districts on ICT.6. Students are using Google website etc. for their project work.7. Students have started creating blogs.8. GR released on “Mobile as a teaching aid”9. Use of technology to simplify routine work, Ex: WhatsApp, SARAL, Online Examination,

Shaala Darpan & Integrated School Portal10. Digital School & E-Learning (integration of teaching with technology) - “Pashte Pada”

Model by a ZP teacher



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11. SMC using WhatsApp group12. CSR support for developing Smart Schools



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Theme VIII: New Knowledge, pedagogies and approaches forteaching of Science, Maths & Technology in School Education toimprove Learning outcomes of Students

Q1. Poor science and maths education accounts for 80 per cent of total students whofail in Tenth Board Examination. The low enrolment in science stream at highersecondary level and poor-quality education is a constraint in development of scientificmanpower in the country. Science and Maths education needs special attention. How canwe address this issue?

1. Teaching quality get hampered due to two things - Poor knowledge about the concepts inscience and teaching methodology i.e. pedagogy.

2. Communication skills of teachers play an important role. Therefore, capacity building andresourcefulness of the teacher is important.

3. Communication skill enhancement programme should be designed.4. Minimum eligibility for the teacher in primary / elementary education should be at least

graduation.5. Class to Student ratio should be 1:306. Innovative ways such as Science/Maths corners & Science club activities should be promoted

in schools.7. District-wise & block-wise Science & Maths clubs for teachers should be formed8. State & district-level seminars for Science & Maths teachers should be organized, where the

teachers will get an opportunity to present their papers.9. Exhibition of teaching-aids prepared by science & maths teachers should be organized by

district & block level.

Q2. What workable strategies can be suggested for strengthening the quality ofteaching–learning processes for better outcomes?

1. Constructivist approach needs to be adopted in teaching of science & maths2. Innovative format should be used for the assessment of the student3. Complete Emphasis should be given on Activity Based Learning in classroom to promote

constructive approach.



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4. Proper monitoring of the teaching-learning processes (peer-monitoring) in the classroom5. Peer learning should be promoted. Learning circles can be started in schools so that senior

students will teach the juniors.6. Encourage spirit of enquiry (ask lot of “whys”), reasoning & wonder from kindergarten-level7. Encourage research on simple science themes in secondary & higher secondary syllabus8. Project & activity based learning9. Allow schools to experiment innovative curriculum & pedagogies at least 20%10. Use of technology in teaching of science & maths11. Web-mapping of the science & maths subjects, and orienting teachers about it

Q3. How can innovations and diversity of approaches in matters of curricula,Pedagogies are promoted in schools?

1. There should be an access to the Interactive e-book with animations and live demo.2. Examples and activities mentioned in the text books should cater urban, rural and tribal

students. Teachers need to be oriented accordingly. A bank of examples and activities needto be generated by considering local situations.

3. Participation of students or feedback from them should be considered while preparingcurricula and text books.

4. A Matrix can be created for the CCE where the parameters like Health, Education ofParents & Background should be in vertical and the parameters of understanding will be inhorizontal columns, and a teacher can go on keeping his observations about the students inthat matrix and then will be able to analyse the parameter: outcome index

5. Preparing the teachers not only for technology but also for innovative pedagogy, childpsychology & curriculum (B.Ed & D.Ed)

Q4. What specific steps are needed to effectively use of technology to improve thelearning levels.

1. There is a lot of information and resources available to students, but proper orientation isrequired to teachers & students regarding the correct use of technology and Audio Visualaids.

2. There should be scope for the feedback/question/query of the students also in anytechnology based teaching material.



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3. Some program should be undertaken, where teachers will interact with each other throughWhatsApp or e-mails.

4. A teacher forum should be formed where BEO will be one of the members.5. Tech-savvy group of teachers should be encouraged to prepare, compile & share the useful

science & maths videos6. Concept of e-Science & e-Maths labs can be introduced



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Theme IX: Schools Standards, School Assessment and SchoolManagement Systems

Q1. What are your views on having a School Quality Assessment and AccreditationSystem?

1. School quality assessment and accreditation system should be designed andimplemented.

2. The state should have freedom to frame the assessment & accreditation manualconsidering the need & requirement of the schools.

3. An accreditation body should be developed by every state. It will be responsible forpreparing norms and tools.

4. Every institution should be given a duration of maximum 5 years to get accredited. Itshould refresh its accreditation at every five years.

5. Area-wise accreditation should be given a consideration. A school could be good in onearea but may not be up to the mark in others. It should be given time to improve insuch area. “Quality” cannot be an aggregate term. Overall gradation is possible but itdoes not throw light upon weak / strong areas of an institution.

Q2. What changes are recommended in the existing School management system?

Q3. How can we have a better monitoring of school performance?

1. One of the accreditation and assessment norms should be “community involvement”.2. National Education Service (NES) should be introduced in higher secondary schools.3. Creation of a culture of excellence in education4. Monitoring the schools, which have achieved 100x100

Q4. How can we mobilize community resources and efforts to improve schoolperformance?

1. School standards and their norms need to be prescribed to improve schoolperformance.



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2. For improvement of school standards, current status of pre-decided norms is to beobserved. The measureable target standards should be set. The operating practices tofill in the gap should be designed and implemented to better the performances.

3. Accreditation and assessment systems should be utilized frequently to measure theimproved performance.

4. Incentives should be interlinked with performance.5. Involvement of the community (by introducing concepts such as School Gratitude Fund)6. System should be developed so that donations received by schools run by local body &

Govt. to get tax rebate.7. Out of 2% of CSR fund, minimum 50% of amount needs to be utilized compulsorily for

the school education.Q5. What are the current experiences in maintaining and improving school standardsand how can they achieve tangible results?

1. Minimum level of learning (Baseline) tests / Diagnostic tests2. School assessment & accreditation systems to be used effectively3. Proposal of establishing State Assessment & Accreditation Council (SAAC) is in process,

and manual for the assessor is ready.



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Theme X: Enabling Inclusive Education – Education of SCs, STs,Minorities & Children with Special Needs

Q1. What measures are being taken to increase the educational levels of SC’s, ST’s,Minorities and children with special needs?

1. Central and state government have given scholarship to SC/ST and Minority students.2. For SC/ST students, educational facilities such as books, uniform and educational material,

special hostel facilities have been provided by the Govt.3. Special residential schools are available for SC/ ST.4. Special funds are provided by the Govt. to minority schools.5. Free transport facility is provided.

Q2. What are the special interventions available to ensure the retention of childrenfrom the weaker sections? What more can be done?

1. 25% reservation is provided in private schools.2. Parents get representation in school management committee.3. Central and State Governments give scholarship to weaker sections.4. For weaker section students, educational facilities such as books, uniform and educational

material is also given.5. Planned effort for Zero Migration for children along with the families migrating for

livelihood6. Education Guarantee Card for migrants & out-of-school children

Q3. What are the special interventions taken to ensure the retention of children withspecial needs?

1. Identification and assessment of CWSN2. Teachers training programs have been conducted on special needs, but teachers still need

classroom teaching practice experience.3. Resource rooms are available at Block & District levels.4. Education facilities such as books, Uniform, Braille Books and other physical aids,

educational material as well as scholarship have been provided.



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5. Short term bridge courses have been conducted for Special teachers6. Special team of special educators, psychologists, ophthalmologist, occupational therapists,

speech therapists & regular teachers should work as a team till the child is empowered7. Special interventions such as Systematic Administrative Reforms in Achieving Learning

(SARAL) with Child Tracking System for Retention

Recommendations:1. The Govt. needs to increase the budget on primary education especially for the deprived

sections.2. All SC, ST, Minority & other deprived section should be given the facilities as per the

Constitution. Care should be taken that provision of such facilities to concerned sections ofchildren should not instil the feeling of discrimination in the tender mind of children.

3. Various scholarships and educational facilities should be provided till educational fulfillment.4. All teachers need to be oriented about the concept of inclusive education.5. Classroom pedagogy & practice teaching should be done without discrimination.6. Appropriate counseling of the parents' of CWSN children needs to be done.7. Early identification and early intervention should be done through ICDS8. Flexibility in school-pattern for the CWSN9. Change in Exam pattern even at the board-level (inclusion of project marks) for the CWSN10. CWSN must have a choice of subjects / skills11. Community-aided intervention needs to be introduced



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Theme XI: Promotion of Languages

Q1. Do you feel that there is a need to teach more than one language in schools? If sowhich ones? What are your views on teaching of foreign languages in schools and what arethe advantages and disadvantages?

Yes, there is a need to teach more than one language in schools, but there should beclassification according to stages:

1. Pre-Primary Section (Nursery to Senior KG) – (Anganwadi)a. Preferably Mother Tongue

2. Primary Section (Std 1st to Std 5th) –a. Two languages

3. Upper Primary Section (Std 6th to Std 8th) –a. Three languages

4. Secondary Section (Std 9th to Std 10th) –a. Three languages

5. Higher Secondary Section (Std 11th to Std 12th) –a. Two languages

Advantages:1. While teaching foreign language students may connect to the world in the globalization.

The interaction with other countries from the point of view of culture and business.2. Provides the opportunities & broadens vision for the students3. Gives exposure to various cultures

Suggestions:1. The flexibility can be provided from upper primary classes to choose the other

languages as an option in composite manner.2. In secondary education, the option can be provided to choose the vocational subjects

from the available core subject

Q2. Do you feel that there is a need to develop a comprehensive language policy so asto achieve a blend of traditional and modern languages?

1. Yes, there is a need to develop a comprehensive language policy.



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2. Language helps in expressing ideas and innovative concepts.3. Basically child learns through his mother tongue (marble), especially at pre-primary &

primary stages.4. Modern languages like English cannot be neglected.5. There should be comprehensive language policy to strengthen the mother tongue and

modern languages.



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Theme XII: Comprehensive Education – Ethics, Physical Education,Arts & Crafts, Life

Q1. Should ethics and good values be taught in schools? Should our schools promotearts & crafts and sensitize children to our rich culture and traditions? How can this bedone in schools?

1. Ethic-based education needs to be given in schools.2. Ethics education can be taught through school subjects.3. At the school level arts and craft subjects should be taught with proper weightage.4. Integration of Art & craft in the time table (at least 2 concepts of every subjects should be

taught through art & craft)5. School goes to community to learn6. Cultural scholarships for needy students7. Ethics & values can be taught through dance, drama & music, but also with logical reasoning8. Celebrate festivals with PTA approval9. Life Skill to be integrated in Curriculum

Q2. Should not our schools promote arts & crafts and sensitize them to our richtraditions? How can this be done in schools? What are the operational issues?

1. Yes, schools should promote arts & crafts, and sensitize them to our rich traditions.2. By teaching arts and crafts, the student will become creative and they will make byproducts

such as Toys, Greeting cards, Chalks etc.3. Exhibit art & craft items prepared by students.

Q3. How many schools have playgrounds and other sports facilities? How do schoolspromote sports? What are the impediments in promoting sports and what are thepossible solutions?

1. For the personality development of students, physical and health education should be madecompulsory.

2. Reserve open space under the local bodies should allow the schools for the sportsactivities.



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3. For the improvement of sports activities, the physical instructor or sports trainer can bearranged by the school.

4. More focus on sports as an important part of curriculum

Q4. Are the following activity practiced in schools? Is there a need to strengthen these?Give suggestions. NSS, NCC, Social work, Community outreach programmes

1. Yes. NCC, NSS & Scout Guide such activities should be compulsory in all types of schoolsQ5. Do schools in your area do community based activities - Yes/No, If Yes, which ofthe following: Community activities like greening activities, cleanliness, sanitation, roads,Sports, Awareness drives through talks, street plays, Literacy programmes, Any others

1. In Maharashtra some schools arrange community based activities such as greening activities( ), cleanliness, pollution-free environment, sanitation, road traffic rules, sports activities,literacy and awareness program. These activities are practiced in many schools.

2. Above mentioned activities should be made compulsory for all types of schools, and should betaken into consideration for the purpose of school accreditation.



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Theme XIII: Focus on Child Health

Q1. What other steps can be taken to have greater focus on child health? Any Stateexperiences that can be replicated and up scaled at the national level.

1. At present Supplementary Nutritive Food Scheme at Anganwadi level and Mid-Day MealScheme at school level are being implemented for child health.

2. Vaccination and supplementary food needs be provided to avoid the malnutrition specialin tribal & hilly areas.

The following steps can be taken to have greater focus on child health.1. The scheme needs to be extended to all types of schools, aided & unaided schools till

secondary.2. Micro nutrients should be given appropriately3. 100% students should be covered under health checkup4. Proper Medical checkup should be done5. Quarterly health checkup of each and every child should be done and records need to

be shared with the parents6. Awareness on importance of Body Mass Index (BMI) to every child7. Referral services should be given on time8. The services of Arogyarakshak (MPW) /nurses needs to be made available to all schools9. Make the children habitual for personal hygiene10. Promotion & awareness of yoga, sports & physical fitness in schools11. Yoga and meditation needs to be included in curriculum12. Teenage girls should be given special medical attention13. Weight of school bag needs to be less than 10% of the weight of the child14. Awareness about Child safety & security to all teachers & students

Recommendations:1. School health policy needs to be framed2. Child health necessarily includes physical health and mental health of the child3. Community Participation in monitoring of Mid-Day Meal & regular health checkups4. Convergence with various Departments such as Health, Tribal, Social Justice, Water

supply & sanitation, Women & Child Welfare, Finance and Education departments



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5. Existing norm of Rs. 5000 per school for kitchen devices is very less to meetrequirement. Hence, it should be increased to Rs. 10000 per school or should beprovided as per the number of student in school.



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Theme XIV: Promote Cultural Integration through Languages

1. Awareness of Indian languages will promote national integration and pride2. Students can take up projects based on other states’ languages, culture, art, literary works,

traditions, customs, festivals & life-styles, which will help them to be aware of our country andappreciate the diversity.

3. Language is one of the best means of cultural transmission.4. Projects based on languages such as regional language, regional languages with dialects & foreign

languages needs to be introduced.5. For cultural integration through the language, some activities needs to be introduced, such as

celebration of the festivals, programme arranged by subject committees, chats with differentliterary artists, efforts to know the dialects in the languages & hobby classes

6. Introduction of cultural exchange programme at inter/intra state level

Table of Contents - Maharashtra State...Recommendations to ensure Learning Outcome: 1. Introduction of “Pragat Shaikshanik Maharashtra” programme (G R No. 22th June 2015) 2. Replication

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