A Guide Book on Performance Management Systems for Schools

2009

A Guide Book on Performance Management System for Schools
Contents
........................................................................................................................1 .......................................................................................................................1 CONTENTS.........................................................................................................2 Rationale.........................................................................................................................4 Who is the Guidebook for?...............................................................................................5 1.1 INTRODUCTION .....................................................................................................................7 1.2 WHY PERFORMANCE MANAGEMENT..............................................................................................9 1.3 WHY DO WE NEED TO SET INDICATORS?.........................................................................................9 1.4 KEY PERFORMANCE INDICATORS................................................................................................10 1.5 CORE EDUCATION INDICATORS..................................................................................................11 1.6 INPUT, OUTPUT, EFFICIENCY, OUTCOME INDICATORS.........................................................................12 1.7 RANKING OF SCHOOLS BASED ON KPIS.......................................................................................14 2. PERFORMANCE MANAGEMENT TOOLS (PMT’S)...............................................16 2.1 MANAGING PERFORMANCE AT DISTRICT LEVEL................................................................................16 Step-1: Selection of Baseline Targets/Indicators............................................................18 Step-2: Designing and Development of Performance Management Tools .....................18 Step-3: Linking of performance Indicators with EMIS ....................................................21 Step-4: Implementation at School and District Level .....................................................21 Step-5: Performance Measures through Reporting Progress .........................................21 Step-6: Performance Measures / Action for Improvements ............................................22 3. SCHOOL ACTION PLANNING...........................................................................24 3.1 WHAT IS SCHOOL ACTION PLANNING?........................................................................................24 3.2 WHO ARE THE KEY STAKEHOLDERS?............................................................................................25 3.3 ACTION PLANNING CYCLE AT SCHOOL LEVEL ................................................................................25 FOLLOWING IS THE ACTION PLANNING CYCLE AT SCHOOL LEVEL: ..................................................................25 Step-1: Need Analysis ...................................................................................................25 Step-2: Define Outcome Indicators ...............................................................................25 Step-3: Rank School using School Scorecard Rating Tool...............................................26 Step-4: Data Analysis and Target Setting ......................................................................27 Step-5: School Action Plan.............................................................................................27 Step-6: Implementation .................................................................................................28 Step-7: Monitoring .........................................................................................................28 3.4 EDUCATION POLICY, PLANNING AND MANAGEMENT ..........................................................................30 4. ROLE OF EDUCATIONAL MANAGEMENT INFORMATION SYSTEM (EMIS) IN EDUCATION .....................................................................................................35 4.1 ADMINISTRATION
OF

EDUCATION SERVICES....................................................................................36

4.1.1 Purpose of an EMIS........................................................................................................... 38 4.1.2 Why have an EMIS? ......................................................................................................... 38 4.1.3 EMIS Clients...................................................................................................................... 39

4.2 EVOLUTION

AND DEVELOPMENT OF

EMIS

IN

PAKISTAN .....................................................................39

4.2.1 Provincial Level ............................................................................................................... 41

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A Guide Book on Performance Management System for Schools
4.2.2 District Level ................................................................................................................... 42 4.2.3 Institutional (School) Level .............................................................................................. 44

4.3 PUNJAB EDUCATIONAL MANAGEMENT INFORMATION SYSTEM.............................................................45 4.4 SINDH EDUCATIONAL MANAGEMENT INFORMATION SYSTEM...............................................................47 4.5 FEDERAL EDUCATIONAL MANAGEMENT INFORMATION SYSTEM...........................................................50 5. MONITORING................................................................................................52 5.1 5.2 5.3 5.4 5.5 WHAT IS MONITORING?.........................................................................................................52 MONITORING OF SCHOOL ACTIVITIES...........................................................................................53 PERFORMANCE MONITORING THROUGH APPLICATION OF SCHOOL RATING SCALE..........................................54 MONITORING OF SCHOOL ACTION PLANS (SAPS)...........................................................................55 PERFORMANCE MANAGEMENT THROUGH PARENT TEACHER COUNCILS (PTC’S) AND OTHER STAKEHOLDERS..........56
The Head Teacher / Principal .................................................................................................... 57 The Teaching Staff.................................................................................................................... 58 The Support Staff...................................................................................................................... 60 Parents...................................................................................................................................... 60 Students.................................................................................................................................... 61 Local Community....................................................................................................................... 61 Department of Education.......................................................................................................... 62

5.6 EFFECTIVE MONITORING OF SCHOOLS THROUGH PARENT TEACHER COUNCILS (PTC’S)................................62 5.7 DOS AND DON'TS OF THE MONITORING PROCESS ...........................................................................63 ......................................................................................................................................64 Annex-I...........................................................................................................................66
School Action Plan (SAPs).......................................................................................................... 66 School Action Plan (Urdu).......................................................................................................... 73

Annex-II..........................................................................................................................82
Schools Scorecard Rating Scale .................................................................................................................................................. 82

Annex-III.........................................................................................................................85
Responsibilities of Parent Teacher Council................................................................................ 85

Annex IV.........................................................................................................................98
SMIS School Census Form for Year 2008-09.............................................................................. 98

Annex V........................................................................................................................104
School Validation Form............................................................................................................ 104

Annex VI.......................................................................................................................113
EMIS Questionnaire ................................................................................................................ 113

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A Guide Book on Performance Management System for Schools

Rationale
Performance management is the methodical and organized system for monitoring the results of work activities, collecting information and evaluating performance, and determining the achievement of goals. Properly using performance information can assist in making decisions, allocating resources and communicating whether department or organizational objectives have been met. The process includes performance plans, goal setting, performance evaluations, recognition and coaching. Major benefits gained through performance management include:           Improved performance Focused on goal achievement/results Clarification of performance expectations Clear lines of communication Alignment of individual goals Recognition for accomplishments Motivation to excel in performance Development and growth Enhanced organizational performance Increased accountability

This Guide will assist in answering the urgent questions i.e., “What should be work on?” “How to do?” “How can be improved?” “What and how to manage schools, and administrative units?”etc

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A Guide Book on Performance Management System for Schools

Who is the Guidebook for?
The guide book for ‘Performance Managements System for schools’ offers the fundamentals of performance management in public sector schools. It covers basic information about what we mean by performance management system in general and background information on performance management in schools, in particular. It offers reasons for developing a performance management process and description of the key components in developing such process. This guide book will be of great help for teachers, head teachers and District Education officials directly or indirectly related to schools and its management. It will facilitate them to practice performance management strategies in a more appropriate way in order to increase enrolment, reduce dropout rate and repetition rate in individuals and schools.

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Chapter 1

Performance Management System

Chapter 1

A Guide Book on Performance Management System for Schools

1. Performance Management System

1.1 Introduction
A system for helping to focus on improving the things that is most important for the organization to achieve its aims. It helps organizations to achieve their strategic goals. Performance management is the practice of actively using performance data to improve the performer functionaries. The overall goal is the strategic use of performance standards to establish performance targets and goals. Performance management practices can also be used to prioritize and allocate resources; to inform managers about needed adjustments or changes in policy or program directions to meet goals; to frame reports on the success in meeting performance goals; and to improve the quality. Sometimes it is referred as “governing for results” a system regularly measuring the results (outcomes) of public sector programs, organizations, of

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A Guide Book on Performance Management System for Schools
or individuals, and using this information to increase efficiency in service delivery.

A performance management is a system for helping to focus on improving things that are most important for the organization to achieve its aims and further to facilitate organizations to achieve their strategic goals. Performance management tries to develop skills of people to achieve their targets. Its benefits to Education Department are as under:  Improving service quality and outcomes by focusing on reducing dropout rate and repetition rate;  Improving resource allocation and justifying educational budgets;

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A Guide Book on Performance Management System for Schools
 Making public agencies accountable for results to senior management and the public;  Increasing the citizens’ trust in the public institutions; and  Making work more interesting and satisfying for Head teachers, Supervisors and Education Officials.

1.2 Why Performance Management
Performance Management plays a vital role in any

organization to assess the progress update vis-à-vis some predetermined outputs and performance indicators because Performance Management system focuses on results, rather than behaviors and activities. It also cultivates a change in perspective from activities to results, therefore, used as a yardstick monitoring. for comparisons, direction, planning and

1.3 Why do we need to set indicators?
Indicators are a measure; they are generally sets of information used on a regular basis to measure change. Indicators state how the input, output, or outcome will be measured. They can utilize quantitative (raw data, comparable numbers) and qualitative (opinions, values, yes/no) information. The most useful indicators are those that measure key risk areas and provide information which

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A Guide Book on Performance Management System for Schools
can clarify cause relating to key issues. Indicators are set to:  serve as benchmarks  act as a “measuring rod” in comparing different population groups, localities, levels, sex, etc.  get a systematic and appropriate analyses  help define relevant objectives and outputs  Indicators are a basis for measuring progress or towards a goal or objective

1.4 Key Performance Indicators
The Key Performance Indicators (KPI) are the following: 1. Promotion rate: is the proportion of pupils who have successfully completed a grade and proceeded to the next grade the following year. 2. Repetition rate: the proportion of pupils who repeat a grade once or twice. The repetition rate of grade g, year y is obtained by dividing repeaters of grade g, year y+1, by enrolment in grade g, year y. 3. Drop-out rate: the proportion of pupils who leave the system without completing a given grade in a given school year.

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A Guide Book on Performance Management System for Schools
4. Percentage of repeaters: Percentage of repeaters at a particular grade.

1.5 Core Education Indicators
The Core Education Indicators as set by the Government of Pakistan are mentioned below: 1. Gross Intake Rate (GIR) in Primary Education 2. Net Intake Rate (NIR) in Primary Education 3. Gross Enrollment Rate (GER) in Primary Education and Secondary Education 4. Net Enrollment Rate (NER) in Primary Education and Secondary Education 5. Repetition Rates (RR) by Grade in Primary Education 6. Survival Rate to Grade 5 7. Transition rate (TR) to Secondary Education 8. Drop Out Rate 9. Percentage of Trained Teachers at Primary Education 10.Pupil-Teacher Ratio at Primary Education 11.Public Expenditure on Primary Education as a Per cent of Total Public Expenditure on Education 12.Gender Parity Index for GER and NER in Primary and Secondary Education. 13.Promotion rate by grade in primary and secondary 14.Gender Parity Index for Survival Rate to Grade 5 15.Gender Parity Index for Transition rate (TR) to Secondary Education

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A Guide Book on Performance Management System for Schools
16.Percentage of FEMALE enrolment in Primary and Secondary Education 17.Percentage of FEMALE teachers in Primary and Secondary Education 18.Repetition Rates (RR) of girls and boys in Primary and Secondary Education

1.6 Input, Output, Efficiency, Outcome Indicators
An outcome is the result of a service, from the point of view of the citizens, especially the customers for the service. We can start by thinking about various steps that go into delivering a service: Inputs – these are the resources we use, for example, Rupees budgeted, No. of staff days, equipment. Outputs – these are the products that the organization produces, such as Number of schools maintained, number of students served. Output Efficiency – Cost per school maintained/student taught. Outcomes – these are the results of the service: % of students passing grade 5.

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A Guide Book on Performance Management System for Schools

Key Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical success factors of an institution. A school may focus its Key

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A Guide Book on Performance Management System for Schools
Performance Indicators on promotion rate of its students or reducing dropout rate.

1.7 Ranking of Schools based on KPIs
Performance integrate Management is used as an effective

tool/yardstick to improve the performance of the schools to planning, review, financial management, implementation, monitoring and evaluation of schools. Performance standards are set through defining ranges from the maximum to minimum according to the actual data of schools according to Education Information System (EMIS), based on performance indicators as mentioned below:     Promotion rate Repetition Rate Dropout Rate Repeaters Management 2-3 outcome

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Chapter 2

Performance Management Tools (PMTs)

Chapter 2

A Guide Book on Performance Management System for Schools

2. Performance Management Tools (PMT’s)
2.1 Managing Performance at District Level
Performance Management can be used as an effective tool/yardstick to improve the performance of the district education officials to integrate planning, review, financial management, implementation, monitoring and evaluation. All these steps are geared towards improving educational services at the District as well as at the Provincial level from conceptualization to realization and implementation to evaluation so as to enable policy makers and managers to make informed decisions and improve services in schools. The implementation process starts with situational analysis in consultation with the Provincial, District governments and other stakeholders for documents to including the setting EMIS for baseline targets. were Existing reviewed, indicators

stakeholder consultation workshops/meetings were organized determine basis performance management of the framework. The overall strategy follows the laid down norms and standards the District Federal, Provincial and

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A Guide Book on Performance Management System for Schools
Governments as well as participatory approaches and a consultation process. A lot of attention was given to address the thematic areas related to governance, management and administrative Pakistan. issues in order to comply with the national/international commitments of the Government of

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A Guide Book on Performance Management System for Schools
The performance Management follows the following steps:

Step-1: Selection of Baseline Targets/Indicators
The performance management provides basis for communicating performance of the district education officials according to the performance indicators about how effectively they are performing and whether the targets are being achieved set by the Provincial as well as the District Governments. This intervention supports the Provincial Governments to assess the performance of the District Governments particularly the EDOs Education and his staff visà-vis outcome performance indicators based on the defined targets of the Districts.

Step-2: Designing and Development of Performance Management Tools
The Performance Management tools were finalized by holding workshop for the key stakeholders based on the following factors:

a. Performance Standard Tool # 1
Selection of about 30 low performing schools in a district based on any two or three performance indicators i.e, promotion rate, dropout rate and percentage of repeaters. This tool will be used as a key performance standard yardstick by using the real time Education Census Data

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A Guide Book on Performance Management System for Schools
which is being used by the Education Departments. The application of the tool will support to select Lowest Performance Schools, by following these guidelines as under:  Selection of Accurate Data from EMIS, which should be in a complete/organized/approved form and based on at least 3 years records.

 Use the 3 year Education Census Record for
data analysis.

 For data analysis use separate Data Bank for
all levels of Education such as primary, Middle, High etc.

 Selection
Indicators

of i.e.

Performance Repetition Rate,

Standard Number of

Repeaters, Promotion Rate, Dropout Rate.  The indicators will be selected based on the information provided in the census form.  By comparative analysis of output indicators i.e. Repetition Rate and Dropout Rate we’ll be able to shortlist about 30 lowest performing schools.

b. Strategic Planning Tool # 2
This tool plays provide the “yardstick” against which detailed performance is measured.

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A Guide Book on Performance Management System for Schools
o Identification of issues and problems responsible for low performance of the selected schools (Problem Tree) o Selection of common factors / indicators about (1520) for the low performance of these schools. Strategic Planning Tool will follow the following steps:

 After selection of Lowest Performance Schools,
identify root causes and Indicators which can affect directly or indirectly to these Low Performance Schools.

 After finalization of common performance
indicators through brainstorming (at max 15), generate a “District wise Lowest School Performance Report”, based on those common indicators which can affect the performance of these schools like:     Teacher Student Ratio PTC Effectiveness Facilities Classroom Facility Ratio etc

 This “District wise Lowest School Performance
Report”, reflect the status of the current performance indicators.

 After the finalization of Report, the concerned
officials will then be requested for these low

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A Guide Book on Performance Management System for Schools
performance targets. schools by setting measureable

 This Performance Target Report will then
be used as performance tracking tool at district level.

Step-3: Linking of performance Indicators with EMIS
In this step, the selected indicators can linked with EMIS, developed by Provincial/District department. Performance Measurement tools are developed to measure performance and these tools are linked with EMIS.

Step-4: Implementation at School and District Level
Managing performance is an on-going process which takes place during the year on preferably quarterly basis and would include assessing the performance of these low performance schools against the selected performance indicators. After identifying outcomes and indicators, acting planning is done. Action Plans are developed at school level and these action plans are implemented and monitored at District level

Step-5: Performance Measures through Reporting Progress
Reporting is to document progress related to performance standards and targets and dissemination. Information should regularly be available to Managers and Leaders,

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A Guide Book on Performance Management System for Schools
Staff, Supervisors and Policy Makers, Stakeholders or partners and public, including Media. The concerned supervisor at all levels held accountable for reporting performance.

Step-6: Performance Measures / Action for Improvements
Performance measures reflect qualitative score to all indicators according to their priority which is fair and objective as possible and accepted by all stake holders. Matching with rating scale and producing result facilitates to assess goals/targets, which recognizes high performance, and identifies issues and highlights areas for career development and identifies training needs of all teaching staff so that they can be trained by appropriate targeted training or by non-training methods such as on the work training and mentoring systems within the organization. It must also have an appraisal system, which is objective, fair and without bias, which is appropriate to its organizational culture. The performance management system will support team work rather than individual performance and must also include Head teacher performance to be evaluated on a continuous basis to develop leadership potential, if needed, as leadership is crucial for the success of enhancing quality outcomes for the schools.

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Chapter 1

Performance Management System

Chapter 3

School Action Planning

Chapter 3

A Guide Book on Performance Management System for Schools

3. School Action Planning
3.1 What is School Action Planning?
Educational planning is necessary if organizational Without

excellence is to be achieved in our public schools. there.

knowing where we are going, it is unlikely that we will get Educational planning is the roadmap to the of the goals/objectives of the national achievement

educational policy. It focuses the attention of administration, supervisors, head teachers, students and community members, and helps determine where the school should be going and how to get there. them. This too helps to identify not only the issues/problems but also proposes measures to address Without planning, the operational and functional performance of the school will be less than optimal and the overall objectives and goals of the school will be difficult to achieve. The preparation of a School Action Plan (SAP) is an exercise, which requires not only specific skills, but also the availability of reliable and relevant information, which reflects the exact situation and statistics of school. EMIS data can be used as a benchmark to obtain reliable information about the school. In this way, EMIS can feed

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A Guide Book on Performance Management System for Schools
reliable term. data to different simulation models allowing reflection on objectives defined for the medium and long

3.2 Who are the key stakeholders?
Key stake holders of Performance Management are the following:  Provincial and District Government officials  Supervisors and Department Heads  Head of the Institutions  Parents and local communities  Non Government organizations and local CBOs  Local Citizens

3.3 Action Planning Cycle at School Level
Following is the action planning cycle at school level:

Step-1: Need Analysis
 needs  Identify the priorities for the school’s futuristic Each school should have to define its major

approach

Step-2: Define Outcome Indicators

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A Guide Book on Performance Management System for Schools
 Define the outcome indicators that can be

measurable from the baseline data

Step-3: Rank School using School Scorecard Rating Tool
Rank schools using School Rating Tool (Annex-II). There are weights allocated to each facility / quality indicators at schools. We analyze the status of current facilities and rank them. The cumulative score is the result to rank the schools. Schools can be categorized into five ranks as mentioned below:

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A Guide Book on Performance Management System for Schools

Step-4: Data Analysis and Target Setting
Analyze result of Step-3 by comparing the factors responsible for low performance of schools, identified by the district according to actual data. If school identifies more factors, add in the list and set the targets for each factor for the next year. Also set the target to promote the rank of the schools. For example if school falls in “Poor” category, set target “Average” for next year.

Step-5: School Action Plan

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A Guide Book on Performance Management System for Schools
Develop School action plan for targets set against category of indicators using the following Performa

(annex-I).

Step-6: Implementation
Implement the action plans by shifting responsibility and allocating proper resources identified in action plan through participatory approaches must be involved by sharing clear roles and responsibilities while developing the School Action Plan. It is need to communicate stakeholders. clearly to all the

Step-7: Monitoring
Monitor and evaluate whether the target(s) has been achieved or not. Use School Scorecard Rating Tool to rank the school again. If the target have been achieved, use the same cycle to make it high rank. If not, identify problems

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A Guide Book on Performance Management System for Schools
and take corrective actions. Although monitoring is an ongoing process, however, information regarding KPIs could be collected after completion of one academic session of the students.

Action Planning Cycle

Monitorin g

Need Analysis

Implemen tation

Define Outcome Indicators

CHILD

School Action Plan Data Analysis & Target Setting

Rank School using School Scorecard Rating Tool

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A Guide Book on Performance Management System for Schools
3.4 Education policy, Planning and Management
A policy is a deliberate plan of action to guide decisions and achieve rational outcome(s). This also refer to the process of making important organizational decisions, including the identification of different alternatives such as programs or spending priorities, and choosing among them on the basis of the impact they will have.

3.4.1 Education Policy
Education policy refers to the collection of laws and rules that govern the operation of education systems. Education occurs in many forms for many purposes through many institutions. Examples include early primary, middle, high, higher secondary, two and four year colleges or universities, master degree graduate and professional education and adult education. Therefore, education policy can directly affect the education people engage in at all ages. Examples of areas subject to debate in education policy, specifically from the field of schools, include school size, class size, school type, teacher education are expected to uphold and model. and certification, curricular content and school infrastructure

3.4.2 Education Planning

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A Guide Book on Performance Management System for Schools
Planning is an integral part of the whole process of educational management. It helps the decision-makers at all levels from administration, teachers, students and community members to make better and informed decisions. It can do this by helping them see more clearly the specific objectives in question, the various options that are available for pursuing these objectives, and the likely implications of each. Planning can help to attain larger and better aggregate results within the limits of available resources. Planning is deciding in advance:

• • • •

What to do How to do When to do Who should do

Planning helps in forecasting the future, makes the future visible to some extent. It bridges between where we are and where we want to go. Planning is looking ahead. It should be a realistic view of the expectations. Depending upon the activities, a plan can be long range, intermediate range or short range. It is the framework within which it must operate.

3.4.3 Education Management
Education Management is to get people together from administration, head teachers, teachers, students and community members to accomplish desired educational goals. It comprises planning, organizing, staffing, leading or

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A Guide Book on Performance Management System for Schools
directing, and controlling and organization. Resourcing encompasses the deployment and manipulation of human resources, financial resources, technological resources, and natural resources.

3.4.4 Use of EMIS in Management
An information system is the basis of management, planning and evaluation of an education system. During the education management process, the information system should inform the different actors and partners on the state of the sector, its internal and external efficiency, its pedagogical and institutional operation, its performance, shortcomings and needs. It should cover all the needs and areas for information and not only aim to collect, store date and process information but should also help in the formulation of education policies, their management and their evaluation. The preparation of any plan is a complex and delicate exercise. Like any therapy, a plan should be based on a precise and exact diagnosis if it is to be effective. The latter is indispensable in the process of planning: it makes it possible to take stack of the state of education, and identify problems through a detailed and critical analysis in order to be able to propose solutions. In other words, a diagnosis enables the identification of needs, which the plan, through the definition of new strategies, is supposed to meet.

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A Guide Book on Performance Management System for Schools
Thus the objective of an education management information system (EMIS) is not only to collect, store and process information but also to help in education policymaking, by providing relevant and accessible information. EMIS was originally designed to be a management tool but is gradually being perceived as an indispensable tool and support system for the formulation of education policies, their management, and their evaluation.

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Chapter 4

Role of Educational Management Information System (EMIS)

A Guide Book on Performance Management Chapter 4 System for Schools

4. Role of Educational Management Information System (EMIS) in Education
Educational Management Information Systems (EMIS) is a collection of component parts that data collection, storage, retrieval, processing and include inputs, processes, outputs and dissemination system backs that are integrated to use by feed specifically designed for achieve a specific objective decision makers and administrators to plan and administer About EMIS Education System more efficiently and effectively. system of managing a large body of data and information that can be readily retrieved, processed, analyzed, and made available for utilization or dissemination unifying tool in collecting, processing and disseminating the wide range of information to recipient individual or group of data users formal method of providing management with accurate and timely information and data in order for decision making, planning, project development and other management functions and operations can be carried out effectively system designed to strengthen educational managers’ capability to gather, store and utilize data and information for their own needs and demand of potential users system which all educational mangers should be conscious of and capable of performing either in computer-based or manual - based system

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A Guide Book on Performance Management System for Schools

4.1 Administration of Education Services
The Federal Ministry of Education has overall responsibility for formulation of education sector policy, planning, and development of curriculum. However, delivery of education and implementation of plans are devolved to provincial and district levels. The main role of provincial education authorities are coordination and supporting the provision of education services and implementation of education plans at the district level. The provincial Education Departments are headed by their respective Provincial Education Ministers. The provinces are further divided into districts for the purpose of administration.

After devolution in 2001 in the provinces, the district level education offices are the main responsibility of ensuring the quality and delivery of education at their respective area. The head of the Education Department in a district is Executive District Officer (EDO) Education and head of the Literacy Department (in case of Punjab and Sindh only) is Executive District Literacy (EDO Literacy). In the Provinces

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A Guide Book on Performance Management System for Schools
of NWFP and Balochistan, literacy is part of Education Department. The hierarchy then runs down to the District Education Officer, Sub-district Education Officer, Supervisors or Assistant Sub-district Education Officers. At the local level i.e. the union council level, Learning Coordinators (LCs) provide academic guidance as well as supervise the schools. However, the devolution process has not been taken place in the federally administrated areas and AJK and the administration of education in these areas remain under the respective area government.

Generally district level education offices oversee and monitor the schools at general education sector in elementary, secondary and higher secondary education. In the primary classes, examinations are conducted by the respective schools. However, at the end of the fifth year of the primary stage a public examination is held by the Education Department for promotion to the next grade. Similarly, the examinations in Middle Schools are held by the individual schools but there is a public examination at the end of grade eight conducted by the Education Department. Public examinations are also held by the respective regional examination boards of secondary and intermediate at the end of grades nine to twelve, to assure the quality of education. Moreover, technical and vocation education and tertiary education are mostly under the direct responsibility of the respective provincial education authorities and has not been devolved.

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A Guide Book on Performance Management System for Schools
4.1.1 Purpose of an EMIS
• • Improve the quality and integrity of data and information Systematize the data need identification, data collection, processing, generation, dissemination and evaluation Strengthen the capability to manage, plan, and control the flow of information within and outside of the organization Provide the mechanism to meet the increasing demand for data and information Produce up-to-date data bulletins, status reports, brochures and other statistics needed for management activities/function Provide baseline data and information to generate performance indicators as measuring tools in the attainment of educational objectives and policies, and in setting targets for the sector

• •

4.1.2 Why have an EMIS?
The national Department of Education, in common with other government departments, has a constitutional and legislative responsibility for reporting and accounting to the parliament and the public on the education system. At local level, learner and parent communities require information about education institutions and outcomes in order to make decisions about education choices and opportunities. Monitoring and evaluating the education system using the EMIS provides information, which is used

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A Guide Book on Performance Management System for Schools
to improve efficiency and optimize resource allocation.

4.1.3 EMIS Clients
EMIS units (Provincial and national) regularly provide services to other components in education as well as to: • • • • • • • • Ministries, departments and government agencies at national, provincial and local level Legislative and constituent bodies Regulatory bodies Civil Society Organizations (CSOs) Local and international agencies Learners, educators and community groups including school and college governing bodies Business and the private sector Unions and community other partners in the education

4.2 Evolution and development of EMIS in Pakistan
Until early 1990s, there was no systematic EMIS and education statistics were compiled manually that resulted in unreliable data. Data were released two to three years after collection. These technical discrepancies and no assurance of the quality of data consequently impaired the effective planning.

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A Guide Book on Performance Management System for Schools
"The National Educational Management Information System (NEMIS) would act as a catalyst for data collection, compilation and report generation. This data would be useful for policy formulation, project preparation, implementation, evaluation and First computerizedmonitoring etc. This data will constitute an important database for component for the Social Action education statisticsProgram (SAP)".
was initiated in North West Frontier Province (NWFP) in late 1980s. The first pilot EMIS project was launched under the Management Unit for Study and Training (MUST) in Peshawar. Following this model, Project NEMIS (National EMIS) was initiated in 1991-93 to cover the rest of the country. Within this goal the specific objectives were laid down as given below: • To provide essential an leadership in and vision for from

developing

EMIS

Pakistan

conceptualization to realization and implementation to evaluation. As a coordinating and facilitating unit it will ensure the development of a system that satisfies the need for o Compatibility in data design, entry and

processing across different provinces

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A Guide Book on Performance Management System for Schools
o o Compatibility with other database, and Sufficient different flexibility to accommodate of the the

requirements

provincial

governments • To directly collect, process and analyze the

educational data of ICT and FATA • To compile data from the four provinces, FANA and AJK, and, consolidate and integrate with databases generated by NEMIS-II. • To assess and determine national and provincial needs for educational planning and management information and to cater them • To respond and provide the regular and ad-hoc data requests from other users, such as international agencies and representatives of other social sectors.

4.2.1 Provincial Level Preparation and distribution of As mentioned earlier, every province has its own EMIS unit questionnaires for the school under the provincial education authorities to administer the census; annual school census at theirtechnical support respective provinces. Provision of andand authority as well as subtraining of district and practices However, responsibility district staff on EMIS activities; and mechanism of As necessary,and coverage and scope data collection data entry and Responsibilities of the Provincial EMIS Unit of the sub-education processing among them. census sectors vary of school forms of some districts; Final validation and consolidating district level data to produce the provincial school census database; Maintaining the provincial annual school census database; Production and publication of the annual yearbook; Responding ad-hoc users’ requests on education statistics.

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A Guide Book on Performance Management System for Schools
4.2.2 District Level
Provincial EMIS units usually collect data through their district EMIS cells. Previously, the tasks of EMIS cells in the district education offices were mainly to collect and compile the data from schools, and then, forwarded to the provincial EMIS unit or if there was a data processing facility at the district level, processed the data and sent the data files to the provincial EMIS unit to update the provincial EMIS database in order to produce the annual statistical yearbook. In this regard, the major function of the EMIS cells at the district level is to process the annual school census forms. Apart from that, producing summary statistics tables for various reports using Excel would be the most frequent statistical tasks done at the district level. There is very little evidence on validation and analysis of data using computer at that level. A devolution plan introduced subsequently encourages the management and decision making at local level; to improve education delivery services at grassroots level, district offices are now required to develop annual development plan and to monitor the education development in the district. In addition, they are also required to prepare education budget and expenditure for their districts. As a result of this education reform process on devolution, role of district offices is becoming more important as they are the centres for providing and management of education

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services at their respective districts. It is apparent that for efficient delivery and management of education services in the districts, the district education offices require strong and comprehensive education databases.

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Responsibilities of the District EMIS Unit

Distribution and collection of annual school census forms Orientation and explanation of school census forms to sub-district and school principals Follow-up and validation of completed school census forms Data entry and processing of school census forms to update the district level database Linking and incorporating other relevant socio-economic data to the district EMIS database Forwarding and transmitting district level statistics to the provincial EMIS unit Providing required data and information (ad-hoc and regular basis) to the district education offices and other relevant offices at district level Assisting and organizing EMIS related training activities.

4.2.3 Institutional (School) Level
In all provinces, it is mandatory for a school to submit a school census form annually. However, enforcement and seriousness to comply this mandatory task vary among the districts. Moreover, it applies only to the government schools under the district education authorities. Inclusion of other government schools other than under the provincial education departments, private and religious in this process is different from one province to the other.

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The government schools are required to submit not only school statistics but also financial information to the district education offices. In addition, upon request, the schools are obliged to provide the requested data to various authorities.

4.3 PUNJAB Educational Management Information System
4.3.1 Objectives of PEMIS
To provide reliable and timely information to educational researchers, administrators and planners. It provides computerized management tools and techniques to Punjab EMIS and 35 District based EMIS cells equipped with enhanced capacity of EMIS hardware and software. It provides training for District and provincial statisticians, planners and education officers in collecting and verifying school based data. Also provides training for institution based personnel throughout province in providing accurate and reliable school based data. To establish regular and consistent procedures and Performa’s for gathering education statistics throughout province. Training for senior MIS officers and decision makers in the use of MIS reports is also conducted by PEMIS. It produces timely reports and studies on educational planning issues in province.

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The EMIS provides for the establishment of computer-based information system facilities at provincial EMIS headquarter and in each of the 35-District EMIS Cells in the Punjab. To conduct annual school census and disseminate statistical reports to all users at district, divisional, provincial and federal level. It develops software and generate need based comprehensive database for various sub- sectors of the Education Department. To provide validated data to key administrators and decision makers on time as and when required at provincial and national level. To maintain and improved the flow of data through an effective and speedy pipeline from gross root level to Punjab EMIS Center through the District EMIS Cells.

4.3.2 Census
Census for the Government Schools conducted each year on all Govt. Administered Mosques, Primary, Middle Schools in Punjab. This data was processed and analyzed and reported by Punjab EMIS. These reports on Hard/soft copies are available with Punjab EMIS.

4.3.3 Collaboration
These are the list of organizations/department with whom Punjab EMIS has collaboration. o o Punjab Middle Schooling Project World Bank

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o o o o UNICEF Punjab & Islamabad All Provinces EMIS offices All 35 District EMIS cells of Punjab Institute of Education & Research Punjab University Education Department Schools Punjab Education Department Higher Education Punjab Punjab P& D Department Other Govt. Department as Data Users All Punjab Field Education Offices as Data Providers Federal EMIS, Islamabad MOE (Ministry of Education) MSU Islamabad UNDP,UNESCO ADB (Asian Development Bank)

o o

o o o

o o o o o

4.4 SINDH Educational Management Information System
The SEMIS has been established in the Education

Department Since 01.07.1991 with the Assistance of UNDP/UNESCO. In the year 1993 The World Bank took it in

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hand for 2 years. After that, i.e in the year 1996 the SEMIS was transferred from Development to Non-development footing. SEMIS (HQ) is based at Karachi with its 21 District offices.

4.4.1 Objectives of SEMIS
1. To provide reliable and timely information to Educational Administrators. 2. To provide computerized management tools and techniques by established 21 computer centers at district offices fully equipped with hardware and software. Besides regular SEMIS activities of consolidation of Educational Databases, following monitoring and control systems will be the integral part of SEMIS in Sindh province. • • • Schools Mapping System (SMC) Institutional sub-system and Decision Support Systems (DSS) Human Resource Monitoring System (HRM) Researchers, Planners and

4.4.2 SEMIS Activities

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SEMIS also continue to follow its regular annual activities that include: • Institutionalization of established SEMIS cells at 21 district of Sindh province • Annual Educational Institutional Census. (Seven census already conduct & report/profile provide to all concerned agencies ) • Publication of Annual Statistical Profiles / District / Divisions / Province (Seven profiles provided to all districts & 8th will be published on last week of Feb. 1999) • Coordination with and assistance to other agencies and organizations dealing with Education Sector. The SEMIS activities of by will play a vital role in in the

establishing and maintaining the Monitoring and Evaluation province educational collecting development and processing

data/information in a computerized environment. Instead of that the SEMIS has started census for the following agencies in the Sindh province since 1997. • Private Schools • Colleges • Tech. Colleges & Institutions. • Deeni Madaris. • Municipal & District Council Schools. • Other Agencies i.e (ARMY, NAVY, PAF, RAILWAY, DHA, KPT)

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4.5 FEDERAL Educational Management Information System
The Fed EMIS is responsible for collecting, processing and analyzing educational data related to ICT. The Fed EMIS is required to make available educational data to MOE policy-makers and planners for the creation of policy options, projections and diagnostic purposes. Furthermore, Fed EMIS is responsible for giving easy access to educational data and documentation of school data to the NEMIS and other agencies interested in educational planning and evaluation in Pakistan.

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Chapter 5

Monitoring

A Guide Book on Performance Management Chapter 5 System for Schools

5. Monitoring
5.1 What is Monitoring?
Monitoring is the systematic collection and analysis of information to enable the stakeholders to determine whether key activities are being carried out as planned and are achieving the desired results or not. Monitoring provides feedback to the management, which shall be used to improve operational plans and to take corrective action. All organizations keep records and notes, and discuss what they are doing. This simple checking becomes monitoring when information is collected routinely and systematically against a plan. The information might be about activities or services, users, or about outside factors affecting organization or project. Human and financial resources have always been

considered as the basic input for carrying out plans. However, mere presence of these resources is not sufficient to ensure that the progress will be carried out as planned. The plans have to be constantly monitored if results are required as per schedule. The management must know whether activities are being carried out as planned or not. It is through the Monitoring system that the feedback is provided. The modern world has used the monitoring

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process to improve the functioning of the government offices and service delivery facilities. Monitoring information is collected at specific times: daily, monthly or quarterly. At some point we need to bring this information together so that it can answer questions such as: o o o How well are we doing? Are we doing the right things? What difference are we making?

Monitoring is routine and ongoing while evaluation is an indepth study, taking place at specific points in the life of the project. Program implementation evaluation is an extension of program process monitoring in which data is systematically collected systematic repeatedly over time of for monitoring. of The documentation aspects program

implementation that is indicative of whether the program is being delivered as promised and is functioning as intended, according to appropriate standards. There are two common forms of program process evaluation:

5.2 Monitoring of School Activities
When the action plans are developed and implemented, its activities are monitored on regularly basis. If we are

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implementing one year plan, we may develop a monitoring system on quarterly basis. During monitoring, we find the gaps between planed timeline and actual timeline. If there is a gap, we may develop a plan to bridge this gap by allocating more resources. A monitoring tool should be developed for proper monitoring of activities.

5.3

Performance Monitoring through Application of School Rating Scale
School Scorecard Rating Scale is used to measure the progress of each low performing school. This low School Scorecard Rating Scale is designed on the basis of 10-15 low performance indicators which are selected during the brainstorming session of the stakeholders. This tool is designed in simple Microsoft Software using Microsoft Excel (Annex-II). In this tool we define the ranges to rank the results for the better categorization which are allocated to each indicator (dropout rate in following example) as: Sr. No. 1 2 3 4 5 Ranking Value 5 4 3 2 1 Value Range 0% 01% - 10% 11% - 20% 21% - 30% 31% & above

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User selects values from range on base of the Repetition rate and Dropout rate, the ranking value is multiplied to its value to calculate cumulative value. Cumulative values of both indicators are added to calculate Total Value that reflects the performance of the school. Total Value will be between 1 & 5. These values are matched with performance category as under: Performance Result 1.0-1.9 Poor 2.0-2.9 Below Average 3.0-3.9 Average 4.0-4.9 Good 5.0 Excellent

Result is displayed automatically matching Total value with performance category:

Resul t:

Below Average

5.4 Monitoring of School Action Plans (SAPs)
School action plan has been designed to improve the school structure and it is been used as a monitoring tools for

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achieving the school target. This is particularly designed for setting targets and then planning the goals for the betterment of the school. This tool is attached at Annex-I. In this tool, we at first define our strategic targeting through outcome indicators; these outcome indicators should be in a measurable format for the qualitative analysis. After that we’ll define, strategic targets for the school improvement/betterment and the Plan to achieve those targets. The success of the SAP is only possible if we set small targets and try to achieve them periodically; this step wise follow-up will improve the activities of SAP and will lead to a successful completion of SAP.

5.5 Performance Management through Parent Teacher Councils (PTC’s) and other Stakeholders
School Development Planning is essentially a collaborative process that draws the whole school community together in shaping the school’s future. Accordingly, it requires the appropriate involvement of all the key stakeholders: SMCs / PTAs / Board of Management, Head Teacher / principal, teaching staff, support staff, parent, students, and local community.

5.5.1

Role

of

PTCs

/

SMCs

in

School

Management and Monitoring

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SMCs / PTCs have a particular responsibility for the ethos and status of the school and for matters requiring capital and or development expenditure. Accordingly, they must be consulted on topics that pertain to these issues. It is the responsibility of PTC to seek approval of the members of needs identifies to address in the planning process. In many developing countries there is normally one council to address governance issues and this is not separated by two separate governing bodies such as Trustees and a Governing Board as in the western countries of UK, Ireland etc. The PTCs / SMCs are to also arrange for the preparation of the school plan, and to ensure that it is regularly reviewed and updated. Accordingly, they must ensure that the planning is done. Most of the work involved will be delegated to the head teacher and teaching staff, who will keep the PTC informed on progress. PTCs / SMCs often have statutory and legal responsibilities and on aspects of the issues as planning priorities. The Board may participate directly in the planning process through its establishment of or representation on planning teams.

5.5.2 Role and Responsibilities of Key Stake Holders
The Head Teacher / Principal
The Head Teacher plays a prominent role in the leadership and management of the planning process. Some of the responsibilities are shared with the PTA / SMC / Board of Management. Some aspects may be

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delegated to members of the teaching staff through the in-school management structure or through the establishment of planning teams. The Head teacher has a responsibility, under the direction of the PTA / SMC / Board, with the collaboration of the in-school management team and the teaching staff, for o o the initiation of the planning process, the creation of a climate conducive to

collaboration, o o the motivation of the staff, the establishment of the planning

infrastructure, o the organization of activities and

resources, o the arrangement of consultation,

communication and approval procedures, o the management of the plan’s

implementation and evaluation.

The Teaching Staff
The whole-hearted participation of the teaching staff is crucial to the success of the planning process: o The whole staff should be actively

involved in the clarification of the school’s

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mission, vision and aims, in the review of the school’s current situation, and in the establishment of development priorities. The process should be designed to enable all members of staff to participate in discussion and decision-making-making. o A Steering Group of staff may be

established to oversee the process as a whole. A Steering Group could be constituted in a number of ways: for instance, it could drawn largely from the in-school management team, or it could be established on a broadly representative basis, to include a range of interests and skills. Ad_ hoc staff teams may be established to undertake tasks related to review, design, implementation or evaluation. Such teams represent one possible model of staff participation in development planning. Ideally they should be constituted on the basis of interest and expertise. They provide a professional which peer support can structure ideas, within work teachers share

collaboratively, and learn from each other. Accordingly, they can play a major role in the process teacher of staff development have the for school to improvement. Over a period of time, every should opportunity

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become involved in the work of an ad-hoc team. o Some schools may wish to integrate ad-

hoc teams with the in-school management structure by appointing members of the inschool management team as ad-hoc team convenors. o It is essential that the full staff be kept

informed of the work of all teams and that the draft plan be agreed by the full staff prior to its implementation. The Guidelines will offer suggestions concerning staff structures for School Development Planning.

The Support Staff
It is advisable that the support staff be consulted during the review process on aspects of school life that are relevant to their work. They should also be kept informed of the school’s development plans.

Parents
It is important that parents are involved in the planning process. Through their representation on the Board of Management and through the Parents’ Association, where one has been established, parents’ can readily be consulted in the clarification of the school’s mission, vision and aims, the review of school’s current reality, the establishment of priorities, and the development of

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policies on issues such as discipline or homework. All parents should be kept informed of relevant outcomes of the planning process.

Students
The commitment to the Convention on the Rights of the Child by member states of UNESCO provides for consultation with students in the preparation of the school plan. The review procedure may include a Student’s Questionnaire or a Group Discussion of representatives to ascertain the views of a representative sample of students on aspects of school life. Where a Students’ Council has been established mostly in senior schools, it can be consulted in the preparation of aspects of the school plan and can be invited to participate in the dissemination of relevant sections of the school plan to the student body. Students should be kept informed of relevant outcomes of the planning process.

Local Community
The local community can be involved in the planning process in a number of ways. The review process includes a consideration of local context factors that impinge on the school, and this might necessitate a survey of the local community to establish views, requirements, or opportunities. Representatives of the local community could be asked to participate in planning joint school-community projects. The school

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could draw on the expertise of relevant members of the local community in planning to address particular issues. In many places, the local community is already involved in range of specific programmes.

Department of Education
The core functions of the Department of Education in decentralized systems includes strategic planning and policy formulation for the system as a whole, budgeting and the allocation of resources. Thus, the Department plays a major role in establishing the context within which individual school development planning takes place, in terms of nations aims and priorities, curriculum development and implementation, and the availability of resources for implementation. Advice and support may be sought from the named education field manager for each school or from supervisors / managers with responsibility for the various subject areas. The Department also promotes quality enhancement though the provision it makes for curriculum and other support services and for the in-career development of teachers.

5.6

Effective Monitoring of Schools through Parent Teacher Councils (PTC’s)
The Community has a positive role to play in ensuring the educational institution’s efficiency of the educational institutions of the area. It has been a proven fact now that quality of students produced by the education system in an

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area has been contingent to some extent with the community participation and accountability mechanism. In order to revive the interest of community the Provincial Governments has revived the institution of School Management Committees. All the primary schools have by now these committees comprising of five members, during the year 2005-06 around 29,000 SMCs have been imparted training by Education Department in the basic skills of record keeping and planning. The major working strategy for these SMCs /PTCs to improve, monitor and enhance the capacity of the school working teachers and learning environment. The responsibilities of the PTC are been attached at Annex-III

5.7 Dos and Don'ts of the Monitoring Process
The Do's and Don'ts are being suggested for the Monitoring Committees so that the Committees or Members do not transgress legal boundaries; yet at the same time achieve the objectives assigned to them. The emphasis of monitoring by the elected representatives is on the improvement of performance, because improvements in the service delivery would ultimately lead to public satisfaction. This can only happen if every one involved feels equally responsible towards the public and improvement in the service delivery system. Dos Don'ts

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• • • • • •

Seek information as part of the monitoring process. Identify basic problems. Aim at improving the delivery of services. Be courteous, friendly, polite and patient. Act as a facilitator. Prepare for monitoring visits.

• • • • • •

Don't interfere in the work of offices or service providers. Don't intrude or sneak in. Don't harass the functionaries. Don't create friction or problems. Don't force yourself on others. Avoid unplanned monitoring visits.

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Annexure

S C H O O L A C T I O N P L A N

A Guide Book on Performance Management System for Schools
Annex-I

Achieving excellence in quality education through

School Action Plan (SAPs)
EMIS Code:_____________________________________ School:_________________________________________ Union Council:___________________________________ Tehsil/Taluka:___________________________________ District:_______________________________________

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Section # 1: Present Status of Enrolment and Repetition / Dropout Rate a. Enrolment
I Girl’s Boy’s Total II III IV Class-wise Enrollment V VI VII VIII IX X Total

b. Repetition Rate
Class I II III IV V Total 2003 2004 2005 2006 2007 2008 Averag e

c. Dropout Rate
Class I II III IV V Total 2003 2004 2005 2006 2007 2008 Averag e

Section # 2:
Outco me Indicator Data Sourc e

Data Analysis and target setting
Baseline (March 2009) Target (March 2010) Explanator y Information

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Decreas e Repetiti on Rate Decreas e Dropout Rate % of students who repeat the class % of students who drop out from school EMIS

EMIS

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Section # 3
i. Rooms A Details B Curren t Status / No. C Targets Category New Construction Renovation New Construction Renovation ii. Provision / Reduction of Basic/Missing Facilities A Details Principal Office B Curren t Status / No. C Targets Category New Construction Renovation Staff Room New Construction Renovation New Constructio n Repair New Constructio n Repair Drinking Water New Constructio n Repair Provision Electricity Repair Playgroun d Provision Quantit y D Responsi bility E Resourc es Require d F Source of Funding G Collabora tion / Participat ion H Timeline Comple Start tion Time Time I Remark s Quantit y D Responsi bility E Resourc es Require d F Source of Funding G Collabora tion / Participat ion H Timeline Comple Start tion Time Time I Remark s

School Action Plan

Rooms

Veranda

Boundary Wall

Toilets

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Furniture Provision to Teachers Provision to Students

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iii. Teacher A Detai ls Teach ers B Curren t Status / No. C Targets Category New Appointme nt Trainings iv. SMC/PTC Activation A Detai ls SMC / PTC Activ ation B Curren t Status / No. C Targets Category Meetings Utilization of Funds Active role to achieve targets B Curren t Status / No. C Targets Category Quantit y E Resourc es Require d G Collabora tion / Participat ion H Timeline Comple Start tion Time Time Quantit y D Responsi bility E Resourc es Require d F Source of Funding G Collabora tion / Participat ion H Timeline Comple Start tion Time Time I Rema rks Quantit y D Responsi bility E Resourc es Require d F Source of Funding G Collabora tion / Participat ion H Timeline Comple Start tion Time Time I Rema rks

v. Other (Please specify) A Detai ls D Responsi bility F Source of Funding I Rema rks

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Acknowledgement/ Declaration
a.

Name: Designation : Office: Residence: Mobile#: E mail:

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

b. c. d. e. f.

Thank you for your cooperation!

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School Action Plan (Urdu)

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Annex-II

Schools Scorecard Rating Scale
16-Apr09

Date: Name & Type of School :

EMIS Code:

24107

Indica tor #
1 2 3 4 5 6 7 8

Category
Outcome School Building

Description
Repetition Rate Toilet Functional Boundary Wall Electricity

Weightage
0.50 0.05 0.05 0.05 0.05 0.05 0.13

Ranking Values
48.00 Yes No No Not Reported Yes NULL 37.00

Cumulati ve Weighta ge
0.50 0.25 0.05 0.05 0.05 0.25 0.13 0.60

Furniture SMC Quality (EMIS)

Furniture Availability SMC Formation Student Teacher Ratio Student Ratio Class-room

0.12

Total Weightage Performance Result:
1.0-1.9 Poor 2.0-2.9 Below Average

1.88

Result:

Poor

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3.0-3.9 Average 4.0-4.9 Good 5.0 Excellent

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Annex-III

Responsibilities of Parent Teacher Council
Every PTC shall perform the following functions/duties: 1) Effort for increase in enrollment and to make sure that all school age children are attending the school. 2) Discourage dropout, motivate parents regarding education of their children, provide conductive teaching environment and extend full cooperation in this regard. 3) Create school. 4) Organize walks, debates and other activities on the National festivals, so as to encourage the student and propagate the importance of education. 5) Provide financial assistance to the poor student especially to the intelligent student. 6) Create an environment of activity based learning in the school. 7) Make efforts for the character building of students. 8) Help the school staff in organizing curricular & co-curricular activities. awareness about importance of education &

motivate parents to send their children particularly girls to

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9) Ensure regular attendance of the teachers and in case of their continuous absence and poor performance, report to the concerned authorities. 10) To issue warnings to the teachers in case of their

continuous absence from duty. 11) Make arrangement for the repair and maintenance of

the school. 12) Purchase of furniture, science and other equipment

necessary for the educational activities in the school. 13) Make arrangements for the arrangements for

provision of basic facilities and monitoring of construction of additional rooms/missing facilities. 14) Make arrangements for the repair of furniture of

school. 15) Address problems of teachers and student so that

educational activities are not disrupted. 16) Help in maintaining good working relations between

the community and governmental and non-governmental organization for the betterment of school. 17) Utilize the resource provided by the Government &

Community for the betterment of school. 18) Provide funds for the requirements identified by the

students or teachers.

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19) Award scholarships and prizes to the students on the basis of prescribed criteria. 20) Take any other steps related to educational activities

in the school.

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Financial Responsibilities
1) Every council shall open and maintain a bank account which will be jointly operated by the chairman/chairperson and secretary of the council. 2) All funds provided by the government and all donations shall be deposited in the said account. 3) Utilize the funds at the discretion of the PTC on individual need basis, according to the priorities set by the PTC. In this regard there shall be no bar of purchasing any particular item. 4) PTC shall undertake minor civil works and repair by itself. 5) PTC shall monitor the civil/other works executed through the said PTC Fund. 6) PTC shall maintain and complete submit record copies of income to and the

expenditure

shall

thereof

concerned at the closure of the financial year. 7) The PTC fund shall not be lapsable and could be utilized during the succeeding financial year. 8) All the decision related to general and specifically financial matters shall be taken with majority vote. 9) Signature of both chairman/chairperson and secretary shall be mandatory for the withdrawal and utilization of the PTC fund.

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10) repair PTC shall have the authority to utilize the fund on of bathrooms/latrines, classrooms whitewash, consumables, purchase of petty repairs, minor civil works, payment of utility bills, tats/furniture, laboratory

equipments and consumables etc: and other requirements as determined by PTC.

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Responsibility of the Chairman/Chairperson
The chairperson will ensure that: 1) To preside all the meeting him/herself. 2) To give due attention to the views of all members and develop consensus on their suggestion. 3) To provide opportunity to all members to express their view point. 4) Open bank account for the PTC in the nearest bank. 5) Work as co-signatory with the Secretary to run the financial business with mutual understanding and maintain record of the transactions. 6) Carry out all business with mutual understanding and consensus. 7) In case of emergency allow withdrawal of money from the bank account in writing. However approval must be sought in the subsequent meeting of the PTC.

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Responsibilities of the Secretary of the Council shall ensure that:1) Approval has been sought from the council before

withdrawal of money from the bank 2) Record of bills, vouchers and other documents has been kept in safe custody. 3) All such documents have been signed by the

Chairman/Chairperson and the secretary. 4) The income and expenditure statement has been presented in the PTC meeting and signatures of all the Members have been obtained thereon. 5) Detail of income and expenditure has been shared with all the PTC members at least on quarterly basis. 6) Minutes of the meeting have been recorded in a register, on the day of meeting and have been endorsed in the succeeding meeting. The minutes have been duly signed by all the members. 7) Record of the Council has been kept in safe custody, to be provided to the Third Party validation Team and authorities of Schools and Literacy Department. 8) Meetings of the Council have been regularly convened atleast on quarterly basis.

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9) Invite Chairman/Chairperson to be present during the Annual inspection. 10) All the members have been invited and informed on

time for attending the meeting. 11) Minutes of the meetings have been recorded and a

copy thereof communicated to the Circle Incharge and EDO concerned. 12) been Approval of the minutes of the previous meeting has sought in the subsequent meeting.

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Responsibilities of the Officers of the Schools and Literacy Department:
1) Resolve problems identified/reported by the PTC. 2) The ADO Circle or other concerned officers of the District Govt: may participate in the PTC meetings whenever possible. 3) Help in the opening of bank account for the Council. 4) Monitor the activities, meetings and accounts of the PTC and take timely corrective measures. 5) Bring the situation in the notice of higher authorities for remedy if the PTC fails to resolve problems related to teachers/other staff. 6) Ensure disciplinary action against the teacher/staff within 10 days if the complaint proves correct. 7) Review and approve the recommendations regarding grant of scholarships and appreciation certificates. 8) Ensure implementation of the policies of the

Government.

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Financial Reforms in respect of PTC:
1) The expenditure incurred through PTC has been exempted from audit; however, in order to ensure transparency in the expenditure process, Third party Validation audit system is being introduced. 2) PTC has been empowered to utilize the funds on its discretion on need basis without any bar of spending on any particular item. 3) PTC shall have the powers to incur expenditure up to Rs. 200,000/-(Rupees two hundred thousands).
4) The

Financial

Procedure

issued

by

the

Finance

Department vide letter No.BOV/FD/3-10/2006-07 dated 9th June, 2007 shall be part of this Guide. 5) Any other Orders issued by the Government from time to time shall become part of this Guide. 6) PTC has been authorized to spend Rs. 250,000/- on addition of class rooms, provision of Boundary walls, Group Latrine and electrification in schools.

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FINANCIAL PROCEDURE FOR PARENTSTEACHERS-COUNCIL
The following Financial Procedure shall be observed by the Parents-Teacher-Councils (PTCs) in all Governments Schools in NWFP:-

A. SOURCE OF FUNDING 1) The funds to the Parents-Teachers-Councils shall be transferred from Provincial Consolidated Fund Account grant. 2) The District Governments shall be required to budget the allocation for each PTC on yearly basis.
3) Each Parents-Teachers-Council shall maintain a

No.1,

through

Account

IV

of

the

respective District Government, as tied budgeted

commercial bank account to be jointly operated by the Chairman/Chairperson and secretary of the Council. 4) The shall executive accord District Officer (Schools sanction and and

Literacy) of the respective district government administrative

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A Guide Book on Performance Management System for Schools
Executive District Officer (F&P) shall issue financial sanction for the transfer of funds from the district Account –IV to the bank account of the Parents-Teachers-Councils. These funds shall be transferred/credited upfront in the bank account of the Councils by the respective District Accounts Officers.

B. FINANCIAL PROCEDURE FOR DISBURSEMENT OF PTC FUNDS (1)The funds upto Rs. 200,000 per annum shall be spent by the Parents-Teachers-Councils on Need Basis, for the purpose as prescribed in the PTC Guide, issued by the S&L Department, including necessary civil works. (2)All expenditure shall be incurred with prior approval of the Parents-Teachers-Councils. (3)All purchases/execution of work shall be carried out by Parents-Teachers-Councils in transparent and economical manner. (4)The Secretary of PTC, on behalf of the Council shall maintain the accounts of the receipts and

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A Guide Book on Performance Management System for Schools
expenditure in a simple cash book in the prescribed format (refer to PTC Guide). (5)The cash book and allied

details/vouchers/receipts shall be verified and approved by the Parents-Teachers-Councils in the Councils meetings to be held on quarterly basis. (6)The vouched accounts shall be subject to

inspection by the functionaries of the Schools & Literacy Department and to the Third party Validation. (7)The expenditure on the civil works shall be market based and shall be incurred by exercising general financial prudence. (8)This financial procedure shall also apply to performance budgeting.

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A Guide Book on Performance Management System for Schools
Annex IV

SMIS School Census Form for Year 2008-09

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Annex V

School Validation Form
1. General Information

Name of School:___________________________________________________________ ________ Location/ Address: _________________________________________________________________ ___________________________________________________________________ _____________ District: _______________ _____________________ Tehsil: _____________ Union Council:

Name of the Head of the School ______________________________________________________ Date of Establishment _____________________________________________________________ Type of School Level of School Govt. Primary Private Middle Community High

Detailed Information about Enrolment What is the number of students and teachers at the primary, middle and the higher level/Section? Descript ion Primary Middle # of Students Boys Total # of Teacher Females Males Total

Girls

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A Guide Book on Performance Management System for Schools
Higher Total What is the average class-size (average number of students per class) in:(1) (2) (3) Primary Section Middle Section Secondary Section __________________ __________________ __________________

What is the class-wise enrollment in the Primary, Middle and Higher classes? Class-wise Enrollment Details Girls Boys Total I II III IV V VI VII VIII IX X Total

Please provide the information on the district academic results for the last four years: Examination Results Academic Year Academic Year 2005 2006 % Pass % Fail % Pass % Fail

Grade/ Class

Academic Year 2004 % % Pass Fail

Academic Year 2007 % Pass % Fail

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A Guide Book on Performance Management System for Schools
Grade V Grade VIII Grade X

Please indicate the drop out rate of the students during the last 5 years: Class I II III IV V Total 2004 2005 2006 2007 2008 Average

2. Information about Teachers Detail Sanctioned Post Regular Contract Present Record Filled posts Vacant posts

Total No. of Teach

Gender M F

Academic Qualification Professional Qualification Matric FA BA MA M.Ed B.Ed CT PTC

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A Guide Book on Performance Management System for Schools
ers Primary Middle High

3.

Information about Facilities

Building No. of rooms Veranda Condition of Rooms No. of Rooms unused Rented Hired Donated

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A Guide Book on Performance Management System for Schools
Classrooms Classe No. of No. of Existin Repair/renovati Constructio Estimate s Students Rooms g on n of d Cost Status additional Rooms Kachi Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10

Status of Basic Necessary Facilities: Status Description Principal Office Staff Room Boundary Wall Toilets Science Laboratory Computer Lab Library Tuck-shop Play Ground Yes No Condition Unsatisfacto Satisfactory ry Repair Amount

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Hand Pump Electric Motor Electricity Clean Drinking Water Main Gate Tube lights Fans

Details of Furniture Description Status Yes Students Chairs Students Table Teachers Chairs Teachers Table Office Chairs Cupboards Sofa Set Computer Tables Computer Chairs Library Tables Library Chairs Furniture for Labs Teaching Learning Facilities Description Status No Quantity Quality Required Estimated Amount

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A Guide Book on Performance Management System for Schools
Black Board Text Books Charts & Maps Library Books Science equipment Computers Flash Cards Teaching methods Audio Visual Aid State

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4. About School Management Councils Yes No

Is the SMC/PTA functiona

If yes please indicate the date of establishment ______________________________________________________ Is the SMC effective? Yes No

If yes, are they actively performing the following roles and responsibilities? a. b. c. Supervision Yes Yes No No

Increase of enrollment

Provision of facilities required such as: Water Supply Supply of Books Financial Help

Teachers

d. e. f. g. Yes

Financial Management No Handling of day to day Affairs No Administrative Management No Is there a bank account operated by the SMC No

Yes Yes Yes

If yes, then specify: SMC Acct

Students Fund Acc

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A Guide Book on Performance Management System for Schools
Annex VI

EMIS Questionnaire

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