EDUCATION IN

MEGHALAYA

EDUCATION DEPARTMENT
GOVERNMENT OF MEGHALAYA
School Education Profile
DISTRIBUTION OF SCHOOLS (UDISE 2019-20) Lower Primary
Nos. of
Distribution of schools (District) 95% Schools per
NE State
20%
lakh
3000 Total No of population
Schools in the
16% Assam 213
2500 state = 14730
5% Meghalaya 494
2000 12%
Hr. Secondary 67% 33% 7% 93% Upper Primary Tripura 135
1500 9% 8%
7% 7% Manipur 170
6% 16%
1000 5% 5% 5%
Mizoram 357
500 Arunachal Pradesh 274
0 Urban Nagaland 139
WEST EAST SOUTH WEST RI BHOI EAST WEST NORTH EAST SOUTH SOUTH 84% Rural
GARO GARO GARO KHASI KHASI JAINTIA GARO JAINTIA WEST WEST Sikkim 211
HILLS HILLS HILLS HILLS HILLS HILLS HILLS HILLS KHASI GARO Secondary Source: UDISE+ 2018-19 & Census 2011
HILLS HILLS Percentage of schools in Urban and rural region

 District wise: Maximum distribution of schools is in EKH at 20% while the minimum number of schools are at
Distribution of School (Management type)
EJH, EGH and SWGH at 5% each.

6000 58%  Region wise: The proportion of schools at all levels (LP, UP, Sec & HS) is higher in rural than urban which is
5000 proportionate as per the population size in the regions.
4000
 Management-wise: Government schools has the highest proportion of total schools at elementary level
3000 27%
62% (Lower Primary 58%; Upper Primary 62%) compared to Government aided and Other school categories,
2000 15%
27%
whereas other school categories covers the highest proportion of schools at Secondary level i.e., 53% and
1000 42% 53%
11%
5% 8% 35% 57%
Higher Secondary schools i.e., 57%.
0
Lower Primary Upper Primary Secondary Hr. Secondary  Compared to NE states, Meghalaya has the highest number of schools per lakh population
Department of Education/SSA/SEMAM Govt. Aided Others
 ENROLMENT (UDISE 2019-20)
Total School
Lower Primary
NE State Enrolment (Class I
to XII)
Enrolment (District Wise) 88% per lakh population
Assam 22209
25%
250000 Meghalaya 31058
12%
200000
17% 45% Tripura 19346
Higher 18% 82%
55% Upper Primary Manipur 22358
150000 Secondary
11%
100000
9% 9% Mizoram 24534
5% 6%
5% 4% 4% 4% 23% Arunachal Pradesh 23808
50000
Nagaland 19019
0 Urban
77% Rural Sikkim 20809
Source: UDISE+ 2018-19 & Census 2011
Secondary
Percentage Enrolment in Rural and Urban region

 District: Maximum enrolment of students is in EKH with 25% of total enrolment, while the minimum was
recorded from EJH, /SWKH and SWGH with just 4% each.
Enrolment (School Management)
 Region wise: Out of total students enrolled at each level, the proportion at LP, UP and Sec levels is much
300000
48% higher in rural which is proportionate to the population size of the region. However, at HS the enrolment is
250000
higher in the urban than in the rural region, this could be attributed to the issue of access to HS education in
200000
the rural areas.
26% 26%
150000
43% 42%
 Management-wise: Highest enrolment at the Elementary levels was by government schools (Lower Primary
100000 59%
16% 34% 49% 37% 48% ; Upper Primary 43%), whereas government aided schools covers the highest distribution at Secondary
50000
7% 14%
level at 59% and Higher Secondary level at 49%.
0
Lower Primary Upper Primary Secondary Hr. Secondary
 Compared to NE states, Meghalaya has the highest enrolment from Class I to XII. A certain percentage of
Department of Education/SSA/SEMAM Govt. Aided Others
total students enrolled however, is from outside of the state.
NUMBER OF TEACHERS (UDISE 2019-20) Category and Professional Qualification
58%

Distribution of Teachers (District Wise) 60000

49%
45%
50000
16000 26% 40%
37%
35%
14000 40000
31%
12000 27%
17% 30000
10000

8000 20000
10%
6000 9% 9% 8% 9%
6% 7%
10000 5%6% 5%5%
6% 4% 4%
4000 5% 5% 5% 1% 2%3%2% 1%1%
4% 4% 1% 0%0%1% 1%1%1%1%

2000 0
Diploma/ Bachelor of B.Ed. or M.Ed. or Others None Diploma/ Pursuing any
0 certificate in Elementary equivalent equivalent degree in relevant
WEST EAST SOUTH WEST RI BHOI EAST WEST NORTH EAST SOUTH SOUTH BTT/ El.ed Education special professional
GARO GARO GARO KHASI KHASI JAINTIA GARO JAINTIA WEST WEST (not < 2 years) (B.El.Ed.) education course
HILLS HILLS HILLS HILLS HILLS HILLS HILLS HILLS KHASI GARO Lower Primary Upper Primary Secondary Hr. Secondary
HILLS HILLS

 District wise: Maximum distribution of teachers is in East Khasi Hills District at 26% while the
School Management
minimum distribution of teachers are at East Jaintia Hills/East Garo Hills Districts at 4%.
14000 47%
 Qualification wise: Highest distribution of teachers is at the elementary levels by government schools
12000
(Lower Primary 47% ; Upper Primary 57%), whereas government aided schools covers the highest
10000 57%
29%
distribution for Secondary level at 53% and other school categories covers the highest in the Higher
8000 24%
Secondary level at 51%.
6000 31% 53%
40%  Management wise: Teachers that do not have the essential qualifications constitutes a major
4000
11% proportion with 49% at Lower Primary level, 40% at Upper Primary level, 45% at Secondary level and
2000 39% 51%
8%
10%
58% at the Higher Secondary level.
0
Lower Primary Upper Primary Secondary Hr. Secondary  In view of the above, it is imperative that an emphasis is laid on the professional development
Department of Education/SSA/SEMAM Govt. Aided Others
especially of those teachers that do not possess the minimal criteria
 PUPIL-TEACHER RATIO (2019-20)
District Wise PTR
Higher All School
District Lower Primary Upper Primary Secondary
Secondary Level
WEST GARO HILLS 19.0 14.6 11.5 18.7 16.3
NE State Nos. of Teacher per lakh
EAST GARO HILLS 21.6 14.2 21.0 27.2 19.3 population
SOUTH GARO HILLS 16.9 10.0 10.6 23.1 13.7
WEST KHASI HILLS 22.4 14.1 13.3 20.3 18.5
RI BHOI 22.2 16.1 12.1 17.1 18.5 Assam 1205
EAST KHASI HILLS 18.8 17.1 10.5 19.0 16.6
WEST JAINTIA HILLS 18.9 16.3 14.1 25.5 17.9
Meghalaya 1875
NORTH GARO HILLS 21.2 17.1 15.4 30.5 19.2 Tripura 1277
EAST JAINTIA HILLS 20.4 15.7 15.0 19.1 18.3
Manipur 1590
SOUTH WEST KHASI HILLS 17.1 9.8 8.8 22.5 13.3
SOUTH WEST GARO HILLS 15.9 14.8 11.7 14.1 14.9 Mizoram 2133
Arunachal Pradesh 1690
Management Wise PTR
Govt. Schools 19.6 11.0 11.8 28.2 16.1 Nagaland 1618
Govt. Aided Schools 21.0 19.6 13.3 25.5 18.7 Sikkim 2338
Others 17.9 20.3 10.1 14.9 15.9 Source: UDISE+ 2018-19 & Census
State 19.5 14.8 11.9 20.4 16.9 2011

District Management
Highest PTR Lowest PTR Highest PTR Lowest PTR
Lower Primary WKH SWGH Lower Primary Govt Aided Others Compared to other states of NE India, Meghalaya has
Upper Primary EKH/NGH SWKH Upper Primary Others Govt Schools the third highest number of teacher per lakh
Secondary EGH SWKH Secondary Govt Aided Others
population after Sikkim and Mizoram
Higher Secondary EGH SWGH Higher Secondary Govt Schools Others

• Lowest PTR among districts is by two district
at all levels viz., South West Garo Hills District
and South West Khasi Hills District
• Highest PTR at Secondary and Higher
Secondary is by one district viz., East Garo
Hills District
• Lowest PTR is by other school category in all
levels except Upper primary.
• Highest PTR at two levels i.e., Lower Primary
and Secondary is by Government Aided.
There is a general compliance to RTE norms in all
district and management type across all school levels
in the state.
Infrastructure
CURRENT STATUS-Physical infrastructure

There are three indicators that give a sense of the condition of the Government school buildings.

Major Repair Building Condition Classroom Adequacy

25% 41% 51% 72% 87% 11%

• Elementary schools require more major
repair at 41% as compared to S/ HS
schools at 25%
• NAS report 2017 also shows that 35%
need adequate repair
S/ HS (Secondary/ Higher Secondary) Schools
• Indicates the number of schools that have the
• Schools without pucca buildings
requisite number of rooms for the school level
• More prevalent amongst elementary that they operate.
schools at 72% compared to S/ HS
• Huge difference between elementary schools
schools at 51%
compared in S/ HS schools wherein only 11% of
the former have adequate classrooms and S/
HS schools at a much healthier 87%

Elementary Schools
Implications & Action

• Most Government LP/ UP schools were constructed long back in the old Assam type construction and are now in dilapidated condition
• They are structurally unsafe, classes are not held during monsoon seasons due to leakages
• Additional classrooms support by MOTA has benefitted 500+ schools
• Good & Safe learning environment is a pre requisite to quality education & student development
CURRENT STATUS-Support Facilities
Basic infrastructure that is essential for running a school and make it conducive for students to perform in a good learning environment

Playground Electricity Drinking Water Handwashing Toilets

66.2% 87.4% 38% 94.6% 43.7% 63.4% 78.9% 91.6% 5.6% 14%

• 87% Elementary schools and
66% S/ HS schools do not
have playgrounds
S/ HS (Secondary/ Higher Secondary) Schools
Elementary Schools
• 95% of Elementary schools
do not have electricity with
S/ HS faring much better at
38%
• NAS report 2017 also shows
that 39% teachers responded
that there is a lack of
electricity
• 63% Elementary schools and
44% S/ HS schools do not
have access to clean
drinking water
• NAS report 2017 also shows
that 40% teachers
responded that there is a
lack of drinking water
facilities
• 92% Elementary schools and • 14% Elementary schools and
79% S/ HS schools not 6% S/ HS schools not having
having handwashing toilets
facilities
• NAS report 2017 also shows
that 21% teachers responded
that there is a lack of
adequate toilet facilities

Implications & Action Implications & Action

• School buildings need to be mandatorily supplemented by basic facilities to make it an active and conducive • Current gaps in availability need to be addressed urgently
learning environment • Hand washing facilities that is essential for safe and clean sanitation especially in the present situation
• Physical development of the student is as essential as mental development for overall development of the • Separate toilets for girls is another important aspect that needs to be looked into
learner • Current gaps in availability need to be addressed urgently
• Most schools literally operate in darkness as there is no electricity and this limits schools to use devices like
computers, projectors and other learning equipment
• Safe drinking water is essential for child’s health especially in the present scenario
CURRENT STATUS-Learning Facilities
ICT & CAL & Computer Science & Math Integrated
Art & Craft Library HM Room
Room (Sec) Kits (Sec) Science Lab (Sec)

49% 71% 59% 68% 0% 70% 72% 54% 56% 100% 42% 97%

• 59% of S/ HS schools do not
have a separate Computer
room
• 49% of S/ HS schools do not
have access to ICT labs
• Elementary schools (UP
schools only) situation is
more dire as 71% of do not
have CAL facilities
100% of elementary schools 72% & 70% of schools do • 54% of S/ HS schools have Integrated Science Lab facilities
(UP schools only) and 68% of not have Math kits and
• 99.8% Elementary schools and 56 % S/ HS schools having no library
S/ HS schools do not have Arts Science kits respectively
facilities
& Crafts Room
• 97 % Elementary schools and 42 % S/ HS schools do not have separate
room for Head Master
S/ HS (Secondary/ Higher Secondary) Schools
Elementary Schools

Implications & Action Implications & Action

• School buildings need to be mandatorily supplemented by basic facilities to make it an active and conducive • Science labs is a must for practical and hands on learning of science concepts
learning environment • Libraries offer students the opportunity to learn beyond the prescribed textbooks and ignite the young minds
• Physical development of the student is as essential as mental development for overall development of the • Government schools need to be adequately supported with learning facilities to raise quality of learning and
learner learner development
• Most schools literally operate in darkness as there is no electricity and this limits schools to use devices like
computers, projectors and other learning equipment
• Safe drinking water is essential for child’s health especially in the present scenario
Indicators
 Current Status
PERFORMANCE GRADING INDEX (PGI) Level I
Level II 5
Grade 1+ 7
• As part of the initiative to develop education sector in the country, the Ministry of
Education, Government of India introduced the Performance Grading Index (PGI) which is Grade 1 8
a tool to measures the quality and performance of Indian states/UTs in school education. Grade 2 8

PGI has been designed to catalyse transformation in school education and is expected to
Grade 3 4
•
help States/UTs to pinpoint the gaps and prioritize areas for intervention for holistic Grade 4 3
school improvement. Grade 5 1
Meghalaya
• PGI is structured into 70 indicators in two categories, and the States are scored on a total Grade 6 0

weightage of 1000 across all the parameters Grade 7 1

0 2 4 6 8
Category 1: Outcomes weight
PGI 2019-2020: Grade-wise Distribution of States
Four Domains: Learning Outcomes & Quality, Access, infrastructure & Facilities, Equity 640

Category 2: Governance & Management weight

(One Domain: Governance Process 360

Improvement in PGI scores of 2019-20 by States/UTs over their total score in PGI 2018-19
Meghalaya showed more improvement
compared to 9 states in 2019-20

• Meghalaya is placed at the Grade 5 of the PGI ranking.

While the situation is dismal, the state has shown a stable
and steady 10% increase over base year
• Other stable & transparent states are showing similar trend
• Other states are showing huge increases over base year
• PGI indicators are long term in nature and extensive
(NAS, Infrastructure, facilities, structure)
• Improvements of any kind will take time to reflect
positively on scores
 EDUCATIONAL INDICATORS
NET ENROLMENT RATIO DROPOUT RATE RETENTION RATE TRANSITION RATE
(NER) Dropout rate is the percentage of
students who withdrew from school Retention rate is the total number of Transition rate is the proportion of
children enrolled in entry class of a students promoted from one school
NER is defined as the Enrolment in education before completion. The
particular level (LP/UP/Sec or HS) and level to a higher school level.
education of the official school average of grade-specific drop-out rates
is calculated by using grade-wise continue to study till the exit class of It is the percentage of new entrants to
age group expressed as a that level. the first grade of higher level in a
percentage of the corresponding enrolment in previous and present year
given year out of the students enrolled
and grade-specific number of repeaters
population. in the final year of the lower level.
in the present year.
120.00

120.0
Current Trends Current Trends Current Trends 100.00
Current Trends
30.00 80.00
100.0 70.00
25.00 80.00
60.00
80.0 20.00 50.00 60.00
60.0 15.00 40.00
40.00
40.0 30.00
10.00
20.00 20.00
20.0 5.00 10.00
0.00
0.0 0.00 0.00
2015-16 2016-17 2017-18 2018-19 2019-20
2015-16 2016-17 2017-18 2018-19 2019-20 2015-16 2016-17 2017-18 2018-19 2019-20 2015-16 2016-17 2017-18 2018-19 2019-20
Primary UP Sec Primary UP Sec HS From V to VI From VIII to IX Frm X to XI
Primary UP Sec HS

• NER across all school levels have
greatly improved over the last 5 years,
especially at the Elementary level.
• NER at all levels are higher than
national average except HS where there
was a difference of 3.8%. This is
primarily attributed to the issue with
access at HS level but also of Sec level.
• The focus on access at the Elementary
level has been one of the major
achievements of the SSA flagship
program and this is clearly reflected in
the NER rates
• Dropout rates fluctuated throughout
and as on 2019-20, all were higher than
national average. There was a decline at
Primary and UP levels and an increase at
Secondary level.
• SDMIS exercise undertaken in 2016-17
has impacted dropout rates and across
levels there has been huge increases in
2016-17
• Drop out rates across all levels dipped
drastically in 2017-18 largely owing to
the SDMIS impact, and thereafter has
increased again in 2018-19.
• Retention rates were lower
national average at all levels.
• There was very little variation over the 5
year period but was much wider at
Primary level and ranged from 50-75
• Retention rate is being used mostly
only for elementary schools to check
RTE compliance and the goal of any
intervention plan to improve retention
is to achieve 100% as articulated under
RTE Act 2009.
than • The rate of transition from one school
level to the next had similar pattern
throughout with little variation.
• The Transition rate from Primary to UP
is higher and ranged from 95 to 101%
• The maximum increase in transition
rate is from Primary to UP with a
difference of 6.9% from the base year.
• Transition from Sec to HS fluctuated
and needs to be addressed as it
declined by -2.1% in 2019-20 from base
year
NATIONAL ACHIEVEMENT SURVEY (NAS)
About: NAS is an assessment survey conducted by the Ministry of
Education, Government of India to understand the health of the
education system in government and government-aided schools.
NAS scores are an indicator of the learning levels of students
Aim: The assessment is conducted on a representative sample of
schools from all districts in India and the findings will be used as
inputs in policy, planning and interventions to improve student
learning outcomes.

Secondary level (Grade X): Current Status Elementary level (Grade 3, 5 & 8): Current Status
60 State Average National Average
49
41
34 37 39 36
40
28 31 34

20
0
0
Mathematics Science Social Science English MIL

Average % Correct

• Meghalaya is mostly behind national averages in all subjects barring
Language
• The overall state results for different subjects, except language, remained
significantly lower than the national average of 250
• Private schools is significantly higher than the Government and Government
Aided schools
• At the elementary level, the gaps with National average is dismal and the
gaps in Math and Science is concerning. The result reflects poor
foundational learning, which is carried forward to the poor pass
percentage performance at the Secondary level
• Across all 3 grades and 3 subjects, scores are lower than National average
• Language, where students of the state are naturally strong, is also a
concern at Elementary level
PASS PERCENTAGE
• The MBOSE pass percentage at secondary level during 2017 to 2020 depicted a varying trend among districts, but the general state’s
trend is decreasing over the 4 year period as revealed by the statistical trendline.
• Until 2019, there was a tendency to improve in the overall performance of the state, and 6 districts had an improving trend with SGH
exhibiting a significant improvement.
• By 2020, NGH and SWGH showed a slight retention in improved performance while all others had a declining trend, thus taking the
state’s overall performance to a declining status

90 2017 2018 2019 2020 Status till 2019 Till 2020

EJH 74.55 73.1 77.06 69.00 Improving Declining
80
WJH 78.7 75.55 75.77 70.00 Stagnant Declining
70 EKH 76.51 79.04 74.94 68.90 Declining Declining
RB 71.56 74.45 71.38 61.10 Declining Declining
60
56.76 55.72 WKH 67.09 71.49 68.9 61.00 Declining Declining
Pass %

54.04
50 50.30 SWKH 74.36 72.94 59.44 45.00 Significantly declining Significantly declining
EGH 36.22 39.87 40.34 35.60 Improving Declining
40
WGH 34.31 37.55 38.17 31.80 Improving Declining
30 NGH 29.83 35.61 36.32 35.10 Improving Improving
SGH 28.48 29.98 39.07 26.60 Significantly Improving Declining
20
SWGH 21.45 26.65 25.92 26.70 Improving Improving

10
2017 2018 2019 2020 STATE 54.04 56.76 55.72 50.30 Tendency to improve Declining

• The segregation and the gaps in performance of Khasi and Garo regions are very apparent. All districts of Garo region had a
relatively dismal performance in which the pass percentage are well below the state’s average throughout from 2017 to 2020.
Districts of Khasi regions on the other hand were higher that state’s overall except for SWKH in 2020.
TEACHERS (TOTAL, TRAINED & UNTRAINED)

• The number of teachers and the proportion of trained and untrained professionals have important implications on the
quality of teaching and learning that will ultimately impact the performance of students and learning outcomes.

Current Status
Primary Upper Primary Secondary Higher Secondary
27000 100
17500 100 10000 100 3000 100
No of Teachers

Trained/Untrained
26500

Trained/Untrained
80

Trained/Untrained

Trained/Untrained
17000 80 9500 80 2900 80

No of teachers

No of Teachers
No of teachers
26000
60 2800
16500 60 9000 60 60
25500
40 2700
25000 16000 40 8500 40 40
2600
24500 20 15500 20 8000 20 20
2500
24000 0 15000 0 7500 0 2400 0
2015-16 2016-17 2017-18 2018-19 2015-16 2016-17 2017-18 2018-19 2015-16 2016-17 2017-18 2018-19 2015-16 2016-17 2017-18 2018-19

% of Trained Teachers to Total % of Untrained Teachers to Total

• The growth in the number of teachers from 2015 to 2018-19 is seen across all educational levels. Maximum growth is at
Primary level
• Meghalaya is showing improvement over the years in terms of the percentage of trained teachers which is seen at all levels.
• As per the latest assessment, the proportion of trained teachers at LP & UP level in Meghalaya is expected to cross 50%
mark by 2023 and 2026 respectively.
• While for Sec & HS teachers, proportion of trained teachers will take longer to reach 50% mark at 2028 and 2030

• For Elementary teachers there is enough capacity in State/NIOS to train huge nos of backlogs and it is expected that the percentage of trained teachers will increase
significantly.
•At Sec & HS level the proportion of trained teachers can be improved by enhancing the capacity for B.Ed and colleges can be encouraged to start a 4 year integrated and 1
year B.Ed Programs.
• NEP gives a good opportunity as there are multiple options to train for teachers.
TEACHERS – IN SERVICE TRAINING

12000

10000
• On an average 5400 teachers are imparted In service training
8000 between 2016-2019 under SSA
• Training coverage is around 16% of all Govt/Govt Aided LP&
6000 I & II
UP teachers
III & V
VI & VIII • Since 2019 onwards training is being undertaken under
Nishtha program
4000

2000 • For Sec teachers an average of 200 teachers are trained

every year under RMSA
0
Target Ach Target Ach Target Ach Target Ach
2016-17 2017-18 2018-19 2019-20 (Nishtha)

IST- Targets vs Ach

• The training coverage is presently being improved and training plan are being made more holistic and systematic by instituting a training management system to maintain
and manage all activities and database.
VOCATIONAL EDUCATION

• Vocational Education has taken off well in the state from 10 schools in 2016-17 to 55 schools on date. Enrollment has also four fold
in 3 years`
• Currently the coverage is 1.5% only of total SHS enrolment and 3.1% of all SHS schools. There is a need to also move beyond Govt
schools since 80% of Govt SHS schools are already covered

Workforce in age group 19 -24 years 3000 60

2549 93
2500 50
96%
2000 1873 40
75%
1500 30
25
23
1000 20
625
13
500 10 10
5%
0 0
2016-17 2017-18 2018-19 2019-20 2020-21
INDIA GERMANY SOUTH KOREA
No of students No of schools

• There is a need to scale up in a huge way to meet the goals stated in the NEP to target at least 50% students for exposure to Vocational education
• There are no more Govt schools to introduce VE, so there is a need to expand to Govt Aided schools
• OOSC need to also be covered under VE, to offer viable opportunities for them
• Vocational Education also needs to be augmented by linkages with ITI’s, career counseling/ placement support and entreprenuership programs
Department of Education’s
Programs and Initiatives
KEY INTERVENTIONS OF THE DEPARTMENT OF EDUCATION

Key Interventions of the Department of Education

• FLAGSHIP PROGRAMMES
• THE SUPPORTING HUMAN CAPITAL DEVELOPMENT IN MEGHALAYA
• THE MEGHALAYA SCHOOL IMPROVEMENT PROGRAMME
• THE TEACHERS INFORMATION MANAGEMENT SYSTEM(TIMS)
• THE MEGHALAYA EDUCATION POLICY
• SCHOOL CURRICULUM FRAMEWORK
• NISHTHA
• OTHERS
 RESIDENTIAL SCHOOLS
 SCHOOL INFRASTRUCTURE UPGRADATION PLAN
 EKLAVYA MODEL RESIDENTIAL SCHOOLS
 FLAGSHIPPROGRAMMES
FLAGSHIP PROGRAMMES
1) The Samagra Shiksha Abhiyan C. Vocational Education:
It is an overarching “Centrally Sponsored Scheme” programme for the school education sector  Meghalaya implemented and introduced vocational education in secondary level in
extending from pre-school to class 12 has been, therefore, prepared with the broader goal of the year 2017 through Samagra Shiksha in collaboration with MBOSE.
improving school effectiveness measured in terms of equal opportunities for schooling and equitable  It is taken up as an Additional subject at Secondary and Elective at Hr. Sec level
learning outcomes. It subsumes the three erstwhile Schemes of Sarva Shiksha Abhiyan (SSA),  In 2020 the total number of Govt. schools under with Vocational Education is 55 Nos.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE). of schools.
The main outcomes of the Scheme are envisaged as Universal Access, Equity and Quality, promoting  With 2549 Nos. of students in total have enrolled for vocational courses at their
Vocationalisation of Education and strengthening of Teacher Education Institutions (TEIs). schools and the number is steadily growing.
 754 Nos. of students have undergone assessment by different Sector Skill Councils
A. Access: The State has completed the exercise of GIS mapping of schools, in which digitised map and are awaiting on their National Skill Development Corporation Certification which
of school data for all Districts was prepared and completed. Overall, 14669 schools across all will be completed soon.
school category levels were mapped. The GIS mapping and the data has been shared in the
unified GIS portal of Meghalaya Information Technology Society, IT Department. Government of D. School Infrastructure:
Meghalaya.  Altogether, 81 Government Upper Primary and SSA UP Schools were upgraded to
 The State have an access ratio of 91.31% at Primary level and 87.02% at the Upper Primary level. Secondary Schools under the Samagra Shiksha Abhiyan from 2010-2020 and catering
 A total number of 2907 Lower Primary Schools and 2220 Upper Primary School are functional to the upper primary students mainly from the rural areas to pursue and continue
schools under SSA higher education
 345 Special training centers has been setup across the State wherein Out of School Children
identified are being enrolled, trained and motivated to encourage them to go back to school. 2) Mid Day Meal Scheme :
 Introduced in the State of Meghalaya since 1995 by giving dry ration to LP schools
B. Quality & Equity: only.
 Free textbooks are successfully distributed every year to children studying in Government,  Food grain is provided free of cost through Food Corporation of India (FCI) by
Government Aided and SSA Schools. Government of India and the transportation cost of rice is met by Government of
 In-service trainings to teachers imparted successfully every year at block and cluster level. India calculated as per PDS Rate of the State
The total number of teachers appointed under SSA is  The main objective of MDM Programme in the State is to boost universalisation of
shown in table below: Elementary Education and nutritional supplements to children
 Mid Day Meal Programme was expected to attract more children to come to school
Lower Primary 5814 and in this way it will increase enrolment, attendance, retention and bring down
Upper Primary 6727 drop-out rate.
Secondary 486  Mid Day Meal is implemented in Government and Government Aided Primary and
Grand Total 13027 Upper Primary Schools in the State
THE SUPPORTING HUMAN CAPITAL DEVELOPMENT IN MEGHALAYA
1. Construction of New/ Retrofitted Classrooms,
including Computer Labs, Activity Rooms,
Toilets, Girls Activity Room, etc.
2. Teacher Training Centre(s) construction in
Shillong and Tura
3. Renovation of 4 DIETs (Sohra, Nongpoh,
•The Government of Meghalaya in its endeavor to develop Baghmara, Resubelpara
Human Capital in the state, initiated a unique project called INFRASTRUCTURE 4. Supply of Science Laboratory Equipment and
“Supporting Human Capital Development in Meghalaya”. DEVELOPMENT other items
5. Supply of Classroom Furniture
About •The project aim to enhance the employability of Meghalaya‘s
youth (aged 16 to 35 years) by improving the quality and
delivery of its secondary higher secondary (SHS) education, and
technical and vocational skills development programs

1. Supply of IT Equipment & Digital Content

TECHNOLOGICAL 2. Digital Library (Library Management System
PROJECT FEATURES INTERVENTIONS & Physical Books)
•Output 1: Improved teaching and learning in government-aided
secondary and higher secondary schools.
Key Outputs •Output 2: Increased capacity and responsiveness of technical
and vocational education and training.
and
•Output 3: Increased awareness and participation
Interventions •Output 4: Improved project management and monitoring and
evaluation CAPACITY BUILDING 1. Training of Untrained Teachers (Teachers
AND PROFESSIONAL
Training provider) and Subject Expert
DEVELOPMENT
Training
2. The Meghalaya School Improvement Plan
PROJECT SNAPSHOTS-MAJOR COMPONENTS
INFRASTRUCTURE UPGRADATION
JANAPRIYA HIGHER SECONDARY A Project Science Lab
SCHOOL

Alpha English Higher Secondary

School
A completed Project School-
Nongthliew Sec School

A Project school Computer Lab A Project school Digital A Project school Classroom A Project school Library
Classroom with new Furniture
PROJECT SNAPSHOTS-MAJOR COMPONENTS
CAPACITY BUILDING

TTC Malki DIET An On The Job training

Nongpoh Training Modules

On the Job Training session Students trying new Learning Head Teacher Training Session
methods post training

A Teacher Training Session

 THE MEGHALAYA
THE MEGHALAYA SCHOOLSIMPROVEMENT
CHOOL IMPROVEMENT PROGRAMME
PROGRAMME
• The MSIP is a collaborative intervention aimed at school and MSIP JOURNEY
learning improvement through the Directorate of School
Education and Literacy (DSEL) and the Directorate of
Educational Research and Training (DERT).
• Initially piloted by the DERT in 2008 in one district it was
upscaled to all secondary schools in 2015

OBJECTIVES
 Enhance achievement of all students
 Improve the quality of teaching and learning, so that a
large number of students achieve proficiency in core
academic subjects and co-scholastic areas
 Encourages stakeholders such as principals, SMC members,
teachers to take up change agent roles
 Document and communicate the events of the school to the
school community and DOE
 Encourages accountability among school stakeholders
 To enable SHS schools to track, review and revise the
implementation of SIPs
 Recognises that meaningful change occurs incrementally
THE MEGHALAYA SCHOOL IMPROVEMENT PROGRAMME
MSIP SNAPSHOTS -

1st Orientation Workshop on MSIP for

Khasi Hills Region

Capacity Building of District Officials and Teachers Sample of School Improvement Plan Evidences of online/ offline classes during lockdown

SIP Review
SIP District Evaluation
THE TEACHERS INFORMATION MANAGEMENT SYSTEM(TIMS)

TIMS is : Transformation through TIMS

 Automated Web based application for Teachers,
Schools and Colleges

 Secure, authenticated online data repository

 Authentic and Real Time Teachers database

 Comprehensive and Cross cutting Online

Reporting System

 Database containing Teachers‘ Information from

Employment to Retirement
THE TEACHERS INFORMATION MANAGEMENT SYSTEM(TIMS)

Features of TIMS
Features of TIMS
One-click and Real time data/information on Teachers’
appointments, salaries, retirements ,attendance, leaves,
trainings-complete service records
 Attendance data, Performance indicators of Schools,
Districts etc
 Transaction and Demand forecasting, financial planning
and budgeting for teachers appointments ,transfers etc
 School /College Profile(Dashboard), which houses data
pertaining to Students/Infrastructure/Facilities/ Key
Performance Indicators etc)

 Event driven Alert system via Trigger alerts for
Retirement ,Vacancies, Appointments, Transfers
 Data availability through Automated webbased
system –
 anytime, anywhere
 through any device or interface
 Secure and centrally hosted in State Data Center
 Automated Periodic reports (daily, weekly, monthly,
quarterly, yearly) for DSEO, Directorate, Department ,and
Secretariat level
 Automated workflow for administrative tasks like approvals.
 Integration with Centrally sponsored schemes like Mid-day
Meal ,SSA etc
TIMS SNAPSHOTS-KEY FUNCTIONALITIES

Teacher Log In Page Teacher Profile School Level Landing Page

State/District organisation (school mgt

School Profile & teachers profile) drill down to school Dynamic Reports
THE MEGHALAYA EDUCATION POLICY (MSEP)

Goals and Objectives:

Secondary and Higher Secondary

Elementary Education Higher and Technical Education Teacher Education
Education

Strengthen Science and
Improve grade specific learning
Mathematics teaching and
outcomes
learning practices
Promote diversified programme Strengthen and promote high
that meet the emerging needs standards in teacher education
of social and economic institutions
development

STRATEGIC FOCUS

1. Comprehensive and integrated approach at all levels of education

2. Meghalaya School Improvement Programme (MSIP)

3. Addressing the basics in Classrooms: Learning outcomes, Lesson planning and ICT

4. Strengthen State Council for Higher Education (SCHE)

5. High standards for teacher educators and institutions

Core Pillars of MSEP

Promote quality research, raise standards Create pool of effective teacher educators
and improve assessment and teachers; reduce isolation and promote
communities of learning (PLCs)

MSEP

Robust State data System: TIMS, LMS and Reduce low performing educational
Monitoring Apps (Mobile based) for institutions;
informed decision making support incremental institutional success
 STATE
STATE CIRRICULUM
CURRICULUM FRAMEWORK
FRAMEWORK
Background
• Meghalaya does not have a School Curriculum
• Development/selection of textbooks cannot be done in the absence of a curriculum
• Curricular frameworks are essential to textbook development, selection & procurement
• Current textbooks have not been mapped to curriculum objectives, they fail to support MCF: Components
highly effective pedagogic practices & are not clearly focused on key concepts and
knowledge, nor are they consistent with learning theory in progression and layout
• Poor learning achievement reflected in NAS, Board exams, independent studies, various Standard
reports Operating
• Competency based syllabus development is not possible without a contextualised Procedures
Curriculum Framework
• A State Specific Curriculum Framework is required to institutionalise student-centred
learning Meghalaya State State Curriculum
Curriculum Framework
Rationale
• Learning outcomes at the elementary level have been introduced for the first time in Curriculum Textbook
India (2017) &Syllabi Development
• Meghalaya urgently needs to design an outcome-based curriculum to address learning
gaps & ensure meaningful learning
• The outcomes are such that they can only be assessed through performance assessment
& not by conventional tests
• Continuous Comprehensive Evaluation/Assessment under RTE Act 2009 cannot be
implemented in true spirit without systemic reforms in student assessment & evaluation
• National Achievement Survey (NAS) is based on learning outcomes
• There is an urgent need for a coherent State Curriculum Framework; one that will ensure
the prescribed content, textbooks, resources
NISHTHA

ABOUT
•NISHTHA is a holistic programme under Samagra Shiksha - a flagship programme of MoE, Govt of India.
•Courses are centered around learning outcomes and, learner-centerd pedagogy etc.
•Courses covers all the recommended areas of NEP 2020 and aims at holistic development of teachers and school
heads.

OBJECTIVES
• Improvement in learning outcomes of the students.
• Creation of an enabling and enriching inclusive classroom environment.
• Teachers become alert and responsive to the social, emotional and psychological needs of students as first level counselors.
• Teachers are trained to
• use Art as pedagogy leading to increased creativity and innovation among students.
• develop and strengthen personal-social qualities of students for their holistic development.
• Creation of a healthy and safe school environment.
• Integration of ICT in teaching, learning and assessment.
• Developing stress free School Based Assessment focused on development of learning competencies.
• Teachers adopt Activity Based Learning and move away from rote learning to competency based learning.
• Teachers and School heads be sensitised on new initiatives in school education.
• Transformation of the Heads of Schools into providing academic and administrative leadership for the schools for fostering new
initiatives.
 NISHTHA
NISHTHA IMPLEMENTATION
IMPLEMENTATION
Teachers’ and School
Elementary
Heads’ (Classes 1 to 8)

Teachers’ and School

Secondary Heads’ (Class 9 to 12)
NISHTHA

Nibun bharat -Foundational Teachers’ and School

literacy and numeracy (FLN) Heads’ (Foundational &
Preparatory)

NISHTHA-Meghalaya Status
Targetted
No.of
Particulars Year Status Teachers Level Achieved
NISHTHA 1.0 2019-20 Completed 24006 Elementary 18727

Secondary and
NISHTHA 2.0 2020-21 In progress 12000 Higher Secondary Ongoing
NISTHA 3.0(FLN) To be Launched
NISHTHA IMPLEMENTATION

Teachers‘ Training Programme: NISHTHA-National Initiative for School Heads' and Teachers' Holistic Advancements
 OTHERS
OTHERS
SCHOOL INFRASTRUCTURE
UPGRADATION PLAN
•200 Elementary schools and 8 Secondary and
Higher Secondary schools will get new
infrastructure under School Infrastructure
upgradation plan in the 1st phase
Sample 3D Building Drawings
EKLAVYA MODEL RESIDENTIAL
SCHOOLS
•EMRS was started in the year 1997-98 to impart quality
education to ST children in remote areas with a focus not
only on academic education but on the all-round
development of the students
•Currently, the State Government has received approval
for 40 EMRS and 2 EMRS construction have started in
Pahamsyiem, Nongpoh and Samanda for establishment of
Eklavya Model Residential School through the Ministry of
Tribal Affairs, Government of India with the massive
investment of about Rs.900 crores
An EMRS construction in progress
RESIDENTIAL SCHOOLS & 9 MODEL
SCHOOLS
•The State has received an additional investment and
will be operational with an investment of an additional
Rs.30 crore
•The Government of India with a view to push forward
its vision for Universalisation of Secondary Education as
envisaged in the National Policy on Education (NPE)
1992 conceptualised the Model Schools in line to the
designs standard of Kendriya Vidyalaya
Songsak Model School
Samanda Model School
Upgradation of Secondary
Schools under Samagra
Shiksha Abhiyan
•Altogether, 81 Government Upper Primary and
SSA UP Schools were upgraded to Secondary
Schools under the Samagra Shiksha Abhiyan
•Cater to the upper primary students mainly from
the rural areas to pursue and continue higher
education.
•352 project schools under Article 275 for Additional CR
& Supporting Activity Based Learning Centres
completed
PILLINGKATTA GOVT. LP SCHOOL
THANK YOU