Performance Management Systems for Schools

2009

A Guide Book on Performance Management Systems for Schools

A Guide Book on Performance Management System for Schools

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ContentsRationale..........................................................................................................................................................4Who is the Guidebook for?........................................................................................................................5

1. PERFORMANCE MANAGEMENT SYSTEM.....................................................................................8

1.1 INTRODUCTION................................................................................................................................................81.2 WHY PERFORMANCE MANAGEMENT...............................................................................................................91.3 WHY DO WE NEED TO SET INDICATORS?.......................................................................................................91.4 KEY PERFORMANCE INDICATORS..................................................................................................................101.5 CORE EDUCATION INDICATORS....................................................................................................................101.6 INPUT, OUTPUT, EFFICIENCY, OUTCOME INDICATORS................................................................................111.7 RANKING OF SCHOOLS BASED ON KPIS......................................................................................................12

2. PERFORMANCE MANAGEMENT TOOLS (PMT’S)....................................................................14

2.1 MANAGING PERFORMANCE AT DISTRICT LEVEL..........................................................................................14Step-1: Selection of Baseline Targets/Indicators.............................................................................15Step-2: Designing and Development of Performance Management Tools.............................15Step-3: Linking of performance Indicators with EMIS....................................................................16Step-4: Implementation at School and District Level.....................................................................17Step-5: Performance Measures through Reporting Progress......................................................17Step-6: Performance Measures / Action for Improvements.........................................................17

3. SCHOOL ACTION PLANNING........................................................................................................... 20

3.1 WHAT IS SCHOOL ACTION PLANNING?........................................................................................................203.2 WHO ARE THE KEY STAKEHOLDERS?............................................................................................................203.3 ACTION PLANNING CYCLE AT SCHOOL LEVEL.............................................................................................22FOLLOWING IS THE ACTION PLANNING CYCLE AT SCHOOL LEVEL:.....................................................................22

Step-1: Need Analysis...............................................................................................................................22Step-2: Define Outcome Indicators......................................................................................................22Step-3: Rank School using School Scorecard Rating Tool............................................................22Step-4: Data Analysis and Target Setting..........................................................................................23Step-5: School Action Plan.......................................................................................................................23Step-6: Implementation............................................................................................................................23Step-7: Monitoring......................................................................................................................................23

3.4 EDUCATION POLICY, PLANNING AND MANAGEMENT....................................................................................25

4. ROLE OF EDUCATIONAL MANAGEMENT INFORMATION SYSTEM (EMIS) IN EDUCATION................................................................................................................................................. 29

4.1 ADMINISTRATION OF EDUCATION SERVICES................................................................................................294.1.1 Purpose of an EMIS........................................................................................................................................304.1.2 Why have an EMIS?.......................................................................................................................................314.1.3 EMIS Clients.....................................................................................................................................................31

4.2 EVOLUTION AND DEVELOPMENT OF EMIS IN PAKISTAN.............................................................................324.2.1 Provincial Level...............................................................................................................................................334.2.2 District Level....................................................................................................................................................34


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4.2.3 Institutional (School) Level.........................................................................................................................354.3 PUNJAB EDUCATIONAL MANAGEMENT INFORMATION SYSTEM.................................................................364.4 SINDH EDUCATIONAL MANAGEMENT INFORMATION SYSTEM....................................................................374.5 FEDERAL EDUCATIONAL MANAGEMENT INFORMATION SYSTEM..............................................................39

5. MONITORING........................................................................................................................................ 41

5.1 WHAT IS MONITORING?................................................................................................................................415.2 MONITORING OF SCHOOL ACTIVITIES..........................................................................................................425.3 PERFORMANCE MONITORING THROUGH APPLICATION OF SCHOOL RATING SCALE..................................425.4 MONITORING OF SCHOOL ACTION PLANS (SAPS)......................................................................................435.5 PERFORMANCE MANAGEMENT THROUGH PARENT TEACHER COUNCILS (PTC’S) AND OTHER STAKEHOLDERS.....................................................................................................................................................44

The Head Teacher / Principal.......................................................................................................................44 The Teaching Staff..........................................................................................................................................45 The Support Staff.............................................................................................................................................46 Parents................................................................................................................................................................46 Students.............................................................................................................................................................46 Local Community.............................................................................................................................................46 Department of Education.............................................................................................................................47

5.6 EFFECTIVE MONITORING OF SCHOOLS THROUGH PARENT TEACHER COUNCILS (PTC’S).......................475.7 DOS AND DON'TS OF THE MONITORING PROCESS.....................................................................................47

Annex-I..............................................................................................................................................................50School Action Plan (English)..................................................................................................................................50School Action Plan (Urdu).......................................................................................................................................55

Annex-II..........................................................................................................................................................60Schools Scorecard Rating Scale...........................................................................................................................60

Annex-III.........................................................................................................................................................62Responsibilities of Parent Teacher Council......................................................................................................62

Annex IV.........................................................................................................................................................71SMIS School Census Form for Year 2008-09....................................................................................................71

Annex V..........................................................................................................................................................75School Validation Form...........................................................................................................................................75

Annex VI.........................................................................................................................................................81EMIS Questionnaire..................................................................................................................................................81


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RationalePerformance 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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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.

Performance Management

System

Chapter 1

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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 of regularly

measuring the results (outcomes) of public sector programs, organizations, 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

Chapter 1

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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;

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 for comparisons,

direction, planning and monitoring.

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 can clarify cause relating to key issues. Indicators are set

to:

serve as benchmarks

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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.

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

Are we moving closer to the goals?

Forward? Backward?

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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

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.

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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.

Key Performance Indicators are quantifiable measurements, agreed to

beforehand, that reflect the critical success factors of an institution. A school

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may focus its Key Performance Indicators on promotion rate of its students or

reducing dropout rate.

1.7 Ranking of Schools based on KPIs

Performance Management is used as an effective tool/yardstick to improve

the performance of the schools to integrate 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

Management Information System (EMIS), based on 2-3 outcome performance

indicators as mentioned below:

Promotion rate

Repetition Rate

Dropout Rate

Repeaters

Chapter 2

Performance Management Tools (PMTs)

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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 setting baseline

targets. Existing documents including EMIS indicators were reviewed,

stakeholder consultation workshops/meetings were organized to determine the

basis for performance management framework. The overall strategy follows the

laid down norms and standards of the Federal, Provincial and the District

Governments as well as participatory approaches and a consultation process. A

lot of attention was given to address the thematic areas related to governance,

Chapter 2

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management and administrative issues in order to comply with the

national/international commitments of the Government of Pakistan.

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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 vis-à-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 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.

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Selection of Performance Standard Indicators i.e. Repetition

Rate, 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.

o Identification of issues and problems responsible for low performance

of the selected schools (Problem Tree)

o Selection of common factors / indicators about (15-20) 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.

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After the finalization of Report, the concerned officials will then be

requested for these low performance schools by setting

measureable targets.

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, 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

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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.

Chapter 1

Chapter 1

Performance Management System

School Action Planning

Chapter 3

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3. School Action Planning

3.1 What is School Action Planning?

Educational planning is necessary if organizational excellence is to be

achieved in our public schools. Without knowing where we are going, it is

unlikely that we will get there. Educational planning is the roadmap to the

achievement of the goals/objectives of the national 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. This too helps to identify not only the

issues/problems but also proposes measures to address them. 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 reliable data to different simulation models

allowing reflection on objectives defined for the medium and long term.

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

Chapter 3Chapter 3

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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

Each school should have to define its major needs

Identify the priorities for the school’s futuristic approach

Step-2: Define Outcome Indicators

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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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

Develop School action plan for targets set against category of

indicators using the following Performa (annex-I).

Implementation

Monitoring

School Action Plan

Data Analysis & Target Setting

Rank School using School Scorecard Rating Tool

Define Outcome Indicators

Need Analysis

CHILD

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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 clearly to all the stakeholders.

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 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

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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 and certification, curricular content and school infrastructure are

expected to uphold and model.

3.4.2 Education Planning

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

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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

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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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 policy-making, 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.

Chapter 4

Role of Educational Management

Information System (EMIS)

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4. Role of Educational Management Information System (EMIS) in Education

Educational Management Information Systems (EMIS) is a data collection,

storage, retrieval, processing and dissemination system specifically designed

for use by decision makers and administrators to plan and administer

Education System more efficiently and effectively.

4.1 Administration of Education Services

Chapter 4

About EMIS

collection of component parts that include inputs, processes, outputs and feed backs that are integrated to achieve a specific objective

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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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 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

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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.

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, andin 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 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:

"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 monitoring etc. This data will constitute an important component for the Social Action Program (SAP)".

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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 other partners in the education community

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.

First computerized database for education statistics 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

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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 leadership and vision for developing an EMIS in

Pakistan from 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

o Compatibility with other database, and

o Sufficient flexibility to accommodate the different requirements

of the 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.

Preparation and distribution of questionnaires for the school census;

Provision of technical support and training of district and sub-district staff on EMIS activities;

As necessary, data entry and processing of school census 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.

Preparation and distribution of questionnaires for the school census;

Provision of technical support and training of district and sub-district staff on EMIS activities;

As necessary, data entry and processing of school census 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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4.2.1 Provincial Level

As mentioned earlier, every province has its own EMIS unit under the

provincial education authorities to administer the annual school census at

their respective provinces. However, responsibility and authority as well as

practices and mechanism of data collection and coverage and scope of the

sub-education

sectors vary

among

them.

Responsibilities of the Provincial EMIS Unit

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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 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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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.

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.

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.

Responsibilities of the District EMIS Unit

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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.

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

77


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 Punjab Middle Schooling Project

o World Bank

o UNICEF Punjab & Islamabad

o All Provinces EMIS offices

o All 35 District EMIS cells of Punjab

o Institute of Education & Research Punjab University

o Education Department Schools Punjab

o Education Department Higher Education Punjab

o Punjab P& D Department

o Other Govt. Department as Data Users

o All Punjab Field Education Offices as Data Providers

o Federal EMIS, Islamabad

o MOE (Ministry of Education)

o MSU Islamabad

o UNDP,UNESCO

o ADB (Asian Development Bank)

4.4 SINDH Educational Management Information System

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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 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

Researchers, Planners and 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)

4.4.2 SEMIS Activities

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)

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Coordination with and assistance to other agencies and organizations dealing with Education Sector.

The SEMIS activities will play a vital role in establishing and

maintaining the Monitoring and Evaluation of educational development

in the province by collecting 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)

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.

Chapter 5

Monitoring

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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 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 How well are we doing?

o Are we doing the right things?

Chapter 5

77


o What difference are we making?

Monitoring is routine and ongoing while evaluation is an in-depth 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 repeatedly over time for

monitoring. The systematic documentation of aspects of 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 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. Ranking Value Range

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No. Value

1 5 0%

2 4 01% - 10%

3 3 11% - 20%

4 2 21% - 30%

5 1 31% & above

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:

Result:

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 achieving the school target. This is

77


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

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

77


/ 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

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 the initiation of the planning process,

o the creation of a climate conducive to collaboration,

o the motivation of the staff,

o 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 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

77


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

peer support structure within which teachers can share ideas,

work collaboratively, and learn from each other. Accordingly,

they can play a major role in the process of staff development

for school improvement. Over a period of time, every teacher

should have the opportunity to 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 in-

school 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

77


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 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 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

77


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 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

77


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

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.

Annexure

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Annex-I

Achieving excellence in quality education through

School Action Plan (SAPs)

EMIS Code:_____________________________________

School:_________________________________________

Union Council:___________________________________

Tehsil/Taluka:___________________________________

District:_______________________________________

S

C

H

O

O

L

A

C

T

I

O

N

P

L

A

N

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a. Enrolment

Class-wise EnrollmentI II III IV V VI VII VIII IX X Total

Girl’s Boy’s Total

b. Repetition Rate

Class 2003 2004 2005 2006 2007 2008 Average

IIIIIIIVVTotal

c. Dropout Rate

Class 2003 2004 2005 2006 2007 2008 Average

IIIIIIIVVTotal

Outcome

Indicator DataSourc

e

Baseline(March 2009)

Target(March 2010)

Explanatory

InformationDecrease Repetition Rate

% of students who repeat the class

EMIS

Decrease Dropout Rate

% of students who drop out from school

EMIS

Section # 1: Present Status of Enrolment and Repetition / Dropout Rate

Section # 2: Data Analysis and target setting

77


i. Rooms

ADetails

BCurre

nt Status / No.

CTargets D

Responsibility

EResourc

es Require

d

FSource

of Funding

GCollabora

tion / Participa

tion

HTimeline I

RemarksCategory Quantit

yStart Time

Completion Time

RoomsNew Construction

Renovation

Veranda

New Construction

Renovation

ii. Provision / Reduction of Basic/Missing Facilities

ADetails

BCurre

nt Status / No.

CTargets D

Responsibility

EResourc

es Require

d

FSource

of Funding

GCollabora

tion / Participa

tion

HTimeline I


yStart Time

Completion Time

Principal Office

New Construction

Renovation

Staff Room

New Construction

Renovation

Boundary Wall

New Construction

Repair

Toilets

New Construction

Repair

Drinking Water

New Construction

Repair

ElectricityProvision

Repair

Playground Provision

Furniture

Provision to Teachers

Provision to Students

Section # 3 School Action Plan

77


iii. Teacher

ADetails

BCurre

nt Status / No.

CTargets D

Responsibility

EResourc

es Require

d

FSource

of Funding

GCollabora

tion / Participa

tion

HTimeline I


yStart Time

Completion Time

Teachers

New Appointment

Trainings

iv. SMC/PTC Activation

ADetails

BCurre

nt Status / No.

CTargets D

Responsibility

EResourc

es Require

d

FSource

of Funding

GCollabora

tion / Participa

tion

HTimeline I


yStart Time

Completion Time

SMC / PTC Activation

Meetings

Utilization of FundsActive role to achieve targets

v. Other (Please specify)

ADetails

BCurre

nt Status / No.

CTargets D

Responsibility

EResourc

es Require

d

FSource

of Funding

GCollabora

tion / Participa

tion

HTimeline I


yStart Time

Completion Time

77


a. Name: _______________________________________

b. Designation

:

_______________________________________

c. Office: _______________________________________

d. Residence: _______________________________________

e. Mobile#: _______________________________________

f. E mail: _______________________________________

Thank you for your cooperation!

Acknowledgement/ Declaration

77


School Action Plan (Urdu)

77


77


77


77


77


Annex-II

Schools Scorecard Rating Scale

Date:16-Apr-

09 Name & Type of School:

EMIS Code: 24107

Indicator # Category Description Weightage

Ranking Values

Cumulative

Weightage

1 Outcome Repetition Rate 0.50 48.00 0.50

2School

BuildingToilet Functional

0.05 Yes 0.253 Boundary Wall 0.05 No 0.054 Electricity 0.05 No 0.05

5 Furniture Furniture Availability 0.05Not

Reported 0.05

6 SMC SMC Formation 0.05 Yes 0.25

7Quality (EMIS)

Student Teacher Ratio0.13 NULL 0.13

8 Student Class-room Ratio 0.12 37.00 0.60

Total Weightage 1.88

Performance Result: Result: Poor

1.0-1.9 Poor

2.0-2.9 Below Average 3.0-3.9 Average

4.0-4.9 Good

5.0 Excellent

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77


Annex-III

Responsibilities of Parent Teacher CouncilEvery 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 awareness about importance of education & motivate parents to send

their children particularly girls to 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.

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.

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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.

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 complete record of income and expenditure and shall

submit copies thereof to the 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.

10) PTC shall have the authority to utilize the fund on petty repairs, minor

civil works, payment of utility bills, repair of bathrooms/latrines, whitewash,

purchase of tats/furniture, classrooms consumables, 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.

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) Approval of the minutes of the previous meeting has been 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 PARENTS- TEACHERS-

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 No.1, through

Account IV of the respective District Government, as tied

budgeted 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 commercial bank

account to be jointly operated by the Chairman/Chairperson and

secretary of the Council.

4) The executive District Officer (Schools and Literacy) of the

respective district government shall accord administrative

sanction and 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.

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(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 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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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 Govt. Private Community Level of School Primary Middle High Detailed Information about Enrolment What is the number of students and teachers at the primary, middle and the higher level/Section? Descript

ion# of Students # of Teacher

Girls Boys Total Females Males Total

Primary

Middle

Higher

Total What is the average class-size (average number of students per class) in:- (1) Primary Section __________________

(2) Middle Section __________________

(3) Secondary Section __________________

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What is the class-wise enrollment in the Primary, Middle and Higher classes?

Details

Class-wise Enrollment

I II III IV V VIVII VIII IX X Total

Girls

Boys

Total

Please provide the information on the district academic results for the last four years:

Grade/ Class

Examination ResultsAcademic

Year2004

Academic Year2005

Academic Year2006

Academic Year2007

%Pass

%Fail

%Pass

%Fail

%Pass

%Fail

%Pass

%Fail

Grade V

Grade VIII

Grade X

Please indicate the drop out rate of the students during the last 5 years:

Class 2004 2005 2006 2007 2008 AverageI II III IV V

Total

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2. Information about Teachers

Detail Present Record

Sanctioned

PostFilled posts Vacant posts

Regular

Contract

Total No. of Teach

ers

Gender

Academic Qualification Professional Qualification

M F

Matric

FA BA MA M.Ed

B.Ed CT PTC

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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Classrooms Classe

sNo. of

Students

No. of Rooms

Existing

Status

Repair/renovation

Construction of

additional Rooms

Estimated Cost

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:

Description

Status Condition RepairAmoun

t

Yes NoSatisfactor

yUnsatisfac

toryPrincipal

OfficeStaff RoomBoundary

WallToiletsScience

LaboratoryComputer

LabLibrary

Tuck-shopPlay GroundHand Pump

Electric Motor

ElectricityClean

Drinking Water

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Main GateTube lights

Fans

Details of Furniture

Description Status Quantity Quality Required

Estimated

Amount Yes No

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

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 Is the SMC/PTA functiona Yes No 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. Supervision Yes No

b. Increase of enrollment Yes No

c. Provision of facilities required such as:

Teachers

Water Supply Supply of Books

Financial Help

d. Financial Management Yes No

e. Handling of day to day Affairs Yes No

f. Administrative Management Yes No

g. Is there a bank account operated by the SMC Yes No

If yes, then specify: SMC Acct Students Fund Acc

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Annex VI

EMIS Questionnaire

Documents

Performance Management Systems for Schools