Guidelines for filling-up U-DISE Data Capture Formatdise.in/Downloads/GuidelinesforfillingDCF2014-15.pdf · Guidelines for Filling‐up U‐DISE Data Capture Format 1 Brief introduction

2014-15

Guidelines for Filling-up Data Capture Format

U-DISE

U‐DISE

Guidelines for Filling‐up

Data Capture Format

2014‐15

The TCA is funded by the UK Department for International Development (DFID)

Table of Contents

Brief introduction ............................................................................................................................................1

Section A 1: School Particulars ....................................................................................................................2

Section A 2: School Particulars ..................................................................................................................14

Section B 1: Physical Facilities and Equipment ..........................................................................................24

Section B 2: Mid-day Meal (MDM) Information ........................................................................................39

Section C: Teachers and Part-time Instructors (including Head Master) ...................................................41

Section D: New Admissions in Grade I .......................................................................................................48

Section E: Enrolment by Social Category and Minority .............................................................................48

Section F: Enrolment by Age .....................................................................................................................48

Section G: Enrolment by Medium of Instructions .....................................................................................49

Section H: Repeaters by Social Category and Minority .............................................................................49

Section I: Facilities provided to Children in Primary Classes ......................................................................49

Section I (ii): Facilities provided to Children in Primary Classes .................................................................49

Section J: Examination Results (Elementary level) ....................................................................................49

Section K: Children with Special Needs (CWSN) ........................................................................................49

Section L: Facilities provide to CWSN ........................................................................................................49

Section M: Availability of Streams in schools ............................................................................................49

Section N: Enrolment and Repeaters by Streams ......................................................................................49

Section O (a): Examination Results – Class X .............................................................................................50

Section O (b): Examination Results – Class X - Pass percentage ................................................................50

Section O (c): Examination Results – Class XII ...........................................................................................50

Section O (d): Examination Results – Class XII - Pass percentage ..............................................................50

Section P: Receipts and Expenditure .........................................................................................................50

Section Q: Number of Non-teaching / Administrative and support staff sanctioned and in-position .......50

Annexure - I ...............................................................................................................................................51

Guidelines for Filling‐up U‐DISE Data Capture Format

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Brief introduction

1. U‐DISE stands for Unified District Information System for Education developed by National

University of Educational Planning and Administration (NUEPA) and supported by MHRD. U‐DISE has

mandate of collecting information from all recognised and unrecognised schools imparting formal

education from Classes I to XII. It collects information on School particulars, Infrastructure, teachers,

enrolment and examination results. U‐DISE has the school as the unit of data collection and district

as the unit of data dissemination. It is under implementation in all the districts of the country.

2. The objective of collecting information using U‐DISE is to improve the education level in the

country by better planning, resource allocation and monitoring. Thus, information collected through

U‐DISE is utilised for planning and implementation of various education related programmes and

assessment of progress made.

3. The present document provides guidelines for filling up the U‐DISE Data

Capture Format (DCF) which is used to collect U‐DISE data. The document is envisaged to provide

support in collection of quality data at the school level and will help all personnel involved in

collection of U‐DISE data to follow same definitions.

4. It is expected that all schools maintain records in various registers that are required to

record school information and support in timely collection of U‐DISE data. In case the school records

are not maintained/updated properly, it is recommended that the schools maintain and update all

school records.

5. The data collection under U‐DISE is undertaken through the Data Capture Format (DCF)

which contains static and dynamic data of a school. The static data involves information on the

school location, type, management, and the level of school. The dynamic data covers information on

the enrolment, repeaters. Schools are provided with a DCF that has the static data pre‐filled from

previous year and are tasked with updating the dynamic data. In case, there is any change in the

status of pre‐filled values, teachers are free to change the same by encircling the earlier value and

writing the updated value besides.

6. It is advised that the school keeps all records required to fill the U‐DISE data readily available

and updated to provide accurate data in a timely manner. Hence, institutionalization of school

records and their updation is key to improving the quality of data collected through the U‐DISE.

7. After filling up the DCF, the teachers must review the formats to ensure that all the columns

in the DCF are filled in and information provided at different places is consistent. For example,

enrolment information by social category and age should match for all classes and gender. The

guidelines for filling up the DCF are given below in tabular format consisting of the questions asked,

guide to fill, school type for which the question is meant for, variable type and available codes.

Guidelines for Filling‐up U‐DISE Data Capture Format: 2014‐15

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Section A 1: School Particulars

Q.No Questions Guidelines School Type Variable Type Codes Available

0 U‐DISE Code U‐DISE Code is a number given to each school covered under U‐DISE. It is a unique Code given in the first year of coverage under U‐DISE and used every year to ensure compatibility and comparison across years. The 11 digit code comprises its geographical location (first four digits representing the district, 2 digits for block, 3 digits for Village and last 2 digits for school). This code will remain constant for all future purposes and will only change in case of change in above geographical locations. The District U‐DISE coordinator will guide you in managing the U‐DISE Codes in case of change in state / district / block / village reorganization. In case of new schools which are filling up the form for the first time, the school need not fill the U‐DISE code. This will be filled by the U‐DISE coordinator by generating new code in U‐DISE software.

All Schools 11 digit numeric variable

0 Academic Year This variable denoting the academic year spread across two calendar years. The Six digits denoting the year of the academic session should be provided. For example, academic year for data reporting on 30th September, 2014 will be 2014‐15. This value is normally pre‐filled in the DCF.

All Schools Year ‐

1 School Name The School Name should be given in full using the Free Text without any abbreviations or acronyms. For example, Government Primary School should be written in full and not as “GPS”.

All Schools Free Text

2 School is located in Rural or Urban area

This refers to the nature of the geographical area where the school is located. For example, if the area where the school is located covered by a Municipal Corporation it would be considered in Urban Area, otherwise, the school should be considered to be in Rural Area.

All Schools Coded 1. Rural 2. Urban

3 Habitation Name (Rural Area) / Mohalla (Urban Area)

In case of rural area, enter the Habitation Name. In large villages, a group of contagious houses, known by different names, is known as Habitation. Therefore, one village may have more than one Habitation. In case the village has no habitations, the village name should be entered in the Habitation as well. For Urban area, enter the locality or Mohalla name.


4 Village Name (Rural) / Ward No. (Urban)

In case of rural area, enter the Revenue Village Name. For urban area, enter the Municipal Ward Number as “Ward Number ‐‐‐‐“.


5 Pin Code Enter the six‐digit Pin Code Number of the area where the school is located.

All School 6 digit numeric

6 Village Panchayat Name

For Rural areas, enter the name of the Village (Gram) Panchayat. In case of schools in urban areas, this may be left blank.



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7 Name of the Cluster Resource Centre

This refers to the name of the Cluster Resource Centre (CRC) established under the Sarva Shiksha Abhiyan (SSA). On an average a CRC is responsible for around 15‐20 schools in his/her area. Write the full name of the Cluster Resource Centre in Free Text for all schools irrespective of their management – Government/ Private. In case this information is not available with school, the same may be sought from the Block/District officer. Generally, this information is pre‐printed on the DCF.


8 CD Block/ Mandal/Taluka name

Normally, a District is divided into various Revenue Blocks (also known as Community Development (CD) Block). In some States, it is also known as Mandal or Taluka. It is recommended to write the complete name of Block.


9 Educational Zone/ Mandal / Taluka Name

This refers to the administrative unit of the Education Department below the district level. It is either synonymous with the Block/Mandal/Taluka in most states or different if a separate administrative setup has been established to manage the education activities in the district.


10 Assembly Constituency

Mention the name of the Assembly Constituency in which the school is located. The Assembly constituency is the area from which the Member of Legislative Assembly is elected for the State Legislature.


11 Municipality For urban area, mention the name of the Municipality in which the school is located.


12 City For urban area, mention the name of the city in which the school is located. All Schools Free Text

13 (i) a STD Code and Landline number of office/Head of the School

Provide the Landline Phone Number (including STD Code) of the School or Head of School

All Schools Numeric

13 (i) b STD Code and Landline number of the Respondent

Provide the Landline Phone Number (including STD Code) of the respondent who is responsible for providing the DISE data, if other than the School Head.

All Schools Numeric

13 (ii) a Mobile number of Head of the School

Provide the Mobile Number of the Head/Acting Head of School All Schools 10 digit Numeric

13 (ii) b Mobile number of the Respondent

Provide the Mobile Number of the Respondent who is responsible for providing the DISE data, if other than the School Head.

All Schools 10 digit Numeric

13 (iii) a E‐mail address Provide Email ID of the School, if available All Schools Free Text in email form


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13 (iii) b Website If the school has a website, provide the website address. All Schools Free Text in weblink form

14 School Category The school category details the level(s) of education imparted by the school. This could be one or a combination of all the levels – Primary, Upper Primary, Secondary and Higher Secondary. These levels are different for each of the states and needs to be determined as per the state practice. The lowest and highest class in the school determines school category as below. 1. Primary only: A school with only primary classes (I‐IV/V as the case may be)

in the same premises and management. A school having classes more than V should not be shown as primary school.

2. Primary with upper primary school: A school having classes from I to VII/VIII in the same premises and under the same management. Schools with highest classes beyond VII/VIII should not be classified here.

3. Primary with upper primary, secondary and higher secondary school: A school having Classes from I to XII. The lowest and highest classes in such schools would be I and XII respectively.

4. Upper primary school: Schools starting from Classes V/VI and teaching up to classes VII/VIII. No other school would fall under this category.

5. Upper primary, secondary and higher secondary: Schools having Class V/VI as the lowest class and Class XII as the highest class.

6. Primary with Upper Primary and Secondary: Schools having Classes from I to X. School with Classes XI and XII should not be included in this category.

7. Upper Primary with Secondary: Schools starting Classes from V/VI and teaching up to classes X.

8. Secondary Only: Schools starting from Classes VIII/IX and teaching up to classes X. No other school would fall under this category.

10. Secondary with Higher Secondary: A school having classes from VIII/IX to XII in the same premises and under the same management. Schools with highest classes below VII/VIII should not be classified here.

11. Higher Secondary Only/Junior College: A school with Higher Secondary (Classes XI and XII) in the same premises and management.

All Schools Coded 1. Primary only 2. Primary with

upper primary

3. Primary with upper primary, secondary and higher secondary

4. Upper primary only

5. Upper primary with secondary and higher secondary

6. Primary with Upper Primary and Secondary

7. Upper Primary with Secondary

8. Secondary only

10. Secondary with Higher Secondary

11. Higher Secondary only /Junior College


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15 Lowest Class in the School

Indicate the lowest class to which students are admitted. For the purpose of indicating the lowest class, do not include Anganwadi, Balwadi or Pre‐primary education levels even if they are parts of the same school management. Therefore, lowest class should not be lower than 1.

All Schools Numeric in range from 1 to12

16 Highest Class in School

Indicate the highest class for which the school imparts instruction. Please note that in some schools, admissions to the highest classes may not be made in the first few years of its opening. In such cases, mention highest class where teaching takes place. For example, a primary school may have permission to do admissions till Class IV/V, but has students only in Classes I and II. In such cases, the highest class should be II and not IV or V.

All Schools Numeric in range from 1 to12

17 Type of School This refers to the type of students the schools provides education based on gender (Boys / Girls / Co‐educational). Note that, in some cases even though the name of a school may indicate that it exclusively for boys or girls, in practice the school may be co‐educational. Indicate these schools as falling under Category (3) i.e. Co‐educational.

All Schools Coded 1. Boys only 2. Girls only 3. Co‐

educational

18 Managed By (School Management)

This refers to the management and finance support provided to the school. Provide information using appropriate code. The Codes available are: 1. Department of Education: School fully managed and financed by the

Department of Education or autonomous organisations under it. 2. Tribal/Social Welfare Department: School fully managed and financed by

the Tribal Welfare or Social Welfare Department of the State Government. 3. Local body: A school fully managed and financed by Municipal Corporation

or an equivalent body of the State. 4. Private Aided: A recognised school, which is managed by a trust or a private

organisation and is receiving grants from a local body or the state or central government.

5. Private Unaided: A recognized school, which is managed by an individual, trust or a private organisation and does not receive grants either from a local body or the state or central government.

6. Other: All other managements which are not covered here. 7. Central Govt. Schools: A school fully managed and financed by the central

government or autonomous organizations under the central government e.g. KVS, Navodaya Vidyalayas, Army Schools, etc.

8. Un‐recognized: A school managed and financed by an individual, trust or a

All Schools Coded 1. Department of Education

2. Tribal/Social Welfare Department

3. Local Body 4. Private Aided 5. Private

Unaided 6. Other 7. Central

Government 8. Un‐

Recognized 97. Madrasa

Recognize 98. Madrasa

Unrecognized


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private organisation and does not have any kind of recognition from the state government.

97. Madrasa recognized: Madrasa imparting formal education and recognized by Wakf board/State recognised Madrasa Board should be covered under this category.

98. Madrasa unrecognized: Madrasa which is not recognized by Wakf board/Madrasa Board and which provides formal education has to be covered under this category.

19 (i) Distance (in Kms.) from Primary School to nearest Government / Govt. Aided Upper Primary School

This information needs to be provided Primary Schools. Provide information on the distance at which the nearest Government or Aided Upper Primary School is located in kms. The information should be in numeric form denominating the distance in kilometres without any decimal.

Primary Schools

Numeric

19 (ii) Distance (in Kms.) from Upper Primary School to nearest Government / Govt. Aided Secondary School

This information needs to be provided Upper Primary Schools. Provide information on the distance at which the nearest Government or Aided Secondary School is located in kms. The information should be in numeric form denominating the distance in kilometres without any decimal.

Upper Primary Schools

Numeric

20 Whether School is approachable by all‐weather road

All weather road means a motorable pucca road reaching upto the locality in which the school is situated.

All Schools Coded 1. Yes 2. No

21 Year of establishment of School

Please provide the year when the school was established in YYYY format. Even if the school category, management has changed the initial year of establishment has to be mentioned here.

All Schools Numeric denoting Year in YYYY form

22 (i) Year of Recognition of Elementary School

Answer this question only if the school has some elementary section. Provide the year of recognition of School from the appropriate authority in the YYYY format. If the School is unrecognized (option 8. Unrecognized for Q 18 above), do not answer the question.

Elementary Schools (except unrecognised)

Numeric denoting Year in YYYY form

22 (ii) Year of Recognition of Secondary School

Answer this question only if the school has secondary section. Provide the year of recognition of School from the appropriate authority in the YYYY format. If the School is unrecognized (option 8. Unrecognized for Q 18 above), do not answer the question.

Secondary Schools (except unrecognised)



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22 (iii) Year of Recognition of Higher Secondary School

Answer this question only if the school has higher secondary section. Provide the year of recognition of School from the appropriate authority in the YYYY format. If the School is unrecognized (option 8. Unrecognized for Q 18 above), do not answer the question.

Higher Secondary Schools (except unrecognised)


23 (i) Year of Upgradation from Primary to Upper Primary

This is for schools which have Primary with Upper Primary Stage and have been upgraded after their establishment as Primary school. Provide the Year of Upgradation from Primary to Upper Primary in YYYY format.

Upgraded Upper Primary Schools


23 (ii) Year of Upgradation from Upper Primary to Secondary

This is for schools which have Upper Primary Secondary Stage and have been upgraded after their establishment. Provide the Year of Upgradation from Upper Primary to Secondary Stage in YYYY format.

Upgraded Secondary Schools


23 (iii) Year of Upgradation from Secondary to Higher Secondary

This is for schools which have Higher Secondary Stage and have been upgraded after their establishment. Provide the year of Year of Upgradation from Secondary to Higher Secondary Stage in YYYY format.

Upgraded Higher Secondary Schools


24 Is this a Special School for Children with Special Needs (CWSN)

If the School is meant only for Children with Special Needs, answer the question using the appropriate Codes.


25 Is the School a Shift School

This question is applicable only to shift schools, where the same premises is used by two schools in different shifts. Normally, these schools function in two shifts, viz. morning and evening.


26 (i) Is the School Residential ‐ Primary

If the School has a Residential Facility, answer the question for different categories using the Codes.

Primary Schools

Coded 1. Ashram School (Govt.)

2. Non‐Ashram (Govt.)

3. Private 4. Others 6. Kasturba

Gandhi Balika

26 (ii) Is the School Residential – Upper Primary


Coded

26 (iii) Is the School Residential – Secondary

Secondary Schools

Coded

26 (iv) Is the School Residential – Higher Secondary

Higher Secondary Schools

Coded


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Vidhyalay 7. Model

School

27 (i) Is this a Religious Minority School

If this school is being run for children belonging to religious minority All Schools Coded 1. Yes 2. No

27 (ii) If yes, Type of Minority

Provide information on type of minority All Schools Coded 1. Muslim 2. Sikh 3. Jain 4. Christian 5. Parsi 6. Neo Buddhist 7. Any other

28 Medium of Instruction

Provide information on the medium of instruction used in the schools using the appropriate Codes. Generally, the medium of instruction is identified through the Textbooks, particularly Maths and Science, being used by the School. However, different languages being taught in the school should not be considered as medium of instruction. A school may have more than one medium of instruction, and hence provision for giving a maximum of four medium of instructions is given, if applicable to your school. You need to provide at least one medium of instruction as a school will be providing instructions in at least one medium.

All Schools 1. Assamese 2. Bengali 3. Gujarati 4. Hindi 5. Kannada 6. Kashmiri 7. Konkani 8. Malayalam 9. Manipuri 10. Marathi 11. Nepali 12. Odia 13. Punjabi 14. Sanskrit 15. Sindhi 16. Tamil 17. Telugu 18. Urdu 19. English 20. Bodo 21. Mising 22. Dogri


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23. Khasi 24. Garo 25. Mizo 26. Bhutia 27. Lepcha 28. Limboo 29. French 99. Others

28 (a) Are the majority of pupils taught through their mother tongue at primary stage

If majority of students are taught in the local language give code for Yes. If different language is used than the local language give code for No.

Primary Schools

Coded 1. Yes 2. No 3. Not

Applicable

28 (b) Language(s) taught at primary stage

Give codes for languages taught at Primary level in school. Upto three languages can be provided for one school.

Primary Schools

Coded 1. Assamese 2. Bengali 3. Gujarati 4. Hindi 5. Kannada 6. Kashmiri 7. Konkani 8. Malayalam 9. Manipur 10. Marathi 11. Nepali 12. Odia 13. Punjabi 14. Sanskrit 15. Sindhi 16. Tamil 17. Telugu 18. Urdu 19. English 20. Bodo 22. Dogri


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23. Khasi 24. Garo 25. Mizo 26. Bhutia 27. Lepcha 28. Limboo 29. French 41. Angami 42. Ao 43. Arabic 44. Bhoti 45. Bodhi 46. German 47. Kakbarak 48. Konyak 49. Laddakhi 50. Lotha 51. Maithili 52. Nicobaree 53. Oriya(lower) 54. Persian 55. Portuguese 56. Rajasthani 57. Russian 58. Sema 59. Spanish 60. Tibetan 61. Zeliang 99. Other

languages

29 (i) Affiliation Board – Secondary

Choose the appropriate code for affiliating board for the Secondary level. Secondary Schools

Coded 1. CBSE 2. State Board 3. ICSE 4. Internationa

l Board 29 (ii) Affiliation Board – Choose the appropriate code for affiliating board for the Higher Secondary Higher Coded


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Higher Secondary level. Secondary Schools

5. Others

29 (a) Does the school offer any pre‐vocational course(s) at Secondary stage

Pre‐vocational courses include simple marketable skills to students in Classes IX and X to develop vocational interests and aptitude among students. This leads to self‐exploration and making vocational preferences. If the school offers any pre‐vocational courses at Secondary stage or otherwise, reply using appropriate code.

Secondary and Higher Secondary Schools

Coded 1. Yes 2. No

29 (b) Does the school provide educational and vocational guidance and counselling to students

If the School provides vocational/career counselling and guidance to students, reply Yes using the appropriate code, otherwise, reply No as per code.


Coded 1. Yes 2. No

30 (a) Geographical Location ‐ Latitude

This information is optional. If available, provide information on the latitude where the school is located in a six digit numeric form denoting Degrees, Minutes and Seconds.

All Schools Six Digit Numeric

30 (b) Geographical Location ‐ Longitude

This information is optional. If available, provide information on the longitude where the school is located in a six digit numeric form denoting Degrees, Minutes and Seconds.

All Schools Six Digit Numeric

31 Pre‐primary Section (other than Anganwadi Centre) attached to school

If the school has a Pre‐primary section attached to schools answer the question using the appropriate Codes.


31 (a) If Pre‐primary Section available, Total Students in Pre ‐Primary

Give the information on the number of students enrolled in the Pre‐primary (below class I) Section of the school in numeric form.

All Schools with Pre‐primary Section

Numeric

31 (b) If Pre‐primary Section available, Total Teachers in Pre‐primary

Give the information on the number of teachers available in the Pre Primary Section of the school in numeric form.

All Schools with Pre‐ primary Section

Numeric

32 Anganwadi Centre in Answer the question based on the availability of Anganwadi Centre. If the Primary Coded 1. Yes


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or adjacent to school Anganwadi Centre is located in or adjacent to School, answer using the appropriate Codes. In case the Anganwadi is at a distance from School, the school need not provide information on this.

Schools 2. No

32 (a) If Anganwadi available, Total Students in Anganwadi

Give the information on the number of students enrolled in the Anganwadi Centre in numeric form.

Schools with Anganwadi in or adjacent

Numeric

32 (b) If Anganwadi available, Total Teachers Anganwadi

Give the information on the number of teachers available in the Anganwadi Centre in numeric form.

Schools with Anganwadi in or adjacent

Numeric

33 (a) Number of Academic Inspections

Give information on the number of academic inspections undertaken in the school. For this purpose, the number of inspections undertaken in the last academic session by an officer of State/District/Block authorised for inspection of schools where a detailed report is written should be counted. Normal visits by officials when an inspection report is not written should not be counted as inspection.

All Schools Numeric in range from 0 to 12

33 (b) Number of Visits by CRC Coordinator

Give the information on the number of visits by the CRC Coordinator to the school in two digit numeric form.

All Schools Numeric in range from 0 to 25

33 (c) Number of Visits by Block Level Officer

Give the information on the number of visits by Block Level Officers to the school in two digit numeric form.

All Schools Numeric

34.a.1 Receipts under the School Development Grant

Provide information on the amount of resources received by the school under the School Development Grant for the last financial year.

Government Elementary Schools

Numeric

34.a.2 Expenditure under the School Development Grant

Provide information on the amount of expenditure made by the school under the School Development Grant for the last financial year.


Numeric

34.b.1 Receipts under the School Maintenance Grant

Provide information on the amount of resources received by the school under the School Maintenance Grant for the last financial year.


Numeric

34.b.2 Expenditure under the School Maintenance Grant

Provide information on the expenditure made by the school under the School Maintenance Grant for the last financial year.


Numeric

34.c.1 Receipts under the Provide information on the amount of resources received by the school under Government Numeric


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TLM/Teachers Grant the TLM/Teachers Grant for the last financial year. Enter the total amount of TLM grant received by all teachers of the school during the previous academic year. For example, if two teachers in the school received a grant of Rs.500/‐ each, the total amount of Rs.1000/‐ (2 * 500) should be entered.

Elementary Schools

34.C.2 Expenditure under the TLM/Teachers Grant

Provide information on the amount of expenditure made by the school under the TLM/Teachers Grant for the last financial year.


Numeric

35. a (i) Sanctioned Positions – Primary

Provide information on the number of sanctioned positions for Regular Teachers for Primary, Upper Primary, Secondary and Higher Secondary stages (based on your school category). Teachers with regular time scale will fall in this category. Teaching staff includes Principal/Head Teacher, Teachers and other categories of teachers working on full time basis. The number of posts sanctioned for the school should be given wherever this type of data is available. The information on sanctioned positions can be also accessed from Block Level and District level functionaries for Government schools.

Primary Schools

Numeric

Sanctioned Positions – Upper Primary


Numeric

Sanctioned Positions – Secondary

Secondary Schools

Numeric

Sanctioned Positions – Higher Secondary


Numeric

35.a (ii) Number In‐position – Primary

Based on the school category, provide information on the number of In‐Position Regular Teachers for Primary, Upper Primary, Secondary and Higher Secondary stages (based on your school category) in numeric form. Number in‐position refers to teaching staff who are working on the record date. Teachers on short leave or on official duty should be treated as `in‐position’. Head Teachers, even if not teaching should be included in the teaching staff. Physical instructor music teachers, sports teacher etc. should also be treated as part of the teaching staff.

Primary Schools

Numeric

Number In‐ position – Upper Primary


Numeric

Number In‐ position – Secondary

Secondary Schools

Numeric

Number In‐ position – Higher Secondary


Numeric

35.b No. of Contract Teachers ‐ Primary

Based on the school category, provide information on the number of Contract Teachers available for Primary, Upper Primary, Secondary and Higher Secondary stages (based on your school category) in numeric form. Contract teachers are those teachers who are engaged for a limited period on a consolidated salary.

Primary Schools

Numeric

No. of Contract Teachers – Upper Primary


Numeric

No. of Contract Teachers ‐ Secondary

Secondary Schools

Numeric

No. of Contract Higher Numeric


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Teachers – Higher Secondary

Secondary Schools

35.c No. of Part‐time Instructors positioned as per RTE for Upper Primary level

Provide information on the number of Part‐time Instructors positioned under RTE for Upper Primary stages (based on your school category) in numeric form. Part‐time teachers are those teachers who are engaged in school for a very small period (a month or so) and are engaged to take certain classes only.


Numeric

Section A 2: School Particulars


1.1.1 Number of Instructional Days (previous academic year) ‐ Primary Section

Provide information on the total number of instructional days for the Primary section during the last academic year using three‐digit number. Only those days will be counted, which have been spared for Instructional purposes including the exam days.

Primary Schools

Numeric

1.1.2 Number of Instructional Days (previous academic year) ‐ Upper Primary Section

Provide information on the total number of instructional days for the Upper Primary section during the last academic year using three digit numeric. Only those days will be counted, which have been spared for Instructional purposes including exam days.


Numeric

1.2.1 School hours for children (per day) ‐ Number of hours children stay in school (current academic year) – Primary Section

Schools need to provide information on the entire duration when the school is opened for children. For example, if children come to schools at 0800 AM and leave school at 0240 PM the total School hours would be 6.40 hours. This should be provided in terms of hours and minutes. Example 6.40 hours in numeric form denoting 6 hours and 40 minutes.

Primary Schools

Numeric

1.2.2 School hours for children (per day) ‐ Number of hours children stay in school (current academic year) – Upper Primary

Information on Number of Hours children stay in the school at Upper Primary Level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 6.40 hours in numeric form denoting 6 hours and 40 minutes


Numeric


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Section 1.3.1 Teacher Working

Hours per Day. No. of hours teachers stay in school in current academic year ‐ Primary Section

Schools need to provide information on the entire duration when the teachers stay in school. Information on Number of hours spent by teachers per day in the school at Primary level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 7.40 hours in numeric form denoting 7 hours and 40 minutes

Primary Schools

Three digit numeric

1.3.2 Teacher Working Hours per Day. No. of hours teachers stay in school in current academic year – Upper Primary Section

Schools need to provide information on the entire duration when the teachers stay in school. Information on Number of hours spent by teachers per day in the school at Upper Primary level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 7.40 hours in numeric form denoting 7 hours and 40 minutes


Three digit numeric

2 Is CCE being implemented at elementary level

Answer if the school is practicing Continuous and Comprehensive Evaluation (CCE) using the appropriate Codes. If Yes, the following sub‐questions need to be answered.

Elementary Schools

Coded 1. Yes 2. No

2.a Are Pupil cumulative records maintained

Answer if cumulative records of children are maintained to facilitate CCE of Children enrolled in Elementary Stage using the appropriate Codes. If Yes. Answer the next sub‐question.

Elementary Schools

Coded 1. Yes 2. No

2.b Are pupil cumulative records shared with parents

Answer if the cumulative records of children are shared with parents to facilitate CCE of Children enrolled in Elementary Stage using appropriate Codes.

Elementary Schools

Coded 1. Yes 2. No

3.1.a Number of Children enrolled at entry level (Under 25% quota as per RTE) in current academic year

Provide the information on the number of children enrolled from economically weaker section or disadvantaged group (as defined in State RTE Rules) using three digit numeric format. The entry level for all schools is the lowest class of school where initial admission take place. This could also be pre‐primary.

Private Unaided Elementary Schools

Three digit numeric

3.1.b Number of Children continuing who got admission under 25%

Provide the information on the number of children who got admission last year under RTE quota and continuing their education in the school during the current academic year. The entry level for all schools is the lowest class of

Private Unaided Primary/Eleme

Numeric


16


quota in previous years

school where initial admissions take place.

ntary Schools

3.2 Whether the School Management Committee (SMC) has been constituted

Answer appropriately on whether the School Management Committee has been constituted for the school using the appropriate Codes. If Yes, also provide answers the following six sub‐questions.

Government and Aided Elementary Schools

Coded 0. Not Applicable

1. Yes 2. No

3.2.a Total number of members in the School Management Committee

Provide information on the number of male and female members in the School Management Committee in numeric form.


Numeric

3.2.b Representatives of Parents/Guardians/PTA

Provide information on the number of male and female representatives from the Parents / Guardians / PTA in the School Management Committee in numeric form.


Numeric

3.2.c Representatives/nominees from local authority/local government/urban local body

Provide information on the number of male and female representatives / nominees from local authority/local government/urban local body in the School Management Committee in numeric form.


Numeric

3.2.d Number of meetings held by SMC during the previous academic year

Provide information on the number of meetings held of SMC during the previous academic year in two digit numeric form.


Numeric

3.2.e Whether SMC Prepare the School Development Plan:

Provide information on whether the School Development Plan has been prepared by the SMC using appropriate Codes.



1. Yes 2. No.

3.2.f Whether separate bank account for SMC is being maintained

Provide information on whether a separate Bank Account for SMC is being maintained using the appropriate Codes. If Yes, provide the following information.



1. Yes 2. No.

3.2.f.1 Bank Name Provide information on the Name of the Bank where the SMC Bank Account has been opened.

Government and Aided Elementary

Free Text


17


Schools

3.2.f.2 Branch Name Provide information on the Name of the Branch where the SMC Bank Account has been opened.


Free Text

3.2.f.3 Account Number Provide information on the Account No. of the SMC Bank Account.


Free Text

3.2.f.4 Account Name Provide information on the Name of the SMC Bank Account.


Free Text

3.2.f.5 IFSC Code Provide information on the IFSC Code of the Bank where the SMC Bank Account is opened.


Free Text

4 Whether any child enrolled in school attending Special Training

Provide information on any out of school children enrolled in school for special training for induction in age appropriate class. If Yes, answer the following six sub‐questions.

Elementary Schools

Coded 1. Yes 2. No

4.a No. of children provided Special Training in current year (up to 30th Sep.)

Provide information on the number of boys and girls provided Special Training in the current academic year till 30th September in numeric form.

Elementary Schools

Numeric

4.b No. of children enrolled for special training in previous academic year

Provide information on the number of boys and girls provided special training in the school during the last academic year in numeric form.

Elementary Schools

Numeric

4.c No. of children completed special training during previous academic

Provide information on the number of boys and girls completed special training in the school during the last academic year in numeric form.

Elementary Schools

Numeric


18


year 4.d Who conducts the

special training Provide information on the person conducting the Special Training in the school using appropriate Code.

Elementary Schools

Coded 1. School Teachers

2. Specially engaged Teachers

3. Both of above

4. NGO 5. Others 6. None

4.e Special Training is conducted in (Place)

Provide information on where the Special Training is conducted using the appropriate code.

Elementary Schools

Coded 1. School Premises

2. Other than School Premises

3. Both of above

4.f Type of training being conducted

Provide information on type of Special Training conducted using the appropriate code. If the Special Training is conducted is Residential Special Training Centre, option”1” should be selected. If not option “2” should be selected. In case some students are attending the Special Training in Residential mode and some are attending in Non‐residential mode, option “3” should be selected.

1. Residential 2. Non‐

residential 3. Both of

above

5 When does the Academic Session start

Provide information on the start of the academic session in the school based on the month given in numeric form. For example: If the school session starts in April, “04” Should be written.

Elementary Schools

Numeric

6 Whether any text book received in current academic year (up to 30th September)

Provide information on whether text books have been received during the current academic year till 30th September using the appropriate Code. If Yes, answer the following sub‐question.

Elementary Schools

Coded 1. Yes 2. No

6.a When was the text books received in the

Provide information on month using order of the month (for example 04 for April) and Four digits for the year in YYYY format. Ex: 2014.

Elementary Schools

Numeric


19


current academic year

7.1.1 Whether complete set of free text books received ‐ Primary Section

Provide information on the receipt of the complete set of free text books for Primary Section using appropriate Code.

Primary Schools


1. Yes 2. No

7.1.2 Whether complete set of free text books received ‐ Upper Primary Section

Provide information on the receipt of the complete set of free text books for Upper Primary Section using appropriate Code.



1. Yes 2. No

7.2.1 Whether TLE available for each grade ‐ Primary Section

Provide information on the availability of TLE for each grade for Primary Section using appropriate Code.

Primary Schools


1. Yes 2. No

7.2.2 Whether TLE available for each grade ‐ Upper Primary Section

Provide information on the availability of TLE for each grade for Upper Primary Section using appropriate Code.



1. Yes 2. No

7.3.1 Whether play material, games and sports equipment available for each grade ‐ Primary Section

Provide information on the availability of play material, games and sports equipment available for each grade for Primary Section using appropriate Code.

Primary Schools


1. Yes 2. No

7.3.2 Whether play material, games and sports equipment available for each grade ‐ Upper Primary Section

Provide information on the availability of play material, games and sports equipment available for each grade for Upper Primary Section using appropriate Code.



1. Yes 2. No

8.a.1.1 Number of Instructional Days during last financial

Provide information on the total number of instructional days for the Secondary section during the last academic year using three digit numeric. Only those days will be counted, which have been spared for Instructional purposes including

Secondary Schools

Numeric


20


year ‐ Secondary Section

exam days.

8.a.1.2 Number of Instructional Days during last financial year – Higher Secondary Section

Provide information on the total number of instructional days for the Higher Secondary section during the last academic year using three digit numeric. Only those days will be counted, which have been spared for Instructional purposes including exam days.


Numeric

8.a.2.1 No. of hours children stay in school during current academic year – Secondary Section

Information on Number of Hours children stay in the school at Secondary Level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 6.40 hours in numeric form denoting 6 hours and 40 minutes

Secondary Schools

Numeric

8.a.2.2 No. of hours children stay in school during current academic year – Higher Secondary Section

Information on Number of Hours children stay in the school at Higher Secondary Level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 6.40 hours in numeric form denoting 6 hours and 40 minutes


Numeric

8.a.3.1 No. of hours teachers stay in school in current academic year – Secondary Section

Schools need to provide information on the entire duration when the teachers stay in school. Information on Number of hours spent by teachers per day in the school at Secondary level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 7.40 hours in numeric form denoting 7 hours and 40 minutes.

Secondary Schools

Numeric

8.a.3.2 No. of hours teachers stay in school in current academic year – Higher Secondary Section

Schools need to provide information on the entire duration when the teachers stay in school. Information on Number of hours spent by teachers per day in the school at Higher Secondary level in current academic year is to be mentioned. This should be provided in terms of hours and minutes. Example 7.40 hours in numeric form denoting 7 hours and 40 minutes.


Numeric

8.b.1 Is CCE being implemented at Secondary level

Provide information on whether Continuous and Comprehensive Evaluation is implemented at Secondary level using the appropriate Code.

Secondary Schools

Coded 1. Yes 2. No

8.b.2 Is CCE being implemented at Higher Secondary level

Provide information on whether CCE is implemented at Higher Secondary level using the appropriate Code.


Coded 1. Yes 2. No


21


9 Whether School Management Committee (SMC) and School Management and Development Committee (SMDC) are same in the school

Provide information on whether the School Management Committee (SMC) and School Management and Development Committee (SDMC) are the same using the appropriate Code. If No, answer the following question.


Coded 1. Yes 2. No

9.(i) Whether School Management and Development Committee has been constituted

Provide information on the constitution of the School Management and Development Committee (SMDC) using the appropriate Code. If Yes, answer the following sub‐question.


Coded 1. Yes 2. No

9.(ii) Total Members Provide information on the total male and female members in the School Management and Development Committee in numeric form.


Numeric

9.a (i) Representatives of Parents/Guardians/PTA

Provide information on the total male and female representatives of the Parents/Guardians/PTA in the School Management and Development Committee in numeric form.


Numeric

9.a (ii) Representatives/nominees from local government/urban local body

Provide information on the total male and female representatives/nominees from local government/urban local body in the School Management and Development Committee in numeric form.


Numeric

9.a (iii) Member from Educationally Backward Minority Community

Provide information on the total male and female members from Educationally Backward Minority Community in the School Management and Development Committee in numeric form.


Numeric

9.a (iv) Member from any Women Group

Provide information on the total female members from any Women Group in the School Management and Development Committee in numeric form.

Secondary and Higher Secondary

Numeric


22


Schools

9.a (v) Member from SC/ST community

Provide information on the total male and female members from SC/ST community in the School Management and Development Committee in numeric form.


Numeric

9.a (vi) Nominee of the District Education Officer (DEO)

Provide information on the nominee of the District Education Officer (DEO) in the School Management and Development Committee in numeric form.


Numeric

9.a (vii) Member from Audit and Accounts Department (AAD)

Provide information on the number of male and female member from Audit and Accounts Department (AAD) in the School Management and Development Committee in numeric form.


Numeric

9.a (viii) Subject experts (one each from Science, Humanities and arts/Crafts/Culture) nominated by District Programme Coordinator (RMSA)

Provide information on the number of male and female subject Experts (one each from Science, Humanities and arts/Crafts/Culture) nominated by District Programme Coordinator (RMSA) in the School Management and Development Committee in numeric form.


Numeric

9.a (ix) Teachers (one each from Social Science, Science and Mathematics) of the school

Provide information on the number of male and female Teachers (one each from Social Science, Science and Mathematics) of the school in the School Management and Development Committee in numeric form.


Numeric

9.a (x) Vice‐Principal/Asst. Headmaster, as member

Provide information on the Vice‐Principal/Asst. Headmaster, as member in the School Management and Development Committee in numeric form.


Numeric

9.a (xi) Principal/Headmaster, as Chairperson

Provide information on the Principal/Headmaster, as Chairperson in the School Management and Development Committee in numeric form.


Numeric

9.a (xii) Chairperson (If Provide information on the Chairperson (If Principal/Headmaster is not the Secondary and Numeric


23


Principal/Headmaster is not the Chairperson)

Chairperson) in the School Management and Development Committee in numeric form.


9.b Number of SMDC meetings held during the last academic year

Provide information on the number of meetings held of SDMC during the last academic year in single digit numeric form.


Numeric

9.c Whether SMDC has prepared School Improvement Plan

Provide information on whether the School Improvement Plan has been prepared by the SMDC using the appropriate Code.



Applicable

9.d Separate Bank Account of the SMDC is being maintained

Provide information on whether a separate Bank Account for SMDC is being maintained using the appropriate Code. If Yes, provide the following information.



Applicable

9.d.1 Bank Name Provide information on the Name of the Bank where the SMDC Bank Account has been opened.


Free Text

9.d.2 Branch Name Provide information on the Name of the Branch where the SMDC Bank Account has been opened.


Free Text

9.d.3 Account No. Provide information on the Account number of the SMDC Bank Account.


Free Text

9.d.4 Account Name Provide information on the Name of the SMDC Bank Account.


Free Text

9.d.5 IFSC Code Provide information on the IFSC Code of the Bank where the SMDC Bank Account is opened.

Secondary and Higher

Free Text


24


Secondary Schools

9.e Whether the School Building Committee (SBC) has been constituted

Provide information on the constitution of the School Building Committee (SBC) using the appropriate Code.


Coded 1. Yes 2. No

9.f Whether the school has constituted its Academic Committee (AC)

Provide information on the constitution of the Academic Committee (AC) using the appropriate Codes.


Coded 1. Yes 2. No

9.g Whether the school has constituted its Parent‐Teacher Association (PTA)

Provide information on the constitution of the Parent‐Teacher Association (PTA) using the appropriate Codes.


Coded 1. Yes 2. No

9.h If yes, number of PTA meetings held during the last academic year

Provide information on the number of PTA meetings held during the last academic year using the double digit numeric form.


Numeric

Section B 1: Physical Facilities and Equipment


1 Status of the School Building

Provide information on the status of the school building using the appropriate Codes. The Codes and their description are as follows:

1. Private: Owned by a private individual or organization. No rent is paid for such building (rent free) as the ownership lies with the users. For example, private aided school having its own building.

2. Rented: Owned by any individual or organization for which the school/management pays rent.

3. Government: The school building belonging to Government Department, local body or any such agency (education, tribal welfare, social welfare to other department) for educational purpose should be considered under this category.

4. Government School in a rent‐free building: Some government schools do not have their own building but work from a building/rooms provided by

All Schools Coded 1. Private 2. Rented 3. Governmen

t 4. Governmen

t School in a rent‐free building

5. No Building 6. Dilapidated 7. Under

Construction


25


community and no rent is paid for the same. Schools should be considered in this category if the school is functioning out of any Govt. building like Community Center, Gram Panchayat etc. and do not have their own building.

5. No Building: Schools without building are to be mentioned under this category. Some schools which are operating out of Tents etc. are to be considered here.

6. Dilapidated: If the entire school building (all blocks) has been declared dilapidated and unsafe by the competent authority (PWD department etc.), the school should be marked in this category.

7. Under Construction: School buildings which are under construction are to be mentioned under this category.

2.a.1.1 Total Classrooms used for instructional purposes for Elementary Section (Classes 1‐8)

Provide information on the number of Classrooms used for instructional purpose for Classes 1‐8 using numeric form.

Elementary Schools

Numeric

2.a.1.2 No. of classrooms under construction for Elementary Section (Classes 1‐8)

Provide information on the number of Classrooms under construction for instructional purpose for Classes 1‐8 using numeric form.

Elementary Schools

Numeric

2.a.1.3 Availability of Furniture (desk/table) for Students for Elementary Section (Classes 1‐8)

Provide information on the Availability of Furniture (desk/table) for Students for instructional purpose for Classes 1‐8 using appropriate Code.

Elementary Schools

Coded 1. All 2. Some 3. None

2.a.2.1 Total Classrooms used for instructional purposes for Classes IX

Provide information on the number of Classrooms used for instructional purpose for Classes IX using numeric form.

Secondary Schools

Numeric

2.a.2.2 No. of classrooms under construction

Provide information on the number of Classrooms under construction for instructional purpose for Classes IX using numeric form.

Secondary Schools

Numeric


26


for Classes IX

2.a.2.3 Availability of Furniture (desk/table) for Students for Classes IX

Provide information on the Availability of Furniture (desk/table) for Students for instructional purpose for Classes IX using appropriate Code.

Secondary Schools


2.a.3.1 Total Classrooms used for instructional purposes for Classes X

Provide information on the number of Classrooms used for instructional purpose for Classes X using numeric form.

Secondary Schools

Numeric

2.a.3.2 No. of classrooms under construction for Classes X

Provide information on the number of Classrooms under construction for instructional purpose for Classes X using numeric form.

Secondary Schools

Numeric

2.a.3.3 Availability of Furniture (desk/table) for Students for Classes X

Provide information on the Availability of Furniture (desk/table) for Students for instructional purpose for Classes X using appropriate Code.

Secondary Schools


2.a.4.1 Total Classrooms used for instructional purposes for Classes XI

Provide information on the number of Classrooms used for instructional purpose for Classes XI using numeric form.


Numeric

2.a.4.2 No. of classrooms under construction for Classes XI

Provide information on the number of Classrooms under construction for instructional purpose for Classes XI using numeric form.


Numeric

2.a.4.3 Availability of Furniture (desk/table) for Students for Classes XI

Provide information on the Availability of Furniture (desk/table) for Students for instructional purpose for Classes XI using appropriate Code.



2.a.5.1 Total Classrooms used for instructional purposes for Classes XII

Provide information on the number of Classrooms used for instructional purpose for Classes XII using numeric form.


Numeric


27


2.a.5.2 No. of classrooms under construction for Classes XII

Provide information on the number of Classrooms under construction for instructional purpose for Classes XII using numeric form.


Numeric

2.a.5.3 Availability of Furniture (desk/table) for Students for Classes XII

Provide information on the Availability of Furniture (desk/table) for Students for instructional purpose for Classes XII using appropriate Code.



2.b Total other rooms Provide information on the number of total other rooms (other than classrooms used for teaching) available in the school using four digit numeric form.

All Schools Numeric

2.c.1.a.1 Elementary Education – Pucca – Good Condition

Provide information on the number of Classrooms used for Elementary sections that are pucca and in good condition using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as pucca.

Elementary Schools

Numeric

2.c.1.a.2 Elementary Education – Pucca – Need Minor Repair

Provide information on the number of Classrooms used for Elementary sections that are pucca and require minor repairs using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as pucca.

Elementary Schools

Numeric

2.c.1.a.3 Elementary Education – Pucca – Need Major Repair

Provide information on the number of Classrooms used for Elementary sections that are pucca and require major repairs using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden / iron girders or tiles is classified as pucca.

Elementary Schools

Numeric

2.c.1.b.1 Elementary Education – Partially Pucca – Good Condition

Provide information on the number of Classrooms used for Elementary sections that are partially pucca and in good condition using numeric form. Partially pucca: School building (with baked brick walls or stone walls with corrugated sheet or asbestos sheet or thatched roof top is classified as Partially pucca.

Elementary Schools

Numeric

2.c.1.b.2 Elementary Education – Partially Pucca – Need Minor Repair

Provide information on the number of Classrooms used for Elementary sections that are partially pucca and require minor repairs using numeric form. Partially pucca: School building (with baked brick walls or stone walls with corrugated sheet or asbestos sheet or thatched roof top is classified as Partially pucca.

Elementary Schools

Numeric

2.c.1.b.3 Elementary Education – Partially

Provide information on the number of Classrooms used for Elementary sections that are partially pucca and require major repairs using numeric form. Partially

Elementary Schools

Numeric


28


Pucca – Need Major Repair

pucca: School building (with baked brick walls or stone walls with corrugated sheet or asbestos sheet or thatched roof top is classified as Partially pucca.

2.c.1.c.1 Elementary Education – Kuchcha – Good Condition

Provide information on the number of Classrooms used for Elementary sections that are kuchcha and in good condition using numeric form. School building with unbaked brick or mud walls with corrugated asbestos sheet or thatched roof top is classified as kuccha.

Elementary Schools

Numeric

2.c.1.c.2 Elementary Education – Kuchcha – Need Minor Repair

Provide information on the number of Classrooms used for Elementary sections that are kuchcha and require minor repairs using numeric form. School building with unbaked brick or mud walls with corrugated asbestos sheet or thatched roof top is classified as kuccha.

Elementary Schools

Numeric

2.c.1.c.3 Elementary Education – Kuchcha – Need Major Repair

Provide information on the number of Classrooms used for Elementary sections that are kuchcha and require major repairs using numeric form. School building with unbaked brick or mud walls with corrugated asbestos sheet or thatched roof top is classified as kuccha.

Elementary Schools

Numeric

2.c.1.d.1 Elementary Education – Tent – Good Condition

Provide information on the number of Classrooms used for Elementary sections that are held in a tent and in good condition using numeric form. School is running in a structure covered by canvas cloth and supported by pegs and ropes is considered as tent school.

Elementary Schools

Numeric

2.c.1.d.2 Elementary Education – Tent – Need Minor Repair

Provide information on the number of Classrooms used for Elementary sections that are held in a tent and require minor repairs using numeric form. School is running in a structure covered by canvas cloth and supported by pegs and ropes is considered as tent school.

Elementary Schools

Numeric

2.c.1.d.3 Elementary Education – Tent – Need Major Repair

Provide information on the number of Classrooms used for Elementary sections that are held in a tent and require major repairs using numeric form. School is running in a structure covered by canvas cloth and supported by pegs and ropes is considered as tent school.

Elementary Schools

Numeric

2.c.2.1 Secondary Classes – Pucca – Good Condition

Provide information on the number of Classrooms used for Secondary sections that are pucca and in good condition using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as Pucca.

Secondary Schools

Numeric

2.c.2.2 Secondary Classes – Pucca – Need Minor Repair

Provide information on the number of Classrooms used for Secondary sections that are pucca and require minor repairs using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron

Secondary Schools

Numeric


29


girders or tiles is classified as pucca.

2.c.2.3 Secondary Classes – Pucca – Need Major Repair

Provide information on the number of Classrooms used for Secondary sections that are pucca and require major repairs using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as pucca.

Secondary Schools

Numeric

2.c.3.1 Higher Secondary Classes – Pucca – Good Condition

Provide information on the number of Classrooms used for Higher Secondary sections that are pucca and in good condition using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as pucca.


Numeric

2.c.3.2 Higher Secondary Classes – Pucca – Need Minor Repair

Provide information on the number of Classrooms used for Higher Secondary sections that are pucca and require minor repairs using numeric form. School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as pucca.


Numeric

2.c.3.3 Higher Secondary Classes – Pucca – Need Major Repair

Provide information on the number of Classrooms used for Higher Secondary sections that are pucca and require major repairs using numeric form. . School building with baked brick walls/stone walls and roof top with slab or wooden/iron girders or tiles is classified as pucca.


Numeric

3 Land available for expansion of School Facilities

Provide information on the availability of land for expansion of school facilities using the appropriate Code.


4 Separate Room for Head Teacher / Principal available

Provide information on the availability of separate room for Head Teacher/Principal using the appropriate Codes.


5.1.1 No. of Toilets Seats constructed / available – Boys only

Provide information on the number of Toilet seats constructed/available for boys only in the school using numeric form.

All Schools (Boys or Co‐Ed)

Numeric

5.1.2 No. of Toilets Seats constructed / available – Girls only

Provide information on the number of Toilet seats constructed/available for girls only in the school using numeric form.

All Schools (Girls or Co‐Ed)

Numeric

5.2.1 No. of Toilets Seats functional – Boys

Provide information on the number of Toilet seats for boys only that are functional using numeric form. Functional Toilet can be defined as the one with

All Schools (Boys or Co‐

Numeric


30


only Minimal odour, unbroken seat, regularly cleaned and dry, working drainage system, accessible to users, closable door.

Ed)

5.2.2 No. of Toilets Seats functional – Girls only

Provide information on the number of Toilet seats for girls only that are functional using numeric form. Functional Toilet cab be defined as the one with Minimal odour, unbroken seat, regularly cleaned and dry, working drainage system, accessible to users, closable door.


Numeric

5.3.1 How many of above toilets have water available in the toilet for flushing and cleaning – Boys only

Provide information on the number of Toilets for boys that have water available for flushing and cleaning using numeric form.


Numeric

5.3.2 How many of above toilets have water available in the toilet for flushing and cleaning – Girls only

Provide information on the number of Toilets for girls that have water available for flushing and cleaning using numeric form.


Numeric

5.4.1 Total Urinals available – Boys only

Provide information on the number of Urinals available for boys using numeric form.


Numeric

5.4.2 Total Urinals available – Girls only

Provide information on the number of Urinals available for girls using numeric form.


Numeric

5.a Is the hand washing facility available near the toilet/urinals

Provide information on the availability of hand washing facility near the toilets / urinals using the appropriate Code.


5.b Is there any toilet that is friendly to Children with Special Needs (CWSN)

Provide information on the suitability of toilet for Children With Special Needs (CWSN).


6 Main Source of Drinking Water Facility

Provide information on the main source of drinking water facility using the appropriate Code.

All Schools Coded 1. Hand pumps

2. Well 3. Tap water 4. Others


31


5. None

6.a Whether Drinking Water Source is functional

Provide information on the functionality of the drinking water source using the appropriate Code. The functionality of the drinking water can be derived if the source is accessible to the school and also provision has been made to bring and store water in the school without involving the children.


7 Electricity Connection available in the School

Provide information on availability of Electricity Connection in the School using the appropriate Code.

All Schools Coded 1. Yes 2. No 3. Yes but not

functional

8 Type of Boundary Wall

Provide information on the availability of Type of Boundary Wall for the School using the appropriate Code.

All Schools Coded 1. Pucca 2. Pucca but

broken 3. Barbed Wire

Fencing 4. Hedges 5. No Wall 6. Others 7. Partial 8. Under

Construction

9 Whether the School has Library Facility / Book Bank / Reading Corner

Provide information on availability of Library Facility/Book Bank/Reading Corner in the School using the appropriate Code. If yes, answer the next two questions ‐ 9.a and 9.b


9.a If Yes, No. of Books available

Provide information on the no. of books available using a numeric

All Schools Numeric

9.b If Yes, Does the School have a full‐time Librarian

Provide information on availability of Librarian in the School using the appropriate Code.


10 Does the School subscribe for Newspaper /

Provide information on the subscription of Newspaper/Magazine by the School using the appropriate Code.



32


Magazine 11 Playground Provide information on the availability of Playground in the School using the

appropriate Codes. If No, Answer the next question – 11.a


11.a If No, whether land is available for developing playground

Provide information on availability of land for developing a Playground in the School using the appropriate Code.


12.1 Total No. of Computers available (for teaching learning purposes)

Provide information on the number of Computers available in the school for teaching and learning purposes using numeric form.

All Schools Numeric

12.2 If available, total No. of Computers functional

Provide information on the number of Computers functional in the school using numeric form.

All Schools Numeric

13 Does the school have Computer Aided Learning (CAL) Lab

Provide information on availability of Computer Aided Learning (CAL) Lab in the School using the appropriate Code. The CAL labs have been set up in Upper Primary Schools under SSA or by the State.


Coded 1. Yes 2. No 3. Yes, but not

functional

14 Whether Medical check‐up of students conducted last year

Provide information on Whether Medical check‐up of students was conducted last year using the appropriate Code.


14 (a) Total number of Medical Check‐ups conducted in the Schools during last academic year

Provide information on frequency of medical check‐up conducted. The frequency needs to be provided during one year. For example, if the medical check‐up of students is conducted every six months, the frequency would be “2”.

All Schools Numeric

15 Whether ramp for disabled children needed to access classrooms

Provide information on whether ramp for disabled children, needed to access classrooms, is available in the School using the appropriate Code. If Yes, answer the following sub‐questions.


15.1 Whether ramp(s) is/are available

Provide information on the availability of ramp in schools to assist disabled children using the appropriate Code. If Yes, Answer Question – 15.2


15.2 If Yes, Whether Provide information on the availability of hand rails for ramps in schools to All Schools Coded 1. Yes


33


Hand‐rails for ramp is available

assist disabled children using the appropriate Code. 2. No

17.a Does the school have boys’ hostel(s)

Provide information on the availability of Boys Hostel for the School using the appropriate Code. If Yes, answer the Question – 17.a.i


Coded 1. Yes 2. No

17.a.i if yes, total boys residing in hostel

If the School has a Hostel facility, provide information on the number of boys residing in the hostel using numeric form.


Numeric

17.b Does the school have girls’ hostel(s)

Provide information on the availability of Girls Hostel for the School using the appropriate Code. If Yes, answer the Question – 17.b.i


Coded 1. Yes 2. No

17.b.i if yes, total girls residing in hostel

If the School has a Hostel facility, provide information on the number of boys residing in the hostel using numeric form.


Numeric

18.a Separate room for Asst. Head Master/ Vice Principal

Provide information on the availability of separate room for Asst. Head Master / Vice Principal in the School using the appropriate Code.


Coded 1. Yes 2. No

18.b Separate common room for girls

Provide information on the availability of Separate common room for girls in the School using the appropriate Code.


Coded 1. Yes 2. No

18.c Staffroom for teachers

Provide information on the availability of Staffroom for teachers in the School using the appropriate Code.


Coded 1. Yes 2. No

18.d ICT Lab Provide information on the availability of ICT Lab in the School using the appropriate Code.

Secondary and Higher Secondary

Coded 1. Yes 2. No


34


Schools

18.e Computer room Provide information on the availability of Computer room in the School using the appropriate Code.


Coded 1. Yes 2. No

18.f Co‐curricular/activity room/arts and crafts room

Provide information on the availability of Co‐curricular/activity room/arts and crafts room in the School using the appropriate Code.


Coded 1. Yes 2. No

18.g Staff quarters (including residential quarters for Head Master/Principal and Asst. Head Master/Vice Principal)

Provide information on the availability of Staff quarters (including residential quarters for Head Master/Principal and Asst. Head Master/Vice Principal) in the School using the appropriate Code.


Coded 1. Yes 2. No

18.h Integrated science laboratory ‐ (Integrated laboratory is the one in which Physics, Chemistry and Biology practical are held)

Provide information on the availability of Integrated science laboratory. (Integrated laboratory is the one in which Physics, Chemistry and Biology practical are held) in the School using the appropriate Code.


Coded 1. Yes 2. No

18.i Library room If the Schools separate room for Library, provide information using the appropriate Code.


Coded 1. Yes 2. No

18 j Science Lab for Secondary Sections (Classes IX and X) only

Provide information on the availability of Science Lab for Secondary Section (Classes IX and X) using the appropriate code.

Secondary Schools

Coded 1. Yes. 2. No.

18 k Mathematics Lab for Secondary Sections

Provide information on the availability of Mathematics Lab for Secondary Section (Classes IX and X) using the appropriate code.

Secondary Schools



35


(Classes IX and X) only

18 l Social Science Lab for Secondary Sections (Classes IX and X) only

Provide information on the availability of Social Science Lab for Secondary Section (Classes IX and X) using the appropriate code.

Secondary Schools


18 m Pre‐vocation Lab for Secondary Sections (Classes IX and X) only

Provide information on the availability of Pre‐vocation Lab for Secondary Section (Classes IX and X) using the appropriate code.

Secondary Schools


19.a Physics Laboratory Provide information on the availability of Physics Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.a.1


Coded 1. Yes 2. No

19.a.1 If Yes, Present condition of the Physics Laboratory

If the School has Physics Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped

2. Partially Equipped

3. Not Equipped

4. Not Available

19.b Chemistry Laboratory

Provide information on the availability of Chemistry Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.b.1


Coded 1. Yes 2. No

19.b.1 If Yes, Present condition of the Chemistry Laboratory

If the School has Chemistry Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not


36


Equipped 4. Not

Available

19.c Biology Laboratory Provide information on the availability of Biology Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.c.1


Coded 1. Yes 2. No

19.c.1 If Yes, Present condition of the Biology Laboratory

If the School has Biology Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not Equipped

4. Not Available

19.d Computer Laboratory

Provide information on the availability of Computer Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.d.1


Coded 1. Yes 2. No

19.d.1 If Yes, Present condition of the Computer Laboratory

If the School has Computer Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not Equipped

4. Not Available

19.e Mathematics Laboratory

Provide information on the availability of Mathematics Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.e.1


Coded 1. Yes 2. No

19.e.1 If Yes, Present condition of the

If the School has Mathematics Laboratory, provide information on the present condition of the same using the appropriate Code.

Higher Secondary



37


Mathematics Laboratory

Schools 1. Fully Equipped


3. Not Equipped

4. Not Available

19.f Language Laboratory Provide information on the availability of Language Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.f.1


Coded 1. Yes 2. No

19.f.1 If Yes, Present condition of the Language Laboratory:

If the School has Language Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not Equipped

4. Not Available

19.g Geography Laboratory

Provide information on the availability of Geography Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.g.1


Coded 1. Yes 2. No

19.g.1 If Yes, Present condition of the Geography Laboratory

If the School has Geography Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not Equipped

4. Not Available


38


19.f Home Science Laboratory

Provide information on the availability of Home Science Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.h.1


Coded 1. Yes 2. No

19.h.1 If Yes, Present condition of the Home Science Laboratory

If the School has Home Science Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not Equipped

4. Not Available

19.i Psychology Laboratory

Provide information on the availability of Psychology Laboratory in the School using the appropriate Code. If Yes, answer the Question 19.i.1


Coded 1. Yes 2. No

19.h.1 If Yes, Present condition of the Psychology Laboratory

If the School has Psychology Laboratory, provide information on the present condition of the same using the appropriate Code.



1. Fully Equipped


3. Not Equipped

4. Not Available

20.a Audio/Visual/Public Address System

Provide information on the availability of Audio/Visual/Public Address System and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No

20.b LCD Projector / Overhead Projector

Provide information on the availability of LCD Projector / Overhead Projector and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No


39


20.c Fire Extinguisher Provide information on the availability of Fire Extinguisher and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No

20.d Internet Connection Provide information on the availability of Internet Connection and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No

20.e Is Rain Water Harvesting Implemented

Provide information on the implementation of Rain Water Harvesting and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No

20.f Science Kit Provide information on the availability of Science Kit and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No

20.g Maths Kit Provide information on the availability of Maths Kit and in functioning condition in the School using the appropriate Code.


Coded 1. Yes 2. No

21. h Local Area Network Provide information on the availability of Local Area Network (A network of computers within School) using appropriate code.


Coded 1. Yes 2. No

22. i Printer Provide information on the availability of Printer (to take prints using Computer) using appropriate code.


Coded 1. Yes 2. No

Section B 2: Mid‐day Meal (MDM) Information


1 Status of Mid‐day Meal

Provide information on provision and preparation of the Mid‐day Meal (MDM) in the school using the appropriate Code.

Government and Aided



40


Elementary Schools

1. Not Provided

2. Provided and prepared in School premises

3. Provided but not prepared in the School premises.

1.i If ‘Provided & prepared in school premises’, give the status of the Kitchen‐Shed

If the Mid‐day Meal (MDM) is “Provided and Prepared in the School Premises”, then provide information on the status of the Kitchen Shed using the appropriate Code.



1. Available 2. Not

Available 3. Under

Construction

4. Classroom used as Kitchen

1.ii If ‘Provided but not prepared in School premises’, provide source of Mid‐day Meal (MDM)

If the Mid‐day Meal (MDM) is “Provided and Not Prepared in the School Premises”, then provide information on the Source of Mid‐day Meal (MDM) using the appropriate Code.


Coded 1. 1. From Nearby School

2. Non‐Government Organization (NGO)

3. Self‐Help Group (SHG)

4. Parents Teachers


41


Association (PTA)/MTA

5. Others 6. Gram

Panchayat 7. Central

Kitchen

Section C: Teachers and Part‐time Instructors (including Head Master)


Col. 1 Sl.No Provide Serial Number in chronological order. All Schools Numeric

Col. 2 Teacher Code (If available)

Provide the Teacher Code if it has been provided by the Government or the School internally.

All Schools Numeric

Col. 3 AADHAR/NPR No. Provide the Aadhaar (UID)/National Population Register (NPR) number of each of teachers working in the school, if available.

All Schools Alpha Numeric

Col. 4 Name of the Teacher Provide the Name of the Teacher in full including the Surname. All Schools Free Text

Col. 5 Gender Provide information on Gender of each of the Teachers in the school using the appropriate Code.

All Schools Coded 1. Male 2. Female

Col. 6 Date of Birth Provide the Date of Birth of each of teachers working in the school, in DD/MM/YY format.

All Schools Date Format

Col. 7 Social Category Provide information on the Social Category of the Teacher using the appropriate Code.

All Schools Coded 1. General 2. Scheduled

Caste (SC) 3. Scheduled

Tribe (ST) 4. Other

Backward Caste (OBC)

5. Other Reserved Category (ORC)


42

6. Others

Col. 8 Type of Teacher Provide the information on the type for each of teachers working in the school using the appropriate Code.

All Schools Coded 1. Head Teacher

2. Acting Head Teacher

3. Teacher 5. Instructor

positioned as per RTE

6. Principal 7. Vice

Principal 8. Lecturer

Col. 9 Nature of Appointment

Provide the information on the Nature of Appointment for each of teachers working in the school using the appropriate Code.

All Schools Coded 1. Regular 2. Contract 3. Part‐time

Col. 10 Date/Year of Joining in Service

Provide the information on the Year of Joining in Service for each of teachers working in the school in YYYY format.

All Schools Date Format

Col. 11 Highest Qualification (Academic)

Provide the information on the Highest Academic Qualification for each of teachers working in the school using the appropriate Code.

All Schools Coded 1. Below Secondary

2. Secondary 3. Higher

Secondary 4. Graduate 5. Post

Graduate 6. M.Phil 7. Ph.D 8. Post‐

Doctoral

Col. 12 Highest Qualification (Professional)

Provide the information on the Highest Professional Qualification for each of teachers working in the school using the appropriate Code.

All Schools Coded 1. Diploma / Certificate in Basic Teachers Training of


43

not less than 2 years

2. Bachelor of Elementary Education (B. El. Ed.)

3. Bachelor of Education (B.Ed.) or Equivalent

4. Master of Education (M.Ed.) or Equivalent

5. Others 6. None 7. Diploma

/Degree in Special Education

Col. 13 Classes Taught Provide the information on the Classes being taught by each of teachers working in the school using the appropriate Code.

All Schools Coded 1. Primary only

2. Upper Primary only

3. Primary and Upper Primary

4. Secondary only

6. Higher Secondary only

7. Upper Primary and


44

Secondary 8. Secondary

and Higher Secondary

Col. 14 Appointed for Subject

Provide the information for each of teachers on their Appointed for teaching Subject using the appropriate Code.

All Schools Coded 1. All Subjects 2. Language 3. Mathematic

s 4. Environmen

t Studies 5. Sports 6. Music 7. Science 8. Social

Studies 10. Accountanc

y 11. Biology 12. Business

Studies 13. Chemistry 14. Computer

Science 15. Economics 16. Engineering

Drawing 17. Fine Arts 18. Geography 19. History 20. Home

Science 21. Philosophy 22. Physics 23. Political

Science 24. Psychology

Col. 15 Main Subjects Taught (Subject 1)

Provide the information on the Main Subject Taught by each of teachers using the appropriate Code. If a teacher is teaching more than one subject, provide information in the following column as well.

All Schools Coded

Col. 16 Main Subjects Taught (Subject 2)

Provide the information on the Main Subject Taught by each of teachers using the appropriate Code. Information in this should be provided if the teacher is teaching more than one subject in school.

All Schools Coded


45

25. Foreign Language

26. Botany 27. Zoology 41. Hindi 42. Marathi 43. Sanskrit 44. Sindhi 45. Urdu 46. English 47. Regional

Language 91. Art

Education 92. Health &

Physical Education

93. Work education

0. Other

Col. 17 In Service training received in last Academic Year for Elementary Teachers from Block Resource Centre (BRC)

Provide the information on the number of days of in‐service training received by each of teachers at Block Resource Centre (BRC) during the last academic year. The information will be provided in number of days using numeric form.

Elementary Schools

Numeric

Col. 18 In Service training received in last Academic Year for Elementary Teachers from Cluster Resource Centre (CRC)

Provide the information on the number of days of in‐service training received by each of teachers at Cluster Resource Centre (CRC) during the last academic year. The information will be provided in number of days using numeric form.

Elementary Schools

Numeric

Col. 19 In Service training received in last

Provide the information on the number of days of in‐service training received by each of teachers at District Institute or Education Training (DIET) during the

Elementary Schools

Numeric


46

Academic Year for Elementary Teachers from District Institute or Education Training (DIET)

last academic year. The information will be provided in number of days using numeric form.

Col. 20 In Service training received in last Academic Year at places other than mentioned above in 17,18,19

Provide the information on the number of days of in‐service training received by each of teachers during the last academic year. The information will be provided in number of days using numeric form.

All Schools Numeric

Col. 21 No. of Working Days spent on non‐teaching assignments during last year

Provide information on the number of working days (school functioning days) spent on non‐teaching assignments by each of teachers during the last academic year. The information will be provided in number of days using numeric form.

All Schools Numeric

Col. 22 Maths / Science studied upto

Provide information on the level to which each teacher studied Maths / Science for each of teachers during their academic and professional studies using the appropriate Code.

All Schools Coded 1. Below Secondary

2. Secondary 3. Higher

Secondary 4. Graduate 5. Post

Graduate 6. M. Phil 7. Ph. D. 8. Post‐

Doctoral

Col. 23 English studied upto Provide information on the level to which each teacher studied English for each of teachers during their academic and professional studies using the appropriate Code.

All Schools Coded

Col. 24 Social Studies studied upto

Provide information on the level to which each of the teachers studied Social Studies for during their academic and professional studies using the appropriate Code.

All Schools Coded

Col. 25 Working in Present School since (Year)

Provide information on the year since each of the teacher is working in the present school using the YYYY format.

All Schools Numeric

Col. 26 Type of Disability (if any)

Provide information on the type of disability for each of the teachers if applicable using the appropriate Code.

All Schools Coded 1. Not Applicable

2. Locomotor 3. Visual 4. Others


47

Col. 27 Whether trained for teaching Children With Special Needs (CWSN)

Provide information whether each of the teachers has been trained to teach Children with Special Needs (CWSN) using the appropriate Code.


Col. 28 Whether trained in use of computer and teaching through computer

Provide information whether teacher is trained in use of computer and teaching through computers



48

Section D: New Admissions in Grade I

8. In this table provide information on total number of children admitted in Class – I this year

with status of their educational background.

a) If the Child has been admitted in the same school where the Pre‐School Facility (KG, LKG,

Nursery etc.) is available, the child may be marked as with “pre‐school experience in Same

School” and put‐in against the respective age group.

b) If the Child has been admitted in this school and has Pre‐School experience from some other

school, the child may be marked as with “pre‐school experience in Other School” and put‐in

against the respective age group.

c) If the Child has been admitted in this school with no Pre‐School experience (KG, LKG, Nursery)

but has attended Anganwadi, Balwadi, ECCE etc., the child may be marked as with “pre‐

school experience in Anganwadi/ECCE” and put‐in against the respective age group.

d) If the Child has been admitted in this school with no Pre‐School experience (KG, LKG,

Nursery) and has also not attended Anganwadi, Balwadi, ECCE etc., the child may be put‐in

against the respective age group and need not be marked in “Pre‐School Experience

Column”.

Section E: Enrolment by Social Category and Minority

9. Generally, in a large school, there are more than one Section/Division of a class (example VI‐

A, B etc.). Information regarding number of sections for each class needs to be mentioned in this

table in the top‐row. In case there are no sections, for each class being taught in school, minimum of

one section need to be mentioned in the DCF. For entering enrolment figures, the following should

be used:

a) General: Number of students belonging to the general category.

b) Scheduled Caste (SC): Number of students classified as belonging to Scheduled Caste as per government orders.

c) Scheduled Tribe (ST): Number of students classified as belonging to Scheduled Tribes as per state government orders.

d) Other Backward Class (OBC): Number of students classified as belonging to Other Backward Classes as per government orders.

e) Total: Gender‐wise total of a, b, c, d above should be mentioned in this row for each class.

f) Minority: Enrolment of children belonging to religious groups as mentioned in the DCF is to be provided. There could be overlaps in information being provided by social category and minority. Therefore, the minority enrolment should not be added to total. This, in fact, is a part of total enrolment.

Section F: Enrolment by Age

10. In this table, information on enrolment of children by Age, Class and Gender needs to be

entered. For each grade the relevant age groups are opened for inputting information. In case, there

are any exceptions where the child is far lower/higher in age, the child should be considered in

minimum or maximum age in that class as the case may be.


49

Section G: Enrolment by Medium of Instructions

11. In case the school has more than one Medium of Instructions, the information on enrolment

in each grade needs to be provided. This information needs to be provided in the same order in

which the medium of instructions have been given in the School Particulars (Section – A).

Section H: Repeaters by Social Category and Minority

12. The children enrolled in same class as previous year are to be considered as repeaters. The

information on such students (repeaters) need to be provided in the same manner as Enrolment by

Social Category and Minority (E. above)

Section I: Facilities provided to Children in Primary Classes

13. Schools are supposed to provide information on facilities provided to number of children in

Primary classes disaggregated by social category.

Section I (ii): Facilities provided to Children in Primary Classes

14. Schools are supposed to provide information on facilities provided to number of children in

Upper Primary classes disaggregated by social category.

Section J: Examination Results (Elementary level)

15. In this table, provide information on number of children from classes IV or V (whichever

applicable as per State’s education cycle) appeared for and passed the examination. Similarly, the

information should also be provided for class VII or VIII (whichever applicable as per State’s

education cycle).

Section K: Children with Special Needs (CWSN)

16. Schools are supposed to provide information on number of Children with Special Needs

enrolled in school. This information needs to be provided by Class and Gender and by Nature of

Disability. Details on identification of CWSN is provided separately in Annexure‐I.

Section L: Facilities provide to CWSN

17. Information on various facilities provided by the School to CWSN children at Elementary,

Secondary and Senior Secondary level are to be provided here. Annexure‐I may be referred for

further details.

Section M: Availability of Streams in schools

18. This table is to be filled only by Higher Secondary Schools. The information needs to be

provided on whether streams like Arts Commerce, Science, Vocational or any other stream is being

taught in the school or not.

Section N: Enrolment and Repeaters by Streams

19. In this table, information is to be provided on enrolment of students in various streams and

number of children who are repeating grades XI or XII in the current year.


50

Section O (a): Examination Results – Class X

20. In this table, information is to be provided on total students appeared for Class X

examination and out of them how many passed the examination. The information needs to be

provided by gender and social category.

Section O (b): Examination Results – Class X ‐ Pass percentage

21. This is the second part of examination results. Information is to be provided on total

students passed the Class X examination by percentage of marks. In this case if the children are

provided with CGPA, the same should be converted into percentage and accordingly the information

to be provided under different categories.

Section O (c): Examination Results – Class XII

22. In this table, information is to be provided on total students, stream‐wise, appeared for

Class XII examination and out of them how many passed the examination. The information needs to

be provided by gender, social category and stream.

Section O (d): Examination Results – Class XII ‐ Pass percentage

23. This is the second part of examination results for Class XII. Information is to be provided on

total students passed the Class XII examination by percentage of marks. In this case if the children

are provided with CGPA, the same should be converted into percentage and accordingly the

information to be provided under different categories.

Section P: Receipts and Expenditure

24. In this table, financial information related to schools receipts and expenditure needs to be

provided. Information on various grants received by schools and expenditure thereon needs to be

provided under various categories like civil works, annual school grants, repair grants, maintenance

grants etc. Besides, information on spillovers as on opening of the financial year i.e. 1st April. Spill‐

overs are funds which are available to the school (from previous year) at the beginning of the

financial year.

Section Q: Number of Non‐teaching / Administrative and support staff sanctioned and in‐position

25. In this question, number of non‐teaching /administrative staff sanctioned (approved) and

positioned (available) for position of Accountant, Library Assistant, Laboratory Assistant, UDC/Head

Clerk, LDC, Peon, Night watchman etc. are to be provided as on 30th September.


51

Annexure ‐ I

Guidelines for Identification of Children with Special Needs and

Facilities Provided to CWSN

Background

Children with Special Needs (CWSN) require special attention to overcome their challenges and

participate in education processes. This includes early identification of the impairment so that

remedial and treatment services can be provided to them enabling them to participate in all

development processes. Pre‐school and early schooling years are very important in identification of

children with special needs as they are related to achievement of various development milestones of

children.

Parents and Teachers in early years are key to identification of children with disabilities as they have

the opportunity to observe children and also monitor key achievements that indicate early

childhood development. The present guidelines are developed to support teachers in screening

children for some of the important impairments and referring them to appropriate facilities and

institutions for services.

Various categories of Children with Special Needs covered are:

1. Blindness

2. Low Vision

3. Hearing Impairment

4. Speech Impairment

5. .Locomotor Impairment

6. Mental Retardness

7. Learning Disability

8. Cerebral Palsy

9. Autism and

10. Multiple Disability.

Nature of Disability

The Guidelines for screening and identification of each type of Disability are provided as under.

1. Visual Impairment (Blindness): Blindness is defined as total absence of sight due to which a child cannot see. Total blindness is the complete lack of form and visual light perception and

is clinically recorded as NLP, an abbreviation for "no light perception." Blindness is

frequently used to describe severe visual impairment.

2. Visual Impairment (Low Vision): Low vision is a loss of eyesight that makes everyday tasks

difficult. A person with low vision may find it difficult or impossible to accomplish activities

such as reading, writing, shopping, watching television, driving or recognizing faces. Low

Vision can be defined as presence of any 4 of the following symptoms. a) The child has difficulty in reading from the black board, even if s/he is sitting in the

first row.

b) The child keeps the book too far or too close to his/her eyes while reading.


52

c) The child is not able to write in the prescribed space/line due to low vision. d) The child finds difficult to identify objects/people at a distance (4 ‐5 meters or

further).

e) The child has problem in following moving objects.

f) The child is not able to identify/match colours.

g) The child has difficulty in identifying numbers, symbols and patterns

h) The child has problem in following path.

i) Lighting variation in the environment confuse the child.

j) The child functions better when given bold print, good contrast, required illumination.

k) The child is not able to reach the objects at about 14 inches. l) The child is not able to follow 2‐D representation of any object.

m) The child has difficulty in focusing because of unstable movement of the eye balls.

n) The child gets confused between the shadows and the level changes. o) The child has problem in recognizing actions and facial expression.

p) The child mobility is badly affected in semi‐dark area.

3. Hearing Impairment: Hearing impairment is a partial or total inability to hear. In children it

may affect the development of language and can cause work related difficulties for adults.

Hearing Impairment can be identified based on the following:

a) Does the child have problems paying attention in class?

b) Does the child favour one ear for listening purpose? c) Does the child have problems to hear when you speak to him from behind?

d) Do you think that the child speaks too loudly or too softly? e) Does the child exhibit voice problem and mispronunciation?

f) Does the child keep away from his/her age mates?

g) Is the child unable to respond when you call from the other room? � Does the child

understand only after few repetitions?

If any of the above 3‐4 questions elects response that indicates some kind of hearing/speech

loss, then the child should be carefully examined by a qualified ENT specialist, an audiologist,

and speech therapist in an assessment camp.

4. Speech Impairment: Speech impairment can be defined as any kind of speech and language

disorders that affect children. They can be identified by the observation of the following,

a) Articulation: speech impairments where the child produces sounds incorrectly (e.g.,

lisp, difficulty articulating certain sounds, such as “l” or “r”);

b) Fluency: speech impairments where a child’s flow of speech is disrupted by sounds,

syllables, and words that are repeated, prolonged, or avoided and where there may be

silent blocks or inappropriate inhalation, exhalation, or phonation patterns;

c) Voice: speech impairments where the child’s voice has an abnormal quality to its

pitch, resonance, or loudness; and

d) Language: language impairments where the child has problems expressing needs,

ideas, or information, and/or in understanding what others say.

5. Locomotor Impairment: Locomotor disability is defined as a person's inability to execute

distinctive activities associated with moving both himself and objects. Locomotor

Impairment can be identified based on the following:

a) Does the child have difficulty in moving or using any part of the body?

b) Is any part of the child’s body amputated?

c) Does the child limp or has difficulty in moving his/her hands?

d) Does the child walk with jerks?


53

e) Is the child using a stick to walk? f) Does the child lack bodily coordination? Does the child have tremors?

Note: If answer to any of the above written statements is positive, the child should be

carefully examined by a qualified doctor, orthopaedic surgeon, physiotherapist / prosthetic

/ orthopaedic technician in an assessment camp.

6. Mental Retardness: If the child shows behaviours below 3‐4 years when compared to peer

group behaviours with IQ between 70‐50 (if IQ report available). If IQ report not available,

then the underlined statements indicate presence of Mild Mental Retardation.

a) Have the parents reported child having history of delayed development in following

areas before reaching age of 6 years

▪ Neck holding not achieved by 3 months.

▪ Sitting not achieved by 9 months

▪ Standing not achieved by 1.5 year

▪ Speaking words not achieved by 2.5 years.

▪ Toilet training not achieved by 5 years. b) Have the parents reported child having history of

▪ Head injury

▪ Fits

▪ History of ill health due to jaundice, loose motions, poor nutrition, brain fever.

▪ Poor attention as a child.

▪ Poor ability to remember, sequence of instructions

c) Does the child have difficulty in imitating actions, sequence of task, and speech by

observing peer group?

d) Does the child have difficulty in understanding meaning of lesson content, sequence in

a story appropriately?

e) Does the child have difficulty in solving puzzles, mathematical manipulations or

decision making in conflicting situation.

f) Does the child look for approval before initiating the task or wait for instructions by the teacher.

g) Does the child has difficulty in classification of objects by grouping characteristics? Example

▪ Mango described by colour, taste, texture and its name.

▪ Dog described as animal, helping to protect, with friendly nature.

▪ Water described as liquid, without colour and shape.

h) Does the child have difficulty in learning task in a continuous sequence of more than

four to five steps?

i) Does the child have history of scholastic failure in previous classes or history of

changing schools frequently?

j) Does the child behave in an immature manner resembling children lower than 3‐4

years?

7. Learning Disability: Learning Disability can be categorized as Slow Learners and Specific Learning Disability based on the following:

i. If the child has IQ is between 90‐70, it indicates problem of slow learning. If IQ report

not available, then the underlined statements indicate problem of slow learning.


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a) Does the child has history of poor attention before the age of 6 year in spite of no history of significant developmental delay, illness, head injury or fits?

b) Does the child take longer to complete a task when compared to peer

group/classmates?

c) Does the child have limited vocabulary in using words yet communicate

comfortably to express needs with parents, teachers and peer group.

d) Does the child need repeated instructions with practical examples and instructions

in a smaller group to cope with lesson content?

e) Does the child engage frequently in impulsive actions, aggressive reaction, and

abusive expression when frustrated or angry with his/her classmates?

f) Does the child have better performance using oral medium when compared to

written performance at a given class.

g) Does the child consistently write untidily and illegibly?

ii. Specific Learning Disability (SLD): If the child has IQ above 85, yet shows below listed characteristics, it indicates presence of a SLD. If IQ report not available, look for the

underlined characteristics.

a) Does the child have difficulty in maintaining attention while performing a given

task without getting distracted when unsupervised?

b) Does the child have difficulty in completing the task within the prescribed time‐

limit when unsupervised?

c) Does the child commit pattern of consistent errors as listed below:

▪ Leaves letters or words while reading a line from a text.

▪ Has difficulty tracking lines or words in a row therefore uses finger for tracking while reading.

▪ Has difficulty organizing things for example by shape, colour or size such as

placing books in a school bag systematically by size or arranging cloths on a rack

in categories of size and use.

▪ Difficulty in copying from black board without missing letters or words.

▪ Difficulty in using mathematical symbols and understanding relation between

numbers.

▪ Difficulty in differentiating letter such as ‘b’ and‘d’, or numbers like ‘9’ and ‘6’.

▪ Difficulty in maintaining a straight line or leaving appropriate space between

words.

▪ Difficulty in understanding use of punctuations while reading and writing.

▪ Difficulty in comprehending word problems and understanding the meaning

and relationship between numbers and sentences.

▪ Difficulty in selecting or filtering specific details to answer a question from a

story, passage or a narration of an incident.

▪ Difficulty in locating an object when given specific sequence of instruction for example: “look for a green book on right side of the table on the top corner”.

d) Does the child have difficulty in associating sound with alphabet? e) Does the child have difficulty in locating specific alphabet or numbers within

prescribed text?

f) Does the child have difficulty in articulating his/her views or ideas, thus landing in a quarrel or breaking a friendship?


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g) Does the child have difficulty in discussing a central theme on a given topic unless

reminded or assisted?

h) Does the child have difficulty in comprehending or explaining concepts in subjects

like language, science or social studies in his/her own words?

i) Does the child have tendency of displaying short span of attention across his/her

performance within home/school or during play with neighbourhood children?

j) Does the child have difficulty in following the rules of common games popular

among the peer group?

8. Cerebral Palsy: Cerebral palsy is a general term for a group of permanent, non‐

progressive movement disorders that cause physical disability, mainly in the areas of body

movement. There may also be problems with sensation, depth perception, and

communication ability. Difficulty with cognition and epilepsy are found in about one‐third of

cases. Cerebral Palsy can be identified based on the following:

Check from the parents [if the child has a history of delayed milestones, fits, prolonged

symptoms of drooling and involuntary movements before the age of 6 years. Presence of 2

additional symptoms along with the underlined statements indicates Cerebral Palsy.

a) The child has problems in controlling voluntary movements.

b) The child has an odd gait, posture and shows problems in balancing.

c) The child has difficulty in gross motor skills such as sitting on a regular chair

without support, walking, jumping, climbing, bending etc.

d) The child has problems in fine motor and eye‐hand coordination skills such as

holding and placing objects, cutting, pasting, writing etc.

e) The child has problems in performing Activities of Daily Living.

f) The child has problems in articulation and regulating breathing while speaking.

g) The child may have associated problems in hearing/vision/mental

retardation/seizures, etc.

h) The child requires assistance in reading/writing due to in ‐co‐ordination. i) The child is too stiff or too floppy to be able to sit or stand.

j) The child is stuck in one position and is unable to move.

k) Has not achieved head and neck control.

9. Autism: Autism is a disorder of neural development characterized by impaired social

interaction, verbal and non‐verbal communication, and by restricted and repetitive

behaviour. Autism can be identified based on the following: Presence of 2 additional symptoms

along with the underlined statements indicates Autism.

a) The child has difficulty in making and sustaining an eye contact.

b) The child shows echolalia or repeat words (For example, on being asked ‘what is

your name?’ they will repeat ‘what is your name?’, instead of telling their name

c) The child reverses pronouns like ‘I’ and ‘You’. d) The child has difficulty in playing with peer group/classmates. May not be able to

wait, take‐turns or follow the rules of the game.

e) The child has problems in understanding body language of others. For example:

‘yes’ or ‘no’ by movement of head and ‘come here’ by use of hands.

f) The child appears to be aloof.

g) The child does not always respond to his/her name immediately.

h) The child exhibits repetitive motor mannerisms like rocking, spinning, hand

flapping etc.


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i) The child interrupts or disturbs the class very often by asking a question

repetitively or out of context.

j) The child is pre‐occupied or fixated on a topic, object or an activity.

k) The child has exceptional rate memory for numbers, dates, phone numbers,

names, etc.

l) The child is over selective about his/her seat, subject, students and shows

resistance to change.

m) The child may show compulsive tendencies to smell/touch things, cover his/her

ears/eyes.

n) The child is not able to explain that s/he is angry, sad, in pain, etc. and why?

10. Multiple Disability: Since this is a combination of more than one kind of disability, symptoms

from other disabilities also must be kept in mind. The obvious symptoms of MD are underlined

a) The child use glasses, hearing aids, crutches, wheel chair etc. b) The child have any visible deformities like, large head/small he ad/extra

fingers/extra toes.

c) The child startles when a known object is brought near him/her suddenly.

d) The child shows habits like poking the eyes, waving the hands and jumping towards

light.

e) The child goes very near to the objects and touches them to identify.

f) Is the child aware of the school bell and does he understand the movement of

people when the bell rings.

g) The child talks or shows gestures to his/her classmates or never interacts at all.

h) The child does not recognize that his/her friends are writing and copying from the

board.

i) The child does not maintain a proper posture when the physical education class is

being taken.

j) The child prefers any particular corner of the classroom.

Section L: Facilities provided to Children with Special Needs

This section covers information on facilities provided to Children with Special Needs (CWSN) in the

School. This includes provision of Brail books, Brail kits, low vision kits, Hearing Aids, Braces,

Crutches, Wheel Chairs, Tricycles and Callipers. Definitions of each of the equipment are provided

below along with photographs depicting the special devise.

1. Brail Books: Braille is a tactile writing system used by the blind and

the visually impaired. It is traditionally written with embossed

paper. Braille characters are small rectangular blocks

called cells that contain tiny palpable bumps called raised dots. The number and arrangement of these dots distinguish one

character from another. Braille cells are not the only thing to

appear in embossed text. There may be embossed illustrations

and graphs, with the lines either solid or made of series of dots,

arrows, bullets that are larger than braille dots, etc.

2. Braille Kits: Braille can be written with a Braille writing machine

(similar to a typewriter). It can also be written by using a pointed

stylus to punch dots on slightly thick paper (Chart paper) using a

Braille slate with rows of small "cells" in it, as a guide. This


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method of writing Braille is similar to writing text with a pen or pencil on a paper. Braille kit includes, specially designed Braille learning tools and tools for learning arithmetic and geometry.

It can be used by anyone to teach a blind student from the age of four and above.

3. Low Vision Kits: Low Vision Kit is used by sighted individuals to gain a better understanding of the functional impact of visual

impairment or low vision. The Kit contains goggles and

interchangeable visual acuity and visual pathology simulations, as

well as peripheral field restriction simulations that allow people

with low vision to view and read material.

4. Hearing Aids: A hearing aid or deaf aid is an electroacoustic device which is designed to amplify sound for the wearer, usually with the aim of making speech

more intelligible, and to correct impaired hearing as measured by audiometry.

5. Braces: Dental braces are devices used in orthodontics that align and straighten teeth and help to position them with regard to a

person's bite, while also working to improve dental health. Braces

can be either cosmetic or structural.

6. Crutches: A crutch is a mobility aid that transfers weight from the legs to the

upper body. It is often used for people who cannot use their legs to support

their weight, for reasons ranging from short‐term injuries to lifelong

disabilities

7. Wheel Chairs: A wheelchair is a chair with wheels and is propelled by motors

or by the seated occupant turning the rear wheels by hand. Often there are

handles behind the seat for someone else to do the pushing. Wheelchairs are

used by people for whom walking is difficult or impossible due to illness,

injury, or disability.

8. Tricycles: Special needs tricycles are designed to help disabled person become mobile Hand‐pedaled recumbent tricycles make it possible for

those without the use of their legs. Children, teens and adults with

cerebral palsy and similar disorders can select tricycles specially designed

to increase strength and coordination

9. Calipers: Calipers are special devises designed to enable patients afflicted with physical deformities to overcome their mobility restrictions like polio

patients.

NUEPA, 17- B, Sri Aurobindo Marg, New Delhi -110016 INDIA+91 11 26565600, 26544800 | [email protected] | www.nuepa.org

Department of Educational Management Information System (EMIS)

www.dise.in | www.schoolreportcards.in

Documents

Guidelines for filling-up U-DISE Data Capture Formatdise.in/Downloads/GuidelinesforfillingDCF2014-15.pdf · Guidelines for Filling‐up U‐DISE Data Capture Format 1 Brief introduction