Key Performance Indicator 1a Transition from Primary (Class V) to Upper Primary

Key Performance Indicator 1a
Transition from Primary (Class V) to
Upper Primary (Class VI)
Context
 The transition/movement of students from primary to upper
primary should be 100%
 It is seen that there may be major dropouts at this level due to
reasons such as upper primary school being in a different
building/location/school, parents having to first identify an upper
primary school and take fresh admission, etc.
 The District Collector/Chief Executive Officer, Zila Parishad
should, therefore, be responsible for ensuring automatic
admission of all class V students in an upper primary school.
c) take action to give such admission.
d) go to the residence of those students passing out from Class
V, who are not joining Class VI, to encourage them to join
4. Supervise the transition of the students, and remove all hurdles
in the process
5. a) Prepare a list of students who have passed out of class V but
have not joined in class VI inspite of all the above efforts
b) Discuss this with the District Collector/Chief Executive
Officer, Zila Parishad and the Education Secretary, identify
the further action that can be taken to encourage the
students to rejoin in class VI
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
6. Carry out activities at 3 (d) and 5 above in all schools where
1. Identify the schools with classes V and VI run by the Government
including the State Government, Local Bodies, Aided Schools,
Tribal Schools etc.,
classes V and VI are in the same school/ building / location /
campus
7. Bring the good work done by the teachers to improve transition
to the notice of District Collector / Chief Executive Officer, Zila
Parisad and the State Education Department
2. Call teachers of classes V and VI for a meeting
3. Direct the teachers to
a) identify the upper primary school where every class V student
shall be automatically admitted into class VI
b) inform the parents about the school where their child is being
automatically admitted in class VI.

1. TRANSFORMATION OF
ASPIRATIONAL DISTRICTS
Proceedings of Workshop with District Education Officers,
DIETs, SCERTs, State Nodal Officers & Central Ministries and
Way Ahead
@HRDMinistry
@PrakashJavdekar
@HRDMinistry @PrakashJavadekarOfficial HRDMinistry PrakashJavadekarmhrd.gov.in Prakashjavadekar.com

2. District Education Officers are real
agents of change…….
They can transform their districts.
I urge all the participants here today
to take a vow to improve education in
their districts
WORKSHOP ON “TRANSFORMATION OF ASPIRATIONAL DISTRICTS” INCLUDING
EXTENDED GRAM SWARAJ ABHIYAAN
“
”
“
”
21
Hon’ble Minister for Human Resource Development
Shri Prakash Javadekar addressing the participants

3. 43
Aspirational Districts
- Honourable Prime Minister launched the “Transformation of Aspirational
Districts” programme in January 2018 to transform over 100 districts in 28 States
- These districts have been ranked on 49 Key Performance Indicators (KPIs) across
five sectors. Education is one of the sectors with 30% weight attached
- Composite and sector-wise ranking of the districts on the baseline data can be
accessed at niti.gov.in/content/aspirational-districts-baseline ranking-map.
Extended Gram Swaraj Abhiyan (EGSA)
(from 1
st
June to 15
th
August, 2018)
- Gram Swaraj Abhiyan was initiated to attain saturation coverage of 7 flagship
programmes
- It is now extended to include all the five sectors under the Transformation of
Aspirational Districts Programme and coverage has also been extended to all the
Aspirational Districts
- KPIs at Serial Numbers 1 to 4 above are included under EGSA
- District Education Officers (DEOs) need to upload data on all the KPIs on egsa.nic.in.
 A full day Workshop on “Transformation of Aspirational Districts” was held on 19.06.2018 at
Vigyan Bhawan, New Delhi
 Over 400 officials from 28 States and 117 districts participated in the Workshop.
 All Central Ministries concerned, namely, the Ministries of Power, Drinking Water &
Sanitation, Panchayati Raj, and Rural Development, Department of Expenditure and NITI
Aayog were represented
 State Nodal Officers appointed by NCERT along with representatives of State Councils of
Educational Research and Training (SCERTs) and District Institutes for Education and
Training (DIETs) also participated
 The workshop was inaugurated by the Hon’ble Human Resource Development Minister Shri
Prakash Javadekar. He spoke about the importance of the Programme and the
responsibilities of the Officers present in the workshop in making it a grand success. He
emphasized that there can be no development without education and that District Education
Officers (DEOs) play a key pivotal role towards improving the status of education in their
districts
 The workshop witnessed lively and extensive discussions. Many new points and perspectives
emerged. On the basis of the discussions, the actionable points have been refined and the
context has been added to each Key Performance Indicator (KPI). Copies of the
communications referred to in the actionable points have been included as annexure.
State Education Secretaries and District Collectors/Chief Executive Officers, Zila Parishads
are requested to:
 regularly monitor the action taken to improve the KPIs & hold review meetings with DEOs
 ensure data is uploaded by the DEOs at least once a week on the four KPIs in the EGSA portal
 compare the current status with the base-line data to see if there is any improvement
 if the improvement is not found to be satisfactory, take up necessary interventions
 NCERT has appointed State Nodal Officers. All SCERTs should get in touch with them to work
on the methodologies to improve Learning Outcomes
 In the case of Assam, the Principal Secretary, Bodoland Territorial Council should be involved
District Education Officers (DEO) to review the KPIs through regular meetings with Block
Education Officers.
Workshop with State and District Officials
on Transformation of Aspirational Districts-
19
th
June 2018, New Delhi
Key Performance Indicators - Education Sector
1. Transition from
a) Primary to Upper Primary
b) Upper Primary to Secondary
2. Schools with Functional Girls' Toilets
3. Availability of Functional Drinking Water Facility in the schools
4. Availability of Textbooks to children
5. Availability of Functional Electricity Facility at Secondary School Level
6. Elementary Schools Complying with RTE specified Pupil Teacher Ratio
7. Learning Outcomes of Classes 3, 5 and 8 in Language and Mathematics
8. Female Literacy (15 + years)
District-wise data on the above indicators is uploaded at championsofchange.gov.in
and updated every month.

4. 65
Context
 The transition/movement of students from primary to upper
primary should be 100%
 It is seen that there may be major dropouts at this level due to
reasons such as upper primary school being in a different
building/location/school, parents having to first identify an upper
primary school and take fresh admission, etc.
 The District Collector/Chief Executive Officer, Zila Parishad
should, therefore, be responsible for ensuring automatic
admission of all class V students in an upper primary school.
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Identify the schools with classes V and VI run by the Government
including the State Government, Local Bodies, Aided Schools,
Tribal Schools etc.,
2. Call teachers of classes V and VI for a meeting
3. Direct the teachers to
a) identify the upper primary school where every class V student
shall be automatically admitted into class VI
b) inform the parents about the school where their child is being
automatically admitted in class VI.
Key Performance Indicator 1a
Transition from Primary (Class V) to
Upper Primary (Class VI)
c) take action to give such admission.
d) go to the residence of those students passing out from Class
V, who are not joining Class VI, to encourage them to join
4. Supervise the transition of the students, and remove all hurdles
in the process
5. a) Prepare a list of students who have passed out of class V but
have not joined in class VI inspite of all the above efforts
b) Discuss this with the District Collector/Chief Executive
Officer, Zila Parishad and the Education Secretary, identify
the further action that can be taken to encourage the
students to rejoin in class VI
6. Carry out activities at 3 (d) and 5 above in all schools where
classes V and VI are in the same school/ building / location /
campus
7. Bring the good work done by the teachers to improve transition
to the notice of District Collector / Chief Executive Officer, Zila
Parisad and the State Education Department
8. If the number of upper primary schools is too few, the
concerned authority should take steps to upgrade the primary
schools to upper primary schools.

5. 87
Context
 The transition/movement of students from upper primary to
secondary should be 100%
 It is seen that there may be major dropouts at this level due to
unique requirements of students at this age besides the reasons
mentioned under 1a) such as secondary school being in a different
building/ location/ school, the parents having to first identify a
secondary school and take fresh admission, etc.
 The District Collector / Chief Executive Officer, Zila Parishad
should, therefore, be responsible for ensuring automatic
admission of all class VIII students to a secondary school and
ensure that schools are doing the needful to address the unique
requirements of the students.
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Identify the schools with classes VIII and IX run by the
Government including the State Government, Local Bodies,
Aided Schools, Tribal Schools etc.,
2. Call teachers of classes VIII and IX for a meeting
3. Direct the teachers to
a) identify the secondary school where every class VIII student
shall be automatically admitted into class IX
b) inform the parents about the school where their child is being
automatically admitted in class IX
Key Performance Indicator 1b)
Transition from Upper Primary
(Class VIII) to Secondary (Class IX)
c) take action to give such admission
d) go to the residence of students dropping out to encourage
them to join class IX
4. Supervise the transition of the students, and remove all hurdles
in the process
5. a) Prepare a list of students who have joined ITI or any
vocational course after passing out of class VIII
b) Prepare a list of students who have passed out of class VIII
but have not taken admission in class IX or joined any
vocational course inspite of all the above efforts
c) Discuss (b) above with the District Collector/Chief Executive
Officer, Zila Parishad and the Education Secretary, identify
the further action that can be taken to encourage the
students to rejoin in class IX or initiate necessary steps to
introduce technical / vocational courses at class IX level
6. Carry out activities at 3 (d) and 5 above in all schools where
classes VIII and IX are in the same school / building / location /
campus
7. a) Identify the schools where necessary steps need to be taken
to meet the unique requirements of students at this age, so
that they are encouraged to continue in class IX and beyond,
eg. Safety of girls while travelling to school, adequate
facilities to handle menstruation, introduction of vocational
skills etc. and make efforts to ensure these
b) Publicise the schools which have adopted such practices and
appreciate them
8. Bring the good work done by the teachers to improve transition
to the notice of District Collector / Chief Executive officer, Zila
Parishad and the State Education Department.

6. 109
Context
 All Girls’ and Co-ed schools should have adequate number of girls’
toilets
 As per the Report of Causes of Deaths in India 2010-13 of RGI,
diarrhoea accounts for 12.8% of the deaths of girls in 5-14 years
age group. Lack of toilets is one of the major factors responsible
for this leading cause of death among children
 A healthy mind needs a healthy body and availability of toilets is
critical for maintaining good health of the children
 Non-availability of girls’ toilets in schools severely impacts
drop-out of girls specially at higher levels
 Funds are available for construction and maintenance of toilets
under Swachh Bharat Kosh as well as with the Ministry of
Panchayati Raj
 The District Collector/Chief Executive Officer, Zila Parishad should,
therefore, ensure availability of adequate number of Girls’ toilets in
the schools through convergence of funds.
Key Performance Indicator 2
% Schools with Functional Girls’ Toilets
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Identify schools with no functional girls’ toilet or inadequate
number of girls’ toilets
2. Take up the matter with the District Collector/Chief Executive
Officer, Zila Parishad for convergence of services and funds for
construction, repair & maintenance of toilets. Bring to the notice
of the District Collector/Chief Executive Officer, Zila Parishad,
the joint advisory in this regard issued by Govt. of India dated
06.04.2016 (Annexure) and the detailed Government Order No. 151
issued by the Department of Rural Development, Tamil Nadu
dated 30.11.2016 in this regard (Annexure)
3. Put up proposals to the District Collector / Chief Executive
Officer, Zila Parishad and ask him/her to forward these to the
Department of School Education & Literacy, MHRD to access
funds under the Swachh Bharat Kosh which is under the
Department of Expenditure, Ministry of Finance for construction
of toilets
4. Check from the State Education Department, the funds released /
sanctioned to the district under SSA and RMSA till March, 2018 for
girls’ toilets and ensure that this is utilized and the toilets are built
5. Involve Parent-Teacher Associations and School Management
Committees to make sure the toilets are functional and are
cleaned regularly
6. Ask the District Collector/ Chief Executive Officer, Zila Parishad
to encourage PSUs, Corporates etc to donate funds for this.

7. 1211
Context
 All schools should have functional drinking water facilities
 As mentioned under KPI 2 above, availability of drinking water
facility in schools is critical for the good health of the students
 The District Collector/Chief Executive Officer, Zila Parishad should,
therefore, ensure availability of drinking water facilities in the
schools through convergence of funds available with PRIs and
under National Rural Drinking Water Programme (NRDWP).
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Identify the schools with no functional drinking water facility or
inadequate drinking water facility
2. Provide the list of such schools to the District Collector/Chief
Executive Officer, Zila Parishad so that the District
Collector/Chief Executive Officer, Zila Parishad can approach the
officer concerned with drinking water in the State/District to
ensure piped water supply to these schools. Bring to the notice of
the District Collector/Chief Executive Officer, Zila Parishad, the
letter issued by the Ministry of Drinking Water & Sanitation dated
15.03.2018 approving the provision of piped water supply in all
districts (Annexure) and also the Joint Advisory referred above.
Key Performance Indicator 3
% Schools with Functional Drinking
water Facilities
Context
 It is essential that all students have the textbooks in their hands at
the start of the academic session
 The Samagra Shiksha programme has a provision for free
textbooks to children up to elementary level in all Government and
Government Aided schools
 The District Collector/Chief Executive Officer, Zila Parishad should
ensure that the textbooks reach the schools within a month of the
start of the academic session.
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Arrange to create a book bank in every Government and Aided
school by taking back as many school text books as possible from
the students after the session is over. The Head Masters and
Principals should be made responsible to ensure this
2. Ensure that these text books are distributed to the children in the
present school session
3. Monitor if new textbooks have reached all elementary schools in
the district on time. If not, prepare a list of such schools where
the books have not reached and take it up with the District
Collector/Chief Executive Officer, Zila Parishad and the State
Secretary, Education Department to ensure that these schools
receive the text books without any further delay
4. Some states and UTs are transferring money through DBT instead
of supplying books. Such States should establish strict
monitoring mechanism to ensure that the cash is used only for
purchase of textbooks.
Key Performance Indicator 4
% Schools providing Textbooks to
children

8. 1413
Context
 All secondary schools should have functional electricity
 It is seen that a village may be shown as electrified but the secondary
school in that village has no electricity
 The District Collector/Chief Executive Officer, Zila Parishad should,
therefore, ensure power supply in all secondary schools.
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Obtain a list of the electrified villages in the district
2. Identify the secondary schools/schools with secondary section in these
villages with no electricity
3. Clarify the procedure to be followed for provision of electricity. The
DEOs shall ensure that the Principal / Head of School fills in the
necessary forms and that the requisite funds are given for this purpose
4. Take up with the District Collector / Chief Executive Officer, Zila
Parishad to approach the State Department in charge of power supply
for ensuring electrification of these schools
5. Ask the District Collector / Chief Executive Officer, Zila Parishad to take
up with the State Departments of Education and Power, the issue of
levying domestic tariff only on schools. Advisory dated 2nd April 2018
from the Department of School Education & Literacy in this regard may
be referred to (Annexure). This matter may also be taken up with the
Chief Secretary of the State
6. Request District Collector/Chief Executive Officer, Zila Parishad if he
can ensure power supply in balance secondary schools in the
non-electrified villages in the district, including solar power.
Key Performance Indicator 5
% Schools with Functional Electricity
Facility at Secondary Level
Context
 All elementary schools (classes I to VIII) have to comply with RTE specified
pupil teacher ratio (PTR)
 At primary level, the ratio should be 30:1 and at upper primary level, the
ratio should be 35:1 at every school (not in the average)
 Some schools may have fewer teachers than this PTR
 Some schools, especially at the District and Block Headquarters may have
excess teachers because the teachers do not want to join schools in the
villages where they have been posted
 The District Collector / Chief Executive Officer, Zila Parishad, therefore,
should ensure correct deployment of teachers.
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Identify the Elementary Schools having shortage of Teachers as per RTE
norms
2. Identify the Elementary Schools having excess Teachers as per RTE
norms
3. Redeploy teachers within the district from schools identified with
excess teachers to schools identified with shortage of teachers, if it is
within your power.
4. If not, take up the matter with the State Department of Education for
immediate posting and/or redeployment
5. Monitor if the teachers are attending the school where they are posted.
6. Initiate disciplinary action in case of proxy teachers
7. Provision of Biometric/Online Attendance should be developed to ensure
that there are no proxy teachers and attendance is regularly monitored.
Key Performance Indicator 6
% Elementary Schools Complying with
RTE specified Pupil Teacher Ratio

9. 1615
Context
 In every school, at least 75% students should answer all the questions
correctly in both the subjects i.e. Mathematics and Language
 The focus of the Govt. so far has been on improving access to schools and
infrastructural facilities in the schools. Having achieved almost 100%
enrolment at the elementary level, the focus has now shifted to improving
the quality of education
 Accordingly, Rules to the RTE Act were amended in February, 2017 to
include, for the first time, the class wise, subject wise Learning Outcomes
(LOs) till Class VIII. National Achievement Survey conducted in November
2017 was the first of its kind in that the assessment of students, which
were earlier based on textbook content, was conducted on Learning
Outcomes. District and State level Report Cards have been uploaded on
the website of NCERT
 The district and state level officers in the Education Department with the
involvement of DIETs and SCERT should create awareness about the LOs
and ensure that the schools work towards improving the quality of
education as well as assess the knowledge of both teachers and students
on the LOs.
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. View the District Report Card on the NCERT website ncert.nic.in
2. As decided in the workshop, NCERT, SCERT and DIETs will prepare
Guidelines giving indicative activities for improving LOs. DEOs shall
ensure implementation of these and ensure monitoring
3. Approach the District DIET, and the State SCERT/SIE, to carry out
a) a training needs assessment of teachers using the NCERT’s test
items on LOs for classes 3, 4, 5, 6, 7 and 8
b) training of the teachers based on this assessment and
c) post training assessment using the same test items to measure the
impact and usefulness of this training
4. The Comprehensive and Continuous Evaluation (CCE) conducted by
schools for assessing the performance of students may now be based
on the NAS pattern of NCERT and their test items on LOs for classes 3
to 8 can be used
5. Identify students who require extra instruction for bridging gaps and
provide the same after school hours
6. Involve the School Management Committee, women SHGs, Gram
Panchayats etc in monitoring whether the school is opening on time,
teacher is available and teaching, students are attending and other
simple activities which will make all the difference to actual learning
7. Find out about good practices being followed by other districts within
the State to make learning joyful and share it with the schools in your
district
8. Reputable NGOs in the district can be involved in this exercise
9. NCERT has appointed Nodal Officers for each state. SCERTS should get
in touch with them to work on the methodologies to improve Learning
Outcomes.
Key Performance Indicator 7
Learning Outcomes
a) Mathematics Performance in Class 3
b) Language Performance in Class 3
c) Mathematics Performance in Class 5
d) Language Performance in Class 5
e) Mathematics Performance in Class 8
f) Language Performance in Class 8

10. 1817
Context
 India has the largest number of female (15+) illiterates in the world.
 As per Census 2011, the average national female literacy rate (15+
years) was only 59.3%
 The female literacy (15+) in the Aspirational Districts is invariably
lower than the national average
 District Collector/Chief Executive Officer, Zila Parishad should,
therefore, ensure that all adult females in the district are made
literate
Detailed Activities to be carried out under the
responsibility of the District Education Officer:
1. Identify the illiterate women in your district
2. Identify
a) NSS Volunteers
b) NYK Volunteers
c) Educated Retirees
d) Educated homemakers
who are motivated and willing to teach
3. Identify teachers who have received training on how to teach
illiterate adults
4. Form teams with 10 persons from 2 (a) to 2 (d) headed by a trained
teacher
5. Illiterate women may be assigned to the teams so formed to be
made literate
6. Involve women SHGs, Gram Panchayat, ICDS staff, ASHA and
other health workers in this.
Key Performance Indicator 8
Female Literacy (15 + years)

11. 2019

12. 2221

13. 2423

14. 2625

15. 2827

16. 3029