how to guide for decentralised planningrmsaindia.gov.in/administrator/components/com_pdf/pd… ·...

How to Guide for Decentralised Planning

HOW TO GUIDE FOR DECENTRALISED PLANNING

The RMSA Technical Cooperation Agency is funded by the UK Department for International Development (DFID)

2 November 2014

TableofContents

1. Introduction ........................................................................................................................ 3

2. Principles of Planning .......................................................................................................... 3

3. Process and Approach ........................................................................................................ 4

4. Step‐by‐Step process and outputs ...................................................................................... 5

5. Detailed programme for the two‐day workshop.............................................................. 10

6. Next steps ......................................................................................................................... 12

7. Introduction: District level Planning ................................................................................. 13

8. Note for the Facilitators .................................................................................................... 14

9. Schedule and Sessions of the workshop ........................................................................... 17

10. Suggestive Process of the Workshop Sessions ................................................................. 18

For Piloting RMSA‐TCA

November 2014 3

1. IntroductionRMSA‐TCA is partnering with MHRD / TSG, NUEPA, NCERT and the RIEs to support the acceleration of

the effective implementation of RMSA. As part of that support, RMSA‐TCA is working in 4 states to

pilot exemplar practices aimed at strengthening the capacity and systems for results focused planning

(RFP). In Year 1 of the RMSA‐TCA programme Needs Assessment of current planning processes was

carried out. In consultations with MHRD, the RMSA‐TCA year 2 plan was designed to pilot exemplar

practices for planning and capacity building at states and districts to develop needs based, results

focused participatory plans to include all stake‐holders of secondary education.

This How to Guide provides process steps and the methodology for decentralised planning and

development of the RMSA‐Annual work plan and budget (AWP&B).

2. PrinciplesofPlanningThe principles of planning followed for the processes in the context of RMSA‐AWP&B are as under:

1. Focus on outcomes

The plans are results focused and aligned to RMSA and state goals for the secondary education. In

addition, it looks at prioritisation. In order for this to be achieved there needs to be a clear set of goals

and targets which drive the strategies and activities.

2. Needs based

The plans are evidence based and that there has been stakeholder involvement in identifying needs

which fit the context. It also looks at whether there is a clear logical flow from the current situation

and the needs of schools and districts to the selection of strategies and activities. This can only be

achieved through effective decentralised planning.

3. Implementable

There is also evidence of review of progress made by analysing the past track record of at least one

year. This review shows the extent to which targets are realistic as it highlights issues in fund

utilisation or bottlenecks in implementation.

In addition, reflection on implementation capacity should ensure the required human resources,

processes, timelines, materials and funds are realistically planned for. Significant year‐on‐year

increases in resource needs are unlikely to be realistically implemented.

4. Cost Effective

The interventions being planned represent the most effective way of meeting the priorities within a

realistic budget. The plans are economical – using the financial norms of the programme. The plan

demonstrates the best use of available resources through integration of activities across the RMSA

schemes namely, IEDSS, ICT@Schools, VE, and GH as well as with state resources. The purpose of

appraisal is to assess whether the proposed plan is the best use of the funding available, rather than

whether there is enough money available to fund every item. The centre and states could potentially

agree on a budget envelope each year within which the state and districts can plan.

RMSA‐TCA For Piloting

4 November 2014

3. ProcessandApproach

Step1–EstablishingtheThematicWorkingGroups

RMSA‐TCA is undertaking development of exemplar practices in four states: Assam, Bihar, Orissa and

Meghalaya. In each of these states, a thematic working group for RFP (RFPTWG) was established to

support strengthening the overall planning process at the state district levels and build capacity with

technical support from the RMSA‐TCA. The thematic working group is made up in each state of state

level officials from RMSA, Department for Secondary Education, SCERT, State Examination Boards, etc.

and also includes representatives from the districts including DEOs, DIET faculty, planners and MIS

personnel.

Step2–StateStrategicPlanningWorkshops

Four states carried out a strategic planning workshop1. The aim of the workshop was to support the

state to develop a strategic direction for secondary education leading to development of AWP&B. The

overall design and flow of the workshop is as follows:

1 The approach used in these workshops varied slightly in each state depending on the level of strategic direction already developed by the state. For example, in Bihar State the Vision 2022 and Mission Manav Vikas documents provided an overall framework. Within this framework, the state team looked at a more secondary education specific set of goals for the next 3 years. In Orissa State, a three‐man task team has been set up to develop a vision for secondary education over the next year. This team participated in the 2‐day workshop with the understanding that the “desired outcomes” developed at the workshop, would form part of the contributions towards the process of developing the state’s vision.

Step 1: Grounding Step 2: Role of Recorder & Facilitator

Step 3: Situation Analysis ‐

Quantiative (UDISE, PMS)

Step 4: Situation Analysis ‐ Qualiative

(Stakeholder Consultation)

Step 5: Establishing the need to plan for

change

Step 6: Role of Leadership and Team Work

Step 7: Creating Vision, Goals, Strategies

Step 8: Presentation and

ownership of vision, goals

Step 9: Planning for District Level Workshops


November 2014 5

4. Step‐by‐StepprocessandoutputsStep‐1:Grounding

Step‐2:RoleofFacilitator,Recorder:Sameasdistrict

Step3:SituationalAnalysis–Quantitative(U‐DISE,PMS)

Process

• Formal welcome of the participants along with setting the tone for the 2 day workshop.

• Building consensus on set of norms to be observed for communication among all during the workshop.

• Participant introduce oneself and share them selves ans share their expectations from the WS.

Outputs

• Listening to participants, giving everyone a chance to speak and open up is key to this session

• This process creates verbal teritory that encourages delegates to speak up as and when required during the workshop

• Sharing of Objectives and tieing these to the expectations of the participants of the workshop

Process

• Ensure that the participants are sitting in their respective groups.

• Explain to the group that in each group there would be a facilitator, a recorder and team members.

• Give each group a different role to work on charecteristics of facilitator, recorder and team member and present

Outputs

• Setting the platform for group work by setting the norms for working in a group productively

• Everyone gets a chance to share their thoughts without being judged or contradicted

Process

• Presentation of relevant U‐DISE data on secondary education

• Review of progress by components (using PMS and state brief on RMSA website)

• Reflection on the data being presented

• Articulation of needs

• Capturing the priorities on a flip‐chart

Outputs

• Analytical Reports on U‐DISE data

• Presentation on Current Status

• Review of progress made last year

• Articulation of needs and prioroities for the state


6 November 2014

Step4:SituationalAnalysis–Qualitative(StakeholderConsultation)

“Is there evidence that the secondary education system is effective?”

Step5:Establishingtheneedtoplanforchange

What are the worst outcomes if NO change is made or if changes are made?

Process

• To reflect on the qualitative aspects of secondary education

•Why secondary education is or isn’t effective

• Speakers are assigned the topic and given 5 min to prepare and present their views on different aspects ‐access, quality, equity, learning

• Other stakeholders share their views which are noted down

Outputs

• Key points from the speakers ‐ who specialise or represent different thematic areas

• Views of all stakeholders on the respective areas

• Experience of stakeholders vis‐a‐vis quantitative data

Process

• Participants work in small mixed group with members from different departments, levels and districts

• Group 1 : Worst outcomes If NO changes are made?

• Group 2: Worst outcomes if changes are made?

• Groups discuss, record and present as per working norms set in earlier session

Outputs

• Participants'responses are captured on the flipchart that provides account of fears why changes are not takign palce in the system

• Participants coem to terms with the reality of the situation that this reality is going to affect current and future generations


November 2014 7

Step6:RoleofLeadershipandTeamWork

Step7:CreatingVision,Goals,Strategies

Process

• Leadership: Through an exercise ask participants to reflect on their own leadership style

• Team Work: Introduce stages of team formation and characteristics of a high‐performing team

Outputs

• Increased understanding of own leaderhsip style

• Realisation of important of team work while delivering significantly large programme/tasks such as education

Process

• Tune the participants for visioning exercise by making them listen to any visioning story or expectations of children, parents, teachers through video etc.

• Visioning on 'What is yoru vision of education at the end of 5 to 7 years?' Create a collective statement from different flip charts.

• The groups are based on themes of; Access, Quality, Equity, Learning Outcome & Social Development

• Deriving specfic goals and targets (3‐5 years) from the vision

Outputs

• Vision statements ‐ created by the stakeholders; a sense of pride and achievment in doing so

• Collective articulation of the goals and targets


8 November 2014

Examplevision,goalstatements


November 2014 9

Step 8: Presentation and ownership of vision, goals

Step 9: Planning for District Workshops

Process

• Presentation of the education visions to the larger group for review/scrutiny and consensus so that the next step would be based on the collective vision statements.

Outputs

• Vision statements ‐ collectively created and owned by the group

• Goals that help achievement of the vison

• Targets to act as milestones to check progress

Process

• Groups to get involved in actual planning for the district level workshops to be conducted

• by developing strategies, activities and formats for each of the sessions in the district.

Outputs

• A detailed schedule ‐ and locations for conducting the district workshops

• Design of sessions for workshop

• Identification of facilitators and support team

•Materials and data to be prepared


10 November 2014

5. Detailedprogrammeforthetwo‐dayworkshopRMSA ‐ Technical Cooperation Agency

Strategic Planning Workshop September 2014

Objectives:

1. To conduct situational analysis supported by data

2. To detail out letter and spirit of the education vision developed by the State

3. Based on the vision, develop strategic direction and a road map for the State level education plan

4. Prepare the State level team to guide district level medium term and annual plans

Participants: SPD and senior level SPO team, Director, Secondary School Education, Director, State

Board of Examinations, Director, SCERT, Respective State level Thematic groups for RFP & DMU,

identified district level officials of the pilot districts, Respective RIE and TCA team members.

Draft Agenda

TIMING DAY 1 DAY 2

9:00‐9:30 Registration

9:30‐10: 30 Grounding

Role of the recorder & facilitator

Recap

10:30‐ 11:30 Is there evidence that the government schools’ education system is effective

Complete goal setting for all of the statements of the vision. Present the same.

11:30 – 11:45 Tea Break

11:45 – 12:15 What are the worst outcomes if nothing changes

What are the worst outcomes if changes are made

Planning for the district level workshops

- Create small teams to plan for the district level workshops

- Concept of team building

12:15 – 12:30 Data presentation on four results of RMSA by the State level RFP & DMU representatives

- Design of a one day workshop for the district:

- Objectives/Outcomes:

I. Relationship building

II. Sharing of the state level vision and goals with targets*

III. Based on the state level goals & targets develop specific objectives for the respective districts

IV. Based on the objectives develop action plan for the district level.


November 2014 11

12:30 – 1:15 Presentation of the education Vision document of the State by SPD/Director followed by discussion

Continue

1:15 ‐ 2:00 Lunch

2:00‐2:45 Leadership – traditional & facilitative

Theory X & Y

Ensuring empowering cultures

District level workshop: Process Steps that include Strategies, activities for each of the processes and Communication effectiveness

▪ Activity that enhances the relationship and respect

▪ Describe the situation of district education based on the data,

▪ presentation of state vision and goals including targets

▪ Share state level indicators

2:45‐2:3:15 Create a vision of school education system that you would like to see in 2015 with respect to; Access, Equity and Quality outcomes ‐ Learning Achievements & social development of students. (group exercise)

Continue the process steps

▪ district level objective setting

▪ Develop plans for each of the district level objectives

▪ Plan of activities and schedule at the district level & presentation

▪ Organizational details for planning the district level workshops

3:15 – 3:30 Tea break

3;30 – 4:15 Present the process of goal setting with an example

Under various heads of the vision (Access, equity, learning outcomes of students in terms of learning achievements and social development) in small groups delegates write the goals

Presentation by each group

4:15 – 5:00 Presentation of the goals Closing


12 November 2014

6. NextstepsFollowing these workshops, the guide for district level workshops was further developed. Following

approval from the State SPDs, each state assigned their districts to various centres across the state so

that participants from groups of 4 – 6 districts will participate in the workshops together. Facilitators

from the central workshop were also assigned to conduct these workshops who were involved in the

Strategic Planning Workshops. For example, one SCERT official may be involved in each district

workshop. Dates and venues were fixed for these workshops which took place from the end of

November and throughout December. The facilitators in each state to went through the facilitator

guides, assigned responsibilities and ensured that required materials were ready.

This series of workshops formed the basis of a “how to guide” for district level planning. This is aimed

at building the state and district level capacity of individuals and organisations to manage and

implement a decentralised and convergent planning process to prepare AWP&B.


November 2014 13

DistrictLevelPlanning7. Introduction:DistrictlevelPlanningThe aim of this guide is to support the development of a 3 year medium term plan (MTP) for

secondary education for the state, which includes a vision and goals set by the state through

participation of district and state level personnel from all relevant departments engaged in

secondary education and objectives, and targets and work plans which are determined at the

district level.

This guide sets out the content and method to be used in the workshop for the district level.

Chapter 2 provides advice on how to plan the workshops. There are several steps which will

be taken at the workshop in order to develop the district level objectives, targets and action

plans. These are shown in the programme in Chapter 3 and then are described in more detail

in Chapter 4.

district

objectives

district objectives

district objectives

district objectives

district objectives

state vision & goals

State and District 3 Year Medium Term Plan

+


14 November 2014

8. NotefortheFacilitators

Preparationfortheworkshop

Whoaretheseworkshopsfor?

These workshops are organised to strengthen district level capacity in planning so that

decentralised planning can be effectively implemented. The guide has been developed so

that groups of 4 or 5 districts can participate at one workshop. This means that between 6 –

8 participants can attend from each district. This will give a maximum of 40 participants,

which will allow effective participation in smaller groups. Ideally, the participants should

include people at the district level who are involved in secondary education planning and

decision making including those working on RMSA and other schemes. It is also useful to have

some head teachers from the district to give a school level perspective and also someone who

is responsible for data at the district level.

Whoisthisguidefor?

This guide is for Planning Officers at the state level to guide them to build district level capacity

through the development of medium term district level objectives at these workshops. It is

assumed that the state has already developed a vision and goals for secondary education

prior to these workshops. It is useful to have a range of stakeholders involved in the process

of medium term planning to ensure convergence and efficient and effective use of resources.

One suggestion is to form a state level planning team which includes officials from

Department of Secondary Education, RMSA, SCERT, State Examination Board and also some

representatives of district officers.

Whowillruntheworkshops?

Teams of 3 – 5 people will be needed to run these workshops. The roles of the teams are

listed below. The following principles should be followed in running these workshops:

Overall Coordinator: This should be a senior planning officer in the state office. They are

responsible for managing the overall process including obtaining approval, assigning

responsibilities, ensuring workshops are completed and documented.

Principles for Facilitators

1. Respect for all participants

2. All participants should be treated equally

3. Participants should be made to feel welcome and comfortable

4. Provide opportunity for everyone to express their views

5. The concept of team or group should be introduced

6. Build relationships within the team

7. Share all materials that get presented with each participant

8. The timing of the workshop should be respected by all


November 2014 15

Team Leader: Depending on the size of the state and the number of districts, there may be 3

or 4 teams carrying out the workshops. Each team should have a team leader who reports to

the overall coordinator on the progress of the workshops and gives suggestions for improving

on the design, planning and implementation of the workshops. The team leader leads a team

of 3 – 5 members to facilitate the workshop. This includes ensuring the workshop is effective

through assigning roles to the team members such as preparing documentation and

materials, facilitating sessions, etc. (see below). The Team Leader should ensure that the

logistics are in place and participants have been notified in time. The team leader is also the

contact person for any queries about the workshop.

Team Members: assist the team leader to run the workshops, support the facilitation of

sessions, ensure enough materials are distributed, support the compilation of documentation

and give recommendations for improving the workshop.

Whatneedstobedonebeforetheworkshopstakeplace?

Agree on team roles: The team leader in consultation with their team members should decide

in advance who is responsible for:

Facilitating each session. This will ensure that everyone has time to prepare before the

workshop commences.

Preparing materials (see below).

Ensuring the workshop logistics (venue, food, invitations, computers, projector and screen,

stationery, etc.) are all organised effectively through liaising with other team members and

the host district.

Putting all the documents together and compiling the feedback from the team members.

Facilitating a session: If you are responsible for facilitating a session you should be clear

before the workshop happens about the following:

the activities which will be carried out

the materials to be used

the sitting arrangements needed for the activities

the support needed from other team members and

what needs to be typed up following the session and ensure that it is typed up.

Material preparation: Materials should be prepared in advance based on the number of

participants from each district. This guide gives clear explanations about which materials are

needed for each session, for example:

Tip: There are boxes on some of the pages which give you some hints on

how to facilitate particular part of the session – these are shown by a light

bulb symbol.

Materials Required: Flip charts and marker pens.


16 November 2014

Documentation: For each session there will be contributions that will need to be typed up as

they will feed into the medium term plan. This guide explains what these are at the end of

each session, for example:

If you are responsible for putting all of these documents together you need to make sure that

each session’s facilitator has collected all the necessary flip charts, formats, etc. and that it

will be typed up.

Overall final documentation required: At the end of the workshop you will need to ensure

the following documentation is typed up:

For the state:

1. Suggestions for strengthening the state strategies (step 7)

For each district:

2. Current situation (from step 3 and 4)

3. List of objectives for each goal (step 6)

4. Action plans for each objective (step 7 revised in step 8)

5. Priorities and resources required (step 8)

You also need to make sure that you record the feedback at the end of the workshop and

prepare a short one‐page report, which the team leader will share with the overall

coordinator. These should be recorded, in order that they can be shared with the planning

group, and also so that necessary changes can be made before the next workshop if possible.

This report should focus on two things:

How do you feel?

What are you learning?

Documentation: Flip charts from each group listing district objectives


November 2014 17

9. ScheduleandSessionsoftheworkshopScheduleforthedistrictworkshops

There is a lot to cover in these workshops and ideally 2 days should be used for each one. The

schedule presented below sets out a series of steps which will help to achieve the objectives

of the workshop.

Suggested schedule for the district workshops:

Time Day 1 Day 29.00 ‐ 9.30 Registration

9.30 ‐ 10.30 Step 1 Grounding Step 2 Role of the facilitator, recorder and team member

Recap of Day 1

10.30 – 11.30 Step 3 “Is there evidence that secondary education is effective?” panel discussion

Step 7 Develop action plans for each objective

11.30 ‐ 11.45 Tea Break

11.45 – 1.30 Step 4 Current Situation in the Districts – Experience and Evidence

Step 7 Develop action plans for each objective continued

1.30 – 2.15 Lunch

2.15 – 3pm Step 5 Presentation on state vision and goals

Step 8 Review and prioritise district action plans

3pm – 3.15 Tea Break

3.15 – 4.15 Step 6 District level objective setting Presentations

4.15 – 5pm Step 9 Feedback from participants and close


18 November 2014

10. SuggestiveProcessoftheWorkshopSessionsStep1‐Grounding

The process used to get to know each other as people; express apprehensions and hopes for

the session; provide information to the facilitator about the group and its issues; and set the

tone for the session.

Activitiesforgrounding:

1. Introduction of every participant ‐ but not by themselves let others introduce you.

The trainer can divide the group into pairs and give participants a few minutes to interview

each other. Then, each participant should introduce their partners by name and job and

share at least one unique characteristic about them. Examples to share in an introduction

(pick one):

o What do you like about your job?

o What are your hobbies?

o What is your favourite sport?

2. Participants should also have the opportunity to talk about their expectations.

All the participants should sit in a big circle, so that they can all see one another. Ask them

to share their expectation with the rest of the group. At the final feedback session you

should be able to compare people’s comments with these initial expectations.


November 2014 19

Step2‐Roleofthefacilitator,recorderandteammember

In this session, put the participants into mixed groups. There should be someone from each

district in each group if possible. Try to also mix up levels of participants e.g. DEOs, DPOs and

ARPs as this helps to remove the power barrier. Give each group a different role to work on:

facilitator, recorder and team member. Ask the groups to write the characteristics of these

roles on flip chart paper, then present back. Give them about 7 minutes to write down the

characteristics. While organising group work, give clear instructions and continue to facilitate

when needed.

An example of a small group working together:

Materials Required: Flip charts and marker pens.

Tip: Supporting group work: While the participants are working in groups

it is necessary to go round and check that they understand the task, and

that they are all participating. If questions are asked by a particular group

that may be relevant to other groups, make sure you explain the answer to

all of the participants. Try to avoid sitting with a particular group for too

long while they are working as this could influence their participation and

also what they come up with. You should encourage the group facilitator

to organise the group – rather than filling that role yourself.


20 November 2014

One member should record what the other members say:

Ideally the person who is the recorder presents back to the larger group:


November 2014 21

Step 3 ‐“Is there evidence that the secondary education system iseffective?”‐Paneldiscussion

What is the purpose of this session?

This session gives people time to reflect on the qualitative aspects of secondary education

and to think about why secondary education is or isn’t effective.

Sittingarrangements:

The participants should sit in their district groups – one group for each district.

Groupwork:

Instructions to the group:

1. The first activity is to have a panel discussion to stimulate participants to think about the

current situation in their district. To do this you follow the following steps:

a. Select one participant from each district who is articulate. It is important that they do

not prepare in advance for this activity. They can be any level of official from head

teacher to DEO – chose a good mix of men and women. 1 will be the listener and the

rest of them will be panellists. Take them aside and explain to them their roles (see box

below).

b. Give the panellists 5 minutes to prepare. In the meantime, provide each participant

with the question sheet below and give them 5 minutes to fill it in based on their

knowledge and experience of their district. If they think the situation is satisfactory,

they put a tick under the “happy” column. If they think the situation is unsatisfactory,

they put a tick under the “sad” column.

c. Call the panellists back and ask each panellist to speak for 3 minutes then ask the

listener to sum up what has been said.

Materials Required: instruction sheets for panellists (if required),

question sheets for each participant, flip charts and marker pens.

Tip: If any of panellists begins to talk about solutions for the problems, gently

step in and point out that this will be covered later in the day.


22 November 2014

2. Following the panel discussion and using the guidelines agreed in the last session for the

recorder, facilitator and member ask each district group to select a facilitator. The

recorder should be the panel member from the last activity and will be the person to

present back. The facilitator should go around the group asking each person to say one

thing on “Is there evidence that the secondary education system is effective?” The

recorder should write each point down. Give them about 8 minutes for this activity.

Again, this is to provide them with the chance to think about the current situation – ensure

they don’t start to think about solutions. Once all the groups have finished, ask them to

present group by group.

Role of panellist

You have 5 minutes to prepare a brief presentation on “Is there evidence that the

secondary education system is effective?” You will be asked to speak for 3 minutes. You

don’t need to write anything down – think about examples in your district of things that

have happened over the last year. Do not start talking about how to solve these

problems – only talk about the current situation.

Role of listener

You are to listen to each of the panellists, and once they have all finished, you are to

share with the group a summary of what you heard from them – without mentioning

specific names of panellists. You will have 3 minutes to speak. Do not start talking about

how to solve these problems – only talk about the current situation.


November 2014 23

Question sheet

Question sheet In your district…

Access – who is out of school and why?

1. Do children have reasonable access to a school?

2. Are children enrolled in secondary school?

3. Are they of the right age for their class?

4. Do children stay in school from grade 1 to grade 10?

Equity – which children are disadvantaged and why?

1. Are all children given equal opportunities to attend school?

2. Are all children given equal opportunities to perform well in school?

School Quality – what are the main factors preventing quality performance?

1. Do all schools have enough staff?

2. Are staff trained effectively?

3. Are all schools supported by their communities?

4. Do all schools have enough infrastructure, facilities, equipment?

Student Outcomes/Social Development – how relevant is the secondary education being offered?

1. Are all students performing well in learning achievement surveys?

2. Are all students performing as expected in Board Exams?

3. Are all students learning skills that will enable them to lead socially and economically productive lives?

4. Do all students who successfully complete secondary education meet the needs of the labour market?

5. Do they contribute towards social well‐being (health, fertility, income, etc)?

Documentation: Each participant should keep the question sheet with

them. You will also need the flipcharts from each district group listing

the points – these will be needed in the next session.


24 November 2014

Step4‐CurrentSituationintheDistricts–ExperienceandEvidence


It demonstrates the importance of decentralised planning and enables districts to

understand the situation in their own district from two perspectives – their own

experience and also with the facts based on data compiled and shared by the districts

By the end of the session there should be a common understanding of the big picture of

education situation in the respective district to prepare realistic future plans.


The participants from each district should continue to sit together in a group around a table.

This means you will have 4 or 5 groups, one table for each district invited to the workshop.

Groupwork:


1. First of all, provide each group with their district fact sheet. Explain how they should go

through the fact sheet and compare it with their own answers on the question sheet (for

30 minutes). They should discuss each area in the group and share their thoughts and

experiences about the difference between their own answers and the fact sheet. What

surprises them? What have they learnt? What do they disagree with? Individuals should

be encouraged to raise questions – ensure that any generic questions are answered to all

of the participants. While their question is answered, others who may be unsure benefit

as well.

2. Having done this, the groups should prepare a short presentation on their findings which

summarises the current situation in their district both according to the data and from their

own experience of why this is happening. The recorder should write this on the flipcharts

provided to them. Give them 20 minutes for this. The 3 questions to be answered on the

flip charts by the groups are:

a. What are we doing well? b. What are we not doing well? c. What are our 3 top priorities?

Materials Required: Question sheet and flip charts from last session, District

fact sheets, flip charts and marker pens.

Tip: Encourage the groups to use the data provide to include numbers, in their

flip chart presentation.


November 2014 25

3. When all the groups are ready, they should make their presentations – the recorder from

each group should read what is on the flipchart. At the end of each district’s presentation,

other groups may ask a few questions. The facilitator in each group should keep a note

of these questions especially if they cover areas which the group did not consider. At the

end of the presentations, summarise what has been learnt in this session using the

participants’ own feedback.

Documentation: Flip charts from each district group with their current

situation


26 November 2014

Step5‐Presentationonstatevisionandgoals


It enables the districts to understand the direction in which the state wishes to move

overall and how this was developed.


In this session, keep the participants in their district groups.

Groupwork:


1. Describe to the participants how the state vision and goals were developed. There are

three things to share with them:

a. The process: describe “how” it was done – for example, in a workshop in which

everyone participated and “what” was done – so how the vision statement came

about and how the goals were developed from the vision statement

b. The participants: it’s important to mention the different stakeholders who were

involved in the process to ensure convergence between departments and also the

district and school level participation.

c. The documentation: should cover how the document was put together in terms of

agreeing targets and strategies.

d. The finalisation process: this should stress that the state level document will only be

finalised once all the district plans have been agreed. A review of targets and

strategies will take place to ensure that the reality of what is achievable in the districts

is reflected in the final state document.

2. Hand out the state vision document to all participants. In their groups, one member

should read it out. Ask if anyone has any questions about the document.

3. End the session by talking briefly about how the state can only achieve these vision and

goals through working as a team, with the districts and schools.

Materials Required: copies of the vision statement, goals and strategies

Documentation: Suggestions for strengthening the state vision (optional)

Tip: You could have a different facilitator talk about each of these 4 points.


November 2014 27

Step6‐Districtlevelobjectivesetting


It gives the districts the opportunity to compare their own situation with the state goals.

For each relevant state level goal, objectives will be set by the districts to ensure the unique

characteristics of each district are embedded into the plans.


The participants from each district should sit together in a group around a table. This means

you will have 4 or 5 groups and tables – 1 for each district invited to the workshop.

Groupwork:


1. You need to share an example of objective setting through showing the steps involved

and the characteristics of an objective. To do this, use a simple example. You could use

one of your state goals, or the example below. Ask one of the participants to read out the

goal.

Example goal:

2. Give each group a sheet with the list of questions that they need to answer in relation to

this goal (see box below). Hand out the sample format for developing objectives, which

has the example above on it already. Go through and explain this for goal 2, then ask

them to follow the same process to complete the format for goal 1 on the sheet you have

given them. Check that each group has understood how to do this and clarify any

questions.

Materials required: flipcharts and pens, question sheets (1 per group), pre‐

printed formats for each goal (1 for each goal ‐ see an example of the format

below).

Goal: Every panchayat will have a secondary school by 2017 (1,000 per year) by 2017

Strategy: Find out which panchayats do not have a secondary school. Decide on the

best way to start a secondary school – eg upgrade an existing UP school, build a new

stand‐alone secondary school, extend a stand‐alone higher secondary school. Select

the site of the school and plan for the expansion.


28 November 2014

Objective Setting Question Sheet

3. Hand out the formats for developing objectives for your districts. These should be pre‐

printed with one goal on each page. Ask the groups to go through each of the goals and

develop the objectives using the same process as above. Explain that they could have

more than one objective for a particular goal and that some goals will not be relevant to

their district.

Questions to answer

1. What is the situation in your district in relation to this goal?

2. Is this goal relevant in your district?

3. What can you achieve over the next 3 years?

4. Is this realistically achievable?

5. Then what is your objective?

Guidance Notes:

How to answer questions 1 and 2:

To find out the situation in the district and decide on whether it is relevant to your district or

not, check the district fact sheet, or other source of reliable data.

How to answer question 4: Is this realistically achievable?

Consider these questions before you make your decision:

1. Have you carried out this type of activity before? How long does it usually take?

2. Do you have a strategy in place?

3. Do you have people on the ground who can implement this?

How to answer question 5: What is your objective?

The objective must be SMART – Specific, Measureable, Achievable, Responsibility, Time

bound

Documentation: List of objectives for each goal for each district – on format

sheets


November 2014 29

An example of the format

Goal No

State level goals Situation in your district

Relevant in your district?

What can you achieve in the next 3 years?

Is this realistically achievable?

Objectives

1 Enrolment of students increases by 2017 through:

Transition rate from Grade 8 to Grade 9 will be 100% by 2017

Dropout rate for Grade 9 will reduce to 3% by 2017

GER overall will reach 62% by 2017 (5% increase per year)

2 Every panchayat will have a secondary school by 2017 (1,000 per year) by 2017

126 out of 210 panchayats (60%) have secondary schools

Based on the promises made by government, we should upgrade around 25 schools per year for the next 3 years.

96% (201) panchayats will have secondary schools by 2017

This column will

be pre‐printed

Tick the boxes

if “yes”

Fill this in from

the data sheets

Fill this in from the data sheets

To be developed and

entered in the

workshop


30 November 2014

RecapofDay1

This session can be used to review what was done on day 1. It can also be used for the

presentations of the district level objectives. You can give each group 10 minutes to review

what they did on the previous day and make any changes they think is necessary before

presenting back to the groups. At the end of this session, there should be agreed objectives

for each district for each goal.

Tip: Throughout the workshop, the team leader should keep an eye on the

timings of the sessions – some may take longer, but rarely will they take less

time! The team of facilitators should be constantly talking in between sessions

to ensure that everything will be covered. If necessary move sessions around,

but try to keep the overall flow and content the same to achieve the objectives

of the workshop.


November 2014 31

Step7‐Developactionplansforeachdistrictlevelobjective


To develop clear action plans for each objective which will ensure that the implementation

will be effective and the targets will be reached. These will form the basis of the district

annual plan and budget for secondary education.


In this session you need to put the participants into 4 groups – access, equity, school quality

and student outcomes/social development. There should someone from each district in each

group. Try to also mix up levels of participants eg DEOs, DPOs and ARPs. Try to ensure that

participants are sitting in a group that is relevant to their work.

Groupwork:


1. Share the action plan template with the groups and go through it with them. Explain what

the terms mean, for example: rationale and situation and if necessary give an example.

2. Ask the groups to complete the template for each objective developed under their

particular area – eg access, equity, etc. To do this, they can refer to the state strategies

under each goal and also develop their own strategies. There will be similar objectives in

each district, but the plans might be slightly different.

Materials Required: completed formats for each goal and objective from the

previous session and the previously distributed state vision, goals and

strategy documents.

Documentation: action plans for each objective for each district – on action

plan format sheets and recommendations for changes/additions to state

strategy.

Tip: If you want to share an example, make sure you have a simple example

ready to hand.

Tip: The maximum effective group size is normally 6 – 7 people – any more

than this will not allow everyone to participate effectively. If you have a very

large group, then you may need to have 2 equity groups or 2 school quality

groups. If this is the case, then you can divide the objectives up between the

two groups.


32 November 2014

Format for Action Plan

Goal: state level goal (copy from documents already distributed)

Objective: district level objective (copy from formats used in objective setting session)

Rationale and Situation: This is a brief a narrative explaining the situation in each district, why the particular interventions have been developed and the

strategy to be used. Use the information entered on the objective setting formats done in earlier sessions to help you fill this.

Activity plan: List of activities including the sequence, timeline, location, partner agencies, training details, etc.

s/no Activity

(include monitoring) Target Group

Responsibility for

implementation Timeline

Costs Funding source

Quantity Unit

1

2

3

4

5

6

33 November 2014

Step8‐Reviewandprioritisedistrictactionplans


To develop a comprehensive co‐ordinated plan for each district for all of the goals.


In this session you need to put the participants back into their district groups.

Groupwork:


1. Once the action plans have all been developed for each district objective, the participants

should move back into their district groups and present to their colleagues what they have

done. Other group members may suggest improvements, which should be discussed and

if necessary incorporated. Any major change to an action plan should be shared with the

wider group as it may have implications on the state strategy.

2. Following this, each district group should prioritise their top five activities and list the

resources they will need to implement these successfully. This should be written up on a

flip chart and presented back to the wider group after the tea break.

Materials Required: completed action plan formats developed in the

previous session.

Tip 1:

To help them prioritise, ask them to once again reflect on the current

situation in their districts and any existing state / district priorities.

Tip 2:

The district groups should be encouraged to think about the human and

material resources they will need at their office or on the field to

implement these activities.

Documentation: Revised action plans for each district objective and the

flip charts listing the top 5 priorities and resources required.


34 November 2014

Step9‐Feedbackfromtheparticipantsandclosure

In this session, give everyone the opportunity to give their feedback on two things:

How do you feel?

What are you learning?

This gives everyone the opportunity to reflect on the work carried out during the workshop

and will also give you some ideas for where you need to strengthen the activities you have

carried out.

Ensure one of the facilitators is taking notes on key issues to share with the planning group.

Documentation: Notes on key issues for improvements to be made to

subsequent workshops, etc.

ContactRoom No. 308 - 313, Central Institute of Educational Technology (CIET), NCERT, Sri Aurobindo Marg, New Delhi -110016 INDIA

+91 11 26569925 | [email protected] | www.rmsaindia.org

�e RMSA Technical Cooperation Agency is funded by the UK Department for International Development (DFID)

how to guide for decentralised planningrmsaindia.gov.in/administrator/components/com_pdf/pd… ·...

Documents