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SYSTEMATIC REVIEW: TEACHER MANAGEMENTAND DEVELOPMENT

karnataka

www.rmsaindia.org

Assam madhya pradesh

Teacher ManageMenT and developMenT

RMSA TECHNICAL COOPERATION AGENCY

DRAFT

TEACHER MANAGEMENT AND DEVELOPMENT REVIEW REPORT

KARNATAKA

APRIL, 2015

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

Report Distribution and Revision Sheet

Project Name: RMSA Technical Cooperation Agency Report Number: RMSATCA 2.11 Report Title: TMD Review Report - Karnataka

Note on Documentary Series

A series of documents has been produced by RMSA Technical Cooperation Agency for the Government of India’s programme to make good quality secondary education available, accessible and affordable to all young persons in the age group of 14-18 years.

The documentary series is arranged as follows:

RMSATCA 0 Programme Management Reports and Documents RMSATCA 1 National Achievement Survey (Reports and Documents for Thematic Area 1) RMSATCA 2 Teacher Management and Development (Reports and Documents for Thematic

Area 2) RMSATCA 3 School Standards, Evaluation and Development (Reports and Documents for

Thematic Area 3) RMSATCA 4 Data Management and Use (Reports and Documents for Thematic Area 4) RMSATCA 5 Results Focused Planning (Reports and Documents for Thematic Area 5) RMSATCA 6 Communications and Knowledge Management (Reports and Documents for

Thematic Area 6)

Disclaimer

This document is issued for the party which commissioned it and for specific purposes connected with the above-captioned project only. It should not be relied upon by any other party or used for any other purpose.

Revision Originators Checker Approver 0.1

Date April 2015 Dr. Prema Clarke

Dr. Renu Singh Lakshmi Rao Dr. Jayshree Oza

2 April 2015

RMSA-TCA TMD Review Report: Karnataka

List of Acronyms ACR Annual Confidential Review B.Ed. Bachelors in Education CAC Central Admission Cell CET Common Entrance Test CTE College of Teacher Education CBPS Centre for Budget and Policy Studies DPI Director Public Instruction DIET District Institute of Education and Training F-KARE Forum of Karnataka Retired Education Officers GER Gross Enrolment Ratio HRMS Human Resource Management System ICT Information and Communication Technology KROER Karnataka Open Educational Resources KSOU Karnataka State Open University M.Ed. Master’s in Education NCTE National Council for Teacher Education NUEPA National University of Educational Planning and Administration PTR Pupil Teacher Ratio RMSA Rashtriya Madhyamik Shiksha Abhiyan RMSA-TCA Rashtriya Madhyamik Shiksha Abhiyan-Technical Cooperation Agency SC Scheduled Caste SFD Special Focus Districts ST Scheduled Tribe STF Subject Teacher Forum TMD Teacher Management and Development TTPS Teacher Transfer Processing system UDISE Unified District Information System for Education

April 2015 3

TMD Review Report: Karnataka RMSA-TCA

Table of Contents List of Acronyms ...................................................................................................................................... 3

Executive Summary ................................................................................................................................. 7

1. Introduction .............................................................................................................................. 10

2. Secondary Education in Karnataka ........................................................................................... 12

2.1 Context: Karnataka ............................................................................................................... 12

2.2 Enrolment at Secondary School level ................................................................................... 13

2.3 Schools and Enrolment ......................................................................................................... 14

2.3.1 District distribution of schools and students ........................................................................ 15

2.3.2 Medium of Instruction .......................................................................................................... 16

3. Teacher Supply and Recruitment .............................................................................................. 17

3.1 Availability of Teachers ......................................................................................................... 17

3.1.1 Teachers in secondary education ......................................................................................... 17

3.1.2 Core subject teacher availability ........................................................................................... 18

3.1.3 Teacher qualifications ........................................................................................................... 19

3.2 Teacher Requirements .......................................................................................................... 20

3.2.1 Projection of future demand of secondary teachers ............................................................ 21

3.2.2 Feasible GER growth model .................................................................................................. 22

3.3 Teacher Recruitment ............................................................................................................ 24

3.3.1 Pre-service training ............................................................................................................... 24

3.3.2 Teacher Training Institutes ................................................................................................... 25

3.3.3 Recruitment Process ............................................................................................................. 26

4. Teacher deployment and transfer ............................................................................................ 29

4.1 Teacher Deployment ............................................................................................................. 29

4.1.1 District-wise distribution of teachers .................................................................................... 29

4.1.2 School distribution of teachers ............................................................................................. 29

4.2 Teacher Transfer ................................................................................................................... 31

4.2.1 Transfer Policy and Process .................................................................................................. 31

4.2.2 State norms and efforts at rationalization ............................................................................ 33

5. Teacher’s Service Conditions and Development ...................................................................... 35

5.1 Teachers’ service conditions ................................................................................................. 35

5.1.1 Teacher service books, salaries and incentives .................................................................... 35

5.1.2 The Human Resource Management System ......................................................................... 36

5.1.3 Annual Reviews and Matrix monitoring ............................................................................... 36

5.1.4 Grievance Redressal system for teachers ............................................................................. 39 4 April 2015


5.2 Teacher Development ........................................................................................................... 39

5.2.1 Identifying trainings needs for under-qualified and untrained teachers ............................. 40

5.2.2 In-service teacher training institutes .................................................................................... 40

5.2.3 Some other issues highlighted by the F-KARE sub study were: ............................................ 41

5.2.4 Continuous Professional Development ................................................................................ 41

5.2.5 Subject Teacher Forum programme: Karnataka Open Educational Resources .................... 42

6. Recommendations .................................................................................................................... 44

7. References ................................................................................................................................ 46

Annex 1: Teacher Management and Development Framework........................................................... 47

Annex 2: Details of Consultative Review meetings ............................................................................... 47

Annex 3: Administrative Chart of Department of Public Instruction .................................................... 50

Annex 4: District-wise secondary school enrolment and teachers ....................................................... 52

Annex 5: Transfer and Counselling Process .......................................................................................... 53

Annex 6: Details of B.Ed Admissions ..................................................................................................... 56

Annex 7 Details of B.Ed Admissions ...................................................................................................... 57

Annex 8: Annual Confidential Form ...................................................................................................... 58

Annex 9: Format to Observe Classroom Process .................................................................................. 64

Annex 10: Format for Surprise Visit ...................................................................................................... 68

Annex 11: Annual inspections ............................................................................................................... 70

Annex 12: Format for District Officials school visit ............................................................................... 71

Annex 13: Government High School Circulars ...................................................................................... 76

April 2015 5


List of Tables and Figures Table 1: Literacy Rates (percent) in India & Karnataka ......................................................................... 12 Table 2: Gross Enrolment Ratios - Secondary Education ...................................................................... 13 Table 3: Transition Loss (Percent) ......................................................................................................... 14 Table 4: Enrolment by School Management Type ................................................................................ 14 Table 5: Schools with Zero Enrolment District-Wise ............................................................................ 15 Table 6: Enrolment by Medium of Instruction ...................................................................................... 16 Table 7: Teachers by School Category .................................................................................................. 17 Table 8: Teachers (regular and contractual) by School Management and Category) .......................... 18 Table 9: Teacher's Professional Qualifications ..................................................................................... 20 Table 10: Teachers Vacancy Status ....................................................................................................... 20 Table 11: Projected Additional Demand for Secondary School Teachers (Class 8 to 10) ..................... 21 Table 12: Four Variants of Enrolment Projection Models of Karnataka ............................................... 22 Table 13: Additional teachers required for secondary schools-four variants projection models ........ 22 Table 14: Bed. Institutions and seats available ..................................................................................... 26 Table 15: Districts with the highest and lowest percentage of subject teachers ................................. 29 Table 16: Number of Schools with Zero Enrolment with teachers ....................................................... 30 Table 17: Number of Schools with Zero (0) regular teachers by District in Karnataka......................... 31 Table 18: Student Enrolment and Divisions .......................................................................................... 33 Table 19: Vacancies in DIETs and CTEs ................................................................................................. 41

Figure 1: Retention Rate Secondary Schools in Karnataka .................................................................. 13 Figure 2: Secondary Schools and Student Population (%) .................................................................... 15 Figure 3: Availability of Subject Teachers in Schools ............................................................................ 19 Figure 4: Teachers' Academic Qualifications ........................................................................................ 19 Figure 5: Projected Gross Enrolment Ration in secondary education .................................................. 23 Figure 6: Teacher projections for Karnataka ........................................................................................ 23 Figure 7: Decline in teacher recruitment .............................................................................................. 24 Figure 9: Progress-Teacher Training ..................................................................................................... 42

Box 1: Net Demand for Teachers .......................................................................................................... 21 Box 2: Recruitment steps before counselling ....................................................................................... 27 Box 3: Recruitment – process of computerized counselling ................................................................. 28 Box 4: Sequence of Teacher Transfers .................................................................................................. 32 Box 5: Process of Teacher Transfer ....................................................................................................... 33 Box 6: Benefits and awards received by teachers ................................................................................ 35 Box 7: Observation points for visits by state level officials .................................................................. 38

6 April 2015


Executive Summary This report on teacher management and development in Karnataka, based on consultative reviews, data and documentary analysis, is undertaken as part of the technical support provided by the Rashtriya Madhyamik Shiksha Abhiyan - Technical Cooperation Agency. Transparent recruitment processes, timely and appropriate deployment, comprehensive service conditions and continuous professional development of teachers form the backbone of all quality interventions in secondary education. This report presents findings and recommendations from a review of three main areas related to teacher management and development.

• Teacher supply and recruitment focuses on the availability of professionally qualified graduateswho could be recruited into the teacher workforce.

• Teacher deployment and transfer, reviews the mechanisms that are in place at state and districtlevel to support the transparent and equitable distribution of teachers across schools;

• Teachers’ service conditions and development examines the expectations and processes in placeto effectively direct teachers’ work, careers and professional development.

In this executive summary, the overall state context is introduced followed by a discussion of issues related to each of the above areas. This summary concludes with a list of recommendations.

Karnataka, a progressive Indian state, has a literacy rate of 76 percent. With a Gross Enrolment Ratio of 101 at the elementary level, the state now aspires to meet the goal of universal secondary education. The Gross Enrolment Ratio in 2013-14 at secondary level is 77.5 percent and the transition rate from elementary to secondary, 91.3 percent (Secondary Education Flash Statistics, UDISE 2013-2014). The drop-out rate for secondary, though, is high at 39.9 percent, leading to a low transition rate of 25 percent from secondary to higher secondary. Government and aided schools (60 percent schools with 72 percent students enrolled) make up the largest group of secondary schools in Karnataka.

Teacher supply and recruitment: Karnataka has a total of 105,674 regular and 3,785 contract teachers in secondary education. 37 percent teachers are teaching in government schools, 28 percent in aided schools and 30 percent in private schools. Most of the contract teachers teach in private schools (91 percent) in contrast to government where only 1 percent of teachers are in this category. (UDISE 2013-2014). Though the PTR is 15:1, only 16 percent of government schools across the state has four core subject specialist teachers.( UDISE 2013-2014)

Demographic decreases in student populations and the increase in the number of private schools influences the number of teachers, the state will require over the next few years. Across the different projection models discussed in this report, there is a consistent decrease in the number of government teachers the state will require over the next decade. Pre-service training institutions are accommodating to the impact of the changing demographic landscape on teachers in the state.

The state has introduced a computer based recruitment system, which allows the choice of district and school of selected applicants to be matched with the requirements of district and school. The process and policies of teacher recruitment in Karnataka is also trying to address teacher projections over the next decade. In this scenario, the challenge will be to address the need for core subject teachers in secondary schools.

April 2015 7


Teacher deployment and transfer: Teacher deployment across districts is uneven. There are a total of 1,433 schools across 34 districts, which do not have any regular teachers even though secondary enrolment in these schools is over one lakh students. Moreover, there are 317 schools spread across 28 districts with teachers but without any students. School size also complicates teacher deployment according to norms as 20 percent of schools have less than 50 students and another 39 percent between 50—100. Only 21 percent of secondary schools have more than 160 students (fig 2). Karnataka has introduced a computerized Teacher transfer system, which is well functioning and transparent.

Service conditions and professional development: When teachers are recruited, their service records are entered in the Human Resource Management System developed for all civil servants in Karnataka, facilitating the timely transfer of teacher salaries. Teacher salaries, follow the recommendations of the Sixth Pay Commission. The Annual Review of a teacher is done each year and has a section on the teacher’s self-assessment of performance. The state has put in place a complex and organized matrix system of school monitoring. However, the impact of this system on student learning is unclear. It is estimated that the review covers only a third of the teachers in the state. In addition, the content of the monitoring may be inadequate and fragmented. Teachers receive a variety of professional development opportunities both regular and online. Again, the extent to which these opportunities are need based and address the specific strengths and weaknesses of teachers is unclear.

The key recommendations emerging from this review are the following:

1. Strengthening of the teacher management information system: Karnataka is at the fore front inthe use of technology for teacher management. However, there are separate systems establishedfor each task. For example, there is a system for recruitment, a system for transfer and another forpayroll and service record maintenance. The challenge for Karnataka is to be able to connect theinformation and actions taken across the different systems. This would not only facilitate betterteacher management but also determine management implications (such as recruitment, salarystructure, transfer etc.) for quality of instruction.

2. Sustaining and strengthening teacher rationalization efforts: The state has begun the challengingtask of teacher rationalization. Monitoring the implementation of the actions described in thedifferent government circulars will be critical to avoid delays in expediting teacher rationalization inKarnataka.

3. Subject teachers, data issues and long-term planning: Only a small percent of schools in Karnatakahave 4 subject teachers. Collecting information on the subject specialization of teachers during theirundergraduate degree would help the state determine whether this is an apparent or real shortageof core subject teachers. The results of such a review would help determine the interventions toaddress this situation.

4. Reviewing the matrix system of school oversight in Karnataka: The matrix system of schooloversight, which includes a range of officials starting from subject inspector to the highestgovernment official, represents the commitment of the state to improve quality. In addition, theteacher’s Annual Performance Review is also done regularly. At this juncture, it would be useful toreview this system and to assess whether it is having the intended impact on teacher quality.

5. Strategic and relevant continuous professional development: Teachers in Karnataka have beenthrough several rounds of professional development over the decades. Web-based and online

8 April 2015


professional development programs are particularly advanced. An evaluation of these different initiatives would reveal how exactly, these different types of training have contributed to improving the subject content or pedagogical skills of an individual teacher. This would facilitate the identification of programs that are effective and should be scaled up and also, shared with other states.

April 2015 9


1. Introduction Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is the Government of India’s secondary education program. RMSA- aims to ensure universal access to secondary level education by 2017 and to increase the enrolment rate at this level to 75 percent. It also aims to improve the quality of secondary education across the country and support states in meeting national norms especially those concerning gender, disability and social disadvantage. Above all, it aims to dramatically improve learning outcomes so that young people leaving school can play their part in the development of the country.

RMSA-TCA delivers technical support by partnering with central and state level institutions: Ministry of Human Resource Development (MHRD), National Council of Educational Research and Training (NCERT) including the Regional Institutes of Education (RIEs), the National University of Educational Planning and Administration (NUEPA), and RMSA -Technical Support Group.

TCA approach is to build capacity through learning-by-doing and to develop exemplar practices that, once proven effective in focal states, and taken to scale across the country, will accelerate the implementation and increase the effectiveness of RMSA. This will ensure there will be capacity in place for the sustainability of changes initiated and mainstreaming of innovations in the system.

RMSA-TCA is committed to strengthening teacher management and development through partnership building and collaboration with the state of Karnataka, and through this process identify exemplar practices that can be shared across the country.

A teacher and his or her role as instructor/facilitator, is key to improving student learning, which in turn is dependent on a well-managed teacher workforce. Transparent teacher recruitment processes, timely and appropriate deployment, effective teacher appraisal and continuous professional development form the backbone of all quality interventions related to instruction in secondary education.

Teacher management and Development (TMD) include three main areas listed below.

• Teacher supply and recruitment • Teacher deployment and transfer • Teacher’s service conditions and development

Annex 1, illustrates how these areas or components combine to form the framework for the analysis of TMD in this report.

The following tasks were undertaken to understand the context and issues related to how teachers are managed and supported at the secondary level in the state of Karnataka.

• Firstly, a secondary review of the Government of Karnataka’s (GOK) documents and Acts was conducted.

• Secondly, the recently concluded National University for Education Planning and Administration (NUEPA) study on teachers was an important resource for this report (2015). The Karnataka report for this study was done by the Centre for Budget and Policy Studies (CBPS).

• Thirdly, this was followed by a state level consultative review that was undertaken from Sept 22-26, 2014. The review consisted of interviews with key officials, and focus group discussions as well as school visits. (Annex 2). Data gathered during the field visits to schools is discussed to further

10 April 2015


inform this analysis. Fourthly, quantitative data related to the different areas in TMD was also analyzed. Extensive data collected by the Unified District Information System for Education (UDISE) on teachers, was analyzed.

• The data sources utilized are both Secondary Education Flash Statistics, UDISE 2013-2014 based on the UDISE and UDISE raw data for 2013-14 provided by the Karnataka Department of Education. The raw data was analyzed for greater insights into subject teacher availability in schools and districts across the state, which is not discussed in the Flash Statistics.

The report is structured around the three TMD areas described above. Section 1 introduces the state context and then, provides an overall description of secondary education in Karnataka. Section 2 analyses teacher supply and recruitment processes for ensuring the availability of an effective and efficiently recruited teacher workforce to meet secondary school demands. Section 3 deals with teacher deployment and transfer related to the equitable distribution of teachers while Section 4 explores teacher service conditions and professional development in Karnataka. Section 5 provides recommendations to address the current challenges in TMD in Karnataka.

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2. Secondary Education in Karnataka • This section first introduces the state context, following by a discussion of how secondary

education is administered in the state. • The Gross Enrolment Ratios, retention and transitions rates are then discussed. • The section concludes with a discussion of students enrolled in secondary education by school

management and school size.

2.1 Context: Karnataka Karnataka is one of the progressive states in southern India with a population of 6.1 crores (Census, 2011) accounting for 5.1 percent of India's population and occupying 5.9 percent of India’s territory. The State's population has grown by 15.7 percent during the last decade. Kannada is the official language of Karnataka and spoken as a native language by about 65 percent of the people. Other language groups in the state include Urdu (9.7 percent), Telugu (8.3 percent), Tamil (5.4 percent), Marathi (3.9 percent), Tulu (3.4 percent), Hindi (1.9 percent), Konkani (1.8 percent), Malayalam (1.7 percent) and Kodava Takk (0.3 percent).

The state achieved a total literacy rate of 76 percent in 2011 with female literacy rates at 68 percent (Census, 2011).While the overall literacy performance of the State is encouraging, its regional and rural-urban disparities are a concern. Fifteen districts in the State show overall literacy rates, which are lower than the national average (74 percent) with Yadgir (52 percent) at the bottom. Among the districts in the state, 14 districts show female literacy rates below the national average with Yadgir (41 percent) again at the bottom. At the elementary level, the state has achieved a Gross Enrolment Ratio (GER) of 101 percent and Net Enrolment Ratio (NER) of 92.3 percent in 2013-14.

Table 1: Literacy Rates (percent) in India & Karnataka

India Karnataka Karnataka Rural Karnataka Urban

Males 82.1 82.9 77.9 90.6

Female 65.5 68.1 59.6 81.7

Total 74.0 75.6 68.9 86.2

Source: Census 2011

Secondary Education in Karnataka

In Karnataka, Class 1 to 10 is managed by the Department of School education and Class 11 and 12, by a separate Pre-University Education Board (“Perspective Plan for Expanding Secondary Education” 2009-2017, Government of Karnataka). At the state level, there is a ‘State Mission’ of the RMSA called the ‘Governing Council’, headed by the Chief Minister. The ‘Executive Committee’ is the decision making body and is headed by the Secretary, Primary and Secondary education, Government of Karnataka and includes Commissioner for Public Instruction (Vice Chair Person) among others (Annex 3). At the district level, the Deputy Director of Public Instruction (DDPI) is responsible for all RMSA activities related to the planning, management and implementation of all components of the scheme. At the school level, the SDMC is responsible for all activities including planning, collection of Data under UDISE, implementation, monitoring and evaluation, and for taking remedial measures on all components of the RMSA scheme.

12 April 2015


According to the Perspective Plan for Karnataka’s Secondary Education (2009-2017), the mid-term GER target at secondary level is 100 percent by 2017. Based on this target, enrolment at the secondary level is expected to increase from 1.56 million in 2008 to 2.1 million by 2017. This has been endorsed by the recent third Joint Review Mission (JRM) conducted in 2014: ‘RMSA in Karnataka had a flying start and is cruising steadily. It could soar and fast reach the goal of Universal Secondary Education’.

2.2 Enrolment at Secondary School level Despite the Government of Karnataka’s vision and efforts to achieve universal secondary education by 2017, the GER remains 77.5 percent in 2013-14, which is a decrease from 84.5 percent in 2012-13. Girl’s enrolment is 48 percent of the total (Secondary Education Flash Statistics, UDISE 2013-2014). The GER for girls at 78.2 percent was higher than for boys, which was 76.9 percent (Table 2).

Table 2: Gross Enrolment Ratios - Secondary Education

2012-13 2013-14

Girls 73.6 78.2

Boys 75.5 76.9

Total 74.6 77.5

Source: Secondary Education Flash Statistics, UDISE 2013-2014

Achieving universal secondary education faces another challenge in terms of retention levels, which is 84.7 percent in 2013-14. This is only an increase of less than 4 percent since 2009 (Figure 1).

Figure 1: Retention Rate1 Secondary Schools in Karnataka

Source: UDISE, 3rd JRM-RMSA-K 2014

In 2012-13 the transition rate from Class 9 to 10 was 91.5 percent and in 2013-14, shows a negligible decline to 91.4, with girls’ transition (92.4 percent) almost equal to boys (92.6 percent). Transition loss, though, is higher for Scheduled Caste (SC), Scheduled Tribes (ST) and minority Muslim students as they move from upper primary to secondary education (Table 3). The third JRM-Karnataka report (JRM-K), 2014 points to the transition loss from elementary to secondary as well as from Classes 9 to 10 and highlights the need for “greater attention to transition by school management” and more

1 Calculated based on new entrants (enrolment adjusted with repeaters) in 2013-14 divided by enrolment in 2012-13

76

78

80

82

84

86

88

2010-11 2011-12 2012-13 2013-14

Rete

ntio

n Ra

te

Boys Girls Total

April 2015 13


attention “paid to ensuring 100 percent transition of every child in every school from upper primary stage to secondary stage (JRM-K, 2014).” The JRM also stated that “special attention should be focused on children with special needs and tribal children. The gains of SSA should be built upon so that every child with special needs transits to the secondary education stage (JRM-K, 2014).”

Table 3: Transition Loss (Percent)

Classes Total SC ST Muslim

8 to 9 11.4 16.3 17.5 17.4

9 to 10 10.9 13.8 15.5 15.9

Source: JRM-K, 2014

Furthermore, there is a noticeable dip in the transition rate from secondary to higher secondary levels in Karnataka - a low 25 percent in 2013-14, with 23.6 transition rate for boys and 26.6 for girls. This is also reflected in the completion rate at secondary level, which remains low at 59.8 percent (Secondary Education Flash Statistics, UDISE 2013-2014). It is evident that both transition to secondary schools as well as successful completion of secondary education require attention.

2.3 Schools and Enrolment The different syllabi followed in schools include the Central Board of Secondary Education, the Indian Council of School Education and the State syllabus defined by the Department of Public Instruction, GOK. The total number of students enrolled in secondary schools is 1,680,330, (in 2013-14) and this represents an increase of 18,470 from the previous year. 40 percent of secondary students are enrolled in government schools, 27.6 percent in private schools and 32 percent in aided schools. Karnataka has 14,718 government secondary schools and 3,669 aided secondary schools. While the number of aided schools has increased from 3,275 in 2009-10, its share in the total number of secondary schools has decreased from 28 percent to 25 percent. Government and aided schools together form the largest share of secondary schools in the state - approximately 60 percent with 72 percent of students enrolled. On the other hand, 40 percent of secondary schools are private schools with 28 percent student enrolled (about 100,000 less than aided and 200,000 less than government enrolment (Table 4). The state government syllabus is followed in all the government and aided schools in Karnataka.

Table 4: Enrolment by School Management Type

School Management (Having Secondary Sections)

Enrolment in Class 9 & 10

Percent Share

No. of Schools

Percent Share

Government/Provincial & Social Welfare

658072 39.2 5105 34.7

Aided 542965 32.3 3669 24.9

Central Government. 14505 0.9 75 0.50

Private 464295 27.6 5848 39.7

Others* 493 0.03 21 0.10

Total 1,680,330 100 14,718 100

Source: Secondary Education Flash Statistics, UDISE 2013-2014 *Madrasas and un-recognised schools

14 April 2015


2.3.1 District distribution of schools and students Out of the 34 districts in Karnataka, three districts are Special Focus Districts (SFD), which includes an SC and two Minority districts. In addition, there are 74 Educationally Backward Blocks. Of the 1905 schools receiving support from the RMSA, 191 (10 percent), are in the SFDs. (GOK, 2014a). The F-KARE study (2012) noted that the following educationally backward districts need special attention especially with regard to access to secondary education: Bellary, Koppal, Gulbarga, Chamarajanagar, and Raichur.

The analysis of school populations reveals that a large majority of secondary schools (59 percent) have less than 100 students enrolled (Figure 2). It is evident that only 8 percent of secondary schools have more than 250 students enrolled and over 80 percent of schools have less than 160 students enrolled.

Figure 2: Secondary Schools and Student Population (%)

Source Authors’ calculation: UDISE 2013-14

Another area of concern is that of schools with teachers but without students. Table 5 shows that out of the 34 districts in Karnataka, such schools exist in 28 districts. Only in 5 districts in the state is there an absence of such schools. There are 317 schools spread across 28 districts where school enrolment is found to be zero.

Table 5: Schools with Zero Enrolment District-Wise

Districts No of Schools in each district with 0 enrolment

Kolar, Kodagu, Uttara Kannada Sirsi 1 Belgaum, Chikkodi, Dakshina Kannada, Hassan, Ramanagara, Ududpi, Mandya

2

Chamarajanagara, Yadgir 3 Shimoga, Bagalkot 4 Chikkaballapura 5 Bijaput, Haveri, Mysore 6 Chitradurga, Uttara Kannada 8 Bidar 9 Chikkamangalore 13 Bellary 15 Raichur 16 Bangalore Rural 20 Koppal 21 Gulbarga 23

0

10

20

30

40

Less than50

50 to 100 1001 to159

160 to 249 250 &above

20.2

39.4

20.4

11.88.2

% sc

hool

s

School enrolment

10

April 2015 15


Bangalore Urban North 55 Bangalore Urban South 77 Total 317

Source: UDISE 2013-14 Authors’ calculation

2.3.2 Medium of Instruction

The F-KARE, 20122 noted that the attraction of English medium education has resulted in migration of children from several government and aided schools to private English medium schools and a consequent decline in student strength in government and aided institutions. According to the Karnataka State Education Report 2013-14, there exist 70 percent Kannada medium secondary schools, 25 percent English medium, 2 percent Urdu medium, 2 percent Marathi medium schools and less than 1 percent schools offering Telegu, Hindi and Tamil medium of instruction in the state (Table 6). Given the linguistic diversity in the population, the 3rd RMSA JRM advised that teachers trained to communicate bilingually in the medium of instruction and the tribal dialect would lead to improvement in learning outcomes and participation of tribal children (JRM-K, 2014).

Table 6: Enrolment by Medium of Instruction

Enrolment by Medium of Instruction Percentage

Kannada 69.86

English 25.30

Urdu 2.20

Marathi 1.77

Tamil 0.02

Telugu 0.02

Hindi 0.13

Source: Karnataka State Education Report 2013-14

2 Study of secondary education in Karnataka conducted by Forum of Karnataka Retired Education Officers.

16 April 2015


3. Teacher Supply and Recruitment Teacher supply and recruitment has three sections.

• The first section begins with an overall discussion of teacher availability in the existing system and in different school categories and management types. It also discusses the availability of subject specialist and qualified teachers.

• The second section deals with teacher requirements and projections of future need. • The third section focuses on recruitment including pre-service qualifications, pre-service

institutions and finally, the recruitment process followed in the state.

3.1 Availability of Teachers

3.1.1 Teachers in secondary education

• The total number of teachers in secondary education in Karnataka in 2013-14 is reported to be 109,922 (Secondary Education Flash Statistics, UDISE 2013-2014)). Of this number, there are 107,756 regular teachers and 2166 (2 percent) contractual teachers in the state.

• According to the UDISE data provided by the state, the number of teachers differs from the number reflected in the UDISE Secondary Education Flash Statistics 2013-14. There are a total of 109,459 teachers employed in secondary schools and of this number, 105,674 were regular and 3785 (3.6 percent) contractual (UDISE 2013-14). The Karnataka Project Approval Board (2014), also highlights the “inconsistency in UDISE Data and number of teachers provided by the state” (RMSA Project Approval Board Meeting Minutes, GOK, 2014a).

Teachers at secondary level work in different types of schools. In Karnataka there are composite schools that include primary, upper primary, secondary and higher secondary levels. Then, on the one hand, there are schools that have a single level such as primary only or secondary only; and on the other hand, with different combinations such as upper primary and secondary, secondary and higher secondary and so on. As seen in Table 9, the maximum number of secondary teachers are in standalone secondary schools, followed by schools with Classes 1-10.

Table 7: Teachers by School Category

School Category Regular Contractual

Secondary Mostly

Secondary Total Secondary

Mostly Secondary

Total

Composite (all levels) 980 542 1522 19 223 242 Primary + upper primary + secondary

5893 6335 12228 459 495 954

Upper Primary + secondary + higher secondary 211 522 733 1 0 1

Upper Primary + secondary 2123 2076 4199 60 35 95 Secondary only 78142 0 78142 2349 0 2349 Secondary + Higher Secondary

5558 3292 8850 119 25 144

Total 92,907 12,767 105,674 3,007 778 3,785 Source: UDISE 2013-14

April 2015 17


The highest percentage of regular teachers are recruited (Table 8) in Government (38 percent) and in private schools (30 percent), followed by aided (28 percent). Private schools have the highest number of contractual teachers at 91 percent, followed by aided schools at 8 percent (Table 8).

Table 8: Teachers (regular and contractual) by School Management and Category)

School Management Regular Contractual

Secondary Mostly

Secondary Total

% (Share) Secondary

Mostly Secondary

Total % (Share)

Government (DPI) 37041 2651 39702 (37.6)

31 16 47

(1.2) Tribal/ Social Welfare

1614 1645 3259

(3) 0 0

0 (.00)

Local body 350 14 364 (0.3)

0 0 0

(.00)

Aided 28460 932 29392 (27.8)

269 16 285 (7.5)

Private 25037 7127 32164 (30.4)

2706 727 3433 (90.7)

Central Government 392 380 772 (0.7)

1 0 1

(.03) Madrasas unrecognized

3 18 21

(.02) 0 19

19 (.50)

Total 92,907 12,767 105,674 3,007 778 3,785 Source: UDISE 2013-14

The pupil teacher ratio (PTR) in Karnataka secondary schools in 2013-14 is shown as 15:1 (NUEPA, 2014). This state average of pupil-teacher ratio does not fully project the reality behind school populations and subject teacher availability in secondary schools in Karnataka.

3.1.2 Core subject teacher availability

The RMSA norms state that schools should provide subject teachers even if the enrolment is less than 160. Less than 10.9 percent secondary schools in Karnataka have four core subject teachers (Figure 3). Though government schools have a comparatively higher number of four subject teachers than aided schools, only 15.9 percent government schools have 4 subject teachers. Science teachers are available in 19.4 percent schools, while Mathematics and Language teachers are available only in 23.9 and 31.1 percent of schools, respectively (UDISE 2013-14).

18 April 2015


Figure 3: Availability of Subject Teachers in Schools

Source: UDISE 2013-14

According to the F-KARE, 2012 study, 30 percent of secondary teachers’ posts are reserved for women. The percentage of female teachers in the state was 33 percent in 1998-99. It had increased to 39 percent in government schools in 2010-11. Private schools have the highest percentage (64 percent) of women teachers (F-KARE, 2012). In 2013-14 the percentage of women teachers in regular positions were 41 percent and 36 percent in contractual positions (NUEPA, 2014). Sustaining the state’s efforts at ensuring women teacher availability particularly in rural areas and educationally backward districts is important, since it plays a vital role in enhancing enrolment and retention of girls.

3.1.3 Teacher qualifications Secondary schools teachers are expected to have strong subject content knowledge, which is dependent on their undergraduate degrees. In addition, to this basic academic qualification, teachers are also expected to have a professional degree namely a B.Ed. Figure 4 shows that only 33 percent of Karnataka teachers do not have graduate degrees. In fact, the 3rd RMSA JRM noted that though the teacher qualification for recruitment for secondary level is BA/BSc with B.Ed, many secondary government schools visited had teachers with postgraduate degrees (Third, JRM-K, 2014).

Figure 4: Teachers' Academic Qualifications

Source: Secondary Education Flash Statistics, UDISE 2013-2014

33%

39%

23%2%3%

Below Graduation Graduate Post GraduateM.Phil. Ph.D./Post-Doctoral

April 2015 19

10.9

4.9

5.5

15.9

31.1

14.2

20.0

41.7

23.9

10.8

15.6

30.5

19.4

8.9

11.5

29.0

22.0

10.5

11.3

28.8

0 01 20 03 04 50

All Schools

Aided

Unaided

Govt

Social studies teachers

Science teachers

Maths teachers

Language teachers

4 subject teachers

Figure 3: Subject Teachers Distribution by School Type in Karnataka


In order to obtain a professional qualification of B.Ed, a teacher must have a basic degree. So it is assumed that all the teachers listed in Table 9 without undergraduate qualifications would not have a B.Ed. However, it is important to note that the Secondary Education Flash Statistics, UDISE 2013-14, shows the percentage of professionally qualified teachers at secondary level in Karnataka for 2012-13 was a high at 97.7 percent and for 2013-14, 94.9 percent. The lack of coherence between the number of teachers with academic qualifications and professional degrees requires further investigation. 72 percent of teachers in government schools have requisite professional qualifications. This number is lower for aided schools – 65 percent.

Table 9: Teacher's Professional Qualifications

Secondary Schools B.Ed/ M.Ed (%)

Government 72.8

Aided 65.4

Source: PAB, 2014 (GOK)

3.2 Teacher Requirements According to the Karnataka State Education Report 2013-14, 117,941 positions have been sanctioned in secondary education, of which 106,689 were filled and 11,252 remain vacant (Table 10). However, given the shortage of subject teachers with only 11 percent schools having four subject teachers, it is clear that sanctioned posts may not address this issue. The large number of small secondary schools (Figure 2) makes this task of providing core subject teachers even more challenging.

Table 10: Teachers Vacancy Status

Management Type Sanctioned Working Vacant % vacant Government (DPI) 43553 39110 4558 10 Tribal/Social Welfare Department 2854 2392 462 16 Local body 476 300 176 37 Aided 33660 29030 4630 14 Private 36601 35233 1368 4 Central Government 755 724 31 4 Total 117,941 106,689 11,252

Source: Karnataka State Education Report 2013-14

The third RMSA-JRM 2014 noted that sanctioned positions in 15 percent of government and 12.5 percent of aided schools remains vacant. There have been reports pointing to the long lapses in filling up vacant posts in government secondary schools and also, when a vacancy occurs during the academic year (either due to additional sanction, promotion, retirement, death, transfer, etc.) the vacancy remains unfilled during the year (F-KARE, 2012). The study also pointed out that the shortage of teachers is felt more in secondary schools as these are subject teacher posts and can be filled only by teachers that have the necessary subject specific qualifications. While this situation is critical, it is clear based on the teacher projections discussed below that recruiting new teachers will need to be carefully implemented keeping in mind the demographic declines and the increase in private school enrolment. The discussion on teacher rationalization will also be pertinent to the question of how many new teachers are hired in the system.

20 April 2015


3.2.1 Projection of future demand of secondary teachers

The National Council for Teacher Education published a study entitled “Demand and Supply Estimates of School teachers and School Educators (2007/08-2016/17) for Karnataka” (National Council for Teacher Education [NCTE], 2009). This report estimated the demand for additional teachers at secondary level in Karnataka until 2016-17 on the basis of additional enrolment, PTR, attrition of teacher at three percent and the numbers of teachers required to reduce the backlog (vacancies and untrained):

Box 1: Net Demand for Teachers

Net Demand for teachers in a given year

Additional Demand for Teachers based on additional subjects offered in a given year + Replacement of retiring teachers as per stated attrition rate + backlog in demand for teachers due to existing vacancies and untrained teachers.

This report estimated an additional teacher requirement for 10,375 secondary teachers in 2016-17 based on 3,445,316 student enrolment in the year 2016-17 for Class 8-10. The projected enrolment was based on the goal of achieving universal secondary education by 2020 and used the baseline enrolment of 2007-08(Table 11). However, in 2013-14 the enrolment is significantly lower than the projections, even while including data related to Class VIII enrolment.

Table 11: Projected Additional Demand for Secondary School Teachers (Class 8 to 10)

Year Enrolment Secondary

Additional Enrolment Secondary

Additional Sections

(25/section)

Additional teachers –based on norm for additional sections

Existing teachers in 2005-

06 to 2006-07

Teachers attrition (actual) @3 per

students

Additional teacher demand (Col. 5 +

Col.7)

1 2 3 4 5 6 7 8 2012-13 3042936 109863 4394 9888 79752 2393 12281 2013-14 3148082 105146 4206 9463 77360 2321 11784 2014-15 3249718 101636 4065 9147 75039 2251 11398 2015-16 3353569 103851 4154 9347 72788 2184 11531 2016-17 3445316 91747 3670 8257 70604 2118 10375

Source: Demand and Supply Estimates of School Teachers and Teacher Educators (2007-08 - 2016-17), Karnataka, NCTE, New Delhi, 2009

The Government of Karnataka’s projections on teacher requirement seem much more realistic and was prepared for the ‘Perspective Plan for Expanding Secondary Education’ in 2009. Table 12 shows different models for calculating teacher requirement. The four variants for enrolment projection models used were as follows.

April 2015 21


Table 12: Four Variants of Enrolment Projection Models of Karnataka

S. no Variant Model Projection Criterion 1 Variant I Past performance based – 1.6% growth per annum

2 Variant II Growth of Enrolment in Class VII and Transition rate between

subsequent classes (VIII, IX and X) 3 Variant III GER = 75% by 2012 and GER = 100% by 2017 4 Variant IV Simulation Model

Source: “Perspective Plan for Expanding Secondary Education 2009-2017”,DPI,GOK,

In this simulation model, the expansion of secondary enrolment is treated as a policy variable and is not linked mechanically to the changing output of primary schooling. The number of successful Class 8 graduates places an upper limit on the numbers that can be admitted into secondary schooling (Lewin, 2009). The demand for teachers is estimated based on the method that for every six sections (following 1:30 CPR) of secondary classes a set of six core-subject teachers and for every 10 sections a set of two other teachers (for Physical Education and Computers) would be required.(pg.59,Karnataka RMSA Perspective Plan)

Table 13: Additional teachers required for secondary schools-four variants projection models

Year

Additional Teachers requirement Total Additional Teachers Additional Teachers in Government & Aided

Schools Var I Var II Var III Var IV Var I Var II Var III Var IV

1 2 3 4 5 6 7 8 9 2009 802 1839 305 793 735 1527 356 728 2010 649 2191 307 1466 621 1805 358 1247 2011 658 1735 309 1785 630 1464 360 1498 2012 668 1796 311 2144 639 1519 361 1783 2013 677 1859 2222 2039 648 1575 1840 1711 2014 686 1622 2325 2059 658 1399 1930 1735 2015 696 1324 2433 1928 667 1173 2024 1641 2016 706 1108 2546 1490 677 1010 2122 1308 2017 716 412 2664 825 687 467 2226 792 2018 726 0 66 0 697 0 195 49 2019 736 0 60 0 707 0 189 0 2020 746 0 640 0 717 0 647 0 2021 757 0 0 0 727 0 0 0 2022 767 0 0 0 738 0 0 0

Source: Perspective Plan for Expanding Secondary Education 2009-2017”,DPI, GOK,

The projection exercise has shown that the maximum enrolment in Class 9 and 10 would not go beyond 2.1 million in Karnataka. This means to accommodate around 0.45 million additional enrolment by 2017, the state would need to hire an average of 1000 additional teachers in government schools per year from 2008 to 2017, thus totalling 10,000 (GOK, 2009).

3.2.2 Feasible GER growth model

A more recent projection analysis was undertaken by the TCA team, which includes changes in the internal efficiency rates at elementary and secondary levels. In this model total Class 8 leavers in 2015

22 April 2015


are expected to be around 932,906, and this will increase to 937,038 by 2019 before declining to 902,000 by 2025. Enrolments in secondary education mirrors the same pattern of increase and decrease in student participation. The reduction in enrolment is largely due to demographic declines in the secondary education population. Therefore, though the actual numbers decrease, as evident in Figure 5, there is a steady increase in GER in secondary from 78.6 percent in 2015, 85.5 percent in 2019 and 92.7 percent in 2025.

Figure 5: Projected Gross Enrolment Ration in secondary education

Source: NUEPA and TCA 2015

In Karnataka, increasing the existing PTR of 15:1 to the RMSA PTR norm of 30:1 would release a large number of teachers. The gap between future teacher requirement and the existing teacher supply is shown in Figure 6. Two different pathways for converging to norm level are shown in Figure 6. Pathway 1 shows the number of teachers required with a gradual changes in the PTR level and pathway 2 shows the number of teachers needed when the PTR is applied from 2015 onwards. Pathway 1 seems more realistic with a gradual reduction in the number of teachers required in secondary schools. In this model, the initial reduction in the teacher workforce is less than 10,000. Pathway 2 would result in an immediate release of about 30,000 teachers and the need for the redeployment of a very large number of teachers and possibly a demand for additional teachers in subsequent years.

Figure 6: Teacher projections for Karnataka

Source: NUEPA and TCA 2015

78.6% 80.1% 82.2% 84.1% 85.5% 87.4% 90.0% 90.4% 90.7% 91.9% 92.7%

0%

20%

40%

60%

80%

100%

120%

140%

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

0

10000

20000

30000

40000

50000

60000

70000

80000

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

PTR Norm Existing Teachers (2013-14) PTR Target

Pathway

Pathway2

April 2015 23


The state is aware of the need to consider reduction in new teacher recruitment reflected in Figure 7. This figure shows a steady decline in the recruitment of teachers since 2005-06. According to CAC from 2003-04 to 2012-13, 22,625 general teachers, 1973 physical education teachers and 928 special teachers were recruited. In 2012-13 alone, only 3,407 teachers were hired. This pattern does reflect the state’s response to demographic declines and reduction in the enrolment in government schools. However, even the number of teachers hired in 2012-13 is higher than the number required (Table 13).

Figure 7: Decline in teacher recruitment

Source: DPI, Karnataka

Having said this, the need to address teacher recruitment in core subjects is critical given that about 20 percent of the secondary schools have less than 50 students. Improving annual planning and the identification and filling up of vacancies would be critical, especially in the light of the low number of teachers in core subjects in secondary education.

3.3 Teacher Recruitment

3.3.1 Pre-service training

Karnataka is governed by the following with regard to the recruitment of teachers:

• Karnataka Education Act, 1983;• Karnataka Education Act I, 1995;• Civil Services Act (2007);• Recruitment and Terms and Conditions of Services of Employees in private and aided primary and

Secondary Educational Institutions Rules, 1999; and• Karnataka Educational Institutions, Rules 2005.

The Karnataka Education Act of 1995, specifies the qualifications and the number of teaching and non-teaching staff (also referred to as “staff pattern”) allocated to different responsibilities and entities across the state. This Act also confers on the Commissioner for Public Instruction, Department of Public Instruction, all administrative and quasi-judicial power and decision-making regarding the service conditions of employees. 3 Another set of rules, namely the “Karnataka Educational

3 Section 143 of the Karnataka Education Act 1983 (Karnataka Act I of 1995), notification No ED66 VIVIDHA 2003.

0

500

1000

1500

2000

2005-06 2006-07 2007-8 2009-10 2010-11

No.

of t

each

ers

Bangalore Belgaum Gulbarga Mysore

24 April 2015


Institutions, Rules 2005,” details the educational qualifications for the recruits to aided institutions, which will be comparable to those in corresponding categories in Government educational institutions.

All secondary school teachers as mentioned in the earlier section must have a professional B.Ed degree. For teaching in higher secondary, teachers must also have a post graduate M.Ed degree. Professional pre-service qualifications for teaching in secondary education in Karnataka can be obtained in two ways. Firstly, B.Ed can be obtained through universities programs that offer a combined or integrated program that includes an academic degree and a professional (B.Ed/M.Ed) degree. Six universities in the state offer these combined programs either full-time in-person or in distance mode. For example, the University of Mysore, through the Regional Institute of Education (a unit of the NCERT) located in Mysore, offers an integrated four-year course in science and mathematics. The Karnataka State Open University (KSOU) is an example of an entity that offers the integrated program using distance learning strategies. 4

Secondly, after students complete their degree, professional qualifications can also be obtained through an additional year in Colleges of Education, Government “College of Teacher Education”, and at the “Institute of Advanced Studies in Education.” These programs, which are usually one year in length, are also offered through the full-time in-person mode or the distance mode. The B Ed course offered in distance mode by the KSOU is of two-year duration. However, the maximum time allowed for completing this course is five years. Graduate teachers serving in the school system within Karnataka are eligible for admission to this program. For admission into the B.Ed course an undergraduate degree in either Science, Arts or Commerce is required. A candidate from the general category, in order to be admitted in the B.Ed program, must have a minimum average mark of 50 percent. This expectation is somewhat relaxed for persons from the SC, ST or with disability to 45 percent. The Regional Institute of Education is also offering a two-year B Ed program on an experimental basis.

3.3.2 Teacher Training Institutes

There are a 329 Secondary Teacher Education institutions in Karnataka, out of which a large majority are unaided institutions, which have opened in recent years (Table 14). According to the Centralised Admission Cell, Department of Public Instruction in 2013-14, the total number of B.Ed seats is 32,850, which is a considerable reduction from 41,500 seats available in 2012-13. Though the number of seats available were high, the number students actually admitted is about half this number. State officials have shared that a large number of unaided colleges have closed down between the academic years 2012-13 and 2013-14.

4 The Physical Education faculty of the Bangalore University also offers a separate Physical Education program leading to the B P Ed degree. Commerce graduates are not permitted to become secondary teachers in the state as per present rules. A graduate should have studied at least two subjects taught in high schools at the degree level to become a secondary teacher (F-KARE, 2012).

April 2015 25


Table 14: Bed. Institutions and seats available

Year 2012-2013 2013-2014

Institutions

Government 9 9 Aided 51 47 Private 355 273 Totals 415 329

Total No. of Candidate Applied 30396 36114 Total No. of seats 41500 32850 Total No. of Management Seats 22200 14950 Total No. of Govt. Seats 19300 17900 Number of Filled Seats 12231 15803


Karnataka has already developed a Teacher Education Plan for 2012-2016 with the aim of ensuring that teacher supply and demand are commensurate. Going forward it is also important that plans are made by the state to ensure that unqualified secondary teachers are provided opportunities to complete their professional qualifications. Ensuring quality assurance across all teacher education institutions – public and private is also an important issue for Karnataka.

3.3.3 Recruitment Process

The state is a pioneer in introducing many reforms in teacher recruitment. More than a decade ago a merit cum roster based recruitment system to improve objectivity and transparency in the selection of teachers was introduced. This system was further refined using technology and, since 1999-2000 the entire recruitment process is computerized. The recruitment process, which was earlier handled by the Employment exchange, is now administered by the Central Admission Cell (CAC). The CAC is attached to the Commissioner of Public Instruction’s office and is responsible for the recruitment of all civil servants, including teachers in the state.

A Common Entrance Test (CET) was introduced by GOK and based on performance in these tests and the age of the applicant, candidates were shortlisted. The minimum age for applying to the teaching profession is 21 years and the maximum age is 40 years for general category. Earlier relaxations of educational qualifications for applicants from disadvantaged communities does not apply any more (CBPS, 2014). However, minimum marks required to clear the CET for reserved categories is lower. In addition, the age limit for applying to the teaching profession is also higher - 43 years for OBC category and 45 years for SC/ST categories.

Karnataka, based on the stipulations of the National council of Teacher Education, has adapted the CET to accommodate the GOI Teacher Eligibility Test. Since 2013 the test is renamed Karnataka Teacher Eligibility Test. The test is a multiple choice test with 150 questions. Only about 10 percent of students passed the test in 2013.

The calculation of vacancies is made based on a district, subject-wise staffing pattern. A matrix is developed that includes school level vacancies, at the block, the district, and the division. The vacancies are distributed across social categories and special reservation categories (Annex 5). The reason for the vacancies are also identified – retirement/death, the creation of a new post, due to various schemes and projects, due to teacher transfer requests or shifting of vacancies. There are two types of recruitments direct and indirect. The process of direct recruitment is described below.

26 April 2015


Indirect recruitments are teachers recruited/appointed due to a promotion, substitution (for example pregnancy or illness) and on compassionate grounds.

For direct recruitment, once the vacancies are identified, the recruitment process has to be through a Government order, with clearance from the finance department and based on the directions given by the Director of Public Instruction. The recruitment process begins with a notification by Divisional Joint Directors and invitation for online applications. The entire process is enabled by the Geographical Information System in the state. Box 2 lists the different steps in the entire process.

Box 2: Recruitment steps before counselling


Candidates make their choices for school appointment based on the vacancy list and roster. Through a process of “counselling,” the CAC matches the candidate choices with what is available. The selection authority is the Joint Director of Public Instruction at the Division level. The appointing authority is the Deputy Director for Public Instruction at the district level who appoints and posts teachers to existing vacancies in the district (F-KARE, 2012).5

5 FKARE (2012) pointed out that the gap between occurrence of vacancy and filling up of the post is more than several years resulting in seriously affecting the quality and academic work of the schools. Only in a few schools with proactive SDMCs, local graduates have been appointed to work against these vacancies.

Generation of final rank list and rejection list

Publication of final selection list with district

Receiving objections - attending to objections

Publication of provisional selection/rejection

Scanning OMR sheets and scoring

Hosting key answers on the website

Application scrutiny

Common Entrance Exam

Online Application

April 2015 27


Box 3: Recruitment – process of computerized counselling

Source: CBPS, 2014

The district Gulbarga, Bellary, Yadgir, Bider, Raichur, and Koppal, (SFD as per article 371), have separate cadres for teachers and 75 percent of the teacher appointments have been successfully completed through local initiatives.

Social category-wise merit list is prepared and academic certificates are verified for those short listed candidates

Details of short-listed candidates are entered in the computer used for counselling purposes

GIS enabled program allocates the candidate based on their geographical unit selection (district/division), social category, individual characteristics and sex. This program also ensures

that each reservation criteria (defined earlier) is fulfilled.

Short listed candidates choose their block based on their district selection. Merit candidates for SC, ST and OBC are given first preference in selection of block.

This is continued till the required numbers (as per reservation norms) are met.

28 April 2015


4. Teacher deployment and transfer Teacher deployment and transfer are key components of an effective teacher management system. In secondary education, it is critical that schools have an adequate number of teachers in core subjects, which is dependent not only on the recruitment process described above but also on how teachers are deployed across the state.

• This section on deployment begins with a discussion on the district-wise distribution of teachers followed by a review of the schools that have an excess and shortage of teachers across districts.

• The section on transfer discusses the state policies and processes used. State norms for teacher distribution and efforts at rationalization are also discussed.

4.1 Teacher Deployment

4.1.1 District-wise distribution of teachers

As described earlier the majority of schools in Karnataka remain without core subject teachers (Figure 3). Only about 11 percent of schools have teachers for all four core subject areas. The situation is more serious for mathematics, science and social studies teachers when compared to the availability of language teachers. While overall shortage of subject teachers are described here, the distribution of subject teachers at the district level represents teacher deployment across the state.

Teacher deployment in core subjects varies across districts in Karnataka. As can be seen from table 15 (given below) Tumkur and Madhugiri districts appears to have the maximum number of schools with subject teachers available. These two districts also fall into the group of six districts without any “zero enrolled with teacher” schools described above. Bidar, Chikmagalur and Shimoga districts in contrast appear to be faring the worst. Only about 3 to 12 percent of the schools in these districts have core subject teachers.

Table 15: Districts with the highest and lowest percentage of subject teachers

Teachers Highest percent of schools without teachers

Lowest percentage of schools without teachers

District Percent District Percent Schools without 4 subject teachers Bidar 96.6 Tumkur, Madhugiri 50

Schools without Language teachers

Chikmagalur 88 Tumkur, Madhugiri 10.5

Schools without Mathematics teachers

Shimoga 94.3 Tumkur, Madhugiri 26.3

Schools without Science teachers Chikmagalur 92.8 Tumkur, Madhugiri 20.3

Schools without Social Studies teachers

Bidar 94.4 Tumkur, Madhugiri 30.1

Source: UDISE 2013-14

4.1.2 School distribution of teachers

An analysis of regular teachers in zero enrolment schools also portrays the skewed distribution of teachers in the state. About 1,062 regular teachers and 155 contract teachers are employed but do not have students to teach (Table 16). Bangalore Urban South has the maximum number of teachers (217 teachers) without students, followed by Bangalore North (195 teachers). Since these two

April 2015 29


districts are in the state capital, the phenomenon of student flight to English medium could explain the larger number of zero enrolment schools in these districts. Redeployment of these teachers to schools that have a shortage of teachers is crucial.

Table 16: Number of Schools with Zero Enrolment with teachers

Schools

Regular Teachers

Contract Teachers

Kolar, Kodagu, Uttara Kannada Sirsi 1 8 0 Belgaum, Chikkodi, Dakshina Kannada, Hassan, Ramanagara, Ududpi, Mandya

2 52 2

Chamarajanagara, Yadgir 3 29 0 Shimoga, Bagalkot 4 34 0 Chikkaballapura 5 15 3 Bijapur, Haveri, Mysore 6 42 7 Chitradurga, Uttara Kannada 8 83 13 Bidar 9 25 0 Chikkamangalore 13 106 0 Bellary 15 43 2 Raichur 16 54 8 Bangalore Rural 20 32 13 Koppal 21 41 109 Gulbarga 23 86 20 Bangalore Urban North 55 195 3 Bangalore Urban South 77 217 0 Total 317 1062 155

Source: UDISE 2013-14 Authors’ calculation

On the other hand, there are a total of 1,433 schools across 34 districts, which do not have any regular teachers even though secondary enrolment is approximately over one lakh students (Table 17). A total of 1,433 such schools are located across all 34 districts of Karnataka, where no regular teachers are available. In Bangalore Rural there are 45 secondary schools with an enrolment of 2,268 students having only 11 (mostly secondary) contractual teachers. Gulbarga district has 144 schools with an enrolled population of 10,059 with no regular teachers and 699 contractual teachers. Though many of these schools have contract teachers, there are two schools each in Shimoga and Kodagu districts where both regular and contractual teachers are found to be absent.

30 April 2015


Table 17: Number of Schools with Zero (0) regular teachers by District in Karnataka

Enrolment No of

Schools

No of Contractual Teachers Secondary

Only

No of Contractual Teachers Mostly

Secondary Bagalkot 2,262 27 72 19 Bangalore Rural 2,268 45 0 11 Bangalore Urban North 5,591 91 13 8 Bangalore Urban South 39,525 492 7 31 Belgaum 1,317 18 68 0 Belgaum Chikkodi 2,592 34 40 0 Bellary 1,413 23 50 0 Bidar 1,518 22 67 0 Bijapur 2,781 38 147 0 Chamarajanagar 932 12 55 0 Chikkaballapura 1,487 22 14 0 Chikkamangalore 693 10 27 4 Chitradurga 2,351 29 140 0 Dakshina Kannada 1,324 15 9 0 Davanagere 404 8 49 0 Dharwad 818 9 60 0 Gadag 651 7 45 0 Gulbarga 10,059 144 683 16 Hassan 2,063 32 131 0 Haveri 1,390 26 30 0 Kodagu 12 2 0 0 Kolar 4,361 53 83 0 Koppal 3,467 67 120 507 Mandya 1,136 20 79 11 Mysore 6,108 70 15 0 Raichur 3,395 36 59 9 Ramanagara 1,797 27 133 1 Shimoga 0 2 0 0 Tumkur 112 2 0 4 Tumkur Madhugiri 269 5 33 0

Udupi 1,428 14 39 7

Uttara Kanada 499 8 12 15

Uttara Kanada Sirsi 873 8 26 0

Yadgir 1,127 15 103 0

Total 1,06,023 1,433 2,409 643 Source: UDISE 2013-14 Authors’ calculation

4.2 Teacher Transfer

4.2.1 Transfer Policy and Process

The state government of Karnataka has established effective policies and procedures for teacher transfer. The government in 2007 passed the Karnataka State Civil Services (Regulation of Transfer of

April 2015 31


Teachers) Act, to regulate teacher transfer. This Act has played an important role in ensuring the availability of teachers in government schools and pre-university colleges, especially in rural areas. To implement this Act, Karnataka developed the “Teacher Transfer Processing System (TTPS-2012).” The TTPS is an online system that ensures transparency across all levels (JRM-K, 2014) and a reduction in politically motivated transfers. Teachers’ request for transfer is submitted online and prioritized automatically according to a set of criteria described below.

The rules framed under the Act were further amended in 2011, according to which the total number of transfers in a year can only be five percent. Priority is given to teachers that require to be close to their spouse. Within this five percent there is a limit set for particularly category. For example, transfers in the ’joining spouse’ category should not exceed one percent of its total cadre strength. Mutual transfers do not fall within the five percent and there is no limit to this kind of teacher transfer. In addition, teachers in the following categories are given first priority and also fall outside the five percent limit:

• Physical Handicap • Wife of ex-service man • Widow teachers • Severe sickness • Less than two years for retirement • Office bearers of teachers associations at state, district and block levels (limited to two terms

during the service • Office bearers of Govt. workers union

There is no limit for the transfer of teachers in this category. The steps (Box 4) in the transfer process include application processing, provisional and final list preparation, counselling process, redeployment process inside unit, redeployment outside unit, and the remaining requests (CBPS, 2014).

Box 4: Sequence of Teacher Transfers

Teachers request transfer online

Transfers on Request within Seniority level is decided

Transfer on Request outside Seniority level is decided

Other Transfers: Mutual transfers, Transfer for Disciplinary action takes place

Source: CBPS, 2014

Teachers go through a process of “counselling” before the transfer is finalized (Annex 5). Box 5 portrays the point at which the counselling takes place. This online system has been successful in ensuring the effective control of five percent mobility within the unit and one percent mobility outside 32 April 2015


the unit as defined by the Transfer Act. The number of teachers transferred was reduced from 12,250 in 2011-12 to 9,306 teachers in 2012-13. The plan to introduce mobile technology in 2013-14, could facilitate teacher vacancies that occur during the year to be addressed more efficiently. While the online system of transfer policy is transparent and effective, the extent to which this process can facilitate the allocation of subject teachers across schools and districts in a rational manner may need to be considered.

Box 5: Process of Teacher Transfer

Source: CBPS, 2014

4.2.2 State norms and efforts at rationalization

Karnataka’s distribution of secondary education teachers is based on the number of students in a “division.” Table 18 portrays the number of students in a division. According to the staff pattern, schools with three to five divisions are expected to have seven teachers in the following subjects, respectively – Language, Hindi, English, Arts, Science (Political Science, Commerce and Mathematics), Science (Chemistry, Biology and Zoology), and Physical Education.

Table 18: Student Enrolment and Divisions

Student Strength Divisions

Up to 70 1 division

71-140 2 division

141-210 3 division

211-280 4 division

281-350 5 division

Source: DPI website

Teacher deployment and rationalization has several aspects.

• Firstly, the redeployment of teachers without students, ensuring students have regular teachers, addressing the situation of teachers with too few students and those with a much reduced

April 2015 33


workload. The first two aspects are discussed in detail above. • It is also important for the state to address the current situation of very small secondary school

(with enrolment less than 100 students). • In addition, in a school with only one or two sections, a subject teacher is likely to get a work load

of only 12 periods/week (6 periods per subject per class), whereas the average work load of a secondary teacher is prescribed as 28 periods per week.

The state is making significant efforts to address issues related with teacher rationalization. Several circulars ( Ref: Annex 13) have exhorted Deputy Directors of Public Instruction to implement a process of teacher rationalization, described by the Director of Public Instruction in detail.6 According to the Director, a school with an excess number of teachers (specifically when the ratio is more than 1.5 teachers to a division) needs to undertake a process of rationalization before the regular teacher transfer takes place. The request to districts is to list the excess teachers and schools with a shortage of teachers. The matching between excess and shortage is to be publicized widely and five days given for any objections to be raised. If there are no objections, counselling takes place and excess teachers are transferred. Dummy counselling takes place if teachers are not present. Prioritization and exemptions are similar to those listed for the overall process of teacher transfer described above.

The situation of small schools and reduced workload could be addressed by establishing composite schools or clustering. In a composite school teachers could also teach upper primary classes, leading to greater efficiency. Small secondary schools could also organized into a cluster and teachers especially in the core subjects could serve several schools in a cluster. This will address underutilization of teachers deployed in smaller secondary schools.

6 Government circulars on this topic are available on this website: <http://www.schooleducation.kar.nic.in/secedn/secghscirculars.html>

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5. Teacher’s Service Conditions and Development This section examines state employment conditions for teachers and their in-service professional development.

• The section on Teachers’ Service Conditions discusses the service book, salaries and incentives; the Human Resource Management System and state monitoring matrix.

• Teacher development examines needs assessment, institutions involved with in-service training and the different programs in place to develop teacher skill and knowledge.

5.1 Teachers’ service conditions Similar to other states in India, teachers in Karnataka are also assigned various roles and duties within and outside schools. This section deals with state defined teachers’ service conditions, teacher supervision and career development, including incentives, and promotions.

5.1.1 Teacher service books, salaries and incentives When teachers are recruited, they receive a unique ID, which is used to develop their service book. The online Service Book contains the teacher’s bio data, transfer information, payroll, promotions and transfers. A detailed list of each of these areas is found in Annex 7. All levels of the administration use the online system for reviewing personnel information and remunerations. Though the extent to which teachers make use of this system is based on their access to and use of computers.

Teachers’ salaries consume the largest share of the education budget (F-KARE, 2012) and follow the recommendations of the Sixth Pay Commission. There is a range depending on the years of service in the school system and also a difference between what teacher in the rural area receives and a teacher in the urban area (CBPS, 2014). A new appointee in urban areas starts with about Rs. 24,000 per month and after 25 years of service receives about Rs. 44,000. The teacher teaching in an urban area receives about Rs. 5000 more each month. The disbursement of salaries is through electronic transfer straight to the teacher’s bank account.

An increment of Rs. 450-500 is given annually. In addition, to this annual increment, teachers can also receive time bound increments for acting in a position or for temporary assignments. Increments are also given when they complete 25, 30 or 35 years of service. The Government introduced several different kinds of allowances – dearness, house rent, city compensatory, hill station, instructional materials, travel and medical. Teachers are also allowed to take 10 days of casual leave and 10 days of earned leave (CBPS, 2014). They receive a pension when they retire from the school system. Besides the above, they also get various other benefits and awards (Box 6).

Box 6: Benefits and awards received by teachers

Financial Other • Government Insurance • Contributory Provident Savings Fund • Loans from HUDCO • Interest free vehicle loans • Interest free festival loan for one year

• Teachers’ Benefit Fund Facility • Merit Scholarships to teachers’ children • Provision to complete higher education • District/State/National level awards for teachers • Late Rajiv Gandhi Monument Award • Cash prize based on performance of teachers’ children • Discounts at Government co-operatives”(CBPS, 2014)

Source: CBPS 2014

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The CBPS study noted that teachers receive: an inclusive range of allowances and a wide range of benefits cushion teacher expenses such as incentives to study further awards and loan facilities. However, the delays in time-bound increment and encashment of leave remain a challenge (CBPS, 2014).

5.1.2 The Human Resource Management System

A Human Resource Management Systems (HRMS) has been implemented for the whole of Karnataka civil service including teachers to manage payroll, promotion, and disciplinary actions. The system operates in accordance with (and in support of) the Karnataka Civil Service Rules. The HRMS system takes care of the two main functions – Service Record Maintenance and Payroll Generation of employees. To identify the teacher, the system uses the Karnataka Government Insurance Department (KGID) code generated when the teacher is appointed as a teacher.

The Service Records or Personnel Details Module is a component covering all HR aspects from recording the details of a new employee until his/her retirement. The system records basic demographic and address data, training and development undertaken, capabilities and skills management records and other related activities. The finance department is using the system to disburse civil servants’ salaries and benefits. The Payroll module automates the pay process by gathering data on employee’s time and attendance, calculating various deductions and taxes, and generating periodic pay checks and employee tax reports. The pay bill is then submitted to the Treasury for payment.

While the HRMS system for the Government of Karnataka has facilitated the introduction of a uniform system of payroll and service record management across the civil service, there are opportunities to increase sector effectiveness. For example the fields related to performance remains empty as the government explores different options. Since the HRMS applies to all civil service a constraint has been the introduction of common performance measure for employees across the different sectors. As a result the database is unable to record the performance of a particular teacher vis-à-vis his or her job description that can potentially promote learning in the classroom. Notwithstanding, this challenge, the state is keen to explore the possibilities of introducing some system to capture the quality instruction taking place in classrooms.

Individual District Education Officers input the new information manually at the school level in teacher’s service books. In other words, any corrections or updates are entered manually in the service book and also inserted in the HRMS database at the district level. This process of updating information is not only duplicated but has the potential for human error.

5.1.3 Annual Reviews and Matrix monitoring

Teachers are expected to develop subject-wise annual action plans and lesson plans for each session. The Annual Performance Report (APR) is the only instrument used for a formal evaluation of the teacher. (Annex 8) The APR for each teacher has to be submitted to the Director of Public Instruction by May 31 each year. The Head Teacher is expected to fill the form and submit to the Deputy Director of Public Instruction. The Deputy Director reviews the ACR before submitting to the Director. The APR has six sections:

• The first section “Personal Data” includes in addition to name, age and positions held, the amount of leave taken each year and the filing of annual property returns.

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• The second section is a self-assessment by the teacher. The teacher in this section describes her duties, whether the objectives were achieved and the constraints if any.

• The third section is the report of performance, which is the most important section and includes an evaluation by the Head teacher on the teacher’s outputs, knowledge, attributes, integrity, and training, use of Kannada, health, and attendance. The rating scale include outstanding, very good, good, average and below average.

• The fourth section is a review by the Deputy Director • The fifth section is an “acceptance” of the review by the Director • The sixth section is on communication timelines i.e. of the whole process

The APR is comprehensive in that it includes a self-assessment and the main aspects of instruction. Having said this, the categories assessed with regard to instruction are general and may not be directly applicable to what happens in the teacher’s classroom. For example, the category “Attributes” assesses decision making skills, communication, accuracy etc. For each of these attributes, it is not clear as to the basis for the judgements made. For example, unless the assessor observes the teacher for extended periods of time, it would be difficult to capture the decision-making skills of the teacher. Furthermore, critical aspects of instruction such as the timely completion of the syllabus, the review and feedback of students’ written work are not included in the APR. As a result, it is likely that these APRs are “….filled in a very mechanical manner and is used only when considering promotion of teachers to the next higher level (F-KARE, 2012).”

Apart from the APR, Karnataka has pioneered a complex matrix/network of teacher monitoring centered around providing support. The CBPS study highlights the significant feedback being given to teachers through this network of head teachers, district officials and state level officials. The matrix is carefully planned for each year and accompanied by formats for each visit. The reporting is done through the maintenance of daily diaries. The matrix consists of the following groups that monitor instruction in classrooms:

• First, block and cluster officials are expected to review teaching and learning in schools. • Second, the district departments of public instruction employ “Subject Inspectors” who are

expected to visit/support 20 schools per month and also inspect 5 schools per month. Subject inspector reports are submitted first to the Deputy Director and then to the Commissioner’s office. The format for the 20 school visit is found in Annex 9. The format represents a comprehensive and detailed review of the teacher. The review includes the Learning Environment, Class Preparedness, the Teaching and Learning Process, and Student participation. Each area is rated on a scale of 1-5: 1- Low, 2 – Need to Improve, 3 – Average, 4 – Good, 5 – Excellent.

• Third, surprise visits are organized by district officials. The format for these visits is included in Annex 10. And the list of schools to be visited by the Deputy Director, and Education Officers is given in Annex 11.

• Fourth, District Institutes of Education and Training (DIET) faculty are also expected to visit 10 schools per month. The report of the schools are submitted to the principal of the DIET and then to the District State Council for Education Research and Training. The formats used are similar to those used by the subject Inspectors.

• Fifth, all state level personnel have a schedule for visiting and reporting on institutions. The schedule is detailed and distributed in the beginning of the year. Annexes include specific instructions for different entities and personnel such as the SSA and RMSA offices, Block offices,

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the District offices etc. The official spends two to three days in a district checking school records, administration, personnel etc. 7 The emphasis is on the financial issues. Brief mentions are made on teachers – Whether “registers” are maintained in the prescribed format; verification related to the transfer of excess teachers; verification of teachers on deputation and training. Visits to secondary schools follow a format that is found in Annex 12. Box 7 contains the points related to teachers’ work to.

Box 7: Observation points for visits by state level officials

Related Academic Activities [points for observation]

*Syllabus distribution across teachers by head teacher for the academic year.

*Observation, Guidelines and supervision of teachers by head teacher on lessons and teachings.

*Valuation of tests, mid-term & annual examinations, registering of consolidated mark sheets, *School academic Plan, teaching solution based on subject wise marks obtained and capability of students based on A & B Classification,

*Program such as “Bridge the Gap (Sethu Banda Yojane)” as special teaching solution for the student under classification of A & B who have learning deficiencies

*Verification of annual lesson plans of the teachers.

It is instructed that lessons should be divided/distributed to teachers on school opening day. The head teacher needs to instruct co-teachers on the school academic plan. It has been instructed to take the necessary action to improve the quality of learning by engaging in group discussions among the children. The Head of the Institution has been asked to verify Annual Lessons/Syllabus Plan for each teacher and important points to be noted. In this it is informed that, to develop such a plan where it improves the children mental skills through a creative environment.

Finally, the Karnataka State Quality Assessment and Accreditation Council reviewed the functioning of 1,020 schools based on a total of 100 points. Schools were scrutinized for basic facilities (20 points), learning environment (60 points), leadership (10 points), community participation (5 points) and use of new and innovative methods (5 points).

In spite of the number of entities and detailed schedules for monitoring schools and teachers, student achievement continues to be a challenge for Karnataka. A review of the formats used in the monitoring network shows that the emphasis appears to be largely on the use of resources. Except for the subject inspectors’ format, it is difficult to get a sense of how the different formats would provide an understanding of the quality of instruction and the teaching and learning experience in classrooms in Karnataka. Moreover, the support process described above enables the monitoring of only about a third of the schools each year with schools close to district centres visited several times a year. Even in these schools, the head teacher is unlikely to get an overall sense of the strengths and weaknesses of teachers in the school as both the DIET staff and subject inspectors’ evaluations are not consolidated and retained at the school level. It is likely that the role of the different entities is not

7 This network of monitoring is not restricted to the teacher but includes the inspection of all institutions across the state. For example, the Commissioner DPI in 2014-15 has to review the functioning of CTE Chitraduga, Office of the Assistant Director Mysore and Belgaum, DDPI Shimoga, Bangalore South and Bangalore North, DIET Tumkur, BEO Office Mysore, North Region, Bangalore North Region 01 and 04.

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coordinated in the actual process of improving secondary education quality. The K-FARE study also highlighted teacher absenteeism as a major problem in government secondary schools in Karnataka8 and it is not clear whether this monitoring matrix is able to address this issue.

Having implemented such a complex and detailed teacher and school monitoring system, it would be useful for the state to review both the specific and overall contribution of each of these entities to the functioning and quality of teachers. This review would facilitate targeted revision and adaptation of the entire process of quality monitoring. Such an exercise would examine the formats, the content of the visits and observations, and the coverage of schools.

The GOK has set up an “Education Quality Monitoring Cell” specifically for the purposes of improving the quality of government schools. The mandate of this Cell include:

• Holding meetings and providing guidance each month to improve school education • Examining the monitoring mechanism and steps to improve classroom functioning • Addressing the gaps and developing priority areas and a plan of action.

The analysis of the contribution of the monitoring matrix described could form an important component of the work of this Cell.

5.1.4 Grievance Redressal system for teachers There is space provided for resolving conflicts or issues in the organization of one day people’s courts or Shikshana Adalats that are periodically at block, district and division level. Organized by the Department of Public Instruction, these are open for teachers, parents and the general public to resolve issues and differences. Shikshana Adalats have facilitated a reduction in the number of cases that are taken to the regular courts. Court cases related to teachers are predominantly dealing with service benefits, appointments regularization and transfer. Moreover, issues related to aided school teachers are mostly settled through legal cases. (CBPS, 2014). Teachers have the right to form Associations. Currently there is one main association for secondary education teachers - the Karnataka State High School Assistant Masters Association.

5.2 Teacher Development In-service training is held every year. RMSA provides for induction training for new teachers for 10 days and an annual in-service training for 5 days for all teachers. The state provides “recurrent 5 days in-service teacher training to all teachers in government and aided schools” (JRM-K, 2014).

The state has put in place a “Teacher Training and Management System9” software to keep track of professional development taking place in the state. The system, which identifies a teacher using the

8 The study states that the reasons for this phenomenon is multiple attributable to both authorized and unauthorized absences. The Government has put a permanent ban on teachers being posted or deputed to non-academic posts as it severely affects the academic work in schools. In spite of this ban, teachers and other education department personnel continue to become personal assistants of MLAs/Ministers, etc. or get deputed to offices of their choice. (F-KARE, 2012).

9 In-service teacher training offered by the DPI is in the process of being computerized. Training events are to be defined using the Teacher Training and Management System (TTMS) and participants are expected to log online for the training. After the system is in place the DPI will be in a position to report on teachers trained, not trained and requiring training. Managers and persons coordinating or conducting training are expected to April 2015 39


Establishment Code (also used in the UDISE) is expected to facilitate pre-planning of the training process, implement training, and capture data on trained teachers. The objectives are to:

• Build a database of teachers trained across the state; • Ensure each teacher is given a fixed quantum of training per year; • Study the impact of training on the trainees as well as through constant feedback received from

time to time; and • Estimate financial implication of training & future requirements

5.2.1 Identifying trainings needs for under-qualified and untrained teachers The JRM found two patterns being followed by the state for in-service training: Content enrichment delivered through traditional mode and subject teacher forums using information technology (the ICT supported “open operating system”). A study conducted by Azim Premji (2012) gathered information through a survey of 7,000 secondary teachers found that one in two high schoolteachers had not attended any training during the previous two years. Only 35 percent teachers attended any training in 2010-11 and ab out 45 percent in 2011-12.

In addition, to providing all teachers in the workforce in-service professional development opportunities, it is also important for the state to know whether these training programs are targeted and enhancing the pedagogical and content knowledge of teachers in secondary education. This information is not available to the state as there is no initial assessment of the strengths and weakness of teachers. As a result, professional development is not tailored to this data and clear impact is difficult to ascertain.

5.2.2 In-service teacher training institutes Karnataka has one State Council for Education Research and Training, one State Institute for Education Management and Training, 30 DIETs, 7 Colleges of Teacher Education (CTE) and 2 Institutes for Advanced Study (GOK, 2014a). Four private CTEs also exist in the state. The CTEs, which were established under the Centrally Sponsored Scheme for Teacher Education, train about 5000 teachers every year. This is low compared to the cadre strength of over 1 lakh teachers in government, aided and unaided secondary schools in the state. A Comprehensive Evaluation of the Centrally Sponsored Scheme on restructuring and recognizing Teacher Education (NCERT, 2009) reports that most CTEs and Institutes for Advanced Study have not adequately fulfilled their added responsibility in the areas of capacity building of teachers and teacher educators; developing learning resources, and research and innovation.

The State Institute for School Leadership Educational Planning and Management was set up in 2010. The Different types of training conducted by this entity include English Language; Head masters training; Capacity Building for Block level officials; Facilitation skills for DIET Lecturers; Education Leadership Development Programs; and School Leadership Development Programs (CBPS, 2014). Even though DIETS and CTEs are funded by the Central government, these institutions are continuously plagued by a shortage of staff. The vacancy status in these institutions are given below (F-KARE, 2012).

have access to the system. The system will work from a copy of the UDISE database and utilizes the same Establishment Code.

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Table 19: Vacancies in DIETs and CTEs

Institution Sanctioned Posts Working Vacancies

DIETS 1283 964 319

CTEs 242 178 64

Total 1525 1142 383

Source: F-KARE, 2012

The reasons for these vacancies are:

• The government is yet to form a separate cadre for DSERT/DIET/CTE faculty, even though a separate Cadre & Recruitment Rules were notified,

• Opposition from officers’ association for forming of a separate cadre for these institutions. The non-willingness of officers working in field posts to come to DIET/CTEs” (F-KARE, 2012).

5.2.3 Some other issues highlighted by the F-KARE sub study were: • Grants for teacher training are released only in the third quarter of the financial year. The CTEs and

DIETs are forced to complete the training programs from December to February, which seriously affects the academic work in schools.

• In respect of High schools, in previous years, there are instances of providing English language training to Kannada teachers, Mathematics training to Biology teachers, Biology training to Maths teachers, etc. This shows that teachers are selected routinely for training even without ascertaining their subjects as well as need.

• In several cases same teachers get deputed for several training programs in a year. • Some teachers have not received even one in-service training program in their entire service

period.

The Teacher Training Information System has the potential to ensure a better distribution and targeting of in-service training across the teacher workforce.

5.2.4 Continuous Professional Development Karnataka’s in-service training strategy will need to address the secondary schoolteachers without an undergraduate academic degree as well as those teachers that do not have professional qualifications. 33 percent teachers do not have an undergraduate degree and 27 percent teachers do not have professional teaching qualifications. Structured programs would need to target these two deficits in the teacher workforce.

In the year 2013-14, training of 25,122 teachers was completed (GOK, 2014a), which was less than the approved numbers by Project Approval Board (Figure 9). Notwithstanding, it would be useful for the state to explore a system of continuous professional development for teachers that is tailored to the specific subject content knowledge, experience and needs of teachers at different stages of their career. It also needs to offer scope for teachers to pick and choose programs according to their individual needs (Azim Premji, 2012).

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Figure 8: Progress-Teacher Training

Source: GOK, 2014a

5.2.5 Subject Teacher Forum programme: Karnataka Open Educational Resources In addition to the regular in-service program offered by the RMSA, a variety of in-service initiatives are being implemented in Karnataka. Government of Karnataka has initiated the use of open educational resources for teacher skill enhancement, called the Karnataka Open Educational Resources (KOER). During 2013-14, RMSA Karnataka with DSERT designed and implemented the KOER program for its in-service teacher education. Under KOER, mathematics, science and social science teachers collaborated to create digital learning resources, for the new Class 9 text book topics (third JRM-Karnataka, 2014). The JRM team observed that an impressive in-service training program exists in Karnataka, which incorporates ICT in the training. In some government schools teacher support is provided through an open operating system called Subject Teacher Forum under which 5000 teachers across 34 districts have learnt to use digital tools and resources for their subject teaching (third JRM-Karnataka, 2014).

The KOER program created a Subject Teacher Forum (STF) program, for in-service training since 2011-12. Under the STF, around 5,000 teachers across all 34 districts have learnt to use a wide variety of digital methods, tools, resources for their subject teaching as well as overall professional development, including public educational tools, web tools, as well as search and web resources. Teachers use mailing groups to network, share ideas/resources/feedback, and seek support from peers in subject groups in mathematics, science, social science and English. More than 20,000 emails have been shared in last two and half years by teachers in these groups, constituting a huge “community of learning” (third JRM-Karnataka, 2014).

The resources are peer reviewed and published on the KOER wiki (for English http://karnatakaeducation.org.in/KOER/en/index.php and another page for Kannada). The resource institution for KOER designed and implemented a series of workshops for the KOER core group of 30 teachers each in the identified subjects from 19 districts. These teachers, along with another set of around 30 teachers per subject (also trained as Resource Persons) trained their peers from nearly 1,000 high schools at DIET/ CTE labs in these 19 districts (which have computer labs), on accessing web resources, adapting them and co-creating resources to contribute to KOER, for high school text books topics. 42 April 2015

http://karnatakaeducation.org.in/KOER/en/index.php


The third JRM in 2014 noted that the open resources were not available to the teachers in private schools who also needed skill upgrading and professional development opportunities. The mission was concerned to note this and recommended that aided school teachers may be provided high quality in-service training resources like all teachers. Though Karnataka has very successfully created an open learning resource for secondary teachers, it would be further enhanced by expanding access to teachers in aided schools and providing need-based on-line training modules. Carrying out an impact evaluation of in-service training and the KOER program for teacher training as noted by JRM Karnataka (2014) would further enhance the steps taken by the state to provide effective in-service training to all its secondary teachers.

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6. Recommendations The key recommendations emerging from this review are the following:

1. Strengthening of the teacher management information systems: Karnataka is at the fore front in the use of technology for implementing TMD policies. Three separate systems are in place for teacher recruitment, teacher service records and teacher transfer, respectively. First, the CAC cell responsible for all civil service recruitment, recruits teachers using an online system. Second, the HRMS is used for two purposes – service record maintenance and payroll generation for all cadres of employees in the Karnataka civil service, including teachers. Thirdly, the TTPS ensures transparent and rule based teacher transfer.

In order to further improve the data system for teacher management, it would be useful for Karnataka to “connect the dots” as it were across the different systems. For example, once a teacher is recruited, it would be useful to follow the teacher over the course of his or her career through the HRMS and TTPS systems (and the Teacher Training and Management System) when this is established). The analysis and reporting of integrated information on teachers would allow the state to determine the inter-linkages and management implications/actions (such as recruitment, salary structure, transfer etc) on the quality of instruction delivered by different groups of teachers. Redesigning the system with the same teacher ID (i.e. integrate the KGID code and Establishment Code) used across the different systems could facilitate the integration of the teacher database and thereby, further improve teacher management, systems and processes.

2. Sustaining and strengthening teacher rationalization efforts: There are two aspects associated with teacher rationalization. First, districts in Karnataka have, on the one hand, schools with teachers and no students and on the other hand, a significant number of schools without a regular teacher. The state has begun the challenging task of teacher rationalization. Monitoring the implementation of the actions described in the different government circulars will be critical to avoid delays in expediting teacher rationalization in Karnataka. The state may wish to consider a variety of solutions to this issue including providing different options such as transferring to districts that have a severe shortage of teachers.

Secondly, approximately 60 percent of secondary schools have less than 100 student enrolled and efforts at teacher rationalization will entail a discourse on whether appointing subject specialists irrespective of student enrolment is financial feasible and administratively efficient for the distribution of schools in Karnataka. The policy option of clustering small schools or connecting small schools with a larger school with shared core subject specialist teachers could be explored. This way secondary schools will be able to get requisite number of teachers without undue wastage of human resources.

3. Subject teachers, data issues and long-term planning: Only a small percent of schools in Karnataka have four subject teachers. This data is a concern for secondary education as sufficient teachers especially in the core subjects is critical. The question of whether the state does indeed lack core subject teachers is unclear mainly due to the lack of data on the subject specialization of teachers in the UDISE. A teacher’s competency in a particular subject at the secondary level is based largely on the subjects taken for the academic degree. The UDISE however, does not capture data on the subjects studied by the teacher during his or her undergraduate and masters level degree programs. It generates data only on whether teachers have a degree or not. It is

44 April 2015


critical for the state to capture this information on the subject specialization of teachers in order to better capture the distribution of subject specialist teachers.

If it is found that the state does have only a small number of teachers in the core subjects, this situation will need to be addressed by either offering (i) to retrain generalist teachers in the core subjects; (ii) specifically recruiting additional teachers in the core subjects; or (iii) plan to train B.Ed teachers with the required subject specialization to meet this gap. On the other hand, if there is found to be a large number of teachers in core subjects, the strategy would focus on redeployment and transfer so that a significantly larger proportion of schools can have four teachers in the core subject. These strategies would also need to take into account the work done in teacher rationalization.

4. Reviewing the matrix monitoring system: The complex and comprehensive system of teacher and school monitoring that is described in this report attests to the commitment of the state to improve education quality. The teacher’s APR is progressive in that it includes self-assessment. In addition, every level of the system starting from the subject inspectors to the highest official is involved in reviewing school performance. These activities are further enhanced by the establishment of a dedicated “Education Quality Monitoring Cell.” And yet, the extent to which these different initiatives are contributing to the improvement of teacher quality remains unclear. It would be useful for the EQMC to review the contribution of each of point in the monitoring matrix and to capture the extent to which actual teaching and learning in the classroom is being monitored.

5. Strategic and relevant continuous professional development: Teachers in Karnataka have been through several rounds of professional development over the decades. However, it is still unclear as how exactly, these different types of training have contributed to improving the subject content or pedagogical skills of an individual teacher. A reason for this is that the performance of a teacher, which must captures his or her strengths and weaknesses is not known. Conducting such an evaluation is crucial and then, organizing professional development accordingly would be the next step for the state.

Targeted training for teacher without an undergraduate degree and those without professional qualifications would be important for the state to organize. The 12th five year plan also provide impetus for a higher level of integration of ICTs into teacher education. The aim of this was to develop the capacities of teachers to use ICTs for their subject teaching-learning, accessing available digital learning resource, creating and reviewing resources as well as networking with one another and with teacher-educators for their professional development. Karnataka has taken up this task very successfully through the creation of digital learning resources. These successful initiatives can be furthered by adding needs assessment and continuous professional development online modules that teachers can opt for. Reviewing the effectiveness of existing initiatives would also provide avenues to further improvement of continuous programs.

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7. References 1. Azim Premji Foundation and Karnataka Knowledge Society (2012) Teacher Needs Analysis,

Government of Karnataka 2. Government of India (2013) Census 2011. The Office of the Registrar General & Census

Commissioner, India 3. Centre for Budget & Policy Studies (2014) Presentation by Center for Budget and Policy Studies of

National Study on the Working Conditions of Teachers: State Report for Karnataka at the National Workshop at NUEPA, September 1, 2014

4. Forum of Karnataka Retired Education Officers, (2012). Critical Study on Secondary and Pre-university Education Sectors in Karnataka. Bengaluru, Karnataka: Karnataka Evaluation Authority

5. Government of Karnataka, 2009, Perspective Plan for Expanding Secondary Education 2009-2017, Department of Public Instruction, Bangalore

6. Government of Karnataka, 2014, Karnataka State Education Report 2013-14 7. Government of Karnataka (2014a). RMSA Project Approval Board Meeting Minutes. Bengaluru,

Karnataka: Department of Public Instruction 8. Government of Karnataka (2014b). Consultative Review: Teacher Management and Development.

Bengaluru, Karnataka: Department of Public Instruction 9. Joint Review Mission (2014). Joint Review Mission on Teacher Education-Karnataka. Delhi, India:

Ministry of Human Resource Development 10. Justice Verma Commission Report Vol 1. August 2012. Ministry of Human Resource Development

and Department of School Education and Literacy. 11. Lewin, K. M. (2008) Policy Guidance Note: Secondary Education in India, Managing 12. Expansion with Affordable Costs, Mimeo, Ministry of Human Resource 13. Development, New Delhi. 14. National University of Educational Planning and Administration (2014). Secondary Education in

India-Progress towards Universalization –Flash Statistics. Delhi, India. National University of Educational Planning and Administration

15. National Council of Teacher Education (2009). Demand and Supply Estimates of School teachers and Teacher Educators (2007-08 to 2016-17). Delhi, India. National Council for Teacher Education.

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Annex 1: Teacher Management and Development Framework

TEACHER SUPPLY & RECRUITMENT

TEACHER DEPLOYMENT &TRANSFER

Enhanced instructional quality and thereby, increased

student learning at secondary

level

Teacher Deployment

Distribution of teachers based on the needs of schools and subject

i li h

Teacher Transfer

Transparent effective policies and practices of teacher transfers based on

Academic & Professional Qualifications

Preparing sufficient number of, skilled and knowledgeable students

Recruitment policies and practices

Transparent effective recruitment to ensure sufficient good quality

TEACHER’S SERVICE CONDITIONS AND DEVELOPMEMT

Teachers Service Conditions

Clear conditions of service that support accountability and consistency in

Teacher Development

Need based support that increases teachers’ subject content knowledge and

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Annex 2: Details of Consultative Review meetings

Meeting with DSERT.Karnataka - 22nd September 2014

Name Designation Department

Mr.Jayakumara .S Director DSERT

Ms.G.P Chandramma Joint Director DSERT

Ms.Siriyammavar Lalita Deputy Director DSERT

Ms.M.N Dakshayini Sr. Asst. Director ET Cell

Dr.M.V Krishnamurtty SADPI DSERT

Mr.C. Nagamani SADPI DSERT

Mr.M.V Kumar SADPI DSERT

Mr.Shanthala R. SADPI SIS Section

Ms.Usha M.D SADPI RMSA

Mr.R Manjunath SADPI DSERT

Mr.Rangaothamoppa.c SADPI DSERT

Mr.Basave Gowada Principal DIET

Ms.Umangala.V Principal DIET

Mr.Gopalakrishna H.N Principal DIET

Prof.V D Bhat Nodal Officer-RMSA RIE-Mysore

Meeting with Commissioner, CPI office,Karnataka -22nd September 2014 Mr.Mohsin Commissioner CPI, Karnataka Prof.V.D.Bhat Nodal officer-RMSA RIE- Mysore

Meeting with SPD,RMSA Office,Karnataka -22nd September 2014 Mr.Syed Saleem SPD SPD( RMSA), Karnataka Prof.V.D.Bhat Nodal officer-RMSA RIE- Mysore Dr.Prema Clarke Lead TMD RMSA TCA Lakshmi Rao Education Specialist RMSA TCA

DDPI Office –Bangalore south ,Karnataka- 23rd September2014

Mrs. Padmavati DDPI, Bangalore south CPI Mr.Venkatesh Education officer, DDPI office,

Bangalore south CPI

Ms.Asma Begum Lecturer Bangalore urban DIET,

CPI

Mr.N.T.Hemanna DYPC,RMSA,DDPI South Bangalore CPI Mr.Raghavendra Swamy

Subject inspector ( English) Office of the Deputy Director, Bangalore south District.

CPI

48 April 2015


Meeting of Teacher Management and Development thematic group ,Bangalore,Karnataka -25th September 2014

Name Designation Department

Mr.Varadanaika JDPI RMSA

Mr.Jayaramu.T DDPI/SPO RMSA

Mr.Gurumurthy.K. Director IT for change

Mr.Venkatesh IT for change

Mr.Prasad.S.K.B Education Officer CPI

Mr.Guruprasad A.N SADPI CPI

Mr.Bhanumathi TV Subject Inspector CPI

Mr.P.R Venkatesh E-gov Ubit CPI

Ms.Vijaya Aruna G Programmer CPI

Ms.Shobha G.N Lecturer DIET

Mr.Tharamani T.S Lecturer DIET

Meeting EQMC Cell, Office of Principal Secretary, Karnataka-26th September 2014

Dr.Raj Kumar Khatri Principal Secretary Education, Government of Karnataka

Dr.Nithyanand Aradhya,

Senior Asst.Director(SADPI)

Principal Secretary Office

Ms.Gunovathi Asst.Director,EQMC Principal Secretary Office

Mr.S.Siddaraju Asst.Director,EQMC Principal Secretary Office

Mr.I.F.Magi Under Secretary( planning) Principal Secretary Office

Mr.Surya Prakash E-gov.coordinator, Principal Secretary Office

April 2015 49


Annex 3: Administrative Chart of Department of Public Instruction

50 April 2015


Source:http://ssakarnataka.gov.in/rmsa/pdffiles/RMSAStructure.pdf

April 2015 51


Annex 4: District-wise secondary school enrolment and teachers

District Schools Enrolment (9 & 10)

Total Teachers Regular Contract

Bagalkot 418 53158 3359 3246 113 Bangalore Rural 235 27387 1746 1709 37 Bangalore Urban North 970 102784 6654 6611 43 Bangalore Urban South 1311 136082 6205 6153 52 Belgaum 456 63754 3776 3679 97 Belgaum Chikkodi 522 75080 3989 3912 77 Bellary 496 58107 3705 3615 90 Bidar 501 51594 3708 3605 103 Bijapur 505 61711 3602 3417 185 Chamarajanagar 208 24392 1625 1538 87 Chikkaballapura 286 34975 2184 2164 20 Chikkamangalore 333 32428 2704 2662 42 Chitradurga 427 48387 3428 3279 149 Dakshina Kannada 517 70118 3836 3815 21 Davanagere 500 54931 4150 4087 63 Dharwad 398 52244 2982 2898 84 Gadag 290 30836 2161 2113 48 Gulbarga 740 69733 5224 4496 728 Hassan 534 52157 4007 3858 149 Haveri 387 43868 3035 2978 57 Kodagu 174 17246 1372 1370 2 Kolar 323 43727 2410 2296 114 Koppal 290 32796 2591 1915 676 Mandya 455 48915 3997 3859 138 Mysore 672 86870 5456 5421 35 Raichur 405 42765 2950 2848 102 Ramanagara 291 28919 2059 1913 146 Shimoga 457 54072 3843 3831 12 Tumkur 481 52433 3756 3733 23 Tumkur Madhugiri 266 29151 2044 1998 46 Udupi 290 34459 2364 2302 62 Uttara Kanada 196 22237 1531 1485 46 Uttara Kanada Sirsi 173 21654 1347 1320 27 Yadgir 211 21360 1659 1548 111 Total 14718 1680330 109459 105674 3785

52 April 2015


Annex 5: Transfer and Counselling Process

Transfer process and counselling process

April 2015 53


54 April 2015


April 2015 55


Annex 6: Details of B.Ed Admissions

Details Of B. Ed Admission From Academic Years 1997 - 1998 TO 2013-2014 Year INSTITUTIONS No. of

Candidate Applied

No. of seats

No. of Management Seats

No. of Govt. Seats

Filled Seats

Seats Not Filled

GOVT AIDED UN-AIDED

TOTAL

1997-98 7 22 38 67 11821 6300 2325 3975

199-1999

7 22 38 67 14311 6300 2309 3991

1999-00 7 22 38 67 17867 6700 2650 4050

2000-01 7 22 38 67 13685 6700 2572 4128

2001-02 7 22 38 67 17221 6700 2545 4155

2002-03 7 22 38 67 19540 6700 2430 4270

2003-04 7 22 39 68 27870 6800 2553 4247 4192 55

2004-05 8 22 222 252 34630 25100 11672 13428 12463 965

2005-06 8 22 326 356 36647 35600 16684 18625 16765 1860

2006-07 8 22 331 361 30456 36025 17150 18875 15595 3280

2007-08 8 22 365 395 29200 39615 18875 20740 15403 5337

2008-09 9 22 379 410 27904 40945 19575 21370 14236 7134

2009-10 9 43 372 424 24878 42400 22850 19550 14160 5390

2010-11 9 50 361 420 19157 41800 22450 19350 12566 6784

2011-12 9 51 354 414 26952 41400 22150 19250 10180 9070

2012-13 9 51 355 415 30396 41500 22200 19300 12231 7069

2013-14 9 47 273 329 36114 32850 14950 17900 15803 2097 Source: DPI, GOK

56 April 2015


Annex 7 Details of B.Ed Admissions

Service Record Information

Service Register Payroll

Employee Basic Details Insurance Details

Qualification Input Allowances Details

Annual Property Returns Deduction Details

Home Travel Allowances(HTC)& Leave Travel Allowances (LTC)

Recoveries Details

Leave Details Attendance Details

Training Details Annual Increment Details

Probationary Details Stagnation Increment Details

Dependent Details Stoppage of Allowances

Nominee Details Generating Draft pay Bill

Departmental Exam Details Approving Draft Pay Bill

Previous Qualifying Services Generating Final Pay Bill

Employee Exit Details Generating ECS Report

Transfer Dearness Allowances Arrears

Transfer Out (Relieving) HRMS Reports

Transfer In (Reporting) Age wise Report

Deputation Out Gender wise Report

Deputation In Cadre / Designation wise Report

Foreign Services Length of Service wise Report

Promotion Working in the same Post for a given year

Promotion Transfer Report

Demotion Promotion report

Officiating Details Employee Details Report

Suspension Budget Report

Suspension Invoke KGID Report

Suspension Extend LIC Report

Suspension Revoke GPF Report

April 2015 57


Annex 8: Annual Confidential Form

FORM

(Vide Rule 4, 5, 6 & 7)

FORM OF ANNUAL PERFORMANCE REPORT APPLICABLE TO THE GOVERNMENT SERVANTS HOLDING ALL POSTS, i.e., GROUP ‘A’, ‘B’ and POSTS

(To be recorded in single/Original Only)

Report for the year ended 31 March 2013/period ending 2011 – 2012

PART-I: PERSONAL DATA

(To be furnished by the Government Servants reported upon)

1. Name of the Government servant :

2. Service to which the Govt., servant belongs :

3. Post held during the year/Period :

4. Date of Birth :

5. Educational Qualification :

6. Period Spent on Leave/Training during

the period of report. : -----

a) Leave

1) Kind of Leave :

2) From To :

b) Training

(1) Particulars of training to which deputed :

(2) Whether Attended? :

(3) If Not, reasons for not attending :

7. Qualifications acquired, if any during the :

period of report

8. Date of filing the Annual Property returns :

Place: Signature

Date: Name and Designation

58 April 2015


PART –II: SELF ASSESSMENT

(To be made by the Government Servants reported upon)

1. Brief description of the duties:

2. A brief self-assessment of the work done by the Govt., servant including the following aspects.

Objectives set for himself/herself, if any

(a) Objectives achieved

(b) Constraints, if any

3. In case the Government servant reported upon is himself/herself reporting authority, he/she shall declare as follows in his/her Annual Performance report :-

“I hereby declare that I have written*/not* written (* strike off whichever is not applicable) the reports in respect of all those for whom I am the reporting authority for the year under report”.

Instruction:- In case a Reporting Authority declares in his Annual Performance Report that he/she has not written all the reports, the Reviewing Authority shall make the following adverse entry :-

“According to his/her own declaration in Part II, Shri/Smt …………………………. Has not written the Annual Performance Reports all those for whom he/she is the Reporting Authority He/She has, thus failed to perform his/her duty as the Reporting Authority”.

Place: Signature


PART- III: REPORT

April 2015 59


(To be made by the Reporting Authority)

1. Nature and Quality of output with reference to self-assessment :

*(Outstanding/Very Good/ Good/Average/Below Average)

1-A Targets fixed (targets shall be specified separately and Attached to the Report).

2. Knowledge of sphere of work skill :


3. Attributes covering the following aspects

a) Attitude towards Work :


b) Willingness to assume responsibility :


c) Initiative and planning ability :


d) Zeal and Industry :


e) Accuracy :


f) Decision Making ability :


g) Communication skills through words, written & Oral :


h) Inter-personal relation, motivation and team work :


i) Supervision, Co-ordination and Leadership :


j) Relation with the public :


4. Integrity :

** (Beyond doubt/Doubtful/Lack of Integrity proved In disciplinary / criminal proceedings) 5. Training :

(Need for training to further improve the effectiveness and capabilities of Govt. Servant) 6. Whether uses Kannada Language in official Work :

7. State of Health :

60 April 2015


(Whether generally healthy or not) 8. Attendance :

(Whether satisfactory or not) 9. General Assessment :

*(Outstanding/Very Good/Good/Average/below Average) 10. Grading :

*(Outstanding/Very Good/Good/Average/below Average) Notes:-

1) Adverse remarks and/or advisory remarks should be indicated as per rule 9 by recording a specific note to that effect immediately below such remarks.

2) When a Government servant is graded outstanding, the exceptional qualities and performance noticed as well as the grounds for such grading should be indicated.

Note :- (*) (**) Strike –off whichever is not applicable.

Place: Signature


April 2015 61


PART –IV: REVIEW

(To be made by the Reviewing Authority)

1. Whether self-assessment and the report of the Reporting :

Authority is acceptable? If Give Reasons 2. Remarks of the Reviewing Authority, If any. :

Notes:- (1) Adverse remarks and/or advisory remarks should be indicated as per rule 9 by recording a

specific note to that effect immediately below such remarks.

(2) When a Govt., servant is graded outstanding, the exceptional qualities and performance noticed as well as the grounds for such grading should be indicated.

(3) The Reviewing Authority shall refer to the “instructions” contained in Part –II. In case it is applicable to this case, (that is, the Government servant reported upon in this report is a Reporting Authority and has declared in Part – II that he has not written all the Annual Performance Reports), an adverse remarks shall be entered accordingly”.

Place: Signature


PART –V: ACCEPTANCE

(By the Acceptance Authority)

1. Remarks on the Whole :

Note:- (1) Adverse remarks and/or advisory remarks should be indicated as per rule -9 by recording a

specific note to that effect immediately below such remarks.

(2) When a Government servant is graded outstanding, the exceptional qualities and performance noticed as well as the grounds for such should be indicated.

Place: Signature


62 April 2015


PART – VI: COMMUNICATION (IF ANY)

1. (a) Reference No. and date of communications :

of adverse remarks

(b) Reference No. and date of communication of : advisory remarks, if any 2. Date on which representation, if any, received :

3. Decision on representation and date of :

Communication to the concerned Govt., Servant 4. Date of having forwarded to the custodian

Place: Signature


April 2015 63


Annex 9: Format to Observe Classroom Process Format to Observe the Class Process (Subject Specialists)

(Applicable as per NCF-05 & RTE-09)

Note: The format has been prepared to keep the Class in Interactive and Interesting mode. Teachings in the class room will be observed in 4 Dimensions. Each dimension has different instructive questions. Respective questions should be ranked from 1 to 5 scales on ground reality basis. 1- Low, 2 – Need to Improve, 3 – Average, 4 – Good, 5 – Excellent. Suggestions to be recorded wherever deficiency found.

Class :

Subject :

Learning points :

Documents :

Class Attendance :

Teacher Name: …………………………………….

Learning Atmosphere 1 2 3 4 5 Suggestions if any

1) Attractive / Clean Class Rooms

2) Good Black Board

3) Both sides of the Black Board have the Sufficient space to fix Atlas/Maps (Check the walls are not broken)

4) Children Sitting area was well organized

5) Learning & Teaching Materials are well placed and organized.

6) Class Rooms have sufficient Light and Fresh Air

Total Marks …………………

Class Preparedness 1 2 3 4 5 Suggestions if any

1) Lessons planned by teachers included all stages of Learning/teaching objectives and class proceedings are formed accordingly.

2) Teaching/Learning equipment/materials are organized based on the choice of learning and teaching.

3) Teachers are taking classes according to fixed time table


Process of learning/teaching in Class Suggestions if any

64 April 2015


1) All children are actively participated in pre prepared / pre learning activities and the activities are appropriate for learning.

2) Questions asked by teachers were having clarity.

3) Questions equally distributed to children

4) Suitable clue questions are provided when children failed to give answers.

5) Generalization of the answers given by children was good.

6) Teacher explanations (voice) were reaching to all children.

7) Explanations are given in Clarity and Fluent

8) Explanations are logically supported.

9) All the information is not given alone by teachers but also motivated children to participate and give the answers.

10) Children are curiously listening explanations.

11) Technique on Concentration of children towards knowledge centric was effective.

12) 2 or 3 principles of Teaching Methods like Outdoor Activity, Planning method, Group Activity, Interview activity, Practical guidance, Discussions, Research methodologies was used in classes.

13) The methods or activities of teaching used in class were complementing for respective learning.

14) The methods or an activity used in teachings were at the level of children.

15) Learning equipment / Materials used by teachers can also be used by children easily and they are provided opportunity to use the same.

16) Learning materials/ equipment were exhibited to children.

17) Class situations were used for effective learning

18) Current Learning contents were compared with local circumstances and other contents of learning syllabus.

19) Usage of black board was in order.

20) Writing on black board was legible and clear

21) Teachers were not angry or sad

April 2015 65


22) Good behaviors were recognized & appreciated by teachers.

23) Dress code & behavior of teachers were not causing for deviating concentration and movement of children.

24) Skilled or resource persons were effectively involved in Learning/teaching

25) The methods used for valuation were proper.

Methods used in Teachings

Is this child centric?


Participations of Children Suggestions if any

1) All children are participating in the activities specified by the teachers

2) Children are discussing the learning content between them and expressing their opinion without any fear.

3) Children are asking questions to teachers and in turn teachers are creating supportive situations or creating circumstances to find the answers.

4) Children are using learning tools / materials to understand the contents

5) Children are expressing their prior knowledge and experiences while learning.

6) Children were building the concepts on their own, through their own imaginations, discussions within them and learning experiences shared by teachers

7) Children were not ignored by teachers or their by classmates.

8) The opinions expressed by each student were respected in class.

9) Children were happy when their good behavior was recognized by teachers (related to learning content and also for other special incident)

10) Children having smile on their faces.

11) Due to the care taken by teachers’ even slow learners, shy children were also participated in learning activities.

66 April 2015


12) Differentiation between children was not found during teaching period.

13) In some circumstances teaching methods were beyond text books also.

14) Learning level of Children

15) Homework included activities / community resources were used in completion of homework

Total Marks_____

General Opinions (Specific Suggestions)

Grand Total of all ……………………..

50 51-60 61-70 71-80 >80 Percentage

123 124-147 148-172 173-196 >196 Scope of Marks

Low Need to Improve Not bad Satisfactory Good Grade

Name of the Visitor, Post

Address

Note

• Observe the each questions carefully. The intention of this is to keep the class very interactive. The marks should be given based on objective observation of the class.

• There is a general predetermined opinion on each question. Give marks based on this. For example – Teachers not becoming angry – if this is the ground reality and if it is expected behavior – can give full marks. If they becoming angry to some extent – give the marks based on observing the depth of angriness, If the degree of angriness is higher than marks will be given 01.

• Record marks in the respective boxes by adding marks of each dimensions. Add all the marks obtained and give the grade

Home Work Teaching is in line with planned

Lessons Yes/No

Subject/Class 08 09 10 08 09 10 Given Corrected Given Corrected Given Corrected Suggestions given

The Learning level of the children in class as examined : The valuation done by Teachers and provided back-up information: Co-curricular activity done by Subject Teachers :

April 2015 67


Annex 10: Format for Surprise Visit Surprise Visit Format used by Officers with respect of schools

Name and Address of School :

Name of Head of Institution/Head master/Mistress :

Date of Visit :

• Details pertaining to follow up done on previous Visit and suggestion given

• The Cleanliness and Usage of School Campus, Class rooms, Drinking water, Toilets and Kitchen Rooms

• The facility available in school such as Library, Computers, TV, Radio, Scientific Instruments, Sports & Music instruments related and their Utilization and status of conditions

• Organization and participation in School Levels and Cluster with respect Co Curricular activities.

• The action taken by SDMC and Teachers with respect to Children Admission and Attendance, Children Learning ability, Absenteeism. Action taken by SDMC with respect to Teacher Attendance.

• Overview / Feedback Information with reference to the children Expression opportunities, Class Bulletins, Panel Board.

• The Teaching and learning instruments developed by Teacher/Student and there utilization

• Academic Supervision by Head of the School (This information on feedback /overview should be verified by Senior officer / Supervisors ladder range in System)

• Class Preparation of Co-Teachers

• The evaluation and feedback done by Co Teacher

• Visit the class rooms each month and give information overview and feedback on Children Learning progress

• Teacher’s teachings should be reviewed and feedback should be given monthly once.

• Conducting Teachers Monthly Meetings

• Monthly conducting of SDMC meetings and Implementation of proceedings of meeting.

• Detail on presentation of Lessons given/ learning experiment

• Self-Prepared or already prepared TLMs presentation

• New Teaching methods /research activities in Learning process used by teachers and its current applicability

68 April 2015


• Examination of Children learning progress & its Current Status and feedback after visiting 2 to 3 classes

• Format for Class Room Process Annexure attached

• Quality and Status details of Civil works taken at school

• Different incentive and its adequacy

• Stock Details on Mid Day Meal program

• Cash Book/Pass Book details ( Should be viewed by Senior/Higher Officers/in charge)

Name & Signature of School Head Signature of Visitor

Note:

Excluding the Class Room Process – remaining should be recorded in visit register During the visit, feedback should be given based on at least after viewing of one complete lesson

session. During school evaluation, need to look lesson of all teachers. Class Room process format can be used by Officers of all level including Head of the School.

April 2015 69


Annex 11: Annual inspections LIST OF SCHOOLS IDENTIFIED FOR ANNUAL INSPECTION

DEPUTY DIRECTOR

1. Govt. High School, Jeevanbhima Nagar, Bangaluru -75

2. Govt. High School, Marasuru, Anekal Taluk

3. Govt. High School, Gunjur, Bangaluru -87

4. Smt. Rani Saraladevi High School, Jayanagar, Bangaluru – 11

5. Mahila Seva Samaja High School, Basavanagudi, Bangaluru -04

EDUCATION OFFICER -1

1. Govt. High School, Begur, Bangaluru – 68

2. Govt. Urdu School, Tank Garden, Jayanagar, Bangaluru

3. Govt. High School, Kumbalagod, Bangaluru -60

4. Shri N S Nagaraju Memorial High School, Magadi Road, Bangaluru -23

5. Jawahar English High School, Padarayanapura, Bangaluru – 26

6. Atta High School, Austin Town, Bangaluru – 47

7. Sathyabhama, Gopura English High School, Vivekanagar, Bangaluru -47

8. Raghavendra High School, Yelchenahalli, Bangaluru

9. Cambridge High School, Shantinagar, Bangaluru

EDUCATION OFFICER -2

1. Govt. High School, Gottigere, Bangaluru

2. Govt. High School, Hombegowda Nagar, Bangaluru -27

3. Govt. Urdu High School, Goripalya, Bangaluru – 26

4. Cresent High School, Masque Road, Basavanagudi, Bangaluru -4

5. Lords Convent English High School, Vinayaka Nagar, Haleguddahalli, Bangaluru – 26

6. BME High School, 1st Block, B Jayanagara, Bangaluru -11

7. Methodist High School, Gajendra nagar, Bangaluru

8. Citizen High School, Kalasipalya, Bangaluru – 02

9. Akshara High School, No 8, T D Line, Cotton Pete, Bangaluru

10. Bapuji Teachers Association High School, Magadi Road, Bengaluru – 23

70 April 2015


Annex 12: Format for District Officials school visit

DETAILED GUIDANCE GIVEN TO DISTRICT OFFICIALS

Points to be noted during Inspection of Government Secondary School

APPENDIX -04

1. Basic Infrastructure : Repair of Secondary School Rooms, Drinking water facility, Toilets, Compound, Electric Power, Playground, Computer, Gardens, Land Donations details with document proof all these should be recorded in register.

No of Rooms Repaired

Drinking Water facility

Separate Toilet for Girls

No of Compounds

No of Power points

No of Play Grounds

No Schools having computers

No of Garden availability

School with Land Donations

Remarks

1 2 3 4 5 6 7 8 9 10

2. School Approved details and Order No records & No post/jobs approved Register

3. Inspection of schools and follow up register :-

Sl No. Name of Officer, Designation and Officer address who done the Inspection

Previous Inspection date

Current Inspection date

Inspection report sent date

1 2 3 4 5

General Information:-

4. Register for application received under RTI :-

5. Register for programs taken for SSLC Children encouragement activities.

6. Register and File for SSLC examination activities/actions

7. Approval register of foreign trips for Secondary School teachers and staffs.

8. Pending Court cases register: - It has been informed to record the every stages on the status of each cases on case to case basis.

9. Approval Register for removing of old and broken stock or material under School Incharge

10. & 11 ‘From’ and ‘To” Register – records the details along with self declaration on daily and monthly as per below format :-

11. Same as above

12. Postal Stamp account Register : - Declaration should be given on daily and monthly basis

13. Report sent on trimester basis to Employee Exchange Center

14. Compliant File

April 2015 71


15. Pension Sanctioned Register: As per below given format all the details of retirements happened previously either through voluntarily/death (Deceased)/Age factor along with details of upcoming or near future retiree employees details. With respect to this if information is not given and also information related to Permanent & Postal address should be written in register :-

16. Teachers and Staff Training Assignment Register

17. Secondary School Teachers and Officers Higher Study Sanctioned Register

18. Library Stock Register : - Register for library books distributed to students, Stock register for Sewing machine / Music instruments, stock register for drawing, School Attendance Register, Student’s Class wise and consolidated marks register and Detail register for Information Learning Plan

19. Transfer Certificate Distribution Register :-

20. Verifying the service register on ensure proper details are recorded for Nomination, Leaves, Annual Increment, Satisfaction on permanent service, 10, 15, 20, 25, 30 Stagnation Increment, Transfers, LTC, Increment of HTC. Also while verifying of service register – ensure that the same has been shown to staff every year in the month of April and obtained signature as a proof and also verify the service register as per KCSR rule 412 on Date of birth registered in service register is matched with SSLC marks card and attach the copy of the SSLC Marks card to service register as per rule 405.

21. Formation of SDMC & Register for Proceedings of the Meeting and Teachers Register on Proceedings of Meeting.

Finance Related Information’s

22. Government Cash Register and Non Government Cash register, SDMC, SSA, RMSA Government and non government fee reimbursements and payment register, Budget Register, Final Salary Certificate letter sent information and documents, Travel Allowances and Tax Deductions Files.

23. Scholarship register for the talented students, SC & ST, Backward Class, Minority and other Students scholarship registers.

24. Daily Fee Collection Register :-

25. D.C Bills register :-

26. Released Grants and Expenses register for Furniture and Fixtures

27. Leave Sanctioned register for office Staff and Teachers

28. Annual Increment Sanctioned Register :-

29. Register for withdrawing the amount from School reserve fund :-

30. Expenditure Register on Sanctioned amount for Literacy program : -

31. Register for sanctioned amount of Medical Reimbursement :-

32. Different flags account register :-

72 April 2015


33. Register of the grants sanctioned for the facilities such as New Buildings for schools, Repairs, Drinking water, Play Ground, Compound, construction of additional rooms, Library Buildings also for other facilities.

34. Deductions and Festival Advance Register :-

Festival Advance – Date………………. For…………………… Festival Celebration Purpose Rs………………….. is sanctioned. Also it is instructed that advance should be deducted in 10 Instalments.

35. Deduction and Advance Register :

36. Sanctioned General Provident Fund Register :-

37. Register for grants cheque release from Department

38. Register of amount release through Cheque

39. Token Book Account detail register :-

40. Salary and other bills submitted register to Bank and Treasury :- Different fee register of Secondary School Students

41. Register of Purchases and distribution of Sports equipment to students.

42. Consolidated register for Grants released under different title of accounts

Fixation of Salary and Increment Details

43. Declaration Register on Setting up of Salary and Satisfactory on Probationary Service. Limit Time promotions for year 10,15,20,25,30 register :- Register for setting up of Equalization of Salary: - The Register to be maintained. If the cadre of employee is same then verify the service register and maintain the register as per below given format. Also this facility should be getting approved from respective authority on time to time basis. It has been instructed to Case worker to open the register and maintain the same as per below Secondary School Teachers and Staff Promotional Increment Register :-

49. Stagnation Increment Sanction Register :- This facility should be setting on time to time basis

50. Sanction Register on Special Increment for Family Planning Operation: - If couple had two children and both father and mother are government servants then based on the medical certification given by medical officer any one of them will be eligible to get this facility. Also if Husband is applied to get this facility then he should submit saying that wife will not get this facility and obtain the confirmation certification from respective department then only husband will get this facility active. After that need to sanction the said facility to husband and also record the same in register as per format and it is instructed to update the same by obtaining approvals on time to time basis and fix the salary. Also instructed to Case workers to open up the register and maintain the same as per give below :-

51. Register of Asset & Liabilities of Secondary School Head Master

52. Recruitment of Secondary School Teacher & Office Staff on compassion ground and on others

53. Promotion & Transfer register of Secondary School Teachers & Staff: - Details of Employee to be transfer and transferred from need to written in register as per below given format. No such information is provided

April 2015 73


54. Staff Attendance Register, Staff Service information register and Other matters

55. Verification of Registers respect to School Text book and distribution, Uniform stock & Distribution, School Bag Stocks and distribution, Cassettes distribution, Question Paper Distribution , Bicycle stock and distribution, Note Books Stock & Distribution, Furniture & Fixtures and Teaching materials stock and distribution under different schemes to school children.

Related Academic Activities

56. Syllabus Distribution to Co-teachers by Head of Institution for academic years: - Observation, Guidelines and supervision of the Co-teachers from Head of the School on Lessons and teachings. Valuation of Tests, Mid Term & Annual Examinations, Registering of Consolidated Mark Sheets/Cards, School academic Plan, Teaching solution on the subject wise marks obtained and capability of students based on A & B Classification, Program such as Bridge the Gap (Sethu Banda Yojane) as special teaching solution for the student under classification of A & B who have a deficiency in ability to Learn and verification of Annual lessons plan of the teachers.

Related to Academic Activities:-

It is instructed that lessons should be divided/distributed to teachers on school opening day.

Observation, Guidelines and supervision of the Co-teachers from Head of the School on Lessons and teachings.

Head of The school need instruct co teachers on School academic Plan, Teaching solution on the subject wise marks obtained and capability of students based on A & B Classification

Program such as Bridge the Gap (Sethu Banda Yojane) as special teaching solution for the student under classification of A & B who have a deficiency in ability to Learn and verification of Annual lessons plan of the teachers. It has been instructed to take the necessary action to improve the quality learning ability by doing the activity called as Group Discussion among the children. It has been informed to the Head of the Institution to verify Annual Lessons/Syllabus Plan for each teacher and important points to be noted. In this it is informed that, to develop such a plan where it improves the children mental skills through qualitative and creative environment.

Following suggestions to be given at the time of SDMC meetings regarding behavioural and psychological aspects of children by Teachers and Parents.

• Teachers have to understand and analyses the imprudent decisions of children and give them suggestions.

• Children when they are in depression they think that I am useless, I will not achieve anything in life, nothing is correct-these feelings has to be removed.

• Avoid the children suffering from stress in life and hesitate to face the problem.

• Avoid the unnecessary pressure in environment such as in and around of home, schools and other places.

• Behave with patience and give solace to the children when they come across death of the family member/relatives/acquaintance/friends and close persons.

74 April 2015


• When children facing harassment either in home or in school or in other places – the same should be stopped.

• The teacher should inform parents about their children safety and should be cautious.

• Take the necessary action immediately through their parents when children are in psychological illness by taking them to Psychiatrist.

• Stop the unnecessary scolding, extreme punishments and respect the children and their feelings. Build confidence in children to face any kind of problem.

• Do not impose/pressurize the children to take highest marks in their academics and also inculcate confidence in them so that they can avoid any adverse circumstances.

• Give an example of achievers to the children to boost their confidence. Build a friendly relationship with children and when they are boredom do not leave them alone just accompany them through any activity and game etc.

• Given them direction or guidelines by not restricting to studies, allow them build habit or passion in Arts, sports, some good entertainment and any good habits.

• Teachers should undertake more interest in Children Learning

• School should create such environment which includes all the factors for overall development of children but not only restricting to reading and writing.

• Identify poor/learning students and reasons for that and give attention.

• Respond to feelings and nature of children along with Psychological Experts’ and Academic experts

• Do not give extreme punishment which humiliates the students.

• When children are facing difficult, identify such difficult and proper solution to them by extending moral support to them and advise or cultivate good habits in students

• It is Teachers duty to create friendly environment to children so that they can share their problems and feelings without hesitation.

• Teacher should undergo training to identify children suffering from mental stress.

• Give them cooperation to build personal discipline rather external discipline.

• Teacher should develop skills to teach loving and caringly rather than fearful environment.

Commissioner

Department of Public Education. Bengaluru

April 2015 75


Annex 13: Government High School Circulars

No

Details Date

12 Circular regarding redeployment of High School Excess Teachers. 31-07-2013

11 Memo regarding identification and redeployment of High school Excess Teachers.

20-07-2013

10 Corrigendum on circular regarding shifting of government high school teachers for the year 2012-13.

21-03-2013

09 Circular regarding shifting of Government High School Assistant Masters through online counselling.

18-03-2013

08 Circular regarding promotion of primary school teachers to Grade-2 High School Teachers.

21-09-2012

07 Shifting of High School Excess Teachers in Government High Schools. 06-08-2012

06 Government High School Excess Teachers and Vacant Post Shifting.

05 Shifting of Government School Excess Teachers to the needy schools. http://www.schooleducation.kar.nic.in/secedn/secghscirculars.html

76 April 2015

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/ExcessHSTrs300713.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/ExessHSTrs19713.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/ExessHSTrs19713.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/HsExcessTrsShift220313.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/HsExcessTrsShift220313.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/ExcessTrs1213.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/ExcessTrs1213.pdf

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/HSGr2Prom150912.PDF

http://www.schooleducation.kar.nic.in/Secpdfs/circulars/HSGr2Prom150912.PDF

http://www.schooleducation.kar.nic.in/pdffiles/ExcessHSTrs_060812.pdf

http://www.schooleducation.kar.nic.in/pdffiles/ExcessTrsHS1112.pdf

http://www.schooleducation.kar.nic.in/pdffiles/SecExcessTrs11.pdf

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