How to Guide for Decentralised Planning
HOW TO GUIDE FOR DECENTRALISED PLANNING
The RMSA Technical Cooperation Agency is funded by the UK Department for International Development (DFID)
2 November 2014
TableofContents
1. Introduction ........................................................................................................................ 3
2. Principles of Planning .......................................................................................................... 3
3. Process and Approach ........................................................................................................ 4
4. Step‐by‐Step process and outputs ...................................................................................... 5
5. Detailed programme for the two‐day workshop.............................................................. 10
6. Next steps ......................................................................................................................... 12
7. Introduction: District level Planning ................................................................................. 13
8. Note for the Facilitators .................................................................................................... 14
9. Schedule and Sessions of the workshop ........................................................................... 17
10. Suggestive Process of the Workshop Sessions ................................................................. 18
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1. IntroductionRMSA‐TCA is partnering with MHRD / TSG, NUEPA, NCERT and the RIEs to support the acceleration of
the effective implementation of RMSA. As part of that support, RMSA‐TCA is working in 4 states to
pilot exemplar practices aimed at strengthening the capacity and systems for results focused planning
(RFP). In Year 1 of the RMSA‐TCA programme Needs Assessment of current planning processes was
carried out. In consultations with MHRD, the RMSA‐TCA year 2 plan was designed to pilot exemplar
practices for planning and capacity building at states and districts to develop needs based, results
focused participatory plans to include all stake‐holders of secondary education.
This How to Guide provides process steps and the methodology for decentralised planning and
development of the RMSA‐Annual work plan and budget (AWP&B).
2. PrinciplesofPlanningThe principles of planning followed for the processes in the context of RMSA‐AWP&B are as under:
1. Focus on outcomes
The plans are results focused and aligned to RMSA and state goals for the secondary education. In
addition, it looks at prioritisation. In order for this to be achieved there needs to be a clear set of goals
and targets which drive the strategies and activities.
2. Needs based
The plans are evidence based and that there has been stakeholder involvement in identifying needs
which fit the context. It also looks at whether there is a clear logical flow from the current situation
and the needs of schools and districts to the selection of strategies and activities. This can only be
achieved through effective decentralised planning.
3. Implementable
There is also evidence of review of progress made by analysing the past track record of at least one
year. This review shows the extent to which targets are realistic as it highlights issues in fund
utilisation or bottlenecks in implementation.
In addition, reflection on implementation capacity should ensure the required human resources,
processes, timelines, materials and funds are realistically planned for. Significant year‐on‐year
increases in resource needs are unlikely to be realistically implemented.
4. Cost Effective
The interventions being planned represent the most effective way of meeting the priorities within a
realistic budget. The plans are economical – using the financial norms of the programme. The plan
demonstrates the best use of available resources through integration of activities across the RMSA
schemes namely, IEDSS, ICT@Schools, VE, and GH as well as with state resources. The purpose of
appraisal is to assess whether the proposed plan is the best use of the funding available, rather than
whether there is enough money available to fund every item. The centre and states could potentially
agree on a budget envelope each year within which the state and districts can plan.
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3. ProcessandApproach
Step1–EstablishingtheThematicWorkingGroups
RMSA‐TCA is undertaking development of exemplar practices in four states: Assam, Bihar, Orissa and
Meghalaya. In each of these states, a thematic working group for RFP (RFPTWG) was established to
support strengthening the overall planning process at the state district levels and build capacity with
technical support from the RMSA‐TCA. The thematic working group is made up in each state of state
level officials from RMSA, Department for Secondary Education, SCERT, State Examination Boards, etc.
and also includes representatives from the districts including DEOs, DIET faculty, planners and MIS
personnel.
Step2–StateStrategicPlanningWorkshops
Four states carried out a strategic planning workshop1. The aim of the workshop was to support the
state to develop a strategic direction for secondary education leading to development of AWP&B. The
overall design and flow of the workshop is as follows:
1 The approach used in these workshops varied slightly in each state depending on the level of strategic direction already developed by the state. For example, in Bihar State the Vision 2022 and Mission Manav Vikas documents provided an overall framework. Within this framework, the state team looked at a more secondary education specific set of goals for the next 3 years. In Orissa State, a three‐man task team has been set up to develop a vision for secondary education over the next year. This team participated in the 2‐day workshop with the understanding that the “desired outcomes” developed at the workshop, would form part of the contributions towards the process of developing the state’s vision.
Step 1: Grounding Step 2: Role of Recorder & Facilitator
Step 3: Situation Analysis ‐
Quantiative (UDISE, PMS)
Step 4: Situation Analysis ‐ Qualiative
(Stakeholder Consultation)
Step 5: Establishing the need to plan for
change
Step 6: Role of Leadership and Team Work
Step 7: Creating Vision, Goals, Strategies
Step 8: Presentation and
ownership of vision, goals
Step 9: Planning for District Level Workshops
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4. Step‐by‐StepprocessandoutputsStep‐1:Grounding
Step‐2:RoleofFacilitator,Recorder:Sameasdistrict
Step3:SituationalAnalysis–Quantitative(U‐DISE,PMS)
Process
• Formal welcome of the participants along with setting the tone for the 2 day workshop.
• Building consensus on set of norms to be observed for communication among all during the workshop.
• Participant introduce oneself and share them selves ans share their expectations from the WS.
Outputs
• Listening to participants, giving everyone a chance to speak and open up is key to this session
• This process creates verbal teritory that encourages delegates to speak up as and when required during the workshop
• Sharing of Objectives and tieing these to the expectations of the participants of the workshop
Process
• Ensure that the participants are sitting in their respective groups.
• Explain to the group that in each group there would be a facilitator, a recorder and team members.
• Give each group a different role to work on charecteristics of facilitator, recorder and team member and present
Outputs
• Setting the platform for group work by setting the norms for working in a group productively
• Everyone gets a chance to share their thoughts without being judged or contradicted
Process
• Presentation of relevant U‐DISE data on secondary education
• Review of progress by components (using PMS and state brief on RMSA website)
• Reflection on the data being presented
• Articulation of needs
• Capturing the priorities on a flip‐chart
Outputs
• Analytical Reports on U‐DISE data
• Presentation on Current Status
• Review of progress made last year
• Articulation of needs and prioroities for the state
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Step4:SituationalAnalysis–Qualitative(StakeholderConsultation)
“Is there evidence that the secondary education system is effective?”
Step5:Establishingtheneedtoplanforchange
What are the worst outcomes if NO change is made or if changes are made?
Process
• To reflect on the qualitative aspects of secondary education
•Why secondary education is or isn’t effective
• Speakers are assigned the topic and given 5 min to prepare and present their views on different aspects ‐access, quality, equity, learning
• Other stakeholders share their views which are noted down
Outputs
• Key points from the speakers ‐ who specialise or represent different thematic areas
• Views of all stakeholders on the respective areas
• Experience of stakeholders vis‐a‐vis quantitative data
Process
• Participants work in small mixed group with members from different departments, levels and districts
• Group 1 : Worst outcomes If NO changes are made?
• Group 2: Worst outcomes if changes are made?
• Groups discuss, record and present as per working norms set in earlier session
Outputs
• Participants'responses are captured on the flipchart that provides account of fears why changes are not takign palce in the system
• Participants coem to terms with the reality of the situation that this reality is going to affect current and future generations
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Step6:RoleofLeadershipandTeamWork
Step7:CreatingVision,Goals,Strategies
Process
• Leadership: Through an exercise ask participants to reflect on their own leadership style
• Team Work: Introduce stages of team formation and characteristics of a high‐performing team
Outputs
• Increased understanding of own leaderhsip style
• Realisation of important of team work while delivering significantly large programme/tasks such as education
Process
• Tune the participants for visioning exercise by making them listen to any visioning story or expectations of children, parents, teachers through video etc.
• Visioning on 'What is yoru vision of education at the end of 5 to 7 years?' Create a collective statement from different flip charts.
• The groups are based on themes of; Access, Quality, Equity, Learning Outcome & Social Development
• Deriving specfic goals and targets (3‐5 years) from the vision
Outputs
• Vision statements ‐ created by the stakeholders; a sense of pride and achievment in doing so
• Collective articulation of the goals and targets
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Examplevision,goalstatements
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Step 8: Presentation and ownership of vision, goals
Step 9: Planning for District Workshops
Process
• Presentation of the education visions to the larger group for review/scrutiny and consensus so that the next step would be based on the collective vision statements.
Outputs
• Vision statements ‐ collectively created and owned by the group
• Goals that help achievement of the vison
• Targets to act as milestones to check progress
Process
• Groups to get involved in actual planning for the district level workshops to be conducted
• by developing strategies, activities and formats for each of the sessions in the district.
Outputs
• A detailed schedule ‐ and locations for conducting the district workshops
• Design of sessions for workshop
• Identification of facilitators and support team
•Materials and data to be prepared
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5. Detailedprogrammeforthetwo‐dayworkshopRMSA ‐ Technical Cooperation Agency
Strategic Planning Workshop September 2014
Objectives:
1. To conduct situational analysis supported by data
2. To detail out letter and spirit of the education vision developed by the State
3. Based on the vision, develop strategic direction and a road map for the State level education plan
4. Prepare the State level team to guide district level medium term and annual plans
Participants: SPD and senior level SPO team, Director, Secondary School Education, Director, State
Board of Examinations, Director, SCERT, Respective State level Thematic groups for RFP & DMU,
identified district level officials of the pilot districts, Respective RIE and TCA team members.
Draft Agenda
TIMING DAY 1 DAY 2
9:00‐9:30 Registration
9:30‐10: 30 Grounding
Role of the recorder & facilitator
Recap
10:30‐ 11:30 Is there evidence that the government schools’ education system is effective
Complete goal setting for all of the statements of the vision. Present the same.
11:30 – 11:45 Tea Break
11:45 – 12:15 What are the worst outcomes if nothing changes
What are the worst outcomes if changes are made
Planning for the district level workshops
- Create small teams to plan for the district level workshops
- Concept of team building
12:15 – 12:30 Data presentation on four results of RMSA by the State level RFP & DMU representatives
- Design of a one day workshop for the district:
- Objectives/Outcomes:
I. Relationship building
II. Sharing of the state level vision and goals with targets*
III. Based on the state level goals & targets develop specific objectives for the respective districts
IV. Based on the objectives develop action plan for the district level.
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12:30 – 1:15 Presentation of the education Vision document of the State by SPD/Director followed by discussion
Continue
1:15 ‐ 2:00 Lunch
2:00‐2:45 Leadership – traditional & facilitative
Theory X & Y
Ensuring empowering cultures
District level workshop: Process Steps that include Strategies, activities for each of the processes and Communication effectiveness
▪ Activity that enhances the relationship and respect
▪ Describe the situation of district education based on the data,
▪ presentation of state vision and goals including targets
▪ Share state level indicators
2:45‐2:3:15 Create a vision of school education system that you would like to see in 2015 with respect to; Access, Equity and Quality outcomes ‐ Learning Achievements & social development of students. (group exercise)
Continue the process steps
▪ district level objective setting
▪ Develop plans for each of the district level objectives
▪ Plan of activities and schedule at the district level & presentation
▪ Organizational details for planning the district level workshops
3:15 – 3:30 Tea break
3;30 – 4:15 Present the process of goal setting with an example
Under various heads of the vision (Access, equity, learning outcomes of students in terms of learning achievements and social development) in small groups delegates write the goals
Presentation by each group
4:15 – 5:00 Presentation of the goals Closing
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6. NextstepsFollowing these workshops, the guide for district level workshops was further developed. Following
approval from the State SPDs, each state assigned their districts to various centres across the state so
that participants from groups of 4 – 6 districts will participate in the workshops together. Facilitators
from the central workshop were also assigned to conduct these workshops who were involved in the
Strategic Planning Workshops. For example, one SCERT official may be involved in each district
workshop. Dates and venues were fixed for these workshops which took place from the end of
November and throughout December. The facilitators in each state to went through the facilitator
guides, assigned responsibilities and ensured that required materials were ready.
This series of workshops formed the basis of a “how to guide” for district level planning. This is aimed
at building the state and district level capacity of individuals and organisations to manage and
implement a decentralised and convergent planning process to prepare AWP&B.
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DistrictLevelPlanning7. Introduction:DistrictlevelPlanningThe aim of this guide is to support the development of a 3 year medium term plan (MTP) for
secondary education for the state, which includes a vision and goals set by the state through
participation of district and state level personnel from all relevant departments engaged in
secondary education and objectives, and targets and work plans which are determined at the
district level.
This guide sets out the content and method to be used in the workshop for the district level.
Chapter 2 provides advice on how to plan the workshops. There are several steps which will
be taken at the workshop in order to develop the district level objectives, targets and action
plans. These are shown in the programme in Chapter 3 and then are described in more detail
in Chapter 4.
district
objectives
district objectives
district objectives
district objectives
district objectives
state vision & goals
State and District 3 Year Medium Term Plan
+
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8. NotefortheFacilitators
Preparationfortheworkshop
Whoaretheseworkshopsfor?
These workshops are organised to strengthen district level capacity in planning so that
decentralised planning can be effectively implemented. The guide has been developed so
that groups of 4 or 5 districts can participate at one workshop. This means that between 6 –
8 participants can attend from each district. This will give a maximum of 40 participants,
which will allow effective participation in smaller groups. Ideally, the participants should
include people at the district level who are involved in secondary education planning and
decision making including those working on RMSA and other schemes. It is also useful to have
some head teachers from the district to give a school level perspective and also someone who
is responsible for data at the district level.
Whoisthisguidefor?
This guide is for Planning Officers at the state level to guide them to build district level capacity
through the development of medium term district level objectives at these workshops. It is
assumed that the state has already developed a vision and goals for secondary education
prior to these workshops. It is useful to have a range of stakeholders involved in the process
of medium term planning to ensure convergence and efficient and effective use of resources.
One suggestion is to form a state level planning team which includes officials from
Department of Secondary Education, RMSA, SCERT, State Examination Board and also some
representatives of district officers.
Whowillruntheworkshops?
Teams of 3 – 5 people will be needed to run these workshops. The roles of the teams are
listed below. The following principles should be followed in running these workshops:
Overall Coordinator: This should be a senior planning officer in the state office. They are
responsible for managing the overall process including obtaining approval, assigning
responsibilities, ensuring workshops are completed and documented.
Principles for Facilitators
1. Respect for all participants
2. All participants should be treated equally
3. Participants should be made to feel welcome and comfortable
4. Provide opportunity for everyone to express their views
5. The concept of team or group should be introduced
6. Build relationships within the team
7. Share all materials that get presented with each participant
8. The timing of the workshop should be respected by all
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Team Leader: Depending on the size of the state and the number of districts, there may be 3
or 4 teams carrying out the workshops. Each team should have a team leader who reports to
the overall coordinator on the progress of the workshops and gives suggestions for improving
on the design, planning and implementation of the workshops. The team leader leads a team
of 3 – 5 members to facilitate the workshop. This includes ensuring the workshop is effective
through assigning roles to the team members such as preparing documentation and
materials, facilitating sessions, etc. (see below). The Team Leader should ensure that the
logistics are in place and participants have been notified in time. The team leader is also the
contact person for any queries about the workshop.
Team Members: assist the team leader to run the workshops, support the facilitation of
sessions, ensure enough materials are distributed, support the compilation of documentation
and give recommendations for improving the workshop.
Whatneedstobedonebeforetheworkshopstakeplace?
Agree on team roles: The team leader in consultation with their team members should decide
in advance who is responsible for:
Facilitating each session. This will ensure that everyone has time to prepare before the
workshop commences.
Preparing materials (see below).
Ensuring the workshop logistics (venue, food, invitations, computers, projector and screen,
stationery, etc.) are all organised effectively through liaising with other team members and
the host district.
Putting all the documents together and compiling the feedback from the team members.
Facilitating a session: If you are responsible for facilitating a session you should be clear
before the workshop happens about the following:
the activities which will be carried out
the materials to be used
the sitting arrangements needed for the activities
the support needed from other team members and
what needs to be typed up following the session and ensure that it is typed up.
Material preparation: Materials should be prepared in advance based on the number of
participants from each district. This guide gives clear explanations about which materials are
needed for each session, for example:
Tip: There are boxes on some of the pages which give you some hints on
how to facilitate particular part of the session – these are shown by a light
bulb symbol.
Materials Required: Flip charts and marker pens.
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Documentation: For each session there will be contributions that will need to be typed up as
they will feed into the medium term plan. This guide explains what these are at the end of
each session, for example:
If you are responsible for putting all of these documents together you need to make sure that
each session’s facilitator has collected all the necessary flip charts, formats, etc. and that it
will be typed up.
Overall final documentation required: At the end of the workshop you will need to ensure
the following documentation is typed up:
For the state:
1. Suggestions for strengthening the state strategies (step 7)
For each district:
2. Current situation (from step 3 and 4)
3. List of objectives for each goal (step 6)
4. Action plans for each objective (step 7 revised in step 8)
5. Priorities and resources required (step 8)
You also need to make sure that you record the feedback at the end of the workshop and
prepare a short one‐page report, which the team leader will share with the overall
coordinator. These should be recorded, in order that they can be shared with the planning
group, and also so that necessary changes can be made before the next workshop if possible.
This report should focus on two things:
How do you feel?
What are you learning?
Documentation: Flip charts from each group listing district objectives
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9. ScheduleandSessionsoftheworkshopScheduleforthedistrictworkshops
There is a lot to cover in these workshops and ideally 2 days should be used for each one. The
schedule presented below sets out a series of steps which will help to achieve the objectives
of the workshop.
Suggested schedule for the district workshops:
Time Day 1 Day 29.00 ‐ 9.30 Registration
9.30 ‐ 10.30 Step 1 Grounding Step 2 Role of the facilitator, recorder and team member
Recap of Day 1
10.30 – 11.30 Step 3 “Is there evidence that secondary education is effective?” panel discussion
Step 7 Develop action plans for each objective
11.30 ‐ 11.45 Tea Break
11.45 – 1.30 Step 4 Current Situation in the Districts – Experience and Evidence
Step 7 Develop action plans for each objective continued
1.30 – 2.15 Lunch
2.15 – 3pm Step 5 Presentation on state vision and goals
Step 8 Review and prioritise district action plans
3pm – 3.15 Tea Break
3.15 – 4.15 Step 6 District level objective setting Presentations
4.15 – 5pm Step 9 Feedback from participants and close
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10. SuggestiveProcessoftheWorkshopSessionsStep1‐Grounding
The process used to get to know each other as people; express apprehensions and hopes for
the session; provide information to the facilitator about the group and its issues; and set the
tone for the session.
Activitiesforgrounding:
1. Introduction of every participant ‐ but not by themselves let others introduce you.
The trainer can divide the group into pairs and give participants a few minutes to interview
each other. Then, each participant should introduce their partners by name and job and
share at least one unique characteristic about them. Examples to share in an introduction
(pick one):
o What do you like about your job?
o What are your hobbies?
o What is your favourite sport?
2. Participants should also have the opportunity to talk about their expectations.
All the participants should sit in a big circle, so that they can all see one another. Ask them
to share their expectation with the rest of the group. At the final feedback session you
should be able to compare people’s comments with these initial expectations.
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Step2‐Roleofthefacilitator,recorderandteammember
In this session, put the participants into mixed groups. There should be someone from each
district in each group if possible. Try to also mix up levels of participants e.g. DEOs, DPOs and
ARPs as this helps to remove the power barrier. Give each group a different role to work on:
facilitator, recorder and team member. Ask the groups to write the characteristics of these
roles on flip chart paper, then present back. Give them about 7 minutes to write down the
characteristics. While organising group work, give clear instructions and continue to facilitate
when needed.
An example of a small group working together:
Materials Required: Flip charts and marker pens.
Tip: Supporting group work: While the participants are working in groups
it is necessary to go round and check that they understand the task, and
that they are all participating. If questions are asked by a particular group
that may be relevant to other groups, make sure you explain the answer to
all of the participants. Try to avoid sitting with a particular group for too
long while they are working as this could influence their participation and
also what they come up with. You should encourage the group facilitator
to organise the group – rather than filling that role yourself.
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One member should record what the other members say:
Ideally the person who is the recorder presents back to the larger group:
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Step 3 ‐“Is there evidence that the secondary education system iseffective?”‐Paneldiscussion
What is the purpose of this session?
This session gives people time to reflect on the qualitative aspects of secondary education
and to think about why secondary education is or isn’t effective.
Sittingarrangements:
The participants should sit in their district groups – one group for each district.
Groupwork:
Instructions to the group:
1. The first activity is to have a panel discussion to stimulate participants to think about the
current situation in their district. To do this you follow the following steps:
a. Select one participant from each district who is articulate. It is important that they do
not prepare in advance for this activity. They can be any level of official from head
teacher to DEO – chose a good mix of men and women. 1 will be the listener and the
rest of them will be panellists. Take them aside and explain to them their roles (see box
below).
b. Give the panellists 5 minutes to prepare. In the meantime, provide each participant
with the question sheet below and give them 5 minutes to fill it in based on their
knowledge and experience of their district. If they think the situation is satisfactory,
they put a tick under the “happy” column. If they think the situation is unsatisfactory,
they put a tick under the “sad” column.
c. Call the panellists back and ask each panellist to speak for 3 minutes then ask the
listener to sum up what has been said.
Materials Required: instruction sheets for panellists (if required),
question sheets for each participant, flip charts and marker pens.
Tip: If any of panellists begins to talk about solutions for the problems, gently
step in and point out that this will be covered later in the day.
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2. Following the panel discussion and using the guidelines agreed in the last session for the
recorder, facilitator and member ask each district group to select a facilitator. The
recorder should be the panel member from the last activity and will be the person to
present back. The facilitator should go around the group asking each person to say one
thing on “Is there evidence that the secondary education system is effective?” The
recorder should write each point down. Give them about 8 minutes for this activity.
Again, this is to provide them with the chance to think about the current situation – ensure
they don’t start to think about solutions. Once all the groups have finished, ask them to
present group by group.
Role of panellist
You have 5 minutes to prepare a brief presentation on “Is there evidence that the
secondary education system is effective?” You will be asked to speak for 3 minutes. You
don’t need to write anything down – think about examples in your district of things that
have happened over the last year. Do not start talking about how to solve these
problems – only talk about the current situation.
Role of listener
You are to listen to each of the panellists, and once they have all finished, you are to
share with the group a summary of what you heard from them – without mentioning
specific names of panellists. You will have 3 minutes to speak. Do not start talking about
how to solve these problems – only talk about the current situation.
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Question sheet
Question sheet In your district…
Access – who is out of school and why?
1. Do children have reasonable access to a school?
2. Are children enrolled in secondary school?
3. Are they of the right age for their class?
4. Do children stay in school from grade 1 to grade 10?
Equity – which children are disadvantaged and why?
1. Are all children given equal opportunities to attend school?
2. Are all children given equal opportunities to perform well in school?
School Quality – what are the main factors preventing quality performance?
1. Do all schools have enough staff?
2. Are staff trained effectively?
3. Are all schools supported by their communities?
4. Do all schools have enough infrastructure, facilities, equipment?
Student Outcomes/Social Development – how relevant is the secondary education being offered?
1. Are all students performing well in learning achievement surveys?
2. Are all students performing as expected in Board Exams?
3. Are all students learning skills that will enable them to lead socially and economically productive lives?
4. Do all students who successfully complete secondary education meet the needs of the labour market?
5. Do they contribute towards social well‐being (health, fertility, income, etc)?
Documentation: Each participant should keep the question sheet with
them. You will also need the flipcharts from each district group listing
the points – these will be needed in the next session.
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Step4‐CurrentSituationintheDistricts–ExperienceandEvidence
What is the purpose of this session?
It demonstrates the importance of decentralised planning and enables districts to
understand the situation in their own district from two perspectives – their own
experience and also with the facts based on data compiled and shared by the districts
By the end of the session there should be a common understanding of the big picture of
education situation in the respective district to prepare realistic future plans.
Sittingarrangements:
The participants from each district should continue to sit together in a group around a table.
This means you will have 4 or 5 groups, one table for each district invited to the workshop.
Groupwork:
Instructions to the group:
1. First of all, provide each group with their district fact sheet. Explain how they should go
through the fact sheet and compare it with their own answers on the question sheet (for
30 minutes). They should discuss each area in the group and share their thoughts and
experiences about the difference between their own answers and the fact sheet. What
surprises them? What have they learnt? What do they disagree with? Individuals should
be encouraged to raise questions – ensure that any generic questions are answered to all
of the participants. While their question is answered, others who may be unsure benefit
as well.
2. Having done this, the groups should prepare a short presentation on their findings which
summarises the current situation in their district both according to the data and from their
own experience of why this is happening. The recorder should write this on the flipcharts
provided to them. Give them 20 minutes for this. The 3 questions to be answered on the
flip charts by the groups are:
a. What are we doing well? b. What are we not doing well? c. What are our 3 top priorities?
Materials Required: Question sheet and flip charts from last session, District
fact sheets, flip charts and marker pens.
Tip: Encourage the groups to use the data provide to include numbers, in their
flip chart presentation.
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3. When all the groups are ready, they should make their presentations – the recorder from
each group should read what is on the flipchart. At the end of each district’s presentation,
other groups may ask a few questions. The facilitator in each group should keep a note
of these questions especially if they cover areas which the group did not consider. At the
end of the presentations, summarise what has been learnt in this session using the
participants’ own feedback.
Documentation: Flip charts from each district group with their current
situation
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Step5‐Presentationonstatevisionandgoals
What is the purpose of this session?
It enables the districts to understand the direction in which the state wishes to move
overall and how this was developed.
Sittingarrangements:
In this session, keep the participants in their district groups.
Groupwork:
Instructions to the group:
1. Describe to the participants how the state vision and goals were developed. There are
three things to share with them:
a. The process: describe “how” it was done – for example, in a workshop in which
everyone participated and “what” was done – so how the vision statement came
about and how the goals were developed from the vision statement
b. The participants: it’s important to mention the different stakeholders who were
involved in the process to ensure convergence between departments and also the
district and school level participation.
c. The documentation: should cover how the document was put together in terms of
agreeing targets and strategies.
d. The finalisation process: this should stress that the state level document will only be
finalised once all the district plans have been agreed. A review of targets and
strategies will take place to ensure that the reality of what is achievable in the districts
is reflected in the final state document.
2. Hand out the state vision document to all participants. In their groups, one member
should read it out. Ask if anyone has any questions about the document.
3. End the session by talking briefly about how the state can only achieve these vision and
goals through working as a team, with the districts and schools.
Materials Required: copies of the vision statement, goals and strategies
Documentation: Suggestions for strengthening the state vision (optional)
Tip: You could have a different facilitator talk about each of these 4 points.
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Step6‐Districtlevelobjectivesetting
What is the purpose of this session?
It gives the districts the opportunity to compare their own situation with the state goals.
For each relevant state level goal, objectives will be set by the districts to ensure the unique
characteristics of each district are embedded into the plans.
Sittingarrangements:
The participants from each district should sit together in a group around a table. This means
you will have 4 or 5 groups and tables – 1 for each district invited to the workshop.
Groupwork:
Instructions to the group:
1. You need to share an example of objective setting through showing the steps involved
and the characteristics of an objective. To do this, use a simple example. You could use
one of your state goals, or the example below. Ask one of the participants to read out the
goal.
Example goal:
2. Give each group a sheet with the list of questions that they need to answer in relation to
this goal (see box below). Hand out the sample format for developing objectives, which
has the example above on it already. Go through and explain this for goal 2, then ask
them to follow the same process to complete the format for goal 1 on the sheet you have
given them. Check that each group has understood how to do this and clarify any
questions.
Materials required: flipcharts and pens, question sheets (1 per group), pre‐
printed formats for each goal (1 for each goal ‐ see an example of the format
below).
Goal: Every panchayat will have a secondary school by 2017 (1,000 per year) by 2017
Strategy: Find out which panchayats do not have a secondary school. Decide on the
best way to start a secondary school – eg upgrade an existing UP school, build a new
stand‐alone secondary school, extend a stand‐alone higher secondary school. Select
the site of the school and plan for the expansion.
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28 November 2014
Objective Setting Question Sheet
3. Hand out the formats for developing objectives for your districts. These should be pre‐
printed with one goal on each page. Ask the groups to go through each of the goals and
develop the objectives using the same process as above. Explain that they could have
more than one objective for a particular goal and that some goals will not be relevant to
their district.
Questions to answer
1. What is the situation in your district in relation to this goal?
2. Is this goal relevant in your district?
3. What can you achieve over the next 3 years?
4. Is this realistically achievable?
5. Then what is your objective?
Guidance Notes:
How to answer questions 1 and 2:
To find out the situation in the district and decide on whether it is relevant to your district or
not, check the district fact sheet, or other source of reliable data.
How to answer question 4: Is this realistically achievable?
Consider these questions before you make your decision:
1. Have you carried out this type of activity before? How long does it usually take?
2. Do you have a strategy in place?
3. Do you have people on the ground who can implement this?
How to answer question 5: What is your objective?
The objective must be SMART – Specific, Measureable, Achievable, Responsibility, Time
bound
Documentation: List of objectives for each goal for each district – on format
sheets
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An example of the format
Goal No
State level goals Situation in your district
Relevant in your district?
What can you achieve in the next 3 years?
Is this realistically achievable?
Objectives
1 Enrolment of students increases by 2017 through:
Transition rate from Grade 8 to Grade 9 will be 100% by 2017
Dropout rate for Grade 9 will reduce to 3% by 2017
GER overall will reach 62% by 2017 (5% increase per year)
2 Every panchayat will have a secondary school by 2017 (1,000 per year) by 2017
126 out of 210 panchayats (60%) have secondary schools
Based on the promises made by government, we should upgrade around 25 schools per year for the next 3 years.
96% (201) panchayats will have secondary schools by 2017
This column will
be pre‐printed
Tick the boxes
if “yes”
Fill this in from
the data sheets
Fill this in from the data sheets
To be developed and
entered in the
workshop
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RecapofDay1
This session can be used to review what was done on day 1. It can also be used for the
presentations of the district level objectives. You can give each group 10 minutes to review
what they did on the previous day and make any changes they think is necessary before
presenting back to the groups. At the end of this session, there should be agreed objectives
for each district for each goal.
Tip: Throughout the workshop, the team leader should keep an eye on the
timings of the sessions – some may take longer, but rarely will they take less
time! The team of facilitators should be constantly talking in between sessions
to ensure that everything will be covered. If necessary move sessions around,
but try to keep the overall flow and content the same to achieve the objectives
of the workshop.
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Step7‐Developactionplansforeachdistrictlevelobjective
What is the purpose of this session?
To develop clear action plans for each objective which will ensure that the implementation
will be effective and the targets will be reached. These will form the basis of the district
annual plan and budget for secondary education.
Sittingarrangements:
In this session you need to put the participants into 4 groups – access, equity, school quality
and student outcomes/social development. There should someone from each district in each
group. Try to also mix up levels of participants eg DEOs, DPOs and ARPs. Try to ensure that
participants are sitting in a group that is relevant to their work.
Groupwork:
Instructions to the group:
1. Share the action plan template with the groups and go through it with them. Explain what
the terms mean, for example: rationale and situation and if necessary give an example.
2. Ask the groups to complete the template for each objective developed under their
particular area – eg access, equity, etc. To do this, they can refer to the state strategies
under each goal and also develop their own strategies. There will be similar objectives in
each district, but the plans might be slightly different.
Materials Required: completed formats for each goal and objective from the
previous session and the previously distributed state vision, goals and
strategy documents.
Documentation: action plans for each objective for each district – on action
plan format sheets and recommendations for changes/additions to state
strategy.
Tip: If you want to share an example, make sure you have a simple example
ready to hand.
Tip: The maximum effective group size is normally 6 – 7 people – any more
than this will not allow everyone to participate effectively. If you have a very
large group, then you may need to have 2 equity groups or 2 school quality
groups. If this is the case, then you can divide the objectives up between the
two groups.
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Format for Action Plan
Goal: state level goal (copy from documents already distributed)
Objective: district level objective (copy from formats used in objective setting session)
Rationale and Situation: This is a brief a narrative explaining the situation in each district, why the particular interventions have been developed and the
strategy to be used. Use the information entered on the objective setting formats done in earlier sessions to help you fill this.
Activity plan: List of activities including the sequence, timeline, location, partner agencies, training details, etc.
s/no Activity
(include monitoring) Target Group
Responsibility for
implementation Timeline
Costs Funding source
Quantity Unit
1
2
3
4
5
6
33 November 2014
Step8‐Reviewandprioritisedistrictactionplans
What is the purpose of this session?
To develop a comprehensive co‐ordinated plan for each district for all of the goals.
Sittingarrangements:
In this session you need to put the participants back into their district groups.
Groupwork:
Instructions to the group:
1. Once the action plans have all been developed for each district objective, the participants
should move back into their district groups and present to their colleagues what they have
done. Other group members may suggest improvements, which should be discussed and
if necessary incorporated. Any major change to an action plan should be shared with the
wider group as it may have implications on the state strategy.
2. Following this, each district group should prioritise their top five activities and list the
resources they will need to implement these successfully. This should be written up on a
flip chart and presented back to the wider group after the tea break.
Materials Required: completed action plan formats developed in the
previous session.
Tip 1:
To help them prioritise, ask them to once again reflect on the current
situation in their districts and any existing state / district priorities.
Tip 2:
The district groups should be encouraged to think about the human and
material resources they will need at their office or on the field to
implement these activities.
Documentation: Revised action plans for each district objective and the
flip charts listing the top 5 priorities and resources required.
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Step9‐Feedbackfromtheparticipantsandclosure
In this session, give everyone the opportunity to give their feedback on two things:
How do you feel?
What are you learning?
This gives everyone the opportunity to reflect on the work carried out during the workshop
and will also give you some ideas for where you need to strengthen the activities you have
carried out.
Ensure one of the facilitators is taking notes on key issues to share with the planning group.
Documentation: Notes on key issues for improvements to be made to
subsequent workshops, etc.
ContactRoom No. 308 - 313, Central Institute of Educational Technology (CIET), NCERT, Sri Aurobindo Marg, New Delhi -110016 INDIA
+91 11 26569925 | [email protected] | www.rmsaindia.org
�e RMSA Technical Cooperation Agency is funded by the UK Department for International Development (DFID)