1. Manthan
Stepping Stones: Enhancing the quality of Primary Education
Team: Koch & Co
IIM Kozhikode
Shiksha Ka Parinaam – My Shiksha

2. Primary Education In India
1
50% is the avg attendance in any
class of primary school(4)
96% of all children are
enrolled in school(2)
Overall, govt. and parents
have ensured enrollment of
their wards, now time is to
turn the focus from inputs to
outputs
13% of country’s population
under 6yrs age(1)
We have to accommodate and
ensure quality education for
160m students in our primary
schools over the next 5 years
83% of India has a primary
school in less than 1km dist (3)
The govt. has been reasonably
successful in ensuring easy
access of schools in the
neighborhood of all children
Attendance should be the
main criteria to asses if
children are in school rather
than considering enrollment
ratio.
432
The following are possible reasons
for low attendance of pupils:
1. Poor Infrastructure
2. Difficult curriculum
3. Lack of learning material
4. Lack of teachers
5. Poverty/Involvement in
income generation
6. Nutrition / Child sickness
Alarming rate of drop in attendance in schools despite high enrollment ratio!

3. Primary Education In India
30
40
50
60
70
80
Building Playground Girls' Toilets Library Drinking water
%ofschoolswithfacilities
Infrastructure improvement over the years
2010
2011
2012
Examining the various possible causes for dropping attendance
Reasonable improvement is being made in various
domains of infrastructure development. The last leg is the
most difficult and is said to take extra effort and funds.
38
40
42
36
37
38
39
40
41
42
43
44
2010 2011 2012
Noofstudentsperteacher
Year
Pupil-Teacher ratio
Reasonable teacher – student ratio. However the
absenteeism of teachers remains to be monitored.
Currently, there is no proper system to record teacher
attendance
Lack of learning outcome could be main reason of absenteeism of students from govt. schools
All pass policy does not ensure proper learning for students.
On the contrary, students tend to be promoted without
acquiring basic skill sets and eventually drop out.
Increasing age diversity of class could hinder the
learning outcome of students who attend govt.
schools. This leads to variation in ability levels of
students in a particular class.
Fraction of those who could not read grade II
text in that grade but moved to next grade
84%
87%
87%
83
84
85
86
87
88
2010 2011 2012
%ofschoolsunderMDM
Year
Mid day meal scheme
Mid day meal scheme has been rolled out
extensively and been a major motivation for
parents to send their wards to school.
Only 1 out of every 5 students has any print
material to refer to at home.
Percentage of classrooms with students from
more than one grade
The students are not provided with adequate
learning materials and as a result classroom
interaction becomes the only option for learning.
On the whole, although there are sufficient efforts being taken to improve infrastructure and
schooling, quality of education remains neglected. As a result there is no learning outcome.

4. The test application will assess the
students on mathematical and
language skills. The testing would
comprise of two components:
 Objective evaluation – through
a pre loaded test
 Subjective evaluation – through
the test facilitator
 Web-enabled tablets for
administering the test.
 Preloaded with an interactive
application that would be
children friendly.
 Native language audio support.
 The questions will be made
available from the server only at
the time of the test, to avoid
malpractices like prior
preparation by students and
teachers
The test scores for each child will be
stored in a central server that would
maintain a database of scores. This
would be updated every time the
child takes a test.
 This would serve as a progress
report for performance
monitoring over the years.
 The cumulative scores for a
school would be used for
determining other factors
The tablets would be used as an
interactive teaching aid during the
academic year. It would help
supplement the current pedagogy
with:
 Multimedia content
 Self- evaluation tools
 Customized input delivery
based on previous performance
Our Solution - ‘My Shiksha’ tool for measuring the learning outcome

5. Design of the ‘My Shiksha’ Tool
Area Components
Mathematics Number, space, measurement and pattern
Writing
Ideas, content knowledge, structure,style,
vocabulary, spelling, grammar
Reading Phonic , Fluency, comprehension
Communication Fluency, vocabulary,
 To evaluate and quantify the level of primary education at a school,
district and state level
 To continuously monitor the improvement of student learning
achievement year-wise throughout his/her primary education
 To analyse variations in student performance by age, region,
gender, location and language of instruction
 To generate recommendations for policy making to improve
educational quality
Objectives of the assessment
Components of assessment
Mathematical Language
Grade I
Vocabulary of spatial relationship; identifies
numbers with physical objects
Follow simple instructions, identify
a person, singing rhymes
Grade II
Identifies 2D and 3D shapes; Understands
place values and reads and writes numbers
up to 99
Read and write simple phrases
Grade
III
Draws 3D objects; counts in different ways,
understands 3 – digit numbers
Read a story/poem
Grade
IV
Multiplies two and three digit numbers;
Draws intuitively the plan, elevation of
simple objects
Write a short description of a
person/place/thing
Grade V
Understands numbers beyond 1000;
explores symmetry in 2D and 3D objects
Proper group activity role play and
dramatization
Overview of standards to be met by students in different grades
Examples of Psychographics/General
Questions:
 Do you like coming to school
 Do your parents support you in your
studies
 Do you face any inconvenience in the
classroom
 Do you understand what the teacher says
Pattern/Format of Assessment
 Interactive audio/video questioning
 Native language writing
 Multiple and short answer
 Activity based evaluation

6. School accreditation
The cumulative test scores of individual
classes would be used to arrive upon an
overall score for the school. Based on
this, schools would be given a rating.
The rating will help schools attract
funding and also good quality students.
0
5
10
15
20
25
Mathematical
Writing skill
Reading skill
Speaking skill
SAMPLE OUTPUT FROM ‘MY SHIKSHA’
TEST
End term
Student level assessment
The test score will help understand the
student better. This can be used to
customize some of the teachings for
the particular student. The assessment
will also help monitor the progress of
the student over the years.
Teacher performance assessment
The cumulative test scores of a class of
students will be used to compute
teacher efficiency scores. This can in
turn be used to compute performance
related bonuses.
Test output measurement
Each student will be tested on his/her
level of competency with respect to four
key factors – Mathematical ability,
Writing skills, Reading skills and Speaking
skills and an extensive result sheet would
be available at the end of the testing.
CurriculumTrainingneedsSystemicchanges
Improvements to
curriculum &
pedagogy
Identify specific gaps
in the current training
(if any)
Helpful in formulating
design changes to
education system
Implications of Usage

7. Solution efficacy – merits, sustainability & monitoring mechanisms
Merits:
The proposed system for testing student
capabilities has the following merits over
the currently available systems:
 Almost instantaneous results
 Scientific and objective evaluation
 Shall provide useful data for further
analytics to determine the levels of
various other factors that determine
learning outcomes
 Student friendly testing experience
 Enables continuous progress
monitoring
Sustainability:
Our system will be built on the latest
available platforms of smart mobile
devices and would be upgradable as and
when there are updates.
 The system shall consist of handheld
devices, a central server and a cloud
based platform
 There shall be a uniform platform over
which customizable modules can be
added on for easy roll out and delivery
 The system entails just a one time
investment for the handheld devices,
the software and the server after
which it is almost maintenance free
Monitoring mechanism:
In order to maintain the integrity of the
testing process, the following checks shall
be in place:
 The test shall be based out of an
extensive pool of questions that would
prevent malpractices by offering a
unique test experience for each
student
 The test difficulty level shall be
maintained uniform across the
population
 The implementation agencies shall be
NGOs and PPPs that would prevent
influences of the government
machinery

8. Flow of work-PHASE 1-year March 2014-Feb 2015
Collect information from all states- school wise
number of students, teachers, infrastructure, facilities
Identify an test development agency to design
software taking into account all the factors
Ministry of Education agrees upon the framework of
the ‘My Shiksha’ toolkit and expected learning
outcome for each component for each grade.
Subject Specialists draft the blueprint and
questionnaires
These inputs given to the test development agency
and required format is mentioned (in
audio/video/online etc)
Flow of work-PHASE 2- 8 months (Apr 2015- Nov 2015)
Madhya Pradesh is chosen for the pilot run. It is divided into 5
zones and a set of 10 (2 schools each) government schools
are chosen for pilot run
Implementation agency is identified. These could be private
companies CSR units or NGOs willing to take up the same.
Implementation agency conducts tests in these schools and
records results. Appropriate training is given to the
implementation agency organizers.
The data is analyzed and the scores are compared to reflect
with the actual situation.
The meaning of each score is given by the test development
agency and guidelines to the States are drafted accordingly by
the panel
Feedback (technical issues, comprehension, logistics etc) from
students, teachers, school administration and
implementation agency taken. This feedback is used to alter
the learning outcome tool kit before rolling it out in a large
scale. The validation of the implementation budget is
ascertained and modified accordingly
The implementation of the toolkit throughout
all primary schools in Madhya Pradesh toward
end of academic year (Jan-Mar)
Assessment of data results done by test
development agency and submitted to the
Shiksha Parinaam Committee
Analysis is done at State level, District level
and School Level and appropriate steps are
taken at each level to improve the scores of
learning outcome before the onset of next
academic year (May end)
Repeat the phase 2 steps region-wise to all states
Flow of work-PHASE 3- 5 months (Jan 2016-
May 2016)
Flow of work-PHASE 4-1 year
Align different performance related funding and
incentives at different levels with My Shiksha
Flow of work-PHASE 5 – Future Prospects
Roadmap for implementation
Phase 1&2 expenses: 5 crores
and 15 lakhs
Phase 3: 35 crores
Phase 4: 838 crores
After that Year on Year
Expenses: 100 crores

9. 1
Shiksha Parinaam Committee
Test Development Agency
The test development agency
is responsible to design the
tests based on the inputs by
the panel. Different modules
for each native language is
made.
2
A panel containing representatives from
the Centre and one from each state +
subject specialists gather to decide the
inputs for the assessment and expected
learning outcome gradewise.
States analyze the results obtained and
take decisions to improve its
performance
3
States Implementation Agency
The State appoints implementation
agencies like NGOs or through
Public Private Partnerships to
conduct these assessments across
all schools in all districts in the State
4
5
Schools
The various assessments are
conducted in schools scores of
which are directly available with
the test development agency
The analysis report of the
tests are generated by the
test development agency
6
7 The generated reports are
used to identify the focal
problems that need to be
addressed on priority basis .
Shiksha Parinaam – method of working
(MHRD + State)+ Subject Specialists

10. Union Minister of
HRD
National Shiksha
Parinaam
Commissioner
State Shiksha
Parinaam
Comissioners
District Shiksha
parinaam
commissioners
Village level
supervisors/
School Principals
My Shiksha Tool
Development and
Analytics Agency
Implementation
Agencies
Teachers
Students
Parents
Subject level
experts
Shiksha Parinaam Committee
1 2 3 4 5
8
6 7
Responsibilities:
• Monitoring the entire
program
• Sanction of funds
1
Responsibilities:
• Coordination with the
different state level SPCs
• Setting of national level
standards to be achieved in
conjunction with Shiksha
Parinaam Committee
• Awarding tender to My
Shiksha tool development
and analytics agency
• Periodic Monitoring
functioning of state level
Committees
• Coming up with
recommendations for
different levels of
performance
2 Responsibilities:
• Ensuring attainment of
national standards by
coordination with district
level SPCs
• Deciding Corrective
course of action at the
state level and funding
required from center
• Coordination with
National SPC to
incorporate state level
requirements into the
testing tool
• Arranging for different
Implementation agencies
and the revenue models
3 Responsibilities:
• Coordinating with Allotted
Implementation agencies
• Promoting awareness and
benefits of the system to
different stakeholders
• Ensuring coverage of all
villages under the district
• Coordinating with village
level supervisors to help
with proper scheduling of
test
4
Responsibilities:
• Understand the current
standard of education in
India
• Study the acceptable levels
world over
• Come up with acceptable
standards for the country to
be achieved in the near
future
• Continuously review status
and modify standards
8
Responsibilities:
• Develop the test based on
inputs given by Shiksha
Parinaam Committee
• Modify the test format and
questionnaires after feedback
from phase 2
• Provide Analysis of the
collected data to the
Committee every year
• Continuous improvement and
modifications as per insights
gained during
implementation of the
program
6
Responsibilities:
• Proper coordination with
the state level
Commissioner, District
level and village level
supervisors
• Timely execution of all
tests
• Build up sufficient capacity
to interact with all
students, teachers and
parents
7
Responsibilities:
• Ensure coordination and
goodwill of all stakeholders
• Test implementation at school
• Ensure all students take the test
5
Stakeholders and responsibilities

11. There can be demo session before the actual test to
acquaint the students with its working
The test should be designed as user friendly as
possible simulating slate chalk conditions
Challenges and mitigation plan
1
• Students may find operation of the tablet
during test conditions to be difficult
2
• Tablets have to be maintained properly without
allowing for vandalisms and damage
5
• Training of volunteers of the implementation
agency
The tablets could be maintained by a team of
volunteers who are made responsible of visiting various
rural schools to record the learning outcomes students
4
• Identification of implementation agency
maybe be difficult
In order to conduct the assessment in a transparent
and efficient manner the state government will have to
specify criteria for selection
There should be proper mechanisms to validate the
credibility of the implementation agency
3
• Developing testing tools with different native
language support may be a problem
The tool can be developed in a few languages that are more
commonly understood.
Employing appropriate language specialists and testing the
language aspect of the tool
Apart from written based test the assessment may
involve other aspects like viva voce/ activity based tests
for which proper training of the organizers is required
6
• Cooperation of school administration, teachers
and students
School authorities and teachers must be made aware
of the significance the assessment . In case of failure to
oblige/ cooperate, there should be appropriate control
mechanisms to ensure against the same.
Based on the proactive participation of the schools,
appropriate incentives can be given
7
• Cooperation of States to take up the
assessment
Though the assessment is designed at the Centre Level
(with inputs from each of the State representatives) to
achieve a better learning outcome, it lies with the State
to understand the implications of the same and
implement policies which will help achieve a greater
learning outcome of primary school
8
• Understanding the analysis report of the
assessment
Proper and easy guidelines which will help the
concerned authorities at State/District/School level to
understand the results of the analysis report

12. Appendix
S.No Item Price Quantity Total Expense
1 Implementing Agency Workers 225 10days; 2workers 4500
2 Tabs 1300 2 2600
3 Transportation Costs forimplementing workers 300 10 3000
4 Software implementation 50000000 1 50000000
5 Conventions in Delhi and finalising of objectives 100000 10 1000000
6 Training of workers 20000 1 20000
7 Collection of database 500000 500000
51530100
Phase 1& 2
S.No Item Price Quantity Total Expense
1 ImplementingAgencyWorkers 225 110days;2000workers 49500000
2 Tabs 1300 200000 260000000
3 TransportationCostsforimplementingworkers 300 95517 28655100
4 Software implementation 10000000 1 10000000
5 ConventionsinDelhi reviewof objectivesandperformance100000 10 1000000
6 Trainingof workers 2000 2000 4000000
353155100
Phase 3
All India Phase 4
S.No Item Price Quantity Total Expense
1 Implementing Agency Workers 225 110 days; 56000 workers 135520000
2 Tabs 1300 200000 7280000000
3 Transportation Costs for implementing workers 300 95517 802342800
4 Software implementation 10000000 1 50000000
5 Conventions in Delhi review of objectives and performance 100000 10 1000000
6 Training of workers 2000 2000 112000000
8380862800 838 crores
Year on Year costs
1 Implementing Agency Workers 225 110 days; 56000 workers 135520000
3 Transportation Costs for implementing workers 300 95517 802342800
5 Conventions in Delhi review of objectives and performance 100000 10 1000000
938862800 100 crores

13. References
1. http://www.teachforindia.org/about-us/india-education-crisis
2. http://www.pratham.org/file/ASER-2012report.pdf
3. http://www.firstpost.com/india/why-the-state-of-indias-primary-education-is-shocking-
598011.html
4. http://www.indexmundi.com/india/demographics_profile.html
5. http://forbesindia.com/article/briefing/primary-education-in-india-needs-a-fix/35287/1
6. http://www.ssa.mp.gov.in/educationalprofile.htm
7. http://www.paycheck.in/main/salary/minimumwages/madhya-pradesh
8. http://www.uis.unesco.org/Education/Documents/Ferrer.pdf
9. http://siteresources.worldbank.org/EDUCATION/Resources/278200-
1099079877269/547664-1099079993288/assessing_national_achievement_level_Edu.pdf
10. http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:21911
176~menuPK:5495844~pagePK:148956~piPK:216618~theSitePK:282386,00.html