Performance Management Systems For Schools

A Guide Book on Performance
Management Systems for Schools
2009
Management System for Schools
Contents
........................................................................................................................1
.......................................................................................................................1
CONTENTS.........................................................................................................2
Rationale.........................................................................................................................4
Who is the Guidebook for?...............................................................................................5
1.1 INTRODUCTION .....................................................................................................................7
1.2 WHY PERFORMANCE MANAGEMENT..............................................................................................9
1.3 WHY DO WE NEED TO SET INDICATORS?.........................................................................................9
1.4 KEY PERFORMANCE INDICATORS................................................................................................10
1.5 CORE EDUCATION INDICATORS..................................................................................................11
1.6 INPUT, OUTPUT, EFFICIENCY, OUTCOME INDICATORS.........................................................................12
1.7 RANKING OF SCHOOLS BASED ON KPIS.......................................................................................14
2. PERFORMANCE MANAGEMENT TOOLS (PMT’S)...............................................16
2.1 MANAGING PERFORMANCE AT DISTRICT LEVEL................................................................................16
Step-1: Selection of Baseline Targets/Indicators............................................................18
Step-2: Designing and Development of Performance Management Tools .....................18
Step-3: Linking of performance Indicators with EMIS ....................................................21
Step-4: Implementation at School and District Level .....................................................21
Step-5: Performance Measures through Reporting Progress .........................................21
Step-6: Performance Measures / Action for Improvements ............................................22
3. SCHOOL ACTION PLANNING...........................................................................24
3.1 WHAT IS SCHOOL ACTION PLANNING?........................................................................................24
3.2 WHO ARE THE KEY STAKEHOLDERS?............................................................................................25
3.3 ACTION PLANNING CYCLE AT SCHOOL LEVEL ................................................................................25
FOLLOWING IS THE ACTION PLANNING CYCLE AT SCHOOL LEVEL: ..................................................................25
Step-1: Need Analysis ...................................................................................................25
Step-2: Define Outcome Indicators ...............................................................................25
Step-3: Rank School using School Scorecard Rating Tool...............................................26
Step-4: Data Analysis and Target Setting ......................................................................27
Step-5: School Action Plan.............................................................................................27
Step-6: Implementation .................................................................................................28
Step-7: Monitoring .........................................................................................................28
3.4 EDUCATION POLICY, PLANNING AND MANAGEMENT ..........................................................................30
4. ROLE OF EDUCATIONAL MANAGEMENT INFORMATION SYSTEM (EMIS) IN
EDUCATION .....................................................................................................35
4.1 ADMINISTRATION OF EDUCATION SERVICES....................................................................................36
4.1.1 Purpose of an EMIS........................................................................................................... 38
4.1.2 Why have an EMIS? ......................................................................................................... 38
4.1.3 EMIS Clients...................................................................................................................... 39
4.2 EVOLUTION AND DEVELOPMENT OF EMIS IN PAKISTAN .....................................................................39
4.2.1 Provincial Level ............................................................................................................... 41
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4.2.2 District Level ................................................................................................................... 42
4.2.3 Institutional (School) Level .............................................................................................. 44
4.3 PUNJAB EDUCATIONAL MANAGEMENT INFORMATION SYSTEM.............................................................45
4.4 SINDH EDUCATIONAL MANAGEMENT INFORMATION SYSTEM...............................................................47
4.5 FEDERAL EDUCATIONAL MANAGEMENT INFORMATION SYSTEM...........................................................50
5. MONITORING................................................................................................52
5.1 WHAT IS MONITORING?.........................................................................................................52
5.2 MONITORING OF SCHOOL ACTIVITIES...........................................................................................53
5.3 PERFORMANCE MONITORING THROUGH APPLICATION OF SCHOOL RATING SCALE..........................................54
5.4 MONITORING OF SCHOOL ACTION PLANS (SAPS)...........................................................................55
5.5 PERFORMANCE MANAGEMENT THROUGH PARENT TEACHER COUNCILS (PTC’S) AND OTHER STAKEHOLDERS..........56
The Head Teacher / Principal .................................................................................................... 57
The Teaching Staff.................................................................................................................... 58
The Support Staff...................................................................................................................... 60
Parents...................................................................................................................................... 60
Students.................................................................................................................................... 61
Local Community....................................................................................................................... 61
Department of Education.......................................................................................................... 62
5.6 EFFECTIVE MONITORING OF SCHOOLS THROUGH PARENT TEACHER COUNCILS (PTC’S)................................62
5.7 DOS AND DON'TS OF THE MONITORING PROCESS ...........................................................................63
......................................................................................................................................64
Annex-I...........................................................................................................................66
School Action Plan (SAPs).......................................................................................................... 66
School Action Plan (Urdu).......................................................................................................... 73
Annex-II..........................................................................................................................82
Schools Scorecard Rating Scale
.................................................................................................................................................. 82
Annex-III.........................................................................................................................85
Responsibilities of Parent Teacher Council................................................................................ 85
Annex IV.........................................................................................................................98
SMIS School Census Form for Year 2008-09.............................................................................. 98
Annex V........................................................................................................................104
School Validation Form............................................................................................................ 104
Annex VI.......................................................................................................................113
EMIS Questionnaire ................................................................................................................ 113
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Rationale
Performance management is the methodical and organized
system for monitoring the results of work activities, collecting
information and evaluating performance, and determining the
achievement of goals. Properly using performance information
can assist in making decisions, allocating resources and
communicating whether department or organizational objectives
have been met. The process includes performance plans, goal
setting, performance evaluations, recognition and coaching. Major
benefits gained through performance management include:
 Improved performance
 Focused on goal achievement/results
 Clarification of performance expectations
 Clear lines of communication
 Alignment of individual goals
 Recognition for accomplishments
 Motivation to excel in performance
 Development and growth
 Enhanced organizational performance
 Increased accountability
This Guide will assist in answering the urgent questions i.e.,

“What should be work on?” “How to do?” “How can be
improved?” “What and how to manage schools, and
administrative units?”etc
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Who is the Guidebook for?

The guide book for ‘Performance Managements System for
schools’ offers the fundamentals of performance management in
public sector schools. It covers basic information about what we
mean by performance management system in general and
background information on performance management in schools,
in particular.
It offers reasons for developing a performance management

process and description of the key components in developing
such process.
This guide book will be of great help for teachers, head teachers
and District Education officials directly or indirectly related to
schools and its management. It will facilitate them to practice
performance management strategies in a more appropriate way
in order to increase enrolment, reduce dropout rate and repetition
rate in individuals and schools.
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Chapter 1
Performance
Management
System
Chapter 1
1. Performance Management System
1.1 Introduction
A system for helping to focus on improving the things that

is most important for the organization to achieve its aims. It
helps organizations to achieve their strategic goals.
Performance management is the practice of actively using
performance data to improve the performer functionaries.
The overall goal is the strategic use of performance
standards to establish performance targets and goals.
Performance management practices can also be used to
prioritize and allocate resources; to inform managers about
needed adjustments or changes in policy or program
directions to meet goals; to frame reports on the success in
meeting performance goals; and to improve the quality.
Sometimes it
is referred as
“governing
for results” a
system of
regularly
measuring
the results
(outcomes) of
public sector
programs,
organizations,
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or individuals, and using this information to increase
efficiency in service delivery.
A performance management is a system for helping to

focus on improving things that are most important for the
organization to achieve its aims and further to facilitate
organizations to achieve their strategic goals. Performance
management tries to develop skills of people to achieve
their targets. Its benefits to Education Department are as
under:
 Improving service quality and outcomes by

focusing on reducing dropout rate and repetition
rate;
 Improving resource allocation and justifying

educational budgets;
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 Making public agencies accountable for results
to senior management and the public;
 Increasing the citizens’ trust in the public

institutions; and
 Making work more interesting and satisfying

for Head teachers, Supervisors and Education
Officials.
1.2 Why Performance Management
Performance Management plays a vital role in any

organization to assess the progress update vis-à-vis some
predetermined outputs and performance indicators because
Performance Management system focuses on results, rather
than behaviors and activities. It also cultivates a change in
perspective from activities to results, therefore, used as a
yardstick for comparisons, direction, planning and
monitoring.
1.3 Why do we need to set indicators?
Indicators are a measure; they are generally sets of

information used on a regular basis to measure change.
Indicators state how the input, output, or outcome will be
measured. They can utilize quantitative (raw data,
comparable numbers) and qualitative (opinions, values,
yes/no) information. The most useful indicators are those
that measure key risk areas and provide information which
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can clarify cause relating to key issues. Indicators are set
to:
 serve as benchmarks
 act as a “measuring rod” in comparing different

population groups, localities, levels, sex, etc.
 get a systematic and appropriate analyses
 help define relevant objectives and outputs
 Indicators are a basis for measuring progress or

towards a goal or objective
1.4 Key Performance Indicators
The Key Performance Indicators (KPI) are the following:
1. Promotion rate: is the proportion of pupils who

have successfully completed a grade and proceeded
to the next grade the following year.
2. Repetition rate: the proportion of pupils who repeat

a grade once or twice. The repetition rate of grade g,
year y is obtained by dividing repeaters of grade g,
year y+1, by enrolment in grade g, year y.
3. Drop-out rate: the proportion of pupils who leave

the system without completing a given grade in a
given school year.
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4. Percentage of repeaters: Percentage of repeaters
at a particular grade.
1.5 Core Education Indicators
The Core Education Indicators as set by the Government of

Pakistan are mentioned below:
1. Gross Intake Rate (GIR) in Primary Education
2. Net Intake Rate (NIR) in Primary Education
3. Gross Enrollment Rate (GER) in Primary Education

and Secondary Education
4. Net Enrollment Rate (NER) in Primary Education and

Secondary Education
5. Repetition Rates (RR) by Grade in Primary Education
6. Survival Rate to Grade 5
7. Transition rate (TR) to Secondary Education
8. Drop Out Rate
9. Percentage of Trained Teachers at Primary Education
10.Pupil-Teacher Ratio at Primary Education
11.Public Expenditure on Primary Education as a Per

cent of Total Public Expenditure on Education
12.Gender Parity Index for GER and NER in Primary and

Secondary Education.
13.Promotion rate by grade in primary and secondary
14.Gender Parity Index for Survival Rate to Grade 5
15.Gender Parity Index for Transition rate (TR) to

Secondary Education
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16.Percentage of FEMALE enrolment in Primary and
Secondary Education
17.Percentage of FEMALE teachers in Primary and

Secondary Education
18.Repetition Rates (RR) of girls and boys in Primary and

Secondary Education
1.6 Input, Output, Efficiency, Outcome

Indicators
An outcome is the result of a service, from the

point of view of the citizens,
especially the customers for the
service. We can start by thinking
about various steps that go into
delivering a service:
Inputs – these are the resources we use, for

example, Rupees budgeted, No. of staff days,
equipment.
Outputs – these are the products that the organization

produces, such as Number of schools maintained, number
of students served.
Output Efficiency – Cost per school maintained/student

taught.
Outcomes – these are the results of the service: % of

students passing grade 5.
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Key Performance Indicators are quantifiable measurements,

agreed to beforehand, that reflect the critical success
factors of an institution. A school may focus its Key
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Performance Indicators on promotion rate of its students or
reducing dropout rate.
1.7 Ranking of Schools based on KPIs
Performance Management is used as an effective

tool/yardstick to improve the performance of the schools to
integrate planning, review, financial management,
implementation, monitoring and evaluation of schools.
Performance standards are set through defining ranges
from the maximum to minimum according to the actual
data of schools according to Education Management
Information System (EMIS), based on 2-3 outcome
performance indicators as mentioned below:
 Promotion rate
 Repetition Rate
 Dropout Rate
 Repeaters
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Chapter 2
Performance
Management
Tools (PMTs)
Chapter 2
2. Performance Management Tools

(PMT’s)
2.1 Managing Performance at District Level
Performance Management can be used as an effective

tool/yardstick to improve the performance of the district
education officials to integrate planning, review, financial
management, implementation, monitoring and evaluation.
All these steps are geared towards improving educational

services at the District as well as at the Provincial level from
conceptualization to realization and implementation to
evaluation so as to enable policy makers and managers to
make informed decisions and improve services in schools.
The implementation process starts with situational analysis in

consultation with the Provincial, District governments and
other stakeholders for setting baseline targets. Existing
documents including EMIS indicators were reviewed,
stakeholder consultation workshops/meetings were organized
to determine the basis for performance management
framework. The overall strategy follows the laid down norms
and standards of
the Federal,
Provincial and the
District
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Governments as well as participatory approaches and a
consultation process. A lot of attention was given to address
the thematic areas related to governance, management and
administrative issues in order to comply with the
national/international commitments of the Government of
Pakistan.
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The performance Management follows the following steps:
Step-1: Selection of Baseline Targets/Indicators

The performance management provides basis for
communicating performance of the district education officials
according to the performance indicators about how effectively
they are performing and whether the targets are being
achieved set by the Provincial as well as the District
Governments. This intervention supports the Provincial
Governments to assess the performance of the District
Governments particularly the EDOs Education and his staff vis-
à-vis outcome performance indicators based on the defined
targets of the Districts.
Step-2: Designing and Development of

Performance Management Tools
The Performance Management tools were finalized by holding
workshop for the key stakeholders based on the following
factors:
a. Performance Standard Tool # 1
Selection of about 30 low performing schools in a district

based on any two or three performance indicators i.e,
promotion rate, dropout rate and percentage of repeaters.
This tool will be used as a key performance standard
yardstick by using the real time Education Census Data
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which is being used by the Education Departments. The
application of the tool will support to select Lowest
Performance Schools, by following these guidelines as
under:
 Selection of Accurate Data from EMIS, which
should be in a complete/organized/approved form
and based on at least 3 years records.
 Use the 3 year Education Census Record for
data analysis.
 For data analysis use separate Data Bank for
all levels of Education such as primary, Middle,
High etc.
 Selection of Performance Standard
Indicators i.e. Repetition Rate, Number of
Repeaters, Promotion Rate, Dropout Rate.
 The indicators will be selected based on the
information provided in the census form.
 By comparative analysis of output indicators
i.e. Repetition Rate and Dropout Rate we’ll be
able to shortlist about 30 lowest performing
schools.
b. Strategic Planning Tool # 2

This tool plays provide the “yardstick” against which
detailed performance is measured.
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o Identification of issues and problems responsible for
low performance of the selected schools (Problem
Tree)
o Selection of common factors / indicators about (15-
20) for the low performance of these schools.
Strategic Planning Tool will follow the following steps:

 After selection of Lowest Performance Schools,
identify root causes and Indicators which can
affect directly or indirectly to these Low
Performance Schools.
 After finalization of common performance
indicators through brainstorming (at max 15),
generate a “District wise Lowest School
Performance Report”, based on those common
indicators which can affect the performance of
these schools like:
 Teacher Student Ratio
 PTC Effectiveness
 Facilities
 Classroom Facility Ratio etc
 This “District wise Lowest School Performance

Report”, reflect the status of the current
performance indicators.
 After the finalization of Report, the concerned
officials will then be requested for these low
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performance schools by setting measureable
targets.
 This Performance Target Report will then
be used as performance tracking tool at district
level.
Step-3: Linking of performance Indicators

with EMIS
In this step, the selected indicators can linked with EMIS,
developed by Provincial/District department. Performance
Measurement tools are developed to measure performance
and these tools are linked with EMIS.
Step-4: Implementation at School and

District Level
Managing performance is an on-going process which takes
place during the year on preferably quarterly basis and
would include assessing the performance of these low
performance schools against the selected performance
indicators. After identifying outcomes and indicators, acting
planning is done. Action Plans are developed at school level
and these action plans are implemented and monitored at
District level
Step-5: Performance Measures through

Reporting Progress
Reporting is to document progress related to performance
standards and targets and dissemination. Information
should regularly be available to Managers and Leaders,
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Staff, Supervisors and Policy Makers, Stakeholders or
partners and public, including Media. The concerned
supervisor at all levels held accountable for reporting
performance.
Step-6: Performance Measures / Action for

Improvements
Performance measures reflect qualitative score to all
indicators according to their priority which is fair and
objective as possible and accepted by all stake holders.
Matching with rating scale and producing result facilitates
to assess goals/targets, which recognizes high performance,
and identifies issues and highlights areas for career
development and identifies training needs of all teaching
staff so that they can be trained by appropriate targeted
training or by non-training methods such as on the work
training and mentoring systems within the organization. It
must also have an appraisal system, which is objective, fair
and without bias, which is appropriate to its organizational
culture. The performance management system will support
team work rather than individual performance and must
also include Head teacher performance to be evaluated on
a continuous basis to develop leadership potential, if
needed, as leadership is crucial for the success of
enhancing quality outcomes for the schools.
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Chapter
1
Performance
Management
System
Chapter 3
School Action
Planning
Chapter 3
3. School Action Planning
3.1 What is School Action Planning?
Educational planning is necessary if organizational

excellence is to be achieved in our public schools. Without
knowing where we are going, it is unlikely that we will get
there. Educational planning is the roadmap to the
achievement of the goals/objectives of the national
educational policy.
It focuses the attention of administration, supervisors, head

teachers, students and community members, and helps
determine where the school should be going and how to get
there. This too helps to identify not only the
issues/problems but also proposes measures to address
them. Without planning, the operational and functional
performance of the school will be less than optimal and the
overall objectives and goals of the school will be difficult to
achieve.
The preparation of a School Action Plan (SAP) is an exercise,

which requires not only specific skills, but also the
availability of reliable and relevant information, which
reflects the exact situation and statistics of school. EMIS
data can be used as a benchmark to obtain reliable
information about the school. In this way, EMIS can feed
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reliable data to different simulation models allowing
reflection on objectives defined for the medium and long
term.
3.2 Who are the key stakeholders?

Key stake holders of Performance Management are the
following:
 Provincial and District Government officials
 Supervisors and Department Heads
 Head of the Institutions
 Parents and local communities
 Non Government organizations and local CBOs
 Local Citizens
3.3 Action Planning Cycle at School Level

Following is the action planning cycle at school level:
Step-1: Need Analysis
 Each school should have to define its major

needs
 Identify the priorities for the school’s futuristic

approach
Step-2: Define Outcome Indicators

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 Define the outcome indicators that can be
measurable from the baseline data
Step-3: Rank School using School Scorecard

Rating Tool
Rank schools using School Rating Tool (Annex-II).

There are weights allocated to each facility / quality
indicators at schools. We analyze the status of
current facilities and rank them. The cumulative
score is the result to rank the schools. Schools can
be categorized into five ranks as mentioned below:
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Step-4: Data Analysis and Target Setting
Analyze result of Step-3 by comparing the factors

responsible for low performance of schools, identified
by the district according to actual data. If school
identifies more factors, add in the list and set the
targets for each factor for the next year. Also set the
target to promote the rank of the schools. For
example if school falls in “Poor” category, set target
“Average” for next year.
Step-5: School Action Plan
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Develop School action plan for targets set against
category of indicators using the following Performa
(annex-I).
Step-6: Implementation
Implement the action plans by shifting responsibility and
allocating proper resources identified in action plan through
participatory approaches must be involved by sharing clear
roles and responsibilities while developing the School Action
Plan. It is need to communicate clearly to all the
stakeholders.
Step-7: Monitoring
Monitor and evaluate whether the target(s) has been
achieved or not. Use School Scorecard Rating Tool to rank
the school again. If the target have been achieved, use the
same cycle to make it high rank. If not, identify problems
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and take corrective actions. Although monitoring is an
ongoing process, however, information regarding KPIs could
be collected after completion of one academic session of
the students.
Action Planning Cycle
Monitorin Need
g Analysis
Define
Implemen
Outcome
tation
Indicators
CHILD
Rank
School
School using
Action School
Plan Scorecard
Rating
Data Tool
Analysis
& Target
Setting
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3.4 Education policy, Planning and

Management
A policy is a deliberate plan of action to guide decisions and

achieve rational outcome(s). This also refer to the process
of making important organizational decisions, including the
identification of different alternatives such as programs or
spending priorities, and choosing among them on the basis
of the impact they will have.
3.4.1 Education Policy
Education policy refers to the collection of laws and rules

that govern the operation of education systems. Education
occurs in many forms for many purposes through many
institutions. Examples include early primary, middle, high,
higher secondary, two and four year colleges or
universities, master degree graduate and professional
education and adult education. Therefore, education policy
can directly affect the education people engage in at all
ages. Examples of areas subject to debate in education
policy, specifically from the field of schools, include school
size, class size, school type, teacher education and
certification, curricular content and school infrastructure
are expected to uphold and model.
3.4.2 Education Planning

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Planning is an integral part of the whole process of
educational management. It helps the decision-makers at
all levels from administration, teachers, students and
community members to make better and informed
decisions. It can do this by helping them see more clearly
the specific objectives in question, the various options that
are available for pursuing these objectives, and the likely
implications of each. Planning can help to attain larger and
better aggregate results within the limits of available
resources. Planning is deciding in advance:
• What to do
• How to do
• When to do
• Who should do
Planning helps in forecasting the future, makes the future

visible to some extent. It bridges between where we are
and where we want to go. Planning is looking ahead. It
should be a realistic view of the expectations. Depending
upon the activities, a plan can be long range, intermediate
range or short range. It is the framework within which it
must operate.
3.4.3 Education Management
Education Management is to get people together from

administration, head teachers, teachers, students and
community members to accomplish desired educational
goals. It comprises planning, organizing, staffing, leading or
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directing, and controlling and organization. Resourcing
encompasses the deployment and manipulation of human
resources, financial resources, technological resources, and
natural resources.
3.4.4 Use of EMIS in Management
An information system is the basis of management,

planning and evaluation of an education system. During the
education management process, the information system
should inform the different actors and partners on the state
of the sector, its internal and external efficiency, its
pedagogical and institutional operation, its performance,
shortcomings and needs. It should cover all the needs and
areas for information and not only aim to collect, store date
and process information but should also help in the
formulation of education policies, their management and
their evaluation.
The preparation of any plan is a complex and delicate

exercise. Like any therapy, a plan should be based on a
precise and exact diagnosis if it is to be effective. The latter
is indispensable in the process of planning: it makes it
possible to take stack of the state of education, and identify
problems through a detailed and critical analysis in order to
be able to propose solutions. In other words, a diagnosis
enables the identification of needs, which the plan, through
the definition of new strategies, is supposed to meet.
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Thus the objective of an education management
information system (EMIS) is not only to collect, store and
process information but also to help in education policy-
making, by providing relevant and accessible information.
EMIS was originally designed to be a management tool but
is gradually being perceived as an indispensable tool and
support system for the formulation of education policies,
their management, and their evaluation.
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Chapter 4
Role of Educational
Management
Information System
(EMIS)
Chapter 4 System for Schools
Management
4. Role of Educational Management

Information System (EMIS) in
Education
Educational Management Information Systems (EMIS) is a
collection of component parts that
data collection, storage, retrieval, processing and
include inputs, processes, outputs and
dissemination system specifically
feed backs that aredesigned forto use
integrated by
achieve
a specific objective
decision makers and administratorsAbout
to plan and administer
EMIS
Education System more
systemefficiently and effectively.
of managing a large body of data
and information that can be readily
retrieved, processed, analyzed, and
made available for utilization or
dissemination
unifying tool in collecting, processing and

disseminating the wide range of
information to recipient individual or
group of data users
formal method of providing management

with accurate and timely information and
data in order for decision making,
planning, project development and other
management functions and operations
can be carried out effectively
system designed to strengthen

educational managers’ capability to
gather, store and utilize data and
information for their own needs and
demand of potential users
system which all educational mangers

should be conscious of and capable of
performing either in computer-based or
manual - based system
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4.1 Administration of Education Services
The Federal Ministry of Education has overall responsibility

for formulation of education sector policy, planning, and
development of curriculum. However, delivery of education
and implementation of plans are devolved to provincial and
district levels. The main role of provincial education
authorities are coordination and supporting the provision of
education services and implementation of education plans
at the district level. The provincial Education Departments
are headed by their respective Provincial Education
Ministers. The provinces are further divided into districts for
the purpose of administration.
After devolution in 2001 in the provinces, the district level

education offices are the main responsibility of ensuring the
quality and delivery of education at their respective area.
The head of the Education Department in a district is
Executive District Officer (EDO) Education and head of the
Literacy Department (in case of Punjab and Sindh only) is
Executive District Literacy (EDO Literacy). In the Provinces
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of NWFP and Balochistan, literacy is part of Education
Department. The hierarchy then runs down to the District
Education Officer, Sub-district Education Officer,
Supervisors or Assistant Sub-district Education Officers. At
the local level i.e. the union council level, Learning
Coordinators (LCs) provide academic guidance as well as
supervise the schools. However, the devolution process has
not been taken place in the federally administrated areas
and AJK and the administration of education in these areas
remain under the respective area government.
Generally district level education offices oversee and

monitor the schools at general education sector in
elementary, secondary and higher secondary education. In
the primary classes, examinations are conducted by the
respective schools. However, at the end of the fifth year of
the primary stage a public examination is held by the
Education Department for promotion to the next grade.
Similarly, the examinations in Middle Schools are held by
the individual schools but there is a public examination at
the end of grade eight conducted by the Education
Department. Public examinations are also held by the
respective regional examination boards of secondary and
intermediate at the end of grades nine to twelve, to assure
the quality of education. Moreover, technical and vocation
education and tertiary education are mostly under the
direct responsibility of the respective provincial education
authorities and has not been devolved.
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4.1.1 Purpose of an EMIS
• Improve the quality and integrity of data and
information
• Systematize the data need identification, data

collection, processing, generation, dissemination and
evaluation
• Strengthen the capability to manage, plan, and

control the flow of information within and outside of
the organization
• Provide the mechanism to meet the increasing

demand for data and information
• Produce up-to-date data bulletins, status reports,

brochures and other statistics needed for
management activities/function
• Provide baseline data and information to generate

performance indicators as measuring tools in the
attainment of educational objectives and policies,
and
in setting targets for the sector
4.1.2 Why have an EMIS?

The national Department of Education, in common with
other government departments, has a constitutional and
legislative responsibility for reporting and accounting to the
parliament and the public on the education system.
At local level, learner and parent communities require

information about education institutions and outcomes in
order to make decisions about education choices and
opportunities. Monitoring and evaluating the education
system using the EMIS provides information, which is used
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to improve efficiency and optimize resource allocation.
4.1.3 EMIS Clients

EMIS units (Provincial and national) regularly provide
services to other components in education as well as to:
• Ministries, departments and government agencies at

national, provincial and local level
• Legislative and constituent bodies
• Regulatory bodies
• Civil Society Organizations (CSOs)
• Local and international agencies
• Learners, educators and community groups including

school and college governing bodies
• Business and the private sector
• Unions and other partners in the education

community
4.2 Evolution and development of EMIS in

Pakistan
Until early 1990s, there was no systematic EMIS and

education statistics were compiled manually that resulted in
unreliable data. Data were released two to three years after
collection. These technical discrepancies and no assurance
of the quality of data consequently impaired the effective
planning.
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"The National Educational

Management Information
System (NEMIS) would act as a
catalyst for data collection,
compilation and report
generation. This data would be
useful for policy formulation,
project preparation,
implementation, evaluation and
First computerizedmonitoring etc. This data will
constitute an important
database for
component for the Social Action
education statisticsProgram (SAP)".
was initiated in North West Frontier Province (NWFP) in late
1980s. The first pilot EMIS project was launched under the
Management Unit for Study and Training (MUST) in
Peshawar. Following this model, Project NEMIS (National
EMIS) was initiated in 1991-93 to cover the rest of the
country.
Within this goal the specific objectives were laid down as

given below:
• To provide essential leadership and vision for

developing an EMIS in Pakistan from
conceptualization to realization and implementation
to evaluation. As a coordinating and facilitating unit it
will ensure the development of a system that
satisfies the need for
o Compatibility in data design, entry and

processing across different provinces
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o Compatibility with other database, and
o Sufficient flexibility to accommodate the

different requirements of the provincial
governments
• To directly collect, process and analyze the

educational data of ICT and FATA
• To compile data from the four provinces, FANA and

AJK, and, consolidate and integrate with databases
generated by NEMIS-II.
• To assess and determine national and provincial

needs for educational planning and management
information and to cater them
• To respond and provide the regular and ad-hoc data

requests from other users, such as international
agencies and representatives of other social sectors.
4.2.1 Provincial Level

Preparation
As mentioned earlier, and has
every province distribution of unit
its own EMIS
questionnaires for the school
under the provincial education authorities to administer the
census;
Provision
annual school census of technical
at their respectivesupport
provinces.
However, responsibility and authority as well as sub-
and training of district and practices
district staff on EMIS activities;
and mechanism of Asdatanecessary,
collection and coverage
data entry and
andscope
Responsibilities of the Provincial EMIS Unit
of the sub-education processing of school
sectors vary among them. census
forms of some districts;
Final validation and consolidating
district level data to produce
the provincial school census
database;
Maintaining the provincial annual
school census database;
Production and publication of the
annual yearbook;
Responding ad-hoc users’
requests on education
statistics.
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4.2.2 District Level

Provincial EMIS units usually collect data through their
district EMIS cells. Previously, the tasks of EMIS cells in the
district education offices were mainly to collect and compile
the data from schools, and then, forwarded to the provincial
EMIS unit or if there was a data processing facility at the
district level, processed the data and sent the data files to
the provincial EMIS unit to update the provincial EMIS
database in order to produce the annual statistical
yearbook. In this regard, the major function of the EMIS
cells at the district level is to process the annual school
census forms. Apart from that, producing summary
statistics tables for various reports using Excel would be the
most frequent statistical tasks done at the district level.
There is very little evidence on validation and analysis of
data using computer at that level.
A devolution plan introduced subsequently encourages the

management and decision making at local level; to improve
education delivery services at grassroots level, district
offices are now required to develop annual development
plan and to monitor the education development in the
district. In addition, they are also required to prepare
education budget and expenditure for their districts. As a
result of this education reform process on devolution, role
of district offices is becoming more important as they are
the centres for providing and management of education
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services at their respective districts. It is apparent that for
efficient delivery and management of education services in
the districts, the district education offices require strong
and comprehensive education databases.
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Responsibilities of the District EMIS Unit
Distribution and collection of annual school
census forms
Orientation and explanation of school
census forms to sub-district and school
principals
Follow-up and validation of completed
school census forms
Data entry and processing of school census
forms to update the district level database
Linking and incorporating other relevant
socio-economic data to the district EMIS
database
Forwarding and transmitting district level
statistics to the provincial EMIS unit
Providing required data and information
(ad-hoc and regular basis) to the district
education offices and other relevant
offices at district level
Assisting and organizing EMIS related
training activities.
4.2.3 Institutional (School) Level
In all provinces, it is mandatory for a school to submit a

school census form annually. However, enforcement and
seriousness to comply this mandatory task vary among the
districts. Moreover, it applies only to the government
schools under the district education authorities. Inclusion of
other government schools other than under the provincial
education departments, private and religious in this process
is different from one province to the other.
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The government schools are required to submit not only
school statistics but also financial information to the district
education offices. In addition, upon request, the schools are
obliged to provide the requested data to various authorities.
4.3 PUNJAB Educational Management Information

System
4.3.1 Objectives of PEMIS
To provide reliable and timely information to educational

researchers, administrators and planners. It provides
computerized management tools and techniques to Punjab
EMIS and 35 District based EMIS cells equipped with
enhanced capacity of EMIS hardware and software. It
provides training for District and provincial statisticians,
planners and education officers in collecting and verifying
school based data. Also provides training for institution
based personnel throughout province in providing accurate
and reliable school based data. To establish regular and
consistent procedures and Performa’s for gathering
education statistics throughout province. Training for senior
MIS officers and decision makers in the use of MIS reports is
also conducted by PEMIS. It produces timely reports and
studies on educational planning issues in province.
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The EMIS provides for the establishment of computer-based
information system facilities at provincial EMIS headquarter
and in each of the 35-District EMIS Cells in the Punjab. To
conduct annual school census and disseminate statistical
reports to all users at district, divisional, provincial and
federal level. It develops software and generate need based
comprehensive database for various sub- sectors of the
Education Department. To provide validated data to key
administrators and decision makers on time as and when
required at provincial and national level. To maintain and
improved the flow of data through an effective and speedy
pipeline from gross root level to Punjab EMIS Center
through the District EMIS Cells.
4.3.2 Census
Census for the Government Schools conducted each year

on all Govt. Administered Mosques, Primary, Middle Schools
in Punjab. This data was processed and analyzed and
reported by Punjab EMIS. These reports on Hard/soft copies
are available with Punjab EMIS.
4.3.3 Collaboration
These are the list of organizations/department with whom

Punjab EMIS has collaboration.
o Punjab Middle Schooling Project
o World Bank
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o UNICEF Punjab & Islamabad
o All Provinces EMIS offices
o All 35 District EMIS cells of Punjab
o Institute of Education & Research Punjab

University
o Education Department Schools Punjab
o Education Department Higher Education

Punjab
o Punjab P& D Department
o Other Govt. Department as Data Users
o All Punjab Field Education Offices as Data

Providers
o Federal EMIS, Islamabad
o MOE (Ministry of Education)
o MSU Islamabad
o UNDP,UNESCO
o ADB (Asian Development Bank)
4.4 SINDH Educational Management Information

System
The SEMIS has been established in the Education

Department Since 01.07.1991 with the Assistance of
UNDP/UNESCO. In the year 1993 The World Bank took it in
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hand for 2 years. After that, i.e in the year 1996 the SEMIS
was transferred from Development to Non-development
footing. SEMIS (HQ) is based at Karachi with its 21 District
offices.
4.4.1 Objectives of SEMIS
1. To provide reliable and timely information to

Educational Researchers, Planners and
Administrators.
2. To provide computerized management tools and

techniques by established 21 computer centers at
district offices fully equipped with hardware and
software.
Besides regular SEMIS activities of consolidation of

Educational Databases, following monitoring and
control systems will be the integral part of SEMIS in
Sindh province.
• Schools Mapping System (SMC)
• Institutional sub-system and Decision Support

Systems (DSS)
• Human Resource Monitoring System (HRM)
4.4.2 SEMIS Activities

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SEMIS also continue to follow its regular annual
activities that include:
• Institutionalization of established SEMIS cells at

21 district of Sindh province
• Annual Educational Institutional Census. (Seven

census already conduct & report/profile provide
to all concerned agencies )
• Publication of Annual Statistical Profiles / District

/ Divisions / Province
(Seven profiles provided to all districts & 8th will
be published on last week of Feb. 1999)
• Coordination with and assistance to other

agencies and organizations dealing with
Education Sector.
The SEMIS activities will play a vital role in

establishing and maintaining the Monitoring and
Evaluation of educational development in the
province by collecting and processing
data/information in a computerized environment.
Instead of that the SEMIS has started census for the
following agencies in the Sindh province since 1997.
• Private Schools
• Colleges
• Tech. Colleges & Institutions.
• Deeni Madaris.
• Municipal & District Council Schools.
• Other Agencies i.e (ARMY, NAVY, PAF, RAILWAY,

DHA, KPT)
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4.5 FEDERAL Educational Management

Information System
The Fed EMIS is responsible for collecting, processing and

analyzing educational data related to ICT. The Fed EMIS is
required to make available educational data to MOE
policy-makers and planners for the creation of policy
options, projections and diagnostic purposes.
Furthermore, Fed EMIS is responsible for giving easy
access to educational data and documentation of school
data to the NEMIS and other agencies interested in
educational planning and evaluation in Pakistan.
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Chapter 5
Monitoring
Chapter 5 System for Schools
Management
5. Monitoring
5.1 What is Monitoring?
Monitoring is the systematic collection and analysis of

information to enable the stakeholders to determine
whether key activities are being carried out as planned and
are achieving the desired results or not. Monitoring
provides feedback to the management, which shall be used
to improve operational plans and to take corrective action.
All organizations keep records and notes, and discuss what

they are doing. This simple checking becomes monitoring
when information is collected routinely and systematically
against a plan. The information might be about activities or
services, users, or about outside factors affecting
organization or project.
Human and financial resources have always been

considered as the basic input for carrying out plans.
However, mere presence of these resources is not sufficient
to ensure that the progress will be carried out as planned.
The plans have to be constantly monitored if results are
required as per schedule. The management must know
whether activities are being carried out as planned or not. It
is through the Monitoring system that the feedback is
provided. The modern world has used the monitoring
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process to improve the functioning of the government
offices and service delivery facilities.
Monitoring information is collected at specific times: daily,

monthly or quarterly. At some point we need to bring this
information together so that it can answer questions such
as:
o How well are we doing?
o Are we doing the right things?
o What difference are we making?
Monitoring is routine and ongoing while evaluation is an in-

depth study, taking place at specific points in the life of the
project.
Program implementation evaluation is an extension of

program process monitoring in which data is systematically
collected repeatedly over time for monitoring. The
systematic documentation of aspects of program
implementation that is indicative of whether the program is
being delivered as promised and is functioning as intended,
according to appropriate standards. There are two common
forms of program process evaluation:
5.2 Monitoring of School Activities
When the action plans are developed and implemented, its

activities are monitored on regularly basis. If we are
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implementing one year plan, we may develop a monitoring
system on quarterly basis. During monitoring, we find the
gaps between planed timeline and actual timeline. If there
is a gap, we may develop a plan to bridge this gap by
allocating more resources. A monitoring tool should be
developed for proper monitoring of activities.
5.3 Performance Monitoring through

Application of School Rating Scale
School Scorecard Rating Scale is used to measure the

progress of each low performing school. This low School
Scorecard Rating Scale is designed on the basis of 10-15
low performance indicators which are selected during the
brainstorming session of the stakeholders. This tool is
designed in simple Microsoft Software using Microsoft Excel
(Annex-II).
In this tool we define the ranges to rank the results for the
better categorization which are allocated to each indicator
(dropout rate in following example) as:
Sr. Ranking
Value Range
No. Value
1 5 0%
2 4 01% - 10%
3 3 11% - 20%
4 2 21% - 30%
5 1 31% & above

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User selects values from range on base of the Repetition

rate and Dropout rate, the ranking value is multiplied to its
value to calculate cumulative value. Cumulative values of
both indicators are added to calculate Total Value that
reflects the performance of the school. Total Value will be
between 1 & 5. These values are matched with
performance category as under:
Performance Result
1.0-1.9 Poor
2.0-2.9 Below Average
3.0-3.9 Average
4.0-4.9 Good
5.0 Excellent
Result is displayed automatically matching Total value with

performance category:
Resul
Below Average
t:
5.4 Monitoring of School Action Plans (SAPs)
School action plan has been designed to improve the school

structure and it is been used as a monitoring tools for
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achieving the school target. This is particularly designed for
setting targets and then planning the goals for the
betterment of the school. This tool is attached at Annex-I. In
this tool, we at first define our strategic targeting through
outcome indicators; these outcome indicators should be in
a measurable format for the qualitative analysis. After that
we’ll define, strategic targets for the school
improvement/betterment and the Plan to achieve those
targets. The success of the SAP is only possible if we set
small targets and try to achieve them periodically; this step
wise follow-up will improve the activities of SAP and will
lead to a successful completion of SAP.
5.5 Performance Management through Parent

Teacher Councils (PTC’s) and other
Stakeholders
School Development Planning is essentially a collaborative

process that draws the whole school community together in
shaping the school’s future. Accordingly, it requires the
appropriate involvement of all the key stakeholders: SMCs /
PTAs / Board of Management, Head Teacher / principal,
teaching staff, support staff, parent, students, and local
community.
5.5.1 Role of PTCs / SMCs in School

Management and Monitoring
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SMCs / PTCs have a particular responsibility for the ethos
and status of the school and for matters requiring capital
and or development expenditure. Accordingly, they must be
consulted on topics that pertain to these issues. It is the
responsibility of PTC to seek approval of the members of
needs identifies to address in the planning process. In many
developing countries there is normally one council to
address governance issues and this is not separated by two
separate governing bodies such as Trustees and a
Governing Board as in the western countries of UK, Ireland
etc. The PTCs / SMCs are to also arrange for the preparation
of the school plan, and to ensure that it is regularly
reviewed and updated. Accordingly, they must ensure that
the planning is done. Most of the work involved will be
delegated to the head teacher and teaching staff, who will
keep the PTC informed on progress. PTCs / SMCs often have
statutory and legal responsibilities and on aspects of the
issues as planning priorities. The Board may participate
directly in the planning process through its establishment of
or representation on planning teams.
5.5.2 Role and Responsibilities of Key Stake

Holders
The Head Teacher / Principal

The Head Teacher plays a prominent role in the
leadership and management of the planning process.
Some of the responsibilities are shared with the PTA /
SMC / Board of Management. Some aspects may be
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delegated to members of the teaching staff through the
in-school management structure or through the
establishment of planning teams. The Head teacher has
a responsibility, under the direction of the PTA / SMC /
Board, with the collaboration of the in-school
management team and the teaching staff, for
o the initiation of the planning process,
o the creation of a climate conducive to

collaboration,
o the motivation of the staff,
o the establishment of the planning

infrastructure,
o the organization of activities and

resources,
o the arrangement of consultation,

communication and approval procedures,
o the management of the plan’s

implementation and evaluation.
The Teaching Staff

The whole-hearted participation of the teaching staff is
crucial to the success of the planning process:
o The whole staff should be actively

involved in the clarification of the school’s
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mission, vision and aims, in the review of the
school’s current situation, and in the
establishment of development priorities. The
process should be designed to enable all
members of staff to participate in discussion
and decision-making-making.
o A Steering Group of staff may be

established to oversee the process as a whole.
A Steering Group could be constituted in a
number of ways: for instance, it could drawn
largely from the in-school management team,
or it could be established on a broadly
representative basis, to include a range of
interests and skills. Ad_ hoc staff teams may
be established to undertake tasks related to
review, design, implementation or evaluation.
Such teams represent one possible model of
staff participation in development planning.
Ideally they should be constituted on the basis
of interest and expertise. They provide a
professional peer support structure within
which teachers can share ideas, work
collaboratively, and learn from each other.
Accordingly, they can play a major role in the
process of staff development for school
improvement. Over a period of time, every
teacher should have the opportunity to
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become involved in the work of an ad-hoc
team.
o Some schools may wish to integrate ad-

hoc teams with the in-school management
structure by appointing members of the in-
school management team as ad-hoc team
convenors.
o It is essential that the full staff be kept

informed of the work of all teams and that the
draft plan be agreed by the full staff prior to its
implementation. The Guidelines will offer
suggestions concerning staff structures for
School Development Planning.
The Support Staff

It is advisable that the support staff be consulted during
the review process on aspects of school life that are
relevant to their work. They should also be kept
informed of the school’s development plans.
Parents
It is important that parents are involved in the planning
process. Through their representation on the Board of
Management and through the Parents’ Association,
where one has been established, parents’ can readily be
consulted in the clarification of the school’s mission,
vision and aims, the review of school’s current reality,
the establishment of priorities, and the development of
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policies on issues such as discipline or homework. All
parents should be kept informed of relevant outcomes of
the planning process.
Students
The commitment to the Convention on the Rights of the
Child by member states of UNESCO provides for
consultation with students in the preparation of the
school plan. The review procedure may include a
Student’s Questionnaire or a Group Discussion of
representatives to ascertain the views of a
representative sample of students on aspects of school
life. Where a Students’ Council has been established
mostly in senior schools, it can be consulted in the
preparation of aspects of the school plan and can be
invited to participate in the dissemination of relevant
sections of the school plan to the student body. Students
should be kept informed of relevant outcomes of the
planning process.
Local Community
The local community can be involved in the planning
process in a number of ways. The review process
includes a consideration of local context factors that
impinge on the school, and this might necessitate a
survey of the local community to establish views,
requirements, or opportunities. Representatives of the
local community could be asked to participate in
planning joint school-community projects. The school
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could draw on the expertise of relevant members of the
local community in planning to address particular issues.
In many places, the local community is already involved
in range of specific programmes.
Department of Education
The core functions of the Department of Education in
decentralized systems includes strategic planning and
policy formulation for the system as a whole, budgeting
and the allocation of resources. Thus, the Department
plays a major role in establishing the context within
which individual school development planning takes
place, in terms of nations aims and priorities, curriculum
development and implementation, and the availability of
resources for implementation. Advice and support may
be sought from the named education field manager for
each school or from supervisors / managers with
responsibility for the various subject areas. The
Department also promotes quality enhancement though
the provision it makes for curriculum and other support
services and for the in-career development of teachers.
5.6 Effective Monitoring of Schools through

Parent Teacher Councils (PTC’s)
The Community has a positive role to play in ensuring the

educational institution’s efficiency of the educational
institutions of the area. It has been a proven fact now that
quality of students produced by the education system in an
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area has been contingent to some extent with the
community participation and accountability mechanism. In
order to revive the interest of community the Provincial
Governments has revived the institution of School
Management Committees. All the primary schools have by
now these committees comprising of five members, during
the year 2005-06 around 29,000 SMCs have been imparted
training by Education Department in the basic skills of
record keeping and planning. The major working strategy
for these SMCs /PTCs to improve, monitor and enhance the
capacity of the school working teachers and learning
environment. The responsibilities of the PTC are been
attached at Annex-III
5.7 Dos and Don'ts of the Monitoring Process
The Do's and Don'ts are being suggested for the Monitoring
Committees so that the Committees or Members do not
transgress legal boundaries; yet at the same time achieve
the objectives assigned to them. The emphasis of monitoring
by the elected representatives is on the improvement of
performance, because improvements in the service delivery
would ultimately lead to public satisfaction. This can only
happen if every one involved feels equally responsible
towards the public and improvement in the service delivery
system.
Dos Don'ts
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• Seek information as part of the • Don't interfere in the work of

monitoring process. offices or service providers.
• Identify basic problems. • Don't intrude or sneak in.
• Aim at improving the delivery • Don't harass the functionaries.
of services. • Don't create friction or
• Be courteous, friendly, polite problems.
and patient. • Don't force yourself on others.
• Act as a facilitator.
• Avoid unplanned monitoring
• Prepare for monitoring visits. visits.
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Annexure
S Management System for Schools
Annex-I
C
H
O Achieving excellence in quality education
through
O School Action Plan (SAPs)
L
EMIS Code:_____________________________________
School:_________________________________________
A Union Council:___________________________________
C Tehsil/Taluka:___________________________________
District:_______________________________________
T
I
O
N
P
L
A
N
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Section # 1: Present Status of Enrolment and
Repetition / Dropout Rate
a. Enrolment
Class-wise Enrollment
I II III IV V VI VII VIII IX X Total
Girl’s
Boy’s
Total
b. Repetition Rate
Class 2003 2004 2005 2006 2007 2008 Averag
e
I
II
III
IV
V
Total
c. Dropout Rate
Class 2003 2004 2005 2006 2007 2008 Averag
e
I
II
III
IV
V
Total
Section # 2: Data Analysis and target setting
Outco Indicator Data Baseline Target Explanator

me Sourc (March (March y
e 2009) 2010) Information
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Decreas % of EMIS
e students
Repetiti who repeat
on Rate the class
Decreas % of EMIS
e students
Dropout who drop
Rate out from
school
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Section # 3 School Action Plan
i. Rooms
B C E G H
F
Curren Targets D Resourc Collabora Timeline I
A Source
t Responsi es tion / Comple Remark
Details Quantit of Start
Status Category bility Require Participat tion s
y Funding Time
/ No. d ion Time
New
Rooms Construction
Renovation
New
Construction
Veranda
Renovation
ii. Provision / Reduction of Basic/Missing Facilities

B C E G H
F
Curren Targets D Resourc Collabora Timeline I
A Source
t Responsi es tion / Comple Remark
Details Quantit of Start
Status Category bility Require Participat tion s
y Funding Time
/ No. d ion Time
New
Principal
Construction
Office
Renovation
New
Staff Construction
Room
Renovation
New
Constructio
Boundary n
Wall
Repair
New
Constructio
Toilets n
Repair
New
Constructio
Drinking
n
Water
Repair
Provision
Electricity
Repair
Playgroun
Provision
d
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Provision to
Teachers
Furniture
Provision to
Students
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iii. Teacher
B C E G H
F
A Curren Targets D Resourc Collabora Timeline I
Source
Detai t Responsi es tion / Comple Rema
Quantit of Start
ls Status Category bility Require Participat tion rks
y Funding Time
/ No. d ion Time
New
Teach Appointme
ers nt
Trainings
iv. SMC/PTC Activation

B C E G H
F
Source
Quantit of Start
y Funding Time
/ No. d ion Time
SMC / Meetings
PTC Utilization
Activ of Funds
ation Active role
to achieve
targets
v. Other (Please specify)
B C E G H
F
Source
Quantit of Start
y Funding Time
/ No. d ion Time
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Acknowledgement/ Declaration
a. Name: _______________________________________
b. Designation _______________________________________
:
c. Office: _______________________________________
d. Residence: _______________________________________
e. Mobile#: _______________________________________
f. E mail: _______________________________________
Thank you for your cooperation!
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School Action Plan (Urdu)
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Annex-II
Schools Scorecard Rating Scale
16-Apr-
Date: 09
Name
&
Type
of
School EMIS
: Code: 24107
Cumulati
ve
Indica Ranking Weighta
tor # Category Description Weightage Values ge
1 Outcome Repetition Rate 0.50 48.00 0.50
School Toilet Functional
2 Building 0.05 Yes 0.25
3 Boundary Wall 0.05 No 0.05
4 Electricity 0.05 No 0.05
Not
5 Furniture Furniture Availability 0.05 Reported 0.05
6 SMC SMC Formation 0.05 Yes 0.25
Quality Student Teacher Ratio
7 (EMIS) 0.13 NULL 0.13
Student Class-room
8 Ratio 0.12 37.00 0.60
Total Weightage 1.88
Performance
Result:
1.0-1.9
Result: Poor
Poor
2.0-2.9 Below Average
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3.0-3.9 Average
4.0-4.9
Good
5.0
Excellent
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Annex-III
Responsibilities of Parent Teacher Council

Every PTC shall perform the following functions/duties:
1) Effort for increase in enrollment and to make sure that all

school age children are attending the school.
2) Discourage dropout, motivate parents regarding education

of their children, provide conductive teaching environment
and extend full cooperation in this regard.
3) Create awareness about importance of education &

motivate parents to send their children particularly girls to
school.
4) Organize walks, debates and other activities on the National

festivals, so as to encourage the student and propagate the
importance of education.
5) Provide financial assistance to the poor student especially

to the intelligent student.
6) Create an environment of activity based learning in the

school.
7) Make efforts for the character building of students.
8) Help the school staff in organizing curricular & co-curricular

activities.
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9) Ensure regular attendance of the teachers and in case of
their continuous absence and poor performance, report to
the concerned authorities.
10) To issue warnings to the teachers in case of their

continuous absence from duty.
11) Make arrangement for the repair and maintenance of

the school.
12) Purchase of furniture, science and other equipment

necessary for the educational activities in the school.
13) Make arrangements for the arrangements for

provision of basic facilities and monitoring of construction of
additional rooms/missing facilities.
14) Make arrangements for the repair of furniture of

school.
15) Address problems of teachers and student so that

educational activities are not disrupted.
16) Help in maintaining good working relations between

the community and governmental and non-governmental
organization for the betterment of school.
17) Utilize the resource provided by the Government &

Community for the betterment of school.
18) Provide funds for the requirements identified by the

students or teachers.
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19) Award scholarships and prizes to the students on the
basis of prescribed criteria.
20) Take any other steps related to educational activities

in the school.
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Financial Responsibilities
1) Every council shall open and maintain a bank account which

will be jointly operated by the chairman/chairperson and
secretary of the council.
2) All funds provided by the government and all donations

shall be deposited in the said account.
3) Utilize the funds at the discretion of the PTC on individual

need basis, according to the priorities set by the PTC. In this
regard there shall be no bar of purchasing any particular
item.
4) PTC shall undertake minor civil works and repair by itself.
5) PTC shall monitor the civil/other works executed through

the said PTC Fund.
6) PTC shall maintain complete record of income and

expenditure and shall submit copies thereof to the
concerned at the closure of the financial year.
7) The PTC fund shall not be lapsable and could be utilized

during the succeeding financial year.
8) All the decision related to general and specifically financial

matters shall be taken with majority vote.
9) Signature of both chairman/chairperson and secretary shall

be mandatory for the withdrawal and utilization of the PTC
fund.
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10) PTC shall have the authority to utilize the fund on
petty repairs, minor civil works, payment of utility bills,
repair of bathrooms/latrines, whitewash, purchase of
tats/furniture, classrooms consumables, laboratory
equipments and consumables etc: and other requirements
as determined by PTC.
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Responsibility of the Chairman/Chairperson
The chairperson will ensure that:
1) To preside all the meeting him/herself.
2) To give due attention to the views of all members and

develop consensus on their suggestion.
3) To provide opportunity to all members to express their view

point.
4) Open bank account for the PTC in the nearest bank.
5) Work as co-signatory with the Secretary to run the financial

business with mutual understanding and maintain record of
the transactions.
6) Carry out all business with mutual understanding and

consensus.
7) In case of emergency allow withdrawal of money from the

bank account in writing. However approval must be sought
in the subsequent meeting of the PTC.
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Responsibilities of the Secretary of the
Council shall ensure that:-
1) Approval has been sought from the council before

withdrawal of money from the bank
2) Record of bills, vouchers and other documents has been

kept in safe custody.
3) All such documents have been signed by the

Chairman/Chairperson and the secretary.
4) The income and expenditure statement has been presented

in the PTC meeting and signatures of all the Members have
been obtained thereon.
5) Detail of income and expenditure has been shared with all

the PTC members at least on quarterly basis.
6) Minutes of the meeting have been recorded in a register, on

the day of meeting and have been endorsed in the
succeeding meeting. The minutes have been duly signed by
all the members.
7) Record of the Council has been kept in safe custody, to be

provided to the Third Party validation Team and authorities
of Schools and Literacy Department.
8) Meetings of the Council have been regularly convened

atleast on quarterly basis.
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9) Invite Chairman/Chairperson to be present during the
Annual inspection.
10) All the members have been invited and informed on

time for attending the meeting.
11) Minutes of the meetings have been recorded and a

copy thereof communicated to the Circle Incharge and EDO
concerned.
12) Approval of the minutes of the previous meeting has

been sought in the subsequent meeting.
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Responsibilities of the Officers of the Schools
and Literacy Department:
1) Resolve problems identified/reported by the PTC.
2) The ADO Circle or other concerned officers of the

District Govt: may participate in the PTC meetings
whenever possible.
3) Help in the opening of bank account for the Council.
4) Monitor the activities, meetings and accounts of the

PTC and take timely corrective measures.
5) Bring the situation in the notice of higher authorities

for remedy if the PTC fails to resolve problems related
to teachers/other staff.
6) Ensure disciplinary action against the teacher/staff

within 10 days if the complaint proves correct.
7) Review and approve the recommendations regarding

grant of scholarships and appreciation certificates.
8) Ensure implementation of the policies of the

Government.
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Financial Reforms in respect of PTC:
1) The expenditure incurred through PTC has been

exempted from audit; however, in order to ensure
transparency in the expenditure process, Third party
Validation audit system is being introduced.
2) PTC has been empowered to utilize the funds on its

discretion on need basis without any bar of spending
on any particular item.
3) PTC shall have the powers to incur expenditure up to

Rs. 200,000/-(Rupees two hundred thousands).
4) The Financial Procedure issued by the Finance

Department vide letter No.BOV/FD/3-10/2006-07 dated
9th June, 2007 shall be part of this Guide.
5) Any other Orders issued by the Government from time

to time shall become part of this Guide.
6) PTC has been authorized to spend Rs. 250,000/- on

addition of class rooms, provision of Boundary walls,
Group Latrine and electrification in schools.
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FINANCIAL PROCEDURE FOR PARENTS-
TEACHERS-COUNCIL
The following Financial Procedure shall be observed by

the Parents-Teacher-Councils (PTCs) in all
Governments Schools in NWFP:-
A. SOURCE OF FUNDING
1) The funds to the Parents-Teachers-Councils shall

be transferred from Provincial Consolidated Fund
Account No.1, through Account IV of the
respective District Government, as tied budgeted
grant.
2) The District Governments shall be required to

budget the allocation for each PTC on yearly
basis.
3) Each Parents-Teachers-Council shall maintain a

commercial bank account to be jointly operated
by the Chairman/Chairperson and secretary of
the Council.
4) The executive District Officer (Schools and

Literacy) of the respective district government
shall accord administrative sanction and
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Executive District Officer (F&P) shall issue
financial sanction for the transfer of funds from
the district Account –IV to the bank account of
the Parents-Teachers-Councils. These funds shall
be transferred/credited upfront in the bank
account of the Councils by the respective District
Accounts Officers.
B. FINANCIAL PROCEDURE FOR DISBURSEMENT

OF PTC FUNDS
(1)The funds upto Rs. 200,000 per annum shall be

spent by the Parents-Teachers-Councils on Need
Basis, for the purpose as prescribed in the PTC
Guide, issued by the S&L Department, including
necessary civil works.
(2)All expenditure shall be incurred with prior

approval of the Parents-Teachers-Councils.
(3)All purchases/execution of work shall be carried

out by Parents-Teachers-Councils in transparent
and economical manner.
(4)The Secretary of PTC, on behalf of the Council

shall maintain the accounts of the receipts and
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expenditure in a simple cash book in the
prescribed format (refer to PTC Guide).
(5)The cash book and allied

details/vouchers/receipts shall be verified and
approved by the Parents-Teachers-Councils in
the Councils meetings to be held on quarterly
basis.
(6)The vouched accounts shall be subject to

inspection by the functionaries of the Schools &
Literacy Department and to the Third party
Validation.
(7)The expenditure on the civil works shall be

market based and shall be incurred by exercising
general financial prudence.
(8)This financial procedure shall also apply to

performance budgeting.
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Annex IV
SMIS School Census Form for Year 2008-09
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Annex V
School Validation Form
1. General Information
Name of
School:___________________________________________________________
________
Location/ Address:
_________________________________________________________________
___________________________________________________________________
_____________
District: _______________ Tehsil: _____________ Union Council:

_____________________
Name of the Head of the School

______________________________________________________
Date of Establishment
_____________________________________________________________
Type of School Govt. Private Community
Level of School Primary Middle High
Detailed Information about Enrolment
What is the number of students and teachers at the primary,

middle and the higher level/Section?
Descript # of Students # of Teacher

ion Girls Boys Total Females Males Total
Primary
Middle
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Higher
Total
What is the average class-size (average number of students per

class) in:-
(1) Primary Section __________________

(2) Middle Section __________________
(3) Secondary Section __________________
What is the class-wise enrollment in the Primary, Middle and

Higher classes?
Class-wise Enrollment
Details I II III IV V VI VII VIII IX X Total
Girls
Boys
Total
Please provide the information on the district academic results for

the last four years:
Examination Results
Academic Academic Year Academic Year Academic Year
Year 2005 2006 2007
2004
Grade/ % % % % % % % %
Class Pass Fail Pass Fail Pass Fail Pass Fail
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Grade V
Grade
VIII
Grade X
Please indicate the drop out rate of the students during the last 5
years:
Class 2004 2005 2006 2007 2008 Average

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III
IV
V
Total
2. Information about Teachers
Detail Present Record
Sanctioned Filled posts Vacant posts

Post
Regular
Contract
Total Gender Academic Qualification Professional Qualification

No. of
Teach M F Matric FA BA MA M.Ed B.Ed CT PTC
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ers
Primary
Middle
High
3. Information about Facilities
Building
No. of Veranda Condition No. of Rented Hired Donated

rooms of Rooms Rooms
unused
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Classrooms
Classe No. of No. of Existin Repair/renovati Constructio Estimate

s Students Rooms g on n of d Cost
Status additional
Rooms
Kachi
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Class 8
Class 9
Class
10
Status of Basic Necessary Facilities:
Status Condition Repair Amount

Unsatisfacto
Description Yes No Satisfactory ry
Principal
Office
Staff Room
Boundary
Wall
Toilets
Science
Laboratory
Computer
Lab
Library
Tuck-shop
Play Ground
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Hand Pump
Electric
Motor
Electricity
Clean
Drinking
Water
Main Gate
Tube lights
Fans
Details of Furniture
Description Status Quantity Quality Required Estimated

Amount
Yes No
Students
Chairs
Students Table
Teachers
Chairs
Teachers
Table
Office Chairs
Cupboards
Sofa Set
Computer
Tables
Computer
Chairs
Library Tables
Library Chairs
Furniture for
Labs
Teaching Learning Facilities
Description Status
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Black Board
Text Books
Charts & Maps
Library Books
Science
equipment
Computers
Flash Cards
Teaching methods
Audio Visual Aid
State
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4. About School Management Councils
Is the SMC/PTA functiona Yes No
If yes please indicate the date of establishment

______________________________________________________
Is the SMC effective? Yes No
If yes, are they actively performing the following roles and

responsibilities?
a. Supervision Yes No
b. Increase of enrollment Yes No
c. Provision of facilities required such as:
Teachers Water Supply Supply of Books Financial Help
d. Financial Management Yes

No
e. Handling of day to day Affairs Yes

No
f. Administrative Management Yes

No
g. Is there a bank account operated by the SMC

Yes No
If yes, then specify: SMC Acct Students Fund Acc

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Annex VI
EMIS Questionnaire
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Performance Management Systems For Schools

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Performance Management Systems For Schools

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A Guide Book on Performance

Management Systems for Schools

This Guide will assist in answering the urgent questions i.e.,

Who is the Guidebook for?

It offers reasons for developing a performance management

A system for helping to focus on improving the things that

A performance management is a system for helping to

 Improving service quality and outcomes by

 Improving resource allocation and justifying

 Increasing the citizens’ trust in the public

 Making work more interesting and satisfying

1.2 Why Performance Management

Performance Management plays a vital role in any

1.3 Why do we need to set indicators?

Indicators are a measure; they are generally sets of

 act as a “measuring rod” in comparing different

 get a systematic and appropriate analyses

 help define relevant objectives and outputs

 Indicators are a basis for measuring progress or

1.4 Key Performance Indicators

The Key Performance Indicators (KPI) are the following:

1. Promotion rate: is the proportion of pupils who

2. Repetition rate: the proportion of pupils who repeat

3. Drop-out rate: the proportion of pupils who leave

1.5 Core Education Indicators

The Core Education Indicators as set by the Government of

1. Gross Intake Rate (GIR) in Primary Education

2. Net Intake Rate (NIR) in Primary Education

3. Gross Enrollment Rate (GER) in Primary Education

4. Net Enrollment Rate (NER) in Primary Education and

5. Repetition Rates (RR) by Grade in Primary Education

6. Survival Rate to Grade 5

7. Transition rate (TR) to Secondary Education

8. Drop Out Rate

9. Percentage of Trained Teachers at Primary Education

10.Pupil-Teacher Ratio at Primary Education

11.Public Expenditure on Primary Education as a Per

12.Gender Parity Index for GER and NER in Primary and

13.Promotion rate by grade in primary and secondary

14.Gender Parity Index for Survival Rate to Grade 5

15.Gender Parity Index for Transition rate (TR) to

17.Percentage of FEMALE teachers in Primary and

18.Repetition Rates (RR) of girls and boys in Primary and

1.6 Input, Output, Efficiency, Outcome

An outcome is the result of a service, from the

Inputs – these are the resources we use, for

Outputs – these are the products that the organization

Output Efficiency – Cost per school maintained/student

Outcomes – these are the results of the service: % of

Key Performance Indicators are quantifiable measurements,

1.7 Ranking of Schools based on KPIs

Performance Management is used as an effective

2. Performance Management Tools

2.1 Managing Performance at District Level

Performance Management can be used as an effective

All these steps are geared towards improving educational

The implementation process starts with situational analysis in

The performance Management follows the following steps:

Step-1: Selection of Baseline Targets/Indicators

Step-2: Designing and Development of

a. Performance Standard Tool # 1

Selection of about 30 low performing schools in a district

b. Strategic Planning Tool # 2