Site Archive

Resources

• Case Study: The Role of Data in an Online Teacher Professional Development Programme

• Case Study: Using Performance Data to Enhance the Robustness in Government Systems and Data-based Decision Making

• Case Study: Assessment Data to inform Improvement in Learning Outcomes

• Checklist for Data Collection

• Checklist for Data Entry with Google Sheets

• Taking a Macroscopic Perspective of Data Management

• Education Datasets Wiki

• Principles and Good Practices

Data to Action - Categories

• Access and Retention
• Equity
• Planning and Monitoring
• Quality

Data to Action - Geographies

• State
• District or Sub-district
• School

Data to Action - Questions

• Are academic results/learning outcomes useful to create academic plans? What is doable at block/cluster level?

• Is there additional data required on school infrastructure? How can I assess this? And what can I do about it?

• How do I check if plans reflect actual needs of people? Is that possible?

• How is collecting information on students from EWS families useful? How can I use it to improve quality and classroom practices in my school?

• How is collecting information on students from EWS families useful? How can I use it at district/block/cluster level?

• How is collecting information on a student’s gender useful? How can I use it to improve quality and classroom practices in my school?

• How is collecting information on a student’s gender useful? How can I use it at the district/block/cluster level?

• How is collecting information on students from migrant families useful? How can I use it to improve quality and classroom practices in my school?

• How is collecting information on students from migrant families useful? How can I use it at the district block/cluster level?

• How is collecting information on students’ social categories useful? How can I use it to improve quality and classroom practices in my school?

• How is collecting information on students’ social categories useful? How can I use it at the district/block/cluster level?

• How does collecting information about students’ background help you as a teacher?

• How is collecting information on students with disabilities useful? How can I use it to improve quality and classroom practices in my school?

• How is collecting information on students with disabilities useful? How can I use it at the district/block/cluster level?

• How can I create a District Report Card based on key performance indicators?

• In UDISE, which data points are critical for ensuring the participation of students?

• What data do I see to know how many CWSN students in my school can avail of entitled government schemes?

• What data is required to better understand the state of teacher capability, and then how can that data be used to improve the same?

• What does the data say about the quality of entitlements?

• Which data will tell me that the uniforms and textbooks are reaching government schools in time?

• Which data sets can tell me which groups of students are attending school less and by how much?

• Which data sets can tell me reasons for certain groups (for example, CWD, EWS, Girls) not attending school?

• What do I do that DEOs and DIETs start making better use of data?

• What is the difference between monitoring data (UDISE) and assessment data (NAS)? What are the different uses of each of these? What is the difference in the way they have to be read and used?

• Does dropout/transition data have implications for vocational training for my state/district?

• How do I check which programmes are the most effective in improving learning outcomes in my state/district?

• How can I evaluate the quality of teacher training programmes?

• How can I find out which vocational training opportunities are required in my state?

• How can I find out the requirements of ST children in my state?

• What is the GER or NER for my school?

• What does GER/NER not tell me about access and retention?

• How can teacher education programmes be improved, using data on school education?

• How can I learn about the educational status of students belonging to SC/ST/OBC groups?

• How can I learn about the impact of vocational training on school education in my state?

• What can I learn about my state from seeing both the Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) together?

• What can I learn about my state from trends in the Gross Enrolment Ratio (GER)?

• What can I learn about my state from trends in the Net Enrolment Ratio (NER)?

• I have a library at my school. I kept records of which books were taken out and which students took out the most books. What can I do with this record that will help me and my students?

• Why should I look at data for different social categories when making plans?

• Should I make the school SDP public? Will it help in getting more support from the Panchayat?

• Should I make the school UDISE report public? Will people understand it? Will it help in getting more support from the Panchayat?

• Is there any point in presenting the school data to the school management committee (SMC)? Will they be able to understand it? If I want them to, what should I do?

• How to create a priority list of schools that need infrastructural support, using UDISE?

• How do I make a priority order of schools within my state for funding?

• Is PTR a relevant indicator? What does it tell me?

• How do I read my school’s report on UDISE?

• From existing datasets, how do I know the reasons for high dropout rates or low retention and transition rates of specific groups of children?

• Can I look at a few blocks in my district rather than all of them to find areas of focus in education? How do I select which blocks to look at?

• How many years of SLAS/NAS data should I look at, to find areas of focus?

• Are SMC records relevant? Are they also data?

• What steps do I take to ensure that the data relevant to my school on UDISE+ is correct?

• What steps do we have to take to ensure the data related to our block or district is reliable?

• As there are subject-wise resource persons in the state, how should we use the data to arrive at what each subject needs to do and what needs to be done commonly by all?

• What all teacher related data do I require in order to ensure teacher availability and quality?

• What data should I keep track of on an ongoing basis to improve retention rates and reduce dropouts?

• How can I use data to improve the vocational education facilities available in schools? What data can I collect in this regard?

• How can I use my data to request support from other departments? Eg: power department, water department etc.

• How can I use dropout data to set a priority order of schools that should be upgraded to a higher level?

• How can I use PAB data to show that my state should be provided more funds?

• How can I use data from schools in my district to develop the SDP?

• How can I use school infrastructure data to further improve the quality of my school?

• How can I utilize School Development Plans for developing the State Annual Work Plan and Budget (AWPB)?

• How can I use SLAS/NAS data to find areas of focus for my school?

• How can I use student learning outcome data to inform my supervision?

• What useful information can I learn from PTR data?

• What useful information can I learn from student enrolment trends?

• Is there any point in comparing the data of my school with that of another school, especially in terms of change in the last few years?

• Why do we calculate GER/NER? What are the appropriate targets for this figure?

• Why should historical data records be maintained?

• As a school principal or teacher, is it of any use for me to look at the data of the block cluster, district, or state? How will it help me? How should I use it if it does?

• Why should I use data for planning?