Questions relevant at the School level

Questions under the school tag are designed for stakeholders at the individual school level. These include teachers, principals, and school management committees. The emphasis is on practical, on-the-ground concerns such as student access, equity, planning, and quality improvement within the specific context of a single school. These questions help school-level stakeholders make informed decisions to enhance the educational experience for their students.

Access and Retention

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

• 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 is the GER or NER for my school?

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

• 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)?

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

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

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

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

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

• What useful information can I learn from PTR data?

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

Equity

• 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 a student’s gender 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 to improve quality and classroom practices in my school?

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

• 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?

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

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

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

Planning and Monitoring

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

• 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?

• 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?

• 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?

Quality

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

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

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

• 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?

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

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