PERFORMANCE MANAGEMENT F O R SCHOOL IMPROVEMENT

D I S T R I C T S T H AT WO R K
A P RO J E C T O F U S A I D

Training Manual
Director Education Program
Islamabad Pakistan
 Table of Contents
S. No Contents Page
No

1 Performance Management System 04

1.1 What is Performance Management? 04
1.2 Input, Output, Outcome Indicators 04
1.3 Key Performance Indicators (KPIs) 05
1.4 Ranking of Schools based on KPIs 06
1.5 Selection of about 30 Low Performing Schools 06
1.6 Target Setting & Action Planning 07

2 School Action Planning 09

2.1 What is Action Planning? 09
2.2 What is School Action Planning? 10
2.3 Who are the key stakeholders? 11
2.4 What are the Major Steps? 12
2.5 What is Monitoring? 15
2.6 Monitoring School Activities 16
2.7 Introduction to Monitoring Tool- School Rating Scale 16

3 Performance Management for Schools Improvement Through Parent 18

Teacher Councils (PTCs)
3.1 What is the role of SMCs in School’s Management? 19
3.2 Monitoring of Schools through SMCs 19
3.3 Development of School Action Plans 22
3.4 Effective Monitoring Through School Rating Scale 23
Annex-I School Action Plan 24
Annex-II Schools Scorecard Rating Scale 29
Annex-III SMC Guidelines 2009 30
Acknowledgement:

At the outset, I would like to acknowledge EMIS Consultant Mr. Malik Basharat Ahmad Awanfor their technical
input and assistance in developing Performance Management for School Improvement Manual. Performance
Management using Performance Management Tools is a new concept being introduced in Pakistan and it will
help management at all levels to improve performance of the schools.

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 Performance Management Tool

Performance Management for School Improvement Page 3

1. Performance Management System
1.1 Introduction to Performance Management

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. 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 Local Governance are as under:

• Improving service quality and outcomes;

• Improving resource allocation and justifying agency budgets or service cuts;

• Making public agencies accountable for results to elected officials and the public;

• Increasing the citizens’ trust in the local government; and

• Making work more interesting and satisfying for public employees because of its citizen focus.

1.2 Input, Output, Efficiency and Outcomes

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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 Sector/ Input Output Output Outcome
service Efficiency

School Rupees, No. of schools Maintenance cost % of parents rating

maintenance Staff maintained per school the condition of the
school as “good” or
“excellent”

Test / Exercise 1.1 Differentiate between Output and Outcome?

5 minutes
Duration

Individuals

Undertaken By
Pencils, Papers

Material Required

1.3 Key Performance Indicators

Performance indicators are measures of project impacts, outcomes, outputs, and inputs that are monitored
during project implementation to assess progress toward project objectives. They are also used later to
evaluate a project’s success. Indicators organize information in a way that clarifies the relationships between a
project’s impacts, outcomes, outputs, and inputs and help to identify problems along the way that can impede
the achievement of project objectives.

Key Performance Indicators also help an organization to define and measure progress toward organizational
goals. Once an organization has analyzed its mission, identified all its stakeholders, and defined its goals, it
needs a way to measure progress toward those goals. Key Performance Indicators are those measurements.

Key Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical
success factors of an organization. They differ depending on the organization. A school may focus its Key
Performance Indicators on promotion rate of its students.

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 Test / Exercise 1.2 What is the role of KPIs in performance
measurement?
5 minutes
Duration

Individuals

Undertaken By
Pencils, Papers

Material Required

1.4 Ranking of Schools based on KPIs

Performance Management is 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 of schools. Performance standards are set through defining ranges from the maximum to minimum
according to the actual data of schools, based on 2-3 outcome performance indicators as mentioned below:

• Promotion rate

• Repetition Rate

• Dropout Rate

• Repeaters

1.5 Selection of about 30 Low Performing Schools

After defining the ranges from the maximum to minimum according to the actual data of schools, these
(schools) are arranged in descending order based on the results and scores obtained from the performance
indicators for all the schools. Then about 30 schools having highest value of performance indicators (high
repetition rate, dropout rate, low promotion rate) are selected. These schools are considered as low perfuming
schools.

These 30 schools are selected by using Performance Standard Tool. This tool is used as a key performance
standard yardstick by using the real time Education Census Data which is being used by the Education
Department. In this tool these schools are shortlisted on basis of highest values of repetition rate. Following
steps are followed in this process:

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Step-I:

Selection of accurate data, which should be in a complete/organized/approved form and based on at least 2
years records.

Step-II:

Selection of the Schools with the classes from “Kachi (Nursery) to 5th Grade or 8th Grade”.

Step-III:

Calculation of “Repetition Rate” by using the following formula for each school:

Repetition Rate = Current Year Repeaters X 100

Last Year Enrollment

Repetition Rate can be defined as “Proportion of pupils from a cohort enrolled in a given grade at a given
school-year who study in the same grade in the following school-year”

Purpose: It measures the phenomenon of pupils from a cohort repeating a grade, and its effect on the internal
efficiency of educational systems. In addition, it is one of the key indicators for analyzing and projecting pupil
flows from grade to grade within the educational cycle.

Calculation method: Divide the number of repeaters in a given grade in school-year t+1 by the number of
pupils from the same cohort enrolled in the same grade in the previous school-year t.

Step-IV:

Selection of 30 schools having highest repetition rate or defining range of repetition rate and then selection of
schools fall in one range having highest range of repetition rate.

1.6 Target Setting & Action Planning

After the selection of low performing schools, basic factors (from EMIS and Non-EMIS data) responsible for the
low performance of these selected schools are indentified. Targets are set for these factors (indicators) based
on one year time frame. Like if we think that low performance of these schools is due to high student
classroom ratio, we set the target to construct new rooms to standardize the student classroom, ratio. To
achieve these targets, Action Plan based on evidence based decision making are developed. These actions
plans are implemented at district and schools level.

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 School Action Planning

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2. School Action Planning
2.1 What is Action Planning?

Planning in organizations is the organizational process of creating and maintaining a plan; and the
psychological process of thinking about the activities required to create a desired goal on some scale. This
thought process is essential to the creation and refinement of a plan, or integration of it with other plans. This
term is also used to describe the formal procedures used in such an endeavor, such as the creation of
documents diagrams, or meetings to discuss the important issues to be addressed, the objectives to be met,
and the strategy to be followed.

Action planning is the process that guides the day-to-day activities of an organization or project. It is the
process of planning what needs to be done, when it needs to be done, by whom it needs to be done, and what
resources or inputs are needed to do it. It is the process of operationalising our strategic objectives. That is
why it is also called operational planning.

To analyze the situation or set up a diagnostic is a necessary and fundamental step in the planning process.
How could one define objectives, formulate policies and strategies without knowing the present and past
situations? In other words, for a plan to be effective, it should be based on a detailed and critical analysis of the
situation, identifying the problems and causes, on which new policies and programmes to be implemented are
supposed to act. Consequently, the choice in matters of education policy and planning should imperatively be
made in the light of a solid information system which makes precise, relevant, reliable and updated information
available to education managers and planners, and more conclusively for decision makers.

A plan can play a vital role in helping to avoid mistakes or recognize hidden opportunities. Preparing a
satisfactory plan of the organization is essential. The planning process enables management to understand
more clearly what they want to achieve, and how and when they can do it.

A well-prepared organizational plan demonstrates that the managers know the organization and that they have
thought through its development in terms of management, finances, and service delivery.

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.

Just as no two organizations are alike, so also their plans are dissimilar. It is therefore important to prepare a
plan keeping in view the necessities of the organizations. A plan is an important aspect of organization. It
serves the following three critical functions:

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 • Helps management to clarify, focus, and research their organizations or project's development and
prospects.

• Provides a considered and logical framework within which an organization can develop and pursue
organizational strategies over the next three to five years.

• Offers a benchmark against which actual performance can be measured and reviewed.

Steps must be taken, and activities must be performed well for a strategy to succeed. Most action plans consist
of the following elements:

• What must be achieved (the outputs or result areas that come out of the strategic planning process)
(what);
• Steps that have to be followed to reach this objective (how);
• Time schedule for when each step must take place and how long it is likely to take (when);
• Who will be responsible for making sure that each step is successfully completed (who);
• Inputs/resources that are needed (what, how much).

2.2 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.

It focuses the attention of administration, board of education, teachers, students and community members, and
helps determine where the school should be going and how to get there. It helps identify where the pitfalls are
over the short-term. 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, at best to achieve.

The preparation of an education plan is an exercise, which requires not only specific skills, but also the
availability of reliable and relevant information, which reflects the exact situation of education in the country. In
this way, EMIS can feed reliable data to different simulation models allowing reflection on objectives defined for
the medium and long term.

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 Test / Exercise 2.1 What is the difference between action plan and
action planning?
5 minutes
Duration

Individuals
Undertaken By
Pencils, Papers
Material Required

2.3 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

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2.4 What are the Major Steps?

Following is the action planning cycle at school level:

Monitoring Need Analysis

Implementati CHILD Define

on Outcome
Indicators

School Action Rank School

Plan using School
Scorecard
Rating Tool
Data Analysis
& Target
Setting

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 Step-1: Need Analysis

Each school should have to define its major needs and to identify the priorities for the school’s futuristic
approach.

Step-2: Define Outcome Indicators

Then the school has to define the outcome indicators that can be measureable from the baseline data.
For example:

Outcome Indicator Data Baseline Target Explanatory

Source (January (January 2010) Information

2009)

Dropout % of EMIS 20% 15%

rate students
who drop out
rate

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. There are five ranks as following:

Category Description Range Color

Poor
Rank-1 1.0-1.9

Rank-2 Below Average 2.0-2.9

Average
Rank-3 3.0-3.9

Good
Rank-4 4.0-4.9

Excellent
Rank-5 5.0

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 Step-4: Data Analysis and Target Setting

Analyze the results of Step-3 by comparing the factors responsible for low performance of schools,
identified by the district. If the school identifies more factors, add them to the list and set the targets for
each factor for the next year. Also set the targets to promote the ranking of the schools. For example, if
the school falls into the “Poor” category, set the target as “Average” for next year.

Step-5: School Action Plan

Develop a School Action Plan for targets set against the category of indicators using the Proforma at
annex-I. Set the targets clearly and develop the school action plan by defining:

• Targets/Objective/output
• Steps to reach this objective;
• Start time and completion time
• Responsibility
• Resources required

Step-6: Implementation

Implement the action plans by shifting responsibility and allocating proper resources identified in the
action plan. It is necessary to communicate clearly with all the stakeholders.

Step-7: Monitoring

Monitor and evaluate whether the target(s) have been achieved or not. Use the School Scorecard
Rating Tool to rank the school again. If the target(s) have been achieved, use the same cycle to make it
higher rank. If not, identify problems and take corrective actions.

Test / Exercise 2.2 What impediments can occur during

implementation?
10 minutes
Duration

Individuals

Undertaken By
Pencils, Papers

Material Required

Performance Management for School Improvement Page 14

2.4 What is Monitoring?

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.

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:

• How well are we doing?

• Are we doing the right things?

• 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 are
systematically collected repeatedly over time for monitoring. It is 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:

Process or Implementation Evaluation: Here the term process evaluation is used in a narrow sense to refer to
an evaluation of program implementation of the service utilization and organizational plans, but this evaluation
is not regular or a continuing part of the data collection. It answers the question, “Is the program delivered as
intended?” It provides a check on program process performance and provides formative information that can
be used to further develop or improve a program. A process or implementation evaluation can be a standalone
evaluation; it also can be used to complement the impact evaluation (to help understand how and why impact
did or did not occur).

Continuous Program Process Evaluation (i.e., monitoring) and Management Information Systems: This refers
to the continuous (i.e., periodic) monitoring of program process. The data are usually computerized, and
periodic reports are provided to program management and others needing the information. Some examples of
what is monitored are delivery of services, costs, diagnostic information, background data, testing data,
prospective and retrospective evaluation by beneficiaries, and any additional information that is needed for the

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routine operation of a program. Continuous information is useful because it is built into the data collection
system, and it provides repeated information that can provide information about trends and provide data that
suggest when corrective action is needed.

Test / Exercise 3.1 What are the benefits of monitoring

implementation?
10 minutes
Duration

Individuals

Undertaken By
Pencils, Papers, Flipchart, Marker

Material Required

2.6 Monitoring Schools Activities

When the action plans are developed and implemented, their activities are monitored on regularly basis. If we
are implementing a 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.

2.7 Introduction to School Scorecard Rating Scale

The 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 ranking values are allocated to each indicator (dropout rate in following example) as:

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 Sr. No. Ranking Value Value Range

1 5 0%

2 4 01% - 10%

3 3 11% - 20%

4 2 21% - 30%

5 1 31% & above

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:

Result: Below Average

Performance Management for School Improvement Page 17

 Performance Management for Schools Improvement
through School Management Committees (SMCs) and
other stakeholders

Performance Management for School Improvement Page 18

3. Performance Management for School Improvement through Parent School
Management Committees (SMCs) 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 / PTCs / Board of Management, Head Teacher / principal, teaching staff, support staff,
parent, students, and local community.

3.1 What is the role of SMCs in School Management?

SMCs 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 SMC 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 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 SMC informed
on progress. SMCs often have statutory and legal responsibilities and on aspects of issues such as planning
priorities. The Board may participate directly in the planning process through its establishment of or
representation on planning teams.

The Role of Other Stakeholders:

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 SMC / Board of Management. Some aspects may be 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 SMC / Board, with the
collaboration of the in-school management team and the teaching staff, for

• the initiation of the planning process,

• the creation of a climate conducive to collaboration,
• the motivation of the staff,
• the establishment of the planning infrastructure,

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 • the organization of activities and resources,
• the arrangement of consultation, communication and approval procedures,
• 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:

• The whole staff should be actively involved in the clarification of the school’s 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.
• 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 become involved in the work of an ad-hoc team.
• 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.
• 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.

Performance Management for School Improvement Page 20

Parents

It is important that parents be 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 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 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.

The Role of the Department of Education

The core functions of the Department of Education in decentralized systems include 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 the nation’s 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

Performance Management for School Improvement Page 21

also promotes quality enhancement though the provision it makes for curriculum and other support services
and for the in-career development of teachers.

Test / Exercise 3.1 What is the role of SMCs in school action

planning?
20 minutes
Duration

Individuals

Undertaken By
Pencils, Papers

Material Required

3.2 Monitoring of Schools through SMC

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 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. The School Management Committees in Sindh were created by the
Government in order to involve the main stakeholders i.e. parents, teachers and local community in the
development of their school. The following guidelines briefly outline the structure and role and responsibilities
of SMCs. The major working strategy for these SMCs to improve, monitor and enhance the capacity of the
school working teachers and learning environment.

3.3 Development of School Action Plan (SAP)

School action plan has been designed to improve the school structure and it is been used as a monitoring tools
for 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 measureable 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.

Performance Management for School Improvement Page 22

3.4 Effective Monitoring through School Rating Scale

This tool particularly prove to be as a yard stick for the continuous monitoring of each specific school, this
Performance Management Tool will be used for the Performance Evaluation of the lowest performance schools
on the basis of 15 lowest performance indicators .

This Tool will act as a Individual School Monitoring Tool and it’ll help to monitor the school performance to
update the authorities about Target Progress. User selects values from range on base of the Repetition rate
and Dropout rate, the ranking value was multiplied to its value to calculate cumulative value. Cumulative values
of both indicators were added to calculate Total Value that reflects the performance of the school. Total Value
will be between 1 & 5. This tool can be effectively used as a school performance report.

Performance Management for School Improvement Page 23

 S
C Achieving Excellence in Quality Education

H
O through

O
L School Action Plan (SAP)

A
EMIS Code:_____________________________________
C
T
School:_________________________________________

I
O Union Council:___________________________________

N
Tehsil/Taluka:___________________________________

P
District:_______________________________________
L
A
N

Performance Management for School Improvement Page 24

 School Action Plan
Section No. 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
B-Boys B G B G B G B G B G B G B G B G B G B G B G
G-Girls
2006
2007
2008

b. Repetition Rate Repeater in Current Year x 100

Enrollment in Last Year

Class 2007 2008 Average

I
II
III
IV
V
Total

c. Dropout Rate 100 – (Promotion Rate + Repetition Rate)

Class 2007 2008 Average

I
II
III
IV
V
Total

Section No. 2: Data Analysis and target setting

Outcome Indicator Data Baseline Target Remarks

Source (March (March 2010)
2009)
Decrease % of School
Repetition students Record/
Rate who repeat EMIS
the class
Decrease % of School
Dropout Rate students Record/
who drop out EMIS
from school

Performance Management for School Improvement Page 25

 Section No. 3 School Action Plan

i. Construction / Renovation of Rooms

B C D I
F G
A Current Targets E H Timeline J
Resources Source of
Details Status / Responsibility Collaboration Completion Remarks
No.
Category Quantity Sub-Activities Required Funding Start Time
Time

New
Construction
Rooms

Renovation

New
Construction

Veranda

Renovation

ii. Provision / Reduction of Basic/Missing Facilities

B C D I
F G
A Current Targets E H Timeline J
Resources Source of
Details Status / Responsibility Collaboration Completion Remarks
No.
Category Quantity Sub-Activities Required Funding Start Time
Time

New
Construction
Boundary
Wall

Renovation

New
Toilets
Construction
 Renovation

New Provision
Drinking
Water
Repair

New
Construction
Electricity

Renovation

iii. Repair & Maintenance of Equipment and Furniture

B C D I
F G J
A Current Targets E H Timeline
Resources Source of Remarks
Details Status / Responsibility Collaboration Completion
No. Category Quantity Sub-Activities Required Funding Start Time
Time

Provision to
Equipment & Teachers
Furniture

Provision to
Students

iv. Teaching Staff

B C D I
F G J
A Current Targets E H Timeline
Resources Source of Remarks
Details Status / Responsibility Collaboration Completion
No. Category Quantity Sub-Activities Required Funding Start Time
Time

New
Appointment
Teachers

Rationalization

Performance Management for School Improvement Page 2

v.SMC Activation
B C D I
F G J
A Current Targets E H Timeline
Resources Source of Remarks
Details Status / Responsibility Collaboration Completion
No.
Category Quantity Sub-Activities Required Funding Start Time
Time

Meetings

Teachers Utilization of
Funds

Active role to
achieve targets

vi. Any Other (Please specify)

B C D I
F G J
A Current Targets E H Timeline
Resources Source of Remarks
Details Status / Responsibility Collaboration Completion
No. Category Quantity Sub-Activities Required Funding Start Time
Time

Performance Management for School Improvement Page 3

 Acknowledgement/ Declaration

a. Name: _______________________________________

b. Designation: _______________________________________

c. Office: _______________________________________

d. Residence: _______________________________________

e. Mobile#: _______________________________________

f. E mail: _______________________________________

Thank you for your cooperation!

4
 Annex-II

Schools Scorecard Rating Scale

DTW-USAID

Date: 16-Apr-09
Name &
Type of
School: GBLSS MEHRO MAGSI EMIS Code: 24107

Indicator Ranking Cumulative

# Category Description Weightage Values Weightage
School Toilet Functional
1 Building 0.05 Yes 0.25
Boundary Wall 0.05 No 0.05
Electricity 0.05 No 0.05
Not
2 Furniture Furniture Availability 0.05 Reported 0.05
3 SMC SMC Formation 0.05 Yes 0.25
Quality Student Teacher Ratio
4 (EMIS) 0.13 NULL 0.13
Student Class-room 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
3.0-3.9 Average
4.0-4.9
Good
5.0
Excellent

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 Annex-III

SMC Guidelines 2009

1.1 Introduction

The School Management Committees in Sindh were created by the Government in order to involve the
main stakeholders i.e. parents, teachers and local community in the development of their school. The
following guidelines briefly outline the structure and role and responsibilities of SMCs.

1.2 Aims and Objectives of SMCs

• Assist in raising and sustaining the quality of learning outcomes for students
• Protect and enhance all existing school assets.
• Sustain and increase school enrollment and reduce drop outs as much as possible.
• Monitor the class room performance and attendance of the teachers.
• Utilization of funds (local and Government) as per the guidelines given below and look for alternative
funding sources for the school development initiatives.
• Liaison with Local, District Government and Non-Governmental organization for the development of the
school.
• Develop a School Improvement Plan (Format Annexed) with the endorsement of the SMC General Body.
• Disseminate information on, Government related schemes for improving the state of Education
especially those to promote girls education, to all parents.
• Facilitate the collection of data for annual school census undertaken by SEMIS or for any other purpose.

1.3 Composition of SMCs

SMCs comprise of two parts i) General Body ii) Executive Committee.
SMC General Body
The General Body consists of all the parents (Mother & Father) whose children are eligible to go to school. It
is responsible for:
• Electing 2 parent members on the SMCs executives committee, i.e. Chairperson and one
other member.
• Endorsing the School Improvement Plan

SMC Executive Committee Members

Serial Designation Description
no.

1 Chairperson Chairperson of SMC shall be elected by the parents whose children are eligible
for being enrolled in school; however SMC chairperson can only be from parents
whose children are enrolled in the school.

2 General Secretary Head teacher shall be the General Secretary of the committee.

3 02 Notables of Area These are nominated by the UC Nazim. These persons can be Member of Union
Council of the area, retired Personnel, NGOS/CBOS, experienced Educationist
(Community
interested in education.

6
 Representative)

4 Parent Member A member of SMC shall be elected from the General Body as the second
representative from the parents and has to be parent of student currently
enrolled in the school.

Note: For girl school SMC the Executive committee should have at least 3 female members.

1.4 Election Process

The General Secretary/ Head teacher will arrange for the elections of office bearers of SMCs Executive
Committee after every two years.

Ten days before the elections the General Secretary will invite all parents (mothers & fathers) of those children
enrolled as well as those eligible for going to school, Union Council members of that area/ NGO/ CBO
representative / notables. The respective UC Nazim, ADO and EDO will also be invited.

All those wishing to stand for respective office i.e. the Chairperson and one other parent member, have to be a
parent of student enrolled in the school and will be required to introduce themselves to the majority of the
public.

There are two ways in which voting can take place i) Ballot ii) Show of hands

In the Ballot method the Head teacher will distribute small pieces of paper to all those present. Voting for
Chairperson will take place first and once the participants have filled the name of the person they will submit it
in a box. The Head teacher will count the votes in front of everyone by reading out a loud what is written on
every slip. Once the chairperson has been selected through this process a ballot of the second parent member
will take place in the same way.
The method of Show of hands can be used if majority of the parents are illiterate.
The UC Nazim will appoint two people from the community.
Once all executive members have been nominated their names along with NIC number will be submitted to
Executive District Officer (EDO) Education for formal Notification of the SMC.

1.5 Tenure
The tenure of Executive Committee shall be two academic years which will be extendable for one more
academic session (12 months) by a majority vote of the General Body.

1.6 Termination of membership

• On death.
• In case of parent whose child ceases to be a student.
• On permanent insanity.
• On resignation
• Failure to attend more than three consecutive SMC meetings without valid reason.
• Failure to observe any rules of regulations of the Committee, intentional act to discredit or
deceive the SMC, conviction of an offence involving immoral act or controversial activity.
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1.7 Power and Duties of Executive Committee
Powers and Duties of Chairperson
• Convene and preside over monthly Executive committee meetings.
• Approve the agenda and confirm the minutes of all meetings.
• Convene at least an annual meeting with General Body, teachers, students and local community to
discuss matters relating to the welfare of the school.
• Promote a learning culture within the school.
• Monitor the performance of teachers and students, assess the same and take the actions in overall
interest of school students and community.
• Utilize the funds with the approval of Executive Committee and in accordance with the SMC fiduciary
and procurement guidelines
• Develop a School Improvement Plan with the help of the executive committee members get an approval
from the General Body and ensure that the Plan is executed and effectively monitored.
• Display School Improvement Plan at a visible place in the school

Powers and Duties of General Secretary

• Co-signatory on SMC Bank account with Chairperson
• Prepare the budget of the SMC in accordance with the School Improvement Plan.
• Conduct all correspondence, arrange all meetings
• Record and maintain meeting minutes and financial records of SMC.
• Share all the communications before Chairperson as well as Committee members.
• Arrange elections of the office bearers of the SMC.

Powers and Duties of Committee Members

• Provide support to the Teachers and Head Teacher in preparing for extracurricular activities.
• Identify those parents whose children are out of schools and develop and implement strategies to get
them to enroll their children in school.
• Meet parents on regular basis to hear their issues and update them with the student’s issues.
• Assist in the self evaluation of the development needs of their school
• Monitor the implementation of the School Improvement Plan

1.8 Meetings & Quorum

• The Executive Committee will meet on monthly basis while meeting of the General Body has to be
convened at least once a year.
• For Executive Committee meeting, the proceedings can only take place, after quorum of at least three
members (60%) has been ensured. While the quorum for General Body meeting is 40% of total
members.
• Decisions will be made by majority vote of the SMC members present for the meeting, by show of
hands.
• The minutes of all meetings will be recorded and (with the exception of items designated confidential by
the Committee) will be publicly available within 7 working days after the date of the meeting

1.9 SMC Bank Account

• SMC will be required to open a joint bank account operated by Chairperson and General Secretary. The
title of SMC account should be in the proper and complete name of the school and should include the
school prefix. The Chairperson will be signatory and General Secretary will be co-signatory. All
transactions into and out of the SMC funds will be managed through this account.
8
 • Direct grants, donations received from individuals or organizations apart from the Government must be
deposited in SMC account and recorded in the financial books.
• The Annual Funds given to each SMC will be directly deposited from Acc # 1 to respective SMC account
after the District government has confirmed that the account is a joint account of SMC Chairperson and
General Secretary.

1.10 Annual Government Fund for SMCs

Every SMC is entitled to annual grant by the government depending on the level of school. This amount
is to be utilized by developing a School Improvement Plan which reflects the needs of the school. The
sum allocated for each level is below:

1. Primary Rs. 20,000 or as set by GoS

2. Middle Rs. 50,000 or as set by GoS

3. High/Secondary Rs. 100,000 or as set by GoS

Note: SMCs from functional and main schools are entitled to GoS Fund. SMCs from non functional/ branch/
closed schools are not entitled for this fund.

1.11 Minimum Fiduciary & Procurement Requirements

In order to ensure proper utilization of funds by SMC, every SMC is expected to adhere to the following
guidelines:

a) The signatory and co-signatory operate the SMC Bank account. So every transaction from the
account shall bear the two signatures of the Chairperson and General Secretary.
b) There should be a School Improvement Plan that includes the physical and non physical needs of the
school. The final version of the School Improvement Plan should be displayed on the school notice
board and adhered to by the SMC. (refer columnar proforma)
c) For procurement of any item valuing Rs. 5000/- or more the SMC would require minimum of three
quotations. A single quotation is only allowed if expenditure does not exceed Rs.5000.
d) In case of at least three quotations, all the necessary information should be passed on to each of the
vendors from whom quotation is sought, such as specifications, quantity, and date of delivery. The
request for quotations shall also be posted on the notice board of the school for 7 days.
e) Information of the selected supplier/contractor as well as progress/completion of the contract shall
be posted on the school notice board for a minimum of 15 days. A quarterly summary of the
procurements shall be sent to the office of the EDO.
f) In case of a single quote, all SMC members shall endorse the cost after making sure that the vendor
is not taking advantage of the single source selection by checking market price of the same
commodity.
g) All SMC documents shall be maintained for a minimum period of three years.
h) All physical items purchased/ constructed/ maintained through Government of Sindh SMC fund
should bear the following inscription:

‘GoS SMC Fund – Year of Purchase/ construction/ maintenance’

E.g. GoS SMC Fund – 2009

9
1.12 Eligible Expenditure Areas

a) Rehabilitation / construction of school building including rooms, rooftops, wall repairs, latrine,
library, shelter
b) Provision of utilities such as electricity, water
c) Payment of utility bills
d) Purchase of furniture, stationary and other consumables for the school and any other material or
equipment, demonstrating direct benefit to the school and students
e) Repair and maintenance of school infrastructure/ furniture
f) Temporary appointment of teacher on voluntary basis with an honorarium that does not exceed Rs.
2000/- per month.
g) NOT ALLOWED: Any expenditure that demonstrates personal benefit of SMC member is strictly
prohibited. Such action will invoke disciplinary action by the concerned authorities

1.13 Financial Record Keeping:

The following financial records have to be maintained by the SMCs:
1. Receipt Memo
All receipts obtained as consequence of any transaction will be filed by the SMC for record.

2. Payment Voucher
All payments made by the SMC will be supported by a Payment Voucher that may be in the format
attached. A copy of the Payment voucher has to be maintained by the SMC.

PAYMENT VOUCHER

Date: Serial No. :

Name of School: Amount

Through Check/DD/In Cash Check/DD

Serial No. Detail of Expenditure Rs.

10
 Total

Signature General Secretary

SMC Signature Chairperson SMC

Received By:

Name:

Signature

3. Cash Book
SMCs have to record their income and expenditure in a Cash book.

CASH BOOK: Month: Year:

Details of
Date Details of Receipt Rct. # Amount Date P. Vr.# Amount Balance
Payment

Rs. Rs. Rs.

Stock/Asset Register

11
 All SMC assets have to be recorded in a Stock Register that should have the following information.

Serial Name of Quantity Price Shop name/ Order no Date of receipt Receipt no Location of Remarks
Number Asset Donor and date asset &
User

1 2 3 4 5 6 7 8 9 10

SMC should display, on the school notice board, a summary of receipts and payments from cash book and a list
of stock items/assets on a monthly basis.

SMC accounts would randomly be subject to audit/third party validation to examine the effectiveness of
expenditures and performance of SMC. Furthermore, SMC performance and SMC accounts are subject to review
by parents and general community during the annual General Body meeting.

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 School Improvement Plan

Date: __________________

Name of School SEMIS ID SMC Bank Account #

UC Taluka District

Personnel Cost
Needs Task Success Criteria Target Date Review
Lead Others Funding

Who will be
What will we need to do to meet our Who will be How much? How will we measure the effectiveness of How Successful were
involved and Deadline?
What does the school need objective of an improved school? responsible? Which budget? this activity? we?
how?
to be a good school?
(7)
(2) (3) (5) (6) (8)
(4)
(1)

4
_________________________________ _________________________________

Signature SMC Chairperson Signature SMC General Secretary/Head teacher

Name: Name:

NIC #: NIC #:

5
 THE SCHOOL IMPROVEMENT PLAN PROCESS

GoS Annual

Submission of Fund for SMCs

SIP to GoS

Evaluation of Vision of Good

SIP School

Implementation
& Monitoring of
SIP School Need
Identification

Endorsement of First Draft of

SIP SIP

School Improvement Process (SIP) will be lead by the SMC Executive Committee members. Therefore in the
following document the word SMC refers to the Executive Committee of the SMC. However the cooperation
and support of the General Body and Education department specifically ADOs is also very integral for the SIP
to be realized.

Release of GoS funds: The annual GoS funds will be disbursed to SMCs once ADOs submit a copy of the previous
year’s SMC fund utilization report in the form of a School Improvement Plan. For the year 2008-2009 the ADOs
were required to provide complete information on SMCs for input into a centralized SMC database.

Vision of a good school: The school improvement process is to begin with visioning exercise of ‘what a good
school is’. This part will entail asking the stakeholders i.e. General Body what their vision is. Followed by
question of whether this is true for their school in case of any answer, yes or no, ask why. Team work and
participation of community as prime stakeholders for taking forward the school improvement process will be

28
emphasized. The visioning exercise as well as the next step of Need identification will take place in a General
Body meeting of the SMC.

Need identification: The discussion will be specific to the concerned school. The needs of the school will be
identified by the SMC through a physical verification process. The needs of the school will be listed down into
categories physical and non physical. The needs will then be prioritized based on urgency and resource
constraint.

First draft of SIP: SMC will develop the first draft of SIP based on the Need identification exercise. The Needs
Identified by the SMC should cover both physical (furniture, repair maintenance, construction etc) and non
physical (teacher absenteeism, school dropout, quality of education etc) needs. The SMC will at this stage fill the
first 2 columns of the SIP on their own and then share this with the General body for endorsement.

Endorsement of SIP: The first draft of SIP will be shared with SMC General Body and rest of the community for
endorsement. Their concerns will be addressed and if need be changes will be made to the first two columns of
the SIP. Once the General body is aligned on content of the first two columns then the remaining columns will
be filled by mutual agreement of the General Body. For needs such as lack of teacher, could be addressed by
soliciting volunteers etc. The filled SIP form will be signed by all Executive Committee members and will be
displayed in the school where every one can see it.

Implementation & Monitoring of SIP: For the implementation and monitoring of the SIP volunteers from the
General Body and community may be sought. The monitoring at this stage is very simple the General Body and
SMC members need to ensure that activities that are listed are successfully completed or that reasons for non-
completion are understood and measures to rectify this are developed and implemented. They also need to
ensure that the cost and deadline outlined in the SIP is adhered to. For implementation volunteers may be
sought for things such as maintenance, repairs to school etc.

Evaluation of SIP: The evaluation of the SIP will take place in the General Body meeting. The SMC Chairperson
will Chair the event. Column 8 of the SIP for the year which evaluates how successful was the initiative taken to
address each need is filled through discussion with the General Body. If certain School Need(s) has not been
fulfilled then that will be highlighted and will be included in the next SIP.

Submission of SIP to GoS: The SMC will have to share a completed copy of the SIP with respective Assistance
District Officer (ADO) Education. The ADO in turn will forward this to Provincial Government for review and
analysis. This document will be one of the main factors for the release of annual GoS funds to the SMC.

29