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PM SHRI Scheme (2022): Evaluating The Role Of ‘Model Schools’ In Expanding Learning Outcomes – IMPRI Impact And Policy Research Institute

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PM SHRI Scheme (2022): Evaluating the Role of ‘Model Schools’ in Expanding Learning Outcomes

Policy Update
Sakshi

Background

Interactive and extensive infrastructure, specialised curriculum and pedagogy, and broader learning experiences are some of the core features of a ‘model school’ conceptualised under the PM SHRI scheme. The PM Schools for Rising India is a centrally sponsored scheme that aims to nurture select institutions into flag-bearers of the National Education Policy (NEP) 2020 and platform best practices in the learning ecosystem for other institutions to replicate.

Its three-pronged aim is to first, create schools across Indian states where students feel safe and stimulated, second, to showcase the implementation of NEP and lastly, to provide a model for states to draw from and collaborate with for furthering their education goals. Launched in September 2022 and run by the Department of School Education & Literacy, Ministry of Education, this scheme aims to finish its first phase by 2026-27. The insights from implementing this scheme in over 14,500 schools will be made into scalable and sustainable models for other schools to implement.

The Objectives of the Scheme

The Vision and Mission of the PM SHRI scheme is presented as a comprehensive list of 17 aims and objectives envisaged for the model schools. Summarily, the 14,500 schools are to serve as models for the implementation of the National Education Policy 2020, with a focus on creating exemplary institutions where students feel safe, engaged, and cared for. The schools must emphasise egalitarian, inclusive education and holistic development by offering a wide range of learning experiences and modern resources like ICT labs and digital mediums.

The new pedagogic interventions are experiential and inquiry/discovery-oriented with continuous formative assessments to track skill-based outcomes. They are to incorporate vocational education, green initiatives, multilingual or regional language-based instruction and community involvement. Moreover, the students are to be prepared for the demands of the 21st century and their roles as productive citizens in a pluralistic society is to be fostered. These schools are expected to provide leadership and guidance to neighbouring institutions, aligning with the needs of the emerging economy under Industrial Revolution 4.0.

Importantly, quality assurance checks are also a part of the objectives to smooth out the kinks in the implementation process and make school reform feedback oriented. The specialised physical infrastructure and resources will be assessed for their availability, competence, suitability, and deployment. A student registry will also be maintained for tracking enrollment and learning progress.

The model school formula has been used for building reform in education networks both domestically and internationally but these specific sets of objectives for the PM SHRI scheme are a representation of the post-pandemic period grappling with learning loss, appropriate induction of digital medium, and employment concerns.

Functioning

The scheme is expected to run from 2022-23 to 2026-27 to help the selected schools set up according to the standards of the scheme. Post this timeline, the states and the UTs will solely be responsible for maintaining the school. The centre has pitched Rs. 18128 crores and the total cost of the project is Rs. 27360 crores for 20 lakh intended student beneficiaries.

The administrative structure of Kendirya Vidyalayas, Navodya Vidyalayas, and Samagra Shiksha is being used in the implementation of this scheme. As the schools are set up, the centre will bear 60 percent of the total cost and the states will bear 40 percent of it. Jammu and Kashmir and North-Eastern State legislatures have to shoulder only 10 percent and Union Territories are fully funded by the centre.

The selection of PM SHRI schools follows a competitive ‘Challenge Mode,’ where schools vie for the opportunity to be developed as model institutions. Schools apply online, with the portal open four times a year during the first two years of the scheme. Eligible schools, including those managed by central, state, or local governments with a UDISE+ (portal for student database management) code, are chosen through a three-stage process:

  • Stage 1: States/UTs sign an MoU with the central government, committing to fully implementing the National Education Policy (NEP).
  • Stage 2: Schools meeting specific benchmarks are identified using UDISE+ data.
  • Stage 3: Eligible schools compete by meeting challenge criteria, which is verified through on-site inspections.

A maximum of two schools (one elementary and one secondary) will be selected from each block or urban local body. Geo-tagging is used to monitor and track these schools, and an expert committee overlooks the final selection process.

The scheme also has six pillars: curriculum, pedagogy and assessment, access and infrastructure, human resources and school leadership, inclusive practices and gender equity, management, monitoring and governance, and beneficiary satisfaction. The schools are continually tracked along these six pillars to not only identify their needs and allocate funding and resources, but also to assess their performance via the School Quality Assessment Framework.

Here, for each pillar a set of sub-questions exist, where answers can be marked on the basis of key performance indicators which are in turn mapped to different levels. The level is verified through different documents submitted by the school and field assessment. Different improvement plans are shared with schools based on how they perform on this assessment. Schools receive funding incentives to perform better and thus the outcomes of the quality parameters are important.

Performance and Impact

The PM Shri dashboard currently indicates that a total of 10,855 schools across states and UTs are enrolled in this scheme. As 763 districts engage in this scheme 1327 primary schools, 3234 upper primary schools, 2320 secondary schools, and 2487 higher secondary schools have been incorporated in this scheme. 865 Kendriya Vidyalayas and 622 Navodya Vidyalayas have also been mobilised for this scheme.

Emerging Issues

  •  Disagreement with states: For the implementation of the PM SHRI scheme in the states, the state governments had to sign a Memorandum of Understanding (MoU) with the centre. However, 5 states refused to sign it owing to apprehensions and contentions. West Bengal, Punjab, and Delhi, refused to sign the MoU due to the centre-state division of funds. They felt as though a 60/40 financial investment was an almost equal amount of money to be spent and the centre should shoulder a larger amount. They also highlighted their own schemes for ‘schools of eminence’ and claimed that it was a better planned scheme than the centre’s. Tamil Nadu also contested this scheme due to the NEP policy of three-language formula where Hindi would be taught in addition to the regional language and English in non-Hindi speaking states. The centre faces the key issue of giving incentive to states and making appropriate curriculum changes to incorporate regional differences.
  • Lack of horizontal interventions: While the PM Shri framework for schools is adaptive and each region has its autonomy in personalising the framework, it is important to address common and systemic problems that most schools would likely face. The data from the SQAF will be a crucial tool for identifying the common problem areas for schools and finding solutions for those problems.
  • No current mapping of Best Practices: The scheme was introduced with the intention of creating a regional showcase school that could serve as a benchmark others strive to achieve in their implementation of NEP. However, no simultaneous mapping of best practices has been made public as yet. It could make these schools just for show as opposed to showcase schools.
  • Contentions with the NEP: Various contentions with the NEP have been raised across the country and the ‘Indian Knowledge Systems’ that will be centred in NEP curriculums and PM SHRI schools, have been considered ambiguous and selective in their pick of indigenous knowledge systems.
  • Lower focus on teacher training: The curriculum and infrastructure has been programmatically and financially planned. However, the success of the same depends on the ability of teachers to be trained to develop their unique styles of implementation. The scheme has a lower focus on human resource development of teachers. 

Way Forward

At the outset, the scheme could benefit from identifying areas of weak implementation, collating data, and building insights. This should ideally be done with the intention of developing a pronounced understanding of issues in our education ecosystem at a local and national level. Moreover, since the period of handholding of schools ends in 2027, there is a need to make the schools self-sufficient and develop sustainable models such that they can continue to function even after the PM SHRI scheme ends. Lastly, ensuring that dispersion of best practices across school networks remains an important agenda. 

References

About the Contributor: Sakshi is a research intern at IMPRI. She completed her B.A. in History from St. Stephen’s College and is looking to enter the field of public policy.

Acknowledgments: The author would like to thank Meenu Mohan, Sumit Dahiphale and Asthaba Jadeja for reviewing this article. 

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