education sector paper 30th march 2016 submitted...

Education Sector paper- Draft for Discussion

Education Sector Paper

30th March 2016

Submitted by:

Ernst & Young (EY)

Education Sector paper

Ernst & Young 2 | P a g e



Table of Contents Table of Contents ...................................................................................................... 4

List of Figures ........................................................................................................... 6

List of Tables ............................................................................................................ 7

List of Abbreviations ................................................................................................. 8

1. Executive Summary .......................................................................................... 12

2. Introduction ...................................................................................................... 18

3. School Education .............................................................................................. 24

3.1. As-Is Assessment ...................................................................................... 27

3.2. Intermediate Education in Andhra Pradesh .................................................. 34

3.3. Current Initiatives ..................................................................................... 38

3.4. SWOC Analysis .......................................................................................... 40

3.5. Sector Vision............................................................................................. 42

3.5.1. Strategic Focus Areas: School Education ................................................. 42

5.5.2. Timeline for Interventions ....................................................................... 51

3.5.3. Key Targets ........................................................................................... 52

4. Higher Education .............................................................................................. 56

4.1. As-Is Assessment ...................................................................................... 59

4.2. Current Initiatives and Schemes ................................................................. 63

4.3. Issues and Challenges ................................................................................ 65

4.4. SWOC Analysis .......................................................................................... 66

4.5. Sector Vision............................................................................................. 68

4.5.1. Key Targets ........................................................................................... 68

4.5.2. Key Strategies ....................................................................................... 70

4.5.3. Time lines for Interventions..................................................................... 75

4.5.4. Funding and Research............................................................................. 77

4.5.5. Governance/Leadership .......................................................................... 80

5. SwarnaAndhra Vision 2029: Higher education in Andhra Pradesh ......................... 83

6. Annexures ........................................................................................................ 85

Annexure I ......................................................................................................... 85

Annexure II ........................................................................................................ 86

Annexure III ........................................................................................................ 87

Annexure IV ....................................................................................................... 88



Annexure V ........................................................................................................ 90

Annexure III ........................................................................................................ 91

Annexure VI ....................................................................................................... 92

Annexure VII ...................................................................................................... 93

Annexure VIII ..................................................................................................... 94



List of Figures

Figure 1 Enrolment in 2014-15 ................................................................................................... 25 Figure 2 Ranking for Infrastructure in Primary and Upper Primary Schools in Andhra Pradesh .......... 27

Figure 3 Percentages of Schools with Computers 2014-15 ............................................................ 27 Figure 4 Percentages of Single Class Room Schools in Rural and Urban Areas 2014-15 ................... 28 Figure 5 Percentage of Students enrolled in Private Schools at Elementary Level 2013-14 .............. 29 Figure 6 Percentage of Teachers received in-service training 2014-15 ........................................... 30 Figure 7 District wise variations in dropout rate at Elementary level (I-VIII) 2013-14 ........................ 32

Figure 8 GER (Higher Secondary Level) 2014-15 .......................................................................... 36 Figure 9 State variations in Gross Enrolment Ratio (Secondary Level) 2014-15 ............................... 36 Figure 10 Comparisons on Pupil Ratio at Higher Secondary Level 2014-15 ..................................... 36

Figure 11 Percentages of Intermediate Colleges with Library 2013-14 ........................................... 36 Figure 12 Percentages of Intermediate Colleges with Computers and Internet (2013-14) ................. 37 Figure 13 Percentages of Intermediate Colleges with Playground (2013-14) ................................... 37

Figure 14 Enrolment of Vocational Stream in Intermediate (2013-14) ............................................ 37 Figure 15 Availability of Vocational Streams in Intermediate Education (2013-14) .......................... 37

Figure 16 Gross Enrolment Ratios by District 2013 ....................................................................... 59 Figure 17 Enrolments by Management 2013 ................................................................................ 59 Figure 18 Percentages of Colleges in Andhra Pradesh 2013 .......................................................... 60

Figure 19 Three Tier Performance Objective ................................................................................ 61 Figure 20: Higher Education Architechture ................................................................................... 75

Figure 21: Comparative Analysis of Indian and US Revenue streams ............................................... 78 Figure 22: Revenue Mix in leading world class universities ............................................................. 78



List of Tables

Table 1 NAS Class VIII Science Achievement Scores ...................................................................... 28 Table 2 State wise Comparison on Dropouts 2014-15 (Source DISE 2014-15) ................................. 32 Table 3 Dropout rates from 2008 to 2014 All (Boys &Girls) ......................................................... 33

Table 4 Enrolment of students in Government and Aided Junior Colleges ........................................ 35 Table 5Timelines for Interventions in School Education ................................................................. 51 Table 6Higher Education-Related Socio-Economic Indicators .......................................................... 56 Table 7 Interstate Comparison on Excellence ................................................................................ 61 Table 8 Interstate Comparison on Relevance and Quality ............................................................... 61

Table 9 Interstate Comparison on Access and Equity ..................................................................... 62 Table 10 Andhra Pradesh Budgetary Allocation 2015-16 .............................................................. 63

Table 11: Focus Areas for Higher Education ................................................................................ 68 Table 12: Key Targets of Higher Education ................................................................................... 68



List of Abbreviations

ABL - Activity Based Learning

AICTE - All India Council for Technical Education

AISHE - All India Survey on Higher Education

ANU - Adikavi Nannaya University

APSCHE - Andhra Pradesh State Council of Higher Education

ASER -Annual Status of Education Report

AU - Andhra University

BAU - Dr. B.R. Ambedhkar University

BoM - Board of Management

CII - Confederation of Indian Industry

CSR - Corporate Social Responsibility

CSS - Centrally Sponsored Schemes

DIET - District Institutes of Education and Training

DISE - District Information System for Education

DU - Dravidian University

ECCE - Early Childhood Care and Education

EFA - Education for All

FICCI - Federation of Indian Chambers of Commerce and Industry

GER - Gross Enrolment Ratio

GII - Global Innovation Index

GPI - Gender Parity Index

HEI - Higher Education Institute

IASE - Institute of Advanced Studies in Education

ICDS - Integrated Child Development Scheme

ICT - Information and Communication Technology

IIIT - RGUKT IIIT Nuzvid

IIIT - Indian Institute of Information Technology

IIM - Indian Institute of Management

IISER - Indian Institutes of Science Education and Research

IIT - Indian Institute of Technology

INI - Institute of National Importance

IT - Information Technology

JNTU – A - JNTU Anantapur

JNTU-K - JNTU Kakinada

JRM - Joint Review Mission

KGBV - Kasturba Gandhi BalikaVidyalaya

KSCSTE - Kerala State Council for Science, Technology and Environment

KU - Krishna University

MDG - Millennium Development Goals

MOOC - Massive Open Online Course



M-Phil - Masters in Philosophy

MRC - Mandal Resource Centres

NAAC - National Assessment and Accreditation Council

NAS - National Assessment Survey

NCERT - National Council for Education Research and Training

NER - Net Enrolment Ratio

NGO - Non Government Organization

NIT - National Institute of Technology

NKN - National Knowledge Network

NMEICT - National Mission on Education through ICT

NPEGEL - National Program for Education of Girls at Elementary Level

NU - Acharya Nagarjuna University

NUEPA - National University of Educational Planning and Administration

PAM - Project Approval Board

PG - Post Graduation

Phd - Doctoral in Philosophy

PISA - Program for International Student Assessment

PTR - Pupil Teacher Ratio

R&D - Research and Development

RMSA - Rashtriya Madhyamik Siksha Abhijan

RP - Resource Person

RTE - Right to Education Act

RU - Rayalaseesma University

RUSA - Rashtriya Uchchatar Shiksha Abhiyan

SCERT - State Council of Education Research and Training

SDG - Sustainable Development Goals

SEMIS - Secondary Education Management Information System

SHG - Self Help Group

SIET - State Institute of Educational Technology

SKU - Sri Krishna Devaraya University

SMC - School Management Committee

SPMVV - Sri Padmavathi Mahila ViswaVidyalam

SSA - Sarva Shiksha Abhiyaan

SSC - Sector Skill Council

STR - Student Teacher Ratio

SVU - Sri Venkateswara University

TCS - Tata Consultancy Services

TEA - Total Entrepreneurial Activity

TEQIP - Technical Education Quality Improvement Project

TLM - Teaching & Learning Material

TVET -The Vocational Education and Training

UDISE - Unified District Information System

UNICEF - United Nations Children Fund



VET - Vocational Education and Training

VSU - Vikrama Simhapuri University

YVU -Yogi Vemana University



EXECUTIVE SUMMARY



1. Executive Summary Andhra Pradesh envisions a socio-economic transformation that will ensure that each

individual is achieving his highest potential which will reflect in the State’s high human

development indicators. Education will play a key role in realizing the State’s vision. Quality

education will help the masses move out of the low-income trap by giving them the

opportunity to learn and earn better and gain dignity in society.

The state is striving to develop its education system both from the human development

perspective and to improve its preparedness for developing into a knowledge based

economy. Its vision for education is aligned with sustainable development goals and is

geared towards addressing the specific needs and aspirations of the newly formed state.

School Education Literacy rate in Andhra Pradesh (67.41%) is lower than the national average (74%) with

higher literacy rate in urban areas (79.17%) in comparison to rural areas (62.43%). The

State is comparable with Uttar Pradesh (68%) and Madhya Pradesh (69%) in terms of

literacy rate and is far below its neighbours Kerala (94%), Karnataka (76%) and Tamil Nadu

(80%). The state has a high gender gap in literacy which is higher in rural areas than urban

areas. There is high disparity between the literacy rates of SCs and STs. The average

number of classrooms in government schools is (4.7) while the corresponding number for

private schools is (8.8). There are 61,128 schools in the State, including management

schools. There are 2117 habitations (4.3%) without primary schools, and 2485 (5.0%)

habitations without upper primary schools.

Andhra Pradesh has made progress towards implementation of the Right of Children to

Free and Compulsory Education Act, 2009. The State takes pride in having one of the

healthiest pupil-teacher ratios in the Country, with 23 students to a teacher at the primary

level, 16 students to a teacher at the upper primary level and 18 students to teachers at

the secondary level. Moreover, 99.97 percent of the teachers engaged at Government

schools in Andhra Pradesh hold the required professional qualifications, almost equalling

the record set by Delhi and Gujarat. In terms of in-service training, it is reported that only

32.1 percent of the teachers in Andhra Pradesh reported having received any in-service

training. Meanwhile, other states such as Gujarat, Karnataka, Tamil Nadu and Maharashtra

reported higher numbers.

There is a significant decrease in Gross Enrolment Rate and Net Enrolment Rate at the

intermediate level of education which stands at 60 percent and 38 percent in state. There

are about 444 Government Junior Colleges including 8 exclusive Government Vocational

Junior colleges as against 2280 private unaided Junior Colleges and 131 private aided

junior colleges. The enrolment of students in Government Junior colleges is 1.99,147 and

92,632 in aided colleges. In both these categories of institutions the enrolment of students

has dropped.



Issues and Challenges- School Education

School education faces several key challenges which need to be addressed in the context of

the vision.

► While access to primary school has been achieved to a large extent, there is high

drop our rate especially after class 5.

► There are regional variations in terms of the level of education that needs to be

addressed. Similar variations are seen between urban and rural areas.

► All schools in the state are not internet enabled and therefore use of ICT in

classroom transaction is limited.

► All secondary schools do not have science and computer labs. It is also seen that

achievement levels of class 8 students in science subjects is lower than the national

average.

► Quality of school education needs improvement

► Although qualified teachers are recruited, about two third teachers so not get an

opportunity for in-service.

► There is shortage of faculty for training of teachers and

► Vocational education in schools/colleges at intermediate levels is not need based.

In order to overcome the issues and challenges highlighted at the school education level in

the State several strategies and interventions are proposed with the aim of providing

Access and Excellence in school education.

Strategies

School Education

1. Improve Literacy levels, especially of Women, through Adult Education Initiatives

Link adult education with the SHG network

Easy access to educational material for adult education

Offer adult literacy to individuals with low literacy levels when they enrol for skill

development

2. Access to quality education for children from the marginalised communities

Incentives/Schemes for girls, children from tribal population to complete their school

education

Bridge classes for children of migrant population whose number is likely to increase with

massive infrastructure development in the coming years

Special focus on districts with poor performance on education indicators. Develop district

school improvement programme for these districts

3. Early childhood education integral part of primary education

Link Anganwadis with primary schools

Develop educational material for pre-school education

Capacity development of anganwadi teachers to equip them to offer pre-school

education.

4. Infrastructure in schools to create an enabling environment for school education at all

levels



Ensure that all schools meet the infrastructure related norms within a year

All mandals to have junior colleges

Additional room to start early childhood education classes in primary schools

Separate science and computer laboratories in all secondary, intermediate schools

All schools to be IT enabled to use ICT for classroom transaction, school administration

and governance

5. Empowerment of teachers and head teachers for school development

Improve quality of in-service teacher training by making it need based and regular

Make use of ICT for teacher and leadership training, involving resource persons from

other relevant fields such as management, educationists from other states/countries

Segregate the academic and administrative functions at the Mandal Resource Centres –

provide additional resource at the MRCs

Offer self learning courses for professional enhancement of teachers

Develop career growth paths for teachers to motivate them

6. Improve vocational education in school

Offer more vocational courses in schools that are market linked

Multiple entry and exist points for the students will be provided to ensure flexibility.

7. Monitoring of outcomes

Develop outcome based monitoring framework

Use ICT for data collection and analysis

Higher Education

The State of Andhra Pradesh has around 12.72 lakh students enrolled in over 3,841

institutes, The State ranks amongst top 3 states in India, in terms of number of colleges per

lakh population. There are 3,841 colleges in the state out of which, 2,701 colleges are

affiliated to these universities and are degree awarding institutions. Chittoor and Guntur

have almost (11-12%) of affiliated colleges in the state; while East Godavari, Krishna and

Vishakhapatnam have ~9%; Y.S.R, West Godavari, Nellore and Prakasham constitute (7-

8%); Kurnool, Anantapur, Srikakulam and Vizianagaram constitute (5-6%) of affiliated

colleges in the state.

Gross Enrolment Ratio of Andhra Pradesh is (22%) higher than National average;

neighbouring states like Tamil Nadu with (42%) and Karnataka with (25.5%) are higher than

the state similar to SC and ST gross enrolment ratio. Under quality and relevance 15

Universities from Tamil Nadu are accredited under National Assessment and Accreditation

Council, 6 universities from 26 Universities in Andhra Pradesh are accredited by NAAC.

Issues and Challenges- Higher Education

Higher education in the State similarly faces some critical challenges which need to be

addressed for achievement of the vision.

► Gross Enrolment Ratio (GER) in Socially Excluded Categories such as SC/ST is lower

than that of the students from the general category. While GER of SC/ST students

is 17% and 16% respectively when compared to general category GER of 22%.



► There is gender disparity Male 25% as against females 18%.

► Low ratio of educational institutions to youth population. There are only 66

institutions per lakh youth population.

► Large number of graduated youths lack employable skills

► High student-teacher ratio in Institutions. Finding good faculty members is a

challenge.

► Very few institutions focus on research and development.

► There is a need to improve the quality of technical and non technical institutes.

Strategies

Following are the key strategies that are recommended for the state to achieve the above mentioned

targets:

Access and Equity:

1. Set up a total of 18 colleges in Under-served geographies by 2019

2. Add capacity for 7 lakh students to achieve GER target of 50% in 2022-29 period – a mix of new

colleges and Online model

3. Set up a multi-lingual virtual university to enable online distance education for state’s youth by

2019

4. Continue student scholarship schemes for meritorious students in under-privileged social groups

during the entire period

5. Re-enrol population dropping out of the Education system

a. Roll out NSQF across state institutions by 2019

b. Have community colleges in hub & spoke model in each district with flexible entry and exit

by 2019

6. Develop market financed loans and funding structures to ensure equitable access to education

a. Develop Higher Education Finance Body with seed funding from Government and small

contributions from enrolled students and industry grants

b. Create Credit Default Guarantee fund to act as guarantor of last resort for education loans

from banking system

Relevance and quality:

1. Enable industry / private players to set up State Private Universities under relevant state

government act, and providing them with suitable real estate / other financial incentives and

operational and financial autonomy to meet industry requirements of job-ready professionals by

2019

2. Incentivise industry to ‘adopt’ / ‘mentor’ public universities and colleges through sponsorships,

grants, setting up of COEs, live projects, industry faculty, trainings, internships by 2019

3. Mandate accreditation of all higher education institutes through NAAC by 2019

4. Mandate curriculum review for all state universities every 3 years by panel consisting of academia

& industry

5. Improve quality of faculty by:

a. Mandating periodic faculty development and training programs for all faculty by 2019

b. Providing autonomy to faculty to carry out research and consulting assignments by 2022



c. Developing a ‘mentorship’ model where a senior faculty mentors junior faculty members in

each district / region by 2022

6. Develop a performance oriented culture in public institutes by 2022

a. Link variable pay of faculty to performance outcomes such as research output, consulting

projects, etc.

b. Set revenue targets for public institutes for revenues through research / consulting /

infrastructure leasing, etc.

c. Link funding of public institutes to achievement of a pre-agreement target around

enrolments, placements, rankings, accreditation, research, etc.

Excellence

1. Develop & implement policy for attracting NRI academicians and researchers of Andhra origin

a. Developing a ‘mentorship’ model where a senior faculty mentors junior faculty members by

2022

2. Provide ‘research mentors’, which can be global academic or research institutes, for top 10 public

universities depending on faculty, area of specialization, etc. by 2022

3. Incentivize industry to provide grants / research funds to carry out joint research in association

with top 10 public universities in areas of industry-relevance with government partly funding the

research grant in select social impact areas by 2022

4. Incentivize / part-fund industry sponsorship applied research and setting up centres of excellence

in sun-rise sectors such as Textile, Electronics, Tourism etc. and Agricultural research around

major AP crops including Tomato, Cotton and Chilli by 2022

Education Sector paper- Draft for Discussion

INTRODUCTION



2. Introduction

“Education is the single most important instrument for social and economic transformation. A well

educated population, adequately equipped with knowledge and skill is not only essential to support

economic growth, but is also a precondition for growth to be inclusive since it is the educated and

skilled person who can stand to benefit most from the employment opportunities which growth will

provide”.1

The goal of achieving universal primary education has been central since the Universal Declaration of

Human Rights declared that Education should be made free and compulsory for all children in 1948.

Countries planned their own education programmes. It was in the year 1990, that collective efforts

were made at the global level to improve the state of education across countries. The World

Declaration on “Education for All” meeting held at Jomtien reiterated the necessity for good quality

education. During the World Education Forum held in Dakar, Senegal in 2000, the right to education

was strongly re-affirmed through the Education for All (EFA) goals including expanding early childhood

education, universal primary education, lifelong learning and skills, improving educational quality,

increasing adult literacy and gender parity in education. The Millennium Development Goals (MDGs)

aimed to ensure that by 2015 all children, particularly girls, children in difficult circumstances, and

those belonging to ethnic minorities, have access to and complete free and compulsory primary

education of good quality. More recently the Sustainable Development Goals have been developed that

build on the MDGs.

THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT

We commit to providing inclusive and equitable quality education at all levels – early childhood,

primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age,

race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth,

especially those in vulnerable situations, should have access to life-long learning opportunities that

help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in

society. We will strive to provide children and youth with a nurturing environment for the full

realization of their rights and capabilities, helping our countries to reap the demographic dividend

including through safe schools and cohesive communities and families.

The National Landscape of Education

The last decade has witnessed a significant and rapid change in the education landscape in India. It has

been recognised that parents, irrespective of their socio economic background, by and large want good

quality education for their children. Access to primary education has been achieved to quite an extent.

The focus is now to improve the quality of education. The Right to Education (RTE) Act is set to make

elementary education accessible to children, improve the infrastructure and availability of teachers

which would help improve the quality of education. Increasingly, state governments are taking steps to

assess learning outcomes among students. States like Gujarat and Madhya Pradesh conduct state wide

assessments of students to ascertain what students are learning in schools. While incentives like the

1Faster Sustainable and more Inclusive growth. An Approach to the 12th Five Year Plan. Planning Commission 2011.



midday meals, scholarships have helped in getting students to schools, a lot more effort is required to

improve quality of education. A recent trend has been proliferation of private schools in both rural and

urban areas. Therefore private sector has an important role to play in school education. The RTE also

makes a mention that private schools should reserve 25% seats for the socially disadvantaged

students.

Centre State collaboration for higher education has also been further enhanced by initiating the

Rashtriya Uchchatar Shiksha Abhiyan (RUSA) which provides flexibility to the states to access funds as

per their own priorities. There has also been recognition that if the country is to make good of its

demographic advantage, then the populace has to get adequate skills irrespective of their level of

education. This has resulted not only in the formation of a separate Central Ministry but even at the

state level, Skill Development Missions have been set up. A lot of efforts are being made to get active

involvement of the industry to facilitate a process whereby students are offered skills to meet the

demands of the industry.

The next few years will witness transformation as the education system gets aligned to National Skills

Qualification Framework provides multiple entry and exit points to students and focuses on

competency development and not qualification. While this is likely to address multiple requirements, it

will require a paradigm shift in the way courses will be designed, offered, and assessments done. The

Sector Skill Councils will play an important role in it. Thus there is likelihood of an increase in private

sector participation in higher education and skill development. School education will lay the foundation

for students to opt courses helps them understand their potential.

Education Agenda for Andhra Pradesh

Andhra Pradesh will develop its education system both from the human development perspective and

to improve its preparedness for developing into knowledge based economy. The State envisions a

socio-economic transformation that will ensure that each individual is achieving his highest potential

which will reflect in the State’s high human development indicators. Education will play a key role in

realizing the State’s vision. Quality education will help the masses move out of the low-income trap by

giving them the opportunity to learn and earn better and gain dignity in society. Andhra Pradesh

proposes to take a holistic life-cycle and outcome-based approach to education by strengthening each

element that will enable children in its society to grow into productive youth who will contribute

meaningfully to the society and economy of the State through their knowledge and skills.

Its vision for education is aligned with sustainable development goals and is geared towards addressing

the specific needs and aspirations of the newly formed state. All citizens have the right to receive basic

education which is a fundamental human right, state would take all possible measures to not only

conform to the provisions under the Right to Education Act for elementary education, but go beyond to

encourage children completing their school education.

In order to increase the level of education for all, it has to be ensured that all children and youth who

are not accessing the education system or dropping out without completing the level of education have

to be targeted. Different strategies have to plan to make sure that all students complete their school

education and there is marked improvement in access to higher education. An aspect that has been in

the discourse for a long time is providing early childhood education. Currently, the focus is more on

improvement in nutrition and health. It has been widely recognised that the pace of cognitive

development of children is fastest in the initial few years, thus, it is important to see how this need can

be addressed.



Early Childhood Education for All children

Elementary Education for All Children

Secondary and Intermediate Education

for All students

Technical and Vocational Education and Training

Higher Education

At present children in 2-6 age group do not have access to education in government schools

There is Right to Education for children in

6-14 year age group

Almost 50 % students do not complete their school

education

Only 30% students opt for post school education

Youth play a key role in economic development of the state, designing the vocational education and

training (TVET) and higher education are important. Skills that meet the emerging needs of the state

need to be provided to students of the relevant age groups. This is important both from the point of

view of the state which needs citizens with varied competencies as well as individuals whose own

aspirations need to be met. The education system has to be designed to meet the requirements of the

labour market as well as provide opportunities to students to realize their potential. Now when the eco

system at all levels is gearing up to promote skill development and the industry is playing a greater role

in shaping up the content of these courses, common perception about vocational education and

training would change. The state would do everything possible to provide market ready skills to all

students in the age group of 18-35.

The state has made consistent efforts to address issues related to education system at all levels. As far

as primary education is concerned, the issues related to access have been addressed to a large extent.

Since more students will be completing their elementary education there will be greater need to

develop the secondary education system. The state will give due emphasis to improving quality of

education at all levels of education. Quality of education is dependent on several factors ranging from

availability of appropriate infrastructure, good teachers/faculty, teaching learning material and good

governance. These aspects will be strengthened by creating a mechanism for collecting robust data

collection. Analysis of this data will feed into the planning process.

The use of technology has increased in the last few years and is likely to increase further in the coming

years. It is estimated that in the next two years there would be about 7 crore mobile subscribers in

Andhra Pradesh and optic fibre network will also be made available. This provided immense possibilities

to improve the education system. Technology will be used for classroom transactions, faculty

development, administration of the institution and overall governance.

Guiding Principles to Education in Andhra Pradesh

The guiding principles at the global and national level have contributed to the vision of the state where

it is recognized that learning at all levels will be given due consideration. While on the one hand the

state aims to achieve global standards in education, it is also committed to provide opportunities to

access education at all levels for all individuals to realize their potential.



Literacy and Lifelong Learning Provide tool for making

informed choices Essential for sustainable

human development

Higher Education Realise human potential

by providing access to higher education for all

Technical and Vocational Education ad Training (TVET)

Acquisition of practical skills, attitudes, understanding and knowledge related to occupation

Education for All Every child in school Complete school education in

preparation for higher education

EquityInclusionQuality

Education at all levels will have equity, inclusion and quality central to the planning process. Therefore,

Andhra Pradesh will also have an education system where opportunities for education shall be

strengthened for individuals covering their life cycle – from early childhood to adulthood:

1. Early childhood education for children in 2-6 year age group

2. Provision of quality education to those children who are enrolled in schools and have been

given the right to education 3. Identify those children who have not enrolled in formal schools and provide opportunities

for education to them e.g. children of migrants, child labour. 4. Create enabling environment to ensure that all children complete their school education

and are given quality education

5. Provide opportunities for skill development or continuing education for those children who

do not complete their school education

6. Adult literacy for those who have not attended formal schools

7. Introduce vocational courses that are market oriented and increase chances of

employment/self-employment

8. Higher education offers courses at three levels – general courses, professional courses and

research oriented education.

The following sections identify the agenda for education at the school and higher education levels.



SCHOOL EDUCATION



3. School Education The overall literacy rate in Andhra Pradesh stands at 67.41%, which is lower than the national average

(74%) with a higher literacy rate in urban areas - 79.17%, and 62.43% in rural areas. The state is almost

at par with Uttar Pradesh (68%) and Madhya Pradesh (69%) and far below its neighbours Kerala (94%),

Karnataka (76%) and Tamil Nadu (80%). The state also has a high gender gap in literacy (15.8%),

indicating the low literacy and education status of women and girls. The gender gap in literacy is higher

in rural areas than urban. The gender disparity between SC and ST is also evident. While the state

grapples with reducing the gender disparity in overall literacy levels, it has fared well in getting girls to

schools, as reflected by, the proportion of girls from pre-primary to class XII in all the 13 districts of

Andhra Pradesh at 49 % (AP Educational Statistics, 2013-14).In addition to programmes like the SSA,

some state level programmes have focused on getting all children enrolled in schools have contributed

to this very significant achievement. The strategy of getting all out of school children enrolled in

schools has worked well in getting children admitted to formal schools. The following section outlines

some key aspects related to school education which provide some indication of areas to be

strengthened in order to provide quality education to all children:

Early childhood education While early childhood education is not covered in the RTE act, it forms an integral part of the current

educational framework as it is essential for preparing a child for formal schooling. Early childhood

phase is when more than 90 percent of a child’s mental faculty is developed. Inadequate or poor quality

education during this phase can hamper the child’s progress during his/her formal schooling years.

Currently early childhood education is largely provided at the Anganwadis. Findings collated in the

‘Young Lives policy brief’2suggests that Integrated Child Development Scheme (ICDS) has a variable

quality, low resources and weak coordination for education. Additionally, it faces stiff competition from

privately owned pre-schools. Some private pre-schools take advantage of these situations by

establishing pre-schools that have no regulation on fees, no fixed criteria for recruiting teachers, no

formal registration and are under equipped. Anganwadis are already reaching out to the most remote

and impoverished areas of the country and therefore they have the potential to support the poorest

children in their transition from pre-school to formal education. The current model of early childhood

education is greatly limited by outdated curriculum, teaching learning material, learning aids and

pedagogy. It does not link up with the requirements and construct of the primary education system.

With the bulk of basic infrastructure in place, the Government has an opportunity to channelize

infrastructural investments towards conditioning existing capital expenditure to play a more effective

and efficient role in the students education.

School Education National figures on school education show that only half of the children who enrol themselves in

schools complete their school education. This trend is seen in Andhra Pradesh also. There is a

significant drop in number of students at the transition stage post primary school level. While the

number of children accessing primary schools education has increased, there are still a large number of

students who do not complete their school education. This section identifies some issues

2Early Childhood And the Transition to Primary School: Choices and Inequalities in Andhra Pradesh



Elementary Education Prior to discussing the issues related to school education and the challenges faced, let us consider what

comprises a good school. It is not extravagancy but the presence of some elements and the way a

School functions that determines whether the school has the capacity to deliver good quality education

to all students. It is against this backdrop that we now look at different aspects of school education in

Andhra Pradesh. We look at the school education system from three key aspects – infrastructure,

access, teachers and quality.

Figure 1 Enrolment in 2014-15

Source 1: U Dise 2014-15

0 500000 1000000 1500000 2000000 2500000 3000000 3500000 4000000 4500000

Primary

Upper Primary

Secondary

Higher Secondary

Environment

► Clean, secure,

accessible and

hygienic building

► Well defined Activity

Areas

► Playground with

innovative play

material

► Ergonomic Furniture

► Classroom

arrangement to

encourage

collaborative learning

► Space to display

students’ work

► Rainwater harvesting

and waste water

management

Teaching

► Trained and pro-

active teachers

► Building wifi enabled

► Computer Aided

Learning

► Teaching at the

child’s pace

► Activity Based

Learning

► Formative

assessment

► Activities to inculcate

good reading habits

► Physical activities –

sports for all,

incentives for the

talented

Management

► School changes led by

Principals

► Regular Capacity

Development of

teachers

► Use of ICT for school

administration

(attendance,

maintenance of

records, planning)

► Accountability

► Efficient reporting

► Community

involvement

► Local solutions –

hardware clinics for

maintenance

Profile of a School

Monitoring

► Measurement of Key

Result Areas

► Assessment of

students

► Mentoring of

teachers

► Transparency in

decision making

► School Ambassadors

to strengthen

engagement

Confident and socially aware Students; Inclusive Education; Good learning outcomes; Opportunity

to develop talent; Efficiently run school; Engaged Community



AS-IS ASSESSMENT



28.06

38.74

93.77

57.07 57.28

0102030405060708090

100

AndhraPradesh

Karnataka Kerala Maharashtra Tamilnadu

Percentage of Schools with Computers

3.1. As-Is Assessment

Infrastructure

The Right to Education Act mandates all states to ensure that the norms specified under the Act are

followed. These pertain to the infrastructure –number of classrooms, availability of drinking water,

toilets etc. We look at the infrastructure from

the point of view of its preparedness to provide

futuristic education i.e. through the use of

technology. Schools in urban areas have better

school-level infrastructure when compared

with rural areas.

Data for school education in undivided Andhra

Pradesh points to the fact that state faces

number of challenges in terms of providing

adequate infrastructure in the primary as well

as the upper primary level schools. According

to DISE 2013-14, primary schools in the state

rank 31 out of 35 states in providing adequate

infrastructure. The situation is alarming for the

upper primary level schools where the state is ranked 32 out of 35 states for infrastructure. Almost 17

percent schools in rural areas are single classroom schools ((Figure 4).

The difference between government and private schools is significant which shows that private schools

are able to attract students due to better infrastructure. The average number of classrooms in

government schools is 4.7 while the corresponding number for private schools is 8.8.

It is recognised that students need to be

familiar with technology helping them

preparing for future. Computer aided

learning is important to make this

happen. This is an area where the state

needs to step up its efforts. While States

like Kerala have been able to take a

computer to almost every classroom,

only 30 percent schools in Andhra

Pradesh report having a running

computer setup.

The aforementioned figure clearly

highlights poor penetration of technology within the state. As a result, implementation of ICT based

interventions such as computer aided learning and ICT enabled teacher training model have not been

progressed. The same is corroborated by the concerns expressed in the review missions3 for every

3RMSA, Third Joint Review Mission, 13 -27 January 2014

20

31

18

6

26

32

15

8

0

5

10

15

20

25

30

35

Access Infrastructure Teachers Outcomes

Primary Upper Primary

Figure 2 Ranking for Infrastructure in Primary and Upper

Primary Schools in Andhra Pradesh

Figure 3 Percentages of Schools with Computers 2014-15

Source: U DISE 2014-15

Source: U Dise 2013-14



state, wherein it was highlighted that the level of resourcing and use of ICT both in the administration

of schools and teaching of students do not match up with the current demand.

As represented in Table 1, the mean score for science subjects in Andhra Pradesh lies at 2374,

significantly below the National Average of 250. The State has inadequate number of biology, physics

and chemistry laboratories (23.7 percent, 26.4 percent and 26.3 percent respectively) in secondary

schools. Once these students reach the secondary school level, the problem is likely to get further

accentuated due to paucity of adequate number of laboratories.

Figure 4 Percentages of Single Class Room Schools in Rural and Urban Areas 2014-15

Source: U DISE 2014-15

Table 1 NAS Class VIII Science Achievement Scores

Science Achievement

S.No. States/UTs Mean Score

6 Kerala 261

22 Gujarat 247

26 Karnataka 241

29 Andhra Pradesh 237

30 Tamil Nadu 237

Source: RMSA 3rd Joint Review Mission 13-27 January 2014, pg. 32 (NAS Class VIII survey 2012, NCERT)

With a majority of students opting to take up science as their choice of stream at higher education level

within the state, it becomes all the more important for the state government to ensure that adequate

infrastructure is in place so as to strengthen students’ foundation of core subjects by encouraging a

shift from theoretical knowledge model to a practical based model. Strengthening school infrastructure

has been identified as a key area in the RMSA.

The overall aim to achieve quality education is highly dependent on making teaching learning

transaction as engaging and meaningful as possible. In order to ensure this, it is imperative to have

motivational factors involved in the day to day life of children (in the form of activities and sports) to

ensure healthy brain and physical development5. Activity Based Learning (ABL) plays a vital role

towards achieving quality education. Congruent to this, the Right to Education for all Act stipulates the

4RMSA, Third Joint Review Mission, 13 -27 January 2014 5The importance of play in promoting healthy child development and maintaining strong parent-child bonds

16.91

3.6 4.15

02.3

1.22

4.01

1.13 1.530 0.43 0.99

0

5

10

15

20

Andhra Pradesh Mahrastra Karnataka Tamilnadu Kerala Gujarat

Single Class Room Schools in Rural and Urban Areas 2014-15

Rural Urban



provision of a playground in each school. It was found that, only about 54.7 percent of the schools

offering elementary education in the state6have a playground for their students (corresponding figure

for Punjab stands at 95.7 percent). It was noted that most of the schools conduct outdoor activities

either in school verandas or public parks7.

Access to Education

The total numbers of schools in the state is

61,128, including management schools. There

are, however, 2117 habitations (4.3%) without

primary schools, and 2485 (5.0%) habitations

without upper primary schools8. A majority of

such habitations are in Visakhapatnam and

Srikakulam districts, primarily in tribal

pockets9.Other than this, access to school at the

primary school level has made significant

progress. It is at the secondary school level that

the state needs to focus its attention where

there is a drop in enrolment.

It is evident that neighbouring states like Kerala

and Tamil Nadu are providing much greater access to students at secondary level. Even large state like

Maharashtra has more GER10 for students at secondary level. Various reasons can be attributed to the

trend such as seasonal migration, illiteracy, economic backwardness and lack of awareness11.While the

state of Andhra Pradesh has made a very systematic progress towards realising the goal of universal

access to education for all, dropout rates, transition rates and enrolment rates for girls and for

students from marginalised groups can be further improved. There is another possible factor that

needs to be understood. Almost 44.5 percent of the students enrolled in the elementary education

system are enrolled at private schools. In fact the State accounts for one of the highest percentages of

students enrolled in private elementary schools12.

Almost half the population of students at elementary level has enrolled in private schools. Major

reasons for higher inclination towards enrolment in private schools has been noted to be the fact that

privately owned schools include providing tuition in English, proper scheduling of classes and practicing

strict rules in school premises which is a notion that highly prevails amongst parents. As mentioned

earlier, the infrastructure in terms of classrooms is also better. Ambitions to secure children's

education drives parents to enrol their children in privately owned schools despite higher fees and

6Flash Stats DISE 2013-14 72nd Half-Yearly Monitoring Report of Sarva Shiksha Abhiyan of Andhra Pradesh (1st April 2012-30th September 2012) 8Andhra Pradesh State Statistical Abstract, 2014, Planning Department. 9 Analysis based on the GIS Map, AP State Statistical Abstract, May, 2014. 10Gross Enrolment Ratio (GER): Total enrolment in primary education (Grades I-V), regardless of age, expressed as a percentage

of the eligible official primary school-age population (6+ to 10+ years) in a given school-year. 11Evaluation on Sarva Shiksha Abhiyaan, Program Evaluation Organization, Planning Commission, Government of India, May

2010 12Flash Stats DISE 2013-14

2.35%7.25%

12.50% 12.52%

44.50%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

BIHAR WEST BENGAL ODISHA TRIPURA ANDHRAPRADESH

Percentage of students enrolled in Private

schools at elementary level (2013-14)

Figure 5 Percentage of Students enrolled in Private Schools at Elementary Level 2013-14

Source: DISE 2013-14



30.87

19.06

42.437.81

15.13

67.68

9.4 7.62

21.06 19.57

7.87

25.66

0

20

40

60

80

AndhraPradesh

Mahrastra Karnataka Tamilnadu Kerala Gujarat

Rural Urban

household poverty which makes fee paying challenging13. Since completion of schooling is an important

milestone for pursuing higher education of vocational training, secondary school education, especially

thorough government run schools needs to be strengthened.

Teachers

The state of Andhra Pradesh has made

progress towards implementation of the

Right of Children to Free and Compulsory

Education Act 2009. It takes pride having

one of the healthiest pupil-teacher ratios

in the Country; with 23 students to a

teacher at the primary level, 16 students

to a teacher at the upper primary level

and 18 at the secondary level. It is also

heartening to note that 99.97 percent of

the teachers engaged at Government

schools in Andhra Pradesh hold the

required professional qualifications, almost

equalling the record set by Delhi and Gujarat record a cent percent estimate for percentage of teaching

staff holding the required teaching qualification.

However, the State is still grappling with issues related to unavailability of specific subject teachers and

non-equitable distribution of teachers across rural & urban areas. In fact more than 16 percent of

schools offering elementary education in the State is operating as single teacher, single classroom

setups.

Given that the teacher is at the centre of teaching-learning transactions, the quality of an education

system’s teacher workforce directly determines the learning outcomes of students. In-service teacher

training plays an important role in helping teachers in staying abreast with the latest developments in

curriculum, pedagogy etc. This in turn helps them in improving the quality of education they impart in

their classrooms. In the academic year 2013-14, only 19.1 percent of the teachers in Andhra Pradesh

reported received any in-service training14. This is a cause of concern as during the same period states

such as Gujarat, Karnataka, Tamil Nadu and Maharashtra reported corresponding figures of 93.4

percent, 85.5 percent, 66.0 percent, and 60.6 percent respectively. The Joint Review Mission carried

out on Teacher Education in Andhra Pradesh highlights the paucity of resources/faculty as one of the

major reasons for recording low figures for in-service teacher training. It has been found that about 70

percent of posts are vacant in Teacher Education Institutions with appointment of new faculty stalled at

all institutions (SCERT, DIET, and IASE etc.). Additionally, due to shortage of human resources, District

Institutes of Education and Training have been concentrating on pre-service teacher education and in-

service teacher training initiatives get a lower priority. Mandal Resource centres which have been

tasked with providing in-service teacher training are burdened with the responsibility of managing both

academic as well as administrative duties which in turn affects the teacher training component

involved. The mission stressed on the urgency of developing an interim procedure/ad-hoc arrangement

13Early Childhood And the Transition to Primary School: Choices and Inequalities in Andhra Pradesh 14 Source: Elementary Education in India: Trends (2005-06 to 2014-15) P.No.05

Figure 6 Percentage of Teachers received in-service training 2014-15

Source: Flash stats U DISE 2014-15



to deal with the paucity of resources and suggests filling up 30 percent of vacancies via direct

recruitment.15

There are some good initiatives being taken up with the support of civil society organizations. For

instance Azim Premji Foundation works in 6 districts in Andhra Pradesh - East Godavari, West

Godavari, Medak, Kadapa, Vishakhapatnam and Nizamabad where it has set up district institutes that

offer on the group support in different aspects of education. The Foundation works across 278

anganwadi centres to develop pre-school education conduct leadership training for the head teachers

and carry out high quality research. These are good efforts but clearly much needs to be done to

develop the capacities of teachers.

Rural Urban Variations

There is a gap between rural and urban areas in Andhra Pradesh in terms of availability of teachers and

infrastructure. According to education data for 2014-15, there are 50,659 schools in rural areas and

11,256 schools in urban areas. As is evident in the Tables given below there are more single teacher

schools in schools located in rural areas. Fewer teachers have received in-service training. The

proportion of schools with single classrooms is much higher and availability of computers in schools is

much less in the rural schools. While this trend is seen across the states, the difference is more

pronounced in Andhra Pradesh. Single Teacher Schools 2014-15

Rural Urban

Andhra Pradesh 19.27 5.17

Maharashtra 3.64 1.23

Karnataka 9.93 2.08

Tamil Nadu 2.90 0.98

Kerala 2.54 0.58

Gujarat 1.91 0.95

In-Service Teacher Training 2014-15

Rural Urban



Karnataka 42.4 21.06

Tamil Nadu 37.81 19.57

Kerala 15.13 7.87

Gujarat 67.68 25.66

Single Class room Schools 2014-15

Rural Urban



Karnataka 4.15 1.53

Tamil Nadu 0.00 0

Kerala 2.3 0.43

Gujarat 1.22 0.99

Schools with Computers

Rural Urban


15Andhra Pradesh JRM on Teacher Education, February 2014



15

25

12 12

-3

11

16

31

24

31 34

25

15 13

23

17

7

-4

12

20

31

23

26

39

19

14

-10

-5

-

5

10

15

20

25

30

35

40

45District wise variations in dropout rate at Elementary Level (I-VIII) - 2013-14

Dropout rate at Elementary Level (I-VIII) - 2013-14 - ALL Boys

Dropout rate at Elementary Level (I-VIII) - 2013-14 - ALL Girls


Karnataka 25.65 59.33

Tamil Nadu 52.24 73

Kerala 93.14 95.76

Gujarat 71.23 85.66

Quality of

Education

The mere fact

that a child

enrolled in a

school,

doesn’t

guarantee

his/her

completion of

school

education.

There are a

number of

push and pull factors that determine whether the child would complete schooling. There is ample

evidence that suggests that all parents want good education for their children for it is believed that it

would help them improve their quality of life. When they do not receive satisfactory education, they

tend to drop put. Incentives do play a role in holding them back in school, but providing quality

education is

necessary to

get them

interested in studies and other activities related to schooling. With an elementary school level dropout

rate of 3.2 percent and secondary school dropout rate of about 12.7 percent, the State needs to invest

in improving upon the quality and relevance of the education it is providing through the public

schooling system. De-motivating factors such as poor infrastructure, distance to school, lack of

drinking water and separate toilet facilities have been identified as few reasons for dropout.

Table 2 State wise Comparison on Dropouts 2014-15 (Source DISE 2014-15)

While the efforts of the state has brought down the drop-out rates especially at the secondary level,

but it is still quite high. Almost one third students drop out between classes I-X. There are district level

variations in school dropout rates. Districts like Kurnool, Prakasham, Vizianagaram, Nellore and

Kadapa have higher dropout rates than districts like East Godavari and Vishakhapatnam.

Primary Upper Primary Secondary Higher Secondary

Boys Girls Boys Girls Boys Girls Boys Girls

Andhra Pradesh 4.31 4.39 3.46 4.12 11.95 13.37 12.65 10.85

Karnataka 2.42 2.21 2.31 2.73 28.49 26.57 0 0

Kerala 0 0 0 0 17.30 11.40 6.95 4.50

Maharashtra 0.51 0.59 0 1.50 15.04 13.78 2.85 3.89

Tamil Nadu 0.53 0.39 0.46 4.38 16.13 7.99 4.55 4.35

Figure 7 District wise variations in dropout rate at Elementary level (I-VIII) 2013-14

Source: Flash Statistics DISE 2013-14



Specific factors leading to drop outs in these

districts need to be understood and addressed. It

was also noted that the dropout rates were

maximum for Class V. The SSA, 18th JRM

attributes access and transition issue as the

reason for high dropouts. The review

recommends revisiting the definition for drop outs

and having in place a uniform methodology of

collecting data since it was also found that many

states have their own understanding of the term

‘drop out’ and hence there exist a different

methodology for data collection16.

On the positive side, the state has lesser average annual average dropout rate for girls in comparison

to boys at both17 primary (3.05 % to 3.30%) and upper primary level (3.26% to 3.36%). Programmes

such as NPEGEL and KGBV have played a vital role in promoting enrolment and retention of girls at

elementary level.

There is increasing awareness to measure the learning outcomes of students. Some states like Gujarat

and Madhya Pradesh conduct their own state wide surveys Gunotsav and PratibhaParv respectively to

assess what the child learns in school. Andhra Pradesh does not conduct state wide survey. Some

national level surveys reflect how the state is performing in comparison with other states. For instance

the National Assessment Survey (NAS) for class 8 shows below average performance for the students

in Andhra Pradesh. While the scores of class 3 students were at par with the national scores both in

language and mathematics, it was not the same with class 8 students. The average scores of students

of class 8 were below the national average in all subjects – reading comprehension, mathematics,

science and social science. According to ASER 2015, there has been a downward trend for class 3

students for both reading words and comprehension in the last five years. For class 5, the difference is

not very significant in both language and arithmetic. All these indicators reflect the need to improve

the quality of education at all levels especially at the upper primary level. Since there are no national

level surveys carried out for secondary school level, it is difficult to make a similar assessment.

However, it is seen that the pass percentage of students at the SSC level in the state has increased

from 75% (2008) to 89% (2014).

Technology is a great leveller and can play an important role in bridging the gaps across geographies

and make good quality content available. It was mentioned earlier that there is limited availability of

computers in schools. However, the state through Mana TV has a dedicated channel for school

education. The channel is utilized by the SCERT and SIET. The pre-recorded programmes are

transmitted for primary and secondary school students 6 days in a week. The channel covers the entire

16SSA, 19th Joint Review Mission (January 13-27, 2014) 17Flash Stats DISE 2013-14

Table 3 Dropout rates from 2008 to 2014 All (Boys &Girls)

Dropout rates from 2008 to 2014 ALL (Boys and Girls)

Year Elementary Level (I-VIII) Secondary Level (I-X)

2008-09 34.89 60.73

2009-10 26.44 53.36

2010-11 22.34 46.21

2011-12 20.79 45.71

2012-13 26.48 37.82

2013-14 25.85 32.64



gamut of mainstream educational and administrative activity and also several development activities

like grass roots governance. The state would step up its efforts to make digital content available to

teachers and students through television or other forms of media. If this is aligned with the training

need requirements of teachers, it can play a supportive role to enhance quality in education.

3.2. Intermediate Education in Andhra Pradesh

Higher secondary education or intermediate education (as denoted in states such as Andhra Pradesh,

Telangana, Bihar and Uttar Pradesh) forms the cornerstone for the career choice that an individual

makes for himself/herself. The courses at this level of education branch out to more specific areas

enabling children to pursue their choice of available streams. Specific courses entail children to gain a

proportionate amount of practical knowledge as against the theoretical knowledge in order to form a

solid foundation of core subjects and enable smooth transition towards higher education. However with

each state having its own state school education board, there arise certain challenges that need to be

carefully viewed through the lens of human capital development while ensuring that the same are dealt

with/rectified at the earliest. In Andhra Pradesh the intermediate education has three main issues

based on academics, management and infrastructure18.

In comparison to the secondary level of education in the state, there is a significant decrease in Gross

Enrolment Rate and Net Enrolment Rate at the intermediate level of education which stands at 60

percent and 38 percent respectively.

As highlighted in the aforementioned sections, reasons that attribute to decline in enrolment are

migration and discontinuity in education as a result of students opting to work instead of completing

their education. This has also affected the transition rate at higher secondary level which stands at 77.

As reported in the NUEPA state secondary education report card (2013-14), 6% secondary schools in

Andhra Pradesh are single teacher class rooms and highest pupil teacher ratio at higher secondary

level of education.

ICT penetration at secondary education in Andhra Pradesh is poor. Only 23 percent schools are

equipped with computers and only 14 percent schools having computers with internet facility. As

reported in white paper on Human Resources and Social Development in Andhra Pradesh during the

11th five year plan the government of India approved the computer education programme (ICT) for 700

government junior colleges with a project cost of INR 93 crores under the scheme. However the

scheme was not implemented and as a result the entire amount lapsed. Such cases negatively affect a

student’s practical knowledge of a core subject with limited exposure to application based knowledge.

In terms of infrastructure, there are 58 new junior colleges which are functioning in Z.P High schools

premises without land and building of their own. Further UDISE 2013-14 data reports major issues in

terms of providing adequate facilities to children at higher secondary level in the school premises. It

was found that Andhra Pradesh fares poorly in comparison to states such as Gujarat, Karnataka,

Kerala, Maharashtra and Tamil Nadu in terms of provision of toilets, library, playground and electricity.

It was found that only 73 percent and 79 percent schools in Andhra Pradesh at Higher Secondary level

have playgrounds and library facility.

18White Paper on Human Resources and Social Development in Andhra Pradesh



Further only 71 percent and 74 percent schools at higher secondary level have separate toilets for

boys and girls. One may correlate this as a de-motivating factor with declining enrolment at higher

secondary level. Only 90 percent of schools in Andhra Pradesh have electricity provision in comparison

to Gujarat, Karnataka, Kerala, Maharashtra and Tamil Nadu where 100 percent, 93 percent, 99

percent and 98 percent of schools provide electricity respectively.

There are about 444 Government Junior Colleges including 8 exclusive Government Vocational Junior

colleges as against 2280 private unaided Junior Colleges and 131 private aided junior colleges. The

enrolment of students in Government Junior colleges is 1, 99,147and 92,632 in aided colleges. In both

these categories of institutions the enrolment of students has dropped.

Table 4 Enrolment of students in Government and Aided Junior Colleges

S.No Category No. of colleges Year 1 Year 2

Boys Girls Total Boys Girls Total

1 Government Junior College

444 47308 41186 88494 59496 51157 110653

2 Private aided colleges 131 20731 17377 38108 30920 23604 54524

3 Exclusive vocational junior colleges

8 15 40 55 72 135 207

According to the white paper on Human Resources and Social Development in Andhra Pradesh the

intermediate education has three main issues based on academic, management and infrastructure. The

trend shows that there has been an increase in enrolment in Private colleges. The government run

colleges are facing some challenges in offering market relevant courses. Colleges find it difficult to

recruit faculty. Only 53% of recruitment has taken place in the colleges. With a lot of retirement of

both teaching and non-teaching staff in aided junior colleges there is need to fill up the vacancies.

There are 58 new junior colleges which are functioning in Z.P High schools premises without land and

building of their own. 21 Mandals do not have any junior colleges thus affecting access to intermediate

education.

While there are certain challenges that have been identified at the intermediate education level, it is

not to undermine the efforts that the state is putting towards improving the access and quality of

education. There has been a significant increase in the number of qualified teachers (B.Ed. and M.Ed.)

at secondary level which sets the right tone for recruitment at higher secondary level. Further the

state’s request to introduce vocational education in five trades viz. automobile, IT &ITeS, Security,

beauty & wellness and health in additional 230 government schools from class 9th onwards in academic

session 2014-15 has been considered by PAB. The state has also put in efforts towards upgrading

KGBV and Ashram school into secondary schools and has taken the initiative to extend Mid-day meal

scheme up to the secondary level along with providing free textbooks to students belonging to

SC/ST/Minority. With a recommendation of a holistic project based approach to interventions aiming at

putting selected activities together so as to track the outcomes and objectives through certain

indicators in a timely manner, the state is moving on the right track to improve the quality of

interventions and setting the context for adoption of the same strategy at higher level of

education.19There is an undercurrent targeting greater prosperity; most of those who reach the higher

19Minutes of the 44th RMSA PAB Meeting (24th Integrated RMSA PAB meeting, 1st May 2014)



secondary education level prefer to take up sciences as their specialized stream of education (53.8

percent of students). The Government is faced with a situation where it needs to channelize this

undercurrent towards building its economy. There is a need to interlink vocational education with the

existing school education model (especially at the secondary schooling level) and explore opportunities

to setup and operationalized apprenticeship models where students study, learn and work at the same

time.

Source Flash Statistics- U DISE 2014-15

Source Flash Statistics- U DISE 2014-15

72.4

81.8

103.24

89.31 91.89

0

20

40

60

80

100

120

AndhraPradesh


State Comparision on GER in Secondary Level

51.63

32.96

76.87

62.2

77.52

0

10

20

30

40

50

60

70

80

90

AndhraPradesh


GER in Higher Secondary Level

35

28

20

43

26

0

5

10

15

20

25

30

35

40

45

50

AndhraPradesh


Pupil Teacher Ratio in Higher Secondary Level

79%87%

93%99% 98% 98%

0%

20%

40%

60%

80%

100%

120%

AndhraPradesh

Gujarat Karnataka Kerala Maharashtra Tamil Nadu

Percentage of Intermediate Colleges with Library (2013-14)

Figure 9 State variations in Gross Enrolment Ratio (Secondary Level) 2014-15

Figure 8 GER (Higher Secondary Level) 2014-15

Figure 10 Comparisons on Pupil Ratio at Higher Secondary Level 2014-15

Figure 11 Percentages of Intermediate Colleges with Library 2013-14



8.6%

0.8% 0.6%

11.1% 10.9%

12.6%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

AndhraPradesh


Availability of Vocational streams in Intermediate Education (2013-14)

17603

2217 420

15104

75996 78080

12876

2157 438

14799

35558

52997

0

10000

20000

30000

40000

50000

60000

70000

80000

90000Enrolment in Vocational Stream in Intermediate

(2013-14)

Boys Girls

14%

67%

21%

94%

57%

78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AndhraPradesh


Percentage of Intermediate Colleges with computers and internet (2013-14)

73%

89%

73%

88%94%

84%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AndhraPradesh


Percentage of Intermediate Colleges with Playground (2013-14)

Vocational Education There is an undercurrent targeting greater prosperity. More and more children are enrolling at

different levels of schooling; most of those who reach the higher secondary education level prefer to

take up sciences as their specialized stream of education (53.8 percent of students). The Government

is faced with a situation where it needs to channelize this undercurrent towards building its economy.

There is a need to interlink vocational education with the existing school education model (especially at

the secondary schooling level) and explore opportunities to setup and operationalized apprenticeship

models where students study, learn and work at the same time.

Figure 14 Enrolment of Vocational Stream in Intermediate (2013-14)

Figure 15 Availability of Vocational Streams in Intermediate Education (2013-14)

Figure 12 Percentages of Intermediate Colleges with Computers and Internet (2013-14)

Figure 13 Percentages of Intermediate Colleges with Playground (2013-14)



In order to ensure that students do not compromise on completing their education while simultaneously

attain industry specific skill set for better job prospect, the government introduced Vocational

Education Scheme which was initiated with a view of incentivizing attainment of complete education. It

was however highlighted in 24th Integrated RMSA PAB meeting, that there is no clarity on the trades to

be taught under the scheme. Additionally, the state had identified 46 junior colleges where the scheme

could be implemented, however it was found that these colleges were purely vocational colleges

thereby defeating the purpose of integrating vocational education with regular school education. As a

result the state was not able to disburse funds leading to a situation where the scheme could not be

implemented within these colleges. A World Bank report on skill development in India mentions that the

major problem areas in Indian vocational education and training are: lack of sufficient private sector

participation in the management of institutions and curriculum, lack of proper funding model, and a

strong mismatch between the labour market and the courses offered (World Bank, 2008). From a

sociological perspective vocational education has been considered only suitable for students whose

potential for academic courses are poor (Kumar, 2009). This perception also constitutes a major

challenge for planning and progress of VET.20 Further, UDISE 2013-14 data for Andhra Pradesh

reports that vocational streams contribute to 8.6 percent of total available streams at higher

secondary level correspondingly reporting the total enrolment of boys and girls as 17603 and 12876

respectively.

3.3. Current Initiatives “Badi Pilustundi” a recent initiative of government aims to include those children into mainstream education who were unable to

avail of the benefits of education due to these children either never enrolling, dropping out, migrating, being disabled physically or

mentally or being engaged to work as child labourers. The “Badi Pilustundi” scheme first sought to work with all the stakeholders

involved in reaching out those who most needed to be educated via NGOs, SHGs and officials already working in this direction.

This scheme was set up in order to ensure that there was 100% enrolment of all eligible children in schools, to bring back students

who have dropped out, to ensure that no child in the age gap of 6-14 years is left out of school, to bring back all children into

schools in accordance to the child labour prohibition and regulations 1986, to improve infrastructure in schools and also ensure

monitoring at the district and state levels so that targets could be met. The Janma bhoomi Maavooru involved sensitizing people

on several campaigns including the ”Badi Pilustundi”, in order to bring about the overall growth and development of the state

beginning at the grassroots.

Issues and Challenges The following issues related to policy, infrastructure, technology, institutional level and governance

need to be addressed by the State Government.

Policy Education department does not have focus on early childhood education, it is primarily being addressed at the Anganwadis

High proportion of child labour in the state. Will significant construction work envisaged in future, the need to address their educational needs will become more pronounced

Learning outcome assessment not being done in the state on a regular basis; No separate scheme for areas with low education performance; No incentives for teachers and schools to perform better

Infrastructure The state has improved its infrastructure but in comparison with other states, there is much left to be desired

Schools not internet enabled, therefore limited use of ICT in classrooms; All secondary schools do not have science and computer labs

Technology Very limited use of technology in schools for classroom teaching, school administration and governance;

Limited use of technology in teacher training

20Preparation for the World of Work: Secondary and Higher Secondary Education in India Charanya Raman Vishal Gupta W.P.

No.2015-02-03 February 2015



Institutional Quality of school education needs improvement; In-service training of teachers is a weak area that requires immediate attention; There is shortage of

faculty to conduct the training of teachers; Vocational education in schools/colleges at intermediate levels not need based;

Governance Availability of data from different sources not uniform;

Limited data available for outcome indicators e.g. how many children complete their schooling, no state level initiative to assess learning outcomes of students



3.4. SWOC Analysis Strengths:

Presence of strong teacher workforce in terms of number of teachers

Ideal pupil-teacher ratio required to provide access to quality education

Increasing GER and transition rates coupled with high uptake of science stream in the secondary education level, ideal to link secondary education with vocational training / Education

Existence of a system of resource coordinators and school management committees( SMCs) that can support with monitoring of quality of education

Weakness:

Shortage of teachers especially at the secondary education level

Poor technology penetration for using ICT for strengthening Supporting quality of teaching- learning transactions

Inadequate infrastructure and TLM for supporting improved models of teaching- learning transactions

High volume of first generation learners where families have limited understanding of the intrinsic and economic value of education

A model of education that is highly text book based and poor at engaging the student

Opportunities:

Ability to use ICT enabled models for teacher training, teacher education and teacher performance assessment

The ability to use ICT to improve upon concurrent monitoring of quality of education

The ability to channelize infrastructure and TLM investments towards improving quality of education and its economic outcomes

Opportunity to move from incentives driven model for universal access to education to opportunities driven model for access to education

Opportunity to form strategic partnerships to make investments more strategic and efficient

Challenges:

Limited availability of funds available for investment vis-a-vis the multiple areas that require attention.

The need for innovative solutions that can deliver quality model of school education

The need to a gestation period for reforms in pre- service teacher training and education

The need to a gestation period for Knowledge, Attitude& Practice to evolve in term of marginalized groups/communities perception of the value of/return on education.

Planning to achieve the SDGs related to education i.e. inclusive and equitable quality education and promote lifelong learning opportunities for all



SECTOR VISION



3.5. Sector Vision This education system in Andhra Pradesh would prepare the citizens to meet the challenges of the 21st century. It would aim to

create an education hub and a knowledge state that promotes lifelong learning providing employable skills to all. In the next 15

years, the state would aim to universalize quality school education and develop higher education according to global standards.

The mission of the Education would be to provide equitable opportunities for education to all children so that they develop into

responsible citizens who contribute to the development of the State. To achieve this, the state will provide a balanced and well-

rounded education to children, develop them to achieve their full potential, and nurture them into good citizens, conscious of

their responsibilities to family, society and country.

The Vision 2020 document clearly lays down priority areas for education. Relevant areas identified

for school education are as follows:

Focus Area Strategies

Promote education among women Increase demand for primary and secondary education among women Increase access to education for girls

Focussing vocational and higher

education on developing

marketable skills

Providing more options in vocational and technical education at secondary and higher secondary level

Providing more specialised courses in higher education that reflect the needs of the economy and society

Creating effective frameworks for

managing and funding education

Putting in place a decentralised participatory management framework (local control through school committees)

Ensuring government spending is largely directed towards primary and secondary education

One significant aspect is that while the state education as an industry, it recognizes that government

will need to spend on primary and secondary education to lay a strong foundation for higher education.

3.5.1. Strategic Focus Areas: School Education The vision document builds on the areas already identified in the Vision Document and further

identifies strategic focus areas. The state will focus on seven strategic areas related to school and adult

to realize its vision for school education.

S.No Strategies Initiatives

1

Improve literacy levels, especially of

women, through Adult Education

initiatives



Offer adult literacy to individuals with low literacy levels when they enrol

for skill development

2

Access to quality education for

children from the marginalised

communities (STs, Minorities) and

migrants

Incentives/Schemes for girls, children from tribal population to complete

their school education

Bridge classes for children of migrant population whose number is likely

to increase with massive infrastructure development in the coming years

Special focus on districts with poor performance on education indicators.

Develop district school improvement programme for these districts

3 Early childhood education integral part of primary education

Link Anganwadis with primary schools


Capacity development of anganwadi teachers to equip them to offer pre-

school education.

4

Infrastructure in schools to create an

enabling environment for school

education at all levels

Ensure that all schools meet the infrastructure related norms within a

year

All mandals to have junior colleges

Additional room to start early childhood education classes in primary

schools

Separate science and computer laboratories in all secondary,

intermediate schools



S.No Strategies Initiatives

All schools to be IT enabled to use ICT for classroom transaction, school

administration and governance

5 Empowerment of teachers and head

teachers for school development

Improve quality of in-service teacher training by making it need based and

regular

Make use of ICT for teacher and leadership training, involving resource

persons from other relevant fields such as management, educationists

from other states/countries

Segregate the academic and administrative functions at the Mandal Resource Centres – provide additional resource at the MRCs

Offer self learning courses for professional enhancement of teachers Develop career growth paths for teachers to motivate them

6 Improve vocational education in

schools

Offer more vocational courses in schools that are market linked;Multiple

entry and exist points for the students will be provided to ensure

flexibility.

7 Monitoring of outcomes Develop outcome based monitoring framework Use ICT for data collection and analysis

1. Improve Literacy levels, especially of Women, through Adult Education Initiatives

As the State progresses towards higher levels of learning and an improved quality of education at the

school level; there is a need to reflect on the education/literacy needs of those who did not have the

opportunity to receive formal schooling. When it comes to adult literacy (for individuals above 15 years

of age) Andhra Pradesh is one of the poorest performing States in India. As per Census 2011, Andhra

Pradesh reported a literacy rate of 67 percent and a female literacy rate of 59.2 percent. With its

neighbours reporting literacy rates as high as 94 percent (Kerala), there is a clear need for a State run

program that seeks to provide adults with access to education and teaching required to develop basic

literacy and numeracy.

Strategic Interventions

1. All Self Help Groups (SHGs) in the State definitely have members who are literate (including

financially literate). These members are usually responsible for managing the affairs of a SHG.

The Government may want to explore the option of developing an adult literacy program and

linking the same with the strong SHG network in the State.

2. Educational Material (ICT and Paper Based) that can help adults in attaining basic literacy and

numeracy should be made more readily available for access. Such material already exists and

efforts do not need to be invested towards developing the same.

3. The Government’s efforts towards strengthening the reach and relevance of the vocational

skills training machinery in the State can also be complemented with a focus on adult literacy.

A number of individuals who might enrol in some of the skills trainings may not be literate and

the training programs should include a component that can help them in overcoming this

barrier.

Investment

This component does not need any dedicated investments. It is simply a change in focus that needs to

be backed with relevant strategies. The Government may need to set aside some amount to ensure that

material that can help in improving adult literacy is readily available. However, this cost is expected to

be a nominal one.

Partnerships



Adult literacy is a space where the Government can look at strategic tie ups with corporates (through a

CSR route or through a PPP route). A number of corporates are already operating CSR initiatives in the

space of adult literacy. Further, a number of corporates such as Tata Consultancy Services (TCS)

have developed models/solutions for adult literacy. TCS has developed Computer Based Functional

Literacy Solution for Adult Literacy. The model is noted for the fact that it is independent of an

instructor and that the pace of teaching-learning can be adjusted to the student’s level of comfort.

In Mizoram, the Government developed a model wherein all government officials and community leaders were expected to take

charge of five adult and help them towards attaining basic literacy and numeracy. The Government also setup 360 ‘Continuing

Education Centres’ to ensure that the adults who wish to continue to improve upon their level of education are able to do so

through a formal/institutionalized route.

2. Access to quality education for children from the marginalised communities

The State of Andhra Pradesh has made a very systematic progress towards realizing the goal of

universal access to education for all. However, dropout rates, transition rates and enrolment rates for

girls and for students from marginalized groups remains can be further improved. UDISE data for

2013-14 reports percentage enrolment of SCs, STs, OBCs and Muslims at 18.5%, 7.1%, 48.4% and

8.2% for secondary level while the corresponding figures at higher secondary level reported were

18.6%, 7.5%, 44.6% and 5.5% respectively. Within the aforementioned figures the enrolment for girls

stands at an average of 49.7% for SCs, 47.3% for STs, 48.5% for OBCs and 51.8% for Muslims at both

secondary and higher secondary level of education. Further the average annual dropout rate for girls

stands at 13.2% while transition rates for girls from secondary to higher secondary level stands at

76.1%.

Moreover, the government expects that its initiatives towards urbanization and industrialization will

lead to large scale in bound migration to the State. Given that a large share of this migration will take

place with entire families moving to the state in search of short terms employment; education of their

children is likely to suffer, if alternatives are not available to them.

Strategic Intervention

1. The State will ensure that it puts in place enough resources to provide bridge education

(elementary) to the children of these migrants. Existing bridge class models will be replicated or

scaled up as per requirement.

2. Special schemes/interventions will be developed to encourage girls from the disadvantaged

communities to complete their school education. Many states like Odisha and Delhi have schemes

for girls where amount is released on achieving a milestone. Online transfers are made in most

cases.

3. Some districts have poorer indicators related to education than other states. Special focus will be

given to these districts and district school improvement programmes will be developed in

partnership with organisations with relevant experience.

Investment



While the State will need to make budgetary allocation for the schemes, a fair share of the required

investment to organize bridge classes can be arranged through partnerships with corporate under their

CSR schemes/programs. Further, given that the aforementioned bridge education will have to be

provided at site, the Government may look at the Non-Government Organizations (NGOs) for

manpower/technical support. For example, Bharti Foundation, the CSR arm of Bharti Enterprises group

has been recognized for its efforts towards bridging the educational gap between rural and urban India.

Their special focus towards providing quality education to girls falling under the disadvantaged and

underprivileged groups through setting up Satya Bharti Schools has been recognized21.

There are several good examples of programmes developed by the not for profit organizations. As an example, Vidnyanvahini22,

a non-profit organization that seeks to bridge the gap between teaching science in rural and urban schools in Maharashtra

launched a flagship project, namely Mobile Science Laboratory. It aims to provide practical exposure to students enrolled in rural

schools which do not fall under the purview of state grants. The minibus equipped with AV equipment, lab apparatus, UPS and a

small washroom, leverages the experience of its volunteers who come from varying backgrounds of science, technology and

academics. The volunteers visit a given school on a selected day in order to conduct a one-day session with students. The project

solely runs on public donations and has been able to upgrade their equipment by utilizing the generous donations provided to it

by the Sir Dorabji Tata Trust and Cognizant Foundation. Similarly the Magic Bus has a very well thought out programme to

promote sports in schools.

3. Early childhood education integral part of primary education

Early Childhood Care and Education (ECCE) is gaining importance universally for its role in laying a

strong foundation for the holistic development of a young child. The first six years of a child’s life are

globally acknowledged as being the most critical years for lifelong development, since the pace of

development during these years is extremely rapid.ECE has two major objectives23 : (i) To promote all

round development of children in terms of physical, social, emotional, creative, language and cognitive

development, through a play based, age/developmentally appropriate programme of activities and

interactions which can provide them a head start for lifelong learning and development; (ii)To develop

in children school readiness through some specific kinds of play based, cognitive and language related

activities and experiences which will foster in them skills and concepts related to readiness for learning

of the 3R’s, prior to entry to primary schooling.

Early Childhood Care and Education (ECCE)24 refers to programmes and provisions for children from

prenatal to six years of age, which cater to needs of a child in all domains of development i.e. physical,

motor, language, cognitive, socio- emotional, and creative and aesthetic appreciation; and ensure

synergy with health and nutrition aspects. This covers developmental priorities for each sub stage

within the continuum, i.e. care, early stimulation/interaction needs for children below 3 years, and

developmentally appropriate preschool education for 3 to 6 year olds with a more structured and

planned school readiness component for 5 to 6 year olds.

The current model of early childhood education is greatly limited by outdated curriculum, teaching

learning material, learning aids and pedagogy. Further, the current model does not link up with the

requirements and construct of the primary education system.

21http://www.bhartifoundation.org/wps/wcm/connect/df8a5fce-8f89-4306-93fb-450e9315fff6/Bharti%2BFoundation%2Bwins%2BAward%2Bfor%2BExcellence%2Bin%2BEducation%2B2012.pdf?MOD=AJPERES&CACHEID=df8a5fce-8f89-4306-93fb-450e9315fff6 22 http://www.vidnyanvahini.org/about-us.php 23Early Childhood Education in India : A Snapshot; 24National Early Childhood and Care Policy, 2012




1. Pre-primary or early childhood education will be made part of formal school education. Additional

classrooms will be made available to accommodate students. This will enable smooth transition of

students from pre-primary level to primary and better preparedness for school.

2. Capacity development of the anganwadi workers will be done to help them offer early childhood

education more effectively and that is aligned with the entry level of primary school education.

3. Develop appropriate educational material to help teachers teach children at pre primary level using

child friendly pedagogy.

Investment

A number of international agencies and NGOs already possess the material and technical

resources/inputs that could feed into designing and deploying an effective early childhood education

model.

While the training of anganwadi workers on working with the new content and curriculum will be

covered under the existing budget, the Government expect s a onetime outlay of INR 22.75 crores

(average of INR 2,500 per anganwadi centre) towards procuring and providing the required teaching

learning material and teaching aids. Further, an outlay of INR 3.5 crores a year would be required for

the maintenance and upkeep of this TLM.

Partnerships

The existing model for pre-primary education had been operationalized in partnership with UNICEF.

Under this partnership UNICEF has provided support on defining/designing the teaching learning

material & learning aids required, pedagogy of teaching & the anganwadi worker training model.

UNICEF has recently revised this model, enriching it to be more in sync with the formal schooling

system. The Government will seek to build on its existing partnership with UNICEF; leveraging on the

model & material developed; thereby keeping the cost and time commitment required to operationalize

the same at a minimum.

4. Infrastructure in schools to create an enabling environment for school education at all

levels

Students need to complete their school education in order to pursue higher education and receive high

level skills. The infrastructure in the secondary and senior secondary schools (called junior colleges)

needs significant improvement. In this regard, there is a strong need for dedicated laboratories for

subjects that require practical application/demonstration. Data captured in UDISE 2013-14 shows that

only 26% of higher secondary schools in Andhra Pradesh have separate rooms for physics and

chemistry laboratories while only 24% higher secondary schools have separate rooms for biology

laboratories. Additionally, only 17% of higher secondary schools in Andhra Pradesh have separate

rooms for computer labs. It is also reported that only 30% schools in Andhra Pradesh have computers.

The paucity of space/rooms dedicated for laboratories in higher secondary schools in Andhra Pradesh

is further amplified by the fact that its neighbouring states viz. Kerala, Maharashtra and Tamil Nadu

boast comparatively higher figures for the aforementioned indicators. Whether it is availability of basic

infrastructure or computers to impart IT education, the state needs to provide better infrastructure in

these schools.




1. All schools will be made compliant with the RTE norms within a period of one year.

2. All mandals must have junior colleges to help provide access to students to higher secondary

education.

3. Primary schools will have an additional room to attach the anganwadi that provides preschool

education to children.

4. Provision of science and computer labs in secondary and senior secondary schools.

5. Infrastructure in all schools will be developed with a futuristic outlook. Therefore, a lot of emphasis

will be given to making the schools ICT enabled such that use of ICT is made for classroom

teaching, school administration and governance.

Investment

The construction of new secondary and senior secondary schools and/or up gradation of existing

schools is expected to cost a total of INR 7,500 crores spread over the next ten years. An additional

amount of 5 percent of investment made till date will have to be kept aside for maintenance of schools.

Further, a total of 3,125 crores will need to be invested towards providing all secondary and senior

secondary schools with access to relevant laboratories. Here as well an additional amount of 5 percent

of investment made till date will have to be kept aside for maintenance of schools.25

Partnerships

Many states have shown their intent towards improving the school infrastructure in order to create an enabling environment and

academic ambience for their students. For instance, in Kerala, the Kerala State Council for Science, Technology and

Environment (KSCSTE) invites applications from various government and aided schools for providing grants under Sastraposhini

Scheme 2014-1526, in order to establish model science laboratories for Physics, Chemistry and Biology in higher secondary

schools.

Further in Maharashtra, HomiBhabha Centre for Science and Education27 has assisted schools in developing laboratories and low

cost laboratory kits in order to enable students to receive hands-on practical experience while also ensuring that they have

access to sophisticated equipment required to conduct experiments.

25The estimates for investment have been calculated keeping in mind that 75 percent of the investment will be coming in from RMSA. Investment figures are expected to change if the cost sharing arrangement between the Center and the State was to change. 26 http://old.kscste.kerala.gov.in/pgm_spos.htm#s2 27 http://www.hbcse.tifr.res.in/research-development/curriculum-material-development/laboratory-development



5. Empowerment of teachers and head teachers for school development

Over the past few years, the focus has been to create a teacher workforce that can support a healthy

pupil teacher ratio across the school education system. This required a rapid expansion of teacher

education institutes in the State. These institutions follow a standardized curriculum and their

graduates are evaluated using a centralized government examination. Yet, there are concerns

regarding the quality of education being imparted at these institutes - the primary concern being that

their students are not gaining the practical exposure required to enter an actual teaching learning

environment. Even though the need to organize good quality training is recognized very often it is

difficult to find good faculty members who are good trainers.

The institutional arrangement wherein the Mandal Resource Centres have the mandate to carry out in-

service teacher training is not working very well. As of today the 6 subject Resource Persons (RPs) at

each Mandal Resource Centre (MRC), have to split their time between academic and administrative

duties. They are not being able to channelize their entire focus towards monitoring academic

performance at schools. They are spending a considerable amount of their time in monitoring progress

objectives such as ‘access’ and ‘retention’.



In addition, a motivated teacher workforce is a key for the success of any model of school education.

Having a motivated team of teachers and head teachers will go a long way in finding in-house solution

to the problems they face. One of the ways to motivate the teachers and head teachers is to incentivize

good performance. Currently, there is no systematic career growth plan for the teachers and head

teachers that incentivize them to perform better.


1. Use of ICT will be made for in-service teacher training. The model will enhance the teacher training

experience (and training outcomes) through media enriched training content. An ICT enabled

teacher training model would be cost efficient and will at the same time allow for continuous on-

going training (more learning hours for the teacher). Further, the model will also help in tackling

the issue of limited availability of master trainers.

2. The state will also provide opportunities for leadership training for the head teachers. It will be our

endeavour to ensure that the head teachers who take part in the traditional in person training

model develop the proficiency to act as master trainers for a cascade model of training or for a

peer to peer model of continuous learning/engagement. It will lead to the school education system

becoming more effective in terms of quality of teaching-learning transactions in our classrooms.

3. Investments in initiatives that seek to improve quality of education will only materialize into

tangible change if the State is able to put in place a robust machinery to support and monitor

academic performance. In this regard, these RPs shall only be concerned with supporting and

monitoring teacher performance (including utilization of training received) and thus operate with

the objective of monitoring academic performance. Additional resource shall be deployed at each

MRC who shall coordinate with CRC officials to monitor progress against objective such as ‘access’

and retention’. In other words, there will be different sets of resource persons to perform

administrative and academic functions.

4. In addition to the regular in-service training programmes, modules for self-learning will be

developed to provide space for teachers to pursue these courses at their own pace for their

professional development. Although teachers will be encouraged to pursue these self learning

modules on a voluntary basis, credit will be given to those who pursue the course pro actively. This

will be linked to identification of high performing teachers.

5. The State will also will work towards developing and deploying a model for formulating career

progression plans for all Government school teachers. The progression plan will be developed in

consultation with the teacher and the responsibility for developing, filing, revisiting and monitoring

the same will rest with an official at the relevant level in the monitoring machinery. This strategic

initiative will help in improving the motivation levels of our teachers and in this regard would add to

the overall effectiveness of the State’s educational machinery.

Investment

Teacher training does not need any investment commitment but would require a time commitment

towards research and deliberations around an apt regulatory framework.

However, for enabling the use of ICT for teacher training, a onetime investment of INR 60 crores would

be required. It will reduce the annual cost of teacher training initiatives by approximately INR 5.5

crores (after accounting for the cost of maintenance and upkeep).The World Bank Group has already

operationalized such support to other States in the Country. It has provided these states with financial

and technical support for setting up an ICT enabled teacher training machinery.



The additional resource person at each MRC shall require a cumulative state investment of INR 9.5

crores per annum.

6. Improve vocational education in schools

The Government of Andhra Pradesh is committed to working towards building an inclusive economy.

However as of today there are strong variations in the level of prosperity recorded across geography

and across groups/communities. It is observed, that these inequalities lead to a number of children

dropping out of school (especially post elementary education) so as enter the work force (so as to

become earning members of the family).

DISE 2013-14, reports an average annual dropout rate of 3.18% for Andhra Pradesh at Primary level

which further aggravates at the secondary level, standing at the rate of approximately 13% (UDISE

2013-14), highlighting a 10% increase in overall dropout. This act of dropping out is observed to be a

resultant of many push and pull factors. The need or desire to be economically independent and a poor

understanding of the economic benefits of education explain a large proportion of dropout rates.

Besides an economic need, secondary education stage is also important to expose students to the

practical aspect of learning. According to a study conducted by World Bank in 2008, employment of

ITI graduates in the states of Andhra Pradesh, Odisha and Maharashtra was very low and no more

than 50 percent of the graduates were able to find regular employment. Therefore, it is also

important to develop market oriented curriculum at school level that aligns with the need of the

labour market28.In order to address this need of students’ emphasis is required to introduce vocational

education in schools and guide students to help them realize their full potential.


1. In order to counterbalance these economic compulsions with economic opportunities which

assures the student with a more prosperous future (in case he/she remains in school), the

Government plans to integrate vocational training/education into the secondary schooling

system. It requires a gradual evolution of our image of the regular schooling system; blurring

the lines between school based and job/experience based learning. The system will gradually

extend up into the higher education system. While such integration has already begun, we shall

strive to complete the same within the next five years. This initiative will require the

Government to develop a strategic partnership with the corporate sector. The model will utilize

a student’s academic performance to place them in apprenticeships. Therefore there will be a

direct link between the number of partnerships formulated and number of students provided

with apprenticeship opportunities. Further, the state plans to support this integration with soft

skills courses and career counselling sessions which will help the students in becoming more

confident and at the same time more aware of the diverse set of economic opportunities that

they can study towards.

2. Flexible entry and exist points : Under this model students will be able to freely move in and out

of regular schooling; balancing their time between academic and experiential learning. This

strategic intervention will make the education system conducive for children/ students from all

possible backgrounds and with all possible aspirations.

Many State Governments have formed strategic partnerships with other state governments and

corporates with the aim of providing vocational skills training from the school level. For example, the

Government of Assam and Pearson group came together, introducing a joint initiative for providing

28 Preparation for the World of Work: Secondary and Higher Secondary Education in India



industry standard vocational training to students in Assamese schools. The PPP model served as a

platform for the introduction of the vocational courses in Assam.29Similar initiative has been

successfully undertaken in the schools of Haryana in collaboration with the Sector Skill Councils

Investment

Budgeted under the skills development component of our Human Capital Development Vision – 2029;

the initiative would require the Department of Intermediate Education to coordinate the initiative.

7. Monitoring of Outcomes

While comparison on National matrices is essential, our vision is to become a National leader in the

space of school education which evaluates its performance and progress against international

benchmarks and matrices.


In this regard the Andhra Pradesh Government will migrate to a unified assessment matrix that will

evaluate every school on a mix of teacher performance indicators, learning outcome indicators and

school performance indicators. The SMCs and parents will be involved in the process of scoring the

various schools and the schools will be incentivized to perform better through a model of grants based

incentives.

The State will begin comparing its student learning outcomes with international benchmarks and will

seek to be covered under the Program for International Student Assessment (PISA).

Investment

This strategic initiative would not require the Government to make any investment commitments. It

would require the entire educational machinery to become open to the idea of scrutiny and

performance appraisal.

Partnerships

A fair share of the required investment can be arranged through partnerships with corporate under

their CSR schemes/programs.CSR funds can be leveraged upon to cover for the cost of integrating and

operationalizing a central MIS.

5.5.2. Timeline for Interventions Table 5Timelines for Interventions in School Education

Short Term 2019 Medium Term 2022 Long Term 2029

Po

licy

Incentives/Schemes for girls, children from tribal population to complete their school education

Link Aanganwadis with primary schools Develop career growth paths for teachers to motivate them

Segregate the academic and administrative functions at the Mandal Resource Centres – provide additional resource at the MRCs

Multiple entry and exist points for the students will be provided to ensure flexibility.

I n f r a s t r u c t u r e Ensure that all schools meet the All mandals to have junior colleges

29 http://southasia.oneworld.net/news/pearson-partners-with-the-assam-government-to-start-vocational-trainings-in-schools#.Vebvrfmqqko



Short Term 2019 Medium Term 2022 Long Term 2029

infrastructure related norms within a year

Separate science and computer laboratories in all secondary, intermediate schools

Additional room to start early childhood education classes in primary schools

Te

chn

olo

gy

Make use of ICT for teacher and leadership training, involving resource persons from other relevant fields such a management, educationists from other states/countries

All schools to be IT enabled to use ICT for classroom transaction, school administration and governance

Use ICT for data collection and analysis

Inst

itu

tio

na

l D

ev

elo

pm

en

t



Bridge classes for children of migrant population whose number is likely to increase with massive infrastructure development in the coming years

Offer adult literacy to individuals with low literacy levels when they enrol for skill development


Improve quality of in-service teacher training by making it need based and regular

Capacity development of Anganwadi teachers to equip them to offer pre-school education.

Offer self-learning courses for professional enhancement of teachers

Offer more vocational courses in schools that are market linked

Go

ve

rn

an

ce Develop outcome based monitoring

framework Special focus on districts with poor performance on education indicators. Develop district school improvement programme for these districts

3.5.3. Key Targets

S.No Indicator As on date 2019 2022 2029

1 School infrastructure

1.1 Availability of computers

Computers with internet

60.71 % (SEMIS 2012-13)

26.61% (SEMIS 2012-13)

75%

50%

100%

100%

100%

100%

1.2 Fully equipped Science labs

Physics

Chemistry

Biology

13.48% (SEMIS 2012-13)

12.70% (SEMIS 2012-13)

11.75% (SEMIS 2012-13)

40%

40%

40%

80%

80%

80%

100%

100%

100%

1.3 Computer labs 18.88 % (SEMIS 2012-13) 40% 80% 100%

2 Enrolment

2.1 Net Enrolment Ratio

2.1.1 Primary 78.31% (DISE 2013-14) 90% 100%

2.1.2 Upper Primary 62.25% (DISE 2013-14) 75% 100% 100%

2.1.3 Secondary 43.56% (UDISE 2013-14) 60% 70% 80%

2.1.4 Higher Secondary 37.58% (UDISE 2013-14) 50% 60% 70%

2.2 Gender difference in NER



S.No Indicator As on date 2019 2022 2029

2.2.1 Secondary (Gender wise %NER)

Boys

Girls

(UDISE 2013-14)

42.82%

44.37 %

60%

60%

70%

70%

80%

80%

2.2.2 Higher Secondary (Gender Wise %NER)

Boys Girls

(UDISE 2013-14)

36.81%

38.44%

50%

50%

60%

60%

70%

70%

3. School completion

3.1 Transition rate from primary to upper primary

95.92% (DISE 2013-14) 98% 100%

3.2 Transition rate from upper primary to secondary stage

96.29% (UDISE 2013-14) 98% 100%

3.3 Average annual dropout rate (primary) 3.18 (DISE 2013-14) 0%

3.4 Average annual dropout rate (secondary)

12.72 (UDISE 2013-14) 0%

4 Learning outcomes

4.1 Language (Reading Comprehension) Below Average Performing State as per NAS for Class VIII

Average Performing

Top Quartile

National Leader

4.2 Mathematics Below Average Performing State as per NAS for Class VIII

Average Performing

Top Quartile

National Leader

4.3 Science Below Average Performing State as per NAS for Class VIII

Average Performing

Top Quartile

National Leader

4.4 Social Science Below Average Performing State as per NAS for Class VIII

Average Performing

Top Quartile

National Leader

5 Vocational education in schools

5.1 No. of students opting for vocational education in schools

Boys

Girls

57.75% (UDISE 2013-14)

42.25% (UDISE 2013-14)

65%

60%

70%

65%

75%

70%

6. Post school Education

6.1 Percentage of girls opting for higher education

44.72% (AISHE 2014) 50% 55% 60%



Vision Framework- School Education

Stra

tegi

c P

rio

riti

es

for

the

Vis

ion

Key Issues & Challenges

Gaps in educational

attainment for

marginalized groups

especially STs and girls

Decline in GER and NER

from primary to upper

primary to secondary

school stage

Capacity building of

teachers – pre service

and in-service not

aligned to their

requirements

Inadequate

infrastructure and non

availability of subject

teachers at secondary

level

Inadequate use of ICT in

schools for classroom

teaching and teacher

training

Early childhood

education not being

addressed

NAS and ASER results

show that quality of

education needs to

improve

Low Adult Literacy

Guiding Principles

Equitable access to

quality education for

children from all

communities

Improve upon the

ability/capability of

our teachers

Establish monitoring

systems for greater

effectiveness and

efficiency

Improve quality of

secondary education

and improve school

completion

Timely planning,

revision and

deployment of

policies/programs

All policies and

programs to focus on

outcomes

Use of ICT for

classroom teaching,

school administration

and governance

Aligning Adult Literacy

with SHGs for better

Outreach and

Governance

Strategic Initiatives

Incentives to Girls

Bridge Classes for Migrants under Back to School

Segregate academic and administrative functions at

MRCs and BRCs

Use of ICT for teacher and head teacher training; Use of MOOC for self learning; Develop Career path for Teachers

Introduce market relevant vocational education at secondary school level

Science and Computers Labs in Secondary schools and Junior Colleges

Develop curriculum, capacity development to introduce early childhood education

Capacity Building Programs for Anganwadi Teachers

Periodic measurement of learning outcomes that inform teacher training programs

Development and monitoring of outcome indicators

Link Adult Literacy to Self Help Groups

Easy access to educational

material for adult

education

Key Themes/Anchors

Special interventions

for marginalized groups

and girls to bridge the

gap

Strengthening the

academic support

system to schools from

the MRCs and CRCs

Improved teacher

training and leadership

development program

for head teachers

Improved infrastructure

and access to

secondary education;

Strengthen vocational

education in schools

Align AWCs with

schools to strengthen

early childhood

education

Improved learning

outcomes for the

students

Robust data collection

mechanism from all

schools for effective

monitoring

Increasing Adult

Literacy and

Empowering on

Recognition of Prior

Learning and Skills

Programs



Higher Education



4. Higher Education Understanding the Landscape

The State of Andhra Pradesh has ~11.64 lakh students enrolled in over 3,841 institutes, The State

ranks amongst top 3 states in India, in terms of number of colleges per lakh population.

Key highlights of the state education system are as follows:

There are 26 universities, of which, 21 are state universities and 5 are deemed universities

(APSCHE, 2015; UGC portal)

Average enrolment is ~343 students enrolled per higher education institute (HEI)

There are currently 58 colleges and 6 universities institutes that have been accredited as ‘A

grade’ as per NAAC ratings. Currently, the State has only 2 Institutes of National Importance

(INI) and no central university30

In terms of GER (access) in higher education, the state has an index of 20.02 per cent and an

institutional density of 21.2. Geographical disparity in access is a related concern.

Equitable access across genders and social groups is a concern with the state having a Gender

Parity index of ~ 0.7 and a caste disparity index of 0.72

The table below summarized key higher education related socio-economic indicators of the state.

Table 6Higher Education-Related Socio-Economic Indicators

Key Indicators —Andhra Pradesh (2011 census data)

Population (2011 census data) 4.95 crore

Population growth rate (2011 census data) 9.2 per cent

Total number of youth (18 – 23 years) in the population 58.15 Lakhs

Proportion of youth (18 – 23 years) to total population 11.7 per cent

Literacy rate 67.4 per cent

GSDP (current price) 2014-15 INR5,20,030 crore

Budget allocation on higher education INR 3,049 crore

Budget allocation for higher education 2015-16 as GSDP per cent 5.6per cent

Percentage of total State budget allotted to higher education 3.01 per cent

Public expenditure on higher education as a percentage of GSDP 0.65per cent

This indicates tremendous opportunity exists to enhance and create institutions with national as well as

global standard in the state. In order to realize this opportunity as well as Vision 2029, it is imperative

that adequate and appropriate investments and priority areas are identified and developed.

30 Note: 1 Central University has been sanctioned in 2014



The number of students enrolled in the higher education system is 11.64 lakh from which 93% are

enrolled in degree courses, while 7% are enrolled in diploma courses. The state’s gross enrolment ratio

stands at 20.02 for the new state of AP. Engineering and tech related courses account for maximum

enrolment, followed by arts, commerce and science courses.

Enrolments

Total enrolment in AP (2013):

11.64 lakh students

Gross enrolment ratio (2013): 20.02%

Percentage enrolment by level



AS-IS Assessment



11%

40%

12%

26% 23%

10%

18% 18%21%

59%

9%12%

18%

0%

10%

20%

30%

40%

50%

60%

70%

4.1. As-Is Assessment

Geographic disparity: Given that Chittoor, Guntur and Krishna

constitute maximum percentage of higher

education institutions in the state; their GER is

relatively lower than other districts such as

Vishakhapatnam. Vishakhapatnam has the

higher GER of 59% although it has only 8.3%

of total higher education institutions in the

state. Chittoor has the second highest GER

with 40% and Guntur with 26%. Districts which

have low GER are Vizianagaram with 9%, East

and Godavari Districts with 12 % respectively.

Private participation: The private share of enrolment is 61%

while the government’s share is 39%.

Among government enrolments, 5% are

enrolled in state institutions, 33% in

government universities. Among the

private enrolment, a maximum share of

students are enrolled in private unaided

institutions in Andhra Pradesh, remaining

4% and 7% are enrolled in private deemed

university and private aided institutions.

The state of Andhra Pradesh has 26

universities from which there is one

government deemed university, four private deemed universities, one institute under state legislature

act, twenty state public universities in Andhra Pradesh. Of all 26 universities present in the state, only

four are research focused institutions while the remaining 22 are either foundation or career focused

institutions that offer general and professional courses. Only one institution is aimed at providing

professional education for women, Sri Padmavathi Mahila Viswa Vidyalayam, Tirupathi.

However, currently the state does not have a state private university or any centrally sponsored

institution like the IITs, NITs or IIMs.

Figure 16 Gross Enrolment Ratios by District 2013

Source: AISHE 2013

5%0% 0%

33%

7%

50%

4%

State Localbody

Public Govtuniv

Privateaided

Privateunaided

Deemed-private

Percentage enrolment by management

Source: AISHE 2013

Figure 17 Enrolments by Management 2013



Geographic distribution of institutes:

There are 3,841 colleges in the state out

of which, 2,701 colleges are affiliated to

these universities and are degree

awarding institutions. Chittoor and Guntur

have almost 11-12% of affiliated colleges

in the state; while East Godavari, Krishna

and Vishakhapatnam have ~9%; Y.S.R,

West Godavari, Nellore and Prakasham

constitute 7-8%; Kurnool, Anantapur,

Srikakulam and Vizianagaram constitute

5-6% of affiliated colleges in the state.

Chittoor and Guntur constitute maximum

number of higher education institutions in the state but in terms of GER, Vishakhapatnam has the

higher GER at 59% followed by Chittoor and Guntur.

The state’s higher education system can be assessed through three important characteristics that are

critical to achieving the vision goals. The twelfth plan highlights access and equity, relevance and

quality and excellence as the key focus areas.

Institutions

Total number of universities: 26 Total number of colleges: 3,841

Affiliated colleges: 2,701

Chittoor, 12%

Guntur, 11%

East Godavari,

9%

Krishna, 9%

Visakhapatnam, 9%Y.S.R., 8%

West Godavari,

7%

Nellore, 7%

Prakasam, 7%

Kurnool, 6%

Anantapur, 6%

Srikakulam, 5%

Vizianagaram, 5%

Percentages of colleges

Figure 18 Percentages of Colleges in Andhra Pradesh 2013

Source Enrolment, number of Universities and Colleges in Andhra Pradesh from AISHE 2013, refer Annexure of graphs and tables



Figure 19 Three Tier Performance Objective

This section assesses Andhra Pradesh’s higher education system and its current status with respect to

these parameters.

Table 7 Interstate Comparison on Excellence

1. Excellence

Parameter Andhra Pradesh Karnataka Tamil Nadu India

Institute of National Importance (INI)

2 3 5 73

Percentage of PG students enrolled

PhD/M Phil: 0.3%; PG/PG diploma: 15.3%;

PhD/M Phil: 0.4%; PG/PG diploma: 13.7%

PhD/M Phil: 0.8%; PG/PG diploma: 15.8%;

PhD/M Phil: 0.4%; PG/PG diploma

Number of research institutions in top 100 in India*

2 9 10 -

Source: India's best research Universities, Career 360

The state of Andhra Pradesh has relatively low number of INI’s as compared to other states and low

percentage of Ph.D. /M Phil enrolment. There is limited focus on quality research which is mostly on

agriculture sector. The state needs to increase the quality of current institutes and invest in

infrastructure/faculty to produce world class institutes and research.

Table 8 Interstate Comparison on Relevance and Quality

2. Relevance and Quality


Unemployment rate 43 NA 47 50



2. Relevance and Quality


per 1000

Student Teacher Ratio

PTR = 17:1 PTR = 14:1 STR = 18:1 PTR = 22:1

NAAC “A” accredited institutes

58 colleges and 6 universities higher education institutions accredited ‘A’

128 higher education institutions accredited ‘A’

156 higher education institutions accredited “A”

568 higher education institutions accredited “A”

Number of institutes in top 100

6universities featuring among top 100 in India (Career 360 rankings)

9 universities featuring among top 100 in India (Career 360 rankings)

15 universities featuring among top 100 universities in India (Career 360 rankings)

State-Wise Number Of Institutions1

Central 0 1 2 42

State 20 25 19 288

Private 0 2 0 115

1: AISHE 2012-13

2: "Socio-Economic Profiles & Inter-State comparison of some Major States of India" Economic Survey 2012-13, Government of

India. 2012–2013. p. 276, accessed 10 June 2014, http://indiabudget.nic.in/budget2013-2014/es2012-13/echap-13.pdf

The number of institutes accredited ‘A’ in AP are far lower as compared to other states and very few

feature in the top 100 rankings, translating into the fact that very few quality institutes exist in the

state.

Table 9 Interstate Comparison on Access and Equity

3. Access and Equity


Scale and maturity of higher education system

1.2mn students enrolled in 3,841 HE institutes

1.9mn students enrolled in 3,244 HE institutes

3.2 mn students enrolled in 2,555 HE institutes

~30 mn students enrolled in 36,493 HE institutes

GER 20.02% 25.5% 42% 21%

GER- SC

GER-ST

17%

16%

16.9%

15.3%

29.9%

34.2%

15.1%

11%

GER Disparity (Male-Female)

(General SC/ST)

7%

5%

1.6%

10.2%

6.7%

7.8%

2.5%

10%

Number of universities offering distance education

8 7 20 125

Male Female enrolment %

Male- 58%

Female- 42%

Male-53%

Female- 47%

Male- 54%

Female- 46%

Male-55%

Female- 45%

Average enrolment per college

375 429 811 699

http://indiabudget.nic.in/budget2013-2014/es2012-13/echap-13.pdf



3. Access and Equity


GPI Gender Parity Index 0.7 0.83 0.81 0.79

Colleges per lakh population

58 44 33 25

Source: AISHE 2013

The overall gross enrolment ratio of Andhra Pradesh is quite low compared to other southern states

such as Karnataka and Tamil Nadu. The female enrolment is also very low at 42% with gender parity

being the highest in the southern states. The GER of social categories is also quite low comparatively,

given that the state has one of the highest institutional densities of 58 colleges per lakh population.

4.2. Current Initiatives and Schemes Government has created an immediate-term, mid-term and long-term plan for improving the state of

higher education in AP. The information below indicates an extract of key government plans for

immediate –term and initiatives around these improvements.

Immediate-Term - Government Initiatives 2015-16

Andhra Pradesh Budgetary allocation 2015-16

The state Government’s budgetary allocation for technical education is INR 23,278 lakhs as detailed

below:

Table 10 Andhra Pradesh Budgetary Allocation 2015-16

S No. Schemes under Technical education Budget estimates 2015-

16 (INR Lakhs)

1 Construction of buildings for technical education 6,500

2 Establishment of IIT 2,000

3 Establishment of NIT 300

4 Establishment of IIM 2,000

5 Establishment of IISER 2,000

6 Establishment of IIIT 300

7 Newly established govt. polytechnics 5,529.52

8 Amenities and provisions to SC and ST 1,100

9 New hostel buildings in existing GMR polytechnics 400

10 Construction of buildings 2,000

11 Technical education quality improvement project (TEQIP) 200

12 Others 948

TOTAL Budget estimates for Technical education 23,278

Source: Andhra Pradesh Budget 2015-16



Overall synopsis

Significant component (INR 6,600 lakhs) is budgeted on creating and establishing institutes of

national importance like IIT, NIT, IIM, IIIT, IISER etc.

Significant capex of INR 8,900 lakhs budgeted towards development of new physical infrastructure as

construction of buildings for technical education, construction of new hostel buildings and construction

of new buildings etc. Also, there are provisions for amenities for students from the marginal

communities.

No significant component budgeted for supporting or funding research in Higher Education institutions

Access and equity

• Around INR 1,500 lakhs of budget allocated for better amenities to SC and ST, such as

improvement of hostel facilities, nutritious food provision and remedial classes

• Schemes such as up-gradation of Polytechnics, Community Development through Polytechnics and

Construction of Women hostels are being funded and implemented

• However, no policy framework to streamline private funding for capacity building

Relevance and Quality

• Technical Education Quality Improvement Program [TEQIP] has been taken up to improve quality in

11 Engineering Colleges

Excellence

• INR 6,600 lakhs of funds allocated for the establishment of national-level high-quality Institutions

viz., IIM, IIT, IISER, IIIT, NIT, Central University, Petroleum University, Agricultural University,

National Institute of Disaster Management and Tribal University

• AP State Research Board is being established to improve research focus / excellence

• The Government has sanctioned the establishment of 6 clusters of excellence throughout the state

to enhance the skill set of engineers and technical graduates. These centres of excellence will focus

on product design & development and foster innovation

• However, there is no significant allocation to funding research in Higher Education

Current Central and State Policy Imperatives Key state policies and Schemes

To support Backward Category Students and/or girl Students from Andhra Pradesh, with an

annual income of below one lakh, the State has put in place the Prathibha Scholarships for

higher education. Financial Assistance is provided to the students in their higher education

State Government Mission has also tasked with the Implementation of Sarva Siksha Abhiyan

(SSA), RMSA, and RUSA under the Rajiv Vidya Deevena/Rajiv Vidya Mission.

Hostels and Study Circle scheme have been declared for the Backward Sections under the NTR

Vidyonnathi Scheme.

Jawahar Knowledge centre is standalone project with high success ratio mostly accepted by

college students, enhances communication and life skills of youth in increasing employability

skills, replicated in Diploma and Engineering colleges, very less youth are benefited under this

project.



Central and State governments play key role in implementing various schemes supports needy and

deprived youth from rural and urban areas by giving financial assistances at various stages in

education and Skill Development. Central Government majorly supports schemes with share of 65:35

and 75:25 ratios between both governments. There are around 26 schemes sponsored by various

departments and 3 schemes run by state government.

Note: Annexure-2

4.3. Issues and Challenges There are several systemic issues that need to be addressed in state of Andhra Pradesh to improve its

education system:

Social issues:

1) Less Gross Enrolment Ratio in Socially Excluded Categories such as SC/ST. GER% of SC/ST

students is 17% and 16% respectively as compared to general category GER of 22%.

2) High gender disparity exists with male GER of 25% as against female GER of 18%

3) High unemployment exists among graduate youths

Economic issues:

1) Large number of graduated youths lack employable skills. The youth specifically lack in

employable skills such as:

a. General skills – reliability, self-motivation and willingness to learn

b. Specific skills – problem solving, ability to design and conduct analyses, and reading

2) Low ratio of educational institutions to youth population(66 institutes to per lakh youth

population)

3) High dropout rate at primary level

4) High student-teacher ratio and lack of quality faculty

5) Inadequate physical, social and financial infrastructure

Intellectual issues:

1) There are only a handful of Research and development institutes in state of Andhra Pradesh

which are also not conducting quality research as compared to other institutes across India.

The focus is mostly on Agriculture and likes, whereas the spectrum of R&D should be much

broader to enhance the institute quality

2) There is need of improvement in quality of technical and non-technical institutes

“There are some important issues which need attention. These mainly relate to the problems arising out of unequal access,

growing student diversity, discrimination and gender related issues,” - ICSSR chairman Prof.SukhadeoThorat

“Lack of quality consciousness, low gross enrolment ratio in institutes and imbalance in the growth of professional and non-

professional courses are some of the main issues of higher education”- Prof. P Jayaprakash Rao, former chairman of AP

State Council for Higher Education



4.4. SWOC Analysis Based on above overview, there are several strengths and weaknesses that are evident in the

State’s performance.

Strengths Good economic performance Relatively better access with 2nd highest GER amongst

various states More equitable access to SC / STs vis-à-vis other states Healthy private sector participation in Higher Education

at 86per cent of enrolments Healthy STR vis-à-vis India average Relatively higher research focus given higher

proportion of post-graduate students vis-à-vis other states / India average

Government and Corporate’s presence provides strong base to the system

Strong support from central and state government in reforms and transformation

Scope to create large responsible and quality human resources

Standards of Higher Education increased after Institutes like IIT, IIM, ISB have started

Interventions of NAAC, AICTE improve quality and efficiency of Institutes and Universities

Weakness Lower per capita income (15th highest in India) High GER gender disparity vis-à-vis other states and

Indian average High geographic disparity with several districts more

backward than others Poor quality institutes – citing several institutes have

closed down in AP in last few years Relatively higher unemployment rate vis-à-vis other

states Only 12 higher education institutions accredited ‘A’ Only 6per cent of top-ranked institutions in AP Political interference hinders Governance and quality Less no of Institutes with Accreditations from NAAC

and other agencies. Very less scope for Research and Innovation Inadequate facilities in various institutions Insufficient staff availability reduces quality Lakh of standard norms in recruiting Govt. and

management staff Lakh of standard monitoring system and utilization at

field level

Opportunities Leveraging technology to establish virtual classrooms

and Universities for improved access esp. to under-served geographies and social groups

Availability of good industry eco-system for improving employability / relevance in industry / entrepreneurship

Emerging eco-system for new-age careers around design, analytics, mobility, cloud, etc.

Conducive policy / regulatory environment that encourages private sector participation

Availability of high quality institutes that can adopt / mentor other universities

Relatively higher research focus given higher proportion of post-graduate students vis-à-vis other states / India average

A strong and wide Telugu diaspora across the world incl. prominent academicians who are willing to come back

To strengthen Institutes in Andhra Pradesh in reduces students joining in other states

Vocationalisation in Higher Education improves Employability skills of students increases Employment

Improving in-house capacity building through Public private participation

Upgrading syllabi and curriculum as per present needs

Challenges Financing poor, needy and deserving students, esp. in

under-served geographies and social groups Lakh of adequate capacity and basic infrastructure /

facilities Establishing vocational linkages with higher education

esp. for rural / semi-urban areas Incentivising industry to participate in Higher Education

learning Shortage of faculty; outdated and irrelevant curricula; Incentivising industry to partner with academia on

research / applied research areas Funding research through government / private sector

grants Establishing institutes of national / global repute Increased no of youth coming out of colleges without

employability skills Lakh of constructive measures to reduce gap between

Industries expectation, Student standards and curriculum up-dation

More no of private players entering into higher education attracts youth- chances of less enrolment in government institutes



SECTOR VISION



4.5. Sector Vision The Vision 2020 document clearly lays down priority areas for higher education. Relevant areas

identified for school education are as follows:

Table 11: Focus Areas for Higher Education

Focus Area Strategies

Promote education among women Increase access to education for girls Fostering higher education for women

Focussing vocational and higher

education on developing marketable

skills

Providing more specialised courses in higher education that reflect the needs of the economy and society

Encouraging private sector initiatives

in education especially higher

education

Declaring education as an industry Identifying emerging areas of study Ensuring quality education through appropriate accreditation and evaluation

systems

Creating effective frameworks for

managing and funding education

Ensuring government spending is largely directed towards primary and secondary education

Proving impetus to low cost higher reach online and blended models of delivery Solicit private capital in a regulated ecosystem with defined and measurable output

The following section identifies strategic areas in five areas – access, equity, relevance,

quality and excellence.

4.5.1. Key Targets

Table 12: Key Targets of Higher Education

Aspect Performance Indicator Current Performance Short Term

2019

Medium Term 2022

Long Term 2029

Access Gross Enrolment Ratio 20.02% 30% 35% 50%

Equity Gender Disparity in GER 7% 3% 1% <1%

Caste Disparity in GER 5% 3% 1% <1%

Relevance Alignment to Key Industries Low (~20-30%) Global Employable Youth

~35% ~50% High (> 90% employable

Quality

No of Universities in India’s Top 100

6 8 10 >20 in India top 100 , 2-3- globally ranked

# of Accredited Institutes with “A” rating

22% 40% 50% 85%

Excellence

Enrolment of PG Students 15.6% 17% 19% 25%

Institute of National Importance 2* 7 9 10

No of Research Institutes in Top 100 in India

2 7 9 10

Average No. of research papers published and citations mentioned per university

128 140 200 250

Following are the key strategies that are recommended for the state to achieve the above mentioned targets: Access and Equity: 1. Setting up a total of 18 colleges in Under-served geographies by 2019 2. Adding capacity for 7 lac students to achieve GER target of 50% in 2022-29 period – a mix of new

colleges and Online model



3. Setting up a multi-lingual virtual university to enable online distance education for state’s youth by 2019

4. Continuing student scholarship schemes for meritorious students in under-privileged social groups during the entire period

5. Re-enrol population dropping out of the Education system a. Roll out NSQF across state institutions by 2019 b. Have community colleges in hub & spoke model in each district with flexible entry and exit

by 2019 6. Develop market financed loans and funding structures to ensure equitable access to education

a. Develop Higher Education Finance Body with seed funding from Government and small contributions from enrolled students and industry grants

b. Create Credit Default Guarantee fund to act as guarantor of last resort for education loans from banking system

Relevance and quality:

1. Enabling industry / private players to set up State Private Universities under relevant state government act, and providing them with suitable real estate / other financial incentives and operational and financial autonomy to meet industry requirements of job-ready professionals by 2019

2. Incentivise industry to ‘adopt’ / ‘mentor’ public universities and colleges through sponsorships, grants, setting up of COEs, live projects, industry faculty, trainings, internships by 2019

3. Mandate accreditation of all higher education institutes through NAAC by 2019 4. Mandate curriculum review for all state universities every 3 years by panel consisting of academia

& industry 5. Improve quality of faculty by:

a. Mandating periodic faculty development and training programs for all faculty by 2019 b. Providing autonomy to faculty to carry out research and consulting assignments by 2022 c. Developing a ‘mentorship’ model where a senior faculty mentors junior faculty members in

each district / region by 2022 6. Develop a performance oriented culture in public institutes by 2022

a. Link variable pay of faculty to performance outcomes such as research output, consulting projects, etc.

b. Set revenue targets for public institutes for revenues through research / consulting / infrastructure leasing, etc.

c. Link funding of public institutes to achievement of a pre-agreement target around enrolments, placements, rankings, accreditation, research, etc.

Excellence

1. Develop & implement policy for attracting NRI academicians and researchers of Andhra origin a. Developing a ‘mentorship’ model where a senior faculty mentors junior faculty members by

2022 2. Provide ‘research mentors’, which can be global academic or research institutes, for top 10 public

universities depending on faculty, area of specialization, etc. by 2022 3. Incentivize industry to provide grants / research funds to carry out joint research in association

with top 10 public universities in areas of industry-relevance with government partly funding the research grant in select social impact areas by 2022

4. Incentivize / part-fund industry sponsorship applied research and setting up centres of excellence in sun-rise sectors such as Textile, Electronics, Tourism etc. and Agricultural research around major AP crops including Tomato, Cotton and Chilli by 2022



4.5.2. Key Strategies Improving equitable access in Foundation Institutes

Justification • Significant scope of improvement in State GER (Goal of 50% GER by 2029 against current GER of 22%)

S.No Details 2014 2022 2029

1 Projected Population (Lakhs) 500.38 534.10 556.91

2 Projected -Youth 18-24(Lakhs) 65.43 61.51 52.55

3 GER 22% 35% 50%

4 Enrolments in Higher Education 12.0 18.9 27.0

5 Capacity (Lakhs) 20 20 20

6 Additional capacity in HE - - 7

7 Additional Colleges Required - - 500-700

Remarks: There is no additional capacity required till 2022 Additional Institutes are required between 2022-2029 for 7 lakh youth These additional institutes will require a Capital Expenditure (Public + Private) of INR 18000-

19000 Cr to build additional 500-700 colleges for additional 7 lakh youth in 2022-29 periods (~INR 2500 Cr p.a.). Government’s target share of this should be ~INR 1700 Cr p.a.

This will also require an additional average operating expense (public + private) of around INR 1700-1800 Cr p.a. as faculty salaries (at current prices) and INR 300-400 Cr as other costs (at current prices)

• Significant gender and caste disparity evidenced by high gender disparity (difference of 7%) and caste disparity indices (difference of 5%)

Investment requirements and policy initiatives

Investments required for Capacity addition:

• No investments needed for capacity addition in 2015-2022 period

• Total capex spend (Public + Private) of INR 18000-19000 Cr in 2022-29 period (@ ~INR 2500 Cr p.a.in 2022-29 period)

• Average operating expense (public + private) of around INR 2400-2500 Cr Cr p.a. as faculty costs (at current prices) and INR 400-500 Cr as other costs (at current prices) for 2022-29 period

• Around 50-60% of Higher Education budget currently being directed towards capacity building should focus on improving access in underserved geographies (Godavari, Kurnool, Vizianagaram)

• Allow self-financing institutes with financial autonomy and well defined quality parameters to reduce public spending in enhancing access.

• Define and implement policy towards higher education delivery vide online/distance/blended models to promote access

• Setup online content library for developing and proving content in vernacular languages

• Total Capex Spend - (Public + Private) of INR 150-200 Cr in 2015-19 period (Setting up of required infrastructure and initial learning management platform using open source technologies)

• Total Opex Spend – INR 10-30 cr for Creation of content, The network and infrastructure could be overlaid over existing SWAN

Investments for scholarships:

• Around 5-10% of Higher Education budget to be directed towards scholarship to meritorious students to continue



• Policies to encourage private participation by developing an enabling State Private University regulation critical to channel private spend towards capacity building

• Develop Higher Education Finance Body with seed funding from Government and small contributions from enrolled students and industry grants

• Create Credit Default Guarantee fund to act as guarantor of last resort for education loans from banking system; Total Capex Spend – INR 100cr(during 2015-19) for Government seed capital for a 1000 cr fund with 10% seed amount, and 20% institute contribution

Target for 2019 • Establishing public Universities in under-served districts and geographies to improve equitable access across the state

• Launching and strengthening student scholarship schemes targeted at meritorious students in under-privileged social groups (Girls, backward castes, schedule castes and tribes) to enable them access to a high quality higher education

• Improving faculty standards by deploying a core faculty team with objective of improving faculty standards in foundation institute

• Strong vocational tie-ups to ensure student employability

• Promoting private sector partnerships for capacity building/partnerships

• Provide loans for higher education of up to 1000 cr through market based institutions

Improving state’s skill pool via foundation and career focused Institutes

Justification • Around 60-80% of graduates coming out of higher education system are currently unemployable and lack relevant technical and / or soft skills

• Further, there is a significant requirement of skilled and employable manpower in the state to promote economic growth esp. across the following industries

• Information Technology • Biotech • Food processing • Chemicals and Petrochemicals • Pharmaceuticals • Textiles and Apparels

► It is necessary to provide students with a means of livelihood by skilling

them with relevant vocational skills (in foundation institutes) or technical

skills (in career-focused institutes) for careers of tomorrow especially in

the identified sectors like Tourism, Textile, Electronics and Agricultural

sectors like Chilli, Tomato and Cotton

► Developing state’s talent pool to cater to state, national and international

economic imperatives

Investments • Policies to encourage private participation in setting up career-focused institutes critical to channel private spend

o Developing an enabling State Private University regulation (with significant financial and operational autonomy to private players



in terms of land requirement, designing of curricula, faculty hiring, freedom to launch distance / online education, setting initial fee points, etc.)

o Tax and real estate incentives of reputed private players from industry to attract them to set up private Universities esp. in focus industries / sectors

o Policies and incentives to promote industry to contribute through means of live projects, internships, visiting faculty and research labs / COEs

Target for 2019 • Establishing a ‘collaborative’ network for academia and industry driven by a core committee of key industrialists and academicians with the cause of improving industry linkages across higher education institutes in the state (can be established in association with FICCI / CII)

• Formalized industry mentorship program to provide an ‘industry mentor’ to top 20 ‘career focused institutes’ to enable strong Industry linkage across education value-chain for employability

• Identifying, developing and showcasing 10 model career-focused institutes in the state with

• Strong Industry linkage across education value-chain for employability improvement

• Strong placements with marquee recruiters • Strong reputation / ranking in the market from industry, students

and academia alike

Laying the ground work for leveraging technology in Higher Education

Justification • There is NO reliable data collection, cleansing and analytics to assess the state of Higher Education on an ongoing basis currently

• Internet penetration and availability of Smart phones is increasingly enabling ‘anytime anywhere learning’. Technology can thus be leveraged significantly to provide online access

• Technology can also be leveraged to promote collaboration amongst institutes, industry and research centres

Investments • Minimal public spend

• Policy level changes to incentivize private participation / collaboration in Higher Education

Target for 2019 • Developing technology infrastructure for accurate data capture and visibility (around student profiles, enrolments, attendance, faculty profiles, enrolments, attendance and qualifications, number of classrooms, labs, other infrastructure, assessment records, certifications, placement records, research and publications, patents, etc.)

• Adopt and implement e-Governance solutions to ensure right data capture and analysis for a real picture of HE performance

• Setting up a multi-lingual virtual University to ensure anytime anywhere access for students desirous of enrolling in higher education

• Developing and facilitating a Tech enabled architecture for collaborations amongst various academic institutes, industries and research centres



Laying the policy level/regulatory groundwork for improving quality in Higher Education

Justification • There is no Private University act in the state of AP thereby disabling private sector to participate meaningfully in Higher Education

• Governance and leadership is a significant challenge in the state with no rigorous checks and balances around the quality of higher education institutes that are being established

• The state has failed to attract good quality faculty due to lack of faculty autonomy in terms of designing their own curricula, providing industry consulting or focusing on research. Further, there are no incentives to promote innovation or research by faculty in the state resulting in poor quality of institutes

• Funding of public institutions are not performance based as a result of which there is no incentive for institutes to perform well

Investments • Policy level changes to improve quality / faculty

Target for 2019 • Promoting private participation through a conducive environment around regulations, autonomy and land acquisition

• Develop clear and transparent norms for leadership, governance and quality (such as mandatory self-declaration of financials, mandating participation of industry luminaries on board of Governors. Co-opting reputed HE institutes to define conducive norms, etc.)

• Student financing schemes to fund meritorious but under-privileged students

• Provide autonomy to faculty in order to attract bright talent from India / across the globe

• Set goals for each University / institute in collaboration with key stake-holders and link institute funding to performance across set goals. The goals can be linked to performance around research / publications, enrolments and utilization levels, placements, entrepreneurial ideas incubated, ranking / NAAC accreditation, extent of industry live projects / consulting exercises carried out, etc.

Promoting open architecture with clear communication protocol amongst academia, industry and research to improve research focused and career-focused institutes

Justification • Academia, industry and research currently operates in Silos with no communication or cross-linkages

• No significant government initiative to foster international academic / industry partnerships of higher education institutes for enriched learning experience

• Minimal student and faculty exchange with global institutes

Investments • Budget already allocated for establishing institutes of national importance

Target for 2019 • Creating a dynamic and vibrant tech-enabled education ecosystem that enables various stake-holders (students, industry, faculty, researches, volunteer-mentors) to collaborate around -

• Curricula design inputs • Visiting faculty from industry • Live projects for each student • Ongoing internships and placements



Promoting research, innovation and entrepreneurship research focused institutes

Justification • Low research focus and output in existing Universities

• Current research focused on traditional areas (agriculture, veterinary sciences, etc.), and not on new-age areas like SMAC, Design, etc.

• Minimal budgetary allocation to research with most budgetary funding being allocated to capacity building

• Absence of any structured framework to enable industry and HE institutes to collaborate and contribute in research

• Develop a nodal institute for School Teacher training and research with outreach at all districts – to enhance teaching quality through induction and in-service programs for teacher community

• Look at setting up specialised institutes across sectors to promote

research and industry aligned curriculum. Some of the institutes that

could be set up are as follows –

Institutes With central government assistance

With Private sector/Industry

participation

Under state government in Partnership with Global

institutes

Medicine ( All India Institute of Medical Sciences (AIIMS))

Petroleum University Telugu University

Architecture ( on lines of School of Planning & Architecture)

Logistics University Open University

Specialised Business School ( on lines of IIFT)

Hospitality University Virtual University

Mining ( as ISM) Social Sciences and Labour Relations University

Institute of Public Administration

Urdu University ( on line of Central University)

Entrepreneurship University Disaster Management

Sports University ( on line of Patiala Sports University)

Water Resources Management University

Arts and Craft University

Law University ( ON line of National Law School)

Energy and renewable resources university

• The state needs to develop a roadmap for setting up the institutes based on the finalization of Industry partner(s), Global Universities and the funding from the Central Government.

Investments • Budget already allocated for establishing institutes of national importance

• Increased research funding to be provided to research focused state Universities doing pioneering work in research in sun-rise sectors

• The indicative investment required for the setting up of the Universities is as follows –

7 Institutes With central government assistance

6 institutes With Private sector/Industry participation

7 universities Under state government in Partnership with Global institutes

Assumption 70% of the funding from the central government, ~ 150 cr to setup the university excluding

No funding from the state except for Land

100% funding from state, 150 cr to setup the university excluding the land



the land

Capital Spend Per University

45 cr Nil 150 cr

Total Capital Spend

315 cr Nil 1050 cr

Target for 2019 • Establishing industry sponsored / funded centres of excellence that conduct relevant and leading applied research on topics of relevance to the industry esp. in sun-rise sectors such as –

• Cyber security • Analytics, Mobility and Cloud • Biotechnology (Eg- Stem Cell research, etc.) • Industrial design • Electrical Equipment Manufacturing (Precision Engineering) • Auto and Auto Components Manufacturing • Heavy Equipment Manufacturing • Aerospace and Defence Manufacturing • Downstream Industries like Plastic & Linoleum

Target for 2024 • Develop and execute a formal research partnership framework that enables Higher Education institutes to collaborate and attract research funding from state funds as well as industry sponsors

Target for 2029 • Create an education hub that pioneers on innovation and entrepreneurship relevant for state / nation’s economic growth:

• Establish innovation Universities aimed at research, innovation and commercialization of research

• Incubate entrepreneurs and provide adequate eco-system to nurture and mentor start-ups

• Identify specific industry-relevant themes to accelerate innovation in specific industries

• Promote and incentivise performance on patents, publications and citations

4.5.3. Time lines for Interventions To achieve the

envisioned state in

2029,

transformational

and innovative

interventions would

be required across

all levers of the

higher education

system as indicated

below:

Few Initiatives

across these levers are as detailed below:

1.

Faculty

Higher education architecture

2.

Research

Strong governanand management structu7.7. 7. re

3. Partnershi

ps

4. Infrastructu

re

5. Curricula and

Pedagogy

6. Funding Higher education foundation

7. Governance/Leadership Figure 20: Higher Education Architechture



Faculty To ensure adequate teaching+ resources in Andhra Pradesh, the state should emphasize on improving

the benefits of teaching as a career. Importance should be given to factors such as industry experience,

non-requirement of doctoral degrees, pay-packages and perquisites to ensure that best talent is

available for hiring as faculty. Also, stringent evaluation criteria and reward based system should be

introduced in the system to ensure quality and performance. The following actions points would help in

ensuring the above:

Short Term (2019): R1 C1 F1

• Modify norms (relating to salary bands, qualifications, experience) relating to recruitment of faculty members to get faculty with industry and research experience; elaborate on the benefits of teaching as a career option for them

√ √

• Promote a tenure-based system in Andhra Pradesh’s higher education institutions, public and private, to retain the best talent √ √ √

• Develop a strong performance culture by introducing a rewards-based system (introduction of variable pay linked to research output / consulting assignments carried out) √ √

• Emphasize faculty development to improve the quality of teaching in higher education institutions o Incentivize/facilitate mandatory faculty development/training programs o Develop a hub-and-spoke model for faculty development and exchange amongst HE

institutes in the state

√ √ √

Partnerships Short to medium term (2019-2024):

R1 C1 F1

• Promote tie-ups/partnerships between higher education institutions and skill-based training providers to launch employment-oriented modules √ √ √

• Ensure industry interaction at all operational levels to synchronize the state’s higher education system with the requirements of industry √ √ √

Infrastructure Short term (2019):

R1 C1 F1

On the IT front, the state should aim at leveraging MOOC models to provide better access to courses and contents from across the world Digital Infrastructure

• Leverage the MOOCs model to provide access to high-quality content / courses from top institutions to millions of students across the state √ √

• Increase effectiveness of National Knowledge Network (NKN) and National Mission on Education through ICT (NMEICT) to increase access to high-quality education through content-sharing √ √ √

Medium to Long term (2024-2029):

The state should setup new institutions to address the district level skill gaps across its geography and simultaneously also look at increasing the capacity of existing institutions Physical infrastructure

• Undertake strategic expansion of the higher education system to increase access to education for all geographies while complying with basic quality standards o Set up new institutions (brick-and-mortar) to address critical regional / social gaps o Expand scale of existing higher education institutions

√ √

• Incentivize private industry participants to establish high-quality institutions in their focus areas √ √

• Allow high-quality foreign universities to open branch campuses in Andhra Pradesh √ √



Curricula and Pedagogy Government of Andhra Pradesh should develop systems to support and facilitate experiential learning.

Emphasis should be on developing critical thinking, problem solving and creative conceptualizing. The

range of the curricula should include more options to ensure development of the student outside the

core subjects. It should also include courses specific to emerging industries that would cater to future

workforce requirements. There should be a focus towards changing the framework that would allow

flexible entry and exit for students on one hand and ensure participation of industry in better absorbing

deserving students. The framework should also include a combination of face-to-face and online

delivery models that would improve the learning in the classroom. To ensure all of this the following

action points must be covered:

Short term (2019): R1 C1 F1

• Adopt a learner-centred paradigm of education with student learning and relevance being central objective √

• Provide freedom to private players to develop industry relevant curricula (enriched with live experiences) to ensure imparting of contemporary / relevant skills √ √

• Adopt a experiential approach to education (incl. higher credits / weightage for live projects and industry internships), equipping students with the skills needed to adapt to changing environments

√ √

• Introduce basic skill-based courses and enable flexibility/multiple points to enter and exit the higher education system √ √

• Introduce courses on social sciences and modules on general awareness and soft skill development √ √

• Promote blended learning using MOOCs to deliver quality education √ √

• Adopt the flipped classroom model to improve learning in the classroom √ √

Medium to long term (2024- 2029)

• Introduce multi-disciplinary courses to enable students to get broader exposure and develop a holistic worldview √ √ √

• Launch specialized courses to cater to the need for trained manpower in “industries of the future” √ √

• Develop entrepreneurial ecosystems in institutions √ √ √

4.5.4. Funding and Research Sources of funds

The current sources of funds for funding Public Universities in state of AP (and India) are largely limited

to budgets that are being allocated by State and Central government. On the other hand, the

government expenditure on higher education in developed economies (like the US) is significantly

lower. This is due to availability of multiple revenue streams (such as investment income, research

income, consulting income, other revenues, private grants, etc.) in the US. The graph below indicates

the difference between Indian and US HE revenue streams:



Figure 21: Comparative Analysis of Indian and US Revenue streams

Globally, leading world-class Universities have a significant extent of self-reliance to generate their

operating revenues

Figure 22: Revenue Mix in leading world class universities

As evident from above, reputed public Universities have diversified their sources of funds to include

research income, income from investments, tuition fees, and other income (Eg: leasing of

infrastructure, play grounds, etc.) to fund themselves.

To ensure decreased dependence on public funding, Government of Andhra Pradesh should aim at

improving private funding as well as self-revenue generation from the existing public institutes.



The following actions points would help in ensuring above:

Short to Medium term (2019-2024): R1 C1 F1

• Provide financial and tax incentives to the industry to provide grants / sponsorships to public Universities (Eg – inclusion under CSR spend, inclusion under section 80G, rebates, etc.) √ √ √

• Encourage private individuals / alumni of the institute to provide grants / sponsorships by providing naming rights and tax benefits (Eg – NS Raghavan, co-founder of Infosys; GM Rao, founder GMR Group – alumni of Andhra University)

√ √ √

• Encourage marquee industry names in the state to set-up joint research labs / centres of excellence in top 8-10 public universities in the state √ √

• Encourage and set targets for all public institutes to diversify their sources of income through consulting projects, research grants, leasing of infrastructure (seminar halls, playgrounds, classes on weekends, etc.)

√ √ √

• Policies to move away from direct grants to provision of state-backed low cost loans to public higher education institutes to incentivise financial jurisprudence √ √ √

• Develop Higher Education Finance Body with seed funding from Government and small contributions from enrolled students and industry grants √ √ √

• Create Credit Default Guarantee fund to act as guarantor of last resort for education loans from banking system √ √ √

Application of funds:

Several developed economies have already embraced a performance-based funding culture in higher

education. The examples below indicate several such cases:

Denmark:

Funding is based on the number of students who pass an exam. Institutions receive 30% to 50% of their funding based on this indicator. For instance, universities receive around $19,000 per completed bachelor degree graduate within higher technical education (which is classified as medium cost). The disadvantage of this indicator is that institutions may artificially increase pass rates of the exams to receive more funding. The model requires a strong quality assurance mechanism, professional standards among university staff, and/or other funding incentives.

France:

Funding is based on the number of students enrolled and 50% of the total budget for tertiary education is invested via formula based funding. The advantage of the French model is that it is easy to track spending and funding allocation information. The funding criterion is also easy to understand for everyone. On the other hand, the disadvantage for this indicator is the weak incentives for universities to provide quality education and ensure efficiency by avoiding dropouts during the school year and delays in student completion.

Australia:

Uses performance indicators based on The Australian Graduate Survey (AGS), a national survey of newly qualified higher education. Graduate outcomes data forms a core component of a range of performance indicators that providing information on transition of students from study to the labour market. Indicators are designed around graduation rates, graduate destinations, learning outcomes, work readiness, teaching experience, teaching resources, institutional reputation, community engagement etc. Individual Universities sign “Compacts” with the government that include the institution’s larger mission and vision and goals related to teaching, learning, targets of performance funding and research.

England:

The Higher Education Funding Council for England (HEFCE) distributes public money to universities and colleges. The recurrent funding is divided amongst teaching funding and research funding; non-recurrent funding is given for capital projects. The criterion for allotting the funding includes a mixture of the type of institution, number of students, the subjects taught and the amount and quality of research undertaken. Institutions receive most of their funding as a ‘block grant’. They are free to spend this according to their own priorities within broad guidelines students.

Planning Commission, NUEPA, World Bank Report on Higher Education, 2011 2 Coates, H. Defining and monitoring academic standards in Australian higher education. Australian Council for Educational Research (ACER), 2010, as accessed on October 24th, 2012 3 Guide to Funding, Higher Education Funding Council for England, as accessed on October 24th, 2012.



To ensure better utilization of funds, Government of Andhra Pradesh should devise methodologies for

better application of funds that is aimed at achieving specific performance targets around enrolments,

placements, industry projects and / or research. The following actions points would help in ensuring the

above:

Short to Medium term (2019-2024): R1 C1 F1

• Identify and prioritize performance targets that are to be achieved by application of funds (Eg - given adequacy of current capacity of HEIs (as discussed in earlier section), application of funds should focus more on improving quality and promoting research and innovation)

√ √ √

• Provide ‘competitive’ access to government grants through a performance-based system to incentivize and support performance (Eg – Research grant provided to institutes with strongest business case and history of performance)

√ √

• Promote provision of funding / subsidies to individuals vis-à-vis that for institutions(Eg – grants for textbooks, laptops, etc. should be provided as subsidy directly to students as against a grant to the institution)

√ √

Research focus:

Government of Andhra Pradesh should encourage mentorship and collaboration based models in the

state to ensure that every viable institute adds value to the research in the state. Efforts should also be

directed towards facilitating industry involvement in the research activities in academic institutions.

The following actions points would help in ensuring the above:


• Provide ‘research mentors’ to develop strong research capabilities at leading 8-10 research driven HE institutions in Andhra Pradesh √

• Promote collaborations between top-tier international institutions and Indian higher education institutions for high-quality joint academic research √

• Incentivize/facilitate industry involvement in research activities at academic institutions √

Medium term (2024):

• Encourage community-focused / development-oriented research at academic institutions that are relevant for a particular community / region √

Long term (2029):

• Develop centres of excellence in higher education institutions to conduct high-quality research activity √

• Promote collaborative research within academia as well as between academia and research centres √

• Attract best-in-class faculty to conduct research by providing incentives and creating a conducive research environment √

4.5.5. Governance/Leadership Wherein every sector is working towards improved governance and improved regulatory frameworks, it

becomes imperative that adequate measures are also introduced in the higher education system of

Andhra Pradesh. The state should focus towards introducing standardized self-regulatory frameworks

that would include simplified, unambiguous and transparent rules for all institutes. Subsequently the

state should also emphasize on improving the leadership across the sector to help improving the

functioning and accountability of all the institutes. The following actions points would help in ensuring

the above:




• Simplify rules and regulations to make a transparent regulatory structure √ √ √

• Recommend governance frameworks that can be adopted by all higher education institutions for self-regulation

√ √ √

• Introduce system of mandatory accreditation for all higher education institutions by independent organizations

√ √ √

• Create a differentiated governance structure based on the quality of institutions √ √ √

• Ensure accountability and transparency in the functioning of regulators and accreditation bodies √ √ √

Medium term (2024)

• Create a centralized repository of all information related to higher education; ensure mandatory disclosure for all higher education institutions

√ √ √

• Provide thrust towards internationalization of leadership √ √ √

• Separate ownership and management for effective governance; Mandate creation of effective and accountable Boards of Management (BoMs)

√ √ √

Vision Frame Work- Higher Education

Stra

tegi

c P

rio

riti

es

for

the

Vis

ion

Guiding Principles Key Themes/Anchors Strategic Initiatives Key Issues & Challenges

Improving Accessibility Empowering youth from

Excluded group with

Financial Incentives

Scholarships and Financial Incentives for Financially Backward Youth; Multiple Entry and Exit Courses for Students through MOOC (Multiple Online Courses)

Improving Gross

Enrolment Ratio in

Socially Excluded

Categories

Improving Excellence

Institutional

Partnerships with

Industries and

Universities

Adequate Infra structure and Qualified Faculty; Promoting Private Participation; Promoting Student Financing Schemes; Promoting Autonomy to Faculty

Improving Quality of

Education

Increasing Employability

Skills; Institutional and

Capacity Building

Increasing Educational

Standards by reforming

Curricula and Pedagogy

Promoting Courses on Sun shine sectors; providing training on Soft, Vocational and Technical Skills; Setting up Multi Lingual University

Low Employment and

Ensuring Employability

Promoting ICT usage in

Higher Education

Monitoring and

Evaluation

Developing technology

infrastructure for accurate data

capture and visibility; adopt and

implement e-Governance solutions

to ensure right data capture

Lack of ICT in Higher

Education

Building Strategic

Partnerships

Promoting Research in

diverse areas,

Promoting nodal

Institute for Teacher

Training and Research

Setting up specialised institutes to promote research and industry aligned curriculum; Establishing Industry Supported COES on Sunrise Sectors; Incentivizing research and supporting faculty with competent salary

Scope for Better

Research Prospects



5. SwarnaAndhra Vision 2029: Higher education in Andhra Pradesh

Andhra Pradesh has emerged has one of the top 3 developed states in India, spending 2.5% of its GSDP

on higher education. Andhra Pradesh’s higher education system has transformed in 2029 with a three

tier structure of highly selective elite research universities at the top, comprehensive universities and

specialized institutions in the middle, and an array of highly-accessible and high-quality colleges at the

bottom. While the first tier caters exclusively to furthering India’s intellectual capital, the other two

focuses on delivering economic and social value respectively. Andhra Pradesh is a knowledge hub of

India with an Education City which will have several foreign universities setting up campuses, along

with already established universities in the sunrise state.

The sunrise state has a robust higher education system with world-class universities that have been

placed on the global map attracting top corporates, well qualified national and international faculty and

a massive student population who are potential thought leaders – researchers and academics –

positioned at the helm of knowledge creation. The sunrise state has 100% accredited institutes and

several institutes having ‘A’ grade ranking which are best in class with state of the art infrastructure,

better student-faculty ratios, centres of excellence, leaders in research output, patents and citations.

The higher education institutions are highly accessible to the entire youth population in the state and in

the country, with high quality content and courses through MOOCs.

1. Top-tier research universities in the sunrise state are centres of excellence for the creation of

new knowledge, set up with the vision to emerge as national and international leaders in

research output and intellectual property. These universities will have received Government-

initiated performance-based funding and competition grants for their projects. They enrol a

selective set of talented, research-oriented students to be taught by stellar faculty. Faculty and

students at the university attract handsome research grants and exhibit the greatest

international diversity.

2. The second tier of industry-aligned professional education institutions in Andhra Pradesh has

seen the greatest growth over the last two decades. Focused on quality teaching and producing

highly employable graduates, these institutions are a passport to white-collar jobs in a

knowledge economy. They impart knowledge and technical know-how on the one hand and

broad-based critical thinking and problem-solving skills on the other to produce well-rounded

industry leaders.

3. The last cluster of broad-based highly-accessible universities is reaching eligible and deserving

students in the country. They offer a wide range of courses aimed at providing a holistic

education to India’s masses, and play a major role in promoting equity and access. Their

distinguishing characteristic is a varied student population with significant regional and

linguistic diversity and a balanced gender profile. They rely heavily on online methods of

teaching and learning, enrol a sizeable number of mature students and offer both part-time and

full-time options.

The sunrise state has achieved a high GER of 50%, gender disparity of 1, achieved learning outcomes

such as 20% home grown Nobel laureates, achieved 90% employability of graduates with industry

relevant skills and talent. The state has also become a supply centre of highly employable talent to the

rest of the world; among them are entrepreneurs and executives of the future, industry-ready and



highly sought after. The sunrise state with its developed human capital and high R&D spend through

the Innovation and Start up policy will make it one of the top contributing states in India to improving

its Global Innovation Index (GII) to top 30 and increasing total entrepreneurial activity (TEA) in the

world.



6. Annexures

Annexure I Investments

Particulars 2015-2019 2019-2022 2022-2029 Source of Funding

Setting up New Schools in 2117 Habitations 43 State& Central

Toilets- Boys 297 State

Toilets- Girls 17 State

Schools with Computers 86 State& Central

Schools with Computers Labs in Upper Primary Schools 170 128 State& Central

Schools with Physics, Chemistry and Biology Labs 1545 1545 1545 State & Central

Adult Literacy Central

Integrating Anganwadis with 41363 Primary Schools 538 289 State

Unified Training Institute for Teachers & Faculty 50 25 25 State

ICT Enabled Monitoring System 50 35 15 State

Scholar ships- Pre & Post Matric 3317 *** *** State

18 Colleges in Under Served Districts

Graduate Colleges 72 18000 PPP

Intermediate Colleges 4 Public

COEs in Higher Education 24 Public

ICT Technology in Higher Education 150

Total 6363 2022 19585



Annexure II District-Wise State Universities in Andhra Pradesh

District wise State Universities in Andhra Pradesh

S.No University Name University Head Office Districts Covered

1 Andhra University Visakhapatnam Visakhapatnam

Vizianagaram

2 AdikaviNannayya University Rajahmundry East Godavari

West Godavari

3 Dr.NTR Health University Vijayawada -

4 Acharya Nagarjuna University Guntur Guntur

Prakasham

5 S.V.University Tirupathi Chittoor

6 Sri.Padmavathimahila University Tirupathi Chittoor

7 Sri.KrishnaDevaraya University Anantapur Anantapur

8 Yogi Vemana University Kadapa Kadapa

9 Dravidian University Kuppam Chittoor

10 Krishna University Machilipatnam Krishna

11 Rayalaseema University Kurnool Kurnool

12 VikramaSimhapuri University Nellore Nellore

13 Dr.B.R.Ambedkar University Etcherla Srikakulam

14 JNT University Anantapur Anantapur

15 JNT University Kakinada East Godavari

16 Rajiv Gandhi University of Knowledge Technologies

Idupalapaya Kadapa

17 DS National Law University Visakhapatnam Visakhapatnam

18 Dr.Y.S.R. Horticulture University Venkatramannagudem West Godavari

19 Sri Venkateswara Vedic University Tirupathi Chittoor

20 Sri Venkateswara Veterinary University Tirupathi Chittoor

Source: APSCHE Statistical data 2014-15



Annexure III Scholarships and Schemes in School and Higher Education

S.No Head Offered by Scheme

1 Govt of AP AP State Minorities Finance Corporation (APSMFC)

Pre Matric Scholarships (For Minority Community Students)

2 Govt of AP AP State Minorities Finance Corporation (APSMFC)

Post Matric Scholarships ( For Minority Community Students)

3 Govt of AP Social Welfare Department Incentive Scholar Ship ( For Minority Community Students)

4 Govt of AP Disabled Welfare Department (DWD) Scholarship for Bright Scheduled Caste (SC) Students

5 Govt of AP Disabled Welfare Department (DWD) Pre Matric Scholarships for Disable Students

6 Govt of AP Disabled Welfare Department (DWD) Pre Matric Scholarships for Mentally Regarded Students

7 Govt of India National Council of Education Research and Training (NCERT)

National Talent Search (NTS) Scheme/ Examinations (NTSE)

8 Govt of India Dept of School Education and Literacy, Ministry of Human Resource Development (MHRD)

National Merit cum Means (MCM) Scholarship Scheme

9 Govt of India Ministry of Minority Affairs, Govt of India Pre Matric Scholarship Scheme ( for Minority Community Students)

10 Govt of India Ministry of Social Justice and Empowerment

Pre Matric Scholarship for Other Backward Classes (OBC) Students


Pre Matric Scholarship for Children of Those Engaged in UnClean Occupations

12 Govt of India Ministry of Minority Affairs, Govt of India Post Matric Scholarship scheme ( For Minority Community Students)


Post Matric Scholarship scheme ( For Scheduled Caste Students)

14 Govt of India Ministry of Tribal Affairs Post Matric Scholarship scheme ( For Scheduled Tribe Students)


Post Matric Scholarship scheme ( For Backward Class Students)

16 Govt of India Ministry of Minority Affairs, Govt of India Maulana Azad National Scholarship Scheme for Meritorious Girl Students Belonging to Minority Communities

17 Govt of India Ministry of Women and Child Development Balika Samridhi Yojana (BSY)

18 Govt of India Department of School Education & Literacy, Ministry of Human Resource Development

Incentives to Girls for Pursuing Secondary Education


National Scholarship for Persons with Disabilities

20 Govt of India Funded by Dept of Science and Technology ( DCT), Ministry of Science and Technology

Kishore Vaigyanik Protsahan Yojana KVPY)

21 Govt of India Ministry of Women and Child Development ( MWCD)

National Child Award for Exceptional Achievement

22 Govt of India National Council of Education Research and Training (NCERT)

Chacha Nehru Scholarship for Artistic and Innovative Excellence



Annexure IV Schemes and Scholarships in Higher Education

Details of Schemes

S.No Scheme Description State/

Central Sector Remarks

1 Prathibha Scholarships State Higher

Education

To support Backward Category Students and/or girl Students

from Andhra Pradesh, with an annual income of below one

lakh are eligible to apply for this scholarships. Financial

Assistance is provided to the students in their higher

education.

2 Rajiv VidyaDeevena/Rajiv Vidya

Mission State

Higher

Education

State Government Mission tasked with the Implementation of

SarvaSikshaAbhiyan (SSA), RMSA, RUSA

3 NTR Vidyonnathi Scheme State Higher

Education

Hostels and Study Circle scheme for the Backward Sections.

YSR Study Circle is NTR Vidhonnathi

4 Skill Development Mission Central Higher

Education Skill Development Centre at Vijayawada

5 RashtriyaUchhtarShikshaAbhiyan

(RUSA) Central

Higher

Education

RashtriyaUchchatarShikshaAbhiyan (RUSA) is a Centrally

Sponsored Scheme (CSS), launched in 2013 aims at

providing strategic funding to eligible state higher

educational institutions

6 National Scholarships Central Higher

Education

To provide financial assistance to meritorious students from

poor families to meet a part of their day-to-day expenses

while pursuing higher studies. The scholarships are awarded

on the basis of the results of senior secondary examination.

82000 fresh scholarships per annum (41000 for boys and

41000 for girls) for graduate/post-graduate studies in

colleges and universities and for professional courses, such

as Medical, Engineering, etc. could be provided.

7 Post-Doctoral Research Fellow

(Scheme) Central

Higher

Education

Financial assistance is provided to youth below 32 yrs. under

CSIR-Nehru Science Postdoctoral research Fellowship

Scheme

8 Junior Research Fellowships for

biomedical sciences Central

Higher

Education

Indian Council for Medical and Research supports Junior

research fellows financially

9

Department of Science and

Technology grants and

fellowships

Central Higher

Education

Department of science and technology sponsor scholar ships

for youth in innovation and research

10

DST's Scholarship Scheme for

Women Scientists and

Technologists

Central Higher

Education

The "Women Scientists Scheme (WOS)" has been evolved in

this context, by the Department of Science and Technology

(DST) for providing opportunities to women scientists and

technologists between the age group of 30-50 years who

desire to return to mainstream science and work as bench-

level scientists.

11

Biotechnology fellowships for

doctoral and postdoctoral

studies by DBT

Central Higher

Education

Government of India, Ministry of Science and Technology

established the Department of Biotechnology

12

Rajiv Gandhi

National Fellowship for SC

students to pursue higher

education such as M. Phil. and

Ph.D.

Central Higher

Education

Rajiv Gandhi National Fellowship during the financial year

2005-06 to increase opportunities to Scheduled Castes for

pursuing higher education leading to degrees such as M.Phil.

and Ph.D

13

Ramanujan Fellowships for

brilliant scientists and engineers

from all over the world

Central Higher

Education

Science and engineering research board- government

sponsors youth to complete PhD

14 JC Bose National Fellowships - Central Higher

Education

The Government has instituted two National Research

Fellowships- Ramanujan Fellowship and J.C. Bose Fellowships



to give a boost to scientific research in the country.

15 Sports Authority of India

promotional schemes Central

Higher

Education

National Sports Talent Contest Scheme (NSTC) - for Sub-

Junior level trainees, Army Boys Sports Company Scheme

(ABSC) - for Sub-Junior level trainees, SAI Training Centres

Scheme (STC) - for Junior level trainees, Extension Centre of

STC /SAG, Special Area Games Scheme (SAG) - for Junior

level trainees, Centre of Excellence Scheme (COX) - for

Senior level trainees

16

Scholarship Schemes for ST

Students by Ministry of Tribal

Affairs

Central Higher

Education

Central Sector Scholarship Scheme for ST students

introduced from the academic year 2007-08 with the

objective of encouraging meritorious ST students for pursing

studies at Degree and Post Graduate level in any of the

Institutes identified by the Ministry of Tribal Affairs for the

purpose.

17 Post-metric Scholarships for SC

/ST students Central

Higher

Education

Post Metric Scholarships enables a considerable number of

Scheduled Caste students to obtain post-metric and higher

level of education resulting in their overall educational and

economic development. The Scheme provides for 100 per

cent Central Assistance to the State Governments and UT

Administrations over and above the respective committed

liability of the State/UT

18 Scholarships for Minority

Students Central

Higher

Education

The objective of the scheme is to award scholarships to

meritorious students belonging to economically weaker

sections of minority community so as to provide them better

opportunities for higher education increase their rate of

attainment in higher education and enhance their

employability.

19 Online Minority Students Welfare

Scholarships System Central

Higher

Education Centre of Excellence Scheme (COX) - for Senior level trainees

20 Jawahar Knowledge Centres State Higher

Education

State Govt. supports colleges to train students on

employability and communication skills

21 Government Degree Colleges In

Tribal Areas (Riad) Central

Higher

Education

Note: The schemes are targeted towards:

• Ensuring quality higher education and vocational education

• Imparting students with skills that will make them employable and suitable for entrepreneurship, and for further education and research

• Identifying needs of the industry and establishing vocational centres in order to collaborate with the industry

• Capacity building and skill development for existing employees to improve their productivity and

• To develop the State into knowledge hub for the entire world



Annexure V

School Monitoring Mechanisms

Key Indicators to Track Progress Level of Disaggregation Currently Being

Tracked?

Means of

Verification

Gross Enrolment Ratio By level of education, geography, gender and marginalized groups/community

Yes UDISE

Transition Rates By level of education, geography, gender and marginalized groups/community

Yes UDISE

Dropout Rates By level of education, geography, gender and marginalized groups/community

Yes UDISE

Percentage of schools with a computer By level of education and geography Yes UDISE

Percentage of schools with required laboratories

By level of education and geography Yes UDISE

Percentage of schools with a playground By level of education and geography Yes UDISE

Percentage of schools with ideal Pupil Teacher Ratios

By level of education, subject and geography

Partial UDISE

Percentage of teacher who have received 90 days of in-service training

By level of education and geography Yes UDISE & TEMIS

Percentage of head teachers who have received training on leadership and gender sensitization

By level of education No UDISE & TEMIS

Percentage of teachers for whom a career progression plan has been prepared and filed

By level of education, geography, gender and marginalized groups/community

No UDISE & TEMIS

Percentage of schools visited by MRCs/CRCs (academic audit visits)

By level of education and geography Partial UDISE

Percentage of schools visited by BRCs/CRCs (administrative audit visits)

By level of education and geography Partial UDISE

Percentage of schools reporting the use of CAL in classroom teaching

By level of education and geography No UDISE

Percentage of schools reporting the use of ABL in classroom teaching


Percentage of schools reporting art & craft classes


Percentage of schools reporting music & dance classes


Learning outcomes By level of education, geography, gender and marginalized groups/community

Partial

National Assessment Survey& School Assessment Survey

Percentage of students opting for vocational modules/courses


No UDISE

Percentage of students provided with apprenticeship opportunities


No UDISE



Annexure III

Stakeholder Consultations

S.No Name of the Person Designation and Department Date of

Consultations

1. Mr. Krishna Murthy-Secretary Secretary

Andhra Pradesh State Council for Higher Education April 20th 2015

2. Dr.SkJeelaniBasha (Professor)

Mr A Narender (Lecturer)

Professor

State Council for Education Research and Training, Andhra

Pradesh

April 30th 2015

3. Mr. Ramesh Reddy (RTE Forum)

Mahita (NGO), May 5th 2015

4. Ms Sukanya, UNICEF Education Specialist,

UNICEF May 6th 2015

5. Dr Shanta Sinha Mr Venkat Reddy

Founder

MV Foundation May 7th 2015

6. Prof Galab CESS (Centre for Economic and Social Studies) May 6th 2015

7. Smt.Sandhya Rani Commissioner

Sarva Shiksha Abhiyan May 8th 2015

8.

Mr.David

Dr.Srinivas

Ms.Vimala

AGO-Commissionerate of Collegiate Education

Chief Coordinator

April 28th 2015

9.

Mr. Satyanarayana

Mr.Gyana Sagar

Ms.Sumana Sri

Commissioner-Board of Intermediate

Deputy Director

Assistant Director

July 17th 2015



Annexure VI

Institutes in Andhra Pradesh that are ranked in top 500 in India

S.No Institute Rank City

1 Gandhi Institute of Technology and Management 90 Visakhapatnam

2 Jawaharlal Nehru Technological University, Kakinada 98 Kakinada

3 Andhra University 112 Visakhapatnam

4 Acharya Nagarjuna University 143 Guntur

5 Sri Venkateswara University 200 Tirupathi

6 Krishna University 265 Machilipatnam

7 Rashtriya Sanskrit Vidyapeetha 280 Tirupathi

8 NTR University of Health Sciences 285 Vijayawada

9 Sri Venkateswara Institute of Medical Sciences 301 Tirupathi

10 Sri Padmavati Mahila Visvavidyalayam 359 Tirupathi

11 Yogi Vemana University 373 Kadapa

12 Dravidian University 418 Kuppam

13 Adikav iNannaya University 419 Rajahmundry

14 Rayalaseema University 421 Kurnool

15 Damodaram Sanjivayya National Law University 432 Visakhapatnam

16 Vikrama Simhapuri University 441 Nellore

17 Sri Venkateswara Veterinary University 447 Tirupathi

18 Sri Venkateswara Vedic University 451 Tirupathi

Source: 4International Colleges & Universities- 4icu.org accessed on 22nd April 2015

http://www.4icu.org/reviews/12087.htm




















Annexure VII

Indicators School Education

Sl. No.

Name of Indicator All

India AP

AP Position

State with 1st position

Performance 2014-

15 2015-

16 2016-

17 2017-

18

1 GER (Primary) 101.36 94.14 29 Manipur 149.15 89.18 95 100 105

2 GER (Upper Primary) 89.33 77.2 34 Sikkim 138.84 80.17 85 90 100

3 GER (Secondary) 76.64 68.1 33 Lakshadweep 127.61 73.7 76.8 81.4 90

4 NER (Primary) 88.08 88.9 12 Nagaland 99.39 82.23 90 95 100

5 NER (Upper Primary) 70.2 68.06 26 Delhi 93.26 70.64 75 80 85

6 NER (Secondary) 45.63 39.14 32 Tripura 87.95 44.9 49 50 55

7 Transition Rate (PS to UPS) (2012-13)

89.58 97.29 9 Telangana 99 93.17 95 97 98

8 Transition Rate (UPS to Sec.)

91.95 98.1 4 Pondicherry 99.62 96.27 97 98 99

9 Dropout Rate (Primary Level)

4.67 3.2 12 Pondicherry 0.34 3.26 2.5 1.5 0.1

10 Dropout Rate (Elementary Level)

4.17 3.24 13 Himachal Pradesh

0.47 3.4 3 2 1

11 Dropout Rate (Secondary Level)

14.54 3.37 2 Telangana 2 3.17 2 2.5 0.67

12 Pupil Teacher Ratio( PTR) Elementary Level (Govt. Schools)

26 21 8 Andaman &

Nicobar 9 20 19 18 17

13 Pupil Teacher Ratio( PTR) Secondary Level

26 23 8 Mizoram 9 22 22 22 22

14 Gender Parity Index Primary

0.93 0.94 16 Meghalaya 1 0.94 0.95 0.96 1

15 Gender Parity Index Upper Primary

0.95 0.95 16 Meghalaya 1.13 0.95 0.96 0.97 1

16 Gender Parity Index Secondary

0.89 0.96 6 Lakshadweep 1.17 0.96 0.98 0.99 1

17 Literacy Rate 73

(2011 Census)

67.41 (2011

Census) 30 Kerala 100 77.93 79.91 82.38 84.81



Annexure VIII

Indicators Higher Education

S.No Indicator Unit Base Value 2019 2022 2029

1 Access – GER % 20.02% 20.02% 35% 50%

2 Equity - Gender Disparity % 7% 3% 1% < 1%

3 Equity - Caste Disparity % 7% 3% 1% < 1%

4 Equity - District Disparity %

5 Relevance - Employability of graduates % employable 20-30% 35% ~50% ~90%+

6 Quality - # of Universities in top 100 # 6 8 10 > 20

7 Quality - % of 'A' grade institutes # 22% 40% 50% 75%

8 Excellence - % of PG students % 15.60% 17% 19% 25%

9 Excellence - # of institutes of national importance # 0 7 9 10

10 Excellence - # of research institutes in top 100 (India) # 2 7 9 10



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