UNICEF, Odisha, India
November 2018 to On-going
- Standardized data repository of HR, infrastructure and academic indicators across the Teacher Training Institutes (TTIs).
- Digitization of unified academic calendar to monitor the progress against the published annual academic calendar.
- Support in policy making by providing evidences through dashboard and system generated reports.
- Designing checklists for capturing HR, infrastructure and academic information of 6 different types of TTIs as per the guidelines of MoHRD.
- Digitizing the checklists for data collection using handheld devices and desktops with online/offline capability.
- Web based application for monitoring of academic calendar with role-based access to relevant institutions.
- System generated consolidated/institution wise reports for informed decision making.
- Application for tracking the attendance of teacher educators.
- Provision to capture feedback of teacher educators.
- Data repository of HR, infrastructure and academic indicators across all TTIs.
- One stop monitoring solution for all TTIs – CTE, Training colleges, DIET, BITE, ETEI and IASE.
- Unified academic calendar for all TTIs.
- GIS based interactive dashboard with alert and notification system to enable real time tracking of TTIs.
- State and college level factsheet on selected indicators and level of disaggregation.
- Online repository to capture success stories, guidelines and relevant knowledge products for the TTIs.
Kanya Sampurna Project
CARE India, Tamil Nadu, India
May 2018 to September 2019
KSP is a programme conducted by Care, India in Tamil Nadu. The objective of the programme is to improve the overall development of the girl child with special focus to Health, Education and Livelihood. An online MIS system was conceptualized to support programme monitoring, evaluation, learning and information sharing about the periodic implementation status as well as outputs and outcomes of the programme in relation to the KSP programme’s M&E Strategy.
Multi sector thematic intervention project requires robust Monitoring and Evaluation plans and tools to track reach, outcomes and impact through seamless coordination between three sectoral (Health, Education and Livelihoods) intervention teams. Considering the challenges involved in managing reporting requirements and data management, the project aims at building an IT based solution for real time data management as data will be generated at various platforms such as Anganwadi centre, primary and middle schools, adolescent girl forum, community library and livelihood service. Additionally, the project also aimed to track the performance of the field level service providers.
Developing a software for transition project in UP (UDISE)
May 2017 to December 2017
SDRC developed a software for the Transition Project which is to be implemented in 17 districts of Uttar Pradesh in 2017-18. The software maps every child vis-a-vis Upper Primary and Secondary schools, and help plan on enrolment of each and every child, monitoring progress and generating reports on achievements.
Roll out of performance tracking system for educational attainments(e-SAMIKSHA) (Phase -II)
UNICEF, Odisha, India
December 2015 to December 2016
To consolidate and expand "e-samiksha" for improved data analysis, dissemination, capacity building of educational personnel and administrators at state and district levels to promote evidence-based decision making. Additional enhancements included enabling SMS and email based reporting to facilitate real-time corrective measures and compliance, modification and rolling-out the administrative module of the application in line to generate profile creation and other requisite modifications in consultation with Department of School and Mass Education and UNICEF.Download Snapshot
E-Samiksha (Phase I), UNICEF Odisha
UNICEF, Odisha, India
April 2014 to March 2015
E-Samiksha seeks to digitise the state-wide monitoring mechanism used by the Department of School and Mass Education (DSME), Odisha to track improvements in the quality of elementary education in Odisha. It involves continuous monitoring of around 70 thousand schools every month by around five thousand Cluster Resource Centre Coordinators (CRCC) and other field functionaries with the help of several quality indicators covering the following Key Performance Areas (KPA):
- School Environment
- Curricular Components
- Other-curricular Component
- School-Community Linkage
- School Management
- Mid Day Meal
The data is uploaded at the block level on an online platform. The uploaded data is aggregated and fed into a dashboard to indicate the current status, rank, and key trends for specified indicators.
MIS for higher education in Bihar
World Bank, New Delhi, India
January 2014 to March2014
- Build a map of the different types of datasets that currently exist on higher education.
- Compare the data that exists across datasets to see to what extent there is duplication or whether different sources for the same data have resulted in differences in reported and recorded information.
- Assess the existing capacity at universities and colleges to develop and use a MIS.
- Build capacity in the Education Department in anticipation of participation in RUSA on how to use of the data available in the MIS for planning and monitoring of the higher education system.
Siksha Ka Haq Abhiyan (SKHA), UNICEF Assam
UNICEF, Assam, India
September 2013 to June 2014
The Siksha Ka Haq Abhiyan, a year long campaign, aims to raise public awareness about the Right to Education (RTE) Act, 2009, and mobilize communities to ensure RTE compliant schools. In Assam SKHA was launched on November 11, 2011 with high political commitment. A total of 27 NGO partners were identified by SSA to implement the SKHA initiatives in their respective districts. With a view to harness data to guide effective policy development, analysis and monitoring, from March 2013, these 27 NGOs were tasked to collect data on key indicators relating to the status of RTE implementation in the State.
Data was collected using a 12 page monitoring format from around 40 thousand schools which covered information relating to particulars of the school, environment and attendance, teachers, number of working days and hours, infrastructure, inclusion, equal treatment to all, quality issues and school management. This school wise information, as submitted by the NGOs was further analysed by SDRC and presented as a dashboard to provide users with "ready to use" data for wider dissemination. The solution included both DevInfo adaptation as well an offline dashboard.
Strengthening the Kasturba Gandhi Balika Vidyalaya (KGBV) Component of Girls' Education Programme, Odisha
Odisha Primary Education Programme Authority (OPEPA) supported by UNICEF, Odisha, India
September 2011 to December 2011
Supported UNICEF Odisha and OPEPA (Odisha Primary Education Programme Authority), Government of Odisha, in Strengthening Girl Child Education Programme in Odisha. Prepared booklet on Kasturba Gandhi Balika Vidyalaya (Elementary School Residential Schooling Programme for Girls); Prepared Hostel Management Guide towards increasing gender sensitivity in the school/hostel environment.