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Coming soon: 'Shaala Siddhi' framework to evaluate and improve schools
For improving the quality of school education, the School Standards & Evaluation Framework (SSEF), known as 'Shaala Siddhi' has been launched by National University of Educational Planning and Administration (NUEPA).

The step has been taken to enable schools to evaluate their performance in a more focused and strategic manner and to facilitate them to make professional judgments for improvement, informed the Minister of State (HRD), Upendra Kushwaha in a written reply to a Lok Sabha question on July 17.

The NUEPA website states that in a major step towards comprehensive school evaluation as central to improving quality of school education in India, National Programme on School Standards and Evaluation (NPSSE) has been initiated under the aegis of Union Ministry of Human Resource Development.

“NPSSE visualizes ‘School Evaluation’ as the means and ‘School Improvement’ as the goal. It refers to evaluating the individual school and its performance in a holistic and continuous manner leading to school improvement in an incremental manner,” it adds.

It further informs that the major objectives of NPSSE are to develop a technically sound conceptual framework, methodology, instrument, and process of school evaluation to suit the diversity of Indian schools; to develop a critical mass of human resource for adaptation and contextualisation of the school evaluation framework and practices across states.

The SSEF comprises seven ‘Key Domains’ as the significant criteria for evaluating performance of schools, it is claimed. The framework has been developed through a participatory and mutual consensus approach on 'How to evaluate diversified Indian schools for Incremental Improvement ’. Also, the School Evaluation Dashboard has been developed both in print and digitized format, it is said.

However, I feel that in education, diversity among schools, their situation and contexts upon which high stake evaluation frameworks get imposed is an example of a mistaken philosophy of pedagogy subscribing for standardisation, uniformity and similarity. Learners are diverse, they are not standards. Rather, bring schools and community together for common interest in learning by children and support it through inclusion trough flexibility and making schools dynamic leaning communities.

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