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Introduction :

Sarva shiksha Abhiyan (SSA):      flagship   programme of Government of India which   aims at providing   quality   elementary to all children in the age group of 6 to 14 years. The NCF, 2005 also emphasizes the need for improvement in the quality of education. In the context of elementory of education following quality dimensions have been indentified.

1. Basic infrastructure and facilities.
2. Management and community support.
3. School and classroom enrollement.
4. Curriculum and teaching learning materials.
5. Teacher & Teacher preparation.
6. Opportunity time (Teaching and learning Time)
7. classroom practices and processes.
8. Learners assessment and monitoring and supervision.

   With a view to managing the quality of elementary education under Sarva shiksha Abhiyan, the MHRD through NCERT. put in place a massive programme of monitoring quality dimensions of elementary education throughout the country during 2005-06. The dept of elementary education, NCERT in consultation with TSG and MHRD, Government of India developed a set of Quality Monitoring Tools (QMT) which consulted of 14 formats and 3 analytical sheets. Different aspects of quality dimensions covered in these formats were,

1. Children’s attendance
2. Community support and participation.
3. Teacher & teacher preparation.
4. Curriculum and teaching and learning materials
5. classroom process; and
6. Learner’s assessment, Monitoring & Supervision.

Adequate, regard inclusive and continuous monitoring, supervision and feedback are the most important keys to successful implementation of any educational programme.
      The field experience and relevant data here shown that there has been considerable. progress in access, enrollment and retention of children but quality issues still need to be addressed and monitored.
      As per NCERT guidelines, QMT are revised. The consolidated progress is sent to NCERT half yearly. These formats throw light on attendance, community. Participation, classrooms transaction levels Viz; School, Cluster, blocks, district and state. The monitoring process involved assessing of progress, diagnosing strengths and weakness and taking of progress, remedial measures according to needs of teachers, schools and related educational functionaries. The objective was to help states/UTs to institutionalize quality monitoring system with self sustained feedback mechanism.

Activity and Progress

Quality Monitoring Tools Progress for the year 2012-13.

Q M T Formats

>> School level format

>> Monitoring tools for Teacher, Head Masters and Cluster Resource Persons.

>> District level format

>> Cluster level format

>> Block level format

Q M T 2014-15