'Gunotsav' - Enhancing the Quality of Education
Education Department - Government of Gujarat

A. Problem Analysis

 1. What was the problem before the implementation of the initiative?
Education is the process of human empowerment for better & higher quality of life. Primary education is the foundation on which the development of every citizen and the nation as a whole is built on. In recent past India has made huge progress in terms of increasing primary education enrollment, retention, regular attendance rate and expanding literacy to approximately two thirds of the population. In primary education, notable focus and efforts have been on enrollment, and have brought a fair share of success for the same. Gujarat has achieved encouraging results in terms of enrolment, retention and school infrastructure in primary education. The enrolment in primary education was reported as 98.29% and school dropout was reported as 8.66% in 2009. Various initiatives resulted in development of infrastructure and resources which could be measured on a quantitative scale.While all these initiative were successful in their vision, the need to measure qualitative outcomes in the primary education was always a desired aspect. Increased enrolment and retention along with adequate infrastructure facility in the school should be reflected in improved learning outcomes of children. It was realised at this stage that better access and inputs in schools were by themselves not enough, and further success in retention required meaningful quality education. Poor quality of education resulting in weak learning outcomes at each stage of education was thus seen as the prime challenge in education. The reduction of dropout rates and increased enrolment were measurable butmapping and subsequent evaluations of these quantitative numbersand their linkage to quality of primary education imparted at school was a gap area. The learning outcomes of children were not being monitored. The data collection and analysis system called DISE was covering the access and availability of resources. However, use of resources and community participation was not covered under DISE. Therefore the comprehensive school report card inclusive of all the aspects of school education was critically required for transforming school education. The concern for learning outcomes and quality provided in primary education resulted in Government of Gujarat to deliberate upon various enhancement programs for learning improvement. A need was also felt to bring in accountability and to address gaps in the quality of learning. There was also emphasis on instilling a sense of ownership, accountability & sensitivity towards quality of education among all the stakeholders involved in the primary education. The need was not only to measure the qualitative and quantitative parameters but also to provide participants with key improvement plan. Considering above situation the State Government started an initiative known as Gunotsav as an accountability framework including mass assessment process as its central platform that focuses on the evaluation of quality education, reviews utilization of basic facilities and community participation in schools. Gunotsav (celebration of quality) is an accountability framework for elementary education to ensure quality education for each child in the State. This is a critical tool to ensure quality education at elementary level as envisaged by the Right to Education Act (RTE) 2009.

B. Strategic Approach

 2. What was the solution?
The Government of Gujarat launched an annual large scale school assessment called Gunotsav initiated by Hon’ble Chief Minister of Gujarat. Senior State representatives led by the Chief Minister, Chief Secretary along with Civil service officers and more than 3000 Class I & II Government officers visit primary schools and evaluate various aspects of primary school education in Gujarat. Government officials visit more than 8500 primary schools over three days to assess learning outcomes. All 34000 Government schools are covered under self-assessment whereas around 30% schools are covered by through external evaluators. The Government of Gujarat has taken a sequential approach for improvement in primary education system in the state. In order to achieve Millennium Development Goal-2 “To achieve Universal Primary Education”, substantial progress was achieved in terms of increased enrolment and decreased dropout. Further, a range of initiatives like the Chief Minister’s Kanya Kelavani Nidhi, Vidya Lakshmi Bond Scheme, Vidya Deep Scheme, recruitment of teachers and creation & up gradation of infrastructure through computer labs, school rooms and sanitation blocks has been implemented successfully. It was realised at this stage that better access and inputs into schools were by themselves not enough and further success in retention required meaningful quality education. Poor quality of education resulting in weak learning outcomes at each stage of education is the prime challenges in education.To realize the goal meaningfully with improvement in retention the state has initiated steps towards quality primary education. The efforts then broadened into addressing the issue of quality which is the soul of this exercise. A need was felt to address gaps in the quality of learning, to bring accountability and increase stakeholder and community participation with awareness about quality education. For this purpose, the Government of Gujarat launched an annual assessment program across all schools called Gunotsav. The entire State Government machinery was mobilized to evaluate quality of primary education and to grade teachers and schools. This campaign was marked by strong political will, state leadership and commitment of all government officials. Gunotsav has helped the state to take a holistic stock of elementary education including learning outcomes of children, co-scholastic activities in the school, status on use of infrastructure in the school and community participation in the school. Further the department officials at all levels, teachers and community at large became sensitized regarding quality primary education. In addition to that they all started working cohesively for attaining desired level of learning outcomes. The Gunotsav drive assessing students, teachers and schools has now entered its fourth consecutive year of implementation. Due to awareness regarding Gunotsav and follow-up of the same, the number of poor performing (Scoring 0 to 2 grade points out of 10) schools have reduced from 4.2% in 2009 to 0.4% in 2013, the number of high performing (Scoring 8 to 10 grade points out of 10) schools have increased from 1 % in 2009 to 9.8% in 2013. The state could categorize teachers, schools, clusters, blocks and districts according to their performance. A comprehensive school report card is also generated according to the performance of schools in the fields of students learning outcomes, co-curricular activities, community mobilization and use of resources.

 3. How did the initiative solve the problem and improve people’s lives?
Features which make Gunotsav a unique initiative are: Gunotsav is among the largest assessment programs of its kind. It measures not only academic parameters but also co-scholastic parameters that influence the overall development of children. It also aims at providing integrated solutions to improve the performance of schools on these measured parameters through its various programs targeted at students, teachers and other stakeholders. Such large scale assessment of all schools across the state in one-go and validation in 30% of schools by external evaluators is an innovation by itself. Gunotsav is not only an assessment program but has follow-up remedial actions in at various levels starting from the individual child to the policy at the state level. The children are given remedial as well as enrichment support in the classroom as part of remedial teaching program and training of teachers is designed according to hard spots of teaching and learning which were observed as result of Gunotsav. Child Tracking for learning outcomes seems to be a prime innovation by itself. Effective use of IT in school assessment is also an innovation by itself, wherein all evaluation formats and student assessment booklets are digitized and results are generated accordingly.

C. Execution and Implementation

 4. In which ways is the initiative creative and innovative?
In Gunotsav there is detailed planning for the exercise, with development of formats, conducting phase I and phase II assessments and recording, analyzing and acting upon the assessment results for remedial action. The State wide exercise involves self-assessment on learning levels, community participation and co-scholastic activities of all children and on the maintenance and utilization of infrastructure & stakeholder participation by the school known as Phase I. Similarly, Phase II consists of external evaluation of 25% of the schools by the Chief Minister, all ministers and more than 3000 officers including all IAS, IPS, IFS and Class I & II Government officials for three consecutive days. Phase I Self Evaluation by teachers Each school is given “School self evaluation booklets” with instruction and guidelines for conducting the assessment on scholastic, co-scholastic parameters, community participation and use of resources. All students are assessed on their learning levels; by conducting assessment for reading, writing and numerical skills of all children studying in primary schools (Std 2 to 5) and subject knowledge of all children studying in upper primary sections (Std 6 to 8) for all subjects through OMR sheets pre-printed with students' name. Phase II Officers Assessment in Schools Uniform sample coverage is ensured in all blocks and each cluster. Visits of the officials to the schools are not predetermined. Education department prepares the list of clusters having 8 to 10 schools in each cluster. The officers are oriented on selection of three schools considering above strata and select three out of 8 to 10 schools’ cluster in a random manner. Thus all schools have to be in readiness for the assessment. The officers and their team spend an entire day in one selected school with school evaluation booklets and child wise report cards based on Self-Assessment. The officers carry out scholastic and co-scholastic assessment join the children for the mid-day meal, review the school’s basic facilities on matters of safety and utilization of resources and also the status of community participation. After school hours, the officers interact with parents and take views and suggestions for the school. This encourages the participation by parents and makes them aware on their role in school activities. Online data The last step is to upload school evaluation information on the Gunotsav website– www.Gunotsava.org. However, from the current year officers are not required to upload the student assessment related information since the OMR based evaluation formats which are scanned for analysis are used for assessment. Online monitoring of the students/teachers /schools and verification is done at every stage through the portal as the results of all the phase are kept public on the web-portal of Gunotsav (www.gunotsava.org). Third Party Evaluation: Diagnostic test is conducted for sample schools in each District by Educational Initiatives as third party audit. Pratham ASER has conducted process evaluation of external evaluation and UNICEF carries out follow-up program of Gunotsav known as remedial teaching program. Remedial Teaching: The data analysis is done in such a way that learning outcomes wise results of each child is made available to teachers. Accordingly, teachers undertake remedial program in their respective class/subject. The remedial teaching program as follow-up of Gunotsav resulted in mainstreaming of 1.26 million students (2010), 0.56 million students (2012) and 0.46 million students (2013) through remedial classes. Child Tracking System for Learning Outcomes: All the children are given unique ID and childwise sch0lastic achievement is available online for longitudinal tracking. Institutionalization: Since this is the fourth year of Gunotsav implementation in the state, the further plan of implementation involves institutionalization of Gunotsav processes which would be based on continuous monitoring and support to schools through child tracking, mentoring, peer learning, strengthening field functioning, volunteer support and deepening stakeholder participation.

 5. Who implemented the initiative and what is the size of the population affected by this initiative?
• Hon’ble Chief Minister, all ministers and more than 3000 officers including all top level Indian Administrative Services (IAS), Indian Police Services (IPS), Indian Forest Services (IFS) and Class I & II Government officials visit more than 8500 primary schools over three days to assess learning outcomes, and are the major stakeholders of the project. • Apart from the department officials, Ministers, Members of Parliament (MP), Members of Legislative Assembly (MLA), District Collectors, District Development Officers (DDO) and other senior officers, President & members of Panchayati Raj Institutions (PRI), Municipal Corporation dignitaries (Mayor, Municipal Commissioner, Corporators& Corporation Officials) and Co-operative Society participate in Gunotsav. • Parents and school management committee (SMC) are involved for constant views and suggestions for educational activity carried out in schools. This makes the parents feel confident and satisfied because they can understand the schools activities and monitor their children. • Gunotsav also has enhanced stakeholder’s participation with collaborative participation of organizations like UNICEF, Educational Initiatives (EI), American India Foundation (AIF), Care India and Pratham. UNICEF organizes evaluation of Gunotsav’s follow-up program known as Remedial Teaching; EI conducts diagnostic test to validate as well as to identify hard spots of learning, EI also helps the Education department to analyze the data and overall design of Gunotsav; Pratham carries out process evaluation during external assessment. • There is good integration and convergence among all departments functioning under Education Department viz. Department of Primary Education (DPE), Sarva Shiksha Abhiyan (SSA) and Gujarat Council of Education, Research & Training (GCERT). The IT support including Gunotsav web portal is provided by iNDEXTb. ), The whole line of Education Department including District and block level officers, Block and Cluster Level Coordinators, Head Masters and all primary school teachers are at the forefront of this exercise.
 6. How was the strategy implemented and what resources were mobilized?
• The strength of Gunotsav is that it is a State initiative with close coordination between different departments and the participation of almost the entire top brass of the State. Officers from Departments other than education are encouraged to participate in Gunotsavand give their perspectives and thoughts to meet the overall objectives of the program. • The Education Department of Gujarat State, teachers, students and parents are key stake holders of Gunotsav. Education department plans, executes, analyzes, acts and finishes the initiative every year. There is a high level of involvement of Department of Education and its constituents, the State Council of Education Research and Training, Sarva Shiksha Abhiyan, Director Primary Education, DIET teams, Text Book Board and Industrial Extension Bureau (iNDEXTb). The self assessment process is monitored by Block Resource Centre Co-ordinator (BRCC) and Cluster Resource Centre Co-ordinator (CRCC). The web portal developed is a store house of data for primary education in Gujarat and is used for planning annual activities at state, district and block levels. The child tracking system for learning outcomes is being developed jointly by these partners. • The role of the Education Department is vital and begins well in advance of the actual visits during phase II. It continues till the results are known, analyzed and remedial plans are drawn and executed. • Gunotsav also has enhanced stakeholder’s participation with collaborative participation of organizations like UNICEF & Pratham. UNICEF organizes evaluation of Gunotsav’s follow-up program known as Remedial Teaching. UNICEF had deputed external field investigators to conduct third party audit of Remedial program. Pratham had participated in providing hand holding support to teachers during remedial teaching program. • The Gunotsav portal acts as a resource for tracking the school, children and each block/cluster’s development has been a prominent one. The portal provides the much required transparency, accountability which enables active participation and engagement from all the stakeholders. The website is simple in design and has all the relevant information related to Gunotsav, with instructions for each process in the local language. Web based online data is available for first phase as data is captured instantly through scanning of Self-Assessment Optical Marking Reader (OMR) sheet. • Online monitoring and verification is done at every stage through the portal. Various districts are allocated to different officers in the Department of Education / senior management. Each officer tracks the data entry for the allocated schools of the district to ensure that the entry process is completed on time. The greatest strength of Gunotsav website has been prompt report generation of the assessment conducted in the two phases. • It is a convergence model requiring very minimal use of extra funds.

 7. Who were the stakeholders involved in the design of the initiative and in its implementation?
Major outputs of the Gunotsav program: • Coverage in all 34000 government primary schools across all 26 districts of the state. The self evaluation allows for assessment of over 5.4 million school children. • Focus on Learning Outputs: Because of Gunotsav, the State could take a holistic stock of elementary education including learning outcomes of children, status on use of infrastructure in the school and community participation in the school. Further the department officials at all levels, teachers and community at large became sensitized regarding quality in primary education. In addition, it led to more cohesive working together for attaining desired level of learning outcomes. The state could categorize teachers, schools, clusters, blocks and districts according to their performance. • Enhancement in quality of Education: Due to awareness regarding Gunotsav and follow-up of the same, the number of poor performing (Scoring 0 to 2 grade points out of 10) schools have reduced from 4.2% in 2009 to 0.4% in 2013, the number of high performing (Scoring 8 to 10 grade points out of 10) schools have increased from 1 % in 2009 to 9.8% in 2013. Comprehensive school report card is also generated according to the performance of schools in the areas of students learning outcomes, co-curricular activities, community mobilization and use of resources. • Remedial classes to Enrichment in Education: Improvement in learning level of children who required specific support from teachers was observed. Around 1.26 million students in year 2010, around 0.56 million students in year 2012 and 0.46 million students in year 2013 were covered through remedial classes as follow up of Gunotsav. • The Gunotsav process has been studied with visits and engagement from states like Madhya Pradesh, Orissa, Uttarakhand, Tamilnadu and Rajasthan to replicate the process adapted to their state program. It is recognized as a best practice in the 12th Five Year Planning Commission which shows that Gunotsav has provided an adaptable and transferable model at the national level. Gunotsav can be adapted across the country to create a nationwide platform for improving quality in Elementary Education.

 8. What were the most successful outputs and why was the initiative effective?
Monitoring the progress of the activities carried out in Gunotsav was done in following ways; • Self Assessment: All schools carry out self assessment by teachers regarding learning outcomes of children, co-scholastic activities of school, community participation and use of resources. The self assessment process is monitored by BRCC and CRCC. • External Assessment: Since all the schools are aware that any of the schools can be visited by external evaluators, this awareness itself generates sense of sincerity among teachers during self assessment process. In this way, the external assessment is a major monitoring and validation stage during Gunotsav. • Online monitoring of the students/teachers /schools and verification is done at every stage through the portal as the results of all the phase are kept public on the web-portal of Gunotsav (www.gunotsava.org). Periodic review meetings were also held at State, District and Block level. • Monitoring by External Parties: o Assessment of post Gunotsav Remedial class program by UNICEF: The remedial program as follow up of Gunotsav program was carried out in all the schools. The regular monitoring system through BRC-CRC coordinators was providing handholding support to teachers as well as monitoring the progress made by each child. The consolidation of data at all level was done at each level. Apart from that, UNICEF had deputed around 350 Field Investigators for the term-end assessment of Remedial teaching program and collected data from 10% of the total schools. During the execution of three-month remedial program, UNICEF had also deputed consultants to monitor the program. o Pratham had evaluated the process of external Evaluation in which a team of representatives from Pratham were observing the process being carried out at school level as part of external evaluation and they also interacted with external evaluators as well as other stakeholders too. o Education Initiatives conducts Diagnostic Test in 50 schools of every district, just after external evaluation as part of Gunotsav to validate the data as well as to diagnose actual gap of learning outcomes. The results of diagnostic test and Gunotsav assessment are of similar pattern which can be correlated positively. This positive correlation reveals the reliability of data collected through Gunotsav. • Since Gunotsav gives child wise data, child tracking with linked teacher profiling and teacher support has become possible. Child tracking is nothing but the longitudinal trend system of monitoring for learning outcomes.

 9. What were the main obstacles encountered and how were they overcome?
• Slow internet connection/ Gujarat State wide Area Network (GSWAN) connectivity in some areas in initial phase of the implementation of the project which was resolved by some technical expertise. • Reluctance/Resistance of the staff in carrying out the assessment of students/teachers/schools and uploading the results on the web-portal. • Coverage all 34000 schools with deepening of assessment framework. • First three Gunotsav’s were able to provide data up to classroom level; therefore longitudinal tracking of child was not possible. To overcome all the above issues, the state government have come out with OMR based Evaluation system which does not require uploading of assessment data at any level. Further the longitudinal tracking of children according to their learning outcomes became possible. Tracking of Teacher and Teacher profiling is also now possible. This IT solution has helped teachers and officers in focusing more on the actual tasks to be performed rather than spending time for uploading data. Due to above strategic change, the state is now capable of assessing all children in the school rather than sampled classrooms or sampled learning area like reading or writing.

D. Impact and Sustainability

 10. What were the key benefits resulting from this initiative?
• The benefit of Gunotsav is that it helps the Government in formalizing/modifying its policies in the field of primary education. F0r instance the learning levels of children were poor at elementary level because of poor foundation at Standard 1 & 2 in the areas of reading, writing and basic arithmetic skills. Therefore the State Government has introduced Gujarat Specific Activity Based Learning (ABL) model that has been piloted and being scaled up. • School and Teachers performance in Gunotsav has increased by year-on-year basis for all the students. Gunotsav helps the schools relook at their status and put in efforts for areas of improvement. For instance use of library has increased. Morning assembly in the schools became more meaningful for enhancement of students’ holistic development. • The State has observed strong fundamental growth in learning levels across the state. The number of poor performing (scoring 0 to 2 grade points out of 10) schools have reduced from 4.2% in 2009 to 0.4% in 2013, the number of high performing (scoring 8 to 10 grade points out of 10) schools have increased from 1 % in 2009 to 9.8% in 2013. • Diagnostic test is conducted every year after Gunotsav. The results of diagnostic test are validating the results of Gunotsav. This positive correlation reveals the reliability of data collected through Gunotsav. • The assessment of performance across districts instils a spirit of healthy competition between students of backward & tribal districts like Banaskantha and Tapi perform at par with students of advanced districts like Ahmedabad and Anand. • Teachers started level wise teaching by forming groups and encouraged peer learning for supporting children who were lagging behind. Since the learning gap is identified for individual child, it became easier for teacher to support the child accordingly. Teachers are also provided with training support by State level experts through videoconferencing for major hard spots of learning. • The remedial teaching program as follow-up of Gunotsav resulted in mainstreaming of 1.26 million students (2010), 0.56 million students (2012) and 0.46 million students (2013) through remedial classes. • Due to Gunotsav, every block in a district and every school make their own plan for improving outcomes. • Block level seminars are organized for teachers with educationists as resource persons providing guidance on how the teachers can concentrate on improving learning levels. • A resource pool of activities in subjects like arithmetic and language for practice work has been created for children. • The state has done Memorandum of Understanding (MoU) with Indian Institute of Management (IIM), Ahmedabad for recognizing innovations in primary education. Basic purpose of this exercise is dissemination of innovative practices in schools with peer sharing. The innovation cell has been established in all 26 District Institute of Education and Training (DIET). More than 6500 innovations have been submitted to IIM and these are being shared internally with process documentation in the joint endeavour to improve quality.

 11. Did the initiative improve integrity and/or accountability in public service? (If applicable)
• Holistic approach to quality: Gunotsav is an effort to systematically improve the learning levels. Its emphasis on quality as a holistic term including scholastic and co-scholastic achievement, community participation and use of various resources available in the school. Covering all government primary schools, it is beginning to make an impact on the proper utilization of resources through effective planning, implementation and monitoring. The framework has been a relatively simple way of communicating ideas, policies and concerns to a range of stakeholders. • Adaptable evolving model: Gunotsav by its nature is a continuing evolving process. For instance, initially it was catering to assess reading, writing and arithmetic skills in Standard 3 to 8. Presently, it covers subjects like Social Science, Environmental Science, Hindi, English and Algebra & Geometry in Mathematics. Further, when Gunotsav was started the maintenance of physical infrastructure was assessed whereas optimum use of infrastructure is assessed at present. As a framework it is adaptable and sustainable. • Improvement in convergence: Gunotsav program has improved intra-departmental and inter-departmental convergence for quality primary education. • Low cost model: Being a convergence model it requires minimal use of extra funds thus ensuring sustainability of the program. • Activity based learning (ABL): Introduced in 7500 primary schools and strengthened for improving the teaching learning processes in the classroom (Pragnya- Gujarat specific ABL program) which is to be scaled up in all schools across the state by the end of 12th Five Year Plan period. • Vertical expansion to include Secondary schools: After successful implementation of Gunotsav in Elementary Schools, the Secondary schools also are now covered under Gunotsav. It shows vertical expansion of the program. • Horizontal expansion to include private schools: First three Gunotsav’s were organized in Government schools only, but the private schools are also covered in Fourth Gunotsav. It shows horizontal expansion of the program. • Coverage of other linguistic medium: Till Gunotsav 3 it was organized in Gujarati Medium Schools only, but from Gunotsav 4 it has been organized in other Medium of schools namely Hindi, Udia, Tamil, Telugu and Urdu. • School Recognition with learning outcomes: The State RTE Rules 2012 are unique in incorporating learning outcomes in the process for school recognition. Gunotsav is a vital tool to assess school performance for school recognition and is under further development as a base for school accreditation. • Remedial & Enrichment Work: Initially, remedial teaching programs were organized as follow-up of Gunotsav whereas enrichment program has also been initiated from Gunotsav4. These are now essential elements of regular teaching and learning process. • Replicability of the process: The Gunotsav process has been studied with visits and engagement from states like Madhya Pradesh, Orissa, Uttarakhand, Tamilnadu and Rajasthan to replicate the process adapted to their state programs. It is recognized as a best practice in the 12th Five Year document (Planning Commission) which shows that Gunotsav has provided an adaptable and transferable model at the national level. Gunotsav can be adapted across the country to create a nationwide platform for improving quality in Elementary Education.

 12. Were special measures put in place to ensure that the initiative benefits women and girls and improves the situation of the poorest and most vulnerable? (If applicable)
• Holistic vision for quality: The pre requisites of quality like teachers, infrastructure, training, etc. do not necessarily result in quality. Gunotsav has been evolved as a framework providing a holistic view of quality including scholastic, co-scholastic achievement, community mobilization and use of resources. • Awareness of Quality education: Gunotsav has generated awareness regarding quality of education among all departments linked to education as well as other departments. It has deepened awareness of parents and community about aspects of quality in education as a whole. o Officials visit the schools during Gunotsav; especially the far flung and normally inaccessible areas of the state not only ensure balanced monitoring of the entire primary education system but also act as a huge motivation for all the stakeholders. o Gunotsav provides platform for healthy competition amongst schools and teachers which in turn results in achieving the desirable quality goals. o Gunotsav, in its own way is encouraging and paving the way for Continuous and Comprehensive Evaluation (CCE). Teachers became more sensitized towards conducting various co-scholastic activities in the school. It has helped in the holistic development of children. • Child Tracking System for learning Outcomes: The cumulative progress report card of every child can be strengthened by using Gunotsav data so that the parents and teachers can know the strengths& areas of improvement for particular child in each subject. • School Recognition: Gunotsav framework has prepared ground for school recognition for private schools under Right to Education (RTE). • Remedial School Assessment and accountability: Teachers were more prepared with suggestion on remedial teaching for improving learning levels. Through Gunotsav and follow up measures for training and fair share of inputs from Officers, parents and the community - a sense of accountability is being inculcated in the teachers. • Strengthening processes at cluster level and micro planning: Intense follow up with the Cluster Resource Center Coordinator (CRCC) can work on improving the learning level of children in their cluster schools. Mentoring and peer learning components in the program are now being strengthened. • From Campaign to institutionalization: Presently Gunotsav is organized in campaign mode which is now under transition as a continuous activity for quality improvement. Strengthening education cadres is part of the agenda. From an evaluation drive conducted by external evaluators for 3 days it is now being converted into continuous mentoring with schools being given handholding support for quality improvement. Mentors are to be selected from retired teachers and teacher educators, university professors, youth groups and peers too. • Low stake program model with continuous focus on quality: Gunotsav has been consciously developed as a low stake program with continuous building on small achievements towards enhancing quality in education. • Gunotsav continues to: - Bring about awareness among teaching staff and people in general - Prepare teacher profile linked with child tracking - Assess the co-scholastic facilities provided by the schools - Assess the utilization of infrastructure, mid-day meal scheme and sanitation facilities of the school - Put in order plans to further develop the quality of education.

Contact Information

Institution Name:   Education Department - Government of Gujarat
Institution Type:   Government Department  
Contact Person:   Sangeeta Singh
Title:   Principal Secretary - Primary Education  
Telephone/ Fax:   +91-79-232513006/ +91-79-23254697
Institution's / Project's Website:  
E-mail:   secedu-pri@gujarat.gov.in  
Address:   Block 5, Floor 8, New Sachivalaya
Postal Code:   382010
City:   Gandhinagar
State/Province:   Gujarat
Country:  

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