Punjab, Chandigarh among top 5 in Performance Grading Index 2019-20

Punjab Polity and Governance

09-Jun-21

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Education Minister Ramesh Pokhriyal ‘Nishank’ approved the Performance Grading Index (PGI) 2019-20 for States and Union Territories (UTs) in which Punjab, Chandigarh, Tamil Nadu, Andaman and Nicobar Islands, and Kerala have got the highest grade of A++.
The major purpose of PGI is indeed to create an environment that nudges States/UTs to continuously improve its performance.
19 states and UTs have shown improvement by 10 per cent (36 points) or more in the PGI domain: Governance Process. Andaman & Nicobar Islands, Andhra Pradesh, Arunachal Pradesh, Manipur, Punjab, Rajasthan & West Bengal show improvement by at least 20 per cent.
Andaman and Nicobar Islands, Arunachal Pradesh, Manipur, Puducherry, Punjab and Tamil Nadu improved their overall PGI score by 10 per cent—that is 100 point or more.
As many as 13 states and UTs have shown improvement by 10 percent (15 points) or more in ‘Infrastructure and Facilities’ while Andaman and Nicobar Islands and Odisha have improved their scores in the domain by 20 percent or more.
In ‘Equity’, Arunachal Pradesh, Manipur, and Odisha have shown an improvement of more than 10 per cent.
In ‘Governance Process’, 19 states have shown improvement by 10 per cent (36 points) or more. “Andaman and Nicobar Islands, Andhra Pradesh, Arunachal Pradesh, Manipur, Punjab, Rajasthan and West Bengal have shown improvement by at least 20 per cent (72 points or more).
The PGI for States and Union Territories was first published in 2019 with reference year 2017-18.
The index has been prepared with 70 parameters to “catalyse transformational change in the field of school education.”
The PGI: States/UTs for 2019-20 is the third publication in this series. “The PGI exercise envisages that the index would propel States and UTs towards undertaking multi-pronged interventions that that will bring about the much-desired optimal education outcomes.
The PGI helps the States/UTs to pinpoint the gaps and accordingly prioritise areas for intervention to ensure that the school education system is robust at every level.