National Consultation On Kasturba Gandhi Balika Vidyalaya A Visionary Initiative August 11- 12, 2008 Report
National Consultation On
Kasturba Gandhi Balika Vidyalaya
A Visionary Initiative
August 11- 12, 2008
Report
Proceedings of the National Consultation on Kasturba Gandhi Balika Vidyalaya
Scheme (KGBV)
The National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV)
Scheme was held on August 11-12, 2008 at NIE, NCERT, New Delhi. The Consultation
was attended by officials from Ministry of Human Resource Development, New Delhi,
State Project Directors of different states, eminent academicians from Universities,
Centres of Higher Education, NCERT’s own experts, representatives of Non-
Governmental Organizations and various stakeholders of the scheme such as students,
teachers and warden of KGBV.
The objectives of the Consultation were to :
• Identify issues pertaining to the effective implementation of KGBV scheme
• Evolve suitable solutions for strengthening the scheme
• Suggest recommendations for future direction
The two day deliberations initiated in-depth discussions on different thematic
areas such as – KGBV : An Initiative of SSA for Girls Education; Exclusion, Inclusion
and Equity : Problems and Solutions; Text, Context and Quality : Integrating Gender
Sensitivity; Recruitment, Posting and Capacity Building of Teachers : From a Gender
Lens; Building Awareness of Health Nutrition and Hygiene; Financial Management :
Strategies for Partnership among Government, and Civil Society and Envisioning KGBV:
Future Prospects.
The session wise description of the Consultation is as follows :
Inaugural Session
Professor K K Vashishtha Welcome Note Professor Krishna Kumar
Opening Remarks Professor Roop Rekha Verma Keynote Address Shri A K Rath, Secretary Presidential Address Professor Neerja Shukla Vote of Thanks
Rapporteurs Dr. Sandhya Sangai, DEE Dr. Sushma Jaireth, DWS
The inaugural session began with a welcome note by Professor K.K.
Vashishtha. He welcomed the members and mentioned that the KGBV scheme was an
important initiative targeting girls who have dropped out and those who were unable to
continue their education, due to several socio-economic reasons. As the scheme is already
in operation, it is an opportune time to organize a National Consultation, that would
deliberate on teething problems faced by the scheme. Some of them relate to recruitment
and posting of teachers, teachers’ salary and provision of infrastructure facilities. He
stated that the scheme was widely accepted by the community and has got positive
responses from all the quarters and in blocks where it has been implemented.
Professor Krishna Kumar, Director, NCERT, in his opening remarks mentioned
that Sarva Shiksha Abhiyan (SSA) is currently the most important initiative in the context
of school education, where deepest churning is taking place. SSA activities are reaching
those pockets of the country which are most difficult and hard to reach. He reflected upon
the contributions and involvement of different Department’s of NCERT in furthering the
objectives of SSA. The Department of Women’s Studies (DWS) has also joined in
promoting the cause of girls education, which is an integral part of SSA. The organization
of the National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV) scheme an
important flagship programme for girls under SSA and the present Consultation is a step
in this direction. The theme of the Consultation is very original and is meant for uplifting
the girls belonging to rural and marginalized groups of the society. He shared some of
his experiences about his visits to KGBV’s at Saharanpur in Uttar Pradesh and one
KGBV located near Chennai. These experiences strengthened his belief about the
immense potential of the scheme and also in helping recover the losses that girls faced in
being pushed out of formal schools due to multiple reasons.
This Consultation would look into the possible policy implications this scheme
would have in giving a second chance to those girls who have dropped out. It would also
explore possibilities of changes or modifications required for making the scheme truly
responsive to the educational needs of girls belonging to SC, ST, OBC, Minority and
those from BPL backgrounds. In this connection he also mentioned that it is important to
know what are the minute details of the scheme, what factors help in its positive
implementation and some of the major hurdles faced such as recruitment and transfer of
teachers and the environment at KGBV.
In context of the scheme he stressed upon the role of teachers. He stated that
teachers of KGBV should be radical and revolutionary in their outlook and should be
much above the prevailing stereotypes in the society. Another issue that needs urgent
attention was the use of teaching and learning materials in KGBVs. He suggested that the
new textbooks prepared by NCERT in the light of NCF, 2005 and the position paper on
‘Gender Issues in Education’ may be referred for developing materials for KGBV
students. He mentioned that the major issue in KGBV is not related to enrolment and
retention but how knowledge is constructed and whether this knowledge links girls with
their lived reality.
Professor Roop Rekha Verma, eminent scholar and former Vice Chancellor of
Lucknow University gave the Keynote address. She stated that KGBV was the first
politically correct step in the field of girls’ education as it focuses on the most
marginalized and deprived sections of the society. She added that while the scheme
appears to be laudable in its conception, great care should be taken in its implementation.
She was particularly concerned about the transmission of stereotypes, that is often
visible in schemes designed for promoting girls’ education. She urged the august
gathering to think of radical steps that could be introduced in KGBV so that education
provided through this scheme is a powerful tool for empowering girls and also becomes
an instrument for social change.
She added that the major challenge that KGBV needs to address is not merely
regarding curriculum and textual materials but also the pedagogy and environment of
KGBV. She suggested that the teacher in KGBV should encourage students to question
and foster in them the quest for seeking knowledge. In other words the teachers must
infuse in children the skills of critical thinking so that they constantly ask questions and
search for an answer.
Ms. Vrinda Sarup thanked NCERT for organizing the consultation. She stated
that the two days deliberations would help in identifying key interventions for
strengthening the scheme. She said KGBV was a revolutionary initiative and was
designed with a specific objective of bringing back to the folds of education the dropout
and never enrolled girls. Since KGBV is a residential school and the teacher and the
taught stay in each others company for twenty four hours, it is important to think
differently for development of these girls. In this regard Ms. Sarup mentioned the Report
prepared by the Core Team set up in 2007 for evaluating KGBVs. She said that the
enrolled girls in KGBV had immense potential and these girls would act as catalysts and
change agents once they go back to the society.
She added a positive note by stating that all provisions of SSA are available to
KGBVs. States need to strengthen the scheme by adopting policy of convergence with
other schemes in operation and also evolve suitable strategies for mobilizing funds for
sustenance of the scheme. In this regard she mentioned few states have already taken
steps for providing additional funds from their reserve to KGBVs.
She appreciated Professor Verma’s suggestion of how KGBVs should try and
attempt to break stereotypes and prevailing gender biases in the society. She added that
members of the National Consultation should contribute in generating rich body of ideas
and workable strategies based on their own experiences to empower girls. A positive
aspect of the scheme is its social acceptability and ownership among all stakeholders. She
hoped that in due course of time KGBV would emerge as institutions of excellence. She
informed the house that the there is a proposal for up-gradating KGBV upto the
secondary level. Some states like A.P. and Uttarakhand have already increased the
educational level upto the secondary stage at their own initiative and borne the financial
expenditures required for it.
Shree A.K. Rath, Secretary, MHRD complimented NCERT and its constituent
Unit Department of Elementary Education and Department of Women’s Studies for
organizing the present consultation. He stated that this scheme drew its inspiration from
Kasturba, who contributed in promoting education among the people of Champaran,
especially when Mahatma Gandhi was busy in addressing the causes of the indigo
farmers of West Champaran. She took the initiative of running the ashram, hospital and
school for the children. She specially made efforts to educate girls. He shared his
experiences gained through his visits to many KGBVs and stated that this scheme was the
heart and soul of girls education and of SSA as well. He shared some of his concerns
about the scheme that relate to the following:
• Lower participation of Muslim girls
• Making all KGBVs in states fully operational
• Training of teachers and staff of KGBVs
• Undertaking studies to identify causes of dropout of girls from KGBV
Some of the recent steps taken by Government of India for strengthening the KGBVs
was also stated by him. They relate to the provision of boundary walls in all KGBVs for
ensuring the safety and security of girls. He also mentioned that the department is trying
to upgrade all KGBVs upto secondary level and he hoped that in future all the blocks
would have a KGBV. There are presently 6000 blocks in the country and about 2,500
KGBVs have been opened. This means an addition of 3,500 KGBVs are needed in
covering the remaining blocks. He added that there is a need to have one model
secondary school for girls in every block for which necessary process has been initiated.
He hoped that the two day Consultation would discuss issues related to KGBVs
such as women teachers, provision of toilet for girls and gender sensitive training of
teachers and staff of KGBVs.
Professor Neerja Shukla, Head, DWS thanked the experts, of the National
Consultation. She stated that the consultation would look into broader issues related to
the scheme that require specific policy input. Also, concerns relating to the organizational
aspect, including problems related to teacher recruitment and posting, teacher sensitivity
towards the socio-psycho issues concerning girls would be discussed and deliberated in
the Consultation.
Session I
Theme : KGBV : An Initiative of SSA for Girls’ Education
Chairperson : Ms. Vrinda Sarup
Initial Remarks: Dr. Rashmi Sinha
Discussant : Dr. Rajesh Bhushan
Rapporteurs: Dr. Neeraja Rashmi, DWS
Ms. Mily Roy Anand, DESSH
The session was chaired by Ms. Vrinda Sarup. Ms. Sarup gave a brief overview
of the functioning of the KGBV scheme in Bihar and Uttar Pradesh and hoped that the
consultation would raise important issues such as recruitment and quality of teachers,
strengthening of the curriculum, capacity building of teachers, etc.
Dr. Rashmi Sinha appraised the participants about the functioning of KGBV
schools in Uttar Pradesh. She stated that KGBV being a flexible scheme provided space
for innovation to the teachers regarding curriculum planning and its transaction. While
commenting on the process of teacher recruitment and their capacity building she
expressed her concern regarding their non-availability due to remoteness, lack of family
accommodation facilities and proper working conditions. She pointed out that health
issues of girls is a major concern which requires provision of adequate funds. As regards
evaluation, she stated that flexibility in terms of duration of examination needs to be
considered.
Dr. Rajesh Bhushan presented an overview of the KGBV scheme in Bihar which
adopts model III. He focused on three important issues i.e., Identification and Enrolment,
Management and Future Directions. Regarding identification, he was of the view that the
participation of NGOs can play an effective role in terms of increasing enrolment and
retention of girls and identifying teachers. As regards Management, he stated that there
needs to be a convergence of various schemes so that budgetary constraints may be
resolved. Regarding the Future Direction, he suggested that the scheme should be
upgraded upto secondary level and that one KGBV in each district may be converted into
a resource centre so that it could act as a role model for other KGBVs. The Issues that
were flagged by both the presenters are stated below :
• Need for a mechanism for the redressal of abuse faced by girls
• Existing physical facilities in KGBV are moderate such as availability of one
toilet for 100 girls
• Availability and retention of teachers in KGBV is a major challenge of the
scheme. Many teachers trained by Mahila Samakhya joined formal Government
Schools and this created a serious problem in teaching and learning process
• Health of girls in KGBV is an important area of concern and budgetary provisions
are inadequate in this regard
• Future of KGBV girls continue to remain an issue of uncertainty
• Lesser Enrolment of Muslim girls in KGBV
• Content knowledge of teachers are not up to the mark
• Exploring the possibility of convergence of funds in states
Session II
Theme : Exclusion, Inclusion and Equity
Chairperson : Dr. Padma Velaskar
Initial Remarks: Dr. Nandini Manjrekar
Discussants : Ms. Latika Gupta
Repporteurs : Dr. Kanan Sadhu, DEGSN
Dr. Padma Velaskar mentioned that girls education was critical and one should
be clear about its purpose. In the present context it was important to examine how the
intersection of gender, class and caste go along with the well conceived idea of common
school system. She raised a pertinent question about how can education and scheme like
the KGBV compensate for the existing social inequalities existing in the society.
Dr. Nandini Manjrekar stated that literature available on KGBV did not
mention the socio-economic background of girls enrolled in KGBVs. She expressed her
concern about the safety and security of girls staying in residential schools. She was
concerned whether KGBVs had mechanism for redressal of grievances. She added that
the agenda of KGBV should not be minimalist in nature. She expressed her concerns of
what relocation of girls from their families to a new social milieu provided by KGBV
would mean to them and their families. What were the existing strategies for including
girls from diverse socio-economic background. According to her an innovative scheme
like KGBV should not limit itself to mopping girls from marginalized group and address
only issues of survival and access but it should go beyond it.
Ms. Latika Gupta was appreciative of the scheme but she felt that the scheme
needs to be looked at critically. Based on her visits to some KGBV’s of Uttar Pradesh,
Karnataka and in Tamil Nadu, she felt that the academic rigour in the scheme was
missing. Girls enrolled in KGBV were not able to acquire competencies for passing
classes 8 and 10 examinations. She also stated that teachers of KGBV need special
orientation and gender sensitivity for handling girls from diverse socio- economic
background. Courses offered in KGBVs should dismantle stereotype and help girls
envision different role other than being “good mothers and wives”.
Issues flagged in the session :
• Mechanism for redressal of grievances of girls and parents.
• Absence of an exhaustive database on enrolled KGBV girls.
• Agenda should not be minimalist
• Lack of academic competencies in different disciplines
• Academic and vocational courses in KGBV should not have elements of biases
and stereotypes
• Absence of linkages of courses in KGBV to institutes of higher and vocational
education.
• Lack of facilities such as playground, science labs and library facilities
Session III
Theme : Text, Context and Quality
Chairperson : Dr. Purva Bhardwaj
Initial Remarks: Dr. Sharada Balagopalan
Discussants : Dr. Gouri Srivastava
Dr. Mona Yadav
Repporteurs : Dr. Ranjana Arora, CG
Dr. Kirti Kapoor, DOL
The session was chaired by Dr. Purva Bhardwaj who stated that the scheme was
a timely intervention as it gave second chance to girls who have dropped out from formal
schools. She stated that KGBV scheme had much diversity in text and in the teaching-
learning processes.
Dr. Sharada Balgopalan mentioned that KGBVs use the same textbooks which
states prepare for the government schools. Girls in KGBVs are those who have earlier
dropped out from the formal schooling system using these books. After a long gap they
have again joined the system and use the same textbooks. This is a critical issue, which
needs careful thinking. The other issue is teaching learning process in the KGBVs.
Teaching is challenging in these schools. Teachers in this system have to share greater
responsibility than the other systems. They have to negotiate with the curriculum
alongwith providing life skill training and integrating gender perspectives across different
areas. Teachers have also to critique the textbooks, which often project an urban, male,
middle-class, bias. Different textbooks and study materials need to be prepared for these
girls in which enough spaces must be given to their local environment, their problems,
their interest and also their life experiences.
Dr. Gouri Srivastava mentioned that for ensuring equity and quality education in
KGBV there is a need to provide additional materials that infuse gender sensitivity and
link children with life outside school. In this context she mentioned textbooks prepared
by NCERT based on NCF-2005, should be adopted, adapted and referred by KGBV
schools. The pedagogical processes should also include element of gender sensitivity in
trying to build confidence, self-esteem among girls so that they are able to face
challenges in life.
Dr. Mona Yadav emphasized upon the need for teachers to take into
consideration the diverse socio-economic background of the girls in KGBV. In the
context of textual materials she stated that textbooks used in KGBV rarely represent
diversities of different communities. The girls who enter KGBVs have different academic
standards hence the bridge courses offered to these girls should be according to their
educational requirements. There is absence of reference of women’s lives in various state
textbooks used by the girls. The teaching learning materials should be more enriching.
The major issues highlighted in the session was :
• Textual materials used in KGBV do not help in concept clarification of girls.
• Lack of additional teaching learning material for addressing contextualization,
plurality and diversities of girls in KGBV.
• Low priority is given to life skills and vocational skills in KGBV.
• Dismantling of male middle class representation in textbooks.
• Inadequate habits among KGBV girls.
Session IV
Theme : Recruitment, Posting and Capacity Building of Teachers
Chairperson : Professor Shantha Sinha
Initial Remarks: Professor Krishna Kumar
Discussants : Prof. Sharada Jain
Dr. H.K. Dewan
Dr. C.G. Venkatesha Murthy
Repporteurs : Dr. Raj Rani, DTEE
Dr. Saroj Pandey, DTEE
The session was chaired by Prof. Shantha Sinha. She stated that the role of
teacher is critical to bring out the best in children and tapping their resources is essential
for their overall personality development. Teacher orientation programmes should focus
on making teaching sensitive to handling girls from rural and marginalized groups who
have struggled to come to the portals of education. This struggle should be appreciated by
the teachers.
Prof. Sharada Jain mentioned that girls’ education is crucial for their overall
development. Girls enrolled in KGBV are from the most marginalized sections and their
inner potential needs to be nurtured by the teachers. In the context of teacher orientations
programmes she mentioned that teachers should be trained in such a manner that they
should attempt to bring out the hidden talents in the girls. In this regard she stated that
teachers’ motivation is essential because that is the kernel for strengthening “teaching
with joy and joy in learning”. Teacher should attempt to encourage habit of questioning
among children. The journey of knowledge should be based on a constant dialogue
between the teacher and the taught. She added that teacher and student should seek
knowledge as companions. The approach adopted by teachers should be to unravel
answers of questions asked by students. She drew attention of the house on important and
pressing problems faced by the teachers which relate to the salary structure, working
conditions, security facilities and their overall dignity.
She added that KGBV is a formal school and consists of teachers some of whom
are permanent and others are additional teachers, few are also temporary. Based on her
experience she mentioned that some of the teachers of KGBV do not have academic
rigour. The teacher is expected to constantly update content knowledge and relate theory
with practice. Education provided to KGBV girls should be able to respond to their
contextual situations. In connection with recruitment of teachers certain criteria needs to
be focused upon. They are - teachers should be excited about his/her job, want to face
new challenge and have a desire to innovate new approach to teaching.
Dr. Hridya Kant Dewan stated that the role of teacher educators in training
teachers are important. The teacher educators should be specialists in content areas and
accordingly the pedagogic process should be designed for training KGBV teachers.
While training the teachers certain core areas should be kept in mind. They are concerns
related to equity and social sensitivity. The teacher should not undermine the hidden
talent of rural girls and their attitudes towards them should be empathetic. He further
added that there is a need to look into the entire education system and improve its quality
so that parallel structures of formal education are not replicated.
Dr. C.G. Venkatesha Murthy mentioned his experiences of KGBV in
Karnataka. He stated that the girls of KGBV should not be undermined on any account.
They are much above in their competency level. The role of the teachers in KGBV was a
challenge and their effort should be to focus on their overall personality development
with component of life skills. The pedagogic process that needs to be adopted in KGBV
is to constantly uncover and discover syllabus. He added that the current in-service and
pre-service training programmes for teachers do not provide spaces for teacher to reflect.
He appreciated Mahila Samakhya experience in training teachers and their effort in
creating a rich library for children. Regular and temporary teachers of KGBV should not
take up their teaching assignments as a burden or punishment. The issues that emerged
in this session are stated below :
• Capacity building of teachers
• Service conditions of teachers
• Pre-service and in-service teachers training programmes lack sensitivity to the
socio cultural and educational backgrounds of KGBV girls
• Special incentives for teacher motivation is missing
Session V (a)
Theme : Building Awareness of Health, Nutrition and Hygiene
Chairperson : Dr. Sharada Jain
Initial Remarks: Professor Ashish Bose
Discussants : Dr. Smriti Singh
Repporteurs : Dr. Sushma Jaireth, DWS
Dr. Anjani Koul, DESM
The session was chaired by Dr. Sharada Jain, eminent gynaecologist and social
activist. She stated that the health situation of children particularly girls is a matter of
concern. She cited anemia as a major health issue affecting girls as every nine out of ten
adolescent girls in the country are suffering from this menace. She further mentioned that
anemia and malnutrition are the two sides of the same coin. Anemia is very much curable
and can be addressed by dietary supplements and balanced diet She stressed on the
teaching of reproductive health among the school girls and teachers. It is important to
educate girls regarding their own health related issues to enable them to make informed
choices.
Prof. Ashish Bose a well known demographer was very critical as regards the
health issues pertaining to the girls. He focused on the problems of female foeticide,
which according to him represents a civilizational collapse. He warned about the poor sex
ratio and increasing trend in female foeticide in some of the affluent states of India
namely Punjab, Haryana, Himachal Pradesh, Tamil Nadu and Gujarat. The phenomena of
female foeticide is prevalent in states that are economically prosperous and also have
better educational indicators. This reflects that the status of women is not linear in terms
of economic development and education. He further discussed about the National Rural
Health Mission (NRHM), which is a very planned project focusing on improving the
health status of rural girls. He also emphasized the need of yoga for KGBV girls.
Dr. Smriti Singh, presented the health scenario of KGBV Girls in Uttar Pradesh.
She focused on the status of anemia, menstrual problems, adolescent changes, food and
nutrition and hygiene for KGBV girls. She expressed her concern about the low budget
allocation for health and nutrition of the girls. The per capita grant for daily maintenance
of KGBV girls is Rs.25 per head which is very low. Issues that were flagged during
the session :
• Empowering KGBV girls in making informed choices for health.
• Exploring possibilities of introducing yoga in KGBV schools.
• Allocation of increased budget for meeting health related expenses.
• The accountability of State Health Department and other agencies involved in it
should be monitored.
Session V (b) (Parallel Session)
Theme : Financial Management : Strategies of Partnership among
Government Civil Society and Corporate World
Chairperson : Shri M.P. Vijay Kumar
Initial Remarks: Professor K.K. Vashishtha
Discussants : Ms. Shubhra Singh
Repporteurs : Dr. Mona Yadav, DWS
Dr. Y. Srikanth, DEME
The session was chaired by Shri M.P. Vijay Kumar. He stated that the funds for
running KGBV was sufficient for meeting the recurring and non-recurring expenditures.
However, due to the absence of proper guidelines for utilization of budget under different
heads, it is left to the imagination and discretion of concerned officers for its utilization.
With regards the public-private-partnership he mentioned that the States can look for
partners at local level like non-government organizations and the corporate sectors for
improving the facilities in KGBV. However, any kind of partnership entered into should
not compromise on the quality dimension of the KGBVs.
Professor K.K. Vashishtha emphasized on the importance of a manual giving
guidelines for utilization of budgets of KGBV. He added that there is no clarity about
utilization of funds and therefore a lot of unspent balance is reported in most of the
KGBVs. Quality in any organization requires four basic inputs namely-human power
resources, time, management of resources and financial resource. For financial resource
the regular fund flow from the centres to states and from states to KGBV would help in
improving the quality of the scheme. In developing partnerships the personal and hidden
motive of the partner should be explored before entering into such partnerships. He
emphasized on strengthening life skill and vocational skills in KGBV.
Ms. Shubhra Singh gave an in-depth presentation on the pubic private
partnership operating in Rajasthan. She suggested that the partners involved in the
partnerships should comprehend KGBV in a holistic manner and the interest of KGBV
should be kept in mind. While entering into such partnerships the goals of the scheme
should not be negotiable. She presented three models of public private partnership in
Rajasthan and processes involved in forming such partnerships. The major issues that
emerged in this session relate to the following :
• There is no manual indicating the guidelines for utilization of finances and there is no flexibility given to KGBV managements for utilization of funds.
• Most of the KGBV face problems of land acquisition for construction of hostels. • Financial allocations do not take into account the current cost index. • Public-Private-Partnership need to be strengthened but such partnerships should
not compromise on the quality and objectives of KGBV. • The issues of sustainability after the dissolution of partnerships is a key area of
concerns. • There is a need to make initiatives and innovations in KGBV which are local
level. • In built monitoring and regulatory mechanism for looking into the functioning of
partnerships.
Theme : Deliberations and Recommendations
Chairperson : Professor Neerja Shukla
Initial Remarks: Professor Sharada Jain
Presentation by Repporteurs: Ms. Mily Roy, Dr. Kanan Sadhu, Dr. Ranjana
Arora, Dr. Raj Rani, Dr. Sushma Jaireth,
Dr. Y. Srikanth,
Observations : Ms. Vrinda Sarup
Concluding Remarks: Professr Krishna Kumar
Vote of thanks: Dr. Gouri Srivastava
Professor Neerja Shukla chaired the session and Professor Sharada Jain gave
her initial remarks. Professor Jain stated that the scheme was unique and holistic in
nature and it is a first attempt of non-formalization of formal education system. In
connection with orientation of teachers of KGBV, she said that their training has to be
different as they address a very diverse group of children belonging to SC, ST, OBC,
Minority and BPL backgrounds. She talked about partnership in KGBV’s and mentioned
that partnership should help in promoting equality among different managing partners.
She agreed that the issue of teachers was complex because teacher recruitment in KGBVs
varied from state to state and there was no proper policy guidelines in this regard. In
some KGBVs teachers are appointed on a permanent basis where as in few they are
temporary and in others they are contractual. Despite, variations in staffing patterns there
is a need to promote a sense of ownership of KGBV among teachers
Ms. Vrinda Sarup thanked the team of NCERT and participants who participated
in the deliberations of the Consultation. She agreed that the cost of food items has
increased due to inflation and the executive committee of SSA has agreed to revise it. In
the context of infra-structure she stated that most of the problems related to it would be
taken care of once KGBVs have their own buildings. For addressing the training needs of
the teachers she mentioned that NCERT could take a lead in this direction by developing
special training modules for teachers of KGBV which could be adopted, adapted and
contextualized based on the needs of the state. With regard to TLM a package could be
developed to deal with children having different learning levels. NCERT could also help
in preparing such packages. She agreed that Science and Math laboratory and libraries
were very much needed in all KGBVs. She informed that recently 2% untied funds were
given to each district for improving quality in education and she suggested that this fund
could be utilized for meeting the requirement of the above mentioned facilities. A lot of
activities in KGBV could be handled through convergence with various departments such
as health department of the states. In some KGBVs the public private partnership was
working well, whereas in others it was not functioning properly. As a result a very
serious issue that needs to be looked into is the commitment of the partners and
sustainability of such partnerships.
Professor Krishna Kumar emphasized on the inter linkages between the
institutions of higher learning and KGBVs. He was of the view that educational reforms
begin at the margins and gradually become part of the mainstream. The KGBV scheme
could also attempt to initiate reforms that would enable girls to get mainstreamed in
education. While appreciating the scheme he expressed that it took a long time to
conceptualize such a scheme which could work effectively with right kind of
management, right synergy taking place, leaving enough space for critiquing prevalent
practices and sharing of anxieties. Since girls in these formal schools are available for
twenty four hours there is enough potential for introducing Art and Aesthetic Education
to these girls. In this context NCERT could contribute in providing expertise in the area
of Art Education. Regarding Teaching Learning Materials he said that NCERT has
developed science and maths kits and a mobile chemistry lab which could be utilized by
KGBV girls for concept clarification in these subjects. He said that KGBV scheme was a
fire fighting response to a systemic crises in our educational system.
For re-envisioning the future of the scheme there is a need to constitute a small
committee which can work towards reconceptializing it with a future vision and also
updating it. He said that this Consultation was a modest attempt which would further
trigger more serious attempts for making the scheme more responsive and effective to the
educational needs of girls from marginalized sections of the society.
Overall Recommendations of the National Consultation The recommendations arising from different sessions have been categorized as short term
and long term and are presented below:
Exclusion, Inclusion and Equity : Problems and Solutions
Short Term
• There is a need to adopt the gender sensitive approach of Mahila Samakhya to the
KGBV schools. In this context NGO’s entrusted with the responsibility of running
the scheme need to be carefully selected. Procedure of selection should be
rigorous and transparent.
• The involvement of NGO’s of different socio-religious backgrounds can be used
in encouraging enrolments of girls from minority communities as they have social
acceptance in the community. Further, their help can be elicited in imparting
vocational skills, tackling problems related to health and nutrition. However, care
should be taken to see that the religious affiliations of these organizations do not
get reflected in the KGBV schools, which are expected to act as a ‘Correctional
Agencies’.
• Scheme should have inbuilt provisions for girls with disability.
• Organization of regular community mobilization programmes for promoting
enrolment and retention of girls in KGBVs.
• Preparation of socio-economic profile of KGBV girls.
• Organization of training programmes for functionaries of KGBV e.g. warden’s for
strengthening inclusion and quality issues in KGBV’s.
• Development of a mechanism for tracking students who have passed out from
KGBV and its documentation.
Long Term
• Strategies of inclusion of girls from different socio-economic background needs
to be sensitively planned for prevention of further exclusion
• KGBV should be up-scaled to secondary school.
• There is a need to have an institutionalized mechanism to keep in touch with
parents of KGBV girls for ownership of the scheme by them.
Text, Context and Quality : Integrating Gender Sensitivity
Short Term
• State textbooks being used in the KGBV’s in many places do not provide an
understanding of necessary concepts as the context of these girls are often missing
in these books. Further, textbooks do not project gender concerns and many others
related to equity and social justice in appropriate manner. In this regard NCERT
textbooks based on NCF-2005 should be used as they weave issues of gender and
marginalized groups in textual materials. They also attempt to connect children
with their lived realities.
• Science and Math kits developed by NCERT should be used in KGBVs for better
understanding of these subjects.
• Reservation of at least ten seats for KGBV girls in Navodaya Vidyalayas, thereby
giving the KGBV girls a second entry point after class VIII.
• 15% of National Talent Scholarship (NTS) to be reserved for KGBV girls for
their transition to secondary and senior secondary stages of education.
• Need to work out strategies which can link schools to ITIs, Polytechnics and other
Vocational Institutes. In this regard NIOs run courses on Rural Health and Rural –
Engineering and schemes such as ‘Aasha’ and ‘Hunar’ can be used in KGBVs to
enable students to link education with the world of work. An integrated approach
to work and education as a pedagogy needs to be adopted.
• Funds to be provided to expose girls to the outside world in terms of educational
tours and excursions. In some KGBVs assistance is provided by the state but in
those where there are no provisions for such visits this component needs to be
added.
• Provision of physical facilities needs to be provided such as science, maths and
language laboratory, computer labs, functional library and facilities for
organization of Sports and Yoga.
• Provision of sports and vocational teachers in KGBVs should be provided for
overall development of girls. Appointment of Urdu teachers should be especially
made in blocks having larger concentration of Muslim population as Urdu teacher
can help in the retention of Muslim girls.
• There is a need for strengthening academic rigour of the scheme.
• Teaching in KGBV schools is very challenging, teachers have greater
responsibilities to negotiate with the curriculum and also to critique the textbooks,
which often project an urban, male, middle-class, biases. The delivery
mechanisms which teachers use in these schools need to be critically assessed and
accordingly the teachers need to be provided necessary orientation and training.
Long Term
• The teaching learning requirements of girls need to be carefully planned as these
girls are from diverse socio-economic background and of different learning levels.
• Since stereotypes are being strengthened through curriculum and teaching, use of
theatre, puppetry and other such activities can be used to undo stereotyping and
biases. Perhaps use of such mediums can address issues such as untouchability
and other socio-cultural taboos prevailing in the society.
• Academic and vocational courses in KGBV’s should dismantle gender biases and
stereotypes.
• There is a need to connect school life with existing and lived realities which girls
face outside the school such as violence, scarcity of water and other multiple
challenges. The significant question is how the curriculum should be designed so
that the social milieu and context of girl is addressed.
• Sports and Physical Education and Arts and Aesthetics can be introduced in
KGBV schools.
Recruitment, Posting and Capacity Building of Teachers : From a Gender Lens
Short Term
• KGBV teachers should be encouraged to participate in in-service training
programmes organized by various organizations such as the Navodaya Vidyalaya
Samiti, NCERT, SCERT, NIEPA, CCRT and RIE’s
• Selection of teachers should be based on written test and personal attributes of
teachers.
• Deserving and needy teachers should be given priority and they should be
apprised of the requirements of the challenging job they are appointed for.
• The service conditions of the teachers which include their salaries, working
conditions, residential facilities, crèches, transport facilities, maternity leave
benefits and incentives need to be given urgent attention.
• New and innovative approaches in pedagogy of different subjects like
Mathematics, Science and Social Sciences needs to be part of the teacher training
prograrmmes.
• Migration of teachers from KGBV to government school needs to be addressed on
priority basis. As these phenomena has an impact on teaching and learning
process and the bonding already established between teachers and the pupils in a
residential set up.
• For strengthening academic rigor of KGBVs the Karnataka Model can be
adopted. Regular teachers could be deputed to these schools in addition to
teachers selected under the scheme.
Long Term
• Pre-service and in-service programmes at all levels for teachers should have a
strong gender sensitive component keeping in view the specific contexts of
KGBVs and should attempt to address the socio-psycho needs of the students
from diverse socio-economic backgrounds.
• Teacher training programmes need to be based on continuous monitoring and
feedback.
• Teachers should be an agent of change. They should overcome their own
prejudices and biases and efforts should be made by the teachers to encourage
questioning and critiquing social practices that hinder confidence building among
girls.
• Participatory teaching should be encouraged.
• Preparation of Training Modules for teachers in content areas of Sciences, Maths,
Social Sciences and Physiological needs of girls.
Building Awareness of Health, Nutrition and Hygiene
Short Term
• Provision for budgeted ‘Group Health Insurance’ for all girls.
• An amount of Rs. 25 for Nutrition per day per girl (i.e. Rs.750/- pm) is too less as
it was implemented about 4-5 years ago. The consensus among the experts was to
raise this amount upto Rs.50/- per day per girl (i.e. Rs.1500/- pm), that would take
care of the living cost index and rate of inflation in the states.
• The Navodaya Vidyalaya Samiti (NVS) very meticulously utilizes the budgetary
provisions for each student. In connection with medical care, NVS budgetary
provision of doctor and its unit cost per child is Rs.1,117/- (for details see Kumar
,Gupta, What is Missing in Girls Empowerment , Economic and Political Weekly,
VolumeXLIII, No 26 and 27, June 28, 2008 ). In case of KGBV so far there is no
provision of doctor and the unit cost per child is Rs.750/-. The recommendation
for following the NVS norms was put forth by the house.
• KGBV should have a direct link with PHCs, CHCs and an effective ambulance
service need to be introduced at village level for handling emergencies.
• More autonomy and freedom should be given to the KGBVs with regard to
expenditure on health and hygiene.
Long Term
• The group recommended very specific quarantine area in the civil design of each
school to be compulsory, as communicable diseases are common in most KGBVs.
• Professional bodies like Indian Medical Association and Gynecological
Association may be involved for regular health check ups at KGBVs, since
anemia and malnutrition amongst these girls are rampant. Steps should be taken
for increasing the hemoglobin to 12 gm and more.
Financial Management : Strategies of Partnership among Government and Civil
Society
Short Term
• Constitution of an Autonomous Administrative Body to look after the
management issues of all agencies (NGOs, MS, SSA and Corporate Sector)
running KGBV.
• The capacity building for different levels of management and functionaries of
KGBVs, such as cooks, security personnel and accountants should be planned
systematically for strengthening social sensitivity, accountability, roles and
responsibilities.
• Convergence with different schemes of the State can be explored for meeting
financial, academic and health related concerns of KGBV. Programmes such as
the Meena Manch, Meena Puppet theatre of the NPEGEL can be used to generate
awareness on socio-cultural issues.
• KGBV run by different agencies can seek convergence with Civil Society and MS
groups such as Kishori Kendra, Kishori Sangha and Mahila Sangha.
• Public-private partnership based on Rajasthan model can be replicated. However,
the credibility of such partnership has to be kept in mind to an extent that it serves
the purpose for which partnership is sought.
• There is a need to build capacities within the KGBV to have a prefect
management group which can assess the credibility of the agency.
• Documentation of partnerships will facilitate in affective running of the KGBVs.
• Preparation of manuals for wardens and other functionaries of KGBV for
utilization of funds under different heading and providing clarity on flexibility
regarding its utilization.
• Financial allocation to be enhanced keeping in mind the current cost index of
various items.
Long Term
• Updating rules and provisions of the scheme as and when required.
• The group felt that government has allocated reasonable budget for KGBVs.
Funds for innovations have to be generated at local levels. Since these initiatives
and innovations are local specific, the state governments should conceive,
generate and seek public-private-partnership in this respect.
• While mobilizing resources through public-private partnerships the goals of
KGBV and the quality issue in KGBV should not be compromised on.
• The KGBVs which are functioning in the hilly areas and in north eastern region
need specific financial allocations as the cost of construction and material used is
very high.
Envisioning KGBV : Future Prospects
Short Term
• Research studies could be undertaken on the following themes :
- Lower participation of Muslim girls
- Identify causes of dropout of girls from KGBV
• Scheme must be extended upto class X and if possible upto class XII.
• Constitution of a small Committee which can work towards reconceptializing it
with a future vision and also updating it, looking after the implementation and
monitoring of KGBV and conduct mid term review of the schools.
• There is a need to re look at the school’s architecture from a pedagogically
sensitive angle such as designed location of toilets, heights of wash basins,
electric switches, provision of ramps etc. in this regard some of the architectural
firms such as Aga Khan Planning and Building Service in India (AKPBS),
Haryana Urban Development Authority (HUDA), National Building Co-
operation, Council for Advancement of Peoples Action and Rural Technology
(CAPART) and Vinyas Centre for Architecture and Design can be consulted for
designing KGBVs that are girl friendly.
Long Term
• Agenda of the scheme should not be minimalist.
• This scheme needs to be seen not merely as yet another project but as one that
seeks to promote meaningful social change. There is evidence to show that the
scheme is getting structural support and we must promote it as an institutionalized
movement.
• Inter-linkages between institutions of higher learning and KGBVs needs to be
strengthened.
Role of NCERT in strengthening the KGBVs
• NCERT textbooks should be used in KGBV Schools.
• Developing of training modules for addressing training needs of teachers.
• TLM packages could be prepared by NCERT for better understanding of concepts
of different disciplines.
• Science and Maths kits, Mobile Chemistry lab developed by NCERT can be used
to strengthen the understanding of these subjects.
• Since girls in these formal schools are available for twenty four hours there is
enough potential for introducing art and aesthetics education to these girls.
Expertise in this area can be provided by NCERT.
National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme,
August 11-12, 2008 (Monday-Tuesday)
Programme Schedule INAUGURAL SESSION Venue: Room No. 202, Chacha Nehru Bhawan, NCERT 09:30 a.m. – 10:00 a.m. Registration 10:00 a.m. – 11:15 a.m.: Professor K K Vashishtha
Welcome Note Professor Krishna Kumar
Opening Remarks Professor Roop Rekha Verma Keynote Address Shri A K Rath, Secretary Presidential Address Professor Neerja Shukla Vote of Thanks Rapporteurs
Dr. Sandhya Sangai, DEE Dr. Sushma Jaireth, DWS
11:15 a.m. – 11:30 a.m. : Tea ACADEMIC SESSIONS Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 11:30 a.m. – 1:00 p.m.
Session – I
Duration
Theme: KGBV: An Initiative of SSA for Girls’ Education Chairperson Ms. Vrinda Sarup
51 + 10** mins
Initial Remarks: Dr. Rashmi Sinha, Supplemented by a Teacher, a Warden and Students of KGBV from UP
15 + 20 mins
Discussant : Dr. Rajesh Bhushan 20 mins
General Discussion: 20 mins
Rapporteurs: Dr. Neeraja Rashmi, DWS Ms. Mily Roy Anand, DESSH
1:00 p.m. – 2:00 p.m. : Lunch
1 Opening Remarks ** Closing Remarks
Session II Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 2:00 p.m. – 3:30 p.m.
Session II
Duration
Theme: Exclusion, Inclusion and Equity Chairperson: Dr. Padma Velaskar 5 + 10 mins Initial Remarks: Dr. Nandini Manjrekar 20 mins Discussant: Ms. Latika Gupta 15 mins
10 mins General Discussion: 30 mins
Discussion Points:
Coverage and Reach Criteria of Selection Community Mobilization
Rapporteurs: Dr. Kanan Sadhu, DEGSN Dr. Raju, DERPP
3:30 p.m. – 3:45 p.m.: Tea Session III Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 3:45 p.m. – 5:15 p.m
Session III
Duration
Theme: Text, Context and Quality Chairperson: Dr. Purva Bhardwaj 5 + 10 mins Initial Remarks: Dr. Sharada Balgopalan Dr. Gouri Srivastava
25 mins
Discussant: Dr. Mona Yadav
20 mins
General Discussion: 30 mins
Discussion Points: Curriculum, Textbooks,
TLM and other Supplementary Books
Pedagogic Processes Science and Math: Issues
of Comprehension Bridge Courses Vocational Courses
Rapporteurs: Dr. Ranjana Arora, CG Dr. Kirti Kapoor, DOL
August 12, 2008 (Tuesday)
Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 9.30 a.m. – 11.00 a.m.
Session IV
Duration
Theme: Recruitment, Posting and Capacity Building of Teachers
Chairperson: Professor Shanta Sinha 5 + 10 mins Initial Remarks: Professor Krishna Kumar 15 mins Discussant: Professor Sharada Jain Dr. H.K. Dewan Dr. C.G. Venkatesha Murthy
15 mins 15 mins
General Discussion: 30 mins
Discussion Points: Recruitment and Posting Training Working Conditions Remuneration Motivational Strategies
Rapporteurs: Dr. Raj Rani, DTEE Dr. Saroj Pandey, DTEE
11.00 a.m. – 11.15 a.m. : Tea
Time: 11.15 a.m. – 12:45 p.m.
Session V (A) Room No. 202, Chacha Nehru Bhawan, NCERT
Session V (B) Room. No. 229, Chacha Nehru Bhawan, NCERT
Duration
Theme: Building Awareness of Health, Nutrition and Hygiene
Theme: Financial Management: Strategies of Partnership among Government Civil Society and Corporate World
Chairperson: Dr. Sharda Jain
Chairperson: Shri M.P. Vijay Kumar
5 + 10 mins
Initial Remarks: Professor Ashish Bose
Initial Remarks: Professor K.K. Vashishtha
15 mins 15 mins
Discussant: Dr. Smriti Singh
Discussant: Ms. Shubhra Singh
15 mins
General Discussion: General Discussion:
30 mins
Discussion Points: Nutrition Health Care &
Medical facilities Menstruation
Management Preventive
Measures for Dealing with Communicable Diseases
Health Insurance
Discussion Points: Budgetary Provisions Non-Recurring Recurring Building Stipend Construction Maintenance Furniture Examination Fee TLM Salaries Library Books
Rapporteurs: Dr. Sushma Jaireth, DWS Dr. Anjani Koul, DESM
Rapporteurs: Dr. Mona Yadav, DWS Dr. Y. Srikanth, DEME
12:45 p.m. – 1:45 p.m. : Lunch Venue: Room No. 202, Chacha Nehru Bhawan, NCERT 1:45 p.m. – 3:15 p.m. Deliberations and Recommendations
Deliberations and Recommendations
Duration
Chairperson: Professor Neerja Shukla 10 mins
Initial Remarks: Professor Sharada Jain 10 mins
Presentation of Recommendation by Rapporteurs
30 mins
Session I : Ms. Mily Roy
Session II : Dr. Kanan Sadhu
Session III : Dr. Ranjana Arora
Session IV : Dr. Raj Rani
Session VA : Dr. Sushma Jaireth
Session V B : Dr. Y. Srikanth
Observations: Ms. Vrinda Sarup 15 mins
Concluding Remarks: Professor Krishna Kumar 20 mins
Vote of thanks: Dr. Gouri Srivastava 5 mins
3.30 p.m. – 4.00 p.m. : Tea
National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme, August 11-12, 2008 (Monday-Tuesday)
Inaugural Session 1. Mr.A.K. Rath Secretary (SE&L) M/o Human Resource Development Shastri Bhawan New Delhi-110001 2. Ms. Vrinda Sarup Joint Secretary (EE-II) M/o Human Resource Development Shastri Bhawan New Delhi – 110 001 3. Professor Roop Rekha Verma Director, Institute of Women Studies University of Lucknow Lucknow-226007 List of Chairpersons Ms. Vrinda Sarup Joint Secretary (EE-II) M/o Human Resource Development Shastri Bhawan New Delhi – 110 001 4. Dr. Padma Velaskar Tata Institute of Social Science Post Box No. 8313 Deonar, Mumbai-400088 Maharashtra 5. Dr. Purva Bhardwaj Nirantar, B-64, 2nd Floor Savodhya Enclave New Delhi-110017 6. Professor Shantha Sinha Chairperson National Commission for Protection of Child Rights 5th Floor, Chanderlok Building Janpath New Delhi – 110 001
7. Dr. Sharada Jain Centre for Women Care and Research 35, Defence Enclave Vikas Marg (Opp. Preet Vihar Petrol Pump) Delhi – 110 092 8. Shri M.P. Vijay Kumar State Project Director (SSA) District Primary Education Programme Tamil Nadu Mission of Education for All D.P.I. Campus, College Road, Nangambukkam, Chennai – 600 006 9. Professor Neerja Shukla Head DEGSN List of Discussants
10. Dr. Rajesh Bhushan State Project Director Bihar Education Project Beltron Bhawan, Baily Road Shastri Nagar, Patna – 800 023 11. Dr. Nandini Manjrekar Centre for Studies in Sociology and Education Tata Institute of Social Science V.N. Purav Marg, Deonar Mumbai - 400088 12. Ms. Latika Gupta Consultant
Reading Cell CIET New Delhi-16
13. Dr. Gouri Srivastava Reader DWS 14. Dr. Mona Yadav Sr. Lecturer DWS
15. Dr. Hridya Kant Dewan Vidya Bhawan Society Dr. Mohan Singh Mehta Marg Fetehpura, Udaipur - 313004 Rajasthan 16. Dr. C.G. Venkatesh Murthy Regional Institute of Education Mysore 17. Ms. Shubhra Singh State Project Director Rajasthan Council for Primary Education (DPEP & SSA) Dr. Radhakrishan Shiksha Sankul Jawahar Lal Nehru Marg Malviya Nagar Road Jaipur – 302001 Rajasthan 18. Dr. Smriti Singh Consultant KGBV Mahila Samakhya 4/13 Vishal Khand Gomit Nagar Lucknow-226007 (UP) List of Initiators 19. Dr. Rashmi Sinha Director Mahila Samakhya 4/13 Vishal Khand, Gomti Nagar Lucknow – 226007 (UP) 20. Professor Krishan Kumar Director NCERT 21. Professor Ashish Bose Institute of Economic Growth University Enclave Delhi - 110007 22. Dr. K.K. Vashishtha Professor & Head Department of Elementary Education (DEE)
23. Professor Sharada Jain Director, Sandhan (Society of Education & Development) C-196, Baan Marg, Tilak Nagar Jaipur - 302004 Rajasthan 24. Dr. Sarada Balgopalan Senior Fellow Centre for the Study of Developing Societies (CSDS) 21, Rajpur Road Delhi – 110007
Rapporteures 25. Dr. Sandhya Sangai
DEE NCERT
26. Dr. Sushma Jaireth
DWS NCERT
27. Dr. Neeraja Rashmi
DWS NCERT
28. Dr. Mona Yadav
DWS NCERT
29. Ms. Mili Roy Anand
DESSH NCERT
30. Dr. Kanan Sadhu
DEGSN NCERT
31. Dr. Raju
DERPP NCERT
32. Dr. Ranjana Arora
CG NCERT
33. Dr. Kirit Kapoor DOL NCERT
34. Dr. Raj Rani
DTEE NCERT 35. Dr. Saroj Pandey
DTEE NCERT
36. Dr. Anjani Koul
DESM NCERT
37. Dr. Y. Srikanth
DEME NCERT
Joint Directors and Heads 38. Professor G. Ravindra,
Joint Director NCERT
39. Professor Vasudha Kamath Joint Director Central Institute of Educational Technology NCERT
40. Professor Santosh Sharma Head Department of Curriculum Group NCERT
41. Dr. A.K. Srivastava Head Incharge Department of Educational Research and Policy Perspectives NCERT
42. Professor Avtar Singh Head Department of Educational Measurement and Evaluation NCERT
43. Professor Hukum Singh Head Department of Education Science and Mathematics NCERT
44. Professor Manjula Mathur Reading Cell NCERT
45. Professor H.O. Gupta Head NIE Workshop NCERT
46. Professor R.L. Phutela Head IRD NCERT
47. Professor R.J. Sharma Head Department of Language NCERT
48. Professor D.K. Vaid Head DES&DP NCERT
Participants 49. Ms. Vandita Sharma
Secretary Primary & Secondary Education 6th Floor, M.S. Building K.R. Circle Banglore-560001
50. Dr. Mary E. John Director CWDS, Bhai Vir Singh Marg New Delhi 51. Professor Tulsi Patel Department of Sociology, Faculty of Social Science University of Delhi – 110007
52. Smt. Richa Singh SANGTIN
6, Shivpuri Colony Sitapur – 261001 Uttar Pradesh
53. Ms. Shama Sikand Warden Sitapur 54. Ms. Ranjita Teacher Allahabad 55. Ms. Salma Student of KGBV Gorakhpur 56. Ms. Neha Kumar Student Sitapur 57. Dr. Binay Pattanayak 10-B, IP Estate Delhi-110002 58. Ms. Kiran Dogra 10-B, IP Estate Delhi-110002 59. Ms. Sarita Mittal
Director EE8 MHRD Shastri Bhawan New Delhi-110 001
60. Ms. Mili
ICICI Centre for Elementary Education Revati Arcade Baner Road Pune – 411 045
61. Ms. Kajal Sinha
ICICI Centre for Elementary Education Revati Arcade Baner Road Pune – 411 045
62. Ms. Sushmita Dutt Unicef Delhi 63. Disha Mullick
Nirantar, B-64, 2nd Floor Savodhya Enclave New Delhi-110017 64. Dipta Bhog
Nirantar, B-64, 2nd Floor Savodhya Enclave New Delhi-110017 65. Taranga MS Consultant ED Cell MHRD 66. Shri Arun Sharma Under Secretary MHRD New Delhi 67. Sh. B.C. Patro PRO Office NCERT 68. Profesor Sarad Kumar
RIE Bhopal
69. Dr. Ramakant Raizada RIE Bhopal
70. Shri S.M. Hasan (P.G.T. Demonstration Schools) RIE Bhopal
71. Dr. Nagendra Singh RIE Ajmer
72. Mrs. Meenakshi Meena RIE Ajmer
73. Dr. B.N. Panda RIE, Bhubaneshwar
74. Ms. Mansi Goswami RIE, Bhubaneshwar 75. Dr. (Mrs.) Anjali Tripathy,
PGT, D.M. School RIE, Bhubaneshwar
76. Dr. Prema Raghavan
RIE, Mysore
77. Dr. B.S. Subhadra (T.G.T. Demonstration School) RIE, Mysore
78. Dr. Subhash Chandra Roy NE-RIE, Shillong
Faculty members of NIE 79. Professor K.M. Gupta
DEE NCERT
80. Professor Manju Jain DEE NCERT
81. Professor Sandhya Paranjpe DEE NCERT
82. Dr. Lata Pandey DEE NCERT
83. Dr. Anita Julka
DEGSN NCERT
84. Dr. Anjum Sibia
DEPFE NCERT
85. Professor Sindhu
DESM NCERT