SSA Frame Work (Revised) 9-6-2011 ENGLISH

Sarva Shiksha AbhiyanSarva Shiksha Abhiyan

FRAMEWORK FOR IMPLEMENTATIONFRAMEWORK FOR IMPLEMENTATION

Ministry of Human Resource DevelopmentDepartment of School Education & LiteracyMinistry of Human Resource DevelopmentDepartment of School Education & Literacy

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Sarva Shiksha Abhiyan

FRAMEWORK FOR IMPLEMENTATIONBased on the Right of Children to Free and Compulsory Education Act, 2009

Ministry of Human Resource DevelopmentDepartment of School Education and Literacy

Framework For ImplementatIonii

A publication of: Department of School Education and LiteracyMinistry of Human Resource and DevelopmentGovernment of India

March (2011)

© 2011

Sarva Shiksha Abhiyan

FRAMEWORK FOR IMPLEMENTATIONBased on the Right of Children to Free and Compulsory Education Act, 2009

mInIstry oF Human resource Developmentiii

Sl. Contents Page No.

1. Introduction

1.1 Towards a Rights-based Framework 1

1.2 The Present Context 2

1.3 Salient Features of the RTE Act 3

1.4 ChildEntitlements-theRightsPerspective 4

1.5 RTERoadMap 5

1.6 RevampofSSA:TheRevisedSSAFrameworkofImplementation 5

2. All Children in School

2.1 Background 9

2.2 MappingtoFacilitateChildren’sAccessinNeighbourhoodSchool 9

2.3 Social Access 10

2.4 UpgradationofAlternateSchoolingFacilities 14

2.5 EnablingProvisionsunderSSAtoUniversaliseAccess 14

2.6 AddressingSystemicIssuesforUniversalAccess 19

2.7 InterventionsforUniversalAccess 20

2.8 SummingUp 22

3. AddressingEquityIssuesinElementaryEducation

3.1 Context 23

3.2 RTE, Equity and Social Inclusion 23

3.3 Approach 24

3.4 GenderandGirlsEducation 26

3.5 Girls:AccessandRetention 27

3.6 Gender Equity and Quality 28

3.7 SpecialSchemesforGirls 28

3.8 InclusionofChildrenfromMarginalisedCommunities 30

3.9 InnovativeActivitiesforSupplementingMainstreamInterventionsto

Promote Inclusion 42

Table of Contents

Framework For ImplementatIoniv

table oF contents

3.10 SSAInterventionsforGenderandSocialEquity 43

3.11 MonitoringGenderandSocialInclusionProvisions 45

3.12 EducationofChildrenwithSpecialNeeds 46

3.13 SupportforGenderandSocialInclusion 50

3.14 SummingUp 51

4. ElementaryEducationofEquitableQuality

4.1 Vision of a Classroom 55

4.2 QualityConcernsinElementaryEducation 58

4.3 CoreComponentsofQualityEducation 59

4.4 EnablingComponentsofQualityEducation 67

4.5 OtherEnablingComponentsofQualityEducation 80

4.6 SummingUp 82

5. ParticipationandRoleofCommunityandCivilSociety

5.1 Background 83

5.2 RoleofCivilSocietyOrganisationsandtheNatureoftheirEngagement 83

5.3 PotentialAreasofPartnership 85

5.4 Role of Parents 89

5.5 Role of Children 90

5.6 Role of Teachers 90

5.7 PublicPrivatePartnershipandCorporateSocialResponsibility 90

5.8 SSASupportforCivilSocietyOrganisations 91

5.9 SummingUp 91

6. SchoolInfrastructureDevelopment

6.1 Introduction 93

6.2 WholeSchoolDevelopment 94

6.3 UnifiedVisionofaSchool 94

6.4 CriticalConsiderationsforDesign,PlanningandImplementation 96

6.5 OtherprovisionsforSchoolInfrastructureDevelopment 100

6.6 PlanningandImplementation 102

6.7 CapacityBuildingofSMCforUndertakingBuildingConstruction 103

6.8 AllocationsforSchoolInfrastructureDevelopment 103

6.9 Unit Costs 103

6.10 TechnicalSupportforImplementation 103

6.11 SSASupportforSchoolInfrastructure 104

Page No.

mInIstry oF Human resource Developmentv

7. Management and Monitoring

7.1 Management 107

7.2 HarmonizationoftheDepartmentalandSSAStructuresattheNationalLevel 107

7.3 TheStateLevelStructure 108

7.4 TheDistrictLevelStructure 111

7.5 LocalAuthority 112

7.6 SchoolManagementCommittee(SMC) 112

7.7 Monitoring 114

7.8 SchoolSupervisionbyBlockandClusterFunctionaries 115

7.9 MonitoringattheDistrictLevel 116

7.10 Monitoring through DISE 117

7.11 MonitoringattheStateLevel 118

7.12 MonitoringattheNationalLevel 118

7.13 Quality Monitoring Tools 121

7.14 FundingforResearch,Evaluation,MonitoringandSupervision(REMS) 121

8. ProtectionofChildRightsthroughGrievanceRedressalandMonitoring

8.1 Introduction 125

8.2 GrievanceRedressalUndertheRTEAct 126

8.3 What can NCPCR Monitor 128

8.4 PrinciplesofMonitoringbyNCPCR 130

8.5 SummingUp 132

9. Planning,AppraisalandFundFlowMechanisms

9.1 PlanningandDevelopmentofComprehensiveWorkPlans 135

9.2 Community Based Planning Process 137

9.3 AnnualWorkPlanandBudgets(AWP&B) 139

9.4 Use of DISE in Planning 140

9.5 SpecialFocusDistricts 141

9.6 Urban Planning 142

9.7 PlanningforcapacitybuildingofEducationAdministratorsto

FacilitateImplementationoftheRTEAct. 144

9.8 ComponentsofaDistrictPlan 144

9.9 StateComponentPlan 146

9.10 AppraisalofDistrictPlans 146

9.11 AllocationofResourcesasperApprovedPlansandFundFlow 147

9.12 FinancialProvisionforManagement 149

Page No.

Framework For ImplementatIonvi

Appendix-1 NormsforInterventions 151

Annexures

Annexure-1 Constitution(Eighty-sixthAmendment)Act,2002 215

Annexure-2 TheRightofChildrentoFreeandCompulsoryEducationAct,2009 217

Annexure-3 NotificationsEnforcingArticle21-AandtheRTEAct 230

Annexure-4 Guidelines Regarding Procedure for 25% Admission of Children

BelongingtoWeakerSections 232

Annexure-5 TheRevisedNPEGELGuidelines 234

Annexure-6 TheRevisedKGBVGuidelines 245

Annexure-7 CentrallySponsoredSchemeforProvidingQuality

EducationinMadarsa(SPQEM) 257

Annexure-8 SchemeforInfrastructureDevelopmentPrivateAided/UnaidedMinority

InstitutesElementarySecondary/SeniorSecondarySchools(IDMI) 282

Annexure-9 NotificationontheApplicabilityoftheRTEActonMinorityInstitutionsin

theLightofArticle29and30oftheConstitutionofIndia 291

Annexure-10 NotificationonImplementationofSection25(1)oftheRTEActClarifying

theTimeFrametoCompletetheRecruitmentProcess 292

Annexure-11 NotificationAuthorizingNCTEastheAcademicAuthorityforTeacher

Qualifications 293

Annexure-12 GuidelinesonTeacherEligibilityTest(TET) 294

Annexure-13 NotificationontheImplementationoftheProvisionsofSection23(2)

oftheRTEActtoGrantRelaxationinMinimumQualificationfor

AppointmentasaTeacher 300

Annexure-14 TheSchemeforAssistanceforExperimentalandInnovativeComponent

ofSarvaShikshaAbhiyan/RTEattheElementaryLevel 306

Annexure-15 NotificationConstitutingtheNationalAdvisoryCouncil(NAC) 312

Page No.

table oF contents

mInIstry oF Human resource Developmentvii

Abbreviations

AIE Alternative and InnovativeEducation

AS AlternativeSchooling

AWP&B AnnualWorkPlan&Budget

BAS BaselineAchievementSurvey

BPL BelowPovertyLine

BRC Block Resource Centre

BRCC B l o c k R e s o u r c e C e n t r e Coordinator

BTEC BasicTeacherEducationCentre

CBR C o m m u n i t y B a s e d Rehabilitation

CEC ContinuingEducationCentre

CRC Cluster Resource Centre

CRCC C l u s t e r R e s o u r c e C e n t r e Coordinator

CWSN ChildrenwithSpecialNeeds

DBE DistrictBoardofEducation

DEEP District Elementary Education Plan

DG Director General

DIET DistrictInstituteofEducationandTraining

DISE District Information System forEducation

DPEP Distr ict Primary Education Programme

DS DeputySecretary

DWM Drinking Water Mission

EBB EducationallyBackwardBlock

EC ExecutiveCommittee

ECCE Ear ly Chi ldhood Care and Education

ECE EarlyChildhoodEducation

EDI EducationalDevelopmentIndex

EGS EducationGuaranteeScheme

EMIS Ed u cat i o n a l M a n a ge m e nt InformationSystem

EVS EnvironmentalScience

GC GoverningCouncil

GOI GovernmentofIndia

GP Gram Panchayat

ICDS Integrated Child DevelopmentServices

IPAI Institute of Public Auditors of India

JGSY Jawahar Gramin Sadak Yojna

JNNURM Jawahar LalNehruUrbanRuralMission

JRM JointReviewMission

KGBV Ka s t u r b a G a ndh i B a l i k aVidyalaya

LEP L e a r n i n g E n h a n c em e n tProgramme

Framework For ImplementatIon

Abbreviations

LJP LokJumbishProject

MDM Mid-day Meal

MGNREGA MahatmaGandhiNationalRuralEmploymentGuaranteeAct

MHRD Ministry of Human Resource Development

MI MonitoringInstitute

MIS M a n a ge m e nt I n fo r m at i o n System

MLA MemberofLegislativeAssembly

MLL MinimumLevelsofLearning

MP Member of Parliament

MS Mahila Samakhya

MTA MotherTeacherAssociation

NCEC Nodal Continuing Education Centre

NCERT NationalCouncil of EducationalResearch and Training

NCF NationalCurriculumFramework

NCPCR NationalCommissionforProtectof Children Rights

NCTE National Council of Teacher Education

NFHS NationalFamilyHealthSurvey

NGO Non-GovernmentalOrganization

NPEGEL NationalProgrammeforEducationofGirlsatElementaryLevel

NUEPA NationalUniversityofEducationalPlanningandAdministration

NLM NationalLiteracyMission

NPE NationalPolicyonEducation

NRHM NationalRuralHealthMission

OBB OperationBlackBoard

OBC Other Backward Community

PAB ProjectApprovalBoard

PEEP Project for Enhancement of E l e m e n t a r y E d u c a t i o n Programme

PMGY Prime Minister Gramin Yojana

PRI PanchayatiRajInstitution

PMIS ProjectManagementInformationSystem

PMRY Prime Minister Rozgar Yojana

POA ProgrammeofAction

PTA ParentTeacherAssociation

REMS Research,Evaluation,MonitoringandSupervision

REPA Right to Education Protection Authority

RIE RegionalInstituteofEducation

RTE RighttoEducation

SC Scheduled Caste

SCERT State Council of Educational Research and Training

SCPCR State Commission for Protect of Children Rights

SEC SchoolEducationCommittee

SE&L SchoolEducation&Literacy

SES SelectedEducationalStatistics

mInIstry oF Human resource Development

SFD SpecialFocusDistrict

SIEMAT State Institute of Educational Management and Training

SIS StateImplementationSociety

SMC SchoolManagementCommittee

SPO StateProjectOffice

SRC State Resource Centre

SSA SarvaShikshaAbhiyan

ST Scheduled Tribe

TET Teacher Eligibility Test

TLE TeachingLearningEquipment

TLC TotalLiteracyCampaign

TLM TeachingLearningMaterial

TPE ThirdPartyEvaluation

TSC TotalSanitationCampaign

TSG TechnicalSupportGroup

UEE Universalisation of ElementaryEducation

UN UnitedNations

URC Urban Resource Centre

UT Union Territory

VEC VillageEducationCommittee

WSDP Whole School DevelopmentPlan

Framework For ImplementatIon

mInIstry oF Human resource Development1

1.1 Towards a Rights Based Framework

1.1.1 The role of Universal Elementary

Education(UEE)forstrengtheningthesocial

fabricofdemocracythroughprovisionofequal

opportunitiestoallhasbeenacceptedsince

the inceptionof ourRepublic. Theoriginal

Article45intheDirectivePrinciplesofState

PolicyintheConstitutionmandatedtheState

toendeavourtoprovidefreeandcompulsory

educationtoallchildrenuptoagefourteenin

aperiodoftenyears.TheNationalPolicyon

Education (NPE), 1986/92, states: “In our

national perception, education is essentially

for all… Education has an acculturating role. It

refines sensitivities and perceptions that

contribute to national cohesion, a scientific

temper and independence of mind and spirit

- thus furthering the goals of socialism,

secularism and democracy enshrined in our

Constitution”

1.1.2 With the formulation of NPE, India

initiated awide range of programmes for

achievingthegoalofUEE.Theseeffortswere

intensified in the1980sand1990s through

severa l s chemat i c and p rogramme

interventions,suchasOperationBlackBoard

(OBB), ShikshaKarmiProject (SKP),Andhra

PradeshPrimaryEducationProject (APPEP),

Bihar Education Project (BEP), U.P Basic

EducationProject(UPBEP),Mahila Samakhya

(MS),LokJumbishProject(LJP),andTeacher

Educationwhichputinplaceadecentralised

systemof teacher support throughDistrict

InstitutesofEducationandTraining,District

Primary Education Programme (DPEP).

Currently the Sarva Shiksha Abhiyan(SSA)is

implementedasaCentrallySponsoredScheme

inpartnershipwith StateGovernments for

universalisingelementaryeducationacrossthe

country.

1.1.3 Overtheyearstherehasbeensignificant

spatialandnumericalexpansionofelementary

schools in the country. Access and enrollment

attheprimarystageofeducationhavereached

nearuniversal levels.Thenumberofout-of-

schoolchildrenhasreducedsignificantly.The

gender gap in elementary education has

narrowed and the percentage of children

belonging to scheduled castes and tribes

enrolledisproportionatetotheirpopulation.

Yet,thegoalofuniversalelementaryeducation

continues to elude us. There remains an

1 Introduction

IntroDuctIon

Framework For ImplementatIon2

unfinishedagendaofuniversaleducationat

the upper primary stage. The number of

ch i ldren, part icu lar ly ch i ldren f rom

disadvantagedgroupsandweaker sections,

whodropoutof school before completing

upperprimaryeducation,remainshigh.The

qualityoflearningachievementisnotalways

entirely satisfactory even in the case of

ch i ldren who complete e lementary

education.

1.1.4 The Const i tut ion (E ighty-s i x th

Amendment)Act,20021insertedArticle21-A

intheConstitutionofIndiatoprovidefreeand

compulsoryeducationofallchildrenintheage

groupofsixtofourteenyearsasaFundamental

Right in such a manner as the State may, by

law, determine. The Right of Children to Free

andCompulsoryEducation(RTE)Act,20092,

whichrepresentstheconsequentiallegislation

envisaged under Article 21-A,means that

everychildhasarighttofulltimeelementary

educationofsatisfactoryandequitablequality

in a formal school which satisfies certain

essentialnormsandstandards.Theneedto

address inadequacies in retention, residual

access, particularlyof un-reached children,

and the questions of quality are the most

compellingreasonsfortheinsertionofArticle

21-A in the Constitution of India and the

passage of the RTE Act, 2009 in the

Parliament.

1.1.5 Article21-AandtheRTEActcameinto

effecton1April20103.ThetitleoftheRTEAct

incorporatesthewords‘freeandcompulsory’.

‘Freeeducation’means thatnochild,other

thanachildwhohasbeenadmittedbyhisor

herparentstoaschoolwhichisnotsupported

bytheappropriateGovernment,shallbeliable

topayanykindoffeeorchargesorexpenses

whichmaypreventhimorherfrompursuing

and completing elementary education.

‘Compulsoryeducation’castsanobligationon

the appropriate Government and local

authoritiestoprovideandensureadmission,

attendance and completionof elementary

educationbyallchildreninthe6-14agegroup.

Withthis,Indiahasmovedforwardtoarights

basedframeworkthatcastsalegalobligation

on the Central and StateGovernments to

implement this fundamental child right as

enshrinedintheArticle21AoftheConstitution,

inaccordancewiththeprovisionsoftheRTE

Act.

1.2 The Present Context

1.2.1 Currently, Sarva Shiksha Abhiyan(SSA)

isimplementedasIndia’smainprogrammefor

universalisingelementaryeducation.Itsoverall

goalsincludeuniversalaccessandretention,

bridgingofgenderandsocialcategorygapsin

educationandenhancementoflearninglevels

of children. SSA provides for a variety of

1 Constitution(Eighty-sixthAmendment)Act,2002isatAnnexure12 TheRightofChildrentoFreeandCompulsoryEducationAct,2009isatAnnexure23 NotificationsenforcingArticle21-AandtheRTEActareatAnnexures3(a)and3(b)


interventions,includinginter alia,openingof

newschoolsandalternateschoolingfacilities,

construction of schools and additional

classrooms, toilets and drinking water,

provisioning for teachers, periodic teacher

training and academic resource support,

textbooks and support for learning

achievement. Theseprovisions need to be

aligned with the legally mandated norms and

standardsandfreeentitlementsmandatedby

the RTE Act.

1.2.2Thenewlawprovidesajusticiablelegal

frameworkthatentitlesallchildrenbetween

theagesof6-14years freeandcompulsory

admission, attendance and completion of

elementaryeducation.Itprovidesforchildren’s

right to an education of equitable quality,

based on principles of equity and non-

discrimination.Mostimportantly,itprovides

forchildren’srighttoaneducationthatisfree

from fear, stress and anxiety.

1.3 Salient Features of the RTE Act, 2009

1.3.1 TheRTEAct,2009providesfor:

(i) The right of children to free and

compulsoryeducationtillcompletion of

e l e m e n t a r y e d u c a t i o n i n a

neighbourhood school.

(ii) Itclarifiesthat‘compulsoryeducation’

means obligationof the appropriate

governmenttoprovidefreeelementary

education and ensure compulsory

admission,attendanceandcompletion

ofelementaryeducationtoeverychild

inthesixtofourteenagegroup.‘Free’

means that no child shall be liable to

pay any kind of fee or charges or

expenseswhichmaypreventhimorher

f rom pursuing and complet ing

elementaryeducation.

(iii) Itmakesprovisionsforanon-admitted

child to be admitted to an age

appropriateclass.

(iv) Itspecifiesthedutiesandresponsibilities

of appropriate Governments, local

authorityandparentsinprovidingfree

andcompulsoryeducation,andsharing

offinancial andother responsibilities

between the Central and State

Governments.

(v) It laysdownthenormsandstandards

relatinginter aliatoPupilTeacherRatios

(PTRs), buildings and infrastructure,

school-working days, teacher-working

hours.

(vi) Itprovidesforrationaldeploymentof

teachersbyensuringthatthespecified

pupil teacher ratio ismaintained for

each school, rather than just as an

averagefortheStateorDistrictorBlock,

thus ensuring that there is no urban-

ruralimbalanceinteacherpostings.It

also provides for prohibition of

deployment of teachers for non-

educationalwork,otherthandecennial

census, elections to local authority,

IntroDuctIon


state legislaturesandparliament,and

disaster relief.

(vii) I t provides for appointment of

appropriately trained teachers, i.e.

teachers with the requisite entry and

academicqualifications.

(viii) Itprohibits(a)physicalpunishmentand

mental harassment; (b) screening

procedures foradmissionof children;

(c)capitationfee;(d)privatetuitionby

teachers and (e) running of schools

withoutrecognition,

(ix) It provides for development of

curriculum in consonance with the

valuesenshrined in theConstitution,

and which would ensure the all-round

developmentofthechild,buildingon

thechild’sknowledge,potentialityand

talent and making the child free of fear,

trauma and anxiety through a system of

child friendly and child centred

learning.

1.4 ChildEntitlements–theRightsPerspective

1.4.1 In the present phase of SSA, it is

mandatorytoensurethattheapproachand

strategies for universalising elementary

educationare in conformitywith the rights

perspectivemandatedundertheRTEAct.The

RTEActprovidesthat‘Every child of the age

of 6-14 years shall have a right to free and

compulsory education in a neighbourhood

school till completion of elementary education.

Freeeducationisdefinedas‘removal of any

financial barrier by the state that prevents a

child from completing eight years of schooling’.

‘Compulsoryeducation’meansobligation of

the appropriate government to provide free

elementary education and ensure compulsory

admission, attendance and completion of

elementary education to every child in the six

to fourteen age group.InadditiontotheSSA

provisions,most States are addressing the

issue of financial barriers by providing

incentivesintheformofuniforms,notebooks,

stationary, school bags, scholarships and

transportationfacilities,asrequired.However,

theincentivebasedapproachwouldneedto

shift to an entitlements perspective. This

paradigmshiftneedstobereflectednotonly

inSSA,but inall interventions,programmes

andschemesforelementaryeducationofthe

StateGovernments,asalsointhemindsetof

alltheagenciesinvolvedintheimplementation

of the SSA.

1.4.2 TheRightsperspectiveunder theRTE

Act has also brought in new monitoring

mechanisms to ensure that child rights under

theActareprotected.TheRTEActprovides

for constitutionally created independent

bodiesliketheNationalandStateCommissions

forProtectionofChildRightstoperformthis

role.Thesebodies,withquasi-judicialpowers

bring in an element of monitoring new to the

implementationofSSA,requiringthatinternal


monitoring mechanisms under the SSA engage

purposefullywiththeseindependentbodies.

1.5 RTERoadmap

1.5.1 TheRTEprovidesalegallyenforceable

rights framework with certain unambiguous

timetargetsthatGovernmentsmustadhere

to.Forexample,theActmandatesthatevery

childinthesixtofourteenagegroupshallhave

arighttofreeandcompulsoryeducationina

neighbourhoodschool.TheActalsoprovides

that if a school does not exist in an area or limit

prescribed as the neighbourhood, the

appropriate Government and the local

authority shall establish a school in this area

withinaperiodofthreeyears.Therefore,all

children-girls and boys-children from

disadvantaged groups and economically

weakersections,childrenwithspecialneeds,

children involved in child labourand soon,

mustbe inaschoolwithinthreeyearstime

startingfrom1April2010.Thisprovisioninthe

RTEActisapplicabletotheSSAgoalsonaccess

anduniversalisationofelementaryeducation.

The followingtimeframes,mandatedbythe

RTEAct,become immediatelyapplicable to

SSA:

Activity Time Frame

Establishment of neighbourhood schools 3years(by31stMarch,2013)

l Provisionofschoolinfrastructure

l All weather school buildings

l One-classroom-one-teacher

l Officecum–store–cum–Headteacherroom

l Toiletsanddrinkingwaterfacilities

l Barrier free access

l Library

l Playground

l Fencing/boundarywalls

3years(by31stMarch,2013)

ProvisionofteachersasperprescribedPTR 3years(by31stMarch,2013)

Training of untrained teachers 5years(by31stMarch2015)Allqualityinterventionsandotherprovisions Withimmediateeffect

1.6 RevampofSSA:TheRevisedSSAFrameworkforImplementation

1.6.1 SSAhasbeenoperational since2000-

2001.WiththepassageoftheRTEAct,changes

needtobeincorporatedintotheSSAapproach,

strategies and norms. The changes are not

merely confined to norms for providing

teachersor classrooms,butencompass the

visionandapproachtoelementaryeducation

asevidencedintheshifttochildentitlements

andqualityelementaryeducationinregular

schools.

IntroDuctIon


Committee on Implementation of RTE Act and the Resultant Revamp of SSA

InSeptember2009,theGovernmentsetupaCommitteeunderthechairpersonshipofShriAnil

Bordia,formerUnionEducationSecretary,tosuggestfollowupactiononSSAvis-à-vistheRTE

Act.TheCommitteehadaseriesofinteractionswithStateEducationSecretaries,educationists,

representativesofteachers’unions,voluntaryorganisationsandcivilsocietyorganisations.The

Committee’sreport,entitled“Implementation of RTE Act and Resultant Revamp of SSA”,submitted

inApril2010,wasguidedbythefollowingprinciples:

(i) Holistic view of education,asinterpretedintheNationalCurriculumFramework2005,

withimplicationsforasystemicrevampoftheentirecontentandprocessofeducation

withsignificantimplicationsforcurriculum,teachereducation,educationalplanningand

management.

(ii) Equity,tomeannotonlyequalopportunity,butalsocreationofconditionsinwhichthe

disadvantaged sectionsof the society– childrenof SC, ST,Muslimminority, landless

agriculturalworkersandchildrenwithspecialneeds,etc.–canavailoftheopportunity.

(iii) Access,nottobeconfinedtoensuringthat a school becomes accessible to all children

within specifieddistancebut impliesanunderstandingof theeducationalneedsand

predicamentofthetraditionallyexcludedcategories–theSC,STandotherssectionsof

themostdisadvantagedgroups,theMuslimminority,girlsingeneral,andchildrenwith

specialneeds.

(iv) Gender concern,implyingnotonlyanefforttoenablegirlstokeeppacewithboysbutto

vieweducationintheperspectivespeltoutintheNationalPolicyonEducation1986/92;

i.e.adecisiveinterventiontobringaboutabasicchangeinthestatusofwomen.

(v) Centrality of teacher,tomotivatethemtoinnovateandcreateacultureintheclassroom,

andbeyondtheclassroom,thatmightproducean inclusiveenvironmentforchildren,

especiallyforgirlsfromoppressedandmarginalisedbackgrounds.

(vi) Moral compulsion is imposed through theRTEActonparents, teachers,educational

administrators and other stakeholders, rather than shifting emphasis on punitive

processes.

(vii) Convergent and integrated system of educational management is pre-requisite for

implementationof theRTE law.All statesmustmove in thatdirectionas speedilyas

feasible.


1.6.2 The revised SSA Framework for

Implementation is derived from the

recommendations of the Committee on

Implementation of RTE Act and the Resultant

Revamp of SSA, and is intended to demonstrate

theharmonizationofSSAwiththeRTEAct.It

is also basedon child centric assumptions

emergingfromtheNationalPolicyonEducation,

1986/92 and the National Curriculum

Framework (NCF), 2005. The revised SSA

Framework for Implementationprovides a

b road ou t l i ne o f app roaches and

implementationstrategies,withinwhichStates

canframemoredetailedguidelineskeepingin

view their specific social, economic and

institutionalcontexts.

1.6.3 The revisedprogrammaticandfinancial

normsforSSAinterventionsareatAppendix–I


9mInIstry oF Human resource Development

2 All Children In School

2.1 Background

2.1.1 Universal access to elementary

educationrequiresschoolingfacilitieswithin

reasonable reach of all children. If schools are

notlocatedinornearthehabitationswhere

children reside, children are unlikely to

completeschooling,eveniftheyareformally

enrolled in schools. The RTEAct provides

children’saccesstoelementaryschoolswithin

thedefinedareaorlimitsofneighbourhood:

Section 6: ‘The appropriate governments

and local authorities shall establish,

with in the area or l imits of a

neighbourhood, a school, where it is not

already established, within a period of

three years from the commencement of

the Act’.

2.1.2 Further,theActplacesacompulsionon

the State to ensure that no child from the

weaker sections or disadvantaged groups is

discriminated against in any manner or

prevented from pursuing and completing

elementary education.

2.1.3 A neighbourhood school is a school

locatedwithin thedefined limitsorareaof

neighbourhood,whichhasbeennotifiedby

the StateGovernmentunder the StateRTE

Rules.TheCentralGovernmenthasnotified

the area or limits of neighbourhood to factor

indistancenorms,withprovisionforrelaxation

ofnormsinplaceswithdifficultterrainwhere

theremayberiskoflandslides,floods,lackof

roads and in general, danger for young children

in the approach from their homes to the

school.Inthecaseofchildrenwithdisabilities,

theCentralRTERulesprovideforappropriate

and safe transportation arrangements to

enablethemtoattendschoolandcomplete

elementary education. Theneighbourhood

normsprovidedintheCentralRTERuleswould

be applicable toUnion Territorieswithout

Legislature foropeningnewschools. In the

case of all other States and Union Territories

the neighbourhood norms notified in the

State/UTRTERuleswouldbeapplicable for

openingnewschoolsunderSSA.

2.2 MappingtoFacilitateChildren’sAccessinNeighbourhood Schools

2.2.1 States /UTsneed to arrive at a clear

pictureofcurrentavailabilityofschoolswithin

definedareaorlimitsofneighbourhoods.This

all cHIlDren In scHool


will requiremappingofneighbourhoodsor

habitations and linking them to specific

schools. It ispossible thataneighbourhood

may be linked to more than one school.

Similarly, a school may be linked to more than

oneneighbourhood.Acomprehensiveexercise

willhelpidentifygapsandareaswherenew

schoolsneedtobeopened.

2.2.2 Section12oftheRTEActmandatesthat

(a)allGovernmentandlocalbodyschoolsshall

providefreeandcompulsoryeducationtoall

childrenenrolledtherein,(b)allaidedschools

receivingaidorgrantstomeetwholeorpart

of its expenses shall provide free and

compulsoryeducationtosuchproportionof

children as its annual recurring aid or grants,

subject to aminimumof 25%, and (c) all

unaided and ‘specified category’ schools,

namely Kendriya Vidyalaya, Navodaya

Vidyalaya, Sainik schools or any other school

having a distinct character as specified by

notificationbytheStateGovernment/UT,shall

providefreeandcompulsoryeducationtoat

least 25% children belonging to weaker

sections and disadvantaged groups in the

neighbourhood4. While determining the need

for access of children to neighbourhood

schools,themappingexerciseshouldfactorin

the availability of seats for children from

disadvantagedgroupsandweakersectionsnot

only ingovernmentand localbody schools,

butalsoinaided,unaidedandspecialcategory

schoolsasprovidedundertheRTEAct.

2.3 Social Access

2.3.1 The significance of social access in

universalisingelementaryeducationcannot

beundermined.Indiaisamulti-culturalsociety

of numerous regional and local cultures.

Hierarchies of caste, economic status and

gender relations that characterise Indian

society,deeplyinfluencechildren’saccessto

education.Theaccidentofbirthinaparticular

religion, class, caste or gender should not

defineandrestrictachild’slifechancesforall

timestocome.Itisimportanttoensurethat

the schools respect India’s diversity and

plurality,andrecognisedifferencesarisingout

ofunevensocialandeconomicdevelopment.

Ifthelanguageofinstruction,eveninClassI,

in a school in a tribal area is the State language,

the childwill find the school environment

alienating. If teachers in the school arenot

sensitised to actively dispel traditional

perceptionsregardinggenderorcasteroles,

they are unlikely to take measures which

wouldhelpgirls,childrenfromdisadvantaged

groupsandweakersectionspursueeducation

which is equitable and free of anxiety. The

teachers’ownpatternsofcommunicationwith

4Guidelines regarding procedure for25%admissionof childrenbelonging toweaker sections and

disadvantagedgroupsfromtheneighbourhoodundersection12(1)(c)and13(1)oftheRTEActissuedvide

NotificationNo.F.1-15/2010-EE.4dated23rdNovemberisatAnnexure4.


children: the seating arrangements in the

classroom,allocationofworkbetweenchildren

reinforceordispelsocietalperceptionsabout

the‘proper’roleandplaceofgirlsorchildren

from SC/ST and minority communities.

Governmentschoolshaveahighproportion

offirstgenerationschoolgoersandchildren

from marginalised communities. Teachers

needtobesensitivetothefactthatthehome

environmentsofmanyofthesechildrenmay

notfacilitate‘time-dot’punctualityofchildren

orhomeworkor revisionof schoolwork. If

theseareperceivedas‘lapses’andthechildis

punishedor the schooldoesnothelp such

childrencopewithlearning,thechildislikely

to feeldiscouragedanddropoutof formal

schooling. The curriculum and textbooks also

need to be intrinsically connected with the

child’s life outside the school, and should

reinforce the child’s pride inher language,

society and way of life, at the same time

affordingopportunitiesforlearningaboutthe

wider world. Teachers and educational

administratorsmust be sensitive to these

children,andensurethat,giventheirdifficult

circumstances, the children are enabled to

participate in and complete elementary

education.

2.3.2 School access therefore demands not

merelyphysical access to aneighbourhood

school within a notified distance, but also

social access by way of addressing all

exclusionarypracticesintheschool,especially

thosebasedoncaste,class,genderandspecial

needs.

2.3.3 Mappingforaccesstoneighbourhood

schoolswould need to go beyond spatial

planningandpreparationofdistancematrices

forschoollocation.Theprovisionofschooling

facilitiesatappropriatelocationsisanessential

prerequisitetouniversalelementaryeducation.

Butmere provision of schooling facility is

insufficienttoensurethatallchildrenattend

schoolandparticipateinthelearningprocess.

The school may be there, but children may not

attend;theymaydropoutafterafewmonths;

or may be absent too many days and cannot

copewiththelearningload.Schoolmapping

exercises will have to incorporate social

mapping and should be undertakenwith

community involvement, to ensure that all

children who cannot access school for social,

cultural and economic reasons, are enabled to

doso.Schoolandsocialmappingisapowerful

means of mobilising the community to ensure

thatallchildrenattendschoolsandcomplete

elementaryeducation.Aschoolmapwillhelp

determine the changes necessary in schools,

andbuildadynamicvisionoftheeducation

services, including infrastructure, teachers,

andequipment,requiredsothatallchildren,

irrespectiveoftheircaste,religionorgender

are provided education of reasonable

quality.



Institutional flexibility

Animportantaspectofplanningforuniversalaccessthatflowsdirectlyfromthethrustona

rightsandequityorientedapproachistheneedforcreationofcapacitywithintheeducation

systemandtheschoolforaddressingthediversifiedlearningneedsofdifferentgroupsofchildren

whoarenow in the school system.The learningneedsof childrencannotbecompromised

becauseoflimitationsofthesystem.Planningandimplementationforuniversalaccessinthe

rightsbasedapproachwouldrequireanunderstandingofcommunityneedsandcircumstances

aswellasdecentraliseddecisionmakingformeetingthediversifiedneedsofchildren.

Flexible academic cycle

Educationofmanychildrenisofteninterruptedbecauseofamismatchintheacademiccalendar

andschooltimingswith the lifepatternof thecommunity.Theacademiccalendarmaynot

adequately factor in the implicationsofcommunity’seconomicandsocialcircumstanceson

children’sattendanceandparticipation.Centraliseddecisionsmandatinguniformacademic

calendarandschooltimings,whichdonotfactorinsocialandeconomiceventssuchasfestivals,

seasonsforsowing,harvestingareamongthemainreasonsforchildren’sirregularattendance

andparticipationintheschoolingprocess.Thereisaneedfordecentralisationofprocessesand

procedures inorder to address the locale specificneeds toharmonise the academic and

community calendars.

Flexible school timings

Flexibilityofschooltimingshas twoaspects,namely (i)flexibility toaccommodatethe local

contextsuchasnatureofoccupationsofthecommunityandchildren’sresponsibilitiesoutside

theschool,intheschooltimings,and(ii)flexibilityforcertainchildren,whosecircumstances

maynotallowthemtoattendschoolwith‘time-dot’punctuality.Forexample,therearechildren

inurbanareaswhoarerequiredtofetchwaterfortheirfamiliesfromapublicfacilitywhichmay

delaytheirattendanceinschools.Similarly,inruralareassomechildrenhavetofetchwaterfrom

faroffplaces,collectfirewoodorareengagedinsomeotheractivitywhichmaymarginallydelay

theirarrivalinschool,orsomechildrenwouldrequireashortbreakduringschoolhourstocarry

lunchfortheirfamilymembersworkinginthefields.Childreninurbanareaswhocommutea

longdistanceusingpublictransportmaygetlateforschoolforreasonsbeyondtheircontrol.

TheremaybechildrenwhowouldwanttoleavealittleearlyonFridayforprayers.


Mapping for access to neighbourhood schools

• Whatisthe‘neighbourhood’thattheschoolserves?Doesitserveoneormorehabitations?

Istheremorethanoneschoolservingthehabitation?

• Whatisthesituationofchildreninthewholeareathattheschoolservesintermsoftheir

enrolment,attendanceandretention,completionofelementaryeducation?Doallchildren

gotoschool?Aretherechildreninsomehabitationsandhamletswhichformpartofthe

school’s‘neighbourhood’whoarenotaccessingschool?

• Whoarethechildrennotgoingtoschool?Aretheyinvolvedinchildlabourordomestic

chores?Howcantheybefreedoftheirwageearninganddomesticworkresponsibilities

sothattheycanattendschool?

• Areallgirlsgoingtoschool?Aretheregirlswhohavebeenmarriedoffatanearlyageand

areforcedtostayathome?AreallchildrenfromSC,STandMinoritycommunitiesattending

school?Aretheyunabletoattendschoolonaccountofsocialdistanceordiscrimination?

Howcanthesocialdistancebebridgedandtheschoolenvironmentmadediscrimination

freesothattheycanattendschool?

• Arechildrenwithspecialneedsable toattendschool?Howcantheybe facilitatedto

accessschool?

• Howwillweensurethatallchildrencometoschoolandparticipateinthelearningprocess

regularly?Howcanwe createadatabaseof children in the catchment areaof the

‘neighbourhood’school?

• AretherechildrenwhorequireSpecialTrainingforageappropriateadmissiontoschool?

Howwilltheirneedsbeaddressed?

• What is the availabilityof teachers, teaching learningmaterial, library facilities and

infrastructureintheschool?

• Whataretheresourcesavailabletotheschoolintermsofschoolgrant,teachergrant,

maintenancegrant,teachinglearningmaterial,scholarships,infrastructure,drinkingwater,

toilets,middaymeal,etc?Isthisbeingoptimallyutilised?

• Howcantheschoolbenefitfromprovisionsunderotherschemes,suchasMGNREGA,

JNNURM,TSC,DWM,andNRHM?

• Howwillweensureadequacyofteachers,teachinglearningmaterial,infrastructureand

otherresources?

• Howcanwesupporttheschool?



2.3.4 Schoolmappingwould include the

followingsteps:(i)environmentbuildinginthe

village; (ii) conductof a household survey;

(iii)preparationofamapindicatingdifferent

households, the number of children in each

household and their participation status in

school; (iv) preparationof a village/ school

educationregister;(v)presentationofthemap

andanalysistothepeople;(vi)preparationof

aproposalforimprovededucationfacilitiesin

thevillage;whichwouldformthebasisofthe

SchoolDevelopmentPlanmandatedunderthe

RTE Act.

2.4 UpgradationofAlternateSchoolingFacilities

2.4.1 InthepastSSAhassupportedalternate

schoolingfacilitiesintheformofcentresunder

theEducationGuaranteeScheme (EGS)and

Alternativeand InnovativeEducation (AIE).

EGSandAIECentresacrossthecountryhave

been invaluable in reaching education to

children from disadvantaged groups and

weakersections,especiallychildreninunserved

habitations.However,EGScentreswere,since

inception,envisagedas transitorymeasures

toprovideschoolingtillsuchtimeasregular,

fulltimeschoolingfacilitiescouldbeprovided

in the area concerned. AIE centres catered to

the bridging needs of out of school children

till they were mainstreamed into regular

schools.Indeed,theRTEmandateforfulltime

schoolingfacilitiesforallchildrenimpliesthat

EGScentreswillnowhavetobeupgradedto

regular primary schools, and all children

availingAIEwillneedtobemainstreamedinto

full time schools in a timeboundmanner.

Therefore,inkeepingwiththeRTEmandate:

(i) EGS Centres: ExistingEGScentreswill

continuetobesupportedforaperiod

oftwoyears(2010-11,2011-12)during

whichperiodStateswouldtakestepsto

convert the EGS centres into regular

primary schools.NonewEGScentres

willbesanctionedunderSSAwitheffect

fromthefinancialyear2010-11.Incase,

theexistingEGScentreisnotrequired

tobeconvertedintoaregularschool,

onaccountofanexistingneighbourhood

school, the EGS center would be closed

down and children mainstreamed in the

neighbourhood school.

(ii) In place of AIE Centres facilities for

‘Special Training’will beprovided to

out-of-schoolchildrenwhohavebeen

admittedtoschool,toenablethemto

copewithage-appropriateenrolment

andparticipationinregularelementary

schools.

2.5 EnablingProvisionsunderSSAtoUniversaliseAccess

2.5.1 Opening new schools:TherevisedSSA

normsprovideforopeningofnewprimaryand

upperprimaryschoolswithintheareaofthe

limits of the neighbourhood as laid down by

the StateGovernmentunder the StateRTE


Rules.AllnewschoolsopenedunderSSAwill

beprovided requisite school infrastructure,

teachersandteachinglearningequipmentas

mandated under the schedule to the RTE Act.

With a view to facilitating States tomove

towards compositeelementary schools, the

revisednormsprovidethatnewupperprimary

schools/sections will be opened in the

campusesofexistingprimaryschools.

2.5.2 Overcoming barriers to opening new

schools, upgradation and expansion of

schools Openingofschoolswithinthearea/

limitsofneighbourhoodistheresponsibility

of the appropriate Government. The

appropriate Governmentwill, therefore,

ensurethatlandismadeavailableforopening

newschoolsasalsoupgradationandexpansion

of schools. The appropriate Government

wouldneed toovercomebarriersemerging

outofunavailabilityoflandofGramPanchayat/

ULBforopeningofschool.Therightsbased

approach necessitates sensitisation of

authoritiesdealingwithlandallotmentsinthe

Revenue, Panchayat Raj , and Forest

Departments toprovide land forschoolson

priority.Provisionssuchastransportationand

hostelareexceptionmeasuresforareaswhere

openinga school isnot viable.Provisionof

hostels forurbandeprivedchildrenwithout

adultprotectionisprimarilytoprovidethem

withinstitutionalcareandsupportfacilitiesto

addresstheirvulnerability.

2.5.3 Special Training for out-of-school

children:TheRTEActmakesspecificprovision

for Special Training for age-appropriate

admission for out-of-school children. A

majority of out-of-school children belong to

disadvantagedcommunities:scheduledcastes,

scheduled tribes, Muslims, migrants, children

withspecialneeds,urbandeprivedchildren,

working children, children inotherdifficult

circumstances, for example, those living in

difficult terrain, children from displaced

families,andareasaffectedbycivilstrife,etc

needSpecialTraining.

2.5.3.1 Special Training for never enrolled

childrenor thosewhodroppedoutbefore

completing elementary educationwould

requireanidentificationofchildrenwhomust

beenrolled.For this theStateGovernment,

Local Authority and SchoolManagement

Committeewillneedtoundertakeacommunity

level school mapping exerc ise . The

neighbourhoodandschoolmappingexercise

willbefollowedby(i)immediateenrolmentin

school(ii)organisationofSpecialTrainingof

flexibledurationtoenablethechildtobeat

parwithotherchildren,(iii)actualadmission

of the child in theage-appropriate classon

completionof Special Training, andhis/her

participationinallclassactivities,(iv)continued

support to the child, onceadmitted to the

regular school, so that the child can integrate

with the class socially, emotionally and

academically.TheRTEActalsoprovidesthat

such children shall continue tobeprovided

freeand compulsoryelementaryeducation

evenaftertheycross14yearsofage.



2.5.3.2 ThedurationofSpecialTrainingmay

beflexible,varyingfrom3monthsto2years,

depending on the child’s needs. Special

Trainingmaybeintheformofresidentialor

non-residentialcoursesorganised,preferably

in the premises of the school, but if such

facilitiesarenotavailableinschool,alternate

facilitieswhicharesafe,secureandaccessible

maybeidentifiedandused.Attheendofthe

durationof Special Training for aparticular

child,thesuitabilityofplacingthechild ina

classmaybereviewed.Forexample,ifa10-

yearoldchildwasadmittedtoClass IV,and

receivedtwoyearsofSpecialTrainingtillage

12, an assessment may be made as to whether

thechildcouldcopebetterinClassVorVIin

theformalschool,andthechildappropriately

placed. Even after a child is appropriately

placedintheformalschoolshemaycontinue

toreceivespecialattentionbytheteacherto

enable her to successfully integrate with the

restoftheclass,academicallyandemotionally.

SSAwillprovidesupportforSpecialTraining

as envisagedunder theRTEAct forout-of-

school childrenwhohavebeenadmitted to

regular schools to ensure that they are

integrated into the school system. Such

supportwillbe in the formof residentialor

non-residentialcourses,asneededandsuch

childrenwillcontinueevenbeyond14years

ofagetocompleteelementaryeducation.

2.5.4 Residential facilities:Therearecertain

areasinthecountrywhereitmaynotbeviable

to set up schools. These include sparsely

populatedorhillyanddenselyforestedareas

withdifficultgeographicalterrains.Thereare

alsodenselypopulatedurbanareas,whereit

isdifficulttogetlandforestablishingschools.

Also, in urban areas there are a number of

urbandeprivedchildren:homelessandstreet

children in difficult circumstances,without

adultprotection,whorequirenotmerelyday-

schooling facilities, but also lodging and

boardingfacilities.Residentialfacilitiesmaybe

provided for these children under SSA.

However,theremayaninherentdifficultyin

locatingsuchschoolsalloverthecountry;the

establishmentof residential schools should

therefore be restricted, as an ‘exception’

measuretosparselypopulated,hilly/forested

terrainsandforurbandeprivedchildren,street

chi ldren and chi ldren without adult

protection.

2.5.4.1 For urban deprived and children

without adult protection: Children on the

streets may suffer from many denials and

vulnerabilities: these includedeprivationof

responsibleadultprotection,coerciontowork

toeateachday,workinunhealthyoccupations

like rag-picking, begging and sex work,

abysmallypoorsanitaryconditions,inadequate

nutrition frombegging, a rangeof psycho-

social stresses, physical abuse and sexual

exploitation,andexposuretoharddrugabuse.

ForsuchchildrenSSAwillprovidesupportfor

residential facilities as per the following

interventions:


(a) Redeploying public buildings and

infrastructure:Lackofbuildingsbecause

ofthehighcostofrealestateincitiesis

the severestbottle-neck toproviding

facilitiesforurbandeprived,vulnerable

children.TheGovernmentcanatbest

fund a few ‘model’ hostels, but this

wouldnotcoverthetensofthousands

of street children in every city.Most

Stateandlocalgovernmentshavelarge

unusedandunder-utilisedbuildingsand

infrastructure, which need to be

redeployed and sharedwith street

children. The best and most economical

approach,andonethathasthepotential

toreacheverystreetchild,istoshare

spaces in existing schools that are

vacant.Suchbuildingsmayneedonly

small additions for toilets, bathing

placesandakitchen.Suchanapproach

also has the potential to lead to

integration, dignity and the learning

hands-onofegalitariancompassionand

pluralism.

(b) Refurbishing unused old buildings:The

sharingofexisting schools shouldbe

the preferredmodel. But it is also

possible to secondarily rely on

refurbishing unused old buildings, with

additionsandalterations.TheStateand

municipal governments havemany

buildings that are unused and under-

used which can be allotted and

upgradedasresidentialhomes.These

can be old school buildings, or other

municipal or other departmental

buildings. Ideally these residential

schools shouldalsobedevelopedas

regular primary schools, so they

approximate the firstmodel over a

periodoftime.

(c) New residential facilities: The last

optionwouldbe the constructionof

new residential facilities for children

withoutadultprotection,inwhichcase

thenormspertaining toKGBVswould

apply. The civil works costs of the

hostelswillbewithintheexistingceiling

forcivilworksperdistrict.

2.5.4.2 Residential facilities to serve children

in sparsely populated areas: SSA would

supporttheconstructionofresidentialfacilities

forboysandgirlstoservechildreninsparsely

populated areas of tribal, desert or hilly

ThismodelhasbeenadoptedinAndhraPradesh,wheresomeresidentialschoolsforchildren

withoutadultprotectionhavebeensetupaspartofexistingschoolsinHyderabadwithsupport

fromAmanVedike.Thishasbeenfoundtohavemanyadvantages:notonlylowcosts,butthe

integrationofchildrenwithfamiliesandhomeswiththosewhohavebeendeprived,tothegreat

pedagogicadvantageofboth.Manygovernmentschoolsalsowelcomedthis,becauseithas

pusheduptheenrolmentintheschools,andmadethemmoreviable.



districts,whereitmaynotbeviabletosetup

afull-fledgedschool.Suchfacilitiesmaybein

the form of hostel in the premises of an

existingprimary/upperprimary school,ora

residential school where primary/upper

primaryschooldoesnotexist.SSAapproval

for such facilities is however contingenton

Statesconductingaschoolmappingtoensure

thatthereisno‘neighbourhood’schoolinthe

areaandtransportationfacilitytoandfrothe

school nearest to the neighbourhood is not

practical, and identifying all childrenwho

wouldbenefitfromsuchintervention.

2.5.4.3 Thus,SSAwillprovidesupportfor(i)

additionof spaces such as toilets, bathing

spaces,kitchensinexistingschoolsproposed

tobeusedas residential facilities for street

children without adult protection, (ii)

refurbishing of unused buildings also for use

as residential facilities for street children

withoutadultprotection,and(iii)construction

of residential facilities to serve children in

remote, sparselypopulatedareas, including

tribal, desert and hilly areas and street children

withoutadultprotectioninurbanareas.The

design shouldbe inclusive to servechildren

withdisabilitiesaswell.Theconstructionof

full-fledgedhostelswouldbe inaccordance

withKGBVnorms.Additionofspacesinunder-

utilised existing schools or refurbishing of

unusedexistingschoolswouldbeexamined

on a case to case basis. Running costs of the

hostelfacilitieswouldbeasperKGBVnorms.

2.5.5 Transportation or Escort Facilities:

Children in remotehabitationswith sparse

populationsorinurbanareaswhereavailability

oflandisaproblemorchildrenbelongingto

extremelydeprivedgroupsor childrenwith

specialneedsmaynotfindaccesstoschools.

Such childrenmaybeprovided support for

transportation or escort facilities. The

requirement of funds for this facility will be

keptunder theNationalComponent, tobe

utilizedonreceipt/appraisalofdistrictspecific

SisterCyrilofLoretoSchool,Sealdah,hasshownhowitisfullyfeasibletoprovidefulleducation

tobothregularandstreetchildren.TheLoretohomesarealllocatedwithinexistingschools.

The childrenenjoy thebenefitsofbeing insidea regular schoolwithall theactivities, the

interactionwiththemoreprivilegedpeergroupoftheregularschool,theroughandtumbleof

normalschoollifeandthefriendlyinteractionwithotherchildrenofvariousbackgrounds,creeds

andcastes.Thispositiveenvironmentenableseachchildtogrowandreachherfullpotential.

Whengirlscomeoffthestreet,theyhavetobepreparedduringtheinitialperiodforattending

classes.Theywillnotgotoaregularschooluntiltheycanfitintoaclassofapproximatelytheir

ownagegroup.Thisnormallytakesoneyearorless.Theyaretaughtonaonetoonebasisby

theregularchildrenoftheschoolduringtheirobligatoryWorkEducationclasses.


proposalsfromtheState,justifyingtheneed

forprovidingtransportationfacilitytochildren

insparselypopulated,hilly/denselyforested/

desert terrains, as well as urban areas where

unavailabilityoflandmakesitunviabletoset

upschoolsasperthe‘neighbourhood’norms

of the State.

2.5.6 School Uniforms:TheRTEActmandates

freeandcompulsoryeducationforallchildren

inGovernmentschools.Uniformsconstitute

anexpensewhichpoorfamiliesareoftennot

abletoafford,andthusbecomesabarrierfor

manychildrenpursueandcompleteelementary

education.SSAwillprovidetwosetsofuniform

toallgirls,SC,STchildrenandBelowPoverty

Line (BPL) children, wherever (i) State

Governmentshaveincorporatedprovisionof

schooluniformsasachildentitlementintheir

StateRTERules, and (ii) StateGovernments

arenotalreadyprovidinguniformsfromthe

Statebudgets.Incaseanystategovernment

is partially subsidizing the cost of uniform

beingsuppliedtochildreninschool,thanthe

amount under SSA would be restricted to the

remaining of the

2.5.6.1Thepurposeofschooluniformsisto

inspireasenseofbelongingandownershipof

theschoolforthechildrenusingitsservices.

It is not to instill a sense of regimented,

homogenized order. Therefore, decisions on

designof uniforms and their procurement

should be local rather than centralized.

Procurement of uniforms would be in

decentralizedmodeattheSMClevel.

2.6 Addressing Systemic Issues for UniversalAccess

2.6.1 Removal of financial barriers:TheRTE

Actprovidesthatnochildinaneighbourhood

school,asnotifiedbytheStateGovernment,

shallbeliabletopayanykindoffee,chargeor

expense thatmay prevent her/him from

enrolling, participating and completing

elementary education. States may ensure

convergence of resources from different

schemesoftheCentralandStateGovernments

toremovefinancialbarrierstoschoolaccess.

Someexpensessuchastextbooks,uniforms

andtransportationcanbedefrayedunderSSA,

unlessthesearealreadybeingprovidedunder

anyotherschemeoftheStateGovt.Freenoon

mealswillcontinuetobeprovidedunderthe

MDM Scheme. Other schemes of the State

Governmentsand local authorities, suchas

scholarships, school bags, stationary, bus

passes, etc.,will contribute tomeeting the

‘hidden’costsofeducation.Allentitlements

asnotified intheStateRTERulesshouldbe

provided through existing State/Central

schemes thatmaybe further expanded to

includenewandspecificitemsforthepurpose

of removal of financial barriers to school

access.

2.6.2 Removal of procedural barriers: The

RTEActalsoprovidesforremovalofprocedural

barrierstoschoolaccess.Itprovidesthatno

child shall be denied admission in a school for

wantof aBirthor TransferCertificate. The

Central RTERulesprovide thatwherever a



BirthCertificateundertheBirths,Deathsand

Marriages Certification Act, 1886 is not

available, ananganwadi record or an ANM

recordoradeclarationoftheageofthechild

bytheparentorguardianwouldbedeemed

tobeproofofage.Similarly,StateRTERules

maynotifythedocumentsthatmaysufficein

theabsenceofaBirthCertificate.Delayinissue

ofTransferCertificateshallnotbeagroundfor

denial of admission to a child in the new

school.Executiveinstructionsmaybeissued

toallHeadmasterstoissueTransferCertificates

onpriority,wheneverachildrequiresit.

2.6.3 Any-time admission in school:Admission

of a child in school is a fundamental right and

it cannot be denied at any point of time.

Ideally, all children should be enrolled in school

at the beginning of the academic session.

However, in the caseof children indifficult

circumstances,includingchildrenaffectedby

migration, displacement or ill health, etc

schools may need to be flexible to allow

admissionatanytimeduringthesession.The

Central RTE Rules provide that children

admittedaftersixmonthsofthebeginningof

theacademicsessionmaybeprovidedSpecial

Training as determined by the Head Teacher

oftheschooltoenablehim/hertocomplete

studies.

2.6.4 Ensuring an eight-year elementary

education cycle: The National System of

Educationenvisagesa commoneducational

structure.Attheelementarylevel,thenational

systemofeducationcomprisesfiveyearsof

primaryeducationandthreeyearsofupper

primary.Effortshavebeenmadetofollowan

eight-yearelementaryeducationcyclethrough

out the country; however, several States

continue to followa seven-yearelementary

educationcycle.ExistingSSAnormsprovide

supporttoStatestomovetowardsaneight-

year elementary education cycle through

provisioning for additional teachers and

classroomforClassVIIIattheupperprimary

stage.Inaddition,SSAwillprovidesupportfor

teachinglearningequipmentforClassesVand

VIII, inorder to facilitateStates toadoptan

eight-yearelementaryeducationcycle.

2.7 InterventionsforUniversalisingAccess

Intervention Norm

School and social

Mapping

a. To be part of Community Mobilisation, research and

management

NewPrimarySchool/

UpgradationofEGS

b. Primary school within the area of the limits of the neighbourhood

aslaiddownbytheStateGovernmentpursuanttotheRTEAct

c. AllexistingEGScenterswhichhavebeenfunctioningfortwoyears

shall beupgraded to regular schools, or closeddownwhere

children are mainstreamed into neighbourhood schools. No new

EGScentreswillbesanctionedfrom2010-11onwards.


Intervention Norm

UpperPrimary school/

section

d. Upperprimaryschoolswithinsuchareaorlimitsofneighbourhood

aspernotifiedStatenorms.

e. Upperprimaryschoolsshallbeprovidedonlythroughupgradation

ofexistingprimaryschoolssothatschoolbecomesanintegrated

elementary school from Classes I to VIII. The building and

infrastructurewilltherefore,beconstructedinexistingprimary

schoolcampuses.

Residentialfacilities f. Residential facilitiesmaybeprovided for children in sparsely

populated or hilly and densely forested areaswith difficult

geographicalterrains,denselypopulatedurbanareas,whereitis

difficulttogetlandforestablishingschools.Also,forhomeless

and street children in difficult circumstances, without adult

protection,whorequirenotmerelydayschoolingfacilities,but

alsolodgingandboardingfacilities.

Transport/Escort g. Childreninremotehabitationswithsparsepopulationsorinurban

areaswhereavailabilityoflandisaproblemmaynotfindaccess

to neighbourhood schools. Similarly, children from extremely

deprivedgroupsand childrenwith specialneedsmay require

transportation/escort facilities.Suchchildrenmaybeprovided

supportfortransportation/escort.

Uniforms h. SSAwillprovidetwosetsofuniformtoallgirls,SC,STchildren

andBPLchildren,whereverStateGovernmentsarenotalready

providingthesefromtheStatebudgets.

Eight-year EE cycle i SSAhasbeensupportingStatestomovetowardsaneight-year

elementaryeducationcyclethroughprovisioningforadditional

teachersandclassroomforClassVIIIattheupperprimarystage.

In addition, SSAwill provide support for teaching learning

equipmentforClassesVandVIII,inordertofacilitateStatesto

adoptaneightyearelementaryeducationcycle

SpecialTraining j. SpecialTrainingwouldbeprovidedafteradmittingout-of-school

childrenintheschooltofacilitateageappropriateenrolment.

25%reservationin

privateunaidedschools

k. 25%reservationinprivateunaidedschoolsforchildrenbelonging

todisadvantagedgroupsandweakersections.Reimbursement

of expenditure so incurred shall be made by the state

Government.



2.8 SummingUp

2.8.1Universalaccessisanessentialcomponent

of UEE. Access does not constitute mere

physical availability of school; it implies

facilitatingfull,freeandjoyfulparticipationof

childreninlearning.Anybarriertochildren’s

learning means that access has been denied

fullyor inpart.Access comprises children’s

participationinlearningbyaddressingsocial,

economicalandlinguisticbarriersinaddition

tobarriers arisingoutof physical distance,

topographyandinfrastructureetc.Interventions

foruniversalisingaccessthereforecannotbe

limited to school infrastructure, residential

facilityortransportation,butmustencompass

curriculum, including ‘hidden’ curriculum,

pedagogyandassessment.Equitableaccess

must amalgamate with equitable quality to

institutionaliseand sustainuniversalaccess.

This would be necessary for enabling real

access to children disadvantaged in socio-

economic,culturalandlinguisticterms.Such

anunderstandingofaccessmustpercolateto

thegrassrootslevelforenrichingtheprocess

ofplanning,implementationandmonitoring,

andmovingawayfromthepresentpracticeof

viewingaccessasastand-aloneintervention

dealingmerelywiththephysicalavailabilityof

school and infrastructure. States which are

consideredwellprovidedintermsofphysical

accessmustintrospectinthisperspectiveto

determine whether or not access is really

availabletoallchildren.


3.1 Context

3.1.1.Bridginggenderandsocialcategorygaps

in elementaryeducation is oneof the four

goalsofSSA.Consequently,SSAattemptsto

reach out to girls and children belonging to SC,

STandMuslimMinoritycommunities.SSAhas

alsogivenattentiontourbandeprivedchildren,

childrenaffectedbyperiodicmigration,and

children living in remote and scattered

habitations.SSAhasidentifiedSpecialFocus

Districtsonthebasisofadverseperformance

on indicators of enrolment, retention, and

genderparity,aswellasconcentrationofSC,

ST andminority communities. KGBV and

NPEGEL have played an important role in

furthering the goal of girls’ education in

educationallybackwardblocksofthecountry.

Besidesthese,SSAiscontributingtoinclusive

educationofchildrenwithspecialneeds.

3.1.2 However,giventhecomplexandchronic

nature of inequality and exclusion, the

strategiesadoptedsofarhavetendedtobe

somewhatisolated,fragmentedanddevoidof

institutional support.As a result, themany

3 Addressing Equity Issues In Elementary Education

formsthatexclusiontakes,andthedifferent

waysinwhichitismanifested,havenotbeen

sufficientlyaddressedacrossthecomponents

ofaccess,participation,retention,achievement

andcompletionofelementaryeducation.This

makesexclusion the singlemost important

challenge in universalising elementary

education.With theRTEhaving come into

force this challenge must be addressed with a

sense of urgency.

3.2 RTE, Equity and Social Inclusion

3.2.1 TheRTEAct,2009hasdefinedchildren

belonging to disadvantaged groups and

children belonging to weaker sections as

follows:

Disadvantaged Groups5 are defined as

those that belonged to the “SC, ST,

socially and educationally backward

class or such other groups having

disadvantage owing to social, cultural,

economical, geographical, linguistic,

gender, or such other factors as may be

5AnamendmenttotheRTEActhasbeenproposedtoincludechildrenwithdisabilitiesunderthedefinition

ofdisadvantagedgroups.

aDDressIng equIty Issues In elementary eDucatIon


s p e c i f i e d b y t h e a p p r o p r i a t e

Government”.

Weaker Sections are defined as those

“belonging to such parent or guardian

whose annual income is lower than the

minimum specified by the appropriate

Government by notification”.

3.2.2 The Act requires the appropriate

government and every local authority to

“ensure that the child belonging to weaker

sect ions and the chi ld belonging to

disadvantaged groups are not discriminated

against and prevented from pursuing and

completing elementary education on any

grounds”.

3.2.3 InstatingthustheRTEActopensupthe

wholesphereofcircumstanceswhichcomein

thewayofachild’senrolmentandparticipation

in school, and his/her completion of the

elementarystage.Thisnecessitatesanattempt

atlistingofcategoriesofchildrenwhomight

be coveredunder section2(d) and (e) and

spelling out possible strategies to prevent

explicitandimplicitdiscriminationinpursuing

andcompletingelementaryeducation.

3.2.4 Gender cuts across the categories of

disadvantaged groups as well as weaker

sections. The RTE Act in different sections

makesreferencetogenderandgirls’education

both explicitly and implicitly. Someof the

relevant provisions are: no discrimination

againstchildrenfrom‘disadvantagedgroups

and‘weakersections’onanygrounds(including

gender); inclusion of women in school

monitoring committees; provisionof good

qualityeducationthatincludesequityissues,

curriculumdevelopment in conformitywith

constitutionalstipulations,training,enrolment

inageappropriatedclasses(whichwilllargely

applytogirls,especiallyfromdisadvantaged

communities).

3.3 Approach

3.3.1 The enactment of the RTE requires

addressing gender and social equity within a

frameworkthat isholisticandsystemic.The

approachwill be informedby the following

perspective,which is in keepingwith the

principles laid out by the Report of the

CommitteeonImplementation of RTE Act and

the Resultant Revamp of SSA:

• Equity will mean not only equal

opportunity, but also creation of

conditionsinwhichthedisadvantaged

sectionsofthesociety–childrenofSC,

ST, Muslim minority, landless agricultural

workersandchildrenwithspecialneeds,

etc.canavailoftheopportunity.

• Accesswillnotbeconfinedtoensuring

that a school becomes accessible to all

childrenwithin specifieddistancebut

implies an understanding of the

educationalneedsandpredicamentof

thetraditionallyexcludedcategories–

the SC, ST andother sectionsof the

mostdisadvantagedgroups,theMuslim


minority, girls in general, and children

withspecialneeds.

• Genderwill bea critical cross-cutting

equity issue andwill imply not only

makingefforts toenablegirls tokeep

pacewithboysbuttovieweducationin

theperspectivespeltoutintheNational

Policy on Education 1986 /92; i.e. a

decisive interventiontobringabouta

basic change in the status of women .

• Centrality of classroom practices and

processes where the culture in the

classroom, and beyond the classroom,

willproduceaninclusiveenvironment

for children, especially for girls from

opp re s s e d a nd ma rg i n a l i s e d

b a c k g r o u n d s , a n d f r e e f r o m

discrimination.

• Quality with Equity: Equity will be seen

as an integral part of the agendaon

improving quality andwill therefore

encompassnot just looking at issues

pertaining to teacher training and

education, curriculum, language,

e d u c a t i o n a l p l a n n i n g a n d

management.

3.3.2 In the context of RTE, the equity agenda

ofSSAwouldworktowards:

(i) Moving from an incentives- and

provisions-basedapproach toa rights

andentitlementsapproach

(ii) Developingadeeperunderstandingon

issues contributing to exclusion and

disadvantage, arising from entrenched

hierarchical structures (social, language,

cultural, religious backgrounds), prevalent

stereotypes and the challenges faced by

children fromdisadvantaged communities

includingwithintheschoolspace

(iii) Assessingneedsofdifferentexcluded

and marg ina l i sed g roups and

communit ies and consequently

addressing these needs through

contextualised strategies.

(iv) Encouraging innovative thinking and

dialogue to identify holistic, multi-

prongedandviablestrategiestoaddress

issues of gender, equity exclusion that

willcutacrossthedifferentSSAgoals.

(v) E n c o u r a g i n g u p - s c a l i n g a n d

institutionalisationofinterventionsand

strategies foundeffective, viable and

sustainablewithaviewtostrengthening

themainstreameducationsystem.

3.3.3 Equity in SSA would, therefore, mean

focus on addressing exclusion of girls and

children belonging to Scheduled Castes,

ScheduledTribes andMuslim communities

whoconstitutethebulkofexcludedchildren

in the country. It will also refer to a new

categoryofexcludedchildren–thoselivingin

areasaffectedbycivil strife. Itwillalsotake

intoaccount,childrenaffectedfrommigration,

urbandeprivedchildren,homelesschildren,

children in remote and sparsely populated



habitations,othergroupsand categoriesof

excluded children and CWSN. It will also mean

including gender and other equity issues

within the quality goal.

3.4 GenderandGirls’Education

3.4.1 Perspective: SSA acknowledges that

reaching out to the girl child is central to the

effortstouniversaliseelementaryeducation.

SSA’sfocusongenderparityisrootedinthe

National Policy on Education and the POA

(1986/92)which brought centre-stage the

issueof gender and girls’ education.More

importantly,itlinkededucationofwomenand

girlstotheirempowerment.NPEstatesthat

educationshouldbea transformative force,

buildwomen’sself-confidence,and improve

their position in society and challenge

inequalities.

3.4.2 The approach to gender and girls’

educationwillbebasedonthereportofthe

CommitteeonImplementationoftheRTEAct

and the Resultant Revamp of SSA,which

pointedoutthatalthoughgenderhasbecome

anacceptedcategoryinpolicyandprogramme

formulation,itcontinuestobeunderstoodin

limited ways. It is largely seen as a biological

category(concerningonlygirlsandwomen);

asastand-alonecategory(notrelatedtoother

issuesorotherformsofdiscrimination);and

intermsofprovisionofopportunitiessothat

girls can ‘catchup’withboysand ‘close the

gap’.Thus,achievinggenderparityhasbeen

an overarching concern of the education

system.Whilethisisofcriticalimportanceand

hasledtosomeimpressiveimprovementsin

girls’enrolment,retentionandcompletion,it

has also led to gender being understood

primarilyinquantitativeterms.

3.4.3 InthenextphaseofSSAimplementation,

genderandsocialdisadvantagemustbecome

integral to concerns of quality and equity.

Gender as a crosscutting issue should be

viewedasanintegralandvisiblepartofthe

quality agenda. Girls are not a homogenous or

singularcategoryandgenderdoesnotoperate

inisolationbutinconjunctionwithothersocial

categories resulting in girls’ having to

experiencemultiple formsofdisadvantage.

The dimensions of location (rural-urban),

caste,class,religion,ethnicity,disabilitiesetc.

intersectwith gender to create a complex

reality. Curriculum, textbooks, pedagogic

practices,needtocapturetheentirewebof

socialandeconomicrelationsthatdetermine

anindividual’slocationinthesocialrealityand

shapesherlivedexperiences.Developingsuch

anunderstandingisnecessaryforimproving

classroompractices,curriculum,trainingand

strategies for reaching the remaining out-of-

school children. Data on gender should be

further disaggregated by other axes of

disadvantage, itmustbeanalysedandused

forplanningpurposes.

3.4.4 Whiletherehasbeenimprovementand

innovation in the area of gender and girls


education,many interventions like gender

trainingremainlargelysporadicandcontinue

tobeseenas‘add-ons’.WithRTEcominginto

effect,thethrustwouldnowbetomainstream

good practices and processeswithin the

educationsystem.

3.4.5 Efforts pertaining to gender have

focusedmainlyonfemales.Asaresult,several

womenhavebeenempoweredandaspace

has been made to raise gender concerns and

developabetterunderstandingofthestructural

andsocialbarrierstogirls’education.However,

sincethelong-termobjectiveistotransform

unequal gender relations and bring about

systemic change, therefore, it would be equally

importanttobuildonthesegainsandinclude

boys and men more significantly in this

process.

3.4.6 In order to address gender it is therefore

necessarytogobeyondspecificschemesand

provisions and be treated as a systemic

issue.

3.5 Girls:Access&Retention

3.5.1 Despitesignificantimprovementinthe

enrolmentofgirls, girls fromdisadvantaged

communitiescontinuetoformthebulkofout-

ofschoolchildren.Thereforeaccesscontinues

to be an equity issue in the case of girls. Also,

there is aneed to consider retentionasan

equity issue, as SC, ST, Muslim girls, are

vulnerable,andmostlikelytodropout.Parents

ofchildrenfromsuchcommunitiesoftenhave

limitedmeans,andanyadversitycompelsgirls

fromsuchcommunities to leave thesystem

that theyhaddifficultyentering in thefirst

place.Theovertandtacitformsofdiscrimination

thatareembeddedintheschoolenvironment

(classroomsandbeyond)make schooling a

difficultexperience.AkeyfocusinSSAwillbe

to address this challenge.

3.5.2 Withregardtoaccessandretentionthe

focus would be on older girls, where the need

isthegreatest.Supportmeasuresthataddress

economic, academic and social dimensions

thatleadtodropoutwouldneedtobeplanned

as amore cohesive intervention.Measures

wouldincludetransport,escorts,counseling,

helping them negotiate domestic work

burdens, community supportmechanisms,

and academic support depending on the

natureoftheproblem.

3.5.3 Moreover, asadolescence is a crucial

andcomplexstageoflifewhereyoungpeople

discoverissuesrelatedtosexualityanddevelop

asenseofself,innovativemeasurestobolster

girls’self-esteemandconfidence(inaddition

to imparting the regular curricula content)

wouldbe included.Attentionwouldbepaid

toaddressingtheparticularneedsofgirlsfrom

otherdisadvantagedgroupsorthoselivingin

difficultcircumstances(streetchildren,migrant

children,andgirlsinconflictsituations).Girls

insuchsituationsareparticularlyvulnerable

and face several security concerns. Some

activities already conducted as part of the



NPEGEL Scheme (where operational), and

SSA’s Innovation Fund could be used for

supportingthoseinterventionswhichcannot

besupportedunderanyothernorm.

3.6 Gender, Equity and Quality

3.6.1 Issues of quality and equity are inextricably

linked.Itisimportanttounderstandthatpoor

quality impacts on equity andpoor equity

reinforces poor quality. Therefore, efforts

which are aimed at one must also include the

other. Within SSA, quality concerns are being

increasinglyhighlighted,andtheapproachto

quality improvement isundergoingamajor

shift tobecome integrated, comprehensive

andoverarching.Inthecontextofimplementing

theRTEActthisapproachshifttoqualitywould

havetobeenrichedwherebythecurriculum,

textbooks, teaching-learning materials, the use

of space in the classroom, infrastructure,

assessment and teacher trainings are looked

at holistically and mutually reinforce each

other. Each of these issues would need to be

addressedbyagenderperspective.

3.7 SpecialSchemesforGirls

3.7.1 National Programme for Education of

Girls at Elementary Level

3.7.1.1 TheNationalProgrammeforEducation

ofGirls at Elementary Level (NPEGEL) is a

focusedinterventionofGovernmentofIndia,

toreachthe“HardesttoReach”girls,especially

thosenot in school.NPEGEL is a separate,

gender-distinctbutintegralcomponentofSSA,

which provides additional support for

enhancinggirls’educationoverandabovethe

investments for girls’ education through

normalSSAinterventions.

3.7.1.2 NPEGELisimplementedinEducationally

BackwardBlocks (EBBs)where the level of

ruralfemaleliteracyislessthanthenational

average i.e. 46.13% (Census,2001)and the

gendergap in literacy is above thenational

averagei.e.21.67%(Census,2001);inblocks

ofdistrictswhicharenotcoveredunderEBBs

buthaveat least 5%SC/STpopulationand

whereSC/STfemaleliteracyisbelow10%;and

also in selected urban slums. To keep the

emphasis on the programme as a distinct

componentoftheSSAaseparateaccountis

maintained forNPEGEL.NPEGEL has been

amendedtwicesinceitsinception,first,inJuly,

2007toprovideforblockfocusedprojectsfor

girlsatrisk/difficultcircumstances,andlater

in December 20106 to provideflexibility in

devising and implementing need based

interventions.

3.7.1.3 Various reviews have identified

concerns related to the schemeasbeing–

unevenquality;fragmentedapproachwhere

activitiesarepickedupfromtheindicativelist

anddonotformacohesivestrategy;overlap

of activitieswithother componentsof the

scheme such as theAIE component; local

6TherevisedNPEGELguidelinesareatAnnexure5.


planning not strong enough; activities/

strategiesrelatedtogenderhaveremainedan

add-onandnotmainstreamed;noreviewof

quality ofmodules etc. being produced;

insufficient impact of the gender training

programmesonmakingclassroompractices

moregendersensitive; impactofthemodel

clusterschoolisnotcertain;etc.Theplanning

and implementationprocess shouldkeep in

mindthattheproblemsmentionedareinline

withtheprovisionsoftheRTE.Effortsshould

bemade to identify good practices from

different States as well as strengths and

weaknessesinthelightofSSAtransformation

toimplementtheRTE.

3.7.2 Kasturba Gandhi Balika Vidyalaya

(KGBV)

3.7.2.1 Kasturba Gandhi Balika Vidyalaya

(KGBV) provides for setting up residential

schools at theupperprimary level for girls

belongingpredominantly to theSC,ST,OBC

andminoritycommunities.KGBVsaresetup

ineducationallybackwardblocks,wherethe

female rural literacy is below the national

average (i.e. below 46.13% as per Census

2001)andgendergapinliteracyisabovethe

nationalaverageof21.67%.Further,thescope

oftheschemewasenlargedtocovertheblocks

thathaveruralfemaleliteracybelow30%and

urban areas with female literacy more than

thenationalfemaleliteracy(urban)of53.67%

asperCensus2001.Thiswasagainenlarged

tocoveralltheeducationallybackwardblocks

with rural female literacy of 46.13%.

3.7.2.2 Such residential schools are set up

only inthoseeducationallybackwardblocks

whichdonothaveresidentialschoolsatthe

upperprimarylevelforgirlsunderanyother

schemeoftheMinistryofSocialJusticeand

Empowerment,MinistryofTribalAffairsorthe

StateGovernment.This shallbeensuredby

theDistrictLevelAuthorityofSSAatthetime

of actual district level planning of KGBV

initiatives by coordinatingwith the other

Departments/Ministries.

3.7.2.3 KGBVprogrammehasbeen revised

twice since its inception,first inApril 2008

whencriteriaforidentifyingEBBwererevised,

and,later,inApril,2010whenthecriteriawere

revisedagainbesidesthedecisiontoallowunit

costforcivilworksaccordingtothestateSoR

ratherthanthefixedcost7.Theimportanceof

theKGBVSchemeinaddressingtheeducational

needsofgirlsfrommarginalisedcommunities

hasbeenhighlightedinvariousreviews.KGBVs

runbyMSandNGOsareparticularlysuccessful

as they augment resources to bring in

empowerment-orientedcontent.Lessonscan

belearntfromtheirexperiences.Thescheme

wouldbestrengthenedwiththedevelopment

ofanappropriatecurriculumframeworkwhich

wouldincludeempowermentissues,teaching-

learningmaterial,teachertrainingprogrammes

7TherevisedKGBVguidelinesareatAnnexure6.



and monitoring and assessment mechanisms

keepinginmindthecontexts,andageofthe

learners and the residential nature of the

schemewhich could be takenupwith the

involvement of experiencedorganizations,

especiallywithastronggenderorientation.

3.7.3 Mahila Samakhya

3.7.3.1 Mahila Samakhya (MS)programme

was started nearly 20 years ago and has been

recognisedasaneffectivestrategyforcreating

circumstances for girls’ education and

empowerment. The critical thing in this

programme is that its agendaandpriorities

are set bywomen’s groups, calledMahila

Sanghas, themselves.At thetimewhenthis

programmewasstartedquestionswereraised

whether itwould in fact contribute togirls’

education.OvertheyearsMahila Sanghas and

their federations have themselves given a

placeofimportancetogirls’education.They

playanactiveroleinworkingtowardsremoval

of barriers to the participation of girls in

education.

3.7.3.2 The Mahila Sanghas ensure that the

educationsystemissensitivetotheneedsand

interests of girls through monitoring and

ensuring accountability in village schools,

addressing teacher absenteeism, MDM

implementation and quality, etc.Mahila

Samakhyahasdemonstratedthepossibilities

andpracticablewaysof creatingandusing

gender-sensitive curriculum, classroom

pedagogy, teacher training and life-skills.

Sanghawomenareoftenmembersofvillage

levelcommittees,andplayanimportantrole

inSSAimplementationandmonitoring.

3.7.3.3 ThisspiritofMSandtheoveralltenor

of the RTE provide enormous scope for

synergic outputs. Specialmention in this

regard should be made of the fact that

occasionallyonehearsofMSbeingexpected

tosub-servethegoalsofSSA.Thiswouldnot

beinaccordancewiththestipulationofNPE,

1986.MSshouldcontinuetozealouslyadhere

toitsnon-negotiableprinciples,includingthe

stipulationwhich gives to them space for

making their own decisions regarding

programmepriorities and implementation

strategies. The role of MS would be in

monitoring and gr ievance redressal ;

developmentoftrainingstrategiesforSMCs

especiallywomenmembers;Mahila Shikshan

Kendras have demonstrated ability to run

bridge courses and to develop necessary

curricula and teaching-learning arrangements.

Theycouldmakeanimportantcontributionin

conductingprogrammesforchildrenwhoget

admitted to age-appropriate classes but

requirepreparatorycoursestokeeppacewith

otherstudents.MSKcanfunctionascentrefor

specialtrainingforoutofschoolchildrenwho

havebeenenrolledinregularschools.

3.8 Inclusion of Children from MarginalisedCommunities

3.8.1 Strategies

3.8.1.1Asafirststepintheexerciseofbringing


children from marginalised backgrounds into

schoolacarefulmappingofthesechildren–

whotheyareandwheretheylive–willhave

tobeundertakensystematically.WhileSSAhas

alreadyidentifiedSpecialFocusDistricts(SFDs)

with concentration of SC, ST and Muslim

communities,afurtherunpackingofthelayers

of exclusion that exist within these districts

willberequiredbythelocalauthoritieswho

havebeengiventheroleofidentifyingout-of-

school children and ensuring that they are

brought into school. Since the RTE Act

guarantees elementary education in a

neighbourhood school, the neighbourhood

can be the best unit for identification of

marginalised children. In order to do this job

effectivelyitwillbeimperativethatthelocal

authoritiesworkcloselywithcommunitiesand

community-based groups that have links

withincommunitiesandcanhelpinidentifying

the out-of-school children.

3.8.1.2 TheSchoolManagementCommittees

(SMCs)envisagedintheRTEActwouldhave

toplayakeyroleinthemappingexerciseas

wellasinensuringinclusivestrategiesinthe

SchoolDevelopmentPlan,thepreparationof

which has also been entrusted to them.

3.8.2 Understanding exclusionary practices

3.8.2.1Inadditiontothemappingmentioned

above, an in-depth understanding of the

realitiesofthesituationfacedbymarginalised

childrenatthecommunityandschool level,

includinganidentificationofallthepointsof

exclusionfromthelevelofthehouseholdup

toeducationsystemwillberequired.

3.8.2.2 Exclusionary practices often begin

even before a child reaches the school

premises. A SC girl, for instance, traveling

throughanuppercastehamletonherwayto

school may face harassment on her way that

could well discourage her, and dissuade her

parentsfromsendinghertoschool.Parentsof

childrenfromMuslimfamiliesmayalsohave

similarinhibitionsinsendingtheirchildrento

schools that are located in area dominated by

the majority community. Safety of children

regularly subjected to derogatory name calling,

rebuking, even physical harassment is a

significantfactordeterminingparticipationof

children from such backgrounds in school.

ChildrenfromSC,STandMuslimcommunities

havebothcommonaswellasuniqueneeds

and challenges impeding attempts to their

inclusion. Following is the brief account of

needsandnatureofexclusionpertaining to

eachcommunityasextractedfromtheReport

oftheCommitteeonImplementation of RTE

and Resultant Revamp of SSA.

3.8.2.3 Following is the broad listing of

examples of exclusion of SC children:

Exclusion by Teachers

(i) Segregatedseatingarrangementsinthe

classroom with SC children made to sit

separatelyandtypicallyatthebackof

the classroom.



(ii) Undueharshness in reprimanding SC

children,especiallyinrelationtoupper

caste children. For instance, in scolding

children for coming late to school, in

resolving fights between children,

condoningname-callingbyuppercaste

children, etc..

(iii) Not giving time and attention to SC

children in the classroom, such as not

checking their homework or class work,

not answering their queries – even

rebukingthemforaskingquestions in

class.

(iv) Excluding SC children from public

functionsintheschool.Theseinclude

non-participation in the morning

assemblyorotherpubliceventssuchas

onRepublicDayorIndependenceDay.

Routinelymakingthemsitattheback

of the classroom.

(v) Makingderogatory remarksabout SC

children– their supposed inability to

keepupwithacademicwork.

(vi) DenyingSCchildrentheuseofschool

facilities, including water sources.

Keeping water segregated; even

preventingSCchildrenfromusingthe

schooltapsorcontainersusedtostore

drinkingwaterhavebeenreportedfrom

many areas.

(vii) AskingSCchildrentodomenialtasksin

school, including cleaning the school

premisesandeventhetoilets.

Exclusion by peer group

(i) CallingSCchildrenbycastenames.

(ii) NotincludingSCchildreningamesand

play activities in the classroomor in

breaktimewhenchildrengoouttoplay;

SC childrenoften return to theirown

neighbourhoods to play with non-

enrolled SC children there.

(iii) Not sittingwith SC children in the

classroom.

Exclusion by the system

(i) Incentives schemes meant for SC

children not being implemented in

full.

(ii) Lackof acknowledgementof SC role

models in the curriculum or by

teachers.

(iii) Reinforcing caste characteristics in

syllabi and textbooks.

(iv) Lack of sensitisation of teachers in

teachereducationandtraining.

(v) Insuff i c ient recru i tment of SC

teachers.

3.8.2.4 The interventions for chi ldren

belonging to ScheduledCaste communities

have to be based on the intensivemicro-

planningaddressingtheneedsofeverychild.

Thefollowingsuggestedlistof interventions

for inclusion of SC children can help in

addressing the afore stated practices of

discriminationandexclusion.


(i) Establishingnormsofbehaviourwithin

the school for teachers and students.

(ii) Timely detection of the forms of

discriminationpracticedinaparticular

context by either teachers or students.

This is not an easy task as many forms

ofdiscriminationhavebecomepartof

acceptedbehaviourandgounnoticed

and unchallenged by the majority.

Findingwaysof listening to children’s

voiceswouldbecrucialtothisexercise.

Setting up a systemof reporting on

discriminatorypracticesat the school

levelwouldbeaplacetostart.Complaint

boxes that are regularly dealt with at

SMC meetings are a suggested

intervention.

(iii) Timely redressal of instances of

discriminationattheleveloftheschool

orBlock.Delaysintakingactioncanlead

todiscouragementon thepartof the

parentsandteachers.

(iv) EscortstoschoolforSCchildren.

(v) Establishing norms for classroom

interactions such as seatingpatterns

that ensure that children are not

segregated on the basis of caste,

community or gender. The ‘Nali-Kali’

modelofmultilevellearning,pioneered

inKarnatakainthemidnineties,(based

on the Rishi Valley School-in-a-bag

programme) isworth revisiting and

adoptingas itallowschildrentosit in

groupsbasedonlevelsoflearning.This

not only breaks social barriers but it also

allows for a rotation and thus inter-

minglingaschildrenmoveinandoutof

the learning circles.

(vi) Co-curricularactivities,suchassports,

music and drama which tend to break

social barriers among children need to

beencouraged.Theyhaveremaineda

hugely neglected area and would be an

important strategy for increasing the

interactionofchildrenaswellasallowing

children fromvariedbackgrounds to

ex h i b i t t h e i r ta l e n t s a n d g e t

recognition.

(vii) Recognizingtheagencyofteachers.The

teacherisakeyfigureintheschooland

can help to either perpetuate or

obliteratediscriminatorypractices.But

herroleinthisprocesshasbeenlargely

neglected so far. Interventions in the

following areas would go a long way in

overturningthecurrentsituation.

(a) Sensitisationofteachersfromthe

stage of pre-service training

onwards.Specialmodulesshould

be developed by recognised

experts for use in teacher

e d u c a t i o n a n d t r a i n i n g

programmes. Special in-service

training within the mandated 20

days should be organised to deal

with the specific problems of

inclusionattheBlocklevel.



(b) Sett ing norms for teacher

behaviour. Somenorms related

to corporal punishment and

abusehavebeenincludedinthe

RTE. Strict monitoring and

adherence to these norms would

help obliterate some of the

malpracticesmentionedabove,

such as making SC children

performmenialtasks.

(viii) Helpingtheteacherdeveloppedagogical

toolsandclassroompracticesthatallow

social barriers to be broken. Technical

supportindevelopingsuchtoolsshould

besoughtfromexpertsaswellascivil

societygroups.

(ix) Providingadequate infrastructure for

elementary schooling in districts with

concentrationofSCpopulation.

(x) Opening schools in SC concentrated

neighbourhoodwhereverrequired.

(xi) Special training as per need for age

appropriateadmission

(xii) Interventionsforspecificcategoriesof

deprived chi ldren belonging to

scheduled caste community living in

difficultcircumstances.

(xiii) Monitoringattendanceandretentionof

children regularly

(xiv) Providingcontextspecificintervention

in the form of a special facility like

residential schools or transport as

required.

3.8.2.5 SSA recognises that problems of

exclusionoftentakehighlylocalandcontext

specificforms,andtheabovementionedisa

generallistofissuesthathaveemergedfrom

the studies conducted so far, which need to

be addressed urgently.

3.8.2.6 Exclusion of Scheduled Tribe Children:

ST children, besides facing some of the

exclusionarypracticesmentionedaboveforSC

childrenalsofaceproblemspeculiartotheir

situation. Tribal populations tend to be

concentrated in remote, hilly or heavily

forested areaswith dispersed populations

where even physical access to schools is

difficult.Ifthereareschoolsandteachers,the

teachersareunlikely to share the students’

socialandculturalbackgroundortospeakthe

students’ language, leading to a sense of

alienationamongthechildren.

3.8.2.7 TheTribalWelfareDepartmenthas

triedtoaddressthisproblembyestablishing

residential or ‘Ashram’ schools for tribal

children;however,thereisaneednotjustfor

manymore residential schoolsbut also for

improvedquality in theseschools.With the

notificationoftheRTEAct,‘Ashram’schools

wouldalsocomeunderitspurviewandhave

tofollowtheprescribednormsandstandards.

CollaborationwiththeEducationDepartment

on residential schools for tribal dominated

areas would be required to enable a


strengthenedandconsolidatedapproach to

thisproblemincludingrecruitmentofteachers

of similar social and cultural backgrounds and

provisionofcurriculaandtextbooksthatare

notalienatingfortribalchildren.

3.8.2.8 Thebiggestproblem facedby tribal

children is that of language. Analysis of the

educationalindicatorsshowsthatmajorityof

tribalchildrendropoutoftheprimaryschool

duetothedifferenceintheschoolandhome

language. Teaching materials and textbooks

tend to be in a language the students do not

understand; content of books and syllabi

ignore the students’ own knowledge and

experienceand focusonlyon thedominant

language and culture. Not understanding the

school language and therefore the course

content,thechildrenareunabletocope,end

uprepeatinggradesandeventuallydropping

out.

3.8.2.9 While instruction in the mother

tongue iswidely recognisedasbeneficial to

languagecompetenciesinthefirstlanguage,

achievement in other subject areas, and

secondlanguagelearning,thereisnoexplicit

obligationonthestateson institutemother

tongue education. The “three language

formula” that has been the cornerstone of the

languagepolicyinIndiahasnotbeenuniformly

implemented across the country. In some

states such as Jharkhand, Orissa and

Chhattisgarh,whicharelinguisticallydiverse,

theproblemiscompoundedbythemultiplicity

of linguistic backgrounds represented in a

single classroom.

3.8.2.10Providingmultilingual education is

not a simple task. Evenmother tongue

educationischallengedbyahostofproblems

suchas:

(i) thelanguagemaynothaveascript;

(ii) thelanguagemaynotevenbegenerally

recognisedasconstitutingalegitimate

language;

(iii) appropriateterminologyforeducation

purposesmaystillhavetobedeveloped

within the language;

(iv) theremaybeashortageofeducational

materials in the language;

(v) theremaybea lackof appropriately

trained teachers;

(vi) theremayberesistancetoschoolingin

themothertonguebystudents,parents

and teachers and

(vii) if there are severalmother tongues

representedinoneclass,itcompounds

theproblemevenfurther.

3.8.2.11Educationalresearchhasshownthat

the mother tongue is the best medium of

instruction, and inclusionof tribal children

hinges crucially on the language issue. With

the RTE Act adding immediacy to their

inclusion, this issue must be addressed fully,

ratherthan ignoredduetothecomplexities

involved.Forthis,supportwillbeneededfrom



all quarters interested in and accountable to

a pluralistic social order thatwill ensure

enhancedparticipationof the tribalpeople.

Forastart theTribalWelfareandEducation

Departments,responsibleforimplementation,

will need to communicate with each other and

interact with NGOs and scholars who could

support theprocesses.Thestates thathave

shownsomeinitiativeinthisregardwillalso

needtobesupported.

3.8.2.12 The following suggested list of

interventionsforinclusionofSTchildrencan

help in addressing the above practices of

discriminationandexclusion:

(i) Teaching in the local language by

recruitingnativespeakers.

(ii) Developmentofeducationalmaterialin

locallanguagesusingresourcesavailable

within the community.

(iii) Establishing resource centres in tribal

dominatedstatesforprovidingtraining,

academicandothertechnicalsupport

fordevelopmentofpedagogictoolsand

educationmaterials catering tomulti

lingualsituations.

(iv) Training of teachers inmultilingual

education.

(v) Sensitisation of teachers to tribal

culturesandpractices.

(vi) Incorporationoflocalknowledgeinthe

curriculum and textbooks.

(vii) Creating spaces for culturalmingling

within schools so as to recognise tribal

cultures andpractices andobliterate

feelings of inferiority and alienation

among tribal children.

(viii) Involvementofcommunitymembersin

schoolactivitiestoreducesocialdistance

b e t w e e n t h e s c h o o l a n d t h e

community.

(ix) Textbooksinmothertongueforchildren

atthebeginningofPrimaryeducation

where they do not understand regional

language.

(x) AnganwadisandBalwadisineachschool

in tribal areas so that the girls are not

requiredtodobaby-sitting.

(xi) Specialtrainingfornon-tribalteachers

to work in tribal areas, including

knowledge of the tribal dialect.

(xii) Specialplan fornomadicandmigrant

workers.

3.8.2.13 Exclusion of Muslim Children:

EducationofMuslimchildrencontinuestobe

a particularly neglected area in policy and

programminginIndiatoday.Asaresulttheir

educational attainmentsare secondonly to

thoseoftheScheduledCastepopulationsin

most areas as mentioned in the Sachar

CommitteeReport.

3.8.2.14 Constraints felt by Muslim Children

Fromthescatteredbitsofevidence thatdo

exist, it canbe said that in addition to the


generalissuesofdiscriminationandharassment

facedbychildren fromotherdisadvantaged

andexcludedgroups, children fromMuslim

families face some of the following constraints

aswell:

(i) Denialofadmission

(ii) Unfriendly school and classroom

environment

(iii) Culturalandreligiousdomination

(iv) Earlywithdrawal ofmale children to

enablethemtoapprenticewithartisans,

mechanics etc. , to enable self-

employment asdiscrimination in the

organised labour market is a huge

perceivedconcern.

(v) Even earlier withdrawal of female

childrentoenablethemtofindgrooms

moreeducatedthanthemselves.

(vi) Unfulfilled demand for adequate

number of Urdu medium schools or at

least Urdu as a second language

(vii) LackofUrdulanguageteachers

3.8.2.15Someinterventions8 for inclusion of

Muslimchildrencanbe:

(i) Systematic and robust research on

specific constraints facedbyMuslim

childrenindifferentareas.Muslims,like

SCs and STs are not a homogeneous

communityandexhibitwidedifferences

in social and cultural practices in

different states. A more thorough

understandingoftheseissueswillhelp

formulate better interventions for

inclusion of Muslim children into the

educationprocess.

(ii) Opening of schools in Mus l im

concentrated neighbourhoods.

(iii) Providing‘girlsonly’schoolsinMuslim

concentrated neighbourhoods.

(iv) Providing Urdumedium schools in

M u s l i m c o n c e n t r a t e d

neighbourhoods.

(v) Providing escort to Muslim girls,

preferably throughwomen from the

community for safe school going

(vi) Optionof learningUrdu as a second

language

(vii) Recruitment ofmoreUrdu teachers,

especially inMuslim concentrated

areas;

(viii) Context specific and tailor made

programmesforspecialtraining.

8MHRDimplementstheSchemeforProvidingQualityEducationinMadarsas(SPQEM)andtheSchemefor

InfrastructureDevelopment forMinority Institutions (IDMI). Copiesof the Schemesare attachedat

Annexures7and8.GuidelinesissuedvideNotificationNo.1-15/2010-EE-4dated23rdNovember2010on

theapplicabilityoftheRTEActonMinorityInstitutionsinthelightofArticle29and30oftheConstitution

ofIndiaisatAnnexure9.



(ix) Sensitisationofallteacherstoissuesof

culturalandreligiousdiversityespecially

inrelationtoMuslims.

(x) Incorporationofpractices,suchas

(a) due representation ofMuslim

c u l t u re i n c u r r i c u l a r a n d

pedagogicalprocesses;

(b) encouragingdiscussionofMuslim

culturalandreligiouspracticesin

the school or classroom with the

helpofcommunitymembers;

(c) celebrationofMuslimfestivalsin

the schools;

(d) sensitive handling ofMuslim

children during Ramzan when

theymaybefastingand

(e) adequate representation of

MuslimparentsintheSMC.

3.8.2.16Alargepartofexclusionresultsfrom

social distance caused by lack of knowledge

a n d u n d e rsta n d i n g a b o u t m i n o r i t y

communities.Findingspaces tobreak these

informationbarrierswouldgoa longway in

reducing thehostilitiesand insecurities that

exist.

3.8.2.17 Children belonging to most under-

privileged groups: SSA recognises the

hierarchiesamongthepoor.Therearegroups

whicharenotonly themost,deprivedand

exploited, but also quite neglected. These

groupsdeserveaspecialpriorityandfocused

action.SSAfunctionarieswillhavetocarefully

assess their needs and then plan context

specific, innovative integrated interventions

tomake tangible progress in eliminating

exclusion of children belonging to these

groups.Thefollowinggroupsbyfarhavebeen

classified among themost disadvantaged

groups:

i) Urbandeprivedchildren

ii) Childlabour,particularlybondedchild

labouranddomesticworkers

iii) Children inecologicallydeprivedarea

where they are required to fetch fuel,

water, fodder and do other household

chores

iv) Childreninverypoorslumcommunities

anduprootedurbanhabitations

v) Childrenoffamiliesofscavengersand

othersuchstigmatisedprofessions

vi) Childrenofitinerantorseasonallabour

whohavemobileandtransientlifestyle

likeconstructionworkers,roadworkers

and workers on large construction

sites

vii) Childrenoflandlessagriculturelabour

viii) Nomadiccommunitiesandpastoralists

ix) Forestsdwellersandtribals inremote

areas and children residing in remote

desert hamlets

x) Childreninareasaffectedbycivilstrife


3.8.2.18Childrenbelonging to thesegroups

and others who are in circumstances of

extremedeprivationwill need exceptional

arrangementsputinplaceintheperspective

of children’s rights. One among themost

appropriatelearningsituationsforthemcould

bewell establishedhostels and residential

schoolsaswell as transportation toand fro

school besides other integrated and

participatory interventions in collaboration

with government agencies, NGOs and

community.

3.8.2.19 A major issue concerning children in

extremelydifficultcircumstancesissheerlack

of their voice due to their alienation from

community and little representation in

agencies and forums like the SMC, PTA or VEC.

SSAwouldmakeeffortstoaddressthisissue

byadvocacyforchildren’srighttoparticipation,

bysupportingtheformationofsupportgroups

children’s collectives, and, by encouraging

efforts to accommodate their voices in

planning,implementationandmonitoringof

interventionsandstrategies.

3.8.2.20Situationanalysisandinterventions

for some of the largest among the aforesaid

groupsofmostunderprivilegedchildren i.e.

childrenaffected frommigration, theurban

deprivedchildren,children inareasaffected

bycivilstrife,and,childrentermedas“excluded

amongtheexcluded”,havebeendiscussedin

thefollowingparagraphs.

3.8.2.21 Education of children affected by

migration: Toaddress the issueof seasonal

migrationforvaryingperiodsforworkinbrick

kilns, agriculture, sugarcane harvesting,

construction,stonequarrying,saltpansetc.

anditsadverseeffectoneducationofchildren

who migrate with or without other members

ofthefamily,SSAencouragesidentificationof

districts, blocksandvillages/citiesor towns

from where or to which there is a high

incidenceofmigration.TheRTEActmandates

bringing such children to regular schools both

in districts where they stay or in districts to

where they seasonally migrate. This would

requireinnovativeandeffectivestrategiesfor

special training todevelopageappropriate

competenciestofacilitatechildren’senrolment

andretentioninage-appropriateclasses,and

tocoordinatebetweentheeducationproviding

agencies at both the locations mentioned

above.

3.8.2.22SpecialTrainingstrategiesforthese

children would require verymeticulous

planning.Somestrategiescanbedeveloped

onthefollowingideas:(a)seasonalhostelsor

residential camps to retain children in the

sending villages/urban habitat during the

periodofmigration,(b)transportationfacility

toandfromtheschool inthevicinityofthe

worksite,andifitisnotpracticalthenwork-site

schools shouldbeprovidedat the location

where migrant families are engaged in work,

(c)peripateticeducational volunteer/swho

canmovewiththemigratingfamiliestotake



careofchildren’seducationduringtheperiod

theyareonmovefromschoolatonelocation

toschoolattheother,and,(d)strategiesfor

trackingofchildrenthroughmigrationcards/

other records to enable continuity in their

education before, during and after the

migration.

3.8.2.23The receivingdistrict /Statewhere

migrantfamiliesarelocatedforsomeperiod

shall have responsibility for ensuring that

educationtothechildreninageappropriate

classes continues during the period of

migration.ItisexpectedthattheAWP&Bsof

these districtswould include activities for

education of such children, under Special

Trainingcomponent.TheinvolvementofNGOs

intheprocessesofmappingofmigrationand

planningandimplementationofinterventions

shouldbeactivelysupported.Fundsavailable

under innovation can be used to support

activitiesinanintegratedstrategywhichare

notsupportedunderanyotherNormofSSA.

3.8.2.24 Sincemigration takesplaceacross

districts and states, it would be necessary for

sendingandreceivingdistrictsandStatesto

collaboratewitheachothertoensurecontinuity

of educationof such childrenandbyother

meanssuchasprovidingappropriatetextbooks,

teachers who can teach in the language in

whichchildrenhavebeenreceivingeducation.

Forthispurpose“taskforces”couldbesetup

toeffectregularcoordinationbetweenStates/

districts.

3.8.2.25TheappraisalprocessoftheAWP&B

wouldscrutiniseifareasofhighincidenceof

migrationhavebeenidentifiedandwhether

strategiesforeducationofseasonallymigrating

childrenhavebeen included indistrict and

Stateplans.

3.8.2.26 Urban Deprived Children: SSAhas

been focusing on the growing problemof

schoolingofdisadvantagedchildreninurban

areas.SuccessiveJRMshavealsodweltonthis

component. Urban areas have special

challengesliketheeducationofstreetchildren,

theeducationofchildrenwhoareragpickers,

homelesschildren,childrenwhoseparentsare

engagedinprofessionsthatmakeschildren’s

educationdifficult,educationofchildrenliving

in urban working class slums, children who are

working in industry, children working in

households,childrenatteashops,garagesetc.

Othercityspecificfeaturesare:veryhighcost

of land, heterogeneous community and high

opportunitycostetc.

3.8.2.27Moreover, due tomultiplicity of

educationprovidersandtheagenciesmanaging

education,oftenanumberof initiatives for

UEE do not reach the urban area schools. Such

a situation results in inadequacyor lackof

qua l i ty improvement , consequent ly

augmenting thenumberofurbandeprived

children.Stateshavetakeninitiativesranging

fromidentificationthroughsurveystoproviding

basicamenitiesintheformofshelterhomes,

networkingwithdepartments,programmes


andagencieslikeWelfare,JNNURM,Municipal

corporationsandNGOsetc.Somesignificant

effortshavebeenmadeinChennai,Kolkata,

Mumbai,Delhi,Bhopal,Lucknow,Patnaand

Jabalpurbymunicipalagenciesandeducation

departmentsincollaborationwithNGOs.

3.8.2.28However, despite these initiatives,

there is a growing need for systemic and

coordinatedeffortstoprovidesolutionsonan

institutional basis to urban issues. Thus to

implementRTE in urban areas, SSAwould

adoptamoreholisticandsystemsapproach.

Thisapproachwouldnecessitatecoordination

and convergence of interventions across

Departments, local bodies, civil society

organisations and the private sector. SSA

wouldencourageadiversityofinterventions

planned and executed in integrated,

collaborativeandcohesivemannertotackle

the unique challenges in urban areas. This

would requireplanningdistinctively for the

urbanareaseitherasseparateplansoraspart

of District Plans in the case of smaller towns.

Ineithercase,thiswouldrequirepartnership

withNGOs,Municipalbodies,etc.

3.8.2.29Mappingandidentificationofoutof

school children in urban areas may require

special efforts.Whole city planning for

ensuringcoverageofalleligiblechildreninthe

driveforUEEwouldberigorouslyadoptedin

SSA.TheMunicipalCorporationoflargercities

willbeconsideredas“district”forpurposesof

preparationof ElementaryEducationPlans.

The arrangements for decentral ised

managementwillalsoapplytotheseproposals.

TheseproposalscanbedevelopedbyMunicipal

Corporationsand theStategovernmentwill

havetorecommendtheseforfundingunder

SSA,clearlyspecifyingthesourcefromwhich

theState sharewouldbeprovided.All SSA

normswill apply to urban areas. Besides

wards,urban slumclustersetc.have so far

been units of planning in different cities.

However, experiencehas shown that these

unitsneedtobemoremicrosoastoeffectively

addresstheideabehindhabitationplanning.

Morethinkinganddeliberationinthiscontext

wouldhelp inequitableplanning forurban

deprivedchildren.

3.8.2.30 Children in areas affected by civil

strife:Thisisanewareaofgrowingconcern

thatisleadingtothemarginalisationoflarge

numberofchildrenfromeducationalprocesses.

SSArecognisesthesituationofthesechildren

asanalarmingand significantproblemand

advocatesforconcretestepstoamelioratethe

situationasearlyaspossible.Somemeasures

toinsulatechildrenandtheireducationfrom

theimpactofsuchsituationcanbe—

(i) prohibitingtheuseofschoolandother

educationalfacilitiesforhousingpolice,

militaryorpara-militaryforces.

(ii) makingschoolssafezonesbyproviding

adequate security and emotional

supporttoenablechildrentocometo

schoolandcontinuewiththeireducation

undisturbed.



(iii) If security cannot be provided then

makingalternativearrangementsforall

affected children to enable them to

continue their education without a

break. These arrangements could

includeprovidingresidentialschooling

facilities or transportation to safer

schools to children from theaffected

areas.

(iv) Organising special negotiationswith

leaders in these areas to ensure that

schools are allowed to function

uninterrupted.

3.8.2.31 Excluded among the excluded:SSA

acknowledges that by nomeans have the

abovecategoriesexhaustedthewholelistof

childrenexcludedfromtheeducationprocess.

Whilechildrenwith specialneedsarebeing

dealtwithinaseparatesection,childrenfrom

migrant families with nomadic background,

childrenworkingasdomestichelp,childrenin

conflict with law, children in protective

institutions, children affectedbyHIV/AIDS,

childrenaffectedbynaturaldisasters,toname

afew,aresomethathavenotbeenexplicitly

mentionedaboveordealtwith elsewhere.

Specialstrategiestoenabletheirparticipation

will have to be developed. Support in

developing these strategies, advocating for

them and monitoring the continued

participationofthesechildrenwillbeimportant

elements of SSA’s focus in the context of

implementationoftheRTEAct.

3.8.2.32Therearemanyactive civil society

groupsthathavegainedsubstantialexperience

and knowledge of working with these children.

Activeinvolvementofthesegroupsmustbe

sought to enable their inclusion in the

educationprocess.Aprocessofempanelling

suchgroupsforresourcesupportwouldbea

good startingpoint.However,more active

engagementoftheeducationdepartmentas

wellasNCPCR/SCPCRorREPAwillbenecessary

to ensure that these children do not remain

excluded.

3.9 InnovativeActivitiesforSupplementingMainstreamInterventionstoPromoteInclusion

3.9.1 SSA will develop context specific

intervent ions , over and above the

mainstreamed interventions, toaddress the

problemof exclusion of girls and children

belonging tomarginalisedcommunitiesand

disadvantaged groups. This will include

interventionsforgirls,earlychildhoodcareand

education, children of SC, ST &Muslim

communities,urbandeprived children, and

other groups of chi ldren in diff icult

circumstances, such as child laborers, children

affected from migration, children without

adultprotection,childreninconflictwithlaw,

etc. All successful interventions so farwill

serve as exemplars for preparing such

interventions. Need specific, innovative

interventionswillbearticulatedandformulated


in terms of their objectives, rationale,

methodology,timeframe,expectedoutcomes

and monitoring etc.

3.9.2 Innovation shouldbe integratedwith

mainstreaminterventionsinSSAandleadto

tangibleprogressatleastinoneifnotmore

componentsofuniversalelementaryeducation.

SSAwouldprovidetoeachdistrictupto` 50

lakh for innovative activities for equity to

supportmainstream SSA interventions to

include children belonging to marginalised

communitiesanddisadvantagedgroups.Inthe

revisednorms, the ceilingof` 15 lakhper

district for amaximumof fourprojectshas

beenremoved.

3.9.3 While SSA would encourage a wide

varietyofneedbased,localspecificinnovations,

someexamplesofcontextspecificinnovative

intervention formarginalised communities

anddisadvantagedgroupscaninclude:

(i) Awarenessbuildingonchildrightsand

entitlementsaspertheRTEActatthe

grassrootlevel.

(ii) Providingavenuesandcreatingforums

forencouragingthevoiceofchildrenas

key stakeholders in the education

system.

(iii) Viable interventions to promote

enrolmentandretention.

(iv) Innovativestrategiesforspecialtraining

to groups of most disadvantaged

children.

(v) Formingsupportgroupsandsafetynets

for childrenwithoutadultprotection,

homeless children, children working as

domestichelp,childbeggarsandother

groupsofchildreninextremelydifficult

circumstances

(vi) Strengthening of ECCE centres and

support in capacity building of ECCE

workers.

(vii) Communitymobilisationandcapacity

building to facilitate preparation of

schooldevelopmentplan.

(viii) Communitybasedmonitoringofteacher

and student attendance, ch i ld

participation andprotectionof their

rights.

(ix) Bu i ld ing a congen ia l l ea rn ing

environment inside and outside the

school.

3.10SSAInterventionsforGenderand Social Equity

3.10.1Inordertoimplementthegenderand

equity dimensions of the RTE Act, SSA will

focusonthefollowingissues:

3.10.2 Training and academic support

(i) SincetheclearaimundertheRTEActis

to have a gender sensitive, non-

discriminatory classroom that is free of

corporal punishment and mental

harassment, there is a need to bring

aboutsubstantial improvement inthe



curricular design and quality of teacher

training. Gender and social inclusion

concerns, as an integral part of pre-

service,in-serviceandinductiontraining

by all providers, should form a core

aspect of the training curriculumof

DIETs and other Teacher Education

Institutions.Genderandsocialcategory

equality, as also equality of all other

deprived groups enumerated above

should also be integral to the subject-

specific content. In-service training

programmesare inplace inallStates,

but theirquality remainsamatterof

concern.Forthisthemodulesdeveloped

by the stateswould be revised and

redeveloped,ifneeded.Mechanismsto

monitor the effectiveness of such

training in leading to a more egalitarian

classroomwould need to be put in

place.

(ii) Inorder to takewhatonehas learnt

during training into the classroom, there

is need for ongoing support and

monitoring. District Institutes of

EducationandTraining (DIETs), Block

Resource Centres (BRC) and Cluster

ResourceCentres(CRC)areplayingthis

role.However, thequalityof support

providedbytheseinstitutionsneedsto

improve. Thus, capacity building of

DIETs,BRCsandCRCswillbeaprime

focus in the context of gender and social

equity as wel l . The support of

experiencedorganisationswouldcome

inhandyinthiseffort.

(iii) Theprovisionof50%femaleteachers

has been effective in bringing large

numbersofwomenintotheeducation

system.However, theproblems faced

byfemaleteachersneedtobegivendue

recognition.Femaleteachersshouldbe

supported to overcome security

concerns or dealing with other forms of

gender bias, including harassment.

Forming forumsor supportgroupsof

femaleteacherscouldalsobeofhelpin

this regard.

3.10.3 Curriculum and classroom practices

(i) NCF 2005 provides a framework for

revisingthesyllabi,textbooks,teacher-

trainingandassessment,especially in

relation to classroom experience of

children belonging to SC, ST and

minorities,girlsinallsocialcategories,

andchildrenwithspecialneeds.Efforts

should bemadeby all states/UTs to

undertakereformprocessesbasedon

the NCF-2005.

(ii) It is equally important to see how

inequalities operate at the level of

everydayclassroompractices(referred

to as the ‘hidden curriculum’). Some

crucialaspectsofthe‘hiddencurriculum’

in schools would be: classroom

arrangement (who s its where),

differentialtaskassignment(reinforcing


thatSCgirlsundertake the ‘domestic’

tasks (sweeping, cleaning), extra-

curricular activitiesand typesofplay

etc., subject choice (often girls or

children fromSC families areactively

discouraged fromtakingMathematics

andSciencesubjects),languageusedby

teachers and peers in the school

environment etc. It is, therefore,

important tomake explicit different

aspectsofthe‘hiddencurriculum’and

thenundertakesensitisationmeasures

toworkon these issues.Sensitisation

may not be enough and classroom

practiceswouldneedtobemonitored,

and for this protocols and grievance

redressal mechanisms should be

established at the school and other

levels.SSAacknowledgesthatbringing

about change in these realms is

extremelydifficultastheyarebasedon

deeplyentrenchedbeliefsandattitudes,

and therefore need to be worked on a

sustained basis.

(iii) With regard to Special Training to

support age-appropriate enrolment,

appropriatecurriculumwouldhaveto

be developed. As amajority of the

childrenwhowould be availing this

would be girls, and children belonging

todisadvantagedgroups andweaker

sections,thepedagogyusedshouldbe

gender sensitive and flexible. The

mainstreamed children would require

continued support to keeppacewith

other children and to hold their own in

thefaceofsubtlediscrimination.

(iv) SSAwould facilitatenon-government

andotherorganisationsandindividuals

withrelevantexperiencetoplaytherole

of resourceorganisations/persons for

mainstreaming gender issues and for

developing appropriate curricula,

teaching learning materials, gender

informed pedagogies and teacher

training for NPEGEL and KGBV and

training of BRC, CRC etc. It is noteworthy

that inorder toput intopractice the

integrated quality improvement

framework, where gender and equity

forman integralpart,strongresource

supportwouldbeneededbytheStates

and UTs.

3.11 Monitoring Gender and Social InclusionProvisions

3.11.1 Issues of gender and social exclusion

require careful monitoring. Monitoring and

accountabilitymechanismswouldbeevolved

andstrengthenedatdifferentlevels.

3.11.2TheRTEActstipulatesthat50%ofthe

parentsintheSMCwillbewomen.However,

forthesewomentofunctioneffectivelyand

for them to be able to address and monitor

gender issues and to include them in school

developmentplans, capacitybuilding inputs

beingprovidedtothemshouldincludeastrong



elementofgendersensitization.Raisingissues

of discrimination in a community context

where social, gender and caste hierarchies

operateatmanylevelsisadifficulttaskand

personsentrusted todo sowill have tobe

empoweredand supported in thisprocess.

Similartrainingprogrammescanbethought

of for PRIs. The support of NGOs and

programmeslikeMahila Samakhyathathave

demonstrated how this can be done should be

activelysought.

3.11.3Socialauditsshouldalsoreportonthe

practices inside the school and classrooms,

anddetectionofgenderbaseddiscrimination

shouldbecomeanintegralpartofsocialaudit

processes in schools under different

management system, including, private

managements.

3.12EducationofChildrenwithSpecialNeeds

3.12.1Agroup that formsavery important

partofequityissuesunderSSAisChildrenwith

SpecialNeeds(CWSN).ThekeythrustofSSA

willbeonprovidinginclusiveeducationtoall

childrenwithspecialneedsingeneralschools.

SSA ensures that every childwith special

needs,irrespectiveofthekind,categoryand

degree of disability, is provided quality

inclusiveeducation.Itwillalsosupportawide

rangeofapproaches,optionsandstrategies

foreducationofchildrenwithspecialneeds.

This includesspecialtraining, intheformof

school readiness programmes for CWSN,

education through special schools, home

schooling, community based rehabilitation

(CBR).Theultimateaimwouldbetomainstream

all CWSN in neighbourhood schools.

3.12.2 For effectiveplanning,management

andimplementationoftheoftheIEprogramme,

resourcegroupsshouldbeconstitutedatState

anddistrict level. Thesegroups shouldalso

have representation from civil societies. A

technicalpersonforIEshouldalsobeappointed

atstate/districtlevel.Inclusiveeducationfor

CWSN under SSA seeks to develop full

potentialityofeachchildwithadisabilityby

emphasis ing on ending al l forms of

discrimination and promoting effective

participationofall.Thus, inclusionofCWSN

has tobe seen in termsofphysical access,

social access and quality of access.

3.12.3 Physical Access:Thefollowingactivities

couldbeapartofphysicalaccess:

(i) Mapping of CWSN: Identification/

mapping childrenwith special needs

shouldbecomeanintegralpartofthe

micro-planningandhouseholdsurveys.

A concerteddrive to detect children

with special needs at an early age

should be undertaken through PHCs,

ICDS, ECCE centres and other school

readinessprogrammes. Thismustbe

accompanied by training of the

surveyors, enumerators and other

government functionariesatdifferent

levels.


(ii) Assessment of CWSN for mapping of

needs:Assessmentofeach identified

child should be carried out. A team

should be constituted at the block/

clusterleveltocarryoutthisassessment.

The assessment team will ascertain the

extent and typeof thedisability, the

developmental levelof the child, the

nature of support services required,

assistivedevicesrequiredbythechild

and themost appropriate form of

special training to be given to the

child.

(iii) Educational Placement:Everychildwith

specialneedsshouldbeplaced inthe

neighbourhood schools, with needed

supportservices.Childrenwithspecial

needs need to be facilitated to acquire

certain skills that will enable them to

access elementary education as

envisagedintheAct.Forinstance,they

may need mobility training, training in

Braille,signlanguage,posturaltraining,

etc. Thus, school preparedness of

childrenwith special needsmust be

ensuredbyproviding‘specialtraining’

asenvisagedintheRTEAct.Thistraining

maybe residential,non residentialor

evenhomebased,aspertheirspecific

requirements. Theexistingnonformal

andalternateschooling(includinghome

basededucation)options for children

withdisabilitiescanberecastas‘special

training’.Thismeansthat(a)allchildren

withspecialneedswhoarenotenrolled

inschoolsorhavedroppedout,willfirst

be enrolled in a neighbourhood school

(b) theywill be entitled to ‘special

training’ through regular teachersor

teachersspecificallyappointedforthe

purpose(c)andthenmainstreamedin

generalschoolsalongwiththeirpeers

intheage-appropriateclass.

(iv) Aids and appliances: All children

requiring assistivedevices shouldbe

providedwith aids and appliances,

obtained as far as possible through

convergencewiththeMinistryofSocial

Justice and Empowerment, State

Welfare Departments, National

Institutions, ALIMCO, voluntary

organisations or NGOs. If aids and

appliancescannotbeobtainedthrough

convergence,thenSSAfundscouldbe

usedforthispurposetoo.

(v) Removal of architectural barriers:

Architectural barriers in schools would

havetoberemovedforeasyaccessand

topromoteinclusionofCWSN.Efforts

will be taken to provide all kinds of

disabled-friendlyfacilitiesinschoolsand

educational institutions.Development

of innovative designs for schools to

provide anenablingenvironment for

childrenwithspecialneedsshouldalso

beapartof theprogramme. Schools

mustbedesignedusinganinclusivelens

tocreatebarrier-freeenvironmentsand



accessiblebuildingsmust incorporate

not only through ramps, but also

through accessible classrooms, toilets,

playgrounds,laboratoriesetc

3.12.4 Quality of Access to CWSN: RTE stresses

theimportanceofpreparingandstrengthening

schools to address all kinds of diversities

arising from inequalities of gender, caste,

language, culture, religion or disabilities.

Hence,toretainCWSN,schoolswouldhaveto

be prepared in terms of support services

requiredbythechild,availabilityofatrained/

sensitised teacher, support froma resource

teacher, acceptancebypeers and inclusive

teachingpractices. Elements like classroom

space,building,furniture,equipments,seating

arrangement, classroom organization, etc

wouldhavetobeadaptedtomeetthevaried

anddiverseeducationalneedsofCWSN.For

example, space normswould have tome

alteredforachildwithaspecialneedusingan

assist ive device l ike wheelchair. The

componentsunderQualitywouldincludethe

following:

(i) Support services:Acontinuumofcore

essentialsupportservicesisrequiredby

CWSN.Theseserviceswouldbecategory

specificandshouldbemadeavailable

as per theneedsof the child. These

support servicesareessential for the

access and retention of CWSN. This

wouldincludespecificaccommodations

likeavailability andupgradingof aids

and assistive devices according to

individualneeds,technologicalsupport

in the form of augmentative and

alternativecommunicationtools,audio-

visualmaterial,communicationboard,

computeraccess,universaldesign for

schoolbuildings,classrooms,transport/

escort facility, furniture andfixtures,

resource roomsupport, therapeutical

support,text-booksinaccessibleformat,

ICTsupport,vocationaleducationand

training, etc.

(ii) Teacher training: Intensive teacher

training should be undertaken to

sensitiseregular teachersoneffective

classroom management of children with

specialneeds.This training shouldbe

recurrent at block/cluster levels and

integratedwiththeon-goingin-service

teacher training schedules in SSA. All

training modules at SCERT, DIET and BRC

level should include a suitable

componentoneducationof children

withspecialneeds.

(iii) Resource support:Forresourcesupport

to CWSN, especially trained special

educators should be appointed,

particularlyforteachingspecialskillsto

childrenwithspecialneeds.Theresource

teachermaybepostedattheblockor

cluster level and can operate in an

itinerantmode, covering a group of

schoolswhere childrenwith special


needsareenrolled.As faraspossible

one resource teacher from each category

ofdisabilityshouldbeappointedatthe

blocklevelandmulti-categorytraining

should be provided to all resource

teachers to strengthen academic

support to CWSN. In case qualified

special teachers as per prescribed

qualificationsarenotavailable,teachers

with short training courses recognised

by theRehabilitationCouncil of India

(RCI) may be appointed with the

condition that theywill complete the

full course within three years of

appointmentor long term trainingof

regular teachers should be undertaken.

IE volunteers shouldbeappointedon

contractual basis at cluster/ gram

panchayat level from amongst the

parents/familyofCWSNandprovided

intensivetraining.

(iv) Curricular access: The curriculum must

beinclusiveasenvisionedinNCF-2005.

It should be ensured that the same

curriculum be followed for children with

andwithout special needs, butwith

minoradaptationslikesmallchangesin

learning content, learning friendly

environment, appropriate learning

approach,adaptationin learningaids,

flexibilityinevaluation,etc.Itwouldbe

important toprovide text books and

curriculum in accessible formats for

CWSN.

(v) Individualized Educational Plan (IEP):

An IEP shouldbeprepared for every

childwithspecialneedsinconsultation

wi th parents and exper ts . I t s

implementation shouldbemonitored

from time to time. The IEP should

review the effectiveness of various

strategiesandsupportservicesusedby

childrenwithspecialneedsperiodically,

afterdevelopingindicators.

(vi) Building synergy with special schools:

Special schoolswill have to become

resourcecentresforinclusiveeducation

andprovidesupporttoIE.Thenature

of this resource support can cover

aspects l i ke teacher t ra in ing ,

developmentofmaterialandappropriate

TLMs, providing support services to

CWSN, etc. In some cases, special

schoolscanalsoimpartspecialtraining

toCWSNforaspecifiedperiodoftime

and then mainstream into regular

schools.

(vii) Research: SSA will encourage research

inallareasofeducationofchildrenwith

special needs including research for

designinganddevelopingnewassistive

devices,teachingaids,specialteaching

material and other items necessary to

give a child with disability equal

opportunitiesineducation.

3.12.5 Social Access to CWSN:Ensuringsocial

access to CWSN is a greater challenge as



compared toprovidingphysical accessas it

requires an in-depthunderstandingof the

various educational needs of CWSN and

bringingaboutattitudinalchangesatvarious

levelsandproviding institutional support to

sustain those attitudinal changes. A very

important dimension of social access is

discrimination.CWSNaresubjectedtomany

forms of discrimination. In this context

teachersandpeershaveaveryimportantrole

toplay. Special emphasismustbe given to

education of girls with disabilities. Social

accesscouldincludethefollowing:

(i) Parental training and community

mobilisation:Parentsofchildrenwith

disabilities should receive counseling

andtrainingonhowtobringthemup

and teach thembasic survival skills.

Strong advocacy and awareness

programmes should form a part of

strategy to educate every childwith

specialneeds.Acomponentondisability

should be included in all the modules

forparents,VECandcommunity.School

developmentplansmustbedeveloped

keepinginmindtheneedsofCWSN.

(ii) Peer sensitisation:Anothergroupthat

playsaverycrucialroleinthecontext

of CWSN is the peer group. Various

programmes and curricular and co-

curricularactivitiescouldbedesigned

for peer sensitisation like inclusive

spor t s , tournaments , cu l tu ra l

programmes,inclusiveexposurevisits,

etc

3.12.6Expenditureupto` 3000/-perdisabled

childcouldbeincurredinafinancialyeartomeet

thespeciallearningneedsofsuchchildren.The

ceilingonexpenditureperdisabledchildwillapply

at thedistrict level.On-goingmonitoring and

evaluation shouldbe carriedout to refine the

programmefromtimetotime.Forthis,appropriate

monitoring mechanisms and tools should be

devisedateverylevelandfieldtestedatregular

intervals.

3.13 Support for Gender and Social Inclusion

1. SpecialTrainingforOut-of-School

Children

l Forageappropriateadmissionofout-of-school

children,andcontinuedsupporttoenablethem

tocopewithregularschool

2. Recruitment of teachers l 50% women teachers to be recruited under SSA

l Stipulation of language knowledge to help

recruitment of tribal teachers

3. Curricular reform l Revisionofsyllabi,textbooksandsupplementary

learningmaterialtoincorporategenderandsocial

inclusion dimensions


4. Teacher Training l Revisionoftrainingdesignstoincorporategender

andsocialinclusioninallaspectsoftraining

l Periodicin-servicetraining

l Support for ‘untrained’ teachers to acquire

professionalqualificationsasperNCTEnorms

5. Childentitlements l Textbooks, uniforms

l Mid-day-meals from MDM scheme

l OtherentitlementsassourcedfromrelevantState

Governmentdepartments

6. Training for members of SMCs

and PRIs

l Revisionoftrainingdesignstoincorporategender

andsocialinclusioninallaspectsoftraining

7. Community awareness l Supportforcommunitymobilisation

8. InnovationFund l Supportforinnovativeinterventionstosupplement

mainstream SSA interventions for addressing

specificchallengesfacedbythemostdisadvantaged

groups

9. KGBV l Residential facilitywithinupperprimaryschool

coupledwith emotional support and life skill

upgradation

10. NPEGEL l Support for community awareness, vocational

training and ECCE

11. 25% reservation in private

unaided schools

l 25%reservationinprivateunaidedschoolsto

childrenbelonging todisadvantagedweaker

sections

3.14SummingUp

3.14.1InSSA,equitymeansequalopportunity

for all children to complete elementary

educationirrespectiveoftheirgender,religion,

caste, socio-economic, cultural,or linguistic

backgroundandgeographicallocation.Itcuts

acrossthecomponentsofaccess,enrolment,

retention,participationandquality.Giventhat

exclusion tends to take highly contextual forms

–varyinginscope,formanddegreeindifferent

partsofthecountry(andsometimeswithina

state too) strategies to achieve equity and

inclusionmust come togripswith the local

situationwithinwhich aparticular formof

inequity or exclusion is manifested. Hence,

careful situation analysis and systematic

documentationofformsofexclusionwouldbe

anecessarystartingpoint.



3.14.2While the RTEAct provides a legal

entitlement for children belonging to

disadvantagedgroupsandcommunitiesand

weakersections,theiractualparticipationwill

require innovativeand sustainedmeasures

integratedwithmainstreaminterventionsto

ensuremeaningfulprogressonequity.Inorder

topursuethesemeasuresSSAwouldstriveto

findnewerwaysofbreakingthebarriersthat

prevent the participation of children from

thesebackgrounds.Girlsdonotconstitutea

homogenouscategorythereforetheparticular

challengesofgirlswithinthesecommunities

will be highlighted. Further reality of that

children experience multiple form of

disadvantage will inform planning and

implementation.

3.14.3Governmentschoolscatertomostof

thedisadvantagedgroupsandweakersections

and thus it is important to work with

government agencies on amulti-pronged

strategy that includes advocacy, teacher

training, curricular reform as well as community

sensitisation.

3.14.4SSAwillcontinuetofocusonaddressing

theneedsofgirlshowevertheunderstanding

willgobeyondthattoincludeatransformation

ofgenderrelations.Genderwillbeunderstood

as a social construct that allocatesdistinct

qualities,roles,normsandactionsforboys/

menandgirls/women.Thusthestrategyfor

addressing gender concerns will also include

boys.InthecontextofRTEtheimportanceof

theroleofwomeninSMC’swillbetakenon

board.

3.14.5Totheextentpossible,mainstreamSSA

provisions shouldbe applied in a cohesive

mannertoaddressequityissuesinaholistic

mannerandonsustainablebasis.Innovative

and other supplementary provisions e.g.

residentialfacility,transportationetc.should

beseenas‘exception’measuresinacontext

specificmannerwithwelldefineddeliverables

andtimelines.

3.14.6 As issues of quality and equity are

inextricablylinked.Effortswhichareaimedat

one must also include the other. In the context

of implementing RTE, quality concerns—

curriculum, textbooks, teaching-learning

materials,theuseofspaceintheclassroom,

infrastructure, assessment and teacher

trainings for example—will behighlighted.

Further, each of these issues would need to

beaddressedbya genderperspective. SSA

shall continue to envision and rigorously

implement interventions focusing on

curriculum, pedagogy and assessment to

addressdeeprootedpracticesofdiscrimination

andprejudice.

3.14.7 Reaching out to communities from

where the children come will be a key area of

SSAinterventionsforequityandinclusion.This

wouldwarrantcommunityparticipationand

ownership in interventions for equity and

inclusion.Inaddition,closeinvolvementwith


other departments as well as with non-

governmentalandcivilsocietyorganisations

willalsobeacrucialfactorinensuringuniversal

participationofexcludedchildren.

3.14.8 SSAwill encourage participation of

NGOsandcivilsocietyorganisationsbywayof

participatoryneedassessment,implementation

andmonitoring. Inaddition, theseagencies

are expected to play a proactive role in

advocacyforchildren’srightswithemphasis

on right to education, and, report any

violations.

3.14.9. In the case of children without adult

protection, lackof community support and

ownershiphas been amajor challenge. To

overcome this, children’s own community

should be encouraged to mobilise in the form

of‘collectives’or‘supportgroups’andthese

collectivesandsupportgroupsshouldbegiven

enough space to voice their concerns and

participate in planning, implementing and

monitoringinterventionsfortheireducation.

SSAwouldencourageStates/UTs topartner

withNGOsthathaverelevantexperienceto

facilitatetheseinitiatives.



4.1 Vision of a Classroom

“Myvision isofanactiveclassroom,where

studentsdonotmerely sit passively taking

notesorlisteningtolectures.Myvisionisofa

classroomwithabuzzofactivity.Childrenare

workingandinvolved,aloneorinteams,some

supportedbypeersandsomesupportedby

the teacher. The classroom is full of colour. It

isopenandinviting,theatmosphereischarged

with energy and enthusiasm; children can be

heard laughing, discussing, debating and

arguing.”

“Myvisionof a classroom is aplacewhere

thereisnodiscriminationorbiasongrounds

of gender, caste or community, where learning

takesplace,whereself-confidenceisbuiltand

exercised,andwherepersonalinteractionsare

nurturedanddeveloped.”

“My vision of a classroom is onewhere

children do not hesitate, but do their work

spontaneously andwith confidence;where

children are not afraid of making mistakes, and

arenotafraidtotalktotheteacher.Theymove

around freely, formgroupsor consultwith

peers.Theteacherhelps,observes,supports,

and monitors. Parents and others are in school,

4 Elementary Education of Equitable Quality

talking with children and teachers. Children

and the community have respect for the

teacher. Community members share and

discussproblemswiththeteacher,askherto

solveissues,andevenadmireherwork.”

ParticipantsatanSSAWorkshop

The following statements from the Vision

documentofaStatePlan(KeralaDPEP)also

givesanideaofwhatweneedtotransformin

ourschoolsystemtoachieve‘quality’,which

is often spoken of but not necessarily

understoodintermsofactualprocesses.

We want to see our classrooms as learning

centres where:

The child

n gainsconfidenceinfacingproblematic

situationsandundertakestaskswithout

anyhesitation.

n interacts freely, meaningfully and

joyfully with her classmates, teachers

and teaching learning materials.

n interacts in groupsandmakesuseof

other resources for expanding her

knowledge.

elementary eDucatIon oF equItable qualIty


n compares events, things, facts and

f indings and arr ives at log ica l

conclusions.

n assessesherownprogressinherwork,

identifieserrorsandrectifiesthemwith

the help off peers, teachers and

parents.

The teacher

n designsandimplementsactivitiestaking

into consideration the individual

differencesofeachchild.

n formulates innovative techniquesand

practicesfortheclass.

n facilitates activitiesduring classroom

interactionsasoneamong thegroup,

withoutanyinhibition.

n sets tasks and gives instructions in

accordancewiththelearningcapability

of children.

n uses local resources for designing class

activities, and referencematerials for

updatingherknowledge.

n elicits regular feedback and maintains

recordedobservationstoimproveher

teaching.

n takesupclassroomproblemsaspartof

actionresearch.

n conducts academic discussions with her

colleagues, takes part in collective

planningwith the School Resource

Group, and interacts with the

community.

4.1.1 Right to Learn:Wehavehadavisionfor

qualityeducationforall,andnowforthefirst

timeinthehistoryofIndianeducationwehave

theRTEwithaseparateChapter(VI)toensure

that this vision is implemented. A rights

frameworkisamajorshiftwhichimpliesthat

the ‘compulsion’ is on the State to ensure

learning of equitable quality for all children.

Intheearlierframeworktheresponsibilitywas

oftenplacedon the children themselvesby

labelling them as ‘disinterested’ or ‘slow

learners’,oronparentswhowereassumedto

be ‘unaware,uneducated’. Infact,Section8

(c)ensuresthatchildrenbelongingtoweaker

sections or disadvantaged groups are not

discriminated against and prevented from

pursuingandcompletingelementaryeducation

on any grounds.

4.1.2 Making this shift is a tremendous

challengeforasystemwhichrestson‘selection’

fromdayone,evenbeforeachildcanenter

school, and judgesa child tobe ‘slow’ora

‘failure’ without reminding itself that all

childrenwill learn and developwell in an

environment that provides them quality

education. Indeed, theRTEAct requires an

emphasis on ‘equitable’ quality. Even our

earlierpolicieshavestressedthatthequality

ofeducationdependsonhowfar itensures

equity; so a system or school that selects

childrenonthebasisoftheirsocialadvantage,

actuallycompromisesonequityandtherefore

on‘quality’.Ourselectivesystemclaimstogive

preference to ‘merit’, and has segregated


childrenintoschoolsofdifferentialqualityon

thisbasis.Thesocalledmost‘able’areselected

forhighlyresourced‘model’schools.However,

the rights framework reminds us that this

notionof‘merit’decidedbytestsisactually

connectedtosocialadvantage.Childrenwho

comefromdisadvantagedbackgroundsneed

greater attention and the best academic

supportfromasystemthatpromotes‘equitable

quality’,notdifferentialquality,throughwhich

theyare relegated to impoverished schools

and thus further disadvantaged. Research

shows that themorecompetitivea test the

more it actually selects social advantage,

whereas collaborativeandnon-threatening

assessment of children’s progress leads to

betterlearningofall.ThisiswhytheRTEAct

(Section13)hasbannedanykindofscreening

procedureforchildrenandparentsatthetime

ofadmission,hasbarreddetentionorexpulsion

ofachild,andevendisallowedtheconductof

Board examinations till a child completes

elementaryschooling(classVIII).Thisistogive

the child adequate time to develop her

learning and understanding fully through an

enabling educational environment, and

through a system of continuous and

comprehensiveassessmentwhichenhances

learning.

4.1.3 Section29oftheRTEAct istherefore

crucial for the design of an enabling curriculum,

by the designated academic authority. The

curriculumherestandsforallthecomponents

ofschoolingincludinginclassroomprocesses,

teacher development programmes, the

syllabusandtextbooks,assessmentprocedures,

etc,andismeanttoensure:

(a) ConformitywithConstitutionalvalues;

(b) allrounddevelopmentofthechild;

(c) building up the child’s knowledge,

potentialityandtalent;

(d) developmentof physical andmental

abilitiestothefullestextent;

(e) learning throughactivities, discovery

andexplorationinachildfriendlyand

child-centred manner;

(f) thechild’smothertongueserving‘asfar

as practicable’ as the medium of

instruction;

(g) makingthechildfreeoffear,traumaand

anxietyandhelpingthechildtoexpress

viewsfreelyand

(h) Comprehensive and continuous

evaluationofthechild’sunderstanding

andknowledgeandtheabilitytoapply

it.

4.1.4 Inthiswaytheprinciplesofchildcentred

educationspeltoutintheNationalPolicyon

Education(NPE),1986/92andelaborated in

theNCF-2005arenowpartofeducational

legislation.Someofthesehavebeenincluded

invariousguidelinespreparedunderCentral

andState levelprogrammes launched since

theformulationoftheNPE,1986/92,butnow

need to be strengthened to ensure



implementation of the RTE within the

mandatedtime.

“A warm, welcoming and encouraging

approach, in which all concerned share

a solicitude for the needs of the child, is

the best motivation for the child to

attend school and learn..…The policy of

non-detention at the primary stage will

be retained, making evaluation as

disaggregated as feasible. Corporal

punishment will be firmly excluded from

the educational system and school

timings as well as vacations adjusted to

the convenience of children.”

NPE,1986/92

4.2 Quality Concerns in ElementaryEducation

4.2.1UnderSSA,moststateshaveincludeda

var iety of intervent ions for qual i ty

improvement.Theseincludepilotprogrammes

withintheLearningEnhancementProgramme

(LEP),teachertraining,materialdevelopment,

specific subject-orientedprogrammes, etc.

However,theseinterventionshavesometimes

taken the form of add-ons to the existing

learningsystemsandpractices,andhavenot

adequatelyinfluencedthemainstreamsystem,

largelyforthefollowingreasons:

(i) Theeducationsystemfollowsadisjointed

approach to curriculum formulation,

viewing its core components of

curriculum, syllabus formulation,

textbookdevelopment,teachertraining,

learnerassessment,classroomprocesses

and school management as discrete,

fragmentedor isolated interventions,

rather than inter-connected and

synthesised.

(ii) Thereisatendencyforthesystem,while

formulating the curriculum, to ignore

thegroundrealitiesofchildren,andto

espouse ‘deficit’ theoriesof learning

which assume that children from

disadvantagedbackgrounds are also

‘lacking in ability or interest’. For

example,thechildmayspeakadifferent

language at home, may be a first

generationschoolgoer,maycontinue

to helpwith domestic chores of the

family,butthedesignandtransaction

of the curriculum fails to recognise this

and build on it. It is common for the

system to claim that children who come

to school at an older age of say 8 or 9

years ‘knownothing’ – just because

they do not know how to read and

write. This again is a failure of the

system to recognise that children are

natural learners and that they bring with

them sophisticated structures of

learningandconstructingknowledge.

Anyattempttoimprovethequalityof

educationwill succeedonly if it goes

hand in handwith steps topromote

equalityandsocialjustice.Thiscanonly

beachievedwhentheknowledgeand

experience of chi ldren from al l


backgrounds and particularly those

fromdisadvantaged groups are fore-

frontedinschoollearningwithprimacy

to their socio-cultural context.

(iii) Theeducation systemhas adopteda

subject based approach to the

organisationofcurriculum,focusingon

areaswhichreadilylendthemselvesto

being formulatedas ‘subjects’. These

subjectboundarieshavebecomerigid,

aredeterminedmorebythedisciplines

they are associated with at higher stages

oflearning,andhavelittleconnection

withhowchildrenactuallydeveloptheir

conceptualunderstanding.Moreover,

areaswhichdonotlendthemselvesto

being organised in textbooks, for

examplevisualandperformingartsor

workeducation,arerelegatedto‘extra’

or ‘co-curricular’ activities.Any ‘new’

concern o r p rob lem, such a s

environmental awareness, human

rights, value education or disaster

management, is addressedpiecemeal

orasanadd-on,withoutincorporating

itcohesivelyinthecurriculum.TheNCF-

2005 has called for breaking of these

rigid compartments of conventional

subjects to redefine learningareas in

linewith children’s experiences and

learning strategies.

(iv) Thereisanemphasisonreproduction

of ‘information’ learntby rote, rather

thanon‘constructingknowledge’from

experience,whichisthenaturalprocess

forachild’sdevelopmentandlearning.

Our schoo l s usua l l y ‘ t ransmi t

information’throughlessons‘delivered’,

wherechildrenareexpectedtopassively

listen,writeor respond toevaluation

tasksonan individualbasis.However,

children construct knowledge through

collaborationwithothers, not alone,

and the curriculum design and classroom

transactionmustensure this, through

the choice of suitable themes which

build on interaction, discussion and

groupwork.

(v) Work on the core components of

curriculum is not accompanied by

improvement i n the enab l ing

components,which include teacher

recruitmentanddeploymentsystems,

re - o r i e n ta t i o n o f e d u c a t i o n a l

administrators, BRC and CRC faculty.

4.3 CoreComponentsofQualityEducation

4.3.1 In dealing with quality concerns in

elementaryeducation,Stateswouldneedto

address the following core components of

QualityEducation:

4.3.2 Appropriate aims of education

“The aim of education is not the acquisition

of information, although important, or

acquisition of technical skills, though essential

in modern society, but the development of

that bent of mind, that attitude of reason,

that spirit of democracy which will make us

responsible citizens”

Dr.SarvepalliRadhakrishnan



4.3.2.1Thereisneedforarrivingatarelevant,

balanced set of aims describing what learners

should learn andwhy.NCF-2005 identifies

educationalaimsascomprising:

n Acommitmenttodemocracyandvalues

ofequality, justice, freedom, concern

for others’ well being, secularism,

respect forhumandignityand rights.

Education should aim to build a

commitmenttothesevalues,whichare

based on reason and understanding.

Thecurriculumshouldprovideadequate

experienceandspacefordialogueand

discourse in the school to build such a

commitment in children.

n A sensitivity toothers’wellbeingand

feelings, together with knowledge and

understanding of the world should form

thebasisofarationalcommitmentto

values.

n Acapacity to learnandwillingness to

unlearn and relearn as means of

responding to new situations in a

flexibleandcreativemanner.

n Appreciationofbeautyandartformsas

anintegralpartofhumanlife.

4.3.2.2Theaimsofeducationareexpectedto

reflectthecurrentneedsandaspirationsofa

society aswell as its lasting values. States

would need to ensure that the aims of

education are reflected in the curriculum,

syllabus, textbooks and other learning material

developedbythem.

4.3.3. Key Role of Curriculum and Syllabus:

4.3.3.1 NCF-2005 lays down the broad

principlesfortheCurriculumFramework,for

the States to design the detailed Curriculum

and Syllabus. The curriculum tells us what is

worth teaching, how much should be taught

and in what sequence, with what methods and

materials,thelinkagesacrossdifferentaspects

of knowledge, how learning should be

assessed,teachersprepared,andhowschools

monitored.

4.3.3.2 There has been a general tendency in

the system to load the syllabus of early classes

withtopicswhichwereearlierintroducedin

the secondary and higher secondary classes.

Thistendencyhasbeenparticularlystrongin

mathematicsandscience,butitisalsofairly

perceptibleinthesocialsciences.Thereport

oftheYashPalCommittee,Learningwithout

Burden(1993)hadpointedoutthattheburden

wasfrombombardingchildrenwithinformation

that they could not understand at that age,

resulting from an erroneous notion of

‘knowledge’.NCF-2005andtheNCERTsyllabi

basedonithavemadeanattempttoredress

this problem to a certain extent, but the

tendencypersistsandtakesdifferentforms.In

severalstates,syllabusrevisionattheprimary

stagehasnotbeenparticularlyradical,anda

lotofage-inappropriatematerialcontinuesto

betaughtduringtheprimaryclasses.Thefear

thatdeletionofcomplexconceptsintheearly

classeswillresultin‘dilution’ofstandardshas

preventedmanyStatesfromtakingnecessary


measures.Inmanyschools,additionalandnon

prescribed textbooks are used. Somewell

known private publishers have retained

inappropriatecontent,whichisnotinthenew

syllabus, in their revised textbooksusedby

private schools under the claim that these

offermore ‘advanced’ information.When

teachersarefacedwithtopicswhichchildren

cannotnegotiateataparticularage-level,they

make children learnby roteand reproduce

those answers in tests and examinations.

When children fail to learn by rote, they are

corporallypunishedorscolded.Poormarksor

gradescompelparentstohireaprivatetutor.

RTE has outlawedprivate tuition as far as

governmentteachersareconcerned.Therefore

todevelopmeaningful curricula in keeping

with the RTE Act, States need to be guided by

theeducationalaimsdiscussedaboveandthe

followingfundamentalquestions:

• What educational aims and purposes

should schools seek to achieve?

• Are our schools achieving these

educational purposes?

• If not, what alternative educational

experiences can be provided that are

likely to achieve these purposes?

4.3.3.3To implementRTE, SSAwill provide

resource and logistic support to States to

conductworkshopsandholdconsultationsfor

developingnewcurriculumandsyllabus.

4.3.4 Learning in age-appropriate classes: The

RTEAct(Section4)stipulatesageappropriate

admission for out-of-school children, or those

whomayhavedroppedout, so that older

children do not lose self esteem by being made

to sit in a designated class of younger children.

The RTE Act thus recognises that children do

not enter as ‘blank slates’ but have rich

knowledgefromtheirlifeexperienceswhich

the school must acknowledge. The Act also

providesthatsuchchildrenshallbeentitledto

free and compulsory education even after

attainingtheageof14yearstilltheycomplete

elementaryeducation.Thus,everychildhasa

righttoanage-appropriateeducation,where

shecanlearnatherownpaceforachieving

herfullpotential.Itisinthiscontextthatthe

RTEActprovidesforSpecialTrainingforout-

of-school children, before being accommodated

inanage-appropriateclass.Theseprovisions

willresultinaspecialtrainingheterogeneous

class, where children learn from each other

and froma sensitive teacher,whoengages

themwith respect and understanding, in

meaningful learning activities. This special

training ‘bridge’ class, having children of

different ages, will need to sustain the

motivation and self esteem of the older

childrenbycreativelyusingtheirknowledge

tohelp theyoungerones,and factor in the

differentialpaceoflearningbychildrenfrom

diversebackgroundsandexperiences.More

importantly, theRTEAct stipulates that all

regular teachers of the school, who need to

welcome these children in their class after



their special training isover,will alsoneed

Special Training to understand how to

accommodate themwithoutdiscrimination

which makes them feel ‘ left out ’ or

‘handicapped’inanyway.

4.3.5 Subject balance and age-appropriate

syllabi:Thegoalsandaimsofcurriculamust

bereflectedinthesubjectstaughtinschools.

By and large there is consensus on the need

for a child centred curricular policy, but in

practice, therehasbeen littlechange in the

contentandprocessofsubjectsofLanguage,

Mathematics,ScienceandSocialSciencesover

the last two decades. There is need for a

consensusregardinghowsubjectsaredefined,

howmanyshouldbetaughtatdifferentstages

ofeducation,andthetimeallocatedtoeach.

4.3.5.1 The current NCERT syllabus for Classes

ItoVIII,preparedbasedontheNCF-2005,is

in consonancewith the formulationsof the

RTEAct, andmarks amajor step forward

towardanexperientialsyllabusdesign.Itwas

basedonthefollowingprincipleswhichneed

to be included in all the State curricular

interventions:

(i) Resonanceof thevaluesenshrined in

theConstitutionofIndia

(ii) Sensitivity to gender, caste and class

parity, peace, health and needs of

childrenwithdisabilities

(iii) Infusionof environment related and

work based knowledge in all subjects

andatalllevels

(iv) Linkagesbetweenschoolknowledgein

different subjects and children’s

everydayexperiences

(v) Appropriatenessoftopicsandthemes

for relevant stages of children’s

developmentandcontinuityfromone

leveltothenext

(vi) Inter-disciplinaryandthematiclinkages

between topics listed for different

school subjects, which fall under discrete

disciplinaryareas

(vii) Nurturing aesthetic sensibility and

valuesbyintegratingtheartsandIndia’s

heritageofcraftsineveryaspectofthe

curriculum

4.3.6 Learning material

4.3.6.1 Textbook Contents Reform: States

needtopreparetextbooksbasedontheNCF-

2005principles.Textbookdeveloperswould

need to design books such that they focus on

the constructionof knowledgeby learners

through theunderstandingof concepts, by

activeexploration,reflectivethinking,andby

providinginteractiveopportunitiesforchildren

toconductactivitiesingroups,withcontinuous

self and peer assessment. The textbooks

should keep the principle of equity and

inclusionat the forefront,proactivelybreak

extant stereotypesand reflect sensitivity to

gender,casteandclassparity,peace,health

and needs of differently abled children.

National agencies likeNCERTwouldplay a


majorroleinenhancingthecapacityofState

agencies to undertake this task, and help

sustainacademic consultations fora critical

reviewofcurricularinitiatives.

4.3.6.2Whileundertakingrevisionoftextbooks

itwillbeimportanttorationalisethenumber

of books both at the primary and upper

primarylevelssuchthatthereisnoadditional

curriculum load on children. States that follow

theseven-ratherthaneight-yearelementary

educationcycle,tendtointroducesubjectsof

history,geography,scienceandsocialstudies

in Class V, rather than Class VI. This adds to the

curricular load on children. There is also need

tointegratethevariouslearningmaterialslike

textbooks, workbooks, worksheets, LEP

materialsetc.Withthepurposeof reducing

an unnecessary additional burden on the

teacher and child, as well as bringing in

cohesiveness and reducing overlaps. The

textbooks should be designed to nurture an

aestheticsensibilityinchildren.Thereshould

beadequate focusongoodqualityprinting

and visual design of books alongside

improvementincontent.Attentionhastobe

paidforpreparationofhandbooksforteachers

onnewtextbooksandthenewapproachto

curriculum.

4.3.6.3 Textbook Production Reform: The

textbookproduction,encompassingthelayout

anddesign, text and cover, paper size and

specifications,ink,printingandbinding,etc.,

havesignificantimplicationsforquality.These

aspectshavesofarbeenrelegatedtotheState

TextbookBoardsorSCERTs.SSAwillprovide

supportforensuringreforminthetextbook

productionprocessandnationalconsultations

toreviewtheseissueswithprofessionalartists

and designers.

4.3.6.4 Libraries as learning sites:Thelibrary

willbeanessentialcomponentoftheschool,

providingnotonlyresourceforlearning,but

also for strengthening the idea of reading for

pleasure,recreationandfurtherdeepeningof

knowledge and imagination. It will have

newspapers,magazines, books aswell as

access to new information technology,

including computers wherever possible.

Training of teachers in library management

Flabbytextbooks,andthesyllabitheycover,symboliseasystemicfailuretoaddresschildren

inachild-centredmanner.Thosewhowritesuchencyclopaedictextbooksareguidedbythe

popularbelief that therehasbeenanexplosionofknowledge.Therefore,vastamountsof

knowledgeshouldbepusheddownthethroatsoflittlechildreninordertocatchupwithother

countries.LearningwithoutBurdenrecommendedamajorchangeinthedesignofsyllabiand

textbooks,andalsoachangeinthesocialethos,whichplacesstressonchildrentobecome

aggressivelycompetitiveandexhibitprecocity.

NCF, 2005



and its usage will be integrated within the

teacher trainingprogrammes. The libraries

through SSA resources will be created strictly

by the decentralised mechanisms, wherein the

wisdomofteachersandtheSMCforprocuring

books for their children is trusted.

4.3.6.5 Pedagogy: TheNCF-2005calls fora

constructivist approach to teaching and

learning, where learners make sense of the

world around them. This is to be done through

‘criticalpedagogy’whichforegroundsquestions

ofinequalityandjusticeandenableslearners

toundertaketransformativeaction.

(a) Language:ThevisionofSSAistoenable

children todevelop language froma

social context and use it for thought and

expressionintheirdailylives.Language

teaching cannot be de-linked from the

process of meaning-making and

interpretingtheimplicit,whereculture

playsasignificantrole.Thus,language

teaching and learning should span

across the curriculum, in all subject

areasandactivities.

(b) Social Sciences: Teaching of Social

Sciences should help develop an

understanding of the socio-political

structure of society, including issues of

equityanddiscrimination.Itshouldbe

able to situate these understandings in

a historical context rather than

presenting them in fragmented stand

alonecomponents.Thisshouldconverge

intoevery childbeingempowered to

crit ical ly understand one’s own

positioning vis-à-vis others and

developinganattitudetointerveneand

playa role in transforming the social

order.

(c) Sciences: Like the Social Sciences,

Scienceshoulddevelopanattitudeto

question what is taken for granted.

Teaching of Sciences should enable

every child tounderstand Science in

everydaylifeanduseactivitiesofdaily

life toexplain concepts in Science. It

shouldenablechildrentoquestionand

pursueinquiryinasystematicmanner,

interpretandanalyse.SSAwillsupport

s choo l s fo r deve lopment and

procurementof suitable kits and the

establishment of a small laboratory

using local resources

(d) Mathematics : Mathematics is a

significant area in school education

where logical reasoning and abstract

thinking canbedeveloped.However,

Mathematicshasbeenasourceoffear

among many school going children,

despite the fact that they use

Mathematicsindailylifetoaconsiderable

extent without knowing that they are

doing so. Teaching of Mathematics

should incorporate knowledge from

everyday mathematics and folk

mathematics, fromvariedcontextsof

carpentry, agriculture, brickmaking,


fishing,architecture,homemanagement,

etc. It should help children develop

confidence, an ability to formulate

problemstheyencounterintheirlives

and facilitate decision making. It is also

critical to relatemathematics to the

understanding of social reality, and to

creativelyintegrateitwithothersubject

areas.

(e) Arts and Craft education:Artandcraft

educationwith special focuson local

formsofartsmustbe incorporatedin

the teaching-learning process of all

subject areas.

(f) Health and Physical Education must be

an integratedpartofschoolingat the

elementary level. SSAwill support

health andphysical educationat the

upperprimarylevel.

(g) Work Education:ThevisionofSSAisto

enable each child to understand and

gain from the knowledge and dignity of

workaspartofeducationinallsubject

areas, and not to separate ‘manual’

from‘mental’abilities.

4.3.6.6Amongalltheseareasthecross-cutting

characteristicswill be that teachingwill be

based on and make use of local knowledge,

experiencesofchildren,beintegratedacross

subject areas, informed by pedagogical

research, and essentially participatory in

nature.

4.3.6.7 Community knowledge:Community

isarichlocalresource.Everyfamilycarriesa

wide range of knowledge and skills in the form

ofstories,songs,poems,riddles,dances,and

occupationalknowledge.Thislocalknowledge

can provide a rich learning resource for

children.Schoolsmustexplorethepotential

of such learning resources. NCF-2005

recommends that schools need to relate to

children’s knowledgeandexperiences, and

connect classroom knowledge with life outside

the school. Schools need to be nurtured in this

spirit,wheretheteachersworkcloselywith

the community as knowledgepartners for

e f fec t i ve s choo l deve lopment and

management.

4.3.7 Good use of time: Research shows

consistent positive correlations between

learning time and student achievement.

Studiesalsoshowthatthereisasignificantgap

between school calendar days, available

school days, and the teachers’ physical

presence days in the school. This gap is

accounted by teachers involvement in

enrolment drives, admissions, surveys,

distributionoftextbooks,scholarshipsetc.,as

alsopersonalleave,administrativeduties,and

officialworkofotherdepartments,Muchtime

allocatedforinstructionisalsolostbecauseof

teacherandpupil absenteeism, shortageof

classrooms, lack of learning material and weak

discipline.TheRTEActmandates200school

days at the primary level, comprising 800

effectiveschoolinghoursperyear.Attheupper

primaryleveltheRTEActrequires220school



dayscomprising1000hoursperyear.TheRTE

Act alsoprovides that teacherswill notbe

assignednon-academicwork(barringdecennial

census,electionsanddisastermanagement).

Further, it prohibits teachers from taking

privatetuition.TheActprovidesthatteachers

shouldputin45workinghoursperweek.This

wouldincludetimerequiredforplanningand

preparation,TLMpreparation,transactingthe

regulartime table, assessmentof children’s

work, providing academic and emotional

supporttochildrenwhoneedsuchsupport,

interactionwiththeparentsandcommunity.

This is expected to improve the teacher’s

physicalpresenceintheclassroom.However,

mereteacherpresenceintheclassroomwill

not transform student learning unless it is

accompanied by sensitisation for greater

learner oriented pedagogy and classroom

organisation.

4.3.8 Pedagogic approaches for better

learning: Practitioners broadly agree that

teacher-dominatedpedagogy,placingchildren

inapassiverole,isundesirable,yetformost

partthisstyleandmethodremainsthenorm.

Innovationscanbefoundacrossthecountry,

which encourage child-centred, active

pedagogy, cooperative learning and the

developmentofcriticalthinkingandproblem-

solvingskills.Examplesincludethecurriculum

renewalapproachofDPEPKerala,theworkof

theRishiValleyTrust,the‘NaliKali’programme

of Karnataka, the Activity Based Learning

programmeofTamilNadu,theHoshangabad

ScienceTeachingProgrammeby Eklavya in

MadhyaPradesh,ortheIntegratedKalikayatna

ApproachbyPrajayatnainKarnataka.

4.3.9 Language policy : The choice of

language(s) used in school is of utmost

importance for thequalityof teaching and

learning. Evidence shows that starting

instruction in the learner’s first language

improveslearningandcognitivedevelopment,

andalsoensuresbetterlearningofasecond

language if after a few years, a gradual

transition ismade to the second language.

Languageinstructionisapolicychoiceaffecting

curriculum,contentandpedagogy.

4.3.10 Assessment for Learning:Thegoalsof

assessmentaretogivelearnersandteachers

a sense of what is being learnt and how, in

order to improve learning and teaching

practices.Itmustshowwhatprogressthechild

hasmadewithrespecttoherownperformance

overtime,andisnotmeanttocompareone

child with another. Assessment must enhance

thechild’smotivation,whichiscrucialforany

learning. In fact, research now focuses on

‘motivation’ as the key to better learning

rather than the notion of ‘competence’.

However, in our prevailing system, the

examinationisusedtocreatecompetitionfor

eliminatingchildrenwhoarefoundtobeweak

onthebasisoftheirpoormarks.Oncedeclared

‘fail’, theyeither repeat gradeor leave the

schoolaltogether.Compellingachildtorepeat

aclassdemotivatesanddiscouragesfurther,

withoutnecessarilygivinganyspecialresources


to deal with the same syllabus requirements

again. Parents of such children also tend to

view themas beingfit for failure, thereby

reinforcing theperceptionwhich the school

hasalreadyusedfordeclaringthechild‘fail’

onthebasisofathree-hourtest.Theprevailing

examination system treats evaluation as a

meansofjudgingandpassingaverdict.Such

apracticeisincompatiblewiththeconceptof

child-centrededucationinarightsframework,

andhasbeenprohibitedthroughtheprovision

of‘NoDetention’undertheRTEAct.

4.3.10.1RTEprovidesforComprehensiveand

ContinuousEvaluation(CCE).CCEessentially

means that assessment should be treated as

an integral part of teaching and learning,

through observations of children and

maintaining records of their work done in a

portfolio,ratherthanasa judgement.More

importantly,efforts shouldbemade togive

self assessment exercises to learners so that

theycancreativelyarticulatewhattheycando

andwhattheyneedsupportfor,asiseffectively

done inprogressive interventionsevenwith

youngchildren.WiththeformulationofRTE,

evaluationinanyform,includingexamination,

cannotbetreatedasabasisforstoppingachild

fromprogressingtothenextClass.

4.4 EnablingComponentsofQualityEducation

4.4.1 Pre-school or Early Childhood Care and

Education (ECCE): The National Policy of

Education (NPE) gives importance to Early

ChildhoodCare and Education (ECCE) as a

crucialinputforhumanresourcedevelopment,

as a feeder and support programme for

primaryeducationandasasupportservicefor

workingwomenofthedisadvantagedsections

of society. It has also taken into account the

holisticnatureofECCEandhaspointedout

theneed for early care and stimulationof

childrenbelonging to thevulnerable sector.

ThepotentialofECCEasan interventionfor

girls’ education iswidely recognised as an

essentialinputinfreeinggirlsfromsiblingcare

responsibilities, leading to their regular

attendanceinschoolandinprovidingschool

readinessskillstopre-schoolchildren.

4.4.1.1Section11oftheRTEAct,2009makes

provisionforbeingengagedwithpre-school

education.Itstates:

“With a view to prepare children above

the age of three years for elementary

education and to provide early childhood

care and education for all children until

they complete the age of six years, the

appropriate Government may make

necessary arrangement for providing

free pre-school education for such

children”.

4.4.1.2 This allows for thenecessary space

within the ambit of the RTE Act to enable a

greater degree of involvement in the pre-

schoolsegmentofeducation.



Continuous evaluation

Moderneducationaltheoryhasbattledwithsuchobsoletepracticesofexaminationsforalong

time.Itsmessageissimpleandclear:namelythatchildren’slearninganddevelopmentcannot

beviewedintermsofarigidlydefinedclassstructure,noritcanbefittedintoanannualcycle

ofevaluationandpromotion.TheRTEActrepresentsthelegalapprovalofmoderneducational

thinkingwhentheActprohibitsdetentionandrequiresthatachildcanjointheschoolatany

pointintheyear.ThevisionunderlyingtheRTEActisfurtherclarifiedbytheprohibitionimposed

onBoardexaminationattheendoftheelementarystageorbeforeit.Thisvisioniscompletely

consistentwithNCFwhichalsorecommendsthatthereshouldbenoBoardexaminationatany

pointinelementaryeducation.‘ContinuousEvaluation’meansthattheteacher’sworkshould

becontinuouslyguidedbythechild’sresponseandparticipationinclassroomactivities.Inother

words,evaluationshouldbeseenasaprocesswherebytheteacherlearnsaboutthechildin

ordertobeabletoteachbetter,and‘ContinuousEvaluation’becomesastrategyofassessment

whichisapartandparcelofteachingitself.

Comprehensive evaluation

Theterm‘Comprehensive’impliesthecapacitytoviewthechildfromaholisticperspective,

ratherthanmerelyintermsofalearnerofdifferentschoolsubjects.Acomprehensiveevaluation

strategywouldimplythataspectssuchasthechild’shealth,selfimage,sensibilities,etc.are

alsoperceivedinthecontextofdevelopmentandgrowth.Conventionallytheseaspectsare

eitherneglectedinoureducationsystemoraswenowseeinprivateschools,dealtwithby

usinganarbitrarilydevisedgradingsystemwhichconveystheimpressionthattheteacherhas

judgedthechildaccordingtoanorm.Itisthedutyoftheteachertomakeeverypossibleeffort,

throughinteractionandengagement,toobserveandunderstandthechild’sownnature.Itis

alsoimportantthattheteacherdoesnotjudgethechild’snature.Rather,whatisrequiredis

thattheteachernoticestheinherentpotentialofthechildasalearnerinthecontextofhisor

hernature.Trainingforcarefulobservationandrecord-keepingwillhavetobeorganisedand

executedinacarefulandacademicallysoundmanner,toenableteacherstofulfiltheexpectation

oftheRTEAct.Forguidingteacherstoobserveachild’sbehaviourandattitudes,anewinitiative

willhavetobetakenfordevelopingrelevantmaterialwhichcanserveasabasisfortraining

programmes.

ReportoftheCommitteeonImplementationofRTEandConsequentRevampofSSA


4.4.1.3 SSA realises the importanceofpre-

school learning and early childhood care and

itsroleinimprovingparticipationofchildren

in schools. In order to facilitate a greater

convergencewithICDS,effortstostrengthen

itintheareaofpre-schooleducationwillbe

made.

4.4.1.4InhabitationsnotcoveredbyIntegrated

Child Development Services (ICDS) and

wherevertheStateGovernmentisdesirousof

startingapre-schooleducationcentreinthe

formalprimaryschool,SSAsupportcouldbe

accessed through fundsavailableunder the

head-InnovativeActivities. In caseofanew

ICDScentrecominginsuchahabitation,the

pre-schoolfacilitywillnecessarilyhavetowork

inconjunctionwiththeICDS.SinceICDSisthe

main scheme for early childhood care and

education, SSAwill extend support only to

enabletheICDStoenrichandsustainitspre-

schoolandschoolpreparednesscomponent.

WhenICDSuniversalisesitsreachandcoverage

forpre-schooleducationandschoolreadiness,

SSAsupportwillceaseinordertoavoidany

duplication.

4.4.1.5 SSA emphasises the importanceof

ECCEbystrengtheningconvergencewiththe

ICDSprogrammeofMinistryofWomen&Child

Developmenttopromotepre-schooleducation.

SSAwouldstrivetomaintaineffectivesynergy

withtheICDSthroughthefollowing:

(i) Convergenceinstructionstobeissued

by State Education Departments in

concurrencewithICDSDepartment.

(ii) Regularinterdepartmentalmeetingsat

the State, district and block level

between SSA official and the ICDS

programme.

(iii) RepresentativeofICDSprogrammeon

theStateLevelExecutiveCommitteeof

SSA and District Implementation

Committee.

(iv) LocationofAnganwadi centres in or

close proximity to primary school

campus and synchronisation of the

timingsoftheAnganwadicentreswith

theprimaryschools.

(v) Jointeffortsforcurriculumrenewalof

nursery teacher training and conduct of

trainings of Anganwadiworkers,primary

teachers and health workers for a

convergent understanding of links

betweenlearninganddevelopmentin

pre-schoolandprimaryschool.

(vi) UseofinfrastructureofDIETs,BRCsand

CRCs for training of Anganwadi workers

andotherfunctionariesofICDS.

(vii) StrengtheningoftrainingofAnganwadi

workersinpre-schoolactivitiesinboth

existingandnewprojects/Anganwadi

centers.

(viii) Augmentation of pre-school kits/

materials in Anganwadis, where such

materials are required.

4.4.2. Teachers: SSA visualises teacher as a

capablefacilitator,whomotivateschildrento



construct their own knowledge. The teacher

shouldbeawareaboutprogressivepedagogy

andmustknowthenatureandexperiencesof

children from various social and cultural

backgrounds.Moreover, RTE requires that

teachersshouldbecommittedtoequityand

socialjustice,awareaboutchildentitlements

andconvincedthatallchildrencanlearnwell

ifprovidededucationofequitablequality.

4.4.2.1 Teacher Recruitment, Placement and

Training

TheRTEAct recognises the importanceof

providingadequatenumberofteachersand

laysdownthattheprescribedPupilTeacher

Ratio (PTR)must bemaintained for each

school. It also recognises the need for subject

specificteachers,headteacherandparttime

instructorsforart,healthandworkeducation

in upper primary schools. In addition, it

stipulatesthatnoschoolshallhaveateacher

vacancyofmorethan10%9.SSAwillsupport

States in recruiting adequate number of

teachersinthenewschoolssanctionedunder

theprogrammeaswellasadditionalteachers

to meet the requirements of PTR at school

levelaspernorms.

4.4.2.2Whilecalculatingtherequirementof

additionalteachers,theenrolment,population

projections and State vacancies will be

considered.Thepracticeofrecruitingatleast

50% women teachers will continue. The

sharing arrangement for teacher salary will be

inaccordancewiththefundsharingpattern

between Centre and States. SSA assistance will

notbeavailableforfillingupStatevacancies

thathavearisenonaccountofattrition.

4.4.3 Teacher Re-deployment: The RTE

stipulation that PTR shall bemaintained in

respectofeachschoolandthatnoschoolshall

have teacher vacancies exceeding 10%

warrants immediate intervention for re-

deploymentof surplus teachers to schools

wherethePTRsexceedtheRTEstipulations.

ItissuggestedthatStatesundertakearational

re-deploymentofteacherstoensurethatthe

RTEstipulationsareadheredto.

4.4.4 Teacher Qualifications: TheRTEAct,

2009underSection23(1)providesforminimum

qualification of a teacher as laid down by

academic authority, authorised by the central

governmentbynotification.Accordingly the

central government has notified Nation

Council forTeacherEducation(NCTE)asthe

academic authority10 to lay down the minimum

qualifications foraperson tobeeligible for

appointmentasateacher.

4.4.5ThefollowingTeacherQualificationslaid

downbytheNCTEundersection23oftheRTE

Act, would need to be followed in all future

recruitments.

9NotificationNoF1-4/2010-EE.4dated22ndJune2010onimplementationofsection25(1)oftheRTEAct

clarifyingthetimeframetocompletetherecruitmentprocessisattachedatAnnexure10.10NotificationauthorizingNCTEastheacademicauthorityforTeacherQualificationsisatAnnexure11.


Redeployment of teachers

Thereisclearlyaneedtoevolveamoretransparentsystemoftransfersandre-deploymentof

teachers-asystemwhichisbothchildcenteredandteacherfriendly.Theimplementationof

thecomputerisedsystemforfreshpostings,transfersandre-deploymentwouldhelptheStates

inmaintainingschool-wisePupilTeacherRatio(PTR)asstipulatedunderRTEinatransparent

manner.TheTSGhasdevelopedcomputerisedsoftwarefortheuseofStates.Thesoftwareuses

theDISEdatabaseandcan:

• generatealistofunder-servedandover-servedschools.

• createavacancydatabase.

• generatealistofvacanciessubject-wise.

• besensitivetotheneedsofphysicallyhandicappedteachers,womenteachersandother

categoriesasprioritisedbytheState.

• correctexistingimbalancesinteacherdeployment.

• becustomisedtoStateneeds.

4.4.6 Training of Untrained teachers:TheRTE

Actattachesimmensesignificancetotherole

ofteachersinimprovingelementaryeducation

bymaking available professionally trained

teachersfortheschoolsystem.Itprovidesa

timeframeoffiveyearsforensuringthatall

teachers in e lementary schools are

professionallytrained11.Withinthisperiod,all

teachers would need to acquire the academic

andprofessionalqualificationsprescribedby

the academic authority under the RTE Act. In

thiscontext,NCTEhasprovidedthatteachers

appointedpriortotheNCTE(Determination

ofMinimumQualificationsforRecruitmentof

TeachersinSchools)Regulations,2001dated

3 September 2001, need not acquire the

revised teacher educationqualifications.A

teacherappointedonorafter3September

2001 would require Senior Secondary and D.

Ed(twoyears)orSeniorSecondaryandB.El.Ed

(4years)forteachingattheprimarystageof

education.Forteachingattheupperprimary

stage a teacherwould require (a) Senior

SecondaryandD.Ed(twoyears)or(b)Senior

SecondaryandB.El.Ed(4years),(c)Graduation

with B.Ed (one year). Statesmaymake an

assessment of the teachers requiring academic

and professional qualifications as per the

11NotificationNoF1-3/2010-EE.4dated9thNovember2010ontheimplementationoftheprovisionsof

section23(2)oftheRTEActtograntrelaxationinminimumqualificationforappointmentasateacheris

attachedatAnnexure13.



1. NCTE Teacher Qualifications:

(i) Classes I-V

(a) Senior Secondary (or its equivalent)withat least50%marksand2-yearDiploma in

ElementaryEducation(bywhatevernameknown),

OR

Senior Secondary (or its equivalent)withat least45%marksand2-yearDiploma in

Elementary Education (bywhatever name known), in accordancewith theNCTE

(RecognitionNormsandProcedure),Regulations2002,

OR

Senior Secondary (or itsequivalent)withat least50%marksand4-yearBachelorof

ElementaryEducation(B.El.Ed.),

OR

Senior Secondary (or its equivalent)withat least50%marksand2-yearDiploma in

Education(SpecialEducation),AND

(b) PassintheTeacherEligibilityTest(TET)12,tobeconductedbytheappropriateGovernment

inaccordancewiththeGuidelinesframedbytheNCTEforthepurpose.

(ii) Classes VI-VIII

(a) B.A/B.Scand2-yearDiplomainElementaryEducation(bywhatevernameknown)

OR

B.A./B.Sc.withatleast50%marksand1-yearBachelorinEducation(B.Ed),

OR

B.A./B.Sc.withatleast45%marksand1-yearBachelorinEducation(B.Ed),inaccordance

withtheNCTE(RecognitionNormsandProcedure)Regulationsissuedfromtimetotime

in this regard,

OR

Senior Secondary (or itsequivalent)withat least50%marksand4-yearBachelor in

ElementaryEducation(B.El.Ed),

OR

SeniorSecondary(oritsequivalent)withatleast50%marksand4-yearBA/B.Sc.Edor

B.A.Ed./B.Sc.Ed.,

12GuidelinesonTETareatAnnexure12.


OR

B.A./B.Sc.withatleast50%marksand1-yearB.Ed.(SpecialEducation),AND

(b) PassintheTeacherEligibilityTest(TET),tobeconductedbytheappropriateGovernment

inaccordancewiththeGuidelinesframedbytheNCTEforthepurpose.

2 Diploma/Degree Course in Teacher Education:Adiploma/degree course inTeacher

EducationrecognisedbytheNCTEonlyshallbeconsidered.IncaseofDiplomainEducation

(SpecialEducation)andB.Ed(SpecialEducation)however,acourserecognisedbythe

RehabilitationCouncilofIndia(RCI)onlyshallbeconsidered.

3 Training:ApersonwithBA/B.Sc.withatleast50%marksandB.Edqualificationshallalso

beeligibleforappointmentforClassesItoVupto1stJanuary2012,providedheundergoes,

after appointment, anNCTE recognised6-month special programme in Elementary

Education.ApersonwithD.Ed(SpecialEducation)orB.Ed(SpecialEducation)qualification

shallundergo,afterappointment,anNCTErecognised6-monthspecialprogrammein

ElementaryEducation.

4 Teachers appointedbefore thedateof thisNotification: The following categoriesof

teachersappointedforClassesItoVIIIpriortodateofthisNotificationneednotacquire

theminimumqualificationsspecifiedabove:

(a) Ateacherappointedonorafterthe3September,2001i.e.thedateonwhichthe

NCTE(DeterminationofMinimumQualificationsforRecruitmentofTeachers in

Schools)Regulations,2001(asamendedfromtimetotime)cameintoforce, in

accordancewiththatRegulation.

(b) ProvidedthatateacherofClassesItoVpossessingB.Edqualification,orateacher

possessingB.Ed(SpecialEducation)orD.Ed(SpecialEducation)qualificationshall

undergo anNCTE recognised 6–month special programme on elementary

education.

(c) AteacherofClassesItoVwithB.Edqualificationwhohascompleteda6-month

SpecialBasicTeacherCourse(SpecialBTC)approvedbytheNCTE;

(d) Ateacherappointedbeforethe3September,2001,inaccordancewiththeprevalent

Recruitment Rules.

5 Teachers appointed after the date of this Notification in certain cases:Where an

appropriateGovernment,orlocalauthorityoraschoolhasissuedanadvertisementto

initiatetheprocessofappointmentofteacherspriortothedateofthisNotification,such

appointmentsmaybemadeinaccordancewiththeNCTE(DeterminationofMinimum

QualificationsforRecruitmentofTeachers inSchools)Regulations,2001(asamended

fromtimetotime).



C u r r i c u l a r A re a s : Two -ye a r D. Ed

Programme

Child Studies: Two Courses

1. Childhoodand theDevelopmentof

Children

2. Cognition Learning and the Socio-

cultural context

Educational Studies: Four Courses

3. Educational Society,Curriculumand

Learners

4. Towards Understanding the Self

5. TeacherIdentityandSchoolCulture

6. School Culture, Leadership and

Change

Contemporary Studies: Two Courses

7. ContemporaryIndianSociety

8. Diversity, Gender and Inclusive

Education

Curriculum and Pedagogic Studies: Ten

Courses

9. ProficiencyinEnglish

10. Pedagogy across the Curriculum

11. Understanding Language and Early

Literacy

12. Mathematics Education for the

Primary School Child

13. PedagogyofEnvironmentalStudies

14. PedagogyofEnglishLanguage

Optional Pedagogy Courses

1. SocialScienceEducation

2. LanguageEducation

3. MathematicsEducation

4. ScienceEducation

Practicum

1. Creative Drama, Fine Arts and

Education

2. Children’s Physical and Emotional

Health,SchoolHealthandEducation

3. WorkandEducation

School Internship

aboveNCTERegulation.SSAwillsupportthe

training of untrained teachers to meet NCTE

requirementsaswellastodevelopgroupof

pedagogicallyempoweredteacher.

4.4.7 Pre-Service Training for Teachers:

Teacher preparation is very essential for

qualityimprovement.Itwillbeimportantto

ensurethatpre-servicetrainingisstrengthened

with thehelpof inspiring teacher trainers.

Opportunitiesfortheprofessionaldevelopment

of teachershave tobeencouragedandall

efforts toprovideeffectivepre-service and

in-service trainingand inductionhave tobe

made to attain the objectives of quality

education.SSAwillconvergewiththeTeacher

Education Scheme such that teacher

preparation as per district attrition canbe

ensured. For ensuring academic and

professionalqualificationwithinastipulated

time frame, SSAwill provide resourcesand

organise training of untrained teacher leading

toprescribedcertification.


4.4.8 In-service Training for Teachers: In

addition,theprogrammewillsupportannual

in-servicetrainingofteachers,toenablethem

tocontinuouslyupgradetheirknowledgeand

teaching skills. In-service teacher training

shouldfacilitateashiftintheunderstanding

ofteachingandlearning,asstipulatedbythe

RTEActandNCF2005:

To Enact a Shift in Perspectives and Practices

From To

Teacher directed, fixeddesigns

Learner-centric,flexibleprocesses

Learnerreceptivity Learneragency,participationinlearning

Knowledgeas“given”,fixed

Knowledgeasconstructed, evolving

Learningasanindividualact

Learningasacollaborative,socialprocess

Disciplinaryfocus Multidisciplinary,educationalfocus

Assessment judgmental, mainly through competitivetestsfor ranking, through narrow measures of achievement,leading to trauma and anxiety

Assessment for Learning,selfassessment to enhance motivation,throughcontinuousnon-threatening processes,torecordprogressovertime

4.4.8.1 The Teacher Training planmust be

developed on the basis of the following

processes:

• Identification of teacher training

needs

• Annual review of teacher training

module/packagetoavoidrepetition

• Long term and sustainable plan for

preparationofmastertrainer

• Researchanddevelopmentforteacher

training – development of teacher

friendly reading materials about child

developmentandchildren’sknowledge,

community knowledge and latest

developmentsinpedagogy

4.4.8.2 The States will be encouraged to draw

upalongtermin-serviceteacherdevelopment

plan, defining parameters such as the

periodicity,contentandmethodologyofthe

programmes.Thetrainingdesignwillbesuch

thatitintegratescontent,pedagogy,material

development and resources andphased to

incorporate time in schools for their own

reflectivepracticethroughprojects.Thiswill

be followed through adequate follow up

support at the block and cluster level.

Arrangementsforclassroomobservationafter

trainingprogrammesbytheResourcePersons

willbeencouraged.Theclusterlevelmeetings

will develop into a professional forum for

teachers to reflect andplan together. This

would be done in a decentralised and

consultativemanner.

4.4.9 Academic Support and Supervision:

District Institutesof EducationandTraining



(DIETs),BlockResourceCentres(BRCs)/Urban

ResourceCentres(URCs)andClusterResource

Centres(CRCs)havebeenconceptualisedto

functionasacademic resource centers. The

faculty inDIETsprovidepre-service and in-

servicetraining.ThecoordinatorsinBRCsand

CRCsprovide in-service trainingandon-site

supporttoschoolsforimprovementofschool

quality.Itishighlydesirablethatpositionsin

theseinstitutionsarecreatedforalongterm

commitmentandthatthepresentpracticeof

short-termdeputationstoteachers,especially

inBRCsandCRCs,isdiscontinued.

4.4.9.1 The major role of DIETs should be to

(a) provideacademicsupportandundertake

capacitybuildingofBRC/CRCs.

(b) develop contextual trainingmodules

taking local knowledge and resources

intoconsideration.

(c) developexemplarmaterialandactivities

forchild-centredclassroomtransaction

withdueconsideration toage,equity

andsocio-culturaldiversityofchildren.

(d) strengthencommunity,school,teacher

and CRC linkages.

(e) conduct periodical research on the

impact of the teacher training and

effectivenessintheclassroomstomake

amends accordingly.

4.4.9.2 The major role of BRCs should be to

(a) functionas a repositoryof academic

resourcesincludingICT,science&math

kits, teaching learning resource material

indifferent curricularareas, including

pre-schoolmaterial, andmaterial for

childrenwithspecialneeds;

(b) maintain and constantly update

databasesof educationexperts from

nearbyTeacherEducationinstitutions,

NGOs,Colleges/Universitieswhocould

participate in Resource Groups for

differentsubjectareasandthemes;

(c) ensureregularschoolvisitsandon-site

academicsupporttoaddresspedagogic

issues and other issues related to school

development;

(d) organise in-service teacher training

basedon teacherneeds asobserved

duringschoolvisits;

(e) participateinmonthlyteachermeetings

organised at the cluster resource

centres to discuss academic issues and

todesign strategies forbetter school

performance;

(f) consult with school management

committee, communitymembersand

local authority for formulating school

developmentplans;and

(g) design a comprehensive quality

improvementplanfortheblock/cluster

and implement it in a time bound

manner.

4.4.9.3 The major role of CRCs should be to

(a) functionasacademicresourcecenters


with adequate resource/ reference

materials for concerned teachers;

(b) undertake regular school visits and

provide onsite academic support to

teachers;

(c) organisemonthlymeetings todiscuss

academic issues and design strategies

forbetterschoolperformance.

(d) visitandholdmeetingswithmembers

of the SMCs and other local bodies for

school improvement, support SMC in

schooldevelopmentplan

(e) ensure that the special training

programmesareproperlydesignedand

implementedintheclusterforout-of-

school children and securing their

admissiontoage-appropriateclasses.

4.4.9.4 TheRTEActmandatesprovisionof

training facilities as well as good quality

education.TheBRCsandCRCsarethemost

criticalunitsforprovidingtrainingandon-site

support to schools and teachers.Given the

significance of these structures SSA will

strengthenfacultyandinfrastructuresupport

toBRC/CRC.

4.4.9.5To improve theeffectivenessof the

block/clustercoordinatorstherewillbeafocus

on improved selection criteria,which takes

intoconsiderationexperience,qualifications

andaptitudefortrainingandresearch.There

will also be focus on constant skill enhancement

throughappropriatetrainingprogrammesthat

willhelpResourcePersonsgrowintoteacher

mentors-cum-educators. Functional linkages

ofBRCsandCRCswithDIETsanddistrictlevel

resourcegroupswillbestrengthened.

4.4.10 Training for administrative and

academic support

4.4.10.1 For Head Teachers:Schoolistheplace

wheretheprovisionsoftheRTEActhaveto

unfoldandchildrenreceivetheirentitlements.

RTE demands new skills and a broadened

perspectiveamongHeadTeachersforlooking

atschoolfunctioningfromthepointofview

ofchildren’srightswhichneedtobeprotected

everydayintheschool.Questionsthatneed

tobeaddressedonadailybasisinclude:

n Doestheschoolfunctionregularlyfor

thespecifiednumberofhoursandthe

numberofdaysintheyear?

n Doteachersattendregularly?

n Arechildrentaughtcoursesasperthe

prescribedcurriculum?

n Are they assessed continuously?Are

teachers maintaining a record of their

workandprogress,which is regularly

sharedwiththemandtheirparents?

n Are children treated in a manner that

correspondstotherequirementsofthe

Act such as nophysical punishment,

trauma or mental harassment, equal

treatment to all children without any

discrimination?



n Is the school inclusive for differently

abled children and do children needing

special help receive appropriate

support?

4.4.10.1.1Asaneducationalprofessionalthe

Head Teacher needs training for providing

academicsupporttoteachers intheschool.

The Head Teacher must also be trained in

leadership so that she/he can play be a

democraticandnaturalleader,notbecauseof

thepositionshe/heholds,butbecauseofher/

his ability to administer a school where there

is no discrimination or bias on grounds of

gender, caste or community. The Head Teacher

needstraininginthebasicsoffinanceinorder

tomaintain accounts relating to (a) school

grants, (b) teacher grants, (c)maintenance

grants, (d) constructionworks, (e)mid-day

meals, etc. She/he needs training in the

administrationofdepartmentalprogrammes

andschemes.Akeytraininginputshouldbe

inhumanrelationships–schoolandcommunity,

school and educational administrators,

teachersandstudents,teachersandparents,

teachers and teachers.

4.4.10.1.2 Training for Head Teachers would

include the following components: (a)

orientationtothevarioussectionsoftheRTE

Actwhichdirectlyrelatetoschoolfunctioning;

(b)orientationonemotionalaspectstoensure

thatchildrenwhohavebeenmainstreamed

intoage-appropriateclassesaresupported;(c)

keepingup-to-date recordsof teacher and

studentparticipationinvariousactivities;(d)

dealingwithchildrenwithspecialneeds;and

(e ) academic and human resource

management.

4.4.10.2 For Educational Administrators:The

RTE Act places new responsibilities on

EducationalAdministratorstoensurethatthe

provisionsoftheActareimplemented.Akey

reform in training would be to change the

inspectoria l role of the educat ional

administratortothatofamentor.Educational

Administratorsneedtrainingfor(a)ensuring

thatfinancial, social, cultural, linguisticand

proceduralbarriersdonotcomeinthewayof

childrenaccessingandcompletingelementary

education,(b)undertakingperiodicsupervision

of schools to observe the infrastructure,

facilities,useofteachinglearningmaterial,and

o t he r adm in i s t ra t i ve a spe c t s , ( c )

operationalising the school syllabi, teaching

learning process and learner assessment

system, (d) developing a proper systemof

academicandcurricularsupporttoservethe

purposeofcontinuingprofessionalupgradation

of teachers.

4.4.10.2.1 EducationalAdministratorsneed

trainingonmanaging(a)thehumanelement,

(b) the curricular aspects and (c)material

resources. In the human element the

EducationalAdministratorsneedtohavethe

ability todealwith complex issues suchas

teacherrecruitmentandrationaledeployment,

teacher and student absenteeism, teacher


motivationanddiscipline, and teacher skill

enhancement.Curricularaspectsof training

forEducationalAdministratorswouldentailan

understanding of the child centred curriculum

enunciatedinsection29oftheRTEAct.The

administrationandmanagementofmaterial

resourcesandtheefficientadministrationof

governmentschemesrequiresorganisational

and managerial skills would include training

for management of mid-day meal, textbook

anduniformdistribution,ensuring interface

of the schools with the local community and

upgrading their knowledgeon government

schemesandprogrammes.

4.4.10.3 Academic Authorities : will be

responsibletospecifyanddevelopcurriculum,

syllabus and textbooks in line with the NCF-

2005andtakingalltheconsiderationsofRTE

implicationspromotingachildcentredcritical

pedagogyandactiveclassroomprocesses.The

academicauthoritywillevolveagoodpoolof

resource persons involving academics,

members fromcivil society,NGOs, artisans,

professionals fromart and culture,media,

etc.

4.4.10.4 For Community Members:TheRTE

Act attaches immense importance to the

SchoolManagementCommittees.TheSMCs

willprovidethesupportsystemtoensurethat

provisionspertainingtodutiesoftheteacher

aswell asprohibitionofprivate tuitionare

fulfilled.Itwillalsomonitorthatteachersare

notburdenedwithnonacademicdutiesand

that steps foradherence to thescheduleof

the RTE Act are taken. While making school

developmentplan,apartfromrequirementfor

infrastructureneeds,adequateattentionhas

tobepaidtoqualityissuesincludingteacher

training, availability of child entitlements,

teaching learningmaterials inschools,pupil

assessmentmethodsandpreparationofpupil

cumulativerecord.TheSMCcanalsoactasa

bridgeforcommunityinvolvementinsharing

knowledgewith schoolchildren.This shift in

focusshouldalsoresultinagreaterinvolvement

of the community with the school, for sharing

of local knowledgeand traditionalwisdom.

Integratingworkwitheducationacross the

curriculumwouldrequiretheattachmentof

childrenwith professionals, farmers, and

artisans.Inaddition,thereshouldbegreater

involvementwithvariousextensionworkers

i.e. agriculture, health, anganwadi workers for

moreexperiential learning. In this effortof

monitoring quality, the role of community

assumes paramount significance. The

community leaders and groupsneed tobe

sensitisedonissuesrelatedtomonitoringof

children’sprogressandotherqualityrelated

schoolactivities.

4.4.11 Research:Researchplaysanimportant

roleinassessingandmonitoringtheprogress

in elementary education. Research and

evaluationstudiesareundertakenatnational,

state,districtlevelandmayalsobeconducted

at theblock, clusterand school level in the



formofActionResearchforprovidinggreater

insight into issues and problems faced in

implementationofthevariouscomponentsof

SSAatdifferentlevels.Thefindingsofresearch

studieswouldhelpinmoresystematicplanning

theinputsandstrategiesforSSA.Apartfrom

evaluation of the inputs and how the

programme isbeing implemented, research

wouldalsoincludeevaluationofoutcomesand

impactofinterventionsprovidedforspecific

purposesunderSSAandforRTE.

4.4.11.1 States should give priority to

developing and implementing, research

projectsconcernedwithqualityrelatedissues,

such as estimating out-of-school children;

status andeffectivenessof Special training

centres;Completion rate/Dropout rate and

TransitionRate;assessingstate’scurriculumin

the light of NCF-2005; students’ learning

outcomes;student’sandteachers’attendance

rates:effectivenessofteachertraining:efficacy

of textbooks and other TLM quality of

academicsupervisionprovidedbyBRCs/CRCs/

DIETs; discriminatory practices in schools,

t e a c h i n g - l e a r n i n g i n c l a s s r o o m s ;

implementationofCCEinschools;roleofSMCs

inschoolmanagement,etc.Thepriorityareas

ofresearchatthestatelevelanddistrictlevel

shouldbedecidedbytheResourceGroupsor

Research Advisory Committees at those

levels.

4.4.11.2Atthenationallevel,apartfromTSG,

NCERT,NUEPA,IGNOUandotherUniversities,

research institutions and NGOs should be

involvedinresearchprojectsconcernedwith

SSAandRTE. In the states, involvementof

SCERT, SIEMAT andDIETs, universities and

State Research institutions should be

encouragedinconductingresearchonissues

ofrelevancetoSSAandRTE. It is important

that the findings of research are widely

disseminated and used in planning and

improvementofvariousinterventions.

4.4.12 Under the Innovation Head SSA

providessupportforComputerAidedLearning

(CAL)facilitiesupto`50lakhsperdistrictper

year. The focusofCALwill be tomaximise

coverageinUpperPrimarySchoolswithspecial

emphasis on Science andMathematics.

Hardware, software, training,maintenance

andresourcesupportifrequired,couldinter

aliabeincludedinthiscomponent.

4.5 OtherEssentialComponentsofQualityEducation

4.5.1TheRTEActenumeratessomespecific

waysinwhichtheschoolenvironmentcanbe

madestressfreeforthechild.Theseinclude:

4.5.2 No corporal punishment or mental

harassment:TheActbansphysicalpunishment

and mental harassment. There is a mistaken

notionthat‘discipline’ofchildrencomesfrom

punishmentandfear.However,educationists

theworld-overareclearthatwhatmattersto

creatingamaturecitizenistheprovisionofa

democratic‘learningenvironment’intheform


anurturing school, andnot a ‘correctional’

centre. Physical punishment andmental

trauma are counter- productive, andmay

causea child tobecomeevenmoredefiant

andrebelliousthanbefore.Children’sbodies

are tenderandvulnerable. Therearemany

examples of grievous injury to childrenon

accountofphysicalpunishment.Evenaminor

punishment can result in an injury – both

physicalandemotional–aslapmayresultin

a child going deaf and being humiliated. Any

kind of physical punishment andmental

traumaispotentiallyunsafeandinjuriousto

health,andviolativeofthechild’srights.

4.5.3 No detention:The‘nodetentionpolicy’

doesnot implyabandoningproceduresthat

assess children’s learning; in fact it implies

puttinginplaceacontinuousandcomprehensive

procedureof childassessmentand records,

The RTE Act calls for setting up of such

continuous and comprehensive systemof

evaluationthatreleasesthechildfromthefear

and trauma of failure, but enables the teacher

to pay individual attention to children’s

learningandperformance.

4.5.4 No expulsion: The implications of

‘expulsion’arethattheeducationsystemhas

refused to serve the child. The notion of

expulsionisnotcompatiblewiththeconcept

of‘right’.Nocivilisedcountryexpelschildren

from elementary schools, for any reason; there

areno‘valid’groundsfordoingso.Ifachild

doesnotrespondtotheexistingsystemand

resorts to ‘deviant’ activities, then the

education system must address the child

differently–throughcounselingorbyproviding

different curricular and co-curricular

experiencesandactivities,whichenablethe

childtodevelopselfawareness,addressdeep

rootedfearsorproblems,andconsequently

helpchangepatternsofbehaviour.

Constitution of India

Art39(e):‘Thestateshallensurethat…thetenderageofchildrenarenotabused…

Art39(f):‘Thestateshallensurethatchildrenaregivenopportunitiestodevelopinahealthy

mannerandinconditionsoffreedomanddignityandthatchildhoodandyouthareprotected

againstexploitationandagainstmoralandmaterialabandonment’.

Thereisexplicituseoftheword‘dignity’inArticle39(f);RTEacknowledgesthatdignityand

punishmentcannotco-exist.

United Nations Convention on Child Rights (UNCRC).

Article 19: State parties shall take all appropriate legislative, administrative, social andeducationalmeasurestoprotectthechildfromallformsofphysicalormentalviolence,injuryorabuse,neglectornegligenttreatment,maltreatmentorexploitation,includingsexualabuse,while in thecareofparents, legalguardiansoranyotherpersonwhohas thecareof thechild.



4.6 SummingUp

4.6.1 It is clear that school quality enhancement

requires systemic reform in elementary

educationfortranslatingthisvisionofquality

into the lived experienceof all children in

elementaryschools.States/UTsarerequired

toframeappropriaterulesundertheRTEAct.

Thesemaybe followedupwithappropriate

executive instructions and training to all

education administrators and teachers at

different levels.Manyof the interventions,

suchasissuingordersforanytimeenrolment

throughout the academic year; banning

physicalpunishment;nodenialofadmission

on grounds of screening, or for want of transfer

or birth certificates etc., haveno financial

implicationsunder SSAor the State sector

programmes.Howevertheyareanimportant

partofthesystemicreformsmandatedunder

theSSAprogrammetoimplementtheRTEAct,

andmustbe included in theoverall school

quality improvement plan under the

programme.


5.1 Background

5.1.1ItwouldbeimpossibleforRTEaswellas

SSAtosucceedwithoutpeople’ssupportand

ownership. The RTE mandate for age-

appropriateadmissionofeveryout-of-school

child,specialtrainingforeachchildtoenable

hertocopeinschool,promotingchild-friendly

child centered and activity based learning

processes,whichisfreeofanxiety,traumaand

fearsetstheagendaforproactivecommunity

participation.

5.1.2 Community participationwould be a

central andoverarching factor inplanning,

implementationandmonitoringinterventions

foruniversalelementaryeducation.SSAwould

worktowardsenhancingparticipationofthe

community,parents,teachersandchildrenby

awarenessgenerationand interventions for

communitymobilisation.To facilitatesucha

massive mobilisation and solicit active

participation, state anddistrict SSAoffices

wouldneed to joinhandswithexperienced

andactivecivilsocietyorganisations.

5 Participation and Role of Community and Civil Society

5.2 RoleofCivilSocietyOrganisationsandtheNatureof their Engagement

5.2.1Theimportanceoftheroleofcivilsociety

organisationswithrelevantanddemonstrated

experienceatdifferentlevelsandlocations,in

translatingRTE froma legal frameworkon

papertoavibrantmovementontheground,

cannot be overstated. This becomes even

morecriticalinthefaceofthescaleofthetask

andthemyriadchallengesthatareenvisaged

inensuringtheproperimplementationofthe

Act. The civil society, therefore,need tobe

viewedaspartnersinimplementationofthe

RTEAct.NGOshavealwaysbeenconsidered

astheprincipalagencyofthecivilsociety.In

recent years the number of NGOs has increased

phenomenally.ForselectionofpartnerNGOs

it would be necessary to make a cautious

selection.Butonceitisdecidedtoestablisha

relationshipofpartnershipwithanNGOand

theareaofthatNGO’sengagementisdecided,

necessarysupportshouldbeprovidedtothe

selected NGO. Ordinarily, there need be no

hesitation in transferring to the NGO the

partIcIpatIon anD role oF communIty anD cIvIl socIety


patternedbudget for the selected area of

implementation.

5.2.2Civil societyorganisationshavehada

longhistoryofinvolvementintheeducation

sector to which they have significantly

contributedinvarietyofways.Therearealso

severalexamplesofeffectivepartnershipand

collaborationbetweengovernmentandcivil

society.However, the relationshipbetween

civil society and the State is complex and

partnershipshavenotalwaysbeenasmooth

sailing.OvertheyearsthespaceforNGO/civil

societyinterventionhastendedtogetlimited

taking on implementation of particular

projects.Partnershipshavetendedtobeshort-

term and ad hoc rather than holistic and

ongoing engagement.

5.2.3ForSSAtobeeffectivelyimplemented,

thespaceforgenuinelong-termpartnerships

basedonmutual respectmustbeevolved.

Criticaltoensuringthiswouldbetolegitimise

andinstitutionalisethedifferentrolesofNGOs

withintheinstitutionalandothermechanisms

thatwillbeputinplace.Inotherwordsthe

engagement of civil society needs to be

systemicandnotprojectdriven.Partnerships

shouldbecomprehensivewithscopeforNGOs

to take overall responsibility for ensuring

implementationoftheAct.

5.2.4 SSA should review the nature of its

engagementwithNGOsandinitiateaprocess

of dialogue to open up new areas of

collaborationinkeepingwiththeparameters

of theAct.Areaswherepartnerships have

workedwellshouldbecontinued;takinginto

cognizancethenewrealitiesthrownupbythe

Act, freshareasofpartnershipexplored.An

example,oftheformerwouldbetherunning

ofbridgecourses,whichinmanystateshave

been considered an area of successful

partnership.Thecentralschemeforassistance

to voluntary organizations us attached13. It

wouldbeadvisableforstategovernmentsto

developsimilarschemes.

5.2.5NGOswouldalsohavetore-thinktheir

rolesinthelightofRTE.NGOinterventionslike

therunningofalternativeschools,programmes

for out-of school children, NFE centres would

need to be recast. For instance, the Act

specifies that the responsibilityofproviding

special trainings (for age-appropriate

enrolment)wouldrestwiththeschool/local

authorities.NGOs,CBOs,etcworking inthis

areawouldnownecessarilyhavetoworkin

closecollaborationwiththeseinstitutionsand

within the framework of RTE. Trustworthy

NGOsexistinmostpartsofthecountry.There

aresomewhohavebuiltareputation.Those

NGOsarelikelytobenaturalpartners,after

theircredentialsareverified.SeveralNGOsare

notwell-knownbutaregoodanddependable

13TheschemeforassistanceforexperimentalandinnovativecomponentofSarvaShikshaAbhiyan/RTEat

theelementarylevelisattachedatAnnexure14.


andhaveconsiderablecapacity,whichshould

beharnessed.Foreffectiveimplementationof

RTE, efforts should be made to bring in

grassroots organisations with proven

experience to implement and monitor

implementation of the Act. Over the last

couple of decades we havewitnessed a

process of grassroots institution building.

Mahila Samoohs, Sangathans, SHGs, Mahila

Samakhyafederations,youthgroups,groups

working forpeople’s rights, etc. havebeen

formedand someof thesehavedeveloped

substantial capacitiesandhaveempowered

members. It would be useful to mobilise the

supportofthesegrassrootsformations.

5.2.6 The role of the local authority has been

clearlyoutlinedintheAct.Expectationsfrom

the local authorities are considerable and

challenging.Long-termpartnershipsbetween

NGOs and Panchayati Raj (PRIs) would

thereforeberequiredtoenablelocalauthorities

to meet these challenges. Organisations

workingwithPRIssincethepassingofthe73

and 74 Amendments, who may not necessarily

have experience ofworking in education

should also be brought in.

5.2.7Whileadvocatingfortheinclusionofa

broadspectrumoforganisationscaremustbe

takentoensurethatorganisationsthatuphold

thespiritoftheAct,adheretoconstitutional

values and are committed to a relationof

partnershipwithgovernmentareenabledto

get involved.Thusproper screening criteria

andprocessesmustbeputinplace.

5.3 PotentialAreasofPartnership

5.3.1While it isagreedthattheroleofcivil

societyneedstobeholistic, therearesome

areas,whereNGOs andother civil society

organisations couldplay a substantial role.

Theseare:

5.3.2 Mobilisation and awareness building:

Often one notices widespread cynicism

towardsanewgovernmentinitiative.People

canbeheardvoicingafeelingthattheRTEAct

wouldhavethesamefateasseveralotherlaws

enacted to bring about reform. Therefore, it is

amatterofgreatestimportancethatconviction

is built among media, intelligentsia and the

masses thatnotonly is government totally

committedtoensureimplementationofthis

law,teachersandgeneralpublicwouldnotany

moretoleratethestatusquoineducationand

thatthroughcollectiveeffortsweshallbring

aboutarealchange.Amassivemobilisation

would be required to build awareness around

the Act and to enable the community to

monitor and demand accountability. Building

avibrantcampaigntogenerateamomentum

andabroad-basedawarenessoftheprovisions

oftheActwouldbeacrucialcontributionof

civil societyorganisations.Mobilisationand

awareness building cannot be considered as a

one-timeactivityandwillhavetobesustained.

Thuscivilsocietyorganisationswouldhaveto

takethisupasachallenge.Lessonsfromthe

nation-wide upsurge created during the



NationalLiteracyMission(NLM)canalsobe

drawnupontodevelopthecampaign.

5.3.3 Social mapping: Themost important

resource of any community is its local wisdom

andknowledge.Socialmappingenables the

community to harness their local wisdom and

knowledgetoidentifytheireducationalneeds

and problems, based onwhich they can

formulateandimplementSchoolDevelopment

Planandalsomonitorandevaluatethewhole

process. In this regard the roleof theNGO

would, mainly, be to undertake thorough

surveytoensurethatnofamiliesgetleftout

and necessary details regarding the school are

carefully listed.

5 . 3 . 4 R e s o u r c e s u p p o r t : Ef fe c t i ve

implementation of the Act will require

expertiseatdifferentlevelsfromthelocalto

thenationalandfromarangeoforganisations,

dependingontheirareasofexpertise.Areas

whereresourcesupportandcapacitybuilding

canbeprovidedbycivilsocietyorganisations

wouldinclude:

• complementinggovernment’scapacity

for teacher training;

• curriculumandpedagogyasmentioned

inthefollowingsub-paragraph;and

• continuous and Comprehensive

Evaluationbeingacrucialaspectofthe

newapproach toeducational reform,

andkeepinginviewthefactthatthere

is insufficientexperience in this area,

help couldbe taken fromNGOswith

specialcapability.

5.3.5 Development of curriculum and pedagogy:

Somecivilsocietyorganisationshavedeveloped

an expertise after years of innovation,

experimentationandvalidationat theground

level, inseveralcoreareasoutlinedintheAct.

Involvementof groupsandorganisationswith

suchexperienceshouldbefacilitatedtoprovide

inputsinthefollowingareas:

(i) Curriculumdevelopment,particularly

of bridge courses, which would be

importantinimplementingtheprovision

ofageappropriateenrolment,

(ii) Development of teacher training

strategies

(iii) Design of evaluation mechanisms

(CCE)

(iv) Research

5.3.6 Ensuring equity, quality and non-

discrimination:TheActoutlinescriticalissues

related to quality, equity and the need to

ensure that the educational space is

discrimination free. Thus NGOs and civil

societyorganisationscouldhaveacrucialrole

toplaynotjustinreportingviolationsbutalso

buildingaperspectiveongenderand social

inclusion issues and ensuring that these

become integral cross-cutting concerns

informing different aspects – for example,

training,curriculumandclassroomtransactions,

performanceofSMCs,etc.


5.3.7 Training of School Management

Committees:Thiswouldbeanimportantarea

ofNGOinvolvement.TheActclearlyoutlines

thefunctionstobeperformedbySMCs.Some

ofthesefunctions,forexample,preparation

ofschooldevelopmentplans,wouldrequire

significant investments in capacitybuilding.

Pastexperiencehasshownthatmeresetting

up of committees does not ensure their

meaningful participation in programmes.

Moreover, although provision ismade in

membershipofthesecommitteesforinclusion

ofwomenandpersons fromdisadvantaged

communities,inreality,theyareexcludedfrom

decision-makingprocesses.Therefore,therole

ofcivilsocietyorganisationswouldbecritical

inmakingtheSMCsaneffectivedemocratic

space. It needs to be highlighted that the

natureofsuchinterventionscannotbeone-

timetrainingbutmustnecessarilybealong-

terminvolvement.

5.3.8 Training of personnel of Panchayati Raj

Institutions:PRIswillhavetoplayacrucialrole

inprovisionoffacilitiesmentionedintheAct.

Theyarealsothefirstleveltobeaddressedby

persons aggrieved about denial of right to

educationaswritten in theAct. Therefore,

trainingofPRIpersonnelwillbeachallenging

task.AlargenumberofNGOsandCBOshave

experience in the trainingofPRIpersonnel.

District authoritieswill have to prepare a

comprehensive plan for training and re-

training of these personnel. It would be

advisabletoassignappropriateresponsibility

toNGOs /CBOswherever suitableonesare

available.

5.3.9 Conduct of ‘Special Training’:Itislaid

down in the Act that all out-of-school children

shouldbeadmittedinanage-appropriateclass

andprovided‘specialtraining’toenablethem

to keep pace with other students. Past

experience shows that ‘special training’ can

prepare the studentsmuch better if it is

residential.Whereverpossible, itwouldbe

advisabletoincorporateacomponentoflife-

skills training in this residential education

programme.Fromthepointofviewoffuture

developmentofchildren,this‘specialtraining’

willbeofimmenseimportanceandshouldbe

undertaken after sufficient preparation.

Generallyspeaking,itwouldbenecessaryto

develop appropriate curr iculum and

instructional methods for this purpose.

Consideringthecomplexitiesandenormityof

thisworkallagencieswhichhavethewillingness

and the ability to undertake this work must be

encouraged to do so. Several NGOs have

experienceand/orabilitytoworkinthisarea

and theywouldbe thenatural partners in

implementation of this aspect of the RTE

Act.

5.3.10 Area based responsibility: It is

essential that accomplishability of the

provisionsofRTEActand theRules framed

thereunderisdemonstratedinpracticallyall

partsofthecountryintheshortestpossible

time.Stategovernmentsandlocalauthorities



would,nodoubt,attempttomakeaconcerted

effortinselectedareas–thatwouldserveas

pilotstomotivateandimpelothers.NGOscan

serveasaneffectiveagencytoinitiatethisstep

andtosustain ittill full impactof theAct is

realised.Thiscouldbeinablock,apanchayat

areaorotherdefinedgeographicalareacarved

out in an ad hoc manner. In this area a

partnership-basedactionwouldbeevolved.

(i) The NGO builds awareness among

teachersandparents–theformerbeing

motivatedto functionasenvisaged in

theActandthelatterinsistingthatthe

rights of their children are honoured by

all concerned.

(ii) Responsibil ity for infrastructure

development and teacher provision

remainingwith relevant government

agency/localauthority,butNGOstaking

responsibilityforallothercomponents,

such as surveying the ex ist ing

infrastructure, teacher performance,

ensuring enrolment of all children;

constitution,trainingandfunctioningof

SMCs; prevention of harassment of

teachersandenablingthemtoproperly

discharge their duties; insistence on

gender sensitivity in all activitiesand

transactions in schools; providing

assistance in recognising infringement

of RTE and to lodge grievances and

pursuethemtilltheyareredressed.

(iii) An NGO being provided necessary

wherewithal to take responsibility for

fullimplementationofRTEAct.Inthis

case(aswasdone intheLokJumbish

Project in Rajasthan) all resources

required to meet the infrastructural

needs, funds for appointment of

teachers (to be done in the same

manner as in government) and for

conductofgoodqualityeducationare

providedtotheNGOonthebasisofa

properprojectproposal.Inthiscasea

joint committeeof representativesof

theNGO,government,PRIs, teachers’

unions,parents,etc.wouldguideand

improvisetheimplementation.

5.3.11 Specialised support:SomeNGOshave

expertise in specificareas,which shouldbe

drawnupon.Someoftheseare

(i) childrenwithspecialneeds.

(ii) involvementindesignofinfrastructure,

including school buildings.

(iii) publicationof books and journals to

enhance reading ability.

(iv) gendertraining.

5.3.12 Monitoring and watchdog role: A

crucialareaforcivilsocietyinterventionwould

beinplayingawatchdogroletoensurethat

therightsofchildrenareprotected.TheNCPCR

andSCPCRhavebeenentrustedwiththisrole

but given the scale of coverage, human

resourceavailability,andenormityofthetask,

NCPCR/SCPCRswillbeenabledtofulfilltheir


role onlywith active involvement of civil

society organisations, particularly those

working at the grassroot level. In order to

ensurethatthistaskisundertakeneffectively

theroleofcivilsocietyneedstoinstitutionally

and systemically envisioned. Some of the

possibilitiescouldinclude

(i) providingaccreditationtocivilsociety

organisationsthatwouldworkasapart

of the systematic mechanism for

grievanceredressal.

(ii) NCPCR and SCPCRs would be well

advisedtoestablishaneffectivenetwork

ofcivilsocietyorganisationsandenable

suchorganisationstoundertakesocial

audits,publichearings,etc.

(iii) civilsocietyshouldbeincludedinany

institutionalmechanismbeingplanned

atthestateaswellasthedistrictlevels.

The implementation of NREG Act

providesagoodprecedentwherestate

level commissioners have been

appointedtomonitortheimplementation

of that Act. In several instances,

commissionersareactive civil society

memberswhohaveundertakenseveral

initiativestoensurethatawareness is

builtaround theActandtoarticulate

grievances.

(iv) theActenvisagestheestablishmentof

NationalandStateAdvisoryCommittees

where theactiveparticipationof civil

societyrepresentativescanbebrought

in.

5.3.13 Social Audit:Civilsocietyorganisations

can facilitate aprocessof social auditwith

community involvement. Social auditwould

facilitate the checking, monitoring and

verificationoftheSSA/RTEActimplementation

atthevillagelevel.Transparency,participation

and accountability will be maintained through

thesocialauditinprogrammeimplementation.

Socialauditcanbedoneatanypointoftime

during the planning, preparation and

implementationofSSAprogrammeatvillage

level.Toconductsocialaudits,anenormous

amount of community mobilisation is

necessary. Social audit is carried out by the

communityandtheentireGramSabhawith

thehelpof stakeholders like local authority

membersofSMC/VEC,PTA,SelfHelpGroups

(SHGs), youth clubs,Mahila Samooh and

representatives of disadvantaged groups,

etc.

5.4 Role of Parents

5.4.1Parentswouldneedtoplayamoreactive

roleinschoolinmonitoringtheimplementation

ofRTEstipulationsandfacilitatingchildrento

learnattheirownpacewithoutfear,anxiety

and stress. Parents have a crucial role in

understandingandappreciatingtheindividual

potentialofeverychild,andher/hisownpace

of learning. Parentsneed tobe involved in

discussion tounderstand the significanceof



interactive learning free from stress and

anxiety,testsandexamsbeingreplacedbya

systemof continuous and comprehensive

evaluation,thefactthatthereshouldbeno

corporal punishment, no tuition, and no

detention.Oncetheyareconvincedofthis,it

wouldbeeasiertosolicittheirparticipationin

the school development andmanagement

processes.Anotherchallengingaspectbefore

thecommunitynowistoidentifyout-of-school

children in the locality and bring them to age

appropriateclassinaschool.Effortsmadein

SSAforcommunityparticipationwillthusneed

to focus on awareness generation and

participation of parents as an important

partner.

5.5 Role of Children

5.5.1Children’sparticipationinuniversalising

equitableaccess,retentionandquality isan

importantanddesirablecatalystforrealization

oftheirrighttoeducation.Withoutchildren’s

participationintheschoolingprocess,schools

cannot be made child-friendly and child-

centered. Concepts likeChildren’s Cabinet,

Children’s Parliament,MeenaManch, etc.

needtobeencouragedineveryschool,thus

ensuring children’s active participation in

schoolmanagementanddevelopment. SSA

would encourage formation of children’s

collectives and support groups for children

withoutadultprotectiontoaddressdeficitof

communitysupportandownership.

5.6 Role of Teachers

5.6.1 Issues relating to teachershavebeen

discussedintheChapter4(Quality).However,

inthecontextofcommunityparticipationitis

importanttounderlinethesignificanceofthe

teacher as a key partner in planning and

implementing community participation

strategies.InfactparticipationforRTEimplies

amutually supportive and collaborative

partnershipamongteachers,pupils,parents,

communityandcivilsociety.Itisanestablished

fact that teachersperformbetter andwith

enthusiasmiftheygetwholeheartedparental

and community support. Therefore, the

teacherlikeotherstakeholderswillhavetobe

taken into confidence, and their capacities

built to enable them play their part

effectively.

5.7 PublicPrivatePartnershipandCorporateSocialResponsibility

5.7.1 Corporate Social Responsibility (CSR)

Organisations can play a crucial role by

collaborating with community and local

authorities for awareness generation and

monitoring on RTE. They can bring in their

ideas and resources in the areas of infrastructure

developmentandcapacitybuildingetc.


5.9 Summingup

5.9.1People’sparticipationisfundamentalto

thesuccessofSSA.Theobjectiveofequitable

quality forall children canbeattainedonly

withactiveparticipationof all stakeholders

including,parents,teachers,community,civil

society and children. SSAwould strive to

enhanceparticipationof general public by

awareness generation, interventions for

communitymobilizationandbypromoting

voluntarism.Whileprovidingenoughsupport

toNGOs SSAwould also help harness full

potentialofgrassrootsinstitutionlike,Mahila

Samoohs, Sangathans, SHGs, Mahila Samakhya

federations,youthgroups,groupsworkingfor

people’s rights, etc. as well as support

formationofchildren’scollectivesandsupport

groupsforchildrenwithoutadultprotection

toaddressdeficitofcommunitysupportand

ownershipinrespectofthesechildren.

5.9.2Empoweredand technically equipped

SMCs would be crucial for anchoring community

awarenessandparticipationefforts.Stateswill

have to invest in capacity buildingof SMC

members to address th is enormous

challenge.

5.9.3Participationofcivilsocietyisacrucial

aspect of SSA. SSA would encourage

participationofvoluntaryagenciesandNGOs

indifferentcapacitiesrangingfromadvocates

to partners in need assessment and

implementation and watchdogs. The

partnershipwouldbemutual,andnotinthe

natureofsubcontracting.Duringthenexttwo

yearsSSAcanplayacriticalroleincatalysing

the role of civil society involvement in

implementingRTE.As thiswill be a crucial

periodofre-orientationandidentificationof

newchallengesandareasofwork,flexibility

and space shouldbe createdwithin SSA to

enable thedevelopmentof innovationsand

in-depthwork in specific areas. SSAwould

striveforensuringthatcivilsocietyorganisations

areincludedineveryinstitutionalmechanism

beingplannedatthestateaswellasthedistrict

levels.

5.8 SSASupportforParticipationofCivilSocietyOrganisations

1. CommunityMobilisation 0.5%of the funds available under

Management costs

2. Scheme of Assistance for Voluntary Agencies

4. Innovationfunds 50lakhsperdistrict

5. FundsavailablewithincomponentslikeIE,

NPEGELetc.forfocusedparticipationw.r.t.the

concerned theme.



6.1 Introduction

6.1.1 SSA aims to universalise access to

elementaryeducationinaccordancewiththe

visionof theRTEAct.Qualityof the school

building and availability of basic facilities

thereinisanimportantdeterminerofschool

access.Thebuiltenvironmentof theschool

hastobeinviting,attractiveandcomfortable

tothechild,sothatthechildismotivatedto

enrolinandattendschoolregularly.

6.1.2 The school building has to ensure easy

access to all children and teachers and it has

tobebuiltwithasensitiveunderstandingof

their different requirements. For instance,

special design features such as ramps,

handrails,modifiedtoiletsetcarerequiredto

bebuiltforchildrenwithdisabilities.Similarly,

separate to i lets for g i r l s inc lud ing

environmentallysafeincineratorsaredefinitely

required for the older girl students at the

upperprimarystage.Considerationsofequity

inphysicalaccessmustinformallinterventions

forschoolinfrastructuredevelopmentaswell.

The classroom design with natural light

ventilation, seating, display, storagemust

ensure equity and quality in educational

transactions.

6 School Infrastructure Development

6.1.3 Thebuilt environmentof the school,

alongwith the indoor andoutdoor spaces,

provides ampleopportunities for learning.

Creativeuseofspacesinsidetheclassroom,

verandas,outdoornaturalenvironmentand

playareascanservetosupportlearning.SSA

hasseveralinstancesoftappingthepedagogic

potentialofschoolspaces.Suchuseofschool

spaceswillcontinuetobeencouragedunder

SSA.

6.1.4 The Schedule to the RTE Act lays down

the norms and standards for a school building.

A school building has to be an all weather

buildingcomprisingatleastoneclassroomfor

every teacherandanoffice-cum-store-cum-

Head teachers room, barrier free access,

toilets, safe and adequate drinking water

facility for all children, arrangements for

securing the school building boundary wall or

green fencing, a kitchen for cooking MDM, a

playground,equipmentforsportsandgames,

alibrary,andTLM.

6.1.5SSAwillsupportthecreationofschool

infrastructureasperthenormsandstandards

specifiedintheRTEAct,boththroughdirect

programmefundingandalsoinconvergence



withotherrelevantschemesoftheCentraland

State Governments. Some examples of

schemeswithwhichconvergenceisrequired

for school infrastructure creation and up

gradationareMDMscheme,drinkingwater,

sanitation facilities, compoundwall and

playgrounddevelopmentbyMinistryofRural

Development raising plantation in school

campus,undersocialforestryetc.

6.2 WholeSchoolDevelopment

6.2.1Developmentofschoolinfrastructureis

acomprehensiveexercisefordevelopingthe

school building along with its indoor and

outdoorspacesinwaysthatcontributetothe

goalsofuniversalaccess,retention,equityand

qualityineducation.Sincetheinfrastructure

designanddevelopmentcontributestowards

learning of children in the school it is not to

beviewednarrowlyasabuildingconstruction/

repair/maintenanceactivityalone.

6.2.2Schools’ infrastructurewillhave tobe

wellthought-outphysicallearningenvironments

and seen as integrated systems. They are no

longer to be visualised asmere physical

structuresofcollectionsofrooms.Thedesign

will need toaddress variousaspectsof the

educationalvisionoftheschool.Eachschool

componentand spacewill need tobe seen

from the lens of right of the child and learning

–existingaswellastobestillmade.

6.2.3 Whole School Development Plan

(WSDP)isacombinationofeducationalplan

that guides the infrastructure plan and its

effective usage in the learning processes.

WholeSchoolDevelopmentPlanhastoreflect

thevisionofaschoolandwaystoachieveit.

6.2.4 Itisamasterplanandbasedocument

forschool’seducationalaswellasinfrastructure

workalongwithitsdevelopmentinphases.Its

planningisseenasanevolvingprocessrather

thanonetimeactivity.

6.3 UnifiedVisionofaSchool

6.3.1 At the national level, the vision is to

developeachschool’sbuilt-environmentasan

ecosystemforlearning.Theschoolisenvisioned

asinclusiveandpedagogicallyrich,sustainable

eco-system, safe and secure from hazards,

incorporatingelementsofgreenarchitecture,

optimumresource-utilisationthroughculturally

and environmentally sustainable practices.

Basedontheabove,theguidingprinciplesfor

WholeSchoolDevelopmentPlanare:

1. Infrastructure plan to follow the

educationplan

2. Child-centred planningwith overall

developmentofchild(physical,social,

emotionalandcognitive)addressed

3. Responsivetowardsneedsofallchildren

andthediversitytheybringinaschool

4. Entireschoolspace(indoorandoutdoor)

as learningcontinuumforachildand

theteacher–thisistoberecognisedby

allstakeholderswhileplanning


5. Developingtheentireschoolspaceas

resourceforfunandlearningactivities

usingideasofBuildingasLearningAid

(BaLA)

6. Asafeandsecureenvironment forall

children

7. Cleanandhygienicenvironmentforall

children

8. Maximising the whole school as a

resource – not just for children and

teachers of that school but also for the

community and neighbourhood

schools

9. Respectfultowardsthelocalcontextand

tradition – wisdom, social needs,

educational needs, culture, geology,

climate,flora-fauna,etc.

10. Optimumresourceutilisationandcost-

effectiveness

11. I n te g ra te s good p ra c t i c e s i n

environmentallysustainabledesigns–

todemonstrateandpracticethem

12. Scopeforfutureexpansion

6.3.2 Components of WSDP: Theproposed

components of WSDP are summarized

below:



6.3.3WSDPwillstrivetomoveinthisdirection

andwillalsodescribeSMC’splantoaccomplish

it in a phasedmanner. Being an evolving

activity,itsoutcomeinaphasecanbereviewed

and mid-course corrections, if needed be

made.

6.4 CriticalConsiderationsfor Design, Planning and Implementation

6.4.1 School infrastructure surveys:SSAwill

supportallgovernmentandlocalbodyschools

inmeeting the infrastructure requirements

specified in the schedule to the RTE Act.

Augmentationofexistingschoolinfrastructure

wouldrequire,interalia,asurveyofexisting

facilities in every school. Such a survey

measured school campus map can be

undertakenwith community participation,

facilitated by the School Management

Committeeetc.Engineers/architectsmayalso

be included in these joint surveys. This is

necessaryforaclearidentificationofschool

wise gaps in infrastructure vis-à-vis RTE

requirements.

6.4.2 Schools to have composite buildings:

Each new school to be constructed under SSA

willhaveacompositebuilding,containingall

featuresspecifiedinthescheduletotheRTE

Act.Thatis,itshallhavetherequisitenumber

ofrooms,toiletsanddrinkingwaterfacilities,

MDM kitchen shed, fence/boundarywall,

playground, sports equipment, TLM and

library. Existinggovernmentand localbody

schools will be supported under SSA to

upgradetothelevelsspecifiedundertheAct.

Gradedaugmentationofschoolinfrastructure

will be undertaken as enrolments increase, in

accordancewithaninfrastructureplanbased

onmeasuredschoolcampusplanwhichwill

beapartoftheSchoolDevelopmentPlanto

be prepared by the SchoolManagement

Committee (SMC). To determine the

appropriatenessofphysicalspaces,following

norms to be considered

CategoryG r o s s a r e a o f

classroom

Pre school2.00 sq meter per

child

Primary School

(Withfurniture)

1.11 sq meter per

child

Primary school

(Withsquatting)

0.74 sq meter per

child

S e c . & H i g h

secondary

1.26persqmeterper

child

6.4.3 School buildings to adhere to specified

construction standards:TheNationalBuilding

CodeofIndia2005,developedbytheBureau

ofIndianStandards(BIS)providesguidelines

forregulatingbuildingconstructionactivities

acrossthecountry.Itservesasamodelcode

foradoptionbyallagenciesinvolvedinbuilding

construction works, be they Public Works

Departments,othergovernmentconstruction

departments, local bodies or private


constructionagencies.Thecodeshouldserve

as a reference for all States and UTs, for design

andconstructionofschoolinfrastructure.This

requirementdoesnotprecludetheuseoflocal

constructiondesign,materialsandpractices.

Thesemaybeadaptedsuitablytoincorporate

S. No. Codes Functional Area

1. IS1893(Part1-2002) Criteria for earthquake resistant design of structure

2. IS 4326-1993 Practiceforearthquakeresistantdesignandconstruction

of building.

3. IS 13828-1993 Guidelines for improvingearthquake resistantof low

strength masonry building.

4. IS 13920-1993 Ductiledetailingofreinforcedconcretestructuresubject

to seismic force.

5. IS 456-2000 Structural design of buildings.

6. IS 14435-1997 Code of practice of fire safety in educational

institutions.

7. IS 2440-1975 Guidefordaylightingofbuilding.

8. IS 4963-1987 Recommendation for buildings and facilities for

physicallyhandicapped.

9. IS7662(Part1)–1974 Recommendationoforientationofbuilding.

10. IS 4837-1990 School furniture, classroom chair and tables

recommendation.

11. IS 4838-1990 Anthropometricsdimensions for school childrenage

group5-17years.

12. IS 8827-1978Recommendations for basic requirementsof school

buildings

13.Ene rgy Con se r va t i on

BuildingCode(ECBC)2007Forenergyconservationinbuildings

especially the requirements in the NBC

regarding structural safety and also adhere to

other specifications regarding, for instance,

theminimumspacerequiredforeachchildin

theclassroom.TherelevantIndianStandard

Codes(IS)aregivenbelow:



6.4.4 School buildings to have barrier free

access: Barrier freeaccess implies that the

physicaldesignoftheschoolbuildingshould

be such that all children, including children

withdisabilities,shouldbeabletomoveinall

areasof theschoolanduseall the facilities

provided.Childrenwithdisabilitiesshouldbe

able to enter the school building easily and

negotiatetheirwayaroundtheschoolandbe

able touse theplaygrounds,drinkingwater

andtoiletfacilities,librariesandlaboratories.

States/UTswillneedtoensurethatappropriate

barrier free features, keeping in view the

different requirements of children with

differentdisabilities, are incorporated inall

newbuildingdesigns.Existingschoolbuildings

willneedtobemodifiedforthepurposeby

creating ramps with handrails, toi let

modifications;nonslipwalkingsurfaces,etc.

Allexternalandinternalfacilitiesandservices

intheschoolwillhavetobereviewedtoassess

whether they allow access to children with

disabilities.Apart frombarrier free access,

features that enable learning in different

spaces for suchchildren– special furniture,

display,learningboardsandchalkboardsthat

createinclusivesituationsforallchildrentobe

alsopromoted.

6.4.5 School buildings to incorporate child

friendly features:Schoolsarebuiltforchildren.

School building designs should, therefore,

respond to theneedsof children.Different

facilitiesintheschoolshouldbebuilttothe

scale of the children, such as drinking water

tapsandurinalsatdifferentheightsforchildren

of different age groups/heights; children’s

chalk boards in classrooms at accessible height

for children; simpleandusabledisplayand

storagespacesintheclassrooms,childfriendly

hardware fittings, spaces for children to

interactandcommunicatewithpeergroup,

elder or younger children or adults, etc.

6.4.6 Maximising pedagogic potential of

indoor and outdoor school spaces:Designof

bothindoorandoutdoorspacesoftheschool

canfacilitatelearninginmanydifferentways.

Theconceptof‘BaLA’(BuildingasaLearning

Aid)hasbeenimplementedinseveralStates

to unlock the pedagogic potential of built

spacesandoutdoorspacesinschoolpremises.

BaLA is aboutmaximizing the educational,

learning and fun valueof a built space for

children.Buildingsarealsothemostexpensive

physical asset of a school. By innovatively

treatingtheexistingornewschoolspaces(e.g.

classroom, circulation spaces, outdoors,

natural environment) and their constituent

builtelements(likethefloor,wall,ceiling,door,

windows,furniture,openground)arangeof

learning situations and materials can be

integratedsuchthattheycanactivelybeused

as a learning resource. This resource could

complementteachingprocessandsupplement

textbookinformation,muchbeyondproviding

wall space for posters and decoration.

Attributes of the building like dimensions,

textures,shapes,angles, insideandoutside,

upanddownandmovementinspacescanbe


usedtocommunicatesomebasicconceptsof

language, sc ience, mathematics and

environment,tomakelearningatrulyenjoyable

andmemorableexperienceforchildren.BaLA

aimsatusingthebuiltelementslikethefloor,

walls, pillars, staircases,windows, doors,

ceilings,fans,trees,flowers,orevenrainwater

falling on the building as learning resource. For

example, a window security grill can be

designed tohelp the childrenpracticepre-

writingskillsorunderstandfractions;arange

ofanglescanbemarkedunderadoorshutter

onthefloortoexplaintheconceptofangles;

or ceiling fans can be paintedwith colour

wheelsforthechildrentoenjoyever-changing

formations;movingshadowsofaflag-poleto

actlikeasundialtounderstanddifferentways

ofmeasuringtime;planting trees that shed

their leaves in winters and are green in

summers to make a comfortable outdoor

learningspace.Thisisgradedfordifferentage

groups and classes and can be adapted

towards school-specificneeds.Withproper

implementationitnotonlyhelpsinmakingthe

school invitingandattractive for children, it

alsohelpsinretainingthemtobeconstructively

engaged during and beyond school hours.

6.4.7 School buildings to incorporate safety

features for resistance against hazards:SSA

willensurethatchildrenreceiveeducationin

a safe and secure environment. All school

buildingsunderSSAwillprovidesafetyfeatures

in the structural design of the school buildings

in order to make the school buildings safe.

Structural safety features (against natural

hazardssuchasearthquakes)shouldbebuilt

into the designs of new school buildings and

existingschoolbuildingsshouldberetrofitted.

ThevariousIScodesforearthquakeresistant

design and construction and the safety

featuresincorporatedintheNationalBuilding

Code,2005shouldinformtheconstructionof

school buildings that are safe for children.

There are other natural and man made hazards

againstwhichappropriate safety shouldbe

ensured,suchasfloods,cyclones,fires,etc.

6.4.8 Creating a shelf of classroom or

learning space and school building designs:

Thediversityofterrainandclimatesindifferent

partsof thecountryandevenwithinStates

requires the development of different

classroom/learningspaceaswellasschool

building designs that can respond to its

particular features. In light of RTE, with

increase in diversity of childrenwithin the

classrooms,itisimportantthatclassroomand

learningspacedesignaddressestheirlearning

issues, functionality and comfort in the

physical setting also. For example, schools

where Activity Based Learning (ABL) is

practiced could have different types of

classrooms and furniture design. Similarly

those in desert areas would require designs,

layout,alignmentandconstructionmaterials

thatdonottrapheatinthebuilding.Region

specificaswellassitespecificdesignstrategies

forschoolsmaybedeveloped,dependingon

the climate, locally available construction



materials and skills. School building designs

mayuse local and traditional architectural

solutionswith appropriate adaptations to

ensure safety. SSA does not prescribe any

generic school building design or unit costs for

construction of classrooms. These will be as

perStatenormsandasperStatescheduleof

rates. Large number of (more than 100)

building designs for schools have been

developed inDPEPdistricts. Thesedesigns,

apartfrombeingattractive,arechildcentred,

functionalandintunewiththenewpedagogical

concepts.Thepublicationcalled“Buildingrural

Primaryschools”publishedbytheEd.CILand

thebuildingconstructionmanualsdeveloped

bytheLokJumbishProjectmaybeutilisedby

alltheStates/districtstodeveloptheircivil

works plan. The Statesmaymake use of

designsalreadydevelopedunderDPEP/Lok

JumbishProjectintheirspecificlocalcontexts.

Incorporationof child-friendly internal and

external elements will be mandatory in all the

newconstructionandrepairworks.

6.5 OtherProvisionsforSchoolInfrastructureDevelopment

6.5.1 Major repairs:Therearelargenumbers

ofschoolsthatcannotberepairedunderthe

availablemaintenancegrant.Tofacilitatethe

availability of funds formajor repairs, civil

workscomponentofSSAallowsmajorrepairs

upto 150crorenationally,perannumunder

SSAsubjecttotheconditionslaiddowninthe

relevantnorms.

6.5.2 Adaptation of existing built environment

(indoors / outdoors) towards new pedagogy

Duetovariousinnovationsinpedagogy,either

duetoNCF-2005orActivityBasedLearningor

LEP,theremayberequirementforadaptation

ofexistinglearningspaces–classrooms,head

teacherroom,corridors,libraries,playspaces,

outdoor spaces, terraces, amenities, etc.

towards quality in learning. In light of the

above,itisimportanttosystematicallyidentify

thenatureofadaptationsandfindthemost

cost-effectivemethodtoachieveit.

6.5.3 Retrofitting the existing buildings

towards hazard resistance, thermal comfort,

better light and ventilation:Schoolshavebeen

built prior to SSA and also during SSA.

Depending on geographical location, its

susceptibilitytonaturalormanmadehazards,

may need to be clearly understood and

suitable remedial measures in the form

retrofittingbetakenup.Similarly,manysuch

schoolsmayneedmodificationinitsopenings

or roofing, flooring, etc. to ensure better

functionality of existing spaces from the

perspective of adequate natural light,

ventilation, thermal comfort, etc.Any such

interventionwill be less resource intensive

thanmakingafresh.However,hereagainthe

mosteffectivemethodsmaybeusedforsuch

adaptations.

6.5.4 Drinking water and sanitation facilities:

DepartmentofDrinkingWaterSupplyinthe

MinistryofRuralDevelopment,Government


of Indiahasaprovisionunder theNational

Rural DrinkingWaterMission to provide

drinking water facility in rural schools. Further,

Total Sanitation Campaign (TSC) of the

DepartmentofDrinkingWaterSupplysupports

thecreationofsanitationfacilities(toiletand

urinals) in rural schools. Rural schools that

weresanctionedoutsideSSAandwhichdonot

havedrinkingwaterandsanitationfacilities,

canbecoveredundertheseschemes.However,

provisionof all sanitation facilitiesmustbe

linked to the strength of boys, girls and adult

usersoftheschool,aspernormsprescribed.

It must be noted that in day-schools the

number of urinals for girls and boys may be

more as compared to toilets andmust be

inclusiveandbarrierfreeandusablebyadult

schoolstaffaswell.Whenadding/constructing

new,itwillimportanttoreviewthefunctionality

ofexistingfacilitiesanditseffectiveusagealso.

Costtowardsensuringfunctionalityandsafety

ofexistingurinals, toilets,drinkingwaterby

wayofrepair/augmentation/retrofittingshall

besupportedbySSA.Theagenciesresponsible

forimplementingSSAanddrinkingwaterand

sanitationprogrammesmaycoordinatetheir

effortstoensurecoverageofallschools.

6.5.5 Playgrounds and Outdoor spaces:

Outdoorspace is important foroverall child

development, provided it is sensitively

developed. Thismay contain school garden

(e.g. kitchen garden / herbal garden), tree

groves,placesofmutualinteractions,sports

andplayspaces,etc.Theschoolplayground

shall be maintained through community

mobilization, community shramdan or

community contr ibut ion or through

convergenceasisbeingdonealready.

6.5.6 Kitchen sheds : A kitchen with

specificationsthatkeepthekitchencleanand

hygienic canbeprovided inallnewschools

underSSA. Inallschoolssanctionedoutside

theschemeofSSA,provisionforkitchensheds

is made under the MDM scheme.

6.5.7 Boundary wall or fencing: All school

campuses shall be secured by providing

boundary wall or green fencing with a gate.

Thiswillhelpsecuretheschoolpremisesand

alsoenabledevelopmentofaschoolgarden.

Thiswillmakethecampusgreen,childfriendly

and safe for the children.

6.5.8 Furniture for upper primary schools:

Wherever the States/UTs’ have achieved

substantialprogressinfillingupinfrastructure

gapsand thecivilworks requirement is less

than 33% of the total district outlay, furniture

to Government Upper Primary Schools

@ `500perchildasaonetimegrantcanbe

given,providedthecivilworkceilinginclusive

of furniture for children, is not more than 33%

of the district outlay. It is also mandatory that

fundsarenotpooledandprocurementwillbe

donebytheSchoolManagementCommittee.

It is suggested that, basedon theevolving

pedagogy, as emerging from the quality

perspective, ageandpedagogyappropriate



modeldesignsoffurniturebedevelopedand

shared with SMCs so that, when they get it

made,itissuitabletotheeducationalactivities

in the classroom.

6.5.9 Residential hostels: Thereare certain

areasinthecountrywhereitisunviabletoset

upschools.Theseincludesparselypopulated

orhillyanddenselyforestedareaswithdifficult

geographicalterrains.Therearealsodensely

populatedurbanareas,whereitisdifficultto

get land for establishing schools. Also, in urban

areasthereareanumberofurbandeprived

children: homeless and street children in

difficult circumstances, without adult

protection, who require notmerely day

schooling facilities, but also lodging and

boardingfacilities.Residentialhostelscanbe

builtforchildrenunderSSAaspernormsin

this regard.

6.5.10 Construction of KGBV buildings:KGBVs

provide residential schools ineducationally

backwardblocksatupperprimarylevelforgirls

belongingpredominantly to theSC,ST,OBC

andminority communities. Thereare three

models of KGBV schools. The Stateswill

developtheirowninnovativedesignsforKGBV

buildings. The constructionofKGBVcanbe

done by the State SSA Mission Society or any

othertechnicalagency,asappropriate.

6.6. PlanningandImplementation

6.6.1 Community’s active role in school

infrastructure development: Planning and

implementationby the community through

SMCinallschoolinfrastructuredevelopment

activitieswillbemandatoryinordertoensure

asenseofownershipandadeparture from

contractordrivenapproaches.Engagementof

contractors inbuilding constructionwillnot

beallowedunderSSA.Communityparticipation

envisagedunderLokJumbish,DPEPandunder

SSAinmanyStateshasbeenveryencouraging

andthesewillbecontinued.

6.6.2 Transparency and social accountability:

Therewill be complete transparency in all

worksundertakenunderSSA,especiallythose

for school infrastructuredevelopment. The

technicaldesign,financialapprovals,received

andspentamounts,musterrolls,measurement

books,booksofaccountsetc.inrespectofthe

worksshallbeavailableforperusal/copiesin

accordancewiththeprovisionsoftheRightto

InformationAct.Infact,proactivedisclosure

ofthisinformationinthemeetingsoftheSMC

andtheentireGramSabhawillbeencouraged

underSSA.Besidesregularfinancialauditas

perextantrules,socialauditwillbeencouraged

to strengthen social accountability to the

community which has a real and direct stake

inawellfunctioningschool.


6.7 CapacityBuildingofSMCfor Undertaking Building Construction

6.7.1ConstructionactivitiesunderSSAareto

beundertakenwithcommunityinvolvement.

No contractors can be engaged for the task,

exceptintherarecasesofsuchbuildingsthat,

in the opinion of the PAB, require special

design and technical skills. SSA will encourage

useof local constructionmaterials and low

costandenvironment friendly technologies,

without compromising on the structural

soundness and safety of the building. The SMC

will need to be trained in certain specific

technicalaspectssuchascollaboratinginthe

developmentofdrawings,understandingcost

estimates,assessingbuildingmaterialquality,

keepingaccounts,materialprocurementetc.

Trainingwillalsoincludeaspectslikepayment

of at least minimum wages; equal wages to

women, no engagement of child labour,

maintainingtransparencyaboutfundsreceived

andusedthroughsocialaudits,displayboards

etc.Thetrainingcanbeimpartedinasimple

andeffectivemanner in the local language,

through technical/other expertswho are

themselvestrainedtocommunicateeffectively

anddemystifytheseissues.

6.8 AllocationforSchoolInfrastructureDevelopment

6.8.1TheallocationforSchoolInfrastructure

Development (formerlyCivilWorks)willnot

exceed 33%of the total approved outlays

underSSAontheentireprojectcost.However,

inthefinalisationofaparticularyear’splan,

provisionofcivilworkscanbemadeatahigher

leveldependingon thepriority assigned to

variouscomponentsoftheprogramme.Ina

particularyear’sannualplan,provisionforcivil

works canbe consideredup to50%of the

annualplanexpenditure,within theoverall

projectceilingof33%.

6.9 Unit Cost

6.9.1 The unit cost,where not specifically

mentionedintheSSAnorms,wouldbebased

onStateScheduleofRates(SoR)dulynotified

byStateGovernment.Incaseofdrinkingwater

facility and toilet facility also the unit cost

should be worked out on the basis of Schedule

ofRatesfortheseworksdulynotifiedbythe

StateGovt.

6.10TechnicalSupportforImplementation

6.10.1 Creating/accessing technical capacity

for large scale school infrastructure creation

and for quality assurance: Formeeting the

infrastructure requirements of new and

existingschoolswithinthedefinedtimelines,

sufficientnumbersoftechnicallyqualifiedstaff

willneedtobeputinplaceatblock,district

and State level for assisting the SMCwith

technical drawings and estimates and for

qualitysupervision.Stateswillneedtoevolve



systems for communicating the specific

requirementsofschoolbuildings(childfriendly

designof classroomsand facilities,outdoor

andindoorspacestobedevelopedaslearning

resources, safety and hazard resistant features,

barrierfreeaccess,wholeschoolplanningetc)

tothetechnicalpersonnel,especiallyifthey

arefromStateworksdepartments,sincethese

works departmentsmay not have been

oriented on these themes from a child centred

or pedagogic perspective. The local level

construction agency will also need to be

orientedontheseperspectives.

6.10.2 Quality Assurance:Inordertoassure

quality of civil works, an independent

assessmentof the technical quality of civil

works,throughThirdPartyEvaluation(TPE)is

mandatory. The commissioning of TPE to

assurequalityofconstructionvisitofTPEat

plinth, lintel, roof and at finishing level is

essential.Itshouldalsoensurethatconstruction

has been carried out in accordance with

design, drawings and specification.Besides

checking the quality of building material by

visualinspection,testingofbuildingmaterial

andbuildingtechnology,designfunctionality

and role of community participation are

ensured.TheTPEistohighlightgoodpractices,

bring out strength and weaknesses and share

with theblock/district/state levelengineers

and Administrators in weekly and monthly

meetingsforfurtherimprovement.Inaddition

inbuilt quality control test for building material

and building technologies are under taken by

inhouseengineeringcelloragencysupervising/

facilitating technical support (these testare

essentialparticularly formajorbuilding like

KGBVsandResidentialschools).

6.10.3 Setting up design cell at State and

district level:Adesigncell inthecivilworks

unitattheStateanddistrictlevelisessential

forWholeschooldevelopmentplan.Theunit

must have Design engineers, Architects,

Structural engineerswell conversantwith

earthquakeresistantdesignsandexpertsin

Energy efficiency/Green buildings issues,

ExpertsfromPedagogy,GenderandInclusive

Educationetc.whoarewellorientedonthe

philosophyofSSA.TheDesigncellexpertscan

eitherbeondeputation/on contract or on

empanelment.

6.11SSASupportforSchoolInfrastructure

1. BRCconstructionandaugmentation

2. CRCconstructionandaugmentation

3. CompositePrimarySchool

4. CompositeUpperPrimarySchool

5. BuildingLess(PSandUPS)

6. DilapidatedBuilding(PSandUPS)

7. AdditionalClassRoom(PSandUPS)

8. Toilet/Urinals for schools in urban

areas


9. SeparateGirlsToilets for school for

rural and urban areas

10. Drinking Water for school in urban

areas

11. Repair/augmentation/retrofitting

ofexistingurinal / toilet /drinking

water facility towards functionality

and safety for children

12. Boundary Wall only where children

safety is a concern otherwise green

fencing

13. SeparationWall

14. InternalElectrification

15. Office-cum-store-cum-HeadTeacher’s

Room(PS&UPS)

16. Child Friendly Elements

17. KitchenShed

18. ResidentialHostel

19. KGBVconstruction

20. MajorRepairs(PS&UPS)

21. Adaptat ion o f ex i st ing bu i l t

environment (indoors / outdoors)

towardsnewpedagogy

22. Retrofitting the existing buildings

towards hazard resistance, thermal

comfort,betterlightandventilation

23. Playground and outdoor space

development

24. FurnitureforGovt./localbody,Upper

Primary Schools



7.1 Management

7.1.1Ineverystateofourcountrythereare

age-old systems for administration of

elementaryeducation.Overtheyears,SSAhas

superimposedonthesesystemsamanagement

structurewhichhasmoreorlesssatisfactorily

mettheneedsoftheproject.Inmoststates

theextantadministrativesystemandtheone

created for implementation of SSA have

endured side by side. The RTE Act has created

a circumstance in which the existing two-

dimensional systemmustbe reviewedand,

while causing no detriment to the ongoing SSA

project,within theshortestpossibletime,a

system should be created which would

adequately respond to thedemandsof the

new law. Staffing and strengthening of

ManagementStructuresatthenational,state,

district,blockandcluster levelswouldbea

prerequis i te in t imely and eff ic ient

implementation of the programme. The

projectmanagementstructureandrequirement

ofmanpower,delegationandcapacitybuilding

wouldhavetobereviewedinlightofthelarger

fundavailabilityandconsiderableexpansion

7 Management and Monitoring

of the activities of SSA in viewof theRTE

Act.

7.2 HarmonisationoftheDepartmentalandSSAStructuresattheNationalLevel

7.2.1TheSSAisgovernedattheCentrebya

General Body chaired by the Prime Minister,

anExecutiveCommitteeandaProjectApproval

Board.Inthestates,itisimplementedthrough

separately registered societieswith staff

deputed from the state government or

appointedoncontract.AGoverningBodyand

anExecutiveCommittee functions in every

statetoo.AStateProjectDirectoroverseesthe

SSAatthestatelevel,inadditiontothealready

ex i s t i ng D i rec to r /Commiss ioner o f

Education.

7.2.2 The RTE Act envisages a National

Advisory Council at theCentre14 and State

Advisory Counci ls , to advice on the

implementationoftheAct.Asformonitoring,

the Act designates the NCPCR and the SCPCRs

14NotificationconstitutingtheNationalAdvisoryCouncil(NAC)isatAnnexure15

management anD monItorIng


(orREPA)toensurethattherightsofchildren

arenotviolated.

7.2.3 SSAhasa JointReviewMission (JRM)

thatreviewstheprogressoftheprojectevery

sixmonths. Thedevelopmentalpartnersof

SSA, namely the World Bank, the DFID and the

EuropeanCommission,areapartofthisJRM

exercise.

7.2.4 RTE requires the entire education

departmenttobegearedinaunifiedmanner

totakeupthetaskonalongtermbasis.Inthe

longrunthiswouldrequiretheunificationof

theexistingSSA structureswith the regular

educationdepartment.Theactualconvergence

ofSSAstructureswiththeregulareducation

departmentandtheSCERTshouldcommence

immediately;dichotomousandoverlapping

structures, wherever they exist and are

adverselyaffectingtheprogramme,shouldbe

eliminated.However, ccomplete integration

ofSSAandElementaryEducationDepartment

structuresmaytakesometime.Itis,therefore,

prudenttoimplementatransitionalstrategy

wherebyamodifiedSSAremainsthemodality

tobereplacedbyanewschemecompatible

withtheprovisionsoftheActfromthemiddle

oftheTwelfthPlanperiod.Tillthen,SSAwould

bethevehicleforimplementationoftheRTE

Act.

7.2.5 Thus,theNAC/SACsundertheRTEAct

will coexist with the General Body and

ExecutiveCommitteestructureoftheSSAtill

theNAC/SACstakeoverthefulladvisoryrole

byendoftheEleventhPlan.Similarly,asthe

NCPCR/SCPCR(REPA)graduallytakesoverthe

monitoring role, and it becomes clear what

thefutureroleofthedevelopmentpartners

shallbebeyondtheEleventhPlanperiod,the

JRMwould continue. In themeantime, the

precise nature of review andmonitoring

beyondtheEleventhPlancouldbeworkedout

inamannerthatfulfilstheprovisionsofthe

Act.

7.3 TheStateLevelStructure

7.3.1 The RTE Act has tasks that are not

necessarilyconfinedtotheMHRDorthestate

educationdepartments.Directresponsibility

to provide schools, infrastructure, trained

teachers, curriculum and teaching learning

material, and mid day meal undoubtedly lies

withtheEducationDepartmentsoftheState

Governments,includingSCERTsandSSA.But

thefactorsthatcontributetotheachievement

oftheoverallgoalofuniversalisingelementary

education as a fundamental right require

actiononthepartofthewholeGovernment.

A well coordinated mechanism is needed for

inter-sectoralcollaborationandconvergence.

n TheFinanceDepartmentsmustprovide

adequate and appropriate financial

allocationsandtimelyreleasesoffunds

atalllevels.

n ThePublicWorksDepartmentsneedto

re-conceptualiseand re-designschool

spacesfromthepedagogicperspective,


and address issues of inclusion for

childrenwithdisabilitiesthroughbarrier

free access.

n The Departments of Science and

Technologyshouldprovidegeo-spatial

technologies for schoolmappingand

locationtosupplementsocialmapping

exercisesatthegrassrootslevel.

n ProgrammesforWaterandSanitation

must ensure access to adequate and

safe drinking water, and accessible and

adequatesanitationfacilitiesespecially

for girls in schools.

n TheRTEActmandatesthateverychild

mustbe in school; this pre-supposes

that child labour will be eliminated. The

LabourDepartmentsmust align their

policieswith theRTEAct so that all

children participate in the schooling

processregularly.

n The immense relevance of inclusive

education,particularlyofdisadvantaged

groups,demandsvibrantpartnerships

withthedepartmentsandorganisations

concerned with children of SC, ST, and

educationallybackwardminorities.

n Systems for equal opportunity for

childrenwithspecialneedswillneedto

be addressedwith the departments

handlingchildrenwithdisabilities.

n TheRuralDevelopmentandPanchayat

Raj Departments would need to

a c ce l e ra te pove r t y reduc t i on

programmes,sothatchildrenarefreed

fromdomesticchoresandwageearning

responsibilities.

n StateGovernmentsmustsimultaneously

ensurethatthepanchayatrajinstitutions

getappropriately involvedsothatthe

“localauthorities”candischargetheir

functionsundertheRTEAct.

n Thereisneedforclosecooperationwith

theNCPCR/SCPCRandtheDepartments

ofWomenandChildDevelopment to

ensure that children get their rights

under the RTE Act.

n ProgrammesundertheNationalRural

HealthMissionmust take up school

health programmes, including de-

w o r m i n g a n d m i c r o - n u t r i e n t

supplementation,withspecialattention

to vulnerable groups, especially girls

approachingadolescence.

n TheSportsDepartmentswouldneedto

buildinphysicaleducationandyogafor

theoverallphysical, social, emotional

andmentaldevelopmentofthechild.

7.3.2 Itisalsonecessarytoinitiatemeasures

forintegrationofthetwosystems–theSSA

projectmanagementand thedirectorateof

elementaryeducation.Thecharacteristicsof

the new integrated management system at the

statelevelwouldinclude:

(i) continuance of practically all the

componentsoftheofficeofSPD;



(ii) Itsbeingabletoserveasthesecretariat

to the society which, inter alia, would

continuetochannelisefundsfromthe

centralandstategovernments(including

t h e t r a n s f e r s m a d e o n t h e

recommendation of the Finance

Commission);

(iii) Having the abi l i ty to discharge

responsibilitiesenvisagedundertheRTE

Act;

(iv) Dispensingwithproblems createdby

multiplicity of departments/sub-

departments(suchasSPD,Directorof

PrimaryEducation,Directorof SCERT,

etc) and lack of unified leadership;

and

(v) Havingan inbuiltabilitytocoordinate

andprovidetherequiredproficiency.

State Level Integrated Structure for SSA and RTE


7.4 DistrictLevelStructure

7.4.1 In the new system it is only logical that

theDistrictEducationOfficers(DEOs)should

fullycombinethefunctionsofDEOaswellas

District Project Coordinators (DPCs). There

would thenbenoneed for thepositionof

AdditionalDPC.DEOwouldhave,moreorless,

all theunits thatareenvisagedat the state

level.He/shewould liaisewithDIETand in

cooperationwith that Instituteoversee the

functioningofBRCsandCRCs.Eachofthe6-8

unitheadsinthesetupofDEOwouldfunction

inmatrixmode,whichimpliesthateachunit

headwould have responsibility for oneor

moresubjectareasaswellasoveroneormore

blocks(BEOaswellasBRC/CRC).

District level integrated structure



7.5 LocalAuthority

7.5.1Responsibilityforimplementationofthe

RTE Act has been vested in “appropriate

government”(mainlystategovernmentsand

UTAdministrations)and the localauthority.

ThesefunctionsarespeltoutinSections8and

9.Inadditionthelocalauthorityistoconsider

andredressthegrievancesrelatingtotheright

of the child as stated in Section 32. Local

authority is defined under Section 2(h) as

follows:

“local authority” means a Municipal

Corporation or Municipal Council or Zila

Parishad or Nagar Panchayat or

Panchayat, by whatever name called,

and includes such other authority or

body having administrative control over

the school or empowered by or under

any law for the time being in force to

function as a local authority in any city,

town or village;….

7.5.2 Thisdefinitionindicatesthatmunicipal

bodiesandpanchayatsarelocalauthority;and

inaddition (a)abodyhavingadministrative

controloverschoolsofthearea;and(b)abody

setupunderstate/UTlaworbyanorderissued

by it would also be included as “local authority”.

Thisimpliesthatinallareas,attheminimum,

the elected local body as well as the local

administrativeapparatus shall comprise the

local authority. Theonly scope for state/UT

specificvariationmayconsistofanycommittee

orcouncilorsomesuchbodysetupbyastate

government/UTAdministration–which too

would come within the definition of local

authority. The state governments/UT

Administrations have, generally speaking,

elucidated the inter se relationship among

thesebodies.However,where this hasnot

been clarified the state governments/UT

Administrationscoulddosonow.

7.6 School Management Committee(SMC)

7.6.1 While system level management

structures get reformed on the lines indicated

above,foreffectiveimplementationsofvarious

provisions, ensuring that children’s right to

education alongwith various entitlements

specifiedintheRTEActrestswiththeSchool

Management Committee and the school

heads.TheRTEActgivesimmenseimportance

to SMCs as the decentralised structure, and

one inwhich the parentswill have a very

significantrole.Essentialprovisionsregarding

constitutionandfunctionsofSMCshavebeen

giveninSections21and22.Thesehavebeen

elaborated in thedraftRules prepared for

consideration and adoption by state

governments/UTAdministrationswith such

modificationsastheymayconsiderappropriate.

Inadditiontothoseprovisionsthereisneed

tolayemphasisonthefollowingissues:

7.6.2 TheStateGovernmentshave to issue

further guideline to ensure that SMCs are

enabledtofunctioninaneffectivemannerand

arrangementsaremadeforadequatecapacity


WherevertheStateGovernmentsandUTsdesignatethePanchayatRajInstitution(PRI)asthe

localauthority,theirsupportmaybetakentofulfillthefollowingresponsibilitiesinelementary

education:

1. CreatinganenablingenvironmentforrealisingtherightsofchildrenundertheRTEAct.

Ideally,amassmobilisationcampaignshouldbelaunchedtocreateagroundswellfor

children’srightsundertheRTEAct,onthelinesoftheliteracycampaignslaunchedinthe

1990s.SSAnormshavebeenrevisedtoprovide0.5%oftheannualoutlayforcommunity

mobilisationactivities,andthesefundscouldbeutilisedforlaunchingawellconceptualised

RTEcampaign.

2. Initiate thedevelopmentofactionplans foropeningnewschools inunservedareas,

throughamappingofexistinginstitutions,locatingappropriatesitesfornewschools,and

delineatingthecatchmentareaofeachschoolaccordingtolocallogistics,andsubjectto

norms and standards laid down under the RTE Act and Rules.

3. Identifyout-of-schoolchildren,largelyrepresentingweakersectionsanddisadvantaged

groups,ensuringageappropriateadmissionthroughSpecialTraining,motivatingparents

andcreatingconditionstofreethemfromdomestic/wageearningresponsibilities,and

monitoringregularattendanceofallchildrenandteachersinschools.Similarly,PRIscould

beinvolvedinspecialintensiveeffortsrequiredformigrantchildren,andensuringthat

they are provided educational opportunities through establishment of seasonal

hostels.

4. For differently-abled children PRIs could render valuable support in identification,

determinationof the levelof theirdisability throughorganisedcamps,ensuring that

appropriateaidsandappliancesaremadeavailabletosuchchildren,andensuringthat

such children are provided adequate support for beingmainstreamed in regular

schools.

5. Initiateacampaigntoregisterthebirthofallchildrenuptotheageof18yearsinorder

tomaintainrecordsofchildren.Aspartofthisexerciseacomputeriseddatabaseofevery

child below the age of18yearsmaybepreparedandtheirprogresstracked.Suchadata

base could provide the basis for preparing school development plans by School

ManagementCommittees,whichcanbeaggregatedatthedistrictlevel.

6. Monitor teacher vacancies in schools and send reports to theeducational authority



building. Relating school grants to School

DevelopmentPlansunderRTE adds a new

dimensiontoutilisationofschoolgrants.This

envisages that currentpracticeofproviding

predeterminedschematicbudgetsisreplaced

by and providing support based on plans

deve loped by Schoo l Deve lopment

Committees.

7.7 Monitoring

7.7.1 Following is a broad grouping of

monitoring mechanisms and processes

anchoredatcommunity/village,school,block,

district,stateandnationallevels.

7.7.2 Monitoring by the SMC:Thesupportof

theSMCandvillagebasedorganisationswould

beinvaluableincommunicatinginsimpleand

creative ways the rights of the child as

enunciatedintheActtothepopulationinthe

neighbourhood of the school; as also the

dutiesoftheappropriateGovernment, local

authority, school,parentsandguardians. In

pursuanceoftheRTEAct,SSAwillinstitutea

concerned.Theymayalsomonitorteachertraining,andprovideinfrastructurefacilities

wherever required. Attendancemonitoring could be the responsibility of Gram

Panchayat.

7. Developandimproveinfrastructure,byusingtheirownfundsorfundsdevolvedbythe

State Finance Commissions and the 13th Finance Commission, or funds from schemes

like BRGF.

8. SetupGrievanceRedressalCommitteesheadedbytheChairpersonofthePRIbodyor

the Chairperson of the Standing Committee concerned. TheGrievance Redressal

Committeemay set up a small enquiry group consisting of three or four persons

representingthePRI,theEducationDepartmentandtheCivilSociety.Thisgroupmay

enquire intopetitionsandcomplaintsandsubmit reports to theGrievanceRedressal

Committee. Thereafter, theGrievanceRedressal Committee couldhear thepersons

concerned, takedecisions and issuenecessarydirections for settling the grievance.

Detailedproceduralguidelinesneedbeissuedtoensurethatdueprocessisfollowedand

orders are issued.

9. SetupanEducationCommitteeinordertooverseetheoperationalizationoftheRTEAct.

ThiscouldbeanenlargedversionoftheStandingCommitteedealingwitheducationin

aLocalGovernmentandmayconsistofelectedrepresentatives,experts,activists,parents,

headmastersandofficialsfromtheEducationDepartment.


community based monitoring system for the

SMC to

(i) ensuretheenrolmentandattendance

ofall the children,especially children

belongingtodisadvantagedgroupsand

weakersectionsintheschool(s);

(ii) ensure that children belonging to

disadvantaged groups and weaker

sectionsarenotdiscriminatedagainst,

and prevented from pursuing and

completingelementaryeducation.

(iii) monitorthatallnot-enrolledanddrop

outchildrenarefacilitatedtoparticipate

inSpecialTrainingforageappropriate

admission to regular school as per

section4oftheRTEAct.

(iv) monitor the identification,enrolment

and participation of children with

disabilityinelementaryeducation,and

ensurethatfacilitiesfortheireducation

areprovided.

(v) ensurethatchildrightsundertheRTE

Act, especially rightswith respect to

prohibition of physical andmental

harassment,expulsionanddetention,

theprovisionofany-timeadmissionare

observed in letterandspirit,andthat

childentitlements,includinguniforms,

textbooks, mid day meal, etc are

providedinatimelymanner.Deviations

would be taken up with the Head

Teacher. The SMC would bring instances

ofpersistentdisregardofchildrightsto

thenoticeofthelocalauthority.

(vi) monitorthemaintenanceofthenorms

andstandardsspecifiedintheSchedule

to the RTE Act.

(vii) monitorthatteachersarenotburdened

withnon-academicdutiesother than

thosespecifiedinsection27oftheRTE,

viz., decennial population census,

disaster rel ief and elections to

Parliament, Legislature and Local

Bodies;

(viii) ensurethatteachersmaintainregularity

andpunctuality in attendanceasper

Section24(a), hold regularmeetings

with parents to apprise themabout

their child’s progress as per section

24(e), and do not engage in private

tuition as per section 28 of the RTE

Act.

7.8 SchoolSupervisionbyBlockandClusterFunctionaries

7.8.1 During the last few decades school

supervisionhas grievously suffereddue to

insufficiency of staff and administrative

neglect.TheeffortmadeunderSSA,through

establishmentofBRCsandCRCs,hasimproved

mattersmarginally,but theoverall situation

has remained essentially unchanged. As a

result,functioningofschoolshasdeteriorated

andqualityoftheteaching-learningprocess

hasshownnoimprovement.Improvementof



quality of education is a pre-requisite of

successfulimplementationoftheRTEAct.

7.8.2 Periodic inspection/supervision of

schools to observe the infrastructure and

facilities and the administrative aspects is

critical. In addition, a proper system of

academic and curricular support has tobe

developedtoservethepurposeofcontinuing

professionalupgradationof teachersand to

seethatschoolsyllabiandlearnerevaluation

systemareoperationalisedasexpected.

7.8.3 EachBlockEducationOfficershouldhave

acontingentofAssistantEOs(withwhatever

designation) who should be expected to

undertakeat least twovisits toevery school

each year. Among other things they should look

at the record required to be maintained by

teachers/headmasters, condition of school

building and infrastructure and seating

arrangement for students. They should be

askedtopayparticularattentiontoavailability

ofpotabledrinkingwater,usabilityoftoilets,

kitchen where MDM is cooked and whether the

school has well-maintained boundary wall.

7.8.4 Each BRC has specialist staff of 5-7.

Besides,thereareanumberofCRCs,perhaps

oneforevery15villages.Betweenthestaffof

these two resource centres it should be

possible foroneperson tovisiteach school

onceevery twomonths,everymonth if the

circumstancessoallow.Thepurposeofthese

visitswouldbetoprovidecurricularsupport

to teachers – particularly progress with

syllabus, the manner in which use is being

made of textbooks and other materials, assess

and support teachersdevelopTLMand the

mannerinwhichcontinuousandcomprehensive

evaluationisbeingputintoeffect.Inaddition,

BRCsoughttoconductworkshopswithsubject

teachersofupperprimaryclassesandtheyas

wellasCRCsshouldorganisetrainingsexpected

of them.

7.8.5 ThestafffromtheofficeofBEOaswell

as from BRCs and CRCs should ordinarily not

be expected to prepare inspection/visit

reports.Rather,theyshouldrecordtheirmain

observations in a register that may be

maintained in each school. HMs/teachers

shouldtakeactiononthevisitnote.Inaddition,

computershouldbeavailableintheofficeof

BEO,andinBRCsandCRCssothatimportant

observations (particularly points onwhich

administrativeactionistobetaken)areshared

through internet.

7.9 Monitoring at the District Level

7.9.1At thedistrict level, SSAwill have the

following mechanism for monitoring the

programme:

(i) Independentandregularfieldvisitsto

monitorperformancebySocialScience

MonitoringInstitutes.

(ii) RegularvisittofieldbyResourcePersons

and TSG Consultants

(iii) Visits by District Level Committee

comprisinglocal/publicrepresentatives

tomonitortheimplementationofthe

SSAprogrammeinthedistricts


(iv) DistrictInformationSystemforEducation

(DISE)

7.10 Monitoring through DISE

7.10.1 The school-based annual information

system,calledDistrict InformationSystemfor

Education(DISE),willcontinuetobeimplemented

throughout the country. Through this system,

dataonimportantaspectsofaschool,suchas

physicalinfrastructureandfacilities,availability

of teachers, enrolment by social category, age

ofachild,mediumofinstructionandtraining

of teachers, etc. is collected annually with 30th

Septemberasthereferencedate.

7.10.2Certainnewvariableshavebeenadded

in theDISEDataCapture Formats (DCF) to

ensuremonitoringofallaspectsoftheRTEAct

in the school. The new items include, (i)

information on the constitution and

functionality of SMCs, (i i) number of

instructionaldays,(iii)specialtraininginthe

contextofageappropriateadmission,(iii)TLM,

(iv)transportfacility,(v)averageattendance

etc. Collection of data on new items will

commence from 2010-11.

7.10.3DISEdatacoversallschoolsirrespective

of its type i.e. recognizedorun-recognized,

anditsmanagement,whethergovernmentor

private.ThedatacollectedunderDISEshould

beusedforallpurposesandtreatedasofficial

data for theState. TheStates shouldmove

towardsaunifiedsystemofcollectingdatafor

elementarylevel.Theongoingparallelsystems

in several states should be unified and

integrated in DISE.

7.10.4DISEbased informationandanalysis

throwslightoninfrastructurefacilities,access,

retention, teacher-related issues and are

immenselyusefulformonitoring,planningand

m id - cou rse co r re c t i ons . Teache rs ’

rationalisation, prioritisation of physical

infrastructureandteachers’trainingissuescan

beaddressed througheffectiveuseofDISE

data.

7.10.5 DISE data must undergo consistency

checksandrequisitepostenumerationsurvey.

In order to increase transparency, the

informationprovidedbytheschoolstoDISE

shouldbepubliclydisplayed ineachschool.

TheDISE software has the facility to print

SchoolReportCardswhichcanbedisplayed

onnoticeboardofeachschool.Moreover,the

schoolsreportcardscanalsobeprintedfrom

theweb-site (www.schoolreportcards.in).

Besides this, a system of reading DISE data to

the community through a Shiksha Gram Sabha

or Jan-Vaachan should be carried out in

respectofeachschoolbytheSMC.

7.10.6 NUEPA has been bringing out a series

of publications every year entitled ‘Flash

Statistics’, ‘Analytical Reports’, ‘State Report

Cards’, ‘District Report Cards’, ‘Elementary

Education in India: Rural/Urban’and‘Analytical

Tables’basedonthedatareceivedfromthe

States. These reports shouldbe taken into

account for monitoring the outcomes.



7.11MonitoringattheStateLevel

7.11.1 The following monitoring mechanism

isprovidedatthestatelevel:

(i) StateCommissionforProtectionofChild

RightsorRighttoEducationProtection

Authority

(ii) PeriodicmeetingsoftheStateExecutive

CommitteeofSSA

(iii) State levelquarterly reviewmeetings

with StateCoordinatorsof important

functional areas including financial

management.

(iv) InternalauditbytheStates.

(v) StatespecificresponsibilitiestoResearch

andResourceInstitutionsforsupervision,

monitoring, evaluation and research

activities.

7.11.2 The State SSA Societies will also

und e r t a ke i n t e n s i v e mon i t o r i n g .

Representativesof theNationalMission for

UEEandNationallevelinstitutionslikeNCTE,

NUEPA, NCERT and TSG will also undertake

periodicmonitoring and provide resource

support to the SIS to strengthenplanning,

managementandmonitoringsystems.Efforts

toassociateautonomous institutionswilling

to takeupState specific responsibilities for

research and evaluationwould continue.

Independent institutions would also be

associated indevelopingeffective tools for

conducting achievement tests,monitoring

qualityaspectsofprogrammeimplementation,

undertaking evaluations and research

studies.

7.12.MonitoringattheNationalLevel

7.12.1 Monitoringatthenationallevelwould

includethefollowingaspectsoftheRTEAct:

• Availabilityofschoolingfacilitybothat

primary levelandupperprimary level

inallthehabitationstoensurephysical

a n d s o c i a l a c c e s s i n t h e

neighbourhood.

• Addressingneedsof children living in

verysmallhamlets(inremote,desert/

tribalareas)whereopeningofschools

is not viable and ensuring access by

providingfreetransportationtoandfro

schoolandorthroughresidentialfacility

to ensure access for such children.

• Integration of Class VIIIwith upper

primary schools and Class V with

primaryschools,inthoseStateswhich

followa four yearprimaryeducation

cycleandsevenupperprimarycycle.

• The schooldevelopmentplanswhich

havetobepreparedbySMCstoensure

that schoolshaveall facilities suchas

infrastructure,teachers,TLEandchild

friendly and barrier free access with

goodlearningenvironment.

• Issuesof gender and social exclusion

under theambitof SSA,NPEGELand

KGBV, gender based discrimination


shouldbecomeanintegralpartofsocial

audit.

• Ensuringage-appropriateadmissionin

neighbourhood schools for children

especially those belonging to the

disadvantagegroupssuchaschildrenof

Dalit andTribal communities,Muslim

and other minority children, girls, urban

deprivedchildren,streetchildren/child

labour and children without adult

protectionetc.

• Theprocessofprovidingspecialtraining

to the children who are admitted in

schoolstobringthematparwithother

children.

• Formulation of child rights based

policies and enabling provisions for

implementing theRTEAct, 2009e.g.

banning screening for admission, no

board exams, nodetention, banning

corporalpunishment,etc.

7.12.2 In addition, SSA would continue to

conductthefollowing:

(i) National level half yearly review

meetingsandquarterlyregionalreview

meetings with State Educat ion

S e c reta r i e s a n d S tate P ro j e c t

Directors.

(ii) National, Regional and State specific

reviewmeetings capacity building

trainingprogrammes.

(iii) Half yearly Joint ReviewMissions by

Government of India, the State

Governmentsand(any)externalfunding

agencies.

(iv) Independentassessment/studiestobe

carriedout for independent feedback

onimplementationoftheprogramme.

(v) A C ompu te r i s e d Edu ca t i o n a l

ManagementInformationSystemgiving

annual school based data with school

anddistrictreportcardsbyNUEPA.

(vi) AnEducationalDevelopmentIndex(EDI)

to assess State’s/District’s progress

towardsUniversalisationofElementary

Education(UEE)byNUEPA.

(vii) A set of QualityMonitoring Tools

developedincollaborationwithNCERT

to provide quarterly and annual

informationonqualityrelatedindices.

(viii) Resultsframeworktomeasureoutcomes

against the pre decided targets and

baseline.

(ix) StatutoryauditofSSAaccountsannually

byCharteredAccountant Firms (from

CAGapprovedpanel)

(x) Concurrent Financial Review of SSA

accountsbyInstituteofPublicAuditors

ofIndia(IPAI).

(xi) Periodical review of physical and

financialprogressoftheprogrammeby

TSG Consultants.



(xii) Baseline assessment of learning

achievementsattheprimaryleveland

theupperprimarylevelinallStatesby

NCERT.

(xiii) FieldvisitsbyMembersoftheEEBureau

and TSG.

(xiv) FieldbasedmonitoringbyMonitoring

Institutes(MIs).

7.12.3 Monitoring Institutes: Institutions,

includingUniversityDepartmentsofEducation,

SocialScienceandInstitutesofnationalstature

have been assigned thework of periodic

monitoringofSSAimplementationinStates&

UTs. In largeStatesmore thanone Institute

has been assigned the task of monitoring.

TheseMonitoringInstitutes(MIs)arerequired

tomakefieldvisitandreportonprogressof

SSAatthegroundleveleverysixmonths.This

cycle is repeatedevery twoyears. Thehalf

yearlymonitoringreportsreceivedfromthe

Monitoring Institutes are available on the

website–www.ssa.nic.in SSA programme

modifies the terms of reference of the

MonitoringInstitutesasandwhenrequired.

7.12.4 Web portal: Thewebportal for SSA

(www.ssa.nic.in) has been operationalised

withthehelpofNationalInformationCentre

(NIC)tofacilitatemonitoringandprogramme

management.Theportalhastwointerfaces;

a) Government to Citizens (G to C), and,

b)GovernmenttoGovernment(GtoG).

(a) TheGtoCinterfacehasbeendeveloped

toenablecitizensofthecountrymonitor

the progress made in different

components of SSA. Important

informationlikeminutesoftheProject

Approval Board (PAB)meetings and

sanctionstostateshavebeenuploaded

on this interface.

(b) TheGtoGinterfacehasamanagement

informationsystem(MIS)whichkeeps

track of all the interventions of the

programme.Theprogressmadebyeach

state is monitored on quarterly basis.

7.12.5ResultsFramework:AResultsFramework

withidentifiedmeasurableindicators,baseline

and targeted results and frequency of

measuringoutcomeshasbeendevelopedand

hasbeen inuse for sometime.TheStates/

districtsareexpected todevelop theState/

district specific Results Framework on the

suggested indicators.

7.12.6 Surveys and research studies:Inorder

to assess SSA impact across the states on

educationindicatorslikeenrolment,student/

teacher attendance and retention etc. the

NationalMissionofSSAcommissionssurveys

and research studies Thefindingsof these

surveysandstudieshelp inascertaining the

degreeofSSA’ssuccessonkeyindicatorsand

assessment of needs and gaps for course

correctionandfollow-up.


7.12.7 Technical Support Group (TSG): The TSG

inEd.CILhasbeencreatedtoprovidetechnical

support in functional areas pertaining to

access, equity and quality of education.

DifferentUnitsinTSGalsomonitorveryclosely,

planningandmanagement,financialaspects,

processes for improvingaccess, equity and

qualityandtheprogresstherein.TheProject

ApprovalBoardofSSAapprovestheAW&Bfor

TSG each year.

7.12.8 Educational Development Index (EDI):

The EDIs are calculated based on a large

numberof variablesderived from theDISE

data. EDIs for each district clearly indicate the

journeyadistricthastotraversetoreachthe

overallgoalofUniversalisationofElementary

Education (UEE). A study of the related

parameters provide adequate insight for

prioritizing interventions and activities for

improving elementary education in the

District/State,aswellasmonitoringparameters

that have lowEDI value. Efforts should be

madebytheStatestodevelopsub-district&

school based EDIs.

7.12.9 Inordertomonitorprogressonabove

aspects, SSAwould strengthen its existing

multi-tiermonitoring system.However, in

doing so, it should be ensured that teachers,

CRPs and BRPs etc. are not burdened with the

responsibilityof information collectionand

collationsothattheycanfocusonchildren’s

learning with equitable quality. The whole lot

ofinformationgatheredatthegrassrootsneed

notpass throughall levelsofmanagement

rightuptothetop.Rather,eachlevelshould

focusonlyontheinformationthatisrelevant

atthatparticularlevel.ThiswouldenableSSA

indecentralisationanddelegationnotonlyfor

monitoringbutforfollow-upactionaswellto

bridgeanygapsandaddressimpedimentsin

timeandinappropriatemanner.

7.13 Quality Monitoring Tools

7.13.1Asetofqualitymonitoringtoolshave

beendevelopedincollaborationwithNCERT

toprovidehalfyearlyandannualinformation

onseveralqualityrelatedindicesofRTE-SSA

coveringthefollowing:

(i) Student enrol lment and actual

attendance

(ii) Pupilachievementlevels

(iii) Teacher availabil ity and teacher

training

(iv) ClassroomPractices

(v) Academic supervisionsof schools by

Cluster and Block Resource Centres

(vi) Community perceptions of school

functioning

Statesshouldmakeeffortstoensurethatdata

generatedbyQMTisinthepublicdomain.

7.14 Funding for Research, Evaluation,MonitoringandSupervision(REMS)

7.14.1Atotalprovisionofupto`2000per

schoolperyearhasbeenmadeforresearch,



evaluation, monitoring and supervision

(REMS).Outofthisamount,`500perschool

willbeavailableattheNationallevel. 50per

schoolwill be available formonitoring the

programmebyNCPCRfromtheNationalLevel.

And another `50perschoolwillbeavailable

forSCPCRfromtheStatelevelwhichshould

be pooled together for implementing the

approvedactivities.TheExecutiveCommittee

of the State SSA Mission will decide on the

divisionof resourcesat various levels, from

the State to the school from the balance 1450

perschool.Thefundsformonitoringwillbe

usedforcarryingoutthefollowingactivities:

(i) Creatingapoolofresourcepersonsat

national,state,district,subdistrictlevel

foreffective-fieldbasedmonitoring.

(ii) Providing support to theNCPCRand

SCPCRforprotectingtherightsofthe

child under the RTE Act.

(iii) Generatingcommunitybaseddata.

(iv) Conduct ing achievement tests ,

evaluations,studiesetc.

(v) Undertaking research activities,

including,actionresearch.

(vi) Setting up special task force for low

femaleliteracydistrictsandforspecial

monitoring of girls, SCs, STs.

(vii) IncurringexpenditureonDISE

(viii) Providing travel grant and amodest

honorarium(asperStatespecificnorm)

toresourcepersonsformonitoring.

(ix) Undertakingcontingentexpenditurefor

visualmonitoringsystems

(x) Supportingformulationandactivitiesof

assessment/appraisalteams.

(xi) Analysingdataatvariouslevels.

7.14.2Stateswouldneedtogivepriority to

developing and implementing,monitoring

systems to measure quality related outcomes,

such as students learning outcomes, teacher

performance,studentandteacherattendance

rates by gender and social categories, as also

parametersformeasuringchangesinclassroom

practices,impactofteachertraining,efficacy

of textbooks and textual materials, quality of

academicsupervisionprovidedbyBRCs/CRCs/

DIETs etc.

7.14.3 State and district provisioningwill

include inter alia for DISE, allocations for

regular schoolmapping/microplanning for

locationofschools,otherschoolinfrastructure

andupdatingofhouseholddataon6-14year

oldchildren’seducationalstatus.

(i) InvolvementofStateSCERTs,DIETsand

SIEMATs(whereSIEMATsarefunctional),

willbemandatory intheexecutionof

thiscomponent.

(ii) Involvement of other independent

national and State level resource

institutionsinconductingREMSactivities

should be encouraged through

appropriateMOUs/contracts

(iii) EachState/UTRTE-SSAMissionwillset


upaResearchApprovalCommitteefor

processingandapprovingall research

andevaluationstudiestobeundertaken

at the State level . Appropriate

mechanismsshouldalsobesetupfor

districtlevelbytheStateSSA.

(iv) SSAwould encourage independent

researchandsupervisionbyautonomous

research institutions. Institutions of

provenexcellencehavebeenrequested

totakeupStatespecificresponsibilities.

Thefocusinpartnershipwithinstitutions

will alsobeondeveloping capacities

through the interaction in SCERTs /

SIEMATs/DIETstocarryoutresearchand

evaluationtasks.Faculty/Department

ofEducationinUniversitieswouldalso

be requested to participate in such

activities under the Sarva Shiksha

Abhiyan. The Regional Institutes of

Education (RIE)ofNCERTwill alsobe

associated in these tasks.



8.1 Introduction

8.1.1TheRTEwhichcameintoeffectinApril

2010mandates that the implementationof

the rights enshrined in this Act be monitored

bytheNCPCRandthecorrespondingSCPCRs

[Section31].Thisisaradicalnewfeatureand

setsaprecedent inthe legislativehistoryof

India, wherein an autonomous neutral body

has been charged with monitoring the

implementation of a fundamental right. It

presents a great opportunity to institute a

system of independentmonitoring that

ensuresthattheentitlementsguaranteedin

theConstitutionareindeedbeingprovidedto

therightsholders.Atthesametimeitposes

a huge challenge as it involves building a

systemthatisabletoreceivefeedbackfrom

the lastchildandrespondto it inamanner

thatensurestherightsareindeedprotected.

8.1.2 TheRTEisthelatestadditiontothelegal

instrumentsbeingusedbytheGovernmentof

Indiaforguaranteeingdevelopmentinarights

based framework.Thebasicpremiseof this

approachisanexpectationthatthedelivery

ofaservicehithertoinadequateorinefficient

will be aligned to meet the demands of the

8 Protection of Child Rights Through Grievance Redressal

and Monitoring

peopleandbeinconformitywiththeirrights

under the law. This premisemakes two

assumptions:a) that thepeopleknow their

rights under the law and are able to demand

them and b) that the system of delivery

respondstotheirdemandsinanefficientand

effectivemanner.Further,theexistenceofan

independentmonitoringagencyprovidesan

additional institutional space for ensuring

rights. Together all three features if adequately

institutionalisedcanensurethattherightsof

the child under RTE are enforced in the manner

intended.

8.1.3 It is worth pointing out here that

grievance redressal andmonitoringwhile

separate functions are interdependent. In

other words the absence of a grievance

redressalsystemimpliesthatmonitoringina

rights framework would necessarily entail

interventionofthejudiciary.Awellmanaged

grievanceredressalmechanismontheother

hand allows formonitoring tobe effective

through interactionwith the system rather

than the judiciary. This means that for SSA to

functioneffectively in theeraofRTE, itwill

needtodeveloplinkswithboththegrievance

protectIon oF cHIlD rIgHts tHrougH grIevance reDressal anD monItorIng


redressal as well as monitoring structures

mandated under the Act.

8.2 GrievanceRedressalunderthe RTE Act

8.2.1TheRTEActhasmadelocalauthorities

the grievance redressal agencies and the

SCPCRstheappellatebodiesattheStatelevel.

In this context it is necessary to establish the

modalities throughwhich violations canbe

dealt with. A well defined institutional

mechanismforgrievanceredressalinvolvesa

system of registering, investigating and

respondingwithin awell-appointed time

frame.Thiswillhavetobedonealongwiththe

implementationagencywhichischargedwith

the actual redressal of the grievance by

ensuringthattherightunderconsiderationis

actually restored.

8.2.2Givenbelowaresomeoftheissuesthat

need to be addressed for establishing such a

mechanism:

1. List the set of legal entitlements

guaranteed in the Act and make this

informationwidelyavailableandpublicly

displayed.

2. Designate officers responsible for

prov id ing each o f these lega l

entitlements. For grievances against

these entitlements the supervising

officerwould thenbe responsible for

redressal.Thisinformationshouldalso

bemadepubliclyavailable–onschool

walls or Panchayat walls.

3. Designatepersonorpersonswhohave

b e e n a u t h o r i s e d by t h e state

governments hear grievances under

RTE.Theseperson/swouldtypicallybe

fromthedepartmentofeducationand

available at district/block/panchayat

level.

4. Specifyatimeschedulefordisposing-off

grievances, keeping thenatureof the

grievanceinmindkeeping3monthsas

themaximumperiod as specified in

Section32oftheAct.Somegrievances

suchasrelatedtocorporalpunishment

oradmissionmustbedisposedoffina

shortertimeframe

5. Overhaul the system of record

management.Provide fora systemof

registering grievances at both the

districtandsub-districtlevels.Thelocal

authoritymay appoint an individual

from the Education department to

registergrievancesandissuereceipts,

ensuring that this officer is not the

personagainstwhomthegrievanceis

being registered. The office should

displaynumberofcomplaintsreceived,

handled, status, action taken on a

regular basis.


6. If the concerned grievance redressal

authority considers that it is in the best

interest of the complainant/child to

preserveconfidentiality,theymaynot

d i s c l o s e t h e i d e n t i t y o f t h e

complainant.

7. Registrationof grievances should be

permittedusingdifferentmodes such

aspostal,telephone,internet,inperson

etc. A prescribed format may be

provided,butshouldnotbemandatory.

A receiptof thegrievance, giving the

date,thetimeframewithinwhichthe

grievancewouldbedealtwith,andthe

contactdetailsofthepersonresponsible

for dealingwith the grievance,must

formpartoftheprocessofregistering

grievances. The receipt should also

containdetailsofwhom toappeal in

casethegrievanceisnotdealtwithin

thetimeframespecified.Aprescribed

formatcouldbepreparedforthereceipt

as well.

8. Ifthegrievancecannotberedressedat

thelevelofthelocalauthorityitmust

be forwarded to the appropriate

authority within a specified time

frame.

9. Acopyofthegrievanceshouldbesent

to(andrecordedat)theSCPCRorREPA

as well and linked to the MIS.

10. Keepingthegrievanceandschedulein

mind an investigation should be

conducted involvinganofficialof the

Educa t i on Depa r tment / S SA

management, senior to the one against

whomthecomplaintisregistered.

11. Theprocessofinvestigationmustallow

thecomplainantaswellastheaccused

to be heard, and should be conducted

asfaraspossiblepublicly.

12. Theresultoftheinvestigationmustbe

conveyedtothecomplainantinwriting

and must recommend redressal by the

officer chargedwith providing the

entitlementwithin a specified time

frame, in line with the schedule for

redressal.

13. SCPCRs have been made the first

appellateauthority.Rulesforhowthey

aretodischargethisfunctionstillneed

to be specified. Are they the final

authorityongrievances?Howdotheir

decisionsimpacttheredressingofficers/

departmentneedstobeclarified.

14. Thestategovernmentshouldfrequently

reviewthenatureofcomplaintsthatare

being received and take corrective

steps,soastopreventhearingadditional

grievances in future. Inotherwords,

grievancesmonitoring should trigger



policy/programme review at the

systemiclevel.

8.2.3 Some implications of the above for SSA

are:

(i) TheEducationDepartmentshould

clearlyallocateresponsibilitiesof

theSSAand localauthorities in

f irming up the mechanism

throughwhichgrievanceswillbe

a d d r e s s e d . O n c e s u c h a

mechanism is inplace itwillbe

possible for the monitoring

agenciesalsotodirectcomplaints

to the appropriate levels. For

instance, if a case of corporal

punishment is brought to the

noticeofNCPCR,it isimportant

for NCPCR to know who to direct

the issue to, or what is the system

bywhichsucharightsviolation

is/willbedealtwithandatwhat

level.

(ii) Enforcing rights under RTE

involvesinterdepartmental links

covering schoolsestablishedby

otherdepartmentssuchasTribal

Affairs or Social Justice and

Welfare.Grievances that arise

fromtheseschoolswillalsohave

to be redressed by the State

Education Department/ SSA

which i s the appropr iate

government under the Act

responsibleforensuringprovision

o f e l e m e nta r y e d u c at i o n

irrespective of who runs the

schools. Thus, the grievance

redressalmechanismwillhaveto

includecoordinationwith these

departmentsaswell.

(iii) Similarlinkswillalsohavetobe

establishedforcoveringSpecified

Category Schools and Private

schools.

8.3 What can NCPCR Monitor

8.3.1Section31oftheActclearlystatesthat

theNCPCR,alongwiththeirStatecounterparts

willberesponsibleformonitoringtherights

of the child under the RTE Act. A closer look

atwhatexactlyistobemonitoredrevealsthat

NCPCRwillhavetolookatchildrenandtheir

rightsviolationsintwodomains:

1. Children who are out-of-school, and

2. Children in school

8.3.2 For Children out-of-school, monitoring

willinvolvelookingatchildren:

(a) In Rural Areas (children residing in

village)


(i) Neverenrolled

(ii) Droppedout

(iii) TemporarilyAbsent

(b) InRuralareas(childrenresidingoutside

village)

(i) Permanentmigrants

(ii) Seasonalmigrants

(iii) InObservation homes, shelter

homes, hostels

(c) InUrbanAreas

(i) Street/Homeless

(ii) SeasonalMigrants

(iii) In observation homes, shelter

homes

(iv) Childlabour

8.3.3 For Children in-school, monitoring will

involvelookingatthefollowingissues:

(d) ForChildreninGovernmentSchools

(i) Provision of neighbourhood

school

1. Requisite number of classrooms

2. AppropriatePTR

3. School hours

4. InstructionalhoursofTeachers

5. Infrastructure

6. AppropriateUseof

Infrastructure

(ii) Accesstoschool

1. Physical

2. Social

(iii) Admissionprocess

1. Denials

2. CapitationFee

3. Applicationfee

4. Screeningprocedure

5. DemandforAffidavits

6. AnytimeAdmission

(iv) Entitlements

1. Tuitionfee

2. Transport

3. Te x t b o o k s , n o t e b o o k s ,

stationery

4. Uniforms

5. Librarywithbooks,newspapers,

magazines

6. Sportsequipment

7. Play material

8. Mid-day Meal

9. Spec ia l Tra in ing fo r age -

appropriateeducation



10. TransferCertificates

11. CompletionCertificates

12. Otherexpenses

(v) ContinuousandComprehensive

Evaluation

1. No annual Exam

2. No failure

3. Nodetention

4. Prescribed curriculum and

books

5. Prescribedsystemofevaluation

6. Adherence to Constitutional

values

(vi) ClassroomTransaction

1. Nodiscrimination

2. Nocorporalpunishment

3. AppropriateTeachingmethods

4. AppropriateEvaluationSystems

(vii) SchoolManagementCommittee

1. Appointmentsasperrules

2. Regularmeetings

3. Teacher Accountability

4. P r e p a r a t i o n o f S c h o o l

DevelopmentPlan

5. OtherResponsibilities

(e) ForChildreninPrivateAidedSchools

(i) Reservation for children from

W e a k e r S e c t i o n s a n d

Disadvantaged Groups in

proportionwithaid

(f) For Children in Private Unaided

Schools

(i) 25%reservationforchildrenfrom


DisadvantagedGroups

(g) For Children in Specified category

Schools [KV, Navodaya and Sainik

schools]

(i) 25%reservationforchildrenfrom


DisadvantagedGroups.

8.3.4 In addition, as Section31 states that

safeguardingallofthechildren’srightsisthe

responsibilityoftheCommission,thefollowing

areasoftheGrievanceRedressalSystemwill

alsocomeunderthepurviewofNCPCR:

(a) RegistrationofComplaints

(b) InvestigationofComplaints

(c) ResponsetoComplaints

(d) AppealProcess

8.4 PrinciplesofMonitoring

8.4.1ThebasicprinciplesadoptedbyNCPCR

initsapproachtomonitoringareasfollows:


(i) Thatthemosteffectivemonitoringcan

andmustbedoneatthelocallevelby

the rights-holders themselves, albeit

throughaninstitutionalisedmechanism.

The SMCs are in fact the ideal unit for a

monitoring mechanism at the ground

level. NCPCRwill therefore gear its

effortstowardstryingtoestablishlinks

with the SMCs in grounding a monitoring

system. The SCPCRs must also build

similar linkages.

(ii) Awareness generat ion o f the

entitlementsoftheActandtheredressal

mechanisms thatexist is thefirstand

necessary step towardsmonitoring.

Therefore creating that awareness

would also be part of the initial

interventionsundertakenbyNCPCRin

buildinganenvironmentforconcurrent

monitoring involving the people.

Col laboration with Government

Departmentsandcivilsocietygroupsis

desirable to make this a well orchestrated

andsuccessfulendeavour.

(iii) Capacity Building of SMCs and civil

societygroupsthatcanassistNCPCRin

monitoringandconveyingfeedbackto

NCPCRisalsoabasicplankofNCPCR’s

efforts in establishing a monitoring

framework. Linking with the SSA

structures, CRCs and BRCs would be

useful in this exercise.

8.4.2 NCPCRhasput the following systems

into place to undertake i ts tasks in

monitoring:

(i) RTEDivisionatNCPCR,focusedonissues

relatedtoRTE.ThisDivisionlocatedat

NewDelhiwillcoordinateallofNCPCR’s

monitoringactivities.

(ii) State Representatives appointed by

NCPCR to act as “eyes and ears” in the

States.Atleasttwopersonshavebeen

appointed ineach State to assist the

NCPCRinreceivingfeedbackfromthe

Statesonthestatusofimplementation

ofRTE.TheStateRepresentativeswill

also

(a) coordinate a network of civil

societygroupsattheStatelevel

through which feedback on status

of implementation can be

receivedand conveyedboth to

StategovernmentsandNCPCR;

and

(b) initiate dialogue with State

governmentsonRTE.

(iii) Identify District and Block Resource

Personsandorganisationsoveraperiod

of 2 years who will be trained to assist

theStateRepresentativesandNCPCRin

monitoring.

(iv) InitiateSocialMonitoring(Audits)with

thehelpof civil societygroups, SMCs



andcitizenstohelpdevelopasystemby

whichlocalstructures(SMCs)andthe

people themselves canmonitor the

implementationoftheprogrammeand

send period reports to theNCPCR/

SCPCR.

(v) HoldPublicHearingswhichhaveshown

tobeapowerfultoolusedbytheNCPCR

forhighlightingviolationofchildrights

in a public forum. Public Hearings

focused on RTE will be used by the

Commission todraw theattentionof

StateGovernmentstoissuesthatarise

withrespecttoRTE.

(vi) CollaboratewithCivilSocietyNetworks

as part ofNCPCR’s efforts to receive

feedback from across the country. In

particularthefollowingmechanismswill

beemployedthroughthenetworks:

(a) UseofMonitoringChecklistson

RTEcompliance

(b) Publicity and Awareness of

EntitlementsunderRTEandRole

of NCPCR

(c) SMCTrainingonmonitoring

(vii) ComplaintsManagement at NCPCR

through

(a) a Complaints Management

System [CMS] throughwhich

complaints are received and

processedatNCPCR.

(b) helpline,whichwillallowcitizens

tocallinandreceiveinformation

andregistercomplaints.

(c) bothoftheabovewillneedtobe

c l o s e l y l i n k e d w i t h t h e

implementationstructurewithin

Education Departments / SSA

structurestobeeffective.

(viii) ResearchandDataCollectiononspecific

issues related to monitoring and

grievanceredressal.

(ix) RecommendationstoCentralandState

Governments,suchas:

(a) G u i d e l i n e s o n C o r p o ra l

PunishmentandDiscrimination

(x) LegalAction.

(xi) RTE Compliance Reports from the

States.

8.5 SummingUp

8.5.1 The Grievance Redressal and

MonitoringaspectsofRTEimplementation

are new areas that the SSA structure will

havetocontendwithasitfunctionsasthe

vehiclefordeliveringelementaryeducation

in theRTEphase. It involvesdealingwith

newinstitutionssuchastheNCPCR/SCPCRs

aswellasthe“localauthorities”,whichhave

beengivenaroleinmonitoringandgrievance


redressal. Italso involvesdeveloping links

withothergovernmentdepartmentssuch

asTribalAffairs,Social JusticeandLabour.

ThesuccessoftheActwilldependgreatly

on how well these linkages are established

by the SSA machinery. It may be worth

pointingoutthatthesoonertheselinkages

areestablishedthebetter,asthemomentum

generatedbythepassageoftheActmust

not be lost. The coordinated working of all

aspects of implementation, grievance

redressalandmonitoringwillbeessentialto

ensurethatthepressureonenforcingrights

is maintained.



9.1 PlanningandDevelopmentofComprehensiveWorkPlans

9.1.1 Approach: The previous chapters,

particularlythosepertainingtoAccess,Equity,

QualityandParticipationinthecontextofRTE

Act, adequately bring out the challenges in

planningforUEE.Thebiggestchallengeisto

haveanintegratedapproachtosynthesiseand

integrate thewide variety of provisions,

strategiesandinterventions,whichgonotonly

beyondtheambitofSSAbutofthetraditional

functionsofdepartmentofeducationaswell.

To address this challenge, planning in SSA

needsatransformationandashiftinapproach.

This shift will be characterised by an

understandingof the inherent relationship

betweenaccess,equity,retention,andquality,

andstrengtheningthisrelationshiptoderive

benefitsforcommongoalofUEE.Convergence

for intersectoral support to address the

complexissuesofequityandexclusionwould

be its fundamental feature. Planning under

SSAmustthereforebeexhaustive,andshould

cover:

9 Planning, Appraisal and Fund Flow Mechanisms

(i) Areas forpolicy /systemic reforms in

elementary education mandated by

RTE

(ii) AreasforspecificprovisioningunderSSA

for access, quality, equity, school

infrastructure,communitymobilization,

mon i t o r i n g a nd s upe r v i s i o n ,

management structures asenvisaged

under the RTE Act.

(iii) Areas for convergent act ion in

collaborationwithotherschemesofthe

CentralandStateGovernments for (i)

and(ii)above,and

(iv) AreasforpartnershipswithNGOsand

othercivilsocietyorganisations.

9.1.2 Forrightsbasedplanningtosucceedin

its objectives, it is essential that SSA

functionariesareabletovisualiseandreflect

on different provisions, strategies and

interventionasorganicallyintegratedleading

toUEE.Universalaccessforexample,should

notbeseenmerelyasopeningofschoolsor

providinghostels. Instead, itshouldbeseen

asaproduct/functionofarangeofdiverse

provisions,strategiesandinterventions,like,

plannIng, appraIsal anD FunD Flow mecHanIsms


policy onopeningof schools,mapping for

physicalandsocialaccess,openingofschools,

providingadequateinfrastructureofacceptable

quality, availability of teachers, removing

financialandproceduralbarriers.Planningfor

accesswould also extend to relevant child

centred curriculum, textbook, inclusive

environment, participatory classroom

processeswith enabling and empowering

assessmentsystems.Communitysupportand

participation, is also an integral part of

planning foraccesswhichshouldeventually

leadtoownership.

9.1.3 Whilesomeoftheabovestrategiesand

interventions also support participation,

retentionandquality,planners foruniversal

accesswouldhavetotakeallthesefactorsinto

accountinordertoprepareacomprehensive

outcomeorientedplanforuniversalaccess.

9.1.4 Similarly, equity should not be seen only

in reference to access or enrolment, to be

mere ly addressed through i so lated

interventions, suchas innovation fundsand

NPEGELetc.Insteadequityshouldbeviewed

as a cross cutting theme. Exclusion has

multifaceted manifestations, and would

require a comprehensive and coherent

approach.Planningforequitywould,therefore,

encompass amalgamationof interventions

leading to inclusion in access as well as

participationinclassroomprocesses,retention

andquality.Itwouldalsonecessitateplanning

for curriculum and text book revision to

address the inequity and exclusion therein.

Planning for space and respect for child’s

gender, ethnicity, religion, caste, culture,

language,geographiclocation,politicalmilieu,

familialoccupation,economicstatus,special

needsetc.withineverycomponentandfacet

ofschooleducation,allneedtosynthesisein

aplanforuniversalequity.

9.1.5Obviously,theintendedapproachshift

to planningwouldmaterialise only if the

AWP&B submitted under SSA are actually

DistrictPlansforUEEwithnotonlyintegration

of strategies and interventions of SSAbut

interplay, coherence and consolidation of

objectivesofaccess,equityandqualityaswell

as intersectoral dimensions.

9.1.6FormulationofState/UTPlansunderSSA

willbeacomprehensiveexercisecoveringall

theaboveaspects,andwillnotberestricted

toSSAprovisioningalone.SSAwillreflectthe

additional resource provision forUEE; its

programmeparametershavebeenrevisedin

accordancewiththeprovisionsoftheRTEAct.

Hence,itisimperativethattheannualwork

plan&budgets (AWP&B) formulatedunder

SSAshouldfactorininvestmentsfromrelevant

centralschemessuchasTeacherEducation,

Drinking Water Mission, Total Sanitation

Campaign,Mid-dayMealandalsofromState

schemes.Inthisway,theAWP&Bcanenable

holisticplanningforelementaryeducationfor


implementationof theRTEAct (2009). The

AWP&Bofeachdistrictshouldalsoreflectall

theinvestmentsmadefromdifferentsources

forelementaryeducation.

9.1.7 The RTE Act mandates severa l

substantive reforms that are systemic in

nature. States/UTs would need to issue

appropriaterulesandgovernmentordersfor

implementingtheentiregamutofprovisions

pertaining to, inter alia, dutiesof teachers;

non-deploymentofteachersinnon-teaching

dutiesexceptasspecifiedintheAct;removal

of all barriers to school admission including

financialandproceduralones;banonphysical

punishment andmental harassment; CCE,

non-detention and non-expulsion of the

student in the elementary grades etc. Thus,

planning in SSA needs to be enriched by

indicatingthetrajectoryofplannedsystemic

reformsinelementaryeducationwithtimelines

inaccordancewiththeprovisionsoftheRTE

Act(2009).Further,thePlanshouldalsoinform

astohowtheoverwhelmingneedforcapacity

buildingofstakeholdersatdifferentlevelswill

be met.

9.2 Community Based Planning Process

9.2.1 SSA envisages decentralised, need

basedandparticipatoryplanninginabottom

–upapproach.PlanningforUEEwouldinter

alia focusonplanning foruniversal access,

equity,participationandquality.

9.2.2 A School Management Committee

(SMC)will be constituted for all, except

unaided,schools,asperSection21oftheRTE

Act. The SMC comprising parents, local

authorityandschoolteachersisexpectedto

bethefulcrumoftheschoolbasedplanning

processasenvisagedintheRTEAct.TheSMC

will be required to prepare a School

DevelopmentPlan[Section21(2)(b)]thatwill

form the basis for grants to be made to the

school[Section22(2)].

9.2.3 Ideally, theSchoolDevelopmentPlan

should emerge from a process ofmicro-

planningundertakeninaparticipatorymanner

inrespectofallhabitationsfallingwithinthe

catchmentareaofthe‘neighbourhood’school.

Thepreparationof theSchoolDevelopment

Plan may be undertaken by a core team, led

byanSMCmemberfromthevillage/habitation,

andcomprisingselectedcommunityleaders,

NGOrepresentatives,HeadTeacher,selected

teachers andparents, especiallyparentsof

children from disadvantaged groups and

weaker sections, and childrenwith special

needs.

9.2.4 Theprocessofmicro-planningwould

involveintensiveinteractionanddialoguewith

each household in the habitations falling



w i t h i n t h e catc h m e nt a re a o f t h e

‘neighbourhood’ school,andwould include,

interaliathefollowingsteps:(i)environment

buildinginthevillage/urbanunitsthroughkala

jathas,(ii)conductofahouseholdsurveyto

identifychildrenineachhousehold,andtheir

participation/non-participationinschool,(iv)

preparation of a village/school education

register,(v)preparationofavillagemapand

itsanalysistothepeopleinagramsabha,(vi)

preparation of a proposal for improved

education facilities in the village. The steps

mentioned above are suggestive and

application of the samemay need to be

adjusted to thefield situatione.g. inurban

areaschildrenmaybeattendingaparticular

s c h o o l s f ro m o u t s i d e t h e d e f i n e d

neighbourhood, or some children may be

attendingprivateaidedorunaidedschoolsin

thevicinity.TheSMCwouldneedtofactorin

theselocalespecificvariationswhileconducting

themicro-planningexercise.

9.2.5 The School Development Plan is

visualisedasacomprehensiveplanfocusing

on all aspects of school e.g. protection of

children’s rights, infrastructure, classroom

processes,Inclusiveness,and,CCEetc.While

maintainingthisvision,theSDPwouldhaveto

prioritiseitsneedsinthelightofurgencyand

theavailable resourcesetc. Stakeholdersat

variouslevelswouldhavetobesensitisedto

thisapproachshifttoschoolbasedplanning.

Thiswouldhelpthemtoappreciatethespirit

behindtheconceptofSDPandtofacilitateits

formulationandimplementation.

9.2.6 SMCs may require training to conduct

micro-planningandhouseholdsurvey,prepare

the SDP and ensure that all children are

enrolled inschools,areattendingand,track

theirprogresstilltheycompleteelementary

education. Besides, orientation on key

principlesofqualityincluding,CCE,theymay

alsoneedtraininginareassuchassystematic

development andmaintenance of school

infrastructure, so that the school meets the

RTE requirements within three years of

commencementoftheAct.Also,capacitiesat

State and local authority levelsneed tobe

strengthenedforsuchholisticandconvergent

planning.

9.2.7 Followingthemicro-planningexercise,

the blocks and districts should undertake an

exercise to see which requirements can be

fulfilledeitherbyredeployment/rationalisation

ofexistingresourcesorthroughotherschemes

of the Central/State Governments. For

example,inmanycasestheexpectedPTRat

schoollevelcanbeensuredbyrationalteacher

redeployment, insteadofundertaking fresh

teacherrecruitment.TheSDPmaybeappraised

bytheClusterlevelunits,inconsultationwith

theBlockteams.TheDistrictunitwillappraise

theBlocklevelplanswhichwillformthebasis

ofthedistrictplan.Duecareshouldbetaken

to ensure that the demand for teachers,


classrooms,etc.areasperthebroadnorms

for Sarva Sh iksha Abhiyan and RTE

stipulations.

9.3 Annual Work Plan and Budgets(AWP&B)

9.3.1 The RTE Act provides time lines for

meeting certain standards that it has

prescribed.Forexample,theScheduleofthe

Actprovidesathreeyearwindowforcreating

anddevelopingthe infrastructureaswellas

availabilityof teachers. Similarly,afiveyear

timelinehas been set for ensuring that all

teachers areprofessionally qualified. Thus,

StatesintheirPlanshallreflecthowtheyare

planningtomeetthetimeline.Withinthese

timelines, annual plans are tobeprepared

focusing on the gaps and the available

resources(e.g.funds,adequatelyqualifiedand

experiencedhumanresource,capacitiesetc.)

tomeet thesegaps. Similarly, in respectof

qualityandequityaspects,whilemaintaining

visionandlongtermandmediumtermgoals,

States anddistricts shall set differentiated,

need based annual targets and plan for

achievingthem.

9.3.2 The Annual Plans will thus be a need

based prioritised Plan, based on a broad

indicationofresourceavailabilitytoadistrict

inaparticularyear.TheNational/StateMission

willappraisetheseAnnualPlansandchanges

inkeepingwithresourceavailabilitycouldbe

effectedby theNational/StateMission.As

statedearlier,thesePlanshavetobeasper

broadnormsunderSSA.Theappraisalteams

wouldensurethatplanningisdifferentiated,

need based as per norms andwithin the

provisionsoftheRTEAct.

9.3.3 PreparationofAnnual Plans requires

creationofcapacitiesatalllevels.Besidesthe

teamsofresourcepersonsfromtheNational

andStatemissions,efforts todevelopState

specific institutional linkage for planning

supportwillalsobemade.Consultationwith

research institutions for undertaking State

specificeducationalagendahasalreadybeen

initiated. The same would be finalised in

consultationwiththeStategovernments.The

SarvaShikshaAbhiyanwouldrequiresupport

of institutions of proven excellence for

research,evaluation,monitoringandcapacity

building.

9.3.4 Quality and equity would be the

overarching theme of planning and plan

formulationintheoverallperspectiveofchild

rights and entitlements.. Thus, the focus

should clearly be on the following;

• Strategies to address discrimination

againstmarginalisedgroups(Girls,SC,

ST, Mus l im minor i t ies , CWSN)

systemicallyandinallaspectsincluding

classroompractice,teacherbehaviour,

peerrelationsanduseofschoolspaces

andfacilities.

• Planforundertakingcurriculumreform

toensurethatallchildrenparticipatein



the learning process; this would

encompass age appropriate syllabus

f o r m u l a t i o n , t e x t b o o k a n d

supplementarymaterialdevelopment,

teachertraining,interactiveclassroom

processes,reviewofexistingassessment

systems vis-à-vis continuous and

comprehensive evaluation system in

consonancewiththeNPE1986/92,NCF-

2005andtheprinciplesinsection29of

RTE Act.

9.3.5 Thequalityoftheplanningexercisewill

begreatlyaugmentedbytheinvolvementof

CRCs andBRCs. CRCs andBRCshave tobe

carefully nurtured to provide capacity for

effectiveplanningbytheSMCs.Thestarting

pointinanysuchexerciseisfortheStatesto

accept the need for careful selection of

personnel preferably from the existing

governmental functionaries so that a

permanentpoolofpersonswhounderstand

elementaryeducation is alwaysavailable to

the State within the sector. If adequate

numbersofpersons arenot available from

withinthegovernmentsystem,personsmay

beselectedandappointedoncontractfrom

themanagement costsprovidedunder the

SSA.TheNational/StateMissionwillhavea

roleinroleinselectionofpersonnelinorder

toensureobjectivityinsuchprocesses.

9.3.6 TheDistrictInstitutesofEducationand

Training (DIETs) have a Planning and

Managementunit.Theseunitshavetobecome

fullyoperational.Theeffortatentering into

MemorandumofUnderstanding(MoU)with

State governments under the scheme of

StrengtheningTeacherEducationwasastep

inthatdirection.

9.3.7 As stated in earlier sections, Sarva

Shiksha Abhiyan encourages institutional

capacity development at all levels.While

support fromMHRDforcapacitybuildingat

Stateanddistrictlevelswouldcontinuewith

thehelpofinstitutionslikeNCERT,NUEPAand

TSG, Ultimately, no amount of external

supervision by capacity building teams or

monitoringteamsisasubstituteforinstitutional

capacitydevelopmentatalllevels.TheCRCs,

BRCs and DIETs have a large role in the

preparationofperspectiveandAnnualPlans

andtheirsystematiccapacitydevelopmenthas

t o b e a p r i o r i t y i n p r o g r amme

implementation.

9.4 Use of DISE in Planning

9.4.1 WhiletheSDPshouldbepreparedbased

on the latest andmost relevant data from

school and from the community for the

preparationof annual plans at the district

level,theDISEdatashallbeusedeffectively.

EverydistrictshallhaveanEMISunit.Oneof

the main data systems of this unit will be the

schoolbasedannualinformationsystemcalled

District Information System for Education

(DISE)andhouseholdsurveyreports.Thedata

compiled through the aforesaid systems


shouldbeutilised forplanning;DISEbased

informationand analysis throwing light on

infrastructure, access, retention, quality,

teacher related issues shall be used in the

process of planning and evenmonitoring,

evaluation andmid-course corrections.

Teachers’ rationalisation, prioritisation of

physicalinfrastructureandteachers’training

issuesmaybeaddressedwiththehelpofDISE

data.DISEdataalsoprovidesinformationon

dropout,retention,promotionandtransition

rates.Theseflowratesshouldbeusedatthe

DistrictandBlockleveltoidentifyandpinpoint

theproblemareasaffectingtheflowrates.The

analysed data should be shared at the local

levelwhichwillhelptheplanningtoprepare

effectiveandneedbasedplans.

9.4.2 DISEdatashouldencompassandcollect

informationfromallschoolsirrespectiveofits

type,recognisedorun-recognised,andGovt.

orPrivate.TheStatesshouldmovetowardsa

unifiedsystemofdata forelementary level,

the ongoing paral lel systems should

amalgamate with DISE.

9.4.3TheNationalUniversityofEducational

Planning & Administration (NUEPA) has

developedanEducationalDevelopmentIndex

(EDI)totrackprogressoftheStatestowards

Universal Elementary Education (UEE), for

PrimaryandUpperPrimarylevelsaswellas

for a composite picture of Elementary

Education.TheStatesshalldevelopEducational

DevelopmentIndex(EDI)forthedistrictand

sub-districts levels. The EDI rankingwill

encourage the States and the districts to

improvetheirperformanceandhaveacloser

lookatboththeinputsandtheoutputsofthe

parametersthataffectelementaryeducation.

EducationalDevelopmentindex(EDIs)foreach

district should be calculated and should be

taken into cognizancewhile preparing the

districtAWP&Bsandtheirappraisals.TheEDI

for a district indicates the journey a district is

to traverse to reach the overall goal of

UniversalElementaryEducation(UEE)inthe

context of RTE. A study of the related

parameterswouldprovideadequateinsightto

prioritise theactivitieswhichwillultimately

improvetheelementaryeducationscenarioin

thedistrict/State.ItisexpectedthatEDIwill

alsoenablemoreeffectivetargetingofSarva

Shiksha Abhiyan (SSA) to the neediest

regions.

9.5 SpecialFocusDistricts

9.5.1 While taking into account the

infrastructuregapandotherdisparities,SSA

recognises the intra-regional, inter-State and

inter-districtdisparitiesandismakingefforts

toaddressthem.Acrucialstepinthisdirection

is identification of Special Focus Districts

(SFDs).Thesedistrictsareidentifiedbasedon

indicatorslikeconcentrationofoutofschool

children,highgendergap,lowretentionrate

andinfrastructuregapaswellasconcentration

ofSC/ST/Minoritypopulation.Schoolbuildings

andclassroomsaresanctionedonneedbasis



tothesedistrictsonpriority,besidesfocused

scrutinyduringAppraisal.ClassificationofSFDs

hasbeendynamicandcontingentoncontext,

need and priority. The same approach for

classificationwillcontinueunderSSA–RTEas

well.Statesneedtofacilitatepreparationof

AWP&B forSFD inorder toensure that the

needsandgapsareappropriately identified

and strategiesand interventions toaddress

themareadequatelyplanned for.After the

PABapprovals, Statesneed to continuously

monitorimplementationinSFDs.

9.6 Urban Planning

9.6.1 Urbanareashaveuniquefeatureslikea

highdensityofpopulation,aheterogeneous

community,extremelyhighcost/unavailability

ofland,slums,migratingpopulation,homeless

population,infrastructuralbarrierstoschool,

urbandeprivedchildrenetc.Assuch,planning

in the context of RTE would also be somewhat

differentwarrantingrelevantandmorespecific

strategiesespeciallywhileplanningforschool

access (physical aswell as social), special

training,communityparticipation,classroom

processes,academicsupportandconvergence

etc.

9.6.2 Themostcriticalfactorswhileplanning

for neighbourhood schools in urban areas

wouldbefinalisingrelevantandneedbased

criteria for neighbourhood school and interface

betweenschoolandcommunity.Experience

hasshownthatincities,theschoolsaremostly

planned in themain city/municipal area

whereasthecommunitiesfromwhichmostof

the children come to these schools are

increasinglypushedtowardscityfringes,slums

and unauthorised localities. As a result,

childrenstudying inagovernmentschool in

themunicipalareasmayactuallybecoming

from far off places, and a mechanical

identificationofneighbourhoodandhabitation

served by the school, the assessment of

enrolmentgaps,communityneeds,soliciting

communityparticipationmayall fall outof

context.Communityparticipation,formation

of SMCs and formulation of SDP would

necessarilyhave toappreciateandaddress

theseveryspecificissuesinordertoprepared

relevantand rightsbasedplan. Landwould

necessarilyhavetobeearmarkedforschool

in all the upcoming colonies for ensuring

neighbourhood school. In order to retain

chi ldren from migrat ing groups and

communities, class roomprocesseswould

havetobeinclusiveenoughtofacilitateand

integratechildrenwithvaryingbackgrounds,

languages and cultures as many children may

belongnotonlytodifferentdistrictsbuteven

todifferentstates.

9.6.3Similarly,SpecialTrainingwouldhaveto

beplannedvery specifically to address the

needsofurbandeprivedchildren likestreet

andworking children, rag-picking children,

childrenofslum/pavementdwellers,children

working in industry, household, tea shops,


garagesetc.asthesechildrennotonlyhave

lost certain number of years of schooling, they

often are in desperate need of care and

protection.Assuchtherealisationoftheirright

toeducation iscontingentontheirrightsto

life and protection from abuse. Effective

convergencewithmunicipal agencies and

departmentsoflabour(particularlytoaddress

issuesof child labour)health,PHE,welfare,

WCD etc as well as schemes like JNURM, ICPS

as well as NGOs would be a necessary

preconditionforaccessandretentionofurban

deprivedchildren.

9.6.4 Committedstaffandexpertswouldbe

required to undertake such focused and

rigourousplanninginSSA.Forthistohappen,

urbanplanningcellsintheSPOsandinmetro

citiesaswellasurbanresourcegroupsatstate

and atmetro city levelswould be a pre-

requisite.

9.6.5 Therearenumerousexamplesofurban

specific planning pertaining to different

components that can be referred to for

planning the implementationofRTEAct in

urban areas. TheCity Level Plan ofAction

(CLPoA)ajointeffortbygovernmentagencies

and severalNGOs in Kolkataundertook an

impressivemapping and need assessment

exercisefollowedbybridginginterventionsto

facilitateaccessforurbandeprivedchildren.

CLPoAexperience canbe a significant and

useful reference for cities that intend to

undertakemicro-planning andmapping

exercise. Similarly, successful integrationof

childrenbelonging todisadvantagedgroups

with ordinary school going children as

demonstrated through the experience of

LoretoConventinSealdahisagoodmodelto

referto.Rationalisationofschoolsundertaken

someyearsagointhecitiesofJabalpur(M.P.)

and Lucknow (U.P.) toaddress thegapes in

accesstoschool,and,operationofBRC&CRC

forsub-districtacademicsupportandtraining

inthecityofChennai(TamilNadu)aresome

moreexamplesforurbanspecificplanning.

9.6.6 Urbanspecificstrategiesshouldreflect

intheentiredistrictAnnualWorkPlanunder

SSA. The citieswith large population (one

millionandabove)shallmakeseparateplans,

whileforothercitiesandurbanareas,urban

component shall be a separate chapter of

everydistrictplan.TheStatecomponenttoo

shall clearly focus on urban issues.

9.6.7 Major citieswouldneedadedicated

programmemanagement structure at city

leveltoplanandimplementSSAintheurban

context.Anurbanplanningcellestablishedat

stateaswellasatdistrict levelwillfacilitate

focusedplanningandimplementation.Further.

Urban resource groups (URG) at state and

district levels, consistingof representatives

fromdifferent government agencies,NGOs

and other sections of civil society,would

provideforumsforconsultationstoimprove

urbanplanningandformulationofAWP&B.



9.7 PlanningforCapacityBuildingofEducationAdministratorstoFacilitateImplementationof the RTE Act

9.7.1TheRTEActprovidesforchildren’sright

tofreeandcompulsoryadmission,attendance

andcompletionofelementaryeducation. It

would be critical, therefore, to consider

aspects thatprevent children fromweaker

sectionsanddisadvantagedgroups, as also

girls,fromcompletingelementaryeducation.

Secondly,theActprovidesforthechild’sright

toeducationthatisfreefromfear,stressand

anxiety.ThereareseveralprovisionsintheAct,

includingforexample,provisionsprohibiting

corporalpunishment,detentionandexpulsion

which need to be fore-fronted in SSA

interventionstoensurethatwemovetowards

asystemthatprovidesawarm,welcomingand

encouragingapproach for children to learn.

Themost important aspect, however, is to

ensurethat theteaching learningprocess is

freefromstressandanxiety(Section29),and

SSA would need to ensure curricular reform in

consonance with NCF- 2005. In the context of

curricularreform,thereareseveraltestingand

school grading systems in SSA, which need to

bereviewedforanunderstandingoftheextent

towhichthesemaydemotivatechildrenand

leadtodropout.Withreferencetoteachers,

theActlaysdowntheacademicresponsibilities

of teachers, and teacher accountability

systems under SSA would need to ensure that

children are learning and that their right to

learninginanenvironmentthatisfreefrom

stressandanxietyisnotviolated.AlsotheAct

provides thatpupil teacher ratios (PTR)be

maintained in each school, and teacher

recruitment,transferanddeploymentsystems

in the States would need reform, and

educationaladministratorswouldneedtobe

trained/re-oriented.SSAprovidesfortraining

ofeducationaladministratorsatalllevelsand

it would be necessary to undertake re-

orientation and training of educational

administrators to the “child rights.” In this

context, Stateswouldhave toplan training

design and processes for educational

administratorsinclearperspective.

9.8ComponentsofaDistrictPlan

9.8.1ADistrict Plan is a plan for universal

access though neighborhood schools, including

25%admissionforchildrenfromdisadvantaged

groupsandweakersectionsinprivateschools

as stipulated in the RTEAct. Someof the

componentsand focusareasof suchaplan

are

(i) identificationofout-of-schoolchildren

andcontextspecificstrategyforspecial

training for them.

(ii) aclearequityfocusinalltheactivities

undertheplan.Everyinterventionmust

besensitivetogenderandsocialequity

concerns.


(iii) aPlanforeducationaldevelopmentof

children belonging to the Scheduled

Castes, Scheduled Tribes,Minorities,

Childrenwithspecialneedsandother

disadvantagedgroups.

(iv) needbasedcontextspecificstrategies

for ensuring access, retention,

participationandqualityeducationfor

children

(v) a plan for quality education with

strategies for capacity building of

teachersandtrainers;academicsupport

structure, learning enhancement

programmes,classroomprocessesand

continuouscomprehensiveevaluation

and monitoring mechanism for academic

aspects.

(vi) strategiesformonitoringandeliminating

physical punishment or mental

harassment of children in the school,

identificationofdesignatedauthority

forredressalofsuchcomplaints.

(vii) a Plan for school development

encompassingallaspectsofqualityand

equity with annual priorities and

targets

(viii) theDistrictAWP&Bshouldadequately

reflect theblock specificities soas to

make itmore focused, relevant and

need based.

9.8.2Thedistrictplanshouldprovideevidence

of

(a) interfacewithelectedrepresentatives

atalllevels.

(b) process based and norm based

constitution of committees at each

level.

(c) evidenceof habitation/village based

activitieslikeBalmelas,Jathas,sports,

Maa-betisammelans,etcforcommunity

mobilisationandcommunityownership

oftheschooldevelopmentplan.

(e) inst i tut iona l arrangements for

decentra l i sed dec is ion making

consultationwithteachers.

(f) schoolmapping andmicro-planning

habitationwise/villagewise/cluster

wise/urbanslumwise/wardwise.

(g) availability of JointBank accounts in

eachschool/VEC/SchoolManagement

Committees to receive community

contributionandtospendgovernment

grants.

(h) Largescaleparticipationofwomenand

other disadvantaged groups in the

planningprocess.

(i) Incorporationofissueslikelocalspecific

schooltimings,etc.

(j) ReflectionofallinvestmentsinPlanand

NonPlanbeingmade in a particular

districtforelementaryeducation.



9.8.3 Thedistrictplanshouldbebasedona

surveyandsubsequentanalysisof

(a) ava i lab le school fac i l i t ies e .g .

infrastructure,teachers,equipments&

mater ia l s etc . , inc lud ing non-

governmentaleducationalinstitutions;

(b) 0-6 years age group children and

facilities for their education and

development;

(c) 6-14yearsagegroupchildrenthrough

preparation of Education Registers;

and

(d) In caseunrecognised schools arenot

abletoconformtothenormsstipulated

intheRTEAct(2009)withinthespecified

timeframe, children in these schools

would need to be admitted to the

nearest neighbourhood schools.

9.8.4 Thedistrictplanwouldalsorequirean

assessment of

(a) teacher raining needs and survey of

capacities fororientationand training

withexistinginstitutions;

(b) school-wise/habitation-wiseadditional

schoolfacilities,teachers,etc.;

(c) schoolwise/specialtrainingcentrewise

incentives of meals, scholarships,

uniforms, free textbooks and notebooks,

etc.;

(d) teaching-learningmaterials;

(e) monitoringandfeedbackSystem;

(f) availablefinancialresourcesandpriority

of needs;

(g) Progress against schooldevelopment

plan;and

(h) FacilitiesforECCE.

9.9 StateComponentPlan

9.9.1ForformulationofAWP&BoftheState

Component,SSAwouldprovidesupportfrom

within the 6% management cost as well as

from the funds for Research, Evaluation,

MonitoringandSupervision(onaperschool

basis) that is earmarked for state level

activities.TheStateComponentPlanincluding

allactivitiestobeconductedatthestatelevel

mustbepreparedwithaclearbudget.Thecost

of State levelmanagement and capacity

buildingcanbebuiltintotheStateComponent

Plan.TheStatecomponenthastobeintegrated

with the needs of the districts across the

state.

9.10AppraisalofDistrictPlans

9.10.1 The National /StateMission will

undertakeappraisaloftheDistrictPlanswith

theassistanceofresourceteamsconstituted

by the operational support unit of the

National/ StateMission. These resource

personswillbefullyorientedforundertaking

thetaskofappraisal.TheAppraisalMissions

willundertakeregularvisitstodistrictsinorder

tomonitorthequalityofpreparatoryactivities.

ThecostoftheAppraisalteamswillbefully


borneby theNational/ StateMission. The

monitoringandoperationalsupportteamsat

theNational/StatelevelMissionwillconstitute

theAppraisalteams.

9.10.2 Appraisal teams wil l be jointly

constitutedbytheNationalandtheStatelevel

Mission.OneoftheNationalMissionnominees

could be a representative of the research

institutionthatundertakesresponsibility for

thatState.TheNationalMissionwillcirculate

alistofresourcepersonsonthebasisofpast

experience gathered under different

educationalprojects likeDPEP, Lok Jumbish

Project and SSA. The nominees of the State

Missionwillalsohavetobeapprovedbythe

NationalMission.Achecklistofactivitieswill

bepreparedfortheguidanceoftheAppraisal

Team.Fornon-governmentalrepresentatives

in appraisal teams, besides the TA/DA as

admissibleforgovernmentservants,amodest

honorariumwill be available. The salient

featuresoftheappraisalprocessincludethe

following:

n To be conducted jointly by the Central

andStategovernmentrepresentatives

intheinitialphase,alongwithexperts

representingNUEPA/NCERT/ SCERT/

S I E M AT a n d o t h e r r e s o u r c e

organisations

n States to undertake appraisal after

sufficient institutional capacities are

developed through networkingwith

nationallevelinstitutions

n Assessmenttoensurethatmobilisation

hasbeenthebasisofplanningandplan

reflectsparticipatoryplanningprocess

n Levelofcommunityownershiptobethe

criticalfactorinappraisalofplans

n ParticipationofNGOs,PanchayatiRaj

Institutionsandurbanlocalbodies

n Assessmentofcommunitycontribution

andparticipationinschoolactivities

n Assessmentofinstitutionalarrangements

for decentralized decision making and

capacity building in local resource

institutions.

n Assessmentofinvolvementofteachers

intheplanningexercise

n Assessmentofadherencetospritand

stipulationsofRTEAct.

n Assessment of systemic reforms

mandated by RTE Act

n Assessment of convergence with

relevant Central/State schemes for

educationandwelfare

9.11AllocationofResourcesasperApprovedPlansandFundFlow

9.11.1Theallocationofresourceswilldepend

on the following: preparation of District

ElementaryEducationPlansandtheirappraisal;

commitmentof the State governmentwith

regardtotheStateshare;performanceofthe



Stategovernmentregardingresourcesmade

availableearlier;institutionalreformsinStates

to facilitate decentralized management of

education and as per RTE requirements;

reportsof supervision teams regarding the

qualityofprogramme implementation; and

availabilityoffinancialresourcesinaparticular

year. Theactual allocationof resourceswill

dependonall these factors. It is likely that

districtswithpoorinfrastructurewillrequire

more resources.

9.11.2 However, the releasewill also be

performance linked. If an educationally

backwarddistrictdoesnotutilisetheresources

in the manner intended, it is unlikely to

continuetoreceiveapriority.

9.11.3 The expenditure on elementary

educationofaState/UThastobemaintained

atthelevelofexpenditurein1999-2000-the

year of commencement of SSA in the State.

TheStateshareforSarvaShikshaAbhiyanhas

tobeoverandabovetheexpenditurealready

being incurred at the1999-2000 level in a

particularState.SarvaShikshaAbhiyanwillnot

substitute State funding for elementary

education.Infact,itisexpectedtoencourage

Statestoinvestmoreonelementaryeducation

alongsideahigherallocationbytheCentral

Government.TheStatelevelImplementation

SocietyforSarvaShikshaAbhiyanwillcertify

that the level of investments are being

maintainedintheState,atthetimeofseeking

further allocation of resources from the

Central Government. The NLMwill also

monitorexpenditureonelementaryeducation.

TSGwill provide professional support for

regular monitoring of expenditure on

elementaryeducation.

9.11.4ForprocedureforReleaseofFunds,SSA

is conceived as a partnershipbetween the

CentralandtheState/UTGovernments.The

procedure for releaseof funds incorporates

this idea of a partnership.Under the SSA

programme,thedistrictshadpreparedtheir

proposalsthroughacommunityownedPre-

Projectphase,broadlybasedontheFramework

for Implementation. The State level

Implementation Society for Sarva Shiksha

Abhiyan forwarded theseproposals to the

NationalMissionofSarvaShikshaAbhiyanfor

releaseafterappraisalbya joint team.The

Central Government released the funds

directlytotheStateImplementationSociety.

TheStateGovernmentswererequiredtogive

written commitments regarding their

contribution towards the Sarva Shiksha

Abhiyan.

9.11.5 After preparation of the District

ElementaryEducationPlans,theperspective

as well as the Annual Plans will be jointly

appraisedbya teamofexperts constituted

jointly by theNational and the State level

implementation Society. The Governing

CounciloftheNationalSarvaShikshaAbhiyan


MissionhasempoweredtheProjectApproval

BoardunderthechairmanshipoftheSecretary

ofthedepartmenttoapprovetheAnnualPlan

on the basis of the appraisal report, the

recommendationoftheStateImplementation

Society,theavailabilityofCentralPlanfunds,

andthecommitmentoftheStategovernment

re ga rd i n g f i n a n c i a l re s o u rc e s . T h e

recommendat ion of the State leve l

Implementation Society must also be

accompaniedbyacommitmentoftheState

governmenttotransferitssharetotheState

Societywithinthirtydaysofthereceiptofthe

Central contribution, as per the approved

sharingarrangement.Thereleaseofthefirst

instalmenttotheState/UTwillbeprocessed

afterreceiptofthesewrittencommitments.

TheappraisalandapprovalofPlansshouldbe

completedintimeforthefirstinstalment,to

meettheproposedexpenditureofthefirstsix

months,tobereleasedby15April.

9.11.6 There would be two instalments each

year:one inApril for expenditurebetween

April and September and the second in

SeptemberforexpenditurebetweenOctober

toMarch. TheGovernmentof Indiawould

releaseanad-hocgrant inApril every year.

(Ref.PABdecisionof88thMeetingheldon

6.12.2006)Thiswillbesubsequentlyadjusted

basedontheapprovalofAWP&BfortheYear.

The second instalment will be based on the

progress in expenditure and thequality of

implementation. Theutilisation certificates

from the districts to the States should be

submittedasandwhenthefundsareutilised

but before the release of further instalment.

TheUtilisationCertificatesfromtheStateto

theNationalMissionforfundsreleasedinthe

previousyearwouldbecomedueatthetime

of the release of the second instalment in the

subsequent year.

9.12FinancialprovisionforManagement

9.12.1 SSAprovides forManagementCosts

upto6percentofthetotalprogrammecost.

For small districts in the States of the North

EastRegionandUnionTerritories,SSAprovides

upto 40lakhsubjecttotheoverallceilingof

6percentbeingmaintainedat thenational

levelovertheprojectperiod.TheManagement

Costs canbeused for engagingexperts for

specific tasks and specific periods, data

collection andDISE operationalisation and

maintenance,officeexpenseslikestationary,

telephone, fax, photocopiers consumables,

postage, POL, vehicle hiring, TA/DA of

functionaries, cost of persons engagedon

contractbasis for theprogrammeduration,

recurringcontingentandmiscellaneouscosts.

Forspecifictasks,expertsmaybehiredfora

giventimeframe,toprovidesupport tothe

mainstream educational management

structure. Before hiring experts, itwill be

mandatory fordistricts/States toassess the



existingstrength.Therewouldbeareas like MIS,

Planning, Pedagogy, Teacher Training, Research

and Evaluation,Media and communication

activities,Gender Sensitization, CivilWorks,

Financial Management, Access, Equity and

Special Training thatmay require infusionof

experts.Theactualrequirementwoulddepend

on the need determined on the basis of an

assessmentof the existing structure. These

professionalsmustworktostrengthencapacities

of themainstream personnel. Adequate,

experiencedandtrainedmanagementstructure

is necessary at all level for the effective

implementationoftheprogramme.

9.12.2Upto2% isavailable forLearning

Enhancement Programme within the

ceiling of 6% of the Management Cost.

Further,upto0.5%ofdistrictoutlaymay

beutilised for communityparticipation

andmobilisationcampaignprovidedthat

the management cost and community

mobilization, LEP together does not

exceed 6% of the total outlay subject to

theconditionsprescribedinthenorm.

151Ministry of HuMan resource DevelopMent

App

endi

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fraMework for iMpleMentation152

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in

gove

rnm

ent

and

loca

l bo

dy

scho

ols,

but

als

o in

aid

ed,

unai

ded

and

spec

ial c

ateg

ory

scho

ols.

2.O

peni

ng n

ew p

rim

ary

scho

ols

a)

A n

eigh

bour

hood

sch

ool i

s a

scho

ol lo

cate

d

wit

hin

th

e d

efin

ed l

imit

s o

r ar

ea o

f

neig

hbou

rhoo

d, w

hich

has

bee

n no

tified

by

the

Stat

e G

over

nmen

t und

er th

e St

ate

RTE

Rule

s.

a)

All

new

pri

mar

y sc

hool

s w

ill b

e pr

ovid

ed

teac

hers

, inf

rast

ruct

ure

and

TLE

faci

lities

as

man

dat

ed u

nd

er t

he

RTE

Act

, 2

00

9,

incl

udin

g:

(i)

A

t le

ast

two

pri

mar

y sc

ho

ol

teac

hers

; ad

ditio

nal

teac

hers

as

pe

r th

e e

nro

lme

nt

in e

ach

scho

ol.

(ii

) A

new

pri

mar

y sc

hool

bui

ldin

g as

pe

r in

fra

stru

ctu

re

no

rms

pres

crib

ed u

nder

the

RTE

Act

.


Stat

e G

over

nmen

ts/U

Ts to

ens

ure

avai

labi

lity

of la

nd.

(ii

i) TL

E @

` 2

0,00

0/- p

er n

ew s

choo

l

3.O

peni

ng u

pper

pri

mar

y

scho

ols/

sec

tions

a)

Ope

ning

of

new

upp

er p

rim

ary

scho

ols

wit

hin

th

e ar

ea o

f th

e li

mit

s o

f th

e

neig

hbou

rhoo

d as

not

ifie

d by

the

Sta

te

Gov

ernm

ent u

nder

the

Stat

e RT

E Ru

les.

b)

With

a v

iew

to

faci

litati

ng S

tate

s to

mov

e

tow

ards

com

posi

te e

lem

enta

ry sc

hool

s, th

e

revi

sed

SSA

nor

ms

prov

ide

that

new

upp

er

prim

ary

scho

ols/

secti

ons

will

be

open

ed in

the

cam

puse

s of

exi

sting

pri

mar

y sc

hool

s.

Upp

er p

rim

ary

scho

ols

shal

l be

pro

vide

d

thro

ugh

upgr

adat

ion

of e

xist

ing

prim

ary

scho

ols s

o th

at sc

hool

bec

omes

an

inte

grat

ed

elem

enta

ry sc

hool

from

cla

sses

I to

VIII

. The

build

ing

and

infr

astr

uctu

re w

ill t

here

fore

,

be c

onst

ruct

ed i

n ex

istin

g pr

imar

y sc

hool

cam

puse

s.

a)

All

new

upp

er p

rim

ary

scho

ols

will

be

pro

vid

ed t

each

ers,

inf

rast

ruct

ure

an

d

faci

lities

as

man

date

d un

der

the

RTE

Act

,

2009

as

unde

r:

(i)

At

leas

t on

e te

ache

r pe

r cl

ass

so

that

the

re s

hall

be a

t le

ast

one

teac

her

each

for

(i)

Scie

nce

and

Mat

hem

atics

; (ii

) So

cial

Stu

dies

,

(iii)

Lang

uage

s. A

dditi

onal

teac

hers

wil

l b

e p

rovi

ded

as

per

th

e

enro

lmen

t in

each

sch

ool.

(ii

) A

n up

per p

rim

ary

scho

ol b

uild

ing

as p

er i

nfr

astr

uct

ure

no

rms

pres

crib

ed u

nder

the

RTE

Act

,

pref

erab

ly i

n th

e ca

mpu

ses

of

exis

ting

pri

mar

y sc

hool

s. S

tate

Gov

ernm

ent t

o en

sure

ava

ilabi

lity

of la

nd.

(ii

i) TL

E @

` 5

0,00

0/- p

er n

ew s

choo

l



4.Co

nver

sion

of E

GS

cent

res

into

sch

ools

a)

All

exis

ting

EGS

cent

ers

whi

ch h

ave

been

func

tioni

ng u

nder

SSA

for t

wo

year

s sha

ll be

conv

erte

d to

reg

ular

sch

ools

, or

clo

sed

dow

n w

hen

child

ren

are

mai

nstr

eam

ed in

to

neig

hbou

rhoo

d sc

hool

s. T

he p

roce

ss o

f

upgr

adat

ion

of E

GS

cent

res

to r

egul

ar

scho

ols m

ust b

e co

mpl

eted

with

in tw

o ye

ars

from

the

date

of c

omm

ence

men

t of t

he R

TE

Act

. No

new

EG

S ce

nter

s w

ill b

e sa

nctio

ned

from

201

0-11

onw

ards

.

For

conv

ersi

on o

f EG

S ce

ntre

s to

sch

ool:

a)

All

EGS

upgr

aded

pri

mar

y sc

hool

s w

ill b

e

pro

vid

ed t

each

ers

infr

astr

uct

ure

an

d

faci

lities

as

man

date

d un

der

RTE

Act

, 200

9

as u

nder

:

(i)

At

leas

t tw

o te

ache

rs;

addi

tiona

l

teac

hers

will

be

prov

ided

as

per

the

enro

lmen

t in

eac

h co

nver

ted

scho

ol.

(ii

) A

new

pri

mar

y sc

hool

bui

ldin

g as

pe

r in

fra

stru

ctu

re

no

rms

pres

crib

ed u

nder

the

RTE

Act

.

Stat

e G

ove

rnm

ent

to e

nsu

re

avai

labi

lity

of la

nd.

(ii

i) TL

E @

` 2

0,00

0/-

per

conv

erte

d

scho

ol

b)

For

cont

inua

tion

of

EGS

cent

re u

pto

a

max

imum

per

iod

of tw

o ye

ars f

rom

the

date

of im

plem

enta

tion

of th

e RT

E A

ct:

(i)

Th

e co

st o

f ind

ivid

ual c

entr

e w

ould

depe

nd o

n th

e nu

mbe

r of l

earn

ers

enro

lled.

How

ever

, the

cost

for t

he


dis

tric

t as

a w

ho

le w

ou

ld b

e

mai

ntai

ned

wit

hin

the

norm

of

` 15

35 p

er c

hild

, pe

r an

num

for

prim

ary

leve

l cen

tres

and

2

960/

-

per

child

, pe

r an

num

for

upp

er

prim

ary

leve

l cen

tres

.

(ii

) Th

e ho

nora

rium

for t

he E

duca

tion

Volu

ntee

r (E

V) i

n an

EG

S ce

ntre

sho

uld

be

re

aso

na

ble

, n

ot

exce

edin

g `

2500

/- p

er m

onth

.

(ii

i) It

em-w

ise

cost

s fo

r EG

S ce

ntre

s

shou

ld b

e pl

aced

bef

ore

the

Stat

e

SSA

Exe

cuti

ve C

om

mit

tee

for

appr

oval

.

5.Re

side

ntial

Sch

ools

a)

Su

ppor

t for

reac

hing

out

to:

i.

Child

ren

in s

pars

ely

popu

late

d, o

r hi

lly

and

dens

ely

fore

sted

are

as w

ith d

ifficu

lt

geog

raph

ical

ter

rain

whe

re o

peni

ng a

new

pri

mar

y or

upp

er p

rim

ary

scho

ol

may

not

be

viab

le, a

nd

ii.

U

rban

dep

rive

d ch

ildre

n, h

omel

ess a

nd

stre

et c

hild

ren

in d

ifficu

lt

a)

Recu

rrin

g an

d no

n-re

curr

ing

gran

ts f

or

Resi

denti

al S

choo

ls s

hall

be t

he s

ame

as

KGBV

s.

b)

Con

stru

ctio

n co

sts

for

new

res

iden

tial

scho

ols

will

be

as p

er K

GBV

nor

ms.

c)

Cons

truc

tion

cost

s fo

r re

depl

oyin

g pu

blic

build

ings

and

ref

urbi

shin

g un

used

old

build

ings

will

be

on a

cas

e-to

-cas

e ba

sis.



circ

umst

ance

s an

d w

ithou

t ad

ult

pro

tect

ion

, w

ho

req

uir

e n

ot

mer

ely

day

scho

olin

g, b

ut a

lso

lodg

ing

and

boar

ding

faci

lities

.

d)

The

civi

l wor

ks c

osts

for t

he c

onst

ructi

on o

f

resi

denti

al sc

hool

s will

be

with

in th

e ex

istin

g

ceili

ng fo

r ci

vil w

orks

per

dis

tric

t.

6.Sp

ecia

l Tra

inin

g fo

r ag

e

appr

opri

ate

adm

issi

on

of o

ut-o

f-sc

hool

child

ren

a)

Spec

ial

Trai

ning

fac

ility

for

out

-of-

scho

ol

child

ren

to e

nabl

e a

child

, adm

itted

to

an

age

ap

pro

pri

ate

cla

ss,

to i

nte

grat

e

acad

emic

ally

and

em

otion

ally

with

the

rest

of th

e cl

ass.

b)

Spec

ial T

rain

ing

shal

l be:

i.

Bas

ed o

n e

spec

ially

des

ign

ed,

age

appr

opria

te le

arni

ng m

ater

ial,

appr

oved

by th

e ac

adem

ic a

utho

rity

as p

er th

e RT

E

Act

, 200

9.

ii.

C

on

sid

eri

ng

th

e e

no

rmit

y a

nd

com

plex

ities

of

the

wor

k in

volv

ed i

n

Spec

ial T

rain

ing

all a

genc

ies

whi

ch h

ave

the

wil

lin

gnes

s an

d t

he

abil

ity

to

unde

rtak

e th

is w

ork

mus

t be

enco

urag

ed

to d

o so

. Sev

eral

NG

Os h

ave

expe

rien

ce

and

/or

abili

ty t

o w

ork

in t

his

area

and

they

wou

ld b

e th

e na

tura

l pa

rtne

rs

a)

` 60

00/-

per

chi

ld p

er a

nnum

for

non

resi

denti

al c

ours

es.

b)

` 20

,000

/- p

er ch

ild p

er a

nnum

for r

esid

entia

l

cour

ses.

c)

Item

-wis

e co

sts t

o be

wor

ked

out t

o pr

ovid

e

adeq

uate

flex

ibili

ty fo

r the

nee

ds o

f diff

eren

t

kind

s of c

hild

ren,

and

app

rove

d by

the

Stat

e

Exec

utiv

e Co

mm

itte

e of

SSA

wit

hin

the

over

all c

eilin

g.


in im

plem

enta

tion

of th

is a

spec

t of t

he

RTE

Act

.

iii

. A

IE c

entr

es r

un b

y vo

lunt

ary

agen

cies

whi

ch a

re p

ropo

sed

to b

e re

-org

anis

ed

to fu

nctio

n as

cent

res f

or S

peci

al Tr

aini

ng

shal

l use

lear

ning

mat

eria

l app

rove

d by

the

acad

emic

aut

hori

ty a

s pe

r th

e RT

E

Act

, 200

9.

iv

Sp

ecia

l Tr

aini

ng s

hall

be p

rovi

ded

in

clas

ses

held

on

the

prem

ises

of

the

scho

ol, o

r th

roug

h cl

asse

s or

gani

zed

in

safe

res

iden

tial f

acili

ties

as s

peci

fied

in

the

RTE

Act

, 200

9.

v

Spec

ial T

rain

ing

shal

l be

prov

ided

by

a

teac

her

wor

king

in

the

scho

ol,

or a

spec

iall

y en

gage

d t

each

er.

Thes

e

teac

hers

will

be

prov

ided

spec

ial t

rain

ing

in o

rder

to c

ondu

ct S

peci

al T

rain

ing

for

out-

of-s

choo

l chi

ldre

n.



vi

Th

e du

ratio

n of

Spe

cial

Tra

inin

g sh

all b

e

for

a m

inim

um p

erio

d of

thr

ee m

onth

s

whi

ch m

ay b

e ex

tend

ed,

base

d on

per

iod

ical

eva

luat

ion

of

lear

nin

g

prog

ress

, fo

r a

max

imum

per

iod

not

exce

edin

g tw

o ye

ars.

vi

i Su

ppor

t un

der

Spec

ial T

rain

ing

may

be

in t

he

form

of

resi

den

tial

or

no

n-

resi

denti

al c

ours

es a

s ne

eded

.

vi

ii C

hild

ren

who

hav

e en

rolle

d in

age

appr

opri

ate

clas

s aft

er S

peci

al T

rain

ing

shal

l be

entit

led

to fr

ee a

nd c

ompu

lsor

y

elem

enta

ry e

du

cati

on

eve

n a

fter

com

pleti

on o

f 14

year

s of

age

.

7.Tr

ansp

ort/

Esco

rt

Faci

lity

a)

Prov

isio

n fo

r tr

ansp

ort

/esc

ort

faci

lity

will

be m

ade

as a

n ‘e

xcep

tion’

mea

sure

. Th

is

prov

isio

n w

ill b

e av

aila

ble

at t

he N

ation

al

leve

l for

supp

ort i

n ex

cepti

onal

circ

umst

ance

s

as p

er p

ropo

sals

pre

sent

ed b

y th

e St

ates

to

the

PAB

for:

a)

The

Proj

ect A

ppro

val B

oard

of S

SA w

ill ta

ke

deci

sion

on

each

pro

posa

l; pr

opos

al fo

r eac

h

dist

rict w

ould

be

limite

d w

ithin

the

finan

cial

equ

ival

ent

of

` 3,

000/

- p

er c

hild

per

annu

m.


(i)

Ch

ildre

n in

rem

ote

habi

tati

ons

wit

h

spar

se p

opul

atio

n w

here

ope

ning

of

scho

ols

is u

nvia

ble,

and

(ii

) U

rban

dep

rive

d c

hild

ren

/ ch

ildre

n

with

out a

dult

prot

ectio

n in

urb

an a

reas

whe

re s

choo

ls a

re n

ot o

pene

d be

caus

e

avai

labi

lity

of la

nd is

a p

robl

em.

b)

Stat

e RT

E Ru

les

mus

t noti

fy th

e ar

ea/l

imits

of n

eigh

bour

hood

in

whi

ch t

rans

port

/

esco

rts

faci

lity

is t

o be

pro

vide

d to

the

spec

ifie

d ca

tego

ries

of

the

child

ren

and

cate

gori

es it

as

an e

ntitle

men

t.

c)

App

rais

al o

f dis

tric

t spe

cific

pro

posa

ls fr

om

the

Sta

te,

just

ifyi

ng

the

ne

ed

fo

r

tran

spor

tatio

n /e

scor

t fac

ility

QU

ALI

TY

8.A

dditi

onal

teac

hers

a)

Add

ition

al te

ache

rs w

ill b

e pr

ovid

ed a

s pe

r

the

RTE

norm

s to

all

Gov

ernm

ent a

nd L

ocal

Body

sch

ools

; how

ever

SSA

ass

ista

nce

will

not

be a

vaila

ble

for

fillin

g up

Sta

te s

ecto

r

vaca

ncie

s th

at h

ave

aris

en o

n ac

coun

t of

attri

tion

and

retir

emen

t vac

anci

es.

a)

For

Clas

ses

I to

V

i

Two

teac

hers

for

up to

six

ty c

hild

ren

ii

Thre

e te

ache

rs fo

r 61

-90

child

ren



b)

The

prac

tice

of

recr

uiti

ng 5

0% f

emal

e

teac

hers

und

er S

SA w

ill c

ontin

ue.

c)

The

Stat

es s

hall

ratio

naliz

e th

e de

ploy

men

t

of e

xisti

ng t

each

ers

to e

nsur

e th

at t

here

is

no

urb

an-r

ura

l im

bal

ance

in

tea

cher

depl

oym

ent.

d)

The

Stat

es sh

all m

aint

ain

the

pres

crib

ed P

TR

for

each

Sch

ool

e)

Vaca

ncy

of t

each

ers

in a

sch

ool

shal

l no

t

exce

ed 1

0%

of

the

tota

l sa

nct

ion

ed

stre

ngth

f)

Stat

es sh

all a

ppoi

nt te

ache

rs w

ith m

inim

um

qual

ifica

tion

s as

noti

fied

by N

CTE

unde

r

secti

on 2

3 of

RTE

Act

.

g)

In c

ase

the

Stat

e do

es n

ot h

ave

trai

ned

pers

ons

in a

dequ

ate

num

bers

, it

will

see

k

rela

xatio

n fr

om t

he C

entr

al G

over

nmen

t

unde

r the

rele

vant

pro

visi

ons o

f the

RTE

Act

.

Whi

le se

ekin

g su

ch re

laxa

tion

the

Stat

e sh

all

mak

e a

com

mitm

ent

with

a d

etai

led

time

boun

d pr

ogra

mm

e fo

r tra

inin

g of

unt

rain

ed

teac

hers

with

in t

he ti

me

fram

e pr

escr

ibed

unde

r th

e RT

E A

ct.

iii

Fo

ur T

each

ers

for

91-1

20 c

hild

ren

iv

Fi

ve te

ache

rs fo

r 12

1-20

0 ch

ildre

n

v

One

Hea

d Te

ache

r, ot

her

than

the

five

teac

hers

, if

the

num

ber

of c

hild

ren

exce

eds

150

vi

If

the

num

ber

of c

hild

ren

exce

eds

two

hu

nd

red

th

e PT

R (

excl

ud

ing

Hea

d

Teac

her)

sha

ll no

t exc

eed

fort

y

(b)

For

Clas

ses

VI t

o V

III

1)

At

leas

t on

e te

ache

r pe

r cl

ass

so t

hat

ther

e sh

all b

e at

leas

t one

teac

her e

ach

for

(i)

Scie

nce

and

Mat

hem

atic

s; (

ii)

Soci

al S

tudi

es, (

iii) L

angu

ages

.

2)

At

leas

t one

teac

her f

or e

very

thir

ty-fi

ve

child

ren.

3)

W

here

adm

issi

on o

f ch

ildre

n is

abo

ve

one

hund

red,

ther

e w

ill b

e:


i) A

full

time

Hea

d Te

ache

r,

ii) Pa

rt ti

me

inst

ruct

ors

for

a. A

rt E

duca

tion,

b. H

ea

lth

an

d P

hys

ica

l

Educ

ation

; and

c. W

ork

Educ

ation

(c)

Teac

hers

will

be

recr

uite

d as

per

the

term

s

and

cond

ition

s of

the

res

pecti

ve S

tate

s/

UTs

.

9.U

nifo

rms

a)

The

RTE

Act

man

date

s fre

e an

d co

mpu

lsor

y

educ

ation

for

all

child

ren

in G

over

nmen

t

scho

ols.

Uni

form

s co

nstit

ute

an e

xpen

se

whi

ch p

oor

fam

ilies

are

oft

en n

ot a

ble

to

affor

d, a

nd th

us b

ecom

es a

bar

rier f

or m

any

child

ren

purs

ue a

nd c

ompl

ete

elem

enta

ry

educ

ation

.

b)

The

purp

ose

of sc

hool

uni

form

s is t

o in

spire

a se

nse

of b

elon

ging

to

the

scho

ol, n

ot t

o

insti

ll a

sens

e of

regi

men

ted,

hom

ogen

ized

orde

r. Th

us, d

ecis

ions

on

desi

gn a

nd st

yle

of

un

ifo

rms

sho

uld

be

loca

l, r

ath

er t

han

cent

raliz

ed.

a)

Two

sets

of u

nifo

rms f

or a

ll gi

rls, a

nd ch

ildre

n

be

lon

gin

g to

SC

/ST/

BP

L fa

mil

ies

in

Gov

ernm

ent

scho

ols

wit

hin

a ce

iling

of

` 40

0/- p

er c

hild

per

ann

um.

b)

Whe

reve

r St

ates

are

pro

vidi

ng u

nifo

rms

as

per

th

eir

2009

-10

bu

dge

ts,

they

sh

all

con

tin

ue

to

do

so

fro

m t

he

ir S

tate

budg

ets.

c)

In c

ase

any

Stat

e is

par

tially

sub

sidi

zing

the

cost

of

unifo

rms

prov

ided

to

child

ren

in

elem

enta

ry c

lass

es,

assi

stan

ce u

nder

SSA

wou

ld b

e re

stric

ted

to th

e re

mai

ning

por

tion

of th

e un

it co

st.



d)

To a

cces

s G

oI f

unds

, th

e St

ate

RTE

Rule

s

mu

st

de

cla

re

un

ifo

rm

as

a

chil

d

entit

lem

ent.

e)

Proc

urem

ent o

f uni

form

s will

be

dece

ntra

lized

to t

he

sch

oo

l le

vel.

Th

ere

wil

l b

e n

o

cent

raliz

ed p

rocu

rem

ents

at

the

Stat

e,

dist

rict

or

bloc

k le

vel.

f)

In p

lace

s w

here

sch

ool a

utho

ritie

s ar

e no

t

in a

pos

ition

to

prov

ide

unifo

rms

in k

ind,

cash

tra

nsfe

r w

ill b

e al

low

ed p

rovi

ded

that

prio

r ap

prov

al o

f th

e PA

B at

Nati

onal

leve

l

has b

een

obta

ined

. The

cas

h tr

ansf

er w

ill b

e

mad

e to

the

join

t sa

ving

s ba

nk a

ccou

nt o

f

the

child

and

mot

her

or o

ther

par

ent

/

guar

dian

in c

ase

the

mot

her i

s not

ava

ilabl

e,

open

ed w

ith a

ny N

ation

aliz

ed/

Sche

dule

d/

Gra

min

Ban

k/ P

ost O

ffice

. Cas

h re

ceip

t and

utiliz

ation

cer

tifica

te sh

all b

e ob

tain

ed fr

om

the

pare

nts

in s

uch

case

s.

10.

Curr

icul

um &

Text

book

s

a)

Stat

es s

houl

d in

stit

ute

curr

icul

um a

nd

text

book

s re

form

bas

ed o

n ch

ild-c

entr

ic

assu

mpti

ons

elab

orat

ed i

n N

PE-1

986/

92,

NCF

-200

5, a

nd R

TE A

ct, 2

009

a)

SSA

will

sup

port

pro

visi

ons

for

text

book

s to

all c

hild

ren

in G

over

nmen

t/Lo

cal B

ody

and

Go

vern

men

t ai

ded

sch

oo

ls,

incl

ud

ing

Mad

arsa

s de

siro

us o

f in

trod

ucin

g th

e St

ate

curr

icul

um, w

ithin

an

uppe

r cei

ling

of

150

/-


b)

Text

book

pro

ducti

on re

form

, enc

ompa

ssin

g

the

layo

ut a

nd d

esig

n, te

xt a

nd c

over

pap

er

size

and

spec

ifica

tions

, ink

, prin

ting,

bin

ding

,

etc.

, hav

e si

gnifi

cant

impl

icati

ons f

or q

ualit

y.

Thes

e as

pect

s ha

ve s

o fa

r be

en le

ft t

o th

e

Stat

e Te

xtbo

ok B

oard

s or

SCE

RTs.

SSA

may

prov

ide

supp

ort

for

ensu

ring

ref

orm

in t

he

text

book

pro

ducti

on p

roce

ss.

pe

r ch

ild a

t pr

imar

y le

vel a

nd `

250

/- p

er

child

at u

pper

pri

mar

y le

vel.

b)

Stat

es t

hat

have

bee

n pr

ovid

ing

text

book

s

to c

hild

ren

unde

r Sta

te s

ecto

r sch

emes

and

budg

ets s

ince

200

7-08

will

con

tinue

to fu

nd

text

book

s be

ing

prov

ided

fro

m t

he S

tate

Plan

s.

c)

Whe

reve

r Sta

tes h

ave

unde

rtak

en c

urric

ular

refo

rm in

con

sona

nce

with

NCF

-200

5 an

d

have

take

n st

eps t

o im

prov

e th

e de

velo

pmen

t,

prod

uctio

n an

d pr

intin

g qu

ality

of t

extb

ooks

,

supp

ort u

nder

SSA

will

be

avai

labl

e as

‘top

-

up’

gran

ts f

or t

extb

ooks

for

chi

ldre

n w

ho

are

supp

orte

d un

der

Stat

e se

ctor

sch

emes

and

budg

ets

wit

hin

the

per

child

cei

lings

refe

rred

to in

(a) a

bove

, pro

vide

d th

at S

tate

s

show

act

ual

evid

ence

of

cont

ents

and

prod

uctio

n re

form

.

d)

Prim

ers/

text

book

s de

velo

ped

for

trib

al

lan

guag

es w

ith

bri

dgi

ng

mat

eria

ls t

o

faci

litat

e a

tran

sitio

n to

the

Sta

te la

ngua

ge

of in

stru

ction

and

Eng

lish,

wou

ld b

e el

igib

le

for

text

book

s fo

r cl

asse

s I a

nd II

with

in t

he

ceili

ng o

f ` 1

50/-

per

chi

ld.



e)

With

in th

e ce

iling

of p

resc

ribed

uni

t cos

t per

child

per

yea

r at p

rim

ary

and

uppe

r pri

mar

y

leve

l, S

tate

s ca

n s

up

po

rt w

ork

bo

oks

,

wor

kshe

ets

and

othe

r es

senti

al t

each

ing

lear

ning

mat

eria

ls w

hich

toge

ther

cons

titut

e

text

ual

mat

eria

ls f

or t

he s

ubje

ct,

clas

s or

grad

e.

f)

In c

ase

a St

ate

is p

artia

lly s

ubsi

dizi

ng t

he

cost

of t

extb

ooks

bei

ng su

pplie

d to

chi

ldre

n

in th

e el

emen

tary

clas

ses,

then

the

assi

stan

ce

unde

r SS

A w

ould

be

rest

rict

ed t

o th

at

porti

on o

f th

e co

st o

f th

e bo

oks

whi

ch i

s

bein

g bo

rne

by th

e ch

ildre

n, s

ubje

ct to

the

over

all c

eilin

g sti

pula

ted

unde

r (a

) abo

ve.

11.

Lear

ning

Enh

ance

men

t

Prog

ram

me

a)

SSA

will

pro

vide

sup

port

und

er L

earn

ing

Enha

ncem

ent

Prog

ram

me

(LEP

) fo

r St

ates

to i

nitia

te a

nd i

nstit

ute

curr

icul

ar r

efor

m,

incl

udin

g de

velo

pmen

t of s

ylla

bi, t

extb

ooks

and

supp

lem

enta

ry r

eadi

ng m

ater

ial

in

keep

ing

with

the

child

cen

tric

ass

umpti

ons

in N

PE-1

986/

92, N

CF- 2

005

and

secti

on 2

9

of th

e RT

E A

ct b

ased

on

NCF

– 2

005.

b)

LEP

fund

s may

als

o be

util

ized

for d

evel

opin

g

mod

ules

and

exe

mpl

ar m

ater

ial f

or te

achi

ng-

a)

Fund

s fo

r LE

P m

ay b

e ac

cess

ed b

y us

ing

to

a m

axim

um o

f 2%

of d

istr

ict o

utla

y, p

rovi

ded

that

th

e o

vera

ll c

eil

ing

on

LEP

an

d

man

agem

ent

cost

s w

ill r

emai

n w

ithin

the

6% c

eilin

g (f

or sm

all d

istr

icts

up

to

40

lakh

per

year

).


le

arni

ng,

teac

her

trai

ning

and

con

tinuo

us

and

com

preh

ensi

ve e

valu

ation

.

c)

LEP

shou

ld se

amle

ssly

inte

grat

e w

ith n

orm

al

clas

sroo

m p

roce

sses

dur

ing

scho

ol h

ours

with

out

addi

ng t

o th

e ad

ditio

nal l

earn

ing

load

on

child

ren.

d)

Stat

es/U

Ts m

ay a

lso

exec

ute

Dis

tric

t/ S

tate

spec

ific

LEP

s fo

r La

ngu

age,

Sci

ence

,

Mat

hem

atic

s, E

nvir

onm

ent

Stud

ies

and

Soci

al S

cien

ce. I

n do

ing

so, S

tate

s/U

Ts m

ay

ensu

re th

at:

(i)

Th

e gu

idin

g pr

inci

ples

of

child

cent

red

peda

gogy

enu

ncia

ted

in

NCF

– 2

005

are

follo

wed

.

(ii

) O

utco

mes

to b

e ac

hiev

ed th

roug

h

the

LEP

are

clea

rly

artic

ulat

ed.

(ii

i) Th

e to

tal n

umbe

r of c

hild

ren

to b

e

cove

red,

num

ber o

f sch

ools

to b

e

cov

ere

d,

blo

ck

wis

e

are

indi

cate

d.

(iv

) Ty

pe o

f tea

chin

g le

arni

ng m

ater

ial

prop

osed

to b

e us

ed fo

r chi

ldre

n/



teac

he

rs /

tra

ine

rs,

etc

. is

spec

ified

.

(v

) Ro

le o

f ke

y pl

ayer

s lik

e te

ache

rs,

CRCs

, BRC

s, D

IETs

, com

mun

ity e

tc.

in t

he i

mpl

emen

tati

on

of

the

prog

ram

me

is d

efine

d.

(v

i) Ex

tern

al e

valu

atio

n f

or

the

inte

rven

tion

is in

clud

ed, a

nd

(v

ii)

Ther

e is

no

dupl

icati

on o

f co

sts

wit

h a

ny

oth

er

com

po

ne

nt,

incl

udin

g te

xtbo

oks.

12.

Trai

ning

For

Teac

hers

a)

In-s

ervi

ce tr

aini

ng o

f tea

cher

s in

Gov

ernm

ent,

Loca

l Bo

dy a

nd a

ided

sch

ools

, in

clud

ing

teac

hers

in M

adar

sas d

esiro

us o

f int

rodu

cing

the

Stat

e Cu

rric

ulum

, to

enab

le th

em to

see

peda

gogi

cal

prac

tice

s fr

om t

he c

hild

’s

pers

pecti

ve a

nd c

ontin

uous

ly u

pgra

de th

eir

know

ledg

e an

d te

achi

ng s

kills

. In

-ser

vice

trai

ning

of t

each

ers w

ill a

lso

incl

ude

trai

ning

for

cond

uctin

g Sp

ecia

l Tra

inin

g fo

r ou

t-of

-

scho

ol c

hild

ren.

(i)

SSA

will

sup

port

trai

ning

sup

port

as

per t

he

follo

win

g no

rms:

-

For

Teac

hers

:

a)

Refr

eshe

r re

side

ntial

in-s

ervi

ce t

rain

ing

of

10 d

ays

for

all

teac

hers

eac

h ye

ar a

t BR

C

leve

l and

abo

ve @

` 2

00/-

per

tea

cher

per

day.

b)

One

-day

mon

thly

clu

ster

leve

l mee

tings

and

peer

gro

up tr

aini

ng s

essi

ons

for 1

0 m

onth

s

for

all

teac

hers

eac

h ye

ar @

` 1

00/-

per

teac

her

per

day

at C

RC le

vel.


b)

Trai

ning

of

untr

aine

d te

ache

rs t

o en

able

the

m

to

ac

qu

ire

p

rofe

ssio

na

l

qual

ifica

tions

.

c)

Pre-

serv

ice

Trai

ning

for T

each

ers a

s pro

vide

d

by

D

IETs

a

nd

Te

ach

er

Ed

uca

tio

n

Insti

tutio

ns.

For

Hea

d Te

ache

rs

d)

To in

still n

ew sk

ills a

nd b

road

ened

per

spec

tive

to e

nsur

e sc

hool

func

tioni

ng fr

om th

e po

int

of v

iew

of c

hild

ren’

s rig

hts w

hich

nee

d to

be

prot

ecte

d ev

ery

day.

For

Reso

urce

Per

sons

e)

To u

nder

stan

d ch

ild c

entr

ic p

edag

ogy

and

activ

e cl

assr

oom

pro

cess

es.

For

Educ

ation

Adm

inis

trat

ors

f)

To m

ove

away

from

an

insp

ecto

rial a

ppro

ach

to th

at o

f a m

ento

r.

c)

Resi

dent

ial

Indu

ctio

n tr

aini

ng f

or n

ewly

recr

uite

d te

ache

rs fo

r 30

days

@

200

/- p

er

day.

d)

Gra

nt to

war

ds tr

aini

ng o

f unt

rain

ed te

ache

rs

to e

nabl

e th

em t

o ac

quir

e pr

ofes

sion

al

qual

ifica

tions

@ `

600

0/-

per

teac

her

per

year

for

two

year

s.

For

Hea

d Te

ache

rs:

a)

Refr

eshe

r re

side

ntial

in-s

ervi

ce t

rain

ing

of

10 d

ays

for

all

teac

hers

eac

h ye

ar a

t BR

C

leve

l and

abo

ve @

` 2

00/-

per

tea

cher

per

day.

For

Reso

urce

Per

sons

:

a)

Refr

eshe

r res

iden

tial t

rain

ing

for a

ll Re

sour

ce

Pers

ons,

Mas

ter

Trai

ners

, B

RC a

nd C

RC

facu

lty a

nd c

oord

inat

ors

for

10 d

ays

each

year

@ `

200

/- p

er p

erso

n pe

r da

y.

For

Educ

ation

Adm

inis

trat

ors:

a)

Trai

ning

for

impl

emen

tatio

n of

RTE

. Fu

nds

to b

e so

urce

d fr

om th

e M

anag

emen

t cos

ts

and

rat

e to

be

app

rove

d b

y th

e St

ate

Exec

utive

Com

mitt

ee.



(ii)

The

aver

age

batc

h fo

r an

y tr

aini

ng s

houl

d

not e

xcee

d 30

per

gro

up.

(iii)

The

ceili

ng

of

un

it c

ost

wo

uld

no

t b

e

auto

mati

cally

allo

wed

as

a de

faul

t co

sting

norm

. Act

ual u

nit c

osts

nee

d to

be

budg

eted

.

The

num

ber

of d

ays

of t

rain

ing

wou

ld b

e

deci

ded

by th

e St

ate

/ UT.

The

uni

t cos

ts fo

r

trai

ning

inpu

ts, i

nclu

ding

tra

inin

g m

ater

ial,

reso

urce

per

sons

/mas

ter t

rain

ers a

nd o

ther

trai

ning

nor

ms

wou

ld b

e ba

sed

on th

e in

ter

se n

orm

s fo

r tr

aini

ng a

s ap

prov

ed b

y th

e

Stat

e SS

A’s

Exec

utive

Com

mitt

ee.

(iv)

Supp

ort

for

SCER

T/D

IET

is p

rovi

ded

unde

r

the

exis

ting

Teac

her

Educ

ation

Sch

eme.

13.

Aca

dem

ic s

uppo

rt

thro

ugh

BRC/

URC

/CRC

a)

BRCs

/URC

s an

d CR

Cs a

re t

he m

ost

criti

cal

unit

s fo

r pr

ovid

ing

trai

ning

and

on-

site

supp

ort t

o sc

hool

s an

d te

ache

rs. G

iven

the

sign

ifica

nce

of t

hese

str

uctu

res

SSA

, w

ill

stre

ngt

hen

fac

ult

y an

d i

nfr

astr

uct

ure

supp

ort t

o BR

C/U

RC a

nd C

RCs.

b)

Stat

es m

ust

focu

s on

im

prov

ed s

elec

tion

crite

ria

for

the

coor

dina

tors

and

facu

lty o

f

BRC/

URC

and

CRC

s. T

he s

elec

tion

crite

ria

sho

uld

tak

e in

to c

on

sid

erat

ion

th

eir

SSA

will

pro

vide

sup

port

for

BRC/

URC

and

CRC

as

per

the

follo

win

g no

rms:

For

BRC/

URC

:

a)

Ther

e w

ould

ord

inar

ily b

e on

e BR

C in

eac

h

Com

mun

ity

Dev

elop

men

t (C

D)

Bloc

k. I

n

stat

es,

whe

re t

he s

ub-d

istr

ict

educ

ation

al

adm

inis

trati

ve s

truc

ture

lik

e ed

ucati

onal

bloc

ks o

r circ

les h

ave

juris

dicti

ons w

hich

are

not

co-t

erm

inus

wit

h th

e CD

Blo

cks,

the

Stat

e m

ay o

pt fo

r a

BRC

in e

ach

such

sub

-


ex

peri

ence

, qua

lifica

tions

and

apti

tude

for

trai

ning

and

rese

arch

.

c)

Stat

es m

ust

pro

vid

e fo

r co

nst

ant

skill

en

han

cem

en

t o

f B

RC

/UR

C a

nd

CR

C

coor

dina

tors

and

facu

lty.

d)

Func

tiona

l lin

kage

bet

wee

n BR

Cs/U

RCs a

nd

CRCs

with

DIE

Ts a

nd d

istr

ict

leve

l res

ourc

e

grou

ps s

houl

d be

str

engt

hene

d.

di

stri

ct e

duca

tion

al a

dmin

istr

ative

uni

ts.

How

ever

, in

such

a ca

se th

e ov

eral

l rec

urrin

g

and

non-

recu

rrin

g ex

pend

iture

on

BRCs

in

a CD

Blo

ck, s

houl

d no

t ex

ceed

the

ove

rall

expe

nditu

re th

at w

ould

hav

e be

en in

curr

ed

had

on

ly o

ne

BR

C p

er C

D B

lock

bee

n

open

ed.

b)

In u

rban

are

as, a

cade

mic

res

ourc

e ce

nter

s

wou

ld b

e se

t up

on th

e lin

es o

f BRC

to c

over

10-1

5 CR

Cs.

If t

he m

unic

ipal

ity

or t

own

deve

lopm

ent

auth

ority

has

aca

dem

ic s

taff,

they

may

be

depl

oyed

in th

e U

RCs.

c)

The

follo

win

g re

sour

ce s

uppo

rt s

houl

d be

prov

ided

for

BRC/

URC

:

i.

Six

Reso

urce

per

sons

for

sub

ject

spec

ific

teac

hing

.

ii.

Tw

o Re

sour

ce P

erso

ns fo

r Inc

lusi

ve

Educ

ation

for c

hild

ren

with

spec

ial

need

s.

iii

. O

ne M

IS C

oord

inat

or a

nd o

ne D

ata

Entr

y O

pera

tor.

iv

. O

ne A

ccou

ntan

t-cu

m-s

uppo

rt st

aff

per 5

0 sc

hool

s to

be a

ppoi

nted

on



cont

ract

bas

is. T

hese

acc

ount

ants

will

be

mob

ile a

nd p

rovi

de su

ppor

t

to s

choo

ls a

nd b

lock

to h

elp

them

mai

ntai

n th

eir

reco

rd p

rope

rly.

d)

BRC/

URC

Coo

rdin

ator

and

facu

lty sh

ould

be

prof

essi

onal

ly q

ualifi

ed,

and

have

at

leas

t

five

year

s te

achi

ng e

xper

ienc

e.

e)

BRC/

URC

may

be

loca

ted

in sc

hool

cam

puse

s

as fa

r as p

ossi

ble.

Con

stru

ction

will

be

as p

er

the

Sche

dule

of R

ates

(SoR

) app

licab

le in

the

area

in q

uesti

on.

f)

One

tim

e gr

ant

@ `

5 la

kh fo

r au

gmen

ting

BRC

/URC

tra

inin

g in

fras

truc

ture

will

be

avai

labl

e, w

here

ver

nece

ssar

y w

ithi

n th

e

over

all c

eilin

g of

civ

il w

orks

.

g)

Prov

isio

ns fo

r BR

Cs/U

RCs.

i.

` 1

,00

,00

0/-

to

war

ds

furn

itu

re,

com

pute

rs, T

LE fo

r a

new

BRC

/URC

ii.

Re

plac

emen

t of f

urni

ture

, com

pute

r, TL

E

@

1,0

0,00

0/- p

er B

RC/U

RC o

nce

in fi

ve

year

s.


iii

. Co

nting

ency

gra

nt o

f 5

0,00

0/- p

er B

RC/

URC

.

iv

. M

eetin

g, T

rave

l allo

wan

ce `

250

0/- p

er

mon

th p

er B

RC/U

RC,.

v.

TL

M g

rant

`10

,000

/- p

er y

ear

per

BRC/

URC

.

vi

. M

aint

enan

ce G

rant

of

` 10

,000

/- p

er

year

per

BRC

/URC

.

CRC

a)

On

an a

vera

ge,

one

CRC

Coor

dina

tor

may

be p

lace

d in

cha

rge

of 1

8 sc

hool

s in

a

bloc

k.

b)

CRC

cons

truc

tion

cost

will

be

as p

er S

ched

ule

of R

ates

noti

fied

by th

e St

ate

for a

dditi

onal

clas

sroo

m.

The

CRC

may

be

used

as

an

addi

tion

al c

lass

room

in

scho

ols

on d

ays

whe

n CR

C m

eetin

gs a

re n

ot h

eld.

c)

Prov

isio

ns fo

r CR

Cs

i.

Proc

urem

ent o

f fur

nitu

re, c

ompu

ter,

TLE

for

new

CRC

@ `

10,

000/

-



ii.

Re

plac

emen

t of f

urni

ture

, com

pute

r, TL

E

@ `

10,

000/

- pe

r C

RC

onc

e in

fiv

e

year

s.

iii

. Co

nting

ency

gra

nt o

f 1

0,00

0/- p

er y

ear

per

CRC.

iv

. M

eetin

g, t

rave

l allo

wan

ce @

` 1

000/

-

per

mon

th p

er C

RC.

v.

TL

M g

rant

` 3

000/

- per

yea

r pe

r CR

C.

vi

. M

aint

enan

ce G

rant

of

2,0

00/-

per

yea

r

per

CRC.

14.

Teac

hing

Lea

rnin

g

Equi

pmen

t (TL

E) fo

r

new

pri

mar

y an

d up

per

prim

ary

scho

ols

a)

Secti

on 1

9 of

the

RTE

Act

stipu

late

s tha

t TLE

shal

l be

prov

ided

to e

ach

clas

s as

requ

ired.

b)

TLE

will

be

as p

er lo

cal s

peci

fic c

onte

xt a

nd

requ

irem

ent/

need

to b

e de

term

ined

by

the

teac

her

s an

d/o

r Sc

ho

ol

Man

agem

ent

Com

mit

tees

. St

ates

may

dis

sem

inat

e an

indi

cativ

e lis

t of b

asic

sch

ool r

equi

rem

ents

,

with

sco

pe fo

r lo

cal c

onte

xtua

lizati

on a

fter

ap

pro

val

of

Sta

te

SS

A

Exe

cuti

ve

Com

mitt

ee.

c)

Teac

hers

and

par

ents

sho

uld

be in

volv

ed in

the

sele

ction

and

pro

cure

men

t of T

LE.

a)

Prov

isio

n fo

r TL

E fo

r:

i.

New

pri

mar

y sc

hool

s @

20,

000/

- in

all

Stat

es.

ii.

N

ew u

pper

prim

ary

scho

ols @

5

0,00

0/-

in a

ll St

ates

.

iii

. In

tegr

ation

of c

lass

V in

pri

mar

y sc

hool

s

@ `

500

0/-

and

clas

s V

III

in u

pper

prim

ary

@

15,

000/

- to

faci

litat

e St

ates

follo

win

g a

seve

n ye

ar e

lem

enta

ry

educ

atio

n cy

cle

to m

ove

tow

ards

an

eigh

t yea

r el

emen

tary

edu

catio

n cy

cle


d)

VEC/

SMC,

sch

ool-v

illag

e le

vel a

ppro

pria

te

bo

dy

to d

ecid

e o

n t

he

bes

t m

od

e o

f

proc

urem

ent.

b)

TLE

fund

s can

not b

e po

oled

at c

lust

er/b

lock

/

dis

tric

t/st

ate

le

vel

for

cen

tra

lize

d

purc

hase

.

15.

Teac

her

gran

ta)

Te

ache

r gra

nt w

ill b

e pr

ovid

ed to

all

teac

hers

on a

nnua

l bas

is t

o fa

cilit

ate

child

cen

tred

,

joyf

ul c

lass

room

pro

cess

es b

y us

ing

self

dev

elo

ped

, lo

w c

ost

, lo

cally

ava

ilab

le

teac

hing

lear

ning

mat

eria

l. Th

is fa

cilit

y w

ill

also

con

tinue

to

be a

vaila

ble

to M

adar

sas

affilia

ted

to t

he S

tate

Boa

rds

of S

econ

dary

Educ

ation

/ St

ate

Mad

arsa

Boa

rds

a)

Teac

her

Gra

nt @

` 5

00/-

per

tea

cher

per

year

in p

rim

ary

and

uppe

r pr

imar

y st

age

b)

Tran

spar

ency

in

utili

zati

on f

or l

ow c

ost

teac

hing

aid

s.

16.

Scho

ol g

rant

a)

Sch

oo

l gr

ant

wil

l b

e p

rovi

ded

to

all

Gov

ernm

ent a

nd G

over

nmen

t aid

ed sc

hool

s

on a

nnua

l bas

is fo

r the

repl

acem

ent o

f non

-

fun

ctio

nal

sch

oo

l eq

uip

men

t an

d f

or

incu

rrin

g ot

her

recu

rrin

g co

st,

such

as

cons

umab

les,

pla

y m

ater

ial,

gam

es, s

port

s

equi

pmen

t et

c.

The

amou

nt f

or U

pper

Prim

ary

scho

ols

will

inc

lude

ite

ms

for

scie

nce

labo

rato

ries a

nd co

mpu

ter e

duca

tion

requ

irem

ents

. Thi

s fac

ility

will

als

o co

ntinu

e

to b

e av

aila

ble

to M

adar

sas

affilia

ted

to th

e

Stat

e Bo

ards

of S

econ

dary

Edu

catio

n/ S

tate

Mad

arsa

Boa

rds

SSA

will

pro

vide

Sch

ool G

rant

s as p

er th

e fo

llow

ing

norm

s:

a)

` 50

00/-

per

yea

r pe

r pr

imar

y sc

hool

and

` 70

00/-

per

yea

r p

er u

pp

er p

rim

ary

scho

ols.

b)

Prim

ary

and

uppe

r pri

mar

y s

choo

ls w

ill b

e

trea

ted

as se

para

te sc

hool

s for

the

purp

ose

of S

choo

l Gra

nt e

ven

if th

ey a

re fu

nctio

ning

from

the

sam

e pr

emis

es.

c)

Ther

e m

ust b

e tr

ansp

aren

cy in

util

izati

on

d)

To b

e sp

ent o

nly

by V

EC/S

MC

.



17.

Rese

arch

, Eva

luati

on,

Supe

rvis

ion

and

Mon

itori

ng

a)

Keep

ing

in v

iew

the

pro

visi

ons

of t

he R

TE

Act

, the

am

bit o

f REM

S ha

s be

en e

xten

ded

to c

over

pri

vate

una

ided

sch

ools

.

b)

REM

S w

ill b

e uti

lized

for:

i.

Supp

ortin

g N

CPCR

/ SC

PCR/

REP

A

to m

onito

r th

e ri

ghts

of t

he c

hild

unde

r th

e RT

E A

ct.

ii.

In

stit

utin

g re

gula

r m

onit

orin

g

syst

ems

unde

r SS

A.

iii

. P

rovi

din

g te

chn

ical

res

ou

rce

supp

ort

to S

tate

s fo

r pr

omoti

ng

inno

vatio

n, re

sear

ch, c

ase

stud

ies

and

docu

men

tatio

n, a

nd c

apac

ity

build

ing

for

plan

ning

.

iv

. In

stitu

ting

a co

mpr

ehen

sive

chi

ld

trac

king

sys

tem

v.

Co

nduc

ting

soci

al m

appi

ng

c)

Nati

onal

leve

l: Pr

ovis

ions

und

er t

he R

EMS

will

be

used

for:

1.

H

oldi

ng s

ix m

onth

ly JR

Ms

SSA

sup

port

for

REM

S w

ill b

e ba

sed

on t

he

follo

win

g no

rms

a)

Upt

o `

2000

/- p

er s

choo

l per

yea

r, of

whi

ch

` 50

0/-

per

scho

ol p

er y

ear

to b

e sp

ent

at

natio

nal l

evel

.

b)

From

the

Nati

onal

leve

l ` 5

0/-

per

scho

ol

per

year

will

be

avai

labl

e fo

r m

onit

orin

g

child

rig

hts

unde

r th

e RT

E A

ct,

2009

by

NCP

CR.

c)

From

the

Sta

te le

vel `

50/

- pe

r sc

hool

per

year

will

be

avai

labl

e fo

r m

onit

orin

g by

SCPC

R or

REP

A, a

s th

e ca

se m

ay b

e.

d)

For t

he p

urpo

se o

f REM

S, p

rimar

y an

d up

per

pri

mar

y sc

ho

ols

wo

uld

be

trea

ted

as

sepa

rate

scho

ols,

eve

n if

they

are

func

tioni

ng

from

the

sam

e pr

emis

es.

e)

Fund

s to

be sp

ent a

t Nati

onal

, Sta

te, D

istr

ict,

Sub-

dist

rict

, Sch

ool l

evel

out

of t

he o

vera

ll

per

scho

ol a

lloca

tion.

f)

Nor

ms

for

Stat

e/di

stri

ct/B

RC/C

RC/

leve

l

exp

end

itu

re o

n r

esea

rch

, ev

alu

atio

n,

supe

rvis

ion

and

mon

itori

ng w

ill b

e de

cide

d

by th

e St

ate’

s SS

A E

xecu

tive

Com

mitt

ee.


2.

Co

nduc

ting

res

earc

h an

d ev

alua

tion

stud

ies

and

natio

nal

sam

ple

surv

eys,

coho

rt s

tudi

es, t

hird

par

ty e

valu

ation

s,

etc.

3.

M

IS d

evel

opm

ent,

pub

licat

ion

and

diss

emin

ation

of D

ISE

data

.

4.

D

ocum

enta

tion

and

diss

emin

ation

of

good

pra

ctice

s.

5.

Q

uart

erly

revi

ew m

eetin

gs o

f pro

gram

me

com

pone

nts.

6.

In

depe

nden

t fiel

d re

view

and

mon

itorin

g

thro

ugh

nat

ion

al l

evel

mo

nit

ori

ng

insti

tute

s.

7.

Co

ncur

rent

fin

anci

al r

evie

w t

hrou

gh

inde

pend

ent a

genc

y.

8.

Cr

eatin

g po

ol o

f re

sour

ce p

erso

ns a

t

natio

nal,

Stat

e, d

istr

ict,

sub-

dist

rict l

evel

for

effec

tive

field

bas

ed m

onito

ring

.

9.

C

apac

ity

bu

ild

ing

of

stat

es

and

dist

rict

s..



10.

Ass

essm

ent

and

appr

aisa

l tea

ms

and

thei

r

field

acti

vitie

s.

11.

Prov

idin

g tr

avel

gra

nt a

nd a

ver

y m

odes

t

hono

rariu

m (a

s per

Sta

te n

orm

s) to

reso

urce

pers

ons

for

mon

itori

ng.

12.

Conti

ngen

t exp

endi

ture

like

cha

rts,

pos

ters

,

sket

ch p

en,

OH

P p

ens

etc.

fo

r vi

sual

mon

itori

ng s

yste

ms.

13.

Stat

es s

houl

d gi

ve p

rior

ity to

:

a.

D

eve

lop

ing

Sch

oo

l M

on

ito

rin

g

Syst

ems.

b.

In

itiati

ng re

sear

ch, s

urve

ys o

n:

i. Le

arni

ng o

utco

mes

,

ii.

Teac

her

perf

orm

ance

iii.

Stu

de

nt

an

d

tea

che

r

atten

danc

e

iv.

Me

asu

rin

g ch

ange

s in

clas

sroo

m p

racti

ces

v.

Impa

ct o

f tea

cher

trai

ning


vi.

Effic

acy

of t

extb

ooks

and

read

ing

mat

eria

ls

vii.

Qu

ali

ty

of

aca

de

mic

supe

rvis

ion

prov

ided

by

BRCs

/ CR

Cs/

DIE

Ts e

tc.

d)

Each

Sta

te/U

T w

ill s

et u

p a

Res

earc

h

App

rova

l Co

mm

itte

e fo

r pr

oces

sing

and

appr

ovin

g al

l re

sear

ch a

nd e

valu

atio

n

proj

ects

/ st

udie

s. A

ppro

pria

te m

echa

nism

s

shou

ld a

lso

be s

et u

p fo

r di

stri

ct le

vel.

e)

Stat

e an

d di

stri

ct p

rovi

sion

ing

will

incl

ude

supp

ort

for

EMIS

, al

loca

tion

s fo

r sc

hool

map

pin

g/

mic

ro p

lan

nin

g, u

pd

atin

g

hous

ehol

d su

rvey

dat

a, e

tc.

18.

Inno

vatio

n Fu

nd fo

r

CAL

a)

Inn

ova

tio

n F

un

d f

or

Co

mp

ute

r A

ided

Educ

ation

(CA

L) t

o m

axim

ize

cove

rage

in

uppe

r prim

ary

scho

ols w

ith sp

ecia

l em

phas

is

on S

cien

ce a

nd M

athe

mati

cs.

Har

dwar

e,

soft

war

e, t

rain

ing,

mai

nte

nan

ce a

nd

reso

urce

sup

port

, if

req

uire

d, m

ay b

e

incl

uded

in th

is c

ompo

nent

.

a)

Inno

vatio

n Fu

nd f

or C

AL

of `

50

lakh

per

dist

rict

per

yea

r.



19Li

brar

ies

a)

Infr

astr

uctu

re m

ay b

e pr

ovid

ed f

or s

etting

up s

choo

l lib

rari

es in

clud

ing

book

s

(i)

Pr

ovis

ion

will

be

avai

labl

e on

ly f

or

exis

ting

Gov

ernm

ent S

choo

ls, w

hich

do

not a

lread

y ha

ve a

libr

ary.

(ii

) Th

ese

fund

s w

ill n

ot b

e ac

cess

ible

for

new

prim

ary

and

uppe

r prim

ary

scho

ols

as t

hey

can

utiliz

e TL

E G

rant

s fo

r th

is

purp

ose.

(ii

i) Pr

ocur

emen

t of f

urni

ture

and

boo

ks fo

r

sett

ing

up l

ibra

ry w

ill b

e do

ne i

n a

dece

ntra

lized

man

ner

by t

he V

EC/

SDM

C/ S

MC

or e

quiv

alen

t sc

hool

bod

y

for

rura

l/ur

ban

area

s.

(iv

) Th

e St

ate

wil

l p

rovi

de

the

bro

ad

guid

elin

es f

or s

elec

ting

app

ropr

iate

book

s. T

he b

road

gui

delin

es w

ill b

e

enab

ling,

and

not

rest

ricti

ve.

a)

@ `

3,0

00

/- f

or

pri

mar

y sc

ho

ol

and

` 10

,000

/- f

or u

pper

pri

mar

y sc

hool

as

a

one-

time

gran

t.

b)

In th

e ca

se o

f com

posi

te e

lem

enta

ry sc

hool

s,

a on

e-ti

me

gran

t of

` 1

3,00

0/-

will

be

prov

ided

for

scho

ol li

brar

ies.


(v

) Th

e gu

idel

ines

dev

elop

ed b

y th

e St

ate

will

als

o in

clud

e th

e pr

oced

ure

for

mai

nten

ance

of r

ecor

d an

d st

ock/

asse

t

regi

ster

wit

h du

e ve

rifi

cati

on a

s pe

r

pres

crib

ed p

roce

dure

s.

(v

i) Th

e gu

idel

ines

will

als

o pr

escr

ibe

that

time

shou

ld b

e pr

ovid

ed d

urin

g te

ache

r

trai

nin

g an

d s

cho

ol

tim

etab

les

for

rea

din

g in

sch

oo

l a

nd

de

velo

p

appr

opri

ate

mec

hani

sm f

or e

ffec

tive

mon

itori

ng o

f Lib

rary

.

20.

SIEM

ATa)

SI

EMAT

will

pla

y a

key

role

in

prov

idin

g

capa

city

bui

ldin

g an

d su

ppor

t for

reva

mpi

ng

and

stre

ngth

enin

g ed

ucati

on p

lann

ing

and

man

agem

ent

stru

ctu

res

and

sys

tem

s,

nece

ssita

ted

by R

TE A

ct.

SIEM

AT w

ill a

lso

deve

lop

trai

ning

mod

ules

and

con

duct

trai

ning

for

Educ

ation

Adm

inis

trat

ors.

SSA

sup

port

for

SIEM

AT w

ill b

e in

the

form

of:

a)

One

tim

e as

sist

ance

up

to `

3 c

rore

onl

y

b)

Stat

es h

ave

to a

gree

to s

usta

in S

IEM

AT

c)

Sele

ction

cri

teri

a fo

r fa

culty

to b

e ri

goro

us



GEN

DER

21.

NPE

GEL

a)

NP

EGEL

fo

r “H

ard

est

to R

each

” gi

rls,

espe

cial

ly th

ose

not i

n sc

hool

, in Ed

ucati

onal

ly

Back

war

d Bl

ocks

(EBB

).

b)

Prov

ides

add

ition

al s

uppo

rt f

or e

nhan

cing

girl

s’ e

du

cati

on

ove

r an

d a

bo

ve t

he

inve

stm

ents

for

gir

ls’

educ

ation

thr

ough

norm

al S

SA in

terv

entio

ns.

c)

All

stra

tegi

es a

nd in

terv

entio

ns m

ust t

arge

t

both

‘in’

and

‘out

’ of s

choo

ls g

irls

with

in th

e

bloc

k.

d)

Focu

s o

f in

terv

enti

on

s sh

ou

ld b

e o

n

rete

ntion

of

girl

s an

d im

prov

emen

t in

the

qual

ity o

f lea

rnin

g. D

etai

led

actio

n pl

ans f

or

the

targ

et g

roup

of

girl

s an

d th

e sp

ecifi

c

stra

tegi

es t

o be

ado

pted

in

the

bloc

k ar

e

spel

t ou

t, w

ith

defi

ned

and

mea

sura

ble

outc

omes

.

e)

The

activ

ities

und

er t

he r

ecur

ring

NPE

GEL

gran

t w

ould

be

need

bas

ed fo

r ea

ch b

lock

incl

udin

g th

e fo

llow

ing:

SSA

sup

port

for

NPE

GEL

:

a)

The

SSA

-AW

PB o

f di

stri

cts

shou

ld r

eflec

t

NPE

GEL

blo

ck s

peci

fic p

roje

cts

for

girl

s at

risk

/ di

ffic

ult

circ

umst

ance

s w

ith

clea

rly

defin

ed o

utco

mes

sub

ject

to

the

follo

win

g

cond

ition

s:

Non

-Rec

urri

ng G

rant

(i)

A on

e-tim

e no

n re

curr

ing

gran

t of

30,

000/

-

for

teac

hing

lea

rnin

g eq

uipm

ent,

lib

rary

,

spor

ts,

voca

tion

al t

rain

ing

etc.

for

new

MCS

.

(ii)

` 2.

00 la

kh w

ould

be

avai

labl

e as

rec

urri

ng

gran

t fo

r sk

ill b

uild

ing

activ

ities

(in

lieu

of

addi

tiona

l cla

ssro

om) f

or g

irls

to b

e uti

lized

upto

a p

erio

d of

3 y

ears

for

new

MCS

.

Recu

rrin

g G

rant

(a)

Fund

s pe

r bl

ock

wou

ld b

e th

e su

m t

otal

of

the

sub

-co

mp

on

ents

to

th

e ex

tent

of

` 60

,000

/- p

er c

lust

er p

er a

nnum

fo

r

recu

rrin

g gr

ant.


(i)

Recu

rrin

g G

rant

for

Mod

el C

lust

er S

choo

ls

in th

e Bl

ock

for p

rom

otion

of g

irls’

edu

catio

n

in th

at cl

uste

r, in

clud

ing

mai

nten

ance

of t

hat

sch

oo

l, a

nd

en

gage

men

t o

f p

art

tim

e

inst

ruct

or fo

r ad

ditio

nal s

peci

fied

subj

ects

.

(ii)

Awar

ds to

scho

ols/

teac

hers

for a

chie

vem

ent

in e

nro

lmen

t, r

eten

tio

n a

nd

lea

rnin

g

outc

omes

of g

irl s

tude

nts

(iii)

Lear

ning

thr

ough

Ope

n Sc

hool

s: w

aive

r of

fees

of g

irls

for c

ours

es u

nder

Nati

onal

and

Stat

e O

pen

Scho

ols,

setti

ng u

p of

spe

cial

ly

des

ign

ed o

pen

lea

rnin

g ce

ntr

es.

The

impl

emen

ting

agen

cy w

ill d

evis

e su

itabl

e

syst

em w

ith N

IOS,

Sta

te O

pen

Scho

ols

or

othe

r su

ch o

rgan

izati

on f

or t

his

purp

ose.

The

clus

ter s

choo

l will

form

the

venu

e of

the

resi

dent

ial

uppe

r pr

imar

y sc

hool

/ N

GO

Cent

re.

This

will

hel

p br

ing

girl

s w

ho h

ad

drop

ped

out

into

the

edu

catio

nal s

yste

m.

Shor

t te

rm r

esid

entia

l cou

rses

can

als

o be

orga

nize

d.

(iv)

Child

Car

e Ce

ntre

s: N

PEG

EL p

rovi

des

for

open

ing

of a

dditi

onal

Ear

ly C

hild

hood

Car

e

(b)

The

acti

viti

es u

nder

the

rec

urri

ng g

rant

wo

uld

be

nee

d b

ased

fo

r ea

ch b

lock

incl

udin

g th

e fo

llow

ing:

(i)

Re

curr

ing

gran

t to

Mod

el C

lust

er S

choo

ls

for

expe

nditu

re o

n pr

omoti

on o

f gi

rls’

educ

atio

n in

tha

t cl

uste

r, i

nclu

ding

mai

nte

nan

ce o

f th

at s

cho

ol,

an

d

enga

gem

ent

of p

art

time

inst

ruct

or fo

r

addi

tiona

l spe

cifie

d su

bjec

ts, p

rovi

ded

that

no

inst

ruct

or w

ould

be

hire

d fo

r

mor

e th

an th

ree

mon

ths i

n an

aca

dem

ic

year

and

he/

she

wou

ld n

ot r

ecei

ve

rem

uner

ation

exc

eedi

ng `

1,0

00/-

per

mon

th.

(ii

) A

war

ds to

sch

ools

/ te

ache

r: O

ne a

war

d

per

year

@ `

5,0

00/-

(in

kin

d) w

ill b

e

prov

ided

to a

sch

ool/

teac

her

at c

lust

er

leve

l.

(ii

i) Le

arn

ing

thro

ugh

Op

en S

cho

ols

: A

max

imum

of `

50,

000/

- per

ann

um w

ill

be p

rovi

ded

to e

ach

clus

ter

tow

ards



an

d Ed

ucati

on (

ECCE

) Ce

ntre

s to

mee

t th

e

gap

in t

he I

CDS

Sche

me,

and

rel

ieve

gir

ls

from

the

bur

den

of s

iblin

g ca

re.

Two

ECCE

cent

res

per

clus

ter

run

by c

omm

unity

may

be o

pene

d in

the

are

as w

here

the

re is

no

ICD

S ce

ntre

und

er a

ny s

chem

e o

f th

e

Min

istr

y of

Wom

en &

Chi

ld D

evel

opm

ent

and

/ or

the

Sta

te G

over

nmen

t co

ncer

ned.

Th

ese

fu

nd

s ca

n a

lso

be

use

d f

or

stre

ngth

enin

g ex

istin

g lo

cal

ICD

S ce

ntre

s

espe

cial

ly fo

r au

gmen

ting

tra

inin

g fo

r pr

e

scho

ol c

ompo

nent

, pl

ay w

ay k

its,

joi

nt

trai

ning

s w

ith p

rim

ary

scho

ol te

ache

rs a

nd

pro

-rat

a p

aym

en

t o

f h

on

ora

riu

m o

f

Ang

anw

adi

wor

kers

due

to

exte

nsio

n of

An

gan

wad

i ti

min

gs t

o m

atch

sch

oo

l

timin

gs.

(v).

Add

ition

al it

ems

such

as

stati

oner

y, s

late

s,

wor

k bo

oks,

uni

form

s, p

rovi

ding

esc

orts

in

diffi

cult

area

s, e

tc

the

paym

ent

of f

ees

and

prov

isio

n of

supp

lem

enta

ry te

achi

ng to

be

take

n up

with

the

hel

p of

Nati

onal

Ope

n Sc

hool

or S

tate

Ope

n Sc

hool

. To

the

ext

ent

poss

ible

, the

pay

men

t w

ould

be

mad

e

by t

he S

tate

Soc

ietie

s di

rect

ly t

o N

IOS

or S

tate

Ope

n Sc

hool

as

the

case

may

be.

(iv

) Ch

ild C

are

Cent

res:

Ope

ning

of a

dditi

onal

Earl

y Ch

ildho

od C

are

and

Educ

atio

n

(ECC

E) C

entr

es:

Each

cen

tre

open

ed

unde

r th

e ‘G

irl E

duca

tion

Com

pone

nt’

of th

e SS

A w

ill h

ave

a re

curr

ing

gran

t of

` 50

00/-

and

non

-rec

urri

ng g

rant

of

` 10

00/-

per

ann

um.

(c)

Addi

tiona

l inc

entiv

es:

SSA

prov

ides

for

fre

e

text

book

s to

all g

irl- c

hild

ren

upto

a li

mit

of `

150/

- per

child

at p

rimar

y le

vel a

nd

250

/- p

er

child

at u

pper

prim

ary

leve

l. H

owev

er, i

f the

re

are

any

savi

ngs

afte

r pr

ovid

ing

for

free


te

xt b

ooks

to

the

girl

s, t

he b

alan

ce m

oney

out o

f thi

s am

ount

may

be

used

for p

rovi

ding

addi

tiona

l ite

ms

such

as

stati

oner

y, s

late

s,

wor

k bo

oks,

uni

form

s (it

ems

not

prov

ided

unde

r SS

A)

prov

idin

g es

cort

s in

diff

icul

t

area

s, e

tc.

(d)

Man

agem

ent

Cost

(in

clud

ing

Com

mun

ity

Mob

iliza

tion)

: In

addi

tion

to t

he p

rovi

sion

s

alre

ady

avai

labl

e un

der S

SA, 6

% o

f the

tota

l

dis

tric

t o

utl

ay o

n N

PEG

EL w

ou

ld b

e

earm

arke

d to

war

ds m

anag

emen

t cos

t.

(e)

Inte

nsiv

e co

mm

unity

mob

iliza

tion

wou

ld b

e

unde

rtak

en fr

om th

e fu

nds

avai

labl

e un

der

man

age

me

nt

cost

, fo

r cr

eat

ing

an

envi

ronm

ent s

uppo

rtive

of g

irls

’ edu

catio

n,

and

impr

ovin

g th

eir

enro

lmen

t, r

eten

tion

and

lear

ning

leve

ls.

(f)

Fund

s av

aila

ble

unde

r m

anag

emen

t co

st

coul

d al

so b

e us

ed, i

nter

alia

, for

acti

vitie

s



lik

e M

IS a

nd d

ocum

enta

tion,

hon

orar

ium

and

TA/D

A to

clu

ster

coor

dina

tors

, mee

tings

at c

lust

er le

vel,

etc

22.

Kast

urba

Gan

dhi B

alik

a

Vidy

alay

a (K

GBV

)

(a)

Kast

urba

Gan

dhi

Balik

a V

idya

laya

(KG

BV)

prov

ides

for

setti

ng u

p re

side

ntial

sch

ools

at u

pper

pri

mar

y le

vel

for

girl

s be

long

ing

pred

omin

antl

y to

the

SC,

ST,

OB

C a

nd

min

ority

com

mun

ities

. KG

BVs

are

set u

p in

educ

ation

ally

bac

kwar

d bl

ocks

, whe

re t

he

fem

ale

rura

l lite

racy

is b

elow

the

nati

onal

aver

age

(i.e.

bel

ow 4

6.13

% a

s pe

r Ce

nsus

2001

) an

d ge

nder

gap

in li

tera

cy is

abo

ve

the

natio

nal a

vera

ge o

f 21.

67%

. Fur

ther

, the

scop

e of

the

sche

me

was

enl

arge

d to

cov

er

the

bloc

ks t

hat

have

rur

al f

emal

e lit

erac

y

belo

w 3

0% a

nd u

rban

are

as w

ith

fem

ale

liter

acy

mor

e th

an t

he n

atio

nal

fem

ale

liter

acy

(urb

an)

of 5

3.67

% a

s pe

r Ce

nsus

2001

. Thi

s w

as a

gain

enl

arge

d to

cov

er a

ll

the

educ

ation

ally

bac

kwar

d bl

ocks

with

rura

l

fem

ale

liter

acy

of 4

6.13

%.

SSA

sup

port

for

KGBV

:

(a)

KGBV

s w

ill b

e op

ened

in a

ll ed

ucati

onal

ly

back

war

d bl

ocks

with

fem

ale

liter

acy

low

er

than

the

natio

nal a

vera

ge fe

mal

e lit

erac

y as

per

cens

us 2

001.

(b)

The

cons

truc

tion

cost

of

KGBV

s w

ill b

e in

acco

rdan

ce w

ith

the

Sche

dule

of

Rat

es

notifi

ed b

y th

e co

ncer

ned

Stat

es.

Carp

et

area

s of t

he b

uild

ing

shou

ld b

e ap

prox

imat

ely

80 s

quar

e fe

et p

er c

hild

for h

oste

ls w

ith 5

0

child

ren

and

60 s

quar

e fe

et p

er c

hild

for

host

els

with

100

chi

ldre

n.

(c)

The

recu

rrin

g an

d no

n-re

curr

ing

gran

ts,

excl

udin

g co

nstr

uctio

n co

st, f

or K

GBV

s w

ill

be a

s fo

llow

s :

Mod

el I

Scho

ols

with

hos

tels

for

100

girl

s


(b)

Such

res

iden

tial s

choo

ls a

re s

et u

p on

ly in

thos

e ed

ucati

onal

ly b

ackw

ard

bloc

ks w

hich

do n

ot h

ave

resi

denti

al s

choo

ls a

t up

per

prim

ary

leve

l fo

r gi

rls

unde

r an

y ot

her

sche

me

of t

he M

inis

try

of S

ocia

l Jus

tice

&

Empo

wer

men

t, M

inis

try

of T

riba

l Affa

irs o

r

the

Stat

e G

over

nmen

t. Th

is sh

all b

e en

sure

d

by th

e D

istr

ict L

evel

Aut

hori

ty o

f SSA

at t

he

time

of a

ctua

l dis

tric

t lev

el p

lann

ing

of K

GBV

initi

ative

s by

coo

rdin

ating

wit

h th

e ot

her

Dep

artm

ents

/Min

istr

ies.

Recu

rrin

g Co

st:

` 32

.07

lakh

per

ann

um

Recu

rrin

g co

st fo

r in

take

of a

dditi

onal

gir

ls:

To b

e w

orke

d ou

t pr

opor

tiona

lity

base

d on

the

num

ber

of in

take

of a

dditi

onal

gir

ls.

(i)

In ca

se th

e en

rollm

ent e

xcee

ds 1

00 c

hild

ren,

a he

ad t

each

er a

s pe

r RT

E no

rms

will

be

prov

ided

wit

h un

it c

ost

of `

200

00/-

per

mon

th.

(ii)

An

addi

tion

al t

each

er w

ith

a sa

lary

of

` 15

000/

- per

mon

th w

ill b

e pr

ovid

ed w

hen

enro

llmen

t ex

ceed

s 10

5 ch

ildre

n ba

sed

on

1:35

ratio

as

per

RTE

Act

.

(iii)

An

addi

tiona

l ass

ista

nt c

ook

with

a sa

lary

of

` 45

00/-

per

mon

th w

ill b

e pr

ovid

ed f

or

ever

y ad

ditio

nal e

nrol

lmen

t of 5

0 gi

rls.

Non

-rec

urri

ng (

Oth

er t

han

build

ing,

bou

ndar

y

wal

l, dr

inki

ng w

ater

& s

anit

ation

and

ele

ctri

c

inst

alla

tion

)

` 7.

25 la

kh



Mod

el II

Scho

ols

with

hos

tels

for

50 g

irls

Recu

rrin

g Co

st:

` 23

.95

lakh

per

ann

um

Recu

rrin

g co

st fo

r in

take

of a

dditi

onal

gir

ls:

To b

e w

orke

d ou

t pr

opor

tiona

lity

base

d on

the

num

ber

of in

take

of a

dditi

onal

gir

ls.

Non

-rec

urri

ng (

Oth

er t

han

build

ing,

bou

ndar

y

wal

l, dr

inki

ng w

ater

& s

anit

ation

and

ele

ctri

c

inst

alla

tion

)

` 5.

375

lakh

Non

-rec

urri

ng (

Oth

er t

han

build

ing,

bou

ndar

y

wal

l, dr

inki

ng w

ater

& s

anit

ation

and

ele

ctri

c

inst

alla

tion

) for

inta

ke o

f add

ition

al g

irls

.

To b

e w

orke

d ou

t pr

opor

tiona

lity

base

d on

the

num

ber

of in

take

of a

dditi

onal

gir

ls.


Mod

el II

I

Hos

tels

in e

xisti

ng s

choo

ls fo

r 50

gir

ls

Recu

rrin

g Co

st:

` 17

.95

lakh

per

ann

um

Recu

rrin

g co

st fo

r in

take

of a

dditi

onal

gir

ls:

To b

e w

orke

d ou

t pr

opor

tiona

lity

base

d on

the

num

ber

of in

take

of a

dditi

onal

Non

-rec

urri

ng (

Oth

er t

han

build

ing,

bou

ndar

y

wal

l, dr

inki

ng w

ater

& s

anit

ation

and

ele

ctri

c

inst

alla

tion

)

` 5.

375

lakh

Non

-rec

urri

ng (

Oth

er t

han

build

ing,

bou

ndar

y

wal

l, dr

inki

ng w

ater

& s

anit

ation

and

ele

ctri

c

inst

alla

tion

) for

inta

ke o

f add

ition

al g

irls

:

To b

e w

orke

d ou

t pr

opor

tiona

lity

base

d on

the

num

ber

of in

take

of a

dditi

onal

gir

ls.

Add

itio

nal

Sala

ry @

` 3

lak

h pe

r an

num

for

addi

tiona

l enr

ollm

ent o

ver a

nd a

bove

50

girl

s bu

t

up t

o 10

0 gi

rls

for

prov

idin

g pa

rt ti

me

teac

hers

,

Ass

ista

nt c

ook

etc.



Not

e :

Repl

acem

ent

of b

eddi

ng (

Onc

e in

thr

ee

year

s @

` 7

50/-

per

chi

ld)

(d)

The

inta

ke o

f gir

ls c

ould

be

incr

ease

d fr

om

the

exis

ting

leve

l of 5

0 to

100

in b

lock

s w

ith

a hi

gh n

umbe

r of o

ut o

f sch

ool/

drop

out g

irls

for

whi

ch t

he r

ecur

ring

& n

on-r

ecur

ring

gran

ts w

ill b

e in

crea

sed

com

men

sura

te t

o

addi

tiona

l enr

ollm

ent o

f gir

ls.

(e)

Item

-wis

e de

tails

are

giv

en in

App

endi

x A

,

B &

C.

EQU

ITY

23.

Inno

vatio

n Fu

nd fo

r

Equi

ty

(a)

For

dev

elo

pm

ent

of

con

text

sp

ecif

ic

inte

rven

tions

, ove

r an

d ab

ove

mai

nstr

eam

inte

rven

tion

s to

add

ress

the

pro

blem

of

excl

usio

n of

gir

ls a

nd c

hild

ren

belo

ngin

g to

mar

gina

lized

com

mun

ities

and

disa

dvan

tage

d

grou

ps. T

his

will

incl

ude

inte

rven

tions

for:

(i)

G

irls

edu

catio

n

(ii

) Ea

rly ch

ildho

od ca

re a

nd e

duca

tion

inte

rven

tions

for

supp

ortin

g gi

rls

educ

ation

tha

t ar

e no

t co

vere

d

unde

r ot

her

com

pone

nts

of S

SA

e.g

.,

NP

EG

EL

a

nd

K

GB

V

prog

ram

mes

.

(a)

Inno

vatio

n Fu

nd fo

r Equ

ity o

f 5

0 la

khs p

er

dist

rict

per

yea

r.

(b)

Inno

vatio

n Fu

nd fo

r Equ

ity w

ill b

e av

aila

ble

for

Inno

vativ

e pr

ojec

ts fo

r gi

rls’

edu

catio

n,

earl

y ch

ild

ho

od

car

e an

d e

du

cati

on

,

inte

rven

tion

for

child

ren

belo

ngin

g to

SC/

ST, M

inor

ity c

omm

unity

, dep

rive

d ch

ildre

n

in u

rban

are

as.


(ii

i) Ch

ildre

n of

SC

and

ST fa

mili

es fo

r

enha

ncin

g th

eir

rete

ntio

n an

d

lear

nin

g le

vels

to

fac

ilit

ate

com

ple

tio

n o

f e

lem

en

tary

educ

ation

.

(iv

) Ch

ildre

n of

Mus

lim f

amili

es f

or

en

han

cin

g th

eir

en

rolm

en

t,

rete

nti

on

an

d c

om

ple

tio

n o

f

elem

enta

ry e

duca

tion

(v

) U

rban

dep

rive

d c

hil

dre

n f

or

crea

tin

g fa

cili

ties

fo

r st

reet

child

ren,

mig

rant

chi

ldre

n, r

ag

pick

ers e

tc. t

o en

able

them

to jo

in

the

ele

me

nta

ry e

du

cati

on

syst

em.

(v

i) O

ther

gro

ups o

f chi

ldre

n in

diffi

cult

circ

um

stan

ces,

su

ch a

s ch

ild

labo

rers

, ch

ildre

n aff

ecte

d fr

om

mig

ratio

n, c

hild

ren

with

out

adul

t

prot

ecti

on,

child

ren

in a

reas

of

civi

l str

ife, e

tc.

(b)

All

succ

essf

ul in

terv

entio

ns s

o fa

r will

ser

ve

as

exe

mp

lars

fo

r p

rep

ari

ng

su

ch

inte

rven

tions

.



(c)

Nee

d sp

ecifi

c, in

nova

tive

inte

rven

tions

will

be a

rticu

late

d an

d fo

rmul

ated

in t

erm

s of

thei

r ob

jecti

ves,

rati

onal

e, m

etho

dolo

gy,

tim

efra

me

, ex

pe

cte

d o

utc

om

es

and

mon

itori

ng e

tc.

(d)

No

dupl

icati

on w

ith an

y oth

er SS

A co

mpo

nent

will

be

perm

issi

ble.

The

inno

vatio

n sh

ould

not d

uplic

ate

stra

tegi

es a

llow

ed u

nder

oth

er

com

pone

nts o

f SSA

or i

nter

venti

ons o

f oth

er

sche

mes

.

(e)

All

com

pone

nts

unde

r the

Inno

vatio

n Fu

nd

will

nee

d to

be

desi

gned

and

exe

cute

d w

ith

clea

rly

defin

ed d

eliv

erab

le o

utco

mes

to b

e

artic

ulat

ed in

the

Ann

ual W

ork

Plan

of t

he

dist

rict

. Th

e in

nova

tion

sho

uld

be a

rea

spec

ific

and

foc

used

on

clea

rly

defi

ned

targ

et g

roup

s. I

t ca

n be

in

the

form

of

a

pack

age,

incl

udin

g ge

nera

l SSA

inte

rven

tions

,

sup

ple

men

ted

by

inte

rven

tio

ns

un

der

Inno

vativ

e H

ead.

(f)

Step

s fo

r it

s m

onit

orin

g an

d ev

alua

tion

shou

ld a

lso

be c

lear

ly b

roug

ht o

ut.

The

inte

rven

tions

will

be

in p

roje

ct m

ode

havi

ng


no

civ

il w

ork

com

pone

nts

wit

h cl

earl

y

defin

ed a

reas

, tar

get

grou

p, o

utco

mes

and

mon

itorin

g an

d ev

alua

tion.

The

inte

rven

tions

will

be

brok

en i

n m

icro

act

ivit

ies

wit

h

indi

cativ

e fin

anci

al re

quire

men

ts.

24.

Prov

isio

n fo

r ch

ildre

n

with

spe

cial

nee

ds

(a)

The

key

thru

st o

f SS

A w

ill b

e on

pro

vidi

ng

incl

usiv

e ed

ucat

ion

to a

ll ch

ildre

n w

ith

spec

ial n

eeds

in g

ener

al s

choo

ls.

(b)

SSA

will

als

o s

uppo

rt s

peci

al t

rain

ing,

educ

ation

thr

ough

ope

n le

arni

ng s

yste

m,

spec

ial

sch

oo

ls a

nd

ho

me

sch

oo

lin

g,

whe

reve

r ne

cess

ary,

iti

nera

nt t

each

ing,

rem

edia

l te

ach

ing,

co

mm

un

ity

bas

ed

reh

abil

itat

ion

(C

BR

) an

d v

oca

tio

nal

educ

ation

.

(c)

The

follo

win

g ac

tiviti

es w

ill fo

rm co

mpo

nent

s

of th

e pr

ogra

mm

e:

i.

Iden

tifica

tion

of c

hild

ren

wit

h sp

ecia

l

need

s.

ii.

Ed

ucati

onal

Pla

cem

ent

iii

. A

ids

and

appl

ianc

es

vi

. Su

ppor

t ser

vice

s

i. Pr

ovis

ion

of `

300

0/- p

er c

hild

, per

yea

r for

child

ren

with

spe

cial

nee

ds, a

s pe

r sp

ecifi

c

prop

osal

, pro

vide

d th

at a

t lea

st

100

0/- p

er

chil

d w

ill

be

earm

arke

d f

or

enga

gin

g

Reso

urce

Tea

cher

s

ii.

Dis

tric

t Pla

n fo

r chi

ldre

n w

ith s

peci

al n

eeds

will

be

form

ulat

ed w

ithin

the

finan

cial

lim

it

of `

300

0/- p

er c

hild

nor

m.

iii.

Ceili

ng o

n ex

pend

iture

per

CW

SN w

ill a

pply

at th

e di

stri

ct le

vel.



v.

Te

ache

r Tr

aini

ng

vi

. Re

sour

ce s

uppo

rt

vi

i. In

divi

dual

ized

edu

catio

nal p

lan

vi

ii. P

aren

tal

trai

nin

g an

d c

om

mu

nit

y

mob

iliza

tion.

ix

. Cu

rric

ular

acc

ess

x.

Bu

ildin

g sy

nerg

y w

ith s

peci

al n

eed.

xi

. Re

mov

al o

f Arc

hite

ctur

al B

arri

ers

xi

i. Re

sear

ch

xi

ii. P

eer

sens

itiza

tion.

d)

Invo

lvem

ent o

f Res

ourc

e In

stitu

tions

will

be

enco

urag

ed.

25.

Com

mun

ity

Mob

iliza

tion

a)

The

RTE

man

date

s age

app

ropr

iate

adm

issi

on

of e

very

out

-of-

scho

ol-c

hild

, spe

cial

trai

ning

for

each

chi

ld t

o en

able

her

to

cope

in

sch

oo

l, p

rom

oti

ng

child

-fri

end

ly c

hild

cent

ered

acti

vity

bas

ed le

arni

ng p

roce

sses

,

whi

ch is

free

of a

nxie

ty, t

raum

a an

d fe

ar se

ts

the

agen

da

for

pro

acti

ve c

om

mu

nit

y

parti

cipa

tion.

a)

Up

to 0

.5%

of d

istr

ict o

utla

y m

ay b

e uti

lized

for c

omm

unity

mob

iliza

tion

and

cam

paig

ns,

prov

ided

tha

t th

e m

anag

emen

t co

st a

nd

com

mun

ity m

obili

zatio

n to

geth

er d

oes

not

exce

ed 4

% o

f th

e to

tal o

utla

y, a

nd s

ubje

ct

to th

e fo

llow

ing

cond

ition

s:

i.

Ther

e w

ill b

e a

deta

iled

activ

ity

plan

for c

omm

unity

mob

ilisa

tion.


b)

Com

mun

ity p

artic

ipati

on w

ould

be

a ce

ntra

l

and

ove

rarc

hin

g fa

cto

r in

pla

nn

ing,

imp

lem

en

tati

on

a

nd

m

on

ito

rin

g

inte

rven

tion

s fo

r un

iver

sal

elem

enta

ry

edu

cati

on

. SS

A w

ou

ld w

ork

to

war

ds

enha

ncin

g pa

rtici

patio

n of

the

com

mun

ity,

pare

nts,

teac

hers

and

child

ren

by a

war

enes

s

gene

ratio

n, i

nter

venti

ons

for

com

mun

ity

mob

iliza

tion.

c)

A m

ajor

issu

e co

ncer

ning

chi

ldre

n w

ithou

t

adul

t pr

otec

tion

is t

heir

lack

of

thei

r vo

ice

due

to th

eir a

liena

tion

from

com

mun

ity a

nd

little

repr

esen

tatio

n in

age

ncie

s and

foru

ms

like

the

SMC,

PTA

or

VEC.

SSA

wou

ld m

ake

effor

ts to

add

ress

this

issu

e by

adv

ocac

y fo

r

child

ren’

s rig

ht to

par

ticip

ation

, by s

uppo

rting

the

form

ation

of s

uppo

rt g

roup

s ch

ildre

n’s

colle

ctive

s, a

nd, b

y en

cour

agin

g eff

orts

to

acco

mm

odat

e th

eir

voic

es i

n pl

anni

ng,

imp

lem

en

tati

on

an

d m

on

ito

rin

g o

f

inte

rven

tions

and

str

ateg

ies.

ii.

Th

e St

ate

Exec

utive

Com

mitt

ee w

ill

appr

ove

the

norm

s an

d un

it co

st

for

com

mu

nit

y m

ob

iliz

atio

n

activ

ities

.

iii

. M

obili

zati

on a

ctiv

itie

s w

ill b

e

docu

men

ted

and

its in

fluen

ce w

ill

be a

sses

sed

peri

odic

ally

.

iv

. PR

Is a

nd C

ivil S

ocie

ty O

rgan

izati

ons

will

be

invo

lved

in a

ll co

mm

unity

mob

iliza

tion

effor

ts.

v.

Co

mm

unit

y M

obili

zati

on a

ctio

n

will

focu

s on

:

a)

Issu

es o

f soc

ial a

cces

s.

b)

Re

gula

r at

ten

dan

ce o

f

child

ren.

c)

Com

pleti

on o

f el

emen

tary

educ

ation

by

all c

hild

ren.

d)

Child

ent

itle

men

ts u

nder

RTE

Act

and

Rul

es.

26.

Trai

ning

of S

MC,

VEC

,

PRI m

embe

rs

a)

The

RTE

Act

cle

arly

out

lines

the

func

tions

to

be p

erfo

rmed

by

SMC

. So

me

of t

hese

func

tion

s, f

or e

xam

ple,

pre

para

tion

of

scho

ol d

evel

opm

ent

plan

s, w

ould

req

uire

sign

ifica

nt in

vest

men

ts in

cap

acity

bui

ldin

g.

The

role

of c

ivil

soci

ety

orga

niza

tions

wou

ld

a)

For

VEC/

SMC

(i)

A

ll m

emb

ers

of

the

VEC

/SM

C

shou

ld p

refe

rabl

y att

end

trai

ning

oget

her.

How

ever

, if a

ll m

embe

rs

are

not

able

to

atten

d tr

aini

ng a

t

the

sam

e tim

e, a

t lea

st g

roup

s of



be

cri

tical

in m

akin

g th

e SM

C an

effe

ctive

dem

ocra

tic sp

ace.

It n

eeds

to b

e hi

ghlig

hted

that

the

natu

re o

f suc

h in

terv

entio

ns ca

nnot

be o

ne-ti

me

trai

ning

but

mus

t ne

cess

arily

be a

long

-ter

m in

volv

emen

t.

b)

Besi

des

capa

city

bui

ldin

g of

SM

C, o

n-go

ing

supp

ort

of t

he P

RI (

loca

l aut

hori

ty)

is a

lso

esse

ntial

. PRI

s will

hav

e to

pla

y a

cruc

ial r

ole

in p

rovi

sion

of

faci

lities

men

tione

d in

the

Act

.

c)

Stat

es s

houl

d de

sign

tra

inin

g m

odul

es

com

pris

ing

a m

ix o

f re

side

ntial

and

non

-

resi

denti

al t

rain

ing

for

all p

artic

ipan

ts. T

he

Stat

e sh

all p

repa

re e

xem

plar

mat

eria

l, w

hich

will

be

cont

extu

aliz

ed a

t di

stri

ct a

nd b

lock

leve

ls to

loca

l nee

ds.

d)

The

trai

ning

mus

t rea

ch o

ut to

at l

east

50%

wom

en a

nd p

ropo

rtion

ate

mem

bers

fro

m

disa

dvan

tage

d se

ction

s

e)

Volu

ntar

y an

d ci

vil

soci

ety

orga

nisa

tion

s

shou

ld b

e in

volv

ed in

cond

uctin

g co

mm

unity

trai

ning

.

f)

Trai

ning

shou

ld b

e co

nduc

ted

in b

atch

es n

ot

exce

edin

g 30

per

sons

at a

tim

e.

g)

The

Stat

e w

ill p

erio

dica

lly c

omm

issi

on

inde

pend

ent

eval

uatio

n of

the

im

pact

of

tran

inin

g.

4-6

mem

bers

from

the

sam

e VE

C/

SMC

sh

ou

ld b

e e

nab

led

to

parti

cipa

te a

t a

time,

so

that

all

mem

bers

rec

eive

one

rou

nd o

f

trai

ning

eve

ry tw

o ye

ars.

(ii

) D

urati

on o

f tra

inin

g in

a y

ear;

3 da

ys re

side

ntial

and

3 d

ays

non-

resi

denti

al

b)

For

Loca

l Aut

hori

ty

(i)

T

he

re s

ho

uld

be

ad

eq

uat

e

repr

esen

tati

on f

rom

the

loc

al

auth

ority

in w

hose

juris

dicti

on th

e

said

VEC

/SM

C fa

lls, s

o th

at m

embe

rs

of th

e lo

cal a

utho

rity

and

VEC/

SMC

can

also

wor

k to

geth

er fo

r sc

hool

deve

lopm

ent.

On

an a

vera

ge 3

-4

repr

esen

tati

ves

from

the

loc

al

auth

ority

sho

uld

parti

cipa

te a

long

with

VEC

/SM

C m

embe

rs.

(ii)

Dur

ation

of t

rain

ing

in a

yea

r ;

3 da

ys re

side

ntial

c)

` 20

0/- p

er d

ay V

EC/S

MC/

PRI m

embe

r w

ill

be a

vaila

ble

for

resi

dent

ial

trai

ning

and

` 10

0/- p

er d

ay p

er p

erso

n fo

r non

resi

denti

al

trai

ning

.

d)

The

activ

ity w

ise

costi

ng o

f tra

inin

g sh

all b

e

deci

ded

by th

e St

ate

SSA

, EC.


INFR

AsT

RU

CTU

RE

dEV

ElO

PMEN

T

27N

ew S

choo

lsW

hole

sch

ool d

evel

opm

ent

a)

Dev

elop

men

t of

sch

ool i

nfra

stru

ctur

e is

a

com

preh

ensi

ve e

xerc

ise

for d

evel

opin

g th

e

scho

ol b

uild

ing

alon

g w

ith

its

indo

or a

nd

ou

tdo

or

spac

es.

Sch

oo

l in

fras

tru

ctu

re

deve

lopm

ent

is n

ot t

o be

vie

wed

nar

row

ly

as a

bu

ild

ing

con

stru

ctio

n/

rep

air/

mai

nten

ance

acti

vity

alo

ne.

b)

The

core

prin

cipl

es g

over

ning

infr

astr

uctu

re

deve

lopm

ent u

nder

SSA

:

i.

Th

ey

sho

uld

be

co

mp

osi

te

build

ings

ii.

Th

ey m

ust

adhe

re t

o sp

ecif

ied

cons

truc

tion

stan

dard

s.

iii

. Th

ere

mu

st b

e b

arri

er

fre

e

acce

ss.

iv

. Th

ey m

ust

in

corp

ora

te c

hil

d

frie

ndly

feat

ures

.

v.

Th

ey m

ust

max

imiz

e pe

dago

gic

pote

ntial

of

indo

or a

nd o

utdo

or

scho

ol s

pace

s.

a)

Scho

ol c

onst

ruct

ion

as p

er

Sche

dule

of

Rate

s no

tified

by

the

Stat

e G

over

nmen

t.



vi

. Th

ey m

ust

inco

rpo

rate

saf

ety

feat

ures

for

res

ista

nce

agai

nst

haza

rds

.

vi

i. T

he

re m

ust

be

co

mm

un

ity

pa

rtic

ipa

tio

n

in

sch

oo

l

infr

astr

uctu

re d

evel

opm

ent.

vi

ii.

Ther

e m

ust

be t

rans

pare

ncy

and

soci

al a

ccou

ntab

ility

.

c)

All

new

sch

ools

con

stru

cted

und

er S

SA

shou

ld c

onfo

rm t

o th

e no

rms

pres

crib

ed

unde

r th

e RT

E A

ct, i

nclu

ding

:

a.

A

ll w

eath

er c

lass

room

s

b.

O

ne c

lass

room

for

ever

y te

ache

r

c.

Ba

rrie

r fr

ee a

cces

s

d.

Li

brar

y

e.

D

rink

ing

wat

er

f.

Sep

arat

e to

ilets

fo

r gi

rls

and

boys

g.

G

reen

fenc

ing/

boun

dary

wal

ls

h.

Ki

tche

n sh

ed fo

r m

id d

ay m

eal


28.

Add

ition

al c

lass

room

sa)

To

impr

ove

the

stud

ent c

lass

room

ratio

and

also

to

prov

ide

room

s to

stu

dent

s an

d

teac

hers

acc

ordi

ng to

enr

olm

ent.

b)

To p

rovi

de b

etter

faci

lities

for H

ead

Teac

hers

and

to p

rovi

de s

pace

for

office

and

sto

re.

a)

At le

ast o

ne c

lass

-roo

m fo

r ev

ery

teac

her.

b)

An

office

cum

-sto

re-c

um-H

ead

Teac

her’

s/

Hea

d M

aste

r’s

room

in p

rim

ary

and

uppe

r

pri

mar

y sc

ho

ols

/sec

tio

ns

wh

ere

the

en

rolm

en

t e

xce

ed

s 1

50

a

nd

1

00

resp

ectiv

ely.

c)

Clas

sroo

m c

osts

as

per

Sche

dule

of

Rate

s

notifi

ed b

y th

e St

ate

Gov

ernm

ent.

29Bl

ock

Reso

urce

Cen

tres

a)

To f

acil

itat

e r

esi

de

nti

al t

rain

ing

for

teac

hers

.

a)

BRC

build

ing

cost

s as

per

Sch

edul

e of

Rat

es

notifi

ed b

y th

e St

ate

Gov

ernm

ent.

30Cl

uste

r Re

sour

ce

Cent

res

a)

To fa

cilit

ate

mon

thly

teac

her

mee

tings

.

b)

CRC

may

be

used

as a

n ad

ditio

nal c

lass

room

in s

choo

ls o

n da

ys w

hen

CRC

mee

tings

are

not h

eld.

a)

CRC

build

ings

cos

ts w

ill b

e as

per

Sch

edul

e

of ra

tes

notifi

ed b

y th

e St

ate

for

addi

tiona

l

clas

sroo

m.

31Re

side

ntial

Sch

ools

a)

To c

over

spa

rsel

y po

pula

ted

or h

illy

and

den

sely

fo

rest

ed a

reas

wit

h d

iffi

cult

geog

raph

ical

ter

rain

s an

d al

so t

o co

ver

urba

n de

priv

ed c

hild

ren,

hom

eles

s an

d

stre

et c

hild

ren

in d

iffic

ult

circ

umst

ance

s

with

out a

dult

prot

ectio

n.

a)

Prio

rity

to

red

eplo

yin

g u

nu

sed

pu

blic

build

ing

and

refu

rbis

hing

und

erut

ilize

d

sch

oo

l b

uild

ings

th

rou

gh p

rovi

sio

n o

f

adeq

uate

toi

lets

, bat

hing

spa

ces,

kitc

hens

,

etc.

b)

If s

uch

faci

litie

s ar

e no

t av

aila

ble

in t

he

vici

nity

the

n co

nstr

ucti

on o

f re

side

ntia

l

sch

oo

ls a

s p

er

KGB

V n

orm

s w

ill

be

supp

orte

d



32To

ilets

and

dri

nkin

g

wat

er

a)

Sepa

rate

toile

ts fo

r bo

ys a

nd g

irls

b)

Inci

nera

tors

in g

irls

’ toi

let.

c)

Dri

nkin

g w

ater

a)

All

new

sch

ool b

uild

ings

, BRC

s, C

RCs

to b

e

prov

ided

sepa

rate

and

ade

quat

e to

ilets

and

drin

king

wat

er f

acili

ties

for

boys

and

gir

ls.

Num

ber

of t

oile

t se

t sh

ould

be

rela

ted

to

num

ber

of c

hild

ren.

b)

Exis

ting

sch

ool

build

ings

to

be p

rovi

ded

toile

ts a

nd d

rink

ing

wat

er fr

om s

chem

es o

f

the

Min

istr

y of

Rur

al D

evel

opm

ent,

incl

udin

g

Drin

king

Wat

er M

issi

on a

nd To

tal S

anita

tion

Cam

paig

n.

33Fu

rnitu

rea)

Fu

rnit

ure

may

be

prov

ided

to

exis

ting

Gov

ernm

ent u

pper

pri

mar

y Sc

hool

s, w

hich

do n

ot a

lread

y ha

ve fu

rnitu

re su

bjec

t to

the

follo

win

g co

nditi

ons.

i.

Thes

e fu

nds w

ill n

ot b

e uti

lised

for

new

up

pe

r p

rim

ary

sch

oo

ls

sanc

tione

d un

der S

SA s

ince

200

1,

as t

hey

alre

ady

have

a p

rovi

sion

of `

50,

000

for s

choo

l equ

ipm

ent

at s

tarti

ng s

tage

.

ii.

Pr

ocur

emen

t of

fur

nitu

re t

o be

done

by

SMC/

VEC

/eq

uiva

lent

bodi

es fo

r ru

ral/

urba

n ar

eas.

a)

@ `

500

/- p

er c

hild

in G

over

nmen

t U

pper

Prim

ary

Scho

ol a

s a

one

time

gran

t.


iii

. Pr

oced

ures

to m

ark

the

furn

iture

as

sch

ool p

rope

rty

and

mai

ntai

n its

’ rec

ord

in a

sto

ck re

gist

er w

ith

due

verifi

catio

n as

per

pro

cedu

res

laid

do

wn

by

the

Sta

te/U

T G

over

nmen

ts c

once

rned

, w

ill b

e pu

t in

plac

e.

iv

. Th

e pr

ovis

ion

will

be

mad

e w

ithin

th

e 33

% c

eilin

g fo

r the

civ

il w

orks

in

a d

istr

ict’s

out

lay.

34Ci

vil w

orks

a)

Fund

s on

civ

il w

orks

sha

ll no

t exc

eed

the

ceili

ng o

f 33%

of t

he e

ntire

pro

ject

cos

t

b)

This

cei

ling

of 3

3% d

oes

not i

nclu

de th

e ex

pend

iture

on

mai

nten

ance

and

repa

ir o

f bui

ldin

gs.

c)

How

ever

, in

a pa

rticu

lar

year

’s A

nnua

l Pla

n, p

rovi

sion

for

civi

l wor

ks c

an b

e co

nsid

ered

up

to

50%

of

the

Dis

tric

t A

nnua

l Pla

n O

utla

y, s

ubje

ct t

o th

e pr

ovis

o th

at d

urin

g ov

eral

l SSA

pro

ject

peri

od c

ivil

wor

ks o

utla

y sh

all b

e re

stri

cted

to 3

3% o

f the

pro

ject

cos

t.

d)

Uni

t cos

ts w

ill b

e ba

sed

on th

e St

ate

Sche

dule

of R

ates

as

notifi

ed b

y St

ate

Gov

ernm

ents

.

e)

Civi

l Wor

ks c

osts

als

o in

clud

e:

i.

Ada

ptati

on o

f exi

sting

bui

ldin

g at

env

ironm

ent t

o co

nfor

m w

ith R

TE n

orm

s.

ii.

Re

tro-

fitting

of e

xisti

ng b

uild

ing

tow

ard

haza

rd re

sist

ance

.

iii

. Co

nstr

uctio

n of

bui

ldin

g-le

ss s

choo

ls

iv

. Re

cons

truc

tion

of d

ilapi

date

d sc

hool

bui

ldin

gs w

hich

are

bey

ond

maj

or r

epai

rs a

nd

decl

ared

uns

afe

by th

e co

mpe

tent

eng

inee

rs.

f)

No

expe

nditu

re u

nder

SSA

sha

ll be

incu

rred

on

cons

truc

tion

of o

ffice

bui

ldin

gs.



35.

Repa

irs to

sch

ool

build

ings

a)

Ther

e ar

e a

larg

e nu

mbe

r of

sch

ools

tha

t

cann

ot b

e re

pair

ed u

nder

the

ava

ilabl

e

mai

nten

ance

gra

nt.

Such

sch

ools

will

be

repa

ired

unde

r th

is h

ead.

b)

Fund

s fo

r m

ajor

rep

airs

of

scho

ol b

uild

ing

subj

ect t

o th

e fo

llow

ing

cond

ition

s:

(i)

M

ajor

rep

air

wou

ld f

orm

par

t of

the

dist

rict

AW

P&B

and

wou

ld b

e

app

rais

ed

an

d a

pp

rove

d b

y

Go

ve

rnm

en

t o

f In

dia

.

Cons

eque

ntly

, it

wou

ld b

e w

ithin

the

pres

crib

ed c

eilin

g of

33%

on

civi

l wor

ks.

(ii

) Sc

hool

s co

nstr

ucte

d w

ithi

n th

e

past

10

year

s will

not

be

cons

ider

ed

for

maj

or r

epai

rs o

ut o

f th

e SS

A

repa

irs

fund

. A

lso

the

cost

of

repa

irs t

o be

und

erta

ken

shou

ld

not b

e m

ore

than

60%

of t

he c

ost

of a

new

con

stru

ction

.

(ii

i) It

will

be

man

dato

ry f

or e

ach

dis

tric

t to

pro

vid

e th

e lis

t o

f

scho

ols

to b

e re

paire

d un

der

the

Fund

s fo

r maj

or re

pairs

of s

choo

l bui

ldin

g su

bjec

t

to th

e fo

llow

ing

cond

ition

s:

a)

` 15

0 cr

ore

will

be

avai

labl

e pe

r yea

r und

er

SSA

to

be s

pent

on

maj

or r

epai

rs.

This

amou

nt w

ill b

e pr

opor

tiona

tely

dis

trib

uted

amon

g th

e St

ates

as

per

the

num

ber

of

scho

ols.

b)

Stat

es w

ould

nee

d to

ens

ure

that

the

tot

al

amou

nt s

pent

by

the

dist

rict

s on

civ

il w

orks

incl

udin

g m

ajor

repa

irs d

oes n

ot e

xcee

d th

e

civi

l wor

ks c

eilin

g of

33%

.


“maj

or re

pair

” cat

egor

y al

ong

with

the

cost

esti

mat

es a

s app

rove

d by

the

com

pete

nt a

utho

rity

, as

an

Anne

xure

in th

eir A

WP&

B. T

his l

ist

will

als

o be

app

rove

d by

the

PA

B

of S

arva

Shi

ksha

Abh

iyan

.

(iv

) St

ates

wou

ld fi

rst

have

to

put

in

plac

e a

dece

ntra

lized

sys

tem

of

tech

nica

l and

fina

ncia

l ass

essm

ent

and

appr

oval

s for

the

maj

or re

pair

task

s. O

nly

cas

es

of

hig

he

r

inve

stm

ent

(> `

750

00/-

) an

d

tech

nic

al c

om

pli

caci

es

(e.g

.

stre

ngt

hen

ing

of

fou

nd

atio

n)

shou

ld c

ome

up t

o th

e SP

O f

or

appr

oval

. Re

st o

f th

e pr

opos

als

shou

ld b

e as

sess

ed a

nd a

ppro

ved

at t

he d

istr

ict

and

sub

dist

rict

leve

ls, a

ppro

pria

tely

.

(v

) O

nsit

e te

chni

cal

supe

rvis

ion

by

pro

fess

ion

all

y

qu

ali

fie

d

engi

neer

ing

pers

onne

l is

to

be

ensu

red

duri

ng th

e ex

ecuti

on o

f



repa

irs.

Add

itio

nally

, th

e St

ate

wou

ld n

eed

to d

evel

op a

‘rep

airs

man

ual’

in w

hich

it is

exp

lain

ed to

the

com

mun

ity, h

ow t

o ca

rry

out

repa

ir w

orks

and

the

acc

ount

s to

be m

aint

aine

d.

(iv

) A

pre

rep

air

and

a po

st r

epai

r

phot

ogra

ph o

f the

bui

ldin

g w

ould

also

nee

d to

be

mai

ntai

ned

for

reco

rds.

36.

Mai

nten

ance

Gra

nts

for

scho

ols

a)

To p

rovi

de a

nnua

l mai

nten

ance

and

rep

air

of e

xisti

ng sc

hool

bui

ldin

g an

d ot

her f

acili

ties

to u

p ke

ep t

he i

nfra

stru

ctur

e in

go

od

cond

ition

.

b)

Mu

st i

nvo

lve

elem

ents

of

com

mu

nit

y

cont

ribu

tion.

a)

Mai

nten

ance

Gra

nts

for

scho

ols

will

be

utiliz

ed o

nly

thro

ugh

the

SMC/

VECs

.

b)

Scho

ols

upto

thr

ee c

lass

room

s w

ill b

e

elig

ible

for

Mai

nten

ance

Gra

nt u

pto

a

max

imum

of `

500

0/- p

er s

choo

l per

yea

r.

c)

Scho

ols

with

mor

e th

an t

hree

cla

ssro

oms

will

be

elig

ible

for a

Mai

nten

ance

Gra

nt u

pto

` 10

000/

- per

scho

ol p

er y

ear,

subj

ect t

o th

e

cond

ition

tha

t th

e ov

eral

l elig

ibili

ty fo

r th

e

dist

rict

wou

ld b

e 7

500/

- per

scho

ol (N

ote:

Hea

dmas

ter

room

and

Offi

ce r

oom

wou

ld

not c

ount

as

a cl

assr

oom

for

this

pur

pose

).


d)

Prim

ary

and

uppe

r pr

imar

y sc

hool

s w

ould

be t

reat

ed a

s se

para

te s

choo

ls f

or t

he

purp

ose

of m

aint

enan

ce g

rant

eve

n if

they

are

func

tioni

ng fr

om th

e sa

me

prem

ises

.

e)

For c

ompo

site

scho

ols w

ith p

rimar

y &

upp

er

prim

ary

scho

ols

in a

dditi

on t

o se

cond

ary

/

high

er s

econ

dary

sch

ools

, thi

s gr

ant w

ill b

e

prov

ided

onl

y fo

r th

e cl

assr

oom

s us

ed f

or

prim

ary

& u

pper

pri

mar

y cl

asse

s.

f)

Expe

nditu

re o

n m

aint

enan

ce a

nd r

epai

r of

build

ing

wou

ld n

ot b

e in

clud

ed fo

r cal

cula

ting

the

33%

lim

it fo

r ci

vil w

orks

.

g)

Gra

nt w

ill b

e av

aila

ble

only

for t

hose

scho

ols

whi

ch h

ave

exis

ting

build

ings

of t

heir

ow

n.

h)

Gra

nt

wil

l b

e av

aila

ble

als

o t

o t

ho

se

Gov

ernm

ent

scho

ols

in U

rban

are

as w

hich

are

runn

ing

in re

nted

bui

ldin

gs.

PRO

GRA

MM

E M

AN

AGEM

ENT

37.

Man

agem

ent C

ost

a)

The

RTE

Act

has

crea

ted

a ci

rcum

stan

ce in

whi

ch t

he e

xisti

ng t

wo-

dim

ensi

onal

sys

tem

mus

t be

rev

iew

ed a

nd,

whi

le c

ausi

ng n

o

detr

imen

t to

the

ongo

ing

SSA

proj

ect,

with

in

the

shor

test

pos

sibl

e tim

e, a

sys

tem

sho

uld

a)

The

Man

agem

ent c

osts

ava

ilabl

e un

der S

SA

shal

l no

t ex

ceed

6%

of

the

budg

et o

f a

dist

rict p

lan,

of w

hich

2%

may

be

utiliz

ed fo

r

Lear

ning

Enh

ance

men

t Pr

ogra

mm

e, a

nd

0.5%

on

Com

mun

ity M

obili

zatio

n.



be

crea

ted

whi

ch w

ould

ade

quat

ely

resp

ond

to th

e de

man

ds o

f the

new

law

.

b)

Staffi

ng a

nd s

tren

gthe

ning

of M

anag

emen

t

Stru

ctur

es a

t na

tiona

l, st

ate,

dis

tric

t, b

lock

and

clus

ter

leve

ls w

ould

be

a pr

ereq

uisi

te

in ti

mel

y an

d effi

cien

t im

plem

enta

tion

of

the

prog

ram

me.

c)

The

proj

ect

man

agem

ent

stru

ctur

e an

d

requ

irem

ent

of m

anpo

wer

, del

egati

on a

nd

capa

city

bui

ldin

g w

ould

hav

e to

be

revi

ewed

in l

ight

of

the

larg

er f

und

avai

labi

lity

and

cons

ider

able

exp

ansi

on o

f th

e ac

tiviti

es o

f

SSA

in v

iew

of t

he R

TE A

ct.

d)

It is

impe

rativ

e th

at t

he A

nnua

l Wor

k Pl

an

& B

udge

ts (A

WP&

B) fo

rmul

ated

und

er S

SA

shou

ld fa

ctor

in in

vest

men

ts fr

om r

elev

ant

cent

ral s

chem

es su

ch a

s Tea

cher

Edu

catio

n,

Dri

nkin

g W

ater

Mis

sion

, To

tal

Sani

tatio

n

Cam

paig

n, M

id D

ay M

eal

and

als

o fr

om

Stat

e sc

hem

es. I

n th

is w

ay, t

he A

WP&

B ca

n

enab

le h

olis

tic

plan

ning

for

ele

men

tary

educ

ation

for i

mpl

emen

tatio

n of

the

RTE

Act

(200

9). T

he A

WP&

B of

eac

h di

stri

ct s

houl

d

also

refle

ct a

ll th

e in

vest

men

ts m

ade

from

b)

In t

he d

istr

icts

of

NE

Stat

es a

nd U

nion

Terr

itori

es w

here

dis

tric

t pl

an s

ize

is v

ery

smal

l, th

e m

anag

emen

t co

st c

oul

d be

budg

eted

upt

o 4

0 La

kh p

er d

istr

ict s

ubje

ct

to th

e ov

eral

l cei

ling

of 6

% b

eing

mai

ntai

ned

at t

he

nat

ion

al l

evel

ove

r th

e p

roje

ct

peri

od.

c)

To p

rovi

de m

anag

emen

t co

st a

t St

ate

and

dist

rict

leve

l inc

ludi

ng s

alar

y of

sta

ff, h

irin

g

of e

xper

ts,

enga

gem

ent

of a

udit

ors

for

stat

utor

y an

d in

tern

al a

udit

, hi

ring

of

vehi

cles

, PO

L, m

aint

enan

ce co

st, e

xpen

ditu

re

on

MIS

/DIS

E, T

A/D

A,

off

ice

exp

ense

s/

equi

pmen

t, s

tati

oner

y, t

elep

hone

, fa

x,

ph

oto

cop

iers

, p

ost

age,

co

nsu

mab

les,

capa

city

bui

ldin

g, w

orks

hops

, re

curr

ing

conti

ngen

t co

st, o

ther

mis

cella

neou

s co

sts

etc.

d)

Man

agem

ent

Cost

s sh

ould

be

used

for

trai

ning

of

Educ

ation

Adm

inis

trat

ors

at a

ll

leve

ls a

nd d

evel

op e

ffecti

ve re

sour

ce te

ams

at S

tate

/ D

istr

ict/

Bloc

k/Cl

uste

r le

vels


d

iffe

ren

t so

urc

es

for

ele

me

nta

ry

educ

ation

.

e)

The

RTE

Act

req

uire

s se

vera

l su

bsta

ntiv

e

refo

rms t

hat a

re sy

stem

ic in

nat

ure.

Sta

tes/

UTs

wou

ld n

eed

to is

sue

appr

opri

ate

rule

s an

d

gove

rnm

ent o

rder

s for

impl

emen

ting

the

entir

e

gam

ut o

f pr

ovis

ions

per

tain

ing

to, i

nter

alia

,

dutie

s of t

each

ers;

non

dep

loym

ent o

f tea

cher

s

in n

on te

achi

ng d

uties

exc

ept a

s spe

cifie

d in

the

Act;

rem

oval

of a

ll ba

rrie

rs to

scho

ol a

dmis

sion

incl

udin

g fin

anci

al a

nd p

roce

dura

l one

s; b

an

on p

hysic

al p

unish

men

t and

men

tal h

aras

smen

t;

CCE,

non

det

entio

n an

d no

n ex

puls

ion

of t

he

stud

ent

in t

he e

lem

enta

ry g

rade

s et

c.

Thus

,

plan

ning

in

SSA

nee

ds t

o be

enr

iche

d by

indi

catin

g th

e tr

ajec

tory

of

plan

ned

syst

emic

refo

rms i

n el

emen

tary

edu

catio

n w

ith ti

mel

ines

in a

ccor

danc

e w

ith t

he p

rovi

sion

s of

the

RTE

Act (

2009

).

financial norMs for kGBv


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mon

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Annexure-1

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Annexure-2

Annexure-2

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Annexure-3


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Annexure-4


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1

Annexure -5

NATIONAL PROGRAMME FOR EDUCATION OF GIRLS AT ELEMENTARY LEVEL

1. Background

1.1 The National Programme for Education of Girls at Elementary Level (NPEGEL) was introduced in 2003 as an amendment to the scheme of Sarva Shiksha Abhiyan (SSA) for providing additional components for education of girls at elementary level. NPEGEL had been formulated for education of under privileged/ disadvantaged girls from class I to VIII as a separate and distinct gender component plan of SSA. The gender component is necessary to achieve UEE for girls in educationally backward areas.

1.2 In subsequent years, several changes were brought in the NPEGEL interventions. With the

RTE Act, 2009 coming into force with effect from 1st April 2010, and the SSA Framework of Implementation being revised to correspond to the RTE Act, the NPEGEL component of SSA would also be implemented in the overall context of child rights and child entitlements and in harmony with the spirit and stipulations of the Act.

2. Objectives:

2.1 There exists significant gender gap in enrolment at the elementary level, which is very acute for girls belonging to the Scheduled castes, Scheduled Tribes and other disadvantaged groups. Reduction in the gender gap would require a concerted focus on the hard-to-reach groups. Therefore, it is necessary to include certain interventions addressing the specific education needs of girls. The objectives of NPEGEL are:

(a) To provide for block-focused projects for girls at risk and girls in difficult

circumstances with clearly defined outcomes. (b) To develop and promote facilities to provide access, facilitate retention of girls and

ensure greater participation of women and girls in the field of elementary education (c) To improve the quality of elementary education through gender specific

interventions and to stress upon the relevance and quality of girls’ education for their empowerment

3. Scope and appliciability 3.1 NPEGEL is applicable in the following areas:-

(a) Educationally Backward Blocks (EBBs): previously defined on a composite criteria of

blocks with a rural female literacy rate below the national average (46.13%: Census 2001) and gender gap in literacy higher than the national average (21.59%: Census 2001).

(b) Blocks of districts which have at least 5% SC/ ST population and SC/ ST female literacy rate below 10%

(c) Selected urban slums.

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2

4. Focus: 4.1 The focus of NPEGEL will be to:

(a) Strengthen the capacity of National, State and district institutions and organisations

for planning, management and evaluation of girls’ education at the elementary level, and create a dynamic management structure that will be able to respond to the challenges of girls’ education;

(b) Develop innovative gender sensitisation / training programmes, with the assistance

of concerned organisations and women’s groups, for teachers and administrators and create an environment whereby all the sections of the education sector will become alive and sensitive to the role of education in eliminating gender disparities;

(c) Initiate networking between different institutions for research, extension and

information dissemination to increase output of gender sensitive, quality teaching-learning material especially in regional languages, and decentralised area-specific models of intervention;

(d) Gear the entire education system to play a positive interventionist role to enhance

self-esteem and self-confidence of women and girls; build a positive image of women by recognizing their contribution to the society, polity and the economy.

(e) Break gender stereotypes, ensuring that the content and process of education is

sensitive to gender concerns. (f) Provide co-ordinated efforts, to ensure necessary support services to enhance girls’

participation and performance in elementary education. (g) Build community support for girls’ education and provide a conducive environment

for girls’ education in the school, community and home; and (h) Ensure that girls get good quality education at the elementary level.

5. Strategy:

A. Mobilisation for girls’ education, involving community, teachers, NGOs, etc. This is to be a process oriented programme, where community ownership and the basket of components must evolve with local participation.

B. The block will be the designated as the unit of planning implementation and

monitoring. C. A basket of components has been provided in the scheme. However, all blocks may not

need to take up all activities. The projects should be based on local conditions and need of that block; all strategies and interventions must target all girls in the age group of 6 – 14 years for universal elementary education (UEE).with special focus on girls in difficult situations, namely:

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Out of school girls; including never enrolled and dropout girls Overage girls , who have not completed elementary education Working girls Girls from marginalized social groups. Girls with low attendance Girls rescued from work, trafficked children, daughters of sex workers,

displaced girls including girls in disturbed areas and urban settings.

D. Development of guidelines for incorporating gender concerns in curriculum and pedagogy, development of material including teaching learning material, audio - visuals and other material helping in enriching curriculum and textbooks, , development/ of supplementary reading materials for girls, including life skills, which would provide the support needed for girls’ education.

E. The focus of interventions should be on retention of girls and improvement in quality

of learning. Quality of Education to girls implies their improved: Participation in schooling for which reduced dropout rates will be necessary

preconditions Completion rates to render the system efficient Transition rates to next level of education Empowerment of girls through participation in learner centered and activity based

learning to enhance their knowledge, their self esteem and self-confidence, skills and capacities to equip them for coping with different situations in life, enable them to make informed choices, participate in decision making processes, access resources that will assure them quality of life.

Detailed action plans for the target group of girls and the specific strategies to be

adopted in the block need to be spelt out, with defined and measurable outcomes. The annual work plan and budget (AWP&B) of districts prepared under SSA, should reflect NPEGEL block- specific projects accordingly.

F. The NPEGEL components should not duplicate any component already provided in

the SSA framework. In case of a special project being developed for the block, the unit cost of each component would be finalized by the state level Executive Committee or the State Advisory Council (SAC) of the Sarva Shiksha Abhiyan .


4

6. Components of NPEGEL:

6.1 Block Focus Projects for girls at risk/difficult circumstances: Detailed action plans for the target group of girls and specific strategies to be adopted in the block need to be spelt out, with defined and measurable outcomes. Annual Work Plan of districts prepared under SSA should reflect NPEGEL block-specific project. Funds permissible per block would be within the ceiling of the sum total of the activities admissible per cluster under the scheme. All clusters in an EBB are eligible for coverage under NPEGEL. For effective implementation phasing of coverage is suggested.

6.2 Model Cluster school (MCS): A Model Cluster School for Girls’, as a model girl-

child friendly school at cluster level will be opened in all selected districts/blocks where the scheme is operational. A cluster will be for about 5-10 villages with each block having about 8-10 clusters. This girl-child friendly infrastructure will be used by all the schools in that cluster, by rotation. It shall have facilities in terms of teaching learning equipment, books, equipment, games, etc. Facilities available, like books will also be circulated to the schools in the clusters. Facilities will be used for learning through computers, film shows, reading material, self defence, life skills, riding bicycles, reading, games etc. Instructors will be hired for the day or on contract for imparting vocational and other training. These would be aimed at improving the achievement of girls, fostering an interest in education among them, and raising the importance of girls’ education in the community. The facilities will also be used for teacher training in the cluster. Clusters will be taken up in a phased manner, and those schools will be selected which have shown the best performance for enrolment of girls over the baseline, and which are accessible to around 10 villages / schools, whose girls can use this infrastructure and which has land for additional civil works and play fields. While selecting the location of the model cluster schools, the density of SC/ ST population would also be taken into consideration.

6.3 An existing school will be identified for opening of ‘Model Cluster School for Girls’

having the density of SC/ST/OBC/Minority girls. The cost of additional classroom, if required, for this purpose shall be taken from SSA civil works and included in the AWP&B.

7. Programmatic Norms

7.1 NPEGEL interventions will supplement and support girls’ education over and

above the investments for girls’ education through SSA interventions. 7.2 All strategies and interventions must target all the 6 – 14 year old girls within the

block. 7.3 Focus of interventions should be on retention of girls and improvement in the

quality of learning. Detailed action plans for the target group of girls and the specific strategies to be adopted in the block are spelt out, with defined and measurable outcomes.

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Learning Through Open School : The implementing agencies will device suitable system with NIOS, State open schools or other such organisations for this purpose. The cluster school will form the venue of the residential upper primary school/NGO centre. This will help to bring girls who had droped out in to the education system. Short term residential courses can also be orgtanised.


6

Educational Tours/Exposure Visits to enhance their knowledge, self esteem and self confidence.

Interaction with important people of the area.

Designing Special Training for older girls and development of relevant

content for residential and non-residential Special Training for older girls, who were drop outs or had never enrolled.

Follow-up strategies for providing ongoing support to girls

mainstreamed to schools from bridge courses and special training centres.

Engagement of older women as escorts for school going girls where

schools are at a distance or passage to school is hazardous or unsafe.

Monitoring and tracking of girls’ attendance and supportive strategies to facilitate regular attendance of girls and their retention in schools to enhance learning achievement, completion and transition to next level of education.

7.6 While preparing block-specific plans, these activities need to be shown against any

of the appropriate activities listed in the norm.

(i) Nutrition and School Health: Health remains a critical issue for girls’ education. Greater malnutrition among girls and lower family priority towards their health affects their learning capacity. School health would involve general health check up with a more intensive follow up of such girls who require special attention. On sanctioning of a ‘Model Cluster School for Girl Child’, a list of such schools mentioning the nearest Government Hospital or Referral Hospital or PHC Centre to the school will be provided to the concerned State Health Department under intimation to the Department of Elementary Education & Literacy who will request the Ministry of Health & Family Welfare for providing necessary services to the Model Cluster Schools. A synergy for this would be built with the Department of Health. Similar synergy will be developed for convergence of ‘Mid-day Meal Scheme’ run by the Department of Elementary Education & Literacy.

(ii) Community Mobilization (Mobilization for enrolment, retention and

learning):At the District and cluster (a group of about ten villages) level, mobilization activities including the training of teachers and educational administrators, mobilisation of the community, including formation and training of resource groups (Mother Teacher Associations (MTA), Women Motivator Groups(WMG), Mahila Samakhya (MS) Sanghas etc.), activities by resource group like enrolment, retention, talking to parents etc., training & review of resource group, community follow up of enrolment, attendance, achievement etc shall be carried out.

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Learning through open schools : A Maximum or 50,000/- per annum will be provided to each cluster towards the paymenr of fees and provision of supplementary teaching to be taken of with the help of National Open School or State Open School.

c)


8

c) Child Care Centres: Opening of additional Early Childhood Care and Education (ECCE) Centres: Each centre opened under the ‘Girl Education Component’ of the SSA will have a recurring grant of ` 5000/- and non-recurring grant of `1000/- per annum.

d) Additional items: SSA provides for free textbooks to all girl- children

upto a limit of ` 150/- per child at primary level and ` 250/- per child at upper primary level. However, if there are any savings after providing for free text books to the girls, the balance money out of this amount may be used for providing additional items such as stationery, slates, work books, etc.

e) Management Cost (including Community Mobilization): In addition to

the provisions already available under SSA, 6% of the total district outlay on NPEGEL would be earmarked towards management cost.

f) Intensive community mobilization would be undertaken from the funds

available under management cost, for creating an environment supportive of girls’ education, and improving their enrolment, retention and learning levels.

g) Funds available under management cost could also be used, inter alia,

for activities like MIS and documentation, honorarium and TA/DA to cluster coordinators, meetings at cluster level, etc

9. Implementation Authority

9.1 State Level Structure: 9.1.1 The SSA State Implementation Society will be the implementing agency of the

NPEGEL at State level. Therefore, funds for this programme will be routed through the SSA society of the State. At the State level a ‘Gender Coordinator’ will be appointed who will look after the NPEGEL. In States where Mahila Samakhya (MS) programme is operational, the SSA society may give preference to the MS Society for implementing NPEGEL in the blocks of MS operations provided the MS Society in the state is willing to undertake the implementation of the programme. In such States, the SSA society shall transfer the funds to MS Society for implementation of the programme. The monitoring and evaluation of the component will be done by the State SSA Society. In blocks where MS is not being implemented or MS is not willing to undertake the implementation of the scheme , the implementation of this component will be through the existing mechanism used for implementation of SSA.

9.1.2 State Mahila Samakhya Societies (MSS), wherever set up under the directions of

the Government of India, will provide direction and support to the programme. The MS society will ensure the representation of SC/ST women’s organisation in the SRG of MSS. In States that do not have an MSS, the SRG for Gender/girls’ education set up under SSA with nominees from relevant departments of the State

d)

e)

f)

g)

h)

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9

Government, Government of India, experts in girls’ education and representatives of SC/ ST women’s organisations will function for the purpose.

9.1.3 Suitable assistance can be taken from institutions like Women’s studies centres at

Universities/colleges, etc. The resource centres under the Mahila Samakhya programme, at the State level, will be the nodal institution to coordinate with individuals, Government and other organisations for the development of material etc.

9.2 District Structure:

9.2.1 Activities would include preparatory activities, including formation of core teams

for girls education, training of core teams, baseline assessments and block and village mapping, and social assessments, village and block plans preparation and facilitation. Simultaneously, advocacy and communication activities, including the formation/ mobilisation of MTAs, PTAs and other core groups in the village would be included, in addition to implementation of the block plans.

9.2.2 Gender Unit of SSA in collaboration with MS (wherever, MS is undertaking

NPEGEL) , will administer the NPEGEL at district level. A ‘District Gender Co-ordinator’ shall be appointed for each district. The District Gender Unit will consist of District Gender coordinator, Resource persons and supporting staff. This unit will co-ordinate and supervise all aspect of the component at district level, and provide resource and training support. It will also network with the local administration, other institutions and NGOs in the district.

9.3 Sub-District Unit:

9.3.1 At the block level, the coordinator, will, with the help of the national, State and

district level, coordinate the training of teachers and educational administrators, mobilisation of the community, regular monitoring of girls’ enrolment, retention, and achievement, and work with communities to devise strategies.

9.3.2. There will be a core group at the block level, whch will be responsible for

coordinating with and converging with the DGU and existing programmes. Selection of core groups would be done at two levels:

(i) Coordinator : 1 (to be selected from among the teachers) (ii) Resource person : 1 (to be selected from among the teachers) (iii) Other members of resource support group at field level. These community

level activists for community mobilisation, local level monitoring, and on site resource support would be selected from among youth groups and women students.

9.3.3 The core group will, with the help of students, teachers and volunteers, do surveys,

and help prepare the village plans. They will also monitor and oversee the implementation of these plans. The core groups will form the major vehicle for community mobilisation, monitoring in the village the progress for enrolment, drop out, achievement of girls, facilitating with the VEC/ MTA/ village community in


10

devising interventions for these activities in the village, and creating an environment for girls’ education. They will be selected on the basis of their aptitude.

9.3.4 At the cluster level there will be Co-ordinators (One for every 5 - 25 villages), who

will work as honorary women workers and will have the assistance of a Core Group. The Cluster Coordinator will be paid TA/DA, etc. The Core Group will be responsible for coordinating with and converging with the District Gender Unit and existing programme. This Core Group will play one of the most critical roles in the programme, in terms of planning, mobilisation and implementing the programmes package of activities. In older MS areas, the federations or the Sanghas could takeover this role. In all project areas, efforts will be made to eventually hand over this function to such groups of activists. The coordinator would work along side the Model cluster school. At the cluster level, the coordinator, will, coordinate the mobilisation of the community, regular monitoring of girls’ enrolment, retention, and achievement, and work with the core group and communities to devise strategies to achieve project goals.

9.3.5 The village level efforts will be co-ordinated by Mahila Samakhya Sanghas, core

groups, VECs, Mothers Committees or Parent Teacher Associations, as the case may be. The district unit, cluster coordinators and village Sanghas will respectively, decide the prioritisation for activities and incentives to be taken up in the cluster/ village. This autonomy is vital for genuine local needs/solutions to get reflected in the programme activities/strategies.

9.3.6 A Cluster Level Committee would be formed for monitoring the cluster level

activities and would consist of the Presidents of SMC of the schools located in the villages in the cluster. The President of the Cluster level Committee would be selected from its members by rotation every quarter. The Head Master of the ‘Model Cluster School for Girls’ would be the member-secretary. If number of women member is less than four, an additional member may be co-opted from the SMC to ensure that at least 4 women members are there.

9.4 National Support Group:

9.4.1 The National Resource Group (NRG) already created under SSA in collaboration

with the NRG created under the Mahila Samakhya programme at the National level shall provide inputs on conceptual issues and concerns arising in the programme, and advise GOI on policy matters concerning the education of girls. This groupwill provide the interface with research and training institutions, women’s movement, educationists and non-Governmental institutions and also bring in other experiences of educating girls.

10 Implementation, Monitoring and Supervision:

10.1 Programme activities at State and National level : Activities at the National and State level also include (a) Planning, (b) Training, (c) meeting, workshops evaluation and MIS, (d) Development

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of material including teaching learning material, audio-visuals and other training material, fees & honorarium, (e) helping in the review/ development of textbooks, development of guidelines for incorporation of gender concerns, (f) development/ compilation of supplementary reading material for girls, including life skills, which would provide the support needed for girls’ education etc. and (g) inter State sharing, documentation, publication, networking, Library, journal etc. SSA provisions will continue for development of training modules, curriculum and pedagogic activities, however, gender focused materials will be at the core of such activities at State level.

11. Methodology:

11.1 The separate sub-plan for ‘Girls Education Component’ will be prepared by the district implementation unit of the NPEGEL. These plans shall be scrutinized at the State level by the resource group, before being forwarded to the the National level for appraisal.

12. Fund Sharing pattern under the NPEGEL:

12.1 The assistance under this component will be as per the parameters of SSA i.e. in the

ratio 65:25 for the first two years of the XI plan i.e. 2007-08 and 2008-09; 60:40 for the third year i..e 2009-10; 65:35 from 2010-11 onwards. For the North Eastern States the fund sharing pattern between Centre and States shall be 90:10 under the programme with the Centre’s share resource from the 10% earmarked funds for the NE Region in the SSA Central Budget.

12.2 The provisions for NPEGEL will be in addition to the provisions already made under

SSA. The SSA society will ensure that there is no duplication of activities proposed under the programme.

12.3 The Government of India would directly release funds to the SSA State Implementation

Society. The State Government will also release its share to the State Implementation Society. Funds will be released to the Mahila Samakhya society, wherever applicable.

12.4 The State society should open a separate savings bank account for operating of funds of

NPEGEL. State Government should also release its matching share to the State SSA society through a separate budget head. Separate accounts will have to be maintained at district and sub-district structures, accordingly.

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Annexure-6

KASTURBA GANDHI BALIKA VIDYALAYA

1. Background

1.1 The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched by the Government of India

in August, 2004 for setting up residential schools at upper primary level for girls belonging predominantly

to the SC, ST, OBC and minorities in difficult areas. Initially it ran as a separate scheme, but was merged

with the SSA programme with effect from 1st April, 2007. With the RTE Act, 2009 coming into force with

effect from 1st April 2010, and the SSA Framework of Implementation being revised to correspond to the

RTE Act, the KGBV component of SSA would also be implemented in the overall context of child rights

and child entitlements and in harmony with the spirit and stipulations of the Act.

2. Scope/ Coverage of the scheme

2.1 KGBVs can be opened in Educationally Backward Blocks (EBBs), previously defined on a

composite criteria of blocks with a rural female literacy rate below the national average (46.13%: Census

2001) and gender gap in literacy higher than the national average (21.59%: Census 2001). Within these

blocks, priority was given to areas with:

Concentration of tribal population, and/or a large number of girls out of school;

Concentration of SC, ST, OBC and minority populations, and/or a large number of girls out of

school;

Areas with low female literacy; or

Areas with a large number of small, scattered habitations that do not qualify for a school

2.2 The criteria of eligible blocks was revised with effect from 1st April, 2008 to include the following:

EBBs with rural female literacy below 30%; and

Towns/cities having minority concentration (as per the list identified by Ministry of Minority

Affairs) with female literacy rate below the national average (53.67%: Census 2001).

2.3 In 2010-11 opening of KGBVs has been extended to all EBBs with rural female literacy below the

national average as per Census 2001.

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3. Objective

3.1 The objective of KGBV is to ensure access and quality education to girls from disadvantaged

groups by setting up residential schools at upper primary level.

4. Strategies

4.1 Initially, KGBVs shall be opened in rented or other available Government buildings. Once land has

been identified, suitable buildings shall be constructed. The unit cost of new KGBVs hostel buildings has

been revised since October 2010 to conform to the State PWD Schedule of Rates (SOR). The minimum

area for KGBV hostel buildings shall be calculated based on basic amenities and requirements as indicated

below:

For 50 children the carpet area of the building would be approximately 80 sq.ft/ child

For 100 children the carpet area of the building would be approximately 60 sq.ft/ child

4.2 Such residential schools will be set up only in those EBBs that do not have residential schools at

upper primary level for girls under any other scheme of Ministry of Social Justice & Empowerment and

Ministry of Tribal Affairs. This shall be ensured by the district level authority of SSA at the time of actual

district level planning of KGBV initiatives by co-ordinating with the other Departments/Ministries.

5. The components of the scheme will be as follows:

(i) Setting up of residential schools where there are a minimum of 50 girls predominantly from

the SC, ST and minority communities available to study in the school at the elementary

level. The number can be more than 50 depending on the number of eligible girls. Three

possible models for such school have been identified and revised financial norms for the

same are:

Model I: Schools with hostels for 100 girls

Recurring cost: ` 32.07 lakh Recurring cost for in take of additional girls: To be worked out proportionately based on the number of intake of additional girls. a. In case the enrollment exceeds 100 children, a head teacher as per RTE norms will be

provided with unit cost of ` 20000/- per month. b. An additional teacher with a salary of ` 15000/- per month will be provided when

enrollment exceeds 105 children based on 1:35 ratio as per RTE Act.


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c. An additional assistant cook with a salary of ` 4500/- per month will be provided for every additional enrollment of 50 girls.

Non-recurring (Other than building, boundary wall, drinking water & sanitation and electric installation): ` 7.25 lakh Non-recurring (Other than building, boundary wall drinking water & sanitation and electric installation) for intake of additional girls: To be worked out proportionately based on the number of intake of additional girls.

Model II: Schools with hostels for 50 girls Recurring Cost: ` 23.95 lakh Recurring cost for intake of additional girls: To be worked out proportionately based on the number of intake of additional girls. Non-recurring (Other than building, boundary wall, drinking water & sanitation and electric installation): ` 5.375 lakh Non-recurring (Other than building, boundary wall, drinking water & sanitation and electric installation) for intake of additional girls: To be worked out proportionately based on the number of intake of additional girls.

Model III: Hostels in existing schools for 50 girls Recurring Cost: ` 17.95 lakh Recurring cost for in take of additional girls: To be worked out proportionality based on the number of intake of additional girls. Non-recurring (Other than building, boundary wall, drinking water & sanitation and electric installation): ` 5.375 lakh Non-recurring (Other than building, boundary wall, drinking water & sanitation and electric installation) for intake of additional girls: To be worked out proportionately based on the number of intake of additional girls. Additional Salary @ ` 3 lakh per annum for additional enrollment over and above 50

girls but up to 100 girls for providing part time teachers, Assistant cook etc. Note: Replacement of bedding (Once in three years @ ` 750/- per child) The intake of girls could be increased from the existing level of 50 to 100 in blocks with

a high number of out of school/dropout girls for which the recurring & non-recurring grants will be increased commensurate to additional enrollment of girls.

Item-wise details are given in Appendix A, B & C.

(ii) To provide necessary infrastructure for these schools

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(iii) To prepare and procure necessary teaching learning material and aids for the schools

(iv) To put in place appropriate systems to provide necessary academic support and for

evaluation and monitoring

(v) To motivate and prepare the girls and their families to send them to residential school

(vi) At the primary level the emphasis will be on the slightly older girls who are out of school

and were unable to complete primary schools (10+). However, in difficult areas (migratory

populations, scattered habitations that do not qualify for primary/ upper primary schools)

younger girls can also be targeted

(vii) At the upper primary level, emphasis will be on girls, especially, adolescent girls who are

unable to go to regular schools

(viii) In view of the targeted nature of the scheme, 75% girls from SC, ST, OBC or minority

communities would be accorded priority for enrolment in such residential schools and only

thereafter, 25% girls from families below poverty line.

(ix) Established NGOs and other non-profit making bodies will be involved in the running of the

schools, wherever possible. These residential schools can also be adopted by the corporate

groups.

6. Implementation, monitoring and evaluation

6.1 The SSA State Implementation Society will be the implementing agency of the KGBV at State level.

Therefore, funds for this programme will be routed through the SSA society of the State. At the State level

a ‘Gender Coordinator’ will be appointed who will look after the KGBV. In States where Mahila Samakhya

(MS) programme is operational, the SSA society may give preference to the MS Society for implementing

KGBV in the blocks of MS operations provided that the MS Society in the state is willing to undertake the

implementation of the programme. In such States, the SSA society shall transfer the approved funds to

MS Society for implementation of the programme. The monitoring and evaluation of the component will be

done by the State SSA Society. In blocks where MS or in blocks where MS has not given its concurrence to

implement KGBV the implementation of this component will be through the SSA.

6.2. Training for teachers and staff at the residential schools will be coordinated by the District Institutes

of Educational Training, Block Resource Centres and the Mahila Samakhya Resource Groups.


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7. State Support Group

7.1 An Advisory State level coordination committee/SRG as approved under the NPEGEL scheme shall

provide direction and support to the programme. This group will consist of nominees from relevant State

Government Departments, Government of India, experts in the field of girls education, educationists etc.

The selection of an appropriate model of the school and its location would be done by this Committee

based on the recommendation of the district committee implementing the NPEGEL and the new proposed

scheme district level implementing agency for KGBV

8. National Support Group

8.1 The National Resource Group (NRG) created under the Mahila Samakhya programme at the

National level shall provide inputs on conceptual issues and concerns arising in the programme, and advice

GOI on policy matters concerning the education of girls. This group will provide the interface with research

and training institutions, women’s movement, educationists and non-Governmental institutions and also

bring in other experiences of educating girls.

8.2 Since the NRG, consists of a small number of persons and meets only two to three times in a year,

smaller sub committees of the NRG created for specific inputs, like gender training of teachers,

development of gender based teaching learning material, development of audio visual programmes etc. will

co- opt additional persons from relevant institutions or experts for the purpose.

9. Methodology

9.1 Based on the number of girls and the type of residential school to be provided, the selection of the

model of the school to be selected would be done by a State Level Committee based on the

recommendation of the District Committee for the purpose. The proposal shall be forwarded to the Cell at

the National level who shall appraise them with the help of external agencies/consultants, where necessary.

Finally, the Project Approval Board of SSA will approve these plans.

10. Funding Pattern or release of funds

10.1 The funding pattern of the Central Government and States/UTs for the KGBV scheme will be the

same as per the Sarva Shiksha Abhiyan, as it is a component of SSA with effect from 1st April, 2007.

10.2 The provisions for KGBV will be in addition to the provisions already made under other

components of SSA and for NPEGEL. The SSA Society shall ensure convergence of KGBV with

NPEGEL and Mahila Samakhya programme. It shall also ensure that funds allocated are appropriately

utilized and there is no duplication of activities.

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10.3 The Government of India would directly release funds to the SSA State Implementation Society.

The State Government will also release its share to the State Implementation Society. Funds will be

released thereafter to the Mahila Samakhya Society wherever applicable. In States where MS is not being

implemented, the implementation will be through the SSA Society

10.4 The State Society should open a separate Savings Bank Account for operating the funds of KGBV.

State Government should also release its matching share to the State SSA Society through a separate

budget head. Separate accounts will have to be maintained at district and sub-district structures,

accordingly.


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Appendix – A

Financial Norms for KGBV

Model – I – School with Hostel for 100 girls

Revised Norms

S.

No. Item of Expenditure

Financial

norms

(` In lakh)

Financial norms for intake of additional

Children

Non-Recurring Cost

1 Construction of building (Construction cost as per schedule of rates notified

by the concerned State. Carpet area of the building should be approximately

60 sq. ft for hostels with 100 children)

Additional construction cost as per

schedule of rates notified by the concerned

State for a carpet area of approximately 60

sq. ft. for hostels.

Boundary wall As per State SoR

Drinking Water & sanitation.

Electric installation

2 Furniture/Equipment including kitchen equipment 3.00 ` 3000/- per child

3 Teaching Learning Material and equipment including library

books 3.50

` 3500/- per child

4 Bedding (replacement of Bedding after 3 years) 0.75 ` 750/- per child

TOTAL: 7.25

Recurring Cost

1 Maintenance per girl student per month @ ` 900 10.80 ` 10800/- per child per annum

2 Stipend for girl student per month @ ` 50 0.60 ` 600/- per child per annum

3 Supplementary TLM, stationery and other educational

material 0.60

` 600/- per child per annum

4 Examination fee 0.02 ` 20/- per annum.

5 Salaries:

12.00

(i) In case the enrollment exceeds 100

children, a head teacher as per RTE norms

will be provided with unit cost of `

20000/- per month.

(ii) An additional teacher with a salary of `

15000/- per month will be provided when

enrollment exceeds 105 children based on

1:35 ratio as per RTE Act.

(iii) An additional assistant cook with a

1 Warden

4 Full time teachers

2 Urdu teachers (only for blocks with muslim population

above 20% and select urban areas) , if required

3 Part time teachers

1 Full time accountant

2 Support staff – (Accountant/Assistant, Peon, Chowkidar)

1 Head cook and 1 Asst. cook for 50 girls and 2 Asst. cooks

(` In lakh)

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Revised Norms

for 100 girls salary of ` 4500/- per month will be

provided for every additional enrollment of

50 girls.

6 Vocational training/specific skill training 0.50 ` 500/- per child per annum

7 Electricity/ water charges 0.60 ` 600/- per child per annum

8 Medical care/Contingencies @ ` 750/- child 0.75 ` 750/- per child per annum.

9 Maintenance 0.40 ` 400/- per child per annum

Miscellaneous 0.40 ` 400/- per child per annum

10 Preparatory camps 0.15 ` 150/- per child per annum

11 PTAs/ school functions 0.15 ` 150/- per child per annum

12 Provision of Rent (8 months) 4.80 ` 4800/- per child per annum

13 Capacity building 0.30 ` 300/- per child per annum

TOTAL 32.07

Grand Total 39.32


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Appendix – B


Model – II – School with Hostel for 50 girls

Revised Norms

S.


Financial

norms

(` In lakh)

Financial norms for in take of additional

Children

Non-Recurring Cost

1 Construction of building (Construction cost as per schedule of rates notified by

the concerned State. Carpet area of the building should be approximately 80

sq. ft for hostels with 50 children)

Additional construction cost as per schedule

of rates notified by the concerned State for a

carpet area of approximately 80 sq. ft. for

hostel upto 100 children.


Drinking Water & sanitation.

Electric Installation


3 Teaching Learning Material and equipment including

library books 3.00

` 3000/- per child


TOTAL: 5.375

Recurring Cost




material 0.30



5 Salaries:

12.00

1 Warden

4 Full time teachers





2 Support staff – (Accountant/Assistant, Peon,

Chowkidar)

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for 100 girls










TOTAL 23.95

Grand Total 29.325


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Appendix – C


Model – III – Only Hostel attached to existing school for 50 girls

Revised Norms

S.


Financial

norms

(` In lakh)

Financial norms for in take of additional

Children

Non-Recurring Cost

1 Construction of building (Construction cost as per schedule of rates notified

by the concerned State. Carpet area of the building should be approximately

80 sq. ft for hostels with 50 children)

Additional construction cost as per schedule

of rates notified by the concerned State for a

carpet area of approximately 80 sq. ft. for

hostel upto 100 children.


Drinking Water) & Sanitation

Electric Installation


3 Teaching Learning Material and equipment including library

books 3.00

` 3000/- per child


TOTAL: 5.375

Recurring Cost




material 0.30



5 Salaries:

6.00

Additional Salary @ ` 3 lakh per annum for

additional enrollment over and above 50 girls

but up to 100 girls for providing part time

teachers, Assistant cook etc.

1 Warden





2 Support staff – (Accountant/Assistant, Peon, Chowkidar)


for 100 girls

(` In lakh)

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TOTAL 17.95

Grand Total 23.325


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SSA Frame Work (Revised) 9-6-2011 ENGLISH

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