ssa frame work (revised) 9-6-2011 english
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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 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)
mInIstry oF Human resource Development3
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
Framework For ImplementatIon4
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
mInIstry oF Human resource Development5
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
Framework For ImplementatIon6
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.
mInIstry oF Human resource Development7
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
Framework For ImplementatIon8
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
Framework For ImplementatIon10
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.
11mInIstry oF Human resource Development
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.
all cHIlDren In scHool
Framework For ImplementatIon12
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.
13mInIstry oF Human resource Development
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?
all cHIlDren In scHool
Framework For ImplementatIon14
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
15mInIstry oF Human resource Development
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.
all cHIlDren In scHool
Framework For ImplementatIon16
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:
17mInIstry oF Human resource Development
(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.
all cHIlDren In scHool
Framework For ImplementatIon18
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.
19mInIstry oF Human resource Development
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
all cHIlDren In scHool
Framework For ImplementatIon20
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.
21mInIstry oF Human resource Development
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.
all cHIlDren In scHool
Framework For ImplementatIon22
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.
23mInIstry oF Human resource Development
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
Framework For ImplementatIon24
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
25mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon26
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
27mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon28
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.
29mInIstry oF Human resource Development
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.
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon30
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
31mInIstry oF Human resource Development
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.
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon32
(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.
33mInIstry oF Human resource Development
(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.
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon34
(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
35mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon36
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
37mInIstry oF Human resource Development
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.
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon38
(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
39mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon40
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
41mInIstry oF Human resource Development
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.
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon42
(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
43mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon44
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
45mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon46
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.
47mInIstry oF Human resource Development
(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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon48
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
49mInIstry oF Human resource Development
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
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon50
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
51mInIstry oF Human resource Development
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.
aDDressIng equIty Issues In elementary eDucatIon
Framework For ImplementatIon52
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
53mInIstry oF Human resource Development
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.
Framework For ImplementatIon54
55mInIstry oF Human resource Development
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
Framework For ImplementatIon56
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
57mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon58
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
59mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon60
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
61mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon62
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
63mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon64
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,
65mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon66
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
67mInIstry oF Human resource Development
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.
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon68
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
69mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon70
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.
71mInIstry oF Human resource Development
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.
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon72
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.
73mInIstry oF Human resource Development
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).
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon74
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.
75mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon76
(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
77mInIstry oF Human resource Development
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?
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon78
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
79mInIstry oF Human resource Development
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
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon80
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
81mInIstry oF Human resource Development
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.
elementary eDucatIon oF equItable qualIty
Framework For ImplementatIon8282
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.
83mInIstry oF Human resource Development
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
Framework For ImplementatIon84
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.
85mInIstry oF Human resource Development
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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon86
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.
87mInIstry oF Human resource Development
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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon88
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
89mInIstry oF Human resource Development
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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon90
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.
91mInIstry oF Human resource Development
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.
Framework For ImplementatIon92
93mInIstry oF Human resource Development
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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon94
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
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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:
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Framework For ImplementatIon96
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
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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:
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Framework For ImplementatIon98
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
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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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon100
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
101mInIstry oF Human resource Development
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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon102
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.
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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
partIcIpatIon anD role oF communIty anD cIvIl socIety
Framework For ImplementatIon104
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
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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
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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
Framework For ImplementatIon108
(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,
109mInIstry oF Human resource Development
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;
management anD monItorIng
Framework For ImplementatIon110
(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
111mInIstry oF Human resource Development
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
management anD monItorIng
Framework For ImplementatIon112
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
113mInIstry oF Human resource Development
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
management anD monItorIng
Framework For ImplementatIon114
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.
115mInIstry oF Human resource Development
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
management anD monItorIng
Framework For ImplementatIon116
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
117mInIstry oF Human resource Development
(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.
management anD monItorIng
Framework For ImplementatIon118
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
119mInIstry oF Human resource Development
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.
management anD monItorIng
Framework For ImplementatIon120
(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.
121mInIstry oF Human resource Development
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,
management anD monItorIng
Framework For ImplementatIon122
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
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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.
Framework For ImplementatIon124
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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
Framework For ImplementatIon126
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.
127mInIstry oF Human resource Development
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
protectIon oF cHIlD rIgHts tHrougH grIevance reDressal anD monItorIng
Framework For ImplementatIon128
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)
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(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
protectIon oF cHIlD rIgHts tHrougH grIevance reDressal anD monItorIng
Framework For ImplementatIon130
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
W e a k e r S e c t i o n s a n d
DisadvantagedGroups
(g) For Children in Specified category
Schools [KV, Navodaya and Sainik
schools]
(i) 25%reservationforchildrenfrom
W e a k e r S e c t i o n s a n d
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:
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(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
protectIon oF cHIlD rIgHts tHrougH grIevance reDressal anD monItorIng
Framework For ImplementatIon132
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
133mInIstry oF Human resource Development
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.
Framework For ImplementatIon134
135mInIstry oF Human resource Development
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
Framework For ImplementatIon136
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
137mInIstry oF Human resource Development
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
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon138
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,
139mInIstry oF Human resource Development
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
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon140
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
141mInIstry oF Human resource Development
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
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon142
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,
143mInIstry oF Human resource Development
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.
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon144
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.
145mInIstry oF Human resource Development
(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.
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon146
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
147mInIstry oF Human resource Development
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
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon148
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
149mInIstry oF Human resource Development
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
plannIng, appraIsal anD FunD Flow mecHanIsms
Framework For ImplementatIon150
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
x-I
Nor
ms
For I
nter
vent
ions
Sl.
No.
Acti
vity
Prog
ram
mati
c N
orm
sFi
nanc
ial N
orm
s
ACCE
SS A
ND
RET
ENTI
ON
1.S
cho
ol
an
d
soci
al
map
ping
The
RTE
Act p
rovi
des c
hild
ren
acce
ss to
ele
men
tary
scho
ols
wit
hin
the
“def
ined
are
a or
lim
its
of
neig
hbou
rhoo
d”.
Sc
hool
acc
ess d
eman
ds n
ot m
erel
y ph
ysic
al
acce
ss t
o a
neig
hbor
hood
sch
ool w
ithin
a
notifi
ed d
ista
nce,
but
als
o so
cial
acc
ess
by
way
of a
ddre
ssin
g al
l exc
lusi
onar
y pr
actic
es
in t
he s
choo
l, es
peci
ally
tho
se b
ased
on
cast
e, c
lass
, gen
der
and
spec
ial n
eeds
.
St
ates
/U
Ts w
ould
nee
d to
arr
ive
at a
cle
ar
pict
ure
of c
urre
nt a
vaila
bilit
y of
sch
ools
wit
hin
d
efi
ne
d
are
a
or
lim
its
of
neig
hbou
rhoo
ds. T
his
will
requ
ire m
appi
ng
of n
eigh
bour
hood
s/ h
abita
tions
and
link
ing
them
to s
peci
fic s
choo
ls. I
t is
poss
ible
that
a)
All i
nter
venti
ons f
or a
cces
s may
be
prec
eded
by co
mpr
ehen
sive
scho
ol a
nd so
cial
map
ping
exer
cise
as
deta
iled
in t
he c
hapt
er o
n
univ
ersa
l ac
cess
. Fu
ndin
g fo
r sc
hool
and
soci
al m
appi
ng m
ay b
e so
urce
d fr
om S
SA’s
Man
agem
ent
Cost
s an
d/or
cos
ts p
rovi
ded
unde
r RE
MS.
norMs for interventions
fraMework for iMpleMentation152
a
neig
hbou
rhoo
d m
ay b
e lin
ked
to m
ore
than
one
sch
ool.
Sim
ilarl
y, a
sch
ool m
ay b
e
linke
d to
mor
e th
an o
ne n
eigh
bour
hood
.
This
exe
rcis
e ca
n he
lp id
entif
y ga
ps, w
here
new
sch
ools
nee
d to
be
open
ed.
W
hile
det
erm
inin
g th
e ne
ed f
or a
cces
s of
child
ren
to n
eigh
bour
hood
sch
ools
, th
e
map
ping
exe
rcis
e sh
ould
fac
tor
in t
he
avai
lab
ility
of
seat
s fo
r ch
ildre
n f
rom
disa
dvan
tage
d gr
oups
and
wea
ker s
ectio
ns
not
only
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
.
153Ministry of HuMan resource DevelopMent
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
norMs for interventions
fraMework for iMpleMentation154
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
155Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation156
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.
157Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation158
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.
159Ministry of HuMan resource DevelopMent
(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
norMs for interventions
fraMework for iMpleMentation160
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:
161Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation162
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
/-
163Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation164
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
).
165Ministry of HuMan resource DevelopMent
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/
norMs for interventions
fraMework for iMpleMentation166
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.
167Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation168
(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
-
169Ministry of HuMan resource DevelopMent
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
norMs for interventions
fraMework for iMpleMentation170
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.
171Ministry of HuMan resource DevelopMent
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/
-
norMs for interventions
fraMework for iMpleMentation172
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
173Ministry of HuMan resource DevelopMent
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
.
norMs for interventions
fraMework for iMpleMentation174
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.
175Ministry of HuMan resource DevelopMent
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..
norMs for interventions
fraMework for iMpleMentation176
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
177Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation178
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.
179Ministry of HuMan resource DevelopMent
(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
norMs for interventions
fraMework for iMpleMentation180
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.
181Ministry of HuMan resource DevelopMent
(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
norMs for interventions
fraMework for iMpleMentation182
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
183Ministry of HuMan resource DevelopMent
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
norMs for interventions
fraMework for iMpleMentation184
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
185Ministry of HuMan resource DevelopMent
(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
norMs for interventions
fraMework for iMpleMentation186
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.
187Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation188
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.
189Ministry of HuMan resource DevelopMent
(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
.
norMs for interventions
fraMework for iMpleMentation190
(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
191Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation192
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.
193Ministry of HuMan resource DevelopMent
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
norMs for interventions
fraMework for iMpleMentation194
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.
195Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation196
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
197Ministry of HuMan resource DevelopMent
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
norMs for interventions
fraMework for iMpleMentation198
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.
199Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation200
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%
.
201Ministry of HuMan resource DevelopMent
“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
norMs for interventions
fraMework for iMpleMentation202
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
).
203Ministry of HuMan resource DevelopMent
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.
norMs for interventions
fraMework for iMpleMentation204
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
205Ministry of HuMan resource DevelopMent
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
fraMework for iMpleMentation206
App
endi
x-A
Fina
ncia
l Nor
ms
for K
GB
VM
odel
-I-S
choo
l with
Hos
tel f
or 1
00 g
irls
Revi
sed
Nor
ms
S.
No.
Item
of E
xpen
ditu
reFi
nanc
ial
norm
s
(` In
lakh
)
Fina
ncia
l nor
ms
for
inta
ke o
f add
ition
al C
hild
ren
Non
-Rec
urri
ng C
ost
1Co
nstr
uctio
n of
bui
ldin
g (C
onst
ructi
on c
ost a
s pe
r sch
edul
e of
rat
es n
otifie
d by
the
con
cern
ed S
tate
. Ca
rpet
are
a of
th
e bu
ildin
g sh
ould
be
appr
oxim
atel
y 60
sq.
ft p
er c
hild
for
host
els
with
100
chi
ldre
n)
Add
ition
al c
onst
ructi
on c
ost a
s per
sche
dule
of r
ates
no
tified
by
the
conc
erne
d St
ate
for
a ca
rpet
are
a of
ap
prox
imat
ely
60 s
q. ft
. per
chi
ld fo
r ho
stel
s.
Boun
dary
wal
l
As
per
Stat
e So
RPr
ovis
ion
of
Dri
nkin
g W
ater
an
d Sa
nita
tion.
Elec
tric
inst
alla
tion
2Fu
rnitu
re/E
quip
men
t in
clud
ing
kitc
hen
equi
pmen
t3.
00`
3000
/- p
er c
hild
3Te
achi
ng L
earn
ing
Mat
eria
l and
equ
ipm
ent
incl
udin
g lib
rary
boo
ks3.
50`
3500
/- p
er c
hild
4Be
ddin
g (r
epla
cem
ent
of B
eddi
ng a
fter
3
year
s)0.
75`
750/
- per
chi
ld
TO
TAl:
7.25
207Ministry of HuMan resource DevelopMent
Revi
sed
Nor
ms
Recu
rrin
g Co
st
1M
aint
enan
ce p
er g
irl s
tude
nt p
er m
onth
@
` 9
00/-
10
.80
` 10
800/
- per
chi
ld p
er a
nnum
2Sti
pend
for
girl
stu
dent
per
mon
th @
`
50/-
0.60
` 60
0/- p
er c
hild
per
ann
um
3Su
pple
men
tary
TLM
, sta
tione
ry a
nd o
ther
ed
ucati
onal
mat
eria
l0.
60`
600/
- per
chi
ld p
er a
nnum
4Ex
amin
ation
fee
0.02
` 20
/- p
er a
nnum
.
5sa
lari
es:
12.0
0
(i) I
n ca
se t
he e
nrol
lmen
t ex
ceed
s 10
0 ch
ildre
n, a
he
ad t
each
er a
s pe
r RT
E no
rms
will
be
prov
ided
w
ith u
nit c
ost o
f `
200
00/-
per
mon
th.
(ii) A
n ad
ditio
nal t
each
er w
ith a
sal
ary
of `
150
00/-
pe
r m
onth
w
ill
be
prov
ided
w
hen
enro
llmen
t ex
ceed
s 10
5 ch
ildre
n ba
sed
on 1
:35
ratio
as
per R
TE
Act
.(ii
i) A
n ad
ditio
nal
assi
stan
t co
ok w
ith a
sal
ary
of
` 45
00/-
per
mon
th w
ill b
e pr
ovid
ed f
or e
very
ad
ditio
nal e
nrol
lmen
t of 5
0 gi
rls.
1 W
arde
n
4 Fu
ll tim
e te
ache
rs
2 U
rdu
teac
hers
(o
nly
for
bloc
ks
with
m
uslim
pop
ulati
on a
bove
20%
and
sel
ect
urba
n ar
eas)
, if
requ
ired
3 P
art ti
me
teac
hers
1 Fu
ll tim
e ac
coun
tant
2 Su
ppor
t sta
ff –
(A
ccou
ntan
t/A
ssis
tant
, Pe
on, C
how
kida
r)
1 H
ead
cook
and
1 A
sst.
coo
k fo
r 50
gir
ls
and
2 A
sst.
coo
ks fo
r 10
0 gi
rls
6Vo
catio
nal t
rain
ing/
spec
ific
skill
trai
ning
0.50
` 50
0/- p
er c
hild
per
ann
um
7El
ectr
icity
/ w
ater
cha
rges
0.60
` 60
0/- p
er c
hild
per
ann
um
8M
edic
al c
are/
Conti
ngen
cies
@ `
750
/-
child
0.75
` 75
0/- p
er c
hild
per
ann
um.
financial norMs for kGBv
fraMework for iMpleMentation208
Revi
sed
Nor
ms
9M
aint
enan
ce0.
40`
400/
- per
chi
ld p
er a
nnum
Mis
cella
neou
s0.
40`
400/
- per
chi
ld p
er a
nnum
10Pr
epar
ator
y ca
mps
0.15
` 15
0/- p
er c
hild
per
ann
um
11PT
As/
sch
ool f
uncti
ons
0.15
` 15
0/- p
er c
hild
per
ann
um
12Pr
ovis
ion
of R
ent (
8 m
onth
s)4.
80`
4800
/- p
er c
hild
per
ann
um
13Ca
paci
ty b
uild
ing
0.30
` 30
0/- p
er c
hild
per
ann
um
TO
TAl
32.0
7
G
rand
Tot
al39
.32
209Ministry of HuMan resource DevelopMent
App
endi
x-B
Fina
ncia
l Nor
ms
for K
GB
VM
odel
-II-S
choo
l with
Hos
tel f
or 5
0 gi
rls
Revi
sed
Nor
ms
S.
No.
Item
of E
xpen
ditu
reFi
nanc
ial
norm
s
(` In
lakh
)
Fina
ncia
l nor
ms
for
in ta
ke o
f add
ition
al C
hild
ren
Non
-Rec
urri
ng C
ost
1Co
nstr
uctio
n of
bui
ldin
g (C
onst
ructi
on c
ost a
s pe
r sc
hedu
le
of r
ates
noti
fied
by t
he c
once
rned
Sta
te.
Carp
et a
rea
of
the
build
ing
shou
ld b
e ap
prox
imat
ely
80 s
q. ft
per
chi
ld fo
r ho
stel
s w
ith 5
0 ch
ildre
n)
Add
ition
al c
onst
ructi
on c
ost
as p
er s
ched
ule
of
rate
s no
tified
by
the
conc
erne
d St
ate
for
a ca
rpet
ar
ea o
f app
roxi
mat
ely
80 s
q. ft
. per
chi
ld fo
r ho
stel
up
to 1
00 c
hild
ren.
Boun
dary
wal
l
As
per
stat
e so
RPr
ovis
ion
Dri
nkin
g W
ater
and
San
itatio
n
Elec
tric
inst
alla
tion
2Fu
rnitu
re/E
quip
men
t in
clud
ing
kitc
hen
equi
pmen
t2.
00`
2000
/- p
er c
hild
3Te
achi
ng L
earn
ing
Mat
eria
l and
equ
ipm
ent
incl
udin
g lib
rary
boo
ks3.
00`3
000/
- per
chi
ld
4Be
ddin
g (r
epla
cem
ent
of B
eddi
ng a
fter
3
year
s)0.
375
` 75
0/- p
er c
hild
TO
TAl:
5.37
5
financial norMs for kGBv
fraMework for iMpleMentation210
Recu
rrin
g Co
st
1M
aint
enan
ce p
er g
irl s
tude
nt p
er m
onth
@
` 9
00/-
5.
40`
1080
0/- p
er c
hild
per
ann
um
2Sti
pend
for
girl
stu
dent
per
mon
th @
`
50/-
0.30
` 60
0/- p
er c
hild
per
ann
um
3Su
pple
men
tary
TLM
, sta
tione
ry a
nd o
ther
ed
ucati
onal
mat
eria
l0.
30`
600/
- per
chi
ld p
er a
nnum
4Ex
amin
ation
fee
0.01
` 20
/- p
er a
nnum
.
5sa
lari
es:
12.0
0
1 W
arde
n
4 Fu
ll tim
e te
ache
rs
2 U
rdu
teac
hers
(o
nly
for
bloc
ks
with
m
uslim
pop
ulati
on a
bove
20%
and
sel
ect
urba
n ar
eas)
, if
requ
ired
3 P
art ti
me
teac
hers
1 Fu
ll tim
e ac
coun
tant
2 Su
ppor
t sta
ff –
(A
ccou
ntan
t/A
ssis
tant
, Pe
on, C
how
kida
r)
1 H
ead
cook
and
1 A
sst.
coo
k fo
r 50
gir
ls
and
2 A
sst.
coo
ks fo
r 10
0 gi
rls
6Vo
catio
nal t
rain
ing/
spec
ific
skill
trai
ning
0.30
` 60
0/- p
er c
hild
per
ann
um
7El
ectr
icity
/ w
ater
cha
rges
0.36
` 72
0/- p
er c
hild
per
ann
um
8M
edic
al c
are/
Conti
ngen
cies
@ `
750
/-
child
0.38
` 75
0/- p
er c
hild
per
ann
um.
9M
aint
enan
ce0.
20`
400/
- per
chi
ld p
er a
nnum
211Ministry of HuMan resource DevelopMent
Mis
cella
neou
s0.
20`
400/
- per
chi
ld p
er a
nnum
10Pr
epar
ator
y ca
mps
0.10
` 20
0/- p
er c
hild
per
ann
um
11PT
As/
sch
ool f
uncti
ons
0.10
` 20
0/- p
er c
hild
per
ann
um
12Pr
ovis
ion
of R
ent (
8 m
onth
s)4.
00`
8000
/- p
er c
hild
per
ann
um
13Ca
paci
ty b
uild
ing
0.30
` 30
0/- p
er c
hild
per
ann
um
TO
TAl
23.9
5
G
rand
Tot
al29
.325
financial norMs for kGBv
fraMework for iMpleMentation212
Revi
sed
Nor
ms
S.
No.
Item
of E
xpen
ditu
reFi
nanc
ial
norm
s(`
In la
kh)
Fina
ncia
l nor
ms
for
in ta
ke o
f add
ition
al C
hild
ren
Non
-Rec
urri
ng C
ost
1Co
nstr
uctio
n of
bui
ldin
g (C
onst
ructi
on c
ost a
s pe
r sc
hedu
le
of r
ates
noti
fied
by t
he c
once
rned
Sta
te.
Carp
et a
rea
of
the
build
ing
shou
ld b
e ap
prox
imat
ely
80 s
q. ft
per
chi
ld fo
r ho
stel
s w
ith 5
0 ch
ildre
n)
Add
ition
al c
onst
ructi
on c
ost a
s per
sche
dule
of r
ates
no
tified
by
the
conc
erne
d St
ate
for
a ca
rpet
are
a of
ap
prox
imat
ely
80 s
q. ft
. pe
r ch
ild f
or h
oste
l up
to
100
child
ren.
Boun
dary
wal
l
As
per
stat
e so
RPr
ovis
ion
for
Dri
nkin
g W
ater
an
d Sa
nita
tion.
Elec
tric
inst
alla
tion
2Fu
rnitu
re/E
quip
men
t in
clud
ing
kitc
hen
equi
pmen
t2.
00`
2000
/- p
er c
hild
3Te
achi
ng L
earn
ing
Mat
eria
l and
equ
ipm
ent
incl
udin
g lib
rary
boo
ks3.
00`
3000
/- p
er c
hild
4Be
ddin
g (r
epla
cem
ent
of B
eddi
ng a
fter
3
year
s)0.
375
` 75
0/- p
er c
hild
TO
TAl:
5.37
5
App
endi
x-C
Fina
ncia
l Nor
ms
for K
GB
VM
odel
-III-O
nly
Hos
tel a
ttach
ed to
exi
stin
g sc
hool
for 5
0 gi
rls.
213Ministry of HuMan resource DevelopMent
Recu
rrin
g Co
st
1M
aint
enan
ce p
er g
irl s
tude
nt p
er m
onth
@
` 90
0/-
5.40
` 10
800/
- per
chi
ld p
er a
nnum
2Sti
pend
for
girl
stu
dent
per
mon
th @
`
50/-
0.30
` 60
0/- p
er c
hild
per
ann
um
3Su
pple
men
tary
TLM
, sta
tione
ry a
nd o
ther
ed
ucati
onal
mat
eria
l0.
30`
600/
- per
chi
ld p
er a
nnum
4Ex
amin
ation
fee
0.01
` 20
/- p
er a
nnum
.
5sa
lari
es:
6.00
Add
ition
al S
alar
y @
3
lakh
per
ann
um fo
r add
ition
al
enro
llmen
t ov
er a
nd a
bove
50
girl
s bu
t up
to
100
girl
s fo
r pro
vidi
ng p
art ti
me
teac
hers
, Ass
ista
nt c
ook
etc.
1 W
arde
n
2 U
rdu
teac
hers
(o
nly
for
bloc
ks
with
m
uslim
pop
ulati
on a
bove
20%
and
sel
ect
urba
n ar
eas)
, if
requ
ired
3 P
art ti
me
teac
hers
1 Fu
ll tim
e ac
coun
tant
2 Su
ppor
t sta
ff –
(A
ccou
ntan
t/A
ssis
tant
, Pe
on, C
how
kida
r)
1 H
ead
cook
and
1 A
sst.
coo
k fo
r 50
gir
ls
and
2 A
sst.
coo
ks fo
r 10
0 gi
rls
6Vo
catio
nal t
rain
ing/
spec
ific
skill
trai
ning
0.30
` 60
0/- p
er c
hild
per
ann
um
7El
ectr
icity
/ w
ater
cha
rges
0.36
` 72
0/- p
er c
hild
per
ann
um
8M
edic
al c
are/
Conti
ngen
cies
@ `
750/
- ch
ild0.
38`
750/
- per
chi
ld p
er a
nnum
.
9M
aint
enan
ce0.
20`
400/
- per
chi
ld p
er a
nnum
Mis
cella
neou
s0.
20`
400/
- per
chi
ld p
er a
nnum
financial norMs for kGBv
fraMework for iMpleMentation214
10Pr
epar
ator
y ca
mps
0.10
` 20
0/- p
er c
hild
per
ann
um
11PT
As/
sch
ool f
uncti
ons
0.10
` 20
0/- p
er c
hild
per
ann
um
12Pr
ovis
ion
of R
ent (
8 m
onth
s)4.
00`
8000
/- p
er c
hild
per
ann
um
13Ca
paci
ty b
uild
ing
0.30
` 30
0/- p
er c
hild
per
ann
um
TO
TAl
17.9
5
G
rand
Tot
al23
.325
215Ministry of HuMan resource DevelopMent
Annexure-1
annexures
fraMework for iMpleMentation216
217Ministry of HuMan resource DevelopMent
Annexure-2
Annexure-2
annexures
fraMework for iMpleMentation218
219Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation220
221Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation222
223Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation224
225Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation226
227Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation228
229Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation230
Annexure-3
231Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation232
Annexure-4
233Ministry of HuMan resource DevelopMent
annexures
fraMework for iMpleMentation234
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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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 .
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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.
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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)
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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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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
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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
253Ministry of HuMan resource DevelopMent
9
Appendix – B
Financial Norms for KGBV
Model – II – School with Hostel for 50 girls
Revised Norms
S.
No. Item of Expenditure
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.
Boundary wall As per State SoR
Drinking Water & sanitation.
Electric Installation
2 Furniture/Equipment including kitchen equipment 2.00 ` 2000/- per child
3 Teaching Learning Material and equipment including
library books 3.00
` 3000/- per child
4 Bedding (replacement of Bedding after 3 years) 0.375 ` 750/- per child
TOTAL: 5.375
Recurring Cost
1 Maintenance per girl student per month @ ` 900 5.40 ` 10800/- per child per annum
2 Stipend for girl student per month @ ` 50 0.30 ` 600/- per child per annum
3 Supplementary TLM, stationery and other educational
material 0.30
` 600/- per child per annum
4 Examination fee 0.01 ` 20/- per annum.
5 Salaries:
12.00
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)
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1 Head cook and 1 Asst. cook for 50 girls and 2 Asst. cooks
for 100 girls
6 Vocational training/specific skill training 0.30 ` 600/- per child per annum
7 Electricity/ water charges 0.36 ` 720/- per child per annum
8 Medical care/Contingencies @ ` 750/- child 0.38 ` 750/- per child per annum.
9 Maintenance 0.20 ` 400/- per child per annum
Miscellaneous 0.20 ` 400/- per child per annum
10 Preparatory camps 0.10 ` 200/- per child per annum
11 PTAs/ school functions 0.10 ` 200/- per child per annum
12 Provision of Rent (8 months) 4.00 ` 8000/- per child per annum
13 Capacity building 0.30 ` 300/- per child per annum
TOTAL 23.95
Grand Total 29.325
255Ministry of HuMan resource DevelopMent
11
Appendix – C
Financial Norms for KGBV
Model – III – Only Hostel attached to existing school for 50 girls
Revised Norms
S.
No. Item of Expenditure
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.
Boundary wall As per State SoR
Drinking Water) & Sanitation
Electric Installation
2 Furniture/Equipment including kitchen equipment 2.00 ` 2000/- per child
3 Teaching Learning Material and equipment including library
books 3.00
` 3000/- per child
4 Bedding (replacement of Bedding after 3 years) 0.375 ` 750/- per child
TOTAL: 5.375
Recurring Cost
1 Maintenance per girl student per month @ ` 900 5.40 ` 10800/- per child per annum
2 Stipend for girl student per month @ ` 50 0.30 ` 600/- per child per annum
3 Supplementary TLM, stationery and other educational
material 0.30
` 600/- per child per annum
4 Examination fee 0.01 ` 20/- per annum.
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 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
for 100 girls
(` In lakh)
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6 Vocational training/specific skill training 0.30 ` 600/- per child per annum
7 Electricity/ water charges 0.36 ` 720/- per child per annum
8 Medical care/Contingencies @ ` 750/- child 0.38 ` 750/- per child per annum.
9 Maintenance 0.20 ` 400/- per child per annum
Miscellaneous 0.20 ` 400/- per child per annum
10 Preparatory camps 0.10 ` 200/- per child per annum
11 PTAs/ school functions 0.10 ` 200/- per child per annum
12 Provision of Rent (8 months) 4.00 ` 8000/- per child per annum
13 Capacity building 0.30 ` 300/- per child per annum
TOTAL 17.95
Grand Total 23.325
257Ministry of HuMan resource DevelopMent
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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 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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