Annex -1
GUIDELINES FOR FORMULATION OF AWP&B,
2016-17
Planning process and status of RTE Compliance
The process of Plan formulation at various levels,
starting from the SDP should be described briefly.
(i)
Engagement and participation of different stakeholders,
e.g. community, NGOs, teachers & Local Authority etc. should be mentioned.
(ii)
A summary of challenges in the plan formulation
should be included.
(iii)
Brief stocktaking on RTE Compliance should also be
incorporated.
City
Specific Plans: As you are aware that city specific Plans are to be
submitted in case of cities with population one million or more. Based on the
Census, 2011, a total of 53 cities spread across 19 States have reported their
population more than one million. These cities are required to submit city
specific Plans either as a separate Plan or as a supplement to the AWP&B of
the district concerned.
Special
Focus Districts (SFDs): There should be focused
attention on districts with disadvantaged social groups. Special Focus
Districts (SFDs) identified for the purpose of AWP&B for 2016-17 are given
in Annexure- which include the
following categories: 109 having 25% or
more ST population, 61 having 25% or more SC population 121 PMO’s Minority
Concentrated Districts (MCD), 88 districts having 20% or more Muslim
population, 91 LWE affected districts… Ministry of Home Affairs
has also identified 35 worst Affected LWE districts The district plans should
provide for interventions to focus on the specific problems of these districts.
Status of Elementary Education in the State: -
In the Introductory Chapter to the State/ UTs
AWP&B 2016-17, a progress overview of the status of elementary education
based on UDISE 2015-16 data in respect of the following may be incorporated: -
(i)
Total schools disaggregated by
management (Government, Government aided and private unaided, Madarsa & Maktab
etc.). with number of schools having fewer students.
(ii)
Enrolment by gender, social category and
regions at primary, upper primary level disaggregated by management (Government,
Government aided and private unaided, Madarsa & Maktab etc.).
(iii)
GER and NER at primary and upper primary
level by gender, Under-age and over-age enrolments.
(iv)
Dropout by gender, social category
(v)
Retention by gender, social category.
(vi)
Transition from primary to upper
primary.
(vii)
Out of School Children.
(viii)
Teachers – schools which meet the RTE
norms for PTR.
(ix)
Percentage of Schools with
infrastructure as per RTE norms.
(x)
Efforts to improve quality.
Convergence
We would like to have a comprehensive plan
for convergence with various Departments i.e. Women & Child Department, Tribal
Department, Health Department, Drinking Water and Sanitation Department etc. The
Anganwadi Centres run by ICDS where children in the age group 4-6 have been
enrolled should be run from the Primary school complexes similar to the
practice of “K Shreni” in Assam.States with pre-dominant tribal population must
share issues of convergence affected and the way SSA funds are proposed to be
supported by the Government Schemes run by State Tribal Departments including
Ashram Shalas. As regard convergence with Drinking Water and Sanitation
Department the State must share the information that how many toilets /
drinking water has been provided during 2015-16 & how many proposed for
2016-17. Similarly the coverage with Health Department should spell out the
activities during 2015-16 and proposal for 2016-17 (physical and financial
progress).
Besides these general features your Plan
should be formulated based on the 42 Components which were used for the Mid
–Term Review of SSAas detailed below.
I.
Access
and Retention
1.
School and
Social Mapping: Physical access as per neighborhood norms. There has been huge expansion of schooling facilities across
the country during last 15 years of SSA. Most of the states have
achieved universal access as per the list of school-less habitations provided
in previous years. There is only small residual gap in few states only which
needs to be filled this year as we enter into the 6th year of
enactment of RTE Act 2009. The Act has mandated establishment of neighbourhood
schools and saturation of requirement within three years of its enactment.
Proposal of new schools for the residual gap, if any, will be accepted only if
the need is established by a transparent mechanism preferably through GIS
mapping. It is mandatory that all the schools sanctioned under SSA in previous
years are opened this year and State notifications in this regard are submitted
along with AWP&B 2016-17 or even before submission of your plan. Schools
will not be considered ‘open’ until state notification is submitted. States/UTs
are required to submit state notification for opening of all the schools
sanctioned under SSA.
Based on the information provided in previous
years, it is noted that some states have schools with very less or no
enrolment. We shall look at your strategies to utilise the buildings and other
infrastructure including teachers of such schools as part of your overall plan
for universal access. No new schools to be proposed if previously sanctioned
schools have not been opened under SSA or State government has closed its own
schools.
For the AWP&B 2016-17, the habitation data furnished by you in
2011-12 will be used. In case there are new schools-less habitation, kindly
indicate the details in your AWP&B, 2016-17 along with relevant documents
notifying the new habitations by the competent authority, distance of the new
habitations from the nearest school, and the number of children therein.
Appraisal of your requirement for new primary and upper primary schools will be
based on (a) distance/population norms notified under State/UT RTE rules, (b)
habitation data of 2011-12, along with details of new habitations, (c)
Transparent mechanism for identification of new requirement of schools, (d)
review of opening of schools sanctioned under SSA in the previous years.
2.
Opening new
Primary Schools: New primary schools will only be considered for sanction
if proposal are made along with the justification of need, specific location
and certificate of land availability by District Collector is provided in the
annexure. Status of universal access and requirement, if any, for new primary
schools may be provided in the Table
1(A, & B )
3.
Opening new
Upper Primary Schools: New Upper primary schools will be considered for
sanction if proposal are made along with the justification of need, specific
location is provided. Upper primary schools shall only be provided through
upgradation of existing primary schools so that school becomes an integrated
elementary school from classes I to VIII. The building and infrastructure will
therefore, be constructed in existing primary school campuses. Status of
universal access and requirement, if any, for new upper primary schools may be
provided in the Table 1( C
& D)
4.
Conversion
of EGS centres into schools: All EGS centres have been upgraded to regular
schools. No EGS centres are running in any of the states/UTs.
5.
Residential
Schools: The proposal for Residential facilities should be made in
exceptional cases only for remote areas or tribal areas and for children
without adult protection in urban areas. A large number of residential
facilities have already been sanctioned to the states. During appraisal these facilities shall be reviewed with respect to
their impact on universal access & retention, the numbers of children
who were provided residential facilities in the previous years and safety security measure being in
place. Proposals for residential facilities may be submitted for (a)
children in school-less habitations, which cannot be served by a regular school
on account of small populations, difficult geographical terrains, dense
forests, remote or tribal areas etc, and (b) for urban deprived children
without adult protection. In respect of children in (a) the requirement for
Residential facilities should be derived from the habitation data furnished by
you in 2011-12. In respect of children in (b) priority should be given to redeploying
public buildings and refurbishing unused old buildings to serve as residential
facilities.
Proposals of residential schools and hostels should accompany
location identified to set up Residential school/use refurbished old building,
land availability certificate (in case of new building),number of children
identified(both in school and out of school)to be enrolled in residential
school/hostel, consent of parents with certificate from concerned
authority(Village head man, etc). A listing of such potential buildings, and
the proposal to convert them into residential facilities should form part of
the AWP&B 2016-17, and details should be provided as per Table 2 (A) and (B):
Residential School/Hostels.
6.
Special
Training for Age Appropriate Admission of Out-of-School Children: Special
Training for mainstreaming out-of-school children. We draw your attention to interventions for Special
Training to mainstream out-of-school children in age appropriate classes in
regular schools. It is important to ensure that you have comprehensively
identified all categories of out of school children in rural and urban areas
employing various context specific strategies besides household survey and proposed interventions for mainstreaming
out-of-school children in the age appropriate class are conceptually clear. A
key aspect of appraisal of the Special Training Component will be the materials
developed to facilitate age appropriate admission of children, systems for
training of persons conducting Special Training, and methods for evaluation of
children’s learning for age appropriate placement in school. This may be
explicitly described in the AWP&B document.
In many states there are
religious institutions such as Madrasas, Maktabs, Vedic Pathshalas, Gumpas etc
with considerable enrolment of children, which are not affiliated to any board
and provide only religious education. Children of such institutions may be
covered under special training provided that they are mainstreamed in regular
schools after completion of Special Training, which is of maximum two year,
there is mechanism in place for their certification to facilitate age
appropriate enrolment in regular school and these children are counted in the
overall number of out of school children. All such special training centres
will run under the overall supervision of nearby regular school whose UDISE
code is to be provided in the plan. All these aspects of special training
particularly their certification and mainstreaming is to described in the
AWP&B document.
We will be appraising your requirements under the
Special Training component of SSA on the basis of the following parameters: (i)
review of the number of out-of-school children for whom support was provided
last year, and the numbers who were mainstreamed in age appropriate class, (ii)
numbers of out-of-school children identified previously, and proposed to be
continued in Special Training in 2016-17, (iii) new out-of-school children
identified for Special Training in 2016-17, (iv) status of Child Tracking
System and (v) mechanism to provide certificate to children enrolled in
religious institutions.
In case of residential mode of special training
parameters of appraisal would be, in addition to above, (i) clear reasons for
the residential mode,(ii)site and building identified to run RST with safety
and security provision, specially for girls, toilet and water provision and
(iii) strategy for mainstreaming of children after completion of special
training. In case of NRST proposals,
information on schools identified (with UDISE code)to run special training,
teachers/volunteers identified to conduct special training, no. of NRST centres
to run outside the school with school teachers or volunteers are to be clearly
furnished in the AWP&B document
Data is to be given as per Tables 3(a)
and (b): Special Training for Out-of-School Children. The UDISE code of the
schools having training centers along-with details of district / block and the
list of children to be given in Annexure.
7.
Transport/Escort
Facility: SSA Framework
provides for transport/escort facilities for (a) children in remote
school-less habitation with sparse populations or (b) children in urban areas
where availability of land is a problem or (c) children belonging to extremely
deprived groups or (d) children with special needs to facilitate their access
to schools. Proposals for transport/escort facilities are an ‘exception’
measure which should not be treated as routine and general strategy for access
to school. These proposals should be accompanied by detailed justification,
clearly indicating the habitations or the localities intended to be covered,
the reasons for not providing regular schools in the said neighborhood, mode of
transport in case of transport facility, number of children to be covered,
along-with the list of names DISE code of the schools where these children are
enrolled the mechanism for the identification of the children and willingness
of the parents to utilize these facilities. Preference would be given to bus passes / arranging for public
transport in the areas, for the duration of school months.
PAB shall consider proposals for
transport/escort facilities only when State RTE Rules notify area / limits of
neighbourhood for transport/ escort and categories it as an entitlement. The name
of habitations/ areas eligible as per state rules for transport/escort and
number of children therein shall also be notified by the competent authority.
In the absence of such notification, proposal for transport/escort shall not be
considered. Details are required to be submitted as per Table 4(a) and 4(b):
II.
Quality
With
remarkable in achieving the SSA Goal of Universal Access, Quality has been the
central theme under SSA for a few years now. It is time to take a holistic and
progressive view with regard to the agenda for quality improvement. I take this
opportunity to share with you the strategic direction that the department is
aiming for. Currently the two focus areas under quality are : A) Developing
foundation skills in reading writing, comprehension, and numeracy under the sub
programme, Padhe Bharat Badhe Bharat (PBBB) and, B) Learning Math and Science
and Upper Primary level. In order to
make tangible progress in these two focus areas the following broad components
are being underlined;
(i)
Identifying the expected learning outcomes using the learning indictors
(LINDICS) developed at the national level provides the framework of indicators
(some states have developed these indicators at their levels) is the first
stage which has been accomplished by most of the States, (ii) developing the
content (curriculum, textual material etc.) for both the foundation skills and
Maths & Science, based on the LINDICS is the next phase (iii) ensuring
dedicated teachers availability for
specific teaching (Grades I&II) and subject specific teachers at
Upper Primary through teacher recruitment and rational deployment is a
challenge that is to be addressed to improve quality (IV) developing teacher capacity in order to
help them effectively transact the curriculum using the textual material and
learning aids despite investment in the last couple of years has not achieved
the desired progress and effectiveness, therefore underlining the need for
critical analysis and course correction through change of strategy wherever
required, (V) ensuring pedagogic process that facilitate pupil learning in
accordance with the curriculum is arguably the most significant yet challenging
aspect which has a lot of ground to cover, some of this may be through
innovation and integrating use of technology wherever possible, and finally,
(VI) measuring the progress on learning outcomes using the LINDICS nationally
through NAS and at state level through SLAS.
The states are expected to compare the findings of NAS and SLAS in order
to gauge the progress towards improving learning level and identifying
gaps/issues for follow-up and course correction
As evident from the above paragraphs, building teacher
capacity through training and peer learning is critical to making tangible
progress both on PBBB and Math and Science. To address this issues, the
Department would expect from the states that they prepare a three year
perspective on plan for effective teacher training for all the teachers
concerned with the foundation skills at early Grades ( I & II) and with teaching of Math and Science at
upper primary The plan besides other essential aspects would also include,
clearly defined outcomes and resource
implications etc States are encouraged to come up with out of the box
strategies to make training relevant and effective
States should formulate
their AWP&B with focus on current
learning achievement of students identified through State Level Assessment
Surveys (SLAS) conducted by the State/UT & National Assessment Surveys
(NAS) conducted by NCERT and a
comprehensive class wise (Classes I & II, Classes III-V and Classes
VI-VIII) quality improvement plan targeted to lead to better learning outcomes. In order to do this, it is
imperative that all quality interventions
i.e. textbooks, learning enhancement programme, teacher grant, in-service
teacher training at block and cluster level, resource persons training and SLAS
in SSA must be put together for a
comprehensive plan to improve
learning achievement. While strategies may include plans for primary and upper primary classes,
piecemeal funding against financial
norms will not be agreed to. The States must present a comprehensive quality
plan in the AWP&B. The comprehensive approach should integrate various
components of SSA financial norms related
to quality enhancement. PAB had sanctioned numerous interventions in
2015-16 to contribute to improved quality. We would like to see in the
AWP&B an account of progress on implementation of these interventions and
their effectiveness.
8.
Additional
Teachers: Ensuring adequate
availability of teachers. Progress in the previous year and the
plan to complete this exercise in 2016-17 (Indicating the Teachers sanctioned
under SSA and under State budget separately for PS & UPS along with recruitment,
vacancies and gap- data may be provided as per Tables 5 along with
timelines should include the following:
a) No
additional teachers are proposed if previously sanctioned posts have not been
filled either under SSA or State government.
b) Identification
of schools with deficit teachers even after redeployment.
c) The
States should maintain unified teaching cadres and no separate "SSA
cadre" is permissible as all teachers are ultimately to be borne on the
State / UT Government. In case the teacher vacancy is higher against State
sanctioned posts then, States/UTs should on priority first fill up these posts.
d) Part-time
Instructors for Art Education, Work Education and Health and Physical
Education, mandated by RTE, were sanctioned in the previous years, and progress
against their engagement will also form part of the appraisal.
e)
No teacher salary be indicated/ proposed
against vacant posts. Only when they have been filled State can request for a
PAB and funds/ sanctions for salaries.
f)
In case additional teachers are required
for the year 2016-17 subject to above condition data may be provided as per Tables 6(a), 6(b) and 6(c):
Entitlement, Availability and Requirement of Teachers.
9.
Uniform: Many child
entitlements contribute to retention of children in schools. Proposals in
respect of uniforms should be provided in accordance with the data requirements
in Tables 7: Provisions for Uniforms. The same
should also be cross verified with data on Mid Day Meal. SSA will not
substitute for uniforms if State was providing the same before the
implementation of RTE Act, 2009. Further, the data on coverage of students
under MDM would be taken into account.
10.
Curriculum
& Textbooks: Provide latest status of curriculum renewal (class wise
and subject wise) in the State/UT. Proposals in
respect of textbooks should be provided in accordance with the data
requirements in Tables 8 Provisions for Textbooks. The
same should also be cross verified with data on Mid Day Meal. SSA will not substitute for textbooks if
State was providing the same before the implementation of RTE Act, 2009. Further,
the data on coverage of students under MDM would be taken into account.
(i)
SSA supports provisions for Textbooks to all
children in Government/Local Body and Govt. Aided Schools including Madrasas desirous
of introducing the State curriculum.
(ii)
For textbooks, upper ceiling is of Rs 150/- per
child at primary level and Rs 250/- per child at upper primary level.
(iii)
Share previous status of textbooks distribution
(distributed timely/delayed/action taken for the coming session if delayed).
(iv)
Proposal for Textbooks (As per the Format i.e. Class
wise by mentioning Braille Books and Large Print Books separately).
(v)
States/UTs that have been providing textbooks to
children under State sector schemes and budgets will continue to fund textbooks
being provided from the State Plans.
(vi)
Mention the date for start of the Academic Session
and date of distribution of textbooks for the session, present status of
processing for textbooks printing and distribution.
11.
Learning Enhancement Programme (LEP): LEP
should be integrated as part of the comprehensive quality plan for the specific
classes (propose class wise) and not proposed separately. The activity should
be explicitly explained how the proposed interventions will contribute to
improving the quality of learning through the regular curriculum. For sourcing
LEP funds, the States must have a comprehensive quality plan. LEP funds may be
used for developing and providing specific learning material like graded
readers, and other teaching learning material, textual and other materials for
mathematics necessary for foundational programme in early grades for building
reading comprehension and writing skills as well as basic arithmetic, material
for tribal children, activities for popularising maths and science etc.
There
should be a 3 year plan at least to sustain these interventions which should be
planned as a sub programme under SSA with clear time lines, outcomes and
strategies. If already planned, share details of progress of last two years and
current year plan should include further course of action in continuation. LEPs
cannot be and should not be changed from year to year. It has to be sustained
quality improvement sub programmes. The desired outcomes should be clearly
spelt out for each level, with respect to defined learning indicators, along
with the evaluation processes and time lines. No stand-alone input based
activities would be permitted. Funds for LEP may be
proposed to a maximum of 2% of district outlay and the activity
should be explicitly explained how the proposed interventions will contribute
to improving the quality of learning through the regular curriculum.
12.
Training:
In-service
teacher training: The AWP&B
2016-17 should explain the State’s proposals with regard to (i) modules for
training (ii) duration and mode of training (iii) training calendar for the
year. All in service training programmes
for teachers, head teachers, resource persons or educational administrators
must be linked to the States' Comprehensive Quality Improvement Plan i.e.
learning enhancement programmes and school effectiveness programmes and must be
an integral to the outcomes expected.
For
the last two years, States/UTs have been implementing the School Leadership
Development programme with supports from NUEPA. Hence, States/UTs have to share
in detail about progress of this programme like training of RPs on School
Leadership, 16 days training of HMs, balance of 16 days training and year wise
status. Plan should also have a proposal
for training of Head teachers. While smaller states should plan this training
for Head Teachers on universal basis, the bigger state (more than 30 districts)
should plan for at least 25% of the remaining Head Teachers who have not been
covered previously. The details of institution identified to undertake this
activity in partnership with NUEPA are also to be shared. No fresh proposals
for training of RPs on school leadership if already done last year.
Training
of untrained teachers: As
per the RTE Act, 2009, all teachers in the State/UT have to acquire their
minimum professional qualifications latest by 31st March, 2015. But,
till date, there are untrained teachers who are yet to be professionally
trained. States/ UTs have to clearly indicate cumulative details of training of
untrained teachers, number of untrained teachers remaining, NCTE approval for
those untrained teachers to be trained and State/UT level guidelines for such
untrained teachers in the AWP&B 2016-17. Year wise cumulative details of
training of untrained teachers must be reflected in the concerned table along
with progress against the last year’s sanctions. An assessment of the
district/block wise number of untrained teachers, availability of
infrastructure and Resource Persons for their training, if at variance with
UDISE 2015-16, reasons thereof. Change of table is not permitted under any
circumstances. The requirements of training of untrained teachers should be
given as per Table 9:
Training of Untrained Teachers.
13.
Academic
Support through BRC/URC/CRC: Furnish detailed information about
posts sanctioned, working and vacancies at BRCs/URCs/CRCs, information about
BRCs/URCs/CRCs sanctioned and operational, share information and supporting documents
about the recruitments if done and additional funds proposed this year and
furnish information about the progress of BRC/URC/CRC grants as per the
appraisal formats and the proposals there of. Best Practices at BRC/CRC level
must be shared for state as well as national level documentation and sharing.
14.
Teaching
Learning Equipment (TLE) for new Primary and Upper Primary Schools: TLE
will be as per local specific context and requirement/need to be determined by
the teachers and/or School Management Committee. Teachers and
parents should be involved in the selection and procurement of TLE and VEC/SMC
, school-village level appropriate body is to decide the best mode of
procurement.
15.
Teacher Grant: The requirements for
annual Teacher Grant may be given as per Tables
10. Proposal for teacher grants must be linked with the
activities for comprehensive quality improvement. Schools with zero enrolment
will not be eligible for school grant. States/UTs must provide this data based
on the last UDISE 2015-16.
16.
School Grant:
The requirements for annual School Grant may be given as per Tables 10. School grant will be
provided to all Government and Government aided schools as per the norms. This
facility will also be available to Madarsas affiliated to the State Board of
Secondary Education/ State Madarsa Board. Primary and upper primary schools
will be treated as separate schools for the purpose of School Grants even if
they are functioning from the same premises. School Grants are to be spent by
VEC/SMC and there must be transparency in utilization of these grants.
17.
Research, Evaluation, Supervision and Monitoring: Under
REMS funds should be earmarked for regular monitoring of Teacher attendance
through surveys/studies etc. Progress report cards of CCE can also be sourced
from REMS, in addition to strengthening the U-DISE and the household survey for
identification of OOSC.
(i) Funds
are allocated at the state/district/sub-district /block/cluster and school
level.
(ii) Primary
and upper primary schools will be taken as separate school even if they are in
the same premises.
(iii) Proposal
for SLAS should be provided in the standard format provided by Research Unit of
TSG
(iv) Entire
budget should not go beyond Rs. 1500 per school.
(v) Out
of these Rs. 50 per school are provided for
SCPCR/REPA
(vi) Physical
targets and unit cost should be clearly mentioned in the proposal.
(vii) Tentative
timeline for completion of time bound activities should be given.
a)
QMT: QMT is
a valuable resource that reports the health of the system. It should therefore
be fully functionalized and the data obtained should be analyzed to inform
situation analysis and interventions.
b)
SLAS related
information should highlight details of last two years sanctions with classes
covered, major findings, present status and timeline for further course of
action.
c)
Use of research
findings planning: The states are undertaking various studies, output of
the studies should be referred to while making the School Development Plans and
District Plans. Such references wherever applicable should be adduced in the
plan. It will be appreciated if the States start planning research proposals on
the issues related to quality and other interventions. The innovative
programmes introduced by the States should be studied with respect to impact
these programmes have made on the learning outcomes or other such personality
development exercises. States may commission research studies to third party
for evaluation of various interventions introduced in the State.
(i) In view of the general perception
that Government Schools need to improve a lot, it is advisable that some key
areas/attributes are identified at the school level in order to address this
concern/perception. These attributes may include, infrastructure, teacher and
student attendance general environment at school, teaching learning process,
learning levels and overall development of child etc.
(ii) States are advised to conceptualize
the ways and means to create a web page of every school along with necessary information
and visuals with regard to the above mentioned attributes. Such an initiative would help reflect the
current status of the school and the areas for improvement.
(iii) Once the areas for improvement are
identified SMC should be encouraged to take follow up action Hence, some
strengthening of SMCs would also be essential Some of these attributes could be
improved in PPP mode e.g. rationalization of schools as in Rajasthan,
operationalisation of Model Schools with the help of Corporate Sector as in Chhatisgarh
and upkeep of infrastructure/painting
the buildings etc.
(iv) At the national level, a protocol on
web based information gathering and transmission is being considered to provide
some kind of consistency and coherence in the data base at the state level. The
web page, it is intended would not only produces concrete data on the current
status of each school on the key attributes, it will also reflect any good
practices underway.
(v) The Department urges all the States
that in view of the fifteen years of implementation of SSA numerous innovations
have been tried. Many of these innovations have turned out to be effective and
have been up-scaled. Nali Kali in Karnataka, ABL in Tamil Nadu, Gujarat,
Madhaya Pradesh, Pre Integration Camp (PIC) for CWSN in Uttar Pradesh, Gunotsav
in Gujarat integration of sports in KGBVs in Madhya Pradesh, are only some of
the examples It is overdue that the effectiveness and impact of these intervention
is assessed through empirical data and scientific research Those
intervention/practices which are found effective by
impacting children’s learning and development should be strengthened, up
scaled and institutionalized
d)
Monitoring
Institution (MI): For each State/UT
the Ministry has nominated monitoring Institution to monitor the implementation
of SSA-RTE activities from time to time. The MIs are required to share their
report with the State. When you obtain the report please analyse it and use the
findings to improve your planning. Action taken points may be mentioned in the State
Plan as well as in the District plan. Please write the name of the
monitoring institutions for your State/UT and kindly highlight major findings
given in the report and action
taken points.
a. Name of the Monitoring
Institution.
b. Period of the report for the year 2014-15 (1st Six months report
1.4.2014 to 30.09.2014 and 2nd Six months report 1.10.2014 to 31.3.2015).
c. Major findings provided in each
district report
d. Action Taken Report for the major findings separately for each district.
18.
Innovation Fund
for CAL: About CAL, States/UTs have to furnish cumulative (year
wise) status of CAL along with details of last two years CAL sanctions with
schools and their DISE code. Also, (i) Details of requirement may be given as
per Table 11: Computer Aided
Learning. (ii) Also specify in write up progress of CAL hardware
installation in schools against posts sanctioned (iii) report on software being
used, orientation of teachers (iv) any third party assessment of the CAL in
your State (v) use of CAL funds to augment CAL in elementary schools. (vi) use of CAL in classroom
teaching-learning processes. The Plan should also reflect on assessment of
existing equipments. More computers should be proposed only in the schools
having power supply as well as power backup and DISE code of the school
along-with other spatial information should be furnished.
19.
Libraries: One-time grant is provided for libraries. This grant is sanctioned only for
existing Government Schools which do not already have a library.
20.
SIEMET: State/UT has to report whether there is
SIEMAT in the State/UT or not and also SIEMAT is functional or not. If there is
a functional SIEMAT, it can be used for capacity building and strengthening
educational planning and management structures and systems and developing
training modules and conducting training for Educational Administrators.
III.
Gender
21.
NPEGEL
NPEGEL has now been merged with
other interventions of SSA. All the funds sanctioned under NPEGEL should have
been utilized.
22.
KGBV: Concerning,
KGBV, each of them must be registered as a regular government school to remain
eligible for funding.
While planning and costing for
KGBV, operationalisation and optimum utilization of its capacity should be the
key factor. The Annual Work Plan & Budget for 2016-17 should clearly
specify the number of KGBV sanctioned, operationalised, social category-wise
and class-wise no. of girls to be enrolled. The progress of construction (model
and year-wise) and expected date of completion should be indicated. The details
of number of full time and part time teachers including Urdu teachers, employed
in the KGBV (Model I, II & III) along with teacher training status should
be furnished.
Information on number of girls
mainstreamed after completing class VIII should also be given. State should
mention type of extracurricular, skill development and any other initiative
undertaken to enhance the confidence level of the girls, safety and security
measures and guideline developed Community involvement and role of SMC in the KGBVs.
Please specify monitoring mechanism and onsite academic support system. Any
gender focused material developed for awareness generation (print, audio,
video, films, etc) need to be shared. Fund requirement separately for recurring
and non-recurring grants should be projected.
The evaluation of KGBVs had come
up with some specific recommendations; we would like to see the compliance in
the Plans thereupon this year too. Also, the funds to KGBV are now transferred
directly from the State office. Hence, bank account related information must be
integrated in the Plan. Requirements for KGBVs should correspond with data in Table 12: KGBV.
IV.
Equity
23.
Innovation
Fund for Equity: Under the Innovation component of SSA the details of
activities, the periodicity of the activities, the costing and the time frame
for conducting the activities with specific reference to intervention for Girls,
SC, ST, Muslim Minority, Urban Deprived and other disadvantaged children, ECCE
should be furnished. The innovation proposed should not be repetitive it should
be focused and innovative in true sense with clearly defined outcomes and up
scaling/downscaling plan depending on the outcomes. The write-up on a
particular social group while articulating the Innovation activities should
start with a perspective on the focus Group e.g. Gender , SC/ST, minority etc.
this should summarises the socio-economic and education indicators of the group
besides any other important point. States are also required to share the
progress and activities initiated under Rashtriya Avishkar Abhiyan (RAA)
conducted out of SSA funds.
Similar to previous year, innovation will be
encouraged under the innovations Head of SSA, particularly in areas like early
literacy (including, reading, writing, numeracy & comprehension in the
context of PBBB) Math and Science at upper primary ( developing critical
thinking, reasoning, observation etc in the context of RAA) and Swachh Vidyalaya
(maintenance, upkeep and behavior change). In addition to the above, we look
forward for some more result oriented, contextual and well thought out
innovations in the following areas may be considered along with others;
i)
Well functioning private or Government schools in urban
or semi-urban areas may be linked with schools located in rural areas for
interaction and exchange of experience.
Under the exchange programme the students of each section from higher
classes from rural schools may be brought to schools in urban areas for one
week and vice-a-versa for greater exposure.
ii)
A Programme may be designed under which every
State could focus on one of the languages recognized under Indian Constitution
for one year. Exhibitions and sharing of
cultural and literacy aspects of the language could be promoted and tour
programmes of students/officers between States could also be organized. This will promote national integration and
better understanding of other languages.
iii) Composite schools which have better infrastructure and teacher
availability besides
a more conducive environment for seamless upward movement should be identified
for focused nurturing and development in order to create models of quality
schools.
iv) Explore innovative techniques for integrating early childhood care and
education with SSA
for holistic social and cognitive abilities of children (e.g. Anganwadis in
School campus in Assam).These interventions can be planned under the
Innovations Funds.
24.
Provision
for Children with Special Needs: Your requirements for children with
special needs should be corroborated by data in Table13: CWSN. States are advised to take a careful look at the State-wise,
district-wise, disability wise and age group wise data on children with
disabilities, provided by the Census 2011.
This data may be studied carefully for planning strategies for inclusion
of CWSN in school. For Inclusive Education the planning should include
classroom interventions to ensure learning and retention of CWSN. Training of
Resource persons must be proposed only with institutions that offer inclusive
training approaches and modules. Proposals for CWSN friendly infrastructure,
enrolment of CWSN and teacher training on IE must indicate the DISE Code
2015-16. Funding for block level Resource Persons for CWSN should remain
integrated to the BRPs.
25.
Community
Mobilisation: SSA-RTE aims at
providing Elementary education to each and every child through enrolment,
retention and completion. This complete process becomes difficult, if it is not
assisted by positive and constructive community support.
Media Awareness: This is a tool which
helps in making people aware of provisions available under SSA-RTE. Media
awareness activities should constitute topics which highlight the provisions
available for children under SSA-RTE. The proposal should have activities
making community aware of not only Free uniform, free books but also grievance
redress, Section 12-(1)(C) etc.
26.
Training of
SMC, VEC, PRI members: Strengthening
of School Management Committee. The revised SSA norms provide for
non-residential mode of capacity building of SMC members. The proposal should
clearly mention topics covered in training module, Total number of members to
be given capacity building training, time lines and phasing. Your AWP&B,
2016-17 should spell out a comprehensive plan of action for training and
capacity building of SMCs, taking support of reputed civil society
organizations and competent resource persons. Focused community awareness and
mobilization programs on RTE should be planned in Educationally Backward Blocks
(EBBs) and Special Focus Districts (SFDs).
V.
Infrastructure
Development.
The proposals for school infrastructure in the
AWP&B should be according to the Tables
No. 14, 14(A) & 14(B). Fresh infrastructure proposals are to
be supported with unit cost notification along with relevant detailed estimate
and drawings.
Spillover proposal are to be based on unit cost
of the item under consideration at the time of its original sanction.
27.
New School
(Building): In case of New School buildings, district wise list of the
proposed schools along with school UDISE code, and land availability
certificate issued by the district revenue authority is to be submitted.
28.
Additional
Classroom (ACR): In case of ACR proposals district wise list of the schools
along with details such as school DISE code, existing classrooms, class wise,
enrolment and teacher availability is to be submitted.
29.
Block
Resource Centres: BRCs are the most
critical units for providing training and on-site support to schools and
teachers. It may be ensured that BRC infrastructure along with the faculty
contribute optimally to the purpose of BRCs in this regard.
30.
Cluster
Resource Centres: CRCs are the most
critical units for providing training and on-site support to schools and
teachers. It may be ensured that CRC infrastructure along with the faculty contribute
optimally to the purpose of CRCs..
31.
Residential
Schools (Building):
The best and most economical approach, and
one that has the potential to reach targeted homeless/street children, and
children from accessless habitations, is to share vacant spaces in existing
schools. Such buildings may need only small additions for toilets, bathing
places and a kitchen infrastructure. Proposals in this regard are to be
supported with unit cost notification along with relevant detailed estimate,
drawings and photographs of existing building.
Second options are refurbishing unused old buildings
with additions and alterations infrastructure proposals in this regard
are to be supported with unit cost notification along with relevant detailed
estimate, drawings and photographs of existing building.
The last option is constructing new buildings
for Residential schools/Hostels. The proposal in this regard, if any, is
required to be supported with district wise list of the proposed schools
along with school UDISE code and land availability certificate issued by the district
revenue authority.
32.
Toilets and
Drinking Water: In case of Boys / Girls toilets proposals separate district
wise list of the schools along with details such as school UDISE code, existing
boys/ girls toilets, class wise enrolment, number of additional boys/ girls
toilets required is to be submitted.
In case of drinking water facilities proposals
district wise list of the schools along with details such as school UDISE code
and certificate to the effect of availability of water in the ground water
state in the school layout site is to be
submitted in case of borewell/tubewell proposals
33.
Furniture: Furniture grant @Rs.500 per child in government upper primary schools,
which do not already have furniture, is admissible as one time grant. The
proposal in this regard, if any, should be supported with district wise name of
school, UDISE code, class wise enrolment and certificate to the effect that no
furniture grant for the school has been sanctioned any time in the past.
34.
Civil Work:
a)
Funds on civil works shall not exceed the ceiling of
33% of the entire project cost
b)
This ceiling of 33% does not include the expenditure on
maintenance and repair of buildings.
c)
However, in a particular year’s Annual Plan, provision
for civil works can be considered up to 50% of the District Annual Plan Outlay,
subject to the proviso that during overall SSA project period civil works
outlay shall be restricted to 33% of the project cost.
d)
Unit costs will be based on the State Schedule of Rates
as notified by State Governments.
e)
Civil Works costs also include:
I. Adaptation
of existing building at environment to conform with RTE norms.
II. Retro-fitting
of existing building toward hazard resistance.
III. Construction
of building-less schools
IV. Reconstruction
of dilapidated school buildings which are beyond major repairs and declared
unsafe by the competent engineers.
V. No
expenditure under SSA shall be incurred on construction of office buildings.
f)
In addition Civil Works costs also include:
I.
Boundary walls
II.
Ramps
35.
Repairs to
School Buildings: Proposal for major repairs of school buildings is to be
supported with district wise list of schools with details such as name of
school, school DISE code, year of construction, enrolment, details of component
of schools to be repaired and estimated cost, schedule of rates on which
estimate is prepared duly supported with relevant detailed estimates. While
submitting major repair proposals for school buildings repairs, it is important
to keep in view that major repair outlay sanction for state/Ut is subject to
pro rata limit based on number of schools in the relevant State/UT out of total
central outlay of Rs.150 Crores for all schools in all States/UTs for this
purpose and major repair sanctions are admissible for schools building more
than 10 years old.
36.
Maintenance
Grants for Schools: The requirements for annual School Maintenance Grants
may be given as per Tables 15. Schools with zero enrolment will not be
eligible for school grant. States/UTs must provide this data based on the last
UDISE 2015-16.
37.
Management
Cost: To provide management cost at State and district level including
salary of staff, hiring of experts, engagement of auditors for statutory and
internal audit, hiring of vehicles, POL, maintenance cost, expenditure on
MIS/DISE, TA/DA, office expenses/equipment, stationery, telephone, fax,
photocopiers, postage, consumables, capacity building, workshops, recurring
contingent cost, other miscellaneous costs etc.
Training of
Education Administrators should be accorded priority. While
smaller states should plan this training for important functionaries on
universal basis for those who were not covered last year or who are new to the
system this year, the bigger state (more than 30 districts) should plan for at
least 25% of its remaining functionaries not covered last year. Those
States/UTs who have to propose this year (not proposed last year) have to take
into account training of both RPs and Educational Administrators as well. The
training should focus on: RTE Act, School leadership, Quality monitoring,
school performance, Padhe Bharat Badhe Bharat, Rashtriya Avishkar Abhiyan etc.
For this purpose a state level institution should be identified to undertake
this activity in partnership with NUEPA. Finance for this activity can be
sourced from Management funds.
Training of
Finance & Accounts personnel at sub-district level should
also be a priority. While smaller
states should plan this training for the finance and accounts personnel on
universal basis, the bigger state (more than 30 districts) should plan for at
least 25% of the personnel. The training should focus on: FMP manual,
outstanding advances compliance of audit observations etc.
VI.
Other
Issues
38.
Finance: Financial
information will be required in the following Tables:
Table 16: Expenditure on Civil Works and Management
against AWP&B outlay approved. . (The state should indicate the expenditure
on capital Head towards SC/ST as well)
Table 17: Information on investment in elementary
education.
Table 18: Information on investment in elementary
education for 14th FC funds.
Table 19: Year-wise Financial Position as per
audit report.
Year wise information on 14th Finance
Commission funds received and expenditure/ UC provided or not must be furnished
in the write up.
Expenditure
incurred by the State for Elementary Education under Plan and non Plan funds since 1999 should be
furnished as per the tables abov.
Please Note: Summary
of the AWP&B based on the 42 Components identified for MTR should be
prepared while consolidation in the Plan. It should be in ppt format. This
summary will undergo changes as per discussion with the Appraisal Team and the
final costing will be summarised in this format to be presented before the PAB.
Costing
sheet
i.
The sum Total (financial) of Costing Sheet indicated
for the previous year must match with the outlay approved in the last
year. Similarly the intervention wise
outlay must also match with the last year’s outlay;
ii.
The total of savings, spill over and achievements must
be equal to total outlay of previous year;
iii.
The Costing sheet need to be prepared incorporating
formulae and no manual date be indicated in the financial columns / rows;
iv.
Unit Cost indicated in the costing sheet should be in
accordance with the approved norms.
39.
Swachh
Vidyalaya: is going to be added to the Sarva Shiksha Abhiyan scheme for
meeting the continuous demand of States towards expenditure on maintenance and
upkeep of 4.17 lakh school toilets constructed under Swachh Vidyalaya
Initiative as well as for maintenance of about 25 lakh existing school toilets. After the
successful completion of Swachh Vidyalaya Mission, it is important that all the
toilets are maintained and kept in usable condition. Steps taken for
maintenance of toilets should therefore be reflected in the Plan. We are
trying to get devoted resources for this purpose from the Ministry of Finance.
You are also requested to explore convergence opportunities between various
schemes of Ministry of Panchayati Raj and Ministry of Drinking Water and
Sanitation.
40.
Padhe Bharat
Badhe Bharat (PBBB):
PBBB
is a nationwide sub-programme of Sarva Shiksha Abhiyaan to ensure
quality at the foundational years of schooling i.e., classes I & II.
Through this programme it will be ensured that all children are able to read
with comprehension as well as basic numeracy skills Though this programme has
been in operation for a couple of years now, mainly through interventions in
the areas of teacher training and learning materials, issues of concern with
regard to availability of dedicated teachers (for Grades I&II) and teachers’
capacity on developing foundation skill of children still remain This
underlines a renewed focus on ensuring availability of dedicated teachers
and effective training of teachers in a time bound manner .
41.
Rashtriya
Avishkar Abhiyan (RAA):
The key activities
under this programme include mentoring of elementary and secondary schools by
Institutions of Higher Education; forming maths and science clubs for children
at school and professional development of teachers in order to make teaching of
maths and science interesting for students.
The programme framework is on a twin track approach viz., Systemic
improvements in the School System and initiatives to encourage Science,
Mathematics through alternative strategies. Focussd interventions for improved
learning in math and Science should be planned keeping in mind RAA.
42.
Section-12(1C)
RTE Act,2009: Admission of Children belonging to disadvantaged groups and
weaker sections under Section 12(1)(C). The
Act provides for admission up-to atleast 25% of the intake capacity in private
unaided schools of children notified as belonging to disadvantaged groups and
weaker sections by State/UTs. The provision is
to be seen as an important measure for bridging gender and social category gaps
as well as an intervention for achieving universal access. Availability of private unaided schools and provision
of admission under section 12 (1) (C) should, therefore, be factored in while
planning for universal access and proposing new schools. Making use of the
provision some states have reduced their requirement of new schools.
The
revise SSA framework provides for reimbursement towards expenditure incurred
for 25% admission in private unaided schools under Section 12 (1) (C). The
reimbursement will be based on per child norms notified by the States/ UTs
concerned for classes I to VIII subject to a maximum ceiling of 20% of the
total AWP&B approved by the Government of India under SSA. The information in respect of children
enrolled in private schools under section 12 (1) (c) and those to be enrolled
must be submitted along-with all relevant details. Information is required to
be submitted as per Table 20(a),
(b) and (c):
Learn a Word September 2022 Schedule
0 comments:
Post a Comment