SSA RTE NEW NORMS FOR INTERVENTIONS

										Appendix-I
			NORMS FOR INTERVENTIONS
Sl.	Activity		Programmatic Norms						Financial Norms
No.
				ACCESS AND RETENTION
1.	School	and	The RTE Act provides children access a)						All interventions for access may be
	social mapping		to elementary schools within the						preceded by	comprehensive	school
			“defined	area	or	limits	of		and social mapping exercise as
			neighbourhood”.						detailed in the chapter on universal
									access. Funding for school and social
			School access demands not merely						mapping may be sourced from SSA’s
			physical access to a neighborhood						Management	Costs and/or	costs
			school within a notified distance,						provided under REMS.
			but also social access by way of
			addressing		all	exclusionary
			practices in the school, especially
			those based on caste, class, gender
			and special needs.

States /UTs would need to arrive at a clear picture of current availability of schools within defined area or limits of neighbourhoods. This will require mapping of neighbourhoods/ habitations and linking them to specific schools. It is possible that a neighbourhood may be linked to more than one school. Similarly, a school may be linked to more than one neighbourhood. This exercise can help identify gaps, where new schools need to be opened.

While determining the need for access of children to neighbourhood schools, the mapping exercise should factor in the availability of seats for children from disadvantaged groups and weaker sections not only in government and local body schools, but also in aided, unaided and special category schools.

2.

Opening

new

a)

A neighborhood school is a school

a) All new primary schools will be

primary schools

located within the defined limits or

provided teachers, infrastructure and

area of neighborhood, which has

TLE facilities as mandated under the

been notified by the State

RTE Act, 2009, including:

Government under the State RTE

Rules.

(i)

At

least

two

primary school

teachers;

additional

teachers

as

per the enrolment in each

school.

(ii)

A

new

primary

school

building

as

per

infrastructure

norms

prescribed

under

the

RTE

Act.

State

Governments/UTs

to

ensure

availability of land.

(iii)

TLE @ ` 20,000/- per new

school

3.

Opening

upper

a)

Opening of new upper primary

a) All new upper primary schools will

primary schools/

schools within the area of the limits

be

provided

teachers,

infrastructure

sections

of the neighbourhood as notified by

and facilities as mandated under the

the State Government under the

RTE Act, 2009 as under:

State RTE Rules.

b)

With a view to facilitating States to

(i)

At least one teacher per class so

move

towards

composite

that there shall be at least one

elementary schools,

the

revised

teacher each for (i) Science and

SSA norms provide that new upper

Mathematics;

(ii)

Social

primary

schools/sections

will

be

Studies,

(iii)

Languages.

opened in the campuses of existing

Additional

teachers

will

be

primary

schools.

Upper

primary

provided as per the enrolment

schools shall be

provided through

in each school.

upgradation

of

existing

primary

schools so that school becomes an

(ii)

An

upper primary school

integrated elementary school from

building

as

per

infrastructure

classes I to VIII. The building and

norms

prescribed

under

the

infrastructure

will

therefore,

be

RTE Act, preferably in the

constructed

in

existing

primary

campuses

of

existing

primary

school campuses.

schools. State

Government

to

ensure availability of land.

(iii)

TLE @ ` 50,000/- per new

school

4.	Conversion of		a) All existing EGS		centers	which
	EGS	centres	have been functioning under SSA
	into schools		for two years shall be converted
			to regular schools, or closed
			down	when	children	are
			mainstreamed into neighborhood
			schools.	The	process	of
			upgradation of EGS centres to
			regular	schools	must	be
			completed within two years from
			the date of commencement of the
			RTE Act. No new EGS centers
			will be sanctioned from 2010-11
			onwards.

For conversion of EGS centres to school:

a)All EGS upgraded primary schools will be provided teachers infrastructure and facilities as mandated under RTE Act, 2009 as under:

(i)At least two teachers; additional teachers will be provided as per the enrolment in each converted school.

(ii)A new primary school building as per infrastructure norms prescribed under the RTE Act. State Government to ensure availability of land.

(iii)TLE @ ` 20,000/- per converted school

b)For continuation of EGS centre upto a maximum period of two years from the date of implementation of the RTE Act:

(i)The cost of individual centre would depend on the number of learners enrolled. However, the cost for the district as a whole would be maintained within the norm of ` 1535 per child, per annum for primary level centres and ` 2960/- per child, per annum for upper primary level centres.

(ii)The honorarium for the Education Volunteer (EV) in an EGS centre should be reasonable, not exceeding ` 2500/- per month.

(iii)Item-wise costs for EGS centres should be placed before the State SSA Executive Committee for approval.

5.

Residential

(a)Support for reaching out to:

(a)Recurring and non-recurring grants

Schools

for Residential Schools shall be the

i.

Children

in

sparsely

same as KGBVs.

populated,

or

hilly

and

densely

forested

areas

with

(b)Construction costs for new residential

difficult

geographical terrain

schools will be as per KGBV norms.

where opening a new primary

or upper primary school may

(c) Construction

costs

for

redeploying

not be viable, and

public

buildings

and

refurbishing

unused old buildings will be on a

ii.

Urban

deprived

children,

case-to-case basis.

homeless

and street

children

in difficult circumstances and

(d) The

civil

works

costs

for the

without adult protection, who

construction

of residential

schools

require

not

merely

day

will be within the existing ceiling for

schooling,

but

also

lodging

civil works per district.

and boarding facilities.

6.

Special Training

(a) Special Training facility for out-

(a) ` 6000/- per child per annum for non

for

age

of-school children

to

enable a

residential courses.

appropriate

child,

admitted

to

an

age

admission

of

appropriate

class,

to

integrate

(b) ` 20,000/- per child per annum for

out-of-school

academically

and

emotionally

residential courses.

children

with the rest of the class.

(c) Item-wise costs to be worked out to

(b) Special Training shall be:

provide adequate flexibility for the

needs of different kinds of children,

i.

Based

on

especially

and approved by the State Executive

designed, age

appropriate

Committee of SSA within the overall

learning

material,

approved

ceiling.

by the academic authority as

per the RTE Act, 2009.

ii.Considering the enormity and complexities of the work involved in Special Training all agencies which have the willingness and the ability to undertake this work must be encouraged to do so. Several NGOs have experience and /or ability to work in this area and they would be the natural partners in implementation

of this aspect of the RTE Act.

iii.AIE centres run by voluntary agencies which are proposed to be re- organised to function as centres for Special Training shall use learning material approved by the academic authority as per the RTE Act, 2009.

iv.Special Training shall be provided in classes held on the premises of the school, or through classes organized in safe residential facilities as specified in the RTE Act, 2009.

v.Special Training shall be provided by a teacher working in the school, or a specially engaged teacher. These teachers will be provided special training in order to conduct Special Training for out-of-school children.

vi.The duration of Special Training shall be for a minimum period of three months which may be extended, based on periodical evaluation of learning progress, for a maximum period not exceeding two years.

vii.Support under Special Training may be in the form of residential or non- residential courses as needed.

viii.Children who have enrolled in age appropriate class after Special Training shall be entitled to free and compulsory elementary education even after completion of 14 years of age.

7.	Transport/Escort	a) Provision	for	transport	/escort		a) The Project Approval Board of SSA
	Facility	facility will		be made	as	an	will take decision on each proposal;
		‘exception’		measure.		This	proposal for each district would be
		provision will be available at the					limited within the financial equivalent
		National level for support in					of ` 3,000/- per child per annum.
		exceptional	circumstances		as	per
		proposals presented by the States
		to the PAB for:

a.Children in remote habitations with sparse population where opening of schools is unviable, and

b.Urban deprived children,/ children without adult protection in urban areas where schools are not opened because availability of land is a problem.

b)State RTE Rules must notify the area/limits of neighborhood in which transport/escorts facility is to be provided to the specified categories of the children and categories it as an entitlement.

c)Appraisal of district specific proposals from the State, justifying the need for transportation /escort facility

QUALITY

8.	Additional	(a) Additional teachers	will be
	teachers	provided as per the RTE norms to
		all Government and Local Body
		schools; however SSA	assistance
		will not be available for filling up
		State sector vacancies that have
		arisen on account of attrition and
		retirement vacancies.

(b)The practice of recruiting 50% female teachers under SSA will continue.

(c)The States shall rationalize the deployment of existing teachers to ensure that there is no urban-rural imbalance in teacher deployment.

(d)The States shall maintain the prescribed PTR for each School

(e)Vacancy of teachers in a school shall not exceed 10% of the total sanctioned strength

(f)States shall appoint teachers with minimum qualifications as notified by NCTE under section 23 of RTE Act.

(g)In case the State does not have trained persons in adequate numbers, it will seek relaxation from the Central Government under the relevant provisions of the RTE Act. While seeking such relaxation the State shall make a commitment with a detailed time bound programme for training of untrained teachers within the time frame prescribed under the RTE Act.

(a)For Classes I to V

(i)Two teachers for up to sixty children

(ii)Three teachers for 61-90 children

(iii)Four Teachers for 91-120 children

(iv)Five teachers for 121-200 children

(v)One Head Teacher, other than the five teachers, if the number of children exceeds 150

(vi)If the number of children exceeds two hundred the PTR (excluding Head Teacher) shall not exceed forty

(b)For Classes VI to VIII

1)At least one teacher per class so that there shall be at least one teacher each for (i) Science and Mathematics; (ii) Social Studies, (iii) Languages.

2)At least one teacher for every thirty-five children.

3)Where admission of children is above one hundred, there will be:

i)A full time Head Teacher,

ii)Part time instructors for

a.Art Education,

b.Health and Physical Education; and

c.Work Education

(c)Teachers will be recruited as per the terms and conditions of the respective States/UTs.

9.

Uniforms

a) The RTE Act mandates

free

and

a) Two sets of uniforms for all girls, and

compulsory

education

for

all

children belonging

to

SC/ST/BPL

children in Government

schools.

families

in Government

schools

Uniforms

constitute an

expense

within a ceiling of ` 400 per child per

which poor families are often not

annum.

able to afford, and thus becomes a

barrier for many children pursue

b) Wherever

States

are

providing

and complete elementary education.

uniforms as per their 2009-10

budgets, they shall continue to do so

b) The purpose of school uniforms is

from their State budgets.

to inspire a sense of belonging to

the school, not to instill a sense of

c)

In case

any

State

is

partially

regimented,

homogenized order.

subsidizing the cost of uniforms

Thus, decisions on design and style

provided to children in elementary

of uniforms should be local, rather

classes, assistance under SSA would

than centralized.

be restricted to the remaining portion

of the unit cost.

d) To access GoI funds, the State RTE

Rules must declare uniform as a child

entitlement.

e) Procurement of uniforms will be

decentralized to the school level.

There will be no centralized

procurements at the State, district or

block level.

f)

In places where school authorities are

not in a position to provide uniforms

in kind, cash transfer will be allowed

for the year 2010-11 and 2011-12

only, provided that prior approval of

the PAB at National level has been

obtained. The cash transfer will be

made to the joint savings bank

account of the child and mother or

other parent / guardian in case the

mother is not available, opened with

any Nationalized/ Scheduled/ Gramin

Bank/ Post Office. Cash receipt and

utilization certificate shall be obtained

from the parents in such cases.

10.

Curriculum

&

a) States should institute curriculum

a) SSA will support provisions for

Textbooks

and textbooks reform based on

textbooks

to

all

children in

child-centric assumptions elaborated in NPE-1986/92, NCF- 2005, and RTE Act, 2009

b) Textbook production reform, encompassing the layout and design, text and cover paper size and specifications, ink, printing and binding, etc., have significant implications for quality. These aspects have so far been left to the State Textbook Boards or SCERTs. SSA may provide support for ensuring reform in the textbook production process.

Government/Local Body and Government aided schools, including Madarsas desirous of introducing the State curriculum, within an upper ceiling of ` 150 per child at primary level and ` 250 per child at upper primary level.

b)States that have been providing textbooks to children under State sector schemes and budgets since 2007-08 will continue to fund textbooks being provided from the State Plans.

c)Wherever States have undertaken curricular reform in consonance with NCF-2005 and have taken steps to improve the development, production and printing quality of textbooks, support under SSA will be available as ‘top-up’ grants for textbooks for children who are supported under State sector schemes and budgets within the per child ceilings referred to in (a) above, provided that States show actual evidence of contents and production reform.

d)Primers/textbooks developed for tribal languages with bridging materials to facilitate a transition to the State language of instruction and English, would be eligible for textbooks for classes I and II within the ceiling of ` 150 per child.

e)Within the ceiling of prescribed unit cost per child per year at primary and upper primary level, States can support workbooks, worksheets and other essential teaching learning materials which together constitute textual materials for the subject, class or grade.

f) In case a State is partially subsidizing the cost of textbooks being supplied to children in the elementary classes, then the assistance under SSA would be restricted to that portion of the cost of the books which is being borne by the children, subject to the overall ceiling stipulated under (a) above.

	11. Learning	a) SSA will provide support under			a) Funds for LEP may be accessed by
	Enhancement
		Learning		Enhancement	using to a	maximum of	2% of
	Programme
		Programme (LEP) for States to			district outlay, provided that the
		initiate	and institute curricular		overall ceiling on LEP and
		reform,	including development		management	costs will	remain
		of syllabi,		textbooks and	within the 6% ceiling (for small
		supplementary		reading material	districts up to ` 40 lakh per year).
		in keeping with the child centric
		assumptions in NPE-1986/92,
		NCF- 2005 and section 29 of the
		RTE Act based on NCF – 2005.

b)LEP funds may also be utilized for developing modules and exemplar material for teaching- learning, teacher training and continuous and comprehensive evaluation.

c)LEP should seamlessly integrate with normal classroom processes during school hours without adding to the additional learning load on children.

d)States/UTs may also execute District/ State specific LEPs for Language, Science, Mathematics, Environment Studies and Social Science. In doing so, States/UTs may ensure that:

(i)The guiding principles of child centred pedagogy

enunciated in NCF – 2005 are followed.

(ii)Outcomes to be achieved through the LEP are clearly articulated.

(iii)The total number of children to be covered, number of schools to be covered, block wise are indicated.

(iv)Type of teaching learning material proposed to be used for children / teachers / trainers, etc. is specified.

(v)Role of key players like teachers, CRCs, BRCs, DIETs, community etc. in the implementation of the programme is defined.

(vi)External evaluation for the intervention is included, and

(vii)There is no duplication of costs with any other component, including textbooks.

12. Training	For Teachers					SSA will support training support as per
	a) In-service	training of		teachers in		the following norms
	Government, Local Body and aided
	schools,	including		teachers	in	For Teachers:
	Madarsas	desirous of		introducing		(a)	Refresher	residential in-service
	the State Curriculum, to enable						training of 10 days for all teachers
	them to see pedagogical practices						each year at BRC level and above @
	from the child’s perspective and						` 200 per teacher per day.
	continuously		upgrade		their	(b)	One-day	monthly	cluster level
	knowledge and teaching skills. In-						meetings	and peer	group training

For Education Administrators:

For Education Administrators

f) To move away from an inspectorial (a) Training for implementation of RTE. approach to that of a mentor Funds to be sourced from the Management costs and rate to be approved by the State Executive

Committee.

The average batch for any training should not exceed 30 per group.

The ceiling of unit cost would not be automatically allowed as a default costing norm. Actual unit costs need to be budgeted. The number of days of training would be decided by the State / UT. The unit costs for training inputs, including training material, resource persons/master trainers and other training norms would be based on the

			service training of teachers will				sessions for 10 months for all
			also include training for conducting				teachers each year @ ` 100 per
			Special Training for out-of-school				teacher per day at CRC level.
			children.				(c) Residential Induction training for
							newly recruited teachers for 30 days
		b)	Training of untrained teachers to				@ ` 200/- per day.
			enable them to acquire professional				(d) Grant towards training of untrained
			qualifications.				teachers to enable them to acquire
							professional	qualifications	@
		c)	Pre-service Training for Teachers				` 6000/- per teacher per year for two
			as provided by DIETs and Teacher				years.
			Education Institutions
							For Head Teachers:
							(a) Refresher	residential in-service
							training of 10 days for all teachers
		For Head Teachers					each year at BRC level and above
		d)	To instill new skills and broadened				@ ` 200 per teacher per day.
			perspective	to	ensure	school
			functioning from the point of view				For Resource Persons:
			of children’s rights which need to
			be protected every day				(a)Refresher residential training for all
							Resource Persons, Master Trainers, BRC
		For Resource Persons					and CRC faculty and coordinators for 10
		e)	To understand		child	centric	days each year @ ` 200/- per person per
			pedagogy	and	active classroom		day.
			processes

inter se norms for training as approved

by the State SSA’s Executive

Committee.

Support for SCERT/DIET is provided

under the existing Teacher Education

Scheme.

13.

Academic

a)

BRCs/URCs

and

CRCs

are

the

SSA will provide support for BRC/URC

support through

most

critical

units for providing

and CRC as per the following norms:

BRC/URC/CRC

training

and

on-site

support

to

schools and teachers. Given the

For BRC/URC:

significance

of

these

structures

a)

There would ordinarily be one BRC

SSA will strengthen faculty and

in

each

Community

Development

infrastructure support to BRC/URC

(CD) Block. In states, where the sub-

and CRCs.

district

educational

administrative

structure like educational blocks or

b)

States must focus on improved

circles have jurisdictions which

are

not co-terminus with the CD Blocks,

selection

criteria

for

the

the State may opt for a BRC in each

coordinators

and

faculty of

such

sub-district

educational

BRC/URC

and

CRCs.

The

administrative

units.

However,

in

selection

criteria

should

take

such a case the overall recurring and

into

consideration

their

non-recurring

expenditure on BRCs

experience,

qualifications

and

in a CD Block, should not exceed the

aptitude

for

training

and

overall expenditure that would have

research.

been incurred had only one BRCs per

c)

States must provide for constant

CD Block been opened.

skill enhancement of BRC/URC

b)

In

urban areas,

academic

resource

and

CRC

coordinators

and

centers would be set up on the lines

faculty

of BRC to cover 10-15 CRCs. If the

d)

Functional

linkage

between

municipality

or

town

development

authority

has

academic staff, they

BRC/URCs

and

CRCs

with

may be deployed in the URCs.

DIETs

and

district

level

resource

groups

should

be

c) The

following

resource

support

strengthened.

should be provided for BRC/URC:

i. Six Resource persons for subject

specific teaching

ii.

Two

Resource

Persons

for

Inclusive Education for

children

with special needs.

iii.

One

MIS

Coordinator

and

one

Data Entry Operator

iv.One Accountant-cum-support staff per 50 schools to be appointed on contract basis. These accountants will be mobile and provide support to schools and block to help them maintain their record properly.

d)BRC/URC Coordinator and faculty should be professionally qualified, and have at least five years teaching experience.

e)BRC/URC may be located in school campuses as far as possible. Construction will be as per the Schedule of Rates (SoR) applicable in the area in question.

f)One time grant @ ` 5 lakh for augmenting BRC/URC training infrastructure will be available, wherever necessary within the overall ceiling of civil works.

g)Provisions for BRCs/URCs.

i.` 1,00,000 towards furniture, computers, TLE for a new BRC/URC

ii.Replacement of furniture, computer, TLE @ ` 1,00,000 per BRC/URC once in five years.

iii.Contingency grant of ` 50,000 per BRC/URC

iv. Meeting, Travel allowance ` 2500/- per month per BRC/URC,

v.TLM grant ` 10,000/- per year per BRC/URC,

vi.Maintenance Grant of ` 10,000/- per year per BRC/URC

CRC

a)On an average, one CRC Coordinator may be placed in charge of 18 schools in a block.

b)CRC construction cost will be as per schedule of Rates notified by the State for additional classroom. The CRC may be used as an additional classroom in schools on days when CRC meetings are not held.

c)Provisions for CRCs

(i)Procurement of furniture, computer, TLE for new CRC @ ` 10,000

(ii)Replacement of furniture, computer, TLE @ ` 10,000 per CRC once in five years.

(iii)Contingency grant of ` 10,000 per year per CRC.

(iv)Meeting, travel allowance @

` 1000 per month per CRC.

(v)TLM grant ` 3000 per year per CRC.

(vi)Maintenance Grant of ` 2,000/- per year per CRC.

14.

Teaching

a) Section

19

of

the

RTE

Act

a) Provision for TLE for:

Learning

stipulates

that

TLE

shall

be

Equipment

provided to each class as required.

i. New primary schools @ ` 20,000

(TLE)

for new

in all States.

primary

and

b) TLE

will

be

as

per

local

specific

upper

primary

context and requirement/need to be

ii. New upper primary schools @

schools

determined by the teachers and/or

` 50,000 in all States.

School

Management

Committees.

States

may

disseminate

an

iii. Integration of class V in primary

indicative list of basic school

schools @ ` 5000 and class VIII

requirements, with scope for local

in upper primary @ ` 15,000 to

contextualization

after

approval of

facilitate States following a seven

State SSA Executive Committee.

year elementary education

cycle

to move towards an eight year

c) Teachers and parents should be

elementary education cycle

involved in the selection and

procurement of TLE.

b) TLE funds cannot be pooled at

cluster/block/district/state

level

for

d) VEC/SMC,

school-village

level

centralized purchase.

appropriate body to decide on the

best mode of procurement.

15.

Teacher grant

a) Teacher grant will be provided to

a) Teacher Grant @ 500 per teacher per

all teachers

on

annual

basis

to

year in primary and upper primary

facilitate

child

centred,

joyful

stage

classroom processes by using self

b) Transparency in utilization

for

low

developed,

low

cost,

locally

cost teaching aids.

available

teaching

learning

material. This facility will also

continue to be available to

Madarsas affiliated to the State

Boards

of Secondary

Education/

State Madarsa Boards

16.

School grant

a) School grant will be provided to all

SSA will provide School Grants as per

Government

and

Government

the following norms:

aided schools on annual basis for

the replacement of non-functional

a) ` 5000/- per year per primary school

school

equipment

and

for

and ` 7000/- per year per upper

incurring

other

recurring

cost,

primary schools

such

as

consumables,

play

material, games, sports equipment

b) Primary and upper primary

schools

etc.

The

amount

for

Upper

will be treated as separate schools

Primary schools will include items

for the purpose of School Grant even

for

science

laboratories

and

if they are functioning from the same

computer education requirements.

premises.

This facility will also continue to

be available to Madarsas affiliated

c) There

must

be transparency

in

to the State Boards of Secondary

utilization

Education/ State Madarsa Boards

d) To be spent only by VEC/SMC

17.

Research,

a) Keeping in view the provisions of

SSA support for REMS will be based on

Evaluation,

the RTE Act, the ambit of REMS

the following norms

Supervision

and

has been extended to cover private

Monitoring

unaided schools.

a)

Upto ` 2000 per school per year, of

which ` 500 per school per year to be

b) REMS will be utilized for:

spent at national level.

i.

Supporting

NCPCR/

SCPCR/

b)

From the National level ` 50 per

REPA

to monitor the rights of

school per year will be available for

the child under the RTE Act

monitoring child rights under the

RTE Act, 2009 by NCPCR.

ii.

Instituting

regular monitoring

systems under SSA.

c)

From the State level ` 50 per school

per year will be available for

iii. Providing

technical

resource

monitoring by SCPCR or REPA, as

support to States for promoting

the case may be.

innovation,

research,

case

studies and documentation, and

d)

For the purpose of REMS, primary

capacity building for planning.

and upper primary schools would be

treated as separate schools, even if

iv. Instituting

a

comprehensive

they are functioning from the same

child tracking system

premises.

v.

Conducting social mapping

e)

Funds to be spent at National, State,

District, Sub-district, School level out

National level: Provisions under the

of the overall per school allocation.

REMS will be used for:

f)

Norms

for

State/district/BRC/CRC/

1.

Holding six monthly JRMs

level

expenditure on research,

evaluation,

supervision

and

2.

Conducting

research

and

monitoring will be decided by the

evaluation

studies

and

national

State’s SSA Executive Committee.

sample surveys, cohort

studies,

third party evaluations, etc.

3. MIS development, publication and

dissemination of DISE data

4.

Documentation

and

dissemination

of good practices

5.Quarterly review meetings of programme components

6.Independent field review and monitoring through national level monitoring institutes

7.Concurrent financial review through independent agency

8.Creating pool of resource persons at national, State, district, sub- district level for effective field based monitoring

9.Capacity building of states and districts.

10.Assessment and appraisal teams and their field activities

11.Providing travel grant and a very modest honorarium (as per State norms) to resource persons for monitoring

12.Contingent expenditure like charts, posters, sketch pen, OHP pens etc. for visual monitoring systems.

13.States should give priority to:

a.Developing School Monitoring Systems

b.Initiating research, surveys on:

i.Learning outcomes,

ii.Teacher performance

iii.Student and teacher attendance

iv.Measuring changes in classroom practices

v.Impact of teacher training

vi.Efficacy of textbooks and reading materials

vii.Quality of academic supervision provided by

		BRCs/ CRCs/ DIETs etc.
		Each State/UT will set up a
		Research		Approval		Committee
		for processing and approving all
		research		and		evaluation
		projects/		studies.		Appropriate
		mechanisms should also be set
		up for district level.
		State and district provisioning will
		include support for EMIS, allocations
		for school mapping/ micro planning,
		updating household survey data, etc.
18.	Innovation Fund	a) Innovation		Fund	for	Computer			a) Innovation Fund for CAL of ` 50
	for CAL	Aided	Education			(CAL)		to	lakh per district per year.
		maximize		coverage		in		upper
		primary	schools		with		special
		emphasis		on	Science			and
		Mathematics. Hardware, software,
		training, maintenance and resource
		support, if required, may be
		included in this component.
19	Libraries	a) Infrastructure may			be provided				a) @ ` 3,000 for primary school and `
		for setting up school libraries							10,000 for upper primary school as
		including books							a one-time grant.
		(i) Provision will be available only
		for	existing			Government			b) In the case of composite
		Schools,		which	do	not	already		elementary schools, a one-time
		have a library.							grant of ` 13,000 will be provided
									for school libraries.

(ii)These funds will not be accessible for new primary and upper primary schools as they can utilize TLE Grants for this purpose.

(iii)Procurement of furniture and books for setting up library will be done in a decentralized manner by the VEC/ SDMC/ SMC or equivalent school body for rural/urban areas.

(iv) The State will provide the broad

guidelines

for

selecting

appropriate

books.

The

broad

guidelines will be enabling, and

not restrictive.

(v) The guidelines developed by the

State will also include the

procedure

for

maintenance

of

record

and

stock/asset

register

with due verification as per

prescribed procedures.

(vi)The

guidelines

will

also

prescribe that time should be

provided

during

teacher

training

and school

timetables

for reading in school and

develop

appropriate

mechanism

for

effective

monitoring of Library.

20.

SIEMAT

a)

SIEMAT will play a key role in

SSA support for SIEMAT will be in the

providing

capacity building

and

form of:

support

for

revamping

and

a) One time assistance up to ` 3 crore

strengthening education planning

only

and management

structures

and

systems,

necessitated

by

RTE

b) States have to agree to sustain

Act. SIEMAT will also develop

SIEMAT

training

modules

and conduct

c) Selection criteria

for

faculty

to be

training

for

Education

rigorous

Administrators.

GENDER

21.

NPEGEL

a)

NPEGEL for “Hardest to Reach”

SSA support for NPEGEL:

girls, especially those not in school,

in Educationally Backward Blocks

a) The SSA-AWPB of districts

(EBB).

should

reflect

NPEGEL

block

specific projects for girls at risk/

b)

Provides

additional

support

for

difficult

circumstances

with

enhancing

girls’

education

over

clearly

defined

outcomes

and above the investments for

subject

to

the

following

girls’ education

through

normal

conditions:

SSA interventions.

Non-Recurring Grant

c)

All strategies

and interventions

must target both ‘in’ and ‘out’ of schools girls within the block.

d)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.

e)The activities under the recurring NPEGEL grant would be need based for each block including the following:

a.Recurring Grant for Model Cluster Schools in the Block for promotion of girls’ education in that cluster, including maintenance of that school, and engagement of part time instructor for additional specified subjects.

b.Awards to schools/ teachers for achievement in enrolment, retention and learning outcomes of girl students

c.Learning through Open Schools: waiver of fees of girls for courses under National and State Open Schools, setting up of specially designed open learning centres. The implementing agency will devise suitable system with NIOS, State Open Schools or other such

(i) A one-time non recurring grant of ` 30,000 for teaching learning equipment, library, sports, vocational training etc. for new MCS.

(ii)` 2.00 lakh would be available as recurring grant for skill building activities (in lieu of additional classroom) for girls to be utilized upto a period of 3 years for new MCS.

Recurring Grant

a)Funds per block would be the sum total of the sub-components to the extent of ` 60,000/- per cluster per annum for recurring grant.

b)The activities under the recurring grant would be need based for each block including the following:

(a)Recurring grant to Model Cluster Schools for expenditure on promotion of girls’ education in that cluster, including maintenance of that school, and engagement of part time instructor for additional specified subjects, provided that no instructor would be hired for more than three months in an academic year and he/she would not receive remuneration exceeding ` 1,000/- per month.

(b)Awards to schools/ teacher: One award per year @ ` 5,000 (in kind) will be provided to a school/teacher at cluster level.

(c)Learning through Open

organization for this purpose. The cluster school will form the venue of the residential upper primary school / NGO Centre. This will help bring girls who had dropped out into the educational system. Short term residential courses can also be organized.

d.Child Care Centres: NPEGEL provides for opening of additional Early Childhood Care and Education (ECCE) Centres to meet the gap in the ICDS Scheme, and relieve girls from the burden of sibling care. Two ECCE centres per cluster run by community may be opened in the areas where there is no ICDS centre under any scheme of the Ministry of Women & Child Development and / or the State Government concerned. These funds can also be used for strengthening existing local ICDS centres especially for augmenting training for pre school component, play way kits, joint trainings with primary school teachers and pro-rata payment of honorarium of Anganwadi workers due to extension of Anganwadi timings to match school timings.

e.Additional items such as

Schools: A maximum of ` 50,000 per annum will be provided to each cluster towards the payment of fees and provision of supplementary teaching to be taken up with the help of National Open School or State Open School. To the extent possible, the payment would be made by the State Societies directly to NIOS or State Open School as the case may be.

(d)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.

(e)Additional incentives: 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, uniforms (items not provided under SSA) providing escorts in difficult areas, etc.

(f)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

stationery,

slates,

work

management cost.

books,

uniforms,

providing

escorts

in

(g)

Intensive

community

difficult areas, etc

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.

(h)

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

22.

Kasturba

(a) Kasturba Gandhi Balika Vidyalaya

SSA support for KGBV:

Gandhi Balika

(KGBV) provides

for

setting up

Vidyalaya

residential

schools

at

upper

(a) KGBVs will be opened in all

(KGBV)

primary

level

for

girls

belonging

educationally backward blocks

with

predominantly to the SC, ST, OBC

female literacy lower than the

and

minority

communities.

national average female literacy as

KGBVs are set up in educationally

per census 2001.

backward blocks, where the female

rural literacy is below the national

(b) The construction cost of KGBVs will

average (i.e. below 46.13% as per

be in accordance with the Schedule

Census 2001) and gender gap in

of Rates notified by the concerned

literacy is above the national

States. Carpet areas of the building

average of 21.67%. Further, the

should be approximately 80 square

scope of the scheme was enlarged

feet per child for hostels with 50

to cover the blocks that have rural

children and 60 square feet per child

female literacy below 30% and

for hostels with 100 children.

urban areas with female literacy

more than the national female

(c) The recurring

and

non-recurring

literacy (urban) of 53.67% as per

grants, excluding

construction

cost,

Census 2001. This was again

for KGBVs will be as follows :

enlarged to cover all the

educationally

backward

blocks

Model I

with rural female literacy of

46.13%.

Schools with hostels for 100 girls

(b) Such residential schools are set up

Recurring Cost:

only

in

those

educationally

` 32.07 lakh

backward blocks which do not have residential schools at upper primary level for girls under any other scheme of the Ministry of Social Justice & Empowerment, Ministry of Tribal Affairs or the State Government. This shall be ensured by the District Level Authority of SSA at the time of actual district level planning of KGBV initiatives by coordinating with the other Departments/Ministries.

Recurring cost for in take of additional girls:

To be worked out proportionality based on the number of intake of additional girls.

(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 salary of ` 4500/- per month will be provided for every additional enrollment of 50 girls.

Non-recurring (Other than building, boundary wall and drinking water.)

` 7.45 lakh

Non-recurring (Other than building , boundary wall and drinking water) for intake of additional girls:

To be worked out proportionality 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 proportionality based on the number of intake of additional girls.

Non-recurring (Other than building, boundary wall and drinking water.)

` 5.575 lakh

Non-recurring (Other than building , boundary wall and drinking water) for intake of additional girls:

To be worked out proportionality 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

Non-recurring (Other than building, boundary wall and drinking water.)

` 5.575 lakh

Non-recurring (Other than building , boundary wall and drinking water) for intake of additional girls:

To be worked out proportionality 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)

d)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.

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

EQUITY

23. Innovation Fund	a) For development of		context
for Equity	specific interventions,		over	and
	above mainstream interventions to
	address the problem of exclusion of
	girls and children belonging to
	marginalized	communities		and
	disadvantaged	groups.	This	will
	include interventions for:

a.Girls education

b.Early childhood care and education interventions for supporting girls education that are not covered under other components of SSA e.g., NPEGEL and KGBV programmes.

c.Children of SC and ST families for enhancing their retention and learning levels to facilitate completion of elementary education.

d.Children of Muslim families for enhancing their enrolment, retention and completion of elementary education

e.Urban deprived children for creating facilities for street children, migrant children, rag pickers etc. to enable them to join the elementary education system.

f.Other groups of children in difficult circumstances, such as child laborers, children affected from migration, children

without adult protection,

a)Innovation Fund for Equity of ` 50 lakhs per district per year.

b)Innovation Fund for Equity will be available for Innovative projects for girls’ education, early childhood care and education, intervention for children belonging to SC,ST, Minority community, deprived children in urban areas.

children in areas of civil strife, etc.

	b)	All successful interventions so far
		will serve as exemplars for
		preparing such interventions.
	c)	Need		specific,				innovative
		interventions			will		be	articulated
		and formulated in terms of their
		objectives, rationale, methodology,
		timeframe, expected outcomes and
		monitoring etc.
	d)	No duplication with any other SSA
		component			will be			permissible.
		The	innovation				should			not
		duplicate		strategies			allowed		under
		other components of SSA or
		interventions of other schemes.
	e)	All	components				under			the
		Innovation Fund will need to be
		designed and executed with clearly
		defined deliverable outcomes to be
		articulated in the Annual Work
		Plan of the district. The innovation
		should be area specific and focused
		on clearly defined target groups. It
		can be in the form of a package,
		including				general				SSA
		interventions,				supplemented				by
		interventions				under		Innovative
		Head.
	f)	Steps for its monitoring and
		evaluation should also be clearly
		brought out. The interventions will
		be in project mode having no civil
		work	components				with		clearly
		defined		areas,			target		group,
		outcomes		and		monitoring				and
		evaluation. The				interventions				will
		be broken in micro activities with
		indicative financial requirements.
24. Provision	for a)	The key thrust of SSA will be on i. Provision of ` 3000/- per child, per

children	with	providing inclusive education to all							year for children with special
special needs		children		with special			needs	in	needs, as per specific proposal,
		general schools.							provided that at least ` 1000/- per
									child will be earmarked for
		b) SSA will also support special							engaging Resource Teachers
		training,		education		through open
		learning		system, special schools					ii. District Plan for children with special
		and	home		schooling,		wherever		needs will be formulated within the
		necessary,			itinerant		teaching,		financial limit of ` 3000/- per child
		remedial			teaching,		community		norm.
		based	rehabilitation			(CBR)		and
		vocational education.							iii. Ceiling on expenditure per CWSN
									will apply at the district level.

c)The following activities will form components of the programme:

i.Identification of children with special needs.

ii.Educational Placement

iii.Aids and appliances

iv.Support services

v.Teacher Training

vi.Resource support

vii.Individualized educational plan

viii.Parental training and community mobilization.

ix.Curricular access

x.Building synergy with special need.

xi.Removal of Architectural Barriers

xii.Research

xiii.Peer sensitization.

	d)	Involvement		of	Resource
	Institutions will be encouraged.
25. Community	a)	The RTE mandates age appropriate				a) Up to 0.5% of district outlay may be
Mobilization		admission of every out-of-school-				utilized for community mobilization
		child, special training for each				and campaigns, provided that the
		child to enable her to cope in				management	cost and	community
		school, promoting child-friendly				mobilization	together	does not
		child	centered	activity based		exceed 4% of the total outlay, and
		learning processes, which is free of				subject to the following conditions:
		anxiety, trauma and fear sets the
		agenda	for proactive		community	i. There will be a detailed activity
		participation.				plan for community mobilisation.

b)

Community participation would be

ii.

The

State Executive

Committee

a central and overarching factor in

will approve the norms and unit

planning,

implementation

and

cost

for

community

mobilization

monitoring

interventions

for

activities.

universal

elementary

education.

SSA

would

work

towards

iii. Mobilization activities will be

enhancing

participation

of

the

documented and its influence will

community, parents, teachers

and

be assessed periodically.

children by awareness

generation,

interventions

for

community

iv.

PRIs

and

Civil

Society

mobilization.

Organizations will be involved in

all

community

mobilization

c)

A major issue concerning

children

efforts.

without adult protection is their

lack of their voice due to their

v.

Community Mobilization action

alienation

from

community

and

will focus on:

little representation in agencies and

forums like the SMC, PTA or

a)

Issues of social access.

VEC. SSA would make efforts to

address this issue by advocacy for

b)

Regular attendance of children.

children’s right to participation, by

supporting the formation of support

c)

Completion

of

elementary

groups children’s

collectives,

and,

education by all children.

by

encouraging

efforts

to

accommodate

their

voices

in

d)

Child entitlements under RTE

planning,

implementation

and

Act and Rules.

monitoring

of

interventions

and

strategies.

26.

Training

of

a)

The RTE Act clearly outlines the

a) For VEC/SMC

SMC, VEC, PRI

functions to be performed by SMC.

members

Some

of

these

functions,

for

All members of the VEC/SMC

example,

preparation

of

school

should

preferably

attend

training

development plans, would require

together. However, if all members

significant investments in capacity

are not able to attend training at the

building. The role of civil society

same time, at least groups of 4-6

organizations would be critical in

members from the same VEC/SMC

making the SMC an effective

should be enabled to participate at a

democratic space. It needs to be

time, so that all members receive

highlighted that the nature of such

one round of training every two

interventions cannot be one-time

years.

training but must necessarily be a

long-term involvement.

b) For Local Authority

b)

Besides capacity building of SMC,

There

should

be

adequate

on-going support of the PRI (local authority) is also essential. PRIs will have to play a crucial role in provision of facilities mentioned in the Act.

c)All members of the VEC/SMC should preferably attend training together. However, if all members are not able to attend training at the same time, at least groups of 4-6 members from the same VEC/SMC should be enabled to participate at a time, so that all members receive one round of training every two years. Further, there should be adequate representation from the local authority in whose jurisdiction the said VEC/SMC falls, so that members of the local authority and VEC/SMC can also work together for school development. On an average 3-4 representatives from the local authority should participate along with VEC/SMC members.

d)States should design training modules comprising a mix of residential and non-residential training for all participants. The State shall prepare exemplar material, which will be contextualized at district and block levels to local needs.

e)The training must reach out to at least 50% women and proportionate members from disadvantaged sections

f)Voluntary and civil society organisations should be involved in conducting community training.

g)Training should be conducted in

representation from the local authority in whose jurisdiction the said VEC/SMC falls, so that members of the local authority and VEC/SMC can also work together for school development. On an average 3-4 representatives from the local authority should participate along with VEC/SMC members.

c)` 200/- per day VEC/SMC/PRI member will be available for residential training and ` 100/- per day per person for non residential training.

d)The activity wise costing of training shall be decided by the State SSA, EC.

batches not exceeding 30 persons at a time.

h)The State will periodically commission independent evaluation of the impact of training.

INFRASTRUCTURE DEVELOPMENT

27New Schools Whole School Development

a)Development of school infrastructure is a comprehensive exercise for developing the school building along

with its indoor	and outdoor
spaces. School	infrastructure

development is not to be viewed narrowly as a building construction/ repair/maintenance activity alone.

b)The core principles governing infrastructure development under SSA:

i.They should be composite buildings

ii.They must adhere to specified construction standards

iii.There must be barrier free access

iv.They must incorporate child friendly features

v.They must maximize pedagogic potential of indoor and outdoor school spaces.

vi.They must incorporate safety features for resistance against hazards

vii.There must be community participation in school infrastructure development

viii.There must be transparency and social accountability

c)All new schools constructed under SSA should conform to the norms prescribed under the RTE Act,

a)School construction as per Schedule of Rates notified by the State Government.

including:

a.

All weather classrooms

b.

One classroom for every teacher

c.

Barrier free access

d.

Library

e.

Drinking water

f.

Separate toilets for girls and boys

g.

Green fencing/boundary walls

h. Kitchen shed for mid day meal

28.

Additional

a)

To

improve the

student classroom

a)

At least one class-room for every

classrooms

ratio and also to provide rooms to

teacher.

students and teachers according to

b)

An office cum-store-cum-Head

enrolment.

Teacher’s/Head Master’s room

in

primary

and

upper

primary

b)

To provide better facilities for Head

schools/sections

where

the

Teachers and to provide space for

enrolment exceeds 150 and 100

office and store.

respectively.

c)

Classroom costs as per Schedule

of Rates notified by the State

Government

29

Block

Resource

a)

To facilitate residential training for

a)

BRC building costs as per Schedule

Centres

teachers

of Rates notified by the State

Government

30

Cluster

a)

To

facilitate

monthly

teacher

a)

CRC buildings costs will be as per

Resource

meetings.

Schedule of rates notified by the

Centres

State for additional classroom.

b)

CRC may be used as an additional

classroom in schools on days when

CRC meetings are not held.

31

Residential

a)

To cover sparsely populated or hilly

a)

Priority

to

redeploying unused

Schools

and densely forested areas with

public building

and

refurbishing

difficult

geographical

terrains and

underutilized

school

buildings

also to cover urban deprived

through

provision

of

adequate

children,

homeless

and

street

toilets, bathing

spaces,

kitchens,

children

in difficult

circumstances

etc.

without adult protection.

b)

If such facilities are not available in

the vicinity then construction of

residential schools as per KGBV

norms will be supported

32

Toilets

and

a)

Separate toilets for boys and girls

a)

All new school buildings, BRCs,

drinking water					CRCs to be provided separate and
	b)	Incinerators in girls’ toilet.			adequate toilets and drinking water
					facilities for boys and girls. Number
	c)	Drinking water			of toilet set should be related to
					number of children.
					b)	Existing school buildings to be
					provided toilets and drinking water
					from schemes of the Ministry of
					Rural		Development,	including
					Drinking Water Mission and Total
					Sanitation Campaign.
33 Furniture	a)	Furniture may be provided to			a)	@ ` 500 per child as a one-time
		existing	Government	upper		grant subject to the following
		primary Schools, which do not				conditions
		already have furniture subject to
		the following conditions.

(i)These funds will not be utilised for new upper primary schools sanctioned under SSA since 2001, as they already have a provision of ` 50,000 for school equipment at starting stage.

(ii)Procurement of furniture to be done by SMC/VEC /equivalent bodies for rural/urban areas.

(iii)Procedures to mark the furniture as school property and maintain its’ record in a stock register with due verification as per procedures laid down by the State/UT Governments concerned, will be put in place.

(iv)The provision will be made within the 33% ceiling for the civil works in a district’s outlay.

34	Civil works		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.
			f)	No expenditure under SSA shall be incurred on construction of office
				buildings.
35.	Repairs	to	a)	There are a large number of schools				Funds for major repairs of school
	school buildings			that cannot be repaired under the				building subject to the following
				available	maintenance		grant. Such	conditions:
				schools will be repaired under this
				head.				a)	` 150 crore will be available per
									year under SSA to be spent on
			b)	Funds for major		repairs of school			major repairs. This amount will
				building subject to the following					be proportionately distributed
				conditions:					among the States as per the
									number of schools.
			(i)	Major repair would form part of
				the district AWP&B and would				b)	States would need to ensure that
				be appraised and approved by					the total amount spent by the
				Government		of	India.		districts on civil works including
				Consequently, it would be within					major repairs does not exceed the
				the prescribed ceiling of 33% on					civil works ceiling of 33%.
				civil works.
			(ii)	Schools	constructed		within the

past 10 years will not be considered for major repairs out of the SSA repairs fund. Also the cost of repairs to be undertaken should not be more than 60% of the cost of a new construction.

(iii)It will be mandatory for each district to provide the list of schools to be repaired under the “major repair” category along with the cost estimates as approved by the competent authority, as an Annexure in their AWP&B. This list will also be approved by the PAB of Sarva Shiksha Abhiyan.

(iv)States would first have to put in place a decentralized system of technical and financial assessment and approvals for the major repair tasks. Only cases of higher investment (>` 75000) and technical complicacies (e.g. strengthening of foundation) should come up to the SPO for approval. Rest of the proposals should be assessed and approved at the district and sub district levels, appropriately.

(v)Onsite technical supervision by professionally qualified engineering personnel is to be ensured during the execution of repairs. Additionally, the State would need to develop a ‘repairs manual’ in which it is explained to the community, how to carry out repair works and the accounts to be maintained.

(vi)A pre repair and a post repair photograph of the building would also need to be maintained for

				records.
36.	Maintenance		a)	To provide annual maintenance and				a) Maintenance Grants for schools
	Grants	for		repair of existing school building				will be utilized only through the
	schools			and other facilities to up keep the				SMC/VECs.
				infrastructure in good condition.
								b) Schools upto three classrooms
			b)	Must	involve	elements	of	will be eligible for Maintenance
				community contribution.				Grant upto a maximum of ` 5000
								per school per year.
								c) Schools with more than three
								classrooms will be eligible for a
								Maintenance Grant upto ` 10000
								per school per year, subject to the
								condition	that	the	overall
								eligibility for the district would be
								` 7500 per school (Note:
								Headmaster room and Office room
								would not count as a classroom for
								this purpose).
								d) Primary and upper primary schools
								would be treated as separate
								schools for the purpose of
								maintenance grant even if they are
								functioning	from	the	same
								premises.
								e) For composite		schools	with
								primary & upper primary schools
								in addition to secondary / higher
								secondary schools, this grant will
								be provided only for the
								classrooms used for primary &
								upper primary classes.
								f) Expenditure on maintenance and
								repair of building would not be
								included for calculating the 33%
								limit for civil works.
								g) Grant will be available only for
								those schools which have existing
								buildings of their own.
								h) Grant will be available also to those

Government schools in Urban areas which are running in rented buildings.

PROGRAMME MANAGEMENT

37.

Management

a)

The

RTE

Act

has

created

a

Cost

circumstance

in

which

the

existing two-dimensional system

must be reviewed and, while

causing no detriment to the

ongoing SSA project, within the

shortest possible time, a system

should be created which would

adequately

respond

to

the

demands of the new law.

b)

Staffing

and strengthening of

Management

Structures

at

national, state, district, block and

cluster levels would be a

prerequisite

in

timely and

efficient

implementation

of

the

programme.

c)

The project management structure

and

requirement

of

manpower,

delegation and

capacity

building

would have to be reviewed in

light of the larger fund

availability

and

considerable

expansion of the activities of SSA

in view of the RTE Act.

d)

To

provide

management

cost

at

State and district level including

salary of staff, expenditure on

MIS/DISE,

hiring

of

experts,

TA/DA,

office

expenses/

equipment,

stationery,

capacity

building,

workshops,

recurring

contingent

cost,

costs

towards

social

mapping,

and

other

miscellaneous costs etc.

e)

It is imperative

that

the

annual

work plan & budgets (AWP&B)

formulated

under

SSA

should

factor

in

investments

from

a)The Management costs available under SSA shall not exceed 6% of the budget of a district plan, of which 2% will be utilized for Learning Enhancement Programme, and 0.5% on Community Mobilization.

b)In the districts of NE States and Union Territories where district plan size is very small, the management cost could be budgeted upto ` 40 Lakh per district subject to the overall ceiling of 6% being maintained at the national level over the project period.

c)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.

d)Management Costs should be used for training of Education Administrators at all levels and develop effective resource teams at State/ District/Block/Cluster levels

relevant central schemes such as Teacher Education, Drinking Water Mission, Total Sanitation Campaign, Mid Day Meal and also from State schemes. In this way, the AWP&B can enable holistic planning for elementary education for implementation of the RTE Act (2009). The AWP&B of each district should also reflect all the investments made from different sources for elementary education.

f)The RTE Act requires several substantive reforms that are systemic in nature. States/UTs would need to issue appropriate rules and government orders for implementing the entire gamut of provisions pertaining to, inter alia, duties of teachers; non deployment of teachers in non teaching duties except as specified in the Act; removal of all barriers to school admission including financial and procedural ones; ban on physical punishment and mental harassment; CCE, non detention and non expulsion of the student in the elementary grades etc. Thus, planning in SSA needs to be enriched by indicating the trajectory of planned systemic reforms in elementary education with timelines in accordance with the provisions of the RTE Act (2009).

Appendix – A

Financial Norms for KGBV

Model – I – School with Hostel for 100 girls.

Revised Norms

S.						Financial	Financial norms for intake of
	Item of Expenditure					norms		additional Children
No.
						(` In lakh)
	Non-Recurring Cost
1	Construction of building (Construction cost						Additional construction cost as per
	as per schedule of rates notified by the						schedule of rates notified by the
	concerned State. Carpet area of the building						concerned State for a carpet area of
	should be approximately 60 sq. ft for hostels						approximately 60 sq. ft. for hostels.
	with 100 children)
	Boundary wall						As per State SoR
	Provision of Drinking Water.						As per State SoR
	Electricity					0.20		`` 200/- per child
2	Furniture/Equipment			including		3.00		` 3000/- per child
	kitchen equipment
	Teaching		Learning	Material				` 3500/- per child
3	and	equipment		including		3.50
	library books
4	Bedding		(replacement		of	0.75		` 750/- per child
	Bedding after 3 years)
	TOTAL:					7.45
	Recurring Cost
1	Maintenance per girl student					10.80	` 10800/- per child per annum
	per month @ ` 900
2	Stipend for girl student per					0.60	` 600/- per child per annum
	month @ ` 50
	Supplementary TLM,						` 600/- per child per annum
3	stationery and other					0.60
	educational material
4	Examination fee					0.02	` 20/- per annum.
5	Salaries:						(i) In case the enrollment exceeds
	1 Warden						100 children, a head teacher as per
	4 Full time teachers						RTE norms will be provided with
	2 Urdu teachers (only for						unit cost of ` 20000/- per month.
	blocks with muslim population					12.00	(ii)	An additional teacher with a
	above 20% and select urban						salary of ` 15000/- per month will
	areas) , if required						be	provided when enrollment
	3 Part time teachers						exceeds 105 children based on 1:35
	1 Full time accountant						ratio as per RTE Act.
	2 Support staff –						(iii)	An additional assistant cook

	(Accountant/Assistant, Peon,		with a salary of ` 4500/- per month
	Chowkidar)		will be provided for every
	1 Head cook and 1 Asst. cook		additional enrollment of 50 girls.
	for 50 girls and 2 Asst. cooks
	for 100 girls
6	Vocational training/specific	0.50	` 500/- per child per annum
	skill training
7	Electricity/ water charges	0.60	` 600/- per child per annum
8	Medical care/Contingencies @	0.75	` 750/- per child per annum.
	` 750/- child
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	39.52

								Appendix –
								B
				Financial Norms for KGBV
			Model – II – School with Hostel for 50 girls.
						Revised Norms
S.							Financial	Financial norms for in take of
	Item of Expenditure						norms	additional Children
No.
							(` In lakh)
	Non-Recurring Cost
1	Construction of building (Construction cost							Additional construction cost as
								per schedule of rates notified by
	as	per schedule of		rates	notified by the
								the concerned State for a carpet
	concerned State. Carpet area of the building
								area of approximately 80 sq. ft.
	should be approximately 80 sq. ft for hostels
								for hostel upto 100 children.
	with 50 children)
	Boundary wall							As per State SoR
	Provision Drinking Water							As per State SoR
	Electricity					0.20		` 200/- per child
2	Furniture/Equipment including					2.00		` 2000/- per child
	kitchen equipment
	Teaching		Learning	Material				` 3000/- per child
3	and	equipment		including		3.00
	library books
4	Bedding		(replacement		of	0.375		` 750/- per child
	Bedding after 3 years)
	TOTAL:					5.575
	Recurring Cost
1	Maintenance per girl student					5.40		` 10800/- per child per annum
	per month @ ` 900
2	Stipend for girl student per					0.30		` 600/- per child per annum
	month @ ` 50
	Supplementary TLM,							` 600/- per child per annum
3	stationery and other					0.30
	educational material
4	Examination fee					0.01		` 20/- per annum.

5Salaries:

1 Warden

4 Full time teachers

2 Urdu teachers (only for	12.00
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
6	Vocational training/specific	0.30	` 600/- per child per annum
	skill training
7	Electricity/ water charges	0.36	` 720/- per child per annum
8	Medical care/Contingencies @	0.38	` 750/- per child per annum.
	` 750/- child
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	29.525

Appendix – C

Financial Norms for KGBV

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

Revised Norms

S.				Financial	Financial norms for in take of
	Item of Expenditure			norms	additional Children
No.
				(` In lakh)
	Non-Recurring Cost
1	Construction of building (Construction cost as				Additional construction cost as
	per schedule of rates notified by the concerned				per schedule of rates notified by
	State. Carpet area of the building should be				the concerned State for a carpet
	approximately 80 sq. ft for hostels with 50				area of approximately 80 sq. ft.
	children)				for hostel upto 100 children.
	Boundary wall				As per State SoR
	Provision for Drinking Water).				As per State SoR
	Electricity			0.20	` 200/- per child
2	Furniture/Equipment including			2.00	` 2000/- per child
	kitchen equipment
	Teaching Learning Material and				` 3000/- per child
3	equipment	including	library	3.00
	books
4	Bedding	(replacement	of	0.375	` 750/- per child
	Bedding after 3 years)
	TOTAL:			5.575
	Recurring Cost
1	Maintenance per girl student per			5.40	` 10800/- per child per annum
	month @ `` 900
2	Stipend for girl student per			0.30	` 600/- per child per annum
	month @ ` 50
3	Supplementary TLM, stationery			0.30	` 600/- per child per annum
	and other educational material
4	Examination fee			0.01	` 20/- per annum.
5	Salaries:				Additional Salary @ ` 3 lakh
	1 Warden				per annum	for	additional
	2 Urdu teachers (only for blocks				enrollment over and above 50
	with muslim population		above		girls but up to 100 girls for
	20% and select urban areas) , if				providing part	time	teachers,
	required			6.00	Assistant cook etc.
	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
6	Vocational training/specific skill	0.30	` 600/- per child per annum
	training
7	Electricity/ water charges	0.36	` 720/- per child per annum
8	Medical care/Contingencies @ `	0.38	` 750/- per child per annum.
	750/- child
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	23.525

Convert PDF to HTML