1. Backdrop 1.1 Prime Minister’s Independence Day, 2007

Announcement

Government to invest in setting up good quality schools across the country 6000 new high quality schools One school per block To set standards of excellence for other schools in the

area

1.2 Rationale

To have at least one good quality secondary school in every block .

To have a pace setting role for other schools in neighbourhood

To try out innovative curriculum and pedagogy To be a model in infrastructure, curriculum, evaluation

and school governance

1.3 Concept of a Model School

A model school will have infrastructure and facilities of the same standard as in a Kendriya Vidyalaya and with stipulations on pupil- teacher ratio, ICT usage, holistic educational environment, appropriate curriculum and emphasis on output and outcome as mentioned in CABE committee report on USE.

Concept of a Model School (Contd.) Some of the key features of a model school are: Holistic and integrated education ensuring all round

development of student Adequate Infrastructure, ICT support Pupil-teacher ratio not to exceed 1:25 preferably It may be 1:30 or 1:40 ( at the most) Curriculum and pedagogy: special emphasis on teaching

of Science, Mathematics and English. Teacher quality Innovative Class-room transaction Pace-setting role

2.1 Modus Operandi

2.1 Government Schools and PPP Schools 3500 public funded schools

2500 in KV template under State Govt. Remaining 1000 schools will be KVs and NVs funded

by the centre 2500 schools under PPP

Management by corporate, philanthropic foundations, endowments, educational trusts and reputed private providers

2.2 2500 Public Funded Schools

To be set up and managed by State Governments To be located in EBBs As per Kendriya Vidyalaya template Quality education at Secondary, Senior Secondary

stage including Vocational Education and Training (VET).

2.3 PPP Model

Critical inputs which need to be provided are :

- Physical Infrastructure - Quality dimensions of education - effective teaching learning processes - professional development of teachers - Institutional reforms - Long term management of these newly created Model

Schools as centres of excellence

PPP MODEL (Contd.)

Some of the possibilities are : - Private sector to set up and manage schools - Certain percentage of seats to be sponsored by

Government; remaining left to the Management - To be set up in Blocks other than EBBs - Land to be provided by Private Partner; State Government to be the facilitator

PPP Model

Some possibilities (Contd.) - Full independence to private partner in operational

matters including recruitment of teachers (as per

norms )- Private partner to charge fee in respect of management seats to recover operational expenses - Schools to be affiliated either to CBSE or to State

Boards of School Education.

PPP Model (Contd.)

Some Possibilities (Contd.) - Certain portion of Capital Cost to be provided by

Government of India and State Government on annuity payment basis after the school is

functional - State Government to provide recurring cost for the

sponsored students based on per capita expenditure in Government schools - Kendriya Vidyalaya norms to be the guiding principle

3. Infrastructure 3.1 Physical Infrastructure

- Designing Templates for infrastructure - Supervision of the Project and Management of

maintenance of school after creation - Upgradation of aspects related to physical, cognitive, administrative and professional and social environment

3.2 IT- Infrastructure - Designing of a modern digital lab equipped with Computers and other IT facilities for imparting IT skills and training for students and teachers - Designing administrative software to facilitate the administrative work - Creating a learning hub that will facilitate sharing of lessons, presentations, question banks as well as IT based modules. It will act as Learning Resource Centre for neigbhouring schools. - Creating an educational portal that will network the community and will serve as an interactive plateform for individual schools, teachers, parents administrators, funding agencies and other stake holders. - Increasing use of ICT in capacity building of Teachers (Pre- Service and In-service ).

4. Teaching Aids 4.1 Educational Technology

- Students to be exposed to state-of-the –art IT infrastructure and skills. This includes infrastructure and back up facilities with generators, battery etc. - Computer Aided Learning Content (CAL) - Development of multimedia content in all the subject areas based on NCF-2005, or the State Curriculum as may be relevant - Teacher training on IT skills in classroom teaching

4.2 EDUSAT

Plan of action to undertake - Planning, development and implementation of EDUSAT related interventions, especially for enhancement of Classroom Teaching Learning and for teacher training in all model schools with uniformity of quality - Installation and functioning of uplinking facilities - Installation of Interactive Video facilities- Generation of software; Development of virtual classroom by experts.

5. Professional Development of Teachers

- Teacher training to inculcate management skills, soft skills, teaching skills in teachers enabling

them to become multifunctional - Content based training systems including remedial teaching with special focus on Science, Maths, IT and English

6. Institutional Development

To link all interventions in the institutional structures at State, Districts and Block levels for quality improvement and on-site support to teachers

7. Public Private Partnership (PPP) Framework

7.1 Suggested Frame

While the Govt. would be the main service provider for the social sector, the private sector could bring about: - Innovative management systems - Project management systems - Professional performance measurement indicators - Technical expertise in different areas

Credible and large private partners working in this sector would by requsted to coalesce their efforts with the Government for taking up such a large sectoral programme, having the experience of programme and implementation Capabilities for large programme with the Govt.

- Need for larger financial allocations to ensure quality delivery of services with long term management- Private sector would become a partner with the commitment of funds to the newly created joint body. - This long term partnership would ease the burden on the Govt. and easy to meet.

7.2 Advantages of PPP Model

- Minimal budgetary outlay up-front by the Govt. - Govt. obligation will commence after the schools

are established and are running to Govt. satisfaction - Higher levels of accountability as contractual agreements with the private sector can be enforced - Time bound implementation - Standard of construction and design to be pre-

specified - Innovative and professional approaches to quality

education with uniformity and standardization of quality across locations.

Financial Issues

- Private sector to be an entity of large financial strength and experience of arranging finances for large Govt. projects - Two models for the PPP Programme

Model I - Development of Physical infrastructure, upgradation to be taken primarily through

PPPs, but operational part not to be done by Private partner

Model 2 Development of Physical infrastructure and providing all facilities including operating and running these schools.

Model 2 seems to be a workable model

- Govt would partner with Private agency in funding the expenditure on capital and recurring costs.- Private sector to arrange funds four times that of

Govt. funding

8. Certain Policy Issues - To avoid undue delay, an early decision for setting up

2500 model schools under PPP mode needs to be taken by the GOI

- Selection of private partners which will have a contractual agreement with GOI.

- Participation of private sector in terms of arrangement of finance, contract, maintenance and operation of the Model schools for greater levels of achievement of quality with accountability.

- To view the PPP beyond mere philanthropy - To view as an appropriate blend of Corporate Social

Responsibility (CSR) and market economics to be a workable model

(Contd. )

- Selection of a private sector to act as National Programme Management Agency to implement porgramme in a transparent manner through setting up specific instruments called specific purpose vehicles (SPV) in the states for various tasks

9. Systemic Imperatives

1 GOI and the private sector to sign MOU for a long term for a period of 20-30 years, after which, the contract can be renewed or

terminated. 2. State Govt. to provide an enabling and facilitative atmosphere for the private sector to participate and start implementation. 3. For this project, recognition, clearances, affiliation and other formalities to be done by the state through a single agency.

4. Identification of National Programme Management Agency to undertake development and implementation of the project to facilitate a PPP structuring. 5. Selection of private sector on the basis of track record of working in PPP framework on large scale, good financial strength to arrange for the requisite funds, programme management expertise, insight into project implementation, experience in large scale education, training and Capacity building. 6. For setting up Specific instrument, i.e. specific propose vehicle (SPV), the proportion of the cost to be borne by GOI and private sector participant would be clearly specified

Management Issues

7 Joint Monitoring system under MHRD involving representatives of State Govts., Eminent

Educationists and Private sector representatives 8 A Steering Committee of the GOI and the private

sector National Programme Management Agency to be set up for monitoring quality and timely implementation

9. Complete School autonomy to the private partner 10. A School based teacher cadre system for

motivation and accountability of teachers 11. Teacher recruitment to be done by the private

partner through an independent agency through written test and Interview

12. Teacher/ Principal qualifications, their salary should be same as in KVs

13. Affiliation to CBSE or State Board to be obtained by the Private Sector 14. Implementation of NCF and Text books developed by National or State organizations 15. Model schools to be residential schools with the

facilities of Boys and Girls hostels.16. Quarters for women teachers in School premises

17. 50% students to be sponsored by the State Govt. from the same block keeping in view the reservation policy 18. Fees of sponsored students to be reimbursed to

the Private Partner according to the fee structure in KV/Govt. School. Fee structure of Fee paying students to be decided by the Committee with Govt. representative 19. All sponsored as well as Fee paying students to be admitted through admission test. Merit not be compromised in selection

20. A holistic integrated approach to PPP with the involvement of all stakeholders – teachers non-

teaching staff, fund providers, parents, students, community

10 Model Schools : Some Characteristics

(i) Model Schools not merely as centres of excellence, but to act as hub for other neighbouring schools for quality improvement (ii) Model Schools to have a Vocational education

component to enhance employability of the students (iii) Vocational Education and training to be imparted in second shift (evening ) (iv) These schools will also be required to work as

Accredited Institutions (Study Centres) for learners under Open & Distance Learning system either through NIOS or SOS.

11. PPP Structuring

PPP framework can be presented in various ways depending on the risk and responsibilities of private sector, and also on the range of services to be provided.

For example : - Out sourcing ancillary services only in the existing secondary schools.

OR - Building construction and maintenance catering, etc.

OR - Full Public Private Partnership where the private sector is contracted to provide all teaching learning non-teaching– learning and services including construction work.