1 11 ovt nexre e roosas y es tte o eo te o a atestl ys rortotesce

H6 s{f(frT.

1 11

ovTSTY C O

TTSCLCLTCYT

L -110 115

vfi. t[,qE FliiIitt *{Filtcv.A

O

aees ar,Jo nt ecreta ( ),Tel.- 011 23386232Email: maneesh.garg@nic. in

D.O.18 18/2021- S 15 J arch,2021

A"=P-"t =l- Horot^l tti,0

am writing in connection with Annua Work P an & Budget (AWP&B) exercise for

Samagra Shiksha for the year 2021 22. would ike to inform you that the meetings of the

Project Approval Board (PAB) for 2021 22 wi be he d as per the schedule attached at

nexre e roosas Y es tte o eo teo a atestl ys rortotesce e tessot ttea rasascan e

do et eya e y.

2. The Covid 19 pandemic has presented unprecedented cha enges for the education

sector as the schools could not open for most part of this academic year and large

migrations took place all over the country. n order to mitigate the learning oss, various

steps have been taken which include digital initiatives such as PM-e-vidya, DIKSHA,

N SHTHA on ine and other initiatives such as alternative academic ca endar, Manodarpan,

LEp guide ines, Pragyata guidelines, etc. We have a so issued guidelines for migrant

children on 13thJu y 2020 and out of schoo chidren on TthJanuary 2021. t should be our

endeavor to conduct door to door survey for identifying all out of school children as

mentioned in the guide ines and get them admitted in school'

3. These cha enging times have also provided new opportunities to transform, reinvent

and innovate, asthe newy launched ato a c to o cy 2 has created lot of

enthusiasm among a stakeholders. This Po icy proposes the revision of all aspects of

education, inc uding its regu ation and governance, to create a new system that is aligned

with the aspirationa goas of 21'tcentury education, including SDG4, while building upon

lndia,s traditions and value systems. The NEP 2O2O is based on the principle that education

must develop not only cognitive capacities both the'foundational capacities 'of literacy and

numeracy and 'higher order' cognitive capacities, such as critical thinking and problem

solving but also socia, ethica, and emotional capacities and dispositions. t s fo nded

o tefve in arso ccess, tY, ai , ora itya ccounta ty.

4. a afa sa asno ee a e t tereco edatosof atona

cat on o cy ( | Z . The key recommendations of NEP 2020 included in

Samagra Shiksha are as fo ows:

ntroduction of 1 year of Balvatika and TLMs to a chidren.

o Nationa Mission of Foundationa Literacy and Numeracy

Ho istic Progress Card (HPC)

852587/2021/School Bureau1

ntroduction of tracking of earning outcomes as we as transition of children

nduction of qua ified counsellors at secondary and senior secondary level in aphased manner

Language Teachers

Capacity bui ding of teachers (50 Hrs CPD)

Bag ess days and internships

Support for OOSC in age group of 16 to 19 years

. Separate stipend for CWSN gir child; provision for identification of CWSN andResource Centre at b ock level

. Expansion of schooling facilities including Resident al Schoo s/Hostels, KGBVS.

. Provision for Hub and Spoke model in vocat ona educat on

o Provision for Smart c assroom and support for D KSHA

Support for Assessment Cells in SCER

Thrust on universalzing access to quality secondary and senior secondaryeducat on.

.Tetrstareasof 12are=

NEP 2020 envisages achieving universal provisioning of quality ECCE by 2030.

States and UTs may propose interventions for ECCE in their Annual Work Plan

related to

. ntroduction of 1 year of Balvatika in existing government primary schools,

wherever anganwadi centres are not co located.

. Child centric Teaching Learning Materials, indigenous toys and games, play

based activities.

. Training of Master Trainers for training of Anganwadi workers for pre-school

education in line with the NCERT Framework

n service teacher training for ECCE teachers as per existing norms on art

integrated, sport integrated, story te ing, and experiential and toy based

pedagogies.

. Additional Classrooms (ACR), Toiets, Drinking water facility etc. under the

existing strengthening component for starting Balvatika/pre-primary classes.

ntroduction of an interim 3-month play-based 'school preparation module' for all

students as soon as they enter Grade 1.

ln order to focus on foundational literacy and numeracy, it has been decided to

aunch a Nationa Mission under Samagra Shiksha to ensure that every child

achieves the desired earning competencies in reading, writing and numeracy at the

end of grade and not later than grade V. The programme will focus on various

pedagogica aspects, curriculum, teaching learning materials (TLMs), capacity

building of Teachers/Heads of Schoo s/Principals/Education Administrators and

learning assessment. n order to ensure involvement of al stakeholders and

generating awareness about the objective and goals of the mission, nformation,

2


Education and Communication ( EC) drive/campaign will be initiated for wider

outreach. A robust T ( nformation Technology) system embedded with big data

analytics will also be an integral part of National Mission on Foundational Literacy

and Numeracy. States and UTs may propose interventions related to

Child centric Teaching Learning Materials, indigenous toys and games, play

based activities and supplementary graded material including School

Readiness module for class 1 schools.

. Provision of Teacher Manuals, Activity Handbooks, resource materials for

teachers to align their innovative pedagogies with learning outcomes and grade

level competencies at foundational level.

Specific training modules under NISHTHA will be developed by NCERT to train

Pre-primary and Primary teachers on FLN. Assessment of progress and

achievements by students, schools and States/UTs in FL&N will be at four

levels (school-based assessment, SAS, third party assessment and NAS).

States/UTs may also propose for conducting formative and periodic

assessment of the learning outcomes upto Class I .

e Setting up of PMU at State/District level.

. ccessa ete to :

A concerted national effort will be made to ensure universal access and afford

opportunity to all children of the country to obtain quality holistic education from pre-

school to Grade 12.

a. nfrastr ct re ac t es: Support for infrastructure from Pre-Primary to grade 12

will be provided. n this context, States/UTs need to re are co pre ens ve tenyear r ecto re o o t e ee fora e atereso rces a sc oos.Theproposals must consist the following:

. NeMUpgraded schools from classes Pre-primary (not stand alone pre-primary)to 12th including addition of 1 year of Balvatika in primary schools.

o Addition of new subjects in existing senior secondary schools.

r All new schools/hostels or the existing schools/hostels under strengtheningcomponent to include (a) adequate number of c/assrooms, labs etc. (b)provision of rain water haruesting sysfem (c) solar panel/electrification and (d)barrier free access.

. Bridging the gap in toilets, drinking water and hand washing facilities as perUDISE+ 2019-20 or latest source of information to achieve saturation.

o ncinerator and Sanitary pad vending machines in all girls' hostels.

. All proposals for upgrading/opening new schools must contain a non-negotiab e component of convergence with provisions of various otherministries, such as, p aygrounds, boundary walls, electrification (starting fromprimary leve ), maintenance of toilets, solar pane , ramps and handrails, etc.

o Classroom cum workshop for Vocational Education in schools serving as Hubfor other schools in the neighborhood.

. r s ctu i , o r ensu atsanctionedwo a co lete on e, cen I anc I assis nce bea le r3 a an a u to5 a su ecttoapproval of

3


e case e a ve o a of co leted e abovee oe e e,it eco e esole spons of e

ecve t Ttoco le e e wo rci wo sa ve to 2020-21, e e of 3 a be calculated m2021 22.

. xtens o of ra s o sco ac ty to seco ary eve : To increase

access at the seco a eve, trans o c ty as ee exte ded for areas

where schools are not available within prescribed area or setting up of a new

school is not feasible and there is no State scheme for supporting transport facility.

States and UTs must provide habitation wise notification and child wise details.

c. eca ra foraea roratea sso o otofschoo chi dren( o C): n addition to the existing provisions at elementary level, State and UTs

may propose for covering Out of school children of age group of 16 to 19 years

belonging to SEDGs through the Open schoo system (N OS/S OS) at

secondary/senior secondary stage.

V. With regard to

universalization of Secondary and Sr. Secondary education as envisaged in NEP

2020, focused efforts in mission mode would be undertaken to ensure universal

access and affordable quality education for all at secondary stage(for the age group

of 14 18 years) in the next 5 years. To ascertain the number of Secondary and Sr.

Secondary schools needed to ensure 10Oo/o Gross Access Ratio(GAR), this

Department has conducted a G S mapping exercise to find out the requirement of

Secondary/Sr. Secondary schools in a scientific and realistic manner. T e States

an s are re este tO sen t e rO osa s fOr o en n of ew secondary

an se orsecon a sc oos ase o a n do ebyt e O.V. : NEP 2O2O envisages providing equitable and quality

education from the Foundational Stage through Grade 12 to all children.

a) earn n a ce enU r c e t ro ra e: Every student should be

given the opportunities necessary to make meaningful progress in acquiring

skills/competencies, through a process of continuous improvement in teaching

and learning. This intervention wou d be avaiab e for students from Class Vl to

x and i e rovi e for eakerstu ents c gc s a erproperentfcaton ase o an assess e t o e at t e eginnn of t e

aca e ic year/e of ast aca e c year. States and UTs may propose for

individualized learning interventions for upto 25o/o of the total strength of the

c ass at each level subject to submission of assessment results.

s te an nee to sha e s I of e ining assess ent reaalanosfassessetisofducaono aer e le en o

) n ovat ve r ects: Viable & sustainab e innovative proposals relating to

improvement of quality and access of education not covered elsewhere, may

a so be submitted by the States and UTs. t may be noted that proposals for

innovative projects are formulated with due diigence clearly defining the

objectives, processes and outcomes so that the proposals could be appraised

on merits. Various new themes/interventions as mentioned in NEP 2020 have

4

(


been made part of nnovat on i.e. ess ?ys, sc oo co exes,terns s t oc s s,c rrcu e o c refor setc.

Financia Support under innovation will be provided for State Specific Proposalsuto Yoot etota rove rte tte/ nertesche e.

c) S a n o a : t is requested to upload your success stories and best practiceson the Shagun portal to enable cross learning. These success stories and bestpractices will also be reviewed in the coming PAB meetings and theperformance of the States and UTs will be adjudged on the basis of the materialuploaded in the portal. The State and UT may also seek funds for creation ofvideos and documentation of best practices.

) esearc t es: Research and evaluation studies may be undertaken atstate, district level and a so at the block, c uster and school level in the form ofAction Research for prov ding greater ins ght into issues and problems faced inimplementation of the various components of the scheme at different levels.States and UTs should give priority to research projects concerned with ua tyreate sses,sc ssttsa e ctveesso eca trance ters; ct ssess e t of teac er tr ( ); stu e ts,earn n o tco es; st e t's an teac ers' ften a ce rates: e cacy oftextoosanoterec ear atera(L), atyofacae cs e so a a ce rov e y s/C Cs/ s; teac ingear c ssroo s; e e tato of C sc oos;roeof S Cs nsc oo e e t, etc. The areas of research shou d be decided by theResource Groups or Research Advisory Committees at the state level anddistrict leve in consu tation with SCERTs. e rov s o for researc stu ess ae er a C s.

V. : The Department has been emphasizing thatStates/UTs should fil up the State vacancies first before proposing funds for theposts approved/continued under Samagra Shiksha. States are advised to assess thesituation of demand and supply by considering the issues related to teacherdeployment i.e. surplus teachers, single teacher schools and schools with adversePTR. The issues identified should be addressed through time bound and transparentaction on teacher rationalization. Further, recruitment of teachers should only beconsidered after the need assessment, post rationa ization and redeployment. evacancies e ca of achers s oul not e o an 10% of eto I sanc one os e n ich e cant os e a usted againste pos n aa Sh a.

Samagra Shiksha scheme endeavors to provide every child access to education in asafe, protective school environment which is conducive to growth & development.States and UTs may propose financial support for part time qua ified counsellor at thesecondary and Sr. Secondary eve in a phased manner, who will cater to all schoolsin the schoo complex/c uster, as envisaged in the NEp 2020.

V . : As NEp promotes Mu tilingualism, a newcomponent has been added in the scheme by subsuming the existing Appointment ofLanguage Teacher Scheme. While proposing for appointment of language teachersas per the norms of the scheme,State/UT Governments sha I ensure that minimum

5


qualifications for appointment of a language teacher shall be as per norms of Right ofChildren to Free and Compulsory Education Act, 2009 and as prescribed by NCTE.

Further, Biingua teaching learning materia and books and Continuous professional

development for Hindi and Urdu teachers wi I also be provided as per the norms of in-

service teacher training.

V KGBVs need to be strengthened and

upgraded upto c ass 12, to increase the share of girls comp eting school education in

Educationaly Backward Blocks. tates ay ro ose for u ra ation of a

s t e next 3 years by e s rn ro er an t ey o eratona satonand o t t zat on of ca ac ty. A so, action plan may be given for

operationalising all the upgraded KGBVs including Type V KGBVS. States and UTs

also need to prepare and implement strict safety and security guidelines for girls inKGBVs. Safety and security audit to be done as a part of these guidelines.

X. The activities proposed under equity need to be targeted for improving

access, enro ment, retention and learning outcomes of all disadvantaged groups and

vulnerable chi dren including gir s, transgender, Scheduled Castes, Scheduled

Tribes, Minority, Migratory and Urban Deprived Children. tates an Ts ay a soa for novat ve a need ase rojects r enstr a yg ene ea t for

G r s. o escent ucat on ro ra e (on t e es ike revent on and

ana e e t of stance suse, ro of on of ea thy Life Sty e,

e ro uctve eat an V reve tio, a tya ec rtyaganstVoe ce

an j res, ro otonof safe seof ter eta oGa e a e avoretc.);GareerCo sei ;i sa ayoter tate/ secfc roject,canbetake u

Detailed write up of all proposed activities giving the need analysis must be provided

in the AWP&B. The proposed activities should not be repetitive rather they should be

focused and innovative in true sense with clearly defined outcomes. The analysis

should be based on the UD SE+, PG indicators or any research/evaluation

conducted.

X. Following new interventions in addition to the existing are

proposed to ensure equitable and accessible education for all including children with

special needs, by 2030 as recommended in the NEP:

. Provision of separate stipend for CWSN girls, for pre-primary to senior secondary

level in addition to student component based on database share on PRABANDH.

o Annual ldentification camps wil be held at b ock level for early identification and

the data of identified children shall be maintained by the States/UTs for all

categories of disabilities defined under the PwD Act'

Equipping Resource centres at B ock level with the equipment necessary for

rehabi itation and special training of CWSN'

X. ln the wake of the COV D-19 pandemic' the

N SHTHA training programme at e ementary eve , was contextualised to the needs

of teaching learning during the pandemic. N SHTHA On ine has been created by

customizing Modu es for Online de ivery in the format compatible with D KSHA

platform of NCERT. Hence, N SHTHA Online will he p in creating quality cadre of

trainers through a robust follow-up mechanism and a common platform/forum for

teachers to discuss their initiatives, cha lenges and so utions. For 2021 22, S T A

6


e eextene to econa teacersa asecia T foro atio a teracy a Nu eracy e co cte cover g a rer a an r a ra e teac ers over ent a overn ent ded

schoo s.

X . : The Block Resource Centres and Cluster ResourceCentres have a significant role in ensuring the imp ementation of the NationalEducation Po icy, 2020. Further, functional inkages of BRCs and CRCs with D ETsand district level resource groups will also need to be strengthened. ln this context,States/UTs should prepare detailed Guidelines for the ro es, responsibilities,selection criteria, functioning and reporting by CRC/BRC based on the requirementsof the Nationa Education Policy, 2020. These Guide ines wi I also ay down a rubricof KP s for assessing the performance of BRC/URC/CRC.

X States and UTs may propose assessmentcells to conduct various achievement surveys, develop test materials & item banks,training of various stakeho ders & test administration, data colection analysis andreport generation, etc.

X V. n order to strengthen and expand the coverage of vocationaleducation as per vision of NEP 2020, States and UTs may propose the following inaddition to the existing provisions:

' Government aided schools may be taken up in addition to GovernmentSchools and grant linked to enrolment.

' Provision of Training modules, preferab y in the online mode/blended mode forcourses in entrepreneurship, soft skils such as communication skills, etc.

' Construction of Workshop/ aboratory cum C ass room @ State Schedule ofRate /CPWD rates as per requirement of States/UTs for schools serving ashub for vocational education under strengthening component.

Recurring support for hub schoo s for accessing faci ities in hub schools.

nnovation proposa s for extending exposure to vocationa education at upperprimary evel.

XV' : As per NEP 2020, new techno ogies wi not just changewhat students learn in the c assroom but how they learn, therefore, the thrust oftechnological interventions wil be for improving teaching-learning and evaluationprocesses, supporting teacher preparation and professiona deve opment, enhancingeducational access, and streamlining educational p anning, management, andadministration including processes re ated to admissions, attendance, assessments,etc. n this regard, a uncovered upper primary, secondary and senior secondaryschools need to be covered in a time bound manner over next S years. States andUTs may propose the non-recurring/recurring grant under ' cT and Digital nitiatives,for schools as per the given norms.

X : Financial support for child tracking for students ofGovernment and Government aided schools wi be provided, once the State/Centrehas developed and imp emented a comprehensive and robust system for the samefor both transition and earning outcomes.

XV . States/UTsmay include the folowing components under MMMER:

7


o Socia Audit to cover 20o/o of schools per year so that all schools are covered ina period of Five years. These audits will help in monitoring the implementation ofthe scheme and ensuring transparency, accountability at all levels.

o edia has been included under this component so that objectives and

achievements of the scheme are properly disseminated.

o State level portal for creating a database of iterate volunteers, retired

scientists/governmenUsemi government employees, a umni, and educators.

o nvolvement of parents, community and alumni in volunteer efforts for enhancing

learning, such as, one-on-one tutoring; the teaching of literacy and holding of

extra he p sessions; teaching support and guidance for educators; careerguidance and mentoring to students; etc.

o Schools will undertake community sensitization, parental advocacy and

leveraging parents as a resource for ECGE/FLN/elementary/secondary level.

o Preparation of on ine training modules for volunteers to understand how they can

be involved in schoo education.

o EC for vocational education.

XV

The Aspirational Districts have been identified on different Key Performance

ndicators across five sectors. Education is one of the sectors with 30% weightage

and 8 Key Performan@ ndicators. N T Aayog is monitoring these indicators

regularly. States should give more focus on various interventions to improve the

quality of education and ensure saturation in some interventions in these districts

for which key focus areas have been identified. States/UTs to prepare district

specific p ans based on these identified focus areas and prepare disaggregated

data for these aspirational districts lor 2021'22'

ntervent ons KeY ocus Areas

L Universalizing Pre- i. Pre-Primary Section with infrastructure and teacher in all

primary education schools having primary section.

ll. Expanding Access

and providing

infrastructurefacilities

Functional Boys and Girls Toilets in all elementary and

secondary schools.

iii. Functional drinking water facility in all elementary and

secondary schools

iv. Functional electricity facility in all elementary and secondary

schools

!!1. Improving quality of v

learning

Reading materials to be provided under library grant in all

primary schools for promotion of Foundational Literacy.

Sports equipment to be provided in all schools: all schools to

be certified as Fit ndia Schools.vi.

vii. Holistic report card for every learner based on

pee r/se lf/teacher assess m ent.

8


ntervent ons

IV lCT /DigitalFacilities

V. Equity andInclusiveness

ey ocus reas

viii. D ETs in all Aspirational Districts

ix. Training of all teachers at elementary and secondary level

x. CT facilities in all Upper Primary and secondary schools

xi Up gradation of KGBVs up to class Xll or New KGBVs rn

uncovered EBBs.

xii. Self-Defence training for all girls in KGBVs and schools.

xiii. Fully functional Block Resource Room for CWSN at all

Blocks.

xiv. Access to part time counsellors in secondary schools.

xx.Other Schemes which would supplemenUcontribute to the objectives of theintegrated Scheme are as be ow:

. ECCE through the Anganwadi centres under the Umbrella of ntegrated ChildDevelopment Scheme ( CDS) of the Ministry of Women & Child Development.

o Nationa Rural Drinking Water Programme and Swachh Bharat Mission underthe Ministry of Drinking Water and Sanitation for providing drinking waterfacilities in schoo s.

r Nationa Child Labour Project (NCLP) of the Ministry of Labour to promotesuccessful mainstreaming into regu ar schoo s of a chidren who have beenwithdrawn from child labour and rehabi itated.

o Residentia facilities for SC and ST chidren by the Ministry of Social Justice &Empowerment and Ministry of Tribal Affairs.

Scheme of Assistance to Disabled Persons for Purchase/Fitting ofAids/Appliances (AD P Scheme) and Scheme for mp ementation of Personswith Disabilities Act, 1995 (S PDA) by Ministry of Social Justice andEmpowerment.

. School Health Programme (SHP) under Ayushman Bharat, which is a jointinitiative of the Ministry of Hea th & Family Welfare (MoHFW) and the Ministryof Education (MoE).

. Convergence with Department of Rura Development for provision ofplaygrounds, boundary wa ls in schools and provision of school uniformsthrough SHGs.

o Convergence with Department of Panchayati Raj/Urban Development for useof Finance Commission funds for maintenance of schoo premises as requiredlocally.

The states/UTs shou d dovetai and attempt convergence with the schemes ofother Ministries and State Governments. Such convergence should be ensured atthe time of preparation and approva of the proposals for Annual Work plan and

9


a

I

Budgets (AWP&B) to avoid over app ng in coverage, for which a specific provision

has been made in the revised Programmatic norms.

7. to o s:

(i) t is important to note here that ata ava a e o + 2019 20, S G

o a a would be the reference data for the Annual Work Plan

& Budget 2021 22 planning and appraisal.

(ii) Please ensure that the AWP&B 2021 22 including the str ct , State

co one t a d cost s a roved y your tate xec tve Co ee

before it is sent for consideration of the PAB of Government of ndia.

(iii) PABshall alsoreviewtheacto tae aa stteco t entsfor202021,both in respect of State specific commitments as well as standard commitments.

The ro ress a anstexpected o tco es a t e suggestons gven by

o inte eetnsot22 21 asoberevewed.

(iv) Please note that strict performance criteria will be adopted in appraising the

proposals for 2021 22. During finalization of your AWP&B outlay, due attention

wil be paid to the committed liabilities under Non-Recurring head, and other

financial demands etc. Priority should be given for completion of ongoing works

before proposing any new infrastructure or other interventions. n cases w ere

cv orso erta 201 16 ave of ee taenu,testates/Tss ou surren er suc works a cus o co et on of t e on go ng

or s, efore ro os n ne or s. The State should provide a clear

timeframe by which the works in progress are likely to be completed.

(v) The plan write-up shou d focus on description of need assessment and

interventions proposed, so as to explain and elaborate on the information given

in the tables. This would help us in effectively implementing the Scheme and

achieve the objective of universa quality education to our children.

As you are aware, a oject pra sa , et ng, c eve ents and ata

an yste ( ) has been deve oped for samagra shiksha

which is used for up oading of AWP&B proposa s, online appraisal, issue of

sanction orders and for physical and financial monitoring of the scheme. ln thepRABANDH portal, uploading of budget e-costing sheet from District level has

now been activated. The States and UTs may use this facility to get the district

level budget e-costing sheet on PRABANDH using option AWP&B E-Costing.

The States and UTs can download the integrated budget sheet uploaded by all

the districts for further addition and modification before submitting to the National

Level.

e e t oc ety un er a a ra i s a: Please ensure that the

process of formation of Single Society or designating any one of the existing

Society (of the erstwhile schemes of SSA & RMSA) and making it fully functional

iscompleted,fai n whc t e eetn fort estatew notbeheda no f nds e re ease 2021 2 . Further, the Expenditure

Management Commission had recommended the integration of Schemes of

School Education and also to find ways to rationalize the expenditure as a result

of integration. A I States and UTs are also requested to send a report on the

Status of Rationa ization of Expenditure under Samagra Shiksha.

(vi)

(vii)

IO


(viii) Stat s of tsta a va ces: The settlement of outstanding advances is

pending for a long time for the previous years and all old advances (both under

General and Capital) shou d be settled forthwith and a report on status of

advances pending for each year and the cumulative advances upto the current

year along with the reasons for long pending advances should be spelt along-

with the AWP&B ProPosal.

(ix) u c anca aaeent yste ( ):AsperthedirectionsofFinance Ministry, all types of transactions (Expenditure, Advances and Transfer)

relating to Central Grant under all Centrally Sponsored Schemes have to be

atfected through PFMS on y. Therefore, it is requested to provide details of

operationalisation of PFMS upto the school level. Further, the completion of

lnternal Audit and maintenance of separate individual accounts for SC/ST

component and ti e y su ss o of ua e o s should be done.

8. urng the year 22122, t e t rust of t e a rasa exercse w be on

e ent g 2 2 etter an s rit. n order to ensure efficient and effective

monitoring of NEP implementation, each and every componenUintervention of Samagra

Shiksha has been defined with monitorable goals and Key Performance ndicators(KPls).

The proposals for each componenUintervention must be developed in the given pattern ( otore than 1000 or s eac ) in order to appraise and monitor which is as follows:

--> -->

-.>

T ese ey e or a ce cators ( s) w e strcty o tored for eachco onenUnte ento as e to e t e ro osas r t eyear.

9. Thedra revsed ro ra atca na ca or sof a a raS kshaalongwith the KP s are enclosed at ex re t is requested to go through the guidelines very

carefully and prepare your plan accordingly.

10. The tentative allocation of funds and estimates of the p an is enclosed at nnexureIt is requested that the overall plan proposal from the State/UT should not exceed 125o/o ofthe estimated plan outlay indicated in the annexure. However, additional grant may begiven to the States based on review of their midterm performance.

11. nnua Ga en er: n order to achieve the objectives of the scheme, the States/UTsshould formulate an action plan laying down timelines for implementation of activities in

2021-22. Overall results can only be improved through a monitorable time bound

implementation.

n this regard, we have developed an indicative calendar for implementation which isenclosed herewith at exure which should be submitted alongwith the plan proposal.

ll


!

i

Any activity other than the mentioned items may be included against the concerned

component.

12. We look forward to your active participation in fina izing the Annual Work Plan & Budget

proposals for Samagra Shiksha for the year 2021 22in a time y manner.

f..Jrl<^ (Cq(

o/,-.4-A )Yours sincerely,

( aee l=l Ll

To:

1. Educat on Secretar es of all States and UTs

2. SPDs (Samagra Sh ksha) of a States and UTs

3. Directors (SC RT) of a States and UTs

4. Heads of autonomous bod es of Ministry of Educat on

5. All Joint Secretares n nstry of Education (Department of School Education and

Literacy)

12


Annexure-I

Proposed Schedule for PAB meetings of Samagra Shiksha for 2021-22

Date State / UT Schedule of Meetings for Autonomous bodies will be separately communicated.

The meetings for the states and UTs

will be held as per following schedule:

1st meeting: 9.30am- to 11.30

2nd Meeting 11.30 to 1.00 pm.

3rd Meeting 3.00 pm to 5.00 pm

07.04.2021

1. NCERT 2. NIEPA 3. CBSE 4. NCTE

5. NIC

6. TSG

7. NCPCR

12.04.2021

DNH & DD

Lakshadweep

Goa

14.04.2021

Chandigarh

Delhi

Andaman & Nicobar

16.04.2021

J & K

Ladakh

Punjab

27.04.2021

Jharkhand

Nagaland

Karnataka

29.04.2021

Gujarat

Tripura

Uttar Pradesh

04.05.2021

Andhra Pradesh

Manipur

Odisha

06.05.2021

Madhya Pradesh

Meghalaya

Rajasthan

11.05.2021

Uttarakhand

Mizoram

Puducherry

13.05.2021

Himachal Pradesh

Sikkim

Haryana

18.05.2021

Telangana

Assam

Tamil nadu

20.05.2021

West Bengal

Arunachal Pradesh

Chhattisgarh

25.05.2021 Bihar

Kerala

2

Maharashtra

Annexure II

Draft Programmatic and Financial Norms: SAMAGRA SHIKSHA

The major components of the scheme would be based on the following pattern. The norms for the financial assistance available under the

Scheme have been indicated and the States can supplement/augment the provisions for various interventions from their own resources.

States/UTs may also note the following important points:

1 In case of non-recurring expenditure, central financial assistance for spill over will be provided for three Years and maximum up to 5

years after the approval, in case, the approved works are not completed in the above-mentioned time frame, it will be become the sole

responsibility of the respective State/UT to complete the pending works. For civil works approved prior to 2021, the time limit of three

years will be calculated from 2021.

2. Fund flow to SCERTs, DIETs etc. will be as decided by the concerned State/UT. However, there will a single UC for the component and

states will be responsible to ensure proper management of accounts and auditing of the same.

3. In order to promote good performance based on the PGI grading, the best performing States and UTs will be given additional grant as decided by the Project Approval Board.

4. Procurement of goods should preferably be done from Government e-marketplace (GeM) portal.

5. In order to ensure effective implementation, States and UTs will prepare yearly reports on the progress of following themes/subjects:

o Progress on Foundational Literacy and Numeracy

o Progress on Early Childhood Care and Education (ECCE)

o Report on E-Governance and Digital education

o Convergence initiatives with various line ministries

o Progress on Vocational Education.

o Progress on Teacher Education.

o State Innovations and Quality initiatives

These reports will be submitted in the month of June every year.

6. Execution of Media Plans for publicity of the objectives of the Scheme

Preparation of related audio-visual, print material etc.

7. Best practices relating to various components/interventions need to be uploaded regularly on SE Shagun Repository.

8. Physical and Financial monitoring will be conducted through PRABANDH.

4

Sl. No

Activities

Existing Norms Proposed Norms Key Performance Indicators (KPIs)*

Programmatic Norms Financial Norms Programmatic Norms Financial Norms

I. EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

Goals:

1. Every child of appropriate age has access to Balvatika, is enrolled and attending

2. Every child achieves optimum health and fitness parameters

3. All teachers are qualified to deliver quality ECCE as per National Curriculum Framework (NCF)/State

Curriculum Framework (SCF)

4. Every child acquires all cognitive/transversal/affective/psychomotor skills required for being school/grade-1

ready

5. Every pre-school/Balvatika has an inclusive teaching and learning environment.

1. Support at Pre-school Education

At pre-school level support for training of Anganwadi workers for pre-school education in line with the NCERT Framework, co-location of Anganwadis in Primary Schools and curriculum development in convergence with Ministry/Department of Women and Child Development can be provided. Support the efforts of State Government in setting up pre-school schools (Admissibility for Govt. Schools)

Based on State-specific proposal Recurring Grant, including manpower deployment, of uptoRs 2 lakh per school and non-recurring grant of uptoRs 1 lakh per school.

Renamed as ‘Early Childhood Care and Education’ with the following interventions: Introduction of I year of

Balavatika in existing primary schools would be given priority as per (NEP Para 1.6)

Co-location of Anganwadis in Primary Schools

Curriculum development in convergence with Ministry/Department of Women and Child Development aligned to the National Curricular and Pedagogical Framework for Early Childhood Care and Education (SCPFECCE) for children up to the age of 8 which will be developed by NCERT (NEP Para 1.3)

Numerous rich local traditions of India

Recurring Grant, including manpower deployment and other teaching learning aids/ materials of up to Rs 2 lakh per school per annum for pre-primary sections in Govt. primary Schools.

Provision of upto Rs. 500/ per child for Teaching Learning Materials, indigenous toys and games, play based activities per annum for pre-primary sections in Govt. Schools.

Non-recurring grant of up to Rs. 1 lakh per school for Bala Features, Child friendly furniture, outdoor play materials etc. for pre-primary sections in Govt.

Enrolment and access • GER/NER for children in 3-

6 age cohort • Ratio of number of days that

pre-school functioned to total number of working days in the year

• Number of disabled children (disability-wise) enrolled in Balvatikas

Attendance and Health • Average Attendance vs

enrolment ratio • Number of times that

potability of drinking water is tested (at least once every month/2 months/6 months/never)

Number of children whose annual health check-up is done and records are maintained vs total enrolled

Pupil Teacher Ratio (PTR) and teacher qualification • Children to Teacher/AWW

ratio

5

Sl. No

Activities



developed over millennia in ECCE involving art, stories, poetry, games, songs, and more, to be incorporated. (NEP Para 1.3)

Requirement of additional Classrooms (ACR), Toilets, Drinking water facility etc. will be provided under the strengthening component for starting Balavatika/pre-primary classes.

Training of Master Trainers for training of Anganwadi workers for pre-school education in line with the NCERT Framework.

In-service teacher training would also include training for ECCE teachers as per existing norms on art-integrated, sport integrated, story-telling, experiential and toy based pedagogies

(Admissibility for Govt. Schools)

Schools and co-located Anganwadis (once in 5 years)

• Ratio of qualified Teachers to total pre-school teachers ; Ratio of qualified AWWs to total AWWs.

• Number of pre-schools/AWWss trained and using art-integrated, sport-integrated, story-telling, experiential and toy-based pedagogies, as evidenced from inspections by CRC/BRC

Teaching Learning Material • Whether SCPFECCE is

developed in simple and local language by SCERTs based on NCFECCE

• Whether SCFECCE specifically addresses areas related to the education of children with disabilities

• localized teaching learning materials available with AWW/pre-school for ECCE (including art, stories, poetry, games, songs etc.) in local language

• Number of Balvatikas having indigenous toys available for teaching and learning

• Number of Balvatikas having internet connectivity and IT equipment for integrating IT into teaching and learning

6

Sl. No

Activities



• Number of Balvatikas using special resources for education of children with disabilities

Student Performance • Number of AWCs and pre-

schools where HPC is implemented

• Number of students achieved desired competencies/learning Outcomes identified for ECCE/Balvatika.

II. FOUNDATIONAL LITERACY AND NUMERACY (FL&N)

Goals:

1. All children in the age group of 6-9 have access to foundational schooling and achieve foundational skills by

grade 3.

2. High quality and diversified Student and Teacher Resources/Learning Materials are made available for a joyful

learning environment

3. School Readiness module is implemented in local language in class 1 in all schools

4. Teachers of Grades I to V (New) are trained in order to ensure the requisite capacity to deliver high quality

instruction for foundational years.

5. Development of a robust technology enabled Monitoring Mechanism (New) to track the progress of each child

in achieving learning outcomes.

2.

Teaching Learning Materials for implementation of Innovative pedagogies (New) (including worksheets/workbooks, reading cards,

Core TLM: in all languages, including mother tongue/home languages/local languages for language and mathematics.

Supplementary graded material: will be provided to children to enhance the learning levels in reading, comprehension and

Provision of up to Rs. 500 per child per annum upto primary level as per state specific action plan as approved by the national mission on FLN

Development of Core TLM for reading literacy and mathematics literacy by SCERT in local language based on SCFSE

Percentage of foundational years (Class 1 to 3) students that have access to and use Core TLM

Development of Supplementary graded

7

Sl. No

Activities



Supplementary graded materials, activity materials etc.)

numeracy, such as, Worksheets, workbooks, quizzes, etc.

Supplementary TLM: for acquiring various skills and competencies in cognitive as well as other domains: Toys, Puzzles, puppets, games, board games, Story books, anecdotes, jokes, local rhymes, local folk songs/lore, art and craft, online access, etc.

E-content will be prepared and uploaded on DIKSHA for Mathematics and Reading Literacy for FLN in local languages and context by SCERTs.

Development of IEC material such as infographics, school to parent communication material, State/UT to teachers/school communication material, etc. regarding the benefits of Foundational skills and learning outcomes to be achieved by the child, in simple and regional languages by states/UTs to ensure that students are given support in learning at home as well as at

material for reading literacy and mathematics literacy by SCERT in local language based on SCFSE

Percentage of foundational years (Class 1 to 3) students that have access to and use Supplementary graded material

Development/provisioning of Supplementary TLM as additional resources by SCERT, such as, Toys, Puzzles, puppets, games, board games, Story books, anecdotes, jokes, local rhymes, local folk songs/lore, art and craft, online access, etc.

High quality and engaging e-content related to Learning Outcomes for Grades 1-3 on DIKSHA

IEC material: or parent communication material regarding the learning outcomes to be achieved by the child, designed in simple and regional languages by SCERT

Percentage of foundational years (Class 1 to 3) students that have access to and use Supplementary TLM

Number of books in school library pertaining to FLN

8

Sl. No

Activities



school. In disadvantaged or SEDG

areas, SEZ and Aspirational districts, States and UTs will assess teachers’ vacancy specifically and take up PTR rationalisation on priority for these areas.

States/UTs shall prepare their own guidelines for innovatively engaging peer groups and other local volunteers in contributing towards the goal of achieving Fl&N for all grade 3 students. States/UTs will particularly prepare guidelines for parent’s engagement as mentors/resources/volunteers in school to help the FLN mission.


years Number of times these

books have been borrowed/read by students of grade 1-3

Percentage of schools where parental communication has been undertaken once every year/twice/thrice/four times/five times/six times or more

Percentage of schools where parents/volunteers are supporting the cause of FLN

Percentage of schools that have peer learning

PTR in grade 1-3 in Aspirational Districts

PTR in grade 1-3 in SEZ

3. School Readiness module in all class 1 schools (New)

An interim 3-month play-based-school readiness/ preparation module - for all students who enter Grade 1 which should include monthly assessment framework, three in number (NEP Para 2.5)

Percentage of children: enrolled in grade 1 who

underwent School preparation module

who attained high proficiency level in the module

who attained medium proficiency level in the

9

Sl. No

Activities



module who attained low

proficiency level in the said module

Transition Rate to be measured from Balvatika to Class V.

4.

Teacher Resource Material/Activity Handbook (New)

Provision of Teacher Manuals, Activity Handbooks, resource materials for teachers to align their innovative pedagogies with learning outcomes and grade level competencies

States/UTs will identify a pool of mentors to render academic support (offline/online/blended) to teachers who will be delivering the FLN mission objectives.

Provision of up to Rs. 150 per teacher teaching at Primary level.

Clearly defined learning outcomes and their explanation videos are available for grades 1-3 in local language on DIKSHA

Teacher Manuals, Activity Handbooks, resource materials for teachers are prepared specifically on FLN in the local languages by SCERT

Teachers manuals, Activity Handbooks, resource materials for teachers on FLN are QR coded or Energized with e-content tagging through DIKSHA

Special resource material for children with disabilities in FLN years is developed by SCERTs

Number of items in the online item bank developed by SCERTs, including criterion-referenced items for classes 1 to 5 related to the measurement or achievement of each learning outcomes (at least

10

Sl. No

Activities



500 items per grade). Percentage of teachers teaching grades 1-3 who

have access to these resources

teaching grades 1-3 involved in creating teacher resources at cluster/complex/block/district/state level in language/s spoken by children in their school

Number of mentors identified

Number of Mentees associated with the mentors in offline/online mode

5.

Capacity building of Teachers of Grades I to V (New)

Specific Teacher Training Modules focusing on FL&N will be designed through NISHTHA by NCERT.

FLN-NISHTHA modules will specifically contain a module on bridging the language barrier and teaching in mother tongue/regional language/home language.

FLN-NISHTHA will also contain a specific module on peer learning and how parents can be utilized as volunteers in the schools.

Adoption of NISHTHA-FLN by the state will be done through SCERT translating

As per the in-Service teacher training norms of the scheme.

Specific Teacher Training Modules focusing on FLN-NISHTHA designed for this purpose by NCERT.

Adoption of FLN-NISHTHA by the state through SCERT translating it into local language

Completion of the FLN-NISHTHA module by all teachers teaching grades 1 to 3

Number of Teachers who have undergone additional in-service training in specialized themes of FLN (Assessment, ICT, HPC, Child Tracking etc.)

11

Sl. No

Activities



it into local language SCERTs will be the nodal

agency in the State to conduct NISHTHA as well as all other supplementary in-service teachers’ training.

Teachers will be trained specifically on self-developing requisite TLMs in language spoken by child

Teachers from SEDG areas, and Aspirational districts will be trained on priority (NEP Para 2.3 & 2.4)

All Teachers teaching grades 1-3 will be trained on the variety of pedagogies that are important for joyful education at FLN level – art-integrated/sport-integrated/toy-based/story-telling/experiential/ICT-integrated/activity-based pedagogies

Creation of App based performance assessment system for CRC/BRC school visits and their relevant training for the same

Number of times the CRC/BRC visits the school to assess performance – once a month/once in two months/three months/four months/six months or more

Percentage of Teachers using toy/game-based pedagogy in the classrooms as reported through CRC/BRC visit

Percentage of Teachers using other innovative pedagogies in the classrooms, such as, art-integrated learning, sport-integrated learning, experiential learning, story-telling pedagogy as reported through CRC/BRC visit

Percentage of teachers using resource materials for preparing their own lesson plans as reported through CRC/BRC visit

Percentage of Teachers developing own TLM for classroom transactions as reported through CRC/BRC visit

Percentage of teachers in

12

Sl. No

Activities



grades 1-3 using the mother tongue as the link language for instructional delivery

6.

Independent, periodic and holistic assessment of Students (New)

Formative and periodic assessment of the learning outcomes of Class I & II and desired competencies grade and subject-wise.

Assessment of progress and achievements by students, schools and states/UTs in FL&N will be at four levels (school-based assessment, SAS, third party assessment and NAS).

For the first level, that is, school-based assessments, a Holistic Progress Card will be designed by NCERT (for KVS/JNV/CBSE schools) for the foundational years.

SCERT to develop an App based Rubrics for Holistic Progress Card to focus on Knowledge, Competencies/Skills, Attitudes, Values, etc. and AI based analysis. This will utilise the national level HPC prepared by CBSE and NCERT as the basis of developing the state/UT level HPC in the local language.

Up to @ Rs. 10 to 20 lakhs per district depending upon the size of the districts and states.

Robust Rubrics developed at state level for tracking of FLN progress school-wise/student-wise

Robust Rubrics developed at District level for tracking of progress of FLN school-wise, subject-wise and grade-wise

Robust Rubrics developed at BRC/CRC levels for tracking of progress of FLN student-wise in all domains

Percentage of students acquired grade level competencies in language and Literacy in grade 1 as evidenced from HPC

Percentage of students acquired grade level competencies in Numeracy in grade 1 as evidenced from HPC

Percentage of students acquired grade level competencies in language and Literacy in grade 2 as evidenced from HPC


Percentage of students

13

Sl. No

Activities



HPC should be such that the teacher has to fill it up at least twice/thrice in a year

SCERT to also delineate the speed of reading with comprehension in the local language, or Oral Reading Fluency (ORF) for grades 2 to 8

Holding Periodic independent State level, third-party assessments and national surveys.

Additional strategies deployed for enhancing learning and acquiring of relevant competencies – peer learning, parents as volunteer teachers, ICT integration, CRC/school complex level joint activities, etc.

acquired grade level competencies in language and Literacy in grade 3 as evidenced from HPC


Percentage of students acquired grade level competencies in language and Literacy in grade 1 as evidenced from NAS

Percentage of students acquired grade level competencies in Numeracy in grade 1 as evidenced from NAS


Percentage of students acquired grade level competencies in Numeracy in grade 2 as evidenced from NAS


Percentage of students acquired grade level

14

Sl. No

Activities



competencies in Numeracy in grade 3 as evidenced from NAS

Percentage of children who have acquired grade level ORF.

7.

Development of a robust technology enabled Monitoring Mechanism (New)

To track children’s learning progress and prepare a baseline data base for assessment of class/children at the beginning.

Development of dashboard by states/UTs to have school/CRC/BRC/District/State level information.

Reporting of progress to the national level Mission for FLN

(NEP para 2.2. and 3.2)

Provision under National Component at national level

For States/UTs, the provision of child tracking has been provided under MIS component.

Systematic reporting of school-wise/student-wise progress data, at least twice/three times a year at national, state, district.

Systematic reporting of student-wise progress data, at least twice/three times a year at BRC, CRC and school level

Access to state level dynamic and real time dashboard given to national Mission on FLN

8.

Formation of PMU at National, State and District level (New)

Setting-up of State/District PMU including subject experts/IT personnel/Data analysts etc.

Provision for PMU at States/UTs/Districts will be made as per the size, school going population/enrolment etc.

An Implementation Framework consisting of roadmaps and annual action plans for implementing of activities covering all the focus areas of FL&N Mission will be prepared by each

Provision under National Component for PMU at national level

For setting up and

functional cost of PMU at State/UT level, financial support will be provided from Rs. 25 lakh to Rs. 1 crore per State/UT.

For setting up and

functional cost of PMU at District level,

Monitoring of FLN mission at State level

Monitoring of FLN mission at District and Block level

Quarterly analysis of data related to improvement of leaning level of students.

Remediation/course correction interventions every quarter/every six months/every year.

Percentage of schools given academic support as a part of course correction.

Percentage of teachers

15

Sl. No

Activities



State/UT. Year wise targets to be

achieved would also be indicated in the plan.

CRC/BRC guidelines for periodic assessment of schools/teachers progress/performance.

financial support will be provided from Rs. 6 to Rs. 24 lakh per district.

given additional training as a part of course correction.

III. ACCESS AND RETENTION

Goals:

1. Ensure universal access and afford opportunity to all children of the country to obtain quality holistic education -

from pre-school to Grade 12.

2. Provide effective and sufficient infrastructure so that all students have access to safe and engaging school

education at all levels from pre-primary to Grade 12 by:

a. Upgrading/Opening New Schools

b. Strengthening of Existing Schools

3. Ensure that children have the opportunity to attend a quality school and learn at the appropriate level by:

a. Providing Residential Schools/Hostels

b. Providing safe and practical Transport/Escort Facility

9 Opening of New/ Upgraded Schools

New/Upgraded schools from class 1 to 12th

Preference may be given to composite schools and consolidation of schools

Addition of new stream in existing senior secondary schools

Preference will be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs), Border areas and the

As per specified standards and State Schedule of Rates (SSOR) or CPWD Rates, whichever is lower

No expenditure under the Programme shall be incurred on construction of office buildings.

Assistance for Recurring Expenditure including manpower deployment in new Upper Primary Schools

• In order to curtail dropout rates and ensuring universal access to education at all levels, support for infrastructure from Pre-Primary to grade 12 will be provided (NEP Para 1.4, 1.6, 3.2 & 8.8)

• States/UTs to prepare comprehensive ten-years projection report on the need for adequate resources in all schools.

Provision for: New/Upgraded schools

As per specified standards and State Schedule of Rates (SSOR) or CPWD Rates, whichever is lower

No expenditure under the Programme shall be incurred on construction of office buildings.

Assistance for Recurring Expenditure including manpower deployment in new

Improvement of enrolment (GER & NER) at all levels

Improvement in Gross Access Ratio (GAR) at all levels.

Percentage of children in multi-class units (where more than one grade students are taught together in one classroom)

To ensure tracking of every child through Transition rate from:

(i) class 1-2 (ii) class 2-3

16

Sl. No

Activities



115 aspirational districts identified by NitiAayog

of up to Rs.10 lakh per school and new Secondary Schools of up to Rs. 25 lakh per school.

Assistance for Recurring Expenditure including manpower deployment in new Senior Secondary Schools of up to (1) Rs. 40 lakh for one stream; (2) Rs. 55 lakh for 2 streams and (3) Rs. 70 lakh for 3 streams. Therefore, for each additional stream in an existing senior secondary school, a recurring financial grant of Rs. 15 lakh per annum will be provided under the scheme.

from classes Pre-primary (not stand alone pre-primary) to 12th including addition of 1 year of Balavatika in primary schools. (NEP Para 1.6)

Addition of new subjects in existing senior secondary schools

Preference will be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs), Border areas and the 115 aspirational districts identified by Niti Aayog etc..

To ensure that all students, particularly students from underprivileged and disadvantaged sections, have universal, free and compulsory access to high-quality and equitable schooling all new schools/hostels, to have following (NEP Para 8.8): o provision of rain water

harvesting system o solar panel and o Barrier free access o Separate toilets for

boys and girls o Hand wash facilities for

MDM All proposals for

Upper Primary Schools of up to Rs.10 lakh per school and new Secondary Schools of up to Rs. 25 lakh per school.

Assistance for Recurring Expenditure including manpower deployment in new Senior Secondary Schools of up to Rs. 40 lakh for one combination of subjects approved by State Board.

For each additional combination of subjects in an existing senior secondary school, a recurring financial grant of Rs. 15 lakh per annum will be provided under the scheme based on the enrolment of students.

For a Senior Secondary section/school to be viable in terms of teachers and other facilities, it is desirable to have two sections for each subject. A school that offers a single subject of study, the total number of

(iii) class 3-4 (iv) class 4-5 (v) class 5-6

(vi) class 6-7 (vii) class 7-8

(viii) class 8-9 (ix) class 9-10 (x) class 10-11

(xi) class 11-12 Retention rate at all levels,

from pre-primary to grade 12

Average attendance rate of teachers in Elementary schools

Average attendance rate of teachers in secondary/senior secondary schools

Percentage of students missing attendance for more than 15/30/45/more than 60 days in a year in elementary schools.

Percentage of students missing attendance for more than 15/30/45/more than 60 days in a year in Secondary/senior secondary schools.

Percentage of students with disabilities missing attendance for more than 15/30/45/more than 60 days in a year in

17

Sl. No

Activities



upgrading/opening new schools must contain a non-negotiable component of convergence with provisions of various other ministries, such as, playgrounds, boundary walls, electrification, maintenance of toilets, solar panel, ramps and handrails, etc.

students in Grade XI would be 60 (30 students per section) and a maximum of 60 students in Grade XII. Thus, the maximum number of students in a school offering a single subject of study would be 120. In a school that offers two subject combination of study, the total number of students in Grade XI would be 120 (four sections) and a maximum of 120 students in Grade XII. In a school that offers three additional subjects, the total number of students in Grade XI would be 180 (six sections) and a maximum of 180 students in Grade XII.

In case of vacant posts in the new/upgraded schools, recurring cost will be reduced accordingly.

elementary schools. Percentage of students with

disabilities missing attendance for more than 15/30/45/more than 60 days in a year in Secondary/senior secondary schools.

Percentage of students missing attendance for more than 15/30/45/more than 60 days in a year in residential schools.

Percentage of students with disabilities missing attendance for more than 15/30/45/more than 60 days in a year in residential schools.

Number of teachers available in schools (Class & subject wise)

Number of areas notified for the purpose of transportation cost budgeting after mapping of schools

Percentage of improvement of enrolment (GER & NER) in SEDGs at all levels

Student Classroom Ratio (SCR) Total SCR ratio at: i. Foundational stage –

grades 1 and 2 ii. Preparatory stage –

10 Residential Schools/ Hostels

Support for reaching out to children in sparsely populated, or hilly and densely

As per SSOR/CPWD Rates, whichever is lower

As per norms for KGBVs/Girls Hostel

Renamed as Netaji Subhash Chandra Bose Awasiya Vidyalaya.

Support for reaching out to

No Change

18

Sl. No

Activities



forested areas with difficult geographical terrain and border areas where opening a new primary or upper primary school and Secondary/Senior Secondary schools may not be viable. (NEP para3.2)

Preference will be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs) and the 115 aspirational districts identified by Niti Aayog

children in sparsely populated, or hilly and densely forested areas with difficult geographical terrain and border areas where opening a new primary or upper primary school and Secondary/Senior Secondary schools may not be viable. (NEP para3.2).

Preference will be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs) and the 115 aspirational districts identified by Niti Aayog etc.

Incinerator and Sanitary pad vending machines in all girls hostels from funds provided.

All proposals for upgrading/opening new schools must contain a non-negotiable component of convergence with provisions of various other ministries, such as, playgrounds, boundary walls, electrification, maintenance of toilets, solar panel, ramps and handrails, etc.

grades 3-5 iii. Middle stage – grades 6-

8 iv. Secondary stage –

grades 9-12 Percentage of overcrowded

classrooms (more than 40 students)

Percentage of underutilised classrooms (less than 30 students)

Percentage of unutilised classrooms

Percentage of Elementary schools with Library room

Percentage of Elementary schools with Drinking Water facility

Percentage of Elementary schools with Ramps and handrails

Percentage of Elementary schools with Functional boys and girls Toilet

Ratio of total girls’ enrolment to total number of girls’ toilet in Elementary schools

Ratio of total boys’ enrolment to total number of boys’ toilets in Elementary schools

Percentage of Elementary schools with boundary walls 11

Strengthening of Existing Schools

Provision for: Science and maths Lab,

As per SSOR/CPWD Rates, whichever is lower

Provision for: Strengthening

As per SSOR/CPWD Rates, whichever is

19

Sl. No

Activities



Computer Room, Art Cultural Room, Library, ACR, Water & Toilet, essential classroom furniture, School infrastructure as per the provisions in the Schedule of the RTE Act, 2009

Major Repair, Minor Repair

Electrification Residential Quarters for

teachers in remote and difficult areas

For a Senior Secondary section/school to be viable in terms of teachers and other facilities, it is desirable to have two sections for each stream, i.e. Science, Arts & Commerce. A school that offers a single stream of study, the total number of students in Grade XI would be 80 (40 students per section) and a maximum of 80 students in Grade XII. Thus, the maximum number of students in a school offering a single stream of study would

Electrification will also include Renewable Energy (like Wind Energy, Hydro Electric energy, Solar Energy etc.) based on the proposal received from the state after seeing the viability.

activities/infrastructure support to be provided for pre-primary sections/Balvatika in Primary School

Science and Maths Lab, Computer Room, Art Cultural Room, Library, ACR, Water & Toilet, essential classroom furniture, School infrastructure as per the provisions in the Schedule of the RTE Act, 2009

Major Repair, Minor Repair

Electrification Rain water harvesting

system Solar panel Barrier free access Residential Quarters for

teachers in remote and difficult areas

Classroom cum workshop for Vocational Education in schools Hub for other schools in the neighborhood.

Preference will be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs) and the 115 aspirational districts

lower The building plan to

mandatorily include

rain water harvesting and barrier free access.

Electrification will also

include Energy saving fittings; it may also include Renewable

Energy (like Wind Energy, Hydro Electric energy, Solar Energy etc.) based on the proposal received from the state after seeing the viability.

Percentage of Elementary schools with hand wash facilities

Percentage of Secondary/Senior Secondary Schools with Science and Maths Lab

Percentage of Secondary/Senior Secondary Schools with Computer Room

Percentage of Secondary/Senior Secondary Schools with Art Cultural Room

Percentage of Secondary/Senior Secondary Schools with Library room

Percentage of Secondary/Senior Secondary Schools with Drinking Water facility

Percentage of Secondary/Senior Secondary Schools with Ramps and handrails

Percentage of Secondary/Senior Secondary Schools with functional boys and girls Toilet

Percentage of Secondary/Senior Secondary Schools with

20

Sl. No

Activities



be 160. In a school that offers two streams of study, the total number of students in Grade XI would be 160 (four sections) and a maximum of 160 students in Grade XII. In a school that offers three streams of study, the total number of students in Grade XI would be 240 (eight sections) and a maximum of 480 students in Grade XII if all students enrolled in Grade XI move to Grade XII.

Preference will be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs) and the 115 aspirational districts identified by Niti Aayog.


identified by Niti Aayog etc.

All proposals for strengthening of existing schools must contain a non-negotiable component of convergence with provisions of various other ministries, such as, playgrounds, boundary walls, electrification, maintenance of toilets, solar panel, ramps and handrails, etc.


boundary wall Ratio of total girls’

enrolment to total number of girls’ toilet in Secondary/Senior Secondary schools

Ratio of total boys’ enrolment to total number of boys’ toilets in Secondary/Senior Secondary schools

12 Transport/Escort Facility

Provision for transport /escort facility for Children in remote habitations with sparse

Transport facility may be provided up to an average cost @ Rs. 6000/ per child per

Provision for transport /escort facility upto secondary level for Children in remote

To increase access at the secondary level transport facility will be extended for areas

21

Sl. No

Activities



population where opening of schools is unviable or where Gross Access Ratio is low or where State specific proposal of consolidation of schools is received. State would need to notify such habitations and identify the number of children in that habitation who would be provided this facility. This would be appraised based on the data provided by the State for such children under SDMIS. (Admissibility for Govt. Schools)

annum up to Class VIII This would be appraised

based on actual cost to be incurred as per the distance, the terrain and the type of transport facility to be provided.

The option of Cash transfer will be allowed in the form of DBT to Aadhar linked bank accounts

habitations with sparse population where opening of schools is unviable or where Gross Access Ratio is low.

State would need to notify such habitations and identify the number of children in that habitation who would be provided this facility. This would be appraised based on the data provided by the State for such children under UDISE+.


where schools are not available within prescribed area or setting up of a new school is not feasible and there is no State scheme for supporting transport facility. (NEP Para 6.4)

Transport facility may be provided up to an average cost @ Rs. 6000/ per child per annum up to Class X.

This would be appraised based on actual cost to be incurred as per the distance, the terrain and the type of transport facility to be provided.

The option of Cash transfer will be allowed in the form of DBT to Aadhar linked bank accounts linked to the actual attendance.

IV. RTE ENTITLEMENTS

Goals:

1. To support states in implementation of various provisions of RTE Act Provision of free uniforms including

shoes/footwear and free textbooks to eligible students at elementary level for reducing sense of economic

disparities among students and focusing on improving their learning outcomes

2. For providing equitable access: Reimbursement towards expenditure incurred for 25% of admissions under

22

Sl. No

Activities



Section 12 (1) (c), RTE Act

3. Community Mobilization for enhancing learning by providing at schools: one-on-one tutoring; the teaching of

literacy and holding of learning enhancement sessions; teaching support and guidance for educators; career

guidance and mentoring to students; etc.

4. Build capacity of SMC/SMDC to give better student, teacher and school support.

13 Free Uniforms

a) To access GoI funds, the State RTE Rules must declare uniform as a child entitlement up to class VIII

b) These will be appraised based on the data provided by the State for such children under SDMIS.

a) Two sets of uniforms for all girls, and children belonging to SC/ST/BPL families’ in Government schools up to class VIII at an average cost of Rs. 600/- per child per annum.

b) The option of Cash transfer will be allowed in the form of DBT to Aadhaar linked bank accounts.

To access GoI funds, the State RTE Rules must declare uniform as a child entitlement up to class VIII

These will be appraised based on the data provided by the State for such children under UDISE+.

Procurement of uniform or stitching may be done through local self-help groups/SMCs

Two sets of uniforms including shoes/footwear for all girls, and children belonging to SC/ST/BPL families’ in Government schools up to class VIII at an average cost of Rs. 700/- per child per annum.

The option of Cash transfer will be allowed in the form of DBT to Aadhaar linked bank accounts.

Improvement in retention rate at elementary level

Increase in GER and NER Improvement in transition

rate from Primary to upper Primary

Percentage of eligible students provided uniforms in the given year

Percentage of eligible students provided footwear in the given year

Percentage of students provided DBT in lieu of uniform/footwear

Percentage of students provided new textbooks in the given year

Percentage of students provided new textbooks before start of academic session

Percentage of CWSN provided books in Braille or large print

14 Free Textbooks

State should ensure timely supply of books before the start of the academic session

For the purpose, a real time monitoring tool should be instituted so that there is no delay in supply of textbooks

These will be appraised based on the data provided by the State for such children under SDMIS.

a) Provision for textbooks to all children in Government/Local Body and Government aided schools, including Madarsas desirous of introducing the State curriculum, at an average cost of Rs.250/- per child at primary level and Rs.400/- per child at upper primary level.

b) Primers/textbooks

Textbooks in appropriate languages and at appropriate levels of difficulty are relatively low-cost inputs with high returns in terms of student achievement

State should ensure timely supply of books before the start of the academic session

For the purpose, a real time monitoring tool should be instituted so that there is no

No Change

23

Sl. No

Activities



Incentive for Reuse of 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 Rs. 200/- per child.

c) The option of Cash transfer will be allowed in the form of DBT to Aadhar linked bank accounts.

d) Provision may be made for energized textbooks.

delay in supply of textbooks The availability of such

textbooks in all regional languages will be a top priority so that all students have access to high-quality learning.

Access to downloadable and printable versions of all textbooks will be provided by all States/UTs and NCERT to help conserve the environment and reduce the logistical burden.

All efforts will be made in preparing high-quality bilingual textbooks and teaching-learning materials for science and mathematics, so that students are enabled to think and speak about the two subjects both in their home language/mother tongue and in English.

These will be appraised based on the data provided by the State for such children under UDISE+.

(Admissibility for Govt. and Govt. Aided Schools)

15

Reimbursement towards expenditure incurred for

As per Section 12(1)(c), reimbursement needs to be provided for admission of EWS students in

The reimbursement would be based on per child norms notified by the State/UTs for classes I to

As per Section 12(1)(c), reimbursement needs to be provided for admission of EWS students in

No Change

Online and transparent system for admitting children under section 12 (1) (c)

24

Sl. No

Activities



25% of admissions under Section 12 (1) (c), RTE Act.

neighbourhood private unaided schools. This reimbursement would be done based on proof of actual payment to schools by the States. There should be a transparent system of admissions and monitoring system for such admissions. These will be appraised based on the data provided by the State for such children under SDMIS.

VIII subject to a maximum ceiling of 20% of the total AWP&B approved by the GOI for State/UTs under the Programme.

neighbourhood private unaided schools.

This reimbursement would be done based on proof of actual payment to schools by the States.

There should be a transparent system of admissions and monitoring system for such admissions.

These will be appraised based on the school wise data provided by the State for such children on PRABANDH during AWP&B.

Timely reimbursement to private unaided schools by states

Percentage of such students (girls/boys/total) who transitioned to class 9

Achievement of grade level competencies of such students from grade 1-8.

16

Special Training for age appropriate admission of out-of-school children (OoSC) at Elementary Level

Special Training facility for out-of-school children to enable a child, admitted to an age appropriate class, to integrate academically and emotionally with the rest of the class. This assistance will be appraised based on an assessment of the success of the State/UT in mainstreaming children who have been provided special training facility. This will be an outcome

a) Up to Rs 6,000/- per child per annum for non-residential courses.

b) Up to Rs20,000/- per child per annum for residential courses.

Item-wise costs to be worked out to provide adequate flexibility for the needs of different kinds of children, and approved by the State Executive Committee of project within the overall ceiling.

Special Training facility for out-of-school children to enable a child, admitted to an age appropriate class, to integrate academically and emotionally with the rest of the class.

This assistance will be appraised based on an assessment of the success of the State/UT in mainstreaming children who have been provided special training facility. This will be an outcome based component to incentivize better

Up to Rs 6,000/- per child per annum for non-residential courses.

Up to Rs. 20,000/- per child per annum for residential courses.

For out of school children at 16 to 19 years of age through the Open school system (NIOS/SIOS) at secondary/senior secondary stage, the support will be provided up to Rs. 2000 /- per child per

Reduction in drop out of children

Reduction in number of OoSC

Guidelines/courses developed by the States/UTs for conducting special training

Conduct of special enrolment drives for migrant/OOSC

Conduct of regular household survey by States/UTs for identification of OOSC

Percentage of children mainstreamed in the

25

Sl. No

Activities



based component to incentivize better performing States.

performing States. Support through NIOS for

out of school children for age group of 16-19. Number of children to be supported will be based on an increase in the number of students enrolled in NIOS/SIOS in over the year 2020-21.

(Aligned with NEP Para 3.1)

grade. The support will be to SEDG children for, accessing course materials and certification.

30% of the grants will be released based on the number of children mainstreamed.

Item-wise costs to be worked out to provide adequate flexibility for the needs of different kinds of children, and approved by the State Executive Committee of project within the overall ceiling.

formal education system (non-residential schools)

Percentage of children mainstreamed in the formal education system (residential schools)

Percentage of children mainstreamed in the open school education system.

17 Community Mobilization

Activities to enhance Community participation and monitoring for universal access, equity and quality

Workshops/Lectures/Programmes for creating Awareness on RTE Act, Learning Outcomes etc.

Up to @Rs 1500 per school for Government Schools subject to specific plan

Activities to enhance Community participation and monitoring for universal access, equity and quality

State level portal to be prepared for creating a database of literate volunteers, retired scientists/government/semi government employees, alumni, and educators for this purpose. (NEP Para 3.7)

States/UTs will particularly prepare guidelines for parental engagement as mentors/resources/volunte

No Change

Improvement in enrollment (GER/NER) at all levels

Reduction in drop out at all levels

Increased parental involvement

Ratio of number of schools to number of School Development Plans prepared by involvement of SMCs/SMDCs

Percentage of schools where there is involvement of volunteers/alumni/retired teachers/parents in school

26

Sl. No

Activities



ers in school to help the FLN mission and students in elementary and secondary schools. (NEP Para 2.7)

Guidelines will specifically cover involvement of community and alumni in volunteer efforts for enhancing learning, such as, one-on-one tutoring; the teaching of literacy and holding of extra-help sessions; teaching support and guidance for educators; career guidance and mentoring to students; etc.

Schools will undertake community sensitization, parental advocacy and leveraging parents as a resource for ECCE/FLN/elementary/secondary level. (NEP Para 1.5) Workshops/Lectures/ Programmes for creating Awareness on RTE Act, Learning Outcomes etc.

States/UTs will prepare online training modules for volunteers to understand how they can be involved in school education.

Improvement in foundational literacy and numeracy skills.

18 Training of SMC/SMDC

Capacity building and Support to SMCs/SMDCs

Up to @ Rs 3000 per school for Government Schools subject to a specific plan

Capacity building and Support to SMCs/SMDCs

Schools will develop their No Change

27

Sl. No

Activities



School Development Plans (SDPs) with the involvement of their SMCs. These plans will then become the basis for the creation of School Cluster Development Plans (SCDP).

The SDPs and SCDPs of all schools/school clusters of all states/UTs shall be in the public domain.

The SMC will use the SDP and SCDP for oversight of the functioning and direction of the school and will assist in the execution of these plans.

SMC capacity to be built to give better student support, support in enrolment, attendance, and performance and support in improved governance, monitoring, oversight, innovations, and initiatives by local stakeholders

SCERT will prepare online training module for SMC members to be able to undertake all this. Schools will also interact with the SMC members to update them on latest developments.

19 Support to the SCPCR (NEW)

Providing support to the SCPCR for grievance

Provision of Rs. 50 per elementary school will be

Frequency of safety and security audit of schools for

28

Sl. No

Activities



redressal and protecting the rights of the child under the RTE Act.

available for the SCPCR ensuring child safety (once/twice/three times/four times/more than four times a year)

Percentage of schools where SMC is involved in safety and security audit of schools

Percentage of schools where parents are involved in safety and security audit of schools

Percentage of schools where senior students are involved in safety and security audit of schools

V. QUALITY AND INNOVATION INTERVENTIONS

Goals:

1. Improving learning levels of students at all levels

2. Providing Learning Enhancement/Enrichment Programme (LEP) to close the gap in achievement of learning

outcomes

3. Assessing learning levels at National & State level to assess the gap in achievement of learning outcomes

4. Creating Holistic Report card (HPC) to reflect the progress as well as the uniqueness of each learner in the

cognitive, affective, and psychomotor domains

5. Ensure a conducive learning environment replete with basic minimum equipment required for the holistic

development of all learners through the provision of Composite school Grant, so that students and teachers are

comfortable and inspired to teach and learn in their schools

20

Learning Enhancement Programme (LEP)/Remedial teaching

Interventions for enhancement of Learning Outcomes especially for students in areas having lower performance under the National Achievement Survey Developing modules and

a) Financial Support will be provided under State Specific project as per the allocation of flexi fund under quality subject to viable proposal received from the State/UTs.

To close the gap in achievement of learning outcomes, classroom transactions will shift, towards competency-based learning and education. (Para 4.6)

Learning

Financial Support will be provided under State Specific project as per the allocation of flexi fund under quality subject to viable proposal received from the State/UTs.

Percentage of students repeating a grade (3/5/8/10/12)

Percentage of male/female/CWSN repetition rate (3/5/8/10/12)

Identification of CWSN and

29

Sl. No

Activities



exemplar material for teaching-learning, teacher training and continuous and comprehensive evaluation.

(i) Activities under Padhe Bharat Badhe Bharat (PBBB) for early grades.

(ii) Remedial teaching after identifying students based on an assessment and post assessment to be conducted to see outcomes. (Admissibility for Govt. Schools)

b) Remedial teaching programmes/LEP may be provided for weaker students at a unit cost of upto Rs. 500 per student after proper identification based on an assessment.

Enhancement/Enrichment Programme envisages that each student is given the opportunities necessary for her to make meaningful progress in acquiring skills/competencies, through a process of continuous improvement in teaching and learning. This programme will include following four areas: a) Classroom based

interventions focusing on enhancing the students’ learning capacities – that is, activity-based and hands-on experiential/art-integrated/sport-integrated learning to acquire listed learning outcomes. Here, teachers are expected to record individual Student Academic Progress to be able to identify areas of improvement from time to time. Every teacher shall be expected to: Set acceptable,

measurable, and

LEP may be provided for weaker students including CWSN at a unit cost of up to Rs. 500 per student after proper identification based on an assessment done at the beginning of the academic year/end of last academic year.

The funding would be considered for individualized learning interventions for a maximum of 25% students, including CWSN, of the total strength of the class at each level subject to submission of assessment results.

This intervention would be available for students from Class VI to XII.

slow learner children Percentage criterion-

referenced items created in item bank for grades 6-12

Percentage of schools where respective school teachers created teaching aids/tools for teaching learning.

Percentage of schools where Continuous Comprehensive evaluation/School-based assessment done once a year to twice a year/thrice to four times a year/ four to six times a year/ more than six times a year

Percentage of schools actively undertaking academic enrichment activities.

Improvement in proficiency level of district in achieving learning outcomes (3/5/8/10) as evidenced by NAS/SA/third-party assessment

Percentage of Learning Outcomes found to be underachieved (as compared to national average) in district in NAS/SAS/third-party assessment (based upon analysing anonymised samples by SCERTs)

Percentage of schools

30

Sl. No

Activities



appropriate achievement goals for student learning progress based on baseline data.

Document the progress of each student throughout the year.

Provide evidence that achievement goals have been met, including the state specific indicators for student growth.

Use available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.

b) Academic enrichment in classrooms aimed at engaging students beyond classrooms through various interventions, such as, group research, group work, portfolios, presentations by students, debates, quizzes, library books, extra reading, project-work, etc.

c) Academic enrichment

participating in various Topic-centered/Project -based Clubs or Circles in both offline/online mode

Percentage of students of above schools participating in various Topic-centered/Project -based Clubs or Circles in both offline/online mode

Percentage of students whose progress is individually tracked throughout the year on an IT based platform and App

Percentage of Learning Outcomes for grades 4-12 demystified through bite-sized explanation videos as teacher resource in local language

Percentage of districts covered in Dipstick exercises undertaken in small samples by states/UTs to know the hard spots among Learning Outcomes

31

Sl. No

Activities



beyond classrooms - Topic-centered and Project-based Clubs and Circles

d) Individualized learning interventions for children with special needs, and identified slow learners, especially with the help of peer learning, parental/volunteer involvement, etc.

Classroom-based interventions (within school hours) for enhancement of Learning Outcomes especially for classes in schools located in areas/districts where students have lower performance under the National Achievement Survey/SLAS from Class V, VII, X etc.

This intervention would be available for students from Class VI to XII.

Children will be empowered to become self-learners. This intervention is proposed to be child centric in order to ensure visible improvement in learning

32

Sl. No

Activities



outcomes of the students. This will include: o Development of specific

teaching aids/tools by school teachers to enhance classroom learning in the school.

o Continuous and comprehensive school-based Assessment will be encouraged for this. States will develop criterion-referenced item banks for the measuring the achievement against the defined learning outcomes, for grades 6 to 12 (grades 1-5 are covered under FLN Mission) with at least 500 items per subject/per grade.

o Development of a technology-based individual student tracker of progress at state/UT level

o SCERTs will also develop teacher resources for classroom transaction in the form of bite-sized explanation videos for each Learning Outcome for grades 4-12, for each subject.

For the intervention on

33

Sl. No

Activities



academic enrichment and recording of student progress by teachers , state/UT will develop training modules and exemplar material for teaching-learning through - activity-based and hands-on experiential/art-integrated/sport-integrated learning, portfolios, project work, etc. this would be very helpful in particular for Gifted children. State/UT will also develop a technology-based portal and App for aiding teachers to record progress.

Topic-centered and Project-based Clubs and Circles will be encouraged and supported at the levels of schools, school complexes, districts, and beyond, both in online as well as offline mode. Examples include Science Circles, Math Circles, Music & Dance Performance Circles, Chess Circles, Poetry Circles, Language Circles, Drama Circles, Debate Circles, Sports Circles, Eco-Clubs, Health

34

Sl. No

Activities



& Well-being Clubs/ Yoga Clubs and so on.

Individualized learning interventions will be undertaken for CWSN and slow learners after identification based on medical assessment. There will be pre-assessment and post assessment conducted to measure the achieving of outcomes. The results of the pre training assessment and post training assessment to be shared with Ministry of Education (MoE).

Dipstick exercises will be undertaken at periodic intervals in small samples by states/UTs to know the hard spots among LOs, so that teacher capacity building can be focused on these areas.


21 Assessment at National & State level

For assessment of learning levels of children along with school evaluation, the mode of assessment would be through NCERT/other external agency for classes 1 to 12th periodically.

Up to @ Rs. 10 to 20 lakhs per district depending upon the size of the districts and states.

For assessment of learning

levels of children along with school evaluation, the mode of assessment would be through NCERT/other external agency for classes 3 to 12th periodically.

No Change

Percentage of students in the district of grade 3/5/8/10 who have acquired grade level competencies (NAS) Number of Learning Outcomes found to be underachieved (as compared to national

35

Sl. No

Activities



Analysis of assessment results and linkage with the design of Learning Enhancement Programmes/Remedial teaching and training of teachers

Analysis of assessment results and linkage with the design of Learning Enhancement/Enrichment Programmes teaching and training of teachers

average) in district in NAS/SAS/third-party assessment for grades 3/5/8/10/12 (based upon analyzing anonymized samples by SCERTs)

Number of hard spots identified in Learning Outcomes

Number of teachers trained post-NAS

Percentage of students receiving HPC once a year/twice a year/never.

22 Holistic Report card for Students(New)

The progress card of all students will be completely redesigned by States/UTs under guidance from the PARAKH National Assessment Centre, NCERT, and SCERTs.

Holistic, 360-degree, multi-dimensional report showing progress/ uniqueness of each learner in the cognitive, affective, and psychomotor domains.

AI-based software would be developed and used by students to help track their growth through their school years. (NEP Para 4.35)

Provision of Rs. 5 per student


23 Composite school Grant

School grant to all Government schools on annual basis for the replacement of non-functional school equipment and for incurring other recurring costs, such as consumables, play material, games, sports equipment, laboratories,

Composite Grant (for Government schools) There must be

transparency in utilization and provision for social Audit.

To be spent only by VEC/SMC/SMDC

Number of

School Grant *

School grant to all Government schools on annual basis for the replacement of non-functional school equipment and for incurring other recurring costs, such as consumables, laboratories, electricity charges, internet, water,

• Percentage of schools that undertook school maintenance (repair of existing school building, toilets and other facilities etc.) in the last financial year

• Percentage of annual expenditure of schools under Swachchhta Action Plan

36

Sl. No

Activities



electricity charges, internet, water, teaching aids etc. To provide annual maintenance and repair of existing school building, toilets and other facilities to upkeep the infrastructure in good condition. Promote Swacch Bharat campaign Must involve elements of community contribution.

students in School ≤ 100 Rs. 25000/-

(including at-least Rs 2500 for swachhta action plan).

>100 to ≤ 250

Rs. 50,000/- (including at-least Rs. 5000 for swachhta action plan).

> 250 to ≤ 1000

Rs. 75,000/- (including at-least Rs 7500 for swachhta action plan).

> 1000 Rs. 100,000/- (including at-least Rs. 10000 for swachhta action plan).

development of specific teaching aids/tools by school teachers to enhance classroom learning in the school under LEP etc.

To provide annual maintenance and repair of existing school building, toilets and other facilities to upkeep the infrastructure in good condition.

Promote Swachch Bharat campaign

Must involve elements of community contribution.

Objective is to ensure decent and pleasant conditions at schools as per NEP 5.9.

States/UTs to issue joint circulars with concerned departments for ensuring convergence of resources. All schools to make efforts for convergence with the provisions of various other departments, such as, playgrounds, boundary walls, electrification, maintenance of toilets, solar panel, ramps and handrails, etc.

Less than 30

enrolment- Rs 10000/ Remaining as earlier

Percentage of schools developed teaching aids.

Percentage of schools participated in Swachha Vidyalaya Rankings and attained 4/5 star ratings and above.

24 LIBRARIES In order to complement the activities under

a) Up to @ Rs. 5,000/- for primary school

In order to complement the activities under

In view of the existence of multiple categories,

• Ratio of total enrolled students in school to total

37

Sl. No

Activities



Padhe Bharat Badhe Bharat and inculcate the reading habits among students of all ages, strengthening of school libraries including purchase of books Must involve elements of community contribution


and Rs. 10,000/- for upper primary school.

b) Up to @ Rs. 13,000/- for composite elementary schools (Class I to VIII)

c) Up to @ Rs. 10,000/- for Secondary schools (Classes 9th and 10th).

d) Up to @ Rs. 15,000/- for class 6th to 12th

e) Up to @ Rs. 15,000/- for composite Secondary Schools (class 1 to 10th)

f) Up to @ Rs. 15,000/- for composite Secondary Schools (class 9th to 12th)

g) Up to @ Rs. Rs. 10,000/- Senior Secondary school only (class 11 to 12th).

h) Up to @ Rs. 20,000/- for composite Senior Secondary school (class 1 to 12th).

i) These grants will be available on an annual basis.

Foundational Literacy and Numeracy and inculcate reading habits among students of all ages, strengthening of school libraries including purchase of books

Must involve elements of community contribution

Enjoyable and inspirational books for students at all levels will be developed, including through high-quality translation (technology assisted as needed) in all local and Indian languages.

School libraries will be used to serve the community during non-school hours, and book clubs may meet in public/school libraries to further facilitate and promote widespread reading.

States/UTs may take extensive initiatives to ensure the availability, accessibility, quality, and readership of books across geographies, languages, levels, and genres. Digital libraries will also be established. (NEP para 2.8)

(Admissibility for Govt.

and in view of the need to encourage and expand digital libraries, it is proposed to rationalize the library grant as per the following: a) Up to Rs. 5,000 for

schools up to Primary level

b) Up to Rs. 13,000 for schools up to upper primary

c) Up to @ Rs. 15,000/- for Secondary schools

d) Up to Rs. 20,000 for Senior Secondary schools

These grants will be

provided on the basis of progress/utilization of previous years.

These grants will be available on an annual basis.

States/UTs are encouraged to recommend and facilitate digital libraries for schools.

number of library books in school

• Percentage of students who borrowed at least two books in the academic year in the school.

• Percentage of students who have achieved Age appropriate Oral Reading Fluency amongst students of Foundational stage

• Percentage of students who have achieved Age appropriate Oral Reading Fluency amongst students of Preparatory stage

• Percentage of students who have achieved Age appropriate Oral Reading Fluency amongst students of Middle stage

38

Sl. No

Activities



Schools)

25 SPORTS AND PHYSICAL EDUCATION

The sports equipment will be provided under this component. Expenditure for meeting expenses on procuring sports equipment for indoor & outdoor games in convergence with Department of Sports. (Admissibility for Govt. Schools)

Up to Rs. 5,000 for Primary school

Up to Rs. 10,000 for upper primary

Up to Rs.25, 000 for Secondary and Senior Secondary

The sports equipment will be provided under this component. Expenditure for meeting expenses on procuring sports equipment for indoor & outdoor games in convergence with Department of Sports. In order to develop fitness as a lifelong skill and attitude, specific dedicated time to be allotted in the school time table on for sports and physical education in accordance with para 4.6 of NEP. (Admissibility for Govt. Schools)

No change in financial norms

These grants will be provided on the basis of progress/utilization of previous years.

These grants will be available on an annual basis.

Additional grant of upto Rs. 25000/ will be provided to schools in case at least 2 students of that school win the medal in Khelo India National school games competition.

• Percentage of students who have achieved Fitness norms as per Fit India Mission

• Percentage of schools participated in School Fitness ratings.

• Number of students who have participated at District/State/National level sports events.

• Number of students who have received certificate/medals at District/State/National level.

Number of days in a week when there is compulsory sports/physical education period in schools.

26 Rashtriya Avishkar Abhiyan (RAA)

To promote Science and Maths learning at upper primary to Senior Secondary (for classes VI to XII) as per the guidelines of RAA

Depends upon the State specific proposal which would include Science and Maths kits, Science and Maths fair/exhibitions, capacity building of Science and Maths Teachers, exposure visits, mentoring by higher educational institutions etc.

To promote Science and Maths learning at upper primary to Senior Secondary (for classes VI to XII) as per the guidelines of RAA in order to inculcate the following: Mathematics and

computational thinking will be given increased emphasis throughout the school years, starting with the foundational stage, through a variety of innovative methods,

No Change

Number of Maths/Science Fairs/exhibitions arranged at state level/district level/block level/school level in last academic year

Percentage of Students participated in science, Maths Olympiads and other competitions at state level/district level/block level/school level in last academic year

Percentage of schools participating in Maths Circle/Science Circle in both

39

Sl. No

Activities



including the regular use of puzzles and games that make mathematical thinking more enjoyable and engaging.

Activities involving coding will be introduced in Middle Stage in all schools in a phased manner by building capacity of existing Maths/Science teachers. State/UT will develop online teacher training modules for teaching-learning Coding at Middle stage (grades 6-8) in every school.

To promote Science and Maths learning at upper primary to Senior Secondary (for classes VI to XII) as per the guidelines of RAA in order to inculcate the following: Scientific temper and evidence-based thinking; creativity and innovativeness (NEP para 4.23)

Capacity building of maths teachers for promoting the study of joyful mathematics related to real-life experiences and mathematical thinking involving artificial intelligence, machine

offline/online mode Percentage of students of

above schools participating in Maths Circle/Science Circle in both offline/online mode

Percentage of Middle school maths/science teachers trained to teach Coding at middle level

Percentage of Middle school where Coding is taught at middle level

40

Sl. No

Activities



learning, and data science, etc. (NEP Para 4.25)

Teachers will aim to encourage students with singular interests and/or talents in the classroom by giving them supplementary enrichment material and guidance and encouragement. Topic-centered and Project-based Clubs and Circles including Science Circles and Math Circles will be encouraged and supported at the levels of schools, school complexes, districts, and beyond. (Para 4.44)

27 Innovation

Flexible funds for innovation State Specific Projects for improvement of Quality and access of Education. Activities like Ek Bharat Shreshta Bharat, Kala Utsav, Yoga Olympiad, Band competitions etc.

Financial Support will be provided under State Specific project as per the allocation of flexi fund under quality to the state subject to viable proposal received from the State/UTs.

Flexible funds for innovation State Specific Projects for improvement of Quality and access of Education. Some indicative areas are: Enrolment drives,

ensuring physical safety & zero tolerance to breach of child rights, tracking out of school children, monitoring health of children, zero drop out Panchayats, Blocks, Districts, etc., advocacy and awareness campaigns. (NEP Para 3.1)

Curriculum reforms,

Financial Support will be provided under State Specific project as per the allocation of flexi fund under quality to the state subject to: a) Proposals received

should be sustainable with longterm planning, vision and interventions and with clearly defined measurable outcomes.

b) Proposal should not be procurement centric.

c) The total estimate

Increase in enrolment,

transition and retention rate at

all levels

Improvement in student

attendance

Improvement in teacher

attendance

Percentage of schools using

resources in addition to

prescribed textbooks for

classroom transactions

Improvement in learning

outcomes of students at al

levels

Improvement in teachers’

capacity (through PINDICS or

any other source)

Ratio of enrolled students to

41

Sl. No

Activities



revision of textbooks to be undertaken by the SCERTs, TLM for experiential learning including innovative pedagogy (including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, among others etc.), materials relating to multilingualism including teaching in mother tongue, Aptitude Tests etc. will be part of innovation. (NEP Chapter 4)

Bagless days with internship with local craftsman for exposure to vocational. (NEP para 4.26)

Every student will take a fun course, during Grades 6-8, that gives a survey and hands-on experience of a sampling of important vocational crafts, such as carpentry, electric work, metal work, gardening, pottery making, etc. as mapped by local skilling needs. (NEP Para 4.26)

Integration of vocational

under innovation component will be provided of upto 5% of the total AWP&B approved by the GOI for States/UTs under the Programme.

students who have acquired

vocational skills

Percentage of schools in

Twinning arrangement

Percentage of schools that are

part of a school

clutser/complex for efficient

sharing of resources

Number of children identified

as talented/gifted

Percentage of schools

conducting at least three

EBSB activities a year

Percentage of students who

have shown significant

achievement in various

programmes such as

Olympiad, Kala Utsav, Khelo

India, Hackathons, and other

state level and national level

competitions, etc.

Percentage of Gram

panchayats that have declared

themselves as zero drop out

GPs

42

Sl. No

Activities



education programmes into mainstream education in a phased manner including beginning with vocational exposure at early ages in middle and secondary school. (NEP Para 16.4)

Effective Resourcing and effective governance through School Complex/Clusters/any other innovative mechanism to group and rationalize schools to facilitate the sharing of resources and render school governance more local, effective, and efficient. (NEP Para 7.5 and 7.7)

For identifying and nurturing gifted children

States/SCERTs will be responsible for and can undertake the following: o Create awareness

regarding Olympiads/competitions and the path where they lead

o The identification of giftedness may be taken up at four levels: School, district, State,

43

Sl. No

Activities



and National. o Hold various training

and development programmes for teachers to enable them to identify talented/gifted children for nurturance

o States/UTs to initiate this based on (a) identifying based on classroom experience (b) utilizing available testing tools for those whose talent is spotted in the classroom by the teacher (c) relying on data of sub-set of students from the school who succeed in Olympiad/competition at national level.

o Designing programmes of nurturance at state level

o Identifying local institutions and organizations that can help in nurturance of talent at school level. The coaches and trainers of national and international repute may also be identified and engaged for training such

44

Sl. No

Activities



children in online mode.

o Establishing linkages with Institutes of Higher learning, Non-governmental organizations and others for nurturing talent at state level.

o Supporting development policies for nurturing talent at the State levels and feeding into the central level.

o Training programme of 2-4 weeks duration (preferably online), in areas such as sciences, mathematics, arts, classical music and dance and sports can be organized during school holidays for talented/gifted students.

o Additional courses/ material may be made available online (like Edx, Coursera and Swayam) or through correspondence following the initial training of one to two months.

o Mentoring of the

45

Sl. No

Activities



exceptionally talented can be continued thereafter with the help of specific mentors assigned for each child. (NEP Para 4.44)

Hackathons will be organized

Participation in and holding of Olympiads and competitions in various subjects will be encouraged. (NEP Para 4.45)

To expose children to the diversity, natural resources, and rich culture of India, specific activities will be undertaken under Ek Bharat Shrestha Bharat (EBSB) (NEP Para 22.1 to 22.8)

Facilitating Twinning between public and private schools in the State/UT. (NEP Para 7.10 to 7.12)

Activities like Kala Utsav, Yoga Olympiad, Band competitions etc.

VI. SALARY OF TEACHERS

46

Sl. No

Activities



Goal:

To provide financial assistance to the state/UT towards the Salary of Teachers (HMs/Teachers), who are at the

heart of the learning process and ensure maintenance of PTR norms at the school level.

28 Teacher Salary (HMs/Teachers)

Teachers will be recruited as per the terms and conditions of the respective States/UTs Salary Structure will be determined by the State norms for salaries. The entitlement would be determined after an assessment of the requirement of the posts and adequate deployment of teachers a per the PTR norms. This will be based on the data provided by the State for teachers under UDISE/ShaalaKosh and DIKSHA. There will be no separate cadre of teachers sanctioned by the Centre. All teachers are ultimately the responsibility of the State Government. Teachers will be adequately deployed to ensure that all schools follow the PTR norms.

Salary Structure will be determined by the State norms for salaries. The Central share under the Scheme for teachers’ salaries for posts sanctioned by the Centre under erstwhile Schemes of SSA and RMSA will be restricted as per the prevalent fund sharing pattern based on the financial norms given below:

a. Primary Teachers: up to Rs. 15000 per month

b. Upper Primary teachers: up to Rs. 20000 per month

c. For secondary teachers: uptoRs. 25,000 per month

d. Head Teachers: up to Rs. 25000 per month

e. Head Master/Principal: up to Rs. 30000/- per month

f. Part time teachers (for Arts, Physical & Health Education & Work education): up to Rs.

Teachers will be recruited as per the terms and conditions of the respective States/UTs Salary Structure will be determined by the State norms for salaries. The entitlement would be determined after an assessment of the requirement of the posts and adequate deployment of teachers as per the PTR norms. This will be based on the data provided by the State for teachers under UDISE+. There will be no separate cadre of teachers sanctioned by the Centre. All teachers are ultimately the responsibility of the State Government. Teachers will be adequately deployed to ensure that all schools follow the PTR norms. The vacancies in the State cadre of teachers should not

Salary Structure will be determined by the State norms for salaries. The Central share under the Scheme for teachers’ salaries for posts sanctioned by the Centre under erstwhile Schemes of SSA and RMSA will be restricted as per the prevalent fund sharing pattern based on the financial norms given below: a. Primary Teachers:

up to Rs. 15,000 per month

b. Upper Primary teachers: up to Rs. 20,000 per month

c. For secondary teachers: upto Rs. 25,000 per month

d. Head Teachers: up to Rs. 25,000 per month

e. Head Master/Principal: up to Rs. 30,000/- per month

f. Part time teachers (for Arts, Physical &

Percentage of schools with PTR=30

Percentage of schools below PTR 30

Percentage of schools above PTR 30

Percentage of teachers with requisite academic qualifications.

Percentage of teachers with requisite professional qualifications.

Percentage of teachers undergone at least 50 hours of TPD per year

Percentage of teachers with 90-100% attendance; with 80-90% attendance and so on

Percentage of total teachers that were transferred in the last academic year

Percentage of TET qualified teachers

Number of Headmasters/Principals to number of schools ratio

Percentage of Headmasters/principal directly recruited.

Number of subject teachers in grade 9-12 to enrolled

47

Sl. No

Activities



7000 per month

In case of a composite school, the Head Teacher of the senior most level will be in-charge of the whole school. For UTs without Legislature (5), as Central share is 100%, the support for Teachers’ salaries will be as per the UT norms.

be more than 10% of the total sanctioned posts. Qualified counsellor will be provided at the secondary and Sr. Secondary level in a phased manner, however, the services of counselor will be extended to all schools at cluster level. The counselor would visit all schools in a cluster, atleast once in every 15 days.

Health Education & Work education): up to Rs. 10,000 per month

g. Part time Counsellors @ Rs. 25,000 per month to be provided in a phased manner at the secondary/ Senior Secondary level.

In case of a composite school, the Head Teacher of the senior most level will be in-charge of the whole school. For UTs without Legislature (5), as Central share is 100%, the support for Teachers’ salaries will be as per the UT norms.

students ratio Availability of online

teacher recruitment and transfer system

VII. APPOINTMENT OF LANGUAGE TEACHERS

29

Appointment and training of language (Hindi) teachers in North Eastern and Non Hindi Speaking States

Financial assistance as Honorarium, on 100% basis, shall be admissible to the North Eastern States for the FY 2019-20.

Financial assistance as Honorarium would be admissible based on the prevailing salary structure of Hindi

Assistance would not exceed the amount of salary paid to regular language teachers in the respective States or Rs. 30,000/month per teacher, whichever is less.

Financial assistance as Honorarium, shall be admissible to the North Eastern States and Non-Hindi speaking states for covering students of Classes I to XII.

Financial assistance as Honorarium would be admissible based on the prevailing salary structure

Assistance would be given upto Rs. 30, 000 per month not exceeding the amount of salary paid to regular language teachers in the respective States Rs. 150 per student for schools having provision of Hindi teacher, for provision of

Percentage of schools having

Hindi teachers

Number of Hindi teachers

available

Number of qualified Hindi

teachers

Number of hindi teachers

received in-service training

Percentage of teachers per

school undergone at least 50

hours of TPD per year

48

Sl. No

Activities



Teachers employed in the Schools of the State Govt.

State Governments shall ensure that Minimum qualifications for appointment of a language teacher shall be as per norms of Right of Children to Free and Compulsory Education Act, 2009 and qualifications as prescribed by NCTE.

of Hindi Teachers employed in the Schools of the State Govt.

State Governments shall ensure that Minimum qualifications for appointment of a language teacher shall be as per norms of Right of Children to Free and Compulsory Education Act, 2009 and qualifications as prescribed by NCTE.

Provision for in-service training will be made as per norms of in-service training.

Provision of study material in Hindi

bilingual teaching learning material and books.

Continuous professional development of teachers will be provided as per the norms of in-service-teacher training norms.

Percentage of Hindi teachers

with 90-100% attendance;

with 80-90% attendance and

so on

Percentage of TET qualified

teachers

30

Appointment of language (Urdu) Teachers for teaching Urdu in States/UTs

Financial assistance as Honorarium, on 100% basis, shall be admissible to the States and UTs for Urdu teachers appointed by the State Governments/UT Administrations for the FY 2019-20.

The Government of India would provide financial assistance as Honorarium for appointment of Urdu Teachers where 15 or more students in a class

Assistance would not exceed the amount of salary paid to regular language teachers in the respective States or Rs. 30,000/month per teacher, whichever is less.

Financial assistance as Honorarium, shall be admissible to the States and UTs for Urdu teachers appointed by the State Governments/UT Administrations.

Appointment of an Urdu teacher may be considered in a school where 15 or more students per class opt for it.

State Governments shall ensure that Minimum qualifications for appointment of a language teacher shall be as per

Assistance would be given upto Rs. 30, 000 per month not exceeding the amount of salary paid to regular language teachers in the respective States

Rs. 150 per student for schools having provision of Urdu teacher for bilingual teaching learning material and books.

Continuous professional development of teachers will be

Number of Urdu teachers

available

Number of qualified urdu

teachers

Number of urdu teachers

received in-service training

Percentage of teachers per

school undergone at least 50

hours of TPD per year

Percentage of teachers with

90-100% attendance; with 80-

90% attendance and so on

Percentage of TET qualified

teachers

49

Sl. No

Activities



opt for it. State Governments shall

ensure that Minimum qualifications for appointment of a language teacher shall be as per norms of Right of Children to Free and Compulsory Education Act, 2009 and qualifications as prescribed by NCTE.

norms of Right of Children to Free and Compulsory Education Act, 2009 and qualifications as prescribed by NCTE.

Provision for in-service training will be made as per norms of in-service training.

Provision of study material in Urdu.

provided as per the norms of in-service-teacher training norms.

VIII. GENDER AND EQUITY

Goals:

1. Ensure equitable access to quality education for all.

2. Strengthen and expand (up to Grade 12) Kasturba Gandhi Balika Vidyalayas (KGBV) to increase the participation

in quality schools of girls from socio-economically disadvantaged backgrounds

3. Provide self-defense training to the girls in the schools to ensure their safety and security.

31 Kasturba Gandhi Balika Vidyalaya (KGBV)

KGBVs to be extended up to Class 12th for smooth transition of girls from Elementary to Senior Secondary. Priority will be given for up-gradation of KGBV where the Girls’ Hostel has been established in the same campus and there is no secondary/Senior Secondary school in the vicinity.

For building as per SSOR/CPWD rates, whichever is lower. A recurring grant would be provided as below to account for all expenses including manpower cost:

(i) for KGBVs for classes VI to VIII of uptoRs 60 lakh per annum

(ii) for KGBVs for classes VI to X of uptoRs 80 lakh per annum

(iii) for KGBVs for classes VI to XII of uptoRs 1 crore per annum

KGBVs to be extended up to Class 12th for smooth transition of girls from Elementary to Senior Secondary. (NEP Para 6.9)

Priority will be given for up-gradation of KGBV where the Girls’ Hostel has been established in the same campus and there is no secondary/Senior Secondary school in the vicinity.

Strict safety and security guidelines to be prepared and implemented for girls in KGBVs. Safety and

For building as per SSOR/CPWD rates, whichever is lower. A recurring grant would be provided as below to account for all expenses including manpower cost:

(i) for KGBVs for classes VI to VIII of upto Rs 60 lakh per annum

(ii) for KGBVs for classes VI to X of upto Rs 80 lakh per annum

• Occupancy rate of KGBVs or enrolment rate vs number of seats in KGBV

• Transition and retention rate in KGBVs

• • Improvement in learning outcomes of girls

• Number of KGBVs having incinerator facility

• Number of KGBVs with sanitary pad vending machines

• Frequency of safety and security audit of KGBV for ensuring child safety (once/twice/three times/four times/more

50

Sl. No

Activities



(iv) for existing Stand-alone Girls’ Hostels for classes IX to XII of upto Rs 25 lakh

security audit to be done as a part of these guidelines. (NEP Para 6.7 to 6.9)

Incinerator and Sanitary pad vending machines in all KGBVs from funds provided

Preference will be given to SEDGs (NEP Para 6.6)

(iii) for KGBVs for classes VI to XII of upto Rs 1 crore per annum

(iv) for existing Stand-alone Girls’ Hostels for classes IX to XII (KGBV Type IV) of upto Rs 40 lakh per annum.

(v) In case of vacant posts, the Recurring Grant will be reduced accordingly.

than four times a year) • Number of KGBV where

senior girl students are involved in safety and security audit of KGBV

• Orientation of teachers and students on cyber safety and psycho-social aspects etc.

Improvement in enrollment and attendance of girl students.

32 Self Defence training for Girls

Training for 3 months for inculcating self-defence skills including life skill for self-protection and self-development. (Admissibility for Govt. Schools)

Provision for uptoRs. 3000 per month for 3 months per school for schools having classes VI to XII.

Training for 3 months for inculcating self-defence skills including life skill for self-protection and self-development to be renamed as ‘Rani Laxmibai Atma Raksha Prashikshan’. (Admissibility for Govt. Schools)

Provision for up to Rs. 5000 per month for 3 months per school for schools having girls enrolment in classes VI to XII.

33 Special Equity projects

Special state specific projects for enhancing access, retention and quality such as enrolment drives, retention and motivation camps, gender sensitisation modules, etc.

Financial Support will be provided under State Specific project as per the allocation of flexi fund under quality to the state subject to viable proposal received from the State/UTs.

Special state specific projects for enhancing access, retention and quality such as enrolment drives, retention and motivation camps, gender sensitisation modules, etc.

Focus on Socio-Economically Disadvantaged Groups (SEDGs) (NEP Para 6.2)

Financial Support will be provided under State Specific project subject to the viable proposal received from the State/UTs.

51

Sl. No

Activities



Separate strategies will be formulated for focused attention for reducing each of the category-wise gaps in school education. (NEP Para 6.2)

Within SEDGs, and with respect to all the above policy points, special attention will be given to reduce the disparities in the educational development of Scheduled Castes and Scheduled Tribes. (NEP Para 6.16)

Interventions such as installation of sanitary pad vending machine and incinerators, etc. will continue to be provided. (NEP Para 6.7 to 6.9)

Webinars and online workshops for teachers, principals, administrators, counsellors, and students will be undertaken to sensitise them on social issues and stigmas such as discrimination, segregation of disadvantaged and vulnerable groups, etc. (NEP Para 6.15 to 6.20)

IX. INCLUSIVE EDUCATION

52

Sl. No

Activities



Goal:

Provision for Children With Special Needs (CWSN) to ensure full equity and inclusion such that all students are

able to thrive in the education system

34

Provision for children with special needs (CWSN)

a) The key thrust of Programme will be on providing inclusive education to all children with special needs in general schools. Funding will be based on data of CWSN provided under SDMIS.

b) Programme will also support special training, education through open learning system, home schooling, wherever necessary, itinerant teaching, remedial teaching, community based rehabilitation (CBR) and vocational education.

i. Provision of up to Rs. 3500 per child, per year for children with special needs, studying in government, government aided and local body schools as per specific proposal. This will include aids and appliances, teaching material, stipend for CWSN girls @ Rs. 200 per month for 10 months.

ii. Provision of special educators at cluster/school level as per requirement and financial norms as per para 20 above.

a) The key thrust of Programme will be on providing inclusive education to all children with special needs in general schools. Funding will be based on data of CWSN provided under UDISE+.

b) Programme will also support special training, education through open learning system, home schooling, wherever necessary, itinerant teaching, remedial teaching, community based rehabilitation (CBR) and vocational education.

c) States/UTs to also undertake 10 years projection on the need of providing adequate resources in all schools, including infrastructure and other resources for children with disabilities, through efficient sharing of available school resources. (Para 3.2)

d) For providing support to the learning of children with disabilities, focus will

Provision of up to Rs. 3500 per child, per year for children with special needs, studying in government, government aided and local body schools as per specific proposal. This will include aids and appliances, teaching material, etc.

Provision of special educators at cluster/school level as per requirement and financial norms as per para 30 above.

The special educators should be qualified and registered with the RCI.

Provision of stipend for CWSN girls @ Rs. 200 per month for 10 months, in addition to student component from pre-primary to senior secondary level.

Identification camps at block level @ Rs 10000 per camp. These camps will be held for early

Improvement in Transition and Retention of CWSN

Identification and categorization of CWSN at all levels in accordance with PwD Act (21 categories)

Identification of OoSC CWSN and mainstreaming OOSC CWSN at all levels

Ratio of enrolled CWSN to special educators

Percentage of children given aids and appliances

Percentage of children received TLMs

Percentage CWSN girls received stipend

Percentage of schools having barrier-free access (Ramps with railings, CWSN friendly toilets)

Number of States have included accessibility in school curriculum and textbooks

Number of qualified special educators and Block Resource Persons appointed

Number of children provided home based schooling

53

Sl. No

Activities



be on early identification and support. States/UTs will build specific capacities of teachers at Foundational and Preparatory levels. (Chapter 6)

e) States/UTs will undertake mapping of requirements of students with disabilities for participating fully in school education.

f) States/UTs will strengthen BRCs with online/offline facilities of special educators, so that BRCs can also act as Resource centres for learners with severe or multiple disabilities.

g) To assist teachers in catering to the needs of all learners more fully, States/UTs will provide services of special educator/s with cross-disability training to special educators and block resource persons at groups/clusters of schools or school complex. (Para 6.10 and 6.11)

h) Support for CWSN children as defined in RPWD Act 2016 will be available from

identification of disabilities and the data of identified children shall be maintained by the States/UTs for all categories of disabilities defined under the PwD Act.

Equipping Resource centres at Block level @ Rs 2 lakh per Block resource centre (Once in 5 years) with equipment for rehabilitation and special training of CWSN.

Training for special educators and Block resource persons will be provided as per in-service teacher training norms

Improvement in learning Levels of CWSN at all levels

Percentage of teachers trained in early identification support and classroom support of CWSN.

54

Sl. No

Activities



ECCE classes in Govt. primary schools to Sr. Secondary level. (NEP para 6.10)

i) Resource centres (provision of TLMs) in conjunction with special educators will support the rehabilitation and educational needs of learners with severe or multiple disabilities and will assist parents/guardians in achieving high-quality home schooling and skilling for such students as needed. (NEP Para 6.12)

j) Provision for Home-based education (linked to NIOS/SIOS, where possible) will be available for children with severe and profound disabilities who are unable to go to schools. (NEP Para 6.12)

X. STRENGTHENING OF TEACHER EDUCATION

Goals:

1. Strengthening of physical infrastructure in TEIs & Establishment of New DIETs for providing high quality teacher

education that enables all teachers to achieve National Professional Standards for Teachers (NPST)

2. To strengthen and expand DIKSHA, a technology-based educational platform, to serve as national repository of

high-quality resources/e-content for teaching and learning

3. In-service Training of Teachers, Head Teachers and Teacher Educators for their professional and self-

development

55

Sl. No

Activities



4. Supporting program and activities of SCERT, such that SCERTs lead a “change management process” for the

reinvigoration, capacity building and changing the work culture of DIETs/BRCs/CRCs within 3 years, developing

them into vibrant institutions of excellence.

5. Technology Support to TEIs to empower them to effectively and efficiently carry forward the mandate of quality

teachers’ education, research, and development of curriculum/textbooks/various TLM/other online and offline

resources for school education

6. Continuous and relevant Academic support to Head teachers/teachers/schools through BRC/URC/ CRC.

35

Strengthening of physical infrastructure in TEIs & Establishment of New DIETs

For lecture halls, seminar rooms, hostel facilities, repairs and renovations, etc. include “renovation of buildings, expansion and modernisation”. Establishment of Special Cells: Laboratories for Science, Mathematics, Social Studies, Educational Technology, Computer & Language, English education. Establishment of New DIET* in the plan period: The existing norm of establishing DIETs in all districts created up to March, 2011, will be modified to include new districts created upto 31st March, 2017.

Civil Work: As per State SOR or CPWD

and Rs 20.00 lakh for Equipment (Non-recurring)

Establishment of Special Cells for SCERT (One-time Grant): UptoRs.50.00 lakh per SCERT/SIE (10 lakhs per Special Cell) (Non-recurring)

Establishment of New DIET* in the plan period: As per State SOR or CPWD Rs 20.00 lakh for Equipment (Non-recurring)

Major Repair and Minor Repair (SCERTs/SIEs, DIETs and BITEs)

For New Construction and Expansion of existing TEIs (SCERTs/SIEs, DIETs and BITEs) as per norms.

Establishment of New DIETs: The existing norm of establishing DIETs in all districts created up to March, 2017, will be modified to include new districts created upto 31st March, 2020.

Establishment of New SCERT.

For setting up of assessment cell preferably at SCERT. The main objective of the assessment cell would be to conduct various achievement surveys, develop test materials & item banks, training of various stakeholders & test administration, data

As per specified standards and State Schedule of Rates (SSOR) or CPWD Rates, whichever is lower.

Up to Rs. 50 lakh

recurring cost per annum for setting up of an assessment cell at the state level preferably at SCERT.

Establishment of

Special Cells for SCERT (One-time Grant): Upto Rs. 50.00 lakh per SCERT/SIE (10 lakhs per Special Cell) (Non-recurring)

New DIET/ SCERT made functional

a) within 3 years of sanction

b) 3 to 5 years of sanction c) 5 to 10 years of

sanction d) more than 10 years of

sanction Improvement in vacancy of

teacher educators in DIET/SCERT

Organizational restructuring of SCERT/DIET

Establishment of assessment cell

56

Sl. No

Activities



collection analysis and report generation, etc.

36

Salaries of Teacher Educators* (TEIs)

*Central support for salary of Teacher Educators is proposed to be restricted to 70% of the filled up posts and 60% of the filled up posts for the year 2018-19 and 2019-20, respectively. *Salaries of faculty and staff of SCERT in respect of additional posts sanctioned and filled up after the introduction of the revised scheme (2012) by adoption/adaption of the suggested organizational structure of SCERT. *Posts sanctioned and filled up after up-gradation. **CTEs and IASEs come under the jurisdiction of Department of Higher Education in the States and have not been able to contribute effectively towards the objectives of the CSSTE. It is proposed to phase-out the salary support to them after the completion of 14th Finance Commission period. However,

As per actual (Recurring /year). *Central support for salary of Teacher Educators is proposed to be restricted to 70% of the filled up posts and 60% of the filled up posts for the year 2018-19 and 2019-20, respectively.

Support for Salaries will be provided to SCERTs, DIETs, BITEs. This support would be provided to Academic and Para-academic posts filled up as per Samagra Shiksha guidelines. In case of Para academic post, salary will be provided only for the following posts: a. SCERT: 1) Semi

Professional; 2) Junior Project Fellow; 3) Accountant; 4) Laboratory Assistant.

b. DIET: 1) Work Education Teacher; 2) Librarian; 3) Laboratory Assistant and 4) Statistician/Accountant.

c. BITE: Librarian and Laboratory Assistant

(Salary support will not be provided for posts filled through deputation of official/faculty from other Departments).

As per actual (Recurring /year). Central support for salary of Teacher Educators for 60% of the filled up posts created and filled after 2012, respectively.

Number of teacher educators having Professional qualification in SCERT, DIETs and BITEs

Percentage of teacher educators undergone at least 50 hours of CPD per year

Availability of separate cadre for teacher educators (State-wise)

57

Sl. No

Activities



programmatic support may continue.

Continuing existing support for Salaries of Govt. CTEs & IASEs (Academic posts only)

Programmatic support for CTEs and IASEs will continue for working towards preparation and development of secondary and Higher Secondary School Teachers.

37

DIKSHA (National Teacher Platform)

Software development/maintenance for DIKSHA, setting-up of project team, creation, curation and translation of digital content, capacity building, awareness and communication drive etc.

As per State-Specific proposal

Support will be provided for : Software development/

maintenance for DIKSHA, setting-up of project team, creation, curation and translation of digital content, capacity building, awareness and communication drive etc.

Content should be uploaded after proper curation and as per prescribed taxonomy.

A national repository of high-quality resources on foundational literacy and numeracy will be made available on the Digital Infrastructure for Knowledge Sharing (DIKSHA). (NEP Para 2.6)

Online teaching platform and tools: Appropriate existing e-learning platforms such as DIKSHA,

Provision of Rs. 5 lakh to Rs. 50 lakh per State per annum to be given to SCERT based on the progress of previous year

Percentage of textbooks digitized by SCERT for classes 1-12 on DIKSHA

Percentage textbooks prescribed by SCERT for classes 1-12 on DIKSHA in audio format for visually impaired

Percentage of Energized textbooks from among the total number of textbooks prescribed by SCERT for classes 1-12

Number of pieces of e-content tagged to the QR codes of the Energized Textbooks (ETB)

Percentage of textbooks for which there is e-content on DIKSHA that is grade wise and subject wise

Total number of pieces of e-content by state/UT on DIKSHA

58

Sl. No

Activities



will be extended to provide teachers with a structured, user-friendly, rich set of assistive tools for monitoring progress of learners. (NEP para 24.4 (c))

Number of languages in which e-content is uploaded by state/UT on DIKSHA

Number of teacher training modules by state/UT on DIKSHA

Percentage of teachers completed the training modules on DIKSHA

Percentage of teachers trained by state/UT to enable use of digital content and resources on DIKSHA in classroom transactions by the teachers

Percentage of teachers using ICT and digital resources in the classrooms

Percentage of teachers using digital resources on DIKSHA for preparing lesson plan

Number of pieces of e-content received by state/UT on Vidyadaan.

38

Training for In-service Teacher, Head Teachers and Teacher Educators

To emphasize the integration of training structures in States, the funds for teachers’ training would be implemented through SCERTs who will be the nodal agency in the State to conduct in-service teachers’ training. This may be done in close coordination with CTEs

Training for In-service Teacher Project will provide training support as per the following norms: For Teachers: a) Refresher In-service

training upto 10 days for all teachers @ Rs300-500/- per teacher per day.

To emphasize the integration of training structures in States, the funds for teachers’ training would be implemented through SCERTs who will be the nodal agency in the State to conduct in-service teachers’ training. This may be done in close coordination with CTEs and IASEs.

Training for In-service Teacher Project will provide training support as per the following norms: Upto 10 days of

Blended Refresher In-service blended training for teachers (Pre- Primary to Class

Teacher-TEI ratio: Ratio of teachers to number of in-service teacher training institutions identified at district/state/national level

ECCE Educators -CRC/BRC ratio: Ratio of ECCE educators/pre-primary teachers to number of CRC/BRC identified for initial professional

59

Sl. No

Activities



and IASEs.

b) Residential Induction training for newly recruited teachers for 30 days up to @ Rs300-500/- per day.

For Head Teachers: a) Refresher residential

in-service training of 10 days for all teachers each year at BRC level and above up to @300-500 per teacher per day.

b) Head Master/Principal for Leadership Training through NIEPA/State Leadership Academy up to @ Rs.4800/- per Head Master/Principal per year.

For Resource Persons: Refresher training for all Resource Persons, Master Trainers, BRC and CRC faculty and coordinators for upto10 days up to @ Rs. 300-500/- per person per day. Training of Educational Administrators Residential State Level Training of upto 5 days for

SCERTs/DIETs/BRCs/CRCs will be strengthened to enable them to take up the initial professional preparation of ECCE educators in primary schools and their Continuous Professional Development (CPD) for the implementation of ECCE. (NEP Para 1.7)

Teachers will be trained, encouraged, and supported - with continuous professional development - to impart foundational literacy and numeracy. (NEP Para 2.3)

In-service training will have inputs on safety, health and environment at workplace in schools to ensure that all teachers are sensitized to these requirements. (NEP para 5.9)

Continuous opportunities for self-improvement will be offered in multiple modes, such as, workshops, online teacher development modules, etc. (NEP Para 5.15)

Each teacher will be expected to participate in at least 50 hours of CPD opportunities every year

12, and including Head masters/Principals), at least 5 days of which will be in online mode, @ up to 500/- per teacher per day (amount will depend upon the amount of online and offline components;).

Upto 10 days of Blended Induction training for Newly Recruited Teachers. (Pre-Primary to Class 12) @ upto 500/- per teacher per day (amount will depend upon the amount of online and offline components).

Upto 10 days Blended Refresher training for all Resource Persons, Master Trainers, BRC and CRC faculty, DIET faculties and coordinators designated as RPs, at least 5 days of which will be in online mode, @ up to 1000/- per person per day.

Blended Leadership Training through NIEPA/State

preparation Percentage of teachers

participated in teaching-learning workshops

Percentage of teachers completed minimum 50 hours CPD in the year

Percentage of Head Teachers/Principals completed minimum 50 hours CPD in the year

Number of teachers trained through HEI collaboration

Number of teachers trained through CTE and IASE collaboration

Use of technology platforms such as SWAYAM/DIKSHA for online training of teachers – number of programmes uploaded/number of teachers completed course

Percentage of new teachers undergone induction training

Percentage of Head Teachers/Principals trained on School Leadership Programme

Percentage of educational administrators

60

Sl. No

Activities



Educational administrators @ uptoRs 1000 per person per day Training for Teacher Educators Residential Training upto 10 days Orientation/ Induction Training of Teacher Educators (SCERTs): Rs. 300-500 per participant per day upto 10 days Training of DIET Faculty as Master Trainers’ (SCERTs) Up to @ Rs.4800/- per DIET faculty per year. (Recurring /year).

driven by their own interests. (NEP Para 5.16)

School Principals will also be expected to participate in 50 hours or more of CPD modules per year, covering leadership and management, with a focus on preparing and implementing pedagogical plans based on competency-based education. (NEP Para 5.16)

Teacher training may be done in close coordination with CTEs and IASEs, as these institutions are mandated to prepare secondary and higher secondary teachers through in-service programs.

CTEs and IASEs to also leverage support from Pandit Madan Mohan Malviya National Mission on Teachers and Teaching (PMMMNMTT), specifically for faculty development.

The use of technology platforms such as SWAYAM/DIKSHA for online training of teachers will be encouraged, so that standardized training programmes can be administered to large

Leadership Academy for Head Master/Principals upto Rs. 8000/-(for 16 days, at least 8 days of which will be in online mode, @ Rs.500 per person per day) per Head Master/Principal per year.

Upto 5 days Blended Training of Educational Administrators: Residential State Level Training for Educational administrators, at least 3 days of which will be through online mode, @ uptoRs 1000 per person per day

Training for Teacher Educators Upto 10 days Blended

Training program Teacher Educators (SCERT, DIETs, CTEs, IASEs) as Resource Persons, at least 5 days of which will be in online mode, @ up to 1000/- per person per day

Upto 10 days of

61

Sl. No

Activities



numbers of teachers within a short span of time (NEP Para 15.10)

While promoting digital learning and education, the importance of face-to-face in-person learning is fully recognized. Accordingly, different effective models of blended learning will be identified for appropriate replication for different subjects. (Para 24.4(i))

Blended Induction Training of Teacher Educators, @ up to 500/- per person per day

In Blended mode of training, it is desirable that the online to offline ratio be at least 50:50. Efforts should be made to make all trainings 100% online.

39

Program & Activities and Capacity Building (SCERTs and DIETs)

Funds for programme and activities and specific project for research

Upto Rs. 40.00 lakh per DIET for Program activities (Recurring /year)

Upto Rs. 10.00 lakh per DIET for Specific projects for Research activities (Recurring /year)

Funds for programme and activities and specific project for research

SCERT will develop an overall strategic plan, and an institution wise action plan for the reinvigoration of CRCs, BRCs, and DIETs. (NEP Para 8.5)

Areas specific to the capacities required by teachers to implement the NEP 2020 will be identified by SCERT in a comprehensive in-service annual teacher training plan prepared by SCERTs (NEP Para 15.10 & 15.11)

SCERTs to undertake

Upto Rs. 40.00 lakh per SCERT & DIET for Program & Activities such as capacity building, professional development programmes, exchange programmes, material development, framework/guidelines development, etc. (Recurring/year)

Upto Rs. 10.00 lakh per SCERT & DIET for Specific projects for Research activities (Recurring /year)

Percentage of teacher educators undergone capacity building & professional development

Creation of Online content by the teacher educators

Development of Digital learning materials by SCERTs/DIETs/BITEs

Use of Digital Open Educational Resources by SCERTs/DIETs/BITEs

Number of collaboration with professional institutions by SCERTs/DIETs/BITEs

Number of Research and development activities conducted

62

Sl. No

Activities



development of State Curriculum Framework by adoption/adaptation of the National Curriculum Framework. SCERT will also undertake development of Teacher Support Material across classes and subject areas along with Syllabi, Textbooks both, in print as well as e-content form (NEP Para 4.30 to 4.33)

SCERT to undertake orientation of SMCs to prepare them for an enhanced role.(NEP Para 3.3 & 3.4)

School Quality Assurance and Accreditation Framework (SQAAF) will be developed by SCERT as per guidelines circulated by DoSEL. (NEP Para 8.5)

SCERT will undertake research and development in innovative teaching learning methodologies for teaching children in SEDGs. (NEP Para 6. 7 to 6.9)

Based on this framework prepared by NCERT for using schools as Samajik Chetna Kendra, SCERTs will develop their own innovative models for effective utilisation of

Number of impact assessment studies conducted by SCERTs to assess the classroom transaction, etc.

School Quality Assurance Framework – percentage of schools that have done online self-disclosure

63

Sl. No

Activities



unused capacity of schools. (NEP Para 7.10 to 7.12)

Online repositories of the rich language, arts, music, indigenous textiles/food/sports, culture and traditions, flora and fauna, biodiversity, mines and minerals, great achievers from the state in various fields, literature, etc. shall be created by SCERTs, so that EBSB paired states are able to easily access this material. (NEP Para 22.1 to 22.8)

Funds for programme and activities such as capacity building, professional development programmes, exchange programmes, material development, etc. and Specific project for research to SCERT & DIETs.

40 Technology Support to TEIs

The component will cover all SCERT, DIET & BITE. Flexibility to procure hardware such as tablets / laptops / notebooks / integrated teaching learning devices and open source operating system as well as Hardware, Software, training and resource support. This would

Non-recurring cost of Rs. 6.40 lakh (For Hardware Support) per SCERT, DIET and BITE

Recurring cost of upto Rs. 2.40 lakh per annum for a period of 5 years per SCERT, DIET and BITE

No Change No Change

Improvement in in-service training of teacher by using smart & virtual classrooms and DTH channels etc.

Use of ICT in training programmes/courses

Use of ICT by the teachers in classroom process

64

Sl. No

Activities



include support for smart classrooms, virtual classrooms, digital boards and DTH channels

41 Annual Grant for TEIs

Annual grant of SCERT,DIET and BITE per year to meet day-to-day expenses, hiring of Resource persons/Experts for Teacher Training, purchase of library books/periodicals, small office/library equipment’s, stationary, office expenses, etc.

SCERT: Upto Rs. 35.00 lakh per SCERT/SIE (Recurring /year)

DIET: Upto Rs. 20.00 lakh per DIET (Recurring /year)

BITE: Upto Rs 5.00 lakh BITE (Recurring /year)

Annual grant of SCERT,DIET and BITE per year to meet day-to-day expenses, hiring of Resource persons/Experts for Teacher Training, purchase of library books/periodicals, development and maintenance of website, small office/library equipment’s, stationary, office expenses, etc.

No Change

Development & maintenance of website

42 Academic support through BRC/URC/ CRC

a) BRCs/URCs and CRCs are the most critical units for providing training and on-site support to schools and teachers. Given the significance of these structures, the programme will strengthen the faculty and infrastructure support to BRC/URC and CRCs.

b) States must focus on improved selection criteria for the coordinators and faculty of BRC/URC

Project will provide support for BRC/URC and CRC as per the following norms: For BRC/URC: a) There would ordinarily

be one BRC in each Community Development (CD) Block. In states, where the sub-district educational administrative structure like educational blocks or circles have jurisdictions which are

BRC/CRC have a significant role in ensuring the implementation of the National Education Policy, 2020

BRCs/URCs and CRCs are the most critical units for ensuring and evaluating the quality of education at school level on a constant basis and provide timely remedial interventions.

SCERT will develop an overall strategic plan, and an institution wise action plan for the reinvigoration of CRCs, BRCs, and DIETs within three years (NEP

Project will provide support for BRC/URC and CRC as per the following norms: For BRC/URC: There would ordinarily

be one BRC in each Community Development (CD) Block. In states, where the sub-district educational administrative structure like educational blocks or circles have jurisdictions which are not co-terminus with

Development of Guidelines for CRC/BRC functioning by state/UT

Development of App-based reporting format/rubrics for reporting by CRC/BRC

Improved selection criteria for Resource Persons/ Coordinators in BRCs & CRCs.

Percentage of BRCs and CRCs who have undergone capacity building programme for providing academic resource support

Percentage of Schools visited 5 to 6 times in a year by CRC/BRC for monitoring

65

Sl. No

Activities



and CRCs. The selection criteria should take into consideration their experience, qualifications and aptitude for training and research, and should follow an objective assessment of the same. BRC/URC Coordinator and faculty should be professionally qualified, and have at least five years teaching experience

c) States must provide for constant skill enhancement of BRC/URC and CRC coordinators and faculty

d) Functional linkage between BRC/URCs and CRCs with DIETs and district level resource groups should be strengthened.

e) BRCs and CRCs will support the entire schooling system i.e., classes 1-12

f) In urban areas, academic resource

not co-terminus with the CD Blocks, the State may opt for a BRC in each such sub-district educational administrative units. However, in such a case the overall recurring and non-recurring expenditure on BRCs in a CD Block, should not exceed the overall expenditure that would have been incurred had only one BRC per CD Block been opened.

b) The following resource support may 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

Para 8.5) BRCs/URCs and CRCs are

the main units providing training and on-site support to schools and teachers.

Given the significance of these structures, the programme will strengthen the faculty and infrastructure support to BRC/URC and CRCs.

States/UTs will prepare detailed Guidelines for the roles, responsibilities, selection criteria, functioning and reporting by CRC/BRC based on the requirements of the National Education Policy, 2020. These Guidelines will also lay down a rubrics of Key performance Indicators for assessing the performance of BRC/URC/CRC, which will include the following among others: i. regular academic

inspection visits to school, ii. providing training and

on-site support to schools and teachers,

iii. monitoring the number of hours of teaching by teachers in a week

iv. ensuring introduction

the CD Blocks, the State may opt for a BRC in each such sub-district educational administrative units. However, in such a case the overall recurring and non-recurring expenditure on BRCs in a CD Block, should not exceed the overall expenditure that would have been incurred had only one BRC per CD Block been opened.

The BRC will function under the overall supervision of Block education officer.

The following resource support may be provided for BRC/URC: i. Six Resource

persons for subject specific teaching, out of which the senior most will be designated as Incharge of BRC.

ii. Two Resource Persons for Inclusive Education for children with special needs.

iii. One MIS

and onsite support to schools

Percentage of Schools never visited during the academic year by CRC/BRC for monitoring and onsite support to schools

Percentage of CRC/BRC submitting online (App-based) reports after the school visit by the BRC and CRC

Percentage of teachers teaching above 25 hours a week according to CRC/BRC reports

Percentage of teachers teaching less than10 hours a week according to CRC/BRC reports

Number of training programmes jointly organized between DIETs and BRCs/CRCs

66

Sl. No

Activities



centres would be set up on the lines of BRC to cover 10-15 CRCs. If the municipality or town development authority has academic staff, they may be deployed in the URCs.

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

accountants will be mobile and provide support to schools and block to help them maintain their record properly.

(v) Additional grant of up to Rs 5 lakh per annum for expanding the support to secondary level. This may include deployment of additional Resource Persons, and recurring expenditure for strengthening the BRC/URC

c) BRC/URC may be located in school campuses as far as possible. Construction will be as per the State Schedule of Rates (SSoR)/CPWD rates, whichever is lower.

d) Provision for BRCs/URCs up to Rs 5 lakh for furniture, computer, TLE/TLM, recurring expenditure, meetings, contingencies etc.

e) CRC construction cost will be as per schedule of Rates notified by the

and sustenance of innovative pedagogies in schools (art-integrated/sport-integrated/activity-based/experiential/story-telling-based/ICT-integrated learning, etc.),

v. ensuring effective use of all TLM provided to schools

vi. facilitating and guiding preparation of no cost or low cost teaching aids/tools by school teachers

vii. ensuring continuous and effective integration of ICT through efficient use of ICT equipment and ICT based educational resources

viii. monitoring the progress of Foundational Literacy and Numeracy

ix. ensuring learning enhancement activities/learning enrichment activities in school,

x. ensuring individualized support for CWSN and slow learners,

xi. ensuring 50 hours of CPD for all teachers and head teachers,

Coordinator and one Data Entry Operator

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

v. Additional grant of up to Rs 5 lakh per annum for expanding the support to secondary level. This may include deployment of additional Resource Persons, and recurring expenditure for strengthening the BRC/URC

BRC/URC may be located in school campuses as far as possible. Construction will be as per the State Schedule of Rates (SSoR)/CPWD rates, whichever is lower.

Provision for

67

Sl. No

Activities



State for additional classroom. The CRC may be used as an additional classroom in schools on days when CRC meetings are not held.

f) One CRC Coordinator may be placed in charge of upto 18 schools in a block.

g) Provisions for CRCs up to Rs 2 lakh for furniture, computer, TLE/TLM, recurring expenditure, meetings, contingencies etc.

xii. ensuring all directions, circulars, information, etc. percolates down to the last teacher in the last school,

xiii. ensuring constructive parental/volunteer engagement by schools,

xiv. ensuring schools are undertaking safety audit

xv. ensuring timely and correct reporting on KPIs by schools,

xvi. ensuring timely and correct reporting by BRC/CRC to district/state level,

The reporting by CRC/BRC must be App based, hence states/UTs may prepare Apps based on CRC.BRC guidelines in the local language.

States must focus on improved selection criteria for the coordinators and faculty of BRC/URC and CRCs. The selection criteria should take into consideration their experience, qualifications and aptitude for training and research, and should follow an objective assessment of the same. BRC/URC Coordinator and

BRCs/URCs up to Rs 3 lakh for furniture, computer once in 5 years

Provision for BRCs/URCs up to Rs. 2 lakh for TLE/TLM, recurring expenditure, meetings, contingencies etc. per annum.

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.

One CRC Coordinator may be placed in charge of upto 18 schools in a block.

Provisions for CRCs up to Rs 1 lakh for furniture, computer once in 5 years.

Provisions for CRCs up to Rs 1 lakh for TLE/TLM, recurring expenditure, meetings, contingencies etc. per annum.

The central financial

68

Sl. No

Activities



faculty should be professionally qualified, and have at least five years teaching experience

States must provide for constant skill enhancement of BRC/URC and CRC coordinators and faculty

Functional linkage between BRC/URCs and CRCs with DIETs and district level resource groups should be strengthened.

BRCs and CRCs will support the schooling system i.e., classes preprimary -10

In urban areas, academic resource centres would be set up on the lines of BRC to cover 10-15 CRCs. If the municipality or town development authority has academic staff, they may be deployed in the URCs.

On an average, one CRC Coordinator may be placed in charge of up to 18 schools in a block, which must include the KGBVs and residential schools also.

assistance for salary purpose of the BRC and CRC will be given on the basis of salary support given by the PAB in 2020-21.

XI. VOCATIONAL EDUCATION

Goals:

1. Integration of Vocational education with general academic education in all secondary /senior secondary schools.

2. Enhancing the employability and entrepreneurial abilities of the students and Providing exposure to work

environment

69

Sl. No

Activities



3. Generating awareness amongst students about various career options so as to enable them to make a choice in

accordance with their aptitude, competence and aspirations.

43

Introduction of Vocational Education at Secondary and Senior Secondary

Vocational Education to be introduced as an integral part of general education at Secondary and Senior Secondary level as per guidelines of vocational education scheme. The vocational subjects are to be introduced as an additional subject at the secondary level and as compulsory (elective) at the Senior Secondary level.

Under the program, there is a provision for arranging hands on training for students in industrial set up and guest lectures from industry. On-job training may be provided during vacations for at least 80 hours in a job role.

One/Two job roles may be covered in the span of 4 years based on content and notional hours. First job role may be completed in classes 9-10 and the other in classes 11-12. Further, some job roles which

Non Recurring Construction of

Workshop/laboratory cum Class room @ State Schedule of Rate (SSOR) as per requirement of States/UTs

Upto Rs. 5.0 lakh per school per job role for Tools & Equipment including Furniture, Computers, etc.

Recurring

Components

Composite schools (Classes IX – XII)

Non-Compo

site school

s ((Classes IX –

X) / (XI - XII))

Financial support for One vocational teacher/trainer per job role (@ Rs. 20,000 - 25,000/- per month)

12.00 6.00

Provision for financial support for engaging resource persons

2.50 1.25

Vocational Education to be introduced as an integral part of general education at Secondary and Senior Secondary level. The vocational subjects are to be introduced as an additional/mandatory subject at the secondary level and as compulsory (elective) at the Senior Secondary level.

Under the program, there is a provision for arranging hands on training for students in industrial set up and guest lectures from industry/ITIs/local artisans. On-job training may be provided during vacations for at least 80 hours in a job role.

One/Two job roles may be covered in the span of 4 years based on content and notional hours. First job role may be completed in classes 9-10 and the other in classes 11-12. Further, some job roles which require longer duration of training will be completed in 4 years.

One-time non-recurring

Non-Recurring for Tools/ Equipment Up to Rs. 5.0 lakh per

school per job role for Tools & Equipment including Furniture, Computers, etc with maximum 04 sections per job role [02 sections each in (Class9/Class 10 and Class 11/Class 12)].

Additional funds up to Rs. 2.5 lakh for additional sections per job role may be provided based on enrolment.

Recurring Existing Recurring

norms have been provisioned for 40 students per job role (80 students per class for 2 job roles). As per the NEP, all students need to undergo vocational education. Therefore, the provisions have to be made for all students. It is proposed that recurring norms may

Access, Enrolment and Retention Ratio of number of schools

offering vocational courses in secondary and senior secondary classes to the total number of schools having secondary/senior secondary classes.

Ratio of number of students enrolled in the vocational courses to the total number of students in secondary /senior secondary classes

Number of Vocational Courses offered in schools.

Number of girls and children with special needs enrolled in vocational courses.

Retention and Dropout rate of students from vocational courses.

Vocational Training Equipment Ratio of number of schools

having fully equipped Vocational Lab for each course to the total number of schools offering vocational courses.

Training Ratio between practical

70

Sl. No

Activities



require longer duration of training will be completed in 4 years.

One-time non-recurring grant for purchase of tools and equipment may be approved at the time of introduction of new job roles.

External assessment with the involvement of SSC may be taken up only at the end of classes 10 and 12. The States/UTs need to follow the assessment timeline. In classes 9 and 11, the practical assessment may be done at the State/UT by interchanging the teachers/trainers amongst different schools for the purpose of assessment. The assessment and certification cost of Rs. 600 per student may be approved for 40 students per class per job role in classes 10 and 12.

The scheme will cover Government schools. Government aided schools, in those

including Skill Knowledge Providers, Coordinators, guest faculty including skilled, semi-skilled rural artisans and crafts persons and administrative cost for VTPs, cost for assessment and selection of VTs uptoRs. 1000 per VT etc. Raw Materials, maintenance of tools and equipment purchase of books, software, e- learning material etc.

4.50 2.25

Cost of providing hands on skill training/on the job training to students

2.40 1.20

Cost of Assessment and Certification @ Rs. 600/- for Class X and XII

0.96 0.48

Office Expenses/ Contingencies (including

2.00

2.00

grant for purchase of tools and equipment may be approved at the time of introduction of new job roles.

External assessment with the involvement of SSC may be taken up only at the end of classes 10 and 12. The States/UTs need to follow the assessment timeline. In classes 9 and 11, the practical assessment may be done at the State/UT by interchanging the teachers/trainers amongst different schools for the purpose of assessment. The assessment and certification cost of Rs. 600 per student may be approved for students per class per job role in classes 10 and 12.

In case of additional enrollment in vocational, 2 job rolls or more than one section of the job roll can be provided.

The scheme will cover Government and Government aided schools.

Ministry of Skill Development has notified certain common norms for all skill development

be based on the enrolment in classes 9-12.

The recurring head of Vocational Education is as per existing norms.

Cost of Assessment

and Certification @ Rs. 600/- per student for Class X and XII.

For schools serving other schools in the vicinity under the Hub and Spoke Model, an additional amount of Rs.5.00 lakh per spoke school will be provided to the Hub schools where the lab has been established, to meet the additional costs of incentive to trainers/additional trainers/raw material, on the job training etc.

Construction of Workshop/laboratory cum Class room @ State Schedule of Rate (SSOR) as per requirement of States/UTs for schools serving as hub for vocational education.

training/ theory (number of hours in practical : number of hours in theory)

Number of field visits conducted in an academic year.

Ratio of number of Hours of Training in Industry to total hours of Training

Vocational Trainer/ Teacher Student to Vocational

Trainer/Teacher Ratio Number of Vocational

Trainers provided Induction/ In service Training of vocational education in schools

Student Performance Ratio of number of students

passing with one vocational subject to number of students appearing in Class 10 and 12

Teaching Learning Material Number of vocational

courses for which student text books have been made available to the students.

Number of vocational courses for which teacher Handbooks have been made available to vocational teachers.

Number of vocational courses for which e

71

Sl. No

Activities



States/UTs where Govt. Schools have already been covered under the Scheme, may also be considered for financial Assistance as per the norms of the scheme.

Ministry of Skill Development has notified certain common norms for all skill development schemes. However, these norms will not be applicable to vocationalisation component which seeks to integrate vocational education with general curriculum in schools, funding and placement related norms are not applicable to school education, as objective is to enhance employability and reduce drop-outs and not only employment.

expenditure on awareness & publicity, guidance and counselling, transport, field visits,

Induction Training of 10

days and In-service training of 05 days for Teachers/Skill Trainers including re-training of existing vocational trainers in relevant job roles @ Rs. 300-500 per day per trainee

schemes. However, these norms will not be applicable to vocationalisation component which seeks to integrate vocational education with general curriculum in schools, funding and placement related norms are not applicable to school education, as objective is to enhance employability and reduce drop-outs and not only employment.

Provision of Training modules, preferably in the online mode/blended mode for courses in entrepreneurship, soft skills such as communication skills, etc. as a part of vocational education. States/UTs will also set up Skill labs in a hub and spoke model in school clusters/complexes.(NEP Para 16.1 to 16.8)

Vocational education will be integrated in the educational offerings of all secondary schools in a phased manner over the next decade. Skill labs will also be set up and created in the schools in a hub and

Wherever available, ITI may be used as Hubs.

For transportation of students from spoke schools to Hub School, Rs. 3000 per student per annum may be provided to spoke schools.

Induction Training of 10 days and In-service training of 05 days for Teachers/Skill Trainers including re-training of existing vocational trainers in relevant job roles @ Rs.300-500 per day per trainee.

content is available. Use of ICT in teaching

learning Vertical Mobility Ratio of Number of Students

who opt for Higher Secondary Education in vocational field, ITIs/Polytechnic/B. Voc to number of students who have passed out class 10/12 with one vocational subject.

Placement in Industry/ Apprenticeship Ratio of Number of students

placed in the industry to the number of students willing and eligible for placement

Ratio of Number of students placed as apprentice in the industry to the number of students willing and eligible for apprenticeship

Ratio of Number of students who are self-employed to the number of students who completed the vocational courses.

72

Sl. No

Activities



spoke model which will allow other schools to use the facility.(NEP Para 16.5)

XII. ICT and Digital Initiatives

Goals:

1. Appropriate use of technology in all levels of education – to improve student learning outcomes, teaching learning

and evaluation processes at scale;

2. Enhancing educational access to disadvantaged groups

3. Increasing availability of data to enhance understanding of how children learn and streamline educational planning,

administration and management

44 ICT and Digital Initiatives

The component will cover classes VI to XII. Flexibility to procure hardware such as tablets / laptops / notebooks/ integrated teaching learning devices and open source operating system as well as Hardware, Software, training and resource support. This would include support for digital boards, smart classrooms, virtual classrooms and DTH channels on pro-rata basis for number of schools approved. Priority will be given to projects which have an element of community participation.

For schools having classes 6 to 12, a non-recurring grant of up to Rs. 6.40 lakh per school and recurring grant of upto Rs. 2.40 lakh per school per annum for a period of 5 years.

The component will cover classes VI to XII. The non-

recurring/recurring grant under ‘ICT and Digital Initiatives’ for schools will be available to the States and UTs for following two options:

(i) Option I: Under this option schools which have not availed the ICT facility earlier can either opt for ICT or smart classrooms as per their requirement and need. In case of more than 700 enrollments, an additional ICT lab can also be considered. Flexibility to procure

Recurring grant may be given for the 6th year to smoothen transition, subject to state giving a plan and commitment of funds for taking over the project and continuing the facility in the school.

Option I (Existing Provision): for schools having classes 6 to 12, a non-recurring grant of up to Rs. 6.40 lakh per school and recurring grant of upto Rs. 2.40 lakh per school per annum for a period of 5 years.

Option II, the non-

Percentage of schools having access to ICT facilities in schools

• Percentage of schools with Digital Boards, smart classrooms, virtual classrooms and DTH channels

• Ratio of total enrolled students to number of smart classrooms in school having digital/smart boards/virtual classrooms/smart TV

• Ratio of total enrolled students to number of desktops in ICT labs

• Ratio of total enrolled students to number of tablets in school

• Use of digital content/resources in

73

Sl. No

Activities




hardware such as tablets/ laptops/notebooks/ integrated teaching learning devices and open source operating system as well as Hardware, Software, training and resource support. This would include support for digital boards, smart classrooms, virtual classrooms and DTH channels on pro-rata basis for number of schools approved.

(ii) Option II: Under this option schools which have already availed the ICT facility earlier can avail smart classrooms/tablets as per the norms of the scheme.

For ensuring equity in educational technology, it will be ensured that the same e-contents are available across all digital modes (portals, Apps, TV, radio) for the same topic/s under the Coherence policy of DoSEL (NEP Para 24.2 and 24.4 e)

Schools in the Special

recurring grant for Smart Class rooms (Maximum 2 smart classrooms per school) is of Rs. 2.40 lakh and the recurring grant is Rs. 0.38 lakh (including E Content and Digital Resources, Charges for Electricity. The state may also use Solar Power-Hybrid solar instead, to ensure Sustainability and Internet connectivity (Tele communications/ satellite communication/ OFC)

classroom transaction through DIKSHA, ePathshala, SWAYAM PRABHA, etc. at least once a week per class/once a fortnight per class/once a month per class/never

Percentage of students who use computers/desktops/tablets in school at least once a week/once a fortnight/once a month/never

74

Sl. No

Activities



Education Zones and Aspirational districts will be integrated with digital devices on priority(NEP Para 24.2 and 24.4 e)

Priority will be given to projects which have an element of community participation.


XIII. MONITORING OF THE SCHEME

45 Monitoring Information Systems (MIS)

Support to States for various MIS of the Department like UDISE, ShaalaKosh, Shagun etc.

Assistance up to Rs. 2 per student as per the total enrolment reflected in SDMIS

Support to States for various MIS of the Department like UDISE+, Shagun and child tracking etc.

In order to achieve universal participation in school by carefully tracking students, as well as their learning levels. (NEP para 3.2)

Assistance up to Rs. 2 per student as per the total enrolment reflected in UDISE+

For child tracking of students’ upto Rs. 3 per student may be provided, once the State/Centre has developed and implemented a comprehensive and robust system for the same.


Improvement in the adequacy of UDISE+ data

• Improvement in the MIS in the States/UTs

• Percentage of qualified and trained MIS Personnel

• Upload of Videos, Case Studies, Testimonials & Images on SHAGUN Repository

Percentage of children tracked with learning levels identified by the State/UT

XIV. NATIONAL COMPONENT

46

Support to central institutions like NIEPA, NCERT,

(i) Support to National Institutions like NIEPA, NCERT, PSSCIVE, NCPCR, NIC

Up to 1% of the Budget Outlay

Support to National Institutions like NIEPA, NCERT, PSSCIVE, NCPCR, NIC etc. for National level

No Change

75

Sl. No

Activities



NCPCR/PARAKH/ TSG/ NIC/ PMU for FLN et

etc. for National level programmes related to quality of education, assessments, data management, and digital education, Swacch Vidyalaya Puraskar etc.

(ii) Technical Support Group for monitoring of the Scheme

programmes related to quality of education, assessments, data management, and digital education, Swacch Vidyalaya Puraskar etc.

Project based Support for activities of National Assessment Centre PARAKH for School Education

Technical Support Group for monitoring of the Scheme

Support for PMU for FLN at National Level for effective implementation and monitoring of Foundational Literacy and Numeracy Mission.

Support for Bi-annual Comprehensive Review Mission (CRM) to review the progress of the Scheme.

Support for Monitoring Institutions to monitor the scheme implementation in States & UTs.

47

Establishment of National Institute of Teacher Education (NITE)

Recurring and non-recurring support to NITE

As per CPWD rates for non-recurring and as per actual requirement for recurring.

May be deleted as all Teacher Education Programmes will gradually be moved into multidisciplinary colleges and universities. (NEP Para 5.22)

XV. Management, Monitoring, Media, Evaluation & Research (MMMER)

76

Sl. No

Activities



48 MMMER Support States in implementing the Project

The Management costs shall not exceed 3.5-5% of the State Outlay. In the districts of NE States and Union Territories without Legislature, where district plan size is very small, the management cost could be budgeted uptoRs 40 Lakh per district.

Support States in Management, Monitoring, Media, Evaluation & Research activities. The research activities should also include impact analysis of interventions related to Gender, equity and inclusive education.

Support for Social Audit covering 20% of schools per year so that all schools are covered in a period of Five years. These audits will help in monitoring the implementation of the scheme and ensuring transparency, accountability at all levels.

No change in financial norms

Percentage of funds used for Project Management activities

• Percentage of funds used for Monitoring & Supervision activities

• Percentage of funds used for Media related activities

• Percentage of funds used for Research & Evaluation activities

*Note: The KPIs mentioned are at draft stage, the same are subject to change and will be finalized at the time of updation of framework of Samagra Shiksha.

77

Annexure III

Samagra Shiksha Estimates (Tentative) and Proposed Releases 2021-22

(Rs. in lakhs) Sl.

No.

Name of

State

Proposed Release 2021-22 (Central Share) State Share - 2021-22 Tentative Total Estimates

EE TE SE Total EE TE SE Total EE TE SE Total

Other States-(60:40)

1 Andhra

Pradesh 97941.91 702.54 36209.09 134853.54 65294.61 468.36 24139.39 89902.36 163236.52 1170.90 60348.48 224755.90

2 Bihar 355884.68 258.54 26611.78 382755.00 237256.45 172.36 17741.19 255170.00 593141.13 430.90 44352.97 637925.00

3 Chhattisgarh 62270.14 1674.08 24846.11 88790.33 41513.43 1116.05 16564.07 59193.55 103783.57 2790.13 41410.18 147983.88

4 Goa 1181.00 120.00 560.00 1861.00 787.33 80.00 373.33 1240.67 1968.33 200.00 933.33 3101.67

5 Gujarat 90689.21 2975.58 7309.59 100974.38 60459.47 1983.72 4873.06 67316.25 151148.68 4959.30 12182.65 168290.63

6 Haryana 42526.05 2338.04 37674.64 82538.73 28350.70 1558.69 25116.43 55025.82 70876.75 3896.73 62791.07 137564.55

7 Jharkhand 82459.00 269.00 7290.00 90018.00 54972.67 179.33 4860.00 60012.00 137431.67 448.33 12150.00 150030.00

8 Karnataka 61999.25 1647.86 7114.00 70761.11 41332.83 1098.57 4742.67 47174.07 103332.08 2746.43 11856.67 117935.18

9 Kerala 18940.35 1693.23 4588.41 25221.99 12626.90 1128.82 3058.94 16814.66 31567.25 2822.05 7647.35 42036.65

10 Madhya

Pradesh 235582.89 2450.40 56597.63 294630.92 157055.26 1633.60 37731.75 196420.61 392638.15 4084.00 94329.38 491051.53

11 Maharashtra 86559.06 2070.21 12741.20 101370.47 57706.04 1380.14 8494.13 67580.31 144265.10 3450.35 21235.33 168950.78

12 Odisha 120454.01 2408.32 22472.10 145334.43 80302.67 1605.54 14981.40 96889.62 200756.68 4013.86 37453.50 242224.04

13 Punjab 36925.24 855.80 16572.25 54353.29 24616.83 570.53 11048.17 36235.53 61542.07 1426.33 27620.42 90588.82

14 Rajasthan 211129.21 3342.10 58548.22 273019.53 140752.81 2228.07 39032.15 182013.02 351882.02 5570.17 97580.37 455032.55

15 Tamil Nadu 121561.35 4205.49 39229.23 164996.07 81040.90 2803.66 26152.82 109997.38 202602.25 7009.15 65382.05 274993.45

16 Telangana 76376.83 1348.88 10335.65 88061.36 50917.89 899.25 6890.43 58707.57 127294.72 2248.13 17226.08 146768.93

17 UP 526559.04 13643.83 20271.62 560474.48 351039.36 9095.88 13514.41 373649.65 877598.39 22739.71 33786.03 934124.14

18 West Bengal 124981.96 250.88 8644.48 133877.32 83321.31 167.25 5762.99 89251.55 208303.27 418.13 14407.47 223128.87

Sub Total 2354021.18 42254.77 397616.00 2793891.95 1569347.45 28169.85 265077.33 1862594.63 3923368.63 70424.62 662693.33 4656486.58

UTs with Legislature (60:40)

19 Delhi 21711.17 1338.40 8471.47 31521.04 14474.11 892.27 5647.65 21014.03 36185.28 2230.67 14119.12 52535.07

20 J&K (90:10) 81037.53 3168.16 47816.05 132021.74 9004.17 352.02 5312.89 14669.08 90041.70 3520.18 53128.94 146690.82

21 Puducherry 1060.00 60.00 394.00 1514.00 706.67 40.00 262.67 1009.33 1766.67 100.00 656.67 2523.33

Sub Total 103808.70 4566.56 56681.52 165056.78 24184.95 1284.29 11223.21 36692.44 127993.64 5850.85 67904.73 201749.22

Total-Non-

NER 2457829.87 46821.33 454297.52 2958948.73 1593532.40 29454.13 276300.54 1899287.07 4051362.27 76275.47 730598.06 4858235.80

78

Sl.

No.

Name of

State

Proposed Release 2021-22 (Central Share) State Share - 2021-22 Tentative Total Estimates

EE TE SE Total EE TE SE Total EE TE SE Total

NE (90:10)

22 Arunachal

Pradesh 33970.36 1973.38 8272.12 44215.86 3774.48 219.26 919.12 4912.87 37744.84 2192.64 9191.24 49128.73

23 Assam 166975.35 4840.83 25886.70 197702.88 18552.82 537.87 2876.30 21966.99 185528.17 5378.70 28763.00 219669.87

24 Manipur 21193.96 3939.18 11909.38 37042.52 2354.88 437.69 1323.26 4115.84 23548.84 4376.87 13232.64 41158.35

25 Meghalaya 28061.23 376.00 2147.00 30584.23 3117.91 41.78 238.56 3398.25 31179.14 417.78 2385.56 33982.48

26 Mizoram 12943.09 3447.70 6169.20 22559.99 1438.12 383.08 685.47 2506.67 14381.22 3830.77 6854.67 25066.66

27 Nagaland 11877.51 3899.35 6031.90 21808.76 1319.72 433.26 670.21 2423.20 13197.23 4332.61 6702.11 24231.96

28 Sikkim 6178.16 669.81 5401.32 12249.29 686.46 74.42 600.15 1361.03 6864.62 744.23 6001.47 13610.32

29 Tripura 25006.82 2363.79 8746.78 36117.39 2778.54 262.64 971.86 4013.04 27785.36 2626.43 9718.64 40130.43

Total 306206.48 21510.04 74564.40 402280.92 34022.94 2390.00 8284.93 44697.88 340229.43 23900.04 82849.33 446978.80

Hill States (90:10)

30 HP 33938.29 1465.00 22762.87 58166.16 3770.92 162.78 2529.21 6462.91 37709.21 1627.78 25292.08 64629.07

31 Uttarakhand 43164.31 6560.04 26680.24 76404.58 4796.03 728.89 2964.47 8489.40 47960.34 7288.93 29644.71 84893.97

Total 77102.60 8025.04 49443.11 134570.74 8566.96 891.67 5493.68 14952.30 85669.55 8916.71 54936.78 149523.04

UTs (100%)

32 Andaman &

Nicobar 3705.76 68.70 1771.13 5545.59 0.00 0.00 0.00 0.00 3705.76 68.70 1771.13 5545.59

33 Chandigarh 8866.50 27.80 658.41 9552.71 0.00 0.00 0.00 0.00 8866.50 27.80 658.41 9552.71

34

Dadar & Nagar Haveli and Daman & Diu

5523.66 125.96 1068.18 6717.80 0.00 0.00 0.00 0.00 5523.66 125.96 1068.18 6717.80

35 Ladakh 4814.48 196.52 5192.97 10203.97 0.00 0.00 0.00 0.00 4814.48 196.52 5192.97 10203.97

36 Lakshadweep 518.52 47.81 259.83 826.16 0.00 0.00 0.00 0.00 518.52 47.81 259.83 826.16

Total 23428.92 466.79 8950.52 32846.23 0.00 0.00 0.00 0.00 23428.92 466.79 8950.52 32846.23

Total - SS 2864567.87 76823.20 587255.54 3528646.61 1636122.30 32735.81 290079.15 1958937.26 4500690.17 109559.01 877334.70 5487583.87

79

Annexure-IV

TEMPLATE FOR PREPARING ANNUAL CALENDER OF ACTIVITIES FOR VARIOUS INTERVENTIONS

Component/Activity

Responsibility (Implementing Agency) Total

Physical quantity

Total Physical quantity

Timeframe for Implementation

April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar

1 EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

Support at Pre-Primary level

1.1 (a) Non - Recurring

1.2 (b) Recurring

1.3 (c) TLM per child

2 FOUNDATIONAL LITERACY AND NUMERACY

2.1 Teaching Learning Materials & School Readiness (Students of Class

I to V of Govt. School)

2.2 Teacher Resource Material/Activity Handbook (teachers)

2.3 Independent, periodic and holistic assessment of Students

(Districts)

2.4 Capacity building of Teachers, Head Teachers and teacher

Educators Grades I to V (Primary Level) (Teachers)

2.5 Formation of PMU at State level (States & UTs)

2.6 Formation of PMU at District level (Districts)

3 ACCESS AND RETENTION

3.1 Opening of New/Upgraded Schools (Non - Recurring)

(i) New Primary School

(i) Upgradation to upper Primary

(ii) Secondary School

(iii) Higher Secondary schools (upgraded)

(iv) Higher Secondary schools (upgraded with additional subjects)

b Recurring expenditure component for each upgraded school

(i) Primary School

(ii) Upper primary schools

80

Component/Activity


Physical quantity




(iii) Secondary schools

(iv) Higher Secondary schools (upgraded)

(v) Higher Secondary schools (upgraded with additional subjects)

3.2 Residential Schools/Hostels

a Non-Recurring

b Recurring

3.3 Strengthening of Existing Schools

a Non - Recurring

(i) Balvatika in Primary School

Elementary

(i) Additional Toilets

(ii) Major Repairs/Minor Repairs/Ramps/Handrails/furniture etc.

Secondary

(iii) Strengthening of existing schools/ Major Repairs/ Minor

Repairs/ Ramp /Toilets etc.

(iii) Residential Quarters

Higher Secondary

i. Strengthening of selected existing senior secondary schools

Vocational Education

(i) Schools including hub schools

3.4 Transport/Escort Facility

(i) Elementary Level

(ii) Secondary Level

4 RTE ENTITLEMENTS

4.1 Free Uniforms (including shoes/footwear)

4.2 Free Textbooks

(a) Primary

(b) Upper Primary

81

Component/Activity


Physical quantity




4.3 Reimbursement towards expenditure incurred for 25% of

admissions under Section 12 (1) (c), RTE Act.

4.4 (i) Special Training for age appropriate admission of out-of-school

children (OoSC) at Elementary Level

4.5 (ii) OoSC at 16 to 19 years of age through the Open school system

(NIOS/SIOS) for CWSN at secondary/senior secondary stage

4.6 Community Mobilization

4.7 Capacity Building of SMCs/SMDCs

4.8 Support to SCPCR

5 QUALITY INTERVENTIONS

5.1 Learning Enhancement/Enrichment Programme

5.2 Holistic Report card for Students(New)

5.3 Assessment at National & State level

5.4 Composite School Grant

5.5 Libraries

5.6 Sports and Physical Education

5.7 Rastriya Avishkar Abhiyan (RAA)

5.8 Innovation

6 SALARY OF TEACHERS

6.1 Elementary

6.2 Secondary/Senior Secondary

7 APPOINTMENT OF LANGUAGE TEACHERS

7.1 Appointment and training of language (Hindi) teachers in North

Eastern States and non-hindi speaking states

7.2 Provision for Bi-Lingual TLMs and books (Hindi)

7.3 Provision for Bi-Lingual TLMs and books (Urdu)

7.4 Appointment of language (Urdu) Teachers for teaching Urdu in

States/UTs

7.5 Inservice Training for Hindi and Urdu teachers

82

Component/Activity


Physical quantity




8 GENDER AND EQUITY

6.1 Kasturba Gandhi Balika Vidyalaya (KGBV)

(a) Non - Recurring

(i) New KGBV

(ii) Upgraded from class VIII to class X

(iii) Upgraded from class VIII to class XII

(b) Recurring (Average cost per KGBV)

6.2 Self Defence training for Girls

6.3 Special projects for equity

9 INCLUSIVE EDUCATION

7.1 Provision for children with special needs (CWSN)

(a) Recurring

(i) Student component

(ii) Identification camps at block level

7.2 Salary for Special Educators

(i) Elementary (@20000 per month/per person)

(ii) Secondary(@25000 per month/per person)

7.3 Stipend for Girls @ Rs 200 per girl per month (10 months)

7.4 Training of Special Educators and Block Resource Centre

(b) Non Recuring

Equipping Resource centres at Block level per Block resource

centre

10 TEACHER EDUCATION

I) Non Recurring Grant

i) Establishment of New SCERT

ii) Establishment of New DIETs

83

Component/Activity


Physical quantity




iii) For New Construction and Expansion of existing TEIs

(SCERTs/SIEs, DIETs and BITEs)

iv) Major Repair and Minor Repair (SCERTs/SIEs, DIETs and BITEs)

v) Establishment of Special Cells for SCERT

II) Recurring Grant

1) Assessment Cell in SCERTs (Recurring)

i) Assessment cell preferably at SCERT

2)

Salaries of Teacher Educators (TEIs) (60% of posts created and

filled after 2012)

a) SCERT (Total 32)

b) DIETs( 607 Functional DIETs)

c) BITEs (Total 11)

d) CTEs and IASEs (only 3 states are availling salary)

3) DIKSHA (National Teacher Platform)

4)

Program & Activities and Capacity Building (SCERTs and

DIETs)

a) SCERTs

b) DIETs

5) Technology Support to TEIs

a) SCERTs (32)

i) Non-recurring

ii) Recurring

b) DIETs (607)

i) Non-recurring

ii) Recurring

6) Annual Grant for TEIs

84

Component/Activity


Physical quantity




a) SCERT (32)

b) DIETs (607)

c) BITEs (11)

7) Academic support through BRC/URC/CRC

(A) Provision for BRCs/URCs

Non-Recurring

(i) Provision for BRCs/URCs for furniture, computer etc.

Recurring

(i) Provision for TLE/TLM, recurring expenditure, meetings,

contingencies etc. per annum.

(ii) Additional grant for expanding the support to secondary level.

(per annum)

(ii) Salary of BRC

(B) Provisions for CRCs

Non-Recurring

(i) Provision for furniture, computer etc.

Recurring

(i) Provision for CRCs for TLE/TLM, recurring expenditure,

meetings, contingencies etc. per annum.

(iv) Salary of CRC

8 Traning for in-servide Teachers, Head Teachers and teacher

Educators (Blended approach)

(i) Upper Primary Level (Govt)

(ii) Secondary Level (Govt+Aided)

(iii) Higher Secondary level (Govt+Aided)

11 VOCATIONAL EDUCATION

8.1 Introduction of Vocational Education at Secondary and higher

Secondary

(a) Non - Recurring

85

Component/Activity


Physical quantity




(b) Recurring

12 ICT AND DIGITAL INITIATIVES

(a) Non - Recurring

(i) ICT in Upper Primary

(ii) ICT in Secondary & Senior Secondary Schools

(iii) Smart Classrooms

(b) Recurring

(i) ICT in Upper Primary

(ii) ICT in Secondary & Senior Secondary Schools

(iii) Smart Classrooms

13 MONITORING OF THE SCHEME

9.1 Monitoring Information Systems (MIS)

9.2 Child tracking of students’

14 Management, Monitoring, Media, Evaluation & Research

(MMMER)

1 11 ovt nexre e roosas y es tte o eo te o a atestl ys rortotesce

Documents