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.

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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. Renamed as ‘Early  Recurring Grant, Enrolment and access Childhood Care and including manpower • GER/NER for children in 3- Education’ with the deployment and other 6 age cohort At pre-school level following interventions: teaching learning • Ratio of number of days that support for training of . Introduction of I year of aids/ materials of up pre-school functioned to Anganwadi workers for Balavatika in existing to Rs 2 lakh per school total number of working pre-school education in primary schools would be per annum for pre- days in the year line with the NCERT given priority as per (NEP primary sections in • Number of disabled Framework, co-location of Para 1.6) Govt. primary Schools. children (disability-wise) Anganwadis in Primary Based on State-specific . Co-location of Anganwadis  Provision of upto Rs. enrolled in Balvatikas Schools and curriculum proposal in Primary Schools 500/ per child for Attendance and Health development in . Curriculum development Teaching Learning • Average Attendance vs convergence with Support at Pre- Recurring Grant, including in convergence with Materials, indigenous enrolment ratio 1. Ministry/Department of school Education manpower deployment, of Ministry/Department of toys and games, play • Number of times that Women and Child uptoRs 2 lakh per school Women and Child based activities per potability of drinking water Development can be and non-recurring grant of Development aligned to annum for pre- is tested (at least once every provided. uptoRs 1 lakh per school. the National Curricular primary sections in month/2 months/6

and Pedagogical Govt. Schools. months/never) Support the efforts of Framework for Early  Number of children whose State Government in  Non-recurring grant of Childhood Care and up to Rs. 1 lakh per annual health check-up is setting up pre-school Education (SCPFECCE) for school for Bala done and records are schools children up to the age of 8 Features, Child maintained vs total enrolled (Admissibility for Govt. which will be developed by friendly furniture, Pupil Teacher Ratio (PTR) Schools) NCERT (NEP Para 1.3) outdoor play materials and teacher qualification . Numerous rich local etc. for pre-primary • Children to Teacher/AWW traditions of India sections in Govt. ratio 4

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developed over millennia Schools and co-located • Ratio of qualified Teachers in ECCE involving art, Anganwadis (once in 5 to total pre-school teachers ; stories, poetry, games, years) Ratio of qualified AWWs to songs, and more, to be total AWWs. incorporated. (NEP Para • Number of pre- 1.3) schools/AWWss trained and . Requirement of additional using art-integrated, sport- Classrooms (ACR), Toilets, integrated, story-telling, Drinking water facility etc. experiential and toy-based will be provided under the pedagogies, as evidenced strengthening component from inspections by for starting CRC/BRC Balavatika/pre-primary Teaching Learning Material classes. • Whether SCPFECCE is . Training of Master developed in simple and Trainers for training of local language by SCERTs Anganwadi workers for based on NCFECCE pre-school education in • Whether SCFECCE line with the NCERT specifically addresses areas Framework. related to the education of . In-service teacher training children with disabilities would also include training • localized teaching learning for ECCE teachers as per materials available with existing norms on art- AWW/pre-school for ECCE integrated, sport (including art, stories, integrated, story-telling, poetry, games, songs etc.) in experiential and toy based local language pedagogies • Number of Balvatikas having indigenous toys (Admissibility for Govt. available for teaching and Schools) learning • Number of Balvatikas having internet connectivity and IT equipment for integrating IT into teaching and learning 5

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• 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. Teaching  Core TLM: in all  Development of Core TLM Learning languages, including for reading literacy and  Provision of up to Rs. Materials for mother tongue/home mathematics literacy by 500 per child per implementation languages/local languages SCERT in local language annum upto primary of Innovative for language and based on SCFSE level as per state 2. pedagogies mathematics.  Percentage of foundational specific action plan as (New)  Supplementary graded years (Class 1 to 3) students approved by the (including material: will be provided that have access to and use national mission on worksheets/workb to children to enhance the Core TLM FLN ooks, reading learning levels in reading,  Development of cards, comprehension and Supplementary graded 6

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Supplementary numeracy, such as, material for reading graded materials, Worksheets, workbooks, literacy and mathematics activity materials quizzes, etc. literacy by SCERT in local etc.)  Supplementary TLM: for language based on SCFSE acquiring various skills  Percentage of foundational and competencies in years (Class 1 to 3) students cognitive as well as other that have access to and use domains: Toys, Puzzles, Supplementary graded puppets, games, board material games, Story books,  Development/provisionin anecdotes, jokes, local g of Supplementary TLM rhymes, local folk as additional resources by songs/lore, art and craft, SCERT, such as, Toys, online access, etc. Puzzles, puppets, games,  E-content will be board games, Story books, prepared and uploaded on anecdotes, jokes, local DIKSHA for Mathematics rhymes, local folk and Reading Literacy for songs/lore, art and craft, FLN in local languages and online access, etc. context by SCERTs.  High quality and engaging e-  Development of IEC content related to Learning material such as Outcomes for Grades 1-3 on infographics, school to DIKSHA parent communication  IEC material: or parent material, State/UT to communication material teachers/school regarding the learning communication material, outcomes to be achieved by etc. regarding the benefits the child, designed in simple of Foundational skills and and regional languages by learning outcomes to be SCERT achieved by the child, in  Percentage of foundational simple and regional years (Class 1 to 3) students languages by states/UTs to that have access to and use ensure that students are Supplementary TLM given support in learning  Number of books in school at home as well as at library pertaining to FLN 7

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school. years  In disadvantaged or SEDG  Number of times these areas, SEZ and books have been Aspirational districts, borrowed/read by students States and UTs will assess of grade 1-3 teachers’ vacancy  Percentage of schools where specifically and take up parental communication has PTR rationalisation on been undertaken once every priority for these areas. year/twice/thrice/four  States/UTs shall prepare times/five times/six times their own guidelines for or more innovatively engaging peer  Percentage of schools where groups and other local parents/volunteers are volunteers in contributing supporting the cause of FLN towards the goal of  Percentage of schools that achieving Fl&N for all have peer learning grade 3 students.  PTR in grade 1-3 in States/UTs will Aspirational Districts particularly prepare  PTR in grade 1-3 in SEZ guidelines for parent’s engagement as mentors/resources/volu nteers in school to help the FLN mission.

(Admissibility for Govt. Schools) 3. School  An interim 3-month play- Percentage of children: Readiness based-school readiness/  enrolled in grade 1 who module in all preparation module - for underwent School class 1 schools all students who enter preparation module (New) Grade 1 which should  who attained high include monthly proficiency level in the assessment framework, module three in number (NEP  who attained medium Para 2.5) proficiency level in the 8

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module  who attained low proficiency level in the said module  Transition Rate to be measured from Balvatika to Class V.  Clearly defined learning outcomes and their explanation videos are available for grades 1-3 in local language on DIKSHA  Teacher Manuals, Activity Handbooks, resource  Provision of Teacher materials for teachers are Manuals, Activity prepared specifically on FLN Handbooks, resource in the local languages by materials for teachers to SCERT align their innovative  Teachers manuals, Activity Teacher pedagogies with learning Handbooks, resource  Provision of up to Rs. Resource outcomes and grade level materials for teachers on 150 per teacher 4. Material/Activit competencies FLN are QR coded or teaching at Primary y Handbook  States/UTs will identify a Energized with e-content level. (New) pool of mentors to render tagging through DIKSHA academic support  Special resource material (offline/online/blended) to for children with disabilities teachers who will be in FLN years is developed by delivering the FLN mission SCERTs objectives.  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 9

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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/distri ct/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  Specific Teacher Training  Specific Teacher Training Modules focusing on FL&N Modules focusing on FLN- will be designed through NISHTHA designed for this NISHTHA by NCERT. purpose by NCERT.  FLN-NISHTHA modules will  Adoption of FLN-NISHTHA specifically contain a by the state through SCERT module on bridging the translating it into local Capacity language barrier and language building of teaching in mother  As per the in-Service  Completion of the FLN- 5. Teachers of tongue/regional teacher training norms NISHTHA module by all Grades I to V language/home language. of the scheme. teachers teaching grades 1 (New)  FLN-NISHTHA will also to 3 contain a specific module  Number of Teachers who on peer learning and how have undergone additional parents can be utilized as in-service training in volunteers in the schools. specialized themes of FLN  Adoption of NISHTHA-FLN (Assessment, ICT, HPC, Child by the state will be done Tracking etc.) through SCERT translating 10

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it into local language  Creation of App based  SCERTs will be the nodal performance assessment agency in the State to system for CRC/BRC school conduct NISHTHA as well visits and their relevant as all other supplementary training for the same in-service teachers’  Number of times the training. CRC/BRC visits the school to  Teachers will be trained assess performance – once a specifically on self- month/once in two developing requisite TLMs months/three months/four in language spoken by child months/six months or more  Teachers from SEDG areas,  Percentage of Teachers and Aspirational districts using toy/game-based will be trained on priority pedagogy in the classrooms (NEP Para 2.3 & 2.4) as reported through  All Teachers teaching CRC/BRC visit grades 1-3 will be trained  Percentage of Teachers on the variety of using other innovative pedagogies that are pedagogies in the important for joyful classrooms, such as, art- education at FLN level – integrated learning, sport- art-integrated/sport- integrated learning, integrated/toy- experiential learning, story- based/story- telling pedagogy as reported telling/experiential/ICT- through CRC/BRC visit integrated/activity-based  Percentage of teachers using pedagogies 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 11

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grades 1-3 using the mother tongue as the link language for instructional delivery  Formative and periodic  Robust Rubrics developed at assessment of the learning state level for tracking of outcomes of Class I & II and FLN progress school- desired competencies wise/student-wise grade and subject-wise.  Robust Rubrics developed at  Assessment of progress District level for tracking of and achievements by progress of FLN school-wise, students, schools and subject-wise and grade-wise states/UTs in FL&N will be  Robust Rubrics developed at at four levels (school-based BRC/CRC levels for tracking assessment, SAS, third of progress of FLN student- party assessment and wise in all domains NAS).  Percentage of students  For the first level, that is, acquired grade level Up to @ Rs. 10 to 20 Independent, school-based assessments, competencies in language lakhs per district periodic and a Holistic Progress Card and Literacy in grade 1 as depending upon the size 6. holistic will be designed by NCERT evidenced from HPC of the districts and states. assessment of (for KVS/JNV/CBSE  Percentage of students

Students (New) schools) for the acquired grade level

foundational years. competencies in Numeracy  SCERT to develop an App in grade 1 as evidenced based Rubrics for Holistic from HPC Progress Card to focus on  Percentage of students Knowledge, acquired grade level Competencies/Skills, competencies in language Attitudes, Values, etc. and and Literacy in grade 2 as AI based analysis. This will evidenced from HPC utilise the national level  Percentage of students HPC prepared by CBSE and acquired grade level NCERT as the basis of competencies in Numeracy developing the state/UT in grade 2 as evidenced level HPC in the local from HPC language.  Percentage of students 12

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 HPC should be such that acquired grade level the teacher has to fill it up competencies in language at least twice/thrice in a and Literacy in grade 3 as year evidenced from HPC  SCERT to also delineate the  Percentage of students speed of reading with acquired grade level comprehension in the local competencies in Numeracy language, or Oral Reading in grade 3 as evidenced Fluency (ORF) for grades 2 from HPC to 8  Percentage of students  Holding Periodic acquired grade level independent State level, competencies in language third-party assessments and Literacy in grade 1 as and national surveys. evidenced from NAS  Additional strategies  Percentage of students deployed for enhancing acquired grade level learning and acquiring of competencies in Numeracy relevant competencies – in grade 1 as evidenced peer learning, parents as from NAS volunteer teachers, ICT  Percentage of students integration, CRC/school acquired grade level complex level joint competencies in language activities, etc. and Literacy in grade 2 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 competencies in language and Literacy in grade 3 as evidenced from NAS  Percentage of students acquired grade level 13

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competencies in Numeracy in grade 3 as evidenced from NAS  Percentage of children who have acquired grade level ORF.  To track children’s learning  Provision under  Systematic reporting of progress and prepare a National Component at school-wise/student-wise baseline data base for national level progress data, at least assessment of  For States/UTs, the twice/three times a year at Development of class/children at the provision of child national, state, district. a robust beginning. tracking has been  Systematic reporting of technology  Development of dashboard provided under MIS student-wise progress data, enabled 7. by states/UTs to have component. at least twice/three times a Monitoring school/CRC/BRC/District/ year at BRC, CRC and school Mechanism State level information. level (New)  Reporting of progress to  Access to state level the national level Mission dynamic and real time for FLN dashboard given to national (NEP para 2.2. and 3.2) Mission on FLN  Setting-up of State/District  Provision under  Monitoring of FLN mission PMU including subject National Component at State level experts/IT personnel/Data for PMU at national  Monitoring of FLN mission analysts etc. level at District and Block level  Provision for PMU at  Quarterly analysis of data States/UTs/Districts will be  For setting up and Formation of related to improvement of made as per the size, school functional cost of PMU PMU at National, leaning level of students. going at State/UT level, 8. State and  Remediation/course population/enrolment etc. financial support will District level correction interventions  An Implementation be provided from Rs. (New) every quarter/every six Framework consisting of 25 lakh to Rs. 1 crore months/every year. roadmaps and annual action per State/UT.  Percentage of schools given plans for implementing of academic support as a part activities covering all the  For setting up and of course correction. focus areas of FL&N Mission functional cost of PMU

will be prepared by each at District level,  Percentage of teachers 14

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State/UT. financial support will given additional training as  Year wise targets to be be provided from Rs. 6 a part of course correction. achieved would also be to Rs. 24 lakh per indicated in the plan. district.  CRC/BRC guidelines for periodic assessment of schools/teachers progress/performance. 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 • In order to curtail dropout  Improvement of enrolment  New/Upgraded schools  As per specified  As per specified rates and ensuring (GER & NER) at all levels from class 1 to 12th standards and State standards and State universal access to  Improvement in Gross  Preference may be Schedule of Rates Schedule of Rates education at all levels, Access Ratio (GAR) at all given to composite (SSOR) or CPWD Rates, (SSOR) or CPWD support for infrastructure levels. schools and whichever is lower Rates, whichever is from Pre-Primary to grade consolidation of schools  No expenditure under lower  Percentage of children in 12 will be provided (NEP multi-class units (where Opening of New/  Addition of new stream the Programme shall be  No expenditure under Para 1.4, 1.6, 3.2 & 8.8) more than one grade 9 Upgraded in existing senior incurred on the Programme shall • States/UTs to prepare students are taught Schools secondary schools construction of office be incurred on comprehensive ten-years together in one classroom)  Preference will be given buildings. construction of office projection report on the  To ensure tracking of to Educationally  Assistance for buildings. need for adequate every child through Backward Blocks Recurring Expenditure  Assistance for resources in all schools. Transition rate from: (EBBs), LWEs, Special including manpower Recurring Expenditure (i) class 1-2 Focus Districts (SFDs), deployment in new including manpower Provision for: (ii) class 2-3 Border areas and the Upper Primary Schools deployment in new  New/Upgraded schools 15

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115 aspirational of up to Rs.10 lakh per from classes Pre-primary Upper Primary Schools (iii) class 3-4 districts identified by school and new (not stand alone pre- of up to Rs.10 lakh per (iv) class 4-5 NitiAayog Secondary Schools of up primary) to 12th including school and new (v) class 5-6 to Rs. 25 lakh per addition of 1 year of Secondary Schools of (vi) class 6-7 school. Balavatika in primary up to Rs. 25 lakh per (vii) class 7-8  Assistance for schools. (NEP Para 1.6) school. (viii) class 8-9 Recurring Expenditure  Addition of new subjects in  Assistance for (ix) class 9-10 including manpower existing senior secondary Recurring Expenditure (x) class 10-11 deployment in new schools including manpower (xi) class 11-12 Senior Secondary  Preference will be given to deployment in new  Retention rate at all levels, Schools of up to (1) Rs. Educationally Backward Senior Secondary from pre-primary to grade 40 lakh for one stream; Blocks (EBBs), LWEs, Schools of up to Rs. 40 12 (2) Rs. 55 lakh for 2 Special Focus Districts lakh for one  Average attendance rate of streams and (3) Rs. 70 (SFDs), Border areas and combination of teachers in Elementary lakh for 3 streams. the 115 aspirational subjects approved by schools Therefore, for each districts identified by Niti State Board.  Average attendance rate of additional stream in an Aayog etc..  For each additional teachers in existing senior  To ensure that all students, combination of secondary/senior secondary school, a particularly students from subjects in an existing secondary schools recurring financial underprivileged and senior secondary  Percentage of students grant of Rs. 15 lakh per disadvantaged sections, school, a recurring missing attendance for annum will be provided have universal, free and financial grant of Rs. more than 15/30/45/more under the scheme. compulsory access to high- 15 lakh per annum will than 60 days in a year in quality and equitable be provided under the elementary schools. schooling all new scheme based on the  Percentage of students schools/hostels, to have enrolment of students. missing attendance for following (NEP Para 8.8):  For a Senior Secondary more than 15/30/45/more o provision of rain water section/school to be than 60 days in a year in harvesting system viable in terms of Secondary/senior o solar panel and teachers and other secondary schools. o Barrier free access facilities, it is desirable  Percentage of students with o Separate toilets for to have two sections disabilities missing boys and girls for each subject. A attendance for more than o Hand wash facilities for school that offers a 15/30/45/more than 60 MDM single subject of study, days in a year in  All proposals for the total number of 16

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upgrading/opening new students in Grade XI elementary schools. schools must contain a would be 60 (30  Percentage of students with non-negotiable component students per section) disabilities missing of convergence with and a maximum of 60 attendance for more than provisions of various other students in Grade XII. 15/30/45/more than 60 ministries, such as, Thus, the maximum days in a year in playgrounds, boundary number of students in Secondary/senior walls, electrification, a school offering a secondary schools. maintenance of toilets, single subject of study  Percentage of students solar panel, ramps and would be 120. In a missing attendance for handrails, etc. school that offers two more than 15/30/45/more subject combination of than 60 days in a year in study, the total residential schools. number of students in  Percentage of students with Grade XI would be 120 disabilities missing (four sections) and a attendance for more than maximum of 120 15/30/45/more than 60 students in Grade XII. days in a year in residential In a school that offers schools. three additional  Number of teachers subjects, the total available in schools (Class number of students in & subject wise) Grade XI would be 180  Number of areas notified (six sections) and a for the purpose of maximum of 180 transportation cost students in Grade XII. budgeting after mapping of  In case of vacant posts schools in the new/upgraded  Percentage of improvement schools, recurring cost of enrolment (GER & NER) will be reduced in SEDGs at all levels accordingly.  Student Classroom Ratio (SCR) Total SCR ratio at:  Support for reaching  As per SSOR/CPWD  Renamed as Netaji Subhash i. Foundational stage – Residential out to children in Rates, whichever is lower Chandra Bose Awasiya 10 No Change grades 1 and 2 Schools/ Hostels sparsely populated, or  As per norms for Vidyalaya. ii. Preparatory stage – hilly and densely KGBVs/Girls Hostel  Support for reaching out to 17

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forested areas with children in sparsely grades 3-5 difficult geographical populated, or hilly and iii. Middle stage – grades 6- terrain and border densely forested areas with 8 areas where opening a difficult geographical iv. Secondary stage – new primary or upper terrain and border areas grades 9-12 primary school and where opening a new  Percentage of overcrowded Secondary/Senior primary or upper primary classrooms (more than 40 Secondary schools may school and students) not be viable. (NEP Secondary/Senior  Percentage of underutilised para3.2) Secondary schools may not classrooms (less than 30  Preference will be given be viable. (NEP para3.2). students) to Educationally  Preference will be given to  Percentage of unutilised Backward Blocks Educationally Backward classrooms (EBBs), LWEs, Special Blocks (EBBs), LWEs,  Percentage of Elementary Focus Districts (SFDs) Special Focus Districts schools with Library room and the 115 aspirational (SFDs) and the 115  Percentage of Elementary districts identified by aspirational districts schools with Drinking Niti Aayog identified by Niti Aayog etc. Water facility  Incinerator and Sanitary  Percentage of Elementary pad vending machines in schools with Ramps and all girls hostels from funds handrails provided.  Percentage of Elementary  All proposals for schools with Functional upgrading/opening new boys and girls Toilet schools must contain a  Ratio of total girls’ non-negotiable component enrolment to total number of convergence with of girls’ toilet in Elementary provisions of various other schools ministries, such as,  Ratio of total boys’ playgrounds, boundary enrolment to total number walls, electrification, of boys’ toilets in maintenance of toilets, Elementary schools solar panel, ramps and  Percentage of Elementary handrails, etc. schools with boundary Strengthening of Provision for:  As per SSOR/CPWD Provision for:  As per SSOR/CPWD 11 walls Existing Schools  Science and maths Lab, Rates, whichever is lower  Strengthening Rates, whichever is 18

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Computer Room, Art  Electrification will also activities/infrastructure lower  Percentage of Elementary Cultural Room, Library, include Renewable support to be provided for  The building plan to schools with hand wash ACR, Water & Toilet, Energy (like Wind pre-primary mandatorily include facilities essential classroom Energy, Hydro Electric sections/Balvatika in rain water harvesting  Percentage of furniture, School energy, Solar Energy Primary School and barrier free access. Secondary/Senior infrastructure as per etc.) based on the  Science and Maths Lab,  Electrification will also Secondary Schools with the provisions in the proposal received from Computer Room, Art include Energy saving Science and Maths Lab Schedule of the RTE the state after seeing Cultural Room, Library, fittings; it may also  Percentage of Act, 2009 the viability. ACR, Water & Toilet, Secondary/Senior include Renewable  Major Repair, Minor essential classroom Secondary Schools with Energy (like Wind Repair furniture, School Computer Room Energy, Hydro Electric  Electrification infrastructure as per the  Percentage of energy, Solar Energy  Residential Quarters for provisions in the Schedule Secondary/Senior etc.) based on the teachers in remote and of the RTE Act, 2009 Secondary Schools with Art proposal received from difficult areas  Major Repair, Minor Cultural Room the state after seeing  For a Senior Secondary Repair  Percentage of the viability. section/school to be  Electrification Secondary/Senior viable in terms of  Rain water harvesting Secondary Schools with teachers and other system Library room facilities, it is desirable  Solar panel  Percentage of to have two sections for  Barrier free access Secondary/Senior each stream, i.e.  Residential Quarters for Secondary Schools with Science, Arts & teachers in remote and Drinking Water facility Commerce. A school difficult areas  Percentage of that offers a single  Classroom cum workshop Secondary/Senior stream of study, the for Vocational Education in Secondary Schools with total number of schools Hub for other Ramps and handrails students in Grade XI schools in the  Percentage of would be 80 (40 neighborhood. Secondary/Senior students per section)  Preference will be given to Secondary Schools with and a maximum of 80 Educationally Backward functional boys and girls students in Grade XII. Blocks (EBBs), LWEs, Toilet Thus, the maximum Special Focus Districts  Percentage of number of students in a (SFDs) and the 115 Secondary/Senior school offering a single aspirational districts Secondary Schools with stream of study would 19

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be 160. In a school that identified by Niti Aayog boundary wall offers two streams of etc.  Ratio of total girls’ study, the total number  All proposals for enrolment to total number of students in Grade XI strengthening of existing of girls’ toilet in would be 160 (four schools must contain a Secondary/Senior sections) and a non-negotiable component Secondary schools maximum of 160 of convergence with  Ratio of total boys’ students in Grade XII. In provisions of various other enrolment to total number a school that offers ministries, such as, of boys’ toilets in three streams of study, playgrounds, boundary Secondary/Senior the total number of walls, electrification, Secondary schools students in Grade XI maintenance of toilets, would be 240 (eight solar panel, ramps and sections) and a handrails, etc. maximum of 480 (Admissibility for Govt. students in Grade XII if Schools) 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.

(Admissibility for Govt. Schools)

Provision for transport  Transport facility may be  Provision for transport  To increase access at Transport/Escor /escort facility for provided up to an /escort facility upto the secondary level 12 t Facility Children in remote average cost @ Rs. secondary level for transport facility will habitations with sparse 6000/ per child per Children in remote be extended for areas 20

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population where opening annum up to Class VIII habitations with sparse where schools are not of schools is unviable or  This would be appraised population where opening available within where Gross Access Ratio based on actual cost to be of schools is unviable or prescribed area or is low or where State incurred as per the where Gross Access Ratio setting up of a new specific proposal of distance, the terrain and is low. school is not feasible consolidation of schools is the type of transport  State would need to notify and there is no State received. facility to be provided. such habitations and scheme for supporting  The option of Cash identify the number of transport facility. (NEP State would need to notify transfer will be allowed children in that habitation Para 6.4) such habitations and in the form of DBT to who would be provided  Transport facility may identify the number of Aadhar linked bank this facility. This would be be provided up to an children in that habitation accounts appraised based on the average cost @ Rs. who would be provided data provided by the State 6000/ per child per this facility. This would be for such children under annum up to Class X. appraised based on the UDISE+.  This would be data provided by the State appraised based on for such children under (Admissibility for Govt. actual cost to be SDMIS. Schools) incurred as per the (Admissibility for Govt. distance, the terrain Schools) 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 21

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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.  Two sets of uniforms  Improvement in retention a) Two sets of uniforms including rate at elementary level for all girls, and  To access GoI funds, the shoes/footwear for all  Increase in GER and NER a) To access GoI funds, children belonging to State RTE Rules must girls, and children  Improvement in transition the State RTE Rules SC/ST/BPL families’ in declare uniform as a child belonging to rate from Primary to upper must declare uniform Government schools up entitlement up to class VIII SC/ST/BPL families’ in Primary as a child entitlement to class VIII at an  These will be appraised Government schools  Percentage of eligible up to class VIII average cost of Rs. based on the data provided up to class VIII at an 13 Free Uniforms students provided uniforms b) These will be 600/- per child per by the State for such average cost of Rs. in the given year appraised based on the annum. children under UDISE+. 700/- per child per  Percentage of eligible data provided by the b) The option of Cash  Procurement of uniform or annum. students provided footwear State for such children transfer will be allowed stitching may be done  The option of Cash in the given year under SDMIS. in the form of DBT to through local self-help transfer will be  Percentage of students Aadhaar linked bank groups/SMCs allowed in the form of provided DBT in lieu of accounts. DBT to Aadhaar linked uniform/footwear bank accounts.  Percentage of students  State should ensure a) Provision for textbooks  Textbooks in appropriate provided new textbooks in timely supply of books to all children in languages and at the given year before the start of the Government/Local appropriate levels of  Percentage of students academic session Body and Government difficulty are relatively low- provided new textbooks  For the purpose, a real aided schools, cost inputs with high before start of academic time monitoring tool including Madarsas returns in terms of student session should be instituted so desirous of introducing achievement 14 Free Textbooks No Change  Percentage of CWSN that there is no delay in the State curriculum, at  State should ensure timely provided books in Braille or supply of textbooks an average cost of supply of books before the large print  These will be appraised Rs.250/- per child at start of the academic based on the data primary level and session provided by the State for Rs.400/- per child at  For the purpose, a real time such children under upper primary level. monitoring tool should be SDMIS. b) Primers/textbooks instituted so that there is no 22

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 Incentive for Reuse of developed for tribal delay in supply of textbooks Textbooks languages with  The availability of such bridging materials to textbooks in all regional facilitate a transition to languages will be a top the State language of priority so that all students instruction and English, have access to high-quality would be eligible for learning. textbooks for classes I  Access to downloadable and and II within the ceiling printable versions of all of Rs. 200/- per child. textbooks will be provided c) The option of Cash by all States/UTs and transfer will be allowed NCERT to help conserve the in the form of DBT to environment and reduce Aadhar linked bank the logistical burden. accounts.  All efforts will be made in d) Provision may be made preparing high-quality for energized bilingual textbooks and textbooks. 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) Reimbursement As per Section 12(1)(c), The reimbursement would  As per Section 12(1)(c),  Online and transparent towards reimbursement needs to be based on per child reimbursement needs to be system for admitting 15 No Change expenditure be provided for admission norms notified by the provided for admission of children under section 12 incurred for of EWS students in State/UTs for classes I to EWS students in (1) (c)

23

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25% of neighbourhood private VIII subject to a maximum neighbourhood private  Timely reimbursement to admissions unaided schools. ceiling of 20% of the total unaided schools. private unaided schools by under Section 12 AWP&B approved by the  This reimbursement would states (1) (c), RTE Act. This reimbursement GOI for State/UTs under the be done based on proof of  Percentage of such would be done based on Programme. actual payment to schools students (girls/boys/total) proof of actual payment by the States. who transitioned to class 9 to schools by the States.  There should be a  Achievement of grade level transparent system of competencies of such There should be a admissions and monitoring students from grade 1-8. transparent system of system for such admissions. admissions and  These will be appraised monitoring system for based on the school wise such admissions. data provided by the State for such children on These will be appraised PRABANDH during based on the data AWP&B. provided by the State for such children under SDMIS. Special Training facility  Special Training facility for  Up to Rs 6,000/- per  Reduction in drop out of a) Up to Rs 6,000/- per for out-of-school children out-of-school children to child per annum for children child per annum for to enable a child, admitted enable a child, admitted to non-residential  Reduction in number of non-residential to an age appropriate an age appropriate class, to courses. OoSC courses. class, to integrate integrate academically and  Up to Rs. 20,000/- per  Guidelines/courses Special Training b) Up to Rs20,000/- per academically and emotionally with the rest of child per annum for developed by the for age child per annum for emotionally with the rest the class. residential courses. States/UTs for conducting appropriate residential courses. of the class.  This assistance will be special training admission of  For out of school 16 appraised based on an children at 16 to 19  Conduct of special out-of-school Item-wise costs to be This assistance will be assessment of the success years of age through enrolment drives for children (OoSC) worked out to provide appraised based on an of the State/UT in the Open school migrant/OOSC at Elementary adequate flexibility for the assessment of the success mainstreaming children system (NIOS/SIOS) at Level needs of different kinds of  Conduct of regular of the State/UT in who have been provided secondary/senior children, and approved by household survey by mainstreaming children special training facility. secondary stage, the the State Executive States/UTs for who have been provided This will be an outcome support will be Committee of project identification of OOSC special training facility. based component to provided up to Rs. within the overall ceiling.  Percentage of children This will be an outcome incentivize better 2000 /- per child per mainstreamed in the 24

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based component to performing States. grade. The support will formal education system incentivize better  Support through NIOS for be to SEDG children (non-residential schools) performing States. out of school children for for, accessing course  Percentage of children age group of 16-19. materials and mainstreamed in the Number of children to be certification. formal education system supported will be based on  30% of the grants will (residential schools) an increase in the number be released based on  Percentage of children of students enrolled in the number of children mainstreamed in the open NIOS/SIOS in over the year mainstreamed. school education system. 2020-21.  Item-wise costs to be worked out to provide (Aligned with NEP Para 3.1) adequate flexibility for the needs of different kinds of children, and approved by the State Executive Committee of project within the overall ceiling.  Activities to enhance  Improvement in Community participation enrollment (GER/NER) at and monitoring for all levels universal access, equity and  Reduction in drop out at all  Activities to enhance quality levels Community  State level portal to be  Increased parental participation and prepared for creating a involvement monitoring for Up to @Rs 1500 per school database of literate  Ratio of number of schools Community universal access, equity for Government Schools volunteers, retired 17 No Change to number of School Mobilization and quality subject to specific plan scientists/government/sem Development Plans  Workshops/Lectures/P i government employees, prepared by involvement rogrammes for creating alumni, and educators for of SMCs/SMDCs Awareness on RTE Act, this purpose. (NEP Para  Percentage of schools Learning Outcomes etc. 3.7) where there is involvement  States/UTs will particularly of prepare guidelines for volunteers/alumni/retired parental engagement as teachers/parents in school mentors/resources/volunte 25

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ers in school to help the  Improvement in FLN mission and students foundational literacy and in elementary and numeracy skills. 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/sec ondary 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.  Capacity building and Up to @ Rs 3000 per school  Capacity building and Training of 18 Support to for Government Schools Support to SMCs/SMDCs No Change SMC/SMDC SMCs/SMDCs subject to a specific plan  Schools will develop their 26

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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. Support to the Providing support to the Provision of Rs. 50 per  Frequency of safety and 19 SCPCR (NEW) SCPCR for grievance elementary school will be security audit of schools for 27

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redressal and protecting the available for the SCPCR ensuring child safety rights of the child under the (once/twice/three RTE Act. 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 Interventions for a) Financial Support will  Percentage of students  To close the gap in  Financial Support will enhancement of Learning be provided under repeating a grade achievement of learning be provided under Learning Outcomes especially for State Specific project (3/5/8/10/12) outcomes, classroom State Specific project Enhancement students in areas having as per the allocation of transactions will shift, as per the allocation of  Percentage of 20 Programme lower performance under flexi fund under male/female/CWSN towards competency- flexi fund under quality (LEP)/Remedial the National Achievement quality subject to repetition rate based learning and subject to viable teaching Survey viable proposal education. (Para 4.6) proposal received from (3/5/8/10/12) received from the  Learning the State/UTs.  Identification of CWSN and Developing modules and State/UTs. 28

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exemplar material for b) Remedial teaching Enhancement/Enrichme  LEP may be provided slow learner children teaching-learning, teacher programmes/LEP may nt Programme envisages for weaker students  Percentage criterion- training and continuous be provided for that each student is given including CWSN at a referenced items created in and comprehensive weaker students at a the opportunities unit cost of up to Rs. item bank for grades 6-12 evaluation. unit cost of upto Rs. necessary for her to make 500 per student after  Percentage of schools where 500 per student after meaningful progress in proper identification respective school teachers (i) Activities under Padhe proper identification acquiring based on an created teaching aids/tools Bharat Badhe Bharat based on an skills/competencies, assessment done at the for teaching learning. (PBBB) for early grades. assessment. through a process of beginning of the  Percentage of schools where (ii) continuous improvement academic year/end of Continuous Comprehensive Remedial teaching after in teaching and learning. last academic year. evaluation/School-based identifying students based This programme will  The funding would be assessment done once a on an assessment and post include following four considered for year to twice a year/thrice assessment to be areas: individualized learning to four times a year/ four to conducted to see a) Classroom based interventions for a six times a year/ more than outcomes. interventions focusing maximum of 25% six times a year (Admissibility for Govt. on enhancing the students, including  Percentage of schools Schools) students’ learning CWSN, of the total actively undertaking capacities – that is, strength of the class at academic enrichment activity-based and each level subject to activities. hands-on submission of  Improvement in proficiency experiential/art- assessment results. level of district in achieving integrated/sport-  This intervention learning outcomes integrated learning to would be available for (3/5/8/10) as evidenced by acquire listed learning students from Class VI NAS/SA/third-party outcomes. Here, to XII. assessment teachers are expected  Percentage of Learning to record individual Outcomes found to be Student Academic underachieved (as Progress to be able to compared to national identify areas of average) in district in improvement from time NAS/SAS/third-party to time. Every teacher assessment (based upon shall be expected to: analysing anonymised  Set acceptable, samples by SCERTs) measurable, and  Percentage of schools 29

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appropriate participating in various achievement goals for Topic-centered/Project - student learning based Clubs or Circles in progress based on both offline/online mode baseline data.  Percentage of students of  Document the progress above schools participating of each student in various Topic- throughout the year. centered/Project -based  Provide evidence that Clubs or Circles in both achievement goals offline/online mode have been met,  Percentage of students including the state whose progress is specific indicators for individually tracked student growth. throughout the year on an  Use available IT based platform and App performance outcome  Percentage of Learning data to continually Outcomes for grades 4-12 document and demystified through bite- communicate student sized explanation videos as academic progress and teacher resource in local develop interim language learning targets.  Percentage of districts b) Academic enrichment covered in Dipstick in classrooms aimed at exercises undertaken in engaging students small samples by states/UTs beyond classrooms to know the hard spots through various among Learning Outcomes interventions, such as, group research, group work, portfolios, presentations by students, debates, quizzes, library books, extra reading, project- work, etc. c) Academic enrichment 30

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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 31

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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 32

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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 33

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& 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. (Admissibility for Govt. Schools) For assessment of  Percentage of students in learning levels of children Up to @ Rs. 10 to 20 lakhs  For assessment of learning the district of grade along with school per district depending upon levels of children along 3/5/8/10 who have Assessment at evaluation, the mode of the size of the districts and with school evaluation, the acquired grade level 21 National & State assessment would be states. mode of assessment No Change competencies (NAS) level through NCERT/other would be through Number of Learning external agency for classes NCERT/other external Outcomes found to be 1 to 12th periodically. agency for classes 3 to underachieved (as 12th periodically. compared to national 34

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Analysis of assessment  Analysis of assessment average) in district in results and linkage with results and linkage with NAS/SAS/third-party the design of Learning the design of Learning assessment for grades Enhancement Enhancement/Enrichment 3/5/8/10/12 (based upon Programmes/Remedial Programmes teaching and analyzing anonymized teaching and training of training of teachers samples by SCERTs) teachers  Number of hard spots  The progress card of all identified in Learning students will be completely Outcomes redesigned by States/UTs  Number of teachers trained under guidance from the post-NAS PARAKH National  Percentage of students Assessment Centre, NCERT, receiving HPC once a and SCERTs. year/twice a year/never.  Provision of Rs. 5 per  Holistic, 360-degree, multi- Holistic Report student dimensional report 22 card for showing progress/ Students(New) (Admissibility for Govt. uniqueness of each learner and Govt. Aided Schools) 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) School grant to all Composite Grant (for  School grant to all • Percentage of schools that Government schools on Government schools) Government schools on undertook school annual basis for the  There must be annual basis for the maintenance (repair of replacement of non- transparency in replacement of non- existing school building, functional school utilization and functional school toilets and other facilities Composite 23 equipment and for provision for social equipment and for etc.) in the last financial school Grant incurring other recurring Audit. incurring other recurring year costs, such as  To be spent only by costs, such as • Percentage of annual consumables, play VEC/SMC/SMDC consumables, laboratories, expenditure of schools material, games, sports Number School Grant electricity charges, under Swachchhta Action equipment, laboratories, of * internet, water, Plan 35

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electricity charges, students development of specific  Percentage of schools internet, water, teaching in School teaching aids/tools by developed teaching aids. aids etc. ≤ 100 Rs. 25000/- school teachers to  Percentage of schools (including at- enhance classroom participated in Swachha least Rs 2500 To provide annual learning in the school  Less than 30 for swachhta Vidyalaya Rankings and maintenance and repair action plan). under LEP etc. enrolment- Rs 10000/ attained 4/5 star ratings of existing school >100 to ≤ Rs. 50,000/-  To provide annual  Remaining as earlier and above. building, toilets and 250 (including at- maintenance and repair of other facilities to upkeep least Rs. 5000 existing school building, the infrastructure in for swachhta toilets and other facilities good condition. action plan). to upkeep the > 250 to ≤ Rs. 75,000/- infrastructure in good Promote Swacch Bharat 1000 (including at- condition. campaign least Rs 7500  Promote Swachch Bharat for swachhta action plan). campaign Must involve elements of > 1000 Rs. 100,000/-  Must involve elements of community contribution. (including at- community contribution. least Rs.  Objective is to ensure 10000 for decent and pleasant swachhta conditions at schools as action plan). 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. In order to complement a) Up to @ Rs. 5,000/-  In order to complement In view of the existence • Ratio of total enrolled 24 LIBRARIES the activities under for primary school the activities under of multiple categories, students in school to total 36

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Padhe Bharat Badhe and Rs. 10,000/- for Foundational Literacy and and in view of the need to number of library books in Bharat and inculcate the upper primary school. Numeracy and inculcate encourage and expand school reading habits among b) Up to @ Rs. 13,000/- reading habits among digital libraries, it is • Percentage of students who students of all ages, for composite students of all ages, proposed to rationalize borrowed at least two books strengthening of school elementary schools strengthening of school the library grant as per in the academic year in the libraries including (Class I to VIII) libraries including the following: school. purchase of books c) Up to @ Rs. 10,000/- purchase of books • Percentage of students who for Secondary schools  Must involve elements of a) Up to Rs. 5,000 for have achieved Age Must involve elements of (Classes 9th and 10th). community contribution schools up to appropriate Oral Reading community contribution d) Up to @ Rs. 15,000/-  Enjoyable and inspirational Primary level Fluency amongst students of for class 6th to 12th books for students at all b) Up to Rs. 13,000 for Foundational stage (Admissibility for Govt. e) Up to @ Rs. 15,000/- levels will be developed, schools up to upper • Percentage of students who Schools) for composite including through high- primary have achieved Age Secondary Schools quality translation c) Up to @ Rs. 15,000/- appropriate Oral Reading (class 1 to 10th) (technology assisted as for Secondary Fluency amongst students f) Up to @ Rs. 15,000/- needed) in all local and schools of Preparatory stage for composite Indian languages. d) Up to Rs. 20,000 for • Percentage of students who Secondary Schools  School libraries will be used Senior Secondary have achieved Age (class 9th to 12th) to serve the community schools appropriate Oral Reading g) Up to @ Rs. Rs. during non-school hours, Fluency amongst students 10,000/- Senior and book clubs may meet in  These grants will be of Middle stage Secondary school only public/school libraries to provided on the basis (class 11 to 12th). further facilitate and of progress/utilization h) Up to @ Rs. 20,000/- promote widespread of previous years. for composite Senior reading.  These grants will be Secondary school  States/UTs may take available on an (class 1 to 12th). extensive initiatives to annual basis. i) These grants will be ensure the availability,  States/UTs are available on an annual accessibility, quality, and encouraged to basis. readership of books across recommend and geographies, languages, facilitate digital levels, and genres. Digital libraries for schools. libraries will also be established. (NEP para 2.8)

(Admissibility for Govt. 37

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Schools) The sports equipment will be • Percentage of students who provided under this  No change in financial have achieved Fitness component. Expenditure for norms norms as per Fit India meeting expenses on  These grants will be Mission procuring sports equipment provided on the basis • Percentage of schools The sports equipment will for indoor & outdoor games of progress/utilization participated in School be provided under this  Up to Rs. 5,000 for in convergence with of previous years. Fitness ratings. component. Expenditure Primary school Department of Sports.  These grants will be • Number of students who for meeting expenses on  Up to Rs. 10,000 for available on an annual have participated at SPORTS AND procuring sports upper primary In order to develop fitness as basis. District/State/National 25 PHYSICAL equipment for indoor &  Up to Rs.25, 000 for a lifelong skill and attitude,  Additional grant of level sports events. EDUCATION outdoor games in Secondary and Senior specific dedicated time to be upto Rs. 25000/ will • Number of students who convergence with Secondary allotted in the school time be provided to have received Department of Sports. table on for sports and schools in case at certificate/medals at (Admissibility for Govt. physical education in District/State/National Schools) least 2 students of accordance with para 4.6 of that school win the level. NEP. medal in Khelo India  Number of days in a week National school when there is compulsory (Admissibility for Govt. games competition. sports/physical education Schools) period in schools. To promote Science and  Number of Maths/Science Maths learning at upper Fairs/exhibitions arranged primary to Senior Secondary at state level/district Depends upon the State (for classes VI to XII) as per level/block level/school To promote Science and specific proposal which the guidelines of RAA in level in last academic year Maths learning at upper would include Science and order to inculcate the  Percentage of Students primary to Senior Maths kits, Science and Rashtriya following: participated in science, Secondary (for classes VI Maths fair/exhibitions, 26 Avishkar  Mathematics and Maths Olympiads and other to XII) as per the capacity building of Science No Change Abhiyan (RAA) computational thinking will competitions at state guidelines of RAA and Maths Teachers, be given increased level/district level/block exposure visits, mentoring emphasis throughout the level/school level in last by higher educational school years, starting with academic year institutions etc. the foundational stage,  Percentage of schools through a variety of participating in Maths innovative methods, Circle/Science Circle in both 38

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including the regular use of offline/online mode puzzles and games that  Percentage of students of make mathematical above schools participating thinking more enjoyable in Maths Circle/Science and engaging. Circle in both offline/online  Activities involving coding mode will be introduced in Middle  Percentage of Middle school Stage in all schools in a maths/science teachers phased manner by building trained to teach Coding at capacity of existing middle level Maths/Science teachers.  Percentage of Middle school State/UT will develop where Coding is taught at online teacher training middle level 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 39

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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) Flexible funds for innovation Financial Support will be  Increase in enrolment, State Specific Projects for provided under State transition and retention rate at improvement of Quality and Specific project as per the all levels access of Education. Some allocation of flexi fund  Improvement in student Flexible funds for indicative areas are: under quality to the state attendance innovation Financial Support will be  Enrolment drives, subject to:  Improvement in teacher provided under State ensuring physical safety attendance State Specific Projects for Specific project as per the & zero tolerance to a) Proposals received  Percentage of schools using improvement of Quality allocation of flexi fund breach of child rights, should be sustainable resources in addition to 27 Innovation and access of Education. under quality to the state tracking out of school with longterm prescribed textbooks for subject to viable proposal children, monitoring planning, vision and classroom transactions Activities like Ek Bharat received from the health of children, zero interventions and  Improvement in learning Shreshta Bharat, Kala State/UTs. drop out Panchayats, with clearly defined outcomes of students at al Utsav, Yoga Olympiad, Blocks, Districts, etc., measurable outcomes. levels Band competitions etc. advocacy and awareness b) Proposal should not  Improvement in teachers’ campaigns. (NEP Para be procurement capacity (through PINDICS or 3.1) centric. any other source)  Curriculum reforms, c) The total estimate  Ratio of enrolled students to 40

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revision of textbooks to under innovation students who have acquired be undertaken by the component will be vocational skills SCERTs, TLM for provided of upto 5%  Percentage of schools in experiential learning of the total AWP&B Twinning arrangement including innovative approved by the GOI  Percentage of schools that are pedagogy (including for States/UTs under part of a school hands-on learning, arts- the Programme. clutser/complex for efficient integrated and sports- sharing of resources integrated education,  Number of children identified story-telling-based as talented/gifted pedagogy, among others  Percentage of schools etc.), materials relating to conducting at least three multilingualism including EBSB activities a year teaching in mother  Percentage of students who tongue, Aptitude Tests have shown significant etc. will be part of achievement in various innovation. (NEP programmes such as Chapter 4) Olympiad, Kala Utsav, Khelo  Bagless days with India, Hackathons, and other internship with local state level and national level craftsman for exposure to competitions, etc. vocational. (NEP para  Percentage of Gram 4.26) panchayats that have declared  Every student will take a themselves as zero drop out fun course, during Grades GPs 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 41

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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/competitio ns and the path where they lead o The identification of giftedness may be taken up at four levels: School, district, State, 42

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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 43

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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 44

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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

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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. Teachers will be recruited Salary Structure will be Teachers will be recruited as Salary Structure will be  Percentage of schools with as per the terms and determined by the State per the terms and conditions determined by the PTR=30 conditions of the norms for salaries. The of the respective States/UTs State norms for  Percentage of schools below respective States/UTs Central share under the salaries. The Central PTR 30 Scheme for teachers’ Salary Structure will be share under the  Percentage of schools above Salary Structure will be salaries for posts determined by the State Scheme for teachers’ PTR 30 determined by the State sanctioned by the Centre norms for salaries. salaries for posts  Percentage of teachers with norms for salaries. under erstwhile Schemes sanctioned by the requisite academic of SSA and RMSA will be The entitlement would be Centre under erstwhile qualifications. The entitlement would be restricted as per the determined after an Schemes of SSA and  Percentage of teachers with determined after an prevalent fund sharing assessment of the RMSA will be restricted requisite professional assessment of the pattern based on the requirement of the posts and as per the prevalent qualifications. requirement of the posts financial norms given adequate deployment of fund sharing pattern  Percentage of teachers and adequate deployment below: teachers as per the PTR based on the financial undergone at least 50 hours of teachers a per the PTR a. Primary Teachers: up norms. This will be based on norms given below: of TPD per year norms. This will be based to Rs. 15000 per the data provided by the a. Primary Teachers: Teacher Salary  Percentage of teachers with 28 on the data provided by month State for teachers under up to Rs. 15,000 per (HMs/Teachers) 90-100% attendance; with the State for teachers b. Upper Primary UDISE+. month 80-90% attendance and so under UDISE/ShaalaKosh teachers: up to Rs. b. Upper Primary on and DIKSHA. 20000 per month There will be no separate teachers: up to Rs.  Percentage of total teachers c. For secondary cadre of teachers 20,000 per month that were transferred in the There will be no teachers: uptoRs. sanctioned by the Centre. c. For secondary last academic year separate cadre of 25,000 per month All teachers are ultimately teachers: upto Rs.  Percentage of TET qualified

teachers sanctioned by d. Head Teachers: up to the responsibility of the 25,000 per month teachers the Centre. All teachers Rs. 25000 per month State Government. d. Head Teachers: up  Number of are ultimately the e. Head to Rs. 25,000 per Headmasters/Principals to responsibility of the Master/Principal: up Teachers will be adequately month number of schools ratio State Government. to Rs. 30000/- per deployed to ensure that all e. Head  Percentage of month schools follow the PTR Master/Principal: Headmasters/principal Teachers will be f. Part time teachers (for norms. up to Rs. 30,000/- directly recruited. adequately deployed to Arts, Physical & Health per month  Number of subject teachers ensure that all schools Education & Work The vacancies in the State f. Part time teachers in grade 9-12 to enrolled follow the PTR norms. education): up to Rs. cadre of teachers should not (for Arts, Physical & 46

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7000 per month be more than 10% of the total Health Education & students ratio sanctioned posts. Work education): up  Availability of online In case of a composite Qualified counsellor will be to Rs. 10,000 per teacher recruitment and school, the Head Teacher of provided at the secondary month transfer system the senior most level will be and Sr. Secondary level in a g. Part time in-charge of the whole phased manner, however, the Counsellors @ Rs. school. services of counselor will be 25,000 per month to extended to all schools at be provided in a For UTs without Legislature cluster level. The counselor phased manner at (5), as Central share is would visit all schools in a the secondary/ 100%, the support for cluster, atleast once in every Senior Secondary Teachers’ salaries will be as 15 days. level. per the UT norms. 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. VII. APPOINTMENT OF LANGUAGE TEACHERS  Financial assistance as  Financial assistance as  Assistance would be  Percentage of schools having Honorarium, on 100% Honorarium, shall be given upto Rs. 30, 000 Hindi teachers  Assistance would not Appointment basis, shall be admissible to the North per month not  Number of Hindi teachers exceed the amount of and training of admissible to the North Eastern States and Non- exceeding the amount available salary paid to regular language (Hindi) Eastern States for the FY Hindi speaking states for of salary paid to regular  Number of qualified Hindi language teachers in the 29 teachers in 2019-20. covering students of language teachers in teachers respective States or Rs. North Eastern  Financial assistance as Classes I to XII. the respective States  Number of hindi teachers 30,000/month per and Non Hindi Honorarium would be  Financial assistance as Rs. 150 per student for received in-service training teacher, whichever is less. Speaking States admissible based on the Honorarium would be schools having  Percentage of teachers per

prevailing salary admissible based on the provision of Hindi school undergone at least 50 structure of Hindi prevailing salary structure teacher, for provision of hours of TPD per year 47

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Teachers employed in of Hindi Teachers employed bilingual teaching  Percentage of Hindi teachers the Schools of the State in the Schools of the State learning material and with 90-100% attendance; Govt. Govt. books. with 80-90% attendance and  State Governments shall  State Governments shall  Continuous so on ensure that Minimum ensure that Minimum professional  Percentage of TET qualified qualifications for qualifications for development of teachers appointment of a appointment of a language teachers will be  language teacher shall teacher shall be as per provided as per the be as per norms of Right norms of Right of Children norms of in-service- of Children to Free and to Free and Compulsory teacher training norms. Compulsory Education Education Act, 2009 and Act, 2009 and qualifications as prescribed qualifications as by NCTE. prescribed by NCTE.  Provision for in-service training will be made as per norms of in-service training.  Provision of study material in Hindi  Financial assistance as  Financial assistance as  Assistance would be  Number of Urdu teachers Honorarium, on 100% Honorarium, shall be given upto Rs. 30, 000 available basis, shall be admissible to the States and per month not  Number of qualified urdu admissible to the States UTs for Urdu teachers exceeding the amount teachers and UTs for Urdu appointed by the State of salary paid to regular  Number of urdu teachers  Assistance would not teachers appointed by Governments/UT language teachers in received in-service training exceed the amount of Appointment of the State Administrations. the respective States  Percentage of teachers per salary paid to regular language (Urdu) Governments/UT  Appointment of an Urdu  Rs. 150 per student for school undergone at least 50 language teachers in the 30 Teachers for Administrations for the teacher may be considered schools having hours of TPD per year respective States or teaching Urdu in FY 2019-20. in a school where 15 or provision of Urdu  Percentage of teachers with Rs. 30,000/month per States/UTs  The Government of more students per class opt teacher for bilingual 90-100% attendance; with 80- teacher, whichever is India would provide for it. teaching learning 90% attendance and so on less. financial assistance as  State Governments shall material and books.  Percentage of TET qualified Honorarium for ensure that Minimum  Continuous teachers appointment of Urdu qualifications for professional Teachers where 15 or appointment of a language development of more students in a class teacher shall be as per teachers will be 48

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opt for it. norms of Right of Children provided as per the  State Governments shall to Free and Compulsory norms of in-service- ensure that Minimum Education Act, 2009 and teacher training norms. qualifications for qualifications as prescribed appointment of a by NCTE. language teacher shall  Provision for in-service be as per norms of Right training will be made as per of Children to Free and norms of in-service Compulsory Education training. Act, 2009 and  Provision of study material qualifications as in Urdu. prescribed by NCTE. 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. KGBVs to be extended up For building as per  KGBVs to be extended up to For building as per • Occupancy rate of KGBVs to Class 12th for smooth SSOR/CPWD rates, Class 12th for smooth SSOR/CPWD rates, or enrolment rate vs transition of girls from whichever is lower. transition of girls from whichever is lower. number of seats in KGBV Elementary to Senior Elementary to Senior • Transition and retention Secondary. A recurring grant would be Secondary. (NEP Para 6.9) A recurring grant would rate in KGBVs provided as below to  Priority will be given for up- be provided as below to • • Improvement in Priority will be given for account for all expenses gradation of KGBV where account for all expenses learning outcomes of girls Kasturba Gandhi up-gradation of KGBV including manpower cost: the Girls’ Hostel has been including manpower • Number of KGBVs having 31 Balika Vidyalaya where the Girls’ Hostel (i) for KGBVs for classes established in the same cost: incinerator facility (KGBV) has been established in VI to VIII of uptoRs campus and there is no (i) for KGBVs for • Number of KGBVs with the same campus and 60 lakh per annum secondary/Senior classes VI to VIII of sanitary pad vending there is no (ii) for KGBVs for classes Secondary school in the upto Rs 60 lakh machines secondary/Senior VI to X of uptoRs 80 vicinity. per annum • Frequency of safety and Secondary school in the lakh per annum  Strict safety and security (ii) for KGBVs for security audit of KGBV for vicinity. (iii) for KGBVs for classes guidelines to be prepared classes VI to X of ensuring child safety VI to XII of uptoRs 1 and implemented for girls upto Rs 80 lakh (once/twice/three crore per annum in KGBVs. Safety and per annum times/four times/more 49

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(iv) for existing Stand- security audit to be done as (iii) for KGBVs for than four times a year) alone Girls’ Hostels a part of these guidelines. classes VI to XII of • Number of KGBV where for classes IX to XII of (NEP Para 6.7 to 6.9) upto Rs 1 crore per senior girl students are upto Rs 25 lakh  Incinerator and Sanitary annum involved in safety and pad vending machines in all (iv) for existing Stand- security audit of KGBV KGBVs from funds provided alone Girls’ Hostels • Orientation of teachers and  Preference will be given to for classes IX to XII students on cyber safety SEDGs (NEP Para 6.6) (KGBV Type IV) of and psycho-social aspects upto Rs 40 lakh etc. per annum.  Improvement in enrollment (v) In case of vacant and attendance of girl posts, the students. Recurring Grant will be reduced accordingly. Training for 3 months for Training for 3 months for inculcating self-defence skills inculcating self-defence including life skill for self-  Provision for up to skills including life skill Provision for uptoRs. 3000 protection and self- Rs. 5000 per month for Self Defence for self-protection and per month for 3 months per development to be renamed 3 months per school 32 training for Girls self-development. school for schools having as ‘Rani Laxmibai Atma for schools having girls classes VI to XII. Raksha Prashikshan’. enrolment in classes VI (Admissibility for Govt. to XII. Schools) (Admissibility for Govt. Schools)  Special state specific Financial Support will be projects for enhancing provided under State  Financial Support will Special state specific access, retention and Specific project as per the be provided under projects for enhancing quality such as enrolment allocation of flexi fund State Specific project access, retention and drives, retention and Special Equity under quality to the state subject to the viable 33 quality such as enrolment motivation camps, gender projects subject to viable proposal proposal received drives, retention and sensitisation modules, etc. received from the from the State/UTs. motivation camps, gender  Focus on Socio- State/UTs. sensitisation modules, etc. Economically

Disadvantaged Groups (SEDGs) (NEP Para 6.2) 50

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 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

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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 a) The key thrust of i. Provision of up to Rs. a) The key thrust of  Provision of up to Rs.  Improvement in Transition Programme will be on 3500 per child, per Programme will be on 3500 per child, per year and Retention of CWSN providing inclusive year for children providing inclusive for children with  Identification and education to all with special needs, education to all children special needs, studying categorization of CWSN at children with special studying in with special needs in in government, all levels in accordance with needs in general government, general schools. Funding government aided and PwD Act (21 categories) schools. Funding will government aided will be based on data of local body schools as  Identification of OoSC be based on data of and local body CWSN provided under per specific proposal. CWSN and mainstreaming CWSN provided under schools as per UDISE+. This will include aids OOSC CWSN at all levels SDMIS. specific proposal. b) Programme will also and appliances,  Ratio of enrolled CWSN to b) Programme will also This will include aids support special training, teaching material, etc. special educators support special and appliances, education through open  Provision of special  Percentage of children training, education teaching material, learning system, home educators at given aids and appliances through open learning stipend for CWSN schooling, wherever cluster/school level as  Percentage of children system, home girls @ Rs. 200 per necessary, itinerant Provision for per requirement and received TLMs schooling, wherever month for 10 months. teaching, remedial children with financial norms as per  Percentage CWSN girls 34 necessary, itinerant ii. Provision of special teaching, community based special needs para 30 above. received stipend teaching, remedial educators at rehabilitation (CBR) and (CWSN)  The special educators  Percentage of schools teaching, community cluster/school level as vocational education. should be qualified and having barrier-free access based rehabilitation per requirement and c) States/UTs to also registered with the RCI. (Ramps with railings, CWSN (CBR) and vocational financial norms as per undertake 10 years  Provision of stipend friendly toilets) education. para 20 above. projection on the need of for CWSN girls @ Rs.  Number of States have providing adequate 200 per month for 10 included accessibility in resources in all schools, months, in addition to school curriculum and including infrastructure student component textbooks and other resources for from pre-primary to  Number of qualified special children with disabilities, senior secondary educators and Block through efficient sharing of level. Resource Persons available school resources.  Identification camps at appointed (Para 3.2) block level @ Rs 10000  Number of children d) For providing support to per camp. These camps provided home based the learning of children will be held for early schooling with disabilities, focus will 52

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be on early identification identification of  Improvement in learning and support. States/UTs disabilities and the data Levels of CWSN at all levels will build specific of identified children  Percentage of teachers capacities of teachers at shall be maintained by trained in early Foundational and the States/UTs for all identification support and Preparatory levels. categories of disabilities classroom support of (Chapter 6) defined under the PwD CWSN. e) States/UTs will undertake Act. mapping of requirements  Equipping Resource of students with centres at Block level @ disabilities for Rs 2 lakh per Block participating fully in school resource centre (Once education. in 5 years) with f) States/UTs will strengthen equipment for BRCs with online/offline rehabilitation and facilities of special special training of educators, so that BRCs CWSN. can also act as Resource  Training for special centres for learners with educators and Block severe or multiple resource persons will disabilities. be provided as per in- g) To assist teachers in service teacher training catering to the needs of all norms 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 53

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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 54

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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. For lecture halls, seminar Civil Work:  Major Repair and Minor  As per specified  New DIET/ SCERT made rooms, hostel facilities,  As per State SOR or CPWD Repair (SCERTs/SIEs, standards and State functional repairs and renovations, and Rs 20.00 lakh for DIETs and BITEs) Schedule of Rates a) within 3 years of etc. include “renovation of Equipment (Non-  For New Construction (SSOR) or CPWD sanction buildings, expansion and recurring) and Expansion of existing Rates, whichever is b) 3 to 5 years of sanction modernisation”.  Establishment of TEIs (SCERTs/SIEs, DIETs lower. c) 5 to 10 years of Establishment of Special Special Cells for SCERT and BITEs) as per norms. sanction Cells: Laboratories for (One-time Grant):  Establishment of New  Up to Rs. 50 lakh d) more than 10 years of Science, Mathematics, UptoRs.50.00 lakh per DIETs: The existing norm recurring cost per sanction Social Studies, Educational SCERT/SIE (10 lakhs per of establishing DIETs in annum for setting up  Improvement in vacancy of Technology, Computer & Special Cell) (Non- all districts created up to of an assessment cell teacher educators in Strengthening of Language, English recurring) March, 2017, will be at the state level DIET/SCERT physical education.  Establishment of New modified to include new preferably at SCERT.  Organizational infrastructure in Establishment of New DIET* in the plan period: districts created upto restructuring of 35 TEIs & DIET* in the plan As per State SOR or CPWD 31st March, 2020.  Establishment of SCERT/DIET Establishment of period: The existing Rs 20.00 lakh for  Establishment of New Special Cells for  Establishment of New DIETs norm of establishing Equipment (Non- SCERT. SCERT (One-time assessment cell DIETs in all districts recurring)  For setting up of Grant): Upto Rs. 50.00 created up to March, assessment cell lakh per SCERT/SIE 2011, will be modified to preferably at SCERT. The (10 lakhs per Special include new districts main objective of the Cell) (Non-recurring) created upto 31st March, assessment cell would be 2017. to conduct various achievement surveys, develop test materials & item banks, training of various stakeholders & test administration, data 55

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collection analysis and report generation, etc. *Central support for As per actual (Recurring  Support for Salaries will  Number of teacher salary of Teacher /year). *Central support be provided to SCERTs, As per actual educators having Educators is proposed to for salary of Teacher DIETs, BITEs. This (Recurring /year). Professional qualification in be restricted to 70% of the Educators is proposed to be support would be Central support for salary SCERT, DIETs and BITEs filled up posts and 60% of restricted to 70% of the provided to Academic and of Teacher Educators for  Percentage of teacher the filled up posts for the filled up posts and 60% of Para-academic posts filled 60% of the filled up posts educators undergone at year 2018-19 and 2019- the filled up posts for the up as per Samagra created and filled after least 50 hours of CPD per 20, respectively. year 2018-19 and 2019-20, Shiksha guidelines. In 2012, respectively. year *Salaries of faculty and respectively. case of Para academic  Availability of separate staff of SCERT in respect post, salary will be cadre for teacher educators of additional posts provided only for the (State-wise) sanctioned and filled up following posts: after the introduction of the revised scheme (2012) a. SCERT: 1) Semi by adoption/adaption of Professional; 2) Salaries of the suggested Junior Project Fellow; Teacher organizational structure 3) Accountant; 4) 36 Educators* of SCERT. Laboratory Assistant. (TEIs) *Posts sanctioned and b. DIET: 1) Work filled up after up- Education Teacher; gradation. 2) Librarian; 3) **CTEs and IASEs come Laboratory Assistant under the jurisdiction of and 4) Department of Higher Statistician/Account Education in the States ant. and have not been able to c. BITE: Librarian and contribute effectively Laboratory Assistant towards the objectives of the CSSTE. It is proposed (Salary support will not be to phase-out the salary provided for posts filled support to them after the through deputation of completion of 14th official/faculty from other Finance Commission Departments). period. However, 56

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programmatic support  Continuing existing may continue. 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. Support will be provided for :  Percentage of textbooks  Software development/ digitized by SCERT for maintenance for DIKSHA, classes 1-12 on DIKSHA setting-up of project team,  Percentage textbooks creation, curation and prescribed by SCERT for translation of digital classes 1-12 on DIKSHA in content, capacity building, audio format for visually awareness and impaired Software communication drive etc.  Percentage of Energized development/maintena  Content should be textbooks from among the nce for DIKSHA, setting-  Provision of Rs. 5 lakh uploaded after proper total number of textbooks DIKSHA up of project team, to Rs. 50 lakh per State curation and as per prescribed by SCERT for (National creation, curation and As per State-Specific per annum to be given 37 prescribed taxonomy. classes 1-12 Teacher translation of digital proposal to SCERT based on the  A national repository of  Number of pieces of e- Platform) content, capacity progress of previous high-quality resources on content tagged to the QR building, awareness and year foundational literacy and communication drive codes of the Energized numeracy will be made etc. Textbooks (ETB) available on the Digital  Percentage of textbooks for Infrastructure for which there is e-content on Knowledge Sharing DIKSHA that is grade wise (DIKSHA). (NEP Para 2.6) and subject wise  Online teaching platform  Total number of pieces of e- and tools: Appropriate content by state/UT on existing e-learning DIKSHA platforms such as DIKSHA, 57

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will be extended to provide  Number of languages in teachers with a structured, which e-content is uploaded user-friendly, rich set of by state/UT on DIKSHA assistive tools for  Number of teacher training monitoring progress of modules by state/UT on learners. DIKSHA (NEP para 24.4 (c))  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. To emphasize the Training for In-service  To emphasize the Training for In-service  Teacher-TEI ratio: Ratio of integration of training Teacher integration of training Teacher teachers to number of in- structures in States, the Project will provide structures in States, the service teacher training funds for teachers’ training support as per funds for teachers’ training Project will provide institutions identified at Training for In- training would be the following norms: would be implemented training support as per district/state/national level service Teacher, implemented through through SCERTs who will be the following norms: 38 Head Teachers  ECCE Educators -CRC/BRC SCERTs who will be the For Teachers: the nodal agency in the ratio: Ratio of ECCE and Teacher nodal agency in the State a) Refresher In-service State to conduct in-service  Upto 10 days of educators/pre-primary Educators to conduct in-service training upto 10 days teachers’ training. This may Blended Refresher In- teachers to number of teachers’ training. This for all teachers @ be done in close service blended CRC/BRC identified for may be done in close Rs300-500/- per coordination with CTEs and training for teachers initial professional coordination with CTEs teacher per day. IASEs. (Pre- Primary to Class 58

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and IASEs. b) Residential Induction  SCERTs/DIETs/BRCs/CRCs 12, and including Head preparation training for newly will be strengthened to masters/Principals), at  Percentage of teachers recruited teachers for enable them to take up the least 5 days of which participated in teaching- 30 days up to @ Rs300- initial professional will be in online mode, learning workshops 500/- per day. preparation of ECCE @ up to 500/- per  Percentage of teachers educators in primary teacher per day completed minimum 50 For Head Teachers: schools and their (amount will depend hours CPD in the year a) Refresher residential Continuous Professional upon the amount of  Percentage of Head in-service training of Development (CPD) for the online and offline Teachers/Principals 10 days for all teachers implementation of ECCE. components;). completed minimum 50 each year at BRC level (NEP Para 1.7)  Upto 10 days of hours CPD in the year and above up to @300-  Teachers will be trained, Blended Induction  Number of teachers trained 500 per teacher per encouraged, and supported training for Newly through HEI collaboration day. - with continuous Recruited Teachers.  Number of teachers trained b) Head Master/Principal professional development - (Pre-Primary to Class through CTE and IASE for Leadership Training to impart foundational 12) @ upto 500/- per collaboration through NIEPA/State literacy and numeracy. teacher per day  Use of technology platforms Leadership Academy (NEP Para 2.3) (amount will depend such as SWAYAM/DIKSHA up to @ Rs.4800/- per  In-service training will have upon the amount of for online training of Head Master/Principal inputs on safety, health and online and offline teachers – number of per year. environment at workplace components). programmes in schools to ensure that all  Upto 10 days Blended uploaded/number of teachers are sensitized to Refresher training for teachers completed course For Resource Persons: these requirements. (NEP all Resource Persons,  Percentage of new teachers Refresher training for all para 5.9) Master Trainers, BRC undergone induction Resource Persons, Master  Continuous opportunities and CRC faculty, DIET training Trainers, BRC and CRC for self-improvement will faculties and  Percentage of Head faculty and coordinators for be offered in multiple coordinators Teachers/Principals trained upto10 days up to @ Rs. modes, such as, workshops, designated as RPs, at on School Leadership 300-500/- per person per online teacher development least 5 days of which Programme day. modules, etc. (NEP Para will be in online mode,  Percentage of educational 5.15) @ up to 1000/- per administrators Training of Educational  Each teacher will be person per day. Administrators expected to participate in at  Blended Leadership Residential State Level least 50 hours of CPD Training through Training of upto 5 days for opportunities every year NIEPA/State 59

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Educational administrators driven by their own Leadership Academy @ uptoRs 1000 per person interests. (NEP Para 5.16) for Head per day  School Principals will also Master/Principals upto be expected to participate Rs. 8000/-(for 16 days, in 50 hours or more of CPD at least 8 days of which Training for Teacher modules per year, covering will be in online mode, Educators leadership and @ Rs.500 per person management, with a focus per day) per Head Residential Training upto on preparing and Master/Principal per 10 days Orientation/ implementing pedagogical year. Induction Training of plans based on competency-  Upto 5 days Blended Teacher Educators based education. (NEP Para Training of (SCERTs): 5.16) Educational Rs. 300-500 per participant  Teacher training may be Administrators: per day upto 10 days done in close coordination Residential State Level with CTEs and IASEs, as Training for these institutions are Educational Training of DIET Faculty mandated to prepare administrators, at least as Master Trainers’ secondary and higher 3 days of which will be (SCERTs) secondary teachers through through online mode, Up to @ Rs.4800/- per DIET in-service programs. @ uptoRs 1000 per faculty per year.  CTEs and IASEs to also person per day (Recurring /year). leverage support from Pandit Madan Mohan Training for Teacher Malviya National Mission on Educators Teachers and Teaching  Upto 10 days Blended (PMMMNMTT), specifically Training program for faculty development. Teacher Educators  The use of technology (SCERT, DIETs, CTEs, platforms such as IASEs) as Resource SWAYAM/DIKSHA for Persons, at least 5 online training of teachers days of which will be will be encouraged, so that in online mode, @ up standardized training to 1000/- per person programmes can be per day administered to large  Upto 10 days of 60

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numbers of teachers within Blended Induction a short span of time (NEP Training of Teacher Para 15.10) Educators, @ up to  While promoting digital 500/- per person per learning and education, day the importance of face-  In Blended mode of to-face in-person training, it is learning is fully desirable that the online to offline ratio recognized. Accordingly, be at least 50:50. different effective models Efforts should be of blended learning will made to make all be identified for trainings 100% appropriate replication online. for different subjects. (Para 24.4(i))  Funds for programme and  Upto Rs. 40.00 lakh per  Percentage of teacher activities and specific SCERT & DIET for educators undergone project for research Program & Activities capacity building &  SCERT will develop an such as capacity professional development overall strategic plan, and building, professional  Creation of Online content  Upto Rs. 40.00 lakh per an institution wise action development by the teacher educators DIET for Program plan for the reinvigoration programmes, exchange  Development of Digital Program & activities (Recurring of CRCs, BRCs, and DIETs. programmes, material learning materials by Activities and Funds for programme /year) (NEP Para 8.5) development, SCERTs/DIETs/BITEs Capacity and activities and 39  Upto Rs. 10.00 lakh per  Areas specific to the framework/guidelines  Use of Digital Open Building specific project for DIET for Specific capacities required by development, etc. Educational Resources by (SCERTs and research projects for Research teachers to implement the (Recurring/year) SCERTs/DIETs/BITEs DIETs) activities (Recurring NEP 2020 will be identified  Upto Rs. 10.00 lakh per  Number of collaboration /year) by SCERT in a SCERT & DIET for with professional comprehensive in-service Specific projects for institutions by annual teacher training plan Research activities SCERTs/DIETs/BITEs prepared by SCERTs (NEP (Recurring /year)  Number of Research and Para 15.10 & 15.11) development activities  SCERTs to undertake conducted

61

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development of State  Number of impact Curriculum Framework by assessment studies adoption/adaptation of the conducted by SCERTs to National Curriculum assess the classroom Framework. SCERT will also transaction, etc. undertake development of  School Quality Assurance Teacher Support Material Framework – percentage of across classes and subject schools that have done areas along with Syllabi, online self-disclosure 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 62

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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. The component will  Improvement in in-service cover all SCERT, DIET &  Non-recurring cost of Rs. training of teacher by using BITE. Flexibility to 6.40 lakh (For Hardware smart & virtual classrooms procure hardware such Support) per SCERT, and DTH channels etc. as tablets / laptops / DIET and BITE  Use of ICT in training Technology notebooks / integrated  Recurring cost of upto 40 No Change No Change programmes/courses Support to TEIs teaching learning Rs. 2.40 lakh per annum  Use of ICT by the teachers devices and open source for a period of 5 years in classroom process operating system as well per SCERT, DIET and as Hardware, Software, BITE training and resource support. This would 63

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include support for smart classrooms, virtual classrooms, digital boards and DTH channels Annual grant of  SCERT: Upto Rs. 35.00  Annual grant of  Development & SCERT,DIET and BITE lakh per SCERT/SIE SCERT,DIET and BITE per maintenance of website per year to meet day-to- (Recurring /year) year to meet day-to-day day expenses, hiring of  DIET: Upto Rs. 20.00 expenses, hiring of No Change Resource lakh per DIET Resource persons/Experts persons/Experts for (Recurring /year) for Teacher Training, Annual Grant for 41 Teacher Training, purchase of library TEIs  BITE: Upto Rs 5.00 purchase of library lakh BITE (Recurring books/periodicals, books/periodicals, small /year) development and office/library maintenance of website, equipment’s, stationary, small office/library office expenses, etc. equipment’s, stationary, office expenses, etc. a) BRCs/URCs and CRCs Project will provide  BRC/CRC have a significant Project will provide  Development of Guidelines are the most critical support for BRC/URC and role in ensuring the support for BRC/URC and for CRC/BRC functioning by units for providing CRC as per the following implementation of the CRC as per the following state/UT training and on-site norms: National Education Policy, norms:  Development of App-based support to schools 2020 For BRC/URC: reporting format/rubrics and teachers. Given For BRC/URC:  BRCs/URCs and CRCs are  There would ordinarily for reporting by CRC/BRC the significance of a) There would ordinarily the most critical units for be one BRC in each  Improved selection criteria these structures, the be one BRC in each ensuring and evaluating the Community for Resource Persons/ Academic programme will Community quality of education at Development (CD) Coordinators in BRCs & 42 support through strengthen the faculty Development (CD) school level on a constant Block. In states, where CRCs. BRC/URC/ CRC and infrastructure Block. In states, where basis and provide timely the sub-district  Percentage of BRCs and support to BRC/URC the sub-district remedial interventions. educational CRCs who have undergone and CRCs. educational  SCERT will develop an administrative capacity building b) States must focus on administrative overall strategic plan, and structure like programme for providing improved selection structure like an institution wise action educational blocks or academic resource support criteria for the educational blocks or plan for the reinvigoration circles have  Percentage of Schools coordinators and circles have of CRCs, BRCs, and DIETs jurisdictions which are visited 5 to 6 times in a year faculty of BRC/URC jurisdictions which are within three years (NEP not co-terminus with by CRC/BRC for monitoring 64

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and CRCs. The not co-terminus with Para 8.5) the CD Blocks, the and onsite support to selection criteria the CD Blocks, the State  BRCs/URCs and CRCs are State may opt for a schools should take into may opt for a BRC in the main units providing BRC in each such sub-  Percentage of Schools never consideration their each such sub-district training and on-site support district educational visited during the academic experience, educational to schools and teachers. administrative units. year by CRC/BRC for qualifications and administrative units.  Given the significance of However, in such a monitoring and onsite aptitude for training However, in such a case these structures, the case the overall support to schools and research, and the overall recurring programme will strengthen recurring and non-  Percentage of CRC/BRC should follow an and non-recurring the faculty and recurring expenditure submitting online (App- objective assessment expenditure on BRCs in infrastructure support to on BRCs in a CD Block, based) reports after the of the same. BRC/URC a CD Block, should not BRC/URC and CRCs. should not exceed the school visit by the BRC and Coordinator and exceed the overall  States/UTs will prepare overall expenditure CRC faculty should be expenditure that would detailed Guidelines for the that would have been  Percentage of teachers professionally have been incurred had roles, responsibilities, incurred had only one teaching above 25 hours a qualified, and have at only one BRC per CD selection criteria, BRC per CD Block been week according to CRC/BRC least five years Block been opened. functioning and reporting opened. reports teaching experience by CRC/BRC based on the  The BRC will function  Percentage of teachers c) States must provide b) The following resource requirements of the under the overall teaching less than10 hours a for constant skill support may be National Education Policy, supervision of Block week according to CRC/BRC enhancement of provided for BRC/URC: 2020. These Guidelines will education officer. reports BRC/URC and CRC also lay down a rubrics of  The following resource  Number of training coordinators and (i) Six Resource persons Key performance Indicators support may be programmes jointly faculty for subject specific for assessing the provided for BRC/URC: organized between DIETs d) Functional linkage teaching performance of i. Six Resource and BRCs/CRCs between BRC/URCs (ii) Two Resource Persons BRC/URC/CRC, which will persons for subject and CRCs with DIETs for Inclusive include the following among specific teaching, and district level Education for children others: out of which the resource groups with special needs. i. regular academic senior most will be should be (iii) One MIS Coordinator inspection visits to school, designated as strengthened. and one Data Entry ii. providing training and Incharge of BRC. e) BRCs and CRCs will Operator on-site support to schools ii. Two Resource support the entire (iv) One Accountant-cum- and teachers, Persons for Inclusive schooling system i.e., support staff per 50 iii. monitoring the number of Education for classes 1-12 schools to be hours of teaching by children with f) In urban areas, appointed on contract teachers in a week special needs. academic resource basis. These iv. ensuring introduction iii. One MIS 65

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centres would be set accountants will be and sustenance of Coordinator and up on the lines of BRC mobile and provide innovative pedagogies in one Data Entry to cover 10-15 CRCs. support to schools and schools (art- Operator If the municipality or block to help them integrated/sport- iv. One Accountant- town development maintain their record integrated/activity- cum-support staff authority has properly. based/experiential/story- per 50 schools. academic staff, they (v) Additional grant of up telling-based/ICT- These accountants may be deployed in to Rs 5 lakh per integrated learning, etc.), will be mobile and the URCs. annum for expanding v. ensuring effective use of provide support to g) On an average, one the support to all TLM provided to schools and block to CRC Coordinator may secondary level. This schools help them maintain be placed in charge of may include vi. facilitating and guiding their record upto 18 schools in a deployment of preparation of no cost or properly. block. additional Resource low cost teaching v. Additional grant of Persons, and recurring aids/tools by school up to Rs 5 lakh per expenditure for teachers annum for strengthening the vii. ensuring continuous and expanding the BRC/URC effective integration of support to c) BRC/URC may be ICT through efficient use secondary level. This located in school of ICT equipment and ICT may include campuses as far as based educational deployment of possible. Construction resources additional Resource will be as per the State viii. monitoring the progress Persons, and Schedule of Rates of Foundational Literacy recurring (SSoR)/CPWD rates, and Numeracy expenditure for whichever is lower. ix. ensuring learning strengthening the d) Provision for enhancement BRC/URC BRCs/URCs up to Rs 5 activities/learning  BRC/URC may be lakh for furniture, enrichment activities in located in school computer, TLE/TLM, school, campuses as far as recurring expenditure, x. ensuring individualized possible. Construction meetings, support for CWSN and will be as per the State contingencies etc. slow learners, Schedule of Rates e) CRC construction cost xi. ensuring 50 hours of CPD (SSoR)/CPWD rates, will be as per schedule for all teachers and head whichever is lower. of Rates notified by the teachers,  Provision for 66

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State for additional xii. ensuring all directions, BRCs/URCs up to Rs 3 classroom. The CRC circulars, information, lakh for furniture, may be used as an etc. percolates down to computer once in 5 additional classroom in the last teacher in the last years schools on days when school,  Provision for CRC meetings are not xiii. ensuring constructive BRCs/URCs up to Rs. 2 held. parental/volunteer lakh for TLE/TLM, f) One CRC Coordinator engagement by schools, recurring expenditure, may be placed in xiv. ensuring schools are meetings, charge of upto 18 undertaking safety audit contingencies etc. per schools in a block. xv. ensuring timely and annum. g) Provisions for CRCs up correct reporting on KPIs  CRC construction cost to Rs 2 lakh for by schools, will be as per schedule furniture, computer, xvi. ensuring timely and of Rates notified by the TLE/TLM, recurring correct reporting by State for additional expenditure, meetings, BRC/CRC to district/state classroom. The CRC contingencies etc. level, may be used as an  The reporting by CRC/BRC additional classroom in must be App based, hence schools on days when states/UTs may prepare CRC meetings are not Apps based on CRC.BRC held. guidelines in the local  One CRC Coordinator language. may be placed in  States must focus on charge of upto 18 improved selection criteria schools in a block. for the coordinators and  Provisions for CRCs up faculty of BRC/URC and to Rs 1 lakh for CRCs. The selection criteria furniture, computer should take into once in 5 years. consideration their  Provisions for CRCs up experience, qualifications to Rs 1 lakh for and aptitude for training TLE/TLM, recurring and research, and should expenditure, meetings, follow an objective contingencies etc. per assessment of the same. annum. BRC/URC Coordinator and  The central financial 67

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faculty should be assistance for salary professionally qualified, and purpose of the BRC have at least five years and CRC will be given teaching experience on the basis of salary  States must provide for support given by the constant skill enhancement PAB in 2020-21. 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. 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 68

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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.  Vocational Education to Non Recurring  Vocational Education to be Non-Recurring for Access, Enrolment and be introduced as an  Construction of introduced as an integral Tools/ Equipment Retention integral part of general Workshop/laboratory part of general education at  Up to Rs. 5.0 lakh per  Ratio of number of schools education at cum Class room @ State Secondary and Senior school per job role for offering vocational courses Secondary and Senior Schedule of Rate (SSOR) Secondary level. The Tools & Equipment in secondary and senior Secondary level as per as per requirement of vocational subjects are to including Furniture, secondary classes to the guidelines of vocational States/UTs be introduced as an Computers, etc with total number of schools education scheme. The  Upto Rs. 5.0 lakh per additional/mandatory maximum 04 sections having secondary/senior vocational subjects are school per job role for subject at the secondary per job role [02 secondary classes. to be introduced as an Tools & Equipment level and as compulsory sections each in  Ratio of number of students additional subject at the including Furniture, (elective) at the Senior (Class9/Class 10 and enrolled in the vocational secondary level and as Computers, etc. Secondary level. Class 11/Class 12)]. courses to the total number compulsory (elective) at  Under the program, there is  Additional funds up to of students in secondary the Senior Secondary Recurring a provision for arranging Rs. 2.5 lakh for /senior secondary classes Introduction of level. Non- hands on training for additional sections per  Number of Vocational Compo Vocational  Under the program, Comp students in industrial set up job role may be Courses offered in schools. site osite Education at there is a provision for school and guest lectures from provided based on  Number of girls and 43 schoo Secondary and arranging hands on s industry/ITIs/local enrolment. children with special needs Components ls ((Class Senior training for students in (Class artisans. On-job training enrolled in vocational es IX – Secondary industrial set up and es IX may be provided during Recurring X) / courses. – XII) guest lectures from (XI - vacations for at least 80  Existing Recurring  Retention and Dropout rate industry. On-job training XII)) hours in a job role. norms have been of students from vocational may be provided during Financial  One/Two job roles may be provisioned for 40 courses. vacations for at least 80 support for covered in the span of 4 students per job role One vocational Vocational Training hours in a job role. teacher/traine years based on content and (80 students per class Equipment 12.00 6.00  One/Two job roles may r per job role notional hours. First job for 2 job roles). As per  Ratio of number of schools be covered in the span of (@ Rs. 20,000 role may be completed in the NEP, all students having fully equipped 4 years based on content - 25,000/- per classes 9-10 and the other need to undergo month) Vocational Lab for each and notional hours. First Provision for in classes 11-12. Further, vocational education. course to the total number job role may be financial some job roles which Therefore, the of schools offering support for completed in classes 9- 2.50 1.25 require longer duration of provisions have to be vocational courses. 10 and the other in engaging training will be completed made for all students. resource Training classes 11-12. Further, persons in 4 years. It is proposed that  Ratio between practical some job roles which  One-time non-recurring recurring norms may 69

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require longer duration including Skill grant for purchase of tools be based on the training/ theory (number of of training will be Knowledge and equipment may be enrolment in classes 9- hours in practical : number Providers, completed in 4 years. Coordinators, approved at the time of 12. of hours in theory)  One-time non-recurring guest faculty introduction of new job  Number of field visits grant for purchase of including roles. The recurring head of conducted in an academic tools and equipment skilled, semi-  External assessment with Vocational Education is year. skilled rural may be approved at the artisans and the involvement of SSC may as per existing norms.  Ratio of number of Hours of time of introduction of crafts persons be taken up only at the end Training in Industry to total new job roles. and of classes 10 and 12. The  Cost of Assessment hours of Training  administrative States/UTs need to follow and Certification @ Rs. External assessment cost for VTPs, Vocational Trainer/ with the involvement of cost for the assessment timeline. In 600/- per student for Teacher SSC may be taken up assessment classes 9 and 11, the Class X and XII.  Student to Vocational only at the end of classes and selection practical assessment may  For schools serving Trainer/Teacher Ratio of VTs uptoRs. be done at the State/UT by 10 and 12. The 1000 per VT other schools in the  Number of Vocational States/UTs need to etc. interchanging the vicinity under the Hub Trainers provided follow the assessment Raw Materials, teachers/trainers amongst and Spoke Model, an Induction/ In service timeline. In classes 9 and maintenance different schools for the additional amount of Training of vocational 11, the practical of tools and purpose of assessment. The Rs.5.00 lakh per spoke equipment education in schools assessment may be done purchase of 4.50 2.25 assessment and school will be Student Performance at the State/UT by books, certification cost of Rs. 600 provided to the Hub  Ratio of number of students interchanging the software, e- per student may be schools where the lab passing with one vocational teachers/trainers learning approved for students per has been established, material etc. subject to number of amongst different Cost of class per job role in classes to meet the additional students appearing in Class schools for the purpose providing 10 and 12. costs of incentive to 10 and 12 of assessment. The hands on skill  In case of additional trainers/additional Teaching Learning Material assessment and training/on 2.40 1.20 enrollment in vocational, 2 trainers/raw material, the job  Number of vocational certification cost of Rs. training to job rolls or more than one on the job training etc. courses for which student 600 per student may be students section of the job roll can be  Construction of text books have been made approved for 40 Cost of provided. Workshop/laboratory available to the students. students per class per Assessment  The scheme will cover cum Class room @ and  Number of vocational 0.96 0.48 job role in classes 10 and Certification @ Government and State Schedule of Rate courses for which teacher 12. Rs. 600/- for Government aided schools. (SSOR) as per Handbooks have been made  The scheme will cover Class X and XII  Ministry of Skill requirement of available to vocational Office Government schools. Development has notified States/UTs for schools Expenses/ teachers. 2.00 2.00 Government aided Contingencies certain common norms serving as hub for  Number of vocational

schools, in those (including for all skill development vocational education. courses for which e 70

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States/UTs where Govt. expenditure schemes. However, these  Wherever available, content is available. Schools have already on awareness norms will not be ITI may be used as  Use of ICT in teaching & publicity, been covered under the guidance and applicable to Hubs. learning Scheme, may also be counselling, vocationalisation  For transportation of Vertical Mobility considered for financial transport, field component which seeks students from spoke  Ratio of Number of Students Assistance as per the visits, to integrate vocational schools to Hub School, who opt for Higher norms of the scheme. education with general Rs. 3000 per student Secondary Education in  Ministry of Skill  Induction Training of 10 curriculum in schools, per annum may be vocational field, Development has days and In-service funding and placement provided to spoke ITIs/Polytechnic/B. Voc to notified certain training of 05 days for related norms are not schools. number of students who common norms for all Teachers/Skill Trainers applicable to school  Induction Training of have passed out class 10/12 skill development including re-training of education, as objective is 10 days and In-service with one vocational subject. schemes. However, existing vocational to enhance employability training of 05 days for Placement in Industry/ these norms will not be trainers in relevant job and reduce drop-outs and Teachers/Skill Apprenticeship applicable to roles @ Rs. 300-500 per not only employment. Trainers including re-  Ratio of Number of students vocationalisation day per trainee  Provision of Training training of existing placed in the industry to the component which modules, preferably in the vocational trainers in number of students willing seeks to integrate online mode/blended mode relevant job roles @ and eligible for placement vocational education for courses in Rs.300-500 per day  Ratio of Number of students with general entrepreneurship, soft skills per trainee. placed as apprentice in the curriculum in schools, such as communication industry to the number of funding and placement skills, etc. as a part of students willing and eligible related norms are not vocational education. for apprenticeship applicable to school States/UTs will also set up  Ratio of Number of students education, as objective Skill labs in a hub and spoke who are self-employed to is to enhance model in school the number of students who employability and clusters/complexes.(NEP completed the vocational reduce drop-outs and Para 16.1 to 16.8) courses. not only employment.  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 71

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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 The component will cover The component will cover  Recurring grant may  Percentage of schools classes VI to XII. Flexibility classes VI to XII. be given for the 6th having access to ICT to procure hardware such  The non- year to smoothen facilities in schools as tablets / laptops / recurring/recurring grant transition, subject to • Percentage of schools with notebooks/ integrated under ‘ICT and Digital state giving a plan and Digital Boards, smart teaching learning devices Initiatives’ for schools will commitment of funds classrooms, virtual and open source operating be available to the States for taking over the classrooms and DTH For schools having classes 6 system as well as and UTs for following two project and continuing channels to 12, a non-recurring grant Hardware, Software, options: the facility in the • Ratio of total enrolled of up to Rs. 6.40 lakh per training and resource school. students to number of smart school and recurring grant ICT and Digital support. This would (i) Option I: Under this  Option I (Existing classrooms in school having 44 of upto Rs. 2.40 lakh per Initiatives include support for digital option schools which Provision): for digital/smart school per annum for a boards, smart classrooms, have not availed the ICT schools having classes boards/virtual period of 5 years. virtual classrooms and facility earlier can either 6 to 12, a non- classrooms/smart TV

DTH channels on pro-rata opt for ICT or smart recurring grant of up • Ratio of total enrolled

basis for number of classrooms as per their to Rs. 6.40 lakh per students to number of schools approved. requirement and need. In school and recurring desktops in ICT labs case of more than 700 grant of upto Rs. 2.40 • Ratio of total enrolled Priority will be given to enrollments, an lakh per school per students to number of projects which have an additional ICT lab can annum for a period of tablets in school element of community also be considered. 5 years. • Use of digital participation. Flexibility to procure  Option II, the non- content/resources in 72

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(Admissibility for Govt. hardware such as recurring grant for classroom transaction Schools) tablets/ Smart Class rooms through DIKSHA, laptops/notebooks/ (Maximum 2 smart ePathshala, SWAYAM integrated teaching classrooms per school) PRABHA, etc. at least once a learning devices and is of Rs. 2.40 lakh and week per class/once a open source operating the recurring grant is fortnight per class/once a system as well as Rs. 0.38 lakh month per class/never Hardware, Software, (including E Content  Percentage of students who training and resource and Digital Resources, use support. This would Charges for Electricity. computers/desktops/tablet include support for The state may also use s in school at least once a digital boards, smart Solar Power-Hybrid week/once a fortnight/once classrooms, virtual solar instead, to a month/never classrooms and DTH ensure Sustainability channels on pro-rata and Internet basis for number of connectivity (Tele schools approved. communications/ (ii) Option II: Under this satellite option schools which communication/ OFC) 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 73

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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.

(Admissibility for Govt. and Govt. Aided Schools) XIII. MONITORING OF THE SCHEME  Assistance up to Rs. 2  Improvement in the per student as per the adequacy of UDISE+ data total enrolment • Improvement in the MIS in  Support to States for reflected in UDISE+ the States/UTs various MIS of the  For child tracking of • Percentage of qualified and Department like UDISE+, students’ upto Rs. 3 per trained MIS Personnel Shagun and child tracking student may be • Upload of Videos, Case Support to States for Assistance up to Rs. 2 per Monitoring etc. provided, once the Studies, Testimonials & various MIS of the student as per the total 45 Information  In order to achieve State/Centre has Images on SHAGUN Department like UDISE, enrolment reflected in Systems (MIS) universal participation in developed and Repository ShaalaKosh, Shagun etc. SDMIS school by carefully tracking implemented a  Percentage of children students, as well as their comprehensive and tracked with learning levels learning levels. (NEP para robust system for the identified by the State/UT 3.2) same.

(Admissibility for Govt. and Govt. Aided Schools) XIV. NATIONAL COMPONENT Support to (i) Support to National  Support to National central Institutions like Up to 1% of the Budget Institutions like NIEPA, 46 No Change institutions like NIEPA, NCERT, Outlay NCERT, PSSCIVE, NCPCR, NIEPA, NCERT, PSSCIVE, NCPCR, NIC NIC etc. for National level 74

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NCPCR/PARAKH etc. for National level programmes related to / TSG/ NIC/ PMU programmes related quality of education, for FLN et to quality of assessments, data education, management, and digital assessments, data education, Swacch management, and Vidyalaya Puraskar etc. digital education,  Project based Support for Swacch Vidyalaya activities of National Puraskar etc. Assessment Centre (ii) Technical Support PARAKH for School Group for Education monitoring of the  Technical Support Group Scheme 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. Establishment of May be deleted as all Teacher Education National As per CPWD rates for non- Programmes will gradually be moved into Institute of Recurring and non- 47 recurring and as per actual multidisciplinary colleges and universities. (NEP Teacher recurring support to NITE requirement for recurring. Para 5.22) Education

(NITE) XV. Management, Monitoring, Media, Evaluation & Research (MMMER)

75

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 Support States in  Percentage of funds used for Management, Monitoring, Project Management Media, Evaluation & activities Research activities. The • Percentage of funds used for research activities should Monitoring & Supervision also include impact activities The Management costs analysis of interventions • Percentage of funds used for shall not exceed 3.5-5% of related to Gender, equity Media related activities the State Outlay. In the and inclusive education. • Percentage of funds used for districts of NE States and Support States in  Support for Social Audit Research & Evaluation Union Territories without No change in financial 48 MMMER implementing the covering 20% of schools activities Legislature, where district norms Project per year so that all plan size is very small, the schools are covered in a management cost could period of Five years. be budgeted uptoRs 40 These audits will help in Lakh per district. monitoring the implementation of the scheme and ensuring transparency, accountability at all levels. *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.

76

Annexure III

Samagra Shiksha Estimates (Tentative) and Proposed Releases 2021-22

(Rs. in lakhs) Sl. Name of Proposed Release 2021-22 (Central Share) State Share - 2021-22 Tentative Total Estimates No. State EE TE SE Total EE TE SE Total EE TE SE Total Other States-(60:40) Andhra 1 97941.91 702.54 36209.09 134853.54 65294.61 468.36 24139.39 89902.36 163236.52 1170.90 60348.48 224755.90 Pradesh 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 Madhya 10 235582.89 2450.40 56597.63 294630.92 157055.26 1633.60 37731.75 196420.61 392638.15 4084.00 94329.38 491051.53 Pradesh 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- 2457829.87 46821.33 454297.52 2958948.73 1593532.40 29454.13 276300.54 1899287.07 4051362.27 76275.47 730598.06 4858235.80 NER 77

Sl. Name of Proposed Release 2021-22 (Central Share) State Share - 2021-22 Tentative Total Estimates No. State EE TE SE Total EE TE SE Total EE TE SE Total NE (90:10) Arunachal 22 33970.36 1973.38 8272.12 44215.86 3774.48 219.26 919.12 4912.87 37744.84 2192.64 9191.24 49128.73 Pradesh 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%) Andaman & 32 3705.76 68.70 1771.13 5545.59 0.00 0.00 0.00 0.00 3705.76 68.70 1771.13 5545.59 Nicobar 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 Dadar & Nagar Haveli 34 5523.66 125.96 1068.18 6717.80 0.00 0.00 0.00 0.00 5523.66 125.96 1068.18 6717.80 and Daman & Diu 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

78

Annexure-IV

TEMPLATE FOR PREPARING ANNUAL CALENDER OF ACTIVITIES FOR VARIOUS INTERVENTIONS

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar quantity 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 Teaching Learning Materials & School Readiness (Students of Class 2.1 I to V of Govt. School) 2.2 Teacher Resource Material/Activity Handbook (teachers) Independent, periodic and holistic assessment of Students 2.3 (Districts) Capacity building of Teachers, Head Teachers and teacher 2.4 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 79

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar 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 80

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar quantity Reimbursement towards expenditure incurred for 25% of 4.3 admissions under Section 12 (1) (c), RTE Act. (i) Special Training for age appropriate admission of out-of-school 4.4 children (OoSC) at Elementary Level (ii) OoSC at 16 to 19 years of age through the Open school system 4.5 (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 Appointment and training of language (Hindi) teachers in North 7.1 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) Appointment of language (Urdu) Teachers for teaching Urdu in 7.4 States/UTs 7.5 Inservice Training for Hindi and Urdu teachers

81

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar 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 82

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar quantity For New Construction and Expansion of existing TEIs iii) (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

Salaries of Teacher Educators (TEIs) (60% of posts created and

2) 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)

Program & Activities and Capacity Building (SCERTs and

4) 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

83

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar 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

Traning for in-servide Teachers, Head Teachers and teacher 8 Educators (Blended approach) (i) Upper Primary Level (Govt) (ii) Secondary Level (Govt+Aided) (iii) Higher Secondary level (Govt+Aided)

11 VOCATIONAL EDUCATION Introduction of Vocational Education at Secondary and higher 8.1 Secondary (a) Non - Recurring

84

Responsibility Timeframe for Implementation (Implementing Total Component/Activity Agency) Total Physical Physical quantity April May Jun July Aug Sep Oct Nov Dec Jan Feb Mar 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’

Management, Monitoring, Media, Evaluation & Research 14 (MMMER)

85