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Government of India Notification

Order of Sub Mission of Sarva Shiksha Abhiyan

                                            No.2-46/2005-EE-3
                                           Government of India
                                              (Bharat Sarkar)
                           Ministry of Human Resource Development
                               (Manav Sansadhan Vikas Mantralaya)
                       Department of Elementary Education & Literacy
                         [Prarambhik Shiksha Evam Saksharta Vibhag)
  
                                                      ………

                                                                         New Delhi December30,2005

                                                    ORDER

 
Subject:
-    Setting up of Sub-Mission for Sarva Shiksha Abhiyan
 
          The  Executive  Committee  of  the  National Mission for Sarva Shiksha Abhiyan  (SSA)  held  on  23rd March  2005   approved   the  constitution of  six Sub-Missions   for  SSA  at  the   National  Level.  The terms of reference and membership of the Sub-Missions are constituted as follows  : -  

(A)               SUB-MISSION ON “DEFINING LEARNING OUTCOMES AND ASSESSMENT/ MONITORING OF STUDENTS’
                            ACHIEVEMENT LEVELS”.

                                   -----------------------------


TERMS OF REFERENCE (TOR)

         Scope of Work

The Sarva Shiksha Abhiyan Framework provides for decentralized evaluation systems.  It also provides for Baseline achievement tests to be undertaken by NCERT to ascertain levels of achievement which will provide the basis for the National and State Missions to monitor progress against the baselines.

 i)           Learning Outcomes  

·         Make suggestions to define learning outcomes in the context of SSA goals.

(ii)          Assessment of Pupil Achievement  

·            Review existing systems of assessment of pupil achievement at the elementary stage, in States/UTs.

·          Review and disseminate the findings of the Nation-wide pupil assessment surveys undertaken by NCERT from time to time, and provide resource support to States to address the emerging issues.

·          Examine the reports on quality monitoring under SSA, collected from States/UTs by NCERT, with special focus on learning outcomes and assist States/UTs in addressing the emerging issues.

·          Suggest strategies for sharing childrens achievement level with parents and the local community.

(iii)         Capacity Building and Resource Support  

·          Help design special strategies for Capacity Building in States/UTs (specially those without DPEP experience) for quality improvement with special focus on monitoring of learning outcomes and enhancement of children’s learning achievement.

·          Assess the progress of initiatives undertaken by different States in the area of learning improvement programmes, the States’ monitoring of students’ learning outcomes and plan for their further improvement, sustenance and expansion.  

(iv)                   Documentation

             ·         Document and share good practices of States/UTs in pupil
                   assessment systems.

·         Prepare half yearly reports on activities of the Task Force for placing before the Executive Committee of National Mission of SSA.

II.      Scope of work for 2005-06  

i)                   To review the commitments to outcomes made by the States/UTs in the Project Approval Board of Government of India . (As recorded in the Minutes of the PAB meeting).  To review State/UT wise expenditures and utilisation against items covered in this ToR.

ii)                 Suggestions to define learning outcomes for SSA goals.

iii)              Review and respond to the nation-wide baseline pupil assessment surveys conducted by NCERT for Classes III,V & VII.

iv)                Organise capacity building programmes for States/UTs on pupil assessment systems.

v)                  Disseminate good practices.

III.     Membership of Task Force  

1)          Prof. Jacob Tharu, Former Professor CIEFL.

2)          Dr. Chandra Kant Bhogayata, Retired Professor of Education,   
   Bhavnagar University , Gujarat .

3)          Dr. Jagannath Rao, Director , SCERT,Karnataka.

4)          Shri Vijay L. Deoskar, Amaravati.

5)          Shri Sridhar Rajagopalan, Director, Educational Initiatives 
      Private Ltd., Ahmedabad

6)          Prof. K. K. Vashistha,Head of the Department, DEE, NCERT.

7)          Prof. Avtar Singh, DEME, NCERT.

8)          SPD, SSA, Uttaranchal.

9)          SPD, SSA, Tamil Nadu.

10)      SPD, SSA, Goa .

11)      SPD, SSA, Jharkhand.

12)      Director SCERT, Maharashtra .

13)      Ms. Richa Sharma, Deputy Secretary (EE) – Member Secretary.


B)          SUB-MISSION ON “INFRASTRUCTURE PROVISIONING”  

TERMS OF REFEERENE (TORs)

I        Scope of Work

 
The sub-mission will:

I         Review the performance of states on providing basic minimum conditions including physical infrastructure and teachers.

II        Suggest and facilitate capacity building exercises that may be state specific or in the nature of cross-state sharing workshops to promote best practices.

III       Prepare a half yearly report that would be discussed in the Executive Committee of the National Mission for SSA.

Provisioning for Physical Infrastructure (civil works)

  • The participation of the community in all civil works activities will be mandatory in order to ensure a sense of ownership and a departure from contractor driven approaches.  Engagement of contractors will not be allowed under the Sarva Shiksha Abhiyan. Village Education Committee / School Management Committee /Gram Panchayat Committee on Education will carry out civil works activities through a transparent system of account keeping.
  • A large number of buildings designs for schools have been developed in the DPEP districts.  These designs, apart from being attractive, are child centered, functional and in tune with the new pedagogical concepts.  Similar designs would also be adapted in SSA to promote child centered learning.  The states may make use of designs already developed under DPEP/LOK Jumbish project in their specific local contexts.
  • Efforts will be made to improve the school environment by addition of inexpensive internal and external elements.  Incorporation of such child-friendly elements will be mandatory in all new construction works.
  • SSA will encourage use of local construction materials and cost effective technologies.  This would require extensive capacity building, including training of engineers and masons in these technologies.  Apart from the Technical Resource Group, assistance of Resource institutions like HUDCO may also be sought for this purpose.
  • Civil works under SSA should start with a proper assessment of the infrastructure requirement for each district.  There need to be a school-wise compilation of physical and monetary requirements.  The attempt should be to find out the minimum money required to provide adequate infrastructure to each school including classrooms, repairs, toilets, drinking water, boundary wall, etc.  Once the total requirement for the district is obtained, it needs to be found out how much of this requirement can be funded through the on-going schemes and, therefore, what is the gap that is required to be funded through SSA.
  • The allocation for civil works will not exceed 33% of the approved perspective plan.  This ceiling of 33% would apply on the entire project cost based on the perspective plan prepared for the period till 2010.However, in the finalisation of a particular year’s plan, provision of civil works can be made at a higher level(up to 40%) depending on the priority assigned to various components of the programme.
  • Each state must formulate a strategy for repair.  An annual support to the school for repair and maintenance is envisaged under the SSA.  This would vary between Rs 4000 and Rs7500 per year, depending upon the number of classrooms-the money will be credited to the VEC.  This expenditure will not be included for calculation of the 33% ceiling on civil works.  However, community involvement is a must if the school infrastructure is to be well maintained.  The principle of social audit would be accepted for minor repairs.  The SMC/VEC can certify the maintenance and repair work undertaken in a school.
  • For repair and maintenance as well as new construction, technical provisions will be followed. The technical provisions however, have to be totally demystified and the communities’ right to know the cost parameters has to be fully respected. The community members should also be provided with training, manuals and adequate technical support during the course of construction.
  • SSA should try to mobilize resources available under other Central/ State govt. schemes for provisioning of school infrastructure. Convergence should be sought under the Central Schemes of Swajaldhara and Total Sanitation Campaign, which have significant provision for school toilet and drinking water facilities.
  • For the purpose of funding various civil work components, the cost norms of respective state should be followed except for the construction BRCs and CRCs that have a fixed unit cost of Rs 6 lakhs and Rs 2 lakhs respectively. The unit cost for school buildings and classrooms would be as proposed by the state. The unit costs may vary by type region & from time to time but should be based on proper design and estimates. The unit cost of drinking water facilities can very between Rs 15,000 to Rs 30,000 depending on the topography and water availability.  However, in cases where the cost of providing drinking water is even higher, convergent sources of funds should be explored.
  • A Civil Work innovation fund of upto Rs.50 lakhs can be set up by each State. This can form a part of the State Plan and can be booked under the Research, Evaluation Supervision and Monitoring Budget Head.  

Provisioning of teachers  

  • Overall, the effort will be to provide at least 1:40 teacher-pupil ratio.  Rationalisation of existing teacher units will be a priority.
  • The states will be free to follow their own norms for teacher recruitment as along as they are consistent with the norms established by NCTE.  There will be no compromise on standards even though payments of less than the State pay scale as an interim measure may be adopted in States with large-scale vacancies.
  • Qualifications of upper primary teachers will be as per state specific norms and the number of Upper Primary Schools will be broadly as per the national policy norm.
  • The practice of at least 50% women teachers will be strictly followed with respect of teachers recruited under SSA.
  • The salary support for newly appointed teachers under the Sarva Shiksha Abhiyan will be on a reducing basis.  The sharing arrangement will be 85-15 in the IX Plan, 75-25 in the X Plan and 50-50 in the XI Plan period and thereafter.  Long term sustainable financing of teachers’ salaries is likely to enthuse States to fill up teacher vacancies as per requirement.  Assistance will not be available for filling up existing vacancies that have arisen on account of attrition.  States that did no utilize the support under Operation Blackboard for a third teacher in Primary or an additional teacher in Upper Primary will be eligible for assistance for new posts created to meet the rising enrolment of pupils.
  • The programme will provide for primary and upper primary school teachers to ensure that there are no single teacher schools.
  • Sarva Shiksha Abhiyan will encourage decentralized management of teacher cadres.  The local government should recruit and the community should have a say in the selection process.

II       Scope of work for the year 2005-06

  • To review the commitments to outcomes made by the States/UTs in the Project Approval Board of Government of India .  (As recorded in the Minutes of the PAB meeting).  To review State/UT wise expenditures and utilisation against items covered in this ToR.
  • Monitoring construction of school buildings, additional classrooms, BRC/CRC buildings, drinking water facilities, toilets etc. as approved in PAB 2005-06 (State-wise targets enclosed, Annexure-I).
  • Monitoring recruitment of teachers as approved in PAB 2005-06 (State-wise targets enclosed, Annexure-II).
  • Working out infrastructure gap with respect to physical infrastructure (school building/additional classroom) and teachers for weaker districts.
  • Assessing quality of construction and advising States on steps to be taken to improve quality.
  • Encouraging convergence with other centrally sponsored schemes especially for toilets & drinking water with National Drinking Water Mission. 

III      Membership of task force

1.       Govt. nominees:

a)                 Mr. K.R. Meena, DS, MHRD

b)                  Mr. Dhir Jhingran, Director, MHRD

c)                  Director, National Council of Teacher Education or nominee

d)                 Director, National Drinking Water Mission or nominee

e)                 Mr. Sourav Banerjee, Chief Consultant, Ed.CIL TSG

f)                   Mr. S.C. Girotra, Senior Consultant, Ed.CIL TSG

2.       Nominees from State Governments:

a)                 State Project Director/Engineer, Andhra Pradesh

b)                  State Project Director/Engineer, Bihar

c)                  State Project Director/Engineer, J&K

3.       Other Experts/Non-Government nominees

a)           Representative from the Central Building Research Institute,  
     Roorkee

b)            Representative from Housing & Urban Development
     Corporation, New Delhi  

c)            Representative from Round Table, Bangalore

d)           Mr. Devanshu Pandit, Centre for Environmental Planning,        
     Ahmedabad

e)           Mr. Sandeep Jha, VIKALP, Patna

f)             Mr. Kabir Vajpayi, VINYAS, New Delhi

(C)      SUB-MISSION ON “SOCIAL MOBILIZATION, COMMUNITY INVOLVEMENT AND ROLE OF PANCHAYATI RAJ INSTITUTIONS (PRIs)”

TERMS OF REFERENCE (TOR)

I. Scope of work  

(i)       Social mobilisation, community involvement and role of PRIs
.

The Sub-Mission will review

·         the performance of states on social mobilization, community
 involvement and role of Panchayati Raj Institutions in elementary education as delineated under framework for implementation of Sarva Shiksha Abhiyan (given in Annexure-III).

§         suggest and facilitate capacity building exercises that may be state-specific or in the nature of cross-state sharing workshops to promote best practices.

§         prepare a half yearly report that would be discussed in the Executive Committee of the National Mission for SSA.      
 

(ii)      Involvement of NGOs, civil society, educationists, experts and citizens in SSA  

The Sub-Mission will review:

§         Activation of State level Grants-in-aid Committees responsible for clearing proposals for financial assistance to NGOs. In the implementation of interventions like EGS, alternative education, integrated education for children with special needs, urban deprived children, social mobilization etc.

§         Promote the involvement of Civil Society Organizations, NGOs and interested individuals in the implementation of innovation activities where area-specific interventions are to be introduced.  Programmes for teacher training, community training, remedial teaching, science popularisation, reading promotion, environmental awareness, health, hygiene and sanitation awareness, life-skills based education could be allocated for implementation by the non-government sector, through the GIAC of SSA in the states.  

§         Encourage state, district and block level structures to use the services of educated youth, college and high school- teachers, retired government servants, volunteers from NGOs to join in the SSA Mission and contribute to the UEE effort in the State SSA programme. These individuals could be selected and placed against agreed terms of reference at school/village/ block/district level, as per approvals of the State SSA Mission’s Executive Committee. This could be funded through the Research, Evaluation, Monitoring and Supervision funds available on a per-school basis under SSA. Later this could also help in preparation of school level development plans and more decentralized and autonomous target setting at the school level.  

§         Encourage involvement of the private sector through replication of successful public-private partnership initiatives e.g. school adoption programmes, computer aided learning facilities etc.

§         Facilitate secondment/deputation of government or private sector or university/college personnel interested in working in elementary education to the SSA Mission of state/district level.

 §         Each state could be asked to indicate the set of SSA activities proposed to be implemented by civil society organizations, interested workers like college teachers, self-help groups, NGOs, cooperatives and private sector organizations in their yearly work plans and budgets.

 §         Introduce measures for public reporting of funds received and spent with details of activities undertaken at the state and district levels.  Public report of progress in implementation of activities as well as overall outcomes like enrolments, dropout rates, achievement levels of children would also be suggested. This should then take the shape of state, district, block and school/village level progress cards on selected indicators that define the progress towards achieving UEE.

·         Encourage partnership with institutions/NGOs in Research, Evaluation, Monitoring activities under the Sarva Shiksha Abhiyan.  This would improve transparency of programme interventions and would also encourage a more open assessment of achievements.

 
(iii)     Scope of work for the year 2005-06  

§         To review the commitments to outcomes made by the States/UTs in the Project Approval Board of Government of India . (As recorded in the Minutes of the PAB meeting).  To review State/UT wise expenditures and utilisation against items covered in this ToR.

§         Training of 3514993 community members as approved by PAB (at Annexure-IV).

§         Look at modules on training of communities to see whether they include aspects of monitoring teacher attendance and feedback on children’s achievement level.

§         Involvement of PRIs.

§         Identification of good practices for documentation and dissemination.

§         A VEC monitoring tool to examine whether implementation is being done as envisaged.

 II.  Membership of Taskforce

          (i)                 NCERT - one nominee 

(ii)              NIEPA – one nominee

(iii)            Consultant, Community Mobilization, TSG, Ed.CIL

(iv)             Ministry of Panchayati Raj – one nominee

(v)                Tata Institute of Social Sciences - one nominee

(vi)             Pratham – one nominee

(vii)           SPD, Madhya Pradesh

(viii)        SPD, UP

(ix)             SPD, Karnataka

(x)               SPD, Nagaland

(xi)             Ms. Anita Chauhan, Deputy Secretary (EE) – Member Secretary

 (D)               SUB-MISSION ON “TEACHER TRAINING, STRENGTHENING OF ACADEMIC SUPPORT INSTITUTIONS AND OTHER ASPECTS OF QUALITY IMPROVEMENT UNDER SSA”

TERMS OF REFERENCE (TOR)

 I.       Scope of Work

The SSA framework Chapter VI and facilities and norms promoting quality aspects of education (Annexure-V) form the basis and scope for the Sub-Mission.  More specifically, the Sub-Mission will endeavour to address the following:-

 (i)                 Quality Monitoring

1.     Assess the progress of different ongoing quality improvement initiatives in the States and plan for their sustenance and expansion.

2.     Identify major issues affecting quality improvement in States/UTs and help design strategies for addressing the issues from time and time.

3.     Review the reports on quality monitoring under SSA, collected from States/UTs by NCERT with the view to help States/UTs address the emerging issues. 

4.     Review the progress of implementation and expenditure on quality related parameters of SSA.

5.     Prepare half yearly reports on activities of the Task Force for placing before the Executive Committee of National Mission of SSA.

6.     Plan and monitor implementation of recommendations of the National Resource Group on quality/academic related interventions in SSA.

(ii)      Training of Teachers

 ·            Monitor the regularity, duration and quality (content, , processes and impact) of in-service teacher training, training of untrained teachers and induction training of newly appointed teachers for primary and upper primary stages of elementary education.

·            Monitor and assist in clearance of training of large number of untrained teachers, especially in North-Eastern states.

(iii)     Academic Resource Support Institutions

 ·            Strive for strengthening the academic support institutions like Block Resource Centerss and CRCs for enhancing their overall performance to improve quality of education, teacher support and school performance for primary and upper primary stages of elementary education.

·            Facilitate greater collaboration among the different National resource support institutions like NCERT, NIEPA, IGNOU, TSG of Edcil, eminent NGOs, Universities, etc. and State SSA programmes, including State level resource institutions like SCERT, SIEMAT, Textbooks Corporations/Boards, Examination Boards, Universities etc., for quality improvement.

·            Endeavour to converge resource inputs from National Apex Institutions (eg. NCERT); non-governmental sector and State institutions for Capacity building at State/district/sub-district levels.

(iv)     Development of Textual Materials

 ·            Assist States/UT’s needing help in developing better textual materials and teaching/learning aids, by coordinating with national resource institutions for the purpose.

·            Assist States/UT’s in development of materials related to tribal languages etc. eg. Bridge materials/supplementary materials etc.

 (v)      Research and Documentation

 ·            Plan research studies from time to time, for assessing classroom transactions, changes in teaching/learning through classroom observation studies at State/National level.

·            Document and share good practices related to quality improvement on a continuous basis.

 II.      Scope for the year 2005-06: -

1.     To review the commitments to outcomes made by the States/UTs in the Project Approval Board of Government of India . (As recorded in the Minutes of the PAB meeting).  To review State/UT wise expenditures and utilisation against items covered in this ToR.

2.     3339060 teachers to receive 20 days in-service training, 623242 to receive 30 days induction training and 314864 to receive 60 days training for untrained teachers.

3.     19,775 untrained teachers in the North Eastern States to be trained with the help of IGNOU.

4.     614.5 lakh Children to receive free textbooks.

5.     Operationalisation of 221 BRCs and 4595 CRCs.

6.     Operationalisation of Resource Centers in urban areas.

7.     Operationalisation of Quality Monitoring systems developed by NCERT.

8.     Responding to State governments for capacity building of BRC’s/CRC’s in J&K, Punjab , NE States, UT’s in particular.

9.     Utilizing findings of studies undertaken on (i) teacher absence study  (ii) time on task study.

10. Dissemination of good practices in National/regional workshops.


 

III.     Membership of Task Force:

 

(i)            Professor A. K. Jalaluddin, Retired Professor in Education, Delhi Univ.

(ii)         Mr. Subir Shukla, former Chief Consultant, TSG (DPEP)

(iii)       Dr. Amitabha Mukherjee, Center for Science Education and Communication, Delhi University .

(iv)        Ms. Sushmita Banerjee,  SAMBHAV, Rajasthan.

(v)           Mr. O. M. Shankaran,  DIET principal in Kerala.

(vi)        Mr. Navin Kabadwal, SCERT, Uttaranchal.

(vii)      Ms. Amukta Mahapatra, Education Expert, Orissa.

(viii)   Mr. Arvind Gupta, Educational Trainer, Pune,

(ix)             Ms. Dhanvanti Hardikar, Special Officer (Pedagogy), State Text Book   Bureau, Senapati Bapat Marg, Pune – 4

(x)          SPD, SSA, Haryana

(xi)        SPD, SSA, Rajasthan,

(xii)     SPD, SSA, Punjab ,

(xiii)           SPD, SSA, Manipur

(xiv)    SPD, SSA, Maharashtra

(xv)       SPD, SSA, Himachal Pradesh

(xvi)    SPD, SSA, Kerala,

(xvii)       Prof. K.K. Vashistha, Head, Department of Elementary Education, NCERT.

(xviii)    DS from EE-I Bureau in charge of Teacher Education Programme.

(xix)    Ms. Richa Sharma, Deputy Secretary (EE)   - Member Secretary.

 (E)                    SUB-MISSION ON “EDUCATION OF DISADVANTAGED GROUPS INCLUDING GIRLS, SC/ST/MINORITIES/URBAN DEPRIVED CHILDREN AND DISABLED CHILDREN”


TERMS OF REFERENCE (TOR)

 I.                               Scope of work

 

(i)       EDUCATION OF DISADVANTAGED GROUPS INCLUDING GIRLS, SC/ST/MINORITIES/URBAN DEPRIVED CHILDREN AND DISABLED CHILDREN

  The Sub-Mission will review

·         the performance of states on education of disadvantaged groups including Girls, SC/ST/Minorities/Urban Deprived Children and Disabled Children as delineated under framework for implementation of Sarva Shiksha Abhiyan (given in Annexure-VI)

§         suggest and facilitate capacity building exercises that may be state-specific or in the nature of cross-state sharing workshops to promote best practices.

§         facilitate Government and NGO partnership in promoting elementary education for disadvantaged groups.

§         prepare a half yearly report that would be discussed in the Executive Committee of the National Mission for SSA.    

 (ii)      Tasks of the Sub-Mission

 a)                 Inclusive Education

 ·         Suggest models of service delivery on inclusive education, which could be adopted by State SSA Mission Societies

·         Assist in providing a resource base on IE for states that require such assistance

·         Provide inputs on material available on inclusive education, which could be utililzed by State SSA Mission Societies.

·         Facilitate development of barrier free access in the schools for all kinds of CWSN

·         Identify good practices for documentation and dissemination

·         Monitor implementation of IE in States, in quantitative, qualitative and financial terms.

 (b)   Urban Deprived Children

 ·         distinctive planning for urban areas in the form of urban/city specific plans/sub plans

·         identifying good practices for ensuring good quality education for deprived urban children

·         suggest organisation of workshops and meetings to share good strategies for enrolment, monitoring and quality education for deprived urban children

·         specifically review the work in States/UTs for the most vulnerable groups of deprived urban children including street children, children of construction workers, children working in shops, dhabas etc.

·         facilitate coordination between SSA State Mission with Municipal Corporations/other urban local bodies and NGOs.


(c) Minority (Muslim) Education

 ·         strategies for promoting universal access enrolment and retention of Muslim children, especially girls.

·         tracking progress in access to schooling at primary and upper primary levels in Muslim dominated districts/blocks.

·         support to Madarasa/Makhtabs for teaching formal curriculum.

·         sharing good practices for promoting education of Muslim children.

·         facilitate data collection and research on education of children (6-14) from Muslim community.

 

(d) Education of SC/ST Children:

·         tracking progress towards bridging of social gaps in enrolment of primary and upper primary levels.

·         tracking progress in access to primary and upper primary schools in ST/SC dominated districts/blocks.

·         identifying districts where social gap is high or not reducing and facilitating of intensification of response strategies in those areas.

·         identifying good practices for enrolment and retention of SC/ST children in difficult circumstances.

·         promoting conceptualisation and implementation of appropriate activities under the innovative fund for SC/ST children.

 (e)    Education of Girls

 ·         tracking progress towards achievement of gender parity in enrolment at primary and upper primary stages.

·         facilitating a gender perspective in all planning and implementation aspects of SSA.

·         identify and promote good practices in the area of girls’ education.

·         promoting good practices under the innovative funds for education of girls

·         reviewing  the progress of implementation of NPEGEL and KGBV.

·         promoting convergence of ICDS and other State programmes with SSA and NPEGEL for ECCE.

 

(iii)     Specific task for 2005-06

 

·         To review the commitments to outcomes made by the States/UTs in the Project Approval Board of Government of India . (As recorded in the Minutes of the PAB meeting).  To review State/UT wise expenditures and utilisation against items covered in this ToR.

·         Reviewing the progress of implementation of activities of the AWP&B 2005-06 of various states for education of girls, SC/ST, minority and disabled children and suggest action for follow up, capacity building and monitoring of progress in identified states.

·         Urban Deprived Children: Reviewing on priority distinctive plans for urban areas in the form of urban/city specific plans for 35 metros with population of 10 lakh and above (Census 2001).

·         NPEGEL

                   -        To cover 32911 clusters, 2955 educationally backward blocks in 340 districts in 21 States.

          ­-        Setting up 10674 model cluster schools, 35621 ECCE Centres, 260198 teachers to receive gender sensitisation training,

          -        Construction of 5968 additional classrooms

          -        Community mobilisation activities in 20326 clusters.

·          KGBV

 

-    Setting up 750 residential schools for girls at upper primary level enrolling approximately 60000 girls.

 

·         Tribal Education: To review progress regarding

                   -        development of bilingual material

                   -        development of primers

-        development of specific modules for training of teachers in tribal areas

                   -        progress of identified activities under Innovative Head.

 

·         Minority Education

·         2643 Primary and 1978 Upper Primary Schools sanctioned under SSA in Muslim Concentration Districts.

·         Operationalisation of 55,529 EGS Centres sanctioned in Minority Concentration Districts in 2005-06, where schools do not exist within one kilometre of the habitation.

·         Operationalisation of 117 KGBV Schools sanctioned in Blocks with concentration of Muslim Population.

·         Coverage of 7502 Madarasas/Maqtab supported under SSA.

·         3180 Madarasas/Maqtab (not registered/recognised) supported under SSA as EGS/AIE Interventions

·         Enrolment and mainstreaming of children from minority community.

·         Inclusive Education:

·         Education of 20.14 lakh identified Children With Special Needs (CWSN)

·         1.6 million teachers’ sensitisation to the needs of CWSN

·         Provision of 1.72 lakh schools with barrier free access.        

·         Bridge courses and home based education programme for CWSN.

This Task Force could organise separate meetings for specific categories of disadvantaged children where more representatives in respective areas  (e.g., girls, SC/ST, minority, inclusive education) could be invited for discussion.

II.  Membership of Taskforce

                 Government Nominees of related Ministries/Departments

 

(xii)          Ministry of Social Justice and Empowerment – two nominee (for education of Children with Special Need (CWSN) and education of SC)

(xiii)        Ministry of Tribal Affairs - one nominee

(xiv)         Ministry of Labour – one nominee

 

Nominees of National Resource Institutions

 

(i)                 NCERT - two nominees (for tribal education/girls’ education/children with special needs) 

(ii)              NIEPA – two nominees (for education of urban deprived & ST education)

(iii)            Rehabilitation Council of India – one nominee

 

Experts on IE

 

(i)                 Ms. Aloka Guha, Chairperson, National Trust, New Delhi .

(ii)              Ms. Ruma Banerjee, SEVA in Action, Bangalore .

(iii)            Ms. Smriti Swarup, SNDT University , Mumubai

(iv)             Representative of TN Spastics Society.

 

Experts for Urban Deprived Children

(i)                 Ms. Farida Lambey, Pratham, Mumbai

(ii)              Shri Partha Ray, CINI-ASHA, Kolkata

(iii)            Representative of PRAYAS, New Delhi

Experts on Education of Muslims

(i)                 Shri Halim Khan, Ex-Chairman, Madarsa Board, Madhya Pradesh

(ii)              Dr. Imitiaz Ahmed, Ret. Professor, J.N.U.

 

Experts on Girls’ Education

(i)                 Dr. Deepa Das

(ii)              Ms. Vimala Ramachandran

(iii)            Dr. Zoya Hassan, Jawaharalal Nehru University

 

Experts on SC/ST Education

 

(i)                 Dr. Avinash Kumar Singh, Reader,

Tata Institute of Social Science,

Deonar, Mumbai-400088

(Fax No. 022-25562912)

     (ii)      Prof. Geetha Nambisan, J.N.U., New Delhi

State SSA Representatives

(i)                 SPD, Delhi

(ii)              SPD, Meghalaya

(iii)            SPD, West Bengal

(iv)             Additional SPD, Uttar Pradesh

(v)                SPD, Orissa

(vi)             Additional SPD, Arunachal Pradesh

(vii)           Dy/Addl. SPD, Maharashtra

 

Government of India – Member Secretary

Shri Dhir Jhingran, Director (EE) – Member Secretary

 

(F)              SUB-MISSION ON “ CAPACITY BUILDING FOR PLANNING, MANAGEMENT, MONITORING RESEARCH AND EVALUATION”

 
Terms of Reference

 

I.       Objectives

          The Sub-Mission will:

1.     Review the performance of States on local specific, need based, decentralized planning, management, monitoring, evaluation and research.

2.     Suggest and facilitate capacity building exercises that may be district/ state specific or in the nature of interstate sharing workshops to promote best practices.

3.     Prepare a half yearly report that would be discussed in the Executive Committee of the National Mission for SSA.

 

II.      Scope of work

 

          The sub-mission will keep in mind the following framework:

         

Planning

 

·         Each district will prepare a District Elementary Education Plan reflecting all the investments being made and required in the elementary education sector, with a holistic and convergent approach.  There will be a Perspective Plan that will give a framework of activities over a longer time frame to achieve UEE.    The Perspective Plan will also be a dynamic document subject to constant improvement in the course of Programme Implementation. There will also be an Annual Work Plan and Budget that will list the prioritized activities to be carried out in that year.

·         Planning will be based on the existing position with regard to attendance, retention, drop out and learning achievement.  It will work out the total requirement for universalisation, spread over a number of years.  A clear Plan for improving access, increasing retention and ensuring achievement will be worked out.

·         Habitation will be the Unit of Planning with community based approach to planning. Habitation plans will be the basis for formulating district plans.  Planning process would encourage larger scale participation of women and other disadvantaged groups.  It will provide a clear gender focus in all activities under the plan.  Every intervention must be gender sensitive

·         Since the success of Community based habitation planning will depend on the capacity of the community to plan, developing capacities of the communities will be required.

·         The quality of the planning exercise will also depend on the efforts at capacity building and the supervision of the planning process.  Decentralized structures will have to be carefully nurtured to provide capacity for effective planning.

·         Appraisal of District Plans is critical. The National/State Mission will undertake Appraisal of plans with the assistance of resource teams constituted by the operational support unit of the National/State Mission. 

·         Effective community based-monitoring requires demystification of processes. Efforts will be made to develop partnership between communities and research institutions in order to improve the quality of monitoring and research.

 

Management

 

·         Mainstream educational administration will be improved by institutional development, infusion of new approaches and by adoption of cost effective and efficient methods.

 

·         States/UTs will be allowed to have their own management structures, respecting the diversity that exists in these structures across the States.  However, this does not mean that decentralization will not be monitored.  The effort is to empower schools to take their own decisions, within the overall management context of a State/UT.

 

·         Management Cost will not exceed 6% of the budget of a district plan. Management costs should be used to develop effective teams at State/District/Block/Cluster levels.

 

·         One time assistance up to Rs. 3 crores for establishing State Institute of Educational Management and Training (SIEMAT), is given with the State Government agreeing to sustain thereafter.

 

Monitoring

 

·         Monitoring system will be Community Based Monitoring with Full Transparency.  The Educational Management Information System (EMIS) will correlate school level data with community-based information from micro planning and surveys.  Besides this, every school will be encouraged to share all information with the community, including grants received.  A notice board be put up in every school for this purpose.

 

·         The State level Implementation Societies have to have effective monitoring and operational support units.  Creation of an effective EMIS unit, a team of experts to provide support in specific functional areas, regular monitoring, supervision and appraisal activities, etc. will have to be organized at the State level Implementation Society.

 

Research and Evaluation

 

·         Research, Evaluation, supervision and monitoring activity to be undertaken in partnership with research and resource institutions and NGOs. Pool of resource teams with State specific focus will be created.

 

·         Creation of a pool of Resource persons for regular school mapping/micro planning and for up dating of household data.  An amount of Rs. 1500 per school per year is the norms for this activity.

 

·         Encourage Independent research and supervision by autonomous research institutions. 

 

III.     Tasks

 

To study, monitor and guide steps taken in the areas, listed below. While doing so the task force shall keep in view the specific target if fixed for the year.

Planning

 

·         Development of holistic and integrated approach for UEE.

·         Decentralized participatory planning.

·         Planning for difficult areas, hard to reach groups, urban planning and planning for children with special needs.

·         Planning for the minority communities in urban and rural areas.

·         Attention to the upper primary stage and out of school children.

·         Capacity building of District planners, BRC/CRC to under take tasks right from conceptualization, planning, implementation and monitoring.

 

Management

·         Progress on establishment of SIEMAT.

·         Adequacy of full time personnel at state and district SSA offices.

·         Decentralization and delegation of powers, financial and administrative.

·         Mechanisms for accountability to public, civil society etc.

 

Monitoring

·         Development of dynamic and relevant data bases, its processing, analysis and management.

·         Efficiency and effectiveness of EMIS and PMIS and use of computer based tools.

·         Consistency of data and implementation of 5% sample check.

·         Role of monitoring institutions and their effectiveness.

 

Research and Evaluation

·         Promote an agenda for research for improving programmatic interventions and policy support.

·         Encourage independent and valuable evaluations of SSA interventions, impact assessments and build networks and methodologies for the same.

·         Capacity building of field functionaries on action research, small-scale classroom based researches and innovations.

 

IV.     Tasks for 2005-2006

1.                 To review the commitments to outcomes made by the States/UTs in the Project Approval Board of Government of India . (As recorded in the Minutes of the PAB meeting).  To review State/UT wise expenditures and utilisation against items covered in this ToR.

2.                 Provide Planning Assistance for District Elementary Education Plans and Annual Work Plan and Budgets to North Eastern States (except Assam ), Punjab , J&K and UT’s.

3.                 Suggest improved methodologies for Appraisal of State/district AWP&B’s in a more participatory manner and with a clear assessment on inputs and likely outcomes.

4.                 Review management/staffing patterns of all SSA State/UT programmes (State and districts). Examine expenditures against 6% outlays for management costs.  Suggest remedies to States with inadequate staffing arrangements; make suggestions to Government of India in respect of States facing fund constraints on costs of management requirements.

5.                 Monitor, with assistance from NIEPA, the setting up of SIEMAT’s in States to whom funding has been provided under SSA, as well as expenditure levels of the same.

6.                 Monitor, the research studies commissioned at Government of India level, and in SSA State Programmes.  Hold six monthly interactions with State Research/Evaluation programmes for their review and capacity building.

7.                 Suggest and provide effective dissemination of good practices for quality research/evaluation.

8.                 Suggest methodologies to improve effectiveness and timeliness of EMIS/DISE data, its analysis and utilization in programme planning, appraisal and monitoring.

9.                 Make suggestions for an educational index for States.

 

V.      Members of Taskforce

·         2 nominees from NIEPA - Shri Arun Mehta and Ms. Promila Menon.

·         2 nominees from NCERT - Dr. Vashishta, HOD, Deptt. of Education and Prof. Nagaraju, Head Research.

·         1 nominee from National Sample Survey Organization.

·         SPD, SSA, Tripura.

·         SPD, SSA, Gujarat .

·         SPD, SSA, Assam .

·         SPD, SSA, Sikkim .

·         Director, SIEMAT, Allahabd.

·         Dr. Snehlata Shukla, ex-NCERT, Researcher.

·         Shri Vijay Sherry Chand, IIM Ahmedabad.

·         Dr. Ranjana Srivastava, ex- NIEPA.

·         Prof. K.C. Panda, Retd. Principal, RIE, Bhubaneswar .

·         Shri Chetan Sharma, Datamation Foundation, Delhi .

·         Dr. Upendra Reddy, Principal, DIET, Secundrabad.

·         Dr. Shubra Chatterjee, Executive Director, Vikramshila, Kolkatta.

·         Shri P. Sukumar, Deputy Secretary, Deptt. of EE &L, Convener

                                              - x x -

 

Each SubMission would review the performance of states on the dimensions allocated to it.  The Sub-Mission could also suggest and facilitate capacity building exercises that may be state-specific or in the nature of cross-state sharing workshops to promote best practices.  Each Sub-Mission would prepare a half yearly report that would be discussed in the Executive Committee.  The Sub-Missions would be supported by the Under Secretaries, Desk Officers, Section Officers and staff in the Elementary Education Bureau.

 

Each SubMission would submit its report on the specific tasks for the year 2005-06 by 28.2.2006 for the Executive Committee of the National Mission for SSA.

 

 

(VRINDA SARUP)

Joint Secretary and Director General National Mission for SSA

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