Module written by:
Dhan B.Subba,
Assistant Director (SSA)
State Project
Office, Government of Sikkim
PREFACE
The quality of life
depends on the quality of schooling one has had. Therefore it has become our
duty that we not only to provide our children free and compulsory education but
also ensure that they receive the best possible education that we can provide.
This would enable these children to be useful, contributing members of their
society and their country.
Over
the past several decades, both the public and education professionals have been
vocal in their demands for new programs and practices in education.
Simultaneously, these advocates have acknowledged that educators must come to
an intimate understanding of the process of change in order for implementation
to be successful and for the promises of new practices to be realized. During
this period, an abundance of improvement processes were introduced to school
practitioners in the hope that change would produce results in desired
direction.
The School Development Plan is a plan,
which provides continuous improvement strategy that will empower the
stakeholders to take ownership of their own development.
It is a guideline and not a set of rules to
be followed slavishly. This plan encourages creativity, collaboration and
continuity. The plan is to be so organized that it will promote an effective
progressive and focused school community.
It is the hope that the plan will cater to
the needs of everyone within the school community. The approach taken was
holistic in that it embraced activities that will not only prioritize the
academics but also the general areas in the school. These areas are: a)
attendance b) staff development c) infrastructure, d) parent education e)
school community relations f) students’ self-esteem g) technology and work and
h) health and nutrition.
The aim is to bring positive change not
only to the school but also that of the community to enhance students'
performance in all domains for building a better nation.
Mrs.
Mamta Thapa
Addl.
Director-cum-SPD (SSA),
Human
Resource Dev. Deptt,
Government
of Sikkim, Sikkim
AUTHOR’S NOTE
While writing on School Development Plan for
the appraisal of Quality Related Interventions in AWP&B 2009-10, the
following types of parameters were identified for goal setting:
· Students’ achievement level
· Learning difficulties in each subject
· Teaching learning methods
· Development and Use of TLMs
· Active student participation
· Continuous and comprehensive
Assessment
· Community involvement in
quality aspects
· School environment
· Teacher and student
attendance, & regularity and punctuality
· Teachers’ performance against
ADEPTS[1]
indicators
This was the beginning that the state
began to think about School Development Plan and identified core
parameters for the planning at school level though it has missed the parameter
like Minimum Enabling Conditions at school level.
As such, this booklet is the
accomplishment of my four years’ dream to write something on school-community
relationships. The main credit for it goes to RTE Act and its’ Section 22 which
actually provided me the platform to write this module in right time. Though I know this module may not cover many
of the areas envisioned by the Act. On the other hand, there was limited scope
of exposure to literatures/programmes related to School Development Plan to
reinforce my idea. Thus, this booklet is simply the result of my perceived idea
on School Development Plan and my experiences as a planner for the Sarva
Shiksha Abhiyan in the State for the last 9 years. Additionally, my
interactions with students, parents, PRIs, School Management Committees,
teachers, school heads, CRC coordinators, etc. during my postings at Block and
District level offices also contributed a lot in writing this module.
I should say that I intentionally made
this module more like manual so that everyone who reads this booklet would get
basic idea of School Development Plan and planning at school level. Further, to
train more than twelve thousand members of School Management Committee in one
go is really difficult task in the state like ours where there is shortage of
good trainers on the subject of educational planning. Further, I have not
included any training plan/session plan in this book. It is the liberty of
trainer to prepare above as per their requirements.
However, for me this has become an
important juncture where I am recollecting my memories and revisiting the
moments where I encountered with the people who prompted me to think about
school-community relationships in managing a school and increase its
efficiency. My gratitude remains due to those great people of my life.
I would like to express my heartfelt
gratitude to my SPD Smt. Mamta Thapa who allocated me the interventions dealing
with school-community relationships which eventually insisted me to write this
module.
This book would not have been written if
I was not been posted to Block Administrative Centres or District Offices where
I got the exposures to
real school situations. So I would like to express my gratitude to my senior
officials for providing me the avenues to interact with School heads, teachers,
PRI members, parents, SMC members and students which urged me to contemplate on
school-community relationships.
I would like to thank my officers and
staff of all levels of offices of Sarva Shiksha Abhiyan, for their supports and
helps.
My gratitude also goes to friends who
are my source of inspirations always and I know their inspirations will remain
with me always.
The support of my family is equally
important as this module has been written during government holidays or non-office
time.
Lastly, I would be grateful, rather
enriched to all the sensible readers who will point out my mistakes in this
booklet and give suggestions for its further improvement.
: Dhan B. Subba
Assistant
Director (SSA)
Human Resource
Dev. Deptt,
Government of Sikkim
10th October 2011, Chanmari,
Gangtok.
[1] ADEPTS is a
Nation-wide programme. In 2007 & 2008, MHRD, Govt. of India and UNICEF
conducted various consultation workshops in different parts of the country
inviting educational administrators, educationists, college lecturers, teacher
trainers and devised indicators for teachers’ and trainers’ performance
standards. The full form of ADEPTS is Advancement of Educational performance
through Teachers’ Support.
OBJECTIVES
It
is already been mentioned in the Author’s Note that this booklet is more like
manual than training module. While writing this booklet, the following objectives
were kept in mind:
1.
To make School
Management Committee familiar with the School Development Plan and different
steps to prepare it.
2.
To aware School
Management Committee about different categories of information essential for
the preparation of school specific School Development Plan.
3.
To educate School
Management Committee about the process of collection of information from
various sources and its consolidation.
4.
To educate School
Management Committee to analyse consolidated information, identification of
problems and its prioritization.
5.
To make School
Management Committee capable of converting problems into goals/desired
outcomes.
6.
To make School
Management Committee capable of devising actions/steps in consonance with the
goals.
7.
To make School Management
Committee capable of conducting follow-up activities to achieve the set
goals/desired outcomes.
8.
To educate
School Management Committee about the composition and tenure of School
Management Committee as per RTE Act.
9.
To aware
School Managing Committee about the grants being provided by the government to
school.
10. To
educate School Management Committee about the maintenance of accounts and
process of utilization of grants.
11. To
educate School Management Committee about the entitlement of school facilities,
teachers, classrooms and part time instructorss as per RTE Act.
12. To
sensitise School Management Committee about the process of making school
building barrier-free and pedagogically helpful.
****************
CONTENT
Preface
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Author’s Note
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Objectives
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Content
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1.
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Chapter – I: Eleven Questions to
Author about SCHOOL
DEVELOPMENT PLAN
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Question - 1
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:
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What is School Development Plan and who
prepares this?
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Question - 2
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:
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Who are the members of School Management
Committee and what is its tenure?
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Question - 3
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:
|
Why is it necessary to prepare School
Development Plan?
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Question - 4
|
:
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What should be the objectives of School
Development Plan?
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Question - 5
|
:
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What is School Neighbourhood?
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Question - 6
|
:
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How do we know the area/boundary of school neighbourhood?
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Question - 7
|
:
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How to prepare School Development Plan?
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Question - 8
|
:
|
How many Chapters
supposed to be there in School Development Plan?
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Question - 9
|
:
|
What are these chapters?
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Questions - 10
|
:
|
Could you give an example of making budget citing examples
actions/Steps as above?
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Questions - 11
|
:
|
Do we need to fill the formats?
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2.
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Chapter – II: Long Term Planning
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3.
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Chapter – III: Planning, Implementation and Monitoring
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4.
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Chapter – IV: Various grants to Schools and Accounts keeping
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5.
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Chapter – V: Entitlement under RTE Act
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A
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:
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Access
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B
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:
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Teachers
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C
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:
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Part Time Instructors
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D
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:
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Classrooms
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6.
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Chapter – VI: Planning Tables
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Some Explanations
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*************
Chapter I
In Sikkim, we have two levels of school – (a) Primary Level wherein we
teach Class I to Class VIII and (b) Secondary Level wherein Class IX to Class
XII are taught. Primary Level is also known as Elementary Level. We will
discuss the process of preparation of plan for Primary Level only in this
booklet.
Eleven
Questions to Author about SCHOOL DEVELOPMENT PLAN
Question – 1: What is
School Development Plan and who prepares this?
Answer: The concept of School Development Plan is not new in
the State as emergence of school education in Sikkim in 19th Century
followed the same pattern of planning for individual school by the then School Committee. First the numbers of
children in the school neighbourhood were counted and master was appointed.
Estimation of requirement of straws for thatch, woods for poles and pillars and
bamboos for partition was done by the school committee and accordingly the
materials and man power were collected from the communities to erect school
building in the centrally located areas of the village. So the schools which
were established in earlier days in Sikkim (if not shifted later on) are found
properly mapped. The present concept of School Development Plan can be said as
the reformed form of School Development Plan which our forefathers had started
in Sikkim. Therefore, in short, we can say that School Development Plan is a document with a list of activities
prepared by a school on the basis of its ‘at hand status’ which are to be
conducted in future to achieve the targeted objectives in targeted timeframe (short
term or long term) with appropriate strategies and plan of actions.
School
Management Committee prepares this plan every year.
Question – 2: Who are the members of School Management
Committee and what is its tenure?
Answer: As per
RTE Act, the School Management Committee at elementary level consists of the
elected representative of the local authority, parents or guardians of the
children admitted in the school and teachers. The sharing of the composition
will be as under:
a)
75% parents or guardians of the
children admitted in the school (parents or guardians of children belonging to
disadvantaged group or weaker section of the society are to be given
proportionate representation in the Committee)
b)
25% representatives of
teachers, panchayat and senior citizen of the society
c)
50% members of the Committee
should be women
This
means that there should be minimum 12 (twelve) members in School Management
Committee which will at least
accommodates school head, teacher and local authority/community leader as mentioned
in column (3) of the table below. The compositions and proportions of School
Management Committees as per the mandate of RTE Act is given below for an
example –
No. of Members in SMC
|
Proportion
|
Women members in SMC
|
|
Parent/guardian members
|
Members from teachers, head
teachers/ panchayat/ senior citizen/ academician, etc.
|
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(1)
|
(2)
|
(3)
|
(4)
|
12 members
|
09
|
03
|
06
|
16 members
|
12
|
04
|
08
|
20 members
|
15
|
05
|
10
|
24 members
|
18
|
06
|
12
|
28 members
|
21
|
07
|
14
|
..
|
..
|
..
|
..
|
The
patterns of compositions of School Management Committee go like this. However,
the size of the School Management Committee should be such that to support the
development of the school on its fullest possible ways and means.
Furthermore,
RTE Act recognizes the School Management Committee consist of the members
selected by the elected representative of the local authority, parents or
guardians of the children admitted in the school and teachers in above
proportion. The School Management Committee constituted by school head and
teachers without consulting the stakeholders prescribed under the Act may not
consider recognized.
The
Chairman of the Committee should be a parent or guardian and the school Head
acts as Ex-officio Convenor of the Committee.
The
committee reshuffles once in two years (bi-annual reshuffling) in consultation
with the local authority, parents or guardians of the children admitted in the
school and teachers of that school.
Question – 3: Why is it
necessary to prepare School Development Plan?
Answer: Sub-section 1 & 2 of
Section 22 of RTE Act, 2009 which
came into force on 1st April 2010, has mandated that every School Managing Committee must prepare
School Development Plan.
The Model Rules under the
Right of Children to Free and Compulsory Education Act, 2009 specify following purpose
of preparing School Development Plan:
1.
The School Management Committee shall prepare a School
Development Plan at least three months before the end of the financial year in
which it is first constituted under the Act.
2.
The School Development Plan shall be a three year plan
comprising three annual sub-plans
3.
The School Development Plan, shall contains the following
details –
(a)
Estimates of class-wise enrolment for each year;
(b)
Requirement, over the three year period, of the number of
additional teachers, including Head Teachers, subject teachers and part time
teachers, separately for Classes I to V and Classes VI to VIII, calculated,
with reference to the norms specified in the Schedule;
(c)
Physical requirement of additional infrastructure and equipments over the three year
period, calculated, with reference to the norms and standards specified in the
Schedule.
(d)
Additional financial requirement over the three year period,
year-wise, in respect of (b) and (c) above, including additional requirement
for providing special training facility specified in section 4, entitlements of
children such as free text books and uniforms, and any other additional
financial requirement for fulfilling the responsibilities of the school under
the Act.
4.
The School Development Plan should be signed by the
Chairperson/Vice Chairperson and Convenor of the School Management Committee
and submitted to the local authority before the end of the financial year in
which it is to be prepared.
The Model Rules has been
formulated to help operationalize the Act. The reason of specifying the preparation
of School Development Plan taking 3 year perspectives is to enable the States
to fulfill all the provisions guaranteed by RTE Act within three years.
Moreover the preparation
of School Development Plan facilitates the School Management Committee to be
specific about their requirements and targets to work for the school. Planning
also helps them to identify the problems being faced by the schools.
Question – 4: What should
be the Objectives of School Development Plan?
Answer: Broadly, the objectives of
preparing School Development Plan are as under:
1.
To ensure universal
enrolment, retention, Quality and completion of elementary cycle at appropriate
age.
2.
To ensure
child-friendly, barrier free, safe and attractive school environment for
pedagogical processes
3.
To ensure Special
Training to Out of School Children of school neighbourhood to put them in the
age appropriate class
4.
To ensure physical
infrastructure along with all weather school buildings
5.
To ensure higher order
learning in children with holistic development
6.
To ensure community
and civil society partnership in all developmental activities of the school
Question – 5: What is School Neighbourhood?
Answer: School Neighbourhood is nothing but the service area of a
school which is to be in the distance of comfortable
and safe walking distance for a child from his house to school considering
all natural barriers. This is not the imaginary aerial walking distance. The ‘comfortable and safe walking distance’ for the children attending primary school is 1 kilometer and for upper
primary 3 kilometer. The following sketch is school neighbourhood of ‘X’
Primary school.
Question – 6: How do we know the area/boundary of school
neighbourhood?
The dotted line shows school
neighbourhood area of Dugalakha JHS.
Sometimes
it happens that some households may remain outside school neighbourhood on 1 km
or 3 km walking distance norms as mentioned above and there is no other school
in surrounding of those households which is nearer than this school.
The children of 6 to 14 year age group of such
households should be recorded separately and if the number of such children is
10 or more than that, an alternative school (an EGS Centre) can be opened in
such place.
Question – 7: How to prepare School Development Plan?
Answer: Preparation of School Development Plan involves following
three major steps (A, B & C):
A.
Status
Assessment – Diagnostic Activities and listing of Problems
Firstly, the School Managing Committee
conducts household survey of the school neighbourhood to record the
status of age-wise children population in the age group of 5 to 14 years, listing
of Out of school Children within the population of 6 to 14 years in age-wise and
academic level-wise basis (updation of Village Education Register if
available in the school). Prepare VER if not available in the school. (Every
have to maintain Village Education Register wherein record of children of every
household is recorded)
Secondly, School Managing Committee
conducts institutional survey of the school and record all the
information related to infrastructure and infrastructure requiring repairs, Teaching learning Equipment, children
achievements, students’ enrolment, teacher availability, attendance status of
children and teachers.
Thirdly, assessment of the
available status of school in respect of all aspects collected as above and identification
of problems related to all assessed aspects. Suppose while doing
assessment, it is found that the school has 100 students in primary classes and
2 teachers. This shows that there is the issue of teacher shortage. In the same
way, 50% children acquired ‘E’ grade in last examination. This shows that the
classroom teaching or skill development activities in school are poor. It has
two problems (i) Shortage of teachers and (ii) Teachers are not skilled with
better pedagogical practices. Accordingly, the list of problems identified may
be like this:
a.
School has common toilet but there is no separate toilet for girls.
b.
20% children remain absent in the school per day.
c.
Shortage of two
teachers
d.
50% children scored
‘E’ grade
e.
10 children out of 120
children in the age group of 6 to 14 years are out of school, etc.
B.
Prioritization
of Problems
Firstly, the problems
identified during diagnostic activities are to be prioritized on the basis of
its gravity. For example (as per above example):
a.
Shortage of two teachers
b.
In average 20% children remain absent in the school per day
c.
10 (ten) children in
the age group of 6 to 14 years are out of school
d.
50% children scored
‘E’ grade
e.
School has common toilet but there is no separate toilet for girls, etc.
Secondly, segregation of problems
in terms of its solution level like SMC cannot afford to construct new
classroom so its proposal should be forwarded to Cluster Resource Centre and
improvement students’ attendance can be solved at school level.
Now, we have to convert
the problems/problems into desired outcomes/goals which are to be achieved at
the end of the year as in the following table:
Sl.
No.
|
Problems/Problems
|
Desired Outcomes/Goals
|
Solution level
|
1
|
Shortage
of two teachers
|
To make full set of teachers in the school
|
Place demand in higher level
|
2
|
In
average 20% children remain absent in school per day
|
To ensure 100% attendance of the children in the school
|
SMC level
|
3
|
10 (ten) children in the age group of 6 to 14 years
are out of school
|
Enrolment of 10 out of school children in the school
|
SMC level
|
4
|
25% children scored ‘E’ grade in last assessment
|
To reduce the percentage children scoring ‘E’ from 25% to ‘0’%
|
SMC level
|
5
|
School has common toilet but
there is no separate toilet for girls
|
To provide separate girls toilet to girl children
|
Place demand in higher level
|
C. Devising Actions/Steps
to achieve Desired outcomes/Goals and Cost.
The detailing of the problems
and converting it into goals, automatically indicates the general idea of achieving the set goals. But every
goal has series of relevant action points which lead to its achievement. Many
of the bigger plans fail because of ignoring this step. So this step has been
considered significant while preparing a plan.
Example:
To solve the issue of
shortage of teachers in the school, the SMC may represent Cluster Office/Block
Office/District Office. As such the Actions can be –
First step: Representation by School Management
Committee to Cluster Resource Coordinator to demand teachers, if not solved
Second Step: School Management Committee conducts a meeting and engage
volunteer teacher from among the educated unemployed youths of the village till
the teachers join school,
Third Step: They make representation to Block Resource Coordinator
to demand teachers, if not solved,
Fourth Step: They make representation to District Office to demand
teachers
and so on.
But it
is important to decide by the School Management Committee that how long SMC
waits in one step for fulfilment of its demands. The fixing duration/timeline
should be on the basis of the seriousness of demands. School
management Committee have to follow the timeline strictly. It may also add more
steps above, upto Fourth, fifth steps.
Some more examples of
devising steps
Sl.
No
|
Desired Outcomes/Goals
|
Actions/Steps to achieve the targeted goals
|
Remarks
|
1
|
To make full set of teachers in the school
|
Step-1. Representation to
Cluster Office/Block Office/District Office to demand Teachers
Step-2. Mobilize panchayats, community, NGO and local youths to contribute for the placement of
temporary volunteer teachers till regular teachers join school.
(and so on)
|
Add more steps to
mobilize community to work for schools and talk for school. Monitor
continuously and continue the follow-ups as per the demand of the situation
but never forget the goal that has to be achieved at the end of the year.
|
2
|
To ensure 100% attendance of the children in the
school
|
Step-1: Reconsider the reasons
of absence of children as per the findings of the survey conducted
Step-2: (for example, if your finding is
‘children think school is not interesting’) Conduct a meeting of School
Management Committee and invite an expert of school environment management
and a pedagogue. Place your problem and ask them to react, then make further
plan to ahead or you may invite an educational planner along with them who
will suggest further planning.
Step-3: Constitute an Eminent
Mother Group to monitor children’s attendance
(and so on)
|
Mobilize mothers of the children, panchayats and
local NGOs to work on it.
The SMC members who often wander village due to
his occupation may also be of great use to track children’s absenteeism.
Discuss the points like
a. How to make school environment
welcoming to children?
b. What type of teaching learning
processes can attract children to school? Etc.
(Blindly
forcing them to come to school may lead to any mishaps – be sensitive towards
children. Explore what they want.)
|
3
|
Enrolment of 10 out of school children in the
school
|
Step-1: Visit the house of the
out of the school children and convince/ motivate parents to enroll them in the
school. (Conduct motivation camps)
Step-2: Bring them to school and
enroll in age appropriate class;
Step-3: Then admit them in the nearest
Special Training Centre.
Step-4: Track them in the
Special Training Centre also and bring them to school after above centre
provides desired certificate.
(and so on)
|
Most of the out of school children are the
Children with Special Needs (special children) and their parents do not want
to expose their children in the society and many of them feel ashamed to let
other know his/her child is special.
If the problem is severe, approach Cluster
resource Coordinator/ Block Resource Coordinator or SSA office and request
for the conduct of mobilization/ motivation camps. SSA can conduct such
programme in your village if you have genuine problem.
(If not, explore more)
|
4
|
To reduce the percentage of children scoring ‘E’
from 25% to ‘0’%
|
Step-1: Reconsider the reasons
of poor performance of children as per the findings of the survey conducted
Step-2: (Reasons may be more.
If reason is the children do not get time to study at home, then). Make “Children’s
Study Time at Home” the main agenda for every parent-teacher meeting.
Step-3: Start tracking children
and reasons of poor performance
Step-4: Compile the tracking report
and plan further
(and so on)
|
Suggest parents the simple way to support
children at home like
-
let them go through their school bag before brunch in the morning and at
night,
-
let them be free of family stress and sound sleep at night,
-
let them feel secure/safe
-
express love and encourage to be learned
(Don’t be negative but sometimes tuition going
children only do better, if so, conduct authentic survey on it and report
higher authority of the HRD Department)
|
5
|
To provide separate girls toilet to girl children
|
Step-1: Place demand to Cluster Resource Coordinators, Block
Resource Coordinators, District Office, State office, Block Development
Officer, Gram Panchayat, etc.
Step-2: Report
Cluster Resource Coordinator if school got said toilet from BDO office and in
the same way report BDO office if school got toilet from SSA. Don’t take
facility from both sides.
(and so on)
|
Grown up girl children face problem due to lack
of girls’ toilet in the school. Because of this, many girl children remain
absent during their monthly periods. School may keep sanitary pads in girls’
toilet for their emergency use and a lady teacher may be made in-charge of
that.
The schools are being provided Toilets and
drinking water under Total Sanitation Campaign (TSC) from BDO office. SSA
also provides toilet facilities for schools. School Management Committee may
request both the sources.
|
Lastly, all
the actions and steps are to be converted into estimated cost. However, it is to
note here that every action should be cost effective.
Question – 8: How many Chapters supposed to be there in
School Development Plan?
Answer: Broadly there would be Five Chapters in School Development Plan:
1.
Chapter – One
: General Information about School e.g. name of school, year of establishment,
location of the school, distance from cluster, block office, District office, area
of school neighbourhood, number of households, total
population, children population in school neighbourhood, literacy of the people
residing in school neighbourhood, etc.
2.
Chapter – Two :
Present Status of the school and school neighbourhood e.g. number of teachers
available in the school, student enrolment, number of building blocks, toilets,
separate girls’ toilet, drinking water connection, electricity connection,
playground, number of classrooms available, condition of classrooms and other
rooms, how much parents are involved in school activities by
school, regularity and punctuality of teachers’ and students’, availability of
teaching learning materials/equipment, games materials, number of out of school
children, students’ performance, etc.
3.
Chapter – Three
: Analysis of Progress achieved in last year’s plan targets OR progress
achieved as per the fund invested in the school, (grants received and
utilized). This chapter also includes the list of activities conducted last
year and the activity-wise expenditure incurred in conducting activities. List
of assets created also need to be included here.
4.
Chapter – Four
: Identification of problems according to the present status of school given in
“Chapter – Two”, listing of these problems identified, its prioritization
and Devising action/steps for solution during this plan period. Chapter – Three
may also indicates the problems while analyzing the progress achieved.
5.
Chapter – Five
: Estimation of cost of the Plan. The estimation and listing of
activity-wise cost should be done on the basis of the list of activities
prepared in Chapter – Four. Some of the activities can be done without
investing money like improvement of teacher
attendance, bringing out of school children in the school, etc. and the
activities like household survey, construction of toilets, additional rooms,
etc. require fund. The cost estimation should be done accordingly.
Question – 9: What are
these Chapters?
Answer: The Chapters would be:
1.
School Neighbourhood
profile
2.
Present Status of
School
3.
Achievements in Last
Year’s Plan
4.
Problems Identified
and devised actions for solution
5.
Budget
Question – 10: Could you give an example of making budget
citing examples actions/Steps as above?
Answer: Preparing
budget is very simple if the chapters included contain genuine information. The
sample budget is prepared on the basis of the examples cited above. The
financial is given in rupees.
Sample Budget for Primary School
Activities
|
Unit Cost
|
Approved last year
|
Proposal this year
|
|||
Phy
|
Fin
|
Phy
|
Fin
|
|||
1
|
School Grant
|
5000
|
1
|
5000
|
||
2
|
Teacher Grant (for two teachers)
|
500
|
2
|
1000
|
||
3
|
Maintenance Grant
|
7500
|
1
|
7500
|
||
4
|
Ancillary Grant (for 100 children)
|
37
|
100
|
3700
|
||
5
|
Stationary Grant
|
1000
|
1
|
1000
|
||
6
|
Separate toilet for girls
|
20000
|
1
|
20000
|
||
7
|
Management Cost
|
|||||
a.
Household Survey (Suppose there
are 100 Households)
|
05
|
100
|
500
|
|||
b.
School Survey
|
100
|
01
|
100
|
|||
c.
To go cluster centre to demand teachers
|
00
|
0
|
00
|
|||
d.
To go Block Office to demand teachers (one time)
|
50
|
15
|
750
|
|||
e.
To go District Office to demand teachers (one time)
|
100
|
15
|
1500
|
|||
f.
To engage Volunteer teachers
|
2000
|
02
|
48000
|
|||
g.
To conduct meeting to make 100% attendance inviting expert
of school environment, educational planner & pedagogue (one time)
|
1500
|
1
|
1500
|
|||
h.
Monthly SMC meetings (for 15 members)
10 times in a year
|
1000
|
15
|
15000
|
|||
Total
|
105550
|
|||||
Note: “Phy” means physical unit that
indicates the physical number like 15 number of SMC members and “Fin” means Financial unit i.e. `15000/-
Sample Budget for Junior High
School
Sl. No.
|
Activities
|
Unit Cost
|
Approved
last year
|
Proposal
this year
|
||
Phy
|
Fin
|
Phy
|
Fin
|
|||
1
|
School Grant
|
7000
|
1
|
7000
|
||
2
|
Teacher Grant (for two teachers)
|
500
|
10
|
5000
|
||
3
|
Maintenance Grant
|
10000
|
1
|
10000
|
||
4
|
Ancillary Grant (for 100 children)
|
65
|
200
|
13000
|
||
5
|
Stationary Grant
|
2500
|
1
|
2500
|
||
6
|
Separate toilet for girls
|
20000
|
1
|
20000
|
||
7
|
Management Cost
|
|||||
a.
Household Survey (Suppose there
are 100 Households)
|
05
|
150
|
750
|
|||
b.
School Survey
|
100
|
01
|
100
|
|||
c.
To go cluster centre to demand teachers
|
00
|
0
|
00
|
|||
d.
To go Block Office to demand teachers (one time)
|
50
|
15
|
750
|
|||
e.
To go District Office to demand teachers (one time)
|
100
|
15
|
1500
|
|||
f.
To engage Volunteer teachers
|
2000
|
02
|
48000
|
|||
g.
To conduct meeting to make 100% attendance inviting
expert of school environment, educational planner & pedagogue (one time)
|
1500
|
1
|
1500
|
|||
h.
Monthly SMC meetings (for 15 members)
i.
10 times in a year
|
1000
|
15
|
15000
|
|||
Total
|
125100
|
|||||
The fund shown against the serial
number 1 to 5 in the table is allocated yearly.
Question – 11: Do we need to fill the formats?
Answer:
Definitely. Formats are planner’s food-godown, keeping it empty means you die
with hunger.
**************
Chapter II
Long Term Planning
The
discussion we did in the above section is for the annual plan only. Let us
discuss about Long Term Planning as well. The planning on long term perspectives
includes the planning of such areas which require more than one for its
achievements. The following areas may be taken as the areas for long term
planning:
ü
Future expansion of the school in
case of increase in the enrolment or up-gradation of school to higher level.
ü
Provision of barrier free
environment in the school
üEnhancement of
achievement level of children, etc.
As an example of ‘Future
expansion of the school’, the school has to prepare
school layout map of the
school as under:
The
above sketch shows the School Campus Layout Map of a primary school of hilly
terrain wherein a site for future expansion is exclusively set aside. In the
same way, the school may also plan for the wasteland lying in the school campus
like construction open amphitheater, children friendly structures, flower garden,
campus plantation, etc.
The sketch prepare above is not the actual School Campus Layout Map. In
fact, this type of map is to be prepared by the engineers. The School Campus
Layout Map of Assangthang Junior High School, South District, is given in the
next as sample.
School Campus Layout Plan of Assangthang Junior High
School, South Sikkim
For
the construction of new school building in the hilly terrain, the design of the
building has to be prepared on the basis of the landscape and nature of soil in
the construction site. The provisions of barrier-free elements like ramps,
handrails, grab rails, etc. and the BaLA (Building as Learning Aid) elements
are to be included in the design itself. The sketch below shows the ramps with
handrail which is one of the main components of Barrier-free environment of a
school.
The
school building should focus the following four areas:
1.
A warm and encouraging atmosphere in the school
The dull looking school buildings and classrooms
infrastructure cannot provide a warm and encouraging atmosphere for the
children in the school. It is seen in many of the schools of Sikkim that the
structures were made randomly without considering the future requirements of
land and scope of expansion. This has resulted in the unorganized dispersal of
structures in the school campus giving dull and boring looks. As such, a warm and encouraging
atmosphere in the school may be ensured by doing following:
a.
The plan of the school building should be as per the
construction site which can tune with the landscape and gives beauty
b.
Designing school building in such a way to make it well
ventilated, lighted (natural light) and having thermal comfort so that the
children may not feel annoyed of coming to school.
c.
Architectural design of the school should be such that the
paintings can be done with various colours (not dull and monotonous colours)
d.
Classroom mural/ceiling painting should be painted in
different colours in such a way to make them attractive for children and useful
for pedagogical purpose
e.
The height of the chalkboards is to be accessible to
children
f.
School Layout Plan should provide appropriate site for campus
plantation (trees, shrubs, herbs) which can serve both as sheds and
beautification of the school. The layout plan should also provide appropriate
site for horticulture/agriculture (like weak/landslide prone side in hilly
terrain if any which cannot be used for constructing buildings) if school has
sufficient land.
2.
Learning through activity, discovery, dialogue and
exploration [Increased visibility of active learning]
Learning
through activity, discovery, dialogue and exploration may be ensured in a
school by introducing BaLA[2]
components. The availability of ABL[3]
friendly furniture in the classroom, standard classroom space for 40 children
in primary classes and 35 children in upper primary classes that can facilitate
to conduct activities making at least five groups (8X5 for primary and 7X5 for
upper primary), design on the floor, if possible room shapes may be made
pentagonal and hexagonal rather than monotonously rectangular, etc. will
definitely provide scope for active learning in the classes. If the school area
permits and providing multi-purpose hall for the school is impossible, an open amphitheater
should be made in the school campus.
3.
More inclusive classroom participation (visible and
continuous reduction in discriminatory classroom practices classroom – identify
these, and then work on them)
Providing
barrier-free environment in the school is one of the main options to make inclusive classroom participation
and enhance inclusive activities in teaching learning process. Here the
inclusion also includes the social inclusion which does not have relevance
under Civil Works. As such the barrier-free in this will be only the physical
barrier. Inclusive classroom participation would be possible by following way:
a.
Taking steps with low heights in the stairs – colour
contrasting/slip-resistant
b.
Grab rails on both sides of the stairs
c.
Colour contrasting/slip-resistant ramps with handrails with
standard length-height ratio
d.
Be free of sharp or abrasive elements
e.
Be colour-contrasted from the adjacent wall surface
f.
Barrier-free facilities in toilets, urinals and drinking
water hydrant with grab bars and standard interior and front area,
g.
The plan of the school building incorporates all the
barrier-free components, etc.
4.
Focus on higher order learning with objectives and
building of child knowledge, potential & talent.
Including
the provision of various designs in school construction plan related to
contents of the textbooks on the walls, floors, doors, windows and columns
which encourage or prompt knowledge construction among children. The designs
are like food chain, food web, eclipses, Political map (state map) of India,
Physical map of India, Periodic Table, Chemical Formulae, Mathematics formulae,
etc,. These designs are especially for upper primary classes.
*******************
[2] Building as Learning Aid –
School Building has to be made in such a way that the building acts as learning
resource for children. Various designs of BaLA are
available in the State and District HRDD offices.
[3] Activity Based
Learning – learning through activities, not merely sitting on the bench idly
and listening teacher’s lecture.
Chapter III
Planning, Implementation and Monitoring
Planning
School
Managing Committee convenes a planning meeting of parents, teachers and panchayats
and local people in the month of September and deliberates for the updation of
the available school neighbourhood data. If it is the first time that the
school is preparing School Development Plan and all the data are to be
collected, then this meeting has to form the sub-committees for following twelve purposes:
1.
Household Survey
a. To
conduct Household Survey
b. To
consolidate Household Survey data in Children
Population Format, School Going Children Format, Out of School Children Format
c. To
maintain children population records of School
Going Children, Special Children and Out of School Children in
different registers
2.
School Survey
i.
To conduct School Survey
ii.
To consolidate School Survey data
in School Format, Enrolment Format and
Teacher Format
After
consolidating the data of both the survey, School Management Committee convenes
another meeting and lists the problems in twelve areas as follows:
i.
Listing of problems related to
enrolment of Out of School Children,
a. Age-wise
not enrolled children – Normal and Special
b. Age-wise
and grade-wise dropout children – Normal and Special
c. Age-wise
educable Special children
d. Age-wise
non-educable Special Children
ii.
Listing of problems related to
teacher
a. Shortage
of teachers
b. Untrained
teachers
c. Under
oriented teachers
d. In-effectiveness
of teachers
e. In-effectiveness
of HM
f. Low
attendance of teachers and HM
iii.
Listing of problems related to
Students
a. Low/average
attendance of students
b. Low/average
achievement of students
iv.
Listing of problems related to
availability of infrastructure/basic facilities
a. Shortage
of Classrooms
b. Shortage
of Blackboards
c. Shortage
of desk/bench/classroom chair &table
d. Lack
of barrier free environment for special children
e. Lack
of Boundary wall (child safety)
f. Lack
of ground level blackboard in primary classes
g. Lack
of learning friendly designs in school
h. Lack
of teacher toilet
i. Lack
of Boys’ Toilet
j. Lack
of Separate Girls’ Toilet
k. Lack
of drinking water connection
l. Lack
of drinking water hydrant/ platform
m. Lack
of Children’s library almirah
n. Lack/in-sufficient
electricity connection
o. Shortage
of Notice Boards/Display Boards for Common purpose, HM, Teachers, Students,
etc.
p. MDM
Kitchen and store
q. Shortage
of room to make staff room
r. Shortage
of room to make HM’s room
s. Shortage
of staff room furniture – chair, table, almirah, etc.
t. Shortage
of HM’s room furniture – chair, table, almirah, etc.
u. Shortage
of room for Laboratory (for upper primary only)
v. Shortage
of room Store
w. Tiffin
Hall, etc.
v.
Listing of problems related to conditions
of available infrastructure
a. Major/minor
repair of roof, walls, columns, floor, etc. of existing school buildings
b. Major/minor
repair of protective/supporting walls for existing school buildings
c. Major/minor
repair of classrooms and its blackboards
d. Major/minor
repair of other rooms
e. Major/minor
repair of school furniture including Notice Boards
f. Major/minor
repair of toilets available in the school
g. Major/minor
repair of drinking water connectivity and water hydrant
h. Major/minor
repair of electricity connection
i. Major/minor
repair of MDM kitchen/Store/tiffin hall,
j. Major/minor
repair of ground level blackboard, etc.
vi.
Listing of Problems related to teaching
materials/equipment
a. Lack/shortage
of age relevant library books for children
b. Lack/shortage
of globe, maps, charts, etc.
c. Lack/shortage
of fixed, embossed, folding models, etc.
d. Lack/shortage
of play cards, flash cards, etc.
e. Lack/shortage
of Mathematics kits, Science kits, etc.
f. Lack/shortage
of instruments like computer, printer, tape recorder, microscope, hand lens,
mirrors, etc.
g. Lack/shortage
of ICT instruments like radio, TV, internet, etc.
vii.
Listing of problems related to Physical
Health Education (games, sports, physical
training and health education)
a. Lack/shortage
of football kits, volleyball kits, cricket kits, badminton kits, hockey kits,
etc.
b. Lack/shortage
of table tennis kits
c. Lack/shortage
of chess, ludo, etc.
d. Lack/shortage
of javelin and discuss kits.
[Problems depend on the availability of playing spaces and small
playground may be extended if community can provide land]
viii.
Listing of problems related to Art
Education [Music,
dance, theatre, drawing, painting and craft/work]
a. Lack
of art education materials like design books, source books, tool guides, etc.
b. Lack/shortage
of musical instruments like madal, damphu, chyabrung,
tungna, harmonium, guitar, dukki-tabela, etc.
c. Lack
of craft labs, craft materials and tools [tools for carving, moulding,
chiseling, cutting, chopping, etc.]
ix.
Listing of problems related to use
of various grants received by the schools
a. Improper
use of School grant – not as per prioritized activities
b. Improper
use of Teacher grant – not as per prioritized activities
c. Improper
use of Maintenance grant – not as per prioritized activities
d. Improper
use of Stationary grant – not as per prioritized activities
e. Improper
use of Ancillary grant – not as per prioritized activities
f. Improper
use of other fund received as personal donations/ prizes – not as per
prioritized activities, etc.
x.
Listing of problems related to
community and civil society participations
a. People
grazes their cattle in school campus
b. People
defecates in school area
c. People
destroys water linkage to school
d. People
destroys school properties during off school time
e. People
do not visits and inquire classes/school during school days
f. People
do not sit in the class to see how teacher teaches
g. People
do not contribute to make school more effective in attracting children, etc.
xi.
Listing of school inspection related
problems
a. School
Management Committee do not visit school once in 15 days
b. Cluster
Coordinator do not visit school even once in a month
c. Block
Coordinator do not visit school even once in 3 months
d. Sub-Divisional
Deputy Director do not visit school even once in 1 year
e. District/DIET
officials do not visit school even once in 2 year
f. State/SCERT
officials do not visit school even once in 3 year
xii.
Listing of problems related to
exigencies
a. Sanitary
problems for girls
b. Uncertain
injuries
c. Landslide
d. Earthquake
e. Fire
hazards
f. Late
arrival of textbooks
g. Uncertain
transfer of the teachers or closing of school, etc.
School
Management Committee segregates the problems which are to be solved in the plan
period and prioritizes them as per the importance of the problem in the same
meeting. Accordingly the meeting converts the problems into desired
outcomes/goals and devises the actions/steps to achieve the same (See the
answer of Question 5 above). After finalization of the plan for the year, the
committee submits it to their respective Cluster Resource Centre.
Implementation
This
step includes all the planned activities conducted to achieve the desired
outcomes/goals. As such, School Management Committee actually starts working as
per the devised actions/steps to solve the prioritized problems included in the
plan. School Management Committee during
its meeting constitutes sub-committees to implement various planned activities
with clear instructions.
Monitoring and Review Meetings
School
Management Committee convenes periodical meetings sub-committees to review the
progress of the implemented activities. Sometimes the committee needs to devise
alternative actions/steps if they feel that the previous strategies may not
suffice to achieve the targeted goals. The committee also needs to analyze the
planned areas which are lagging behind and reconsider the strategies to speed
up the process.
School
Management Committee should meet once in a month and there should be quarterly
review meeting with sub-committees wherein the sub-committees will submit their
quarterly progress report. School Management Committee also has to conduct
parent-teacher meeting two
times every year to apprise them the progress achieved
against the plan targets for both physical and financial achievements. This
meeting should be after Summative Assessment – I and II so that the meetings can
also discuss about the achievements of the children in the school. In every
meeting, School Management Committee has to maintain
records the progress in every meeting in the minutes register.
*****************
Chapter IV
Various Grants and Accounts keeping
The government provides
various annual grants to schools on the basis of the levels and categories. These grants are school
grant, maintenance grant, teacher grant Stationary and ancillary grants. The rates of different grants are as under:
Sl.
No.
|
Types of Grants
|
Particular
|
Amount
|
||
1.
|
School Grant
|
-
|
For Primary Level
|
:
|
Rs. 5000/- per school
|
-
|
For Upper Primary
Level
|
:
|
Rs.7000/- per school
|
||
2.
|
Maintenance Grant
|
-
|
For schools with up
to 3 rooms
|
:
|
Rs. 7500/- per school
|
-
|
For schools with more than 3 rooms
|
:
|
Rs. 10000/- per school
|
||
3.
|
Teacher Grant
|
-
|
For all govt./aided schools
|
:
|
Rs. 500/- per teacher
|
4.
|
Stationary Grant
|
-
|
For Primary schools
|
:
|
Rs. 1000/- per
school
|
-
|
For Jr. High Schools
|
:
|
Rs. 2500/- per
school
|
||
-
|
For Secondary
Schools
|
:
|
Rs. 5000/- per
school
|
||
-
|
For Sr. Sec. Schools
|
:
|
Rs. 7500/- per
school
|
||
5.
|
Ancillary Grant
|
-
|
For the children of
Classes I to V
|
:
|
Rs. 37/- per child
|
-
|
For
the children of Classes VI to VIII
|
:
|
Rs. 65/- per child
|
||
6.
|
Donations/ Cash prizes
|
-
|
This is the money received by the school from Ministers,
MLAs, MPs, PRIs, govt. officials, community as personal donations and the
cash prizes for school’s/students’ performances
|
||
Note: The rate given above under Serial number 1 to 5 is the present rate of
the department.
School Grant: This
grant is given on the basis of the level i.e. Primary Level and Upper Primary
Level. As given above `5000/- Primary Level and `7000/- for upper primary level. So the school having both the levels will
get `12000/-. The School Grant is meant for
the replacement of timeworn materials like file-board cover, registers, etc.
Since the above materials may not be replace every year and Stationary Grant is
also there to supplement the requirements, the grant may be used for the
construction of almirah for children’s library, purchasing petty laboratory
consumables for
teaching science up to upper primary levels.
Maintenance Grant: Maintenance Grant is
given on the basis of the rooms available in the school. It is anticipated that
the schools having more rooms need more fund for repair. This grant is meant for
minor repairs like repairing of window panes, desk, benches, chairs, tables,
blackboards, almirah, etc. Since this grant also an annual grant for the
school, the fund allocated under this may be used for the development of
child-friendly or learning-friendly environment in the school campus if repair
works is less in the school.
Teacher Grant: Teacher
Grant is given on per teacher basis and the number of teachers available in the
school on the basis of the entitlement as per RTE Act. This grant is meant for
the preparation of low cost Teaching Learning Materials from the locally
available materials. This grant can also be used for buying chart papers,
sketch pen, markers, etc. to conduct stimulating teaching learning in the
classroom.
Stationary Grant: Stationary Grant is
given on the basis of the category of schools, not on the basis of the levels
available in the schools like school grant. School category means the primary
school, junior high school, secondary school and senior secondary school. As
mention in the table above, it is given a lump-sum amount on the basis of
school category. This grant is especially meant for the purchase of office
stationaries and other consumables.
Ancillary Grant: Ancillary Grant is given to
school on the basis of the level-wise number of children available in the
school in previous year. This grant is for the purchase
of various materials for the assessment of students’ achievements like papers,
pencils, pen, ink, or the materials required for conducting such
assessment activities.
Donations/ Cash
Prizes: This is the money received
by the school from Ministers, MLAs, MPs, PRIs, govt. officials, community as
personal donations and the cash prizes for school’s/students’ performances [School
cannot impose any fees to children]. Mostly it is found that the schools hardly
keep the accounts of the money received by the schools as donations and prizes.
However, the money received by the school, whatever may be the source, is
public money. Therefore, the school has to maintain the accounts of the money
received by the school as donations and cash prizes. The money received from
these sources may be used for educational excursions of students; excursions of
teachers to the schools which have excelled innovatively in school management
or pedagogical processes, for the procurement of musical instruments/ costumes,
tape recorder, radio, etc.
Accounts keeping: Sarva Shiksha Abhiyan
emphasizes transparent accounts keeping at every management level. The accounts
of every grant is be maintained in separate register and keep in a file along
with respective vouchers and cash memos. Therefore, there should be six
registers and six board covers for accounts keeping of above mentioned grants.
The
School Management Committee has to maintain transparency in keeping the
accounts. The details of receipt and expenditure are to be placed in quarterly
meetings of School Management Committee and in the parent meetings. A Display
Board showing monthly
receipt and expenditure is to be fixed in the wall of the school verandah
in such place where it can be easily visible to common public. The sample DISPLAY BOARD is given below.
MONTHLY FUND UTILIZATION
Month: October
Sl.
No.
|
Fund received as
|
Amount
|
Expenditure this month
|
Expenditure till last month
|
Total till this month
|
Balance
|
1.
|
School Grant
|
`5000/-
|
`750/-
|
`2300/-
|
`3050/-
|
`1950/-
|
2.
|
Maintenance Grant
|
`7500/-
|
0
|
`4500/-
|
`4500/-
|
`3000/-
|
3.
|
Teacher Grant
|
`2500/-
|
`1500/-
|
`200/-
|
`1700/-
|
`800/-
|
4.
|
Stationary Grant
|
`1000/-
|
0
|
`500
|
`500
|
`500/-
|
5.
|
Ancillary Grant
|
`3700/-
|
`500/-
|
`2000
|
`2500/-
|
`1200/-
|
6.
|
Fund received from other source
|
-
|
-
|
-
|
-
|
-
|
Total
|
`19700/-
|
`2750
|
`9500/-
|
`12250/-
|
`7450
|
Note: The item indicated under serial number 6 is
donations and cash prizes received by the schools
As
mentioned above the accounts keeping in different registers for different
grants is mandatory. These registers are to be placed when concerned officials
or Audit party visit the schools along with the cash memos and vouchers. A
sample entry of the accounts register pertaining to School Grant is
given below:
ENTRY REGISTER FOR SCHOOL GRANT
RECEIPT
|
EXPENDITURE
|
|||||||
Date
|
Particulars
|
Amount
|
Total
|
Date
|
Particulars
|
Amount
|
Total
|
|
Brought
forward
|
`200/-
|
-
|
-
|
-
|
-
|
-
|
||
12/4/2011
|
Received School Grant vide cheque number …… or cash
|
`5000/-
|
`5200/-
|
3/5/2011
|
Purchased
5 registers and 5 file board covers (Cash memo enclosed in c.p. no. 3)
|
`350/-
|
-
|
|
7/7/2011
|
Purchased
ply wood to make almirah to set children’s library (Cash memo enclosed in
c.p. no. 4)
|
`1500/-
|
`1850/
|
|||||
10/7/2011
|
Purchased
nail, latches, etc. (Cash memo enclosed in c.p. no. 5)
|
`225/-
|
`2075/-
|
|||||
21/7/2011
|
Paid
to carpenter (Receipt enclosed in c.p. no. 3)
|
`900/-
|
`2975/-
|
|||||
So
on….
|
||||||||
Note: School Management
Committee meets every time when it receives any fund/grant to discuss the
activities to be taken up from among the prioritized list using that money. It
also reviews the progress of the works which are already taken up by it.
In the same way, School
Management Committee has to prepare registers for Maintenance Grant, Teacher
Grant, Stationary and Ancillary Grants. Another important thing that School
Managing Committee must not forget is the submission of Utilization Certificate
at the end of every Financial Year i.e. end March every year. The format for
the submission of Utilization Certificate is as under:
SCHOOL MANAGEMENT COMMITTEE
GOVERNMENT PRIMARY SCHOOL
AMALAY
Ref. No. _______________ Date:
________
UTILIZATION CERTIFICATE OF SCHOOL GRANT
This
is certify that the amount to the tune of ` 5000.00 (Five Thousand) received
by this School on account of School Grant for the financial year 2011 is fully
utilized.
Sign
of Secretary (SMC) Sign of Chairman (SMC)
Seal
Seal
Note: The SMC Secretary is the
Ex-officio Member Convenor i.e. School Head
The sample formats of all categories are given in
the next pages.
Very
often, it is heard that the School Management Committee is asked to submit the
cash memos and vouchers along with the utilization certificates by CRCs, BRCs
and DPOs. This will creates problem for School Management Committees when
School Audit visits their schools. Therefore, the committee submit simple
certificate as above, however, they have to show accounts and satisfy the
school audit and inspecting officers from various levels during their visits to
the schools.
******************
Chapter – V
Entitlements under RTE Act
RTE
Act has specified entitlements related to access, number of teachers, part time
instructors and classrooms. The discussions on these entitlements are given in
the bullets below for the information to the School Management Committee. The main
intend of including this chapter in this module is to make School Management
Committee aware about the norms of entitlements of basic needs of opening a
school or providing basic facilities in a school.
A.
Entitlement related to access
to school for all children of 6 to 14 age group
Any habitation which falls beyond the school neighbourhood areas as per
the neighbourhood norms laid down by the state government, the children of that
habitation, if they are out of school, are entitle for access to schooling. The
state has the provision of opening of Lower Primary School which is the school
with three classes (I to III) in the habitations having 20 to 30 children and
primary school with classes I to V above 30 children. The strategies for
providing access to schooling for the children of such habitations having less
than 20 children are yet not devised or notified in the state. However, we may
take following norms for providing access to schooling in this module for the children
of such habitation of the state:
No. of
children
|
Adoptable Strategies
|
Remarks
|
01 to 09
|
Enrolment
of children providing residential facility in the schools already having
hostels
|
We
may request MHRD for providing per child hostel fee instead of residential
school
|
10 to 19
|
Opening
of EGS Centres if the habitation may be eligible for lower primary school
after two years (after projecting children population of 6 to 11 years
considering birth rate and population inflow)
|
If the habitation does not fulfill the criteria of opening of lower
primary school within 2 years we may go for residential facility
|
B.
Entitlement related to
teachers
The tables given below give the entitlement of teachers in primary and
upper primary levels of government schools as per RTE Act 2009. Since entitlement
of teachers on enrolment basis as per last Notification [Notification
No. 1022/Dir/HRDD/SE, dated 2nd February 2010.] of the Human Resource
Development Department, Government of Sikkim, is higher than the RTE Entitlement,
the School Management Committee may confuse of total number of teachers to be
there in a school. However, the School Management Committee has to follow the RTE
entitlement while demanding teachers for the school.
For Primary Level (Classes I to V)
Sl. No.
|
Students’ Enrolment number
|
Entitlement of full time Teachers
|
Entitlement of Head Teacher
|
Entitlement of Part Time Teacher
|
1
|
01 to 60
|
02
|
Not Entitled
|
Not Entitled
|
2
|
61 to 90
|
03
|
Not Entitled
|
Not Entitled
|
3
|
91 to 120
|
04
|
Not Entitled
|
Not Entitled
|
4
|
121 to 150
|
05
|
Not Entitled
|
Not Entitled
|
5
|
150 to 200
|
05
|
01
|
Not Entitled
|
6
|
200 and above
|
PTR @ 40:1
|
01
|
Not Entitled
|
Note: As per the formats
supplied by Ed.CIL for the preparation Supplementary Plan 2010-11
The serial number ‘1’ shows student enrolment number as 01 to 60. This does not mean that a
school can be opened or two teachers can be appointed for a child where that
child only is the students for a complete session of that school. The
indication of 01 to 60 is ‘Up to 60 children’. The
PTR given in the 6th row in the table above is the rate of students
per teacher. This means that if there is more than 200 students in a primary
school or primary level in Junior High School, Secondary or Senior Secondary
Schools then one each teacher will be added for every 40 students. The primary
schools opened under SSA, has been given two primary teachers as the schools
have less than 60 students. If the students’ enrolment is more than 60 in this
session, the schools may demand teachers as per the teacher entitlement of RTE
Act.
For Upper Primary Level (Classes VI to VIII)
Sl. No.
|
Enrolment number
|
Entitlement of full time Teachers
|
Entitlement of Head Teacher
|
Entitlement of Part Time Teacher
|
1
|
2
|
3
|
4
|
5
|
1
|
01 to 100
|
03
|
Not Entitled
|
Not Entitled
|
2
|
100 to 150
|
03
|
01
|
03
|
3
|
150 and above
|
PTR @ 35:1
|
01
|
03
|
Note: As per the formats
supplied by Ed.CIL for the preparation Supplementary Plan 2010-11
The descriptions for Row number 1 for number of students and Row number 3
for PTR are same as in primary level. However, regarding the number of teachers
in the table above may need explanations. The entitlement of 03 teachers
mentioned under column 3 are the teachers for three subjects i.e. one Social
Studies Teacher, one Science Teacher and one Language Teacher. In this case as
well, the state has the provision of providing three Social Studies Teachers,
one Mathematics Teacher and one Science Teacher (including Head Teacher) for
upper primary level. The language classes in upper primary level are normally dealt
by primary teachers. However, the
primary schools upgraded under SSA are following the norms of RTE Act for the
placement teachers.
C.
Entitlement of part Time
Instructors
The upper primary schools having enrolment (enrolment in Classes VI to
VIII) more than one hundred are entitle for three Part Time Instructors viz.
one work education instructor, one art education instructor and one physical
education instructor. The art education instructor normally works on both performing
and visual arts. The performing arts like vocal and instrumental music, folk
and classical dances, rhythmic movements, drama, stage puppetry, street plays,
mime, mask play, etc. and visual arts like painting, drawing, paper
cutting and pasting, clay and paper modeling, puppetry,
sculpturing, various indigenous crafts etc. The work education instructor instructs the
children on work education like cutting vegetables, cooking, cleaning
classrooms, decorating rooms, cleaning utensils, gardening, organizing class
quiz, washing clothes, etc. This instructor inculcates the ethics of dignity of
labour. The physical education instructor is not like PT Teacher. This
instructor has to look after all the areas of children’s physical development
(sports, PT, etc.) and health education (diseases, HIV Aids, adolescence
counseling, population education, etc.).
D.
Entitlement related to
Classrooms
The entitlement of classrooms for the school is on the basis of number of
classes or number of teachers (as per RTE entitlement) in the school whichever
may be the less. This means that if in a primary school there are five classes
and the enrolment is 100. The entitlement of teachers for 100 students is 03
which is less than the number of classes. Hence, the school is entitled for 3
classrooms only.
******************
Chapter – VI
Planning Tables
Household
Survey Format and tables for consolidation are main tools for the preparation
of School Development Plan. There are altogether 47 (forty seven) formats of seven
categories which given in the table below:
Sl.
No.
|
Particulars
|
Tables
|
Total number of tables
|
1
|
Children Population Format
|
I(a), I(b), I(c), I(d), I(e), I(f), I(g)
|
07
|
2
|
School Going Children Format
|
II(a), II(b), II(c), II(d), II(e), II(f), II(g)
|
07
|
3
|
Out of School Children Format
|
III(a),
III(b), III(c), III(d),
III(e), III(f), III(g)
|
07
|
4
|
Student Information Format
|
IV(a),
IV(b), IV(c), IV(d),
IV(e), IV(f), IV(g),
IV(h), IV(i), IV(j), IV(k)
|
11
|
5
|
Teacher Format
|
V(a),
V(b), V(c), V(d),
V(e), V(f)
|
06
|
6
|
School Format
|
VI(a), VI(b),
VI(c), VI(d), VI(e),
VI(f), VI(g), VI(h),
VI(i)
|
09
|
TOTAL
|
47
|
It is
expected that the detailing of the formats mentioned above will help the
readers to be acquainted with them. As such, the detailing is done as under:
- Children Population Format: There are seven tables under
this category. The tables are related to the data of school neighbourhood
area. The table numbers and captions of the tables are given below:
i.
TABLE – I(a): Household
Survey
ii.
TABLE – I(b): Age-wise and
Community-wise Consolidation of total Children Population
iii.
TABLE – I(c): Age-wise and
Community-wise Consolidation of BPL Children Population
iv.
TABLE – I(d): Age-wise and
Community-wise Consolidation of APL Children Population
v. TABLE – I(e): Age-wise and
Community-wise Consolidation of Children Population with BPL/APL Card
vi.
TABLE – I(f):
Disability-wise and Age-wise Consolidation of Disable Children
vii.
TABLE – I(g): Record of
Disable Children Population
2.
School Going Children Format: The
tables under this category are also the consolidation of the data collected by
using FORMAT – I(a): Household Survey Format.
There are seven tables in this category also and pertains the data of school
neighbourhood. The
table numbers and captions of the tables are given below:
i.
TABLE – II(a):
Age-wise and Community-wise School going children
ii.
TABLE – II(b):
Age-wise and Grade-wise School going children in Primary
iii.
TABLE – II(c):
Age-wise and Grade-wise School going children in Upper Primary
iv.
TABLE – II(d):
Age-wise and Community-wise School going Disable children
v.
TABLE – II(e):
Age-wise and Grade-wise School going Disable children in Primary
vi.
TABLE – II(f):
Age-wise and Grade-wise School going Disable
children in Upper Primary
vii.
TABLE – II(g):
Record of School going children
3.
Out of School Children Format: This
category of format also contains seven different tables. As in serial number
(2), the tables of this category are also for the consolidation of data
collected from school neighbourhood through FORMAT – I(a):
Household Survey Format. The table
numbers and captions of the tables are given below:
i.
TABLE – III(a):
Age-wise and Community-wise not enrolled children
ii.
TABLE – III(b):
Age-wise and Community-wise not enrolled disable children
iii.
TABLE – III(c):
Age-wise and Community-wise dropout children
iv.
TABLE – III(d):
Age-wise and Grade-wise dropout children in Primary
v.
TABLE – III(e):
Age-wise and Grade-wise Dropout Children in Upper Primary
vi.
TABLE – III(f):
Record of Not enrolled Children
vii.
TABLE – III(g):
Record of Dropout Children
4.
Student Information Format:
This category has the largest numbers of tables i.e. eleven tables. The tables
are related to the children enrolled in the particular school for which the
plan is being prepared. These tables do not cover the data of school neighbourhood.
The table numbers and captions of the tables are given below:
i.
TABLE – IV(a):
Grade-wise and Community-wise Gross Enrolment of this School
ii.
TABLE – IV(b):
Enrolment of BPL Children
iii.
TABLE – IV(c):
Enrolment of APL Children
iv.
TABLE – IV(d):
Enrolment of Children without any Card (APL/BPL)
v.
TABLE – IV(e):
Disable Children attending this school
vi.
TABLE – IV(f):
Age-wise, Grade-wise and Community-wise Net Enrolment of this school
vii.
TABLE – IV(g):
Grade-wise and Community-wise average attendance of the students in previous
session
viii.
TABLE – IV(h):
Consolidated Performance of Students at the end of the previous session
ix.
TABLE – IV(i):
Grade-wise and Gender-wise number of children securing ‘E’ Grade in last
academic session
x.
TABLE – IV(j):
Incentives given to the children of primary classes in last session
xi.
TABLE – IV(k):
Incentives given to the children of upper primary classes in last session
5.
Teacher Format: There
are six tables under this format and the format relates to the teachers and
head teachers of the school for which the plan is being prepared. The table
numbers and captions of the tables are given below:
i.
TABLE – V(a): General
Information about Teachers
ii.
TABLE – V(b): Record of
different trainings attended by teachers
iii.
TABLE –V(c): Assessment of
Teachers’ Effectiveness for last session
iv.
TABLE – V(d): General
Perceptions on Teachers’ Effectiveness
v.
TABLE – V(e): Effectiveness
of Head Teacher
vi.
TABLE – V(f): Individual
average attendance of Teachers including Head Teacher
6.
School Format:
This format contains nine tables and all the tables are for the collection of
various information of the school for which the plan is being prepared. The table numbers and captions of the tables
are given below:
i.
TABLE – VI(a):
General Information about School
ii.
TABLE – VI(b):
Conditions of available infrastructure in the School-I
iii.
TABLE – VI(c):
Conditions of available infrastructure in the School-II
iv.
TABLE – VI(d):
Conditions of available infrastructure in the School-III
v.
TABLE – VI(e):
Teaching Learning Materials/Equipment
vi.
TABLE – VI(f): Games
and Sports Materials
vii.
TABLE – VI(g):
Status of Children’s Library
viii.
TABLE – VI(h):
Status of Art and Musical Instruments
ix.
TABLE – VI(i):
Status of number of School Inspections conducted last year
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