Kasturaba Gandhi Balika Vidyalayas scheme

The Kasturaba Gandhi Balika Vidyalaya scheme is aimed at girls belonging primarily to SC, ST, OBC and minorities in difficult areas. The guidelines for their implementation as given in their web site is as follows:

1.         Background

1.1       The Government of India has approved a new scheme called Kasturba Gandhi Balika Vidyalaya (KGBV) for setting up upto 750 residential schools with boarding facilities at elementary level for girls belonging predominantly to the SC, ST, OBC and minorities in difficult areas.  The scheme will be coordinated with the existing schemes of Department of Elementary Education & Literacy viz. Sarva Shiksha Abhiyan (SSA), National Programme for Education of Girls at Elementary Level (NPEGEL) and Mahila Samakhya (MS).

 

2.                  Scope/ Coverage of the scheme

2.1       The scheme would be applicable only in those identified Educationally Backward Blocks (EBBs) where, as per census data of 2001, the rural female literacy is below the national average and gender gap in literacy is more than the national average. Among these blocks, schools may be set up in areas with:

 

¨       concentration of tribal population, with low female literacy and/or a large number of girls out of school;

¨       concentration of SC, OBC and minority populations, with low female literacy and/or a large number of girls out of school;

¨       areas with low female literacy;  or

¨       areas with a large number of small, scattered habitations that do not qualify for a school

 

The criteria for eligible EBB will be the same as in the NPEGEL scheme of SSA.

 

3.         Objective

3.1       Gender disparities still persist in rural areas and among disadvantaged communities. Looking at enrolment trends, there remain significant gaps in the enrolment of girls at the elementary level as compared to boys, especially at the upper primary levels.  The objective of KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by setting up residential schools with boarding facilities at elementary level.

 

4.         Strategies

4.1       Between 500 to 750 residential schools will be opened in a phased manner over the Xth Plan period at an estimated cost of Rs. 19.05 lakh as recurring cost and Rs. 26.25 lakh as non-recurring cost, per school.  Initially, the proposed schools  shall be opened in rented or other available Government buildings after deciding the location.

 

4.2       Such residential schools will be set up only in those backward blocks that do not have residential schools for elementary education of girls under any other scheme of Ministry of Social Justice & Empowerment and Ministry of Tribal Affairs. This shall be ensured by the district level authority of SSA at the time of actual district level planning of KGBV initiatives by co-ordinating with the other Departments/Ministries.  A list of educational complex being run by Ministry of Tribal Affairs is enclosed for facilitating selection of KGBV.

 

 

 

5.                  The components of the scheme will be as follows:

 

(i)                  Setting up of residential schools where there are a minimum of 50 girls predominantly from the SC, ST and minority communities available to study in the school at the elementary level.  The number can be more than 50 depending on the number of eligible girls.  Three possible models for such school have been identified and given at Annex.I(a) to I(c).

(ii)                To provide necessary infrastructure for these schools

(iii)               To prepare and procure  necessary teaching learning material and aids for the schools

(iv)              To put in place appropriate systems to provide necessary academic support and for evaluation and monitoring

(v)                To motivate and prepare the girls and their families to send them to residential school

(vi)              At the primary level the emphasis will be on the slightly older girls who are out of school and were unable to complete primary schools (10+). However, in  difficult  areas  (migratory populations, scattered habitations that do not qualify for primary/ upper primary schools)  younger girls can also be targeted

(vii)             At the upper primary level, emphasis will be on girls, especially, adolescent girls who are unable to go to regular schools

(viii)           In view of the targeted nature of the scheme, 75% girls from SC, ST, OBC or minority communities would be accorded priority for enrolment in such residential schools and only thereafter,  25% girls from families below poverty line.

(ix)              Established NGOs and other non-profit making bodies will be involved in the running of the schools, wherever possible. These residential schools can also be adopted by the corporate groups.  Separate guidelines are being issued in the matter.

           

6.         Implementation, monitoring and evaluation

 

6.1       The scheme will be implemented by State Governments through the Mahila Samakhya (MS) Society in MS states and through the SSA society in case of other states. Funds will be released as per SSA pattern to the State SSA societies. The monitoring and evaluation at the State and district level will be undertaken by the MS State Resource Centers and  in non-MS states, through the committee created for the National Programme for Education of Girls at the Elementary Level in the SSA society. 

 

6.2       Training for teachers and staff at the residential schools will be coordinated by the District Institutes of Educational Training, Block Resource Centres and the Mahila Samakhya Resource Groups.

 

7.         State Support Group

 

7.1       An Advisory State level coordination committee as approved under the NPEGEL scheme, shall provide direction and support to the programme. This group will consist of nominees from relevant State Government Departments, Government of India, experts in the field of girls education, educationists etc. The selection of an appropriate model of the school and its location would be done by this Committee based on the recommendation of the district committee implementing the NPEGEL and the new proposed scheme.

 

8.         National Support Group

 

8.1       The National Resource Group (NRG) created under the Mahila Samakhya programme at the National level shall provide inputs on conceptual issues and concerns arising in the programme, and advice GOI on policy matters concerning the education of girls. This group will provide the interface with research and training institutions, women’s movement, educationists and non-Governmental  institutions and also bring in other experiences of educating girls.

 

8.2       Since the NRG, consists of a small number of persons and meets only two to three times in a year, smaller sub committees of the NRG created for specific inputs, like gender training of teachers, development of gender based teaching learning material, development of  audio visual programmes etc. will co- opt additional  persons from relevant institutions or experts for the purpose.

 

9.         Methodology

9.1       Based on the number of girls and the type of residential school to be provided, the selection of the model of the school to be selected would be done by a State Level Committee based on the recommendation of the District Committee for the purpose.  The proposal shall be forwarded to the Cell at the National level who shall appraise them with the help of external agencies/consultants, where necessary.  Finally, the Project Approval Board of SSA will approve these plans.

 

10.       Financial Norms under KGBV

10.1     The SSA pattern of financing with a 75:25 ratio of sharing between the Centre and the States during the Tenth Five Year Plan, and 50:50 thereafter, will be adopted for KGBV as well.  Commitments regarding sharing of cost would be taken from the State Governments in writing.

10.2     The provisions for KGBV will be in addition to the provisions already made under SSA and for NPEGEL.  The SSA Society shall ensure convergence of KGBV with NPEGEL and Mahila Samakhya programme. It shall also ensure that funds allocated are appropriately invested and there is no duplication of activities. 

10.3     The Government of India would directly release funds to the SSA State Implementation Society.  The State Government will also release its share to the State Implementation Society.  Funds will be released thereafter to the Mahila Samakhya Society wherever applicable.  In States where MS is not being implemented, the implementation of this scheme will be through the ‘Gender Unit’ of SSA Society and existing mechanism used for implementation of SSA will be followed.

10.4     The State Society should open a separate Savings Bank Account for operating the funds of KGBV.  State Government should also release its matching share to the State SSA Society through a separate budget head.  Separate accounts will have to be maintained at district and sub-district structures, accordingly.

 

 

Annex I(a)

 

FINANCIAL ESTIMATES- I

(Scenario I: Cost estimates for 100 girls)

NON RECURRING:

Rs in lakhs

SN	ITEM OF EXPENDITURE	AMOUNT PER SCHOOL*
1	Building	20.00
2	Furniture/ Equipment including kitchen equipment	2.50
3	Teaching learning material and equipment including library books	3.00
4	Bedding	0.75
	TOTAL	26.25

 

RECURRING COSTS PER ANNUM:

Rs in lakhs

SN	ITEM OF EXPENDITURE	AMOUNT PER SCHOOL*
1	Maintenance per girl student per month @ Rs. 750	9.00
2	Stipend for girl student per month @ Rs. 50	0.60
3	Course books, stationery and other Educational material            @ Rs 50/ month	0.60
4	Examination fee	0.01
5	Salaries:                  1  Warden cum teacher              4  Full time teachers              3  Part time teachers 2  Support staff –    (Accountant/Assistant, Peon Chowkidar and Cook)	6.49
6	Vocational training/specific skill training	0.40
7	Electricity/ water charges	0.50
8	Medical care/contingencies @ Rs 750/ child	0.75
9	Miscellaneous including maintenance	0.40
10	Preparatory camps	0.15
11	PTAs/ school functions	0.15
	TOTAL	19.05

 

* Based on calculations for 100 girls.  The number of girls can, however, increase.

 

Annex I(b)

 

FINANCIAL ESTIMATES- II

(Scenario II: Cost estimates for 50 girls)

 

 

NON RECURRING:

Rs in lakhs

SN	ITEM OF EXPENDITURE	AMOUNT PER SCHOOL
1	Building	15.00
2	Furniture/ Equipment including kitchen equipment	2.50
3	Teaching learning material and equipment including library books	3.00
4	Bedding	0.75
	TOTAL	21.25

 

RECURRING COSTS PER ANNUM:

 

Rs in lakhs

SN	ITEM OF EXPENDITURE	AMOUNT PER SCHOOL*
1	Maintenance per girl student per month @ Rs 750	4.5
2	Stipend for girl student per month @ Rs 50	0.3
3	Course books, stationery and other Educational material @ Rs 50/ month	0.3
4	Examination fee
5	Salaries:	6.49
	1  Warden
	4  Full time teachers
	3  Part time teachers
	2         Support staff –       (Accountant/Assistant, Peon, Chowkidar and Cook)
	Vocational training/specific skill training	0.3
	Electricity/ water charges
	Medical care/contingencies @ Rs 750/ child	0.375
	Miscellaneous including maintenance	0.35
	Preparatory camps	0.1
	PTAs/ school functions	0.1
	TOTAL	12.815

* Based on calculations for 50 girls. The number of girls can, however, increase.

Annex I(c)

 

FINANCIAL ESTIMATES- III

(Scenario III: In an existing Girls upper primary school)

NON RECURRING:

Rs in lakhs

SN	ITEM OF EXPENDITURE	AMOUNT PER SCHOOL*
1	Building	15.00
2	Furniture/ Equipment including kitchen equipment	2.50
3	Teaching learning material and equipment including library books	3.00
4	Bedding	0.75
	TOTAL	21.25

 

RECURRING COSTS PER ANNUM:

 

Rs in lakhs

SN	ITEM OF EXPENDITURE	AMOUNT PER SCHOOL*
1	Maintenance per girl student per month @ Rs 750	4.5
2	Stipend for girl student per month @ Rs 50	0.3
3	Course books, stationery and other Educational material @ Rs 50/ month	0.3
4	Examination fee	.01
5	Salaries:	3.6
	1  Warden
	3  Part time teachers
	2         Support staff –       (Accountant/Assistant,  Peon, Chowkidar and    Cook)
	Vocational training/specific skill training	0.3
	Electricity/ water charges
	Medical care/contingencies @ Rs 750/ child	0.375
	Miscellaneous including maintenance	0.35
	Preparatory camps	0.1
	PTAs/ school functions	0.1
	TOTAL	9.925

* Based on calculations for 50 girls. The number of girls can, however, increase.

September 27th, 2007

Ad in Samaja for Nursery teacher’s education

September 26th, 2007

Orissa plans to include class IX and X in Sarba Siksha Abhiyan

Following is Sambada’s take on it.

September 20th, 2007

Ad (in Samaja) for Math Olympiad conducted by Orissa Mathematical Society and sponsored by DAE

1 comment September 15th, 2007

Sainik School Bhubaneswar’s ad in Samaja

Update: A PIB release on this is at http://pib.nic.in/release/release.asp?relid=31792. It lists the various Sainik Schools in the country.

September 15th, 2007

PM’s remarks in the full planning commission meeting

Following is from a PIB report.

The Prime Minister, Dr. Manmohan Singh, chaired the full Planning Commission meeting here today. Following is the text of the Prime Minister’s closing remarks on the occasion:

            “We have had a wide ranging discussion on a subject which is vital for the continued progress of our country. We have covered all the critical areas in education, although I believe that more work needs to be done to give a final shape to the Skill Development area.

            The approach presented by the note of the Planning Commission has received broad support. The proposed scale of Central Government funding for education in the 11th Plan amounts to almost Rs.2.5 lakh crores in constant prices, which is a four-fold increase over the 10th Plan. The share of education in the total Plan will correspondingly increase from 7.7% to 19.4%.  This reflects the high priority being given to education by our Government and represents credible progress towards the objective of raising public spending of the Centre and the States combined to 6% of our GDP.

            The proposals discussed today are at varying degrees of conceptualisation. While some are ready to be operationalised in a few weeks, others will take longer to take final shape. The Planning Commission, the Ministry of Human Resource Development and other Ministries concerned with Skill Development must now move quickly to operationalise the approach agreed to today by preparing detailed programmes for each of the major new initiatives.

I wish to emphasise a few points in particular:

1. Focus on Quality Education in Elementary Education

The Sarva Siksha Abhiyan has made breakthroughs in providing universal access in most parts of the country even though I recognise that the quality and quantity of high incidence of drop-out rates I think constitute, I think serious drawbacks. It must now move to a phase where the goal would be to extract the maximum value for the money being spent. It should rapidly move its focus to quality improvement. It should even be called the Second Phase of SSA. The Ministry of HRD should work out minimum standards which must be met by all schools, whether public or private, and also chalk out the details of how to ensure that the objective is actually achieved. Special attention needs to be paid to districts with concentrations of SC, ST and minority populations. The Mid Day Meals (MDM) scheme has to be rapidly expanded to cover 60 million additional children at the upper primary level by the end of year 2008-09 and I am glad to report that the Cabinet had today approved this ambitious proposal.

2. Secondary and Higher Secondary Education

            We are setting out a goal of universalising secondary education. This is clearly the next step after universalising elementary education. While the goal is laudable, much work needs to be done before we are in a position to launch the Scheme for Universalisation of Access for Secondary Education (SUCCESS). Its details need to be quickly spelt out and discussed with States so that we are fully ready to launch it from the year 2008-09. We must not underestimate the complexity of this task as the principles for universalising elementary education cannot be easily transferred to secondary education. The physical, financial, pedagogical and human resource needs are quite different. We also need to recognize the role currently being played by the private sector and the policy design must factor this in. Detailed strategies and plans would need to be worked out rapidly for each state. Special attention would need to be paid to Districts with SC/ST/OBC/Minority concentration. The points that are made by Shri Sharad Pawar when we are dealing with children from disadvantaged background I think their special needs need to be kept in mind. The recommendations of the Sachar Committee need to be seriously considered and factored into our planning processes while planning for this programme.

To kick start the initiative, the proposal for setting up 6000 high quality model schools with costs to be shared by the Centre and the States needs to be finalised within the next few weeks. The mechanism for setting up and managing these schools – whether in the government sector or through private participation in some aspects – should be worked out by the Ministry of HRD, in consultation with the Planning Commission. It must be recognised that about 60% of secondary schools are under private management and the Ministry and the Planning Commission should focus on incorporating the role of the private sector wherever possible. An outline of the proposal should be available within two months.

Expanding secondary education would run into capacity constraints on many fronts – in getting an adequate number of mathematics and science teachers, in ensuring better attendance of teachers, in ensuring a high quality of education and in ensuring accountability of schools. This would require attention to be paid to teacher training and  managerial control aspects. The Ministry of HRD, there is no doubt that  elaborate specific proposals for meeting this need.

3. Higher Education

The Higher Education System has been relatively neglected in the past decade. It was the investment made in this system in the 50s and 60s which has given us a strong knowledge base in many fields. We are committed to rapidly expanding this sector as well.

There is now general agreement on setting up 16 Central Universities in States which do not have a university, 14 Central Universities in other States, 8 IITs, 7 IIMs and 5 Indian Institute of Science, Education & Researches. I am already getting requests from a large number of states for locating these institutions in their states. I am sure that with the large number of institutions we are considering, we would be able to satisfy every state to some extent.

Some of these universities/institutions should, ab initio, be targeted to achieve world class standards. For the Central Universities aimed at world class standards it will be necessary to be more ambitious in terms of infrastructure, especially if they are to include departments of science, medicine and engineering. This involves higher costs. The scope for private participation in these universities should therefore be systematically explored. The location of these institutions should be determined in a manner which balances the desire for achieving a greater geographical spread with the potential synergies arising from co-location. Location decisions should not be purely based on land availability. We should encourage States to compete for the location of these prized Central Institutions.

These are decisions which would define the educational growth trajectory of states for many decades to come and must be taken with utmost care.  The details and the roll-out of this high visibility programme should be worked out by an Inter-Ministerial Group consisting of the Ministry of HRD, the University Grants Commission and the Planning Commission and outside experts which the Planning Commission can appoint within a fortnight. Locational decisions should be taken within the next two months.

Once the broad policy framework is clear, we should make a start with detailed planning for the proposed Central Universities aiming at world class standards. The proposal in the Planning Commission note to set up distinct teams, to go into details of the structure and operationally relevant issues for each university is a good idea. We should have a creative approach to the design of these new centres of learning. Ideas such as common entrance tests, the semester system, flexible syllabi, student body diversity, inter-institutional student transferability, faculty recruitment and transferability, autonomy and governance reform should all be well thought out in this design. The final approval of funding for these universities should be given on the basis of the reports of these teams.

We should also seriously look at the proposal for fee increases to reasonable levels in a graduated manner accompanied by a scheme of extensive scholarships and loans which would ensure that no student is denied education because of his or her financial constraints This is a reasonable approach and the Planning Commission should work out these proposals in greater detail.

We must also seriously examine the role of private initiative in supplementing public funding for higher education. We obviously cannot rely on the private response alone but we should welcome it as a supplement. I believe that there is a role for private initiative in this area. Many states have developed good quality private institutions. We should carefully examine the policy issues that need to be addressed to promote growth of such institutions in the future.

Finally I would like to draw attention to an aspect of quality education that has been touched upon but not adequately elaborated. The IITs and IIMs have acquired a “star status” globally and we have ambitious plans of expanding the number of such institutions. However, there are large potential capacities within existing institutions which can be easily captured. Some of the existing IITs and IIMs are well endowed with land and have the capacity to expand the size of the student population by three fold. We are currently planning an expansion of 54% for providing reservation to students from other backward classes (OBCs). In fact I feel we should set up a committee to go into the optimum capacity of the existing IITs and IIMs. The Planning Commission and the Ministry of HRD should set up a group for this purpose.

The role and functions of apex institutions like UGC, All India Council of Technical Education, Medical Council of India, etc, need to be reviewed in the context of the large number of changes that have taken place in higher, professional and technical education in the last many years and the demands of a new knowledge economy.  The Planning Commission in consultation with the Ministry of Human Resource Development and other concerned Ministries should set up a Working Group to suggest a specific reforms agenda in this area.

4. Vocational Education

One area where I believe that we have slipped a lot in our commitments is in vocational education and skill development. I had mentioned on 15th August that we will develop the capacity for enrolling one crore children under this stream. The proposals, however, are too sketchy – both in vocational education and skill development. I would like to Planning Commission, in consultation with all concerned Ministries to finalise this proposal before 2nd October so that we see some real action on the ground this year.

Conclusion

            In conclusion, I compliment the Planning Commission and the Ministry of HRD for having put in sustained effort in giving shape to our commitment to improve the quantity and quality of our education system. However, what I would like to emphasise is that we cannot discuss options endlessly. We need to work with a sense of urgency and work to fixed timelines if we have to see action on the ground. Otherwise, we will continue with a theoretical exercise within these four walls for some more years. We need to work hard to ensure that all that we have agreed today takes off in a reasonably short time frame. Proposals for setting up 6000 schools covering all blocks, having 30 Central Universities and providing large capacities in vocational education must be finalised within the next two months. Locational decisions must be taken fast. It is only then that the common man will have faith in our ability to deliver on our promises.”

2 comments September 14th, 2007

Sarva Siksha Abhiyan : Steps in Orissa and Delhi

Following are excerpts from  a report in NDTV.

The government is likely to re-orient Sarva Siksha Abhiyan (SSA), the flagship programme of Human Resource Development (HRD) Ministry, into a National Mission for Quality Elementary Education.

A decision to transform SSA into a national mission with specific monitorable target is likely to be taken by the Planning Commission meeting on higher education under the chairmanship of Prime Minister. …

The meeting will also consider a proposal to enact a law to provide compulsory quality education to children of 6-14 years of age, with joint funding from the Centre and states.

The Commission will take a view on the proposal to revamp the National Literacy Mission and introduce Lifelong Education and Awareness Programme.

Following are excerpts from a report in Asian Age on Orissa’s plans.

The Orissa government on Wednesday decided to provide Rs 500 crores in the coming supplementary budget for widening of the Sarva Shiksha Abhiyan programme in the state.

This was decided after a review meeting held here …

It was found that the at least 40,000 teacher posts are lying vacant in various primary and high schools. The chief minister asked the department officials to fill up the vacant posts on war footing.

The long standing demand for establishment at least one high school in each gram panchayat was discussed in the meeting. It was resolved that 1,119 gram panchayats — which do not have high schools — will soon get new high schools. Middle english schools in all these gram panchayats will be upgraded as high schools, the meeting decided. Mr Patnaik also stressed the need for increasing the literacy rate in the state. 

September 13th, 2007

Sai International to start classes next year: Samaja

September 10th, 2007

Stewart School in Cuttack to celebrate its 125th anniversary

Following are excerpts from a Telegraph report on this.

…On November 20, Orissa’s Stewart School gears up to celebrate its 125th year.

The institution, where Netaji Subhash Chandra Bose received six years of elementary education, is marking the occasion by asking former students to come forth and to share memories of the alma mater.

Through this exercise, principal Asha Margaret Das hopes to accumulate an school information archive. On November 20, a five-day celebration with a host of programmes is also expected to start.

So far, the school has started a special unit to receive messages from former pupils. “I am sure that former pupils from far and wide must have interesting anecdotes to share,” she said.

“If you have any stories related to the old higher-secondary school or any other information, we would love to hear from you. We believe that it’s important for former pupils to realise they are a part of a rich historical past,” Das said. “It is one of the oldest schools in Cuttack and the few that are older are so by 10, maybe 25 years.”

The school, which started in 1882, was re-christened Stewart School in 1919 after its founder William Day Stewart, a civil surgeon. Stewart School began as the Orphanage School in November 1882. Soon, it came to be known as Protestant European School (in 1891) and in the same year its doors opened to Indian students. Since 1971, the institution has been managed by Diocese of Cuttack, Church of North India. Until that time it was under the Baptist Missionary Society. 

September 8th, 2007

Samaja scholarship for poor meritorious students: application form

September 7th, 2007

Orissa govt ad in Samaja: accomplishments in higher ed and higher secondary education

September 7th, 2007

Every panchayat will have one fully aided high school: Dharitri

September 7th, 2007

Dresss code for teachers and other plans regarding K-12 BSE schools – report from Samaja

September 2nd, 2007

Ekalavya School (Class VI to XII) for Adivasis in Kalinganagar – Kudos to past Jajpur Collector Dr. Arvind Padhee for his initiative on this (a Samaja article)

August 30th, 2007

+2 for hearing impaired students: an ad in Samaja

Satyabhama Devi College for hearing impaired

August 29th, 2007

Children joining special schools under Child Labor Project

The following is from a PIB release.

The number of children who have been withdrawn from hazardous jobs and have been admitted to special schools under the National Child Labour Project (NCLP) Scheme has more than doubled during the last three years.  Their number has increased from 1,67,825 in 2004-05 to 3,37,269 in 2006-07.  These children in the age group of 9 to 14 years are provided with accelerated bridging education and other benefits like stipend, mid-day meal, vocational training, health check-ups, etc. in special schools for a maximum period of three years to enable them to join regular mainstream education system.

            The state-wise details of the children enrolled in special schools under NCLP is as follows:

Similarly, the number of children enrolled in special schools under the Indo-US (INDUS) Project has also seen an increase during the last three years as follows:

August 24th, 2007