Sarva Shiksha Abhiyan (SSA) Manual: District Level Implementation Guide, Lecture notes of Educational Psychology

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Sarva

Siksha

Abhiyan (SSA)

Manual for District

Sarva

Siksha

Abhiyan (SSA)

Manual for District- Level Functionaries

i

Level Functionaries

ii

PREFACE

The purpose of this Development Manual for Sarva Shiksha Abhiyan (SSA) is to create an

enabling mechanism for improved implementation of the Centrally Sponsored Scheme

(CSS) at the cutting edge, leading to enhanced outcomes in nature and extent.

Accordingly, it would act as a guide for implementation by the District Collector and

key District-level functionaries, enable quick learning, implementation modalities, roles

and responsibilities of the various functionaries as well as stakeholders etc.

This Manual is prepared with inputs from a combination of sources, including interaction

with the Ministry of Human Resource Development (MHRD), Government of India (GoI),

review of extant framework issued in 2009 and also published in 2011 and circulars

issued thereafter by MHRD and discussions with the key personnel involved in

implementation of the Scheme.

For greater direction, the guidelines cited must be referred to along with the SSA

website (http://ssashagun.nic.in) for guidance and clarification on implementation

from time to time.

iv

• 1. Scheme Details of Sarva Shiksha Abhiyan (SSA) PREFACE
  • About the Scheme
  • Objective of the Scheme
  • Convergence of Different Ministries & Schemes
  • Scheme Interventions
    • 1.1.1 Access & Retention
    • 1.1.2 Quality Education
    • 1.1.3 Equality
    • 1.1.4 Infrastructure Development
    • 1.1.5 Programme Management
• 2. Organisational Setup
  • 2.1 Project Monitoring Structure
  • 2.2 District Level Functional Structure
  • 2.3 Institutional Arrangement at District Level..........................................
• 3. Financial Resources & Funds Flow
• 4. Roles and Responsibilities of Key District Functionaries
  • 4.1 District Level Implementation
    • 4.1.1 District Collector
    • 4.1.2 District Project Coordinator
  • 4.2 Block Level Implementation
    • 4.2.1 Block Education Officer
  • 4.3 Village Level Implementation
    • 4.3.1 Head Master & Administrator of SMC............................................
• 5. Implementation Checklist
  • 5.1 Project Progress Reports...................................................................
  • 5.2 Implementation Checklist
  • 5.3 Generation of Reports......................................................................
• Abbreviation
• Endnotes & References
• Table 1:Components, Interventions& Funding Norms in Access & Retention............... Lists of Tables
• Table 2: Component, Interventions and Funding Norms in Quality Education
• Table 3: Components and Interventions in Equality
• Table 4: Components and Interventions in Infrastructure Development
• Table 5: Component and Intervention in Programme Management.........................
• Table 6: Institutional Arrangement at District Level
• Table 7: Roles& Responsibilities of District Collector
• Table 8: Roles& Responsibilities of District Project Coordinator............................
• Table 9:Roles and Responsibilities of the Block Education Officer
• Table 10:Roles and Responsibilities of Head Master & Administrator of SMC
• Table 11: Basic Reports for Performance Monitoring
• Figure 1: Aims of the Scheme Lists of Figures
• Figure 2: Convergence of Programmes of other Ministries with SSA
• Figure 3:Approaches to Achieve Objectives of SSA.............................................
• Figure 4: Monitoring Structure
• Figure 5: District Level Functionary Structure
• Figure 6: Funds flow process along with timeline

1. Scheme Details of Sarva Shiksha Abhiyan (SSA)

About the Scheme

Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for

achievement of Universalization of Elementary Education (UEE) in a time bound

manner, as mandated by 86th amendment to the Constitution of India making free and

compulsory Education to the Children of 6-14 years age group, a Fundamental Right.

Ministry of Human Resource Development (MHRD), Government of India (GoI) anchors

the SSA Programme. The SSA has been operational since 2000-2001. With passage of the

Right to Education (RTE) Act, 20091 changes are incorporated into SSA approach,

strategy and also norms.

SSA is being implemented by the Central and State Governments funding and cover the

entire country. Currently, through SSA around 192 million children of 1.1 million

habitations are served. People participation is the base for success of SSA. The

community participation & monitoring are encouraged by the scheme at each stage of

implementation of the programme.

Figure 1: Aims of the Scheme

Objective of the Scheme

SSA’s core objective is to attain UEE in the Country. Its overall goals include universal

access and retention, bridging of gender and social category gaps in education and

enhancement of learning levels of Children. These objectives are met with specific

interventions, that are aligned to the legally mandated norms and standards and free

entitlements mandated by the Right to Education Act, 2009 and the Model Rules issued

from time to time.

Infrastructure

•Open new schools in habitations which do not have schooling facilities •Strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water

Human Resources

•Provision of additional teachers •Strengthening capacity of existing teachers by training, developing teaching-learning materials •Strengthening of the academic support structure at a cluster, block and district level

Quality Improvment

•Provision of quality elementary education including life skills •Special focus on girl's education and children with special needs •Provide computer education to bridge the digital divide

In case of any doubt or need of further clarification, Scheme Framework, which carries

comprehensive information on these interventions 3 may be referred to for taking final

decision.

Figure 3: Approaches to Achieve Objectives of SSA

1.1.1 Access & Retention

The components envisaged under the access & retention approach are specified in the

table below.

Table 1: Components, Interventions& Funding Norms in Access & Retention Components Interventions & Funding Norms

School and Social Mapping

Interventions

 Conduct mapping of neighbourhood schools  Ensure school availability within specified area^4 to all children Funding Norm ^ Survey cost to be met from management costs

Opening of New Primary Schools

Interventions

 Opening primary schools in neighbourhood area  All new primary schools will be provided Teachers, Infrastructure and Teaching Learning Equipment (TLE) facilities as per the Act.  New primary school building as per requirements - land by State Government  At least two primary school teacher and additional teacher as per enrolment to meet pupil – teacher ratio Funding Norm ^ TLE of Rs. 20,000/- per new school

Opening of New Interventions ^ The new upper primary schools/ sections to be opened in the neighbourhood area, can be in the

SSA Objectives

Access and Retention

Providing Quality Education

Equality

Infrastructure Development

Components Interventions & Funding Norms Upper -Primary Schools

campus of the existing primary school

Funding Norm

 Funding for provision of infrastructure, teachers and TLE facilities

• At least one teacher per class- at least one teacher for science and mathematics, social studies, languages, additional teachers as per enrolment in each school
• Building as per norms & TLE @ Rs. 50,000/- Conversion of EGS Centres into Schools

Interventions ^ All Education Guarantee Scheme (EGS) centres to be converted into regular Schools Funding Norm

 All upgraded EGS schools would get prescribed infrastructure

Residential Schools

Interventions

 Children of sparsely populated hilly and densely forest to get residential schools. The locations covered under the segment are notified by State Government Funding Norm

 Same as that of Kasturba Gandhi Balika Vidyalayas (KGBVs)

Special Training for Age Appropriate Admission

Interventions

 Special training facility be created with appropriate learning aids, class or residential mode  Minimum of 3 months to Maximum 2 years duration

Funding Norm

 Amount allocated per child per year  Rs. 6,000/- for non-residential courses &Rs. 20,000/- for residential courses  Item-wise cost for special children as per disability

Transport/Escort Facility

Interventions

 Transport cost is allowed only where residential school cannot be set up, in cases of sparse population in non-terrain areas and in urban for the deprived poor Funding Norm

 Project Approval Board (PAB) of SSA takes decision on the proposal. The limit is Rs. 3,000/- per child per year

1.1.2 Quality Education

The components envisaged under the quality education approach are specified in the

table below

Table 2: Component, Interventions and Funding Norms in Quality Education Components Interventions & Funding Norms

Additional Teachers

Interventions

 To meet norms of RTE Act and maintain required Pupil – Teacher ratio^5 in schools, cases where trained teachers are not available, Additional Teachers can be deployed as per Qualifications prescribed^6 Funding Norm

 Cost to be met from Management Cost and/or Research, Evaluation, Monitoring and Supervision (REMS) budget

Components Interventions & Funding Norms  Residential induction training for 30 days @ 200/- per day  For teachers to acquire professional qualification Rs. 6,000/- per year for two years Head Teachers & Resource Persons:  Refresher residential in-service training of 10 days for all teachers each year at BRC and above @200/- per teacher per day Education Administrators:  Training for implementation of RTE, funds from Management costs as approved by the State Executive Committee

Academic support through BRC/Urban Resource Centre (URC)/CRC

Interventions

 BRC/URC/CRC, must be strengthened through trainings and to be provided required resources  Functional linkages of BRC/URC/CRC to be strengthened with DIETs

Funding Norm

One BRC must be set up in each Community Development Block, budget details are available in scheme document 10 BRC/ URC: Manpower Support:  Six resource persons for subject specific training  Two resource persons for inclusive education for children with special needs  One Management Information System (MIS)coordinator and one data entry operator  One accountant-cum-support staff per 50 schools on contract basis. Infrastructure support:  BRC/URC to be accommodated in school campuses  One time grant @ Rs. 5 lakh for training infrastructure, within the overall ceiling of civil works  Rs. 1,00,000/- towards furniture, computers, TLE  Replacement of furniture, computers, TLE @1,00,000/- once in five years  Contingency grant of Rs. 50,000/- per BRC/URC  Meeting, travel allowance Rs. 2,500/-per month per BRC/URC  Teachers Learning Material (TLM) grant Rs. 10,000/- per year per BRC/URC  Maintenance Grant of Rs 10,000/- per year per BRC/URC/CRC  Furniture, Computer, TLE for new CRC @10,000/-  Replacement of Furniture, Computer, TLE @ 10,000/- once in five years

Components Interventions & Funding Norms  Contingency of Rs. 10,000/- per year  Meeting, travel allowance @ 10,000/- per month  TLM grant Rs. 3,000/- per year  Maintenance grant of Rs. 2,000/- per year

TLE for new primary and upper primary schools

Interventions

 Based on requirement identified by Teachers and School Management Committee (SMC), TLE is to be provided for each class, states specify indicate the list of basic requirements

Funding Norm

 Budgets for TLE^11 for schools are specified, procurement of the same happens locally by SMC &Village Education Committee (VEC)

• New Primary Schools @20,000/-, for upper primary @50,000/-
• Integration of Class V in Primary school @ Rs. 5000/- and Class VIII in upper primary @ Rs. 15,000/-

Teacher Grant

Interventions ^ Provided on annual basis for preparing teaching aids Funding Norm

 @ Rs. 500/- per teacher per year in primary & upper stage

School Grant

Interventions

 Provided to Government and Government aided schools for replacement of non-functional equipment and meet recurring costs

Funding Norm

 Budget Details 12 are:

• Primary and upper primary schools are treated separately
• Rs. 5,000/-per year per primary school and Rs. 7,000/- for upper primary school
• To be spent by SMC/VEC

Research, Evaluation, Monitoring and Supervision (REMS)

Interventions

 REMS is available for Private Schools as well.  REMS includes:

• Support for monitoring rights of children and SSA Monitoring
• Technical resource support to State for promoting innovation, research, capacity building and also for social mapping Funding Norm

 Fund details for REMS^13 are detailed in the Framework

Innovation Fund for Computer Aided Education (CAE)

Interventions

 The component is to cover maximum upper primary schools with special emphasis on Science and Mathematics. Component covers hardware, software, training, maintenance and resource support Funding Norm

 Innovation fund for CAE is Rs. 50 lakh per district per year, to be claimed through budgeting for the same

Libraries Interventions ^ Infrastructure for setting up of library in existing government schools

Components Interventions & Funding Norms

• Other children such as child labours, children effected by migration, children without adult protection, children in the areas of civil strife etc.  Need specific innovative intervention to be articulated and formulated in terms of objective, rationale, methodology, time frame, expected outcomes and monitoring etc.  The innovation should not be duplication of any other idea of SSA  All innovations are to be operated with Annual Work Plan with clearly defined outcomes  The interventions are to be broken into micro components Funding Norm

 Innovation Fund of Rs. 50 Lakhs per district per year is available for Equity Component of the scheme.

Provision for children with special needs

Interventions

 The thrust of SSA is providing inclusive education to ALL the children including children of special needs in general schools  The activities covered under this are

• Identification of children with special needs
• Educational placements
• Aids and appliances, teacher training, curricular access
• Support services, resource support
• Individualised educational plan
• Parental training and community mobilisation
• Building synergy with special need
• Removal of architectural barriers
• Research &peer sensitization  Involvement of resource institutes is encouraged

Funding Norm

 Provision of Rs. 3,000/- per child, per year for children with special needs, of which at least Rs. 1,000/- per child for engaging resource teachers  District plan for children with special needs within the financial limit of Rs. 3,000/- per child norm

Community Mobilisation

Interventions

 Works towards enhancing community participation, viz., community, parents, teachers and children by awareness generation, interventions for community mobilisation

Funding Norm

 Up to 0.5% of district outlay may be used for community mobilisation, campaigns, provided management cost and community mobilisation together does not exceed 4% of total outlay, subject to specified rules in the Scheme

Training for SMC, VES, Panchayati Raj Institution (PRI) Members

Interventions

 Capacity building of the community members is required on continuous basis

• States to design module and involve Non- government organisations(NGOs)
• Training evaluation also to be taken up by the State

Components Interventions & Funding Norms

Funding Norm

 Each SMC must be trained at least once in 2 years and the training has to be budgeted for in the AWP&B  Rs. 200/- per day VEC/SMC/PRI member for residential training and Rs. 100/- per person for non-residential training

1.1.4 Infrastructure Development

The components envisaged under the infrastructure development approach are

specified in the table below.

Table 4: Components and Interventions in Infrastructure Development Components Interventions & Funding Norms

New Schools

Interventions

 School infrastructure should include required class rooms and shall follow the norms specified  Community participation in school infrastructure development Funding Norm

 Funds for school construction, as per the rates notified by the state government

Additional Class Rooms

Interventions

 To improve student-classroom ratio and to provide space for office and store, to meet the requirement of RTE Act specifying one class room for every teacher Funding Norm

 Fund is granted for school construction, as per the rates notified by the state government

Block Resource Centres

Interventions

 To facilitate residential training for teachers (infrastructure related information is provided in section 1.1.2) Funding Norm

 Fund is granted as per the rates notified by the State Government

Cluster Resource Centres (CRC)

Interventions

 To facilitate monthly teachers meeting & CRC may be used as additional classroom in schools on days when CRC is not held Funding Norm

 Fund is granted as per the rates notified by the State Government

Residential Schools

Interventions

 To cover sparsely populated geographically disadvantaged terrains and also to cover urban deprived children, homeless and street children in difficult circumstances without adult protection

Funding Norm

 Priority is to redeploy unused public buildings and refurbishing under-utilised school buildings, If no facility available then construction of residential school as per KGBV norms

Toilets and Drinking Water

Interventions ^ Separate toilets for Boys and Girls, Incinerators in Girls toilets, Drinking Water Funding Norm

 All new constructions under SSA shall have the specified facilities and existing school buildings to

Components Interventions & Funding Norms district would be Rs. 7,500/- per school (Head Master room and office room not counted as classroom)  Budget is available only for primary and upper primary  Expenditure on maintenance and repairs would not be included for calculating 33% limit for civil works  In rural areas budgets are available only for own building and in Urban areas its applicable even for rented buildings

1.1.5 Programme Management

The components envisaged under the programme management approach are specified

in the table below.

Table 5: Component and Intervention in Programme Management Components Interventions & Funding Norms

Management Costs

Interventions

 The AWP&B of each district should also reflect all the investments made from different sources  States/UTs issue appropriate rules and Government Orders for implementing provisions of RTE Act, 2009  Management costs should be used for training of education administrators at all levels and develop effective resource teams at State/ District/Block/Cluster levels

Funding Norm

 The management costs under SSA shall not exceed 6% of the budget of a district plan, of which 2% may be utilized for LEP and 0.5% on Community Mobilization.  In the districts of NE States and Union Territories where district plan size is very small, the management cost could be budgeted up to 40 Lakh per district or 6% of the budget whichever is lesser.

2. Organisational

2.1 Project Monitoring Structure

The Monitoring structure to

layered set up, starting from the Central level monitoring to community level

monitoring at the village level.

2.2 District Level Functional Structure

At District Level the SSA implementation is headed by District Project Coordinator

(DPCs), to coordinate with the

the district function in matrix mode, wherein each would be responsible for one or

more subject areas.

Block Education Officers (BEO)

per the RTE Act, the State Government designates a Local Authority. The Local

Authority shall comprise of the respective elected local body as well as the local

administration. At the Village level

Committee and at School level by School Management Committee.

The School Development Plan is prepared by School Management Committee, based on

the requirements of the school. This plan is forwarded to

coordination with BRPs and CRPs prioritises the requirements and forwards the same to

District Project Officer. The District Project Officer prepares Annual Work Plan &

Budget based on the recommendations of the BEOs.

The AWP&B is appraised by the joint National and State Committees and based on the

availability of the existing resources and the demands

different geographical areas, the plans are approved and the funds are allocated

accordingly.

School Management Committee

Local Authority (PRI)

District Project Coordinator (DEO)

Registered Society - State Project Director

General Body (Chaired by PM)

District Manual – Sarva Shiksha Abhiyan (SSA)

Organisational Setup

Project Monitoring Structure

structure to oversee implementation of this programme is a multi starting from the Central level monitoring to community level

monitoring at the village level.

Figure 4: Monitoring Structure

District Level Functional Structure

At District Level the SSA implementation is headed by District Project Coordinator

(DPCs), to coordinate with the BRCs and CRCs. The District Education Officers (

the district function in matrix mode, wherein each would be responsible for one or

(BEO) handle the works at the block level or cluster level. As

per the RTE Act, the State Government designates a Local Authority. The Local

Authority shall comprise of the respective elected local body as well as the local

administration. At the Village level, the monitoring is taken care of by Village Education

Committee and at School level by School Management Committee.

The School Development Plan is prepared by School Management Committee, based on

the requirements of the school. This plan is forwarded to Block level, where, the BEO in

coordination with BRPs and CRPs prioritises the requirements and forwards the same to

District Project Officer. The District Project Officer prepares Annual Work Plan &

Budget based on the recommendations of the BEOs.

B is appraised by the joint National and State Committees and based on the sting resources and the demands and also the requirements at

different geographical areas, the plans are approved and the funds are allocated

School Level Monitoring School Management Committee Village Education Committees

Block & Cluster Level Local Authority (PRI) Block & Cluster Functionaries

District Level Monitoring District Project Coordinator (DEO) District Level Committe (Local/PublicRepresentatives)

State Level State (^) State Advisory Council Governing Body & State Execution Committee

National Level General Body (Chaired by PM) National Advisory Council Executive Committee & ProjectApproval Board

Sarva Shiksha Abhiyan (SSA)

this programme is a multi- starting from the Central level monitoring to community level

At District Level the SSA implementation is headed by District Project Coordinator

District Education Officers (DEOs) of

the district function in matrix mode, wherein each would be responsible for one or

handle the works at the block level or cluster level. As

per the RTE Act, the State Government designates a Local Authority. The Local

Authority shall comprise of the respective elected local body as well as the local

, the monitoring is taken care of by Village Education

The School Development Plan is prepared by School Management Committee, based on

Block level, where, the BEO in

coordination with BRPs and CRPs prioritises the requirements and forwards the same to

District Project Officer. The District Project Officer prepares Annual Work Plan &

B is appraised by the joint National and State Committees and based on the and also the requirements at

different geographical areas, the plans are approved and the funds are allocated

Village Education Committees

Block & Cluster Functionaries

District Level Committe (Local/Public Representatives)

Governing Body & State Execution Committee

Executive Committee & Project Approval Board

3. Financial Resources & Funds Flow

SSA is conceived as partnership between the Central and the State / UT Governments.

The funds are released based on the approval of the plan by the PAB based on the

recommendation of the Committee constituted for the purpose by State and National

Mission. The funds are released by Central Government based on the commitment for

Contribution by State Government. The financial management & plan process^15 is issued

in a manual released by the Ministry.

State society shall submit the Utilisation Certificate (UC) to the national mission before

release of the subsequent instalment or on utilisation of fund, whichever is earlier. For

the Second Instalment the UC must be submitted before release of subsequent year’s

second instalments.

Figure 6: Funds flow process along with timeline

District Prepares AWP&B

State Level Implementation Soceity appraises the plan

State Government gives written commitment for contribution

National Mission of SSA, Appraises the Plan

Plans Appraised by Committe constituted by State & National Mission

Project Appraisal Board Approves the Plan

First Instalment Amount is released before April 15 for Apr

• Sept. Expenditure

State to Release its Share and Amount Received from Centre with 30 days to State Society

Utilisation Certificate is to be submitted by District to State and State to Central for next instalment

In September Second Instalment is released for Oct - March based on UC submitted

Before release of Second Instalment Subsequent year UCs must be submitted

4. Roles and Responsibilities of Key District Functionaries

4.1 District Level Implementation

The implementation of the scheme is three-tier, comprising of District / Block / Village

level through the respective Committees.

4.1.1 District Collector

The District Collector, being the Member – Secretary of the District Development

Coordination and Monitoring Committee (Disha) 16 convenes the meetings to monitor the

status and progress of the Scheme in the District.

Table 7: Roles& Responsibilities of District Collector Role Responsibilities

PLANNING ^ Guiding^ the^ District^ Project^ Coordinator^ in^ prioritising compiling and Consolidating the District plans

COORDINATION

 Coordinating with different departments for convergence in implementation of SSA  Coordinating with State Implementing society regarding implementation and monitoring of the programme

MONITORING

 Monitoring the implementation of the programme using Unified District Information System for Education (U-DISE)  Conducting review of the programme in consonance with the District Plan prepared  Monitor utilisation of funds  Convening of the Disha meetings at least once in every quarter, after giving sufficient notice to the Members that include MPs / MLAs and other representatives as detailed in Disha guidelines  Tentative schedule for quarterly meetings is as follows:

• April – Planning and Coordination Meeting where all the budgetary approvals under Central, State and Local Government Budgets could be presented and implementation issues resolved for effective coordination. Clear timelines and targets for implementation could be firmed up at this meeting.
• July - First Implementation Review of programmes as per the implementation plan and time-frame agreed in the first meeting.
• October – Second Implementation Review of programmes to identify the constraints to timely completion of works.
• February – Final Assessment of Progress made during the year.

4.1.2 District Project Coordinator

The District Project Coordinator, is the administrative head of the District Level

Committee constituted to plan, review and monitor the programme implementation and

report to the District Collector regarding the progress and status of implementation of

the Project in the District.