TRIPURA
TRAINING MODULE
for
MEMBERS OF
SCHOOL MANAGEMENT COMMITTEE (SMC)
State Project Office,
Sarva Shiksha Abhiyan Rajya Mission, Tripura Education (School) Department.
Government of Tripura
Prepared by => State Project Office, SSA Rajya Mission, Tripura, Education (School) Department, Government of Tripura
Advice and Expansion of Ideas
=> SRI AJIT CHANDRA DAS, Officer on Special Duty, State Project Office, SSA Rajya Mission, Tripura
Concept and Editing => SRI MANASH DEY,
Publicity Coordinator, State Project Office, SSA Rajya Mission, Tripura
In Contribution => SRI SHILADITYA BHOWMIK,
Finance Controller &
SRI AYAN SETH, Programmer, State Project Office, SSA Rajya Mission, Tripura
Outline of 3 - Day Non-Residential Training Module for School Management Committee (SMC) members :
DAY - 1
Sl. No.
TOPICS Page Nos.
1 Aims and Objectives of the Training 1
2 SSA and its various interventions. 2 - 6
3 a) Background and some important issues of RTE Act, 2009 7
b) Provisions and Rights of Children mandated under RTE Act, 2009 7 - 8
4 Why SMC? Formation and structure of SMC. 8 -11
5 Role and responsibilities of SMC members and Local Authorities in School Management.
11 - 14
DAY - 2
6 What is School Development Plan (SDP)? 15
7 Objectives and Major Features of SDP. 15
8 Preparation of School Development Plan (SDP) 15
9 Role of SMC in preparation of School Development Plan (SDP). 16
10 Outlines of School Development Plan (SDP). 17 - 26
DAY - 3
11 Maintenance of Books of Accounts, Registers and other important records at School Level and monitoring of utilization of the grants received from SSA, the local authority or any other sources.
27 – 32
12 Procurement Plan and Procedure at school level under SSA and other schemes.
33 – 34
13 Monitoring and Supervision of Civil Works constructions. 34 – 37
14 Generating awareness in the locality on need and importance of education.
37
15 Feedback
1
DAY – 1
Introduction of the participants
(1) Objectives of the Training To make aware of Functions conferred upon School Management
Committee under section 21(2) and Tripura State Rule 3(4) there upon of the RTE Act, 2009.
Help members of the School Management Committee understand about the provisions and rights of children mandated under RTE Act, 2009.
Generating awareness among the members of the School Management Committee about preparation and implementation of School Development Plan (SDP) under section 22 and State Rule 4 of the RTE Act, 2009.
Enabling School Management Committee to analyse consolidated information, identification of its problems and its prioritization.
To make the members of the School Management Committee aware of Special Training for Out-of-School Children and their active participation in conducting such training.
To help members know about the composition and tenure of School Management Committee as per State Rules.
Building capacity of members of School Management Committee in maintaining a transparent and effective accounts system in school.
To sensitize School Management Committee about the factors of making school building barrier-free and learning friendly.
Making members of the school Management Committee aware of important activities, functions and responsibilities in achieving the goal of Universalization of Elementary education
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(2) Sarva Shiksha Abhiyan and its various interventions
Sarva Shiksha Abhiyan is the biggest ever flagship programme being implemented in the entire country with the objective of Universalizing Elementary Education (UEE) by bringing all children in the age group of 6-14 years under the ambit of primary schooling, expanding schooling facility to all inaccessible un-served habitations, creating new school infrastructure and renovating / improving infrastructure of existing schools. Ultimately, this time bound programme aims at achieving the goal by providing education of satisfactory quality to the children for improving their human capabilities adequately, so that they may stand on their own and lead a successful life of prestige in the practical world of hazards. In conformity with other States and Union Territories of the country the programme was launched in the state in 2001–02. During the course of its implementation in our state, SSA has gone a long way in bringing about a sea change in the educational profile of the state by way of enrolling out-of-school children and retaining them in the schooling system, effecting a sharp, tangible decline in drop-out rates, increase in transition rate, bridging gender and social gaps, providing training for teachers to deliver education more effectively, involving community people in the education system, and so on. Besides, a large number of assets have been created to facilitate the progress of education. Building of new educational infrastructure and renovation of the existing infrastructure, recruitment of capable human resource and enhancing their capabilities are to name only a few among many. The goals of SSA are as follows:
Enrolment of all children (6-14 years) in School.
Retention of all children till completion of elementary education.
Bridging of gender and social category gaps in enrolment, retention and learning.
Ensuring that there is significant enhancement in the learning achievement levels of children at the primary and upper primary stages.
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Important functional areas and interventions of SSA are as follows:
A. Access to Education
1. Conduct of Household Survey / Child Census.
2. Creation of Database through DISE, now U-DISE.
3. Computation of drop-out, retention and completion rates through COHORT,
now U-DISE.
4. Conduct of School and Social Mapping.
5. Enrolment of all children (6 – 14 years).
6. Opening of neighbourhood New Primary School.
7. Upgradation of Primary school.
8. Recruitment of teachers for New Primary and Upper Primary Schools.
9. Recruitment of additional teachers as per enrolment.
10. Opening of Residential school for Children in difficult situation / urban deprived children.
11. Establishment of hostels under KGBV programme and innovative programme.
12. Special Training for Out of School Children in residential and non-residential nature.
13. Providing Transport / Escort facility for:
Children in remote / hilly habitations.
Children without adult protection.
Urban deprived children.
Children with Special Needs.
B. Retention of Children in the schooling system
1. FREE TEXTBOOKS for children (I-VIII) reading in : -
Government Schools
Local Body Schools
Government aided Schools
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Madarasas following State curriculum.
Per child Upper ciling cost for text book–
Primary – Rs.150/- per annum
Upper primary – Rs.250/- per annum
2. FREE UNIFORM for children
Uniform to inspire a sense of belonging to school
Uniform to remove barrier from the way of education of poor children.
Uniform for children of Govt. schools.
Uniform for all girls’.
Uniform for SC, ST and BPL children.
Uniform within upper ceiling of Rs.400/- per child per annum.
Decentralized procurement at school level.
C. Improvement of Quality of Education
Provision of teachers –
• Primary teachers, subject specific upper primary teachers.
• Additional teacher (new & subject specific for UPS) against PTR.
• Head teacher for pry school (children above 150).
• Head teacher for upper primary (children above 100).
• Part time instructor for UPS with enrolment above 100 for –
- Art Education, Health & Physical Education, Work Education.
Provision for teacher training.
Provision of Resource Persons.
Provision of Teacher Grant -
Rs.500 per teacher per year for -
Teachers of primary & upper primary schools / sections. Grant for both Govt. and Govt. aided schools including Madarasas. Grant for not cash payment. Grant for preparation and use of innovative Low Cost TLMs.
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Provision of School Grant -
Grant for Govt. and Govt. aided schools including Madarasas.
Rs.5000/- per year per Primary school/section.
Rs.7000/- per year per upper primary school/section.
For replacement of unusable school equipments.
For procurement of play materials, lab materials.
For maintaining day-to-day minor needs of school.
Provision of Maintenance Grant –
Rs. 7500/- per year per Primary school/section.
Rs. 7500/- per year per Upper Primary school/section.
Provision of Library -
Rs. 3000 /- for primary school
Rs. 10,000/- Upper Primary school.
Grant for Existent Govt Schools not having library for procurement of furniture and books.
D. Bridging Gender and Social Category Gaps
Inclusive Education for CWSN.
Innovative Education for Girls.
Intervention for SC and ST children.
Intervention for Minority children.
Intervention for Urban Deprived children.
KGBV Programme for Girls :
Programme for EB Blocks with poor female literacy.
KGBV Model 1 for 100 girls (School with hostel).
KGBV Model 2 for 50 girls (School with hostel).
KGBV Model 3 for 50-150 girls (Hostel in existing school).
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E. Community Mobilization
Fund – 0.5 % of the District outlay.
Programme for mobilization of Community towards education.
Enhancing participation of community, parents, teachers and children.
Focus of Community Mobilization on –
issues of social access:
Regular attendance of children.
Completion of elementary education.
Fulfilment of child entitlements under RTE.
Training of SMC and PRI (LA) members Duration of training – 3 day non-residential
Training cost of Rs. 100 /- per member per day for 3 days.
Training in phased manner.
Training of all members in every 2 years.
F. Development of educational infrastructure through Civil Works
Construction of composite school building (all weather)
Construction of BRC / URC / CRC building.
Construction of Addl. Classroom.
Construction of separate toilet for Boys and Girls of Govt. Schools.
Creation of drinking water facility
Construction of boundary wall (per metre)
Electrification
Construction of office cum, store cum Head teacher’s room
Construction of ramps with hand rails.
Construction of hand rail in existing ramp.
Construction of Residential school / hostel building.
Major repair of school.
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(3) A ) The Right of Children to Free and Compulsory Education (RTE) Act, 2009
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 was passed by the Parliament of India in August, 2009 and after receiving Presidential assent immediately thereafter, it was notified for implementation from April 1, 2010. The passing of the RTE Act, 2009 marks a historic moment for the children of the nation. This Act serves as a building block to ensure that every child gets right to receive quality elementary education. The State, teachers, families and the community have to fulfill this entitlement together.
The gains in India’s education system over the past few decades have been tremendous in increasing children’s, especially girls’ access to school. Yet, inequalities exist for many children with a large number of children not attending school today and more not completing the full cycle of elementary education. In addition, learning assessments also show that more investments are required to meet the provisions of quality and child-friendly education for a considerable number of boys and girls in India who should be in elementary school today. The RTE Act provides a solid platform to reach the outreached with specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a disadvantage owing to social, cultural, economic, geographical, linguistic, gender or such other factors. It also strives for participatory school management to ensure quality with equity. However, sustained efforts and advocacy are vital to keeping a strong momentum to achieve the goals and meet the challenges it presents.
B ) Rights of Children as mandated in the Right of Children to Free and Compulsory Education Act, 2009
Every child of the age of six to fourteen years shall have a right to free and
compulsory education in a neighborhood school till completion of elementary education.
In case of admission up to class – V, the limit of neighborhood shall not exceed 01 KM and in case of admission from VI to VIII, the limit of neighborhood shall not exceed 03 KMs.
The child failing to complete his / her elementary education shall be admitted in a class appropriate to his / her age.
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Every child shall have the right to get admitted in any Govt. and Govt. aided school on the strength of transfer certificate.
No child of the age of 6-14 shall be subjected to any screening procedure while admitting in the school.
No capitation fee shall be required to be paid to any school or person by the child or his / her parents or guardian.
Admission of at least 25% children (class – I ) belonging to weaker section and disadvantaged group (as notified by the Govt.) in a privately managed un-aided neighbourhood school.
No child of the age of 6-14 shall be held back in any class or expelled from school till completion of elementary education.
Every child shall have the right to get elementary education without physical punishment or mental harassment.
In case of need, students are entitled to additional instruction in class rooms by the Teachers.
Every child of the age of 6-14 years reading in Govt. and Govt. aided schools shall get mid-day-meal on every working day.
No child shall be denied admission for lack of age proof.
In case of violation of any of the rights mentioned in the RTE Act,2009 , every child or his / her parents or guardians shall have the right to lodge complaint to the Local Authority concerned seeking redressal.
The complaint (s) shall be decided within 3 months by the Local Authorities.
If not satisfied with the decision of any Local Authority, the complainant concerned shall have the right to prefer appeal to state Commission for Protection of Child Rights (SCPCR) or the Right to Education protection Authority (REPA).
Every child shall get one certificate from the head of the institution (Headmaster / Headmistress) after completing his/ her education upto class – VIII.
Community Mobilisation for implementation of provisions of
Right To Education Act, 2009 – Why & How?
WHY ? - To convey the soul and spirit of RTE to people, for whom it is meant so that,
they fully understand, own and exercise it to empower themselves.
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Also resist attempts to deny or corrupt it. We have several Fundamental Rights, Right to Information, Right to worship,
Right to vote etc. But why most of the people are unable to exercise these?
They have not been able to understand, own and exercise the rights Lack of education, awareness and access for proper information Absence of favourable Socio-cultural environment
We should not expect people to understand, own and exercise RTE simply because we TELL them. We have to weave it into their real life so that they can feel it, experience it.
But How? Rigorous awareness building for critical understanding of RTE. Developing capability to involve in every aspect of implementation of RTE. How RTE is related to their burning problems like poverty, exclusion,
voicelessness, helplessness Make it visible and audible so that they all start discussing or debating about
RTE, SMC, SDP etc. Create environment for their participation Create platforms for participation
How community is mobilized.
Depends on the nature of the community, its cultural and socio-economic aspects. Following common tools are relevant
Cultural Media (songs, dances, dramas, traditional theatres) Festivals (Holi, Dewali, etc.) Intensive interactions Local culture.
Some Crucial Steps –
Generation of awareness about RTE Awareness about SMC, SDP Legal aspects of RTE Orientation of parents, teachers, Local authorities, Children
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Result
Creative ownership by Community Then Community fully understands, owns, exercises it Creates new opportunities Corrects deficiencies
(4) Why School Management Committee (SMC)?
Sarva Shiksha Abhiyan (SSA) is an effort to universalize elementary education by community ownership of the school system.
The SSA programme is also an attempt to provide an opportunity for improving human capabilities of all children, through provision of community – owned quality education in a mission mode.
Community participation would be a central and overarching factor in planning, implementation and monitoring interventions for universal elementary education.
Composition of School Management Committee.
The committee shall consist of minimum of 12 (twelve) and maximum of 24 members excluding the member convenor.
75% of the members of the SMC shall be from Parents of pupils/students concerned.
Proportionate representation shall be given from the parents of the students belonging to weaker section and disadvantaged groups.
Balance 25%members shall be from- One third members from amongst the elected members of the
Local Authority, to be decided by the Local Authority. One third members from amongst the Teachers of the school, to
be selected by the teachers of the school. Remaining one third from amongst students in the school, to be
selected by the parents in the Committee. 50% of members of the SMC would be women.
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Office Bearers of SMC Chairperson and Vice chairperson from among the parent members. Member-Convener shall be the Headmaster/ or in his absence the senior most
teacher of the school to be nominated by the Inspector of Schools.
Time Period For SMC To be reconstituted after every three years The SMC shall meet at least once in a period of 02 months and the minutes
and decisions of the meeting shall be properly recorded and made available to the public.
(5) Roles and Responsibilities of School Management Committee Identify all children of 6 to 14 years age group from the neighborhood of the
school, enroll them and ensure their retention till they complete elementary education.
Monitoring whether all children of the neighborhood come to school regularly at the right time and whether they take lessons everyday upto the designated school hours.
Meeting the parents / guardians of each enrolled child at regular intervals and discuss about the performance, developments and problems of their children / wards in the field of education.
Making people of the neighborhood aware of the rights of children in the field of receiving education up to the elementary level.
Bringing to the notice of the local authority if there is any deviation from the rights of children as mentioned in the RTE Act, 2009 and the State Rules.
If any child of the area is not enrolled in school even after attaining 6 years of age, then enroll him / her in a class appropriate to his / her age and arrange for his / her special training, if required. If required, arrange for completion of education upto elementary level for any such child who has not completed education upto elementary level even after attaining 14 years of age.
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Supervising the process of identification of children with special needs of the neighborhood and ensure completion of their elementary education.
Explaining everybody of the neighbourhood, the roles and responsibilities of the State Government, Local Authority, Schools, parents / guardians in successful implementation of the RTE Act, 2009.
Monitoring the workings of the school.
Preparing and recommending School Development Plan (SDP).
Monitoring the utilization of grants received from the Appropriate Government or Local Authorities or any other sources.
Preparing an annual account of receipts and expenditure of schools and submit it to the local authority after getting it signed by the Chairperson and the Convener of the SMC within one month of its preparation.
Monitoring whether teachers come to school at the right time and whether the school functions upto the designated hours every day.
Ensuring that no teacher engages himself / herself in private tuitions or private teaching activities.
Ensuring that teachers are not burdened with non-academic duties other than decennial population censuses, disaster relief duties or duties relating to the elections to the Local Authorities or to the State Legislatures or to the Parliament.
To see whether the school has the minimum required number of teachers, classrooms, kitchen shed for Mid-Day-Meal, boundary wall / fencing, drinking water facilities, separate toilets for boys and girls, playground and play materials, teaching learning equipments, library, barrier-free environment for children with special needs.
Monitoring the implementation of Mid-Day-Meal in the school.
Monitoring the construction and repair works of the school.
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6. Local Authority
In pursuance of section 2 read with sub clause(h) of the RTE Act,2009 and the State notification dated 6th May, 2014, the following urban and rural bodies shall act as Local Authorities within their respective jurisdiction for the purpose of implementation of different provisions of the said Act and State Rules in the State :
1. Agartala Municipal Corporation
2. All Municipal Councils (Dharmanagar, Kailashahar, Ambassa, Khowai, Teliamura, Mohanpur, Bishalgarh, Melaghar, Udaipur & Belonia)
3. All Nagar Panchayats.
4. All Gram Panchayats constituted under section 11(i) of Chapter –II of the Tripura Panchayats Act, 1993.
5. All Village Committee constituted by the TTAADC.
Roles and Responsibilities of Local Authority
The Local Authority may make adequate arrangements for providing elementary education to the children from small hamlets having no schools within the areas or limits of neighborhood specified in Rule 10 (1) by way of relaxing the limits.
The Local Authority shall identify the neighborhood school(s) where children can be admitted and make such information public for each habitation within its jurisdiction.
The Local Authority shall make appropriate arrangements for the children with disabilities so that they are able to attend school(s) and complete elementary education.
The Local Authority shall maintain a record of all children, in its jurisdiction, through a household survey from their birth till they attain 14 years of complete elementary education.
The record, as referred to above, shall be updated every year and maintained transparently so as to use the same for the purpose of ensuring and
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monitoring admission, attendance and completion of elementary education by every child residing within its jurisdiction.
The record, to be maintained by the Local Authority shall include
a) Name, sex, date of birth, (Birth Certificate number), place of birth; b) Parents/guardians’ names, address, occupation. c) Pre-primary school/ Anganwadi Centre that the child attends (up to age 6) d) Elementary School where the child is admitted; e) Present address of the child; f) Class in which the child is studying (for children between age 6-14), and if
education is discontinued in the territorial jurisdiction of the Local Authority, the cause of such discontinuance.
g) Whether the child belongs to the weaker section within the meaning of clause (e) and (ee)of section 2 of the RTE Act, 2009;
h) Whether the child belongs to a disadvantaged group within the meaning of clause (d) of section 2 of the Act;
i) Details of children requiring special facilities/residential facilities on account of habitations in sparsely populated area.
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DAY – 2 7. SCHOOL DEVELOPMENT PLAN (SDP).
School Development Plan is a strategic plan document covering all the activities of the school based on its current status to achieve the targeted objectives in targeted timeframe with appropriate strategies and plan of action. Thus, a School Development Plan encompasses development in all aspects of the school including infrastructure, a play ground, playing materials, a beautiful garden, a conducive learning environment in school, Mid-day Meal, library etc.
8. Objectives of SCHOOL DEVELOPMENT PLAN (SDP).
Ensuring every child’s right to quality education Decentralized planning Need based planning Emphasis on social inclusion and equity Active community support in implementation
9. Major features of SCHOOL DEVELPOMENT PLAN (SDP)
Estimates of class-wise enrolment for each year Requirement, over the three year period, of the number of additional teachers Physical requirement of additional infrastructure and equipments Additional financial requirement over the three year period, year-wise.
10. Preparation of SCHOOL DEVELOPMENT PLAN (SDP).
Every School Management Committee shall prepare a School Development
Plan (SDP). The School Development Plan so prepared shall be basis for the plans and
grants to be made by the appropriate Government or Local Authority or any other source.
The School Development Plan shall be a three year plan comprising of three annual sub plans.
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The School Development Plan should be signed by the Chairperson and Convener of the School Management Committee and submitted to the Local Authority.
11. Role of School Management Committee in Preparation of SCHOOL DEVELOPMENT PLAN (SDP).
SMC Members to hold meetings with Parents. Generating data through these meetings. Updating data provided by the Local Authority. Rigorous monitoring of Household survey, school mapping, child tracking. Assess and estimate number of children and other requirements based on
Household surveys Track and ensure universal enrolment, retention. Estimate out of school children and plan for their age appropriate enrolment. Special provision for CWSN and children from weaker section &
disadvantaged groups Regular consultations on various issues of school development and
management Act against right violations on priority basis Ensure effective utilization of resources Collective planning for school development – qualitative and quantitative Finalizing the Plan in Parent body Writing the Plan
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12. Outline of SCHOOL DEVELOPMENT PLAN (SDP).
1. Name of the School:_________________________________________________________________________ 2. Type of Management: (State Govt. / TTAADC / Govt. aided):_________________________ 3. Name of District ______________________4. Block/ Municipal Council _____________________ 5. GP/ADC Vill. Com./NP/MC Ward No._____________________ 6. Habitation _____________________ 7. VEC School _____________________ 8.CRC________________________ 9.BRC/URC_________________ 10. Enrollment status:
10. (a) Enrolment for the current year
Class
Enrollment as on 30thJune, 2013 All
Communities General SC ST OBC RM CWSN(Out of Total)
B G T B G T B G T B G T B G T B G T B G T I II III IV V VI VII VIII
Total NOTE: B = Boys, G = Girls, T = Total, CWSN = Children with Special Needs
10. (b) Age-wise Enrolment for the current year
Class Enrollment as on 30thJune, 2013
I II III IV V VI VII VIII Age B G T B G T B G T B G T B G T B G T B G T B G T
5 or less 6 7 8 9 10 11 12 13 14 15 16 or more Total
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NOTE: B = Boys, G = Girls, T = Total 10. (c) Estimated Enrolment for the next academic year
Class
Estimated Enrollment All
Communities General SC ST OBC RM CWSN
B G T B G T B G T B G T B G T B G T B G T I
VI NOTE: B = Boys, G = Girls, T = Total, CWSN = Children with Special Needs
11. Catchment area / habitations in the neighbourhood of the school:
Primary Upper Primary
Name of habitation
Child population (6-11 yrs)
No. of children admitted
Distance in KM Name of
habitation Child
population (11-14 yrs)
No. of children admitted
Distance in KM
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12. Status of existing teachers:
Name of Teacher Designation Male / Female
Appointed by
Government or
SSA
Primary / Upper
Primary
Academic Qualification
Professional Qualification
* Use Extra sheet if necessary 13. Requirement of teachers as per RTE Act: 13. (a) Primary Level (Classes I–V):
Primary Level: Classes I – V
Enrolment (I – V)
Entitlement of Teacher as per RTE
Norms
Teachers in position
Net requirement as per RTE Norms
Teacher HM Teachers HM Teacher HM 1 2 3 4 5 6=2–4 7=3–5
13. (b) Upper Primary Level (Classes VI–VIII):
Upper Primary Level : Classes VI–VIII
Enrolment (VI – VIII)
Entitlement of Teacher as per RTE
Norms
Teacher in position at present Net requirement as
per RTE Norms Subject Teacher HM Part-
Time Subject Teacher HM Part-
Time Subject Teacher HM Part-
Time
1 2 3 4 5 6 7 8=2–5 9=3–6
10=4–7
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14. Special Training of Out of School Children (OoSC) enrolled in age-appropriate classes:
14. (a) Existing and to be continued:
No. of OoSC identified in the neighbourhood area for special training in the current academic year
No. of OoSC provided special training in the current academic year
No. of OoSC mainstreamed in age appropriate classes in the current academic year
No. of OoSC continuing special training from previous years
Total OoSC covered under Special training
in the current academic year
1 2 3 4 5 6 7 8 9 10
RSTC NRSTC RSTC NRSTC RSTC NRSTC RSTC = 6+(2-4)
NRSTC = 7+(3-5)
TOTAL = 8+9
TOTAL (2+3)
= TOTAL (4+5) =
TOTAL (6+7) =
14. (b) Projected OoSC to be covered under Special Training during next year
OoSC identified
for the next
year
OoSC newly identified for special
training for the next
year
Mode of Special Training for the next year
Total number of continuing and newly identified OoSC children to be provided special training
the next year............
Residential Non- Residential Total RSTC NRSTC GRAND
TOTAL 11 12 13 14 15=13+14 16=8+13 17=9+14 18=10+16+17
15. No. of Children With Special Needs (CWSN) enrolled in classes I to VIII (category-wise):
15. (a) Category-wise number of CWSN enrolled in classes I to VIII:
Category of CWSN
No. of CWSN – 2013 All Communities General SC ST OBC RM B G T B G T B G T B G T B G T B G T
VI HI OH MR MD SI
Total
NOTE: B = Boys, G = Girls, T = Total, VI: Visually Impaired (eye), HI: Hearing Impaired (ear), OH: Orthopadically Handicapped (physical), MR: Mental Retardation (mental), MD: Multiple Disability, SI: Speech Impairment (speaking)
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15. (b) Class-wise enrolment of CWSN:
Class No. of CWSN – 2013
All Communities General SC ST OBC RM B G T B G T B G T B G T B G T B G T
I II III IV V VI VII VIII
Total
16. Physical status and requirement of infrastructure and equipments:
Sl. No. Component
Requirement as per RTE Available Net
requirement
1 2 3 = 1–2
1 HM’s Room
2 Classroom
3 Library room
4 Science laboratory
5 Computer lab
6 Kitchen Shed
7 Boundary Wall
8 Internal electricity
9 Ramp
10 Toilet (Common)
11 Toilet (Girls)
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12 Toilet (Boys)
13 Toilet (Staff)
14 Drinking water
15 Play ground
16 Joint Bench
17 Table
18 Chair
19 Library Books
20 Free Text book
21 Uniform
22 Minor Repair (Pry) [Provide details with photographs in separate sheet]
23 Major Repair (Pry) [Provide details with photographs in separate sheet]
24 Minor Repair (U. Pry.) [Provide details with photographs in separate sheet]
25 Major Repair (U. Pry.) [Provide details with photographs in separate sheet]
26 Teachers’ Common Room
27 Other requirements, if any, as per RTE Specify:
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17. Financial Requirement:
Sl. No. Items Unit cost
Target
Physical Financial
1 HM’s Room
2 Classroom
3 Library room
4 Science laboratory
5 Computer lab
6 Kitchen Shed
7 Boundary Wall
8 Internal electricity
9 Ramp
10 Toilet (Common)
11 Toilet (Girls)
12 Toilet (Boys)
13 Toilet (Staff)
14 Drinking water
15 Play ground
16 Joint Bench
17 Table
18 Chair
19 Library Books
20 Free Text book
21 Uniform
22 Minor Repair (Pry) [Provide details with photographs in separate sheet]
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23 Major Repair (Pry) [Provide details with photographs in separate sheet]
24 Minor Repair (U. Pry.) [Provide details with photographs in separate sheet]
25 Major Repair (U. Pry.) [Provide details with photographs in separate sheet]
26 Teachers’ Common Room
27 Other requirements, if any, as per RTE Specify:
18. Any other school-specific issues and strategies to address them (provide
details): [Use separate sheets if required]
Signature of Chairperson/Vice-Chairperson, Signature of
Convenor, School Management Committee School Management Committee
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Details of School Management Committee Members
Sl. No. Name Designation in the
committee Contact number
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
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The Schedule of RTE Act, 2009 NORMS AND STANDARDS FOR A SCHOOL
(Sections 19 and 25) Extracted from RTE Act, 2009
Sl. No Item Norms and standards
1
Number of Teachers
(a) For Classes (I-V)
Admitted children Number of Teachers Up to 60 2
61-90 3 91-120 4
121-200 5 Above 150 5 Teachers and 1 Head Teacher
Above 200 PTR - 1:40 teacher (excluding Head Teacher)
(b) For Classes (VI-VIII)
(1) At least 1 teacher per class so that there shall be at least one teacher each for : (i) Science and Mathematics (ii) Social Studies (iii) Languages (2) At least one teacher for every 35 children (3) Where admission of children is above 100 (i) 1 full time Head Teacher (ii) 1 Part time Instructors each for (A) Art Education (B) Health and Physical Education (C) Work Education
2 Building
(i) At least 1 class room for every teacher and an office-cum-store-cum-Head Teacher's room (entitled as per RTE) (ii) Barrier free access like RAMP, CWSN friendly toilet and drinking water facility, adaptation of class room furniture etc. (iii) Separate toilets for boys and girls (iv) Safe and adequate drinking water facility (v) a kitchen for mid-day-meal (vi) Playground (vii) Boundary wall or fencing
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Minimum number of working days / instructional hours in an academic year
(i) 200 working days for classes (I-V) (ii) 220 working days for classes (VI-VIII) (iii) 800 instructional hours per academic year for classes (I-V) (iv) 1000 instructional hours per academic year for classes (VI-VIII)
4 Minimum number of working hours per week for the teacher
45 teaching including preparation hours
5 Teaching Learning Equipment
Shall be provided to each class as required
6 Library There shall be a library in each school providing newspaper, magazines and books on all subjects including story books
7 Play material, games and sports equipment Shall be provided to each class as required
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DAY – 3 13. Maintenance of Books of Accounts, Registers and other important
records at SMC Level and Monitor the utilization of the grants received from the local authority or any other source.
Budgeting
It is imperative to carefully plan the financial affairs to achieve financial success. This plan is generally termed as budget.
A budget is a detailed financial plan that quantifies future expectations and actions relative to acquiring and using resources.
Budgets don’t guarantee success, but they certainly help to avoid failure. It is prepared in advance and is derived from the long-term strategy of the
organization. It relates to future period for which objectives or goals have already been laid
down.
Budgetary Control
No expenditure can be incurred unless backed by a budget. Any expenditure prior to being incurred must be backed by a budget head for
allocation of money. Any expenditure prior to being incurred must be backed by appropriate
sanctions (technical / financial).
Accounts
Accounting is a systematic way to record financial transactions taking place in our day to day life. E.g. : Receipt of funds, expenditure of funds etc.
Maintaining of Accounts CASH BOOK
Cash Book is the principal record of all money transactions which take place every day and all other registers are subsidiary to it.
Cash Book should be maintained under double entry system.
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It has two sides, “Receipts” and “Payments”. The amount column in each side is sub divided into “Cash” and “Bank”.
Separate Cash book should be maintained for each financial year. Each entry of receipt and expenditure should be descriptive but brief in nature. Each voucher should be assigned a serial number and Ledger Folio number,
which should be noted against each entry in the cash book. Each entry in the cash book should be attested by the Head of Office / Drawing
and Disbursing Officer (DDO). Cash book should be closed daily and total cash balance struck and attested by
the Head of Office / DDO after verification of the totals. All cash/ cheques/ Demand Drafts etc. received should be deposited into the
bank as far as possible on the same day itself or next day positively so as to avoid cash in transit for long periods. If any cash is retained in hand that should be verified physically by the Head of Office / DDO and recorded in the cash book and the cash in hand deposited into bank next day itself.
When cash / cheque / DD is deposited into the bank, the counterfoils of the pay-in-slip should be verified with the cash book by the Head of Office / DDO.
Over writing should be avoided and corrections, if any, should be attested by the Head of Office / DDO under his dated initial.
Crossed Account Payee cheque alone should be issued to third parties / firms etc.
The issue of bearer cheques should be avoided as far as possible. If no transactions have taken place in a day/s the entry “No transaction” has to
be noted in the cash book on that day/s and balances carried over to next day and attested by the Head of Office / DDO.
When payments are made through cheque, the number of the cheque should invariably be noted in the cash book for cross checking.
During the absence of Head of Office / DDO, the responsibility of attesting the entries in the cash book shall be entrusted to a sub-ordinate officer but on his return the Head of Office / DDO should satisfy himself that there is no irregularity and in token of this check, he should sign the cash book immediately on return.
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Sample copy of Cash Book
Receipt Payment
Date Particulars LF Cash Bank Date Particulars LF Cash Bank
01-9-13 Opening balance
20 2000 01-9-13 By closing balance 20 2000
02-9-13 No transaction
02-9-13 Closing balance 20 2000
20 2000 20 2000
03-9-13
03-9-13
Opening balance
To Cheque/ sanctioning memo
Receipt from BPC by transfer i) School Grant ii) Teacher Grant III) Maintenance Grant iv) Mngt. Cost
20 2000
2000 3000
5000
500
03-9-13 Closing balance 20 12500
20 12500 20 12500
04-9-13
04-9-13
Opening balance
To Bank
Withdrawal from bank
‘C’
20
3000
12500 04-9-13
04-9-13
04-9-13
By Cash Withdrawal from bank by cheque No. 310501 By School Grant: Paid to M/S RM for purchasing chalk & paper etc. by cash vide voucher no. … Closing balance
‘C’
1200
1820
3000
9500
3020 12500 3020 12500
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LEDGER The Ledger is a register in which all transactions recorded in the cash book or
Journal shall be classified under different heads of accounts or objects of expenditure or any sub-unit thereof.
The Ledger should be kept in the prescribed form. Separate pages are to be opened for each item of expenditure.
The Ledger accounts shall be arranged and grouped in such a manner that the desired information is promptly secured.
Combined Ledger accounts can be maintained for various detailed heads. The contingent Register may be maintained in such a manner that it can be used as Ledger for recording expenditure under miscellaneous items.
Every Ledger account is divided into two sides, the left-hand side being the “debit side” and the right hand side the “credit side”.
All items of debits and credits of the cash book and Journal shall be posted on the same day in the respective Ledger account.
Daily totals shall be given and progressive totals shown wherever necessary. Bank account shall be posted from the daily totals of cheques issued and
challans / remittances made into the Bank. After the Ledger accounts have been written up and completed in respect of
cash and adjustment items, the daily total of each Ledger account should be carried into the appropriate classified account and the classified account should then be totalled up and from the gross total the amount of adjustment should be deducted to bring out the net totals of receipts and payments as per cash book.
All the Ledger accounts shall be closed at the end of the month. Totals shall also be struck in the classified account.
Monthly totals of various Ledger accounts shall then be tallied with the totals of classified abstract and discrepancy, if any, rectified and reconciled.
Monthly accounts of receipts and payments shall be prepared immediately after closing of the accounts for the month.
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Sample of a Ledger copy Page - 5
Date Particulars CB LF
Debit (Dr.)
Credit (Cr.)
Dr. or Cr. Balance
School Grant
03-9-13 By Bank 2000 Cr. 2000
04-9-13 To Cash 1200 Cr. 800
Page - 10
Date Particulars CB LF
Debit (Dr.)
Credit (Cr.)
Dr. or Cr. Balance
Teacher Grant
03-9-13 By Bank 3000 Cr. 3000
Page - 15
Date Particulars CB LF
Debit (Dr.)
Credit (Cr.)
Dr. or Cr. Balance
Maintenance Grant
01-9-13 Opening Balance
1820 Cr. 1820
03-9-13 By Bank 5000 Cr. 6820
Page - 20
Date Particulars CB LF
Debit (Dr.)
Credit (Cr.)
Dr. or Cr. Balance
Management Cost
01-9-13 Opening Balance
200 Cr. 200
03-9-13 By Bank 500 Cr. 700
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Monitor the utilization of the grants received from the BPC / local authority / any other sources:
[SMC should meet at least once in every 2 months and record the utilisation of various grants, received by it, as per the following format]
1. Name of the School:_________________________________________________________________________ 2. Type of Management: (State Govt. / TTAADC / Govt. aided):_________________________ 3. Name of District ______________________4. Block/ Municipal Council _____________________ 5. GP/ADC Vill. Com/NP Ward No.____________________ 6. Habitation________________________ 7. VEC School _____________________ 8.CRC________________________ 9.BRC/URC_________________ 10. Financial position for the period _____________________________________
Grant Heads
Opening Balance
(Last Year’s Closing
Balance)
Amount Received
during the current
Year:........
Total amount received
Expenditure Balance Name of Activities
undertaken
1 2 3=1+2
School Grant
Teacher Grant
Maintenance Grant
Management Cost
Others (if any)
Signature of
Chairperson/ Vice-Chairperson,
Signature of Member
Signature of Convenor,
School Management Committee
School Management Committee
School Management Committee
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14. Procurement A system to carry out procurement of goods, works and hiring of services
keeping in mind the considerations of economy, efficiency, transparency and equal opportunities to all.
Procurement procedure: The Executive Committee of State Implementing Society to decide on this - State Procurement Procedure or - On a case to case basis.
However, it is mandatory to follow the procedure prescribed in the Manual of FM & P.
Procurement Plan
Prepare annual procurement plan for all items, based on requirements and method of procurement in the prescribed format.
Furnish to EE Bureau, GOI after the PAB Minutes are issued. Procurement Plan contract wise. Financial limit prescribed for each method to be strictly followed.
Procurement Procedure at SMC Level
Calling Quotations. In case of calling Quotations, minimum 3 to 4 nos. of Quotations are to be
collected locally for comparison rates. A comparative statement is to be prepared. The SMC shall approve rates for different items considering quality,
reasonable prices etc. and marked lowest rate. The Comparative Statement should be signed by minimum 3 members of the
committee i.e., Chairman/Vice Chairman, Member Convenor and a Member. The resolution to be adopted in the proceeding register of the SMC.
FORMAT FOR COMPARATIVE STATEMENT
Name of the Party Item wise rate quoted
Remarks Item 1 Name
Item 2 Name
Item 3 Name
A agency Rs….. Rs….. Rs….. 2ND LOWEST RATE B agency Rs….. Rs….. Rs….. 1ST LOWEST RATE C agency Rs….. Rs….. Rs….. 3RD LOWEST RATE D agency Rs….. Rs….. Rs….. 4TH LOWEST RATE
……………………………
Signature of Chairman/Vice-Chairman
…………………………….. Signature of
Member Convenor
……………………… Signature of
Member
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Procurement of Civil works materials by community participation. Purchase of materials as per ISI certification, if available. SPD may provide simple procurement guidelines.
• Main Procurement items:
- Text Book - Teaching learning equipment. - TLM (Teacher Grant). - Furniture. - School equipment. - Materials required for teacher learning. - Office equipments for SPO. - Computer & its accessories. - Hiring of experts for specific task.
• Points to be kept in view:
- Specific budget provision exists - Bulk requirement assessed at the beginning of the financial year. - Equipment and furniture in economic lots. - Need based. - All purchases after comparison of competitive prices.
• School related
- All civil works, except BRCs. - TLM for Teachers. - School Grant. - Repairs and maintenance of schools. - TLE for primary and upper primary schools. - Materials required for research and evaluation, if any.
15. Monitoring & Supervision of CIVIL WORKS Under SSA by the Community
• Provision of CIVIL WORKS aims at –
Improving school infrastructure. Narrowing deficiency / gap in infrastructure. Making school infrastructure attractive to children. Making school building learning aid under BALA concept. Ensuring school barrier free for CWSN. Ensuring adequate accommodation to all children. Providing safe & hygienic environment to all.
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• Fund Provision of CIVIL WORKS –
Quantum of fund limited to 33% of project cost excluding maintenance. Fund provision may be upto 50 % of District plan within 33 % restriction
during overall project period. Unit cost of work is calculated based on State Schedule of Rates (SOR).
• Items of Civil Works –
Construction of school building for Primary school. Construction of addl. Classroom Construction of toilet Creation of drinking water facility Construction of boundary wall Construction of HM’s room Construction of Ramp with handrail Construction of handrail in existing Ramp Construction of CWSN friendly toilet Construction of hostel building Construction of BRC/URC Hall.
ADDITIONAL ITEM OF ACTIVITIES
• Civil Works may also include –
Adaptation of existing building. Retro-fitting of existing building toward hazard resistance. Re-construction of dilapidated school building. Major repair of school building constructed before 10 years & within 60 % of
the cost of new construction.
• Planning for Civil Works
Assessment of requirement at micro / school level. Assessment basing on enrolment / other accommodation purpose. Preparation of village plan consolidating requirement of schools under the
village. Preparation of Block plan consolidating village plans. Preparation of District plan consolidating Block plan. Preparation of State plan consolidating District plans
• Important Specification for Civil Works
Depth of foundation Measurement of plinth band, lintel, roof / top Room size Size of pillar / column
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Thickness of rod Length of tubular truss Cement-sand ratio Thickness of GCI sheet Thickness of MS grill and sheet Hardboard for ceiling
• Building As Learning Aid (BALA) elements
BALA elements attract the children to joyful / play-way learning. BALA elements for designing classrooms:
Letters, geometrical dimensions, numbers etc. on floor. Great men's portrait, message, attractive pictures etc. on walls. Different maps, planetary orbit etc. on walls Drawing of Indoor angle / protector underneath door for giving
understanding about degrees (90/60/ 30).
• Steps of Construction
1. Foundation level: Trench cutting & brick walling.
2. Plinth level: RCC plinth band casting. Window sill level.
3. Lintel level: RCC plinth band casting.
4. Roof / Top level RCC top band casting. Tubular truss fitting with GCI sheet.
5. Finishing level Net finishing. Colouring. Ceiling Chalkboard.
Construction Committee for execution-
Secretary, VEC : Chairman Chairman,SMC : Member One guardian : Member Head teacher : Member One teacher of School : Implementing Officer
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Monitoring and Supervision
Technical by Engineers at stages/level Procurement stage Plinth level Lintel level Top level Finishing level Certification
Non technical by - SMC members VEC members Construction Committee
Non technical bodies monitor Civil Works on following parameters:
Finalisation of list of school. Providing land for new school. Procurement of materials maintaining quality. Monitoring of works at different stages. Observe work is done maintaining drawing and specification. Ensure quality of construction. Recommendation for certification.
16. Peoples’ Mobilisation for CHILDREN’S RIGHT TO EDUCATION
Campaigns Interventions with Government Consultation with other organizations Organizing innovative programmes Forming peoples platforms to ensure effective implementation of RTE To create awareness for meaningful implementation of RTE using different
media including Kalajatha Preparation of Material for the Campaign Posters and Pamphlets for the Campaign
17. FEEDBACK
-----Thankyou-----
