National Education Mission – Samagra

Name of the Scheme – SAMAGRA

Department – Directorate of School Education

Scheme for : Institutions

Where to Apply : NA

When to Apply : NA

INTRODUCTION

With the formulation of National Policy on Education, 1986 India initiated a wide range of programmes for achieving the goal of Universalisation of Elementary Education (UEE).These efforts were intensified in the 1980s and 1990s through several schematic and programme interventions, such as Operation Black Board (OBB), Shiksha Karmi Project (SKP), Andhra Pradesh Primary Education Project (APPEP), Bihar Education Project (BEP), U.P. Basic Education Project (UPBEP), Mahila Samakhya (MS), LokJumbish Project (LJP), District Primary Education Programme (DPEP) and the Sarva Shiksha Abhiyan (SSA) – the flagship Centrally Sponsored Scheme in partnership with State Governments for UEE across the country. This was further strengthened with the passage of the Right of Children to Free and Compulsory Education (RTE) Act, 2009 which gave a legal mandate to provide free and compulsory elementary education to every child in the age group of 6-14 years. States and UTs were supported in the implementation of the RTE Act, 2009 through the Centrally Sponsored Scheme of SSA. The norms of the Scheme were aligned with the provisions of the Act with effect from September, 2010.

The Centrally Sponsored Scheme of Restructuring and Reorganization of Teacher Education (CSSTE) was initiated in 1987 pursuant to the formulation of the National Policy on Education (NPE, 1986). The NPE stated that improvement in the status and professional competence of teachers is the corner stone of educational reconstruction and envisaged teacher education as a continuous process with pre-service and in-service training being its inseparable components. District Institute of Teacher Education (DIETs), Colleges of Teacher Education (CTEs), and Institutes of Advanced Studies in Education (IASEs) were, therefore, established. Thus, the CSSTE Scheme aimed to provide infrastructural and institutional support to Government Teacher Education Institutions (TEIs).

It is, therefore, evident that the Centrally Sponsored Schemes of SSA, RMSA and TE were the three major school education development programmes of the Ministry of Human Resource development (MHRD), Government of India being implemented in partnership with State/UTs. The common objectives of all the Schemes are to enhance access through the expansion of quality school education; to promote equity through the inclusion of disadvantaged groups and weaker sections, and to improve the quality of education for all. While the SSA covered the elementary level (grades I-VIII) and was the vehicle for implementation of the RTE Act, 2009, the RMSA covered grades IX-X (IX-XII for certain components. CSSTE was providing teachers’ education through proper institutional setup for both pre-service and in-service training across classes I-X. Further, with the role of SCERT as an academic authority u/s 29(1) of the RTE Act, the focus was on strengthening of SCERTs and DIETs. With the persistent efforts of the Central and the State Governments, these schemes have significantly addressed several major gaps in the school education system and have significantly contributed towards laying a strong foundation for an equitable quality school education system in the country. However, the major challenge is provision of quality of education. The focus of the Central Government needs to be now on encouraging States to take steps for improvement in quality of education.

The Integrated Scheme on School Education envisages the ‘school’ as a continuum from pre-school3, primary, upper primary, secondary to Senior Secondary levels. The vision of the Scheme is to ensure inclusive and equitable quality education from pre-school to senior secondary stage in accordance with the Sustainable Development Goal (SDG) for Education

The major objectives of the Scheme are provision of quality education and enhancing learning outcomes of students; Bridging Social and Gender Gaps in School Education; Ensuring equity and inclusion at all levels of school education; Ensuring minimum standards in schooling provisions; Promoting Vocationalisation of education; Support States in implementation of Right of Children to Free and Compulsory Education (RTE) Act, 2009; and Strengthening and up-gradation of SCERTs/State Institutes of Education and DIET as a nodal agencies for teacher training.

The main outcomes of the Scheme are envisaged as Universal Access, Equity and Quality, promoting Vocationalisation of Education and strengthening of Teacher Education Institutions (TEIs).

The focus of interventions will be the teacher and use of technology to deliver quality education. The major interventions, across all levels of school education, proposed under the scheme are: (i) Universal Access including Infrastructure Development and Retention; (ii) Gender and Equity; (iii) Inclusive Education; (iv) Quality; (v) Financial support for Teacher Salary; (vi) Digital initiatives; (vii) RTE Entitlements including uniforms, textbooks etc.;(viii) Pre-nursery Education; (ix) Vocational Education; (x) Sports and Physical Education; (xi) Strengthening of Teacher Education and Training; (xii) Monitoring; (xiii) Programme Management; and (xiii) National Component. It is proposed that preference in the interventions would be given to Educationally Backward Blocks (EBBs), LWEs, Special Focus Districts (SFDs), Border areas and the 115 Aspirational districts.

The Integrated Scheme for school education would support States and UTs in implementation of the RTE Act, 2009. The Scheme envisages providing an equitable and inclusive quality education which would be guided by the following principles5:

(i) Holistic view of education, as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management.  

(ii) Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. – can avail of the opportunity.  

(iii) Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories – the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs.  

(iv) Gender concern, implying not only an effort to enable girls to keep pace with boys but to view education in the perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive intervention to bring about a basic change in the status of women.  

(v) Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds.  

(vi) Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes.

The guiding principles are based on the report for which in September 2009, the Government had set up a Committee under the chairpersonship of Shri Anil Bordia, former Union Education Secretary, to suggest follow up action on SSA vis-à-vis the RTE Act. The Committee submitted a report in April 2010, entitled “Implementation of RTE Act and Resultant Revamp of SSA”.

The component of the Scheme are;

School Access, Infrastructure Development and Retention

Addressing Gender and Equity issues in School Education

Inclusion of Children with Special Needs in Education

Quality Interventions

Teacher Education and Teacher Training

Use of Information and Communication Technology (ICT) in School Education

Vocationalisation of School Education

Pre-School Education

2. School Access, Infrastructure Development and Retention

2.1 Scope

2.1.1 The Scheme covers all children from the age of 4 to 18 years and has a scope across all levels of school education from Pre-school to Senior Secondary of the country. Provision of schools on a universal basis is the pre-requisite to ensure the education of all children. Along with universal access, ensuring retention of children till completion of schooling is one of the major objectives of the Scheme.

2.2 Access

2.2.1 As the aim of the scheme is to universalise quality school education, expansion of schooling facilities in the uncovered areas would be the first priority. The Integrated Scheme on School Education envisages ‘education’ in a holistic perspective and as a continuum from Pre-Primary, Primary, Upper Primary, and Secondary to Higher Secondary levels. The Scheme would, therefore, attempt to provide, as far as possible, an integrated/composite school system from pre- school to higher secondary level.

This will facilitate the transition of children across various levels of school education and will aid in promoting children to complete school education. Another important aspect of approach that would guide the entire gamut of activities and interventions under the scheme and particularly with regard to provisioning of schooling facilities is focus on Disadvantaged Groups of Children. Some of the overriding points that will steer the approach of the Scheme towards universal access are briefly mentioned below.

2.2.2 Ensure Equity: Equity is a critical and cross-cutting theme which will guide all interventions for universal access under the scheme. Equity will mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. can avail the opportunity. School access demands addressing all exclusionary practices in the school, especially those based on caste, religion, gender and special needs etc.

2.2.3 Ensure Availability of Adequate Infrastructure: – Access to school will not be confined to mere availability of school but it will contain all the provisions that are required to attract and retain children in school till their completion of education. Provisions such as adequate deployment of teachers, proper classrooms, adequate & functional toilets, Drinking water facility, ramps etc. are necessary part of any school building and shall have to be provided mandatorily. All school buildings that will be constructed under the Scheme will have provision of rain water harvesting system and solar panel in the building plan itself and the school buildings will be so designed as to make them disabled friendly.

2.2.4 Composite/ Integrated School: – The scheme attempts to support the States/UTs in Universalizing Access to School Education across the country and builds on the gains the country has already made under the two previous schemes of SSA and RMSA. With a view to facilitate States/UTs to move towards composite/ integrated schools, the new upper primary schools/sections will be opened in the campuses of existing primary schools through upgradation of the existing primary school, so that the upgraded school becomes an integrated elementary school from classes I to VIII. Similarly, secondary schools shall be opened through upgradation of existing upper primary schools and senior secondary school through upgradation of secondary school. Hence, while opening new schools, the priority shall be given to those schools which have adequate space and other infrastructure to be upgraded to next level of education, besides location in uncovered areas and having adequate enrolment.

2.2.5 Child tracking through SDMIS: –The Scheme aims to achieve the goal of 100% retention from pre-school to senior secondary school. It will require tracking of all children. The State/UT may track these students through the Student Data Management Information System (SDMIS). The SDMIS is a longitudinal database, envisaged to track the schooling status of around 260 million students throughout the school education stage and provide critical evidences for policy and programme planning. This system will collect student wise data from Grade 1 to 12 and develop an independent student database which can grow as a Child Tracking System in the coming years.

2.2.6 Mapping for Universal Access: – The scheme aims to reach out to all children in the age group of 4-18 years and has expansion of schooling facilities as its first objective. States /UTs would need to arrive at a clear picture of current availability of schools, identify the gaps i.e., areas or habitations which are unserved and plan to provide access to school to the identified unserved areas/ habitations according to possible solutions. This will require mapping of all existing schools and all habitations/ wards etc. Appropriate location provides access to large number of children and is, therefore, sustainable over the years. The appropriate location can be best identified in consultation with children and community. Therefore, a comprehensive mapping exercise will help identify gaps, unserved areas/ habitations and appropriate location where new schools need to be opened.

2.2.7 GIS based Mapping

Current availability of schooling facility within defined area and map the habitations by linking them to specific elementary, secondary and higher secondary schools.

It will also help to ensure the efficient and equitable distribution of resources within and between school systems and help in planning a development strategy by sustainable plan for future growth. It is useful not only in developing of distance matrices but will provide important inputs with respect to courses available at Secondary level and various streams available at senior secondary level. This will also include assessment of the availability of the facilities for different subjects/ streams such as Science, Commerce, Vocational, Humanities courses etc; in all the schools located in rural and urban areas.

2.2.8 Community based mapping is a powerful means of mobilising the community to ensure that all children attend schools and complete all levels of school education from pre- primary to class XII. Hence, The Scheme would also work towards enhancing participation of the community, parents, teachers and children by involving them in key decisions affecting the education of children. This will include identification of gaps or unserved areas/ habitations and planning for providing schooling facilities. This will require a manual mapping involving community and all other stakeholders. Under t

2.2.9 It is important to note that GIS based mapping and Community based mapping are not substituteof each other and, therefore, one can not be replaced by the other. Both have their own benefits and supplement each other. If the results of both forms of mapping are used collaboratively, it will help determine the changes necessary in schools, and build a dynamic vision of the education services, including infrastructure, teachers, and equipment, required.

2.3 Pre-Primary Level

2.3.1 The scheme will support the efforts of State Government/UTs in setting up pre-primary classes in schools. To ensure smooth transition of children from pre-primary in the state, it is important in order to assess the demand-supply situation as well as mapping of unreached or under-served areas.

It provides basic spatial information such as longitude and latitude of an existing school, location of nearby school, distance between two schools and distance from school to habitation etc. It may help the planners in many ways specially identifying Anganwadi Centre to the formal school, States and UTs will take steps to locate the Integrated Child Development Services (ICDS) centres within the primary school complex.

At pre-primary level, support for co-location of Anganwadis in Primary Schools and curriculum development in convergence with Ministry of Women and Child Development (MWCD) will be provided. The habitations which are not covered by ICDS Centres and wherever the State/ UT Government is desirous of starting a pre-school education centrein formal primary school, the scheme will also provide support to start such centres in primary schools.

2.3.2 Infrastructure available under Anganwadi/ ICDS will be utilized for Pre-primary. Broad norms with detail mechanism for expansion of pre-primary school will be finalised in consultation with MWCD.

2.3.3 The provision for relaxation to open pre-primary school/sections with specially designed broad norms will be developed at the national level and provision may be made for each State/UT keeping in mind the geographical, socio-cultural, linguistic and demographic condition of not just the State/UT but also, wherever necessary, of the locality.

2.3.4 The Scheme will support States/ UTs in training of Anganwadi workers for pre- primary education in line with the NCERT Framework,, co-location of Anganwadis in Primary Schools and curriculum development in convergence with Ministry/Department of Women and Child Development and support to States/ UTs in their efforts to set up pre-primary schools.

2.3.5 The proposal at pre-primary level would be appraised based on State-specific proposal, wherein Recurring Grant, including manpower deployment, of upto Rs. 2 lakh per school and non-recurring grant of upto Rs. 1 lakh per school would be considered.

2.3.6 Detailed financial norms for pre- primary education are given in the Chapter on Pre- School Education.

2.4 Elementary Level

2.4.1 The RTE Act 2009 provides a rights-based perspective to the education of children at elementary level. It provides a justiciable legal framework that entitles all children between the ages of 6-14 years to an education of reasonable quality, based on principles of equity and non-discrimination. It provides for children’s right to free and compulsory admission, attendance and completion of elementary education. More importantly, it provides for the child’s right to education that is free from fear, stress and anxiety. The RTE Act 2009 also lays down the responsibilities of teachers.

3. INFRASTRUCTURE DEVELOPMENT

3.1 The Integrated Scheme on School Education aims to achieve universal access of children in schools from Pre-Nursery to Higher Secondary an inclusive and equitable manner, focusing on quality of education with improved infrastructure in the schools. The States and UTs are required to bring a single plan for entire school education sector integrating the existing Centrally Sponsored Schemes of SSA, RMSA and TE for interventions relating to infrastructure development.

3.2 The Scheme will be governed and regulated by the provision of the RTE Act, 2009 for elementary schools. The Schedule to RTE Act lays down the norms and standards for a school and provides that a school with an all weather building should consist of the following:

At least one class-room for every teacher;  
An office-cum-store-cum-HM room;
Barrier-free-access;
Separate toilets for boys and girls;
Safe and adequate drinking water facility to all children;
A kitchen where mid-day meal is cooked in the school;
Playground;
Arrangements for securing the school building by boundary wall or green fencing
Library: There shall be a library in each school providing newspapers, magazines and  books on all subjects, including story books.
Play material, games and sports equipment shall be provided to each class as required.

The major school infrastructure components under the scheme are:

Opening of new schools which would include new primary schools, upgradation of primary school to upper primary schools, up-gradation of upper primary school to secondary schools and up-gradation of secondary schools to Higher Secondary schools. This would also include sanction of new composite schools i.e. from Classes-I to XII and buildings for building less school. The upgradation / strengthening includes provision for construction of additional class rooms, library, laboratory, computer room, art/craft/ culture room, Laboratory / Workshop for vocational education, separate toilets for boys , girls and Children With Special Needs (CWSN), safe drinking water, electrification, kitchen shed, ramps, furniture, laboratory equipments, Head Master room, office/ common room, Building as Learning Aid (BALA), playground, boundary wall / fencing, etc, as per requirement based on availability, adequacy and functionality of existing infrastructure.

3.3 Major and minor repair of schools from classes I to XII of existing school infrastructure. Schools constructed within the past 10 years will not be considered for major repairs. Also the cost of repairs to be undertaken should not exceed 60% of the cost of a new construction. Repairs to dysfunctional toilets and drinking water facilities will form a part of this component. Pre-repair and post repair photograph need to be maintained and also uploaded online

3.4 Residential quarters for teachers, especially female teachers in sparsely populated or hilly and densely forested areas with difficult geographical terrain and border areas where a new primary or upper primary and secondary/Higher Secondary schools may not be viable. Preference will be given to EBBs, LWE affected districts, SFDs and the 115 inspirational districts identified by NITI Aayog.

3.5 Construction of new DIETs/BRC/CRC buildings & strengthening of existing DIET/BRC/CRC buildings as per norms.

3.6 Construction / upgradation of Kasturba Gandhi Balika Vidyalaya (KGBV) buildings.

Addressing Gender and Equity issues in School Education

Bridging gender and social category gaps at all levels of school education is one of the major objectives of the Integrated Scheme. Consequently, the Integrated Scheme attempts to reach out to girls, and children belonging to SC, ST, Minority communities and transgender. The scheme has also given attention to urban deprived children, children affected by periodic migration, and children living in remote and scattered habitations. The Integrated Scheme also focuses on the identified Special Focus Districts (SFDs) on the basis of adverse performance on various indicators of enrolment, retention, and gender parity, as well as concentration of SC, ST and minority communities.

Although various centrally sponsored schemes have contributed significantly in addressing the gender and equity issues at different levels of school education, there is a need to build on these gains by further synergizing our efforts in accordance with the Sustainable Development Goals (SDGs) to ensure inclusive and equitable quality education and the objectives envisaged in the Integrated Scheme.

Inclusion of Children with Special Needs in Education

4.1 Background and Rationale

4.1.1 The National Policy on Education (NPE), 1986 and the Programme of Action (1992) gives the basic policy framework for education, emphasizing on correcting the existing inequalities, it stresses on reducing dropout rates, improving learning achievements and expanding access to students who have not had an easy opportunity to be a part of the general system. The NPE, 1986 envisaged some measures for integrating of children with physical and mental handicap with the general community as equal partners, preparing them for their normal growth and development and enabling them to face life with courage and confidence.

4.1.2 India has also been signatory to international declarations like the Salamanca Statement and framework for action on special needs education (1994) and Biwako Millennium Framework for Action (2002) and the UN Convention on the Rights of Persons with Disabilities, 2006 that emphasize the need for fundamental educational policy shifts to enable general schools to include children with disabilities. The National Curriculum Framework on School Education (NCF-2005) recommends making the curriculum flexible and appropriate to accommodate the diversity of school children including those with disabilities in both cognitive and non-cognitive areas.

4.1.3 The Centrally Sponsored Scheme of Integrated Education for the Disabled Children was introduced in 1992 with a view to providing educational opportunities for children with disabilities in general schools, to facilitate their retention in the schools system. It provided for facilities to students with disabilities including expenses on books and stationery, expenses on uniforms, transport allowance, reader allowance, escort allowance, hostel accommodation and actual cost for equipments. The scheme also supported the appointment of special teachers, provision for resource rooms and removal of architectural barriers in schools.

4.1.4 The Centrally Sponsored Scheme of SSA of 2001 had set time-bound targets for the achievements of Universal Elementary Education (UEE). With “zero rejection’ as its cornerstone, the programme provided support for the inclusion of children with disabilities in general schools at the elementary level. The SSA norms were further strengthened by the RTE Act, 2009 which talks about free and compulsory elementary education to children without any discrimination on the basis of caste, gender, disability etc.

5. Components of the Scheme 

The Scheme will include assistance for two kinds of components:

5.1 Student oriented components

The student oriented component may be utilized for specified items like:-

Identification and assessment of children with disabilities.  
Provision of aids and appliances, medical services, diagnostic services etc.  to disabilities will receive special focus and efforts would be made under the scheme to
- Provide access to and development of teaching learning material as per requirement etc.
- Provision of facilities like transport/escort facilities, hostel facilities, scholarship,  assistive devices, support staff (readers, amanuensis) etc.  
Provision of large print text book, Braille books and uniform allowances.  
Stipend for Girl Students @ Rs. 200 per month for 10 months to encourage their  participation in the school system.  
The use of ICT to increase access to a vast amount of information not otherwise  available.  
Awareness and motivation camps

6. Teacher Education and Teacher Training

National Policy on Education (NPE, 1986) recognized the need for enhancing the status of teachers. It emphasized the need for substantial improvement in their working conditions and the quality of teacher education. The Policy called for overhauling the teacher education system and as a first step recommended the following:

Teacher education is a continuum and its pre-service and in-service components are inseparable.  
District Institute of Education and Training (DIETs) be established with the capability to organize pre-service and in-service courses for elementary school teachers and the personnel working in non-formal adult education sectors.  
At the national level, the National council of Teacher Education (NCTE) be established which will have the power to accredit institution of teacher education, phase out the sub- standard institutions, provide guidance regarding curricula and methods.  
Networking arrangements are created between institutions of teacher education and university department of education.

7. Use of Information and Communication Technology (ICT) in School Education

7.1 Introduction

Information and Communication Technology (ICT) has become one of the basic building blocks of modern society. Many countries now regard understanding of ICT and mastering the basic ICT skills (Communication, Collaboration, Creativity, Critical Thinking and Problem Solving) as part of the core of education, along with reading, writing and arithmetic.

The Government of India seeks to strengthen the use of ICT in almost every sphere. To promote the use of ICT in school education the Government of India had introduced ICT@ Schools scheme in the year 2004 {by merging the scheme of Educational Technology -1972 and Computer Literacy and Studies in Secondary Schools (CLASS)-1984}. The scheme was revised in the year 2010 and 2011 and a component to develop quality digital contents and incentives for teachers (National ICT Award for School Teachers) was introduced. Till date, 88993 (60.8%) secondary and senior secondary schools of both government and government aided have been covered under ICT@ Schools scheme out of total 146303 schools. Besides, Computer Aided Learning (CAL) program under SSA provided ICT infrastructure in Upper Primary schools, through provision of Rs.50 Lakh per annum per district. The CAL scheme had a coverage of 92,886 out of 4,20,221 schools (22%) approximately. Under the Teacher Education plan, ICT infrastructure are also being provided to the Teacher Education Institutions (TEIs) i.e. SCERTs/SIEs, DIETs, BITEs, etc.

Now the Digital India Campaign (2015) strives to transform India into a digitally empowered society and knowledge economy by focusing on the three vision areas: i. Digital Infrastructure as Core Utility to Every Citizen, ii. e-Governance and Services on Demand and iii. Digital literacy and empowerment of citizen. The three cardinal principles of access, equity and quality could be served well by harnessing the immense potential of ICT. Anytime anywhere delivery of quality education employing ICT is one such implication of Technology in Education. Development in India depends on the extent to which we are able to provide quality education and skill training to all our citizens. Relevant use of technology will help to effectively solve India’s problem of providing quality education and development of skilled human resources. ICT needs to be used to provide high quality education, as well as, holistic education to each child including children and youth with special needs and marginalized sections of the society.

ICT in any system and situation includes ICT infrastructure, creation, storage and retrieval of digital resources, use of inter-operable software, technical support, networking using telecommunication and satellite-based communication to enhance learning. The schools and TEIs require a robust, reliable ICT infrastructure in order to effectively integrate ICT into all aspects of school life and that of TEIs including teaching, learning and evaluation.

Education system in any country aims at preparing youth to participate creatively in the establishment, sustenance and the growth of a knowledge society leading to all round Socio- Economic Development of the nation and the global competitiveness. Therefore, this integrated ICT guideline for schools and Teacher Education Institutions subsumes all previous guidelines to promote the following thrust areas:

Universal equitable, open and free access to a state of art ICT and IT enabled learning environment, tools and digital resources to all students, teachers and teacher educators (BITEs, DIETs, SCERTs, etc.)  
Development of local, localised and vernacular quality digital contents in regional languages and to enable students, teachers and teacher educators to partner in the development and critical use of shared digital resources.  
Enable sharing of ICT infrastructure for skill development of youth and digital literacy of the community.  
ICT enabled assessment & evaluation of the learning outcomes of students in a cumulative manner, tracking of the performance of the teachers, teacher educators, managers etc.  
Development of professional networks of teachers, teacher educators, resource persons in schools and TEIs to catalyse and support resource sharing, up-gradation and continuing education of teachers and educators; guidance, counselling, academic support of students, resource sharing, management and networking of school managers/administrators etc., resulting in improved efficiencies in the schooling process and TEIs.  
Promote research, evaluation and experimentation using ICT tools and ICT enabled practices in order to inform, guide and utilise the potentials of ICT in school and teacher education.  
Appropriate ICT interventions will be adopted to bridge the digital divide with regard to education of girls, and other disadvantaged social groups, including SCs/STs, minorities, CWSN, and other marginalized communities.  
A critical understanding of ICT is core to its success, hence, its benefits, risks and limitations- safe, secure and ethical use of ICT needs to be infused in schools and teacher education curriculum.  
Sensitization of all the stakeholders on the disposal of e-waste and contribute in sustainable development.

7.2 Infrastructure

(A)Hardware and software: The scheme suggests that each school, TEIs as per their requirement may choose to opt for the following: Tablets/Laptops/Notebooks/PCs with Integrated Teaching Learning Devices, Digital Boards with Content Management Systems and solutions (CMS)/Learning Management Systems (LMS), FOSS, Operating System (OS) and/or Servers with minimum 16 GB RAM, 1 TB Hard Disk, 1 Projector/LCD/LED/Plasma Screen, 1 Printer, 1 Scanner, 1 Web Camera, 1 Modem, Broadband/DTH-TV Antenna/Router, Receive only Terminal (RoT), Satellite Interactive Terminal (SIT), Generator/ Solar Package, UPS, Video Camera, Charging Racks, etc. All the procurement should be done following norms and standards developed by Government of India including GeM/BOOT (build, own, operate, transfer) /BOO (build, own, operate) etc.

(B) Connectivity: It is suggested that the school, TEIs should have a broadband internet connection of at least 2 MBPS bandwidth with a plan to upgrade in future. The school and TEIs should also explore the Wireless links option to ensure sustainability. Efforts should be made to bring all

the schools and TEIs under the ambit of National Knowledge Network (NKN) or any other partners. This may be done in convergence with BHARATNET.

(C) Power Supply: Wherever the power supply is unreliable it is suggested to procure solar power panels and wherever they are not feasible a generator may be used on a temporary basis. In such cases where the school and TEI is using a generator facility; a recurring cost subject to a maximum of Rs.3000 per month will be applicable. For reliable power supply, it is advised to take into consideration the guidelines of Ministry of Power & Renewable Energy, Govt. of India for convergence of plans and services.

(D) ICT Infrastructure: The Tablets/ Laptops/ Notebooks would be installed in charging rack(s)(portable) which can be kept in any of the classrooms/ Principal/Head Teacher room/ office room as per the availability in the school and TEIs. If any school has existing ICT labs, the same may be used for keeping charging racks.

8 VOCATIONALISATION OF SCHOOL EDUCATION

8.1 INTRODUCTION

8.1.1 Schools provide an environment for systematic teaching-learning to the learners for acquiring knowledge, skills and attitude required to meet the varied aspirational needs and educational goals. Vocationalisation of education refers to the inclusion of those practical subjects or courses, which shall generate among the students some basic knowledge, skills and disposition that prepare them to think of becoming skilled workers or entrepreneurs. It serves as an instrument to bring about the connectivity between general education and vocational education. It may be seen as an instrument for providing diversification of educational opportunities, enhancing individual’s employability and enabling individual to pursue higher education.

8.1.2 The Vocationalisation of School Education has been aligned with the National Skill Qualification Framework (NSQF) notified by the Ministry of Finance. It has been developed in a way that it links the various elements of vocational education in schools with those of the general education, businesses and industry so that the vocational pass outs can exit with employment-related skills. It envisages close partnership with the industry in the design, development, delivery, assessment and certification of skills content.

8.2 AIMS AND OBJECTIVES

8.2.1 The aim of introducing vocational education in schools is to prepare educated, employable and competitive human resource for various sectors of the economy and the global market. The main objectives are to enhance the employability of youth through demand driven competency based, modular vocational courses, to bridge the divide between the academic and applied learning and reduce the dropout rate in schools.

8.3 SCOPE

8.3.1 The Vocationalisation of School Education shall make funding arrangements for the introduction of vocational courses along with general education subjects from Classes IX to XII. The vocational subjects are to be introduced as an additional or compulsory subject at the Secondary level and as compulsory (elective) at the Senior Secondary level. The scheme will primarily cover Government schools. Government aided schools, in those States/UTs where Government schools have already been covered under the Scheme, may also be considered for financial assistance as per the norms. Exposure to Vocational Education would also be provided in Classes VI to VIII with an aim to provide opportunities to the students to orient themselves with the skills required for the various occupations in a sector and to equip them to make informed choices while selecting their subjects in higher classes.

9 PRE-SCHOOL EDUCATION

The Integrated Scheme for School Education envisages the ‘school’ as a continuum from Pre- School, primary, upper primary, secondary to Senior Secondary levels. These would cover preschools referred to by all nomenclatures such as Anganwadi, Balwadi, nursery, preschool, preparatory, pre-primary, LKG, UKG, play centres, crèches, Bal Vatikas etc.

9.1 Section 11 of the RTE Act, 2009 states that “with a view to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years, the appropriate government may make necessary arrangements for pre-school education for such children.” Since, Ministry Of Women and Child Development is running a comprehensive programme for children under 6 years of age, efforts will be made to strengthen the area of Pre-school education through greater convergence with ICDS programme of the Ministry of Women and Child Development.

9.2 Research and experience have repeatedly demonstrated that Early Childhood Development and Education not only increase the progress and achievement of children in primary schools and lay the foundation for future growth, learning and development, but also develop positive attitudes and the desire to learn. Therefore, it becomes imperative to provide quality pre-school experiences to children.

9.3 The scheme will support the efforts of State Government in providing Pre-school education in schools. At pre-school level, support for co-location of Anganwadis in Primary Schools and curriculum development in convergence with Ministry/Department of Women and Child Development will be provided. 9.4 The preschool programme will be of upto 2 years duration that is for children of the age group 4-6 years.. In case of co-located Anganwadis where the children in the age group of 3-6 are accommodated, the children of 4-6 age group will be considered as pre-school children.

Source:

https://www.education.gov.in