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SAMAGRA SHIKSA SCHEME ANNOUNCEMENT

Budget Speech, 2018-19 mentions - “We now propose to treat education holistically without segmentation from pre-nursery to Class 12 ”

SINGLE SCHEME

A single flagship programme for School Education from preschool to Class 12

MERGING THE EXISTING SCHEMES

Subsuming the existing Schemes of SSA, RMSA and TE

STATEs / UTs SUGGESTIONS

Many independent evaluations as well as states suggested increased convergence and integration through a single school education development programme

CONSULTATIONS

Consultation with States held on 31st January, 2018

ORIGIN OF THE SCHEME

SCHEME EXTENSION

Extended the Samagra Shiksha Scheme for 5 years i.e., 2021-22 to 2025-26.

Aims to ensure that all children have access to quality education with an adequate and inclusive classroom environment.

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SAMAGRA SHIKSA SCHEME VISION

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.

SAMAGRA SHIKSHA SCHEME & SUSTAINBLE DEVELOPMENT GOALS

Target 4.1 – Free Primary & Secondary Education

Target 4.2 – Equal Access to Quality Pre-Primary Education

Target 4.3 – Equal Access to affordable Technical Vocational & Higher Education

Target 4.4 – Increase the Number of People with relevant Skills for Financial Success

Target 4.5 – Eliminate all Discrimination in Education

Target 4.6 – Universal Literacy & Numeracy

Target 4.7 – Education for Sustainable Development & Global Citizenship

Target 4.a – Build & Upgrade Inclusive and Safe Schools

Target 4.b – Expand Higher Education Scholarships for Developing Countries

Target 4.c – Increase the supply of Qualified Teachers in Developing Countries

The five other SDGs with direct reference to education:

1. Health and well-being (SDG 3 target 3.7); 2. Gender equality (SDG 5 target 5.6); 3. Decent work and sustainable growth (SDG 8 target 8.6); 4. Responsible consumption & production (SDG 12 target 12.8); 5. Climate change mitigation (SDG 13 target 13.3):

SUSTAINABLE DEVELOPMENT GOAL 4 (SDG 4)

SDG Goal 4 is the education goal, It aims to “ensure inclusive & equitable quality education & promote lifelong learning opportunities for all”.

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HOLISTIC APPROACH TO EDUCATION

Inclusion of senior secondary levels and pre-school levels.

ADMINISTRATIVE REFORM

An integrated administration looking at ‘school’ as a continuum

QUALITY OF EDUCATION

Enhanced focus on improving quality of education by focus on the two T’s – Teachers and Technology

REGIONAL BALANCE

Promoting balanced educational development

DIGITAL EDUCATION

Enhanced use of technology to improve access and provision of quality education

STRENGTHENING OF SCHOOLS

Improving the quality of infrastructure in government schools

BETI BACHAO BETI PADHAO

Commitment to Beti Bachao Beti Padhao

SKILL DEVELOPMENT

Emphasis on ‘Kaushal Vikas’

SPORTS AND PHYSICAL EDUCATION

Supporting ‘Khelo India’

THRUST AREAS OF THE SCHEME

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SINGLE UTILISATION CERTIFICATE

Single Utilisation Certificate would be required from the State, along with component wise physical and financial expenditure statement

RTE ACT 2009

States would need to keep in mind the legal requirements of the RTE Act, 2009, and the committed liabilities under the existing schemes

Budget for all the three schemes merged into a single budget provision

State-wise allocations will be indicated in advance based on defined criteria

FLEXIBILITY

Flexibility to States to prepare Annual Plan based on their priorities

PLAN APPRAISALS

Plans will be appraised and approved by the Project Approval Board (PAB) of the Department headed by Secretary (SE&L)

SINGLE BUDGET PROVISION

STATE WISE ALLOCATION

STRATEGY FOR IMPLEMENTATION

NATIONAL EDUCATION POLICY (NEP) 2020

Samagra Shiksha scheme has now been redesigned and aligned with the recommendations of National Education Policy (NEP) 2020.

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1. NEP 2020

2. RTE ACT 2009

3. ECCE

4. FLN

5.CURRICULUM & PEDAGOGY

Implementing the recommendations of National Education Policy, 2020

Supporting in implementing RTE Act 2009

Focus on Early Childhood Care and Education (ECCE).

Emphasis on Foundational Literacy and Numeracy.

Thrust on Holistic, Integrated, Inclusive and activity based Curriculum and Pedagogy

HOLISTIC APPROACH TO EDUCATION

SAMAGRA SHIKSHA AS AN INTEGRATED SCHEME FOR SCHOOL EDUCATION FOCUSES ON:

www.apteachers.in

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6.QUALITY EDUCATION

7.BRIDGING GAPS

8.EQUITY & INCLUSION

9.SCERT & DIETs

10.SCHOOLING

Provision of Quality Education and enhancing learning outcomes of students

Bridging the Social and Gender Gaps in School Education

Ensuring equity and inclusion at all levels of school education

Strengthening and up-gradation of SCERT and DIETs

Ensuring safe, secure and conducive learning environment and minimum standards in schooling provisions

HOLISTIC APPROACH TO EDUCATION

SAMAGRA SHIKSHA AS AN INTEGRATED SCHEME FOR SCHOOL EDUCATION FOCUSES ON:

11.VOCATIONAL

Promoting vocational education

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INFRASTRUCTURE

Improve the Quality of Infrastructure in Government Schools from Pre-Primary to Senior Secondary.

NEW SCHOOL /UPGRADE

New/Upgraded schools from Pre-School to Senior Secondary.

URS & URH (NSCBAV)

Provision of ‘Netaji Subhash Chandra Bose Awasiya Vidyalaya’ for children in difficult circumstances in remote areas and urban slums.

SUPPORT TO SEDG - SIOS

Support for SEDGs out of school children at 16 to 19 years of age of upto Rs. 2000 per child per grade to complete their secondary/senior secondary levels through NIOS/SOS.

SWACHH VIDYALAYA’

Specific provision for Swachhta activities – support ‘Swachh Vidyalaya’

SPECIAL TRAINING TO OOSC

Out-of-school children identified and provided special training for mainstreaming at elementary level.

ANNUAL GRANTS

Composite School Grant of Rs. 25,000 - 1 Lakh based on school enrolment

ADDITIONAL STREAM

Addition of new subjects instead of stream in existing senior secondary schools.

IMPROVING ACCESS & RETENTION

SUPPORT TO SCPCR

Support for Protection of Child Rights

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AWW

ECCE TEACHERS

TLM

SUPPORT

SUPPORT TO ECCE

Support for Pre-Primary sections in Government primary schools

IN-SERVICE TRAINING

In-Service teacher training for ECCE teachers.

PLAY BASED ACTIVITIES

Provision of upto Rs. 500 per child for teaching learning materials, indigenous toys and games, play based activities per annum

TRAINING TO MASTER TRAINERS

Training of Master Trainers for training of Anganwadi workers

EMPHASIS ON FOUNDATIONAL LEARNING - EARLY CHILDHOOD CARE AND EDUCATION

A National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) will be developed consisting of physical and motor development, cognitive development, socio-emotional-ethical development, cultural/artistic development, and the development of communication and early language, literacy, and numeracy.

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NISHTHA

Specific training modules under NISHTHA to train Pre-primary and Primary teachers on Foundational Literacy and Numeracy

PROJECT MONITORING UNIT

Provision of PMU at National, State and District level.

AIM

Aims to ensure that every child achieves the desired learning competencies at the end of grade III

TLM AND VIDYA PRAVESH

Provision of TLM and Vidya Pravesh Module (school preparation module) upto Rs 500 per child per annum, Rs 150 per teacher for teacher manuals and resources, Rs 10-20 lakh per district for assessment.

EMPHASIS ON FOUNDATIONAL LEARNING (NIPUN BHARAT MISSION)

NIPUN (NATIONAL INITIATIVE FOR PROFICIENCY IN READING WITH UNDERSTANDING AND NUMERACY) BHARAT MISSION FOR FOUNDATIONAL LITERACY AND NUMERACY

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SPECIAL TRAINING-OOSC

Out of school children identified and provided special training / open schooling for mainstreaming.

TRANSPORT ALLOWANCE

Transport facility to children belonging to remote habitations and urban deprived categories from primary to secondary for universal access to school

FREE UNIFORM

Free Uniforms to all girls, SC, ST and Below Poverty Line - BPL boys at elementary level

FREE TEXTBOOKS

Free textbooks to all children at elementary level (Including Braille and Large Print Books for Children with Visual Impairment).

CHILD CENTRIC ENTITLEMENTS

Greater emphasis on Direct Benefit Transfers (DBT) so that various benefits reach directly to the students in the shortest time.

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LEP

Support for Learning Enhancement/ Enrichment Programme

LIBRARY GRANT

Provision of Annual Library Grants (Padhe Bharat Badhe Bharat Programme) for each school for promotion of reading habits covering primary to senior secondary level

SPORTS GRANT

Provision of Sports Grant for each school for promoting indigenous sports and fitness from primary to senior secondary level.

ASSESSMENT CELL

Setting up of assessment cell preferably at SCERT to conduct competency-based achievement surveys, develop test materials & item banks, data analysis etc.

PARAKH

Support for activities of PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), the National Assessment Centre

RAA

Support for Rashtriya Avishkar Abhiyan (RAA) to promote Science and Maths learning in schools.

QUALITY & INNOVATION

HOLISTIC PROGRESS CARD

Holistic, Progress Card (HPC) showing progress/ uniqueness of each learner in the cognitive, affective, and psychomotor domains

PROJECT INNOVATION

Provision for Bagless days, school complexes, internships with local artisans, curriculum and pedagogical reforms etc.

ADDITIONAL SPORTS GRANT

Additional Sports grant of up to Rs. 25000 in case at least 2 students of the school win a medal in Khelo India games at the National level.

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04. QUALITY OF TEIs

Strengthening Teacher Education Institutions like SCERTs and DIETs to improve the quality of teachers in the system

06. TEACHER TRAINING

SCERT to be the nodal institution for in-service teacher training – to make training dynamic and need-based

03. NISHTHA

Provision for in-service teachers professional development from pre- primary to Class XII under NISHTHA (National Initiative for School Heads' and Teachers' Holistic Advancement)

05. NEW SCERT & DIETs

Provision for Establishment of New SCERT and new DIETs in districts created upto 31st March 2020 (earlier it was till 31st March 2017)

02. BRC & CRCs

Academic support by BRCs and CRCs extended for pre-primary and Secondary level.

01. CAPACITY BUILDING OF HMs

Renewed focus on Capacity Building of Teachers and School Heads

STRENGTHENING OF TEACHER EDUCATION

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DIGITAL INITIATIVES

Digital initiatives like UDISE+, Shagun, to be strengthened.

NDEAR

Support for NDEAR (National Digital Education Architecture).

DIGITAL EDUCATION

Provision of ICT labs, Smart classrooms including digital boards, virtual classrooms, and DTH channels in upper primary to senior secondary schools.

DIKSHA

DIKSHA with quality digital content to address the challenges of multi lingual and diverse classrooms.

FOCUS ON IT AND USE OF TECHNOLOGY

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URDU TEACHERS

Appointment of Urdu language Teachers.

CPD OF TEACHERS

Continuous Professional Development (CPD) of language Teachers

HINDI TEACHERS

Provision for appointment of Hindi language teachers for the North Eastern States and Non- Hindi speaking states for covering students of Classes I to XII.

BILINGUAL BOOKS & TLM

Bilingual Books and Teaching Learning Materials

APPOINTMENT OF LANGUAGE TEACHER

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MHM

Provision of Incinerator and sanitary pad vending machines in all girls’ hostels.

SEDG, EBB, LWE, SFD

Preference to SEDGs, Educationally Backward Blocks (EBBs), LWE affected districts, Special Focus Districts (SFDs), Border areas and the 113 aspirational districts identified by Niti Aayog

UPGRADATION OF KGBVs

All Kasturba Gandhi Balika Vidyalayas (KGBVs) to be upgraded to class XII.

SUPPORT TO GIRLS HOSTELS

Enhanced financial support for existing Stand-alone Girls’ Hostels for classes IX to XII (KGBV Type IV) of up to Rs 40 lakh per annum

SELF-DEFENSE TRAINING

Training for inculcating self-defense skills in girls under ‘Rani Laxmibai Atma Raksha Prashikshan’ and amount increased from Rs 3000 to Rs 5000 per month.

FOCUS ON GIRLS EDUCATION & EQUITY: BETI BACHAO BETI PADHAO

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STUDENT CENTRIC

Provision of student-centric component of Rs. 3500 per annum for CWSN from pre- primary to senior secondary level

EQUIPPING OF IERCs

Equipping of Block Resource Centres for rehabilitation and special training of CWSN, and teachers.

IDENTIFICATION CAMPS

Provision of Annual Identification Camps for Children with Special Needs (CWSN) at block level

STIPHEND FOR GIRLS

Separate provision of stipend for CWSN girls @ Rs. 200 per month for 10 months

INCLUSIVE EDUCATION

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CONVERGENCE

Convergence with the Ministry of Skill Development and Entrepreneurship and other agencies providing funding for Skills.

OPTIMUM UTILIZATION

The existing infrastructure of schools and ITIs and Polytechnics will be used to ensure optimum utilization of the facilities, both for school-going children and out of school children.

VOCATIONAL EDUCATION

Provision for exposure of Vocational Education to Upper Primary students in Government and Government Aided schools

SUPPORT TO AIDED SCHOOLS

Support for Vocational Education extended to Government Aided schools and grant/number of job roles/sections linked to enrolment and demand at secondary level.

HUB & SPOKE MODEL

Provision of Classroom cum workshop for Vocational Education in schools serving as Hub for other schools in the neighbourhood. Provision of transport and assessment cost for schools serving as spokes.

VOCATIONAL EDUCATION

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CONVERGENCE WITH OTHER DEPARTMENTS / SCHEMES

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PM POSHAN

Convergence with other schemes

PM POSHAN scheme for providing one hot cooked meal to children upto elementary stage.

ICDS (WCD)

Integrated Child Development Scheme (ICDS) of the Ministry of Women & Child Development for ECCE.

NRDWP & JAL SHAKTI

National Rural Drinking Water Programme under the Ministry of Jal Shakti for providing drinking water facilities in schools

NCLP

National Child Labour Project (NCLP) of the Ministry of Labour for main streaming into regular schools of all children withdrawn from child labour.

SKILL DEVELOPMENT

Convergence with the Ministry of Skill Development & Entrepreneurship & other Ministries providing funding for skills.

CONVERGENCE WITH OTHER DEPARTMENTS / SCHEMES

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SOCIAL JUSTICE

Ministry of Social Justice & Empowerment and Ministry of Tribal Affairs for providing residential facilities for SC and ST children.

ADIP SCHEME

Scheme of Assistance to Disabled Persons for Purchase/Fitting of Aids/ Appliances (ADIP Scheme) and Scheme for Implementation of Persons with Disabilities Act, 1995 (SIPDA) of Ministry of Social Justice and Empowerment.

SHP (AYUSHMAN)

School Health Programme (SHP) under Ayushman Bharat, a joint initiative of the Ministry of Health & Family Welfare and the Ministry of Education.

RURAL DEVELOPMENT

Convergence with Department of Rural Development for provision of playgrounds, boundary walls in schools, and provision of school uniforms through Self Help Groups.

PANCHAYATI RAJ

Convergence with Department of Panchayati Raj for use of 15th Finance Commission funds for maintenance of school premises as required locally.

CONVERGENCE WITH OTHER DEPARTMENTS / SCHEMES

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THRUST AREAS OF ANNUAL WORK PLAN & BUDGET 2023-24

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AWP&B 2023-24

Filling of the forms of Habitation/School/Cluster/Mandal Plan and District level plan preparation.
Reference year for data UDISE+ 2021-22.
Uploading of the AWP & B-2023-24 proposals on Prabandh portal and update 2024-25, 2025-26 perspective plans.
Perspective Plans: The perspective plan for remaining two years shall be proposed based on 10% enhancement of every previous year budget proposals.
Before submitting the plan take the approval of EC.

Rs. In Lakhs
Estimation for 2023-24 Plan Proposals
Component	Tentative Proposed Central & State Share, Estimates - 2023-24			CAP on Plan Proposal 2023-24 up to 1.25 times on Tentative Estimates
Component	Central Share (60%)	State Share (40%)	Total	State Innovation (5%)	Project Management (up to 5%)	Plan Proposals (115%)	Total (125%)
Elementary Education	120679.00	80452.67	201131.67	10056.58	10056.58	231301.42	251414.59
Secondary Education	54301.02	36200.68	90501.70	4525.09	4525.09	104076.96	113127.13
Teacher Education	872.85	581.90	1454.75	72.74	72.74	1672.96	1818.44
Total	175852.87	117235.25	293088.12	14654.41	14654.41	337051.34	366360.15

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I. Preparation of 5 year Perspective Plan (including current year)

In order to achieve the desirable Objectives, Outcomes with Long term Vision & Sustainability

II. Annual Calendar of Activities

In order to achieve the Objectives of the scheme formulate an action plan for laying down timelines for implementation of various activities.

THRUST AREAS AWP&B

TEMPLATE FOR PREPARING ANNUAL CALENDER OF ACTIVITIES FOR VARIOUS INTERVENTIONS
S. No	Component / Activity	Responsibility (implementing Agency) Total Physical quantity	Total Physical quantity	Timeframe for implementation
S. No	Component / Activity		Total Physical quantity	Apr	May	Jun	Jul	Aug	Sep	Oct	Nov	Dec	Jan	Feb	Mar

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III. National Initiative for Proficiency in Reading with Understanding and Proficiency (NIPUN Bharat).

National Initiative For Proficiency In Reading With Understanding And Proficiency (NIPUN Bharat): In order to achieve the desirable Objectives, Outcomes with Long term Vision & Sustainability.
Perspective Plan for NIPUN Bharat: In order to achieve the desirable Objectives, Outcomes with Long term Vision & Sustainability.
TLM & Teacher Resource Materials: Child Centric TLM, Indigenous Toys, Games, Play based activities, Supplementary Graded Material, Teacher Manuals, Activity Hand Books, Resource Materials for Innovative Pedagogy with Learning Outcomes at Foundational level. TLM prepared in Home/Local/Regional Languages.
Display of Lakshya/Targets for FLN are Displayed on the Walls, Classrooms for Students, Teachers, SMC, Parents awareness on Lakshyas
Printing and Distribution of Codified Learning Outcomes: LO for the Foundational Stage available in NIPUN Bharat Guidelines. Ensure that the LO reach all Schools, Teachers, Parents in the form of Posters, Leaflets/Brouchurs..
IEC materials for creating awareness: Information Education Communication (IEC) Materials may be developed to create awareness drives on FLN.
Display of NIPUN Bharat LOGO: Ensure that, NIPUN Bharat Logo is painted in all Primary School Walls.

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IV. Implementation of Vidya Pravesh in all Schools

A 3 Month Play based module could be implemented in all schools from 2022-23 onwards.

V. Targeted and Saturation approach for expansion of Secondary and Sr. Secondary Education.

With regard to achieve the objective of achieving 100% GER at all levels as envisaged in NEP 2020, it is of utmost importance that adequate facilities in terms of Infrastructure and Quality Education are available at Secondary level..
Opening of New Secondary/Senior Secondary Schools: Ensure 100% Gross Access Ratio (GAR) at Secondary / Sr. Secondary Schools.
Infrastructure: Priority will be given to the Aspirational Districts which will later be expanded to other districts.
Integrated Science Lab: All Secondary Schools including KGBV should be provided with integrated science lab.
ICT and Smart classrooms: All Secondary Schools including KGBV should be provided ICT and Smart classrooms and ensure electricity in schools for this purpose.
Vocational Education: 50% of Composite Secondary / Sr.Secondary Schools as envisaged in NEP 2020 will be provided support for Vocational in the next 3 years.
School Readiness Module for students at Secondary Level: To reduce the Dropout at Secondary level, 2-3 Months Readiness Module for Children entering in Grade IX so that they are prepared for the Secondary stage.

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VI. Access and Retention

Ensure universal access and afford opportunity to all children of the country to obtain quality holistic education from pre-school to Grade 12.
Special Training for age appropriate admission of out-of-school children (OoSC): In addition to the existing provisions i.e., NRSTC, RSTC, Seasonal Hostels at Elementary level, state may propose for covering OoSC of age group of 16-19 years belonging to Socially Economically Disadvantaged Group (SEDG) through Open schooling system at Secondary /Sr.Secondary Stage.
Online module for compiling the data of OoSC identified each state and their mapping with Special Training Centers (STC) on Prabandh Portal (www.samagrashiksha.in).
The portal requires the concerned to validate the child wise information of the identified OoSC and STC uploaded by the concerned Block/Mandal Resource Center (MRC) of the state for monitoring the progress of mainstreaming of OoSC.

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VI. Access and Retention

Infrastructure Facilities: New/Upgraded schools from classes Pre-primary (not stand alone pre primary) to 12th, Addition of new subjects, Electricity, Toilets, drinking water and hand washing facilities, Boundary wall, Furniture, Minor repairs, Incinerator and Sanitary pad vending machines, Classroom cum workshop for Vocational Education etc.

Ensure that, all sanctioned works are completed on time, central financial assistance will be available for 3 years and maximum 5 years subject to approval of the PAB.
In case the approved works are not completed in the above mentioned time frame, it will become the sole responsibility of the state to complete the pending works.
For civil works approved up to 2021-22, the time limit of 3 years will be calculated from 2022-23.
In cases where civil works older than 2016-17 have not been taken up, the State should surrender such works and focus on completion of the ongoing works, before proposing new works.
The state should provide a clear timeframe by which the works in progress are likely to be completed.

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VII. Quality and Innovation

Post NAS 2021 Intervention: NAS was held on 12^th November 2021 and will reflect the learning gaps in pandemic period. All are requested to plan for Post-NAS 2021 Interventions based on the findings and ensure appropriate interventions.
Ensuring age appropriate books in the Libraries
Best practices to be uploaded Shagun Repository
Research and Evaluation Studies
NISHTHA Teacher Training: In 2022-23, NISHTHA training will also be extended to

Senior secondary level teachers with a focus on improvement in quality of teachers and learning outcomes of students
Anganwadi Workers in collaboration with the Department of Women and Child Development
Educational Administrators and Skill Development in collaboration with Ministry of Skill Development

Training Need Analysis: SCERTs may conduct a training need analysis for teachers at all levels
Innovative Projects: State may propose State Specific Innovative Proposals to address the gaps and are sustainable with long-term planning, vision and clearly defined measurable outcomes. Budget provision up to 5% overall outlay.

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VIII. Teachers

Teacher Rationalisation and deployment.
Subject-wise Recruitment.
Online Recruitment and Transfer: An online transparent system for teacher recruitment & transfers is foundation of Education system .Funds if required may sought under State Specific Innovation head.
As per Samagra Shiksha framework, for the year 2023-24, the states and UTs will be eligible for getting funding up to 90% of central share of expenditure in 2019-20 / 2020-21. For 2024-25 the support will be 85% of central share of expenditure in 2019-20 / 2020-21. For 2025-26 the support will be 75% of central share of expenditure in 2019-20 / 2020-21. this grant will be further subject to the state/UT maintaining the same percentage of vacancies as in 2021-22 and will be reduced accordingly in case the percentage of vacancies increases.
Re-envisioning the role of DIETs as per NEP 2020: As per NEP 2020, the DIETs are the focal point for driving pedagogic initiatives, providing necessary leadership for FLN, use technology in Education.

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IX. Strengthening of BRCs and CRCs

Ministry of Education developed a comprehensive framework on the roles and responsibilities of these functionaries and states to adopt the framework.
All vacant posts at BRCs/CRCs should be filled up on priority.

X. Re-envisioning the role of DIETs as per NEP 2020

It has become all the more important to make DIETs the focal point for driving pedagogic initiatives, providing necessary leadership for Foundational Literacy and Numeracy (FLN), use of technology in education and orienting teachers on assessment tools for competency based evaluation.
The MoE is coming up with a vision document for DIETs
State/Uts are accordingly encouraged to do a reappraisal of the roles, responsibilities and functioning of DlETs.

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XI. Kasturba Gandhi Balika Vidyalaya (KGBV)

KGBVs need to be strengthened and upgraded up to class 12, to increase the share of girls completing school education in Educationally Backward Blocks.
Prepare and implement strict safety and security guidelines for girls in KGBVs. Safety and security audit to be done as a part of these guidelines.
KGBVs to collaborate with higher education institutions for providing exposure in STEM education to the girls of KGBVs.
All KGBVs should be saturated with ICT/ smart classrooms, integrated science labs and vocational education.
States must ensure that the proposals for upgradation/strengthening of KGBVs must be carefully planned in order to avoid future surrenders.

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XII. Equity

The activities may be proposed under equity component for improving access, enrolment, retention and learning outcomes of all disadvantaged groups and vulnerable children including girls, transgender, Scheduled Castes, Scheduled Tribes, Minority, Migratory and Urban Deprived Children.
Plan for innovative and need based projects for Menstrual Hygiene & Health for Girls, Adolescent Education, Career Counselling; Life Skills and any other State/UT specific project.
The analysis should be based on the UDISE+, PGI indicators or any research/evaluation conducted. States and UTs may submit the best practices to the MoE during appraisal.
The proposed activities should not be repetitive rather they should be focused and innovative in true sense with clearly defined outcomes.

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XIII. School Safety and Security Guidelines

The Department of School Education and Literacy has developed a comprehensive guideline on 'School Safety and Security',
This guideline includes an 'accountability framework' based on existing legal provisions; 'whole school approach' by integrating safety and security aspects in education itself; and 'Addressing multi-sectoral concerns' to further create a safe society.
States to adopt/ adapt and notify the guidelines for fixing accountability of the School Management in the matter of safety of children studying in schools.

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XIV. lnclusive Education

A comprehensive action plan (Calendar of activities) is to be prepared for the identification of children with special needs (CWSN), training of teachers, availability of special educators, making infrastructure and ICT inclusive and awareness programmes.
States may explore avenues for convergence with Ministry of Health and Ministry of Social Justice for effective coverage and implementation.
Regular updating of child wise data relating to stipend for girls and other students oriented component-wise details under Inclusive Education must be uploaded on PRABANDH.

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XV. Vocational Education

Government aided schools may be taken up in addition to Government Schools and number of job roles has been linked to enrolment.
Provision of Training modules, preferably in the online mode/blended mode for courses in entrepreneurship, soft skills such as communication skills, etc.
Construction of Workshop/laboratory cum Class room for schools serving as hub for vocational education under strengthening component.
Recurring support for hub/spoke schools for accessing facilities in hub schools.
Innovation proposals for extending exposure to vocational education at UP level.

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XVI. ICT and Digital Initiatives

The thrust of technological interventions will be for improving teaching-learning and evaluation processes, supporting teacher preparation and professional development, enhancing educational access and streamlining educational planning, management, and administration including processes related to admissions, attendance, assessments' etc.
All uncovered upper primary, secondary and senior secondary schools need to be covered in a time bound manner.
States and UTs may propose the non-recurring/recurring grant under 'lCT and Digital initiatives' for schools as per the given norms.
Vidya Samiksha Kendra (VSK) – VSK is aimed at leveraging data and technology to bring a bid leap in learning outcomes and analyse them meaningfully using big data analysis, artificial intelligence & machine learning in order to enhance the overall monitoring of the Education system and thereby improving learning outcomes.

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XVII. Monitoring Information System

Financial support for child tracking for students of Government and Government aided schools will be provided and implemented a comprehensive and robust system for both transition and learning outcomes.
State may give details of their child tracking system along with their proposal for the same.
Unified District information on School Education Plus) UDISE+: To ensure reliable and real time data collection on all parameters relating to school education' the UDISE+ has been developed by leveraging the power of information technology.

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XVIII. Management, Monitoring, Media, Evaluation & Research (MMMER)

Social Audit to cover 20% of schools per year is mandatory so that all schools are covered in a period of Five years.
All media/promotional content developed by the State by using MMMER funds must include 'Samagra Shiksha' in the promotional content'.
States should design a comprehensive social media plan to create awareness about achievements/daily progress/important developments/instructions of Samagra Shiksha and share on various social media platforms of the state and tag this Ministry too. Component wise common hashtag will be provided by the DoSE&L.
Display of facilities provided under Samagra Shiksha on school walls may be ensured. A template in this regard will be shared shortly.
Schools will undertake community sensitization, parental advocacy and leveraging parents, alumni and volunteers as a resource for ECCE/ FLN/elementary/secondary level.
Preparation of online training modules for volunteers to understand how they can be involved in school education.

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XIX. Procedure to be followed for Financial Management

The Ministry of Finance has changed the system of financial management for all centrally sponsored schemes.
A Single Nodal Agency [SNA) is designated for each CSS by every State Government.
Each SNA is registered in the Public Financial Management System (PFMS) and the bank account of each SNA is opened and mapped in PFMS.
Funds available in the bank account of all the lAs below the SNA are transferred to the bank account of the SNA concerned with clear bifurcation of the Central and the State share and thereafter all IAs to either incur expenditure from the common SNA account or have zero balance accounts for expenditure as per authorisation given by the SNA.

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XX. Focus on Aspirational Districts/SFDs/EBBS/LWEs etc.

Aspirational Districts: Education is one of the major sectors with 30% weightage and 8 Key Performance Indicators.
NITI Aayog is monitoring these indicators regularly.
States/UTs to prepare district specific plans based on these identified focus areas and prepare disaggregated data for these aspirational districts for 2023-24.
Special emphasis may be given to Special Focus Districts (SFDs), Left Wing Extremism (LWE) districts, Educationally Backward Blocks (EBBs), SC/ST/Minority concentration districts.

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XXI. Convergence architecture with other central government schemes.

States should dovetail and attempt convergence with the schemes of other Ministries and State Government.
Convergence should be ensured at the time of preparation and approval of the proposals for Annual Work Plan and Budgets (AWP&B) to avoid overlapping in coverage, for which a specific provision has been made in the revised Programmatic norms.
Samagra Shiksha scheme provides support with the maintenance of basic infra facilities, Convergence with other Schemes like MGNREGA for Boundary Walls / Playground, Toilets etc.,
Resources from 15^th Finance commission and DMF fund for Minor repairs can also be utilised.
Gram Panchayat Development Plan (GPDP): Inform about the proposals related to school education included in GPDP.

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XXI. Convergence architecture with other central government schemes.

District Mineral Fund: The District Education officer is a member of Governing council and Management committee of the DMF, therefore states may plan appropriate convergence with DMF, where ever applicable and send details.
Corporate Social Responsibility (CSR): State may explore CSR funding to improve infrastructure, ICT and other resources in schools.
Vidvanjali 2.0: Aims to enhance the quality of school education through community and volunteers participation. States/UTs are requested to take forward the programme and ensure its outreach through wide publicity, enabling the community and volunteers to contribute in the development of schools‘ infrastructure and the enhancement of quality of school education‘.

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XXII. Additional Points:

PM SHRI Schools – Centrally sponsored scheme by Govt. of India.
Through this initiative is intended to develop more than 14500 PM SHRI Schools managed by Central/State/Local Government bodies including KVs and NVs in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students.
The scheme is proposed to be implemented over a period of 5 years w.e.f. 2022-23 to 2026-27 and schools will get separate funding under this scheme and these will not be included under Samagra Shiksha..
All components specified under PM SHRI schools, shall be funded only through the PM SHRI scheme.
Hence, State ensure that PM SHRI schools (If already identified) may not be proposed for interventions under Samagra Shiksha except for Financial support to Salaries of Teachers, funding for KGBVs and Residential Hostels.
Any duplication with Samagra Shiksha may please be avoided.

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XXII. Additional Points:

It may also be noted that State run Model Schools will not be eligible for any special funding/grant under Samagra Shiksha beyond the prescribed programmatic and financial norms of the scheme.
It is important to note here that the data available on UDISE+ 2021-22, SHAGUN portal and PRABANDH would be the reference data for the Annual Work Plan & Budget 2023-24 planning and appraisal.
Please ensure that the AWP&B 2022-23 including the District AWP&B, State component and costing is approved by your State Executive Committee before it is sent for consideration of the PAB of Government of India.
PAB shall also review the action taken against the commitments for 2022-23, both in respect of State specific commitments as well as standard commitments.
The progress against expected outcomes and the suggestions given by MoE in the PAB meetings of 2022-23 will also be reviewed.

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XXII. Additional Points:

Please note that strict performance criteria will be adopted in appraising the proposals tor 2022-23.
During finalization of your AWP&B outlay, due attention will be paid to the committed liabilities under Non-Recurring head, and other financial demands etc.
The plan write-up should focus on description of need assessment and interventions proposed, so as to explain and elaborate on the information given in the tables.
Project Appraisal, Budgeting, Achievements and Data Handling System (PRABANDH) has been developed for Samagra Shiksha which is used for uploading of AWP&B proposals, online appraisal, issue of sanction orders and for physical and financial monitoring of the scheme.
In the Prabandh portal, uploading of budget e-costing sheet from District level has been activated.
The state can download the integrated budget sheet uploaded by all districts for further addition and modification before submitting to the National level after approval of the Executive Council of Samagra Shiksha

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XXII. Additional Points:

Status of Outstanding advances: Outstanding advances pending for a long time for the previous years and all old advances (both under General and Capital) should be settled forthwith and a report on status of advances pending for each year and the cumulative advances up to the current year along-with the reasons for long pending advances should be spelt along-with the AWP&B proposal.
Public Financial Management System (PFMS): As per the directions of Finance Ministry, all types of transactions (Expenditure, Advances and Transfer) relating to Central Grant under all Centrally Sponsored Schemes have to be affected through PFMS only.
In order to ensure efficient and effective monitoring of NEP 2020 implementation, every component/ intervention of Samagra Shiksha has been defined with measurable goals and Key Performance Indicators (KPls).

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XXII. Additional Points:

The proposals for each component/intervention must be developed in the following structure (not more than 1000 words each) in order to properly appraise and monitor.

NAME OF THE PROPOSAL/ PROJECT

MODALITIES OF IMPLEMENTATION AND JUSTIFICATION

EXPECTED OUTCOMES

KEY PERFORMANCE INDICATORS(KPIS)

MONITORING OF THE KPIS/ PROJECT

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XXII. Additional Points:

The tentative allocation of funds and estimates of the plan - the overall plan proposal from the State/UT should not exceed 1.25 times (125%) of the estimated plan outlay indicated below:

Rs. In Lakhs
Tentative Estimation for 2023-24 Plan Proposals
Component	Tentative Proposed Central & State Share, Estimates - 2023-24			CAP on Plan Proposal 2023-24 up to 1.25 times on Tentative Estimates
Component	Central Share (60%)	State Share (40%)	Total	State Innovation (5%)	Project Management (up to 5%)	Plan Proposals (115%)	Total (125%)
Elementary Education	120679.00	80452.67	201131.67	10056.58	10056.58	231301.42	251414.59
Secondary Education	54301.02	36200.68	90501.70	4525.09	4525.09	104076.96	113127.13
Teacher Education	872.85	581.90	1454.75	72.74	72.74	1672.96	1818.44
Total	175852.87	117235.25	293088.12	14654.41	14654.41	337051.34	366360.15

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WAY FORWARD

Way Forward to all the Sectorals /Departments

Ensure that the AWP&B 2023-24 including the District AWP&B, State component and costing is approved by State Executive Committee before it is sent for consideration of the PAB of Government of India.
PAB shall also review the action taken against the commitments for 2022-23, both in respect of State specific commitments as well as standard commitments.
The progress against expected outcomes and the suggestions given by MoE in the PAB meetings of 2022-23 will also be reviewed.
The plan write-up should focus on description of need assessment and interventions proposed, so as to explain and elaborate on the information given in the tables.
In cases where civil works older than 2016-17 have not been taken up, the State should surrender such works and focus on completion of the on-going works, before proposing new works.
For civil works approved up to 2021-22, the time limit of 3 years will be calculated from 2022-23

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SAMAGRA SHIKSHA FINANCIAL NORMS & KPIS FOR AWP&B 2023-24

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1	In case of non-recurring expenditure, central financial assistance for spill over will be provided for three Years and maximum up to 5 years after the approval, in case, the approved works are not completed in the above-mentioned time frame, it will be become the sole responsibility of the respective State/UT to complete the pending works. For civil works approved prior to 2022, the time limit of three years will be calculated from 2022-23.
2.	Fund flow to SCERTs, DIETs etc. will be as decided by the concerned State/UT. However, there will be a single UC for the component and states will be responsible to ensure proper management of accounts and auditing of the same.
3.	In order to promote good performance based on the PGI grading, the best performing States and UTs will be given additional grants as decided by the Project Approval Board.
4.	Procurement of goods should preferably be done from the Government e-marketplace (GeM) portal.
5.	In order to ensure effective implementation, States and UTs will prepare yearly reports on the progress of following themes/subjects: Progress on Foundational Literacy and Numeracy Progress on Early Childhood Care and Education (ECCE) Report on E-Governance and Digital education Convergence initiatives with various line ministries Progress on Vocational Education. Progress on Teacher Education. State Innovations and Quality initiatives These reports will be submitted in the month of June every year.
6.	Execution of Media Plans for publicity of the objectives of the Scheme Preparation of related audio-visual, print material etc.
7.	Best practices relating to various components/interventions need to be uploaded regularly on SE Shagun Repository.
8.	Physical and Financial monitoring will be conducted through PRABANDH.

IMPORTANT POINTS

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Goals

Every child of appropriate age has access to Pre-school, is enrolled and attending
Every child achieves optimum health and fitness parameters
All teachers are qualified to deliver quality ECCE as per National Curriculum Framework (NCF)/State Curriculum Framework (SCF)
Every child acquires all cognitive/transversal/affective/psychomotor skills required for being school/grade-1 ready
Every pre-school has an inclusive teaching and learning environment.

Support at Pre-school Education (ECCE)	Provisions	Financial Norms	KPIs
	Manpower deployment, other teaching learning aids/ materials for the school.	Up to Rs. 2 lakh per school (RG)	Enrolment and access GER/NER for children in 3-6 age cohort Ratio of number of days functioned to total number of working days (per year) Attendance vs. enrolment ratio Number of times that potability of drinking water is tested Pupil Teacher Ratio (PTR) and teacher qualification Children to Teacher/AWW ratio Ratio of qualified Teachers to total pre-school teachers; Ratio of qualified AWWs to total AWWs. Teaching Learning Material Whether SCPFECCE is developed in simple and local language by SCERTs based on NCFECCE localized teaching learning materials available Student Performance Number of AWCs and pre-schools where HPC is implemented Number of students achieved desired competencies/learning Outcomes identified for ECCE.
	BALA Features, Child friendly furniture, outdoor play etc.	Up to Rs. 1 lakh per school once in 5 years (NRG)
	Teaching Learning Materials (TLMs) for indigenous toys and games, play based activities	Up to Rs. 500/ per child per annum

1. EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

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All children in the age group of 6-9 have access to foundational schooling and achieve foundational skills by grade 3.
High quality and diversified Student and Teacher Resources/Learning Materials made available for a joyful learning environment
School Preparation module is implemented in local language in class 1 in all schools
Teachers of Grades I to V (New) are trained in order to ensure the requisite capacity to deliver high quality instruction for foundational years.
Development of a robust technology enabled Monitoring Mechanism (New) to track the progress of each child in achieving learning outcomes.

Goals

Foundational literacy and numeracy	Provisions	Financial Norms	KPIs
	Teaching Learning Materials for implementation of Innovative pedagogies and School preparation module (SPM)	up to Rs. 500 per child per annum	Development of Core TLM for reading literacy and mathematics literacy by SCERT in local language based on SCFSE Development of Supplementary graded material for reading literacy and mathematics literacy by SCERT in local language based on SCFSE Development/provisioning of Supplementary TLM as additional resources by SCERT, such as, Toys, Puzzles, puppets, games, board games, Story books, anecdotes, jokes, local rhymes, local folk songs/lore, art and craft, online access, etc.
	Teacher Resource Material/Activity Handbook	up to Rs. 150 per teacher

2. FOUNDATIONAL LITERACY AND NUMERACY (FL&N) (NEW)

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Foundational literacy and numeracy	Provisions	Financial Norms	KPIs
	Capacity building of Teachers of Grades I to V (Blended Mode)	Up to Rs. 500 per day per teacher (as per existing in -service training)	High quality and engaging e-content related to Learning Outcomes for Grades 1-3 on DIKSHA IEC material: or parent communication material regarding the learning outcomes to be achieved by the child, designed in simple and regional languages by SCERT. Percentage of children: enrolled in grade 1 who underwent School preparation module; who attained high proficiency level in the module; who attained medium proficiency level in the module; who attained low proficiency level in the said module Clearly defined learning outcomes and their explanation videos are available for grades 1-3 in local language on DIKSHA Teacher Manuals, Activity Handbooks, resource materials for teachers are prepared specifically on FLN in the local languages by SCERT Percentage of teachers;: Teaching grades 1-3 who have access to these resources; Teaching grades 1-3 involved in creating teacher resources at cluster/complex/block/district/state level in language/s spoken by children in their school; Number of mentors identified; Number of Mentees associated with the mentors in offline/online mode Specific Teacher Training Modules focusing on FLN-NISHTHA designed for this purpose by NCERT. Adoption of FLN-NISHTHA by the state through SCERT translating it into local language Completion of the FLN-NISHTHA module by all teachers teaching grades 1 to 3 Robust Rubrics developed at state level for tracking of FLN progress school-wise/student-wise Monitoring of FLN mission at State level Monitoring of FLN mission at District and Block level.
	Independent, periodic and holistic assessment of Students	Up to @ Rs. 10 to 20 lakh per district depending upon the size of the districts and states.
	Development of a robust technology enabled Monitoring Mechanism	Rs. 3 per child under MIS component
	Formation of PMU at National, State and District level	From Rs. 25 lakh to Rs. 1 crore per State/UT. From Rs. 6 to Rs. 24 lakh per district.

2. FOUNDATIONAL LITERACY AND NUMERACY (FL&N) (NEW)

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Opening of New/ Upgraded Schools	Provisions	Financial Norms	KPIs
	Non recurring grant will include: provision of rain water harvesting system Solar panel and Barrier free access Hand wash facilities for MDM Separate toilets for boys/girls/CWSN Classrooms, labs, library, art and craft room, computer rooms etc.	As per specified standards and State Schedule of Rates (SSOR) or CPWD Rates, whichever is lower	Percentage of overcrowded classrooms (more than 40 students) Percentage of underutilized classrooms (less than 30 students) Percentage of unutilized classrooms Percentage of Elementary schools with Library room Percentage of Elementary schools with Drinking Water facility Percentage of Elementary schools with Ramps and handrails Percentage of Elementary schools with Functional boys and girls Toilet Ratio of total girls’ enrolment to total number of girls’ toilet in Elementary schools Ratio of total boys’ enrolment to total number of boys’ toilets in Elementary schools
	Manpower deployment in new Upper Primary and Secondary Schools (RG)	Up to Rs.10 lakh per new upper primary school Up to Rs. 25 lakh per new Secondary School
	Manpower deployment in Senior Secondary Schools (RG)	Up to Rs. 40 lakh for one combination of subjects approved by State Board
	Recurring Grant for additional combination of subjects in an existing senior secondary school	Rs. 15 lakh per annum

3. ACCESS AND RETENTION

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	Provisions	Financial Norms	KPIs
	Non Recurring Grant for Science and Maths Lab, Computer Room, Art Cultural Room, Library, Additional Classroom (ACR), Water & separate boys and girls toilet, essential classroom furniture, School infrastructure as per the provisions in the Schedule of the RTE Act, 2009 Major Repair; Minor Repair Electrification/solar panel Rain water harvesting system; Residential Quarters for teachers in remote and difficult areas	As per SSOR/CPWD Rates, whichever is lower	Percentage of Elementary schools with boundary walls Percentage of Elementary schools with hand wash facilities Percentage of Secondary/Senior Secondary Schools with Science and Maths Lab Percentage of Secondary/Senior Secondary Schools with Computer Room Percentage of Secondary/Senior Secondary Schools with Art Cultural Room Percentage of Secondary/Senior Secondary Schools with Library room Percentage of Secondary/Senior Secondary Schools with Drinking Water facility Percentage of Secondary/Senior Secondary Schools with Ramps and handrails Percentage of Secondary/Senior Secondary Schools with functional boys and girls Toilet Percentage of Secondary/Senior Secondary Schools with boundary wall Ratio of total girls’ enrolment to total number of girls’ toilet in Secondary/Senior Secondary schools Ratio of total boys’ enrolment to total number of boys’ toilets in Secondary/Senior Secondary schools.
Strengthening of Existing Schools		The building plan to mandatorily include rain water harvesting and barrier free access.
Strengthening of Existing Schools	Strengthening activities/infrastructure to be provided for pre- primary sections in Primary School
	Construction of Workshop/laboratory cum Class room for vocational education in schools serving as hub for other schools in the neighbourhood
	To be set up in difficult/uncovered areas/urban slums for covering children in difficulty, who do not have access to regular school.	As per SSOR/CPWD Rates, whichever is lower As per norms for KGBVs/Girls Hostel for both recurring and non-recurring components
Residential School /Hostel	Non recurring grant including incinerator and Sanitary pad vending machines in all girls hostels.
	Non-negotiable component of convergence with provisions of various other ministries, such as, playgrounds, boundary walls, electrification, maintenance of toilets, solar panel, ramps and handrails, etc.
Transport/ Escort Facility	Recurring grant for transport/escort facility extended to secondary level	Up to an average cost Rs. 6000 per child per annum. Can be disbursed through DBT based on attendance.

3. ACCESS AND RETENTION

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Free Uniforms	Provisions	Financial Norms	KPIs
Free Uniforms	Financial support for 2 sets of uniforms for all girls, and children belonging to SC/ST/BPL families’ in Government schools up to class VIII	Two sets of uniforms for all girls, and children belonging to SC/ST/BPL families’ in Government schools up to class VIII at an average cost of ₹ 600/- per child per annum.	Improvement in retention rate at elementary level Increase in GER and NER Improvement in transition rate from Primary to upper Primary Percentage of eligible students provided uniforms in the given year Percentage of students provided DBT in lieu of uniform Percentage of students provided new textbooks in the given year Percentage of students provided new textbooks before start of academic session Percentage of CWSN provided books in Braille or large print
Free Textbooks	Textbooks to all children in Govt./Local Body and Govt. aided schools, including Madarsas desirous of introducing the State curriculum,	Rs.250/- per child at primary level and Rs.400/- per child at upper primary level. Primers/textbooks developed, would be eligible for textbooks for classes I and II within the ceiling of ₹ 200/- per child.

To support states in implementation of various provisions of RTE Act for reducing sense of economic disparities among students and focusing on improving their learning outcomes
For providing equitable access: Reimbursement towards expenditure incurred for 25% of admissions under Section 12 (1) (c) of RTE Act
Community Mobilization for enhancing learning by providing at schools: one-on-one tutoring; the teaching of literacy and holding of learning enhancement sessions; teaching support and guidance for educators; career guidance and mentoring to students; generating awareness about RTE Act etc.
Build capacity of SMC/SMDC to give better student, teacher and school support including preparation of School Development Plans.

4. RTE ENTITLEMENTS

Goal

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Section 12 (1) (c), RTE Act	Provisions	Financial Norms	KPIs
Section 12 (1) (c), RTE Act	As per Section 12(1)(c), reimbursement needs to be provided for admission of EWS students in neighbourhood private unaided schools.	Based on per child norms notified by the State/UTs for classes I to VIII subject to a maximum ceiling of 20% of the total AWP&B approved by the GOI for State/UTs under the Programme.	Online and transparent system for admitting children under section 12 (1) (c) Timely reimbursement to private unaided schools by states Percentage of such students (girls/boys/total) who transitioned to class 9 Achievement of grade level competencies of such students from grade 1-8.
Special Training for age appropriate admission of out-of-school children (OoSC)	Special Training for age appropriate admission of out-of-school children (OoSC) at Elementary Level Financial support has been extended for out of school children of age group of 16 to 19 years of age through the Open school system (NIOS/SIOS) at secondary/senior secondary stage	Up to Rs 6,000/- per child per annum for non-residential courses. Up to Rs. 20,000/- per child per annum for residential courses. 30% of the grant to be released based on outcome of mainstreaming. Upto Rs. 2000 per child per grade for additional enrolment over base year 2020-21, for accessing course materials and certification.	Reduction in drop out of children Reduction in number of OoSC Guidelines/courses developed by the States/UTs for conducting special training Conduct of special enrolment drives for migrant/OOSC Conduct of regular household survey by States/UTs for identification of OOSC Percentage of children mainstreamed in the formal education system (non-residential schools) Percentage of children mainstreamed in the formal education system (residential schools) Percentage of children mainstreamed in the open school education system.

4. RTE ENTITLEMENTS

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Community Mobilisation	Provisions	Financial Norms	KPIs
Community Mobilisation	To enhance Community participation and monitoring for universal access, equity and quality	Up to @Rs 1500 per school for Government Schools subject to specific plan	Improvement in enrollment (GER/NER) at all levels Reduction in drop out at all levels Increased parental involvement Ratio of number of schools to number of - School Development Plans prepared by involvement of SMCs/SMDCs Percentage of schools where there is involvement of volunteers/alumni/retired teachers/parents in school Improvement in foundational literacy and numeracy skills.
Training of SMC/SMDC	Capacity building and Support to SMCs/SMDCs	Up to @ Rs 3000 per school for Government Schools subject to a specific plan
Support to the SCPCR (New)	Providing support to the SCPCR for grievance redressal and protecting the rights of the child under the RTE Act.	Rs. 50 per elementary school	Frequency of safety and security audit of schools for ensuring child safety (once/twice/three times/four times/more than four times a year) Percentage of schools where SMC is involved in safety and security audit of schools Percentage of schools where parents are involved in safety and security audit of schools Percentage of schools where senior students are involved in safety and security audit of schools

4. RTE ENTITLEMENTS

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Learning Enhancement / Enrichment Programme	Provisions	Financial Norms	KPIs
Learning Enhancement / Enrichment Programme	Promote competency based learning as recommended in NEP. LEP would be provided from Class VI onwards.	Up to Rs. 500 per student after proper identification based on an assessment	Percentage of students repeating a grade (3/5/8/10/12) Percentage of male/female/CWSN repetition rate (3/5/8/10/12) Identification of CWSN and slow learner children Percentage criterion-referenced items created in item bank for grades 6-12 Percentage of schools where respective school teachers created teaching aids/tools for teaching learning. Percentage of schools where Continuous Comprehensive evaluation/School-based assessment done once a year to twice a year/thrice to four times a year/ four to six times a year/ more than six times a year Percentage of schools actively undertaking academic enrichment activities. Improvement in proficiency level of district in achieving learning outcomes (3/5/8/10) as evidenced by NAS/SA/third-party assessment Percentage of Learning Outcomes found to be underachieved (as compared to national average) in district in NAS/SAS/third-party assessment (based upon analyzing anonymised samples by SCERTs)

Improving learning levels of students at all levels
Providing Learning Enhancement/Enrichment Programme (LEP) to close the gap in achievement of learning outcomes
Assessing learning levels at National & State level to assess the gap in achievement of learning outcomes
Creating Holistic Report card (HPC) to reflect the progress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor domains
Ensure a conducive learning environment replete with basic minimum equipment required for the holistic development of all learners through the provision of Composite school Grant, so that students and teachers are comfortable and inspired to teach and learn in their schools

5. QUALITY INTERVENTIONS

Goal

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	Provisions	Financial Norms	KPIs
Assessment at National & State level	Regular Assessment Surveys for classes 3 to 12th	@ Rs. 10 to 20 lakh per district	Percentage of students in the district of grade 3/5/8/10 who have acquired grade level competencies (NAS) Number of Learning Outcomes found to be underachieved (as compared to national average) in district in NAS/SAS/third-party assessment for grades 3/5/8/10/12 (based upon analyzing anonymized samples by SCERTs) Number of hard spots identified in Learning Outcomes Number of teachers trained post-NAS Percentage of students receiving HPC once a year/twice a year/never.
Holistic Report card for Students (New)	Progress card of all students will be completely redesigned by States/UTs under guidance from the PARAKH National Assessment Centre, NCERT, and SCERTs.	Rs. 5 per student
Composite School Grant	Recurring Annual Grant based on enrolment Annual grant for consumables, laboratories, electricity charges, internet, water, development of specific teaching aids/tools by school teachers to enhance classroom learning in the school under LEP etc.	Less than 30 enrolment- Rs 10000/ Rs 25000 to Rs 1 Lakh based on enrolment. Atleast 10% grant for Swachhta Action Plan	Percentage of schools that undertook school maintenance (repair of existing school building, toilets and other facilities etc.) in the last financial year Percentage of annual expenditure of schools under Swachchhta Action Plan Percentage of schools developed teaching aids. Percentage of schools participated in Swachha Vidyalaya Rankings and attained 4/5 star ratings and above.

5. QUALITY INTERVENTIONS

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LIBRARIES (Padhe Bharat Badhe Bharat)	Provisions	Financial Norms	KPIs
LIBRARIES (Padhe Bharat Badhe Bharat)	Annual Grant provision to promote reading abilities States/UTs will be encouraged to facilitate digital libraries for schools.	Library grants have been rationalised to 4 categories instead of 10 o Up to Rs. 5,000 for schools up to Primary level Up to Rs. 13,000 for schools up to upper primary o Up to @ Rs. 15,000/- for Secondary schools Up to Rs. 20,000 for Senior Secondary schools	Ratio of total enrolled students in school to total number of library books in school Percentage of students who borrowed at least two books in the academic year in the school. Percentage of students who have achieved Age appropriate Oral Reading Fluency amongst students of Foundational stage Percentage of students who have achieved Age appropriate Oral Reading Fluency amongst students of Preparatory stage Percentage of students who have achieved Age appropriate Oral Reading Fluency amongst students of Middle stage
SPORTS AND PHYSICAL EDUCATION	Sports equipment will be provided under this component for Primary to Senior Secondary Level.	Rs. 5000 to Rs. 25000 per school from primary to senior secondary level.	Percentage of students who have achieved Fitness norms as per Fit India Mission Percentage of schools participated in School Fitness ratings. Number of students who have participated at District/State/National level sports events. Number of students who have received certificate/medals at District/State/National level. Number of days in a week when there is compulsory sports/physical education period in schools.
SPORTS AND PHYSICAL EDUCATION	Additional grant will be provided to schools in case atleast 2 students of that school win the medal in Khelo India National school games competition	Up to Rs. 25000/ per school

5. QUALITY INTERVENTIONS

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	Provisions	Financial Norms	KPIs
	To promote Science and Maths learning at upper primary to Senior Secondary	Depending upon State specific proposal	Number of Maths/Science Fairs/exhibitions arranged at state level/district level/block level/school level in last academic year Percentage of Students participated in science, Maths Olympiads and other competitions at state level/district level/block level/school level in last academic year Percentage of schools participating in Maths Circle/Science Circle in both offline/online mode Percentage of students of above schools participating in Maths Circle/Science Circle in both offline/online mode Percentage of Middle school maths/science teachers trained to teach Coding at middle level Percentage of Middle school where Coding is taught at middle level
Rastriya Avishkar Abhiyan (RAA)	Support for Science and Maths kits, Science and Maths fair/exhibitions, capacity building of Science and Maths Teachers, exposure visits, mentoring by higher educational institutions etc.
Innovation	Various new themes / interventions as mentioned in NEP 2020 have been made part of this intervention i.e. Bagless days, school complexes, internships with local artisans, curriculum and pedagogical reforms etc.	Up to 5% of the total approval	Increase in enrolment, transition and retention rate at all levels Improvement in student attendance Improvement in teacher attendance Percentage of schools using resources in addition to prescribed textbooks for classroom transactions Improvement in learning outcomes of students at all levels Improvement in teachers’ capacity (through PINDICS or any other source) Ratio of enrolled students to students who have acquired vocational skills Percentage of schools in Twinning arrangement Percentage of schools that are part of a school cluster/complex for efficient sharing of resources Number of children identified as talented/gifted Percentage of schools conducting at least three EBSB activities a year Percentage of Gram panchayats that have declared themselves as zero drop out GPs
	Proposals received should be sustainable with long term planning, vision and interventions and with clearly defined measurable outcomes

5. QUALITY INTERVENTIONS

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Teacher Salary	Provisions	Financial Norms	KPIs
Teacher Salary	Cap on the support to Teacher Salary for posts sanctioned under erstwhile schemes Only recurring support to new schools would be provided which would include manpower deployment. For UTs without Legislature (5), as Central share is 100%, the support for Teachers’ salaries will be as per the UT norms. Qualified Part time Counsellors at the secondary and Sr. Secondary level in a phased manner, however, the services of counsellor will be extended to all schools at school complex/cluster level; would visit all schools in a cluster, atleast once in every 15 days. The vacancies in the State cadre of teachers should not be more than 10% of the total sanctioned posts	Support for salary of teachers will be provided to the states as a lump sum grant and not on the basis of number of teachers as per following formulation; 2021-22: 100 % of central share of expenditure in 2019-20/2020-21. 2022-23: 95% of central share of expenditure incurred in 2019-20/2020-21. 2023-24: 90% of central share of expenditure in 2019-20/2020-21. 2024-25: 85% of central share of expenditure in 2019-20/2020-21. 2025-26: 75% of central share of expenditure in 2019-20/2020-21. Part time teachers (for Arts, Physical & Health Education & Work education): up to Rs. 10,000 per month from Rs 7000 earlier. This grant will be further subject to the state/UT maintaining the same percentage of vacancies as in 2021-22 and will be reduced in case the percentage of vacancies increases.	Percentage of schools with PTR=30 Percentage of schools below PTR 30 Percentage of schools above PTR 30 Percentage of teachers with requisite academic qualifications. Percentage of teachers with requisite professional qualifications. Percentage of teachers undergone at least 50 hours of TPD per year Percentage of teachers with 90-100% attendance; with 80-90% attendance and so on Percentage of total teachers that were transferred in the last academic year Percentage of TET qualified teachers Number of Headmasters/Principals to number of schools ratio Percentage of Headmasters/principal directly recruited. Number of subject teachers in grade 9-12 to enrolled students ratio Availability of online teacher recruitment and transfer system

Goals

To provide financial assistance to the state/UT towards the Salary of Teachers (HMs/Teachers), who are at the heart of the learning process and ensure maintenance of PTR norms at the school level.

6. SALARY OF TEACHERS

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Appointment of language (Urdu) Teachers for teaching Urdu in States/Uts	Provisions	Financial Norms	NEP Para
	Financial assistance as Honorarium, shall be admissible to the States for Urdu teachers appointed by the State Governments/UT Administrations. Appointment of an Urdu teacher may be considered in a school where 15 or more students per class opt for it.	Upto Rs. 30,000 per month per teacher.	Number of Urdu teachers available Number of qualified Urdu teachers Number of Urdu teachers received in-service training Percentage of teachers per school undergone at least 50 hours of TPD per year Percentage of teachers with 90- 100% attendance; with 80-90% attendance and so on Percentage of TET qualified teachers
	For provision of bilingual teaching learning material and books.	Rs. 150 per student
	Continuous professional development of teachers will be provided as per the norms of in-service-teacher training.	Up to Rs. 500 per day per teacher (as per existing in -service training norms)

7. APPOINTMENT OF LANGUAGE TEACHERS (merger of existing scheme)

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KGBVs and Girls Hostels	Provisions	Financial Norms	KPIs
KGBVs and Girls Hostels	Priority for up-gradation of KGBV where the Girls’ Hostel has been established in the same campus. Non recurring grant for new/upgrading existing KGBVs	For building as per SSOR/CPWD rates, whichever is lower.	Occupancy rate of KGBVs or enrolment rate vs. number of seats in KGBV Transition and retention rate in KGBVs Improvement in learning outcomes of girls

Goals

Ensure equitable access to quality education for all.
Strengthen and expand (up to Grade 12) Kasturba Gandhi Balika Vidyalayas (KGBV) to increase the participation in quality schools of girls from socio-economically disadvantaged backgrounds
Provide self-defense training to the girls in the schools to ensure their safety and security.

8. GENDER AND EQUITY

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KGBVs and Girls Hostels	Provisions	Financial Norms	KPIs
KGBVs and Girls Hostels	Recurring grant for all expenses including manpower cost including incinerator and sanitary pad vending machines in all KGBVs.	for classes VI to VIII of upto Rs 60 lakh per annum for classes VI to X of upto Rs 80 lakh per annum for classes VI to XII of upto Rs 1 crore per annum for existing Stand-alone Girls’ Hostels for classes IX to XII (KGBV Type IV) of upto Rs 40 lakh per annum from Rs 25 lakh earlier.	Number of KGBVs having incinerator facility Number of KGBVs with sanitary pad vending machines Frequency of safety and security audit of KGBV for ensuring child safety (once/twice/three times/four times/more than four times a year) Number of KGBV where senior girl students are involved in safety and security audit of KGBV Orientation of teachers and students on cyber safety and psycho-social aspects etc. Improvement in enrollment and attendance of girl students.
Self Defence training for Girls	Training for 3 months for inculcating self-defence skills including life skill for self-protection and self- development to be renamed as ‘Rani Laxmibai Atma Raksha Prashikshan’.	Rs. 5000 per month for 3 months per school for schools having girls enrolment in classes VI to XII.
Special Equity projects	Special state specific projects for enhancing access, retention and quality such as enrolment drives, retention and motivation camps, gender sensitisation modules, etc.	State specific projects

8. GENDER AND EQUITY

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	Provisions	Financial Norms	KPIs
	Recurring Grant per year for children with special needs, including aids and appliances, teaching material, etc.(Student Oriented Component-SOC)	Rs. 3500 per child per annum	Improvement in Transition and Retention of CWSN Identification and categorization of CWSN at all levels in accordance with PwD Act (21 categories) Identification of OoSC CWSN and mainstreaming OOSC CWSN at all levels Ratio of enrolled CWSN to special educators Percentage of children given aids and appliances Percentage of children received TLMs Percentage CWSN girls received stipend
Provision for children with special needs (CWSN)	Component to include children at pre- school level.
Provision for children with special needs (CWSN)	Separate provision of stipend for CWSN girls in addition to student component from pre-primary to senior secondary level.(Earlier it was part of SOC only for girls)	Rs. 200 per month for 10 months
	Identification camps at block level for early identification of disabilities for all categories of disabilities defined under the PwD Act.	Rs. 10000 per camp

Goals

Provision for Children With Special Needs (CWSN) to ensure full equity and inclusion such that all students are able to thrive in the education system

9. INCLUSIVE EDUCATION

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	Provisions	Financial Norms	KPIs
	Training for special educators and Block resource persons will be provided as per in-service teacher	Up to Rs. 500 per day per teacher (as per existing in -service training norms)	Percentage of schools having barrier- free access (Ramps with railings, CWSN friendly toilets) Number of States have included accessibility in school curriculum and textbooks Number of qualified special educators and Block Resource Persons appointed Number of children provided home based schooling Improvement in learning Levels of CWSN at all levels Percentage of teachers trained in early identification support and classroom support of CWSN.
	training norms
Provision for children with special needs (CWSN)	Provision for Home-based education (linked to NIOS/SIOS, where possible) will be available for children with severe and profound disabilities who are unable to go to schools.	Within SOC
	Non Recurring Grant for equipping Resource centres at Block level with equipment for rehabilitation and special training of CWSN.	Rs 2 lakh per Block resource centre (Once in 5 years)

9. INCLUSIVE EDUCATION

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Strengthening of physical infrastructure	Provisions	Financial Norms	KPIs
Strengthening of physical infrastructure	Non recurring grant for major & minor repair (SCERTs/SIEs, DIETs and BITEs), for New Construction and Expansion of existing TEIs (SCERTs/SIEs, DIETs and BITEs), establishment of New SCERT, New DIETs in districts created upto 31st March, 2020. Non recurring grant for establishment of Special Academic Cells for SCERT Recurring grant for setting up of assessment cell preferably at SCERT	For building as per SSOR/CPWD rates, whichever is lower.	New DIET/ SCERT made functional within 3 years of sanction 3 to 5 years of sanction 5 to 10 years of sanction more than 10 years of sanction Improvement in vacancy of teacher educators in DIET/SCERT Organizational restructuring of SCERT/DIET Establishment of assessment cell

Goals

Strengthening of physical infrastructure in TEIs & Establishment of New DIETs for providing high quality teacher education that enables all teachers to achieve National Professional Standards for Teachers (NPST)
To strengthen and expand DIKSHA, a technology-based educational platform, to serve as national repository of high-quality resources/e-content for teaching and learning
In-service Training of Teachers, Head Teachers and Teacher Educators for their professional and self-development
Supporting program and activities of SCERT, such that SCERTs lead a “change management process” for the reinvigoration, capacity building and changing the work culture of DIETs/BRCs/CRCs within 3 years, developing them into vibrant institutions of excellence.
Technology Support to TEIs to empower them to effectively and efficiently carry forward the mandate of quality teachers’ education, research, and development of curriculum/textbooks/various TLM/other online and offline resources for school education
Continuous and relevant Academic support to Head teachers/teachers/schools through BRC/URC/ CRC.