TRIPURA

TRAINING MODULE

for
MEMBERS OF
SCHOOL MANAGEMENT COMMITTEE
(SMC)

State Project Office,

Sarva Shiksha Abhiyan Rajya Mission, Tripura
Education (School) Department.
Government of Tripura
 Prepared by => State Project Office,
SSA Rajya Mission, Tripura,
Education (School) Department,
Government of Tripura

 Advice and Expansion => SRI AJIT CHANDRA DAS,

of Ideas Officer on Special Duty,
State Project Office,
SSA Rajya Mission, Tripura

 Concept and Editing => SRI MANASH DEY,

Publicity Coordinator,
State Project Office,
SSA Rajya Mission, Tripura

 In Contribution => SRI SHILADITYA BHOWMIK,

Finance Controller
&
SRI AYAN SETH,
Programmer,
State Project Office,
SSA Rajya Mission, Tripura
 Outline of 3 - Day Non-Residential Training Module
for School Management Committee (SMC) members :

Sl. Page
TOPICS
No. Nos.
1 Aims and Objectives of the Training 1

2 SSA and its various interventions. 2- 6

7
DAY - 1 a) Background and some important issues of RTE Act, 2009
3
b) Provisions and Rights of Children mandated under RTE Act, 2009 7-8

4 Why SMC? Formation and structure of SMC. 8 -11

Role and responsibilities of SMC members and Local Authorities
5 11 - 14
in School Management.
6 What is School Development Plan (SDP)? 15

7 Objectives and Major Features of SDP. 15

DAY - 2 8 Preparation of School Development Plan (SDP) 15

9 Role of SMC in preparation of School Development Plan (SDP). 16

10 Outlines of School Development Plan (SDP). 17 - 26

Maintenance of Books of Accounts, Registers and other important

11 records at School Level and monitoring of utilization of the grants 27 – 32
received from SSA, the local authority or any other sources.
Procurement Plan and Procedure at school level under SSA and other
12 33 – 34
schemes.
DAY - 3
13 Monitoring and Supervision of Civil Works constructions. 34 – 37
Generating awareness in the locality on need and importance of
14 37
education.
15 Feedback
 DAY – 1
 Introduction of the participants

(1) Objectives of the Training

 To make aware of Functions conferred upon School Management

Committee under section 21(2) and Tripura State Rule 3(4) there upon of
the RTE Act, 2009.

 Help members of the School Management Committee understand about

the provisions and rights of children mandated under RTE Act, 2009.

 Generating awareness among the members of the School Management

Committee about preparation and implementation of School
Development Plan (SDP) under section 22 and State Rule 4 of the RTE
Act, 2009.

 Enabling School Management Committee to analyse consolidated

information, identification of its problems and its prioritization.

 To make the members of the School Management Committee aware of

Special Training for Out-of-School Children and their active participation
in conducting such training.

 To help members know about the composition and tenure of School

Management Committee as per State Rules.

 Building capacity of members of School Management Committee in

maintaining a transparent and effective accounts system in school.

 To sensitize School Management Committee about the factors of making

school building barrier-free and learning friendly.

 Making members of the school Management Committee aware of

important activities, functions and responsibilities in achieving the goal
of Universalization of Elementary education

1
 (2) Sarva Shiksha Abhiyan and its various interventions
Sarva Shiksha Abhiyan is the biggest ever flagship programme being implemented
in the entire country with the objective of Universalizing Elementary Education
(UEE) by bringing all children in the age group of 6-14 years under the ambit of
primary schooling, expanding schooling facility to all inaccessible un-served
habitations, creating new school infrastructure and renovating / improving
infrastructure of existing schools. Ultimately, this time bound programme aims at
achieving the goal by providing education of satisfactory quality to the children for
improving their human capabilities adequately, so that they may stand on their own
and lead a successful life of prestige in the practical world of hazards. In conformity
with other States and Union Territories of the country the programme was launched
in the state in 2001–02.

During the course of its implementation in our state, SSA has gone a long way in
bringing about a sea change in the educational profile of the state by way of
enrolling out-of-school children and retaining them in the schooling system,
effecting a sharp, tangible decline in drop-out rates, increase in transition rate,
bridging gender and social gaps, providing training for teachers to deliver education
more effectively, involving community people in the education system, and so on.

Besides, a large number of assets have been created to facilitate the progress of
education. Building of new educational infrastructure and renovation of the existing
infrastructure, recruitment of capable human resource and enhancing their
capabilities are to name only a few among many.

The goals of SSA are as follows:

 Enrolment of all children (6-14 years) in School.

 Retention of all children till completion of elementary education.

 Bridging of gender and social category gaps in enrolment, retention and

learning.
 Ensuring that there is significant enhancement in the learning achievement
levels of children at the primary and upper primary stages.

2
Important functional areas and interventions of SSA are as follows:

A. Access to Education
1. Conduct of Household Survey / Child Census.

2. Creation of Database through DISE, now U-DISE.

3. Computation of drop-out, retention and completion rates through COHORT,

now U-DISE.

4. Conduct of School and Social Mapping.

5. Enrolment of all children (6 – 14 years).

6. Opening of neighbourhood New Primary School.

7. Upgradation of Primary school.

8. Recruitment of teachers for New Primary and Upper Primary Schools.

9. Recruitment of additional teachers as per enrolment.

10. Opening of Residential school for Children in difficult situation / urban

deprived children.

11. Establishment of hostels under KGBV programme and innovative

programme.

12. Special Training for Out of School Children in residential and non-
residential nature.

13. Providing Transport / Escort facility for:

 Children in remote / hilly habitations.

 Children without adult protection.

 Urban deprived children.

 Children with Special Needs.

B. Retention of Children in the schooling system

1. FREE TEXTBOOKS for children (I-VIII) reading in : -

 Government Schools

 Local Body Schools

 Government aided Schools

3
  Madarasas following State curriculum.

 Per child Upper ciling cost for text book–

 Primary – Rs.150/- per annum

 Upper primary – Rs.250/- per annum

2. FREE UNIFORM for children

 Uniform to inspire a sense of belonging to school

 Uniform to remove barrier from the way of education of poor children.

 Uniform for children of Govt. schools.

 Uniform for all girls’.

 Uniform for SC, ST and BPL children.

 Uniform within upper ceiling of Rs.400/- per child per annum.

 Decentralized procurement at school level.

C. Improvement of Quality of Education

 Provision of teachers –

• Primary teachers, subject specific upper primary teachers.

• Additional teacher (new & subject specific for UPS) against PTR.

• Head teacher for pry school (children above 150).

• Head teacher for upper primary (children above 100).

• Part time instructor for UPS with enrolment above 100 for –

- Art Education, Health & Physical Education, Work Education.

 Provision for teacher training.

 Provision of Resource Persons.

 Provision of Teacher Grant -

 Rs.500 per teacher per year for -

 Teachers of primary & upper primary schools / sections.

 Grant for both Govt. and Govt. aided schools including Madarasas.
 Grant for not cash payment.
 Grant for preparation and use of innovative Low Cost TLMs.

4
  Provision of School Grant -

 Grant for Govt. and Govt. aided schools including Madarasas.

 Rs.5000/- per year per Primary school/section.

 Rs.7000/- per year per upper primary school/section.

 For replacement of unusable school equipments.

 For procurement of play materials, lab materials.

 For maintaining day-to-day minor needs of school.

 Provision of Maintenance Grant –

 Rs. 7500/- per year per Primary school/section.

 Rs. 7500/- per year per Upper Primary school/section.

 Provision of Library -

 Rs. 3000 /- for primary school

 Rs. 10,000/- Upper Primary school.

 Grant for Existent Govt Schools not having library for procurement
of furniture and books.

D. Bridging Gender and Social Category Gaps

 Inclusive Education for CWSN.

 Innovative Education for Girls.

 Intervention for SC and ST children.

 Intervention for Minority children.

 Intervention for Urban Deprived children.

KGBV Programme for Girls :

 Programme for EB Blocks with poor female literacy.

 KGBV Model 1 for 100 girls (School with hostel).

 KGBV Model 2 for 50 girls (School with hostel).

 KGBV Model 3 for 50-150 girls (Hostel in existing school).

5
E. Community Mobilization
 Fund – 0.5 % of the District outlay.

 Programme for mobilization of Community towards education.

 Enhancing participation of community, parents, teachers and children.

 Focus of Community Mobilization on –

 issues of social access:

 Regular attendance of children.

 Completion of elementary education.

 Fulfilment of child entitlements under RTE.

 Training of SMC and PRI (LA) members

 Duration of training – 3 day non-residential

 Training cost of Rs. 100 /- per member per day for 3 days.

 Training in phased manner.

 Training of all members in every 2 years.

F. Development of educational infrastructure through Civil Works

 Construction of composite school building (all weather)

 Construction of BRC / URC / CRC building.

 Construction of Addl. Classroom.

 Construction of separate toilet for Boys and Girls of Govt. Schools.

 Creation of drinking water facility

 Construction of boundary wall (per metre)

 Electrification

 Construction of office cum, store cum Head teacher’s room

 Construction of ramps with hand rails.

 Construction of hand rail in existing ramp.

 Construction of Residential school / hostel building.

 Major repair of school.

6
(3) A ) The Right of Children to Free and Compulsory Education
(RTE) Act, 2009

The Right of Children to Free and Compulsory Education (RTE) Act, 2009 was
passed by the Parliament of India in August, 2009 and after receiving Presidential
assent immediately thereafter, it was notified for implementation from April 1, 2010.

The passing of the RTE Act, 2009 marks a historic moment for the children of the
nation. This Act serves as a building block to ensure that every child gets right to
receive quality elementary education. The State, teachers, families and the
community have to fulfill this entitlement together.

The gains in India’s education system over the past few decades have been
tremendous in increasing children’s, especially girls’ access to school. Yet,
inequalities exist for many children with a large number of children not attending
school today and more not completing the full cycle of elementary education. In
addition, learning assessments also show that more investments are required to meet
the provisions of quality and child-friendly education for a considerable number of
boys and girls in India who should be in elementary school today. The RTE Act
provides a solid platform to reach the outreached with specific provisions for
disadvantaged groups, such as child labourers, migrant children, children with
special needs, or those who have a disadvantage owing to social, cultural, economic,
geographical, linguistic, gender or such other factors. It also strives for participatory
school management to ensure quality with equity. However, sustained efforts and
advocacy are vital to keeping a strong momentum to achieve the goals and meet the
challenges it presents.

B ) Rights of Children as mandated in the Right of Children to Free

and Compulsory Education Act, 2009

 Every child of the age of six to fourteen years shall have a right to free and
compulsory education in a neighborhood school till completion of elementary
education.

 In case of admission up to class – V, the limit of neighborhood shall not

exceed 01 KM and in case of admission from VI to VIII, the limit of
neighborhood shall not exceed 03 KMs.

 The child failing to complete his / her elementary education shall be admitted
in a class appropriate to his / her age.

7
 Every child shall have the right to get admitted in any Govt. and Govt. aided
school on the strength of transfer certificate.

 No child of the age of 6-14 shall be subjected to any screening procedure

while admitting in the school.

 No capitation fee shall be required to be paid to any school or person by the

child or his / her parents or guardian.

 Admission of at least 25% children (class – I ) belonging to weaker section and

disadvantaged group (as notified by the Govt.) in a privately managed un-
aided neighbourhood school.

 No child of the age of 6-14 shall be held back in any class or expelled from
school till completion of elementary education.

 Every child shall have the right to get elementary education without physical
punishment or mental harassment.

 In case of need, students are entitled to additional instruction in class rooms

by the Teachers.

 Every child of the age of 6-14 years reading in Govt. and Govt. aided schools
shall get mid-day-meal on every working day.

 No child shall be denied admission for lack of age proof.

 In case of violation of any of the rights mentioned in the RTE Act,2009 , every
child or his / her parents or guardians shall have the right to lodge complaint
to the Local Authority concerned seeking redressal.

 The complaint (s) shall be decided within 3 months by the Local Authorities.

 If not satisfied with the decision of any Local Authority, the complainant
concerned shall have the right to prefer appeal to state Commission for
Protection of Child Rights (SCPCR) or the Right to Education protection
Authority (REPA).

 Every child shall get one certificate from the head of the institution
(Headmaster / Headmistress) after completing his/ her education upto class –
VIII.

 Community Mobilisation for implementation of provisions of

Right To Education Act, 2009 – Why & How?
WHY ? -
 To convey the soul and spirit of RTE to people, for whom it is meant so that,
they fully understand, own and exercise it to empower themselves.

8
  Also resist attempts to deny or corrupt it.
 We have several Fundamental Rights, Right to Information, Right to worship,
Right to vote etc. But why most of the people are unable to exercise these?
 They have not been able to understand, own and exercise the rights
 Lack of education, awareness and access for proper information
 Absence of favourable Socio-cultural environment

We should not expect people to understand, own and exercise RTE simply because
we TELL them. We have to weave it into their real life so that they can feel it,
experience it.

But How?
 Rigorous awareness building for critical understanding of RTE.
 Developing capability to involve in every aspect of implementation of RTE.
 How RTE is related to their burning problems like poverty, exclusion,
voicelessness, helplessness
 Make it visible and audible so that they all start discussing or debating about
RTE, SMC, SDP etc.
 Create environment for their participation
 Create platforms for participation

How community is mobilized.

Depends on the nature of the community, its cultural and socio-economic aspects.
Following common tools are relevant

 Cultural Media (songs, dances, dramas, traditional theatres)

 Festivals (Holi, Dewali, etc.)
 Intensive interactions
 Local culture.

Some Crucial Steps –

 Generation of awareness about RTE

 Awareness about SMC, SDP
 Legal aspects of RTE
 Orientation of parents, teachers, Local authorities, Children

9
Result

 Creative ownership by Community

 Then Community fully understands, owns, exercises it
 Creates new opportunities
 Corrects deficiencies

(4) Why School Management Committee (SMC)?

 Sarva Shiksha Abhiyan (SSA) is an effort to universalize elementary

education by community ownership of the school system.

 The SSA programme is also an attempt to provide an opportunity for

improving human capabilities of all children, through provision of
community – owned quality education in a mission mode.

 Community participation would be a central and overarching factor in

planning, implementation and monitoring interventions for universal
elementary education.

 Composition of School Management Committee.

 The committee shall consist of minimum of 12 (twelve) and maximum of

24 members excluding the member convenor.
 75% of the members of the SMC shall be from Parents of pupils/students
concerned.
 Proportionate representation shall be given from the parents of the
students belonging to weaker section and disadvantaged groups.
 Balance 25%members shall be from-
 One third members from amongst the elected members of the
Local Authority, to be decided by the Local Authority.
 One third members from amongst the Teachers of the school, to
be selected by the teachers of the school.
 Remaining one third from amongst students in the school, to be
selected by the parents in the Committee.
 50% of members of the SMC would be women.

10
  Office Bearers of SMC

 Chairperson and Vice chairperson from among the parent members.

 Member-Convener shall be the Headmaster/ or in his absence the senior most
teacher of the school to be nominated by the Inspector of Schools.

 Time Period For SMC

 To be reconstituted after every three years

 The SMC shall meet at least once in a period of 02 months and the minutes
and decisions of the meeting shall be properly recorded and made available to
the public.

(5) Roles and Responsibilities of School Management Committee

 Identify all children of 6 to 14 years age group from the neighborhood of the
school, enroll them and ensure their retention till they complete elementary
education.

 Monitoring whether all children of the neighborhood come to school

regularly at the right time and whether they take lessons everyday upto the
designated school hours.

 Meeting the parents / guardians of each enrolled child at regular intervals and
discuss about the performance, developments and problems of their children /
wards in the field of education.

 Making people of the neighborhood aware of the rights of children in the field
of receiving education up to the elementary level.

 Bringing to the notice of the local authority if there is any deviation from the
rights of children as mentioned in the RTE Act, 2009 and the State Rules.

 If any child of the area is not enrolled in school even after attaining 6 years of
age, then enroll him / her in a class appropriate to his / her age and arrange
for his / her special training, if required. If required, arrange for completion of
education upto elementary level for any such child who has not completed
education upto elementary level even after attaining 14 years of age.

11
 Supervising the process of identification of children with special needs of the
neighborhood and ensure completion of their elementary education.

 Explaining everybody of the neighbourhood, the roles and responsibilities of

the State Government, Local Authority, Schools, parents / guardians in
successful implementation of the RTE Act, 2009.

 Monitoring the workings of the school.

 Preparing and recommending School Development Plan (SDP).

 Monitoring the utilization of grants received from the Appropriate

Government or Local Authorities or any other sources.

 Preparing an annual account of receipts and expenditure of schools and

submit it to the local authority after getting it signed by the Chairperson and
the Convener of the SMC within one month of its preparation.

 Monitoring whether teachers come to school at the right time and whether the
school functions upto the designated hours every day.

 Ensuring that no teacher engages himself / herself in private tuitions or

private teaching activities.

 Ensuring that teachers are not burdened with non-academic duties other than
decennial population censuses, disaster relief duties or duties relating to the
elections to the Local Authorities or to the State Legislatures or to the
Parliament.

 To see whether the school has the minimum required number of teachers,
classrooms, kitchen shed for Mid-Day-Meal, boundary wall / fencing,
drinking water facilities, separate toilets for boys and girls, playground and
play materials, teaching learning equipments, library, barrier-free
environment for children with special needs.

 Monitoring the implementation of Mid-Day-Meal in the school.

 Monitoring the construction and repair works of the school.

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6. Local Authority

 In pursuance of section 2 read with sub clause(h) of the RTE Act,2009 and the
State notification dated 6th May, 2014, the following urban and rural bodies
shall act as Local Authorities within their respective jurisdiction for the
purpose of implementation of different provisions of the said Act and State
Rules in the State :

1. Agartala Municipal Corporation

2. All Municipal Councils (Dharmanagar, Kailashahar, Ambassa, Khowai,

Teliamura, Mohanpur, Bishalgarh, Melaghar, Udaipur & Belonia)

3. All Nagar Panchayats.

4. All Gram Panchayats constituted under section 11(i) of Chapter –II
of the Tripura Panchayats Act, 1993.
5. All Village Committee constituted by the TTAADC.

 Roles and Responsibilities of Local Authority

 The Local Authority may make adequate arrangements for providing

elementary education to the children from small hamlets having no schools
within the areas or limits of neighborhood specified in Rule 10 (1) by way of
relaxing the limits.

 The Local Authority shall identify the neighborhood school(s) where

children can be admitted and make such information public for each
habitation within its jurisdiction.

 The Local Authority shall make appropriate arrangements for the children
with disabilities so that they are able to attend school(s) and complete
elementary education.

 The Local Authority shall maintain a record of all children, in its jurisdiction,
through a household survey from their birth till they attain 14 years of
complete elementary education.

 The record, as referred to above, shall be updated every year and maintained
transparently so as to use the same for the purpose of ensuring and

13
 monitoring admission, attendance and completion of elementary education
by every child residing within its jurisdiction.

The record, to be maintained by the Local Authority shall include

a) Name, sex, date of birth, (Birth Certificate number), place of birth;

b) Parents/guardians’ names, address, occupation.
c) Pre-primary school/ Anganwadi Centre that the child attends (up to age 6)
d) Elementary School where the child is admitted;
e) Present address of the child;
f) Class in which the child is studying (for children between age 6-14), and if
education is discontinued in the territorial jurisdiction of the Local
Authority, the cause of such discontinuance.
g) Whether the child belongs to the weaker section within the meaning of
clause (e) and (ee)of section 2 of the RTE Act, 2009;
h) Whether the child belongs to a disadvantaged group within the meaning
of clause (d) of section 2 of the Act;
i) Details of children requiring special facilities/residential facilities on
account of habitations in sparsely populated area.

14
 DAY – 2

7. SCHOOL DEVELOPMENT PLAN (SDP).

School Development Plan is a strategic plan document covering all the

activities of the school based on its current status to achieve the targeted
objectives in targeted timeframe with appropriate strategies and plan of
action. Thus, a School Development Plan encompasses development in all
aspects of the school including infrastructure, a play ground, playing
materials, a beautiful garden, a conducive learning environment in school,
Mid-day Meal, library etc.

8. Objectives of SCHOOL DEVELOPMENT PLAN (SDP).

 Ensuring every child’s right to quality education

 Decentralized planning
 Need based planning
 Emphasis on social inclusion and equity
 Active community support in implementation

9. Major features of SCHOOL DEVELPOMENT PLAN (SDP)

 Estimates of class-wise enrolment for each year

 Requirement, over the three year period, of the number of additional teachers
 Physical requirement of additional infrastructure and equipments
 Additional financial requirement over the three year period, year-wise.

10. Preparation of SCHOOL DEVELOPMENT PLAN (SDP).

 Every School Management Committee shall prepare a School Development

Plan (SDP).
 The School Development Plan so prepared shall be basis for the plans and
grants to be made by the appropriate Government or Local Authority or any
other source.
 The School Development Plan shall be a three year plan comprising of three
annual sub plans.

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  The School Development Plan should be signed by the Chairperson and
Convener of the School Management Committee and submitted to the Local
Authority.

11. Role of School Management Committee in Preparation of

SCHOOL DEVELOPMENT PLAN (SDP).

 SMC Members to hold meetings with Parents.

 Generating data through these meetings.
 Updating data provided by the Local Authority.
 Rigorous monitoring of Household survey, school mapping, child tracking.
 Assess and estimate number of children and other requirements based on
Household surveys
 Track and ensure universal enrolment, retention.
 Estimate out of school children and plan for their age appropriate enrolment.
 Special provision for CWSN and children from weaker section &
disadvantaged groups
 Regular consultations on various issues of school development and
management
 Act against right violations on priority basis
 Ensure effective utilization of resources
 Collective planning for school development – qualitative and quantitative
 Finalizing the Plan in Parent body
 Writing the Plan

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 12. Outline of SCHOOL DEVELOPMENT PLAN (SDP).

1. Name of the School:_________________________________________________________________________

2. Type of Management: (State Govt. / TTAADC / Govt. aided):_________________________

3. Name of District ______________________4. Block/ Municipal Council _____________________

5. GP/ADC Vill. Com./NP/MC Ward No._____________________ 6. Habitation

_____________________

7. VEC School _____________________ 8.CRC________________________ 9.BRC/URC_________________

10. Enrollment status:

10. (a) Enrolment for the current year
Enrollment as on 30thJune, 2013
All CWSN(Out
Class General SC ST OBC RM
Communities of Total)
B G T B G T B G T B G T B G T B G T B G T
I
II
III
IV
V
VI
VII
VIII
Total
NOTE: B = Boys, G = Girls, T = Total, CWSN = Children with Special Needs

10. (b) Age-wise Enrolment for the current year

Enrollment as on 30thJune, 2013
Class
I II III IV V VI VII VIII
Age B G T B G T B G T B G T B G T B G T B G T B G T
5 or
less
6
7
8
9
10
11
12
13
14
15
16 or
more
Total

17
 NOTE: B = Boys, G = Girls, T = Total
10. (c) Estimated Enrolment for the next academic year

Estimated Enrollment
All
Class General SC ST OBC RM CWSN
Communities
B G T B G T B G T B G T B G T B G T B G T
I
VI
NOTE: B = Boys, G = Girls, T = Total, CWSN = Children with Special Needs

11. Catchment area / habitations in the neighbourhood of the school:

Primary Upper Primary

Name of Child No. of Name of Child No. of
Distance Distance
population children population children
habitation in KM habitation in KM
(6-11 yrs) admitted (11-14 yrs) admitted

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 12. Status of existing teachers:

Appointed
by Primary /
Male / Academic Professional
Name of Teacher Designation Female
Government Upper
Qualification Qualification
or Primary
SSA

* Use Extra sheet if necessary

13. Requirement of teachers as per RTE Act:

13. (a) Primary Level (Classes I–V):

Primary Level: Classes I – V

Entitlement of
Teachers in Net requirement
Enrolment Teacher as per RTE
position as per RTE Norms
(I – V) Norms
Teacher HM Teachers HM Teacher HM
1 2 3 4 5 6=2–4 7=3–5

13. (b) Upper Primary Level (Classes VI–VIII):

Upper Primary Level : Classes VI–VIII

Entitlement of Teacher in position
Net requirement as
Enrolment Teacher as per RTE at present
per RTE Norms
(VI – VIII) Norms
Subject Part- Subject Part- Subject Part-
HM HM HM
Teacher Time Teacher Time Teacher Time
9=3– 10=4–
1 2 3 4 5 6 7 8=2–5
6 7

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 14. Special Training of Out of School Children (OoSC) enrolled in age-appropriate
classes:

14. (a) Existing and to be continued:

No. of OoSC No. of OoSC No. of OoSC
No. of OoSC
identified in the provided mainstreamed
continuing Total OoSC covered under
neighbourhood special in age
special Special training
area for special training in appropriate
training from in the current academic
training in the the current classes in the
previous year
current academic current
years
academic year year academic year
1 2 3 4 5 6 7 8 9 10
RSTC NRSTC RSTC NRSTC RSTC NRSTC RSTC NRSTC TOTAL
= 6+(2-4) = 7+(3-5) = 8+9

TOTAL (2+3) TOTAL (4+5) TOTAL (6+7)

= = =

14. (b) Projected OoSC to be covered under Special Training during next year

OoSC newly Total number of continuing and

OoSC
identified Mode of Special Training for newly identified OoSC children
identified
for special the next year to be provided special training
for
training for the next year............
the next
the next Non- GRAND
year Residential Total RSTC NRSTC
year Residential TOTAL
11 12 13 14 15=13+14 16=8+13 17=9+14 18=10+16+17

15. No. of Children With Special Needs (CWSN) enrolled in classes I to VIII
(category-wise):

15. (a) Category-wise number of CWSN enrolled in classes I to VIII:

No. of CWSN – 2013
Category
All Communities General SC ST OBC RM
of CWSN
B G T B G T B G T B G T B G T B G T
VI
HI
OH
MR
MD
SI
Total

NOTE: B = Boys, G = Girls, T = Total,

VI: Visually Impaired (eye), HI: Hearing Impaired (ear),
OH: Orthopadically Handicapped (physical), MR: Mental Retardation (mental),
MD: Multiple Disability, SI: Speech Impairment (speaking)

20
 15. (b) Class-wise enrolment of CWSN:
No. of CWSN – 2013
Class All Communities General SC ST OBC RM
B G T B G T B G T B G T B G T B G T
I
II
III
IV
V
VI
VII
VIII
Total

16. Physical status and requirement of infrastructure and equipments:

Requirement as per Net

Sl. Available
Component RTE requirement
No.
1 2 3 = 1–2

1 HM’s Room

2 Classroom

3 Library room

4 Science laboratory

5 Computer lab

6 Kitchen Shed

7 Boundary Wall

8 Internal electricity

9 Ramp

10 Toilet (Common)

11 Toilet (Girls)

21
12 Toilet (Boys)

13 Toilet (Staff)

14 Drinking water

15 Play ground

16 Joint Bench

17 Table

18 Chair

19 Library Books

20 Free Text book

21 Uniform

Minor Repair (Pry) [Provide details

22
with photographs in separate sheet]

Major Repair (Pry) [Provide details

23
with photographs in separate sheet]

Minor Repair (U. Pry.) [Provide details

24
with photographs in separate sheet]

Major Repair (U. Pry.) [Provide details

25
with photographs in separate sheet]

26 Teachers’ Common Room

Other requirements, if any, as per RTE

27
Specify:

22
 17. Financial Requirement:

Target
Sl.
Items Unit cost
No.
Physical Financial

1 HM’s Room

2 Classroom

3 Library room

4 Science laboratory

5 Computer lab

6 Kitchen Shed

7 Boundary Wall

8 Internal electricity

9 Ramp

10 Toilet (Common)

11 Toilet (Girls)

12 Toilet (Boys)

13 Toilet (Staff)

14 Drinking water

15 Play ground

16 Joint Bench

17 Table

18 Chair

19 Library Books

20 Free Text book

21 Uniform
Minor Repair (Pry)
22 [Provide details with
photographs in separate sheet]

23
 Major Repair (Pry)
23 [Provide details with
photographs in separate sheet]
Minor Repair (U. Pry.)
24 [Provide details with
photographs in separate sheet]
Major Repair (U. Pry.)
25 [Provide details with
photographs in separate sheet]
26 Teachers’ Common Room

Other requirements, if
27 any, as per RTE
Specify:

18. Any other school-specific issues and strategies to address them (provide
details): [Use separate sheets if required]

Signature of Signature of
Chairperson/Vice-Chairperson, Convenor,
School Management Committee School Management Committee

24
 Details of School Management Committee Members

Sl. Designation in the

Name Contact number
No. committee

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

25
 The Schedule of RTE Act, 2009
NORMS AND STANDARDS FOR A SCHOOL
(Sections 19 and 25)
Extracted from RTE Act, 2009
Sl. No Item Norms and standards
Number of Teachers
Admitted children Number of Teachers
Up to 60 2
61-90 3
(a) For Classes 91-120 4
(I-V) 121-200 5
Above 150 5 Teachers and 1 Head Teacher
PTR - 1:40 teacher (excluding
Above 200
Head Teacher)
(1) At least 1 teacher per class so that there shall be at least one
1 teacher each for :
(i) Science and Mathematics
(ii) Social Studies
(iii) Languages
(b) For Classes (2) At least one teacher for every 35 children
(VI-VIII) (3) Where admission of children is above 100
(i) 1 full time Head Teacher
(ii) 1 Part time Instructors each for
(A) Art Education
(B) Health and Physical Education
(C) Work Education
(i) At least 1 class room for every teacher and an office-cum-store-
cum-Head Teacher's room (entitled as per RTE)
(ii) Barrier free access like RAMP, CWSN friendly toilet and drinking
water facility, adaptation of class room furniture etc.
2 Building (iii) Separate toilets for boys and girls
(iv) Safe and adequate drinking water facility
(v) a kitchen for mid-day-meal
(vi) Playground
(vii) Boundary wall or fencing
Minimum number of (i) 200 working days for classes (I-V)
working days / (ii) 220 working days for classes (VI-VIII)
3
instructional hours in (iii) 800 instructional hours per academic year for classes (I-V)
an academic year (iv) 1000 instructional hours per academic year for classes (VI-VIII)
Minimum number of
4 working hours per 45 teaching including preparation hours
week for the teacher
Teaching Learning Shall be provided to each class as required
5
Equipment
There shall be a library in each school providing newspaper, magazines
6 Library
and books on all subjects including story books
Play material, games
7 Shall be provided to each class as required
and sports equipment

26
 DAY – 3
13. Maintenance of Books of Accounts, Registers and other important
records at SMC Level and Monitor the utilization of the grants
received from the local authority or any other source.

 Budgeting
 It is imperative to carefully plan the financial affairs to achieve financial
success. This plan is generally termed as budget.
 A budget is a detailed financial plan that quantifies future expectations and
actions relative to acquiring and using resources.
 Budgets don’t guarantee success, but they certainly help to avoid failure.
 It is prepared in advance and is derived from the long-term strategy of the
organization.
 It relates to future period for which objectives or goals have already been laid
down.

 Budgetary Control
 No expenditure can be incurred unless backed by a budget.
 Any expenditure prior to being incurred must be backed by a budget head for
allocation of money.
 Any expenditure prior to being incurred must be backed by appropriate
sanctions (technical / financial).

 Accounts
 Accounting is a systematic way to record financial transactions taking place in
our day to day life. E.g. : Receipt of funds, expenditure of funds etc.

 Maintaining of Accounts

 CASH BOOK
 Cash Book is the principal record of all money transactions which take place
every day and all other registers are subsidiary to it.
 Cash Book should be maintained under double entry system.

27
 It has two sides, “Receipts” and “Payments”. The amount column in each side
is sub divided into “Cash” and “Bank”.
 Separate Cash book should be maintained for each financial year.
 Each entry of receipt and expenditure should be descriptive but brief in nature.
 Each voucher should be assigned a serial number and Ledger Folio number,
which should be noted against each entry in the cash book.
 Each entry in the cash book should be attested by the Head of Office / Drawing
and Disbursing Officer (DDO).
 Cash book should be closed daily and total cash balance struck and attested by
the Head of Office / DDO after verification of the totals.
 All cash/ cheques/ Demand Drafts etc. received should be deposited into the
bank as far as possible on the same day itself or next day positively so as to
avoid cash in transit for long periods. If any cash is retained in hand that
should be verified physically by the Head of Office / DDO and recorded in the
cash book and the cash in hand deposited into bank next day itself.
 When cash / cheque / DD is deposited into the bank, the counterfoils of the pay-
in-slip should be verified with the cash book by the Head of Office / DDO.
 Over writing should be avoided and corrections, if any, should be attested by
the Head of Office / DDO under his dated initial.
 Crossed Account Payee cheque alone should be issued to third parties / firms
etc.
 The issue of bearer cheques should be avoided as far as possible.
 If no transactions have taken place in a day/s the entry “No transaction” has to
be noted in the cash book on that day/s and balances carried over to next day
and attested by the Head of Office / DDO.
 When payments are made through cheque, the number of the cheque should
invariably be noted in the cash book for cross checking.
 During the absence of Head of Office / DDO, the responsibility of attesting the
entries in the cash book shall be entrusted to a sub-ordinate officer but on his
return the Head of Office / DDO should satisfy himself that there is no
irregularity and in token of this check, he should sign the cash book
immediately on return.

28
 Sample copy of Cash Book

Receipt Payment

Date Particulars LF Cash Bank Date Particulars LF Cash Bank

01-9-13 Opening 20 2000 01-9-13 By closing balance 20 2000

balance

02-9-13 No transaction

02-9-13 Closing balance 20 2000

20 2000 20 2000

03-9-13 Opening 20 2000

balance

To Cheque/
03-9-13 sanctioning memo
Receipt from
BPC by transfer
i) School Grant 2000
ii) Teacher Grant 3000
III) Maintenance
5000
Grant
iv) Mngt. Cost 500
03-9-13 Closing balance 20 12500

20 12500 20 12500

04-9-13 Opening 20 12500 04-9-13 By Cash ‘C’ 3000

balance Withdrawal from
bank by cheque No.
04-9-13 To Bank
‘C’ 3000 04-9-13 310501
Withdrawal By School Grant:
from bank Paid to M/S RM for
purchasing chalk &
1200
paper etc. by cash
vide voucher no. …

04-9-13 Closing balance 1820 9500

3020 12500 3020 12500

29
 LEDGER

 The Ledger is a register in which all transactions recorded in the cash book or
Journal shall be classified under different heads of accounts or objects of
expenditure or any sub-unit thereof.
 The Ledger should be kept in the prescribed form. Separate pages are to be
opened for each item of expenditure.
 The Ledger accounts shall be arranged and grouped in such a manner that the
desired information is promptly secured.
 Combined Ledger accounts can be maintained for various detailed heads. The
contingent Register may be maintained in such a manner that it can be used
as Ledger for recording expenditure under miscellaneous items.
 Every Ledger account is divided into two sides, the left-hand side being the
“debit side” and the right hand side the “credit side”.
 All items of debits and credits of the cash book and Journal shall be posted on
the same day in the respective Ledger account.
 Daily totals shall be given and progressive totals shown wherever necessary.
 Bank account shall be posted from the daily totals of cheques issued and
challans / remittances made into the Bank.
 After the Ledger accounts have been written up and completed in respect of
cash and adjustment items, the daily total of each Ledger account should be
carried into the appropriate classified account and the classified account
should then be totalled up and from the gross total the amount of adjustment
should be deducted to bring out the net totals of receipts and payments as per
cash book.
 All the Ledger accounts shall be closed at the end of the month. Totals shall
also be struck in the classified account.
 Monthly totals of various Ledger accounts shall then be tallied with the totals
of classified abstract and discrepancy, if any, rectified and reconciled.
 Monthly accounts of receipts and payments shall be prepared immediately
after closing of the accounts for the month.

30
 Sample of a Ledger copy
Page - 5

Date Particulars CB Debit Credit Dr. or Cr. Balance

LF (Dr.) (Cr.)

School Grant

03-9-13 By Bank 2000 Cr. 2000

04-9-13 To Cash 1200 Cr. 800

Page - 10

Date Particulars CB Debit Credit Dr. or Cr. Balance

LF (Dr.) (Cr.)

Teacher Grant

03-9-13 By Bank 3000 Cr. 3000

Page - 15

Date Particulars CB Debit Credit Dr. or Cr. Balance

LF (Dr.) (Cr.)

Maintenance Grant

01-9-13 Opening 1820 Cr. 1820

Balance

03-9-13 By Bank 5000 Cr. 6820

Page - 20

Date Particulars CB Debit Credit Dr. or Cr. Balance

LF (Dr.) (Cr.)

Management Cost

01-9-13 Opening 200 Cr. 200

Balance

03-9-13 By Bank 500 Cr. 700

31
 Monitor the utilization of the grants received from the BPC / local
authority / any other sources:
[SMC should meet at least once in every 2 months and record the utilisation of various
grants, received by it, as per the following format]

1. Name of the School:_________________________________________________________________________

2. Type of Management: (State Govt. / TTAADC / Govt. aided):_________________________

3. Name of District ______________________4. Block/ Municipal Council _____________________

5. GP/ADC Vill. Com/NP Ward No.____________________ 6. Habitation________________________

7. VEC School _____________________ 8.CRC________________________ 9.BRC/URC_________________

10. Financial position for the period _____________________________________

Opening Amount
Balance Received Total Name of
Grant Heads (Last Year’s during the amount Expenditure Balance Activities
Closing current received undertaken
Balance) Year:........
1 2 3=1+2

School Grant

Teacher Grant

Maintenance
Grant

Management Cost

Others (if any)

Signature of
Signature of Signature of
Chairperson/
Member Convenor,
Vice-Chairperson,
School Management School Management School Management
Committee Committee Committee

32
14. Procurement
 A system to carry out procurement of goods, works and hiring of services
keeping in mind the considerations of economy, efficiency, transparency and
equal opportunities to all.
 Procurement procedure: The Executive Committee of State Implementing
Society to decide on this
- State Procurement Procedure or
- On a case to case basis.
 However, it is mandatory to follow the procedure prescribed in the Manual of
FM & P.

 Procurement Plan
 Prepare annual procurement plan for all items, based on requirements and
method of procurement in the prescribed format.
 Furnish to EE Bureau, GOI after the PAB Minutes are issued.
 Procurement Plan contract wise.
 Financial limit prescribed for each method to be strictly followed.

 Procurement Procedure at SMC Level

 Calling Quotations.
 In case of calling Quotations, minimum 3 to 4 nos. of Quotations are to be
collected locally for comparison rates.
 A comparative statement is to be prepared.
 The SMC shall approve rates for different items considering quality,
reasonable prices etc. and marked lowest rate.
 The Comparative Statement should be signed by minimum 3 members of the
committee i.e., Chairman/Vice Chairman, Member Convenor and a Member.
 The resolution to be adopted in the proceeding register of the SMC.

FORMAT FOR COMPARATIVE STATEMENT

Item wise rate quoted
Name of the Party Item 1 Item 2 Item 3 Remarks
Name Name Name
A agency Rs….. Rs….. Rs….. 2ND LOWEST RATE
B agency Rs….. Rs….. Rs….. 1ST LOWEST RATE
C agency Rs….. Rs….. Rs….. 3RD LOWEST RATE
D agency Rs….. Rs….. Rs….. 4TH LOWEST RATE

…………………………… …………………………….. ………………………

Signature of Signature of Signature of
Chairman/Vice-Chairman Member Convenor Member

33
  Procurement of Civil works materials by community participation.
 Purchase of materials as per ISI certification, if available.
 SPD may provide simple procurement guidelines.

• Main Procurement items:

- Text Book
- Teaching learning equipment.
- TLM (Teacher Grant).
- Furniture.
- School equipment.
- Materials required for teacher learning.
- Office equipments for SPO.
- Computer & its accessories.
- Hiring of experts for specific task.

• Points to be kept in view:

- Specific budget provision exists
- Bulk requirement assessed at the beginning of the financial year.
- Equipment and furniture in economic lots.
- Need based.
- All purchases after comparison of competitive prices.

• School related
- All civil works, except BRCs.
- TLM for Teachers.
- School Grant.
- Repairs and maintenance of schools.
- TLE for primary and upper primary schools.
- Materials required for research and evaluation, if any.

15. Monitoring & Supervision of CIVIL WORKS Under SSA by the

Community
• Provision of CIVIL WORKS aims at –
 Improving school infrastructure.
 Narrowing deficiency / gap in infrastructure.
 Making school infrastructure attractive to children.
 Making school building learning aid under BALA concept.
 Ensuring school barrier free for CWSN.
 Ensuring adequate accommodation to all children.
 Providing safe & hygienic environment to all.

34
 • Fund Provision of CIVIL WORKS –
 Quantum of fund limited to 33% of project cost excluding maintenance.
 Fund provision may be upto 50 % of District plan within 33 % restriction
during overall project period.
 Unit cost of work is calculated based on State Schedule of Rates (SOR).
• Items of Civil Works –
 Construction of school building for Primary school.
 Construction of addl. Classroom
 Construction of toilet
 Creation of drinking water facility
 Construction of boundary wall
 Construction of HM’s room
 Construction of Ramp with handrail
 Construction of handrail in existing Ramp
 Construction of CWSN friendly toilet
 Construction of hostel building
 Construction of BRC/URC Hall.

ADDITIONAL ITEM OF ACTIVITIES

• Civil Works may also include –

 Adaptation of existing building.
 Retro-fitting of existing building toward hazard resistance.
 Re-construction of dilapidated school building.
 Major repair of school building constructed before 10 years & within 60 % of
the cost of new construction.

• Planning for Civil Works

 Assessment of requirement at micro / school level.
 Assessment basing on enrolment / other accommodation purpose.
 Preparation of village plan consolidating requirement of schools under the
village.
 Preparation of Block plan consolidating village plans.
 Preparation of District plan consolidating Block plan.
 Preparation of State plan consolidating District plans

• Important Specification for Civil Works

 Depth of foundation
 Measurement of plinth band, lintel, roof / top
 Room size
 Size of pillar / column

35
 Thickness of rod
 Length of tubular truss
 Cement-sand ratio
 Thickness of GCI sheet
 Thickness of MS grill and sheet
 Hardboard for ceiling

• Building As Learning Aid (BALA) elements

 BALA elements attract the children to joyful / play-way learning.
 BALA elements for designing classrooms:
 Letters, geometrical dimensions, numbers etc. on floor.
 Great men's portrait, message, attractive pictures etc. on walls.
 Different maps, planetary orbit etc. on walls
 Drawing of Indoor angle / protector underneath door for giving
understanding about degrees (90/60/ 30).

• Steps of Construction
1. Foundation level:
 Trench cutting & brick walling.

2. Plinth level:
 RCC plinth band casting.
 Window sill level.
3. Lintel level:
 RCC plinth band casting.

4. Roof / Top level

 RCC top band casting.
 Tubular truss fitting with GCI sheet.
5. Finishing level
 Net finishing.
 Colouring.
 Ceiling
 Chalkboard.

 Construction Committee for execution-

 Secretary, VEC : Chairman
 Chairman,SMC : Member
 One guardian : Member
 Head teacher : Member
 One teacher of School : Implementing Officer

36
  Monitoring and Supervision
 Technical by Engineers at stages/level
 Procurement stage
 Plinth level
 Lintel level
 Top level
 Finishing level
 Certification

 Non technical by -
 SMC members
 VEC members
 Construction Committee

 Non technical bodies monitor Civil Works on following

parameters:
 Finalisation of list of school.
 Providing land for new school.
 Procurement of materials maintaining quality.
 Monitoring of works at different stages.
 Observe work is done maintaining drawing and specification.
 Ensure quality of construction.
 Recommendation for certification.

16. Peoples’ Mobilisation for CHILDREN’S RIGHT TO EDUCATION

 Campaigns
 Interventions with Government
 Consultation with other organizations
 Organizing innovative programmes
 Forming peoples platforms to ensure effective implementation of RTE
 To create awareness for meaningful implementation of RTE using different
media including Kalajatha
 Preparation of Material for the Campaign
 Posters and Pamphlets for the Campaign

17. FEEDBACK

-----Thankyou-----

37