The Bihar Education Project Council (BEPC), popularly known as Bihar Education Project (BEP)... Read More
  Planning, Appraisal and Fund Flow Mechanism

Planning and Development of Comprehensive Work Plans
Approach: The previous chapters, particularly those pertaining to Access, Equity, Quality and Participation in the context of RTE Act, adequately bring out the challenges in planning for UEE. The biggest challenge is to have an integrated approach to synthesise and integrate the wide variety of
Community Based Planning Process
SSA envisages decentralised, need based and participatory planning in a bottom - up approach. Planning for UEE would inter alia focus on planning for universal access, equity, participation and quality.
Annual Work Plan and Budgets (AWP & B)
The RTE Act provides time lines for meeting certain standards that it has prescribed. For example, the Schedule of the Act provides a three year window for creating and developing the infrastructure as well as availability of teachers.
Use of DISE in Planning
While the SDP should be prepared based on the latest and most relevant data from school and from the community for the preparation of annual plans at the district level, the DISE data shall be used effectively. Every district shall have an EMIS unit.
Special Focus Districts
While taking into account the infrastructure gap and other disparities, SSA recognises the intra-regional, inter-State and inter-district disparities and is making efforts to address them. A crucial step in this direction is identification of Special Focus Districts(SFDs). These districts are identified based on indicators like concentration of out of school children, high gender gap, low retention rate and infrastructure gap as well as concentration of SC/ST/Minority population. School buildings and classrooms are sanctioned on need basis to these districts on priority, besides focused scrutiny during Appraisal. Classification of SFDs has been dynamic and contingent on context, need and priority. The same approach for classification will continue under SSA - RTE as well. States need to facilitate preparation of AWP&B for SFD in order to ensure that the needs and gaps are appropriately identified and strategies and interventions to address them are adequately planned for. After the PAB approvals, States need to continuously monitor implementation in SFDs.
Urban Planning
Urban areas have unique features like ahigh density of population, a heterogeneouscommunity, extremely high cost/unavailabilityof land, slums, migrating population, homelesspopulation, infrastructural barriers to school,urban deprived children etc.
Planning for capacity building of Education Administrators to Facilitate Implementation of the RTE Act.
The RTE Act provides for children’s right to free and compulsory admission, attendance and completion of elementary education. It would be critical, therefore, to consider aspects that prevent children from weaker sections and disadvantaged groups, as also girls, from completing elementary education. Secondly, the Act provides for the child’s right to education that is free from fear, stress and anxiety. There are several provisions in the Act, including for example, provisions prohibiting corporal punishment, detention and expulsion which need to be fore-fronted in SSA interventions to ensure that we move towards a system that provides a warm, welcoming and encouraging approach for children to learn. The most important aspect, however, is to ensure that the teaching learning process is free from stress and anxiety (Section 29), and SSA would need to ensure curricular reform in consonance with NCF- 2005. In the context of curricular reform, there are several testing and school grading systems in SSA, which need to be reviewed for an understanding of the extent to which these may demotivate children and lead to dropout. With reference to teachers, the Act lays down the academic responsibilities of teachers, and teacher accountability systems under SSA would need to ensure that children are learning and that their right to learning in an environment that is free from stress and anxiety is not violated. Also the Act provides that pupil teacher ratios (PTR) be maintained in each school, and teacher recruitment, transfer and deployment systems in the States would need reform, and educational administrators would need to be trained/ re-oriented. SSA provides for training of educational administrators at all levels and it would be necessary to undertake re-orientation and training of educational administrators to the “child rights.” In this context, States would have to plan training design and processes for educational administrators in clear perspective.
Components of a District Plan
A District Plan is a plan for universal access though neighborhood schools, including 25% admission for children from disadvantaged groups and weaker sections in private schools as stipulated in the RTE Act. Some of the components and focus areas
State Component Plan
For formulation of AWP&B of the State Component, SSA would provide support from within the 6% management cost as well as from the funds for Research, Evaluation, Monitoring and Supervision (on a per school basis) that is earmarked for state level activities. The State Component Plan including all activities to be conducted at the state level must be prepared with a clear budget. The cost of State level management and capacity building can be built into the State Component Plan. The State component has to be integrated with the needs of the districts across the state.
Appraisal of District Plans
The National /State Mission will undertake appraisal of the District Plans with the assistance of resource teams constituted by the operational support unit of the National/ State Mission. These resource persons will be fully oriented for undertaking the task of appraisal.
Allocation of Resources as per Approved Plans and Fund Flow
The allocation of resources will depend on the following: preparation of District Elementary Education Plans and their appraisal;commitment of the State government with regard to the State share; performance of the State government regarding resources made available earlier
Financial Provision for Management
SSA provides for Management Costsup to 6 per cent of the total programme cost. For small districts in the States of the North East Region and Union Territories, SSA provides up to ` 40 lakh subject to the overall ceiling of 6 percent being maintained at the national level over the project period.