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MEMBERS’ REFERENCE SERVICE
REFERENCE NOTE .
No. 17/RN/Ref./ August/2013
For the use of Members of Parliament Not for Publication
CENTRAL GOVERNMENT SCHEMES
FOR SCHOOL EDUCATION
.-------------------------------------------------------------------------------------------------------
The reference material is for personal use of the Members in the discharge of their Parliamentary duties, and is not for publication.
This Service is not to be quoted as the source of the information as it is based on the sources indicated at the end/in the text.
This Service does not accept any responsibility for the accuracy or veracity of the information or views contained in the
note/collection.
CENTRAL GOVERNMENT SCHEMES FOR SCHOOL EDUCATION
1. Introduction
Education is the most important lever for social, economic and political
transformation. A well-educated population, equipped with the relevant knowledge,
attitudes and skills is essential for economic and social development in the twenty-first
century. Education is the most potent tool for socio-economic mobility and a key
instrument for building an equitable and just society. Education provides skills and
competencies for economic well-being. Education strengthens democracy by imparting
to citizens the tools needed to fully participate in the governance process. Education
also acts as an integrative force in society, imparting values that foster social cohesion
and national identity
1
.
Before 1976, education was the exclusive responsibility of the States. The
Constitutional Amendment of 1976, which included education in the concurrent List,
was a far-reaching step. The substantive, financial and administrative implication
required a new sharing of responsibility between the Union Government and the
States. While the role and responsibility of the States in education remained largely
unchanged, the Union Government accepted a larger responsibility of reinforcing the
national and integrated character of education, maintaining quality and standard
including those of the teaching profession at all levels, and the study and monitoring of
the educational requirements of the country.
In order to achieve UEE (Universalisation of Elementary Education, the
Government of India has initiated a number of programmes and projects
2
. The
Government adopts an integrated approach in the implementation of the various
centrally sponsored schemes, in keeping with principles of the National Policy on
Education, to ensure that the education of equitable quality for all to fully harness the
1
India, Planning Commission, Draft Twelfth Five Year Plan (2012-2017) Volume-III, p. 48
2
India. Ministry of HRD, Department of Higher Education: Status of Education in India; National Report,
prepared by National University of Education Planning and Administration, 2007, p. 18
2
nation‟s human resource potential. The common objectives are to enhance access
through the expansion of quality school education; to promote equity through the
inclusion of disadvantaged groups and weaker sections, and to improve the quality of
education.
The following Centrally sponsored programmes are being implemented in the
Education Sector under Ministry of Human Resource Development
3
:
Sl.
No.
Name of the Scheme
Budget allocation
2013-14 in crore of Rs.
1.
Sarva Shiksha Abhiyan(SSA)
8079.20
2.
Kasturba Gandhi Balika Vidyalaya
183938.44 (Rs. in Lakh)
(2012-13)
3.
National Programme for Education of Girls at Elementary
Level (NPEGEL)
-
4.
Mid Day Meal Scheme(MDMS)
3917.50
5.
Mahila Samakhya
58.00
6.
Rashtriya Madhyamik Shiksha Abhiyan(RMSA)
3647.20
7.
Scheme for setting up of 6000 Model Schools at Block
level as Benchmark of Excellence
900.00
8.
Scheme for construction and running of Girl‟s Hostel for
Secondary and Higher Secondary Schools
405.00
9.
Scheme of Vocationalisation of Secondary Education at +2
level
72.09
10.
Scheme of ICT @ School
315.00
11.
Inclusive Education for the Disabled at Secondary School
(IEDSS)
45.00
12.
Quality Improvement in School
-
13.
Strengthening of Teachers‟ Training Institutions
449.39
14.
Adult Education and Skill Development Scheme
514.80
15.
Scheme for Providing a Quality Education in Madarsas
(SPQEM)
157.50
16.
National Means cum Merit Scholarship Scheme
63.00
17.
Scheme for Infrastructure Development in Minority
Institutions (IDMI)
45.00
18.
National Scheme for Incentive to the Girl Child for
Secondary Education
90.00
19.
Appointment of Language Teachers
5.22
20.
Setting up of New Polytechnics and Strengthening of
Existing Polytechnics
-
21.
Pre-matric Scholarship Scheme
174.27
22.
Eklavya Model Residential School (EMRS)
-
3
Rajya Sabha Starred Question no.2886 dated 22.3.2013
3
i)
Sarva Shiksha Abhiyan:
Launched in 2001 Sarva Shiksha Abhiyan(SSA) is
one of India‟s major flagship programmes for universalisation of elementary education.
Its overall goals include universal access and retention, bridging of gender and social
category gaps in elementary education, and achieving significant enhancement in
learning levels of children.
SSA is being implemented in partnership with the State Governments and
reaches out to 192 million children in 1.1 million habitations across the country.
SSA Goals are (a) Enrolment of all children in school, Education Guarantee Centres,
Alternative school; (b) Retention of all children till the upper primary stage; (c)
Bridging of gender and social category gaps in enrolment, retention and learning; and
(d) Ensuring that there is significant enhancement in the learning achievement levels
of children at the primary and upper primary stage.
Provisions of Right to Education Act are being implemented through SSA.
Accordingly, norms have been revised / modified to align them with the requirement of
RTE Act, 2009.
Central Government has approved an outlay of `2,31,233 crore for
implementation of the combined RTE-SSA programme for the five year period of
2010-11 to 2014-15. The annual requirement of funds for the combined RTE-SSA
programme will be approximately in the range of `40,000 to `49,000 crore both for
the Central and State Governments.
Under SSA India has not only been able to improve access to 99 per cent of
primary level but has also been able to reduce out of school children to 3-4 per cent of
the age cohort of 6-14 years. Under this programme, special focus is on girls, children
belonging to SC/ST Communities, other weaker Sections, Minorities and urban
deprived children
4
.
4
India 2013 : A Reference Annual, 2013, p. 234
4
Details of cumulative progress made under the SSA up to 2011-12 are given in
Table below
5
.
Cumulative Progress under SSA up to 2011-12
Sl. No.
Sanctions
1.
2,09,914
2.
1,73,969
3.
1,92,392
4.
1,05,562
5.
16,03,789
6.
5,83,529
7.
2,23,086
8.
19,65,207
Source: Ministry of Human Resource Development, Annual Report, 2011-12
ii)
Kasturba Gandhi Balika Vidyalaya:
KGBVs are residential upper primary
schools for girls from SC, ST, OBC and Muslim communities. KGBVs are set up in areas
of scattered habitations where schools are at great distances and are a challenge to
the security of girls. This often compels girls to discontinue their education. KGBV
addresses this through setting up residential schools, in the block itself. KGBVs
reach out to :
Adolescent girls who are unable to go to regular schools.
Out of school girls in the 10+ age group who are unable to complete primary
school.
Younger girls of migratory populations in difficult areas of scattered habitations
that do not qualify for primary/upper primary schools.
KGBVs provide for a minimum reservation of 75 per cent seats for girls from
SC/ST/OBC and minorities communities and 25 per cent to girls from families that live
below the poverty line. Till 2009-10 there were 2570 KGBVs in the country. After the
RTE Act came into operation, an additional 1030 KGBVs were sanctioned, taking the
total number of KGBVs in the country to 3600.
5
op.cit
., Draft Twelfth Five Year Plan (2012-2017), p. 54
5
iii)
National Programme for Education of Girls at Elementary Level
(NPEGEL):
NPEGEL is implemented in educationally backward blocks (EBB) and
addresses the needs of girls who are „in‟ as well as „out‟ of school. NPEGEL also
reaches out to girls who are enrolled in school, but do not attend school regularly.
NPEGEL emphasizes the responsibility of teachers to recognize vulnerable girls
and pay special attention to bring them out of their state of vulnerability and prevent
them from dropping out.
Both NPEGEL and KGBV are expected to work in tandem to complement efforts
under SSA to ensure „inclusion‟ of all girls and provide them „quality‟ education. While
NPEGEL is designed to work through the day schools, KGBV establishes residential
schooling facilities for the girls in remote areas that are un-served by upper primary
schools or in areas with educational disadvantage amongst certain social groups
6
.
iv)
Mid-Day Meal Scheme (MDMS):
In keeping with the Constitutional
provisions to raise the level of nutrition of children and enable them to develop in a
healthy manner, the National Programme of Nutritional Support to Primary Education
(NP-NSPE) was launched as a Centrally sponsored scheme in 1995. Commonly referred
to as MDMS, this was expected to enhance enrolment, retention, attendance of
children in schools apart from improving their nutritional levels. This was extended to
upper primary (classes VI to VIII) children in 3,479 Economically Backwards blocks
(EBBs) in 2007 and then universalised at the elementary level in the year 2008. The
scheme is implemented through the States/UTs. MDMS is managed and implemented
by School Management/Village Education Committees, Panchayati Raj Institutions, and
Self-Help Groups. MDMS now includes madrasas and maktabs supported under the
SSA as well as children under the National Child Labour Projects. A detailed survey of
implementation of intended nutritional values including calorific value, protein
inclusion, additional nutritional supplements and vitamins, as detailed in the scheme,
6
India. Ministry of Human Resource and Development, Department of School Literacy and Education,
Annual Report, 2011-12, pp. 27-28
6
needs to be carried out to ensure that the nutrition scheme is implemented in both
spirit and letter.
MDMS covered 7.18 crore primary school children and 3.36 crore upper
primary school children in 2010–11. The coverage of children in the States of Bihar (43
per cent), UP (57 per cent) and Jharkhand (58 per cent) is below the national
average of 72 per cent, whereas it is well above the national average in Chhattisgarh
(83 per cent) and Odisha (82 per cent). Based on the Annual Work Plan and
Budget of the States/UTs for the year 2012–13, the district-wise performance of the
MDMS in all the States/UTs has been analysed and the poor performing districts (144)
have been identified for focused attention. Of the poor performing districts, 17 are in
areas affected by the Left Wing Extremism (LWE); 11 in the North Eastern States
(Tripura—3, Meghalaya—4, Assam—4); 17 in tribal districts, and 13 in the hilly areas
(Uttarakhand—4, J&K—9)
7
.
Achievement of MDMS during the period 2005-06 to 2011-12
Components
2005-06
2006-07
2007-08*
2008-09*
2009-10*
2010-11*
2011-12*
Children
covered (in
Crore)
11.94
10.68
11.37
11.19
11.36
10.46
10.35
up to
30.09.11
Food grain
allocated
(in lakh MTs)
22.51
21.60
24.79
29.30
27.71
29.40
29.09
Budget
allocation
(in Crore)
3345.26
5348.00
6678.00
8000.00
7359.15
9440.00
10380.00
Total Exp.
(in Crore)
3186.33
5233.47
5835.44
6688.02
6937.79
9128.44
7697.24
up to
29.12.11
*Primary and Upper Primary combined
Source: Annual Report,2011-12, Department of School Education & Literacy Department of Higher Education, Ministry of
Human Resource Development, Govt. of India, p.42
v)
The Rashtriya Madhyamik Shiksha Abhiyan
: A Centrally sponsored scheme
with a funding pattern of 75:25 between Centre and States (90:10 for Special Category
and North Eastern States), was launched in 2009–10. The major objectives of the
7
op.cit
., Draft Twelfth Five Year Plan (2012-2017), p. 66
7
RMSA are to (i) raise the minimum level of education to class X and universalise access
to secondary education; (ii) ensure good-quality secondary education with focus on
Science, Mathematics and English; and (iii) reduce the gender, social and regional gaps
in enrolments, dropouts and improving retention. The interventions supported under
RMSA included (i) upgrading of upper primary schools to secondary schools; (ii)
strengthening of existing secondary schools; (iii) providing additional classrooms,
science laboratories, libraries, computer rooms, art, craft and culture rooms, toilet
blocks and water facilities in schools; (iv) providing in-service training of teachers; and
(v) providing for major repairs of school buildings and residential quarters for teachers.
Despite being launched in the third year of Plan, there was good progress under the
RMSA during the Eleventh Plan (Table given below). Against a target of enrolling an
additional 3.2 million students, 2.4 million additional students were enrolled in
secondary schools during the Eleventh Plan period
8
. Details on numbers of Schools
Setup / Sanctioned under SSA / RMSA are given in
Annexure-I
.
RMSA : Achievement in the Eleventh Plan
Sl. No.
Items
Target
Achievement
(Approved)
1.
Sanction of New Schools
11,188
9,636
2.
Strengthening of existing Schools
44,000
34,311
3.
Additional Classrooms
88,500
49,356
4.
Additional Teachers
1,79,000
59,000
5.
In-Service Training for All Teachers
100 per cent
100 per cent
6.
Annual Grants to Schools
Full coverage
75,394
7.
Minor Repair to Schools
Full coverage
62,221
Source: India, Ministry of Human Resource Development
vi)
Scheme for Setting up of 6000 Model Schools at Block Level:
The
Scheme envisages providing quality education to talented rural children through setting
up 6000 model schools as benchmark of excellence at block level at the rate of one
8
Ibid
, pp. 70-71
8
school per block. The scheme was launched in 2008-09 and is being implemented
from 2009-10. The objectives are:
To have at least one good quality senior secondary school in every block.
To have a pace setting role.
To try out innovative curriculum and pedagogy
To be a model in infrastructure, curriculum, evaluation and school governance.
The scheme has two modes of implementation, viz., (i) 3500 model schools are
to be set up in educationally backward blocks (EBBs) under State/UT Governments;
and (ii) the remaining 2500 schools are to be set up under Public-Private Partnership
(PPP) mode in the blocks which are not educationally backward. Presently, only the
component for setting up of 3500 model schools in EBBS under State/UT
Governments is operational. The component for setting up of 2500 model schools
under PPP mode will be operational in 12
th
Five Year Plan
9
.
vii)
Scheme of Vocationalisation of Secondary Education at +2 level:
Initiated in 1988, this centrally sponsored scheme of Vocationalisation of Secondary
Education provides for diversification of educational opportunities so as to enhance
individual employability, reduce the mismatch between demand and supply of skilled
manpower and provides an alternative for those pursuing higher education
10
.
Hence, it is important and would be implemented from class IX onwards, unlike
the present provision for its implementation from class XI, and would be subsumed
under RMSA. Vocational Education courses will be based on national occupation
standard brought out by the Sector kill Councils (SSCs) that determine the minimum
levels of competencies for various vocations. Academic qualifications would be
assessed and certified by educational bodies and vocational skills would be assessed
and certified by respective SSCs.
9
op.cit
., Annual Report, 2011-12, p. 57
10
op.cit
., Reference Annual, 2013
p. 241
9
In the Twelfth Plan, a mechanism would be created for convergence of
vocational courses offered by various ministries, private initiatives and vocational
education institutions, and use schools as the outlet for vocational education of young
people. A comprehensive repertoire of vocational courses, duration of each course,
equipment and facilities, costs and agencies will be developed
11
.
viii)
Scheme of ICT @ School:
The Information and Communication Technology in
School Scheme was launched in December 2004 to provide opportunities to secondary
stage students to mainly build their capacity of ICT skills and make them learn through
computer aided learning process. The Scheme provides support to States/Union
Territories to establish enabling ICT infrastructure in Government and Government
aided secondary and higher secondary schools. It also aims to set up Smart schools in
KVs and Navodaya Vidyalayas which are pace setting institutions of the Government of
India to act as “Technology Demonstrators” and to lead in propagating ICT skills
among students of neighbourhood schools
12
.
ix)
Inclusive Education for Disabled at Secondary stage:
The Scheme of
Inclusive Education for Disabled at Secondary Stage (IEDSS) has been launched from
the year 2009-10. This Scheme replaces the earlier scheme of Integrated Education
for Disabled Children (IEDC) and would provide assistance for the inclusive education
of the disabled children in classes IX-XII.
The aim of the Centrally Sponsored Scheme of IEDSS is to enable all students
with disabilities, after completing eight years of elementary schooling, to pursue
further four years of secondary schooling (classes IX to XII) in an inclusive and
enabling environment
13
.
11
op
.
cit
., Draft Twelfth Five Year Plan (2012-2017) Volume-III, p. 78
12
op.cit.,
Reference Annual 2013, pp. 241-42
13
Ibid
, p. 242
10
x)
Quality Improvement in Schools:
During the 10
th
Five Year Plan, “Quality
Improvement in Schools” was introduced as a composite centrally sponsored scheme
having the following components:
i) National Population Education Project,
ii) Environmental Orientation to School Education,
iii) Improvement of Science Education in Schools,
iv) Introduction of Yoga in Schools, and
v) International Science Olympiads.
A decision was taken to transfer four of these components to National Council of
Educational Research and Training (NCERT) w.e.f. APRIL 2006, except the component
of improvement of Science Education in school that was transferred to States
14
.
xi) Strengthening of Teachers’ Training Institutions
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 poses
major challenges for improving the quality of teachers and for expanding institutional
capacity in States to prepare professionally trained persons for becoming school
teachers. Government has initiated steps to revise the existing Centrally Sponsored
Scheme of Restructuring and Reorganisation of Teacher Education. This Scheme was
initiated in 1987 pursuant to the formulation of the National Policy on Education, 1986
which emphasised the significance and need for a decentralised system for the
professional preparation of teachers, and it was in this context that District Institutes
of Teacher Education (DIETs), Colleges of Teacher Education (CTEs) and Institutes of
Advanced Study in Education (IASEs) were established.
Analysis shows that there are 5.23 lakh vacancies of school teachers at the
elementary level and the provisions under the RTE Act would lead to additional
14
Ibid,
pp. 242-43
11
requirement of around 5.1 lakh teachers. Moreover, around 7.74 lakh teachers are
untrained, i.e. they do not possess the prescribed qualification
15
.
xii) Adult Education and Skill Development Schemes
Adult Education aims at extending educational options to those adults, who
have lost the opportunity and have crossed the age of formal education, but now feel a
need for learning of any type, including, basis education (literacy), skill development
(Vocational Education) etc. In order to promote adult education and skill development
through the voluntary sector, support to Voluntary Agencies (Vas) was so far being
extended through two schemes, namely, (i) Assistance to Voluntary Agencies in the
field of Adult Education and (ii) Jan Shikshan Sansthans. With effect from 1 April 2009
both these schemes have been merged and a modified scheme, named as “Scheme of
Support to Voluntary Agencies for Adult Education and Skill Development” has been
put up in place. The Scheme encompasses three components, namely, State Resource
Centres, Jan Shikshan Sansthans and Assistance to Voluntary Agencies
16
.
xiii) Scheme for Providing Quality Education for Madrsas(SPQEM)
SPQEM seeks to bring about qualitative improvement in madrsas to enable
Muslim children attain standards of the national education system in formal education
subjects. The salient features of SPQEM scheme are:
i) To strengthen capacities in Madrsas for teaching of the formal curriculum
subjects like Science, Mathematics, Language, Social Studies etc through
enhanced payment of teacher honorarium.
ii) Training of such teachers every two years in new pedagogical practices.
iii) The unique feature of this modified scheme is that it encourages linkage of
madarsas with National Institute for Open Schooling (NIOS), as accredited
centres for providing formal education, which will enable children studying in
such madarsas to get certification for class 5,8,10 and 12. This will enable them
15
op.cit
., Annual Report, 2011-12, pp. 49-50
16
op.cit.,
Reference Annual 2013, pp. 246-47
12
to transit to higher studies and also ensure that quality standards akin to the
national education system. Registration & examination fees to the NIOS will be
covered under this scheme as also the teaching learning materials to be used.
iv) The NIOS linkage will be extended under this scheme for Vocational Education
at the secondary and higher secondary stage of madarsas.
xiv) Scheme of Infrastructure development in Minority Institutions (IDMI)
IDMI has been operationalised to augment infrastructure in private
aided/unaided minority schools/institutions in order to enhance quality of education to
minority children. The salient features of IDMI scheme are:-
i) The scheme would facilitate education of minorities by augmenting and
strengthening school infrastructure in Minority Institutions in order to expand
facilities for formal education to children of minority communities.
ii) The scheme will cover the entire country but, preference will be given to
minority institutions (private aided / unaided schools) located in districts, blocks
and towns having a minority population above 20%.
iii) The scheme will, inter alia, encourage educational facilities for girls, children
with special needs and those who are most deprived educationally amongst
17
.
xv) Setting up of New Polytechnics and Strengthening of Existing Polytechnics
There are 3716 Polytechnics in the country at present. A scheme “Sub-Mission
on Polytechnics under Coordinated Action for Skill Development” has been launched
during the 11th Plan. Under the scheme, this Ministry provides one-time financial
assistance upto Rs.12.30 crores per polytechnic to the State/UT Governments for
setting up of new polytechnics in 300 un-served and under-served districts of the
country. The polytechnics are at various stages of construction and in provisioning of
land. Central Government has sought progress report from the State Governments
from time to time. Based on the progress reports further installment of grant is
released. However, no time limit has been fixed for it.
17
op.cit
., Annual Report, 2011-12, p. 201
13
Under the “Sub-Mission on Polytechnics under Coordinated Action for Skill
Development”, financial assistance is provided to the existing Government and
Government aided polytechnics in the country for construction of Women‟s Hostel in
the country including states of North-East region and Arunachal Pradesh. The number
of institutions provided assistance under the scheme in the country including North-
East region and Arunachal Pradesh
18
.
xvi)
Eklavya Model Residential Schools (EMRSs):
These schools are funded by
the Government for the welfare of Scheduled Tribes. Proposals for setting of EMRS are
received from the State Government. The Ministry of Tribal Affairs administers special
area programme of grant under Art 275 (1) of the Constitution of India. Under this
programme State wise allocation to 26 States including 9 Left Wing Extremism (LWE)
States is made on the basis of percentage of Scheduled Tribes population in the State
with reference to total ST population in the Country. A part of the grant can be used
for setting up of Eklavya Model Residential Schools (EMRS). Priority for the
development schemes including setting up of EMRS is fixed and executed by the State
Government within the allocation depending on the felt need of the local area and its
people in accordance with the guidelines issued by the Ministry in June 2010
19
.
xvii)
Pre-matric Scholarship Scheme:
Pre-matric is the Scholarship for students
from Minorities Communities. The Scholarship at Pre-matric level will encourage
parents from minority communities to send their school going children to school,
lighten their financial burden on school education and sustain their efforts to support
their children to complete school education. The scheme will form the foundation for
their educational attainment and provide a level playing field in the competitive
employment arena. Empowerment through education, which is one of the objectives of
this scheme, has the potential to lead to upliftment of the socio economic conditions of
the minority communities
20
.
18
Lok Sabha Unstarred Question no.2881 dated 29.08.2012
19
Lok Sabha Unstarred Question no.2770 dated 30.08.2012
20
www.minoritiesaffairs.gov.in