Appendix - I

Guidelines for Supplementary Budget by the States/UTs under SSA for AWP&B 2010-
11 in the light of implementation of RTE, 2009

(I) Schools: As per RTE school has to be opened within the neighbourhood. The
neighbourhood has to be prescribed in the State Rules under RTE. SSA will provide
for Primary and Upper Primary schools as per State rules. However, upper primary
schools would be provided only through upgradation of existing primary schools, so
that school becomes an integrated elementary school from class 1 to 8. The building
and infrastructure would be constructed in the existing primary school campus. The
financial implications of upgradation are accounted for in the estimates for additional
teachers, classrooms, and TLE

(II) Teachers:

(i) The schedule of the RTE Act prescribes the following PTR to be
maintained at school level:

(a) For classes I to 5: Two teachers for up to sixty children; Three

teachers for 61-90 children ; Four teachers for 91-120 children ; Five
teachers for 121-200 children; One Head Teacher, other than the five
teachers, if the number of children exceeds 150.; If the number of
children exceeds 200 the PTR (excluding Head Teacher) shall not
exceed forty.
(b) For classes 6 to 8; At least one teacher per class so that there shall be
at least one teacher each for (i) Science and Mathematics; (ii) Social
Studies; (iii) Languages.; At least one teacher for every thirty-five
children; Where admission of children is above one hundred, there
will be (i) a full time head-teacher; (ii) Part time instructors for (a) Art
Education, (b) Health and Physical Education, (c) Work Education.

(ii) All teachers would be recruited as per State specific norms over a
period of three years. While calculating the requirement for additional
teachers under RTE, it must be ensured that the surplus teachers available in
schools are taken into account for redeployment in schools wherever needed.
The software developed by TSG can be used to facilitate the process. The
estimates of additional teacher requirement should be based on
following principles :

Step I: Take current enrolment (DISE 2009) in government schools as a base.

Apply, the prescribed PTR on each school. This will give teacher
requirement including headmaster and Part time instructor
requirement.

Step II: Take school wise teacher availability and compare it with the
requirement as calculated in Step I, this will give us school-wise
surplus as well as deficit teachers.

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 Step III: Applying the principle of rational deployment identify teacher
requirement. While doing so, take block/district as a single cadre as
per the State specific norm
Step IV: Factor in teachers recruited since 30th September 2009 as also vacant
positions of teachers both under SSA and State non plan.

Step V: Deduct already sanctioned but vacant(or recruited after Sept 2009)
teacher positions as calculated in Step IV from teacher requirement
as calculated in Step III This will give the net teacher requirement
for each district.

(iii) The data on the requirement of additional teachers is to be furnished in

the format given in Annexure – I & II respectively. Since the appointment of
additional teachers may take some time their salary will be restricted to three
months for the current financial year i.e. 2010-11.

(III) Additional Classrooms:

(i) The schedule of RTE Act provides the following norm for classrooms and
head teacher-cum-store-cum-office rooms:

(a) At least one classroom for every teacher with the provision that there
would be at-least two class rooms with verandah in every primary
school where there are two teachers.
(b) A Head Teacher – cum- office-cum-store room in all primary and
upper primary school/Section.
(c) The ceiling for civil works will remain at 33% for normal districts and
50% for the Special focus districts of category A & B.
(d) While calculating the requirement for additional teachers under RTE, it
must be ensured that the surplus rooms in the schools are taken into
account for usage as headmaster-cum-office-cum-storeroom. DISE
2009-10 should be used as a base. The estimates of additional teacher
requirement should be based on following principles :

Step I: Take current enrolment (DISE 2009) in government schools

as a base. Apply the prescribed PTR on each school. This
will give classroom requirement including headmaster- cum
office-cum store room requirement.

Step II: Take school wise classroom availability and compare it with
the requirement as calculated in step I, this will give us
school-wise requirement

Step III: Factor in classroom completed after 30th September 2009 as

also additional sanctions of ACRs, school-wise, since then
under SSA

Step IV: deduct already sanctioned classrooms as calculated in Step

III from classroom requirement as calculated in step II This
will give the net classroom requirement.

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 (ii) The data for the requirement of additional classrooms and head
teacher’s room is to be furnished in the format given in Annexure – III.

(IV) Provision of drinking water and toilet

(i) The States are urged to strengthen convergence with department of Drinking
Water & Sanitation for providing drinking water and toilet facilities in all rural
schools. The plan of action for saturating drinking water and toilet facilities
should be part of the supplementary plan.

(ii) The requirement of drinking water and toilet in urban areas and separate girls’
toilet should be included in the supplementary plan to the extent of permissible
ceiling of civil works.

(iii) The toilets being constructed under SSA and TSC should be disabled friendly.

(iv) The data for the requirement of drinking water and toilet facilities is to be
furnished in the format given in Annexure – IV.

(V) Teaching Learning Equipment (TLE)

(i) The RTE Act mandates provision of TLE for all schools. The Act also
mandates eight years of elementary schooling. The existing SSA norms
provide for TLE to new schools. However, the eight year elementary
education mandate under RTE implies that 12 States presently following a
seven year elementary education cycle need to be facilitated to integrate class
5 in the primary and class 8 in the upper primary cycle. The scope of the
current SSA norms, therefore, has been expanded to include provisions for
TLE @ Rs.5000 for integrating class V at primary stage and Rs.15000 for
integrating class VIII at upper primary stage.

(ii) In case of primary schools functioning upto class IV, TLE for class V
would be provided on opening of class V in the same school. Similarly, in case
of upper primary schools functioning upto class VII, TLE for class VIII would
be provided on opening of class VIII in the same school. However, if a school
is functioning from classes I to VII, TLE will be provided only for integrating
class VIII. Concerning schools functioning from class I to X/XII the question
of integration of class does not arise and hence no TLE is permissible.

(iii) The data required for TLE for integrating class V or VIII is to be
furnished in the format given in Annexure – V

(VI) Research, Evaluation, Monitoring and Supervision (REMS)

(i) The current SSA norms provide for funds for REMS at the rate of
Rs.1500 per school per year. With RTE having become operational the scope
of monitoring and supervision activities will need to be extended to cover all
schools, as also include support for monitoring by the National Commission
for Protection of Child Rights (NCPCR) and the State Commissions for

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 Protection of Child Rights (SCPCR). Therefore REMS funds have been
increased to Rs. 2000 per school per year, with provision of Rs. 500 per school
per year to be spent at national level and Rs.1500 per school per year at
State/District level. Within these allocations, NCPCR/SCPCR would be
provided support at the rate of Rs 50 per school per year.

(ii) In case States need further funds under REMS over and above funds
already approved by the PAB, detailed activities for the same should be
furnished in the supplementary plan. While appraising, additional
requirements State’s capacity for utilisation of REMS funds in the past three
years would be considered.

(VII) Academic Support and Supervision Structure

(i) The existing SSA norms provide for Resource Persons for deployment
to Block Resource Centres (BRC) and Cluster Resource Centres (CRC) set up
under SSA for academic support. An independent study on BRC and CRC
conducted by IIM, Bangalore reveals that these resource centres are not able to
work effectively on sub-optimal staffing and infrastructure support. The RTE
mandates provision of training facilities as well as good quality education. The
BRCs and CRCs are the most critical units for providing training and on-site
support to schools and teachers. Given the significance of these structures, the
provision for support to BRC/CRC, faculty and infrastructure has been
strengthened as follows:

(a) one Resource Person per 18 schools at the CRC level (b) six Resource
Persons at BRCs for subject specific training, two Resource Persons
for support to Special Education for children with special needs, one
MIS coordinator and one data entry operator, one Accountant-cum-
Support staff per 50 schools to be appointed on contract. The data for
requirement of manpower at BRC/CRC level is to be furnished in the
format given at Annexure – VI.
(b) (a) furniture @ Rs. 1.00 lakh for a BRC and Rs. 10,000 for a CRC, (b)
replacement of furniture, computer, TLE etc @ Rs 1.00 lakh per BRC
once in five years, (c) replacement of furniture, TLE etc @ Rs 10,000
per CRC once in five years, (d) augmentation of training facility with
one time grant of Rs. 5 lakh, wherever necessary in BRC, but within
the overall ceiling of civil works under SSA, (e) maintenance grant of
Rs 10000 per year for BRC and Rs 2000 per year for CRC. The data
on replacement of furniture, TLE etc. for BRC and CRC to be
furnished as per the format given in Annexure – VII.
(c) While seeking funds for augmentation of training facilities in BRC, the
State should provide a design, wherein the training halls are integral to
existing BRC It should also see whether they intend to develop
resource room for CWSN in each block, if so these resource room
design should also be integrated and proposal for funds under CWSN
head should be reflected.

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(VIII) Kasturba Gandhi Balika Vidyalayas (KGBV)

(i) KGBV is a specific intervention for out of school girls belonging to

SC/ST/OBC/Minority groups.. The KGBV norms have been revised as
follows:
o Expansion of KGBVs to cover all educationally backward blocks
where the rural female literacy rate is below the National average of
46.13% as per census 2001.

(ii) Supplementary plan for new KGBV hostels in existing Educationally

Backward Blocks where KGBVs are not sanctioned so far, may be submitted

(iii) The unit cost for construction of new KGBV hostel buildings will be as per
the State PWD Schedule of Rates (SoR)., The other non recurring and
recurring costs will be as per current norms.

(iii) The minimum area for KGBV hostel buildings shall be calculated based on basic
amenities and requirements as indicated below:

o For 50 children the built-up area would be approximately 80 sq.ft /child

o For100 children the built-up area would be approximately 60 sq.ft /child

(IX) Uniforms:

(i) Uniforms constitute an expense which poor families are often not able to afford, and
thus becomes a barrier for many children to pursue and complete elementary
education. Accordingly, it is important to provide uniforms, if the States notify this as
an entitlement for free education under RTE rules. The proposal for uniforms should
inform what are current departmental schemes along with their coverage, mode of
procurement and rates under which uniforms are provided. Therefore, information
may be provided for provision of uniforms as per Annexure – VIII.

(X) Transportation: Transportation charges will be provided on the basis of district

specific proposal from the State, justifying the need for providing transportation
facility to children in sparsely populated, hilly/densely forested/desert terrains, as
well as urban areas where unavailability of land makes it unviable to set up schools as
per the ‘neighbourhood’ norms of the State. The following should be considered
while making proposals

(i) The Project Approval Board of SSA will take decision on such proposals, with
the condition that each district proposal would be limited within the financial
equivalent of Rs. 3,000 per child per annum.

(ii) In cases where transportation is already provided under innovative activities

and out of school children activities during 2010-11 such arrangements need
not be disturbed for the current year.

(iii) The data required for providing transportation is to be furnished in the format
given in Annexure – IX.

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 (XI) Residential Schools

(i) There are certain areas in the country where it is unviable to set up schools.
These include sparsely populated or hilly and densely forested areas with
difficult geographical terrains. Also, in urban areas there are a number of
urban deprived children: homeless and street children in difficult
circumstances, without adult protection, who require not merely day schooling
facilities, but also lodging and boarding facilities. In these areas it may not be
possible to provide neighbourhood schools, and children in such areas need to
be provided residential facilities. These residential facilities will cover both
boys and girls.

(ii) Residential schools will be setup to cover the following categories:

(a) children in very small hamlets with small populations,

(b) to cater to the large number of urban deprived children,
particularly homeless and street children without adult protection.
(c) The norms of such residential facilities will be the same as
KGBV norms.
(d) The data required for providing residential schools is to be
furnished in the format given in Annexure – X.

(XII) Investment in Elementary Education

(i) The States are required to maintain the level of investment in elementary education at
the level of 2008-2009. In order to avail the 13th Finance Commission Award the
States are required to enhance this investment by 8% every year.

(ii) The head-wise expenditure incurred on elementary education from 1999-2000 should
be provided in the supplementary plan in the format given in Annexure-XI.

(iii) The expenditure incurred on elementary education by other Departments like Tribal
Affairs, Punchayati Raj, Social Welfare, Labour etc. should also be provided in a
similar table.

(XIII) Summary Sheet for Preparation of Supplementary Plan

A summary sheet for budgeting of the supplementary plan for 2010-11 is given in
Annexure-XII.

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