UDISE BENGALI GUIDELINE-2023-24

 

GUIDELINESFORFILLINGUP

DATACAPTUREFORMATS(DCF)FORUNIFIEDDISTRICTINFORMATIONSYSTEMFOREDUCATIONPLUS(UDISE+)YEAR 2023-24

For Schools of Grade Pre-Primary to Class-12

 

 

 

CONTENTS

 

S.No. Contents Page No.
1. Introduction 3
 SCHOOL PROFILE AND OTHER DETAILS
2. Section1A SchoolProfileDetails 4-27
3. Section1B School Safety and Other Indicators 28-33
4. Section 1C- Receipts and Expenditure 34-41
5. Section1D- Vocational Education Details 41
6. Section1E– Mid-Day-Meal 42-44
 SCHOOL FACILITY
7. Section2- Physical Facilities, Equipment, Computer and Digital initiatives 45-57
  2 a    State Define Supplementary Variable  
  2 b     Minimum Standard specification in the Accessibility Code Document  
 TEACHING AND NON-TEACHING STAFF DETAILS
8. Section3-TeachingandNon-TeachingStaff 58-66
STUDENT DETAILS
9. Section 4-StudentDetails 67-78

 

 

 

 

 

 

Introduction

The School Education system in India is one of the largest in the world comprisingmore than 1.5 million schools, 9.6 million teachers, and over 264 million studentsfrom varied socio-economic backgrounds across 27 States and 8 Union Territories(UTs).It becomes essential to have a robust, real-time, and credible informationcollection mechanism for an objective evaluation of the system, based on whichspecificinterventionsforimprovementcanbedesigned.

 

GovernmentofIndiadecidedtodevelopanapplication,“UnifiedDistrictInformation System for Education Plus” (UDISE+) under the Ministry of Education,tocollect theschool detailsaboutfactorsrelated to aschooland itsresources.UDISE+hasamandateofcollectinginformationfromallrecognizedandunrecognizedschoolsimpartingformaleducationfromPre-primarytoXII.Information collected through the digital platform of UDISE+, is utilized for theplanning, optimized resource allocation and implementation of various education-related programs and assessments of progress made.UDISE+ collects informationthrough an online Data Collection Form (DCF) on parameters ranging from school,Infrastructure,teachers,enrolments,examinationresultsetc.spreadacross7sections.TheSchoolswhichgetonboardedsuccessfullyontheplatformareprovided a UDISE+ Code, which acts as a national level unique identifier. UDISE+hastheschoolastheunitofdatacollectionanddistrictastheunitofdatadistribution.

 

 

 

 

 

 

 

Section1A-SchoolProfileDetails

Section1B-School Safety and Other Indicators

Section1C– ReceiptsandExpenditure

Section1D-Vocational Education Details

Section1E-Mid-Day-Meal

Section 2  –   Physical Facilities, Equipment, Computer and
Digital initiatives

Section 2a– State Define Supplementary Variable

Section 2b -Minimum Standard specification in the
Accessibility Code Document

Section 3 –  Teaching and Non-Teaching Staff Details

Section 4 –  Student Details

 

 

Section1A-BasicSchoolProfile(Location,Management,MediumofInstruction etc)

 

UDISE+Code:A unique code given to every school that gets on boarded on the UDISE+platform, withthe school details captured through onlineDCF (DataCapture Form). The codeactsasauniqueidentifierforallschools(recognized)impartingformaleducation from pre-primarytoclass XII.

  • UDISE+codeispermanentinnatureonceitisassignedtoaspecificschool.TheUDISE+ code can be changed manually by the centre only when the district or state of aschool changes.
  • InthecurrentUDISE+ecosystem,UDISE+codeoncegeneratedshallbestrictlyallocated tosingleschoolonly.Evenincaseofpermanently closed schools,UDISE+code would be archived.

HowtogetUDISE+Code:EveryschoolinthecountryisgivenauniqueUDISE+code.Ifanew school is established, the school needs to get a UDISE+ code for establishing their uniqueidentity.Schoolshouldundertakethefollowingsteps:

  • TheschoolusershouldapproachDistrictMISofficerwithrequisitedocumentationespeciallyrecognitionletter oftheschool.
  • DistrictMISuserwillapplyforUDISE+codethroughthe“SchoolDirectoryManagement”intheUDISE+systemandtherequestwouldflowtothestateMISuserforapproval
  • StateMIS user willverify theapplicationandrequestfor any clarificationtodistrictlevel. State level useristhe sole authority for approvalofUDISE+ codegenerationforthe school.
  • Once verification gets completed at state MIS level, the application is sent to Ministry ofEducation for UDISE+codegeneration.
  • TheUDISE+codegenerationprocesstakesapprox.aweektogetcompleted

 

 

  • SchoolName(Incapitalletters):Nameoftheschoolasperofficialrecordsshouldbewritten in capitalletter.
  • NameoftheDistrict:Districtwhichisapplicabletotheschoolasonreferencedateistobeprovidedin thisitem.

1.2.1Sub-Division Name : Sub-division whichisapplicabletotheschoolasonreferencedateistobeprovidedin thisitem.

  • NameoftheEducational Block:Educational
  • SchoolLocationType:(1-RURAL,2-URBAN):LocalGovernmentDirectory(LGD)hasbeenusedforthisitem. IntroductionLocalGovernmentDirectory(LGD)isoneofthe

 

 

 

 

applications developed as part of Panchayat Enterprise Suite (PES) under e-Panchayat MissionModeproject(MMP) .LGDaimstokeepallinformationaboutthestructureoflocalgovernments and revenue entities online.Main objective LGD is to maintain up-to-date list ofrevenueentities(districts/sub-districts/villages),localgovernmentbodies(Panchayat,Municipalitiesandtraditionalbodies) andtheirwards,organizational structureofcentral andstate Governments and parliament and assembly constituencies and their relationship with oneanother.

Appropriateinformationtobeprovidedforitemno1.4(a)to(e)

  • SchoolAddress: Completeaddresswithdetailsoflandmarksetc…tolocatetheschoolshould be writtenin capitalletter.

 

  • PinCode:5istobewrittenhere.

 

  • Name oftheCluster Resource Centre (CRC):Name of the Cluster Resource Centre(CRC)isto bewritten here.
  • (a) Name of the Assembly Constituency:Assembly constituency which is applicable to theschool asonreferencedateistobeprovidedinthisitem.

(b) Name ofthe Parliamentary Constituency:Parliamentary constituency which is applicabletotheschoolasonreferencedateistobeprovidedinthisitem.

 

  • Geographical Location:Latitude and Longitude are to be given here to help in locatingschool precisely.For example, the latitude and Longitude for India Gate at New Delhi are28.613229 and 77.229254respectively.
  • SchoolContactDetails:ContactdetailslikelandlinenumberwithSTDcode,Mobilenumber,emailidandwebsite (ifany)fortheschoolaretobeprovidedhere.

 

1.11  HeadoftheSchool/In-Chargedetails((a)HoS/In-ChargeType(b)Name(c)Mobile) (d) HoS Email:

Appropriate code for HoS/In-charge Type and Name of the In-charge/Head of School along
withmobile numberisto beprovided here.

 

 

 

1.12 (a) Management Code of School & administration Type:Applicable Nodal
Ministry/Department is to be providedhere forcode 101 in item 1.15(b)andappropriate
codefor itsadministrationistobeselectedhere.

(b) Administration Type ( 1-Autonomous body under Ministry/Dept., 2-PSU under ministry/Dept., 3-Soceity under Ministry/Dept.)

 

1.13SchoolCategory(code):The school category detailsthelevel(s)ofeducationimpartedbytheschool.Thiscouldbeoneor a combination of all the levels– Primary, Upper Primary, Secondary and Higher Secondary.These levels are different for each of the states and needs to be determined as per the state’spractice. The codes for the school category are to be filled in DCF as per the following details ofcategory.

 

Code1-Primaryonlywithgrades1to4/5:Aschoolwithonlyprimaryclasses(I‐IV/Vasthecase may be)in thesamepremisesand under thesamemanagement.A schoolhaving classesmorethanIVVshouldnotbeshown asprimaryschool.

 

Code 2 – Upper Primary with grades 1 to 8: A school having classes from I to VII/VIII in thesame premises and under the same management. Schools with highest classes beyond VII/VIIIshould notbeclassified here.

 

Code 3- Higher Secondary with grades 1 to 12: A school having Classes from I to XII. Thelowestandhighestclasses insuch schoolswouldbeIandXIIrespectively.

 

Code4-UpperPrimaryonlywithgrades5/6to8:SchoolsstartingfromClassesV/VIandteaching uptoclassesVII/VIII.No otherschoolwouldfallunderthiscategory.

 

Code5-HigherSecondarywithgrades5/6to12:SchoolshavingClassV/VIasthelowestclassandClassXIIasthehighestclass.Nootherschoolwouldfallunderthiscategory.

 

Code6-Secondary/Sr.Sec.withgrades1to10:SchoolshavingClassesfromItoX.SchoolwithClassesXIandXIIshouldnotbeincludedinthiscategory.

 

Code7-Secondary/Sr.Sec.withgrades5/6to10:SchoolsstartingClassesfromV/VIandteachinguptoclassesX.No otherschoolwouldfallunder thiscategory.

 

Code8-Secondary/Sr.Sec.onlywithgrades9&10:SchoolsstartingfromClassesVIII/IXandteaching uptoclassesX.Nootherschoolwouldfallunderthiscategory.

 

Code 10- Higher Secondary with grades 9 to 12:School having nursery classes from VIII/IX to XII inthe same premises and under the same management. Schools with highest classes below VII/VIIIshould notbeclassified here.

 

Code11-Hr.Sec./Jr.Collegeonlywithgrades11&12:SchoolhavingonlyHigherSecondary level i.e. Classes XI and XII in the same premises and managed by same managementwould fall under thiscategory.

Code12-Pre-Primary Only (PRE):Schoolhavingnursery classes, LKG and UKG Classes would fall under thiscategory. *

*If the school Pre-Primary Only (PRE) – Code 12 , then Lowest class will be define as -3

 for Nursery,-2 for LKG and -1 for UKG.

 

 

 

 

  • Classes and Streams availablein the School:For the purpose of indicating the (a)lowest and highest class,(b)Anganwadi attached school , Class grade in pre primary section, iftheyarepartsofthe sameschoolmanagement.Therefore,lowestclasscannotbelowerthan1.

 

(For Example, mention 3 if Class Nursery, LKG and UKG are available, mention 2 if any 2 class out of 3 (Class Nursery,

LKG and UKG) are available, mention 1 if any 1 class out of 3 (Class Nursery, LKG and UKG) are available

 

(c)  Streams available in the school :   (1-Yes, 2-No)

      Subject Offered or taught in school in streams : to be selected from Given Options

(ForExample:1.History, 2.PoliticalScience, 3.……..)

  • TypeoftheSchool:Mention thetype ofschooli.e.whetheritis eitherofthefollowing:

 

  • – OnlyBoysschool
  • – OnlyGirlsSchool
  • – BothGirlsandBoysSchools(Co-EdSchool)

 

For some schools the name may suggest that they are exclusively for boys or girls, in practice theschoolmay beco‐educational.SuchschoolswillfallunderCategory 3i.e.Co‐educational.

  • Affiliation Board of the school for SECONDARY Sections:“Affiliation” means formal
    affiliationofaschoolwithanyaffiliationboardforthepurposeofpreparingstudentsfor
    admissiontothatBoard’sexamination.Applicablecodesare:

(1-CBSE,2-StateBoard, 3ICSE, 4-InternationalBoard, 6-BothCBSEandStateBoard,

   7-MadarsaBoard, 8-Sanskrit Board

Affiliationnumber : enter correct affiliation number

­­­­­­­­­­

  • AffiliationBoardoftheschoolforHIGHERSECONDARYSections:Applicable
    Codeforthisquestionare:

1-CBSE, 2-StateBoard, 3-ICSE, 4-InternationalBoard, 6-BothCBSEandStateBoard

7-MadarsaBoard, 8-Sanskrit Board

 

Affiliationnumber: enter correct affiliation number

 

  • Respondent Details:(a)Respondent Type – It is desirable that data for the DCF is provided
    by Head of School/In-charge.Accordingly, applicable code from the code list to be selected
    forthis item. (b) Respondent name &(c) Mobile Number – Name of the respondent along
    withhis/her10digitsmobilenumbershouldbewritten. (d) Respondent Email – enter
    respondent e-mail number
  • Whendoestheacademicsessionstarts?:ForexampleJanuaryshouldbewrittenas01-Jan.
  • YearofEstablishmentofschool:Itistheyearinwhichtheschoolwasinitially
    established irrespective of its currentlocation. For example school X was established in
    localityA in the year 1965 and later shifted to locality B in 1981.   In this case year 1965
    will be reportedasyearofestablishment.Yearofestablishmentmaybedifferentfromyearof

 

  • Year of Recognition of School (Mandatory for Govt. Aided/Pvt. Unaided/Others):
    YearsonwhichPrimary,Upper-primary,SecondaryandHighersecondarylevelswere
    recognizedwiththeappropriateauthorityaretobegivenhereseparatelyinYYYY

 

 

  • Year ofupgradation ofthe School(ifapplicable):Year onwhichthe school was
    upgraded(whereverapplicable)tonextlevelofeducationwillbeprovidedherein
    The reference date for this item is 30th September of the year following
    the academicyear in reference.
  • MediumofInstruction(s)intheSchool:Generally,theMediumofInstructionis
    identifiedthroughtheTextbooks,particularlyMathematicsandScience,beingusedby
    theSchool or in other case it is simply considered as the medium in which the given school
    However,differentlanguagesbeingtaughtintheschoolshouldnotbe
    consideredasMediumofInstruction
    .Aschoolmayhavemorethanonemediumof
    instruction, and hence provision for giving a maximum of four medium of instructions is
    given.Maximum of 4 medium of instructions can be selected from the list of languages.
    Theordershouldbeindescendingorderofnumberofstudentstaught.Itisnecessaryto
    specify code99othermediumofinstruction

 

  • Language(s)taughtasasubject:Languageisthesystemofcommunicationinspeech
    and writing or a language is the system of sounds and writing that human beings use to
    expresstheirthoughts,ideasandfeelings.Para4.11ofNEP 2020alsoreads“As
    researchclearlyshows that children pick up languages extremely quickly between the ages
    of 2 and 8 and thatmultilingualismhasgreatcognitivebenefitstoyoungstudents,children
    willbeexposedtodifferentlanguagesearly on(butwithaparticularemphasison the
    mothertongue),startingfromtheFoundationalStageonwards.”
  • IsthisaSpecialSchoolfor CWSN:TheRighttoEducation (RTE)Act (2009),which
    makes elementary education a fundamental right of every child, is of great significance to
    thegovernment as well as private schools. Our schools and classrooms need to reflect this
    social,constitutional and legalright ofevery childto be included in theeducational
    processes andpractices – our classrooms, now more so than before, need to be ready to
    include students fromdifferentbackgrounds,withdifferingneedsandabilities.

If the School is meant only for Children with Special Needs (CWSN), answer will be Yes (Code-1) and then mention the Type of Special School by selecting from the applicable codes given forit.

  • IsthisaShiftSchool?:Shiftschoolcatersfortwoentirelyseparategroupsofpupils
    duringa school day. For example in the morning shift it may run only for girls and in the
    evening shift itmay only run for boys or vice- a versa. The first group of pupils usually
    attends school fromearly-morninguntilmid-day,andthesecondgroupusuallyattends
    frommid-daytolateafternoon. Infrastructure like buildings, equipment, and other
    facilities are common in a shiftschool.

IftheSchoolisshiftschool,codewillbeYes(Code-1)otherwisecode2willbegiven.

 

  • (a) Is this aResidential School:Aresidentialschoolisaninstitutionwherechildrenlivewithin premises while being given formal instruction. The curriculum of the leading residentialschoolsinIndiastretchesfarbeyondformalclassroomeducation.Residentialschoolsareknownfortheirfocusonfitness,care,safety,supervision,guidance,etc.ofthestudents.

Applicablecodesare1-CompletelyResidential,2-PartiallyResidential,3-Non-Residential where,

            Completely Residential Schoolsare theschools where children live in thepremiseswhile
beinggivenformalinstruction.Theygohomeonlyduringvacations.

Partially Residential Schools are also called day boarding schools and is an institutionwhere
the students attend classes, have their meals, take part in school activities beyondschool
hours and return to their homes. They do not stay overnight. They stay with theirfamilies
andgotoschoolonlyforstudies.

Non–ResidentialSchoolsaretheschoolswhereonlyclassesandactivitiesaretakenup
onlyduringtheschoolhours.

If  the previous option is 1-Completely Residential or 2-Partially Residential then residential

Type :

(Options For Govt Schools : 1-Ashram (Govt.), 2– Non-Ashram (Govt.), 6-KGBV,
7– Model School, 8– Eklavya Model Residential School, 10 – Jawahar Navodaya
Vidyalaya,
11 – Netaji Subhash Residential School)

 

(Options For Non- Govt Schools : 3- Private, 4-Others )

Type of Residential school:For code 1 (Completely Residential) and 2 (PartiallyResidential),choosetheapplicablecodesfor1.25(a):TypeofResidentialschool.

Ashram(Govt.):AshramschoolsareresidentialschoolswhichimparteducationuptothesecondaryleveltochildrenbelongingtoScheduledTribes(STs).TheMinistryofTribalAffairs has been implementing a central scheme which aims at establishing ashram schools inTribalSubPlanareassince1990-91.

KGBV:TheKasturbaGandhiBalikaVidyalaya(KGBV)schemewaslaunchedbytheGovernment of India in August 2004 to ensure access and quality education for girls belongingpredominantlytotheSC,ST,OBCandminoritiesindifficultareas.The schemeisbeingimplementedineducationally backward blocksof the country where female rural literacy isbelow national average and gender gap in literacy is above the national average.The schemeprovides for a minimum reservation of 75% of seats for girls belonging to SC, ST, OBC orminority community and priority for remaining 25% is accorded to girls from families belowpoverty line.The objective of KGBV is to ensure access and quality education to the girls ofdisadvantagedgroupsofsocietybysettingupresidentialschoolsatupperprimarylevel.

Eklavya Model Residential Schools (EMRS):EMRS started in the year 1997-98 to impartqualityeducationtoSTchildreninremoteareasinordertoenablethemtoavailofopportunitiesinhighandprofessionaleducationalcoursesandgetemploymentinvarioussectors.Theschoolsfocusnotonlyonacademiceducationbutontheall-rounddevelopmentofthestudents.Eachschoolhasacapacityof480students,cateringtostudentsfromClassVIto

  • Hitherto, grants were given for construction of schools and recurring expenses to the StateGovernmentsunderGrantsunderArticle275(1)oftheConstitution.

 

In ordertogivefurther impetus toEMRS,it has been decided that by theyear 2022, everyblockwithmorethan50%STpopulationandatleast20,000tribalpersons,willhaveanEMRS.EklavyaschoolswillbeonparwithNavodayaVidyalayaandwillhavespecialfacilitiesforpreservinglocalartandculturebesidesprovidingtraininginsportsandskilldevelopment.

 

JawaharNavodaya Vidyalaya:TheNational Policy onEducation-1986envisagedsetting upof residentialschools, to be called JawaharNavodaya Vidyalayas, thatwouldbring out the bestofruraltalent.

 

Itwasfeltthatchildrenwithspecialtalentoraptitudeshouldbeprovidedopportunitiestoprogressatafasterpaceby making goodquality education available tothemirrespectiveoftheircapacitytopayforit.Sucheducationwouldenablestudentsfromruralareastocompetewith their urban counterpartson an equal footing;seamlessly assimilating and integrating themintothemainstream ofthesociety.

Navodaya Vidyalaya’s are affiliated to CBSE and provide free residential quality education totalentedchildrenfrom Class-VI toXII.Entry into Navodaya VidyalayasismadeinClass-VIwithlateralentryinClasses-IX&XI.EachNavodayaVidyalayaisaco-educationalresidential institutionproviding free boarding andlodging,free schooluniforms, textbooks,stationery andtoandfro rail/busfare tostudents.However,a nominalfee @ Rs.600/-permonthischargedfromthestudentsofClasses-IXtoXIIasVidyalayaVikasNidhiexceptfromthestudentsoffollowingexemptedcategory.

  1. AllstudentsfromClass-VItoVIII.

Navodaya Vidyalaya’sare located in ruralareasacross the country.For the setting up of aNavodaya Vidyalaya, the State Govt. has to provide cost free land for construction of schoolbuildingatpermanentsiteandrentfreetemporarybuilding.

 

In case of 6-KGBV/ 11- Netaji Subhas Residential School mention Total Available Seats:Totalseatssanctionedforeachclassfromclass V/VItoXIIirrespectiveofpresentstrengthistotobegivenforBoysandGirls

 

  • Is thisaminoritymanaged school?:Choose the applicable code from the listprovided.Muslims,Sikhs,Christians,Buddhists,JainandZorastrians(Parsis)havebeennotifiedasminoritycommunitiesunderSection2(c)oftheNationalCommissionforMinoritiesAct,1992.Asper the Census2011,thepercentageofminorities in thecountry isabout19.3%ofthetotalpopulationofthecountry.

 

Although,thewordlinguisticminoritieshasnotbeendefinedintheConstitutionofIndia,thelinguisticminoritiesareconsideredasagrouporcollectivitiesofindividualsresidinginthe territory ofIndiaor any part thereof having adistinctlanguageor script of their own. Thelanguage of the minority group need not be one of the twenty two languages mentioned in theEighthScheduleoftheConstitution.Inotherwords,linguisticminoritiesattheStatelevelmean any group orgroups of people whose mother tongues are different from the principallanguage of the State, and at the district and taluka /tehsil levels, different from the principallanguageofthedistrictortaluka / tehsilconcerned.OntherecommendationsofTheStatesReorganisation Commission (SRC) 1956, the 7th Constitutional (Amendment) Act, 1957 wasenacted,wherebyArticles,350A&BwereincludedintheConstitution.Article350-Bprovides for a Special Officer for Linguistic Minorities, who is known as the Commissioner forLinguistic Minorities in India (CLM) to investigate all the matters relating to the SafeguardsprovidedforthelinguisticminoritiesinIndiaundertheConstitution

  • Are majority of the pupils taught through their mother tongue at the Primary level?:
    Mothertonguethelanguage/dialectwhichapersonhasgrownupspeakingfromearly
    Ifthemajorityofpupilsarebeingtaughtintheirmothertonguethencode-1
    isto begiven
  • Doestheschoolofferanypre‐vocationalexposureatUpperPrimarystage:Pre‐vocationalexposure include simple marketable skillsto studentsinUpperprimary stagetodevelopvocationalinterestsandaptitudeamongstudents.Thisleadstoself‐explorationandmakingvocationalpreferences.

 

Iftheschooloffersanypre-vocationalexposureatupperprimarystagethencodewillbe1.

 

 

  • Doestheschoolrunanyskilltrainingcentreafterschoolhours:Skillisatalentor
    ability that comes from training or practice. An example of skill is the capability to produce fineworks
    of art.Skills are what makes one confident and independent in life and are essential forsuccess. Depending on stage of life, these skills can differ from person to person. There arecertain skills that can help conquer some common challenges that can occur when learning to beindependentandself-reliant.Somecommonlifeskillsinclude:Cleaning,Emergencypreparedness,FirstAidandCPR,Gardenmaintenance,Painting etc.Thequestioncaterstocapture whetherany skilltrainingcentre isfunctionalin the schoolpremisesaftertheschoolhoursornot?IfYes,chooseCodeas1elsechooseCode2.

 

  • Distanceoftheschool(inkm.)fromthenearestGovt./Govt.Aidedschool:Thedistance of the school (for which DCF is being filled) from nearest Govt./Govt. Aided schoolwhichisprimary,upperprimary,secondary andhighersecondary istobegivenseparatelyhere.Distanceistobegiveninkilometersuptoonedecimalpointforexample2.6kms.Distanceisdefinedaswalkingdistanceafterdiscountingforallnaturalandman-madebarriersonthewaytotheschoollikehighways,trainlinesetc.

 

For each level enter 2 school code with name and distance from this school.

 

  • WhetherSchoolisapproachablebyall‐weatherroad?:Allweatherroadmeansamotor ablepuccaroadreachinguptothelocalityinwhichtheschoolissituated.Codewillbe1iftheschoolisapproachablebyall-weatherroad.

 

  • ofInstructional days (previousacademic year) for primary/Upper Primary/
    Secondary/ Higher Secondary:
    Provide information on the total number ofinstructionaldays
    forthePrimary/UpperPrimary/Secondary/HigherSecondarySchool/Sectionduring thelast
    academic yearusing threedigitnumeric.Onlythosedayswillbecounted,whichhavebeen
    sparedforInstructionalpurposesincludingexamdays.

 

  • IsContinuousandComprehensiveEvaluation(CCE)beingimplementedinschools?:CCEorContinuousandComprehensiveEvaluation isaprocessofevaluating thechild’sdevelopmentin allthe school-related activities. In an effortto reduce the stress and fearof examination, Continuous and Comprehensive Evaluation (CCE) has been recommended bydifferentpolicy documentsfromtime-to-time at the national level.The Rightof Children toFree and Compulsory Education (RTE) Act 2009 provided hope and vision to this approach ofassessingchildren’sprogressinasystemwhichisaccustomedtoclassifyingandlabelingchildrenintermsofscoresorgrades.

 

Section 29(2) of the RTE Act–2009 requires that the guidelines of curriculum and evaluationprocedures are laid down by the appropriate academic authorities. The NCERT, being the apexbody in school education at the national level, developed resource materials to address CCE andalsodisseminateditwidely.TheguidelinesweresharedwithallStatesandUTs,CentralBoardof Secondary Education, Kendriya VidyalayaSangathan, Jawahar NavodayaVidyalaya Samiti,and finalizedafterobtainingtheirsuggestions.

 

The main aim of CCE is to evaluate every aspect of the child during their presence at the school.Thisisbelievedtohelpreduce thepressureonthechildduring/beforeexaminationsasthestudent will have to sit for multiple tests throughout the year, of which no test or the syllabuscovered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bringenormouschangesfromthetraditionalchalkandtalkmethodofteachingprovideditisimplemented accurately.

DetailedguidelinesissuedbyNCERTorStatesinthisregardmaypleasebereferred.

 

 

 

QuestionNo1.38isapplicableonlyforPrivateUnaidedSchools

 

  • Does the School take admission under Section 12of the RTEAct (25%quotaas perthe
    RTE Act)?:
    The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A inthe
    ConstitutionofIndiatoprovidefreeandcompulsoryeducationofallchildreninthe age
    group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law,

determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which
representstheconsequentiallegislationenvisagedunderArticle21-A,meansthateverychildhasa
right to full time elementary education of satisfactory and equitable quality in a formal schoolwhich
satisfiescertainessentialnormsandstandards.

RTE Act 2009 undersection 12 provides thatPrivate Unaided schoolsshall admit in classI, to
the extent of at least twenty-five per cent of the strength of that class, children belonging to
weaker section and disadvantaged group in the neighbor-hood and provide free and compulsory
elementary education tillitscompletion.

“Provided further that where a school specified in clause (n) of section 2 imparts pre-school
education,theprovisionsofclauses(a)to(c)shallapplyforadmissiontosuchpre-school
education.”

  Thus,questionno1.38becomesselfexplanatoryinnatureandistobeansweredaccordingly.
Itistobenotedthatpre-primarywillalsobeconsideredifpre-schooleducationisbeingimpartedin a privateunaidedschool.

QuestionNo1.37to1.56isapplicableonlyforGovernmentandGovernmentAidedSchools

 

  • Whether Anganwadi Centre(s) is/are located inside the school premises?:Launched on2nd
    October, 1975, the Integrated Child Development Services (ICDS) Scheme is one of theflagship
    programmes of the Government of India and represents one of the world’s largest andunique
    programmesforearly childhood care and development.Itis theforemostsymbol ofcountry’s
    commitment to its children and nursing mothers, as a response to the challenge ofprovidingpre-
    schoolnon-formaleducationononehandandbreakingtheviciouscycleofmalnutrition,
    morbidity, reduced learning capacity and mortality on the other. The beneficiariesunder the
    Scheme are children in the age group of 0-6 years
    , pregnant women and lactatingmothers

 

For better governance in the delivery of the Scheme, convergence is, therefore, one of the keyfeatures of theICDS Scheme. Thisconvergence isin-builtin the Scheme which provides aplatformintheformofAnganwadiCentresforprovidingallservicesundertheScheme.

 

If answer to this question is yes, then details like code/name of Anganwadi center(s), number of
children (gender wise) in each anganwadi, is the Anganwadi Worker trained in early childhood
education(Yes or No) and Whether Anganwadi has adequate educational toys/ puppets/ games/
board gamesetc.(Yes orNo) areto begiven.

 

 

 

  • WhetherBalvatikaisstartedintheCo-locatedAnganwadi/school?:

It          isanewconceptenvisagedinNEP2020.Para1.6oftheNEP2020reads“Itis
envisagedthatpriortotheageof 5 every childwillmove to a“Preparatory Class” or
“Balvatika” (that is,beforeClass1
),whichhasanEarlyChildhoodCareEducationECCE-
qualifiedteacher.ThelearninginthePreparatory Class shall be based primarily on play-based learning
with a focus on developingcognitive,affective,andpsychomotorabilitiesandearly literacy and
numeracy.Themid-daymeal programme shall also be extended to the Preparatory Classes in primary
schools. Healthcheck-ups and growth monitoring that are available in the Anganwadi system shall
also be madeavailabletoPreparatoryClassstudentsofAnganwadiaswellasofprimaryschools.”

 

IfBalvatikaisstartedintheCo-locatedAnganwadi/schoolthecodewillbe1

 

  • Whetherany Out of school Children enrolled in the school?

Applicablecodesare1-Yes,2-No.

If code is 1-yes, then

 

Whether anyOutofSchoolChildren (OoSC)enrolled in theschool are attendingSpecial
Training?
Section 4 of the RTE 2009 Act provides that where a child above six years ofage
has not been admitted to any school and though admitted, could not complete elementary
education, then he /she shall be admitted to an age appropriate class provided that when a child is
directly admitted in order to ensure that she is at par with others he/ she shall have a right to be
providedspecial training.

Thereisnostandarddefinitionforclarifyingchildrenwhoare“outofschool”.Variedapproaches have been adopted. For clarity on the concept, the following standard definition hasbeensuggestedinD.O.no12-2/2012EE11dated08-10-2013

(https://www.education.gov.in/en/sites/upload_files/mhrd/files/upload_document/OoSC.pdf):

A child 6-14 years of age will be considered out of school if he / she has never been enrolled inan elementary school or if after enrolment has been absent from school without prior intimationfor reasonsofabsenceforaperiodof45daysormore”.

 

Applicablecodesare1-Yes,2-No.

 

  • Number of students attending Remedial Teaching in current year:Remedial teachingmeans
    Itisaprocessofremovingthepupils’learningdistortionsor
    subject matterdifficultiesthat havecreptintotheunderstanding the concept anduseofthat
    subjectwhilelearning.Itisthenextnaturalstepcarriedoutafterdiagnostictesting.

 

Someofthebenefitsoftheremedialteachingcouldbe:

 

  1. Itrectifiesconceptsthathavebeenconfusedormisunderstood
  2. Underachieversarepromotedtoupdatetheirlearning
  3. Createsconfidenceinstudents
  4. Tohelpstudentstorealizetheirfullpotential

 

TotalNumberofstudentsattendingRemedialteachingincurrentyearistobegivenhere.

 

  • NumberofstudentsattendingLearningEnhancementClasses:thealternativemodesdonot
    ensureequitablequality learningforallstudents.Asaresult,closureofschoolsislikelytoleadto

 

 

lossoflearninganddeficienciesinthe achievementofstudents‟learningoutcomes.

 

Students’LearningEnhancementguidelinespublishedbyDoSEL,MinistryofEducationinAugust2020maybereferredformore details.The linkfortheguidelinesis:

 

https://ncert.nic.in/pdf/announcement/Learning_%20Enhancement_Guidelines.pdf

 

TotalNumberofstudentsattendingLearningEnhancementClassesincurrentyearistobegivenhere.

 

  • Details of visits to the school during the previous academic year by: Cluster Resource

Centres(CRCs)/Blocklevelofficer(BRC/BEO)/District/Statelevelofficers:

ClusterResource Centres (CRCs) were established in each block of every district under SSA to

conductin-service teacher training and to provide academic support to teachers and schools on a

regularbasis as well as to help in community mobilization activities. The major academic roles of

CRCshavebeenoutlinedintheFrameworkforImplementationofSSA(2008).

 

  • (a) Whether School Management Committee (SMC) has been constituted as per RTE
    norms?:
    Section 21 (1) of the RTE Act 2009 provides that School other than private school shall
    constitute a School Management Committee consisting of the elected representatives of the local
    authority,parentsorguardiansofchildrenadmittedinsuchschoolandteachers:

 

Providedthatatleastthree-fourthofmembersofsuchCommitteeshallbeparentsorguardians:

 

Provided further that proportionate representation shall be given to the parents or guardians of
childrenbelongingtodisadvantagedgroupandweakersection:

 

Provide information regarding that fifty percent of members such committee

 

Theapplicablecodesarecode-1(Yes),Code-2(No)

 

(b)WhetherSchoolDevelopmentandManagementCommitteehavebeenConstitutedasper
SamagraShikshaguidelines?:

 

Theapplicablecodesarecode-1(Yes),Code-2(No)andCode-3(SameasSMC)

(c) Number of SMC/SDMC Meetings Conducted in previous Academic year: If 1.43(a)or/and (b) is 1-Yes, Total Number of SMC/SDMC Meetings Conducted in the previous academicyearis to begivenhere.

 

(d)WhetherSMC/SDMChaspreparedtheSchoolDevelopmentPlan?:If1.43(a)or/and(b)is1-Yes,thencodewillbe1ifSMC/SDMChaspreparedtheSchoolDevelopmentPlan.Further,yearoftheschooldevelopmentplanhastobementionedforcode-1(Yes)forthis question.

 

 

 

 

  • (a)to(c)SchoolBuildingCommittee(SBC)/AcademicCommittee(AC)/Parent-Teacher
    Association (PTA):
    If the school has constituted any of SBC, AC or PTA the code willbe -1.If
    code is 1 (Yes) for question no 1.46 (c) then give number of PTA meetings held duringthe last

 

  • Is the school registered under Public Financial Management System (PFMS)?(1-Yes,2-No):ThePublicFinancialManagementSystem(PFMS)isaweb-basedonlinesoftwareapplicationdevelopedandimplementedbytheControllerGeneralofAccounts(CGA),DepartmentofExpenditure,MinistryofFinance,GovernmentofIndia.PFMS startedduring2009withtheobjectiveoftrackingfundsreleasedunderallPlanschemesofGovernmentofIndia,andrealtimereportingofexpenditureatalllevelsofProgrammeimplementation.Subsequently,thescopewasenlargedtocoverdirectpaymenttobeneficiariesunderallSchemes.

 

The primary function of PFMS today is to facilitate sound Public Financial Management Systemfor Government of India by establishing an efficient fund flow system as well as a payment cumaccountingnetwork.PFMSprovidesvariousstakeholderswitharealtime,reliableandmeaningful management information system and an effective decision support system, as part ofthe DigitalIndia initiativeofGovernmentofIndia.

 

PFMS isalso the channel for payment,accounting and reporting under Direct BenefitTransfer.Assuch,everyDepartment/MinistryofGovernmentofIndiatransfersfundselectronicallyto beneficiary(individualorinstitution)throughPFMS.Further,StateGovernmentsandtheImplementingAgenciestransferthecashcomponentstobeneficiariesthroughPFMS.Tofacilitatetheabove,PFMShasinterfacewithoverfiftyBeneficiarymanagementapplications/systemsofdifferentMinistriesandDepartments,suchasPM-KISAN,NSAP,MNREGASoft,MCTS,AwasSoftandKanyashree.

 

IftheschoolregisteredunderPublicFinancialManagementSystem(PFMS)thecodewillbe1(Yes).

 

  • Whether the school has multi-class units? (1-Yes, 2-No):Multi-class unit is a systemwheremorethanoneclassistaughtinasingleclassroom.Thismaybeatemporaryorpermanent arrangement on the part of a school.This type of system is however not desirable toimpart quality education.There will be multi-class units only if the same system was in use forentireacademicyear.

 

If1-Yes,classesandnumberofchildrentaughttogetherinasingleclassroomaretobegivenusing‘,’(comma)inbetweenclassesintheprescribedtable.

 

  • Is the schoolpart of a School Complex?(1-Yes,2-No):First incorporated inKothariCommission Report (1964-66), the concept of school complexes is based on the assumption thathighand higher secondary schoolshavebetter facilities, whichcanbe utilized by the primaryandmiddleschools.Theformeralsohavebetterteachingstaffandinfrastructurefacilities.

 

 

Five or six primary andupper primary schoolsform a complexandget their academic and
administrativesupportfromthenodalsecondary/senior secondaryschool.

 

So a schoolcomplex is organized by taking a group ofelementary schools, high schools,atraining school, a technical school etc. together. These institutions functions cooperatively for theimprovementoftheireducationalstandards.Itwillfacilitatetoprovideequaleducationalfacilities andexperiencestoall theschools.

 

The concept of school complex is also mentioned in the NEP 2020 viz. Para 5.10 of NEP 2020reads“State/UTGovernmentsmayadoptinnovativeformats,suchasschoolcomplex,rationalizationofschools,withoutinanywayreducingaccessibility,foreffectiveschoolgovernance, resource sharing, and community building.The creation ofschoolcomplexes couldgo a long way towards building vibrant teacher communities. The hiring of teachers to schoolcomplexes could automatically create relationships among schools across the school complex; itwould also help ensure excellent subject-wise distribution of teachers, creating a more vibrantteacher knowledge base. Teachers at very small schools will not remain isolated any longer andmay become part of and work with larger school complex communities, sharing bestpracticeswitheachotherandworkingcollaborativelytoensurethatallchildrenarelearning.School

 

complexes could also share counselors, trained social workers, technical and maintenance staff,
etc.tofurthersupportteachersandhelpcreateaneffectivelearningenvironment.”

 

 

  • Is the school a Hub School for the School Complex?:Hub School is a school catering forholisticeducationtostudents;theschoolwouldhaveadvancesports,vocational,infrastructureetc. facilities along with learning. The school whose infrastructure is being utilized for training ofstudents of other schools (school within the school complex). The Hub school may be designedkeepinginmindthespecializationofScience,Technology,EngineeringandMathematics(STEM)andHumanitiesandtheymayhaveseparatebuildingblocksforboththespecializations.

 

Theapplicablecodesarecode-1(Yes),Code-2(No)

 

If  1-Yes  Number of schools in the school complex

 

  • Whethertheschoolhasundertakenanyactivityunder“EkBharatShreshthaBharat”:Indiaisauniquenation,whosefabrichasbeenwovenbydiverselinguistic,culturaland religious threads, held together into a composite national identity by a rich history of culturalevolution, coupledwitha rousing freedom struggle that was built around the tenets of non-violence and justice. The spirit of mutual understanding amidst a shared history has enabled aspecialunityindiversity,whichstandsoutasatallflameofnationhoodthatneedstobenourished and cherishedinto thefuture.

 

The Department of School Education and Literacy is also taking initiative by organizing“Ek Bharat Shreshtha Bharat (EBSB)” programme in all schools. An illustrative list of suggestedactivities has been drawn up by the Department for carrying out in all schools. The schools are toorganize these activities as per the calendar shared by the department or in coordination with

 

 

 

partnerStates/UTs,keeping inview the academic calendar. The schools are required tomaintainareportonactivitiesconductedunder“EkBharatShreshthaBharat”intheformofaquarterlyand annualSchoolReport.

Objectives:The broad objectives of the Ek Bharat ShreshthaBharat (EBSB) initiative are asfollows:

 

  • To CELEBRATE the Unity in Diversity of our Nation and to maintain and strengthen thefabricoftraditionallyexistingemotionalbondsbetweenthepeopleofourCountry
  • ToPROMOTEthespiritofnationalintegrationthroughadeepandstructuredengagement between all Indian States and Union Territories through a year-long plannedengagementbetweenStates
  • To SHOWCASE the rich heritage and culture, customs and traditions of either State forenabling people to understand and appreciate the diversity that is India, thus fostering asenseof common identity
  • ToESTABLISHlong-termengagementsand

 

  • ToCREATEanenvironmentwhichpromoteslearning betweenStatesby sharing bestpracticesand experiences.

Formoredetails,pleaserefertodocument“Guidelinesforactivitiestobeconductedunder“EkBharatShreshthaBharat”inschools”releasedbyMinistryofeducation.

 

CalendarandlistofActivitiesforSchoolsunderEkBharatShreshthaBharat(EBSB)

 

S.No. DescriptionofActivity Month/Day/

Location

Organizing

Authority

LearningOutcome
 

1.

Exposureofstudentstothealphabets,songs,proverband100sentencesinthelanguages

ofthepartneringState/UT.

AcademicYear/EveryWeek/schoolpremises Schools Itwilldevelopthelinguisticcapacityofthestudents.
 

2.

Inclusionofafewpagesinthecoursebooksofschoolsinthe

language     of    the     partneringState/UT.

AcademicYear States/UTs(SCERTs) Thestudentswillbeabletolearn      the        language            and

variousfactsaboutpartneringState/UT.

 

3.

Essay      Competition      among

studentsinthelanguageofthepartneringState/UT

AcademicYear School It     will     develop      multi-linguisticskillsinstudents.
 

4

Optionalclassesinschools,wherefeasible,forlearningthelanguageofthepartneringState. AcademicYear/EveryWeek/schoolpremises School Thestudentswillbeable tolearnthelanguageofpartneringState/UT.
5 Dramaonculture,history,thetraditionofpartneringState/UT. AcademicYear/schoolpremises School Thestudentswillbeableto

learn    the    culture    of    thepartneringState/UT.

6 Identification/translationanddisseminationofsimilarproverbsinthelanguageof

partneringState/UT.

AcademicYear States/UTs Thestudentswillbeable tolearnthelanguageandcultureofthepartnering

state/UT.

7 “ThemedDisplayBoard/Wallmagazine”onthepartneringstate.(HistoricalMonuments,DressingStyle,painting,handicrafts,alphabetandbasicsentencesofthepartnering

State/UTs).

RoundtheYear/schoolpremises Schools Thepictorialrepresentationwill help them in learning andunderstanding       aboutpartneringStates/UTs.
8 PledgeonSwachhta/Single-useplastic/watersaving/NationalUnityinthelanguageofpartnering states/UTs Atleasttwotimeseverymonth/Schools’ premises during morning assembly. Schools Thestudentswillhaveexposuretopartneringstatelanguage.
9 TalkingHour,NewsonthepartneringStates/UTs. Two      days     everymonth/Morning

Assembly.

Schools The      students      will      beacquainted  with  the  latest

newsandimportantdayto

dayeventsinpartnerstate/UT. Thestudentswillalsoknow about          the        partneringStates/ UTs indetail.

10 “Questions/Answersession”on

partneringStates/UTs.(KnowYourPartnerStates/UTs)

Onceinamonth/MorningAssembly. Schools Itwillhelpstudentsto

remembertheimportantfactsaboutpartneringStates/UTs.

11 “State  Day      Celebration”      ofpartner State/UT OnStateDay/SchoolPremises Schools ItwilldevelopasenseofunityamongthestudentsofboththeStates/UTs.
12 Culturalcompetition(FolkSongs/Dance,arts&painting,Music any other cultural activityofthepartneringStates/UTs.) JanuarytoMarch/SchoolPremises&DistrictHeadQuarter Schools/Districts ThestudentswillgetthechancetolearnabouttheculturalactivitiesofpartneringStates/UTsandshowcasetheirtalent.Itwillfostercommunityfamiliarization.
13 “Literary          Fest”     (Quizcompetition,Poetry,recitation,Extempore,Speech,Debate,

TranslationofpopularregionalscriptofpartneringStates/UTs).

SchoolPremises Schools Itwilldeveloplinguisticandcreativeabilitiesinstudents.
14 EkBharatShreshthaBharatUtsav (Unity Pledge,project ontheculture,customs,dress,agriculture,climateandtopography,Video

ConferencingwithstudentsofpartneringStates/UTs.)

31October2020(National Unity

Day)/    SchoolPremises

Schools Itwillprovideacommonplatformtostudentsforsharingtheiroverallexperience/best practicesofEkBharatShreshthaBharat.
15 “State-ProjectNotebook”

onpartneringstate/UTbyeachstudent.

NovembertoDecember/ClassTeacher Schools Itwillhelpchildreninmaintaining a record of theirparticipationinactivitiesUnderEkBharatShreshtha

Bharat.

16 “Ek Bharat ShreshthaBharat”schoolReport Monthly/AnnualSchool Admini-stration Schools  

 

 

  • Is the School certified as Fit India School?(1-Yes, 2-No):

 

The Fit India Mission hasprepared a  system of FIT INDIA SCHOOL Certification with simple and easy parameters asbelow:

 

  1. HavingoneteachertrainedinPhysicalEducation(PE),andsuchteacherisphysically
  2. HavingonePEperiodeachdayforeverysectionandphysicalactivities(sports,dance,
    games, yoga-asan, PT)takeplacein thePEperiod.

 

TogetlatestanddetailedinformationforFitIndiaSchoolcertification,pleasevisithttps://fitindia.gov.in/

IftheSchooliscertifiedasFitIndiaSchoolthecodewillbe1(Yes)

 

 

  • Is the school providing Holistic Report Card for every learner based on peer / self /teacher assessment(1-Yes, 2-No):The holistic report card is a 360-degree, multidimensionalreport that reflects in great detail the progress as well as the uniqueness of each learner in thecognitive, affective, and psychomotor domains. It includes teacher, self and peer assessment, andprogressofthechildinproject-basedand inquiry-basedlearning,quizzes,roleplays,groupwork, portfolios, etc).

 

IftheschoolprovidingHolisticReportCardforeverylearnerbasedonpeer/self/teacherassessmentthecodewill be1(Yes).

 

 

 

  • Mention Totalnumber of daysMid-Day Meal served under PM-POSHAN ( in Last academic year):Number of days for which mid-daymeal has beenserved, number days in week, number of days per month willbegiven here.

 

  • Availability offree textbooks, TeachingLearning Material(TLM),Playmaterial (incurrentacademicyear)andGradedSupplementaryMaterial(forpreviousacademicyear):

Teachinglearningmaterials(TLMs):Thesearetools,whichareusedbyteacherstohelplearnerstolearnconceptwitheaseandefficiency.TLMshavebeeninexistenceinoureducational system since ancient times.The role of TLMs in the classroom is to make learningreal, practical andfun for children.Teachers useTLMs to illustrate or reinforce a skill, fact oridea. The teaching-learning material can be human or non-human resources. They canalso beanimate andinanimate.Teaching-learning material can be easily bought or made by theteacheror student.

 

Theteaching-learningmaterialsareusuallydividedintothreetypes-

 

  1. AudioAids:Theseaidshelptolearnbystimulating theauditorysenses.Ithelpsinlearninglanguageasitfocusesonpronunciation.Smallkidsfinditinteractiveifsongsandmusicareinvolvedwithlearning.Audioaidsinteaching-learningmaterialshelptomemorizeeasier.E.g.:cassettesandtapeplayers,radio,tape-recorder.

 

  1. VisualAids:Lines,patterns,colorfulimagery,brightcolorsallcontributeasvisualaids.Theseareeye-catchingintheliteralsenseandfacilitatelearning.E.g.:globes,blackboards,maps,charts,etc.

 

  1. Audio-Visual Aids: These combine the audio and visual aids in one. They engage boththe hearing and visual organs of the students to understand something effectively. Theyarehighlyattractive.E.g.:LCDprojector,television,computer,virtualclassroom,etc.

 

TheTeaching-learningmaterialisateachingaidprovidedtostudentsbytheteachinginstitutionor bought bythe studentsthemselves.

 

 

GradedSupplementaryMaterial:

 

Materialsdesigned to beusedinadditiontothe corematerialsofa course.They areusuallyrelated to the development of skills of reading, writing, listening or speaking rather than to thelearning of language items, skills development materials,grammar, vocabulary and phonologypracticematerials, collectionsof communicativeactivities, extra worksheets,games, booksetc.thatateacher usesforteaching materialsinadditiontoacore text.

 

This may be in the form of books, charts, graphs images etc. to supplement the core subjectcoverage.

 

Questionno1.53.1to1.53.8.1aretobeansweredaccordingly.

 

 

 

 

 

 

  • KeyperformingIndicators(KPI)onteaching,learning(incurrentacademicyear),materialsetc.:

The parameters discussed in 1.53 part of section 1 are basically the input variables for capturingthe learning outcomes.By input variables wemean that these are thevariables that areverymuch necessaryfortheschoolstomonitorortoimprove thelearningoutcomes.

 

1.54.1: Learning Outcomes:Children learn in a variety of ways such as listening, reading,playing,interacting anddoing.Thislearningleads to changein theirbehavior.Thischange,when observed and assessed, is often termed as learning outcome. The parameter focuses uponnumber of assessment items created by school based on the Learning Outcomes (LO’s) defined byNCERT/SCERT.The NCERThave defined theLO’s for each level of education.They areeasilyavailableontheNCERTwebsite.Thelinkforthemishttps://ncert.nic.in/learning-outcome.php

 

  • Criterion-ReferencedItems:Thesearetheitemsdesignedtomeasurestudentperformance against a fixed set of predetermined criteria or learning standards (based on NASfindings here).

 

The criterion is not the cut score; the criterion is the domain of subject matter that the test isdesigned to assess.For example, the criterion may be “Students should be able to correctly addtwosingle-digitnumbers,”and thecutscoremay be thatstudentsshouldcorrectly answeraminimumof80% ofthequestionstopass.

 

Criterion-referenced evaluations are used in schools to examine specific knowledge and abilitiesthatstudentshavemostlikelygained.Thisdetermineshowclosetheyaretomasteringastandard.Theyallowteacherstoassesshowtheycanassiststudentsimproveinspecificareas. Criterion-referenced evaluations will showyouwhereyour learners are in termsof anacceptedstandard,allowingyoutotailorinstructionsandassistanceforstudents.

 

  • For example driving tests are criterion-referenced tests, because their goal is to see whether thetest taker isskilled enoughtobegranted a driver’slicense,not to see whether one test taker ismoreskilled thananothertesttaker.

 

1.54.3:Whethertheschoolteachersoftheschoolhavecreatedteachingaids/toolsforteaching and learning:Here we have to mention whether teachers have created tools/teachingaidskeepinginviewoftheLeaningOutcomesfrom theNAS.

 

Theapplicablecodesarecode-1(Yes),Code-2(No)

 

  • Whethertheschoolactivelyundertakesacademicenrichmentactivities,suchasProject/Group work, portfolio, virtual labs, class performances, quizzes/debates, creativewriting,etc?:

AcademicEnrichmentActivities:Academicenrichmentprogramsare designedtoprovideasetting in which students gain critical-thinking skills and advanced knowledge in a particularsubject. Alotofknowledgecanbegainedbylisteningtolectures,readingtextbooks,andlearning rotememorization. However,many students struggle toapply what they learntoreallife experiences.Agoodenrichmentprogram teaches students the concepts butalso providesthemwithhands-onlearninganduniqueexamsthathelpstudentsusethoseconceptsinapplicable ways.

 

Duetothe way theseprogramsaredesigned, studentsgain confidence inthe subjectarea theyarestudying.Theyalsodevelopproblem-solvingandcritical-thinkingabilities.Thishelpsimprovetest-takingskillsandpreparesthemforfutureacademicgoalsinothersubjectsaswell.

Oneofthebiggestadvantagesofacademicenrichmentprogramsisthattheycanteachstudentsat a higher level than in a traditional classroom. The curriculum becomes more difficult as thestudents get smarter, presenting them with continual challenges that lead to higher confidencelevels.

 

Some of the few examples of academic enrichment activities are Project/Group work, portfolio,virtual labs, class performances, quizzes/debates, creative writing, preparation of bulletin boards,puzzlesolvingetc.

 

  • Total Number of Hard Spots identified in learning outcomes:Mention the number ofhard spotsidentified inlearningoutcomes.

 

Hard Spots: Hard Spots are those concepts which majority chunk of learners finds difficult inunderstanding.Thismayvaryfromleveltolevel,SchooltoSchool,BlockstoBlocks,Districtsto Districtsand Stateto State.

 

  • Numberofstudentsreceivedorientationoncybersafety:

 

CyberSafety:

 

Numberofstudentsreceivedtrainingonpsycho-socialaspects

  • Psycho-social aspects: Psycho-social factors are characteristics or facets that influence anindividual psychologically and/orsocially.Suchfactorscan describeindividuals in relation totheirsocialenvironmentandhowtheseaffectphysicalandmentalhealth.Apositivepsychosocial school environment helps to create a conducive environment for effective teachingandlearning.Itrelatesto‘thedynamicrelationshipbetweenpsychologicalaspectsofour experience(ourthoughts,emotions,andbehaviors)andourwidersocialexperience(ourrelationships,familyandcommunitynetworks,socialvalues,andculturalpractices).

 

Key elements contributing to the psychosocial school climate include the quality of personalrelationships at school, methods used in the process of learning, classroom management anddiscipline,students’andteachers’well-being,prevalenceofschool-basedviolence,andsocialand emotionallearning(SEL).

 

Keyaspectsforanurturingpsychosocialenvironmentinclude:

 

People– friendshipsand relationships that students createwith peers andteachersinschools;thisalsolinkstoeffectiveparentalinvolvement,positiveteacherattitudesaswellascollaborativepractices.

 

Process –afunandengagingatmospherethatallowsstudentsandteacherstobecreative,

 

 

collaborative, and free to learn without the fear of making mistakes. This also relates to useful,relevant,andengaginglearningcontentandreasonableworkload.

 

Place– a warm and friendly school environment with more open classrooms and colorful as wellas meaningful displays.

 

Sustainable Development Goal 4 (SDG 4) recognizes the importance of the psychosocial schoolenvironment. Implementation target 4.a aims to ‘build and upgrade education facilities that arechild,disability,andgender-sensitiveandprovidesafe,nonviolent,inclusive,andeffectivelearningenvironments forall’.

 

Examplesofpsychosocialfactorsincludesocialsupport,loneliness,socialdisruption,bereavement, social status,andsocialintegration.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION1-B

 

SCHOOLSAFETY

(ForAlltypeofSchools)

 

 

Disasters have not only challenged the government and other stakeholders in providingaccess to education but also endangered the lives of children and those engaged in the pursuit ofeducation.   Given the fact thatchildren are expected to spend majority of their time atschool,safeschoolsattainveryhighimportancewithaviewtoensuringtheirsafetyandwellbeing.

 

‘School Safety’ has been defined as the creation of safe environments for children starting fromtheir homes to their schools and back. This includes safety from large-scale ‘natural’ hazards ofgeological/climatic origin, human-made risks, pandemics, violence as well as more frequent andsmaller-scalefires,transportationandotherrelatedemergencies,andenvironmentalthreatsthatcan adversely affectthe lives of children.The concept has evolvedover the last couple ofdecadesasthethreattothephysicalwellbeingofchildrenhasbecomemorevisiblebothgloballyand in thecountry.

 

TheNationalDisasterManagementAuthorityhasreleasedadocument“NationalDisasterManagement Guidelines-SchoolSafetyPolicy-February2016”

 

Thisdocumentcanbeaccessedathttps://ndma.gov.in/Governance/Guidelines

 

  • Whether the School Disaster Management Plan (SDMP) has been developed? (1-Yes,2-No):Schools should also develop a Disaster Management Plan defining procedures to confine,contain,consolidateandcontroltheemergencyandcrisis,withinputsfromDDMA.

Thisplanshouldincludeamongotheraspects,systemofwarnings,communicationprotocolswithinandoutsidetheschool(includingusageofpublicaddressalsystem),identificationofevacuationroutes,accessbyemergencyvehiclesandcareofchildrenwithspecial needs. The Disaster Management Plan should also include stock piling of emergencyequipmentandmaterials,regularmaintenanceofemergencyequipment,arrangementsfororderly releaseof studentstoguardians and temporary shelter, in caserequired.A sitemapshould be included in the plan, designating planned evacuation routes and assembly areas. Thesame should be displayed on each floor of the school. A copy of the plot map and floor plan foreachschoolwiththesedetailsshouldbesubmittedtotheDistrictDisasterManagementAuthority(DDMA) forinclusionintheDistrictDisasterManagementPlan(DDMP).

 

Detailedguidelinescanbeaccessedinthedocument“NationalDisasterManagementGuidelines

-SchoolSafetyPolicy-February2016”availableathttps://ndma.gov.in/Governance/Guidelines

 

IftheSchoolhasdevelopedDisasterManagementPlan(SDMP)thenthecodewillbe1(Yes)

 

  • Whether Structural Safety Audit has been conducted? (1-Yes, 2-No):Structural SafetyAudit primarily refers to audit of Buildings in school by civil engineer to measure the strength tofaceprobabledisasters.Firesafetyauditisalsoanessentialcomponentofit.Periodicstructural

 

 

 

 

audithas  beendesired/mandatedthe  document“National  DisasterManagementGuidelines-SchoolSafety Policy-February2016”

 

IfStructuralSafetyAudithasbeenconductedthenthecodewillbe1(Yes)

 

 

  • Whether Non-Structural Safety Audit has been conducted? (1-Yes, 2-No):Besidesstructuralsafetymeasures,non-structuralelementswithintheschoolcampusneedtobeaddressed to ensure safety. These are mostly low cost, regular maintenance items that the schoolshouldaddressonaregularbasisfromtheirownfunds.Someoftheseitemswhichcouldbepartof Non-StructuralSafetyAudit are:

 

  • All items of furniture such as almirahs, shelves, black boards etc., as well as any other
    items that may fall and cause injury to students and teachers such as ceiling fans, coolers,
    needtobesecuredtothewallsorfloor.
  • Anyelectricalitemssuchasloosewiresthatmaycauseanexigencyshouldbeaddressed
  • Chemicalandanyhazardousmaterialsintheschoollaboratoryshouldbehandled
    andstoredas perinstructionstopreventanyharmtostudentsandschoolstaff.
  • Openareasincludingcorridorsandevacuationroutesincludingstaircasesandramps
  • Pots/plantersintheplaygroundorcorridorsshouldbekeptinamannerthatdoesnot
    affectsmooth evacuation
  • Any derelict or unused building, rubble, etc. should be removed to prevent any harmful
    animals orpestsfromaccessingchildren.
  • Traffic movementoutside the school shouldbe managedto minimize risk tostudentsat
    the timeofassemblinganddispersalof school.
  • During excursions,schoolsshouldcarefully choose thelocation ofexcursion andthe
    itinerary so that exposure to hazard is minimized. Extra precautions should be taken when
    studentsarebeingtakenclosetowater bodies,narrowmountainoustracksetc.
  • Busesoranyothervehiclesowned/hiredbytheschoolneedtobemaintainedproperly
    so that students are not at risk of accidents.Drivers need to be appropriately trained on
    speedlimits, stoppage of vehiclesaswellascrisis management so that children remain
  • Emergencyequipmentsuch asfireextinguishers,firstaidkits,ropesetc. needtobe

IfNon-StructuralSafetyAudithasbeenconductedbytheschoolthencodewillbe1(Yes)

 

 

  • WhetherCCTVCamerasareavailableinschool?(1-Yes,2-No):Increasingincidentsofnegligence&crimesagainstchildrenhaveraisednumerousdoubtsandquestionsinthemindsof parents. The need of the hour is to ensure that children are safe and feel safe all the time.Vigilanceandkeepinganeyeoutforanyanomalyordeviationsinchildren’sbehaviorissomething that can be done to fortify ourselves in this fight. However, we are only humans andmay

overlookcertain things ormay even lowerourguard over time. Then, howcan we ensurethe safety of children. The answer is CCTV Surveillance Systems. In the age of technology, thissimple weapon isone of the mosteffective waysto deterand fight the evils. CCTV surveillanceisofgreatimportanceinschools.SomeoftheusesofCCTVare:

  1. Itallowsformaintenanceofaneffectiveaccesscontrolsothatonlyauthorizedpersonsaccesstheschoolthusmaking iteasiertokeep theentrancesandexitsofaschoolsecure.
  2. Itisusefulinorganizingevacuationincaseofemergenciesandreducingtheresponsetimewhen planningsecuritydrills.
  3. Intheeventofanyvandalismortheft,itisausefultoolinprotectingtheschoolpropertyandidentifyingthe perpetrators.
  4. Itcanbeusedtokeeptrackofattendanceofstudents,teachersandsupportstaffalike,alongwith ensuringtheyarealldoingtheir workefficiently.
  • Withincreasedcasesofragingandbullying,itnotonlyactsasadeterrent,italso
  • Ithelpstokeepparents’mindateaseaboutthesafetyandsecurityoftheirchildren.
  • Ithelpsinkeepingawatchontheteachers’methodsofteachingandpunctuality.

 

IfCCTVcamerasareinstalledinschool,then,codewillbe1(Yes).

 

  • Whether Fire Extinguishersare installed? (1-Yes,2-No):AFireExtinguisher is aportable device that discharges a jet of water, foam, gas, or other material to extinguish a fire.There arefivemain typesoffireextinguishers:

 

  1. CarbonDioxide(CO2).

 

SchoolneedstoinstallFireExtinguishersintheschoolpremisesaccordingtonormsprescribedinFireSafety Audit.

IfFireExtinguishersareinstalledintheschool,then,codewillbe1(Yes).

 

  • Does the school have a nodal teacher for school safety? (1-Yes, 2-No):“NationalDisasterManagementGuidelines-SchoolSafetyPolicy-February2016”providesfordesignatingaschoolsafetyfocalpointteacher(FPT)tooperationallyanchorsafetyrelatedactions at the school level as part of his / her routine commitments in the school.Therefore,School may appoint a nodal teacher for School safety in line with these guidelines.This may bedonetoensuretimely complianceofallschoolsafetynormsandguidelinesasprescribed.

 

Iftheschoolhasdesignatedanodalteacherforschoolsafety,thenthecodewillbe1(Yes).

 

 

 

  • Whetherstudentsandteachersundergoregulartraininginschoolsafetyanddisasterpreparedness?(1-Yes,2-No):Annexure3of“NationalDisasterManagementGuidelines-SchoolSafetyPolicy-February2016”prescribesabroadlistoftrainingsrequiredfor promotion of school safety.Training may be conducted in accordance with section 5 theseguidelines.

Ifstudentsandteachersundergoregulartraininginschoolsafetyanddisasterpreparednessthen,thecode willbe1 (Yes).

 

  • Whether disaster management is being taught as part of the curriculum? (1-Yes, 2-No):Section 10.6.1 of National Policy on Disaster Management 2009 (NPDM) discusses theintroduction of subject of disaster management in the curriculum through the Central and StateBoards of Secondary Education.On their part, Central Board of Secondary Education, StateBoardsofSecondaryEducation(SCERT),andotherinstitutionsinvolvedincurriculumdevelopment needed to include age appropriate theoretical as well as practical knowledge on riskofdisasters,nationallyandspecificallyabout theirownstate.

Consequently,DisasterManagementhasbeenintroducedasasubjectintheCentralBoardschoolcurriculum,aswellasseveralStateEducationBoards.

 

Ifdisastermanagementisbeingtaughtaspartofthecurriculuminschoolthen,codewillbe1(Yes).

 

  • WhetherschoolhasreceivedgrantforSelfDefenseTrainingforGirls?(1-Yes,2-No):Keeping in view, the rising number of crimes against girls in the country, it is important toprovide self-defence training to them in the schools to ensure their safety and security. Self-defence training is a life skill that helps girls to be more aware of their surroundings and beprepared for the unexpected at any time. Through the self defence training, the girls are taught tobecome psychologically,intellectually and physically strong enough toprotect themselves intimesofdistress.Selfdefencetrainingtechniquesinstillsselfconfidenceamongstgirlsandhelpsto promotegirlseducation particularly their transitiontosecondary andhigher secondary leveland to reducethe dropoutrate inschools.

IfschoolhasreceivedgrantforSelfDefenseTrainingforGirlsthen,codewillbe1(Yes).

 

Ifanswertoquestionno1.54.9isyes(code-1)thenactualnumberofgirlstudentswhohavebeenprovidedtraining willbegivenhere.

 

 

 

 

  • Whether the school hasdisplayed safetyguidelineson DisplayBoard?(1-Yes,2-No):To ensure widespread awareness of school safety guidelines amongst all stakeholders it isnecessary to put it on the display board.The School Safety guidelines may be displayed on thewebsite of school.School Safety guidelines may consist of evacuation plan, list of Do’s andDon’ts,Asitemapdesignatingplannedevacuationroutesandassemblyareasetc.

IfschoolhasdisplayedsafetyguidelinesonDisplayBoard,thencodewillbe1(Yes)

 

  • Whetherthe school has appointed any teachersasa firstlevelcounselors?(ForGovernmentSchools)(1-Yes,2-No):

 

  • Frequencyofsafetyandsecurityauditofschoolsforensuringchildsafetybyinvolving all stakeholders (SMC, Parents, Senior Students, senior girl Students):Safety andSecurity audit ofschoolmay be conducted asfar as possible as per norms prescribed.Allstakeholders like School Management Committee, Parents, and Senior Students & Senior GirlStudents should be part of such audits.Frequency of audit in the reference year is to be reportedfromthecode list.Theapplicablecodesare:

 

(1-Once, 2-Twice, 3-Threetimes, 4-Fourtimes, 5-Morethanfourtimesayear, 6-None)

 

  • Is the school displaying photographs of all teachers in a school? (1-Yes, 2-No)

 

  • Has the school adopted/initiated Vidya Parvesh Module? (1-Yes, 2-No)‘VidyaPravesh – Three-month Play-basedSchoolPreparation Module for Grade-I’, has been developedas per the recommendations of the National Education Policy, 2020 (NEP 2020). Children whoenter Grade-I, come from diverse backgrounds: some of them have pre-school or Anganwadiexperience,somehavegoodhomeeducationexperience,someothersmaycomedirectly toGrade-I without any prior experience of pre-school education. Providing children with ‘VidyaPravesh — Three-month Play-based School Preparation Module for Grade-I’ is an attempt topromotetheirholisticdevelopmentbyprovidingageappropriateexperiencesfordevelopingrequisite competencies necessary for Grade-I.The moduleisan integral part of NipunBharat—anationalmissiononFoundationalLiteracyandNumeracy(FLN)oftheGovernmentofIndia.Itis a three months’ (12 weeks) programme developed as an interim measure for all children whohaveenteredGrade-I.TheprogrammeinthemoduleisdesignedtobeimplementedatthebeginningofGrade-Iforthreemonthsandtransactedforfourhoursper day.

 

DetailedguidelinesonVidyaPraveshModulepublishedbyNCERTmaybereferred.

IftheVidyaPraveshModulehasbeenadopted/initiatedintheschoolthenthecodewillbe1(Yes)

 

  • Students’ attendance captured? (1-Attendance Register, 2-Electronically, 3-Biometric)

 

  • Teachers’ attendance captured? (1-Attendance Register, 2-Electronically, 3-Biometric)

 

  • Whether the school has constituted Youth Club? (1-Yes, 2-No)

 

Youth clubs in schoolsare an instrument to develop life skills, build self-esteem, develop self-confidence and resilienceandcounternegativeemotionsofstress,shameandfear.Youthclubsinschoolsafterschoolhours are an instrument to develop student skills other than academic abilities in different areas.Students can excel in their skills as per their choice and abilities in the clubs. The learningenhancestheircapabilitytocombatthechallengesintheirfuturelife.

 

  • Thelearningofchildrenalongwithpeergroupprovidesfunandalsomakesapositiveimpactontheirlocalcommunityand theworld.
  • Thediversityamongchildrenintermsofurban,rural,caste,class,religion,region,language,culturalbeliefs,disability,gender,sexualorientationneedtobeappreciated.
  • Childrenneedtobetrusted,appreciatedandrespected.
  • Activitieswillempowerlearnersthroughparticipatory,process-oriented,non-judgmentalapproaches.
  • Activitieswillenhancethephysical,mental,emotionalandsocialwell-beingoflearners.
  • Learnersneedtobeprovidedanopen,non-threateningandconduciveenvironment.
  • Involvement of all stakeholders, particularly teachers, parents and community is crucial.They should be sensitized to the needs and concerns of children and young people so as torespond to themin positiveways.
  • It will lead to better utilization of school infrastructure and other facilities such as playground,library, sportsequipments etc.
  • Thestudentscanparticipateinactivitiessuchasdebates,music,arts,sports,reading,physical activities after school hours and during vacation. These would help in utilising theideal school infrastructure particularly playing fields, sports equipment and libraries whichinternedwillhelpthestudentstodevelophobbies,skillsandinteresttheymightnototherwise be able toexplore.
  • The school principal willin-chargeof Youth& Eco Club. One teacher willbe assigned asa nodalperson on rotation basis, who would stay back after school hoursto facilitate theclub activities.

IftheschoolhasconstitutedYouthClub,thenthecodewillbe1(Yes)

 

  • Whether the school has constituted Eco Club? (1-Yes, 2-No)

 

Eco clubs in schoolswillempowerstudentstoparticipateandtakeupmeaningfulenvironmentalactivitiesandprojects. It is a forum through which students can reach out to influence, engage their parents andneighborhood communities topromote sound environmental behavior.Itwill empower studentsto explore environmental concepts and actions beyond the confines of a syllabus or curriculum.Whileeveryone,everywhere,assertstheimportanceof‘learningtolivesustainably,’environmentremainsaperipheralissueintheformalschooling system.

ObjectivesofEco-clubsinschool:

 

  • Motivate the students tokeep their surroundingsgreen and clean by undertaking plantation of

trees.

  • Motivate students to imbibe habits and life style for minimum waste generation, sourceseparationofwasteanddisposingthewastetothenearest storage point.
  • To develop skills of observation, experimentation, survey, recording, analysis, reasoningneededforconservingenvironmentthroughactivities
  • Organizeseminars,debates,lecturesandpopulartalksonenvironmentalissuesintheschooltomotivatethe studentstokeeptheirsurroundingsgreenandclean.
  • Promote ethosofconservationofwater by optimizing the useofwaterandcleaning ofwaterbodyintheadjacentarea.
  • Motivate students to imbibe habits and life style for minimum waste generation, sourceseparationofwasteanddisposingthewastetothenearest storage point.
  • Educate students to create awareness amongst public and sanitary workers, so as to stop theindiscriminateburning ofwastewhichcauses respiratorydiseases.
  • Sensitize the students to minimize the use of plastic bags, not to throw them in public placesas they choke drains and sewers, cause water logging and provide breeding ground formosquitoes.
  • Organize tree plantation programmes, awareness programmes such as quiz, essay, paintingcompetitions, rallies, nukkadnatak etc. regarding various environmental issues and educatechildrenaboutre-useofwastematerial&preparationofproductsoutof waste
  • Campaign against use of loud speakers, motivate students not to use crackers and fireworks,recyclingofglassandmetals,useofunnecessaryhorns.
  • Field visit to environmentally important sites including polluted and degraded sites, wildlifeparks, etc.
  • Organize rallies, marches, human chains and street theatre at public places with a view tospread environmentalawareness.
  • Action based activities like tree plantation, cleanliness drives both within and out side theschoolcampus.
  • Growkitchengardens,maintainvermin-compostingpits,constructwaterharvestingstructuresinschool,practicepaperrecyclingetc.
  • Maintenanceofpublicplaceslikeparks,gardensbothwithinandoutsidetheschoolcampus.
  • Mobilizeactionagainstenvironmentallyunsoundpracticeslikegarbagedisposalinunauthorizedplaces,unsafedisposalof hospitalwastesetc.
  • Beautifyselectedroadsideareawithplantsandflowersandputcampaignboardstogenerate awareness.

 

IftheschoolhasconstitutedEcoClub,thenthecodewillbe1(Yes).

 

  • Whether Teacher Identity Cards are issued to all teachers in the school? (1-Yes, 2-No)

 

  • State School Standard Authority (SSSA) self-certification obtained? (1-Yes, 2-No)

 

An effective quality self-regulation or accreditation system will be instituted for all stages ofeducationincludingpre-schooleducation-private,public,andphilanthropic-toensurecompliance with essential quality standards. To ensure that all schools follow certain minimalprofessionalandqualitystandards,States/UTswillsetupanindependent,State-wide,bodycalled the State School Standards Authority (SSSA). The SSSA will establish a minimal set ofstandards based on basic parameters (namely, safety, security, basic infrastructure, number ofteachers across subjects and grades, financial probity, and sound processes of governance),whichshall be followed by all schools. The framework for these parameters will be created by theSCERTinconsultationwithvariousstakeholders,especiallyteachersandschools.

 

IftheschoolhasobtainedStateSSAself-certificationthencodewillbe1(yes)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION1-C

 

Receipts and Expenditure

 

 

 

Section1-C–ReceiptsandExpenditure:

 

  • Grants received by the school & expenditure made during the financial year 2022-23

(For Govt. andGovt. Aided Schools)

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

  • Financial Assistance received by the school (for all schools in last Academic year)

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

  • Whether school is maintaining for the following?(for all Schools in Previous Academic Year)

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

  • Total annual expenditure of school on account of following(for all Schools in Previous Academic year)

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

 

.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION1-D

 

VocationalEducationDetails

(Onlyforgovernmentandgovernmentaidedschoolshavingvocationalcourses)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

InpursuanceofthedecisionofthecabinetcommitteeonSkillDevelopmentinitsmeetingheldon 19th December 2013, the National Skill Qualification Framework (NSQF) was notified on 27thDecember2013.

 

The National Skills Qualification Framework (NSQF) organized qualifications according to aseries of levels of knowledge, skills and aptitude.These levels are defined in terms of learningoutcomes which the learner must possess. Regardless of whether they were acquired throughoutformal,nor-formalorinformallearning.InthatsensetheNSQFisaqualityassuranceframework.Itis,therefore,anationallyintegratededucationandcompetencybasedskillframework that will provide for multiple pathways, horizontal as well as vertical, both withinvocationaleducationandvocationaltrainingandamongvocationaleducation,vocationaltraining, general education and technical education thus linking one level of learning to anotherhigher level.This will enable a person to acquire desired competency levels, transit to the jobmarket and, at an opportune time, return for acquiring additional skills to further upgrade theircompetencies.

 

Thequalificationframeworkisbeneficialtoschools,vocationaleducationandtrainingproviders,highereducationinstitutes,accreditingauthoritiesaswellasindustryanditsrepresentative bodies, unions, professional associations and licensing authorities.The biggestbeneficiaries of such a framework are the learners who can judgetherelativevalueofaqualificationat aparticularlevelontheframework andmake informaldecisionsabouttheircareer progression paths.

 

  • DoestheschoolprovideanyvocationalcoursesunderNSQF?(1-Yes,2-No):Ifvocational course(s) are being provided in the school under National Skill Quality Framework(NSQF) duringtheyearthenthecodewillbe1-Yes.

Questionno1.61(b)onwardsaretobeansweredonlywhencodeforQuestionno1.61(a)is1-Yes.

 

  • (a) Sector(s) / Trade(s) available in the school:A maximum of four sectors/Trades can beselected from list of all sectors/trades. Sectors/trades are to be selected in descending order oftotal number of students enrolled in a particular sector/trade.   Year of starting of sector/trade isalso to begiven in YYYYformat. Job role are to be selected  Sector(s) / Trade(s) / Job role option are given in DCF.

 

1.61(b)VocationalCoursescoveredunder:Thecoverageofvocationalcourseistobeprovided here in terms of codes.If the vocational courses are covered under Centrally sponsoredschemeofvocationalisationofschooleducationthencodewillbe1.ForStatesponsoredscheme code will be 2 and if vocation courses are not covered under center and state sponsoredscheme then codewillbe 3.

 

1.61(c)Details on vocational course(s) / training(s) in Previous Academic Year ( AY 2022-23)

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

1.61 (d) Details of Placements and Employment in Previous Academic Year (2022-23):

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

1.61(e) Availability of Vocational Lab :

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 SECTION1-E

 

 Mid-Day Meal

 

(OnlyforGovernment

and

Government aidedschools)

 

 

 

 

 

 

 

In this section Question No.1 to 12 to be

filled up as per instructed in DCF

 

 

 

 

 

 

 

 

SECTION2

 

PHYSICAL FACILITIES,EQUIPMENT,COMPUTERANDDIGITALINITIATIVES

 

 

 

 

 

SECTION2-PHYSICALFACILITIES,EQUIPMENT,COMPUTERANDDIGITALINITIATIVES

 

PARTA:PhysicalFacilitiesandEquipmentinSchools

 

  • Status of PresentSchool Building?:It is the ownership status of the School building as onthereferencedate.TheSchoolbuildingmayconsistofmorethanonebuildingblock.Ownership status of majority of the blocks will be considered in this case.The applicable codesare:

 

1-   Private,                          4-GovernmentSchoolinaRentfreebuilding,

  • Rented,                         5-NOBuilding,

3-   Government,                  6-SchoolRunninginotherDepartmentBuilding

 

  1. Private: Owned by a private individual or organization. No rent is paid for such building(rent free)asthe ownershiplieswith theusers.

 

  1. Rented:Ownedbyanyindividualororganizationforwhichtheschool/managementpaysrent.
  2. Government: The school building belonging to Government Department, local body oranysuchagency(education,tribalwelfare,socialwelfaretootherdepartment)foreducationalpurposeshouldbeconsideredunderthiscategory.
  3. GovernmentSchool ina rent‐freebuilding: Somegovernment schools do not havetheir own building but work from a building/rooms provided by community and no rent ispaidforthesame.SchoolsshouldbeconsideredinthiscategoryiftheschoolisfunctioningoutofanyGovt.buildinglikeCommunityCenter,GramPanchayatetc.anddo not havetheirownbuilding.
  4. No Building: Schools without building are to be mentioned under this category. Someschoolswhichare operatingoutof Tentsetc. are tobeconsidered here.
  5. School Running in other Department Building: School buildings which are running inbuildings ofotherdepartmentwillbeconsideredhere.

 

 

  • Type of School Building:The school building may consist of more than one building.OnlyBuildingBlocksCurrentlyusedforinstructionalandAdministrativepurposesaretobeconsidered for this item.Total number of building blocks are to be given against Pucca building,Partially Pucca building (with Pucca walls and floor without concrete roof), Kuchcha building,Tent,DilapidatedBuildingandBuildingUnderConstruction.

 

 

 

 

 

 

Pucca:Aschool building is tobe treatedas Pucca if it has itswallsand roofmade of theconcrete material.

 

Partially–Pucca:A school building is to be treated as partly Pucca if it has its Pucca walls andfloorbutroofisnot made ofconcretematerial.

 

Kuchcha:Aschoolbuilding,thewallsandroof,ofwhichismadeofmaterialsother thanconcretematerialsuchasmud,grass,looselypackedstonesetc.

 

Tent:Aschoolbuilding,thewallsandroof,ofwhichismadeofmaterialsother thanconcrete,materialsuchasmud,grass,looselypackedstonesetc.

 

Dilapidated Building:Inastateofbadconditionordamageasaresultofageorneglect(Certified byAuthority).

 

Building under Construction:

 

  • TypeofBoundaryWall:Theapplicablecodes are:

 

1- Pucca,                                                                    5-Noboundarywalls,

  • Puccabutbroken, 6-Others,

3- Barbedwirefencing,                                               7-Partial,

  • Hedges, 8-UnderConstruction

 

Hedge:Afenceorboundaryformedbycloselygrowingbushesorshrubs.

Barbed wire fencing: A wire or strand of wires having small pieces of sharply pointed wiretwisted around it at short intervals, used chiefly for fencing in livestock, keeping out trespassers,etc.

 

2.4  (a)DetailsofClassroomsavailableintheschool:

Inthisquestioninformation istobe filled regarding detailsoftheclassroomavailable in theschool as:

  • Classroom used for Instructional Purpose: Provide the Count (Number) of classrooms usedfor Instructional purposes to teach different level of Education in the school ( from Pre-Primaryto Higher Secondary). And also to fill the number of classes which are available for instructionalpurposebutnotusedduringreferenceperiod.

 

  • Numberofclassroomsunderconstruction:Inthisrowfillthenumberofclassroomwhichisunderconstruction duringreferenceperiod.

 

  • Number of Class rooms in dilapidated condition: In this row fill the number of classroomwhicharenotingoodcondition/damagedduringthereferenceperiod.

 

(b) DetailsofClassroomsbyCondition:Numberofclassroomsintheschoolbasedontheirphysicalconditionistobegivenasrequiredin theDCF;

 

TypeofClassrooms:

 

Pucca:Whether the classroom is in the Good Condition or Needs Minor Repair or Needs MajorRepair

 

Partially Pucca:If the classroom is partially pucca than whether in Good Condition or NeedsMinor RepairorNeedsMajor Repair

 

Kuchcha:If the classroom isKuchchathan whether in Good Condition or NeedsMinor Repairor NeedsMajor Repair

 

Tent:If the classroom is in Tent than whether it is in Good Condition or Needs Minor Repair orNeedsMajor Repair.

 

  • (a) Whether electricity connection is available in the school?:Availability of electricityconnectionwillbeexpressedintheformoffollowing codes:(1-Yes,2-No,3-Yes,butnotFunctional).

 

(b) Whether solar panel is available in school?:The applicable codes are (1-Yes, 2-No, 3-Yes,but notFunctional)

 

  • TotalnumberofRooms other thanclassrooms (excluding toilet ):Theseare theroomsthat are notusedfor instructionalpurposes.Thismay includestore orany other suchrooms.

 

  • TotalnumberofOther Rooms (excluding classrooms ):Theseare theroomsthat are notusedfor instructionalpurposes.Thismay includestore orany other suchrooms.
  • Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

  • DoestheSchoolhaveToilet(s)?(1-Yes,2-No):Codewillbe1iftheschoolhastoilet(s).The toiletmay befunctional or non-functional.Functionaltoilet is one with wateravailable inthe Toilet, Minimum Foul Smell, Unbroken seats, Regularly Cleaned, Working drainage System,Accessible to users,Closabledoors.

 

  • Detailsof Toilets/Urinals: Number of functional toiletsseparately for boysand girls isto be provided here.These toilets have to be categorized into CWSN friendly toilets andtoilets excluding CWSN friendly toilets.Total number of urinals is also to be bifurcatedseparately forboysandgirls.

 

 

  • Out of the total numberof functional toilets/urinals given in 2.5(a), how many haverunning water available in the toilet/urinals for flushing and cleaning is to be providedseparately forboysandgirlsrespectively.

 

  • Is handwashing facility with soap availablenear toilets/urinalsblock? (1-Yes, 2-No):codewillbe1ifhandwashingfacility withsoapisavailableneartoilets/urinals.

 

  • Location of the Toilet facility available? Options are  (1-Inside the School Building, 2-Outside the Schools Building but in the School Premises)

 

  • WhetherincineratorisavailableinGirl’stoilet?:Incineratorisanapparatusforburningwastematerial,especiallyindustrialwaste,athightemperaturesuntilitisreducedtoash.Theapplicablecodesare1-Yes,2-No,3-Yes,butNotFunctional.

 

  • Whether the school has Sanitary Pad vending machine available?Options are (1- Yes, 2-No, 3-Yes, but not functional, 4-NO, Pads available with Class Teachers)
  • Whether hand washing facility with soap available for washing hands before and
    after meal?
    Options are  (1-Yes,2-No)

If 1-yes then enter number of wash points

  • Whether drinking water isavailable in the schoolpremises? (1-Yes, 2-No):
    Options are (1-Yes,2-No)ifthedrinking waterfacilityisavailablewithintheschoolpremises.

 

  • Main SourceofDrinkingWater: Availability of different sources of water such asHandpump/borewell,protectedwell,Unprotectedwell,Tapwater,Packaged/Bottledwater will beanswered in Code 1 (Yes)or Code2 (No) andif they are functional codewillbe1.Detailswillbeprovidedforanyothersourceofwater.

 

  • Whether water purifier/RO is available in the school: The applicable codes are 1-Yes,2-No,3-Yes, butnotFunctional.

 

  • Whether Drinking water quality is tested from water testing lab? (1-Yes,2-No):Ifthe drinking water available in the school is tested for quality from water testing lab thenthe code willbe 1.
  • Does the school have provision for rain water harvesting?:Rainwater harvesting is theprocess to store rainwater during rainy season.Rainwater is collected from rooftop of buildingsand stored in a tank. From tank, the rainwater is percolated / seeps in the ground and restoresgroundwater.The rainwatercan be collectedintanks,tousefor horticultureandothernonpotable purposes like toilet cisterns, etc.The applicable codes are (1-Yes, 2-No, 3-Yes, but notfunctional).

 

  • (a) Whether the school has Library facility/Book Bank/Reading Corner?:
  1. Library-Itisaroomcontainingcollectionofbooks.
  2. BookBank–Itisaseparatesectioninalibrarywheretextbooks,referencebooksetc.

canbereserved for someusersonly.

  1. ReadingCorner–Itisacomfortablespaceintheclassroomforchildtositandread.

 

Codewillbe1iflibrary/BookBank/ReadingCornerisavailableinschool.TotalnumberofbooksandTotalnumberofbooksfromNCERT,NBTorany othergovernmentpublisherwillalso begiven separatelyof eachof thethree.

 

  • Doestheschoolhaveafull-timelibrarian?(1-Yes,2-No):Codewillbe1ifthereisafull-time librarian in theschool.

 

  • Doestheschoolsubscribetonewspapers/magazines?(1-Yes,2-No):Codewillbe1iftheschoolhassubscribedtonewspapers/magazinesanylanguage.

 

  • Number of times Library books have been borrowed/ read by children:enter number

 

2.12(a)Whetherlandisavailableforexpansionofschoolfacilities?(1-Yes,2-No):Ifthere
ispossibility/provisionforexpansionofschoolfacilitieswithexisting landthencodewillbe1.

 

(b) Number of additional classrooms and Other Rooms required: enter number of
room if required

 

2.13 Whether Playground facility is available in the School? (1-Yes, 2-No):Playground is an
outdoorareaprovidedforchildrentoplayin,especially at aschool.

 

If 2-No, whether school has made adequate arrangements for children to play outdoor games andother physical activities in an adjoining playground/municipal park etc.Applicable codes are 1-Yes, 2-No

 

2.14  (a)Whether Health check-up of students was conducted in last academic year?

(1-Yes,2-No):

Ifyes

 

  1. TotalnumberofHealthcheck-upsconductedintheschoolduringlastSessionistobegiven here.
  2. Healthcheck-upparameterscarriedout:(1-Yes,2-No)forHeight,Weight,Eyes,Dentalor Throat.

 

  • De-worming tablets given to children:The applicable codes are 1-Complete (two
    doses), 2-Partially(one dose),3-Notgiven.

 

  • Iron and Folic acid tablets given to children as per guidelines of WCD (1-Yes, 2-No):
    IfironandfolicacidtabletsgiventochildrenasperlatestguidelinesofWomenandChild
    Development Ministry.These tablets are administered to reduce the prevalence and
    severity ofnutritionalanemiainadolescentpopulation(10-19years).MoreFAQ’scanbe
    viewedatthelink:

 

https://nhm.gov.in/images/pdf/programmes/RKSK/WIFS-%20FAQ.pdf

 

  • WhetherschoolmaintainsAnnualhealthrecords?(1-Yes,2-No):Ifannualhealth
    recordsof studentsis maintainedthecodewill be1.
  • Is thermal scanner available in the school?options are (1-Yes,2-No)
  • If First Aid facility available ? options are(1-Yes,2-No)

           

  • Emergencytelephonenumbersforemergencymedicalservices(EMS)1092/102/108
  • Sterilegauzepads(dressings)insmallandlargesquarestoplaceoverwounds
  • Disinfectantslikeor
  • Medicineslikepainkillers(ibuprofen)andantibiotics
  • Rollerbandagestoholddressingsinplace
  • Adhesivetape
  • Adhesivebandagesinassortedsizes
  • Scissors
  • Tweezers
  • Safetypins
  • Antisepticwipesorsoap
  • Thermometer
  • Barrierdevices,suchasapocketmaskorfaceshield
  • Is essential medicines available ? options are(1-Yes,2-No)

 

EssentialMedicines:

 

  1. Antisepticsolutionorwipes,suchashydrogenperoxide,povidone-iodine,orchlorhexidineAntibioticointment,suchasbacitracin,polysporin,ormupirocin.
  2. Sterileeyewash,suchascontactlenssalinesolution
  3. Calaminelotionforstingsorpoison
  4. Hydrocortisonecream,ointment,orlotionforitching
  5. Generalmedicinesprescribedbydoctorsduringcommonflu’s,fever,stomachache,wound cutetc.

 

2.15Whether ramp for disabled children to access school building exists? (1-Yes, 2-No):Iframpfordisabledchildrentoaccessschoolbuildingexitsintheschoolthecodewillbe1.

 

Ramps:Aramp is defined asan inclined plane installed inaddition toorinsteadofstairs.Rampspermitwheelchairusers,aswellas peoplepushing strollers,carts,orotherwheeledobjects,tomoreeasilyaccess abuilding.

 

If 1-Yes, whether Hand-rails for ramp are available:If hand-rails for ramp are available andansweris Yesthen, code will be 1.

 

[Hand-rails:As a support feature for ramps a handrail helps prevent people from falling off andhelps them keep their balance. This feature of handrails is very important, especially for youngchildren and people with disabilities. Individuals, who usually have mobility issues, benefit fromhandrailsastheseobjectsallowthemtogettotheirdestinationinasafemanner.

 

 

2.16 WhetherSchoolhasspecialeducator?(1-Dedicated,2-Atclusterlevel,3-No):

Appropriatecodewillbeprovidedhere.

 

SpecialEducation andSpecialEducator:Theterm educationisfamiliartoallofus.But,‘specialeducation’maybeanewexpressionforsomeofyou.Itisatermthatreferstoeducational provisions for children with special needs, emerging due to physical, mental andemotional challenges. Thus, Special Education means specially designed instruction for childrenwith abovementioned challenges in all settings such as classroom, home,workplace, publicplaces,thestreetandthere-habitation homes,etc.

Children’s Special Educational Needs (SEN) are met through certain methodologies of specialeducation.Specialeducationisnotsegregatedorexclusiveeducationofstudentswithdisabilities.It is an approach that facilitates their learning and allows them to participate indifferent activities that they may not have had access to on account of their inability to go toschool.Hence,childrenwithspecialneedsdonothavetoalwaysstudyinaseparateinstitution.In fact, most of them can learn quite well in general classes of a school. However, some childrenwho have severe difficulties, due to the nature of their disability, may benefit greatly from beingeducated in a classroom prepared exclusively for them, as asmaller number of students aregrouped together,wherethe educator interactswiththe students onaone-to-one basis. Theeducators/teacherswhoprovidespecialeducationarecalledSpecialEducators.

 

2.17(a) Whether Kitchen Garden is available in school? (1-Yes, 2-No):Setting up a SchoolNutrition (Kitchen) Garden seeks to achieve the goal of learning lifelong skill as it is both a placeand an activity where children learn the skill of growing their own food.The unique features ofthis initiative arenamely.

  1. TeachingstudentsthataNutrition(Kitchen)Gardencanactuallybesetupanywhere,even ina schoolinacrowded urbanarea.
  2. Teachingstudentsthat,withafewexceptions,everypartofthevegetableorfruitcanbeeaten.
  3. TeachingstudentstofollowthesamelearningandstartaSchoolNutrition(Kitchen)Garden in theirownhome.

 

All schools both in rural and urban areas to develop and maintain a School Nutrition (Kitchen)Garden with teachers, students, parents and to involve local residents.Elaborated guidelines canbereferredinD.O.No.1-8/2019-Desk(MDM)dated15.10.2019.

 

https://pmposhan.education.gov.in/Files/Guidelines/2019/SNG_Guidelines_with_JS_DO_Letter.pdf

 

(b)WhetherKitchenshedisavailableinschool?(1-Yes,2-No):Applicablecodeistobeprovidedaccordingly.

 

2.18Doestheschoolhavedustbinsforcollectionofwaste?:IfdustbinsareavailableforEachclassrooms/Toilets/Kitchen,thenapplicablecodewillbe providedaccordingly.

 

2.19 Doestheschoolhavefurnitureforstudents:Theapplicablecodesare(1-Yesforall,2-Partial,3-NoFurnitureAvailable).

 

Iffurnitureisavailableforallstudents(code-1)orpartial(code-2),thengivetheNumberofstudentsfor whomfurnitureis available.

 

2.20 DoestheSchoolhavethefollowingfacilities?(1-Yes,2-No):

Inthisquestionavailabilityoffacilitiesintheschoolistobefilledasperavailablecodes1forYesand 2 forNo

 

Question no (a) and (b) is for schools having Secondary and Higher Secondary Sections only:

  1. Staff-quarters(includingresidentialquartersforHeadTeacher/Principaland
    HeadTeacher/Vice Principal)?
  2. TinkeringLab

 

Question no (c) is for SchoolshavingSecondarySectionsOnly:

  1. c) IntegratedScienceLaboratory?(IntegratedlaboratoryistheoneinwhichPhysics,Chemistry
    and Biologypractical are held)

 

Tinkering Lab:The Government of India has setup the Atal Innovation Mission (AIM) at NITIAayog. Realising the need to create scientific temper and cultivate the spirit of curiosity andinnovation among young minds, AIM proposes to support establishment of a network of AtalTinkeringLaboratories(ATL)inIndia.ATLisaworkspacewhereyoungmindscangiveshapeto their ideas through hands on do-it-yourself mode and learn / develop innovation skills. Thevisionistocultivate1MillionchildreninIndiaasa personwhoadvocatesnewideas.

 

The objective of this scheme is to foster curiosity, creativity and imagination in young minds andinculcateskillssuchasdesignmind-set,computationalthinking,adaptivelearning,physicalcomputing, rapid calculations, measurements etc. Young children will get a chance to work withtools and equipment to understand what, how and why aspects of STEM (Science, Technology,EngineeringandMath).

 

Formore details, pleasevisit guidelines for setting upof Tinkering Laboratories under AtalInnovationMission–‘AtalTinkeringLaboratories’athttps://aim.gov.in/pdf/ATL-Application_Guidelines-2018.pdf

 

2.21 Whether Boarding/Hostel facilities are available for the following stage(s)/ Level(s)?

Providetheinformationfortheschoolhavingboarding/Hostel facility for any Level then
enter accordingly

 

 

2.22  Doestheschoolhavethefollowinglaboratories?

ProvidetheinformationfortheschoolhavingHigherSecondarySections.

 

The information to be filled as per codesinDCF for the availability ofthe Laboratories
(fordifferentstreamsmentioninDCF)withpresentconditioni.e.fullyequipped,partially
equipped,NotEquipped
andLabNotavailable.Whetherseparate room is availableforthe
Laboratory,code1forYesand 2for No.

 

2.23  Doestheschoolhavethefollowingequipment(s):

ProvideinformationontheavailabilityoffollowingEquipment’sinfunctioningcondition
intheSchoolusing theappropriate Code.

 

Audio/Visual/PublicAddressSystem

ScienceKit:Availabilityofgeneralitems,chemicals,glassware,microscope,electroscope,multi-meter, resistance boxes, kerosene burner, electricity and magnetism kit, optics kit, springbalance etc.

 

Math’s Kit:Availability of cubes, cutouts of various shapes, an innovative geo-board, abacus,TrigonometricCircleBoard,PythagorasTheoremSquare,algebraictilesetc.

 

Biometric device:A biometric device is an electronic device that uses biometric identifiers
to identify and verify individuals. Different types of biometric devices include fingerprint
scanners, biometric mobile devices, and facial recognition terminals.

 

 

PART B: Computers and Digital Initiatives

 

2.24  ComputerorDigitalEquipmentStatus:

 

Providethe informationiftheComputer,ComputercomponentsandDigitalEquipments areavailableandfunctionalintheschoolasperappropriatecodeavailableintheDCF.Theinformationtobefilleditemwiseforthe(i)totalnumberofunitsavailableoftheparticularitemand(ii)totalnumberoffunctionalunitsavailablefortheitemoutoftotalunitsavailable.

 

2.25  DoestheSchoolhaveInternetFacility?(1-Yes,2-No):

Ifyes,then

  • Typeofinternetfacilityavailableintheschool:theapplicablecodesare:

 

1- Broadband/LeasedLine,                               4-MobilephoneInternet,

2-USBModem/dongle/PortableHotspot,          5-AnyOthertypeofconnection,3-Telephonelinewithmodem,                              6-VSAT

 

  • Isaccesstointernet facilityused forpedagogicalpurpose?(1-Yes,2-No):If accesstointernet facilityusedforpedagogical purposethencodewillbe1(yes).

 

  • Is computer/ICT Lab available in Schools:

Providetheinformationfortheschoolhavingcomputer/ICT Lab (1-Yes,2-No)

 

 

 

 

If 2.26 is 1-Yes

  • Number of ICT Labs Available : enter number of ICT lab

 

(2.26(b) IS ONLY FOR GOVT. AND GOVT. AIDED SCHOOL)

 

  • Is the ICT Lab available in the school under Samagra siksha? (1-Yes,2-No)

If 1-Yes,

  1. Yearofimplementation:ProvideyearofimplementationinYYYYformat.
  2. WhethertheICTLabisfunctionalornot?(1-Yes,2-No):IttheICTlabisfunctionalthen code willbe 1.
  3. Whichmodelisimplementedintheschool:Applicablecodesare1-BOOTModel,2-BOOModel, 3-Others.
  4. TypeoftheICTInstructorintheschool:Applicablecodesare1-FullTime,2-PartTime,3-Not Available.

 

The implementation of ICT labs in schools was launched in 2004and was revised in 2010 to provide secondary stage students an opportunity to understand in abetterwayfromcomputeraidedlearningprocess. ICTlabsingovernmentschools wereacomponentofRashtriyaMadhyamikShiksha Abhiyan(RMSA).

 

In2018, MHRDdida major revamp ofallits schooleducationprogramsby integrating theminto the Samagra Shiksha Abhiyan. The purpose was to revamp, revise and upgrade all aspects ofgovernmentfundedinitiativesforthegovernmentschoolsforbetterandmoreintegratedimplementation and outcomes.

 

ThisSchemeessentiallyhas4components:

  1. PartnershipwithstategovernmentsandUTsforprovidingcomputeraidededucationtosecondaryandhighersecondaryGandGovt.aidedschools.
  2. Establishmentofsmartschools,whichshallbetechnologydemonstrators.
  3. Teacherrelatedinterventions,suchasprovisionforengagementofanexclusiveteacher,capacity enhancement of all teachers in ICT and a scheme for national ICT award as means ofmotivation.
  4. Development of e-content, mainly through Central Institute of Education Technology (CIET),sixstateInstitutesofEducationTechnologies(SIETs)and5regionalInstitutesofEducation,asalso through outsourcing.

 

Build,OwnandOperate(BOO):UnderthismodelICTinfrastructureandmanpowerisprovided by the private partner/vendor for the implementation of the scheme on service levelagreement.

 

Build, Own, Operate and Transfer (BOOT):It is a public-private partnership (PPP) projectmodel in which a private organization conducts a large development project under contract to apublic-sector partner, such as a government agency. A BOOT project is often seen as a way todevelopalargepublicinfrastructureprojectwithprivatefunding.

Here’showtheBOOTmodelworks:Thepublic-sectorpartnercontractswithaprivatedeveloper

– typically a large corporation or consortium of businesses with specific expertise – to design andimplement a large project. The public-sector partner may provide limited funding or some otherbenefit(suchas tax exempt status) but the private-sector partner assumes therisksassociatedwith planning, constructing, operating and maintaining the project for a specified time period.During that time, the developer charges customers who use the infrastructure that’s been built torealizeaprofit.Attheendofthespecifiedperiod,theprivate-sectorpartnertransfersownershiptothefunding organization,eitherfreely orforanamountstipulated intheoriginal contract.Suchcontractsare typicallylong-termandmayextendto40or moreyears.

 

2.27 Doestheschoolhavethefollowingfacilities?

 

Provideinformationontheavailabilityoffollowingfacilitiesforstudentsinschoolsusingappropriatecode.Iffacilityavailable, Yes-1andforNocode-2.

 

  • Whether ICT based tools are being used for teaching (1-Yes,2-No)
  • Accesstoe-Contents/DigitalContents/resourcesatschool(1-Yes,2-No)
  • Assistivetech-basedsolutionsforCWSN(1-Yes,2-No)
  • AccesstoDTH/TVchannels(1-Yes,2-No)

 

2.28  DoestheSchoolhaveDigitalLibrary?(1-Yes,2-No):

 

If1-Yes,Then,  Numberofe-Books/e-Contentsavailable:Providethenumberof
e-Books/e-Contentsavailable

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION2a

 

State Define Variable

 

 

 

 

 

In this section Question No.1 to 26 to be

filled up as per instructed in DCF

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION2b

 

       Minimum standard specification in the Accessibility Code Document

 

 

 

 

 

In this section Question No.1 to 13 to be

filled up as per instructed in DCF

 

 

 

 

 

 

 

 

SECTION3

 

TEACHINGANDNON-TEACHINGSTAFF

 

 

 

 

 

SECTION3-TEACHINGANDNON-TEACHINGSTAFF

 

  • Number of Non-teaching/Administrative and Support staff(s) in-Position:Provide theinformationforTotalnumber(count)ofNon-teaching/Administrativeandsupportstafflikeaccountant,UDC/HeadClerk,Peonetc.whicharein-positionduring referenceperiod.

 

  • Number of Teaching Staff In-position:Provide the information for Teaching Staff In-Position in Total number (count) of teaching staff for Regular and Non- regular such as Contract,Part timeetc.for the reference period. The informationis tobe filled with appropriate code,iftheschoolhaveanytransgenderteacher,Code1for Yes andCode 2forNo.

 

3.2(b) Para Teacher:The term ‘para teacher’ covers a wide range of recruitment for teaching inschools and alternativelearning centres. Ina broad sense, any appointment that is adeviationfrom the past practice in that State, is referred to as Para teacher. This broadly refers to a largenumber of teachers recruited, at less than the regular teacher pay scale, for the formal as well asAlternative Schools, to meet the demand for basic education within the limited financial resourceavailable, in theshortestpossibletime.

 

3.2.1Number of teaching staff sanction

                   Upper Primary Level     : Enter no of Teaching staff sanctioned& nonTeaching staff

                   Secondary Level              : Enter no of Teaching staff sanctioned& nonTeaching staff

                   Higher Secondary Level : Enter no of Teaching staff sanctioned& nonTeaching staff

 

3.2.2 Subject wise Number of Teaching staff sanction (Higher Secondary only)

Enter number of teaching staff sanction subject wise

 

No. of sanction teacher in table 3.2.2 total should be equal against No. of sanction teaching
staff  for higher secondary section of  table no 3.2.1

 

  • TeachersandInstructorsDetailsby(IncludingHeadMaster/Mistress):Partwisedataisto be filled for all teachers in the school.For example, if there are 89 teachers in the school then,Partwisedetailswillbefilled completely forall89teachers.Omission ofteacher heremayaffect the PTR ofSchool adversely.Teacher may beregular or non-regular.  All details shouldbe asperrecordsavailablewiththeschool.

 

PART A: GENERAL PROFILE:Itemnumber3.3.1to3.3.11aregeneralinnaturetherefore
ithasbeen madepartof General Profile.

 

  • Nameoftheteacher(inCapitalLetter):Writefullnameoftheteacherincapitallettersasper recordsavailablewiththeschool.DonotuseShri/Smt./Mr./Dretc…

 

  • Gender:Toindicate thegender of the teacher the applicablecodesare

1-Male,2-Female,3-Transgender

 

 

 

 

  • DateofBirth(dd/mm/yyyy):Dateofbirthoftheteachersavailablewiththeschoolas isto begivenhereindd/mm/yyyformat.

 

  • Teacher Code of State/UT (if available): IftheState/UThastheprovisionofallottingteachercodetoeachteacherthenthisteachercode(ifallotted)willbegivenhere.

 

  • Social Category (General-1, SC-2 ST-3, OBC-4):The applicable codes are 1-SC, 2-ST,3-OBC,4-General.Thisinformationalsoshouldbeas per  records  available

 

  • (a) Highest Academic Qualification:Appropriate code as applicable for Highestacademicqualificationattainedbytheteacheristobegivenhere.Codewillbeselectedfromthe listofacademicqualifications.

 

  • (b) Trade/Degree:Appropriate code for trade/degree applicable to the teacher will beselectedfromthelistfortrade/degree.

 

  • Highest Professional Qualification:There are qualifications which are essential forteaching profession.Highest professional qualification of the teacher will be provided here.Theapplicablecodesare:

 

1-Diploma or certificate in basic teachers’ training of a duration not less than two years2-Bachelorof ElementaryEducation(B.El.Ed.)

3-B.Ed. or equivalent4-M.Ed. or equivalent5-Others

  • None
  • Diploma/degreeinspecialeducation
  • pursuinganyrelevantprofessionalcourse
  • DiplomainElementaryEducation(D.El.Ed.)
  • DiplomainNurseryTeacherEducation/Pre-schooleducation/EarlyChildhoodEducationProgramofadurationnotlessthantwoyearsfromNCTErecognizedinstitution,12-B.Ed(Nursery)fromNCTErecognizedinstitution)

 

  • (a) Mobile Number:Mobile numberoftheteacherasperschool records is  to  begiven here.

 

  • (b)Email:

 

  • (a) AadhaarNoofTeacher:12digitaadhaarnumberoftheteacheristobe

 

3.3.9 (b)Name as per Aadhaar: Teacher name should be match with the name which is already
in Aadhaar Card.

 

 

 

 

  • Mention the level upto which following subjects have been studied:The level(from the list) is to be selected upto which the teacher has studied Mathematics, Science,English, Social Science and language (as per Schedule VII) of the constitution of India.Theapplicablecodesare:

 

1-BelowSecondary, 2-Secondary, 3-HigherSecondary,               4-Graduate,
5-PostGraduate, 6-M.Phil., 7-Ph.D.,          8-PostDoctoral

 

  • Type of Disability, If Any:In case the teacher is physically disabled (Divyang) theappropriate code to denote the disability is to be selected from the code list.The applicablecodesare:

1-Notapplicable,     2-Locomotor,                  3-Visual,       4-Ohers,       5-HearingImpaired

 

PART B : APPOINTMENT AND TEACHING PROFILE:Details of appointment andteachingprofilewillbecapturedfromitemno.3.3.12to3.3.21.

 

  • Nature of Appointment:The appointment of a teacher may be on regular basis, oncontract or as part-time/guest teacher.The applicable codes are 1-Regular, 2-Contract, 3-Part-Time/Guest.Thisinformationis tobeprovidedasonreferencedate.

 

  • Type of Teacher:A particular teacher may be playing a specific role in school.Thatrole to be reported in the form of appropriate code from the code list. The applicable codesare 1-Head teacher, 2-Acting Head teacher, 3-Teacher, 5-Instructor positioned as per RTE,6-Principal,7-VicePrincipal,8-Lecturer, 4-Para Teacher, 10-Guest Teacher,11-DGHC Contract Teacher

 

  • Date of Joining in Service (dd/mm/yyyy):Date of joining in service for a teachermay be different from date of joining in present school.   There should not be any break/gapin service and the service should be continuous till the reference date.  For example, TeacherX joined as teacher in  1986  but at his joining date at  present school is 15.06.2018, in thiscaseyear ofjoininginserviceis 1986.

 

  • Date of Joining in Present School:Date of joining of the teacher in the presentschoolistobe givenhereindd/mm/yyyyformat.

 

  • AppointedforLevel:Theapplicablecodesforlevelofappointmentare:

1-PrimaryTeacher,2-Upper Primaty,3-Secondary, 4-Higher Secondary, 5-Pre Primary

 

  • Classes Taught:A teacher may be teaching multiple classes. The  appropriate codeon the basis of highest class being taught by the teacher is to be selected.The applicablecodesare:

 

 

  • -Primaryonly 7-UpperprimaryandSecondary
  • -Upperprimaryonly 8-SecondaryandHighersecondary3-PrimaryandUpperprimary                              10-Pre-Primaryonly

5-Secondaryonly         11-Pre-Primary&Primary6-HigherSecondaryonly

 

  • AppointedforSubject: Theappropriatesubjectforwhichtheteacherhasbeenappointed/promotedwillbe selectedherefromthelistofcodes.

 

  • (a)MainSubjectTaught1:

 

  • (b)MainSubjectTaught2:Thesecondmainsubjectbeingtaughtbytheteacherfromthe listofsubjectwillbeselectedhere.

 

  • WhethertheTeacherisonDeputationatthisSchool?(Optional):Thedetailsoftheteacherondeputationhastobefilledinbythesource/original/parentschool.

 

  • WhetherTeacheristeachingatotherSchoolasGuest/Contractual?(1-Yes/2-No):Iftheteacheristeachingintheschoolasguestteacherthencodewillbe1(yes).

 

PARTC-TRANINGANDOTHER DETAILS:

 

  • TrainedforteachingCWSN?(1-Yes/2-No):IftheteacheristrainedinteachingCWSNthencodewillbe 1 (Yes)

 

  • TrainedinComputerforuseinteaching?(1-Yes/2-No):Codewillbe1(yes)iftheteacheristrainedincomputerforuseinteaching.

 

  • (a)Trainingreceived: Appropriatecodeforfieldoftrainingundergonebytheteacheristobeselectedfromthe list.

 

  • (b)TrainingNeeds:Appropriatecodeforfieldoftrainingrequiredfortheteacheristo beselectedfromthelist.

 

  • Working days spent on NON-Teaching Assignments:Total number of days inacademic year spent on NON-teaching assignments like election duty, survey work etc… bytheteacherare tobegivenhere.

 

Total days of in-service training received in last academic year by BRC and CRCDIET and Others:Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) wereestablished in each block of every district under Sarv Shiksha Abhiyan (SSA) to conduct in-service teacher training and to provide academicsupport to teachers and schools on aregularbasisaswellastohelpincommunitymobilizationactivities.

 

 

MajorAcademicfunctionsofBRCsandCRCs

  1. Development of the centre as a rich academic resource with ample reference materials forthe teachers.
  2. Development of strong human resource pools (by inviting resource persons) includingnearbyteachereducationinstitutions,NGOs,Colleges/Universitiesandresourcefulindividuals and to form Resource Groups in different subject areas for primary and upperprimarylevel.
  3. Organization of teacher training and monthly meetings to discuss academic issues anddesign strategiesforbetterschoolperformance.
  4. Setting upofperformanceindicatorstotrackandenhanceschoolperformance.
  5. ConsultationwithcommunitymembersandPanchayatiRajInstitutionstostriveforschool improvement.
  6. DesigningaQualityImprovementPlanfortheblock/clusteraspertheSSAgoalsandstrivetoachievethatinatime boundmanner.
  7. MonitoringtheprogressofqualityusingQualityMonitoringToolsincollaborationwith,DEO’s DIET’s.

 

Structure,FunctionsandProcessesofBRCsandCRCs

Ineach block there areseveral CRCs and eachCRC covers a small number of schools withineasy reach. BRCs are headed by Block Resource Centre Co-coordinators and CRCs by ClusterResource Centre Co-coordinators (CRCC). The BRC Co-coordinator is academic coordinator /facilitator at block levelwho is responsiblefor in-service training of teachers and providingguidance to the CRC Co-coordinators (CRCC). BRC coordinators also collect material from theDistrictProjectOfficefordistributionamongtheteachers,SDMCs,etc.throughCRCsandprovidecontinuoussupporttoteacherswhilemonitoring implementationofpedagogicalandother interventions at school level.The tasks of CRC coordinators include providing constantsupport tothe teachers,monitoring their performance, identifying theirneeds both in formalschoolsandalternativeeducationcentersandliaising withtheSDMCs,thecommunityandNGOs working in the area of education. Monthly meetings at cluster level are held and periodicvisits to schools are made by CRC Coordinators to monitor teachers’ performance and to providethem on–site support.In nutshell, role of BRC/CRC is a mixed set of academic, supervisory,managerial,networkingandcreativeactivities;itgoesbeyondroutinemonitoringandsupervision work as it encompasses providing support to schools and teachers through teachertraining and teacher mentoring for their professional growth, strengthening community schoollinkage,providingresource support andcarryingoutactionresearch

 

District Institutes of Education and Training (DIET): It is considered as a nodal agency at thedistrictlevelforplanning,implementingandmonitoringpedagogicalactivitiesintheentiredistrict.Thereare somemajorfunctionsofDIET:

 

  • Itplansshort-termtrainingprogrammesforteachersofelementaryschoolsofthedistrictafter ascertainingtheneeds oftheteachers.
  • Itconductstrainingprogrammesfortheteachers,BRC&CRCCoordinatorsandSchoolinspectors.
  • ItprovidesresourcesupporttoBRC&CRCCoordinatorsandteachersinschools.

 

TheDIETswouldthereforesupportschoolimprovementthrough:

  1. OverviewandCoordinationofSchoolImprovementPlan
  2. DesignandDeliveryofTraining
  3. DatabaseofExperts
  4. DevelopmentofMasterResourcePersons(MRP)Pool
  5. ResourceCenterforDistrict
  6. HumanManagementTraining

 

  • Languages in which the teacher is having working knowledge:Provide information onLanguages in which the teacher is having teaching experience. Maximum 3 languages can beselected fromthelist.

 

  • Whether trained in safety and security audit of school for ensuring child safety (1-Yes,2-No):ProvidetheinformationiftheteacheristrainedinSafetyAudits/Assessmentstoassess safety measures in schools ensuring safety& security of children which covers a widespectrumfrom drillsforsafety,firstaid,gendersensitizationetc.

 

  • WhetherreceivedtrainingoncybersafetyandPsycho-socialaspects(1-Yes,2-No):CyberSafetyisthesafeandresponsibleuseofinformationandcommunicationtechnologies,suchastheinternet,socialmedia,onlinegames,smartphones,tabletsandotherconnecteddevices.

Socialaspects Psycho-:AbroaddefinitionofPsycho-socialaspecthasbeencoveredearlier.

 

  • WhetherreceivedtraininginearlyidentificationsupportandclassroomsupportofCWSN?(1-Yes,2-No):Iftheteacherhasreceivedtraining inearlyidentificationsupportandclassroomsupportofCWSNthencodewillbe 1(yes)

 

  • Whether having ICT training / Knowledge to conduct remote learning classes? (1-Yes,2-No):if the teacher having ICT or Remote Learning then enter 1-Yes

 

Remote Learning occurs when the learner and instructor, or source of information, are separatedbydistanceandcannotmeetinatraditionalclassroomsetting.Informationistypicallytransmitted via technology (email, discussion boards, video conference, audio bridge) so that no

 

 

physicalpresenceintheclassroomisrequired;otherwise,itwouldbe Hybrid or BlendedLearning.

Remotelearningcanoccur synchronously or asynchronously.Alsoreferredtoas DistanceEducation,VirtualInstruction,orRemoteTraining.

 

Synchronous learning is a form of online learning that occurs when learners and instructors areinteracting  in  real-time,  typically  through  delivery  platforms, remote  labs, distancelearning technologiessuchasvideoconferencingandchat,orcollaborationand sociallearningtechnologies.

 

Asynchronouslearning isaninstructionaldesignanddeliverymethodologythatallowsstudentstoaccesscontentorparticipateinlearningoutsideoftheclassroomandattheirconvenience,  or  independent    of    the    instructor.    Considered    an    alternative    to    live,or synchronous delivery of content, it is also referred to as e-learning, on-demand or self-pacedlearning.Asynchronouslearningoftenrequiresalearningtechnology(suchasanLeaning ManagementSystem(LMS)/LearningContentManagementSystem(LCMS)foraccesstocontent,althoughtechnologiesarenotnecessaryforself-study.

 

  • Whether capable of handling digital devices and VC applications?

(Mobile, Laptops, Smart Boards, Desktops, Projectors, the use of computersto

retrieve, assess, store, produce, present and exchange information, and to

communicate and participate in collaborative networks via the Internet, interacting

through digital technologies, Protecting personal data and privacy) (1-Yes, 2-No)

 

3.3.4Details of Resource persons including teachers/skill trainers, skill training provider,

guest faculty for NSQF Vocational Courses

 

  • Name of the Teacher:
  • Gender :1-Male, 2-Female, 3-Transgender
  • Social Category :1-General, 2-SC, 3-ST, 4-OBC
  • Nature of Appointment :2-Contract, 3-Guest faculty/Part-Time, 11-Through VTP, 1-Regular
  • Academic qualification :1-Below Secondary, 2-Secondary, 3-Higher Secondary, 4
    Graduate,5-Post Graduate, 6-M. Phil., 7-Ph.D., 8-Post-Doctoral
  • Professional Qualifications:51-Certificate course in concerned Vocational Sector, 52
    Diploma in Concerned Vocational Sector, 53-Degree inConcerned Vocational Sector,
    5-Any other, 6-None
  • Industry/Training experience in

concerned vocational sector:1– Less than 1 year, 2– 1 to less than 2 Years, 3– 2 to less
than 3Years, 4– 3 or 3+ Years

  • Class Taught:5-Secondary only, 6-Higher Secondary only, 8-Secondary and Higher secondary

 

GUIDELINESFORFILLINGUP

DATACAPTUREFORMATS(DCF)FORUNIFIEDDISTRICTINFORMATIONSYSTEMFOREDUCATIONPLUS(UDISE+)YEAR 2023-24

For Schools of Grade Pre-Primary to Class-12

 

 

 

CONTENTS

 

S.No. Contents Page No.
1. Introduction 3
 SCHOOL PROFILE AND OTHER DETAILS
2. Section1A SchoolProfileDetails 4-27
3. Section1B School Safety and Other Indicators 28-33
4. Section 1C- Receipts and Expenditure 34-41
5. Section1D- Vocational Education Details 41
6. Section1E– Mid-Day-Meal 42-44
 SCHOOL FACILITY
7. Section2- Physical Facilities, Equipment, Computer and Digital initiatives 45-57
  2 a    State Define Supplementary Variable  
  2 b     Minimum Standard specification in the Accessibility Code Document  
 TEACHING AND NON-TEACHING STAFF DETAILS
8. Section3-TeachingandNon-TeachingStaff 58-66
STUDENT DETAILS
9. Section 4-StudentDetails 67-78

 

 

 

 

 

 

Introduction

The School Education system in India is one of the largest in the world comprisingmore than 1.5 million schools, 9.6 million teachers, and over 264 million studentsfrom varied socio-economic backgrounds across 27 States and 8 Union Territories(UTs).It becomes essential to have a robust, real-time, and credible informationcollection mechanism for an objective evaluation of the system, based on whichspecificinterventionsforimprovementcanbedesigned.

 

GovernmentofIndiadecidedtodevelopanapplication,“UnifiedDistrictInformation System for Education Plus” (UDISE+) under the Ministry of Education,tocollect theschool detailsaboutfactorsrelated to aschooland itsresources.UDISE+hasamandateofcollectinginformationfromallrecognizedandunrecognizedschoolsimpartingformaleducationfromPre-primarytoXII.Information collected through the digital platform of UDISE+, is utilized for theplanning, optimized resource allocation and implementation of various education-related programs and assessments of progress made.UDISE+ collects informationthrough an online Data Collection Form (DCF) on parameters ranging from school,Infrastructure,teachers,enrolments,examinationresultsetc.spreadacross7sections.TheSchoolswhichgetonboardedsuccessfullyontheplatformareprovided a UDISE+ Code, which acts as a national level unique identifier. UDISE+hastheschoolastheunitofdatacollectionanddistrictastheunitofdatadistribution.

 

 

 

 

 

 

 

Section1A-SchoolProfileDetails

Section1B-School Safety and Other Indicators

Section1C– ReceiptsandExpenditure

Section1D-Vocational Education Details

Section1E-Mid-Day-Meal

Section 2  –   Physical Facilities, Equipment, Computer and
Digital initiatives

Section 2a– State Define Supplementary Variable

Section 2b -Minimum Standard specification in the
Accessibility Code Document

Section 3 –  Teaching and Non-Teaching Staff Details

Section 4 –  Student Details

 

 

Section1A-BasicSchoolProfile(Location,Management,MediumofInstruction etc)

 

UDISE+Code:A unique code given to every school that gets on boarded on the UDISE+platform, withthe school details captured through onlineDCF (DataCapture Form). The codeactsasauniqueidentifierforallschools(recognized)impartingformaleducation from pre-primarytoclass XII.

  • UDISE+codeispermanentinnatureonceitisassignedtoaspecificschool.TheUDISE+ code can be changed manually by the centre only when the district or state of aschool changes.
  • InthecurrentUDISE+ecosystem,UDISE+codeoncegeneratedshallbestrictlyallocated tosingleschoolonly.Evenincaseofpermanently closed schools,UDISE+code would be archived.

HowtogetUDISE+Code:EveryschoolinthecountryisgivenauniqueUDISE+code.Ifanew school is established, the school needs to get a UDISE+ code for establishing their uniqueidentity.Schoolshouldundertakethefollowingsteps:

  • TheschoolusershouldapproachDistrictMISofficerwithrequisitedocumentationespeciallyrecognitionletter oftheschool.
  • DistrictMISuserwillapplyforUDISE+codethroughthe“SchoolDirectoryManagement”intheUDISE+systemandtherequestwouldflowtothestateMISuserforapproval
  • StateMIS user willverify theapplicationandrequestfor any clarificationtodistrictlevel. State level useristhe sole authority for approvalofUDISE+ codegenerationforthe school.
  • Once verification gets completed at state MIS level, the application is sent to Ministry ofEducation for UDISE+codegeneration.
  • TheUDISE+codegenerationprocesstakesapprox.aweektogetcompleted

 

 

  • SchoolName(Incapitalletters):Nameoftheschoolasperofficialrecordsshouldbewritten in capitalletter.
  • NameoftheDistrict:Districtwhichisapplicabletotheschoolasonreferencedateistobeprovidedin thisitem.

1.2.1Sub-Division Name : Sub-division whichisapplicabletotheschoolasonreferencedateistobeprovidedin thisitem.

  • NameoftheEducational Block:Educational
  • SchoolLocationType:(1-RURAL,2-URBAN):LocalGovernmentDirectory(LGD)hasbeenusedforthisitem. IntroductionLocalGovernmentDirectory(LGD)isoneofthe

 

 

 

 

applications developed as part of Panchayat Enterprise Suite (PES) under e-Panchayat MissionModeproject(MMP) .LGDaimstokeepallinformationaboutthestructureoflocalgovernments and revenue entities online.Main objective LGD is to maintain up-to-date list ofrevenueentities(districts/sub-districts/villages),localgovernmentbodies(Panchayat,Municipalitiesandtraditionalbodies) andtheirwards,organizational structureofcentral andstate Governments and parliament and assembly constituencies and their relationship with oneanother.

Appropriateinformationtobeprovidedforitemno1.4(a)to(e)

  • SchoolAddress: Completeaddresswithdetailsoflandmarksetc…tolocatetheschoolshould be writtenin capitalletter.

 

  • PinCode:5istobewrittenhere.

 

  • Name oftheCluster Resource Centre (CRC):Name of the Cluster Resource Centre(CRC)isto bewritten here.
  • (a) Name of the Assembly Constituency:Assembly constituency which is applicable to theschool asonreferencedateistobeprovidedinthisitem.

(b) Name ofthe Parliamentary Constituency:Parliamentary constituency which is applicabletotheschoolasonreferencedateistobeprovidedinthisitem.

 

  • Geographical Location:Latitude and Longitude are to be given here to help in locatingschool precisely.For example, the latitude and Longitude for India Gate at New Delhi are28.613229 and 77.229254respectively.
  • SchoolContactDetails:ContactdetailslikelandlinenumberwithSTDcode,Mobilenumber,emailidandwebsite (ifany)fortheschoolaretobeprovidedhere.

 

1.11  HeadoftheSchool/In-Chargedetails((a)HoS/In-ChargeType(b)Name(c)Mobile) (d) HoS Email:

Appropriate code for HoS/In-charge Type and Name of the In-charge/Head of School along
withmobile numberisto beprovided here.

 

 

 

1.12 (a) Management Code of School & administration Type:Applicable Nodal
Ministry/Department is to be providedhere forcode 101 in item 1.15(b)andappropriate
codefor itsadministrationistobeselectedhere.

(b) Administration Type ( 1-Autonomous body under Ministry/Dept., 2-PSU under ministry/Dept., 3-Soceity under Ministry/Dept.)

 

1.13SchoolCategory(code):The school category detailsthelevel(s)ofeducationimpartedbytheschool.Thiscouldbeoneor a combination of all the levels– Primary, Upper Primary, Secondary and Higher Secondary.These levels are different for each of the states and needs to be determined as per the state’spractice. The codes for the school category are to be filled in DCF as per the following details ofcategory.

 

Code1-Primaryonlywithgrades1to4/5:Aschoolwithonlyprimaryclasses(I‐IV/Vasthecase may be)in thesamepremisesand under thesamemanagement.A schoolhaving classesmorethanIVVshouldnotbeshown asprimaryschool.

 

Code 2 – Upper Primary with grades 1 to 8: A school having classes from I to VII/VIII in thesame premises and under the same management. Schools with highest classes beyond VII/VIIIshould notbeclassified here.

 

Code 3- Higher Secondary with grades 1 to 12: A school having Classes from I to XII. Thelowestandhighestclasses insuch schoolswouldbeIandXIIrespectively.

 

Code4-UpperPrimaryonlywithgrades5/6to8:SchoolsstartingfromClassesV/VIandteaching uptoclassesVII/VIII.No otherschoolwouldfallunderthiscategory.

 

Code5-HigherSecondarywithgrades5/6to12:SchoolshavingClassV/VIasthelowestclassandClassXIIasthehighestclass.Nootherschoolwouldfallunderthiscategory.

 

Code6-Secondary/Sr.Sec.withgrades1to10:SchoolshavingClassesfromItoX.SchoolwithClassesXIandXIIshouldnotbeincludedinthiscategory.

 

Code7-Secondary/Sr.Sec.withgrades5/6to10:SchoolsstartingClassesfromV/VIandteachinguptoclassesX.No otherschoolwouldfallunder thiscategory.

 

Code8-Secondary/Sr.Sec.onlywithgrades9&10:SchoolsstartingfromClassesVIII/IXandteaching uptoclassesX.Nootherschoolwouldfallunderthiscategory.

 

Code 10- Higher Secondary with grades 9 to 12:School having nursery classes from VIII/IX to XII inthe same premises and under the same management. Schools with highest classes below VII/VIIIshould notbeclassified here.

 

Code11-Hr.Sec./Jr.Collegeonlywithgrades11&12:SchoolhavingonlyHigherSecondary level i.e. Classes XI and XII in the same premises and managed by same managementwould fall under thiscategory.

Code12-Pre-Primary Only (PRE):Schoolhavingnursery classes, LKG and UKG Classes would fall under thiscategory. *

*If the school Pre-Primary Only (PRE) – Code 12 , then Lowest class will be define as -3

 for Nursery,-2 for LKG and -1 for UKG.

 

 

 

 

  • Classes and Streams availablein the School:For the purpose of indicating the (a)lowest and highest class,(b)Anganwadi attached school , Class grade in pre primary section, iftheyarepartsofthe sameschoolmanagement.Therefore,lowestclasscannotbelowerthan1.

 

(For Example, mention 3 if Class Nursery, LKG and UKG are available, mention 2 if any 2 class out of 3 (Class Nursery,

LKG and UKG) are available, mention 1 if any 1 class out of 3 (Class Nursery, LKG and UKG) are available

 

(c)  Streams available in the school :   (1-Yes, 2-No)

      Subject Offered or taught in school in streams : to be selected from Given Options

(ForExample:1.History, 2.PoliticalScience, 3.……..)

  • TypeoftheSchool:Mention thetype ofschooli.e.whetheritis eitherofthefollowing:

 

  • – OnlyBoysschool
  • – OnlyGirlsSchool
  • – BothGirlsandBoysSchools(Co-EdSchool)

 

For some schools the name may suggest that they are exclusively for boys or girls, in practice theschoolmay beco‐educational.SuchschoolswillfallunderCategory 3i.e.Co‐educational.

  • Affiliation Board of the school for SECONDARY Sections:“Affiliation” means formal
    affiliationofaschoolwithanyaffiliationboardforthepurposeofpreparingstudentsfor
    admissiontothatBoard’sexamination.Applicablecodesare:

(1-CBSE,2-StateBoard, 3ICSE, 4-InternationalBoard, 6-BothCBSEandStateBoard,

   7-MadarsaBoard, 8-Sanskrit Board

Affiliationnumber : enter correct affiliation number

­­­­­­­­­­

  • AffiliationBoardoftheschoolforHIGHERSECONDARYSections:Applicable
    Codeforthisquestionare:

1-CBSE, 2-StateBoard, 3-ICSE, 4-InternationalBoard, 6-BothCBSEandStateBoard

7-MadarsaBoard, 8-Sanskrit Board

 

Affiliationnumber: enter correct affiliation number

 

  • Respondent Details:(a)Respondent Type – It is desirable that data for the DCF is provided
    by Head of School/In-charge.Accordingly, applicable code from the code list to be selected
    forthis item. (b) Respondent name &(c) Mobile Number – Name of the respondent along
    withhis/her10digitsmobilenumbershouldbewritten. (d) Respondent Email – enter
    respondent e-mail number
  • Whendoestheacademicsessionstarts?:ForexampleJanuaryshouldbewrittenas01-Jan.
  • YearofEstablishmentofschool:Itistheyearinwhichtheschoolwasinitially
    established irrespective of its currentlocation. For example school X was established in
    localityA in the year 1965 and later shifted to locality B in 1981.   In this case year 1965
    will be reportedasyearofestablishment.Yearofestablishmentmaybedifferentfromyearof

 

  • Year of Recognition of School (Mandatory for Govt. Aided/Pvt. Unaided/Others):
    YearsonwhichPrimary,Upper-primary,SecondaryandHighersecondarylevelswere
    recognizedwiththeappropriateauthorityaretobegivenhereseparatelyinYYYY

 

 

  • Year ofupgradation ofthe School(ifapplicable):Year onwhichthe school was
    upgraded(whereverapplicable)tonextlevelofeducationwillbeprovidedherein
    The reference date for this item is 30th September of the year following
    the academicyear in reference.
  • MediumofInstruction(s)intheSchool:Generally,theMediumofInstructionis
    identifiedthroughtheTextbooks,particularlyMathematicsandScience,beingusedby
    theSchool or in other case it is simply considered as the medium in which the given school
    However,differentlanguagesbeingtaughtintheschoolshouldnotbe
    consideredasMediumofInstruction
    .Aschoolmayhavemorethanonemediumof
    instruction, and hence provision for giving a maximum of four medium of instructions is
    given.Maximum of 4 medium of instructions can be selected from the list of languages.
    Theordershouldbeindescendingorderofnumberofstudentstaught.Itisnecessaryto
    specify code99othermediumofinstruction

 

  • Language(s)taughtasasubject:Languageisthesystemofcommunicationinspeech
    and writing or a language is the system of sounds and writing that human beings use to
    expresstheirthoughts,ideasandfeelings.Para4.11ofNEP 2020alsoreads“As
    researchclearlyshows that children pick up languages extremely quickly between the ages
    of 2 and 8 and thatmultilingualismhasgreatcognitivebenefitstoyoungstudents,children
    willbeexposedtodifferentlanguagesearly on(butwithaparticularemphasison the
    mothertongue),startingfromtheFoundationalStageonwards.”
  • IsthisaSpecialSchoolfor CWSN:TheRighttoEducation (RTE)Act (2009),which
    makes elementary education a fundamental right of every child, is of great significance to
    thegovernment as well as private schools. Our schools and classrooms need to reflect this
    social,constitutional and legalright ofevery childto be included in theeducational
    processes andpractices – our classrooms, now more so than before, need to be ready to
    include students fromdifferentbackgrounds,withdifferingneedsandabilities.

If the School is meant only for Children with Special Needs (CWSN), answer will be Yes (Code-1) and then mention the Type of Special School by selecting from the applicable codes given forit.

  • IsthisaShiftSchool?:Shiftschoolcatersfortwoentirelyseparategroupsofpupils
    duringa school day. For example in the morning shift it may run only for girls and in the
    evening shift itmay only run for boys or vice- a versa. The first group of pupils usually
    attends school fromearly-morninguntilmid-day,andthesecondgroupusuallyattends
    frommid-daytolateafternoon. Infrastructure like buildings, equipment, and other
    facilities are common in a shiftschool.

IftheSchoolisshiftschool,codewillbeYes(Code-1)otherwisecode2willbegiven.

 

  • (a) Is this aResidential School:Aresidentialschoolisaninstitutionwherechildrenlivewithin premises while being given formal instruction. The curriculum of the leading residentialschoolsinIndiastretchesfarbeyondformalclassroomeducation.Residentialschoolsareknownfortheirfocusonfitness,care,safety,supervision,guidance,etc.ofthestudents.

Applicablecodesare1-CompletelyResidential,2-PartiallyResidential,3-Non-Residential where,

            Completely Residential Schoolsare theschools where children live in thepremiseswhile
beinggivenformalinstruction.Theygohomeonlyduringvacations.

Partially Residential Schools are also called day boarding schools and is an institutionwhere
the students attend classes, have their meals, take part in school activities beyondschool
hours and return to their homes. They do not stay overnight. They stay with theirfamilies
andgotoschoolonlyforstudies.

Non–ResidentialSchoolsaretheschoolswhereonlyclassesandactivitiesaretakenup
onlyduringtheschoolhours.

If  the previous option is 1-Completely Residential or 2-Partially Residential then residential

Type :

(Options For Govt Schools : 1-Ashram (Govt.), 2– Non-Ashram (Govt.), 6-KGBV,
7– Model School, 8– Eklavya Model Residential School, 10 – Jawahar Navodaya
Vidyalaya,
11 – Netaji Subhash Residential School)

 

(Options For Non- Govt Schools : 3- Private, 4-Others )

Type of Residential school:For code 1 (Completely Residential) and 2 (PartiallyResidential),choosetheapplicablecodesfor1.25(a):TypeofResidentialschool.

Ashram(Govt.):AshramschoolsareresidentialschoolswhichimparteducationuptothesecondaryleveltochildrenbelongingtoScheduledTribes(STs).TheMinistryofTribalAffairs has been implementing a central scheme which aims at establishing ashram schools inTribalSubPlanareassince1990-91.

KGBV:TheKasturbaGandhiBalikaVidyalaya(KGBV)schemewaslaunchedbytheGovernment of India in August 2004 to ensure access and quality education for girls belongingpredominantlytotheSC,ST,OBCandminoritiesindifficultareas.The schemeisbeingimplementedineducationally backward blocksof the country where female rural literacy isbelow national average and gender gap in literacy is above the national average.The schemeprovides for a minimum reservation of 75% of seats for girls belonging to SC, ST, OBC orminority community and priority for remaining 25% is accorded to girls from families belowpoverty line.The objective of KGBV is to ensure access and quality education to the girls ofdisadvantagedgroupsofsocietybysettingupresidentialschoolsatupperprimarylevel.

Eklavya Model Residential Schools (EMRS):EMRS started in the year 1997-98 to impartqualityeducationtoSTchildreninremoteareasinordertoenablethemtoavailofopportunitiesinhighandprofessionaleducationalcoursesandgetemploymentinvarioussectors.Theschoolsfocusnotonlyonacademiceducationbutontheall-rounddevelopmentofthestudents.Eachschoolhasacapacityof480students,cateringtostudentsfromClassVIto

  • Hitherto, grants were given for construction of schools and recurring expenses to the StateGovernmentsunderGrantsunderArticle275(1)oftheConstitution.

 

In ordertogivefurther impetus toEMRS,it has been decided that by theyear 2022, everyblockwithmorethan50%STpopulationandatleast20,000tribalpersons,willhaveanEMRS.EklavyaschoolswillbeonparwithNavodayaVidyalayaandwillhavespecialfacilitiesforpreservinglocalartandculturebesidesprovidingtraininginsportsandskilldevelopment.

 

JawaharNavodaya Vidyalaya:TheNational Policy onEducation-1986envisagedsetting upof residentialschools, to be called JawaharNavodaya Vidyalayas, thatwouldbring out the bestofruraltalent.

 

Itwasfeltthatchildrenwithspecialtalentoraptitudeshouldbeprovidedopportunitiestoprogressatafasterpaceby making goodquality education available tothemirrespectiveoftheircapacitytopayforit.Sucheducationwouldenablestudentsfromruralareastocompetewith their urban counterpartson an equal footing;seamlessly assimilating and integrating themintothemainstream ofthesociety.

Navodaya Vidyalaya’s are affiliated to CBSE and provide free residential quality education totalentedchildrenfrom Class-VI toXII.Entry into Navodaya VidyalayasismadeinClass-VIwithlateralentryinClasses-IX&XI.EachNavodayaVidyalayaisaco-educationalresidential institutionproviding free boarding andlodging,free schooluniforms, textbooks,stationery andtoandfro rail/busfare tostudents.However,a nominalfee @ Rs.600/-permonthischargedfromthestudentsofClasses-IXtoXIIasVidyalayaVikasNidhiexceptfromthestudentsoffollowingexemptedcategory.

  1. AllstudentsfromClass-VItoVIII.

Navodaya Vidyalaya’sare located in ruralareasacross the country.For the setting up of aNavodaya Vidyalaya, the State Govt. has to provide cost free land for construction of schoolbuildingatpermanentsiteandrentfreetemporarybuilding.

 

In case of 6-KGBV/ 11- Netaji Subhas Residential School mention Total Available Seats:Totalseatssanctionedforeachclassfromclass V/VItoXIIirrespectiveofpresentstrengthistotobegivenforBoysandGirls

 

  • Is thisaminoritymanaged school?:Choose the applicable code from the listprovided.Muslims,Sikhs,Christians,Buddhists,JainandZorastrians(Parsis)havebeennotifiedasminoritycommunitiesunderSection2(c)oftheNationalCommissionforMinoritiesAct,1992.Asper the Census2011,thepercentageofminorities in thecountry isabout19.3%ofthetotalpopulationofthecountry.

 

Although,thewordlinguisticminoritieshasnotbeendefinedintheConstitutionofIndia,thelinguisticminoritiesareconsideredasagrouporcollectivitiesofindividualsresidinginthe territory ofIndiaor any part thereof having adistinctlanguageor script of their own. Thelanguage of the minority group need not be one of the twenty two languages mentioned in theEighthScheduleoftheConstitution.Inotherwords,linguisticminoritiesattheStatelevelmean any group orgroups of people whose mother tongues are different from the principallanguage of the State, and at the district and taluka /tehsil levels, different from the principallanguageofthedistrictortaluka / tehsilconcerned.OntherecommendationsofTheStatesReorganisation Commission (SRC) 1956, the 7th Constitutional (Amendment) Act, 1957 wasenacted,wherebyArticles,350A&BwereincludedintheConstitution.Article350-Bprovides for a Special Officer for Linguistic Minorities, who is known as the Commissioner forLinguistic Minorities in India (CLM) to investigate all the matters relating to the SafeguardsprovidedforthelinguisticminoritiesinIndiaundertheConstitution

  • Are majority of the pupils taught through their mother tongue at the Primary level?:
    Mothertonguethelanguage/dialectwhichapersonhasgrownupspeakingfromearly
    Ifthemajorityofpupilsarebeingtaughtintheirmothertonguethencode-1
    isto begiven
  • Doestheschoolofferanypre‐vocationalexposureatUpperPrimarystage:Pre‐vocationalexposure include simple marketable skillsto studentsinUpperprimary stagetodevelopvocationalinterestsandaptitudeamongstudents.Thisleadstoself‐explorationandmakingvocationalpreferences.

 

Iftheschooloffersanypre-vocationalexposureatupperprimarystagethencodewillbe1.

 

 

  • Doestheschoolrunanyskilltrainingcentreafterschoolhours:Skillisatalentor
    ability that comes from training or practice. An example of skill is the capability to produce fineworks
    of art.Skills are what makes one confident and independent in life and are essential forsuccess. Depending on stage of life, these skills can differ from person to person. There arecertain skills that can help conquer some common challenges that can occur when learning to beindependentandself-reliant.Somecommonlifeskillsinclude:Cleaning,Emergencypreparedness,FirstAidandCPR,Gardenmaintenance,Painting etc.Thequestioncaterstocapture whetherany skilltrainingcentre isfunctionalin the schoolpremisesaftertheschoolhoursornot?IfYes,chooseCodeas1elsechooseCode2.

 

  • Distanceoftheschool(inkm.)fromthenearestGovt./Govt.Aidedschool:Thedistance of the school (for which DCF is being filled) from nearest Govt./Govt. Aided schoolwhichisprimary,upperprimary,secondary andhighersecondary istobegivenseparatelyhere.Distanceistobegiveninkilometersuptoonedecimalpointforexample2.6kms.Distanceisdefinedaswalkingdistanceafterdiscountingforallnaturalandman-madebarriersonthewaytotheschoollikehighways,trainlinesetc.

 

For each level enter 2 school code with name and distance from this school.

 

  • WhetherSchoolisapproachablebyall‐weatherroad?:Allweatherroadmeansamotor ablepuccaroadreachinguptothelocalityinwhichtheschoolissituated.Codewillbe1iftheschoolisapproachablebyall-weatherroad.

 

  • ofInstructional days (previousacademic year) for primary/Upper Primary/
    Secondary/ Higher Secondary:
    Provide information on the total number ofinstructionaldays
    forthePrimary/UpperPrimary/Secondary/HigherSecondarySchool/Sectionduring thelast
    academic yearusing threedigitnumeric.Onlythosedayswillbecounted,whichhavebeen
    sparedforInstructionalpurposesincludingexamdays.

 

  • IsContinuousandComprehensiveEvaluation(CCE)beingimplementedinschools?:CCEorContinuousandComprehensiveEvaluation isaprocessofevaluating thechild’sdevelopmentin allthe school-related activities. In an effortto reduce the stress and fearof examination, Continuous and Comprehensive Evaluation (CCE) has been recommended bydifferentpolicy documentsfromtime-to-time at the national level.The Rightof Children toFree and Compulsory Education (RTE) Act 2009 provided hope and vision to this approach ofassessingchildren’sprogressinasystemwhichisaccustomedtoclassifyingandlabelingchildrenintermsofscoresorgrades.

 

Section 29(2) of the RTE Act–2009 requires that the guidelines of curriculum and evaluationprocedures are laid down by the appropriate academic authorities. The NCERT, being the apexbody in school education at the national level, developed resource materials to address CCE andalsodisseminateditwidely.TheguidelinesweresharedwithallStatesandUTs,CentralBoardof Secondary Education, Kendriya VidyalayaSangathan, Jawahar NavodayaVidyalaya Samiti,and finalizedafterobtainingtheirsuggestions.

 

The main aim of CCE is to evaluate every aspect of the child during their presence at the school.Thisisbelievedtohelpreduce thepressureonthechildduring/beforeexaminationsasthestudent will have to sit for multiple tests throughout the year, of which no test or the syllabuscovered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bringenormouschangesfromthetraditionalchalkandtalkmethodofteachingprovideditisimplemented accurately.

DetailedguidelinesissuedbyNCERTorStatesinthisregardmaypleasebereferred.

 

 

 

QuestionNo1.38isapplicableonlyforPrivateUnaidedSchools

 

  • Does the School take admission under Section 12of the RTEAct (25%quotaas perthe
    RTE Act)?:
    The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A inthe
    ConstitutionofIndiatoprovidefreeandcompulsoryeducationofallchildreninthe age
    group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law,

determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which
representstheconsequentiallegislationenvisagedunderArticle21-A,meansthateverychildhasa
right to full time elementary education of satisfactory and equitable quality in a formal schoolwhich
satisfiescertainessentialnormsandstandards.

RTE Act 2009 undersection 12 provides thatPrivate Unaided schoolsshall admit in classI, to
the extent of at least twenty-five per cent of the strength of that class, children belonging to
weaker section and disadvantaged group in the neighbor-hood and provide free and compulsory
elementary education tillitscompletion.

“Provided further that where a school specified in clause (n) of section 2 imparts pre-school
education,theprovisionsofclauses(a)to(c)shallapplyforadmissiontosuchpre-school
education.”

  Thus,questionno1.38becomesselfexplanatoryinnatureandistobeansweredaccordingly.
Itistobenotedthatpre-primarywillalsobeconsideredifpre-schooleducationisbeingimpartedin a privateunaidedschool.

QuestionNo1.37to1.56isapplicableonlyforGovernmentandGovernmentAidedSchools

 

  • Whether Anganwadi Centre(s) is/are located inside the school premises?:Launched on2nd
    October, 1975, the Integrated Child Development Services (ICDS) Scheme is one of theflagship
    programmes of the Government of India and represents one of the world’s largest andunique
    programmesforearly childhood care and development.Itis theforemostsymbol ofcountry’s
    commitment to its children and nursing mothers, as a response to the challenge ofprovidingpre-
    schoolnon-formaleducationononehandandbreakingtheviciouscycleofmalnutrition,
    morbidity, reduced learning capacity and mortality on the other. The beneficiariesunder the
    Scheme are children in the age group of 0-6 years
    , pregnant women and lactatingmothers

 

For better governance in the delivery of the Scheme, convergence is, therefore, one of the keyfeatures of theICDS Scheme. Thisconvergence isin-builtin the Scheme which provides aplatformintheformofAnganwadiCentresforprovidingallservicesundertheScheme.

 

If answer to this question is yes, then details like code/name of Anganwadi center(s), number of
children (gender wise) in each anganwadi, is the Anganwadi Worker trained in early childhood
education(Yes or No) and Whether Anganwadi has adequate educational toys/ puppets/ games/
board gamesetc.(Yes orNo) areto begiven.

 

 

 

  • WhetherBalvatikaisstartedintheCo-locatedAnganwadi/school?:

It          isanewconceptenvisagedinNEP2020.Para1.6oftheNEP2020reads“Itis
envisagedthatpriortotheageof 5 every childwillmove to a“Preparatory Class” or
“Balvatika” (that is,beforeClass1
),whichhasanEarlyChildhoodCareEducationECCE-
qualifiedteacher.ThelearninginthePreparatory Class shall be based primarily on play-based learning
with a focus on developingcognitive,affective,andpsychomotorabilitiesandearly literacy and
numeracy.Themid-daymeal programme shall also be extended to the Preparatory Classes in primary
schools. Healthcheck-ups and growth monitoring that are available in the Anganwadi system shall
also be madeavailabletoPreparatoryClassstudentsofAnganwadiaswellasofprimaryschools.”

 

IfBalvatikaisstartedintheCo-locatedAnganwadi/schoolthecodewillbe1

 

  • Whetherany Out of school Children enrolled in the school?

Applicablecodesare1-Yes,2-No.

If code is 1-yes, then

 

Whether anyOutofSchoolChildren (OoSC)enrolled in theschool are attendingSpecial
Training?
Section 4 of the RTE 2009 Act provides that where a child above six years ofage
has not been admitted to any school and though admitted, could not complete elementary
education, then he /she shall be admitted to an age appropriate class provided that when a child is
directly admitted in order to ensure that she is at par with others he/ she shall have a right to be
providedspecial training.

Thereisnostandarddefinitionforclarifyingchildrenwhoare“outofschool”.Variedapproaches have been adopted. For clarity on the concept, the following standard definition hasbeensuggestedinD.O.no12-2/2012EE11dated08-10-2013

(https://www.education.gov.in/en/sites/upload_files/mhrd/files/upload_document/OoSC.pdf):

A child 6-14 years of age will be considered out of school if he / she has never been enrolled inan elementary school or if after enrolment has been absent from school without prior intimationfor reasonsofabsenceforaperiodof45daysormore”.

 

Applicablecodesare1-Yes,2-No.

 

  • Number of students attending Remedial Teaching in current year:Remedial teachingmeans
    Itisaprocessofremovingthepupils’learningdistortionsor
    subject matterdifficultiesthat havecreptintotheunderstanding the concept anduseofthat
    subjectwhilelearning.Itisthenextnaturalstepcarriedoutafterdiagnostictesting.

 

Someofthebenefitsoftheremedialteachingcouldbe:

 

  1. Itrectifiesconceptsthathavebeenconfusedormisunderstood
  2. Underachieversarepromotedtoupdatetheirlearning
  3. Createsconfidenceinstudents
  4. Tohelpstudentstorealizetheirfullpotential

 

TotalNumberofstudentsattendingRemedialteachingincurrentyearistobegivenhere.

 

  • NumberofstudentsattendingLearningEnhancementClasses:thealternativemodesdonot
    ensureequitablequality learningforallstudents.Asaresult,closureofschoolsislikelytoleadto

 

 

lossoflearninganddeficienciesinthe achievementofstudents‟learningoutcomes.

 

Students’LearningEnhancementguidelinespublishedbyDoSEL,MinistryofEducationinAugust2020maybereferredformore details.The linkfortheguidelinesis:

 

https://ncert.nic.in/pdf/announcement/Learning_%20Enhancement_Guidelines.pdf

 

TotalNumberofstudentsattendingLearningEnhancementClassesincurrentyearistobegivenhere.

 

  • Details of visits to the school during the previous academic year by: Cluster Resource

Centres(CRCs)/Blocklevelofficer(BRC/BEO)/District/Statelevelofficers:

ClusterResource Centres (CRCs) were established in each block of every district under SSA to

conductin-service teacher training and to provide academic support to teachers and schools on a

regularbasis as well as to help in community mobilization activities. The major academic roles of

CRCshavebeenoutlinedintheFrameworkforImplementationofSSA(2008).

 

  • (a) Whether School Management Committee (SMC) has been constituted as per RTE
    norms?:
    Section 21 (1) of the RTE Act 2009 provides that School other than private school shall
    constitute a School Management Committee consisting of the elected representatives of the local
    authority,parentsorguardiansofchildrenadmittedinsuchschoolandteachers:

 

Providedthatatleastthree-fourthofmembersofsuchCommitteeshallbeparentsorguardians:

 

Provided further that proportionate representation shall be given to the parents or guardians of
childrenbelongingtodisadvantagedgroupandweakersection:

 

Provide information regarding that fifty percent of members such committee

 

Theapplicablecodesarecode-1(Yes),Code-2(No)

 

(b)WhetherSchoolDevelopmentandManagementCommitteehavebeenConstitutedasper
SamagraShikshaguidelines?:

 

Theapplicablecodesarecode-1(Yes),Code-2(No)andCode-3(SameasSMC)

(c) Number of SMC/SDMC Meetings Conducted in previous Academic year: If 1.43(a)or/and (b) is 1-Yes, Total Number of SMC/SDMC Meetings Conducted in the previous academicyearis to begivenhere.

 

(d)WhetherSMC/SDMChaspreparedtheSchoolDevelopmentPlan?:If1.43(a)or/and(b)is1-Yes,thencodewillbe1ifSMC/SDMChaspreparedtheSchoolDevelopmentPlan.Further,yearoftheschooldevelopmentplanhastobementionedforcode-1(Yes)forthis question.

 

 

 

 

  • (a)to(c)SchoolBuildingCommittee(SBC)/AcademicCommittee(AC)/Parent-Teacher
    Association (PTA):
    If the school has constituted any of SBC, AC or PTA the code willbe -1.If
    code is 1 (Yes) for question no 1.46 (c) then give number of PTA meetings held duringthe last

 

  • Is the school registered under Public Financial Management System (PFMS)?(1-Yes,2-No):ThePublicFinancialManagementSystem(PFMS)isaweb-basedonlinesoftwareapplicationdevelopedandimplementedbytheControllerGeneralofAccounts(CGA),DepartmentofExpenditure,MinistryofFinance,GovernmentofIndia.PFMS startedduring2009withtheobjectiveoftrackingfundsreleasedunderallPlanschemesofGovernmentofIndia,andrealtimereportingofexpenditureatalllevelsofProgrammeimplementation.Subsequently,thescopewasenlargedtocoverdirectpaymenttobeneficiariesunderallSchemes.

 

The primary function of PFMS today is to facilitate sound Public Financial Management Systemfor Government of India by establishing an efficient fund flow system as well as a payment cumaccountingnetwork.PFMSprovidesvariousstakeholderswitharealtime,reliableandmeaningful management information system and an effective decision support system, as part ofthe DigitalIndia initiativeofGovernmentofIndia.

 

PFMS isalso the channel for payment,accounting and reporting under Direct BenefitTransfer.Assuch,everyDepartment/MinistryofGovernmentofIndiatransfersfundselectronicallyto beneficiary(individualorinstitution)throughPFMS.Further,StateGovernmentsandtheImplementingAgenciestransferthecashcomponentstobeneficiariesthroughPFMS.Tofacilitatetheabove,PFMShasinterfacewithoverfiftyBeneficiarymanagementapplications/systemsofdifferentMinistriesandDepartments,suchasPM-KISAN,NSAP,MNREGASoft,MCTS,AwasSoftandKanyashree.

 

IftheschoolregisteredunderPublicFinancialManagementSystem(PFMS)thecodewillbe1(Yes).

 

  • Whether the school has multi-class units? (1-Yes, 2-No):Multi-class unit is a systemwheremorethanoneclassistaughtinasingleclassroom.Thismaybeatemporaryorpermanent arrangement on the part of a school.This type of system is however not desirable toimpart quality education.There will be multi-class units only if the same system was in use forentireacademicyear.

 

If1-Yes,classesandnumberofchildrentaughttogetherinasingleclassroomaretobegivenusing‘,’(comma)inbetweenclassesintheprescribedtable.

 

  • Is the schoolpart of a School Complex?(1-Yes,2-No):First incorporated inKothariCommission Report (1964-66), the concept of school complexes is based on the assumption thathighand higher secondary schoolshavebetter facilities, whichcanbe utilized by the primaryandmiddleschools.Theformeralsohavebetterteachingstaffandinfrastructurefacilities.

 

 

Five or six primary andupper primary schoolsform a complexandget their academic and
administrativesupportfromthenodalsecondary/senior secondaryschool.

 

So a schoolcomplex is organized by taking a group ofelementary schools, high schools,atraining school, a technical school etc. together. These institutions functions cooperatively for theimprovementoftheireducationalstandards.Itwillfacilitatetoprovideequaleducationalfacilities andexperiencestoall theschools.

 

The concept of school complex is also mentioned in the NEP 2020 viz. Para 5.10 of NEP 2020reads“State/UTGovernmentsmayadoptinnovativeformats,suchasschoolcomplex,rationalizationofschools,withoutinanywayreducingaccessibility,foreffectiveschoolgovernance, resource sharing, and community building.The creation ofschoolcomplexes couldgo a long way towards building vibrant teacher communities. The hiring of teachers to schoolcomplexes could automatically create relationships among schools across the school complex; itwould also help ensure excellent subject-wise distribution of teachers, creating a more vibrantteacher knowledge base. Teachers at very small schools will not remain isolated any longer andmay become part of and work with larger school complex communities, sharing bestpracticeswitheachotherandworkingcollaborativelytoensurethatallchildrenarelearning.School

 

complexes could also share counselors, trained social workers, technical and maintenance staff,
etc.tofurthersupportteachersandhelpcreateaneffectivelearningenvironment.”

 

 

  • Is the school a Hub School for the School Complex?:Hub School is a school catering forholisticeducationtostudents;theschoolwouldhaveadvancesports,vocational,infrastructureetc. facilities along with learning. The school whose infrastructure is being utilized for training ofstudents of other schools (school within the school complex). The Hub school may be designedkeepinginmindthespecializationofScience,Technology,EngineeringandMathematics(STEM)andHumanitiesandtheymayhaveseparatebuildingblocksforboththespecializations.

 

Theapplicablecodesarecode-1(Yes),Code-2(No)

 

If  1-Yes  Number of schools in the school complex

 

  • Whethertheschoolhasundertakenanyactivityunder“EkBharatShreshthaBharat”:Indiaisauniquenation,whosefabrichasbeenwovenbydiverselinguistic,culturaland religious threads, held together into a composite national identity by a rich history of culturalevolution, coupledwitha rousing freedom struggle that was built around the tenets of non-violence and justice. The spirit of mutual understanding amidst a shared history has enabled aspecialunityindiversity,whichstandsoutasatallflameofnationhoodthatneedstobenourished and cherishedinto thefuture.

 

The Department of School Education and Literacy is also taking initiative by organizing“Ek Bharat Shreshtha Bharat (EBSB)” programme in all schools. An illustrative list of suggestedactivities has been drawn up by the Department for carrying out in all schools. The schools are toorganize these activities as per the calendar shared by the department or in coordination with

 

 

 

partnerStates/UTs,keeping inview the academic calendar. The schools are required tomaintainareportonactivitiesconductedunder“EkBharatShreshthaBharat”intheformofaquarterlyand annualSchoolReport.

Objectives:The broad objectives of the Ek Bharat ShreshthaBharat (EBSB) initiative are asfollows:

 

  • To CELEBRATE the Unity in Diversity of our Nation and to maintain and strengthen thefabricoftraditionallyexistingemotionalbondsbetweenthepeopleofourCountry
  • ToPROMOTEthespiritofnationalintegrationthroughadeepandstructuredengagement between all Indian States and Union Territories through a year-long plannedengagementbetweenStates
  • To SHOWCASE the rich heritage and culture, customs and traditions of either State forenabling people to understand and appreciate the diversity that is India, thus fostering asenseof common identity
  • ToESTABLISHlong-termengagementsand

 

  • ToCREATEanenvironmentwhichpromoteslearning betweenStatesby sharing bestpracticesand experiences.

Formoredetails,pleaserefertodocument“Guidelinesforactivitiestobeconductedunder“EkBharatShreshthaBharat”inschools”releasedbyMinistryofeducation.

 

CalendarandlistofActivitiesforSchoolsunderEkBharatShreshthaBharat(EBSB)

 

S.No. DescriptionofActivity Month/Day/

Location

Organizing

Authority

LearningOutcome
 

1.

Exposureofstudentstothealphabets,songs,proverband100sentencesinthelanguages

ofthepartneringState/UT.

AcademicYear/EveryWeek/schoolpremises Schools Itwilldevelopthelinguisticcapacityofthestudents.
 

2.

Inclusionofafewpagesinthecoursebooksofschoolsinthe

language     of    the     partneringState/UT.

AcademicYear States/UTs(SCERTs) Thestudentswillbeabletolearn      the        language            and

variousfactsaboutpartneringState/UT.

 

3.

Essay      Competition      among

studentsinthelanguageofthepartneringState/UT

AcademicYear School It     will     develop      multi-linguisticskillsinstudents.
 

4

Optionalclassesinschools,wherefeasible,forlearningthelanguageofthepartneringState. AcademicYear/EveryWeek/schoolpremises School Thestudentswillbeable tolearnthelanguageofpartneringState/UT.
5 Dramaonculture,history,thetraditionofpartneringState/UT. AcademicYear/schoolpremises School Thestudentswillbeableto

learn    the    culture    of    thepartneringState/UT.

6 Identification/translationanddisseminationofsimilarproverbsinthelanguageof

partneringState/UT.

AcademicYear States/UTs Thestudentswillbeable tolearnthelanguageandcultureofthepartnering

state/UT.

7 “ThemedDisplayBoard/Wallmagazine”onthepartneringstate.(HistoricalMonuments,DressingStyle,painting,handicrafts,alphabetandbasicsentencesofthepartnering

State/UTs).

RoundtheYear/schoolpremises Schools Thepictorialrepresentationwill help them in learning andunderstanding       aboutpartneringStates/UTs.
8 PledgeonSwachhta/Single-useplastic/watersaving/NationalUnityinthelanguageofpartnering states/UTs Atleasttwotimeseverymonth/Schools’ premises during morning assembly. Schools Thestudentswillhaveexposuretopartneringstatelanguage.
9 TalkingHour,NewsonthepartneringStates/UTs. Two      days     everymonth/Morning

Assembly.

Schools The      students      will      beacquainted  with  the  latest

newsandimportantdayto

dayeventsinpartnerstate/UT. Thestudentswillalsoknow about          the        partneringStates/ UTs indetail.

10 “Questions/Answersession”on

partneringStates/UTs.(KnowYourPartnerStates/UTs)

Onceinamonth/MorningAssembly. Schools Itwillhelpstudentsto

remembertheimportantfactsaboutpartneringStates/UTs.

11 “State  Day      Celebration”      ofpartner State/UT OnStateDay/SchoolPremises Schools ItwilldevelopasenseofunityamongthestudentsofboththeStates/UTs.
12 Culturalcompetition(FolkSongs/Dance,arts&painting,Music any other cultural activityofthepartneringStates/UTs.) JanuarytoMarch/SchoolPremises&DistrictHeadQuarter Schools/Districts ThestudentswillgetthechancetolearnabouttheculturalactivitiesofpartneringStates/UTsandshowcasetheirtalent.Itwillfostercommunityfamiliarization.
13 “Literary          Fest”     (Quizcompetition,Poetry,recitation,Extempore,Speech,Debate,

TranslationofpopularregionalscriptofpartneringStates/UTs).

SchoolPremises Schools Itwilldeveloplinguisticandcreativeabilitiesinstudents.
14 EkBharatShreshthaBharatUtsav (Unity Pledge,project ontheculture,customs,dress,agriculture,climateandtopography,Video

ConferencingwithstudentsofpartneringStates/UTs.)

31October2020(National Unity

Day)/    SchoolPremises

Schools Itwillprovideacommonplatformtostudentsforsharingtheiroverallexperience/best practicesofEkBharatShreshthaBharat.
15 “State-ProjectNotebook”

onpartneringstate/UTbyeachstudent.

NovembertoDecember/ClassTeacher Schools Itwillhelpchildreninmaintaining a record of theirparticipationinactivitiesUnderEkBharatShreshtha

Bharat.

16 “Ek Bharat ShreshthaBharat”schoolReport Monthly/AnnualSchool Admini-stration Schools  

 

 

  • Is the School certified as Fit India School?(1-Yes, 2-No):

 

The Fit India Mission hasprepared a  system of FIT INDIA SCHOOL Certification with simple and easy parameters asbelow:

 

  1. HavingoneteachertrainedinPhysicalEducation(PE),andsuchteacherisphysically
  2. HavingonePEperiodeachdayforeverysectionandphysicalactivities(sports,dance,
    games, yoga-asan, PT)takeplacein thePEperiod.

 

TogetlatestanddetailedinformationforFitIndiaSchoolcertification,pleasevisithttps://fitindia.gov.in/

IftheSchooliscertifiedasFitIndiaSchoolthecodewillbe1(Yes)

 

 

  • Is the school providing Holistic Report Card for every learner based on peer / self /teacher assessment(1-Yes, 2-No):The holistic report card is a 360-degree, multidimensionalreport that reflects in great detail the progress as well as the uniqueness of each learner in thecognitive, affective, and psychomotor domains. It includes teacher, self and peer assessment, andprogressofthechildinproject-basedand inquiry-basedlearning,quizzes,roleplays,groupwork, portfolios, etc).

 

IftheschoolprovidingHolisticReportCardforeverylearnerbasedonpeer/self/teacherassessmentthecodewill be1(Yes).

 

 

 

  • Mention Totalnumber of daysMid-Day Meal served under PM-POSHAN ( in Last academic year):Number of days for which mid-daymeal has beenserved, number days in week, number of days per month willbegiven here.

 

  • Availability offree textbooks, TeachingLearning Material(TLM),Playmaterial (incurrentacademicyear)andGradedSupplementaryMaterial(forpreviousacademicyear):

Teachinglearningmaterials(TLMs):Thesearetools,whichareusedbyteacherstohelplearnerstolearnconceptwitheaseandefficiency.TLMshavebeeninexistenceinoureducational system since ancient times.The role of TLMs in the classroom is to make learningreal, practical andfun for children.Teachers useTLMs to illustrate or reinforce a skill, fact oridea. The teaching-learning material can be human or non-human resources. They canalso beanimate andinanimate.Teaching-learning material can be easily bought or made by theteacheror student.

 

Theteaching-learningmaterialsareusuallydividedintothreetypes-

 

  1. AudioAids:Theseaidshelptolearnbystimulating theauditorysenses.Ithelpsinlearninglanguageasitfocusesonpronunciation.Smallkidsfinditinteractiveifsongsandmusicareinvolvedwithlearning.Audioaidsinteaching-learningmaterialshelptomemorizeeasier.E.g.:cassettesandtapeplayers,radio,tape-recorder.

 

  1. VisualAids:Lines,patterns,colorfulimagery,brightcolorsallcontributeasvisualaids.Theseareeye-catchingintheliteralsenseandfacilitatelearning.E.g.:globes,blackboards,maps,charts,etc.

 

  1. Audio-Visual Aids: These combine the audio and visual aids in one. They engage boththe hearing and visual organs of the students to understand something effectively. Theyarehighlyattractive.E.g.:LCDprojector,television,computer,virtualclassroom,etc.

 

TheTeaching-learningmaterialisateachingaidprovidedtostudentsbytheteachinginstitutionor bought bythe studentsthemselves.

 

 

GradedSupplementaryMaterial:

 

Materialsdesigned to beusedinadditiontothe corematerialsofa course.They areusuallyrelated to the development of skills of reading, writing, listening or speaking rather than to thelearning of language items, skills development materials,grammar, vocabulary and phonologypracticematerials, collectionsof communicativeactivities, extra worksheets,games, booksetc.thatateacher usesforteaching materialsinadditiontoacore text.

 

This may be in the form of books, charts, graphs images etc. to supplement the core subjectcoverage.

 

Questionno1.53.1to1.53.8.1aretobeansweredaccordingly.

 

 

 

 

 

 

  • KeyperformingIndicators(KPI)onteaching,learning(incurrentacademicyear),materialsetc.:

The parameters discussed in 1.53 part of section 1 are basically the input variables for capturingthe learning outcomes.By input variables wemean that these are thevariables that areverymuch necessaryfortheschoolstomonitorortoimprove thelearningoutcomes.

 

1.54.1: Learning Outcomes:Children learn in a variety of ways such as listening, reading,playing,interacting anddoing.Thislearningleads to changein theirbehavior.Thischange,when observed and assessed, is often termed as learning outcome. The parameter focuses uponnumber of assessment items created by school based on the Learning Outcomes (LO’s) defined byNCERT/SCERT.The NCERThave defined theLO’s for each level of education.They areeasilyavailableontheNCERTwebsite.Thelinkforthemishttps://ncert.nic.in/learning-outcome.php

 

  • Criterion-ReferencedItems:Thesearetheitemsdesignedtomeasurestudentperformance against a fixed set of predetermined criteria or learning standards (based on NASfindings here).

 

The criterion is not the cut score; the criterion is the domain of subject matter that the test isdesigned to assess.For example, the criterion may be “Students should be able to correctly addtwosingle-digitnumbers,”and thecutscoremay be thatstudentsshouldcorrectly answeraminimumof80% ofthequestionstopass.

 

Criterion-referenced evaluations are used in schools to examine specific knowledge and abilitiesthatstudentshavemostlikelygained.Thisdetermineshowclosetheyaretomasteringastandard.Theyallowteacherstoassesshowtheycanassiststudentsimproveinspecificareas. Criterion-referenced evaluations will showyouwhereyour learners are in termsof anacceptedstandard,allowingyoutotailorinstructionsandassistanceforstudents.

 

  • For example driving tests are criterion-referenced tests, because their goal is to see whether thetest taker isskilled enoughtobegranted a driver’slicense,not to see whether one test taker ismoreskilled thananothertesttaker.

 

1.54.3:Whethertheschoolteachersoftheschoolhavecreatedteachingaids/toolsforteaching and learning:Here we have to mention whether teachers have created tools/teachingaidskeepinginviewoftheLeaningOutcomesfrom theNAS.

 

Theapplicablecodesarecode-1(Yes),Code-2(No)

 

  • Whethertheschoolactivelyundertakesacademicenrichmentactivities,suchasProject/Group work, portfolio, virtual labs, class performances, quizzes/debates, creativewriting,etc?:

AcademicEnrichmentActivities:Academicenrichmentprogramsare designedtoprovideasetting in which students gain critical-thinking skills and advanced knowledge in a particularsubject. Alotofknowledgecanbegainedbylisteningtolectures,readingtextbooks,andlearning rotememorization. However,many students struggle toapply what they learntoreallife experiences.Agoodenrichmentprogram teaches students the concepts butalso providesthemwithhands-onlearninganduniqueexamsthathelpstudentsusethoseconceptsinapplicable ways.

 

Duetothe way theseprogramsaredesigned, studentsgain confidence inthe subjectarea theyarestudying.Theyalsodevelopproblem-solvingandcritical-thinkingabilities.Thishelpsimprovetest-takingskillsandpreparesthemforfutureacademicgoalsinothersubjectsaswell.

Oneofthebiggestadvantagesofacademicenrichmentprogramsisthattheycanteachstudentsat a higher level than in a traditional classroom. The curriculum becomes more difficult as thestudents get smarter, presenting them with continual challenges that lead to higher confidencelevels.

 

Some of the few examples of academic enrichment activities are Project/Group work, portfolio,virtual labs, class performances, quizzes/debates, creative writing, preparation of bulletin boards,puzzlesolvingetc.

 

  • Total Number of Hard Spots identified in learning outcomes:Mention the number ofhard spotsidentified inlearningoutcomes.

 

Hard Spots: Hard Spots are those concepts which majority chunk of learners finds difficult inunderstanding.Thismayvaryfromleveltolevel,SchooltoSchool,BlockstoBlocks,Districtsto Districtsand Stateto State.

 

  • Numberofstudentsreceivedorientationoncybersafety:

 

CyberSafety:

 

Numberofstudentsreceivedtrainingonpsycho-socialaspects

  • Psycho-social aspects: Psycho-social factors are characteristics or facets that influence anindividual psychologically and/orsocially.Suchfactorscan describeindividuals in relation totheirsocialenvironmentandhowtheseaffectphysicalandmentalhealth.Apositivepsychosocial school environment helps to create a conducive environment for effective teachingandlearning.Itrelatesto‘thedynamicrelationshipbetweenpsychologicalaspectsofour experience(ourthoughts,emotions,andbehaviors)andourwidersocialexperience(ourrelationships,familyandcommunitynetworks,socialvalues,andculturalpractices).

 

Key elements contributing to the psychosocial school climate include the quality of personalrelationships at school, methods used in the process of learning, classroom management anddiscipline,students’andteachers’well-being,prevalenceofschool-basedviolence,andsocialand emotionallearning(SEL).

 

Keyaspectsforanurturingpsychosocialenvironmentinclude:

 

People– friendshipsand relationships that students createwith peers andteachersinschools;thisalsolinkstoeffectiveparentalinvolvement,positiveteacherattitudesaswellascollaborativepractices.

 

Process –afunandengagingatmospherethatallowsstudentsandteacherstobecreative,

 

 

collaborative, and free to learn without the fear of making mistakes. This also relates to useful,relevant,andengaginglearningcontentandreasonableworkload.

 

Place– a warm and friendly school environment with more open classrooms and colorful as wellas meaningful displays.

 

Sustainable Development Goal 4 (SDG 4) recognizes the importance of the psychosocial schoolenvironment. Implementation target 4.a aims to ‘build and upgrade education facilities that arechild,disability,andgender-sensitiveandprovidesafe,nonviolent,inclusive,andeffectivelearningenvironments forall’.

 

Examplesofpsychosocialfactorsincludesocialsupport,loneliness,socialdisruption,bereavement, social status,andsocialintegration.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION1-B

 

SCHOOLSAFETY

(ForAlltypeofSchools)

 

 

Disasters have not only challenged the government and other stakeholders in providingaccess to education but also endangered the lives of children and those engaged in the pursuit ofeducation.   Given the fact thatchildren are expected to spend majority of their time atschool,safeschoolsattainveryhighimportancewithaviewtoensuringtheirsafetyandwellbeing.

 

‘School Safety’ has been defined as the creation of safe environments for children starting fromtheir homes to their schools and back. This includes safety from large-scale ‘natural’ hazards ofgeological/climatic origin, human-made risks, pandemics, violence as well as more frequent andsmaller-scalefires,transportationandotherrelatedemergencies,andenvironmentalthreatsthatcan adversely affectthe lives of children.The concept has evolvedover the last couple ofdecadesasthethreattothephysicalwellbeingofchildrenhasbecomemorevisiblebothgloballyand in thecountry.

 

TheNationalDisasterManagementAuthorityhasreleasedadocument“NationalDisasterManagement Guidelines-SchoolSafetyPolicy-February2016”

 

Thisdocumentcanbeaccessedathttps://ndma.gov.in/Governance/Guidelines

 

  • Whether the School Disaster Management Plan (SDMP) has been developed? (1-Yes,2-No):Schools should also develop a Disaster Management Plan defining procedures to confine,contain,consolidateandcontroltheemergencyandcrisis,withinputsfromDDMA.

Thisplanshouldincludeamongotheraspects,systemofwarnings,communicationprotocolswithinandoutsidetheschool(includingusageofpublicaddressalsystem),identificationofevacuationroutes,accessbyemergencyvehiclesandcareofchildrenwithspecial needs. The Disaster Management Plan should also include stock piling of emergencyequipmentandmaterials,regularmaintenanceofemergencyequipment,arrangementsfororderly releaseof studentstoguardians and temporary shelter, in caserequired.A sitemapshould be included in the plan, designating planned evacuation routes and assembly areas. Thesame should be displayed on each floor of the school. A copy of the plot map and floor plan foreachschoolwiththesedetailsshouldbesubmittedtotheDistrictDisasterManagementAuthority(DDMA) forinclusionintheDistrictDisasterManagementPlan(DDMP).

 

Detailedguidelinescanbeaccessedinthedocument“NationalDisasterManagementGuidelines

-SchoolSafetyPolicy-February2016”availableathttps://ndma.gov.in/Governance/Guidelines

 

IftheSchoolhasdevelopedDisasterManagementPlan(SDMP)thenthecodewillbe1(Yes)

 

  • Whether Structural Safety Audit has been conducted? (1-Yes, 2-No):Structural SafetyAudit primarily refers to audit of Buildings in school by civil engineer to measure the strength tofaceprobabledisasters.Firesafetyauditisalsoanessentialcomponentofit.Periodicstructural

 

 

 

 

audithas  beendesired/mandatedthe  document“National  DisasterManagementGuidelines-SchoolSafety Policy-February2016”

 

IfStructuralSafetyAudithasbeenconductedthenthecodewillbe1(Yes)

 

 

  • Whether Non-Structural Safety Audit has been conducted? (1-Yes, 2-No):Besidesstructuralsafetymeasures,non-structuralelementswithintheschoolcampusneedtobeaddressed to ensure safety. These are mostly low cost, regular maintenance items that the schoolshouldaddressonaregularbasisfromtheirownfunds.Someoftheseitemswhichcouldbepartof Non-StructuralSafetyAudit are:

 

  • All items of furniture such as almirahs, shelves, black boards etc., as well as any other
    items that may fall and cause injury to students and teachers such as ceiling fans, coolers,
    needtobesecuredtothewallsorfloor.
  • Anyelectricalitemssuchasloosewiresthatmaycauseanexigencyshouldbeaddressed
  • Chemicalandanyhazardousmaterialsintheschoollaboratoryshouldbehandled
    andstoredas perinstructionstopreventanyharmtostudentsandschoolstaff.
  • Openareasincludingcorridorsandevacuationroutesincludingstaircasesandramps
  • Pots/plantersintheplaygroundorcorridorsshouldbekeptinamannerthatdoesnot
    affectsmooth evacuation
  • Any derelict or unused building, rubble, etc. should be removed to prevent any harmful
    animals orpestsfromaccessingchildren.
  • Traffic movementoutside the school shouldbe managedto minimize risk tostudentsat
    the timeofassemblinganddispersalof school.
  • During excursions,schoolsshouldcarefully choose thelocation ofexcursion andthe
    itinerary so that exposure to hazard is minimized. Extra precautions should be taken when
    studentsarebeingtakenclosetowater bodies,narrowmountainoustracksetc.
  • Busesoranyothervehiclesowned/hiredbytheschoolneedtobemaintainedproperly
    so that students are not at risk of accidents.Drivers need to be appropriately trained on
    speedlimits, stoppage of vehiclesaswellascrisis management so that children remain
  • Emergencyequipmentsuch asfireextinguishers,firstaidkits,ropesetc. needtobe

IfNon-StructuralSafetyAudithasbeenconductedbytheschoolthencodewillbe1(Yes)

 

 

  • WhetherCCTVCamerasareavailableinschool?(1-Yes,2-No):Increasingincidentsofnegligence&crimesagainstchildrenhaveraisednumerousdoubtsandquestionsinthemindsof parents. The need of the hour is to ensure that children are safe and feel safe all the time.Vigilanceandkeepinganeyeoutforanyanomalyordeviationsinchildren’sbehaviorissomething that can be done to fortify ourselves in this fight. However, we are only humans andmay

overlookcertain things ormay even lowerourguard over time. Then, howcan we ensurethe safety of children. The answer is CCTV Surveillance Systems. In the age of technology, thissimple weapon isone of the mosteffective waysto deterand fight the evils. CCTV surveillanceisofgreatimportanceinschools.SomeoftheusesofCCTVare:

  1. Itallowsformaintenanceofaneffectiveaccesscontrolsothatonlyauthorizedpersonsaccesstheschoolthusmaking iteasiertokeep theentrancesandexitsofaschoolsecure.
  2. Itisusefulinorganizingevacuationincaseofemergenciesandreducingtheresponsetimewhen planningsecuritydrills.
  3. Intheeventofanyvandalismortheft,itisausefultoolinprotectingtheschoolpropertyandidentifyingthe perpetrators.
  4. Itcanbeusedtokeeptrackofattendanceofstudents,teachersandsupportstaffalike,alongwith ensuringtheyarealldoingtheir workefficiently.
  • Withincreasedcasesofragingandbullying,itnotonlyactsasadeterrent,italso
  • Ithelpstokeepparents’mindateaseaboutthesafetyandsecurityoftheirchildren.
  • Ithelpsinkeepingawatchontheteachers’methodsofteachingandpunctuality.

 

IfCCTVcamerasareinstalledinschool,then,codewillbe1(Yes).

 

  • Whether Fire Extinguishersare installed? (1-Yes,2-No):AFireExtinguisher is aportable device that discharges a jet of water, foam, gas, or other material to extinguish a fire.There arefivemain typesoffireextinguishers:

 

  1. CarbonDioxide(CO2).

 

SchoolneedstoinstallFireExtinguishersintheschoolpremisesaccordingtonormsprescribedinFireSafety Audit.

IfFireExtinguishersareinstalledintheschool,then,codewillbe1(Yes).

 

  • Does the school have a nodal teacher for school safety? (1-Yes, 2-No):“NationalDisasterManagementGuidelines-SchoolSafetyPolicy-February2016”providesfordesignatingaschoolsafetyfocalpointteacher(FPT)tooperationallyanchorsafetyrelatedactions at the school level as part of his / her routine commitments in the school.Therefore,School may appoint a nodal teacher for School safety in line with these guidelines.This may bedonetoensuretimely complianceofallschoolsafetynormsandguidelinesasprescribed.

 

Iftheschoolhasdesignatedanodalteacherforschoolsafety,thenthecodewillbe1(Yes).

 

 

 

  • Whetherstudentsandteachersundergoregulartraininginschoolsafetyanddisasterpreparedness?(1-Yes,2-No):Annexure3of“NationalDisasterManagementGuidelines-SchoolSafetyPolicy-February2016”prescribesabroadlistoftrainingsrequiredfor promotion of school safety.Training may be conducted in accordance with section 5 theseguidelines.

Ifstudentsandteachersundergoregulartraininginschoolsafetyanddisasterpreparednessthen,thecode willbe1 (Yes).

 

  • Whether disaster management is being taught as part of the curriculum? (1-Yes, 2-No):Section 10.6.1 of National Policy on Disaster Management 2009 (NPDM) discusses theintroduction of subject of disaster management in the curriculum through the Central and StateBoards of Secondary Education.On their part, Central Board of Secondary Education, StateBoardsofSecondaryEducation(SCERT),andotherinstitutionsinvolvedincurriculumdevelopment needed to include age appropriate theoretical as well as practical knowledge on riskofdisasters,nationallyandspecificallyabout theirownstate.

Consequently,DisasterManagementhasbeenintroducedasasubjectintheCentralBoardschoolcurriculum,aswellasseveralStateEducationBoards.

 

Ifdisastermanagementisbeingtaughtaspartofthecurriculuminschoolthen,codewillbe1(Yes).

 

  • WhetherschoolhasreceivedgrantforSelfDefenseTrainingforGirls?(1-Yes,2-No):Keeping in view, the rising number of crimes against girls in the country, it is important toprovide self-defence training to them in the schools to ensure their safety and security. Self-defence training is a life skill that helps girls to be more aware of their surroundings and beprepared for the unexpected at any time. Through the self defence training, the girls are taught tobecome psychologically,intellectually and physically strong enough toprotect themselves intimesofdistress.Selfdefencetrainingtechniquesinstillsselfconfidenceamongstgirlsandhelpsto promotegirlseducation particularly their transitiontosecondary andhigher secondary leveland to reducethe dropoutrate inschools.

IfschoolhasreceivedgrantforSelfDefenseTrainingforGirlsthen,codewillbe1(Yes).

 

Ifanswertoquestionno1.54.9isyes(code-1)thenactualnumberofgirlstudentswhohavebeenprovidedtraining willbegivenhere.

 

 

 

 

  • Whether the school hasdisplayed safetyguidelineson DisplayBoard?(1-Yes,2-No):To ensure widespread awareness of school safety guidelines amongst all stakeholders it isnecessary to put it on the display board.The School Safety guidelines may be displayed on thewebsite of school.School Safety guidelines may consist of evacuation plan, list of Do’s andDon’ts,Asitemapdesignatingplannedevacuationroutesandassemblyareasetc.

IfschoolhasdisplayedsafetyguidelinesonDisplayBoard,thencodewillbe1(Yes)

 

  • Whetherthe school has appointed any teachersasa firstlevelcounselors?(ForGovernmentSchools)(1-Yes,2-No):

 

  • Frequencyofsafetyandsecurityauditofschoolsforensuringchildsafetybyinvolving all stakeholders (SMC, Parents, Senior Students, senior girl Students):Safety andSecurity audit ofschoolmay be conducted asfar as possible as per norms prescribed.Allstakeholders like School Management Committee, Parents, and Senior Students & Senior GirlStudents should be part of such audits.Frequency of audit in the reference year is to be reportedfromthecode list.Theapplicablecodesare:

 

(1-Once, 2-Twice, 3-Threetimes, 4-Fourtimes, 5-Morethanfourtimesayear, 6-None)

 

  • Is the school displaying photographs of all teachers in a school? (1-Yes, 2-No)

 

  • Has the school adopted/initiated Vidya Parvesh Module? (1-Yes, 2-No)‘VidyaPravesh – Three-month Play-basedSchoolPreparation Module for Grade-I’, has been developedas per the recommendations of the National Education Policy, 2020 (NEP 2020). Children whoenter Grade-I, come from diverse backgrounds: some of them have pre-school or Anganwadiexperience,somehavegoodhomeeducationexperience,someothersmaycomedirectly toGrade-I without any prior experience of pre-school education. Providing children with ‘VidyaPravesh — Three-month Play-based School Preparation Module for Grade-I’ is an attempt topromotetheirholisticdevelopmentbyprovidingageappropriateexperiencesfordevelopingrequisite competencies necessary for Grade-I.The moduleisan integral part of NipunBharat—anationalmissiononFoundationalLiteracyandNumeracy(FLN)oftheGovernmentofIndia.Itis a three months’ (12 weeks) programme developed as an interim measure for all children whohaveenteredGrade-I.TheprogrammeinthemoduleisdesignedtobeimplementedatthebeginningofGrade-Iforthreemonthsandtransactedforfourhoursper day.

 

DetailedguidelinesonVidyaPraveshModulepublishedbyNCERTmaybereferred.

IftheVidyaPraveshModulehasbeenadopted/initiatedintheschoolthenthecodewillbe1(Yes)

 

  • Students’ attendance captured? (1-Attendance Register, 2-Electronically, 3-Biometric)

 

  • Teachers’ attendance captured? (1-Attendance Register, 2-Electronically, 3-Biometric)

 

  • Whether the school has constituted Youth Club? (1-Yes, 2-No)

 

Youth clubs in schoolsare an instrument to develop life skills, build self-esteem, develop self-confidence and resilienceandcounternegativeemotionsofstress,shameandfear.Youthclubsinschoolsafterschoolhours are an instrument to develop student skills other than academic abilities in different areas.Students can excel in their skills as per their choice and abilities in the clubs. The learningenhancestheircapabilitytocombatthechallengesintheirfuturelife.

 

  • Thelearningofchildrenalongwithpeergroupprovidesfunandalsomakesapositiveimpactontheirlocalcommunityand theworld.
  • Thediversityamongchildrenintermsofurban,rural,caste,class,religion,region,language,culturalbeliefs,disability,gender,sexualorientationneedtobeappreciated.
  • Childrenneedtobetrusted,appreciatedandrespected.
  • Activitieswillempowerlearnersthroughparticipatory,process-oriented,non-judgmentalapproaches.
  • Activitieswillenhancethephysical,mental,emotionalandsocialwell-beingoflearners.
  • Learnersneedtobeprovidedanopen,non-threateningandconduciveenvironment.
  • Involvement of all stakeholders, particularly teachers, parents and community is crucial.They should be sensitized to the needs and concerns of children and young people so as torespond to themin positiveways.
  • It will lead to better utilization of school infrastructure and other facilities such as playground,library, sportsequipments etc.
  • Thestudentscanparticipateinactivitiessuchasdebates,music,arts,sports,reading,physical activities after school hours and during vacation. These would help in utilising theideal school infrastructure particularly playing fields, sports equipment and libraries whichinternedwillhelpthestudentstodevelophobbies,skillsandinteresttheymightnototherwise be able toexplore.
  • The school principal willin-chargeof Youth& Eco Club. One teacher willbe assigned asa nodalperson on rotation basis, who would stay back after school hoursto facilitate theclub activities.

IftheschoolhasconstitutedYouthClub,thenthecodewillbe1(Yes)

 

  • Whether the school has constituted Eco Club? (1-Yes, 2-No)

 

Eco clubs in schoolswillempowerstudentstoparticipateandtakeupmeaningfulenvironmentalactivitiesandprojects. It is a forum through which students can reach out to influence, engage their parents andneighborhood communities topromote sound environmental behavior.Itwill empower studentsto explore environmental concepts and actions beyond the confines of a syllabus or curriculum.Whileeveryone,everywhere,assertstheimportanceof‘learningtolivesustainably,’environmentremainsaperipheralissueintheformalschooling system.

ObjectivesofEco-clubsinschool:

 

  • Motivate the students tokeep their surroundingsgreen and clean by undertaking plantation of

trees.

  • Motivate students to imbibe habits and life style for minimum waste generation, sourceseparationofwasteanddisposingthewastetothenearest storage point.
  • To develop skills of observation, experimentation, survey, recording, analysis, reasoningneededforconservingenvironmentthroughactivities
  • Organizeseminars,debates,lecturesandpopulartalksonenvironmentalissuesintheschooltomotivatethe studentstokeeptheirsurroundingsgreenandclean.
  • Promote ethosofconservationofwater by optimizing the useofwaterandcleaning ofwaterbodyintheadjacentarea.
  • Motivate students to imbibe habits and life style for minimum waste generation, sourceseparationofwasteanddisposingthewastetothenearest storage point.
  • Educate students to create awareness amongst public and sanitary workers, so as to stop theindiscriminateburning ofwastewhichcauses respiratorydiseases.
  • Sensitize the students to minimize the use of plastic bags, not to throw them in public placesas they choke drains and sewers, cause water logging and provide breeding ground formosquitoes.
  • Organize tree plantation programmes, awareness programmes such as quiz, essay, paintingcompetitions, rallies, nukkadnatak etc. regarding various environmental issues and educatechildrenaboutre-useofwastematerial&preparationofproductsoutof waste
  • Campaign against use of loud speakers, motivate students not to use crackers and fireworks,recyclingofglassandmetals,useofunnecessaryhorns.
  • Field visit to environmentally important sites including polluted and degraded sites, wildlifeparks, etc.
  • Organize rallies, marches, human chains and street theatre at public places with a view tospread environmentalawareness.
  • Action based activities like tree plantation, cleanliness drives both within and out side theschoolcampus.
  • Growkitchengardens,maintainvermin-compostingpits,constructwaterharvestingstructuresinschool,practicepaperrecyclingetc.
  • Maintenanceofpublicplaceslikeparks,gardensbothwithinandoutsidetheschoolcampus.
  • Mobilizeactionagainstenvironmentallyunsoundpracticeslikegarbagedisposalinunauthorizedplaces,unsafedisposalof hospitalwastesetc.
  • Beautifyselectedroadsideareawithplantsandflowersandputcampaignboardstogenerate awareness.

 

IftheschoolhasconstitutedEcoClub,thenthecodewillbe1(Yes).

 

  • Whether Teacher Identity Cards are issued to all teachers in the school? (1-Yes, 2-No)

 

  • State School Standard Authority (SSSA) self-certification obtained? (1-Yes, 2-No)

 

An effective quality self-regulation or accreditation system will be instituted for all stages ofeducationincludingpre-schooleducation-private,public,andphilanthropic-toensurecompliance with essential quality standards. To ensure that all schools follow certain minimalprofessionalandqualitystandards,States/UTswillsetupanindependent,State-wide,bodycalled the State School Standards Authority (SSSA). The SSSA will establish a minimal set ofstandards based on basic parameters (namely, safety, security, basic infrastructure, number ofteachers across subjects and grades, financial probity, and sound processes of governance),whichshall be followed by all schools. The framework for these parameters will be created by theSCERTinconsultationwithvariousstakeholders,especiallyteachersandschools.

 

IftheschoolhasobtainedStateSSAself-certificationthencodewillbe1(yes)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION1-C

 

Receipts and Expenditure

 

 

 

Section1-C–ReceiptsandExpenditure:

 

  • Grants received by the school & expenditure made during the financial year 2022-23

(For Govt. andGovt. Aided Schools)

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

  • Financial Assistance received by the school (for all schools in last Academic year)

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

  • Whether school is maintaining for the following?(for all Schools in Previous Academic Year)

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

  • Total annual expenditure of school on account of following(for all Schools in Previous Academic year)

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

 

.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION1-D

 

VocationalEducationDetails

(Onlyforgovernmentandgovernmentaidedschoolshavingvocationalcourses)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

InpursuanceofthedecisionofthecabinetcommitteeonSkillDevelopmentinitsmeetingheldon 19th December 2013, the National Skill Qualification Framework (NSQF) was notified on 27thDecember2013.

 

The National Skills Qualification Framework (NSQF) organized qualifications according to aseries of levels of knowledge, skills and aptitude.These levels are defined in terms of learningoutcomes which the learner must possess. Regardless of whether they were acquired throughoutformal,nor-formalorinformallearning.InthatsensetheNSQFisaqualityassuranceframework.Itis,therefore,anationallyintegratededucationandcompetencybasedskillframework that will provide for multiple pathways, horizontal as well as vertical, both withinvocationaleducationandvocationaltrainingandamongvocationaleducation,vocationaltraining, general education and technical education thus linking one level of learning to anotherhigher level.This will enable a person to acquire desired competency levels, transit to the jobmarket and, at an opportune time, return for acquiring additional skills to further upgrade theircompetencies.

 

Thequalificationframeworkisbeneficialtoschools,vocationaleducationandtrainingproviders,highereducationinstitutes,accreditingauthoritiesaswellasindustryanditsrepresentative bodies, unions, professional associations and licensing authorities.The biggestbeneficiaries of such a framework are the learners who can judgetherelativevalueofaqualificationat aparticularlevelontheframework andmake informaldecisionsabouttheircareer progression paths.

 

  • DoestheschoolprovideanyvocationalcoursesunderNSQF?(1-Yes,2-No):Ifvocational course(s) are being provided in the school under National Skill Quality Framework(NSQF) duringtheyearthenthecodewillbe1-Yes.

Questionno1.61(b)onwardsaretobeansweredonlywhencodeforQuestionno1.61(a)is1-Yes.

 

  • (a) Sector(s) / Trade(s) available in the school:A maximum of four sectors/Trades can beselected from list of all sectors/trades. Sectors/trades are to be selected in descending order oftotal number of students enrolled in a particular sector/trade.   Year of starting of sector/trade isalso to begiven in YYYYformat. Job role are to be selected  Sector(s) / Trade(s) / Job role option are given in DCF.

 

1.61(b)VocationalCoursescoveredunder:Thecoverageofvocationalcourseistobeprovided here in terms of codes.If the vocational courses are covered under Centrally sponsoredschemeofvocationalisationofschooleducationthencodewillbe1.ForStatesponsoredscheme code will be 2 and if vocation courses are not covered under center and state sponsoredscheme then codewillbe 3.

 

1.61(c)Details on vocational course(s) / training(s) in Previous Academic Year ( AY 2022-23)

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

1.61 (d) Details of Placements and Employment in Previous Academic Year (2022-23):

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

1.61(e) Availability of Vocational Lab :

 

Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 SECTION1-E

 

 Mid-Day Meal

 

(OnlyforGovernment

and

Government aidedschools)

 

 

 

 

 

 

 

In this section Question No.1 to 12 to be

filled up as per instructed in DCF

 

 

 

 

 

 

 

 

SECTION2

 

PHYSICAL FACILITIES,EQUIPMENT,COMPUTERANDDIGITALINITIATIVES

 

 

 

 

 

SECTION2-PHYSICALFACILITIES,EQUIPMENT,COMPUTERANDDIGITALINITIATIVES

 

PARTA:PhysicalFacilitiesandEquipmentinSchools

 

  • Status of PresentSchool Building?:It is the ownership status of the School building as onthereferencedate.TheSchoolbuildingmayconsistofmorethanonebuildingblock.Ownership status of majority of the blocks will be considered in this case.The applicable codesare:

 

1-   Private,                          4-GovernmentSchoolinaRentfreebuilding,

  • Rented,                         5-NOBuilding,

3-   Government,                  6-SchoolRunninginotherDepartmentBuilding

 

  1. Private: Owned by a private individual or organization. No rent is paid for such building(rent free)asthe ownershiplieswith theusers.

 

  1. Rented:Ownedbyanyindividualororganizationforwhichtheschool/managementpaysrent.
  2. Government: The school building belonging to Government Department, local body oranysuchagency(education,tribalwelfare,socialwelfaretootherdepartment)foreducationalpurposeshouldbeconsideredunderthiscategory.
  3. GovernmentSchool ina rent‐freebuilding: Somegovernment schools do not havetheir own building but work from a building/rooms provided by community and no rent ispaidforthesame.SchoolsshouldbeconsideredinthiscategoryiftheschoolisfunctioningoutofanyGovt.buildinglikeCommunityCenter,GramPanchayatetc.anddo not havetheirownbuilding.
  4. No Building: Schools without building are to be mentioned under this category. Someschoolswhichare operatingoutof Tentsetc. are tobeconsidered here.
  5. School Running in other Department Building: School buildings which are running inbuildings ofotherdepartmentwillbeconsideredhere.

 

 

  • Type of School Building:The school building may consist of more than one building.OnlyBuildingBlocksCurrentlyusedforinstructionalandAdministrativepurposesaretobeconsidered for this item.Total number of building blocks are to be given against Pucca building,Partially Pucca building (with Pucca walls and floor without concrete roof), Kuchcha building,Tent,DilapidatedBuildingandBuildingUnderConstruction.

 

 

 

 

 

 

Pucca:Aschool building is tobe treatedas Pucca if it has itswallsand roofmade of theconcrete material.

 

Partially–Pucca:A school building is to be treated as partly Pucca if it has its Pucca walls andfloorbutroofisnot made ofconcretematerial.

 

Kuchcha:Aschoolbuilding,thewallsandroof,ofwhichismadeofmaterialsother thanconcretematerialsuchasmud,grass,looselypackedstonesetc.

 

Tent:Aschoolbuilding,thewallsandroof,ofwhichismadeofmaterialsother thanconcrete,materialsuchasmud,grass,looselypackedstonesetc.

 

Dilapidated Building:Inastateofbadconditionordamageasaresultofageorneglect(Certified byAuthority).

 

Building under Construction:

 

  • TypeofBoundaryWall:Theapplicablecodes are:

 

1- Pucca,                                                                    5-Noboundarywalls,

  • Puccabutbroken, 6-Others,

3- Barbedwirefencing,                                               7-Partial,

  • Hedges, 8-UnderConstruction

 

Hedge:Afenceorboundaryformedbycloselygrowingbushesorshrubs.

Barbed wire fencing: A wire or strand of wires having small pieces of sharply pointed wiretwisted around it at short intervals, used chiefly for fencing in livestock, keeping out trespassers,etc.

 

2.4  (a)DetailsofClassroomsavailableintheschool:

Inthisquestioninformation istobe filled regarding detailsoftheclassroomavailable in theschool as:

  • Classroom used for Instructional Purpose: Provide the Count (Number) of classrooms usedfor Instructional purposes to teach different level of Education in the school ( from Pre-Primaryto Higher Secondary). And also to fill the number of classes which are available for instructionalpurposebutnotusedduringreferenceperiod.

 

  • Numberofclassroomsunderconstruction:Inthisrowfillthenumberofclassroomwhichisunderconstruction duringreferenceperiod.

 

  • Number of Class rooms in dilapidated condition: In this row fill the number of classroomwhicharenotingoodcondition/damagedduringthereferenceperiod.

 

(b) DetailsofClassroomsbyCondition:Numberofclassroomsintheschoolbasedontheirphysicalconditionistobegivenasrequiredin theDCF;

 

TypeofClassrooms:

 

Pucca:Whether the classroom is in the Good Condition or Needs Minor Repair or Needs MajorRepair

 

Partially Pucca:If the classroom is partially pucca than whether in Good Condition or NeedsMinor RepairorNeedsMajor Repair

 

Kuchcha:If the classroom isKuchchathan whether in Good Condition or NeedsMinor Repairor NeedsMajor Repair

 

Tent:If the classroom is in Tent than whether it is in Good Condition or Needs Minor Repair orNeedsMajor Repair.

 

  • (a) Whether electricity connection is available in the school?:Availability of electricityconnectionwillbeexpressedintheformoffollowing codes:(1-Yes,2-No,3-Yes,butnotFunctional).

 

(b) Whether solar panel is available in school?:The applicable codes are (1-Yes, 2-No, 3-Yes,but notFunctional)

 

  • TotalnumberofRooms other thanclassrooms (excluding toilet ):Theseare theroomsthat are notusedfor instructionalpurposes.Thismay includestore orany other suchrooms.

 

  • TotalnumberofOther Rooms (excluding classrooms ):Theseare theroomsthat are notusedfor instructionalpurposes.Thismay includestore orany other suchrooms.
  • Alltheitemsinthissectionareself-explanatoryinnatureandareto befilledaccordingly.

 

  • DoestheSchoolhaveToilet(s)?(1-Yes,2-No):Codewillbe1iftheschoolhastoilet(s).The toiletmay befunctional or non-functional.Functionaltoilet is one with wateravailable inthe Toilet, Minimum Foul Smell, Unbroken seats, Regularly Cleaned, Working drainage System,Accessible to users,Closabledoors.

 

  • Detailsof Toilets/Urinals: Number of functional toiletsseparately for boysand girls isto be provided here.These toilets have to be categorized into CWSN friendly toilets andtoilets excluding CWSN friendly toilets.Total number of urinals is also to be bifurcatedseparately forboysandgirls.

 

 

  • Out of the total numberof functional toilets/urinals given in 2.5(a), how many haverunning water available in the toilet/urinals for flushing and cleaning is to be providedseparately forboysandgirlsrespectively.

 

  • Is handwashing facility with soap availablenear toilets/urinalsblock? (1-Yes, 2-No):codewillbe1ifhandwashingfacility withsoapisavailableneartoilets/urinals.

 

  • Location of the Toilet facility available? Options are  (1-Inside the School Building, 2-Outside the Schools Building but in the School Premises)

 

  • WhetherincineratorisavailableinGirl’stoilet?:Incineratorisanapparatusforburningwastematerial,especiallyindustrialwaste,athightemperaturesuntilitisreducedtoash.Theapplicablecodesare1-Yes,2-No,3-Yes,butNotFunctional.

 

  • Whether the school has Sanitary Pad vending machine available?Options are (1- Yes, 2-No, 3-Yes, but not functional, 4-NO, Pads available with Class Teachers)
  • Whether hand washing facility with soap available for washing hands before and
    after meal?
    Options are  (1-Yes,2-No)

If 1-yes then enter number of wash points

  • Whether drinking water isavailable in the schoolpremises? (1-Yes, 2-No):
    Options are (1-Yes,2-No)ifthedrinking waterfacilityisavailablewithintheschoolpremises.

 

  • Main SourceofDrinkingWater: Availability of different sources of water such asHandpump/borewell,protectedwell,Unprotectedwell,Tapwater,Packaged/Bottledwater will beanswered in Code 1 (Yes)or Code2 (No) andif they are functional codewillbe1.Detailswillbeprovidedforanyothersourceofwater.

 

  • Whether water purifier/RO is available in the school: The applicable codes are 1-Yes,2-No,3-Yes, butnotFunctional.

 

  • Whether Drinking water quality is tested from water testing lab? (1-Yes,2-No):Ifthe drinking water available in the school is tested for quality from water testing lab thenthe code willbe 1.
  • Does the school have provision for rain water harvesting?:Rainwater harvesting is theprocess to store rainwater during rainy season.Rainwater is collected from rooftop of buildingsand stored in a tank. From tank, the rainwater is percolated / seeps in the ground and restoresgroundwater.The rainwatercan be collectedintanks,tousefor horticultureandothernonpotable purposes like toilet cisterns, etc.The applicable codes are (1-Yes, 2-No, 3-Yes, but notfunctional).

 

  • (a) Whether the school has Library facility/Book Bank/Reading Corner?:
  1. Library-Itisaroomcontainingcollectionofbooks.
  2. BookBank–Itisaseparatesectioninalibrarywheretextbooks,referencebooksetc.

canbereserved for someusersonly.

  1. ReadingCorner–Itisacomfortablespaceintheclassroomforchildtositandread.

 

Codewillbe1iflibrary/BookBank/ReadingCornerisavailableinschool.TotalnumberofbooksandTotalnumberofbooksfromNCERT,NBTorany othergovernmentpublisherwillalso begiven separatelyof eachof thethree.

 

  • Doestheschoolhaveafull-timelibrarian?(1-Yes,2-No):Codewillbe1ifthereisafull-time librarian in theschool.

 

  • Doestheschoolsubscribetonewspapers/magazines?(1-Yes,2-No):Codewillbe1iftheschoolhassubscribedtonewspapers/magazinesanylanguage.

 

  • Number of times Library books have been borrowed/ read by children:enter number

 

2.12(a)Whetherlandisavailableforexpansionofschoolfacilities?(1-Yes,2-No):Ifthere
ispossibility/provisionforexpansionofschoolfacilitieswithexisting landthencodewillbe1.

 

(b) Number of additional classrooms and Other Rooms required: enter number of
room if required

 

2.13 Whether Playground facility is available in the School? (1-Yes, 2-No):Playground is an
outdoorareaprovidedforchildrentoplayin,especially at aschool.

 

If 2-No, whether school has made adequate arrangements for children to play outdoor games andother physical activities in an adjoining playground/municipal park etc.Applicable codes are 1-Yes, 2-No

 

2.14  (a)Whether Health check-up of students was conducted in last academic year?

(1-Yes,2-No):

Ifyes

 

  1. TotalnumberofHealthcheck-upsconductedintheschoolduringlastSessionistobegiven here.
  2. Healthcheck-upparameterscarriedout:(1-Yes,2-No)forHeight,Weight,Eyes,Dentalor Throat.

 

  • De-worming tablets given to children:The applicable codes are 1-Complete (two
    doses), 2-Partially(one dose),3-Notgiven.

 

  • Iron and Folic acid tablets given to children as per guidelines of WCD (1-Yes, 2-No):
    IfironandfolicacidtabletsgiventochildrenasperlatestguidelinesofWomenandChild
    Development Ministry.These tablets are administered to reduce the prevalence and
    severity ofnutritionalanemiainadolescentpopulation(10-19years).MoreFAQ’scanbe
    viewedatthelink:

 

https://nhm.gov.in/images/pdf/programmes/RKSK/WIFS-%20FAQ.pdf

 

  • WhetherschoolmaintainsAnnualhealthrecords?(1-Yes,2-No):Ifannualhealth
    recordsof studentsis maintainedthecodewill be1.
  • Is thermal scanner available in the school?options are (1-Yes,2-No)
  • If First Aid facility available ? options are(1-Yes,2-No)

           

  • Emergencytelephonenumbersforemergencymedicalservices(EMS)1092/102/108
  • Sterilegauzepads(dressings)insmallandlargesquarestoplaceoverwounds
  • Disinfectantslikeor
  • Medicineslikepainkillers(ibuprofen)andantibiotics
  • Rollerbandagestoholddressingsinplace
  • Adhesivetape
  • Adhesivebandagesinassortedsizes
  • Scissors
  • Tweezers
  • Safetypins
  • Antisepticwipesorsoap
  • Thermometer
  • Barrierdevices,suchasapocketmaskorfaceshield
  • Is essential medicines available ? options are(1-Yes,2-No)

 

EssentialMedicines:

 

  1. Antisepticsolutionorwipes,suchashydrogenperoxide,povidone-iodine,orchlorhexidineAntibioticointment,suchasbacitracin,polysporin,ormupirocin.
  2. Sterileeyewash,suchascontactlenssalinesolution
  3. Calaminelotionforstingsorpoison
  4. Hydrocortisonecream,ointment,orlotionforitching
  5. Generalmedicinesprescribedbydoctorsduringcommonflu’s,fever,stomachache,wound cutetc.

 

2.15Whether ramp for disabled children to access school building exists? (1-Yes, 2-No):Iframpfordisabledchildrentoaccessschoolbuildingexitsintheschoolthecodewillbe1.

 

Ramps:Aramp is defined asan inclined plane installed inaddition toorinsteadofstairs.Rampspermitwheelchairusers,aswellas peoplepushing strollers,carts,orotherwheeledobjects,tomoreeasilyaccess abuilding.

 

If 1-Yes, whether Hand-rails for ramp are available:If hand-rails for ramp are available andansweris Yesthen, code will be 1.

 

[Hand-rails:As a support feature for ramps a handrail helps prevent people from falling off andhelps them keep their balance. This feature of handrails is very important, especially for youngchildren and people with disabilities. Individuals, who usually have mobility issues, benefit fromhandrailsastheseobjectsallowthemtogettotheirdestinationinasafemanner.

 

 

2.16 WhetherSchoolhasspecialeducator?(1-Dedicated,2-Atclusterlevel,3-No):

Appropriatecodewillbeprovidedhere.

 

SpecialEducation andSpecialEducator:Theterm educationisfamiliartoallofus.But,‘specialeducation’maybeanewexpressionforsomeofyou.Itisatermthatreferstoeducational provisions for children with special needs, emerging due to physical, mental andemotional challenges. Thus, Special Education means specially designed instruction for childrenwith abovementioned challenges in all settings such as classroom, home,workplace, publicplaces,thestreetandthere-habitation homes,etc.

Children’s Special Educational Needs (SEN) are met through certain methodologies of specialeducation.Specialeducationisnotsegregatedorexclusiveeducationofstudentswithdisabilities.It is an approach that facilitates their learning and allows them to participate indifferent activities that they may not have had access to on account of their inability to go toschool.Hence,childrenwithspecialneedsdonothavetoalwaysstudyinaseparateinstitution.In fact, most of them can learn quite well in general classes of a school. However, some childrenwho have severe difficulties, due to the nature of their disability, may benefit greatly from beingeducated in a classroom prepared exclusively for them, as asmaller number of students aregrouped together,wherethe educator interactswiththe students onaone-to-one basis. Theeducators/teacherswhoprovidespecialeducationarecalledSpecialEducators.

 

2.17(a) Whether Kitchen Garden is available in school? (1-Yes, 2-No):Setting up a SchoolNutrition (Kitchen) Garden seeks to achieve the goal of learning lifelong skill as it is both a placeand an activity where children learn the skill of growing their own food.The unique features ofthis initiative arenamely.

  1. TeachingstudentsthataNutrition(Kitchen)Gardencanactuallybesetupanywhere,even ina schoolinacrowded urbanarea.
  2. Teachingstudentsthat,withafewexceptions,everypartofthevegetableorfruitcanbeeaten.
  3. TeachingstudentstofollowthesamelearningandstartaSchoolNutrition(Kitchen)Garden in theirownhome.

 

All schools both in rural and urban areas to develop and maintain a School Nutrition (Kitchen)Garden with teachers, students, parents and to involve local residents.Elaborated guidelines canbereferredinD.O.No.1-8/2019-Desk(MDM)dated15.10.2019.

 

https://pmposhan.education.gov.in/Files/Guidelines/2019/SNG_Guidelines_with_JS_DO_Letter.pdf

 

(b)WhetherKitchenshedisavailableinschool?(1-Yes,2-No):Applicablecodeistobeprovidedaccordingly.

 

2.18Doestheschoolhavedustbinsforcollectionofwaste?:IfdustbinsareavailableforEachclassrooms/Toilets/Kitchen,thenapplicablecodewillbe providedaccordingly.

 

2.19 Doestheschoolhavefurnitureforstudents:Theapplicablecodesare(1-Yesforall,2-Partial,3-NoFurnitureAvailable).

 

Iffurnitureisavailableforallstudents(code-1)orpartial(code-2),thengivetheNumberofstudentsfor whomfurnitureis available.

 

2.20 DoestheSchoolhavethefollowingfacilities?(1-Yes,2-No):

Inthisquestionavailabilityoffacilitiesintheschoolistobefilledasperavailablecodes1forYesand 2 forNo

 

Question no (a) and (b) is for schools having Secondary and Higher Secondary Sections only:

  1. Staff-quarters(includingresidentialquartersforHeadTeacher/Principaland
    HeadTeacher/Vice Principal)?
  2. TinkeringLab

 

Question no (c) is for SchoolshavingSecondarySectionsOnly:

  1. c) IntegratedScienceLaboratory?(IntegratedlaboratoryistheoneinwhichPhysics,Chemistry
    and Biologypractical are held)

 

Tinkering Lab:The Government of India has setup the Atal Innovation Mission (AIM) at NITIAayog. Realising the need to create scientific temper and cultivate the spirit of curiosity andinnovation among young minds, AIM proposes to support establishment of a network of AtalTinkeringLaboratories(ATL)inIndia.ATLisaworkspacewhereyoungmindscangiveshapeto their ideas through hands on do-it-yourself mode and learn / develop innovation skills. Thevisionistocultivate1MillionchildreninIndiaasa personwhoadvocatesnewideas.

 

The objective of this scheme is to foster curiosity, creativity and imagination in young minds andinculcateskillssuchasdesignmind-set,computationalthinking,adaptivelearning,physicalcomputing, rapid calculations, measurements etc. Young children will get a chance to work withtools and equipment to understand what, how and why aspects of STEM (Science, Technology,EngineeringandMath).

 

Formore details, pleasevisit guidelines for setting upof Tinkering Laboratories under AtalInnovationMission–‘AtalTinkeringLaboratories’athttps://aim.gov.in/pdf/ATL-Application_Guidelines-2018.pdf

 

2.21 Whether Boarding/Hostel facilities are available for the following stage(s)/ Level(s)?

Providetheinformationfortheschoolhavingboarding/Hostel facility for any Level then
enter accordingly

 

 

2.22  Doestheschoolhavethefollowinglaboratories?

ProvidetheinformationfortheschoolhavingHigherSecondarySections.

 

The information to be filled as per codesinDCF for the availability ofthe Laboratories
(fordifferentstreamsmentioninDCF)withpresentconditioni.e.fullyequipped,partially
equipped,NotEquipped
andLabNotavailable.Whetherseparate room is availableforthe
Laboratory,code1forYesand 2for No.

 

2.23  Doestheschoolhavethefollowingequipment(s):

ProvideinformationontheavailabilityoffollowingEquipment’sinfunctioningcondition
intheSchoolusing theappropriate Code.

 

Audio/Visual/PublicAddressSystem

ScienceKit:Availabilityofgeneralitems,chemicals,glassware,microscope,electroscope,multi-meter, resistance boxes, kerosene burner, electricity and magnetism kit, optics kit, springbalance etc.

 

Math’s Kit:Availability of cubes, cutouts of various shapes, an innovative geo-board, abacus,TrigonometricCircleBoard,PythagorasTheoremSquare,algebraictilesetc.

 

Biometric device:A biometric device is an electronic device that uses biometric identifiers
to identify and verify individuals. Different types of biometric devices include fingerprint
scanners, biometric mobile devices, and facial recognition terminals.

 

 

PART B: Computers and Digital Initiatives

 

2.24  ComputerorDigitalEquipmentStatus:

 

Providethe informationiftheComputer,ComputercomponentsandDigitalEquipments areavailableandfunctionalintheschoolasperappropriatecodeavailableintheDCF.Theinformationtobefilleditemwiseforthe(i)totalnumberofunitsavailableoftheparticularitemand(ii)totalnumberoffunctionalunitsavailablefortheitemoutoftotalunitsavailable.

 

2.25  DoestheSchoolhaveInternetFacility?(1-Yes,2-No):

Ifyes,then

  • Typeofinternetfacilityavailableintheschool:theapplicablecodesare:

 

1- Broadband/LeasedLine,                               4-MobilephoneInternet,

2-USBModem/dongle/PortableHotspot,          5-AnyOthertypeofconnection,3-Telephonelinewithmodem,                              6-VSAT

 

  • Isaccesstointernet facilityused forpedagogicalpurpose?(1-Yes,2-No):If accesstointernet facilityusedforpedagogical purposethencodewillbe1(yes).

 

  • Is computer/ICT Lab available in Schools:

Providetheinformationfortheschoolhavingcomputer/ICT Lab (1-Yes,2-No)

 

 

 

 

If 2.26 is 1-Yes

  • Number of ICT Labs Available : enter number of ICT lab

 

(2.26(b) IS ONLY FOR GOVT. AND GOVT. AIDED SCHOOL)

 

  • Is the ICT Lab available in the school under Samagra siksha? (1-Yes,2-No)

If 1-Yes,

  1. Yearofimplementation:ProvideyearofimplementationinYYYYformat.
  2. WhethertheICTLabisfunctionalornot?(1-Yes,2-No):IttheICTlabisfunctionalthen code willbe 1.
  3. Whichmodelisimplementedintheschool:Applicablecodesare1-BOOTModel,2-BOOModel, 3-Others.
  4. TypeoftheICTInstructorintheschool:Applicablecodesare1-FullTime,2-PartTime,3-Not Available.

 

The implementation of ICT labs in schools was launched in 2004and was revised in 2010 to provide secondary stage students an opportunity to understand in abetterwayfromcomputeraidedlearningprocess. ICTlabsingovernmentschools wereacomponentofRashtriyaMadhyamikShiksha Abhiyan(RMSA).

 

In2018, MHRDdida major revamp ofallits schooleducationprogramsby integrating theminto the Samagra Shiksha Abhiyan. The purpose was to revamp, revise and upgrade all aspects ofgovernmentfundedinitiativesforthegovernmentschoolsforbetterandmoreintegratedimplementation and outcomes.

 

ThisSchemeessentiallyhas4components:

  1. PartnershipwithstategovernmentsandUTsforprovidingcomputeraidededucationtosecondaryandhighersecondaryGandGovt.aidedschools.
  2. Establishmentofsmartschools,whichshallbetechnologydemonstrators.
  3. Teacherrelatedinterventions,suchasprovisionforengagementofanexclusiveteacher,capacity enhancement of all teachers in ICT and a scheme for national ICT award as means ofmotivation.
  4. Development of e-content, mainly through Central Institute of Education Technology (CIET),sixstateInstitutesofEducationTechnologies(SIETs)and5regionalInstitutesofEducation,asalso through outsourcing.

 

Build,OwnandOperate(BOO):UnderthismodelICTinfrastructureandmanpowerisprovided by the private partner/vendor for the implementation of the scheme on service levelagreement.

 

Build, Own, Operate and Transfer (BOOT):It is a public-private partnership (PPP) projectmodel in which a private organization conducts a large development project under contract to apublic-sector partner, such as a government agency. A BOOT project is often seen as a way todevelopalargepublicinfrastructureprojectwithprivatefunding.

Here’showtheBOOTmodelworks:Thepublic-sectorpartnercontractswithaprivatedeveloper

– typically a large corporation or consortium of businesses with specific expertise – to design andimplement a large project. The public-sector partner may provide limited funding or some otherbenefit(suchas tax exempt status) but the private-sector partner assumes therisksassociatedwith planning, constructing, operating and maintaining the project for a specified time period.During that time, the developer charges customers who use the infrastructure that’s been built torealizeaprofit.Attheendofthespecifiedperiod,theprivate-sectorpartnertransfersownershiptothefunding organization,eitherfreely orforanamountstipulated intheoriginal contract.Suchcontractsare typicallylong-termandmayextendto40or moreyears.

 

2.27 Doestheschoolhavethefollowingfacilities?

 

Provideinformationontheavailabilityoffollowingfacilitiesforstudentsinschoolsusingappropriatecode.Iffacilityavailable, Yes-1andforNocode-2.

 

  • Whether ICT based tools are being used for teaching (1-Yes,2-No)
  • Accesstoe-Contents/DigitalContents/resourcesatschool(1-Yes,2-No)
  • Assistivetech-basedsolutionsforCWSN(1-Yes,2-No)
  • AccesstoDTH/TVchannels(1-Yes,2-No)

 

2.28  DoestheSchoolhaveDigitalLibrary?(1-Yes,2-No):

 

If1-Yes,Then,  Numberofe-Books/e-Contentsavailable:Providethenumberof
e-Books/e-Contentsavailable

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION2a

 

State Define Variable

 

 

 

 

 

In this section Question No.1 to 26 to be

filled up as per instructed in DCF

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION2b

 

       Minimum standard specification in the Accessibility Code Document

 

 

 

 

 

In this section Question No.1 to 13 to be

filled up as per instructed in DCF

 

 

 

 

 

 

 

 

SECTION3

 

TEACHINGANDNON-TEACHINGSTAFF

 

 

 

 

 

SECTION3-TEACHINGANDNON-TEACHINGSTAFF

 

  • Number of Non-teaching/Administrative and Support staff(s) in-Position:Provide theinformationforTotalnumber(count)ofNon-teaching/Administrativeandsupportstafflikeaccountant,UDC/HeadClerk,Peonetc.whicharein-positionduring referenceperiod.

 

  • Number of Teaching Staff In-position:Provide the information for Teaching Staff In-Position in Total number (count) of teaching staff for Regular and Non- regular such as Contract,Part timeetc.for the reference period. The informationis tobe filled with appropriate code,iftheschoolhaveanytransgenderteacher,Code1for Yes andCode 2forNo.

 

3.2(b) Para Teacher:The term ‘para teacher’ covers a wide range of recruitment for teaching inschools and alternativelearning centres. Ina broad sense, any appointment that is adeviationfrom the past practice in that State, is referred to as Para teacher. This broadly refers to a largenumber of teachers recruited, at less than the regular teacher pay scale, for the formal as well asAlternative Schools, to meet the demand for basic education within the limited financial resourceavailable, in theshortestpossibletime.

 

3.2.1Number of teaching staff sanction

                   Upper Primary Level     : Enter no of Teaching staff sanctioned& nonTeaching staff

                   Secondary Level              : Enter no of Teaching staff sanctioned& nonTeaching staff

                   Higher Secondary Level : Enter no of Teaching staff sanctioned& nonTeaching staff

 

3.2.2 Subject wise Number of Teaching staff sanction (Higher Secondary only)

Enter number of teaching staff sanction subject wise

 

No. of sanction teacher in table 3.2.2 total should be equal against No. of sanction teaching
staff  for higher secondary section of  table no 3.2.1

 

  • TeachersandInstructorsDetailsby(IncludingHeadMaster/Mistress):Partwisedataisto be filled for all teachers in the school.For example, if there are 89 teachers in the school then,Partwisedetailswillbefilled completely forall89teachers.Omission ofteacher heremayaffect the PTR ofSchool adversely.Teacher may beregular or non-regular.  All details shouldbe asperrecordsavailablewiththeschool.

 

PART A: GENERAL PROFILE:Itemnumber3.3.1to3.3.11aregeneralinnaturetherefore
ithasbeen madepartof General Profile.

 

  • Nameoftheteacher(inCapitalLetter):Writefullnameoftheteacherincapitallettersasper recordsavailablewiththeschool.DonotuseShri/Smt./Mr./Dretc…

 

  • Gender:Toindicate thegender of the teacher the applicablecodesare

1-Male,2-Female,3-Transgender

 

 

 

 

  • DateofBirth(dd/mm/yyyy):Dateofbirthoftheteachersavailablewiththeschoolas isto begivenhereindd/mm/yyyformat.

 

  • Teacher Code of State/UT (if available): IftheState/UThastheprovisionofallottingteachercodetoeachteacherthenthisteachercode(ifallotted)willbegivenhere.

 

  • Social Category (General-1, SC-2 ST-3, OBC-4):The applicable codes are 1-SC, 2-ST,3-OBC,4-General.Thisinformationalsoshouldbeas per  records  available

 

  • (a) Highest Academic Qualification:Appropriate code as applicable for Highestacademicqualificationattainedbytheteacheristobegivenhere.Codewillbeselectedfromthe listofacademicqualifications.

 

  • (b) Trade/Degree:Appropriate code for trade/degree applicable to the teacher will beselectedfromthelistfortrade/degree.

 

  • Highest Professional Qualification:There are qualifications which are essential forteaching profession.Highest professional qualification of the teacher will be provided here.Theapplicablecodesare:

 

1-Diploma or certificate in basic teachers’ training of a duration not less than two years2-Bachelorof ElementaryEducation(B.El.Ed.)

3-B.Ed. or equivalent4-M.Ed. or equivalent5-Others

  • None
  • Diploma/degreeinspecialeducation
  • pursuinganyrelevantprofessionalcourse
  • DiplomainElementaryEducation(D.El.Ed.)
  • DiplomainNurseryTeacherEducation/Pre-schooleducation/EarlyChildhoodEducationProgramofadurationnotlessthantwoyearsfromNCTErecognizedinstitution,12-B.Ed(Nursery)fromNCTErecognizedinstitution)

 

  • (a) Mobile Number:Mobile numberoftheteacherasperschool records is  to  begiven here.

 

  • (b)Email:

 

  • (a) AadhaarNoofTeacher:12digitaadhaarnumberoftheteacheristobe

 

3.3.9 (b)Name as per Aadhaar: Teacher name should be match with the name which is already
in Aadhaar Card.

 

 

 

 

  • Mention the level upto which following subjects have been studied:The level(from the list) is to be selected upto which the teacher has studied Mathematics, Science,English, Social Science and language (as per Schedule VII) of the constitution of India.Theapplicablecodesare:

 

1-BelowSecondary, 2-Secondary, 3-HigherSecondary,               4-Graduate,
5-PostGraduate, 6-M.Phil., 7-Ph.D.,          8-PostDoctoral

 

  • Type of Disability, If Any:In case the teacher is physically disabled (Divyang) theappropriate code to denote the disability is to be selected from the code list.The applicablecodesare:

1-Notapplicable,     2-Locomotor,                  3-Visual,       4-Ohers,       5-HearingImpaired

 

PART B : APPOINTMENT AND TEACHING PROFILE:Details of appointment andteachingprofilewillbecapturedfromitemno.3.3.12to3.3.21.

 

  • Nature of Appointment:The appointment of a teacher may be on regular basis, oncontract or as part-time/guest teacher.The applicable codes are 1-Regular, 2-Contract, 3-Part-Time/Guest.Thisinformationis tobeprovidedasonreferencedate.

 

  • Type of Teacher:A particular teacher may be playing a specific role in school.Thatrole to be reported in the form of appropriate code from the code list. The applicable codesare 1-Head teacher, 2-Acting Head teacher, 3-Teacher, 5-Instructor positioned as per RTE,6-Principal,7-VicePrincipal,8-Lecturer, 4-Para Teacher, 10-Guest Teacher,11-DGHC Contract Teacher

 

  • Date of Joining in Service (dd/mm/yyyy):Date of joining in service for a teachermay be different from date of joining in present school.   There should not be any break/gapin service and the service should be continuous till the reference date.  For example, TeacherX joined as teacher in  1986  but at his joining date at  present school is 15.06.2018, in thiscaseyear ofjoininginserviceis 1986.

 

  • Date of Joining in Present School:Date of joining of the teacher in the presentschoolistobe givenhereindd/mm/yyyyformat.

 

  • AppointedforLevel:Theapplicablecodesforlevelofappointmentare:

1-PrimaryTeacher,2-Upper Primaty,3-Secondary, 4-Higher Secondary, 5-Pre Primary

 

  • Classes Taught:A teacher may be teaching multiple classes. The  appropriate codeon the basis of highest class being taught by the teacher is to be selected.The applicablecodesare:

 

 

  • -Primaryonly 7-UpperprimaryandSecondary
  • -Upperprimaryonly 8-SecondaryandHighersecondary3-PrimaryandUpperprimary                              10-Pre-Primaryonly

5-Secondaryonly         11-Pre-Primary&Primary6-HigherSecondaryonly

 

  • AppointedforSubject: Theappropriatesubjectforwhichtheteacherhasbeenappointed/promotedwillbe selectedherefromthelistofcodes.

 

  • (a)MainSubjectTaught1:

 

  • (b)MainSubjectTaught2:Thesecondmainsubjectbeingtaughtbytheteacherfromthe listofsubjectwillbeselectedhere.

 

  • WhethertheTeacherisonDeputationatthisSchool?(Optional):Thedetailsoftheteacherondeputationhastobefilledinbythesource/original/parentschool.

 

  • WhetherTeacheristeachingatotherSchoolasGuest/Contractual?(1-Yes/2-No):Iftheteacheristeachingintheschoolasguestteacherthencodewillbe1(yes).

 

PARTC-TRANINGANDOTHER DETAILS:

 

  • TrainedforteachingCWSN?(1-Yes/2-No):IftheteacheristrainedinteachingCWSNthencodewillbe 1 (Yes)

 

  • TrainedinComputerforuseinteaching?(1-Yes/2-No):Codewillbe1(yes)iftheteacheristrainedincomputerforuseinteaching.

 

  • (a)Trainingreceived: Appropriatecodeforfieldoftrainingundergonebytheteacheristobeselectedfromthe list.

 

  • (b)TrainingNeeds:Appropriatecodeforfieldoftrainingrequiredfortheteacheristo beselectedfromthelist.

 

  • Working days spent on NON-Teaching Assignments:Total number of days inacademic year spent on NON-teaching assignments like election duty, survey work etc… bytheteacherare tobegivenhere.

 

Total days of in-service training received in last academic year by BRC and CRCDIET and Others:Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) wereestablished in each block of every district under Sarv Shiksha Abhiyan (SSA) to conduct in-service teacher training and to provide academicsupport to teachers and schools on aregularbasisaswellastohelpincommunitymobilizationactivities.

 

 

MajorAcademicfunctionsofBRCsandCRCs

  1. Development of the centre as a rich academic resource with ample reference materials forthe teachers.
  2. Development of strong human resource pools (by inviting resource persons) includingnearbyteachereducationinstitutions,NGOs,Colleges/Universitiesandresourcefulindividuals and to form Resource Groups in different subject areas for primary and upperprimarylevel.
  3. Organization of teacher training and monthly meetings to discuss academic issues anddesign strategiesforbetterschoolperformance.
  4. Setting upofperformanceindicatorstotrackandenhanceschoolperformance.
  5. ConsultationwithcommunitymembersandPanchayatiRajInstitutionstostriveforschool improvement.
  6. DesigningaQualityImprovementPlanfortheblock/clusteraspertheSSAgoalsandstrivetoachievethatinatime boundmanner.
  7. MonitoringtheprogressofqualityusingQualityMonitoringToolsincollaborationwith,DEO’s DIET’s.

 

Structure,FunctionsandProcessesofBRCsandCRCs

Ineach block there areseveral CRCs and eachCRC covers a small number of schools withineasy reach. BRCs are headed by Block Resource Centre Co-coordinators and CRCs by ClusterResource Centre Co-coordinators (CRCC). The BRC Co-coordinator is academic coordinator /facilitator at block levelwho is responsiblefor in-service training of teachers and providingguidance to the CRC Co-coordinators (CRCC). BRC coordinators also collect material from theDistrictProjectOfficefordistributionamongtheteachers,SDMCs,etc.throughCRCsandprovidecontinuoussupporttoteacherswhilemonitoring implementationofpedagogicalandother interventions at school level.The tasks of CRC coordinators include providing constantsupport tothe teachers,monitoring their performance, identifying theirneeds both in formalschoolsandalternativeeducationcentersandliaising withtheSDMCs,thecommunityandNGOs working in the area of education. Monthly meetings at cluster level are held and periodicvisits to schools are made by CRC Coordinators to monitor teachers’ performance and to providethem on–site support.In nutshell, role of BRC/CRC is a mixed set of academic, supervisory,managerial,networkingandcreativeactivities;itgoesbeyondroutinemonitoringandsupervision work as it encompasses providing support to schools and teachers through teachertraining and teacher mentoring for their professional growth, strengthening community schoollinkage,providingresource support andcarryingoutactionresearch

 

District Institutes of Education and Training (DIET): It is considered as a nodal agency at thedistrictlevelforplanning,implementingandmonitoringpedagogicalactivitiesintheentiredistrict.Thereare somemajorfunctionsofDIET:

 

  • Itplansshort-termtrainingprogrammesforteachersofelementaryschoolsofthedistrictafter ascertainingtheneeds oftheteachers.
  • Itconductstrainingprogrammesfortheteachers,BRC&CRCCoordinatorsandSchoolinspectors.
  • ItprovidesresourcesupporttoBRC&CRCCoordinatorsandteachersinschools.

 

TheDIETswouldthereforesupportschoolimprovementthrough:

  1. OverviewandCoordinationofSchoolImprovementPlan
  2. DesignandDeliveryofTraining
  3. DatabaseofExperts
  4. DevelopmentofMasterResourcePersons(MRP)Pool
  5. ResourceCenterforDistrict
  6. HumanManagementTraining

 

  • Languages in which the teacher is having working knowledge:Provide information onLanguages in which the teacher is having teaching experience. Maximum 3 languages can beselected fromthelist.

 

  • Whether trained in safety and security audit of school for ensuring child safety (1-Yes,2-No):ProvidetheinformationiftheteacheristrainedinSafetyAudits/Assessmentstoassess safety measures in schools ensuring safety& security of children which covers a widespectrumfrom drillsforsafety,firstaid,gendersensitizationetc.

 

  • WhetherreceivedtrainingoncybersafetyandPsycho-socialaspects(1-Yes,2-No):CyberSafetyisthesafeandresponsibleuseofinformationandcommunicationtechnologies,suchastheinternet,socialmedia,onlinegames,smartphones,tabletsandotherconnecteddevices.

Socialaspects Psycho-:AbroaddefinitionofPsycho-socialaspecthasbeencoveredearlier.

 

  • WhetherreceivedtraininginearlyidentificationsupportandclassroomsupportofCWSN?(1-Yes,2-No):Iftheteacherhasreceivedtraining inearlyidentificationsupportandclassroomsupportofCWSNthencodewillbe 1(yes)

 

  • Whether having ICT training / Knowledge to conduct remote learning classes? (1-Yes,2-No):if the teacher having ICT or Remote Learning then enter 1-Yes

 

Remote Learning occurs when the learner and instructor, or source of information, are separatedbydistanceandcannotmeetinatraditionalclassroomsetting.Informationistypicallytransmitted via technology (email, discussion boards, video conference, audio bridge) so that no

 

 

physicalpresenceintheclassroomisrequired;otherwise,itwouldbe Hybrid or BlendedLearning.

Remotelearningcanoccur synchronously or asynchronously.Alsoreferredtoas DistanceEducation,VirtualInstruction,orRemoteTraining.

 

Synchronous learning is a form of online learning that occurs when learners and instructors areinteracting  in  real-time,  typically  through  delivery  platforms, remote  labs, distancelearning technologiessuchasvideoconferencingandchat,orcollaborationand sociallearningtechnologies.

 

Asynchronouslearning isaninstructionaldesignanddeliverymethodologythatallowsstudentstoaccesscontentorparticipateinlearningoutsideoftheclassroomandattheirconvenience,  or  independent    of    the    instructor.    Considered    an    alternative    to    live,or synchronous delivery of content, it is also referred to as e-learning, on-demand or self-pacedlearning.Asynchronouslearningoftenrequiresalearningtechnology(suchasanLeaning ManagementSystem(LMS)/LearningContentManagementSystem(LCMS)foraccesstocontent,althoughtechnologiesarenotnecessaryforself-study.

 

  • Whether capable of handling digital devices and VC applications?

(Mobile, Laptops, Smart Boards, Desktops, Projectors, the use of computersto

retrieve, assess, store, produce, present and exchange information, and to

communicate and participate in collaborative networks via the Internet, interacting

through digital technologies, Protecting personal data and privacy) (1-Yes, 2-No)

 

3.3.4Details of Resource persons including teachers/skill trainers, skill training provider,

guest faculty for NSQF Vocational Courses

 

  • Name of the Teacher:
  • Gender :1-Male, 2-Female, 3-Transgender
  • Social Category :1-General, 2-SC, 3-ST, 4-OBC
  • Nature of Appointment :2-Contract, 3-Guest faculty/Part-Time, 11-Through VTP, 1-Regular
  • Academic qualification :1-Below Secondary, 2-Secondary, 3-Higher Secondary, 4
    Graduate,5-Post Graduate, 6-M. Phil., 7-Ph.D., 8-Post-Doctoral
  • Professional Qualifications:51-Certificate course in concerned Vocational Sector, 52
    Diploma in Concerned Vocational Sector, 53-Degree inConcerned Vocational Sector,
    5-Any other, 6-None
  • Industry/Training experience in

concerned vocational sector:1– Less than 1 year, 2– 1 to less than 2 Years, 3– 2 to less
than 3Years, 4– 3 or 3+ Years

  • Class Taught:5-Secondary only, 6-Higher Secondary only, 8-Secondary and Higher secondary

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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