GOVERNMENT OF INDIA MINISTRY OF HUMAN RESOURCE DEVELOPMENT Non-Formal Education
Item
- Title
- GOVERNMENT OF INDIA MINISTRY OF HUMAN RESOURCE DEVELOPMENT Non-Formal Education
- extracted text
-
NFE
Non-Formal Education
•safer aS
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF EDUCATION
GOVERNMENT OF INDIA
NEW DELHI
1988
Reprinted by SOSVA for the benefit of the Voluntary Organisations
PRINTED AT:
SADHANA TYPING R(X)M
Ashok Chambers,
Deccan Gymkhana, Pune - 411 004
Society lor Service to Voluntary
Aganji s I’a nataka Chapter,
•SAHAtT.,’.i' II Toor, N». 33t-A, 3rd Block,
Rajsjinegai, B^NGALOhfc-669010.
SCHEME OF
NON—FORMAL EDUCATION
COMMUNITY HEALTH CELL
I Block Koramano^1’
Scheme for Assistance to Voluntary Agencies
for Non-Formal Education for Elementary Age-Group
Children Under the Programme of Universalisation of
Elementary Education
&
Scheme for Assistance
for Experimental and Innovative
Programmes
for the Education at the Elementary
Stage
Including Non—Formal Education
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF EDUCATION
NEW DELHI
1988
CONTENTS
Page
1
1
The Policy
2.
Non-Formal Education
3
Special Features of NFE
2
4.
Financial Aspects of the Scheme
2
5.
Parameters of the Revised Scheme
4
6
Reorganisation of NFE Scheme into Projects
5
7.
Involvement of Voluntary Agencies and Panchayati Raj
Institutions
6
8.
Staff Selection and Training
?
9.
Procedure for Sanction
10.
Monitoring System
10
List of Appendices
I.
A list of NFE “Models”
12
II.
Cost of a Non-Formal Education Centre &. Project
13
III.
Assistance to State Governments of the Ten Educationally
Backward States for Strengthening of Administrative System
for NFE
14
Scheme for Assistance to Voluntary Agencies for NonFormal Education for Elementary Age-Group Children Under
the Programme of Universalisation of Elementary Education
15
IV.
IVA.
Form for Release of Instalments of Grants-in-aid to Voluntary
Agencies
(i)
Scheme for Assistance for Experimental and Innovative
Programmes for Education at the Elementary Stage Including
Non-Formal Education
44
Guidelines for Proposals to be Submitted for Assistance for
NFE by State Governments
55
VII A. Quarterly Progress Report for the State Government Pro
gramme for NFE
57
VII B. Quarterly Progress Report of the Voluntary Agencies for NFE
Programme
59
V
VI.
(11)
SCHEME OF NON-FORMAL EDUCATION
The Policy
Universalisation of Elementary Education (UEE) has been one of the goals
of educational development. It is a part of the Minimum Needs Programme as
well as the 20-Point Programme, 1986. The National Policy on Education 1986
(NPE) also gives an unqualified priority to UEE. It resolves that it shall be
ensured that all children who attain the age of about 11 years by 1990 will have
had five years of schooling, or its equivalent through the non-formal stream, and
likewise, by 1995 all children will be provided free and compulsory education
upto 14 years of age The Policy further states that the National System of
Education implies that upto a given level all students have access to education
of a comparable quality.
Non-formal education
NPE and the Programme of Action (POA) envisage a large and systematic
programme of Non-Formal Education (NFE) for habitations without schools,
school dropouts, for working children and girls who cannot attend whole day
schools. NFE is visualised as child-centered, environment oriented, flexible
system to meet the educational needs of the comparatively deprived
geographical areas and socio-economic sections of society. Stress is, therefore,
laid in NPE/POA on provision of adequate facilities, including modern
technological aids, for creation of an environment which would motivate
children to participate in these programmes. Emphasis has also been laid on
selection of dedicated persons from the local community to serve as instructors
and on their training. Good quality learning material is to be developed and
provided free of charge to all pupils in the non-formal centres. This programme
assumes that, if the essential requirements for running a good programme are
fulfilled. NFE can result in provision of education comparable in quality with
formal schooling. The essential characteristics of NFE are organisational
flexibility, relevance of curriculum, diversity in learning activities to relate them
1
to the learners’ needs, and decentralisation ot management. Efforts are to be
made to evolve different models of non-formal education programmes and
agencies implementing the programme are to be encouraged to evolve and
adapt the most suitable model depending upon the requirements of their target
groups A write-up on the various extant models is attached as Appendix-1 to
this Scheme.
Special features of NFE
In addition to the above referred characteristics, NFE wi.ll have certain
features which will help in maintenance of quality of the programme. These
features include—
(a)
a learner-centered approach with the instructor as a facilitator;
(b)
emphasis on learning rather than teaching, and for this purpose the
capability of the children to learn from each other needs to be
highlighted;
(c)
organisation of activities so as to enable learners to progress at their own
pace, but using efficient techniques to ensure fast pace of learning;
(d)
Stress on continuous learner evaluation and certification of learners;
(e)
provision of proper lighting arrangements at the NFE centres and
necessary equipment;
(f)
in terms of scholastic achievements (particularly language and maths),
following the norms set in the formal system, both because of its
desirability per se and because it is essential for entry into the formal
structures;
(g)
creation of participatory learning environment and treating the children
with the regard they deserve as persons engaged in productive activities;
(h)
organisation of joyful extra-curricular activities including singing and
dancing, plays and skits, games and sports, excursions, etc.;
(i)
ensuring that all facilities and incentives given to girls, children of SC/ST,
and others in the formal system, are made available in the non-formal
system as well in addition to provision of free textbooks and stationery to
all pupils.
While NPE/POA have acknowledged the need for (i) above, the operational
modalities for giving effect to this decision are yet to be worked out.
2
Financial aspects of the Scheme
Since the Sixth Plan there is a Central sponsored Scheme for running of
non-formal education centres in the nine educationally backward States, viz.
Uttar Pradesh, Jammu & Kashmir, Rajasthan, Madhya Pradesh, Andhra Pradesh,
Bihar, Orissa, West Bengal and Assam. Under this scheme, assistance has been
given to State Governments and voluntary agencies for setting up about 1.50
lakh centres. The pattern of central assistance during the Sixth Plan was as
follows- —
1)
General centres of NFE
50%
ii)
in)
NFE Centres for girls
90%
Projects of voluntary agencies
100%
IV)
Innovative Projects
100%
This pattern of assistance is intended to be continued. It has been decided
to include Arunachal Pradesh also as an educationally backward State. In
addition to the ten educationally backward States it is proposed to extend this
scheme on the above pattern to all States in urban slums; hilly, desert and tribal
areas: and in projects for education of working children. The expenditure
pattern in the scheme has been revised keeping in view the emphasis in the
Education Policy on upgradation of the quality of NFE and the deficiencies
observed in the evaluation of the programme undertaken by the Ministry.
Detailed calculations of the funding pattern for one NFE centre and the staffing
pattern have been given in Appendix-ll and III. It shall be essential for the State
Governments to wholly adopt this pattern, States which pay less than the
amount indicated in this scheme to the staff may not remain eligible for central
assistance. These are approximate costs and variations may be made in the pay
of whole-time workers placed in regular scales of pay. States deciding to adopt a
‘‘model'’ for which this pattern is not suitable may propose alternative pattern
ensuring that the quality of the programme is satisfactory and, by and large, the
cost per unit does not exceed substantially unless there are some good reasons
to justify it.
Similar consideration will apply in the case of voluntary agencies also. As
far as innovative and experimental projects are concerned, the agencies
undertaking those projects may prepare approximate financial requirements
Separate schemes have been formulated (i) for involvement of voluntary
3
agencies in NFE programmes; and (ii) for taking up innovative and experimental
projects at the elementary stage, including NFE. Copies of these schemes are at
Appendices IV and V
Parameters of revised Scheme
The basic parameters of the new scheme of Non-formal Education include
the following: —
(1) There is no insistence on adoption of what used to be known as the "MP
model", and each implementing agency can adopt a model which is
suitable for the clientele, but there is insistence on incorporation of the
core curriculum referred to in Section 3 of NPE. There is also insistence
that the level to be achieved, particularly in language and mathematics,
upon conclusion of the primary stage and the middle stage, should be
comparable with the relevant stage in the formal system.
(2) NFE centre should be a well lit and attractive place which should create
a warm and welcoming atmosphere for children. Co-curricular and
extra-curricular activities should supplement the usual instructional
programme. This will include games and sports, cultural activities,
scouting and guiding, excursion, etc.
(3) Teaching/learning material of good quality should be provided to
students free of charge. NCERT and SCERTs have initiated some action
in this regard. State Resource Centres (under the Adult Education
Programme) and some voluntary agencies have the capability to
develop suitable instructional material, and their help may also be
taken.
(4) Greatest attention should be paid to the selection of instructors. The
instructor should be a local person who is motivated to serve the
community, particularly the weaker sections. Keeping in view the need
for increasing the number of women instructors it would be advisable to
give priority to women if they are available. Condensed courses should
be organised for girls so that women NFE instructors can become
available.
(5) Funds for supervision in the revised Scheme have been provided at the
rate of Rs. 400 per NFE centre. The supervisor should be a local person
who must reside in close proximity of the centres he/she is expected to
4
supervise. The number of NFE centres to be supervised by a supervisor
has been Kept flexible—it can range from 5-6 to 10-12. The supervisor is
envisaged as a part-time worker. Wherever feasible experienced
instructors possessing qualifications such as matriculation may be
appointed.
(6) The past experience shows that training of instructors and supervisors
was poor. Adequate funds have been provided under the scheme to
organise an initial training of 30 days for all instructors, followed by
about 20 days retraining every year. Divided training of 20 days in the
second and subsequent years could be imparted in one session or
broken into 2 sessions to be organised at different periods. Likewise
special attention has to be paid to the training of supervisors. Separate
funds for the training of supervisors have not been indicated in
Appendix-IL It is proposed to provide funds for this purpose in the
budget of District Institutes of Education & Training (DIETs). Till DIETs
become operational, savings under any head in a project may be
utilised for the training of supervisors.
(7) Training of NFE instructors and supervisors will be one of the functions
of the DIETs. However, till DIETs are established special improvisation
has to be made for organisation of the training. This could be done
through good teacher training institutions, voluntary agencies or by
bringing together good trainers under the auspices of the project
administration.
(8) The management structure of NFE should be reorganised on project
basis.
Reorganisation of NFE Scheme into projects
All expansion of the NFE programme will be in the form of projects.
Approximately 100 NFE centres will comprise a project which would be taken up
In a compact and contiguous area coterminous, as far as possible, with a CD
Block. The main functions at the project level would be (i) to select the
supervisors, (ii) to generally supervise the programme, (iii) to promote
interagency linkages to give development orientation to the field programme,
(iv) to monitor the programme, (v) to ensure provision of materials and supplies,
etc. Strengthening is also envisaged at the district and State levels. Wherever
5
possible the administrative and supervisory structure for NFE and adult
education will be amalgamated—including the programme to be taken up
mrough panchayati raj bodies and voluntary agencies. It has been found that
scattering NFE centres in a wide geographical area is not conducive to
efficiency in management or academic output. On the other hand if the
programme is run in a compact and contiguous area it facilitates supervision,
makes management a feasible task and can create a spirit of solidarity among
the NFE workers.
As far as the old NFE centres are concerned, the following procedure may
be adopted: —
(a) On the basis of a review of the location of existing centres a project area
may be defined.
(b) NFE centres running outside the project area so defined should be
shifted to the defined project area. The centres which have not been
running efficiently and deserve to be closed down should be shifted
immediately. Those which are in the midst of a two or three year course
should be shifted after completion of the course.
(c) No new centres should be opened except in accordance with the
project approach.
Involvement of voluntary agencies and panchayati raj institutions
NPE clearly spells out that much of the work of running of NFE centres will
be done through voluntary agencies and panchayati raj institutions. The Scheme
of Assistance to Voluntary Agencies for Non-formal Education for Elementary
Age-group children under the Programme of Universalisation of Elementary
Education and the Scheme for Assistance for Experimental and Innovative
Programmes for Education at the Elementary Stage, including NFE have
recently been revised and communicated to the State Governments vide letter
No. F.1-44/86-NFE dated, 12 February, 1987 (Appendices-IV and V). The
Scheme requires that the State Governments should send their comments on
the application of a voluntary agency within a period of 3 months, failing which
the Central Government may entertain the application on merits. The Central
Government would naturally like to avoid such a contingency. Hence it is
necessary that the concerned authorities in the State Government pay
immediate attention to the requests of voluntary agencies for taking up NFE
6
projects. Voluntary agencies should also be expected to take up their projects in
a compact and contiguous area and there should be no overlap between the
programmes of voluntary agencies and the State Government.
The Central Government has not prepared any separate scheme for
financial support to panchayati raj institutions. If the panchayati raj system in
the State is dynamic and already entrusted the responsibility for primary
education, the State Governments may consider transfering implementation of
NFE also to the panchayati raj institutions. Even where such a decision is not
taken the State Governments may, on a selective basis, entrust the work of
implementation of NFE projects to well-run panchayati raj institutions.
Staff selection and training
As indicated above, supervisors and instructors will be drawn from the local
community and the main criteria for their selection would be their commitment
to the cause of community service. As far as the project officers and District and
State level officers are concerned, their selection should be made in such a
manner that talented persons who have a commitment for non-formal education
and have given evidence of achievement orientation are selected. This can be
done by preparing rules for special selection, as has been done by Government
of Rajasthan. In that State a certain multiple of the number of vacancies are
included in the zone of consideration and the most suitable person is selected
even if it means selection of a rather junior person.
Procedure for sanction .
(a)
State Governments proposals
The scheme requires that the programme of Non-formal Education will be
implemented in the project format with each project roughly coterminous with a
development block. However, there are Non-formal Education Centres in
operation since VI Plan period in the States. It may not be possible to bring all of
the Centres within one or the other project immediately, though they will get
covered by one project or the other in next two years. The proposal for sanction
of Government of India's share, therefore, should be in two parts, the first part
should be for centres already in existence which are not covered by any project
during the year. For these centres continuation cost will form the basis for grant
from Government of India on the basis of unit costs applicable for a Centre in
the earlier scheme. The second part should cover the centres under projects
7
While each project should ideally have 100 Non-formal Education Centres,
depending upon the local requirement in view of the number of habitations in
the project and the number of learners available, the number may vary say by 10
to 20% from the stipulated number of 100 centres. The proposals in this part
should specify the assistance required for (a) staff in the directorate; (b) staff in
the SCERTs: (c) staff in the district office and (d) project cost including the cost
of the Centres. In addition, the proposal should mention in the third and fourth
part, the arrangements made by the State Government for training of the
instructors and supervisors and the programme for development of teaching
learning material for the learners/instructors. This could be in the nature of a
description and may not necessarily be totally quantitative. Guidelines for
submitting proposals to Govt, of India are at Appendix-VI. It may be noted that
the scheme envisages roughly 25% of all the NFE Centres to be girls' centres
and roughly 10% of all the centres to be upper primary centres. However, these
should not be taken as strictly laid down and the States may make proposals as
required for more or less than this proportion. Also the girls’ centres could be a
proportion of the total number of centres in a project or the State Government
could have some projects wherein all the centres are for girls. To qualify as a
girls’ centre, it is not necessary that all the learners should be girls but at least
80% of the learners should be girls and as far as possible the instructor should
preferably be a woman.
The proposals submitted by the State Governments should mention the
unspent balance from the previous year. The proposals will be sanctioned by the
Government of India and admissible grant under the scheme will be disbursed to
the States soon thereafter. To avoid dislocation of the programme and to avoid
hardship to learners/instructors, 20% of the previous year’s grant would be
released to the States in the beginning of the financial year to allow the earlier
centres to run without difficulty. Another 50% of the grant will be released to the
State Governments when proposal for the year has been received from the State
Governments and sanctioned. The remaining grant for the year will be released
on the basis of progress report from the State Government when it is able to
report that 75% of the grant given by the Government of India for the year has
been spent. For 1987-88, however, since the scheme came into operation in the
middle of the year, the whole amount of the grant admissible for 1987-88 was
released as soon as proposals for the year were received from the State
Governments and were sanctioned.
8
(b)
NFE Programme trirough Voluntary Agencies and Innovative Projects
The scheme for running of Non-formal Education Centres by voluntary
agencies is at Appendix-IV. A voluntary agency desirous of taking up a project
of NFE will be make an application for central assistance through the State
Government, alongwith a copy to the Department of Education (Ministry of
HRD) addressed to Under Secretary (VA), EE Division. Assistance to voluntary
agencies would normally be sanctioned for the entire duration of the project
proposed. However, the period for which such assistance would be sanctioned
would not extend beyond a Five-Year Plan period. Voluntary agencies would be
expected to make requests for release of instajments of grant-in-aid from year to
year directly to the Ministry of HRD (Department of Education), with a copy to
be sent by Registered A.D. post to the concerned official of the State
Government. The project proposal for which assistance is requested should
include details as in Appendix-IVA and should be appended to ’the application
form to facilitate release of instalments of grant. For this purpose, all State
Governments will be expected to designate an officer, either in the Secretariat or
in the Directorate concerned. The State Governments would undertake
evaluation and supervision of the work of the voluntary agencies and would
apprise the Ministry from time to time of their views. Should the State
Governments come to the conclusion that continuance of assistance to a
voluntary agency is not appropriate, they would be expected to write to the
Ministry giving details of the reasons for such advice. Assistance will be released
to the VAs in two parts, 50% when the proposal of the VA is sanctioned and the
remainder based on the progress in expenditure reported by the VA directly to
the Government of India that 75% of the earlier grants have already been
utilised. In 1987-88, however, because the scheme came into operation in the
middle of the year, all the admissible grant for the year was released to the
VA when its proposal was sanctioned.
As the entire NFE programme is now to be implemented in the project
format, proposals of VAs should also be for one or more projects. The State
Governments and voluntary agencies should arrive at an understanding to
prevent overlap of project areas. The number of centres to be taken up by a VA
would depend upon its capacity. By and large, projects of less than about 25
NFE centres would not be considered by the Ministry. The administrative
9
expenditure on smaller projects will need to be appropriately reduced and the
VA will keep this in view while making the proposal. Other necessary details in
respect of the procedures etc. have been given in the scheme itself.
The scheme for innovative projects is at Appendix-V. Eligible agencies can
make proposals under this scheme for developing and implementing innovative
programmes. The programme can be for a number of years preferably covering
a plan period though the assessment of grant and its release will be on annual
basis. The application can be made directly by the organisations to the Ministry.
In the Ministry the proposal of each organisation will be scrutinised and grant
assessed through a Grant-in-aid Committee. 50% of the grant for the year will be
released soon after the assessment of the grant and the remainder when the
organisation is able to report the progress of expenditure showing 75% of the
earlier amount has been utilised.
(c)
Non-formal Education Centres in non-educationally backward States
Unlike the earlier scheme, in this scheme assistance will be available for
Non-formal Education Programme in the non-educationally backward States
also for Non-formal Education Programme for children in the hilly, desert, tribal
areas, urban slums and in places having concentration of working children. The
programme will have to be in the project form in these States also and the
programme can be either through the State Governments or through a Voluntary
Agency. There will be no separate pattern of assistance apart from that
mentioned above in this scheme but for these States assistance for staff will not
be available at the State, SCERT or district level. In these States there can be as
many projects as required. However, depending upon the size of the clientele, it
would not always be feasible to have bout 100 centres in a project. Therefore,
in these States the number of NFE centres under a project can be comparatively
less. The proposal submitted by the State Government or the Voluntary Agency
will be examined in the Ministry according to the procedure mentioned at (a)
and (b) above and grants will be released accordingly.
Monitoring system
The Ministry of Human Resource Development (Department of Education)
will in due course lay down detailed guidelines for a Management Information
System. Effort is also being made to involve some institutions of social science
research and of higher education to undertake external evaluation on an
10
If>> r1
ongoing basis. However, the Ministry will monitor the progress of implementa
tion of these schemes in a proforma to be submitted by the State
Governments/VAs/educational institutions on a quarterly basis. The proforma
for this purpose is at Appendices-VIIA & B. This should be submitted within 30
days of the end of the quarter un(der report.
o r
AND
(
DOCUMENTATION
UMU
fc^'VGALO**:
11
)
A r-
ongoing basis. However, the Ministry will monitor the progress of implementa
tion of these schemes in a proforma to be submitted by the State
Governments/VAs/educational institutions on a quarterly basis. The proforma
for this purpose is at Appendices-VIIA & B. This should be submitted within 30
days of the end of the quarter un^er report.
■ *1* <
o r
AND
nO<"A)M=**TATION
11
)
Appendix-1
A LIST OF NFE “MODELS”
(a) The existing "MP Model” under which condensed courses are provided,
making no change in syllabus, textbooks and the system of learner
evaluation;
(b) Part-time evening schools—which would be like the “MP Model” except
that no condensation of course would be made;
(c) “HE (Pune) Model” in which syllabus as well as the instructional material
are prepared with reference to the environment of the learners and the
duration of the course is condensed. Special methods for learning at a
fast pace are introduced, but scholastic achievement corresponds to the
equivalent stage in the formal stream;
(d) “Integrated Model” which lays emphasis on imparting skills in language
and maths, of the V Standard level through use of integrated textbooks
and other learning material—depending on the location of the programme
(rural/urban) and the background of the learners (children working in
factories, drop-outs, etc.) the primary education course could be of a
duration of about two years;
(e) "CAPE Model” which is based on decentralised development of syllabus
and learning material with reference to the work and environment of the
learners, duration of the course remaining flexible, depending on the
regularity of the classes, length of instruction each day, background of
learners, etc.
(f)
“Work-oriented Model”, appropriate mainly for children employed as
wage-labour in the organised and semi-organised sectors, the emphasis
here being on relating their learning to their work, improvement of skills,
flexibility regarding the number of days on which classes would take
place, etc.
(g) "Awareness-based Model", which would have a strong component of
critical analysis of the social predicament of the children—syllabus,
instructional materials and the learning process being organised around
awareness-building.
12
Appendix-ll
COST OF A NON-FORMAL EDUCATION CENTRE AND PROJECT
1.
SI.
No.
Cost per Primary and Upper Primary Centre.
Item
Rate
Rs.
1
2.
3.
Honorarium of Instructor
Lighting (fuel)
Teaching material
4.
5.
6.
7.
Training of instructor
Supervision
Equipment
Petromax/Lanterns
Upper Primary
Amount (Rs.)
per annum
Primary
Amount
per annum
105/- pm
40/- pm
36/-per
student
1260
480
900
1 year total :
2@
125/- pm
60/- pm
72/-per
student
3000
720
1800
600
400
360
150
1200
400
720
150
Rs. 4150
Rs. 7990
Rs. 3640
Rs. 7120
Cost in subsequent years (less
non-recurring items at No . 6 & 7 above;I
2.
Project Management Cost :
SI.
No
Item
Rate (Rs.)
Numbers
D
Project Officer
Accounts Clerk
LDC
Peon
Motorcycle
Petrol, Lubricants
Contingencies
2600 pm
1500 pm
1200 pm
850 pm
one
one
one
one
one
2)
3)
4)
5)
6)
7)
Crist per
Annum (Rs.)
31,200
18,000
14,400
10,200
15,000
6,000
2,000
500 pm
2000 pa
Total:
96,800
3.
Cost of one Project (100 centres :?lus Project Management) I year
Rs. 4,53,400/- + Rs. 96,800/- = Rs. 5,50, 200/Cost in subsequent year Rs. 3,98,800/-• + Rs. 81,800/- = 4,80,600
13
Appendix-Ill
ASSISTANCE TO STATE GOVERNMENTS OF THE TEN EDUCATIONALLY
BACKWARD STATES FOR STRENGTHENING OF ADMINISTRATIVE
SYSTEM FOR NFE
4)
State Directorate
S.No.
Item
Rate (Rs.)
Number
1.
2.
3.
4.
Jt. Director
Personal Assistant
Assistant
Messenger
4,000 p.m.
2,000 p.m.
2,000 p.m.
850 p.m.
One
One
One
One
48,000
24,000
24,000
10,200
Total:
5)
Cost per annum (Rs.)
1,06,200
State Council for Educational Research & Training ' (SCERT)
A. Administration
S. No. Item
Rate (Rs.)
Number
1.
2.
3.
4,000 p.m.
3,000 p.m.
2,000 p.m.
1,500 p.m.
850 p.m.
One
Four
One
One
One
4... .
5.
Senior Consultant
Consultant
Steno-typist
Typist/Clerk
Messenqer
Total :
B. Programmes
Total :
6)
Cost per annum (Rs.)
48,000
1,44,000
24,000
18,000
10,200
2,44,200
17,55,800
20,00,000
District Level
S. No. Item
Rate (Rs.)
Number
1.
2.
2,600 p.m.
One
31,200
• 1,500 p.m.
1,500 p.m'.
850 p.m.
One
One
One
18,000
18,000
10,200
3.
4.
Assistant Director
Computor/Upper
Division Clerk
Accounts Clerk
Peon
Total :
Note■ :
Cost per annum (Rs.)
77,400
Central Assistance will be limited to 50% of annual cost indicated above.
14
Appendix-IV
SCHEME FOR ASSISTANCE TO VOLUNTARY AGENCIES FOR NON—
FORMAL EDUCATION FOR ELEMENTARY AGE-GROUP CHILDREN
UNDER THE PROGRAMME OF UNIVERSALISATION OF ELEMENTARY
EDUCATION
(Revised—Jan. 1987)
The National Policy on Education 1986
In compliance of the Directive contained in Article 45 of the Constitution,
the National Policy on Education 1986 (NPE) accords an unqualified priority to
universalisation of elementary education (UEE). NPE declares that by 1990 all
children who attain the age of about 11 years will have had five years of
schooling, or its equivalent through the non-formal stream and, likewise, by
1995 all children upto 14 years of age will be provided free and compulsory
education. Effort will be made to enjol children in 6-14 age-group in schools, but
NPE acknowledges, it may not be possible to provide primary schools in all
habitations, and it would also be unrealistic to expect working children and girls,
who attend to their siblings and are engaged in other domestic chores, to attend
whole-day schools. It is, therefore, envisaged that a large and systematic
programme of non-formal education will be launched for these children. NPE
goes on to say ihat while Government will take overall responsibility for
planning and implementation of the non-formal education programme, much of
the work of running of NFE centres will be done through voluntary agencies and
panchayati raj institutions. Recognising that in the past voluntary agencies have
not been able to play their due role, the NPE directs that obstacle to their
participation will be removed.
2. The Programme of Action (POA) for implementation of NPE spells out, in a
somewhat greater detail, the strategy to be adopted for implementation of the
new programme of non-formal education. The relevant paragraphs of POA are
15
‘at Annex 1. The salien-t characteristics of non-forrnal education envisaged in
POA are:
flexibility in regard to admission requirements, duration, timing, etc.
relevance of curriculum and instructional methods;
diversification in the type of course to be offered and its their supplementation
by vocational education; and
decentralisation in management structure and financial powers.
3. The implications of the approach spelt out in NPE and POA on the curricular
aspects of NFE have been further examined. Essential features of the curricula
and teaching/learning materials proposed to be used byrchildren will be their
relevance to the needs, work life and environment of the learners. Curriculum
an'd learning materials will, however, be developed keeping in view the expected
learning outcomes and in particular, the required level of learning envisaged in
NPE as a feature of National System of Education. The expected learning
outcomes would serve as the reference points for the evaluation of learners
enrolled in non-formal education centres. This would ensure that pupils in NFE
system also get proper certification for their achievements and are enabled to
take advantage of multi-point entry facilities in regular full-time schools at
appropriate stages.
4. Under the new programme of NFE efforts will be made to evolve different.
models of non-formal education programmes. The agencies implementing the
programme will be encouraged to design and adopt the most suitable model
depending upon the requirements of the target groups, the kind of expertise
available with them, the support system etc. An. implementing agency could
adopt any of the models given in Annex 2 or design a new model appropriate to
the requirements. It needs to be made clear that the "models” in Annex 2 are
only illustrative “models” and adherence to them is not essential. However, NFE
programmes should be designed in such a way that they conform to the overall
objectives spelt out in NPE and POA.
5. There is need for a substantial strengthening of the supervisory land
administrative apparatus of NFE. Rather than depending on an urban-tfriented,
bureaucratic model, emphasis should be laid qn taking up well designed
oroiects, of approximately 100 NFE centres, to be taken up in a compact and
16
contiguous area. Supervisors should be selected from the local community, if
possible an experienced and committed NFE Instructor. These persons should
be intensively trained and where possible also involve an organisation of
continuing education progrmame. Village Education Committees should be set
up as envisaged in NPE/POA to involve the local community in the programme
and also to make the NFE Centre incharge accountable to it.
Objectives
6. The broad aim of the scheme is to effectively involve voluntary agencies,
public trusts, non-profit making companies, social activist groups, ett. in the
implementation of non-formal education programme for the elementary agegroup children. Within this overall aim, the specific objectives of the scheme are
as follows:
(a) To develop the programme of non-formal education for meeting the
educational needs of out-of school children.
(b) To establish a partnership between the government on the one hand
and voluntary agencies, public trusts, non-profit making . companies,
social activist groups, etc. on the other, in the great task.'bf provision of
educational opportunities for children who cannot enrol themselves in
whole-day schools;
(c) To demonstrate through adoption’in the field various alternative models
that can be adopted for UEE;
(d) To identify from the local community young persons and to train them
as organisers of NFE centres and as community workers;
(e) To give special attention to the training of women non-formal education
organisers for furtherance of the objectives of women’s development as
envisaged in NPE; and
(f)
To evolve curricula, learning materials, instructional methods, evalua
tion techniques etc. relevant to the needs, environment and working life
of the learners.
Eligibility
7 (a) Registered voluntary societies, public trusts and non-profit making
companies would be eligible for assistance under this scheme. Ordinarily,
agencies which are not legal entities would not be eligible. However, even
agencies and social activist groups which are not legal entities may be
17
considered for assistance provided the Collector/Deputy Commissioner certifies
regarding the practical difficulties owing to which they could not be registered
and regarding the bonafides of such organisations. In respect of projects taken
up for abolition of child labour or for ameliqration of the condition of working
children autonomous bodies set up by the Central or State Governments will
also be eligible for assistance under this scheme.
(b) In exceptional cases a registered society or a public trust fulfilling
requirements as an eligible agency may be given assistance for mobilisation
involvement and provision of financial support to other voluntary agencies,
social activist groups and individuals.
Note :
The Grant-in-aid Committee should carefully examine the credentials of
the "lead organisation” and satisfy itself as to its reliability and
capability. The criteria for assistance by the “lead organisation” to other
agencies, its responsibility for proper utilisation of funds by the
implementing agencies, and the nature of its accountability should be
clearly laid down in the sanction.
(c) In order to be eligible for financial assistance under this scheme an
agency should
(i)
have a proper constitution or articles of association;
(ii) have a properly constituted managing body with its powers and duties
clearly defined in the constitution;
(iii) be in a position to secure the involvement, on voluntary basis, of
knowledgeable persons for furtherance of its programmes;
(iv) not be run for the prpfit of any individual or a body of individuals;
(v)
not discriminate against any person or group.of persons on the ground
of sex, religion, caste or creed;
(vi) not in any manner incite communal disharmony;
(vii) not proselytise and
(viii) eschew violence.
(d) Only those eligible agencies which have been in existence for 3 years
woula be considered for assistance under this scheme. This requirement may be
waived in respect of agencies with specially qualified workers or which can be
otherwise justify a special consideration.
18
a
Nature and extent of assistance
9 (a) Eligible agencies will be given grants on a cent per cent basis for nonformal education both at the primary and middle stages. Specific activities for
which grants may be given would include
(i)
running of non-formal education centres in the field, along with costs
involved in supervision and management;
(ii) non-formalisation of the formal education system;
(iii) activities to explore linkage between NFE and formal education;
(iv) resource development, including development of curricula, teaching/
learning material, development and production of instructional aids,
development of evaluation techniques, etc.; and
(v) management expenses, essential for action under paragraph 7 (b).
(b) Grants under this scheme will be given to voluntary agencies working in
the educationally backward States, namely, Andhra Pradesh, Assam, Bihar,
Jammu & Kashmir, Madhya Pradesh, Orissa, Rajasthan, Uttar Pradesh and West
Bengal. In the remaining States also eligible agencies would be provided
assistance if their work is in
— hilly areas,
— predominantly tribal areas known for educational backwardness, and
— urban slums.
Eligible agencies and autonomous bodies set up by (government will also be
eligible for assistance as described above in projects'for working children in all
parts of the country.
(c) Assistance may be sought for such duration as the applicant agency
may consider appropriate. Ordinarily, such assistance will be provided on a long
term basis, but not exceeding the balance of a Five Year Plan period at a time.
Indication in regard to the period for which grant has been approved would
normally be given in the letter of sanction.
The Procedure
9. (a) Application : Any agency eligible to receive assistance may make an
application in the form appended hereto (Annex 3). The applications should be
addressed to the Ministry of H.R.D. (Department of Education), Government of
19
India. New Delhi through the State Education Department (with a copy endorsed
ouectly to the Ministry). The State Government should give its views, within a
period of three months, regarding the agency’s eligibility, suitability, relevance
of the proposal and the capacity of the agency to implement it, etc. Comments
should be sent by the State Government even if the proposal is not
recommended, giving reasons therefor. Application for extension of the project
will not be required to be sent through the State Government. It would, however,
be necessary for the voluntary agency to send a copy of its request for extension
of the project to the State Government by Registered AD post. All-lndia
organisations may make applications directly to the Ministry.
(b) Grant-in-aid Committee : The applications for grant-in-aid would be
considered by a Grant-in-Aid Committee to be appointed by the Ministry.
Ordinarily, the Committee will go by the advice of the State Government.
However, in the event of the State Government not making any recommenda
tions. or while considering cases in departure from the advice of the State
Government and, if necessary also of the agency making application, the
representative of the state Govts, and/or Voluntary Agency will be invited to
discuss the proposal with the Committee.
(c) Release of Grant : On approval of the Project the grant shall be released
to the agency on an annual basis in two instalments—the first one shall be
released immediately after the issue of the sanction. After the agency concerned
has utilised 75% of an instalment it may make a request for release of the
subsequent instalment along with a progress report and statement of
expenditure. Release of grants in the second and subsequent years will be made
on a similar basis, provided that before release of the second instalment in a
particular financial year (beginning with the second year), the .utilisation
certificate and audited statement in respect of the grants released till the end of
the preceding year shall be furnished.
(d) Disbursement : Grants for programmes undertaken by Government
institutions will be provided to the State Government/Union Territory
Administration according to the normal procedure. Grant payable to a voluntary
agency, public trust, non-profit making company, etc., would be remitted to it
directly by a demand draft/cheque drawn in its favour by the Ministry of Human
Resource Development.
20
Conditions of Grant
(i) The grant-receiving agency will be required to execute a bond on a
prescribed form (Annex 4). The bond should be supported by two sureties if the
agency is not a legal entity.
(ii) An agency in receipt of financial assistance shall be open to inspection
by an officer of the Union Ministry of Human Resource Development/or National
Council of Educational Research and Training or the State Education
Department.
(iii) The accounts of the project shall be maintained properly and separately
and submitted as and when required. They should be open to check by an
officer deputed by the Government of India or the State Government. They shall
also be open to a test check by the Comptroller and Auditor General of India at
his discretion.
(iv) The audited accounts together with the utilisation certificate in the
prescribed form duly counter-signed by the Chartered Accountants are required
to be furnished within six months in respect of a preceding year or after expiry
of the duration for which grant is approved.
(v) The agency shall maintain a record of all assets acquired wholly or
substantially out of Government grant and maintain a register of such assets in
tne prescribed proforma. Such assets shall not be disposed of, encumbered or
utilised for purposes other than those for which the grant was given, without
prior sanction of the Government of India. Should the agency cease to exist at
any time, such properties shall revert to the Government of India.
(vi) When the State Government/Government of India have reasons to
believe that the sanctioned money is not being utilised for approved purpose the
payment of grant may be stopped and the earlier grants recovered.
(vii) The institution must exercise reasonable economy in the working of
the approved project.
(viii) The grantee agency shall furnish to the Ministry of Human Resource
Development reports as may be prescribed.
(ix) The decisions of the Secretary to the Government of India in the
Ministry of Human Resource Development, Department of Education on the
question whether there has been breach or violation of any of the terms and
conditions mentioned in the sanction letter shall be final and binding on the
grantee.
21
Annex 7
EXCERPTS FROM THE PROGRAMME OF ACTION BROUGHT OUT IN
THE
CONTEXT OF NATIONAL POLICY ON EDUCATION 1986 BY THE
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
(DEPARTMENT OF EDUCATION) IN AUGUST, 1986
The Present Situation
1. Provision of free and compulsory education to all the children until they
complete the age of 14 years is a Directive Principle of the Constitution.
Determined efforts have been made since independence towards the
achievement of this goal. Between 1950-51 and 1984-85 the number of primary
schools increased from approximately 2,10,000 to approximately 5,20,000 and
the number of upper primary schools from 30,600 to 1,30,000. Even so, an
acceptably large number of habitations are still without primary schools and
nearly one-third of the schools in rural areas have only one teacher. The
emphasis so far has been on enrolment of children—approximately 95% children
in 6-11 age-group and 50% children in 11-14 age-group are enrolled in schools,
the corresponding figure for girls being -77% and 36% respectively. However,
nearly 60% children drop out between classes l-V and 75% between classes IVIII. in urban areas there is overcrowding in schools and the condition of
buildings, furniture, facilities and’equipment is unsatisfactory in almost all parts
of the country. Rapid expansion, which was not accompanied by sufficient
investment of resources, has caused a deterioration in academic standards. A
programme of non-formal education has been started but in terms of spread and
quality it is rather unsatisfactory.
The Policy and Targets
2. NPE gives an unqualified priority to universalisation of elementary
education (UEE). The thrust in elementary education emphasises (i) universal
I S
22
enrolment and universal retention of children upto 14 years of age, and (ii) a
si. tantial improvement in the quality of education.
3. The child-centred approach commended in NPE attempts to build the
academic programme and school activities around the child. The Policy also
recognises that unattractive school environment, unsatisfactory condition of
buildings and insufficiency of instructional material function as demotivating
factors for children and their parents. The Policy, therefore, calls for a drive for a
substantial improvement of primary schools and provision of support services. A
variety of measures have been proposed for securing participation of girls and of
children from the Scheduled Castes. and Scheduled Tribes families, other
educationally backward sections and minorities.
4. Conclusive data is not available regarding the number of working
children. However, it has been assumed in the Policy that a large number of outof-school children are unable to avail themselves of the benefits of schooling
because they have to work to supplement family income or otherwise assist the
family. NPE proposes taking up of a large and systematic programme of nonformal education, for these children and for children of habitations without
schools. The emphasis in NPE is on organisation of flexible programmes which
are relevant to the needs of the learners and the quality of which is comparable
with the corresponding stages of formal education.
5. The measures proposed for improvement in quality of elementary
education include reform of the content and process of education, improvement
in school building and other facilities, provision of additional teachers ancf a
comprehensive programme of teacher education..Minimum levels of learning are
to be laid down for each stage, which would naturally include laying down such
norms for the primary and upper primary stages.
6. In addition to UEE, NPE also envisages a common school structure
throughout the country. Acknowledging that the 10+2+3 structure has now been
accepted in all parts of the country, a sugestion has been made that the primary
stage should consist of 5 years, followed by 3 years of upper primary.
7. In the past, the targets set for UEE have not coiffesponded to the
investment required for achievement of the goal, nor has it been oossible to
create the mobilisation which is essential for this purpose. Taking a more
practical view of the matter. NPE limits itself to proposing that all children by the
23
time they attain the age of about 11 years will have had five years of schooling,
or its equivalent through the non-form'al stream, and likewise it will be ensured
that free and compulsory education upto 14 years of age is provided to all
children by 1995.
Implementation strategies
8. The central feature of the implementation strategy will be area-specific
and population-specific planning. About 75% of the out-of-school children are in
nine States: Andhra Pradesh, Assam, Bihar, Jammu & Kashmir, Madhya
Pradesh. Orissa, Rajasthan, Uttar Pradesh and West Bengal. While these States
have been treated as educationally backward, enough attention has not been
paid in the past to educationally backward pockets and groups in other States.
Even within the educationally backward States there are wide disparities which
require special treatment. Sustained efforts will be made to revitalise the
educational system of the backward States and effort will also be made to see
that all backward areas and population pockets make progress to keep in step
with others in their milieu.
The other elements of strategy will consist of the following:
(a)
Children of all families in the country will be provided access to
elementary education of good quality.
(b)
In view of the role of education in removal of disparities, special
measures will be taken to ensure that whatever the socio-economic
background of the children, they get opportunity to achieve success
of a level- which approximates to the level of children from
comparatively better-off sections of society, and the country'moves
apace in the direction of the Common-School System as spelt out in
the 1968 Policy.
(c)
A nation-wide programme of school improvement, with required
multi-level and multi-dimensional planning, will be launched to alter
the present situation of institutional stagnation and social apathy.
Reference has been made elsewhere about reform of the teacher
education system for improvement of the quality of education.
(d)
The country’s faith and its future generations will be exemplified in
the system of elementary education, which will get geared around the
centrality of the child.
24
(e)
For their healthy development and to ensure that they enjoy
conditions of freedom and dignity, the education system will strive to
have all children in whole-time schools of good quality, and till that
becomes possible they will be provided opportunities of part-time
non-formal education.
(f)
Since NPE lays down that children who complete a stage of education
would have achieved certain prescribed skills and competencies, the
emphasis will now shift from sheer enrolment to retention and quality
of education.
(g)
Keeping in view the fact that the situation regarding elementary
education varies from one part of the country to another, and
sometimes within one district, and even one block, the process of
planning will be decentralised and the teachers as well as the local
community fully involved in this process.
15. A comprehensive system of incentives and support services will be
provided for girls and children of the economically weaker sections of society. A
reference to these has been made in the sections on the Scheduled Castes,
Scheduled Tribes, Minorities, Education for Women’s Equality, etc. The
following items have special relevance to the new strategy of emphasis on
retention.
(a)
Establishment of day-care centres for pre-school children and
infants—as part of strengthening of ICDS, provision of adequate
support to the ongoing programmes, and by establishment of a
network of new centres;
(b)
Provision to the girls of all families below the poverty line two sets of
free uniforms, free text-books and stationery, and attendance
incentives;
(c)
Free transporation in State Roadways buses to Children attending
elementary schools.
25
16. A comprehensive system of rewards and recognition will be created for'
individuals and institutions who contribute in a significant manner retention of
children in primary schools/NFE centres. These rewards may be given to the
villages, schools/NFE centres, and to the teachers/instructors concerned. The
amount of reward will be enough to ensure that it serves as motivation.
Enrolment in 11—14 Age-Group
17 Keeping in view the high transition rate from primary to upper primary
stage, enrolment in the 11—14 age-group will automatically increase after
universalisation of primary education. This would be further strengthened as a
result of universal provision of upper primary school facilities in the VIII Plan
and by creation of mechanisms for testing the children of non-formal stream for
lateral entry into the formal system. These measures, will be supplemented by a
system of compulsory education legislation. The States which have not enacted
such law would be advised to do so and the existing laws in this behalf will be
reviewed and modified on the following lines:
(a)
Requiring employers of working children to provide rest and nutrition
as well as arrangements for part-time education of good quality, with
provision for exemplary punitive action against employers who fail to
do so;
(b)
Involving the local community, and the parents in implementation of
UEE and in ensuring that educational facilities are provided to their
satisfaction.
(c)
Establishing schools and/or non-formal education centres of satis
factory quality within an easy reach of all children.
(d)
Creating necessary machinery for implementation of the Acts,
emphasising the facilitating aspects rather than the punitive ones.
Common Structure
18. In the meetings of the CABE and NDC in May, 1986, a consensus has.
already been reached in re,gard to the need for switching over to a common
structure for the first ten years of schooling.
49. The States where the first ten year;s are divided into four years of
primary, three years of upper primary and three years of high school, will
26
attempt to switch over to 5 + 3 + 2 pattern by 1995 so that it coincides with the
target year for UEE. These States would need to build additional classrooms in
primary schools and more teachers will also be needed. However, this would be
partially set off by the savings of space and staff in high schools. It will be
necessary for these States/UTs to do a detailed exercise to assess the
requirement of classrooms, teachers and funds. Similarly, syllabi, textual
materials and school facilities would have to be readjusted and the examination
system would have to be reorganised.
Operation Blackboard (OB)
20. The purpose of 08 is to ensure provision of minimum essential facilities
in primary schools—material facilities as well as learning equipment. Use of the
word 'Operation’ implies that there is an urgency jn this programme, that goals
are clear and well-defined, and that Government and the people are determined
to achieve those goals within a predetermined timeframe.
21. OB envisages (i) two reasonably large rooms that are useable in all
weather; (ii) necessary toys and games material; (iii) blackboards; (iv) maps; (v)
charts; and (vi) other learning materials. The specific items to be provided in
each school under OB is given in the Annex In regard to the buildings to be
constructed the following points need to be mentioned
—
Construction of essential buildings for primary schools will be the first
charge on NREP and RLEGP funds. Those resources will be
supplemented by other appropriate schemes.
—
Village Education Committees will be required to give undertaking for
maintenance and upkeep of buildings and other structures;
—
Primary school-wise inventories of available structures will be prepared
for systematic planning;
—
Inexpensive building designs will be prepared keeping in view the agroclimatic conditions and utilising locally available materials.
—
Steps will be taken for obtaining land for playgrounds.
22. It is proposed to take the CD block/municipal area as the unit and to
prepare a project for it on the basis of survey of these facilities in each school in
that block/municipal area. The Fifth Educational Survey has been completed by
27
the CERT and its data has become available. To cover at least 10% blocks and
urban schools in the same proportion under the programme in 1986-87 and 20%
in 1987-88 it is proposed to conduct a quick survey in a specifically designed
simple format in these blocks/municipal area by 30th September 1986 so that
the data can be compiled and project reports prepared by 30-11-1986 and
approval accorded by 31-12-1986. Empowered Committees will be set up at the
district level to consider and aoprove the block/municipal area projects. The
funds for Operation Blackboard would be provided by the Government of India
to the State Governments on advance/relmbursement basis. The results of Fifth
Educational Survey form the basis for block/municipal area projects for the
remaining 30% blocks/municipal area in 1988-89 and 40% blocks/municipal area
in -1989-90.
23. Procedures for procurement, supply and use of equipment envisaged
under OB will have to be evolved keeping in view the special needs of primary
schools and also ensuring that the costs are kept low. For this purpose specific
norms will be laid down. The first thing will be to specify the various items so as
to ensure quality. This work will be done by NCERT in association with State
agencies. Particular attention will be paid to procurement procedures because
the general system of purchase by tenders tends to lead to purchase of sub
standard materials. The capacity available in polytechnics, ITI$, secondary and
higher secondary schools will be geared to produce the materials required by
the school system, particularly under OB Since unimaginative and rigid
I
provisions of audit and supervision have deterred teachers in many places from
using teaching aids at all, amendment of accounting procedures will also require
to be worked out. Lastly, the teachers will have to be oriented and encouraged
to use this material in day-to-day teaching. The mass training of teachers will
include this aspect. This will be reinforced by supervision by District Board^of
Education and DIETs.
24. There is a very large number,of single teacher schools in the rural areas.
It is obvious that a programme of quality improvement must include provision of
at least one more teacher in these schools. This will be attempted during the
Seventh f>lan and a detailed programme prepared for providing one teacher per
class during the Eighth Plan. Every effort will be made to ensure that one of the
two teachers in every school is a woman, and for this purpose, depending on
circumstances obtaining in different areas, local educated women may be
28
J
selected, provided special training and opportunities for improving their
qualifications. Such a strategy may also become necessary for male teachers in
remote rural areas.
The New Programme of Non-£ormal Education
25. This programme assumes that NFE can result in provision of education
comparable in quality with formal schooling.
Modern technological tools—such as solar packs for provison of power in
NFE centres, audiovisual aids, radio-cassette player—will be used to improve the
learning environment of NFE centres, and learning material of high quality will
be developed taking into account the fact that children who work have several
assets on which their education should be built. The essential characteristics of
NFE are organisational flexibility, relevance of curriculum, diversity in learning
activities to relate them to the learners’ needs, and decentralisation of
management. Efforts will be made to evolve different models of non-formal
education programmes and agencies implementing the programme will be
encouraged to evolve and adopt the most suitable model depending upon the
requirements of target groups.
26. Special features of NFE—In addition to these characteristics, NFE will
have certain features which will help in maintenance of quality of the
programme. These features include:
(a)
a learner-centred approach with the instructor as a facilitator;
(b)
emphasis on learning rather than teaching, and for this purpose the
capability of the children to learn from each other would be
highlighted;
(c)
organisation of activities so as to enable learners to progress at their
own pace;
(d)
use of efficient techniques to ensure fast pace of learning and
provision of proper lighting arrangements at the NFE centres arid
necessary equipment;
(e)
stress on continuous learner evaluation and establishment of
evaluation centres for evaluation and certification of learners;
29
(f)
in terms of scholastic achievements (particularly language and
maths), following the norms set in the formal system, both because of
its desirability per se and because it is essential for entry int the
formal structures;
(g)
creation of participatory learning environment and treating the
children with the regard they deserve as persons engaged in
productive activities;
(n)
organisation of joyful extra-curricular activities including singing and
dancing, plays and skits, games and sports, excursions, etc.;
(i)
ensuring that all facilities and incentives given to girls, children o.
SC/ST, and others in the formal system, are made available in the
non-formal system as well, in addition to provision of free textbooks
and stationery to all pupils.
27. Instructors and their training—The instructor is the most importa
factor in the implementation of NFE. The criteria for the selection of th
instructor would include :
—
—
—
—
being local,
being already motivated,
acceptable to the community,
preferably from the weaker sections of society, should have given some
evidence of work in the community.
28. Keeping in view the importance of enrolment of girls, and also the fact
that NFE has the potentiality of developing into a major programme of women’s
development, wherever possible women will be appointed as instructors.
29. Training of non-formal education personnel, particularly the instructors,
is the key to the success of the programme. Initial training as well as recurrent
training are both crucial. By and large, training days for the instructors would be
about 30 days in the first year and about 20 days in the subsequent years. The
need for participatory training, based on the experiences of the participants, is
now well recognised. Actualisation of such training will call for considerable
planning and investment. A variety of agencies will be involved and help taken «.
diverse training aids and educational technology, including TV and VCR.
30
30. Supervision administration—In the administrative restructuring, the
most important place belongs to the supervisor, on whom depends to a great
extent the quality of the programme. The work of supervision may be entrusted
to NFE supervisors with about 10-12 centres under her/his charge, or, preferably
to trained local youth.
31. Approximately 100 NFE Centres will comprise a project which would be
taken up in a compact and contiguous area coterminous, as far as possible, with
a CD Block. The main functions at the project level would be (i) to select the
supervisors, (ii) to generally supervise the programme, (iii) to promote
interagency linkages to give development orientation to the field programme,
(iv) to monitor the programme, (v) to ensure provision of materials and
supplies, etc. Strengthening is also envisaged at the district and State levels.
Wherever possible the administrative and supervisory structure for NFE and
adult education will be amalgamated—including the programmes to be taken up
through panchayati raj bodies and voluntary agencies.
32. Involvement of voluntary agencies—and panchayati raj institutions—
Several voluntary agencies have, in the past successfully organised NFE
programmes. Very often voluntary agencies have bands of committed workers
who have the capability to establish rapport with the local community and they
can also function with flexibility and dynamism. Several panchayati raj
institutions have also shown keen interest in NFE and they have the capability to
run such programmes. It is proposed to take positive measures to involve in NFE
as many voluntary agencies and panchayati raj institutions as possible, which
can suitably take up this programme. It is also proposed to improve the existing
administrative arrangements for support to VAs. Proposals will be examined by a
grant-in-aid committee and where necessary a representative of the voluntary
agency would be invited for discussion with the Committee. Projects of
voluntary agencies will be entertained for a period of 3-4 years. They would be
required to send the initial proposals through the State Government but at the
subsequent stages the voluntary agencies will directly approach the Ministry for
release of grants-in-aid. The State Governments would, of course, be expected
to oversee the implementation of voluntary agencies' projects.
33. Continuing education—Scope for continuing their education is impor
tant for all learners. The strength of NFE will depend to a considerable extent on
our being able to link the initial programmes of NFE with effective programmes
31
of continuing education. This has several implications for NFE. (a) Arrangements
will be made for testing of children in NFE stream with reference to an
equivalent stage in the formal system and specific instructions issued to
facilitate lateral entry into the formal system for students of non-formal
education stream, (b) Non-formal education centres would insist on children
completing education at least upto V class level, and arrangements of nonformal education upto class VIII would be provided wherever necessary. Effort
would also be made to link non-formal courses with the Open Schools.
(c) Scholarships to the needy children, particularly working children, will be
provided to enable them to continue education in the formal system, (d) NFE
programme would also be linked with the schemes of public libraries, Jana
Shikshan Nilayams, etc. (e) Vocational and technical courses of a wide variety
would be provided for children and youth who come out of the non-formal
stream.
34. Financial pattern and flexibility regarding application—It is proposed
that in the Seventh Plan, as in the Sixth Plan, there will bp the following
components of. the non-formal education programme, to be applied in the 9
educationally backward States :
(a)
Assistance to State Governments for setting up and running nonformal centres (boys and girls both) on 50 : 50 basis;
(b)
Assistance to State Governments for setting up and running nonformal education centres exclusively for girls on 90 : 10 basis;
(c)
Assistance to voluntary agencies for setting up and running nonformal education centres on 100% basis;
(d)
Assistance to academic institutions for taking up innovative projects
and research and evaluation activities in the field of non-formal
education on 100% basis.
Even in the educationally advanced States there are several regions and
ctient-groups which call for special support. These include :
—
—
—
—
the hilly tracts,
predominantly tribal areas known for educational backwardness,
urban slums,
projects for education of working' children, etc.
32
It is proposed to extend these schemes to these areas also. Extension of
these schemes to other regions and client-groups may also be considered
Evaluation and Monitoring
35. The present system of evaluation and monitoring will not suffice for the
new strategies of UEE. In the new evaluation and monitoring system the main
features will be as follows :
(a)
A critical point of evaluation in the educational system is the progress
of the learners. Hence, as mentioned elsewhere in this section as well
as in the section on examinatior, reform, the greatest attention will be
paid to creating a scientific system of eValuation of learners, which
would serve both as the basis for improvement of the academic
programme and as the measure of the overall quality of elementary
education system.
(b)
Since the principal accountability of the primary/upper primary
school system and NFE programmes is to the local community, the
latter will also be mainly responsible for monitoring these program
mes and for taking necessary corrective steps
(c)
Just as the teachers/NFE Instructors are to be involved in 'the
planning and implementing of UEE, they will also be involved in
concurrent, participatory evaluation.
(d)
The emphasis in the monitoring system will shift from collection of
information on enrolment to retention of children, regularity of
attendance and levels of achievement. All instrumentabilities of MIS
will be changed accordingly.
(e)
The main responsibility for implementation of OB will rest with the
District Board of Education, likewise the monitoring and evaluation
responsibility would also rest with it. In doing so DBE will take the
assistance of DIET
(f)
The evaluation would be built into the NFE programme as an integral
part and the instructors and supervisors will undertake these
exercises on a continuing basis. The basic unit for collection of MIS
data in NFE programme will be the project.
33
(g)
The State Advisory Boards of Education and CABE will set up
separate committees to review the progress of UEE. For this purpose
they will be assisted by.NIEPA, NCERT SCERT and other suitable
national and State level agencies of education and of social science
research.
34
Annex-2
NFE MODELS
(a)
The existing "MP Model" under which condensed courses provided
making no change in syllabus, textbooks and the system of learner
evaluation.
(b)
Part-time evening schools—which would be like the "MP Model"
except that no condensation of course would be made.
(c)
“HE (Pune) Model” in which syllabus as well as the instructional
material are prepared with reference to the environment of the
learners, the duration of the course is condensed. Special methods
for learning at a fast pace are introduced, but scholastic achievement
corresponds to the equivalent stage in formal stream.
(d)
“Integrated Model” which lays emphasis on imparting skills in
language and mathematics of the V Standard level through use of
integrated textbooks and other learning material—depending on the
location of the programme (rural/urban) and the background of the
learners (children working in factories, drop-outs, etc.), the primary
education course could be a duration of about two years.
(e)
"CAPE Model" which is’ based on decentralised development of
syllabus and learning material with reference to the work and
environment of the learners, duration of the course remaining flexible,
depending on the regularity of the classes, length of instruction each
day, background of learners, etc.
(f)
"Work-oriented Model”, appropriate mainly for children employed as
wage-labour in the organised and ’semi-organised sectors, the
emphasis here being on relating their learning to their work,
improvement of skills, flexibility regarding the number of days on
which classes would take place, etc.
"Awarness-based Model", which would have a strong component of
critical analysis of the social predicament of the children—the
syllabus, instructional materials and the learning process being
organised around awareness-building.
(g)
35
Annex-3
(To be submitted in duplicate)
Scheme for assistance to voluntary agencies for non-formal education for
elementary age-group children under the programme of universalization of
elementary education
APPLICATION FORM
PART-1
(To be filled by applicant)
1.
Name of the Agency
2.
Its objects and activities
(give brief history)
3.
Whether registered under Indian Societies’
Registration Act, 1860 (Act. XXI of 1860)
public trust or non-profit-making company?
Give number and attach copy the relevant
document.
4.
Whether the organization has, any experience
in non-formal education for children? If so, a
brief mention may be made indicating the
years, type, size and location of the program
mes organized.
5.
Whether the office of the Organization is
located in its own or rented building?
36
6.
Is the assistance applied for intended for
running non-formal education centres; If so
(a)
Brief description of the operational
model, including some features;
(b)
the area where the project will be taken'
up (give a map of the area indicating the
manner in which it would be covered'by
NFE centres;
(c)
number of centres to be run;
(d)
supervisory arrangements envisaged;
(e)
type of learning/teaching material to be
used; and
(f)
the duration of the project;
(g)
other details as may be relevant.
Note : Attach Project description on
separate sheets.
7
If the project does not relate to running of
NFE centres, give brief details of the project,
including the proposed duration.
8.
Whether any part of the expenditure on the
project is being or is likely to be provided by
some other official, non-official or foreign
source? If so. indicate the extent and the
name of agency.
9.
Total estimated expenditure
on the project
(i) Non-Recurring
(ii) Recurring
Rs.
Rs.
Rs.
10. Amount of grant requested:
(i) Non-Recurring
(ii) Recurring
’
Rs.
Rs.
Rs.
37
11. Whether the institution has adequate
personnel to look after the project? If so,
indicate brief information about them.
12. List of Papers/Statements to be attached:
(a)
Constitution of the Agency
(b)
Constitution of the Board of Mana
gement with particulars of each
member.
(c)
Latest available annual report
(d)
Details regarding the selection of
instructors and supervisors.
(e)
Arrangements regarding training—
give details regarding the number
of days of training to be provided to
instructors, supervisors and other
staff.
(f)
Audited accounts for the last three
years along with a copy of the
certified balance sheet for the pre
vious year
13. List of additional papers, if any
14. Additional information, if any
Signature of the authorised person
Designation and stamp
38
PART-II
RECOMMENDATION OF THE STATE GOVERNMENT
The application has been examined and it is certified that the organisation is
eligible for assistance and has the capability to take up the project applied for.
Signature
Designation
Office Stamp
(The officer signing this should not be below the rank of Under Secretary)
39
Annex-4
BOND
KNOW ALL MEN BY THESE PRESENTS THAT We the
an Association registered under the Societies Registration Act, 1860 (21 of 1860)
and having its office
in the state of
(hereinafter called the obligors) are held and firmly bound to the President of
India (hereinafter called the Government) in the sum of Rs.
(Rupees
only)
well and truly to be paid to the President on Demand and without a demur for
which payment we bind ourselves and our succesors and assigns by these
presents.
2.
SIGNED this
day of
in the year one
thousand nine hundred and eighty
3. WHEREAS on the obligors request, the Government has as per Union
Ministry of Human Resource Development (Deptt. of Education’s) letter
dated ----- -- ------------ (hereinafter referred to as the ‘Letter of Sanction’ which
forms an integral part of these presents and a copy whereof is annexed hereto
as Annexure-A) agreed to make favour of the obligors a grant of Rs.
(Rupees
1
only) out
of which Rs. have already been received by the obligors on
condition of the obligors executing a bond in the terms and manner contained
hereinafter and which the obligors have agreed to do.
4. Now the condition of the above written obligation is such that if the obligors
duly fulfil and comply with all the conditions mentioned in the letter of sanction
the above written bond or obligation shall be void and of no effect. But
otherwise it shall remain in full force and virtue. If a part of the grant is left
unspent after the expiry of the period within which it is required to be spent the
obligors to refund the unspent balance alongwith interest @6% per annum
unless it is agreed to be carried over.
5. The Society/Trust agrees and undertakes to surrender/pay to Government
the monetary value of all such pecuniary or other benefits which it may receive
40
or derive/have received or-derived through/an unauthorised use such as letting
out the premises for adequate or less than adequate consideration or use of the
premises for any purpose other than that for which the grant was intended, of
the property/building created/acquired/constructed largely from out of Govern
ment Grant. The decision of the Secretary to Government of India in the Ministry
of Human Resource Development (Deptt. of Education) or the Administrative
Head of the Department concerned as regards the monetary value aforemen
tioned to be surrendered/paid to the Government will be final and binding on the
Society/Trust.
6.
AND THESE PRESENTS ALSO WITNESS THAT
(i)
The decision of the Secretary to the Government of India in the
Ministry of Human Resource Development (Deptt. of Education) on
the question whether there has been breach or violation of any of the
terms or conditions mentioned in the sanction letter shall be final and
binding on the obligors, and
(ii)
The Government shall bear the stamp duty payable on these presents.
7. In witness whereof these presents have been executed as under on behalf of
the obligors the day herein above written in pursuance of the Resolution No.
Governing Body of the Obligor, as copy whereof is annexed hereto as Annex-B,
and by
for and on behalf of the President of India on
the date appearing below.
Signed for and on behalf of
(Name of the Obligor Association)
In the presence of
d)
(2)
Witness Name and Address ---- -------------------------------------------------------------------Accepted for and on behalf of the President of India.
---------------- —-----------------------------------Date _ ________________________ —
(Designation)
—
Witness
Name & Address
Enclsoures: A&B
41
STATEMENT SHOWING COST OF NON-FORMAL EDUCATION
CENTRE AND PROJECT
(1)
Cost per Primary and Upper Primary Centre
Item
SI.
Primary
Rate Amount per
Rs.
annum
No.
1.
2.
3.
Honorarium of Instructor
Lighting (fuel)
Teaching material
4.
5.
6.
7.
Training of Instructor
Supervision
Equipment
Patromax/Lanterns
SI.
No.
(D
(2)
(3)
(4)
(5)
(6)
(7)
1260
480
900
105/- p.m.
40/- p.m.
36/- p.a.
per student
1 year total :
Cost in subsequent years
(Less non-recurring items
at No. 6 & 7 above)
2.
Upper Primary
Rate Amount per
annum
Rs.
2@
125 p.m.
60 p.m.
72 p.a.
per student
3000
720
1800
600
400
360
150
1200
400
720
150
Rs. 4150
Rs. 3640
Rs. 7990
Rs. 7120
Project Management Cost :
Item
Project Officer
Accounts Clerk
LDC
Peon
Motorcycle
Petrol, Lubricant
Contingencies
Numbers
one
one
one
one
one
A project will consist of 90 primary and 10 upper primary centres.
42
Appendix-IVA
FORM FOR RELEASE OF INSTALMENTS OF GRANTS-IN—AID
TO VOLUNTARY AGENCIES
1.
Unspent balance:
2.
Details of the expenditure incurred :
(i) On running of NFE Centres
(ii) Project Management cost
3.
No. of NFE centres running :
(i) General
(ii) For girls
—
—
.
’»
—
—
4.
No. of new centres to be opened—
5.
Staff appointed (give designation-wise in (i) and numbers in (ii) and (iii)
(i) Whole-time staff for project management
(ii) Supervisors/Preraks
(iii) Instructors
6.
Training arrangements :
(i) No. and duration of training of Supervisors/Preraks
(ii) No. and duration of training of Instructors
7
Teaching/learning material used
8
Amount of Grant-in-aid requested
A3
Appendix-V
SCHEME FOR
PROGRAMMES
ASSISTANCE FOR EXPERIMENTAL AND INNOVATIVE
FOR THE EDUCATION AT THE ELEMENTARY STAGE
INCLUDING NON-FORMAL EDUCATION
(Revised—Jan. 1987)
The background
The National Policy on Education (NPE) was approved by Parliament in
May, 1986 and the Programme of Action (POA) for its implementation in August
1986. These documents spell out the immediate, medium-term as well as long
term goals of educational development, and also the strategies to be adopted for
the achievement of these goais.
2.
NPE aims at universalisation of elementary education (UEE) by 1995, the
targets by 1990 being confined to provision of five years of education to all
children through formal schooling or the non-formal stream. The strategy for
implementation of UEE has three inter-related components, (i) adoption of
child-centred and activity-based learning system; (ii) a thorough reform of the
content and process of education, including emphasis on values referred to in
para 3.4 of NPE; and (iii) a large and systematic programme of non-formal
education for children of habitations without schools, working children and girls
who cannot attend whole-day schools. While POA sets out some of the aspects
of the action plan; it makes clear that a variety of experimental and innovative
programmes will be taken up to explore, further parameters and techniques
suited in the various situations and contexts. Creation of mechanisms for
supporting experimentation and innovation, particularly for UFE, is implicit in
NPE and POA.
Objectives
3.
The overall aim of this scheme is to promote experimentation and
innovation for the achievement of goals spelt out in NPE for UEE Within this
overall aim, the specific objectives Of the scheme are as follows:
44
(a)
to identify agencies which can take up experimental and/or innovative
programmes in furtherance of the goals set out in NPE/POA;
(b)
To orovide financial and administrative support to the selected
agencies for the activities taken by them:
(c)
To review and evaluate the work of the agencies taking up
experimental and/or innovative programme; and
(d)
To disseminate the findings in respect of methods, processes and
outcomes in respect of the various programmes of experimentation
and/or innovation.
Eligibility
4.
(a)
Government agencies, educational institutions, panchayati raj institu
tions, registered societies, public trusts and non-profit making
companies would be eligible for assistance under this scheme.
Ordinarily, agencies which are not legal entities would not be eligible;
(b)
As far as the voluntary agencies, public trusts and non-profit making
companies are concerned, in order to be eligible for financial
assistance under this scheme they should;
(c)
(i)
have a proper constitution or articles of association;
(ii)
have a properly constituted managing body with its powers and
duties clearly defined in the constitution;
(iii)
be in a position to secure the involvement on voluntary basis, of
knowledgeable persons for furtherance of their programmes;
(iv)
not be run for profit of any individual or a body of individuals;
(v)
not discriminate against any person or group of persons on the
ground of sex, religion, caste or creed;
(vi)
not directly function for the furtherance of the interests of any
political party;
(vii)
not in any manner incite communal disharmony;
(viii)
not proselytise; and
(ix)
eschew violence.
In exceptional cases a registered society of a public trust fulfilling
requirements spelt out in (b) above may be given assistance for
mobilisation, involvement and provision of financial support to other
voluntary agencies, social activist groups and individuals;
45
(d)
Only those eligible agencies which have been in existence for 3 years
would be considered for assistance under this scheme. This
requirement may be waived in respect of agencies with specially
qualified workers or which can othewise justify a special considera
tion.
Note :
The Grant-in-aid Committee should carefully examine the
credentials of the “lead organisation” and satisfy itself as to
its reliability and capability. The criteria for assistance by the
"lead organisation” to other agencies, its responsibility for
proper utilisation of funds by the implementing agencies and
the nature of its accountability should be clearly laid down in
the sanction.
Nature of assistance
5
(a)
taking up well-designed field projects;
(b)
development of learning materials, instructional/learning aids, and
other aspects of technical resource development;
(c)
training;
(d)
creation of infra-structure for taking up experimental/innovative
programmes;
(e)
meetings, conferences, seminars to promote innovation and experi
mention;
(f)
management expenses essential for action under paragraph 5(c);
(g)
evaluation of experimental/innovative programmes;
(h)
activities for dissemination of the outcome of experimental/innovative
programmes and their adoption, including visits to experimental
innovative projects, publications, etc.
6.
If any agency is already receiving or expecting to receive grant from some
other official source for a project for which application is made under this
scheme, the assistance under this scheme will be made after taking into
consideration the grant received, or likely to be received from such other official
source. It should also be ensured that an agency already in receipt of a recurring
grant from any other official source, Central or a State, should not transfer any
part of that liability to a grant to be sanctioned under this scheme.
46
7.
Assistance may be sought for such duration as the applicant agency may
consider appropriate. Ordinarily, such assistance will be provided for the period
necessary for the position of the experimental/innovative programme proposed
to be taken up, but not exceeding the balance of a Five Year Plan period at a
time. Indication in regard to the period for which grant has been approved would
be given in the letter of sanction.
8.
Assistance under this scheme will ordinarily be 100%. However, where the
Grant-in-Aid Committee considers it necessary it may require the agency
concerned to make a contribution.
The procedure
9.
(a) Application:—Any agency eligible to receive assistance may make an
application in the form appended hereto. The applications should be addressed
to the Ministry of H.R.D. (Department of Education), Government of India, New
Delhi through the State Education Department (with a copy endorsed directly to
the Ministry).
The State Government should give its views, within a period of three
months, regarding the agency's eligibility, suitability, relevance of the proposal
and the capacity of the agency to implement it, etc. Comments should be sent
by the State Government even if the proposal is not recommended, giving
reasons therefor. Applications for extension of the project will not be required to
be sent through the State Government. It would, however be necessary for the
voluntary agency to send a copy of its request for extension of the project to the
State Government by Registered AD post. All India organisations may make
applications directly to the Ministry.
(b) Grant-in-Aid Committee:—The applications for grant-in-aid would be
considered by a Grant-in-Aid Committee to be appointed by the Ministry.
Ordinarily, the Committee will go by the advice of the State Government.
However, in the event of the State Government not making any recommenda
tions or while considering cases in departure from the advice of the State
Government, a representative of the State Government and, if necessary also of
the agency making application, will be invited to discuss the proposal with the
Committee.
(c) Release of grant'—On approval of the project the grant shall be released
to the agency on an annual basis in two instalments—the first one shall be
47
released immediately after the issue of the sanction. After the agency concerned
has utilised 75% of an instalment it may make a request for release of the
subsequent instalment along with a progress report and statement of
expenditure. Release of grants in the second and subsequent years will be made
on a similar basis, provided that before release of the second instalment in a
particular financial year (beginning with the second year) the utilisation
certificate and audited statement in respect of the grant released till the end of
the preceding year shall be furnished.
(d) Disbursement:—Grant for programmes undertaken by Government
institutions will be provided to the State Government/Union Territory
Administration according to the normal procedure. Grant payable to a voluntary
agency, public trust, non-profit making company, etc. would be remitted to it
directly, by a demand draft/cheque drawn in its favour by the Ministry of Human
Resource Development.
Conditions of Grant
10. (i) The grant receiving agency will be required to execute a bond on a
prescribed form (appended). The bond should be supported by two sureties if
the agency is not a legal entity.
(ii) An agency in receipt of financial assistance shall be open to inspection
by an officer of the Union Ministry of Human Resource Development/or National
Council of Educational Research and Training or the State Education
Department.
(iii) The accounts of the project shall be maintained properly and separately
and submitted as and when required. They should be open to check by an
officer deputed by the Government of India or the State Government. They shall
also be open to a test check by the Comptroller and Auditor General of India at
his discretion.
(iv) The audited accounts together with utilisation certificate in the
prescribed form duly countersigned by the Chartered Accountants are required
to be furnished within six months in respect of a preceding year or after expiry
of the duration for which grant is approved.
(v) The agency shall maintain a record of all assets acquired wholly or
substantially out of Government grant and maintain a register of such assets in
48
the prescribed proforma. Such assets shall not be disposed of, encumbered or
utilised for purpose other than those for which the grant was given, without prior
sanction of the Government of India. Should the agency cease to exist at any
time, such properties shall revert to the Government of India.
(vi) When the State Government/Government of India has reason to believe
that the sanctioned money is not being utilised for the approved purpose the
payment of grant may be stopped and the earlier grants recovered.
(vii) The institution must exercise reasonable economy in the working of
the approved project.
(viii) The grantee agency shall furnish to the Ministry of Human Resource
Development reports as may be prescribed.
(ix) The decisions of the Secretary to the Government of India in the
Ministry of Human Resource Development, Department of Education, on the
question whether there has been breach or violation of any of the terms and
conditions mentioned in the sanction letter shall be final and binding on the
grantee.
49
(To be submitted in duplicate)
Scheme for assistance for experimental and innovative programmes, for the
education at the elementary stage including non-formal education
APPLICATION FORM
Part—I
(To be filled by the applicant)
1.
Name of the agency----------------------------------------------------------- -—----------- -
2.
Its objects and activities (give brief history) ----------------------------------------
3. Whether registered under Indian Societies Registration Act, 1860, (Act XXI
of 1860), public trust or non-profit making company? Give number and attach
copy of the relevant document.
4. Whether the organization has any experience in elementary or non-formal
education for children? If so, a brief mention may be made indicating the type,
size and location of the programmes organised.
5. Whether the office of the organisation is located in its own or rented build
ing?
6.
The title of the experimental and innovative project for which the grant is
50
applied for and the details of the project including highlights of innovative/
experimental features, (Attach extra sheets).
7.
The duration of the project:
8. Whether any part of the expenditure on the projects is being or is likely to be
provided by some other official, non-official or foreign source? If so, indicate the
extent and the name of agency.
11. Whether the institution has adequate personnel to look after the project? If
so, indicate details.
12. List of papers/statements to be attached:
(a)
Constitution/Trust Deed of the Agency.
(b)
Constitution of the Board of Management with particulars of each
member.
(c)
Latest available annual report.
(d)
Audited accounts for the last three years along with a copy of the
certified balance sheet for the preceding year.
13. List of additional papers, if any.
14
Additional information, if any.
Signature of the authorised person with
Designation and Stamp
51
UO'
Part—II
RECOMMENDATION OF THE STATE GOVERNMENT
The application has been examined and it is certified that the organisation is
eligible for assistance and has the capability of taking up the programme applied
for.
Signature____ _—- -----------------Designation & Office stamp -------- .--------------------The officer signing this shoufd not be below the rank of Under Secretary
52
BOND
KNOW ALL MEN BY THESE PRESENTS THAT We the
an Association registered under the Societies Registration Act, 1860 (21 of 1860)
and having its office
in the state of
(hereinafter called the obligors) are held and firmly bound to the President of
India (hereinafter called the Government) in the sum of Rs.
(Rupees
only)
well and truly to be paid to the President on Demand and without a demur for
which payment we bind ourselves and our succesors and assigns by these
presents.
2.
day of
SIGNED this
in the year one
thousand nine hundred and eighty
3. WHEREAS on the obligors request, the Government has as per Union
Ministry of Human Resource Development (Deptt. of Education’s) letter
dated
(hereinafter referred to as the ‘Letter of Sanction’ which
forms an integral part of these presents and a copy whereof is annexed hereto
as Annexure-A) agreed to make favour of the obligors a grant of Rs.
(Rupees
only) out
of which Rs.have already been received by the obligors on
condition of the obligors executing a bond in the terms and manner contained
hereinafter and which the obligors have agreed to do.
4. Now the condition of the above written obligation is such that if the obligors
duly fulfil and comply with all the conditions mentioned in the letter of sanction
the above written bond or obligation shall be void and of no effect. But
otherwise it shall remain in full force and virtue. If a part of the grant is left
unspent after the expiry of the period within which it is required to be spent the
obligors to refund the unspent balance alongwith interest @6% per annum
unless it is agreed to be carried over.
5. The Society/Trust agrees and undertakes to surrender/pay to Government
the monetary value of all such pecuniary or other benefits which it may receive
or derive/have received or derived through/an unauthorised use such as letting
53
out the premises for adequate or less than adequate consideration or use of the
premises for any purpose other than that for which the grant was intended, of
the property/building created/acquired/constructed largely from out of Govern
ment Grant. The decision of the Secretary to Government of India in the Ministry
of Human Resource Development (Deptt. of Education) or the Administrative
Head of the Department concerned as regards the monetary value aforemen
tioned to be surrendered/paid to the Government will be final and binding on the
Society/Trust.
6.
AND THESE PRESENTS ALSO WITNESS THAT
(i)
The decision of the Secretary to the Government of India in the
Ministry of Human Resource Development (Deptt. of Education) on
the question whether there has been breach or violation of any of the
terms or conditions mentioned in the sanction letter shall be final and
binding on the obligors, and
(ii)
The Government shall bear the stamp duty payable on these presents.
7. In witness whereof these presents have been executed as under on behalf of
the obligors the day herein above written in pursuance of the Resolution No.
dated
Governing Body of the Obligor, as copy whereof is annexed hereto as Annex-B,
and by
for and on behalf of the President of India on
the date appearing below.
Signed for and on behalf of
(Name of the Obligor Association)
In the presence of
(D
(2)
Witness Name and Address
:_________________________
Accepted for and on behalf of the President of India.
Witness
Name & Address
Date
Enclsoures: A&B
(Designation)
54
Appendix-IV
GUIDELINES FOR PROPOSALS TO BE SUBMITTED FOR ASSISTANCE FOR
NFE BY STATE GOVERNMENTS
1.
Unspent Balance at the beginning of the year (Rs.)
2. Number of centres and Amount required for those not covered by any
project.
Primary
(no.)
Upper
Central
Primary
(Rs.)
(no.)
50 : 50
90 : 10
No. of districts
having one or
more/projects
3.
No. of Projects proposedNo. of districts
in the State
4.
No. of Centres under the Projects and Amount Required: —
* Continuing Centres
covered by projects
New Centres under
proposed projects
No. of
Centres
No. of
Centres
Amount
Required
Primary/
Upper
Primary
Primary/
Upper
Primary
50 : 50
90 : 10
’ Only continuation cost will be calculated
55
Amount
Required
Shar
5.
Staff
SI. Post
No. No.
Monthly
Pay
Cost for
the year
Central
Share
(a) Project Level
(b) District Level
(c) State Directorate
Level
(d) SCERT
6.
Arrangements for Instructors’/Supervisors’ Training (Mention the number of
courses for instructors, supervisors and Management Level Staff planned.
the Institutes identified for their training and a brief description of training)
7
Development of Teaching learning Material
(Mention what materials are to be developed, and Institutions identified for
developing those materials and strategy/process proposed to be adopted.
56
Appendix-VII-A
QUARTERLY
PROGRESS- REPORT FOR THE STATE GOVERNMENT
PROGR/XMME FOR NFE
Report for the quarter ending
I
Financial:
(i)
Unspent Balance at the beginning of the year.
(ii)
Grants received from Central Government during the year
(a) For Centres not covered by Projects (Rs.)
(b) For
(iii)
II.
year
Projects
(both
NFE
Centres
and
Project
(Rs.)
(c) For Staff at
(i) State Directorate Level
(Rs.)
(ii) SCERT
(Rs.)
(iii) District Level
(Rs.)
(d) For programme and Other miscellaneous items. (Rs.)
Expenditure:
Expenditure incurred Expenditure during
during the
the year till
quarter
the end of the
quarter
Management:
No. of NFE centres existing at the end of previous year 90 : 10
No. of NFE centres to be opened during the year
-doNo. of NFE centres opened till the end of the quarter
-doth)
Staff
Projects:
Number of Projects
(i) to be opened in the year
(ii) Opened till the end of the quarter.
57
50 : 50
-do-do
(c)
(d)
(e)
Appointment of instructors:
(i) To be appointed in the year
(ii) Appointed till the end of the quarter
Appointment of Supervisors:
(i) To be appointed in the year
(ii) Appointed till the end of the quarter
Staff
No.Sanctioned
No.
I.
At Directorate Level
Posts
II.
in position
(i)
(ii)
(iii)
At SCERT Level
Posts
(i)
(ii)
(iii)
III. At District Level
Posts
(i)
(ii)
(iii)
IV. At Project Level
Posts
(i)
(ii)
(iii)
During the
Quarter
Year
111. Training:
(a) No. of instructors trained
(b) No. of Supervisors trained
IV. Material Development:
Teaching-learning material
(a)
Taken up for development during the year
(b)
Developed.
(Enumerate the items of Teaching Learning Material)
58
Appendix-VII-B
QUARTERLY PROGRESS REPORT FOR THE VOLUNTARY AGENCIES FOR
NFE PROGRAMME
Report for the quarter ending
1.
year
FINANCIAL:
(i)
Unspent balance at the beginning of the year
(ii)
Grant received from Central Government during the year.
Amount (Rs.)
(a) For centres not covered by Projects
(b) For Projects (both NFE Centres and
Project Staff)
Any
other item
(c)
Cumulative
Expenditure
Expenditure:
Expenditure
incurred during
during the year
the quarter
(Col. 1)
II.
(Col. 2)
MANAGEMENT
No. of centres for which grant was released
(a)
No. of new centres to be opened in the year
No. of centres opened during the quarter
Number of NFE Centres functioning
(b)
Number
Coeducational
Girls
Primary
Upper
Note: This statement is meant to monitor progress quarterly. Data for
the quarter should relate only to the quarter under report. Data
regarding cumulative progress during the year should relate to
the progress from the beginning of the year to the end of the
quarter under report.
59
(c)
(d)
(e)
Projects:
Number of Projects
(i) To be opened in the year
(ii) Opened during the year.
(iii) Opened during the quarter.
Appointment of Instructors:
(i) To be appointed in the year
(ii) Appointed so far
(iii) Yet to be Appointed
Appointment of Supervisors:
(i) To be appointed in the year
(ii) Appointed so far
(iii) Yet to be Appointed
Training:
(a)
(b)
During the quarter
Number of instructors trained
Number of Supervisors trained
During the year
Inspection:
During the Quarter
During the year
Number of centres inspected by
(a)
NCERT Officials
(b)
State Agencies
PUBLICATION NUMBER 1629
60
- Media
3287.pdf
Position: 2821 (3 views)