Letter to States (Final)

CONCEPT PAPER
Integrated Scheme for School Education: Merging the

Centrally Sponsored Schemes of SSA, RMSA &TE
1. Background
1.1 Education is the most important tool for social, economic and political
transformation and a key instrument for building an equitable society. A well-
educated population, equipped with the relevant knowledge, attitudes and skills is
essential for economic and social development in the twenty-first century. Education
also acts as an integrative force in society, imparting values that foster social cohesion
and national identity1. Before 1976, education was the exclusive responsibility of the
States. The Constitutional Amendment of 1976 included education in the Concurrent
List. While the role and responsibility of the States in education remained largely
unchanged, the Union Government accepted a larger responsibility of reinforcing the
national and integrated character of education, maintaining quality and standards
including those of the teaching profession at all levels, and the study and monitoring
of the educational requirements of the country.
1.2 With the formulation of National Policy on Education, 1986 India initiated a
wide range of programmes for achieving the goal of Universalisation of Elementary
Education (UEE).These efforts were intensified in the 1980s and 1990s through
several schematic and programme interventions, such as Operation Black Board
(OBB), Shiksha Karmi Project (SKP), Andhra Pradesh Primary Education Project
(APPEP), Bihar Education Project (BEP), U.P. Basic Education Project (UPBEP),
Mahila Samakhya (MS), Lok Jumbish Project (LJP), District Primary Education
Programme (DPEP) and the Sarva Shiksha Abhiyan(SSA) – the flagship Centrally
Sponsored Scheme in partnership with State Governments for UEE across the country.
This was further strengthened with the passage of the Right of Children to Free and
Compulsory Education (RTE) Act, 2009 which gave a legal mandate to provide free
and compulsory elementary education to every child in the age group of 6-14 years.
1.3 States and UTs are supported in the implementation of the RTE Act, 2009
through the Centrally Sponsored Scheme of SSA. The norms of the Scheme have been
aligned with the provisions of the Act vide approval of the Cabinet dated 9th
September, 2010. The estimate of funds required by all States and UTs under the SSA
1
India, Planning Commission, Draft Twelfth Five Year Plan (2012-2017) Volume-III, p. 48
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for implementation of the RTE Act, 2009 is determined in the Annual Plans which are
prepared as per the programmatic and financial norms of the Scheme. These signify
the fund requirements for implementation of the norms and entitlements under the
RTE Act, 2009.
1.4 A successful programme of UEE is the precondition for taking the first reliable
step towards Universal Secondary Education. The NPE emphasised improving
equitable access to secondary education and the enrolment of girls, SCs and STs,
particularly in science, commerce and vocational streams (Para 5.13 of the NPE,
1986). The NPE and the Programme of Action (POA), 1992 while recognising
secondary education as a critical instrument for social change, called for its planned
expansion. The NPE, (as modified in 1992) specifically laid emphasis again on
increasing access to secondary education with particular focus on participation of
girls, SCs and STs; increased autonomy of Boards of Secondary Education to enhance
their ability to improve quality; introduction of ICT in school curriculum for coping
with globalisation; renewed emphasis on work ethos and values of a humane and
composite culture in the curricula; and vocationalisation through specialised
institutions or through the refashioning of secondary education to meet the manpower
requirements of the growing Indian economy (Para 5.13 to 5.15).The Rashtriya
Madhyamik Shiksha Abhiyan (RMSA) scheme initiated in 2009, demonstrated the
government’s ambition for a secondary education system that can support India’s
growth and development. In the year 2013-14, four other Centrally-sponsored
Schemes for secondary education viz., ICT in Schools, Girls’ Hostel,
Vocationalisation of Secondary and Higher Secondary Education and Inclusive
Education for Disabled at Secondary stage were subsumed under RMSA. This was
done to provide for convergence based implementation of different programmes for
secondary education with inclusion of aided schools for quality related interventions
and higher secondary segment for certain components.
1.5 The Centrally Sponsored Scheme of Restructuring and Reorganization of

Teacher Education (CSSTE) was initiated in 1987 pursuant to the formulation of the
National Policy on Education (NPE, 1986). The NPE stated that improvement in the
status and professional competence of teachers is the corner stone of educational
reconstruction and envisaged teacher education as a continuous process with pre-
service and in-service training being its inseparable components. District Institute of
Teacher Education (DIETs), Colleges of Teacher Education (CTEs), and Institutes of
Advanced Studies in Education (IASEs) were, therefore, established. Thus, the
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CSSTE Scheme aims to provide infrastructural and institutional support to
Government Teacher Education Institutions (TEIs).
2. Functionality, objectives, scope, coverage, funding and implementation

structure of SSA, RMSA and TE
2.1 The Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan
(RMSA) and Centrally Sponsored Scheme on Teacher Education (CSSTE) are the
three major flagship school education development programmes of the Ministry of
Human Resource development (MHRD), Government of India being implemented in
partnership with State/UTs. While the SSA covers the elementary level (grades I-
VIII), the RMSA covers grades IX-X (IX-XII for certain components). SSA has been
designated as the vehicle for implementation of the RTE Act, 2009. CSSTE aims to
provide infrastructural and institutional support to Government TEIs to enhance the
quality of teachers across classes I-X.
2.2 The common objectives of all the Schemes are to enhance access through the
expansion of quality school education; to promote equity through the inclusion of
disadvantaged groups and weaker sections, and to improve the quality of education for
all. Interventions in SSA and RMSA are directed towards ensuring minimum
standards in schooling provisions; creating equal opportunities for schooling by
removing gender, social, disability and other barriers; strengthening school based
management for school improvement; increasing the internal efficiency of schools by
improving grade progression and completion of students through demand-side
financing strategies and increasing the level of engagement of primary stakeholders at
the school level; building competencies of school heads, teachers, teacher educators
and administrators; and enhancing student outcomes. CSSTE is providing teachers’
education through proper institutional setup for both pre-service and in-service
training. Further, with the role of SCERT as an academic authority u/s 29(1) of the
RTE Act, the focus will be on strengthening of SCERTs and DIETs. This will also
create more opportunities for teachers as well as teacher educators through opening of
new avenues for in-service as well as pre-service teacher education. With the
persistent efforts of the Central and the State Governments, these schemes have
significantly addressed several major gaps in the school education system.
2.3 The Government has, till now, tried to adopt an integrated approach in the
implementation of the various Centrally Sponsored Schemes. A comparative
statement of objectives, scope, coverage, funding and implementation structure of
SSA, RMSA and CSSTE has been attempted at Annexure –I. However, overtime,
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parallel institutional arrangements at national, state, district and sub-district levels
with little convergence with mainstream school education administration have been
created for the planning and management of these Schemes.
2.4 Although, the Centrally Sponsored Schemes of SSA, RMSA and TE have
significantly contributed towards the government’s efforts to put in place an equitable
quality school education system in the country, their scope and coverage remain
segmented. The Schemes were often more concerned about providing requisite inputs
and delivering intermediate results/outputs rather than raising schooling outcomes.
These schemes seem to have little clarity on the learning outcomes to be ensured in
the school education sector. Recognising these limitations, recently, the MHRD, with
support from the NCERT, has gone for defining the grade specific expected learning
outcomes at the elementary level. In this regard, Learning Outcomes for each class in
Languages (Hindi, English and Urdu), Mathematics, Environmental Studies, Science
and Social Science up to the elementary stage have been developed. These are the
basic levels of learning that children should arrive at the end of each class.
2.5 Independent evaluations of the Schemes have suggested increased convergence

and integration between the Schemes through a single school education development
programme covering grades I-X/XII. This would help in instilling allocative
efficiency and optimal utilization of budgetary and human resources. Many States (18)
have already strived to attain convergence between the two Schemes by making one
State Project Director in-charge of the implementation of SSA and RMSA.
Recognising the potential gains from convergence, an advisory on integrating the
administrative structures at various levels created for SSA and RMSA in the
States to achieve productive synergies, better co-ordination and economies of
administrative costs has already been sent to all States and UTs on 16th
November, 2017 (Annexure –II).
2.6 These Schemes have been in operation since more than 15 years now except
for RMSA. They have helped in making considerable progress in achieving near
universal access at elementary level and enhancing the access at secondary level.
However, the major challenge is provision of quality of education. The focus of the
Central Government needs to be now on encouraging States to take steps for
improvement in quality of education.
2.7 It is in this context, that this concept note makes an attempt to create a single
scheme for School Education by merging the different Centrally Sponsored Schemes
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like the SSA, RMSA and CSSTE into an overarching programme with the broader
goal of improving school effectiveness measured in terms of equal opportunities for
schooling and equitable learning outcomes. A comparative mapping of the
interventions under SSA, RMSA and CSSTE has been done to design a new
programme/scheme for development of school education, which would be a common
sector-wide development programme for addressing the needs of the entire school
education sector rather than that of any programme or scheme like the SSA, RMSA or
CSSTE. This mapping is attached at Annexure-III. This sector-wide development
programme/scheme would also help harmonise the implementation mechanisms and
transaction costs at all levels, particularly in using state, district and sub-district level
systems and resources, besides envisaging one comprehensive strategic plan for
development of school education at the district level.
3. Achieving Synergy Between the Schemes
3.1 Given the shift in the approach to development of school education from input-
based to outcome based central sector interventions as envisaged in the document
entitled, India: Three-Year Action Agenda, 2017/18 to 2019/20 (NITI Aayog, 2017), a
‘paradigm shift’ is envisaged in the approach to central sector spending on school
education. A flagship programme in school education has been conceptualized
(designed and implemented jointly by the State and Central Governments) with the
overall developmental goal of raising the performance of the school education sector
following a strategy of supporting interventions for school effectiveness and
sustainable institutional capacity. The shift in the focus is from project objectives to
improving systems level performance and schooling outcomes. The emphasis of the
combined Scheme would be to incentivize States towards improving quality of
education.
3.2 Unified Administrative Structure and increased Programme Effectiveness:

It has been observed that separate schemes have created an artificial divide of levels
i.e., elementary and secondary within the “School Education Sector”. The Schemes
operate through separate State Implementation Societies with separate bank accounts,
separate project offices and separate project personnel usually under the
administrative control of Secretary, Education of a State. The institutional
arrangements including for planning, budgeting, training and monitoring and
evaluation are separate for both the schemes. This may have led to a duplication of
efforts and personnel towards implementing similar interventions and achieving
similar objectives. A single programme will lead to an optimal utilization of
budgetary allocations and effective use of human resources and institutional
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structures. Approaches to improve access, participation, student flow/internal
efficiency, equity and learning outcomes can be synergized as far as possible. A
school education sector-wide programme would not only minimise transaction costs
by making the programme to contribute towards system performance but also by
creating sustainable institutional capacity and accountability framework at all levels.
3.3 The Scheme for school education envisages the ‘school’ as a continuum from
primary, upper primary, secondary to higher secondary levels. This will smoothen the
transition rates across the various levels of school education and aid in promoting
universal access to children to complete school education. Moreover, the integration
of Teacher Education with the elementary and secondary schooling system would
facilitate effective convergence and linkages between different support structures in
school education through interventions such as a unified training calendar,
Innovations, Mentoring and Monitoring, etc.
3.4 Institutional capacity building: Improvement in quality requires a sustainable

support system of national state & district level institutes. Convergence of the
programmes will encourage major capacity building role for national, state and district
level institutions like NIEPA/NCERT/NCERT/SCERT/SIEMAT/DIET etc. This
single Scheme will enable the SCERT to become the nodal agency for conduct and
monitoring of all in-service training programmes leading to emphasize the integration
of in-service training structures in States through SCERTs to make it need-focused
and dynamic.
3.5 A combined approach to school education would enable exploration of new

digital initiatives for strengthening in-service and pre-service teacher training and
education with a focus on Creation of Digital Learning Material, Innovative Pedagogy
and Capacity Building, etc. This would strengthen the quality of teaching in schools
across levels. It would also enable reaping the benefits of technology and widening the
access of good quality education across all States and UTs and across all sections of
the Society.
4. Proposed Strategy for Implementation
4.1 The budget for all the three schemes will be merged into a single budget
provision. This will be the Central share to be provided to the States and UTs with the
existing fund sharing pattern of 60:40; 90:10 for North-Eastern states and 3
Himalayan States and 100% for Union Territories without Legislature. This will be
allocated amongst the States and UTs based on an index of requirements/ performance
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to be developed by the Department. The use of funds would be governed by approved
interventions within the ceilings decided by the empowered committee of the
department i.e., the Project Approval Board headed by Secretary, Department of
School Education & Literacy. A single Utilisation Certificate would be required from
the State streamlining the merged Schemes, along with component wise physical and
financial expenditure statement.
4.2 Under RMSA, the budgetary provision is being allocated among States and
UTs based on an objective and transparent criteria since last two years. It has an in-
built incentive for focussing on various policy interventions like Aadhar coverage in
SDMIS, rural transfer policy for teachers, school evaluation, separate cadre for
headmasters and outcomes such as performance on National Achievement Survey. It
adopts a gradual approach to fulfil the commitments towards teachers’ salary and
other committed liabilities. It is proposed to adopt this approach for the sector-wide
programme.
4.3 Keeping in view of the role of SCERT as an academic authority u/s 29(1) of
the RTE Act, 2009, the merger of the Teacher Education scheme with SSA and
RMSA will further facilitate the efforts being made by the Central Government to
meet the exceptional challenges for the Teacher Education System arising from the
massive spatial and numerical expansion of schooling facilities at the elementary and
secondary levels and corresponding increase in the demand for teachers. The Right of
Children to Free and Compulsory Education Act, 2009 and its subsequent
amendments, reinforced the importance of teacher training to ensure quality of
education. Thus, the integration of the three schemes would also emphasize the
integration of training structures in States and reiterate the academic position of
SCERTs/SIEs, as the nodal agency for conduct of Teacher Training.
4.4 The approach suggested for inter-state allocation of funds is as follows:

1. The total outlay will be estimated to be twice the total budget allocation
for the year, in view of the sharing pattern and phased releases in respect
of non-recurring works.
2. Committed recurring liabilities including teacher salary, recurring costs
of KGBVs, Girls Hostels, entitlements under RTE Act, 2009 of text
books, uniforms and reimbursement under Section 12(1)(c),
Programme Management, Monitoring Evaluation and Research
(MMER) will be estimated based on the actual requirements of the
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States and UTs, and allocated proportionately upto a maximum of 60%
of the total budget.
3. Budget for Non recurring expenditure will be distributed among States
and UTs on the basis of data of enrolment and Aadhar coverage of
students submitted in Student Database Management Information
System (SDMIS), upto a maximum of 20% of the total budget.
4. 20% of the total budget would be focused on interventions related to
improvement in quality of education. This will be allocated on 2 criteria
i.e. (a) committed quality interventions like teacher training, school
grants, student assessments, leadership training, ICT, vocational
education etc. and (b) flexible funds for innovative quality interventions
which in-turn will be decided on the basis of performance (example as
evident from NAS result) and advocated policy interventions such as
rural transport policy, separate cadre for Head Masters, restructuring of
Teacher Education Institutions (TEIs) etc.
5. After working out the State allocations on the above formula, States will
be given flexibility to prioritise the components. Within this fund
allocation, States would have to prepare an Annual Plan under the broad
interventions. These will be appraised and approved by the Project
Approval Board of the Department.
6. The States would need to keep in mind the legal requirements of the
RTE Act, 2009, and the committed liabilities under the existing
schemes, before taking up new interventions.
4.4 The States would have to clearly articulate the outcomes and related key
performance indicators and set the annual mile stones. A common Framework for this
would be developed. A robust monitoring MIS system would be developed for
capturing physical and financial progress under various interventions. The financial
norms and the medium & long term monitorable targets/outcomes of the Schemes
would be harmonized to develop uniform interventions for schools.
5. Proposed Design of the Scheme

5.1 States would be expected to bring a single Plan for the entire school education
sector. The Central assistance would be provided at all levels uniformly treating a
school as a continuum. The thrust of the Scheme would be to support States to
improve the quality of school education. The Scheme would be in accordance with the
Sustainable Development Goal for Education (SDG-4) that is to ensure inclusive and
equitable quality education and promoting lifelong learning opportunities for all. The
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Goal SDG-4.1 states that “By 2030, ensure that all boys and girls complete free,
equitable and quality primary and secondary education leading to relevant and
effective learning outcomes”. Further the SDG 4.5 states that “By 2030, eliminate
gender disparities in education and ensure equal access to all levels of Education and
vocational training for the vulnerable, including persons with disabilities, indigenous
peoples and children in vulnerable situations”.
5.2 The aim of the Scheme, accordingly, would be to universalize quality school
education. It would endeavour to support States and UTs in effective implementation
of the RTE Act, 2009. The main outcomes of the Scheme are envisaged as Universal
Access, Equity and Quality including Vocational Education and strengthening of
SCERTs and TEIs. The major interventions proposed are:
I. Universal Access
(i) Sanction of new schools which would include new primary schools, up-
gradation of primary school to upper primary schools, up-gradation of
upper primary school to secondary schools and up-gradation of
secondary schools to higher secondary schools. This would also include
sanction of new composite schools i.e. from Classes-I to XII and
buildings for building less schools.
(ii) Residential Schools and Hostelsin inaccessible areas ranging from
Classes I-XII.
(iii) Strengthening of existing residential schools and facilities for classes I-
XII.
(iv) Transport and Escort facility to children in Classes I-XII in remote
habitations and for Children with Special Needs (CWSN).
(v) Strengthening of existing infrastructure and major & minor repair of
schools from classes I-XII.
(vi) Residential quarters for teachers, especially female teachers in
remote/difficult areas.
(vii) Support for out of school children
(viii) Open schooling system
II. Gender and Equity

(i) The existing Kasturba Gandhi Balika Vidyalayas (KGBVs) at upper
primary level and Girls Hostels at secondary level would be extended to
provide residential and schooling facilities upto Class-XII, so as to have
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at-least one residential school for girls upto class XII in every
educationally backward block.
(ii) Physical/Self Defence Training for girls
(iii) Other interventions like Environment Building Programme, Inspiration/
Motivation Camp for SC/ST children, enrolment/retention drives etc. at
all levels in classes I-XII
III. Inclusive Education

(i) Supporting Children with Special Needs (CWSN) in schools at all levels
in Classes-I to XII.
(ii) Supporting home based education for CWSN who are unable to go to
schools. This will be for education in Classes-I to XII.
IV. Quality
(i) Teacher Training and professional development including in-service,
pre-service, induction and refresher training to be provided under the
aegis of SCERTs and DIETs etc.
(ii) Academic support of Block Resource Centres (BRC) and Cluster
Resource Centres (CRC) to schools at all levels.
(iii) Conduct student assessments at National or State level
(iv) Research studies on factors effecting access, equity and quality.
(v) Composite school grants including maintenance grant, school grant, and
library grant etc.
(vi) Project based proposals for quality improvement
(vii) Guidance and counselling
(viii) Learning Enhancement Programmes/remedial teaching programmes.
(ix) Leadership Training for Principals/Head Teachers
(x) Bridge courses for Out of School Children.
(xi) Support for Science, Technology, and Engineering and Mathematics
(STEM) education such as Rashtriya Avishkar Abhiyan.
(xii) Support for early reading initiative like Padhe Bharat Badhe Bharat.
V. Financial support for Teacher Salary

(i) Support for newly recruited teachers in newly upgraded schools.
(ii) Support for additional teachers to fulfil the norms of PTR at all levels
(iii) Support of special teachers in schools/clusters of schools.
(iv) Support for salary of Teacher Educators/ Academic Faculty working in
SCERTs, DIETs, BITEs, CTEs and IASEs
VI. Innovation
(i) Innovation for promoting access, equity, quality and gender equality.
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VII. Digital initiatives
(i) Sanction of new ICT projects in schools which would include
hardware/software support.
(ii) ICT in schools-strengthening of existing school in terms of hardware
and software support.
(iii) Development of E-content and teaching learning software.
(iv) Central initiatives to promote use of digital technology such as Shala
Kosh, Diksha etc.
(v) Creation of digital learning material, innovative pedagogy and capacity
building, etc.
(vi) Technology support to DIETs.
VIII. RTE Entitlements

(i) Free Uniforms.
(ii) Free Textbooks.
(iii) Re-imbursement towards expenditure incurred for 25% of admissions
under Section 12(1)(c) of the RTE Act, 2009.
(iv) Special training for age appropriate admission of out of school children.
(v) Community Mobilisation
(a) Section 21 of the RTE Act, 2009, provides for a School
Management Committee (SMC) in every school and envisages
dynamic role of the community in effective monitoring of
schools. As per the existing guidelines of RMSA every secondary
school has a School Development Management Committee
(SDMC). States and UTs have been advised to have a single
SMC in a composite school. This intervention will support
training of SDMC, SMC and PRI members for carrying out the
roles and responsibilities envisaged in the RTE Act, 2009.
(b) In addition activities for creating awareness about RTE Act, 2009
and strengthening the role of community and monitoring the
schools at all levels will also be supported.
IX. Strengthening of Teacher Education Institutions (TEIs)

(i) Strengthening of State Councils of Educational Research and
Training (SCERTs); District Institutes of Education and Training
(DIETs); Block Institutes of Teacher Education (BITEs);Colleges of
Teacher Education (CTEs) and Institutes of Advanced Studies in
Education (IASEs)
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(ii) Support for Salary of Teacher Educators/ Academic Faculty working
in TEIs.
(iii) Support for Infrastructure Development
(iv) Faculty Development of Teacher Educators
(v) Programme and activities in Teacher Education Institutions (TEIs)
(vi) Establishment of Special Cells
(vii) Establishment of New DIETs in new districts as 31.03.2017.
(viii) Residential Training Programmes of Teacher Educators, DIET
Principals, Head Masters and Master Trainers
(ix) Orientation and Induction Training of Teacher Educators
X. Vocational Education
(i) Vocational Education as an integral part of general education at
Secondary and Higher Secondary level to enhance the employability
of youth.
(ii) Introduction of Vocational subjects at secondary level which would
include Tools, Equipment and manpower costs.
XI. Sports and Physical Education

(i) Increased convergence with Department of Sports.
(ii) Provision of sports and physical education facilities in schools.
XII. National Component (0.5% of total budget)

(i) Support to National Institutions like NIEPA, NCERT, NCPCR,
NCTE etc. for National level programmes related to quality of
education, assessments, data management, digital education.
(ii) Technical Support Group for monitoring of the Scheme
XIII. Infrastructure Development

(i) Construction of schools, additional classrooms, strengthening of
BRCs and CRCs, toilets and drinking water facilities, Science and
Math labs, major repairs to school buildings, etc.
XIV. Programme Management
5.3 The list of interventions proposed above is an indicative list and not an
exhaustive list. Any other interventions to promote the objectives of the Scheme and
improving learning outcomes can be taken-up.
5.4 The draft programmatic and financial norms are attached at Annexure IV.
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Annexure-I
Table 1:Comparative statement of objectives, scope, coverage, funding and implementation structure of SSA, RMSA
and CSSTE
Areas SSA RMSA Teacher Education Opportunities and benefits of Convergence
Overall Objective To provide quality To quality secondary To provide • Formulating an overarching school education
elementary education education available, accessible infrastructural and development programme with an overall
for all and affordable for all institutional support to objective of making quality school education
Govt. Teacher available, accessible and affordable for all
Education institutions children in the age group 6-18.
(TEIs) • To provide infrastructural and institutional
support to Govt. TEIs
Target Group Children in 6-14 age Children in 14-18 age group Teacher Education • Children in age group 6-18, Teachers and
group Institutions, Teacher Educators can be covered together.
Educators, Teachers and
Student Teachers
Coverage of All government, All government All SCERTs, • Expanded coverage including all government
schools/Teacher government aided and secondary/higher secondary DIETs/DRCs, IASEs, and government aided primary upper primary,
Education private unaided schools with secondary CTEs, BITEs secondary and higher secondary schools.
Institutions sections, and partially • All SCERTs, DIETs and BITEs for stronger
government aided schools linkages with the Block/Cluster level resource
centres
Mode of Through Society Through Society formed by From State treasury to • A single implementation Society for
implementation formed by State State Government SCERT harmonization and reduced transaction costs
Government
School Based School Management School Management and - • SingleSMC/SMDC for all types of schools to
Management Committee (SMC) Development Committee strengthen school based management of
involved in the (SMDC) involved in development interventions. The school becomes
implementation and implementation and the unit for planning and management and not
monitoring monitoring interventions the SSA and RMSA.
interventions
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Annexure-II
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Annexure-III
Mapping of components under SSA, RMSA and TE
Civil Works: Civil work constructions under both the schemes are followed as per the State Schedule of Rates (SSoR). The scheme
has a provision of ceiling up-to 33% in SSA programme funds and up-to 60% in RMSA programme.
Item SSA RMSA Remarks

School and social mapping which costs School mapping Cost under MMER Benefits: Need based
under MMER planning for schools may be
Provides new Primary school within Provides Secondary school within 5 km radius, done and plan composite
habitations New School includes Classroom, Science schools which will be cost
New Elementary Up gradation of PS to @ As Per SSOR laboratory including lab equipment, Library, effective in terms of teacher
and Secondary UPS (upper primary schools) within 3 km office room, HM room, Art and Craft room, Salary etc.
School radius@ As Per SSOR. Girls Activity room, computer room, toilet and
Composite Elementary School @ As Per drinking water facility
SSOR.
Additional classrooms At least one class Additional classrooms as per higher enrolment
room for every teacher in Primary & @ as per SSOR
upper Primary, @ as per SSOR
Residential School Residential schools for specific category Residential porta cabin in Special case has Benefits: Need based
of children recurring and non-recurring been sanctioned composite Residential
grant shall be same as KGBVs schools may be established.
Girls Hostels and KGBVs, Construction of Building Residential Girls Hostels' as per SSOR Benefits: Smooth transition
KGBVs including boundary wall, Water and of girls from elementary to
sanitation facilities, electric installation, secondary. These may further
Bedding , TLM and equipment including be extended upto Class XII
library books, Furniture/ Equipment wherever possible.
(including kitchen)
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Transport/Escort Children in remote habitation or Urban Not being supported Benefits: Transport facility
Facility deprived children/children without adult may be extended up to
protection @ Rs.3000/ per child per secondary Girls.
annum
Introduction of No provision Vocational education stream as an integrated
Vocational part of general education at secondary and
Education higher secondary level in composite schools for
Tools, Equipment & Furniture @Rs 10 Lakhs,
Recurring Costs @Rs 22.20 lakh as
• Flexible pool for engaging resource
persons including teachers/skill trainers, Skill
Knowledge Providers, Coordinators, guest
faculty etc. – Rs. 14.50 lakhs To increase the employability
• Raw Materials, maintenance of tools and of students and to prepare
equipment’s purchase of books, software, e- educated, employable and
learning material etc – Rs. 2.80 lakhs competitive human resource
• Cost of providing hands on skill training for various sectors of the
to students in industrial and commercial economy and the global
establishments – Rs. 1.50 lakhs market.
• Cost of Assessment and Certification @
Rs 600 for Class IX and X and Rs 800 for Class
XI and XII – Rs. 1.40 lakhs
• Office Expenses/ Contingencies
(including expenditure on awareness &
publicity, guidance and counseling, transport,
field visits, stationery, electricity, water office
expenses etc.) – Rs. 2.00 lakhs
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School Grant/ Maintenance Grant for Primary School Grant @ Rs.50,000/school/ annum Benefits: Planning for school
Maintenance grant School@5000/school/year (for less than development would be need
3 cr. expenditure) or 10000/school/year based and better due to get
(for more than 3 cr expenditure)and for high budget provision
Upper Primary Schools
@7000/school/year
Recurring support Food/Lodging Expenditure per girl Food/Lodging Expenditure per girl Benefits: Planning for hostel
under child@ Rs. 1500 per month per child, [email protected] per child per month, Stipend development would be need
KGBVs/Hostels Electricity/Water per year, Rs. 60000 for girl student@ Rs.100 per month per student, based and better due to get
only, Maintenance per year , Medical Medical care @Rs. 1250 per girl per annum, high budget provision and
care@ Rs. 750 per child per annum, Maintenance per year @ Rs. 75000 Hostels would be self-reliant.
Toiletries and sanitation @ Rs 100 per Electricity/Water per year, Rs.1 lakh
month for each girl , Rs. 1.20 lakh, Supplementary TLM, stationery and other
Newspaper/magazines and sports @ educational material, Rs. 1000 per girl per
Rs.2,000 per month, Miscellaneous annum, Miscellaneous @ Rs. 75000
@Rs. 40000
Item/Activity SSA RMSA TE Remarks

Strengthening of Additional Class Room, Boys Toilet, 2 Class room, 1 Science TEIs: Strengthening of Benefits:
existing school and TEIs Separate Girls Toilet, CWSN Friendly laboratory including lab physical infrastructure Planning and
in terms of civil works Toilets, Drinking Water Facility, equipment, 1 Library, 1 Art and like lecture halls, appraisal would
Boundary Wall, Electrification, Craft room, 1 Girls Activity seminar rooms, hostel be easy.
Office-cum-store-cum-Head, room, 1 Computer room, toilet facilities, repairs and Chance of
Teacher's room (Primary and Upper and drinking water facility as renovations, etc as per Duplication in
Primary) @ as per SSOR per SSOR (approx.70 lakh) . State SOR and sanctioning
Equipment (Rs30.00 resources will be
Augmentation of training facility in lakh for SCERT; Rs. less.
BRC (one time), Ramps with 20.00 lakh for DIETs; Planning for
17
Handrails , Handrails in existing Rs. 20.00 lakh for school
ramps, Furniture for Govt., UPS (per IASE; Rs. 20.00 lakh development
child), Major Repairs for Primary for CTEs and Rs. 10.00 would be better
School and Upper Primary School @ lakh for BITEs) due to high
as per state schedule of rates (SSOR) budget provision
notified by the state government.
Building for building
Provision @ as per SSOR Provision @ as per SSOR
less schools &
NEW DIETs :Expenditure Civil work as per State
on infrastructure and SORs and Equipment
equipment of new DIET grant of Rs 40 lakh for
as on new districts as on new DIET, Rs 30 lakh
31/03/2011 for up-graded DIET and
Rs 10 lakh for upgraded
DRC
Program & Activity:
Rs.30 lakhs per DIET
Recurring /year
Contingency : Rs.15
lakhs per DIET
Recurring /year
(including Rs 3 lakh for
vehicle if not already
provided)
Faculty Development :
Rs.5 lakhs per DIET
Salary : Posts
sanctioned and filled up
after up-gradation
18
NEW IASEs
As per State SORs plus
The criterion for setting
Equipment :Rs.30 lakh
up an IASE in a State: (a)
per IASE
State with <20 Districts –
Programmes and
1 IASE; (b) State with
ActivitiesRs.25 lakh
21-40 Districts – 2 IASE;
per IASE per year
(c) State with more than
Contingency Rs 15
40 Districts – 3 IASE
lakh per IASE per year
The Departments of
(includes Rs 3 lakh for
Education in State/
vehicle if not already
Central Universities
provided)
would be upgraded as
Salary in respect of
IASEs.
posts sanctioned and
Expenditure on
filled up after up-
infrastructure and
gradation
equipment of new IASE
Civil work as per State
NEW CTEs SOR plus
The norm for a new CTE Equipment :Rs.30
is one per three lakhs per CTE
contiguous districts; Programmes and
however this could be activities @ Rs.25 lakh
relaxed in exceptional Per CTE per year),
cases. A CTE Contingency Rs. 15 per
Expenditure on CTE per year (includes
infrastructure and Rs 3 lakh for vehicle if
equipment of new CTE not already provided)
including Computer Labs
Salary in respect of
19
posts sanctioned and
filled up after up-
gradation
Laboratories for
Science, Mathematics,
Social Studies,
Educational
Establishment of Technology, Computer
Special Cells in SCERT & Language, English
education. (@ Rs.50.00
lakh per SCERT/SIE and
Rs. 10 lakhs per Special
Cell)
One-time assistance upto
Rs 5 lakh per DIET for
hardware support;
Development of 50
teacher modules @ Rs 10
lakh per module (to be
developed by the Central
Government); Upto Rs
Technology Support to
70,000 for hub/switch;
DIETs One-time
training/orientation of
teacher educators upto Rs
1 lakh per DIET;
Cost of additional
support, including
maintenance upto Rs 2
lakh per DIET per year.
20
Strengthening of Computer Aided Education (CAL) in Provision @6.4 lakh per schools
existing school Upper Primary Schools (Physical for implementation of ICT @
target = No. of schools per district) school scheme.
under innovation fund for CAL of Rs
50 lakh per district per year. Project based proposal may
prepared and accordingly
financial approval may be
accorded forSetting up of SIT,
ROT, language lab etc.
Major repairs Major repair are also provisioned as Major repair are provisioned as
per SSOR. per SSOR
Residential Quarters for No provisions Residential quarters for teachers
teachers in remote and hilly areas with
difficult terrain @ as per SSOR
Ensuring Equity: Most interventions under both SSA and RMSA schemes are designed to ensure equitable participation of all
categories of children including girls, marginalised groups and also differently abled children. Both these schemes individually have
provided sufficient support for the marginalised sections of the society, which is categorised under Equity related activities, Provision
for children with special need, Physical/ Self-Defence Training and Community mobilization
Item/Activity SSA RMSA Remarks

Equity related activities Innovation fund for equity of Rs 50 lakh per Activity for Maa-Beti Mela, SC/ST Oriented Benefits:
district per year will be available for activities traditional game meet, traditional art/craft/ Through
innovation projects for Intervention for dance competition, Interaction with stakeholders combined
SC/ST children, Minority and Urban and chain agents in SC/ST/Minority/Tea-Tribe efforts
Deprived children dominated areas, and (e) Retention derive for tea- activities can
tribes and minority girls' student and Interventions be implemented
for CWSN efficiently
21
Retention drive for special focus area, adolescent
education, interaction with community leader etc. as
proposed by the state.
Budget for the activities based on the need of the
interventions.
Provision for children Provision of Rs. 3000 per child per year for Support under student oriented component of Rs.
with special need children with special needs 3000 per child per year
(CWSN)
Physical/ Self Defence Supported under the Innovation Fund Physical/Self Defence Training @ Rs.300/- per
Training child per annum
Community mobilization Upto 0.5% of district outlay may be utilized Environment Building Programme under IEDSS
for community mobilization which does not @ Rs 10,000 per block
exceed 4% of the total outlay
Enabling Quality: A wide spectrum of interventions is being approved under quality to improve the teaching-learning process in the
schools. To improve the learning levels of students, project based initiatives have been under taken under RMSA. However, in SSA
and TE, funds are prioritized to release under component listed under quality.

Project based proposal A norm based Project based proposal may Specific Project for Benefits: Through combined
for quality improvement interventions are being prepared and accordingly academic activities @ efforts activities can be
approved under quality financial approval may be Rs. 20.00 lakh per implemented efficiently.
to improve the teaching- accorded for improvement of SCERT/SIE per year
learning process in the quality of education example Capacity Building
elementary schools. exposure to art and culture, programme for
onsite support to teachers, SCERT/SIE @ Rs.
workshops for teachers, craft 10.00 lakh per
mela, handbook for teachers, art SCERT/SIE per year
22
and craft mela, capacity building Programmes and
of teachers, radio programme for activities for DIETs (Rs.
teachers, teachers exchange 30.00 lakh per DIET per
programme, Rastriya Avishkar year)
Abhiyan (RAA) and teachers as Faculty Development
budget proposed by the state for capacity building of
under project head as per Project teacher educators (Rs.
need. 5.00 lakh per DIET per
year)
Programmes and
activities for IASEs (Rs.
25.00 lakh per IASE per
year)
Programmes and
activities for CTEs (Rs.
25.00 lakh per CTE per
year)
Learning Enhancement Learning Enhancement Learning Enhancement
Programme (LEP) Programme (LEP) only Programme (LEP)Remedial
for Large Scale teaching for 20% of class 9th
Integrated Programmes student @Rs 500 per child PA.
for Quality Improvement
(up to 2% of
Management cost)
Textbooks Textbooks are supported No provision
within Rs 150 per child
at primary level and 250
per child at Upper
primary level.
23
Free Text Books Free Text Books (UP), No provision
Braille Books (UP),
Large Print Books (UP)
To all girls/SC/ST
children at primary &
upper primary level
within an upper ceiling
of Rs. 150/- per child
Provision of 2 sets of for All Girls, SC Boys, No provision
Uniform ST Boys, and BPL Boys
within ceiling of Rs 400
per child per annum
Teaching Learning New Primary school Science kit@ Rs 12000 per
Equipment (TLE) @Rs 20000 in all states school. Maths kit@ Rs 15000 per
New Upper Primary school.
schools @ Rs 50000 in
all states
Libraries Rs. 3000 for primary No provision
school and Rs. 10000 for
UPS as one time grant.
In case of composite
elementary school Rs
13000 will be provided
for school libraries.
Teacher grant Rs 500 per teacher per No provision
year in primary and
upper primary
24
Book fair and science No provision Book fair @Rs 1 lakh per
fair district,
Science fair@ Rs 1 lakh per
district, like Stem project by
Tamil Nadu, etc.
Excursion trip Excursion trip for student within
the state @ Rs 200 per child pa
Study tour outside the state @Rs
2000 per child
Recruitment: Availability of Teachers, Head Masters and Teacher Educators in every school and TEIs to bring quality improvement
in teaching-learning processes has been prioritised under these schemes. Hence, Financial Support to Teachers, Headmaster and
Teacher Educators are being funded under these schemes by recruitment of teachers, teacher Educators and Headmasters,
Recruitment of additional teachers is also provisioned to fill the gaps other than teachers, headmasters and teacher
educators.Recruitment of other staff in schools as well as in hostels is also being funded in these schemes.

Recruitment of For class I to V:- 2 teachers 1 head master and 5 subject 25 Academic posts per Benefits: subject
additional teachers in (upto 60), 3 teachers (61-90), teachers, and ( 1 lab attendant DIET wise teacher will
schools/Teacher 4 teachers (91-200), 5 teachers and 1 duftary Provisioned but be available in the
Educators in TEIs (121-200), 1 HM (exceeds not being approved due to 45 Academic posts per school.
Recruitment of 150), paucity of fund) SCERT Availability of
additional teachers For classes VI to VIII :- 1 Appointment of additional HM/Teacher/Teac
subject wise teacher for each teacher as per the gap worked 17 Academic posts per CTE her Educators will
class, 1 teacher for every 35, If out at the school level (for 160 be increased.
children is above 100 ( 1 HM, enrollment minimum 1 26 Academic posts per Teacher vacancy
1 art teacher, Health and headmaster and 5 teachers, for IASE will be reduced.
education, work education every additional 30 students 1
25
teacher) additional subject teacher is 7 Academic posts per BITE
being approved)
Salary is provided in
respect of posts sanctioned
and filled up after the
upgradation of the CSSTE
scheme (2012)
Recruitment of special Appointment of special teacher
teacher against the sanctioned post,
their financial support is
provisioned under IEDSS and
extra Rs 400 for general teacher
teaching as special teacher.
Recruitment of other Full time Accountant @ Rs. Appointment of 1 lab attendant
staff in schools 10,000/- per month, 2 Support@ Rs. 3000, 1 duftary @ Rs
staff - (Accountant/Assistant,
3000, but not being funded due
Peon, Chowkidar) @ Rs. to financial crunch
5,000/- per month per staff, 1
Head Cook @ Rs. 6,000/- per
month and upto 2 Asstt. Cooks
@ Rs. 4,500/- per month per
cook
Recruitment in hostels 1 warden, 2 teachers, 3 part 1 Warden, 1 chowkidar, 1 head
time teachers, I full time cook and 1 cook@ wage norm
accountant 2 support staff. 1 less than Rs. 3000.
head cook and 1 Head Cook @
Rs. 6,000/- per month and 1or
2 assistant cook @ Rs. 4,500/-
26
per month per cook
Vocational Trainers and Flexi pool for hiring Vocational
Resource persons Trainers, Resource persons and
Guest lecturers @ Rs 14.50
Lakhs per annum
Teacher Training: Under teacher training programme in these schemes several trainings are being approved like induction training,
in-service training, refresher training, training for resource persons, management training, vocational training. These trainings may
be organised more effectively by converging each other programme and keeping objectives of the programme in mind.

Induction Training Induction Training for Newly Newly recruited teachers @ 14 days Benefits: -
Recruited Teachers 30 days Rs. 300 per teacher per day Orientation/Induction Convergence in
orientation for freshly trained for 10 days- one time Training of Teacher training
recruits @ Rs. 100/- per day, Educators@ Rs. 200 per programme will
which is indicative; would be participant per day for 14 increase
higher in residential training days efficiency of the
programmes Includes all training programme.
cost. Training program of 5
days duration for training
of educational
administrators, including
head teachers@ Rs. 40,000
per cycle per DIET per
year
In service/refresher Provision of 20 days In-service All Govt. and Govt. aided
trainings course for all teachers each year teachers @ Rs. 300 per
and Refresher In-service Teachers' teacher per day for 10 days
27
Training at BRC level@ Rs. 100/- every year
per day
Training for Resource Training for Resource Persons & Training for state resource
Persons Master Trainers (this may include Group (SRG), Resource
BRCCs, BRPs, CRCCs, DIET Person (RP), and Master
faculties and any other persons trainers as proposed by the
designated as Resource Persons) state @ 300/Resource Person.
@ Rs. 200/- per day
Training for education Training for implementation of Training for education
Administrators RTE will be sourced from the administrators as proposed by
management costs and approved the state @ 300/ Person.
by the executive committee.
Management training for Head Teacher Training under Head Teacher Training under
Principles/Head teacher school leadership development school leadership
programme (SLDP) @ Rs. development programme
12000/person. (SLDP) @ Rs. 12000/person.
Management training and

leadership training as
proposed by the state @
30000/Head master per year
for 14 days through
IIM/SIEMET.
Special Training for Rs. 6,000 per child per annum for Rs 50 crore had been made for
mainstreaming of out of non-residential courses and Rs. assistance to state government
school children 20,000 per child per annum for but not been implemented due
residential courses. to financial crunch
Training of vocational Induction Training
28
Trainers Vocational training/specific
skill training is supported @
Rs. 11,000 per trainee for 20
days
In-service Training: Cost per

trainee for 5 days training is
Rs.3000/- .
Community Training SMC/PRI Training SMDC Training
Residential @Rs.200 per person Residential @ Rs 300 per
per day for 3 days (not in action) person per day for 2 days for
Non-residential @Rs 200 per all members
person per day for 3 days (in
action)
Financial Management: Under SSA and RMSA, similar financial activity is being followed whereas the CSSTE is coming under the
purview of Public Finance Management System (PFMS) with effect from March, 2018.

Annual report Annual report is being prepared every Same Benefits:
financial year and laid before parliament and Combined effort may
state legislature by central government and increase efficiency of
state government respectively financial management.
Financial Audit Audit is mandatory and audit report of the Same Similar financial pattern is
Charted accountants and utilization certificate being followed in both the
for the previous year must be submitted in the programme
Ministry
29
Programme Management: Under these programmes, committed staffs are in place for implementation of activity. However the
BRC and CRC level staff is working more intensively under SSA programme, which is unavailable under RMSA programme. NGO
participation and public partnership is also more intensive under SSA rather than RMSA. Programme management has been
compared under the heads of Management Cost, Research, Evaluation, Supervision and Monitoring (REMS), Support at other level
of the programme like BRC level, and CRC level, follow up meetings, assistance to NGOs, Assistance to Pvt Schools for innovative
programme under PPP mode.

Management cost/ Not to exceed 6% of the budget of a Not to exceeds 5% of total Overall 2% of the approved Benefits:
MMER district plan, of which 2% may be utilized outlay as per States outlay Annual Work Plan and Committed
for learning enhancement programme and of the current year. Budget of the State. Staff can be
o.5% on community mobilization. It provisioned for
includes salary of staffs, hiring of vehicle, It includes financial It includes hiring of both the scheme
engagement of Auditors, audit, expenditure support of staffs, hiring of vehicle, expenditure on which will be
on MIS, TA/DA/ office expenses, vehicle, engagement of MIS, TA/DA/ office economic viable
equipment, stationery, telephone, Auditors, audit, expenses etc. for both the
photocopy, workshops, contingent costs, expenditure on MIS, scheme. At
miscellaneous costs, training of education TA/DA/ office expenses, elementary level
administers and resource team. REMS covers
private unaided
Research, Evaluation, REMS @ upto Rs.2000/school/year schools which
Supervision and may be
Monitoring (REMS) extended upto
Support at other level Non-recurring:- At BRC level: - BRC Not supported secondary level.
of the programme like buildings costs will be as per state schedule
BRC/CRC level of rates notified by the state government.
Recurring: At BRC level: 6 RPs at BRC
for subject specific training, in position, 2
30
RPs for CWSN in position, 1 MIS
Coordinator in position, 1 Data Entry
Operator in position, 1 Accountant-cum-
support staff for every 50 schools in
position, financial support for BRC, one
time grant @Rs. 5 lakh for augmentation
of training infrastructure, Furniture Grant
@ Rs. 100000, Replacement of Furniture
Grant @100000 (Once in 5 years),
Contingency Grant Rs. 50000, Meeting TA
(@ Rs. 2500 P.M.), TLM Grant@ Rs
10000, Maintenance Grant @ Rs 10000,
Reimbursement of Reimbursement of Fee against 25% Not supported
fees against 12(1)(c) admission under Section 12(1)(c) of RTE
Act 2009 subject to upper limit of 20% of
AWP&B
Contingency Grant Contingency Grant
for TEIs DIET, CTE, IASE @ 15
lakh per TEI per year. BITE
@ 5 lakh per BITE per year
31
Annexure IV
DRAFT COMPONENTS UNDER NEW SCHEME
The major components of the new scheme would be based on the following pattern. The norms for the financial assistance available under the
Scheme have been indicated and the States can supplement/augment the provisions for various interventions from their own resources.
Sl. Activities Programmatic Norms Financial Norms

No.
I) ACCESS AND RETENTION
• New/Upgraded schools from class 1 to 12th • As per specified standards and State Schedule of Rates
[New Primary/Upper Primary Schools as per (SSOR) or CPWD Rates
the defined RTE neighbourhood norms; • No expenditure under the Programme shall be incurred
Opening of New/Upgraded Secondary Schools within 5 km radius & on construction of office buildings.
1
Schools Higher Secondary within the radius of 7 to
10 Km. of every habitation].
• Preference may be given to composite
schools
• Support for reaching out to children in • As per SSOR/CPWD Rates
sparsely populated, or hilly and densely • Rest as per KGBV/Girls Hostel Norms
forested areas with difficult geographical
terrain and border areas where opening a new
primary or upper primary school and
Secondary/Higher Secondary schools may
2 Residential Schools/Hostels not be viable
• Urban deprived children, homeless and street

children in difficult circumstances and
without adult protection, who require not
merely day schooling, but also lodging and
boarding facilities.
Provision for : • As per SSOR/CPWD Rates
Strengthening of Existing
3 • Science and maths Lab, Computer Room, • Electrification will also include Renewable Energy (like
Schools
Art Cultural Room, Library, ACR, Water Wind Energy, Hydro Electric energy, Solar Energy etc.)
32
No.
& Toilet, essential classroom furniture based on the proposal received from the state after
• Major Repair, Minor Repair seeing the viability.
• Electrification • Assistance for Recurring Expenditure including
• Residential Quarters for teachers in manpower deployment in new Higher Secondary
remote and difficult areas Schools of up to (1) Rs. 50 lakh for one stream; (2)
• Addition of new stream in existing senior Rs. 65 lakh for 2 streams and (3) Rs. 80 lakh for 3
secondary schools streams. Therefore, for each additional stream in an
• For a higher secondary section/school to existing senior secondary school, a recurring financial
be viable in terms of teachers and other grant of Rs. 15 lakh per annum will be provided under
facilities, it is desirable to have two the scheme.
sections for each stream, i.e. Science,
Arts & Commerce. A school that offers
a single stream of study, the total
number of students in Grade XI would
be 80 (40 students per section) and a
maximum of 80 students in Grade XII.
Thus, the maximum number of students
in a school offering a single stream of
study would be 160. In a school that
offers two streams of study, the total
number of students in Grade XI would
be 160 (four sections) and a maximum
of 160 students in Grade XII. In a
school that offers three streams of study,
the total number of students in Grade XI
would be 240 (eight sections) and a
maximum of 480 students in Grade XII
if all students enrolled in Grade XI
move to Grade XII.
33
No.
(Admissibility for Govt. Schools)
Provision for transport /escort facility for
Children in remote habitations with sparse • Transport facility may be provided to children in remote
population where opening of schools is unviable habitations or urban deprived children/children without
or where Gross Access Ratio is low adult protection up to @ Rs. 6000/ per child per annum
up to Class XII
4 Transport/Escort Facility
State would need to notify such habitations and
identify the number of children in that habitation • This would be appraised based on actual cost to be
who would be provided this facility. This would incurred as per the distance, the terrain and the type of
be appraised based on the data provided by the transport facility to be provided.
State for such children under SDMIS.
II) RTE ENTITLEMENTS
a) Two sets of uniforms for all girls, and children belonging
a) To access GoI funds, the State RTE Rules
to SC/ST/BPL families’ in Government schools up to
must declare uniform as a child entitlement up
class VIII within a ceiling of Rs. 600/- per child per
to class VIII
annum.
b) These will be appraised based on the data
5 Free Uniforms b) Wherever States are providing uniforms as per their 2009-
provided by the State for such children under
10 budgets, they shall continue to do so from their State
SDMIS.
budgets.
c) The option of Cash transfer will be allowed in the form of
(Admissibility for Government Schools)
DBT to Aadhaar linked bank accounts.
• State should ensure timely supply of books a) Provision for textbooks to all children in
before the start of the academic session Government/Local Body and Government aided schools,
• For the purpose, a real time monitoring tool including Madarsas desirous of introducing the State
should be instituted so that there is no delay curriculum, within an upper ceiling of Rs.250/- per child at
in supply of textbooks primary level and Rs.400/- per child at upper primary
6 Free Textbooks level.
• These will be appraised based on the data
provided by the State for such children b) States that have been providing textbooks to children
under SDMIS. under State sector schemes and budgets prior to 2009-10
• Incentive for Reuse of Textbooks will continue to fund textbooks being provided from the
State Plans.
34
No.
(Admissibility for Government and Government- c) Primers/textbooks developed for tribal languages with
aided Schools) bridging materials to facilitate a transition to the State
language of instruction and English, would be eligible for
textbooks for classes I and II within the ceiling of Rs.
200/- per child.
d) The option of Cash transfer will be allowed in the form of
DBT to Aadhar linked bank accounts.
e) Provision may be made for energized textbooks.
As per Section 12(1)(c), reimbursement needs to The reimbursement would be based on per child norms
be provided for admission of EWS students in notified by the State/UTs for classes I to VIII subject to a
neighbourhood private unaided schools. maximum ceiling of 20% of the total AWP&B approved by
the GOI for State/UTs under the Programme.
This reimbursement would be done based on
Reimbursement towards
proof of actual payment to schools by the States.
expenditure incurred for
7
25% of admissions under
There should be a transparent monitoring system
Section 12 (1) (c), RTE Act.
for such admissions.
These will be appraised based on the data

provided by the State for such children under
SDMIS.
Special Training facility for out-of-school a) Up to Rs 6,000/- per child per annum for non-residential
children to enable a child, admitted to an age courses.
appropriate class, to integrate academically and b) Up to Rs20,000/- per child per annum for residential
Special Training for age
emotionally with the rest of the class. courses.
appropriate admission of
8 out-of-school children
This assistance will be in the form of Item-wise costs to be worked out to provide adequate
(OoSC) at Elementary
reimbursement based on an assessment of the flexibility for the needs of different kinds of children, and
Level
success of the State/UT in mainstreaming approved by the State Executive Committee of project within
children who have been provided special training the overall ceiling.
facility. This will be an outcome based
35
No.
component to incentivize better performing
States.
Open Schooling System for At Secondary level, students enrolled in skill
9
Out of School Children courses and open schools need to be mapped
• Capacity building and Support to Up to @Rs 1500 per school subject to specific plan
SMCs/SDMCs
• Activities to enhance Community
participation and monitoring for universal
Media and Community
10 access, equity and quality
Mobilization
• Programmes for creating Awareness on RTE
Act, Learning Outcomes etc.
(Admissibility for Government Schools)

III) QUALITY INTERVENTIONS
LEP funds may be utilized for developing a) Financial Support will be provided under State Specific
modules and exemplar material for teaching- project as per the allocation of flexi fund under quality
learning, teacher training and continuous and subject to viable proposal received from the State/UTs.
comprehensive evaluation.
Learning Enhancement b) Remedial teaching programmes/LEP may be provided
11 Programme Activities under Padhe Bharat Badhe Bharat for weaker students at a unit cost of upto Rs. 500 per
(LEP)/Remedial teaching (PBBB) for early grades. student after proper identification based on an
assessment.
Remedial teaching after identifying students
based on an assessment and post assessment to
be conducted to see outcomes.
a) BRCs/URCs and CRCs are the most critical Project will provide support for BRC/URC and CRC as per the
units for providing training and on-site following norms:
Academic support through support to schools and teachers. Given the
12
BRC/URC/CRC significance of these structures, the For BRC/URC:
programme will strengthen the faculty and a) There would ordinarily be one BRC in each Community
infrastructure support to BRC/URC and Development (CD) Block. In states, where the sub-district
36
No.
CRCs. educational administrative structure like educational
blocks or circles have jurisdictions which are not co-
b) States must focus on improved selection
terminus with the CD Blocks, the State may opt for a BRC
criteria for the coordinators and faculty of
in each such sub-district educational administrative units.
BRC/URC and CRCs. The selection
However, in such a case the overall recurring and non-
criteria should take into consideration
recurring expenditure on BRCs in a CD Block, should not
their experience, qualifications and
exceed the overall expenditure that would have been
aptitude for training and research, and
incurred had only one BRC per CD Block been opened.
should follow an objective assessment of
the same. BRC/URC Coordinator and
b) The following resource support may be provided for
faculty should be professionally qualified,
BRC/URC:
and have at least five years teaching
experience i. Six Resource persons for subject specific teaching
c) States must provide for constant skill ii. Two Resource Persons for Inclusive Education for
enhancement of BRC/URC and CRC children with special needs.
coordinators and faculty iii. One MIS Coordinator and one Data Entry Operator
d) Functional linkage between BRC/URCs iv. One Accountant-cum-support staff per 50 schools to be
and CRCs with DIETs and district level appointed on contract basis. These accountants will be
resource groups should be strengthened. mobile and provide support to schools and block to
e) BRCs and CRCs will support the entire help them maintain their record properly.
schooling system i.e., classes 1-12 v. Additional grant of up to Rs 5 lakh per annum for
f) In urban areas, academic resource centres expanding the support to secondary level. This may
would be set up on the lines of BRC to include deployment of additional Resource Persons,
cover 10-15 CRCs. If the municipality or and recurring expenditure for strengthening the
town development authority has academic BRC/URC
staff, they may be deployed in the URCs. c) BRC/URC may be located in school campuses as far as
g) On an average, one CRC Coordinator may be possible. Construction will be as per the State Schedule of
placed in charge of upto 18 schools in a Rates (SSoR)/CPWD rates.
block. d) Provision for BRCs/URCs up to Rs 5 lakh for furniture,
computer, TLE/TLM, recurring expenditure, meetings,
contingencies etc.
e) CRC construction cost will be as per schedule of Rates
37
No.
notified by the State for additional classroom. The CRC
may be used as an additional classroom in schools on days
when CRC meetings are not held.
f) Provisions for CRCs up to Rs 2 lakh for furniture,
computer, TLE/TLM, recurring expenditure, meetings,
contingencies etc.
For assessment of learning levels of children Rs. 10 to 20 lakhs per district depending upon the size of the
Assessment at National & along with school evaluation, the mode of districts and states.
13
State level assessment would be through NCERT/other
external agency for classes 1 to 12th periodically.
(a) Additional teachers will be provided as per (a) For Classes I to V
the RTE norms to all Government and Local (i) Two teachers for up to sixty children
Body schools; however Programme (ii) Three teachers for 61-90 children
assistance will not be available for filling up (iii) Four Teachers for 91-120 children
State sector vacancies that have arisen on (iv) Five teachers for 121-200 children
account of attrition and retirement vacancies. (v) One Head Teacher, other than the five teachers, if the
(b) The States shall rationalize the deployment number of children exceeds 150
of existing teachers to ensure that there is no (vi) If the number of children exceeds two hundred the
urban-rural imbalance in teacher deployment. PTR (excluding Head Teacher) shall not exceed forty
(c) The States shall maintain the prescribed PTR
14 Additional teachers for each School (b) For Classes VI to VIII
(d) States shall appoint teachers with minimum 1) At least one teacher per class so that there shall be
qualifications as notified by NCTE. at least one teacher each for (i) Science and
(e) Teachers will be recruited as per the terms Mathematics; (ii) Social Studies, (iii) Languages.
and conditions of the respective 2) At least one teacher for every thirty-five children.
States/UTs 3) Where admission of children is above one hundred,
(f) The entitlement would be determined after an there will be:
assessment of the requirement of the posts i) A full time Head Teacher,
and adequate deployment of teachers a per ii) Part time instructors for
the PTR norms. This will be based on the a. Art Education,
data provided by the State for teachers under b. Health and Physical Education; and
38
No.
UDISE/Shala Kosh and DIKSHA. c. Work Education
(b) For class IX to X: One headmaster and five subject
teachers for new upgraded Secondary Schools and
Additional Teachers to maintain PTR norms.
School grant to all Government schools on Composite Grant (for Government schools)
annual basis for the replacement of non- • There must be transparency in utilization and
functional school equipment and for incurring provision for social Audit.
other recurring costs, such as consumables, play • To be spent only by VEC/SMC/SMDC
material, games, sports equipment, laboratories,
electricity charges, internet, water, teaching aids Number of students in School Grant *
etc. School
≤ 100 Rs. 25000/-(including at-least Rs
To provide annual maintenance and repair of 2500 for swachhta action plan).
15 Composite school Grant existing school building, toilets and other
facilities to upkeep the infrastructure in good
condition. >100 to ≤ 250 Rs. 50,000/- (including at-least
Rs. 5000 for swachhta action
Must involve elements of community plan).
contribution. > 250 to ≤ 1000 Rs. 75,000/- (including at-least Rs
7500 for swachhta action plan).
> 1000 Rs. 100,000/-(including at-least
Rs. 10000 for swachhta action
plan).
a) Strengthening of school libraries including a) Up to @ Rs. 3,000/- for primary school and Rs.10,000/-
books for upper primary school.
b) Must involve elements of community b) Up to @ Rs. 13,000/- for composite elementary schools
contribution. (Class I to VIII)
16 Libraries
c) Up to @ Rs. 10,000/- for Secondary schools.
d) Up to @ Rs. 15,000/- for composite Secondary Schools
(class 1 to 10th)
e) Up to @ Rs. Rs.10,000/- higher Secondary school only
39
No.
(class 11 to 12th).
f) Up to @ Rs. 18,000/- for composite higher Secondary
school (class 1 to 12th).
g) These grants will be available on an annual basis.
As per the guidelines of RAA Depends upon the State specific proposal which would include
Rastriya Avishkar Abhiyan Science and Maths kits, Science and Maths fair/exhibitions,
17
(RAA) capacity building of Science and Maths Teachers, exposure
visits, mentoring by higher educational institutions etc.
The component will cover classes VI to XII.
Flexibility to procure hardware such as tablets /
laptops / notebooks / integrated teaching learning As per guidelines of ICT @ schools scheme for schools
devices and open source operating system as well having classes 6 to 12, which provides for non-recurring
18 ICT and Digital Initiatives as Hardware, Software, training and resource grant of up to Rs. 6.40 lakh per school and recurring grant
support. This would include support for smart of upto Rs. 2.40 lakh per school per annum for a period of
classrooms, virtual classrooms, digital boards 5 years.
and DTH channels on pro-rata basis for number
of schools approved.
Flexible funds for innovation • Financial Support will be provided under State Specific
project as per the allocation of flexi fund under quality to
State Specific Projects for improvement of the state subject to viable proposal received from the
Quality and access of Education. State/UTs.
Cultural activities like kalautsav, Yoga

Innovation/Other Quality Olympiad, Band competitions etc.
19
Initiatives
Guidance and counselling services for schools
having secondary/senior secondary sections.
Exposure to Vocational Skills at Upper Primary

Level
40
No.
At pre-primary level support for training, co-
location of Anganwadis in Primary Schools and
curriculum development in convergence with
Ministry/Department of Women and Child
Development can be provided.
Training for In-service Teacher
For Teachers:
a) Refresher in-service training of up to 10 days for teachers
up to @ Rs. 300-500/- per teacher per day.
b) Residential Induction training for newly recruited teachers
for 30 days up to @ Rs300-500/- per day.
To emphasize the integration of training
structures in States, teachers’ training would be For Head Teachers:
implemented through SCERTs who will be the a) Refresher in-service training of up to 10 days up to @ Rs.
nodal agency in the State to conduct in-service 300-500 per teacher per day.
teachers’ training. b) Head Master/Principal for Leadership Training through
Training for In-service NIEPA/State Leadership Academy up to @ Rs.4800/- per
20 Teacher, Head Teachers Head Master/Principal per year.
Training should be need based and in-service
and Teacher Educators
teachers should have flexibility to choose from a
bouquet of training options for an in –service For Resource Persons:
training once in every two years. Refresher training for all Resource Persons, Master Trainers,
BRC and CRC faculty and coordinators for up to 10 days up to
@ Rs. 300-500/- per person per day.
Training for Teacher Educators

Residential Orientation/ Induction Training of Teacher
Educators of up to 10 days (SCERTs) @ Rs. 300-500/- per
person per day
Training of DIET Faculty (SCERTs) @ Rs.4800/- per
person per year
41
No.
21 Strengthening of Teacher Education Institutions (TEIs)
For lecture halls, seminar rooms, hostel facilities,
repairs and renovations, etc. including
“renovation of buildings, expansion and
modernisation”.
Establishment of Special Cells: Laboratories for Civil Work:

As per State SOR or CPWD and Rs 20.00 lakh for
Science, Mathematics, Social Studies,
Equipment (Non-recurring)
Strengthening of physical Educational Technology, Computer & Language,
infrastructure& English education. Establishment of Special Cells for SCERT(One time
A
Establishment of new Grant) : Upto Rs.50.00 lakh per SCERT/SIE (10 lakhs per
DIETs Establishment of New DIET: The existing Special Cell) (Non-recurring)
norm of establishing DIETs in all districts
Establishment of New DIET : As per State SOR or CPWD
created up to March, 2011, will be modified to
Rs 20.00 lakh for Equipment (Non-recurring)
include new districts created upto 31st March,
2017.
DIETs will support the entire school system at

district level from Class I to XII.
Creation of Digital
Learning Material, (Preferably in Regional Language), Innovative
D Innovative Pedagogy and Pedagogy and Capacity Building (Twining with Upto Rs. 50.00 lakh per SCERT/SIE (Recurring /year)
Capacity Building Higher Education Institutions, etc)
(SCERTs)
Program & Activities
including Faculty Upto Rs. 40.00 lakh per DIET for Program activities
Development of Teacher (Recurring /year)
E
Educators and Specific Upto Rs. 10.00 lakh per DIET for Specific projects for
projects for Research
Research activities(Recurring /year)
activities (DIETs)
F Technology Support to The component will cover all SCERT, DIET & Non-recurring cost of upto Rs. 6.40 lakh per
42
No.
TEIs BITE. Flexibility to procure hardware such as SCERT,DIET and BITE
tablets / laptops / notebooks / integrated teaching
Recurring cost of upto Rs. 2.40 lakh per annum for a
learning devices and open source operating
period of 5 years per SCERT, DIET and BITE.
system as well as Hardware, Software, training
and resource support. This would include support
for smart classrooms, virtual classrooms, digital
boards and DTH channels.
Annual grant of SCERT,DIET and BITE per
SCERT: Upto Rs. 35.00 lakh per SCERT/SIE (Recurring
year to meet day-to-day expenses, hiring of
/year)
G Annual Grant for TEIs Resource persons/Experts for Teacher Training,
DIET: Upto Rs. 20.00 lakh per DIET (Recurring /year)
purchase of library books/periodicals, small
BITE: Upto Rs 5.00 lakh BITE (Recurring /year)
office/library equipment’s, stationary, etc.
Support to States for various MIS of the Assistance up to Rs. 2 per student as per the total enrolment
Monitoring Information
22. Department like UDISE, Shala Kosh, DIKSHA, reflected in SDMIS
Systems (MIS)
Shagun etc.
IV. SALARY OF TEACHERS AND TEACHER EDUCATORS
Determined by the State norms for salaries Financial support under the project/scheme for teachers’ salary
will be as per the State norm or up to the limits as under,
Programme will assist for the posts sanctioned whichever is below:
under the earlier Centrally Sponsored Schemes a. Primary Teachers: up to Rs. 15000 per month
and new teachers sanctioned under this b. Upper Primary teachers : up to Rs. 20000 per month
programme c. For secondary teachers : upto Rs.25,000 per month
d. Head Teachers: up to Rs. 25000 per month
Teacher Salary
23 The entitlement would be determined after an e. Head Master/Principal: up to Rs. 30000/- per month
(HMs/Teachers)
assessment of the requirement of the posts and f. Part time teachers (for Arts, Physical & Health
adequate deployment of teachers a per the PTR Education & Work education): up to Rs. 7000 per
norms. This will be based on the data provided month
by the State for teachers under UDISE/Shala
Kosh and DIKSHA. In case of a composite school, the Head Teacher of the senior
most level will be in-charge of the whole school.
Only the Additional Teachers over and above the
43
No.
State vacancies will be funded
There will be no separate cadre of teachers

sanctioned by the Centre. All teachers are
ultimately the responsibility of the State
Government.
Teachers will be adequately deployed to ensure

that all schools follow the PTR norms.
*Salaries of faculty and staff of SCERT in Financial support under the project/scheme for Teacher
respect of additional posts sanctioned and filled Educator salary will be as per the State norm or up to the
up after the introduction of the revised scheme limits as under, whichever is below:
by adoption/adaption of the suggested
organizational structure of SCERT. Salaries* for TEIs: as per following or as per actuals
whichever is less
*Posts sanctioned and filled up after up-
gradation. SCERT
Professor Upto 35000
**CTEs and IASEs come under the jurisdiction
Associate Prof. Upto 30000
of Department of Higher Education in the States
Salaries* of Teacher and It is proposed to phase-out the salary support Asst. Prof. Upto 28000
24 Educators (TEIs) to these institutions to the Department of Higher Lecturer Upto 25000
Education after the completion of 14th Finance
Commission period. DIET, CTE & IASEs
Principal Upto 30000
Vice-Principal/ Asst. Professor Upto 28000
Sr. Lecturer Upto 25000
Lecturer Upto 20000
Para-Academic Upto 15000
BITE
44
No.
Principal Upto 20000
Vice-Principal / Sr. Lecturer Upto 18000
Lecturer Upto 15000
Para Academic Upto 10000
V) GENDER AND EQUITY
KGBVs to be extended up to Class 12th for For building as per SSOR.
smooth transition of girls from Elementary to
Kasturba Gandhi Balika Senior Secondary. The existing guidelines for KGBVs and Girls Hostels will
25
Vidyalaya (KGBV) continue.
Priority will be given for up-gradation of KGBV
where the Girls’ Hostel has been established.
Self Defence training for Provision for upto Rs. 3000 per month for 3 months per
26
Girls school.
Special state specific projects for enhancing Financial Support will be provided under State Specific
access, retention and quality such as enrolment project as per the allocation of flexi fund under quality to
26 A Special projects for equity drives, retention and motivation camps, gender the state subject to viable proposal received from the
sensitisation modules etc. State/UTs.
IV) INCLUSIVE EDUCATION

a) The key thrust of Programme will be on i. Provision of up to Rs. 3000 per child, per year for
providing inclusive education to all children children with special needs, studying in government,
with special needs in general schools. government aided and local body schools as per specific
Funding will be based on data of CWSN proposal. This will include aids and appliances, teaching
provided under SDMIS. material, stipend for CWSN girls @ Rs. 200 per month
Provision for children with
27 b) Programme will also support special training, for 10 months.
special needs (CWSN)
education through open learning system, ii. Provision of special educators at cluster/school level as per
home schooling, wherever necessary, requirement and financial norms as per para 23 above.
itinerant teaching, remedial teaching,
community based rehabilitation (CBR) and
vocational education.
45
No.
V) VOCATIONAL EDUCATION
• Vocational Education to be introduced as an Non Recurring
integral part of general education at • Construction of Workshop/laboratory cum Class room @ State
Secondary and Higher Secondary level as per Schedule of Rate (SSOR) as per requirement of States/UTs
guidelines of vocational education scheme. The
vocational subjects are to be introduced as an • Upto Rs. 5.0 lakh per school per job role for Tools &
additional subject at the secondary level and as Equipment including Furniture, Computers, etc.
compulsory (elective) at the higher secondary
level.
Recurring
• Under the program, there is a provision for
arranging hands on training for students in Non-
Composite
industrial set up and guest lectures from Composite
schools
industry. On-job training may be provided Components schools
(Classes IX –
during vacations for at least 80 hours in a job ((Classes IX –
XII)
role. X) / (XI - XII))
Introduction of Vocational Financial support for One
• One/Two job roles may be covered in the span
28 Education at Secondary vocational teacher/trainer per
of 4 years based on content and notional hours. 12.00 6.00
and higher Secondary job role (@ Rs. 20,000 -
First job role may be completed in classes 9-10
and the other in classes 11-12. Further, some 25,000/- per month)
job roles which require longer duration of Provision for financial
training will be completed in 4 years. support for engaging
• One time non-recurring grant for purchase of resource persons including
tools and equipments may be approved at the Skill Knowledge Providers,
time of introduction of new job roles. Coordinators, guest faculty
• External assessment with the involvement of including skilled, semi-
2.50 1.25
SSC may be taken up only at the end of classes skilled rural artisans and
10 and 12. The States/UTs need to follow the crafts persons and
administrative cost for VTPs,
assessment timeline. In classes 9 and 11, the
cost for assessment and
practical assessment may be done at the
selection of VTs upto Rs.
State/UT by interchanging the teachers/trainers 1000 per VT etc.
amongst different schools for the purpose of
46
No.
assessment. The assessment and certification Raw Materials, maintenance
cost of Rs. 600 per student may be approved for of tools and equipments
40 students per class per job role in classes 10 purchase of books, software, 4.50 2.25
and 12. e- learning material etc.
• The scheme will cover Government schools. Cost of providing hands on
Government aided schools, in those States/UTs skill training/on the job 2.40 1.20
where Govt. Schools have already been covered training to students
under the Scheme, may also be considered for Cost of Assessment and
financial Assistance as per the norms of the Certification @ Rs. 600/- for 0.96 0.48
scheme. Class X and XII
Office Expenses/
Contingencies (including
expenditure on awareness &
2.00 2.00
publicity, guidance and
counselling, transport, field
visits,
• Induction Training of 10 days and In-service training of 05
days for Teachers/Skill Trainers including re-training of
existing vocational trainers in relevant job roles @ Rs. 300-500
per day per trainee
VI) SPORTS AND PHYSICAL EDUCATION
The sports equipment will be provide under this Up to Rs.5,000 for Primary school
component. Expenditure for meeting expenses on Up to Rs.10,000 for upper primary
SPORTS AND PHYSICAL
29 procuring sports equipment for indoor & outdoor Up to Rs.25, 000 for Secondary and higher secondary
EDUCATION
games in convergence with Department of
Sports.
VII) NATIONAL COMPONENT
Support to central (i) Support to National Institutions like NIEPA,
institutions like NIEPA, NCERT, PSSCIVE, NCPCR, NIC etc. for
30 Up to 0.5% of the Budget Outlay
NCERT, NCPCR//TSG/ National level programmes related to quality of
NIC etc. education, assessments, data management, and
47
No.
digital education etc.
(ii) Technical Support Group for monitoring of
the Scheme
VIII) PROGRAMME MANAGEMENT

Support States in implementing the Project The Management costs available shall not exceed 3.5% of
31 Management Cost
the State Outlay
48

Letter to States (Final)

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CONCEPT PAPER

Integrated Scheme for School Education: Merging the

1.5 The Centrally Sponsored Scheme of Restructuring and Reorganization of

2. Functionality, objectives, scope, coverage, funding and implementation

2.5 Independent evaluations of the Schemes have suggested increased convergence

3. Achieving Synergy Between the Schemes

3.2 Unified Administrative Structure and increased Programme Effectiveness:

3.4 Institutional capacity building: Improvement in quality requires a sustainable

3.5 A combined approach to school education would enable exploration of new

4. Proposed Strategy for Implementation

4.4 The approach suggested for inter-state allocation of funds is as follows:

5. Proposed Design of the Scheme

II. Gender and Equity

III. Inclusive Education

V. Financial support for Teacher Salary

VIII. RTE Entitlements

IX. Strengthening of Teacher Education Institutions (TEIs)

XI. Sports and Physical Education

XII. National Component (0.5% of total budget)

XIII. Infrastructure Development

XIV. Programme Management

Item SSA RMSA Remarks

Item/Activity SSA RMSA TE Remarks

Item/Activity SSA RMSA Remarks

Item/Activity SSA RMSA TE Remarks

Item/Activity SSA RMSA TE Remarks

Item/Activity SSA RMSA TE Remarks

Management training and

In-service Training: Cost per

Item/Activity SSA RMSA Remarks

Item/Activity SSA RMSA TE Remarks

Sl. Activities Programmatic Norms Financial Norms

• Urban deprived children, homeless and street

These will be appraised based on the data

(Admissibility for Government Schools)

Cultural activities like kalautsav, Yoga

Exposure to Vocational Skills at Upper Primary

Training for Teacher Educators

Establishment of Special Cells: Laboratories for Civil Work:

DIETs will support the entire school system at

There will be no separate cadre of teachers

Teachers will be adequately deployed to ensure

IV) INCLUSIVE EDUCATION

VIII) PROGRAMME MANAGEMENT

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