Welcome to the Session on Financial Management and Procurement

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National Workshop on Data Validation 11th-13th
June 2008 FINANCIAL MANAGEMENT PROCUREMENT
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Financial Management

• GOI developed a comprehensive Manual on Financial
  Management and Procurement.
• This Manual was made effective from 1st April
  2004.
• Provisions of this Manual are mandatory for the
  implementation of SSA and NPEGEL.
• The Manual covers planning, budgeting,
  accounting, fund flow arrangements, financial
  reporting, internal control, internal audit,
  auditing and procurement.
• 8 Amendments to the Manual are issued so far and
  a printed Booklet developed and disseminated to
  all States/UTs

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Planning Process

• Identification of Planning teams.
• Participatory planning process.
• Interaction with community and target groups.
• Consultative meetings
• Information need and collection of information.
• Data analysis and its utilisation in the plans.
• Steps in planning.
• District and State Plans.
• Educational profile.
• Problem and need identification.
• Goals and targets settings.
• Need based planning.

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FINANCIAL NORMS
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1. TEACHERS

• One teacher for every 40 children in Primary and
  upper primary
• At least two teachers in a primary school
• One teacher for every class in the Upper
  Primary.
• Of the 3 teachers sanctioned under SSA for
  every new UPS, one each will need to be a
  teacher with mathematics and science specific
  educational background. The teacher recruitment
  norms will be as per State Governments.
• Wherever there is a need for additional
  teachers at UP level, to maintain the pupil
  teacher ratio of 401, the additional teachers
  sanctioned under SSA will need to be
  provided/recruited from science / maths
  educational background.
• States will have to commit that they will
  re-deploy existing science/maths qualified
  teachers to cover as many UPS as possible.

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2. SCHOOL / ALTERNATIVE SCHOOLING FACILITY

• Within one kilometer of every habitation.
• Provision for opening of new schools as per
  State norms or for setting up EGS like schools in
  unserved habitations
• PS No schools within 1 km
• EGS Unserved habitations and no school exists
  within 1 km with atleast 15 children. This may
  be relaxed in exceptional cases.

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4. Classroom
3. Upper Primary schools / Section

• As per requirement based on the number of
  children completing primary education, up to a
  ceiling of one upper primary school / section for
  every two primary schools.

• A room for every teacher or for every grade /
  class, whichever is lower in
• Primary and upper Primary, with the provision
  that there would be two class rooms with
  verandah to every primary school with at least
  two teachers.
• A room for Head-Master in upper Primary school /
  section.

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5. Free textbooks

• To all children within an upper ceiling of Rs.
  150/- per child at primary level and Rs. 250/-
  per child at upper primary level.
• Primers/textbooks developed for tribal languages
  with bridging materials to facilitate a
  transition strategy to the States language of
  instruction and English, would be eligible for
  Class I-II within the ceiling of Rs. 150/- per
  child.
• Within the ceiling of Rs. 150/- per year at
  primary level, States can support workbooks,
  worksheets and other essential teaching learning
  materials which together constitute textual
  materials for the subject, class or grade.
• State to continue to fund free textbooks being
  currently provided from the State Plans.

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5. Free textbooks (contd/-)

• States to continue to fund free textbooks being
  currently provided from the State Plans for free
  textbooks to non SC/ST boys studying in
  Government and Government aided primary and UP
  schools. The financial implication of this
  charge will be restricted to cost of free
  textbooks to non-SC-ST Boys only to those States
  where these are not being provided under any
  existing schemes.
• In case any state is partially subsidizing the
  cost of text books being supplied to children in
  Elementary Classes, then the assistance under SSA
  would be restricted to that portion of the cost
  of the books which is being borne by the
  children.
• Cost of workbooks, textbook development,
  printing, transportation etc. can be added
  provided total cost does not exceed Rs. 150/- per
  child.

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5. Free textbooks (contd/-)

• Eligible children of
• Government Schools
• Government Aided Schools, Madarsas, Cantonment,
  Municipal Corporation Schools provided admission
  policy, teachers appointment, syllabus are
  similar to Govt. and not collecting any fee from
  students

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6. Civil Works

• Programme funds on civil works shall not exceed
  the ceiling of 33 of the entire project cost
  approved by the PAB on the basis of perspective
  plan prepared for the period till 2010.
• This ceiling of 33 would not include expenditure
  on maintenance and repair of buildings.
• However, in a particular years annual plan
  provision for civil works can be considered upto
  50 of the Annual Plan expenditure, within the
  overall project ceiling of 33.
• PAB may allow districts with larger
  infrastructure gaps, annual ceiling for civil
  works upto 50 per year, with the provision that
  their requirement is completed between 2008 and
  2010, and also that the over all ceiling of 33
  is maintained in these districts for the SSA
  programme period as a whole.

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• For improvement of school facilities, BRC/CRC
  construction.
• CRCs could also be used as an additional
  room.
• Furniture to Govt. upper primary schools _at_
  Rs. 500/- per child subject to conditions
• Only for existing Govt. UPS which do not have
  furniture already.
• Not available for new UPS sanctioned under SSA
  since 2001 as it got a provision of Rs. 50000/-
  as TLE.
• Procurement by VEC/SDMC or any other equivalent
  bodies.
• Mark as school property and maintain its record
  in stock register and carry out annual stock
  verification.
• Within 33 of the civil works in a districts
  outlay.

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Hostels in existing Govt. UPS subject to
conditions.

• Only one such facility per block
• Accommodate upto 100 children
• In blocks with population density of less than
  20 persons per sq.km in remote hilly, desert and
  tribal districts which do not have any such
  facility set up by any authority.
• Construction norms as per KGBV.
• Within the existing norms of civil works
• Running costs by States through dovetailing with
  other schemes or from innovative funds for
  girls/SC/ST children under SSA as per norms
  approved by the EC.

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• No expenditure to be incurred on construction
  of office buildings.
• Districts to prepare infrastructure Plans.
• SSA shall not fund school buildings for
  building less/dilapidated schools.
• Covers to Govt. school only. Activities are
  -
• new school buildings (unit cost includes kitchen
  shed)
• additional classrooms
• room for headmaster
• toilets (unit cost Rs. 20,000/- fixed by PAB)
  Higher unit cost for specific areas would be
  considered by PAB on the case by case basis.
• drinking water facilities (unit cost Rs. 15,000/-
  fixed by PAB) Higher unit cost for specific
  areas would be considered by PAB on the case by
  case basis.

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• boundary walls in extreme cases like hilly
  terrain, forest areas or urban areas subject
  to furnishing of justification
• Separation wall
• Electrification
• Child friendly elements should be mandatory in
  all new construction
• BRC with a unit cost of Rs. 8 lakhs
• CRC with a unit cost equivalent to addition class
  room
• SIEMAT

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• Unit cost as per state PWD norms wherever not
  specified in SSA norms.
• Construction mainly through Community
  Participation with the exception of BRC and
  SIEMAT
• Supervision cost and equipment both for
  monitoring quality, if any, built into the unit
  cost. Field visits of Engineering Staff be
  budgeted under Project Management or within the
  unit cost.
• Training of supervisory staff under management
  cost.
• Convergence with other schemes should be explored
  and the gap is funded under SSA.
• Spill over is allowed.
• Actual expenditure incurred is only booked.

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7 (a). Maintenance and repair of school buildings

• Only through school management committees / VECs
• Schools upto 3 classrooms will be eligible for
  maintenance grant upto a maximum of Rs. 5000/-
  per school per year while schools having more
  than 3 classrooms would get a maintenance grant
  upto a maximum of Rs. 10000/- per school per
  year, subject to the condition that the overall
  eligibility for the district would be Rs. 7500/-
  per school (Note Headmaster room and office
  room would not count as a classroom for this
  purpose.)
• PS and UPS would be treated as separate schools
  for the purpose of maintenance grant even if they
  are functioning from the same premises.
• Must involve elements of community contribution.
• Expenditure on maintenance and repair of building
  would not be included for calculating the 33
  limit for civil works.
• Grant will be available only for those schools
  which have existing buildings of their own.

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7 (a). Maintenance and repair of school
buildings (contd/-)

• Grant will be available also to those Government
  schools in Urban areas which are running in
  rented buildings.
• For Composite schools with primary and upper
  primary schools in addition to secondary/higher
  secondary schools, this grant will be provided
  only for the classrooms used for primary and
  upper primary classes.

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7 (b). Repair of school building

• Rs. 150 crore available under SSA for all
  States/UTs which will be proportionately
  distributed by GOI on major repairs.
• Form part of AWPB and within the ceiling of
  civil works.
• Maximum of 5 of existing schools in a districts
  in a year.
• Schools constructed for more than 10 years.
• Should not exceed more than 60 of the new
  construction.
• Mandatory to provide list of schools, cost
  estimates and photo of the schools to be
  repaired.
• Decentralized system of technical and financial
  assessment and approvals.
• SPO approval for higher investment of Rs. 75000/-
  and above.
• District and sub-district approvals below this
  limit.
• On site technical supervision by professionally
  qualified engineers.
• States need to develop a Repairs Manual.

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8. TLE for new primary schools/ upper primary
schools

• TLE _at_ Rs. 20,000/- per new primary school
• TLE _at_ Rs. 50,000/- for new and upgraded upper
  primary schools
• TLE will be as per local specific context and
  requirement/need to be determined by the
  teachers/school committee. States to
  disseminate and indicative list of basic school
  requirements with scope for local
  contextualization, after approval of State
  SSA, Executive Committee.
• Involvement of teachers and parents necessary in
  TLE selection and procurement

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8. TLE for new primary schools/ upper primary
schools

• VEC / school-village level appropriate body to
  decide on best mode of procurement
• Requirement of successful running of EGS center
  for two years before it is considered for
  up-gradation
• Provision for teacher classrooms
• TLE funds cannot be pooled at cluster / block /
  district / State level for purchase.

• TLE for upper-primary (Merged with Norm No. 8)

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10. School grant

• Rs. 5000/- per year per primary school and Rs.
  7000/- for upper primary school for replacement
  of non-functional school equipment and for other
  recurring costs such as consumables etc. The
  amount for UPS will include items for science
  laboratories and computer education requirements.
• Transparency in utilization
• To be spent only by VEC/SMC
• PS and UP schools would be treated as separate
  school for the purpose of school grant even if
  they are functioning from the same premises.

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• Eligible to
• Government Schools
• Government Aided Schools, Madarsas, Cantonment,
  Municipal Corporation Schools provided admission
  policy, teachers appointment, syllabus are
  similar to Govt. and not collecting any fee from
  students
• Not allowed for High schools where classes
• Start from VIII onwards in the case of States
  having upper primary upto Class VII
• EGS / AIE / AS
• Library books for schools can also be provided
  from this grant.

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11. Teacher grant

• Rs. 500/- per teacher per year in primary
  and upper primary
• Transparency in utilisation
• Eligible to
• Government Schools
• Government Aided Schools, Madarsas, Cantonment,
  Municipal Corporation Schools provided
  admission policy, teachers appointment, syllabus
  are similar to Govt. and not collecting any fee
  from students
• One third of high schools teachers in the case of
  States having upper primary upto Class VII and
  Class VIII is attached to High Schools.

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12. Teacher training

• Provision of upto 10 days in-service training for
  all teachers each year at BRC level and above, _at_
  Rs. 100/- per teacher per day
• Upto 10 monthly cluster level meetings and peer
  group training sessions, for all teachers each
  year _at_ Rs. 50/- per teacher per day at CRC level.
• _at_ Rs. 100/- per day for 30 days induction
  training of newly recruited teachers.
• _at_ Rs. 100/- per day for 60 days on the job,
  untrained teachers to acquire professional
  qualifications through in-service/distance
  programmes.
• Training of BRC CRC co-ordinators and resource
  persons for upto 10 days each year _at_ Rs. 100/-
  per person per day.
• These ceilings of unit cost should not be allowed
  automatically as a default costing norm. Actual
  unit costs would need to be budgeted. The number
  of days of trainings would be decided by the
  State/UT. The unit costs for training would be
  based on the State norms for training as approved
  by the State SSAs Executive Committee.
• Assessment of capacities for effective training
  during appraisal will determine extent of
  coverage
• Support for SCERT/DIET under existing Teacher
  Education Scheme

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• Eligible to
• Government Schools
• Government Aided Schools, Madarsas,
  Cantonment, Municipal Corporation Schools
  provided admission policy, teachers
  appointment, syllabus are similar to Govt. and
  not collecting any fee from students
• One third of high schools teachers in the
  case of States having upper primary upto Class
  VIII and Class VIII is attached to High Schools.
• BRC /CRC co-ordinators and resource persons

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State Institute of Educational Management and
Training (SIEMAT)

• One time assistance of Rs. 3 crore
• States have to agree to sustain
• Selection criteria for faculty to be rigorous
• Setting up new SIEMAT in States where the
  same is not established.
• Rs. 3 crore is a one-time assistance including
  civil works
• Procedure of construction decided by the State.
• State cabinet has to approve the proposal and
  agree to its sustainability
• No objection of NUEPA be obtained

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14. Training of community leaders

• For a maximum of 4 persons per village 2
  persons per school for 2 days in a year
  preferably women
• _at_ Rs. 30 per day per person.
• _at_ 3 community leaders per school in urban
  areas where no village exists and in States
  where revenue village covers vast area.
• Training of community leaders for monitoring of
  school functioning and SSA activities (SMCs,
  Mothers Groups, PTAs, VECs, GP Presidents
  and members etc.) can be undertaken beyond
  the number of persons allowed under REMS and
  Innovation.

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15. Provision for disabled children

• Upto Rs.1200/- per child for integration of
  disabled children, as per specific proposal, per
  year
• District Plan for children with special needs
  will be formulated within the Rs.1200 per child
  norm
• Involvement of resource institutions to be
  encouraged.
• Eligible to all disabled children irrespective of
  educational status
• Activities covered
• Early detection of children with special needs
  (problem of vision, hearing, movement, learning,
  cerebral palsy or mental retardation).
• Identification of children with special needs
• Functional and formal assessment
• Educational placement

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• Aids and appliances if not able to obtain
  through convergence
• Support services like physical access
• Special equipment
• Reading material
• Special educational techniques
• Remedial teaching
• Curriculum adaptation
• Adapted teaching strategies
• Training to teachers etc.
• Resource Support by appointment of resource
  teachers.
• Removal of architectural barriers in schools
• Research, monitoring and evaluation etc.
• Not in cash
• No separate schools
• Ceiling of expenditure at district level

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Clarifications issued on 6-9-2004

• Rs. 1200/- per child is relevant for district
  calculations and the actual amount to be spent on
  each child may vary from child to child.
• Normally 20 days in-service training include a
  component on IED but special training from out of
  the allocation of Rs. 1200/- can be used.
• If a child is placed in a special school no
  expenditure would be borne from SSA for board and
  lodging. However, assistive devices for that
  child could be paid for if the same cannot be
  provided through convergence.
• Expertise NGOs can also be engaged through SSA
  funds after obtaining the approval of
  grants-in-aid committee

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16. Research, Evaluation, supervision and
monitoring

• Upto Rs.1500 per school per year
• Rs.200 per school per year to be spent at
  national level.
• Norms for State/district/BRC/CRC/ School level
  expenditures for research, evaluation,
  supervision and monitoring will be decided by the
  Executive Committee in States/UTs.
• States would need to give priority to developing
  and regularly implementing, monitoring systems to
  measure quality related outcomes, inter alia,
  such as students learning outcomes, teacher
  performance, student and teacher attendance rates
  by gender and social categories, as also
  parameters for measuring changes in classroom
  practices, impact of teacher training, efficacy
  of textbooks and textual materials, quality of
  academic supervision provided by BRCs/CRCs/DIETs
  etc.

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16. Research, Evaluation, supervision and
monitoring (contd/-)

• State and district provisioning will include
  inter alia for EMIS, allocations for regular
  school mapping/micro planning for location of
  schools, other school infrastructure and updating
  of household data on 6-14 year old childrens
  educational status.
• Involvement of State SCERTs, DIETs and SIEMATs
  (where SIEMATs are functional), will be mandatory
  in the execution of this component.
• Involvement of other independent national and
  state level resource institutions in conducting
  REMS activities should be encouraged through
  appropriate MOUs/Contracts.
• Each State/UT SSA programme will set up a
  Research Approval Committee for processing and
  approving all research and evaluation to be
  undertaken at the State level. Appropriate
  mechanisms should also be set up for district
  level by the State SSA programme.

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• Eligible to all Govt. and Aided schools
• Activities covered
• Creating a pool of resource persons at
  national, State, district, sub-district level
  for effective field based monitoring
• Travel grant and honorarium to resource
  persons
• Providing regular generation of community
  based data
• Conducting achievement tests, evaluation
  studies
• Undertaking research activities
• Setting up special task force for low female
  literacy districts and for special monitoring
  of girls, SC/ST
• EMIS
• Expenditure on charts, posters, sketch pen,
  OHP pens etc.

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• Assessment and appraisal teams and their
  field activities
• Analysing data at sub-district / district /
  State and national level
• Curriculum renewal
• Development of Training modules with
  resource teams
• Institutional monitoring of the progress of
  implementation
• MIS development, EMIS, DISE, cohort study,
  child-tracking etc.
• Financial monitoring, social audit, joint
  training programmes for auditors, community
  leaders etc.

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17 (a). Management Cost

• Not to exceed 6 of the budget of a district plan
• To include expenditure on office expenses, hiring
  of experts at various levels after assessment
  of existing manpower, POL, etc.
• North-eastern States and UTs where plan size is
  very small, could be budgeted upto Rs. 20 lakh
  per district. However, the overall ceiling of 6
  should be maintained for the State over the SSA
  project period.
• Priority to experts in MIS, community planning
  processes, civil works, gender, etc. depending on
  capacity available in a particular district.
• Management costs should be used to develop
  effective teams at State/ District / Block /
  Cluster levels.
• Identification of personnel for BRC/CRC should be
  a priority in the pre-project phase itself so
  that a team is available for the intensive
  process based planning.

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• District Project Office as per Revenue
  district as on 31-3-2002
• No new permanent post
• Posts being created on contract or deputation
  basis
• Deputation allowance allowed in case the
  orders carry a provision for its payment.
• Management includes
• Expenditure on data collection
• EMIS operationalisation and maintenance
• Office Expenses
• Salary of supportive staff
• Hiring of experts in areas like, MIS, Pedagogy,
  Teacher Training, Research Evaluation,
  Community Mobilisation, Gender,
  Sensitisation, Civil Works, Alternative
  Schooling, Financial Management etc.

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• Provision of office equipment, computers,
  photocopier
• Stationary and other consumables
• Charges on telephone, fax, internet, postage
• POL, vehicle maintenance, vehicle hiring
• TA/DA of functionaries
• Recurring contingent and miscellaneous costs
• Media and newsletters
• Training, orientation programmes for
  management staff including financial
  management
• As a policy purchase of new vehicle is not
  encouraged. In exceptional cases, purchase in
  substitution of condemned vehicles should be
  approved by PAB without new post of drivers.
• Management cost of district and State component
  not to exceed 6 annual outlay of the districts

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• Activities of district/block level resource
  groups (include honorarium, travel expenses,
  meeting costs etc.) can be supported under
  either Project Management or REMS.
• Rent for accommodating the BR/ BEO could be
  budgeted for in the AWPB till the BRC building
  has been completed.
• If the existing the building for DEO becomes
  inadequate on account of additional personnel
  recruited for SSA, then the rent for a DEO
  building could be budgeted in the AWPB as an
  interim measure.
• Personnel with responsibilities of routine and
  regular field visits and supervision (BRC/CRC
  resource teachers, engineering personnel) could
  be provided a fixed TA (as decided by the SIS)
  as a part of their regular monthly entitlements
  for a prescribed number of visits.

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17 (b). Learning enhancement programme

• Learning enhancement programme with priority to
  enhance learning levels in language, mathematics
  and science by using up to a maximum of 2 of
  district outlay provided overall ceiling remain
  within 6. Ensure the following steps
• Clearly stated outcomes to be achieved for
  selected subjects. Priority for acquiring basic
  language/ reading/ comprehension/ numeracy skills
  in Class I to III and Science/Maths learning in
  Class V to VIII.
• Indicate total number of children to be covered,
  number of schools to be covered block wise.
• Specify type of additional TLM to be used for
  students/teachers / trainers etc.

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• Define role of key players like teachers, CRCs,
  BRCs, DIETs, Community etc. in the
  implementation.
• Indicate information about the pedagogic
  principles including strategies for learning to
  be adopted during the programme
• Provide external evaluation of the interventions
• No duplication of costs with any other component
  of SSA.

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18. Innovative activity for girls education,
early childhood care education, interventions
for children belonging to SC/ST Community,
minority, community, deprived children in urban
areas, Computer Education especially for Upper
Primary level

• An Innovation Head upto Rs. 1 crore per district
  per year will apply for SSA.
• Upto half of the funds under the Innovation Head
  can be targeted to Computer Aided Education
  facilities per district per year. The focus of
  Computer Aided Learning (CAL) will be to
  maximize coverage in Upper Primary Schools with
  special emphasis on Science and Mathematics.
  Hardware, software, training, maintenance and
  resource support if required, could inter alia be
  included in this component.

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• Upto four innovative projects each within the
  ceiling of Rs.15 lakh per district will be
  permissible on need basis, for the balance funds
  with a cap of 15 lakh per project.
• No duplication with any other SSA component
  will be permissible. The innovation should not
  duplicate strategies allowed under other
  components of SSA or to other interventions of
  other schemes.
• All components under the Innovation Head will
  need to be designed and executed in a clearly
  defined deliverable outcomes to be articulated
  in the Annual work Plan of district. The
  innovation should be area specific and focused on
  clearly defined target groups. It can be in the
  form of a package including general SSA
  interventions supplemented by interventions
  under Innovative Heads. Steps for its monitoring
  and evaluation should also be clearly brought
  out. The interventions will be in project mode
  having no civil work components with clearly
  defined areas, target group, outcomes and
  monitoring and evaluation. The intervention will
  be broken in micro activities with indicative
  financial requirements.

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• ECCE and girls education interventions will
  target interventions for supporting girls
  education which are not covered under other
  components of SSA e.g., NPEGEL and KGBV
  programmes.
• Interventions for Scheduled Caste/Scheduled
  Tribe communities will be targeted to enhanced
  retention and learning levels of children.
• Interventions for educationally disadvantaged
  minorities chiefly Muslim children to target
  their enhanced enrolment, retention and
  completion of the elementary education.
• Interventions for urban deprived children with
  focus mainly on creating facilities for street
  children, migrant children, rag pickers to
  enable them to join elementary education.

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• Details of activities under each innovative
• head
• Activities under girls education and
  education
• of SC/ST -
• Enrolment and retention drives
• Special camps and bridge courses
• Setting up special models of Alternative
  schools
• Strengthening of madaras and maktabs for
  formal education to girls
• Community mobilisation including setting up
  new working groups with existing working
  groups
• Monitoring attendance
• Remedial coaching classes
• Providing a congenial learning environment
  inside and outside the school

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• Activities that are not explicitly mentioned or
  allowed under any other SSA cost head can be
  included under the Innovation head such as
  library books to schools, uniforms, scholarship
  and other incentives to disadvantaged children
  subject to the adherence of the conditions laid
  down in MHRDs letter dated 5-5-2004
• Innovations cost head also be used to supplement
  funds for activities that cannot be funded fully
  under the ceiling of cost provided under the SSA
  norms such as, additional funds for residential
  bridge courses, graded reading materials, if such
  material is not a part of the curriculum package
  for the whole State.

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• Activities under ECCE -
• Supplementary support in conjunction with
  ICDS
• Specific support to ECCE in existing ICDS
  centres
• Honoraria for pre-school teachers
• Training of Aanganwadi Sevikas
• Activity materials, play items etc.
• Monitoring attendance
• Remedial coaching classes
• Providing a congenial learning environment
  inside and outside the school
• Activities under Computer Education at UP
  level -
• Computer hardware, software and related
  accessories
• Computer books and stationery
• Training to teachers in computer education

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19. Block Resource Centres / Cluster Resource
Centres

• Ordinarily one BRC in each Community
  Development (CD) Block.
• In urban areas where CD blocks are not
  available, urban academic resource centres
  could be set up subject to conditions.
• One CRC for 100-150 teachers.
• One URC on the lines of BRC for 10-15 CRCs.
• Norms of persons to man the CRC/URC and the unit
  costs are the sane as in SSA Norms.
• If the Municipality or town development authority
  has academic staff, they may be deployed in the
  URCs/CRCs.
• BRC/CRC to be located in school campus as
  far as possible

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• Rs. 8 lakh ceiling for BRC building construction
  wherever required.
• Cost for CRC construction will be as per unit
  cost of the State for an additional classroom.
  Should be used as an additional classroom in
  schools.
• Total cost of non-school (BRC and CRC)
  construction in any district should not exceed
  5 of the overall projected expenditure under
  the programme in any year.
• Deployment of up to 20 teacher in a block with
  more than 100 schools 10 teachers in smaller
  Blocks in BRCs and CRCs put together.
• Provision of furniture, etc. _at_ Rs.1 lakh for a
  BRC and Rs.10,000 for a CRC

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• Contingency grant of Rs. 20,000/- for BRC and
  Rs. 3,000/- for a CRC, per year.
• Meetings, Travel Allowance Rs. 750/- per month
  per BRC, Rs. 300/- per month per CRC.
• TLM Grant Rs. 5000/- per year per BRC, Rs.
  1000/- per year per CRC.
• Identification of BRC/CRC personnel after
  intensive selection process in the preparatory
  phase itself.

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• BRCs as per CD blocks
• Spill over of furniture grant is allowed.
• Libraries in BRCs and CRCs from TLM Grant.
• Unit cost of salary of BRPs at the minimum
  applicable for fresh teachers
• BRPs deployed under DPEP will not cover under
  SSA. Their salaries will be borne by the State.
  
• Additional requirement of funds for travel, TA/DA
  meetings at BRC/CRC, capacity building for
  BRC-CRC personnel (beyond that allowed under the
  norms) may be provided under Project Management
  and REMS as per need.

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20. Interventions for out of school children

• As per norms already approved under Education
  Guarantee Scheme Alternative and Innovative
  Education, proving for the following kind of
  intervention
• Setting up Education Guarantee Centres in
  unserved habitation
• Setting up other alternative schooling models
  
• Bridge Courses, remedial course, Back-to-School
  Camps with a focus on mainstreaming out of school
  children into regular schools.

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20. Interventions for out of school children
(contd/-)

• Per learner cost of Rs 1,535/- per annum for
  Primary and Rs 2,960/- for Upper Primary EGS
  centres at the district level. The cost of
  individual centre would depend upon the no. of
  learners enrolled. The honorarium for the
  Education Volunteer would be restricted to Rs.
  2,500 per month.
• For AIE centres/ interventions the per learner
  ceiling would be Rs 3,000 per annum for
  intervention of non residential intervention.
• For residential AIE interventions, the cost
  ceiling would be Rs 10,000/- per child per annum.
• The item wise breakdown of costs would be worked
  out by the state implementation society of SSA
  within the overall ceiling of Rs. 3000/- per
  annum. Item wise costs would be worked for each
  AIE strategy to provide kind of adequate
  flexibility for the needs of different kinds of
  children.

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• EGS - School less habitations
• AIE - Bridge courses, back to school camp,
  strategies for specific, difficult groups of
  children who cannot be mainstreamed
• Focus areas -
• Full time community schools for small
  unserved habitations
• Mainstreaming of children through bridge
  courses of different duration
• Specific strategies for special groups like
  child labour, street children, adolescent
  girls, girls belonging to certain backward
  communities, children of migrating families
  etc.
• Innovative programme in pedagogic practices,
  curriculum, programme management,
• textbooks, TLM etc.

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• Additional teacher if number of children exceeds
  40 in a primary level centre.
• No rent for running EGS/AIE Centres. Community
  will provide space and shelter.
• NGOs may be engaged for running EGS/AIE
• Centres NGO contribution, if any, should be taken
  into account while preparing plans.
• EGS Centres may be opened for minority children
  studying in Madrassas not affiliated to the
  Secondary School Board or Madrassa Board. Free
  Textbooks, additional teacher if required and
  teacher training can be provided.

• Out of central assistance approved by PAB towards
  management cost within 6 of the ceiling

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• Community volunteers could be provided in regular
  schools, where required, to support and tract
  children who have been mainstreamed from bridge
  courses. Honorarium for such workers and
  associated costs could be supported under the
  remedial teaching activity of EGS AIE. This
  must be budgeted for in the AWPB for the year.

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• Education of migrating children.
• Cover children of seasonally migrating parents
  of brick kilns, agriculture, sugarcane
  harvesting construction, stone quarrying,
  salt pans etc.
• Efforts should be made to bring such children to
  regular schools both in districts where the State
  or in districts to where they seasonally migrate.
  If this is not feasible, the following
  alternative options be explored
• (a) Seasonal hostels/residential camps to
  retain children in the sending villages
  during the period of migration.
• (b) Work-site schools at the location where
  migrant families are engaged in work
• (c) Peripatetic educational volunteer who can
  move with the migrating families to take care of
  childrens education and

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• (d) Strategies for tracking of children through
  migration
• cards/other records to enable continuity in
  their education
• before, during and after the migration.
• The receiving district/State where migrate
  families are located should provide education
  facilities and include it in the district AWPB
  under AIE component. The involvement of NGOs in
  the process of mapping, planning and
  implementation be actively supported.
• Sending and receiving districts and States to
  collaborate with each other to ensure continuity
  education of such children and providing
  appropriate textbooks, teachers who can teach in
  the language in which children have been
  receiving education.
• A task force could be set up to effect regular
  coordination between States/Districts.
• The appraisal process of AWPBs would scrutinize
  if areas of high incidence of migration have been
  identified and whether strategies for education
  of seasonally migrating children have been
  included in the district plans.

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21. Preparatory activities for micro-planning,
household surveys, studies, community
mobilization, school- based activities, office
equipment, training and orientation at all
levels, etc.

• As per specific proposal of a district, duly
  recommended by the State. Urban areas, within a
  district or metropolitan cities may be
  treated as a separate unit for planning as
  required.
• Pre-project activities are not included in the
  plans.

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NPEGEL

• Introduced as an additional support to SSA for
  education of girls at elementary level.
• Applicable in areas -
• Educationally backward blocks with rural female
  literacy is less than the national average of
  (46.58 as per 2001 census) and gender gap is
  above the national average (21.69 as per 2001
  census)
• Block of districts which have at least 5 SC/ST
  population and SC/ST female literacy rate below
  10
• Selected urban slums (urban female literacy
  54.16 as per 2001 census)
• Prepare separate sub-plan for NPEGEL
• Data on rural male, female literacy rate and
  gender gap cluster and block level
• Data on percentage of SC/ST population and SC/ST
  female literacy rate
• Urban slums notified by Ministry of Urban
  Development and Poverty Alleviation, Govt. of
  India
• No. of clusters covered in each educationally
  backward block

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NPEGEL

• To provide for block focused projects for girls
  at risk/difficult circumstances under the NPEGEL
  programme, with clearly defined outcomes subject
  to the following conditions
• (i) Focus of interventions should be on
  retention of girls and improvement in the quality
  of learning. Detailed action plans for the
  target group of girls and the specific strategies
  to be adopted in the block are spelt out, with
  defined and measurable outcomes. SSA Annual Work
  Plans of districts to reflect NPEGEL block
  specific projects, accordingly.
• (ii) All strategies and interventions must target
  both in and out of school girls within the
  block.
• (iii)Funds per block would be the sum total of
  the sub-components admissible under the NPEGEL
  scheme per cluster.
• (iv) The amount of Rs. 2 lakh granted for an
  additional room to a model cluster school, be
  deleted from the scheme, as SSA already provides
  for such infrastructure. Instead the fund should
  be used for other approved activities and
  included in (iii) above

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Financial Norms under NPEGEL
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• Activities covered under 7 (ii) (a) to 7 (ii) (f)
  undertaken within an overall annual ceiling of
  Rs. 60000/- per cluster

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Kasturba Gandhi Balika Vidyalaya (KGBV)

• Introduced as a separate programme by Government
  of India during 2003-04.
• However, from 1st April 2007 (from the 11th Plan
  period) forming part of SSA.
• Separate Annual Work Plan Budget below SSA and
  NPEGEL plan is prepared.
• Applicable only in those educationally backward
  blocks as per census data of 2001 i.e. rural
  female literacy below the national average and
  gender gap in literacy more than the national
  average.
• Schools may be set up in areas with concentration
  of tribal population with low female literacy and
  /or a large number of girls out of school,
  concentration of SC, OBC and minority populations
  with low female literacy and/or a large number of
  out of school, areas with low female literacy or
  areas with a large number of small, scattered
  habitations that do not qualify for a school.

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• Such residential schools will be set up only in
  those backward blocks that do not have
  residential schools for elementary education of
  schools under any other scheme of Ministry of
  Social Justice and Empowerment and Ministry of
  Tribal Affairs.
• COMPONENTS OF THE SCHEME
• Setting up of residential schools where there are
  a minimum of 50 girls predominantly from the SC,
  ST and minority communities available to study in
  the school at the elementary level. The number
  can be more than 50 depending on the number of
  eligible girls. Three posses models for such
  school have been identified.
• To provide necessary infrastructure for these
  schools.
• To prepare and procure necessary teaching
  learning material and aids for the schools.
• To put in place appropriate systems to provide
  necessary academic support and for evaluation and
  monitoring.

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• To motivate and prepare the girls and their
  families to send them to residential school
• At the primary level the emphasis will be on the
  slightly older girls who are out of school and
  were unable to complete primary schools (10).
  However, in difficult areas (migratory
  populations, scattered habitations that do not
  qualify for primary / upper primary schools)
  younger girls can also be targeted.
• At the upper primary level, emphasis will be on
  girls, especially, adolescent girls who are
  unable to go to regular schools.
• In view of the targeted nature of the scheme, 75
  girls from SC, ST, OBC or minority communities
  would be accorded priority for enrolment in such
  residential schools and only thereafter, 25
  girls from families below poverty line.
• Established NGOs and other non-profit making
  bodies will be involved in the running of the
  schools, wherever possible. These residential
  schools can also be adopted by the corporate
  groups.

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Financial Norms of KGBV
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Progress Overview

• Progress Overview includes progress both physical
  and financial made during the previous year.
• Unspent balance is outlay saved.

Spill Over

• Outlay saved under non-recurring head and
  commitment made under recurring head.
• One time grant like TLE, Furniture Grant for
  BRC/CRC.
• Commitment made but not paid during the financial
  year.
• Use prescribed Software and provide both soft and
  hard copies.

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Accounting

• As per State Government procedure with the
  exception of cash book in double entry method.
• Para 50 of the Manual provides books of accounts
  and registers.
• Annual physical verification of Assets and Stock
  Register.
• Canons of Financial Propriety.

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Accounting

• Advances treated as expenditure for reporting
  purpose.
• School Grant
• Teachers Grant
• TLE
• Repair and Maintenance of School building
• Civil Works by community
• Salary of locally appointed teachers
• EGS/AIE (Salary and Materials)
• Teachers Training
• Contingency Grant to BRC/CRC

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Accounting

• Advance Register
• Monitoring of Advances
• Account head
• Cash Book
• Journal
• Ledger
• Bank Reconciliation
• Indicative staffing structure at SPO and DPO
• Capacity Building of Accounts and Audit Staff
• Control of Expenditure
• Re-appropriation of funds

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Fund Flow Arrangements

• GOI and State Share
• Procedure for release of funds
• Ad-hoc release of Ist installment of GOI share in
  April 50 of the expenditure incurred in the
  previous year less opening balance subject to
  subsequent adjustments.
• Fund flow from GOI to SIS, State to SIS, SIS to
  District and District to sub-district level.
• Accounting of Interest earned.

79
Financial Reporting

• Quarterly fund flow and cash forecast statement
  Annex VIII
• Quarterly Progress Report Annex IX
• Release of funds to Districts - Annex XI
• District-wise expenditure statement - Annex XII

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Internal Control and Internal Audit

• Internal Control
• Supervision and Monitoring
• Concurrent Financial Review and Monitoring by GOI
• Indicators for Financial Management checks by GOI
  - Annex XIV (Half Yearly)
• Expenditure
• Fund Flow
• Advances
• Staff for Financial Management
• Training Programme
• External Audit
• Internal Audit

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Auditing

• Selection of Chartered Accountant Firm with a
  minimum of 5 years experience from the empanelled
  list of CAG/State AG and if not available
  through the normal selection process.
• Terms of Reference
• CA Firm for initially one year and extended upto
  3 years
• SPO, all DPOs and sample BRCs, CRCs, schools/VECs
  in a three year cycle except that schools/VECs
  receiving more than Rs.1 lakh be included in the
  sample.
• Annual Audit Report by CA Firm by September every
  year
• Audited Annual Accounts along with balance sheet,
  income and expenditure account, receipt and
  payment etc. submitted to GOI by December every
  year
• Pursuance of Audit Objections

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Procurement Procedure under SSA / NPEGEL
83
PROCUREMENT

• Chapter IX of the Manual provides procurement
  procedure.
• Ensure the levels of procurement provided in Para
  107 is strictly followed
• School / Community level
• CRC / BRC level
• District level
• State level
• Procurement Plan every year based on requirement
  and method as per financial ceiling
• Financial limit AS PER State limit or
  specifically prescribed for each method to be
  strictly followed.

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OPEN TENDER

• Steps
• Notification / Advertising
• Issue of tender documents
• Submission of tender documents
• Public opening of tender
• Evaluation
• Selection of lowest evaluated responsive tender
  based on post qualification
• Negotiation with L-1 (if necessary)
• Contract award and
• Contract performance

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• Prescribe Standard bidding documents covering the
  following
• Documents user friendly, self contained,
  comprehensive, unambiguous and relevant to the
  objective of purchase.
• Bid form and price schedule
• Technical specifications
• Post qualification criteria
• Validity period
• Earnest money
• Pre-bid conference
• Submission of bids
• Opening of bids
• Security deposit
• Retention money
• Payment terms
• Liquidated damages

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• Evaluation criteria
• Conditions of contract
• Negotiation with L-1
• Award of contracts
• Repeat Orders
• Quantity as per State procedure
• Place order within one month from the date of
  last supply
• Prices have since not reduced
• Purchases not made on urgent basis
• Rejection of all bids
• Lack of competition
• Tenders not substantially responsive
• Obtain the approval of competent authority

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LIMITED TENDER

• Items covered
• goods including books,
• teaching learning materials,
• school equipment,
• hiring of vehicles, and
• operation and maintenance of equipment
• Steps
• Identifying items
• Laying down of specifications
• Estimating total numbers and costs of items
• Identifying likely agencies borne on the approved
  list of contractors/ suppliers
• Obtaining approvals of competent authority