SECONDARY EDUCATION
SETTING UP OF MODEL SCHOOL AT BLOCK LEVEL AS BENCHMARK OF EXCELLENCE
Private Partnership (PPP) mode in the blocks which are not educationally backward.
(iii) Targets/Achievements: A total of 1286 Model Schools have so far became functional under State sector component of model schools scheme. In so far as PPP component of model school scheme is concerned, the Ministry has decided to undertake review of this component and any future course of action depend upon the outcome of the review. (iv) Overall outcome of the Scheme (upto
October, 2014): Since inception, under state sector component of the scheme 2490 model school have been approved in 23 states/UTs and financial sanction amounting to ` 3725.00 crore has since been released for setting up to 2329 model schools. As on 31-10-2014, 1286 model schools have been made functional in 13 states and amount of ` 260.00 crore has been released as recurring grants for these functional schools. As on 31-10-2014, about 3.10 lakh students were enrolled in these 1286 functional schools. It is expected that after 2490 model schools, which have been approved so far under state sector component are operationalized fully, a total number of 13.944 lakh students would be benefited @ 560 students per school.
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NCLUSIVE EDUCATION FOR DISABLED AT SECONDARY STAGE (IEDSS)The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) has been launched from the year 2009-10 replacing the earlier scheme of Integrated Education for Disabled Children (IEDC). It provides assistance for the inclusive education of the disabled children in classes IX-XII. The aim of the scheme is to enable all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling (classes IX to XII) is an inclusive and enabling environment.
The scheme covers all children passing out of elementary school and studying at the secondary stage in Government, local body and Government-aided schools, with one or more disabilities as defined under the Persons with Disabilities Act (1995) and the National Trust Act (1999), namely, i) Blindness, ii) Low vision, iii) Leprosy cured, iv) Hearing impairment, v) Locomotor disabilities, vi) Mental retardation, vii) Mental illness, viii) Autism, ix) Cerebral palsy and eventually cover Speech impairment, Learning disabilities, etc.
The components of the scheme includes: A) Student- oriented components: i) Assessment of medical / educational needs, ii) Provision of student specific facilities, iii) Development of learning material, iv) Purchase of screening reading software. B) Other Components: i) Appointment of special educators, ii) Special pay for general teachers trained in special education – ` 400/- per month iii) Construction and equipping of resource rooms, vi) training of general school teachers to build their capacity to fulfill the needs of children with special needs vii) make schools barrier free. Girls with disability receive special focus and efforts made under the scheme to help them gain access to secondary schools with a provision of a monthly stipend of ` 200/- for the disabled girls. ` 3000/- per child per annum is provided as Central Assistance to be topped by the States by a scholarship of ` 600/- per disabled child per annum.
Central assistance for all items covered in the scheme is on 100 percent basis. The School Education Department of the State Governments/Union Territory (UT) Administrations is the implementing agencies. They may involve NGOs having experience in the field of education of the disabled in the
implementation of the scheme. Assistance is admissible for two major components viz:
i) Student-Oriented Components, such as, medical and educational assessment, books support services, assistive devices, boarding and loading facility, therapeutic services, teaching learning materials, etc. ` 3000/- per child per annum is provided as Central Assistance to be topped by the State by a scholarship of ` 600/- per disabled child per annum.
ii) Other Components include appointment of special education teachers, allowance for general teachers for teaching such children, teacher training, orientation of school administrators, establishment of resource room, providing barrier free environment, etc.
This Scheme has been subsumed under Rasthriya Madhyamik Shikhsa Abhiyan (RMSA) from 2013. The States/UTs are also in the process of subsuming it under RMSA as RMSA subsumed Scheme. At the central level, a Project approval Board approves the proposals received from the State Governments and also for monitoring and evaluation. This also has several experts in the field of inclusive education as members. Scheme guidelines are available on the website of Ministry: www.mhrd.gov.in
A total no of 211616 Children with Special Needs (CWSN) are approved to be covered under the scheme during the year 2014-15. The Budget Estimates for the year 2014-15 of the composite RMSA Scheme is ` 5000 crores. An amount of ` 143.34 Crore (as on 10.11.2014) has since been released to States/UTs under IEDSS component of composite RMSA Scheme provisions. An evaluation study of the implementation of the Scheme was conducted by Department of Education of Group with Special Needs (DEGSN), NCERT, in 2012 to assess the impact of the Scheme on enrolment, access, retention and achievement of students with disabilities at secondary and higher secondary; to assess whether students covered under the Scheme are getting the required resource support in terms of trained (general and special) teachers; assistive devices; appropriate teaching material and learning environment etc. NCERT submitted its report in March 2013 Selected States and experts including NCERT, Departments of Disability Affairs, Rehabilitation Council of India and NGOs which had
Vocational Advancement of Youth) for competency
based skills and vocational education under National Skills Qualification Framework was launched by the
th
Hon'ble President of India on 11 November, 2014. The
Credit framework, using the NSQF and NOS, is an exercise in recognising skills and education as part of an integrated learning system. It can be suitably adapted and adopted by the State / UTs.
Sector Skills Council (Education)
The first ever Sector Skills Council (SSC) in the Education Sector has been set up by the Ministry. In pursuance of the decision taken for setting up a Sector Skills Council in the Education Sector in the Meeting of the Steering Committee on Skill Development held on
th
17 September, 2014 under the Chairpersonship of Hon'ble Human Resource Minister, the Sector Skills Council (Education) was notified by the Ministry on
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13 October 2014. The scope of the SSC (Education) covers job roles other than academic faculty in Universities and Colleges and teacher qualification in school education. The functions of the Sector Skills Council (Education) include:
?Setting up of Labour Market Information System (LMIS) to assist planning and delivery of training ?Identification of skill development needs and
preparing a catalogue of skill types
?Develop a sector skill development plan and maintain skill inventory
?Developing skill competency standard and qualifications
(i) Brief Objective: The objective of the scheme is to have at least one good quality senior secondary school in all the 6,000 blocks of the country. (ii) Coverage: The Scheme envisages providing
quality education to rural children through setting up of 6,000 model schools as benchmark of excellence at the rate of one school per block. The scheme has two modes of implementation, viz, (i) 3500 model schools are to be set up in educationally backward blocks (EBBs) under State/UT Governments; and (ii) the remaining 2,500 schools are to be set up under Public-
MODEL SCHOOLS
SETTING UP OF MODEL SCHOOL AT BLOCK LEVEL AS BENCHMARK OF EXCELLENCE
Private Partnership (PPP) mode in the blocks which are not educationally backward.
(iii) Targets/Achievements: A total of 1286 Model Schools have so far became functional under State sector component of model schools scheme. In so far as PPP component of model school scheme is concerned, the Ministry has decided to undertake review of this component and any future course of action depend upon the outcome of the review. (iv) Overall outcome of the Scheme (upto
October, 2014): Since inception, under state sector component of the scheme 2490 model school have been approved in 23 states/UTs and financial sanction amounting to ` 3725.00 crore has since been released for setting up to 2329 model schools. As on 31-10-2014, 1286 model schools have been made functional in 13 states and amount of ` 260.00 crore has been released as recurring grants for these functional schools. As on 31-10-2014, about 3.10 lakh students were enrolled in these 1286 functional schools. It is expected that after 2490 model schools, which have been approved so far under state sector component are operationalized fully, a total number of 13.944 lakh students would be benefited @ 560 students per school.
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Hon’ble Minister of Human Resource Development.The main focus of the exhibition was live demo of products crafted by the JSS beneficiaries to showcase the skills acquired by them through courses conducted by JSSs. The live demo provided opportunity to the beneficiaries to demonstrate their vocational skills at the National forum before the public. Cultural programmes were organized in the evening.
The girl students in the age group of 14-18 years studying in classes IX to XII belonging to SC, ST, OBC, Minority Community and BPL families form the target group of the Scheme. Students passing out of KGBVs will be given preference in admission in hostels. At least 50% of girls' students should be from SC, ST, OBC, and Minority Communities.
The scheme is implemented by the State Government Societies established for implementation of the